The independent-user threshold. Learners deal with most situations while traveling, produce connected text on familiar topics, and explain their opinions, plans and experiences.
Printable one-to-one lesson plan
Job interviews
Answer common interview questions with a short introduction, an honest strength, a past STAR story, and one polite question.
New plan: still being tried in live lessons
This plan is new and is still in its first live lessons, so details may change. Use the worksheet at the end of the page for notes from your own session.
Use after the complete B1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read interview stress, agree as a verb, explain-to, and result-number listening check · Next-day introduction, past result, and polite-question 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
Answer common interview questions with a short introduction, an honest strength, a past STAR story, and one polite question.
What must become clear
Can-do: By the end, you can give a 60 to 90 second introduction with your present role, a relevant past, and a reason tied to the posting; support a strength with a result; describe a weakness you are already improving; tell a past story as situation, task, action, and result; and ask the interviewer one polite question about the role.
High-value friction points
- I have been working here for five years.Have been working keeps a duration open to now. Have five years working copies tengo años trabajando or tenho anos trabalhando.
- I agree with the shorter update.Estoy de acuerdo and estou de acordo do not add be in English. Agree is the verb.
- Could you explain the schedule to me?Explain, describe, and suggest take the thing first and the person after to.
Protect these lesson moments
- Reactivate the role and the time
- Discovery check: label each move
- Frame check: what belongs in 90 seconds?
- Evidence check: label, repair, or invention?
- Story check: which part is this sentence?
Learner production
Introduction: In 60 to 90 seconds, give Jordan’s present role at the community center, one relevant past, and a reason tied to the weekend workshop posting. Do not add age or family.
- Strength and weakness: Give one strength that uses the 40-to-65 attendance result, then one weakness that names the missing checklist and the repair he already uses.
- Past story: Tell Jordan’s reminder story as situation, task, action, and result. The action must be past simple and name what he did. Use only numbers from the card.
- Question: Ask one polite question about the Saturday workshop. Do not ask the interviewer’s age or family.
Carry this language into the next session
Return tomorrow without this page. Rebuild one introduction, one result line, and one polite question from the Northline card before you reread the 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 “Reactivate the role and the time” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can give a 60 to 90 second introduction with your present role, a relevant past, and a reason tied to the posting; support a strength with a result; describe a weakness you are already improving; tell a past story as situation, task, action, and result; and ask the interviewer one polite question about the role.
- What needs to change in this repair, and why: I have been working here for five years.
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
Return tomorrow without this page. Rebuild one introduction, one result line, and one polite question from the Northline card before you reread the 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 Reactivate the role and the time and Discovery check: label each move 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 interview stress, agree as a verb, explain-to, and result-number listening check · Next-day introduction, past result, and polite-question retrieval, then repeat the communication task with a new situation or stricter success criteria.
60–70 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: Reactivate the role and the time · Discovery check: label each move · Frame check: what belongs in 90 seconds?.
- 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 give a 60 to 90 second introduction with your present role, a relevant past, and a reason tied to the posting; support a strength with a result; describe a weakness you are already improving; tell a past story as situation, task, action, and result; and ask the interviewer one polite question about the role.
- 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 have been working here for five years. Have been working keeps a duration open to now. Have five years working copies tengo años trabajando or tenho anos trabalhando.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Reactivate the role and the time · Discovery check: label each move · Frame check: what belongs in 90 seconds? · Evidence check: label, repair, or invention?. 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: Introduction: In 60 to 90 seconds, give Jordan’s present role at the community center, one relevant past, and a reason tied to the weekend workshop posting. Do not add age or family.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Return tomorrow without this page. Rebuild one introduction, one result line, and one polite question from the Northline card before you reread the 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 interview stress, agree as a verb, explain-to, and result-number listening check
- Clip 1
Read: I have been WORKing here for FIVE years.
Supports: What does the duration line stress besides working?
- Clip 2
Read: I aGREE. Agree is the verb.
Supports: What does the second line say about agree?
- Clip 3
Read: Could you exPLAIN the schedule to me?
Supports: Where does the person belong in the request?
- Clip 4
Read: Missed CALLS fell from THIRty percent to EIGHT percent.
Supports: What should the listener remember from the last line?
Delivery and evidence notes
- The duration stresses working and the number five .
- Agree is the verb. Do not put am before it.
- The person sits in to me .
- The result stresses thirty and eight .
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
B1 · Job interviews
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 give a 60 to 90 second introduction with your present role, a relevant past, and a reason tied to the posting; support a strength with a result; describe a weakness you are already improving; tell a past story as situation, task, action, and result; and ask the interviewer one polite question about the role.
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?
Answer common interview questions with a short introduction, an honest strength, a past STAR story, and one polite question.
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.