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Each student will be given a frequency adverb (always, never, sometimes) and a time of day (morning, afternoon, evening, night). Then, they must create a sentence combining both words.

For example: AFTERNOON + ALWAYS → 'I always play videogames in the afternoon.'

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Students read the text “Kevin’s Daily Routine” about a student’s daily life using adverbs of frequency. Then they answer 10 multiple-choice and 10 open-ended questions to practice reading comprehension, identify key information, and understand adverbs of frequency in context.

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Warm up

Say the meaning of the verb, then create a sentence and send it in the chat.

https://spinthewheel.io/wheels/RzFUAmk2QNYMPqt8J1gK

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Multiple forms of representation (what learning is about)

Videos are provided that discuss the routine of a young American, images related to daily routine, and texts with questions proposed in the pre-task.

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Multiple forms of action and expression (how to learn)

A variety of interactive activities are offered (quizzes, forums, Kahoo games).

Allow students to submit their work in various formats (audio, video, presentations).

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Students answer in Kahoot to some guided questions:

https://play.kahoot.it/v2/lobby?quizId=02e387a8-ceaf-4dea-b32c-a37606b18c11

1. What time does he/she wake up?

2. What does he/she usually have for breakfast?

3. What are two differences between his/her school day and yours?

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Post -Task and Assessment (20 minutes)

The teacher uploads the activity guide for creating the video to the classroom platform so that each pair of students can upload the proposed activity.

Every pair show their job using Classroom.

Their classmates ask two questions about the showed routine.

The teacher evaluates with an authentic assessment rubric.

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Main Task (40 minutes)

1. In pairs describe your Daily Routine using Simple Present Tense.

2. Look for information in English about a teenager's Daily routine in a Foreign country (EE.UU).

3. Create in Genially or Canva an interactive presentation with:

Six sentences about your routine with own or web images.

Six sentences about the routine of a foreign teenager.

A final slide with 3 similarities and 3 differences.

Suggested resources: Pixabay (free images), Canva (Presentation), Deepl or Wordreference (dictionary on line)

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Innovative teaching strategies

 Task-Based Learning (TBL): Meaningful activities with an authentic final product (video, infographic, or interactive presentation).

 Gamification: Use of platforms such as Wordwall, Quizizz, or Kahoot to reinforce vocabulary and structures.

 Intercultural competence: Comparison of routines of teenagers in Colombia and other English-speaking countries.

 ICT integration: Use of Canva, Padlet, and Classroom for production and socialization.

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Activity Development

Task 1: Pre - Task (15 minutes)

The teacher will show students a short youtube video about "My Day"

https://youtu.be/qD1pnquN_DM

Introduce frequency advers:

Students will review Simple Present Expressions such as: always, Students will review Simple Present Expressions such as: Always, usually, frequently, often, sometimes,occasionally, rarely, never.

I always brush my teeth in the morming.

I usually watch T.V in the evening.

I sometimes play basketball on friday.

I never drink coffee in the afternoon.

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Grades: 6

Nivel: A1

DBA 3: Describes habitual actions in the present simple tense using expressions of time (always, sometimes, never, etc.).

DBA 5: Identifies and produces vocabulary related to everyday activities.

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Specific objectives:

* Identify daily activities and schedules.

* Correctly use the grammatical structure of the present simple tense (affirmative, negative, and interrogative).

* Compare routines between cultures to develop intercultural competence.

* Produce a final multimedia product that shows one's own routine and contrasts it with that of another country.

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MEN and DBA standards

Communicative competence standard: “Describes daily routines and activities using simple expressions and structures.”

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Multiple forms of motivation and engagement (the reason for learning)

Motivation, autonomy, and connection to real life are encouraged.

Relate content to examples from everyday life and the cultural context of students.

Collaboration is encouraged (forums, team projects)