| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Spanish as foreign |
| What topic | Preterite tense versus imperfect tense |
| What length (min) | 60 |
| What age group | Adult courses |
| Class size | 20 |
| What curriculum | AS |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 10 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Preterite Tense versus Imperfect Tense
Adult Courses
Spanish as a Foreign Language
20 Students
60 Minutes
National Curriculum - AS
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Tenses | 10 | Briefly introduce preterite and imperfect tenses, mentioning their uses and key differences. Use slides for visual aid. |
| 2 | Explanation & Examples | 15 | Provide detailed explanations of each tense with examples on the board. Engage students by inviting them to give additional examples. |
| 3 | Group Activity - Practise | 15 | Divide class into 4 groups (5 students each). Each group receives a scenario to discuss and write sentences using both tenses. |
| 4 | Printables Distribution | 5 | Distribute cards to each student. Explain that students must fill out the cards during the lesson based on provided scenarios. |
| 5 | Guided Practice | 10 | Facilitate class practice. Randomly ask students to share what they have filled in on their cards. Check understanding and clarify doubts. |
| 6 | Review & Feedback | 5 | Summarize key points from the lesson. Encourage any final questions about the tenses. |
| 7 | Assign Homework | 5 | Explain homework tasks related to preterite and imperfect tenses. Ensure students understand expectations for submission. |
"Good morning, everyone! Today, we are going to explore an interesting topic in the Spanish language: the preterite tense and the imperfect tense. Both are essential for expressing actions, but they serve different purposes. The preterite tense is used for actions that are completed and specific, while the imperfect tense describes ongoing actions or habits in the past. Let's take a look at some slides to help us visualise these differences."
[Present slides that outline the key differences between preterite and imperfect.]
"Now that we have a foundational understanding, let's dive deeper into each tense."
"First, let's focus on the preterite tense. This tense is used for actions that have been completed. For example, 'Ayer, comí una manzana' means 'Yesterday, I ate an apple.' You see how it refers to a specific action completed at a definite time."
"Can anyone give me another example of the preterite tense?"
[Encourage students to share examples.]
"Now, let's move on to the imperfect tense. This tense is used for actions that were ongoing or habitual in the past. For instance, 'Cuando era niño, jugaba en el parque' translates to 'When I was a child, I used to play in the park.' It describes a situation that happened repeatedly."
"Who can provide an example using the imperfect tense?"
[Engage students in providing additional examples. Write their contributions on the board.]
"Excellent! Now that we understand each tense better with examples, let's work on applying them."
"Now, I would like to divide you into four groups of five. Each group will receive a different scenario that you will discuss. Your task is to write sentences using both the preterite and imperfect tenses based on your assigned scenario. Please take about 15 minutes for this activity."
[Distribute scenarios and monitor group discussions.]
"Remember to be creative and to help each other out as you come up with your sentences!"
"Alright, I hope you enjoyed the group activity! Now, I’m going to hand out some printable cards to each of you. These cards will be filled out using the content we've just discussed. As you fill them out, make sure to use the scenarios we've talked about in your sentences. Take a moment to read through the cards now."
[Distribute the cards and provide a couple of minutes for reading.]
"Let's come back together as a class. I would like to hear what you’ve written on your cards. I’ll choose students randomly to share their sentences. This will help us check our understanding of when to use each tense."
[Randomly select students to share. Offer feedback and clarification if needed.]
"Great effort, everyone! It’s important to remember that practice helps reinforce our learning."
"To wrap up our lesson today, let’s summarise what we've covered. We've looked at the differences between the preterite and imperfect tenses, discussed when to use each in context, and practiced converting sentences. Does anyone have any final questions or points they would like to discuss?"
[Allow time for questions. Address them accordingly.]
"Thank you for your participation today!"
"For homework, I’d like you to write a short paragraph about any event in your life using both the preterite and imperfect tenses. Make sure to clearly identify the actions completed in the past and those that were ongoing or habitual. We will collect your homework in our next session, so please ensure it's ready for submission. Does everyone understand this task?"
[Confirm understanding among students.]
"Great! Have a wonderful day, and I look forward to reading your paragraphs!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduction to Tenses |
| - Focus on preterite and imperfect tenses | ||
| - Purpose of each tense: completed vs. ongoing actions | ||
| 2 | {Image: Chart comparing tenses} | - Preterite Tense: Completed actions |
| - Example: "Ayer, comí una manzana" | ||
| - Used for specific actions at definite times | ||
| 3 | {Image: Students participating} | - Engage students for examples of preterite tense |
| - Importance of sharing to enhance learning | ||
| 4 | {Image: Children playing in a park} | - Imperfect Tense: Ongoing or habitual actions |
| - Example: "Cuando era niño, jugaba en el parque" | ||
| - Used for repeated situations in the past | ||
| 5 | {Image: Students sharing ideas} | - Encourage students to provide examples of imperfect |
| - Write contributions on the board | ||
| 6 | {Image: Group work scenario} | - Group Activity: Write sentences using both tenses |
| - Divide into 4 groups of 5 | ||
| - Discuss assigned scenarios for 15 minutes | ||
| 7 | {Image: Printable cards on a table} | - Printables Distribution: Hand out cards |
| - Fill out using discussed content | ||
| - Read through cards focusing on tenses | ||
| 8 | {Image: Students presenting} | - Guided Practice: Share written sentences |
| - Randomly select students for sharing | ||
| - Provide feedback and clarification | ||
| 9 | {Image: Students asking questions} | - Review & Feedback: Summarise key points |
| - Differences between preterite and imperfect tenses | ||
| - Final questions from students | ||
| 10 | {Image: Students doing homework} | - Assign Homework: Write a short paragraph |
| - Use both tenses: identify completed and ongoing actions | ||
| - Collect homework in next session |
Define the preterite tense and give an example sentence in Spanish.
Define the imperfect tense and give an example sentence in Spanish.
What is the key difference between the preterite tense and the imperfect tense in Spanish?
In your own words, explain when you would use the preterite tense in a sentence.
In your own words, explain when you would use the imperfect tense in a sentence.
Write a sentence using the preterite tense about something you did last weekend.
Write a sentence using the imperfect tense about a habit you had when you were a child.
Choose one of the following scenarios and write three sentences:
Create a short dialogue between two characters, incorporating both the preterite and imperfect tenses at least three times each.
Reflecting on today’s lesson, what challenges do you think you might face when using the preterite and imperfect tenses? Write a brief response.
| Question | Answer |
|---|---|
| What is the primary use of the preterite tense in Spanish? | |
| Can you provide an example of a sentence using the preterite tense? | |
| How does the imperfect tense differ from the preterite tense in terms of usage? | |
| Give an example of a sentence using the imperfect tense. | |
| What are some key indicators that suggest the use of the imperfect tense? | |
| In what context would you use both the preterite and imperfect tenses in a single narrative? | |
| What are some common verbs that are often used in the preterite tense? | |
| How can practice help reinforce your understanding of when to use each tense? | |
| What is one activity we did in class to practice using both tenses? | |
| For your homework, what should you include in your paragraph about an event from your life? |
Can you think of a time when you used the preterite tense in a conversation? What was the specific action you described?
If you were to tell a story about your childhood, which events would you describe using the imperfect tense? Why would those actions fit that tense?
Imagine you're narrating a holiday experience. Can you create a sentence in the preterite tense describing a specific activity you did during that trip?
How would you express a habit you had in your teenage years using the imperfect tense? Can you give an example?
Reflect on a memorable family event. What aspects of that event can you describe using both the preterite and imperfect tenses?