TESOL Lesson Plan Example 1: Daily
Routines
Level: Beginner (A1)
Time: 50-60 minutes
Topic: Daily Routines & Simple Present Tense (Third Person Singular)
Aims: * Students will be able to identify and name common daily routine activities (e.g.,
wake up, eat breakfast, go to school, watch TV, go to bed). * Students will be able to use
simple present tense verbs (third person singular -s ending) to describe someone else's
daily routine (e.g., "He wakes up," "She eats breakfast"). * Students will practice listening
for specific information. * Students will practice basic speaking related to daily routines.
Assumptions: * Students know basic pronouns (he, she). * Students have some
familiarity with telling time (basic hours, e.g., 7 o'clock), although this is not the main
focus. * Students have very basic English vocabulary.
Materials: * Whiteboard or flip chart * Markers * Flashcards depicting daily routine
activities (wake up, eat breakfast, brush teeth, go to school/work, eat lunch, come home,
do homework, eat dinner, watch TV, go to bed) * Pictures of two characters (e.g., a boy
named Tom, a girl named Sara) * Simple worksheet with matching activity (pictures to
verbs) - Optional * Simple worksheet with gap-fill sentences (e.g., "Tom ____ up at 7
o'clock.")
Lesson Stages:
Time
Stage Interaction Procedure Materials
(Approx)
Greeting & Mime: Greet
students. Mime waking up,
stretching, yawning. Ask
students "What am I doing?".
1. Warmer 5 mins T-S, S
Elicit "wake up". Mime eating
breakfast. Elicit "eat
breakfast". Briefly review any
known routine verbs.
Time
Stage Interaction Procedure Materials
(Approx)
Introduce Vocabulary: Show
flashcards one by one. Say
the verb phrase clearly (e.g.,
"wake up"). Have students
2. Flashcards,
15 mins T-S repeat (choral repetition, then
Presentation Board
individual). Stick flashcards
on the board. Briefly mime
each action again as you
review the vocabulary.
Introduce Characters &
Simple Present: Introduce
pictures of Tom and Sara.
Point to Tom and the "wake
up" flashcard. Say "Tom
Pictures,
wakes up." Emphasize the /s/
Board
sound. Write "Tom wakes up."
on the board. Repeat with
Sara: "Sara eats breakfast."
Write on board. Drill
pronunciation.
Concept Check: Point to Tom
and the "go to school"
flashcard. Ask "Tom go to
school?" Elicit "No, Tom goes
to school." Point to Sara and
"watch TV". Ask "Sara watches
TV?" Elicit "Yes."
Matching (Optional):
Distribute worksheet with
15-20 pictures and verbs. Students Worksheet
3. Practice S-S, S
mins match the picture to the 1
correct verb phrase. Check
answers as a class or pairs.
Flashcard Game: Divide class
Flashcards
into two teams. Show a
Time
Stage Interaction Procedure Materials
(Approx)
flashcard. First team to say
the correct verb phrase gets a
point. Variation: Say a verb
phrase, first team to point to
the correct flashcard gets a
point.
Gap-Fill: Distribute
worksheet 2. Show pictures of
Tom/Sara doing activities at
certain times (e.g., Tom
Worksheet
S waking up at 7:00). Students
2, Pics
fill in the blanks using the
correct verb form (e.g., "Tom
wakes up at 7 o'clock.").
Check answers.
Pair Information Gap /
Describe a Routine: Give
Student A pictures of Tom's
routine and Student B
pictures of Sara's routine
(different sequences/
activities). Student A
4. 10-15
S-S describes Tom's routine to Picture sets
Production mins
Student B ("Tom wakes up. He
eats breakfast..."), Student B
listens and orders pictures/
ticks checklist. They swap
roles for Sara's routine.
Monitor for correct verb
usage.
Review: Quickly point to
flashcards on the board, elicit
the verb phrases from the
5. Wrap-up 5 mins T-S Flashcards
class. Ask a few students
"What does Tom do?" or
"What does Sara do?"
Time
Stage Interaction Procedure Materials
(Approx)
pointing to a picture. Praise
effort. Assign optional
homework (draw own
routine).
Contingency/Differentiation: * Faster finishers: Can write more sentences about Tom/
Sara or draw/write about their own routine. * Slower learners: Focus on receptive
understanding (matching, pointing) before production. Provide sentence starters during
production (e.g., "He..."). Work in a small group during practice. * Mixed level: Pair
stronger students with weaker students for production activity.
Assessment: * Monitor participation in drills and practice activities. * Check accuracy on
worksheets. * Observe use of target language (simple present -s) during production
stage.