Speaking:
Daily Routines Interview
Grouping:
Time:
Pairs → Whole class
15–20 minutes
Aim
Students will practice using the simple present tense to talk about daily routines.
Materials
• A worksheet with daily routine prompts (e.g., wake up, eat breakfast, go to work/school, watch TV, go to bed).
• A model dialogue on the board (e.g., What time do you wake up? I wake up at 7:00 AM.).
Preparation
• Prepare a list of daily routine activities.
• Write example questions and answers on the board.
Activity Breakdown
1. The teacher models by asking a student, “What time do you wake up?” and eliciting an answer.
2. Students work in pairs, asking and answering about their daily routines.
3. Each student then introduces their partner’s routine to the class using the third person (He/She wakes up at 7:00 AM).
4. The teacher provides feedback on tense accuracy.
Instructions
1. Look at the daily routine prompts.
2. Ask your partner: What time do you [activity]?
3. Listen and answer using I + verb (I wake up at 7:00 AM).
4. Write 3 sentences about your partner’s routine (He/She wakes up at 7:00 AM.).
5. Share one sentence with the class.
Concept Checking Questions
• “Do we say I wakes up?” (No, I wake up.)
• “What do we add for he/she?” (-s → He wakes up.)
Examples
• “I wake up at 7:00 AM. He wakes up at 8:00 AM.”
Extensions/Varations
• Harder: Students add adverbs (I usually wake up at 7:00 AM.).
• Easier: Use pictures to match activities first.
Error Correction
• Teacher notes incorrect verb forms and provides feedback.
Writing:
My Daily Routine
Grouping:
Time:
Individual → Pairs
15–20 minutes
Aim
Students will write a short paragraph about their daily routine using simple present tense.
Materials
• Worksheet with sentence starters (e.g., I wake up at ___.).
• Example paragraph on the board.
Preparation
• Write a model paragraph about a daily routine.
Activity Breakdown
1. Students fill in the blanks in a guided paragraph.
2. They add extra sentences about their own routine.
3. They exchange papers and check a partner’s work.
4. Volunteers read their routines aloud.
Instructions
1. Complete the missing words in the paragraph.
2. Write more sentences about your daily routine.
3. Check your work.
4. Swap with a partner and check.
5. Read one sentence aloud.
Concept Checking Questions
• “What do we add for he/she?” (-s → She eats breakfast.)
• “What if I say not?” (I do not wake up early.)
Examples
• “I wake up at 7:00 AM. I eat breakfast at 8:00 AM.”
Extensions/Varations
• Harder: Students add more details (e.g., I usually wake up at 7:00 AM.).
Error Correction
• Teacher corrects incorrect verb forms in writing.
Listening:
What’s Missing?
Grouping:
Time:
Individual → Pairs
15 minutes
Aim
Students will listen for missing verbs in simple present tense sentences.
Materials
• A recording or script with daily routine sentences (some with missing verbs).
• A worksheet with gap-fill sentences (e.g., She ___ at 8:00 AM.).
Preparation
• Prepare a list of sentences with missing verbs.
Activity Breakdown
1. The teacher plays a sentence (e.g., She ____ at 8:00 AM).
2. Students listen and write the missing verb.
3. Students compare answers with a partner.
4. The teacher confirms answers and explains common mistakes.
Instructions
1. Listen to the sentence.
2. Write the missing verb.
3. Compare with your partner.
4. Check answers with the teacher.
5. Repeat with the next sentence.
Concept Checking Questions
• “Do we say She wake up?” (No, She wakes up.)
• “What do we add for he/she?” (-s → She eats breakfast.)
Examples
• “He __ (wake) up at 7:00 AM.” → (wakes)
• “They __ (go) to school at 8:30 AM.” → (go)
Extensions/Varations
• Harder: Students rewrite sentences in the negative (She doesn’t wake up at 7:00 AM.).
Error Correction
• Teacher repeats incorrect sentences correctly and asks students to repeat.
Reading:
Present Tense Hunt
Grouping:
Time:
Pairs
15 minutes
Aim
Students will identify simple present tense verbs in a short text.
Materials
• A short paragraph about daily routines.
• Colored pencils/highlighters.
Preparation
• Print or write a passage with present tense verbs.
Activity Breakdown
1. Students read the passage silently.
2. They underline all simple present verbs.
3. They categorize them (I/You/We/They → no -s, He/She/It → -s).
4. The teacher reviews and explains any mistakes.
Instructions
1. Read the text.
2. Underline the present tense verbs.
3. Sort them into two groups: I/You/We/They and He/She/It.
4. Compare answers with a partner.
5. The teacher checks answers.
Concept Checking Questions
• “What do we add for he/she?” (-s → She eats.)
• “What about I?” (No -s → I eat.)
Examples
• “She eats breakfast. They go to school.”
Extensions/Varations
• Harder: Students rewrite some sentences using negatives.
Error Correction
• Peer correction before teacher review.