Marieke Marieke

Daily routines - Present simple
Elementary level


In this lesson, students use adverbs of frequency and present simple to talk about daily routines.


No materials added to this plan yet.

Main Aims

  • To provide fluency in the context of talking about daily routines

Subsidiary Aims

  • To provide practice using adverbs of frequency to talk about how often we do something
  • To provide review and practice using present simple
  • To provide practice talking about the time of day


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

Are you a morning person or a night person? When do you feel good during the day? When can you think and work best? Do you like to wake up early and start your day? Do you like to stay up late at night? Discuss with students whether they think they are a morning or a night person and why.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Read the text "Morning people and night people" (Straightforward beginner student's book p50). Introduce phrases "night owl" and "early bird" Show an example of two people, one morning person and one night person. Discuss what they normally do. Model sentences to describe each person: Mornings are difficult. Mornings are easy. They like to stay up late. Ask students to use sentences of their own. (She goes to bed late. She is tired at night. She is tired in the morning. She gets up early.) SLIDES - Night owl - Early bird Vocabulary to review: Early/late On time Typical Normally / usually Always / often / sometimes / hardly ever / never SLIDE - adverbs of frequency

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

Look at times of day. Review morning, noon, afternoon, evening, night. Early, late, etc. Show adverbs of frequency on a sliding scale. Ask students to tell me where to put each word. SLIDE - adverbs of frequency

Highlighting (5-8 minutes) • To draw students' attention to the target language

Elicit some things that people do on a weekday morning. Type these things in the chat. Ask them to get paper and pen to write. Put phrases in order to describe a typical Monday morning for you. - go to work - drink coffee / tea - eat breakfast - exercise - take kids to school - etc. Then in pairs, tell each other about your typical Monday.

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

Drilling pronunciation How often? Every day Once a week Once or twice a month Every weekend Not very often ACTIVITY - Community centre - page 53 - In pairs, then report to each other ACTIVITY - How often - page 55 - IN PAIRS, then report in whole class SLIDES - Community centre, how often IMAGE - Community centre

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

HANDOUT - make sentences about times of day. Fill in the missing words so they are true for you. See page 51. SLIDE - times of day Then discuss in pairs.

Homework (8-10 minutes) • To provide students with free practice of the target language


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