Rhyming Words Activity-1 (1)

7/29/2019 Rhyming Words Activity-1 (1)

1/4

1.0 Activity

Title : rhyming words

Pronunciation focus : repeated sounds

Activity type : whole class

Time : 15 minutes

Level : All levels

2.0 Introduction

According to phonemic chart, written by Nicola Meldrum from British Council aid that

helping student with individual sounds is useful. In this activity, the children will notice arepeated sound.

3.0 Preparation

Choose a rhyme and write it up on the board. Do not write the rhyming words, leave a

line for each.

E.g. Rain, rain, go away!

All the children want to play.

Rain, rain, go away!

Come again anotherday.

Prepare words for each rhyming words


2/4

Steps Justification

Step 1 :Play the rhyme for students once

or twice

The student will listen to sound system of

the language. This will introduce the

student toward phonology. According toKolln, Martha and Robert Funk (1998),and

Fromkin (1993), Victoria and Robert

Rodman listen to the sound, make the

student concentrate on the vowel

(A,E,I,O,U) and consonance (B,C,D,F).

Step 2 :Read out the text of rhyme saying

the sound of /ei/ for each gap.

The purpose of this step is to make the

students able to sing the song and know

the rhyme that the teacher wants to focus

on. Once they can hear and identify a

phoneme, it's time to practice accurate

production of the sound. The student will

recognize the diphthongs which is

combination of pure vowel e and I like the

word away, rain, play and again.

Step 3: Stick word cards on the board and

say the sound /ei/. Practice the

sound and the words whole class

and as groups and individuals.

The students can read the words that

produce the sound /ei/. The teacher can

guide the students to spell the words

correctly by sliding the tongue for one

position to another.. The teacher will ask

the student to repeat the word many times.

Step 4: Ask whole class to choose the

right word to fill the gaps in therhyme and put the cards on the

board in the gaps.

The students will recall back what the song

is when they need to fill the gap in therhyme. They also able to choose the

suitable word to fill in the blank. This step

involves participation of student in class to

identify the rhyme of the song which are


3/4

the words stress on in this activity.

Step 5: Play the rhyme again to check if

they have chosen right word for

each gap.

The students can identify the right and

wrong words that they have filled in. The

teacher can highlight the words that they

make mistake and ask them to correct

them at that point. The students need to

be able to see where to put their lips and

tongues in relation to their teeth.

Step 6: Put the students in pairs or groups

to practice saying the rhyme. The

teacher or children can make up

actions gesture to do with the

rhyme. The teacher can ask for

volunteer groups to stand up and

perform the rhyme.

According to Dr. Bruce Murray (2001), a

good introductory strategy to teach

phoneme is to use meaningful names,

gestures, pictures, and letters. So this

step is very relevant to the statement given

when the teacher ask the student to stand

up to make up actions and gestures to do

with the rhyme. Phoneme gestures are

hand motions children can make to

remember phonemes. They also can

learn in group and contribute in their groupfor the action that need to do.


4/4

Bibliography

Fromkin, V. a. (1993). An Introductiion to Language. Fort Worth: Hartcourt Brace

Jovanovich College.

Kolln, M. a. (1998). UNderstanding grammar . Boston: Allyn & Bacon.

Meldrum, N. (2011, January 11). Phonemic chart. Retrieved March 11, 2013, from

http://mekanbu.com/27/phonemic-chart

Meldrum, N. (2004). Teaching English. Young learners and the phonemic chart, 12.

Vernon, S. (2009, March 25). Teaching English Game. The Hows and Whys of

Teaching Pronunciation , pp. 3-5,4-12.

Documents

Rhyming Words Activity-1 (1)