Learners cope with routine tasks and exchanges. They can talk about the past and the future, compare things, and describe their background and immediate environment in short connected sentences.
Printable one-to-one lesson plan
Phrasal verbs (common)
Use common multiword verbs by meaning, object pattern, context, register, and spoken form instead of memorizing disconnected particle lists.
Use after the complete A2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read collection, object placement, fixed chunk, polysemy, register, and clarification listening check · Next-day separable pronoun, fixed search, and flight-meaning 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 common multiword verbs by meaning, object pattern, context, register, and spoken form instead of memorizing disconnected particle lists.
What must become clear
Can-do: By the end, you can treat a common multiword verb as one meaning unit; change its main verb for tense while keeping the particle stable; distinguish chunks used without an object, separable chunks, and chunks that stay together; place noun and pronoun objects accurately; use context to select among multiple meanings; choose a neutral or more official alternative when needed; hear stress and linking; and clarify an unfamiliar meaning.
High-value friction points
- Please turn it off after the workshop.Turn off is separable in this meaning. With the pronoun it, use turn it off.
- Maya looked for them in the cabinet.Use look for them, not look them for. This fixed combination does not follow the separable-pronoun pattern.
- The plane took off at 9:10.The flight meaning is intransitive here: the plane took off. Take it off would mean remove an object such as a coat.
Protect these lesson moments
- Three earlier patterns
- Discovery check: identify the job of each chunk
- Drill 1: choose the finished no-object chunk
- Drill 2: place the pronoun inside the chunk
- Drill 3: keep the fixed chunk together
Learner production
Fictional setup: Show up at 5:30, pick a supply box up, write room 204 down, look for blue sheets, and turn the projector on.
- Object-pattern check: Replace the supply box and the blue sheets with pronouns. Say pick it up but look for them , and explain why.
- Meaning clarification: Someone says Pick it up without context. Ask whether to lift it, collect it, or answer a ringing phone.
- Fictional closing: Turn the projector off, call the coordinator back, throw only unused blank paper away, and give completed forms to the coordinator.
Carry this language into the next session
Retrieve Phrasal verbs (common) 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 “Three earlier patterns” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can treat a common multiword verb as one meaning unit; change its main verb for tense while keeping the particle stable; distinguish chunks used without an object, separable chunks, and chunks that stay together; place noun and pronoun objects accurately; use context to select among multiple meanings; choose a neutral or more official alternative when needed; hear stress and linking; and clarify an unfamiliar meaning.
- What needs to change in this repair, and why: Please turn it off after the workshop.
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 Phrasal verbs (common) 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 earlier patterns and Discovery check: identify the job of each chunk 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 collection, object placement, fixed chunk, polysemy, register, and clarification listening check · Next-day separable pronoun, fixed search, and flight-meaning retrieval, then repeat the communication task with a new situation or stricter success criteria.
50–60 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 earlier patterns · Discovery check: identify the job of each chunk · Drill 1: choose the finished no-object chunk.
- 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: Can-do: By the end, you can treat a common multiword verb as one meaning unit; change its main verb for tense while keeping the particle stable; distinguish chunks used without an object, separable chunks, and chunks that stay together; place noun and pronoun objects accurately; use context to select among multiple meanings; choose a neutral or more official alternative when needed; hear stress and linking; and clarify an unfamiliar meaning.
- 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: Please turn it off after the workshop. Turn off is separable in this meaning. With the pronoun it, use turn it off.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three earlier patterns · Discovery check: identify the job of each chunk · Drill 1: choose the finished no-object chunk · Drill 2: place the pronoun inside the chunk. 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: Fictional setup: Show up at 5:30, pick a supply box up, write room 204 down, look for blue sheets, and turn the projector on.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Phrasal verbs (common) 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 collection, object placement, fixed chunk, polysemy, register, and clarification listening check
- Clip 1
Read: The supply box is waiting under your name. Pick it up at the front desk.
Supports: What does pick the box up mean in this message?
- Clip 2
Read: The projector is off. Please turn it on.
Supports: Where is the pronoun in Turn it on ?
- Clip 3
Read: The forms are missing. Look for them in the blue folder.
Supports: Which complete pattern does the speaker use for the missing forms?
- Clip 4
Read: The music is too loud. Turn it DOWN, not OFF.
Supports: The tutor says, Turn it DOWN, not OFF. What result is required?
- Clip 5
Read: The plane took off at nine ten.
Supports: What happened at 9:10?
- Clip 6
Read: The official notice says postpone the meeting. Does put off mean move it to a later time?
Supports: An official message says, Postpone the meeting. Which question checks put off as the everyday equivalent?
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
A2 · Phrasal verbs (common)
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?
Can-do: By the end, you can treat a common multiword verb as one meaning unit; change its main verb for tense while keeping the particle stable; distinguish chunks used without an object, separable chunks, and chunks that stay together; place noun and pronoun objects accurately; use context to select among multiple meanings; choose a neutral or more official alternative when needed; hear stress and linking; and clarify an unfamiliar meaning.
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 common multiword verbs by meaning, object pattern, context, register, and spoken form instead of memorizing disconnected particle lists.
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.