Learners can handle the basics of daily life. They talk about routines, possessions and immediate needs using simple present-tense structures, if the other person speaks slowly and clearly.
Printable one-to-one lesson plan
Common verbs & adjectives
Build complete high-frequency verb chunks, control present-simple forms, and use common adjectives with accurate position, meaning, and degree.
Use after the complete A1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read light-verb viewpoint, free meaning, and thing-person adjective listening check · Five-minute next-day verb-chunk, adjective, and present-simple 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
Build complete high-frequency verb chunks, control present-simple forms, and use common adjectives with accurate position, meaning, and degree.
What must become clear
A common word is not automatically an easy word. To use it accurately, learn its partners: do homework , listen to an announcement , call the office , and an inexpensive ticket . These partnerships are called collocations and grammar patterns .
High-value friction points
- She doesn’t make dinner on Fridays.Doesn’t already carries the third-person marker, so a second marker on makes is not possible.
- The instructions are confusing, so I am confused.Confusing describes the thing that produces confusion. Confused describes the person who has the feeling.
Protect these lesson moments
- Three quick checks from earlier lessons
- Discovery check: choose the complete English collocation
- Drill 1: complete the ordinary verb pattern
- Drill 2: build the adjective frame
- Tutor-read listening check
Learner production
Complete the task board: Turn supplied nouns into whole chunks with make, do, take , or have . Explain when the rough tendency helps and when the chunk must be remembered.
- Connect ordinary verbs: Use at least one verb that stands alone, two direct-object verbs, and two verb-plus-preposition patterns from the fictional center update.
- Change present-simple form: Take one routine chunk through a positive sentence, negative sentence, yes-or-no question, and short answer with a third-person subject.
- Use evidence for adjectives: Describe a fictional ticket, task, workshop, instruction sheet, and talk. State the price, budget, schedule, or profile evidence that makes each adjective defensible.
- Final production: give a fictional community-center shift briefing for 45–60 seconds. Use one accurate chunk with each of make, do, take , and have ; two ordinary verb patterns including one preposition; one negative or question with a third-person subject; one adjective before a noun and one after be ; both meanings of free ; one too judgment based on a stated limit; and one thing/person adjective contrast.
Carry this language into the next session
Retrieve Common verbs & adjectives in one true sentence at the next lesson.
Tutor-only contrastive support
L1 Transfer Lens
Test a pattern. Do not label a learner. Use this only after the learner’s actual production gives you evidence.
Select a first language to reveal only the contrasts relevant to this lesson.
Spanish → English
2 patterns to test
Separate know, meet, and know how
- Possible transfer
I knew her for the first time yesterday. / I know to cook.
- English rebuild
I met her for the first time yesterday. / I know how to cook.
Why it can happen: Conocer and saber do not divide meaning exactly like English. Know can describe existing familiarity or knowledge, meet marks a first encounter, and know how to introduces an ability learned through knowledge.
Natural English:
- Do you know our new director?
- I met him at a conference last week.
Let the complement choose the English pattern
- Possible transfer
I am agree. / She is married with a doctor.
- English rebuild
I agree. / She is married to a doctor.
Why it can happen: English be covers many ser and estar meanings, but some Spanish adjective expressions correspond to English verbs or fixed chunks. Decide whether English needs identity, state, location, a current action, or a lexical verb such as agree.
Natural English:
- She is tired, but she is working.
- I agree with your main point.
Brazilian Portuguese → English
2 patterns to test
Map ficar by result, location, or arrangement
- Possible transfer
I stayed nervous. / The office stays downtown.
- English rebuild
I got nervous. / The office is downtown.
Why it can happen: Ficar can express remaining, becoming, location, a resulting state, or an arrangement. English distributes those meanings across stay, be, get, become, end up, and phrases such as be located or agree to meet.
Natural English:
- We stayed at a small hotel.
- She became more confident after the course.
Learn make, do, and ask as chunks
- Possible transfer
I made my homework. / She did a question.
- English rebuild
I did my homework. / She asked a question.
Why it can happen: Portuguese fazer covers work, creation, causation, weather, elapsed time, and many fixed expressions. English uses several verbs, and the most reliable unit is the whole collocation rather than an abstract make-versus-do rule.
Natural English:
- We made a difficult decision.
- Could I ask you a quick question?
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 “Three quick checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: A common word is not automatically an easy word. To use it accurately, learn its partners: do homework , listen to an announcement , call the office , and an inexpensive ticket . These partnerships are called collocations and grammar patterns .
- What needs to change in this repair, and why: She doesn’t make dinner on Fridays.
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 Common verbs & adjectives 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 Three quick checks from earlier lessons and Discovery check: choose the complete English collocation 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 Tutor-read light-verb viewpoint, free meaning, and thing-person adjective listening check · Five-minute next-day verb-chunk, adjective, and present-simple 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: Three quick checks from earlier lessons · Discovery check: choose the complete English collocation · Drill 1: complete the ordinary verb pattern.
- 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: A common word is not automatically an easy word. To use it accurately, learn its partners: do homework , listen to an announcement , call the office , and an inexpensive ticket . These partnerships are called collocations and grammar patterns .
- 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: She doesn’t make dinner on Fridays. Doesn’t already carries the third-person marker, so a second marker on makes is not possible.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three quick checks from earlier lessons · Discovery check: choose the complete English collocation · Drill 1: complete the ordinary verb pattern · Drill 2: build the adjective frame. 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: Complete the task board: Turn supplied nouns into whole chunks with make, do, take , or have . Explain when the rough tendency helps and when the chunk must be remembered.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Common verbs & adjectives 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.
Tutor-read light-verb viewpoint, free meaning, and thing-person adjective listening check
- Clip 1
Read: Rina makes coffee before the visitor arrives.
Supports: What does Clip 1 say Rina does?
- Clip 2
Read: Rina has coffee with Lee after the meeting.
Supports: What does Clip 2 say Rina does?
- Clip 3
Read: The workshop is free.
Supports: What does Clip 3 mean?
- Clip 4
Read: Maya is free at three.
Supports: What does Clip 4 mean?
- Clip 5
Read: The talk is boring.
Supports: What does Clip 5 mean?
- Clip 6
Read: Maya is bored.
Supports: What does Clip 6 mean?
Delivery and evidence notes
- Give contrastive stress to the decisive word: MAKES coffee · HAS coffee · the WORK shop is free · MA ya is free · BOR ing · BORED .
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
A1 · Common verbs & adjectives
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?
A common word is not automatically an easy word. To use it accurately, learn its partners: do homework , listen to an announcement , call the office , and an inexpensive ticket . These partnerships are called collocations and grammar patterns .
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?
Build complete high-frequency verb chunks, control present-simple forms, and use common adjectives with accurate position, meaning, and degree.
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.