Overview

This 3-hour ESOL session is designed for adult learners with a focus on singular and plural nouns and using "have" and "has" correctly. The lesson aligns with the National Curriculum for England’s ESOL and English language development frameworks, particularly targeting the development of grammar, reading, writing, and speaking skills at Entry Level 2-3. The activities are multi-modal and interactive to engage learners, build confidence, and ensure practical application.

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Curriculum Links

• National Curriculum for England: ESOL Skills for Life

  • Grammar Focus: Identification and use of singular and plural nouns, subject-verb agreement with "have" and "has" (ESOL and English Language Levels 1-2)
  • Reading: Understand and interpret short texts (Entry Level 3)
  • Writing: Write simple sentences accurately (Entry Level 2-3)
  • Speaking and Listening: Participate in conversations using correct grammar, pronunciation, and structure (Entry Level 2-3)

• English Programmes of Study (Key Stage 3, adapted for adults)

  • Grammar & Vocabulary: Use correct subject-verb agreement
  • Reading Comprehension: Retrieval and inference
  • Writing Composition: Simple sentences using appropriate grammar

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Learning Objectives

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

1. Identify and differentiate between singular and plural nouns in spoken and written forms.
2. Correctly use "have" with plural nouns and "has" with singular nouns in sentences.
3. Read and understand a short passage related to nouns and verbs; answer comprehension questions.
4. Write simple sentences using singular/plural forms and "have"/"has" appropriately.
5. Engage confidently in speaking activities demonstrating subject-verb agreement.

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Resources Needed

• Whiteboard and markers
• Flashcards with singular and plural nouns
• Printed worksheets with reading passages and exercises
• Picture cards (objects/people) to prompt speaking and sentence building
• Laptops/tablets (optional) for interactive quizzes or typing activities
• Large paper/charts for group sentence construction tasks
• Audio recording device or app (optional, for pronunciation practice and peer assessment)

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Lesson Structure

Starter (30 minutes)

Activity 1: Noun Collage & Sorting

1. Introduction (10 minutes)

   • Teacher explains the concepts of singular and plural nouns using clear examples on the whiteboard. Use minimal technical language.
   • Demonstrate with objects/items in the classroom: one chair (singular), two chairs (plural), etc.

2. Interactive Sorting (20 minutes)

   • Divide class into small groups (5 per group). Each group receives flashcards with nouns (e.g., dog, dogs, apple, apples).
   • Groups collaborate to sort flashcards into singular and plural piles.
   • Teacher circulates, supporting and checking accuracy.
   • Each group shares one example with the class.

Curriculum Link: Recognise grammar and vocabulary (ESOL Skills for Life, Level 2).

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Main Activities (120 minutes)

Activity 2: Have/Has Grammar Focus & Practice (45 minutes)

• Explanation & Modelling (15 min):

  • Teacher explains the use of "have" and "has" with plural and singular nouns.
  • Show positive, negative, and question sentence forms (e.g., The boy has a book. The boys have books. Does she have a pen?).
  • Elicit examples from learners orally.

• Controlled Practice (15 min):

  • Worksheet with fill-in-the-blanks focused on "have" and "has."
  • Learners complete individually, then compare answers in pairs.

• Speaking Drill (15 min):

  • Use picture cards of singular and plural items/people.
  • In pairs, learners take turns describing what the person/people have or do not have (e.g., “She has a bag.” or “They have two dogs.”).
  • Peer feedback on accuracy and pronunciation.

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Activity 3: Reading Comprehension (30 minutes)

• Text Introduction (5 min):

  • Provide a short, engaging passage themed around daily life or shopping involving singular and plural nouns, and have/has usage.

• Reading (10 min):

  • Silent reading followed by teacher-led read-aloud.
  • Identify singular/plural nouns and "have"/"has" verbs used.

• Comprehension Questions (15 min):

  • Questions designed to test literal understanding and inference. Include sentence completion and short answer questions.
  • Learners write answers individually, then discuss answers in small groups.

Curriculum Link: Develop comprehension skills, identify grammar in context (NC Reading Key Stage 3 Adapted).

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Activity 4: Sentence Construction Writing (45 minutes)

• Group Sentence Building (20 min):

  • Split into groups of 5, each given a list of nouns and verbs ("have"/"has").
  • Create as many correct sentences as possible on large chart paper using singular/plural nouns and "have"/"has" correctly.
  • Groups present their charts orally.

• Individual Writing Task (25 min):

  • Write 5 simple sentences describing themselves, family or daily life using singular/plural nouns and "have"/"has".
  • Example prompt: “Write about what your family has.”
  • Teacher provides scaffolding and feedback as needed.

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Extension Activity (30 minutes)

Role Play and Peer Teaching

• Role Play (15 min):

  • In pairs, learners role-play short, real-life conversations practising have/has with singular and plural nouns (e.g., shopping, describing pets, talking about possessions).
  • Encourage polite questions and answers.

• Peer Teaching (15 min):

  • Each learner teaches one rule or sentence to another learner, reinforcing knowledge via peer explanation.
  • Use mini whiteboards or paper for learner-created examples.

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Assessment & Feedback

• Ongoing formative assessment via observation, pair work, and group presentations.
• Written worksheet and reading comprehension answers marked with immediate feedback.
• Speaking fluency and accuracy checked during drills and role plays.
• Use a simple rubric focusing on subject-verb agreement, correct noun forms, and clarity of communication.

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Differentiation & Inclusion

• Provide extra visual aids for learners who need it.
• For lower-level learners, simplify sentences and provide word banks.
• For advanced learners, offer sentence extension tasks (e.g., negatives and questions with have/has).
• Encourage peer support for language clarification.

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Reflection and Next Steps

• Teacher to note common errors and plan a follow-up mini-session on negatives/questions with "have/has".
• Encourage learners to keep a daily journal focusing on singular/plural and have/has usage for homework or next lesson.

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Summary

Time	Activity	Skills Developed
30m	Starter: Noun Sorting Collage	Vocabulary, categorisation
120m	Main: Have/Has Grammar, Reading Comprehension, Writing	Grammar, reading comprehension, writing, speaking
30m	Extension: Role Play & Peer Teaching	Speaking, peer learning, fluency

This engaging, interactive lesson supports adult ESOL learners in mastering foundational grammar while promoting integrated language skills in line with the National Curriculum for England.