Mustafa Elshamy Mustafa Elshamy

Singular and Plural Nouns. Regular Plural Nouns Spelling.
English A level


In this lesson, the students will learn the difference between regular singular nouns and regular plural nouns. They will also learn how to spell some of the common regular plural nouns.


Abc Handout
Abc Grammar in Context Unit 3

Main Aims

  • To provide clarification and practice of the regular singular and plural nouns, in the context of cost of housing/cost of living.

Subsidiary Aims

  • To provide fluency speaking practice in a small talk in the context of cost of housing/cost of living.


Warmer/Lead-in (5 minutes) • To set lesson context and engage students

1. I will speak to the students about the following: a. Where do I live. B. How big is my place? c. Do I own my house or rent? d. What are the houses prices these days? 2. The students will then ask each other these questions in a quick discussion. 3. After they finish they can share some of their answers with the class.

Pre-teach blocking vocabulary (5 minutes) • To provide a better understanding of the text

Before reading, I will pre-teach the blocking vocabulary that the students might not know. I will provide MPF (meaning, pronunciation, and form) for each word. 1. Meaning: eliciting the meaning by asking questions and asking CCQs. 2. Pronunciation: IPA and Chorally drilling. 3. Mentioning the type of the word and drawing attention to the form. I won't provide an extensive LA this time to simplify the vocabulary for the students. The main focus will be on meaning and pronunciation. paycheck 薪水 bills 支付帐单 income 收入 salary 薪水 emergency 紧急情况 millennials 千禧一代 adults 成年人 expenses 花费

Read for Gist/specific details (5-7 minutes) • To provide wider exposure to the context and the target language.

1. The students will read the text for the gist to understand the main idea. 2. After they read for gist they will then read the "comprehension" and the "think about it" tasks. 3. They will then read again to look for specific details. The students can work independently, in pairs or small groups.

Test #1 (5 minutes) • To gauge students' prior knowledge of the target language

Do exercise 2 in pairs or independently. 1. Read the questions. 2. Answer the questions individually. 3. Check the answers together.

Teach (10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

At this stage, I will clarify and demonstrate the following: 1. Meaning, by eliciting and asking CCQs. 2. Form by breaking down the sentences and understanding how the grammar works. 3. Pronunciation by asking the students to drill individually and chorally and draw their attention to the stresses in each sentence.

Test #2 (5 minutes) • Check students' use of the target language again and compare with the first test

Do exercise 3 in pairs or independently. 1. Read the questions. 2. Answer the questions individually. 3. Check the answers together.

Free practice (10 minutes) • To provide students with free practice of the target language

1. I will show the students a picture of a home (from inside) with a price on it. 2. I will demonstrate the activity. 3. I will ask the students to convince each other to buy the house. 4. I will provide feedback on accuracy after they finish.

Homework (10-15 minutes) • To provide extra practice of the target language.

Last page of the handout Unit 65.

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