Noelia Noelia

Copy of Reading - Your time (Daily Routines)
Beginner level


In this lesson, students will learn about time and vocabulary of daily routines. They will, most importantly, develop their receptive skills (i.e. reading and listening) by reading text provided for them and answering questions based on the text.


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Main Aims

  • To provide gist and detailed reading practice using a text about Daily Routine in the context of Your Time

Subsidiary Aims

  • To provide vocabulary clarification of "Daily Routines" in the context of Time


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

For exercise 1, (in pairs) students look at the pictures on page 56 and match them with the phrases in the box. They learn about phrasal verbs such as "get up" and the context such phrases are used in.

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

Students then check answers all together and listen to a recording to learn correct pronunciation of the phrases, while repeating after each example.

Gist Reading (4-6 minutes) • To concept check if students know the 'parts of the day' and what it means

Students answer exercise 2 on page 56 individually, they indicate what activities are performed at what part of the day. However, variation is answers is acceptable as there will most likely be difference of opinion.Students notice the distinction between 'am' and 'pm', the use of 'sunrise' and 'sunset' assists with this.

Reading (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Exercise 3 and Exercise 4, students make use of the pictures to deduct what profession each person is in. Students first use the pictures for a 'gist reading'/idea of what the rest of the text is about. Students then read through the conversational paragraph and answer the questions.

Post-Reading/Listening (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In exercise 5, students individually write sentences for the times/parts of the day provided, basing it on Marcus's daily routine in the reading paragraph. Students then concept-check their knowledge by checking if they have the correct answer as provided. Concept checking of 'am-pm' and 'in the morning'/'at night' occurs here as well.

Fun Activity (7-10 minutes) • To engage students to practise their knowledge and provide a fun, interactive activity

Students receive sentence flash cards and they work in groups (3 groups in total) to organize/ arrange the sentences in its correct order according to what they have learnt. Students will check their answers by listening to the recording (Audio 7.3), and making any corrections after the answers are provided on the board.

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