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Present Simple Questions Writing © Copy right 2011 Photoc opiable

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A. Make questions from the words.

Example: where / live / you / do Where do you live? Mexico City

Question Answer

what / have / for

_____________________ _____________________
breakfast / you / do

live with / you / who / do _____________________ _____________________

wake up / you / when / do _____________________ _____________________

you / how / are / old _____________________ _____________________

do / do / you / what _____________________ _____________________

name / what / your / is _____________________ _____________________

lunch / what / you / eat for

_____________________ _____________________
/ do

get / how much / do /

_____________________ _____________________
homework / you

go to / bed / you / what

_____________________ _____________________
time / do

get to / you / school / do /

_____________________ _____________________
how

exercise / how often /

_____________________ _____________________
you / do

B. Answer the questions.

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Present Simple Questions Writing © Copy right 2011 Photoc opiable

kids
Activity Instructions
Language Focus: Present simple questions
Vocabulary Focus: Unspecific
Level: Kids
Skill: Writing
Time: 20 minutes
Organisation: Students work individually
Stage: Controlled grammar writing practice
Suggested Method:

1. Copy one handout for each individual young learner and distribute them.

2. Focus students' attention on the instructions. Students put the words in the
right order to make questions using the present simple. Learners then answer the
questions about themselves. Refer the learners to the example and demonstrate
with other examples of your own.

3. Monitor the students, and when appropriate provide any necessary individual
language or vocabulary input.

4. Give the learners a warning when their time limit is about to expire and then
insist on pens down and heads up.

5. For feedback, options include the learners writing some/all of the answers on
the board or having them contribute their answers out loud.

6. Draw your learners' attention to any specific mistakes which seem prevalent
through the work and offer language input.

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