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Subject: English
Semester: 2
Period: 5
Week: 26
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 7
Date:
Lesson Duration: 45 minutes
Week & Period: Week 26, Period 5
Topic: Kinds of Pronouns and Their Antecedents
Sub-topic: Correct Pronoun–Antecedent Agreement
Learning Objectives
By the end of the lesson, students should be able to:
- Define pronouns and explain their functions in sentences.
- Identify different types of pronouns: personal, possessive, reflexive, demonstrative, interrogative, relative, and indefinite.
- Write paragraphs with correct pronoun–antecedent agreement.
Previous Knowledge
Students already know:
• Basic sentence structure (subject + predicate).
• Nouns and their functions in sentences.
Instructional Materials
• Textbook: English Language textbooks for Grade 7
• Teaching aids: Charts showing types of pronouns, sample sentences, chalkboard/marker board
• Students’ notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Can you replace the underlined noun with a pronoun? “Maria went to the market.”
• Why is it important for a pronoun to match the noun it replaces?
The teacher will record responses on the board.
Teacher’s Role: Guide a short discussion to activate prior knowledge and introduce pronouns and antecedents.
Learner’s Role:
• Share examples of pronouns they already know.
• Respond verbally and participate actively in discussion.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded with Details & Examples)
- Define Pronouns
- A pronoun is a word used in place of a noun to avoid repetition.
- Example:
- Without pronouns: Mary went to Mary’s mother because Mary wanted Mary’s mother to help Mary.
- With pronouns: Mary went to her mother because she wanted her to help her.
- Explain Types of Pronouns (with examples in sentences)
- Personal Pronouns → stand for specific people or things.
- Examples: I, you, he, she, we, they, it.
- Sentences: I am happy. / She is reading. / They are playing football.
- Possessive Pronouns → show ownership.
- Examples: my, your, his, her, our, their, mine, yours, ours, theirs.
- Sentences: This is my book. / The ball is theirs.
- Reflexive Pronouns → refer back to the subject.
- Examples: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.
- Sentences: He washed himself. / We did it ourselves.
- Demonstrative Pronouns → point out specific things.
- Examples: this, that, these, those.
- Sentences: This is my friend. / Those are our bags.
- Interrogative Pronouns → used to ask questions.
- Examples: who, whom, whose, which, what.
- Sentences: Who is knocking? / Which is your house?
- Relative Pronouns → introduce clauses.
- Examples: who, whom, whose, which, that.
- Sentences: The man who is singing is my uncle. / The book that you gave me is interesting.
- Indefinite Pronouns → refer to non-specific people or things.
- Examples: someone, anyone, everyone, nobody, all, some, few, many.
- Sentences: Someone is at the door. / Nobody knows the answer.
- Define Antecedent
- The antecedent is the noun that the pronoun replaces.
- Example: Sarah lost her pen. (Antecedent = Sarah, Pronoun = her).
- Explain Pronoun–Antecedent Agreement Rules
- A pronoun must agree with its antecedent in number, person, and gender.
Examples:
- Number agreement: The boy lost his book. (singular) vs. The boys lost their books. (plural).
- Gender agreement: John said he was tired. vs. Mary said she was tired.
- Person agreement: I am happy because I passed my test. (not: I am happy because he passed my test).
- Model Writing a Paragraph (with pronoun–antecedent agreement)
- Example paragraph:
Ada loves reading. She spends time in the library every day. Her teachers encourage her because she works hard. The books she reads improve her writing skills.
Learners’ Activities (Expanded)
- Identify Pronouns and Antecedents
- Teacher provides sentences:
- The children played football. They were very tired.
- My brother is kind. Everyone likes him.
- Jane is a nurse. She works at the hospital.
- Students underline the pronoun and circle its antecedent.
- Rewrite Sentences with Errors
- Teacher writes wrong examples on the board:
- The girls took his bags. (Wrong)
- Mary and Susan said she was late. (Wrong)
- Students correct them:
- The girls took their bags.
- Mary and Susan said they were late.
- Paragraph Writing
- Students write a 5–7 sentence paragraph about “My Best Friend,” making sure to use pronouns correctly and ensure agreement.
Assessment Checks (Expanded)
- Teacher Observation – Walk around to check students’ work.
- Oral Questions:
- What is the antecedent of “she” in this sentence: “Mary is a good girl. She helps her friends.”
- Give two examples of indefinite pronouns.
- Which pronoun would replace “the boys”?
- Quick Exercise on the Board:
Fill in the blanks with the correct pronoun.- The teacher is kind. ___ always helps us.
- My parents are farmers. ___ wake up early every day.
- Musa likes mangoes. These mangoes belong to ___.
Notes (Expanded & Detailed)
- Pronouns make writing smoother and avoid unnecessary repetition.
- Correct pronoun–antecedent agreement is necessary for clarity and correctness.
- Different types of pronouns add variety and style to writing.
- Consistent practice helps students master proper usage in both speaking and writing.
Extra Examples for Practice
Sentence examples:
- The boy said he was tired. (boy = antecedent, he = pronoun).
- The women sold their food in the market. (women = antecedent, their = pronoun).
- Somebody left his or her bag on the chair. (somebody = antecedent).
- These are my friends. They live in Monrovia. (friends = antecedent, they = pronoun).
Short Paragraph Example:
John and Peter are classmates. They study together every evening. John loves Mathematics, and Peter loves English. They help each other with homework. Their teacher says they are hardworking boys.
Assignment (Expanded)
- Identify the pronouns and their antecedents in these sentences:
- a) Mary is my sister. She is kind.
- b) The boys are strong. They play football.
- c) My mother is cooking. I will help her.
- d) Everyone loves Mr. James because he is generous.
- e) The book is old. That is why it is torn.
- Correct the pronoun–antecedent errors:
- a) The girl lost their pen.
- b) James and Musa said he was late.
- c) My brothers are at home. He is playing.
- Write a 7–8 sentence descriptive paragraph about “A Day in My Family,” using at least:
- 3 personal pronouns
- 2 possessive pronouns
- 1 reflexive pronoun
- Underline all pronouns in your paragraph and write their antecedents in brackets.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher asks students to recall the types of pronouns and the rules for antecedent agreement.
Evaluation Method (Expanded):
• Exit slip/quiz:
- Identify pronouns and their antecedents in three given sentences.
- Write a short paragraph using at least five different pronouns with correct antecedents.
- Teacher collects responses and provides oral feedback.
Assignment (Expanded):
• Write a descriptive paragraph about a school or home scene using at least seven pronouns with correct antecedents.
Follow-up Activity:
• Peer review: Students exchange paragraphs and underline pronouns and their antecedents.
Differentiation / Inclusive Strategies
• Struggling Learners: Provide a list of pronouns and guided sentence exercises.
• Advanced Learners: Challenge them to write complex paragraphs with multiple types of pronouns and correct antecedents.
• Students with Disabilities: Use oral practice, visual charts, and peer-assisted exercises.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low