10 Minute
Language Games
Set 1
Semantics and
Oral Language Focus.
Designed by speech pathologists for
teachers and parents.
Fast paced games which facilitate
vocabulary expansion and the
A Learning Resource for
Key Area: Oral Language
application of vocabulary to
categorising and description tasks.
Themes include: Food, things that
take you places, things you wear,
toys, farm animals and around
the home.
Each theme has 3 activity cards and
24 colour vocabulary cards.
Provides examples of age
appropriate and immature answers.
COPYRIGHT INFORMATION
2007 PLD Organisation Pty. Ltd. (Publisher) - www.pld-literacy.org
Contributions by Diana Rigg and Vanessa Van Ballegooyen
Illustrated by Deborah Walter
Edited by Diana Rigg
First Edition 2007 - 10 Minute Language Games. Semantics and Oral Language Focus.
Second Edition 2012 - 10 Minute Language Games - Set 1. Semantics and Oral Language Focus.
ISBN 978-1-921560-95-8
This resource is copyright under the Copyright Act, 1968 (Cth). All rights reserved.
Copyright Guidelines: The purchasing Educational Institution is granted permission to copy or communicate only a
reasonable proportion – being no more than 10% or one chapter, at any given time, for educational purposes only.
Artistic Works include illustrations, photographs, drawings, pictures and design components within teaching manuals
and on flash cards, charts and posters. They should not be adapted or removed and are recognised by the Copyright Act 1968.
Digital reproduction of this publication/resource or any proportion of it is strictly prohibited without written consent
from PLD Organisation Pty. Ltd.
This blackline master is published and sold with a limited copyright. It may only be reproduced by the original purchaser for use with their class(es). The publisher (PLD Organisation Pty. Ltd.) prohibits the loaning or onselling of this
master for the purposes of reproduction.
Please visit www.pld-literacy.org for our extended Copyright Guidelines.
Overview Of Contents
Note From The Authors
3
Semantic Development Milestones
4
Activity 1: Naming And Speaking In Single Words
5
Activity 2: Sorting And Speaking In Short Sentences
6
Activity 3: Describing And Connecting Several Sentences Together
7
Theme: ‘Foods’
Activity 1: Naming ‘Foods’ Activity Card
Activity 2: Sorting ‘Foods’ Activity Card
Activity 3: Describing ‘Foods’ Prompt Card
8
9
10
Theme: ‘Things You Wear’
Activity 1: Naming ‘Things You Wear’ Activity Card
Activity 2: Sorting ‘Things You Wear’ Activity Card
Activity 3: Describing ‘Things You Wear’ Prompt Card
11
12
13
Theme: ‘Farm Animals’
Activity 1: Naming ‘Farm Animals’ Activity Card
Activity 2: Sorting ‘Farm Animals’ Activity Card
Activity 3: Describing ‘Farm Animals’ Prompt Card
14
15
16
Theme: ‘Things That Take You Places’
Activity 1: Naming ‘Things That Take You Places’ Activity Card
Activity 2: Sorting ‘Things That Take You Places’ Activity Card
Activity 3: Describing ‘Things That Take You Places’ Prompt Card
17
18
19
Theme: ‘Toys’
Activity 1: Naming ‘Toys’ Activity Card
Activity 2: Sorting ‘Toys’ Activity Card
Activity 3: Describing ‘Toys’ Prompt Card
20
21
22
Theme: ‘Things Around The Home’
Activity 1: Naming ‘Things Around The Home’ Activity Card
Activity 2: Sorting ‘Things Around The Home’ Activity Card
Activity 3: Describing ‘Things Around The Home’ Prompt Card
Card Appendix
Contents
Includes theme picture cards for all activities.
23
24
25
26
•Food (cards with orange borders)
•Things you wear (cards with yellow borders)
•Farm Animals (cards with green borders)
•Things that take you places (cards with purple borders)
•Toys (cards with pink borders)
•Around the home (cards with blue borders)
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
2
Notes From The Authors
This program presents numerous short fast paced games and activities that are fun and
engaging and which facilitate:
•Vocabulary expansion
•Practice retrieving theme - based vocabulary from children’s “mental dictionaries”
•The application of theme - based vocabulary to categorising and description tasks
Children with language and semantic delays will often have:
1. Gaps in their vocabulary.
2.
Difficulty retrieving their vocabulary from their mental dictionaries. Children with vocabulary
retrieval problems will inconsistently retrieve appropriate words (e.g. on occasions they will
label “lion” appropriately and on other occasions the labels “tiger or leopard” will be used.)
3.Other children may demonstrate relatively age appropriate vocabularies but are nonautomatic in the retrieval of the appropriate words. These children typically require additional “think” or processing time.
THE PROGRAM
Activity 1 - NAMING AND SPEAKING IN SINGLE WORDS: The vocabulary based games are fun and engaging ways to
rehearse the labelling of common category based items.
Activity 2 - SORTING AND SPEAKING IN SHORT SENTENCES: In the sorting tasks children are given the opportunity to become familiar with the characteristics that best describe the
pictured items.
Activity 3 -
DESCRIBING AND CONNECTING SEVERAL SENTENCES
TOGETHER:
In the describing tasks children are given the opportunity to
give clues and therefore describe the pictured items.
THEMES We recommend introducing the themes in the following order:
1. Food
2. Things you wear
3. Farm Animals
4. Things that take you places
5. Toys
6. Around the home
TIPS!
•Each game should be conducted over a short period of time of 5 - 10 minutes.
Aim for the language learning experience to be fun. Do not hesitate to repeat
the games. Children with language delays often require repetition or “overlearning” in order to acquire new concepts.
•Children need to master each activity before moving onto the next activity.
Some children may find the activities easy and may move through several activities in one day. Other children may require extensive practice over several
days/weeks before demonstrating mastery of an activity.
•It may help to group children with others of similar language ability, as then you
can target the specific activity that their language is operating at.
Enjoy the program!
Ba.Arts (Ed), Ba.Ed, CPP Dyslexia (UK), Ma.Ed, Ma.HCS (SpPath)
Ba.Sc. (Speech Pathology)
Notes From The Authors
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
3
Semantic Development Milestones
A 3 year old child should be able to:
A 4 year old child should be able to:
When working on any of these elements with 3
year old children, use whole objects or items rather than pictures. Please note however that the
picture cards can be used for older children or for
3 year old children who are excelling at tasks with
whole objects.
1.Describe an item by 3 elements, usually visual
or tactile e.g. Size, colour, shape or parts. Later, they may describe by taste, feel or smell,
where the item can be found and what an
item is used for.
2. Recognise the function of common objects.
3.Sort real objects into common groups e.g. Use
real items or figurines to sort into groups such as
clothes, animals, food.
4.Name the group when given some examples
from a common category e.g. sheep, dogs
and frogs are all… “animals”.
5.
Name 3 items that belong in a group e.g.
Name 3 things that belong in the food group
“sausage, apple, biscuits”.
6.Identify obvious differences and similarities
e.g. The colour or size of items. For example:
“This elephant and this hippo are both big”.
7.Location concepts - Understand next to, behind, in front.
8.Identify things that go together (associations)
e.g. Knife and fork.
9. Give common antonyms e.g. Hot vs cold.
A 5 year old child should be able to:
A 6 year old child should be able to:
1.Describe an item by 3 elements, usually the
category it belongs to, then the parts it has,
what it is made from, where it can be found or
what it is used for. For example, “A cow is an
animal that lives on a farm and gives us milk”.
1.Describe an item by 4 elements, usually the
category it belongs to, then the parts it has,
what it is made from, where it can be found or
what it is used for. For example: “A cow is an
animal that lives on a farm, gives us milk and
goes moo”.
1. Name objects or pictures.
2.Name parts of objects e.g. The tail on a dog or
the wheels on a car.
3.
Sort real objects into common groups e.g.
Use real items or figurines to sort into common
groups such as food, clothes and animals.
4. Locate matching items.
5.Identify items that are different (the one that
doesn’t belong).
6.Identify items by exclusion (the ones that are
not…) e.g. Find the ball that is NOT red.
7.Concepts - Know common shapes and colours
and understand size concepts big and little,
and location concepts in, on and under.
2. Name functions of common objects.
3.Sort items into common closely related groups
e.g. Sort items into zoo and farm and bush animals rather than just an animals group.
4.Name less common categories e.g. Pets, body
parts, toys, transport.
5.
Name 5 items that belong in a group e.g.
Name 5 things that belong in the clothes group
“shirt, shorts, singlet, hat, jumper”.
2.
Sort items into closely related groups e.g. Fruit
and vegetables, or winter and summer clothes.
3.Name less common categories e.g. Appliances, furniture, transport.
4.Name 6 items that belong in this group e.g.
Name 6 things that belong in the toy group
“ball, doll, puzzle, hula hoop, blocks, tea set”
6.Identify less obvious differences and similarities
e.g. The parts of items or where the items are
found. For example: “A spider is different from
a bee because a spider has 8 legs and a bee
has 6 legs”. Or “A pencil is different from the
paints, because pencils are kept in the pencil
tin and the paints aren’t”.
5.Identify less obvious differences and similarities e.g. The function or category of items. For
example: “a car is different from a motorbike,
because a motorbike carries one person and
a car carries lots of people”. Or “a giraffe is different from a cow, because a giraffe is a zoo
animal and a cow is a farm animal”.
7.Concepts - Understand before, after, near, far,
first, last.
6.Understand concepts – Second, third, all except, unless, neither/nor, either/or.
8.
Name things that go together (associations)
e.g. Shoes and… socks.
7.Give synonyms and less common antonyms
e.g. Rough vs smooth.
9.Define familiar words e.g. “Comfort” means to
make someone feel better.
8.Explain homophones (multiple meanings) e.g.
Bear vs bare.
Semantic Development Milestones
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
4
ACTIVITY 1: Naming And Speaking In Single Words
Cut out the picture cards. For longevity it may be useful to also laminate the picture cards and the Naming activity card. Use the picture cards to play one of the following games, to allow the child to receive naming practice.
For best results play the naming games several times before moving to the sorting activities.
GAME 1: NAME & POST (1+ children)
YOU WILL NEED: Picture cards plus the ‘Naming Instruction Card’.
HOW TO PLAY: Child will need to name picture cards before “feeding” (or “posting”) them into the slot.
INSTRUCTIONS: Refer to the Naming Activity card.
TIPS! You can play the game with one child or a group of children. If playing with a group, each child has
a turn to name and post a card into the slot.
GAME 2: NAUGHTS & CROSSES (2 players - Adult and child; or 2 children)
YOU WILL NEED: Picture cards; 10 tokens (2 different colours, 5 of each colour), these can be counters,
pegs, coins, bits of paper etc.
HOW TO PLAY: L ay 9 cards face up on the table in a 3x3 grid. Take turns to name one of the pictures displayed in the grid. If the picture is named correctly, the card is removed and the child then
replaces it with one of their tokens. The aim of the game is to get three in a row (as in the
traditional game of naughts and crosses).
INSTRUCTIONS: ADULT: “Tell me the name of one of the pictures.”
CHILD 1: Names one picture correctly.
ADULT: “
Great.” [Adult takes card.] “You can put your token there. Let’s see if we can get
three in a row. Now it is your turn” [Looking at child two], “tell me the name of one
of these pictures.”
Game continues until someone has three in a row, or until all picture cards are removed.
Game can also be played with one child and adult as second player.
TIPS! F or younger children or those who find the game difficult, the winner can be the person with the most
tokens on the board once all picture cards have been removed.
IF A CHILD HAS DIFFICULTIES
NAMING
You can try one or all of the following techniques
to help a child successfully name pictures. Try the
first type of clue and if the child is still unable to
name, give the second clue. If after both clues the
child is still unable to name use the third clue.
THINGS TO WATCH
A child is not ready to move onto the
sorting activities, if they display any of the following.
EXAMPLE: child is shown a picture of an APPLE
Unacceptable Response
Example
Incorrect naming of the pictures.
“Ball”.
Describes rather than names.
“It’s red”; “it’s a circle”; “you eat it”.
Does not respond to the pictures.
Child says nothing or says
“I don’t know”.
Stopping and starting of speech.
1.ADULT: “It’s a type of food.” (category clue)
“It’s a…um..you eat it..um..it’s a..
ah..apple”.
Non-specific naming.
“That thing”.
2.ADULT: “It’s a b….” (sound clue)
Searching for word.
“Ball, no fruit, um orange..”
The child shows visible frustration with
their ability to name the pictures.
Child gets upset or angry and
frustrated.
Requires additional time to name.
Child takes more than 30sec
to respond.
3.ADULT: “Is it an orange or a banana?”
(choice clue)
Continue to play the naming games until the child is able to correctly and easily name all pictured objects.
Activity 1
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
5
ACTIVITY 2: Sorting And Speaking In Short Sentences
Use the picture cards to sort into groups. This gives the child an opportunity to become familiar with
characteristics of the items pictured. For best results play the sorting games several times before moving to the
describing games.
GAME: SORTING ACTIVITY (1+ children)
YOU WILL NEED: P
icture cards plus the ‘Sorting Activity Card’. Copy the ‘Sorting Activity Card’ so you have
two groups to sort pictures into. Laminating the Activity cards for longevity is recommended.
HOW TO PLAY: Child will need to sort picture cards into the two groups and then explain how things in each
group are the same and how the two groups are different.
INSTRUCTIONS: Refer to Sorting Activity Card
TIPS! You can play game with one child or a group of children. If playing with a group, each child has a turn
to sort the picture cards and give explanations, or in pairs children can sort picture cards as a team.
IF A CHILD HAS DIFFICULTIES:
SORTING INTO GROUPS
1. L imit the number of cards to be sorted to 4, two
for each group. Once the child is able to sort 4
picture cards, more picture cards can be added.
2.The adult can verbally help a child who is
experiencing difficulties sorting:
ADULT:[Help the child sort each picture card.]
“Is this a healthy food? Is it good for us
to eat?”
CHILD:“No!”
ADULT: “So which trolley does it go in?” [Wait for
child to respond.] “That’s right. It is not a
healthy food and so it goes in this trolley.”
EXPLAINING HOW THINGS
ARE THE SAME AND DIFFERENT
The adult can verbally help a child who is experiencing difficulties explaining:
ADULT: “What is the same about these things?”
THINGS TO WATCH
A child is not ready to move onto the describing
activities, if they display any of the following.
EXAMPLE: child is asked to sort items into
HEALTHY – UNHEALTHY foods
Unacceptable Response
Example
Incorrect grouping.
Child places foods in
incorrect group.
Requires additional time to
group objects.
Child takes a long time to
group or explain groups.
The child is unable to explain
how objects are the same.
“The foods are all red; they
are hot; they my favourite;
don’t know”.
The child shows visible
frustration with their ability to
sort the pictures.
Child gets upset or angry and
frustrated.
The child is unable to explain
how groups are different.
“They the same; they not
healthy; they are food;
don’t know”.
Child unable to group items.
Child does not group
objects or puts all pictures
in one group.
CHILD: “Don’t know.”
ADULT: “ Is this one healthy?”
[Point to one picture.]
CHILD: “Yes.”
ADULT: “Is this one healthy?”
[Point to a different picture.]
CHILD: “Yes.”
ADULT: “So these are the same because they
are…?”
CHILD: “Healthy.”
ADULT: “That right. Great thinking.”
Activity 2
Continue to play the sorting games
until the child is able to correctly and easily
sort and explain how objects
are the same and different.
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
6
ACTIVITY 3: Describing And Connecting Several Sentences Together
Initially, use the describing prompt cards (one set for each theme) to help children formulate a description. Over
time, the prompt cards will not be required. For best results play describing games several times before moving
to the next theme.
GAME: CELEBRITY HEADS (2 players - Adult and child; or Adult and 2+ children)
YOU WILL NEED: Picture cards plus the ‘Describing Prompt Card’ for theme. Laminating the prompt card
for longevity is recommended.
HOW TO PLAY: One child selects a picture card and without looking at it, attaches it to a paper head band
with a paper clip. Another child/or the supporting adult then describes the picture hidden
from view. The child who selected the picture card listens to the clues and guesses the identity of the hidden picture. Players then swap. REMEMBER the aim is for children to practice
describing, so ensure all children have a turn to describe, not just the opportunity to guess
the picture hidden from view.
INSTRUCTIONS: Refer to the Describing prompt card.
IF A CHILD HAS DIFFICULTIES
DESCRIBING
The adult can verbally assist the child to form a
description.
THINGS TO WATCH
A child is not ready to move onto the next theme
if they display any of the following.
EXAMPLE: child is asked to describe a CHAIR
Unacceptable Response
Example
The child only produces single
word descriptions.
“Sit”; “wood”.
No response.
Child dose not respond or
says “I don’t know.”
The child uses non-specific
words.
“That thing, you know, it for..
um..for doing stuff”.
CHILD 1:“White and small.”
Stopping and starting of speech.
“It’s a…something you use..
um..for…um…for sitting…um….
you sit on it…for eating tea”.
ADULT:“So it is a farm animal and it is small and
white. What parts does it have?” [Point to
cue card.]
The child’s descriptions are
inaccurate.
“For writing on”.
Searching for words.
“It’s something you find in
the…in the … in the… you
know where the food is…”
The child is visibly frustrated
with their ability to describe
the pictures.
Child gets upset or angry and
frustrated.
CHILD 1:“Animal.”
ADULT:“That’s right. So what group does it belong
to?” [Point to cue card.]
CHILD 1:“Farm animals.”
ADULT:“So it is a farm animal. What does it look
like?” [Point to cue card.]
CHILD 1:“Feathers.”
ADULT:“OK. It’s a farm animal. It is small and white
and has feathers. But what can it do?
[Point to the cue card.]
CHILD 1:“Swims and says quack.”
ADULT:
“Now let me see. It is a farm animal...”
[Allow child to complete.]
CHILD 1:“It’s small and white and has feathers. It
can swim and it says quack.”
ADULT: “Excellent work. So it must be a...?”
CHILD 2:“A duck?”
Activity 3
Continue to play the describing games
until the child is able to correctly
and easily describe objects.
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
7
Naming Foods
Activity Card
PREPARATION:Cut out the mouth along the dotted lines. Collect the food picture cards. For more information regarding how to help a
child having difficulties, please see the Activity Instruction sheet at the beginning of the book.
INSTRUCTIONS: ADULT:“Today we are going to feed the hungry boy. You will need to tell me what the picture is before you feed it to the
boy. What is this?” [Handing child a picture card.]
CHILD: Names the picture correctly.
ADULT:“Great! Now you can feed the hungry boy.” [Point to slot.]
Game continues until all picture cards have been posted.
Activity 1: ‘Foods’
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
8
Sorting ‘Foods’ into groups and using sentences to
explain how things are the same and different.
Activity Card
PREPARATION: Collect the food picture cards plus this ‘Sorting Foods’ activity card and place both in front of the child. Copy this card
so you have two groups to sort into. For more information regarding how to help a child having difficulties, please see the
Activity Instruction sheet at the beginning of the book.
INSTRUCTIONS: ADULT:“We are going to sort these foods into the two trolleys. This trolley [point to trolley 1] can only have healthy foods;
this trolley [point to trolley 2] can only have unhealthy foods. See if you can sort which foods go in each trolley.”
[Allow child time to sort picture cards into the two trolleys. Encourage the child to verbalise the sentences as they
sort the pictures into the groups, e.g. “this one is healthy”.]
NOTE: Not all cards will fit into every group, some may be left over.
Once child has sorted all the pictures into the trolleys, ask them
to explain how the items in each
trolley are the same and how
the items in the two trolleys are
different from each other.
Ask the child to complete several groupings each time you
tackle this activity. You do not
need to complete all groups
each time you play the game.
Activity 2: ‘Foods’
Sorting cards into:
Examples of expected sentences.
Healthy – unhealthy
Cold foods – hot foods
Sweet foods – savoury foods
Breakfast foods – lunch foods
Dinner foods – snack foods
Foods I like – foods I don’t like
These ones are healthy and these ones are unhealthy.
These foods are hot and these foods are cold.
These foods are sweet and these foods are savoury.
These foods are for breakfast and these foods are for lunch.
These foods are for dinner and these one are for snacks.
These are foods I like and these are foods I don’t like.
are foods I eat all the time and these are foods
Foods I eat lots – foods I eat sometimes These
I only have sometimes.
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
9
Describing ‘Foods’ using several sentences together.
Prompt Card
What group?
Things that
take you places
Farm Animals
Around
the home
Food
What does it look like?
Shape
Round
Parts
Long
Shell
Is it hot or cold?
Stick
Hot
Cold
When do you eat it?
Breakfast
Snack
Lunch
Dinner
PREPARATION:Collect the ‘food’ picture cards. Initially place this ‘Describing Foods’ prompt card in front of the child and point to each
prompt, encouraging him/her to describe each aspect. Once the child has gained confidence, allow him/her to attempt a description independently and without the prompt card. For more information regarding how to help a child
having difficulties, please see the Activity Instruction sheet at the beginning of the book.
INSTRUCTIONS: ADULT: “Let’s play a guessing game.” [Child 1 selects a card and then attaches it to a paper head band with a paper
clip.] [Turn to child 2.] “Let’s see if we can describe the picture so (Child 1) can guess what it is. We can’t tell
him/her what it is because that would be too easy! We need to tell him/her about it.” [Point to each describing
cue card.] “We can tell him/her what group it belongs to; what it looks like; if it is hot or cold; and when you would
eat it.” [Place describing prompt card on table in front of child 2.] “Now it’s your turn to describe the picture.”
CHILD 2: Describes picture for child 1 to guess.
Game continues until both children have had multiple turns to describe the picture cards.
Example of an adequate description of a ICECREAM: CHILD: “It is a food. It is round on top and it has a cone. It is cold and you have it
for desserts.”
Activity 3: ‘Foods’
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
10
Naming Things You Wear
Activity Card
PREPARATION:Cut out the slit along the dotted lines. Laminating the card for longevity is recommended. For more information regarding
how to help a child having difficulties, please see the Activity Instruction sheet at the beginning of the book.
INSTRUCTIONS: ADULT:“Today we are going to put the clothes in the washing machine. You will need to tell me what the picture is before
you put it in the washing machine. What is this?” [Handing child a picture card.]
CHILD: Names the picture correctly.
ADULT:“Great! Now you can put it into the washing machine.” [Point to slot.]
Game continues until all picture cards have been posted.
Activity 1: ‘Things You Wear’
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
11
Sorting ‘Things You Wear’ into groups and using sentences
to explain how things are the same and different.
Activity Card
PREPARATION: Collect the ‘things you wear’ picture cards plus this ‘Sorting Things You Wear’ activity card and place both in front of the
child. Copy this card so you have two groups to sort into. For more information regarding how to help a child having difficulties, please see the Activity Instruction sheet at the beginning of the book.
INSTRUCTIONS: ADULT:“We are going to sort these things onto the two washing lines. This washing line [point to washing line 1] can only
have clothes; this washing line [point to washing line 2] can only have shoes. See if you can sort which things go
on each washing line.” [Allow child time to sort picture cards into the two washing lines. Encourage the child to
verbalise the sentences as they sort the pictures into the groups, e.g. “this one is a shoe”.]
NOTE: Not all cards will fit into every group, some may be left over.
Once child has sorted all the
pictures onto the washing lines,
ask them to explain how the
items on each washing line are
the same and how the items on
the two washing lines are different from each other.
Ask the child to complete several groupings each time you
tackle this activity. You do not
need to complete all groups
each time you play the game.
Activity 2: ‘Things You Wear’
Sorting cards into:
Examples of expected sentences.
Clothes - shoes
These ones are clothes and these ones are shoes.
Things worn on you legs –
things worn on your chest and arms
These ones go on our legs and these ones go on our chest
and arms.
Summer clothes – winter clothes
These are winter clothes and these are summer clothes.
Clothes for girls – clothes for boys
These are girls clothes and these are boys clothes.
Things worn around your neck –
things worn on your head
These are things you wear around your neck and these are
things you wear on your head.
Things with zippers - things with buttons.
These things all have zippers and these things all have buttons.
Things with sleeves - things with no sleeves These things all have sleeves, but these ones have no sleeves.
Things with pockets - things with no pockets These ones all have pockets, but these ones have no pockets.
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
12
Describing ‘Things You Wear’ using several sentences together.
Prompt Card
What group?
Things that
take you places
Farm Animals
Things You Wear
Food
What parts does it have?
Buttons
Zipper
Sleeves
Pockets
Laces
Where on your body do you wear it?
Legs
When is it worn?
Head
Hot
Feet
Cold
PREPARATION:Collect the ‘things you wear’ picture cards. Initially place this ‘Describing Things You Wear’ prompt card in front of the
child and point to each prompt, encouraging him/her to describe each aspect. Once the child has gained confidence,
allow him/her to attempt a description independently and without the prompt card. For more information regarding how
to help a child having difficulties, please see the Activity Instruction sheet at the beginning of the book.
INSTRUCTIONS: ADULT:“Let’s play a guessing game.” [Child 1 selects a card and then attaches it to a paper head band with a paper
clip.] [Turn to child 2.] “Let’s see if we can describe the picture so (Child 1) can guess what it is. We can’t tell him/her
what it is because that would be too easy! We need to tell him/her about it.” [Point to each describing cue card.]
“We can tell him/her what group it belongs to; what parts it has; where on your body do you wear it; and when do
you wear it.” [Place describing cue cards on table in front of child 2.] “Now it’s your turn to describe the picture.”
CHILD 2: Describes picture for child 1 to guess.
Game continues until both children have had multiple turns to describe the picture cards.
Example of an adequate description of SOCKS: CHILD: “
It is a something you wear and it has two bits. You wear them on your feet to
keep your feet warm.”
Activity 3: ‘Things You Wear’
10 Minute Language Games - Set 1
PLD Organisation Pty. Ltd.
13
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: spaghetti
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: sandwich
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: chicken
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: hamburger
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: soup
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: pizza
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: hotdog
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: chips
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: salad
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: rice
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: bread
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: biscuits
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: cupcake
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: ice-cream
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: sausage
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: apple
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: egg
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: fish
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: yoghurt
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: icy pole
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: cereal
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: lollypop
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: chocolate
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: pie
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: shorts
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: underwear
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: tie
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: shoe
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: t-shirt
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: dress
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: pyjamas
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: shirt
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: boots
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: bathers
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: trousers
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: necklace
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: jacket
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: sandals
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: watch
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: overalls
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: socks
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: scarfs
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: joggers
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: thongs
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: glasses
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: jeans
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: singlet
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: earrings
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: skirt
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: hat
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: rain coat
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: belt
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: jumper
PLD Organisation Pty. Ltd.
10 Minute Language Games - Set 1: beanie