Introducing the topic
- You should introduce a few at a time, in relation with other teaching points.
- We use an object pronoun to substitute for an object noun.
I have a middle name. I use it when I sign my name.
Richard is my son’s name. We call him Dick.
Once you’re ready to work with them all as a separate topic, write them all on the board:
You love me
I love you
She loves him
He loves her
We love it
They love us
We love them
Note: Former facilitators suggested doing written exercises to practice this topic and then doing oral practice.
Fill in the Blank/Multiple Choice:
You can create worksheets that reinforce grammar points you’ve already taught, and elicit learners to fill in pronouns. For example:
I like my teacher but my brother doesn’t like ______ .
My brother’s name is William but we call _____ Willy.
Ask the class to make one sentence about each student in the classroom. Ask them to follow this example:
Maria has a sister.
Juan has a cousin.
Ana has a husband
George has two children.
Then they should replace the noun for the object pronoun.
She has a sister.
He has a cousin.
Then, have learners ask questions about people’s relatives.
Is she tall? / Yes, she is tall.
Or, to practice opposites:
Is she tall? / No, she is short.
4) Presenting Heroes:
Have learners pick people they believe are heroes. They could be from their countries, relatives, or whoever. If you haven’t covered the past tense yet, it might be best to ask them to talk about living people.
Ask them to bring in photos of their heroes, and describe them to the class.
This is John Smith. He is my grandfather. He is a construction worker. He works very hard.
Whose - Mine - Yours - His - Hers- Its - Ours - Theirs
Introducing the topic:
- When we use Possessive pronouns, we omit the noun.
You don’t have my telephone number. I have yours.
My English is good. Yours is excellent.
Write a simple example for each pronoun in the blackboard and explain their use.
1) Comparing Ourselves:
Have the students work in pairs, asking questions to compare and contrast with each other.
They may compare physical characteristics, clothes, jobs, car, countries, etc.
Then they should report some interesting facts to the class.
My country is big. Hers is small.
My country has tropical weather. Hers have cold weather.
Tell the students to go outside the building (or outside the classroom) and come back with three or four objects.
Have students, when they return, work in threes and make up sentences describing the objects:
Mine is old
Yours is dirty
Hers is plastic
Possibly having referred to their objects so far only by gestures and the use of pronouns, teach the learners the name of the objects they have collected.
To extend the activity, and provide some comparison, ask them to make new sentences, this time using personal adjectives.
Your paper is dirty.
Fill in the blank style worksheets work well for this topic.
There is / There Are, Countable and
Non-Countable Nouns, and the Questions “How Much / How Many”…
are all related topics that should be taught by building one on the other.
Some topics you might want to include in these lessons are:
Household tools, food, buildings stores and public offices.
There is / There are
There is introduces a singular, or non-countable, object into a conversation.
There are introduces a plural, or countable, object into a conversation.
We can make a contraction for There is (There’s), but not There are.
Be sure to build vocabulary before trying activities using there is/there are.