Unit 2 – Everyday Life (Daily Routines)
Objective:
By the end of this unit, students will:
- Confidently describe their daily routines.
- Use vocabulary related to daily activities and time expressions effectively.
- Understand and analyze texts and audio materials about daily routines.
- Write coherent and detailed descriptions of their daily routines.
Materials Needed:
- Flashcards or images of daily activities.
- Short texts and audio recordings about daily routines.
- Gap-fill exercises and graphic organizers.
- Vocabulary games or quizzes.
Session 1: Vocabulary and Speaking Practice (45 minutes)
- Warm-Up (5 minutes):
- Play a quick brainstorming game:
- Students work in pairs or small groups to list as many daily activities as they can in one minute.
- Share ideas as a class and write them on the board, adding time expressions like “in the morning” or “at 8 a.m.” to some examples.
- Vocabulary Introduction (15 minutes):
- Teach essential vocabulary using visual aids or flashcards. Include common daily activities (e.g., “wake up,” “go to work,” “do chores”) and useful time expressions (“before breakfast,” “in the evening”).
- Highlight and practice collocations like “catch the bus,” “check emails,” and “do laundry.”
- Drill pronunciation, provide example sentences, and clarify any confusing terms.
- Speaking Practice (15 minutes):
- Pair students to practice describing their daily routines using the new vocabulary and time expressions.
- Provide a sample dialogue:
- Student A: “What time do you wake up?”
- Student B: “I wake up at 6 a.m. and have breakfast at 6:30.”
- Encourage follow-up questions like “How long does it take you to get to work?”
- Monitor and provide feedback on pronunciation and fluency.
- Writing Task (10 minutes):
- Students create an outline of their daily routine using a graphic organizer (e.g., Morning, Afternoon, Evening).
- Example:
- Morning: Wake up at 7 a.m., eat breakfast at 7:30.
- Afternoon: Work on assignments after lunch.
- Evening: Watch TV before bed at 10 p.m.
Session 2: Reading and Listening Practice (45 minutes)
- Reading Activity (15 minutes):
- Provide a short diary entry or social media post about a person’s daily routine. Example text:
“Hi, I’m Lisa. My day starts at 6 a.m. when I wake up and go for a jog. After breakfast, I head to work and spend my morning in meetings. I usually eat lunch at 12:30. In the evening, I like to cook dinner and relax by watching TV before going to bed at 10 p.m.”
- Students underline daily activities and time expressions in the text.
- Discuss comprehension questions like:
- What does Lisa do after breakfast?
- When does she have lunch?
- Listening Exercise (15 minutes):
- Play an audio recording of someone describing their daily routine.
- Students complete a gap-fill worksheet (e.g., “I wake up at __ and have breakfast at __”).
- Replay the audio as needed, pausing to clarify any tricky parts.
- Discussion (15 minutes):
- Lead a class discussion comparing the routines in the text/audio to students’ own routines.
- Example prompts:
- “What’s similar about your morning routine and Lisa’s?”
- “Do you prefer to exercise in the morning or evening?”
Homework Assignment:
- Writing Task: Write a detailed description of your daily routine, including at least 8 activities and 3 time expressions.
- Optional Cultural Comparison: Research daily routines in another culture and write a short paragraph comparing it to your own.
Assessment:
- Speaking: Observe fluency and vocabulary use during pair/group discussions.
- Writing: Evaluate clarity, structure, and vocabulary use in written tasks.
- Comprehension: Check understanding with reading and listening tasks through comprehension questions and gap-fill exercises.