Language Education EN

Suggestions of activities for specialists
involved in language education

and speech therapy
for children with
special education needs
The project "Language Education and Speech Therapy for People with Special Education Needs", with number 2016-1-
RO01-KA202-024644, under Erasmus+ Programme, was funded with support from the European Commission.
Disclaimer: "This open educational material reflects only the author's view and that the National Agency and the European
Commission are not responsible for any use that may be made of the information it contains"
LET'S _ The musical story of the letters
Proposed by – Speech Language Therapist, Gabriela Doru
Location: The Speech Language cabinet

Collective activity
Objectives:
Consolidation of letters and sounds
Developing language and vocabulary
Activity description: Each student is placed in a circle with a musical instrument in his hand. In the middle of
the circle we have a basket containing wooden cards with all the letters of the alphabet. Each student, at a time,
plays the musical instrument to announce the intention to go in the middle of the circle to take one letter from the
basket then returns to his place within the circle, and says the sound of the chosen letter, and a word that begins
with that letter. Then the all group repeats that sound together. The action takes place until the basket is empty.
Methods and procedures used: conversation, exercise
Materials: letters of wood, musical instruments
Evaluation: students' initiatives are appreciated, the ability to improvise, as well as the ability to speak and to
observe the rules of the game.
LET'S _ Exercise of presentation yourself using the ball
Location: Gym
Collective activity
Objectives:
Forming skills to speak freely and openly about oneself in front of others;
Strengthen basic motor skills;
Increasing oculo-motor coordination capacity.
Activity description: The participants involved in the activity sit together in the circle and pass the ball from one
to the other, it is important and necessary for each participant to come in the middle of the circle. They roll the
ball on various parts of the body in order to stay in permanent contact with it. Movements must be as slow as
possible, and space should be used to the maximum. Then the next person enters the circle, takes the ball and
continues the personal presentation: few things about himself, name, age and some qualities.
Methods and procedures used: explication, demonstration, conversation, exercise
Materials: balls
Evaluation: Appreciation of the responses offered, appreciation of active involvement and interrelation ability,
oral expression.
LET'S _ The vowels semaphore
Location: Multi-sensory room
Collective activity
Objectives:
Identifying and pronouncing all vowels;

Exercising the ability to be a leader;
Increasing attention span.
Activity description: Placed in a circle, each child chooses a musical instrument. They choose a leader who has
a semaphore in the hand with the green color on one side and the red color on the other side. The leader sets out
some rules: when picking up the green card, each student at a time must pronounce a vowel, then the whole group
repeats the same vowel. All children have the opportunity to pronounce one vowel and, of course, to exercise the
leadership role. When the card is red, the children will play the musical instruments.
Methods and procedures used: explanation, demonstration, exercise
Materials: musical instruments, colored cards
Evaluation: Individual answers are appreciated but also those group answers, the interrelation capacity is also
appreciated as well as verbal expression.
LET’S_ Playing activity for literacy - Let's play with letters
Proposed by: Speech Language therapist, Valentin Daminescu

Reference source: www.allkidsnetwork.com
Let's play with letters - Introduce children into alphabet literacy in a creative and fun way.
Children will learn to recognize, name and identify words that begin with each letter of the alphabet.
Example: V-Vase.
The letter V even looks like a vase! We still need some beautiful violets to put in the vase. Use the
template, construction paper, and glue to turn the letter "V" into a work of art.
What you will need:
• Letter V - template for vase

• Paper (including purple)
• Scissors
• Glue
• Green pencil / crayon
How to make a vase with flowers from the letter "V"

1. Use the template and cut the letter V, then paste it onto the construction sheet;
2. Use the flower pattern on a purple paper to trim and get four purple flowers;
3. Stick the flowers to the piece of construction paper above V;
4. Use the colored or colored pencil to draw the stems and leaves of the flowers that will enter the vase as
"V".
THE END!
LET'S _ Recognize the season
Materials:
Print the image and
conversation may begin
Proposed by:
Rodica Pruteanu, Speech
Language Therapist
Activity description:
What season is represented in the top left? What season is in

Reference source: down right? What season is in the bottom left?
http://didacticus10.blogspot.ro What season is in the top right? What is the order of the
seasons? Fill the spring months. Fill in the summer months.
and so on.
Name the autumn fruits. Name the autumn vegetables.
Who brings gifts to children in the winter?
LET'S _ The color train
Materials:
Build a trainer or
print the pattern
Set geometric shapes
Proposed by :
Rodica Pruteanu, Speech Activity description:
Language Therapist
What is this?
Reference source: How many wagons does the trainer have?
https://www.education.com/s How many colors does the locomotive have?
lideshow/ship-shape-build-pre- What color does the locomotive have?
What color does the first wagon have? What colors does the last wagon
geometry-skills/
have?
What color are the wagon in the middle?
What shape does the locomotive windows haave?
What color does the locomotive windows have?
LET'S _ Space Orientation
Materials:
• Cut the image and
start the
conversation
Proposed by: Rodica Activity

Pruteanu, Speech
• Count the machines that go to the right.
Language Therapist
• Count the machines that go to the left.
Reference source:
http://www.nationalkindergartenre • What color has the top car which goes to the left?
adiness.com/category/educational- • What color has the middle car which goes to the left?
printables
• What color has the car on the bottom of the page which
goes to the right?
LET'S _ The elements of the head
Materials:
Cardboard
Adhesives
Cutter
Proposed by: Rodica

Pruteanu, Speech
Language Therapist Activity description:
Reference source: Print the pattern.
https://ro.pinterest.com/source/de
Make a dice.
tail english.com/ The child throws the dice.
The child pronnounce the name of the image on
the face of the dice and touches the part on itself.
LET'S _ Let's learn about prepositions
Materials:
Cut the image and start the conversation
Activity: Complete sentences:

Proposed by:
Rodica Pruteanu, Speech • The clock is ...... the wall.
Language Therapist • The ball is ....... table.
• The cat is ....... chair.
Reference source: • Lamp is ...... table.
• Flowers are ... vase.
https://ro.pinterest.com/source/detail
english.com/ • The table is ... .. armchair.
• The chair is ... .. table.
• The carpet is ... ..the floor.
LET’S _ Seasons
1.Write the correct name. 2. Draw a line to the corresponding season!
Teacher: Theodor Sîrbuleţu

Objectives:
Vocabulary
development ,
descriptive abilities,
season recognition
____________________
___________________ SPRING
_____________________
SUMMER
______________________
AUTUMN
_____________________
WINTER
_____________________
____________________
Teacher: Theodor Sîrbulețu
Objectives: vocabulary
development ,
descriptive abilities,
associating abilities
LET’S _ Home
1. Complete the missing words (a.) And then transcribe the text into the lower
space (b.).
a. The house is beautiful. In the house I see:

.....................................................................................................................
.....................................................................................................................
The house has walls, door, ........................................................................
How beautiful my house is!
……………………………………………………………..…
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
…………………………………………………………………………...
…………………………………………………………………………...
|
LET’S _ Body scheme
Teacher: Theodor Sîrbulețu

Objectives:
vocabulary
development, body
scheme,
verbal indications.
Where is…? Show me ... What is it called ...? Put your hand on ...
It is marked with a "√" correct answer and a "-" wrong answer or its absence.
HEAD LANGUAGE ELBOW

EYES FOREHEAD HIP
NOSE CHIN FOOT
MOUTH CHEEK KNEE
EAR FACE SOLE
HAIR HAND HEEL
NECK ARM TRUNK
EYEBROW PALM BACK
EYELASH FINGER CHEST
LIP NAIL BELLY
DENT SHOULDER STOMACH
|
LET'S _ Spatial Positions
Objective - Recognize and identify

base spatial positions (top, bottom);
Behaviour required:
* Recognize basic spatial positions
(top, bottom);
* Identifies by coloring the requested
base positions;
Type of activity: Learning activity:

"Color fast and correct!"
items:
1 = Where is it ....? Up or down?
Where's the bird? Up or down?
Using this pencil (yellow) color the
bird.
Materials:
2 = What's Down / Up ...?
- crayons Using this pencil (red) color the apple
- printed paper below
3 = Color the object that is .....!

Proposed by: What's up there? But down? Color the
CAMELIA RADU, leaf!
kindergarten teacher
Evaluation:
Reference source:
Own creation CA = Achieved behavior
Graphics Source: CD = Behavior in development
www.coloringws.com
(free coloring site)
LET'S _ The human body
Objective - Identifying the main parts of the human
body
Behaviour required:
* Identifies the main parts of the human body by
indicating them with a colored pen on request;
* Pronnounce, within the limits of the possibilities of
phonematic emission, the indicated parts of the
human body;
Type of activity: Educational activity: "The little girl
and the boy!"
Items:
1 = Where is it .... (head, hand, foot)?
• Here is a drawing that represents the body of a little
girl. With this pencil (yellow color) point the head.
• With this pencil (red color) point the feet
• With this pencil (blue color) point the hands.
2 = What's the name?

• What is the name? (use the yellow pencil to point
the head).
• What is the name? (use the red pencil to point the
foot).
• What is the name? (use the blue pencil to point the
hand).
Evaluation:
AB = Achieved behavior
BD = Behavior in development
Proposed by: Materials:

CAMELIA RADU, kindergarten
teacher - crayons
Reference source: - printed paper
Own creation
Graphics Source: www.coloringws.com
(free coloring site)
LET'S _ The cause-effect relationship
Contents - Explaining a necessary relationship with

concrete and intuitive support
Objectives:
* Identifies the cause of the image (describes /
denotes the action: eg: The girl is sleeping);
* Identifies the necessary relationship: eg: (What
should she do when she is tired?) Girl sleeps!;
1.1 1.2 1.3 * Denotes the action presented in terms of the
phonematic pronunciation capacity.
Type of activity: Educational activity:
"What do you do when ....!"
Items:
1 = What does .....? (Why? How is it?)
2 = What to do when ....?
2.1 What do you do when you are tired?
2.1 2.2 What do you do when you are injured?
2.3 What do you do when you are dirty?
Materials:
- printed paper
Evaluation:
AB= Achieved behavior
2.2 BD = Behavior in development
2.3 Proposed by:

CAMELIA RADU, kindergarten teacher
Reference source:
Own creation
Graphics Source: www.coloringws.com (free
coloring site)
LET'S _ Spatial positions
Theme: SPATIAL POSITIONS
Objective- Recognize and identify basic spatial

positions (top, bottom);
Behaviour required:
* Recognize basic spatial positions (in / out);
* Identifies by coloring the required base positions;

1. "Where's the dog?"
Items:
1 = In which picture the puppy is inside?
Using this pencil point which dog is inside (in his
house):
2 = Color the puppy that is outside!

Only the puppy that is outside (outside his house) is
coloured:
Evaluation:
AB = Achieved behavior
Materials:
- crayons
- printed paper
2.
Proposed by:
Reference source:
Own creation
Graphics Source: www.coloringws.com (free
coloring site)
LET'S _ Geometric forms
1. Using this pencil (red color) circle the square!

2.Using this pencil (yellow color) circle the circle! Theme: GEOMETRIC FORMS
3.Using this pencil (blue color) circle the rectangle!
4.Using this pencil (green color) circle the triangle! Objective - Identification of basic geometric forms:
circle, square, rectangle, triangle.
Behaviour required:
* Recognize basic geometric forms: circle, square,
triangle, rectangle.
* Identifies by coloring the basic geometric forms:
circle, square, triangle, rectangle.
2.Color the circle with yellow and the triangle with green color.: * Associates basic geometric forms with objects of
the same shape.
"How is it?"
items:
3. Using this pencil draw a line between the circle / square / triangle 1 = Show where it is .....?
/ rectangle (in the left) with the object that has the same shape (in the right): 2 = Color the required shape.
3 = Associate objects with the same shape!
evaluation:
AB= Achieved behavior
Materials:
- crayons
- printed paper
Proposed by:
Reference source:
Own creation
Graphics Source:: www.coloringws.com (free
coloring site)
LET'S _ Facial expressions
Proposed by:
CAMELIA RADU,
Reference source:
Own creation
Graphics Source:
http://www.clker.com/clipart
Theme: Facial Expressions

Objective - Identifying and drawing basic facial expressions Evaluation:
Followed behaviors: AB = Achieved behavior
* Recognizes facial expressions BD = Behavior in development
* Draws elements of facial expressions; Materials:
Type of activity: worksheet: "Fill in the missing elements" - crayons
Items: - printed paper
1 = How is the first face of the drawing? Do you find it sad or cheerful? Why?
2 = How is the second face of the drawing? Does it have anything to do with the first face?
3 = Fill the faces below with the missing elements. They can be cheerful, sad, wondering or whatever you want.
LET'S _ Activity to identify spatial positions
Theme: Space Positions Proposed by:

Objectives: CAMELIA RADU, kindergarten
* Identifies basic space positions teacher
* Verbally denotes basic spatial positions
Reference source:
Materials:
- printed paper Own creation
Graphics Source: personal archive
LET'S _ FRUITS
Theme: Fruits
Followed behaviors:
* Identifies the fruits presented
Proposed by:
* Name the fruit verbally CAMELIA RADU,
* Write the name of the fruit using capital letters kindergarten teacher
Reference source:
Materials: Own creation
- printed paper Graphics Source:
www.coloringws.com
LET'S _ Logical associations
Proposed by:
Theme: Logical associations
CAMELIA RADU, kindergarten
We're wearing socks on our feet. What do we wear in
our hands? teacher
Cut the right object and glue it after the green arrow. Reference source:
Color your favorite garments. Own creation
Required behaviors: Graphics Source:
- recognizes the proposed model http://www.clker.com/clipart
- Identifies the missing element Materials:
- Cut off the glove - printed paper
- Glue the element properly cut - Scissors
- glue
LET'S _ Association activity
Theme: Logical associations Proposed by:

1. Attach each object with its shadow. CAMELIA RADU, kindergarten
2. Color the objects in the corresponding teacher
colors. Reference source:
Own creation
Materials: Graphics Source:
- printed paper http://www.clker.com/clipart
- crayons
LET'S _ Happy clowns
Materials:
Developing speech
comprehension with clowns
Print out these photos and
already the conversation can
begin
Pucks
Proposal made by:

Emőke Metzné Törkenczy,
Reference source:
http://www.abcakademia.hu/jatekgyujte
meny.html#ajakgyak
Language (to match the actions)
Show the clowns which turn left!

Show the clowns which turn right!
Show the clown who has an instrument! etc.
Put a puck on that clown who is cycling!
Put a puck on that clown who is going right and holding balloons
in his hand!
Put a puck on that clown who turn against there is nothing in his
hand and is waving!
Put a puck on that clown who turns right and plays trumpet!
Put a puck on that clown who turns left and who is holding 6
balloons in his hand!
Put a puck on that clown who is standing in front of us and has an
instrument!
Put a puck on that clown who is standing in front of us and he has
a hat which is ringing on his hat!
Talk about the last clown!
LET'S _ What is missing?
Materials:
What is missing from the

picture?
Print out these photos, and the
conversation can start.
Proposal made by:

kindergarden teacher
Reference source:
http://www.abcakademia.hu/jatekgyujte
meny.html#ajakgyak Language (to match the actions)
 What is missing from the cat?
 What is missing from the car?
 What is missing from the chair?
 What is missing from the watch?
 What is missing from the door?
 What is missing from the airplane?
 What is missing from the pencil?
 What is missing from the little boy?
 What is missing from the shoe? …
LET'S _Match the action!
Materials:
board game
tweezers/peg
Proposal made by:

Emőke Metzné Törkrnczy,
Kindergarten teacher
Reference source:
http://www.okoskaland.com/ajan
dek-neked/kepessegfejlesztes/
Put the tweezer/peg on that picture, which:

- Start with “t” sound
- ends to “a” sound
- in secret language you hear like: “i-á-á”
- has two syllables
- you can hear the “b” sound
- has three syllables
etc.
LET'S _ Match the action!
Materials:
board game
dice
Proposal made by
Emőke Metzné Törkrnczy,
Reference source:
http://www.okoskaland.com/ajandek-
neked/kepessegfejlesztes/
Throw with the dice, and move as much as you throw!

Rename a part of your body, which you can see on the drawing,
where you moved! Show on yourself, that where you can find this
part of your body?
From the half way subtitle the game turns back!
Throw with the dice! Show on your game partner, that where you
can find this part of body and rename it!
Is this part of your body paired or even?
LET'S _ The letters!
Materials:
three saucer
items/things in the basket
picture of a letter
Proposal made by:

kindergarden teacher
Reference source:
Montessori letter symbol
Object picture and sound identification puzzle.

Put it in the saucer, in where you hear the B sound!
Where do you hear the sound, at the beginning, in the middle, or
at the end?
Put in that saucer in which you hear the B sound!
LET'S _ Match the images!
Materials:
cards with different faces

a board with a plain face
body parts, accessories from
plastic
Proposal made by:

Mónika Gyurkovics, speech
therapist
Reference source:
 Pick a card!
 Look at it carefully!
 Does he wear a hat? What color is his hair? (hat, blonde,
brown)
 Choose it from the box, and put it on the board!
 Does he wear glasses? If he does, what color is it? (no
glasses, blue, red)
 How does his nose look like? (small, big, red)
 Look at his mouth! Is it closed or open?
 Find a boy on the huge board, who looks like the same!
LET'S _ At home and around the house!
Materials:
“bambino LÜK” notebook –

“At home and around the
house” (contains stories to
help develop child’s speech)
“LÜK” board
Proposal made by:

therapist
Reference source:
 bambino LÜK –
www.luek.hu
 Put the puzzle’s box on the choosen task when it’s

empty and open!
 Put the six yellow plastic card with the red pictures on
top on the the task! The small icon in the corner of the
task will show you the yellow card’s places.
 Pick the yellow card with the house’s picture, and look,
what ‘s under it!
 With the help of the pictures on the side find out, what
the rule is!
 Choose the place of the yellow card with the house’s
picture on the lower paper while following the rule!
 If every card is on the right place, the print on them
will match with the print on the task’s corner.
LET'S _ Sample of activity to help develop child's speech – educational software
Materials
Auditory training software
Proposal made by:

therapist
Reference source:
http://berber.tmit.bme.hu/item/login_
success.php_
….
 Find what’s making a sound on the picture! (bell, music,

knocking)
 Click on the object, which sound you hear!
 Click, if you’re hearing the sound of the chosen object!
 Find again, what’s making a sound on the picture! (“The
phone is ringing”, “The radio is turned on”, “Someone’s
knocking on the door”)
 Click on the object, which is the story about!
 Click, when you hear a sentence about the chosen object!
Materials
 “Szemfüles” software
Proposal made by: Mónika

Gyurkovics, speech therapist
Reference source:
http://www.jgypk.hu/mentorh
alo/tananyag/az_ikt_alkalma
zasa_a_gyogypedagogiaban_V2
/108_szemfles__hallsi_megkl
nbztet_kpessg_fejleszt_szof
tver.html
 Choose a picture!
 Which sound do you hear from the two (c, sz)?
 Click the sound’s picture!
 If the answer is correct, you will see a smiley face, if it’s
wrong, a sad face.
LET'S _ The train!
Materials
 a train from paper

 the calling picture of the
sound
 pictures with the sound
Proposal made by:
Mónika Gyurkovics, Speech

Therapist
Reference source:
self made
 Choose a picture!
 Say the picture’s name!
 Where do you hear the ___ sound?
o in the beginning: first wagon
o in the middle: second wagon
o in the end: third wagon
 Put the picture in the right wagon!
Materials
 “Manó olvasás 1.”

software for improving
reading skills
Proposal made by: Mónika

Gyurkovics, speech therapist
Reference source:
http://www.profi-media.com/kateg-3-
1-mano-oktatoprogramok.html
 There’s a word written on every t-shirt.

 Guess, which letter is under the stain?
 Put the missing letters on the t-shirts from the scarf!
 Read the words!
 Say a sentence with it!
Materials
 “Manó olvasás 1”
software for improving
reading skills
Proposal made by:

therapist
Reference source:
http://www.profi-media.com/kateg-3-
1-mano-oktatoprogramok.html
 Turn over the cards!

 Find the matching words! (visual and auditory perception)
 Say the word out loud!
 Say a sentence with it!
LET'S _ Match the actions!
Materials
Development of creativity and vocabluary.
Everyday objects of different
shapes (plate, paper tube, pencil,
rope, etc.)
Proposal made by: Language (to match the actions)

Némethné Szelle Krisztina  Players are sitting in a circle. The referee shows one of the
teacher objects (for example the plate): “This is a plate, but in this
game it can be anything, except plate!”
Reference source:
Móka János drama teacher  The referee starts the game with an example: she looks at
the plate, its shape, then she gives it a new meaning by
using it in a situation (for example looks into it like into a
mirror). The players have to guess what the object is in this
situation.
 The word goes to the board.
 The object goes around, always getting a new meaning. If
somebody has no idea, then he can PASS.
 At the end of the game, the referee picks one of the words
on the board, which some player has to show with the
object.
LET'S _ Exercise for developing proper breathing for speaking.
Materials:
Does not require any materials.

Exercise for developing proper breathing for speaking.
Proposal made by Language (to match the actions)
Némethné Szelle Krisztina Children have to say the following with one breath:
 Not 3, not 6, not 9, not 12, not 15…. Who can say more
Reference source: with one breath?
Gabnai Katalin: Drama games,
introduction in drama pedagogy,  I will visit you on Monday, you will visit me on Tuesday, I
Helikon kiadó, 2005. will visit you on Wednesday, you will visit me on
Thursday….
 I am at home in January, at the countryside on February, I

am at home in March, at the countryside in April…
LET'S _ Zsipp-zsupp!
Materials Zsipp-zsupp
Development of communication and memory
chairs Also a good excersise to learn new words.
Proposal made by: Language (to match the actions)

Némethné Szelle Krisztina  Players are sitting in a circle. Every participant gets a word
(or his/her own name).
Reference source:
Kaposi László: Játék könyv – Színházi  The referee is standing in the centre of the circle. She
füzetek IV. points to somebody and says ‘zsipp’. Now that player has
Kerekasztal Színházi Nevelési Központ
Marczibányi Téri Művelődési Központ to say the word (or name) of the person who is sitting on
2002. the right side of him. If the referee says ‘zsupp’, then the
player has to say the word (name) of the player who is
sitting on the left side of him. If the referee says ‘zsipp-
zsupp’,then everybody changes positions, and the current
referre also takes place. Now, the next referee will be the
person, who wasn’t able to find a place to sit down.
 If somebody makes a mistake, then that person will change
place with the referee or will get out of the game.
LET'S _ How is my horse?
Materials
 4 different animal toy in 4
different colors and 2
different size
Proposal made by:

therapist
Reference source:
own idea
The child should follow the teacher’s orders while learning about
size, and the name of the colors and animals.
For example:
 Choose the small green horse!

 Choose the big blue bunny!
 Choose (different variations of color, animal and size)!
 The teacher and the child change roles: the child gives the
orders – which helps her practicing verbal phases
LET'S _ Spatial positions
Materials
 a landscape from paper
 small toys (e.g: a bird,
ladybug, flower, fruits,
mushroom, hedgehog etc.)
Proposal made by:

therapist
Reference source:
own idea
The goal of the task is to practice spatial directions and using them
grammatically correct while manipulating.
 Put the apple on/under/next to the tree!
 Put the bird on the middle/bottom/top limb of the sheer

wood!
 Put the mushroom on the grass under the sun/ on the left
side of the sheer wood etc.!
 Put the hedgehog next to the ladybug/ in between the two
trees!
Materials:
 “Varázsdoboz “ /
+Wonderbox” software
Proposal made by:

therapist
Reference source:
http://alpha.tmit.bme.hu/speech/sulin
et.php
 Observe the sound’s phonation on the computer!

 Observe the place of the lips and tongue from the front and
from side-view!
 Try to make the sound correctly!
 Practice the phonation!
 Get a reward if you do it correctly! (a flower appears on
the screen)
LET'S _ Do it like I do!
Materials:
pairs of pictures with faces

making different articulation
movements
Proposal made by:

therapist
Reference source: “Grimmassmix” –
game to develop articulation and
phonation
 Find the same faces!
 Imitate the movements they do on the pictures!
 The teacher shows an articulation movement and says:
Find the face which makes the same movement!
 Extra: play memory game in groups!
LET'S _ Logico Piccolo
Materials
 Logico Piccolo cards

 Logico board
Proposal made by:

therapist
Reference source:
 Logico piccolo
 Put the card on the board!

 Replace the consonant!
 Find the right picture!
 Bring the right color next to the word you got!
 Say the two words out loud!
 What is the difference?
 What do they mean?
 Say a sentence with both of them!
LET'S _ The association of colors!
Materials
Color Matching printer free from the
site, after laminating, sticking to the
clips on the pictures
Proposal made by:

Metzné Törkenczy Emőke,
Reference source:
http://www.lizs-early-learning-
spot.com/matching-colors-when-you-
only-have-a-minute/
Look at the pictures!

Choose an imagine!
Decide which color is the most accurate match for the color wheel,
and fix it in place!
There are four pictures for each color. Find all of them and put
them in place!
What you put up, you name it and tell it’s color!
List what pictures were taken in the green color!
Etc...
LET'S _ Assemble the face
Materials
Be a facial expression
Print out the desired skin color.
Contains three different skin
tones for every child. There are
12 different eye and mouth
selection kit, as well as a range of
emition vocabulary flash card.
Proposal made by:

Reference source:
http://www.elsa-support.co.uk/make-
a-face-activities/
Language (to match the actions
Can you put a cheerful face?

How would it be,if she/he was angry?
How, when somebody is sad?
Can you put a scared face?
What is the face of the curious man?
If somebody is tired,what’s his/her face?
If his/her eyes are cheeky,which mouth suits his/her?
If his/her mouth is angry,which eyes suits him/her?
Etc...
LET'S _ The game of forms
Materials
Print out the paper, cut the shapes

in the lower box, laminate and
start the game
Proposal made by:

Reference source:
https://s-media-cache-
ak0.pinimg.com/originals/f6/1b/19/f61
b1991f22d8fe79fa330d17d04c5c9.jpg
See what forms are on the board!

Since the line begins?
What do you see after the circle?
What follows the quadrat?
What happens after the triangle?
Which form would you put in after the circle? What fit there?
etc…
LET'S _ Colored blocks
Materials
Building block set in basket

Sample cards in basket
(Laminated boards)
Proposal made by:

Reference source:
Montessori ihletésű feladatok
1. picture: Choose a card!

Which color cubes will you need to copy the form?
How many will you need of the cubes to can make the form?
Take out the amount of cubes as many you will need!
Make the form correctly!
How many cubes have you built?
How many cubes are red from these?
How many pieces of blue used? Is green also included?...
2. picture: Which color cube will you need to put into the top right corner?
Which color cube will you need to put next to it?
Had you put yellow to the top left corner?
Which color will you need to the bottom right corner?
Which color cube is over it?
Show the top right cube! Which color cube will you put under it?

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Suggestions of activities for specialists

involved in language education

Proposed by – Speech Language Therapist, Gabriela Doru

Location: The Speech Language cabinet

Methods and procedures used: conversation, exercise

Materials: letters of wood, musical instruments

Proposed by – Speech Language Therapist, Gabriela Doru

Proposed by – Speech Language Therapist, Gabriela Doru

Location: Multi-sensory room

Identifying and pronouncing all vowels;

Materials: musical instruments, colored cards

Proposed by: Speech Language therapist, Valentin Daminescu

What you will need:

• Letter V - template for vase

How to make a vase with flowers from the letter "V"

3. Stick the flowers to the piece of construction paper above V;

What season is represented in the top left? What season is in

Proposed by: Rodica Activity

Proposed by: Rodica

Activity: Complete sentences:

Teacher: Theodor Sîrbuleţu

a. The house is beautiful. In the house I see:

Teacher: Theodor Sîrbulețu

HEAD LANGUAGE ELBOW

Objective - Recognize and identify

Type of activity: Learning activity:

3 = Color the object that is .....!

2 = What's the name?

Proposed by: Materials:

Contents - Explaining a necessary relationship with

2.3 Proposed by:

Theme: SPATIAL POSITIONS

Objective- Recognize and identify basic spatial

Type of activity: Educational activity:

2 = Color the puppy that is outside!

1. Using this pencil (red color) circle the square!

Theme: Facial Expressions

Theme: Space Positions Proposed by:

Theme: Logical associations Proposed by:

Proposal made by:

Language (to match the actions)

Show the clowns which turn left!

What is missing from the

Proposal made by:

 What is missing from the cat?

 What is missing from the car?

 What is missing from the chair?

 What is missing from the watch?

 What is missing from the door?

 What is missing from the airplane?

 What is missing from the pencil?

 What is missing from the little boy?

 What is missing from the shoe? …

Proposal made by:

Language (to match the actions)

Put the tweezer/peg on that picture, which:

Language (to match the actions)

Throw with the dice, and move as much as you throw!

Proposal made by:

Language (to match the actions)

Object picture and sound identification puzzle.

cards with different faces

Proposal made by:

Language (to match the actions)