Topic Structure: Plural Forms of Nouns.
Content: Notes.
English nouns derive their plural forms in a variety of ways. The various methods of signifying plurality is the subject of this section.
- Addition of –s
Many nouns in English are generally denoted by the addition of the pluralizing morpheme –s
Examples
table – tables
stones – stones
key – keys
book – books
sister – sisters.
shirt – shirts
- Addition of –es
The plural form of some nouns ending in –s, -x, -sh, -ch, -o is derived by adding –es
Examples
potato – potatoes.
bonus – bonuses.
mango – mangoes.
box – boxes
churches – churches.
bus – buses.
dish – dishes
Exception
Some nouns ending in –o derive their plural forms in the normal way (i.e adding –s)
piano – pianos
zoo – zoos
Kangaroo – Kangaroos
- Addition of –en/-ren
Child – children
Ox – oxen
- Some nouns ending in –f.-fe either take an ‘s’ or change ‘f’ to ‘-ves’
belief – beliefs
chief – chiefs
cliff – cliffs
calf – calves
thief – thieves
leaf – leaves
wife – wives
knife – knives
life – lives
Some of these words however have double plural
dwarf – dwarfs / dwarves
scarfs – scarfs / scarves.
hoof – hoofs / hooves
wharf – wharfs / wharves.
- Certain nouns ending in ‘y’ preceded by a consonant form their plurals by changing the ‘y’ to ‘ies’
city – cities
baby – babies
lorry – lorries
lady – ladies
country – countries
Nouns which end in ‘y, preceded by a vowel form their plurals by taking ‘s’
tray – trays.
donkey – donkeys
monkeys – monkeys
toy – toys.
- Some nouns have their vowels changed in the plural forms
foot – feet
man – men
goose – geese
mouse – mice
tooth – teeth.
- In some nouns, ‘is’ change to ‘es’
axis – axes.
crisis – crises
hypothesis – hypotheses.
- Some species unchanged in the plural
deer – deer
cattle – cattle
sheep – sheep
swine – swine
furniture – furniture
information – information
baggage – baggage
luggage – luggage
damage – damage
knowledge – knowledge
advice – advice
- Some nouns that end with ‘s’ are always treated as singular
news
measles
mumps
politics
linguistics.
Other changes in singular – plural forms are:
datum – data
criterion – criteria
medium – media
formula – formulae
EVALUATION
Choose the appropriate word or group of words of the two options provide D.
- I have (a saving/ savings) account.
- Linguistics (is/are) not the learning of many languages.
- The surroundings of the uncompleted building (is/are) always kept clean.
- Measles (is/are) highly contagious.
- I met some (Chinese/ Chineses) in Lagos yesterday.
READING ASSIGNMENT
Effective English, page 187
Topic – Speech Work – Stress of Five Syllable Words.
Recall that a stressed syllable is usually pronounced longer and louder than unstressed syllable
Words of five syllables that end in –ion, have the second syllable from the end stressed
admisTRAtion
confedeRAtion
co – opeRAtion
privatiZAtion
communiCAtion
examiNAtion
Stress the third syllable from the end if a word ends in –ity
authenTIcity
conducTIvity
elecTRIcity
Stress the third syllable from the back in the word that ends in –al,
agriCULtural
interNAtional
converSAtional.
Words that end in –ism, -ive, -ible/-able have the stress placed on the fourth syllable from the back
imPErialism
reVIsionism
repreSENtative
inexHAUstible
irreDEEMable
EVALUATION
Stress the following words
durability, electricity, distributional, temperamental
READING ASSIGNMENT
Countdown in English Language, pages 297 – 300
- Topic – Writing: Creative Writing; Features of a Short Story.
Creative writing refers to literary work produced for readership. It involves skillful and imaginative production of something original which could take the form of a short story, poetry or dram A.
Short Story Writing
A short story is a narration created from the writer’s imagination or factual knowledge of events that happene D. It comes under the umbrella of narrative essays as the features are the same. The features of a short story are as follows.
Features:
- Theme: A short story must have a central point (theme) from which a story is develope D.
- Plot: It must have a story line. This means the order the story follows to develop the theme.
- Characters: The story must show who and who took part in the actions/events of the story. The story comes to life more when names are given to the characters and show interaction among them through using dialogue.
- Setting: The story must tell the readers where the events/actions and when interaction took place.
- It must have a beginning, a climax an anti-climax and a conclusion. A good writer can begin or start a story from any order.
Example: Read through these three beginnings of a short story.
- From the beginning
On 16th April 2002, I set out with my sister Obiageli for our grandma’s at Bodija in Ibadan about five kilometres away from our house in the University of Ibadan.
- From the climax
‘Watch out!’ I shoute D. The driver swerved but it was too late. A trailer overtaking at the top speed had brushed the bus conveying us to grandma’s. the rest was sad to tell as I lay…….
- From the conclusion
Can I ever walk again? Is my dream of entering university this session over? Had I listened to the voice of wisdom?
These were my words of regret as I remembered the 16th of April, 2002 when I set out with my sister, Obiageli for …….
- Language
- The tense of the narration must be past, but when dialogue is brought in, the tense can be present.
- Use of dialogue, humour, anecdotes, and rhetorical question will certainly bring the characters to life and enrich the story.
- The narration can be in the first person (I, we) or third person ( he, she, they)
- Use imaginary that appeals to the senses in descriptive portions of your story.
Example: the car screeched to a halt and three hefty fierce – looking menjumped out of it. I held my breath and tip – toed to the back of the house.
EVALUATION
Study the features of a short story, then write a complete story using any of the three approaches given above. Your story should not be more than 450 words.
READING ASSIGNMENT
Countdown in English, page 39
Topic: Summary Writing; Agriculture technical aid corps proposed to Africa.
A summit to tackle the problems of food security in Africa was organized with delegates from different African countries. NEPAD adviser, Professor Richard Mkandawire in his address hoped for a situation when African countries would establish some form of technical assistance programmes within the African countries.
EVALUATION
Read and answer the summary questions.
READING ASSIGNMENT
Effective English page 84 – 85
GENERAL EVALUATION/REVISION QUEATIONS
Choose the correct option in each of the following sentences.
- The woman, togetherwith her son, always attend/attends our church.
- Neither Emeka nor his friends was/ were at the party
- The committee was busy discussing the problem facing it/them.
Complete the spelling of the following words by filling the blank spaces with correct letters
dec __ve, dro__ing (drop), pro__essor, __nopsis, dia__oea, cata__h, __monia
WEEKEND ASSIGNEMENT
SECTION A
From the items numbered 1 – 5, choose the word that rhyme with the word against each number.
- Sponge A. blunt B. bunk C. plunge D. front
- Clutch A. clause B. scourge C. touch D. merge
- Crux A. flux B. dispute C. fox D. execute
- Bulk A. pulp B. gulp C. sulk D. exult
- Aid A.grade B. flake C. snake D. opaque.
SECTION B
Do practice 3, page 51
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