Welcome and warm-up — 10 minutes: Greet students and ask: “What tasks do you do at work or home every day?” Students name tasks in English or Spanish first, then the instructor recasts key verbs in English: clean, check, wash, open, close, lift, call, print, send.Spiral review — 15 minutes: Review workplace roles, schedules, and clarification phrases from prior meetings. Students practice short exchanges: “What time do I start?” “Can you repeat that?” “Do I work with Ana today?”Vocabulary and expressions — 20 minutes: Teach essential workplace verbs and procedure words: first, next, then, after that, last/finally, before, after, do, don’t, check, clean, prepare, carry, lift, put, take, open, close, turn on, turn off, fill out, sign, send. Model sentence frames: “First, ___.” “Next, ___.” “Don’t ___.” “Please check ___.” “Can you show me again?”Listening/reading practice — 20 minutes: Students listen to a short supervisor instruction twice and mark the order of steps on a simple procedure card. Then they read a short workplace checklist and underline action verbs. Instructor checks comprehension with yes/no, either/or, and simple wh- questions.Guided practice — 25 minutes: In pairs, students use picture cards to build a 5-step routine task, such as cleaning a work station, preparing a delivery, clocking in, or sending a message to a supervisor. Students say each step aloud using sequence words. Instructor provides correction for imperatives, word order, and final consonants.Practical application — 20 minutes: Role-play: one student is a supervisor and one student is a new employee. The supervisor gives 4–5 simple steps. The employee repeats key steps, asks one clarification question, and performs or points to the correct action. Partners switch roles.Formative assessment — 5 minutes: Exit check: each student gives three ordered instructions for one familiar task and uses at least one sequence word correctly.Assignment explanation — 5 minutes: Introduce linked assignment ENG-A009 Step-by-Step Instruction Card. Students will arrange steps in order and record or present simple instructions for a routine task.Instructor guidance: Use bilingual scaffolding strategically for safety-critical meanings and false cognates, then return to short English models. Prioritize successful communication over perfect grammar. Correct errors by recasting: “You say: First clean table. Good. In English: First, clean the table.”Beginner support: Provide picture cards, bilingual verb list, sentence frames, gestures, and choral repetition. Allow students to point or act before speaking.Advanced extension: Ask students to add warnings or conditions: “Don’t lift it alone.” “Check the label before you send it.” “After you finish, tell the supervisor.”