#### **Materials Needed:**

- Whiteboard/Markers

- Flashcards with daily routine verbs (e.g., eat, work, go, play)

- Handouts (simple dialogues, gap-fill exercises)

- Pictures of daily activities

### **1. Warm-up (10 minutes)**

**Activity:** *Daily Routine Discussion (Group)*

- Write some daily routine verbs on the board (e.g., eat, wake up, work,
study, play, sleep).

- Ask students in small groups to discuss their daily routines using these
verbs. They can begin with questions like “What time do you wake up?”
“What do you do after breakfast?”

### **1. Warm-up & Icebreaker (15 minutes)**

**Activity:** *Daily Routines Discussion (Small Group Work)*

- Start with a brief warm-up discussion. Ask students in small groups to

talk about their daily routines, using prompts such as “What do you
usually do in the morning?” or “When do you go to work?”

**Teacher Role:**

- Observe students’ ability to use the present simple to talk about

routines. Note common errors for later clarification.

#### **Skill Focus:** Speaking (using present simple in conversations)

### **2. Vocabulary Introduction (15 minutes)**

**Activity:** *Verb Review Using Flashcards*

- Show students flashcards of common daily routine actions.

- Ask students to describe the actions using the present simple (e.g., “She
eats breakfast at 8 AM,” “They go to work by bus”).

- Encourage peer correction if mistakes occur.

**Activity:** *Partner Sentence Building*

- Have students work in pairs to create sentences using the flashcards and
pictures (e.g., “I wake up at 7 AM,” “She eats breakfast at 8 AM”).

**Teacher Role:**

- Monitor interactions and provide gentle corrections as needed.

Encourage the use of correct sentence structure.

#### **Skill Focus:** Vocabulary acquisition, Speaking (accuracy in verb

use)

**Activity:** *Mini Role Play (Pairs)*

- In pairs, students take turns asking and answering questions about each
other’s daily routines using the verbs from the flashcards (e.g., “What
time do you go to bed?” “I go to bed at 11 PM”).

**Teacher Role:**

- Observe interactions, focusing on correct verb conjugation and sentence

structure in the present simple.

#### **Skill Focus:** Vocabulary (verbs), Speaking (accuracy in verb

usage)

### **3. Listening Activity (15 minutes)**

**Activity:** *Listening to a Daily Routine*

- Play an audio recording (or read aloud) of someone describing their

typical day (e.g., “I wake up at 7 AM. I eat breakfast at 8 AM. I go to work
at 9 AM…”).

https://youtu.be/kePBvNotYy4?si=KgzWbb7SbE3kInFv
- Provide a handout with sentences in the present simple with gaps (e.g.,
“I ___ breakfast at 8 AM”). Students must fill in the missing verbs as they
listen.

Write the verbs

Put them into the 3rd person

**Teacher Role:**

- After the listening, review the answers with the class and ask them to
repeat the full sentences out loud.

#### **Skill Focus:** Listening (comprehension), Writing (correct verb

use)

### **4. Communicative Speaking Activity (25 minutes)**

**Activity:** *Information Gap Activity (Pair Work)*

- Hand out two slightly different versions of a schedule (e.g., a daily

routine for two different people with some missing information on each
sheet).

- In pairs, students ask each other questions to complete their missing

information (e.g., “What time does John have lunch?” “He has lunch at 1
PM”).

**Teacher Role:**

- Move around the room to monitor progress, note errors, and encourage
communication. Only intervene when absolutely necessary to ensure
fluency and flow.

**Follow-up:**

- After the activity, ask a few pairs to present one or two sentences to the
class about their completed schedule (e.g., “John has lunch at 1 PM and
works until 6 PM”).
#### **Skill Focus:** Speaking (question forms and verb usage),
Listening (understanding and responding)

---

### **5. Grammar Focus: Clarifying the Present Simple (10

minutes)**

**Activity:** *Quick Review of Present Simple Rules*

- Write the basic rules of the present simple on the board (subject + base
form of the verb, adding -s for third person singular).

- Briefly clarify the rules and address any common mistakes you observed
earlier.

**Teacher Role:**

- Encourage students to give example sentences in the present simple to

confirm understanding.

**Activity:** *Group Sentence Construction*

- Have students work in pairs to create positive, negative, and question

sentences using a list of verbs you provide (e.g., "watch TV," "study
English").

#### **Skill Focus:** Grammar awareness (form and usage)

---

### **6. Writing Activity (15 minutes)**

**Activity:** *Describing a Daily Routine (Individual Work)*

- Ask students to write 5-6 sentences describing their own daily routine
using the present simple tense.
- Encourage them to focus on using the correct form of the verbs for
different subjects (e.g., I, he, she).

**Teacher Role:**

- Walk around to observe their writing process, giving individual feedback

where necessary. Collect the writing at the end for more detailed
feedback.

#### **Skill Focus:** Writing (accuracy, sentence structure)

---

### **7. Group Speaking Activity (10 minutes)**

**Activity:** *Find Someone Who… (Group Interaction)*

- Provide students with a handout that has several prompts using the
present simple (e.g., “Find someone who wakes up before 6 AM,” “Find
someone who plays football”).

- Students must walk around the room asking their classmates questions
using the present simple (e.g., “Do you wake up before 6 AM?”).

**Teacher Role:**

- Observe interactions, making notes of fluency and verb usage.

Encourage peer correction where applicable.

#### **Skill Focus:** Speaking (fluency, forming questions), Listening

(understanding responses)

---

### **8. Wrap-up & Feedback (10 minutes)**

**Activity:** *Class Reflection and Teacher Feedback*

- Ask students to reflect on what they learned about the present simple.
Have them share any difficulties they encountered or parts they found
easy.

- Provide feedback on the general performance of the class, addressing

common mistakes observed during the communicative activities.

**Homework Assignment:**

- Ask students to write a short paragraph (6-8 sentences) about someone

else’s daily routine (e.g., a family member or friend) to practice using the
third-person singular.

---

### **6. Reading Activity (20 minutes)**

**Activity:** *Reading a Simple Text*

- Provide a short reading passage that describes a person’s daily routine.

For example, “Sarah is a student. She wakes up at 7 AM every day. She
studies English in the afternoon.”

- Ask students to read individually and then answer comprehension

questions about the text.

**Follow-up Discussion:**

- Have students discuss the routine in pairs or small groups, summarizing

the information.

**Teacher Role:**

- Observe reading comprehension and encourage students to summarize

in their own words using the present simple.

#### **Skill Focus:** Reading (comprehension), Speaking (summarizing)

---

---

### **9. Game: Verb Conjugation Relay (15 minutes)**

### **10. Reflection & Feedback (10 minutes)**

**Activity:** *Class Discussion and Feedback*

- End the class with a reflection session. Ask students to share what they
found challenging or easy about using the present simple.

- Provide individual and group feedback on the areas that need

improvement, such as verb agreement or forming negative sentences.

**Homework Assignment:**

- Ask students to write a paragraph about a family member or friend’s

daily routine to practice third-person singular forms (e.g., “My brother
wakes up at 6 AM. He works until 5 PM…”).
Hi! Let me tell you about my daily routine.

Every day, I wake up at seven o'clock in the morning.

First, I eat breakfast in the kitchen and feed my dog.

Next, I brush my teeth, I take a shower, I dry my hair, I do my makeup,

and I leave home around eight thirty.

I work downtown so I drive my car every day.

I start work at nine o'clock and I always arrive a few minutes early.

I have lunch with my co-workers around noon and I finish work at five
o'clock.

I get home, I walk my dog and I have dinner.

In the evening, I take another shower and brush my teeth.

I go to bed at 10 o'clock every night, and that is my daily routine.

- I'm so glad you came over! and then we
So tell me about yourself ……………………………. and
what's your typical day like? go to bed at around 10
- Well, usually all my days are p.m..
very busy with lots of
activities. I get up at 7:45
because my school only
starts at 9:00. I go to the
-
bathroom, I wash my face
I have lunch at the cafeteria
and brush my teeth. I have
at about 12:30. I leave
breakfast with my family at
school at 2 p.m. I take the
around 8:15. We usually
bus and go to the Sports
have boiled eggs, milk with
Centre where I play
toast butter, and jam. We all
basketball. I'm very
leave home at 8:40. My
passionate about basketball
parents drive me and my
– one day I would like to
little sister to school and
play for my local team. At
then they go to work.
about 4 p.m. I finally get
home, I eat a snack and I
watch TV. At around 6
o'clock I do my homework. I
- I have lunch at the cafeteria
have dinner with my family
at about ……………... I leave
at around 7:00 p.m. and
school at 2 p.m. I …………..
then we watch a film and go
and go to the Sports Centre
to bed.
where I play basketball. I'm
very passionate about
………………………. – one
day I would like to play for
my local team. At about 4 - I'm so glad you came over!
p.m. I finally ……………….., I So …………………………
eat a snack and I about yourself what's your
………………………. At typical day like?
around 6 o'clock I - Well, usually all my days are
……………………... I have very busy with lots of
dinner with my family at activities. I
around …………………….. ………………………… at 7:45
because my school only and jam. We all leave home
……………………….. at 9:00. ……………………. My
I go to the bathroom, I parents ………………….. me
……………………… and and my little sister to school
……………………………. I and then they
have breakfast with my …………………………………..
family at around 8:15. We
usually ………………… boiled
eggs, milk with toast butter,