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Daily Habits and Routines Lesson For Beginner: Your List of Daily Activities To The Class Two or More Times.)

This document provides instructions for a lesson plan to teach beginner students about daily habits and routines. The lesson involves three parts: 1) The teacher models their daily schedule using frequency adverbs and students practice asking about it. 2) Students fill out their own schedules and read them to the class. 3) Students ask each other questions about their classmate's schedules, focusing on frequency adverbs and third person grammar. The goal is for students to gain confidence talking about their daily routines.

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Ara Rahma
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34 views

Daily Habits and Routines Lesson For Beginner: Your List of Daily Activities To The Class Two or More Times.)

This document provides instructions for a lesson plan to teach beginner students about daily habits and routines. The lesson involves three parts: 1) The teacher models their daily schedule using frequency adverbs and students practice asking about it. 2) Students fill out their own schedules and read them to the class. 3) Students ask each other questions about their classmate's schedules, focusing on frequency adverbs and third person grammar. The goal is for students to gain confidence talking about their daily routines.

Uploaded by

Ara Rahma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Daily Habits and Routines Lesson for Beginner

Source: www.thoughto.com

Part 1: Introduction

Give the students a sheet with various times of the day for example:

 7:00 – get up
 7:30 – eat breakfast
 8:00 – go to work
 12:00
 3:30
 5:00
 6:30
 11:00

Add a list of verbs they are familiar with on the board. You may want to write a few examples on the
board. For example:
 7:00 – get up
 7:30 – eat breakfast
 8:00 – go to work

Teacher: I usually get up at 7 o’clock. I always go to work at 8 o’clock. I sometimes have a breakfast
half past seven. I ususally come home at five o’clock. I often watch TV at eight o’clock, etc. (Model
your list of daily activities to the class two or more times.)

Teacher: Paolo, what do I often do at eight o’clock in the evening?

Student(s): You often watch TV.

Teacher: Susan, when do I go to work?

Student(s): You always go to work at 8 o’clock

Continue this exercise around the room asking students about your daily routines. Pay special
attention to the placement of the adverb of frequency.

Part II: Students Talk About Their Daily Routines

Ask students to fill out the sheet about their daily habits and routines. When students are finished
they should read their list of daily habits to the class.

Teacher: Paolo, please read.

Student(s): I usually get up at 7 o’clock. I seldom have breakfast at half past seven. I often go
shopping at 8 o’clock. I usually have coffee at 10 o’clock, etc.

Ask each student to read their routine in class, let students read all the way through their list and
take note of any mistakes they may make. At this point, students need to gain confidence when
speaking for an extended period of time and should, therefore, be allowed to make mistakes. Once
the students has finished, you can correct any mistakes he or she may have made.
Part III: Asking Students About Their Daily Routines

Ask students to once again readabout their daily routine to the class. After each student has
finished, ask the other students question about that student’s daily habits.

Teacher: Paolo, please read.

Student(s): I ususally get up at 7 o’clock. I seldom have breakfast at half past seven. I often go school
at 8 o’clock. I usually have lunch at 12 o’clock, etc.

Teacher: Olaf, when does Paolo get up?

Student(s): He gets up at 7 o’clock.

Continue this exercise around the room with each of the students. Pay special attention to the
placement of the adverb of frequency and the correct ussage of the third person singular. If a
student makes a mistake, touch your ear to signal that the student should listen and then repeat his/
her answer accenting what the student should have said.

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