Objectives (5 - 7 minutes)

1. Understand the concept of time prepositions in English: Students should be able to understand what time prepositions are in English and how they are used to indicate time relationships between events.

2. Identify and apply time prepositions correctly: Students should be able to recognize the various time prepositions in English and apply them correctly in sentences and appropriate contexts.

3. Differentiate the time prepositions in, on, and at: Students should be able to distinguish when to use the prepositions 'in', 'on', and 'at' according to the specific time context.

Secondary Objectives:

• Develop reading and listening skills in English: Through the study of time prepositions, students will also enhance their reading and listening skills in English, as they will be exposed to a variety of examples of the use of these prepositions in texts and audios.

• Practice writing in English: Students will have the opportunity to practice writing in English by creating their own sentences using the time prepositions learned.

The Objectives should be defined clearly and concisely so that students understand what is expected of them during the lesson. The teacher should present these Objectives at the beginning of the lesson and periodically review them to ensure that students are keeping up and achieving the proposed Objectives.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by quickly reviewing time-related content in English, such as days of the week, months of the year, seasons, time expressions, etc. This review will help set the stage for the Introduction of time prepositions. (3 - 5 minutes)

2. Problem Situations: The teacher can present two problem situations to pique students' interest:

   • Situation 1: 'If you had to schedule an appointment with a friend, how would you indicate the day and time in English?'
   • Situation 2: 'Imagine you are describing to a friend an event that happened in the past. How would you indicate the time the event occurred in English?' These problem situations will help students realize the importance of time prepositions in real and practical situations. (2 - 3 minutes)

3. Contextualization: The teacher should explain that time prepositions are essential for effective communication in English, whether for scheduling appointments, describing past events, talking about future plans, etc. Additionally, the teacher can mention that time prepositions are frequently used in written and spoken texts, therefore, they are essential for understanding and producing texts in English. (2 - 3 minutes)

4. Capturing Students' Attention: To capture students' attention, the teacher can share some curiosities about time prepositions in English:

   • Curiosity 1: ''In', 'on', and 'at' are all time prepositions in English, but each is used differently. For example, we use 'in' for months and years ('in January', 'in 2022'), 'on' for specific days and dates ('on Monday', 'on the 25th'), and 'at' for times ('at 3 o'clock').'
   • Curiosity 2: ''At' is one of the most challenging time prepositions for English learners, mainly because in Portuguese we usually use 'em' to indicate time. But in English, we use 'at' for many situations, such as 'at noon', 'at night', 'at the weekend', etc.' These curiosities can help spark students' curiosity and make the topic more interesting and memorable. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Theory - Explanation of Time Prepositions (10 - 12 minutes): The teacher should start by explaining the three time prepositions 'in', 'on', and 'at', one at a time, using clear examples and visual illustrations. The teacher should explain that:

   • 'In' is used for long periods of time, such as years, seasons, months, and parts of the day (morning, afternoon, evening). For example: 'I was born in 1990.' 'We go to the beach in the summer.' 'She usually reads a book in the evening.'

   • 'On' is used for days of the week, specific dates, and holidays. For example: 'I have a meeting on Monday.' 'My birthday is on the 20th of January.' 'We have a party on Christmas.'

   • 'At' is used for times, meals, and to indicate the location of events. For example: 'The movie starts at 7 o'clock.' 'We usually have lunch at noon.' 'I'll meet you at the bus stop.'

2. Practice - Application Exercises (10 - 13 minutes): After the theoretical explanation, the teacher should provide students with a series of practice exercises to apply what they have learned. These exercises should include fill-in-the-blank, sentence transformation, and creating their own sentences. The teacher should move around the classroom, assisting students and correcting any errors.

   • Example exercise: 'Complete the sentences with the correct preposition: I'll see you ___ the party. The meeting is ___ 10 o'clock. We usually have dinner ___ night.' (Answers: at, at, at)

3. Discussion and Clarification of Doubts (3 - 5 minutes): After the exercises, the teacher should open the floor for discussion so that students can clarify any doubts they may have. The teacher should encourage students to share their answers and explain the reasoning behind them.

   • Teacher's tip: 'Remember that the best way to learn is to practice, so don't be afraid to make mistakes. We are here to learn together, and I am here to help you.'

4. Practical Application (2 - 3 minutes): Finally, the teacher should show students how time prepositions are used in real situations. The teacher can bring examples from texts, songs, movies, etc., and highlight how time prepositions are used in them.

   • Example: 'Look at this excerpt from an English song. The singer says 'I met him on a Monday and my heart stood still.' Here, 'on' is used to indicate the day of the week she met the person. Another example is 'The party starts at 9 o'clock.' In this sentence, 'at' is used to indicate the time the party starts.'

This Development process will allow students to clearly understand time prepositions in English and feel comfortable using them in their own written and spoken productions.

Return (8 - 10 minutes)

1. Review of Key Concepts (2 - 3 minutes): The teacher should review the key concepts covered in the lesson. This can be done through direct questions to the students, such as: 'What are the time prepositions we learned today?' 'When do we use 'in'?' 'And 'on'?' 'And 'at'?' This quick review will help reinforce learning and ensure that all students have understood the concepts.

2. Connection to Practice (2 - 3 minutes): The teacher should then connect theory with practice, highlighting how time prepositions are used in everyday life. The teacher can refer to examples mentioned during the lesson, such as scheduling appointments, describing past events, etc. Additionally, the teacher can ask students to share their own experiences of using time prepositions in English.

   • Example: 'Remember the problem situation we mentioned at the beginning of the lesson? If you had to schedule an appointment with a friend, which time preposition would you use? Why?'

3. Individual Reflection (2 - 3 minutes): The teacher should propose that students make a brief reflection on what they have learned. The teacher can ask questions like: 'What was the most important concept you learned today?' 'What questions have not been answered yet?' 'How will you use what you learned today in your daily life?' Students should have a minute to think about these questions and then can share their answers with the class.

4. Feedback and Clarification of Doubts (1 - 2 minutes): Finally, the teacher should provide space for students to give feedback on the lesson and clarify any doubts they may still have. The teacher should encourage students to be honest in their feedback and to express any difficulties they may be facing. The teacher should respond to all questions and concerns of the students as best as possible.

This Return is a critical step to ensure that students have understood the lesson content and feel confident in applying what they have learned. Additionally, it allows the teacher to adjust their future lessons based on student feedback.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the key points of the lesson, reaffirming the importance of time prepositions in English and how they are used to indicate time relationships between events. The teacher should recall the main rules of using the prepositions 'in', 'on', and 'at', and provide additional examples to reinforce students' understanding.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should emphasize how the lesson connected theory - the study of time prepositions - with practice - the application of time prepositions in exercises. The teacher should reinforce how time prepositions are used in real situations and highlight the relevance of this for effective communication in English.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their knowledge of time prepositions in English. This may include language learning websites, textbooks, educational videos, and language learning apps. For example, the teacher may suggest that students practice more using an English grammar exercise app.

4. Importance of the Topic (1 minute): Finally, the teacher should reinforce the importance of the topic presented for students' daily lives. The teacher should explain that time prepositions are constantly used in everyday situations, such as scheduling appointments, telling stories, planning events, etc. The teacher can encourage students to observe the use of time prepositions in their daily English interactions and to practice their own use of these prepositions.

By the end of the lesson, students should have a clear understanding of time prepositions in English and should feel confident in applying these prepositions in their own written and spoken productions. Additionally, they should be aware of the resources available to continue improving their skills in using time prepositions in English.