Speaking and Listening Games [1 ed.] 9780857473448, 9781903853566

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Contents Title page Publisher information Introduction Guidelines for teachers Materials Speaking and listening games Listening and Attention Understanding Language Expressive Language Worksheets Assessment forms Also Available

Speaking and Listening Games

Margaret Curran

Brilliant Publications

Published by Brilliant Publications, Unit 10, Sparrow Hall Farm, Edlesborough, Dunstable, Bedfordshire LU6 2ES Digital Edition converted and published by Andrews UK Limited 2010 www.andrewsuk.com email: [email protected] website: www.brilliantpublications.co.uk The name Brilliant Publications and its logo are registered trademarks. Written by Irene Yates Illustrated by Darin Mount © Irene Yates 1998 First published 1998. Reprinted 1999 and 2009. Printed in the UK The right of Irene Yates to be identifi ed as author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. Pages 6-48 may be photocopied by individual teachers for class use, without permission from the publisher and without declaration to the Publishers Licensing Society. The material may not be reproduced in any other form or for any other purpose without the prior permission of the publisher.

Listening and Attention

Introduction This book is aimed at providing teachers of preschool and primary school children with access to language activities that are easily administered and at the same time beneficial. The ability of children to acquire language is unique. However, it should not be forgotten that environmental factors play an important role. We cannot expect children to perform at a high level of ability in any area when they have not been given the opportunity to acquire the skill in the first place. The activities in this book are aimed at providing interactive language experiences that allow the children to enjoy developing verbal and listening skills. This book will assist teachers to address all aspects of language and will provide opportunities for the children to acquire skills that are building blocks for the future. There should be a fun element to all the activities and although you can encourage some competition amongst the children, the emphasis should not be on winning or losing, but rather on participation.

Listening and Attention Listening and attention skills are a prerequisite to language acquisition. The games in this section are designed to improve listening skills by encouraging children to attend to, concentrate on and identify sounds. Use is made of everyday sounds and speech sounds.

Understanding Language Understanding the spoken word is fundamental to a child’s ability to acquire expressive language. Difficulty in understanding the spoken word can lead to problems in a number of different areas, including limited expressive language skills, behavioural problems and poor social skills. The activities in this section are designed to assist you in developing receptive language ability in the classroom. Most activities require a basic level of understanding. Options are given if you wish to make the tasks more complex.

Expressive Language Expressive language is the means by which we communicate with others and express our needs, desires, feelings and emotions. Children with limited expressive language skills will encounter difficulties in their social skills, emotional development and learning abilities. The activities in this section are designed to assist in the development of expressive language skills in the classroom and will help to expand vocabulary, stimulate sentence construction and social interactions and improve confidence in verbal expression.

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Speaking and Listening Games © Margaret Curran

Listening and Attention

Guidelines for teachers 1. The games are best played with small groups; a maximum of ten children is recommended. Larger numbers mean that the extent of participation of each child is limited and it may also be more difficult to prevent some children from dominating. You need to control the game while allowing some spontaneity and ensure that all children are given an equal chance to contribute. 2. Most games allow for a level of competition and in some cases a scoring system can be introduced. You must decide on whether to add a competitive element to the game. This depends on the ability of all the children to participate equally. If some children find a particular activity difficult then it is preferable not to use a scoring system. 3. The games are not specifically designed for remedial purposes but rather to stimulate language skills in children whose level of speech and language development is within normal limits. If you suspect that a child might have a specific speech or language disorder, you should recommend assessment by a speech and language therapist. 4. All the games are suitable for preschool and primary children. You may however find that some games are more successful than others. Some games such as Listening to speech sounds (page 9) and Identifying sounds in words (page 10) can not be completed at one session. Others can be repeated several times and still be beneficial to the children. You must use your own judgment in this regard. 5. Most materials are supplied or should be easily accessible in the classroom. The written materials supplied should be used as a guideline and you may prefer to use your own materials. The amount of preparation time needed for each game is minimal and only one game (Identifying everyday sounds, page 7) needs specific preparation (the recording of everyday sounds). 6. Encouragement for correct responses should be given at all times even if a scoring system is being used. Positive reinforcement plays a very important role in building confidence. The children can also be encouraged to recognise each other’s responses and applaud good or correct answers. 7. The chapters are not set out in any specific order. You may choose to do a listening activity one day and an expressive activity the next. Within each chapter there is no specific order in relation to degree of difficulty. You may choose to play the games in the order presented in the book, or else randomly select a game of your choice. Speaking and Listening Games © Margaret Curran

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Listening and Attention

8. The games are intended for preschool and lower primary children, ranging in age from 3 years to 8 years. However, many older children will also benefit from these games. Younger children may find some of the games difficult or give limited responses. You must have at all times realistic expectations of the children and be able to adapt each activity to suit the needs of all children in the group. 9. You will probably find it preferable for the children to sit on the floor for most activities. To participate in Understanding shape and colour (page 32) and Draw it (page 34) the children need to sit at their tables/desks. You must use your own judgment in regard to what seating arrangement works best for each game. 10. Many games combine both receptive and expressive skills. Some games listed as Understanding Language also require a certain level of expressive language competence. Before commencing with any language games in this book you should be familiar with the language skills of all the children in order that your expectations in regard to responses are realistic.

Materials 1. Most picture material is provided (see photocopiable sheets 61– 111). You will need to cut out the pictures prior to the game, back them with cardboard and if possible cover them with contact paper. This will make it easier for the children to handle them and they will also last longer. All the pictures on the sheets are identified on the teacher’s pages, next to the relevant activities. 2. You may wish to substitute or add your own picture material. In the case of some games new material is desirable if the game is to be played on a number of occasions. 3. Written material is provided for a number of the games. You will find this next to the relevant activities. You can also use your own material if you wish to repeat the game or to add variety. You may also need to adapt the material to suit the individual requirements of your pupils. 4. Some of the games require a certain amount of preparation. For others you will need to resource your own material. In the case of all activities you must familiarise yourself with how the game is played and also with the materials themselves. 5. An assessment form is given on page 112 to help you to make best use of the games in the book.

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Speaking and Listening Games © Margaret Curran

Listening and Attention

Identifying everyday sounds Materials required

Sheet 1 car horn

vacuum cleaner

food mixer

door bell

radio

washing machine

Sheet 2 computer

running water

Tape recorder and recording of everyday sounds: car horn, vacuum cleaner, washing machine, door bell, food mixer, radio, etc. Pictures representing each sound (Sheets 1–2, pages 61–62).

How to play Sit the children in a semicircle and place the pictures representing the various sounds on the floor in front of them. Play one of the recorded sounds and nominate a child to identify the sound by picking up the corresponding picture. Ensure that the other children remain silent while the sound is being played and the child is selecting a picture. The game may be played more than once giving each child a different sound to identify. You could also encourage the children to suggest other household or everyday sounds that are not represented on the tape and allow them to imitate and identify them.

Variations The game can be played without using the pictures. Add whatever new sounds you feel are appropriate.

opening a fizzy drink

cutting a slice of bread

washing dishes

lighting a match

Identifying objects according to sound Materials required Bell, drum, crumpled paper, aerosol spray, rattle, squeaky toy, whistle, glass of water with straw, etc.

How to play Start with three or four objects at a time. Sit the children on the floor in a semicircle around the objects. Demonstrate the sound that each object makes and allow the children to handle the objects. Ask the children to close their eyes and face away from the objects. Make a sound with one of the objects and nominate a child to turn around and identify it. Give each child a couple of turns. Give encouragement for each correct response.

Variations To make the activity more difficult, ask for the identification of two sounds in the correct order.

Speaking and Listening Games © Margaret Curran

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Listening and Attention

Listening to rhythm Materials required Drum and drum stick.

How to play Play simple rhythms on the drum and ask the children to imitate them. Start with simple combinations of up to three beats, eg one slow beat then two quick. After each rhythm has been played nominate one child to repeat it. Longer combinations can also be played – two quick beats followed by three slow, or one slow, two quick and one slow. Give each child at least two turns. If a child makes an error, repeat the rhythm and give the child a second or third chance. You may find that certain children perform better at this activity than others, in which case shorter combinations can be played to some children and longer combinations to others.

Variations Use hand clapping instead of drum beating.

Identifying action sounds Materials required None.

How to play In this activity you will need to perform various actions that the children must identify and imitate. A variety of actions can be performed such as coughing, sneezing, clapping, foot tapping, yawning, eating, moving a chair, etc. Actions that can be easily imitated by the children are best. Before starting the activity, demonstrate all the actions. Ensure that the children close their eyes and turn away so that the action cannot be seen. After the action has been performed, ask the children to face you and nominate one child to identify the sound and imitate it.

Variations To add a degree of difficulty to the game, perform two actions for the child to identify in the correct order and imitate.

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Speaking and Listening Games © Margaret Curran

Listening and Attention

Listening to speech sounds Sounds to be targeted Consonants p b t d k g f v s z h ch j sh l w m n ng (sing) y (yacht) th (thin) th (the)

Vowels ah (car) e (wet)) i (it) o (cot) u (luck) ay (say) ee (key) i (why) oo (soon) ow (cow) oh (low)

Speaking and Listening Games © Margaret Curran

Materials required List of sounds to be targeted (see left hand column).

How to play Ask the children to listen to and then repeat sounds (consonants and vowels) in isolation. Demonstrate first by giving examples. Produce only one sound at a time and ask the children to repeat it. Note if any child has difficulty with a particular sound, as assessment by a speech therapist may be indicated.

Variations To add a degree of difficulty, do the same activity with your hand over your mouth so that no visual clues are given. Making each sound softly will add a further degree of difficulty.

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Listening and Attention

Identifying sounds in words Sheet 3

Materials required Pictures of everyday objects (Sheets 3–8, pages 63–68).

How to play This activity requires the children to identify the initial sound in words. Choose two or three sounds to be targeted during the lesson. Demonstrate the sounds and ask the children to repeat them. Then choose a picture of an everyday object, eg table, and name it. Ask a child to identify the sound at the beginning of the word – t. It may be necessary at first to emphasise the sound, eg t–able for table, with a distinct break between the initial sound and the rest of the word. At the next level, place pictures of everyday objects in front of the children and ask one child to select a picture, name it and identify the initial sound.

Use everyday objects in the classroom for naming and sound identification purposes instead of pictures. The activity could be altered to target the identification of final sounds in words. To add a degree of difficulty, you do not necessarily have to specify the sounds that will be targeted.

Sheet 6

coat

comb

key

table

toes

teeth

tail

Sheet 4

Variations

Sheet 5

cat

Sheet 7

money

monkey

mole

mug

chair

cheese

church

chain

Sheet 8

fingers

fat

rainbow

road

nuts

nail

bat

bin

fish

fly

rat

rake

neck

knee

bicycle

boat

ship

shampoo

wheel

whistle

light

lick

swing

snail

shapes

sheep

witch

window

leaf

lamp

soap

sausages

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Speaking and Listening Games © Margaret Curran

Listening and Attention

Locating sound Materials required Any sound-making object, blindfold, chair and four paper or cardboard circles to be placed on the floor (ideally of different colours).

How to play The object of this game is to get the children to locate sounds while blindfolded. Place the paper circles in front of, behind and to either side of the chair. Ask the children to sit in a semicircle around the chair and give each child a turn to sit blindfolded on the chair. Stand on one of the circles and make a sound. This can be a speech sound, word, or object sound such as a drum, crumpled paper, etc. Move off the circle and ask the child to point to the circle from which they think the sound was made.

Variations To make this activity more difficult, the sounds/words can be made softly or two sounds/words can be made from different circles and then identified in the correct sequence.

Speaking and Listening Games © Margaret Curran

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Listening and Attention

Listening for key words Sheet 9

Materials required Key word sentences, page 13. Sheets 9–12, pages 69–72.

television

shoe

vase

hot

forest

man

flowers

phone

How to play Give each child a picture of one key word, eg tree. They must identify the picture and place it upside down on the floor in front of them. Tell them that they must pick up the picture and raise it above their head as soon as they hear the word in a sentence. Read the sentences. When a key word is said, the child who was given that picture must react. Start by giving just one key word to each child but inform the children that their word may occur in more than one sentence. If a child fails to react to a key word, draw their attention to the word and make sure that you read another sentence containing that word. You may use your own sentences and choose other key words in addition to those illustrated. Not all the sentences contain key words.

Sheet 10 tree

bed

newspaper

water

chair

football

kettle

pencil

Variations To make this activity more difficult, give the children two key words each. You may also request that the children simply remember the key word without a picture. (You will need to keep a record of the key words allocated to each child.) Another alternative is to read a story rather than sentences and to select and delegate the key words in advance.

Sheet 11

12

Sheet 12

cage

dress

cold

gate

wall

elbow

hat

ball

light

cereal

lunch box

clock

scissors

music

pizza

keys

Speaking and Listening Games © Margaret Curran

Listening and Attention

Key word sentences 1.

The boy watched his favourite programme on the television.

2.

I cannot find my other shoe.

23. My cat jumps over the wall into the neighbour’s garden.

3.

The vase fell off the table and broke.

24. On Tuesdays I go for swimming lessons.

4.

I like to go swimming on a hot day.

25. The boy fell and cut his elbow.

5.

Don’t run across the road.

26. Please turn the light on.

6.

He took his dog for a walk in the forest.

7.

The man helped the old lady to push her trolley.

27. I eat cereal for breakfast every morning before I go to school.

8.

My father bought a bunch of flowers for my mother.

9.

I spoke to my friend on the phone last night.

10. Would you like to play in the park? 11. At Christmas we always decorate the Christmas tree together. 12. I play computer games with my brother. 13. Yesterday I was sick and I spent most of the day in bed.

22. My mother bought a new dress for the wedding.

28. My aunt spent the day working in the garage. 29. He cut out all different shapes with scissors. 30. Please turn down the music. 31. Today it is rainy and cold so I am going to stay at home. 32. I have to close the gate or else the dog will get out. 33. Tomorrow we are going on an outing to the museum.

14. My mother buys the newspaper every morning.

34. In winter I always wear a hat and coat when I play outside.

15. I’d like a glass of water.

35 Today at school I did colouring and counting.

16. That chair is not safe to sit on because it is broken.

36. The two dogs played in the garden with the ball.

17. We all went to the football match on the bus. 18. The kettle is boiling. 19. All the girls like singing and dancing. 20. I need to sharpen my pencil. 21. He sometimes lets the mouse out of the cage.

Speaking and Listening Games © Margaret Curran

37. The strap of my school bag broke and my lunch box fell out. 38. I am learning how to tell the time on the kitchen clock. 39. My favourite food is pizza. 40. He lost his keys somewhere in the garden.

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Listening and Attention

Listening to musical sounds Materials required A variety of musical instruments, eg maracas, drum, tambourine, triangle, etc. If there are not sufficient instruments available alternatives can be substituted, eg rattle, squeaky toy, bell, etc.

How to play Demonstrate all the instruments and give each child a turn to ‘play’ each one. Choose one child to be the ‘musician’ or take on this role yourself to begin with. Ask all the children to turn away from the instruments and to listen quietly while the ‘musician’ plays one of them. Then ask the children to turn around. Select one child to identify which instrument was played. Ensure each child has a turn at being the musician. If a child fails to identify the instrument correctly, play it again and give the child a second chance.

Variations This game can be made more difficult by asking for the identification of two instruments in the correct order.

Associating movement with sound Materials required Drum, tambourine and triangle. Blindfold.

How to play Demonstrate a specific movement to go with each of the instruments: ❊ drum – marching ❊ tambourine – shaking ❊ triangle – hopping. Give the children plenty of time to practise each of the movements. You may need to demonstrate them several times. The game can be played individually or as a group activity. In a group activity blindfold all the children so that they cannot imitate each other. Ask the children to face away from you. On hearing one of the instruments, they should carry out the corresponding movement. You could play suitable background music and encourage the children to walk in a circle or dance while listening for the sounds.

Variations Other sounds and movements can be added, but limit the game to just three sounds at a time to avoid confusion.

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Speaking and Listening Games © Margaret Curran

Listening and Attention

Rhyming words Sheet 13 sock

Materials required lock

Sheets 13–16, pages 73– 6.

How to play rock

knock

bat

cat

mat

fat

Sheet 14 bow

row

The pictures consist of groups of four words that rhyme. Before commencing the activity, demonstrate rhyming words to the children and spend some time practising. Keep one card from each group and hand out one picture from those remaining to each of the children. Ask the children to name their picture. Then hold up and name one of your cards. The children must decide if they have a matching/rhyming card. If a child has difficulty matching their picture ask them to name their picture again and repeat the name of your picture. Once the correct matches have been made, deal a new card to any child who made a match. Keep all your cards and play the matching game again.

Variations Deal each child two cards which they must match to yours.

sew

toe

chair

bear

pear

hair

Sheet 15

Sheet 16

wet

net

run

bun

pet

jet

sun

gun

stop

top

high

sky

mop

hop

fly

pie

Speaking and Listening Games © Margaret Curran

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Listening and Attention

Musical chairs Material required List of words with similar-sounding alternatives (see below). Soft music.

How to play This game is played like traditional musical chairs with a few differences. The children place their chairs in a circle facing outwards. Explain to the children that there is a password that they must remember. (Any word can be chosen as the password. By selecting unusual words you can help to develop the children’s vocabulary while playing the game.) Play some soft music while the children circle the chairs. At suitable intervals call out various words that are similar to the password. On hearing the password the children find a chair to sit on as quickly as possible. Introduce a new password for the next play. Remove one chair after each turn until only one child is left in the game.

Variations You could choose similar-sounding/rhyming words to call out, eg if the password is ‘pink’ you could first call out ‘like’, ‘sink’, ‘ink’, ‘link’ and ‘pin’.

Rainbow – rain – bow tie – raid – rake – pain – racer Saddle – paddle – fiddle – sadder – sand – middle Wave – save – whale – wake – brave – way Stream – seem – street – stroke – steep – team Vase – glass – Mars – cars – far – farm Wand – wasp – pond – band – wind – won Oar – law – sore – jaw – raw – more – four Pink – sink – pin – ink – link – pill Hurry – marry – funny – rush – worry – sorry Twig – wig – stick – bring – wing – three Sent – sense– said – send – went – dent Cowboy – cowshed – coward – boyfriend – cow Flame – flap – flash – lame – flap – fire Excited – happy – exit – extra Bench – bent – bend – Ben – seat Weed – seed – we – week – wheel – bead Whisker – biscuit – will – wrist – cat Moustache – beard – mistake – must – satchel

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Shiver – river – sheep – ship – liver – never Rescue – west – rust – barbecue – rest – whiskey Prize – wise – eyes – size – fries – tie Bubble – trouble – middle – bulb – cobble – nibble Reward – return – reed – broad – walk Engine – enter – end – image – orange – wine Fry – stye – fright – why – cry – free Stubborn – stuck – happen – sudden – stop Breathe – weave – sleeve – bead – break – teeth Score – more – school – four – war – scar Skid – rid – skip – kid – lid – seed Pear – wear – bear – apple – tear – plum Boulder – shoulder – sailor – hold – mould – colder Wrinkle – ring – sting – wing – wriggle – squiggle Hobby – holiday – Bobby – job – happy – hotter Heavy – weather – never – brave – movie – TV Blind – find – mind – kind – blink

Speaking and Listening Games © Margaret Curran

Listening and Attention

Who’s got what? Materials required Everyday objects (alternatively pictures of objects can be used).

How to play Choose three of the children and explain that you are going to hand them each an object. The other children should be allowed to see what you are giving the children and the object can be named. Explain to the three children that you are going to ask them to wait in a far corner of the classroom for five minutes while you do another activity with the rest of the class. Tell them that when you ask them back they should hold their object behind their back so the other children cannot see it. Do a distracting activity with the rest of the class, then invite the three children back. Ask the rest of the class to recall what each of the three children is holding. This is best done individually to prevent certain children from dominating the activity.

Variations You can vary the number of children chosen to hold an object.

Dissimilar sounds p–t sh – g m–d th – l k–f l – ch s–n g–t j–w d–p b–l v–m r–g w – sh h–s ch – f l–w n–k b–d p–j r–p th – b

Similar sounds m–n s – sh f – th k–g s–f m–b f–v w–p r–w d–t l–m f–s p–b ch – sh j – ch n–l th – s s–z t–d

Speaking and Listening Games © Margaret Curran

Same and different sounds Materials required List of sounds (see left-hand column).

How to play Demonstrate different sounds to the children. Bring to their attention the fact that some sounds are the same, eg p/p or s/s, and that other sounds are different, eg b/k or f/d. Spend some time practising ‘same’ and ‘different’ sounds. Call out two sounds at a time with a lapse of two to three seconds in between. Let the children take it in turns to decide if the sounds are the same or different. At first the ‘different’ sounds should be distinct in place and manner of articulation, eg m/t, sh/g and f/l. Progress to sounds that are similar, eg p/b, s/f, ch/sh, m/l.

Variations Hide your mouth so that no visual clues are given.

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Listening and Attention

Same and different words Materials required List of words (see below).

How to play Recite two words to the children and ask them to decide if the words are the same or different. Ask the children to respond individually or play this game as a group activity by requesting a ‘hands up response’. Some of the paired words should be identical and others should differ in at least one sound, eg: ❊ hat – hit (vowel) ❊ hat – mat (initial sound) ❊ hat – has (final sound).

Variations To make the game more difficult, target paired words that are similar in sound, eg pen – Ben, show – sew, fine – vine. You may also say the words softly and cover your mouth to ensure the children are not picking up any visual clues.

hat hat hat

hit/hut/hoot mat/sat/fat/bat/pat has/ham/had/have

sky sky sky

ski/skew/scar tie/my/why/lie sty/spy/sly

goal goal goal

gull/Gail mole/bowl/foal/hole goat/ghost

foot foot foot

feet/fit soot fool/food

tap tap tap

tip/top/tape map/sap/chap/lap tack/tan

leaf leaf leaf

loaf/life beef/thief/chief leap/lead

cake cake cake

kick/cook make/take/rake/bake/ steak case/came/cape/cage

red red red

rid/ride/rod/reed bed/said/bread/head rest/wreck

spoon spoon spoon

spin/spun noon/soon spool/spoof

walk walk walk

wake/woke talk/stalk/fork wall/warm/wart

house house house

hiss mouse howl

chain chain chain

chin rain/lane chase

jail jail

gel/Jill mail/sail/rail/bale/whale/ stale Jane/Jake

rich rich rich

reach pitch/witch/ditch rip/rid/rib

rock rock rock

rack/rake sock/clock/lock/knock rod/rot/rob

pot pot pot

pit/put/pat dot/got/hot pod/pop

white white white

what light/right/might/bright wide/while/wife

jail

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Speaking and Listening Games © Margaret Curran

Listening and Attention

Break up words Materials required List of appropriate words (see below).

How to play Explain to the children that you are going to play a game where they are required to divide or ‘break up’ words into separate sounds. Give some examples: ❊ toe t–oe ❊ leaf l–ea–f ❊ map m–a–p. Practise as a group until you are sure all the children understand the concept. Give assistance to any child who finds the task difficult. Start with words of two sounds, eg: ❊ tea t–ea ❊ cow c–ow.

Variations Three sound words or even four-sound words may be attempted once the children can cope with two sounds. Note: some of the four-sound words in the list below use consonant clusters. Two sounds cow c–ow tea t–ea say s–ay knee kn–ee lie l–ie way w–ay sew s–ew no n–o low l–ow bow b–ow bee b–ee tie t–ie ape a–pe egg e–gg up u–p it i–t odd o–dd shoe sh–oe two t–wo so s–o at a–t in i–n on o–n off o–ff is i–s see s–ee saw s–aw me m–e row r–ow Speaking and Listening Games © Margaret Curran

Three sounds run r–u–n pick p–i–ck fish f–i–sh catch c–a–tch top t–o–p gate g–a–te house h–ou–se coat c–oa–t knife kn–i–fe bag b–a–g red r–e–d sit s–i–t sad s–a–d bus b–u–s mouth m–ou–th leaf l–ea–f bed b–e–d fit f–i–t week w–ee–k nose n–o–se rake r–a–ke fun f–u–n wet w–e–t sun s–u–n pop p–o–p white wh–i–te dog d–o–g hill h–i–ll knot kn–o–t

Four sounds taste t–a–s–te count c–ou–n–t wind w–i–n–d desk d–e–s–k help h–e–l–p grape g–r–a–pe drip d–r–i–p funny f–u–nn–y baby b–a–b–y skip s–k–i–p left l–e–f–t clock c–l–o–ck flash f–l–a–sh plan p–l–a–n nest n–e–s–t sound s–ou–n–d clown c–l–ow–n stop s–t–o–p field f–ie–l–d dance d–a–n–ce snake s–n–a–ke jump j–u–m–p grass g–r–a–ss cloud c–l–ou–d mask m–a–s–k bank b–a–n–k black b–l–a–ck stone s–t–o–ne plug p–l–u–g

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Listening and Attention

Put sounds together Materials required List of sounds that can be blended into words (see below).

How to play Demonstrate how to blend sounds together to make words, eg: ❊ t–ea makes tea ❊ g–o makes go ❊ f–oo–t makes foot. Allow the children to practise as a group until you are confident that all of them understand the concept. Attempt words with two sounds first. Present the sounds to one child at a time and ask them to blend them into a word. Three or four sounds may be attempted once you are sure that all the children are able to blend two sounds together.

Variations You may choose to target syllables to blend instead of sounds, eg: ❊ sand–wich becomes sandwich ❊ gar–den becomes garden ❊ te–le–phone becomes telephone.

Two sounds u–p up a–ll all a–t at t–oe toe b–ay bay g–o go s–ee see o–n on c–ow cow b–ee bee sh–ow show m–ay may t–ie tie l–ow low i–t it o–ff off sh–e she w–ay way ou–t out kn–ee knee n–ow now d–o do h–igh high s–ew sew t–wo two m–y my w–e we

20

Two sounds (cont.) i–f if ei–ght eight a–che ache i–n in ow–l owl Three sounds r–a–t rat w–a–tch watch c–u–p cup w–i–n win h–o–t hot b–oo–k book sh–i–p ship r–a–ce race f–or–k fork l–i–ght light n–o–se nose m–o–ve move b–oa–t boat f–i–ve five c–a–ke cake s–a–ck sack h–i–ll hill s–t–ay stay g–r–ow grow a–s–k ask

Three sounds (cont.) ea–s–t east th–r–ow throw c–a–t cat o–l–d old h–a–ve have b–a–ll ball r–u–n run j–a–m jam v–oi–ce voice j–ui–ce juice wh–ee–l wheel r–o–pe rope r–i–ch rich f–u–n fun Four sounds w–e–n–t went r–oa–s–t roast h–e–l–p help f–a–s–t fast s–t–i–ck stick w–a–s–te waste sh–e–l–f shelf m–u–s–t must d–r–i–ve drive s–m–e–ll smell s–t–o–p stop

Four sounds (cont.) s–i–ll–y silly b–r–ea–k break r–u–s–k rusk c–ou–n–t count b–e–n–ch bench l–u–ck–y lucky w–a–s–p wasp b–l–a–ck black sh–e–l–f shelf h–a–pp–y happy t–a–n–k tank a–n–k–le ankle f–u–ss–y fussy n–e–s–t nest d–e–s–k desk p–ai–n–t paint t–r–ai–n train s–w–i–m swim g–r–ee–n green f–e–n–ce fence t–r–u–ck truck m–i–l–k milk s–l–ee–p sleep m–o–n–ey money w–e–n–t went p–ou–n–d pound

Speaking and Listening Games © Margaret Curran

Listening and Attention

Syllable clapping Materials required List of words of one to three syllables (see below).

How to play Spend some time demonstrating the concept of syllables to the children. Present a word to the children, eg coffee, and then clap the syllables as you say the word (two claps). Demonstrate other words in the same way. Say a word and then nominate one of the children to clap the number of syllables in the word. Give each child two to three turns. Start with words of one or two syllables and progress to three, if the children are coping.

One syllable salt hat two fit tree stand mouse hair bead spade hand brick ten horse nose key hop shirt bed sad road chair grass now slow reach paint day eye jump well chain Speaking and Listening Games © Margaret Curran

Two syllables happy pepper candle money balloon glasses table sausage T-shirt rubber mother jacket needle giraffe number heater petrol classroom cheaper carpet water tiger party today cracker ready runner Monday headache August pillow window

Three syllables telephone radio satisfy holiday antelope cinema skyscraper addition overcoat Saturday rodeo waterfall aeroplane roller blades visitor buttercup elephant video bulldozer microphone photograph computer lumberjack cul-de-sac Christopher handkerchief happiness explosion volcano September pillowcase goalkeeper

21

Listening and Attention

Complete the word Materials required List of words to complete (see below).

How to play You will need to demonstrate to the children what is required. Present a word with the final sound omitted, eg do– (dog), kni– (knife) and spa– (spade). Explain that a sound needs to be added in order to make a word. The children may then give suggestions of sounds to complete the word. Once the concept is understood let the children take turns to complete the words. In some cases there may be more than one option: ba– back, bag, bad or bat (possible alternatives are given in brackets in the list below). The other children should be allowed to join in and give alternatives. Any nonsense words suggested should be pointed out but don’t discourage children from experimenting to find more options.

Variations Ask the children to complete words by adding the final syllable, eg holi– becomes holiday, pa– becomes paper, ele– becomes elephant. A few examples are given below.

Sounds a–t (add) do–g (doll) ha–t (ham, has) coa–t (coal, coke) ma–tch (man) fi–ght (fine) spa–de (space) roa–d (rope, roll) bir–d(burn) mou–th (mouse) ra–ke (rain, race) sha–ke (shape) sa–d (sat) ol–d roo–f (rule) radi–o slee–ve (sleep) plan–t des–k jum–p hel–p ja–m (jack) vide–o ca–se (cake, came) dan–ce ro–pe (road, roll) mus–t

22

fa–ce (fail) ove–n shu–t swee–t (sweep) too–th (tool) roas–t sug–ar an–t (and) cu–p (come) shir–t bes–t was–p shamp–oo pa–th (park) chee–se (chief) wen–t wor–k (worse) ri–ch (rip, rid) sal–t fin–d plu–g (plus, plum) fas–t dis–k foo–d (fool) sof–t pain–t so–ck (sob) frui–t

lam–p bel–t ri–ng dir–t sa–fe (sail, same) bi–n (bit) spoo–n (spool) hou–se (howl) si–ng (sit) wa–tch (wash) moo–n (mood) ba–g (bat, back) Syllables sham–poo tele–phone newspa–per matt–ress mous–tache home–work ear–ring (ache) sweat–shirt holi–day goalkeep–er don–key moun–tain blan–ket dan–ger

neck–lace dust–bin handker–chief rail–way cur–tain aero–plane whis–ker dino–saur hair–brush (band) cush–ion rain–bow cup–board ship–wreck foot–ball butt–on wa–ter Sun–day win–dow gar–den lawnmow–er compu–ter rollercoast–er saus–age ambu–lance kanga–roo skyscrap–er ante–lope

Speaking and Listening Games © Margaret Curran

Listening and Attention

Think of a rhyming word Materials required List of sentences with the final word omitted (see below).

How to play Spend some time explaining to the children what is required and giving a number of examples. Read one of the sentences and ask the children to fill in the missing rhyming word at the end. In most cases there will only be one option. The children can take turns in responding or the exercise can be done as a group activity.

1.

The dog is really much too fat. Why is it wearing that strange-looking (hat)?

12. I should have come first in the race but I tripped and fell over my shoe (lace).

2.

He said to me, ‘Please take a seat and rest your poor weary (feet).’

13. I bumped my head on the door. I cried because it was so (sore).

3.

He hung the picture on the wall, not in the sitting room but in the (hall).

14. My favourite treat is hot sticky toffee. while Mum just drinks lots of (coffee).

4.

I like to eat chocolate and chips and afterwards I lick my (lips).

15. If you give your dog a bone, he’ll never want to leave you (alone).

5.

I like to run and play on swings and jump through hoops and hang off (rings).

16. The little boy climbed to the top of the tree, to see the view from the mountains to the (sea).

6.

Some days I watch a lot of TV. even though too much is bad for (me).

17. Be careful, don’t spend all your money. To have no cash isn’t very (funny).

7.

The man fell into the ice cold river and now all he can do is (shiver).

18. If I stroke the cat’s soft fur it makes her happy and she will always (purr).

8.

What do you do if you catch a fish? I know I won’t put it on my (dish).

19. I don’t like that terrible smell. It makes me feel very (unwell).

9.

‘Pass me a biscuit and some cheese.’ ‘I’ll only do it if you say (please).’

20. We have a dog whose name is Jake. He loves to go swimming in the (lake).

10. I like to play in the nearby park. But I’m not allowed to do so after (dark).

21. I told my mother to search the house because I saw a small brown (mouse).

11. I don’t like it when it rains all day. It means I can’t go out and (play).

22. Out of school I always play with my friends, not Monday to Friday but at the (weekends).

Speaking and Listening Games © Margaret Curran

23

Understanding Language

Carrying out simple commands Materials required Objects normally found in the classroom: bin, pencil, mat, beaker, book, flowers, box, crayons, keys and paper. List of simple commands (see below).

How to play Sit the children in a semicircle around you. Ask the children to perform specific tasks around the classroom, eg: ❊ Put the bin in the corner. ❊ Put all the pencils on the desk. ❊ Fetch a beaker of water. If a child makes an error, repeat the command. Give each child a number of turns to perform various tasks. To keep the attention of all the children you may choose to nominate a child only after the command has been given.

Variations To make the game more challenging, longer and more complex commands can be used.

1.

Put the bin in the corner.

12. Stand by the teacher’s desk and count to five.

2.

Put all the pencils on the desk.

13. Go outside, knock on the door and wait.

3.

Open the window half way.

14. Place the box on the floor then sit on it.

4.

Place the mat outside the door.

15. Pick up your chair and sit next to _____ .

5.

Fetch a beaker of water.

16. Fetch a red crayon and a blue crayon.

6.

Go and sit at ______’s desk.

7.

Put the book on the teacher’s desk.

17. Find the keys of the classroom on the teacher’s desk.

9.

Open the cupboard and take out a game.

10. Move the flowers to another place. 11. Switch on/off the light and turn on the tap.

24

18. Open the door, then bring me my bag. 19. Put a piece of paper and a pencil on my desk. 20. Go and put your school bag on top of your desk.

Speaking and Listening Games © Margaret Curran

Understanding Language

Carrying out simple actions Materials required List of action commands (see below).

How to play Sit the children in a semicircle around you. Ask each child in turn to carry out an action, eg: ❊ Stand on one leg. ❊ Put your hands on your head. ❊ Stand up and touch your toes. Repeat the commands if necessary. Give each child at least two turns. You can choose whether to nominate the child before or after you give the command.

Variations To make the activity more challenging, the commands can be twofold, requiring two actions, eg hop on one foot and touch your nose.

1.

Stand on one leg.

10. Wave goodbye then pretend to cry.

2.

Put your hands on your head.

11. Shake your body and jump up and down.

3.

Stand up and touch your toes.

12. Close your eyes and touch your nose.

4.

Put your finger on your nose and turn right around.

13. Point to the window and then to the door.

5.

Stretch your hands up tall and then touch the floor.

6.

Clap your hands then put your hands on your hips.

7.

Point to the ceiling and then to the floor.

8.

Stamp your feet then clap your hands.

9.

Show me your mouth and then your ears.

Speaking and Listening Games © Margaret Curran

14. Smack your lips and blow a kiss. 15. Stand on one foot and clap your hands. 16. Fold your arms and look cross. 17. Count your fingers and then your toes. 18. Look up to the ceiling then point to the door.

25

Understanding Language

Understanding a short story Materials required Short story suitable for all the children.

How to play Choose a short story appropriate for the children. After you have read the story to the children, ask them questions about it. Start with a short story and simple questions. Depending on how the children respond, longer or more complex stories can be read. Involve all the children in answering the questions. You may choose to nominate a child either before or after you ask a question. If a child has difficulty in answering the question give them the option of asking another child to help.

Variations The children can be paired before the story is read so that they can help each other to answer the questions.

Understanding prepositions Materials required Everyday objects such as a pencil, paper, box, key, mug, watch, etc.

How to play Sit the children in a semicircle around you. Place the objects in the centre within reach of all the children. Before starting the game demonstrate the various prepositions to be targeted. Ask the children to place an object in a particular position in relation to another, eg: ❊ Put the key in the box. ❊ Put the pencil under the paper. ❊ Place the watch beside the mug. Repeat the commands if necessary.

Variations To make the activity more difficult, twofold commands may also given, eg put the pencil on the paper and the key in the box.

26

Speaking and Listening Games © Margaret Curran

Understanding Language

Simple Simon Materials required None.

How to play In this game the children are required to ask each other to carry out commands or actions. Gather the children around you. Nominate two children. One child asks the other to carry out any action or command in the classroom. Encourage the children to be original in their requests. The commands initially should involve one action or movement, eg: ❊ Sit at your desk. ❊ Go and stand outside the classroom. ❊ Put the plant on the teacher’s desk. Instruct the children to start each command with ‘Simple Simon says …’

Variations Encourage the children to give twofold commands to make the game more challenging.

Objects in the box Materials required Small box and everyday objects such as a pencil, money, glue, key, book, comb, sock, scissors, etc.

How to play Sit the children in a semicircle. Place approximately ten objects and the box in the middle. Select a child and ask them to place two objects in the box. If the child is unable to perform the task or picks up the wrong objects, repeat the command. You will need to decide how many objects to ask for, taking into account the ability of individual children. Start with two objects and if the child performs the task name three objects. You may occasionally ask for an object that is not there, to see if the child notices, once all the items are in the box ask the children to recall as many of the objects as possible.

Variations You can keep adding more objects, but keep the total number approximately the same. Speaking and Listening Games © Margaret Curran

27

Understanding Language

Correcting grammatical absurdities Materials required Sentences with grammatical errors (see below).

How to play Read the sentences containing ‘absurdities’ or grammatical errors to the children. They need to note the errors and correct them if possible. Give some examples before starting the game. Nominate one child to be the ‘listener’ either before or after each sentence is read. Occasionally read a sentence that does not contain an error. There may be more than one solution to correct the sentence. Encourage the children to suggest all the solutions they can think of. 1.

She washes her hair every weeks.

21. Do you had any brothers or sisters?

2.

He break his skateboard yesterday.

22. He put five pencil on the desk.

3.

The people comes to the meeting once a month.

23. Give the book to I.

4.

Turned on the television please.

24. Is the telephone ring?

5.

I bought two pairs of sock in the shop.

25. Not do forget to wash your hands.

6.

Run at the house and fetch me a cool drink.

26. He gave he a nice present for his birthday.

7.

The dentist examines people’s tooth.

27. She travels off the train to the city.

8.

My mother cook supper for us in the evening.

28. Run quick to the shop and buy some milk.

9.

I play with my friends after school yesterday.

29. He is got another pair of shoes.

10. My favourite colour are red.

30. He do not go to the shop on his own.

11. Put the salt in the table.

31. Me brother is in a different school.

12. I like to listen at music.

32. Please give it to he.

13. She walked slow down the road.

33. The dog bited him on the leg.

14. There is four horses in the field.

34. The weather is cold here than in Spain.

15. The teacher take us on an outing tomorrow.

35. This exercise is more hard than I thought.

16. I am afraid from spiders.

36. The wind blew the leafs off the tree.

17. Throw the papers to the bin.

37. He sister plays on the school football team.

18. She is the better pupil in the class.

38. Be careful from the traffic when you cross the road.

19. Bob ran fast than Jack. 20. My dog name is Prince.

28

39. Not every people likes swimming.

Speaking and Listening Games © Margaret Curran

Understanding Language

Correcting semantic absurdities Materials required Sentences containing semantic (meaning) errors (see below).

How to play Read the sentences to the children and ask them to note and correct the errors. Give some examples before you start. You may nominate one child to correct the sentence or the game may be played as a group activity. You may also read sentences that contain no errors.

Variations Read a story to the children instead of sentences. The complete story should be read first. Then reread it giving the children the opportunity to note the errors and make corrections.

1.

The mouse chased the cat around the kitchen.

16. In winter we go to the beach and swim in the sea.

2.

The children played on the oven in the playground.

17. Blue is my favourite animal.

3.

I watched the radio for about an hour before I went to bed.

4.

We went for a picnic on the main road yesterday.

5.

My aunt reads the bicycle on the way to work every morning.

6.

My brother baked a rose for my birthday.

7.

I went to the dentist to have my feet examined.

8.

We stopped at the garage to put milk in the car.

9.

It was so hot yesterday I put on my warmest jumper.

18. I really hate going on holiday. 19. I need a pencil sharpener to sharpen my scissors. 20. The aeroplane stopped at the bus stop to let all the people get on. 21. I ate all the leaves that had fallen in the yard. 22. The car stopped at the green lights. 23. I like to put salt on my cereal. 24. My father took some money out of his hat to pay for the milk.

10. I took my pet mouse for a walk.

25. I woke up in the middle of the night and saw the sun through the curtains.

11. We are going to the circus for my aunt’s wedding tomorrow.

26. The wind blew the car over the wall and into the park.

12. The rabbit drove the car to the car wash.

27. The farmer keeps cows and giraffes on his farm.

13. She is very disappointed because she won a prize in the raffle.

28. We sat by the road and caught two fish.

14. I bought a new pair of carrots when I went shopping. 15. The television is ringing – please answer it. Speaking and Listening Games © Margaret Curran

29. I feed the dog apples every morning before I go to school. 30. My mother washes the newspaper everyday.

29

Understanding Language

Going to the shop Materials required Items found in a shop: sweets, book, sugar, paper, pencil, flowers, glue, newspaper, etc.

How to play Sit the children in a semicircle around you. Ask the children individually to go to the ‘shop’ to ‘buy’ certain items. You may either select which child will carry out the request before the task is given or nominate the child after the command. Generally two to three items will be sufficient to challenge most children. One child should play the part of shopkeeper and hand over the items in a basket or shopping bag.

Variations To make the task more difficult, ask the child to take a ‘long route’ to the shop so that a greater time elapses between the command and recall. You may also ask the child to recall the items purchased without looking in the bag or basket.

Sheet 17

Treasure hunt Materials required

scissors

pencil

comb

key

wool

clothes peg

shoe box

money

Everyday objects that can be easily hidden in the classroom and pictures to match the objects in a box (Sheets 17–18, pages 77–78).

How to play Hide the objects in a variety of places around the classroom. They should not be easily visible to the children. Place pictures of the objects in a box and give each child a turn to choose a picture. Explain to the children that their job is to find the object or ‘treasure’. Nominate one child, or ask for a volunteer. Give the child directions towards the location of their ‘treasure’, eg: ❊ Walk towards the door. ❊ Turn around. ❊ Find the table under the window. ❊ Look under the table. It is better to give the instructions one at a time, otherwise the last instruction may give away the location of the object. It is not necessary that the instructions lead directly to the treasure. To get the full benefit of the exercise give a number of directions before the treasure is reached.

30

Sheet 18 book

ring

envelope

watch

toothbrush

sock

sweets

glasses

Speaking and Listening Games © Margaret Curran

Understanding Language

Understanding comparatives Materials required Sheets 19–23 (pages 79–83).

How to play You may need to work through each comparative with the children before playing the game. Place one set of pictures on the floor in front of the children. Name the comparative, eg big, and nominate one child to place the pictures in the correct order: big, bigger, biggest. You may give guidance when necessary.

Variations Comparatives may also be practised in the classroom using objects or the children themselves, eg tall, taller, tallest or near, nearer, nearest.

Sheet 19

Sheet 20

long

longer

longest

small

smaller

smallest

tall

taller

tallest

near

nearer

nearest

fat

fatter

fattest

heavy

heavier

heaviest

Sheet 21

Sheet 22

big

bigger

biggest

high

higher

highest

wide

wider

widest

dirty

dirtier

dirtiest

fast

faster

fastest

light

lighter

lightest

strong

stronger

strongest

full

fuller

fullest

far

farther

farthest

Sheet 23

Speaking and Listening Games © Margaret Curran

31

Understanding Language

Understanding shape and colour Materials required Shapes cut from different coloured or plain card, eg 5 squares, 5 circles and 5 triangles.

How to play As a preliminary activity to this game, hand out the shapes and ask the children to trace them and colour them in. Then spend time revising the shapes and colours before commencing the game. Initially choose two shapes in three different colours. Place these in front of the children. Ask the children to choose a specific shape and colour, eg ‘Choose a blue triangle.’ Keep the instruction simple to begin with. If the children can cope, make the instructions more complex, eg ‘Choose a red triangle and a green square.’ Adjust the level of the command for each child depending on their capability.

Variations You may introduce new shapes and colours.

What’s in the box? Materials required A variety of objects that can be described by use or appearance: newspaper, comb, key, battery, birthday card, apple, belt, flower, toy car, etc. Box or bag.

How to play Place an object in a box or bag, making sure the children do not see it. Describe the object to the children. Give general clues to begin with, then gradually make the clues more specific. Continue giving clues until one child guesses correctly. For example, clues for an apple could be: ❊ It is something that you eat. ❊ It is usually green or red. ❊ It grows on a tree. ❊ It’s round. Encourage the children to guess after each clue. If one or two children start to dominate then nominate a child to guess the object.

Variations You can make the task more difficult by carefully selecting the vocabulary used to describe the object. For example, when describing a flower you could say, ‘It’s foliage is green,’ or when describing a battery you could say, ‘It supplies power to appliances.’

32

Speaking and Listening Games © Margaret Curran

Understanding Language

Chinese whispers Materials required None.

How to play This game is played in the same way as the normal Chinese whispers game except that the message being passed is a command which the last child in the chain is required to carry out. Initially you should start the chain by whispering a command to the child next to you. Afterwards the children may take turns to start the chain. The command is passed by the children whispering it from one to another. By the time the command reaches the last child it may have changed. Allow the child to carry out the command and then say whether or not it is correct.

Variations To make this game more difficult, the command can be more complex, requiring two or more actions, eg ‘Take off one shoe and then stand up and hop.’ The game may also be played by passing on a sentence and the last child simply has to repeat it. Initially start with a short sentence, ‘Red is my favourite colour.’ Afterwards longer sentences can be used, posing more of a challenge, eg ‘I played with my dog in the garden and then I had supper and watched cartoons on TV.’

Recall commands Materials required Coloured beads (red, blue and green).

How to play Choose three children to be ‘commanders’. They each need to think of a command. Give each of the commanders a coloured bead – red, blue or green – to identify themselves. The other children should not be aware which colour bead has been given to each of the commanders. The commands should be simple, eg: ❊ Sing a song. ❊ Stand next to a desk. ❊ Put your hands on your head. Each commander should state their command clearly. The remaining children are ‘performers’. Ask one of the performers to choose a colour, red, blue or green. The corresponding commander steps forward and the performer must carry out the command without it being repeated. Once the three commands have been carried out choose three other children or reverse the roles. Speaking and Listening Games © Margaret Curran

33

Understanding Language

Draw it Materials required Crayons or coloured pencils and paper.

How to play For this activity the children should be sitting down at a table or desk. You will need to be aware of the drawing abilities of the children, eg their ability to draw shapes and understand colours. Each child should have a sheet of paper and crayons on the desk. Ask the children to draw different shapes and forms in various colours. Discourage the children from copying each other. Give each instruction once only. The type of request could be, ‘Draw a blue circle.’ Check each child’s drawing after each instruction. The instructions should be at a level suitable for all the children to attempt to carry them out. If some children require repetition or extra help you should assist them.

Variations You may progress to complex requests, eg ‘Draw a red square with a dot in the middle,’ or ‘Draw a green triangle and a line underneath.’

Tired

Bold/confident

Happy

Excited

Materials required

Proud

Embarrassed

List of emotions to be demonstrated to the children (see right-hand column).

Sad

Surprised

Angry

Bored

Disappointed

Impatient

Scared

Nervous

Shy

Hurt

Understanding body language and emotions

How to play Sit the children in front of you. Demonstrate a variety of emotions through facial expression and body language. Don’t give any verbal clues. The children need to guess the emotion, eg fear, happiness, anger, etc. Use body language as well as facial expression to portray the emotions and encourage the children to imitate them.

34

Speaking and Listening Games © Margaret Curran

Understanding Language

Interpreting actions Materials required List of actions (see below).

How to play Sit the children in a semicircle in front of you. Act out a variety of actions/mimes and ask the children to guess the action being performed. You may choose one child to guess the action or all the children may be allowed to make suggestions. After each action has been correctly identified encourage the children to imitate it.

1.

Climbing a tree

14. Working in the garden (digging)

2.

Ironing

15. Cooking

3.

Colouring a picture

16. Driving a car

4.

Feeding the dog

17. Working on a computer

5.

Watering plants

18. Sawing wood

6.

Washing the car

19. Making a bed

7.

Reading a book

20. Watching TV

8.

Sewing

21. Playing with a dog

9.

Vacuuming

22. Washing the dishes

10. Changing a tyre

23. Getting dressed

11. Shopping

24. Packing a suitcase

12. Skateboarding/rollerblading

25. Paying at the checkout

13. Making tea Speaking and Listening Games © Margaret Curran

35

Understanding Language

True or false? 1 Materials required List of statements for the teacher to read (see below).

How to play Read the statements to the children. Ask them to decide whether a statement is true or false. The children may take turns to respond to each statement or you may decide to allow each child a turn to respond and then allow the majority to decide. Allow time for discussion about the statements.

Variations Children may also be encouraged to make up their own true or false statements. You may then play the role of facilitator, allotting a turn to each child, while the rest of the class decides whether the statement is true or false.

1.

You should go to school when you are ill.

2.

We live in … .

3.

A doctor treats you if you are ill.

4.

If something is broken you should always throw it away.

5.

Electricity can be dangerous.

6.

A plumber delivers the post.

7.

Fruit and vegetables are bad for you.

8.

You should visit the dentist regularly.

9.

If a car runs out of petrol it will stop.

10. We should all learn how to read. 11. A lot of sun is good for you. 12. Leaves fall off the trees in spring. 13. Cats and dogs always fight.

36

14. Lions, elephants and giraffes are only found in zoos. 15. People wear glasses to help them see better. 16. Men cannot cook. 17. All children should play sport. 18. You should wash your hands after you go to the toilet. 19. Only men grow beards. 20. Money grows on trees. 21. Travel on buses and trains is free. 22. All children have brown hair. 23. You can use a watch or clock to tell the time. 24. It is important to learn how to swim. 25. Your birthday happens twice a year.

Speaking and Listening Games © Margaret Curran

Understanding Language

True or false? 2 Materials required List of statements for the teacher to read (see below).

How to play Read the list of statements and vary the manner in which you read them. Some should be read with an appropriate (correct) emotion while others should be read with a conflicting emotion, eg ‘I am so happy’ could be read with sadness, or ‘I am disappointed’ could be read with excitement. Ask the children to judge if they think the statement is true or false, based on the manner in which it is read. You may ask the children to correct the emotion in the statements in order that they are ‘made true’.

1.

The circus is coming to town.

14. Please come to my party on Saturday.

2.

I am really scared of spiders.

15. Dogs like bones.

3.

I love spinach.

16. The park is a great place to play.

4.

I was sad because I lost my toy .… .

17. My new bicycle is great.

5.

I am excited because we are getting a puppy.

18. I dropped my mother’s brand new vase.

6.

I hate the smell of petrol.

19. That is my favourite flavour ice cream.

7.

I love to listen to music.

20. I like to help out in the garden.

8.

I don’t like going to the dentist.

21. My brand new watch is broken.

9.

I like to play with my best friend.

22. We’re all going to watch a video this afternoon.

10. That chocolate is delicious.

23. The injection really hurt.

11. I am afraid of snakes.

24. I won first prize.

12. I have a pain in my tummy.

25. The girl lost her kitten.

13. Go away!

Speaking and Listening Games © Margaret Curran

37

Expressive Language

Introductions Materials required None.

How to play This activity is ideal for the beginning of a new school year or term, but can be played at other times with variations. It is best carried out in small groups to prevent it from becoming confusing. Sit the children in a semicircle around you. Give each child a turn to say their name and where they live. In the case of a new class it is best to keep the information given by each child to a minimum. After each child has had a turn, nominate one child to recall the details of another.

Variations Children who already know each other fairly well can be asked to give other personal details when introducing themselves, eg pets, other family details, holiday information, toys, etc. In turn, another child is required to recall as much of the information as possible. One child could be asked to talk for a short time on any suitable subject and then another nominated to recall as many details as possible.

The detective game Materials required None.

How to play Have the children sit or stand in a circle. Nominate one child to be the ‘detective’. The detective must find out certain information about another child by asking questions. This could be personal information but also information about favourite TV programmes, school, the local area, etc. All the children can take turns in being the detective. Give the detective instructions on what to find out from the rest of the class so that they don’t overhear. For example, you might say, ‘Find out what she watches on TV and what her favourite colour is.’ The ‘interrogation’ should take place in front of the class. Avoid asking for the same information twice. Encourage the detective to use interrogatives – what, how, where, when – in order to obtain the correct information.

Variations Instead of your specifying the information required, the children could be encouraged to make up their own questions.

38

Speaking and Listening Games © Margaret Curran

Expressive Language

Picture description Materials required Action pictures that can be described by children (Sheets 24–33, pages 84–93, which are described briefly below).

How to play The aim of this activity is to encourage the children to use full sentences to describe a scene or a series of actions. Note should also be made of any new vocabulary. Place the pictures face down on the floor in front of the children. The children then take it in turns to choose one picture (without the other children seeing it) and describe it. The scope of the description will obviously depend upon the picture itself. After a description is given, the other children can be invited to give their own description of the picture.

Variations You could ask the children to score each other using three cards each with one, two or three stars. After the description ask the children to rate the performance by holding up one card, three stars being the highest score.

Sheet 24 Banana peel on pavement Boys playing football

Sheet 29 Dog escaping onto a busy road Children helping parents to cook

Sheet 25 Muddy boy arriving home Girl taking dog for a walk

Sheet 30 Children playing outside on rainy day Shopper doesn’t have enough money at checkout

Sheet 26 Boy playing in the sea Family packing car to go on holiday

Sheet 31 Boy crying having fallen in playground Woman in clothes shop looking for a dress

Sheet 27 Child watching rainstorm from window Mother dropping glass in kitchen

Sheet 32 Tree fallen down on roof of house Boy washing a dog

Sheet 28 Sports Day Father digging hole to plant a tree in the garden

Sheet 33 Woman mending a puncture in car tyre Man asking for directions

Speaking and Listening Games © Margaret Curran

39

Expressive Language

Categories 1 Materials required

Sheet 34

Pictures of items from a variety of categories, eg drinks, animals, fruit, furniture, transport, body parts (Sheets 34–36, pages 94–96).

tea

milk

How to play

cola

juice

cat

horse

dog

sheep

Select a number of categories and display a picture representing each category on a board. Place the remaining pictures upside down on the floor in front of the children. Each child then chooses a picture from the pile, identifies it and then decides in which category to place it. Encourage dialogue or discussion regarding the item. Continue the game until each child has had a number of turns and all the cards on the floor have been placed in the appropriate categories.

Variations You can introduce new pictures and new categories. The children can be asked to think of an extra item to add to the category in order to complete their turn.

Sheet 35 apple

banana

pear

grapes

table

chair

bookcase

stool

Sheet 36

40

aeroplane

bicycle

car

bus

hand

elbow

foot

shoulder

Speaking and Listening Games © Margaret Curran

Expressive Language

Categories 2 Sheet 37 drinks

Materials required pets

Large board or blackboard. Pictures to represent categories (Sheets 37–38, pages 97–98).

How to play body parts

fruit

transport

Select two or three categories to be targeted in the lesson. Select a picture to represent each category and display it on a board.

furniture

The children take turns to think of an item to add to each category. If a child fails to think of an item they can miss a turn or else nominate another child to help. You will need to keep track of each item named. This can be done by making a rough drawing of the object on the board. This in turn will help to prevent the other children from repeating the same items.

Sheet 38 wild animals

kitchen utensils

clothes

sports

vegetables

electrical appliances

Speaking and Listening Games © Margaret Curran

41

Expressive Language

Guess the object Materials required Pictures of everyday objects (Sheets 39–41, pages 99–101).

Sheet 39 wall

bell

plug

suitcase

helmet

necklace

monkey

waterfall

How to play Sit the children in a semicircle. Place the pictures upside down on the floor in the middle. Each child takes it in turn to choose a picture without allowing any of the other children to see it. Check that the child has correctly identified the picture. The child must then describe the picture by appearance or function so that the others can guess what it is. Pictures of everyday objects can be used. To add variety or a degree of difficulty more obscure pictures can be introduced. The children should be encouraged not to make their clues too obvious as this will make it too easy for the others to guess correctly.

Variations Use objects instead of pictures. You must ensure that only the child who is going to describe the object is allowed to see it.

Sheet 40 leaf

stool

spoon

hosepipe

key

tree

rope

mat

Sheet 41

42

bed

ring

aeroplane

racquet

scooter

giraffe

tie

steering wheel

Speaking and Listening Games © Margaret Curran

Expressive Language

Where is the …? Materials required Classroom objects: pencil, box, chair, scissors, mug, ruler, money, etc.

How to play Have the children sit or stand around you. Place the objects in the centre. Revise the prepositions you are planning to use with the children before starting the game itself. Place one of the objects in a position relative to another, eg: ❊ the pencil in the box ❊ the money under the mug ❊ the scissors beside the chair. Choose one child to describe the position of the object. You may target a variety of prepositions, eg in front of, behind, beside, on top of, etc.

Variations Place the children in a variety of positions relative to one another – one child standing behind another or two children next to each other – and ask, ‘Where are you standing?’

Speaking and Listening Games © Margaret Curran

43

Expressive Language

Things that go together Sheet 42

Materials required Pictures of items that go together (Sheets 42–45, pages 102–105).

knife

fork

brush

comb

cheese

mouse

paper

pen

How to play Sit the children in a semicircle on the floor. They should first identify the pictures. Give some examples of objects that go together, eg knife and fork, brush and comb, etc. Place the pictures face up in front of the children. Give each child a turn to choose two pictures that go together. Continue until all the cards are gone. Any mistakes should be pointed out and the child given the opportunity to try again.

Variations Place the pictures upside down. Use fewer pictures for this game. Sixteen should be sufficient for a group of six to eight children. Let each child turn over two cards. If they do not match, they must be replaced in the same position. The next child then turns over any two cards but again must replace them if they do not match. The game continues until all the cards have been matched.

Sheet 44

44

Sheet 43 car

steering wheel

house

window

shoe

lace

flowering plant

watering can

Sheet 45

bird

tree

table

chair

hammer

nail

bread

bread knife

match

fire

dog

bone

coat

hanger

trousers

belt

Speaking and Listening Games © Margaret Curran

Expressive Language

Associations Materials required Bell or whistle or any item that can make a suitable noise.

How to play This is a game of word association. You start the game by saying a word. The child sitting next to you must think of a word that can in some way be associated with it, eg chair – sit. Nominate one child to be the ‘judge’. If the judge decides that there is no association between the words they ring a bell. You should make the final decision. If you agree that there is no association, the child is required think of another word. A time limit may be set so if a participant is considered to be taking too long, they are penalised by a ring of the judge’s bell. The game continues with the next child thinking of another word, eg chair – sit – down. Continue the game until you feel that each child has had enough turns.

Sheet 46

Themes

farm animals

occupations

household chores

favourite stories

pets

favourite toys

Materials required Pictures representing different themes (Sheets 46–47, pages 106–107).

How to play Choose an appropriate theme for the children to discuss. You may find it helpful to use one of the pictures provided or books to stimulate the discussion. Any topic that will be of interest to the children may be chosen. Ask each child to make a contribution to the discussion. Encourage interaction amongst the children themselves.

Sheet 47 television

countries

dreams

foods I don’t like

what I do when I’m feeling sad

relatives/ family

Speaking and Listening Games © Margaret Curran

45

Expressive Language

Recall a short story Materials required Short story that is suitable for the children.

How to play Read a short story to the children. At first choose one that won’t take longer than approximately two minutes to read. Let the children take turns in retelling the story. Alternatively nominate one child to recall as much of the story as possible; the others can contribute further details. You can, if necessary, ask appropriate questions to help the children to recall certain details.

Real situations Materials required List of appropriate situations (page 47).

How to play In this game, two (or more) children role play various situations. Before the activity, choose a number of real-life situations that you feel are appropriate for the children. Encourage the children to hold a full dialogue rather than just have a one question and one-answer exchange. Demonstrate how to conduct a dialogue and give examples of appropriate questions and answers. In most cases the role play will involve two children. Initially you can play one of the roles yourself. You may also intervene if the children are having difficulty with a particular situation.

46

Speaking and Listening Games © Margaret Curran

Expressive Language

1.

You have kicked your ball into the neighbour’s garden. He owns a large dog. You need to retrieve your ball.

15. You and your friend have bought a birthday present for another friend but you can’t find it and you must go to the party in one hour.

2.

You need another player for a game of football. What do you do?

3.

You want to stay at your friend’s house for the weekend. What must you do?

16. Your will be late for school because your parents have overslept. They have just woken you up. What do you do?

4.

You have a very bad toothache. What do you do about it?

5.

You have searched everywhere but you cannot find your favourite toy.

6.

You just bumped into a table and your mother’s favourite vase fell off and broke.

7.

You really want to go to the circus but have no pocket money left. All your friends are going. What do you do?

8.

Your favourite programme is on TV but you have to go with your parents to visit an aunt. What do you do?

9.

You want a pair of rollerblades for Christmas. How might you go about getting them?

10. Your friends are going to the beach for the day. You want to go but you have a slight cold. What do you do? 11. You are cross with your friend because he teased you. What are you going to do about it? 12. While playing with your friend you fall and twist your ankle when playing in the park. What do you do? 13. You want to see a film at the cinema. You saw a film the week before, and one a month is normally all you are allowed to see. What do you do? 14. You think you have lost your gloves/cap in the park. You only realise when you get home.

Speaking and Listening Games © Margaret Curran

17. You are going on holiday with a friend and his/ her parents for one week. You want to know more about where you are going. 18. Your best friend has a computer at home but you don’t. You would really like to have one. What do you do about it? 19. You and your sister go to a large shopping centre with your father. You wander off to look at something. You suddenly realise you can’t find him. What do you do? 20. You press some buttons on your mother’s computer and the screen comes on. You don’t know how to turn it off and are worried that you might damage it. What do you do? 21. You take the dog with you when you go to visit your friend who lives nearby. Suddenly you notice the dog is not in the house and the garden gate is open. What next? 22. Your parents ask you to help them in the garden. You would rather watch TV. What do you do? 23. Your little sister wants to borrow your favourite toy. You don’t really want to let her have it because last time she broke part of it. What do you do? 24. Your parents want you to take swimming lessons. You can swim and don’t want to go for lessons. What do you do? 25. You and your brother want to watch different programmes on TV. How do you settle the dispute?

47

Expressive Language

Sentence completion Materials required The beginnings of sentences suitable for completion by the children (see below).

How to play The children are required to complete the sentences in their own words. The sentence should be semantically and grammatically correct. Read the beginning of a sentence and then select one of the children to complete it. The other children can decide if the sentence is acceptable, with you having the final say. You may also give all the children in the group a turn to suggest different endings to the same sentence. 1.

I went to the …

21. The dog …

2.

At school we …

22. Please may I …

3.

My sister played …

23. At the zoo …

4.

Lots of people …

24. When it is very hot …

5.

Don’t forget to …

25. That coat is …

6.

I never …

26. If you are …

7.

What is …

27. My grandparents drive …

8.

Yesterday we went …

28. I would like a …

9.

If you …

29. It is bad for you to …

10. The children saw …

30. In winter …

11. My favourite …

31. On Sundays we usually …

12. The car …

32. My least favourite chore …

13. The boy was happy because …

33. My mother really enjoys …

14. The old man …

34. Never …

15. I always …

35. Our cat …

16. The fisherman …

36. I like to …

17. That computer game …

37. Don’t be afraid of …

18. What is the …

38. I often forget …

19. Why is the …

39. Please go to …

20. Go to the …

48

Speaking and Listening Games © Margaret Curran

Expressive Language

Story completion Materials required Beginnings of stories for completion by the children (see below).

How to play Read the beginning of a story to the children. Nominate one child to carry on the story. The children may take turns to add a sentence or sentences. Ensure that all the children participate equally. You may choose to make up the beginning of a story yourself or else use published material.

1. Alisha drew back the curtains … 2. Jaeden was watching TV when suddenly she heard a loud noise outside … 3. A mouse ran across the classroom floor … 4. Billy kicked the ball as hard as he could … 5. The horse was frightened by the truck … 6. There was a cracking noise and a branch fell from the tree … 7. It had been quiet a day at the sweet shop with very few customers … 8. The boat rocked precariously from side to side … 9. The cat crept slowly through the long grass … 10. Jack had been standing in the queue for almost an hour … 11. The two boys walked towards the river … 12. It was a wet and wintry day … 13. Polly looked everywhere for her favourite toy … 14. Everyone put their bags in the boot of the car … 15. The children opened the first of their presents … 16. The car slowly came to a halt … 17. Sam tripped and fell against the table … 19. Rachel put on her best dress … 20. The fire spread quickly across the side the mountain … 21. The children packed their swimsuits and towels … 22. Ahmed looked up at the tall tree … 23. Jennifer turned the key in the lock … 24. The playground was full of children … 25. The lion walked slowly towards the water hole … Speaking and Listening Games © Margaret Curran

49

Expressive Language

What should you do when? Materials required List of situations (see below).

How to play Describe certain situations to the children. Nominate one child to describe what he/she would do in that situation. The other children can also join in and make suggestions so the activity turns into a discussion amongst the children.

1.

You get bitten by a dog.

16. You are in the car and you start to feel sick.

2.

You forget your mother’s birthday.

3.

You lock yourself in the bathroom.

17. You drop £2 somewhere on the street. It is all the pocket money you have left for the month.

4.

You hear the sound of breaking glass coming from next door.

5.

You can’t find your mother in the supermarket.

6.

You see a lost kitten on the road.

7.

You see an old lady trip and fall in the shop.

8.

You forgot to close the cage door and your pet mouse escapes.

9.

You finish second in the 50 metres race.

10. You see some broken glass on the floor. 11. You notice that your cat has a bad cut on it’s paw. 12. In the middle of the night you wake up with a sick stomach. 13. You notice that the tyre on your mother’s car is flat. 14. Your best friend does not arrive at your birthday party. 15. You drop your mother’s precious ornament on the floor and it smashes.

50

18. You are flying your kite and suddenly you let go and it flies away. 19. You are helping your mother to do the shopping in the supermarket. You go to fetch a bottle of ketchup but drop it on the floor and it breaks. 20. You wake up with a headache but you don’t want to miss a day at school. 21. You buy an ice cream but bump into somebody on the way out of the shop and it falls on the pavement. 22. You and your brother are watching the TV Suddenly the screen goes blank. 23. You have been playing outside and are very dirty. It’s time to go inside. 24. You are at home with your mother. She is in the bathroom. There is a knock on the front door. 25. You see that some of the washing has fallen off the washing line. 26. You are playing outside when your friends falls and cuts his knee.

Speaking and Listening Games © Margaret Curran

Expressive Language

Think of a similar word for … Materials required List of sentences with specific words to be substituted (see below).

How to play Read a sentence and ask the children to substitute one word in the sentence with another that has the same or a similar meaning, eg ‘I got up late so I had to hurry to school.’ Ask the children to suggest another word for ‘hurry’. ‘Run’, ‘walk quickly’ or ‘rush’ would all be acceptable substitutions. Nominate one child to make the substitution, but the others can also be asked to make suggestions. Various parts of speech can be targeted: verbs, nouns, adjectives, adverbs, prepositions, etc. The substitute word must have a similar meaning to the original word. If a number of words are suggested, you can judge which is most similar in meaning. 1.

I got up late so I had to hurry to school.

18. Last night I stayed at my friend’s house.

2.

I would like to buy a new outfit for the party.

19. We live close to the shops.

3.

When the holidays were over I was sad.

20. I am afraid of large dogs.

4.

Don’t speak so loudly.

21. We walked all the way to the top of the hill.

5.

He is a fast runner.

22. He went to the cinema last night.

6.

Close the door please.

23. That lorry makes a lot of noise.

7.

In winter I wear gloves to keep warm.

24. The naughty boy threw a rock at the bird.

8.

Lots of people go to the beach when the weather is good.

25 It was a warm day so we went to the beach.

9.

I help my mother and father with jobs in the house and garden.

10. Excuse me, I need to go to the toilet. 11. I like to read books. 12. Don’t sit on that chair, it is broken. 13. Watch out! The floor is slippery. 14. I like to drink out of my own cup. 15. I eat cereal for breakfast. 16. Only a few children went to the playground.

26. I really enjoy playing at my friend’s house. 27. He was disappointed because he had to miss the football match. 28. That car needs a good clean. 29. He bumped his head on the door. 30. The cat chased the mouse across the garden. 31. We need a fire as it is so cold in here. 32. I don’t like playing on my own. 33. He dropped his glass on the floor.

17. He placed the book on the chair. Speaking and Listening Games © Margaret Curran

51

Expressive Language

Think of the opposite Materials required List of sentences containing one word with an obvious opposite (see below).

How to play Read a sentence to the children and select one word that must be changed to the opposite in meaning. Nominate one child to answer. In some cases the rest of the sentence must be changed accordingly. If a child is unable to think of the opposite or else makes a mistake, then give them assistance or allow them to ask another child to help them.

1.

He is tall for his age.

20. He ran across the field.

2.

Put on your coat if you are cold.

21. I think that the lemonade is too sweet.

3.

I climbed up the ladder.

22. Your dress is dirty.

4.

Please turn down the music – it is too loud.

23. He told me that it was safe to go there.

5.

She put the kitten into the box.

24. My best friend has curly hair.

6.

He is a very active person.

25. When she puts on that mask she looks very ugly.

7.

That ball is too big for us to play with.

26. Feel that paper – it is very rough.

8.

Main Street is a wide road.

27. My mother said she slept very badly last night.

9.

He drove slowly down the street.

28. I heard that she failed her driving test.

10. Please turn the light on.

29. Some people are poor.

11. She is so happy she is jumping up and down.

30. We played in the park for a short time.

12. The cake tastes delicious.

31. He fixed the light in the bathroom.

13. I saw a black cat running across the road.

32. I like ice cream and chocolate.

14. Sit on that cushion, it is nice and soft.

33. Please shut the door.

15. My father goes to the gym every day – he is very fit.

34. My brother hung the wet clothes on the washing line.

16. I keep a lot of toys under the bed.

35. He draws with his left hand.

17 The man stood behind the desk.

36. He pushed his toy train forwards.

18. I wake up late on a Saturday.

37. Please take out your crayons.

19. My jeans are too tight.

38. He whispered something to his friend.

52

Speaking and Listening Games © Margaret Curran

Expressive Language

Why do people? Materials required List of activities (see below).

How to play Ask the children why people do certain activities, eg go to work, play sport, change jobs, etc. Nominate one child to respond. The other children may also be encouraged join in and make suggestions. The game can lead to a discussion about the activity. Encourage all the children to contribute ideas.

1.

Why do people go to work?

21. Why do people have burglar alarms in their cars?

2.

Why do people play sport?

22. Why do people give money to charity?

3.

Why do people go to hospital?

23. Why do people listen to the news?

4.

Why do people watch television?

24. Why do people go hiking up mountains?

5.

Why do people wear glasses?

25. Why do people cut down trees?

6.

Why do people go to the dentist?

26. Why do farmers shear their sheep?

7.

Why do people buy flowers?

27. Why do people parachute from an aeroplane?

8.

Why do people put the car in the garage?

28. Why do people paint pictures?

9.

Why do people go on a diet?

29. Why do people visit other countries?

10. Why do people go to jail?

30. Why do people pick flowers?

11. Why do people have pets?

31. Why do people keep their money in the bank?

12. Why do people go on holiday?

32. Why do people eat fruit?

13. Why do people go onto the Internet?

33. Why do people change jobs?

14. Why do people take photographs?

34. Why do women go to the hairdresser?

15. Why do children have to go to school?

34. Why do people drive within the speed limit?

16. Why do people go to the gym?

35. Why do people have arguments?

17. Why do people visit museums?

36. Why do people go to the dentist?

18. Why do people learn another language?

37. Why do people write letters?

19. Why do people buy new clothes?

38. Why do people save money?

20. Why should children listen to their parents? Speaking and Listening Games © Margaret Curran

53

Expressive Language

Word chain Materials required None.

How to play Say a word or two to start a sentence, eg ‘Today I … .’ Let the children take turns to add a word; each additional word must be semantically and grammatically correct. You could set a time limit in which each child is required to think of an additional word. If the word is deemed to be inappropriate or grammatically incorrect, give the child a chance to correct the error. New sentences can be started by the child whose turn it is or by you.

Sentence chain Materials required None.

How to play Start the game with a sentence. Nominate one child to make up a sentence starting with the last word of that sentence. For example: ‘It rained all day. – The day was hot and windy.’ There need not be any continuity between the sentences and if necessary the word can be changed, eg ‘windy’ to ‘wind’ and an article placed before it – ‘the wind’. The activity continues from one child to the next in the same way. To add an element of competition you may place a limit on the time allowed before the next child must respond. As the game continues the children can be required to respond more quickly each time.

54

Speaking and Listening Games © Margaret Curran

Expressive Language

What comes first? Materials required List of paired statements that have an obvious sequential order (see below).

How to play Explain the activity carefully to the children and give a couple of examples before starting. Read one set of paired statements and repeat it if necessary. Select one child to decide if the statements are in the correct order. The child should repeat the statements in sequential order. You may ask the child why they chose that order. Vary the order in which you read the statements, reading some in the incorrect order and others in the correct order.

1.

I was tired. I went to bed early.

11. It was a hot day so we went to the beach. We swam in the sea and had a picnic afterwards.

2.

I was hungry. I had lunch.

12. My father took the television to the repair shop. We have no television for the weekend.

3.

I was not feeling well. My mother took me to the doctor.

13. My mother invited some friends for dinner. I helped to wash the dishes.

4.

My father let the dog into the house. The dog knocked over the vase.

14. I was invited to a fancy dress party. I won second prize for my costume.

5.

I got up at 7.30 am. I had breakfast.

15. My best friend came to my house. We went outside to play.

6.

My father fixed the cupboard. My mother was delighted.

16. I wanted to buy a special toy. I saved half my pocket money every week.

7.

The house was dirty. My sister and I took out the vacuum cleaner and duster.

17. Someone left the gate open and the dog got out. We searched for the dog.

8.

The dog saw the squirrel and ran after it. The man ran after the dog.

9.

My father took the dog to the vet. We have to give the dog medicine twice a day.

18. It rained every day this week. There were floods everywhere. 19. My father said the garden looked like a jungle. My brother and I helped my mother to tidy the garden.

10. On Christmas Eve my father came home with a Christmas tree. We hung decorations on the tree. Speaking and Listening Games © Margaret Curran

55

Expressive Language

Associated action words Materials required Pictures of objects that have a number of action words associated with them (see Sheets 48 and 49, pages 108 and 109).

How to play Place the cards upside down on the floor. Let the children take turns to choose a card. They must first identify the picture and then think of as many action words as possible that one might associate with that object. For example: wall – climb, build, jump, knock down, etc. You should make a list of all correct words given. Give the other children the chance to add to the list. The game continues until all the cards on the floor have been used.

Sheet 48 bicycle

flower

box

bus

candle

bird

tree

egg

Variations Rather than have to think of action words, the children can be asked to think of descriptive words. For example: wall – high, low, stone, solid, etc. Make it clear before starting whether action words or descriptive words are required. You may also add your own pictures or use objects instead.

56

Sheet 49 shoe

book

wall

glass

television

cat

pencil

ball

Speaking and Listening Games © Margaret Curran

Expressive Language

Explain why Materials required .

List of statements (see below).

How to play Present the children with a statement and ask them to explain ‘why’. For example, ‘John got dressed in his best clothes.’ A child responding ‘because he was going to a party’ would be giving a correct response. If you judge that a response is incorrect, ask the child to try again. If a child fails to respond, you can give some assistance or ask the other children to make suggestions. This can also be done as a group activity where the children are not given individual turns but asked to contribute if they have ideas. Take care that certain children don’t dominate the activity. 1.

John got dressed in his best clothes.

18. All the clothes came off the washing line.

2.

My mother turned off the television.

19. My mother is a member of the library.

3.

I went to bed early.

20. My father baked a cake.

4.

The girl was crying.

21. We have a different teacher at school this week.

5.

My father went to the DIY shop.

22. My aunt switched the kettle on.

6.

My mother went to visit our next-door neighbour.

23. The cat ran out of the house.

7.

I did not want to go to my aunt’s house.

24. My father said we could not have a pet mouse.

8.

We got a new refrigerator.

25. Lots of people stood in a queue outside the shop.

9.

My mother said we must not allow the kitten to go outside.

26. My grandfather told me to put all my clothes in the washing machine.

10. I stay in bed late on a Saturday.

27. We all went out to a restaurant for supper.

11. My father never drinks coffee at night.

28. My mother always writes out a shopping list.

12. I bought a new set of crayons.

29. My uncle goes for a run every morning.

13. My brother would not go on the rollercoaster.

30. My father said I must take my raincoat to school.

14. My sister bought a new dress.

31. My mother took the car to the garage.

15. The dog barked in the middle of the night.

32. The house down the road is for sale.

16. My father gave my grandmother a bunch of flowers.

33. The shop was closed for the day.

17. The bus did not stop at the bus stop.

Speaking and Listening Games © Margaret Curran

34. We had to wait for a long time to be served. 35. The horse galloped around the field.

57

Expressive Language

News time Materials required None.

How to play In this informal activity the children are asked to talk about an activity they took part in or something that they did the day before, at the weekend or during the holidays. You should make sure each child contributes roughly an equal amount. Start the activity by asking each child what they are going to talk about. Pair together any children who did the same activity although each must still be given a separate turn to relate their experience. If one child did something that no other child did, they can be given recognition for being ‘unique’. This will encourage the children to be more imaginative in their contributions. Encourage the children to make statements with more than one or two sentences when giving their ‘news’.

Sheet 50 ball

tap

gate

rake

snake

key

pear

shoe

Words beginning with … Materials required Pictures of objects representing various sounds (Sheets 50–51, pages 110–111). Music.

How to play In this activity the children are required to think of words beginning with specific sounds. Before starting, stick each picture onto an A4 sized piece of cardboard. Place the pieces of cardboard upside down on the floor. Ask the children to walk or dance in a circle, stepping on the pieces of cardboard while music is played. When the music stops select one child and ask them to pick up the nearest piece of cardboard. The child must identify the picture and then think of a word that begins with the same sound. You may help the child to isolate and identify the initial sound. The picture is then replaced and the game continues until all the children have had at least two turns.

Sheet 51 dog

leaf

nail

hat

monkey

wall

chair

foot

Variations Ask the children to think of two words or to put the word into a sentence.

58

Speaking and Listening Games © Margaret Curran

Expressive Language

Fill in the missing word Materials required Appropriate sentences with one word omitted (see below).

How to play Read a sentence and select one child to think of an appropriate word to complete the sentence. The other children may also be asked to suggest alternatives. If a child is unable to respond, let them nominate one of the other children to assist.

1.

I bought my mother a ____ for her birthday.

19. My mother always does the ____.

2.

The boy was happy because his parents took him to ____.

20. I would like to learn how to ____.

3.

If you don’t wear your ____ you are going to get cold.

4.

We went on a school outing to the ____.

23. Don’t drop the ____ – it is valuable.

5.

My father is short-sighted so he has to wear ____.

24. This ____ does not fit me any more.

6.

If she doesn’t go to the ____ she will be disappointed.

7.

My favourite drink is ____.

27. He ____ his toys under the bed.

8.

My parents spent the weekend fixing the ____.

28. He is very ____ with his new bicycle.

9.

Last night I watched a good ____ on TV.

29. I think she is ____ because her friend has so many toys.

10. Put the book ____ the table.

21. He fell and ____ his knees. 22. I heard a strange ____ coming from the cupboard.

25. She is frightened of ____. 26. The ____ smashed into hundreds of pieces.

11. I think that is a ____ picture.

30. My father had to stop the car because it had a ____.

12. He went to the park to play ____.

31. Shine the ____ in the cupboard so I can see.

13. Don’t forget your ____ or else you will not be allowed to swim.

32. Not all people are ____.

14. We stopped at the garage to fill the car with ____. 15. I ____ a new pair of shoes. 16. He ____ not go to the party after all. 17. Please don’t ____ to water the plants. 18. ____ are my favourite animals. Speaking and Listening Games © Margaret Curran

33. My father had to take the television to the ____ because it was broken. 34. Take some ____ if you are not feeling well. 35. My favourite food is ____. 36. Cats like to be ____. 37. The wind was so ____ I thought it would knock me over.

59

Expressive Language

Nonverbal communication (charades) Materials required List of actions and emotions (see below).

How to play Before starting the game, spend some time practising mime and facial expressions. Choose an emotion or action from the list and whisper it to one of the children. They must then perform the necessary actions to allow the other children to guess what it is. You can provide assistance if necessary but the children should be encouraged to perform independently.

Variations Use activities and actions that require more than one person, eg having an argument, buying toys in a shop, etc.

1.

Talking on the telephone

16. Painting a picture

2.

Ironing clothes

17. Making a fire

3.

Gardening

18. Watering plants

4.

Working out in the gym

19. Feeding the baby

5.

Singing a song

20. Happy

6.

Serving in a shop

21. Sad

7.

Riding a horse

22. Angry

8.

Feeding the cat

23. Surprised

9.

Cooking the tea

24. Afraid

10. Driving a car

25. Tired

11. Operating a computer

26. Embarrassed

12. Hanging washing on the line

27. Shocked

13. Washing clothes

28. Jealous

14. Playing an instrument

29. Bored

15. Making a cup of tea or coffee

30. In pain

60

Speaking and Listening Games © Margaret Curran

Identifying everyday sounds (page 7)

Speaking and Listening Games © Margaret Curran

Sheet 1

61

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Sheet 2

62

Identifying everyday sounds (page 7)

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Speaking and Listening Games © Margaret Curran

Identifying sounds in words (page 10)

Speaking and Listening Games © Margaret Curran

Sheet 3

63

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Sheet 4

64

Identifying sounds in words (page 10)

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Speaking and Listening Games © Margaret Curran

Identifying sounds in words (page 10)

Speaking and Listening Games © Margaret Curran

Sheet 5

65

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Sheet 6

66

Identifying sounds in words (page 10)

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Speaking and Listening Games © Margaret Curran

Identifying sounds in words (page 10)

Speaking and Listening Games © Margaret Curran

Sheet 7

67

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Sheet 8

68

Identifying sounds in words (page 10)

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Speaking and Listening Games © Margaret Curran

Listening for key words (page 12)

Speaking and Listening Games © Margaret Curran

Sheet 9

69

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Sheet 10

70

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Listening for key words (page 12)

Speaking and Listening Games © Margaret Curran

Listening for key words (page 12)

Speaking and Listening Games © Margaret Curran

Sheet 11

71

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Sheet 12

72

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Listening for key words (page 12)

Speaking and Listening Games © Margaret Curran

Rhyming words (page 14)

Sheet 13

Speaking and Listening Games © Margaret Curran

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73

Sheet 14

Rhyming words (page 14)

74

Speaking and Listening Games © Margaret Curran

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Rhyming words (page 14)

Sheet 15

Speaking and Listening Games © Margaret Curran

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75

Sheet 16

Rhyming words (page 14)

76

Speaking and Listening Games © Margaret Curran

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Treasure hunt (page 30)

Speaking and Listening Games © Margaret Curran

Sheet 17

77

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Sheet 18

78

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Treasure hunt (page 30)

Speaking and Listening Games © Margaret Curran

Understanding comparatives (page 31)

Speaking and Listening Games © Margaret Curran

Sheet 19

79

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Sheet 20

80

Understanding comparatives (page 31)

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Speaking and Listening Games © Margaret Curran

Understanding comparatives (page 31)

Speaking and Listening Games © Margaret Curran

Sheet 21

81

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Sheet 22

82

Understanding comparatives (page 31)

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Speaking and Listening Games © Margaret Curran

Understanding comparatives (page 31)

Speaking and Listening Games © Margaret Curran

Sheet 23

83

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Sheet 24

84

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Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Sheet 25

85

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Sheet 26

86

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Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Sheet 27

87

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Sheet 28

88

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Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Sheet 29

89

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Sheet 30

90

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Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Sheet 31

91

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Sheet 32

92

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Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Picture description (page 39)

Speaking and Listening Games © Margaret Curran

Sheet 33

93

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Sheet 34

94

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Categories 1 (page 40)

Speaking and Listening Games © Margaret Curran

Categories 1 (page 40)

Speaking and Listening Games © Margaret Curran

Sheet 35

95

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Sheet 36

96

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Categories 1 (page 40)

Speaking and Listening Games © Margaret Curran

Categories 2 (page 41)

Speaking and Listening Games © Margaret Curran

Sheet 37

97

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Sheet 38

98

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Categories 2 (page 41)

Speaking and Listening Games © Margaret Curran

Guess the object (page 42)

Speaking and Listening Games © Margaret Curran

Sheet 39

99

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Sheet 40

100

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Guess the object (page 42)

Speaking and Listening Games © Margaret Curran

Guess the object (page 42)

Speaking and Listening Games © Margaret Curran

Sheet 41

101

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Sheet 42

102

Things that go together (page 44)

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Speaking and Listening Games © Margaret Curran

Things that go together (page 44)

Speaking and Listening Games © Margaret Curran

Sheet 43

103

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Sheet 44

104

Things that go together (page 44)

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Speaking and Listening Games © Margaret Curran

Things that go together (page 44)

Speaking and Listening Games © Margaret Curran

Sheet 45

105

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Sheet 46

106

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Themes (page 45)

Speaking and Listening Games © Margaret Curran

Themes (page 45)

Speaking and Listening Games © Margaret Curran

Sheet 47

107

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Sheet 48

108

Associated action words (page 56)

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Speaking and Listening Games © Margaret Curran

Associated action words (page 56)

Speaking and Listening Games © Margaret Curran

Sheet 49

109

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Sheet 50

110

Words beginning with … (page 58)

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Speaking and Listening Games © Margaret Curran

Words beginning with … (page 58)

Speaking and Listening Games © Margaret Curran

Sheet 51

111

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Assessment Form Game:

..................................................................

Date:

..................................................................

Class:

..................................................................

Number of children: ...............................................

Teacher Administration of activity: simple

moderate

Children Comprehension of instructions: poor

needed repetition

immediate

Level of participation:

fair

excellent

poor

difficult

good

Comments: ................................................................................................................................................. Level of enjoyment:

poor

fair

good

excellent

Comments: .................................................................................................................................................

Difficulty noted for any child/children: ...................................................................................................... .......................................................................................................................................................................

Need to repeat activity (at the same or higher level): ........................................................................... .......................................................................................................................................................................

Assessment of benefits of activity: .......................................................................................................... ......................................................................................................................................................................

112

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Speaking and Listening Games © Margaret Curran

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