0–10 min | Welcome and warm-up: Students answer in chat or aloud: “What job do you want?” and “What skills do you have?” Instructor models supportive Spanish scaffolds only as needed, then restates in English.10–25 min | Review: Quick spiral review of job application information from ENG-M019: name, phone, email, past employer, dates, duties, references, and availability. Students correct sample application/resume lines with common errors in capitalization, phone/email format, and dates.25–45 min | Vocabulary and expressions: Introduce resume sections and essential vocabulary: resume, contact information, profile, objective, skills, experience, education, training, certificate, available, reliable, punctual, friendly, careful, bilingual, customer service, cleaning, stocking, cashier, cook, server, warehouse, supervisor, reference. Sentence frames: “I can ___.” “I have experience in ___.” “I am available ___.” “I am reliable and ___.” “My goal is to work as a/an ___.”45–65 min | Reading and listening: Students read a simple sample resume and listen as the instructor reads selected lines. They identify sections, circle skills, underline verbs, and answer comprehension questions. Listening focus includes final consonants in work, helped, cleaned, skills, and word stress in available, reliable, customer, and experience.65–90 min | Guided practice: Students transform Spanish-influenced or incomplete statements into clear resume English. Examples: “I am responsible person” becomes “I am a responsible worker.” “I can to clean” becomes “I can clean work areas.” Instructor highlights can + base verb, articles, adjective order, false cognates such as actual/current, and professional tone.90–110 min | Practical application: Students work individually and then in pairs to draft a short resume profile with 3–5 skills statements, one availability statement, and one job goal. Partner role-play: Student A is an applicant explaining skills; Student B is a supervisor asking simple clarification questions: “Can you work weekends?” “What experience do you have?” “Can you repeat that, please?”110–115 min | Formative assessment and final checkpoint: Students complete a brief integrated performance check: introduce themselves, read one schedule or notice line, ask for clarification, report one workplace problem, answer one customer service question, complete or explain one form/message item, and give one simple interview-style answer. Instructor rates performance using Beginning, Developing, Functional, and Confident language.115–120 min | Assignment explanation: Instructor explains ENG-A020 Simple Resume Skills Statement, reviews completion criteria, no-technology option, and submission expectations.