Plurals of nouns in English. Singular and plural nouns

During the lesson we will learn to determine the number of nouns, learn about the peculiarities of using nouns in the plural, and about the correct placement of stress. We will complete many interesting tasks.

Let's say it correctly:

No boot, shoe, felt boots .

Pair boot, shoe, felt boots .

A lot of places, affairs, soldiers, apples .

No socks , pair socks .

Many kilograms tangerines, oranges, tomatoes .

Let's write down the sentences, adding letters where necessary.

We bought a pair of noses in the store...

Tanya has a lot to do.....

There are no empty seats on the bus...

There are a lot of tomatoes on the market... and apples...

There are a lot of soldiers at the parade...

Examination.

We bought a pair of socks at the store.

Tanya has a lot to do.

There are no empty seats on the bus.

There are a lot of tomatoes and apples on the market.

There are many soldiers at the parade.

Peculiarities of placing stress on plural nouns

Now let's get acquainted with correct positioning stress in some nouns in the form plural.

Rice. 13. We speak correctly! ()

Director-director A

Driver - driver e ry

Cake - t O mouths

To find out how to pronounce a word correctly, you can turn to a spelling dictionary or an accent dictionary for help.

There are unusual nouns in the Russian language. What is their secret?

Let's find out.

Let's look at the pictures.

Let's name the objects.

Milk, flour, honey, leaves.

These nouns do not have a plural form.

Let's look at another example.

Let's name the objects.

Chess, clock, glasses, sled, scissors.

These nouns have no form singular.

We conclude: in the Russian language there are nouns that do not have a singular or plural form. We will get to know them in more detail in high school.

In this lesson we learned that nouns are inflected by number. There are two forms of number: singular and plural.

It turns out that in the Old Russian language, in addition to the singular and plural numbers familiar to us, there was another number that was used to designate paired objects. This is a dual number. The dual number was used to designate two or paired objects.

For example, eyes, sleeves, banks, horns.

Now this role is played by the plural.

Some nouns have several possible number forms, which differ in meaning:

« leaves" on the tree - " sheets» paper, « teeth» person - « teeth» pitchfork

1. Klimanova L.F., Babushkina T.V. Russian language. 2. - M.: Education, 2012 (http://www.twirpx.com/file/1153023/)
2. Buneev R.N., Buneeva E.V., Pronina O.V. Russian language. 2. - M.: Balass.
3. Ramzaeva T.G. Russian language. 2. - M.: Bustard.

1. Festival pedagogical ideas "Public lesson" ().
2. Nsportal.ru ().
3. Do.gendocs.ru ().

• Klimanova L.F., Babushkina T.V. Russian language. 2. - M.: Education, 2012. Part 2. Do the exercise. 118, 119 P. 88.
• Divide the nouns from the poem into two columns: singular and plural.

The wind blows on the sea
And the boat speeds up;
He runs in the waves
On swollen sails.. (A. Pushkin)

• * Using the knowledge acquired in the lesson, come up with 2 puzzles or 3 riddles for the singular and plural of the noun.

These are countable items. They can be used in combination with Such nouns have forms of both numbers: singular and plural: table - tables, desk - desks, cloud - clouds. These forms have different endings and combine differently with other parts of speech.

Meaning of plural forms of nouns

If the singular number is used to denote a single object from a series of similar ones, then the plural number denotes a set of homogeneous objects.

Mechanism of plural formation

Nouns that are used only in the plural

In contrast to nouns that do not form a plural, there are words in the language that exist only in the form of a plural. These are nouns

distracted (twilight, holidays);

material (cream, cabbage soup);

names of some chess);

objects that include several parts (scissors, trousers, jeans, scales, etc.).

Hello dear readers! Today you will learn how to form the plural in English language. The topic at first glance is not complicated, but there are many nuances that you should pay attention to.

In English, only countable nouns form the plural, that is, those that can be counted. Such nouns can have a singular or plural form. I think it's no secret to anyone what the plural is. If the singular is used to denote one thing or concept, then the plural is used to denote several things. So, now we will look at the basic rules for forming plurals in English. Plural of nouns in English

1. The plural of most nouns is formed by adding the ending −s to a singular noun.

−s reads:

[z] after vowels and voiced consonants
[s] after voiceless consonants

• a tie tie- tie s ties
• a teacher teacher— teacher s[ˈtiːʧəz] teachers
• a room room- room s rooms
• a map map— map s cards

2. Nouns that end in consonants s, ss, sh, ch, tch, x, plural endings take -es which reads [ɪz].

• a match match- match es[ˈmæʧɪz] matches

3. Nouns that end in a vowel -O, in the plural also take the ending -es.

• hero hero- hero es[ˈhɪərəʊz] heroes
• tomato tomato−tomato es tomatoes

If before the final -O there is a vowel, then the plural noun takes the ending -s.

• radio radio- radio s[ˈreɪdɪəʊz] radios
• kangaroo kangaroo— kangaroo s kangaroo

If a noun that ends in -O in the singular, is an abbreviation, then in the plural it also takes the ending -s.

• photo (graph) photo)— photo s[ˈfəʊtəʊz] photos
• kilo(gramme) kilo (gram)- kilo s[ˈkiːləʊz] kilograms

In some cases, variations are possible with −s And -es.

• flamingo flamingo— flamingo s flamingo es flamingo
• volcano volcano- volcano s, volcano es volcanoes

4. To nouns that end in -y, and before the end -y a consonant is added, the ending is added -es And at changes to i.

• a factory factory, plant− factor ies[ˈfæktəriz] factories, factories

In case before −y there is a vowel, no changes occur, and the plural is formed by adding the ending -s.

• a day day-day s days

5. Plural of some nouns that end in f, fe, is formed by substitution f consonant v and adding the ending -es. The following nouns obey this rule:

• сalf calf− cal ves calves
• half half− hal ves halves
• elf elf−el ves elves
• knife knife−kni ves knives
• leaf tree leaf−lea ves leaves
• life life−li ves life
• loaf loaf−loa ves loaves
• self self− sel ves ourselves
• sheaf bunch—shea ves[ʃiːvz] ligaments
• shelf shelf− shel ves[ʃɛlvz] shelves
• thief thief− thie ves[θiːvz] the thieves
• wife wife− wi ves wives
• wolf wolf −wolves wolves

In some cases, variations with endings are possible f And v.

• hoof hoof-hoo fs, hoo ves hooves
• scarf scarf—scar fs, scar ves scarves
• wharf pier—whar fs, whar ves piers

6. Some nouns retain archaic plural forms. The plural of such nouns is formed by changing root vowel or by adding an ending —en.

• a man man− m e n men
• a woman woman− wom e n [ˈwɪmɪn] women
• brother ["brʌðər] brother− br e thr en["breðrɪn] brethren
• foot leg−f ee t legs
• goose goose-g ee se geese
• louse ["laus] louse−l i ce lice
• mouse mouse— m ic e mice
• tooth tooth-t ee th teeth
• a child [ʧaɪld] child− childr en[ˈʧɪldrən] children
• ox [ɒks] bull- ox en[ˈɒksən] bulls

7. In English, the singular and plural forms of some nouns are the same.

• craft ship - ships
• works factory - factories
• species["spi:ʃi:z] biol. species - species
• headquarters ["hed"kwɔ:təz] main department - central authorities
• alms [ɑːmz] alms − alms
• barracks [ˈbærəks] barracks - barracks
• corps military diploma housing - housings
• grouse partridge − partridge
• crossroads [ˈkrɒsˌrəʊdz] road intersections - crossroads
• deer deer - deer
• sheep [ʃiːp] sheep - sheep
• fish ["fɪʃ] fish - fish
• fruit fruit − fruit
• gallows [ˈgæləʊz] gallows - gallows
• trout trout − trout
• means means - means
• salmon ["sæmən] salmon - salmon
• series ["sɪəri:z] series − series
• swine pig - pigs

8. Some nouns that have Latin or Greek origin, in the plural retained the archaic form.

• analysis [ə"næləsɪs] analysis− analyzes [ə"næləsi:z] tests
• axis ["æksɪs] axis− axes ["æksɪz] axes
• basis ["beɪsɪs] the basis− bases ["beɪsi:z] basics
• crisis ["kraɪsɪs] a crisis− crises ["kraɪsi:z] crises
• datum ["deɪtəm] given value− data ["deɪtə] data
• erratum typo− errata list of typos
• formula [ˈfɔ:rmjulə] formula− formulae ["fɔ:rmjuli:], formulas ["fɔ:rmjuləz] formulas
• locus ["ləukəs] location− loci ["ləusaɪ] locations
• memorandum [, memə"rændəm] record "for memory"− memoranda [, memə"rændə], memorandums [, memə"rændəmz] notes
• nucleus cell-nuclei cells
• phenomenon phenomenon− phenomenal phenomena
• radius ["reɪdɪəs], [ˈreɪdjəs] radius− radii ["reɪdɪaɪ] radii
• species [ˈspiːʃiːz] type, type- species [ˈspiːʃiːz] types, types
• thesis [ˈθiːsɪs] thesis- theses [θiːsiːz] theses

9. In English there are a number of nouns that are used only in the plural.

• binoculars − binoculars
• breeches ["brɪtʃɪz] − breeches
• glasses ["aɪglɑːsɪz] − glasses
• jeans [ʤiːnz]− jeans
• pajamas, pajamas − pajamas
• pliers [ˈplaɪəz] − pliers
• scissors [ˈsɪzəz] − scissors
• shorts ʃɔːts − shorts, panties
• stockings[ˈstɒkɪŋz] − socks
• tights − tights
• tongs - forceps
• trousers [ˈtraʊzəz] - trousers
• proceeds [ˈprəʊsiːdz] − income
• surroundings neighborhood
• riches [ˈrɪʧɪz] − wealth
• thanks [θæŋks] − Gratitude
• wages [ˈweɪʤɪz] − earnings

Pluralizing compound nouns

1. Compound nouns that are written together form the plural by adding an ending to the second element.

• schoolgirl schoolgirl— schoolgirl s schoolgirls
• policeman police officer— policem e n police

2. If a compound noun, which is written with a hyphen, includes the words man or woman, as one of components words, then all parts of the word take the plural.

• woman-writer writer− wom e n-writer s writers
• gentleman-farmer gentleman farmer− gentlem e n-farmer sgentleman farmers

3. Compound nouns, which are written with a hyphen, form the plural by changing the key element.

• family-name surname− family-name s surnames
• commander-in-chief commander in chief− commander s-in-chief commanders-in-chief

4. If in compound name noun has no noun element, the plural is formed by adding the ending −s to the last element.

• forget-me-not forget-me-not− forget-me-not s forget-me-nots
• merry-go-round carousel− merry-go-round s carousels

Note!

1. In English, some uncountable nouns can be used as countable nouns.

Uncountable: success - luck, success (in general terms))

• Success is in the details. − A scrupulous attitude to business is the path to success.

Calc. :a success successful result− success essuccessful results

• My new job is a success. − My new job- it's just a happy accident.
• We learn from our success es and failures. − We learn from our successes and mistakes.

2. In English, some nouns can agree with a verb in the singular or plural, depending on the context, without changing their form.

• My family is large. — My family is big.(Family as a whole)
• My family are early risers. — Everyone in our family gets up early. (Family is like a set of individual members of a team)

3. In English, the same noun can be countable in one meaning and uncountable in another.

Uncountable: iron − iron
Calcul.: an iron iron-iron s irons

4. In English, some nouns have endings -s have a singular meaning and accordingly agree with singular verbs.

Lesson summary on the topic “Plural nouns” in 5th grade (FSES).

Lesson topic:"Plural of nouns."

Lesson type: OZN (discovery of new knowledge) using TDM (activity method technology)

Activity goal: developing students’ ability to perform a new way of acting

Lesson objectives:

Educational:

• introduce students to the peculiarities of forming the plural of nouns;

Educational:

• develop research, creative activity students;
• develop students' communication abilities.

Educational:

• bring up positive attitude to the process of cognition;
• interest in the native language.

Equipment:

Projector, electronic presentation, task cards.

Forms of student work: group, individual

Planned results:

1. Subject:

know the peculiarities of forming the plural of nouns;

mastering the spelling of the endings of plural nouns.

2. Metasubject:

Cognitive:

reproduce from memory the information necessary to solve a learning task;

extract information from various sources;

give definitions to concepts;

explain linguistic phenomena;

build a reasoning;

give examples as evidence;

establish cause-and-effect relationships.

Regulatory:

determine and formulate the purpose of the activity;

draw up an action plan, work according to the plan;

predict and adjust your activities;

put forward versions of solutions;

analyze and evaluate your own work.

Communicative:

be able to collaborate in a group;

consider different opinions, compare different points of view;

express and defend your point of view;

negotiate, ask questions on the topic;

speak in front of an audience.

3. Personal:

express a positive, conscious attitude towards learning;

evaluate your own educational activities;

apply the rules of cooperation in the group.

During the classes

Teacher's opening speech. (2 slide)

Our language is a universal means of communication, a means of transmitting knowledge and wisdom from one generation to another. Fluency in one's native language is a sign of human culture. And therefore, to become cultured people, be able to communicate freely, write correctly, we need to comprehend the secrets of language. These secrets you discovered in primary school, you have already learned that spelling studies, you can name some types of spelling patterns, you know how to pronounce words correctly. Today we will continue to work on improving the culture of our speech.

2. Orthoepic warm-up. (On the table each child has cards with words that need to be emphasized): (3 slide)

Alphabet, gate, at the board, on the board, lived, lived, call, kilometer, lighten, beets, cakes, without cake, deepen, simplify, driver, sorrel.

(mutual check with your deskmate, check on presentation slides, give each other grades)

3.Updating knowledge - determining the topic of the lesson

Spelling warm-up.(4 slide) Write down nouns, determine declension. (write on the same piece of paper under the dictation of the teacher):

Basketball, carriage, wardrobe, building, computer, route, handwriting, professions, hockey. (Checking the presentation slide, grading each other.)

Which of all the words is the odd one out? (professions)

Why? (It is one in the plural)

Determine the topic of today's lesson. (Plural of nouns)

Write down the date and topic of the lesson in your notebook " Plural of nouns" (5 slide)

If I ask you to form plural nouns, can you do it?

Mushroom - , chair - , window - , flower -

What about the contract? agreements or treaties?

4. Goal setting. Lesson problem.

Problem: How to determine the endings of plural nouns? (6 slide)

Determine your goal for the lesson.

Material for observation: Fill in the missing letter. (7 slide)

Swamp - swamp.., army - troops.. swamp - swamp.., century - century.. silk - silk..., engineer - engineer..., director - director..., agreement - agreement..., thought - thought..., letter - letters... tone (about color) - tone... and tone (about sound) - tone..., bread (about cereals) - bread... and bread (about baked bread) - bread...,

Year - (years and years), workshop - (workshops and workshops (at the enterprise), storm - (storms and storms).

Are you at a loss?

5. Solving the problem. (8 slide)

How do you know if you completed the task correctly? (ask the teacher, find it in the dictionary, find it on the Internet). Group work. The first is a table in the textbook and on the slide, the second is a spelling dictionary indicating the pages on which difficult words, the third - the Internet to help.

Once the endings are determined, the mode of action is generalized.

Is it possible to group words somehow?

1. masculine

2. feminine

3. neuter

Try to present your new knowledge in the form of a table or in the form of a word-formation model. (9 slide)

1. masculine - a (- i); - s (- s)

2. feminine - and (- s)

3. neuter - a (- i)

How to distinguish masculine endings?

According to pronunciation: - a (- i) under stress, complete the table.

Compare the resulting table with the table in the textbook. 218.

What about the words (bread, tone?) (depends on the meaning, you need to check the dictionary). And the words: year, workshop, storm? (dual or equal use of both forms).

6. Reflection

What was the most difficult? Interesting? (10 slide)

7. Physical education minute. (11 slide)

Exercise 550

What do the words of the 1st, 2nd, 3rd groups have in common? Read and memorize the words (1 student reads out loud). The teacher calls the word in the singular, if it is plural - y, then they clap while standing, if - a, they squat. While performing the movement, we pronounce the words in chorus.

Address - addresses, engineer - engineers, professor - professors, officer -

officers, master - masters, cake - cakes, prize - prizes, doctor - doctors

8. Application of acquired knowledge in new conditions.

Ex. 552 (12 slide)

Under which picture will you label the sheets, under which picture will you label the leaves; under which are the teeth, under which are the teeth; under which are the roots, under which are the roots? Make up and write down phrases with these nouns.

Question is a joke. Three friends look at the starry sky. The 1st says: “How many stars are there in the sky!” The second corrects him: “Not stars, but stars!”, and the third laughs: “Oh, you literate people! There are no such words at all!”

How will be correct?

Which case form could not the boys form correctly? (genitive)

(13, 14 slides) In front of you is a slide with images of objects. Use these nouns in the plural genitive case. (Lots of oranges, tomatoes, socks, stockings). Slide check. Remember!

Execute exercise 554

Find the fourth odd one and explain. (15 slide)

Pair shoe, boot, stocking, sock;

a lot of places, things to do, canned food, pasta;

kilogram oranges, apples, apricots, tomatoes;

group engineers, partisans, officers, trainers;

songs Georgians, Gypsies, Tajiks, Tatars.

Attention exercise (orally):

Be careful! Form the plural from the singular: arc - arcs, hand - hands, flour - ? Beller - bellringers, Greek - Greeks, man - ?

Be careful! Form the singular from the plural: singers - singer, crowns - crown, tongs - ? Deer - deer, pony - ? success - success, armor - ? Explain.

Here are nouns ending in hissing. Which of these words ends withb, and which ones don’t? Formulate a rule. (b is written in the noun Zh.r. unit h.; not written in the noun M.r. unit h. And in the noun Plural r.p.) (16 slide)

Daughter, sword, crying, from the roofs, doctor, near the dachas, comrade, many tasks, help, youth, thing, stove, no transmissions, from schools, floor, baby, beam, speech, brick, from behind the clouds.

Written exercise 553 (With ь or without ь? Checking, explanation of spellings).

9. Homework: (17 slide)

Paragraph 98, ex. 551 or 555 (optional)

Individual task (card): Form the plural I.p. from these words. and plural R.p. Place emphasis in all forms.

Lecturer, engineer, driver, accountant, inspector, mechanic, turner, groom, contract, age, cream, soup, hospital, director, professor, doctor, fan, black grouse, ham, anchor, boat.

10.Reflection (18 slide)

today I found out...

it was interesting…

it was difficult…

I completed tasks...

I realized that...

Now I can…

I learned…

I managed …

I was able...

I hang it in the Russian language corner in the classroom additional material: Pspelling of nouns

Case endings for plural nouns.
Masculine nouns in the nominative plural:

For masculine nouns in the nominative plural, forms in s(s) And and I): courses, gardens, nails, banks, edges.

Forms in -a(-i) used:

many monosyllabic words: running - running, sides, sides, centuries (but: forever and ever, forever), eyes, houses, forests, meadows, horns, snow, varieties, haystacks, silk;

in words that have singular stress on the first syllable: address - addresses, buer, buffer (and buffers), fan, bill, evening, heap, voice, doctor, great snipe, huntsman, gutter, pearl, millstone, boat, shako, jacket, bell, dome, coachman, ploughshare, master , seine (and seines), numbers, hams, districts, orders, islands, farm-off (and farm-outs), cut (cut), sail, passport, quail (and quail), cook, cellar, train, offal, watchman, tenor ( and tenors), tower, black grouse, tractor, paramedic (and paramedics), weather vane (and weather vanes), cold, farmstead, skull, best man, stamp (and stamps), fitting (and fittings), sharpie (and sharpies), also some other words like director, cuff, professor, sleeve;

some homonym words(select form on and I) or at s(s) depends on the meaning): hogs (male pig) - hog (part of a chimney), corps (body of a person or animal) - corps (building, military unit), camps (socio-political groups) - camps (temporary parking), bellows (mechanism for pumping air, a container for wine) - furs (dressed animal skin), images (generalized representation) - images (the same as an icon), orders (an organization with a specific charter) - orders (insignia), passes (something missed, overlooked) - passes (a document granting the right to enter somewhere), sable (fur-bearing animal) - sable (sable fur), currents (movement of an electric charge in a conductor) - current (place of mating birds, platform for threshing), tones ( musical sound) - tones (shade of color in brightness, color), brakes (trans. obstacle in the development of something) - brakes (device for slowing down or stopping movement), teachers (head of teaching) - teachers (teacher), bread (product baked from flour) - bread (standing cereals), flowers (flowering plant) - colors (color, light tone).

Wed. also the difference between nouns that have singular and plural forms, and nouns that have only a plural form: wires (from escort) and wires (from wire), abacus (accounting device, relationship) - accounts (financial document).

The meaningful role of endings -s(-s) And -and I) performed in the following words: teeth - teeth, roots - roots, hooks - hooks, leaves - leaves, husbands - husbands, sons - sons, shreds - shreds [cf. also in neuter words: knees (joint) - knees (special technique in dancing) - knees (joint at the pipe)].

Notes:

1. From the word stone, the plural form is stones (the form of stone is obsolete).

2. When choosing the appropriate form, it is necessary to take into account that one of the forms can be used only in a certain lexical environment. Thus, with the normative form of the century, the form of the century is used in stable expressions forever and ever; the normative pretzel form gives way to the pretzel form in the expression pretzel to write out.

3. B modern language masculine words have the form and I) more productive, especially in oral speech, in connection with which it is more often used as a means of stylistic and stylistic differentiation; Wed: contracts (book) - contracts (colloquial), inspectors - inspectors, proofreaders - proofreaders, cruisers - cruisers, bakers - bakers, spotlights - spotlights, editors - editors, sectors - sectors, mechanics - mechanics, turners - turners , workshops - workshops, navigators - navigator.

In general, the plural of nouns in English is formed according to strict and simple rules. However, there are some nuances and exceptions here that will be useful for you to know.

Basic rules for forming plurals

The plural of most nouns is formed by adding the ending - s. For example:

• cup - cup s
• pen - pen s
• page - page s
• daughter - daughter s

However, if the word ends with -ch, -x, -s, -sh, the ending is added to it -es.

• ben ch—bench es
• fo x—fox es
• cla ss— class es
• bru sh—brush es

Most nouns ending in a consonant +o, also form the plural using the ending -es.

• he ro- hero es
• pota to- potato es
• toma to-tomato es

However, in words of Spanish or Italian origin that end in -o, is simply added -s.

• phot o— photo s
• pian o- piano s
• tang o—tango s
• studio o— studio s

To nouns that end in -z, is added -zes.

In nouns that end in a consonant + y, discarded y and is added -ies. For example:

• co py— cop ies
• hob by—hobb ies
• s ky—sk ies

Most nouns of Latin origin that end in -is, discarded -is and is added -es. For example:

• bas is- bas es
• cris is- Chris es
• oas is- oas es

Most nouns that end in -f or -fe, discarded f and is added -ves. For example:

• wi fe—wi ves
• shel f— shel ves
• lea f—lea ves

But this is not a strict rule:

• belief - beliefs (believes is a verb)
• chief - chiefs
• reef - reefs
• proof - proofs
• cliff - cliffs
• safe - safes (saves is a verb)

Exceptions to the rules

There are many common nouns that have an irregular plural form: the plural of such nouns is formed in an unusual way.

These include most nouns denoting people. For example:

• woman - women
• child - children
• brother - brethren (meaning “brothers”)

Other exception nouns:

• foot - feet
• tooth - teeth
• goose - geese
• mouse - mice

Some nouns have the same singular and plural form. For example:

• sheep - sheep
• fruit - fruit
• aircraft - aircraft
• series - series

In the plural they require the appropriate form of the verb (are/were):

• There is a fruit in the vase. — There are some fruit in the vase.
• There was a sheep in the field. — There were a lot of sheep in the field.

In turn, uncountable nouns (money, news, advice, information) do not have a plural form and agree with a singular verb ( is/was):

• There is a lot of news in your letter.
• There there was some money on the table.

Some nouns (scissors, glasses, trousers, tweezers, pyjamas, etc.) have only a plural form and require the corresponding verb form ( are / were). For example:

• Where are my new trousers? They were on the chair.

Nouns that come from obsolete forms English words or have foreign origin, often have non-standard shape plural:

• ox - oxen
• index - indices or indexes

In compound nouns, the plural ending is usually added to the main component. For example:

• mother-in-law s-in-law
• hotel-keeper - hotel-keeper s

Words ending in -us

Linguists can argue for hours about the plural of nouns that end in -us. Many of these words are borrowed from Latin and retain the Latin plural form, where the ending -us is replaced by -i (pronounced [-ʌɪ] or [-iː]). However, not all such words are of Latin origin, and not all Latin words end with -i in the plural, hence the controversy. For example:

• The plural of virus is virus es, not viri.

Some accept the regular English ending -es: campus - campus es; bonus - bonus es.

Some Latin borrowings take the ending -i: radius - radi i, stimulus - stimulus i.