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Language and Communication Say sentences using past present and future  This resource has been viewed by a moderator.


The child will make sentences in the past, present and future, with reducing amounts of support.

Early years skill:not specified
Early years typical range:not specified
P-scales/Curriculum skill:English Speaking
P-scales/Curriculum level:P8
TAP skill:Expressive Language
TAP level:TAP48
Pre/Nat. Curriculum Area:not specified
Pre/Nat. Curiculum Standard:not specified
Section:Primary (5-11yrs) info
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Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Sequencing pictures sheet

Sheet with boxes labelled "...will...", "" and "...has...":

Simple sequencing pictures showing an action that is about to happen, the same action happening and the action when it is complete, for example Black Sheep Press's 3-step sequencing pack. Alternatively, you could make your own (e.g. take photos of the child, or draw them) or you could print them out from a picture resource such as "Flash-Pro" if you have it, or use other commercially produced sequencing pictures such as LDA or Colorcards.

Glue or Blu-tac

Pen or pencil

1. Put the sheet with the boxes labelled "....will....", "" and "....has...." in front of the child and help the child to read the words.

2. Mix up the pictures from one of the sequences.

3. Help the child put them in the correct order, putting them in the correct boxes on the sheet.

4. Ask him/her to describe the sequence, using the words "will", "is" and "has" in his/her description (e.g. "the boy will eat the apple, the boy is eating the apple, the boy has eaten the apple"). You may need to give the child some support to use the right form of the verb at this stage.

5. Help him/her to stick them in the correct places on the sheet (use Blu-tac if you want to be able to re-use the pictures).

6. Help the child to write a description (using the words "will", "is" and "has") under the pictures.

Make sure the child does not glue anything on to the sheet until you (and they) are confident the pictures are in the correct order.

If the child cannot write, they could dictate their description to you, and you could write it under the correct picture.

In some cases it will feel more natural to use "going to" than "will" (for example, "The boy is going to eat the apple" rather than "The boy will eat the apple"), you should always use (and encourage) the form which feels the most natural.

"Matching threes" game

Sequencing pictures as above.

1. Select a small number of sequences (depending on the ability of the child).

2. Shuffle the cards together.

3. Spread the cards out face down on the table or on the floor.

4. Each player takes it in turns to turn over 2 cards. If they match, they can keep them. If one of the cards matches the other two cards the player already has they can also keep it.

5. When the player has a set of three cards, they describe the pictures, using the words "will", "is" and "has".

This activity could be carried out with an individual or a small group.

The idea of this activity is to allow the child to practice using "will", "is" and "has" with reduced support.

Missing card game

Sequencing pictures as above.

Card with a large '?' on it (some sets of cards come with this card included).

1. Choose one sequence.

2. Put two of the three cards in front of the child, in the correct order.

3. Put the '?' card in place of the missing card.

4. Ask the child to describe what is happening, including describing what happens on the missing card.

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