100-Minute Lesson Plan0–8 min | Welcome and confidence check: Greet learners, review the purpose of the final review, and complete a quick color-card self-rating: Beginning, Developing, Functional, or Confident.8–18 min | Spiral review: Instructor leads rapid oral review of names, phone numbers, dates, times, schedules, locations, job titles, and common workplace verbs. Include Spanish-language clarification only as needed.18–32 min | Essential vocabulary and sentence frames: Practice high-frequency phrases: “My name is…,” “I work as…,” “I am available…,” “Can you repeat that, please?,” “I don’t understand,” “There is a problem with…,” “The customer needs…,” and “I sent a message to….” Review false cognates such as application/aplicación and assist/asistir.32–45 min | Listening and reading review: Learners listen to a short supervisor instruction and read a simple posted schedule or notice. They identify who, what, when, where, and action needed.45–68 min | Guided practice stations: Small groups rotate through four stations: introduction and work history, schedule/notice reading, customer need and question response, and form/message completion. Instructor monitors pronunciation and supports question formation.68–88 min | Practical application simulation: Pairs complete a workplace-customer scenario. One learner reports a problem or customer need; the other asks clarification questions and writes a short message or note. Learners switch roles.88–95 min | Formative assessment: Each learner completes one mini-performance: say an introduction, answer one schedule question, ask one clarification question, or report one simple problem. Instructor marks readiness using Beginning, Developing, Functional, and Confident levels.95–100 min | Assignment explanation: Explain ENG-A023 Integrated Review Practice Portfolio, required evidence, submission options, and no-technology alternative.Guided PracticeUse sentence frames, picture prompts, workplace cards, and short written models. Learners first repeat, then substitute personal information, then perform without reading when possible.Collaborative ActivityReview rotations require learners to work in pairs or triads to solve realistic communication tasks: read a notice, ask for help, respond to a customer, fill in a form, and send or dictate a short message.Instructor GuidanceKeep the pace supportive and practical. Correct only errors that block communication during role-play; save pronunciation coaching for brief pauses. Prioritize English use, but allow quick Spanish explanations for safety, assessment directions, and false cognates. Track each learner’s strongest final-assessment task and one task needing more practice.Beginner SupportProvide bilingual vocabulary lists, sentence starters, yes/no or either/or choices, model dialogues, and permission to rehearse with a partner before speaking to the instructor.Advanced ExtensionAsk stronger learners to add details, use past work experience, ask follow-up questions, write a complete short email, or perform the supervisor/customer role with reduced support.Pronunciation and Listening FocusReview English vowels, B/V contrast, TH in “thank you” and “with,” final consonants in work-related words, and word stress in schedule, customer, application, and available.Linked AssignmentENG-A023 Integrated Review Practice Portfolio: Learners assemble brief practice evidence for introductions, schedules, messages, forms, and workplace scenarios.

0–10 min | Welcome and assessment orientation: Instructor reviews the final assessment stations, supportive proficiency levels, expectations, timing, and respectful participation norms. Students confirm audio/video access or no-technology alternative arrangements.10–20 min | Confidence warm-up and self-check: Students complete a quick oral warm-up using sentence frames: “My name is…,” “I can…,” “I need help with…,” and “My goal is…”. Instructor reminds learners that clear communication is more important than perfect grammar.20–35 min | Station 1: Introductions and personal/work information: Each student gives a brief introduction and answers simple questions about availability, experience, strengths, or goals. Instructor notes pronunciation targets such as final consonants, B/V, TH, vowels, and word stress.35–50 min | Station 2: Schedules, notices, forms, or messages: Students read a simple workplace or community document and identify key details such as time, date, location, required action, deadline, or contact person. Students may respond with a short written or spoken message.50–65 min | Station 3: Clarification and workplace problem reporting: Students role-play asking for repetition or explanation, then report a simple issue such as a late bus, broken equipment, schedule conflict, missing item, or safety concern using polite workplace language.65–80 min | Station 4: Customer service and digital communication: Students greet a customer, identify the need, answer a simple question, and handle a basic concern. Students also produce or interpret a short text, email, or calendar-related message.80–92 min | Station 5: Simple job interview: Students answer basic interview questions about work history, availability, skills, teamwork, and why they want the job. Instructor scores performance using the program rubric: Beginning, Developing, Functional, or Confident.92–97 min | Final formative feedback: Instructor gives brief strengths-based feedback and one priority next step for each learner. Students identify one phrase, pronunciation point, or communication skill they want to keep practicing.97–100 min | Assignment explanation: Instructor explains ENG-A024 Final Practical Assessment Reflection, including online submission and no-technology alternative.Guided practice and support: Beginning learners may use sentence frames, bilingual vocabulary support, word banks, repetition, and slower speech. Developing learners answer with short complete sentences. Functional and Confident learners expand answers, ask follow-up questions, and use more natural workplace language.Instructor guidance: Keep assessment tasks practical and low-stress. Score communication effectiveness, task completion, comprehensibility, listening response, and appropriate use of phrases. Do not over-penalize accent or grammar errors unless they block meaning. Use Spanish-language scaffolding only when needed for directions, anxiety reduction, or safety-critical understanding.