A selection of English ESL my daily routine printables

It is known that planners and trackers help us to keep our goals in mind and study  more consciously. I've found out that such planner is very useful for my students. Hopefully you will find it useful too.

Monthly planner

Translation of basic stative verbs into Greek, with examples of changes in the meaning of some verbs, such as "think". I find it useful for my lessons where we need to translate the verbs. I give them this handout and we're good to  go.

Stative/ Non-continuous verbs

Students can fill in their routine for the afternoon and evening including: I have lunch, I do my homework, I have lessons, etc. You can have students incorporate what time they do each activity,

Afternoon Routine

A day in the life of a Brazilian student.

My day starts very early. I get up at six o'clock in the morning. I have breakfast at half past six . After breakfast, I go to school but I don't take a bus. 	
I walk to school, because we live near it. I start school at seven o'clock. I stay there until noon. After school, I go home and I have lunch. 
After lunch I study and I do my homework. At five o'clock I take a shower. At seven o'clock all my family is at home and we have dinner together. We talk about our day. After dinner, we watch TV or listen to good music. I don't go to bed very late. I go to bed before ten o'clock.


COMPREHENSION:

A) What time does she have breakfast? _______________________________________________

B) How does she go to school? Why? _________________________________________________

C) What does she do after lunch? ____________________________________________________

D) What time does she have dinner? __________________________________________________

E) What time does she go to the bed? _________________________________________________


Simple Present activity

An activity worksheet created to go along with this video.

The video's name is (Just helping my dad) by Mercer Mayer. It's a read aloud story in the present simple tense. It is a good resource to practice listening and reading skills. 

https://www.youtube.com/watch?v=TE7MiXPiUug&t=161s

Just helping my dad (Video lesson)

I created this worksheet to encourage my students to write based on an example we read beforehand. Students work in pairs to write a diary entry as someone else (e.g., a monkey from the zoo, a classmate, or a superhero). On the second page you may find a text about a character from the Super Minds book, Misty, written as an example of such a diary entry. 

My Diary Writing and Reading worksheet

This worksheet is aimed at encouraging students to write about their routines while simultaneously training telling the time via using the clock. It is entertaining since it allows creative expression via drawing a picture of their activities at certain times

My routines writing worksheet

A set of activities and resources for working with secondary school students.
This set is designed to complement the coursebook Metro Starter, Second Edition, Unit 5.
To access the full version, please visit my 'Buy Me a Coffee' page."

METREO STARTER SECOND EDITION ACTIVITIES AND RESOURSES.

Students have to tell the time marked on the clocks. Then they have to tell what people do each time.

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 time is it?

Students look at the pictures and tell what time people do what action.

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 time do they...?

I prepared this for my form 6 students as a speaking activity. You can draw the hands of the clocks as you wish. I used pictures and prompts to make speaking easier for my students. You can practice time, daily routines, things in a house, 3rd person singular, have got- has got and can-can't through this pages. Hope you like it :)) 

can- can't, time, things in a house

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)

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

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

209 My daily routine English ESL worksheets pdf & doc