Micro -Teaching
Vocabulary and Grammar
By Marielys Garcia and Javier Moreno
Accíon!!!
Theme: Action verbs
Language Level: Spanish 1/ Grade 7-12
Objectives:
Content- Health: Students will identify verbs of movement and physical activities and apply to Spanish
language. Standard: 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language
Language- Verb Conjugation: Students will be able to conjugate 6 infinitive action verbs:
bailar, correr, saltar, caminar, jugar, nadar
Learning Strategies- Cooperate: Students will be able to practice essential interpersonal life-skills and develop
the ability to work collaboratively by participating in partner activities that reinforce their acquired
knowledge
Introduction:
In this lesson, we will be introducing some of the most essential verbs to learn in the Spanish language that will get
you moving. Action verbs are important in any language because they give a base for expressing what you or others
want to do, like to do or are currently do.
Other Phases:
Preparation: Students will make a running list of things that they enjoying doing. The list will be in English and
will prepare them to learn action verbs in Spanish language. T will provide PowerPoint of visuals and will have
students raise their hands when they see something that they enjoy doing on the screen/ overhead.
Presentation: T will display a list of the 10 featured action verbs in the form of sentence strips on the board. T
will also define the word infinitive and conjugation based on students’ previous exposure to ser, estar and tener.
T will place them into categories based on the infinitive endings (-ar, -er and –ir). T will lead the class in TPR
actions and repeating the verb for pronunciation.
Evaluation: Students will complete a worksheet that will incorporate all ten action verbs where they will identify
which picture(visual) will go with each action verb and the second part will require them to fill in which
conjugated form of the verb that goes with the following subject in the sentence (Example: Maria _habla_ con
sus amigas (hablar) }
Expansion: Students will interview family members and friends to make a list of 8 sentences expressing (A mi
madre le gusta ________). Five of the sentences can use verbs we learned in class but they also need to find at
least 3 more action verbs from their interviews and define those in Spanish.
Practice Phase:
MemoryT will introduce the first practice activity as a cooperative means to learn to associate certain Spanish action verbs
with visual representations especially for those learners that benefit from visual learning. T will ensure that students
are working in pairs of 2 or 3 in order to play the memory game (also known as Concentration) with flashcards. In
order to play Memory, Teacher will explicitly review the expectations for the game as the following: The objective
of the game is to make connections between the visual representations (picture) of an action verb and the Spanish
word for the action verbs. Teacher will model on the overhead how the game will played. Students will place all 12
shuffled flashcards facedown on one of the desks in the pairs. Next, students will alternate and take turns trying to
identify the verbs and the associated visual. Students will break out into their pairs and play the Memory game for
about 7 minutes. During the 5 minutes, if someone wins quickly, they should try to continue playing in order to
reinforce knowledge of verbs and to also build confidence in both partners and give both players the opportunity to
win the Memory game. The winner is the person that has the most sets of matching cards. After the students break
into the Memory game, the teacher will circulate in order to identify that the students are on task and that students
are following the instructions. As students play the game, Teacher will ensure to reinforce that they should be
cooperating and working together to successfully complete the game. Also, teacher will give positive reinforcement
where students are working together in a positive manner to continue the flashcards activity. Also, if student are
done playing a few times with the Memory game, teacher will encourage that students work in pairs to drill each
other with the flashcards. For example, if your partner shows you the visual, the student would identify the
associated action verb or if the partner shows the action verb, the other student will identify the English meaning.
Dice ActionT will introduce the dice game as an activity where Ss can practice conjugating the verbs they have learned and
where they are also able to cooperate with a partner to accomplish the given task by playing a dice game. Ss will be
paired off into groups of 2 and each will be given a set of dice. T will inform students that each dice will correspond
to a specific conjugation of a particular verb. T will explain that one die will correspond with the pronoun (yo, tu,
el/ella/ usted, nosotros, vosotros, ellos/ ellas/ ustedes) while the other dice will correspond to one of the 6 verbs
that were learned (bailar, correr, saltar, caminar, jugar, nadar). T will post an enlarged reference poster so Ss know
which pronoun and verb to use with each number rolled on each die. T will inform Ss that each one of them will
roll one die and that they will make their conjugations from there. T will demonstrate by giving an example such as
the following: If Student A rolls a 2 and that corresponds with “tu” and Student 2 rolls a 6 and that corresponds
with the verb “jugar” then both students would know that they have to put the verb “jugar” in the “tu” form
resulting in “tu juegas”. After working together on the activity for a few rolls Ss can turn the activity into a challenge
against each other where one of the students rolls both the verb and pronoun for the other S. Whichever S got the
most conjugations correct would win. This same idea can be used for partners to play against another group of
partners. T will be walking around listening and watching Ss conjugate the verbs and ensuring that Ss are complying
with the rules.
Materials
-12 Memory Cards per student
-dice (2 per pair)
-dice reference posters (verbs/pronouns)
Assessment:
Students will be able to identify 6 main action verbs and identify the conjugations of these verbs in Spanish. In
order to gain this knowledge, students will be asked on the weekly quiz to identify the verb endings for the
conjugation of –ar and –er verbs and will also be asked to conjugate different –ar and –er verbs than the ones
taught in class in order to gauge knowledge and to help students apply previous knowledge to different content.
However, students will be asked to also complete an exit quiz/slip before the end of the class. During the exit slip,
the teacher will model the TPR movements that were previously taught for the previous verbs. The teacher will
repeat the actions twice and students are expected to write down the spelling of the action verb infinitive that is
associated with the previous teacher action. Teacher will complete 5 actions in the aforementioned manner and the
students are expected to quietly and independently answer these questions without the help of handouts or other
classmates. Also, this exit slip would have occurred after the students completed their independent practice
worksheet, which also assessed their knowledge of the infinitive of the action verbs and also the rules of
conjugation. After the teacher completed the actions twice, the teacher would repeat all 6 of them in sequence and
ask all students to place their names on the top of their exit slip and pass them forward in their row of seats.
Teacher would collect all exit slips and students would be allowed to exit the classroom at this point. Teacher would
explain the homework as an extension of classroom lesson for today.