Time Survey Worksheet Pack for Iris

This original worksheet pack is intended as a unit ending project for the Hi! Friends 2 Lesson 6 textbook chapter. It takes an entire lesson to complete. After having reviewed how to tell time and how to describe activities in daily life in English such as ‘go to bed’, I take the last lesson in the unit as a chance for the kids to ask each other the questions.

To demonstrate the question format, I have the kids do the teacher interview from page 23 of the textbook with me as a class. I tell them to open their books and guess at what their homeroom teacher’s life is like. I personally get up at 6:15AM, but your homeroom teacher? When does she get up? The word used for predict in the book is “yousou”, by the way. Then, I have them repeat after me and use interviewing the homeroom teacher about their bedtime and morning alarm time as an excuse to drill the class. It’s always bizarre how little sleep these teachers get. Like, you’re not impressing anyone getting 4 hours a night. That’s pathetic.

After completing this textbook teacher interview as an excuse to drill the question, I introduce the project. Ok, your teacher gets up at 4AM, but what about you? I pass out the data interview sheets printed out on B5 paper and tell the kids to get into groups. Each group gets one ‘question’. I have 8 ‘questions’ for a regular class of 8 groups. The 9th is for demonstration.

I put my interview sheet and one of the blank bar graphs up on the chalkboard, and then drill them in the question as I go around the class and ask everyone I can what time, say, they go to bed. Once I’ve got like 20 kids’ answers, I bust out a red marker and fill in the data. Ok, 9 of you go to bed at 10PM, 6 at 10:30, and five at 11. Bar graph complete. Then, once they get the picture, I give each group a blank bar graph and a red marker. Group 1, your question is…. What time do you eat dinner! And so on.

Each kid must complete 10 interviews to get the completion stamp for the day. As the kids complete their data collection, I tell them to sit back down and confer with their group. Some super smart classes will weed out duplicate names for accuracy. Some will just count up the number of instances that a particular time appears in each group member’s interview results. It’s not a statistics class. It doesn’t matter how they go about it.

I print the bar graph pages on A4 sheets and when each group finishes, I glue their results to a piece of poster size graph paper up on the chalkboard. If they finish quickly, we go over the results and deduce the average time the kids in that class do things like take baths and do homework. They like it because usually they’re young enough to not have really thought about how their daily routine differs from their peers. And, it’s a fun project even if lots of kids blow off the English speaking part of it.

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  1. This is amazing. I wound up going with a light diary writing activity for the end of this chapter (with the kids just filling in a few phrases from a word bank before reading them), but this is much better. Can’t wait to try it next year. Was looking for a good cumulative project for this lesson, and this nails it.

    Thanks generally for providing such good end-of-unit activities, by the way. This is one area in which both the textbook itself, and the standard MEXT lesson plans, are greatly lacking.

  2. I was so sure I had commented on here, but no, apparently I did not. Must have just been on Twitter…

    So, thank you! I very much appreciate it, and I love your improved lessons. Definitely makes some of those niggly units a little bit easier to navigate in my first year. 🙂

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