Club Profiles

Aston Villa Club badge
Brentford badge
Brighton and Hove Albion club badge
Burnley FC club badge
Chelsea club badge
Crystal Palace badge
Leicester City
Liverpool badge
Manchester City badge
Manchester United badge
Newcastle United club badge
Norwich City
Spurs badge
Watford FC Club Badge
West Ham United
Wolverhampton Wanderers
Going for a run is often part of a healthy daily routine.

Teaching Grammar: Daily Routines

Teaching Grammar: Daily Routines


Anthony Hughes is an English teacher and materials writer working for the British Council in Bangkok, Thailand. He's a big Liverpool fan but what he misses most about the UK is not being able to eat steak and kidney pies for tea! We are happy that he has decided to write this lesson plan for Premier Skills English.

This lesson focusses on speaking and grammar connected to daily routines. The lesson can be used with one of the webcomics available on Premier Skills English.   

There are language tasks and activities for your students, a focus on pronunciation, a main speaking task and extension activities. 

Find the full lesson plan and all the worksheets you need in the downloads section on the side of this page.

Lesson Plan


Do you feel like you could plan your days better? Not enough time to do your homework? Always feeling tired? This lesson focuses on giving advice to improve your daily routines. This lesson links to the webcomic ‘Dedication’ on the Premier Skills website. 

Lucas needs to change his daily routine and show a bit more dedication to school and football in this lesson.


B1 / B2 (intermediate to upper intermediate)


Teenagers and adults


90 minutes

This lesson is flexible and can be used over two different classes or one 90-minute class. You can also extend or shorten some of the steps depending on the level and needs of your students.



  • Worksheets: Lesson Plan and Materials Pack
  • Webcomic: Dedication

You can find the worksheets and a copy of this lesson plan in the download section on the right-hand side of this page.


1. Lead-in

Show students the first image in the webcomic (Lucas arriving late). 

Ask students to brainstorm reasons for why he might be late for training.

Display the first page of the comic so they can check the real reason (getting up late/ going to bed late). 

2. Information Gap

Tell students that they are about to read a text about Lucas’ daily routine, but there is some missing information. They need to formulate questions to ask their partner for the missing information. 

Cut up worksheet 1 and give half the class the Student A worksheet, and the other half the Student B worksheet.

Student As prepare their questions for the missing information together
Student Bs prepare their questions for the missing information together.

Create pairs so student As are working with student Bs.

Students A and B ask their questions and complete the worksheet.

Feedback: Ask: ‘Does Lucas have a good or bad daily routine?' Why/Why not?

Ask students if they think Lucas needs help? Explain that they’re going to try and help Lucas later in the lesson.

3. Vocabulary Building

Ask students to look at the list of activities worksheet 2 and decide if they think they would be good for Lucas’s routine or not. Add them to the correct column in the table.

(These ideas will prepare students for the lesson’s final task.)

Lucas has problems getting out of bed in the morning in this lesson.

4. Grammar Focus

Tell students they’re going to read another page from the webcomic - page 5.

Ask students to find two pieces of advice which Lucas is given. 

  1. If you show a bit more dedication and hard work, (I’m sure) the coach will give you another chance.
  2. If you come to the extra training sessions, I’ll give you another chance.
Check understanding of these sentences. Ask:
  • Are we talking about the past, present or future?
  • Are these things likely to happen or unlikely to happen?
Check first conditional form:
  • If + subject + present simple, subject + will + infinitive verb

5. Pronunciation

Focus on the two examples again. Ask:

  • Which example uses a contraction on ‘will’? (the second)
  • Why do we do this? (it's easier to say) 
  • How do we contract and say other pronouns with ‘will’? 

Write on board: 'I’ll ...' 'We’ll ...', 'You’ll  ...', 'They’ll ...',  'It’ll ...',  'She’ll ...',  'He’ll ...'.

Listen and repeat the contractions with the whole class. Ask students to think of short example sentences and drill the pronunciation in pairs.

6. Controlled Practice 1

Tell students to complete grammar practice 1 on worksheet 2.
1. If you study hard, you’ll pass your exams.
2. He’ll wake up early if he goes to bed early.
3. If she plays video games all night, she’ll become really good at it.
4. If they care about him, they’ll help him more.
5. The coach will be angry if he misses training again.
6. The team will have no chance of winning if they play like that again.
Feedback: Check contractions during feedback.

This lesson discusses the importance of dedication.

7. Controlled Practice 2

Read out the prompts below. Ask students to speak in pairs and say the advice they would give. When you have given all the prompts, ask students to write down the advice in grammar practice 2 on the worksheet.
  1. Lost your wallet
  2. Late for school
  3. Feel sick
  4. Don’t understand your teacher
  5. Argue with parents
  6. Want to buy new shoes
Students check their answers in groups. Answers may vary. Highlight the use of the first conditional in feedback.

8. Task

Ask students to look back at a day in the life of Lucas worksheet 1.

They are now going to help Lucas by giving him some advice. The best advice will be passed on to Lucas.

Ask students to rank the problems with Lucas’ lifestyle or daily routine. The worst activity being number 1.

In pairs, students decide on the best advice they could give to Lucas to improve his daily routine.

Students write down their advice and ideas.

Mingle: Students walk around the room and share their ideas and advice with other pairs. 

Students check for any advice that is the same as their advice and decide what most people think Lucas should do differently.

Feedback: What was the most popular advice?

Task Extension

Give students a copy of the webcomic ‘Dedication’ or a link to the webcomic. 

Students read the full story and find out what happens to Lucas. 

Ask students to note down any advice that was offered and whether Lucas followed the advice or not.

Did the story finish with a happy ending? Why?

Lucas makes some positive lifestyle changes in this lesson.

We hope you enjoy the lesson!

Leave a comment

Log in to leave a comment


TEACHER BAO's picture

If clauses,wonderful lessons.

TEACHER BAO's picture
10/10/2020 09:30
Newcastle United

If clauses,wonderful lessons.


Top Scorers
9Gergő Nagy3396
Country ranking
9Bosnia and Herzegovina16268
Club ranking
1Manchester United129627
5Manchester City48281
6Tottenham Hotspur14052
7Leicester City12416
8Newcastle United10088
9Leeds United5921
10West Ham United5303


Average: 5 (1 vote)


1. Using the first conditional to give advice.

2. Speaking about healthy lifestyles. 

3. Discussing good and bad daily routines.