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ⓘ The Age of Data


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Jun 9, 2020
This is a revision lesson, although it can be used with a beginner's class as an introduction to the Present Simple. The assumption is that students have some knowledge of the Present Simple, although the lesson revises the positive and question forms. Students will also need to be able to tell the time in English. The lesson also introduces vocabulary used to describe daily routines and the teacher can include more phrases if required.

Learning ObjectiveBuild fluency and confidence in spoken English.

Become more accurate using Present Simple forms.

Learn expressions- Verb + noun collocations and phrasal verbs to describe daily routines.

Success CriteriaStudents will have achieved the above and will only be making a small number of functional errors.
CEFR LinksCan understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.
Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Key Vocabulary
As this is a beginner's/A1 class their lack of English will make explanations of word meanings and concept check questions difficult. Use mime or simple drawings as much as possible to explain and concept check words. There is an exercise in the lesson in which students put the daily activities in order, intended as a concept check. Asking students to act out the various activities will also make sure they understand the vocabulary. As a further check, ask students to put the activities into categories- Morning/Afternoon/Evening and then get them to relate the activity to the time of day.
Wake up???? /ˈweɪk.ʌp/
Get up???? /ɡet/
Drink/have a tea ☕ /coffee???? /drɪŋk/ /hæv/
Have/take a bath/shower???? /hæv/ /teɪk/
Eat/have breakfast???? /iːt/ /hæv/
Go to school/work?? /ˈɡəʊˌtuː/
??/ˈɡoʊˌtuː /
Eat/have lunch???? /iːt/ /hæv/
Go home?? /ɡəʊ/
?? /ɡoʊ/
Arrive/get home?? ?? /ɡet/
Eat/have dinner???? /iːt/ /hæv/
Watch TV???? /wɑːtʃ/
Read a book???? /riːd/
Go to bed?? /ɡəʊ/
?? /ɡoʊ/
Go to sleep?? /ɡəʊ/
?? /ɡoʊ/

[TD valign="top"]LEXICAL ITEM & WORD CLASS[/TD][TD valign="top"]PHONOLOGY[/TD]
ℹ information
The use of 'have' is more common in British English.

Lead in / Warm Up / Introduction ( 30 minutes )
  • Write the following phrases randomly on the board:
Wake up. Get up. Drink/Have a coffee/tea. Have a bath/shower. Eat/Have Breakfast. Go to work/school. Eat/Have lunch. Go home, Arrive/Get home. Eat/Have dinner. Watch TV. Read a book. Go to bed. Go to sleep.
(It is not necessary to write all of the terms and students can be encouraged to add to the list using mime.)
  • Concept check (get students to mime the activity) all the phrases you have written on the board.
  • Ask students to put the activities into their normal order, i.e. 1) Wake up.
  • Students compare their answers and check to see if they have the same order.
  • The teacher puts the phrases into the correct order and practices any difficult pronunciation*.
*Problems may come with /sh/ & /ch/. Practice using the following minimal pairs.

[TD valign="top"]
  • /sh/

[TD valign="top"]
  • /ch/

[TD valign="top"]
  • Ship
[TD valign="top"]
  • Chip

[TD valign="top"]
  • Wash
[TD valign="top"]
  • Watch

[TD valign="top"]
  • Sheep
[TD valign="top"]
  • Cheap

[TD valign="top"]
  • She's
[TD valign="top"]
  • Cheese

[TD valign="top"]
  • Share
[TD valign="top"]
  • Chair

[TD valign="top"]
  • Shoe
[TD valign="top"]
  • Chew

[TD valign="top"]
  • Shop
[TD valign="top"]
  • Chop
  • Ask students to write the daily routine phrases on a piece of paper (a separate line for each phrase).
  • Ask students to write the time that they do these things next to the phrase.
  • Write the target language on the board, i.e. I wake up at 7.00 (o'clock or am).
  • Put the students into pairs and ask them to share their information.

Presentation / Teacher Model 10 minutes )
On the board, you should have: I wake up at 7.00. Show students the 3rd person singular form



wake up at 7.00/have lunch at 1.00



Note: The teacher will need to point out (and listen when monitoring) the 'S' sound at the end of the verb /s/ or /z/ and the preposition 'at'.

wakes up at 7.00/has lunch at 1.00


On the board, make a table to highlight the two sounds.


[TD valign="top"]/s/
[TD valign="top"]/z/[/TD]

[TD valign="top"]wakes[/TD][TD valign="top"]has[/TD]

[TD valign="top"]gets[/TD][TD valign="top"]goes[/TD]

[TD valign="top"]drinks[/TD][TD valign="top"]arrives[/TD]

[TD valign="top"]eats[/TD][TD valign="top"][/TD]

[TD valign="top"][/TD]
[TD valign="top"]*watch /ez/[/TD]

[TD valign="top"][/TD]
[TD valign="top"]does (add later)[/TD]

Main Activities (30 mins)
Main activities 1

Controlled/Scaffolded Practice 1 (5-10 mins)

  • Ask students to exchange papers. Students then tell the class/or a different class member, their partners daily routine e.g.
    Carlos gets up at 7.00.
Presentation 2 (5-10 mins)

Present Simple Questions- 'What time do…?'

  • Write on the board: 'What time do you get up? What time does she get up?
  • Explain to/remind students that we use 'do' and 'does' for a question and there is no change to the verb.

What time do you wake up?




What time does she wake up?


Pronunciation add 'does' to the /z/ sound of your chart.

Remind students that Open or 'Wh' questions have a rising intonation at the end.

Choral practice works well with lower-level groups.
Free practice (30 mins) Talk about routines.
  • Give each student an activity card.
  • Make sure students know the questions they have to ask, i.e. 'What time do you…?
  • Students mingle and get the information they need to complete their sheet.
  • When they have finished, they work in small groups and share their classmate's routine with the other students, e.g.
    Gianni gets up at 6.00.
Note: As the students are doing this activity, you can make it more interesting, or funnier by getting students to express interest or disbelief.
Does he᷄!
(rising intonation)


She doesn̂'t!
(falling intonation)​

Extension Task
  • Write five sentences using adverbs of frequency.
  • Give a quick explanation:
Always – 100%

Usually – 80%

Generally – 60%

Sometimes – 40%

Hardly ever - 10%

Never – 0%

  • And an example 'I usually get up at 8.00.'

Plenary / Assessment ( 5-10 minutes )
  • Ask students to continue the activity with the cards but change the question to: 'What time do you … at the weekend?'.

[TD valign="top"]Grammar- Present Simple


Present Simple

We use the present simple to talk about things which are generally true.
  • This could be a fact, e.g. Paris is the capital of France.
  • A routine or habit, e.g. I always catch the bus to work.
  • A permanent situation, e.g. I live in a flat on the third floor.
  • A future event, which we see as a fact, such as something on a timetable or schedule. Often there is a time word which indicates the future, e.g. The next train leaves at eight o'clock tomorrow.

Base form

I/you/we/they + infinitive

Example: I like pasta.

He/she/it + infinitive + s

Example: She likes pasta. Negative form

With negatives, we use the auxiliaries do and do not ( don't ). There is no change to the main verb.

I/you/we/they + don't + infinitive Example: I don't like pasta.

He/she/it + infinitive + s Example: She doesn't like pasta.

Question form

With questions we use the auxiliaries does and does not ( doesn't ).

We invert the auxiliary and the subject.

There is no change to the main verb.

Do I/you/we/they + infinitive Example: Do you like pasta?

Does he/she/it + infinitive Example: Does she like pasta?

For open questions (those starting with 'wh…'), we use the same structure we just add the question word. Normally, there is no object.

What do I/you/we/they + infinitive Example: What do you like?

What does he/she/it + infinitive Example: What does she like? [/TD]

[TD valign="top"]What is important about the phonology of the language?[/TD]

Problems that might occurWhat I will do
Students may get confused or fail to use 's' with 3rd person singular verbs.Correct all errors that occur using these verbs. Highlight on the board and refer back whenever there is an error.

Resources and materials
Pencil, pen, board pen, whiteboards and activity cards. https://edchat.net/attachments/activity-card-pdf.146803/

Worksheet/Handout Previews
Activity Card
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