Lesson Plan of Pronouns and Transitional Devices English Grade 3

                                            Lesson Plan of Pronouns and Transitional Devices

                                                                    English Grade 3

                                                    Students’ Learning Outcomes

Identify and recognize the function of pronouns and transitional devices

                                                         Information for Teachers

·         Pronoun replaces a noun within a sentence or passage.

·         Pronouns are of different types but we should focus one type of pronoun in one lesson.

·         Students have studied personal pronouns in grade 2 reinforce personal pronouns in this lesson.

·        Write personal pronouns as the title of the lesson on the lesson on the board.

·         Write down the pronouns suggested by the students on the board. E. g. she, it, they, them, we, us.

·         While teaching the lesson, the teacher should also consult the textbook where it is required.

·         Draw an octopus on a large sheet of paper to make the chart.

·         Write the eight parts of speech, one in each arm of the octopus. (Noun, Pronoun, Verb, Adverb, Adjective, Preposition, Conjunction, Article).

·         The chart should be permanently displayed in the classroom and referred to in all the grammar lessons.

          Material /Resources

          Colored chalk, a chart displaying the 8 parts of Speech, writing board, textbook.

                                                              Worm up Activity

·         Ask a student to describe the actions of a class fellow, talking his name every time when an activity is mentioned. E. g. Ali is sitting on Ali’s chair. Ali’s bag is under Ali’s table. Ali is taking Ali’s book out of Ali’s bag.

·         Then ask the students:    Why does this sound boring/funny? (Because the name Ali has been repeated so many times.)

·         How else can you say it? Now, let us replace the name with another word.

·         Tell the students which words can be used instead of ‘Ali’.

·         Ali is sitting on his chair. His bag is under his table. He is taking his books out of his bag.

·         What do you notice here? (The name Ali has been replaced with he and his).

·         Does it sound better?

·         Repeat this activity with other students.

                                                                Development

       Activity 1

·         Recap the students’ knowledge of gender.

(He = masculine;  She = feminine; It = neuter/non- living).

Identify the gender of each pronoun already written on the board with students’ participation.

·         Draw three columns (Masculine, Feminine, Neuter) on the board and then fill it up with the students’ responses.

·         Now differentiate them between singular and plural, using colored chalks.

    Activity 2

·         Instruct the students to think of the noun for which a pronoun is to be used.

·         Think of both the options and choose the correct one.

1.       We like the zoo. There are many animals in _____.(them, it)

2.       Salma is standing near the door. I will call _______. (her, she)

3.       I want the red shoes.  ____ match my dress.(they, it)

4.       Asad  is coming from Karachi . ____is my cousin.(He, Him)

5.     My friends and I are very happy. ____ have won the match.( These, We)                           

                                                          Activity 3

·         Write the following pairs of sentences on a chart paper and paste it on the board:

1.       Read each pair of sentences.

2.       Call the students to the board.

3.       Ask the students to underline the pronoun in the second sentence in the pair. Then circle the word from the first sentence that the pronoun replaces.  Example:                                         The students are reading a story. It is about a dragon.

4.       My friend and I went to the market. We bought some popcorn.

5.       My mother cut an apple in half. She gave me the apple to eat.

6.       Maria and Sana played with the dolls. They held the dolls carefully

7.       Masood is playing cricket. He is enjoying.

8.       Ali bought a black shirt. Ali’s mother really liked it.

           Activity 4

·         Tell the students that transitional devices are the words to show the connection of words and put the sentences in correct order.

·         Show the flash cards of first, second, next, last, however to the students.

·         Call out the names of first, second, and third students.

·         Ask them to stand in front of the class.

·         Announce the students’ position with their names.

      Ali stood first.

Sara is second.

Next is Haider.

However, the result is good.

·         Give the students transition words on cards.

·         Ask them to show the cards as the teacher calls out the students’ names again.

                                               Sum up / Conclusion

·         Conclude the lesson by asking the students about the definition of pronoun, gender of some pronouns and the number of some pronouns. (singular/plural)

·         Ask the students to give examples of transitional words and use them in your sentences.

·         Involve the students in solving the problems given in exercise at the end of unit/chapter

          Assessment

·         Select a chapter from the textbook. Ask the students to identify all the personal pronouns present in the chapter. This is an oral class quiz.

·         Select an exercise of transitional devices from the textbook and ask the students to solve it in their notebooks.

                                                                Follow up

·         Ask the students to select and use any 5 transitional words in sentences.

·         Ask the students to write sentences using I, me, you, they, he, she, and it in your notebooks.