Learners cope with routine tasks and exchanges. They can talk about the past and the future, compare things, and describe their background and immediate environment in short connected sentences.
Printable one-to-one lesson plan
Past simple (regular & irregular verbs)
Use regular and irregular past-simple forms to report finished events, build questions and negatives, and tell a clear sequence.
Use after the complete A2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read past form, polarity, be, and -ed listening check · Five-minute next-day finished-past form and meaning retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Use regular and irregular past-simple forms to report finished events, build questions and negatives, and tell a clear sequence.
What must become clear
Can-do: By the end, you can report a finished event, connect its main actions in order, say what did not happen, and ask for missing details.
High-value friction points
- The center opened at nine.The accurate spelling is opened, with one n. The broad vowel-plus-consonant idea does not apply when the final syllable is unstressed.
- Did Maya take the bus?A past action question has one past marker: did plus base verb take, not did plus took.
- Was the room quiet?Past be moves before the subject in a question and never combines with did in this simple adjective frame.
Protect these lesson moments
- Three checks from A1
- Discovery check: follow the time frame
- Drill 1: complete the finished event log
- Drill 2: choose the complete past frame
- Tutor-read listening check
Learner production
Rebuild the timeline: Use the supplied open-house times to report five actions in order. Include two regular and two irregular past forms.
- Correct the record: Add two things that did not happen. Then ask one yes-or-no question and two information questions about missing details.
- Compare systems: Choose one action and show its positive, negative, yes-or-no question, and short answer. Then contrast one past state with was or were .
- Final production: give a fictional community-event report for 45–60 seconds. Establish one finished time; connect at least four actions in order; use two regular and two irregular past verbs; include one negative; describe one past state with was or were ; and finish with one useful follow-up question.
Carry this language into the next session
Retrieve Past simple (regular & irregular verbs) in one true sentence at the next lesson.
Tutor-only contrastive support
L1 Transfer Lens
Test a pattern. Do not label a learner. Use this only after the learner’s actual production gives you evidence.
Select a first language to reveal only the contrasts relevant to this lesson.
Spanish → English
2 patterns to test
Separate know, meet, and know how
- Possible transfer
I knew her for the first time yesterday. / I know to cook.
- English rebuild
I met her for the first time yesterday. / I know how to cook.
Why it can happen: Conocer and saber do not divide meaning exactly like English. Know can describe existing familiarity or knowledge, meet marks a first encounter, and know how to introduces an ability learned through knowledge.
Natural English:
- Do you know our new director?
- I met him at a conference last week.
A finished time normally selects past simple
- Possible transfer
I have sent it yesterday.
- English rebuild
I sent it yesterday.
Why it can happen: Present-perfect use varies across Spanish-speaking regions, but English strongly separates a finished past time from an unfinished connection to now. Yesterday, last week, and in 2024 normally anchor the past simple.
Natural English:
- We signed the contract last Friday.
- I’ve already sent the contract, so you can check it now.
Brazilian Portuguese → English
One pattern to test
Build the English question frame
- Possible transfer
You like your job? / Where she went?
- English rebuild
Do you like your job? / Where did she go?
Why it can happen: Brazilian Portuguese can often mark a question through intonation while keeping statement order. English normally signals the question grammatically with do, be, have, or a modal before the subject.
Natural English:
- Does this train stop downtown?
- Where did you buy that laptop?
Ukrainian → English
2 patterns to test
Choose the English helper before the subject
- Possible transfer
Where you work? / She likes it?
- English rebuild
Where do you work? / Does she like it?
Why it can happen: Ukrainian can form questions through intonation and question words without adding a helper equivalent to English do. English chooses do, be, have, or a modal, then places that helper before the subject.
Natural English:
- Do they live near the office?
- Why did he change the schedule?
Separate finished past time from present relevance
- Possible transfer
I already sent it yesterday. / I never was in Canada.
- English rebuild
I sent it yesterday. / I’ve never been to Canada.
Why it can happen: Ukrainian does not divide past simple and present perfect in the same grammatical way. English uses a finished past anchor for completed past events and a present viewpoint for experience, current results, and unfinished time.
Natural English:
- We signed the agreement last week.
- We have already signed the agreement, so the project can begin.
Czech → English
One pattern to test
Choose a finished past anchor or a present viewpoint
- Possible transfer
I never was in Mexico. / I have called him yesterday.
- English rebuild
I’ve never been to Mexico. / I called him yesterday.
Why it can happen: Czech does not make the same past-simple and present-perfect division. English finished-time expressions normally select past simple, while experiences, present results, and unfinished time use a present viewpoint.
Natural English:
- I met her at a conference in 2024.
- I have met her several times, so I can introduce you.
Mandarin Chinese → English
2 patterns to test
Put English person and time on the verb system
- Possible transfer
She work here. / Yesterday he go home early.
- English rebuild
She works here. / Yesterday he went home early.
Why it can happen: Mandarin verbs do not change for third person or grammatical tense. English marks third-person singular in the present and uses past forms, auxiliaries, or time-sensitive verb phrases to locate events.
Natural English:
- My manager checks the figures every Friday.
- We changed the schedule yesterday.
Build the English viewpoint from context
- Possible transfer
I have seen him yesterday. / I work now.
- English rebuild
I saw him yesterday. / I’m working now.
Why it can happen: Mandarin aspect markers describe completion, experience, or ongoing activity without mapping one to one onto English tense. English requires a viewpoint choice based on finished time, present relevance, current activity, and duration.
Natural English:
- I visited Chicago last year.
- I have visited Chicago three times, and I’m planning another trip.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Three checks from A1” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can report a finished event, connect its main actions in order, say what did not happen, and ask for missing details.
- What needs to change in this repair, and why: The center opened at nine.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Past simple (regular & irregular verbs) in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Three checks from A1 and Discovery check: follow the time frame for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read past form, polarity, be, and -ed listening check · Five-minute next-day finished-past form and meaning retrieval, then repeat the communication task with a new situation or stricter success criteria.
50–60 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Three checks from A1 · Discovery check: follow the time frame · Drill 1: complete the finished event log.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Can-do: By the end, you can report a finished event, connect its main actions in order, say what did not happen, and ask for missing details.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: The center opened at nine. The accurate spelling is opened, with one n. The broad vowel-plus-consonant idea does not apply when the final syllable is unstressed.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three checks from A1 · Discovery check: follow the time frame · Drill 1: complete the finished event log · Drill 2: choose the complete past frame. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Rebuild the timeline: Use the supplied open-house times to report five actions in order. Include two regular and two irregular past forms.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Past simple (regular & irregular verbs) in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read past form, polarity, be, and -ed listening check
- Clip 1
Read: The center opened at eight.
Supports: What does Clip 1 report?
- Clip 2
Read: The rain stopped at noon.
Supports: What does Clip 2 report?
- Clip 3
Read: The visitors waited outside.
Supports: What does Clip 3 report?
- Clip 4
Read: Rina didn’t call Lee.
Supports: What does Clip 4 mean?
- Clip 5
Read: Did Maya take the bus?
Supports: What information does Clip 5 request?
- Clip 6
Read: The hall was quiet.
Supports: What past state does Clip 6 describe?
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
A2 · Past simple (regular & irregular verbs)
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Can-do: By the end, you can report a finished event, connect its main actions in order, say what did not happen, and ask for missing details.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Use regular and irregular past-simple forms to report finished events, build questions and negatives, and tell a clear sequence.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.