We can tell people who we are with ‘My name is …’ or ‘I’m …’. The name changes, but the opening words stay the same. An adult may introduce a puppet first: ‘My name is Bindu.’ The child can answer using their own name or speak for another puppet. This makes the exchange playful and avoids pressure.
‘What is your name?’ asks for a name. ‘How old are you?’ asks for age. A child may first show the number with fingers, then say ‘I’m seven.’ A complete introduction can have two short sentences, but they do not need to be said quickly. Keep personal information safe: practise a first name and age without asking the child to share a home address publicly.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
Use can to say an action you are able to do. Put the action word after can.
See it. Say it. Understand it.
Easy / Start here
These are my hands. → Show both hands.
මේ මගේ අත් බව කියා පෙන්වයි.
Moderate / Add a little
I can clap. → Clap if comfortable.
අත්පුඩි ගැසිය හැකි බව කියයි.
Challenge / Try when ready
A: What can you do? B: I can wave. → Give a wave.
කළ හැකි දේ අසා, අත වැනිය හැකි බව කියයි.
Try it / පුහුණු වෙමු
Choose clap, wave or another comfortable action. Say I can … and show or describe it.
ඔබට පහසු ක්රියාවක් තෝරා I can සමඟ කියා, එය කරන්න හෝ විස්තර කරන්න.
Check a possible answer / පිළිතුර බලන්න
Examples: I can clap. / I can wave. Accept another true, suitable can + action phrase.
සැබෑවට කළ හැකි ක්රියාවක් can සමඟ කීම පිළිගන්න.
More detail for teachers and confident learners
Body words help us understand actions. ‘Head’, ‘shoulders’, ‘hands’, ‘legs’, ‘feet’, ‘eyes’, ‘ears’ and ‘nose’ can be learned through pointing and movement. Listen to ‘Touch your nose’ and notice the part named. We have one nose and two hands, so the word may change when there is more than one.
Connect a body part with a safe action: hands clap, eyes look and ears listen. A child can listen, point and then say the word when ready. Use a doll or a picture if touching a body part is uncomfortable. Keep the lesson about communication rather than testing how fast the child moves. ‘This is my hand’ and ‘These are my hands’ can be heard as useful models without a grammar explanation.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
‘Happy’, ‘sad’, ‘tired’ and ‘hungry’ describe familiar feelings or needs. ‘I’m happy’ tells another person how we feel.
A face picture, a gesture or a toy can help the child understand the meaning before speaking.
There is no correct feeling to choose; the useful skill is naming what is true for the child or character.
See it. Say it. Understand it.
Easy / Start here
I’m hungry.
Moderate / Add a little
I’m tired.
Challenge / Try when ready
Help me, please.
More detail for teachers and confident learners
‘Happy’, ‘sad’, ‘tired’ and ‘hungry’ describe familiar feelings or needs. ‘I’m happy’ tells another person how we feel. A face picture, a gesture or a toy can help the child understand the meaning before speaking. There is no correct feeling to choose; the useful skill is naming what is true for the child or character.
‘How do you feel?’ can be answered with a word first and a short sentence later. Connect the response with kindness: ‘I’m thirsty.’ ‘Here is some water.’ Do not tell a child to pretend to be happy when upset. An adult can acknowledge the feeling and model a helpful phrase such as ‘Help me, please.’ Revisit the words during ordinary routines so the language has a real purpose.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
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