Topic

Daily Routines & Times of the Day

Aims
• To express and communicate personal daily routines using the present simple tense.
• To learn and utilize new vocabulary associated with daily routines and various times of the
day.
• To improve listening skills by actively participating in discussions and accurately responding
to comprehension questions related to audio content.

Age/level
Younger teenagers aged 11-12 at CEFR level A2

Time
80 minutes approximately

Materials
• Markers
• Audio recording
(https://www.youtube.com/watch?v=09UapJQIyjQ&t=3s)
• Worksheet (one per student)

Introduction
This lesson focuses on the vocabulary of daily routines and the use of the present simple tense.
Beginning with a visual representation of times of the day, we transition to constructing a daily
routines chart, engaging students in conversations about typical activities. Following this, a
listening comprehension activity allows students to fill in blanks in a worksheet. The lesson
concludes with a pairwork survey, where students learn about their classmates' daily routines.

Stage Instructions

1. Warmer 1.Introduce 4 times of the day: morning, afternoon, evening and night
(10 mins) Quickly introduce the 4 words by drawing a picture on the board:
• Draw a simple house with a tree next to it and a horizon. Then draw
a sun just rising over the horizon. Teach/Elicit "morning" and chorus 3
times.
3.Next, erase the sun and draw the sun high up in the sky and
teach/elicit/chorus "afternoon".
4.Then draw the sun low in the sky on the other side of the house for
"evening"
5.And finally, a moon and stars for "night"
6.Next erase the moon and starts and invite a student up to the board.
Say, "Draw afternoon".
 7. Help if necessary and have the student draw the sun high in the sky.
Erase the sun and invite other students to draw the other times of the
day

2. "Times of the 1.Draw four equal squares on the

Day" (25 mins) board and label them "In the
Morning," "In the Afternoon," "In
the Evening," and "At Night."
2. Ask students to copy this chart
into their notebooks or onto a
separate sheet of paper.
3. Engage the class in a brief
conversation about typical
activities during these times. Start
with the "In the Morning" section.
Ask, "What do we usually do in the mornings?"
4.Share a personal routine sentence, for example, "I wake up at 7
o'clock." Write this sentence in the "In the Morning" square.
Encourage students to write a similar sentence in their charts.
5.Continue with the other sections. Invite different students to
suggest activities for each time of the day. For example, "What do we
usually do in the afternoons?" and guide students to create sentences
like "I eat lunch at 12 o'clock."
6. Write these sentences on the board in the corresponding sections.
Have students copy the sentences onto their charts.
7. Allow sufficient time for students to independently complete their
charts.
7. Invite students to share their sentences with the class. Encourage a
few volunteers to stand up and read one of their sentences aloud.
8. Foster a positive and supportive atmosphere for students to express
their daily routines and times.

3 What is Your 1. Distribute the worksheets to students. Explain that they will listen
Daily Routine? (25 to three different people talking about their daily routines and
mins) (Listening) times.
2. Play the audio recording of the three people (Sarah, Peter, John)
talking about their daily routines.
3. Instruct students to just listen without filling in any blanks initially.
After the first listening, ask the class general comprehension
questions about the tape:
Who did you hear talking about their daily routine?
What are some activities mentioned in the audio?
Can you identify any specific times mentioned?
 4. Facilitate a class discussion based on the initial listening. Ask
students to share their responses to the questions and discuss any
similarities or differences they noticed in the daily routines.

5. Encourage students to speculate about why individuals might have

different routines and times.
6. Distribute the worksheets to students.
7. Explain that they will now listen to the audio again, and this time,
they should fill in the blanks on their worksheets.
8. Play the audio for the second time, allowing students to complete
their worksheets.
9. Discuss the correct answers as a class. Address any questions or
uncertainties.
10. Play the audio again if necessary, focusing on specific parts that
students found challenging.
11. Revisit the discussion questions and ask students if their initial
answers have changed after filling in the blanks.
12. Encourage students to share any additional observations or
insights.
https://www.youtube.com/watch?v=09UapJQIyjQ&t=3s

4. "What time do 1. Explain that they will be conducting a survey in pairs to learn about
you ...? (Survey)" their daily routines on school days.
(20 mins) 2. Review the survey part from worksheet together, ensuring everyone
understands the questions and the format.
3. Model the activity with a student, showing how to fill in the survey.
4. Demonstrate asking and answering questions using the provided
structure:
Student A: "What time do you (wake up)?"
Student B: "I (wake up) at (7 o'clock) (in the morning)."

5.Pair up students and instruct them to take turns asking and

answering questions using the provided structure.
6. Each student should complete their own survey sheet by gathering
information from their classmates.
7. Encourage students to engage in natural conversations, asking
follow-up questions and sharing additional details about their
routines.
8. Circulate around the room to monitor and assist students as needed.
Provide language support, clarify questions, and encourage students
to actively engage in the survey.
9. Ask a few volunteers to share interesting or unique information they
learned from their classmates.

Prepared by
Sercan DURUKAN
Worksheet

Script
1. Hi, my name is Sarah. I get up at 9 o’clock. I don’t eat breakfast but I drink coffee at
10. I have lunch at 11. After work I play tennis at 4 o’clock. I go to bed at 12.
2. Hello, I’m Peter. I get up early at 6 o’clock. I go to work at 7. I don’t have breakfast at
home. I eat it at work at 8. At 4 o’clock I play football. After that I go home. I go to
bed at 11 at night.
3. Hello, my name is John. I wake up at 7 in the morning. I eat breakfast at home at about
8 o’clock. I start work quite late at 10. After work I go home. I watch TV at 6 o’clock.
I go to bed at 12.
Answers:
1. get up, eat breakfast, 4 o’clock,
2. 6 o’clock, have breakfast, go to bed
3. 7 in the morning, 8 o’clock, watch TV, 12