Katholieke Hogeschool Kempen – Departement Lerarenopleiding Vorselaar
Bachelor in het onderwijs: secundair onderwijs
Lepelstraat 2 – B 2290 Vorselaar
Tel +32 (0)14 50 93 42 - Fax +32 (0)14 50 93 44 - E-mail: kvr@khk.be
Lesvoorbereiding
Student: Wim Leenaers en Anneleen De Wilde
2 ILSO
tel.
E-mail:
Datum stage:
School:
Klassengroep:
Lokaal:
Mentor:
Stage-oefenles
Proefles
Uur:
Aantal lln.:
Vak: Engels
Docent: Jen Van Loock
Lesonderwerp
The plural of nouns
Bronnen
English vocabulary – grammar, Van Loock Jen, Campinia Media
What’s up? 1, G. De roeck, Novum, 1997
Beginsituatie
Vakoverschrijdende eindtermen
Leerplan
Vormingsdoelen
Language
- Pupils are able to form the plural of nouns in order to express themselves more clearly.
- Pupils are able to use the correct plural of nouns to describe the world around them.
- Pupils are able to use the correct plural of nouns in written language eg in a grocery
list.
Learning strategies
- The pupils are able to discover grammar rules themselves by studying, comparing,
analysing examples.
- The pupils are able to adjust their pronunciation by listening to the teacher.
- The pupils are able to find memory tricks to remember/study the subject of a lesson.
Personality formation
- - The pupils are willing to listen to each other and respect each other’s opinion.
Concrete doelen
1
-
The pupils should be able to complete the lyrics of a song by listening to it attentively.
The pupils should be able make a singular noun plural.
The pupils should be able to pronounce the ending consonants of plural nouns in a
correct way.
The pupils should be able to use the newly acquired knowledge to draw information
from their neighbours.
Werkpunten
Inhoud
Methode
Materiaal
Presentation stage
Introduction teacher + name cards
Song “my favourite things” from “The Sound of
Music.
Name cards
I’m going to start with a song from the sound of music.
T. distributes lyrics in which the plural “s” is omitted. The
irregular forms are bold.
P. should add the plural “s”.
CD + player
After listening T. checks the pupils’ answers and fills them in Transparant with
on the transparanct of the lyrics.
lyrics
T. aks P’s what they’ve just done. They can answer in Dutch.
=> We hebben van enkelvoudige zelfstandige naamwoorden
meervouden gemaakt.
Zn’s in het enkelvoud = singular nouns
Zn’s in het meervoud = plural nouns
T: In English we call a “zelfstandig naamwoord” a noun.
Zelfstandige naamwoorden die in het enkelvoud staan
noemen we “singular nouns” en ZN’s die in het meervoud
staan noemen we “plural nouns”
Filling in diary:
“The plural of nouns.”
“The plural of nouns.” On the B-board.
B-board
Initial stage
a) presentation
Main rule = singular + s
Most words are made plural by adding “s”. That’s
T. asks questions about formation.
How have you formed the plural of the nouns?
P: by adding “s”.
the main rule for forming the plural: singular + s.
T. puts cuecard on the B-board.
Raindrops, roses, whiskers, kittens, kettles, mittens, Can you give me some examples form the lyrics?
streudels, doorbells, bells, noodles, wings, things,
T. writes the examples on the B-board, under the cuecards.
girls, snowflakes, winters, springs.
Dresses, sashes, eyelashes
Ponies
Geese
Nouns ending in ss, sh, ch, x (hissing sounds) and
some nouns ending in o = singular + es
tomato – tomatoes
Kiss – kisses
Bus – buses
Brush – brushes
Watch – watches
Box – boxes
BUT: by new words and foreign words ending in o
we just add s.
Piano – pianos
Photo – photos
Radio - radios
Nouns ending in consonants + y = drop the y + ies
cuecard containing
“Main rule = singular
+ s”
There are some words written in bold. Can you tell me which
words that are?
T. writes the (plural) words on the B-board.
Can someone give me the singular of these (T. points at
dresses, …) words?
P: dress, sash, eyelash.
T. writes the singular words next to the plural words.
T: When the main rule is used, we just add “s”. What have
we added here?
P: “es”
T: That’s the second rule. Words ending on ss, sh, ch, x and
some words ending in o are made plural by adding es.
T. puts an example of every ending on the B-board and puts
the next cuecard above them.
Cuecard “nouns
ending in o, or ss, sh,
ch or x = singular +
es
Pony – ponies
Baby – babies
Fly – flies
The same as for the 2nd rule.
Cuecard “2nd rule”
The same as for the 2nd and 3rd rule.
Cuecard “3rd rule”
BUT: nouns ending in consonant + y = singular + s
Boy – boys
Monkey - monkeys
Nouns ending in f or fe = drop f or fe + ves
Knife – knives
Wife – wives
leaf – leaves
Wolf – wolves
Irregular plurals
Some singular words have a special plural. There is
Cuecard “4th rule”
no special rule for them.
T: there is still one word left from our song. Which one? And
can you give me the singular?
Man – men
P: geese. Singular is goose.
Woman – women
T: Can you give me some other special words like this?
Foot – feet
P: child – children, man – men, mouse – mice, etc…
Mouse – mice
Tooth – teeth
T: these are the irregular plurals. There is no rule for this, so
Louse – lice
you just have to study them by heart.
b) integration
T: now we are going to do some exercises on these rules.
ex.7 writing the plurals of some given singular
nouns.
Ex. 1. write the plurals of the following words.
See attachment.
T: to correct the ex. we are going to read the words. But if
Pronunciation of plural nouns.
- the ending consonant of a plural noun is mostly
pronounced as [z]
BUT the ending consonant of the plural nouns
ending on the letters from the word “koffiepot” are
pronounced as [s].
Plural nouns ending on “es” our pronounced as [iz]
you are going to read these plural forms, you have to know
how to pronounce them.
The ending of most plural nouns is mostly pronounced as [z]
like in “dogs” or “birds” but when the word ends on the
letters p, t, k and f, you pronounce it like [s] as in “cats” or
“books”.
How can you remember these letters in an easy way?
You can try to find a word in which all these letters are
present.
e.g. “koffiepot”. If a plural noun ends in a letter from the
word “koffiepot” you have to pronounce ending “s” as an [s].
If it ends in another letter you pronounce it like [z].
Of course, are there exceptions to these rules. For example
the word buses. How do you think this word is pronounced?
P. give it a try.
If a plural noun ends in “es” you pronounce it like [iz]. So
this word should be pronounced as bus[iz].
P. practise their pronunciation.
P. read the answers of the ex. out loud, with special focus on
their pronunciation.
Ex. 8 filling the gaps in sentences with the plural of
the noun in brackets.
The next ex. is a little more difficult. Here you have to fill in
the plurals of the singular words next to the sentences.
Ex. 2
See attachment
Ex. “in the kitchen”. P’s use the theory about the
plural of nouns to draw information from their
The last ex. is to be done with your neighbour. You each get
partners.
a different picture of a kitchen and you have to find out who
has most mice, knives, forks, etc… in his/her picture.
In the column under the picture you fill in how many of the
objects there are in your picture. You also have to fill in the
singular of the words.
See worksheet in attachment.
Evaluation stage
Poem about the plural of nouns.
To end the lesson I have a poem about the plural of nouns.
Poem about the plural
You just learned the rules for forming the plural of nouns, but of nouns.
to every rule there are exceptions. This poem is about some
of the exceptions. There are two sentences which are wrong,
but they are in the poem to make you think about these
rules… In het Nederlands zouden we het een woordspeling
noemen. You have to try and find the two sentences which
aren’t correct.
T. distributes the poem and lets the pupils read it out loud
P’s mind their pronunciation of the ending
consonants in plural nouns.
In a minute someone has to start reading this poem, but you
can look at it for a minute to think about the pronunciation of
the plurals. Who wants to start reading?
End of the lesson
Thanks for working so well!
goodbye