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
Feelings & personality
Describe current feelings, their causes, and evidence-based personality tendencies while distinguishing observed behavior from assumptions about people.
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 current feeling, stimulus, evidence, limited tendency, question purpose, and role-repair listening check · Next-day experiencer role, adjective complement, and evidence-limit 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 current feelings, their causes, and evidence-based personality tendencies while distinguishing observed behavior from assumptions about people.
What must become clear
Can-do: By the end, you can describe a current or past feeling; distinguish an experiencer from a stimulus in common -ed / -ing pairs; add natural complements and intensity; ask separately about condition, personality, preference, and appearance; describe a personality tendency with evidence and appropriate limits; and replace an unsupported label with an observable behavior.
High-value friction points
- I feel bored during long waits.Bored presents the speaker as the experiencer. Boring would present the speaker as someone who causes boredom.
- Nora is interested in community design.Interested in is the usual adjective-complement chunk for a topic that attracts attention.
- Leo was quiet during today’s meeting.Quiet reports the observed amount of speech in a stated situation. Shy interprets an internal social feeling that the evidence does not establish.
Protect these lesson moments
- Three earlier patterns
- Discovery check: identify each description job
- Drill 1: reaction or effect?
- Drill 2: complete the feeling accurately
- Drill 3: choose the supported description
Learner production
Fictional evidence cards: Maya welcomed newcomers at three events and calmly repeated instructions. Leo spoke little in two large meetings but asked detailed questions one-on-one. Nora said she felt worried before a deadline and relieved afterward. Omar’s lunch stories often made the team laugh.
- State or tendency: Give one current or past feeling from the cards and one limited personality tendency. Include the time or context that supports each description.
- Evidence before label: Describe one behavior first. Then add a careful summary with usually or can be . Ask your listener whether the summary matches the evidence.
- Question repair: Ask separately about Maya’s current condition, her work style, her preference, and her appearance. Explain what information each question requests.
Carry this language into the next session
Retrieve Feelings & personality 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.
Brazilian Portuguese → English
One pattern 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.
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 describe a current or past feeling; distinguish an experiencer from a stimulus in common -ed / -ing pairs; add natural complements and intensity; ask separately about condition, personality, preference, and appearance; describe a personality tendency with evidence and appropriate limits; and replace an unsupported label with an observable behavior.
- What needs to change in this repair, and why: I feel bored during long waits.
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 Feelings & personality 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 description 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 current feeling, stimulus, evidence, limited tendency, question purpose, and role-repair listening check · Next-day experiencer role, adjective complement, and evidence-limit 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 description job · Drill 1: reaction or effect?.
- 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 describe a current or past feeling; distinguish an experiencer from a stimulus in common -ed / -ing pairs; add natural complements and intensity; ask separately about condition, personality, preference, and appearance; describe a personality tendency with evidence and appropriate limits; and replace an unsupported label with an observable behavior.
- 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: I feel bored during long waits. Bored presents the speaker as the experiencer. Boring would present the speaker as someone who causes boredom.
- 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 description job · Drill 1: reaction or effect? · Drill 2: complete the feeling accurately. 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 evidence cards: Maya welcomed newcomers at three events and calmly repeated instructions. Leo spoke little in two large meetings but asked detailed questions one-on-one. Nora said she felt worried before a deadline and relieved afterward. Omar’s lunch stories often made the team laugh.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Feelings & personality 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 current feeling, stimulus, evidence, limited tendency, question purpose, and role-repair listening check
- Clip 1
Read: Leo feels a little nervous before the talk, but he still wants to do it. Evidence target: low degree, not an extreme inference.
Supports: How strong is Leo’s stated feeling?
- Clip 2
Read: The instructions were confusing, so the volunteers asked for a clearer version. Evidence target: stimulus effect.
Supports: What role do the instructions have?
- Clip 3
Read: Maya is friendly with new volunteers. She greeted newcomers at all three events. Evidence target: repeated behavior supporting a tendency.
Supports: What evidence supports the description friendly?
- Clip 4
Read: Leo can be quiet in large meetings, but he asks many questions one-on-one. Evidence target: context-limited tendency.
Supports: Which statement preserves the speaker’s limited claim?
- Clip 5
Read: What does Maya like? She likes small-group discussions. Evidence target: preference rather than character.
Supports: What information does the question request?
- Clip 6
Read: No, I said I was interested, not that I was interesting. Evidence target: contrastive experiencer repair.
Supports: What does the correction clarify?
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 · Feelings & personality
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 describe a current or past feeling; distinguish an experiencer from a stimulus in common -ed / -ing pairs; add natural complements and intensity; ask separately about condition, personality, preference, and appearance; describe a personality tendency with evidence and appropriate limits; and replace an unsupported label with an observable behavior.
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 current feelings, their causes, and evidence-based personality tendencies while distinguishing observed behavior from assumptions about people.
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.