LESSON PLAN FOR WEEK 8 ENDING FRIDAY ,

Subject: Social Studies

Topic: Security Agencies (NPS)
Duration: 35minutes
Level/No of learner:- Grade 4/13
Gender: Mixed
Age: 8-9years
Period: 2
Timetable fit: Pupils have been taught about the Nigerian Police Force which
serves as a link to this topic.
Main aim: At the end of the lesson, pupils should be able to state the meaning of
NPS and list some of its duties.
Subsidiary aim: As the lesson progresses, pupils should be able to
1. Explain NPS
2. List some aims and objectives of the NPS.
3. Outline some duties of the NPS.
Personal aim: Teacher will find a way to explain the NPS as a security agency
within the time frame.
Assumption: pupils can list some other security agencies.
Anticipated problem: Pupils might be distracted by the noise from the AC.
Possible solution: Teacher engages the pupils in an interactive session to bring
their minds to the topic.
Teaching Aid / Instructional material: Picture of a jailer, prison, marker, board.
Reference: Vocational Aptitude 4, www.google.com
Lead in: Teacher ask pupils some questions to see if they have seen a prisoner
and jailer before.

Step 1 Security Agencies (NPS)

NPS means the Nigerian Prisons Service. It is a government agency of Nigeria

which operates prisons. The agency is headquartered in Abuja and it is under the
supervision of the ministry of interior.

Step 2 The Aims and Objectives of NPS

1. To manage prisons in Nigeria.

2. To administer penal treatment to adult offenders.
 3. To manage criminals in prison yards.
4. To execute sentences passed on individuals by the courts.

Teacher state some duties of the NPS

Step 3 Duties of the NPS

The following are some of the duties of the NPS.

1. Keeping safe custody of convicted persons and suspects.

2. Provision of good healthcare, feeding and care for inmates.
3. Rehabilitation of prisoners.
4. Protection of citizens from criminals.
5. Producing suspects in court.

NOTE: NPS was founded in the year 1861 by the British.

Evaluation:

1. What is the full meaning of NPS?

2. Outline two aims and objectives of NPS.
3. State one duty of the NPS.

Homepackage

Make a research and differentiate between the Nigerian Prisons Service and the
Nigerian Police Force.

Summary: The Nigerian Prisons Services ensure that convicted persons and
suspects are kept safe.
LESSON PLAN FOR WEEK 8 ENDING FRIDAY ,
Subject: Geography
Topic: Explorers and pathfinders (Vikings)

Vikings means “Pirate” or “raider” in the Old Norse, a language of Norway. The
Vikings became rich through trade and agriculture after the barbarians invaded
Europe between 350AD and 550AD. The Vikings lived in separated group in
Norway, Sweden and Denmark.

Vikings Sailor
The Vikings were excellent sailors and the best ship builders of their time. Their
boats were called “Dragon boats”. They were long and shallow; had the head of a
dragon carved at the bow, while the tail of the dragon lifted above the water
stern.

The Vikings had no maps or compass but they were able to navigate their course
by watching the sun, stars and also following the flights of birds.

Vikings Merchants
Vikings merchants sold jewellery, leathers, furs and slaves to the Arab and the
world in return for bronze, glass, silverware, pottery and textiles. They set up
towns in land conquered by their raiders.

Vikings Life
Most Vikings and their slaves lived on forms. They worked hard to produce the
things they needed. They grew barley and oats which they made into bread. They
bred cattle, sheep, goats, pigs and poultry. They caught fish from lakes and seas.
They slept on wooden beds or benches and used iron tools and implements. Their
women ran the household and also made woolen clothes that the people wore.

Class activity
1. What is the meaning of Vikings?
2. The Vikings boats were called?
Homepackage
1. List four animals the Vikings were known to rear.
2. The Vikings lived in separate group in
LESSON PLAN FOR WEEK 8 ENDING FRIDAY ,
Subject: Prevocational Studies
Topic: Basic Factors of Production

Factors of production are those basic things that farmers need to produce animals
and crops without these factors of production, a farmer will not be able to
produce food.
The factors of production are:
1. Land: This is needed for growing of crops, trees and rearing of livestock.
Poultry farms are built on land.
2. Labour: This refers to work done by human beings to help production.
Human labour is used in the following ways.
a. To clear land for farming.
b. To weed when crops are growing
c. To harvest crops.
d. For fishing and fish production.
e. Human labour is used in rearing animals etc.
3. Water: This is needed to grow crops. All animals include farm animals need
water in order to live.
4. Money: money gives us the ability to buy materials like cloth, farm
implements and machines. Farmers also use money to pay their children
school fees and many more.
5. Management: This involves decision making, supervision and co-operation
of all activities on the farm. Good management ensures that farming
business is profitable.
Note: Land is the most required in agriculture.

Class activity
1. Explain “factors of production”.
2. List the five factors of production.
Home activity
1. List three ways human labour is used in production.
2. ------------------------ is the most required in agriculture.
LESSON PLAN FOR WEEK 8 ENDING FRIDAY ,
Subject: Literature
Topic: Personification (Figure of Speech)

Personification is when human characteristics are attributed to an inanimate

object. It simply means giving human qualities to objects or ideas. This type of
figurative language is used as a literary device in order to make a piece of working
original and unique in nature.

Personification in everyday conversation.

1. The car was suffering and needed some attention.

2. The stars were dancing playfully in the sky.
3. The tattered house appeared to be distressed.
4. The bread jumped out of the toaster
5. He was aware that opportunity had come knocking at his door.
6. The sun was smiling at us.
7. The wind howled through the forest.
8. The stars in the clear night winked at me.
9. My heart was competing with my head.
10.The angry sore was visible.

Class activity

Identify the personification in the sentences below by underlining them.

1. The tree leaves danced in the wind.

2. The chair stood up straight and fall.
3. The car jumped to the finish line.
4. The sun beat down on me angrily.
5. The angry sky roared and threw lightening around.
6. The delicious smell of cookies pulled me to the kitchen.
7. The new record of James Morgan flew off the shelves.
 Home activity

1. The grey cloud cried drops of rain.

2. My door cried while I tried opening it.
3. The trees danced back and forth in the wind.
4. The car was suffering and was in need of some drugs.
5. The leaves danced their way through the lawn.

LESSON PLAN FOR WEEK 8 ENDING FRIDAY ,

Subject: English Grammar
Topic: Phrases
Duration: 35minutes
Level/No of learner:- Grade 4/13
Gender: Mixed
Age: 8-9years
Period: 2
Timetable fit: Pupils have been taught sentences, subject and object of a
sentence which serves as a link to this topic.
Main aim: At the end of the lesson, pupils should be able to define phrase and
identify the various types of phrases when used in sentences.
Subsidiary aim: As the lesson progresses, pupils should be able to
1. Define Phrase
2. State the various types of phrases and some examples.
Personal aim: Teacher will find a way to explain the lesson within the time frame.
Assumption: pupils can identify the modifiers / modifier in a sentence.
Anticipated problem: Pupils might not have an in-depth knowledge of the topic.
Possible solution: Teacher explains the topic to the pupils.
Teaching Aid / Instructional material: Objects in class, pupils in the class, marker,
board, complete English smart.
Reference: Complete English Smart Book 4, English Grammar
Lead in: Teacher begins by asking pupils to make sentences then she proceeds to
write them on the board, thereafter she identifies the subject, object and verb
comparing them to phrase.
Step 1 Phrase
A phrase is a group of words forming a part of a sentence and cannot stand on its
own.
Example:
a. After the meal.
b. The nice neighbour

Step 2: Teacher lists and explains the types of phrases.

The types of phrases are:
1. Noun phrase
2. Prepositional phrase
3. Verb phrase
4. Verbal phrase
5. Adjectival phrase
6. Adverb phrase

1. Noun Phrase: This is any phrase that includes a noun and all its modifier.it
functions like a noun.
e.g. I have a very old house

modifier noun

Lilian gave the little girl a doll

Modifier noun

2. Prepositional phrase: is a group of words consisting of a preposition, its

object and any other words that modify the object.

e.g. My bag is on the table.

The girl at the door is Lucy.

The puppy at the park is so happy.

Marked looked behind his brother.

 3. Verb phrase: A verb phrase functions in the same way as a single verb. It is
a combination of auxiliary verb and main verb.

e.g. The wind blows hard.

4. Verbal phrase: This begins with the -ing form of a verb and functions as a noun.

e.g. The wind is blowing hard.

5. Adjectival phrase: This phrase functions in the same way as a single adjective in
itself, it describes a noun.

e.g. The man with beards is Mr. Johnson.

6. Adverb phrase: This phrase functions in the same way as a single adverb. It is
used to describe a verb.

e.g. During the week, I walk to the village.

They will leave in a few minutes.

Evaluation:

Classpackage.

Underline the phrases in the sentences below.

1. The little polar bear always climbs on its mother’s back.

2. Gilbert did his best in his performance.
3. Joshua is such a helpful person that he drove us home.
4. Let’s have lunch at the restaurant down the road
5. The wind is blowing hard.
6. Swimming is my hobby.
7. She sat on the broomstick.
8. I wish I could ride on a horse
9. The robbers were running away when I saw them.

Home package
Complete English Smart page

English Grammar page

Summary: A verb phrase functions in the same way as a single verb while a verbal
phrase begins with a gerund and functions as a noun.

Reflection:

SEQUENCE OF LESSON FOR WEEK 9 ENDING FRIDAY

Prevocational Studies Photography

Social Studies Neighbourhood security

Literature Poem

Basic Science Pollution

Geography The Celts

English Grammar Plural Nouns (Foreign words)

Comprehension The new teacher teaches a new topic

(Shower)

Phonics Silent letter (w & b)

C.R.S. God and our talents

Verbal reasoning Mixed sentences

Quantitative reasoning Basic operations

LESSON PLAN FOR WEEK 9 ENDING FRIDAY
Subject: C.R.S.
Topic: God and our talents
Duration: 35minutes
Level/No of learner:- Grade 4/13
Gender: Mixed
Age: 8-9years
Period: 2
Timetable fit: Pupils have been taught how to use their talents to glorify God
during devotion.
Main aim: At the end of the lesson, pupils should be able to explain talent in their
own words and also narrate the story of the talents as recorded in the scriptures.
Subsidiary aim: As the lesson progresses, pupils should be able to
1. Explain talents
2. Narrate the story of the talents and list some moral lesson learnt from the
story.
Personal aim: Teacher will make the lesson interesting and captivating
considering the time frame allotted to this lesson.
Assumption: some of the pupils can explain ‘talents’ in their own words.
Anticipated problem: Pupils might be distracted by the video watched on the
talents.
Possible solution: Teacher allows pupils discuss on the video watched.
Teaching Aid / Instructional material: The Holy Bible, video, pupils in the class,
marker, board.
Reference: The Holy Bible (Matthew 25:13-30)
Lead in: Teacher asks the pupils to tell one after the other their abilities (those
things they know how to do best)
Step 1 Talent

Talent means the ability to do a particular thing well. The Bible tells us that we are
all born with different talents and gifts that set us apart from one another. When
you discover the talents that God has given you and also use them to glorify Him,
you will experience a fulfilled life.

Step 2 Teacher proceeds by telling the story of the talents.

The Story of the Talents – Matthew 25:13 – 30

A man who was to travel on a journey called his servants and distributed his
wealth among them according to their abilities. To the first, he gave five talents,
the second he gave two talents and to the third, one talent.

The first two servants worked with their master’s money and made extra while
the last one dug a hole and buried the money. When the master returned, he
called for his servants; the first servant made extra 5 talents, the second made
extra 2 talents while the last one said to him, you want to reap where you did not
sow, his master was unhappy and called him a wicked and unfaithful servant,
while to the first two, he said “well done, good and faithful servant, thou has
been faithful over a few things, I will make you rule over many things.

Moral Lessons

1. Talents and gifts are given to us by God.

2. Our gifts should be used to glorify God.
3. God is unhappy with those who do not use their talents.
4. When you do not use your talents well, it will be taken away from you.
5. Do not despise little beginning.

Evaluation:

Classpackage:

1. What do you understand by the word ‘Talent’?

 2. Give two moral lessons learnt from the story of the talents.

Homepackage:

1. What did the third servant do with the talent given to him by his master?
2. What did the third servant tell his master when he returned?

Summary: Talents can be developed, do not dwell on just the one you think you
have. You can start something new today.

Reflection:

LESSON PLAN FOR WEEK 9 ENDING FRIDAY

Subject: Prevocational Studies
Topic: Photography

Photography is the process and practice of creating durable images by recording

light. It is an art and a passion for those who practice it.

Photography preserves the history of people, places and institutions. For example
with photographs, you can see your first, second and many more birthdays. You
can see how your parents looked when they were younger.

Note:
1. A person who does this work is a photographer.
2. The major tool of photography is the camera.

Types of Camera
1. Single lens
2. View finder
3. Twin reflex
4. Penhole

Types of photography
1. Aerial: Photographs from high points such as helicopter or an airplane or in
a tall building.
2. Nature: Photographs of animals, plants, sea and other natural items.
3. Night: Taking photographs at night.
 4. Amateur: when non-professional, that is, person who do not have trainings
take photographs.
5. Large format: these are photographs used on billboards on roads.
6. Black and white: No colour in the photographs.
7. Sports: Taking photographs of people while on sporting activities.

Tools of photography
1. Camera: to take photographs.
2. Memory stick: to store photographs taken.
3. Camera tripod: to support camera when in use.
4. Camera bag: To safely keep your camera duster or napkin, spare battery
and memory card.
5. A computer: it is used to edit and perfect the photographs.

Evaluation:
(Class package)
1. What is photography?
2. List two types of camera
3. List three types of photography

Home package:
1. Who is a photographer?
2. Outline two tools used by a photographer and their uses.

LESSON PLAN FOR WEEK 9 ENDING FRIDAY

Subject: Geography
Topic: The Celts

Brief History on the Celts.

The people known as Celts lived in central Europe around 500BC. They lived in
France, Spain, Portugal and the British isles. They lived in villages or farmsteads.
Families lived together in small houses.
The Romans invaded the British Isles and defeated the armies of the Celt. They
imposed their way of life on the inhabitants of the land. The only Celts to retain
their culture were those of Ireland, Scotland and Wales.
Features of the Celts
1. The Celts were extremely skilled in horsemanship.
2. They were warriors
3. They loved feasting
4. They had great gifts of artistry and craftsmanship
5. The Celts worshipped their own god both in human and animal forms.
6. The Celtic languages include Breton, Irish, Scottish, Gaelic and Welsh.
7. The Celts had an advanced knowledge of iron working.

Note: the Celts had no writing system and so their history was passed down
orally.

Evaluation:
Class package:
1. The …………………….. Invaded the British Isles and defeated the armies of the
Celts.
2. List two features of the Celts.
3. The people known as Celts lived in ……………………………………………………..

Home package:
1. List four Celtic Languages.
2. Who were the only Celts to retain their culture?

LESSON PLAN FOR WEEK 9 ENDING FRIDAY

Subject: Phonics
Topic: Silent letters (w & b)

Rules of silent ‘w’ and ‘b’

1. Silent letter ‘w’
The letter ‘w’ is not pronounced at the beginning of a word when it is
before the letter ‘r’ e.g. write.

2. Silent letter ‘b’

The letter ‘b’ is usually not pronounced after ’m’ at the end of a word e.g.
crumb.
 ‘w’ ‘b’
Wreath Dumb
Wrist Bomb
Wrong Thumb
Write Tomb
Wrench Womb
Wreck Comb
Wrath Lamb
Wrestle Limb
Wren Numb
Wrapper Catacomb
Wriggle Plumb

Sentences with silent letter ‘w’ & ‘b’ words.

1. Wreath: Jack hung the Christmas wreath on the door.

2. Wrestle: Many divers go to see the wrestle.
3. Wrench: Joe needs a wrench to loosen the bolt.
4. Crumb: Who left those bread crumb on the floor?
5. Dumb: Stop acting dumb!

Class package:

Make sentences with the following silent ‘w’ and ‘b’ words.

1. Wright
2. Wriggle
3. Wrath
4. Limb
5. Plumber
6. Bomb

Home package:
Fill in the blanks with the appropriate answers.

1. Carla does not like to …………………………. Her hair.

2. There was a trail of bread ………………… through the park.
3. I want to learn how to read and ………………………..
4. Our new playground has monkey bars we can …………………………
5. I am so excited to scuba dive the ship ……………………………. In the bay.
6. I love to help my aunt ……………………………. The Christmas present.

LESSON PLAN FOR WEEK 9 ENDING FRIDAY

Subject: Basic Science and Technology
Topic: Pollution
Duration: 35minutes
Level/No of learner:- Grade 4/13
Gender: Mixed
Age: 8-9years
Period: 2
Timetable fit: Pupils have been taught some safety rules which serves as a link to
this topic.
Main aim: At the end of the lesson, pupils should be able to state the meaning of
pollution, causes and ways to prevent pollution.
Subsidiary aim: As the lesson progresses, pupils should be able to
1. Define Pollution.
2. List the types of pollution, causes and their effects.
3. State some remedies of pollution.
Personal aim: Teacher will find a way to deliver the lesson in a comprehensive
way considering the time frame allotted to this lesson.
Assumption: some of the pupils are familiar with the word “pollution”.
Anticipated problem: Pupils might be distracted by others who would want to
use the restroom while the lesson is ongoing.
Possible solution: Teacher draw pupils attention back to the class rules thereby
creating room for all pupils to use the convenience the commencement of the
lesson.
Teaching Aid / Instructional material: Pictures on pollution, creative science 4
Reference: www.dictionary.com, creative science 4, www.google.com.
Lead in: Teacher asks pupils to stomp their feet, clap their hands in an
unorganized manner. Then proceeds to ask them what they have done. This will
help to create a mindset for learning.

Step 1 Meaning of Pollution

Pollution is the contamination of our environment with harmful substances.

These harmful materials are called pollutants.

Procedure: Teacher asks pupils to list some types of pollution

Step 2 Types of Pollution

1. Air Pollution: This is when smoke from fires and machines or exhaust
fumes from cars fill the air and pollute it.
Effects: Air pollution can result to the following,
a. Respiratory disease like Asthma, lung cancer.
b. Blood poisoning, sneezing, cough etc.
c. Stunted growth in plants.
2. Water Pollution: This is the contamination of water, making it unsafe for
living things. This can be caused by dumping of refuse and sewage into the
rivers, oil from ships and boats, spillages from oil producers etc.
Effects: Water pollution causes dysentery and cholera, it kills fishes in the
river etc.
3. Land Pollution: This occurs from spillage from oil tankers or excessive
dumping of refuse on land.
Effect: This makes it difficult for farmers to plant and make good harvest.
4. Noise Pollution: This is caused by too much noise.
Effects:
a. Loud music or noise leads to sleeplessness and headaches.
b. Excessive noise can damage one’s eardrums and lead to deafness.

Step 3: Teacher proceeds by telling the pupils various ways to reduce pollution
in our environment.
Remedies to Pollution

1. Industries should be far away from residential homes.

2. Fines should be imposed on oil producers who pollute the air.
3. Government should provide waste disposal facilities.
4. Water should be recycled.
5. More trees and flowers should be planted.
6. No loud music should be added to our traffic and road rules.

Evaluation:

1. Define pollution.
2. List the three types of pollution.
3. State two remedies to pollution

Home Package:

Creative science 4 page

Summary: when an environment is unsafe, we say it is polluted.

Reflection:

LESSON PLAN FOR WEEK 9 ENDING FRIDAY

Subject: Social Studies
Topic: Neighbourhood Security
Duration: 35minutes
Level/No of learner:- Grade 4/13
Gender: Mixed
Age: 8-9years
Period: 2
Timetable fit: Pupils have been taught some security agencies which serves as a
foundation to this topic.
Main aim: At the end of the lesson, pupils should be able to state some rules we
must observe for security.
Subsidiary aim: As the lesson progresses, pupils should be able to
1. Define Neighbourhood security
2. State some rules we must observe for security.
Personal aim: Teacher will manage the tone of her voice while delivering the
lesson.
Assumption: some of the pupils can list some security agencies in Nigeria.
Anticipated problem: Pupils might be distracted by the noise from screeching
chairs.
Possible solution: Teacher reminds pupils of the class rules.
Teaching Aid / Instructional material: pupils in the class, objects in the class, and
pictures of some security personnel.
Reference: www.google.com
Lead in: A short drama on the effects of keeping late nights

Step 1 Neighbourhood Security

Neighbourhood is one’s immediate environment, surrondings or vicinity.

Neighbourhood security is the protection of one’s environment in a community.
Feeling secured in any given environment is one of the most basic human needs.

Procedure: Teacher state some rules of neighbourhood security

Step 2 Rules of Neighbourhood security

In order to be secured in our Neighbourhood, we mustobserve the following

rules.

1. Stay alert: whenever you notice any form of suspicious activities in the
neighbourhood, inform the police or any other relevant authority.
2. Neighbourhood watch: By informing a neighbourhood watch, criminals
stay away from such environment or neighbourhood.
3. Security equipment: Ensure the availability of home security equipment
such as CCTV camera.
4. Avoid late night outings: One of the basic rules you must observe to ensure
that you are safe or secured in your Neighbourhood is to avoid late night
outings.
 5. Be friendly with your neighbor: live a simple and responsible lifestyle.
Examine all visitors and never give out information carelessly.

Note: The aim of neighbourhood security includes

1. Educating residents of community on security and safety.

2. Achieving safe and secure neighbor.

Evaluation:

1. What is neighbourhood security?

2. Outline three rules of Neighbourhood security.

Home package:

1. Explain the word ‘Neighbourhood”

2. Explain the various ways you or your parents have tried to stay safe and
secured.

Summary: it is good to have necessary emergency lines to help us stay secured in

our neighbourhood.

Reflection:

LESSON PLAN FOR WEEK 9 ENDING FRIDAY

Subject: Literature
Topic: A Poem (An Acrostic Poem)

Friendship
Friends are always there for you,
Real friendship will last forever
I will love my friends forever
Everyone needs a friend
No bullying in friendship
Depend on one another when times are tough
Share your opinions with your friends
Help and respect each other
In friendship there is no ending
Picture your best days with your friends.

Activity
1. The poem is basically about …………………………………..
2. The poem has ………………….. lines
3. What type of poet is it?

Home package
Write an acrostic poem of 7 lines on RESPECT and of 9 lines on OBEDIENCE.

LESSON PLAN FOR WEEK 9 ENDING FRIDAY

Subject: English Grammar
Topic: Plural Nouns
Duration: 35minutes
Level/No of learner:- Grade 4/18
Gender: Mixed
Age: 8-9years
Period: 2
Timetable fit: Pupils have been taught the different types of nouns which serves
as a foundation to this topic.
Main aim: At the end of the lesson, pupils should be able to form the plural nouns
of foreign words according to their rules.
Subsidiary aim: As the lesson progresses, pupils should be able to
1. State the rules of plural nouns of foreign words
2. Replace some plural nouns in sentences with singular nouns andvice-versa.
Personal aim: Teacher will find a way to deliver the lesson within the allotted
time.
Assumption: pupils can change singular nouns to plural and vice-versa.
Anticipated problem: Pupils might distracted based on their previous knowledge
of the topic.
Possible solution: Teacher explains the topic thoroughly to the pupils thereby
engaging them in an interactive session.
Teaching Aid / Instructional material: English Grammar, Progressive English
pupils in the class, objects in the class, board, marker.
Reference: www.english-hileen.de, www.google.com
Lead in: Teacher introduce the lesson by reviewing the various types of nouns.

Step 1: Rules of Foreign plural nouns

Foreign plural nouns have irregular plural forms. They often make their plurals
according to the rules of the language they were taken from. E.g (latin and greek).
Sometimes there is more than one plural form possible or these forms have
different meanings.

a. Words ending in ‘sis’ changes to ‘ses’

Examples:

Analysis – analyses

Oasis – oases

Diagnosis – diagnoses

Thesis – theses

b. Words ending in ‘us’ changes to ‘I’

Octopus – octopi
Fungus – fungi
Syllabus – syllabi
Cactus – cacti
c. Words ending in ‘on’, ‘um’ change to ‘a’
Medium – media
Bacterium – bacteria
Datum – data
Criterion – criteria
Phenomenon – phenomena
d. Words ending in ‘ex’ or ‘ix’ either takes ‘es’ or changes to ices
Index – indexes / indices
Appendix – appendixes / appendices
Axis – axes
Step 2: Replacing some plural nouns in sentences with singular noun and vise-
versa

Examples:

1. The media gave completely different analyses of the new government

policy.

Medium analysis

2. Bacteria infections can be treated.

Bacterium

3. When coming for the interview, do not forget the criteria I spoke about

criterion
4. I don’t have much data left on my phone

Datum
5. In the final analysis, all people living in this country were not satisfied with
their lives.

Analyses

6. The old curriculum of the school was changed by the new head of school.

Curricula

Evaluation: class package

Give the plural form of the following words

 1. Curriculum
2. Hypothesis
3. Index
4. Memorandum
5. Synopsis

Identify the foreign nouns and replace them with their plural forms by rewriting
the sentence.

1. The use of a particular medium to pass an information creates awareness.

2. I just got the criterion for being a prefect.
3. Bella saw an octopus at the aquarium.

Homepackage

Give the plural form of the following words

1. Crisis
2. Symposium
3. Stratum
4. Millennium
5. Genius

Identify the foreign nouns and replace them with their plural forms by rewriting
the sentence.

1. That illness was caused by a bacterium.

2. I am going to the aquarium to watch a fish.
3. Do you the formula for finding the area of a rectangle?

Summary: Plural means more than one.