TÍTULO: “TALKING ABOUT MY HOBBIES”

FECHA 03/06/2025

CICLO: VII GRADO: 5° SECCIÓN: B

I. E. APLICACIÓN ISPP-TARAPOTO
COLEGIO
Meily Líang Díaz Tuesta
DOCENTE

Est. Claudia Elena Rios Tineo

PRACTICANTE
135 min
TIEMPO

PROPÓSITO DE LA SESIÓN

Students write about their hobbies, using the present simple, frequency adverbs, and li

COMPETENC CAPACIDAD DESEMPEÑO EVIDENCIA INSTRUMENT

IA DE O DE
APRENDIZAJ EVALUACIÓN
E
Adecua el texto en Write a short Rubric
Adecúa el texto que
inglés a la
text talking
escribe en inglés a la
about their
situación comunicativa
situación hobbies.
considerando el tipo
comunicativa textual, algunas
características del género
discursivo, el formato,
soporte y el propósito.

Escribe
diversos Organiza y Produce textos escritos
tipos de desarrolla en inglés en torno a sus
texto en hobbies con coherencia,
las ideas en inglés cohesión y fluidez a su
inglés como de forma coherente
segunda nivel. Los jerarquiza
y estableciendo diferentes
lengua
cohesionada relaciones lógicas como
los conectores.

Utiliza convenciones Emplea convenciones del

lenguaje escrito como
de lenguaje escrito recursos ortográficos y
en inglés en forma gramaticales complejos
pertinente que le dan claridad y
sentido al texto, como el
presente simple,
conectores, y adverbios
 de frecuencia.

Obtiene información Identifica información

del texto escrito en explícita en un texto
inglés corto sobre hobbies para
usarlo como modelo en
su propia escritura.

COMPETENCIAS TRANSVERSALES

Se
● Personaliza entornos virtuales.
desenvuelv
e en ● Gestiona información del entorno virtual.
entornos
virtuales ● Interactúa en entornos virtuales.
generados
por las TIC ● Crea objetos virtuales en diversos formatos.

● Evalúa y comunica el proceso y resultados de su indagación

Gestiona su
● Define metas de aprendizaje.
aprendizaje
de manera
autónoma. ● Organiza acciones estratégicas para alcanzar metas.

● Monitorea y ajusta su desempeño durante el proceso de aprendizaje.

CAMPO TEMÁTICO
FUNCTION VOCABULARY GRAMMAR MATERIALES

HOBBIES: Present simple + I Blackboard, cards,

● Watch movies
Like projector, pictures, markers
Describe their and printed worksheets and
hobbies and ● Play soccer speaker.
free time Frequency
activities. ● Read books adverbs:
● Listen to music Always,
● Draw sometimes, never,
and usually
● Dance
● Cook
Like + verb-ing:
● Swim
● Ride a bike (I like dancing, I
like reading)
● Play video games

TIMES EXPRESSION:
● On weekends
 ● In the afternoon
● Every day
● After school.

ENFOQUE
VALORES Y ACCIONES OBSERVABLES
TRANSVERSAL

Orientación al
Valores: Empatía. Identificación afectiva con los sentimientos del otro
bien común y disposición para apoyar y comprender sus circunstancias

DIDACTIC SEQUENCE

MOTIVATION
● The teacher greets the students and introduces herse
gestures and smiles.
(10’)
● Introduces the class rules using
BEGINNING /
STARTING

(25’)

English and mimics.

 TT says:

● Teacher asks for the date.

-Tuesday, 3rd June, 2025.

● Then, TT conducts an energizing iceb

ACTIVITY: “STAND UP IF…”

● Teacher explains the game slowly with gestures and

English.
-Let’s play a game! When I say a sentence, you stan
it’s true for
-You can stand up one time only.

-I will ask:

‘What’s your name?’

You say: ‘My name is…

● TT says the sentences and projects them togethe

referential pictures/emojis.

● This helps with basic speaking and creates a f

atmosphere.
 PREVIOUS ● The teacher presents some pictures and asks questions
KNOWLEDGE
(05’)

● Questions:

-WHAT CAN YOU SEE?

-DO YOU LIKE THIS ACTIVITIES?

● SS give their answers, in Spanish or English, with the

teacher's help.

● The teacher displays a jumbled paragraph on the projec

COGNITIVE whiteboard:
CONFLICT
-LIKE I. FOOTBALL. EVERY DAY. AND PLAY VIDEO
(05’) GAMES.

● The teacher asks someone to read the sentence and the

asks:
-Is this sentence correct?
-What is missing?
● Students try to identify the problems or order the senten
with the teacher's help.
● This prepares them to write a complete and organized te

LEARNING ● Teacher asks the following question:

PURPOSE
So according to these:
(05’)
- What do you think is the topic for today?
● Students give their own ideas and Tt writes it on the
board.

● Then, the teacher says and writes the topic: “TALK

 ABOUT MY HOBBIES”.

● Teacher presents on the whiteboard the purpose of

class:
Students write about their hobbies, using the pr
simple, frequency adverbs, and likes.
 INFORMATION
PROCESSING
● Before showing a text, the teacher performs a prediction
activity:
(25’)
ACTIVITY: PREDICTION

● Shows a picture and some emojis

● And the teacher says: Look at the picture and these

DEVELOPMENT
/ PROCESS emojis.

(85’) What do you think this text is about? Who are they?
Do you have the same hobbies?
● SS gives their ideas, and the teacher guides the
prediction activity, and writes the ideas on the board.
Then, presents and gives them the text on a piece of
paper.
● The teacher instructs them to read first quickly to answer some
questions.

● SKIMMING (First reading) After 2- 3 minutes, TT asks:

-What is the text about? Who are the characters? What
hobbies are mentioned?
At this point they do NOT underline anything, they just do
quick reading to get the general idea.
● Students respond orally. The teacher writes some key hobbies
on the board

● SCANNING (Second reading)

-TT says: Now read again carefully. This time, you must
underline all the hobbies mentioned and the adverbs of
frequency.You have 3 minutes.
-Then, with the teacher's help, they check if they got it right and
explains a little bit about it.
 ● After that the teacher gives them a small worksheet in which
they will do the true or false activity.

ACTIVITY: TRUE OR FALSE

● The teacher gives the instructions: In pairs write T if you think

the sentence is correct and F if you think it is False, if so then
you correct it. You have 4 minutes.

● Then they correct it all together with the teacher's help.

ACTIVITY: SCRAMBLED SENTENCES

● After that, the teacher divides them into groups and gives them
sentences disordered according to the text and gives them 5
minutes to order and stick them on the blackboard.
 LEARNING PRE-WRITING
APPLICATION
(40’) ● The teacher presents a sample, reads it together with the
students.

● The Tt asks a quick question about what the text is about.

● Ss give their ideas.
● Then the teacher presents the text highlighted with
different colors.
 ● Before showing the parts of the text, the teacher asks
questions such as:
-What can you notice in the text?
-What do you think the colors mean?
-What hobbies can you identify?

● Then the TT shows the structure and tells them that

according to this it is their turn to write about their hobbies.

ACTIVITY: BRAINSTORMING

● The teacher conducts a guided brainstorming activity to help

students clarify their ideas about their hobbies. And provides
them with a small template.

● Then gives the instructions:

-Now, let’s work in pairs. Talk with your partner and
complete the brainstorming sheet together. Just key
words.
 ● Then, SS will write down their ideas, using the example
previously explained by the teacher. You have 5 minutes.

WHILE WRITING

Outlining
● Now, TT says: let’s organize our ideas in complete
sentences.
 ● First write a title for your paragraph.
● Write a topic sentence
● Write 4 or more detail sentences using your hobbies
and adverbs of frequency.
● Finally, write the concluding sentence.

Drafting:

● The teacher gives students time to write the first draft of

their short based on the ideas in their chart. She provides
them a worksheet with the template on which they will
write:

● Teacher walks around the classroom monitoring students,

providing help if needed.
TRANSFERENCE POST WRITING
(20’)
Revising

● Students perform a peer evaluation and exchange their

drafts to detect errors. And then the teacher helps them to
correct.

Editing

● The teacher provides them with a self-editing worksheet to

correct errors in grammar, spelling, capitalization, etc. And
explains:
-Let’s check our texts and fix our mistakes. In this chart,
write one sentence that had a mistake, fix it, and tell what
kind of mistake it was.”
 ASSESSMENT Publishing
(15’)

● After correcting the errors, students write their final version

on a clean sheet.

● Once the students finish editing their texts, they choose

CLOSE
their final version and paste it on the slide entitled “Our
(25) hobbies are amazing!”. This visual display creates a
collective wall of student writing.
METACOGNITIO ● To conclude the class, the teacher presents an activity,
N
emotional traffic light style, asking students about how they
(10’)
felt in class today, and if they had difficulties.

● The teacher asks some questions such as:

-What was the difficulty you had in the class?

-How were you solved it?

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Docente del Aula