LESSON PLAN

Teachers’ Names:

School: Marymount High

Subject: English A

Grade: 10

Date: September 23,2024

Topic: Grammar/Vocabulary

Sub-Topics : Antonyms & Homonyms

Duration: 60x3

General Objective: Students will understand the concept of antonyms and be able to

identify and use anonyms in their writing effectively.

LESSON 1

Specific Objectives: At the end of these lessons students should be able to:

1. Define antonyms.

2. Identify antonyms in sentences and contextual scenarios.

3. Create pairs of antonyms using vocabulary relevant to their daily lives.

4. Engage in discussions about how antonyms can change the meaning of sentences.

Methodology: Questioning

Discussion

Group work –discussion and presentation

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Materials:

1. Whiteboard and markers

2. Textbook- A Comprehensive English Course For CXC
3. Online sources
4. Electronic Devices

Engage:

 The letter will begin with the teacher writing "happy" on the board. Students will be
asked to supply the opposite word. They will be led to understand what antonyms are
and their role in enriching language.

- **Questions to Ask**: "What does the word 'happy' mean?" "Can anyone think of a word
that means the opposite?"

 Students will brainstorm and offer their ideas about the opposite of "happy", leading
to a discussion where they contribute synonyms and antonyms.

Explore

 Students will be provided with a list of words empty, motion, feeble, morning, tame,
faithful, conspicuous, later, female
 Students will, in pairs, write down the antonyms for each word and use them in
sentences to show their understanding of how antonyms fit into different contexts.

Explain

Pairs will be invited to share their sentences and the antonyms they chose. Discuss how the
choice of antonyms changed the meaning or tone of the sentences.

Elaborate:

Activity: Divide students into small groups and give each group a short passage or a set of
sentences with repeated words. Ask them to replace the repeated words with appropriate
antonyms and rewrite the passage.

Each group will present their revised passage and explain their antonym choices to the class.

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Evaluation 1: Students will complete exercise in their textbooks

A Comprehensive English Course pages 202-203

CONTENT

Antonyms can be defined as words that are opposite in meaning. An example of a set

of antonyms are happy and sad.

In order to be successful at working through exercises on synonyms and antonyms, one

can:

- Utilize context clues to assist with finding the answer

- Use process of elimination

Context Clues:

Context clues are hints found within a sentence, paragraph, or passage that a reader can

use to understand the meanings of new or unfamiliar words.

Process of Elimination:

This is where you literally strike out the options that could not possibly be the answer

to the underlined word, based on the previous process of identifying context clues.

For example,

Gloria was overjoyed that she was successful in her examinations.

(a) sad (b) happy (c) impatient (d) alarmed

You are asked to identify the antonym of overjoyed. One would immediately cross out (b)

happy, because it means the same as overjoyed.

(c) Impatient and (d) alarmed would come next because they are not related in meaning to the

underlined word. Therefore, useless words were discarded, leaving the answer that makes

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sense, which is (a) sad.

EXERCISE

Directions: Choose the word from options (a) to (d) that is most NEARLY OPPOSITE in
meaning to the

word underlined.

1. The committee chose the most appropriate moment to solicit the approval of the Board of
Directors.

a) Improper

b) Vulnerable

c) Inopportune

d) negative

2. Leaders who show arrogance in their interaction with people are the subject of much
public comment.

a) Weakness

b) Docility

c) Modesty

d) Humility

3. National service for a certain period of time should be a voluntary act on the part of the
young.

a) Compulsory

b) Rigid

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c) Forceful

d) Necessary

4. Being helpful and friendly is characteristic of most country folk.

a) Unworthy of

b) Uncommon in

c) Unnecessary for

d) Unreasonable of

5. At the end of the presentation, the questions from the audience indicated their profound
interest in the topic.

a) Slight

b) Trivial

c) Superficial

d) Shallow

6. Groups of people assembled when they heard the sirens of both the ambulance and the
police.

a) Diverted

b) Dispensed

c) Escape

d) Disappeared

7. Some students have a transient interest in activities that challenge their intellect.

a) Sustained

b) Permanent

c) Expansive

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d) Profound

8. His responses to the investigator’s questions during the interview were ambiguous and
brief.

a) Accurate

b) Concise

c) Relevant

d) Clear

9. The dean of discipline commended the students for their behaviour at the debating
competition.

a) Rated

b) Chastised

c) Ignored

d) Abused

10. The health of the patients at the nursing home improved significantly because of
equipment and quality

of service.

a) Deteriorated

b) Declined

c) Diminished

d) Suffered

ANSWER SHEET

1. A – Improper

2. D – Humility

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3. A – Compulsory

4. B – Uncommon in

5. D – Shallow

6. B – Dispersed

7. B – Permanent

8. D – Clear

9. B – Chastised

10. A – Deteriorated

LESSON 2

Topic: Homonyms

Learning Objective: Students will be able to identify homonyms and differentiate between
their meanings and usage in sentences.

General Objectives: Students will be expected to:

 Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.
 Analyze the meaning of words and phrases as they are used in a text, including
figurative meanings.

Specific Objectives: At the end of this lesson, students will be able:

1. Define homonyms.

2. Identify homonyms in sentences and contextual scenarios.

3. Create pairs of homonyms using vocabulary relevant to their daily

lives.
4. Engage in discussions about how homonyms can change the meaning
of sentences.

Methodology: Questioning

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 Discussion

Group work –discussion and presentation

Materials:

1. Whiteboard and markers

2. Textbook- A Comprehensive English Course For CXC

3. Online sources

4. Electronic Devices

Procedure:

Engage:

 Teacher will ask students "What do you think the words 'bat' and 'bat' mean? Can a
word have more than one meaning?"
 Students will be allowed to share their thoughts on words with multiple meanings.
 It will be briefly explained that some words are called homonyms because they sound
the same or are spelled the same, but they have different meanings.
 Examples of common homonyms bat, bark, bow, bun

Explore:

 Students will be divided into small groups. Each group will be provided with a list of
sentences where homonyms are used. Each group must identify the homonyms and
discuss the different meanings of the words within the context of the sentences.
 Students will be encouraged to think about how context changes the meaning of a
word.
 The bank is by the river.
 I need to bank the money.
 The dove flew away.

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  He dove into the water.
 Bark: The dog’s bark was loud and frightening.
 Bark: The tree's bark is rough and textured.
 Match: She used a match to light the candle.
 Match: The soccer match was exciting and well-played.
 Well: The old well in the backyard provides fresh water.
 Well: She felt well after taking the medicine.
 Left: He left the room without saying goodbye.
 Left: The book is on the left side of the shelf.
 Bat: The bat flew out of the cave at dusk.
 Bat: He swung the bat and hit a home run.
 Ring: She wore a beautiful gold ring on her finger.
 Ring: The phone rang loudly during the meeting.
 Seal: The seal at the zoo performed tricks for the audience.
 Seal: She used a seal to close the envelope securely.
 Light: The room was bright thanks to the new light fixture.
 Light: He lifted the box easily because it was light.
 Leaves: The leaves on the trees changed colour in autumn.
 Leaves: She leaves for work at 8 a.m. every day.
 Park: We went to the park to play soccer.
 Park: She had to park her car in a different spot.

Explain:

What is a homonyms, types of homonyms and the appropriate use of them will be discussed
in detail.

 Homophones: Words that sound the same but have different meanings and spellings
(e.g., "flower" and "flour").
 Homographs: Words that are spelled the same but have different meanings and
possibly different pronunciations (e.g., "tear" as in crying, and "tear" as in ripping).
 Provide examples: "Right" (correct) and "right" (direction), "lead" (to guide) and
"lead" (a type of metal).
 Students will be encouraged to ask questions for clarification and examples.

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Purpose: To ensure students have a clear understanding of homonyms and their types.

Elaborate:

 In pairs, students will create a short dialogue using homonyms. They will write
sentences where the meanings of the homonyms shift depending on context.
Encourage students to act out the dialogue after creating it.

Example Dialogue:

Person 1: "Can you pass me the bat?"

Person 2: "Do you want the animal or the baseball bat?"

 Individually, students will choose three pairs of homonyms from a given list and write
a short story that uses all six words in a coherent narrative.

Evaluation: Students will complete the activity in A Comprehensive English Course

CXC English A pages 80-81

CONTEXT

Homonyms definition: Homonyms are words that share the same spelling and pronunciation
but have different meanings. The concept of homonyms comes from the prefix "homo,"
meaning "the same," and the suffix "-nym," meaning "name." Thus, homonyms are words
that sound alike or are spelled the same, yet have distinct meanings. For instance, consider
the word "pen." It can refer to an enclosure for animals or a tool used for writing. Another
example is the word "book." It can mean a physical item you read or the act of reserving a
spot, such as for a train journey.

There are three main types of homonyms:

 homographs (words that are spelt the same but have different meanings)

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  homonyms (words that are both spelt and pronounced the same but have different
meanings)
 homophones (words that are pronounced the same but have different meanings)

Homographs are words that share the same spelling but have different meanings.

The word “bow” can be used either as a noun or a verb. As a noun, it refers to a weapon that
is shot from a distance using an arrow. As a verb, it means to bend at the waist in respect or
greeting.

Here are some other examples of homographs:

lead (noun) – a metal that is poisonous to humans

lead (verb) – to show the way

close (adjective) – near in space or time

close (verb) – to shut

desert (noun) – a dry, barren area of land

desert (verb) – to leave someone alone deliberately

Homophones are words that share the same pronunciation but have different meanings.

This can be a little tricky because you might not realize that two words are homophones if
you’re not paying attention to their spelling. For example, the word “flower” is a homophone
of the word “flour.”

Here are some other examples of homophones:

break – brake

flower – flour

our – hour

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they’re – their – there

you’re – your

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