Age Level: Elementary School (8-10 years old) Ability Level: Intermediate Objective: By the end of the lesson, students will be able to describe their daily routines using appropriate time markers and sequence words.
Warm-up (5 minutes): Routine Race
- Prep: Write common daily actions (eat breakfast, get dressed, go to school) on slips of paper.
- Scramble!: Divide the class into two teams. Students line up in rows. Place the action slips face down at the front of each row.
- Time to Act: First student races to the front, picks a slip, ACTS out the routine (no words!). Teammates guess to get a point. Then, it’s the next student’s turn!
Review (10 minutes): Picture Timeline
- Display: Use a large image of a typical day segmented into morning, afternoon, evening.
- What Do You See?: Brainstorm actions that typically happen at different times (ex: waking up in the morning section).
- Word Power: Elicit the vocabulary they already know. Introduce new words as needed.
Presentation of New Material (15 minutes): Timing is Everything!
- Word Wall: Write crucial time markers (in the morning, at noon, before bed) and sequence words (first, next, then, finally) prominently on the board.
- Simple Examples: Give short examples: “First, I brush my teeth. Then, I get dressed.” Point out how the words organize the sentences.
- Student-Generated: Ask a student about THEIR routine, guiding them to use the target words as they describe.
Listening and Speaking (10 minutes): Routine Swap
- Pair Work: Students interview each other about their routines, taking notes.
- Focus: Encourage them to ask for clarification of times and order (“Do you do that in the morning or evening?”)
- Class Share-Out: Select a few pairs to “introduce” their partner’s routine to the class, using their notes.
Grammar (5 minutes): Sentence Builders
- Word Cards: Write individual action words and the target time/sequence words on separate cards.
- Mix & Match: Students work in small groups. They get a pile of the cards and create various correct sentences about routines.
Writing (10 minutes): My Day, My Way
- Structured Journal: Give a partially-structured prompt. Ex: “In the morning, I first… Next, I… At night, I finally…”
- Optional: Let them illustrate their writing!
Closing (5 minutes): The Routine Chain
- Group Challenge: Start with ONE sentence about a daily action using a time marker.
- Add & Connect: Each student adds another step, BUT it must be connected correctly with a sequence word. See how long they can make the routine!
Why This Works:
- Builds on Familiar: Routines are a topic they already understand, making the language focus easier.
- Varied Activities: Keeps things engaging for this age group – no single activity for too long.
- Success-Focused: The interview and chain game get everyone talking without overly difficult solo writing.
- Makes Grammar Relevant: Students see how the new words make their OWN descriptions clearer.
