Daily Lesson Plan -- Lesson 29

Singular and Plural

Subject: English | Class: Nursery | Series: Leeds

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Overview

This lesson teaches that singular means only one and plural means more than one. Learners look at the two lists on page 36: one apple and two apples, one boy and two boys, and so on. They notice that the plural words end with "s". On the second day they practise turning singular words into plurals and complete the Activity Time with flowers and umbrellas.

Learning Outcomes (from textbook)

• Know that singular means only one
• Know that plural means more than one
• Say and read singular and plural naming words
• Write singular or plural for pictures

Key Vocabulary

Singular	Plural
apple	apples
boy	boys
cat	cats
dog	dogs
eagle	eagles
flower	flowers
lion	lions
nest	nests

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Day 1: One and More Than One (30 minutes)

Materials

• Textbook page 36
• A few real classroom things to count (for example apples, if available)
• Word cards for the singular and plural words

Warm-Up (5 minutes)

• Hold up one finger and say "one". Hold up all your fingers and say "many"
• Learners copy you: one finger, many fingers
• Put one apple on the table, then two apples, and ask: "How many now?"

What Do the Words Mean? (5 minutes)

• Open page 36 and read: "Singular means only one. Plural means more than one."
• Point to the one bird on the branch: "Only one bird -- singular"
• Point to the branch with more birds: "More than one -- plural"
• Learners repeat both sentences

Read the Lists (12 minutes)

• Read the Singular list, pointing to each picture: apple, boy, cat, dog, eagle, flower, lion, nest
• Read the Plural list: apples, boys, cats, dogs, eagles, flowers, lions, nests
• Read in pairs: "one apple, two apples; one boy, two boys"
• Ask: "What sound do we hear at the end of the plural words?" (/s/ or /z/)

Point and Say Game (6 minutes)

• Say a word from page 36. Learners point to the right picture
• Say "singular" or "plural" and learners hold up one finger or many fingers

Wrap-Up (2 minutes)

• Ask: "Singular means...?" (only one). "Plural means...?" (more than one)

Differentiation

• Support: Use only apple, cat and dog; count the pictures with the learner
• Extension: Ask confident learners to read the plural word on their own

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Day 2: Make It Plural (30 minutes)

Materials

• Textbook page 36
• Pencils
• Singular and plural word cards

Warm-Up (5 minutes)

• Read the two lists on page 36 together
• Say: "Singular means only one. Plural means more than one."

Add the s (10 minutes)

• Say a singular word and learners say the plural, clapping on the "s":
  • apple -- apples
  • boy -- boys
  • cat -- cats
  • dog -- dogs
  • eagle -- eagles
  • flower -- flowers
  • lion -- lions
  • nest -- nests
• Write two words on the board and show how the "s" is added at the end

Match the Pairs (5 minutes)

• Hand out singular and plural word cards
• Learners find the friend with the matching word (cat finds cats)

Activity Time (8 minutes)

• Read the instruction: "Write singular or plural."
• Look at the four boxes: one flower, two flowers, one umbrella, two umbrellas
• For each box ask: "One or more than one?" Learners say "singular" or "plural"
• Help learners write the missing words: "flowers" in the second box and "umbrella" in the third box

Wrap-Up (2 minutes)

• Hold up one pencil, then two pencils. Learners say "singular" and "plural"

Differentiation

• Support: Write the words lightly for learners to trace
• Extension: Let confident learners write "singular" or "plural" under each box too

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Teaching Tips

• Always show the picture as you say the word so learners can count
• Stress the "s" sound at the end of plural words
• Read "one ..." and "two ..." pairs aloud to make the idea of more than one clear