Many verbs add -ed: play becomes played. Some change: go becomes went.
After did or did not, use the base verb.
See it. Say it. Understand it.
Easy / Start here
I played.
Moderate / Add a little
We went to the park yesterday.
Challenge / Try when ready
Did you go to the park after school?
More detail for teachers and confident learners
The past simple places a completed event before the present. Regular verbs often add -ed, while irregular forms must be learnt in meaningful phrases: go becomes went and see becomes saw. Questions and negatives normally use did plus the base verb: 'Did she go?' and 'She did not go.' Keep the time sequence clear when several events appear in a story. A past-time expression may help, but the verb form itself also carries the time meaning. Read a finished account and check for accidental changes into the present.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 4, use a short narrative or an accessible information text about a place, animal, or school project. Explain the choice you make rather than only naming a rule. Aim for connected paragraphs when writing and relevant evidence when reading. Compare the first draft with the intended meaning before deciding what to change.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
English has several ways to refer to future time. 'We are going to plant trees' often presents an intention or a prediction based on present evidence. 'I will help you' can offer help or express a decision made as you speak.
A present continuous form can describe an arrangement: 'We are meeting at nine'.
These meanings overlap, so do not treat one form as the only possible future tense.
See it. Say it. Understand it.
Easy / Start here
We are going to clean the beach.
Moderate / Add a little
I will carry that box for you.
More detail for teachers and confident learners
English has several ways to refer to future time. 'We are going to plant trees' often presents an intention or a prediction based on present evidence. 'I will help you' can offer help or express a decision made as you speak. A present continuous form can describe an arrangement: 'We are meeting at nine'. These meanings overlap, so do not treat one form as the only possible future tense. Add enough context for a reader to understand whether the statement is an intention, an arrangement, an offer, or a prediction.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 4, use a short narrative or an accessible information text about a place, animal, or school project. Explain the choice you make rather than only naming a rule. Aim for connected paragraphs when writing and relevant evidence when reading. Compare the first draft with the intended meaning before deciding what to change.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
A main clause can express a complete sentence, while a subordinate clause depends on another clause. 'Although the path was muddy' leaves us waiting for the main idea.
Add 'we continued walking' to complete the sentence.
A subordinate clause can show time, reason, condition, or contrast.
See it. Say it. Understand it.
Easy / Start here
When the bell rang, the pupils left.
Moderate / Add a little
We continued although the path was muddy.
More detail for teachers and confident learners
A main clause can express a complete sentence, while a subordinate clause depends on another clause. 'Although the path was muddy' leaves us waiting for the main idea. Add 'we continued walking' to complete the sentence. A subordinate clause can show time, reason, condition, or contrast. If it comes first, a comma often marks its boundary. Compare the emphasis in 'Although it was late, we stayed' and 'We stayed although it was late'. Good control matters more than making every sentence complex.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 4, use a short narrative or an accessible information text about a place, animal, or school project. Explain the choice you make rather than only naming a rule. Aim for connected paragraphs when writing and relevant evidence when reading. Compare the first draft with the intended meaning before deciding what to change.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
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