A selection of English ESL daily routine printables

In this little worksheet, the children have to write next to the images what our character Katie is doing. To make the exercise a little more complicated, you could erase the words a the bottom of the page. 

Daily routine: What does Katie do every morning?

Test (x 3 versions): Daily routine and time. Worksheets 2 & 3 include he/she + present tense = He gets up...

Test (x 3 versions): Daily routine and time

Practice Daily Routines phrases along with 3rd singular S with this easy two sheet exercise. You can use them together or separately.

In the first exercise, students have to transform the same sentence for a different personal pronoun.

In the second exercise, students practice auxiliary verb DO and the Daily Routines phrases.

Daily Routines + 3d singular S + Auxiliary verb DO

My exercises for unit 53 (daily routines) from - cambridge - english vocabulary in use (pre-intermediate & intermediate) (2004). There is one gap-fill exercise, one matching exercise, two exercises for making questions and three other exercises. It also contains an exercise for revision or it may be used as homework. 
 Solutions may be find in the english vocabulary in use book, as the exercises are based on its text. 
 Any teacher is able to solve the exercises themselves, do not worry:-)

Daily routines - extra exercises for cambridge - english vocabulary in use (pre-intermediate & intermediate) (2004) - unit 53 - daily routines

With the help of this WS students will learn how to identify free time activities, will match phrases in order to make sentences about free time activities and daily routine and will have speaking practice on the topic Daily routines and Free time activities. This WS was created in order to complement the course Super Minds 2 Unit 1.

Free Time Activities/Daily Routines + Parts of the Day

I decided to make some listening exercises for my students as they always have problems with it. There are four exercises - answering questions, filling in the gaps, true-false activity and matching the halves of sentences. The answer key and the tapescripts are provided. If you need the recording you can download it from my google drive. Here's the link: https://drive.google.com/drive/folders/1spXmO0HPbycnYG7K_hupWA_wtja9__R2?usp=sharing  I hope you´ll like it! ;)

Listening corner - daily routines (4 exercises**answer key**tapescripts)

Before starting the game, print two copies of pages 1 and 2. There is a total of 24 cards, ss practice questio ans anwers about the Smurfs daily routines laminated and cut them out for longer duration. Ss play in small groups (4-6). Instructions and back of the cards included. Enjoy :)

Smurfs Daily Routine (present Simple)Go Fish Card Game! 

present simple- daily routine- focus on before and after(1)

Write the sentence in the correct order.

present-simple-daily-routine-focus-on-before-after(1)

On the second page students will find the expressions tehy have to match and write them under the pictures , then they will have to write a small text to talk bout their daily  habits

daily routine : picture matching and writing on 2 pages

It's a pairwork activity. Students have to ask questions about what a boy is doing atdifferent hours of the day. The partner looks at his sheet and answers using simple present.

If you want to practice more, you can find more of my worksheets about the same subject here: 

https://en.islcollective.com/resources/printables/worksheets_doc_docx/what_does_he_do_at/beginner-prea1-activity/4664





Time and daily routine - What does he do at..?

What time is it? Explanation

There are two common ways of telling the time.



Formal but easier way

Say the hours first and then the minutes.



Example: 7:45 - seven forty-five



For minutes 01 through 09, you can pronounce the '0' as oh.



Example: 11:06 - eleven (oh) six



More popular way

Say the minutes first and then the hours. Use past and the preceding hour for minutes 01 through 30. Use to and the forthcoming hour for minutes 31 through 59, but .



Example 1: 7.15 - fifteen minutes past seven



Example 2 : 7.45 - fifteen minutes to eight



Another possibility of saying '15 minutes past' is: a quarter past



Another possibility of saying '15 minutes to' is: a quarter to



Another possibility of saying '30 minutes past' is: half past A good source to practice vocabulary on daily routines and time.Note

Use o'clock only at the full hour.



Example: 7:00 - seven o'clock (but 7:10 - ten past seven)



In English ordinary speech, the twelve-hour clock is used.(i)



Beispiel: 17:20 - twenty past five



For times around midnight or midday you can use the expressions midnight or midday / noon instead of the number 12.



Beispiel: 00:00 - midnight



Beispiel: 12:00 - midday or noon



To make clear (where necessary) whether you mean a time before 12 o'clock noon or after, you can use in the morning, in the afternoon, in the evening, at night. Use in the morning before 12 o'clock noon, after 12 o'clock noon use in the afternoon. When to change from afternoon to evening, from evening to night and from night to morning depends on your sense of time.



Example: 3:15 - a quarter past three in the morning OR a quarter past three at night



More formal expressions to indicate whether a time is before noon or after are a.m. (also: am - ante meridiem, before noon) and p.m. (also: pm - post meridiem, after noon). Use these expression only with the formal way of telling the time.   in English.

Time and daily routines (EFL for spanish native speakers)

This WS hels Ss get more practice in Present Simple 3d person singular in affirmative and negative sentences based on topics " Daily Routine", "Free Time Activities" and "Telling the Time". This WS was created to complement course Super Minds 2 Unit 2. Can be used either for developing speaking or writing skills. Hope you find it useful!

Daily Routine, Free Time Activities + Telling Time - 3d person singular +/-

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

577 Daily Routine English ESL worksheets pdf & doc