1 Lesson Plan For Unit 1 (Part 1) 45 min

Theme: The Animal World

Focus: Grammar Vocabulary Comprehension Writing
• Direct and indirect objects • Suffixes ‘ous’‚ ‘ful’ and ‘less’ Answering Writing a story based on
• Subject-verb agreement • Animal names used as questions based pictures using guiding
(collective nouns) verbs on a visual text question and helping words

Lesson Objectives Resources

Students are able to (Preparation to be done before the lesson)
1. use collective nouns for groups of 1. Learning English Workbook 4
animals, 2. A poster of groups of animals on a farm
2. apply the correct subject verb agreement 3. Picture cards of animals in groups (refer to
for collective nouns, the collective nouns in the box on page 2)
3. describe animals using suffixes such as 4. Word cards with the ‘-ous’, ‘-ful’, and
‘-ous’, ‘-ful’, and ‘-less’, ‘-less’ on each of them
4. answer questions based on a visual text. 5. A piece of paper containing sentences
about animals (Ensure that the sentences
contain the answers to the words in
brackets shown on pages 3 – 4[B]I.)
6. Visualizer projector
7. A box that has been wrapped with layers
of wrapping paper (Make sure that on
some layers, there are sentences that
require the students to complete using
collective nouns, subject verb agreement
or changing root words using suffixes
‘-ous’, ‘-ful’, and ‘-less’.)
8. CD player with music CD

Introduction / Warm-up Activity (10 min)

1. Show the students a poster of a farm. Ask the students to name the animals. Write the names
of the animals on the whiteboard.
2. Next, ask the students if they notice anything about how the animals are placed on the farm. Let
them tell you that they notice the animals are placed in groups. Write down the word ‘group’ on
the whiteboard. Make sentences with the word ‘group’ with the animals seen in the poster.
Example:
• There is a group of horses in the stable.
• A group of sheep is in the meadow.

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 Lesson (20 min)
1. Tell the students that when a group of people, animals or things are taken together and spoken
as a whole, we can use the collective noun. Point to the groups of horse and sheep in the poster
separately. Then, refer the students to the sentences written earlier on the whiteboard. Show the
students how the collective nouns are used.
Example:
• a group of horses a team of horses
• a group of sheep a flock of sheep
Underline the collective nouns. Refer the students to the other groups of people, animals or
things on the poster. Get them to guess what their collective nouns are. If they are unable to,
provide them with the collective nouns.
2. Show the students a picture card of a group of eggs in a nest. Stick it on the whiteboard.
Construct a sentence about the picture. Write the sentence on the whiteboard.
Example:
• A clutch of eggs is in the nest.
Tell the students that when they talk about one group of people, animals or things, they use the
collective noun in the singular form and its verb is also singular. Underline the words ‘clutch’
(singular collective noun) and ‘is’ (singular verb) in the sentence.
3. Next, show the students another picture card of a group of eggs in a nest. Stick it next to the
first picture. Construct a sentence about the two similar pictures. Write the sentence on the
whiteboard.
Example:
• There are clutches of eggs in the nests. / Two clutches of eggs are in the nests.
Point out to the students that if there is more than one group of people, animals or things, the
collective noun used has to be in the plural form. Hence, the verb must also be plural. Underline
the words ‘clutches’ (plural collective noun) and ‘are’ (plural verb) in the sentence.
4. Show the students some other picture cards. Get the students to construct sentences using the
collective nouns and with singular or plural verbs. Write their sentences on a piece of paper
on the visualizer projector so that the whole class can see how the sentences are constructed.
Recapitulate with the students the subject verb agreement rule for each sentence constructed.
5. Use the visualizer projector to show a piece of paper with sentences on it. Read the sentences, one
at a time, with the students. Point out to the students the words with suffixes in the sentences.
Tell the students that a suffix is an addition of a set of letters at the back of a root word to form
another word.
Example:
• use useful / useless
Tell the students that applying the suffix at the end of a root word can change or add to its
meaning. Focus on the suffixes ‘-ous’, ‘-ful’, and ‘-less’ in the sentences shown to the students.
6. Stick the word cards with ‘-ous’, ‘-ful’, and ‘-less’ on them. Provide the students with words that
require them to add suffixes. Write the words on the whiteboard. Then, get the students to
change the root words by adding the correct suffixes. Write their responses on the whiteboard
next to each root word. You may want the students to construct sentences after they have added
suffixes to the root words.

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 Additional Activities / Closure (15 min)
1. Get the students to form a circle. Give a student a box that is wrapped with wrapping paper.
Tell the student that you will be playing some music. As the music is being played, the students
have to pass the box to the student on their right. The parcel has to be passed on until the music
stops. The student holding on to the box when the music has stopped has to rip the first layer
of wrapping paper and check if there is any instruction/sentence. If there is, the student has to
answer the question. If there isn’t, the student needs to wait for the music to start again to pass
the box around.
2. Tell the students to turn to pages 2 – 4 of Learning English Workbook 4. Review the ‘Read
and Learn’ section on page 1. Get the students to complete their work and hand it in to you.
You may want to walk around the class to do a random check on the students’ work.

Homework
1. Ask the students to complete pages 5 – 6 as homework. Go through the visual text together with
the students. Explain to them any words or phrases that may be unfamiliar to them. Ask them
questions about the visual text. Get them to tell you where or how they derived the answers.
2. Students should either write their homework details in their student handbooks or fold the
pages of their workbooks.

Optional Activity
1. Encourage the students to write a short story using collective nouns. However, tell the students
to deliberately use the wrong collective noun for the groups of people, animals or things. Get
them to share their stories with their classmates during the next lesson. Let their classmates
identify the wrong collective nouns and replace them accordingly.
Example:
• Suddenly, I saw a brood of ants marching up towards me. They surrounded me and then,
carried me towards a mob of snakes. I screamed so loudly that I woke up from my dream.

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