Jonathon Burch Jonathon Burch

Object pronouns
A2 level


In this lesson, the students will learn direct object and when and how to use them. They will then practice using them using both written and spoken productive skills. Following a short lead-in continuing the context of animals from the previous lesson, the teacher will try to test learners' current knowledge of the topic and then proceed with a brief grammar instruction, testing of comprehension, and followed by practice through written and spoken exercises.


Main Aims

  • To provide clarification and practice of direct object pronouns in the context of pet animals, daily interests

Subsidiary Aims

  • To provide accuracy speaking practice in a semi-controlled conversation in class mingle in the context of pet animals, daily interests


Lead-in / Context (2-3 minutes) • To generate interest in the topic and follow on from previous lesson

Teacher will lead-in by showing a picture of his own cat, following on from the context of previous lesson (animals), and will introduce the cat using TL.

Diagnostic test (3-5 minutes) • To generate interest in the topic and follow on from previous lesson

The teacher will show the following paragraph about his cat on the WB using powerpoint: "I like Lydia very much but she is always hungry, so I give Lydia a lot of food every day. I usually give Lydia chicken because she loves chicken." The teacher will then ask Ss to count the number of time Lydia appears in the paragraph and will try to elicit an alternative paragraph using object pronouns. A further example will be given using a different paragraph: "I don’t like Alfie. Actually, I hate Alfie because he is so noisy. Lydia also hates Alfie."

Teach (clarify) (3-5 minutes) • To clarify grammar of TL so Ss understand it better

Teacher will then explain the term object pronouns and produce a table on the WB with the subject pronouns listed but their corresponding object pronoun left blank. Teacher will then try to elicit the correct object pronouns through WC feedback to further test Ss knowledge of TL.

Teach (clarify) 2 (4-5 minutes) • To further clarify grammar of TL

Teacher will then display basic model sentence of TL on the WB and clarify form: "I like her very much." subject pronoun + verb + object pronoun (+ adverbial clause). Teacher will then display table showing both subject and object pronouns on WB and clarifying that s. pronouns come before the verb and ob. pronouns come after the verb.

Second test (controlled practice) (4-5 minutes) • To provide controlled oral practice focused on using TL accurately and help memorise the pronouns

Oral practice activity. Ss will be given one flashcard each with one different object pronoun on each card. Ss will be told to not show their card to anyone else. Teacher will then demonstrate the activity until instructions are understood. Each student will look at their own card and then in turn, look or point at the relevant person or thing corresponding to their pronoun and will try to elicit a response from the WC. Example: if someone has the flashcard "him", he /she will point at a male student and look at the rest of the class to try and elicit the word "him" etc. Teacher will try to leave error correction to peers but will correct when necessary on the spot.

Second test (controlled practice) 2 (6-8 minutes) • To test whether Ss have learned the TL in the teach stage

Ss will be given a worksheet with 3 separate written exercises, each testing understanding of the use of object pronouns. Exercise 1: Ss have to match the correct s. pronoun with the correct ob. pronoun. Exercise 2: Ss have to choose the correct object pronouns in 6 sentences taken from previous lesson. Exercise 3: Ss have to replaced the underlined word(s) with the correct object or subject pronoun from two short paragraphs. All tasks are to be completed individually and checked in pairs.

Controlled practice (3-4 minutes) • To drill pronunciation of TL

Teacher will then drill pronunciation of following TL sentences: "Do you like dogs? Dogs? I hate them. Do you like cats? Cats? I love them?" Teacher will emphasise pronunciation of "do you" as "/dʒu/" by drilling and marking phoneme on WB if necessary.

Semi-controlled oral practice (8-10 minutes) • To provide semi-controlled oral practice of TL

Ss will then be asked to form similar questions based on the pronunciation model sentences and their partner will answer according to the model answer. A list of possible verbs and nouns will be displayed on the WB to give Ss vocabulary. Teacher will explain exercise by providing a couple examples by eliciting answers from a couple students. After working in pairs, SS will be asked to continue the exercise by mingling with the WC. If time allows, feedback will be done with the WC, whereby one student will ask a question based on the model and throw an object at another student who then has to answer according to the model. That student then continues by asking someone else a question until all the students have had a chance to ask and reply.

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