1st Grade

Unit 4: Daily Life

What about your life?

You Your partner

Sundays / do / What / on / ? / you / do

____________________________________

go / to / do / movies / ? / How often /you / the

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do / ? / you / time / lunch / What / have

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the / often / How / do / Internet / you / ? / use

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? / do / you / homework / your / do / Where

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time / ? / usually / you / do / wake / What / up

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celebrate / your / do / ? / you / How / birthday

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you / do / ? / exercise / When

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see / you / When / friends / ? / do / your

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friends / see / you /? / Where / your / do

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do / ? / do / environment / What / for / you / the

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time / shower / take / ? / a / you / do / What

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DISEÑO
La hoja de trabajo consta de tres columnas. Cada celda de la primera columna tiene una pregunta en desorden. Cada
palabra y el signo de interrogación están separados por espacio, una diagonal y otro espacio. Debajo de cada
pregunta desordenada está una línea para que los alumnos anoten la pregunta en el orden correcto.
ACTIVITY: What about your life?– Group work: speaking
TIME: 30 minutes
AIM: Find people in the class with similar habits and routines.

LANGUAGE: Function 4.2 Asking for and giving information about everyday activities. Grammar: Wh- questions in
present simple

PROCEDURE
Before class: Make one copy of the worksheet every student in class. OPTION:
In class: Instead of
1. Write a scrambled question on the board and elicit from students the correct order: students working
lunch / go / How / out / ? / do / often / for / you = How often do you go out for lunch? individually or in
pairs to
2. Deliver handouts and ask students to work in pairs to unscramble the questions and unscramble the
write them in the correct order on the line provided. questions, they
3. Check answers and then indicate to students that they have to answer all the questions can work in two
in the column You. To exemplify the type of answers they need ask some individual large groups and
engage in a
students questions like: What time do you usually wake up?, Where do you do your competition to see
homework?, What do you do for the environment? Encourage and help them to answer I who finishes first.
usually wake up at…, I do my homework..., I don’t litter.
4. Ask them to go around the group and tell them to ask and answer questions to find If you cannot
make copies, use
PE partners with the same answers. Model how to ask the questions. an OHT to display
For example: the worksheet and
A. What do you do on Sundays? have students
B. I usually visit my grandmother. write their
answers in their
5. If they find someone with the same answer, they write the name of that student in the notebook.
column Your partner. Ask them not to put the same name more than twice, in that way they
will interact with more people.
6. Once a student has filled in all the spaces in the column Your partner, stop the activity.
R on L
7. Ask that student and some others to share their information with the rest of the group,
saying; Juan celebrates his birthday with a party and me too, Claudia does her homework
in her bedroom and me too., etc.

PERFORMANCE EVIDENCE: REFLECTION ON LANGUAGE:

Students can recognize and Students notice:
understand quotidian texts  that the present simple tense is used to express general truths or things that
(conversations) in order to use them happen with a certain frequency
purposefully (learn about everyday  that the present simple tense has an irregular form for the third person singular
activities). (e.g. He studies English, She gets up at 6 o’clock, etc.)

Students can use language  that frequency adverbs are placed before main verbs (e.g. He usually wakes
creatively and appropriately by up at 7.00, Does he always take a shower in the morning?)
choosing lexis, phrases and  the use of do as a main verb (e.g. What time do you do your homework?) or as
grammatical resources in order to an auxiliary verb in questions (e.g. What time do you do your homework?) and
produce short, relevant texts in negative statements (e.g. They don’t wake up early on Sundays)
(conversation) regarding daily life.  that some prepositions indicate time and collocate differently (at + clock times,
in + parts of the day, on + days of the week)
and use such language features appropriately.

POSSIBLE FOLLOW UP:

You may ask students to fold their worksheets so that only the answers in column You are visible. Then, they stick their
worksheets on the walls for the others to read them and go around asking Yes/No questions to find out who the owner
of each worksheet is. For example: Do you play soccer on Sundays?. Explain that if they receive a negative answer,
they will have to move and ask another student, while if they receive an affirmative answer they will have to continue
asking about the same worksheet, and if they receive five affirmative answers, then they can confirm that that is the
owner of the sheet by asking Is this your worksheet?.

IDEAS FOR EVALUATION:

Students’ oral performance can be evaluated while doing the main activity or the follow up. You may focus on the
correct constructions of questions as well as in the use of frequency adverbs.