Essential Vocabularyappointment, clinic, office, store, school, bank, bus stop, street, corner, entrance, exit, left, right, straight, near, next to, across from, between, before, after, morning, afternoon, today, tomorrow.Useful Phrases and Sentence FramesWhere is the _____?How do I get to _____?Go straight. Turn left/right.It is next to/across from/between _____ and _____.I have an appointment at _____.I need to make/change/cancel an appointment.Can you help me, please?Could you repeat that, please?Functional Grammar FocusWhere and when questions; simple imperatives for directions; prepositions of place; review of to be for time and location; polite requests with can.Pronunciation and Listening FocusB/V contrast for Spanish speakers in words such as bank, bus, visit, and very; final consonants in left, right, and next; listening for key words in directions and appointment times.Timed 120-Minute Lesson Plan0-10 minutes: Welcome and warm-up. Students greet a partner, answer “Where do you live?” and identify familiar community places from picture cards or slides.10-25 minutes: Review. Quick spiral review of numbers, time, dates, personal information, and polite classroom phrases. Include a brief learner self-check: “easy / okay / difficult.”25-45 minutes: Vocabulary and expressions. Introduce direction words, community places, and appointment verbs. Students repeat, match pictures to words, and practice sentence frames with instructor modeling.45-65 minutes: Listening and reading. Students listen to two short direction conversations and read a simple appointment card or text reminder. They identify place, date, time, and action needed.65-90 minutes: Guided practice. In pairs, students use a simple map to ask and answer where places are. Instructor circulates, prompts B/V pronunciation, and supports question word order.90-110 minutes: Practical application and checkpoint. Students complete a short role-play: Student A asks for directions or appointment help; Student B gives help using a map, schedule, or appointment card. Students then complete individual checkpoint items for Course 1 review.110-115 minutes: Formative assessment. Exit check: each student says one direction phrase and one appointment phrase, or writes them if speaking support is needed.115-120 minutes: Assignment explanation. Instructor explains linked assignment ENG-A005, submission choices, no-technology alternative, and completion criteria.Guided PracticeUse controlled substitution drills first, then move to map-based pair practice. Provide sentence strips for beginning learners and reduce support for learners ready to speak more independently.Role-Play / SimulationCommunity help desk simulation: one learner asks how to get to a clinic, office, bus stop, or store and asks to confirm or change an appointment. The partner responds using a simple map or appointment schedule.Instructor GuidanceUse strategic Spanish scaffolding only to clarify task expectations and false cognates, then return to English practice. Prioritize successful communication over grammar perfection. Correct gently by recasting: “Where is the clinic?” instead of lengthy explanations. Track checkpoint performance using the supportive levels Beginning, Developing, Functional, and Confident.Beginner SupportAllow pointing to a map, repeating after the instructor, using bilingual vocabulary cards, and reading from sentence frames during the role-play.Advanced ExtensionAsk students to add one clarification question, one reason for changing an appointment, or a second direction step using then and after that.Brief Formative AssessmentStudents must demonstrate at least one spoken or written where/when question, one location phrase, and one appointment phrase. Instructor notes skills needing review in the next meeting.Linked AssignmentENG-A005 Directions and Appointment Checkpoint.

0–10 min | Welcome and warm-up: Greet students and ask: “Where do you go when you need help?” Students match pictures to places: clinic, school, office, pharmacy, store, bank, library, bus station. Instructor allows brief Spanish support, then recasts key words in English.10–25 min | Review: Spiral review of directions, appointments, and Course 1 language. Students practice short exchanges: “Where is the office?” “When is my appointment?” “Can you help me?” Quick pronunciation review of B/V and final consonants in words such as help, form, card, and appointment.25–45 min | Vocabulary and expressions: Teach essential vocabulary: clinic, school, office, store, pharmacy, library, bank, service desk, receptionist, form, address, phone number, signature, appointment, ID, entrance, exit, restroom, line, wait, open, closed. Useful phrases: “Can you help me, please?” “Could you repeat that?” “I need help with this form.” “I have an appointment.” “Where do I sign?” “I don’t understand.” “Can you speak more slowly, please?” Functional grammar focus: polite requests with can/could, subject + need + noun/infinitive, and question word order in simple help requests.45–65 min | Listening/reading: Students listen to short service-desk dialogues and identify the place, the problem, and the help requested. Then students read common signs and form fields. Instructor highlights false cognates and community words that look similar in Spanish but may be used differently in English.65–90 min | Guided practice: In pairs, students complete sentence frames and substitution drills: “I need help with ___.” “Can you show me ___?” “Could you write it here?” “Where is the ___?” Students practice final consonants and stress in key phrases. Instructor circulates, models slow natural pronunciation, and provides corrective feedback without interrupting fluency.90–110 min | Practical application: Role-play stations: clinic check-in, school office, store return/help desk, public office form, and pharmacy question. One student is the visitor and one is the staff person. Students must greet, ask for help, use one clarification phrase, and close politely. Advanced learners add one extra detail or problem; beginners may use phrase cards.110–115 min | Formative assessment: Exit performance: each student says one complete polite help request and identifies one sign or form field. Instructor rates quickly using Beginning, Developing, Functional, or Confident.115–120 min | Assignment explanation: Introduce ENG-A006 Community Help Request Script. Students will write or record a short help request for a clinic, school, office, or store, with a no-technology paper option.