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
will for predictions & offers
Use will for neutral predictions, immediate decisions, offers, and commitments, and distinguish an offer from a request.
Use after the complete A2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read prediction, immediate decision, offer, promise, request, and evidence-based future listening check · Five-minute next-day prediction, offer, request, and future-choice 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
Use will for neutral predictions, immediate decisions, offers, and commitments, and distinguish an offer from a request.
What must become clear
Can-do: By the end, you can make a neutral future prediction, announce a decision made now, volunteer help, make a commitment, and recognize when Will you...? is a request.
High-value friction points
- She will call the volunteers at nine.The modal will has one form for every subject, so wills must become will.
- I’ll carry those boxes for you.Will is followed directly by carry, so to must be removed.
- Request: Will you hold the door, please? Offer: I’ll hold the door for you.The subject identifies who is expected to act. You makes it a request to the listener; I makes it the speaker’s offer.
Protect these lesson moments
- Three checks from the previous lesson
- Discovery check: identify the message
- Drill 1: complete the event-day responses
- Drill 2: choose the message that fits
- Tutor-read listening check
Learner production
Forecast the event: Make three neutral predictions about fictional attendance, timing, and results. Use I think , probably , and maybe accurately.
- Respond to new needs: Your teacher announces three fictional problems during the event. Make an immediate decision for one and offer help for two.
- Ask and respond: Make two requests with Will you...? . Accept or decline two offers naturally with Thanks , Yes, please , or No, thanks .
- Final production: give a 45–60 second event-day response. Include one neutral prediction, one immediate decision, two offers, one request, one positive or negative commitment, and one contrast with a prior going to plan. Finish by explaining who acts in your request and your offer.
Carry this language into the next session
Retrieve will for predictions & offers 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 the previous lesson” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can make a neutral future prediction, announce a decision made now, volunteer help, make a commitment, and recognize when Will you...? is a request.
- What needs to change in this repair, and why: She will call the volunteers at nine.
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 will for predictions & offers 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 the previous lesson and Discovery check: identify the message 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 prediction, immediate decision, offer, promise, request, and evidence-based future listening check · Five-minute next-day prediction, offer, request, and future-choice 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 the previous lesson · Discovery check: identify the message · Drill 1: complete the event-day responses.
- 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 make a neutral future prediction, announce a decision made now, volunteer help, make a commitment, and recognize when Will you...? is a request.
- 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: She will call the volunteers at nine. The modal will has one form for every subject, so wills must become will.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three checks from the previous lesson · Discovery check: identify the message · Drill 1: complete the event-day responses · Drill 2: choose the message that fits. 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: Forecast the event: Make three neutral predictions about fictional attendance, timing, and results. Use I think , probably , and maybe accurately.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve will for predictions & offers 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 prediction, immediate decision, offer, promise, request, and evidence-based future listening check
- Clip 1
Read: I think more people will arrive soon.
Supports: What is the speaker doing in Clip 1?
- Clip 2
Read: We need tape. I’ll get some.
Supports: What decision occurs in Clip 2?
- Clip 3
Read: Those boxes look heavy. I’ll carry two for you.
Supports: What happens in Clip 3?
- Clip 4
Read: I promise I won’t leave you alone at the desk.
Supports: What does Clip 4 commit the speaker to?
- Clip 5
Read: Will you hold the door, please?
Supports: Who is expected to act after Clip 5?
- Clip 6
Read: That sign is loose and moving. It’s going to fall.
Supports: What evidence supports Clip 6?
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 · will for predictions & offers
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 make a neutral future prediction, announce a decision made now, volunteer help, make a commitment, and recognize when Will you...? is a request.
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?
Use will for neutral predictions, immediate decisions, offers, and commitments, and distinguish an offer from a request.
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.