Two adults discuss free-time activities beside a sketchbook, badminton racket, headphones and camera

Guided Speaking · Topic Family 06

Ask About Free Time with do and does

A1 · Ask, listen and continue one real topic

Level
A1

Time
30 minutes

Lesson type
Guided Speaking

Topic Family
Daily Routines, Habits & Time

Why this lesson matters · เหตุผลที่เรียนบทนี้

For learners: You can already describe a routine; now use do/does and relevant follow-ups to discover how another person spends free time.

For teachers: Begin with a real information gap, then move from useful question language and meaning-based do/does choices to a connected exchange, audience adaptation and independent evidence.

สำหรับผู้เรียน: เมื่อเล่ากิจวัตรของตนเองได้แล้ว ขั้นต่อไปคือใช้ do/does และคำถามต่อยอดเพื่อค้นหาว่าอีกคนใช้เวลาว่างอย่างไร
สำหรับครู: เริ่มจากข้อมูลที่ผู้เรียนอยากรู้จริง แล้วฝึกภาษาคำถามและเลือก do/does จากความหมาย ก่อนนำไปสนทนาต่อเนื่อง ปรับตามผู้ฟัง และแสดงหลักฐานด้วยตนเอง

Your goal

Choose accurate do and does questions, respond with a true detail, and continue one free-time topic with a relevant reaction and follow-up.

เป้าหมายภาษาไทย — เปิดเมื่อจำเป็น

เลือกใช้ do และ does ให้ตรงกับประธาน ตอบด้วยรายละเอียดจริง และสนทนาเรื่องเวลาว่างต่อเนื่องด้วยปฏิกิริยาและคำถามต่อยอดที่เกี่ยวข้อง

Why this lesson / ทำไมต้องเรียนบทนี้

EN: A real conversation grows from the answer you hear. Accurate questions help, but listening, reacting and choosing the next useful question keep the topic alive.

TH: บทสนทนาจริงไม่ได้เกิดจากการอ่านคำถามตามลำดับ บทนี้ฝึกฟังคำตอบ แสดงปฏิกิริยา และเลือกคำถามถัดไปที่สัมพันธ์กับสิ่งที่ได้ยิน

COMVRFPProgress focus

COM · CommunicationListen, react and ask a relevant follow-up.

VR · Vocabulary rangeChoose useful free-time verbs and question words.

FP · Final performanceComplete and adapt one connected interview independently.

30-minute lesson path

3 minChoose

4 minExplore

4 minCompare

5 minBuild

4 minExchange

6 minAdapt

4 minProve

Teacher Lesson Plan · Read before class

This is a speaking lesson, not a worksheet lesson. The learner chooses a real topic, listens to each answer and creates the next question from meaning. Remove full-sentence support before the final check.

Time	Teacher does	Student does	Required result
0–3	Offers three free-time topics and asks who the learner wants to know better.	Chooses one topic and one listener.	One real conversation purpose.
3–7	Guides a short question hunt and one optional listen.	Selects verbs, question words and reactions.	One small reusable toolkit.
7–11	Uses subject meaning to contrast do and does.	Chooses the helper and protects the base verb.	Meaning before rule recital.
11–16	Limits planning to keywords and removes the model.	Builds true questions, answers and one follow-up route.	A usable question map.
16–20	Runs one genuine four-turn exchange.	Listens, reacts and follows one topic.	One connected exchange.
20–26	Changes the listener and one new piece of information.	Adapts the same topic twice.	Two listener-aware versions.
26–30	Observes, scores, gives one target and runs a short retry.	Performs independently and improves one point.	COM/VR/FP evidence.

1. Choose a real topic and listener

3 min

Start with something you genuinely want to know. One topic is enough.

Your topic

Sport or exercise · creative activities · games and media · places you go · weekend activities

Your listener

A new classmate, colleague, teacher or friend whose free time you want to understand.

STUDENT TASK

Choose one listener and one free-time topic.
Say what you already know.
Say one thing you genuinely want to discover.

Your choicesListener: __________ · Topic: __________ · I want to discover: __________

You are ready whenYou have one real reason to ask—not a list of practice questions.

Teacher help · Stage 1

Keep this under three minutes. Accept simple vocabulary. Do not teach do/does yet; establish the person, topic and information gap first.

2. Explore a small conversation toolkit

4 min

Choose only the expressions that fit your topic. Do not read every item.

A · Free-time verbs

Choose three to five expressions you might need.

play sport
exercise
draw
take photos
cook
watch films
listen to music
play games
meet friends
go somewhere

B · Question moves

StartDo you do anything creative?

Ask for detailWhat do you usually draw? · Where do you go?

Ask about frequencyHow often do you do that?

C · React and continue

Show interestThat sounds interesting. · Really?

ConnectMe too. · I do something similar.

Return the turnHow about you?

Optional model audio · Irish English

Niamh Neural · Irish English · 18 seconds

Listening speed

Transcript

Do you do anything creative in your free time? Yes, I do. I draw at weekends. What do you usually draw? I usually draw people and places. That sounds interesting. How often do you draw? About twice a week. How about you?

STUDENT TASK

Choose three free-time verbs.
Choose one starter, two detail questions and one reaction.
Change one model question so it matches your real listener and topic.

You are ready whenYou have a small toolkit you can use without reading the whole page.

Teacher help · Stage 2

Limit silent reading to one minute. If audio is used, play once for meaning and once for the question sequence. The learner then chooses language and says one changed question aloud.

3. Compare do and does by meaning

4 min

First identify the person. Then choose the helper and keep the main verb in its base form.

Pattern	Meaning	Example
Do + I / you / we / they + base verb?	Ask the listener or more than one person.	Where do you play?
Does + he / she / it + base verb?	Ask about one other person.	Where does she play?
Short answer + true detail	Answer clearly and give the listener something useful.	Yes, I do. I play at weekends.
After does: base verb	The helper carries the grammar change.	Does he play?—not ~~plays~~.

Optional comparison audio · Australian English

Olivia Neural · Australian English · 16 seconds

Listening speed

Transcript

Does your sister play any sports? Yes, she does. She plays badminton after work. Where does she play? At the community centre. That sounds fun. Who does she usually play with? She usually plays with two friends.

STUDENT TASK

Choose do or does: “___ your friend cook?”
Correct: “Where does she plays?”
Make one true do question for your listener and one does question about another person.

Useful correction
Where does she play?

You are ready whenYou can choose the helper from the person and keep the base verb after it.

Teacher help · Stage 3

Ask “Who are you asking about?” before naming a rule. Correct only helper choice and the base verb. Require one immediate true question after each correction.

4. Build a true question map

5 min

Use keywords only. The next question must come from the answer you hear.

STUDENT TASK

Write one starter question with do.
Prepare two possible detail questions: what, where, when, who or how often.
Prepare one does question about a friend or family member.
Prepare one short answer with a true detail.
Choose two reactions that feel natural.

Model route—change every detail
Do you play any sports? → Yes, I do. I play badminton. → Where do you play? → At a community centre. → That sounds fun. Who do you play with?

Your keyword mapTopic ______ · Starter ______ · Detail 1 ______ · Detail 2 ______ · Does question ______ · Reaction ______

You are ready whenYou can ask and answer from keywords without reading a fixed script.

Teacher help · Stage 4

Allow six short keyword notes only. Cover the model after planning. Test one branch by changing the answer and asking the learner to choose a different follow-up.

5. Exchange one topic for four turns

4 min

Listen first. React briefly, then choose a question that follows the answer.

A useful turn

Question → answer + detail → reaction → related follow-up

Avoid

Changing topic suddenly · reading the next prepared question · correcting while your partner is speaking

STUDENT TASK

Ask one starter question.
Listen to the complete answer.
React to one detail.
Ask a related follow-up.
Answer one return question with a true detail.

You are ready whenYou complete four connected turns without teacher-supplied sentences.

Teacher help · Stage 5

Answer naturally so the learner must listen. Do not interrupt the exchange. After four turns, name one successful follow-up and repair only one repeated form problem.

6. Adapt the same topic for two listeners

6 min

Keep the topic. Change the starting knowledge and the details each listener can answer.

Round 1 · New classmate

Start broadly. Discover the activity, place and frequency.

Round 2 · Close friend

Skip what you already know. Ask for a recent detail and one other person.

STUDENT TASK

Run a short interview with the new classmate.
Change the listener to a close friend.
Replace one broad question with a more specific follow-up.
Add one does question about another person.
Explain one change: “For my friend, I changed … because …”

You are ready whenThe two interviews stay on the same topic but fit what each listener already knows.

Teacher help · Stage 6

Roleplay both listeners. For the friend round, give one new fact that requires a different follow-up. Do not supply the question; point back to the information gap.

7. Show your progress

4 min

Hide the models and complete one connected interview independently.

FINAL PRACTICE

Choose one listener and one free-time topic.
Complete at least four connected turns.
Use two accurate do questions and one does question about another person.
Give one answer with a true detail and one relevant reaction.
After feedback, repeat the weakest two turns more clearly.

Progress evidence

COM · CommunicationListen, react and ask a relevant follow-up.

VR · Vocabulary rangeChoose useful free-time verbs and question words.

FP · Final performanceComplete and adapt the interview with minimal support.

Teacher scoring guide

Score the independent Final Practice—not the supported stages. Give one score for each Progress Focus.

0 · Not yetThe focus is not demonstrated, even after one clear prompt.

1 · With supportThe focus is partly demonstrated or needs a prompt, model or supplied language.

2 · IndependentThe focus is demonstrated clearly without a model or supplied language. Natural hesitation is acceptable.

Target: at least 5/6 with no zero. Give one focused improvement, then record a short retry separately.

The lesson is complete whenYou know one successful conversation choice and one next language target.

Teacher help · Stage 7

Observe without interruption. Record one piece of evidence for COM, VR and FP. Give one success and one next target, then run a short improved retry without introducing new language.

Optional review after class · เพื่อประโยชน์สูงสุด

EN: Record a second interview about a different free-time topic. Keep one good follow-up and improve one do/does question.

TH: ลองอัดบทสัมภาษณ์อีกครั้งโดยเปลี่ยนหัวข้อเวลาว่าง เก็บคำถามต่อยอดที่ทำได้ดีไว้หนึ่งข้อ และปรับคำถาม do/does อีกหนึ่งข้อให้ถูกต้องขึ้น

คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น

I/you/we/they ใช้ do ส่วน he/she/it ใช้ does และหลัง do/does ต้องใช้กริยารูปปกติ เช่น Does she play? ไม่ใช่ Does she plays? หลังฟังคำตอบ ให้แสดงปฏิกิริยาสั้น ๆ แล้วถามต่อจากรายละเอียดที่ได้ยินจริง

Continue your learning path

Learn first

Talk About Your Daily Routine

Build your routine message first

เริ่มจากการเล่ากิจวัตรของคุณ

Compare

Adverbs of Frequency in Real Routines

Add frequency accurately

ใช้คำบอกความถี่ให้แม่นขึ้น

Same language, different skill

Listening Lab: Making Plans by Phone

Listen for a plan and confirm details

ฟังแผนและยืนยันรายละเอียด

Use in a real situation

Roleplay: Reschedule an Appointment

Reschedule an appointment

นำภาษาไปใช้เลื่อนนัดจริง

Teaching reference

Council of Europe — CEFR Companion Volume. The lesson uses an action-oriented speaking outcome, audience-aware communication and interaction.

Content and media rights

© 2026 Engduo Thailand. Authorized Engduo use only. Original lesson text and cover image are for Engduo learning use. Audio was produced with Amazon Polly Neural voices Niamh (Irish English) and Olivia (Australian English). Copying, republishing, reselling, scraping or reuse in another course, dataset, product or AI system requires written permission except where applicable law permits.