Essential vocabulary: coworker, team, help, repeat, explain, understand, check, task, step, first, next, again, problem, question, instructions.Useful phrases and sentence frames: “Can you repeat that, please?” “Can you show me?” “Can you help me with ___?” “Do you mean ___?” “So first I ___, then I ___?” “I don’t understand.” “Let me check.” “Okay, I understand.” “Thank you for your help.”Functional grammar focus: subject pronouns, polite requests with can, simple present verbs for work tasks, and short confirmation questions.Pronunciation/listening focus: rising intonation for clarification questions, final consonants in help, check, and repeat, and contrast between Spanish-influenced vowel sounds in ship/sheep and live/leave as needed.0-10 minutes – Welcome and warm-up: Students greet classmates and answer: “Who helps you at work?” Instructor previews that asking questions is a strong workplace skill.10-25 minutes – Spiral review: Quick review of workplace instructions, imperatives, safety phrases, and schedule words from prior meetings. Students match short instructions to pictures or actions.25-45 minutes – Vocabulary and expressions: Instructor models clarification phrases with gestures and simple workplace examples. Students repeat, mark stress, and sort phrases into three groups: repeat, help, confirm.45-65 minutes – Listening practice: Students listen to short coworker instruction scenarios. They identify what the worker should say: ask for repetition, ask for help, or confirm the next step.65-90 minutes – Guided practice: Pairs practice substitution dialogues using sentence frames. Instructor circulates, correcting word order, final consonants, and tone gently.90-110 minutes – Practical application role-play: In teams of three, students perform a coworker task simulation. Roles: supervisor/coworker gives instructions, worker asks for clarification, observer checks if the worker used a polite phrase and confirmed the task.110-115 minutes – Formative assessment: Each student says one clarification phrase and one confirmation phrase aloud. Instructor rates informally using Beginning, Developing, Functional, or Confident.115-120 minutes – Assignment explanation: Instructor introduces linked assignment ENG-A011 Clarification Dialogue Practice. Students may submit a voice recording, written dialogue, or paper alternative.Instructor guidance: Normalize clarification as professional behavior, not a sign of weakness. Use Spanish strategically for quick meaning checks, then return to English practice. Emphasize respectful tone, eye contact, and simple complete phrases.Beginner support: Provide bilingual phrase cards, picture prompts, and fill-in-the-blank dialogue frames.Advanced extension: Ask learners to add a reason, confirm two-step instructions, or help another classmate repair communication during the role-play.

0–10 min: Welcome and warm-up. Students answer: “What problems can happen at work?” Instructor previews respectful reporting language and reviews online participation norms.
10–25 min: Spiral review. Quick review of clarification frames from ENG-M011: “Can you repeat that?”, “Do you mean…?”, “Let me check.” Students match supervisor responses to problem situations.
25–45 min: Vocabulary and expressions. Introduce essential vocabulary: problem, broken, late, missing, dirty, unsafe, customer, schedule, equipment, supplies, supervisor, spill, machine, register, delivery, restroom, entrance, report. Useful frames: “There is a problem with…”, “The ___ is not working.”, “A customer says…”, “I am late because…”, “The spill is near…”, “What should I do?”, “Can you help me, please?”
45–65 min: Listening and reading. Students listen to three short supervisor reports and identify: What is the problem? Where is it? Why is it a problem? What does the worker ask? Reading practice with a simple workplace incident note.
65–90 min: Guided practice. Students build sentences from word cards and complete short report templates. Grammar focus: simple present, third-person -s in “The machine needs…”, “The customer says…”, use of because, and prepositions of location.
90–110 min: Practical application. Role-play in pairs or breakout rooms: Worker reports a problem; supervisor asks one clarification question; worker answers and confirms next step. Scenarios include broken equipment, missing supplies, unsafe spill, changed schedule, and upset customer.
110–115 min: Formative assessment. Each student gives one concise problem report using this pattern: problem + location + because/reason + request. Instructor checks clarity, respectful tone, and key vocabulary.
115–120 min: Assignment explanation. Instructor explains ENG-A012 Supervisor Problem Report, submission choices, rubric, and no-technology alternative.

Pronunciation/listening focus: word stress in supervisor, customer, equipment, schedule, and problem; final consonants in needs, works, asks, late, and help; clear distinction between /b/ and /v/ in broken, available, very, and supervisor. Instructor should model slowly first, then at natural speed.

Instructor guidance: Keep the focus on practical communication rather than grammar explanation. Use Spanish-language scaffolding briefly for high-impact vocabulary and false cognates, especially actual/actualmente and assist/asistir if they arise. Encourage short complete messages rather than long explanations. Correct errors selectively when they block meaning or workplace tone.

Beginner support: Provide bilingual vocabulary list, picture prompts, sentence frames, and yes/no or either/or choices. Allow students to read from a prepared report during first practice.

Advanced extension: Ask students to add one detail, one safety concern, or one recommended next step, such as “I put a sign near the spill” or “I can call maintenance.”