Transcript Presentation (.pdf)

Share Fair 2013: Technology in
Moderation
“Garfield’s (Im)perfect Day: Practicing
Aspect through Storytelling”
Presenter: Kelsey Treusdell
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Aim of activity: to contextualize the difference between the preterite and imperfect aspects
in Spanish
Activity description: create and describe a timeline built around events from a day in the life
of Garfield.
Intended level: introductory Spanish class
Procedure for activity:
Students in groups of four are given a set of nine cards and they collaborate to write a sentence
in the preterite for each card. Meanwhile, the instructor puts print-outs of these same images on
the blackboard, and volunteers write their sentences below them. A volunteer then reads all of
the sentences narrating the day, and the instructor draws attention to aspect by pointing out that
the events are all discrete points on the timeline that represent finished actions with a beginning
and end. The instructor gets another volunteer to tell three things that they did yesterday and
writes them on the board in timeline form, then tells the students that they can elaborate on
these events by describing general conditions or things in progress by using the imperfect form.
He/she shows the forms and adds examples to the student’s timeline, visually highlighting aspect
by drawing arcs on the timeline by these descriptions to show that they are overlapping
conditions. Finally, the instructor passes out slips of paper to each group with an idea with an
unconjugated verb on it, and the groups have to conjugate the verb in the imperfect and decide
which image of Garfield’s day it goes with. Volunteers go up to the board and add these
imperfect descriptions to the timeline, drawing arcs as the instructor did in the example. The
instructor then narrates the now completed story, encouraging the students to say the verbs
aloud when he/she comes to them. This way the students appreciate the difference between the
aspects and see how both are necessary in telling a story.
Introducción: La rutina de Garfield
 Grupos de 4
 Usar el pretérito para describir la rutina de Garfield
¡OJO!
You will have some situations that
require a reflexive/reciprocal
pronoun and some that will not.
Pretérito: Características
 Completed, finished events
 They have a beginning and an end
 They can be marked on a time line
Me desperté
Me duché
Desayuné
Vine a la universidad
Imperfecto: Características
 Indefinite time frame
 General description
 “Set the stage” for actions
 To say what was happening
 To say what someone used to do
(estaba cansada)
Me desperté
(el agua estaba
caliente)
Me duché
(tenía hambre)
Desayuné
(nevaba)
Vine a la universidad
Pretérito vs. Imperfecto
 It was a dark and stormy night. I was alone at the bus station
where I used to wait after work. As I was waiting, all of a sudden
I heard a loud noise. I turned around and saw a mysterious man
step out of the shadows. He was wearing a long trenchcoat and
dark sunglasses hid his eyes. When I saw that he was
approaching, I decided to try to run away…
 Identify: “setting the stage”
“was/were –ing”
“general description”
FORMAS DEL IMPERFECTO
Verbos –AR: cantar
(yo)
(tú)
(él/ella/Ud)
(nosotros)
(vosotros)
(ellos/Uds)
cantaba
cantabas
cantaba
cantábamos
cantabais
cantaban
Verbos –ER/IR: comer
comía
comías
comía
comíamos
comíais
comían
¡SÓLO TRES IRREGULARES!
 SER
• IR
Era
Iba
Éramos
Íbamos
Eras Érais
Ibas Ibais
Éra
Iba
Eran
• VER
Veía
Veías
Veía
Veíamos
Veíais
Veían
Iban
Repaso: el día de Garfield
 Ahora vamos a contar el cuento (tell the story) con más
detalles.
 Grupos de 3 –
 Papel con una descripción general  imperfecto
 1) Conjugar el verbo
 2) Emparejar (match) la descripción con la foto