Spanish I Semester Project Part II –ER & -IR Present Tense
A. Fill in the chart with the correct information.
What is the present tense? Explain below. What is the –ER and -IR ending conjugation of the verb? Explain below.
B. Write 7 -er ending verbs in the chart and 3 -ir ending verbs, and fill in the correct form of the verb as well as the translation.
Verbo Translate
English yo tú él,
ella,
usted nosotros,
nosotras ellos,
ellas,
ustedes
1.
2.
3.
4.
5.
6
7.
8.
9.
10.
C. Fill it in with the correct forms of the er and ir verbs.
1. Verbo: aprender, yo: aprendo, tú: ______, él, ella, usted: _______, nosotros, nosotras: _______, ellos, ellas, ustedes: _______
2. Verbo: beber, yo: _______, tú: bebes, él, ella, usted: _______, nosotros, nosotras: _______, ellos, ellas, ustedes: _______
3. Verbo: correr, yo: _______, tú: ______, él, ella, usted: corre, nosotros, nosotras: _______, ellos, ellas, ustedes: _______
4. Verbo: leer, yo: ______, tú: ______, él, ella, usted: _______, nosotros, nosotras: leemos, ellos, ellas, ustedes: _______
5. Verbo: abrir, yo: ______, tú: ______, él, ella, usted: _______, nosotros, nosotras: _______, ellos, ellas, ustedes: abren
6. Verbo: escribir, yo: ______, tú: ______, él, ella, usted: escribe, nosotros, nosotras: _______, ellos, ellas, ustedes: ______
7. Verbo: recibir, yo: recibo, tú: ______, él, ella, usted: _______, nosotros, nosotras: _______, ellos, ellas, ustedes: _______
D. Tell that the following people run, by matching the correct form of the verb correr to each subject or subject pronoun.
(corro, corres, corre, corremos, corren).
1. tú ________
2. ellos _________
3. ella __________
4. Marta __________
5. Marta y Juan ____________
6. yo ____________
7. nosotros ____________
8. Marta y Ana ____________
9. él _____________
10. Marta, Ana y yo _____________
11. usted ______________
12. ustedes _______________
E. You are at school and want to talk about the following people. Use the correct form of the er or ir verb in parentheses to do so.
1. (aprender) Yo ____________________ el español en la escuela.
2. (recibir) Ella _______________ unas rosas para su cumpleaños.
3. (beber) Ustedes _________________ chocolate en el invierno.
4. (escribir) Los alumnos ______________ los poemas en la clase de inglés.
5. (leer) Mateo __________________ libros románticos.
6. (vivir) Tú _____________________ en los Estados Unidos.
7. (comer) Nosotros __________________ la ensalada de pollo en la cafetería.
8. (comprender) Los alumnos no _________________ nada del examen de fïsica.
9. (abrir) Paco y Pablo ______________ las ventanas en la clase porque hace mucho calor.
10. (correr) Los alumnos y yo ___________________ mucho en el partido de fútbol.
F. Answer the following questions using the correct forms of the er or ir verbs.
Ejemplo: ¿Lees tú mucho? Sí, leo mucho.
(Here I am asking you the question, so you will answer with the yo form of the verb.)
¿Abre María la puerta? Sí, María abre la puerta.
¿Comprenden ustedes el inglés? Sí, nosotros comprendemos inglés.
(The answer is in the nosotros form because I asked if you all understand English. You answer with “yes, we understand English.”)
1. ¿Recibes tú notas buenas en las clase?
2. ¿Comprendes tú el inglés?
3. ¿Lee el profesor en la escuela?
4. ¿Comen los alumnos en la cafetería?
5. ¿Vive Pepe en la ciudad?
6. ¿Beben los estudiantes los refrescos?
7. ¿Apenden ustedes mucho en la clase de matemáticas?
8. ¿Escribes tú novelas?
9. ¿Corren mucho los alumnos en la clase de educacción fïsica?
10. ¿Come Patricia la ensalada?
G. Now write a short paragraph about yourself by answering the following questions.
¿Dónde vives? ¿Qué comes? ¿Qué aprendes en la escuela? ¿Te gusta escribir? ¿Escribes mucho? ¿Qué lees?
Once you have studied all of the material in this section and feel confident, you are ready for your your test. Make sure you not only know how to conjugate the verbs, but also what the verbs mean.
(Insert Picture)
FL- Florida Sunshine State StandardsSubject: Foreign Languages
Grade Range: Grades 9-12Strand: CommunicationStandard FL.A.2.4: The student understands and interprets written and
spoken language on a variety of topics.
Performance Benchmarks 3: reads authentic written materials and analyzes
them orally or in writing (e.g., describes charac-ters,
plot, personal reactions, and feelings).
Strand: CultureStandard FL.B.1.4: The student demonstrates an understanding of the re-lationship
between the perspectives and products of cul-ture
studied and uses this knowledge to recognize cul-tural
practices.
Performance Benchmarks 1: interacts in a variety of situations that reflect the
activities of teenagers in the target culture, using
appropriate verbal and nonverbal communication.
Performance Benchmarks 4: identifies and discusses artistic expressions and
forms of the target culture (e.g., books, periodi-cals,
videos, commercials, music, dance, design,
and art).
Performance Benchmarks 5: identifies and discusses target-language writers
and their works and assesses their influence not
only on the products of his or her own culture,
but also on other world cultures.
Strand: ConnectionsStandard FL.C.2.4: The student acquires information and perspectives that
are available only through the foreign language and
within the target culture.
Performance Benchmarks 1: uses research information as a basis for express-ing
opinions that reflect knowledge of the target
culture.
Performance Benchmarks 2: uses a concept or skill learned in the foreign-lan-guage
class to communicate information to stu-dents
in other content-area classes.
Performance Benchmarks 3: uses target-language skills to obtain information
and perspectives from speakers of the target lan-guage.
Performance Benchmarks 5: uses the target language to access, process, and
discuss information that is only available through
the target language or within the target culture
(e.g., by using technology such as databases and
CD-ROM produced in the target language or con-sulting
target-language sources to gain informa-tion
on a topic of personal, community, or global
concern).
Author:
Vanessa Sanchez
Last modified:
8/12/2014 11:31 AM (EDT)
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