Parts of the Body: actions and routines · Learner pages

Lesson 1 · Listen and respond to an action

Follow a short spoken action instruction in an accessible way.

Name or initials: ____________   Date: ____________

Adult-supported lesson: read the linked source selection together when available. An action word tells what someone does. You may move, point to a picture or direct a puppet.

1. Hear one action. An adult says “tap”. Show a small tap on a desk or point to a tapping picture.
2. Link a body word. Listen to “raise a hand”. Find hand and then show raise in a comfortable way.
3. Keep the order. For “point, then wave”, point first. The word then tells us the next action.
4. Take turns leading. One partner gives an instruction and the other responds. Swap roles. Choose movements that are comfortable.

Worked example: Original example: The puppet hears “turn, then wave”. Sam turns the puppet first. Next he moves its hand in a wave. The order matches the words.

1. In “point, then wave”, what comes first?

   1. point · 2. wave · 3. sleep

2. Which word is an action?

   1. hand · 2. tap · 3. table

3. Which is a gentle tap?

   1. a colour · 2. a family name · 3. a light brief touch

Discuss: Give a partner or puppet two gentle instructions. Ask which action came first.

Adult observation

Ask the learner to explain and show the goal using a fresh example.

• Uses the target word appropriately
• Explains or demonstrates with support as needed

Adult observation; multiple-choice scores alone do not establish speaking or writing mastery

Lesson 2 · Make and describe an outline

Follow drawing instructions and compare two outlines respectfully.

Name or initials: ____________   Date: ____________

Adult-supported lesson: read the linked source selection together when available. An outline shows the outside edge of a shape.

1. Choose a model. Use your own hand if comfortable, a paper hand shape or another simple shape.
2. Trace the outside. Move a pencil slowly around the outside edge with adult help. Do not draw on another person without asking.
3. Add a feature. Choose a colour or pattern for the paper. Describe it with one clear word.
4. Compare politely. Compare size, colour or pattern. Two different outlines can both be successful drawings.

Worked example: Original example: One paper outline has blue dots. Another has green lines. They are different in pattern; both follow the outside edge of their model.

1. What does an outline show?

   1. a sound · 2. tomorrow · 3. the outside edge

2. Two drawings use red. What is the same?

   1. colour · 2. size for certain · 3. shape for certain

3. One outline has dots; one has stripes. What differs?

   1. the spoken greeting · 2. pattern · 3. the day

Discuss: Make two simple outlines and finish “These are the same in ___ and different in ___.” An adult may write your spoken words.

Adult observation

Ask the learner to explain and show the goal using a fresh example.

• Uses the target word appropriately
• Explains or demonstrates with support as needed

Adult observation; multiple-choice scores alone do not establish speaking or writing mastery

Lesson 3 · Read a familiar routine in order

Use first, next, then and last to order a routine.

Name or initials: ____________   Date: ____________

Adult-supported lesson: read the linked source selection together when available. Sequence words help a listener follow instructions.

1. Say first. For this adult-guided routine, first wet hands and add soap.
2. Describe the middle. Next rub palms, backs and between fingers. Follow your adult’s normal handwashing routine.
3. Continue the sequence. Then rinse the soap away using clean water.
4. Finish clearly. Last dry hands with a clean towel or the usual drying method. Turn off water when it is no longer needed.

Worked example: Original example: Mina arranges cards for a routine: wet and soap → rub → rinse → dry. She uses “first”, “next”, “then” and “last” to tell it to a puppet.

1. In our displayed routine, which step comes last?

   1. rub · 2. dry · 3. add soap

2. Which word tells the beginning?

   1. last · 2. afterwards · 3. first

3. What follows rub in our four-card sequence?

   1. rinse · 2. go back to first · 3. draw a circle

Discuss: Tell an adult the order for packing a pencil case. Use first and last, then try the routine.

Adult observation

Ask the learner to explain and show the goal using a fresh example.

• Uses the target word appropriately
• Explains or demonstrates with support as needed

Adult observation; multiple-choice scores alone do not establish speaking or writing mastery

Final check · Set 1

Try one set after the lessons. Use the other set after reviewing any errors.

1. For “wave, then sit”, which comes last?

   both must come first / sit / wave

2. A child cannot comfortably do a movement. How can the language task still work?

   The word must be wrong. / Stop learning words. / Point to the matching picture.

3. Which is a respectful comparison?

   The colours are different. / Your hand is wrong. / Only my drawing can be good.

4. What should tracing follow?

   only the centre dot / the model’s outside edge / any unrelated place

5. Which order matches our cards?

   dry, rinse, rub, wet / rinse, dry, wet, rub / wet and soap, rub, rinse, dry

6. What does rinse mean in this routine?

   wash soap away with water / add a drawing label / put on a hat

Final check · Set 2

Try one set after the lessons. Use the other set after reviewing any errors.

1. Which instruction includes a body word?

   Raise a hand. / Find a cup. / Choose red.

2. One person gives the instruction; the other responds. What helps both practise?

   Both speak over each other. / Swap roles. / Never listen.

3. Can a paper shape be used instead of your hand?

   Never / Only if it is invisible / Yes

4. Both outlines have dots. Which statement is supported?

   They share a dot pattern. / They must be the same size. / They must be the same colour.

5. After the water is no longer needed, what action saves it?

   Open another tap. / Turn it off. / Leave it running.

6. Which sentence names an ending?

   First, find soap. / Next, rub. / Last, dry your hands.