Instructions for teachers
Cut up one set of cards per class or per group of two to five students. Students spread the cards face up across the floor or table. They take turns making a sentence from the cards below and then drawing those things on the same one big picture, e.g. sharing some A3 paper or the board. You could then move onto students writing and/ or saying their own sentences so that they can draw those things (on the same picture or on a new picture). When you stop the game, ask them to describe the finished drawing (orally and/ or writing a description).
| one | two | three | four | |||
| five | six | seven | eight | |||
| nine | ten | eleven | twelve | |||
| black | blue | brown | ||||
| green | orange | pink | ||||
| purple | red | yellow | ||||
-s | ||||||
apple | banana | |||||
| cat | dog | |||||
| egg | fan | |||||
| ghost | hat | |||||
| insect | jet | |||||
| kite | lion | |||||
| monkey | nut | |||||
| orange | plane | |||||
| queen | rabbit | |||||
| snake | tree | |||||
| umbrella | volcano | |||||
| window | xylophone | |||||
| yacht | zebra | |||||
Brainstorming stage
Without looking above, write words in the gaps below, if possible with the correct spelling. Words not above are OK too if they are in the right space here.
Numbers
Colours
Words starting with each letter (“a_______”, “b_______”, etc)
Look at the cards with your pens down, then try again.
Compare with above, brainstorm more, then compare your extra ideas as a class.
————————-
PDF for easy saving and printing:
Related pages
