Lesson Plan | Active Learning | Verbs: Ser, Estar, Tener

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 minutes)

The objectives stage is crucial for establishing a clear and directed foundation for the lesson. It serves to align students' expectations with learning objectives, ensuring that everyone understands what is expected by the end of the session. This initial clarity is essential to maximize the effectiveness of class time, allowing students to focus on applying their pre-acquired knowledge efficiently and purposefully.

Main Objectives:

1. Empower students to recognize and differentiate the uses and meanings of the verbs ser, estar, and tener in various contexts.

2. Develop analytical skills in students so they can correctly apply the verbs ser, estar, and tener in conversations and writing.

Side Objectives:

1. Encourage active participation from students in identifying practical examples of verb usage in Spanish.

Introduction

Duration: (15 minutes)

The introduction stage aims to engage students with situations that utilize the knowledge acquired at home, reviewing and applying it in practical, real contexts. Additionally, by contextualizing the importance of the verbs ser, estar, and tener, students can perceive the relevance of studying Spanish in everyday and professional situations, thereby increasing their interest and motivation for learning.

Problem-Based Situations

1. Imagine you are talking with a Spanish friend who describes a person saying: 'Ella es inteligente y está feliz.' Why did they use 'es' with inteligente and 'está' with feliz?

2. You receive a description of an apartment for rent in Spain and the text says: 'El apartamento es grande, pero está muy lejos del centro.' Analyze the usage of 'es' and 'está' and explain the difference.

Contextualization

In many everyday situations, such as job interviews, descriptions of places, or even when talking about health conditions, the correct choice between ser, estar, and tener can significantly alter the meaning of the sentence. For example, 'estoy cansado' (I am tired) can be a temporary condition, while 'soy cansado' could be mistakenly interpreted as a permanent characteristic of the person.

Development

Duration: (70-75 minutes)

The development stage is designed to promote the practical and in-depth application of students' prior knowledge about the verbs 'ser', 'estar', and 'tener'. Through interactive and contextual activities, students will have the opportunity to experience, discuss, and correct the use of these verbs in various contexts, thereby consolidating their learning in a dynamic and meaningful way.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Festival of Identities

> Duration: (60-70 minutes)

- Objective: Practice the correct use of the verbs 'ser', 'estar', and 'tener' in various contexts, reinforcing the distinction between permanent and temporary characteristics.

- Description: Students will be divided into groups, and each group will receive a card with descriptions of fictional characters. Each description will include permanent and temporary characteristics. Students must create dialogues in which they need to present these characters using the verbs 'ser', 'estar', and 'tener' correctly, emphasizing their permanent and temporary traits.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute the character cards to each group.

• Students must read the descriptions and discuss as a group how they will present each character.

• Each group must create a short dialogue or theatrical presentation in Spanish, using the verbs correctly.

• Present the dialogues to the class, and after each presentation, discuss with the students about the appropriate use of the verbs.

Activity 2 - Emotions Map

> Duration: (60-70 minutes)

- Objective: Develop the ability to correctly associate the verbs 'ser', 'estar', and 'tener' with different locations and situations, promoting an understanding of their nuances.

- Description: In this activity, students will create a 'map' on large paper, where they must associate different locations in a fictional city with states or conditions expressed using the verbs 'ser', 'estar', and 'tener'. For example, a library could be 'tranquila', a square could 'estar lotada', and a person could 'tener prisa'.

- Instructions:

• Organize students into groups of up to 5 people.

• Provide each group with large paper and markers.

• Explain that they must draw a map of a fictional city and think of places that correspond to states or characteristics described by the verbs 'ser', 'estar', and 'tener'.

• Students must discuss and decide which verbs and adjectives to use for each location on the map.

• Each group will present their map explaining the use of the verbs and the choice of adjectives for each location.

Activity 3 - Who Am I?

> Duration: (60-70 minutes)

- Objective: Promote oral practice of the verbs through an interactive game, making students apply the verbs in questions and understand the context of use.

- Description: Students will participate in a guessing game. Each student will receive a label on their forehead with a characteristic written (using 'ser', 'estar', or 'tener'). Without seeing what is written, each one must ask classmates questions to guess the characteristic assigned to them, using the verbs in discussion.

- Instructions:

• Stick a label on each student's forehead with a characteristic written.

• Students circulate the room asking classmates questions that can only be answered with 'yes' or 'no'.

• The questions must be formulated using the verbs 'ser', 'estar', or 'tener'.

• The goal is for each student to discover what is written on their label.

• Group discussion about the challenges encountered and the use of the verbs.

Feedback

Duration: (10-15 minutes)

The purpose of this feedback section is to consolidate students' learning, allowing them to articulate what they learned and how they applied their knowledge during the activities. This moment also serves for the teacher to assess class understanding and correct possible mistakes. Additionally, this discussion stimulates critical reflection on the practical use of the verbs in Spanish, reinforcing learning through the sharing of experiences and perspectives.

Group Discussion

To start the group discussion, organize all students in a circle and begin by recalling the lesson objectives. Explain that this moment is crucial for sharing discoveries and understandings about the verbs ser, estar, and tener. Suggest that each group provides a brief summary of the activities carried out and the key lessons learned. Encourage students to express any doubts or insights they may have had during the activities.

Key Questions

1. What were the biggest difficulties encountered when using the verbs ser, estar, and tener in different contexts?

2. How did the exercises help clarify the use of these verbs?

3. Was there any situation where the incorrect use of a verb altered the meaning of the sentence? Can you give examples?

Conclusion

Duration: (5 minutes)

The purpose of this conclusion stage is to consolidate all the knowledge acquired during the lesson, providing a clear overview of what was learned and how to apply it in real contexts. This recap helps reinforce students' memory and ensure that the main concepts were understood. Additionally, by discussing the relevance of the verbs in everyday life, we motivate students to continue improving their Spanish, realizing the applicability of what they have learned.

Summary

In this conclusion, we will recap the learning about the verbs ser, estar, and tener, emphasizing their application in specific contexts. We discussed how the verb ser is used to express permanent characteristics, estar for temporary states, and tener for possession or physical needs. Students applied these concepts through interactive games and the creation of dialogues, solidifying practical understanding.

Theory Connection

Today's lesson was structured to connect the theory studied at home with practical activities in the classroom, allowing students not only to memorize but also to experience the use of the verbs. This was achieved through situations that simulate real conditions of Spanish language use, such as creating dialogues and resolving problem situations.

Closing

The importance of correctly understanding the verbs ser, estar, and tener extends beyond the classroom, influencing the ability to communicate effectively in Spanish when traveling, at work, and in social interactions. This knowledge helps in constructing precise and context-appropriate sentences, essential for any speaker of the language.