Lesson 1554: My Day

Level: A1–A2
Topic: Daily and Work Routines
Language Focus: Simple Present and Daily Routine Expressions
Skills: Listening, Vocabulary, Speaking, Grammar
Materials: Audio/video, worksheet, multiple-choice quiz, grammar puzzle

1. Vocabulary Warm-Up

Give students the worksheet.

Have them match the vocabulary words with the pictures. The words introduce important language Natalie uses when talking about her daily routine and her life as a teacher in Thailand.

Briefly review the vocabulary before listening.

2. First Listening – Put the Words in Order

Play the conversation.

Students listen and number the words or pictures in the order Natalie mentions them.

This gives students a simple first-listening task without requiring them to understand every detail.

After listening, have students compare their answers with a partner.

The worksheet also includes a QR code, so students can easily access the audio outside class.

3. Memory Check – 10 Questions

Before playing the conversation again, give students the 10 comprehension questions.

Have students work in pairs and try to answer each question from memory based on the first listening.

They should discuss what they remember and agree on an answer.

This makes the second listening more purposeful because students already know what information they need to confirm.

4. Second Listening – Listen and Check

Play the conversation again.

Students confirm or change their answers as they listen.

You can play the entire conversation or break it into shorter sections.

Teaching Tip

The answer key includes timestamps showing when each answer is spoken.

Use these to turn the second listening into a step-by-step activity:

Play → Pause → Ask → Discuss → Continue

This is especially useful for lower-level students who may find the full conversation challenging.

5. Discussion – My Daily Routine

Use the discussion questions at the bottom of the worksheet.

Students work in pairs or small groups and talk about their own daily routines.

Topics can include:

What time do you get up?
What do you do in the morning?
What do you do after school or work?
What do you do at night?

Students can compare their routines with Natalie's and with each other.

6. Grammar Puzzle – Find the Missing Word

Next, give students the transcript with the missing words.

Students read the conversation and try to predict the word that belongs in each blank.

For example:

What ____ a typical morning for you?
→ is

I wake ____ at about 7:00 a.m.
→ up

I really am a morning ________.
→ person

The surrounding language often provides clues, and usually only one word fits naturally.

This makes the activity a useful test of grammar, vocabulary, collocations, and students' ability to anticipate language.

Have students work in pairs and discuss each missing word.

7. Listen and Check

After students predict the missing words, play the conversation again.

Students listen and check their answers.

Alternatively, you can reverse the task and use it primarily as a listening gap-fill: students listen first and write the missing words they hear.

The two approaches test slightly different skills:

Read → Predict → Listen → Check

or

Listen → Fill In → Read → Check

8. Optional Online Puzzle

The grammar puzzle is also available online.

Display the lesson page and generate a QR code so students can open the activity on their phones.

Students can play the audio while completing the missing words themselves.

This works well for independent practice, homework, or self-study.

9. Answer Key

The worksheet includes a complete answer key.

The multiple-choice section also provides timestamps showing exactly when each answer is spoken, making it easy to locate specific sections of the conversation.

One thing to keep in mind: if students access the complete worksheet themselves, the answers are included at the back.

Suggested Lesson Flow

Vocabulary → First Listening → Word Order → Memory Questions → Second Listening → Discussion → Grammar Puzzle → Listen and Check

The grammar puzzle is particularly useful in this lesson because students aren't simply listening for words. They first have to anticipate what English naturally belongs in each gap, then use the audio to confirm their predictions.