Rives christofano phelps_teaching_preterit_and_imperfect_together

Teaching the Preterit and Imperfect Simultaneously

Amy Rives-Lipps, M.Ed & NBCT (Miamisburg High School)Leslie Christofano, M.Ed. (Miamisburg High School)Donnie Phelps, M.Ed. (West Carrollton High School)

KWLWhat do we Know?

What do we Want to know?What have we Learned?

What do you know about teaching the past tenses?

1. What do you know about how the Preterit and Imperfect are used authentically?

2. What do you know about how the Preterit and Imperfect are traditionally taught in the Spanish classroom or Spanish textbooks?

3. Where do your students struggle?

KWLWhat do we Know?

What we KNOW:

1 – One must recognize that the preterit and imperfect are two different tenses, BUT they are often used together.

2 – The past tense is used to communicate and knowing the function of the tenses allows for precise communication.

3 – Most textbooks teach the preterit in isolation and then add the imperfect toward the end of the course.

4 – Students do not struggle as much with the verb conjugations as they do with the function of the two tenses.

5 – To have students effectively and precisely communicate in the past tense, both tenses must be used simultaneously.

KWLWhat do we Want to know?

What we WANTED:

We wanted:

• a BETTER way to teach this concept.

• students to have an AUTHENTIC and NATURALexperience.

• an approach that was not MISLEADING orFRUSTRATING.

AUTHENTIC RESOURCES, TEXTBOOKS & USThe dilemma:

Authentic resources: Authentic texts use both tenses which students cannot understand completely when only learning one tense in isolation.

Textbooks: The textbook teaches the two past tenses separately so the ancillaries do not offer the natural approach we desire.

AUTHENTIC RESOURCES, TEXTBOOKS & USThe solution:

US: By teaching the two past tenses simultaneously, we are able to provide practice scenarios and assessments that ensure:

• students have an AUTHENTIC and NATURALexperience.

• students are not MISLEAD or FRUSTRATED.

THINK – PAIR – SHARE

Given the examples: (Refer to page 7 in packet)1. Think alone about the example using the

attached checklist.2. Pair up with someone near you and compare

your thoughts about the checklist (pg. 7).3. Share your thoughts with the group that

reviewed your example type. 4. Choose a spokesperson to share the results of

your checklist with the whole room.

Listening Examples

“Mi viaje a Costa Rica”“Una leyenda Mazateca: El

fuego y el tlacuache”

THINK – PAIR – SHARE

THEORY TO PRACTICE. . .

Order of Instruction:1. Discuss the 2 past tenses

time-line, description vs. action w/ cards2. AR verbs

buzz words-car, -gar, -zar verbs

3. ER and IR verbsbuzz words continued

4. Common Irregularsir, ser, dar , ver, hacer, decir

5. Wacky Irregulars6. Stem-Changers7. Verbs that Change Meaning (most have already indeductively

learned)

KWLWhat have we LEARNED?

1. It is really difficult in the beginning2. Students are practicing with both tenses for many

months instead of weeks.3. Students can produce simple, natural speech and

products earlier. 4. Students do not feel that they have been “doing it

wrong” or that they are asked to “do it differently now”

5. Students exhibit less fear because they have received the whole-to-part instruction.

KWLWhat have you LEARNED?

How can I apply this in my classroom?

Thank you for your time & attention!

We would love to hear from you; please feel free to contact us:

• Amy Rives-Lipps: [email protected]• Leslie Christofano: [email protected]• Donnie Phelps: [email protected]

mailto:[email protected]



Rives christofano phelps_teaching_preterit_and_imperfect_together

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