LESSON OVERVIEW

The main objectives of this speaking lesson on daily routine are to:

• discuss days of the week, routines and changing plans;
• review vocabulary related to daily tasks and weekdays;
• watch a video on a family and their breakfast on a snowy day.

With this lesson, students talk about the days of the week and how they feel about each one. They discuss work schedules, morning routines and changes to plans. Students watch a video and talk about a family’s breakfast on a snowy day. They can also do an extra vocabulary activity where they practise phrases related to daily routines (e.g. feed the pets, take a day off, fall asleep).

This is a Speaking Class worksheet. It includes a variety of tasks that let your students practise their speaking skills. This lesson format does not focus on grammar or vocabulary. Learn more about it here.

DISCUSSING DAYS OF THE WEEK

Before this speaking lesson on daily routine starts, students can do an extra vocabulary task. They match phrases about daily routines (e.g. feed the pets, take a day off, go grocery shopping) with pictures. Then, students do a warm-up. They look at some words and say which word or phrase they think is different in each line (e.g. Tuesday, Wednesday, Thursday). Students justify their answers. Afterwards, they look at the statements on how people feel about days of the week (e.g. Friday: work ends, hope begins.) Students say if they are true for them and explain why. If a statement is not true for them, they explain why it might be true for someone else. Students then have a conversation with their partner. They discuss what days of the week they and other people usually do different things (e.g. work, party, exercise). Students also add some details.

VIDEO AND DISCUSSION

In this part of this speaking lesson on daily routine, students think of the pros and cons of different work schedules and routines (e.g. working at the weekend and having two days off mid-week). They then rate them from the best to the worst. After that, students look at the photos of people doing various morning activities (e.g. riding the subway, running in the park) and compare them to their own routines, explaining similarities and differences. Following that, students watch a video about a family and their breakfast on a snowy day. They say what they think about their morning. Next, students discuss questions about plans, routines and how they react to changes. Finally, they imagine they are in situations where there are unexpected changes to their plans (e.g. It’s Saturday. You’re cooking breakfast and suddenly the power goes out.). Students think of possible things they could do.