Irregular verbs, verbs of
senses
& Storytelling
Week 8
Irregular verbs
Verb forms: base form, past simple, past participle
Many irregular verbs follow hidden patterns:
Pattern Examples
Same in all forms cut – cut – cut, hit – hit – hit
Vowel change drink – drank – drunk, begin – began – begun
(I>A>U) speak – spoke – spoken, steal – stole – stolen
Vowel change grow – grew – grown, know – knew – known
(E>A>O)
think – thought – thought, bring – brought –
-ew > -own brought
-ought endings
Common Mistakes to Avoid
• Confusing similar verbs (lie vs. lay, rise vs. raise)
• Forgetting the -en form in the past participle (I have wrote → I have
written)
• Using regular endings by mistake (buyed → bought )
Irregular verbs
1. I have never ___ (swim) in the ocean at night. swim – swam – swum
2. She ___ (forget) her keys three times this week! forget – forgot –
3. They ___ (tear) the paper into tiny pieces. forgotten
4. He ___ (seek) advice before making a decision. tear – tore – torn
seek – sought – sought
The bear
1. This is the bear who fell in the bin 13. This is the dog who smelled the smell
2. This is the dog who pushed him in 14. Of a bone and a tin and a bear as well
3. This is the man who picked up the sack 15. This is the man who drove them home
4. This is the driver who would not come back 16. The boy, the bear and the dog with a bone
5. This is the bear who went to the dump 17. This is the bear all lovely and clean
6. And fell on the pile with a bit of a bump 18. Who did not say where he had been
7. This is the boy who took the bus 19. This is the boy who knew quite well
8. And went to the dump to make a fuss 20. But promised his friend he would not tell
9. This is the man in an awful grump 21. And this is the boy who woke in the night
10. Who searched and searched and searched the dump 22. And asked the bear if he felt alright
11. This is the bear all cold and cross 23. And was very surprised when the bear shouted out
12. Who did not think he was really lost 24. “How soon can we have another day out?”
p. 28
Crosswords
p. 26/27
Verbs of the senses
Verb + adjective
Verb + like + noun
Verb + as if +
clause
p. 32
G
A
B
K
J
C
E
D
I
K
p. 32
2. smells
3. smells as if
4. smells like
5. feels
6. feels like
7. feels as if
8. feels
9. tastes
10. tastes
like
11. tastes as
if p. 33
13. look as if
14. look
15. look as if
16. look
17. look like
18. look
19. sounds
20. sounds
21. sounds as
if
21. sound like
p. 33
Let’s guess what it is
p. 34/5
Mr and Mrs Stacey
Two? callers (Caller 1, Caller 5)
1. Last October
2. 61-year-old Dorothy McDonalds
3. 11 months in prison
4. To pay off their debt
5. Car keys
6. To the manager of the supermarket
7. Moral and legal obbligation
8. Feels symphathy
p. 41
Weather
2. chilly 5. mild
3. freezing 6. warm
4. below zero 7. boiling
8. damp 13. breeze
9. humid
10. drizzling
11. showers
1. mist 12. pourinf
2. fog
3. smog
p. 36
Weather
2. heavy
3. thick
2. drought 4. icy
3. hail 5. clear
4. lightning 6. bright
5. thunder 7. changeable
6. blizzard 8. sunny
7. flood 9. settled
8. hurricane
9. monsoon
p. 36
Storytelling
Storytelling is the art of using words, images, voice, and gestures to bring a story to life. It
engages children’s imagination and helps them learn in a fun and meaningful way.
Types of storytelling
• Oral storytelling (telling a story without a book)
• Picture book reading (reading aloud with engagement)
• Interactive storytelling (asking questions, letting children
participate)
• Storytelling with props (puppets, flashcards, real objects)
• Digital storytelling (using apps, videos, or interactive
books)
Why storytelling?
🧠 Language & Cognitive Development
• Expands vocabulary and sentence structures
• Improves listening and comprehension skills 💡 Emotional & Cultural Benefits
• Encourages creativity and imagination
• Teaches values, empathy, and problem-solving
• Exposes children to different cultures and
🗣 Communication & Social Skills traditions
• Helps children express their thoughts • Strengthens teacher-student relationships
• Encourages active participation and discussion
• Develops confidence in speaking
p. 57
p. 58
Storytelling activity
Make a mini lesson plan
Work with a partner or in a small group.
1. Choose a storytelling method (interactive? book? puppets?)
2. Choose your story and students’ profile (title, age, objectives)
3. Plan your activity:
• How will you introduce the story? (warm-up or pre-story discussion)
• How will children engage with it? (chorus repetition, actions, questions)
• Any materials needes? (book, props, flashcards, music, etc.)
• Follow-up activities (drawing, retelling, role-play, etc.)
