I am currently teaching level 1 Spanish (this in October!), and we’ve just wrapped up some short activities on working on the Super 7 verbs. In order to bridge acquisition friendly techniques such as meaningful and quality repetitions with the constructivist learning aspect of teaching, I did the following to prepare students:
- Modeled Super 7 verbs and asked students what they thought each verb meant. For example, I wrote “gusta” on the board and said “Me gusta la pizza” while rubbing my stomach. Chorally, students responded “like” and we added to our list.
- We reviewed the list compiled, and then I had a student volunteer for story time. I asked the student questions in English (novice low) and as she responded, I described her on the board. See the picture below of a student who volunteered. I renamed her Sally.
- Students helped me fill in the blanks.
- I provided students with this Quizlet list to add some interactivity to the lesson (additional words were added for other purposes)
- Introduced students to the Group Gente de Zona Slide Deck and well as this one by Dr. Stacey M. Johnson. You can follow her @staceymargarita and listen to her podcast at @weteachlang!
- We did a little singing and dancing (with only part of the song).
- Students responded to the questions on the musical preference sheet (included in link below)
- They met in groups to talk about their preferences with the verb gusta (I haven’t taught it formally yet, but they have used it quite a bit so far).
- They shared out as a class. I do award communication points. See rubric below (also included in resource):
- 5 puntos= I responded correctly in a complete sentence.
- “Me gusta la música rap”
- 3 puntos= I responded correctly to the question with 1-2 words.
- “música rap”
- 1 punto= I responded to the question in English
- “I like rap music”
- 4 fours with musical preference or artists
- Simple sí o no response to questions
- Introduce “ Mi canción favorita es…”
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