Aysu Sevgur Aysu Sevgur

Daily routines
Elementary level


In this lesson, the students will learn to talk about their daily routines using the present simple tense. As well as learning the essential vocabulary to describe daily activities, the students will practise reading. Through skimming and scanning, they will read an interview about the daily life of an actor, Sam Dane, and answer some true false questions.


Abc face2face student's book
Abc flashcards for vocabulary

Main Aims

  • To provide reading practice, using lexis for daily routine.

Subsidiary Aims

  • To provide vocabulary related to daily activities.


Warmer/Lead-in (3-5 minutes) • to set the lesson context

DRAW a clock on one side of the w/b, on the other side hang the activity sheets. SAY 'Good morning' and POINT AT the time on the board, IF NECESSARY ask 'what time is it' as a recap from last week. Otherwise elicit the answer and maybe say it's early! (at this stage)

Exposure to TL (7-8 minutes) • To go through the activities of the day in accordance to the times/ MEANING

POINT AT the times of the day and MIME eating and ELICIT the word 'breakfast'. MAKE SURE and HIGHLIGHT 'to have breakfast' but not 'eat'. SAY 'have breakfast' and ADD the stress!! (very important). PLACE the paper around the clock and CONTINUE doing this with all the activities, and one by one move the papers with activities written on to appropriate time, try ELICITING as much as you can.

Pronunciation, Drilling and Form (8-10 minutes) • To help students say and pronounce the TL

Go through the activities of the day 'DRILLING' the lexis, Say 'LISTEN' the get students to REPEAT THE WHOLE PHRASE (FORM) whilst adding the stress on each word. POINT AT the stress as you do this. USE RED PEN for the stresses. FORM : Use also 'I GET UP in the morning' Use WE and THEY also!!!! ACTIVITY : Ask students in pairs to do ex. 1/b. I want you to match these 'showing the box' with the time of the day! Do a w/c example for clarification. MONITOR and do FEEDBACK. USE CCQ's like 'do you have breakfast in the evening?' 'Do you go to bed at night?' HIGHLIGHT at night is different to in the morning.. evening etc HIGHLIGHT early & late, using get up and go to bed!

Pre-Reading Activity • To generate interest in the text

SHOW a picture of Brad Pitt. ASK 'What's his job?' 'What do you think about his life?' SAY yes he is an actor.. Actors , do they get up early, late? WHAT DO YOU THINK about their life? IN PAIRS, Discuss it, ex. They get up.... WRITE on the board They + example activity +early / late / at .... o'clock. DO a w/c FEEDBACK, get ideas before presenting the text about Sam Dane.

Scan reading task (10-15 minutes) • To read and scan the text to revise TL

HAND out the text and SAY I WANT YO TO READ the text alone! perhaps make a joke as if holding arms, SAY not in pairs but ALONE! ICQ, ASK a student , AHMEt, do you read alone ? YES YOU HAVE 2 MINUTES! Then, ASK what do you think? Discuss in your groups , (Does it mATCH what you have predicted ?)

Post - reading activity and feedback (10-13 minutes) • to check comprehension

Ask students to take a look at the statements by saying : LOOK at these sentences and WRITE if you think they are true or false. WORK ALONE When students are finished, get them to discuss the results, ASK the FALSE sentences (2 and 4) ASK the students to say and WRITe the correct versions

Closing activity (2-3 minutes) • To get students comparing their views

If time left, ask students about actor's lives and if they think its good or fun or stressful???

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