This document outlines objectives and materials for a lesson on using personal pronouns in affirmative statements. The three objectives are: 1) Students will identify personal pronouns in sentences, 2) Students will learn how to use personal pronouns in affirmative statements, and 3) Students will distinguish between singular and plural personal pronouns. The lesson will include warm-up questions, explaining the differences between singular and plural pronouns with examples, guided practice with example sentences, independent practice exercises, and two forms of assessment: a written evaluation and oral evaluation involving completing blanks in a dialogue.

1. OBJECTIVES AND ASSESSMENT
THEME: USE OF PERSONAL PRONOUNS IN AFFIRMATIVE STATEMENTS
Begining Grammar
BUSINESS / MATERIALS LESSON OBJETIVES
Projector – White markers – Sheets of paper –
white board – Computer- Power Point with
examples
Structures examples with sentences.
Structures practice.
Structure exercises.
Busy teacher (s.f.).
Resource on the web: How to teach personal
pronouns. Recovered from
https://busyteacher.org/4128-how-to-teach-
personal-pronouns.html
1. Students will be able to identify the Personal
Pronouns in sentences.
2. Learners will acquire useful grammar
structure on how to use Personal Pronouns in
affirmative statements.
3. Students will be able to identify the
differences between singular and plural
Persona Pronouns.
WARM-UP AND OBJECTIVE DISCUSSION
A. Introduction of today´s class
 Good morning class. Today we are going to study about the use of the Personal Pronouns. Now
students are going to volunteer to answer questions:
 T: I want to see the hands up of those who know what is a pronoun?
 S: Yes, that is right.
 T: When do we say is a singular or a plural pronoun?
 S: Yes, that is correct.
 T: How do we know the difference between the uses of ´´you´´ for singular or plural form?
 S: Excellent answer.
 Well after clarifying those aspects on the uses of the Personal Pronouns, it is the time for you to
check on your sheets of paper the chart with the personal pronouns written on them..
INSTRUCT AND MODEL
B. Explaining about the differences of singular and plural Personal Pronouns:
 First: I as the teacher, I am going to write on the board all the Personal Pronouns in English (I,

2. you, he, she, it, we, you, they). With a particular purpose, I will write two times ´´You´´.
 I will ask the students, why they think I wrote two times the pronoun ´´you´´.
 I draw two charts on the board like those students have an example.
 The Personal Pronouns are going to be divided into a table with singular and the other with the
plural pronouns.
 I will write sentences with each of singular pronouns, emphasizing with the rule of the ´´s´´
ending for the singular pronouns; he, she, it.
C. Explaining specific terminology related to examples handed it out to the students :
 Each of the sentences used as examples given to the students were explained and model
on the board.
 Some volunteers will be asked to come to the board to write individual statements.
D. Model:
E. Guided practice:
 Now, students will be asked to look at the structures examples with sentences handed it
out to them. One student will be asked to read the instruction with the explanation used
on the structures examples with sentences given to the students. Then, one by one, all the
students will take a turn to read one of those example sentences given to them until all the
statements could be read.
F. Independent Practice: Structure exercises.
 Now, it is the time to ask the student to look for the structure exercises sheet where they
will find a list of the sentence they will have to complete using the singular or plural
Personal Pronouns, depending on the situations.
 The teacher will read the general information to do the independent practice
 After the students understand all the procedure to do the training, they will start doing it.
 By the time students are working in pair, or individually, the teacher is walking around
the classroom to answer any doubt the students may have.
G. Assessment:
For the final evaluation of the three objectives planned for this class, which may be for three
weeks term, students are going to be evaluated through two written assessments.
1. Written evaluation.
1. 2. Oral evaluation.
 Procedure for each evaluations:
1. Written evaluation.
Students are going to answer ten topics in a sheet of paper printed out with all the description
of the evaluation concerning the lesson studied.

3. 2. Oral evaluation.
This part of the evaluation, students will be listening to the teacher reading a dialogue, in the
reading, the student will have to be alert to complete the blanks with the correct form of the
personal pronouns for each case.
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