Daily Routines
This daily routines ESL lesson practises present simple verbs and telling the time. Students guess actions, sing, ask classmates 'What time do you...?' and compare schedules. They create a daily-routine mini-book, narrate A Day in My Life and review the target language with Routine Bingo.
7-day trial · Card required · €0 today · Cancel before renewal
Lesson format
2 × 45 minutes
Level
Elementary
Age group
Ages 8–11
Main focus
Speaking first
What students will learn
Lesson flow
Students guess routine actions from a clock warm-up ('It's 7 AM. What do you do?'), learn routine verbs from a song pausing on 'What does she do at 8?', and drill 'What time do you get up? I get up at 7.' The second lesson mingles asking about routine-card times, builds a daily-routine mini-book with times and pictures, roleplays 'A Day in My Life' with one student acting and another narrating, and plays Routine Bingo marking and acting out called verbs.
Target language
- • 'What time do you...?'
- • 'I get up at ___'
- • Daily routine verbs
- • Time phrases (in the morning, at night)
Key vocabulary
Daily Activities
- • brush
- • shower
- • exercise
- • cook
- • clean
- • sleep
- • work
- • study
- • commute
Routine Words
- • routine
- • schedule
Frequency
- • always
- • usually
- • often
- • never
Speaking questions students answer
- • What time do you get up?
- • Do you eat lunch at 12?
- • What do you do after school?
- • Who gets up at 6?
- • Do you play after school?
Interactive activities in this lesson
Cross-curricular connections
- • Mathematics (Time)
- • Personal Development
- • Life Skills
Support
- • Provide the sentence frame 'I get up at ___'
- • Keep a clock visual and routine picture cards visible throughout
- • Allow students to sequence routine cards before speaking
Challenge
- • Describe a full day using at least five time expressions
- • Compare weekday and weekend routines
- • Narrate a partner's mimed routine in the 'A Day in My Life' roleplay
Home challenge
Students keep a one-day routine diary, recording what they do and at what time, then write five sentences describing their day to share next lesson.
Recommended teaching contexts
Why this lesson works
The lesson follows a clear progression: Guess routine actions in an Action Clock warm-up, ask 'What time do you...?' about daily routines, build a daily-routine mini-book and interview classmates. Teachers can open the materials and start immediately, while students move from supported vocabulary practice to purposeful spoken English.