Introduction

Theoretical Concept

Verb tenses are an essential component in understanding and using the Spanish language. They are divided into three moods: indicative, subjunctive, and imperative, each of them with their own characteristics and specific uses.

The indicative mood is used to express actions that are certain, real, or positive. It includes the present, preterite, future, conditional, pluperfect, and the compound tenses of these tenses.

The subjunctive mood is used to express actions that are doubtful, hypothetical, uncertain, or negative. It includes the present, preterite, and future tenses.

The imperative mood is used to express orders, advice, recommendations, requests, or prohibitions.

Importance

Mastering verb tenses is essential not only to achieve fluency in the Spanish language, but also to understand literary, journalistic, academic texts, and oral speeches where these tenses are used.

Contextualization

Problems with verb tenses are common among students who are learning Spanish. This can cause difficulties in communication and understanding of texts and speeches. In addition, the confusion between verb tenses can lead to misinterpretations, which can be especially problematic in professional or academic situations.

Mastering verb tenses is, therefore, an essential skill for those who want to communicate effectively in Spanish. And mastering verb tenses allows students to express themselves more accurately and richly, providing them with greater confidence and fluency in Spanish communication.

Practical Activity

Title of the Activity: Time Travel with Verb Tenses

Purpose of the Project

This project aims to develop the comprehension and effective use of verb tenses in the Spanish language through writing and presentation activities.

Detailed description of the Project

The activity should be carried out by groups of 3 to 5 students. Each group will have to create a "time travel" through a series of scenes. Each scene will have to be written and presented in a different verb tense. The scenes can be of any genre and context, but they must be interconnected to form a coherent story.

Necessary materials

1. Notebook or sheets of paper for drafting
2. Computer with internet access for research
3. Office supplies (pencils, pens, markers, etc.)
4. Presentation materials (may include posters, puppets, costumes, etc.)

Detailed step-by-step to carry out the activity

1. Divide the students into groups of 3 to 5 people.
2. Each group must choose a series of verb tenses to use in their story. Make sure that all three moods (indicative, subjunctive, and imperative) are represented among the selected tenses.
3. Each group should discuss and outline their story. There should be at least one scene for each chosen verb tense. The story should be coherent and interesting, and the use of verb tenses should be grammatically correct.
4. Once the story is finalized, each group should write a detailed script.
5. Each group should prepare a live presentation of their story for the class. The presentation may include acting, puppets, slide presentations, among others.
6. Each group presents their "time travel" to the class. The presentations should be recorded for later analysis.
7. After the presentation, each group should write a detailed report on the project, following the format indicated: Introduction, Development, Conclusions, and Bibliography.

Project Deliverables

Each group must deliver:

1. The script of the story.
2. A link to the recording of the presentation.
3. A detailed report on the project.

In the report, students should detail the theory of the verb tenses used, explain the methodology used in creating and presenting the stories, present and discuss the results obtained, and indicate the bibliography used. The report should be structured as follows:

• Introduction: It should include a contextualization of the project, the importance of studying verb tenses, and the objectives of the activity.
• Development: It should explain the theory of the verb tenses used, the methodology used in the activity (how the group created the story, how it decided on the allocation of verb tenses in the scenes, how it prepared and carried out the presentation), and discuss the results obtained (for example, difficulties encountered, how the group overcame them, whether the use of verb tenses was improved).
• Conclusion: The group should summarize the main points of the work, evaluating the lessons learned and the conclusions drawn from the project.
• Bibliography: The group should indicate the sources of information used in the project, such as books, websites, and videos.