Topic “English Speaking”  

- Things that go together cards - click here to print.

1. Print and cut out the things that go together cards.
2. Split the cards into two piles, making sure one of each pair is in a different pile. 
3. Lay one pile of cards on the table in front of you.
4. Explain to your child that you will take turns at choosing a card and then searching for the item that goes togeher with it.
5. You may need to model a turn.
6. When you turn the card over, name the item.
7. When you find the item that goes with it, name that item too and explain why they go togeher, e.g. 'fork and knife - you use them both to eat your dinner.
8. Continue until all the pairs have matched up.

- hot/cold sorting game - click here to print

1. Choose a selection of picture cards to sort - print and cut these out along with the hot/cold symbols.

2. Explain to your child that you are going to sort the pictures into whether the item is hot/cold.

3. Take turns at choosing a picture and sorting it on to hte correct symbol. Name the picture as you sort, e.g. 'ice cube is cold'.

4. You could use a turn taking game alongside sorting to make the activity fun.

- hot/cold clothing sorting game - click here to print

- 2 boxes or baskets

- a selection of objects

- Optional big/little symbols - click here to print

1. Print and cut out the big/little symbols if you wish to use them. 
2. Talk to your child about big/little objects and show them the symbols.
3. Explain you are going to have a hunt and find obejcts that are big/little and sort them into boxes.
4. Look around the area you are in - for the first few goes, you choose an object you can see and tell your child whether it is big/little and place it in approriate box.
5. After a few turns, encourage your child to choose an object and and talk about whether it is big/little, and place it in the correct box.

- Picture cards to sort - click on links below to print:

- big/little animals

- big little food

- big/little transport

- Big/little picture symbols - click here to print

- printable picture cards - click here

1. Print and cut out 2 copies of the picture cards.
2. Lay them face down in front of you.
3. Explain to your child that a boy is called a 'he', a girl is called a 'she' but when there is more than one person we use the word 'they'.
4. Take turns at choosing two cards to see if you have a matching pair. Name the picture according to whether it shows 'he', 'she' or 'they'.
5. When you find a matching pair, you have an extra turn.
6. The winner is the person with the most pairs at the end of the game. 

- Male female sorting symbols and pictures - click here to print

- You could also use photographs of family members, pictures from magazines/newspapers.

1. Collect together a variety of pictures showing different male and female people.
2. Cut out the sorting symbols - choose which ones you are going to start with. Some children find it easier to start with one concept at a time, e.g. boy/not boy rather than boy/girl, and adding the opposite concept once confident with the ones that have been worked on. Choose the words you are going to use with your child and stick with the same words for all the activites, e.g. boy/girl, male/female.
3. Place your pictures in a pile. Take turns at choosing a picture and sorting it into the correct pile. 
4. If your child sorts the picture into the wrong pile, talk it through with them and model placing the picture on the correct pile.
5. Play a turn taking game alongside sorting to make the activity fun.

- he/she plus action picture cards - click here to print

1. Print and cut out the he/she pictures. Choose one each of an action, e.g. don't have both the boy and girl running.

2. Spread the pictures out in front of you. You may like to play a turn taking game alongside using the pictures.

3. Ask the child a question, e.g. "who is cooking?"

4. The child points to the correct picture and says, for example, "he is" or "he is cooking".

5. You can sort the pictures into a pile of he/she.

A male doll

A female doll

A selection of different objects e.g. cup, ball.

- he/she plus action picture cards - click here to print

- he/she plus action picture cards - click here to print

- He/she lotto game boards - click here to print.

Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame");

Two sets of everyday picture cards - or whatever the student is interested in.

1. Start with using just one picture at a time;
2. Have the two sets of pictures face up;
3. Take one picture and put it on the frame in one of the four corner positions;
4. Show the student its matching card;
5. Ask the student to find the matching card on the frame (e.g. "Where's the banana?");
6. If they look at it, confirm what they have looked at ("Yes! The banana!"), and pair it with the other one, and put it in a "done" pile. To make it more fun, you could pretend to eat it (or whatever is relevant for the picture you have used).

Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame");

Two sets of everyday picture cards - or whatever the student is interested in.

Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame");

Two sets of everyday picture cards - or whatever the student is interested in.

A male doll

A female doll

2 identical sets of items, e.g. toy food, counters, any small items.

1. Explain to the child that you are going to play a game that will help them learn 'him and 'her.

2. Set out the dolls and the items. Explain that you call the male doll 'him' and the female doll, 'her'.

3. Give you child instructions - e.g. give the cup to him, give the plate to her.

4. After a few turns, ask your child to give you an instruction using the word 'him' or 'her'.

- printable him/her sorting game - click here

The materials you had in the lesson.

Picture prompts for the activities that were carried out.

Piece of card to stick the prompts onto as you do the activities in the lesson.

1. As you do the lesson, each time you do an activity, get the prompt card for the activity and put it on the card - so that the activities appear there in the same order that you did them;
2. At the end of the lesson get the students to say what activities they did;
3. Ask them which came first, then which was next, and which was next again (etc.);
4. Use the prompt cards if students are having difficulty recalling the sequence.

Breakfast food and implements, rough sketches or photos of each stage in the sequence to use as prompts.

Ideas for sequences:

Toast

1. Get the bread
2. Open the packet
3. Take out two slices
4. Put them in the toaster
5. Push down the lever
6. Wait for it to pop up
7. Take it out
8. Spread butter on them
9. (Spread jam on them)
10. Eat

Note: you can simplify the sequence - e.g. bread - toaster - spread butter. Or you could make it more complex.

Make a cup of tea

1. Fill the kettle with water
2. Switch it on
3. Wait
4. Put the teabag  the cup
5. Pour in the water
6. Wait
7. Take out the teabag and put it in the bin
8. Add milk
9. Drink

As with the toast, you can simplify this or make it more complicated!

1. Ensure that the student already knows how to do the activity - for example that they are able to make toast and spread it.
2. Get them to tell you what to do/show you what to do: initially start with a simplified sequence with 3 or 4 steps (see ideas on the left);
3. Respond to what the student indicates that you should do - but look confused if it won't work - for example if they ask you to put cold water in the tea (yuk!) to help encourage them to correct themselves: use the pictures or photos if necessary.
4. Over time, see how much of the sequence they can describe without any prompts. 

Describe and look for things and actions in story books and pictures.

pictures with paper clips attached, magnetic fishing rods, 'pond' e.g. a flat box

Put cards in the box, take turns to fish for a picture, say/sign what is fished out.

Eight picture cards, small piece of paper with a fish drawn on it

Pictures of everyday objects, background pictures (Black Sheep Sentence Builder and Narrative Packs have some good ones)

Pictures of everyday objects from class and outside. A blank jotter book

Pictures of everyday objects from class and outside

Cards showing a range of nouns and adjectives plus the words "the" and "is". DLTK's examples. (https://www.dltk-kids.com/)

Pencil and paper (optional)

1. Lay the word "is" on the table in front of the child. Put the word "the" to the left of this, with a gap in between them. Check that the child can read both words;

2. Put one of the noun cards into the gap between the words "the" and "is";

3. Put one of the adjective cards after the word "is";

4. Read the sentence to the child (e.g. "the monster is green");

5. Encourage the child to make up new sentences in the same manner. It doesn't matter if the sentences are silly;

6. You can use the paper to record the sentences made, or for the child to draw an appropriate picture on.

Feely bag containing a range of objects (choose objects appropriate for the children you are working with);

"is" cue card as previous activity.

Kitchen with everything appropriate for making a cup of tea. You don't need to have them out and ready though - finding the stuff can be part of the activity.

1. Sit in the kitchen at an empty table and say you want to make a cup of tea - but you don't know what to do (or have forgotten what to do);

2. See if the person suggests getting something - e.g. teabag or cup.

If the person suggests something, e.g. teabag, ask where you can find it. See if they can tell you - e.g. "cupboard" - but if not, give then some suggestions - e.g. "in the cupboard or in the fridge?" - have a look in the fridge if they suggest that.

If the person doesn't suggest anything, give a funny choice, e.g. shall I get a cup or a paint brush - if they suggest "paint brush", get one and then look really confused when you have it - see if they can correct you, or if there is not paint brush to find, look equally confused. Get a cup even if they don't prompt you to get one (as if you've suddenly remembered!)

3. As you go along, try to get the person to extend the language - but don't try to get them to repeat, also try to avoid asking leading questions (for example avoid asking "shall I stir the tea now?"). For example if you have a tea bag and a cup, and they say "cup", indicating that you put something in the cup, put something else in the cup - e.g. a pen. If they then say teabag, do something with the teabag - but don't put it in the cup. At this point they may try to put the two words together, e.g. "teabag...cup". If not, you can give them a choice. Try the following:

"teabag in the cup or pen in the cup" (you might get a response of "teabag" in which case put it somewhere - not in the cup);

or

"teabag in the cup or pen in the bag"

or

"pen in the bag or teabag in the cup" (easiest because the target phrase is last).

Whatever is required for the activity. Activities could include:

• Cleaning;
• Shopping;
• Cooking;
• Washing up;