Essential vocabulary: schedule, shift, morning, afternoon, evening, night, full-time, part-time, day off, available, late, absent, cover, switch, supervisor, coworker, start, finish, break, overtime, Monday-Sunday, today, tomorrow, next week.Useful phrases and sentence frames: “I work on ___.” “My shift is from ___ to ___.” “I start at ___.” “I finish at ___.” “I am available on ___.” “I am not available on ___.” “I am going to be late.” “I cannot come to work today.” “Can you repeat that, please?” “Can you help me check my schedule?” “Can I switch shifts with ___?” “Thank you for understanding.”Functional grammar focus: Simple present for work routines; prepositions of time: on Monday, at 9:00, from 9:00 to 5:00; basic questions with do and can; subject pronouns and “to be” in attendance messages.Pronunciation and listening focus: Word stress in schedule, available, supervisor, afternoon; clear final consonants in work, shift, late, start; contrast Spanish-influenced vowel sounds in late/let and ship/sheep; listening for numbers, days, and time changes.0-10 minutes | Welcome and warm-up: Students greet the instructor and answer quick questions: “What day is today?” “What time is it?” “Do you work in the morning, afternoon, evening, or night?” Instructor previews the goal: reading schedules and communicating attendance.10-25 minutes | Review: Spiral review of days, numbers, time, and workplace roles from the previous meeting. Students match day/time cards to spoken prompts. Instructor provides Spanish cognate support only where useful and warns about false friends such as assist versus asistir.25-45 minutes | Vocabulary and expressions: Instructor presents schedule and attendance vocabulary with a simple weekly schedule. Students repeat key phrases, mark word stress, and practice sentence frames in pairs: “I work on Tuesday,” “I start at eight,” “I finish at four.”45-65 minutes | Listening and reading: Students read a sample workplace schedule and listen to short supervisor messages about shift times. They identify employee name, day, start time, end time, and work area. Instructor models how to ask for repetition and confirmation.65-90 minutes | Guided practice: Students complete a schedule grid using information from partner dictation. Pairs ask and answer: “When do you work?” “What time do you start?” “Are you available on Friday?” Instructor circulates to support prepositions, final consonants, and simple present forms.90-110 minutes | Practical application: Role-play simulation. Student A is an employee; Student B is a supervisor or coworker. Scenarios include being 15 minutes late, needing a day off, asking to switch a shift, and confirming next week’s schedule. Students use polite workplace tone and clarification phrases.110-115 minutes | Formative assessment: Students independently answer five quick prompts from a mini schedule: identify one shift, write one availability sentence, choose the correct preposition, say one clarification phrase, and report one attendance problem.115-120 minutes | Assignment explanation: Instructor explains linked assignment ENG-A008 Work Schedule and Availability Message. Students may submit a short written message, voice recording, or paper alternative about a sample schedule.Guided practice: Schedule grid completion, partner dictation, choral repetition, controlled substitution drills, and pair question-answer practice using real workplace schedule formats.Collaborative activity: Small groups create a weekly team schedule with three employees, then explain who works each shift and solve one simple coverage problem.Instructor guidance: Keep the focus on communication, not grammar explanation. Model each phrase before asking for production. Use Spanish strategically to clarify meaning of attendance situations, then return to English repetition and role-play. Correct errors that block communication first, especially times, days, and late/absent messages.Beginner support: Provide bilingual vocabulary list, highlighted schedule examples, sentence frames, time cards, and yes/no or either/or questions before open-ended questions.Advanced extension: Ask learners to explain schedule conflicts, write a more complete text message to a supervisor, include a reason for absence, or negotiate a shift switch politely with a coworker.Brief formative assessment: Five-item schedule check plus instructor observation of role-play performance using Beginning, Developing, Functional, and Confident proficiency language.Linked assignment: ENG-A008 Work Schedule and Availability Message.