Activity Overview
The first thing students must understand in learning about reflexive verbs is the difference in meaning between a reflexive verb and other verbs. A reflexive verb is one in which the subject performs the action and also receives the action, as compared to something or somebody else receiving the action. To illustrate this, reflexive verbs use the reflexive pronouns me, te, se, nos, os, or se. For example “Me lavo la cara" means “I wash my face” — I do the action, and I also receive the action. “Lavo los platos”, however, means “I wash the plates” — here, I do the action, but the plates receive the action. The verb in this second sentence is not reflexive.
For students to practice this, have students brainstorm examples that could either be reflexive or not, like the above example. Then have them create a T-Chart storyboard to illustrate the difference in concept between a reflexive verb and one that’s not. Under each cell, have students write a sentence that describes the illustration, again emphasizing reflexive and not. If students have not yet learned how to conjugate a reflexive verb, have them skip the description box step or have them write the sentence in English for concept understanding.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Lesson Plan Reference
Activity Overview
The first thing students must understand in learning about reflexive verbs is the difference in meaning between a reflexive verb and other verbs. A reflexive verb is one in which the subject performs the action and also receives the action, as compared to something or somebody else receiving the action. To illustrate this, reflexive verbs use the reflexive pronouns me, te, se, nos, os, or se. For example “Me lavo la cara" means “I wash my face” — I do the action, and I also receive the action. “Lavo los platos”, however, means “I wash the plates” — here, I do the action, but the plates receive the action. The verb in this second sentence is not reflexive.
For students to practice this, have students brainstorm examples that could either be reflexive or not, like the above example. Then have them create a T-Chart storyboard to illustrate the difference in concept between a reflexive verb and one that’s not. Under each cell, have students write a sentence that describes the illustration, again emphasizing reflexive and not. If students have not yet learned how to conjugate a reflexive verb, have them skip the description box step or have them write the sentence in English for concept understanding.Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Lesson Plan Reference
How Tos about Spanish Reflexive Verbs Identification Activity
Create engaging warm-up games for introducing reflexive verbs
Games can quickly grab student attention and activate prior knowledge. Fun warm-ups break the ice and help students connect new concepts to what they already know.
Play ‘Simon Says’ with reflexive actions
Use ‘Simon Says’ by giving commands such as “Simon says, touch your face” or “wash your hands,” using Spanish reflexive verbs. Students physically respond, reinforcing the meaning of each verb through movement.
Brainstorm common daily routines as a class
Invite students to list daily actions like brushing teeth or getting dressed. Write them on the board in English, then introduce the Spanish reflexive forms together.
Model gestures for reflexive pronouns
Assign a gesture to each reflexive pronoun (like pointing to yourself for “me”). Practice together so students associate each pronoun with its meaning and use.
Wrap up with a quick exit ticket
Before class ends, ask students to write or draw one reflexive action they do each morning. Collect these as exit tickets to quickly assess understanding.
Frequently Asked Questions about Spanish Reflexive Verbs Identification Activity
What is a reflexive verb in Spanish and how does it differ from regular verbs?
A reflexive verb in Spanish is one where the subject both performs and receives the action, using pronouns like me, te, se, nos, os. Regular verbs act on something or someone else. For example, Me lavo (I wash myself) is reflexive, while Lavo los platos (I wash the plates) is not.
How can I teach students to identify reflexive verbs in Spanish?
Have students look for reflexive pronouns (me, te, se, nos, os, se) attached to verbs. Use activities like brainstorming examples, making T-charts, and drawing storyboards to help them visually compare reflexive and non-reflexive verbs.
What is a simple classroom activity to reinforce Spanish reflexive verbs?
Ask students to create a T-Chart with one side for reflexive verbs and one for non-reflexive verbs. Have them write or illustrate sentences under each heading, such as Me cepillo los dientes (I brush my teeth) vs. Cepillo el perro (I brush the dog).
Why do Spanish reflexive verbs use pronouns like 'me' or 'se'?
Reflexive pronouns show that the subject is doing the action to themselves. They help clarify who receives the action in reflexive verbs, making the meaning clear and accurate in Spanish sentences.
What are some common mistakes students make with Spanish reflexive verbs?
Common mistakes include forgetting to add the reflexive pronoun, confusing when a verb should be reflexive, or using the wrong pronoun. Practice and clear examples help prevent these errors.
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