My Daily Routine

Level

A2 · Elementary — 60 minutes.

Learning objectives

By the end of the lesson, students can:

• Describe their daily routine in the present simple.
• Use time expressions and frequency adverbs.
• Ask a partner about their day.

Can-do statement (CEFR A2)

"Can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need."

Target language

• Vocabulary: wake up, have breakfast, go to work, have lunch, get home, go to bed
• Grammar: present simple (I/you/we work; he/she works); third-person -s
• Adverbs of frequency: always, usually, often, sometimes, never
• Time: at 7 o'clock, in the morning, on Mondays

Warm-up (5 min)

Mime three everyday actions and have the student guess the verb.

Presentation (15 min)

1. Build a timeline of a typical day on the board.
2. Highlight the third-person -s and its pronunciation (/s/, /z/, /ɪz/).
3. Position frequency adverbs before the main verb.

Practice (20 min)

• Controlled: put a jumbled daily routine in order.
• Guided: "Find someone who…" questions — Do you usually…?
• Accuracy check: transform sentences from I to he/she.

Production (15 min)

Student describes their own typical weekday and weekend, then compares the two ("On weekdays I…, but at the weekend I…").

Homework

Write a short paragraph (6–8 sentences) about a family member's daily routine.

Teacher notes

Common error: dropping the third-person -s. Note it but prioritise fluency.