T prepares a short 1-2 minute presentation about herself. T and ss play a quick game of 2 truths and 1 lie. T presents ss with prompts about school, hobbies, family and friends, years learning English, etc, and ss answers.

Check ss previous course / history learning English. Discuss ss overall goals for English, A2 exam dates, year's calendar, concept of MTPs and 10 learning goals. Student knows they will be evaluated in 6 weeks with the PPR. Explain reschedule policy and how to contact me through roundcube. Set homework expectations - every day, and introduce TLC Time. Ensure ss knows where they can find materials in PDF; create a file on the computer.

Show student the mind map of class objectives and ask CCQs to make sure they understand what certain facets are, ie, what is pronunciation? what is a short a sound? can you give me an example of a noun? etc. Ask easy questions so as not to overwhelm the student, and if they don't know, assure them it's okay. Ask student if they have any questions about the class plan.

Go to the slide that says 'SHORT A' with the phoneme /æ/. Ask the student if they can produce the short a sound. If not, show a picture of a cat. What is this? Check pronunciation. Ss repeats, holding out the short a sound: ca-a-at. Ss reads the words on the short a list. T checks for pronunciation. T solicits short a sound in isolation: what sound do all these vowels share? T writes LA- and HA- next to the 2 pictures, and ss says the short a sound. T solicits spelling of 'laugh' and 'have' helping student where necessary.

Ask ss: What is a regular verb? Solicit that a regular verb is a verb that ends in -ed in the past. Show example of 6 verbs: play, kick, wait, dance, cry, talk with photos to assure meaning. Write a sentence: 'I play tennis' present affirmative.. Then ask student how to put it in the past. T writes, using a timeline to assure student understands the concept of present and past. Write 5 more sentences in the past with remaining verbs. Pronunciation: read 2 sentences, one with /t/ and one with /id/ as they are the most obviously different. Ask student if they hear the difference between want/ID/ and finish/T/. Solicit what sound they hear. Then, set example with /d/ ending and board 3 categories on FigJam. Read sentences out loud and student organizes the verbs according to pronuciation. Ss practices reading sentences with correct pronunciation.

Remind ss that we just looked at regular verbs, and that in the past, they end in -ed, although it can be pronounced differently. Board the verb HAVE from list 1. Solicit a sentence from the student to check meaning. Then ask the student to put it in the past. CCQs: Is it I haved lunch yesterday? (no) Solicit that irregular verbs have different forms in the past tense, and that they must be memorized. Present ss with irregular verbs list 1 and 2 and ask them to say the verbs (isolated) in French and conjugate them in the past simple. If they cannot say the verb in French, put it in context (write a sentence: at this stage, write sentences using various countable, uncountable, and different types of plural nouns with various determines to recycle at the next stage) and ask again. Mark the verbs on the list as green (w/o context) yellow (in context) or red (unknown).

Set example using one of the sentences from irregular verb practice, ie: She made a cake. Ask student what the noun is. If they don't know, explain a noun is a thing or an idea. Ask again. Then change 'a' for '2'. What else do I have to change? Set another example, ie; We bought the candy. She had a knife. You were in class. Solicit noun, transform to plural.

Show ss KET vocab list and explain this is the vocabulary they will need to learn this year. Mark lists to be covered in MTP 1. Play a game with education & food vocab (baamboozle) to evaluate ss knowledge. Mark unknown words to review in next class.

In the categories of food and education, rewrite the sentences in the singular and plural with countable nouns (pizza, cake, candy.) Then, present an uncountable noun, such as bread. CCQs: ask student, can I say 1 bread? Why not? solicit the difference between countable and uncountable nouns. Board 10 words and ss sorts them into the 2 categories. If time, introduce the concepts of articles and quantifiers: explain that 'the' and 'a' are articles, that '2' and 'some' are quantifiers. Controlled Practice: ss fills in the blank with the correct articles and quantifiers.

Share screen & show TLC time again. Explain that the ss parents will recieve a link to the site and reiterate the importance of daily practice. Congratulate the student on their performance and say goodbye.