Show pictures or real objects from the previous lesson (e.g., books, keys, watches, glasses). * Ask: -What is this? (A book.) -What are these? (Books.) -Can you hear the ending?

-Ask students to listen carefully to the recording (Exercise 3a) and answer the question: “Do all the plural words end with the same sound?” -Ask ICQs. -Play the audio once. -Students discuss their answers in pairs. -Conduct whole-class feedback. -Elicit that there are three different final sounds, but don’t explain the rules yet.

-Play the audio again and ask students to look at Exercise 3a. -Draw students’ attention to the three pronunciation categories /s/, /z/, and /ɪz/. -Ask ICQs. -Elicit which words belong to each category. -Highlight the pronunciation rules using examples from the activity: • /s/ after voiceless sounds (e.g., books, maps). • /z/ after voiced sounds (e.g., keys, bags). • /ɪz/ after /s/, /z/, /ʃ/, /tʃ/, /dʒ/ sounds (e.g., watches, glasses). -Ask simple CCQs (while highlighting) -Model and drill the target words chorally and individually, focusing on accurate pronunciation and word stress.

-Ask students to listen and repeat the words in Exercise 3b. -Conduct choral and individual drilling. -Monitor and provide corrective feedback on pronunciation.

-Put students in pairs. -Give each pair a set of plural word cards. -Students sort the words into /s/, /z/, and /ɪz/, then take turns reading them aloud. -Ask ICQs. -Monitor and provide help if needed.

-Divide students into 2 groups. -Show a busy picture (classroom, bedroom, living room, etc.). -Ask each group to find and write 10 plural nouns they can see. -Ask them to take turns reading their words aloud with the correct pronunciation. -Then identify whether each word ends with /s/, /z/, or /ɪz/. -Ask ICQs. -Monitor and provide help if needed. -Whole class feedback.