LEARNING ENDLESS OPPORTUNITIES

Lesson Objectives: Student Will Be Able To:

GENERAL REVIEW- NUMBERS 1 to 60- *Review previously worked topics
Lesson Topics: PLURAL RULES- FAMILY MEMBERS- *Count all the way up to 60, by doing a counting activity
SENTENCE STRUCTURE- CALLIGRAPHY *Learn and review plural rules and its structure
*Identify family members in an online exercise
Time: *Understand basic sentence structures
5 HOURS *Practice handwriting

COPIES – PENCILS – PAPER- Language

Materials: Listening / speaking / writing / reading
MARKERS Skills:

* COOPERATION: Sharing and learning togeth

COMPUTER- SPEAKER- Life Skills &
Equipment: Cooperation is working together in a team,
BOARD Values:
contributing and sharing in a helpful way.

EDUCACIÓN LEO
LEVEL: BASIC 1 TEXTBOOK:
CLASS: UNIT: INTRODUCTION

LEARNING ENDLESS OPPORTUNITIES- EDUCACIÓN LEO Esther Rodriguez

 T. will greet the ss and interact with him. T will do a quick warm up about yesterday’s class.
T. will show different pictures and will ask ss to assign an adjective to describe it
Warm Up

Introduce new sight words using this sequence of these teaching techniques:

See & Say — A child sees the word on the flash card and says the word while underlining it with her finger.
GENERAL
Spell Reading — The child says the word and spells out the letters, then reads the word again.
REVIEW
Air Writing — A child says the word, then writes the letters in the air in front of the flash card.
Table Writing — A child writes the letters on a table, first looking at and then not looking at the flash card.
Presentation
1 https://www.youtube.com/watch?v=dNP6L6y7ZEM
NUMBERS 1-
60
Practice & https://wordwall.net/resource/5127053/numbers-1-60
Activity 1
 Presentation
2
PLURAL 1 To make regular nouns plural, add -s to the end.
RULES cat – cats

house – houses

2 If the singular noun ends in -s, -ss, -sh, -ch, -x, or -z, add -es to the end to make it plural.

truss – trusses

bus – buses

marsh – marshes

lunch – lunches

tax – taxes

blitz – blitzes

3 In some cases, singular nouns ending in -s or -z, require that you double the -s or -z prior to

adding the -es for pluralization.

fez – fezzes

gas –gasses (note that gases is also an acceptable, and more commonly used, spelling of this plural noun)

LEARNING ENDLESS OPPORTUNITIES- EDUCACIÓN LEO Esther Rodriguez

4 If the noun ends with -f or -fe, the f is often changed to -ve before adding the -s to form the plural

version.

wife – wives

wolf – wolves

Exceptions:

roof – roofs

belief – beliefs

chef – chefs

chief – chiefs

5 If a singular noun ends in -y and the letter before the -y is a consonant, change the ending to -ies

to make the noun plural.

city – cities

puppy – puppies

6 If the singular noun ends in -y and the letter before the -y is a vowel, simply add an -s to make it
 plural.

ray – rays

boy – boys

7 If the singular noun ends in -o, add -es to make it plural.

potato – potatoes

tomato – tomatoes

Exceptions:

photo – photos

piano – pianos

halo – halos

With the unique word volcano, you can apply the standard pluralization for words that end in -o or not. It’s

your choice! Both of the following are correct:

volcanoes

volcanos

LEARNING ENDLESS OPPORTUNITIES- EDUCACIÓN LEO Esther Rodriguez

8 If the singular noun ends in -us, the plural ending is frequently -i.

cactus – cacti

focus – foci

9 If the singular noun ends in -is, the plural ending is -es.

analysis – analyses

ellipsis – ellipses

10 If the singular noun ends in -on, the plural ending is -a.

phenomenon – phenomena

criterion – criteria

11 Some nouns don’t change at all when they’re pluralized.

sheep – sheep

series – series

species – species
 deer –deer

You need to see these nouns in context to identify them as singular or plural. Consider the following

sentence:

Mark caught one fish, but I caught three fish.

Plural Noun Rules for Irregular Nouns

Irregular nouns follow no specific rules, so it’s best to memorize these or look up the proper pluralization in

the dictionary.

child – children

goose – geese

man – men

woman – women

tooth – teeth

foot – feet

LEARNING ENDLESS OPPORTUNITIES- EDUCACIÓN LEO Esther Rodriguez

mouse – mice

person – people

Plural noun FAQs

What is a plural noun?

A plural noun is the form of a noun used to show there are more than one. Most nouns simply add –s or –

es to the end to become plural.

What is an example of a plural noun?

“Kids” is the plural noun form of “kid.” Some nouns have an irregular plural form; for instance, the plural

noun of “child” is “children,” not “childs.”

What is the difference between singular and plural nouns?

Singular nouns represent only one thing, but plural nouns represent more than one. If someone stands

alone we call them a “person” (singular), but if there’s more than one person, we call them “people” (plural)
 Practice & Snowball darts: Plurals
activity 2 Students have to convert nouns to their plural form to earn a throw of the snowball and a chance to win points for their team.

Draw a circular target on the whiteboard with several concentric layers of different score values. Crush a blank piece of paper into a snowball
shape. For each turn, give the student a noun that they must spell in its plural form. If they get it correct, they can throw a snowball at the
board. Keep the scores on the board. You can play as an individual or team game. Use the list below to get you started.

1. fish
2. lunch
3. bus
4. dress
5. box
6. beach
7. person
8. glass
9. woman
10. fox
11. woman
12. man
13. person

Plural writing practice

For this writing activity, the students will use the target grammar to create sentences about the classroom.

Before they begin, encourage your students to ask you about any vocabulary in the classroom that they don't know. Practice the correct
pronunciation of these words as a group.

When ready, have your pupils write six sentences about the classroom using there's/are (Three of each).

https://www.ezschool.com/Games/English/Singularplural/

LEARNING ENDLESS OPPORTUNITIES- EDUCACIÓN LEO Esther Rodriguez

 T will show photos of a family a famous family The Simpsons
https://www.slideshare.net/HarrisonCalle/family-members-vocabulary-simpsons-family

If you’re using “The Simpsons,” your questions could look something like this:

Bart is Homer’s _____

Homer is Marge’s _____
Bart and Lisa are Homer’s _____
When you get to words like niece, nephew, cousin and siblings, things start to get a little more challenging.

If your students are sailing through this, you can even start to tackle the more difficult topics of divorce, death and remarriage, adding a
stepmother and stepfather to the diagram.
Presentation
3
Build a Family Tree
FAMILY
Introduce this activity by drawing your family tree on the board, clearly indicating where you are in relation to other family members.
MEMBERS
Don’t write any names, just start with male and female stick figures.

Then, ask students to guess which family members are listed in the diagram by looking at their relation to you. Students should be able to give
you basic answers, like mother, father, brother and sister.

From there, expand the diagram further, making it more complex by adding things like daughter, son, aunt and uncle, until you cover all of the
basic family vocabulary.

For a real challenge, try removing all the words from the board, leaving the diagram completely blank except for one stick figure labeled “me.”
Then, test your students’ knowledge by pointing to any person on the family tree, asking, “Who is this?” They should be able to answer with
“That’s your ___.” Be sure to fill in the family vocabulary words on the board as they answer.

Practice & Ask ss to create his own family tree

activity 3 https://www.mes-games.com/family.php
https://wordwall.net/resource/2316131/angielski/zer%c3%b3wka-family
 Sentence structure
Build on the basics
At the most basic level, the English sentence structure follows a simple rule. First, we have a subject (who or

what the sentence is about) and then we have a verb (what is that subject doing/did/will do).

When we are teaching beginners, we provide them with a variety of words. Some of them are nouns (such as things in their immediate
environment) and some of them are actions.

For example, I sleep. Mary reads. We talk.

The simplest way to begin teaching sentence structure to English students is to provide pictures of people or objects and pictures of actions
and have the students put the two together.

Note: once the students get this (which usually does not take a lot of time), you should also do a lesson on personal pronouns. It is important t
Presentation
teach that the third person singular (he/she/it) takes a suffix -s in present simple tense. It is just as important to remember that this
4
grammatical rule is one of the more difficult to master and will take a considerable amount of time.
SENTENCE
STRUCTURE
Once the students have the basic subject + verb down, you can introduce the subject + verb + object structure. This can be manipulated in a
variety of ways but building on what they know is key.

Subject + verb + object

Tom reads a book.

I play basketball

My mother cooks dinner.

My brother and I like movies.

T will show ss some pictures with verbs and nouns and will encourage ss to make some simple sentences, if there are any mistakes, T will
proceed to elicit the correct answers.

BREAK – BREAK –BREAK – BREAK –BREAK - BREAK – Bren EAK –BREAK – BREAK –BREAK - BREAK – BREAK –BREAK – BREAK –BREAK - BREAK –

ENERGIZER ACTIVITY:
FOLLOW THE LEADER

LEARNING ENDLESS OPPORTUNITIES- EDUCACIÓN LEO Esther Rodriguez

 T will give ss some sheets with the first two pages of DC1, T will ask ss to look at the pictures and describe what
Presentation 5 he sees, T can help ss out to grasp the idea.
DOUBLE CLICK UNIT
1 pages 6-7 T will play an audio about people meeting for the first time, then will ask ss to act out similar conversation. After
that, ss will read the conversation aloud with T as partner. And will practice doing repetition drills.

T will be on the lookout for possible words and sounds that are difficult for ss to pronounce.

If there is any spare time, T will go over handwriting some sentences with ss (Continue with letters b,c,d)
CALLIGRAPHY

If there is any spare time, T will go over the set of sight words worked on during the week.
SIGHT WORDS

FEEDBACK

At the end of the class, T will ask student about what he/she learned in today’s lesson. Student will use the given
prompt to answer.
Assessment
T: What did you learn today?
S: Today I learned about_____________