0–8 min | Welcome and warm-up: Greet students at the door as if beginning an interview. Students answer: “How are you today?” and “What job do you want?” Instructor previews the goal: short, clear, confident interview answers.8–20 min | Spiral review: Quick review of introductions, work history, schedules, and clarification language. Students practice: “My name is…,” “I worked as…,” “I am available…,” and “Can you repeat the question, please?”20–35 min | Vocabulary and expressions: Teach essential vocabulary: interview, experience, skill, strength, responsible, friendly, reliable, available, full-time, part-time, morning, afternoon, weekend, supervisor, coworker. Model sentence frames: “Tell me about yourself.” “I am…” “I can…” “I have experience in…” “I am available…” “Thank you for the opportunity.” Include Spanish scaffolding for false cognates and meaning checks, then repeat in English.35–50 min | Listening and noticing: Students listen to two short model interviews: one unclear answer and one stronger answer. In pairs, they identify which answer is better and why. Instructor highlights eye contact, volume, complete short answers, and polite clarification.50–70 min | Guided practice: Students complete interview answer frames for three questions: 1) “Tell me about yourself.” 2) “What are your strengths?” 3) “When are you available?” Instructor circulates, gives sentence-level correction, and supports Beginning learners with word banks while encouraging Developing learners to add one detail.70–88 min | Practical application role-play: Students practice a simple interview in pairs: interviewer and applicant. Each applicant answers three questions and asks one clarification question if needed. Partners switch roles. Instructor listens for use of to be, can, availability phrases, and final consonants.88–95 min | Formative assessment: Each student gives one answer aloud or to the instructor: “I am a good worker because…” or “I am available…” Instructor uses a quick proficiency check: Beginning, Developing, Functional, or Confident.95–100 min | Assignment explanation: Explain ENG-A021 Interview Answer Recording or Script. Students answer three interview questions by voice recording, live practice, or written script. Review no-technology option and completion criteria.Instructor guidance: Keep corrections practical and encouraging. Prioritize understandable communication over perfect grammar. Use strategic Spanish only to clarify directions, vocabulary, or confusing false cognates, then return to English practice. Model answers at slow natural speed and normal speed.Beginner support: Provide sentence starters, bilingual word bank, yes/no choice prompts, and repetition practice. Allow students to read from a script before speaking independently.Advanced extension: Ask learners to add one past work example, explain why they want the job, or ask a simple question to the interviewer, such as “What is the schedule?”Pronunciation and listening focus: Final consonants in words such as work, job, good, part-time, weekend, shift, help, clean, cook, and speak. Contrast Spanish-influenced dropped endings with clear English endings.

0–8 min | Welcome and warm-up: Students greet the instructor in English and answer: “How do you ask for help at work?” Quick chat or microphone check for online participation.8–20 min | Spiral review: Review interview answers from ENG-M021, availability phrases, final consonant pronunciation, and key workplace repair phrases. Instructor contrasts common Spanish-to-English transfer patterns such as missing final /t/, /d/, and /s/ sounds.20–37 min | Vocabulary and expressions: Teach and model essential vocabulary: schedule, notice, shift, break, supervisor, coworker, customer, problem, broken, late, missing, repeat, explain, form, message, appointment, safety. Sentence frames: “I have a problem with ___.” “The ___ is not working.” “Can you repeat that, please?” “I don’t understand ___.” “Let me check.” “How can I help you?” “I am available on ___.”37–54 min | Reading and listening: Learners read a short workplace notice and listen to a brief supervisor message. They identify time, place, task, and action needed. Instructor provides bilingual clarification only as needed, then repeats in simpler English.54–74 min | Guided practice: In pairs or breakout rooms, learners complete four short scenario cards: asking about a changed schedule, reporting a broken tool, helping a customer find information, and asking a supervisor to repeat instructions. Instructor circulates, prompts full sentences, and notes pronunciation needs.74–90 min | Practical application: Role-play rotation. Each learner performs one scenario as employee and one as coworker, supervisor, or customer. Advanced learners add one follow-up question; beginning learners may use sentence-frame cards.90–95 min | Formative assessment: Students complete a quick performance check: read one notice detail, say one clarification phrase, and report one simple problem. Instructor rates informally as Beginning, Developing, Functional, or Confident.95–100 min | Assignment explanation: Introduce linked assignment ENG-A022 Workplace Scenario Self-Assessment. Students will answer scenario prompts and rate their confidence. Explain the no-technology option and remind learners to bring questions to the final review.