tenses: present, preterite and imperfect
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of tenses: present, preterite and imperfect
- Apply tenses: present, preterite and imperfect to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for tenses: present, preterite and imperfect first (GCSE Revise summary)
- Key vocab to pre-teach: GCSE Spanish Exam Tips
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, coloured pens
- Ruler
- Printed revision notes (link below)
- Internet for videos (see Resources)
Lesson 1: Introduction: tenses: present, preterite and imperfect
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about tenses: present, preterite and imperfect. Then check against the key terms: GCSE Spanish Exam Tips. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: GCSE Spanish Exam Tips.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: GCSE Spanish Exam Tips.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: tenses: present, preterite and imperfect. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Spanish because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: tenses: present, preterite and imperfect. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Spanish because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: Write 4 sentences in Spanish about tenses: present, preterite and imperfect.
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about tenses: present, preterite and imperfect.
Lesson 2: Core Concepts: tenses: present, preterite and imperfect
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on tenses: present, preterite and imperfect. Check them against the notes below.
Main Content (35 minutes)
Key Fact: This topic covers key vocabulary and structures for tenses: present, preterite and imperfect. You need to know the topic vocabulary, be able to use it in all four skills (listening, speaking, reading, writing), and express opinions with reasons.
GCSE Spanish Exam Tips: Use present tense for facts, habits and descriptions. Use preterite for completed actions in the past. Use imperfect for ongoing or habitual past actions, descriptions and background. Know the key trigger words for each tense.
| Term | Meaning | Example |
|---|---|---|
| el presente | the present tense | Uso el presente para rutinas |
| el pretérito indefinido | the preterite tense | El pretérito expresa acciones completadas |
| el imperfecto | the imperfect tense | El imperfecto describe el pasado |
| la raíz | the stem/root | La raíz del verbo 'hablar' es 'habl-' |
| la terminación | the ending | Las terminaciones cambian según el tiempo |
| el verbo irregular | the irregular verb | Ser y ir son verbos irregulares |
| la conjugar | to conjugate | Hay que conjugar los verbos correctamente |
| el marcador temporal | the time marker | 'Ayer' es un marcador temporal del pretérito |
Practice (10 minutes)
Q: Write 4 sentences in Spanish about tenses: present, preterite and imperfect.
Answer: Four sentences using topic vocabulary, with correct adjective agreement, articles and verb conjugation. Include at least two different tenses for Higher tier.
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: tenses: present, preterite and imperfect
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: GCSE Spanish Exam Tips. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: Write 4 sentences in Spanish about tenses: present, preterite and imperfect.
Answer: Four sentences using topic vocabulary, with correct adjective agreement, articles and verb conjugation. Include at least two different tenses for Higher tier.
Q2: Write a paragraph (40-60 words) giving your opinion on tenses: present, preterite and imperfect.
Answer: A structured paragraph with: introduction (en mi opinión...), opinion with reason (creo que... porque...), a different viewpoint (sin embargo...), and a conclusion (en conclusión...). Use connecting words and varied vocabulary.
Q3: Translate into Spanish: "I think tenses: present, preterite and imperfect is important because..."
Answer: "Creo que [topic] es importante porque..." — ensure adjective agreement (masculine/feminine), correct verb form, and give a specific reason.
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: tenses: present, preterite and imperfect
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Extended Answer
Extended question: Full-Mark Response Writing task: Write about present tense, preterite tense, imperfect tense, regular and irregular verbs, when to use each tense. <div class="
A grade 9 answer will: use at least three tenses accurately; include complex structures (subordinate clauses, pronouns, negation); show precise grammar (agreement, conjugation, accents); express and justify opinions; include cultural knowledge; use a wide range of vocabulary; be well-organised with connecting words (sin embargo, además, por lo tanto, en conclusión). Mark scheme: Content (relevance and detail) + Quality of language (accuracy and range) = total marks
Exam Tips: Use a range of tenses (present, preterite, imperfect, future) to access higher marks | Include opinions with reasons (creo que... porque...) | Check adjective agreement (gender and number) before finishing | Use complex structures: negation (no...nada, no...nunca), pronouns (lo, la, los, las), conjunctions (sin embargo, además, por eso) | Include cultural references to Spanish-speaking countries | For writing: plan your response, check verb conjugations, re-read for errors
Common Errors: ✗ Forgetting adjective agreement — writing "ella es inteligent" instead of "ella es inteligente" ✓ All Spanish adjectives must agree in gender and number with the noun they describe: inteligente works for both, but many add -a for feminine (alto/alta, bueno/buena). ✗ Using the wrong tense — preterite for descriptions instead of imperfect ✓ Use the imperfect for ongoing past actions, descriptions and habits (era, tenía, hacía). Use the preterite for completed single events (fue, tuvo, hizo). ✗ Confusing ser and estar — both mean "to be" but are used differently ✓ Ser is for permanent characteristics, identity, time (es grande, es español). Estar is for temporary states, location, progress (es
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how tenses: present, preterite and imperfect connects to another Spanish topic you have studied
- Real-world: research one real-world use or example of tenses: present, preterite and imperfect
- Critical: "What are the limitations of the models used in tenses: present, preterite and imperfect?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: GCSE Spanish Exam Tips (10 mins)
- Exam practice: One past-paper question on tenses: present, preterite and imperfect from the board websites (15 mins)
- Extension: Explain tenses: present, preterite and imperfect to someone else in your own words (10 mins)