Free ESL Speaking Activity Grade 2

Grade 2 Daily Routines Speaking Activity: My Day Interview

About This Resource

A three-part speaking and mingling activity that gets Grade 2 English learners asking and answering "What time do you...?" questions, comparing their day to a partner's, and interviewing classmates in a whole-class survey.

Overview

This activity moves students from controlled pair practice to more independent classroom mingling. In Part 1 (My Day Interview), partners take turns asking six questions about each other's daily routine and recording the answers, giving every student a real reason to use the target question form. Part 2 (Compare Your Day) asks students to notice the difference between their own routine and their partner's, using the word "but" to build simple compound sentences. Part 3 (Find Someone Who...) turns the room into a mingling survey: students stand up, ask classmates questions, and collect names in a grid — a lively, low-pressure way to get every student speaking to several different classmates in English.

Resource Details

Subject: ESL
Topic: Daily Routines
Category: Speaking
File Type: PDF
File Size: 51.6 KB
Published: 03 Sep 2026
Downloads: 2

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Grade 2 45-55 Minutes Speaking

Learning Objectives

Students will be able to ask "What time do you...?" questions using correct word order.
Students will be able to answer questions about their daily routine in full sentences.
Students will be able to compare two people's routines using a sentence with "but."
Students will be able to ask classmates questions and record their answers during a class survey.

How to Use This Resource

Use this activity after the Daily Routines Vocabulary PowerPoint and Flashcards have introduced the target vocabulary, as suggested in the Lesson Plan's Main Activity stage. Pair students for Part 1 and model the question-and-answer pattern with a confident student first. Move to Part 2 once most pairs have finished the interview. For Part 3, give students space to stand and move around the room, and set a time limit (5–8 minutes works well) so the mingling stays focused. Collect the sheets at the end as a quick record of speaking participation.

Classroom Activity Ideas

After Part 3, bring the class back together and ask a few volunteers to share one thing they learned about a classmate ("Ben goes to bed after 8 o'clock.") — this gives a natural, low-pressure opportunity for third-person present simple practice using real information the students just gathered themselves.

Differentiation

SUPPORT: Provide a simple answer frame on the board ("I ___ at ___ o'clock.") for students to refer to during the interview, and allow these students to complete Part 3 in a pair rather than alone.
ON-LEVEL: Students complete all three parts independently within a normal lesson period.
CHALLENGE: Ask students to add a follow-up question of their own to the Part 1 interview (for example, "Why do you go to bed at that time?") and record the answer.

Assessment

Circulate during Parts 1 and 3 to listen for correct question formation and full-sentence answers, and use the Daily Routines Grading Rubric to record a more formal score if needed. The completed Part 1 table and Part 2 sentences can also be collected as a written record of the activity.

Teacher Tips

Before Part 3 begins, remind students that they may only write a classmate's name in a box after that student has actually answered "yes" to the matching question — not just because they are standing nearby. This keeps the mingling activity genuinely communicative rather than becoming a race to fill in names.