Speech and Language Therapy Advice
LEARNING TO USE DOING WORDS (VERBS)
Verbs describe something that is happening, rather than naming a thing. This is a
very different idea for a child to understand and makes them harder to learn. The
easiest verbs describe a clear action, eg. ’jump’, ‘tickle’, ‘look’. Verbs which describe
something that is more complicated, eg. ‘bring’, or that you can’t really see, eg.
‘remember’ or ‘feel’ are much harder to learn. Try to think carefully about the types of
words that you are using with the child and make sure that you use easy verbs as
much as possible at this stage, eg. “Give me your cup” rather than “bring me your
cup”
As with all language development it is best to start by helping the child to learn words
that will be useful or fun for them. This will make sure that they are motivated to use
the words and help them to focus.
1. Talk about what you see people doing when you are together, using short phrases
so that the child can hear any new words.
“Sarah is drinking”
“Daddy is washing up”
“Helen is sitting”
2. If you can try to do simple creative activities together, as this gives you a chance
to use a range of easy verbs. For example: pour, stir, look, roll, cut when you are
cooking. Children are often very motivated by making things which can help them to
concentrate. Making something that the family can enjoy can also help their self
esteem. Simple activities tend to work best as this allows you to concentrate on the
language rather than managing the situation. Making toast or a sandwich, cutting
and mixing fruit for a fruit salad, or making a picture for someone special can all be
exciting for a child. If you feel you need help with ideas, then there are usually good
craft books in the library and lots of make and do ideas on www.bbc.co.uk/cbeebies
3. Look at books together and point out what people/animals are doing in the
pictures:
“Rabbit is sleeping”
“Teddy is digging”
If there is a book or character that the child really enjoys, but the story has too many
words, then it is fine to make up a new story with simple sentences describing the
key ideas.
4. You can make your own books or playing cards by cutting pictures out of
magazines or finding images on the computer and sticking them onto paper or card.
Simple card games might include:

Hunt the picture: Hide some of the pictures and then see if the child can find
them.

Pick out a card: hold the pictures in a fan facing down, hide them in a bag or
lay them face down on the table. See if the child can choose one and tell you
what is happening.
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
Bingo: Lay some cards in front of the child and then name an action and see
if they have a picture of it. Turn the picture over once the child has spotted it.

Memory Pairs: If you have collections of pictures you can see if your child can
match pictures and name them. Make this harder by laying the pictures face
down and taking it in turns to turn two pictures over and see if they show the
same doing word.
5. Physical activities can be a great opportunity to practise doing words. You could
make a simple course and do it together describing what you are doing, or play a
simple version of Simon Says, by asking the child to do different things, eg. hop,
jump, sleep. If they are having trouble then say the word again as you show them
what you mean. They can then copy you as you say the word a third time.
6. Pretend play with soft toys, little people (eg. playmobil) or puppets can also give
you the chance to use simple, everyday verbs. Make up little stories or act out
everyday situations using short simple sentences and leaving time for your child to
think and join in if they want.
7. Using toy animals (eg. a tiger, horse and bear) act out a circus activity. You are
the Ringmaster giving instructions and the child is the Animal Trainer. See if they
can make the tiger jump, the bear dance, the horse jump. Later you can reverse the
roles and let the child to be the Ringmaster. Remember if your child does not carry
out an activity correctly to your request demonstrate the right one as you say the
command again. Then give him/her another chance to try for the right action.
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