Topic

Daily Routines

Aims
• To learn and practice the present simple tense
• To present the vocabulary of daily routines
• To develop speaking and listening skills
• To discuss various daily routines

Age/level
Younger teenagers aged 11-12 at CEFR level A2

Time
80 minutes approximately

Materials
• Daily Activity Flashcards
• Guessing Game
(https://www.youtube.com/watch?v=-_M9ztaZH1k)
• Reading Text (one per student)
• Occupation Cards

Introduction
This lesson focuses on vocabulary to talk about daily routines and using the present simple in
the first and third person. Language to describe daily routine activities will be introduced,
and learners will answer questions about their own daily routines as well as find out about
their classmates’ routines. Finally, learners will play a role-play game to describe daily
routines associated with different professions.

Stage Instructions

1. Warmer 1. Ask the students about what they did before they came to school.
(10 mins) Ask them what the first thing they did that day was.
2. Elicit from them that the first thing they did was ‘wake up’. Write
this on the board, and ask students what they did next.
3. Once you have a few activities on the board, ask students which of
those activities they do every day, and at what time they usually do
them.
4. Using daily activity flashcards, introduce the key phrases for the
lesson. Ask students to repeat after you and practice many times. Once
students have practiced the daily routine phrases, introduce the key
expressions. For example,

-What time do you get up?

-I get up at 7 o’clock.
2. Daily 1.Start by explaining to the students that they will be playing a game
Routines called " Daily Routines Guessing Game."
Guessing Game
(10 mins)
2. Display the video on a screen in the classroom for all the students
to see. Encourage students to observe the video closely and guess the
daily activities as the shapes reveal the pictures. Stress that they
should be ready to provide their answers using full sentences.

3. After each picture is revealed, pause the video and ask the students
to tell you what time they do that particular activity. For example, if
the picture shows someone getting up, ask, "What time do you wake
up?" Encourage students to respond with sentences like, "I wake up
at 7 o’clock."

4. As the video progresses, engage in discussions with students about

their daily routines.

5. At the end of the video, summarize the key points of the activity,
highlighting the importance of forming complete sentences when
talking about daily activities.
Video: https://www.youtube.com/watch?v=-_M9ztaZH1k

3 Talking about 1. Draw a grid on the board with five lines and two columns. In column
other people’s one, write one of the learner’s names.
daily routines
(20 mins) 2. Ask them what time he or she gets up. Stick the get up’ flashcard on
the board to remind the learners that this grid gives information about
what time they get up.

• 3. On line 1, column two of the grid, next to the learner’s name, write
the time he or she gets up. Read the information out, for example
‘Alex gets up at half past seven.’

4. Ask further learners, filling in the lines in the same way and eliciting
full sentences from the class.

5. Ask students to take over filling in the grid on the board from the
information given by classmates. Repeat this sentence-building
activity with other flashcards. Place the relevant flashcards next to
the grid on the board. Ask students to take turns filling in the grid
based on information provided by their classmates.
4. Reading 1.Explain to the students that they will be participating in a reading
activity: Read exercise. Distribute the text to each student and also display it on a
the text and screen for the entire class to see.
write the verbs
in the correct 2. Read the entire text aloud to the students, emphasizing the
form presence of blanks. Encourage them to listen attentively to the text.
(20 mins)
3. After reading the text, explain the main task. Students are required
to complete the sentences from the text by filling in the blanks with
the correct verb forms, based on the pronouns used.

4. Provide an example to the students. Select a sentence from the text

with a blank for the verb. Demonstrate how to choose the correct
verb form to fill in the blank and explain any relevant grammar rules.

5.Instruct the students to go through the text, identify the blanks, and
fill them in with the correct verb forms based on the pronouns used.

6.Once the students have completed the exercise, go through the text
together as a class. Discuss the correct verb forms used for each
blank and address any questions or difficulties that arise.

5. Role Play 1.Divide the classroom into two groups, Group A and Group B.
(20 mins)
2.Prepare a set of job occupation cards, each featuring a different job
or profession (e.g., "You are a famous actor," "You are a famous
doctor,") Make sure to have an equal number of cards for each group.

3.Start by demonstrating the activity yourself as the teacher. Select a

student from each group to represent the groups and provide them
with occupation cards. Perform a demonstration where you describe
the daily routine of a job without revealing the occupation explicitly.

4.After your demonstration, explain the rules to the students. They

will take turns, and their task is to describe their daily routines as if
they were actually in the profession listed on their cards. They should
not reveal their occupation explicitly but provide enough clues to
help their group members guess correctly.

5.Start a timer or stopwatch and have the student representatives, one

from each group, take turns describing their daily routines. While the
student representatives are describing their routines, the Group A and
Group B will work together to guess the occupation each student is
showing. They can take notes or discuss quietly among themselves.

6.After a set time, stop the timer. Ask each group to make their
guesses regarding the occupations. The student representatives can
then reveal which job they were role-playing.
 7. Continue the activity by selecting new students from each group
and having them choose new occupation cards. Ensure that every
student has a chance to participate.

Prepared by
Sercan DURUKAN

Daily Activity Flashcards

Reading Text
Occupation Cards