Supply a completed-event log
This original fictional log describes yesterday's workshop preparation. The task explicitly asks for past-simple practice; it does not ask learners to infer every possible construction from the word yesterday.
| Event ID | Supplied event |
|---|---|
| E1 | At 09:00, Avery checked the notes. |
| E2 | At 10:00, Avery went to the supply desk. |
| E3 | Avery did not label boxes during this preparation period. |
| E4 | At 11:00, Avery labeled folders. |
E4 is an additional original demonstration fact for regular-verb practice. Labeling folders does not negate the supplied statement about boxes. Keep each object and event ID attached to the item.
The British Council past-simple reference distinguishes regular past forms, common irregular forms, and did/did not constructions. The log and questions here are original, not copied source exercises.
Use a key that distinguishes the patterns
| Item | Key | Explanation |
|---|---|---|
| E1: Avery ___ the notes at 09:00. | checked | Check uses a regular past form here. |
| E2: Avery ___ to the supply desk at 10:00. | went | Go has the irregular past form went; goed is not the key. |
| E3: Avery ___ boxes. | did not label | Did not is followed by base label, not labeled. |
| E2 question: ___ Avery ___ to the supply desk? | Did / go | Did precedes Avery; the following verb is base go. |
| E4: Avery ___ folders at 11:00. | labeled | Regular past form, using US English spelling in this original set. |
Do not turn “Avery went” into “Avery did not go” simply to provide a negative view. The negative item has its own source evidence, E3. The E2 question asks about a supplied event without asserting that it did not happen.
Make regular-only and mixed views actually different
The regular-only view can show the affirmative E1 and E4 items. The mixed view adds E2's irregular form and the did/did-not contrasts. Keep the full event log available in both views so changing scope does not change the story.
When a learner switches views, clear any selected answer and feedback that belong to an item no longer shown. A previously accepted checked must not become the displayed answer for go. Reset restores empty attempts but leaves the original events unchanged.
Explain the error the learner made
For goed, point to the irregular go/went pair. For did Avery went, point to did plus base go. For did not labeled, point to base label after did not. The latter two share an auxiliary pattern; they do not need the same explanation as irregular affirmative went.
Keep a blank or partial two-field question labeled incomplete rather than scored incorrect. Let a separate hint reveal the relevant pattern, then allow another attempt. A local checker should use the teacher-approved forms supplied for each item, not claim it grades all paraphrases or other past constructions.
This set does not assess past continuous, past perfect, hypothetical uses, or every regular spelling rule. Add those only with a different task and checked context; do not hide them in feedback for this event log.
Copy a completed-event practice prompt
Create one complete, self-contained US-English HTML companion for “Yesterday's workshop · past-simple practice”. Return the full HTML document, with inline CSS and any JavaScript needed for the local interactions. Use the original scenario, named records, numbers and expected cases below.
Design the page for this task: use clearly labeled input or source records, a readable result or worked example, and an adjacent explanation of the evidence. Use a restrained visual hierarchy, left-aligned text, readable tables or stacked records, and a responsive layout at 720px and 360px. Provide meaningful labeled controls for Mixed practice · 5 items; Regular only · 2 items; Check; Hint; Retry item; Reset all. Use keyboard-accessible native controls and visible focus. Keep the complete content readable without an external dependency.
The following brief supplies the substantive content and constraints. Native-format requests describe the material to represent or copy manually; this HTML must not pretend to create DOCX, XLSX, PDF, PPTX, H5P or another native file, run Python/Flask/Django/Snowflake/Power BI, connect a live service, send messages, or perform an authorized real-world action. Where the task requires a native source, actual observation or separate approval, retain that requirement and leave unsupplied evidence blank.
Draft an original past-simple worksheet in US English. Learner level and item count: [inputs]
Completed-event log with IDs, times, subjects, objects and polarity: [inputs]
Regular/irregular verbs and teacher-approved keys: [inputs]
Exact accepted alternatives: [inputs or none]
Required worksheet format: [format]
Explicitly ask for past-simple practice. Bind each item to its event ID. Provide regular affirmative, irregular affirmative and did/did-not plus base-verb contrasts where source facts support them. Keep negatives grounded in supplied negative facts; never reverse a true event just to create an item. Return choices, accepted forms and distinct explanations. Specify regular-only versus mixed views with actual different items while preserving the event log. Include keyboard/text-state choices, separate hint, check/retry/reset, incomplete question prompts and stale-feedback clearing. Limit checks to supplied accepted keys, not semantic grading of every paraphrase. Do not invent events, absences, learner outcomes or standards. Label requested invented log entries fictional; mark missing keys/context [NEEDED: input]. Keep actual student submissions and assessment records in the authorized school workflow.
COMPLETE AUTHORED SCENARIO AND EXPECTED CASES
The following is the supplied reading/teaching/calculation record to represent in the companion. Preserve its particular content, examples, source references and unknowns. Wording about a future native implementation refers to that native task, not permission to omit this HTML companion.
# Past Simple Interactive Worksheet: Use the Event Log to Check the Verb
“Did Avery went?” marks the past twice in the question pattern. Start with the completed event, then separate an affirmative past form from the base verb that follows did. Give regular and irregular items their own explanations rather than applying an -ed rule to every verb.
## Supply a completed-event log
This original fictional log describes yesterday's workshop preparation. The task explicitly asks for past-simple practice; it does not ask learners to infer every possible construction from the word yesterday.
| Event ID | Supplied event |
| --- | --- |
| E1 | At 09:00, Avery checked the notes. |
| E2 | At 10:00, Avery went to the supply desk. |
| E3 | Avery did not label boxes during this preparation period. |
| E4 | At 11:00, Avery labeled folders. |
E4 is an additional original demonstration fact for regular-verb practice. Labeling folders does not negate the supplied statement about boxes. Keep each object and event ID attached to the item.
The [British Council past-simple reference](https://learnenglish.britishcouncil.org/free-resources/grammar/english-grammar-reference/past-simple) distinguishes regular past forms, common irregular forms, and did/did not constructions. The log and questions here are original, not copied source exercises.
## Use a key that distinguishes the patterns
| Item | Key | Explanation |
| --- | --- | --- |
| E1: Avery ___ the notes at 09:00. | checked | Check uses a regular past form here. |
| E2: Avery ___ to the supply desk at 10:00. | went | Go has the irregular past form went; goed is not the key. |
| E3: Avery ___ boxes. | did not label | Did not is followed by base label, not labeled. |
| E2 question: ___ Avery ___ to the supply desk? | Did / go | Did precedes Avery; the following verb is base go. |
| E4: Avery ___ folders at 11:00. | labeled | Regular past form, using US English spelling in this original set. |
Do not turn “Avery went” into “Avery did not go” simply to provide a negative view. The negative item has its own source evidence, E3. The E2 question asks about a supplied event without asserting that it did not happen.
## Make regular-only and mixed views actually different
The regular-only view can show the affirmative E1 and E4 items. The mixed view adds E2's irregular form and the did/did-not contrasts. Keep the full event log available in both views so changing scope does not change the story.
When a learner switches views, clear any selected answer and feedback that belong to an item no longer shown. A previously accepted checked must not become the displayed answer for go. Reset restores empty attempts but leaves the original events unchanged.
## Explain the error the learner made
For goed, point to the irregular go/went pair. For did Avery went, point to did plus base go. For did not labeled, point to base label after did not. The latter two share an auxiliary pattern; they do not need the same explanation as irregular affirmative went.
Keep a blank or partial two-field question labeled incomplete rather than scored incorrect. Let a separate hint reveal the relevant pattern, then allow another attempt. A local checker should use the teacher-approved forms supplied for each item, not claim it grades all paraphrases or other past constructions.
This set does not assess past continuous, past perfect, hypothetical uses, or every regular spelling rule. Add those only with a different task and checked context; do not hide them in feedback for this event log.
Implement the local companion rather than returning a text-only plan. Preserve every numerical fixture and the distinction between illustrative expectations and actual evidence. Any native-runtime or classroom tests mentioned above remain tests to perform in the proper environment; do not mark them passed. Keep edits and practice responses in this open page only, without claiming persistent storage. Provide invalid/missing-input feedback and reset behavior that agree with this specific brief. Do not claim accessibility certification, learning gains, real approvals or test results that were not observed.
Read the event evidence beside each answer
Its proposed local choices still need implementation checks, while actual assessment records stay in their original system. Before using the set, follow E2 from went to Did Avery go and E3 to did not label; the verb changes its form without changing the supplied event or absence.