You will learn
- Define multiple-meaning word.
- Find two meanings.
- Use context to choose.
- Use a dictionary to check.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Some words have several meanings.
- The sentence decides which meaning.
- Check the dictionary for numbered meanings.
- Use the word in two different sentences.
Words to know
a word with more than one meaning
an animal or a wooden stick for hitting
the sound of a dog or the outside of a tree
words around that show which meaning
1. Discover: The bat and the bark
Chidi saw a bat fly from a hollow tree. Then he said, Let me get my bat and play cricket. A dog began to bark. Chidi touched the rough bark of the tree. The same words mean different things.
Think: What are the two meanings of bat? Of bark?
2. Understand: One word, many meanings
Idea 1: Multiple meanings
A multiple-meaning word has more than one meaning. Bat: a flying animal; a stick for hitting a ball.
Idea 2: Use the sentence
The sentence clue tells which meaning: a bat flying from a tree is the animal; a bat for cricket is the stick.
Idea 3: Dictionary
A dictionary numbers the meanings. Read them all and choose the one that fits. Bark can be a dog’s sound or tree covering.
3. Worked examples
Example 1 (I show you): Bat 1
What is a bat that flies from a tree?
- An animal.
Answer: an animal
Example 2 (We do it together): Bat 2
What is the bat for cricket?
- A tool.
Answer: a wooden stick
Example 3 (You try): Bark
What are two meanings of bark?
Show the steps and answer
- Dog and tree.
Answer: the sound a dog makes; the outside of a tree
Did you know?
The word run has many meanings in the dictionary, more than eighty in some dictionaries.
Why this matters
Knowing multiple meanings stops you from misunderstanding what you read.
4. Explore: Two meanings
Write sentences.
- Choose bat, bark, or ring.
- Write two sentences.
- Show each meaning.
- Check in a dictionary.
Think about it: what did you notice?
You can use multiple meanings.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The word ___ can mean ___ or ___.
- In this sentence, it means ___.
- The clue is ___.
- I checked in ___.
Guided practice
Question 1. A word with more than one meaning is a ___-meaning word.
multiple
Question 2. An animal or a stick for hitting is a ___.
bat
Question 3. The sound a dog makes is a ___.
bark
Independent practice
Level 1: Start
- A word with more than one meaning is a ___-meaning word.
- An animal or a stick for hitting is a ___.
- The sound a dog makes is a ___.
- Words around that show meaning are a ___ clue.
- Chidi saw a ___ fly from the tree.
Level 2: Grow
- Give one meaning of bat.
- Give one meaning of bark.
- Use ring in two meanings.
Level 3: Stretch
- Can one word have two meanings?
- Does the sentence help?
- Can a dictionary list them?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Find three words with two meanings and write sentences.
Show a sample answer
three words
Another one. Write sentences for three words that have two meanings.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can define multiple-meaning word.
- I can find two meanings.
- I can use context to choose.
- I can use a dictionary to check.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Some words have several meanings.
- The sentence decides which meaning.
- Check the dictionary for numbered meanings.
- Use the word in two different sentences.
11. Next lesson
Next lesson: Prefixes. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a multiple-meaning word? [1 mark]
- Give two meanings of bat. [2 marks]
- Give two meanings of bark. [2 marks]
- How do you know which meaning is used? [1 mark]
- Explain how to choose the right meaning. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a word with more than one meaning [1]
- a flying animal [1]; a stick for hitting [1]
- sound a dog makes [1]; outside of a tree [1]
- use the sentence clues [1]
- read the sentence [1]; think of the meanings [1]; check it fits or use a dictionary [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A word with more than one meaning is a ___-meaning word.
- An animal or a stick for hitting is a ___.
- The sound a dog makes is a ___.
- Words around that show meaning are a ___ clue.
- Chidi saw a ___ fly from the tree.
- Give one meaning of bat.
- Give one meaning of bark.
- Use ring in two meanings.
- Can one word have two meanings?
- Does the sentence help?
Homework
Write sentences for three words that have two meanings.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A word with more than one meaning is a ___-meaning word. | multiple | 1 |
| 2. An animal or a stick for hitting is a ___. | bat | 1 |
| 3. The sound a dog makes is a ___. | bark | 1 |
| 4. Words around that show meaning are a ___ clue. | sentence | 1 |
| 5. Chidi saw a ___ fly from the tree. | bat | 1 |
| 6. Give one meaning of bat. | a flying animal | 1 |
| 7. Give one meaning of bark. | a dog sound | 1 |
| 8. Use ring in two meanings. | a ring on a finger; the phone will ring | 1 |
| 9. Can one word have two meanings? | yes | 1 |
| 10. Does the sentence help? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 multiple; 2 bat; 3 bark; 4 sentence; 5 bat. Level 2: 1 a flying animal; 2 a dog sound; 3 a ring on a finger; the phone will ring. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define multiple-meaning word | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Find two meanings | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use context to choose | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use a dictionary to check | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define multiple-meaning word; find two meanings; use context to choose; use a dictionary to check.
Prerequisite knowledge. Synonyms and antonyms.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.3.4a and L.3.4d (use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases); Cambridge Primary English Stage 3 (vocabulary). These sources informed the lesson.