Lesson: Time and Routine

Proficiency Level: Beginner

Age: Adult
Time Needed: 120 minutes
Goal: Students will be able to tell what they do every day.

By the end of this lesson students will be able to:

Express time
Use the simple present tense
Answer the question what time is it?
Tell people about their daily routine.

Material(s):
Telling Time Worksheet
Whiteboard and dry erase markers
Routine Worksheet
Pictures of daily routines
White paper

Procedures:
1. Warm-up (15 minutes)
Greet students and ask about how they have been since the last class meeting. Next, inquire
about the day, month, and time. Write it on the board.
Have students pull out their assignment about the season and time and compare with a partner.
Come together as a class and go over the worksheet.
2. Activity #1 (30 minutes)
Draw a clock on the board and ask students what it is. On the outside of the clock write down
the times at five minute intervals (e.g. 12 = - -:00; 1= - -:05; 2 = - -:10) and go through starting
from 12 oclock, 12:05, 12:10, etc. and have students repeat. Next, explain quarter, half past,
past, and to.
For practice, ask students the following:
i.
What time it is?
ii.
What time class starts?
iii.
What time class ends?
iv.
What time did they wake up?
v.
What time do they go to bed?
Handout the Telling Time worksheets and go through the examples, taking the time to answer
any questions. Then let students work individually on part one of activity. When the students
have completed the activity, call upon students to write the answer on the whiteboard.
3. Activity #2 (30 minutes)
Begin by showing students pictures of the morning, afternoon, evening, and night (manana,
tarde, anochecer, and noche) and referring to them as such. Next, place the pictures face down
on the table. Explain to students they will draw what they do (Dibuja lo que haces). Pick up

the morning picture and say morning. Then ask students the following question: What do you
do in the morning? Repeat in Spanish once, Que haces por la manana? and in English two or
three more times. Give students time to draw. Repeat the same process for the rest for
afternoon, evening, and night.
i.
What do you do in the afternoon? Que haces por la tarde?
ii.
What do you do in the evening? Que haces en la anochecer?
iii.
What do you do at night? Que haces por la noche?
Go through the each question. asking for students to volunteer to share their picture to the
whole class. Apply vocabulary to the drawing.
4. Activity #3 (30 minutes)
Keeping the volunteered drawing on the board, show students pictures of a routine and state
what is happening in the picture (I wake up at ______.). Provide the written form either on the
whiteboard or have it already written under the picture. Continue to do this for every picture,
having students repeat and provide their own time.
Now, ask students if any of the routines on the Routine worksheet match the ones on the board.
This can be done by pointing to a volunteer picture and a picture from the worksheet and saying
Same?
Ask students about their own routine starting with what time they get wake up in the morning.
Listen and allow students use what vocabulary they know, hand gestures, and some of their first
language to help them. Repeat what they say, providing the correct sentence structure if
needed, and/or write on the board.
5. Wrap-up (15 minutes)
Distribute the second page of the Telling Time worksheet and walk students through what they
are expected to do. Students are to Draw and write the time displayed.
The present the back of the Routine worksheet and explain that students are to write what is
happening in each picture (He ____ at ____.).