Vocabulary- Homonyms & Homophones
To provide clarification of homonyms and homophones in the context of daily language.
To provide fluency speaking practice in a homonyms and homophones in the context of daily language.
To provide practice of homonyms and homophones in the context of daily language.
Procedure (45 minutes)
T greets and welcomes Ss showing the first two slides. T tells Ss to keep a notebook and a pencil with them throughout the lesson. T shows Slide 3 and asks Ss what the problem is. T elicits possible answers. T shows Slide 4 and explains it. T shows slide 5 and asks Ss to write the meanings of the words, working individually in two minutes. T shows slide 6 and plays the audio, Ss write down what they hear. T plays the audio twice if necessary. T shows slide 7 sends Ss to the breakout rooms to compare their answers to these two activities. T gives following instructions "You will compare your answers in the breakout rooms. If you have different answers, discuss the reasons for that. You have three minutes." T asks ICQs to make sure they understand the task. "Will you tell your answers to your partner? (Yes.) Will you listen to your partner's answers? (Yes.) How much time do you have? (3 mins)" T sends Ss to the breakout rooms for 3 mins, in pairs (if possible). T monitors Ss in the breakout rooms, helps and corrects them on the spot if necessary.
T shows slide 8 and elicits Ss' answers for the word then shows slide 9. T does this for the other four words too, slides 10- 17. T shows Slide 18 and let Ss read the description and asks if they know this feature. T shows Slide 19 and drills the word.
T shows Slide 20 and elicits different answers from Ss from the lead-in activity. T asks Ss to spell their answers. T shows Slide 21 and let students check their answers. T drills the words on Slide 21. T shows Slide 22 and let Ss read the definition and asks if they know the term. T shows Slide 23 and drills the word.
T shows Slide 24 and asks Ss CCQs: "Are they both nouns? (Yes.) Do they have the same meaning? (No.) Is their spelling the same? (Yes.) So, the spelling is same but the meaning is different. How do we call them? (Homonyms)" T shows Slide 25 and gives Ss instructions showing the activity on screen "You will use one word for each sentence couple. I put the same letter for each word. You will work alone, in the main session and you have three minutes to do that." T shares the link in the chat box and asks Ss if they have it. T elicits answers from Ss quickly and then play the audio as answer key. T may ask word type for some gaps to concept check in this stage.
T shows slide 26 and shares the link of the handout with Ss. T says the words one after another and Ss fill the gaps. T elicits correct answers from Ss and asks them to spell the words. T drills some of the words.
T shows Slide 27 and gives instructions as follows: "You can take a photo of the screen, I'll share it with you in the chatbox as well. Think about the different meanings of these words and make sentences in the breakout rooms. You will work in pairs and you have five minutes to do it." T asks ICQs as follows: "Will you say one sentence for each word? (No.)" T monitors Ss in the breakout rooms and takes notes of any possible errors to correct later. T shows Slide 28 and gives Ss a minute to think then elicits correct answers from them. T shows Slide 29 as answer key.
T shows Slides 30 and 31 and gives instructions as follows: "There are four children's jokes on the screen and in each one there is one word making the joke. In the breakout rooms, you will discuss with your partner and find the word making the joke. You have three minutes to do it. Now, you can take a photo of the screen." T sends Ss to the breakout rooms for three minutes and monitors them to take notes of possible errors. When students are back, T elicits the correct answers from Ss first, then shows Slide 32 as the answer key. T shares mentimeter link with Ss and asks for more examples of homonyms and homophones.
T shows the errors that students have made through the lesson on a blank page and uses color-coding for the incorrect utterances. T elicits the correct utterances from Ss. T finishes the lesson praising Ss hard work.