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
First conditional
Connect an open future condition to a prediction, plan, possibility, permission, warning, or instruction with accurate clause form and framing.
Use after the complete A2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read open condition, expected time, exception, predicted plan, weaker possibility, and imperative-result listening check · Five-minute next-day condition form, unless exception, and weaker-result 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
Connect an open future condition to a prediction, plan, possibility, permission, warning, or instruction with accurate clause form and framing.
What must become clear
Can-do: By the end, you can state an open future condition, choose a prediction, plan, possibility, permission, or instruction as its result, order and punctuate both clauses, distinguish if from expected-time when , and use unless for an exception.
High-value friction points
- If it rains, we’ll move inside.Use present rains in the core future condition; keep will in the planned result.
- Unless the inspection runs late, we’ll open at nine.For the intended meaning, replace if the inspection does not run late with unless the inspection runs late.
- If the delivery arrives early, put the boxes in storage.Future-reference present simple still agrees with its subject: the delivery arrives.
Protect these lesson moments
- Three checks from earlier lessons
- Discovery check: identify the clause’s job
- Drill 1: complete the core form
- Drill 2: choose the result purpose
- Drill 3: choose the marker and framing
Learner production
Ask before briefing: Ask two What will you do if...? questions about fictional delays or changes. Give one firm plan and one weaker possible result with might .
- Final production: give a 45–60 second fictional contingency briefing. Include two open if conditions, one expected when event, one unless exception, one planned result, one weaker possibility, one permission, and one instruction. Use condition-first and result-first order at least once each.
- Reframe one event: Present the same arrival first with when because the schedule treats it as expected, then with if...by because meeting a deadline remains open. Explain how the speaker’s framing changes.
Carry this language into the next session
Retrieve First conditional 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
Use past form to signal present distance
- Possible transfer
If I have more time, I would study more.
- English rebuild
If I had more time, I would study more.
Why it can happen: Portuguese and English do not signal hypothetical distance in exactly the same way. In an English second conditional, the past form in the if-clause marks the situation as unreal or remote now; it does not locate the situation in past time.
Natural English:
- If I worked remotely, I would travel more.
- What would you change if you were the manager?
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 checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can state an open future condition, choose a prediction, plan, possibility, permission, or instruction as its result, order and punctuate both clauses, distinguish if from expected-time when , and use unless for an exception.
- What needs to change in this repair, and why: If it rains, we’ll move inside.
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 First conditional 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 checks from earlier lessons and Discovery check: identify the clause’s 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 open condition, expected time, exception, predicted plan, weaker possibility, and imperative-result listening check · Five-minute next-day condition form, unless exception, and weaker-result 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 checks from earlier lessons · Discovery check: identify the clause’s job · Drill 1: complete the core form.
- 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 state an open future condition, choose a prediction, plan, possibility, permission, or instruction as its result, order and punctuate both clauses, distinguish if from expected-time when , and use unless for an exception.
- 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: If it rains, we’ll move inside. Use present rains in the core future condition; keep will in the planned result.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three checks from earlier lessons · Discovery check: identify the clause’s job · Drill 1: complete the core form · Drill 2: choose the result purpose. 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: Ask before briefing: Ask two What will you do if...? questions about fictional delays or changes. Give one firm plan and one weaker possible result with might .
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve First conditional 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 open condition, expected time, exception, predicted plan, weaker possibility, and imperative-result listening check
- Clip 1
Read: If the rain starts before nine, we’ll move check-in inside.
Supports: How does Clip 1 frame the rain?
- Clip 2
Read: When the coordinator arrives at eight, she’ll open the office.
Supports: What does when communicate in Clip 2?
- Clip 3
Read: Unless the inspection runs late, the doors will open at nine.
Supports: What can prevent the nine o’clock opening in Clip 3?
- Clip 4
Read: If the rain starts, we’ll move check-in inside.
Supports: What planned result follows the condition in Clip 4?
- Clip 5
Read: If traffic is heavy, the driver might arrive late.
Supports: What does might contribute in Clip 5?
- Clip 6
Read: If the key doesn’t arrive, call the coordinator.
Supports: What instruction does Clip 6 give?
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 · First conditional
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 state an open future condition, choose a prediction, plan, possibility, permission, or instruction as its result, order and punctuate both clauses, distinguish if from expected-time when , and use unless for an exception.
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?
Connect an open future condition to a prediction, plan, possibility, permission, warning, or instruction with accurate clause form and framing.
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.