Topic: School Subjects
Mode: Interpretive; Interpersonal
Level: Novice
Students will practice interpreting a class schedule.
Instructions to the teacher
There are three versions of schedule activities below. The first is a fill-in-the-blank activity, while version two and three are interpersonal activities. Version 1 can be used to scaffold the interpersonal versions.
Legend
Version 1: Fill-in-the-blank
Instructions to the students
Look at the time table below and fill in the blanks in the sentences.
| Student | Monday | Tuesday | Wednesday | Thursday | Friday |
 Carol |  |  |  |  |  |
 Peter |  |  |  |  |  |
 Mandy | |  |  |  |  |
 Tony |  |  |  |  |  |
Fill-in-the-blank activity
MONDAY
Peter has __________ . Mandy has _________. Tony has ________ and Carol has _______
TUESDAY
Carol has ________. Tony has ________ . Mandy has ________ and Peter has _________
WEDNESDAY
Carol has ________ . Peter has ________ . Tony has _________ . Mandy does not have Spanish. She has ___________
THURSDAY
Tony has ______ and Mandy has ______ . Peter has ______ and Carol has _______
FRIDAY
Carol has ______ . Mandy has _____ . Tony and Peter have_______
Version 2: Descriptions
Instructions to the teacher
- Print out one copy of the sheet (all 9 timetables included) for each student.
- Put the students in pairs or groups of three.
- The goal of this task is to get one student describing a schedule and the other(s) asking yes/no questions to identify the schedule that the previous student is referring to.
- Hold up one of the sheets and show everyone that the sheet contains nine timetables that are similar yet different.
- They will need to listen, think and then ask questions so that they can guess which schedule the person is referring to.
- For example, student A could say, “I have a gym class, then language then Geography on Monday. Who am I?” B begins with a yes/no question, “Is that Julie?” If A says yes, they move on to the next person. If not, B (or C) asks another question. The goal is to correctly identify A’s timetable.
- After B or C has guessed A’s timetable, then A and C try to guess B’s timetable. Finally, A and B try to guess C’s timetable.
- The winner is the student who guesses most timetables.
Here is the sheet each students should get: The nine different timetables
Jane’s Timetable(1/9)
| Monday | | | |
| Tuesday | | | |
| Wednesday | | | |
Jill’s Timetable (2/9)
| Monday | | | |
| Tuesday | | | |
| Wednesday | | | |
Mary’s Timetable(3/9)
| Monday | | | |
| Tuesday | | | |
| Wednesday | | | |
Mandy’s Timetable(4/9)
| Monday | | | |
| Tuesday | | | |
| Wednesday | | | |
Susan’s Timetable(5/9)
| Monday | | | |
| Tuesday | | | |
| Wednesday | | | |
Dina’s Timetable(6/9)
| Monday | | | |
| Tuesday | | | |
| Wednesday | | | |
Lisa’s Timetable (7/9)
| Monday | | | |
| Tuesday | | | |
| Wednesday | | | |
Ann’s Timetable (8/9)
| Monday | | | |
| Tuesday | | | |
| Wednesday | | | |
Ella’s Timetable (9/9)
| Monday | | | |
| Tuesday | | | |
| Wednesday | | | |
Version 3: Information Gap
Instructions to the teacher
- Put the students in pairs.
- Explain that you’ll give each pair a piece of an incomplete schedule: sheet A and sheet B.
- Each sheet only has one part of the timetable. Pairs need to work together to find out their missing information so that they end up with two complete and identical sheets.
- Distribute the sheets. Tell them not to look at each other’s sheets. They should do the task by asking each other questions.
- Once they finish, they can show each other the sheets and compare them.
- The two sheets are given below.
Sheet A
| 9:00 am | 10:00 am | 11:00am | 1:00pm | 2:00pm | |
| Wednesday | | | | ||
| Thursday | | | |||
| Friday | | |
Sheet B
| 9:00am | 10:00am | 11:00am | 1:00pm | 2:00pm | |
| Wednesday | | | |||
| Thursday | | | | ||
| Friday | | | |