Contextualization

Learning a new language is a challenge, especially when it comes to grammar. The project we present aims to facilitate the practical understanding of the use of Past Participle in Spanish, through an interdisciplinary and fun activity. The study will focus on the use of the past participle in the Spanish language, an important part of grammar that is frequently applied in daily life.

The Past Participle is a verbal form that can function as an adjective, being used to express actions that have already been completed. There are two forms of Past Participle in Spanish: regular and irregular. The first follows a pattern of endings based on the verbal ending, while the second requires memorization, as it has unique forms.

Languages are shaped by the interaction between people, reflecting the culture and characteristics of a people. Therefore, learning a language involves more than just understanding grammar: it is necessary to experience the culture, history, and society of the country. Even indirectly, the past participle carries with it the historical record of the transformations that the language has undergone.

Practical Activity: "Past Time, Lived Time"

Project Objective

The objective of the project is to illustrate the use of the past participle in Spanish, both regular and irregular, within a historical and cultural context. Additionally, it aims to develop teamwork skills, time management, research, and textual production.

Students will work in groups of 3 to 5 people, and the project will last approximately three weeks.

Detailed Project Description

The groups must select a historical period from a specific Spanish-speaking country and develop a theatrical presentation in Spanish. The play should illustrate the culture, customs, and, especially, the use of the past participle in the language.

The past participle should be used in the script of the play in various situations such as: in compound tenses, like past perfect (havia comido, había comido); as an adjective (a porta fechada, la puerta cerrada) and in passive voice (o livro foi escrito, el libro fue escrito).

Necessary Materials

• Books and online resources for research on the chosen historical period.
• Various materials for making scenery, costumes, and props for the presentation.
• Camera for recording the play (can be a cell phone camera).

Detailed Step-by-Step

1. Formation of groups and choice of historical period to be researched.
2. Research on the historical period, culture, customs, and language of the time. This research will be the basis for the script development.
3. Elaboration of the play script. The script must be written in Spanish and incorporate the use of the past participle in a regular and irregular way.
4. Preparation of scenery and costumes.
5. Rehearsals and recording of the play.
6. Video editing, if necessary.
7. Writing of the written document.
8. Presentation of the video and document to the class and the teacher.

Project Deliverables

At the end of the project, the groups must deliver a video of the theatrical play and a written document, both in Spanish. The document should be structured in four sections: Introduction, Development, Conclusions, and Bibliography.

In the Introduction, students must contextualize the chosen historical period and explain why they consider it relevant. In the Development, they should explain the research carried out and the application of the past participle in the script of their play. In the Conclusion, they should review the main points of the work, explain the learnings obtained, and the conclusions drawn about the project. Finally, in the Bibliography, they should indicate the research sources used.

The groups must demonstrate that they can use the past participle in the Spanish language correctly and appropriately, as well as show skills in time management, teamwork, research, and textual production.