The document provides strategies for helping language learners notice and use verb patterns correctly, including: 1) Giving examples of when verb endings are and are not important for communication. 2) Empowering learners with note-taking strategies to visualize verb patterns such as diagramming. 3) Using structured input techniques like stories with blanks for patterns to help learners notice patterns. 4) Employing structured output techniques such as filling in blanks in stories to help learners use patterns. 5) Adopting a timeline format to contrast verb tenses and help students distinguish between them.

1. Sara-Elizabeth Cottrell
musicuentos.com
@secottrell
#flanc17
FIRST LIGHT ON THE PATH:

2. WHAT CAN WE DO?
▸ give examples of when verb ending accuracy is
important and is not important
▸ empower learners with note-taking strategies that
help them visualize verb patterns
▸ use structured input techniques to help learners
notice patterns
▸ use structured output techniques to help learners
notice patterns
▸ use a timeline format to help students contrast
verb tenses 2

3. he swangyes or no?
3

4. 1.
What verb
endings are and
are not
I can give
examples of when
verb ending
accuracy is
important and not
important.
4

5. VERB ENDINGS ARE...
▸an important part of language structure
▸about communication
▸about comprehensibility
Remember: it’s like medicine.
Small doses help problems.
Too much is a poison.
5

6. VERB ENDINGS ARE NOT...
▸the source of most comprehension
problems
▸about any particular order
▸what ends up in their head
Remember: it’s like medicine.
Small doses help problems.
Too much is a poison.
6

7. “What’s on page 32 isn’t what ends up
in the learner’s head.
Bill Van Patten
7

8. she had went
yes or no?
8

9. 2.
Visualizing power
verbs without a
chart
I can empower
learners with note-
taking strategies
that help them
visualize verb
patterns.
9

10. SUPER
SEVEN
VERBS
10
TERRY WALTZ
VOLITION (to want)
MOTION (to go somewhere)
PREFERENCE (to like/dislike)
IDENTITY (to be someone/thing)
POSSESSION (to have something)
EXISTENCE (to exist somewhere)
LOCATION (to be at a place)

11. diagram it
11

12. they awaked
yes or no?
12

13. 3.
Structured input
for noticing
patterns
I can use
structured input
techniques to help
learners notice
patterns.
13

14. 14
STORY
WITH PATTERN
One day, baby duck walks to the
park. He sees three …
They shout, “...”
They run.
Baby Duck runs.
He hides in a …
Oh no! They see Baby Duck!
He shouts, “...”
He runs.
They run.

15. diagram it
15

16. she forbid
yes or no?
16

17. 4.
Structured output
for using patterns
I can use
structured output
techniques to help
learners notice
patterns.
17

18. 18
STORY
WITH PATTERN
One day, ___ walks to the ___.
She sees three ____.
They shout, “______.”
She runs to the ______.
They run to the ______.
She hides in a _______.
Oh no! They see her!
She shouts, “_______”
They run fast.

19. let’s try
LINGUACAFÉ
19
Я [не] знаю.
Что это? Ты знаешь?

20. let’s try
LINGUACAFÉ
20
Я [не] знаю.
Что это? Ты знаешь?

21. let’s try
LINGUACAFÉ
21
Я [не] понимаю.
Что это? Ты
понимаешь?

22. let’s try
LINGUACAFÉ
22
Я [не]
понимаю.
Что это? Ты
понимаешь?

23. we catched
yes or no?
23

24. 5.
Timeline approach
to contrasting
tenses
I can use a timeline
format to help
students contrast
verb tenses.
24

25. timeline it
25

26. 26
STORY
TIMELINE
A little duckling was very sad
because he thought he was the
ugliest amongst all his brothers and
sisters. They would not play with
him and teased the poor ugly
duckling. One day, he saw his
reflection in the water and cried,
“Nobody likes me. I am so ugly.”
He decided to leave home and
went far away into the woods.

27. diagram it
27

28. diagram it
28

29. YOUR
TURN
verb - subjects - story - Q&A - restory
29

30. THANKS!
Any questions?
@secottrell
secottrell@musicuentos.com
facebook.com/musicuentos
30