ir a infinitive - weebly · 5. c no voy a terminar mi ensayo para la clase de ingl s esta noche....

Copyright © 2015 Martina Bex ● www.martinabex.com ● The Comprehensible ClassroomImage CC-BY 2012 JD Hancock flickr.com

ir + a + infinitivenotes and reading in Spanish

Copyright © 2015 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

to the teacherAfter four decades of research in the area of second language acquisition,

it is clear that language is acquired not from practice (drills), but from

consistent and constant exposure to input. Input is indispensable to

language acquisition; meaning that language cannot be acquired without it. The internal structure of language consists of phrases, not “rules”, and

grammar is stored within words. Inside our heads, there is a giant, complex

web that connects lexical features between words and phrases. This is our

mental representation of language! When there are errors in students’

production (writing and speaking), it is evidence that there are holes, or

missing links, in their mental representations of the language. Those holes

are filled by input: students‘ minds will process the input and extract the

patterns needed to complete their mental representations. For this reason,

the most effective way to “teach” grammar is through input (reading and

listening). Therefore, the most important thing for you to do as you prepare to teach a grammar lesson is to provide INPUT to your students:

concentrated, contextualized instances of the construction(s) that you want

to target. Then, when you DO give studens the grammar notes and

practice activities, your students will be well-prepared to complete them

successfully because they will have a basic mental representation from

which to draw.

To learn more about how language is acquired, consider reading the research of Dr. Stephen Krashen and Dr. Bill VanPatten.

Copyright © 2015 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

lesson plans1. Have a personalized class discussion using questions like, ¿Qué vas a comer hoy? ¿Qué

vas a hacer después de graduarte? ¿Cuántos/as novios/as vas a tener antes de conocer a tu esposo/a? ¿Vas a ser famoso? ¿Por qué? ¿A qué persona u organización vas a dejar tu fortuna al morirte?

2. Play “I’m going on a trip” http://martinabex.com/2014/04/19/my-favorite-game-ever/ (or see Pages 11-12). Use the skeleton sentence, «Voy a visitar ____ y voy a traer ___»

3. Give students the matching worksheet on Page 4 and have them read and complete it on their own. Then, review answers. Take time to circle the target structure (ir+a+infinitive), check for comprehension, and personalize the content. Unfamiliar with these essential TPRS®/CI skills? Please visit http://martinabex.com/teacher-training/essential-strategies-for-tprsci-teachers/

4. Give fill-in notes to students (blank form is on Page 6, Partially completed fill-in notes to give to absent students upon return is on Page 7, and answer key is on Page 8).

5. Give students time to read the passage and complete the fortune telling activity on Page 9.

6. Review the fortune telling activity.

7. Play a fortune telling game in class! Have each student write three “fortunes” using the ir+a+infinitive structure. The quirkier, the better! Put them all in a hat. Call students to the front of the room and have them draw a fortune from the hat and hand it to you, the teacher, without looking at it. Read it to yourself first to make sure that it is appropriate and will not cause the student that drew it to be ashamed, then read it aloud to the class. (If it’s not appropriate, discard it and have that student draw another one.) Then, discuss the fortune with the class. Does it make sense? Does that fortune seem to apply to others in the class? Once again, employ all of your essential TPRS®/CI skills to maximize language acquisition!

http://martinabex.com/2014/04/19/my-favorite-game-ever/

http://martinabex.com/2014/04/19/my-favorite-game-ever/

http://martinabex.com/teacher-training/essential-strategies-for-tprsci-teachers/




F

Nombre y apellido ________________________________________ Fecha ______________________

Copyright © 2015 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom ● 4

Match each description with the picture that it describes.

G

1. ____ Dos amigos van a caminar en la nieve. ¡Van a tener mucho frío! Van a caminar rápidamente y después van a comprar café de Starbucks®.

2. ____ Mi hermano va a ir a la playa con su amigo en el convertible de sus padres. Van a buscar a chicas atractivas. Van a ver a muchas chicas, pero las chicas atractivas no van a hablar con ellos.

3. ____ Mi madre va a comer en un restaurante con su hermana. Van a comer ensaladas y van a hablar de sus esposos. Mi tía va a preguntar si mi mamá quiere chocolate y mi madre va a decir que sí. Entonces, van a ir a McDonalds y van a comer McFlurrys.

4. ____ Voy a ser músico profesional. Voy a tocar piano y muchas personas van a venir a mis conciertos. Voy a ser muy famoso y ¡todos los reporteros van a hablar conmigo!

5. ____ No voy a terminar mi ensayo para la clase de inglés esta noche. ¡Voy a escribir el ensayo rápidamente mañana! Voy a concentrarme y voy a salir a tiempo para la escuela.

6. ____ Voy a ver «Bambi» en el cine. ¡Mi novia va conmigo pero ella no va a comer mis palomitas! Ella va a preguntar si puede, pero yo voy a responder que no.

7. ____ El fotógrafo va a sacar una foto del león y el león va a comer el fotógrafo. Entonces, otro fotógrafo va a sacar una foto del león y ¡ese fotógrafo va a ser muy famoso!

8. ____ Mi hermana va a jugar al voleibol conmigo. ¡Vamos a ser atletas profesionales! Vamos a ser como las hermanas Williams, pero nosotras vamos a ser voleibolistas profesionales.

A

B

C

D

EH

F



Match each description with the picture that it describes.

G

1. A Dos amigos van a caminar en la nieve. ¡Van a tener mucho frío! Van a caminar rápidamente y después van a comprar café de Starbucks®.

2. D Mi hermano va a ir a la playa con su amigo en el convertible de sus padres. Van a buscar a chicas atractivas. Van a ver a muchas chicas, pero las chicas atractivas no van a hablar con ellos.

3. F Mi madre va a comer en un restaurante con su hermana. Van a comer ensaladas y van a hablar de sus esposos. Mi tía va a preguntar si mi mamá quiere chocolate y mi madre va a decir que sí. Entonces, van a ir a McDonalds y van a comer McFlurrys.

4. E Voy a ser músico profesional. Voy a tocar piano y muchas personas van a venir a mis conciertos. Voy a ser muy famoso y ¡todos los reporteros van a hablar conmigo!

5. C No voy a terminar mi ensayo para la clase de inglés esta noche. ¡Voy a escribir el ensayo rápidamente mañana! Voy a concentrarme y voy a salir a tiempo para la escuela.

6. H Voy a ver «Bambi» en el cine. ¡Mi novia va conmigo pero ella no va a comer mis palomitas! Ella va a preguntar si puede, pero yo voy a responder que no.

7. B El fotógrafo va a sacar una foto del león y el león va a comer el fotógrafo. Entonces, otro fotógrafo va a sacar una foto del león y ¡ese fotógrafo va a ser muy famoso!

8. G Mi hermana va a jugar al voleibol conmigo. ¡Vamos a ser atletas profesionales! Vamos a ser como las hermanas Williams, pero nosotras vamos a ser voleibolistas profesionales.

A

B

C

D

EH


ir + a + infinitive

In Spanish, there are two ways to talk about your future plans:

• The first way is to use the _______________ tense, which we’ll learn later.

• The second way is like saying “__________________________” in English.

The format is ________ (conjugated) + __________ + ____________________

IR = TO GO

yo nosotros

tú vosotros

él, ella, Ud, ellos (as), Uds.

Vamos a hablar por teléfono. _________________________________________

Voy a caminar a la escuela. _________________________________________

¿Vas a correr mañana? _________________________________________

Mis padres van a mirar la televisión._______________________________________

Contractions

a + el = al de + el = del

Yo voy al (a + el) mercado.

Los estudiantes van a buscar la información en los libros del (de + el) texto.



ir + a + infinitive


• The first way is to use the FUTURE tense, which we’ll learn later.

• The second way is like saying “GOING TO DO SOMETHING” in English.

The format is IR (conjugated) + A + INFINITIVE

IR = TO GO

yo voy nosotros vamos

tú vas vosotros vais

él, ella, Ud, va ellos (as), Uds. van

Vamos a hablar por teléfono. _________________________________________

Voy a caminar a la escuela. _________________________________________

¿Vas a correr mañana? _________________________________________

Mis padres van a mirar la televisión._______________________________________

Contractions






ir + a + infinitive


• The first way is to use the FUTURE tense, which we’ll learn later.

• The second way is like saying “GOING TO DO SOMETHING” in English.

The format is IR (conjugated) + A + INFINITIVE

IR = TO GO

yo voy nosotros vamos

tú vas vosotros vais

él, ella, Ud, va ellos (as), Uds. van

Vamos a hablar por teléfono. We are going to talk on the phone.

Voy a caminar a la escuela. I am going to walk to school.

¿Vas a correr mañana? Are you going to run tomorrow?

Mis padres van a mirar la televisión. My parents are going to watch TV.

Contractions







Read the following story about Carlos’ awful morning:

¡Qué desastre!

Mi mamá grita, «Carlos, ¡el autobús está aquí!». Miro el despertador y veo que ya son las siete y media. Salto de la cama y corro al clóset, pero no puedo encontrar mi uniforme. Grito por mi mamá, y ella responde, «No sé dónde está». Busco el uniforme por todas partes y por fin encuentro los pantalones y la camisa. Voy al baño, pero no tengo tiempo para ducharme, así que decido lavarme la cara. Pero el agua no está caliente, así que uso agua fría. Como

tostado muy rápidamente y abro la puerta. Veo a mi amigo Juan y grito, «¡Espérame, Juan!» y corro hacia él. Juan y yo corremos a la escuela y entramos en nuestra primera clase. La profesora no está feliz y ella dice, «Ustedes tienen detención». Entonces, ella me da el examen de la

semana pasada: ¡recibí una ‘F’! Juan me mira a mí y quiero llorar porque este día es un desastre.

Imagine that you are a fortune teller. Carlos comes to visit you, and you tell him his future. Do this by writing a list (in SPANISH) of 10 things that are going to happen the next day (the day that the story takes place). Use the subjects given to begin each prediction.

(1) Tu mamá... _________________________________________________________________

(2) Tu mamá... _________________________________________________________________

(3) Tú..._______________________________________________________________________

(4) Tú..._______________________________________________________________________

(5) Tú..._______________________________________________________________________

(6) La profesora... ______________________________________________________________

(7) La profesora... ______________________________________________________________

(8) Tú y Juan..._________________________________________________________________

(9) Tú y Juan..._________________________________________________________________

(10) Juan... ____________________________________________________________________



Read the following story about Carlos’ awful morning:

¡Qué desastre!

Mi mamá grita, «Carlos, ¡el autobús está aquí!». Miro el despertador y veo que ya son las siete y media. Salto de la cama y corro al clóset, pero no puedo encontrar mi uniforme. Grito por mi mamá, y ella responde, «No sé dónde está». Busco el uniforme por todas partes y por fin encuentro los pantalones y la camisa. Voy al baño, pero no tengo tiempo para ducharme, así que decido lavarme la cara. Pero el agua no está caliente, así que uso agua fría. Como

tostado muy rápidamente y abro la puerta. Veo a mi amigo Juan y grito, «¡Espérame, Juan!» y corro hacia él. Juan y yo corremos a la escuela y entramos en nuestra primera clase. La profesora no está feliz y ella dice, «Ustedes tienen detención». Entonces, ella me da el examen de la

semana pasada: ¡recibí una ‘F’! Juan me mira a mí y quiero llorar porque este día es un desastre.

Imagine that you are a fortune teller. Carlos comes to visit you, and you tell him his future. Do this by writing a list (in SPANISH) of 10 things that are going to happen the next day (the day that the story takes place). Use the subjects given to begin each prediction. ANSWERS MAY VARY

(1) Tu mamá... va a gritar que el autobús está.

(2) Tu mamá... va a decir que no sabe dónde está tu uniforme.

(3) Tú... vas a buscar el uniforme por toda la casa.

(4) Tú... no vas a tener tiempo para ducharte

(5) Tú...vas a ver a tu amigo Juan

(6) La profesora... va a decir que tienes detención.

(7) La profesora... va a darte un examen.

(8) Tú y Juan... van a correr a la escuela.

(9) Tú y Juan... van a mirarse.

(10) Juan... va a mirarte y vas a querer llorar.


PREMISE:The students are going on a trip and have to figure out what they can/can’t bring. Only the teacher (game master) knows the criterion that an object must meet in order to go along with the student on the trip.GAME PLAY:1. The teacher tells the class that they are going to go on an imaginary trip. The class

decides where they want to go.2. The teacher tells students that they can only bring certain items on the trip, and

that any object they bring must meet a specific criterion. Their goal is to figure out what the criterion is, but they must never say what they think the criterion is when they think they know it. They must use guess and check to confirm their hypothesis.

3. The teacher gives students one example of an object that can be brought on the trip decided on by the class, enclosed in a model statement. For example, “I’m going to Hawaii, and I’m going to bring [a swimsuit]”.

4. The teacher writes the model statement on the board, then turns it into a question and reflects it back to the class. For example, “What are you going to bring to Hawaii?”

5. Students take turns saying what they are going to bring to Hawaii, always following the model statement exactly. “I’m going to Hawaii, and I’m going to bring [a palm tree]”. “I’m going to Hawaii, and I’m going to bring [my boyfriend]”. They can say anything.

6. After each statement, the teacher responds “Yes, you can” or “No, you can’t”.7. Students continue saying what they will bring, with the teacher confirming or

denying their idea.8. Every once in awhile, the teacher throws in an example that works in order to help

the class. At first, they should be examples that confuse the kids–bring ridiculous things like buildings, countries, whatever! The examples should get more and more obvious as the game goes on in an effort to help all students to figure out the criterion. Use inflection, body language, etc. to help students figure it out!

9. Again, students must never say out loud what they think the criterion is, but instead confirm their hypothesis by volunteering more statements. Once they have it, you will know (and they will too) because they will be allowed to bring everything that they volunteer.

10. Ideally, you end the game when all students have figured out the trick…you may need to “cheat” to help all students get there, depending on how difficult the criterion is with which you play.

I’M GOING ON A TRIPa game from Martina Bex

http://www.martinabex.com



Here are possible criteria that you can use to play. Use one per game!!• You must say “Um” or “Uh” before you make the statement. (This is my favorite!)

Ex: “Um….I’m going to Hawaii, and I’m going to bring a castle”. In order for this to work well, however, it is best if the teacher calls on random students as opposed to having students raise their hands. If kids have planned out what they are going to say, they will not often say “Um”. Your students that are excellent at public speaking may get frustrated because they don’t use fillers, and so they won’t ever be allowed to bring the items that they suggest!

• The items must go in alphabetical order. For example, “I’m going to Hawaii, and I’m going to bring an Apple” “I’m going to Hawaii, and I’m going to bring a Boat” “I’m going to Hawaii, and I’m going to bring a Chunk of cheese”. Start from a letter in the middle of the alphabet to make it less obvious, and use words whose initial letters are disguised in sound, like “Xylophone” or “Phenomenal”.

• The items must begin with the last letter of the previously accepted item: ex: ApplE, ElephanT, TrampolinE, EgG, GoD, DoG…

• The items must all consist of the same number of letters: food, door, cars, hand, etc. You would probably want to plan out a list of these ahead of time for you to use as examples, because it isn’t easy to think of them on the spot.

• The items all fit into a specific category–things that are round, things that are red, things that are awake in the night, things that have doors, etc.)

• The person saying the sentence fits into a specific category–boys only, students with birthdays in August-December, students that speak another language in addition to English + TL, etc.

Here are some possible language structures that you can use to practice it in different units and levels:

• I go to __ and I bring __• I’m going to go to __ and I’m going to bring __• I want to go to __ and I want to bring __• I’m thinking about going to __ and I’m thinking about bringing __.• I went to __ and I brought __• If I were to go to __, I would bring __.• When I used to go to __, I used to bring __.• When you go to __, I recommend that you bring __.

You can also change the subject to “WE are going to __ and I/We/my friend am/are/is going to bring”, and you can change the verbs used (flying to, traveling to, etc.; I live in __ and I have __; I’m packing my suitcase and I put ___ in it).

I’M GOING ON A TRIP (variations)a game from Martina Bex



ir a infinitive - weebly · 5. c no voy a terminar mi ensayo para la clase de ingl s esta noche....

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