GOBIERNO DEL Compromiso

ESTADO DE MÉXICO Gobierno que cumple

“2011. Año del Caudillo Vicente Guerrero”

HOBBIES, LEISURE AND SPORT

Teacher: 1st Grade A, B and C
January 31st to February 04th 2011 Time: 3 sessions of 45 minutes
Unit Purpose
To enable students to express their personal interests around the topic of hobbies, leisure and sport, and to make/respond to invitations to
events/places related to the topic.
Performance Evidence
 Can use knowledge of the world and clues (illustrations, headlines, and format) to make predictions about the texts.
 Can identify the overall message and some details (preferences, invitations) in order to complete/expand a gapped text and/or respond
to a conversation.
 Can infer age, sex and feelings of others.
Social Practice
3.1. Expressing preferences, likes and dislikes
Sample productions: I love/like… pop music/reading/…; He / She hates/doesn’t like comics/swimming/…; Do you like action
films/playing basketball/…?; Yes, I do; No, I don’t; Does he/she like love stories/collecting stamps/…?; Yes, he/she does; No, he/she
doesn’t.
Activities
1. Students will check negative and interrogative sentences in simple present tense.
2. Students will complete the song “Perfect” of Simple Plan using Present Continuous tense and Simple Present Tense.
3. In teams students will have to make a list of verbs with all verbs have been worked at classes.
Materials
Color pencils Book
Paper sheets Flash cards
Notebook
Reflection on Language Strategic Competence
Students notice: • Students
 That verbs to express likes/dislikes are followed by a direct  Can use some verbal and/or non-verbal information to ease and
object (nouns, gerunds or infinitives) (e.g. He hates basketball, I enrich communication.
like swimming, We like to dance)  Can rely on gestures, facial expressions and visual context.
 The use of do as an auxiliary verb in questions (e.g. Do you like  Can make pauses appropriately when speaking.
football?) and in negative statements (e.g. She doesn’t like going  Can recognize when confused and cope with not being able to
to the cinema) understand parts of written/oral texts.
 That an “s” placed at the end of a noun indicates its plural form  Can wonder if a given text makes sense.
(e.g. stamps) and placed at the end of a verb indicates third person
singular (e.g. Paula loves horror films)
Unit Focus
This can be provided through recordings, and through listening to the teacher or to other students.
The function requires less reading and writing work. However, this would seem to be a good opportunity to introduce short literary texts
and let students express preferences for them. Other types of texts in which the author describes preferences can also be used for students
to agree/disagree with the author and for analysis of the text itself (organization of sentences or paragraphs, use of linking devices, etc.).
Comments or amendments: