English rhymes for kids. Rhyming helpers in learning English

Author details

Buzulutskaya Tatyana Mikhailovna

Place of work, position:

MBOU Secondary School No. 19 teacher in English

Saratov region

Resource characteristics

Education levels:

Primary general education

Class(es):

Class(es):

Class(es):

Item(s):

English language

The target audience:

Teacher (teacher)

Resource type:

Didactic material

Brief description of the resource:

Short rhymes and tongue twisters will help the teacher practice phonetically the sounds of the English language in an entertaining way

Tongue twisters and

RHYMS in English

1. A black cat sat on a mat

and rapidly ate a fat rat.

2. Bad lads are smacked by dad

Sam packed the hand bag

and run to catch the train.

3. The wise old owl sat in an oak

the more he heard the less he spoke.

4. Fat, Pat had a fat cat

Pat s fat cat sat at Pat s hat.

5. That's the man

Who sat on my hat in the tram.

6. Where are you going, my little cat?

I’m going to town to buy a hat.

What? A hat for a cat?

Who ever saw a cat in a hat?

7. A sailor went to sea

To see what he could see

Was sea, sea, sea.

8. As I was going to St. Ives,

I met a man with seven wives.

Every wive had seven sacks.

Every sack had seven kittens

Kittens, cats, sacks and wives.

How many were there going to St. Ives.

8. Monday for health,

Tuesday for wealth

Wednesday is the best day for everyone,

Thursday for losses,

Friday for crosses,

Saturday no luck at all.

9. If many men knew

What many men went

If many men went

Where many men go,

What many men do,

The world would be better

I think so, don’t you?

10. “Tick,” the clock says.

“Tick, tick, tick

What do you have to do, do quick!

11. Rain on the grass

And rain on the tree

Rain on the house-top

12. Rain, rain, go away,

Come again another day.

Little Mary wants to play.

13. Rain, rain, go to Spain,

Never show your face again.

14. Good morning, good morning,

Good morning to you.

Good morning, good morning,

I'm glad to see you.

15. She sells sea-shells on the sea-shore.

The shells that she sells are sea-shells.

16. Once there lived a lad,

Who was always very sad

For he hadn't any mother

And he hadn’t any dad.

17. One, two, three, four

Mary at the cottage door.

Five, six, seven, eight

Eating cherries off the plate.

18. Swim, son, swim!

Show me you're a swimmer.

Swim just how the swans swim,

You know how the swans swim

19. Wealth is nothing without health

Health is above wealth.

20. How much wood would a wood-chuck

If a wood-chuck could chuck wood?

21. Six sharp sharks have come to swipe your limb.

22. So swim as quickly as you can, swim, son, swim.

23. This fish has a thin finish.

That fish has a thick fin.

This fish is the fish.

That fish has a thinner finish than that fish.

24. Hello, hello, hello to you!

25. The teacher thought and thought

And thought and no one knew the

Thought he thought.

26. Hickory, dickory, dock

The mouse ran up the clock.

The clock struck one,

The mouse runs down.

Hickory, dickory, dock.

27. Early to bed

Healthy, wealthy and wise.

28. If you, Sandy, have two candies,

Give one candy to Andy, Sandy.

If you, Andy, have two candies,

Give one candy to Sandy, Andy.

29. Half heart is no heart.

30. He laughs best who laughs last.

31. Who’ll run fastest, you or I?

Who'll laugh loudest? Let us try.

32. Polly put the kettle on,

Polly, put the kettle on,

Polly, put the kettle on,

We'll all have tea.

33. Mother, father, sister, brother

Hand in hand with one another.

34. Good night, good night,

My little child!

Get up gay and bright

In the morning light!

35. Little cat, little cat

Where is your flat?

I'm a little cat,

36. At night this side of the house

Seems quite light.

37. How do you do, Hatty?

I hope you are well, Hatty.

I hope you are too.

38. Swan swam over the sea.

Swim, swam, swim!

Swan swam back again.

39. This is my father,

This is my mother,

This is my brother Paul,

This is my sister,

This is my uncle

How I love them all.

40. Good night, mother,

Good night, father.

Kiss your little son.

Good night, sister.

Good night, brother.

Good night, everyone.

41. These are three brothers,

These are their father and mother.

This is their other brother.

42. This is used for one thing here.

That means something over there.

Those and those mean two or more.

Those are far and these are near.

43. The third Thursday of

This month is the 16th.

44. Healthful habits make healthy bodies.

45. This is a mouse.

She lives in the house.

Because he lives in the house

And he likes to eat a mouse

46. ​​When the weather is wet

WE mustn't fret.

When the weather is cold

We mustn't scold.

47. When the weather is warm

WE mustn't storm.

But be thankful together

Whatever the weather.

48. Where's the round roll

Robert Rowley rolled round.

49. Twinkle, twinkle, little star

How I wonder what you are.

Up above the world so high,

Like a diamond in the sky.

50. I have two legs

With which I walk

With which I talk

If it is bad or good.

51. William always wears a very warm

Woolen vest in winter, Victor however

Will never wear woolen underwear

Even in the wild west.

52. She sells sea she shells

On the sea shore. The shells

That she sells are sea shells,

53. Flowers here,

54. I love learning English

I can speak English too.

I love learning English,

And what about you.

55. There was a little girl

And she had a little curl

Right in the middle of her forehead.

When she was good

She was very, very good,

But when she was bad,

56. Diddle, diddle, dumpling, my son John,

Went to bed with his trousers on,

One shoe off, and one shoe on,

Diddle, diddle, dumpling, my son John.

Use of rhymes and songs for teaching lexical and grammatical material

Zebra Tatyana Fedorovna

Ukraine, Donetsk region, Selidovo

Successful and fruitful teaching English depends on lots of things, and getting pupils interested in English being one of them. A teacher is to play an important part in the process of teaching English. In my opinion a teacher should be a good designer of his lessons, he should know what to teach and how to teach for pupils to enjoy English. And I always bear in my mind the following: to use one and the same method for a long time is too boring for pupils, they lose their interest in English and learning it.

Of course, the central place is taken by communicative creative exercises including pair and group work, making up stories, dialogues, discussions, different competitions. But a special attention in teaching pupils lexical material and grammar I focus on rhymes and songs. I think it is very useful and interesting for pupils. It adds a lovely note to a class. It’s one of the best ways of brightening up the English lessons and at the same time to advance the specific goal of helping pupils to have a better command of the English language patterns. And the main thing is that I try to make up poems in such a way that they would correspond to the lexico-grammatical material of the lesson. If it is possible we sing the poems on the melodies of well-known songs.

Here are some examples of the poems and songs I use at my lessons.

I can

I can run and I can jump

I can sing and I can dance

Can you run? Can you dance?

Can you answer me at once?

I am at the window

I am at the window

She is at the door

He is at the blackboard

We are on the floor.

I have

I have a pen

She has a hen

I have a shirt

She has a skirt

I have a cherry

She has a berry

I have a cat

She has a hat.

My father

My father is a tall

And handsome man

His hair is dark

And his eyes are gray

He looks like his mother

I must say.

My mother

My mother is pretty

My mother is nice

She has a straight nose

And beautiful eyes

Her hair is fair

Her lips are red

She is always tidy and well dressed.

My friend

My friend is handsome

My friend is kind

He has a straight nose

And brown eyes

His hair is dark

His lips are thin

His clothes are pressed

And always clean.

Sport

My friend is strong and healthy

Because he goes in sports

He is fond of football and hockey

He is good at swimming, boxing and what not.

Seasons and weather

Your favorite season is winter

Her favorite season is spring

His favorite season is autumn

And summer is the best season for me.

The weather in autumn is windy

The weather in summer is hot

The weather in spring is snowy

In spring it is sunny and warm.

In summer there are many flowers

In spring all the trees become green

In winter we have winter holidays

The harvest in autumn is rich/

Seasons and weather

(Degrees of comparison)

The finest season is summer

The greenest one is spring

Autumn is the richest

With its fruit ripe and sweet.

When the weather is good

We shall be in good mood

When the weather is better

We shall go and play with Sveta

When the weather is the best

We shall have a good rest.

Shopping

Yes, of course.

Do you like to go shopping?

Yes, of course.

Do you like to go shopping

And to buy some tea or coffee

Do you like to go shopping?

Yes, of course.

Certainly.

- Do you like to buy the presents?

Certainly.

- Do you like to buy the presents and to give them to your parents

Do you like to buy the presents?

Certainly.

Do you like to buy the chocolate and sweets?

Do you like to buy the chocolate and sweets?

Oh, it goes without saying

All the children and teenagers

Like to buy and eat the chocolate and sweets.

Easter

The Christ resurrection is

A joyful feast

People bless pasky

And call it the Easter.

This writer is the genius

Well-known in the whole world

His books are read with interest

By young people and old.

School. School subjects

English Russian History

Nature Study and PT

In our school.

To read and write and

To sing songs

To speak English and to draw

Learn the children every day

In our school.

Our school is very nice

And the teachers give advice

How to learn and to get

Knowledge at the lessons

And the pupils are all right

Clever, brilliant and kind

And they say that our school

For them the best is.

Maths Geography and Art

Computer Study Music Sport

Learn the children every day

In our school.

To do the sums to jump

And dance

To play computer and discuss

Learn the children every day

In our school.

Time expressions with Present Perfect

Ever, never, just and since

Yet, already and this week

Lately, recently used

In Present Perfect.

We must remember all of them

To write to spell and to translate

Not to make mistakes

When we are speaking English.

I have mentioned only one way of getting the interested in learning English. The more I work the more I understand that a teacher should always be in creative search for ways of getting pupils greatly interested in English and learning it. The profession of a teacher requires constant work and learning enriching your outlook, enthusiasm and bright fresh ideas.

Any English teacher usually faces the question: “How can I diversify my lessons and bring something fun into them, but at the same time useful?” After all, anyone will agree that there is nothing worse than monotony and lack of interest. In this case, you don’t really want to study. And what about children? In general, give them everything in song and dance, only then will they effectively learn the material.

And if you have studied or are currently studying English, have you encountered a situation where you are simply unable to remember any words or grammatical categories, no matter how hard you try? I'm sure we have. What to do in this case? What type of activity should you use to combine business with pleasure?

Memorization will help you English rhymes. Rhyme is a certain order, a system of alternating rhymes in short poems. The rhymes in them are based on the consonance of words, their rhythmic features and endings. Why rhymes in English? Because they perform several functions at once, and, therefore, carry the necessary semantic load.

Firstly, rhymes in English help you easily master certain lexical material reflected in them. Secondly, grammatical rhymes in English help to consolidate the necessary minimum in such a difficult area as. Thirdly, rhymes help improve the articulation of sounds in English speech. English is not our native language, and we have to work long and hard on pronunciation in this language in order to achieve the appropriate result. Rhymes in English are convenient in this case too. They are able to work both on each individual sound and on their pronunciation in various combinations. At the same time, production is underway correct intonation, containing the necessary pauses, alternating descending and ascending tones of speech.

In general, rhymes in English are a means of activating and motivating students to work, since, executed in the form of rhymes or songs, they help relieve tension and constriction. Just don’t think that rhymes in English are created only for children. A person of any age will definitely choose something of his own, something that will remain in his memory for a long time without any problems.

What types of rhymes are there in English?

Rhymes in English are phonetic, thematic and grammatical. Phonetic rhymes are designed to practice the correct pronunciation of certain sounds. For example, rhyming for sounds [w], [d]:

Whether the weather be cold
Or whether the weather be hot.
We'll weather the weather
whether we like it or not.

Thematic rhymes are aimed at expanding and consolidating vocabulary, since each of them includes a certain number of lexical units. For example, in this rhyme in English, in addition to the names of body parts, there are also numerals that also need to be memorized:

Ten little fingers,
Ten little toes,
Two little ears
And one little nose,
Two little eyes
That shine so bright
One little mouth
To kiss Mummy “Good night!”

Grammatical rhymes are a very good help in the learning process, as they help even in poetic form remember various grammatical features of the English language. Personally, I really like rhyming in English, which makes it easier to remember. There are many of these rhymes, so if you wish, you can familiarize yourself with them as follows.

If you look at rhymes in English that deal with irregular verbs, you will see that they are full poems in Russian, containing interspersed material of the English language. Such rhymes are no less popular than simply English ones. Indeed, in this case, the information is presented in the native language, and, therefore, organically included in them English words and the concepts are assimilated even easier. For example, a rhyme about a verb to be.

Rhyme- this is the repetition of the same or similar sound combinations at the end of two or more words. Rhyme is used in poems and songs, which gives them a special charm to attract the attention of the listener. Rhymes make speech pleasant to the ear. Most often the last words in lines rhyme.

There are rhymes:

• full – coincidence of all sounds after the stressed vowel: tight – light;
• incomplete – repetition of consonant or vowel sounds: worth – forth, sale – rain;
• compound – phrases that rhyme: bottom – shot him;
• visual – words whose spellings partially coincide, but the words themselves sound different: wood – blood.

The most popular rhymes in English

• Again– men, ten, then, when.
• All– ball, call, doll, curl, girl, fall, mall, roll, small, soul, tall, wall, world.
• Alone– flown, home, own, phone, stone.
• Back– attack, black, crack, hack, pack, track.
• Believe– eve, live, leave.
• Best– chest, crest, quest, rest, test, west.
• Better– matter.
• Body– beauty, dirty, party.
• Book– brook, cook, hook, look, took.
• Boy– destroy, employ, enjoy, joy, toy.
• Care– bear, hair, pair, share, square, there, wear, where.
• Chance– dance, ends, fans, France, friends, hands, romance, sense, tense.
• Change– range, strange.
• Child– mild, smiled, wild.
• City– duty, kitty, pity, pretty.
• Cold– gold, old, rolled, sold, told, wanted.
• Cool– full, pool, rule, school, stool, tool, wool.
• Crazy– amazing, baby, easy, lady, lazy, maybe.
• Day– away, clay, deejay, delay display, grey, hey, lay, may, okay, pay, play, relay, replay, say, stay, they, today, way.
• Down– brown, clown, crown, frown, town.
• Dream– beam, been, between, cream, extreme, green, marine, scream, screen, steam, stream, supreme, swim, team, teen, theme.
• Eyes– dies, guys, ice, lies, nice, price, slice, sunrise, surprise, twice.
• Face– case, lace, place, race, space.
• Fine– combine, dine, divine, design, line, mine, nine, shine, sign, time, vine, wine.
• Fire– admire, denier, desire, entire, fighter, flower, flyer, higher, inspire, liar, power.
• Flash– crash, hash, mash, smash, splash, trash.
• Forever– ever, never, together.
• Friend– band, defend, descend, depend, end, hand, land, send, spend, stand, trend, understand.
• Future– nature, picture.
• Game– became, came, claim, frame, name, same. Smile – aisle, I’ll, isle, mile, style, vile, while.
• Go– ago, blow, bellow, flow, glow, grow, hello, know, no, oh, show, slow, snow, so, throw.
• God– blood, flood, mud.
• Good– could, foot, hood, mood, should, shoot, stood, wood, would.
• Happen– happy, heaven, seven.
• Hate– create, date, eight, fate, gate, great, late, locate, state, wait.
• Head– bed, bread, dead, had, red, said.
• Heart– apart, art, cart, chart, fart, part, smart, start.
• Hell– well, shell, fell, bell, tell, sell, smell,
• Here– clear, dear, fear, fever.
• Hurt– alert, a lot, comfort, desert, dot, forgot, hot, jackpot, not, slot, shot.
• I– buy, by, bye, cry, defy, deny, die, dry, eye, fly, goodbye, guy, high, inside, lie, my, pie, side, sigh, shy, sky, tie, try, why.
• It– admit, bit, fit, grit, hit, knit, meet, shit, sit, split.
• Let's– debt, forget, net, set, sunset, yet.
• Level– devil.
• Life– alive, dive, drive, five, knife, rife, strife, wife.
• Lip– chip, deep, equip, hip, jeep, keep, ship, skip, sleep, sweep.
• Love– above, dove, enough, glove, half, laugh, of, off, shove, staff, tough.
• Man– can, fan, ran. In – been, begin, between, clean, green, keen, mean, queen, seen, skin.
• Me– be, fee, free, key, tea, tree, sea, see, she, we.
• Mind– behind, declined, defined, designed, divined, find, kind, remind, signed.
• Money– bunny, funny, honey, mummy, sunny.
• More– bore, door, for, four, floor, score, store.
• Much– such, touch.
• Need– beat, feed, kid, meet, seat, sheet, speed, street, sweet, weed.
• News– blues, confuse, muse, shoes.
• Night– bite, bright, light, delight, fight, flight, height, knight, might, right, sight, slight, tight, tonight, white.
• Now– allow, how, low. Up – but, cup.
• One– anyone, done, fun, gone, none, run, sun.
• Out– about, around, cloud, doubt, ground, shout, sound, without.
• Over– clover, cover.
• Pain– brain, campaign, champagne, complain, explain, in vain, lane, main, plain, rain, train.
• Real– deal, feel, hill, steel, still.
• reason– frozen, season.
• Rent– present, prevent, sent, tent.
• Respect– connect, correct, direct, effect, expect, reflect, select, suspect.
• Self– brave, gave, help, save, wave.
• Star– are, bar, car, far, guitar.
• Stop– top, cop, pop, drop, shop.
• Take– brake, cake, fake, lake, make, shake, snake, wake.
• That– bad, cat, dad, fat, flat, glad, mad, sad.
• Thing– bring, king, nothing, ring, sing, spring, sting.
• This– assist, bliss, consist, exist, insist, kiss, miss, peace, resist.
• Time– I’m, climb, climate, crime, fine, lime, mine, rhyme.
• Tomorrow– shadow, swallow, window, yellow, fellow.
• Truth– smooth, sooth.
• Walk– block, lock, rock, shock, talk.
• Word– award, accord, bird, board, record, scored, stored, third.
• Worry– hurry, sorry.
• Wrong– along, belong, long, song, strong.
• You– adieu, blue, blew, dew, do, few, knew, ooh, threw, through, to, too, two, true, rescue, shoe, view, who, zoo.

If you have difficulty choosing rhymes for words, you can use these services:
http://rhymer.com/
http://www.rhymezone.com/
http://www.prime-rhyme.com/

Reading rules in English
English alphabet with transcription

Rhyming in English lessons.

From the first lessons in English, children experience a great desire to speak this language from the first minutes. To maintain this motivation for learning a language, the child needs to bring the prospect of “speaking” closer and support his initial desire to enter into the communication process.

It is rhyming that facilitates the process of learning phrases and vocabulary necessary for communication.

Learning rhymes is age appropriate and psychological characteristics children. Rhyming has such characteristics as brevity, rhythm, sound repetition, and is learned most quickly and easily by children.

Reading rhymes gives them pleasure. And what is experienced emotionally positively remains in the memory of a little person for a long time, leaving a mark on his consciousness. Lexico-grammatical structures are easily activated in oral speech thanks to the rhyme of the poem.

Primary school is a period when a child is interested in the sound side of a word. When reading rhymes, the child listens to the sounds of speech, notices their repetitions, and evaluates their consonance. In rhyming, the word acquires a special character, sounds more distinct, more independent, and attracts attention. The child pronounces it with greater expressiveness than in other types of speech. Children tend to rhyme familiar words, rejoicing at recognizing them in the resulting combinations.

Rhyming as a memorized block creates a feeling of self-confidence in the child, and choral work on rhyming (as well as choral singing) contributes to the consolidation of a group of children. Rhyming is a means of developing children's speech and its components such as breathing, diction, hearing, skill regulate the strength of your voice.

Reading rhymes helps improve speech breathing, as it creates conditions for clearly observing pauses. Thanks to observing pauses, expressiveness of speech appears. The importance of rhyming in the formation of expressiveness and emotionality of speech is enormous. Through reading rhymes, the child conveys various feelings and experiences, and therefore must use intonation correctly.

Sound repetition in rhyming also contributes to the development of correct pronunciation individual sounds, words.

The important role of rhymes is in the formation of diction, clear and precise pronunciation of not only sounds, words, but also phrases as a whole. The ordered repetition of certain sound features gives the rhyme an emphasized rhythm, which contributes to the development of correct diction.

Through reading rhymes, children also develop a moderate speech rate. The regularity and rhythm of rhymes, the presence of images close to children's perception develops the ability to retain words and phrases in memory, ensures their rapid memorization, which in turn contributes to the development of such mental functions as memory.

When learning rhymes with children, I, as a teacher, faced several tasks: to arouse interest in the rhyme, a desire to know it, to help understand the content as a whole, to help memorize the required element (elements), to teach them to read expressively, to ensure memorization of the entire rhyme.

In order to ensure all these tasks, I chose the following order of learning rhymes.

1. When choosing a rhyme, I choose the main object of development in it (sound, vocabulary, lexical-grammatical structure, etc.).
2. I tell the name of the rhyme, translate it or semantize it using visualization.
3. I explain the task to the children.
4. I introduce children to rhyming by reading it twice.
5. I bring the content of the rhyme to the consciousness of the children (I explain the general meaning, translate the reading, point to the picture, ask the children to guess what is being said, correct their answers)
6. I work on the most difficult words, phrases, structures.
7. I organize individual repetition of words, structures,
8. I provide choral repetition of the rhyme line by line twice, more if necessary. Since children cannot remember foreign language phrases and repeat rhyming in large blocks, when memorizing it is recommended to break it into parts. 9. I conduct simultaneous recitation with the children of the entire rhyme as a whole. (It is recommended that the last reading of the rhyme be done loudly)

During learning, you need to approach each student and listen to whether he pronounces the material correctly. If necessary, adjust. Since the children’s attention weakens after the third time of reading the rhyme, and the text has not yet been learned well enough, I change the form of repetition. You can suggest standing up and repeating while standing. On the next reading, you can divide the children into two groups. Each group takes turns pronouncing line by line, or competes to see “whose whisper is clearer.”

When reading rhymes from the first lessons, I pay attention to the non-verbal components of communication (facial expressions, gestures, posture), I explain to the children that when reading a rhyme, he (the child) should not worry; When reciting, you should address not only the teacher, but all the children. You should pay attention to the child’s posture, facial expression, direction of gaze towards the audience or interlocutor, volume - “so that all the children can hear.”

While reciting rhymes, I draw children’s attention to the correct and rational use of exhalation, teaching children to pronounce small phrases in one breath. Improving speech breathing is facilitated by pronouncing rhymes at a slow pace, which in turn allows you to carefully practice the pronunciation of sounds and words.

Since pronouncing in a whisper requires clearer articulation of sounds, it is necessary to introduce tasks for whispered reading of rhymes. This technique also contributes to better memorization of rhymes, since it forces children to listen attentively to the spoken text.

In order to develop a sense of tempo and rhythm, I include tasks for measured reading of rhymes and choral performance at a given tempo (slow - moderate - fast).

When choosing one or another rhyme, you need to determine its main purpose (working on sound, vocabulary, lexical-grammatical structure, etc.).

Types of rhymes that I use on initial stage teaching English:

1. Phonetic rhymes.

Rhymes can be used to practice a specific sound in phonetic exercises. This group of rhymes, due to the 4-5-fold repetition of the sound, allows children to clearly hear the sound, and when memorized, gives multiple repetitions of the sound.

1. "And what is red?"
Ask little Fred.
"The flag is red"
Says his brother Ted.

1.His pretty sister
Lives in this little village.

1 "Little gray mouse,
Where is your house?"
"I live under the floor,
My flat has no door."

2. The streets go up,
The streets go down
And in and out
About the town.

1.Peter Piper picked a pack
Of pickled pepper.
A pack of pickled pepper
Peter Piper picked.

2. Paper on the floor,
Paper on the floor.
Pick it up, pick it up,
Paper on the floor.

1. Why do you cry, Willy?
Why do you cry?
Why, Willy? Why, Willy?
Why, Willy, why?

2. "Willy, Willy! Tell me true!"
Willy, Willy! Who are you?"
"I am a little boy."

2. Chargers.

In junior school age Children's attention is unstable. The lesson plan should include types of work that reduce fatigue. This type can be physical education minutes that relieve tension, redirect children’s attention, and evoke a positive emotional mood. These rhymes, when systematically repeated, allow children to learn vocabulary first at the receptive level, and after 2-3 lessons they are already able to repeat the text after the teacher, and the vocabulary moves to the reproductive level without spending teaching time on this.

Hands on your hips,
Hands on your knees,
Put them behind, if you please,
Touch your shoulders
Touch your nose,
Touch your ears,
Touch your toes.
Raise your hands into the air,
To the sides, on your hair,
Raise them up as before,
While clapping - "One, two, three, four!"
Stand up and look around.
Shake your head and turn around,
Stamp your feet upon the ground.
Clap hands, and then sit down.
Stand up and look around.
Make a bow and turn around.
Stamp your feet upon the ground,
Clap hands and then sit down

make a bow [`bau] – bow

Head and
Knees and toes,
Knees and toes.
Head and
Knees and toes,
Knees and toes,
And eyes and ears,
And mouth and nose.
Head and shoulders
Knees and toes,
Knees and toes.

My head, my shoulders, my knees, my feet, My head, my shoulders, my knees, my feet, My head, my shoulders, my knees, my feet. And we all clap hands together.

My chin, my elbows, my hips, my toes

My chin, my elbows, my hips, my toes And we all clap hands together.

3. Grammatical rhymes.

Since rhymes contribute to the development of figurative memory, it is easier for a child to remember the meaning and pronunciation of a lexical and grammatical structure through an image.

At the initial stage, rhymes play an important role, as they allow the child to master the lexical and grammatical structure without much effort. However, rhyming does not entail mastery of the structure itself. After learning a rhyme, additional work needs to be done in order to activate memory recall and use of the lexical unit or structure.

the verb "to have (has)"

I have mother
I have father,
I have sister,
I have brother.

He Wants Some Toys

A little boy
Has no toy.
He makes much noise,
He wants some toys.

How Many Fingers Do I Have?

How many fingers do I have?
Five on my left hand,
Five on my right hand.
How many fingers do I have?

I have two eyes,
And I can see
A book and a pen
In front of me.
I see a window
And a door.
I see the ceiling
And the floor.

One, two. Look at your shoe.
Three, four. Look at the floor.
Five, six. Look at the chicks.
Seven, eight. Look at the plate.
Nine, ten. Look at your pen.

the verbs "to like", "to love"

A Peacock and a Dove

This is a peacock
And that is a dove.
The peacock I like,
And the dove - I love.

I Love my Family

I love my father,
I love my mother
I love my sister
And my big brother.

I like a ball
And you like a doll.
I like a dog
And you like a frog.
I like some fish
And you like a dish.

the modal verb "can"

What Can You Do?

I can swim like a fish,
I can run like a dog,
I can jump like a frog,
I can fly like a bird.

Can you tell me why
I can run
I can jump
But I can't fly?

4. Tips.

Children are prone to reasoning, so they easily appropriate thoughts contained in rhymes and aphorisms, incorporating them into the framework of their life experience. The “tips” in this section are very easy and help enrich the vocabulary and help children express their thoughts figuratively.

Learn your lessons
As well as you can.
Be tidy like Nick,
Not dirty like Dan.
Jump and play
Run and play
That's the way
To be happy and gay.

Always try to be polite
In everything you do.
Remember always to say "Please",
And don't forget "Thank you".

Hearts like doors will open
with ease
To very, very little keys.
And don't forget that two
are these:
"We thank you all" and
"If you please."

with ease - Easy

5. Lexical rhymes.

Expands through reading and memorizing rhymes lexicon, and with special forms of work, words go into the active dictionary.

Ann's cat is black.
Jane's cat is grey.
They often drink milk
And wash every day.

My little doggy
Likes to play
When I come home
From school every day.

I think mice
Are very nice.
Their tails are long,
Their faces are small,
They don't have any chins at all.

Tiger, Tiger, burning bright
In the forest of the night.

We Go to the Zoo

Tomorrow, on Sunday,
We go to the Zoo.
Tomorrow, tomorrow
We go to the Zoo.
There is a zebu there,
And a zebra, too.
A bear and a monkey,
And a kangaroo.

Spring is green,
Summer is bright,
Autumn is yellow,
Winter is white.

6. Rhyming dialogues.

The linguistic material of almost every rhyme can be used for children to compose micro-dialogues with guidance from the teacher.

Dialogues in Rhymes

What's this?
- what's that?
- what's this?
- It's a school bag
- It's a pencil
- It's a pen
For a pupil I am

7. Limericks.

Limericks are an unusual poem of five lines. The first, second and fifth lines have three stresses and rhyme with each other. The third and fourth lines rhyme with each other, but they are much shorter than the other three. Limericks are very popular in England. The founder of these poems is considered to be Edward Lear (1812 - 1888). In 1960, the English newspaper Morning Star held a competition for the best limericks.

These rhymes can also be used when working in middle classes, as an element of English oral folk art.

8. Rhymes for the holidays

These rhymes will help the teacher prepare a script for theatrical performances.

We have a date to celebrate
Which comes but once a year.
And so today we"d like to say
From all of us to you,
"Happy birthday! Happy birthday!
"Happy birthday to you!"

we have a date to celebrate - we have a date to celebrate

New things to learn,
New things to meet,
New songs to sing,
New books to read,
New things to have,
New things to do,
In this fine New Year.

Sunshine's calling everyone,
"Get up! Don't you hear?
Winter holidays are here.
Now such pleasant days have come!
Now it's time to have great fun!
Now"s the best time of the year.
Happy New Year!"

now it's time to have great fun - it's time to have great fun