LFO Teacher's Guide - Book - Page 122
If the word ends in ‘y’ but before the ‘y’ there is a consonant, like in ‘candy’, then we drop
the ‘y’ and add ‘ies’, so we get a ‘candy / candies’.
If the word ends with ‘x’, ‘sh’, ‘s’, ‘ch’, ‘o’ then we can’t just add another ‘s’ because it would
be hard to say, so we add ‘es’, and we get ‘box / boxes’, ‘dress / dresses’, ‘dish/ dishes’,
‘watch / watches’, ‘tomato / tomatoes’.
If the word ends with ‘f’ then we drop the ‘f’ and add ‘ves’. For example: ‘wolf / wolves’,
‘shelf / shelves’.
PULLOUT BOX – Plural Nouns
Read the pullout box with the class. Make sure everyone understands that ‘man / men’,
‘woman / women’, ‘child / children’ are irregular plural forms. Additional practice is
provided on page 99.
HOTS: CLASSIFY AND CATEGORIZE
Make a chart on the board and provide a list of words. Have the students copy the chart into
their notebooks and categorize the following words according to their plural form.
Possible words: box, sandwich, boy, friend, horse, spy, street, monkey, dress, wish, tomato,
candy, lady, baby, toy.
S
ES
IES
7. Let’s Practice!
Have the students write the correct word for each picture.
Answers:
2a. 1 monster
b. many monsters
3a. 1 sandwich
b. many sandwiches
AL: Students know how
word order, sound and
writing systems in English
are organized and how
these elements compare
with their home language.
8. Language Focus!
There is / There are
Have the students look at the picture. Explain that in order to say what exists or is present in
a certain place, we use the expression ‘There is / There are’. For example, we would say
‘There is a monster in the lake.’ Or, ‘There are six birds in the picture.’
Remind the students that we use ‘is’ for singular items and ‘are’ for plural, as we do for ‘he
is…’ and ‘they are …’.
Have the student say what they see in the picture using ‘There is / There are’.
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