Unit 5 — Daily Routines

Learning objectives Link to heading

• I can describe my morning, afternoon, and evening.
• I can use the present simple with time expressions.
• I can use object pronouns (me, him, her, us, them).

Bildungsplan alignment Link to heading

• 3.1.1 Soziokulturelles Orientierungswissen / Themen
• 3.1.3.3 Sprechen – an Gesprächen teilnehmen
• 3.1.3.5 Schreiben
• 3.1.3.8 Verfügen über sprachliche Mittel – Grammatik

(Source: https://www.bildungsplaene-bw.de/,Lde/LS/BP2016BW/ALLG/SEK1/E1)

Lead-in story Link to heading

Sam wakes up at 6:30. He brushes his teeth, lets the cat out, eats two pieces of toast, and walks to school. Lina wakes up at 7:00, runs out the door at 7:25, and arrives at school out of breath at 7:55. She still gets there before the bell. Sam doesn’t understand how.

1. Activate Link to heading

Routine line-up. Class lines up by time of waking up. Earliest left, latest right. Without speaking — just signal numbers.

2. Input Link to heading

Vocabulary — daily-routine verbs Link to heading

get up, wake up, brush my teeth, get dressed, have breakfast, leave home, take the bus, start school, have lunch, finish school, do homework, have dinner, watch TV, go to bed.

Grammar — present simple + time expressions Link to heading

• I get up at 7.
• In the morning I have breakfast.
• On Mondays we have PE.
• After school I do my homework.

Grammar — object pronouns Link to heading

• Sam helps me with homework.
• I see her at the bus stop.
• Can you give him the book?

3. Practise Link to heading

Niveau G Link to heading

1. Subject → object: I → ___ ; he → ___ ; we → ___ ; they → ___ .
2. Time expression fill-in: ___ Monday I have PE. ___ school I do homework. ___ the morning I drink tea.

Niveau M Link to heading

3. Build 5 sentences about your morning routine using 5 different time/sequence words (first, then, after that, at, in, on).

4. Produce Link to heading

Pair speaking — Routine Swap. 90 sec each direction. Cover morning, school, evening. At the end, report back to the class what your partner does — using object pronouns (She gets up at 7. She helps her brother. He sees her at the bus stop.).

Sample Link to heading

— I get up at 7 and have breakfast with my brother. I help him with his maths homework. After school we walk home together.

5. Reflect Link to heading

• I can describe my routine using time expressions.
• I can use object pronouns correctly.
• I can report a partner’s routine to the class.

One thing in your notebook: Write one sentence using something you learned in this Unit.

Exam example Link to heading

Task 1 — Listening (8 BE) Link to heading

Listen twice.

“My name is Sam. I get up at 6:30. I have breakfast at 7. I leave home at 7:30. School starts at 8. I finish at 1:20.”

1. Get up: ___ . 2. Breakfast: ___ . 3. Leave home: ___ . 4. Finish school: ___ .

Task 2 — Reading (8 BE) Link to heading

Read.

“On Sundays Lina wakes up late. She has a long breakfast with her family. After breakfast she meets Sam in the park. They play chess for an hour. In the evening she does her homework.”

1. When does she wake up: ___ . 2. With whom does she have breakfast: ___ . 3. Where does she meet Sam: ___ . 4. Activity: ___ .

Task 3 — Use of English (8 BE) Link to heading

Object pronoun.

1. I see ___ every day. (Lina = ?)
2. He helps ___ with maths. (you and me = ?)
3. They invite ___ to the party. (you and Lina = ?)
4. We meet ___ at the bus stop. (Sam and Lina = ?)

Task 4 — Writing (6 BE) Link to heading

Write 6 sentences about your typical Saturday routine.

Downloads Link to heading

Common pitfalls Link to heading

• I get up to seven → ✗ / I get up at seven → ✓.
• Sam helps I → ✗ / Sam helps me → ✓.
• L1 trap: German pronoun forms in dative/accusative are richer than English; when in doubt, use the object form after a verb (help him, not help he).

Further reading / listening Link to heading

• BBC Learning English — Daily routines vocabulary.
• British Council Kids — My day songs and games.

Downloads

Presentation

Download .pptx

Worksheet

Download .pdf