Procedure
of Homophone Games
Based on Musmanno (2010: 20)
defines procedure of Homophone Game as follows:
a. Copy
the call list for the students. Discuss each pair of homophones and their
meanings.
b. Play
the game, pull one slip and read both words aloud. Use each in a sentence and
discuss the different meanings. For instance, say aunt, ant. Pause. Say, I love
my Aunt Judy (pauseto have those with aunt on their card place their chip. Then
ask for a volun-teer to spell aunt.) Then say, The ant ruined our picnic (pause
to have thosewith ant on their card place their chip). Ask for a volunteer to
spell ant.
In addition Clutterbuck (1999: 3)
gives explanation about procedure of homophone game at the classroom in five steps
there are:
a. Ask
students if they know what a homophone is. Explain that homophones are words
that sound the same but have different meanings, and are usually spelt
differently.
b. Ask
students to provide words that are homophones. Write these on the board. e.g.
son — sun, horse — hoarse
c. Conduct
a ‘homophone quiz’: Read aloud a sentence and challenge students to find the
word that has a homophone. They must then use the homophone in a sentence of their
own. For example: Teacher: The bicycle has two wheels. (two) Student: I am going to the disco. (to)
d. Distribute
and explain
e. Early
finishers could search through word listsand write any homophones they find.
