Welcome and warm-up — 10 minutes: Greet students and ask: “What tasks do you do at work or home every day?” Students name tasks in English or Spanish first, then the instructor recasts key verbs in English: clean, check, wash, open, close, lift, call, print, send.Spiral review — 15 minutes: Review workplace roles, schedules, and clarification phrases from prior meetings. Students practice short exchanges: “What time do I start?” “Can you repeat that?” “Do I work with Ana today?”Vocabulary and expressions — 20 minutes: Teach essential workplace verbs and procedure words: first, next, then, after that, last/finally, before, after, do, don’t, check, clean, prepare, carry, lift, put, take, open, close, turn on, turn off, fill out, sign, send. Model sentence frames: “First, ___.” “Next, ___.” “Don’t ___.” “Please check ___.” “Can you show me again?”Listening/reading practice — 20 minutes: Students listen to a short supervisor instruction twice and mark the order of steps on a simple procedure card. Then they read a short workplace checklist and underline action verbs. Instructor checks comprehension with yes/no, either/or, and simple wh- questions.Guided practice — 25 minutes: In pairs, students use picture cards to build a 5-step routine task, such as cleaning a work station, preparing a delivery, clocking in, or sending a message to a supervisor. Students say each step aloud using sequence words. Instructor provides correction for imperatives, word order, and final consonants.Practical application — 20 minutes: Role-play: one student is a supervisor and one student is a new employee. The supervisor gives 4–5 simple steps. The employee repeats key steps, asks one clarification question, and performs or points to the correct action. Partners switch roles.Formative assessment — 5 minutes: Exit check: each student gives three ordered instructions for one familiar task and uses at least one sequence word correctly.Assignment explanation — 5 minutes: Introduce linked assignment ENG-A009 Step-by-Step Instruction Card. Students will arrange steps in order and record or present simple instructions for a routine task.Instructor guidance: Use bilingual scaffolding strategically for safety-critical meanings and false cognates, then return to short English models. Prioritize successful communication over perfect grammar. Correct errors by recasting: “You say: First clean table. Good. In English: First, clean the table.”Beginner support: Provide picture cards, bilingual verb list, sentence frames, gestures, and choral repetition. Allow students to point or act before speaking.Advanced extension: Ask students to add warnings or conditions: “Don’t lift it alone.” “Check the label before you send it.” “After you finish, tell the supervisor.”

0–10 min | Welcome and warm-up: Students answer: What safety signs do you see at work, at home, or in the community? Instructor uses images of common signs and allows brief Spanish support for meaning before moving to English labels.10–25 min | Spiral review: Quick oral review of workplace instructions, sequence words, schedules, and clarification phrases from ENG-M009 and earlier Course 2 meetings. Students match phrases such as First, put on gloves and Don’t enter to actions.25–45 min | Vocabulary and expressions: Introduce PPE and safety language: gloves, mask, goggles, helmet, vest, shoes, wet floor, emergency exit, danger, caution, keep out, wash hands, report, broken, spill. Sentence frames: You must wear __. You have to __. You can __. You can’t __. Do I have to __? Can I __? What does this sign mean?45–65 min | Listening and reading: Students read short workplace notices and listen to supervisor directions about safety rules. They identify required actions, prohibited actions, and permissions. Instructor highlights false cognates and differences between Spanish and English safety wording.65–90 min | Guided practice: In pairs or breakout rooms, students complete a rule-card sort: must, have to, can, can’t. They practice asking for clarification and checking understanding: Do you mean I need gloves? So I can’t use this machine? Instructor monitors pronunciation of TH, final consonants, and word stress in safety vocabulary.90–110 min | Practical application / checkpoint simulation: Students complete a workplace safety station activity. They receive a short notice or sign set and explain three rules to a partner as if training a new coworker. They must include one clarification question and one problem report, such as The floor is wet or The machine is broken.110–115 min | Formative assessment: Exit check: students interpret two signs and say one must sentence and one can’t sentence. Instructor records proficiency as Beginning, Developing, Functional, or Confident.115–120 min | Assignment explanation: Instructor explains ENG-A010 Safety Notice Course Checkpoint. Students will interpret safety signs and rules, answer short practical questions, and submit online or complete a paper/no-technology version.Guided practice: Rule-card sorting, sentence-frame substitution, sign interpretation, and clarification question drills.Collaborative activity: Safety station role-play in which one student is a supervisor or experienced coworker and the other is a new employee asking what to do.Instructor guidance: Keep grammar functional and practical. Contrast must/have to for requirements with can/can’t for permission. Use Spanish strategically only to confirm meaning of high-risk safety vocabulary, then return to English practice. Model TH placement visually and accept intelligible approximations while encouraging improvement.Beginner support: Provide bilingual vocabulary cards, icons, sentence frames, yes/no choices, and choral repetition before pair practice.Advanced extension: Ask students to combine rules with reasons: You must wear gloves because the chemical is strong. Have them create one short safety notice for a real or imagined workplace.