In Spanish, stem-changing verbs are those that undergo a vowel change in their stem when conjugated. When these verbs are in the preterite tense, they maintain the same stem change in the past.
For verbs ending in -IR, the stem-changing occurs in the third person singular and plural forms (él/ella/usted, ellos/ellas/ustedes). The stem vowel changes from ‘e’ to ‘i’ or from ‘o’ to ‘u’.
Some examples of preterite stem-changing verbs ending in -IR are:
- Dormir (to sleep): dormí, dormiste, durmió, dormimos, dormisteis, durmieron
- Pedir (to ask for): pedí, pediste, pidió, pedimos, pedisteis, pidieron
- Sentir (to feel): sentí, sentiste, sintió, sentimos, sentisteis, sintieron
- Preferir (to prefer): preferí, preferiste, prefirió, preferimos, preferisteis, prefirieron
- Vestir (to dress): vestí, vestiste, vistió, vestimos, vestisteis, vistieron
Before learning preterite stem-changing verbs, a Spanish student should have a basic understanding of the following concepts:
- Regular verbs in the preterite tense: Students should be familiar with the formation and conjugation of regular verbs in the preterite tense.
- Verb conjugation: Students should know the basic rules for verb conjugation in Spanish, including the different verb endings for each person and number.
- Stem-changing verbs in the present tense: Students should have a good grasp of stem-changing verbs in the present tense, including the most common patterns (e.g., e → ie, o → ue, e → i).
- Vocabulary: Students should have a solid foundation in Spanish vocabulary, including common verbs and nouns that they are likely to encounter in everyday conversation.
Preterite Stem-Changing -IR Verbs Spanish Lesson Plan and Resource Sheet
Objectives
- Learn the past tense form of verbs in -ir with a root change
- Acquire vocabulary related to television, sporting events and newscasts
Activity summary
First, students will learn the names of the different types of programs on the schedule and will ask their classmates in two groups about their viewing habits. Next, they will delve into the vocabulary related to television through a video and an adapted text. In the process of acquiring vocabulary, they will also learn the past tense of the verbs of the third conjugation (-ir) with vowel change in the third person. Finally, the students will use the surveys carried out at the beginning of the class to design a television channel, which they will present to their classmates.
Can-do Statements for this lesson
Presentational Speaking
– I can describe my TV watching habits and preferences.
– I can describe sporting events I watch.
– I can describe different types of media and their characteristics.
Presentational Writing
– I can write descriptions about my TV watching habits and preferences.
– I can write descriptions about sporting events I watch.
– I can describe different types of media and their characteristics.
Interpersonal Communication
– I can ask others about their TV watching habits, their entertainment preferences, etc. I can understand and respond to their statements.
– I can discuss sports and news events with others, offering my opinions and preferences.
– I can discuss different types of media and their characteristics with others.
Interpretive Listening
– I can understand when others talk about common sporting events around the world.
– I can understand descriptions of sporting events in general.
Interpretive Reading
– I can read a TV guide and identify when shows start and stop and on what channel.
– I can understand common terms used to describe sporting events, especially ones that are watched on TV.
– I can understand descriptions of common terms used to describe sporting events, especially ones that are watched on TV.
Lesson plan includes:
- Lesson Plan in Spanish
- Lesson Slides in Spanish
- ACTFL Standards
- Can-Do Statements
- Handouts and worksheets
- Activador / Warm-up
- Boleto de Salida / Exit Ticket
- Evaluación / Assessment