English 7

I. Learning Objectives
Through a discussion, the students should be able to:
A. define homophone, homonyms and homographs
B. share the importance of knowing homophones, homographs and homonyms; and
C.
II. Learning Content
A. Subject Matter
- Homophones
B. References
 Nordquist, R. (2019) “Homonyms, Homophones, and Homographs” Retrieved on September
2, 2023. Retrieved on https://www.thoughtco.com/homonyms-homophones-and-homographs-
a-b-1692660
 Merriam Webster Dictionary

C. Instructional Materials
 Powerpoint Presentation
 Blackboard and chalk
 Visual aids: Coupon bond with pictures.
D. Content
 Homonyms are two or more words that have the same sound or spelling but differ in meaning.
Homophones—which means "same sounds" in Latin—are two or more words, such
as knew and new or meat and meet, that are pronounced the same but differ in meaning,
origin, and often spelling. Homographs, meanwhile, are words that have the same spelling but
differ in origin, meaning, and sometimes pronunciation, such as the verb bear (to carry or
endure) and the noun bear (the animal with a shaggy coat).Words that fall under any of these
three categories often confuse readers and writers alike. But they need not perplex you:
Understanding the meaning of these three grammatical terms and, especially, being able to
recognize them can help clear up any confusion. A list of some of the most
common homonyms, homophones, and homographs can help any writer use these words
correctly and any reader or listener recognize them when they occur.
E. Skills
 Speaking skills
 Listening skills
 Viewing skills
F. Values
 In life we have to be aware of what we say because tongue is just a soft muscle yet it can
express sharp words that can break someone.
III. Learning Procedure
A. Preparation
1. Apperception
 Volunteer someone to share words with the same sound but with different spelling and
meaning.
 Ask the questions, “ what are these words called?”
2. Motivation
 The class will be divided into two groups. Then, each groups should have one representative.
 The facilitator will give homophone words to each group and each group should pronounce the
word to the representative properly and the representatives will write it in the board. The
facilitator will check if the words written in the board is correct basing from the given word.
3. Statement of the aim
 Being knowledgeable about homophones is crucial because it gives awareness about the
appropriate pronunciation of words as well as the meaning of these words. In fact, these words
has three categories called the homophones, homonyms and homographs. Homographs are
spelled the same, but differ in meaning or pronunciation. Homonyms can be either or
even both. To help remember, think of the etymology: homo phones have the same
sound (the Greek phonos), homographs have the same spelling (Greek graphein), and
homonym comes from the Greek word meaning "name" (onyma).
B. Presentation
1. Give them one minute to observe the given example in the powerpoint presentation.
2. Volunteer students to share their ideas about homophones, homonyms and homographs
basing from the given example.
3. Then, give the concrete definition of homophones.
4. Explain the differences of homophones, homonyms and homographs.
5. Group the students by pair.
6.Create a concept map and write the benefits of knowing the differences of homophones,
homonyms and homographs.
7. Choose 3 pairs to share their answers in the class.
C. Comparison and Abstraction
1. Name the significant characteristics of words such as Homophones, Homonyms and
Homographs.
2. Create a Venn Diagram and write the difference of the three classifications.
 D. Generalization
 In our lives simple words can break our hearts. Words that can be either a motivation or
reason for discouragement. However let our hearts be courteous and minds be mature. Take
everything as an advise and as a words of wisdom for better growth and achievement.
E. Application