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ESL Daily Life Lesson Plan

Instructor: Aimee Charles

Aimee has a Master's degree in Special Education from Arizona State University and currently teaches at the Secondary level.

In this lesson, students will build a timeline depicting their daily events. Additionally, students will be exposed to common words that show frequency and begin to describe their daily lives using these terms.

Learning Objective

After this lesson, students will be able to:

  • Describe activities relating to daily life.
  • Use frequency words when discussing activities.


This lesson should take 45-60 minutes. The extension activities could add an extra 30-45 minutes.

Curriculum Standards


Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.


Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.


  • Frequency words such as: never, sometimes, often, always
  • Various activities of daily living (teacher's choice)


  • Paper, crayons or markers
  • Large flashcards depicting many daily activities (for example, an alarm clock, a tooth brush, a school bus, a lunch box, a playground, a washer/dryer, a television)

Teaching and Discussion

  • Start by discussing your own personal daily routine with the class. Say things like 'I always wake up at 7am,' or 'I sometimes drink coffee before work.' Be certain to include a diverse range of activities that students will relate to.
  • As much as possible, even if it becomes silly, use hand or body motions to describe the activities in your day.
  • On the board, draw a timeline that starts at 7am and ends around 10pm.
  • Discuss your day again, allow students to come and mark on the time line when the activity stated most commonly occurs.
  • Use this opportunity to refresh students on how a timeline depicts certain times of day, teach/reteach concepts concerning morning/evening/nighttime if necessary.


  1. Ask each student to begin making a list of the activities that they usually do in a day. Circulate the room to check for understanding.
  2. Briefly allow for students to share some of the things that they wrote on their list. This allows other students to add to their list as new ideas are generated.
  3. Be certain to highlight and discuss key daily activities that the students do not mention.
  4. Provide each student with paper and drawing materials.
  5. Instruct the students to create a timeline of their daily activities, similar to the example on the board.
  6. Invite students to share out in small groups. Facilitate the discussion by saying 'Tell your group what you do in the morning,' 'Now let's talk about what we do in the afternoon,' etc.

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