A selection of English ESL past simple tense printables with discussion starters, speaking cards, speaking practice

Here students can practise some things people do during their holidays. So first they match the actions with the pictures. Then they rewrite the sentences in the Past Simple. You can also ask students to make TRUE sentences about themselves and their holidays - this way they can also practise the negative form with "didn't". Key and greyscale are included.

What Did You Do Last Summer - Summer Vocabulary & Past Simple

Hello. This is a worksheet for revising the Past Simple tense. The students can practise to tell about their holidays, to ask and answer the questions about it. I hope you like it. The answer key is included.

Past Simple: Story Telling, Dialogues, Questions

A set of cards to practice wh-questions in the Past Simple Tense for your students. They work in pairs or groups and interview each other. They will help your students develop their speaking skills.

PAST SIMPLE - Speaking cards

Good speaking practise on some past simple irregular verbs. Students take turns asking and answering questions about actions which happened in their past. They can practise some prepositions of time as well.

Boardgame - Practice Past Simple with Irregular Verbs

Questions for the conversation phase of Trinity GESE grade 4.

Trinity GESE Grade 4 Conversation Questions

Nickelback - Photograph (Past Simple)

That is an activity İ created for young learners (approx. 3rd-4th grades). It 's only focused on teaching regular verbs but could be easily edited to include irregular ones. 



Procedures	 	Time

Warm up	Start the lesson talking about superheroes and what students know about them. 	 2-3 min.

Stage 1. Presentation of vocabulary.

	Tell SS that you want to check how well they know the superheroes and show them slides asking what they see. When showing the last slide tell them that they are going to read a story about spider ask them to guess what the story will be about.	2-3 mins

 Stage 2. Reading

	SS read the text and match the gifts with the heroes. Get feedback and ask if they liked the story.	 10 min.

Stage 3. Grammar	Focus SS on colourful words in the text and elicit past forms. Then, work out the rule with the students. 

(Adding –ed to the verb). Check they understand we double ‘p’ in ‘stopped’. You can check again making chain activity by saying verb and the next person says the past form.



	 5 min.

Stage 4. Controlled practice.

(Fill in the gaps)

 	Focus SS on the pictures and sentences. Elicit first one. SS work alone or in pairs writing the sentences. Check with the whole class.	 5 min.

 Stage 5. Freer practice

Playing mime game ‘guess what İ did yesterday’.	Demonstrate the game by miming some actions (for example ‘laughing’) Ask ‘what did I do yesterday’ and elicit You laughed. Students then come in turns in front of the class miming different actions and others trying to guess.

	 10 min.

Follow up and homework	 SS write about a day of their favourite character.	 

		



Spider-Man's Birthday - Reading Comprehension + Exercises

Learn verbs related to the Seasons of Life. Students practice using the past tense and time expressions to tell about their lives.

Seasons of Life Vocabulary

Go fish game to practise "Did you like + verb + ing?" . Hope you like it. Have a nice day mada:) 



Go fish - Did you like ... + verb + ing

Controlled speaking practice activity. Learners 'fllesh out' the question stem appropriately. Learners  then survey friends within class and record their answers in note form. Feedback with learners giving oral presentations on the results of their class survey. Pre-teach 'it was great, superb, brilliant, ok, so so, boring, terrible, awful' etc. reflecting the range and degree of possible enjoyment.

Did You Have A Good Time? Class Survey.

This worksheet will reinforce Simple Past.  It contains various questions regarding the past. This worksheet also contains vocabulary regarding adjectives.   It also contains a written survey section in order to practice the past.

CHILDHOOD CONVERSATION SIMPLE PAST

A grid with questions on the first sheet, then some samples and a match-up on page 2. This is for students returning from the summer recess. (Could be easily adapted to 'What did you do at the weekend?')

Practice with questions in the past simple tense

Discussion starters, speaking cards

Past simple tense

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

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74 Past simple tense, Discussion starters, speaking cards, Speaking Practice English ESL worksheets pdf & doc