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.”