The very first contact with English. Learners build the alphabet, sounds, numbers and a handful of survival phrases — enough to say who they are and exchange a few words.
Printable one-to-one lesson plan
Classroom objects
Name common classroom and desk objects, talk about one or more of them, and follow practical instructions during a lesson.
Use after the complete A0 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read classroom object and instruction listening check · Five-minute next-day classroom-object 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
Name common classroom and desk objects, talk about one or more of them, and follow practical instructions during a lesson.
What must become clear
Regular countable object words add -s after zero or a number greater than one: zero pens, two books, three desks . After one , use the singular: one pen . Some words on this page need a different pattern.
High-value friction points
- I have an eraser.Eraser starts with a vowel sound, so we use an, not a.
- I have two books.After two, use the plural, so book becomes books.
- The scissors are on the desk.Use are with scissors. When pair is the subject, use is: The pair of scissors is on the desk.
Protect these lesson moments
- Bring articles, plurals, and demonstratives into the lesson
- Discovery check: read the word, then choose
- Listening check: complete the message
- Drill 1: choose the object from the clue
- Drill 2: match each object to its use
Learner production
Name a study setup: Choose five real, pictured, or invented objects and name each one with its useful chunk: a pen, a notebook, an eraser, some paper, a pair of scissors.
- Count accurately: Use a singular, a regular plural, and a special number phrase. one notebook · two pens · two sheets of paper · two pairs of scissors · two mice
- Give a location: Identify the object by name, not only by pointing. The blue pen is on the desk. The folder labeled “Work” is in the bag.
- Follow or report the instruction: Respond by acting, pointing, speaking, or selecting a label. Open your book. Write a fictional name. Look at the screen. Close the door. Then give your teacher one instruction.
- Clarify and borrow: Ask for repetition once, ask about one unknown word, and request one missing object. Can you repeat that, please? What does “ruler” mean? Can I borrow a pen, please?
Carry this language into the next session
Retrieve Classroom objects in one true sentence at the next 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 “Bring articles, plurals, and demonstratives into the lesson” express the same core meaning?
- How would you explain this decision in your own words: Regular countable object words add -s after zero or a number greater than one: zero pens, two books, three desks . After one , use the singular: one pen . Some words on this page need a different pattern.
- What needs to change in this repair, and why: I have an eraser.
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
Retrieve Classroom objects in one true sentence at the next 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 Bring articles, plurals, and demonstratives into the lesson and Discovery check: read the word, then choose 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 classroom object and instruction listening check · Five-minute next-day classroom-object retrieval, then repeat the communication task with a new situation or stricter success criteria.
45–55 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: Bring articles, plurals, and demonstratives into the lesson · Discovery check: read the word, then choose · Listening check: complete the message.
- 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: Regular countable object words add -s after zero or a number greater than one: zero pens, two books, three desks . After one , use the singular: one pen . Some words on this page need a different pattern.
- 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 an eraser. Eraser starts with a vowel sound, so we use an, not a.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Bring articles, plurals, and demonstratives into the lesson · Discovery check: read the word, then choose · Listening check: complete the message · Drill 1: choose the object from the clue. 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: Name a study setup: Choose five real, pictured, or invented objects and name each one with its useful chunk: a pen, a notebook, an eraser, some paper, a pair of scissors.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Classroom objects in one true sentence at the next 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 classroom object and instruction listening check
- Clip 1
Read: Open your notebook.
Supports: Open your listen .
- Clip 2
Read: Look at the screen.
Supports: Look at the listen .
- Clip 3
Read: Put the pen in the bag.
Supports: Put the listen in the bag.
- Clip 4
Read: Take out a sheet of paper.
Supports: Take out a sheet of listen .
- Clip 5
Read: Use a pair of scissors.
Supports: Use a pair of listen .
- Clip 6
Read: Can you repeat that, please?
Supports: Can you listen that, please?
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
A0 · Classroom objects
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?
Regular countable object words add -s after zero or a number greater than one: zero pens, two books, three desks . After one , use the singular: one pen . Some words on this page need a different pattern.
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?
Name common classroom and desk objects, talk about one or more of them, and follow practical instructions during a lesson.
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.