Languages and literacy
English classroom objects: match and say
Use five inspectable classroom-object pictures for pointing-only object-to-action matching and picture-word matching, with the original text option retained.
Point to a classroom object, then say its word. Find its matching action in the complete task.
Read the complete materialRead the material
Use five inspectable classroom-object pictures for pointing-only object-to-action matching and picture-word matching, with the original text option retained.
Pupil worksheet. Use the preview for diagrams and layout.
Page 1
English classroom objects: match and say Pupil activity Learning goal: I can match a classroom object to an action or its English word. Mode 1: point to match a picture and an action The teacher can read the action cards aloud. Point to a picture and its matching action card. You do not need to read aloud or speak. Picture 1 Picture 2 Picture 3 Picture 4 Picture 5 Pupil activity Page 1 of 3
Page 2
English classroom objects: match and say Action cards A. sit on a chair B. open the door C. read a book D. carry a bag E. write with a pencil Mode 2: match each picture to its word Point or draw a line from each picture card to one of these shuffled word cards: A. door · B. bag · C. book · D. chair · E. pencil. The teacher may read a word aloud. You do not need to speak. Text option: match the words and actions Objects Actions 1. book A. sit on a chair 2. pencil B. open the door 3. bag C. read a book 4. chair D. carry a bag 5. door E. write with a pencil Say the match (optional) - I read a book. - I write with a pencil. - I carry a bag. - I sit on a chair. - I open the door. Pupil activity Page 2 of 3
Page 3
English classroom objects: match and say Where is it? Choose a real classroom object. Complete: “The _____ is on / in / next to the _____.” Pupil activity Page 3 of 3
Page 1
English classroom objects: match and say Teacher key and guidance supporting this exact edition Teacher check Action key: 1-C, 2-E, 3-D, 4-A, 5-B. Action-card key: 1-C, 2-E, 3-D, 4-A, 5-B. Picture-word key: 1-C (book), 2-E (pencil), 3-B (bag), 4-D (chair), 5-A (door). Invite pupils to point to an actual object if an icon is unclear. Teacher companion Page 1 of 1
A teaching sequence
Match five classroom objects to actions or written object words by pointing, drawing a line or using a short English sentence.
Point to a classroom object, then say its word. Find its matching action in the complete task.
Read the complete materialMatch pictures and actions
Lay out the five picture cards and five action cards separately. The teacher reads each action if needed; pupils point to the picture and matching action card without needing to read aloud or speak.
Which action card goes with the pictured object?
Point to a classroom object, then say its word. Find its matching action in the complete task.
Read the complete materialMatch shuffled word cards
For picture-word matching, lay out the shuffled word cards separately. Pupils point or draw a line from each picture to its English word; the teacher may read the words aloud.
Can you point to the English word without needing to speak?
Use the text alternative
Use the text option below to match the numbered objects and lettered actions, then check the key.
Which lettered action matches book, pencil or bag?
Try a location sentence
If ready, say one full sentence for a match and use two real classroom objects in a location sentence.
Where is the real object: on, in or next to the other one?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Expected action matches: book to read, pencil to write, bag to carry, chair to sit on, and door to open. Action-card key: 1-C, 2-E, 3-D, 4-A, 5-B. Picture-word key: 1-C (book), 2-E (pencil), 3-B (bag), 4-D (chair), 5-A (door). Follow up: ask a pupil to point to the book picture and its “read a book” action; a spoken answer is optional. If ready, say “I read a book.”
Give a little support
Accept pointing or drawing a line as a complete response in the first two modes. Read action and word cards aloud when useful, model one match, and use real objects if a picture is unclear.
Take the idea further
Pupils describe an object’s position: “The book is on the table.” Invite a second sentence about who uses it and what they do.
Things to keep in mind
The simple line icons are picture prompts, not photographs. Pair them with familiar real objects if a pupil does not recognise an icon; speaking is optional for the pointing modes.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Grace Lim
I support English as an Additional Language across Primary, often from inside the classroom rather than by taking pupils away from their peers.
Meet the creator
Beata Kowalczyk
I pre-teach key vocabulary with visuals or another language where possible, giving pupils time to use the words in context and participate in the shared lesson.
Meet the creator
Extra Page
This three-page EAL activity offers three response modes for five classroom objects: point to an action card, draw a line to a written word, or say a short sentence. Page one explicitly allows matching without reading aloud or speaking.
Steady Marker
The same objects recur across action, word and sentence tasks, so a teacher can see whether the learner recognises a meaning before expecting spoken English. The action cards can be read aloud by the teacher.
Pencil Case Pal
Begin with pointing, then offer the written labels and sentence frame when useful. The no-speaking route is an explicit participation option, not a sign that the pupil has failed the language goal.
Storytime Sidekick
Success with these five pictured classroom objects does not show whether the learner can use English more widely. Check each local image, action and word choice before extending the vocabulary set.