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Lesson Plan # 2/3 Noun and Pronoun/Antecedents

By Mudasar Jehan

Level Diploma TEFL

Submitted in Workshop

Department of English Language and Applied Linguistics Allama Iqbal Open University Islamabad Study Center: 10-X Peoples Colony Regional Campus Gujranwala-

Grade Level
3rd class (primary school)

Subject
Parts of speech (rudimentary grammar)

Length of Time
30 minutes

Description
This lesson will be helpful for students to understand the use of noun and pronouns/ antecedents in grammatical text.

Goals and Objectives

1. To make the students able to understand the place of noun and pronoun among the eight parts of speech 2. To make the students enable to understand difference between noun and pronoun 3. To make the students able the correct use of antecedent with any noun.

4. To make them able to differentiate between personal, possessive, interrogative, indefinite and demonstrative pronouns.

Materials Needed
1. The worksheet 2. Pencils and erasers or pen 3. Overhead projector 4. Authentic material in the form of newspaper or magazines

5. List of Pronoun/Antecedent Pairs

Anticipated Problems: Students might be confused about how to carry on the best use of noun
and pronouns/antecedent in a text.

Methodology: The overall procedure of the lesson is constituted by four major Ps, each of
which has its own purpose during the lesson. They will be discussed in the following discourse.

Preparation or Warm up:

Paste the charts on the board and write down the topic of the lesson. Ask few questions from the students in order to stir their prior schema related to parts of speech. Ask them the difference between noun and pronoun

Presentation
Topic will be introduced to the students by writing on the black/white board .It would be made clear to the students that what is noun and pronoun what is antecedent. It may be done by introducing a definition of all. First of all teacher will put the definitions of a noun, then pronoun and at the end the definition of an antecedent on the overhead projector or on black/white board. Noun= the use of person, place and thing in any text is known as noun Pronoun = word that is substituted for a noun or noun equivalent. Antecedent = word, phrase, or clause that has the characteristics of a noun (person, place or thing) and is referred to by a pronoun) Teacher will explain the importance of noun, pronoun and antecedent agreement in the text. Teacher will share with students the various types of pronouns: demonstrative, indefinite,

interrogative, possessive, relative, absolute relative, reciprocal and reflexive. Introduce, too, the term antecedent. Although its literal meaning is comes before, students can identify sentences in which the pronoun is before the noun. Show students that sometimes having the pronoun first works, and sometimes it creates confusion. Take, for example, the sentence, Because Sana likes bird-watching, she went to Central Park with her binoculars. If the noun Sana and the pronoun she switched places, the sentence would still make sense. This is not necessarily the case with the sentence, She saw a baby hawk, and Sana took a picture. With the pronoun first, the antecedent of she could be another woman. Explain that there is one other way pronouns vary that nouns dont usually need to: by case. While pronouns have three cases in English nominative (she), objective (her) and possessive (hers) nouns change form only for the possessive (Nancy is both nominative and objective, whereas the possessive is Nancys).

Practice
We need to give the students a lot of practice in order to help them develop their understanding the basic difference between noun and pronoun and their place and importance in grammar as parts of speech. For this purpose, there are usually three different types of activities used by the teachers. They can be controlled, guided or free. All the three types of activities along with their examples are given below. These activities are used in the classroom to give ample practice to our students.

Controlled Activities
Controlled activities are those where clear and complete directions are given to the students according to which they give their answers or do the activity. This helps to develop specific abilities

in them. The controlled activities are usually given to the beginner level students as they are less experienced and need full instructions. Some controlled listening activities are given below which will help students to develop their global listening skills.

1-Divide the board in half, and invite students to call out nouns, and list them on one side of the board. (Or, if ample space and chalk or white-board markers are available, invite students to come up to the board, and each write one noun on one half of the board.) Use the other side of the board to pronouns that students can think of. Then have volunteers to come to the board and draw arrows between nouns and pronouns that can correspond. Ask: What claims can you make about the connection between nouns and pronouns. 2-Next, have each student choose three combinations from the board and write a sentence with each of the word pairs. After a minute or two, have students share their sentences aloud. Ensure that students understand that pronouns are words that take the place of nouns and that they can be masculine or feminine, singular or plural. Note, too, that a pronoun also has to match the noun it is replacing in gender and number. A few more examples could be added to the lists on the board so that the class has full examples of masculine, feminine and neuter in singular and plural. Explain that the noun Mary has been replaced by the pronoun she; therefore a pronoun is a word meant to take the place of a noun. Since Mary is a person, this type of pronoun is called a personal pronoun. Ask them to name any other personal pronouns that they may know.

Guided Activities

The next category is that of the guided activities. They are used for a little higher level of students as in these activities the students are given partial outlines or incomplete frameworks which they are required to complete. In some cases, they might be asked to develop similar stories or events in their writing or speech as they are made to hear. Lets see a few examples of the guided activities that can be used in the classroom for grammar:

1-Tell students to pair up, and designate half the pairs pronouns and the other half nouns. The task of the pronoun pairs is to underline all nouns in the article they read and replace them with their correct, corresponding pronouns. The pronoun pairs will rewrite the entire article, replacing every pronoun with its corresponding noun. Meanwhile, the noun pairs will do the opposite: underline every pronoun in the article and replace it with the noun that it stands for. When pairs are finished, have the pronoun pairs read their version aloud (have each pair read one paragraph in turn until the article ends), followed by the noun pairs. Then discuss how each version sounds with all the changes. Where did the substitutions work, and where did they render sentences awkward or even nonsensical? What choices did the revision require? 2-at another time students may be divided into different types of pronouns and would be guided mark the passages by identifying pronouns by type, gender and case the passage provided to them either from a news paper or from the any text book; as, proper pronoun with pp, common noun with cc, pronoun with p and antecedent with A etc.

Production

The free Activities are usually given to the high and advanced level students because of their high level of experience. They can easily do these activities as it requires experience and creativity. Some examples of free activities are given below that are given to students in the class for practice of global listening.

Free activity
After you explain about pronouns and how to use them, you can pass out the worksheet for them to do independently. Play Pass the Pencil for the rest of the class. Have the students stand in a circle; one student should be in the middle with their his/her closed. Pass a pencil around the outside of the circle and stop when the student in the middle claps his/her hands. The student in the middle will then choose a letter of the alphabet. The student left holding the pencil then has to say five nouns (no proper nouns!) before the pencil completes one rotation of the circle and ends up back at them. If they succeed, the person in the center stays there. If the person cant come up with five nouns, they then switch places with the person in the center of the circle. Lesson Plan Follow-Up Activities: Give them some exercises for homework: a) ten sentences where they identify the nouns (proper and head nouns). b) ten sentences where they identify head nouns and their dependants. c) ten sentences that concentrate on replacing nouns with pronouns.