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Language and Communication Describe a practical activity having three or more steps  This resource has been viewed by a moderator.

Description:

To be able to describe a practical/day to day activity which contains three or more steps so that someone else can follow the steps.

Early years skill:not specified
Early years typical range:not specified
P-scales/Nat. Curriculum skill:English Speaking
P-scales/Nat. Curriculum level:P8
TAP skill:Language Expression
TAP level:TAP48
Section:Secondary (11-16yrs) info; Post School Education info; Adult info
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This page was originally created for/by the following organisation: Barts Health NHS Trust (Tower Hamlets) Speech and Language Therapy for Children.
Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Breakfast

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. 

This activity incorporates some automatic feedback - if the student gets it wrong, then it will probably not work and they will need to correct themself.

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