{"id":2534,"date":"2019-11-08T16:08:21","date_gmt":"2019-11-08T16:08:21","guid":{"rendered":"https:\/\/kinneybrothers.com\/blog\/?p=2534"},"modified":"2024-04-20T22:27:45","modified_gmt":"2024-04-20T22:27:45","slug":"teaching-plurals","status":"publish","type":"post","link":"https:\/\/kinneybrothers.com\/blog\/blog\/2019\/11\/08\/teaching-plurals\/","title":{"rendered":"Teaching Plurals"},"content":{"rendered":"\n
\"Teaching<\/figure>\n\n\n\n

In speaking exercises, I teach my ESL kids plurals early on, for the main reason that it can’t be avoided for very long when teaching even the simplest phrases, such as I like…<\/em> or I have…<\/em> Importantly, when I teach kids plural sounds<\/em>, I’m also preparing them for future lessons using the same morphological rules governing third-person verbs and possessives. My goal is to start the exposure early, be intentional in its roll out, and use the vocabulary as much as possible in later lessons.<\/p>\n\n\n\n

\"Plural<\/figure>\n\n\n\n

Looking at the rules above, it’s a LOT to take in. Even I can’t remember all the letter-to-sound associations! It’s like trying to remember the order of stacked adjectives<\/a>! Ugh! It’s much easier to get students used to using<\/em> the language rather than memorizing and then applying the rules.<\/p>\n\n\n\n

The Roll Out<\/h3>\n\n\n\n

My youngest pre-school kids get their first exposure to plurals with picture books, songs, and chants that focus on counting. Then, when I begin formally teaching plurals, I remind them that they’ve already been using the language.<\/p>\n\n\n\n

\"Chants<\/figure>\n\n\n\n

When teaching plurals to my kindergarten and early elementary school students, I don’t teach pronunciation as a set of rules, but instead, stress awareness of the sounds<\/em> made when modifying nouns to make them plural; the three sounds being \/s\/, \/z\/, and \/\u0268z\/. I break this down into a series of lessons that 1) introduce listening<\/em> to the differences in singular and plural words grouped by final consonant sounds, 2) identifying<\/em> the voiced and unvoiced sounds with simple interactive activities that include practice making<\/em> the sounds, and 3) employing<\/em> plurals in games and activities – all in that order. <\/p>\n\n\n\n

I start with singular and plural flash card examples, saying each word and asking students if they can identify where the words are different and what that different sound is. Reading them again, I have students identify which word is being said, sometimes with eyes closed. Next we do the same activity using simple sentences students are already familiar with, e.g., I like cats<\/em> or I have one cat<\/em>. A simple Missing Word<\/em> activity is perfect for getting students to use the words in the context of a game.<\/p>\n\n\n\n

\"Plural<\/figure>\n\n\n\n

Soon after this, I introduce vocabulary with the -z<\/em> sound and we compare the final sounds of the words from the previous lessons. How are they different? Can you make the two different sounds? Can you feel the difference in the voiced and unvoiced sounds when you touch your throat? <\/p>\n\n\n\n

When the class is ready, I add –e<\/em>z words. I ask students how the last sounds of cats<\/em>, dogs<\/em>, and foxes<\/em> are different and we practice making the sounds. Once again, I get the kids using the vocabulary with simple flashcard activities such as a Circle Pass<\/em> amongst students. Be sure to check out my 50+ Flash Card Activities<\/a> if you’re looking for more game ideas.<\/p>\n\n\n\n

\"Plural<\/figure>\n\n\n\n

Importantly, leave the cards on a board or table accessible to students during the weeks you are teaching these lessons. This allows kids to experiment on their own without a teacher hovering over them. <\/p>\n\n\n\n

Plural Vibes<\/h3>\n\n\n\n

The reason we use -s<\/em> and -z <\/em>sounds is a matter of language efficiency when speaking. You can teach kids to be aware of the vibration (voiced) or lack thereof (unvoiced) in the sound of the last consonant by having them touch their throats when saying the words. In words like cat<\/em>, there is no vibration (unvoiced) in the last consonant, and the –s<\/em> continues this non-vibrating sound into the plural. The final g<\/em> in dog<\/em> has a vibration (voiced) and, for efficiency in speaking, the –z<\/em> sound of the plural continues this vibration as a plural. For native speakers, this is one of those “default” rules we employ without even realizing it, but will readily recognize if misspoken. For more on this, check out the video below from the Elemental English<\/a> Youtube channel.<\/p>\n\n\n\n

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