Learners cope with routine tasks and exchanges. They can talk about the past and the future, compare things, and describe their background and immediate environment in short connected sentences.
Printable one-to-one lesson plan
Education & study
Describe a learning path, distinguish education words and study actions, report evidence of progress, and ask precise classroom questions.
No additional related lesson is registered.
Use after the complete A2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read learning goal, course-class distinction, study action, progress evidence, feedback, and clarification check · Next-day homework countability, exam result, and learning-path 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 learning path, distinguish education words and study actions, report evidence of progress, and ask precise classroom questions.
What must become clear
Can-do: By the end, you can distinguish a subject, course, class, lesson, program, and qualification; distinguish registering, attending, taking, completing, and passing; use homework, assignment, exam, score, grade, and feedback accurately; separate study, learn, teach, practice, and review; report specific evidence of progress; ask for the exact clarification you need; and give a privacy-safe learning update.
High-value friction points
- Maya completed two homework assignments this week.Use homework without a plural ending. To count separate tasks, say two homework assignments.
- The tutor taught us a useful repair phrase.Teach presents helping another person learn. The tutor taught us; the learners learned the phrase.
- Leo took the exam this morning, but the result will arrive tomorrow.Take an exam reports participation. Pass reports a successful result, which this context does not yet provide.
Protect these lesson moments
- Three earlier patterns
- Discovery check: identify each information job
- Drill 1: choose the learning-path noun
- Drill 2: choose the exact education action
- Drill 3: choose the learning action
Learner production
Fictional learner card: Goal: explain a project delay clearly; course: Business English 2; class: Tuesday at 6:00; routine: review model language and practice one update after each lesson.
- Progress evidence: First recording: five prompts. Today: two prompts and one follow-up answer without help. Keep the claim limited to this task.
- Feedback and gap: The timeline is clear, but the reason needs a more specific example. State what works before the remaining need.
- Next step and repair: Revise the reason, record again, and ask one precise question such as Could you give me another example of a clear reason?
Carry this language into the next session
Retrieve Education & study 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 earlier patterns” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can distinguish a subject, course, class, lesson, program, and qualification; distinguish registering, attending, taking, completing, and passing; use homework, assignment, exam, score, grade, and feedback accurately; separate study, learn, teach, practice, and review; report specific evidence of progress; ask for the exact clarification you need; and give a privacy-safe learning update.
- What needs to change in this repair, and why: Maya completed two homework assignments this week.
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 Education & study 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 earlier patterns and Discovery check: identify each information job 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 learning goal, course-class distinction, study action, progress evidence, feedback, and clarification check · Next-day homework countability, exam result, and learning-path retrieval, then repeat the communication task with a new situation or stricter success criteria.
50–60 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 earlier patterns · Discovery check: identify each information job · Drill 1: choose the learning-path noun.
- 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: Can-do: By the end, you can distinguish a subject, course, class, lesson, program, and qualification; distinguish registering, attending, taking, completing, and passing; use homework, assignment, exam, score, grade, and feedback accurately; separate study, learn, teach, practice, and review; report specific evidence of progress; ask for the exact clarification you need; and give a privacy-safe learning update.
- 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: Maya completed two homework assignments this week. Use homework without a plural ending. To count separate tasks, say two homework assignments.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three earlier patterns · Discovery check: identify each information job · Drill 1: choose the learning-path noun · Drill 2: choose the exact education action. 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: Fictional learner card: Goal: explain a project delay clearly; course: Business English 2; class: Tuesday at 6:00; routine: review model language and practice one update after each lesson.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Education & study 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 learning goal, course-class distinction, study action, progress evidence, feedback, and clarification check
- Clip 1
Read: My goal is to give clearer project updates. Evidence target: learning goal.
Supports: What is the learner’s goal?
- Clip 2
Read: I attend the Tuesday class at six. Evidence target: scheduled class.
Supports: Which scheduled meeting does the learner attend?
- Clip 3
Read: After each lesson, I review my notes and practice one update. Evidence target: study action.
Supports: What does the learner do after each lesson?
- Clip 4
Read: Last month I needed four prompts; today I needed one. Evidence target: before-and-now progress.
Supports: Which fact gives progress evidence?
- Clip 5
Read: The tutor said my opening is clear, but my update needs one example. Evidence target: specific feedback.
Supports: What specific feedback did the tutor give?
- Clip 6
Read: Could you give me another example of a follow-up answer? Evidence target: precise clarification.
Supports: Which precise clarification question does the learner ask?
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
A2 · Education & study
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?
Can-do: By the end, you can distinguish a subject, course, class, lesson, program, and qualification; distinguish registering, attending, taking, completing, and passing; use homework, assignment, exam, score, grade, and feedback accurately; separate study, learn, teach, practice, and review; report specific evidence of progress; ask for the exact clarification you need; and give a privacy-safe learning update.
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 learning path, distinguish education words and study actions, report evidence of progress, and ask precise classroom questions.
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.