Liliya Liliya

Daily routine
Beginner level


In this lesson the students will listen to a conversation between Lois and Elliot, practicing 3 person singular form of the Present Simple and adverbs of frequency, will write Present Simple chain story about Lois's day, will play a ladder game to practice adverbs of frequency and do a post-listening communicative game "Routines negotiations".


Abc Worksheets with true/false questions
Abc Worksheets with the gapped sentences
Abc Lois's picture

Main Aims

  • To provide listening practice for the gist and specific information using a conversation between Lois and Elliot in the context of talking about everyday routine

Subsidiary Aims

  • To provide practice of 3 person singular form of Present Simple, adverbs of frequency as a part of the function of talking about routines


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

At the beginning of the lesson the teacher shows Lois's picture, writes the questions about her, e.g. Who is it? What does she do? Where does she live? and let them discuss in pairs the answers. The teacher elicits their ideas. They have to conclude that Lois is Elliot's sister. The teacher leads in that her day is different from Elliot's.

Pre-Listening (5-8 minutes) • To prepare students for the text and make it accessible

The students are devided into two groups and arrange the tables in two circles. The teacher gives them worksheets with gapped sentences about Lois's day. The teacher demonstrates the activity. Each person fills in the gap in the first line of the routines story on their own, folds the paper so that the next person can’t see what they have written, and passes it to the person next to them. This continues around the circle, folding each time so that the next person can’t see anything that has been written so far. When they get to the end, they pass one more time and the person who receives it opens the story out, reads it, and shares with the class. The teacher checks the correct use of 3 person singular. Error correction if necessary. ICQs: do we have to write all sentences or only one sentence, do we have to show what we have written.

While-Listening (8-10 minutes) • To provide students with less challenging gist and specific information listening tasks

The teacher writes the gist question on the WB, the students listen and answer it. Then the techer gives them worksheets with true/false questions. The students listen for the second time and do this task individually. Then they have to check the answers in pairs. Then the teacher gives them a copy of a conversation and in pairs they check the answers according to the text. Then the teacher checks it with the whole class, paying attention to the correct usage of the 3 person singular.

Focus on grammar (8-10 minutes) • To provide practice of 3 person singular form of the Present Simple and adverbs of frequency.

The teacher highlights the adverbs of frequency asking the students to find sentences in the conversation with always, sometimes, never, usually.Then the teacher draws a picture of the ladder on the WB and writes the adverb of frequency at each staircase (never, always, sometimes, usually). The teacher demonstrates the activity with the stronger student. The teacher asks a question so that the answer will be never: Do you swim in winter? The student replies Never, the teacher moves to another staircase with always, asks another questions: Do you sleep at night? The student answers "always", the teacher moves further. If the question doesn't correspond to the adverb written on the staircase, then you have to start again. Then the students work in pairs in the same way. Extension: the teacher asks to give examples of some sentences they used during the game. Error correction.

Post-Listening (10-12 minutes) • To practice productive skills in a real-life situation

The teacher shows a picture of the hotel and tells the students they are on holidays abroad and they are staying in this hotel. The aim of this activity is to make sentences in Present Simple about their everyday routine, to find differences and come to an agreement. The teacher demonstrates the activity asking some question, for example When do you get up. The students answer. The teacher demonstrates the difference and gives them a model Let's get up at 9 o'clock as an axample of coming to an agreement. If it is necessary, the teacher gives one more example. Then the students continue work in pairs. At the end they say what differences they found.

Web site designed by: Nikue