Teachers' presentation of lesson planning is an important part of the meta-teaching actions.This study investigates the use of personal pronouns and identity construction in teachers' presentation of lesson planning.Five excellent teachers' presentations of lesson planning in national teaching contests were collected as the main data for a case study,with their teaching videos and comments from expert teachers as the supplementary data.Drawing on the socio-cultural linguistic theory of identity and Gee's I-statement analysis on identity,this paper gives a statistical account of the categories and frequency of I-statements,we-statements and they-statements,and investigates the ways these statements are used in the construction of teacher identity.Results show that among the three pronoun statements,I-statements are most frequently used.State and action statements,and affective statements are most frequently used category in I-statements;state and action statements account most in we-statements;ability and constraint statements,affective statements,and state and action statements are most frequently used in they-statements.Each of the three pronoun statements contribute to the construction of multiple and dynamic teacher identities,including situational identity,professional identity and relational identity,by distinctive means.The features of teacher identity examined in this study are consistent with the socio-cultural linguistic theory of identity.By analyzing the identity construction of pronoun-statements,this study extends the Gee's I-statement analysis on identity and enriches the scope of teacher identity research.This study will contribute to the evaluation of classroom teaching and teacher development.