Essential Vocabularyappointment, clinic, office, store, school, bank, bus stop, street, corner, entrance, exit, left, right, straight, near, next to, across from, between, before, after, morning, afternoon, today, tomorrow.Useful Phrases and Sentence FramesWhere is the _____?How do I get to _____?Go straight. Turn left/right.It is next to/across from/between _____ and _____.I have an appointment at _____.I need to make/change/cancel an appointment.Can you help me, please?Could you repeat that, please?Functional Grammar FocusWhere and when questions; simple imperatives for directions; prepositions of place; review of to be for time and location; polite requests with can.Pronunciation and Listening FocusB/V contrast for Spanish speakers in words such as bank, bus, visit, and very; final consonants in left, right, and next; listening for key words in directions and appointment times.Timed 120-Minute Lesson Plan0-10 minutes: Welcome and warm-up. Students greet a partner, answer “Where do you live?” and identify familiar community places from picture cards or slides.10-25 minutes: Review. Quick spiral review of numbers, time, dates, personal information, and polite classroom phrases. Include a brief learner self-check: “easy / okay / difficult.”25-45 minutes: Vocabulary and expressions. Introduce direction words, community places, and appointment verbs. Students repeat, match pictures to words, and practice sentence frames with instructor modeling.45-65 minutes: Listening and reading. Students listen to two short direction conversations and read a simple appointment card or text reminder. They identify place, date, time, and action needed.65-90 minutes: Guided practice. In pairs, students use a simple map to ask and answer where places are. Instructor circulates, prompts B/V pronunciation, and supports question word order.90-110 minutes: Practical application and checkpoint. Students complete a short role-play: Student A asks for directions or appointment help; Student B gives help using a map, schedule, or appointment card. Students then complete individual checkpoint items for Course 1 review.110-115 minutes: Formative assessment. Exit check: each student says one direction phrase and one appointment phrase, or writes them if speaking support is needed.115-120 minutes: Assignment explanation. Instructor explains linked assignment ENG-A005, submission choices, no-technology alternative, and completion criteria.Guided PracticeUse controlled substitution drills first, then move to map-based pair practice. Provide sentence strips for beginning learners and reduce support for learners ready to speak more independently.Role-Play / SimulationCommunity help desk simulation: one learner asks how to get to a clinic, office, bus stop, or store and asks to confirm or change an appointment. The partner responds using a simple map or appointment schedule.Instructor GuidanceUse strategic Spanish scaffolding only to clarify task expectations and false cognates, then return to English practice. Prioritize successful communication over grammar perfection. Correct gently by recasting: “Where is the clinic?” instead of lengthy explanations. Track checkpoint performance using the supportive levels Beginning, Developing, Functional, and Confident.Beginner SupportAllow pointing to a map, repeating after the instructor, using bilingual vocabulary cards, and reading from sentence frames during the role-play.Advanced ExtensionAsk students to add one clarification question, one reason for changing an appointment, or a second direction step using then and after that.Brief Formative AssessmentStudents must demonstrate at least one spoken or written where/when question, one location phrase, and one appointment phrase. Instructor notes skills needing review in the next meeting.Linked AssignmentENG-A005 Directions and Appointment Checkpoint.