Italian Passato Prossimo

• Secondary Education

Italian Passato Prossimo

Learning Objectives

At the end of the lesson, you will be able to form the passato prossimo in Italian using the correct auxiliary verbs 'essere' or 'avere'.

What do you already know about the Italian Passato Prossimo?

Formation of Passato Prossimo

Compound tense with auxiliary verbs 'essere' or 'avere' and past participles.

Conjugation of Regular Verbs

Change endings -are, -ere, or -ire to -ato, -uto, or -ito.

Gender and Number Agreement

Match past participles with the subject when using 'essere' as the auxiliary verb.

Choosing Auxiliary Verbs

Criteria for selecting 'essere' or 'avere' based on verb characteristics.

Examples of Passato Prossimo

Usage of passato prossimo in sentences.

Important Irregular Verbs

List of irregular verbs in the passato prossimo.

Italian Passato Prossimo

A compound tense in Italian used to express completed actions in the past.

Auxiliary Verb

Combines with the main verb to form a compound tense; in Italian, 'essere' or 'avere'.

Past Participle

The form of the verb used in compound tenses, typically ending in -ato, -uto, or -ito for regular verbs.

Gender and Number Agreement

Requirement for past participles to match the gender and number of the subject when the auxiliary verb is 'essere'.

Transitive Verb

Requires a direct object, usually paired with the auxiliary 'avere' in compound tenses.

Intransitive Verb

Does not require a direct object, often paired with the auxiliary 'essere' when indicating movement.

Reflexive Verb

Verb where the subject performs an action on itself, always paired with 'essere' as the auxiliary in compound tenses.

Irregular Verbs

Verbs that do not follow the standard pattern for conjugation in the past participle form.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.