Essential VocabularyPeople/Roles: worker, employee, coworker, supervisor, manager, customer, receptionist, cleaner, cook, driver, cashier, technicianPlaces: office, break room, restroom, kitchen, warehouse, front desk, entrance, exit, parking lotTools/Objects: phone, computer, register, cart, mop, broom, gloves, badge, schedule, keys, formActions: work, help, clean, call, check, carry, open, closeUseful Phrases and Sentence FramesHello, my name is ____.I work in ____.I am a ____.This is my ____.That is the ____.These are ____.Those are ____.Who is your supervisor?Where is the break room?Can you repeat that, please?Functional Grammar FocusTo be for identity and role: I am a cashier. She is the manager.This/that/these/those for near/far and singular/plural workplace objects.Basic article use with jobs and objects: a manager, an employee, the office.Pronunciation and Listening FocusAwareness of TH in this, that, these, those; students may first approximate clearly, then improve placement of tongue and airflow.Final consonants in workplace words: desk, cart, mop, badge.Listening for names, roles, and departments in short coworker introductions.120-Minute Lesson Plan0–10 min | Welcome and warm-up: Greet students at the door. Students say their name and one place they have worked or want to work. Instructor uses pictures for support and allows brief Spanish clarification.10–25 min | Spiral review: Quick review of introductions, numbers, spelling names, and asking for repetition from the foundations course. Pair practice: “Hello, my name is ____. Can you repeat that, please?”25–45 min | Vocabulary and expressions: Introduce workplace people, places, and tools with picture cards, realia, or slides. Students repeat, point, label, and sort words into people/places/tools. Highlight false cognates when useful, such as office/oficina being helpful but not always pronounced similarly.45–65 min | Listening/reading: Students listen to three short coworker introductions. Example: “Hi, I’m Rosa. I’m a cashier. I work at the front desk.” Students identify the name, role, and place. Then students read a simple workplace map or photo labels.65–90 min | Guided practice: Instructor models this/that/these/those with classroom and workplace objects. Students practice sentence frames in pairs: “This is a badge.” “Those are gloves.” Include choral repetition for TH words and final consonants.90–110 min | Practical application role-play: Workplace first-day simulation. In groups of three, one student is a new employee, one is a coworker, and one is a supervisor. They introduce themselves, identify two workplace places, and name three tools. Students must use at least one clarification phrase.110–115 min | Formative assessment: Exit check. Each student identifies one person, one place, and one tool from pictures and says one sentence with this/that/these/those.115–120 min | Assignment explanation: Explain ENG-A007 Workplace Vocabulary Picture Match. Students complete a 15–30 minute picture/label task identifying workplace people, places, tools, and actions. No-technology option: paper handout with matching and short-answer labels.Guided PracticeStudents complete picture matching, point-and-say drills, sentence frame substitution, and short partner exchanges using workplace vocabulary. Instructor circulates to correct meaning first, then pronunciation.Collaborative ActivityFirst-Day Workplace Walkthrough: Small groups use a simple workplace map or picture set. A “supervisor” shows a “new employee” three places and three tools. The new employee asks one clarification question.Instructor GuidanceUse visuals and gestures before translation; use Spanish strategically for safety-related meaning or quick clarification.Do not overcorrect grammar during role-play; prioritize understandable communication.Model TH gently and practically. Accept approximations while encouraging awareness of this/that/these/those.Contrast singular/plural with objects students can see and touch.Spiral earlier skills: greetings, spelling names, numbers, and polite repetition requests.Beginner SupportProvide bilingual picture word bank.Allow students to point before speaking.Use sentence frames with blanks: “This is a ____.” “I am a ____.”Pair beginning students with supportive partners.Advanced ExtensionStudents add department names and simple responsibilities: “I work in maintenance. I clean the break room.”Students ask follow-up questions: “Where do you work?” “Who is your supervisor?”Students give a short 30-second workplace tour using at least five vocabulary words.Brief Formative AssessmentStudents complete an oral exit check using three images and one sentence frame. Proficiency levels: Beginning = identifies with pointing or one word; Developing = says simple labels; Functional = uses a complete sentence; Confident = adds role/place detail and asks for clarification.