0–10 min | Welcome and warm-up: Greet students and ask: “Where do you go when you need help?” Students match pictures to places: clinic, school, office, pharmacy, store, bank, library, bus station. Instructor allows brief Spanish support, then recasts key words in English.10–25 min | Review: Spiral review of directions, appointments, and Course 1 language. Students practice short exchanges: “Where is the office?” “When is my appointment?” “Can you help me?” Quick pronunciation review of B/V and final consonants in words such as help, form, card, and appointment.25–45 min | Vocabulary and expressions: Teach essential vocabulary: clinic, school, office, store, pharmacy, library, bank, service desk, receptionist, form, address, phone number, signature, appointment, ID, entrance, exit, restroom, line, wait, open, closed. Useful phrases: “Can you help me, please?” “Could you repeat that?” “I need help with this form.” “I have an appointment.” “Where do I sign?” “I don’t understand.” “Can you speak more slowly, please?” Functional grammar focus: polite requests with can/could, subject + need + noun/infinitive, and question word order in simple help requests.45–65 min | Listening/reading: Students listen to short service-desk dialogues and identify the place, the problem, and the help requested. Then students read common signs and form fields. Instructor highlights false cognates and community words that look similar in Spanish but may be used differently in English.65–90 min | Guided practice: In pairs, students complete sentence frames and substitution drills: “I need help with ___.” “Can you show me ___?” “Could you write it here?” “Where is the ___?” Students practice final consonants and stress in key phrases. Instructor circulates, models slow natural pronunciation, and provides corrective feedback without interrupting fluency.90–110 min | Practical application: Role-play stations: clinic check-in, school office, store return/help desk, public office form, and pharmacy question. One student is the visitor and one is the staff person. Students must greet, ask for help, use one clarification phrase, and close politely. Advanced learners add one extra detail or problem; beginners may use phrase cards.110–115 min | Formative assessment: Exit performance: each student says one complete polite help request and identifies one sign or form field. Instructor rates quickly using Beginning, Developing, Functional, or Confident.115–120 min | Assignment explanation: Introduce ENG-A006 Community Help Request Script. Students will write or record a short help request for a clinic, school, office, or store, with a no-technology paper option.