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At the weekend, I sometimes __________ _________________________________ In the evening, I usually ______________ _________________________________

On Saturday afternoons, I often ________ _________________________________

Before breakfast, I always ____________ _________________________________

I usually wear ______________________ _________________________________

I sometimes eat ____________________ _________________________ for lunch.

After work/class, I often ______________ _________________________________

At the weekends, I sometimes _________ _________________________________

After dinner, I usually ________________ _________________________________

I always drink ______________________ _____________________ in the morning.

I often play ________________________ _________________________________

On a sunny day, I often ______________ _________________________________

Written by Mario Sabella for Teach-This.com 20I3

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This writing and speaking activity teaches students how to use the present simple for describing routine activities as well as various adverbs of frequency and time expressions. Make one copy of the worksheet for each group of three or four students in the class and cut it up into twelve pieces as indicated. You will also need a small box or container. Procedure Write an unfinished sentence from the worksheet on the board and elicit possible ways of completing the sentence. Divide the class into groups of three or four. Give one set of unfinished sentences to each group. Tell the students to spread out the pieces of paper, face down and to divide them out equally. Ask them to complete their sentences with information about themselves. They should not write their names or let other students see what they are writing. The students now all work together as a class. Put a box in the middle of the room. Ask the students to fold up their completed sentences and put them in the box. Mix up the folded sentences in the box and then tell the students that in a moment, they are all going to stand up, take one sentence each and find out who wrote it. Demonstrate this by taking a piece of paper from the box and reading the sentence aloud. For example: At the weekend, I sometimes go fishing with my friend. Elicit the question they will need to ask in order to find out who wrote the sentence: At the weekend, do you sometimes go fishing with your friend? Ask several students the question until you find the person who wrote the sentence. Make it clear that even though students may answer yes to the question, you are looking for the person who wrote it. Now ask the students to stand up and take one piece of paper each from the box. If they choose their own sentence, they should put it back and take another one. They are now ready to go round the class asking questions. All the students in the class do this simultaneously. When they find the person who wrote the sentence, they write the persons name on the piece of paper, keep it, and take another one from the box. The students repeat the activity until there are no sentences left. The students then count the number of completed sentences they have collected. The student with the most sentences is the winner. Finally, ask the students to take it in turns to report back to the class on what they found out during the activity.
Written by Mario Sabella for Teach-This.com 20I3