My Daily Routine
Use the illustration to talk about daily habits. Listening uses a teacher-read script. Original English Drills activities.
1. Warmer
Look at the four scenes in the illustration. What does the student do every day?
Tell a partner two things you do in the morning.
Goal: Describe routines, ask questions and use he/she correctly.
2. Vocabulary
Match each phrase with its meaning.
1. get up 2. have breakfast
3. leave home 4. study
5. go to bed
A. learn or practise B. eat in the morning
C. get out of bed D. go to sleep for the night
E. go out of your house
1 ___ 2 ___ 3 ___ 4 ___ 5 ___
3. Reading
Mia’s school day
Mia lives in Auckland. On school days, she gets up at seven. She has breakfast at half past seven and leaves home at eight. She usually walks to school with a friend. Her classes start at half past eight. At lunchtime, she eats with her classmates. After school, she studies at home. She doesn’t watch TV in the evening. She reads a book and goes to bed at ten.
4. Comprehension
Answer using the reading.
- Where does Mia live?
- What time does she get up?
- How does she usually get to school?
- Does she watch TV in the evening?
5. Grammar focus
Use the present simple for routines.
I/you/we/they walk. He/she/it walks.
She studies. He goes. She has breakfast.
I don’t watch TV. She doesn’t watch TV.
Do you walk? Yes, I do. / No, I don’t.
Does she walk? Yes, she does. / No, she doesn’t.
After does/doesn’t, use the base verb: Does she walk?
6. Guided practice
Complete each sentence with the correct form.
- Mia ___ (get) up at seven.
- Her friends ___ (walk) to school.
- Mia ___ (study) after school.
- She ___ (not / watch) TV.
- ___ Mia ___ (read) in the evening?
- ___ you ___ (have) breakfast every day?
My Daily Routine — continued
7. Listening
Your teacher will read Leo’s routine twice. Complete the notes.
- Gets up at: ___
- Travels to school by: ___
- After school, he plays: ___
- Doesn’t do in the evening: ___
- Goes to bed at: ___
8. Speaking
Ask a partner:
- What time do you get up?
- What do you have for breakfast?
- How do you get to school or work?
- What do you do in the evening?
Report two answers: My partner gets up at… She/He…
9. Fun practice
Grammar detective: Correct one mistake in each sentence.
- She walk to school.
- He don’t eat breakfast.
- Does Mia reads at night?
- I gets up at seven.
10. Writing and reflection
Write four sentences about your routine and two about your partner. Include one negative.
Exit check: Complete: She ___ (go) to school. Does she ___ (walk)?
□ I can describe a routine. □ I can ask a question.
My Daily Routine — Teacher Answers
A1 · Present simple · Suggested duration: 50–60 minutes
1. Warmer
Possible answers: She has breakfast, walks to school, studies and reads. Invite present simple descriptions of habits rather than descriptions of actions happening now.
2. Vocabulary
1–C; 2–B; 3–E; 4–A; 5–D.
3–4. Reading and comprehension
1. Auckland. 2. Seven / 7 am. 3. She walks with a friend. 4. No, she doesn’t.
5–6. Grammar and guided practice
1. gets; 2. walk; 3. studies; 4. doesn’t watch; 5. Does / read; 6. Do / have.
Draw attention to studies, goes, has, and the base verb after does. Include short answers in oral practice.
7. Teacher-read listening script
Read twice at a natural, clear pace. Allow a short pause between readings.
My name is Leo. On school days, I get up at half past six. I have breakfast with my family. I go to school by bus. After school, I play football with my friends. In the evening, I do my homework. I don’t watch TV. I go to bed at half past nine.
Answers: 1. Half past six / 6.30 am. 2. Bus. 3. Football. 4. Watch TV. 5. Half past nine / 9.30 pm.
8. Speaking
Answers vary. Monitor question formation and third-person endings when learners report their partner’s answers. Offer What time do you…? and My partner… as support.
9. Grammar detective
1. She walks to school. 2. He doesn’t eat breakfast. 3. Does Mia read at night? 4. I get up at seven.
10. Writing and reflection
Check for six relevant sentences, correct I/he/she verb forms and at least one negative. Exit check: goes; walk. Accept personal routines without expecting them to match Mia’s.
Suggested timing
Warmer and vocabulary: 8 minutes; reading and comprehension: 10; grammar and practice: 12; listening: 7; speaking and game: 10; writing and reflection: 8. For support, supply a verb bank. For extension, compare weekday and weekend routines.