Repertoire, theory and aural work can reinforce the same musical idea. Build a week around a connection the learner can hear.
Example: intervals in a melody
Choose a short passage containing steps and thirds. The main playing task is to keep the phrase moving. The theory task is to name a few written intervals. The aural task is to distinguish a step from a wider movement.
Plan three small sessions
Session A: play the passage slowly, identify one difficult join and practise it.
Session B: complete a short theory or aural activity, then find the same idea in the score.
Session C: play the passage again and describe what has become easier.
The sessions do not need identical lengths. Give a shorter option for a busy day.
Check the settings
Before assigning an exercise, check its range, question type, difficulty and completion requirements. A student who is learning the method may need untimed work before speed becomes useful.
Leave room for choice
Let the learner choose the order of two suitable activities or add an idea they want to explore. Keep the main goal visible.
At the next lesson, connect the activities again: “Where did you hear that interval in your piece?” Separate tasks become more meaningful when the learner can explain their relationship.