Lesson Plan of Naming Words

Lesson Plan of Naming Words with /s/ and /z/ ending sounds

Subject English

Grade II

Students` Learning Outcomes

  • Recognize and change the number of simple naming words by adding or removing s (Singular/ Plural).
  • Differentiate between words ending with /s/ and /z/ sounds in the plural form of a word.
  • Trace copy and take dictation of familiar words learnt earlier.

Information for Teachers

Naming Words

Material / Resources

Writing board, chalk/marker, duster, pencils, pens, textbook, pieces of paper with singular and plural words written on them

Introduction

  • Revise the concept of naming words. Ask them to name a few single objects/things from their surroundings.
  • Take some pencils/pens to class. Ask the students:
      • What is in my hand? (The students may answer; pencils)
  • Gently correct them if they give the wrong answer. If they answer in their mother tongue, then repeat the word in English.
  • Now hold one pencil in your hand and ask the students:
      • What is this? (The students might answer; pencil)
  • Ask students what the difference was in their answers. They should say that the first answer included all the pencils. The second answer was about just one of them. Guide them to answer this if they have difficulty. Confirm when they are correct.
  • Ask the students the difference between pencil and pencils. Possible answers; ‘pencil’ is used for a single pencil whereas ‘pencils’ is used for more than one. Pencils end in a different sound.
  • Tell them that if something is one it is called singular and if something is more than one, it is called plural.
  • Tell the students that we can make singular words plural simply by adding /s/ at the end of the word.

Or

  • Prepare a list of words (both singular and plural) and write it on the board e.g.

Naming Words

  • Now ask the students:
  • What is the difference between the spellings of each word.(The answer may be as; the words in the second list have ‘s’ written at the end of the word)
  • Tell them that they are right. The words that have ‘s’ in the end show that a thing is more than one and the words that don`t have ‘s’ in the end show the thing only one.
  • Tell them that if something is one it is called singular and if something is more than one, it is called plural.
  • Tell the students that we can make some singular words plural simply by adding /s/ at the end of the word.

Development

Activity 1

  • Draw a cat on the board and write ‘cat’ under it (you can draw any other simple object e.g. flower).
  • Draw two cats on the board and ask the class:
  • What are these? (The answer might be: two cats) writes ‘cats’ under it.
  • Tell the students that when we add the letter‘s’ for the words showing more than one object/thing.
  • Draw one book on the board ask the students:
  • What is this? (The answer might be as; book). Write ‘book’ under it.
  • Draw three/four books on the board and ask the students:
  • What are these? (The answer might be as; Books).
  • Now make a ball on the board and ask the students:
  • What it is? (The answer might be: Ball). Write ‘ball’ under the picture.
  • Now draw four/five balls on the board and ask the students:
  • What are these? (The answer might be; Balls). Write down ‘balls’ on the board.
  • Note: you can use that object too.

Activity 2

  • Write a few singular and plural words on some pieces of paper (before coming to class).
  • Divide the class into groups and give each group a set of words.
  • Ask them to separate plural words from singular ones.

Or

  • Divide the class into groups of four/ five.
  • Ask each group to find five singular and five plural words (ending with the letter‘s’) from their textbooks.

Activity 3

  • Write a list of words on the board (use 3-4 letter words that the students can easily read, such as: boy, toy, cat, star, car, tree, girl, shoe, bat, and hat).
  • Ask the students to write the words in a column. Now ask the students how they can change the word to show more than one thing / plural form. They may answer: “By adding letter‘s’.
  • Ask them to write the plural forms ending with letter‘s’, against the singular words.

Activity 4

  • Ask the students what they see in the sky at night. Now ask the singular/plural of that object i.e. clouds, stars or moon.
  • Don`t snub students if they answers in their mothe4r tongue. Repeat their answer in English. Similarly, ask about other objects:
      • What do you see on road?
      • What do you see in shop/room/kitchen?
  • Tell them the difference between words ending with letter /s/ and /z/ sounds in the plural form of a word.
  • Say the following words slowly and loudly. Cats /s/ and balls /z/. ask the students to tell you the sound they can hear at the end.
  • Give examples of the words (you can write down examples given under ‘information for Teachers’ on the board). Read out the words aloud and ask the students to repeat after you. Continue this drilling exercise for 2 minutes.
  • Make two columns on the board. Ask students to do the same.
  • Give students a list of naming words and ask them to change them into plural forms using the rules. Ask them to write the words ending in /as/ and /z/ sounds separately.

Naming Words

  • Make the chart of rules for plural words ending with letter ‘s’ and ‘z’ sounds and put it up on the wall. Display the chart at eye level of the students so that they may see it clearly. Ask them to copy it in their notebooks.

Sum up / Conclusion

  • Repeat the rules for changing number of simple naming words (by adding or removing letter /s/).
  • Read a few plural naming words aloud and ask the class to give singular word for them.
  • Ask the class to tell the difference between words ending with /s/ and /z/ sounds in the plural form of a word.

Assessment

  • Give students dictation of new words learnt earlier during this lesson. Help them learn the spelling before you take the dictation.
  • Assess students` work through different written and oral activities done in class.

Follow up

  • Give the students some plural nouns and tell them to write their singular forms.
  • Integrate with math word problems e.g.
      • You have 2 pencils.
      • You get 2 more pencils.
      • How many altogether?
  • Encourage children to make their own words problems by using plural form of the familiar naming words to practice /s/ and /z/ ending sounds.

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