LESSON PLAN IN ENGLISH VI

First Quarterly
(Week 7)

I. OBJECTIVES
1. Recognize homophones and their meanings.
2. Define the homophones.
3. Participate in activity actively.

II. SUBJECT MATTER

A. Topic: Homophones and Their Meanings
B. Reference: Joy in Learning English 6 (p.64)
C. Materials: chart, pictures, laptop, TV

III. DEVELOPMENTAL ACTIVITIES

Prayer
Greetings
Checking of Attendance
Setting of Standards

1. Preteach
Motivation
The teacher will ask the students to pick a piece of paper with a riddles
written on it. The students will answer the riddles to find their group mates. The teacher
will paste pictures which are the answers to the riddles in a designated area. The
students will go there if they are sure with their answers. The students will also have to
arrange the jumbled letters to form the correct answer.

Ask: From these words, which has the same sound?

Do they have the same spelling?
Do they have the same meaning?

2. Teach
The teacher will show a list of words.
The students will read the words.

ate-eight deer-dear scent-cent

to-too rain-reign plain-plane
knew-new right-write waste-waist
pause-paws tail-tale made-maid
I-eye week-weak hi-high
ant-aunt male-mail flu-flew
knight-night praise-prays hear-here
hair-hare stare-stair bear-bare

Ask: 1. From the list of words, what are common and how do they differ?
2, Do they have similarities or differences?
3. What do we call to these words?

The teacher will ask the students to arrange the jumbled letters to form the
word “HOMOPHONES”

3. Discussion
 Homophones are words that sound the same but have different
meanings and spellings of homophones are important because it provides clues to their
meaning of the words.

A. Discuss the meaning of some words listed on the table.

a. ATE- past form of eat
EIGHT- a number
b. TAIL- Something a dog wags.
TALE - Another word for story.
c. CENT - A type of coin.
SCENT - Something you can smell.
d. FLU - A type of illness.
FLEW - The past tense of fly.

B. The students will play “Name that Homophone”. The game will begin by
selecting a category. Each group will have to answer by raising their flag. The first group who
will raise their flag will have a chance to earn points. They will need a sheet of paper and a pen
or pencil to keep their score.

4. Generalization
1. What are homophones?
2. Give an example of homophones.
3. What have you noticed with the word that you gave? (Let the pupils give
the meaning of homophones?)

5. Application
Group Activity
The students will be given 5 minutes to finish the activity.

Group 1
Give the meaning of each word from the homophones given.
1. wear –
where –
2. blew-
blue –
3. I –
eye –

Group 2
Use the following homophones in a sentence.
1. wear –
where –
2. blew-
blue –
3. I –
eye –
 Group 3
Illustrate the following words and give the meaning of the
homophones
1. waist waste

2. flour flower

Group 4
Color each pair of homophones a different color and give the
meaning of each word.

right son maid buy

bye made write sun

IV. EVALUATION
Underline the homophone that fits the thought of the paragraph.

Dear Ann,
I have a cold. My vocal (chords, cords) hurt and I have a (hoarse, horse) voice. I
sound like a (base, bass) in the choir and I look (pail, pale), too. I will (bough, bow) to
my (mom’s, mum’s) wishes and spend the (principal, principle) part of the day in bed. It
is a (real, reel) (boar, bore) and a (waist, waste) of a Saturday. I am hoping to (see, sea)
you next week.

V. ASSIGNMENT
Give other examples of homophones and give their meanings.

Prepared by:

ANNA CLARISSA S. TAPALLA

Teacher I

NOTED:

EVA T. LEYESA
School Principal I