0:00–0:10 Welcome and warm-up: greet classmates in Tagalog, ask “Kumusta ka?” meaning “How are you?”, and answer with simple feelings such as “Mabuti” = “Good,” “Masaya” = “Happy,” “Pagod” = “Tired,” and “Okay lang” = “Just okay.”

0:10–0:25 Pronunciation focus: practice stress and clear vowel sounds in family and social words, including “pamilya” = “family,” “nanay” = “mother,” “tatay” = “father,” “kapatid” = “sibling,” “trabaho” = “work,” “hilig” = “hobby/interest,” and “kaibigan” = “friend.” Include listen-and-repeat, choral repetition, and individual volunteer practice.

0:25–0:45 Vocabulary set 1: family and relationships. Teach “pamilya” = “family,” “nanay/ina” = “mother,” “tatay/ama” = “father,” “anak” = “child,” “kapatid” = “sibling,” “kuya” = “older brother,” “ate” = “older sister,” “lolo” = “grandfather,” “lola” = “grandmother,” “asawa” = “spouse,” and “kaibigan” = “friend.” Model respectful use of “po” and “opo” when speaking with elders.

0:45–1:00 Grammar in accessible terms: introduce simple describing patterns. “Ito ang pamilya ko” = “This is my family.” “Mayroon akong kapatid” = “I have a sibling.” “Wala akong kapatid” = “I do not have a sibling.” Explain that Tagalog word order may feel different from English, so learners should focus on useful sentence frames rather than translating word-for-word.

1:00–1:10 Short break.

1:10–1:25 Vocabulary set 2: work, daily roles, hobbies, and activities. Teach “trabaho” = “work/job,” “estudyante” = “student,” “guro” = “teacher,” “nars” = “nurse,” “opisina” = “office,” “bahay” = “home,” “nag-aaral ako” = “I study,” “nagtatrabaho ako sa…” = “I work at/in…,” “mahilig ako sa…” = “I like/am interested in…,” “musika” = “music,” “pagkain” = “food,” “palakasan” = “sports,” “pagbabasa” = “reading,” and “paglalakad” = “walking.”

1:25–1:40 Guided reading and listening: instructor reads two short beginner profiles aloud, then learners identify family, work, hobby, and feeling details. Example: “Ako si Ana. Mayroon akong isang kapatid. Nagtatrabaho ako sa opisina. Mahilig ako sa musika. Masaya ako ngayon.” Translation: “I am Ana. I have one sibling. I work in an office. I like music. I am happy today.”

1:40–1:58 Pair interview and speaking practice: learners ask and answer 4–5 questions with a partner using a support sheet. Required questions include “Sino ka?” = “Who are you?/What is your name?”, “Kumusta ka?” = “How are you?”, “Mayroon ka bang kapatid?” = “Do you have a sibling?”, “Saan ka nagtatrabaho o nag-aaral?” = “Where do you work or study?”, and “Ano ang hilig mo?” = “What is your hobby/interest?” Instructor circulates to provide pronunciation and sentence-frame support.

1:58–2:00 Assignment briefing and exit check: explain Assignment 7: Family, Work, and Social Profile. Learners state one new sentence aloud before leaving, such as “Mahilig ako sa musika” = “I like music” or “Ito ang pamilya ko” = “This is my family.”

6:00–6:10 p.m. Welcome, goals, and final activity overview: learners review expectations for a respectful beginner conversation and confirm the two-part final task: self-introduction plus short everyday role-play.

6:10–6:25 p.m. Pronunciation and confidence warm-up: repeat and contrast key sounds and stress patterns from the course using examples such as Kumusta? (How are you?), Salamat po (Thank you), Ako si ___ (I am ___), Saan po ang ___? (Where is ___?), and Magkano ito? (How much is this?). Instructor gives quick corrective feedback focused on intelligibility rather than perfection.

6:25–6:40 p.m. Course language review: class collaboratively reviews core phrases for greetings, introductions, polite language, common questions, numbers, time, directions, shopping, ordering food, family, work, feelings, and closing a conversation. Instructor highlights accessible sentence frames: Ako si ___ (I am ___), Gusto ko ng ___ (I would like/want ___), Mayroon ba kayong ___? (Do you have ___?), Saan ang ___? (Where is ___?), and Anong oras ___? (What time ___?).

6:40–7:00 p.m. Guided scenario practice in pairs or small groups: learners rotate through short prompts such as meeting someone new, asking for directions, buying an item, ordering food, asking about family or work, and arranging a simple time. Each practice round includes one speaker, one responder, and one peer listener noting useful phrases.

7:00–7:10 p.m. Break and preparation: learners choose or are assigned a final scenario, prepare notes, and rehearse a short self-introduction. Notes may include English support, but the spoken performance should use as much Tagalog as possible.

7:10–7:45 p.m. Practical final conversation activity: each learner presents a 30–60 second Tagalog self-introduction and participates in a 2–3 minute everyday conversation with a partner or the instructor. Required elements: greeting, name, one personal detail, at least two questions or answers, one polite expression with po or opo when appropriate, and a closing expression.

7:45–7:55 p.m. Instructor feedback and peer reflection: instructor provides brief strengths-based feedback on pronunciation, vocabulary choice, interaction, and cultural appropriateness. Learners identify one expression they used successfully and one area for continued practice.

7:55–8:00 p.m. Course wrap-up and assignment launch: instructor explains Assignment 8, Final Conversation Reflection and Next-Step Plan, including the expectation to cite at least eight Tagalog expressions with English meanings and create a realistic two-week practice plan.