Quick Guide
- Keywords: Language play, rhyme, creativity
- Learner English level: High beginner and above
- Learner maturity: High school and above
- Preparation time: 10-20 minutes
- Activity time: 20-30 minutes (divided over two lessons)
- Materials: Worksheets (See Appendices)
Rhyme Lines with Quick Pics encourages learners to play with language while exploring rhyme. Introduced in one lesson and completed in the next, this activity helps learners notice new things about English, provides instructors with opportunities to evaluate language proficiencies, and simply gives tired learners and instructors a boost. If you have ever used a foreign language to make others laugh, you know that feeling is great!
Preparation
Step 1: Prepare worksheets to introduce rhyme. They should include examples of (a) one- and two-syllable rhyming words; (b) rhyming lines from authentic texts, such as from picture books or songs; (c) original funny stories with at least three rhyming words; and (d) spaces for learners to write (Appendix A).
Step 2: Prepare model pictures of (c) (Appendix B).
Procedure
Step 1: Pass out the worksheets. Introduce the activity—Rhyme Time with Quick Pics—and help learners notice the rhyming words in the name.
Step 2: Read sets of one-syllable rhyming words from the worksheet, such as “cat/sat,” and ask learners to add words. Ask learners to complete the matching task. Confirm their understanding.
Step 3: Repeat Step 2 with two-syllable rhyming words.
Step 4: Ask learners to create their own rhyming sets and write them in the textbox on their worksheet.
Step 5: Read the lines from authentic texts included on the worksheet and ask learners to identify the rhyming words.
[Example:]
One hungry monster/underneath my bed,/moaning and groaning/and begging to be fed.
(O’Keefe, 1989)
Step 6: Read the original funny stories from the worksheet and ask learners to identify the rhyming words.
[Example:]
I went to the school gate to ask you on a date, but I was too late. I saw you with my best mate.
Step 7: Ask learners to listen again and draw simple pictures of the story. Give them time to compare pictures.
Step 8: Show a model picture (Appendix B) and repeat the story to allow learners to check their understanding.
Step 9: Tell learners to prepare a similarly funny story with at least three rhyming words for the next class.
Step 10: In the next class, put learners into groups of three to five people.
Step 11: Ask one person in each group to read their funny story twice to their group.
Step 12: Tell listeners to draw quick pictures, compare them, and confirm that they understood the story.
Step 4: Ask learners to repeat this process until everyone has shared their stories.
Extension
This activity can be extended into a competition with one group reading funny stories and another identifying rhymes and drawing on the blackboard. Learners can also post their stories in an online forum for wider sharing and for confirmation of rhyme accuracy.
Variations
This activity can be completed in a single class if learners have enough time to write their lines. It can be adapted for younger learners by focusing on alliteration instead of rhyme or for advanced learners by including instruction on imperfect rhymes like those used in rap.
Conclusion
Rhyme Lines with Quick Pics is a versatile activity that encourages learners to enjoy language and share their creativity. It is resource-light and easy to adapt for use in various classrooms. Have fun!
Reference
O’Keefe, S. H. (1989). One hungry monster: A counting book in rhyme. Joy Street Books.
Appendices
The appendices are available below:
