Nouns and Pronouns: Names of familiar people and objects and I, you, he and she for Primary 1

Class: Primary 1
Term: First Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Grammatical Accuracy
Focal competence: Using nouns and pronouns appropriately in sentences
Key competencies/values: Communication; ICT and Digital Competencies; Collaboration; Respect
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Skills:

• Identifying and using nouns and pronouns appropriately

Previous Lesson: Oral Communication: Introducing Self and Others
Topic: Introducing Nouns And Pronouns
Subject Matter: names of familiar people and objects, personal pronouns I and you, pronouns he and she

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify familiar people and objects as nouns.
• Recognise the pronouns ‘I’, ‘you’, ‘he’, and ‘she’.
• State what a pronoun replaces in a sentence.

Affective Domain

• Show interest in learning about naming words and replacing words.
• Participate actively in classroom activities.
• Appreciate the importance of using correct words when speaking and writing.

Psychomotor Domain

• Use nouns for familiar people and objects in short oral sentences.
• Use the pronouns ‘I’, ‘you’, ‘he’, and ‘she’ in short oral sentences.
• Write simple sentences using appropriate nouns and pronouns.

Social Domain

• Collaborate with classmates during group activities.
• Respect others’ responses and contributions.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Approved Primary 1 English Studies Textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Word building materials (e.g., magnetic letters, letter tiles)
• Letter, word and picture cards (e.g., pictures of a boy, girl, mother, father, table, book)
• Exercise books and pencils
• Flashcards with ‘I’, ‘you’, ‘he’, ‘she’

Rationale for the Lesson

This lesson is important because it lays the foundation for understanding basic grammar, which is essential for clear communication. Learning about nouns and pronouns helps pupils identify and refer to people and objects correctly. This knowledge improves their ability to construct simple sentences and express themselves effectively in English.

Prerequisite/Previous Knowledge

Pupils can identify familiar people and objects around them and can speak in simple sentences.

Lesson Content/Board Summary

Introducing Nouns And Pronouns

What is a Noun?

A noun is a word that names a person, an animal, a place, or a thing.

Examples of nouns:

1. People: mother, father, teacher, boy, girl, Mary, John
2. Objects: table, chair, book, pen, bag, ball

What is a Pronoun?

A pronoun is a word that takes the place of a noun in a sentence.

Some common pronouns are ‘I’, ‘you’, ‘he’, and ‘she’.

Using ‘I’, ‘You’, ‘He’, ‘She’

1. I: Used when you are talking about yourself.

Example: I am a pupil.

2. You: Used when you are talking to another person.

Example: You are my friend.

3. He: Used for one boy or man.

Example: John is a boy. He is playing.

4. She: Used for one girl or woman.

Example: Mary is singing. She has a sweet voice.

Replacing Nouns with Pronouns

We use pronouns to avoid repeating nouns too often.

Examples:

1. The teacher is kind. → She is kind.
2. My father is strong. → He is strong.
3. The ball is red. (This is a thing, so we use ‘it’ which we will learn later).

Simple Sentences with Nouns and Pronouns

Here are some examples of sentences using nouns and pronouns:

1. My mother is cooking.
2. I like to read a book.
3. The boy has a new pen.
4. She is my sister.
5. He is playing with a ball.
6. You are a good pupil.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Storytelling/Engagement

Teacher’s Activity: The teacher greets the pupils and tells a short story about different people and objects in a classroom. The teacher asks pupils to name some of the people and objects mentioned in the story or seen in the classroom.

Pupils’ Activity: Pupils respond to greetings and name people and objects they recall from the story or see around them.

Learning Point: Naming familiar items

Step 2: Explanation of Nouns

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that words used to name people, animals, places, or things are called nouns. The teacher shows picture cards of familiar people (e.g., mother, father, teacher, boy, girl) and objects (e.g., table, chair, book, pen), saying their names clearly. The teacher writes these words on the board.

Pupils’ Activity: Pupils observe the picture cards, listen to the teacher, and repeat the names of the people and objects.

Learning Point: Naming words (nouns)

Step 3: Practice with Nouns

Time: 7 minutes

Teaching Skill: Guided Practice/Questioning

Teacher’s Activity: The teacher points to various people and objects in the classroom (e.g., a pupil, the door, a window, a bag) and asks pupils to name them. The teacher encourages pupils to say short sentences using these nouns, e.g., “This is a door.”

Pupils’ Activity: Pupils identify and name the people and objects pointed to by the teacher. They try to form simple sentences using the nouns.

Learning Point: Identifying and using nouns

Step 4: Explanation of Pronouns ‘I’, ‘You’, ‘He’, ‘She’

Time: 7 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: The teacher introduces pronouns ‘I’, ‘you’, ‘he’, and ‘she’. The teacher demonstrates their use: points to self and says “I am your teacher.” Points to a pupil and says “You are a pupil.” Points to a boy and says “He is a boy.” Points to a girl and says “She is a girl.” The teacher explains that these words take the place of names.

Pupils’ Activity: Pupils listen attentively and observe the teacher’s demonstrations. They repeat the pronouns after the teacher.

Learning Point: Personal pronouns introduction

Step 5: Matching Pronouns to Nouns

Time: 7 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher uses word cards or writes names like “John,” “Mary,” “Mr. Obi,” “Mrs. Bala” on the board. The teacher then asks pupils which pronoun (‘he’ or ‘she’) can replace each name. The teacher guides them to replace the names with the correct pronouns in simple sentences.

Pupils’ Activity: Pupils identify the correct pronoun to replace each noun and practice saying the sentences with the pronouns.

Learning Point: Pronoun substitution

Step 6: Sentence Construction with Nouns and Pronouns

Time: 5 minutes

Teaching Skill: Individual Practice/Feedback

Teacher’s Activity: The teacher asks pupils to make their own simple sentences using familiar nouns and the pronouns ‘I’, ‘you’, ‘he’, ‘she’. The teacher provides examples like “I have a book.” “She is my friend.” and offers support and correction.

Pupils’ Activity: Pupils construct and say simple sentences using the taught nouns and pronouns. Some pupils write their sentences in their exercise books.

Learning Point: Forming simple sentences

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is a noun?
2. Give two examples of nouns for people.
3. Give two examples of nouns for objects.
4. Which pronoun do we use for one boy?
5. Which pronoun do we use for one girl?
6. Make a simple sentence using ‘I’.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Noun and pronoun recall

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on nouns and pronouns into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that nouns are naming words and pronouns like ‘I’, ‘you’, ‘he’, ‘she’ take the place of nouns. The teacher encourages them to use these words correctly every day.

Pupils’ Activity: Pupils listen and repeat key terms as prompted by the teacher.

Learning Point: Nouns and pronouns recap

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Complete the following tasks in your English notebook:

1. List three nouns you see in your house.
2. Underline the nouns in these sentences:
   1. My mother is kind.
   2. The dog barks.
   3. I have a pen.
3. Fill in the blank with ‘he’ or ‘she’:
   1. Mary is singing. _____ is happy.
   2. John is my brother. _____ likes to play.
4. Write two sentences about yourself starting with ‘I’.
5. Write one sentence about your friend using ‘you’.

Lesson Keywords

• Noun – A word that names a person, animal, place, or thing.
• Pronoun – A word that takes the place of a noun.
• I – Pronoun used when talking about oneself.
• You – Pronoun used when talking to another person.
• He – Pronoun used for one boy or man.
• She – Pronoun used for one girl or woman.

Differentiation

For weaker learners: Provide extra picture cards and word cards for matching activities. Offer more one-on-one guidance during sentence construction. Focus on identifying nouns and pronouns orally before writing.
For stronger learners: Encourage them to form longer sentences using nouns and pronouns. Ask them to identify more nouns and pronouns from a short story or passage. Introduce the pronoun ‘it’ for objects or animals if they grasp ‘he’ and ‘she’ quickly.

Suggested Lesson Videos

For further understanding, search for “Nouns and Pronouns for Kids Primary 1” on YouTube.

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare all picture cards, word cards, and flashcards with ‘I’, ‘you’, ‘he’, ‘she’. Ensure the classroom environment is conducive for learning, with clear visibility of the board and teaching aids. Start by engaging pupils with a simple activity that helps them identify familiar items. When introducing nouns, use clear, simple language and plenty of visual examples. For pronouns, demonstrate their use through actions and pointing to make the concept concrete for young learners. Guide pupils through oral practice before moving to written exercises. During Step 8, ensure pupils copy the Board Summary accurately and neatly into their notebooks. Pay attention to individual pupil understanding during all activities and provide immediate feedback. Encourage participation from all pupils, offering support to those who struggle and challenging those who grasp the concepts quickly.