Eileen Eileen

W2-D5-Subject and Object Pronouns

Description

This lesson introduces and practices subject and object pronouns to help students speak more naturally and avoid repetition. Through guided discovery, controlled accuracy practice, and communicative production, students learn to choose the correct pronoun based on sentence function. Vocabulary of the day supports realistic communication related to planning, follow-up, and clinic organization.

Materials

Abc Board
Abc Exercises
Abc Printed materials
Abc Projector

Main Aims

  • Distinguish clearly between subject and object position in sentences so they can properly use them as needed in their daily life.

Subsidiary Aims

  • Use subject pronouns accurately (I, you, he, she, it, we, they).
  • Use object pronouns accurately (me, you, him, her, it, us, them).
  • Use new vocabulary in different contexts.
  • To share the vocabulary they bought with the rest of the class.

Procedure

Activation (23-25 minutes) • Activate attention, spelling awareness, teamwork, and light vocabulary recall in a fun, competitive way; energize students before the grammar focus.

Hangman Divide the class into two teams. Draw the classic hangman structure on the board (keep it friendly, not dramatic). Explain the rules: Teams take turns guessing letters One wrong letter = one line added One correct letter = team keeps playing No phones, no shouting answers. The teacher chooses general English words or phrases students already know (from previous weeks or general life). After each word is guessed: Ask one student from the team to say a sentence with the word.

Vocabulary (12-15 minutes) • Introduce and practice vocabulary related to organization, scheduling, and clinic routines.

Vocabulary: Preparation time, daily planner, follow-up note, confirmation slip, appointment time. Gastroenteritis, cystitis, UTI, abscess, anorexia, acute, chronic, idiopathic. -Teacher writes each word on the board. -Teacher gives one clear example sentence per word. -Students repeat pronunciation. -Each student produces one sentence per word.

Vocabulary Review (18-20 minutes) • To check the words brought individually during the week and acquire new vocabulary for the whole group.

Teacher selects and shares the most important vocabulary that students brought during the week so everyone else can have them too. Students write down in their notebooks whichever words they consider relevant. Clear all doubts they might have. Remind them that some of the vocabulary will be evaluated in the following Grammar Weekly Test.

Presentation (28-30 minutes) • Help students identify who performs the action in a sentence.

Teacher projects a chart with the subject and object pronouns, and a presentation of the correct use and the position in a sentence of each category and some examples. Remark the differences between them. Ask students for some examples of their own. Teacher writes example sentences on the board: The receptionist gives them the confirmation slip. She updates the record. They prepare the clinic checklist. Students answer: Who does the action? Where is the pronoun in the sentence? Who receives the action?

Controlled Practice (13-15 minutes) • Practice accurate choice between subject and object pronouns.

Give the students some printed exercises. Write the correct possessive pronoun or subject and object pronoun. Give them 15 minutes to answer. Check the answers together.

Production (13-15 minutes) • Encourage communicative and natural use of subject and object pronouns.

Students work in pairs. Each pair receives 5 short situations, for example: A follow-up call after an appointment Updating a patient record Giving instructions to a colleague Explaining a medication label Organizing a clinic checklist Pairs must: First create sentences using nouns. Then replace the nouns with pronouns. Requirements: At least 10 sentences total. Use both subject and object pronouns. Use at least 4 vocabulary words of the day.

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