![]() Other verbs: broyer, envoyer, nettoyer, se noyer, renvoyer, tutoyer, vouvoyer, appuyer, ennuyer, essuyer -ayer verbs with optional stem change (-aye and -aie are correct): balayer, effrayer, égayer, essayer, payer, rayer. Verbs with doubled “T”: feuilleter, hoqueter, jeter, projeter, rejeter Other verbs with doubled “L”: chanceler, épeler, rappeler, renouveler, ruisseler Other verbs: amener, ciseler, corseter, crocheter, démanteler, écarteler, emmener, enlever, fileter, fureter, geler, haleter, harceler, lever, marteler, mener, modeler, peler, peser, promener Other verbs: altérer, céder, célébrer, compléter, considérer, différer, espérer, exagérer, gérer, inquiéter, modérer, pénétrer, posséder, préférer, protéger, refléter, répéter, révéler, suggérer, zébrer In other words, the first person plural and the second person plural use the same stem, while the singular subjects and the third person plural use the same stem.īelow are some example conjugations and verbs: A common trend in all these types is that the subjects “nous” and “vous” possess the same stem that is different from the stem for all the other subjects. There are four common types of stem-changing verbs: accent grave verbs with accent aigu, accent grave verbs without an accent, doubled consonant verbs, and Y to I verbs. Stem-changing verbs utilize the same endings as the regular -er verbs in the present form, however the stem varies by the subject performing the action. Stem-changing verbs have two different stems/radicals when conjugated to the present form. If you’re looking to save even more time, you can get my student notes handout and presentation here.In the French language, there are several exceptions to look out for for when conjugating verbs and one of these exceptions include stem-changing verbs. Don’t forget that you can get a free copy of my latest stem-changing verb story here. There you have it! There’s a walk through of my Spanish stem-changing verb activities. I sprinkle in other stem-changing verb activities like Gimkit, Quizizz, structured sentence practice (Yo/poder/jugar/ ? ), lots of questions tailored to student interests (usually during the daily warm up), and yes, even text book activities (GASP) I feel are valuable. If they are still feeling shaky, I do another story or spend another day working with personal questions and opinions. SUMMATIVE ASSESSMENT OR…Īt this point students are usually ready for a summative assessment. We do a few days with the story and discuss it before moving on. PUEDO IR AL BAÑOįor stem-changing verbs I always use the Señor Wooly story, “Puedo ir al baño”. You can get your own set of 4 games (print & digital version) plus a board with no verbs that you can customize here. I’ve only had to do that once in 10 years of using this game! I warn them that if I hear things like “Yo Querer” then they’ll just have to write out all the conjugations and not get to play the game. This ensures that students focus on conjugating and listen to the conjugations! The key is that if students conjugate the verb incorrectly, their partner doesn’t have to tell them if it’s a hit or miss. The genius is that it makes conjugating not boring! You’d be surprised how heated the games can get! It’s basically the classic game of Battleship but with a grammar twist. This game is a favorite of my classes, no matter the topic. For more ideas of how to stretch a story and get more from it, check out this post. I always have extension activities for stories so I follow up with those. In use the version that best suits my students’ proficiency. There are different versions, full text, circle the correct verb, and fill in the blank. I’ve used a few different stories over the years but this is my current one. Next up, students will work with a partner to read a story that uses several stem-changers in context. Often students will call me over to a card if they’re confused (or find an error. ![]() I keep it simple and use index cards with the answers on the back so students can flip the card over to immediately see if they were correct or not. Movement is important to me so I often hang practice cards around the room and have students move around the room to answer the questions and practice conjugations. Depending on their answers, I may ask follow-up questions. Students move to an area of the room to answer the questions. I formed questions with common stem-changing verbs. This Four Corners activity is an easy way to provide input and movement. I provide students several examples of the language in context. ![]()
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