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SKILLS

Communication and Cultural Awareness: EFL 3.1.1 Ask and answer questions about people’s names, age, and whereabouts… and extend to routine times.
Oral Communication: EFL 3.2.14 Express basic needs and point of view using simple words and phrases.
Reading: EFL 3.3.1 Understand most of the details of short, simple texts.
Writing: EFL 3.4.1 Make a simple learning log or diary entries about daily routines using time expressions.

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REAL-LIFE APPLICATION

In the real world, time expressions are the “glue” of scheduling and storytelling. Without them, students can’t tell a friend when to meet for ice cream, explain their daily TikTok/gaming routines, or talk about what they did yesterday versus what they will do tomorrow. It moves them from speaking in isolated words to actually sequencing their lives.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1 – ( 10-15 minutes)

Anticipation Activity:

The Mixed-Up Day”

• Objective: Notice the necessity of time order.
• Instructions:
  1. Display 5 unnumbered digital flashcards of a daily routine out of order (e.g., I go to sleep, I eat breakfast, I arrive at school).
  2. Ask students to scramble and rewrite them in order on a digital jamboard/padlet.
  3. Introduce the magic words: “To make this clear, we need Time Expressions.”
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CONSTRUCTION

Part 2: Vocabulary Development (15 min)

The teacher explicitly introduces key vocabulary needed for the lesson, ensuring students clearly understand meaning and use. The words include:

In the morning / afternoon / evening (Parts of the day)

Every day (Frequency)

At [time] (Specific points, e.g., at 7:00)

Before / After (Sequencing events)

Yesterday (Past reference)

On weekends (Habits)

Part 3: Grammar Introduction using Presentation (20 min)

Grammar Introduction:

Focus: Prepositions of time (In, On, At) and basic sequence adverbs (First, Then, After that).

Instructions:

• Direct Instruction (10 mins): Present a simple visual pyramid showing AT (precise time/night), ON (days/dates), and IN (months/years/parts of day).
• Concept Check (10 mins): Run a quick 5-question digital poll (Mentimeter/Kahoot) where students fill in the blank: “I watch TV ___ the afternoon.”

Grammar Practice Activity (25 mins)

• Activity: “My Perfect Digital Timeline”
• Instructions:
  1. Students use a template (Google Slides or Canva) to create a 4-step timeline of their ideal Saturday.
  2. They must write 4 sentences using at least three vocabulary words and two prepositions correctly (e.g., “First, I wake up at 10:00. After that, I play video games in the afternoon.”).
  3. Pair-share in breakout rooms to read timelines aloud.

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

The Time Traveler’s Vlog- (40 mins)

• Activity: Scripting and recording a mini-vlog.
• Instructions:
  1. Setup (10 mins): Students pretend they are time travelers who visited “Yesterday” or are describing a typical day in the year 2050.
  2. Drafting (15 mins): Write a 5-sentence script using a mix of past and present time expressions (yesterday, every day, in the morning).
  3. Production (15 mins): Use Flip (Flipgrid) or a phone to record a quick 30-to-60-second video reading their script.

SESSION 3: CONSOLIDATION (80 min)

Part 1 – ( 2 x 40min)

Assessment Activity

• Period 1: The Reading & Writing Portfolio (40 mins)
  • Part A (20 mins): A digital quiz (Google Forms) featuring a short reading comprehension text about a teenager’s routine. Includes 5 multiple-choice questions focusing on when events happen and 5 fill-in-the-blank grammar questions (in/on/at).
  • Part B (20 mins): Short writing response. Students write a paragraph (40–50 words) describing their favorite school day, strictly graded on the correct usage of at least 4 different time expressions.
• Period 2: Interactive Speaking Peer-Review (40 mins)
  • Task (25 mins): Live “Find Someone Who” digital mixer. Students are given a checklist (e.g., Find someone who studies at night / Find someone who wakes up before 6:00 AM). They must interview classmates in English using breakout rooms or a class walk-about.
  • Wrap-up & Self-Reflection (15 mins): Students submit their interview findings and fill out a quick digital exit ticket rating their own confidence with the unit’s skills.

NEE – Agregar el tipo de adaptaciones curriculares

Principio II: Pautas 6.1 – 6.3 – 6.4 
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas. 
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.