TURN YOUR BRAIN ON

Expected Learning outcomes

Identify activities related to vacations.
 PAGE 8

My vacation
1. For activity 1, have students TURN YOUR BRAIN ON TO WRITE IN

YOUR NOTEBOOK
close their books. Show
students some pictures
My vacation
related to the beach. Then,
ask your students to describe 1. Listen and repeat. 1
the pictures and give you as  David and his friend are talking about their vacations.
many details as possible.
David: Hello Sebastian, where did you go on your last
Write your students’ ideas
vacation?
on the board. Make sure
Sebastian: I went to the North.
you elicit or pre-teach the
word “sunbathing.” David: Really? How was it?

2. Have students open their Sebastian: Fantastic! The beaches were wonderful and the
weather was great!
books at page 8. Have them
listen to the CD track 1 and David: How long did you stay?
read. Then, have students Sebastian: I stayed for about ten days.
listen and repeat. Model David: What did you do there?
the correct pronunciation Sebastian: I went to Piura and Tumbes. I was in Mancora
several times (you can also
 Oral Comprehension

and Punta Sal. I went sunbathing and tried lots

use vanishing sentences.) of local food.
Then, have students get
in pairs and practice the 2. Listen to your teacher and answer.
conversation using the look EXAMPLE  1. Where did Sebastian go on his last vacation?
up and say technique. He went to the North.

3. For activity 2, prepare some 3. Listen and rap. 2

comprehension questions
about the conversation. Ask My Beautiful Vacation
students to listen to you I went to the North on my last vacation. Where did you go on your last vacation?
and answer the questions. I went to Piura and Tumbes. I went to the North.
Then, write the questions on I was in Mancora and Punta Sal. I was in Mancora and Punta Sal.
the board (or dictate them) The beaches were wonderful. What did you do there?
and have students ask and And the weather was great! I went sunbathing.
answer the questions with a I went sunbathing. And I tried lots of local food.
partner. I tried lots of local food.
4. For activity 3, have students
listen to the CD track 2. Play  https://www.youtube/S9Cg3LwF2Lo
the track again and ask Learn more with your Workbook - page 6
students to rap along. Have
students practice in groups 8
English 6 | Corefo
and challenge them to
change some of the words
in order to personalize the
song. Finally, ask some
groups to present their
versions to the class.
Workbook: Assign the
activities on page 6

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English 6 | Corefo
 Expected Learning outcomes
Identify speciic information about experiences in a text.
 PAGE 9

My experience
TURN YOUR BRAIN ON TO WRITE IN
YOUR NOTEBOOK  1. Have students look at
My experience pictures of some activities
you did on your last vacation.
Think Include one or two activities
1. Read and answer the question. Free answer that you had never done
a. Have you recently done something that you never did before?
before. Ask students to guess
b. How did this experience make you feel?
which activities were new
to you. Take advantage of
Observe, listen and read this interaction to pre-teach
2. Listen and read. 3 any new vocabulary for this
activity (For example: proud,
rollerblading)
Maggie (11 years old). Last year, I was at the
park. I went rollerblading alone for the irst 2. Have students look at the
time. I was scared but I decided to try it. I
was nervous! I started to roll and tried not to
questions in activity 1. Help
be afraid. After that, I felt so proud of myself students form complete
because I had done it. answers by writing prompts
on the board: “Yes, I have. I
……….. It made me feel …..”

 Written Comprehension
Then, let students ask and
answer the questions with
Joe (12 years old): I was very proud of myself their partners. Finally, call on
when I learned how to ride a bike. I still diferent students to share
remember how I felt at that moment. It was
so exciting. I felt very happy because I had
their answers with the class.
achieved something. I was six years old and I 3. Ask students to look at activity
was afraid to ride a bike. But when I learned
how to do it, I wasn’t afraid any more. That’s
2. Draw their attention to the
the reason I have never been afraid to ride a pictures and ask them to
bike again. tell you what they think the
reading will be about. Then,
play the CD track 3 and have
Start learning* students listen and read.
3. Answer these questions.
4. Ask students to look at activity
a. Who was proud? Joe was proud of himself.
3. Ask a volunteer to read
b. Who went to the park? Maggie went to the park. the instructions and check
c. Have you ever done something you were scared of? Free answer
understanding by asking other
d. Have you ever felt proud of yourself? What did you do? Free answer students simple questions.
4. Make a mind map about each reading. Then, have students look at
Learn more with your Workbook - page 7 *It promotes independent learning. the reading in activity 2 and
answer the questions in their
9 notebooks.
English 6 | Corefo
5. For activity 4, have students
complete the mind maps
in their notebooks. Before
they start provide them with
6. As a follow up, have students say a simple summary of one of the two readings
a model mind map on the
using their mind maps. Provide an example on the board, and write prompts, board. Circulate and monitor
so students can form complete sentences. their work and provide
Workbook: Assign the activities on page 7. assistance if necessary.

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English 6 | Corefo