Daily Routines

Objective

Students will understand daily routines and be able to identify activities done in the morning, afternoon, evening, and night using simple sentences.

Materials Needed

• Pictures of daily routine activities (for mimics and matching exercises)
• Flashcards with vocabulary words
• A chart with times of the day (morning, afternoon, evening, night)

Curriculum Area and Level

• Curriculum Area: English Language Arts
• Grade Level: 1st Grade (appropriate for ages 6-7)
• Focus: Vocabulary and sentence structure related to daily routines

Detailed Lesson Plan

1. Greeting and Introduction (1 minute)

• Greet the students and gather them in a circle.
• Briefly explain that today we will learn about our daily routines.

2. Vocabulary Introduction (2 minutes)

• Present flashcards with the words "go" and "have" and pictures representing activities (e.g., go to school, have breakfast).
• Explain how "go" and "have" can be used. For example, "go to school" means "leaving home to attend class" and "have breakfast" means "eating food in the morning."
• Ask students to repeat after you.

3. Daily Routine Chart (2 minutes)

• Show the chart with times of the day (morning, afternoon, evening, night).
• Point to different times and ask, "What do we do in the morning?" Encourage students to respond with examples like "We have breakfast," or "We go to school."

4. Mimics Activity (2 minutes)

• Stand up and demonstrate an activity (e.g., brushing teeth) and ask students to mimic you.
• Give each student a chance to mimic an activity. Call out the time of day (morning, afternoon, evening, night) for each activity mimicked.
• Praise them for participating and correctly identifying times of the day.

5. Matching Exercise (2 minutes)

• Lay out the picture cards and time-of-day cards on a table or the floor.
• Have students come up one by one and match an activity card to the appropriate time of day card.
• For example, match "eating dinner" with "evening."

6. Review and Closing (1 minute)

• Gather students back in a circle and quickly review what was learned.
• Ask each student to name one activity they do in the morning, afternoon, evening, or night.
• End the class with a cheerful "Good job!" and a high five for each student.

Key Vocabulary

• Morning: "have breakfast," "go to school"
• Afternoon: "have lunch," "go to the park"
• Evening: "have dinner," "go home"
• Night: "have a bath," "go to bed"

Assessment

• Observe student participation and responses during activities.
• Ensure students can correctly use "go" and "have" with daily routines and match activities to the correct times of day.