Ayşe Cook Ayşe Cook

Irregular Verbs
Beginner level


In this lesson, students will learn about irregular verbs. The lesson starts with a photo of a man (teacher's relative) and a story about him which was told in past simple tense. This is followed by an exercise that students try to find the verbs in the story which it was told in the beginning of the lesson. After the language clarification, students match the present and the past forms of some verbs.Finally there will be some controlled practice (gap-fill) and freer practice via creating a story. (Continue from your friend's sentence)


Abc Caleb's photo
Abc We were lucky!
Abc Match the forms of the verbs
Abc Gap-fill HO
Abc Most Common Irregular Verbs List
Abc Hugo's lucky day

Main Aims

  • To provide clarification and review of the past simple tense in the context of irregular verbs

Subsidiary Aims

  • To provide practice of the past simple tense in the context of irregular verbs


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Teacher shows a picture of a person (Teacher's relative) and asks students: "Who do you think this person is?" After the students' answers, teacher gives a brief information about the person in the picture and tells a short story about him. The story is written/told in past simple tense and includes the following irregular verbs: came, ate, found, bought, saw, said, made, had, met.

Pre-activity (1-3 minutes) • To provide context for the target language (Irregular verbs) through a text

After the story was told, the students get a copy of the story. Teacher asks them to underline the verbs in the story by working with their partners. For FB, students underline the verbs on the WB, on the projected text.

Highlighting (4-6 minutes) • To draw students' attention to the target language

The students were given handouts that has present and past forms of some verbs. Teacher asks students to work as a pair and match the preent and the past forms of the verbs. At the FB stage of this activity, the teacher projects a list that only contains present forms of the verbs. The teacher asks students to come to the WB and write the past form/s of the verbs on WB.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher draws a timeline on the board. Marks "now" in the middle and writes "Today". S/he puts another dot on the timeline (on the left side of the "Today") and asks students: "If that one is today, what is this one?" Teacher tries to get yesterday, past etc answers. As an example, teacher writes a sentence on the board, underneath the correct spot on the time line. I go to school everyday. I went to school yesterday. Teacher marks the stress and drills the studied irregular verbs if it's necessary. (Listen to the students as they speak)

Controlled Practice (5-6 minutes) • To concept check and prepare students for more free practice

Teacher gives students a story-board activity and asks them to work as pairs. Students pick the correct verb from the list and complete the story with an irregular verb.

Semi - Controlled Practice (5-7 minutes) • To concept check and prepare students for more free practice

The teacher gives gap-fill HO to the students. S/he asks them to work with their partners and fill the gaps with correct form of the sentence. On the FB stage of this activity, students put the correct sentences on the WB through projected visual.

Wrap-Up / Free Practice (10-11 minutes) • To provide students with free practice of the target language (Irregular verbs)

Teacher hands out a list of the most common irregular verbs. She asks them to take a look at it. Meanwhile, she writes a sentence on the WB. By demonstration, the teacher asks the students to come up to the WB and continue the story by writing another sentence. After all students write a sentence, the final product is read out loud by the teacher.

Web site designed by: Nikue