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Rives christofano phelps_teaching_preterit_and_imperfect_together


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Rives christofano phelps_teaching_preterit_and_imperfect_together

  1. 1. Teaching the Preterit and Imperfect Simultaneously Amy Rives-Lipps, M.Ed & NBCT (Miamisburg High School) Leslie Christofano, M.Ed. (Miamisburg High School) Donnie Phelps, M.Ed. (West Carrollton High School)
  2. 2. KWL What do we Know? What do we Want to know? What have we Learned? What do you know about teaching the past tenses? 1. What do you know about how the Preterit and Imperfect are used authentically? 2. What do you know about how the Preterit and Imperfect are traditionally taught in the Spanish classroom or Spanish textbooks? 3. Where do your students struggle?
  3. 3. KWL What do we Know?
  4. 4. What we KNOW: 1 – One must recognize that the preterit and imperfect are two different tenses, BUT they are often used together. 2 – The past tense is used to communicate and knowing the function of the tenses allows for precise communication. 3 – Most textbooks teach the preterit in isolation and then add the imperfect toward the end of the course. 4 – Students do not struggle as much with the verb conjugations as they do with the function of the two tenses. 5 – To have students effectively and precisely communicate in the past tense, both tenses must be used simultaneously.
  5. 5. KWL What do we Want to know?
  6. 6. What we WANTED: We wanted: • a BETTER way to teach this concept. • students to have an AUTHENTIC and NATURAL experience. • an approach that was not MISLEADING or FRUSTRATING.
  7. 7. AUTHENTIC RESOURCES, TEXTBOOKS & US The dilemma: Authentic resources: Authentic texts use both tenses which students cannot understand completely when only learning one tense in isolation. Textbooks: The textbook teaches the two past tenses separately so the ancillaries do not offer the natural approach we desire.
  8. 8. AUTHENTIC RESOURCES, TEXTBOOKS & US The solution: US: By teaching the two past tenses simultaneously, we are able to provide practice scenarios and assessments that ensure: • students have an AUTHENTIC and NATURAL experience. • students are not MISLEAD or FRUSTRATED.
  9. 9. THINK – PAIR – SHARE Given the examples: (Refer to page 7 in packet) 1. Think alone about the example using the attached checklist. 2. Pair up with someone near you and compare your thoughts about the checklist (pg. 7). 3. Share your thoughts with the group that reviewed your example type. 4. Choose a spokesperson to share the results of your checklist with the whole room.
  10. 10. Listening Examples “Mi viaje a Costa Rica” “Una leyenda Mazateca: El fuego y el tlacuache”
  11. 11. THINK – PAIR – SHARE
  12. 12. BREAK
  13. 13. THEORY TO PRACTICE. . . Order of Instruction: 1. Discuss the 2 past tenses time-line, description vs. action w/ cards 2. AR verbs buzz words -car, -gar, -zar verbs 3. ER and IR verbs buzz words continued 4. Common Irregulars ir, ser, dar , ver, hacer, decir 5. Wacky Irregulars 6. Stem-Changers 7. Verbs that Change Meaning (most have already indeductively learned)
  14. 14. KWL What have we LEARNED? 1. It is really difficult in the beginning 2. Students are practicing with both tenses for many months instead of weeks. 3. Students can produce simple, natural speech and products earlier. 4. Students do not feel that they have been “doing it wrong” or that they are asked to “do it differently now” 5. Students exhibit less fear because they have received the whole-to-part instruction.
  15. 15. KWL What have you LEARNED? How can I apply this in my classroom?
  16. 16. Thank you for your time & attention! We would love to hear from you; please feel free to contact us: • Amy Rives-Lipps: • Leslie Christofano: • Donnie Phelps: