Lesson 2 – 08.12.2024.
Topic: My Daily Life
Student: 11-year-old male, A2+ level
Duration: 45 minutes
Platform: Zoom
Objective:
By the end of the lesson, the student will be able to describe their daily routine using
appropriate vocabulary and sentence structures for morning, afternoon, and evening
activities. They will also be able to talk about school life and engage in a simple conversation
about their typical day.
Materials Needed:
1. Zoom whiteboard for writing and annotation.
2. Visual aids (pictures showing morning, afternoon, and evening activities).
3. Sentence starter templates for daily routine descriptions.
4. "Two Truths and a Lie" prompts.
Lesson Breakdown
1. Warm-Up (5 minutes)
Greeting and Check-In:
o "Hi! How are you today? Did you do something fun today?"
o Ask how the student’s day is going to segue into discussing daily routines.
Icebreaker Game: "Two Truths and a Lie" (5 minutes):
o Explain the activity first.
o Teacher Example:
1. "I wake up at 6:00 am."
2. "I eat lunch at 2:00 pm."
3. "I can speak three languages."
o Let the student guess which one is the lie.
o Now it's the student's turn! Encourage the student to create 3 sentences (two
true, one false).
o After the student’s turn, ask a couple of follow-up questions about their daily
activities to transition into the topic.
2. Vocabulary Introduction (10 minutes)
Introduce Vocabulary for Daily Routines:
o Morning activities: wake up, get up, have breakfast, go to school, brush
teeth, etc.
o Afternoon activities: have lunch, play, study, go home, relax, etc.
o Evening activities: have dinner, do homework, watch TV, go to bed, etc.
o Show pictures of each activity and ask the student to identify them.
Activity:
o On the Zoom whiteboard, draw a basic timeline for a typical day and ask the
student to add activities (you can create three sections: morning, afternoon,
evening).
o Ask: "What do you do in the morning? What about the afternoon or
evening?"
3. Discussing Daily Routines (10 minutes)
Introduction to Sentence Structure:
o Teach the student to talk about their day using these sentence patterns:
"In the morning, I ______."
"In the afternoon, I ______."
"In the evening, I ______."
Encourage the student to use action verbs like "wake up," "go," "eat,"
"study," and "play."
Activity 1 – Describe Your Typical Day:
o Step 1: Give the student sentence starters. Ask them to complete the
sentences about their day:
"In the morning, I ______."
"In the afternoon, I ______."
"In the evening, I ______."
o Step 2: After the student fills in the blanks, ask them to explain further:
"Why do you wake up at 7:00 am?"
"What time do you usually eat lunch?"
"What do you do after school?"
Activity 2 – Question and Answer:
o Ask follow-up questions to encourage the student to expand on their routine:
"How do you go to school?"
"What time do you finish school?"
"What do you like to do in the evening?"
Focus on pronunciation and fluency.
4. Practice: Role-Play (10 minutes)
Context: You and the student will pretend to be two friends who are talking about
their daily routines.
Instructions:
o Start by asking simple questions:
"What time do you wake up?"
"What do you do after school?"
"Do you play sports in the afternoon?"
o The student should answer using full sentences:
"I wake up at 7:00 am and have breakfast."
"In the afternoon, I go to school and play football."
o Focus:
Encourage the student to use varied vocabulary and practice speaking
naturally.
After the role-play, ask the student how their day compares with
yours.
5. Wrap-Up and Review (5 minutes)
Quick Recap:
o “Can you tell me what you do in the morning, afternoon, and evening?”
o Encourage the student to use the new vocabulary and sentence structures.
o Praise their effort: “Great job describing your day!”
o Correct minor mistakes gently (e.g., word order, article usage).
Homework:
o Write down a short paragraph (4–5 sentences) about a typical day in the life.
Include what they do in the morning, afternoon, and evening.
o Ask them to focus on using correct sentence structure and vocabulary.
Tips for Encouraging Participation:
Use props or visuals to help with understanding.
Give extra time for the student to think if they seem shy or unsure.
Keep the conversation light and encouraging to reduce any pressure.
This lesson plan focuses on improving the student's ability to talk about their daily routine
while also incorporating fun and interactive elements to build confidence in speaking.