0–10 min | Welcome and warm-up: Instructor greets students and asks: “Who do you call at work?” Students brainstorm common calls: supervisor, coworker, customer, office, delivery, appointment. Quick pronunciation warm-up with phone, name, number, message, please.10–25 min | Spiral review: Review polite customer-service phrases from earlier Course 3 meetings: “How can I help you?”, “One moment, please,” “I’m sorry, I don’t understand,” and “Can you repeat that?” Students practice in pairs with call-and-response cards.25–45 min | Vocabulary and expressions: Teach essential vocabulary: caller, message, hold, available, busy, callback number, extension, appointment, reason, spell, repeat, confirm. Sentence frames: “Good morning, this is ___.” “May I have your name, please?” “Can you spell that?” “What is your phone number?” “Let me repeat that.” “I will give him/her the message.” Instructor highlights false cognates and direct translation issues, including actually vs. actualmente and assist vs. asistir.45–65 min | Listening practice: Students listen to short recorded or instructor-read phone calls. They identify caller name, number, reason, and requested action. Instructor models how to write numbers in groups and how to mark uncertain information with a question mark before confirming.65–90 min | Guided practice: Students complete a phone-message template while practicing controlled dialogues. Focus grammar: question formation with may/can/what/when, subject pronouns, and simple present forms: “He is not available,” “She works at 2:00,” “They need help.” Pronunciation focus: English vowel contrasts in names and numbers, final consonants in need, help, call, message, and clear B/V distinction for Spanish speakers.90–110 min | Practical application and Course 3 checkpoint: Students complete a role-play in pairs or triads: one caller, one receptionist/employee, and one observer. The receptionist must greet the caller, ask for the name, request spelling, confirm the phone number, ask the reason for calling, and close politely. Observer uses a simple checklist aligned to Beginning, Developing, Functional, and Confident performance levels.110–115 min | Formative assessment: Instructor conducts a quick oral check: each student repeats one name, one phone number, and one clarification phrase. Instructor reviews common errors without embarrassment and gives one pronunciation correction target.115–120 min | Assignment explanation: Instructor explains linked assignment ENG-A015 Phone Message Customer Service Checkpoint. Students may submit a voice recording and written message template, or complete the no-technology alternative using a paper script and in-person demonstration.

Essential Vocabularytext message, email, subject line, appointment, meeting, schedule, calendar, available, unavailable, confirm, cancel, reschedule, today, tomorrow, morning, afternoon, before, after, at, on, in.Useful Phrases and Sentence FramesHello, this is ____.I am writing about ____.Can you confirm ____?The meeting is on ____ at ____.I am available on ____ at ____.I am sorry, I need to reschedule.Thank you. / Best, ____.Functional Grammar FocusPrepositions of time: at for clock time, on for days and dates, in for months or parts of the day, and before/after for sequence. Students also practice simple present forms for availability: I am available, She is available, We are not available.Pronunciation and Listening FocusStudents listen for dates, times, and stressed key words in short messages. Pronunciation practice includes final consonants in text, sent, confirm, and work, plus vowel contrast in ship/sheep and live/leave when confirming names or appointment details.120-Minute Lesson Plan0–10 min: Welcome and warm-up. Students answer: “What messages do you send at work?” Instructor previews the goal: clear short messages for work schedules and appointments.10–25 min: Spiral review. Quick oral review of phone message phrases, spelling names, callback numbers, dates, and times from ENG-M015. Students correct three sample appointment details.25–45 min: Vocabulary and expressions. Instructor presents common text, email, and calendar vocabulary with bilingual Spanish-language scaffolding for difficult terms. Students match phrases to purpose: confirm, cancel, reschedule, ask, thank.45–65 min: Reading and listening practice. Students read two short texts, one email, and one calendar entry. They identify sender, purpose, date, time, location or online link, and action needed. Instructor models listening for stressed information and repeats short audio-style message scripts.65–90 min: Guided practice. Students complete message frames: a text confirming a shift, an email asking to reschedule, and a calendar note. Pair practice includes proofreading for subject line, greeting, closing, capitalization, punctuation, and correct at/on/in.90–110 min: Practical application. Collaborative role-play: Partner A is a supervisor, coworker, or customer; Partner B must send a short text or email to confirm an appointment, report availability, or request a schedule change. Partners exchange messages, check clarity, and revise one message.110–115 min: Formative assessment. Exit check: students write one sentence with at, one with on, and one short confirmation message. Instructor reviews for accurate time/date information and polite tone.115–120 min: Assignment explanation. Instructor explains linked assignment ENG-A016 Short Work Text and Email Task, including technology and no-technology options.Guided PracticeStudents use fill-in-the-blank message templates, calendar screenshots or printed samples, and correction checklists to build confidence before composing original messages.Role-Play / SimulationStudents simulate a real workplace exchange: confirming a shift, asking to reschedule an appointment, or sending a short update to a supervisor or customer. The emphasis is clarity, politeness, and correct date/time details.Instructor GuidanceKeep examples short and practical. Contrast Spanish and English message conventions, especially direct translation errors, false cognates such as assist versus attend, and missing subject pronouns. Encourage students to read messages aloud quietly to check missing final sounds and punctuation pauses.Beginner SupportProvide sentence frames, bilingual vocabulary support, word banks, and model messages. Allow students to copy and adapt a template before writing independently.Advanced ExtensionStudents write a more complete email that includes a reason, two availability options, and a polite request for confirmation.Brief Formative AssessmentStudents complete a three-item exit task: identify the appointment time in a sample message, choose the correct preposition of time, and write one short confirmation sentence.Linked AssignmentENG-A016 Short Work Text and Email Task: Students write a brief text and a simple email confirming a schedule, appointment, or workplace update. Estimated completion time: 15–30 minutes.