My Daily Routine: Time + Present tense verbs

Students will learn how to tell time and talk about their current daily routine. This lesson focuses on speaking and writing. It can be used in beginner–intermediate adult community classes or high school conversation clubs. At the end of the lesson, students should be able to talk about their daily routine in the present tense.

Time: 1–1.5 hours


  • white board
  • board markers
  • paper
  • slips of paper with actions and drawings for charades
  • paper ball with times written on each sheet, secured together with tape

Vocabulary / Key Phrases:


  • What time is it? // ¿Qué hora es?
  • It’s one o’clock, It’s two o’clock… // Es la una, Son las dos…
  • It’s one o’ one, It’s one o’ two… // Es la una y uno, Es la una y dos…
  • It’s one ten, It’s two twenty, It’s three thirty… // Es la una y diez, Son las dos y viente, Son las tres y media…
  • It’s noon, It’s midnight // Es mediodía, Es medianoche. 
  • What time do you _(action)_? // ¿A qué hora _(accion)  ?

~Daily activities

  • get up // levantarse
  • have breakfast // desayunar
  • go to work // Ir al trabajo


  • What time do you get up?
  • At six o’clock, I get up. *OR* I get up at six o’clock. // Me levanto a las seis. 
  • What time do you have breakfast?
  • At six thirty, I have breakfast. *OR* I have breakfast at six thirty. // Desayuno a las seis y media. 



  1. Converse with students as they enter the classroom. “How are you today? How was your weekend?” etc. Perhaps bring some food to share. (5 minutes)
  2. Tongue Twister: “If two witches would watch two watches, which witch would watch which watch?” (5 minutes)
  3. Quickly review numbers one through twelve, as well as ten, twenty, thirty, forty, and fifty. (5 minutes)
  4. Draw a clock on the white board and write the times of day. “One o’clock, two o’clock… two fifteen, two thirty… noon, midnight… AM, PM” Test the students’ prior knowledge by drawing hands on the clock and asking what time it is. (10 minutes)ball
  5. Paper ball game: Pass a paper ball around the room with times written on each sheet of paper. When a student catches the ball, they must peel off one layer of paper and say what time it is. (10 minutes)
  6. With the entire class, Brainstorm activities that they do on a daily basis. Write the phrases on the white board (with translations, if necessary). Example: get up, brush my teeth, go to work, etc. (15 minutes)
  7. Students act out and repeat each phrase, along with a time of day. Example: At six o’clock, I get up. At six thirty, I brush my teeth. (5 minutes)charadesroutine
  8. Charades: split the students into groups of three or four. One student will act out the sentences on the cards and the other students have to guess as many phrases as they can in two minutes. (10 minutes)
  9. The students write their own routine. (15 minutes)
  10. They present their routine in front of the class, acting out each sentence with gestures. (10 minutes)
  11. “Goodbye! See you next week.” Clean up. (5 minutes)

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