![]() ![]() To its left, another grid labeled AR Verbs and to the right of the ER grid, the third and last grid, labeled IR Verbs.īefore proceeding, and while you have them in some suspense, ask them to define person and number to reinforce the concept and then tell them they are going to apply that knowledge so they can begin to use it. Immediately beneath that subject pronoun paradigm, draw another grid, labeled ER Verbs, but leave it empty for now. The best way to do this is by drawing the paradigm or grid for the subject pronouns at the top and center of the board, and write them in their respective boxes: singulars in the left-hand column, 1st, 2nd and 3rd persons in descending order and the plurals in the right-hand column, in the same descending order for the persons. Show them the forest, then examine each tree… ![]() As long as irregulars are not introduced, students will gain from getting a less myopic view of the verb system. The concept is the same for all three families of verbs. I see no real pedagogical advantage in splitting them up into separate chapters to be taught on separate days. Most textbooks introduce –ar verbs, usually in the context of greetings, using llamar or hablar as models, then in subsequent chapters they take up –er and –ir verbs. ( I want to study one language from each continent.After students have learned the subject pronouns in Spanish and understand the concept of subject-verb agreement, it is time to apply these concepts and learn the verb endings for regular –ar, -er and –ir verbs in the present indicative tense. ![]()
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