This document provides a lesson plan for a 50-minute English class for 6th grade beginner students. The lesson focuses on different types of holidays and activities. Students will practice vocabulary related to holidays and items needed for trips. They will match types of holidays to images, then work in groups to imagine packing bags for different holiday types like beach, camping or sightseeing. Groups will select needed items from word lists to draw and label in their bags. The lesson aims to develop students' speaking, listening, writing and cognitive skills around holiday topics.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Santiago Cazenave
Institución educativa: Escuela Primaria N°2 “Esteban Dufaur”
Año y sección: 6°B
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 20
Tipo de Planificación: Clase
Unidad Temática: Holidays
Clase Nº: 6
Duración de la clase: 50 minutes
Fecha de la clase: 25/11/2021
Fecha de entrega de la planificación: 22/11/2021
Learning Aims
During this lesson, learners will be able to…
- Work with different types of holidays and summer activities, emphasizing 5 of
these: beach, sightseeing, staycation, camping and adventure holidays.
- Talk about their upcoming holidays with the teacher and other classmates and
share their thoughts and likes about them.
- Practise speaking and listening skills through the warm-up and presentation
activities as well as written skills through the first activity and closure.
- Revise old vocabulary and use new vocabulary related to everyday objects to pack
in their bags (their pronunciation and spelling).
- Develop their cognitive skills by imagining and anticipating a possible scenario and
taking decisions based on that situation.
- Work on their interpersonal and intrapersonal intelligences reflecting and
interacting in groups to make the most efficient holiday bag.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to
everyday objects:
“sunglasses, jacket, ball,
camera, phone, cards, map”,
etc.
Expressing likes
Giving reasons
Present simple
“I like...”
“Because...”

2. Vocabulary related to
holidays: “camping, beach,
sports, swim, take pictures”,
etc.
N
E
W
New vocabulary related to
holidays: “sightseeing,
adventure, staycation,
theme park”, etc.
New vocabulary related to
necessary objects: “sleeping
bag, batteries, first aid kit,
phone charger, aspirin” etc.
Materials
- Types of holidays worksheet
- Sheet with different pictures of items
- Marker pen
Procedures
(2 minutes)
I will greet students and ask them what date is today.
I will begin the lesson telling students that the holidays are just around the corner and the
summer is pretty close (I will explain the meaning of the word “holiday”, “vacaciones”). I
will ask children if they are anxious for the vacations to begin and then, I will tell them to
write in a small paper 3 things they like the most about school holidays. I will provide my
own example. Then we will share the answers with the rest of the class and see what are
the most frequent answers.
Transition: “Wow, you all gave similar answers”
I will say something like: “we all love holidays, but not all of us do the same during
summer”, so I will ask students if they have any plans for this summer. I expect some of
them would go to the beach, others would stay at home, visit a city, go camping, practice
some sports or activities, go to a theme park, etc.
In relation to their answers, I am only going to write on the board the 5 types of holidays
that we are going to learn today: Beach holiday – Sightseeing holiday – Adventure holiday
– Camping holiday – Staycation

3. (Drill these types of holidays to check pronunciation)
Transition: “Ok, now let’s get to work”
Activity 1: (7 minutes)
I will hand a worksheet with five images of the 5 types of holidays and students will have to
match and write the names written on the board under the pictures below:
1. _______________ 2. _______________
3. _______________ 4. _______________
5. ________________

4. In case they don’t remember the meaning of the words sightseeing, staycation, beach, etc.
I will describe what they mean in English and give examples of what you can do in those
places (for example, acting like I’m sunbathing on the beach, making a fire or taking
pictures of a beautiful place).
Transition: “Good job! Now let’s play a game”
Activity 2: Pack your bags (20 minutes)
For this activity, I will show students some realia related to my camping vacations (a
sleeping bag, a hat, a cup, a rope, some cards). I will ask them what kind of holiday I’m
planning (camping holiday). Then I will draw my holiday bag with these things inside.
Then, students will work in groups of 4 or 5. I will give each group a worksheet along with
a pool of answers so they can match the pictures according to the words that appear in the
pool:
Pool of answers:
Sun screen – tooth paste – neck pillow – pen – batteries – map – hair gel – power bank
– insect repellent – umbrella – sunglasses – phone charger – sleeping bag – aspirins –
eye mask – first aid kit – sneakers – jacket – cap – towel – ball – camera – headphones
– hair dryer – bottle of water – phone – cards
I will tell them to use their imagination now. Students will imagine they go on vacation with
their partners and they have to make sure what things they need to take for the trip. Each
group will pack a different bag: group 1 will pack a beach holiday bag, group 2 an
adventure holiday bag, group 3 a camping holiday bag and group 4 a sightseeing holiday
bag.
For this purpose, I will hand them a sheet with pictures of different things they need for
their holidays along with things they don’t need.
Students will have to think carefully and decide which of these elements can’t be missing.
Then, they will circle the objects they chose for their bag.
After all the groups finish, we will check their answers with the rest of the class to leave
space for peer correction and self-assessment. Iwill show the sheets in front of the
classroom and ask: “Is this bag ok? What do you think? Do we really need a hair
dryer/map/phone for a camping holiday? What do you need it for? Is there something
missing?” Etc. (I will point to the objects while asking)
The sheet will look something like this:

5. Transition: “Excellent! Now you’re ready for your holidays”
I will ask students to individually draw their holiday bag in their notebooks and write the
name of the items they chose inside of it just as I did. They can ask me if they need help
with some words.
Transition: “Alright, see you all next week”