English Irregular Verbs Reference — 200+ Verbs with Past, Past Participle, Audio, and Flash-Card Practice

Real-world use cases

• CET-4 / IELTS student drilling the high-frequency 50

  Open the page, hit the "starred only" toggle to narrow the deck to the COCA top-50 irregulars (be, have, do, go, say, get, make, know, think, take, see, come, want, look, use, find, give, tell, work, call, try, ask, need, feel, become, leave, put, mean, keep, let, begin, seem, hold, bring, write, sit, stand, lose, pay, meet, include, run, set, learn, lead, understand, watch, follow, stop, create). Switch to flash-card mode and run two rounds. You'll know within a week which 5-10 forms you keep slipping on — for most CET-4 students it's lay-laid-laid vs lie-lay-lain, and rise-rose-risen vs raise- raised-raised.

• Middle-school English teacher running a 10-minute warm-up

  Project the by-pattern view at the start of class. Spend two minutes on the AAA family (cut, put, hit, let, shut, hurt, cost, set) — students chorus-read them; the trick is they never change form, so the test question is always "did you remember NOT to add -ed". Then five minutes on the ABB bring/think/buy/teach/fight/catch family, which all rhyme to -ought / -aught. Close with three minutes of flash-card mode on a phone passed row to row.

• Adult self-learner reviewing past-tense storytelling

  You're writing in an English journal and you keep second- guessing whether it's "I have wrote" or "I have written" (it's written). Type "write" into the search box, see all three forms with two example sentences (one in simple past, one in present perfect — the same form you needed), tap the audio button to confirm pronunciation, copy the correct form back into your journal. Faster than opening a dictionary, and you build muscle memory because you saw the rhyming neighbors (drive-drove-driven, ride-rode-ridden) right next to it in the table.

• Tutor preparing a quick reference handout

  Switch to By-pattern view, screenshot each of the five pattern blocks individually, paste them into a one-pager Word doc for your student to keep in a folder. The patterns split into neat rectangles that fit four to a page; the COCA-starred verbs already highlight the must-know subset so your student isn't drowned in low-frequency forms like "smote" or "holpen". Attribution isn't required but a link to toolora.com helps.

• Phone-side vocab review on the commute

  Card view collapses each verb to a phone-friendly tile with base, past, past participle stacked vertically and the Chinese gloss inline. Scroll while standing on the train, tap the audio button on any verb to hear it without forcing a typing input. The mastered-set persists in localStorage so when you come back tomorrow the page knows which 60 verbs you've already locked in.

Common pitfalls

• Treating AAA verbs (cut, put, hit, set, cost) as if they needed -ed in the past — they don't. "I cutted my finger" is the most common Chinese-learner slip, and the AAA section exists precisely to drill the no-change rule.

• Confusing lay-laid-laid (to put down, transitive) with lie-lay-lain (to recline, intransitive). The past form of "lie" is literally spelled the same as the base form of "lay", which is why even native speakers get it wrong half the time.

• Saying "I have went" instead of "I have gone" — go is ABC (go-went-gone), the past participle is "gone", never "went". Same trap with see-saw-seen ("have seen", not "have saw") and do-did-done ("have done", not "have did").

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