Essential VocabularyPeople/Roles: worker, employee, coworker, supervisor, manager, customer, receptionist, cleaner, cook, driver, cashier, technicianPlaces: office, break room, restroom, kitchen, warehouse, front desk, entrance, exit, parking lotTools/Objects: phone, computer, register, cart, mop, broom, gloves, badge, schedule, keys, formActions: work, help, clean, call, check, carry, open, closeUseful Phrases and Sentence FramesHello, my name is ____.I work in ____.I am a ____.This is my ____.That is the ____.These are ____.Those are ____.Who is your supervisor?Where is the break room?Can you repeat that, please?Functional Grammar FocusTo be for identity and role: I am a cashier. She is the manager.This/that/these/those for near/far and singular/plural workplace objects.Basic article use with jobs and objects: a manager, an employee, the office.Pronunciation and Listening FocusAwareness of TH in this, that, these, those; students may first approximate clearly, then improve placement of tongue and airflow.Final consonants in workplace words: desk, cart, mop, badge.Listening for names, roles, and departments in short coworker introductions.120-Minute Lesson Plan0–10 min | Welcome and warm-up: Greet students at the door. Students say their name and one place they have worked or want to work. Instructor uses pictures for support and allows brief Spanish clarification.10–25 min | Spiral review: Quick review of introductions, numbers, spelling names, and asking for repetition from the foundations course. Pair practice: “Hello, my name is ____. Can you repeat that, please?”25–45 min | Vocabulary and expressions: Introduce workplace people, places, and tools with picture cards, realia, or slides. Students repeat, point, label, and sort words into people/places/tools. Highlight false cognates when useful, such as office/oficina being helpful but not always pronounced similarly.45–65 min | Listening/reading: Students listen to three short coworker introductions. Example: “Hi, I’m Rosa. I’m a cashier. I work at the front desk.” Students identify the name, role, and place. Then students read a simple workplace map or photo labels.65–90 min | Guided practice: Instructor models this/that/these/those with classroom and workplace objects. Students practice sentence frames in pairs: “This is a badge.” “Those are gloves.” Include choral repetition for TH words and final consonants.90–110 min | Practical application role-play: Workplace first-day simulation. In groups of three, one student is a new employee, one is a coworker, and one is a supervisor. They introduce themselves, identify two workplace places, and name three tools. Students must use at least one clarification phrase.110–115 min | Formative assessment: Exit check. Each student identifies one person, one place, and one tool from pictures and says one sentence with this/that/these/those.115–120 min | Assignment explanation: Explain ENG-A007 Workplace Vocabulary Picture Match. Students complete a 15–30 minute picture/label task identifying workplace people, places, tools, and actions. No-technology option: paper handout with matching and short-answer labels.Guided PracticeStudents complete picture matching, point-and-say drills, sentence frame substitution, and short partner exchanges using workplace vocabulary. Instructor circulates to correct meaning first, then pronunciation.Collaborative ActivityFirst-Day Workplace Walkthrough: Small groups use a simple workplace map or picture set. A “supervisor” shows a “new employee” three places and three tools. The new employee asks one clarification question.Instructor GuidanceUse visuals and gestures before translation; use Spanish strategically for safety-related meaning or quick clarification.Do not overcorrect grammar during role-play; prioritize understandable communication.Model TH gently and practically. Accept approximations while encouraging awareness of this/that/these/those.Contrast singular/plural with objects students can see and touch.Spiral earlier skills: greetings, spelling names, numbers, and polite repetition requests.Beginner SupportProvide bilingual picture word bank.Allow students to point before speaking.Use sentence frames with blanks: “This is a ____.” “I am a ____.”Pair beginning students with supportive partners.Advanced ExtensionStudents add department names and simple responsibilities: “I work in maintenance. I clean the break room.”Students ask follow-up questions: “Where do you work?” “Who is your supervisor?”Students give a short 30-second workplace tour using at least five vocabulary words.Brief Formative AssessmentStudents complete an oral exit check using three images and one sentence frame. Proficiency levels: Beginning = identifies with pointing or one word; Developing = says simple labels; Functional = uses a complete sentence; Confident = adds role/place detail and asks for clarification.

Essential vocabulary: schedule, shift, morning, afternoon, evening, night, full-time, part-time, day off, available, late, absent, cover, switch, supervisor, coworker, start, finish, break, overtime, Monday-Sunday, today, tomorrow, next week.Useful phrases and sentence frames: “I work on ___.” “My shift is from ___ to ___.” “I start at ___.” “I finish at ___.” “I am available on ___.” “I am not available on ___.” “I am going to be late.” “I cannot come to work today.” “Can you repeat that, please?” “Can you help me check my schedule?” “Can I switch shifts with ___?” “Thank you for understanding.”Functional grammar focus: Simple present for work routines; prepositions of time: on Monday, at 9:00, from 9:00 to 5:00; basic questions with do and can; subject pronouns and “to be” in attendance messages.Pronunciation and listening focus: Word stress in schedule, available, supervisor, afternoon; clear final consonants in work, shift, late, start; contrast Spanish-influenced vowel sounds in late/let and ship/sheep; listening for numbers, days, and time changes.0-10 minutes | Welcome and warm-up: Students greet the instructor and answer quick questions: “What day is today?” “What time is it?” “Do you work in the morning, afternoon, evening, or night?” Instructor previews the goal: reading schedules and communicating attendance.10-25 minutes | Review: Spiral review of days, numbers, time, and workplace roles from the previous meeting. Students match day/time cards to spoken prompts. Instructor provides Spanish cognate support only where useful and warns about false friends such as assist versus asistir.25-45 minutes | Vocabulary and expressions: Instructor presents schedule and attendance vocabulary with a simple weekly schedule. Students repeat key phrases, mark word stress, and practice sentence frames in pairs: “I work on Tuesday,” “I start at eight,” “I finish at four.”45-65 minutes | Listening and reading: Students read a sample workplace schedule and listen to short supervisor messages about shift times. They identify employee name, day, start time, end time, and work area. Instructor models how to ask for repetition and confirmation.65-90 minutes | Guided practice: Students complete a schedule grid using information from partner dictation. Pairs ask and answer: “When do you work?” “What time do you start?” “Are you available on Friday?” Instructor circulates to support prepositions, final consonants, and simple present forms.90-110 minutes | Practical application: Role-play simulation. Student A is an employee; Student B is a supervisor or coworker. Scenarios include being 15 minutes late, needing a day off, asking to switch a shift, and confirming next week’s schedule. Students use polite workplace tone and clarification phrases.110-115 minutes | Formative assessment: Students independently answer five quick prompts from a mini schedule: identify one shift, write one availability sentence, choose the correct preposition, say one clarification phrase, and report one attendance problem.115-120 minutes | Assignment explanation: Instructor explains linked assignment ENG-A008 Work Schedule and Availability Message. Students may submit a short written message, voice recording, or paper alternative about a sample schedule.Guided practice: Schedule grid completion, partner dictation, choral repetition, controlled substitution drills, and pair question-answer practice using real workplace schedule formats.Collaborative activity: Small groups create a weekly team schedule with three employees, then explain who works each shift and solve one simple coverage problem.Instructor guidance: Keep the focus on communication, not grammar explanation. Model each phrase before asking for production. Use Spanish strategically to clarify meaning of attendance situations, then return to English repetition and role-play. Correct errors that block communication first, especially times, days, and late/absent messages.Beginner support: Provide bilingual vocabulary list, highlighted schedule examples, sentence frames, time cards, and yes/no or either/or questions before open-ended questions.Advanced extension: Ask learners to explain schedule conflicts, write a more complete text message to a supervisor, include a reason for absence, or negotiate a shift switch politely with a coworker.Brief formative assessment: Five-item schedule check plus instructor observation of role-play performance using Beginning, Developing, Functional, and Confident proficiency language.Linked assignment: ENG-A008 Work Schedule and Availability Message.