INSTRUCTIONS FOR THE TEACHER - Weebly · INSTRUCTIONS FOR THE TEACHER 1. Go through the guided...
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INSTRUCTIONS FOR THE TEACHER 1. Go through the guided notes on page 2 of this PDF with your students. The fill-in guide is on page 6 of this document. 2. Have students read through the text on page 3 individually or with a partner. There will be some verbs that they don’t know! When they come to a verb that they do not know, they should look at the list of English translations beneath the reading and determine which of those translations is the best match for the meaning of the word that they do not understand. Then, they should continue reading. 3. After they have finished reading, they can fill in any spaces remaining in the verb translation activity that is beneath the reading. 4. Optional: As a class, write a list on the board of the infinitives from which the -IR verbs in the reading came (the verbs in the verb translation activity). Then, write the yo, tú, and nosotros forms of each verb, like this: IN READING INFINITIVE YO TÚ NOSOTROS viven vivir vivo vives vivimos consumen consumir consumo consumes consumimos reciben recibir recibo recibes recibo 5. Review and discuss the reading as a class. If possible, use the projector version on Page 8 to increase student engagement (you will have to rotate the page 90 o to the right in your PDF viewing program to do this). As you read through it, circle -IR verbs (for information about circling, please visit http://martinabex.com/teacher-training/demo/ ), check for comprehension by asking targeted individual and group questions in both English and Spanish, and personalize the reading by asking questions to students that relate the content to their lives and solicit their thoughts and opinions on what is being read. Use the discussion questions listed on page 4--it is okay that students have not yet had an opportunity to complete them on their own! We want to wait for them to write their answers until they have heard many correct forms of the verbs so that the writing that they produce has a better likliehood of being correct, and so that understanding of the reading is ensured. 6. Watch this short video http://www.youtube.com/watch?v=Zejog-9mKOk and have students complete the Q&A Mix ‘N’ Match at the bottom of page 3 of this PDF. The idea for this activity came from Sharon Birch (www.elmundodebirch.wordpress.com ) The song that plays in the background on the video is a Christian Worship song, and if you are uncomfortable playing it in your classroom, simply mute the video. 7. Discuss the video and answers. 8. Have students write responses to the discussion questions on Page 4. Discuss if you have not already done so. 9. Have students complete the re-write on Page 4, then review it as a class. Copyright © 2013 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom Graphics From the Pond h2p://frompond.blogspot.com
Transcript of INSTRUCTIONS FOR THE TEACHER - Weebly · INSTRUCTIONS FOR THE TEACHER 1. Go through the guided...
INSTRUCTIONS FOR THE TEACHER1. Go through the guided notes on page 2 of this PDF with your students. The fill-in guide is on
page 6 of this document.
2. Have students read through the text on page 3 individually or with a partner. There will be some verbs that they don’t know! When they come to a verb that they do not know, they should look at the list of English translations beneath the reading and determine which of those translations is the best match for the meaning of the word that they do not understand. Then, they should continue reading.
3. After they have finished reading, they can fill in any spaces remaining in the verb translation activity that is beneath the reading.
4. Optional: As a class, write a list on the board of the infinitives from which the -IR verbs in the reading came (the verbs in the verb translation activity). Then, write the yo, tú, and nosotros forms of each verb, like this:
IN READING INFINITIVE YO TÚ NOSOTROS viven vivir vivo vives vivimos consumen consumir consumo consumes consumimos reciben recibir recibo recibes recibo
5. Review and discuss the reading as a class. If possible, use the projector version on Page 8 to increase student engagement (you will have to rotate the page 90o to the right in your PDF viewing program to do this). As you read through it, circle -IR verbs (for information about circling, please visit http://martinabex.com/teacher-training/demo/), check for comprehension by asking targeted individual and group questions in both English and Spanish, and personalize the reading by asking questions to students that relate the content to their lives and solicit their thoughts and opinions on what is being read. Use the discussion questions listed on page 4--it is okay that students have not yet had an opportunity to complete them on their own! We want to wait for them to write their answers until they have heard many correct forms of the verbs so that the writing that they produce has a better likliehood of being correct, and so that understanding of the reading is ensured.
6. Watch this short video http://www.youtube.com/watch?v=Zejog-9mKOk and have students complete the Q&A Mix ‘N’ Match at the bottom of page 3 of this PDF. The idea for this activity came from Sharon Birch (www.elmundodebirch.wordpress.com) The song that plays in the background on the video is a Christian Worship song, and if you are uncomfortable playing it in your classroom, simply mute the video.
7. Discuss the video and answers.
8. Have students write responses to the discussion questions on Page 4. Discuss if you have not already done so.
9. Have students complete the re-write on Page 4, then review it as a class.
Copyright © 2013 Martina Bex ● www.martinabex.com ● The Comprehensible ClassroomGraphics From the Pond h2p://frompond.blogspot.com
-IR VERBSel presente indicativo
Nombre y apellido __________________________________ Fecha ____________________
You’re in the home stretch! Before we learn how to conjugate the last of the three verb types, let’s review what we’ve learned so far:
What is CONJUGATION?
What is an INFINITIVE?
What are two -AR verbs?
What are two -ER verbs?
What is the difference between -AR and -ER verb endings in the present tense?
If you thought it was easy to learn how to conjugate -ER verbs after learning about -AR verbs, your mind is about to be blown! When you conjugate -IR verbs, you follow the ______________ steps as with -AR and -ER verbs. Now,
check out the endings that you use!
What do you notice?? Compare -ER and -IR verb endings:
yo nosotros
tú vosotros
él, ella, Usted ellos/as, Uds.
-IR VERB ENDINGS
What do these verbs mean in English?aplaudo ________________________recibes ________________________insiste ________________________consumimos ________________________decidís ________________________dividen ________________________
Conjugate these verbs in Spanish:existir/él: ________________________invadir/ellos: ________________________persistir/yo: ________________________omitir/vosotros: _____________________interrumpir/tú: ______________________definir/nosotros: _____________________
Copyright © 2013 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Nombre y apellido __________________________________ Fecha ____________________
1. Locate each of the following verbs in the reading, and write the Spanish verb on the line beside each English translation. Use context to help you guess the ones you don’t know! they live: _________________ they receive: _________________
they decide: _________________ they discover _________________
to live: _________________ they insist: _________________
they combat: _________________ they reduce: _________________
they attend: _________________ it persists: _________________
they consume: _________________ they discuss: _________________
1. Preguntas de discusión: Responde a cada pregunta con una frase completa en español.1.¿Vives en una comunidad buena?
2.¿Qué problemas combates en tu vida?
3.¿Por qué asistes a la escuela?
4.¿Qué consumes que no es bueno?
5.¿De quién o dónde recibes dinero?
6.¿Cómo reduces la basura?
7.¿Qué problemas persisten en tu comunidad?
8.¿Qué discutes con tus amigos?
LOS GUAJEROS DE GUATEMALAEn Guatemala, hay niños que viven en basureros1. Estos niños se llaman ‘guajeros’. Viven en los basureros porque no tienen padres y no tienen casas. Deciden vivir en los basureros porque no hay otra opción. Es difícil vivir en los basureros. Combaten muchos problemas, como la enfermedad2. No asisten a la escuela. Consumen los restos de fruta, pan y más que encuentran en el basurero. Reciben dinero por varios objetos que descubren en el basurero, como metal y plástico. Los niños insisten que son importantes para la comunidad porque reducen la basura por un millón de libras (lbs) al día. El problema de los guajeros persiste porque hay mucha pobreza3 en Guatemala. Muchas personas discuten el problema, pero pocas personas toman acción.
1basureros - garbage dumps 2enfermedad - illness 3pobreza - poverty
http://labunga.blogspot.com/2009/04/guatemala-que-son-los-guajeros.html
2. As you watch the short video about Guajeros, read each question and use the answers from the answer bank to answer it with a complete sentence in Spanish.
1. ¿Cuántos guajeros hay en Guatemala?_______________________________________________2. ¿Dónde viven los guajeros? ________________________________________________________3. ¿Qué objetos quieren los guajeros? _________________________________________________4. ¿Cuánto dinero ($) recibe un guajero en un día bueno? ________________________________5. Si conviertes 12 quetzales a dólares, ¿cuántos dólares son? ____________________________6. ¿Cuántas personas dividen el dinero que reciben los guajeros? _________________________7. ¿Por qué persiste la situación de los guajeros? ________________________________________8. ¿Por qué no salen los guajeros de los basureros?______________________________________
Copyright © 2013 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
4000 el basurero de la ciudad de Guatemala
metal, plástico, papelentre 4 y 8
30 quetzales
$1.30basura = comida
el gobierno ignora el problema
Now, imagine that you are a «guajero». Re-write the reading so that you are explaining the life of a guajero from the ‘we’ (nosotros) perspective:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Nombre y apellido __________________________________ Fecha ____________________
Copyright © 2013 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Preguntas de discusión: Responde a cada pregunta con una frase completa en español:
1.¿Vives en una comunidad buena?
2.¿Qué problemas combates en tu vida?
3.¿Por qué asistes a la escuela?
4.¿Qué consumes que no es bueno?
5.¿De quién o dónde recibes dinero?
6.¿Cómo reduces la basura?
7.¿Qué problemas persisten en tu comunidad?
8.¿Qué discutes con tus amigos?
Un guajero en su ‘oficina’ http://labunga.blogspot.com/2009/04/guatemala-que-son-los-guajeros.html
-IR VERBSel presente indicativo
Nombre y apellido __________________________________ Fecha ____________________
You’re in the home stretch! Before we learn how to conjugate the last of the three verb types, let’s review what we’ve learned so far:
What is CONJUGATION? Changing a verb to say who or what is doing it
What is an INFINITIVE? the base form of a verb
What are two -AR verbs? hablar, caminar, trabajar, mirar, tomar, etc.
What are two -ER verbs? correr, comer, beber, hacer, deber, etc.
What is the difference between -AR and -AR endings have ‘a’s in them -ER verb endings in the present tense? and -ER endings have ‘e’s.
If you thought it was easy to learn how to conjugate -ER verbs after learning about -AR verbs, your mind is about to be blown! When you conjugate -IR
verbs, you follow the SAME steps as with -AR and -ER verbs. Now, check out the endings that you use!
What do you notice?? Compare -ER and -IR verb endings:
yo -O nosotros -IMOS
tú -ES vosotros -ÍS
él, ella, Usted -E ellos/as, Uds. -EN
-IR VERB ENDINGS
What do these verbs mean in English?aplaudo I applaudrecibes you receiveinsiste s/he insistsconsumimos we consumedecidís y’all decidedividen they, you all divide
Conjugate these verbs in Spanish:existir/él: existe (he exists)invadir/ellos: invaden (they invade)persistir/yo: persisto (I persist)omitir/vosotros: omitís (y’all omit)interrumpir/tú: interrumpes (you inter-)definir/nosotros: definimos (we define)
Copyright © 2013 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Nombre y apellido __________________________________ Fecha ____________________
1. Locate each of the following verbs in the reading, and write the Spanish verb on the line beside each English translation. Use context to help you guess the ones you don’t know! they live: viven they receive: reciben they decide: deciden they discover descubren to live: viven they insist: insisten they combat: combaten they reduce: reducen they attend: asisten it persists: persiste they consume: consumen they discuss: discuten¿Qué problemas combates en tu vida?
1.¿Por qué asistes a la escuela?
2.¿Qué consumes que no es bueno?
3.¿De quién o dónde recibes dinero?
4.¿Cómo reduces la basura?
5.¿Qué problemas persisten en tu comunidad?
6.¿Qué discutes con tus amigos?
LOS GUAJEROS DE GUATEMALAEn Guatemala, hay niños que viven en basureros1. Estos niños se llaman ‘guajeros’. Viven en los basureros porque no tienen padres y no tienen casas. Deciden vivir en los basureros porque no hay otra opción. Es difícil vivir en los basureros. Combaten muchos problemas, como la enfermedad2. No asisten a la escuela. Consumen los restos de fruta, pan y más que encuentran en el basurero. Reciben dinero por varios objetos que descubren en el basurero, como metal y plástico. Los niños insisten que son importantes para la comunidad porque reducen la basura por un millón de libras (lbs) al día. El problema de los guajeros persiste porque hay mucha pobreza3 en Guatemala. Muchas personas discuten el problema, pero pocas personas toman acción.
1basureros - garbage dumps 2enfermedad - illness 3pobreza - poverty
http://labunga.blogspot.com/2009/04/guatemala-que-son-los-guajeros.html
2. As you watch the short video about Guajeros, read each question and use the answers from the answer bank to answer it with a complete sentence in Spanish.
1. ¿Cuántos guajeros hay en Guatemala? Hay 4000 guajeros en Guatemala.2. ¿Dónde viven los guajeros? Viven en el basurero de la ciudad de Guatemala.3. ¿Qué objetos quieren los guajeros? Quieren objetos de metal, plástico, papel y más.4. ¿Cuánto dinero recibe un guajero en un día bueno? Recibe 30 quetzales.5. Si conviertes 12 quetzales a dólares, ¿cuántos dólares son? 12 quetzales son $1.30.6. ¿Cuántas personas dividen el dinero que reciben los guajeros? Entre 4 y 8 personas dividen el dinero.
7. ¿Por qué persiste la situación de los guajeros? Persiste porque el gobierno ignora el problema.8. ¿Por qué no salen los guajeros de los basureros? No salen porque para ellos basura = comida.
Copyright © 2013 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
4000 el basurero de la ciudad de Guatemala
metal, plástico, papelentre 4 y 8
30 quetzales
$1.30basura = comida
el gobierno ignora el problema
Now, imagine that you are a «guajero». Re-write the reading so that you are explaining the life of a guajero from the ‘we’ (nosotros) perspective:
En Guatemala, vivo en un basurero con otros niños. Nosotros nos llamamos ‘guajeros’.
Vivimos en los basureros porque no tenemos padres y no tenemos casas. Decidimos vivir en
los basureros porque no hay otra opción. Es difícil vivir en los basureros. Combatimos
muchos problemas, como la enfermedad. No asistimos a la escuela. Consumimos los restos
de fruta, pan y más que encontramos en el basurero. Recibimos dinero por varios objetos
que descubrimos en el basurero, como metal y plástico. Insistimos que somos importantes
para la comunidad porque reducimos la basura por un millón de libras al día. Nosotros
persistimos porque hay mucha pobreza en Guatemala. Muchas personas nos discuten, pero
pocas personas toman acción.
Nombre y apellido __________________________________ Fecha ____________________
Copyright © 2013 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Preguntas de discusión: Responde a cada pregunta con una frase completa en español:
1.¿Vives en una comunidad buena?
2.¿Qué problemas combates en tu vida?
3.¿Por qué asistes a la escuela?
4.¿Qué consumes que no es bueno?
5.¿De quién o dónde recibes dinero?
6.¿Cómo reduces la basura?
7.¿Qué problemas persisten en tu comunidad?
8.¿Qué discutes con tus amigos?
Un guajero en su ‘oficina’ http://labunga.blogspot.com/2009/04/guatemala-que-son-los-guajeros.html
ANSWERS WILL VARY.
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