Compound Words


Lesson Planning of Compound Words

Subject English

Grade 5th

Students` Learning Outcomes

  • Use common compound words in speech and own writing. 

Information for Teachers

  • Compound words are formed by joining two or more simple words to create a new word, such as; air + plane = airplane, play + ground = playground, foot + ball = football, rain + bow = rainbow etc. 



  • Compound words are words that are formed from complete words and not prefixes or suffixes, such as; week + end = weekend but week + ly = weekly is not a compound word.
  • Studying compound words in fun, helps students understand the language, builds an interest in words and will help prepare students to learn prefixes, suffixes and word roots.
  • It also helps learn spelling of lengthy words.

Material / Resources

Writing board, chalk / marker, duster, flashcards of simple words, textbook


  • Tell the students that today you are going to help them to learn a trick to increase their vocabulary.
  • Remind them addition sums and signs of + and =.
  • Introduce compound words to the students by writing following words as sums:
  • Ask the students to match the following words to form compound words in small groups and write the compound word in the 3rdcolumn.































  • Monitor and help the students.
  • Once they are finished with the activity, ask them randomly to tell the compound words.
  • Ask the students to make corrections side by side in their note books.


Activity 1

  • Divide the students into two big groups:
  • Draw a table on the board with two columns. Write group A and B in the columns.

Group A


Group B

  • Tell the students that they are going to play a game and they have to make compound words with the given words. Tell them that you will pick a student and give him a chit with a root word written on it. These students will come to the board to write their compound words with their team shouting out their guesses.

Root words:

Tea (spoon/ pot/ house/ room/ shop)

Tooth (paste/ brush/ache)

Back (yard/ ground / ache / ward / pack)

Book (shelf / store / rack)

Sun (shine / flower/ set / rise)

Foot (ball / path / rest / wear)

  • Ask the other groups to tell the correct word if a group member writes a wrong compound word.
  • Allow only two words per group. This will save time.

Activity 2

  • A root word stands on its own as a word. You can make new words from it by adding beginning(prefixes) and ending(Suffixes.) such as; comfort is a root word so by adding prefix ‘dis’ or the suffixes ‘able’ you can make new word such as; ‘discomfort’ and ‘comfortable’.
  • Ask the students to make 6 sentences using any 3 root words (2 compound words each).


  • Monitor and help the students.


Activity 3

  • Prepare flashcards of following words. The head word needs to be in a different colour paper or written in a different colour ink. (Included in appendix)
  • Write the following on the board.


  • Ask students to read and discuss in pairs and analyses the relationship of the compound words with each other for example sun + shine.


Ø  Words start with Rain (water/ bow / fall/coat)

Ø  Words start with good (goodbye, goodnight)

Ø  Words start with after (noon / shocks / wards / shave / effects)

Ø  Words start with Sun (shine / flower / set / rise)

Ø  Words that end with one (some / every / any)

Ø  Words that end with body (every / some / any)

Ø  Words end with house (farm / dog / doll / guest)


  • Explain the meanings where needed.
  • Distribute the flash card of headwords to one group of students and make them stand in line.
  • Read the words from other flashcards and ask students to tell which compound word can be made. Whichever student gives the correct answer holds the card and stand behind the child with the correct head word.
  • (Pictures required of children standing in a line holding flashcards.

Sum up / Conclusion

  • What are compound words?  Give few examples.




  • Ask the students to exchange and check each other`s work and give feedback for improvement.
  • Use each of the picture to make a compound word.


  • Tell the students to correct their work in the light of the feedback given by their peers.


Follow up

  • Take at least five compound words from the textbook and use them in sentences of their own.






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