UNIVERSIDAD NACIONAL AUTNOMA DE MXICO

FACULTAD DE ESTUDIOS SUPERIORES ACATLN

Didactic manual to teach the pronoun

Lpez Fuentes Alfredo

Moreno Mederos Melissa
Ramrez Santilln Camilo
Zamudio Martnez Julin Ernesto

Index
Introduction ................................................................................................................... 3

Contextualization .......................................................................................................... 4

Reflection ...................................................................................................................... 4

Lesson Plans ................................................................................................................ 6

Conclusion .................................................................................................................. 10

Annexes ...................................................................................................................... 11

Bibliography ................................................................................................................ 26

Introduction
The "Didactic manual to teach the pronoun is intended to provide teachers with some ideas of how to
teach the pronoun, which is one of the nine grammatical categories, usually defined as a word that
stands for a noun, a noun phrase, or something relating to one (Jarvie, 2007). There are personal
pronouns that derive in subject, possessive and reflexive as well as reciprocal, demonstrative,
indefinite, interrogative, relative, distributive. All these pronouns have different uses, however, we can
use them to refer back to someone or something previously mentioned, to say that something belongs
to someone or something; or the relationship with someone, to introduce a subordinate clause, and to
refer to a group or class.
The "Didactic manual to teach the pronoun" contains four different activities focused on the
development of the four skills:
A warm up activity, mainly created for those students who have musical intelligences, it consists
of filling the blanks in a song with an appropriate pronoun chosen from a vocabulary box.
Two practice activities for activating students background about the topic and proficiency the use
of pronouns in a particular context.
Finally, a wrap up activity, which consists of correcting some sentences that have a misplaced
pronoun error in order to check students understanding of the lesson.
It is our sincere wish that teachers who read this manual, find it useful either to faithfully
reproduce the activities proposed or as the basis to make the appropriate modifications to adapt the
activities to the students necessities.

Contextualization
The following manual has the aim to provide teachers from Facultad de Estudios Superiores Acatlan,
specifically in the group 2451 from afternoon shift, term 2016-2 of English Language Teaching Program,
with some useful didactic sequences based on multiple intelligences.
Learning pronouns can be a difficult task to achieve for many English learners due to the fact
that there are diverse types of them. Moreover, the lack of knowledge on morphosyntax of many
teachers in Mexico has caused that this topic loses importance, likewise considered as very basic topic.
As a consequence, students continue to confuse the use of pronouns. Therefore, we as future English
teachers cannot allow ourselves, under no circumstances, to ignore any grammatical aspect of the
language. Accordingly, we must emphasize the importance of morphosyntax knowledge, since it will
permit us to analyze and understand language units as well as, the aforementioned, grammatical
aspects. In addition, morphosyntax will be our basis whose purpose will be merely to develop our
linguistic competence.
On the other hand, it is well known among teachers, that preparing a lesson plan is sometimes
exhausting, due to assorted facts; time, institutional approaches, lack of command of certain topics,
creativity, or the latter is probably the strongest reason regarding lesson planning. As well as
morphosyntax, didactics is an essential tool that we have to take highly in consideration. It will warrant
us the optimum organization of resources and procedures concerning lesson planning in order to take
students to reach the class objectives effectively.

Reflection
We had two hours to carry out a complete class. First, we played a rock song so that the students
could fill in the blanks with an appropriate pronoun. Later, we checked with students the answers, and
then started the presentation of our grammatical category, which lasted for an hour. After that, we
moved on to the correction of misplaced pronouns. Next, we asked students to do a role-play using
the pronouns with a series of cards. Finally, as a wrap up activity, we asked them to classify the
pronouns in a chart.
During the presentation, we could realize that this topic is not as basic as it is thought to be
when some students had doubts that we found a bit difficult to clarify. In addition, we mixed the

activities of practice and production and due to the lack of organization; we did not consider checking
the answers with students.
After receiving feedback from our professors, who indicated us that we had made some little
mistakes, we made few changes in the activities we carried out in order to make them fluent and more
structured.
After the class and feedback, we noticed that we did not consider extra handouts.
In order to improve pronouns teaching, we made few changes to the activities:
1. Simplify instructions, and consider time to read them aloud in order to make sure students
understand
2. Organize the activities in order to make transitions from one to another one smoothly and
fluently.
3. Take specific time for checking answers and feedback in each activity.

Lesson Plans
Topic: The Pronoun
Method: Direct
Activity: Presentation-Warm up activity
Particular objective: Students will identify pronouns in the context of a rock song.
Name of the
activity

Filling the famous

rock song
(Lead in)

Procedure

Time

Materials

1. Teacher will elicit students

knowledge about the famous
rock band Queen.

Video projector

2. Teacher will elicit students

knowledge about pronouns.

Markers

3. Teacher will distribute among

students the lyrics of the song.

Handouts with the

songs lyrics with
blanks instead of
pronouns (Appendix 1)

4. Teacher will read the

instructions aloud and clarify
doubts in case they come up.

Speakers

Song

15 minutes

Computer

5. Teacher will play the song

Bohemian Rhapsody by
Queen.
6. While listening to the song,
students will fill in the blanks
using the pronouns in the box.
7. Teacher will monitor the
activity.
8. Once the songs over, teacher
will ask two students to come to
the front and write the correct
answers.
9. Teacher will check the answers
with students.

Suggestions: Keep monitoring all the time. Give the students some hints so they can answer the task and time the
activity in order to avoid any inconvenience.

Topic: The Pronoun

Method: Direct
Activity: Practice: pronouns classification
Particular objective: Students will distinguish and categorize pronouns.

Name of the
activity

Procedure

Time

1. After the presentation, Teacher

will give out a card, with a
pronoun on it, to each student.

Classifying
pronouns

2. Teacher will ask students to

come to the front, and paste
their cards in their correct
classification, in the chart
projected on the board.

Materials

Presentation
(Appendix 2)

Chart in blank
(Appendix 3)

15 minutes

Board
Card with
pronouns
(Appendix 3)

3. Teacher will check with

students as a whole and will
correct mistakes if necessary.

Video projector
Pritt tack
Computer

Suggestions: Drawing the chart on the board instead of project it can be useful if you dont have a projector available.

Topic: The Pronoun

Method: role-playing/ simulation
Activity: Production: Role play
Particular objective: Students will be able to use the pronouns accurately in a context of daily life.
Students will be more conscious when using pronouns either speaking or writing.

Name of the
activity
Role play

Procedure

1. Teacher will ask students to

form teams (number can vary)

Time

25 minutes

Materials

Video projector
Cards (Appendix 4)

2. Teacher will provide students

with cards previously used
3. Teacher will explain
instructions:

A member of each team will pass to

the front with the cards assigned and
will make up a conversation with the
other members, and hold it for a
minute, based on the context
randomly projected (hospital, school,
concert, theatre, and restaurant). The
conversation must be logical to the
context and well structured. Repeat it
until all the backgrounds had been
projected.

Backgrounds
included in the
presentation
(Appendix 2)

Chronometer

4. Teacher will monitor the activity

looking for pronoun-misplaced
errors, but without correcting
them.
5. Teacher will give feedback
focusing on the correct use and
placement of the pronouns that
one can make when speaking
or writing.

Suggestions: A competition can be carried out by passing the whole team to act instead of one member of each group.

Topic: The Pronoun

Method: Direct
Activity: Closing: Sentence correction
Particular objective: students will be able to identify errors in sentences and correct texts of any
subject.

Name of the
activity

Sentence
correction
( closing)

Procedure

1. Teacher will give each team a

sentence in order to analyze it
and correct the misplaced
pronoun error.

Time

15 minutes

Materials

Sentences with
misplaced
pronouns
(Appendix 5)

2. Teacher will read the

instructions aloud.
3. Teacher will be monitoring
students.
4. Teacher will check the
sentences with the students
and give them feedback.
Suggestions: Teacher can give a short text to students instead of sentences in order for them to look for errors.

Conclusion
Making a research could seem easy; however, it is something that needs our completely effort.
Patience, research and commitment are useful if we want to design a didactic manual or another kind
of project. Firstly, we need to know the kind of students we will work with, for instance applying a
diagnostic test could be useful for teachers to design a suitable class. Secondly, preparing it guarantees
knowing what and how to teach a specific topic. Finally, it is important to know as many references as
possible in case doubts might emerge during the class.
By and large, it is possible to conclude that reflexing the specific needs of every group with which
we work is essential in order to design the appropriate activities for classes during a course. An effort,
complemented with a good management, may end in the correct appliance of any activity; in this case
the manual is intended to help teachers with their assignments, hoping to later inspire them with the
develop of different activities further than the previous exposed.
Regarding with our experience presenting the pronoun, although the mistakes, we enjoyed it
and felt comfortable because we applied the knowledge we acquired along the course specially related
to the subjects about Didactics, Morphosyntax of the English Language and English IV. The activities
we proposed made us to have such a great time designing them. They were thought to be active,
meaningful, communicative, and fun. The feedback we received made us reflex about didactic
sequences development, in other words, we are more conscious there must exist a balance between
knowledge and class organization, because the lack of organization or the poor management of the
topic can lead us to completely lose the way to effectiveness.

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Annexes
Appendix 1
Instructions: Use the words in the box to fill in the blanks
Me

this

nobody

his

your

nothing

my

anyone

everybody

you

Bohemian Rhapsody (Queen)

Is (1)___ the real life?
Is this just fantasy?
Caught in a landside,
No escape from reality
Open (2) ___ eyes,
Look up to the skies and see,
I'm just a poor boy, I need no sympathy,
Because I'm easy come, easy go,
Little high, little low,
Any way the wind blows doesn't really matter to
me, to (3)___.
Mamaaa,
Just killed a man,
Put a gun against (4)___ head, pulled (5)__
trigger,
now he's dead
Mamaaa, life had just begun,
But now I've gone and thrown it all away
Mama, oooh,
Didn't mean to make you cry,
If I'm not back again this time tomorrow,
Carry on, carry on as if nothing really matters
Too late, my time has come,
Sends shivers down my spine,
body's aching all the time
Goodbye,(6)_____, I've got to go,
Gotta leave you all behind and face the truth
Mama, oooh (anyway the wind blows)
(7)__ don't want to die,
I sometimes wish I'd never been born at all.

Thunderbolts and lightning, very, very

frightening me
Galileo, Galileo Galileo, Galileo
Galileo, Figaro - magnificoo
I'm just a poor boy (8)____loves me
He's just a poor boy from a poor family,
Spare him his life from this monstrosity
Easy come, easy go, will you let me go
Bismillah! No, we will not let you go
(Let him go!) Bismillah! We will not let you go
(Let him go!) Bismillah! We will not let you go
(Let me go) Will not let you go
(Let me go)(Never) Never let you go
(Let me go) (Never) let you go (Let me go) Ah
No, no, no, no, no, no, no
Oh mama mia, mama mia, mama mia, let me
go
Beelzebub has a devil put aside for me, for me,
for meee
So you think (9)___can stop me and spit in my
eye
So you think you can love me and leave me to
die
Oh, baby, can't do this to me, baby,
Just gotta get out, just gotta get right outta here
Ooh yeah, ooh yeah
(10)___really matters, (11)___can see,
Nothing really matters,
Nothing really matters to me

I see a little silhouetto of a man,

Scaramouch, Scaramouch, will you do the
Fandango!

11

Bohemian Rhapsody (Queen)

Answer key:

(1) This
(2) Your
(3) Me
(4) His
(5) My
(6) Everybody
(7) I
(8) Nobody
(9) You
(10 Nothing
(11 Anyone

12

Appendix 2

13

14

15

16

17

Appendix 2: images included in the presentation

18

Appendix 3

Subject

Possessive

Indefinite

Reflexive

Relative

Reciprocal

Distributive

Demonstrative

19

Appendix 4

You

He

She

It

We

You

They

Me

You

Him

Her

It

Us

You

Them

My

Your

20

His

Her

Its

Our

You

Their

Mine

Yours

His

Hers

Ours

Yours

Theirs

Myself

Ourselves

Yourself

Yourselves

Himself

21

Herself

Itself

Themselves

Each other

One another

This

These

Those

Anybody

Everybody

Nobody

Somebody

Anyone

Everyone

No one

Someone

Anything

That

22

Everything

Nothing

Something

Whom

Whose

What

Which

Who

Whose

That

Which

Whom

All

Both

Either

Neither

23

Appendix 5

The files arranged by the temporary workers

were out of order, so we sent them back to
the main office.
Although the last race had been run, it was
not clear which team had won the meet.
From a reading of The Great Gatsby, you
gain insight into America's jazz age.
When Helen discovered that Jane had
misplaced her homework, she was upset.
The Smiths made wonderful cakes. We were
glad we saw them at the supermarket.

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Answer key

1. The files arranged by the temporary workers were out of order, so we sent
the files back to the main office.
2. Although the last race had been run, the crowd did not know which team
had won the meet.
3. From a reading of The Great Gatsby, one gains an insight into America's
jazz age.
4. When Helen discovered that Jane had misplaced Helen's homework, Helen
was upset.
5. The Smiths made wonderful cakes. We were glad we saw the cakes at the
supermarket.

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Bibliography
In print

Jarvie, Gordon. (2007) Bloomsbury Grammar Guide. London, A&C Black

Publishers.
Kolln, Martha and Robert Funk. (2002) Understanding English Grammar.6th
edition. New York, Longman. A comprehensive, clear textbook on English
grammar, with Reed-Kellogg sentence diagrams.
Lester, Mark. (2001) Grammar and Usage in the Classroom. 2nd edition.
New York, Allyn and Bacon. Covers many issues surrounding pedagogical
grammar, with traditional Reed-Kellogg diagrams.
Oxford. (2012). Oxford word power dictionary. 4th edition. London. Oxford
University Press.

On the web

www.azlyrics.com.
Queen
Lyrics.
Recuperado
http://www.azlyrics.com/lyrics/queen/bohemianrhapsody.html
www.penandpage.com.
Pronoun
Reference.
Recuperado
http://www.penandpage.com/EngMenu/gramref.htm

de:
de:

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