Session 16, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 16
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 3er grado
Competencia	1. Understands basic sentences in simple and compound tenses., 2. Expresses ideas and opinions orally, related to relevant topics through simple sentences., 3. Reads very basic texts concerning the immediate environment and background., 4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.
Indicador	1.1. Responds to sequence main ideas or events given in classroom., 2.1. Makes oral presentations about familiar topics and personal experiences., 3.2. Makes inferences about the meaning of very basic texts., 4.1. Writes narrations about different topics of the context., 4.2. Applies different grammar rules in writing., 4.3. Creates own narrations taking into account accurate spelling.
Saber declarativo	1.1.6. Taking care of our health: Asking for advice, 2.1.5. Exercises, fitness and ways to relax., 3.2.1. Main idea in a technical text., 4.1.7. Reporting a conversation., 4.2.1. Short article or essay about the clothes people wear: Clothes., 4.2. Applies different grammar rules in writing.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/08

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Suggested time 3 periods

Introduction

Having and understanding a hobby can be a very rewarding activity for your students. In this unit, they will find information about hobbies that are popular across the globe. Tolerance and respect towards preferences of others should be emphasized.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Markers
• Rulers
• Scissors
• Envelopes
• Google Translate
• Dictionaries
• Notebooks
• YouTube
• Other materials suggested by students

Session 16, Period 1

Initial Phase

Generative questions: Why do people have hobbies? Is it good to have a hobby? Use as a reference the “50 Most Popular Hobbies” list in notsoboringlife.com.

Intermediate Phase

Have your students find in the list provided what hobbies they are familiar with. Have teams list 10 hobbies that are popular in their place of residence. Encourage the use of dictionaries and appropriate vocabulary as necessary. Use the ideas from the website complemented with their own. If there is a hobby that does not appear in the list, help students find the appropriate words.

Wrap up

Have students ask parents or guardians what hobbies were popular in their town or city when they were kids.

Session 16, Period 2

Initial Phase

Provide a few minutes for students to compare their answers from homework.

Intermediate Phase

Have the teams assembled in period 1 of this learning session compare their answers with other teams. Emphasize respect for everyone’s ideas.

Reference the following video:

Have the students prepare and share posters showing the top ten hobbies. If you see fit, watch the video with the students.

Instruct students individually to write a short paragraph describing two hobbies they finds interesting, selected from the ones presented. The paragraph should include the name of the hobby, materials used, and description of activities. This task will be helpful to prepare Learning Session 17.

Wrap up

Students must write a short paragraph indicating what they think the most popular hobby in the world is.

Have students survey family, parents or guardians regarding hobbies they might have. They should pose the following questions or others you may define or agree to with the students:

What hobbies do members of my family have?

When did they start with the hobby?

Students should be prepared to report to the class.

Session 16, Period 3

Initial Phase

Give students time to prepare their presentations.

Intermediate Phase

Every student will have a chance to present to the class their homework as you see best fit for your class size and configuration. Those not presenting should be taking notes and using a rubric to assess that the questions from the Period 2 wrap-up have been answered.

Wrap up

Provide some time for questions, observations or other student contributions. Facilitate the process making students feel comfortable using the English language.

Sistema social para expresar ideas y manifestarlas al prójimo. Este sistema existe dentro de un entorno social (sistema social) y un sistema lingüístico (ejemplos son el español, francés, k’iche’, kaqchikel, etc.) Tienen que existir ambos sistemas para que pueda existir la comunicación.