ar verbs trifold flashcards sample - world language cafe · 2018. 11. 2. · expressions such as:...
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AR Verbs Trifold Flashcards Sample
The purpose of these trifold flashcards is to introduce new verbs, vocabulary, and grammar in context. Just as children learn naturally by hearing words and grammar in context, your students will, too. Each picture and set of sentences teaches them the meaning of the new verb. While they fill in the blanks on side A of the flashcards, they are working on conjugating verbs in a natural, spoken context.
This is much more effective than just having your students conjugate verbs over and over again because that just trains them to conjugate. Then when speaking, they have to think through a conjugation to be able to say anything. The methodology of the trifold flashcards will enable them to understand better and speak more fluently.
Teacher Guide to Trifold Flashcards
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In addition, students will be introduced to new vocabulary that they haven’t seen before. This is done on purpose to preview structures and common vocabulary that they will learn in the future. Language students need to learn how to guess words from context. This is what you do when you’re learning to read in a native language. It’s also what you do when you’re speaking to someone and only understand 80% of what they’re saying. Your students can infer the meaning of the new words or look up them up on Google or in a dictionary.
On side B of the flashcards, students rewrite the same sentences as side A. They fill in more words and learn how to correctly form grammar structures without even knowing that they’re learning grammar. It’s like sneaking vegetables into your kids’ spaghetti sauce. He, he, he . . . .
Teacher Guide to Trifold Flashcards
Copyright ©2016, World Language Café, All Rights Reserved.
The idea is that as they see these structures, they become familiar with them. When you actually teach more complicated structures (verbs like gustar, the impersonal a, verbs with spelling changes, question words, etc.), they will have already seen them several times. Sneaky, I know, but it works. I realized much of this as I was raising my own kids bilingually. They speak fluently and never once conjugated a verb. Just think back to how you learned your native language – same principle.
If you think this may be too challenging for your students, preview some of the new structures and grammar. If you have students who really struggle, you can give them cheat sheets with grammar and vocabulary. However, I would suggest having your students try it or doing a few together as a class before resorting to this. The more they use these, the more familiar they will become with the tricky grammar.
Teacher Guide: Trifold Flashcards
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Lesson Plan
Before Using the Flashcards:* Present the AR verbs to your students. Teach the verb meanings using flashcards or by acting them out.
* Teach conjugations, but start with just the yo and tú forms and have them ask each other questions.
Ex. ¿Bailas? Sí, bailo. No, no bailo.
* Keep in mind when you are teaching verbs that most of the time, we speak in “yo” and “tú” forms, so you definitely want to spend the most time on these. You’ll notice that the flashcards use “yo, tú, and él, ella” with the most frequency.
* Teach él, ella, Ud. and have them ask questions about other students in class. Ex. ¿Rosa baila? No, no baila. ¿Rosa canta? Sí, canta.
* Then, teach ellos, ellas, Uds. and finally nosotros. (I also show them the vosotros form even if we don’t use it that often so that they’re familiar with it).
* Explain that when the verb is in the “to” form, they will use the infinitive, just like we do in English. Ex. I like to jump. He wants to study.
This is a great opportunity to teach and preview certain common expressions such as: me gusta, quiero, prefiero. Teach these as you would regular vocabulary. Practice some sample sentences on the board and have them write a few of their own sentences using various verb forms. Show verb flashcards and have them practice saying all the yo forms, all the tú forms, etc. Then mix them up and have them practice different forms.
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Lesson PlanHow to Use the Flashcards (Sides A and B):
* Print a copy of each set of sheets back to back for each student. You can print in color or black and white.
* When using the bundle of all 50 AR verbs, you may wish to just do 3 or 4 pages of these with your class and save the leftover ones for sub days.
* Have students cut out each verb strip and then fold the sheet along the dotted lines and along the solid line on the right side of the verb so that the large picture is the top part of the booklet. Students then fill in the verbs on the first strip on side A.
Front of booklet when it’s folded.
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Lesson PlanHow to Use the Flashcards (Sides A and B):* Flip the first strip over and have the students fill in the blanks on side B. • Continue to do side A and side B for verbs 2-5 on the sheet.
Copyright ©2016, World Language Café, All Rights Reserved.
Lesson Plan
Sentence Translation and Verb Review:* Go over the answers in class by having each student go to the board to write out the three sentences. Using the lined paper, have the students write the sentences in Spanish. This is an important step because it solidifies the grammar and vocabulary in their minds. At the end of these exercises, each student will have written each verb at least 15 times – a great start to incorporating them into their permanent vocabulary. * Students can attach their folding booklet to the page of translations with a paperclip so that they can review the verbs by flipping the pictures to study for a quiz or test.
Copyright ©2016, World Language Café, All Rights Reserved.
Lesson Plan
Flashcards and Verb Review:* Students can cut the picture flashcards off the folding flashcard and use them as flashcards to review.
* Once they are done reviewing and have taken the quiz, they can staple all the cut-up flashcards together. They can keep these in an envelope or tape the booklets to a page in their notebooks or folders to keep for end of year review. Whenever they want to review, they can pull off the piece of tape, take the staple out, practice, and then put them back.
Copyright ©2016, World Language Café, All Rights Reserved.
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A
hablarhablo hablamoshablas habláishabla hablan
caminarcamin__ camin__camin__ camin__camin__ camin__
bailar
______ ______
______ ______
______ ______
mirar
______ ______
______ ______
______ ______
escucharescuch____ escuch____escuch____ escuch____escuch____escuch____
Pero Rosa quiere
_________ con Raúl. Es
su novio.
Sofía _______ con Raúl.
¿Con quién______
Sofía?
¿Te gusta _________?
Sí, me gusta _________.
¿Con quién _________?
(tú) _______ con mi amigo, Paco. (yo)
Rosa _________
con Paco también.
¿Qué_________?
(tú) __________ música clásica.
(yo)
Prefiero ________la música
pop.
¿Qué________?
(tú)
________ mi programa
favorita de televisión.
No me gusta ______ televisión. Prefiero
jugar deportes.
_______ a la escuela cada día.
(yo)
Bla, bla, bla.
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B
____ Rosa quiere
_________ con Raúl. Es ___ novio.
Sofía _______ ___ Raúl.
¿___ quién______
Sofía?
¿___ gusta _________? Sí, ___
gust__ _________.
¿___ quién _________? _______ con
___ amigo, Paco.
Rosa _________
con Paco ________.
¿___ _________?
__________ _________
clásica.
________ ________la música
pop.
¿___ ________? ________
___ programa favorito __ televisión.
No me ______ ________ televisión.
_______ jugar deportes.
_______ a ___ escuela
cada día.
Bla, bla, bla.
Bla, bla, bla.
Copyright ©2016, World Language Café, All Rights Reserved.
Nombre: Escribe las frases en español en las líneas.
hablar
1. _________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
caminar
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
escuchar
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
bailar
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
mirar
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
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CLAVE
1. ¿Con quién hablas? With whom are you speaking?2. Hablo con mi amigo, Paco. I’m speaking with my friend, Paco.3. Rosa habla con Paco también. Rosa is speaking to Paco, too.
1. ¿Te gusta caminar? Do you like to walk?2. Sí, me gusta caminar. Yes, I like to walk.3. Camino a la escuela cada día. I walk to school every day.
1. ¿Qué escuchas? What are you listening to?2. Escucho música clásica. I’m listening to classical music.3. Prefiero escuchar la música pop. I prefer pop music.
1. ¿Con quién baila Sofía? With whom is Sofía dancing?2. Sofía baila con Raúl. She is dancing with Raúl.3. Pero Rosa quiere bailar con Raúl. Es su novio. But Rosa wants to dance with Raúl. He’s her
boyfriend.
1. ¿Qué miras? What are you watching?2. Miro mi programa favorito de televisión. I’m watching my favorite TV show.3. No me gusta mirar televisión. Prefiero jugar deportes. I don’t like to watch TV. I prefer to play
sports.
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