Preterite Teacher Resources
Find Preterite educational ideas and activities
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In Spanish, there are several verb tenses used to express things that happened in the past. The tricky part is figuring out which one is appropriate for your situation. Let this resource help you and your pupils as they master the imperfect and the preterite. The webpage includes and explanation of when to use the preterite and when to use the imperfect, as well as differences in meaning with specific verbs and a visual representation of the two tenses. Try out the presentation and the summarized information.
New! The Preterite Tense
Focus on how to conjugate Spanish verbs in the preterite. You can use this webpage to inform your own lesson on the preterite, take a day in the computer lab, or flip your classroom and have pupils examine the page for homework. There is information and a presentation about conjugating in the preterite, including irregular and spelling and stem changing verbs. Pupils can practice with the online interactive exercise linked on the page.
An extremely comprehensive look at the irregular preterite Spanish verbs. Several irregular verbs are covered like poder, andar, decir, estar, saber, tener, and querer. The presentation is interactive, and you can have learners come up to your interactive whiteboard (if your classroom has one) and move the tiles around themselves. Several practices opportunities are included.
Starting off with present participles, this resource tackles the progressive with grammatical explanations, examples in English and Spanish, and an interactive practice exercise. Use the menu at the top of the webpage to navigate to each section, and view sections about present participles, spelling and stem changes, and the present progressive, imperfect progressive, and other progressive forms.
The verb hacer has many purposes in the Spanish language, one of which is as part of time expressions. Your class can learn how to use hacer in the preterite, present perfect continuous, and past perfect continuous to express different situations related to time. Additionally, the resource includes information about asking questions about time with hacer and how to use alternative verbs. Check out the information, the summary page, and the presentation.
High schoolers conjugate Spanish verbs in the preterit tense. They repeat words back to the teacher, write and present sentences, and create a preterit cube, rolling the cube and conjugating are, er, and Ir verbs in the preterit tense.
High schoolers write their own original studenT story in the past in Spanish using the imperfect and the preterite after watching the teacher present the provided Power Point presentation on the differences in the uses of the two.
Students create a Spanish fairy tale. In this Spanish instructional activity, students explore and create Spanish fairy tales. Students listen to Spanish fairy tales then create their own. Students use Kerpoof to create their fairy tale and present to the class.
Students focus on the uses of the preterite indicative tense and vocabulary related to travel. They read various selections that demonstrate the use of the preterite. and draw pictures to illustrate their understanding.
Students practice one of the past tenses in Spanish called the preterite after the teacher presents the provided Power Point presentation.
Twelfth graders take an online quiz using a website where they differentiate between preterite and imperfect tenses in Spanish. In this Spanish lesson plan, 12th graders use their computer skills and Spanish skills.
Ninth graders examine the Muslim Arab influences on Spanish history. After watching a video, they make three maps of Spain: one before the invasion of the Muslims, one during the 8th to 15th century and one map showing the country as it is today. They compare and contrast main beliefs, values and heroes on each side and discuss the cultural legacy left by the Muslims. They practice using the correct tense to show the sequence of events in Spanish.
Students explore how to form the preterite forms of regular -AR, -ER, and -IR verbs. They complete a variety of written task in which they write the correct preterite forms of the verbs. Students complete a worksheet finding the correct form of the verbs.
Students discover the names of farm animals in Spanish. In this Spanish instructional activity, students use games, song, and dance to learn the names of 9 farm animals in Spanish.
Students rehearse vocabulary used to describe body parts in Spanish. In this second language activity, students gain exposure to words identifying body parts in the Spanish language. Activities include students labeling the human figure with the correct body part, and playing a game of "Simon dice" (Simon Says).
Combine art and writing to strengthen your pupils' understanding of the preterite and Spanish vocabulary. Class members divide one sheet of paper into 10 boxes. They write a complete sentence using the preterite and draw and color a related picture in each box. Great as a way to break up the monotony of fill-in-the-blank worksheets, as a homework assignment, or as an activity to assign when you have a sub.
Ninth graders analyze authentic news texts in Spanish dealing with the issue of crime in Spanish speaking countries. These texts include periodicals, Web sites and television news programs. Students report their findings to their peers in a panel discussion format.
Check out this clear description of how and when to use accent marks and special characters. The information, necessary to truly understand the purpose of special characters and accent marks would make a great reference material for pupils. Also included is a presentation with the same information, which would be appropriate for in-class use with some note taking. The material is broken up into manageable pieces for the presentation and includes a practice exercise.
Eighth graders read excerpts from a variety of poems by Hispanic and Spanish authors in Spanish. Individually, they identify any vocabulary they are unfamiliar with and view examples of poetry elements. To end the instructional activity, they research and read poems by authors who are second generation Puerto Rican.
Students read and are read various poems in their native language of Spanish. In groups or individually, they translate the poems into English and practice speaking English by reading them to the class. They answer comprehension questions for each poem to end the lesson.