Homonyms (Stein)
Please note: there are two pages of activities for this lesson.
Activity 1
Show the learners the two example words. Ask them to discuss with a partner how many different meanings they can think of. In the next two slides, show possible solutions.
Next, explain that words with mulitple unrelated meanings are called homonyms. Ask learners to identify the word class of the two example words.
Finally, learners need to write down at least two definitions for the list of homonyms. As an extension, learner can try writing pairs of sentences for each word to demonstrate the distinct meanings.
Activity 2
In the next slide, discuss how homonyms can form different word classes. Use the discussion to help learners recall different word classes such as verb, adjective and adverb.
Learners complete a similar activity with the list of nouns, but this time they need to come up with homonyms that belong to a different word class. Ask learners to compare their answers in pairs or small groups. Use the drag-and-drop activity in the next slide to feedback as a whole class.
Verbs ring, watch, fly, bark
Adjective: kind
Adverb: well
Leaners may be able to think of other possible answers e.g. fly can be an adjective.
Finally, learners demonstate their understanding by writing a pair of sentences for each word, using them as both a noun and another word class. Learners compare their responses and check for accuracy.
Activity 3
Ask leaners to consider the word fast: how many different meanings and word classes can they think of?
In the next slide, read the two sentences. Identify which one uses fast as an adverb and which as an adjective. Don't worry if learners are unsure, as they will cover this in the following activities.
Use the drag-and-drop activity to identify which of the smiliar sentences belong in each category. This should be much easier as the spelling of the words shows the word class more clearly. Learners can then apply the same pattern to the sentences with 'fast'. Next, ask learners how they can tell the difference, and confirm their ideas with the explanations in the following slide. Ask them to make notes, as these will help with the next activity.
Activity 4
Now, learners should be ready to apply these rules to other examples. Ask learners to read the eight sentences and decide whether the highlighted word is an adjective or adverb. They should use their notes from the previous activity to help. Learners should work individually, and then compare their answers in pairs or small groups, before checking their answers as a whole class.
To consolidate their understanding, ask learners to complete one of the two final tasks and compare with others.
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Homonyms 1 (Stein)
Objective
To identify the different meanings of homonyms of various word classes.
Activity 1
Look at these two words. How many meanings can you think of for each?
- bank
- pupil
- an organization or a building that handles money and provides financial services.
- the land on the side of a river or a lake
- someone who is taught by a teacher
- the small black part of the eye
Words that have more than one unrelated meanings are called homonyms.
What word class do the words bank and pupil belong to?
Here's a list of more homonyms. Write down two distinct meanings for each one.
- bat
- club
- cricket
- page
- palm
- plane
- trunk
Are all the meanings you come up with nouns?
Activity 2
As we have seen, homonyms have more than one unrelated meaning. Furthermore, these two meanings can also belong to different word classes.
Discuss with a partner: what does word class mean? Can you give some examples?
Write down the meaning of each words as a noun. Then, identify what other meanings and word classes each one can have.
- bark
- fly
- kind
- ring
- watch
- well
Match each of the nouns from the previous activity to the other word class it belongs to.
Look again at the list of words:
- bark
- fly
- kind
- ring
- watch
- well
Write two sentences for each word: one using it as a noun, the other as a different word class.
E.g. The bark on the tree is rough. The dog barked loudly.
This lesson is adapted (with permission) from Words and Meanings: A Systematic Guide for the Teaching of English Vocabulary, by Gabriele Stein.
Homonyms 2 (Stein)
Activity 3
This lesson continues our look at homonyms.
Take for example the word fast
How many different meanings and word classes can you think of?
Look at these two sentences:
- Katie works very fast
- Katie is a fast worker.
They have very similar meanings, but in one sentence fast is an adverb and in the other an adjective.
Which sentence uses fast as an adjective and which as an adverb? And, how can you tell?
One way to tell the difference is to substitute fast for another word.
Try putting these four sentences into the correct category. Then look back at the two sentences from before and see if they follow the same pattern.
- Katie works very fast. (Adverb)
- Katie is a fast worker. (Adjective)
How can you tell if a word is being uses as an adjective or adverb?
- Adjectives form part of an expanded noun phrase and modify the noun. They come after any determiner and before a noun
- Remember: adjectives can also come after verbs like 'be', 'seem' or 'appear' e.g. Katie is fast.
- Adverbs can appear at the beginning, middle or end of a sentence and modify the verb or an adjective.
- Adverbs commonly have an -ly ending. However, some adverbs like 'fast' do not.
Activity 4
Using the rules we discussed, decide whether each of the eight sentences is using the homonym as an adjective or adverb.
Answers
Look back at the homonyms from today's lesson. Choose one of these challenges to complete:
- Write two new sentences for each pair of homonyms, using different word classes each time.
- Write a short story or poem, using pairs of homonyms to humorous effect!
This lesson is adapted (with permission) from Words and Meanings: A Systematic Guide for the Teaching of English Vocabulary, by Gabriele Stein.