Students’ Learning Outcomes

·         Locate, identify, differentiate between and use a few simple pairs of words including homophones.

Information for Teachers

·         Homophone: Sound similar but are spelled differently and have dissimilar meaning.
·         Each of two or more words having the same accent but diverse senses,
·         Homophones are words that have accurately the same sound (pronunciation) but unlike values and (usually) spelling. … homo- (from the Greek word homos, meaning “same”) -phone (from the Greek word phone, meaning “sound” or “voice”) e.g. tail/tale, buy/boy, bear/bare etc.
Material / Resources
Chalk, marker, board and charts

Worm up activity

·         Write a sentence on the board:
Ø  “we won one match”
·         Say it in a way that the ‘won/one’ part becomes more obvious (possible answer: same sounding words: won/one).
·         Tell them that there are many words in English that sound the same but have different spellings. They are called homophones.
·         Introduce homophones to the students.
·         Give and ask for a few examples (sale/sail, mail/male, peal/peel, waist/waste, wait/weight (it may be a good idea to introduce a few pairs in each activity and not all of them together).

Activity 1

·         Show the picture to the students and ask them to tell what they see.
·         Write the students’ responses on the board in pairs. For example: pair, pear
·         Ask the students to remember the spellings by keeping clues.
(For example: ‘in meet there two letters ‘e’, and they meeting each other. And we eat meat, so ‘meat’ is spelt the same way as eat.
Make similar clues for all the spellings.
Ask the students to come up with some other homophones.

Activity 2

·         Write the following exercise on the board.
·         Ask the students to copy.
·         Revise with the students the hints that you created for all the words so that they can pick the correct answer.
·         Ask them to read the sentences and mark the correct options.
Ø  Are the (male, mail) members at home?  (male)
Ø  I have (one, won) the match. (won)
Ø  Nice to (meat, meet) you.  (meet)
Ø  Have you read the (tail, tale) of the famous farmers?  (tale)
Ø  The post man put my (mail/male) in the box. (mail)
Ø  (Deer, Dear) Ali. (Dear)
Ø  Let’s (by, buy) an ice-cream. (buy)
Ø  There are seven days in a (weak, week). (week)
Ø  My mother has a (sun, son) and a daughter. (son)
Ø  (There, there) are twelve months in a year. (there)
·         Ask all the students to copy the sentences in their notebooks.
·         Ask a few students one by one to tell the correct option.
·         Tell them to make correction in their notebooks if they do it wrong.

Activity 3

·         Ask the students to make sentences of the following pairs of words (homophone)
Ø  E.g. their son is standing there.
·         You may do some of these as the whole class activity to give the students an idea of how to do it.
1.       Hair,   hare
2.       Deer,  dear
3.       There,  there
4.       Sun,  son
5.       Week,  weak
·         Help the students and give your feedback where required.
Sum up / Conclusion
·         Ask the students: What are the homophones?
·         Also ask for examples and sentences.


·         Ask the students to exchange and check each others work and give feedback.
·         Ask the students to correct their wrong sentences and write them again.
Follow up
·         Ask the students to find out five homophones from the textbook.


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