Time and Daily Routines

Overview

In this tenth lesson of Filipino Language Foundations, students consolidate familiar routine vocabulary and learn to tell the time in Filipino. They use modelled sentence patterns to describe a basic daily routine, moving from supported recognition to a short independent spoken and written text.

Learning intentions

Students will:

• tell the time using common Filipino time expressions
• use high-frequency verbs to describe daily routines
• organise routine events in chronological order
• ask and answer simple questions about daily activities

Success criteria

• I can ask and answer “What time is it?” in Filipino.
• I can say at least five times accurately.
• I can describe a daily routine using time expressions and familiar verbs.
• I can present my routine in a clear, logical order.

Curriculum links

• Western Australian Curriculum Languages: interacting with others in classroom and everyday exchanges.
• Western Australian Curriculum Languages: exchanging information about daily activities, schedules and personal routines.
• Western Australian Curriculum Languages: creating and presenting a short informative text for a specific purpose and audience.
• General capabilities: communication, personal and social capability, and literacy through sequencing and presenting information.

Lesson structure (30 minutes)

1. 0–4 min · Hook and retrieval. Teacher opens the hook and retrieval slides with a visual timeline of a teenager’s day and asks, “Anong oras ka gumigising?” (“What time do you wake up?”). Student responds using any previously learned routine vocabulary, gestures or English where necessary, then recalls familiar verbs such as gumising (wake up), maligo (shower), kumain (eat), pumasok (go to school) and matulog (sleep).

2. 4–10 min · Direct teaching: telling the time. Teacher uses the time-expression teaching slides to model Anong oras na? (“What time is it?”), Alas siete (“seven o’clock”), Alas siete y medya (“half past seven”) and Alas otso y kinse (“quarter past eight”). Teacher displays analogue and digital clocks, emphasising the pattern Alas + number and checking pronunciation. Student reads the times aloud, matches each expression to a clock and indicates whether it is morning or evening using ng umaga and ng gabi.

3. 10–16 min · Guided practice. Teacher distributes the time and routine practice worksheet and completes the first item as a model. The worksheet includes clock-reading, matching and sentence-completion tasks. Student reads six times aloud, writes the corresponding Filipino expressions and completes supported sentences such as Gumigising ako ng alas sais (“I wake up at six o’clock”). Teacher gives immediate feedback on number words, word order and clarity.

4. 16–22 min · Routine sequencing. Teacher returns to the routine-sequencing slides and models a short sequence using list markers: Una (first), pangalawa (second), pagkatapos (then) and sa wakas (finally). Teacher demonstrates: Una, gumigising ako ng alas sais. Pagkatapos, kumakain ako ng almusal. Student selects five personal routine events from the worksheet and orders them from morning to night, adding a time to each.

5. 22–27 min · One-to-one information exchange. Teacher uses the speaking-task instruction slide to model the exchange: Anong oras ka gumigising? — Gumigising ako ng alas sais. Student asks the teacher the model question, answers it, then gives a short description of their own routine using at least five time-and-verb combinations. Teacher deliberately asks one follow-up question, such as Anong oras ka natutulog? Student may refer to the worksheet but should attempt to maintain visual attention and communicate clearly.

6. 27–30 min · Plenary and exit check. Teacher displays the plenary and exit-question slide with one unfamiliar clock and the prompt “Describe two things you do today.” Student says the time in Filipino, gives two routine sentences and identifies one phrase they can now use confidently. Teacher records accuracy and selects one next-step target, such as pronunciation, time expressions or sequencing.

Resources

• the complete Time and Daily Routines slide deck
• the time and routine practice worksheet
• Whiteboard and markers
• Analogue clock image or classroom clock
• Digital timer or clock display
• Teacher assessment notes

Assessment

• During retrieval and direct teaching, check whether the student recognises and produces Anong oras na?, Alas + number and common time extensions.
• Review the worksheet for accurate time expressions, verb selection, sentence structure and chronological sequencing.
• Use the final spoken response as an exit assessment: the student should produce one accurate time and two understandable routine sentences.

Differentiation

• Support with a word bank, picture cues, a numbered sentence frame and a visible model: Gumigising ako ng ___; allow the student to point, gesture or rehearse before speaking.
• Teach only o’clock times first, then introduce y medya and y kinse if the student is ready. Accept an analogue clock, digital time or a written prompt during early practice.
• For additional challenge, ask the student to include ng umaga, ng hapon or ng gabi, use a sequencing marker and add a reason using a familiar phrase such as dahil….
• For a student requiring additional processing support, reduce the routine to three events, provide extra wait time and present one visual prompt at a time. Avoid correcting every error during fluency; give one focused feedback point after the exchange.