Session 17, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 17
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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	1.3. Compares grammar structure of simple and compound tenses., 2.1. Makes oral presentations about familiar topics and personal experiences., 3.2. Makes inferences about the meaning of very basic texts., 4.3. Creates own narrations taking into account accurate spelling.
Saber declarativo	1.3.3. Inventions and discoveries from the past: past tense for complete actions and present perfect for incomplete actions., 2.1.2. Talks about collecting things., 3.2.5. Indicating the main idea of selected paragraphs., 4.3.3. Hobby: written description.
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 a hobby can be a very healthy way of investing time. Hobbies might help people to be productive. Considering if something is necessary or not sometimes is beside the point. Criteria forming and giving sequence to ideas and sentences should be the purpose of this lesson. Investigation regarding the origin of a hobby should provide students an opportunity to better embrace the one they have or to choose one.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Markers
• Rulers
• Scissors
• Envelopes
• Google Translate
• Dictionaries
• Notebooks
• YouTube

Session 17, Period 1

Initial Phase

Tell students: “Having a hobby is a positive thing. We have talked about popular hobbies in the world. Now we will work on being productive to solve problems in life. Hobbies can help us find ways to be productive.”

Reference the following video. Show it to your students, or prepare a presentation based on it.

Intermediate Phase

Have students take note of the different hobbies shown in the video.

In threes, have students compare the hobbies shown in the video with the ones they have seen in Learning Session 16. Are they similar? Are they different? They should explain why.

Wrap up

Have students prepare a presentation expressing if they prefer solo or social hobbies or both. Each student should state at least two reasons.

Session 17, Period 2

Initial Phase

Provide a few minutes for students to compare their answers from homework. Use any technique of coevaluation you see fit to have homework self-corrected and accounted for.

Editor's note: you can find more information about coevaluation and sample techniques here (in Spanish).

Intermediate Phase

Review with the group the difference between solo and social hobbies.

Have students in teams list 5 reasons why it is important to have a hobby. This should apply to any hobby they can come up with. Students should make a list of the top 3 hobbies they have, if any.

Wrap up

Have students put together a list of reasons why hobbies can keep you productive. Try to facilitate the activity in an inclusive way, so all opinions are recognized and respected. This should be an invitation to have a hobby, and each student should express their opinion freely and respectfully.

Session 17, Period 3

Initial Phase

Students should prepare a skit where each pair of students will tell about a personal hobby. Let your students use their imaginations and creativity. Manage the logistics of your class as you see fit. Use realia when possible and appropriate.

Each skit should have:

1. The hobby or hobbies the two students have.
2. Tell if it is a solo or social hobby (or both).
3. Explain what is positive about the hobby.

Intermediate Phase

Have students present the skits to class. Students who are not presenting should be completing a checklist to ensure the three criteria for the skits have been followed.

Wrap up

Give feedback to the group. Without mentioning specific students or groups, go over the mistakes students have made more commonly.

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.