Speaking:
What’s in the Bag?
Grouping:
Time:
Pairs → Whole class
15 minutes
Aim
Students will practice identifying and describing singular and plural objects using “a/an” and plural forms correctly.
Materials
• A bag with various classroom objects (e.g., pen, apple, book, keys).
• A worksheet with pictures of objects (optional).
Preparation
• Put various objects in a bag.
• Prepare a few example sentences on the board (e.g., “It is a pen. They are keys.”).
Activity Breakdown
1. The teacher secretly takes an object from the bag and describes it (“It is a book.”).
2. A student guesses what it is. The teacher reveals the object.
3. Students work in pairs: One takes an object, describes it, and their partner guesses.
4. The teacher elicits full sentences from students: “It is a ___. They are ___.”
Instructions
1. Look at the bag. There are many things inside.
2. Listen to the teacher. Guess the object.
3. Take an object. Say, “It is a…” or “They are…”.
4. Your partner guesses.
5. Change roles. Try again.
Concept Checking Questions
• “Do we say ‘a apples’ or ‘an apple’?” (An apple)
• “How do we say ‘one book, two…’?” (Books)
Examples
• “It is a pen.”
• “They are keys.”
Extensions/Varations
• Easier: Use picture flashcards instead of real objects.
• Harder: Remove visual clues, and students guess by description only.
Error Correction
• Correct articles (a/an) and plural endings during feedback.
Writing:
My Shopping List
Grouping:
Time:
Individual → Pairs
15 minutes
Aim
Students will write a simple shopping list using correct singular and plural forms.
Materials
• Paper or worksheets with a shopping list template.
• A word bank with common food and household items.
Preparation
• Prepare a word bank with singular and plural noun examples.
Activity Breakdown
1. Students look at a list of food/household words.
2. They write their own shopping list using a/an for singular and numbers for plural.
3. They compare lists with a partner.
4. Some students read their lists aloud.
Instructions
1. Look at the word bank.
2. Write a shopping list with a/an or numbers.
3. Check your list.
4. Compare with a partner.
5. Share your list with the class.
Concept Checking Questions
• “Do we say ‘a eggs’?” (No, ‘an egg’ or ‘two eggs’.)
• “What is the plural of ‘banana’?” (Bananas)
Examples
• “I need a tomato, two onions, and three apples.”
Extensions/Varations
• Harder: Students must write a full sentence for each item (“I need three apples.”)
Error Correction
• Teacher corrects plural spelling errors after peer-checking.
Listening:
Singular or Plural?
Grouping:
Time:
Individual → Pairs
15 minutes
Aim
Students will listen to sentences and decide if the noun is singular or plural.
Materials
• A set of recorded sentences or a script for the teacher to read.
• Two flashcards for each student: one with “Singular”, one with “Plural”.
Preparation
• Prepare 10 sentences using singular/plural nouns.
Activity Breakdown
1. The teacher reads or plays a sentence (e.g., “I have three cats.”).
2. Students hold up “Singular” or “Plural” flashcards.
3. Students compare answers in pairs before checking with the teacher.
Instructions
1. Listen to the sentence.
2. Hold up “Singular” or “Plural.”
3. Check with a partner.
4. Listen again. Change if needed.
5. The teacher says the correct answer.
Concept Checking Questions
• “Do we say ‘one cats’?” (No, one cat)
• “Is ‘dogs’ singular or plural?” (Plural)
Examples
• “She has a dog.” (Singular)
• “There are three apples.” (Plural)
Extensions/Varations
• Easier: Use pictures for each sentence.
• Harder: Students repeat the sentence, correcting mistakes if needed.
Error Correction
• Correct common errors with singular/plural forms.
Reading:
Find the Plurals
Grouping:
Time:
Singular & Plural Nouns
15 minutes
Aim
Students will read a short text and identify all singular and plural nouns.
Materials
• A short text (e.g., a simple story or description).
• Highlighters or colored pencils.
Preparation
• Write or print a simple paragraph using both singular and plural nouns.
Activity Breakdown
1. Students read the text and underline singular nouns in one color, plural nouns in another.
2. In pairs, they compare answers.
3. The teacher checks and discusses any errors.
Instructions
1. Read the text.
2. Find singular nouns. Underline them in blue.
3. Find plural nouns. Underline them in red.
4. Check with a partner.
5. The teacher checks answers.
Concept Checking Questions
• “Is ‘apple’ singular or plural?” (Singular)
• “What do we add to ‘car’ to make it plural?” (s → Cars)
Examples
• “Tom has a dog and two cats. He likes apples.”
Extensions/Varations
• Harder: Remove plural endings and have students fill them in.
Error Correction
• Highlight errors and have students self-correct.