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‘Mummy, does the moon go for a wee-wee?’ ‘Where did I come from?’. Ask each student to write half a dozen questions such a person might ask, writing them in speech bubbles on the drawing. Go round and help with the grammar.
2. Get the students to fill the board with their most interesting four-year- old questions.

Variations

This can be used with various question situations. The following examples work well:
- Ask the students to imagine a court room-the prosecution barrister is questioning a defense witness. Tell the students to write a dozen questions the prosecution might ask.
- What kind of questions might a woman going to a foreign country want to ask a woman friend living in this country about the man or the woman in the country? And what might a man want to ask a man?
- What kind of questions are you shocked to be asked in an English-speaking country and what questions are you surprised not to be asked?

Achievements

|Grammar: |By+time-phrases Past perfect |
|Level: |Lower intermediate |
|Time: |20-30 minutes |
|Materials:|Set of prepared sentences |

Preparation

1. Think of your achievements in the period of your life that corresponds to the average age of your class. If you’re teaching seventeen-year-olds, pick your first seventeen years. Also think of a few of the times when you were slow to achieve. Write the sentences about yourself like these:

By the age of six I had learnt to read.

I still hadn’t learnt to ride a bike by then.

I had got over my fear of water by the time I was eight.

By the time I was nine I had got the hang of riding a bike.

By thirteen I had read a mass of books.

I’d got over my fear of the dark by around ten.

2. Write ten to twelve sentences using the patterns above. If you’re working in a culture that is anti-boasting then pick achievements that do not make you stand out.
3. Your class will relate well to sentences that tell them something new about you, as much as you feel comfortable telling them. Communication works best when it’s for real.

In class

1. Ask the students to have two different colored pens ready. Tell them you’re going to dictate sentences about yourself. They’re to take down the sentences that are also true for them in one color and the sentences that are not true about them in another color.
2. Put the students in fours to explain to each other which of your sentences were also true of their lives.
3. Run a quick question and answer session round the groups e.g. ‘At what age had you learnt to ski/dance/sing/ play table tennis etc by?’ ‘I’d learnt to ski by seven.’
4. Ask each students to write a couple of fresh sentences about things achieved by a certain date/time and come up and write them on a board.

Wait till the board is full, without correcting what they’re putting up.

Now point silently at problem sentences and get the students to correct them.

Variation

You can use the above activity for any area of grammar you want ti personalize. You might write sentences about:

- Things you haven’t got round to doing (present perfect + yet)

- Things you like having done for you versus things you like doing for yourself

- Things you ought to do and feel you can’t do (the whole modal area is easily treated within this frame)

Reported advice

|Grammar: |Modals and modals reported |
|Level: |Elementary to intermadiate |
|Time: |15-20 minutes |
|Materials:|None |

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