Marwa Salah Marwa Salah

Daily routines
Elementary level


In this lesson, students will learn new vocabulary about their daily routines in the context of a video as a lead-in. Before the video, the teacher will stick cards related to the video on the board then after watching the video, the students will re-arrange the cards on the board with the teacher, after that the teacher will write the phrases in front of every picture, then the teacher clarifies aspects of new vocabulary that the students don't already know through eliciting then drilling the correct pronunciation focusing on stress patterns and linking while drilling. After that Ss will be given HO1 to put their daily routine in the correct place for them, then they work in pairs to ask and answer the question "what time do you .......(using the daily routines phrases)". The second activity every student works with a new partner to ask and answer questions using "Do you ......(use the daily routines phrases)". Then the writing activity, the teacher asks each student to write a paragraph about himself /herself and his/her life. Finally, the last activity to make sure that they understand all the phrases about their daily routine, and it will be a game using the Q "what do you do on.... (days of the week)? And if we still have time the teacher does another activity with the Ss.


Abc Cutting edge elementary book
Abc Handout1
Abc Handout 2
Abc cards
Abc one sheet
Abc laptop
Abc Markers
Abc White board
Abc projector
Abc bottle
Abc Handout 3
Abc Cutting edge elementary book

Main Aims

  • To provide clarification, review and practice of Daily routines in the context of a video about a famous athletes daily routine .

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Daily routines in the context of students life and their daily routines.


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

First, the teacher sticks photos reflect on some actions we do throughout the day in an illogical order. Then, the teacher shows the students a picture of a man and ask them if they know him, and the teacher tell the Ss that he is an athlete and the people who do sports usually have the best daily routine. After that, ask the Ss to watch carefully because they are going to re-arrange the cards on the board depending on what they will see in the video, and the video will be about John Cena's daily routine. After watching the video the teacher asks the Ss to stand up and try to re-arrange the cards on the board in a logical order.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

After the students re-arrange the photos the teacher tells them the instructions for activity one which will be to tick ( ) the things that they do every day and cross out the things that they don't do and gives them Ho1 then demonstrate a phrase to do it with them and ask an ICQ if is it necessary.

Highlighting (3-5 minutes) • To draw students' attention to the target language

The teacher back to the photos on board and ask the Ss to link between the phrases in their handouts and the photos on the board to tell which phrase in their Ho is suitable for which photo on the board and the teacher starts to write the right phrase in front of every photo.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

After writing the phrases on the board the students now already know the meaning of each idiom because of the photos on the board, but the teacher should: 1- clarify the difference between (early/late) with the idioms : "get up ..." the teacher asks the Ss if I get up at eight o'clock that means I get up early or late, and if I get up at one o'clock in the afternoon that means I get up early or late. "go to bed...." the T asks the Ss if I go to bed at 10 o'clock before midnight/ 2 o'clock after midnight (clarify the meaning of midnight) which means I go to bed early or late. 2-(have breakfast/ have lunch/ have dinner) clarifies that any mealtime while the day should have the verb to have form refers to the action. 3-clarify the deference between gave a bath and have a shower. Clarifying pronunciation: By eliciting the target language on the board and drill correct pronunciation focusing on the stress syllables and linking while drilling. Clarifying the form: the teacher tells the students that all these idioms start with verbs such as(sleep, get up, go, have, catch, read, come, watch), and after the verbs, we complete the phrases with words which are suitable for the action. Clarify that early/ late are adjectives.

Controlled Practice/ Speaking activity 1 (8-10 minutes) • To concept check and prepare students for more meaningful practice

In this activity, the teacher asks the Ss to write their activities in the correct place for them in the 24-hours planner and shows them the planner sheet and demonstrate an activity with them saying "for me, I get up at 6 AM", then gives them the daily planner sheet and let them start, and that is the first part of the activity. In the second part, the teacher tells the students to work in pairs asking the question "what time do you......?" and the teacher writes the question on the board then demonstrates with the Ss saying (when you ask me "what time do you go to bed?" I answer "I go to bed at /about 1 AM"). Then they start speaking.

Semi-Controlled Practice/ Speaking activity 2 (13-15 minutes) • To concept check further and prepare students for free practice

First, the teacher changes the partners and names them(A, B) then tells the Ss to use the question (Do you.....?) to ask about their partner's routines and tells them to ask follow-up questions. Tells the Ss that after every answer, they should write their opinion about it, if it is a good habit or a bad habit and the teacher shows them the Ho3 which they are going to write in, after that the teacher writes the question on the board and demonstrate with them, chooses one of the students and say (when I ask you "do you have your breakfast at home?" you answer " yes, I do / No, I don't" then I ask you "what do you prefer to eat in your breakfast?" you answer "EX: bread, egg,...") then the teacher says that is a good habit or a bad habit?........ , then they start speaking. The second step is that the teacher divides the Ss into two groups As together and Bs together and asks each group to tell each other about their partner's good and bad routines. Finally feedback.

Free Practice/ writing activity (5-8 minutes) • To provide students with free practice of the target language

In this activity, the teacher asks the Ss to write a paragraph about themselves and tells them to work alone. The teacher gives them an example: I get up at 6 o'clock, I usually have my breakfast at home, I study TEFL, I work on my own business, I usually come home at 5 o'clock, I study a lot at night, I go to bed at 1 AM. Ask an ICQ" Are you going to write about your partner?", then they start writing. Feedback.

Extra activity (10 minutes) • To make sure that they are able to use the daily routines expressions in their life./ We still have time in our lesson.

This activity is a game, We are going to use a paper sheet with the days of the week and the Q (What do you do on....) are written on it, we will sit on a circle and use start with the teacher to demonstrate then the Ss in order from the right. The student who is going to ask the Q will choose from upturned cards the name of another student to ask , then he uses the bottle to pick the day. EX: Alaa; what do you do on Monday? Ahmad: I get up in the morning at 7 o'clock then I have a shower after that, I go to work at 9 o'clock, and come back home at 5 o'clock,..........

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