3. Daily and Weekly Routines
 I can describe my schedule and answer questions.
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Show pictures giving routines. (You may use the sample pictures, or your own.)
Say times as you point to pictures. Have students finish the sentences with what
they see happening in the pictures. For example,
At 6:00 he ….. gets up.
At 6:15 he ….. takes a shower.
At 6:30 he….gets dressed.
Note…. There are many daily actions in the sample pictures. If the language for
these activities is new, this could take a full class period. Write on the board
phrases such as “goes to work”, “eats lunch” and “goes home” if these are new for
the students.
Demonstrate on the board that both of these forms are correct:
At 6:00 he gets up.
He gets up at 6:00.
Give students 4x6 cards. Have them write five statements about the times of day
that they do certain things. For example:
o At 7:00 I get up.
o At noon I eat lunch.
Read the cards aloud, and have students guess who the person is.
 I can read a description of a daily routine and write a schedule.
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Use one of the descriptions available, or create your own.
Have students read the description, and write the person’s schedule on a form.
Note that there are words in bold in the stories, and these words can be used to fill
in the schedule chart. For example, in Rod’s schedule, the beginning of the
completed chart would be as follows:
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
Monday
Gets up
Showers
Breakfast
Pray
Daughters
Tennis
Tennis
Tuesday
Gets up
Showers
Breakfast
Pray
Daughters
Chapel
Wednesday
Gets up
Showers
Breakfast
Pray
Daughters
Tennis
Tennis
Thursday
Gets up
Showers
Breakfast
Pray
Daughters
Friday
Gets up
Showers
Breakfast
Pray
Daughters
Home
Chapel
 I can write my daily or weekly schedule.
 I can read someone’s schedule, and compare it with mine.
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Provide students with a blank form on which to write their daily or weekly
schedules. The daily schedule can be used for lower level students, and the
weekly schedule for higher level students.
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Have students work together in pairs to make five sentences comparing and
contrasting their schedules. Put sample sentences like these on the board as
models:
Maria gets up at 5:00 but I get up at 6:00.
We both eat lunch at noon.
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Optional: Play the “Time Game”. This is a two-board game to be played in groups
of 3-4.
This is a good follow-up after students have learned how to say the time of day in
English. Before the game begins, the teacher puts the following on the board:
Student 1:
What time do you _______ on _______?
Student 2:
I ________ at __________ on _______.
OR
I don’t __________ on __________.
The teacher explains: When a student (Student 1) lands on a phrase and a day of the
week, he will use that information to pose a question to another student in the group
(Student 2), such as, “What time do you study on Saturday?” Student 2 will then
answer with one of the options above. For example, “I study at 9:00 on Saturday.”
OR “I don’t study on Saturday.”
 I can tell what I’m doing at different times of the day and week.
 I can ask what others are doing at different times of the day and
week.
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Demonstrate present continuous tense by doing the following actions, while
saying the sentences:
o I am walking.
o I am singing.
o I am writing.
Point to some of the “routines” pictures, and make sentences such as:
o He is getting up.
o He is taking a shower.
o He is eating lunch.
Bring a student up front, with their daily schedule. Point to a time on their
schedule, such as 10:00, and ask the question:
o It’s 10:00 on Tuesday morning. What are you doing?
Have the student answer according to their schedule (such as, “I’m cooking
lunch.)
Have students work in pairs or small groups to ask and answer questions like the
model question and answer. Students give their activities using present
continuous.
 I can write a paragraph describing a particular time in my week.
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Have students choose one of their weekly activities to write about. For example:
Going to church
2
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A date with a spouse or child
Grocery shopping
Encourage students to describe the event (who, what, where, when, why) and then
give a personal opinion, telling whether or not they enjoy this event and why.
The teacher may want to take the paragraphs home at this point and correct them,
then have students re-write them.
Have students exchange paragraphs, reading each other’s paragraphs.
Go around the room and have each student tell something they learned about their
classmate. For example “I learned that Sahara likes to go shopping!”
3
Daily Routines
4
5
Rod’s Morning Schedule
Rod is a seminary professor. He lives in Indonesia.
On weekday mornings, Rod gets up around 6:00. At
6:15 he takes a shower. At 6:30, Rod has breakfast
with his wife and daughters. They read the Bible
together, and pray for God’s blessing on the day.
Rod takes his daughters to school around 7:00. On
Tuesday and Friday mornings, Rod goes to chapel
at the seminary where he teaches. Chapel is from
7:30-9:00. Rod stays at the seminary the rest of the morning, working in his
office or teaching. On Monday and Wednesday Rod plays tennis from 7:008:00, then goes to work at the seminary until noon. On Thursday he works
some at home in the morning, then works at the seminary from 9:00-12:00.
Rod’s Morning Schedule
Monday
Tuesday
Wednesday
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
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Thursday
Friday
Karen’s Schedule
Karen is a mom. She lives in Canada, on a farm. She and her husband also own a store.
On weekdays, she gets up around 7:00 and prepares breakfast for her two children.
Around 7:30 she goes outside to feed the chickens. Karen teaches her children at home
from 8:00-12:00. They have lunch together, then at 1:00 Karen goes to the store to do
the accounting. She takes her children. They do school work at the store. They come
back home around 2:00. In the afternoons, the children play outside, and Karen does
house work or farm work. They have supper together as a family around 5:00. Karen
reads to her children then puts them to bed at 8:00. She and her husband go to bed
around 10:00. On weekends, Karen spends time with her friends and family.
Karen’s Schedule
Monday
Tuesday
Wednesday
Thursday
7:00
8:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
4:00
5:00
6:00
7:00
8:00
9:00
10:00
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Friday
Saturday
Sunday
My Daily Schedule
Time
Activity
My Daily Schedule
Time
Activity
8
My Schedule
Name: ____________________
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
5:00
6:00
7:00
8:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
4:00
5:00
6:00
7:00
8:00
9:00
10:00
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10
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