120-Minute Lesson Plan0–10 min | Welcome and warm-up: Greet learners and ask: “What jobs did you have before?” Learners choose picture cards for job titles and say one short sentence. Instructor previews that Spanish support is allowed for meaning, but final form answers should be in English.10–25 min | Review: Spiral review of personal information, phone numbers, addresses, email, dates, availability, and clarification phrases from earlier meetings. Quick board correction of common errors: missing subject pronouns, capitalization of names, and number formatting.25–45 min | Vocabulary and expressions: Teach and practice application vocabulary: application, position, employer, company, supervisor, duties, start date, end date, full-time, part-time, available, reference, permission, signature. Useful frames: “I am applying for ___,” “I worked at ___,” “My job title was ___,” “I started in ___,” “I left in ___,” “My duties were ___,” “Can you explain this question, please?”45–65 min | Reading and listening: Learners examine a sample job application and highlight familiar fields. Instructor reads short employer questions aloud while learners point to the correct section. Listening focus includes final consonants in worked, cleaned, helped, and asked.65–90 min | Guided practice: Instructor models completing one work-history entry. Learners complete a practice entry with a word bank and partner check. Mini grammar focus: simple present for current work and simple past exposure for previous work, especially “I work,” “I worked,” “I am,” and “I was.”90–110 min | Practical application / simulation: In pairs, one learner acts as an applicant and one as an office assistant or supervisor. The assistant asks simple questions about availability, previous employer, duties, and references. The applicant answers and asks for clarification at least once. Partners switch roles.110–115 min | Formative assessment: Learners complete a short exit check: write one previous job sentence, one duty sentence, and one clarification question. Instructor reviews for meaning, date accuracy, and basic sentence structure.115–120 min | Assignment explanation: Introduce ENG-A019 Job Application Work History Task. Learners complete a sample application work-history section and submit a photo, file, or paper copy. No-technology alternative: complete the printed form and return it at the next meeting.Guided PracticeRead sample fields and match them to Spanish-supported explanations.Complete one model work-history line as a class.Use a checklist to verify name, dates, employer, duties, and references.Role-Play / Collaborative ActivityPartner interview: “Applicant and Office Assistant.” Each learner practices answering questions about work history and asking for clarification using polite workplace English.Instructor GuidancePrioritize communication and accurate form completion over full grammar explanation. Use Spanish strategically to clarify false cognates such as application/aplicación and reference/referencia. Watch for common Spanish-speaker pronunciation needs: B/V distinction, final consonants in past-tense verbs, and word stress in application, employer, supervisor, and available.Beginner SupportProvide bilingual vocabulary, sentence frames, picture job cards, date examples, and a partially completed application. Allow learners to copy model sentences and answer with single words before expanding to short sentences.Advanced ExtensionLearners add two detailed duty statements, explain a reason for leaving in simple professional English, and practice answering: “Why do you want this job?”

0–10 min | Welcome and warm-up: Students answer in chat or aloud: “What job do you want?” and “What skills do you have?” Instructor models supportive Spanish scaffolds only as needed, then restates in English.10–25 min | Review: Quick spiral review of job application information from ENG-M019: name, phone, email, past employer, dates, duties, references, and availability. Students correct sample application/resume lines with common errors in capitalization, phone/email format, and dates.25–45 min | Vocabulary and expressions: Introduce resume sections and essential vocabulary: resume, contact information, profile, objective, skills, experience, education, training, certificate, available, reliable, punctual, friendly, careful, bilingual, customer service, cleaning, stocking, cashier, cook, server, warehouse, supervisor, reference. Sentence frames: “I can ___.” “I have experience in ___.” “I am available ___.” “I am reliable and ___.” “My goal is to work as a/an ___.”45–65 min | Reading and listening: Students read a simple sample resume and listen as the instructor reads selected lines. They identify sections, circle skills, underline verbs, and answer comprehension questions. Listening focus includes final consonants in work, helped, cleaned, skills, and word stress in available, reliable, customer, and experience.65–90 min | Guided practice: Students transform Spanish-influenced or incomplete statements into clear resume English. Examples: “I am responsible person” becomes “I am a responsible worker.” “I can to clean” becomes “I can clean work areas.” Instructor highlights can + base verb, articles, adjective order, false cognates such as actual/current, and professional tone.90–110 min | Practical application: Students work individually and then in pairs to draft a short resume profile with 3–5 skills statements, one availability statement, and one job goal. Partner role-play: Student A is an applicant explaining skills; Student B is a supervisor asking simple clarification questions: “Can you work weekends?” “What experience do you have?” “Can you repeat that, please?”110–115 min | Formative assessment and final checkpoint: Students complete a brief integrated performance check: introduce themselves, read one schedule or notice line, ask for clarification, report one workplace problem, answer one customer service question, complete or explain one form/message item, and give one simple interview-style answer. Instructor rates performance using Beginning, Developing, Functional, and Confident language.115–120 min | Assignment explanation: Instructor explains ENG-A020 Simple Resume Skills Statement, reviews completion criteria, no-technology option, and submission expectations.