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Daily Routine Worksheet for Kids

This document contains an English worksheet with exercises about daily routines. Section A asks the student to translate expressions about daily activities into their own language. Section B fills in blanks with the simple present tense of verbs, describing the daily routine of Peter and his family. Section C does the same, describing the daily routine of Mary and her family. The document provides context and examples for the student to practice using the simple present tense to talk about typical daily schedules and habits.

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0% found this document useful (0 votes)
87 views2 pages

Daily Routine Worksheet for Kids

This document contains an English worksheet with exercises about daily routines. Section A asks the student to translate expressions about daily activities into their own language. Section B fills in blanks with the simple present tense of verbs, describing the daily routine of Peter and his family. Section C does the same, describing the daily routine of Mary and her family. The document provides context and examples for the student to practice using the simple present tense to talk about typical daily schedules and habits.

Uploaded by

andrea
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

English Worksheet

Name: CARDENAS MUNAYCO ANDREA Class : ___ No: ___

Daily Routine
A - Translate the following expressions into your own language.
Wake up = Despierta Leave home =Salir de casa Talk on the phone = Hablar por Download music and films =
teléfono Descargar música y películas
Get up = Levantate Go to school=Ir a la escuela Work on the computer = Play computer game= Jugar
Trabajar en la computadora juego de computadora
Get dressed/put the shoes on = Arrive at school = Llegar a la Feed the cat/dog =Alimentar Surf the net = Navegar por
Vístete / ponte los zapatos escuela al gato/perro la red
Go to the bathroom = Ir al Start school =Comience la Read = Leer Update my status on the facebook=
baño escuela Actualizar mi estado en el
facebook
Have a shower =Tomar una Finish school = Terminar la Write = Escribir Check my e-mail = Revisar mi
duña escuela correo electrónico
Brush my teeth = Cepillarse los Do the homework= Hacer la Do the housework = Hacer las Get undressed = Desnudarse
dientes tarea tareas del hogar
Comb my hair = Peinarme Come back home = Vuelve a Walk the dog = Pasear al Say the prayers = Di las
casa perro oraciones
Have breakfast =Desayunar Help my mother at home = Watch TV = Ver televisión Go to bed = Ir a la cama
Ayuda a mi mamá en casa
Make the bed =Hacer la cama Have lunch/dinner= Listen to music = Escuchar Go to sleep/fall asleep = Ir a
Almorzar/cenar música dormir/ quedarse dormido

B – Fill in the blanks with the Simple Present of the verbs in brackets:

Peter (1) starts (start) his day at [Link]. He (2) has (have) breakfast in the kitchen
with all the family. Each member (3) _fixes__ (fix) his own breakfast. Peter (4)
__likes____ (like) orange juice, toast and milk. He always(5) __has_____ (have) an apple:
his mother (6)__believes__ (believe) “an apple a day (7) __keeps___ (keep) the doctor
away”. After breakfast Peter (8) __makes___ (make) his bed and (9) __tidies__ (tidy) up
his bedroom. He (10) ___gets___ (get) ready for lessons. He mustn’t be late, mother (11)
____is____ (be) very strict.

At 8.00 the Hanson kids (12) __start___ (start) their lessons. At midday they (13)
___have___ (have) lunch. Then it’s sport time: they (14) __love____ (love) playing
basketball, in-line staking and skate-boarding. After a refreshing shower the Hanson
brothers (15) _rehearse__ (rehearse) till dinner, because their fans (16) ____are___ (be)
very demanding: they (17) ___want___ (want) every detail to be OK.

Peter and his brothers (18)_don´t have_ (not/have) dinner with their parents as their
father is always late. Their mother (19) doesn´t like (not/like) it very much. So, at
weekends they (20) ___are____ (be) always together.

C – Fill in the blanks with the Simple Present of the verbs in brackets:
Mary (1) ____wakes_ (wake) up at 7.00. Then she (2) __gets____ (get) up at 7.30
and she (3) ___goes___ (go) to the bathroom. She (4) ____has___ (have) a shower, (5)
_brushes__ (brush) her teeth and (6) _combs____ (comb) her hair. Afterwards she (7)
____has___ (have) breakfast. Ten minutes later she (8) __takes___ (take) her satchel,
(9) __kisses__ (kiss) her mother and (10) _catches__ (catch) a bus to school with her
friend Diana. They (11) __start___ (start) school at 9.00. They (12) don´t have
(not/have) lunch at the school canteen. At three o’clock they (13) _return____(return)
home.

In the afternoon, she (14) __studies_ (study) her lessons and (15) ___rides__ (ride) her
bicycle. In the evening she (16) ___helps_ (help) her mother prepare the dinner.

After dinner she (17) __watches_ (watch) TV, her mother (18)___reads__ (read) a
magazine and her father (19) ___goes___ (go) to bed earlier since he (20) __is_____ (be)
always the first in the family to get up.

Common questions

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Peter's routine involves a balance of education, sport, and music rehearsal, underscoring a priority on academic success and extracurricular engagement. The emphasis on time-sensitive activities like lessons and practice shows a structured approach to development . In contrast, Mary's routine focuses more on family interactions and leisure, highlighting priorities like familial bonds and relaxation through biking and helping at home, suggesting a more balanced or relaxed approach to daily life .

The daily routines exemplify time management by detailing specific timing for activities, such as starting school at 8:00 AM or 9:00 AM and including transition activities like catching a bus or studying in the afternoon. Skills such as punctuality, organizational abilities, and prioritization are developed through these regimented structures, fostering discipline and efficiency in personal and academic pursuits .

Having separate routines for weekdays and weekends allows for a structured approach to education while maintaining familial interactions. Weekdays are likely focused on education and individual development, fostering discipline and learning, while weekends offer relaxation and family bonding opportunities, enhancing relational ties and emotional support systems. This balance can improve educational outcomes by preventing burnout and encouraging social connectivity, which supports holistic well-being .

Not having lunch at the school canteen can alter students' routines by eliminating a structured mealtime within the school environment, potentially affecting their social interactions with peers during breaks. It might lead to less networking with diverse groups, reducing opportunities for socialization and teamwork development that occur in communal dining settings. Additionally, it can influence dietary habits by necessitating alternative arrangements that may not adhere to nutritional guidelines provided in canteens .

The expression "an apple a day keeps the doctor away" reflects a conventional belief in the preventative power of consuming healthy foods to maintain wellness. It underscores a broader societal emphasis on nutrition as a means of avoiding medical issues, suggesting that regular consumption of fruits, such as apples, can lead to better health outcomes .

Routines that include "rehearsing till dinner" highlight extracurricular activities as integral to personal development by emphasizing continued practice and dedication outside academic settings. Such activities enhance skills like creativity, discipline, teamwork, and time management, contributing to a well-rounded development of individuals. They provide avenues for expressing talent and building confidence in various competencies critical for personal growth .

Peter's routine, where each family member fixes their own breakfast, suggests a family dynamic that encourages independence and personal responsibility. It highlights an environment where self-sufficiency is valued, as each member contributes to their own start of the day without reliance on others for simple tasks . This also might indicate a structure where collective family time is more limited due to individual schedules.

The activities "help my mother at home" and "make the bed" reflect traditional gender-specific roles where domestic tasks are often associated with female responsibilities. This is especially evident in the implication that helping at home predominantly involves assisting the mother, highlighting a conventional view where women are seen as the primary figures responsible for the home environment. Making the bed also represents a basic personal responsibility expected in household norms .

Updating one's status on Facebook differs from traditional leisure activities by emphasizing connectivity and social sharing over personal, solitary activities. This indicates a shift towards digital engagement where individuals prioritize online social presence and interaction, reflecting the importance of social media as a means of communication and self-expression in contemporary routines .

Watching TV after dinner as a family activity provides a shared leisure experience that can strengthen family bonds by encouraging interaction and dialogue. It offers a common ground for discussion, entertainment, and relaxation, contributing positively to familial relationships by creating routine communal time that reinforces family connectivity .

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