Singular and Plural Nouns

Overview

Duration: 180 minutes
Level: Adult ESOL Entry 1
Class size: 30 students
Focus: Singular and plural nouns; use of have and has
Skills: Reading, writing, speaking
Curriculum alignment:

National Curriculum for England – ESOL (Adult) Functional Skills and Entry Level 1
Literacy Key Skills: Speaking, Listening, Reading, Writing
English programmes of study, including understanding grammar in context (DfE Framework for ESOL learners)

Learning Objectives

By the end of this session, learners will be able to:

Identify and use singular and plural nouns correctly in simple sentences.
Understand the difference between have (plural) and has (singular) and apply them accurately.
Read short texts recognising singular and plural forms.
Write simple sentences using singular/plural nouns and have/has.
Speak and participate in discussions using targeted vocabulary and sentence structures.

Success Criteria:

Use singular/plural nouns accurately in oral and written sentences.
Correctly choose between have and has when describing possession or actions.
Demonstrate understanding by reading comprehension and completing writing tasks.
Show improvement with minimal support by end of lesson.

Resources

Whiteboard/markers
Flashcards with singular and plural nouns (e.g., apple/apples, book/books)
Printed worksheets (dyslexia-friendly fonts such as OpenDyslexic, large spacing)
Pictures representing nouns (to support vocabulary acquisition)
Reading texts (short and simple)
Word mats with have/has and noun examples
Audio recordings of sentences (optional)
Laptops/tablets (if available) for extension activity

Differentiation Strategies

Use visual aids (pictures and flashcards) to support understanding.
Provide sentence starters and word banks for lower-level learners.
Pair advanced learners with peers for peer-teaching opportunities.
Use dyslexia-friendly materials (coloured paper, clear fonts, spacing).
Offer repetition and additional practice for learners who need it.
Challenge advanced learners with sentence expansion and using plural exceptions (e.g., children, mice).

Lesson Structure

Starter (20 minutes) – Understanding Nouns and Plurals

Begin with a brief discussion: “What is a noun? Name some things you see around you.”
Show flashcards of singular nouns, then reveal plural forms by adding -s or -es.
Whole-class choral repetition of words: apple/apples, chair/chairs, box/boxes.
Introduce basic rule: To make most nouns plural, add -s or -es.
Quick matching game: Students match singular and plural noun cards in pairs.

Success criteria: Students can match singular and plural nouns with support.

Main Activity (60 minutes) – Sentences with have and has

Revise subject-verb agreement with have (plural) and has (singular).
Write examples on board:
- I have a pen.
- She has two pens.
Create a controlled practice worksheet where students complete sentences using have or has and noun forms.
Speaking task: Students form small groups (3-4) and ask each other questions using have/has and nouns, e.g. “Do you have a car?” “Yes, I have one.”
Scaffold speaking sentences using word mats and flashcards.

Differentiation:

Sentence starters for weaker learners: “He ____ a book.”
Extension: Advanced learners create longer sentences and use irregular plurals.

Success criteria: Use have/has correctly in spoken and written sentences.

Comprehension Task (30 minutes) – Reading Short Text

Distribute a dyslexia-friendly reading passage with singular and plural nouns and have/has (e.g., a short paragraph about a family and their pets or household items).
Pre-teach vocabulary with images.
Students read individually or in pairs (buddy reading).
Complete a reading comprehension worksheet: identify singular/plural nouns, answer simple questions using have/has.
Discuss answers as a whole class, focusing on correct usage.

Success criteria: Identify singular/plural nouns and correctly answer questions orally and in writing.

Writing Activity (30 minutes) – Creating Sentences

Students write simple sentences about themselves or their family using singular/plural nouns and have/has.
Use prompts like “I have a ...”, “My family has ...”
Provide templates and word banks.
Pair work: learners read their sentences to each other for practice.
Encourage spelling check and self-correction.

Differentiation:

Sentence frames for entry 1 students; encourage more complex sentences for advanced learners.

Success criteria: Write grammatically correct sentences using learnt structures.

Extension Activity (20 minutes) – Plural Noun Exceptions & Speaking

Introduce irregular plural nouns (child/children, mouse/mice) with pictures and examples.
Listening and repeating activity to practise pronunciation.
Advanced learners create short dialogues incorporating irregular plurals and have/has.
Encourage learners to teach irregular plurals to peers.

Success criteria: Recognise and use some irregular plural forms in speaking and writing.

Plenary (20 minutes) – Review and Reflect

Group quiz game (e.g., ‘Noun Bingo’ or ‘Have/Has’ Race): call out singular nouns or sentences with missing verb forms; learners respond by saying or writing the plural form or correct verb (have/has).
Quick oral recap with thumbs up/down: “Do we say ‘She have’ or ‘She has’?”
Individual reflection sheets: “What did I learn today?” and “I can now...”
Teacher feedback and praise.

Success criteria: Demonstrate understanding through participation and self-reflection.

Assessment

Continuous formative assessment through observation during group activities and pair work.
Reading comprehension worksheet results.
Sentence writing task to assess grasp of grammar and vocabulary.
Oral participation assessment focusing on accuracy of have/has and plural forms.

Notes for Teachers

Keep language clear and instructions simple.
Maintain a supportive atmosphere; encourage peer help and interaction.
Use real-life vocabulary relevant to adult learners (household items, family, work).
Incorporate pauses for processing extra information for slower learners.
Adapt activities to cultural contexts relevant to the group to increase engagement.

This lesson plan blends the communicative approach with grammar teaching, aligned with the National Curriculum for England's focus on functional language use, literacy, and speaking skills, designed to build confidence in adult ESOL Entry 1 learners.