Topic: Pronouns Objective: Students will learn to identify and correctly use pronouns in English and Spanish, understanding their function in the sentence and how they contribute to fluency and clarity in communication.

Student’s level: A2 (MCRE) Target skill: personal, possessive, demonstrative, etc. Target vocabulary:

• wake up (despertarse)

• eat (comer) • go to school (ir a la escuela) • play (jugar

• read (leer)

Student’s age: 13-17 years Target gramar: (subject + verb) and the variations for ‘he’ and ‘she.’

Warm-up activity:

To introduce and familiarise students with different types of pronouns through an interactive exercise. Duration: 5-10 minutes.

Briefly explain the different types of pronouns (personal, possessive, demonstrative, relative).

Preparing flashcards: Prepare flashcards with sentences missing a pronoun. For example:

‘___ (She/Her) is going to the store.’

‘This book is ___ (mine/my).’

‘I saw the dog, and ___ (it/its) was very cute.’

Divide the students into small groups and hand out one Material: (mandatory)

• Cards with incomplete sentences and a list of pronouns you can write them on the board or on shee

ts of paper.

card to each group.

Groups should discuss and decide which pronoun is the correct one to complete the sentence on their card. Each group presents their completed sentence to the rest of the class, explaining why they chose that pronoun. Closing: Check the correct answers and discuss any common mistakes, making sure to clarify the use of each pronoun.

Main activities

Role Play: ‘Pronoun Interview’.

Students divide into pairs and interview each other using pronouns. One student asks questions and the other answers, using correct pronouns. Example Questions:

‘What do you like to do on weekends?’

‘What is your favourite food?

Fill in the Blanks

Provide students with a text with blanks where they must insert the appropriate pronoun. This can be a short paragraph or a series of sentences. Example:

‘___ (She/Her) loves to play basketball. ___ (He/Him) plays every weekend.’

Descriptions in Pronouns

Each group chooses a famous person or animal and describes it using pronouns. Then they present their descriptions to the rest of the class.

Example: ‘He is an actor. She is a singer. Material: (mandatory)

• Sheets with suggested questions.

• Clock or stopwatch to keep track of time. • Sheets of paper or blackboard to write down descriptions.

• Examples of famous people or animals (optional).

• Cards with pronouns

(he, she, it, they, etc.).

Practice or Assessment

Provide a series of incomplete sentences and ask students to fill in the gaps with the appropriate pronoun. Example: ‘___ (She/Her) is my best friend.’

Create cards with pronouns on one side and sentences on the other. Students must match the correct pronoun with the correct sentence. Example: Card with ‘They’ and sentences like ‘___ are going to the movie.’

Create a quiz with multiple choice, true/false, and fill-inthe-blank questions that test knowledge of pronouns. Multiple choice example: ‘Which of the following is a possessive pronoun? a) he b) their c) she’. Material: (mandatory)

• Projector or whiteboard to show examples and questions.

• Visual resources

(pictures, graphs) to help illustrate the use of pronouns.

Closure

Briefly review the key concepts discussed in class, such as the different types of pronouns (personal, possessive, demonstrative, etc.).

Ask students which pronouns they have learnt and in which situations they are used.

Do a quick question and answer activity in which students Material: (mandatory)

• A clock or stopwatch to manage time during the closure.

• Writing materials (pencils, markers) for students to write down their reflections.

respond by raising their hand or using coloured cards to indicate their answer.

Example: What pronoun would you use to refer to a group of friends?

End the lesson with a positive comment about the students' effort. For example: ‘You did a great job using pronouns today. I am proud of their progress.

Homework/Follow-up Activity

Pronoun diary students to write a short diary (one page) about their day or weekend. They should use a variety of personal, possessive and demonstrative pronouns throughout the text.

Example: ‘Yesterday, I went to the park. It was sunny, and my friends joined me. We played soccer’.

They should include at least five different pronouns (e.g. I, you, he, she, it, we, they).

Highlight

or underline the pronouns used in their text.