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GENERAL ENGLISH · PET COURSE · PRE-INTERMEDIATE (A2-B1)

DAILY
LIFE
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1 Warm up

What activities do you do every day? You have a minute to write a list.

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DAILY LIFE

2 Speaking

Look at the pictures in pairs and answer the following questions in pairs.

Picture 1 Picture 2

Picture 3 Picture 4

1. What are these activities?

2. When do you do them?
3. Do you do them alone or with family or friends? Why?

3 Focus on vocabulary

Read the exam tip below and match the following verb + noun phrases.

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Group 1

1. work on a. a film / series

2. revise / check b. a project

3. hang out c. housework

4. stream d. my notes

5. do e. with friends

Group 2

1. get a. in shape

2. get b. at home

3. do c. music

4. relax / chill out d. together (with my family)

5. create e. exercise

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4 Focus on language 1

Part 1: Read the four texts below and match them to the correct picture from page two.

a. In my home we have a family meal at dinner. After dinner, my sister and I do housework like
collecting the plates. On weekday mornings, Dad leaves home early so we have breakfast with
Mum. On Sundays, we get together at my grandparents. In the summer, we eat outside. →

b. I work on projects at school in the morning. I revise my school notes before I do my homework
on Saturday morning. I study for exams alone so I can concentrate. I also study at night because
it’s quiet. →

c. I do exercise on weekdays. We train at 5 o’clock every Monday and Wednesday. My sport is

athletics so I have to get in shape. There are competitions in March and April. My next competition
is on March 12. →

d. I hang out with friends on Saturdays. We stream a film or series in the afternoon. We go to a
different friend’s house each weekend. Sometimes we go shopping or to a music concert. On
Sunday morning, I spend time with my family or do my homework. →

Part 2: Work in pairs. Place the highlighted words from the texts above in the correct column below.

on at in
1
at dinner, 2 3

Part 3: Complete the rule with your own words.

• We use on for ...

• We use at when we use a ...
• We use in for ...
• We add an -s such as Sundays to say something that ...

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5 Reading Part 2

Read the exam information. Then complete the suggested steps by reading the text and matching.

The young people below (1-5) all want a digital pen pal which is being organised by their school.
There are descriptions of eight teenagers (A-H). Decide which person would be the most suitable for
teenagers 1-5.

1. Nicole is fourteen and likes outdoor activities. She always does exercise three times a week. She’s
friendly and likes spending time in a group.

2. David is from a small village, but he’d like to know about city life. He isn’t sporty but creative. He’s
learning to play some musical instruments.

3. Justin is fifteen and he’s skilled at languages. He often goes on holiday to other countries. He’s
keen to learn about different cultures.

4. Mary is excellent at climbing. She never does creative activities, but she rides her bike in her spare
time. She spends an afternoon with her grandmother once a week. She helps in the garden, or
they play boardgames.

5. Fiona likes chilling out at home at the weekends because she plays volleyball every Tuesday and
Thursday. She sometimes streams films or plays videogames. She might visit her grandparents
too.

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A. My family and I love travelling so we visit a new country every year. We always stay in
international hotels and do organised tours. Unfortunately, we don’t speak any other languages so
we can’t learn about local culture or customs.

B. I’m both active and creative. I enjoy doing different sports for example, I play tennis every week
and I also jog in my local park. On other weekday afternoons, I hang out with friends. We often
play chess or make a short film. We never play team sports.

C. Do you like sports? If your answer is yes, then I’m the pen pal for you! I play basketball every
Monday and I go swimming twice a week. Just doing sport in the week isn’t enough for me so I get
together with my friends at the weekend. We cycle or skateboard around our town.

D. I’m a green teenager because I want to look after our world. I hardly ever use a car, so I walk or
cycle around my city. After school I almost always do housework for my parents and elderly
relatives which depends on how much homework I have. I would like to learn some new outdoor
sports.

E. I live in a huge city, but I’d like to live in the countryside when I’m older. City life is so frustrating
with traffic, pollution and too many people. I’m always punctual for class because I like learning at
school. I spend my free time in the park where I take photos of the wildlife.

F. Dear Pen friend. I’m writing because I don’t have a computer. My village is remote so there’s no
Internet. I would like a pen pal to share information about my traditional life here and improve my
English. I occasionally read books, but I love painting the beautiful scenery and people here.

G. Hi! I live in a city, well, it’s London! Please don’t choose me because of that! I usually create
music with my friends. I’m good at playing the guitar. At the weekend we go to small concerts and
visit exhibitions. My parents are teachers, and they say learning isn’t just in class ...

H. My mom says I’m too active and I should save my energy. I spend my weekdays doing exercise.
I compete as a gymnast, so I have to keep in shape. I always relax at home on Saturday and then go
out with my family on Sunday. If you understand my lifestyle, we’ll get on well together.

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6 Focus on grammar - Present Simple

Part 1: Read the following sentences taken from the texts above and match them with their usage.

1. David is from a small village.

2. Mary rides her bike in her spare time.

3. Fiona plays volleyball every Tuesday and Thursday.

4. I love painting the beautiful scenery and people here.

5. City life is so frustrating with traffic, pollution and too many people.

6. If you understand my lifestyle ...

7. We don’t speak any other languages.

8. My village is remote so there’s no Internet.

A. It happens regularly and/or is part of a routine.

B. It is considered to be true and permanent in the present.

C. It is a fact.

D. Verbs only used in their simple form.

Part 2: Write five true and false sentences about your hometown. Say them to your partner. They
answer "true" and add extra information or "false" and correct by saying a true statement.

Example:

A: I live in London.

B: False! You live in Dover.

A: Our town doesn’t have an underground.

B: True! It doesn’t have an underground or airport.

1.

2.

3.

4.

5.

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7 Focus on language 2

Part A: In pairs, complete the grid below using example sentences.

Answer the following questions.

1. Where do frequency adverbs go in a sentence?

2. Is this different from the verb to be?

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Part B: Complete the sentences below. Check your answers with the texts on page five.

1. She spends an afternoon with her grandmother a week.

2. She plays volleyball Tuesday and Thursday.

3. I play basketball Monday and I go swimming twice .

Do we use these words at the beginning or the end of the sentence?

Part C: Read and complete the sentences so they are true for you.

1. I hang out with my friends on Saturdays.

2. I play basketball at the weekend.

3. I’m late for my art class because I love drawing.

4. I do housework and I stream a film.

8 Optional extension

Use the question prompts to ask about daily life. Interview in pairs.

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TEACHER MATERIALS · PRE-INTERMEDIATE (A2-B1)

DAILY LIFE

Key

1. Warm up

5 mins.
This gives you an opportunity to assess what vocabulary the students know. They list their daily activities.
Encourage the students to go beyond activities such as get up, have breakfast. In a class setting, get learners
to list in pairs, and then the pair will the highest number read them aloud. Classmates listen and tick what is the
same. In an online setting, open a word cloud where learners can type activities inside the minute.

2. Speaking

5 mins.
Students do not need to identify the activities accurately (the verb+noun phrases are introduced next). They
should talk about them generally using what knowledge they have related to these activities, when they do them
and how.
Picture 1 - A teacher with a group of students, possibly in a business school
Picture 2 - Girls watching TV at home
Picture 3 - A teenage boy helping his family with house chores
Picture 4 - A group of track runners doing a warm-up

3. Focus on vocabulary

5 mins.
Students create collocations by matching. Get them to say them silently in their head to memorise them.
Extension: Play a game. Students have a set of 2 different coloured pieces of card, for example on the blue ones
they write a verb on each, and on the green ones a noun on each. They are placed face down and mixed up. Then
take turns to select a colour of each, say the collocation and decide if it’s correct.
Group 1

1. → b. 2. → d. 3. → e. 4. → a. 5. → c.
Group 2

1. → d. 2. → a. 3. → e. 4. → b. 5. → c.

4. Focus on language 1

Part 1
5 mins.
Tell the students to read the texts quickly and write a photo number from the activity on page two. They don’t
need to read in detail. They should ignore the highlighted phrases.
Extension: Students underline extra examples of collocations such as have breakfast, have school, go out, read
novels, drawing cartoons, do homework, study for exams, go to a friend’s house, go shopping, go to a music concert,
spend time with someone.

a. Picture 3 b. Picture 1 c. Picture 4 d. Picture 2

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TEACHER MATERIALS · PRE-INTERMEDIATE (A2-B1)

DAILY LIFE

Part 2
5 mins.
Students read again in detail and write the time preposition phrases in the correct column. Encourage them to
write complete phrases such as in the holidays and not just holidays. This will help them remember the phrases
better.

1. on weekday mornings, on Sundays, on Saturday morning, on March 12, on Sunday morning

2. at night, at 5 o’clock
3. in the morning, in the summer, in March and April, in the afternoon
Part 3
5 mins.
Students use their own words, but answers are given to guide them if necessary:
We use on for days, specific group of days (weekdays) and dates.
We use at when we use a time or time expression (at dinner)
We use in for months, years, seasons, and parts of the day.
We add an -s such as Sundays to say something that usually happens on that day.
Extension: Choose an activity you do regularly. Write 3 sentences to describe when you do this activity.

5. Reading Part 2

10 -15 mins.
5 minutes to read the strategy and underline important words in 1-5. 10 minutes to read A-G, match, and check
the answers.
Texts not used are: A, B and E.

1. C 2. G 3. F 4. D 5. H

6. Focus on grammar - Present Simple

Part 1
5 mins.
Students read and match to present simple usage. You may want to do this together as a class.

1. B 2. A
3. A 4. D
5. C 6. D
7. B 8. C
Part 2
5 mins.
This is a quick-fire game for learners to practise the present simple. Encourage them to make and say sentences
in 10 seconds.

7. Focus on language 2

Part A
5 mins.
This activity can be done open class as the students should be familiar with the text.

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TEACHER MATERIALS · PRE-INTERMEDIATE (A2-B1)

DAILY LIFE

Students work together to complete the grid. They don’t need to list all examples, just an example per category.
Then answer the questions. You may wish them to make sentences orally about themselves.
Answers:
100% - example: She always does exercise 3 times a week. I’m always punctual for class.
... - I almost always do housework for my parents and elderly relatives.
85-90% - I usually create music with my friends.
... - We often play chess or make a short film.
50-60% - She sometimes streams film or plays videogames.
... - I occasionally read books.
5-10% - I hardly ever use a car.
0% - We never play team sports.
Students then answer the following questions.

1. Before the main verb.

2. Yes. Adverbs go after the verb be.
Part B
5 mins.
Students complete the sentences and check the answers with the texts on page five. They answer the following
question.

1. once 2. every
3. every ≀ a week

Do we use these words at the beginning or the end of the sentence?At the end.
Part C
Finally, students read and complete the sentences so they are true for them. They can do this individually, and
then exchange information with their partner. Answers are suggested because content depends on the learner.
Sample answers:

1. always 2. hardly ever

3. never 4. every weekend ≀ sometimes

8. Optional extension

5 - 10 mins.
Students interview each other. Encourage them to use vocabulary from the lesson in their questions.
Extension: Students write a summary of their interviews.

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