2nd Grade

Unit 5: Past Times

Is it true?

Everybody Nobody studied

visited relatives Math yesterday
last weekend. after school.

Everybody
Nobody played soccer
watched TV
last Sunday.
last night.

Everybody helped Nobody prepared

with the housework a sandwich
last Saturday. last Friday.

Everybody talked
Nobody washed the
on the phone
hair this morning.
last evening.

Everybody listened to the Nobody brushed

radio on the way to the teeth three times
school. yesterday.

DISEÑO
Los bordes son líneas punteadas que sirven de guía para cortarlas. Cada celda tiene la información que se incluye y
(de arriba hacia abajo, de izquierda a derecha) una ilustración: familia, (las siguientes actividades todas realizadas por
niños y niñas adolescentes) estudiar matemáticas, jugar soccer, ver TV, hacer alguna labor doméstica, preparar un
sándwich, lavarse el cabello, hablar por teléfono, oír música, y lavarse los dientes.
ACTIVITY: Is it true? – Group work: speaking, writing
TIME: 25 min
AIM: To find out whether students in the class did some activities or not by asking and answering questions
LANGUAGE: Function 5.2 Expressing past events Grammar: Past simple tense

PROCEDURE
Before class: Make one copy of the worksheet for each group of up to ten students and
cut it into cards as indicated.
In class:
1. Write an example statement on the board: Everybody walked to school from home
R on L
today. Ask individual students Did you walk to school from home today? Encourage them
to answer Yes, I did or No, I didn’t. Draw a tick next to the question for every positive
answer, and a cross for every negative one.
2. Once you’ve asked a significant number of students, point at the statement and ask the
class: Is it true? If it is, try again with another example, if not, cross the statement out and
write the correct information. For example:
Ten students walked to school from home today.
OPTION:
Five students didn’t walk to school from home today. If you have a non-
PE 3. Divide students into groups of up to ten and give each one a card. Tell students they are multiple of 10
going to exchange questions and answers with the rest of the people in their groups in class, for
order to find out whether the statements they have in their cards are true or not. Tell them example, 42
students, you can
to write a tick next to the activity on their card each time someone answers Yes, I did, and
SC choose seven
a cross each time someone answers No, I didn’t. activities from the
worksheet in
order to work in
groups of seven
only.

PERFORMANCE EVIDENCE: Students can use language
creatively and appropriately by selecting lexis, phrases and
grammatical resources in order to produce short, relevant
texts (conversation) regarding past events.
STRATEGIC COMPETENCE: Can recognize when confused
and use verbal and/or non-verbal language to repair
communication breakdowns.
REFLECTION ON LANGUAGE: Students notice that the
past simple tense indicates actions/situations that started and
finished at a certain moment in the past, that the suffix –ed
indicates the past form of most verbs (regular verbs) and the
use of do as a main verb (e.g. I did my homework last night)
or as an auxiliary verb in questions (e.g. What time did you
do your homework?) and in negative statements (e.g. I didn’t
do my homework), and use such language features
appropriately.

POSSIBLE FOLLOW UP: You can have students take turns to report back the information to the rest of their group
and re-write the necessary sentences in order to have only true statements. For example:
Everybody brushed the teeth three times yesterday.
Eight students watched TV last night., Etc.

IDEAS FOR EVALUATION: You can have students write sentences using their own information regarding the
activities practiced during the class. Encourage them to be creative by giving more information in order to create
longer sentences. For example:
I didn’t wash my hair this morning. I washed it last night.
I watched the TV last night. I watched the news on channel 2 with my parents., etc.
Have students exchange their sentences in pairs and do some peer correction focusing on the past form of verbs and
the use of the auxiliary.