English Language · Primary 1

Active learning ideas

Exploring Figurative Language: Metaphor and Simile

Active learning helps young students grasp figurative language because it connects abstract comparisons to concrete actions. When children move, draw, and discuss, they build mental images that make metaphors and similes feel real rather than abstract.

• MOE Syllabus Outcomes
• MOE: Reading and Viewing - S1
• MOE: Literary Devices - S1

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 20 min · Pairs

Pairs Hunt: Simile Spotting

Provide picture books with simple similes. Pairs read aloud, underline examples using 'like' or 'as,' and say what image it creates. Share one with the class.

How do metaphors and similes help authors paint vivid pictures in the reader's mind?

Facilitation Tip

During Pairs Hunt: Simile Spotting, move between groups to listen for students’ reasoning about why a phrase is a simile, not just labeling it correctly.

What to look for

Present students with sentences, some containing similes and some metaphors. Ask them to circle the figurative language and label it as 'simile' or 'metaphor'. For example: 'The clouds are like fluffy cotton balls.' (Simile) 'Her smile is sunshine.' (Metaphor).

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 30 min · Small Groups

Small Groups: Metaphor Maker

Give groups everyday objects like a fluffy cloud or spiky ball. They create metaphors, e.g., 'The cloud is a soft pillow,' then illustrate on chart paper. Present to class.

What is the difference between a direct comparison (simile) and an implied comparison (metaphor)?

Facilitation Tip

In Small Groups: Metaphor Maker, remind students to use the structure ‘X is Y’ without ‘like’ or ‘as’ when crafting metaphors.

What to look for

Give each student a picture (e.g., a fast car, a shy child). Ask them to write one simile and one metaphor to describe the picture. For example, for a fast car: 'The car is like a rocket.' (Simile) 'The car is a blur.' (Metaphor).

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 25 min · Whole Class

Whole Class: Act It Out

Teacher reads a story excerpt with figurative language. Class acts out similes and metaphors, like pretending to be 'busy bees.' Discuss feelings shown.

How can analyzing figurative language deepen our understanding of a character's feelings or a story's theme?

Facilitation Tip

For Whole Class: Act It Out, assign roles so every student participates, even shy learners can gesture or hold props.

What to look for

Read a short poem or story excerpt containing similes and metaphors. Ask students: 'Which comparison did you find most interesting? Why? How did the author's choice of words help you imagine the scene or character?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 15 min · Individual

Individual: My Simile Journal

Students draw an animal or object, write a simile about it, e.g., 'My dog is as playful as a puppy.' Share in show-and-tell circle.

How do metaphors and similes help authors paint vivid pictures in the reader's mind?

Facilitation Tip

For Individual: My Simile Journal, model one entry aloud before students begin to set clear expectations for detail and thoughtfulness.

What to look for

Present students with sentences, some containing similes and some metaphors. Ask them to circle the figurative language and label it as 'simile' or 'metaphor'. For example: 'The clouds are like fluffy cotton balls.' (Simile) 'Her smile is sunshine.' (Metaphor).

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teachers should introduce figurative language with familiar examples from picture books or songs students already know. Avoid over-explaining at first; let the activities reveal the concepts through doing. Research shows young learners grasp figurative language best when they create it themselves, not just identify it in others' work.

Successful learning looks like students confidently identifying similes and metaphors in shared texts, creating their own comparisons with clear images, and explaining how these figures of speech shape meaning. Participation in discussions and activities shows growing comfort with figurative language.

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Watch Out for These Misconceptions

• During Pairs Hunt: Simile Spotting, watch for students who confuse similes with metaphors because they focus only on the word ‘like’ or ‘as’ without checking the structure.

  Remind students that similes use ‘like’ or ‘as’ to compare two different things, while metaphors say one thing is another. Have them sort examples into two columns labeled ‘Simile’ and ‘Metaphor’ to reinforce the difference.

• During Whole Class: Act It Out, students may think figurative language is pretend or untrue, especially when acting out metaphors.

  Pause the acting to ask, ‘How does saying ‘The sky is a blanket’ help you picture the sky?’ This question connects the metaphor to real feelings and images, not lies.

• During Small Groups: Metaphor Maker, students may believe similes and metaphors only appear in poems.

  Include non-poem examples in the activity, such as a sentence from a story or a poster in the classroom. Ask groups to find one example from each category to discuss.

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Methods used in this brief

• Stations Rotation