1. By: Huma Abid. Copyright 2008 PresentationFx.com | Redistribution Prohibited | Image © 2008 Thomas Brian | This text section may be deleted for presentation.PresentationFx.com

2. To enable the students to understand new grammar context such as some words are pronounced alike but are spelled differently. To test students’ IQ skills, practice drilling in class and CCQ continually. Copyright 2008 PresentationFx.com | Redistribution Prohibited | Image © 2008 Thomas Brian | This text section may be deleted for presentation.PresentationFx.com

3.  To integrate and promote pair work.  To enhance language and comprehensive skills.  Usage of proper tenses.  Fluency of grammar concepts.  Vocabulary building.  Repetition drills to maximize students’ output. Copyright 2008 PresentationFx.com | Redistribution Prohibited | Image © 2008 Thomas Brian | This text section may be deleted for presentation.PresentationFx.com

5.  Homophones  Homophones are words that sound the same but are spelt differently and have different meanings. e.g. to, too and two.  The spelling of "rose" (past tense of "rise") and "rose" (the flower) appear in the same place in the dictionary. The goal of this concept is to simply to make communicators aware that the same sounding words are indefinite.

6.  Activity 1  Choose the correct homophone to complete this sentence.  (a) The boy put shampoo on his (hare/hair).  (b) Mum put some (flower/flour) in the cake mix.  (c) James didn't have a very good (nights/knights) sleep.  (d) A rabbit is a bit like a (hare/hair).  (e) Tony got chased by a large (bare/bear).

7.  PPP  Presentation by the teacher  1) Teaching homophones through  Activities.  2) Using authentic materials like grammar  Textbook (Haydn Richards pg.16/47)  3) Preparing a practice worksheet.

8.  Practice  1)Class drilling  2) Textbook work  3) Worksheet  4) Word search activity.

9.  Production  1) Oral quiz  2) Student and teacher’s interaction.  3) Feedback discussion on worksheet.

10. CHALLENGESSOLUTIONS 1)Students may not pick up new grammar context and vocabulary words e.g. ball/bawl Knead/need 2)Slow learners might not be able to spell homophones correctly. 3)Students’ at first will have difficulty in identifying the correct homophone on sound. 2)Class drilling and repetition will be done. 2) Practice worksheets will be given along with word search activity. 3) Sentence building will be integrated in the lesson.

11.  C:\Documents and Settings\Administrator.MARK3\My Documents\Homophones Word Search.pdf C:\Documents and Settings\Administrator.MARK3\My Documents\Homophones Word Search.pdf

12.  Activity 2  Choose the correct homophone to complete the sentences.  (a) Lucy couldn't wait to (meet/meat) her friend.  (b) Andrew (missed/mist) the bus.  (c) The mouse got his (tale/tail) caught.  (d) Glen has a long (wait/weight) for the bus.  (e) The cat hurt its (pour/poor/paw).  (f) The old man had no money, he was (pour/poor/paw).  (g) "Could you (pour/poor/paw) the orange juice, please?"  (h) Mark got a letter in the (mail/male). 

13. Presentation Practice Production

14.  HAYDN RICHARDS BOOK 3  WORKSHEETS