Hala Hala

pronoun-antecedent agreement
Grade 5 level


In this lesson, students will learn about the pronoun-antecedent agreement. Then there will be controlled, semi, and freer practices for the students to be able to use the pronoun-antecedent agreement in writing and speaking.


Abc WB, markers, handouts, pictures, cards, computer

Main Aims

  • To provide
  • After this lesson, students will be able to: Identify pronouns and their antecedents. Recognize and correct errors in pronoun-antecedent agreement. Explain the importance of personal pronouns in language.

Subsidiary Aims

  • Students will be able to speak fluently using the pronoun-antecedent agreement.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will ask students to work in pairs and find three things that they have in common and then report back to the class. The topic will be about three food we both like.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

I will write four sentences on the board and ask students to underline the pronoun individually. I will ask students to underline the pronoun within three minutes. 1- Sam is driving his car. 2- I went to our house to make dinner. 3- The jewelry is mine. 4- Sam is helping his dad. He is helpful. 1-What will you underline? only the pronoun 2- How many minutes will you have to do the task? 3- Will you do the task individually or in pairs?

Pre-teach vocabulary (2-4 minutes) • To explain the blocking words that may block their understanding of the text.

Personal pronoun Noun Antecedent Agreement Plural Singular

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will define pronouns and antecedents and how they should agree with each other. Pronouns are words that take the place of nouns or other pronouns and refer to people, places, things, and ideas. The words they take the place of or refer to are called the pronouns’ antecedents. Pronouns should agree with (have the same gender and number as) their antecedents. Pronouns can be masculine (and refer to male persons or animals), feminine (and refer to female persons or animals), or neuter (and refer to things or to people or animals of unspecified gender). Whenever we use a pronoun, we are referring to something else. The thing that went before, the antecedent, the thing that has come previously. - I will write this example : Jullian rode her bike to the grocery. She bought some garlic and a spoon. Is this pronoun masculine? Is this pronoun feminine? Is it singular or plural? Is it correct to refer to her as he? Make sure that the antecedent and their pronouns agree in gender. And they should agree in number. what is a fun animal? Monkeys The monkeys throw snowballs, but they had crummy aim. Is this pronoun plural? Is it correct to say it not they? Is this pronoun singular? So remember to make sure to line things up by gender and number.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Rally coach ( kagan strategy) * I divide students into pairs. * I tell them that they will have odd and even numbers. * The odd-numbered students will start answering the first question. * The even-numbered students will listen to their partner and coach them if they need help. They should praise them. * Then they should switch the roles and the even-numbered students will answer the second question. * When each pair finishes their task, they should celebrate their accomplishment. * I ask the ICQs to check their understanding for example:- 1. Will you work in pairs or in groups? 2. Who will start answering? 3. What should each student do with her partner? should listen to her, coach if she wants help, and praise her. * I ask them to answer the following exercise: * After exercise, I will check their answers (feedback). Choose the option where the pronouns and their antecedents agree in number. 1. I love The Lord of Rings;_____________ is my favourite book. A. they B. it 2. Rafael decided to hire a quarter of singers for his birthday party; ____________ would have to be the best group he could find A. they B. it 3. Sanchit and I love playing Enchanted Hollow; it's one of __________ favourite board games. A. Our B. their 4. Lara made a list of places she wants to visit; she keeps __________ with her at all times. A. them B. it

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

I ask students to write three sentences in which the pronoun agrees with the antecedent within three minutes. I ask them some ICQs to check their understanding of the instructions. How many sentences will you write? How many minutes will you have to do the task? will you write or speak? My role as a teacher is to monitor, notice what they are writing, help if they want, write mistakes in papers. PACS: After they finish their task, I will write the mistakes on the board and let them correct them with my help.

Free Practice (3-5 minutes) • To provide students with free practice of the target language

Inside/ Outside circles (Kagan strategy) * I ask students to make two circles; one inside the other outside. * Then the inside students should turn to outside circle and each two students facing each other compose a pair. * Each student ask her partner yes/no question about the profession of anyone of her family members. For example, Is your dad a doctor? The other partner can answer yes or no and give more information. * My role as a teacher is to monitor, make sure that they speak in English, take notes in a paper if there are any mistakes. PACS:- After they finish the task, I write the mistakes on the board and let the students correct them with my help.

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