Nouns & Articles
A collection of lessons designed to help English learners understand and correctly use various noun forms, pronouns, articles, and expressions of quantity.
The features mentioned in this article are available to all Teachers on paid and free subscriptions. However, only a limited number of lessons are available on free subscriptions.
Table of contents
What are Nouns & Articles lessons?
Nouns & Articles is a comprehensive collection of lessons designed to help English learners
understand and correctly use various noun forms, pronouns, articles, and expressions of quantity.
It builds foundational grammar and vocabulary knowledge for everyday communication and
academic use. Although these lessons can be taught in sequence, they are designed to be
standalone lessons, meaning teachers can dip in and out as required, covering only the language
points their students need to practice. The series covers:
- Pronouns (subject, object, possessive, reflexive, reciprocal, demonstrative)
- Nouns (singular/plural, regular/irregular, countable/uncountable)
- Articles (a/an, the, and when not to use articles)
- Expressions of quantity (some, any, a lot of, many, much, few, little, both, either, neither,
etc.) - Geographical and fixed expressions involving articles
- Structures (there is/are) with nouns and articles
- Practical application of language through writing and speaking tasks.
Target students
As general English lessons focused on specific language points, Nouns & Articles is suitable for all students who need practice with these language points. Whether introducing a language point for the first time, filling gaps in understanding, or reinforcing previously learned concepts, Nouns & Articles is an easy way for teachers to get their students up to speed.
Key features
All Nouns & Articles lessons feature:
- Easy-to-follow explanations: Language points are introduced in a logical and
easy-to-understand way with numerous relevant examples, meaning students can quickly
understand the target language rules. - Extensive practice: Throughout the lessons, students have regular opportunities to
practice the target language, developing both accuracy and fluency. - Productive activities: Lessons include relevant writing and speaking tasks, allowing
students to apply the target language in meaningful contexts.
Lesson Details & Links
The lesson name (with link), and objectives are listed below for a quick overview of each lesson. Click a lesson name to launch it directly from this article. To see a spreadsheet of all Off2Class lessons, click here.
| Lesson & Link | Objectives |
| N1.1 - Subject-Pronouns - 1 | Introduce and practice the subject pronouns. ELD-LA.9-12.Inform .Expressive Construct informational texts in language arts that introduce and define topic and/or entity for audience |
| N2.1 - Object-Pronouns - 1 | Introduce and practice the object pronouns. Review the subject pronouns. Practice basic prepositions before the object pronouns (to her, at him). ELD-SI.4-12.Narrate.Expressive Identify and raise questions about what might be unexplained, missing, or left unsaid |
| N3.1 - Possessive-Adjectives - 1 | Introduce and practice the possessive adjectives (my, your, his, her, its, our, your, their). Review the subject and object pronouns. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N4.1 - Possessive-Nouns-Student's-Students' - 1 | Use possessive nouns (Carla’s book). Use –‘s for people (Carla’s book). Use –‘s without a noun (Carla’s). Use –‘ for plural nouns that end in -s, or names that end in –s (James’ book). Use of for things, places, etc. (the name of that town, the top of the hill). Use –‘s for time words, (yesterday’s French lesson, tomorrow’s meeting). ELD-SI.4-12.Narrate.Expressive Identify and raise questions about what might be unexplained, missing, or left unsaid |
| N4.2 - Possessive-Pronouns-Mine-Yours-Ours - 2 | To introduce the possessive pronouns, mine, yours, his, hers, ours, your, theirs. To distinguish between possessive adjectives and possessive pronouns. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N4.3 - Reflexive-Pronouns-Myself-Ourselves - 3 | To introduce the reflexive pronouns, myself, yourself, himself, herself, itself, ourselves, yourselves, themselves. To show the non-emphatic and emphatic usages of reflexive pronouns. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N4.4 - Reflexive-and-Reciprocal-Pronouns-Each-other-One-another - 4 | To review the reflexive pronouns, myself, yourself, himself, herself, itself, ourselves, yourselves, themselves. To introduce each other and one another. To introduce the constructions by myself, on my own and my own ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N5.1 - A-An-With-Nouns - 1 | Introduce nouns as a person or thing. Use a/an with one person or thing. Use a/an to say what a person or thing is and for jobs and professions. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N6.1 - Singular-Plural-Regular-Nouns - 1 | Use regular and singular and plural forms of nouns (adding –s, -es, -ies, -ves). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N7.1 - Countable-Uncountable-Basics - 1 | To introduce nouns that are always plural (pants). To introduce countable and uncountable nouns. To introduce that a/an cannot be used with uncountable nouns. ELD-LA .9-12 .Inform .Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N7.2 - Countable-Uncountable-Nouns-Both-Uncount-And-Count - 2 | To highlight nouns that have both countable and uncountable forms (each with different meanings). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N7.3 - Countable-Uncountable-Use-With-A/An-Some - 3 | Use some with plural countable nouns and uncountable nouns. To contrast a/an and some with countable and uncountable nouns. To explain that many uncountable nouns (furniture) have countable parts (chair/desk). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N8.1 - Expressions-of-Quantity-Containers-A-bottle-of-etc - 1 | To introduce expressions of quantity with uncountable nouns, such as jug, bottle, glass, cup, bowl, packet, tin, can, mug, tube, bottle. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N8.2 - Expressions-of-Quantity-Containers-A-dozen-etc - 2 | To introduce expressions of quantity with uncountable nouns, such as jar, carton, box, bag, tube vs. tub, carton vs. dozen, bunch. Use of expressions of quantity as countable nouns themselves (e.g. two slices of pizza). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N8.3 - Expressions-of-Quantity-Containers-A-pair-of-etc - 3 | To introduce expressions of quantity such as bar, slice vs. piece (cake), loaf, pair, sheet vs. piece (paper). To introduce expressions of quantity related to cooking (spoonful, cupful). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N9.1 - Singular-Plural-Irregular-Nouns - 1 | Use irregular plural nouns, such as child, man, woman, person, foot, mouse, tooth, die, etc. Use irregular plural nouns that are the same in plural and singular form, such as sheep, deer, moose, fish, shrimp, etc. Use the verb to be + adjective ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N10.1 - Some-Any-Basics - 1 | Use of some in positive sentences and any in negative sentences. Use of any in most questions, use some in offers and requests. ELD-SI.4-12.Narrate Identify and raise questions about what might be unexplained, missing, or left unsaid. |
| N10.2 - Some-Any-Use-Without-Nouns - 2 | Use of some and any without a noun (Can I have some?). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N11.1 - Articles-General-vs-Specific - 1 | Outline the difference between a/an and the. To use expressions of frequency such as once a week, twice a month etc. To use prices per quantity such as $4/pound. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N11.2 - Articles-With-Fixed-Expressions - 2 | To introduce special uses of the: When there is only one of something (the equator). With sun, moon, earth, world, universe, sky, sea, ground, environment, internet. With cinema, theatre, radio etc. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N11.3 - Articles-Use-Without-Articles - 3 | To introduce more special uses of the: The top, the bottom, the front, the back, the right the left etc. The police, the army, the navy, the fire brigade. To introduce expressions that don’t take the: Go to work, be at work, start work, finish work, go to school/university/college, go to hospital. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N11.4 - Articles-Differentiating-Between-General-Specific - 4 | Further contrast between general things, ideas and people (without the) and specific things, ideas and people (with the) (hospital vs. the hospital). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N11.5 - Articles-With-Adjectives-Nationality - 5 | Use musical instruments with or without the. Use the + adjective (the injured, the unemployed). Use the + nationality (the French vs. Italians). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that introduce and define topic and/or entity for audience |
| N11.6 - Articles-With-Geography - 6 | To introduce geographical terms used with or without the: continents, countries and states, islands, cities, towns, villages, mountains, oceans, seas, rivers and canals and deserts. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that introduce and define topic and/or entity for audience |
| N11.7 - Articles-With-Geography-Names-Of-Places - 7 | To introduce the with points on a map (N/S/E/W). To use the with most street/roads/avenues etc. To introduce names of institutions used with or without the (New York University vs. The University Of Toronto). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N11.8 - Articles-With-People-SpecificPlaces-Companies - 8 | Use names of shops, hotels, places of worship, publications with / without the use names of companies and organizations with / without the. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N12.1 - This-That-These-Those - 1 | To introduce the demonstrative adjectives and pronouns this / that / these / those. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships ELD-SI.4-12.Narrate.Expressive Identify and raise questions about what might be unexplained, missing, or left unsaid |
| N12.2 - This-That-These-Those-One-Ones - 2 | To introduce the pronouns one/ones. Further practice this/that/these/those. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships ELD-SI.4-12.Narrate.Expressive Identify and raise questions about what might be unexplained, missing, or left unsaid Students will be able to use the pronouns one and ones to replace nouns in sentences, showing understanding of their use in both singular and plural forms (e.g., ""I like this one"" / ""I prefer those ones""). |
| N13.1 - Not-Any-None - 1 | To introduce not + any. To introduce no + noun = not any or not a. To introduce negative verb + any + noun = positive verb + no + noun. To introduce no-one and nobody. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N14.1 - Anybody-Nobody - 1 | Use not + anybody / anyone / anything. Use not + nobody / no-one / nothing. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N15.1 - Somebody-Something - 1 | Use somebody, someone, something and somewhere. Use anywhere and nowhere something/anything + adjective / + infinitive (something new, something to drink). ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N16.1 - A-lot-of-Many-Much - 1 | Use a lot of, many, much in positive/negative sentences and questions. ELD-SI.4-12.Narrate.Expressive Identify and raise questions about what might be unexplained, missing, or left unsaid |
| N16.2 - Much-Many-Few-Little-A-lot-Plenty - 2 | To review much, many and a lot. To introduce little, few, a little, a few, plenty, with and without of. ELD-SI.4-12.Narrate.Expressive Identify and raise questions about what might be unexplained, missing, or left unsaid |
| N16.3 - Both-Either-Neither - 3 | To introduce both, either and neither. To introduce both of, either of, neither of. To introduce both… and…, either… or…, neither… nor… To introduce and… not… as a common alternative to neither… nor… in spoken English ELD-SI.4-12.Narrate.Expressive Identify and raise questions about what might be unexplained, missing, or left unsaid |
| N16.4 - All-All-of-Most-Most-of-Some-Some-of - 4 | To introduce all, half, all of, half of, some of, most, of, many of, much of, few of and little of. To show all + noun and all (of) + determiner + noun for general and specific groups. To demonstrate optional use of of after all and half. ELD-SI.4-12.Narrate.Expressive Identify and raise questions about what might be unexplained, missing, or left unsaid |
| N16.5 - All-Every-Whole - 5 | To introduce whole and every. To compare every, everything and everybody/everyone. To explore the differences with all, every and whole. To examine how all, whole and every are used with time words. ELD-SI.4-12.Narrate.Expressive Identify and raise questions about what might be unexplained, missing, or left unsaid |
| N16.6 - Each-Each-one-of-Every-Every-one-of - 6 | To introduce each and every. To compare the difference in usage between each and every. To introduce each one and every one, each (one) of the, every one of the. To look at each used with two-object verbs. To examine each with stative verbs like cost and measure. ELD-LA .9-12 .Inform .Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N17.1 - There-Is-There-Are - 1 | To use there is / there are, and there isn’t / there aren’t with countable / uncountable nouns. ELD-LA .9-12 .Inform .Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
| N17.2 - There-is-There-are-With-Some-Any-ALot-Many-Much - 2 | Use there is and there are with some and any, a lot of, many and much. ELD-LA.9-12.Inform.Expressive Construct informational texts in language arts that add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships |
These lessons were refreshed on March 25, 2025. The updated lessons replace the original Nouns & Articles lessons in the drop-down menu in the Lesson Library. However, the original lessons can still be accessed from the search bar and the Teacher Panel for a 5-week transition period. From April 28, 2025, the original lessons are no longer accessible.