Use and understand regular plurals  

Use not more than 6 items of things that have regular plural forms, for example, key(s), cup(s), ball(s), sock(s)

1. Put groups of each of the objects on one table, and single items of each on another table.

2. Point to each item or group of items, and name each, saying, for example, 'Here are the keys,'

3. Get the child to respond by indicating (eye/finger/head pointing or gesture) when you ask 'Where are the cups?'

4. Praise him when he does this correctly.

5. Then move on to the next item, e.g. 'Where is the Key? '

Sheet showing a mixture of single items and groups of the same items (if laminated, this can be reused)

Pen or pencil (use a whiteboard pen if your sheet is laminated)

1. First ask the child to name all the items on the sheet to ensure they have the necessary vocabulary.

2. Then ask them to cross out the things you name, for example, "cross out the ball", "cross out the chairs" etc.

Follow on from the previous activity where the child is indicating his understanding of which objects are plural / singular.

Not more than 6 different objects, as above

The things should be laid out as for the comprehension exercise above.

Get the child to listen to what each of the objects on the two tables is.

Say the words without saying the sentence or article: just the word, 'key', 'cups', and focus on / emphasise the 's' for plurals.

Then say: 'It's your turn! You tell me the names of the things. Don't forget to put a 's' on the end of the word if there is more than one thing.'

Point to one of the item(s) and let the child respond

Praise him when he gets it right. If he does not use the '-s' plural correctly, repeat the word correctly to him, then get him to say it after you.

Finish the game by getting the child to put the things into a box saying the name of the item(s) as he does so.