Lesson Planning of Inflectional Endings


Lesson Planning of Inflectional Endings

Subject English

Grade 3rd

Students` Learning Outcomes

  • Students will recognize specific parts of words, including common inflectional endings.

Information for Teachers

  • An inflection is an addition to the end of a root / base word i.e. s, es, ed, ing.
  • It is also known as a suffix.

Inflectional Endings

  • Inflections are used to change words into plural or to change the tense of the word (timing of the action).


Material / Resources

Writing board, chalk / marker, duster, objects from within the class e.g. the students` bags, worksheets, pictures of singular and plural objects


  • Ask the students to raise their right hand.
  • Ask, “What have you done?” (Expected answer would be as; I have raised my right hand).
  • “Now raise your left hand also”.
  • Then hold a book in your hand and ask them.
  • “What do I have in my hand?” (Expected answer would be as; a book).
  • “What do you have in your bag?” (Expected answer would be as; Book or many books).
  • Tell the students that when we talk about more than one thing, we add‘s’ to it. This makes the world plural.
  • Draw 2 columns on the board for singular and plural.


























  •  Ask the students to look around and tell you any ten nouns. Write down the singular nouns and then plurals in their respective columns.



Activity 1

  • Use students` knowledge of science by asking the following questions:
  • How does a plant grow?
  • What is the most important part of a plant? (Root)


  • Just like plants, our language also has root words from which other words grow.
  • We can make new words by adding some letters to the basic (root) word.
  • Write words on the board that end in s, es, ed, and ing. Like pencils, plates, pieces, called, walked writing, dining, etc.
  • Then ask them to give you words ending in s, es, ed and ing.


Activity 2

  • Ask students to clap their hands.
  • What are you doing? (We are clapping our hands)
  • Draw two columns on the board; write ING on one column an Ed on the other one.
  • What did he do? (He clapped his hands)
  • Write clapping and clapped in the respective columns.
  • Ask students what other activities they do with their hands (waving, writing, shaking, holding, etc.)


  • Write all these words in the ‘ing’ column.
  • Ask them what they did recently (talked, walked, and stopped).
  • Write these words in the ‘ed’ column.
  • Tell the students that we add ‘ed’ to show that some action took place in the past; we add ‘ing’ to show that some action is continuing.


Sum up / Conclusion

  • Repeat and revise the words with inflectional ending to make the students remember it.


  • Ask students to write the function of the inflections / suffixes noted on the board.
  • Why do we add s, es, ed, and ing at the end of words?
  • Give one example of each.



Follow up

  • Ask the students to write the following in their notebooks.
  • Five singular and five plural objects found in your kitchen and dining room (words ending in s or es)
  • Five action you did in the evening (words ending in ed)
  • Five actions someone other more doing around you (Words ending in ing)


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