Two adult learners discussing daily routines with a planner, laptop, clock and gym bag

Guided Speaking · Topic Family 06

Talk About Your Daily Routine

A1 · Build, exchange and adapt a true routine

Level
A1

Time
30 minutes

Lesson type
Guided Speaking

Topic Family
Daily Routines, Habits & Time

Why this lesson matters · เหตุผลที่เรียนบทนี้

For learners: Build a true daily-routine message, exchange one real detail and adapt it for two listeners.

For teachers: The seven stages move from choosing and exploring language to comparing form, building, exchanging, adapting and proving independent speaking.

สำหรับผู้เรียน: สร้างเรื่องกิจวัตรที่เป็นข้อมูลจริง สนทนาแลกเปลี่ยนหนึ่งรายละเอียด และปรับเรื่องเดิมให้เหมาะกับผู้ฟังสองแบบ
สำหรับครู: เจ็ดขั้นพาจากการเลือกและสำรวจภาษา ไปสู่การเปรียบเทียบรูปคำ สร้างเรื่อง สนทนา ปรับตามผู้ฟัง และพิสูจน์การพูดด้วยตนเอง

Your goal

Choose useful routine expressions, build a true connected message, exchange one detail and adapt the same routine for two listeners.

เป้าหมายภาษาไทย — เปิดเมื่อจำเป็น

เลือกคำและสำนวนเกี่ยวกับกิจวัตรที่ใช้ได้จริง เรียบเรียงเป็นเรื่องสั้นที่ต่อเนื่อง สนทนาแลกเปลี่ยนหนึ่งรายละเอียด และปรับเรื่องเดิมให้เหมาะกับผู้ฟังสองแบบ

Why this lesson / ทำไมต้องเรียนบทนี้

EN: A useful routine is not a list of verbs. You need time and sequence language, a listener, and a reason to choose which details matter.

TH: การเล่ากิจวัตรที่สื่อสารได้จริงไม่ใช่การอ่านรายการคำกริยา บทนี้ฝึกเชื่อมเวลาและลำดับ แล้วเลือกข้อมูลให้เหมาะกับผู้ฟัง

COMVRFPProgress focus

COM · CommunicationConnect actions and respond to one real question.

VR · Vocabulary rangeChoose useful routine, time and sequence expressions.

FP · Final performanceGive and adapt one connected routine independently.

30-minute lesson path

3 minChoose

4 minExplore

4 minCompare

5 minBuild

4 minExchange

6 minAdapt

4 minProve

Teacher Lesson Plan · Read before class

This is a speaking lesson, not a reading lesson. The learner chooses, personalises, asks, answers or speaks at every stage. Remove full-sentence support before the final check.

Time	Teacher does	Student does	Required result
0–3	Asks who needs to hear the routine and why.	Chooses one real listener and six true actions.	One purpose and six actions.
3–7	Guides a short language hunt and one optional listen.	Selects routine, time and sequence expressions.	One small reusable toolkit.
7–11	Uses questions to compare first- and third-person forms.	Chooses the correct form and explains the meaning.	Meaning before correction.
11–16	Limits notes to keywords and removes the model.	Builds a connected six-sentence routine.	A true message, not a script.
16–20	Runs one genuine question exchange.	Speaks, answers and asks one question back.	One completed exchange.
20–26	Changes the listener and required detail.	Adapts the same routine twice.	Two audience-aware versions.
26–30	Observes, scores, gives one target and runs a short retry.	Performs independently and improves one point.	COM/VR/FP evidence.

1. Choose a real routine and listener

3 min

Start with true information. Choose what your listener actually needs to know.

Your routine

Morning → work or study → lunch → afternoon → evening → bedtime

Your listener

A new classmate, colleague, teacher or friend who wants to make a plan with you.

STUDENT TASK

Choose one listener.
Name six true actions from your day.
Say why the listener needs this information.

Your choicesListener: __________ · Purpose: __________ · Six actions: __________

You are ready whenYou have one real purpose and six true routine actions.

Teacher help · Stage 1

Keep this under three minutes. Accept simple actions. Do not correct grammar yet; confirm only who is listening and which details matter.

2. Explore a small routine toolkit

4 min

Choose only the language you need. Do not read every item.

A · Routine actions

Choose four to six expressions that are true for you.

wake up
have breakfast
start work
study
have lunch
finish work
exercise
cook dinner
study English
go to bed

B · Time and frequency

at / aroundat seven · around noon

before / afterbefore work · after dinner

usually / sometimes / neverI usually exercise after work.

C · Sequence

First …First, I make coffee.

Then / After that …Then I start work. After that, I have lunch.

Finally …Finally, I read and go to bed.

Optional model audio · Indian English

Kajal Neural · Indian English · 19 seconds

Listening speed

Transcript

On weekdays, I usually wake up at six thirty. First, I make coffee and check my plan for the day. Then I start work at eight thirty. I have lunch around noon. After work, I sometimes exercise or study English. Finally, I read for a few minutes and go to bed at ten thirty.

STUDENT TASK

Choose six action expressions.
Choose two time expressions and two sequence words.
Change one model so it becomes true for you, then say it without reading.

You are ready whenYou have a small toolkit that matches your real day.

Teacher help · Stage 2

Limit silent reading to one minute. Help the learner prioritise useful language, practise one difficult pronunciation point, and move immediately to true personal sentences.

3. Compare the meaning and verb form

4 min

Notice what changes when the subject changes. Keep the meaning clear.

Pattern	Meaning	Example
I / you / we / they + base verb	The speaker or a plural subject does the routine.	I start work at nine.
he / she / it + verb-s / -es	One other person does the routine.	She starts work at nine.
go → goes · have → has	Two useful irregular changes.	He goes home. She has lunch.
usually before the main verb	Shows how often an action happens.	I usually exercise after work.

Optional comparison audio · American English

Stephen Neural · American English · 15 seconds

Listening speed

Transcript

My friend Maya starts her day a little later. She wakes up at seven, has breakfast, and starts work at nine. She usually eats lunch at one. After work, she goes for a walk and cooks dinner. Finally, she calls her family and goes to bed around eleven.

STUDENT TASK

Say two true sentences about yourself.
Change the subject to one other person and change the verb.
Correct: “My brother start work at nine.”

Useful correction
My brother starts work at nine.

You are ready whenYou can choose the form from the subject without copying the table.

Teacher help · Stage 3

Ask “Who does the action?” before explaining a rule. Correct only the form that changes the message, then ask for one immediate true example.

4. Build your connected routine

5 min

Use keywords only. Every sentence must be true for you.

STUDENT TASK

Start with one morning action and time.
Add work or study, lunch and afternoon actions.
Add one frequency word.
Finish with an evening and bedtime action.
Use at least two sequence words.

Model organisation—change every detail
First, I wake up at seven. Then I have breakfast. I usually start work at nine. After that, I have lunch around noon. After work, I exercise. Finally, I read and go to bed.

Your six keywords1 ______ · 2 ______ · 3 ______ · 4 ______ · 5 ______ · 6 ______

You are ready whenYou can give six connected true actions without reading the model.

Teacher help · Stage 4

Allow no more than six keywords. Cover the model after planning. Ask the learner to speak once without interruption, then correct one repeated problem only.

5. Exchange one real detail

4 min

Use the routine from Stage 4. Continue the conversation instead of starting a new script.

Useful follow-ups

What time do you usually …?
How often do you …?
What do you do after …?

Connect and compare

Me too.
My routine is similar, but …
I do that at a different time.

STUDENT TASK

Give your routine with no more than six keywords.
Answer one genuine teacher question with a new detail.
Ask one related question back.
State one similarity or difference.

You are ready whenYou complete one connected question exchange without teacher-supplied sentences.

Teacher help · Stage 5

Listen without interrupting. Ask one genuine follow-up. Give feedback after the exchange, not during it, and keep the learner’s answer personal.

6. Adapt the same routine for two listeners

6 min

Keep the same true day. Change only which details the listener needs.

Round 1 · New classmate

Give a clear morning-to-night overview so the person understands your usual day.

Round 2 · Friend making a plan

Keep the routine shorter. Emphasise when you are busy and when you are free.

STUDENT TASK

Speak to the new classmate for about 45 seconds.
Speak to the friend again, focusing on busy and free times.
Say one difference: “For my friend, I added / removed …”

You are ready whenThe two versions are true but give each listener the details they need.

Teacher help · Stage 6

Say: “First, I’m a new classmate. Tell me about your usual day.” Then say: “Now I’m a friend. When can we meet?” Do not supply full sentences. Ask what the learner changed and why.

7. Show your progress

4 min

Hide the models and demonstrate what you can now do independently.

FINAL PRACTICE

Choose one listener.
Give a connected 45-second routine without full-sentence notes.
Answer one follow-up question.
Ask one related question back.
After feedback, repeat the weakest part more clearly.

Progress evidence

COM · CommunicationConnect actions, respond and ask back.

VR · Vocabulary rangeChoose useful routine, time and sequence expressions.

FP · Final performanceComplete and adapt the routine with minimal support.

Teacher scoring guide

Score the independent Final Practice—not the supported stages. Give one score for each Progress Focus.

0 · Not yetThe focus is not demonstrated, even after one clear prompt.

1 · With supportThe focus is partly demonstrated or needs a prompt, model or supplied language.

2 · IndependentThe focus is demonstrated clearly without a model or supplied language. Natural hesitation is acceptable.

Target: at least 5/6 with no zero. Give one focused improvement, then record a short retry separately.

The lesson is complete whenYou know one successful communication choice and one next language target.

Teacher help · Stage 7

Observe without interruption. Record one piece of evidence for COM, VR and FP. Give one success and one next target, then run a short improved retry without adding new language.

Optional review after class · เพื่อประโยชน์สูงสุด

EN: Record a second version for a weekend day or compare your routine with another person.

TH: หากต้องการฝึกเพิ่ม ให้ลองอัดเสียงกิจวัตรวันหยุด หรือเปรียบเทียบกิจวัตรของตนเองกับอีกคนหนึ่ง

คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น

ใช้ Present Simple กับกิจวัตรเป็นประจำ: I/you/we/they ใช้กริยารูปปกติ ส่วน he/she/it เติม -s หรือ -es ใช้คำบอกเวลา ความถี่ และลำดับเพื่อทำให้เรื่องต่อเนื่อง จากนั้นเลือกเฉพาะรายละเอียดที่ผู้ฟังต้องการ

Continue your learning path

Learn first

Adverbs of Frequency in Real Routines

Add frequency accurately

ทบทวนคำบอกความถี่ให้แม่น

Next step

Ask About Free Time with do and does

Turn routine facts into questions

เปลี่ยนข้อมูลกิจวัตรเป็นคำถาม

Same language, different skill

Listening Lab: Making Plans by Phone

Listen for a plan and confirm details

ฝึกฟังแผนและยืนยันรายละเอียด

Use in a real situation

Roleplay: Reschedule an Appointment

Reschedule an appointment

นำภาษาไปใช้เลื่อนนัดหมาย

Teaching reference

Council of Europe — CEFR Companion Volume. The lesson uses an action-oriented speaking outcome, audience-aware communication and interaction.

Content and media rights

© 2026 Engduo Thailand. Authorized Engduo use only. Original lesson text and cover image are for Engduo learning use. Audio was produced with Amazon Polly Neural voices Kajal (Indian English) and Stephen (American English). Copying, republishing, reselling, scraping or reuse in another course, dataset, product or AI system requires written permission except where applicable law permits.