Abstract
This article discusses the key concepts in the homonymic paradigm, describes the types of homonyms. The analysis of the scientific literature on our topic shows that the topic is not sufficiently considered in English language teaching tools, respectively, it is not reflected in the methodological system of teaching English vocabulary. This determines the relevance of our research. In the use and perception of homonyms out of context, students often find it difficult to understand their meaning. In addition, homonyms are an obstacle in understanding the context, it is often required from the speaker to specify what is being reported by bringing synonyms. Meanwhile, the main function of using homonyms in speech is their use as stylistic means and teaching units in enriching vocabulary. Taking into account the above difficulties of using homonyms, we have selected groups of active homonymic pairs on individual topics, with which special tasks have been compiled. The lexical and semantic exercises proposed by us for the study of homonymous verbs in the English language are based on the principle of "from simple to complex", that is, exercises at the levels of words, phrases, sentences and super-phrasal unity. The systematic and gradual introduction of such exercises has shown a positive effect in enriching vocabulary in English classes.