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Subject: English
Semester: 2
Period: 4
Week: 19
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 8
Date:
Lesson Duration: 45 minutes
Week & Period: Week 19, Period 4
Topic: Composition
Sub-topic: Using kinds of pronouns and their antecedents in composition; Practice in sentence writing and short paragraphs
Learning Objectives
By the end of the lesson, students should be able to:
- Identify different kinds of pronouns and their antecedents in sentences.
- Use pronouns correctly with their antecedents in sentence construction.
- Write short paragraphs applying pronouns and their antecedents appropriately.
Previous Knowledge
Students already know:
• The definition and functions of pronouns
• Basic sentence construction rules
Instructional Materials
• Textbook: English Language textbooks for Grade 8
• Teaching aids: Chart showing different pronouns and their antecedents
• 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 give examples of pronouns you know?
• What is the relationship between a pronoun and its antecedent?
The teacher will record their responses on the board.
Teacher’s Role: Guide a short brainstorming session and correct misconceptions.
Learner’s Role:
• Share their existing ideas about pronouns and antecedents.
• Respond verbally and participate in warm-up discussion.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role
• Explain kinds of pronouns with examples:
– Personal Pronouns: I, you, he, she, it, we, they
Example: She is my friend. They are in the field.
– Demonstrative Pronouns: this, that, these, those
Example: This is my bag. Those are ripe mangoes.
– Relative Pronouns: who, whom, whose, which, that
Example: The girl who sang yesterday is my cousin.
– Interrogative Pronouns: who, whose, which, what, whom
Example: Which of the books is yours?
– Indefinite Pronouns: somebody, anyone, everyone, few, many, none, all
Example: Everyone enjoyed the football game. Few understood the riddle.
– Reflexive Pronouns: myself, himself, herself, ourselves, themselves
Example: He hurt himself while playing.
– Possessive Pronouns: mine, yours, his, hers, ours, theirs
Example: That house is ours.
- Illustrate antecedents using examples in sentences:
– Jane (antecedent) lost her (pronoun) bag.
– The boys (antecedent) finished their (pronoun) homework.
– My uncle (antecedent) said he (pronoun) was tired.
– The teacher (antecedent) told the class that it (pronoun) should study harder. - Guide students to identify pronouns and antecedents in sample sentences:
- When Samuel saw Peter, he smiled. (Ask: Who is “he” referring to?)
- The flowers are beautiful; they are red and yellow. (They → flowers)
- This is my pen; that is yours. (This/that → pronouns, no antecedents)
- The girl who came late is my sister. (who → girl)
- Provide model short paragraphs where pronouns and antecedents are used:
Example 1:
My sister is a nurse. She works in a hospital. The hospital is near our house, and it has many wards. Sometimes, I visit her and she tells me about her patients.
Pronouns: she, our, it, I, her. Antecedents: sister, house, hospital, I (speaker).
Example 2:
The students are studying for their exams. They want to pass with good grades. Each of them has his or her notebook. The teacher encourages them to work hard.
Pronouns: their, they, them, his, her. Antecedents: students, each.
- Supervise practice: move around the class, correcting errors in sentence writing and short paragraph tasks.
Learners’ Activities (Expanded)
• Listen attentively to the teacher’s explanations and copy notes.
• Identify pronouns and antecedents in given sentences on the board.
• Work in pairs:
– Write 3 sentences with clear pronoun–antecedent agreement.
– Exchange sentences with another pair for correction.
• Individually: Write a short paragraph of 5–6 sentences, making use of at least three different kinds of pronouns (e.g., personal, demonstrative, indefinite).
• Read out sample paragraphs in class.
Assessment Checks
• Teacher asks oral questions:
– “Give me two examples of demonstrative pronouns.”
– “What is the antecedent in this sentence: Mary gave her brother a gift. He was happy?”
• Students underline pronouns and circle antecedents in provided sentences:
1. The dog wagged its tail.
2. Fatou and Aisha are friends. They go everywhere together.
3. Somebody knocked at the door. (Does it have an antecedent?)
• Teacher observes pair and individual written exercises, giving immediate feedback.
Notes (Expanded & Detailed)
• Pronouns replace nouns and must agree with their antecedents in number (singular/plural) and gender (male/female/neuter).
– Correct: The boys finished their work.
– Wrong: The boys finished his work.
• Some pronouns (like indefinite pronouns) do not always have a clear antecedent. Example: Everyone is ready.
• Avoid ambiguous pronoun references.
– Problem: When Susan met Ada, she smiled. (Unclear who “she” refers to.)
– Correction: When Susan met Ada, Susan smiled. or …Ada smiled.
• In paragraph writing, pronouns help avoid unnecessary repetition and make ideas flow smoothly.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask the students to recall:
– What are pronouns?
– What is an antecedent?
– Give two examples of sentences showing pronoun–antecedent agreement.
Evaluation Method (Expanded):
• Exit slip/quiz: Students will write short answers to:
List three kinds of pronouns.
Write one sentence each with a pronoun and its antecedent.
• Teacher will collect and quickly review for understanding.
• Provide oral feedback before class ends.
Assignment (Expanded):
Write a short paragraph (6–8 sentences) about “My Best Friend,” using at least four different kinds of pronouns. Underline the pronouns and circle their antecedents.
Follow-up Activity:
In the next class, students will exchange their written work with peers for pronoun–antecedent identification and corrections.
Differentiation / Inclusive Strategies
• Struggling Learners: Provide sentence starters and guided examples with pronouns filled in.
• Advanced Learners: Challenge them to write a longer composition (10 sentences) incorporating a wider range of pronouns.
• Students with Disabilities: Offer visual aids (charts, bolded pronouns in sample texts) and allow oral responses if writing is challenging.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low