Time routines

Overview

Students will learn simple ways to say the time and describe everyday routines in Spanish using guided discussion and a whole-class TPR (Total Physical Response) activity. They will practise speaking, listening, and responding to prompts linked to school and home routines.

Learning intentions

• WALT tell the time in Spanish using modelled phrases.
• WALT talk about daily routines using familiar verbs and routine time cues.
• WALT respond to spoken instructions and questions confidently in Spanish.

Success criteria

• I can say the time (e.g., “Es la una…”, “Son las…”) with support.
• I can say at least 3 routine sentences (e.g., “Me levanto…”, “Desayuno…”, “Voy a…”) using a time phrase.
• I can respond to TPR instructions correctly (move to the matching routine/time).
• I can participate respectfully in pair or group speaking practice.

Curriculum links

• Languages: develop oral language and communicate in meaningful contexts (listening and speaking focus).
• Communication strand: use purposeful talk, respond to others, and share ideas.
• Competencies: think critically and creatively about routines, and use language to interact with others.

Lesson structure (55 minutes)

1. 5 min — Warm-up “Hola + rutina” (TPR light)

• Teacher greets and shows 3 routine pictures (wake up, eat, go to school) while students do simple actions.
• Quick choral repetition: “Me levanto”, “Desayuno”, “Voy a la escuela”.

2. 10 min — Input with visuals: telling the time

• Show a “clock” slide or paper clocks with Spanish time phrases on the board.
• Model and practise: “Es la una…”, “Son las dos…”, “Son las tres…”, plus “a las …” (time cue) using gestures.
• Students echo chorally, then practise in pairs: one says time, the other repeats and adds “A las …, (me levanto/desayuno)”.

3. 15 min — Guided discussion “Mi día”

• Use sentence frames on the board:
• “A las ___, me ___.”
• “A las ___, (desayuno / voy a la escuela / hago mis deberes).”
• Teacher asks with gestures and points to a routine timeline (morning/afternoon/evening).
• Students answer with 1–2 words then build to a full sentence (teacher supports wording and pronunciation).
• Collect 3–4 student examples to reinforce accurate model phrases.

4. 15 min — Main activity: TPR “Tiempo y rutina”

• Set up 4 stations around the room: different routines + matching clocks/time cards.
• Each station has a large picture, an action card, and a time card (e.g., “Son las tres: hago mis deberes”).
• Teacher calls out instructions in Spanish: “¡A la estación! Son las dos. Desayuno” (students move, then freeze in the action).
• After each round, students repeat the full phrase as a class and briefly check they’re at the correct station.

5. 7 min — Quick check + exit ticket (spoken or visual)

• Students choose one clock card and one routine card and say the matching sentence to a partner.
• Teacher listens for targeted phrases while others practise quietly.
• Exit option: student points to the correct time/routine matching a spoken prompt.

6. 3 min — Pack-up reflection

• Whole-class: “¿Qué aprendimos hoy?” Students respond with a single phrase: “Aprendí los horarios y la rutina”.

Resources

• Picture cards for routines (wake up, breakfast, school, homework, dinner, bedtime)
• Paper clocks or wall clock with Spanish time phrases
• Large time cards (una, dos, tres, cuatro… as appropriate) and routine cue cards
• Sentence frame cards for students (A las ___, me ___ / A las ___, desayuno…)
• Station signs for TPR corners (one routine per station)
• Student mini-whiteboards or response cards (optional for exit ticket)
• Teacher voice-recording prompt sheet (optional for consistency)
• Dyslexia-friendly printed supports: colour-coded visuals, fewer words per card, large font

Assessment

• Formative: teacher observation during pair speaking and TPR station selection (accuracy of time + routine).
• Formative: quick spoken check using sentence frames (“A las ___, me ___”).
• Self/peer: partner repetition for correctness using a “model sentence” card (teacher-provided).

Differentiation

• Support (ADHD/dyslexia): short, clear instructions; use colour-coded time cards; allow pointing instead of full speaking at first; provide a reduced set of time/routine options for some students.
• Support for dyslexia: audio-first input; printed cards with large font and minimal text; allow students to record their sentence on a device or speak into an audio prompt instead of reading.
• Extension (advanced learners): add an extra routine sentence (e.g., “Luego…” or “Después…”), or include “por la mañana / por la tarde / por la noche” with a time cue.
• EAL learners: pre-teach key verbs with actions; accept rehearsed chunks; encourage bilingual support by allowing a quick “English reminder word” card at first.

Extension (optional)

• If time remains, students create a “mini day poster” with 3 clocks and 3 routine phrases, then present in pairs using TPR actions for each sentence.