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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