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
Town & directions
Ask for, give, follow, confirm, and repair a route from a known start point using ordered movement, turn points, landmarks, destination sides, and town locations.
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 start point, turn number, entered street, passed landmark, destination location, and corrected detail listening check · Five-minute next-day passed-landmark, entered-street, and ordinal-clarification 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
Ask for, give, follow, confirm, and repair a route from a known start point using ordered movement, turn points, landmarks, destination sides, and town locations.
What must become clear
Can-do: By the end, you can ask for directions politely; give an ordered walking route from a clear start point; distinguish movement from location; name an exact turn point and landmark; locate the destination from the traveler’s viewpoint; and confirm or repair a misunderstood step.
High-value friction points
- Turn left at the bank.Use turn left or turn right directly; do not insert to before the side.
- Go past the public library.Go past means continue beyond a landmark; passed is the past-tense verb in We passed the library.
- The museum is across from the park.Across from locates two places on opposite sides; cross the park would describe movement through it.
Protect these lesson moments
- Three checks from earlier lessons
- Discovery check: identify each route job
- Drill 1: move or locate?
- Drill 2: choose the useful question or repair
- Drill 3: make the route executable
Learner production
Prepare the fictional map: Choose a station or bus stop, two named streets, two turn points, two landmarks, a destination, and one too-far landmark. Decide the traveler’s starting viewpoint.
- Final production: give a 45–60 second fictional visitor route. Establish the start, give at least four ordered movement steps, name an exact turn point and street entered, use one passed landmark, locate the destination by side and relationship, and add a too-far check.
- Meaning check: The listener repeats the route back and intentionally changes one ordinal, side, street type, or landmark. Correct only that detail with contrastive stress, then confirm the repaired route.
- Change the need: Ask for location, a complete route, distance, slower repetition, and one detail confirmation. Choose the shortest question that matches each need.
Carry this language into the next session
Retrieve Town & directions 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 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 ask for directions politely; give an ordered walking route from a clear start point; distinguish movement from location; name an exact turn point and landmark; locate the destination from the traveler’s viewpoint; and confirm or repair a misunderstood step.
- What needs to change in this repair, and why: Turn left at the bank.
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 Town & directions 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 each route 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 start point, turn number, entered street, passed landmark, destination location, and corrected detail listening check · Five-minute next-day passed-landmark, entered-street, and ordinal-clarification 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 each route job · Drill 1: move or locate?.
- 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 ask for directions politely; give an ordered walking route from a clear start point; distinguish movement from location; name an exact turn point and landmark; locate the destination from the traveler’s viewpoint; and confirm or repair a misunderstood step.
- 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: Turn left at the bank. Use turn left or turn right directly; do not insert to before the side.
- 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 each route job · Drill 1: move or locate? · Drill 2: choose the useful question or repair. 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: Prepare the fictional map: Choose a station or bus stop, two named streets, two turn points, two landmarks, a destination, and one too-far landmark. Decide the traveler’s starting viewpoint.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Town & directions 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 start point, turn number, entered street, passed landmark, destination location, and corrected detail listening check
- Clip 1
Read: Start outside Cedar Station, facing Main Street. Evidence target: shared start point.
Supports: Where does the route begin?
- Clip 2
Read: Turn left at the second traffic light. Evidence target: ordinal turn point.
Supports: At which traffic light does the traveler turn?
- Clip 3
Read: Turn left onto Pine Avenue, not Pine Street. Evidence target: entered street and contrastive repair.
Supports: Which street does the traveler enter?
- Clip 4
Read: Go past the public library and keep walking. Evidence target: landmark passed rather than turn point.
Supports: Which landmark does the traveler continue beyond?
- Clip 5
Read: The museum is on your right, across from the park. Evidence target: traveler side and location relation.
Supports: Where is the destination after the final movement?
- Clip 6
Read: No, turn at the second light, not the first. Evidence target: corrected ordinal under normal speech.
Supports: Which detail does the speaker correct?
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 · Town & directions
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 ask for directions politely; give an ordered walking route from a clear start point; distinguish movement from location; name an exact turn point and landmark; locate the destination from the traveler’s viewpoint; and confirm or repair a misunderstood step.
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?
Ask for, give, follow, confirm, and repair a route from a known start point using ordered movement, turn points, landmarks, destination sides, and town locations.
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.