A Day in the Life of a Teacher — Talking About Jobs in English for Reading and Speaking

1. Introduction

Meet Hannah. She’s a secondary school English teacher in a busy city in northern England. Every day, she faces thirty teenagers, a mountain of marking, and the endless challenge of keeping her students interested. Teaching is not easy, but for Hannah, it’s more than a job — it’s something she genuinely loves.

Introductory Discussion Questions

1. Do you know anyone who works as a teacher? What do they say about their job?

2. What kind of teacher do you think you would be — strict or relaxed?

3. What subjects are most popular with students in your country?

4. What makes a good teacher, in your opinion?

5. Would you like to work in a school? Why or why not?

2. Morning

Hannah’s alarm rings at 6:15. She gets up quickly, makes a cup of tea, and looks through her lesson plans for the day. At seven thirty, she leaves her small flat and catches the bus to school. The city streets are still quiet, but her mind is already busy, thinking about the activities she’s prepared.

By eight o’clock, she’s in the staffroom. She checks her emails, prints out worksheets, and greets her colleagues. The first lesson starts at nine. Her Year 9 students shuffle in, half asleep, with phones hidden in their sleeves. She smiles, writes “Descriptive Writing – Using the Senses” on the whiteboard, and claps her hands.

“Right, everyone — phones away. Let’s get started!”

As the students begin writing, Hannah walks around the room, reading over their shoulders and offering encouragement. Some struggle, others flourish. She praises small improvements and gently corrects mistakes.

By the end of the lesson, the classroom smells of ink and teenage perfume. She collects the books, glances at the clock, and takes a deep breath. One lesson down, four to go.

Comprehension Questions – Morning

1. What time does Hannah wake up?

2. What does she do before leaving home?

3. How does she prepare for her first lesson?

4. What subject does she teach in her first class?

5. How does she help her students during the lesson?

3. Midday

By lunchtime, Hannah feels her energy dip. She’s already taught three classes — grammar, reading comprehension, and creative writing. Each group is different: some enthusiastic, others restless.

At twelve thirty, she heads to the canteen with two colleagues, grabbing a sandwich and a packet of crisps. They sit by the window, sharing stories about their students. There’s laughter, but also a sense of exhaustion that only teachers understand.

After lunch, Hannah has a double period with Year 11 — the exam class. These students are preparing for their GCSEs, and the pressure is on. She projects a sample essay on the board and explains how to structure a strong argument. Some students listen carefully, others stare out the window.

“Remember,” she says, “examples make your writing powerful.”

As she moves around the classroom, she notices one student quietly drawing instead of writing. Instead of scolding him, she kneels beside his desk. “You’re a good artist, Ben. Why not describe this picture in words? Make your writing as vivid as your drawing.”

He looks up, surprised, and begins to write. For Hannah, that small moment makes the long day worthwhile.

Comprehension Questions – Midday

1. How many classes has Hannah taught before lunch?

2. What does she do with her colleagues at lunchtime?

3. What is special about her Year 11 class?

4. What advice does she give about writing essays?

5. How does she encourage Ben to start writing?

4. Afternoon and Reflection

By the final lesson, Hannah’s voice is fading. She has a group of Year 7 students — the youngest in the school. They’re loud, curious, and full of questions. Today’s topic is adjectives for describing people. She plays a quick game: Guess Who using pictures on the projector. The room fills with laughter and shouts of “Miss, I know!” and “Can I go next?”

At three thirty, the bell finally rings. The students rush out, and the corridors echo with noise. Hannah stays behind, tidying her desk and stacking books. She takes a sip of cold tea and looks at the whiteboard still covered in notes and doodles.

Her head aches, but there’s a quiet satisfaction inside her. She knows she’s made a difference — even if it’s just helping one student find confidence in writing.

Before leaving, she writes tomorrow’s date on the board: Thursday – Poetry and Imagery. Another full day awaits.

On the bus home, she stares out of the window, tired but content. “Teaching,” she thinks, “isn’t about perfection. It’s about patience.”

Comprehension Questions – Afternoon and Reflection

1. What subject does Hannah teach in her final class?

2. What activity does she use to teach adjectives?

3. What does she do after the students leave?

4. How does she feel at the end of the day?

5. What message does she take from her work?

5. Key Vocabulary

6. Vocabulary Practice – A Day in the Life of a Teacher

Activity 1 – Match the Words and Meanings

Match each word on the left with its correct meaning.

1. staffroom

2. worksheet

3. double period

4. argument

5. vivid
   

a) clear and detailed
b) a long class without a break
c) a paper with exercises for students
d) the teachers’ shared room
e) a reason or opinion in writing

Activity 2 – Complete the Sentences

Fill in the blanks with the correct word or phrase.

1. Hannah checks her emails in the __________ before class.

2. Her students wrote a strong __________ for their essay.

3. After a long __________, she finally sits down.

4. She gives every student a __________ to practise grammar.

5. The student’s story was full of __________ descriptions.

Activity 3 – Your Turn

Choose three new words from the list and write your own sentences.

Example:

• The teacher marked my essay carefully.

• The classroom was full of noise and energy.

7. Useful Expressions

• on my feet all day

• keep students engaged

• run out of energy

• deal with behaviour

• make a difference

• lesson went smoothly

• take attendance

• prepare materials

Activity 1 – Complete the Sentences

Use the expressions above to complete each sentence.
Change the form if necessary.

1. After five hours of teaching, Hannah felt tired because she’d been __________.

2. Teachers often __________ by calling out names at the start of class.

3. It’s important to __________ so that students don’t lose focus.

4. She was proud that her __________ and everyone understood the task.

5. Even when classes are difficult, most teachers want to __________ in their students’ lives.

Activity 2 – Match and Discuss

Match each situation with the expression that fits best. Then, discuss your answers with a partner or write short explanations.

(Possible answers: deal with behaviour / run out of energy / prepare materials / lesson went smoothly / make a difference)

8. Discussion or Writing Prompts

• Would you like to be a teacher? Why or why not?

• What kind of teacher do you think you would be?

• What makes a great teacher in your opinion?

• Do students in your country show respect to teachers?

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