An AI lesson-planning workspace for private language tutors. It turns each student's profile — goals, weaknesses, interests, level — into complete interactive lessons, discussion topics and flashcards in about 2 minutes.

How does it personalize lessons?

Every lesson is generated from 15+ student profile factors: goals, strengths, weaknesses, learning style, interests and cultural background. No two students get the same lesson.

Which languages and levels are supported?

Lesson materials are built in English across every CEFR level from A1 to C2. The in-lesson instant translation supports 31 student languages — including Spanish, French, German, Mandarin, Japanese and Arabic — so you can teach English to students from almost any country.

How much does it cost?

Free: 1 student, 5 lessons/month. Starter: $19/month for 12 students. Professional: $39/month for 40 students. Studio: $99/month, unlimited, for schools. Annual billing gives 2 months free, with a 14-day money-back guarantee on paid plans.

Do I need a credit card to start?

No. The Free plan needs no card — sign up, add a student and generate your first lesson in minutes.

Does it work with Google Calendar?

Yes. Paid plans sync your tutoring schedule and can generate lessons ahead of upcoming sessions automatically.

Is my students' data safe?

Yes. LinguaFlow is GDPR-compliant, encrypts data in transit and at rest, and lets you export or permanently delete your data anytime.

Can I use it for group classes?

It's built for one-on-one tutoring but works for small groups — create a profile per learner and generate level-appropriate content for each.

CEFR A1-A2 Study Plan: Revision Schedule Guide

Name: LinguaFlow
Author: LinguaFlow

Most study plans fail A1-A2 students for the same reason: they're built like a syllabus for someone who already has some language to build on. At A1-A2, retention is fragile. A word or structure a student "knew" last week can be gone this week if it isn't deliberately revisited. A study plan for this stage needs to be a revision cycle first and a content pipeline second.

This becomes even more important in one-to-one online tutoring specifically, where there's no peer modeling, no incidental exposure from classmates, and the session structure that works for a group class often doesn't translate directly to a screen and one student. This guide covers both: how to build a CEFR-aligned revision schedule for A1-A2, and how to adapt a lesson task sequence for one-to-one online teaching at that level.

Why A1-A2 Needs a Different Kind of Study Plan

At B1 and above, students can often infer meaning from context, self-correct using patterns they've internalized, and pick up new vocabulary incidentally through reading or listening. At A1-A2, almost none of that is reliable yet. Everything mostly has to be taught explicitly and reinforced deliberately.

That has a direct planning consequence: a study plan built mostly around introducing new material will outrun what the student can actually retain. The plan needs a much higher ratio of review to new content than it would at B1+, and the review has to be structured, not incidental.

Building a CEFR-Aligned Revision Schedule for A1-A2

Decide on a ratio of review to new material, and stick to it. At A1, aim for roughly 60% review and 40% new material in a given session. By late A2, that can shift closer to 50/50 as the student's retention improves. This isn't a strict formula, but going lower on review than this at A1 is where most study plans start losing material the student "already covered."

Recycle vocabulary and structures across multiple sessions, not just within one. A word introduced in session 3 should reappear, ideally in a new context, in sessions 4, 6, and 9. A single mention rarely survives a week at this level. Build a simple tracking list (even a spreadsheet) of what's been introduced and when it last came up, so recycling is deliberate rather than accidental.

Anchor each cycle to a can-do statement, not a topic. Instead of planning "this week: food vocabulary," plan "by the end of this week, the student can order food and describe a simple meal they like." The can-do framing forces you to check whether the student can actually use the material, not just recognize it. For the full breakdown of what A1 and A2 can-do statements actually require, see our CEFR lesson plan guide.

Build in a checkpoint every 3-4 sessions. A short, relaxed review session, with no new material at all, confirms whether the last few cycles actually stuck before you build further on top of them. If a checkpoint reveals gaps, that's the next cycle's priority, not the next item on your topic list.

A Sample One-Week A1 Revision Cycle

For a student having two sessions per week:

Session 1: Warm up with 5 minutes of recall (no prompts, no notes) on last week's core vocabulary. Introduce one new grammar point or vocabulary set. Practice it in a controlled, guided way.
Session 2: Warm up recycling the same recall exercise. Revisit the new material from Session 1 in a freer, more communicative task. Introduce one small extension (a related word set or a slight variation on the grammar point), not a whole new topic.

Repeat this two-session rhythm, rotating in a checkpoint session every third or fourth cycle in place of Session 1's usual slot for new material.

Adapting a Lesson Task Sequence for One-to-One Online Teaching

A task sequence written for a group class usually assumes things that don't exist in one-to-one online tutoring: pair work, peer modeling, a physical board, and enough students that quieter moments don't feel like dead air. Adapting a sequence means replacing those assumptions, not just shortening the lesson.

Take the place of the missing partner instead of skipping the task. A group class might have students interview each other; one-to-one, you become that interview partner, but with a twist: model the task first at a slightly higher level, then have the student try it themselves, rather than just running it live with no example.

Use a shared screen or collaborative doc instead of a board. Anything that was meant to be written on a board for the class to see needs a digital equivalent the student can see and, ideally, edit alongside you. If the student can only watch you share a screen passively, most of the interactivity a physical classroom gets for free is lost.

Shorten task blocks and increase the number of transitions. A1-A2 students working one-to-one online tend to fatigue faster than in a group setting, since there's no downtime where attention can briefly drift while a peer answers. Plan shorter, more frequent activity blocks (5-8 minutes) rather than one long 20-minute task.

Build in more explicit checking for understanding. In a group class, a confused student can often follow along by watching peers. One-to-one, there's no one to watch. Check comprehension more frequently and more directly ("show me," "can you try that," "what would you say if...") rather than assuming silence means understanding.

Common Mistakes in A1-A2 Revision Planning

Treating review as filler instead of the main event. If review time gets cut first when a session runs long, retention suffers first. Protect review time the same way you'd protect new-material time.

Moving to the next topic before a checkpoint confirms readiness. A plan that marches forward on a fixed calendar regardless of what's actually landed will consistently outrun the student's real progress.

Introducing too much new vocabulary per session. Five to eight new words or one grammar point per session is a reasonable ceiling at A1. Beyond that, review time gets squeezed and retention drops across the board, not just for the newest items.

Building This Without Doing It by Hand Every Time

Manually tracking what's been introduced, when it needs to resurface, and how a task sequence should look different for a one-to-one online session is exactly the kind of planning work that's easy to get right once and hard to sustain across every student, every week. LinguaFlow generates lesson plans tied to each student's actual CEFR level and profile, which is the same personalization principle covered in our guide on adapting lessons for individual students. See pricing →

Frequently Asked Questions

How often should an A1 student review previously taught material? Within the same week it was introduced, then again roughly a week later, and periodically after that. The exact spacing matters less than making sure it happens at all; a single introduction with no follow-up rarely sticks at this level.

Is A2 revision really different from A1? The ratio shifts (less review, more new material) but the principle is the same: deliberate, spaced recycling rather than one-and-done coverage. A2 students can usually handle slightly longer gaps between reviews than A1 students can.

Can I use an app built around spaced repetition alongside tutoring sessions? Yes, and it's a reasonable way to offload pure vocabulary recall outside of session time, which frees up session time for the production and conversation practice an app can't provide.

Does this approach still apply to group classes, or is it one-to-one specific? The principles behind the revision schedule apply to any A1-A2 teaching context. The adaptations to the task sequence are specifically about translating the structure of a group class into a one-to-one online session.