The very first contact with English. Learners build the alphabet, sounds, numbers and a handful of survival phrases — enough to say who they are and exchange a few words.
Printable one-to-one lesson plan
Greetings & introductions
Open a conversation naturally by greeting someone, giving your name, asking for theirs, and responding politely when you meet.
Use after the complete A0 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Optional tutor-read greeting-purpose listening · Optional casual greetings and replies · Optional no-choice greeting responses · Five-minute next-day greeting retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Open a conversation naturally by greeting someone, giving your name, asking for theirs, and responding politely when you meet.
What must become clear
We learn these as whole chunks, not single words: Nice to meet you · My name is… · How are you? · See you later. Say each one as one smooth phrase.
High-value friction points
- My name is Ana.Name is singular, so the verb is is, not are.
- Good evening. Welcome to the hotel.It is 8 p.m., so the time-of-day greeting is Good evening, not Good morning.
Protect these lesson moments
- Retrieve the grammar inside a greeting
- Discovery check: read the cue, then choose
- Listen: what is the speaker doing?
- Drill 1: choose the best reply
- Drill 2: match each line to its natural reply
Learner production
Meet a coworker: It is your first day. Greet a new coworker, give your name, and reply to theirs. Hi, I'm… Nice to meet you. How are you?
- On a video call: The call starts at 9 a.m. Greet the group and say your name clearly. Good morning, everyone. My name is…
- Introduce a colleague: Introduce a third person to the group. This is my colleague, Daniel. Daniel, this is Ms. Reyes.
- On the phone: Answer and start a call politely. Hello, this is Ana. Good afternoon. How are you?
- End and leave: Close the conversation two ways: with a coworker, then with a client. Bye! See you later. Goodbye. Have a good day.
Carry this language into the next session
Retrieve Greetings & introductions in one true sentence at the next lesson.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Retrieve the grammar inside a greeting” express the same core meaning?
- How would you explain this decision in your own words: We learn these as whole chunks, not single words: Nice to meet you · My name is… · How are you? · See you later. Say each one as one smooth phrase.
- What needs to change in this repair, and why: My name is Ana.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Greetings & introductions in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Retrieve the grammar inside a greeting and Discovery check: read the cue, then choose for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Optional tutor-read greeting-purpose listening · Optional casual greetings and replies · Optional no-choice greeting responses · Five-minute next-day greeting retrieval, then repeat the communication task with a new situation or stricter success criteria.
45–55 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Retrieve the grammar inside a greeting · Discovery check: read the cue, then choose · Listen: what is the speaker doing?.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: We learn these as whole chunks, not single words: Nice to meet you · My name is… · How are you? · See you later. Say each one as one smooth phrase.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: My name is Ana. Name is singular, so the verb is is, not are.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Retrieve the grammar inside a greeting · Discovery check: read the cue, then choose · Listen: what is the speaker doing? · Drill 1: choose the best reply. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Meet a coworker: It is your first day. Greet a new coworker, give your name, and reply to theirs. Hi, I'm… Nice to meet you. How are you?
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Greetings & introductions in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Optional tutor-read greeting-purpose listening
- Clip 1
Read: Good evening. Welcome to the hotel.
Supports: The speaker is listen .
- Clip 2
Read: Good night. See you tomorrow.
Supports: The speaker is listen .
- Clip 3
Read: Hi, I’m Daniel. Nice to meet you.
Supports: This is a listen .
- Clip 4
Read: Hi, Ana. Nice to see you again.
Supports: This is a listen .
- Clip 5
Read: Hey, what’s up?
Supports: The relationship sounds listen .
- Clip 6
Read: Hello, Ms. Reyes. My name is Ana Silva.
Supports: The setting sounds listen .
Delivery and evidence notes
- Read naturally, one chunk at a time: Good evening. Welcome to the hotel. / Good night. See you tomorrow. / Hi, I’m Daniel. Nice to meet you. / Hi, Ana. Nice to see you again. / Hey, what’s up? / Hello, Ms. Reyes. My name is Ana Silva.
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
A0 · Greetings & introductions
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
We learn these as whole chunks, not single words: Nice to meet you · My name is… · How are you? · See you later. Say each one as one smooth phrase.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Open a conversation naturally by greeting someone, giving your name, asking for theirs, and responding politely when you meet.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.