Tag Archives: homophones

These five worksheets on the homophones compliment and complement are actually the first I ever wrote. You’ll notice that I set up the worksheets to use these words as nouns. Because it turns up as a term of art in any number of grammar and style manuals, I wanted students to learn the use of complement as a grammatical term. It’s used in all kinds of ways, even sometimes to describe a predicate, which I think is better called, simply, a predicate.

However, as a means of describing both the direct objects and the indirect objects of verbs, I think this is a very good word indeed. I’m fairly certain I placed all five of these worksheets as do-now exercises at various places in a thirteen-lesson unit on verbs. If you use them the same way, you may want to mention to students that both of these words can be used as verbs; both are used transitively.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

These five worksheets on the homophones lead and led are not exactly the most cogent ever to issue from my pen. They do stand on their own, I think, and with some tinkering (which I may get to in the future, and since these are in Microsoft Word and can be manipulated, you can get to whenever you see fit) they might increase in cogency and therefore effectiveness.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

On a rainy Saturday morning (aside: should it be pouring rain in New England on January 5th? Shouldn’t this be snow?), Mark’s Text Terminal is humming right along. Here are five worksheets on the homophones pore, poor, and pour. A few notes about these words: pore as a verb is apparently only used intransitively, and in its most common application in English is used with the adverb over; as a verb, pour can be used both intransitively and transitively. While these worksheets don’t address it, pour can also be used as a noun, and can mean the action of pouring,  and instance of pouring or an amount poured, and a heavy fall of rain: DOWNPOUR.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Moving right along: if your students need help differentiating them, here are five worksheets on the homophones peak and peek. You probably already know this, but peek as a verb is used only intransitively.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

These five worksheets on the homophones hear and here might be useful in a variety of settings, and I think English language learners might benefit from them. One thing is beyond dispute, I submit: these are two words students really must be able to use properly.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Monday again, so I’ll begin another week with these five worksheets on the homophones isle and aisle. They’re both nouns, and words students should know and be able to use properly.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.