Hablar de tiempo de ocio · SHS1 Spanish

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.1 - Habla, escribe o dibuja o actúa lo que te gusta hacer durante tu tiempo libre

By the end of the lesson, learners can:

Identify at least 10 free-time activity verbs and expressions in Spanish from images, audios and video clips.
Conjugate and use the verb “gustar” correctly with the pronouns “me”, “te” and “le” to say what they like doing (e.g. “Me gusta jugar al fútbol”).
State their own free-time activities in complete sentences, choosing between speaking, writing, drawing or acting.
Use the structure “gusta + infinitive” versus “gustan + plural noun” accurately in at least 5 written sentences.
Present their free-time likes to the class using one of four modes (speech, written text, drawing or role-play) as required by the indicator.

This lesson opens the new topic “Hablar de tiempo de ocio”. It introduces the verb “gustar” with singular and plural objects, but stops short of asking others about their activities (that is scheduled for Week 2 with Indicator 1.3.1.LI.2).

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Curriculum details

Strand: Expresar gustos y preferencias (Strand 3)
Sub-strand: Hablar de tiempo de ocio (3.1)
Content standard: 1.3.1.CS.1 - 1.3.1.CS.1 Hablar sobre actividades que nos gusta hacer. Preguntar a los demás lo que a ellos les gusta hacer. Verbos similares a Gustar Learning outcome (1.3.1.LO.1): Después de esta sesión, el/la aprendiz será capaz de expresar las actividades que le gusta hacer Learning outcome (1.3.1.LO.2): Después de esta sesión, el/la aprendiz será capaz de preguntar a otras personas sobre lo que hacen durante su tiempo libre.
Indicator: 1.3.1.LI.1 - Habla, escribe o dibuja o actúa lo que te gusta hacer durante tu tiempo libre
Suggested placement: Semester 2, Week 1 (Week 21 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 46

Exemplars (from the NaCCA curriculum)

Rompehielos (icebreaker): Initiating talk for learning:
El profesor/la profesora muestra imágenes o vídeos de personas haciendo algunas actividades durante su tiempo libre. Luego, pregunta a los/las aprendices las actividades que les gusta hacer.

- Estructura gramatical: El verbo Gustar

Assessment (1.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

critical thinking and

Teaching and Learning Resources:
- Audios, images, video and authentic texts