[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-492527-105":59,"doc-detail-492527-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-big-picture-esol-tutors-section-b-daily-life-5-daily-routines","The Big Picture - ESOL Tutors Section B: Daily life - 5 Daily routines","","Materials and resources for ESOL tutors focusing on daily routines within Section B: Daily life, Lesson 5. The plan guides post-beginner to pre-intermediate learners to talk and write about daily routines and weekend activities using simple present, and to read and understand a personal-information narrative about Zohra. Activities include objectives, key vocabulary, step-by-step instruction, speaking and writing tasks, comprehension checking, and worksheet-based Q&A practice, with suggested extension options such as jigsaw reading.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":53,"@type":76,"position":81},"https://docshare.wps.com/document/lifestyle/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-big-picture-esol-tutors-section-b-daily-life-5-daily-routines/492527/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-big-picture-esol-tutors-section-b-daily-life-5-daily-routines/492527.png","ImageObject",300,407,{"name":92,"@type":93},"Valentina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What skills do the students practise in Lesson 5 Daily routines?","Question",{"text":112,"@type":113},"Students practise predicting, speaking, reading, and writing. The lesson also targets writing simple text about daily routines and weekend activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the learners use the My Day picture story and reading?",{"text":117,"@type":113},"Learners first discuss each picture and then write sentences about Zohra’s day. They read the My Day text to find additional information not included in the picture story and check comprehension using questions.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the writing and worksheet activities involve?",{"text":121,"@type":113},"Students complete the My Day writing worksheet by answering questions about breakfast, shopping, lunch, work, and evening activities. They also work in pairs to interview each other and write sentences about a partner.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},492527,1791337510,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":52,"category_name":53,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},13056703020460,"https://ap-avatar.wpscdn.com/avatar/be000253dac470eee5d?_k=1778207105932848923","The Big Picture  \nMaterials and Resources for ESOL Tutors Section B: Daily life  \n5 Daily routines  \nLesson plan and exercises  \nObjectives  \nThe students will be able to:  \n1. talk and write about daily routines and weekend activities  \n2. write simple text  \n[3. read](3. read) and understand personal information  \n4. ask and answer verbal and written questions on personal information  \n5. write short text on the same topic.  \nCopyright © 2005 National Adult Literacy Agency  \nContents  \nSection B-Daily Life  \n5 Daily Routines  \n5.1 My Day  \n- Lesson Plan 89  \n- Picture Story 90  \n- Reading 91  \n- Writing Worksheet 93  \n5.2 My Name is Precious  \n- Lesson Plan 95  \n- Student Writing 98  \n- Question Strips 99  \n- Interview 100  \n- Writing Frame 101  \n5.3 My Weekend  \n- Lesson Plan 102  \n- Student Writing 106  \n- Gap-fill 107  \n- Reading Cards 108  \n- Mixed Strips 109  \n- Questionnaire 110  \n- Writing Frame 111  \n5.1 My Day-Lesson Plan  \nObjectives: At the end of the activity students will be able to talk and write  \nabout daily routines using present simple tense  \nSkills practised: Predicting, speaking, reading, writing  \nMaterials: • My Day Picture Story Page 90  \n• Reading Page 91  \n• Writing Worksheet Page 93  \nLevel: Post-beginner to Pre-Intermediate  \nKey Vocabulary  \n• to run around • to play • swing • volunteer • local community  \n• to do a course • to train • to look after • sewing • to teach  \nInstructions:  \n1. Look at My Day Picture Story page 90 . Ask for key vocabulary.  \nWrite on board/flipchart.  \n2. Ask for story orally from students.  \n3. Model some sentences about the picture story on the board/flipchart using present simple tense (she/he/they…) .  \n4. Students work in pairs to write sentences about the picture story.  \n5. Read the My Day Text, page 91 and discuss what added information was not included in the picture story. Ask questions to check comprehension.  \n6. Students work in pairs to complete the exercises on My Day Writing Worksheet, page 93. Model some example sentences first on board/flipchart, asking for answers from the students.  \n7. Questions forms: What do you do every day/in the morning, etc.?  \nModel the “you” form by asking students questions.  \nStudents ask tutor questions.  \nStudents work in pairs to interview each other and write sentences about their partner. Encourage students to read their sentences aloud when they have finished.  \nWrite these sentences on the board and ask questions to check comprehension  \nSuggestions for extension/consolidation activities:  \n1. Photocopy and cut up picture story. Students work in groups to tell the story (speaking and/or writing) .  \n2. Jigsaw reading: Photocopy text and cut into strips with paragraphs (leave out Morning/ Afternoon/Evening sub-titles) . Students re-assemble text.  \nMy Day-Lesson Plan 89  \nMy Day-Picture Story  \nSpeaking  \nLook at the picture story. Talk about each picture. Her name is Zohra. What does she do every day?  \nWriting  \nWork in  \npairs.  \nWrite sentences about Zohra’s day. Write one sentence about each picture.  \n1. She has   for breakfast.  \n2. She goes to with her daughter.  \n3. She    \n4. She    \n5.    \n6.    \n90 My Day-Picture Story  \nMy Day-Reading  \nRead the story and find more information about Zohra’s day.  \nMorning  \nWe get up at eight o’clock.  \nWe have coffee, milk, bread, butter and  \ncheese for breakfast.  \nSometimes we go to the park in the morning.  \nLena loves playing and running around. She likes the swing.  \nI often go shopping to buy fresh fruit and  \nvegetables.  \nAfternoon  \nWe have lunch at 2 o’clock.  \nNormally we have a sandwich or salad for lunch. After lunch Lena sleeps.  \nIn the afternoon, she wakes up and we have tea and biscuits. We watch children’s TV. Lena loves Barney. Ahmed, my husband, goes to English class and computer class in the afternoon.  \nAlgeria  \nMy Day-Reading 91  \nMy Day-Reading (continued)  \nOn Fridays, we go to the mosque. I work as a volunteer in the mosque. I teach young girls se","cbCaisoQ4ZkyuByR","https://ap.wps.com/l/cbCaisoQ4ZkyuByR","pdf",619560,25,"English","# Section B - Daily Life\n## 5 Daily Routines\n## 5.1 My Day\n## 5.2 My Name is Precious\n## 5.3 My Weekend","[{\"question\":\"What skills do the students practise in Lesson 5 Daily routines?\",\"answer\":\"Students practise predicting, speaking, reading, and writing. The lesson also targets writing simple text about daily routines and weekend activities.\"},{\"question\":\"How do the learners use the My Day picture story and reading?\",\"answer\":\"Learners first discuss each picture and then write sentences about Zohra’s day. They read the My Day text to find additional information not included in the picture story and check comprehension using questions.\"},{\"question\":\"What do the writing and worksheet activities involve?\",\"answer\":\"Students complete the My Day writing worksheet by answering questions about breakfast, shopping, lunch, work, and evening activities. They also work in pairs to interview each other and write sentences about a partner.\"}]","The Big Picture - ESOL Tutors Section B: Daily life - 5 Daily routines | PDF",1790865466,39]