0–10 minutes | Welcome and warm-up: Greet students and ask quick questions: “What day is today?”, “What time is it?”, and “How do you come to class/work?” Use Spanish support only as needed for confidence.10–25 minutes | Review: Review numbers from 1–100, prices, and final consonant pronunciation from the previous shopping lesson. Students listen and repeat pairs such as fifteen/fifty and bus/buses.25–45 minutes | Vocabulary and expressions: Teach days of the week, months, date formats, morning/afternoon/evening, bus, train, stop, station, schedule, appointment, early, late, arrive, leave, open, and closed. Useful frames: “What time is the bus?”, “The bus leaves at ___,” “My appointment is on ___ at ___,” “Can you repeat that, please?”, and “Is that in the morning or afternoon?”45–65 minutes | Listening and reading: Students read a simple bus schedule and a clinic appointment reminder. Instructor models how to scan for day, date, time, place, and route number. Students listen to short announcements and circle the correct time.65–90 minutes | Guided practice: In pairs, students ask and answer schedule questions using sentence frames. Focus on prepositions of time: at 9:00, on Monday, in the morning. Instructor corrects question order gently: “What time does it leave?” and “When is your appointment?”90–110 minutes | Practical application: Role-play a transportation information desk. Student A asks about a bus or train time; Student B uses a schedule to answer. Then students switch roles and add a clarification request: “Sorry, can you say that again?”110–115 minutes | Formative assessment: Exit check: each student reads one schedule item and says one complete sentence, such as “The bus leaves at 8:15 on Tuesday.”115–120 minutes | Assignment explanation: Explain ENG-A004 Transportation Schedule Reading Task. Students will read a simple bus or appointment schedule and answer practical time questions. No-technology alternative: printed schedule worksheet completed by hand.Instructor guidance: Emphasize communication before perfect grammar. Compare English and Spanish date order briefly, and warn students that U.S. schedules may use AM/PM. Model mouth position and stress for appointment, schedule, station, and final consonants in bus, late, and stop.Beginner support: Provide bilingual vocabulary, picture icons, sentence frames, and highlighted schedules. Allow pointing before full spoken answers.Advanced extension: Ask students to create two original schedule questions, compare two transportation options, or explain a delay using “because.”