Reflexive verbs - Lesson plan


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Reflexive verbs - Lesson plan

  1. 1. By Dorothy Lesson Plan - Reflexive VerbsLevel: Beginning Spanish ISubject(s): Foreign Language/SpanishDuration: 55 minutesDescription: This lesson introduces reflexive verbs by reading, writing, and talking aboutdaily routines.Methodology: This lesson’s approach uses the cognitive-code method where the studentsmove from the “known” to the “unknown”. In the introductory reading students will bepresented with illustration of activities that are familiar to them such as to wake up, to getdressed, and to take a shower (the “known”) and then they will learn how to accuratelydescribe those activities in Spanish (the “unknown”).Standards for Foreign Language Learning addressed:1. Communication: Students will provide and obtain information regarding daily routines.2. Cultures: Students will learn about differences and similarities between weekendroutines of young people from Hispanic and American cultures.3. Communities: Through the supplementary video activity students will be using thelanguage for personal enjoyment and enrichment.Goals:Teach students how to effectively describe their routines and ask someone about his/herdaily activities.Objectives:1. Communicative objectives: Students will describe their own and other people’s dailyroutines by using reflexive verbs in the appropriate context.
  2. 2. By Dorothy Grammar objectives: Students will learn and practice reflexive verbs vocabulary andstructures.3. Cultural objectives: Compare and contrast the daily routines of Hispanic young people,specifically those of the weekend, with daily routines of young people in the United States.Materials needed:  Copies of reading with illustrations  Power point presentation or large flashcards  Copies of written activities  Pieces of paper with reflexive verbs for game of charadesProcedure:1. Introduction (8 minutes)The instructor will give a copy of the illustrated reading to each student. The instructor willgo through the reading using a lively tone of voice and mimicking each one of thecharacter’s reflexive actions. After that it will be the students’ turn to read for the class(one student per sentence to give the chance to as many as possible). The instructor willcorrect pronunciation if necessary. Students get from the illustrations and the teachergestures the meaning of the verbs and by reading the sentences they begin to see how theyare structured with those particular verbs.2. Cultural awareness activity (5 minutes)Based on the reading, instructor will ask students to compare their weekends to that of thecharacter in the reading. The instructor will tell them about other activities of youngpeople in the Hispanic world during the weekends. The instructor and students willcompare and contrast the activities of both cultures.
  3. 3. By Dorothy Information (15 minutes)a. Using the power point presentation or writing on the board, show students a list of theverbs that have a reflexive nature. Through mimicking or illustrations (power pointpresentation or large flash cards), achieve students’ understanding of the meaning.b. To verify understanding, ask students to translate to English each one of the verbsintroduced.C. Proceed to the grammar explanation:  Reflexive pronouns  Verb conjugation  Placement of pronouns  Difference in meaning between reflexive and non reflexive verbs4. Oral activity (15 minutes)Students will work in pairs and will have to ask each other about their daily routines usingfive verbs of the previously introduced list. The instructor will provide students with someexamples of questions so that they can serve as a guide. The instructor will walk aroundthe class to assist students if needed. Afterwards, the instructor will ask each student totalk to the class about one of the daily routines of their group partner.5. Assessment (12 minutes)The students’ understanding of the vocabulary and grammar structure will be informallyassessed though a game of charades. The instructor will divide the class in two teams.Different students from each group will come to the front of the class and the instructorwill give him/her a piece of paper with a reflexive verb on it. The student will have to actout through mimics and gestures the action provided on the paper. Someone from his/herteam must say a complete sentence that describes what the student is doing. If the
  4. 4. By Dorothy on that team don’t get the sentence or verb right, someone from the other teamwill have the chance to answer. A score is kept and the winning team will get a prize.Homework:Students will have to write a short composition about the routine activities of the membersof their family or their roommates. The students will have to use at least eight reflexiveverbs and three conjugation forms.Useful internet resources for supplementary activities:Lingus TV - “Mi Rutina” VideoThis site has videos about a group of friends in Spain. In this particular video, Paco isworried because he always arrives late to work. His friend Eva asks about his morningroutine. This audiovisual activity will help students to reinforce the concepts studied inclass and to develop listening skills. The students can look at a script of the video both inSpanish and English, and they can also get grammar notes that explain the authenticexpressions used in the video. A big plus is that the video is really funny.ón de Sastre – ExercisesThis site has hundreds of exercises. In the first part of the reflexive verbs activities, thestudents will have to complete the sentences with the correct pronoun. In the second part,they will have to choose between a reflexive and a non reflexive verb based on the contextof the sentence. The exercises on this site are helpful not only to practice the grammar butalso to learn authentic expressions. Something very important is that it enables students toverify their answers.