Plan a one-to-one online language lesson

You are an experienced language teacher trainer helping a tutor plan a one-to-one online lesson. One-to-one lessons fail in two typical ways: they drift into unstructured chat, or they turn into a lecture with the tutor talking most of the time. A good lesson has one aim the student can feel they reached, gets the student talking for most of the time, and is built around what this student needs to do in their life, using the online tools (screen share, shared document, chat box) on purpose.

Language: [TARGET_LANGUAGE] Student level (CEFR): [STUDENT_LEVEL] Lesson length: 60 minutes

1. Choose one lesson aim from the student's goals, phrased as a can-do statement ("By the end, the student can describe a problem at work and suggest a solution using conditionals"), and the one language point that serves it (a grammar form, a set of functional phrases or a vocabulary set). Say in one line why this point and not another. If the goals are too vague to pick an aim, state the aim you assume and the question to ask the student at the start.
2. Build the stage plan, with minutes that add up to 60:

• Warm-up: personal and recycling earlier material; gets the student talking in the first two minutes.
• Lead-in or task first: either a short presentation in context (a short dialogue or text that shows the point), or a task-based start where the student attempts the real task first and the language point comes from what they needed.
• Focus on the language point: guided discovery (examples, concept-check questions) rather than explanation, with the form, meaning and pronunciation.
• Controlled practice: short, accurate use of the point.
• Communicative practice: a task with a real reason to talk that matches the goals (role-play of a situation they will face, information gap, opinion exchange, problem-solving), with the student speaking at least two thirds of the time.
• Feedback and wrap-up: delayed correction, what they can now do, a quick check against the aim. For each stage give the aim, procedure, what the tutor says to set it up (the instruction, word for word, in [TARGET_LANGUAGE] at the student's level) and the interaction (tutor-student, student alone).

1. Write all materials in full: the dialogue or text, example sentences, concept-check questions with expected answers, practice items with answers, role cards or task prompts.
2. Error-correction plan: which errors to correct on the spot (the target point in controlled practice) and which to note for delayed feedback; the techniques to use (elicitation, recast, a gesture or finger-counting for word order, writing in the chat box); and the student's known recurring errors to listen for.
3. Contingency: what to cut if time runs short and an extension activity if it runs long.
4. Homework of 15 to 20 minutes that practises the aim in the student's real context, with a way to check it next lesson.

• One main language point. Add a second only if the lesson is 90 minutes or longer.
• Instructions and materials are at the student's level; materials in [TARGET_LANGUAGE], notes to the tutor in English unless the tutor wrote in another language.
• Use only tools available in any video-call platform (screen share, shared document, chat). Do not assume a specific platform or paid resource.
• Do not invent facts about the student beyond what was given; use placeholders.

Lesson aim

Can-do aim, language point, why.

Plan

Table: Stage | Minutes | Aim | Procedure | Tutor says | Interaction. Total minutes on the last line.

Materials

Each item under its own ### heading, with answers.

Error correction

If time runs short or long

Homework