a) b)

c)
d)

e)
f)

g) h)

i) k)

j)

Worksheet 1
Match the words in the box with the pictures below:
Get dressed Do exercises Brush your teeth Switch off your alarm
Be late for school Start school Go to school
Wake up Your alarm goes off Start school Get up
 Do exercises Do exercises

Brush your teeth Brush your teeth

Switch off your alarm Switch off your alarm

Be late for school Be late for school

Go to school Go to school

Get dressed Get dressed

Get up Get up

Wake up Wake up

Your alarm goes off Your alarm goes off

Worksheet 2
Worksheet 3
Match the words in the box with the pictures below:
Come home Do your homework Dream about something Fall asleep
Have a bath/shower Have lunch Have dinner Sleep
Finish school Set your alarm Turn off the light

l) m)

n) o)

p)
q)

s)
r)

t)
v)

u)
Worksheet 4
Daily Routines
Be late for school/work
Brush teeth
Come home
Do exercises
Do homework
Dream about something
Fall asleep
Get dressed
Get into bed
Get out of bed
Get up
Go to school/work
Have a bath/shower
Have breakfast/lunch/dinner
Sleep
Start school/work
Finish school/work
Switch off your alarm
Set your alarm
Wake up
Your alarm goes off

Times of the day

(In the) morning

(In the) evening
(In the) afternoon
(At) noon/(at) midnight
(At) night
At …. o’clock
Step 1: Morning routines (Worksheet 1 and 2)

1. Go through the words in the box to make sure your students know how to read them correctly
2. Have them matching the words and the pictures in pairs or individually (you might want to
help)
3. Ask students when do they usually do these kinds of activities? (In the morning)
4. For lower-level students:
Cut out and give the students the words and phrases from the second worksheet (2 per pair).
Explain that they need to put the phrases in the order in which they perform these activities in the
morning and tell their partner about their typical morning.
Higher-level students who are more confident with the use of the Present Simple vocabulary can
tell their partner the story without aids or write a short story about themselves. The same works
if you are using the worksheet as a revision.
5. Have feedback from the classroom how their morning routine usually goes (usually, the
mornings are quite typical).

Step 2: Mr. Bean video https://www.youtube.com/watch?v=IacjiYGj9l4 (7 mins) (Worksheet

2)
6. Explain to the class that not everyone has such boring mornings () and that now they re
going to watch a video about a most unusual morning of an English gentleman called Mr. Bean
(your students might now him).
Their tasks (in pairs) will be:
For lower-level students: to put the papers from the second worksheet in order according to what
they see
For higher-level students: to note down what they see in the video.

The story goes like this:

His alarm goes off – He sleeps – He gets up – He wakes up (after hitting his head on the wall) –
He does exercises – He is late for the dentist – He goes to the dentist – He gets dressed in his car
– He brushes his teeth at his car – He arrives to the dentist

Note: Mr. Bean is late for the dentist, not for school, you may point to this fact for the students
before watching. The important thing is that they notice that he is late and use the correct
vocabulary 

7. While the students watch, monitor the process. Afterwards, ask one of the stronger students to
read the cards in the correct order. When everyone puts them into the correct order, have the
students write down the story into their notebooks. Help if needed.

Step 3: Evening routines (Worksheet 3)

8. Ask the students if they think Mr. Bean’s afternoon and evening are the same? What is their
afternoon and evening like? To talk about that they need more words! Repeat the steps 1-5 for
evening routines. (Worksheet 3)

Step 4: Hometask (Worksheet 4)

9. Tell the students that their hometask will be to write the continuation of the story about Mr.
Bean’s afternoon and evening.
10. In the end of the lesson I would give the students Worksheet 4 so that they could write down
the translations into their mother tongue if needed and had all the vocabulary in front of their
eyes while writing the composition.