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  • Naomi M.

Einstein Studios Spanish Curriculum

Einstein Studios follows a unique learning curriculum for learning Spanish as a second language that is based on the concept of comprehensive input. Many teaching techniques are outdated and do not work for everyone. But with comprehensible input, you can change your students’ frustrations with language learning into successes.


There are two components to second language performance: acquiring and learning. It’s important to distinguish between the two if you want to build a lesson plan that helps our students reach fluency.


Acquiring a language means that you use your subconscious to build knowledge. This is the process children go through with their first language. Meaningful interactions and natural communication in the target language enhance their language abilities. By concentrating on the communicative act of language, students can acquire these systems intuitively. (Source: eslauthority)


While learning is a teacher-centered and deductive way of studying, language acquisition is a natural student-centered approach. It focuses on the child’s experience with the language. And over time, the results a more effective.


Acquiring a second language should be a natural process. Students who concentrate on acquisition often reach fluency faster. The Input Hypothesis, one of the five theories of second-language acquisition by Stephen Krashen, explains how that happens. 

According to the Input Hypothesis, a learner improves best when the material is one step ahead of their current level. If their knowledge could be described with ‘i’, then the optimal learning level would be ‘i+1’. The materials, in short, need to be just beyond their current abilities. 


Creating a lesson plan that includes comprehensible input can be tricky because students are so dynamic. Finding the ‘i+1’ level in students is one of the biggest challenges language teachers face. Keeping classrooms fun and engaging, yet educationally challenging is a balancing act. That is why our teachers use the first class to assess the student's capabilities and design a unique learning path.


Along with comprehensive input, we focus on the Super 7 verbs and Sweet 16 verbs.

Terry Waltz pulled together seven words that–in any language–will allow you to communicate in the greatest number of contexts:

Super 7 Verbs:

LOCATION (to be at a place) EXISTENCE (there is/there are) POSSESSION (to have) IDENTITY (to be) PREFERENCE (to like/dislike) MOTION (to go) VOLITION (to want or feel like)

Mike Peto expanded Terry’s Super Seven into the Sweet Sixteen, and he describes the importance of focusing on high-frequency vocabulary.


Sweet 16 Verbs:

LOCATION (to be at a place) EXISTENCE (there is/there are) POSSESSION (to have) IDENTITY (to be) PREFERENCE (to like/dislike) MOTION (to go) VOLITION (to want or feel like)

To Leave

To-Do/Make

To Put

To Be Able To

To Give

To Say

To Know

To Return

To See


No strategy is required to use these verbs! Being high-frequency terms, by nature these words are unavoidable. It would take a strategy to not use them in the conversation!




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