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Language and Communication Use a simple conversational structure over three turns  This resource has been viewed by a moderator.

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Description:

To learn and use a conversational structure which can be applied to a simple conversation of three turns.

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Early years skill:not specified
Early years typical range:not specified
P-scales/Curriculum skill:PSHE and Citizenship
P-scales/Curriculum level:P5
TAP skill:Social Interaction
TAP level:TAP30
Pre/Nat. Curriculum Area:not specified
Pre/Nat. Curiculum Standard:not specified
Section:Primary (5-11yrs) info; Secondary (11-16yrs) info; Post School Education info; Adult info

Note, this is designed for those who are having difficulties responding to and taking part in conversations, but are at a higher level in the language they can use and understand.

Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
How are you?

Two turns

  1. Ask each student in turn "how are you?" - pointing to the "how are you?" prompt card as you do so: point to the the "I'm..." prompt card (and cue in with "I'm..." if necessary). Wait for the student to respond;
  2. Let each student take it in turns to ask "how are you" to the others in the group.

Three turns

Once two turns is mastered as above, move to three turns:

  1. Do step 1 above;
  2. After the student says "I'm..." (e.g "I'm fine"), you point to a third cue card (either "Oh dear!" or "That's nice" as appropriate) and say the response;
  3. The students take it in turns to ask all the others in the group "how are you?" this time they must respond to the answer a student gives.

For the three turns part, if a student makes a different response to the answer to their question than one of the possible responses on the prompt cards then that's fine as long as it is relevant. Otherwise, prompt them to make a response from one of the prompt cards.

You could show different prompt cards, or you could show just one prompt card for the response in the last turn.
What have you been doing?

Two turns

  1. Ask each student in turn "What have you just been doing?" - pointing to the "What have you just been doing?" prompt card as you do so; point to the the "I..." prompt card (and cue in with "I..." if necessary). Wait for the student to respond;
  2. Let each student take it in turns to ask "What have you just been doing" to the others in the group.

Three turns

Once two turns is mastered as above, move to three turns:

  1. Do step 1 above;
  2. After the student says "I..." (e.g "I ate a banana"), you point to the third cue card ("Oh, you...") and say, for example "Oh, you ate a banana":
  3. The students take it in turns to ask all the others in the group "What have you just been doing?" this time they must respond to the answer a student gives.

For this activity, a student using a contraction of the question is also fine (e.g. "What doing"), this activity is about creating turns in a conversation.
Topic of interest - what have you got?

Prompt cards for a "what have you got" conversation

Set of pictures (e.g from Google) relating to a topic of interest to the student - e.g. Tesco, the park, Eastenders.

First, each student takes it in turns to take a picture from the set of pictures around a topic of interest.

Two turns

  1. Ask each student in turn "What have you got?" - pointing to the "what have you got?" prompt card as you do so: point to the the "I've got..." prompt card (and cue in with "I've got..." if necessary). Wait for the student to respond;
  2. Let each student take it in turns to ask "What have you got?" to the others in the group.

Three turns

Once two turns is mastered as above, move to three turns:

  1. Do step 1 above;
  2. After the student says "I've got..." (e.g "I've got checkout"), you point to a third cue card ("Oh, you've got...") and say the response - e.g. "Oh you've got the checkouts";
  3. The students take it in turns to ask all the others in the group "What have you got?" this time they must respond to the answer a student gives.
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