Noun groups – Identifying and using correct articles, demonstratives and possessives
Determiners: articles, demonstratives and possessives
Determiners are said to mark a noun and while they are, like adjectives, modifiers of the noun, they have a variety of formats. Articles, demonstratives, possessives, numbers and quantifiers clarify nouns and noun groups and are determiners
- View and print determiners poster (PDF 34.48KB)
Articles (a, an, the), demonstratives (this, that, these, those) and possessive adjectives (my, your, his, her, its, our, mum's, Mr Smith's) help to answer the question which one/s in particular. Some, much, many, few, little, a lot, half, three, etc., are common quantifiers and are used to express amount or quantity. They can be used for both countable or an uncountable noun. Along with ellipsis and substitution, lexical cohesion and text connectives these reference language resources (articles, demonstratives, possessives, quantifiers, superlatives and comparatives) tie the meanings in clauses together so they become unified in a whole text.
Articles are used to identify whether the noun being used is a general or a specific reference. The use of an article is to link ideas and make the text cohesive.
If the reference is general, then the article a or an is used. For example:
'I saw a dog today'. The article an is used if the following general noun begins with a vowel.
'I ate an egg today'. If the reference is specific and the writer is referring to a specific noun, then the article the is used. For example: 'I saw the dog today'.
Like articles, quantifiers are words that precede and modify nouns. They tell us how many or how much. Selecting the correct quantifier depends on understanding the distinction between Count and Non-Count Nouns. An example of a count noun is trees and a non-count noun dancing:
- The following quantifiers work with count nouns: many, a few, few, several, a couple of, none of the
- The following quantifiers work with non-count nouns: not much, a little, little, a bit of, a good deal of, a great deal of, no
- The following quantifiers work with both count and non-count nouns: all of the, some, most of the, enough, a lot of, lots of, plenty of, a lack of.
A pronoun stands in place of a noun, noun group or name. Pronouns set up links by referring to sentences or the context that has just been mentioned to maintain continuity, avoid repetition and make sentences easier to understand. Some possessive pronouns (mine, yours, hers, ours, theirs) take different forms to possessive adjectives (my, your, her, our, their).
Please refer to referencing in the cohesion tab.
- View and print pronouns poster (PDF 123.17KB)
There are different types of nouns:
- common nouns (the vast majority) are the names of classes of things and begin with a lower-case letter, e.g. boy, girl, name, verb, biography, computer.
- proper nouns name specific people, places, things and acronyms and begin with a capital letter, e.g. Cathy Freeman, Sydney Harbour, State Government etc.
- abstract nouns name concepts or things that cannot be seen, e.g. democracy, hate, joy, honesty, hypothesis.
- collective nouns name groups of things, e.g. team, family, herd, flock, bunch.
- mass nouns name things that you cannot count, e.g. gold, milk, sunshine, furniture, traffic, information.
Activities to support the strategy
Activity 1: article Swap
The teacher models the different uses of the articles a, an and the. Students and teacher finds examples in big books as they are read. Children replace with another article to see if meaning is changed. Discuss.
Variation: Add demonstratives (this, that, these, those) and possessives (my, your, his, her, its, our, mum's, Mr Smith's) instead of articles.
Activity 2: a, an, the?
The students develop a series of cards that have pictures cut from magazines that have both consonant beginnings and vowels. On an A3 sheet with three columns students decide whether the cards require 'a', 'an' or 'the' by making up an oral sentence to go with the picture. (Could be developed using noun cards from other activities).
- View and print example of activity cards (PDF 63.94KB)
Students use the cards to play a scavenger hunt game with a partner where they are given 5 cards with an
'a', 'an' and 'the' in a random number of each. Taking it in turns each partner attaches their card to an object in the room and makes up a sentence with the correct article. Students can only score a point if the sentence and article is correct.
Effective when regularly used and referred to with word walls developed to assist this process. Some Blu Tack is helpful here.
View and print scavenger hunt cards (PDF 103.26KB)
ACELA1452: Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
EN1-9B: Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts.
NSW literacy continuum
WRIC5M7: Aspects of writing, Cluster 5, Marker 7: Uses a range of adjectives to provide more information about nouns.