Objectives
Sub Topic 1: Definition of a homophone.
At the end of the lesson;
Given a worksheet, pupils will be able to correctly distinguish the homophone words that use an apostrophe, sound the same, but are different in meaning and spelling. (Domain: Cognitive, Level: Analysis)
1) Through face to face transfer the teacher emphasizes the topic for the students on definition of a homophones.
2) A short descriptive video, will be played illustrating the appropriate use of homophones that use apostrophe, sound the same, but are different in meaning and spelling.
3) After viewing the video, and linking the students previous knowledge of the topic, the teacher encourages the students to use the think pair share method to discuss what they
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Some homophones include words with an apostrophe. The meaning of the pair of homophones that sound the same is very essential for one to be able use the word accurately in a sentence.
It is important to identify the words that sound the same, but are spelled differently.For instance, beand bee sound the same, but both carry different meaningbe means occur or take place, whereas,bee relates to a stinging winged insect which collects nectar and pollen, produces wax and honey, and lives in large communities and so forth.
Furthermore, the teacher reinforces that some homophones include words with an apostrophe for instance, you're/you are, they’re /they are and it’s/it is and demonstrate how it is appropriately used in a sentence.
6)
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(Domain: Affective, Level: Responding)
1) Using face to face delivery the teacher highlights the topic for the students on homophones. 2) The teacher present handouts of a paragraph with homophonic words. Followed by an animated text version illustrating the homophonic words used in the paragraph.
3) The teacher reinforces that homophones are words that sound the same, but are different in spelling and meaning.
4) By means of connecting the students’ previous knowledge about the topic the teacher encourages the students to work in groups of three to distinguish thehomophones that are use in the paragraph;
• The teacher encourages the students to re-read the paragraph carefully and highlight all the homophonic words used.
• The teacher encourages the students to collaborate with each other in the group and give anappropriate meaning of the pair of homophones that are used in the paragraph.
• The teacher encourages the students to collaborate with each other and take
Simpson, J. A., and E. S. C. Weiner. The Oxford English dictionary. 2nd ed. Oxford: Clarendon Press; 1989.Print.
9 The term is borrowed from linguistics, referring to the process by which the specific nature of a given sound in a particular word changes or assimilates the sound preceding it.
Ed. Jelena O. Krstovic. Vol. 97. What is the difference between a '' and ''?
Webster’s Desk Dictionary of the English Language. New York: Portland House. 1990. Dictionary. Page 602
However, there were strange vowel choices on higher notes that made it hard to understand some of the phrases that were being sung. For example, on the word “master”, the choice to use a diphthong instead of an ordinary “a” vowel, made the word take on a darker sound in a happier song.
Vol. 60. What is the difference between a '' and a ''?
1. The spelling of the Greek terms varied from resource to resource. I tried in vain to use the spelling that occurred most often.
Pearsall, J. (ed) 1999, The Concise Oxford Dictionary, Oxford University Press, New York, p. 1209.
The vowels “I” sound in pin and “e” sound in pen may sound with the same vowel sound if it is preceded by a nasal sounds (n or m)
Pearsall J (1999) The Concise Oxford Dictionary Tenth Edition page 286 by Oxford University Press in Oxford New York, America
There may be words in the same language which do not necessarily mean the same thing; there is more than one definition for them (Galanti, 2008, p. 28). Another instance of miscommunication occurs when there is a word that exits in more than one language and that has a different meaning in each language. One may be referring to one thing while the other interprets the usage of the word under their own understanding of the definition (Galanti, 2008, p. 29).
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
Palatal Diphthongization: This is the change in the pronunciation of diphthongs. By this sound-change, an “ae” and e in early Old English was changed to a diphthong (“ea” and “ie” respectively) when preceded by certain palatal consonants “c, g, sc” (Baugh & Cable, 2001).
8. Simpson, J. A., & Weiner, E. S. (1989). The Oxford English dictionary (2nd ed.). Oxford: Clarendon Press ;.