Date: March 06, 2025
Teacher: Kevin Gamez
Alhena Falcón
Valeria
Andrea
Topic of the lesson: Daily routine
Lesson Plan Example
Level and number 40 students
of students adults
Lesson duration 30-40 minutes
Aims/ objectives Students will be able to:
- Create paragraphs consisting of simple sentences.
Assumptions - Students have learned vocabulary related to daily
routines in previous lessons
Anticipated -
problems
Materials Canva presentation
Paper
Pencils
Warm-up Whole Class Discussion
(5 min)
Teacher acts out simple daily activities (e.g., brushing teeth,
eating, sleeping) and asks, “What am I doing?”
● Students guess and say the action: "You are eating!"
● Teacher writes key verbs on the board (e.g., wake up, eat, go
to school, play, sleep).
Introduction - Explain what a daily routine consists of.
- The structure of daily routines.
(3 min)
Presentation The teacher shows the following sentences on the board and
(15-20 min) asks students to read them carefully:
1. I have lived in 3 different countries.
2. I have eaten snake.
3. I have traveled to 16 different countries.
4. I have met Barak Obama
5. I have jumped out of a plane
Teacher: “Do you know what grammar is being used here?”
the present perfect
“ What is being communicated?” life experience, something
that the teacher has done at some time in the past, but we
don't know when.
Explain the uses and formula of the present perfect:
(I/You/we/they) + have (not) + past participle
(she/he/it) + has (not) + past participle
Production Group Challenge: Sentence Chain Game (10 minutes)
(10 min)
1. Form small groups of 3–4 students.
2. The first student starts with a sentence about a daily
routine (e.g., "I wake up at 7 o’clock.").
3. The next student adds a sentence that follows (e.g., "Then,
I brush my teeth.").
4. Each student takes turns adding a sentence to form a full
routine.
5. When finished, each group says their routine aloud to the
class.
Review (3 min) – Quick Sharing & Feedback
● Teacher asks 2–3 groups to present their sentences.
● Teacher gives positive feedback and gentle corrections if
needed.
● End by asking a few students: "What do you do in the
afternoon?"
