Do, Do not, Does, Does not

Do/ Do not Does/ Does not

I, You, We, They He, She, It

Do you play soccer? (Board setup

Yes, I play soccer. for the first
No, I don't play soccer. part of
(do not) class) 5-10 min

*make sure students understand which subjects go with which auxiliary

*tell students that "do" and "does" do not exist in Spanish, simply, that if you
want to use a verb, you need "do" or "does"
*tell students "don't" is the same as "do not," but "don't" is more common

10 Minutes:
Make sure the students understand the question, affirmative, and negative. Next, ask each student the
question, having them respond with the affirmative or negative. Next, when asking students, change
"soccer" to "basketball." After the round using "basketball," use "video games." Now, surprise them:
change "video games" to "the guitar." This is a surprise, because Spanish speakers use a different verb
for that action.

Now (orally) change "play" to "live," but you decide the complement. Example: Do you live in Zapotlan-
ejo? Ask everybody, noting their answers, then, change "in Zapotlanejo (or whatever city)" to a different
city you know they don't live in, to make them practice the negative structure. As a teacher, it is your
responsibility to change the verbs and complements differently depending on the students and their
answers, to make sure they are practicing the various structures possible.

Change "in Zapotlanejo" to "in (state)." Example: "Do you live in Chiapas?" Now, to ensure an affirmat-
ive response, change "Chiapas" to "Jalisco." Next, do a few countries.

(For this next stage, have students start asking the questions, so that all students are
practicing questions, the affirmative, and the negative. You give them the verbs, they do all
the talking)

Now, change "live" to "work," changing the city/complement accordingly. Now use eat with different
complements, ex. "Do you eat tacos?" after students' responses, "Do you eat eye tacos?" etc., changing
the complements after the verbs. Good verbs to use: watch + tv, (specific shows/series); like + any
number of things; speak + Spanish, English, French, etc.; study + the verbs, the notes, etc.
 Do, Do not, Does, Does not

Do/ Do not Does/ Does not

I, You, We, They He, She, It

Do you play soccer? Does he play soccer?

Yes, I play soccer. Yes, he plays soccer. (Board setup for second part of class)
No, I don't play soccer. No, he doesn't play soccer.
(do not) (does not)

3 min
*ask students what the differences are between the two sides, only focusing on:
does, verb + s, doesn't as the differences.

10 Minutes:
Begin asking students "Does he (or she) play soccer?" seeing if they remember their classmates'
responses. Key: make sure your are pointing or motioning with your hands to the person that you are
asking the questions about.

Now, go back through all (or most) of the verbs and complements etc. that you practiced above. If they
forget a classmate's answer, have them use the "direct" form (ex. "Do you like pozole?") to check before
they answer you.

estion-asking quickly to the students, so that they have the

cticing the questions, affirmations, and negations.

10 Minutes:
Last Part: Chain Questions

You supply the verbs, but they do all the talking. You give Student A the verb (and complement)

Student A (to student B): "Does Student C cook?"

Student B (to student C): "Do you cook?"
Student C (answering Student B): "Yes, I cook." A B
Student B (answering Student A): "Yes, she cooks."

It is very important that you listen to each detail of what the s C

"s" on the verb, or if they added a letter or word, etc.