Assignment on Creating the Lesson Plan

Teacher’s name:

Date:

Time of lesson and length: 10am, 1 hour (60 minutes)

Learning aims / SMART objectives:

The aim of this lesson is to:

§  Present the students to the real definition of regular plural forms of nouns,

§  Present the students to regular plural forms of vocabulary (nouns) utilized for a place or an object that is located inside the classroom and/or school surroundings such as ‘pencil, ‘book’, ‘chair’.

§  Support the students to practice and also use the regular plural forms of vocabulary (nouns), both in writing as well as pronunciation at, used for a place or object that is located inside the classroom and/or school surroundings such as ‘pencil, ‘book’, ‘chair’.

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Level of students: Beginner

Age of students:  Ages 6-7

Class size: 40 students (benefits from the size of this group might be the fact that big classes entail an excessive deal of energy as well as required to move around, time drives speedily and there is constantly someone who would always eager to answer all of your questions)

Nationalities: All Thai

Learning outcomes / Success criteria:

On the completion of this lesson, the students are expected to:

§  Get a proper understanding regarding the terms of ‘singular’ and ‘plural’

§  Discover and learn the correct words’ spellings with ‘s’ used for plural words

§  Change a singular noun to become plural and then use the word in sentences

§  Properly use the regular form of plural words in both writing, as well as pronunciation

§  Read within sight high frequency, as well as familiar with the words

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Resources to be used: Video sourced from YouTube (https://www.youtube.com/watch?v=dVPcOp0FWIA)

A book, chair, pencil, and many more which transformed from the singular form into plural with taking the flashcards game, interactive whiteboard, small individual whiteboards with pens or paper and pencils, small card presenting the letter ‘s’, and also prepared a sheet for homework

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Differentiation: None

[Differentiation defined as the real meaning of teaching a concept and then assembly the dissimilar learning requirements in a group]

Potential problems:

Class Size:

§  It is quite difficult to monitor large classrooms

§  Will need a long time to prepare, especially with 40 students which have different capabilities

§  Will be a time-consuming of lengthy

§  It will be hard to present closeness since it requires time to get to know the students

Potential problems:

Strategies to deal with problems:

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Learning Styles:

Diverse people will surely learn in various different methods and techniques, and for this reason, we can classify the students into different types, or else a combination of diverse types.

Probable Issues related to the lesson (language):

§  Using a singular noun in practice at the time a plural is compulsory

§  The students might be getting some issues in pronouncing the singular and plural with the same syllables number, producing unimportant endings of “iz” that might sound like plural must be spelled

§  There is no plural form in Thai language. Instead, the Thai language uses classifier and numbers for plurals. This makes difficult for the students to accept the plural morphology concept as something new

§  Thai is a tonal language which simply means that every word or syllable could possibly have a diverse meaning, which depends on what tone it is pronounced with

Strategies to manage the issues:

§  Design the lesson cautiously, in order to give a plenty of countable things to talk about in the classroom, and disregard any uncountable noun issues that might have come up through communication.

§  Rearrange a big class into smaller groups.

§  Create fin and exciting team games.

§  Peer to peer marking: this is where students will mark each other's work.

Understanding what type of learners your students are will surely help at the planning preparation.

Introduction

This includes a fast warm-up activity, with a purpose to get the students adapted to English.

Firstly, give the first Worksheet 1 to the students.

Start the lesson by rapidly revising the practice of ‘a/an’ and “this is”. Strengthen that these are used when discussing about 1 object. Then explain to the students that for MOST nouns, they will need to add “-s” to the end of the word to show that it is more than one. Now introduce the chunk “these are”. Explain that this is used instead of “this is” when talking about more than one object. Continue to elicit information from your students. A memory aid for this could be that when an object is plural, it takes an extra letter (s). Point out that “these” has one more letter than “this” and “are” has one more letter than “is”.

Explicit Instruction/Teacher modeling (5 minutes)

Tell students that we will be covering three rules of plurals in this lesson.

Tell students that “pencil” is a noun. A noun is a person, place, or thing.

Explain that “pencils” is a plural noun. Plural nouns are more than one noun.

Give several more examples of regular plural nouns, writing them on the board as singular nouns. Then

add an “s” to make them plural.

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Lesson activities:

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TIMING

STAGE

INTERACTION

REASON FOR ACTIVITY

5 minutes

Introduction

Introduce the MOST nouns

To make the students adapted with the singular and plural forms

5 minutes

Explicit Instruction/Teacher modelling

Tell the students that is a word ends with s, x, y, z, ch, or sh, the plural is typically by adding ‘es’

To make the students familiar with the plural forms

5 minutes

Guided Practice

Shows the students the collections of objects in paper bags

To make it easier for the students to understand the lesson

10 minutes

Independent working time

Ask the students to fill the worksheet

To figure out the understanding level of students

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Detail:

Activity 1: Show students one book. Ask them what it is.

Write “book” on the board.

Now show students two books. Ask them how many books there are. Ask them what they are.

Write “books” on the board.

Ask students what the difference between the two words are. Point out that one has an “s” and the other

doesn’t. The “s” tells that there is more than one book.

Activity 2: Ask the students to repeat after you by listening cautiously for the ending and if the word will end with s,x,z,ch,sh. Ask the students what they think must happen to the word, in order to make it plural.

Next, tell the students that a singular noun ending in a consonant and then y makes the plural by dropping the y and adding-ies. Also ask the students to repeat after you by listening cautiously for the ending and if the word ends with y. Ask the students what they think must happen to the word, in order to make it plural

Activity 3:

Activity 4:

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Reflect and cooler: Now play a game with giving a book to a student and ask him or her to write on the board what word sould be used, singular or plural.

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Extension strategies