20 page doc. Includes 7 versions of skeletal notes: from first time presentation of preterite past tense to comprehensive review (AR, ER-IR, reg, irreg, spell change, stem change) There are two bonus activities on pages 15-20.
Each two pg. sequence of skeletal notes gives teacher a different level and option for sequencing "direct grammar teaching" (more on that below) Some students find this kind of structure more helpful than others. It has it's place, but hopefully is not main focus. There are two conjugation activities that I use just to see that everyone can do it, and how well they can do it. It can be "busy work" which is not bad if it uses 5-10 minutes of end of class time that would have been wasted (without learning) or if it gets students seated and focused to start a class.
The listening activity on pg. 19-20 has a a script that you can modify. The premise is simple: show whether you hear past or present tense. It may be easy or not, but you have to SHOW that you understand. It is not all about grammar bc students can listen for context as well. This kind of listening activity with a simple objective (note past or present) should be quick...limit repetition to once or no repetition, don't read unnaturally slow...students will adjust to those rules if you stick to them and do it a lot. It also allows more use of target language in the classroom, and trains students to follow your lead and your voice in Spanish...with success. If they are going to tell you I 'understand' the preterite but I can't 'speak it' yet...let that first step show for a grade.
About the pret. grammar notes:
My preference for this kind of direct grammar teaching is a flipped classroom model. Students could watch any of 5 free videos gathered on this page: https://sites.google.com/site/buildmyspanish/video-catalog under "grammar notes" and "preterite"
and take notes for homework, then use their notes (or memories) to fill out these "skeletal notes" (partially completed notes) in groups, in class, while teacher circulates to see if they are understanding. Results in less time teaching grammar in the classroom and more time available for applying these language pieces in communicative activities.
Regardless of the theme being taught in class, I like to review preterite tense with something brief but memorable, like, research a person from history and write down 5 biographical facts about her/him. (Nació, Murió, trabajó en, dijo, etc..) Then interview classmates briefly to find out what they can tell you.