HAVE FUN WITH WORDS

Expected Learning outcomes

Identify words about people’s achievements.
 PAGE 24
About achievements HAVE FUN WITH WORDS TO WRITE IN
YOUR NOTEBOOK 
1. Have students close their About achievements
books. Present some
pictures in relation to 1. Listen and repeat. 13

achievements (prizes, cups,

medals, and certiicates)
Ask students to identify the 1. Achieve
2. Efort 3. Challenge
items and invite volunteers
4. Achievement
to put them on the board. 5. Talents
Then, write the word
8. Perseverance
“achievements” on the 6. Goals 7. Merits
board, and write sentences
of famous people who got 9. Awards
several achievements. Try Vocabulary 10. Positive attitude
handout

to work out the meaning

of the word “achievement”
 Written Comprehension

together with your students.

2. Have students open their 2. Listen, identify and rap. 14
books at page 24. Draw their
attention to the words in
the irst activity. Have them I am a very talented person.

listen to the CD track 13 I got a lot of achievements.

and repeat. Then, prepare I won many awards and merits.
some deinitions on pieces Have you ever won one of them?
of paper and put them on
the board. Invite students to
go to the board and match
the deinitions with the I am a very talented person.

vocabulary. I persevere

to meet a challenge.
3. For activity 2, have students
listen to the CD track 14, Have you ever done it?

and repeat. Have students

practice the song according Learn more with your Workbook- page 22
to the model. After that,
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ask students to present the English 6 | Corefo
song in groups. Circulate
and monitor their work and
give assistance as needed.
Finally, ask volunteers to
perform their songs for their
classmates.
Workbook: Assign the
activities on page 22

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English 6 | Corefo
 PHONICS
Expected Learning outcomes
Distinguish sounds /t/, /d/ and /ed/.
 PAGE 25

PHONICS /t/, /d/, and /id/

TO WRITE IN
YOUR NOTEBOOK 
/t/, /d/ and /id/ 1. Have students close their
books. Show students a list of
1. Listen and read. 15
regular verbs on the board, and
David and Andrea are at the school patio sitting on the organize a small competition.
David and Andrea are at the school patio. bench. Students have to write the past
Interesting! tense form of the words on
Hi David! I guess you
What did you spent a
the board as fast as they can.
do yesterday? lot of time The irst group to inish can
doing it. call stop in order to inish the
I was busy. No, I remembered
I worked on a project plan that
game. Play the game and check
my school I worked on years the past tenses of the words on
project. ago, and I decided the board. Ask volunteers to
to do it again with pronounce the past tenses.
some changes.
2. Have students open their books
David and Andrea are at the school patio sitting on the David and Andrea are at the school patio sitting on the at page 25. Draw their attention
bench. bench.
Well, I imagine that you are
to the pictures in activity 1 and
following the same steps as in have them listen to the CD

 Oral Comprehension
Oh! Did your last project for the new one. track 15. Ask students to repeat
you
tell our after the audio, and help them
teacher Yes, I needed to do notice that there are many
about that, so I went to her
oice. She admitted
verbs ending in “-ed” and they
that?
that my idea seemed
Yes, thank you for your are pronounced in 3 diferent
suggestion. But I expected
good, but she said that I
our teacher’s approval. Oh,
ways. Ask students to identify
had to make a new one. some of them and write these
the bell rang. We have to go
to our classroom. words on the board.
2. Listen and say. What sound do you hear in the following words: /t/, /d/ or /id/? 16
3. Have students look at activity
1. worked /t/ 3. remembered /d/ 5. needed /id/ 7. believed /d/ 2. This time, they should listen
2. decided /id/ 4. admitted /id/ 6. seemed /d/ 8. expected /ed/ and repeat the words. Help
3. Listen to your teacher and chant. them notice that the “–ed” past
What did you do? What did you do? ending is pronounced /t/, /d/,
I waited, I waited; I waited for you. I watched, I watched; I watched TV. or /id/. If you feel students are
What did you do? What did you do? ready, you can explain the rule:
I ended, I ended; I ended the book. I played, I played; I played tennis. pronounce /t/ after voiceless
What did you do? What did you do? consonant sounds, /d/ after
I baked, I baked; I baked a cake. I visited, I visited; I visited my friends. voiced consonant and vowel
Learn more with your Workbook - page 23 sounds, and /id/ after inal /d/
or /t/ sounds. If students are
25
English 6 | Corefo not ready, just point out the
correct pronunciation and ask
them to remember it. Elicit
some extra examples and
to their classmates. Give feedback accordingly as they participate.
write them on the board.
5. As a follow up, have students get in small groups using grouping cards. Then
give each group an envelope with verbs in the simple past. Challenge the groups 4. For activity 3, have students
to make a new chant similar to the one in activity 3. Ask them to use as many get in pairs and ask them to
words as possible. Then have some groups present their chants to the class. listen to you and repeat. Then,
ask them to practice the chant
Workbook: Assign the activities on page 23 in groups in order to present it

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English 6 | Corefo