Learners can handle the basics of daily life. They talk about routines, possessions and immediate needs using simple present-tense structures, if the other person speaks slowly and clearly.
Printable one-to-one lesson plan
Object pronouns
Use me, you, him, her, it, us, and them after verbs and prepositions to avoid repeating the same names and nouns.
Use after the complete A1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read object-pronoun role, reference, and linking check · Five-minute next-day object-pronoun 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
Use me, you, him, her, it, us, and them after verbs and prepositions to avoid repeating the same names and nouns.
What must become clear
Object pronouns keep your sentences short and natural: say a name once, then let me, him, her, it, us, and them do the work.
High-value friction points
- I saw her at the market.After a verb, use the object form: saw her.
- Listen to him carefully.After the preposition to, use the object form: to him.
- The organizer invited Ana and me.Use I in a subject phrase, but me in an object phrase after a verb or preposition.
Protect these lesson moments
- Three quick checks from earlier lessons
- Discovery check: point to the right person or thing
- Tutor-read listening check
- Drill 1: replace the person or thing
- Drill 2: type the object pronoun
Learner production
Role swap: Use two fictional staff cards to show a subject and object changing roles. She helps him. He helps her.
- Known project items: Introduce one file and several photos, then continue with it and them .
- Help desk: Make three requests with an object after a verb or preposition. Call me. Wait for us. Send it to them.
- One unknown visitor: Introduce one person without specifying he or she , then refer back with singular them .
- Clear reference: Create one unclear sentence with two possible references. Repeat a name or noun to make the intended person unmistakable.
Carry this language into the next session
Retrieve Object pronouns in one true sentence at the next lesson.
Tutor-only contrastive support
L1 Transfer Lens
Test a pattern. Do not label a learner. Use this only after the learner’s actual production gives you evidence.
Select a first language to reveal only the contrasts relevant to this lesson.
Mandarin Chinese → English
One pattern to test
Let grammatical role choose the English pronoun
- Possible transfer
Her called I. / Please send she the file.
- English rebuild
She called me. / Please send her the file.
Why it can happen: Mandarin pronouns do not change form between subject and object roles. English distinguishes I and me, he and him, she and her, we and us, and they and them according to position and grammatical job.
Natural English:
- They invited us to the meeting.
- She sent him the revised document.
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 “Three quick checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: Object pronouns keep your sentences short and natural: say a name once, then let me, him, her, it, us, and them do the work.
- What needs to change in this repair, and why: I saw her at the market.
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 Object pronouns 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 Three quick checks from earlier lessons and Discovery check: point to the right person or thing 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 object-pronoun role, reference, and linking check · Five-minute next-day object-pronoun 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: Three quick checks from earlier lessons · Discovery check: point to the right person or thing · Tutor-read listening check.
- 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: Object pronouns keep your sentences short and natural: say a name once, then let me, him, her, it, us, and them do the work.
- 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 saw her at the market. After a verb, use the object form: saw her.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three quick checks from earlier lessons · Discovery check: point to the right person or thing · Tutor-read listening check · Drill 1: replace the person or thing. 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: Role swap: Use two fictional staff cards to show a subject and object changing roles. She helps him. He helps her.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Object pronouns 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 object-pronoun role, reference, and linking check
- Clip 1
Read: Maya says she can help.
Supports: Clip 1 starts the second clause with listen .
- Clip 2
Read: Please call her after lunch.
Supports: Clip 2 places listen after the verb.
- Clip 3
Read: A customer left this umbrella. Please return it to them.
Supports: Clip 3 uses them for listen .
- Clip 4
Read: I read the report and sent it to Omar.
Supports: Clip 4 uses it for listen .
- Clip 5
Read: I need a clean report cover. Do you have one?
Supports: Clip 5 uses one for listen .
- Clip 6
Read: Omar needs the file. Send it to him today.
Supports: Clip 6 orders the two pronouns as listen .
Delivery and evidence notes
- Keep the object pronouns light and linked on the first reading. On the second reading, preserve the same rhythm while making every full written form recoverable.
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
A1 · Object pronouns
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?
Object pronouns keep your sentences short and natural: say a name once, then let me, him, her, it, us, and them do the work.
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?
Use me, you, him, her, it, us, and them after verbs and prepositions to avoid repeating the same names and nouns.
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.