-ER VERBS, PRESENT INDICATIVE
-ER VERBS,PRESENT INDICATIVERafael Nadal and Spanish grammarCopyright 2014 Martina Bex www.martinabex.com The Comprehensible ClassroomImage CC-BY-SA 2014 Tatiana flickr.com
INSTRUCTIONS FOR THE TEACHER1. First, fill in the guided notes on Pages 3-4 (fill-in guide is on pages 6-7) with students.You may choose to photocopy and distribute the first page of the notes (the -AR verbreview) or do it orally/on the board in order to save paper.2. Have students complete the two reading tasks (identifying the -ER verbs and findingthem in the word bank) FIRST. This keeps their focus on FORM, not meaning (which isnot typically what we want in Comprehensible Input classes, but this portion of thelesson is meant to teach structure). Page 4 Optional: Have students work individually to write out a translation of the reading on ascrap piece of paper before you review the reading as a class.3. Review the reading as a class. If you are able, I would recommend projecting theprojectable version of the reading on Page 8 (Rotate it 90 degrees to the right in yourPDF viewing software). Read it piece by piece, checking for comprehension, circling,and personalizing the information as you go. For more information on these keyTPRS /CI strategies, please visit rategies-for-tprsci-teachers/4. After you have read it, focus the discussion on the last bit about Rafael not being able tospeak English well. Show them this clip: http://www.youtube.com/watch?v ZT9v7cEiJiQAnd discuss questions like these: ¿Debe aprender inglés? ¿Los atletas de élite debenaprender inglés? ¿O es una expectativa arrogante? ¿Quién debe aprender inglés? ¿Losinmigrantes? ¿Por qué?5. Have students complete the press conference questions individually (Page 5).6. Discuss their answers as a class. Have them defend each answer and give reasons tosupport it.7. On the board, work as a class to make a list of generalizations about how elite athleteslive. Use ideas from the reading (comen muchos carbohidratos, beben mucha agua,etc.), but add in original ideas as well. These should all be in the ‘ellos’ form.8. Have students complete the center column on the communicative activity (page 9). Walkaround and check their work as they go so that students have (mostly) correct languageon their pages.9. To fill in the third column, have students ask the questions to different classmates. (Youcan use Kagan structures such as Inside/Outside circle or Stand Up, Hand Up, Pair Up todo this--google either title and you will find instructions.)They should write each student’s response in a completesentence beginning with his/her name (ex: John conocebien el fútbol americano y Nascar).10.Discuss the students’ findings as a class!Copyright 2013 Martina Bex www.martinabex.com The Comprehensible Classroom
Nombre y apellido Fecha-ER VerbsEl presente indicativoFirst, letʼs review! We have already learned how to conjugate -AR verbs:1. Start with the infinitive (the base form of the verb; it ends in -AR)2. Take off the -AR ending, and you are left with the stem. The stemtells us what the verb means (what action is being done).3. Add a new ending to show who is doing that action (the subject)What are the -AR verb endings?yonosotrostúvosotrosél, ella, Ustedellos/as, Uds.What does ʻhablamosʼ mean in ̲̲̲̲̲̲̲̲̲̲̲̲̲̲What does ʻhablʼ �̲̲̲̲̲̲̲̲̲̲̲̲What does ʻamosʼ �̲̲̲̲̲̲̲̲̲̲̲̲What is its original infinitive? ̲̲̲̲̲̲̲̲̲̲But did you know that there are two other kinds of verbs? In addition to verbsthat end in -AR, there are verbs that end in ̲̲̲̲̲̲̲ and verbs that end in ̲̲̲̲̲.We follow the same steps to ̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲ these verbs, but we use different̲̲̲̲̲̲̲̲̲̲̲̲̲̲̲. Donʼt worry! Now that youʼve learned the -AR endings, the newones are easy peasy!Copyright 2013 Martina Bex www.martinabex.com The Comprehensible Classroom 3
Nombre y apellido Fecha-ER VERBS-ER verb endings areso easy once you havelearned -AR endings!Just replace everyletter ̲̲̲̲ with theletter ̲̲̲̲!yonosotrostúvosotrosél, ella, Ustedellos/as, Uds.On each line provided, write the English meaning of each of the underlined endings:como:eatvemos:seecorres:runhacéis:do (make)deben:shouldcomprende: comprehendsNow you try! Conjugate the verb ‘responder’ for the subject ‘ellas’.Step 1: Start with the infinitive:Step 2: Drop the ending:Step 3: Add the new ending:What does it mean in English?Circle or highlight each regular -ER verb in this reading:Copyright 2013 Martina Bex www.martinabex.com The Comprehensible Classroom 4Photo: Christopher Johnson, 2011. Wikipedia.Si tú conoces el tenis, tú reconoces el nombre ʻRafaelNadalʼ. Él es un campeón famoso de tenís, y él es deEspaña. Como atleta de élite, Rafael sabe la importanciade ser disciplinado. Él hace mucho para mantener sutítulo de campeón. Hace mucho ejercicio: correregularmente y practica el tenís. Come una dietaespecial para estar preparado físicamente. Comemuchas proteínas y carbohidratos y bebe mucha aguapara tener energía. También, Rafael estudia otrosidiomas1. Rafael sabe hablar inglés y él responde areporteros cuando le hacen preguntas en inglés, pero muchas personas no locomprenden porque no es experto. ¡Él debe poner más esfuerzo2 en aprender1idiomas - languages2esfuerzo - effortel inglés!
Nombre y apellido FechaNow, circle or highlight each of the -ER verb infinitives that correspondto the -ER verbs that you marked in the reading:REGULAR -ER VERBSaprender - to learnbeber - to drinkcomer - to eatcorrer - to runcomprender - to understandcreer - to believedeber - to should/mustleer - to readresponder - to respondIRREGULAR -ER VERBSconocer - to be familiar withhacer - to do, to makemantener - to maintainperder - to losepoder - to be able toponer - to putquerer - to wantsaber - to knowser - to betener - to havePretend that you are Rafael Nadalʼs agent, and you are responding to questionsabout him in a press conference. Based on what you learned from the reading,write a response to each question with a complete sentence in Spanish.1. ¿Rafael Nadal come muchas �̲̲̲̲̲̲2. ¿Rafael Nadal bebe mucha Coca-Cola �3. ¿Rafael Nadal corre más de un kilómetro al �̲̲4. ¿Rafael Nadal comprende bien el �̲̲̲̲5. ¿Rafael Nadal sabe jugar otros �̲̲̲̲6. ¿Rafael Nadal aprende inglés de su ̲̲̲̲7. ¿Rafael Nadal conoce a muchas personas ̲̲̲̲8. ¿Rafael Nadal quiere mantener su ̲̲̲̲Copyright 2013 Martina Bex www.martinabex.com The Comprehensible Classroom 5
Nombre y apellido Fecha-ER VerbsEl presente indicativoFirst, letʼs review! We have already learned how to conjugate -AR verbs:1. Start with the infinitive (the base form of the verb; it ends in -AR)2. Take off the -AR ending, and you are left with the stem. The stemtells us what the verb means (what action is being done).3. Add a new ending to show who is doing that action (the subject)What are the -AR verb as, Uds.-ANél, ella, Usted -AWhat does ʻhablamosʼ mean in English?WE TALKWhat does ʻhablʼ mean?TALKWhat does ʻamosʼ mean?WEWhat is its original infinitive? HABLARBut did you know that there are two other kinds of verbs? In addition to verbsthat end in -AR, there are verbs that end in -ER and verbs that end in -IR. Wefollow the same steps to CONJUGATE these verbs, but we use differentENDINGS. Donʼt worry! Now that youʼve learned the -AR endings, the new onesare easy peasy!Copyright 2013 Martina Bex www.martinabex.com The Comprehensible Classroom 6
Nombre y apellido Fecha-ER VERBS-ER verb endings areso easy once you havelearned -AR endings!Just replace everyletter ̲̲̲̲ with theletter /as, Uds.-ENél, ella, Usted -EOn each line provided, write the English meaning of each of the underlined endings:como:I eatvemos:WE seecorres:YOU runhacéis:Y’ALL do (make)deben:YOU ALL, THEY shouldcomprende: S/HE comprehendsNow you try! Conjugate the verb ‘responder’ for the subject ‘ellas’.Step 1: Start with the infinitive:RESPONDERStep 2: Drop the ending:RESPOND-Step 3: Add the new ending:RESPONDENWhat does it mean in English?THEY RESPONDCircle or highlight each regular -ER verb in this reading:Copyright 2013 Martina Bex www.martinabex.com The Comprehensible Classroom 7Photo: Christopher Johnson, 2011. Wikipedia.Si tú conoces el tenis, tú reconoces el nombre ʻRafaelNadalʼ. Él es un campeón famoso de tenís, y él es deEspaña. Como atleta de élite, Rafael sabe la importanciade ser disciplinado. Él hace mucho para mantener sutítulo de campeón. Hace mucho ejercicio: correregularmente y practica el tenís. Come una dietaespecial para estar preparado físicamente. Comemuchas proteínas y carbohidratos y bebe mucha aguapara tener energía. También, Rafael estudia otrosidiomas1. Rafael sabe hablar inglés, y él responde areporteros cuando le hacen preguntas en inglés, pero muchas personas no locomprenden porque no es experto. ¡Él debe poner más esfuerzo2 en aprender1idiomas - languages2esfuerzo - effortel inglés!
Copyright 2013 Martina Bex www.martinabex.com The Comprehensible ClassroomSi tú conoces el tenis, tú reconoces el nombre ʻRafaelNadalʼ. Él es un campeón famoso de tenís, y él es deEspaña. Como atleta de élite, Rafael sabe la importanciade ser disciplinado. Él hace mucho para mantener sutítulo de campeón. Hace mucho ejercicio: correregularmente y practica el tenís. Come una dieta especialpara estar preparado físicamente. Come muchasproteínas y carbohidratos y bebe mucha agua para tenerenergía. También, Rafael estudia otros idiomas1. Rafaelsabe hablar inglés, y él responde a reporteros cuando lehacen preguntas en inglés, pero muchas personas no locomprenden porque no es experto. ¡Él debe poner másesfuerzo2 en aprender el inglés!1idiomas - languages2esfuerzo - effortRAFAEL NADAL
Nombre y apellido FechaIn the center column, write a response to each question with a complete sentencein Spanish. Then, follow your teacherʼs instructions to complete the third column.YO¿Qué deporte(s) conocesbien?UN(A) AMIGO/AConozco.¿Qué haces tú paramantenerse en forma?¿Qué ejercicio haces?¿Dónde/cuándo corres?¿Qué proteínas comesmucho?¿En tu opinión, es buenocomer carbohidratos si nohaces mucho ejercicio?¿Cuántos vasos (o botellas)de agua bebes al día?¿Qué bebes y qué comespara tener energía?¿Qué idiomas sabes hablar?¿Cómo se llama unapersona que tú nocomprendes?¿En qué debes poner másesfuerzo?¿Qué quieres aprender?Copyright 2013 Martina Bex www.martinabex.com The Comprehensible Classroom 9
live. Use ideas from the reading (comen muchos carbohidratos, beben mucha agua, etc.), but add in original ideas as well. These should all be in the ‘ellos’ form. 8. Have students complete the center column on the communicative activity (page 9). Walk around and check their work a
Lesson 13 Day 2 – Linking Verbs Lesson 13 Day 3 – Action Verbs and Linking Verbs LESSON 14: HELPING VERBS Lesson 14 Day 1 – Helping Verbs Lesson 14 Day 2 – Helping Verbs *Assessment 5 (Lesson 12-14) LESSON 15: ADVERBS THAT MODIFY VERBS Lesson 15 Day 1 – Adverbs That Modify Verbs Lesson 15
Guide to Japanese Verb Tenses 11-1-19 Ru Verbs and U Verbs Ru verbs end in iru or eru.You don’t double their t’s when making their te or ta forms. For example, taberu 'to eat', tabete 'eating', tabeta 'ate'. U verbs are not as easy to define.Most u verbs don't end in ru, but a number of them do. For example, the following verbs are all u verbs: ganbaru ('to do one's best'), suwaru .
Colloquial Arabic Verbs and The Big Fat Book of Egyptian Arabic Verbs. The former focuses on classifying verbs into patterns while the latter gives conjugation tables for the most common verbs, along with example sentences. Levantine Arabic Verbs: Conjugation Tables and Grammar does both, including tables of the most commonly used verbs in
Pupils will learn the use of vivid verbs in writing (1) Watch a video and learn about vivid verbs (2) Listen to a story and list down the verbs (3) Activity 1 (Vivid Verbs Sort) (4) Activity 2 (Complete a story by replacing the verbs with vivid verbs) SLS 21 May HBL P5 EL - Use of Vivid Verbs in Writing 30 -
Quiz for Lessons 1-15 Parts of Speech - Verbs Instructions: Answer each question true or false. 1. Verbs never change form. 2. A verb is never just one word. 3. Verb phrases keep a definite order. 4. There are twenty-three helping verbs. 5. Helping verbs cannot be the main verb. 6. Helping verbs can be ac
Lesson 2: Vivid Verbs, Activity 1 Student Pages 11-13 Lesson 2: Vivid Verbs, Activity 2 Example 14 Lesson 2: Vivid Verbs, Activity 2 Teacher’s Instructions & Notes 15 Lesson 2: Vivid Verbs, Activity 2 Student Pages 16-17 Lesson 2: Vivid Verbs, Activity 3 Example 18 Lesson 2: Vivid Verbs, Activity 3 Teacher’s Instructions & Notes 19-20
The 23 Helping Verbs Jingle X X X X Eight Parts of Speech Jingle X X X X Direct Object Jingle X X X X Indirect Object Jingle X X X Predicate Noun Jingle X X Predicate Adjective Jingle X . Helping Verbs XX Question Verbs XX Transitive Verbs XX Linking Verbs XX Forms of "To Be" XX Regular Verbs XX
Common verbs Appendix 1 consists of a list of the infinitive, past stem, and 3 rd person singular present-future indicative form (in brackets, without the a clitic) of common Balochi verbs. The verbs are arranged in alphabetical order according to the . Balochi
