Activity Overview
Activity Includes: intermediate vocabulary, words that signal the past (ayer, hace + time, anoche, el año pasado)
The verbs ser and ir in the preterite have identical verb forms. It is only from context that a reader or listener would know if the meaning was related to “going” or to “being.” Sometimes students don’t fully grasp this right away and creating original sentences helps the concept sink in. As demonstrated in the model storyboard, have students use the traditional storyboard to create a cell for each conjugation of ser and ir.
In the cells, students will write a sentence for each meaning, color coding them for clarity on ir versus ser. The model only includes examples for yo, tú, nosotros, and vosotros, but students should add two more cells for the él and ellos forms. In the cells students should also include images that match their sentences. This activity can be simplified with the use of simple sentences or advanced with other grammar and/or new vocabulary.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Lesson Plan Reference
Activity Overview
Activity Includes: intermediate vocabulary, words that signal the past (ayer, hace + time, anoche, el año pasado)
The verbs ser and ir in the preterite have identical verb forms. It is only from context that a reader or listener would know if the meaning was related to “going” or to “being.” Sometimes students don’t fully grasp this right away and creating original sentences helps the concept sink in. As demonstrated in the model storyboard, have students use the traditional storyboard to create a cell for each conjugation of ser and ir.
In the cells, students will write a sentence for each meaning, color coding them for clarity on ir versus ser. The model only includes examples for yo, tú, nosotros, and vosotros, but students should add two more cells for the él and ellos forms. In the cells students should also include images that match their sentences. This activity can be simplified with the use of simple sentences or advanced with other grammar and/or new vocabulary.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Lesson Plan Reference
How Tos about Spanish Preterite: Ser & Ir Verbs
Easily Check for Understanding with Quick Preterite Exit Tickets
Create a simple exit ticket activity at the end of your lesson to quickly assess student understanding of ser and ir in the preterite tense. This helps you identify which students need more practice and which are ready to move on.
Design a One-Sentence Challenge for Each Student
Ask each student to write a unique sentence using either ser or ir in the preterite. Encourage creativity and use of past time expressions. This reinforces learning and allows for individual expression.
Use Color-Coding to Highlight Verb Differences
Assign distinct colors for sentences using ser and a different color for those using ir. This visual cue helps students remember the different meanings and forms more easily.
Encourage Peer Review for Immediate Feedback
Pair up students to exchange their sentences and check each other’s work. Peer review fosters collaboration and helps catch common mistakes quickly.
Wrap Up with a Class Discussion on Common Confusions
Lead a short discussion about any patterns of confusion or tricky examples students encountered. This reinforces correct usage and builds class confidence.
Frequently Asked Questions about Spanish Preterite: Ser & Ir Verbs
What is the difference between ser and ir in the Spanish preterite tense?
Ser means “to be” and ir means “to go,” but in the preterite tense their forms are identical. Only the sentence context tells you whether the verb means someone was or went.
How can I teach students to distinguish between ser and ir in the preterite?
Use contextual clues and have students create sentences or storyboards for both meanings. Color coding and images help learners see when the verb means “to be” versus “to go.”
What are some example sentences using ser and ir in the preterite?
Examples: Fui a la tienda (I went to the store) vs. Fui presidente (I was president). Both use “fui” but have different meanings based on context.
What activities help reinforce the preterite forms of ser and ir?
Storyboard creation where students write and illustrate sentences for each conjugation helps reinforce forms. Using color coding and visual aids makes the differences clear.
Why do ser and ir have the same conjugations in the preterite?
Ser and ir share identical preterite forms due to their historical linguistic origins in Spanish, making context essential for distinguishing their meanings.
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Spanish Preterite
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