1. Preface to teacher: (Slide #3 is the beginning of the student presentation.) Every foreign language teacher has a unique method for presenting verbs and conjugation to beginning language students, and helping advanced students review the same material. My initial purpose in creating this, as well as subsequent PowerPoint presentations, is to provide my students with an online resource for reviewing, at home, processes they may not have mastered in class. Teachers of the Salt Lake City School District are not only encouraged to use these presentations as they see fit, but are also welcome to adapt them to their own teaching styles. I have been fortunate throughout my career to have been associated with many outstanding and innovative foreign language teachers. With that in mind, I invite your comments and (heaven forbid!) corrections. Bobb Jackson Hillside Middle School Salt Lake City School District bobb.jackson@slcschools.org

2. Focus of this presentation: (Slide #3 is the beginning of the student presentation.) It is anticipated that at the end of this presentation each student will be able to identify the two major functions of a verb – the expression of an action, as well as the time frame (past, present, future) of that action. A disclaimer, of sorts: My 6 th grade teacher, Mrs. Fitts, developed in me an absolute aversion to grammar – a fear that, even with my nose continually buried in books, could not be overcome until I began studying French in junior high school and French and Spanish in high school. My foreign language teachers taught me more about English grammar than I learned in any English class. I believe many students share that same experience with me. For that reason I tend to teach grammar, when necessary, through an inductive process. Hopefully when my students finally have that “ah ha!” moment, whether in my class or in language arts, it will finally all come together and words like verb, and noun, and

4. Tell us the same things as in English… 1.What’s happening… He’s walking. 2.When it’s happening… Right now.

5. Remember, these green arrows represent the ACTION They tell us what is happening – the action of the sentence.

6. And, they tell us when it happened. els e Remember, the clock represents something happens. when

7. He eats watermelon. Él come sandía. Él come sandía. They sang horribly Ellos cantaron horriblemente. Ellos cantaron horriblemente. The martians will jump out. Los marcianos se saltarán. Los marcianos se saltarán.

8. “ Eats ” is what the boy is doing…it’s what is happening…it’s the action. eats He eats watermelon come Él come sandía.

9. sang They sang horribly. cantaron Ellos cantaron horriblemente. “ Sang ” is what they did, it’s what was happening, it was the action.

10. “ Will jump ” is what the martains will be doing…it’s what is going to be happening…it’s the action. will jump The martains will jump out. se saltarán Los marcianos se saltarán.

11. What is the first thing verbs do for us? what They tell us what is happening – the action of the sentence.

12. when They tell us when something happens (or happened).

13. He eats watermelon. Él come sandía. They sang horribly. Ellos cantaron horriblemente. The martians will jump out. Los marcianos se saltarán.

14. He eats watermelon. Él come sandía. “ Eats ” tells us he’s eating right now… in the present.

15. They sang horribly. Ellos cantaron horriblemente. “ Sang ” tells us it was something they did in the past.

16. The martians will jump out. Los marcianos se saltarán. “ Will jump ” tells us this is something they will be doing sometime in the future.

17. What is the second thing verbs do for us? They tell us when something happens, or happened.

20. PowerPoint created by Bobb Jackson Hillside Middle School, Salt Lake City School District