Topic: Daily Routines
Objective: Students will be able to identify and use the present simple tense to describe daily
routines.
Phase 1: Pre-Class (Home Learning)
Materials:
A PPT explaining the present simple tense for routines (e.g., "Present Simple for Daily
Routines - 5th Grade"). This PPT should:
Clearly explain the structure (subject + base verb / subject + base verb + -s/es).
Provide examples related to daily routines (e.g., "I brush my teeth," "She eats
breakfast").
https://gamma.app/docs/Using-the-Present-Simple-for-Daily-Routines-
qc19s2vs10dw357?mode=doc
https://www.youtube.com/watch?v=kePBvNotYy4
Watch the video about a woman’s daily routine
Worksheet:
Multiple-choice questions to check understanding of the tense structure.
Fill-in-the-blank sentences related to daily routines.
A section where students write 3-5 sentences about their own daily routines.
WORKSHEET
I Choose the correct verb form to complete each sentence.
1. He _______ breakfast at 7:00 AM. a) eat b) eats c) eating
2. They _______ to school by bus. a) goes b) go c) going
3. I _______ my teeth twice a day. a) brush b) brushes c) brushing
4. She _______ her homework after school. a) do b) does c) doing
5. We _______ TV in the evening. a) watch b) watches c) watching
II. Complete the sentences using the present simple form of the verbs in parentheses.
1. My dad _______ (work) in a hospital.
2. The cat _______ (sleep) on the sofa all day.
3. We _______ (play) football every Saturday.
4. My sister _______ (study) English at school.
5. They _______ (have) dinner at 6:30 PM. III.
III. Write 3-5 sentences about your daily routines using the present simple tense.
1.
2.
3.
4.
5.
Instructions (Given to Students):
1. Watch the PPT: "Today, we're learning about the present simple tense, which we use to talk
about things we do regularly. Watch this video carefully!" (Provide the link).
2. Complete the Worksheet/Quiz: "After reading the PPT, complete the worksheet or online
quiz to check your understanding. Do your best, and don't worry if you make mistakes. We'll
discuss it in class."
3. Write About Your Routine: "Write 3-5 sentences about things you do every day. Think
about what you do in the morning, afternoon, and evening."
Phase 2: In-Class Activities
Materials:
Whiteboard or projector.
Pictures or flashcards depicting daily routine activities (e.g., waking up, eating, going to
school, playing).
Blank timetable templates (optional).
Markers or colored pencils.
Activities:
1. Review and Clarification (10 minutes):
Begin with a brief review of the present simple tense.
Address any questions students have from the video or worksheet.
Go over some of the answers from the worksheet/quiz together.
2. Picture Prompts (15 minutes):
Show pictures or flashcards of daily routine activities.
Students take turns describing the actions using the present simple tense (e.g., "He
wakes up at 7 o'clock," "She eats lunch at school").
Encourage students to use adverbs of frequency (always, usually, sometimes, never).
3. "My Day" Sharing (15 minutes):
Students share the sentences they wrote about their daily routines.
Encourage them to ask each other questions about their routines (e.g., "What time do
you usually have breakfast?").
Have students correct each others grammer, in a positive way.
4. Timetable Activity (Optional, 10 minutes):
Provide blank timetable templates.
Students fill in their daily routines on the timetable using the present simple tense.
Students can then present their timetables to the class.
5. Game: "Routine Charades" (10 minutes):
Students act out a daily routine activity, and the rest of the class has to guess the
activity and describe it using a complete sentence in present simple.
Assessment:
Observe students' participation in discussions and activities.
Review the completed worksheets/quizzes.
Assess students' ability to use the present simple tense correctly in their sentences and
descriptions.
Observe the game play, and correct grammar errors as needed.
Differentiation:
For students who struggle, provide sentence starters or visual aids.
For advanced students, encourage them to write longer descriptions or use more complex
vocabulary.
Use group work to allow for peer support.
