…always eats breakfast"Do you always eat breakfast?"
Name: ____________
Teacher Lesson Plan · CEFR A2
Daily Routines
A complete two-session A2 lesson built around the present simple, adverbs of frequency, and prepositions of time — fully resourced with audio scripts, games, and answer keys.
Lesson Objectives
Can-Do Statements
By the end of this lesson, students will be able to:
- Describe their daily routine using the present simple and time expressions.
- Use adverbs of frequency (always, usually, often, sometimes, never) in the correct position.
- Use prepositions of time correctly: at for clock times, in for parts of the day, on for days.
- Ask and answer questions about habits: "What time do you…?", "Do you…?"
- Understand the key details in a short text and audio about someone's day.
- Write a clear paragraph describing their own daily routine.
Target Language
Vocabulary & Time Expressions
Vocabulary — Daily Activities
Routine Verbs
- wake up · get up · take a shower
- brush my teeth · get dressed
- have breakfast / lunch / dinner
- go to school / work · start class
- study · do homework · check my phone
- exercise / work out · have a coffee
- get home · relax · watch TV
- go to bed · fall asleep
Time Expressions
When Things Happen
- at 7:00 a.m. · at noon · at night
- in the morning / afternoon / evening
- on weekdays · on weekends · on Monday
- before school · after dinner
- early · late · then · after that · finally
- every day · twice a week
Grammar Focus
The Engine of the Lesson
Three connected grammar points that let A2 students describe any routine accurately.
1. Present Simple — Habits & Routines
We use the present simple for things we do regularly. The form is easy except in the third person (he / she / it), which adds -s.
I / you / we / they wake up at seven. · He / she wakes up at seven.
Spelling of the -s form:
| most verbs: +s | start → starts, eat → eats, read → reads |
| -ch, -sh, -ss, -o: +es | watch → watches, go → goes, do → does, brush → brushes |
| consonant + y: y → ies | study → studies, hurry → hurries |
Questions & negatives use do / does:
Do you exercise? — Yes, I do. · She doesn't (does not) drink coffee. · What time does he get up?
Note: after doesn't / does, the main verb has no -s (She doesn't get up — not "gets").
2. Adverbs of Frequency — How Often
These adverbs go before the main verb, but after the verb "be."
| always | 100% — I always brush my teeth. |
| usually | ~90% — I usually wake up at seven. |
| often | ~70% — She often studies at night. |
| sometimes | ~40% — We sometimes have pizza. |
| never | 0% — He never drinks coffee. |
Before the main verb: I usually get up early. · After "be": She is always late.
3. Prepositions of Time — at / in / on
| at | clock times & night: at 8:00, at noon, at night |
| in | parts of the day: in the morning, in the afternoon, in the evening |
| on | days: on Monday, on weekdays, on weekends |
Common trap: "in the morning" but "at night" (not "in the night").
Before You Start
Materials Needed
Whiteboard and markers · A clock face or drawn timeline for the board · Flashcards or images of daily activities · The student workbook (digital, opens on any phone or laptop) · Audio files made from the scripts below. No printing required — the student workbook is self-grading and mobile-friendly.
Step-by-Step Procedure
Timed Lesson Stages
Each stage lists timing, teacher instructions, and the interaction pattern.
Session 1 — Vocabulary, Grammar & Speaking (45 min)
5 min
1. Warm-Up — My Morning
Mime an activity (brushing teeth, drinking coffee) and have students guess. Then ask: "What is the first thing you do in the morning?" Elicit three or four answers and write the verbs on the board.
Interaction: Teacher → whole class.
10 min
2. Vocabulary — Build the Day
Draw a timeline (morning → night) on the board. Present the routine verbs and place each on the timeline with the class. Drill pronunciation, especially the third-person endings (gets, goes, watches).
- Introduce time expressions as you go: "at 7 a.m.", "in the evening".
- Quick check: students call out one activity for each part of the day.
Interaction: Teacher → class.
12 min
3. Grammar — Present Simple & Frequency
Guided discovery: write two sentences — "I wake up at seven." / "She wakes up at seven." Ask students what changes and why. Draw out the third-person -s rule, then the frequency adverbs on a 100%–0% line.
- Concept check: "Does the verb change for he? Where does usually go?"
- Quick controlled drill: convert "I" sentences to "he/she" on mini-whiteboards or orally.
Interaction: Guided discovery → class.
13 min
4. Speaking — "Find Someone Who" Mingle
The centerpiece speaking activity. Give each student the Find Someone Who grid (in the Mingle & Games section below, also built into the student workbook with a shuffle button).
- Students mingle and ask present-simple questions: "Do you usually…?", "What time do you…?"
- Rule: they must ask a full question before writing a name — and add one follow-up question.
- Report back in the third person: "Petra always gets up at six. She never eats breakfast."
Interaction: Whole-class mingle → reporting back.
5 min
5. Wrap-Up
Volunteers report one surprising thing about a classmate, using the third-person -s correctly. Note any common error to revisit in Session 2.
Session 2 — Reading, Listening & Writing (45 min)
5 min
1. Review Game — Frequency Line-Up
Call out a frequency adverb (always, usually, often, sometimes, never). Students physically move along an imaginary line in the room (100% wall to 0% wall) and say a true sentence: "I sometimes cook dinner."
Interaction: Whole class, kinesthetic.
10 min
2. Reading — "Marek's Typical Day"
Students open the Student Workbook and read the text. They answer the comprehension and multiple-choice questions, which grade instantly.
- First read for gist: "Is Marek busy?" Then read for detail.
- Pairs find every present-simple verb and check the -s endings.
Interaction: Individual → pairs.
10 min
3. Listening — Two Routines Compared
Play Audio 2 (script below). Students complete the fill-in-the-blank and multiple-choice listening task in the workbook. Play twice — once for gist, once for detail.
Interaction: Individual → class check.
15 min
4. Writing — My Daily Routine
Students complete the workbook's grammar exercises (present simple, frequency word-order, and the sequencing task), then write their own paragraph.
Model: "On weekdays I usually wake up at 6:30. First, I take a shower and have breakfast. Then I go to school at 7:45. In the evening, I do my homework and sometimes watch TV. I always go to bed at 10:00."
- Target: at least six activities, two time expressions, and two frequency adverbs.
- Students self-check against the writing checklist in the workbook.
Interaction: Individual.
5 min
5. Share, Score & Reflect
Students read their paragraph to a partner, who listens for correct -s endings. Then they tap Show My Score in the workbook and show you the result on their phone.
Classroom Activities
Mingle & Game Bank
Ready-to-run speaking activities to keep all 90 minutes active and student-centered. The same mingle is built into the student workbook with a shuffle button.
"Find Someone Who…" Mingle Grid
Students walk around and ask present-simple questions to find one classmate for each square.
…gets up before 6:30"What time do you get up?"
Name: ____________
…never drinks coffee"Do you drink coffee?"
Name: ____________
…studies in the evening"When do you study?"
Name: ____________
…exercises three times a week"How often do you exercise?"
Name: ____________
…goes to bed after midnight"What time do you go to bed?"
Name: ____________
…checks their phone first thing"What do you do first in the morning?"
Name: ____________
…works on weekends"Do you work on weekends?"
Name: ____________
…has the same routine every day"Is your routine always the same?"
Name: ____________
More Activities
8 min · whole class
Routine Charades
A student mimes a daily activity. The class guesses using a full present-simple sentence: "You brush your teeth!" The mimer confirms in the third person: "Yes, I brush my teeth at night." Fast vocabulary recall plus sentence practice.
8 min · pairs
Spot the Difference: Two Days
Give pairs two slightly different routines (Student A and Student B cards). Without showing each other, they ask questions to find five differences: "What time does your person get up?" Strong question-form and listening practice.
6 min · small groups
Frequency Liar
Each student says three frequency sentences about themselves — two true, one false ("I never eat vegetables"). The group asks follow-up questions and guesses the false one. Great for adverbs of frequency and present simple.
7 min · whole class
Clock Partners
Students draw a clock and make appointments at four times with four different classmates. At each "time," they interview that partner about what they do at that hour: "It's 7 a.m. — what do you do?" Pairs rotate on your signal.
Listening Resources
Audio & Transcripts
Tap a transcript to open it. Add your recording in the player, and use the same file in the student workbook's Listening task.
Audio 1A Typical Weekday (model)+
Narrator: This is Sofia. She is a high school student. Listen to her typical weekday.
Sofia: On weekdays, I usually wake up at 6:30 in the morning. First, I take a shower and get dressed. Then I have breakfast — I always eat toast and drink tea. I never skip breakfast! I leave home at 7:45 and I go to school by bus. Classes start at 8:15. In the afternoon, I get home at about 3:30. I often do my homework before dinner. We have dinner at 7:00. In the evening, I sometimes watch a movie or call a friend. I go to bed at 10:30 and I fall asleep quickly.
How to use: Play once with books closed and ask students to count how many activities they hear. Play again to catch the time expressions and frequency adverbs. A clear, natural pace works best — slow enough for A2, but not robotic.
Audio 2Two Routines Compared (listening task)+
Ben: Hey Mia, you always look so awake in the morning. What time do you get up?
Mia: I get up at six o'clock. I exercise for thirty minutes, then I have breakfast.
Ben: Six? That's so early! I never get up before eight. I usually skip breakfast.
Mia: That's not healthy, Ben! What time do you go to bed?
Ben: Late. I often play video games until midnight. I go to bed at about one o'clock.
Mia: I go to bed at ten thirty. I read a book and then I fall asleep. I never use my phone in bed.
How to use: This is the source audio for the workbook's Listening task. Two contrasting routines make the detail questions clear. Play for gist first ("Who is healthier — Ben or Mia?"), then for the specific times and habits.
Audio 3Pronunciation — the -s ending (optional)+
Listen-and-repeat drill for the three sounds of the third-person -s. Pause after each group.
/s/ sound: eats, sleeps, works, gets up, starts.
/z/ sound: goes, plays, reads, drives, runs.
/ɪz/ sound: watches, washes, brushes, relaxes, finishes.
How to use: A2 students rarely hear the difference between these three endings. Model each group, have students place a hand on their throat to feel /z/ (voiced) versus /s/ (voiceless), and notice the extra syllable in /ɪz/. Two minutes here pays off all unit.
Answer Keys
Workbook Answers
These match the self-grading student workbook. The workbook grades automatically; keys are here for your reference and board correction.
Reading — Comprehension ("Marek's Typical Day")
- What time does Marek get up? — at 6:45 (a quarter to seven)
- How does he go to work? — by train
- How many times a week does he exercise? — three
Reading — Multiple Choice
- Marek's day is… — b) busy
- "He never drives to work" means he… — a) goes by train every day
Listening — Fill in the Blank (Audio 2)
- Mia gets up at six (o'clock).
- Ben usually skips breakfast.
- Ben goes to bed at about one (o'clock).
- Mia reads a book before she falls asleep.
Listening — Multiple Choice (Audio 2)
- Who gets up earlier? — b) Mia
- What does Ben do until midnight? — c) plays video games
Grammar — Present Simple (correct verb form)
- She gets up at seven. (get)
- He watches TV in the evening. (watch)
- My brother studies at night. (study)
- They don't work on weekends. (not work)
Grammar — Word Order (adverbs of frequency)
- I usually wake up at seven.
- She is always late.
Sequencing — Order the Routine
- wake up → take a shower → have breakfast → go to school → do homework → go to bed
Teacher Notes
Common Student Errors
Watch for these at A2 and correct gently in the moment.
| Typical Error | Correct Form | Why & How to Fix |
|---|---|---|
| "He get up at seven." | "He gets up at seven." | Missing third-person -s — the most common A2 error. Drill he/she/it + verb-s constantly. |
| "She doesn't gets up early." | "She doesn't get up early." | No -s after doesn't. The auxiliary already carries the -s. |
| "I wake up usually at seven." | "I usually wake up at seven." | Frequency adverb goes before the main verb, not after it. |
| "I go to school in 8 o'clock." | "I go to school at 8 o'clock." | Use at for clock times. Reteach at / in / on with the table. |
| "I study in the night." | "I study at night." | "at night" is fixed — no "the," and at, not in. |
| "Every days I exercise." | "Every day I exercise." | "every day" is always singular. Quick board fix. |
| "I'm wake up at six." | "I wake up at six." | No "be" before a main verb in the present simple. Highlight the difference from "I'm tired." |
Going Further
Extension & Homework
Extension (Fast Finishers)
In-Class Options
- Write the routine of a famous person or a pet, then read it aloud for the class to guess.
- Compare a weekday and a weekend routine using "but" and "however".
- Interview the teacher and report their routine in the third person.
Homework
At-Home Practice
- Write a journal entry describing your "perfect day," using at least three frequency adverbs.
- Record a 30-second audio describing your morning routine.
- Finish any workbook tasks and bring your score to the next class.
Assessment
How to Measure Success
Speaking: accurate present simple and question forms in the mingle and games. · Reading: correct answers in the workbook comprehension and multiple-choice tasks. · Listening: accuracy on the Audio 2 fill-in-the-blank task. · Grammar: the present-simple, word-order, and sequencing exercises in the workbook. · Writing: a clear paragraph with correct -s endings, time expressions, and frequency adverbs. Students tap Show My Score so you can verify results instantly on their phones.
Ready to run the lesson?
Open the student workbook on any phone or laptop — no login, fully self-grading.
Open the Student WorkbookA2-Level: Daily Routines
Objective
By the end of this lesson, students will be able to:
- Describe their daily routines and activities confidently.
- Use vocabulary related to daily activities and time expressions effectively.
- Comprehend simple texts and audio about daily routines.
- Engage in conversations about daily activities.
- Write detailed descriptions of their own daily routines.
Lesson Duration
90 minutes (divided into two 45-minute sessions)
Materials Needed
- Whiteboard and markers
- Handouts with sample daily routines, dialogues, and time expressions
- Audio recordings of daily activity conversations
- Flashcards or visuals for vocabulary practice
- Writing materials for students
Lesson Procedure
Session 1: Introduction and Speaking Practice (45 minutes)
Warm-Up (5 minutes)
- Greet students and ask them to briefly describe one activity they do every morning, afternoon, or evening.
- Elicit a few responses to spark interest in the topic of daily routines.
Vocabulary Introduction (10 minutes)
- Present a list of common daily activities on the whiteboard (e.g., wake up, brush teeth, have breakfast, go to work).
- Review pronunciation and introduce time expressions (e.g., “at 7 a.m.,” “in the evening”).
- Use flashcards or visuals to reinforce vocabulary.
Pair Speaking Practice (15 minutes)
- Model describing a simple daily routine using time expressions (e.g., “I wake up at 6:30 a.m., then I exercise for 30 minutes.”).
- Pair students to practice describing their own routines. Encourage them to use at least five activities and two time expressions.
- Rotate pairs to maximize speaking opportunities.
Reading Activity (10 minutes)
- Distribute a short text or dialogue about someone’s daily routine.
- Students read individually, then underline or highlight activities and time expressions.
- Conduct a quick class discussion to review answers.
Listening Activity (5 minutes)
- Play a short audio recording of a person discussing their daily routine.
- Students listen and note down the activities mentioned. Follow up with a quick review.
Session 2: Vocabulary, Writing, and Review (45 minutes)
Vocabulary Review Game (10 minutes)
- Use a quick game, such as charades or guess the activity, to review vocabulary and time expressions from Session 1.
Writing Task (20 minutes)
- Provide students with a model paragraph about a daily routine.
- Assign them to write their own daily routine using the model and vocabulary.
- Encourage them to include details such as times, specific activities, and any unique habits.
Peer Sharing and Feedback (10 minutes)
- Students pair up to share their written routines.
- Ask peers to provide positive feedback and suggest any improvements in vocabulary or organization.
Wrap-Up and Reflection (5 minutes)
- Recap the key vocabulary and time expressions learned.
- Ask students to share one new activity they plan to include in their routine.
Homework
- Assign students to write a journal entry describing a “perfect day” using vocabulary and time expressions from the lesson.
- Encourage them to prepare to share their entry in the next class.
Assessment
- Monitor participation in speaking and pair activities.
- Review written work for vocabulary accuracy, time expression usage, and clarity.
- Use informal assessments (e.g., observation, peer feedback, and group discussions) to gauge progress.