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
Daily routines & telling the time
Describe a typical day with natural routine phrases and connect each activity to accurate clock times and parts of the day.
Use after the complete A1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read routine time, person, and connected-speech check · Five-minute next-day routine and time 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
Describe a typical day with natural routine phrases and connect each activity to accurate clock times and parts of the day.
What must become clear
Routine verbs follow the present-simple system. Compare I get / she gets , I go / she goes , I have / she has , and I finish / she finishes . The present simple lesson teaches the complete spelling and question system; here you use it inside routine chunks.
High-value friction points
- He gets up at seven.The subject is he, so the present-simple verb needs -s. We say gets, not get.
- I drink coffee in the morning.Before a general part of the day, use in. The conventional phrase is in the morning.
- The class starts at 8:05 a.m.Use at before exact clock times, including number-style times with minutes.
Protect these lesson moments
- Three quick checks from earlier lessons
- Discovery check: read the clock, then choose
- Tutor-read listening check
- Drill 1: choose the routine chunk
- Drill 2: at or in?
Learner production
Build the weekday: Put six weekday actions in time order. Use first, then, after that, and finally . Keep wake up and get up distinct.
- Ask about Maya: Ask four questions with What time does Maya…? Your partner gives a short answer and a complete answer from the schedule. What time does Maya start work? At eight forty-five. She starts work at eight forty-five.
- Weekday and weekend: Make three clear contrasts. On weekdays, she wakes up at six thirty. On weekends, she wakes up at eight thirty.
- Change the person: Retell three actions as Maya and three with I . Change has / have , goes / go , and finishes / finish accurately.
- Final production: present Maya’s two-day routine for 45–60 seconds. Include at least six routine chunks, four exact times, one morning or evening phrase, one weekday/weekend contrast, and one What time does…? question with its answer. Use natural number-style times and keep small words light.
Carry this language into the next session
Retrieve Daily routines & telling the time 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 “Three quick checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: Routine verbs follow the present-simple system. Compare I get / she gets , I go / she goes , I have / she has , and I finish / she finishes . The present simple lesson teaches the complete spelling and question system; here you use it inside routine chunks.
- What needs to change in this repair, and why: He gets up at seven.
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 Daily routines & telling the time 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: read the clock, 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 Tutor-read routine time, person, and connected-speech check · Five-minute next-day routine and time 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: read the clock, then choose · Tutor-read listening check.
- 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: Routine verbs follow the present-simple system. Compare I get / she gets , I go / she goes , I have / she has , and I finish / she finishes . The present simple lesson teaches the complete spelling and question system; here you use it inside routine chunks.
- 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: He gets up at seven. The subject is he, so the present-simple verb needs -s. We say gets, not get.
- 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: read the clock, then choose · Tutor-read listening check · Drill 1: choose the routine chunk. 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: Build the weekday: Put six weekday actions in time order. Use first, then, after that, and finally . Keep wake up and get up distinct.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Daily routines & telling the time 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 routine time, person, and connected-speech check
- Clip 1
Read: I wake up at 6:15 a.m.
Supports: Clip 1 gives listen .
- Clip 2
Read: She starts work at 8:45 a.m.
Supports: Clip 2 gives listen .
- Clip 3
Read: He finishes work at 5:30 p.m.
Supports: Clip 3 gives listen .
- Clip 4
Read: What time do you have lunch?
Supports: Clip 4 listen .
- Clip 5
Read: What time does Maya finish work?
Supports: Clip 5 listen .
- Clip 6
Read: They study at night.
Supports: Clip 6 describes listen .
Delivery and evidence notes
- Keep at , to , do , and does light. Give the routine action, exact time, and contrastive person the clearest beats.
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 · Daily routines & telling the time
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?
Routine verbs follow the present-simple system. Compare I get / she gets , I go / she goes , I have / she has , and I finish / she finishes . The present simple lesson teaches the complete spelling and question system; here you use it inside routine chunks.
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?
Describe a typical day with natural routine phrases and connect each activity to accurate clock times and parts of the day.
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.