Beverly Plass

Skill Area: Vocabulary

Ages: 12-22
Grades: 7 and up

Copyright © 2005 LinguiSystems, Inc.

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 About the Author
Beverly Plass, M.A., CCC-SLP, is a speech-language pathologist in the Irvine Unified School
District in Irvine, California, and in private practice. She has worked with adolescents with
developmental disabilities for the past 14 years. She has found that the key to student success
is tied to their ability to understand and communicate about living, working, and playing.

Functional Vocabulary for Adolescents and Adults is Bev’s fourth publication with LinguiSystems.
She is also the author of SPARC-R & S, SPARC-Artic Junior, and SPARC-L.

Dedication
Thanks to my students for sharing their love for life

Acknowledgments
I’d like to thank three outstanding teachers: Carol Constantin, Carlon Fagan, and Liz Krogsdale
for modeling creative and productive ways to teach functional curriculum to young adults with
developmental disabilities. I am fortunate to have collaborated with them over the past 14 years.
I am grateful to them for what I have learned and how it significantly influenced the development
of this book.

Functional Vocabulary for Adolescents & Adults Copyright © 2005 LinguiSystems, Inc.
 Table of Contents
Introduction .............................................6 Vocabulary in the Community
Apartment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Vocabulary at Home ATM (Automated Teller Machine) . . . . . . . . . . . . . . . . . . . . . .64
Bathroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Bedroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 City Bus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Clothing Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Clothing for Men . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Dentist’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Clothing for Winter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Discount Department Store . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Clothing for Women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Doctor’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Grooming – Hair Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Fast-Food Restaurant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Grooming – Teeth & Fingernails . . . . . . . . . . . . . . . . . . . . . . 22 Grocery Shopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Grooming – Washing & Shaving . . . . . . . . . . . . . . . . . . . . . . 24 Grocery Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Kitchen – Appliances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Hardware Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Kitchen – Cooking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Library/Bookstore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Kitchen – Cookware/Bakeware . . . . . . . . . . . . . . . . . . . . . . . 30 Pet Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Kitchen – Cutting Utensils . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Restaurant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Kitchen – Tableware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 School Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Kitchen – Utensils 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Signs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Kitchen – Utensils 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Sporting Goods Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Kitchen – Washing Dishes . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Stationery Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Laundry – Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Toy Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Laundry – Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Nutrition – Breads & Grains . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Vocabulary at Work
Nutrition – Fruits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Job Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Nutrition – Meat & Protein . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Getting a Job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Nutrition – Milk, Yogurt, & Cheese . . . . . . . . . . . . . . . . . . . . . 52 What to Wear to Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Nutrition – Vegetables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 People You Work With . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
What’s for Breakfast? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Attributes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
What’s for Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Baker Helper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
What’s for Lunch? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Dining Room Attendant – Fast-Food Restaurant . . . . . . . . . 114

Functional Vocabulary for Adolescents & Adults Copyright © 2005 LinguiSystems, Inc.
 Table of Contents , continued

Dining Room Attendant – Restaurant . . . . . . . . . . . . . . . . . . 116 Basketball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Floor Cleaning Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Birthday Party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Housecleaning Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Board Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Laundry Worker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Bowling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lawn and Garden Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Camping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Office Helper Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Carnival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Office Helper Advanced Tasks . . . . . . . . . . . . . . . . . . . . . . . 128 Crafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Stock Clerk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Stock Clerk – Clothing Store . . . . . . . . . . . . . . . . . . . . . . . . 132 Electronic Entertainment . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Stock Clerk Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Football . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Vehicle Cleaning Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Fun Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Gym . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Vocabulary During Leisure Activities Horseback Riding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Amusement Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Miniature Golf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Arcade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Movie Theater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142 Poker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Baseball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

Functional Vocabulary for Adolescents & Adults Copyright © 2005 LinguiSystems, Inc.
 Introduction
I once had two students who did job training at a nursery. They as a Second Language. The flexible format allows you to cater
filled pots with soil and planted cuttings into each pot. Thirty- the lessons to a wide range of ability levels.
six pots were arranged in a flat. One student worked steadily
and completed 10-12 flats in a two hour period. He was a quiet Receptive tasks are appropriate for your clients who are non-
guy. He would respond with one- to two-word utterances if verbal or new to learning English. These activities allow the
prodded, but he preferred to stick to his work. The young lady, client to hear the target vocabulary words several times, respond
however, was overly friendly. Each day, she greeted the co- by pointing, and apply the knowledge to real situations. The
workers with a loud, “I’m so glad to see you! What have you receptive tasks also include a “visual memory” component,
been up to?” She often stopped working to chat with the other which helps clients learn to communicate about things not
workers. At the end of the two-hour period, she typically present.
completed one to two flats.
Expressive tasks begin with simple picture-naming, sentence
At the end of the year, the nursery owners offered paid employ- imitation, and sentence completion. This allows clients with
ment to one of the workers, which was the ultimate goal of our autism and clients beginning to use short utterances to use
job training program. We assumed the job would go to the the vocabulary in simple sentences. The expressive tasks
hardworking, productive young man. Instead, the owners then expand to identifying categories, explaining functions,
chose the young lady because they felt that they could talk sequencing events, and recalling information. The recalling
to her. tasks are to help clients visualize and discuss things not present.
Expressive activities allow clients to use the vocabulary during
I later read studies supporting the idea that employees who meaningful and functional activities. At the highest level, critical
can communicate effectively at work are more successful at thinking and problem solving questions allow the client to use
keeping their jobs. That is why I feel it is imperative to teach the new vocabulary while thinking of solutions to real-life
functional vocabulary to teens and young adults with develop- predicaments.
mental disabilities.
You do not need to follow the units in this book sequentially.
Functional Vocabulary for Adolescents & Adults helps speech- You can collaborate and choose lessons that correspond with
language pathologists and special education teachers teach classroom units. For example, if the class is going to the
clients to understand and communicate about daily living. You grocery store, you can use the units about nutrition, mealtimes,
can teach vocabulary related to the home, the community, grocery shopping, and the grocery store. If your clients are
work, and leisure activities. The lessons are geared toward visiting job sites, you can use the units that correspond to the
clients with developmental disabilities, autism, and/or English occupations they’ll be observing and the places in the

Functional Vocabulary for Adolescents & Adults 6 Copyright © 2005 LinguiSystems, Inc.
 Introduction , continued

community they’ll be visiting. Note: In the Vocabulary at Work • Copy the pictures onto card stock. Cut them out and
section, I used the Dictionary of Occupational Titles (United laminate them to use for picture communication books.
States Department of Labor – Fourth Edition, Revised 1991,
which is available online at www.oalj.dol.gov/libdot.htm) as a • Have clients create personal dictionaries by adding a
reference when determining how to label the job titles that are picture page to their folders each time they learn new
featured in this book. Feel free to modify the terminology so words.
that it fits your program or the job titles available in your area.
• Use the community pictures to have clients help plan
For any unit, you do not need to ask all of the questions in the next Community-Based Instruction.
each section. One client may focus on understanding the
vocabulary while another client practices using the vocabulary • Use the vocational pictures as a job interest survey.
in various sentences and answers questions. A third client can
target problem solving tasks using the same topic. You can • Use the pictures during a scavenger hunt while on
also modify the expectations for any task. For example, in the Community-Based Instruction.
Expressive Vocabulary section of a unit, you may ask one
client to recall all six pictures and another client to recall only • Have clients practice expanding utterances, using
three pictures. The flexibility allows you the freedom to meet clear articulation, using appropriate voice levels,
the individual language needs of your clients across all of the and speaking fluently.
topic areas.
Functional Vocabulary for Adolescents & Adults helps you
You may also use the pictures in this book for other activities: teach your clients the terms they need to be successful in
everyday life.
• Create written language assignments that correspond
with the vocabulary. Clients can write definitions and Beverly Plass
answer the expressive questions in writing.

Functional Vocabulary for Adolescents & Adults 7 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Bathroom
Functional Vocabulary for Adolescents & Adults 8 Copyright © 2005 LinguiSystems, Inc.
 Bathroom
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence This is a _____. Have the client
1. Point to the shower (medicine cabinet, toilet, sink, bathtub, repeat your sentences.
vanity). 3. Print A _____ is in the bathroom on a card. Have the client complete the
2. Show me where you can take a bath. sentence using the vocabulary words.
3. Where can you stand and clean your body?
4. Which flushes? Expressive Vocabulary
5. Where do you keep a toothbrush? shampoo? 1. Name each picture.
6. Where do you keep medicine? a brush? 2. What do all of these have in common?
7. Where do you brush your teeth? 3. After shopping, where would you put shampoo (toothpaste, bar of soap,
8. Where do you wash your hands? toilet paper, aspirin)?
9. Which do you like to take, a bath or a shower? 4. While putting away clean laundry, where would you put towels (washcloths,
10. Which do you have in your bathroom? the bath mat)?
5. What do you do in the bathtub? shower?
Receptive Activities 6. What do you do at the sink?
Before doing these activities, make two copies of the picture 7. Name three things you keep in your medicine cabinet.
grid. Cut apart one grid to make picture cards. 8. Tell three things you keep in your vanity.
9. What does your bathroom look like?
1. Give the student the picture grid. Have her match the
10. (Cover the pictures.) Name six items in your bathroom.
picture cards to the pictures on the grid. Where is the
_____? Expressive Activity
2. Place the picture cards faceup on the table. Photocopy Find websites that include bathroom accessories, such as bath mats, shower curtains,
and cut out the picture cards from the Grooming: Hair Care washcloths, and soap dishes, or look in bathroom supply store ads. Talk with the client
and Teeth & Fingernails units. Have the student tell where about where she could put each item in her bathroom.
she keeps each item. Show me where you keep _____.
3. Place the picture cards faceup on the table. Have the Critical Thinking and Problem Solving
student follow your directions. Touch the _____. 1. What would you do if the bath water was too hot?
Take the _____. Hand me the _____. Point to the _____.
2. What would you do if the bathroom floor got wet?
Turn over the _____.
3. What could you do if the sink was clogged?
4. Cover three to six of the pictures on the picture grid.
4. What do you do to keep your body clean?
Show the student a picture card and have her tell you
where it was on the picture grid. Where was the _____? 5. Where should you keep medicine so that small children can’t reach it?
5. Use ads from a hardware store or look on a home 6. If the bathroom door is closed, how can you find out if someone is inside?
remodeling website. Find a _____. 7. Why do we close the bathroom door when using the toilet?
6. Visit a hardware store, an apartment, or a student’s home. 8. Why is it a good idea to shower or bathe daily?
Have the student find items that match the pictures. 9. How do you know if you need to shower or bathe?
Let’s look for a _____. 10. How does keeping your body clean make a good impression?

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 9 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Bedroom
Functional Vocabulary for Adolescents & Adults 10 Copyright © 2005 LinguiSystems, Inc.
 Bedroom
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Here is a _____. Have the client
1. Point to the pillow (bed, nightstand, blanket, dresser, repeat your sentences.
closet). 3. Print A _____ is in the bedroom on a card. Have the client complete the
2. Show me where you sleep. sentence using the vocabulary words.
3. Which do you put your head on?
4. Which keeps you warm at night? Expressive Vocabulary
5. Where do you keep your pants? shirts? 1. Name each picture.
6. Where do you keep your shoes? socks? 2. What do all of these items have in common?
7. Which have drawers? 3. What does your bed look like?
8. Which has doors? 4. What does the furniture in your bedroom look like?
9. Which are soft? 5. When putting away clean clothes, where would you put _____ (pajamas,
10. Show me what you have in your room. shirts, pants, socks, shoes, jacket, shorts)?
6. Name three things you keep in your closet.
Receptive Activities 7. Tell three things you keep in your dresser.
Before doing these activities, make two copies of the picture 8. How are a dresser and a closet different?
grid. Cut apart one grid to make picture cards. 9. What do you do to keep your room clean?
10. (Cover the pictures.) Name six items in your bedroom.
1. Give the client the picture grid. Have him match the picture
cards to the pictures on the grid. Where is the _____? Expressive Activity
2. Play a game of Bingo. Use pennies as markers. Use newspaper ads or websites that contain bedroom furniture and furnishings.
3. Cut out pictures of items in a bedroom from magazines Let the client cut out pictures and arrange them on paper to design a bedroom.
or catalogs. Glue them to a sheet of paper, creating a Have the client discuss why he chose particular items and where he would put
few bedrooms. Show me the _____. them in the room and why.
4. Place the picture cards faceup on the table. Have the
client follow your directions. Touch the _____. Critical Thinking and Problem Solving
Take the _____. Hand me the _____. Point to the _____. 1. What could you do if you were cold at night while sleeping?
Turn over the _____. 2. What would you do if you overslept?
5. Cover three to six pictures on the picture grid. Show the 3. What would you do if there were no socks in your drawer?
client a picture card and have him tell you where it was on
4. When changing clothes, what do you do with your dirty clothes?
the picture grid. Where was the _____?
5. What do you do to keep your room clean?
6. Use ads from a department store or bedroom furniture
6. What could you do if your closet and dresser are full and you got some
store, or a website that contains bedroom furniture.
new clothes?
Find a _____.
7. What could you do to give you more time to get ready in the morning?
7. Visit a furniture store, a department store, or an apartment.
Find items that match the pictures. Let’s look for a _____. 8. What could you do if you aren’t getting enough sleep at night?
9. How do you wake up in the morning?
10. How could you plan what you are going to wear each day?

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 11 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Clothing
Functional Vocabulary for Adolescents & Adults 12 Copyright © 2005 LinguiSystems, Inc.
 Clothing
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I wear (a) _____. Have the client
1. Point to the shorts (pajamas, pants, belt, socks, and shirt). repeat your sentences.
2. Show me what goes on your feet. 3. Print I have (a) _____ on a card. Have the client complete the sentence using
3. Which goes on your legs? the vocabulary words.
4. Which holds up your pants?
5. Which do you wear when you sleep? Expressive Vocabulary
6. Which could you wear to school? 1. Name each picture.
7. Which could you wear to work? 2. What do all of these items have in common?
8. Which would you wear if it was hot? 3. Describe what you are wearing.
9. Which of these do you have at home? 4. Where do you keep your clothes?
10. Look at what you are wearing today. Point to your _____. 5. Where can you buy clothing?
6. What kinds of shirts are there?
Receptive Activities 7. What kinds of pants are there?
Before doing these activities, make two copies of the picture 8. When would you wear shorts?
grid. Cut apart one grid to make picture cards. 9. Why do people wear belts?
10. (Cover the pictures.) Name six clothing items.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is /are the _____? Expressive Activity
2. Cut out pictures of clothing from magazines or catalogs. Have two clients pretend to put on a fashion show. One client can model the clothes
Glue them to a sheet of paper, creating a few outfits. she is wearing while the other describes the outfit. Encourage the MC to “ham it up”
Show me the _____. and make the outfit sound glamorous.
3. Bring in a laundry basket full of clean clothes. Have
the client practice sorting and folding the clothes. Critical Thinking and Problem Solving
Put the _____ in this pile. Fold the _____. 1. What can you do about wrinkled clothes?
4. Place the picture cards faceup on the table. Have the 2. What do you do if a button falls off?
client follow your directions. Touch the _____.
3. What clothes are appropriate to wear to school?
Take the _____. Hand me the _____. Point to the _____.
4. What would you wear to a job interview?
Turn over the _____.
5. What clothes would you pack for a weekend vacation?
5. Cover three to six pictures on the picture grid. Show
the client a picture card and have her tell you where 6. How do the clothes you wear help make an impression?
it was on the picture grid. Where was /were the _____? 7. How does the weather affect what you plan to wear?
6. Use ads, catalogs, or websites that contain clothing. 8. While buying clothes, how can you tell if the clothes fit?
Find (a) _____. 9. How can you tell if your clothes are dirty?
7. Visit a clothing store or a department store. Use the 10. How can you clean clothes that are dirty?
pictures as a shopping list. Let’s look for (a) _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 13 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Clothing for Men
Functional Vocabulary for Adolescents & Adults 14 Copyright © 2005 LinguiSystems, Inc.
 Clothing for Men
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I can wear (a) _____. Have the client
1. Point to the dress shirt (T-shirt, polo shirt, underwear, repeat your sentences.
tie, suit). 3. Print I want to buy (a) _____ on a card. Have the client complete the sentence
2. Show me which you could wear to school. using the vocabulary words.
3. Which could you wear to a wedding?
4. Which do you have at home? Expressive Vocabulary
5. Which are you wearing today? 1. Name each picture.
6. Which go on a hanger? 2. What do all of these items have in common?
7. Which can you fold and put in a drawer? 3. Which do you have?
8. Which would you wear with the suit? 4. Describe what you are wearing.
9. Which could you wear with shorts? 5. What would you wear to a formal dance?
10. Which is personal? 6. What would you wear to a job interview?
7. What would you wear to exercise?
Receptive Activities 8. Where could you buy T-shirts?
Before doing these activities, make two copies of the picture 9. Describe different kinds of shirts.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six men’s clothing items.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is /are the _____? Have the client pretend to shop for new clothes. He can look at clothing ads
2. Cut out pictures of men’s clothing from magazines or or catalogs, or on the Internet. Ask the client to talk about the clothes he likes
catalogs. Glue them to a sheet of paper, creating a few and dislikes.
outfits. Show me the _____.
3. Bring in men’s T-shirts, polo shirts, and hangers. Pretend Critical Thinking and Problem Solving
you work at a clothing store. Fold the T-shirts. Hang the 1. What could you do if you didn’t know how to tie a tie?
polo shirts. 2. What could you do if you got a spot on your shirt?
4. Place the picture cards faceup on the table. Have the 3. What if a button is loose on your clothing?
client follow your directions. Touch the _____.
4. What if your pants are wrinkled?
Take the _____. Hand me the _____. Point to the _____.
5. When changing in a dressing room, why should you close the door?
Turn over the _____.
6. Why shouldn’t others see you in your underwear?
5. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was on 7. Tell how your clothing helps make an impression on others.
the picture grid. Where was/were the _____? 8. When shopping, how can you tell if a dress shirt fits you?
6. Use ads, catalogs, or websites that contain men’s clothing. 9. How do you know what size T-shirt or underwear to buy?
Find (a) _____. 10. How should you act when wearing a suit?
7. Visit a clothing store or a department store. Use the
pictures as a shopping list. Let’s look for (a) _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 15 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Clothing for Winter
Functional Vocabulary for Adolescents & Adults 16 Copyright © 2005 LinguiSystems, Inc.
 Clothing for Winter
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I have a warm (pair of) _____. Have the
1. Point to the sweater (scarf, coat, gloves, stocking cap, client repeat your sentences.
boots). 3. Print I can wear (a) _____ on a card. Have the client complete the sentence using
2. Show me which keeps your hands warm. the vocabulary words.
3. Which keeps your feet dry and warm?
4. Which keeps your head warm? Expressive Vocabulary
5. Which keeps your neck warm? 1. Name each picture.
6. Which keep your chest and arms warm? 2. What do all of these items have in common?
7. Which would you wear in the snow? 3. Which do you have at home?
8. Which would you wear in the rain? 4. What does your winter coat look like?
9. Which would you keep in the closet? 5. Why would you wear boots?
10. Which are soft? 6. Why would you wear gloves?
7. How are gloves and mittens different?
Receptive Activities 8. Describe different kinds of winter coats.
Before doing these activities, make two copies of the picture 9. Describe how you would shop for winter clothes.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six clothing items worn in the winter.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the client pretend to shop for new winter clothes. He can look at clothing ads or
2. Cut out pictures of winter clothing from magazines catalogs, or on the Internet. Ask the client to talk about the clothes he likes and dislikes.
or catalogs. Glue them to a sheet of paper.
Show me the _____.
Critical Thinking and Problem Solving
3. Play a pantomime game using the picture cards or 1. If the meteorologist predicts rain, what would you wear?
real items. Show me how you put this on.
2. If the meteorologist predicts snow, what would you wear?
4. Place the picture cards faceup on the table. Have the
3. If the meteorologist predicts sunshine, what would you wear?
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. 4. If the meteorologist predicts wind, what would you wear?
Turn over the _____. 5. Why do some people have more than one coat?
5. Cover three to six pictures on the picture grid. Show the 6. Why do you sometimes wear a sweater in the summertime?
client a picture card and have him tell you where it was on 7. Why is it important to wear a hat when it is cold outside?
the picture grid. Where was/were the _____? 8. How do you know what the weather is outside?
6. Use ads, catalogs, or websites that contain winter clothing. 9. How do you know what the weather will be later?
Find (a) _____. 10. How does the weather affect what you wear?
7. Visit a department store or a sporting goods store. Use the
pictures as a shopping list. Let’s look for (a) _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 17 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Clothing for Women
Functional Vocabulary for Adolescents & Adults 18 Copyright © 2005 LinguiSystems, Inc.
 Clothing for Women
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I wear (a) _____. Have the client
1. Point to the bra (slip, blouse, dress, underwear, skirt). repeat your sentences.
2. Show me which can hang on a hanger. 3. Print I bought (a) _____ on a card. Have the client complete the sentence
3. Which go in a dresser? using the vocabulary words.
4. Which are private?
5. Which go with the blouse? Expressive Vocabulary
6. Which go with the bra? 1. Name each picture.
7. Which go under a dress? 2. Which do you have at home?
8. Show me which you have. 3. Which are personal?
9. Which would a woman wear to a job interview? 4. Where could a woman wear a dress?
10. Which would a woman wear to a wedding? 5. Where could a woman wear a skirt and blouse?
6. Where could a woman buy a dress?
Receptive Activities 7. Where can women buy bras and underwear?
Before doing these activities, make two copies of the picture 8. How are dresses and skirts different?
grid. Cut apart one grid to make picture cards. 9. Tell how you keep your clothes clean.
10. (Cover the pictures.) Name six women’s clothing items.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is the _____? Expressive Activity
2. Cut out pictures of women’s clothing from magazines or Have the client pretend to shop for new clothes. She can look at clothing ads
catalogs. Glue them to a sheet of paper, creating a few or catalogs, or on the Internet. Ask the client to talk about the clothes she likes
outfits. Show me the _____. and dislikes.
3. Bring in dresses, blouses, skirts, and hangers. Pretend
you work at a clothing store. Put the skirts together. Critical Thinking and Problem Solving
Hang up the dresses. Fold the blouses. 1. What could you do if your dress got a spot on it?
4. Place the picture cards faceup on the table. Have the 2. What could you do if a button on your blouse is loose?
client follow your directions. Touch the _____.
3. What could you do if your bra unhooks?
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. 4. What could you do if your skirt is wrinkled?
5. Cover three to six pictures on the picture grid. Show the 5. When changing in a dressing room, why should you close the door?
client a picture card and have her tell you where it was 6. Why shouldn’t others see you in your underwear?
on the picture grid. Where was the _____? 7. How can you tell if your slip is showing?
6. Use ads, catalogs, or websites that contain women’s 8. When shopping, how can you tell if a dress fits you?
clothing. Find (a) _____. 9. How do you know what size bra or underwear to buy?
7. Visit a clothing store or a department store. Use the 10. How should you sit if you are wearing a dress or skirt?
pictures as a shopping list. Let’s look for (a) _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 19 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Grooming – Hair Care
Functional Vocabulary for Adolescents & Adults 20 Copyright © 2005 LinguiSystems, Inc.
 Grooming – Hair Care
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a) _____. Have the client
1. Point to the mirror (brush, conditioner, blow dryer, comb, repeat your sentences.
shampoo). 3. Print I use (a) _____ on a card. Have the client complete the sentence using
2. Show me what you use to brush your hair. the vocabulary words.
3. Which do you use to comb your hair?
4. Which do you use to clean your hair? Expressive Vocabulary
5. Which makes your hair soft? 1. Name each picture.
6. Which one is used for drying hair? 2. What do all of these items have in common?
7. Which could you use to see your face? 3. When do you wash your hair?
8. Which do you use in the shower or bathtub? 4. Where do you keep these items?
9. Which come in bottles? 5. What brand/color of _____ do you use?
10. Which do you have at your home? 6. What do you do with (a) _____?
7. Where do you buy these items?
Receptive Activities 8. Which have you used today?
Before doing these activities, make two copies of the picture 9. Describe how you wash and fix your hair.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name five items that you use on your hair.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the client pretend she’s going on a trip. Ask her to make a list of the hair care
2. Place a real bottle of shampoo, brush, comb, etc. on the items she would need to pack.
table. Give a picture card to the client and have her put
it by the matching item. Find the _____.
Critical Thinking and Problem Solving
3. Play a pantomime game using the picture cards or real 1. What do you do if your hair is dirty?
items. Show me how you use this.
2. What do you do to have clean and neat hair?
4. Place the picture cards faceup on the table. Have the
3. What can you do if your hair is messy?
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. 4. What do you do if you need a hair cut?
Turn over the _____. 5. What should you do if you use up all of the shampoo?
5. Cover three to six pictures on the picture grid. Show the 6. What could you get better at when caring for your hair?
client a picture card and have her tell you where it was on 7. How do you know if your hair is messy?
the picture grid. Where was the _____? 8. How do you know if you need a hair cut?
6. Use ads from a drug store or grocery store. Find (a) _____. 9. How do you know if your hair is dirty?
7. Visit a drug store or a grocery store. Use the pictures as a 10. How does clean and neat hair help make a good impression?
shopping list. Let’s look for (a) _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 21 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Grooming – Teeth & Fingernails
Functional Vocabulary for Adolescents & Adults 22 Copyright © 2005 LinguiSystems, Inc.
 Grooming – Teeth & Fingernails
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I have (a/an) _____. Have the client
1. Point to the toothbrush (emery board, nail scissors, repeat your sentences.
toothpaste, mouthwash, nail clippers). 3. Print Get the _____ on a card. Have the client complete the sentence using the
2. Show me which one goes on your toothbrush. vocabulary words.
3. Which do you use to brush your teeth?
4. Which is used for rinsing out your mouth? Expressive Vocabulary
5. Which do you use to cut your fingernails? 1. Name each picture.
6. Which is used to file fingernails? 2. What do you do with (a/an) _____?
7. Which clean your teeth and mouth? 3. Which of these do you use? when?
8. Which keep your fingernails trimmed and shaped nicely? 4. What brand/color of _____ do you use?
9. Which do you have at home? 5. Where do you keep these items?
10. Which do you use? 6. What do toothpaste, a toothbrush, and mouthwash have in common?
7. What do nail clippers, an emery board, and scissors have in common?
Receptive Activities 8. Describe how you clean your teeth.
Before doing these activities, make two copies of the picture 9. Tell how you trim your nails.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six grooming items.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have clients bring in their own toothbrushes and nail clippers. Ask them to brush their
2. Place a real toothbrush, tube of toothpaste, bottle of teeth, use mouthwash, and trim their nails. Have them describe how they do each step.
mouthwash, etc. on the table. Give a picture card to
the client and have him put it by the matching item.
Critical Thinking and Problem Solving
Find the _____.
1. If you were packing for a trip, what would you put in your toiletries bag?
3. Play a pantomime game using the picture cards or real
2. What do you do if your nails are dirty?
items. Show me how you use this.
3. What could happen if you pick your fingernails?
4. Place the picture cards faceup on the table. Have the
client follow your directions. Touch the _____. 4. Why should we brush our teeth every day?
Take the _____. Hand me the _____. Point to the _____. 5. What do you do to keep your teeth clean?
Turn over the _____. 6. What do you do to keep your nails neat and trim?
5. Cover three to six pictures on the picture grid. Show the 7. How do you know if your fingernails need to be trimmed?
client a picture card and have him tell you where it was on 8. How can you prevent bad breath?
the picture grid. Where was/were the _____? 9. How do clean teeth help make a good impression?
6. Use ads from a drug store or grocery store. 10. How do neat fingernails help make a good impression?
Find (a/an) _____.
7. Visit a drug store or a grocery store. Use the pictures as
a shopping list. Let’s look for (a/an) _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 23 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Grooming – Washing & Shaving
Functional Vocabulary for Adolescents & Adults 24 Copyright © 2005 LinguiSystems, Inc.
 Grooming – Washing & Shaving
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a) _____. Have the client
1. Point to the washcloth (razor, soap, deodorant, towel, repeat your sentences.
shaving cream). 3. Print I use (a) _____ on a card. Have the client complete the sentence using
2. Show me what helps you get your hands clean. the vocabulary words.
3. Which one is used for shaving?
4. Before shaving, what does a man smear on his chin? Expressive Vocabulary
5. Which do you dry off with? 1. Name each picture.
6. Which goes on your underarms? 2. What do all of these items have in common?
7. Which do you use to wash your face? 3. Which do you have at home?
8. Which do you have at home? 4. What brand/color of _____ do you use?
9. Which have a smell? 5. What do you do with (a) _____?
10. Which did you use today? 6. Which have you used today?
7. Describe how you wash your hands.
Receptive Activities 8. Describe how you shave.
Before doing these activities, make two copies of the picture 9. Describe how you get ready in the morning.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six grooming items.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the client teach a friend how to wash hands, shave, and use deodorant.
2. Place a real washcloth, bar of soap, etc. on the table. Ask the client to model and describe the actions before his friend takes a turn.
Give a picture card to the client and have him put it by (Have clients use their own deodorant and razors for this activity.)
the matching item. Find the _____.
3. Play a pantomime game using the picture cards or real Critical Thinking and Problem Solving
items. Show me how you use this. (If using real items,
1. What do you do so your armpits won’t smell?
make sure the razor has on a safety guard.)
2. What do you do if you run out of deodorant?
4. Place the picture cards faceup on the table. Have the
3. What do you do if your washcloth is dirty?
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. 4. What do you do to have good grooming?
Turn over the _____. 5. What could you get better at when grooming?
5. Cover three to six pictures on the picture grid. Show the 6. Where do you put your towel after bathing?
client a picture card and have him tell you where it was on 7. Why do you wash your hands before eating?
the picture grid. Where was the _____? 8. How do you know if you need to shave?
6. Use ads from a drug store or a grocery store. 9. How do you know if you missed a spot shaving?
Find (a) _____. 10. How does good grooming help make a good impression?
7. Visit a drug store or a grocery store. Use the pictures as a
shopping list. Let’s look for (a) _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 25 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Kitchen – Appliances
Functional Vocabulary for Adolescents & Adults 26 Copyright © 2005 LinguiSystems, Inc.
 Kitchen – Appliances
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence The _____ is in the kitchen. Have the
1. Point to the refrigerator (microwave, oven, coffee maker, client repeat your sentences.
toaster, stove). 3. Print I see a/an _____ on a card. Have the client complete the sentence using the
2. Show me which keeps milk cold. vocabulary words.
3. Which reheats leftovers quickly?
4. Which do you use to make toast? Expressive Vocabulary
5. Which do you use to make coffee? 1. Name each picture.
6. Which do you bake muffins in? 2. Which do you have at home?
7. Which do you cook a pot of macaroni on? 3. What do your kitchen appliances look like?
8. Which do you have at school? 4. What does each appliance do?
9. Which can get hot? 5. What do all of these items have in common?
10. Which are plugged in? 6. Name three things you keep in a refrigerator.
7. What is the difference between a microwave and a toaster?
Receptive Activities 8. What is the difference between an oven and a stove?
Before doing these activities, make two copies of the picture 9. Describe how to microwave a slice of pizza.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six kitchen appliances.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the squares. Where is the _____? Have the client look up her favorite recipe in a cookbook. Ask her to tell where in the
2. Visit a kitchen or a cafeteria. Put a piece of tape on a kitchen she would find the ingredients she needs and which appliances she would use
picture card and give it to the client. Have her place the to prepare the meal.
card on the matching item as a label.
3. Prepare food using one or more of these kitchen Critical Thinking and Problem Solving
appliances. Talk about how to turn on and use each 1. What would you do if there was a bad odor inside your refrigerator?
appliance.
2. What would you do if a casserole spilled in the oven?
4. Place the picture cards faceup on the table. Have the
3. What would you do if water started boiling over on your stove?
client follow your directions. Touch the _____.
4. What would you do if soup boiled over in the microwave?
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. 5. What would you do if your bread wasn’t toasted enough?
5. Cover three to six pictures on the picture grid. Show the 6. What could you eat if the electricity went out?
client a picture card and have her tell you where it was on 7. How can you tell if the coffee is done brewing?
the picture grid. Where was the _____? 8. How can you prevent food from splattering in the microwave?
6. Use ads from a hardware store or an appliance store, 9. How do you know how long to cook a food item?
or look on a website that contains kitchen appliances. 10. How do you protect your hands when using the oven, stove, and microwave?
Find a/an _____.
7. Visit an appliance store or hardware store. Use the
pictures as a shopping list. Let’s look for a/an _____.
Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 27 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Kitchen – Cooking
Functional Vocabulary for Adolescents & Adults 28 Copyright © 2005 LinguiSystems, Inc.
 Kitchen – Cooking
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I _____ the food. Have the client
1. Point to slice (bake, grate, boil, simmer, fry). repeat your sentences.
2. Show me what you can do with cheese. 3. Print She is _____ the food. Have the client complete the sentence using
3. Which do you do to heat a sauce? the vocabulary words.
4. Which do you do to heat a casserole?
5. Which can you do to cook chicken? Expressive Vocabulary
6. Which do you do with a knife? 1. Tell what is happening in each picture.
7. Which do you do with a grater? 2. What utensils do you need to do each action?
8. Which do you do with a saucepan? 3. Which are done on the stove? in the oven?
9. Which do you do with a frying pan? 4. Which is done on a cutting board?
10. Which do you know how to do? 5. Name three things you can slice.
6. Name three things you can boil.
Receptive Activities 7. Name three things you can bake.
Before doing these activities, make two copies of the picture 8. What is the difference between boiling and simmering?
grid. Cut apart one grid to make picture cards. 9. Describe how you cook spaghetti noodles and sauce.
10. (Cover the pictures.) Name six cooking words.
1. Give the client the picture grid. Have him match the
picture cards to the pictures on the grid. Which is _____? Expressive Activity
2. Prepare a food item that requires you to do some of Have the client look up his favorite recipes in a cookbook. Ask him to discuss
these actions. Ask the client to do some of these tasks. how each food item is prepared using the vocabulary words.
3. Watch a cooking show. Have the client place a picture
card on the matching picture on the grid each time the Critical Thinking and Problem Solving
chef performs one of these actions. 1. If a salad recipe calls for 1 cup of sliced carrots, what do you do?
4. Place the picture cards faceup on the table. Have the 2. What are some safety rules to follow while slicing?
client follow your directions. Touch _____. Take _____.
3. If a pizza recipe calls for 1 cup of grated cheese, what do you do?
Hand me _____. Point to _____. Turn over _____.
4. What are some safety rules to follow while grating?
5. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was 5. If the recipe says to bake for 30-35 minutes, what do you do?
on the picture grid. Where was _____? 6. What do you do if the oven smells like something is burning?
6. Look through a cookbook that has several pictures in it. 7. If the recipe says to boil water, what do you do?
Find a food that is sliced (grated, boiled, simmered, 8. If the spaghetti sauce is to simmer, what do you do?
baked, fried). 9. If grease is splattering from the frying pan, what should you do?
7. Look at a restaurant menu that has several pictures in it. 10. How do you know if pizza is done cooking?
Find a food that is sliced (grated, boiled, simmered,
baked, fried).

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 29 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Kitchen – Cookware/Bakeware
Functional Vocabulary for Adolescents & Adults 30 Copyright © 2005 LinguiSystems, Inc.
 Kitchen – Cookware/Bakeware
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence This is a _____. Have the client repeat
1. Point to the saucepan (muffin pan, skillet, casserole dish, your sentences.
wok, cookie sheet). 3. Print I cook with a _____ on a card. Have the client complete the sentence using
2. Show me which is used to heat soup. the vocabulary words.
3. Which is used to fry fish?
4. Which is used to stir-fry vegetables? Expressive Vocabulary
5. Which is used to bake muffins? 1. Name each picture.
6. Which is used to bake cookies? 2. Which do you have at home?
7. Which is used to bake a tuna casserole? 3. Which are used for baking? cooking?
8. Which do you have at school? 4. How do you use a _____?
9. Which do you have at your home? 5. How are a saucepan and a wok different?
10. Which are rectangular? round? 6. How are a casserole dish and a cookie sheet different?
7. Name three foods you can cook in a skillet.
Receptive Activities 8. Name three foods you can cook in a saucepan.
Before doing these activities, make two copies of the picture 9. Describe how to cook your favorite dinner recipe.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items used to cook or bake food in.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____? Read a recipe for French toast, stir-fry vegetables, a casserole, cookies, or muffins.
2. Place a real skillet, wok, etc. on the table. Give a picture Have the client talk about what cookware or bakeware items she would need to prepare
card to the client and have her put it by the matching item. the food.
Find the _____.
3. Prepare food using one or more of these cookware/ Critical Thinking and Problem Solving
bakeware items. Have the client gather the items that 1. What could happen if you start cooking, but you don’t have all your ingredients?
you ask for.
2. If soup boils over, what would you do?
4. Place the picture cards faceup on the table. Have the
3. If you smell something burning, what should you do?
client follow your directions. Touch the _____.
4. If a pan catches on fire, what would you do?
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. 5. How do you know what ingredients you will need to bake your favorite casserole?
5. Cover three to six pictures on the picture grid. Show the 6. How can you find out what ingredients you already have?
client a picture card and have her tell you where it was 7. How do you know what to write on a shopping list?
on the picture grid. Where was the _____? 8. How do you know when pancakes are ready to be flipped?
6. Use ads from a local store or a website that contains 9. How can you tell if muffins are done baking?
kitchen items. Find a _____. 10. How can you tell if cookies are done baking?
7. Visit a kitchen or a store that sells kitchen items. Use
the pictures as a shopping list. Let’s look for a _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 31 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Kitchen – Cutting Utensils
Functional Vocabulary for Adolescents & Adults 32 Copyright © 2005 LinguiSystems, Inc.
 Kitchen – Cutting Utensils
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I cut with a _____. Have the client
1. Point to the cutting board (vegetable peeler, grater, pizza repeat your sentences.
cutter, knife, cheese cutter). 3. Print I wash the _____ on a card. Have the client complete the sentence using
2. Show me which can cut pizza. the vocabulary words.
3. Which can cut cheese?
4. Which can grate carrots? Expressive Vocabulary
5. Which can cut celery? 1. Name each picture.
6. Which can peel potatoes? 2. Which do you have at home?
7. Which do you put your food on before cutting it? 3. What do you do with a _____?
8. Which are sharp? 4. How are a vegetable peeler and a cheese grater different?
9. Which do you have at school? 5. Which of these utensils do you know how to use?
10. Which do you have at your home? 6. Name three food items you can cut with a knife.
7. Name three vegetables you can peel.
Receptive Activities 8. Name three foods that have grated cheese in or on them.
Before doing these activities, make two copies of the picture 9. Describe how you would make a salad that has four different vegetables in it.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six cutting utensils.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____? Read a recipe for pizza, a quesadilla, a vegetable salad, or a fruit salad. Have the
2. Place a real cutting board, knife, etc. on the table. Give client talk about what utensils he would need to prepare the food.
a picture card to the client and have him put it by the
matching item. Find the _____. Critical Thinking and Problem Solving
3. Prepare food, such as pizza, salad, or a quesadilla, using 1. Why would you use a cutting board?
one or more of these cutting utensils. Have the client
2. If a recipe asks for 1 cup of grated cheese, what do you do?
gather the items that you ask for.
3. If a recipe asks for ½ cup chopped celery, what do you do?
4. Place the picture cards faceup on the table. Have the
4. If a recipe asks for 4 peeled potatoes, what do you do?
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. 5. If a recipe asks for 6 slices of cheese, what do you do?
Turn over the _____. 6. What is a safe way to hand a knife to another person?
5. Cover three to six pictures on the picture grid. Show the 7. What are some safety rules to remember when cutting food?
client a picture card and have him tell you where it was 8. What would you do if you cut your finger?
on the picture grid. Where was the _____? 9. Why is it important to follow kitchen safety rules?
6. Use ads from a local store or a website that contains 10. How would you cut a pizza if four people want to share it?
kitchen items. Find a _____.
7. Visit a kitchen or a store that sells kitchen items. Use
the pictures as a shopping list. Let’s look for a _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 33 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Kitchen – Tableware
Functional Vocabulary for Adolescents & Adults 34 Copyright © 2005 LinguiSystems, Inc.
 Kitchen – Tableware
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use a _____ when I eat. Have the client
1. Point to the plate (spoon, bowl, fork, glass, knife). repeat your sentences.
2. Show me what holds a drink. 3. Print I will wash the _____ on a card. Have the client complete the sentence using
3. Which do you use for cutting? the vocabulary words.
4. Which do you use to eat cereal?
5. Which do you use to eat salad? Expressive Vocabulary
6. Which do you use to eat soup? 1. Name each picture.
7. Which do you put food on? 2. What do all of these items have in common?
8. Which are silverware? 3. What do the dishes at your home look like?
9. Which do you have at your home? 4. Where do you keep these items?
10. Which would you see at a restaurant? 5. Which have you used today?
6. Name three foods you eat with a spoon.
Receptive Activities 7. Name three drinks you could pour in a glass.
Before doing these activities, make two copies of the picture 8. How are plates and paper plates the same? different?
grid. Cut apart one grid to make picture cards. 9. Describe how you set the table.
10. (Cover the pictures.) Name six things used to set the table.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is the _____? Expressive Activity
2. Place a real plate, bowl, glass, etc. on the table. Give Have the client practice setting the table using these kitchen items. Ask her to talk
a picture card to the client and have her put it by the about where she is placing each item.
matching item. Find the _____.
3. Place the picture cards faceup on the table. Have the Critical Thinking and Problem Solving
client follow your directions. Touch the _____. 1. Which would you need to eat soup? salad? steak?
Take the _____. Hand me the _____. Point to the _____.
2. What do you do with your dishes when you’re finished eating at home?
Turn over the _____.
3. What do you do with your dishes when you’re finished eating at a restaurant?
4. Cover three to six pictures on the picture grid. Show the
client a picture card and have her tell you where it was on 4. What would you do if you dropped your fork on the floor?
the picture grid. Where was the _____? 5. What would you do if the waiter at a restaurant forgot to give you silverware?
5. Use ads from a local store or a website that contains 6. What would you do if you accidentally broke a glass?
kitchen items. Find a _____. 7. If you worked as a busboy at a restaurant, what would your tasks be?
6. Visit a kitchen, a cafeteria, or a store that sells kitchen 8. If you moved out on your own, what kitchen items would you need to buy?
items. Use the pictures as a shopping list. Let’s look 9. How would you organize your kitchen drawers and cupboards?
for a _____. 10. How do you know if the dishes in a dishwasher are clean?

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 35 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Kitchen – Utensils 1
Functional Vocabulary for Adolescents & Adults 36 Copyright © 2005 LinguiSystems, Inc.
 Kitchen – Utensils 1
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use (a) _____. Have the client
1. Point to the measuring spoons (mixer, mixing bowl, spatula, repeat your sentences.
measuring cup, timer). 3. Print Get the _____ on a card. Have the client complete the sentence using
2. Show me which can measure salt. the vocabulary words.
3. Which can measure milk?
4. Which can mix ingredients together? Expressive Vocabulary
5. Which can flip pancakes?
1. Name each picture.
6. Which can hold batter?
2. What do all of these items have in common?
7. Which keeps track of a food’s cooking time?
8. Which two measure ingredients? 3. Which do you have at home?
9. Which do you have at home? 4. Which have you used before?
10. Which go in the kitchen? 5. What do you do with (a) _____?
6. How are measuring spoons and a measuring cup alike? different?
Receptive Activities 7. Name three food items that need to be stirred.
Before doing these activities, make two copies of the picture 8. Name three foods you set a timer for while baking.
grid. Cut apart one grid to make picture cards. 9. When would you use a mixer instead of a spoon?
10. (Cover the pictures.) Name six kitchen utensils.
1. Give the client the picture grid. Have him match the picture
cards to the pictures on the grid. Where is/are the _____? Expressive Activity
2. Place a real measuring cup, timer, etc. on the table.
Look at a recipe for muffins. Have the client talk about what items he would need to
Give a picture card to the client and have him put it by
prepare the muffins.
the matching item. Find the _____.
3. Prepare food, such as muffins, pancakes, or cookies,
using one or more of these kitchen utensils. Have the Critical Thinking and Problem Solving
client gather the items that you ask for. 1. If a recipe says to bake for 12-15 minutes, how long should you set the timer for?
4. Place the picture cards faceup on the table. Have the 2. If a recipe says to bake for 20-25 minutes, what should you do?
client follow your directions. Touch the _____. 3. If a recipe calls for 2 tablespoons of cinnamon, what do you do?
Take the _____. Hand me the _____. Point to the _____. 4. If a recipe calls for 1½ cups of flour, what do you do?
Turn over the _____. 5. What should you do if the recipe makes two servings, but you need four servings?
5. Cover three to six pictures on the picture grid. Show the 6. What should you do if there’s too much batter for the mixing bowl you’re using?
client a picture card and have him tell you where it was on 7. Why should you preheat the oven before mixing the ingredients?
the picture grid. Where was/were the _____?
8. How could you learn to make a new food?
6. Use ads from a local store or a website that contains
kitchen items. Find (a) _____. 9. How do you know when cake batter has been mixed enough?
7. Visit a kitchen or a store that sells kitchen items. Use the 10. How do you know when muffins are done baking?
pictures as a shopping list. Let’s look for (a) _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 37 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Kitchen – Utensils 2
Functional Vocabulary for Adolescents & Adults 38 Copyright © 2005 LinguiSystems, Inc.
 Kitchen – Utensils 2
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use a/an _____. Have the client repeat
1. Point to the colander (scraper, ladle, can opener, hot pad, your sentences.
oven mitt). 3. Print I see a/an _____ on a card. Have the client complete the sentence using the
2. Show me which opens cans. vocabulary words.
3. Which can scrape batter from a bowl?
4. Which is used to serve soup? Expressive Vocabulary
5. Which drains water from noodles? 1. Name each picture.
6. Which protect your hands from hot pans? 2. What do all of these items have in common?
7. Which have handles? 3. Which do you have at school?
8. Which are stored in a drawer? 4. Which do you have at home?
9. Which go in a kitchen? 5. Which have you used before?
10. Which do you have at home? 6. What do you do with a/an _____?
7. Why do people use hot pads and oven mitts?
Receptive Activities 8. Name three kinds of pasta that need to be strained.
Before doing these activities, make two copies of the picture 9. How are an electric can opener and a manual can opener the same? different?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six kitchen utensils.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____? Read a recipe for spaghetti. Have the client talk about what utensils she would need
2. Place a real ladle, colander, etc. on the table. Give a to prepare and serve the pasta and the sauce.
picture card to the client and have her put it by the
matching item. Find the _____. Critical Thinking and Problem Solving
3. Prepare food, such as spaghetti or other pasta, using one 1. If a recipe says to bake for 8-10 minutes, what do you do?
or more of these kitchen utensils. Have the client gather
2. What are some safety rules in the kitchen?
the items that you ask for.
3. What do you do if your oven mitt or hot pad gets dirty?
4. Place the picture cards faceup on the table. Have the
4. If you moved into an apartment, what cooking supplies would you buy?
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. 5. What foods would you like to learn how to cook?
Turn over the _____. 6. Which do you prefer to use, a hot pad or an oven mitt?
5. Cover three to six pictures on the picture grid. Show the 7. After using a can opener to open a can, why should you be careful when removing
client a picture card and have her tell you where it was on the lid?
the picture grid. Where was the _____? 8. How would you organize these cooking utensils in your kitchen?
6. Use ads from a local store or a website that contains 9. How can you tell if noodles are cooked?
kitchen items. Find a/an _____. 10. How do you know if a pot of soup is hot?
7. Visit a kitchen or a store that sells kitchen items. Use
the pictures as a shopping list. Let’s look for a/an _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 39 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Kitchen – Washing Dishes
Functional Vocabulary for Adolescents & Adults 40 Copyright © 2005 LinguiSystems, Inc.
 Kitchen – Washing Dishes
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence The _____ is in the kitchen. Have the
1. Point to the sponge (dishwasher, dish soap, faucet, dish client repeat your sentences.
towel, dish drainer). 3. Print I use (a) _____ on a card. Have the client complete the sentence using the
2. Show me the machine that washes dishes. vocabulary words.
3. Which do you use to turn on the water?
4. Which makes bubbles in the sink? Expressive Vocabulary
5. What do you use to scrub the dishes? 1. Name each picture.
6. Where do you put wet dishes to dry? 2. What do all of these items have in common?
7. Which do you use to dry the dishes? 3. Which do you have at home?
8. Which do you have at school? 4. What do you do with a sponge? towel? dish drainer?
9. Which do you have at home? 5. What does a dishwasher do?
10. Which would you see in a kitchen? 6. How often do you help with the dishes? What do you do?
7. Describe the steps to washing dishes in the sink.
Receptive Activities 8. Describe how to load and start a dishwasher.
Before doing these activities, make two copies of the picture 9. Which do you prefer, washing dishes by hand or using a dishwasher? Why?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items used to wash dishes.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____? Have the client teach someone how to wash and dry dishes. Ask the client to model
2. Visit a kitchen or a cafeteria. Put a piece of tape on a and describe the actions before the other person takes a turn.
picture card and give it to the client. Have him place the
card on the matching item as a label. Critical Thinking and Problem Solving
3. Wash dishes. Have the client follow directions that include 1. What would you do if you ran out of dish soap?
the vocabulary words, such as Turn on the faucet, Pour
2. What would you do if your dish towel smelled bad?
dish soap in the water, Get the sponge, Put the plate in
3. What would you do if you found a dirty plate in the cupboard?
the dish drainer, and Get the dish towel.
4. What would you do if there were no more plates in the cupboard and it was time
4. Place the picture cards faceup on the table. Have the
to eat?
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. 5. What could you do if your sink got clogged?
Turn over the _____. 6. Where would you look if you couldn’t find the sponge?
5. Cover three to six pictures on the picture grid. Show the 7. When should you use the garbage disposal?
client a picture card and have him tell you where it was on 8. If you worked in a restaurant kitchen, what tasks might you do?
the picture grid. Where was the _____? 9. If you lived on your own, how would your dishes get cleaned?
6. Use ads from a drug store or a grocery store. 10. Why is it a good idea to rinse the dishes before putting them in the dish drainer?
Find (a) _____.
7. Visit a drug store or a grocery store. Use the pictures as
a shopping list. Let’s look for (a) _____.
Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 41 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Laundry – Nouns
Functional Vocabulary for Adolescents & Adults 42 Copyright © 2005 LinguiSystems, Inc.
 Laundry – Nouns
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a) _____. Have the client repeat
1. Point to the laundry basket (washer, clothespins, dryer, your sentences.
detergent, clothesline). 3. Print This is (a) _____ on a card. Have the client complete the sentence using
2. Show me which machine washes clothes. the vocabulary words.
3. Which machine dries clothes?
4. Which soap cleans clothes? Expressive Vocabulary
5. Where do people hang wet clothes? 1. Name each picture.
6. Which do people use to fasten clothes to a clothesline? 2. What do all of these items have in common?
7. Which do people use to carry clothes in? 3. What does a washing machine do?
8. Which do you have at your home? 4. What does a dryer do?
9. Which do people take to the Laundromat? 5. How are a dryer and a clothesline different?
10. Which are noisy? 6. How are a washing machine and a dryer different?
7. Which do you like better, a dryer or a clothesline? Why?
Receptive Activities 8. Who does the laundry at your home?
Before doing these activities, make two copies of the picture 9. Describe how to do the laundry.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six things used to do laundry.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the client practice doing laundry. Ask her to use the vocabulary words to tell
2. Play a game of Bingo. Use pennies as markers. the steps involved in doing laundry.
3. Have the client practice doing laundry. Give directions
using the vocabulary words. Put this in the washing Critical Thinking and Problem Solving
machine. Fill a cup with detergent. Put this in the dryer. 1. What kind of clothes should not go in the dryer?
4. Place the picture cards faceup on the table. Have the 2. After the dryer stops, what should you do if the clothes are still damp?
client follow your directions. Touch the _____.
3. Which clothes need a “gentle” or “delicate” speed in the washer?
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. 4. What would you like to get better at when doing laundry?
5. Cover three to six pictures on the picture grid. Show the 5. When should you use hot water in the washer? cold water?
client a picture card and have her tell you where it was 6. When should you set the washer knob to “large load”? “small load”?
on the picture grid. Where was the _____? 7. Why should you check clothing pockets before doing the laundry?
6. Use ads from a hardware store, appliance store, grocery 8. Why do people hang clothes on the clothesline?
store, or drug store. Find (a) _____. 9. How should you sort clothes before washing them?
7. Visit a Laundromat. Find items that match the pictures. 10. How do you know when the washer is done?
Let’s look for (a) _____.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 43 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Laundry – Verbs
Functional Vocabulary for Adolescents & Adults 44 Copyright © 2005 LinguiSystems, Inc.
 Laundry – Verbs
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence He is _____ clothes. Have the client
1. Point to hang (scrub, fold, soak, sort, iron). repeat your sentences.
2. Show me who is folding clothes. 3. Print I like _____ clothes on a card. Have the client complete the sentence
3. Who is sorting laundry? using the vocabulary words.
4. Who is scrubbing a stain?
5. Who is hanging clothes? Expressive Vocabulary
6. Who is ironing clothes? 1. What is happening in each picture?
7. Show me soaking clothes. 2. Describe what to do to a stain on clothing before washing the item.
8. Which shows sorting clothes before washing them? 3. Explain how to wash delicate clothes.
9. Which is used to get wrinkles out of clothing? 4. What clothes do you hang? fold?
10. What do people do with a shirt before putting it in a closet? 5. Tell how to hang up a shirt. a pair of pants.
in a drawer? 6. Explain how to fold a towel. a T-shirt.
7. Describe how to iron a shirt.
Receptive Activities 8. How do you decide which clothes to wash together?
Before doing these activities, make two copies of the picture 9. Explain the steps in doing the laundry.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six things you can do with laundry.

1. Give the client the picture grid. Have him match the Expressive Activity
picture cards to the pictures on the grid. Who is _____?
Have the client practice doing laundry. Ask him to use the vocabulary words to tell
2. Play a game of Bingo. Use pennies as markers. the steps involved in doing laundry.
3. Have the client practice doing laundry. Give directions
using the vocabulary words. Scrub this stain. Critical Thinking and Problem Solving
Sort these clothes. Fold these shorts. Hang these shirts. 1. What would happen if you mixed red and white clothes in the washing machine?
4. Play a pantomime game using the picture cards. Place 2. What clothes should not go in the washing machine?
six cards on the table and pantomime one of the actions.
3. What could happen to your clothes if the iron is set too hot?
What I am doing?
4. What should you do if you burn your hand on the iron?
5. Place the picture cards faceup on the table. Have the
client follow your directions. Touch _____. Take _____. 5. What could you do if your dress shirt keeps falling off the hanger?
Hand me _____. Point to _____. Turn over _____. 6. If you worked at a clothing store, what tasks might you do?
6. Cover three to six pictures on the picture grid. Show the 7. If you worked in a hotel laundry room, what tasks might you do?
client a picture card and have him tell you where it was 8. Why might you need to soak an item of clothing before washing it?
on the picture grid. Where was _____? 9. Why should you fold clothes after you wash and dry them?
10. Why do you need to be careful when handling an iron?

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 45 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Nutrition – Breads & Grains
Functional Vocabulary for Adolescents & Adults 46 Copyright © 2005 LinguiSystems, Inc.
 Nutrition – Breads & Grains
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Let’s buy some _____. Have the
1. Point to the crackers (rice, pasta, tortillas, oatmeal, bread). client repeat your sentences.
2. Show me which you would eat for breakfast. 3. Print I eat _____ on a card. Have the client complete the sentence using the
3. Which would you eat for lunch? vocabulary words.
4. Which would you eat for dinner?
5. Which is part of a sandwich? Expressive Vocabulary
6. Which is part of a burrito? 1. Name each picture.
7. Which is another name for all types of noodles? 2. What do all of these items have in common?
8. Which is salty? 3. Name three sandwiches you could make with bread.
9. Which are in the grain food group? 4. Name three foods you could make with tortillas.
10. Which do you like to eat? 5. Name three kinds of pasta.
6. Name three kinds of crackers.
Receptive Activities 7. Which of these could you eat for breakfast? lunch? dinner? snack?
Before doing these activities, make two copies of the picture 8. What foods from the grain food group have you eaten today?
grid. Cut apart one grid to make picture cards. 9. Describe how to cook rice.
10. (Cover the pictures.) Name six foods in the breads and grains food group.
1. Give the client a copy of the picture grid. Have him
match the picture cards to the pictures on the grid. Expressive Activity
Where is/are the _____?
Have the client brainstorm different kinds of breads, cereal, rice, and pasta that he
2. Prepare a meal that includes foods from the breads and likes to eat. Make a chart and list which could be eaten at breakfast, lunch, dinner,
grains food group, such as French toast or quesadillas. or snack time.
Have the client follow directions that include the vocabulary
words.
Critical Thinking and Problem Solving
3. Make a poster featuring various food items made from 1. Plan a breakfast that includes food from the breads and grains food group.
grains. Cut and paste pictures from grocery ads and
2. Plan a snack that includes food from the breads and grains food group.
magazines.
3. Plan a lunch that includes food from the breads and grains food group.
4. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was 4. Plan a dinner that includes food from the breads and grains food group.
on the picture grid. Where was/were the _____? 5. What would you do if your box of crackers got crushed?
5. Look at a cookbook or a restaurant menu that has several 6. Why aren’t donuts and cookies in the breads and grains food group?
pictures of foods that include ingredients from the breads 7. How do you know if bread is fresh?
and grains food group. Find ______. 8. How do you know when pasta is done cooking?
6. Use ads from a grocery store. Find _____. 9. How do you know when rice is done cooking?
7. Visit a grocery store. Use the pictures as a shopping list. 10. How can you make sure you’re eating enough healthy foods from the breads and
Let’s look for _____. grains food group each day?

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 47 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Nutrition – Fruits
Functional Vocabulary for Adolescents & Adults 48 Copyright © 2005 LinguiSystems, Inc.
 Nutrition – Fruits
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I will buy (a/an) _____. Have the
1. Point to the banana (apple, applesauce, fruit cocktail, client repeat your sentences.
orange juice, orange). 3. Print I want (a/an) _____ on a card. Have the client complete the sentence
2. Show me which you have for breakfast. using the vocabulary words.
3. Which could you have for a snack?
4. Which could you have for lunch? Expressive Vocabulary
5. Which could you have for dinner? 1. Name each picture.
6. Which need to be peeled? 2. Name three more fruits. Name three more kinds of juice.
7. Which can you eat with a spoon? 3. What do all of these foods have in common?
8. Which are fresh? 4. What fruits would you put into a fruit salad?
9. Which are in the fruit group? 5. Which of these are fresh fruits? canned?
10. Which do you like to eat? 6. Which could you have for breakfast? lunch? dinner? snack?
7. Where do you keep each item?
Receptive Activities 8. Describe each item.
Before doing these activities, make two copies of the picture 9. How are an apple and a banana the same? different?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six foods in the fruit food group.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the client sample different fruits and then talk about which ones she likes
2. Prepare a fruit salad. Have the client gather the ingredients and dislikes.
and hand them to you as you need them.
3. Make a poster of different types of fruit. Cut and paste Critical Thinking and Problem Solving
pictures from grocery ads and magazines. 1. Plan a breakfast that includes fruit.
4. Cover three to six pictures on the picture grid. Show the 2. Plan a snack that includes fruit.
client a picture card and have her tell you where it was on
3. Plan a lunch that includes fruit.
the picture grid. Where was the _____?
4. Plan a dinner that includes fruit.
5. Look at a restaurant menu that has several pictures in it.
See what fruits you can order. 5. What would you do if you spilled your orange juice?
6. Use ads from a grocery store. Find (a/an) _____. 6. What size container would you put fruit cocktail in to bring in your lunch bag?
7. Visit a grocery store. Use the pictures as a shopping list. 7. What size container would you put applesauce in to serve your family?
Let’s look for (a/an) _____. 8. How do you choose bananas at the store?
9. How do you choose apples at the store?
10. How can you make sure you’re eating enough healthy foods from the fruit
food group each day?

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 49 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Nutrition – Meat & Protein
Functional Vocabulary for Adolescents & Adults 50 Copyright © 2005 LinguiSystems, Inc.
 Nutrition – Meat & Protein
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Let’s buy some _____. Have the
1. Point to the hamburgers (eggs, chicken, peanut butter, client repeat your sentences.
hot dogs, refried beans). 3. Print I eat _____ on a card. Have the client complete the sentence using the
2. Show me which you could eat for breakfast. vocabulary words.
3. Which could you eat for lunch?
4. Which could you eat for dinner? Expressive Vocabulary
5. Which could be in a sandwich? 1. Name each picture.
6. Which can be in a burrito? 2. Name three meals with chicken.
7. Which go in buns? 3. Name three ways to cook eggs.
8. Which are in the meat and protein food group? 4. What do all of these foods have in common?
9. Which are served hot? cold? 5. Which come from animals? plants?
10. Which do you like to eat? 6. Where do you keep each food?
7. Which could you eat for breakfast? lunch? dinner? snack?
Receptive Activities 8. Describe each food item.
Before doing these activities, make two copies of the picture 9. Describe how to make a peanut butter and jelly sandwich.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six foods in the meat and protein food group.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the client sample different kinds of sliced meat and then talk about which
2. Prepare a meal that includes foods from the meat and ones he likes and dislikes.
protein food group, such as hot dogs, eggs, or a bean
burrito. Have the client follow directions that include the
Critical Thinking and Problem Solving
vocabulary words.
1. Plan a breakfast that includes a meat or protein.
3. Make a poster featuring meat, beans, and protein.
2. Plan a snack that includes a meat or protein.
Cut and paste pictures from grocery ads and magazines.
3. Plan a lunch that includes a meat or protein.
4. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was 4. Plan a dinner that includes a meat or protein.
on the picture grid. Where was/were the _____? 5. What would you do if you were out of peanut butter and wanted to make a
5. Look at a cookbook or a restaurant menu that has several sandwich?
pictures of foods from the meat and protein food group. 6. When grocery shopping, why should you open the egg carton and check the
Find ______. eggs before buying them?
6. Use ads from a grocery store. Find _____. 7. Why is it a good idea to keep meat, chicken, and eggs in the refrigerator?
7. Visit a grocery store. Use the pictures as a shopping list. 8. How do you know if meat is fresh?
Let’s look for _____. 9. How do you know when a hamburger is done cooking?
10. How can you make sure you’re eating enough healthy foods from the meat
and protein food group each day?

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 51 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Nutrition – Milk, Yogurt, & Cheese
Functional Vocabulary for Adolescents & Adults 52 Copyright © 2005 LinguiSystems, Inc.
 Nutrition – Milk, Yogurt, & Cheese
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Let’s buy some _____. Have the
1. Point to the cheese (cottage cheese, ice cream, milk, client repeat your sentences.
pudding, yogurt). 3. Print I eat _____ on a card. Have the client complete the sentence using
2. Show me which you would eat at breakfast. the vocabulary words.
3. Which could you have for a snack?
4. Which could you have for lunch? Expressive Vocabulary
5. Which could you have for dinner? 1. Name each picture.
6. Which could you eat for dessert? 2. Name three foods that have cheese in them.
7. Which is made with milk? 3. Name three yogurt flavors. Name three ice-cream flavors.
8. Which do you drink? eat? 4. What do all of these foods have in common?
9. Which must be kept cold? 5. Which do you keep in the refrigerator? freezer?
10. Which do you like to eat? 6. Which could you eat for breakfast? lunch? dinner? snack?
7. What foods from the milk, yogurt, and cheese group have you eaten today?
Receptive Activities 8. Where could you buy each item?
Before doing these activities, make two copies of the picture 9. Describe each dairy product.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six foods in the milk, yogurt, and cheese food group.

1. Give the client a copy of the picture grid. Have her Expressive Activity
match the picture cards to the pictures on the grid.
Have the client brainstorm different foods from the milk, yogurt, and cheese food group
Where is the _____?
that she likes to eat. Make a chart that lists which could be eaten at breakfast, lunch,
2. Prepare a meal that includes foods from the milk, yogurt, dinner, or snack time.
and cheese food group, such as hot chocolate, quesadillas,
or a grilled cheese sandwich. Have the client follow
Critical Thinking and Problem Solving
directions that include the vocabulary words.
1. Plan a breakfast that includes food from the milk, yogurt, and cheese food group.
3. Make a poster featuring dairy products. Cut and paste
2. Plan a snack that includes food from the milk, yogurt, and cheese food group.
pictures from grocery ads and magazines.
3. Plan a lunch that includes food from the milk, yogurt, and cheese food group.
4. Cover three to six pictures on the picture grid. Show the
client a picture card and have her tell you where it was 4. Plan a dinner that includes food from the milk, yogurt, and cheese food group.
on the picture grid. Where was the _____? 5. What would you do if your milk smelled sour?
5. Look at a cookbook or a restaurant menu that has several 6. What would you do if your cheese had mold on it?
pictures of foods that include ingredients from the milk, 7. What would you do if your ice cream melted?
yogurt, and cheese food group. Find ______. 8. Why is it a good idea to keep milk, yogurt, and cheese in the refrigerator?
6. Use ads from a grocery store. Find _____. 9. Why is it a good idea to look at the dates stamped on your milk and yogurt?
7. Visit a grocery store. Use the pictures as a shopping list. 10. How can you make sure you’re eating enough healthy foods from the milk, yogurt,
Let’s look for _____. and cheese food group each day?

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 53 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: Nutrition – Vegetables
Functional Vocabulary for Adolescents & Adults 54 Copyright © 2005 LinguiSystems, Inc.
 Nutrition – Vegetables
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I want some _____. Have the client
1. Point to the lettuce (carrots, broccoli, peas, vegetable soup, repeat your sentences.
corn on the cob). 3. Print I eat _____ on a card. Have the client complete the sentence using the
2. Show me what you could eat for lunch. vocabulary words.
3. Which could you eat for dinner?
4. Which are fresh? Expressive Vocabulary
5. Which is frozen? 1. Name each picture.
6. Which is canned? 2. What do all of these foods have in common?
7. Which are green? 3. What is the difference between frozen and fresh vegetables?
8. Which are served hot? 4. What is the difference between canned and fresh vegetables?
9. Which are in the vegetable food group? 5. Which vegetables could you eat for lunch? dinner? snack?
10. Which do you like to eat? 6. Where do you keep each item?
7. Where in a grocery store would you find each item?
Receptive Activities 8. Describe each item.
Before doing these activities, make two copies of the picture
9. Describe how to make a salad.
grid. Cut apart one grid to make picture cards.
10. (Cover the pictures.) Name six foods in the vegetable food group.
1. Give the client the picture grid. Have him match the picture
cards to the pictures on the grid. Where is/are the _____? Expressive Activity
2. Prepare a vegetable salad or vegetable soup. Have the Have the client sample different vegetables, perhaps raw with dip, and then talk about
client gather the ingredients that you ask for. which ones he likes and dislikes. You could also cook frozen peas and canned peas,
3. Make a poster featuring vegetables. Cut and paste pictures and have the client discuss which ones he likes better.
from grocery ads and magazines.
4. Cover three to six pictures on the picture grid. Show the Critical Thinking and Problem Solving
client a picture card and have him tell you where it was on 1. Plan a snack that includes a vegetable.
the picture grid. Where was/were the _____? 2. Plan a lunch that includes a vegetable.
5. Look at a restaurant menu that has several pictures in it. 3. Plan a dinner that includes a vegetable.
See what vegetables you can order. 4. What would you do if you ran out of salad dressing and wanted to eat a salad?
6. Use ads from a grocery store. Find _____. 5. What would you do if you couldn’t find the canned vegetables at the store?
7. Visit a grocery store. Use the pictures as a shopping list. 6. What would you do if the server at a restaurant forgot to bring your salad?
Let’s look for _____. 7. Why is it a good idea to keep fresh vegetables in the refrigerator?
8. How do you know if your vegetable soup is hot?
9. How do you know if your lettuce is fresh?
10. How can you make sure you’re eating enough healthy foods from the vegetable
food group each day?

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 55 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: What’s for Breakfast?
Functional Vocabulary for Adolescents & Adults 56 Copyright © 2005 LinguiSystems, Inc.
 What’s for Breakfast?
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I like (a) _____ for breakfast. Have the
1. Point to the pancakes (cereal, sausage, bacon, waffle, client repeat your sentences.
eggs). 3. Print I eat (a) _____ on a card. Have the client complete the sentence using the
2. Show me which go with syrup. vocabulary words.
3. What goes with milk?
4. Which are meats? Expressive Vocabulary
5. Which do you eat with a fork? 1. Name each picture.
6. Which do you eat with a spoon? 2. What do all of these items have in common?
7. Which do you eat for breakfast? 3. Which are served hot? cold?
8. Which could you order at a restaurant? 4. Which are in the meat group?
9. Which are sweet? 5. Which are in the bread group?
10. Which do you like to eat? 6. What restaurants serve breakfast?
7. Name three kinds of cereal. Which kind do you like best?
Receptive Activities 8. Name three ways eggs are cooked. Which way do you like best?
Before doing these activities, make two copies of the picture 9. Describe each breakfast food.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six breakfast foods.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the client role-play ordering breakfast at a restaurant using a menu.
2. Prepare one or more of these breakfast foods. Ask the (Restaurants will often donate menus when asked.)
client to gather the items that you ask for.
3. Place the picture cards faceup on the table. Have the Critical Thinking and Problem Solving
client follow your directions. Touch the _____. 1. What would you do if you ordered pancakes at a restaurant, but the server
Take the _____. Hand me the _____. Point to the _____. brought you waffles?
Turn over the _____.
2. What would you do if the server forgot to bring you syrup?
4. Cover three to six pictures on the picture grid. Show the
3. When putting away groceries, where would you put eggs, bacon, and sausage?
client a picture card and have her tell you where it was on
the picture grid. Where was/were the _____? 4. When putting away groceries, where would you put frozen waffles?
5. Look at a cookbook that has several pictures of breakfast 5. When putting away groceries, where would you put pancake mix and cereal?
foods in it. Find (a) _____. 6. Why should some foods go in the refrigerator?
6. Look at a restaurant menu that has several pictures of 7. How do you know when pancakes are done cooking?
breakfast foods in it. Find (a) _____. 8. How do you know when sausage is done cooking?
7. Visit a grocery store. Use the pictures as a shopping list. 9. How do you know if your breakfast is healthy?
Let’s look for (a) _____. 10. Create a healthy breakfast menu that contains four food groups.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 57 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: What’s for Dinner?
Functional Vocabulary for Adolescents & Adults 58 Copyright © 2005 LinguiSystems, Inc.
 What’s for Dinner?
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I like (an) _____. Have the client repeat
1. Point to the spaghetti (fish, egg rolls, macaroni and cheese, your sentences.
chicken, enchiladas). 3. Print I eat (an) _____ on a card. Have the client complete the sentence using the
2. Show me which are made with noodles. vocabulary words.
3. Which are meat or are made with meat?
4. Which would you eat with a fork? Expressive Vocabulary
5. Which could you pick up to eat? 1. Name each picture.
6. Which could be spicy? 2. What do all of these items have in common?
7. Which do you eat at home? 3. What restaurants have you eaten dinner at?
8. Which could you eat at school? 4. Which can you order at a restaurant?
9. Which could you eat at a restaurant? 5. Which do you like to eat?
10. Which do you like to eat? 6. Which do you know how to make?
7. How do you make macaroni and cheese?
Receptive Activities 8. How are spaghetti and macaroni and cheese different?
Before doing these activities, make two copies of the picture 9. Describe each dinner food.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six dinner foods.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the client role-play ordering dinner at a restaurant using a menu. (Restaurants
2. Prepare one of these dinners. Ask the client to gather the will often donate menus when asked.)
items that you ask for.
3. Place the picture cards faceup on the table. Have the Critical Thinking and Problem Solving
client follow your directions. Touch the _____. 1. What if you ordered spaghetti but the server brought you macaroni and cheese?
Take the _____. Hand me the _____. Point to the _____.
2. What would you do if the chicken you ordered at a restaurant was cold?
Turn over the _____.
3. When putting away groceries, where would you put macaroni noodles and a jar
4. Cover three to six pictures on the picture grid. Show the
of spaghetti sauce?
client a picture card and have her tell you where it was on
the picture grid. Where was/were the _____? 4. When putting away groceries, where you put chicken breasts and fresh fish?
5. Look at a cookbook or a restaurant menu that has several 5. When putting away groceries, where would you put vegetables and tortillas?
pictures of dinner foods in it. Find (an) ______. 6. If you were having people over for dinner, which foods would you serve? Why?
6. Use ads from a grocery store. Find the ingredients to make 7. How do you know when macaroni noodles are done cooking?
(an) _____. 8. How do you know when chicken is done cooking?
7. Visit a grocery store. Use the pictures as a shopping list. 9. What healthy side dishes could go with these dinner entrees?
Let’s look for (an) _____. 10. Create a healthy dinner menu that contains four food groups.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 59 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Home: What’s for Lunch?
Functional Vocabulary for Adolescents & Adults 60 Copyright © 2005 LinguiSystems, Inc.
 What’s for Lunch?
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I’d like (a) _____. Have the client
1. Point to the grilled cheese sandwich (hamburger, repeat your sentences.
pizza, ham sandwich, chicken strips, taco). 3. Print I eat (a) _____ on a card. Have the client complete the sentence using
2. Show me which are sandwiches. the vocabulary words.
3. Which are hot?
4. Which are cold? Expressive Vocabulary
5. Which have cheese? 1. Name each picture.
6. Which have lettuce? 2. What do all of these items have in common?
7. Which do you eat at home? 3. Describe each lunch food.
8. Which could you eat at school? 4. Which can you buy in the cafeteria?
9. Which could you order at a restaurant? 5. Which can you buy at a fast-food restaurant?
10. Which do you like to eat? 6. Which could you bring in a sack lunch?
7. What will/did you have for lunch today?
Receptive Activities 8. Which do you know how to make?
Before doing these activities, make two copies of the picture 9. How do you make a grilled cheese sandwich?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six lunch foods.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the client role-play ordering lunch at a restaurant using a menu. (Restaurants
2. Prepare one of these lunch items. Ask the client to gather will often donate menus when asked.)
the items you ask for.
3. Place the picture cards faceup on the table. Have the Critical Thinking and Problem Solving
client follow your directions. Touch the _____. 1. What would you do if you ordered a pepperoni pizza but you got cheese?
Take the _____. Hand me the _____. Point to the _____.
2. What would you do if the cashier forgot to give you the sauce for your
Turn over the _____.
chicken strips?
4. Cover three to six pictures on the picture grid. Show the
3. When putting away groceries, where would you put cheese, lettuce, and
client a picture card and have him tell you where it was
ground beef?
on the picture grid. Where was/were the _____?
4. When putting away groceries, where would you put a loaf of bread and
5. Look at a cookbook that has several pictures of lunch
taco shells?
foods in it. Find (a) _____.
5. How could you find out what ingredients you need to make tacos?
6. Look at a restaurant menu that has several pictures of
lunch foods in it. Find (a) _____. 6. How could you figure out what you need to buy to make pizza?
7. Visit a grocery store. Use the pictures as a shopping list. 7. How would you order a hamburger if you don’t like onions?
Let’s look for (a) _____. 8. How would you order a taco if you don’t want the cheese?
9. How do you plan a healthy lunch?
10. Create a healthy lunch menu that includes four food groups.

Vocabulary at Home
Functional Vocabulary for Adolescents & Adults 61 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Apartment
Functional Vocabulary for Adolescents & Adults 62 Copyright © 2005 LinguiSystems, Inc.
 Apartment
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Here is (a/an) _____. Have the client
1. Point to the tenant (balcony, rent, apartment, landlord, repeat your sentences.
roommate). 3. Print I see (a/an) _____ on a card. Have the client complete the sentence using
2. Which is a place to live? the vocabulary words.
3. Who lives in an apartment?
4. Who lives with a tenant? Expressive Vocabulary
5. Who does a tenant pay? 1. Name each picture.
6. Which does a tenant pay? 2. What do all of these items have in common?
7. Which is outside the apartment and has a rail around it? 3. How is an apartment like a house?
8. Where would you find a couch? 4. Describe a balcony.
9. Where could you find potted plants? 5. What does a tenant do?
10. Who are the people? 6. What does a landlord do?
7. What is rent?
Receptive Activities 8. What is a roommate?
Before doing these activities, make two copies of the picture 9. Describe your home.
grid. Cut apart one grid to make picture cards. 10. Describe where you would like to live as an adult.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Use the classified section of your local newspaper to look for apartments for rent.
2. Play a game of Bingo. Use pennies as markers. Discuss features like the location and number of bedrooms, and how much the rent
3. Place the picture cards faceup on the table. Have the is, who could be a roommate, what transportation is available, and what furniture the
client follow your directions. Touch the _____. client would use.
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. Critical Thinking and Problem Solving
4. Cover three to six pictures on the picture grid. Show the 1. What features would you want your apartment to have?
client a picture card and have her tell you where it was 2. What features would you want your apartment complex to have?
on the picture grid. Where was the _____?
3. What are the advantages of having a roommate?
5. Use the classified section of your local newspaper or look
4. What are the disadvantages of having a roommate?
on websites to find pictures of apartments for rent. Find
apartments. Find balconies. How much is the rent? 5. If you lived in an apartment, what would you do about cooking meals?
cleaning? laundry?
6. Visit a local apartment complex. Let’s look for (a/an)
_____. 6. What do you need to learn to do better in order to live in an apartment?
7. Where would you look to find an apartment that you liked and that you could afford?
8. Who would you call if your apartment had a leaky faucet?
9. How would you get from your apartment to work?
10. How would you earn enough money to pay rent?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 63 Copyright © 2005 LinguiSystems, Inc.
 Please enter your
PIN
PIN 9001

Vocabulary in the Community: ATM (Automated Teller Machine)

Functional Vocabulary for Adolescents & Adults 64 Copyright © 2005 LinguiSystems, Inc.
 ATM (Automated Teller Machine)
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence This is (a/an) _____. Have the client
1. Point to the Personal Identification Number/PIN (cash, repeat your sentences.
Automated Teller Machine/ATM, withdrawal, ATM card, 3. Print I see (a/an) _____ on a card. Have the client complete the sentence using
deposit). the vocabulary words.
2. Which is an ATM (Automated Teller Machine)?
3. Which is money that you put in the ATM? Expressive Vocabulary
4. Which is money that you take out of the ATM? 1. Name each picture.
5. Which is an ATM card? 2. What do these pictures have in common?
6. Which is cash? 3. Where can you find an ATM?
7. Which is a PIN (Personal Identification Number)? 4. What do you do with an ATM card?
8. Which do you keep in your wallet? 5. What do you do when the ATM asks for your PIN?
9. Which should you record in your checkbook? 6. Describe how to deposit a check using an ATM.
10. Which do you need to get cash from the ATM? 7. Tell how to withdraw cash using an ATM.
8. What is the difference between a deposit and a withdrawal?
Receptive Activities 9. What should you write in your checkbook register?
Before doing these activities, make two copies of the picture 10. (Cover the pictures.) Name six words related to banking with an ATM.
grid. Cut apart one grid to make picture cards.
Expressive Activity
1. Give the client the picture grid. Have him match the picture
Role-play getting a bank account and an ATM card. Have the client fill out an
cards to the pictures on the grid. Where is the _____?
application for practice, and role-play meeting with a bank teller.
2. Play a game of Bingo. Use pennies as markers.
3. Place the picture cards faceup on the table. Have the Critical Thinking and Problem Solving
client follow your directions. Touch the _____. 1. What might happen if you don’t record your ATM transactions in your checkbook
Take the _____. Hand me the _____. Point to the _____. register?
Turn over the _____.
2. While waiting to use an ATM, why shouldn’t you stand right behind a person using
4. Cover three to six pictures on the picture grid. Show the the ATM?
client a picture card and have him tell you where it was
3. What would you do with your monthly bank statement?
on the picture grid. Where was the _____?
4. What should you do if you lose your ATM card?
5. Role-play how to use an ATM card to deposit and withdraw
money. Using the vocabulary words, give the clients 5. Where is a good place to keep your ATM card?
directions to follow throughout the activity. Get out your 6. Where is a good place to keep your PIN?
ATM card. Put it in the ATM. Punch in your PIN number. 7. Why is it a good idea to keep your PIN a secret?
6. Visit a local ATM to make a deposit or a withdrawal. Using 8. How can you check to see if your check register is correct?
the vocabulary words, give the client directions to follow. 9. How can you find out how much money is in your bank account?
10. When making a withdrawal, why is it a good idea to count the money you get from
the ATM?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 65 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Bank
Functional Vocabulary for Adolescents & Adults 66 Copyright © 2005 LinguiSystems, Inc.
 Bank
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Here is a _____. Have the client
1. Point to the wallet (teller, checkbook register, withdrawal, repeat your sentences.
checkbook, deposit). 3. Print That is a _____ on a card. Have the client complete the sentence using
2. Where can you store your money? the vocabulary words.
3. Where can you store your checks and your checkbook register?
4. Who works at a bank? Expressive Vocabulary
5. Which is money that you put in a bank? 1. Name each picture.
6. Which is money that you take out of a bank? 2. What does this person and all of these items have in common?
7. Which shows how much money you have in your checkbook? 3. Name a bank.
8. Who can tell you about your bank account? 4. What does a bank teller do?
9. Which shows what you can do with your paycheck at a bank? 5. Describe how to withdraw money from a bank.
10. Where do you write deposits and withdrawals you’ve made to 6. Tell how to deposit money at a bank.
your checking account? 7. Explain how to write a check.
8. Describe what to write in a checkbook register.
Receptive Activities 9. Tell how to balance a checkbook.
Before doing these activities, make two copies of the picture grid. 10. (Cover the pictures.) Name six items or people you would see at a bank.
Cut apart one grid to make picture cards.
Expressive Activity
1. Give the client the picture grid. Have her match the picture
Have the clients role-play going to a bank teller to withdraw money from their checking
cards to the pictures on the grid. Where is the _____?
accounts. Ask the client who plays the bank teller to describe her job and what she
2. Place the picture cards faceup on the table. Have the would say when helping a customer. Have the customers describe what they need to
client follow your directions. Touch the _____. do to withdraw money and what they should say to the teller. The customers should
Take the _____. Hand me the _____. Point to the _____. show a bank number and ID, put the money in a wallet, and record the transaction in a
Turn over the _____. checkbook register.
3. Cover three to six pictures on the picture grid. Show the
client a picture card and have her tell you where it was Critical Thinking and Problem Solving
on the picture grid. Where was the _____? 1. What could happen if you forget to record a check you write in your checkbook register?
4. Role-play going to a bank to make a deposit or withdrawal. 2. What should you do with your monthly bank statement?
Have one client be the teller and the other clients be the
3. What can you do to avoid bouncing a check?
customers. Use pretend cash and checks, and record the
transactions on a checkbook register. Using the vocabulary 4. What could you do if you run out of checks?
words, give the clients directions to follow throughout the 5. What should you do if you lose your checkbook? wallet?
activity. Get out your checkbook. Take the money you want 6. Where is a good place to keep your checkbook? wallet?
to deposit out of your wallet. Hand it to the teller. 7. How could you find out if you have enough money in your account to write a check?
5. Visit a local bank to make a deposit or a withdrawal. Using 8. How can you prevent bouncing a check?
the vocabulary words, give the client directions to follow. 9. Why do store clerks ask for the person’s ID when they accept checks?
10. Why do people keep money in banks?
Vocabulary in the Community
Functional Vocabulary for Adolescents & Adults 67 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: City Bus
Functional Vocabulary for Adolescents & Adults 68 Copyright © 2005 LinguiSystems, Inc.
 City Bus
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see a/an _____. Have the client
1. Point to the bus schedule (ID card, route number, bus stop, repeat your sentences.
bus fare, bus driver). 3. Print This is a/an _____ on a card. Have the client complete the sentence using
2. Where do you wait for a city bus? the vocabulary words.
3. Which do you show the bus driver?
4. Which do you pay to ride a city bus? Expressive Vocabulary
5. Who drives a city bus? 1. Name each picture.
6. Which number shows which bus it is? 2. What do you do at a bus stop?
7. Which lists the times the bus will come? 3. What do you do with your bus ID card?
8. Which do you bring on the bus? 4. What do you do with the bus fare?
9. Who wears a uniform? 5. What does a bus driver do?
10. Which have you seen before? 6. What does the route number tell you?
7. What information is in the bus schedule?
Receptive Activities 8. Describe the steps to boarding a bus.
Before doing these activities, make two copies of the picture 9. Explain the steps to getting off at the right bus stop.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six city bus words.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Organize a trip using the city bus schedule. Have the client select a destination and
2. Play a game of Bingo. Use pennies as markers. plan which bus to board, where and when to board it, where to get off the bus, the
3. Place the picture cards faceup on the table. Have the return route, and what he needs to bring (bus ID, fare).
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. Critical Thinking and Problem Solving
Turn over the _____. 1. How do you know what time you need to be at a city bus stop?
4. Cover three to six pictures on the picture grid. Show the 2. When waiting at the bus stop, what should do to make sure you’re ready to board
client a picture card and have him tell you where it was the bus?
on the picture grid. Where was the _____?
3. What would you do if you accidentally took the wrong city bus?
5. Role-play boarding a city bus. Make a bus stop sign and
4. If you think you’re on the wrong city bus, what could you say to the bus driver?
post it by some chairs for a bus stop. Line up other chairs
as if they were seats on a bus. Ask one client to be the 5. If a passenger on a city bus is bothering you, where could you move?
bus driver and the other clients to be the riders. Using 6. Why should you carry your ID and phone number with you on a city bus?
the vocabulary words, give the clients directions to follow 7. Why should you stay awake when you ride on a city bus?
throughout the activity. Wait at the bus stop. Get out your 8. How do you know whether a bus that stops at your stop is the bus you want to
bus fare. Get out your ID card. take?
6. Take a city bus to a desirable location. Using the 9. How can you let the bus driver know that you’d like to get off at the next stop?
vocabulary words, give the client directions to follow. 10. What should you do if you miss getting off at your bus stop?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 69 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Clothing Store
Functional Vocabulary for Adolescents & Adults 70 Copyright © 2005 LinguiSystems, Inc.
 Clothing Store
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a/an) _____. Have the client
1. Point to menswear (dressing room, women’s department, repeat your sentences.
shoe department, sportswear, outerwear). 3. Print This is (a/an) _____ on a card. Have the client complete the sentence using
2. Where would you find ties? the vocabulary words.
3. Which departments sells boots?
4. Where would you find blouses? Expressive Vocabulary
5. Which department sells workout clothes? 1. Name each picture.
6. Where would you find dresses? 2. Name three stores that sell clothing.
7. Which department sells coats? 3. Tell three items sold in each area of a clothing store.
8. Where could you try on clothes? 4. Who would shop in each area of a clothing store?
9. Where would you look to find clothes like the ones you’re 5. How do you know what size the clothes are?
wearing? 6. Describe a dressing room.
10. Which areas of a clothing store have you been in? 7. What do you do in a dressing room? Why?
8. Describe how you would shop for new pants.
Receptive Activities 9. Explain how you would shop for shoes.
Before doing these activities, make two copies of the picture 10. (Cover the pictures.) Name six areas of a clothing store.
grid. Cut apart one grid to make picture cards.
Expressive Activity
1. Give the client the picture grid. Have her match the picture
Label five blank sheets of paper with: men’s, women’s, shoes, outerwear, and sportswear.
cards to the pictures on the grid. Where is the _____?
Look through ads from department stores, clothing stores, or the Internet. Have the
2. Play a game of Bingo. Use pennies as markers. clients cut out clothing pictures from each department and glue them to the correct
3. Place the picture cards faceup on the table. Have the pages. Discuss how all the items in one department go together. Ask each client to tell
client follow your directions. Touch the _____. which clothes she would like to buy and in which department she would find each item.
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. Critical Thinking and Problem Solving
4. Cover three to six pictures on the picture grid. Show the 1. Some clothes are marked S, M, L, or XL. What do these markings mean?
client a picture card and have her tell you where it was 2. Some pants are marked with two numbers, such as 32 x 32. What do these
on the picture grid. Where was the _____? numbers mean?
5. Label five blank sheets of paper with: Men’s, Women’s, 3. What size shirt would you try on? pants? How do you decide if they fit?
Shoes, Outerwear, and Sportswear. Use ads from clothing
4. When trying on clothes, what is important to you?
stores, department stores, discount stores, or websites on
the Internet. Have the clients cut out clothing pictures from 5. What kind of clothing is appropriate to wear to school?
each department and glue them to the correct pages. 6. What kind of clothing is appropriate to wear to work?
Where would you find the _____? 7. What kind of clothing is appropriate to wear when relaxing at home?
6. Visit a department store or a clothing store. Give the 8. Why should we try to choose clothing that helps us make a good impression?
picture cards to the client. Let’s look for these areas in a 9. How does your clothing help you make an impression?
clothing store. Find something that you would like to wear. 10. How do you know if your clothes at home are worn out?
Vocabulary in the Community
Functional Vocabulary for Adolescents & Adults 71 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Dentist’s Office
Functional Vocabulary for Adolescents & Adults 72 Copyright © 2005 LinguiSystems, Inc.
 Dentist’s Office
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence It’s (a/an) _____. Have the client
1. Point to the dentist (X-ray, receptionist, dental floss, repeat your sentences.
hygienist, cavity). 3. Print Here is (a/an) _____ on a card. Have the client complete the sentence using
2. Who makes the appointments? the vocabulary words.
3. Who cleans your teeth?
4. Who checks the health of your teeth? Expressive Vocabulary
1. Name each picture.
5. Which is a picture of your teeth?
2. What do all of these people and items have in common?
6. Which is a hole in a tooth?
3. What does a receptionist do?
7. Which cleans between your teeth?
4. What does a dentist do?
8. Which shows cavities and decay between the teeth?
5. What does a hygienist do?
9. Which do you have at home?
6. What is the difference between a dentist and a hygienist?
10. Who have you seen?
7. What does an X-ray of your teeth show?
Receptive Activities 8. What happens if you get a cavity?
Before doing these activities, make two copies of the picture 9. What does dental floss do?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name three people who work at a dentist’s office.

1. Give the client the picture grid. Have him match the picture
Expressive Activity
cards to the pictures on the grid. Where is the _____? Role-play going to a dentist’s office. Have the clients play the parts of the receptionist,
the hygienist, the dentist, and the patient. Have each worker describe three things they
2. Play a game of Bingo. Use pennies as markers.
do at their job. Discuss common things each person would say to a patient. Have the
3. Place the picture cards faceup on the table. Have the patient role-play meeting the receptionist and sitting in the waiting room and in the dental
client follow your directions. Touch the _____. chair. The hygienist could pretend to take X-rays and clean the teeth. The dentist could
Take the _____. Hand me the _____. Point to the _____. check the X-rays, look at the patient’s teeth, and make recommendations for keeping
Turn over the _____. clean, healthy teeth. The receptionist could make the next appointment with the patient.
4. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was Critical Thinking and Problem Solving
on the picture grid. Where was the _____? 1. What are some good ways to keep your teeth and mouth clean?
5. Role-play going to a dentist. Ask the clients to wear name 2. What can happen if you don’t brush your teeth regularly?
tags that say receptionist, hygienist, and dentist. Make 3. What do you do if your tooth hurts?
pictures of X-rayed teeth, one with a cavity. Ask one client 4. What are three ways to have good breath?
to role-play being the patient. Using the vocabulary words,
5. Why does the dentist look at your teeth and gums?
give the clients directions to follow throughout the activity.
6. Why is it important to see a dentist twice a year?
Wave to the receptionist. Sit in a chair. Open your mouth
for the hygienist. Open your mouth for the dentist. Look at 7. Why do you need to make an appointment at a dentist’s office?
the X-rays. Find the tooth with the cavity. 8. How do you make an appointment to see a dentist?
6. Take a tour of a dentist’s office. Let’s look for (a/an) _____. 9. How can you remember when your dentist appointment is?
10. What should you do if you leave something at a dentist’s office?
Vocabulary in the Community
Functional Vocabulary for Adolescents & Adults 73 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Discount Department Store
Functional Vocabulary for Adolescents & Adults 74 Copyright © 2005 LinguiSystems, Inc.
 Discount Department Store
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Let’s look in the _____ department.
1. Point to the sports department (clothing department, Have the client repeat your sentences.
electronics department, home department, toy department, 3. Print I shop in the _____ department on a card. Have the client complete the
garden and patio department). sentence using the vocabulary words.
2. Where would you find card games?
3. Which department has pants? Expressive Vocabulary
4. Where are video games located? 1. Name each picture.
5. Which department has flowers? 2. Tell three things you could buy in the clothing department.
6. Where are mixing bowls? 3. Name three things in the toy department.
7. Which department has soccer balls? 4. Tell three things you could buy in the sports department.
8. Which department has puzzles? 5. Name three things sold in the garden and patio department.
9. Where would you find the clothes you are wearing? 6. Tell three things in the electronics department.
10. Which departments have you shopped in? 7. What is a discount department store?
8. Name a discount department store. How is it organized?
Receptive Activities 9. How is a discount department store like a grocery store? How is it different?
Before doing these activities, make two copies of the picture 10. (Cover the pictures.) Name six departments in a discount store.
grid. Cut apart one grid to make picture cards.
Expressive Activity
1. Give the client the picture grid. Have her match the picture
Look through ads from a discount department store. Label six blank sheets of paper
cards to the pictures on the grid. Where is the _____?
with the departments in this lesson. Have the clients find products for each department
2. Play a game of Bingo. Use pennies as markers. and glue them to the correct page. Discuss what all the items in one department have
3. Place the picture cards faceup on the table. Have the in common.
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. Critical Thinking and Problem Solving
Turn over the _____. 1. What kinds of toys are appropriate for a little girl? young boy?
4. Cover three to six pictures on the picture grid. Show the 2. What should you think about when buying a plant for inside your house?
client a picture card and have her tell you where it was
3. What should you think about when buying a plant for your yard?
on the picture grid. Where was the _____?
4. What would you do if your new clock radio doesn’t work?
5. Label six blank sheets of paper with the departments in this
lesson. Use ads from discount department stores (such as 5. If you played soccer, what would you need to buy?
Target or Wal-Mart) or the Internet. Have the clients cut out 6. Why are discount department stores arranged by department?
pictures from each department and glue them to the correct 7. How can you find out if the clothes on the rack fit you?
pages. Where would you find (a/an) _____? 8. How could you get help when deciding on a blender?
6. Visit a discount department store. Give the pictures to the 9. How can you tell who the workers are at a store?
client. Let’s look for these departments. Find one thing 10. How do you know what department you are in?
that you like in each department.

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 75 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Doctor’s Office
Functional Vocabulary for Adolescents & Adults 76 Copyright © 2005 LinguiSystems, Inc.
 Doctor’s Office
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence This is a/an _____. Have the client
1. Point to the thermometer (X-ray, scale, prescription, repeat your sentences.
medicine, stethoscope). 3. Print That is a/an _____ on a card. Have the client complete the sentence using
2. Which is a picture of your bones? the vocabulary words.
3. Which tells your temperature?
4. Which shows your weight? Expressive Vocabulary
5. Which listens to your heart? 1. Name each picture.
6. Show me the paper that tells what medicine to get. 2. What do all of these items have in common?
7. Which do you take when you’re sick? 3. What does a scale do?
8. Which have numbers on them? 4. What does a thermometer do?
9. Which do you have at your house? 5. What does the doctor do with a stethoscope?
10. Which have you seen at a doctor’s office? 6. What do you do with a prescription?
7. What do you do with medicine?
Receptive Activities 8. What does an X-ray show?
Before doing these activities, make two copies of the picture 9. Name three reasons you might see a doctor.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items you’d see at a doctor’s office.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Role-play getting a checkup with a doctor. Have one client pretend to be the doctor and
2. Play a game of Bingo. Use pennies as markers. the other client pretend to be the patient. Have the doctor explain what he is doing as
3. Place the picture cards faceup on the table. Have the he uses the scale, thermometer, stethoscope, and X-ray machine, and while he is
client follow your directions. Touch the _____. writing the prescription. Then let different clients pretend to be the doctor.
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. Critical Thinking and Problem Solving
4. Cover three to six pictures on the picture grid. Show the 1. What do you feel like when you have a fever?
client a picture card and have him tell you where it was 2. If you have a fever, what kind of medicine could you take?
on the picture grid. Where was the _____?
3. If you have a runny nose, what kind of medicine could you take?
5. Role-play getting a checkup with a doctor. Have one client
4. If you have a cough, what kind of medicine could you take?
pretend to be the doctor and the other clients be the
patients. Using the vocabulary words, give the clients 5. What could happen if you take too much medicine?
directions to follow throughout the activity. Stand on the 6. What should you do if you think you broke a bone?
scale. Use the thermometer. Use the stethoscope. Get an 7. How are medicines different?
X-ray. Write a prescription. Buy some medicine. 8. How can you find out if you have a fever?
6. Take a tour of a doctor’s office. Find a/an _____. 9. How do you know how much medicine to take and how often to take it?
10. How do you decide whether to make a doctor’s appointment or go to the
emergency room?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 77 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Fast-Food Restaurant
Functional Vocabulary for Adolescents & Adults 78 Copyright © 2005 LinguiSystems, Inc.
 Fast-Food Restaurant
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see a _____. Have the client repeat
1. Point to the cashier (trash, tray, booth, menu, beverage). your sentences.
2. Which lists the food choices? 3. Print Here is a _____ on a card. Have the client complete the sentence using the
3. Which shows the prices? vocabulary words.
4. Who takes your order?
5. Who do you pay? Expressive Vocabulary
6. Which do you use to carry your food to a table? 1. Name each picture.
7. Which do you drink? 2. What does this person and all of these items have in common?
8. Where do you sit? 3. What is on a menu?
9. Where do you throw away garbage? 4. What does the cashier do?
10. Which have you seen at a fast-food restaurant? 5. What do you do with a tray?
6. Name three beverages you might see.
Receptive Activities 7. Describe a booth.
Before doing these activities, make two copies of the picture 8. What do you do with your paper goods when you’re finished eating?
grid. Cut apart one grid to make picture cards. 9. Name three fast-food restaurants.
10. (Cover the pictures.) Name six items and people you’d see at a fast-food restaurant.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is the _____? Expressive Activity
2. Place the picture cards faceup on the table. Have the Role-play going to a fast-food restaurant. One client can pretend to be the cashier, and
client follow your directions. Touch the _____. the other clients can pretend to be the customers. Write menu items on the board, and
Take the _____. Hand me the _____. Point to the _____. use a calculator for a cash register. Use trays, cups, and paper sacks to mimic the food
Turn over the _____. service, and line chairs along tables like a booth. Have the clients practice ordering
3. Cover three to six pictures on the picture grid. Show the food, paying, getting the tray, filling the drink at the soda machine, and sitting at a booth
client a picture card and have her tell you where it was with friends. Ask the clients to describe what they are doing throughout the activity.
on the picture grid. Where was the _____?
4. Role-play going to a fast-food restaurant. Have clients use a Critical Thinking and Problem Solving
picture menu and pretend to order a meal. (McDonald’s 1. What could you do if you don’t have enough money to order what you want?
gives menus out; other fast-food restaurants have pictures of 2. What if the beverage machine is out of the drink you want?
menu items on the Internet.) Use trays, cups, and paper
3. What are some good manners to use while eating at a fast-food restaurant?
sacks for the food service, and line chairs along tables like
a booth. Ask one client to be the cashier and the other 4. What could you talk about while eating with your friends?
clients to be the customers. Using the vocabulary words, 5. What should you do if the cashier gives you the wrong order?
give the clients directions to follow throughout the activity. 6. When do you use the drive-through instead of going inside the restaurant?
Find the cashier. Show her your menu. Show her a 7. When would you go to a fast-food restaurant instead of a restaurant?
beverage on your menu. Get the tray. Take it to the booth. 8. Why is it important to read the prices before ordering?
5. Visit a fast-food restaurant. Give the pictures to the client. 9. Why should you sit at the same table as your friends?
Let’s look for a/the _____. 10. How do you decide if your food order is for “here” or “to go”?
Vocabulary in the Community
Functional Vocabulary for Adolescents & Adults 79 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Grocery Shopping
Functional Vocabulary for Adolescents & Adults 80 Copyright © 2005 LinguiSystems, Inc.
 Grocery Shopping
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Here is a _____. Have the client repeat
1. Point to the receipt (shopping cart, checkout line, grocery your sentences.
list, cashier, cash register). 3. Print This is a _____ on a card. Have the client complete the sentence using the
2. Which paper shows what you want to buy? vocabulary words.
3. Which do you put groceries in?
4. Which has wheels? Expressive Vocabulary
5. Where do you pay for your groceries? 1. Name each picture.
6. Which adds prices? 2. What do you do with each item?
7. Who takes your money? 3. What does this person and all of these items have in common?
8. Who gives you change? 4. Name three things that could be on a shopping list.
9. Which paper shows what you bought? 5. What do you do at the checkout line?
10. Which paper shows the prices of what you bought? 6. What is the difference between a grocery list and a receipt?
7. Tell three things a cashier does.
Receptive Activities 8. Describe what a cash register looks like and what it does.
Before doing these activities, make two copies of the picture 9. What information is on a receipt?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items and people you’d see while grocery shopping.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Role-play grocery shopping. Have one client be the cashier and the other clients be the
2. Play a game of Bingo. Use pennies as markers. customers. Discuss what they will need. Have one client make a shopping list and
3. Place the picture cards faceup on the table. Have the another client gather items (real, empty, or made containers) they could purchase at a
client follow your directions. Touch the _____. grocery store. Create a cash register using a calculator, and arrange a table to look like
Take the _____. Hand me the _____. Point to the _____. a checkout line with grocery bags at the end. Have the customers discuss the steps to
Turn over the _____. shopping and the cashier talk about what he does.
4. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was Critical Thinking and Problem Solving
on the picture grid. Where was the _____? 1. How do you know what to put on a grocery list?
5. Role-play grocery shopping. Have one client be the cashier 2. How do you decide if you are going to use a shopping cart or a basket?
and the other clients be the customers. Make a shopping 3. Why should you be careful when pushing a shopping cart?
list, have a few products (or empty containers) that they
4. How do you know what size of each item to buy?
can purchase, use a calculator as a cash register, and have
some grocery bags. Using the vocabulary words, give the 5. How do you decide which brands to buy?
clients directions to follow throughout the activity. Bring 6. How can you calculate your total cost before you reach the cashier?
your grocery list. Pretend to push your shopping cart. Get 7. What do you do if you don’t have enough money to buy all of your groceries?
your groceries. Get in the checkout line. Pay the cashier. 8. What greeting could you say to the cashier?
6. Visit a grocery store. Give the pictures to the client. Let’s 9. How can you calculate if the cashier gave you the correct change back?
look for a _____. 10. How can you tell who works at the store and who is a customer?
Vocabulary in the Community
Functional Vocabulary for Adolescents & Adults 81 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Grocery Store
Functional Vocabulary for Adolescents & Adults 82 Copyright © 2005 LinguiSystems, Inc.
 Grocery Store
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Let’s go to the _____ section.
1. Point to dairy (produce, canned foods, bakery, frozen foods, Have the client repeat your sentences.
meat). 3. Print I see the _____ section on a card. Have the client complete the sentence
2. Where would you find apples? using the vocabulary words.
3. Which section has hamburger?
4. Where is the canned tuna? Expressive Vocabulary
5. Which section has fresh bread? 1. Name each picture.
6. Which section has frozen vegetables? 2. Name three items you could buy in each section.
7. Which section has milk? 3. What do produce items have in common?
8. Which section has bananas? 4. How are dairy items similar?
9. Which sections are cold? 5. What do meat products have in common?
10. Which sections have you shopped in? 6. How are bakery items similar?
7. Describe a frozen foods section.
Receptive Activities 8. How are canned foods similar?
Before doing these activities, make two copies of the picture 9. Tell how your grocery store is organized.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six sections in a grocery store.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Label six blank sheets of paper with the vocabulary words. Then cut out pictures of
2. Play a game of Bingo. Use pennies as markers. different foods from magazines or grocery store ads. Have the client talk about which
3. Place the picture cards faceup on the table. Have the section of a grocery store each item would be found in before gluing it to the corresponding
client follow your directions. Touch the _____. sheet of paper. When the pages are finished, ask her to discuss how all the items in
Take the _____. Hand me the _____. Point to the _____. one section are the same.
Turn over the _____.
4. Cover three to six pictures on the picture grid. Show the Critical Thinking and Problem Solving
client a picture card and have her tell you where it was 1. What does the date mean on milk containers? meat packages?
on the picture grid. Where was the _____? 2. What do you do with food in your refrigerator that has an old date on it?
5. Label six blank sheets of paper with the vocabulary words. 3. What would you do if you accidentally knocked over some boxes in a grocery store?
Cut out pictures of different foods from food magazines or
4. What would you do if one of your packages leaked in your shopping cart?
grocery store ads. Have the client glue each food to the
correct page. Where would you find (a/an) _____? 5. What would happen if you put ice cream in your shopping cart at the beginning of
your shopping trip?
6. Visit a grocery store. Give the pictures to the client. Let’s
look for the _____ section. Find three foods you like in 6. Why is it a good idea to get your frozen foods last?
each section. 7. How do you choose which bananas to buy? oranges? tomatoes?
8. How can you tell if the fruits or vegetables in your refrigerator are old?
9. How can you tell how many servings are in a can of food?
10. How could you order a cake?
Vocabulary in the Community
Functional Vocabulary for Adolescents & Adults 83 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Hardware Store
Functional Vocabulary for Adolescents & Adults 84 Copyright © 2005 LinguiSystems, Inc.
 Hardware Store
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Look in the _____ department. Have the
1. Point to the paint supplies department (tool department, client repeat your sentences.
housewares department, plumbing department, lawn and 3. Print The _____ department is here on a card. Have the client complete the
garden department, electrical department). sentence using the vocabulary words.
2. Where would you find batteries?
3. Where would you find paint? Expressive Vocabulary
4. Where would you find a hammer? 1. Name each section of a hardware store.
5. Where would you find a faucet? 2. Name three things sold in each department.
6. Where would you find a flower basket? 3. What do plumbing items have in common?
7. Where would you find a blender? 4. What do tools have in common?
8. Which are departments at a hardware store? 5. How are electrical supplies the same?
9. Which departments have items for your home? 6. What do paint supplies have in common?
10. Which departments have you been in? 7. How are items in the housewares department the same?
8. What do the lawn and garden supplies have in common?
Receptive Activities 9. Describe how a hardware store is organized.
Before doing these activities, make two copies of the picture 10. (Cover the pictures.) Name six items you could find in a hardware store.
grid. Cut apart one grid to make picture cards.
Expressive Activity
1. Give the client the picture grid. Have him match the picture
Label six blank sheets of paper with the vocabulary words. Then cut out pictures of
cards to the pictures on the grid. Where is the _____?
different items you can buy in a hardware store. Have the client talk about which
2. Play a game of Bingo. Use pennies as markers. section of a hardware store each item would be found in before gluing it to the
3. Place the picture cards faceup on the table. Have the corresponding sheet of paper. Discuss how all the items in one department go together.
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. Critical Thinking and Problem Solving
Turn over the _____. 1. What are some good safety rules for using a kitchen knife?
4. Cover three to six pictures on the picture grid. Show the 2. What is a good safety rule for using a hammer?
client a picture card and have him tell you where it was
3. What are two kinds of screwdrivers? How do you know which one to use?
on the picture grid. Where was the _____?
4. When gardening, when would you use a trowel instead of a shovel?
5. Label six blank sheets of paper with the vocabulary words.
Use ads from a hardware store or look on hardware store 5. How do you know when you need a new light bulb?
websites. Cut out items that would be sold in each 6. Why is it a good idea to turn off a lamp before changing the light bulb?
department of the store and have the client glue them to 7. Why is it a good idea to put a drop cloth down before painting a wall?
the correct page. Where would you find (a/an) ____? 8. How can you clean a paintbrush after painting?
6. Visit a hardware store. Give the pictures to the client. Let’s 9. Why are hardware stores arranged by departments?
look for the _____ department. 10. How do you know what department of a hardware store you are in?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 85 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Library/Bookstore
Functional Vocabulary for Adolescents & Adults 86 Copyright © 2005 LinguiSystems, Inc.
 Library/Bookstore
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I read _____. Have the client repeat your
1. Point to the magazines (reference books, novels, sentences.
paperback books, videos/DVDs, children’s books). 3. Print Look in the _____ section on a card. Have the client complete the sentence
2. Which are movies? using the vocabulary words.
3. Which have stories?
4. Which have facts? Expressive Vocabulary
5. Which have soft covers? 1. Name each picture.
6. Which has articles? 2. What do all of these items have in common?
7. Which can be mailed monthly? 3. Describe a magazine.
8. Which have pictures? 4. How is a paperback book different from a hardback book?
9. Which have you seen? 5. Name three reference books.
10. Which do you like? 6. How are children’s books different from adult novels?
7. Name three videos or DVDs.
Receptive Activities 8. What do you like to read?
Before doing these activities, make two copies of the picture 9. What is the difference between a library and a bookstore?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items you’d find in a library or bookstore.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where are the _____?
Plan a trip to a library or a bookstore. Have the client make a list of what he would like
2. Place a magazine, paperback book, reference book, video, to look at while there. Talk about which section he could look in to find each item.
DVD, children’s book, and adult book on the table. Give a
picture card to the client. Find the _____.
Critical Thinking and Problem Solving
3. Place the picture cards faceup on the table. Have the 1. Why is it a good idea to be quiet in a library?
client follow your directions. Touch the _____.
2. Why is it a good idea to return your library book on time?
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. 3. How could you make a plan to visit a library or a bookstore with a friend?
4. Use these pictures for a scavenger hunt. Have the clients 4. How are the books organized in your library? bookstore?
look for items in your classroom or school. Find a _____. 5. How are the videos organized in your library? How do you find the video or DVD
5. Look up websites that sell books, magazines, videos, and you like?
DVDs. Print out the pictures and have the client glue them 6. How are the magazines organized in the bookstore? How do you find a magazine
to a poster titled: Library / Bookstore. Then ask the client you like?
to identify the different items on the poster. Find a _____. 7. How can you tell if a book is easy to read or hard to read?
6. Visit a library or a bookstore. Use the pictures to find the 8. How can you tell if a book is going to be scary? funny?
different sections in the library or bookstore. Let’s look for 9. What can you do if you can’t find a book you like?
the _____. 10. How do you decide if you will like a book?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 87 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Pet Store
Functional Vocabulary for Adolescents & Adults 88 Copyright © 2005 LinguiSystems, Inc.
 Pet Store
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence That’s (a) _____. Have the client repeat
1. Point to the cat food (fish tank, turtle, leash, hamster, your sentences.
birdcage). 3. Print Let’s buy (a) _____ on a card. Have the client complete the sentence using
2. Which would you buy for a dog? the vocabulary words.
3. Which is for fish?
4. Which is for a cat? Expressive Vocabulary
5. Which is for a bird? 1. Name each picture.
6. Which has a shell? 2. What do all of these animals and items have in common?
7. Which has fur? 3. What do you do with a leash?
8. Which are animals? 4. What is the difference between canned and dry cat food?
9. Which hold animals? 5. Tell what animals can live in a birdcage.
10. Which do you have at your home? 6. Describe what animals can live in a fish tank.
7. Where would you keep a hamster?
Receptive Activities 8. Where would you keep a turtle?
Before doing these activities, make two copies of the picture 9. Do you have any pets? If so, what kind?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items or animals you could see at a pet store.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have two students role-play going to a pet store to buy a pet. One client can be the
2. Play a game of Bingo. Use pennies as markers. customer, and the other client can be the store clerk. Have the clients discuss the
3. Place the picture cards faceup on the table. Have the different pets and what type of supplies and care each pet requires.
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. Critical Thinking and Problem Solving
Turn over the _____. 1. What could happen if you stuck your finger into a bird’s cage?
4. Cover three to six pictures on the picture grid. Show the 2. What could happen if you pet a strange dog?
client a picture card and have him tell you where it was on
3. What do cat owners do to take care of their cats?
the picture grid. Where was the _____?
4. What do dog owners do to take care of their dogs?
5. Use ads from a pet store or a website that contains pet
supplies. Find (a) _____. 5. If you could buy a new pet, what would it be? How would you take care of it?
6. Visit a local pet store. Give the picture cards to the client. 6. How do you decide which kind of pet food to buy?
Let’s look for (a) _____. 7. How do you decide which kind of cage to buy?
8. What do you do if you can’t find something in a pet store? How do you know
who a worker is?
9. What if a pet gets sick?
10. What happens when a pet owner wants to go on vacation?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 89 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Restaurant
Functional Vocabulary for Adolescents & Adults 90 Copyright © 2005 LinguiSystems, Inc.
 Restaurant
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence This is a/an _____. Have the client
1. Point to the menu (beverage, check, appetizer, tip, dessert). repeat your sentences.
2. Which lists the food choices? 3. Print I see a/an _____ on a card. Have the client complete the sentence using the
3. Which gives the food prices? vocabulary words.
4. Which do you eat first?
Expressive Vocabulary
5. Which do you drink?
1. Name each picture.
6. Which treat comes at the end of a meal?
2. What is on a menu?
7. Which tells how much money you owe?
3. Name three appetizers.
8. Which do you leave for the server?
4. Name three beverages.
9. Which of these can you eat?
5. Name three desserts.
10. Which have you seen at a restaurant?
6. What is on the bill?
7. What is the tip for?
Receptive Activities
Before doing these activities, make two copies of the picture 8. Name three restaurants.
grid. Cut apart one grid to make picture cards. 9. How are restaurants different from eating at home?
10. (Cover the pictures.) Name six items you’d see at a restaurant.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is the _____?
Expressive Activity
Have your clients role-play going to a restaurant. One client can pretend to be the host/
2. Place the picture cards faceup on the table. Have the
hostess, another client can be the server, and the other clients can pretend to be the
client follow your directions. Touch the _____.
customers. Have them practice meeting the host/hostess and telling the number of
Take the _____. Hand me the _____. Point to the _____.
people in their group, going to the table and reading the menu, ordering, being served,
Turn over the _____.
paying, and leaving a tip. For added challenge, have the server make mistakes, such
3. Cover three to six pictures on the picture grid. Show the as forgetting silverware, bringing the wrong order, or not bringing the drinks. Help them
client a picture card and have her tell you where it was on problem solve what to ask the server to correct the mistakes.
the picture grid. Where was the _____?
4. Role-play going to a restaurant. Use borrowed menus from Critical Thinking and Problem Solving
a local restaurant, dishes, pretend money, and a mock check. 1. What if there aren’t enough glasses of water on the table?
Have one client play the server and the other clients be the 2. What if you drop your spoon?
customers. Ask the customers to sit around a table and the 3. What are some good table manners to use while eating at the restaurant?
server to hand out menus. Using the vocabulary words, give
4. What information do you give a hostess when you first enter a restaurant?
the clients directions to follow throughout the activity. Look
5. When would you go to a restaurant instead of a fast-food restaurant?
at the menus. To order, point to a beverage. Have the
server bring out dishes (with or without food/drinks) and 6. Why should you look at the food prices before ordering?
later the check, and give additional directions. Look at the 7. How do you make a reservation? How can you find the phone number?
check. Pay for your food. Leave a tip. 8. How do you decide whether or not to order appetizers?
5. Visit a restaurant. Give the picture cards to the client. Let’s 9. How do you know if you have enough money for dessert?
look for a _____. 10. How do you calculate the tip?
Vocabulary in the Community
Functional Vocabulary for Adolescents & Adults 91 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: School Supplies
Functional Vocabulary for Adolescents & Adults 92 Copyright © 2005 LinguiSystems, Inc.
 School Supplies
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use (a) _____. Have the client repeat
1. Point to the backpack (paper, folder, calculator, binder, your sentences.
pencil). 3. Print I have (a) _____ on a card. Have the client complete the sentence using the
2. Which can you carry on your back? vocabulary words.
3. Which adds numbers?
4. Which do you write with? Expressive Vocabulary
5. Which can you write on? 1. Name each picture.
6. Which can you put papers in? 2. What do all of these items have in common?
7. Which has a zipper? 3. Which do you have?
8. Which has buttons? 4. What do yours look like?
9. Which has an eraser? 5. What do you do with each item?
10. Which do you use at school? 6. Where do you keep each item?
7. When do you use each item?
Receptive Activities 8. What else can you write with?
Before doing these activities, make two copies of the picture 9. Describe how you organize your school supplies.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) What six items should you bring to school?

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have your clients role-play helping a new student. Have one client pretend to be a
2. Place a real backpack, folder, etc. on the table. Give a new student, and the others can be the veterans. Have the veterans explain to the
picture card to the client and have him put it by the new student what they bring to school each day, how they use each item, and why
matching item. Find the _____. each item is important.
3. Ask the clients to look through their backpacks (or a
backpack you provide). Find the _____. Critical Thinking and Problem Solving
4. Place picture cards faceup on the table. Have the 1. What if you break your pencil lead?
client follow your directions. Touch the _____.
2. What if your backpack zipper gets stuck?
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. 3. What if your lunch spills in your backpack?
5. Cover three to six pictures on the picture grid. Show the 4. What if your calculator stops working?
client a picture card and have him tell you where it was on 5. What if your binder gets filled with too many papers?
the picture grid. Where was the _____? 6. What would a teacher think if your papers were crumpled?
6. Use ads from a discount store, an office supply store, or the 7. How do you keep track of your homework?
Internet. Find (a) _____. 8. What if you forgot to write down your homework assignment?
7. Visit a discount store or an office supply store. Use the 9. What is a good way to organize your backpack?
pictures as a shopping list. Let’s look for (a) _____. 10. What is a good way to organize your binder?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 93 Copyright © 2005 LinguiSystems, Inc.
 CAUTION

Vocabulary in the Community: Signs

Functional Vocabulary for Adolescents & Adults 94 Copyright © 2005 LinguiSystems, Inc.
 Signs
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence This means _____. Have the client
1. Point to walk (don’t walk, do not enter, stop, exit, caution). repeat your sentences.
2. Which means “Do not cross the street”? 3. Print This sign means _____ on a card. Have the client complete the sentence
3. Which means “Yes, cross the street”? using the vocabulary words.
4. Which means “Halt”?
5. Which means “This way outside”? Expressive Vocabulary
6. Which means “Do not go in”? 1. Name each picture.
7. Which means “Be careful”? 2. What does each sign mean?
8. Which do you see at an intersection? 3. Where have you seen each sign?
9. Which do you see in buildings? 4. Which have you seen today?
10. Which mean “Don’t go there”? 5. What are some other traffic signs?
6. What other signs are at a school?
Receptive Activities 7. What signs would you see at a construction site?
Before doing these activities, make two copies of the picture 8. Name three places you’d see a caution sign.
grid. Cut apart one grid to make picture cards. 9. Describe how to cross a street safely.
10. (Cover the pictures.) Name six signs.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is _____? Expressive Activity
2. Play a game of Bingo. Use pennies as markers. Go for a walk that includes crossing a street at a street light and at an intersection with
3. Place picture cards faceup on the table. Have the a stop sign. Talk about how those signs help you to cross the street safely.
client follow your directions. Touch _____. Take _____.
Hand me _____. Point to _____. Turn over _____. Critical Thinking and Problem Solving
4. Cover three to six pictures on the picture grid. Show the 1. If a crosswalk shows the walk signal, do you still need to look for cars? Why?
client a picture card and have her tell you where it was on 2. If a crosswalk shows the walk signal and a car is coming, what should you do?
the picture grid. Where was _____? Why?
5. Go for a walk that includes an intersection with a stoplight 3. If a crosswalk shows the walk signal and a car is stopped, is it okay to cross the
and an intersection with a stop sign. Give the pictures to street? Why?
the student. Let’s look for _____.
4. If a crosswalk starts blinking the don’t walk signal when you’re only halfway across
6. Visit a hardware store. Look at various signs that can be the street, what should you do? Why?
purchased. Let’s look for Do Not Enter, Exit, and Caution.
5. If a sign outside a rest room door says “Do Not Enter,” should you open the door?
6. If there’s a caution sign next to a river, should you swim in the river?
7. If a machine has a caution sign on it, should you touch the machine?
8. How do you know which door leads to the outside?
9. Why do people post signs?
10. Why should you read signs?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 95 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Sporting Goods Store
Functional Vocabulary for Adolescents & Adults 96 Copyright © 2005 LinguiSystems, Inc.
 Sporting Goods Store
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use a _____. Have the client repeat
1. Point to the football (baseball bat, bowling ball, basketball, your sentences.
golf club, soccer ball). 3. Print Grab the _____ on a card. Have the client complete the sentence using the
2. Which are balls? vocabulary words.
3. Which can you kick?
4. Which do you throw in a hoop? Expressive Vocabulary
5. Which goes with a baseball? 1. Name each picture.
6. Which goes with a golf ball? 2. What do all of these items have in common?
7. Which goes with bowling pins? 3. What do you do with each item?
8. Which do you use to make a touchdown? 4. Tell what sport you could play with each item.
9. Which have you used? 5. Where could you buy each item?
10. Which do you like? 6. Name a sporting goods store.
7. What sports have you played?
Receptive Activities 8. Which sports are your favorites? Why?
Before doing these activities, make two copies of the picture 9. Describe how to bowl.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six sports items.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Talk about the different sports played in PE. Write the name of each sport at the top of
2. Place a real football, basketball, etc., on the table. Give a sheet of construction paper. Have the clients look through ads from a sporting goods
a picture card to the client and have him put it by the store and cut out pictures of various sports equipment. Have them glue each picture on
matching item. Find the _____. the appropriate sheet and talk about how each item is used in the sport.
3. Play a pantomime game using the picture cards or real
items. Show me how you use this. Critical Thinking and Problem Solving
4. Place the picture cards faceup on the table. Have the 1. What do you need to play football? Where could you play?
client follow your directions. Touch the _____. 2. What do you need to play basketball? Where could you play?
Take the _____. Hand me the _____. Point to the _____.
3. What do you need to play baseball? Where could you play?
Turn over the _____.
4. What do you need to play soccer? Where could you play?
5. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was on 5. What do you need to bowl? Where could you bowl?
the picture grid. Where was the _____? 6. What do you need to golf? Where could you golf?
6. Use ads or websites from a sporting goods store. Cut out 7. What if your ball is flat?
pictures and glue them to a poster titled Sporting Goods. 8. How do you know which way to run in a game?
Find (a/an) _____. 9. How does a good sport act when she loses? when she wins?
7. Visit a sporting goods store. Give the pictures to the 10. Why is it important to be a good sport?
student. Let’s look for a _____.

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 97 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Stationery Store
Functional Vocabulary for Adolescents & Adults 98 Copyright © 2005 LinguiSystems, Inc.
 Stationery Store
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I’ll buy a/an _____. Have the client repeat
1. Point to a wedding card (congratulations card, birthday your sentences.
card, get-well card, invitation, thank-you card). 3. Print I’ll send a/an _____ on a card. Have the client complete the sentence using
2. What do all of these items have in common? the vocabulary words.
3. Which is for a birthday?
4. Which is for a bride and groom? Expressive Vocabulary
5. Which is for a graduate? 1. Name each picture.
6. Which is for someone who’s sick? 2. What do all of these items have in common?
7. Which invites people to a party? 3. What is on an invitation?
8. Which is to thank someone? 4. Who could you give birthday cards to?
9. Which have you received? 5. When do people send get-well cards?
10. Which have you sent? 6. Who receives wedding cards?
7. Name three reasons you could send thank-you cards.
Receptive Activities 8. Tell three things people could be congratulated for.
Before doing these activities, make two copies of the picture 9. Name three places that sell cards.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six kinds of cards.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the client look through a calendar. Talk about different holidays and special
2. Play a game of Bingo. Use pennies as markers. events and which cards she could send or give at those times.
3. Place real cards for various occasions on the table. Give
a picture card to the client and have her put it by the Critical Thinking and Problem Solving
matching item. Find the _____. 1. What do you think about when buying a birthday card for someone?
4. Place the picture cards faceup on the table. Have the 2. What do you think about when buying a get-well card for someone?
client follow your directions. Touch the _____.
3. What is the difference between a wedding card and an anniversary card?
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. 4. What information should you include in a thank-you card?
5. Cover three to six pictures on the picture grid. Show the 5. What card could you buy someone who is graduating?
client a picture card and have her tell you where it was on 6. Which would you buy for a couple getting married?
the picture grid. Where was the _____? 7. When sending invitations, what information should you include on your card?
6. Use an Internet search engine to find a website that 8. When you get an invitation, what information can you put on your calendar?
contains greeting cards. Find a/an _____. 9. Why is it a good idea to RSVP when you get an invitation?
7. Visit a store that sells cards. Use the pictures as a 10. How do you think others feel when they receive a card?
shopping list. Let’s look for a/an _____.

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 99 Copyright © 2005 LinguiSystems, Inc.
Vocabulary in the Community: Toy Store
Functional Vocabulary for Adolescents & Adults 100 Copyright © 2005 LinguiSystems, Inc.
 Toy Store
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Let’s look for the _____. Have the client
1. Point to the stuffed animals (puzzles, sporting goods, board repeat your sentences.
games, video games, arts and crafts). 3. Print Let’s buy some _____ on a card. Have the client complete the sentence using
2. Which are furry? the vocabulary words.
3. Which has controllers?
4. Which is for ballgames? Expressive Vocabulary
5. Which have dice? 1. Name each picture.
6. Which make a picture? 2. What do all of these items have in common?
7. Which get put together? 3. Describe a board game.
8. Which do you play with outside? 4. Tell what you do with a puzzle.
9. Which do you play with inside? 5. Explain how you play video games.
10. Which do you like? 6. Name three arts and crafts supplies.
7. Name three types of sport equipment.
Receptive Activities 8. Describe three different kinds of stuffed animals.
Before doing these activities, make two copies of the picture 9. What toys could you buy a young friend?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items you’d find at a toy store.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Label six blank sheets of paper Board Games, Puzzles, Video Games, Arts & Crafts,
2. Play a game of Bingo. Use pennies as markers. Sporting Goods, and Stuffed Animals. Look through ads or websites for toy stores.
3. Place the picture cards faceup on the table. Have the Have the clients cut out pictures of three items from each category and glue them to the
client follow your directions. Touch the _____. correct page. Discuss how all the items in one section go together. Talk about what
Take the _____. Hand me the _____. Point to the _____. they would like to purchase and where they would find it in a toy store.
Turn over the _____.
4. Cover three to six pictures on the picture grid. Show the Critical Thinking and Problem Solving
client a picture card and have him tell you where it was 1. What useful information is on the board game box?
on the picture grid. Where were the _____? 2. What do you consider when choosing a puzzle?
5. Look at ads or websites for a toy store. Cut out pictures
3. What do you consider when choosing a video game?
of items and glue them to a poster labeled Toy Store.
Find (a/an) _____. 4. What if you can’t find the stuffed animals in the toy store?
6. Visit a toy store. Give the client the picture cards. 5. What if you can’t reach a toy on the top shelf?
Let’s find the _____. 6. What if the price is not marked on the toy you’d like to buy?
7. If your friend likes arts and crafts, what would be some good gift ideas?
8. If your friend likes sports, what would be some good gift ideas?
9. Why is it a good idea to consider what your friend likes when buying her a gift?
10. Why is it a good idea to look at the price before buying an item?

Vocabulary in the Community

Functional Vocabulary for Adolescents & Adults 101 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Job Choices
Functional Vocabulary for Adolescents & Adults 102 Copyright © 2005 LinguiSystems, Inc.
 Job Choices
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence They are _____. Have the client repeat
1. Point to the garden workers (housecleaners, restaurant workers,
your sentences.
office helpers, laundry workers, and store employees).
3. Print The _____ work on a card. Have the client complete the sentence using the
2. Who washes laundry?
vocabulary words.
3. Who works with papers and files?
4. Who puts new products on a shelf? Expressive Vocabulary
5. Who sets tables? 1. Name each picture.
6. Who cleans hotel rooms? 2. Describe three tasks that housecleaners do.
7. Who keeps yards nice? 3. Name three tasks that store employees do.
8. Who works inside? 4. Tell three tasks that office workers do.
9. Who works outside? 5. Describe three tasks that laundry workers do.
10. Which jobs do you like? 6. Name three tasks that restaurant workers do.
7. Tell three tasks that garden workers do.
Receptive Activities 8. Where could each of these workers work?
Before doing these activities, make two copies of the picture grid.
9. What kind of job would you like to have?
Cut apart one grid to make picture cards.
10. (Cover the pictures.) Name six jobs.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is the _____? Expressive Activity
2. Place the picture cards faceup on the table. Have the client Role-play interviewing for one of these jobs. Discuss what to wear to the interview (nice
follow your directions. Touch the _____. Take the _____. clothes, well-groomed) and what to bring (résumé). Have the client practice greeting
Hand me the _____. Point to the _____. Turn over the _____. you and telling about herself, her job experiences, and why she wants the job. Have the
3. Cover three to six pictures on the picture grid. Show the client client ask questions about the job, such as about the tasks required, the hours needed,
a picture card and have her tell you where it was on the picture and the pay.
grid. Where was the _____? Critical Thinking and Problem Solving
4. Use classified ads to find job openings in these fields. Glue 1. Why is it a good idea for a housecleaner to knock before opening a closed door?
each picture card to a blank sheet of paper. Cut and paste 2. What should a store employee do if a customer wants to look for something on the
each job opening on the sheet with its corresponding picture shelf she’s stocking?
card. Where should we glue this?
3. What if a customer asks a store employee where something is, but the employee
5. Role-play working one or more of these jobs. For a garden doesn’t know?
worker, the client could rake or mow a nearby lawn. For a
4. What if the office worker finds a blank page while collating?
housecleaner, the client could dust the furniture in the room.
For a restaurant worker, the client could clean and set a table. 5. How does the laundry worker know when the dryer is done?
For an office helper, the client could help in the school office. 6. How does the restaurant worker know which tables to clean?
For a laundry worker, the client could practice washing PE 7. What safety rules should a garden worker follow while trimming bushes?
clothes or cafeteria aprons. For a store employee, the client 8. What should a worker do if she is sick?
could practice putting supplies neatly away in cupboards with 9. What should you consider when choosing the kind of job you want?
the labels are facing forward. 10. If you were interviewing for one of these jobs, what skills could you tell the employer
6. Visit a store, a hotel, a restaurant, and an office. Give the that you have?
picture cards to the client. Let’s look for these workers.
Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 103 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Getting a Job
Functional Vocabulary for Adolescents & Adults 104 Copyright © 2005 LinguiSystems, Inc.
 Getting a Job
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a/an/the) _____. Have the client
1. Point to (the) résumé (application, classified ads, education, repeat your sentences.
experience, references). 3. Print Let’s talk about (the) _____ on a card. Have the client complete the sentence
2. Which lists job openings? using the vocabulary words.
3. Which lists your previous jobs?
4. What form do you fill out to apply for a job? Expressive Vocabulary
1. Name each picture.
5. Who can an employer call to ask about you?
2. What do all of these things have in common?
6. Which is the amount of school you’ve had?
3. What information is given in the classified ads?
7. Which is the amount of job training you’ve had?
4. What information do you put on application?
8. Which two items list your name, address, and phone number?
5. What information do you put on a résumé?
9. Which should you give to an employer when applying for a job?
6. Tell about your education.
10. Which help you get a job?
7. Describe your job experiences.
Receptive Activities 8. What are references?
Before doing these activities, make two copies of the picture grid. 9. Who could you put as a reference?
Cut apart one grid to make picture cards. 10. (Cover the pictures.) Describe the steps to finding and getting a job.

1. Give the client the picture grid. Have him match the picture
Expressive Activity
cards to the pictures on the grid. Where is the _____? Conduct a mock interview with the client. Discuss what to wear to the interview (nice
clothes, well-groomed) and what to bring (résumé). Role-play greetings, asking the
2. Help the client complete a job application. Match the
client to tell about himself, his education, his job experiences, and why he wants that
appropriate picture cards to the parts of the application.
job. Have the client ask questions about the job, such as about the tasks required, the
Show me the _____.
hours needed, and the pay.
3. Help the client type up a résumé. Match the appropriate picture
cards to the parts of the résumé. Show me the _____. Critical Thinking and Problem Solving
4. Place classified ads, a résumé, and an application on the table. 1. When looking at the classified ads, why is it a good idea to consider where a
Match the picture cards to the items. Show me the _____. business is located?
5. Place the picture cards faceup on the table. Have the client 2. What else should you consider when looking in the classified ads for a job?
follow your directions. Touch (the) _____. Take (the) _____. 3. Why is it important to make a good impression when completing a job application?
Hand me (the) _____. Point to (the) _____. 4. Why should you carefully select who you’d like to list as references?
Turn over (the) _____.
5. Why is it a good idea to be well-groomed and neatly dressed for a job interview?
6. Cover three to six pictures on the picture grid. Show the client
6. At the beginning of a job interview, why is it a good idea to greet the employer,
a picture card and have him tell you where it was on the picture
introduce yourself, and shake hands?
grid. Where was/were (the) _____.
7. When an employer asks you to tell about yourself, what information would be good
7. Role-play a job interview. Ask the client to use his résumé to
to share?
answer the questions. As the “employer,” ask the client
8. What experience have you had that would impress an employer?
questions that he can answer by pointing to the correct part of
the résumé. What education have you had? What job 9. If an employer asks why you want a job, what would be a good answer?
experience have you had? Who can I call as a reference? 10. What advice would you give to someone who will have a job interview?
Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 105 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: What to Wear to Work
Functional Vocabulary for Adolescents & Adults 106 Copyright © 2005 LinguiSystems, Inc.
 What to Wear to Work
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Put on a/an _____. Have the client
1. Point to the name tag/name badge (vest, watch, apron, collar repeat your sentences.
shirt, hairnet). 3. Print I wear a/an _____ on a card. Have the client complete the sentence using the
2. Which tells the person’s name? vocabulary words.
3. Which holds back the person’s hair?
4. Which tells time? Expressive Vocabulary
5. Which protects the person’s clothes? 1. Name each picture.
6. Which is a nice shirt? 2. Why do workers wear name tags/name badges?
7. Which are parts of a uniform? 3. Why do kitchen workers wear aprons?
8. Which could people wear while working in a kitchen? 4. How do you put on a vest?
9. Which could people wear while working at a store? 5. What does a hairnet do?
10. Which could people wear while working in an office? 6. What does a watch do?
7. What could a cook wear at work?
Receptive Activities 8. What could a store employee wear at work?
Before doing these activities, make two copies of the picture grid. 9. What could an office worker wear at work?
Cut apart one grid to make picture cards. 10. (Cover the pictures.) What could be part of a work uniform?

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the client role-play getting ready for work. Put on needed uniform items such
2. Play a game of Bingo. Use pennies as markers. as an apron, a hairnet, a watch, and a name tag. Discuss how to put them on, why
3. Bring in a real name tag, apron, watch, etc., and have the client to wear each item, and how customers can tell who the workers are.
match the items to the picture cards. Where is the _____?
4. Have the client practice putting on a name tag, apron, watch, Critical Thinking and Problem Solving
etc. Put on the _____. 1. How does a watch help you for work?
5. Place the items or picture cards faceup on the table. Have the 2. What could happen if your watch had the wrong time?
client follow your directions. Touch the _____. Take the _____. 3. What could happen if a worker didn’t wear her uniform to work?
Hand me the _____. Point to the _____. Turn over the _____.
4. What could happen if a cook didn’t wear a hairnet?
6. Cover three to six pictures on the picture grid. Show the client
5. What could happen if a cook didn’t wear an apron?
a picture card and have her tell you where it was on the picture
grid. Where was the _____? 6. Why do you think some workers have to wear uniforms?
7. Look in magazines or on websites for pictures of workers 7. Why is it important to wear clean clothes to work?
wearing various uniforms. Cut out or print the pictures and 8. How could you tell if your uniform needed to be cleaned?
glue them to a poster. Show me the _____. 9. What could you do if you lost your name badge?
8. Visit various worksites. Give the client the picture cards as you 10. When you shop, how do you know who the workers are?
talk about what the employees wear to work.
Let’s look for a/an _____.

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 107 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: People You Work With
Functional Vocabulary for Adolescents & Adults 108 Copyright © 2005 LinguiSystems, Inc.
 People You Work With
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence She is a _____ or She did _____. Have
1. Point to the supervisor (customer, job coach, co-worker). the client repeat your sentences.
2. Point to the person who did supported employment (job 3. Print I work with a _____ and I did _____ on a card. Have the client complete the
training). sentences using the vocabulary words.
3. Who is the boss?
4. Who shops? Expressive Vocabulary
1. Name each picture.
5. Who assigns tasks?
2. What do all of these people have in common?
6. Who teaches tasks?
3. What does a supervisor do?
7. Who works at the same place?
4. What does a job coach do?
8. Who is learning job skills?
5. What does a co-worker do?
9. Who is paid for working?
6. What does a customer do?
10. Who could the worker take a break with?
7. How are a supervisor and job coach the same? different?
Receptive Activities 8. Who can tell you what jobs to do?
Before doing these activities, make two copies of the picture 9. Who can help you keep your job?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Tell four people you could work with.

1. Give the client the picture grid. Have her match the picture
Expressive Activity
cards to the pictures on the grid. Where is (the) _____? Have the client practice doing a job skill at school, such as cleaning tables, delivering
teachers’ mail, or putting address labels on a mailing. Help the client role-play various
2. Practice doing a job skill at school, such as cleaning tables,
scenarios, such as greeting a supervisor and asking what job tasks to do, following a
delivering teachers’ mail, or labeling mailings. Who is your
job coach’s directions, answering a customer’s question, asking a job coach for help,
_____?
and getting along with a co-worker. Talk about the roles of each person and the various
3. Place the picture cards faceup on the table. Have the relationships.
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. Critical Thinking and Problem Solving
Turn over the _____. 1. What could you do if you didn’t understand your supervisor’s directions?
4. Cover three to six pictures on the picture grid. Show the 2. What should you do if a customer wants to get something off of a shelf that you’re
client a picture card and have her tell you where it was on straightening?
the picture grid. Where was (the) _____? 3. What if a customer asks you a question and you don’t know the answer?
5. Visit a store or a fast-food restaurant. Look for the workers, 4. What if you finish your job task, but it isn’t time to leave work yet?
the supervisor, and the customers. Let’s find a _____.
5. What if you accidentally drop some merchandise and it breaks?
6. Visit a job training site. Look for the workers, job coach,
6. What could happen if you don’t follow directions?
supervisor, and customers. Let’s find a _____. Who did
7. Why is it a good idea to greet your supervisor?
supported employment? Who did job training?
8. Why is it a good idea to get along with your job coach?
9. Why is it a good idea to get along with your co-workers?
10. Tell at least three things good workers do to keep their jobs.
Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 109 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Attributes
Functional Vocabulary for Adolescents & Adults 110 Copyright © 2005 LinguiSystems, Inc.
 Attributes
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence This is _____. Have the client repeat
1. Which table is clean? dirty? your sentences.
2. Which shelf is empty? full? 3. Print That is _____ on a card. Have the client complete the sentence using the
3. Which dishes are dry? wet? vocabulary words.
4. Which table needs to be cleaned?
5. Which shelf needs to be filled? Expressive Vocabulary
6. Which dishes need to be dried? 1. Describe each table (shelf, dish).
7. How do you like your table to look? 2. What should a worker do with a dirty table?
8. Which shelf could you get crackers from? 3. What should a worker do with an empty shelf?
9. How should dishes look before setting a table? 4. What should a worker do with wet dishes?
10. Which of these things should workers notice? 5. Name three things that could get dirty in a hotel room.
6. Name three containers that could be empty in a fast-food restaurant.
Receptive Activities 7. Name three items that could be wet or dry in a laundry room.
Before doing these activities, make two copies of the picture 8. What could a worker do if a trash can is full?
grid. Cut apart one grid to make picture cards. 9. What could a worker do if the floor is dirty?
10. What chores do you have at home?
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is the _____? Expressive Activity
2. Play a game of Bingo. Use pennies as markers. Have the client practice washing dishes. Talk about which dishes are clean, dirty, wet, or
3. Have the client search around the school for clean and dirty dry. Then have the client check the inventory of the school supplies. Talk about whether
items. Find a clean/dirty _____ (table, desk, chair, floor, the various containers of pencils, paper clips, and paper towels are full or empty.
cupboard, bathroom mirror, sink, etc.).
4. Have the client search around the school for full and empty Critical Thinking and Problem Solving
containers. Find a full/empty _____ (pencil holder, work 1. If you worked at a restaurant, what would you do if a customer spilled a soda?
folder, paper towel dispenser, trash can, etc.). 2. Should you clean tables where customers are eating? Why?
5. Have the client search around the school for wet and dry 3. Should you eat the food off the tables you are cleaning? Why?
items. Find (a) wet/dry _____ (dishes in the sink or on the
4. Why is it important to keep the containers filled at a fast-food restaurant?
counter, sponges, towels, tables, countertops, floors, etc.).
5. Why is it important to keep the shelves filled at a store?
6. Visit a fast-food restaurant or cafeteria. If it’s okay with the
management, have the client pretend that he works there 6. If you worked at a store, how would you know what goes on an empty shelf?
and check the tables, condiments, and beverage supplies. 7. If you worked at a store, what if you didn’t know where to find more merchandise
Let’s look for something that is _____. that you needed to put on the shelves?
8. If you cleaned laundry at a hotel, why is it a good idea to check the towels before
taking them out of the dryer?
9. If you cleaned rooms in a hotel, why is it a good idea to clean everything in the
room?
10. How would you know where you had already cleaned?
Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 111 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Baker Helper
Functional Vocabulary for Adolescents & Adults 112 Copyright © 2005 LinguiSystems, Inc.
 Baker Helper
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Find the _____. Have the client repeat
1. Point to the apron (pan, batter, hairnet, dough, gloves). your sentences.
2. Show me which go on hands? 3. Print Use the _____ on a card. Have the client complete the sentence using the
3. Which covers your hair? vocabulary words.
4. Which covers your clothes?
5. Which do you bake cookies on? Expressive Vocabulary
6. Which do you pour into a pan? 1. Name each picture.
7. After baking, which will become rolls? 2. What do all of these items have in common?
8. After baking, which will become cake or muffins? 3. What does a hairnet do?
9. Which would you see at a bakery? 4. What do gloves do?
10. Which would a baker wear? 5. What does an apron do?
6. Name three foods you could bake on a pan.
Receptive Activities 7. Name three kinds of dough.
Before doing these activities, make two copies of the picture 8. Name three kinds of batter.
grid. Cut apart one grid to make picture cards. 9. Describe what you would see and smell at a bakery.
10. (Cover the pictures.) Name six items a baker would use.
1. Give the client the picture grid. Have him match the picture
cards to the pictures on the grid. Where is/are the _____? Expressive Activity
2. Play a game of Bingo. Use pennies as markers. Help the clients bake cookies, rolls, muffins, or another bakery item. Discuss the
3. Match real items with the picture cards. Put a hairnet, pair purpose of wearing gloves, hairnets, and aprons. Ask the clients to describe the
of gloves, apron, and baking pan on the table. Point to a items they’re using and the steps they’re taking to make the food item.
picture as you ask Where is/are the _____?
4. Ask the clients to try on hairnets, gloves, and an apron. Critical Thinking and Problem Solving
Put on the ____. 1. What if you have difficulty putting on the food-handling gloves?
5. Bake cookies, rolls, or another bakery item. Use the 2. What if the apron strings get tangled when you try to put on the apron?
vocabulary words while giving the clients directions during 3. Why is it a good idea to wash your hands before working with food?
the activity. Put on the _____. Mix the _____.
4. What if you smell something burning in the oven?
6. Cover three to six pictures on the picture grid. Show the
5. Why is it a good idea to leave spaces between cookies on a pan before
client a picture card and have him tell you where it was on
baking them?
the picture grid. Where was/were the _____?
6. What if you drop a piece of dough on the floor?
7. Look at classified ads for jobs assisting bakers at local
bakeries, grocery stores, restaurants, or cafeterias. 7. Why is it a good idea to follow a recipe exactly when making batter?
Let’s find job openings for a baker helper. 8. Why can’t you eat the cookies that you bake at work?
8. Visit a bakery or the bakery section of a grocery store, 9. Would you want a job helping a baker? Why?
restaurant, or cafeteria. Give the picture cards to the client. 10. If you were interviewing for a job at a bakery, what skills and experience would
Let’s find someone who is using (a/an) _____. you say that you have?

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 113 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Dining Room Attendant – Fast-Food Restaurant
Functional Vocabulary for Adolescents & Adults 114 Copyright © 2005 LinguiSystems, Inc.
 Dining Room Attendant – Fast-Food Restaurant
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Check the _____. Have the client repeat
1. Point to the drink dispenser (straws, napkin dispenser, your sentences.
trays, dumpster, condiments). 3. Print Here is/are the _____ on a card. Have the client complete the sentence using
2. Show where to take out the garbage. the vocabulary words.
3. Which go in cups?
4. Which machine serves ice and drinks? Expressive Vocabulary
5. Which holds napkins? 1. Name each picture.
6. Which includes ketchup and mustard? 2. What do all of these items have in common?
7. Which do you carry food on? 3. What is a napkin dispenser for?
8. Which would you see at a fast-food restaurant? 4. Name three beverages you could get from a drink dispenser.
9. Which could need cleaning? 5. What is a dumpster for?
10. Which could need refilling? 6. Name three condiments.
7. What do you do with a straw?
Receptive Activities 8. What do you do with a tray?
Before doing these activities, make two copies of the picture 9. Name three fast-food restaurants.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items you’d see at a fast-food restaurant.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the clients role play working at a fast-food restaurant. Ask the clients use the
2. Play a game of Bingo. Use pennies as markers. vocabulary words to describe what they are doing during their day on the job.
3. Place the picture cards faceup on the table. Have the
client follow your directions. Touch the _____. Critical Thinking and Problem Solving
Take the _____. Hand me the _____. Point to the _____. 1. What would you do if the dumpster was full?
Turn over the _____.
2. When clearing a table, what should you do with food left behind?
4. Cover three to six pictures on the picture grid. Show the
3. Why is it a good idea to keep the condiment packets sorted?
client a picture card and have him tell you where it was on
the picture grid. Where was/were the _____? 4. Why is it a good idea to keep the straws stocked?
5. Use classified ads to find job openings at local fast-food 5. Why is it a good idea to keep the trays clean?
restaurants. Look for dining room attendant job openings. 6. Why should you wait until the customers leave before cleaning their table?
6. Visit the school cafeteria or a fast-food restaurant. Give the 7. How do you know when a napkin dispenser needs more napkins?
pictures to the client. Let’s look for (a) _____. 8. How do you know when a drink dispenser is out of a soda?
9. Would you want to earn money at a fast-food restaurant? Why?
10. If you were interviewing for a fast-food restaurant job, what skills and experience
would you say that you have?

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 115 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Dining Room Attendant – Restaurant
Functional Vocabulary for Adolescents & Adults 116 Copyright © 2005 LinguiSystems, Inc.
 Dining Room Attendant – Restaurant
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I will get (a) _____. Have the client
1. Point to the place mat (napkin, tablecloth, table tent, silverware,
repeat your sentences.
menu).
3. Print Let’s clean the _____ on a card. Have the client complete the sentence using
2. Show what covers a table.
the vocabulary words.
3. What goes under a plate?
4. Which goes on your lap? Expressive Vocabulary
5. What utensils do you eat with? 1. Name each picture.
6. Which shows the food choices? 2. What do all of these items have in common?
7. What advertises specials? 3. How do you put a tablecloth on a table?
8. What would you see in a restaurant? 4. What goes on a place mat?
9. What could need cleaning? 5. Name three pieces of silverware.
10. What could you put on a table? 6. Tell three sections on a menu.
7. Describe what could be advertised on a table tent.
Receptive Activities 8. What do guests do with a napkin?
Before doing these activities, make two copies of the picture grid.
9. Name three restaurants.
Cut apart one grid to make picture cards.
10. (Cover the pictures.) Name six items you’d see at a restaurant.
1. Place a real tablecloth, table tent, some silverware, etc., on the
table. Some restaurants will give you menus you can use, and Expressive Activity
you can make your own table tent by cutting out pictures of food Role-play working at a restaurant. Some of the clients can pretend to be dining room
and gluing them to a sheet of construction paper folded in half. attendants and others can pretend to be customers. Have the workers describe what
Give the client the picture page and ask her to identify the items they are doing as they clean and set a table, set menus on the place mats, etc. Have
in the picture. Where is the _____? the customers ask for items like silverware, napkins, etc.
2. Bring in a real tablecloth, place mat, napkin, menu, etc. Give
Critical Thinking and Problem Solving
the picture page to the client and ask her to make a place setting
1. What should you do if the tablecloth you are putting on has a stain on it?
that looks like the picture. Pretend you are a dining room
attendant. Set the table to look like this. 2. When setting a table, what should you do if a fork is bent?
3. Bring in a real tablecloth, etc. Without looking at the picture page, 3. When cleaning menus, what should you do if you notice that a page is missing?
have the client follow your directions to set a table. Put the 4. When cleaning table tents, what should you do if you can’t remove some gunk?
place mat on the table. Put the plate on the place mat. Put 5. When clearing tables, why shouldn’t you eat leftover food?
the fork to the left. Put the table tent in the middle of the table. 6. When setting a table, how can you tell if the tablecloth is even?
4. Bring in a real tablecloth, etc., and role-play working at a 7. When setting a table, how do you know how many place mats to set out?
restaurant. Ask the client to listen to your cues to set a table. 8. When clearing tables, how do you know if a customer is finished?
Give less information than you did in the previous activity about 9. If you were interviewing for a restaurant job, what skills and experience would you
what to do with each item. Get the ____. say that you have?
5. Role-play working at a restaurant and clearing a table. Ask the 10. Would you want to earn money as a dining room attendant? Why?
client to clear what you ask. Pick up the _____.
6. Visit a restaurant. Use the picture page to find the vocabulary
word items. Let’s look for (a) _____.

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 117 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Floor Cleaning Supplies
Functional Vocabulary for Adolescents & Adults 118 Copyright © 2005 LinguiSystems, Inc.
 Floor Cleaning Supplies
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use a_____. Have the client repeat your
1. Point to the dust mop (vacuum, broom, dustpan, mop bucket,
sentences.
mop).
3. Print I clean with a _____ on a card. Have the client complete the sentence using
2. Which sweeps?
the vocabulary words.
3. Which mops?
4. Which vacuums? Expressive Vocabulary
5. Which goes with the broom? 1. Name each picture.
6. Which goes with the mop? 2. What do all of these items have in common?
7. Which dry mops the floor? 3. Describe how to use a broom and a dustpan.
8. Which can get wet? 4. Tell how to use a mop and a mop bucket.
9. Which stay dry? 5. Explain how to use a dust mop.
10. Which help clean floors? 6. Describe how to use a vacuum.
Receptive Activities 7. What’s the difference between a mop and a dust mop?
Before doing these activities, make two copies of the picture grid. 8. What’s the difference between cleaning tile and cleaning carpet?
Cut apart one grid to make picture cards. 9. Name five work sites that have their floors cleaned.
10. (Cover the pictures.) Name six items you could use to clean floors.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is the _____?
Expressive Activity
2. Play a game of Bingo. Use pennies as markers.
Have two clients role-play interviewing for a job cleaning floors. Have one client pretend
3. Get a real broom, mop, etc. Give a picture card to the client to be the employer, and the other client can pretend to be the job applicant. Have them
and have her put it by the matching item. Find the _____. practice greeting one another, and ask the job applicant to use the vocabulary words to
4. Spill something on the floor, such as pencil sharpener shavings tell about herself, her job experiences, and why she wants the job.
or hole-punch dots. Use the vocabulary words to ask the client
to clean up the mess. Get the broom. Use the dust mop. Turn Critical Thinking and Problem Solving
on the vacuum.
1. How would you clean a tile floor? carpet?
5. Ask the client to clean the floor in your room, in the cafeteria, or
2. Why is it a good idea to sweep or dust mop a floor before mopping it?
in another room. Use the vocabulary words while giving directions
during the activity. Get the dustpan. Use the broom. 3. How do you know where you have already swept?
6. Use ads from a grocery store, a discount department store, 4. What do you do if a mop doesn’t clean a spot on the floor?
a drug store, or on a website that contains floor cleaning 5. How do you know when the mop needs to be rinsed out?
supplies. Find a _____. 6. How do you know when you need to change the water in your mop bucket?
7. Use classified ads to find jobs cleaning floors at places such as 7. What do you need to be careful about when the floor is wet?
hospitals, hotels, hair salons, restaurants, or other businesses. 8. What do you do if the vacuum makes a funny sound?
Let’s find jobs for floor cleaners. 9. Would you want a job cleaning floors? Why?
8. Visit a drug store or a grocery store. Use the pictures as a 10. If you were interviewing for a job that includes cleaning floors, what skills and
shopping list. Let’s look for a _____. experience would you say that you have?

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 119 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Housecleaning Supplies
Functional Vocabulary for Adolescents & Adults 120 Copyright © 2005 LinguiSystems, Inc.
 Housecleaning Supplies
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use (a) _____. Have the client repeat
1. Point to the glass cleaner (sponge, all-purpose cleaner, your sentences.
toilet bowl cleaner, toilet bowl brush, cleanser). 3. Print I clean with (a) _____ on a card. Have the client complete the sentence using
2. Which clean a counter? the vocabulary words.
3. Which clean a bathtub?
4. Which cleans a mirror? Expressive Vocabulary
5. Which two items clean a toilet? 1. Name each picture.
6. Which cleans a window? 2. What do all of these items have in common?
7. Which clean a sink? 3. Name three items you can clean with all-purpose cleaner.
8. Which clean a kitchen? 4. Describe how to clean a mirror.
9. Which clean a bathroom? 5. Tell how to clean a toilet.
10. Which do you know how to use? 6. Explain how to use cleanser to clean a sink.
7. Describe how to rinse out a sponge.
Receptive Activities 8. Name three places that have rest rooms.
Before doing these activities, make two copies of the picture 9. Describe the steps to cleaning a whole bathroom.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items you would need to clean a rest room.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Work with the clients to clean a bathroom together. Ask the clients to talk about the
2. Play a game of Bingo. Use pennies as markers. supplies they’re using and to describe how to clean each particular item and area in the
3. Place a real bottle of all-purpose cleaner, bottle of window bathroom.
cleaner, toilet bowl brush, etc., on the table. Give a picture
card to the client and have him put it by the matching item. Critical Thinking and Problem Solving
Find the _____. 1. Why is it a good idea to knock on a closed door before going in a room to clean it?
4. Help the client clean a bathroom or a kitchen. Use the 2. What could you do if you run out of window cleaner?
vocabulary words while giving directions during the activity.
3. What if the toilet overflows?
Get the _____. Spray the _____.
4. What if the sink is clogged?
5. Use ads from a grocery store or a discount store, or look
on a website that contains ads for cleaning supplies. Find 5. How can you tell you’re running out of cleanser?
(a/an) _____. 6. How can you tell if your sponge is too wet? What could you do?
6. Use classified ads to find job openings cleaning places 7. How can you tell if your sponge is getting dirty? What could you do?
such as hospitals and hotels. Let’s look for housecleaning 8. Why is it a good idea to wear gloves while cleaning a bathroom?
jobs. 9. Would you want a housecleaning job? Why?
7. Visit a drug store or a grocery store. Use the pictures as a 10. If you were interviewing for a housecleaning job, what skills and experience would
shopping list. Let’s look for (a/an) _____. you say that you have?

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 121 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Laundry Worker
Functional Vocabulary for Adolescents & Adults 122 Copyright © 2005 LinguiSystems, Inc.
 Laundry Worker
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a) _____. Have the client repeat
1. Point to the laundry detergent (washing machine, dryer). your sentences.
2. Show me who is folding (ironing, sorting). 3. Print Here is (a) _____ on a card. Have the client complete the sentence using the
3. Which washes laundry? vocabulary words.
4. Which dries laundry?
5. Which soap goes in the washing machine? Expressive Vocabulary
6. Which smoothes wrinkles out of laundry? 1. Name each picture.
7. What is dividing linens into piles? 2. What do all of these items have in common?
8. What could you do with clean laundry? 3. Describe how to use a washing machine.
9. Which are done at a hotel? 4. Tell how to use a dryer.
10. Which are done with your clothes? 5. Explain how to use laundry detergent.
6. Describe how to sort laundry.
Receptive Activities 7. Tell how to fold towels.
Before doing these activities, make two copies of the picture 8. Explain how to iron a shirt.
grid. Cut apart one grid to make picture cards. 9. What are the steps to washing your clothes?
10. (Cover the pictures.) Name six items used to clean, dry, and iron clothing.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is (the) _____? Expressive Activity
2. Play a game of Bingo. Use pennies as markers. Have two clients role-play interviewing for a job as laundry worker. Have one client
3. Find housekeeping tasks that need to be done—perhaps pretend to be the employer, and the other client pretend to be the job applicant. Have
washing PE clothes, the cafeteria workers’ aprons, or a them practice greeting one another, and ask the job applicant to use the vocabulary
volunteer’s clothes. Use the vocabulary during the activity. words to tell about herself, her job experiences, and why she wants the job.
Show me the _____. Sort the _____. Fold the _____.
Iron the _____. Critical Thinking and Problem Solving
4. Use classified ads to find jobs doing laundry at nearby 1. Why should laundry be sorted before washing it?
hotels, hospitals, convalescent hospitals, or at full-service 2. What could you do before washing if a shirt has a stain on it?
Laundromats. Let’s find laundry worker job openings.
3. How do you know whether to wash the laundry in hot, warm, or cold water?
5. Cover three to six pictures on the picture grid. Show the
4. What could happen if you put too much laundry detergent in the washing machine?
client a picture card and have her tell you where it was on
the picture grid. Where was (the) _____. 5. What should you do if the washing machine makes a funny noise?
6. Visit the laundry room at a hotel, a hospital, a Laundromat, 6. How do you know if the laundry in the dryer is done?
or someone’s home. Give the picture cards to the client. 7. What are some safety rules to follow when using an iron?
Let’s look for (a) _____ or Let’s look for someone who 8. What could happen if you hold an iron on a piece of laundry too long?
is _____. 9. Would you want a job as a laundry worker? Why?
10. If you were interviewing for a job cleaning laundry, what skills and experience would
you say that you have?

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 123 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Lawn and Garden Tools
Functional Vocabulary for Adolescents & Adults 124 Copyright © 2005 LinguiSystems, Inc.
 Lawn and Garden Tools
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use the _____. Have the client repeat
1. Point to the edger (rake, weed whacker, lawn mower, your sentences.
clippers, trowel). 3. Print Get the _____ on a card. Have the client complete the sentence using the
2. Show me which cuts grass? vocabulary words.
3. Which cuts bushes?
4. Which cut the edge of the grass? Expressive Vocabulary
5. Which rakes up leaves? 1. Name each picture.
6. Which digs holes? 2. What do all of these items have in common?
7. Which are sharp? 3. Tell the steps to raking leaves.
8. Which do you have at your home? 4. Describe how to mow a lawn.
9. Which would a gardener or lawn care worker use? 5. Explain how to trim the edge of a lawn.
10. Which are lawn and garden tools? 6. Tell how to trim bushes.
7. Describe how to plant a small plant.
Receptive Activities 8. What is the difference between a weed whacker and an edger?
Before doing these activities, make two copies of the picture 9. Name three grassy places that need upkeep.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) What tools does a garden worker or groundskeeper use?

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have two clients role-play interviewing for a job as a garden worker or groundskeeper.
2. Help the client work in a yard raking, mowing, and trimming, Have one client pretend to be the employer, and the other client can pretend to be the
or create a small garden by planting vegetables or small job applicant. Have them practice greeting one another, and ask the job applicant to
flowers. Use the vocabulary while giving directions during use the vocabulary words to tell about himself, his job experiences, and why he wants
the activity. Get the _____. Use the _____. the job.
3. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was on Critical Thinking and Problem Solving
the picture grid. Where was the _____? 1. What are some safety rules to follow when using clippers?
4. Use classified ads to find job openings for garden workers 2. How can you tell if a plant is a weed?
at places such as parks, athletic fields, college campuses,
3. What should you do with weeds in a flower or vegetable garden?
cemeteries, nurseries, hotels, and golf courses. Let’s find
job openings for garden workers. Find groundskeeper. 4. When raking leaves, how do you know when you’re finished?
Look for maintenance worker. 5. When mowing a lawn, how do you know where you’ve already mowed?
5. Use ads from hardware stores or lawn and garden stores, 6. When digging a hole, how do you decide whether to use a trowel or a shovel?
or look on a website that contains lawn and garden tools. 7. When planting new plants, how do you know how far apart to plant them?
Find (a/an) _____. 8. How do you know if a fruit or vegetable is ripe enough to pick?
6. Visit a store that sells lawn and garden tools. Use the 9. Would you be interested in a job as a garden worker or groundskeeper? Why?
pictures as a shopping list. Let’s look for (a/an) _____. 10. If you were interviewing for a garden worker or groundskeeper job, what skills and
experience would you say that you have?
Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 125 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Office Helper Tasks
Functional Vocabulary for Adolescents & Adults 126 Copyright © 2005 LinguiSystems, Inc.
 Office Helper Tasks
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence He is _____. Have the client repeat your
1. Point to folding (collating, stamping, stuffing, labeling, sentences.
stapling). 3. Print I _____ the papers on a card. Have the client complete the sentence using
2. Show me which you do with a stapler. the vocabulary words.
3. Which do you do with envelopes?
4. Which do you do with a rubber stamp? Expressive Vocabulary
1. Tell what is happening in each picture.
5. Which do you do with address labels?
2. What do all of these tasks have in common?
6. Which do you do to put pages in order?
3. Describe how to collate papers.
7. Which shows what to do with a flat brochure?
4. Tell how to staple papers.
8. Which tasks are done in an office?
5. Explain how to fold papers.
9. Which have you done?
6. Describe how to stuff and seal an envelope.
10. Which would you like to do?
7. Tell how and where to put an address label on an envelope.
Receptive Activities 8. Explain how and where to stamp the return address on an envelope.
Before doing these activities, make two copies of the picture 9. Name three offices where people do this kind of work.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six tasks that an office worker does.

1. Give the client the picture grid. Have her match the picture
Expressive Activity
cards to the pictures on the grid. Where is the _____? Find clerical tasks for your clients to do, such as collating school worksheets, labeling
flyers for the school or a nearby realtor or dentist, or processing mail for a local charity.
2. Play a pantomime game using the picture cards or real
Ask the clients to describe what they are doing and what their co-workers are doing.
items. Show me how you _____.
For more language, purposefully give them small amounts to do at a time so they need
3. Find clerical tasks for your clients to do, such as collating to request more. For example, if labeling envelopes, only give a few envelopes and
school worksheets, labeling flyers for the school or a labels. When they finish, they must ask for more.
nearby realtor or dentist, or processing mail for a local
charity. Use the vocabulary words while giving the clients Critical Thinking and Problem Solving
directions during the activity. 1. What do office workers wear to work?
4. Cover three to six pictures on the picture grid. Show the 2. What if you were collating and there were some pages missing?
client a picture card and have her tell you where it was on 3. What if your stapler runs out of staples?
the picture grid. Where was _____?
4. What if you folded a brochure crookedly?
5. Use classified ads to find job openings helping in an office
5. What if a letter doesn’t fit into an envelope?
at local businesses or schools. Look for office helper job
6. What if a label creases when you put it on an envelope?
openings.
7. What clerical tasks can you do?
6. Visit an office. Give the picture cards to the client. Let’s
find someone who is _____. 8. Why is it important to dress nicely at an office?
9. Would you want a job as an office worker? Why?
10. If you were interviewing for an office worker job, what skills and experience would
you say that you have?
Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 127 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Office Helper Advanced Tasks
Functional Vocabulary for Adolescents & Adults 128 Copyright © 2005 LinguiSystems, Inc.
 Office Helper Advanced Tasks
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence She is _____. Have the client repeat your
1. Point to sorting (alphabetizing, typing, filing, copying, and sentences.
shredding). 3. Print I will _____ the papers on a card. Have the client complete the sentence
2. Show me what you do to make more of the same page. using the vocabulary words.
3. How do you get rid of old papers?
4. How do you put information on a computer? Expressive Vocabulary
1. Tell what is happening in each picture.
5. How do you divide the incoming mail?
2. What do all of these tasks have in common?
6. Which do you do with file folders?
3. Explain how to sort mail.
7. Which shows how to organize files?
4. Describe how to file papers.
8. Which tasks are done in an office?
5. Tell how to alphabetize papers.
9. Which have you done before?
6. Explain how to shred papers.
10. Which would you like to do?
7. Describe how to copy pages.
Receptive Activities 8. Name three kinds of information that could be typed on a computer.
Before doing these activities, make two copies of the picture 9. Name three offices where people do this clerical work.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six tasks that an office worker does.

1. Give the client the picture grid. Have her match the picture
Expressive Activity
cards to the pictures on the grid. Where is _____? Find clerical tasks for your clients to do, such as alphabetizing emergency cards or student
papers, filing student papers into folders, photocopying worksheets, or typing names and
2. Play a game of Bingo. Use pennies as markers.
addresses into a database. Ask the clients to describe the activity. For added language
3. Find clerical tasks for your clients to do, like alphabetizing opportunities, plant problems into the task. For example, have an alphabet letter missing
emergency cards or student papers, filing student papers in the filing cabinet or box, a student folder missing when filing papers, or the photocopy
into folders, photocopying worksheets, or typing names and machine run out of paper. Have the client ask for help with each obstacle.
addresses into a database. Use the vocabulary words
while giving the clients directions during the activity. Sort Critical Thinking and Problem Solving
the mail. Alphabetize these cards. File these folders. 1. When sorting mail, what if one name isn’t on your list?
Copy these worksheets. Type these addresses. 2. When filing, what if a folder is missing?
4. Cover three to six pictures on the picture grid. Show the 3. When alphabetizing by names, do you use the person’s first or last name?
client a picture card and have her tell you where it was on
4. When alphabetizing, what do you do if two names start with the same letter?
the picture grid. Where was _____?
5. When shredding, what do you do if the machine starts to overheat?
5. Use classified ads to find job openings helping in an office
6. When copying, what if the machine runs out of paper?
at local businesses or schools. Look for office helper job
openings. 7. When copying, what if the machine shows an error message?
6. Visit an office. Give the picture cards to the client. 8. When typing, what if you can’t read the writing you are to type?
Let’s find someone who is _____. 9. Would you want a job as an office helper? Why?
10. If you were interviewing for an office worker job, what skills and experience would
you say that you have?
Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 129 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Stock Clerk
Functional Vocabulary for Adolescents & Adults 130 Copyright © 2005 LinguiSystems, Inc.
 Stock Clerk
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a/an) _____. Have the client repeat
1. Point to the warehouse (go backs, merchandise, end cap, your sentences.
aisle, bar code). 3. Print A store has (a/an) _____ on a card. Have the client complete the sentence
2. Which is sold at stores? using the vocabulary words.
3. Which is like a hallway?
4. Which is at the end of the aisle? Expressive Vocabulary
1. Name each picture.
5. Which products need to go back on shelves?
2. What do all of these items have in common?
6. Where does the store keep extra merchandise?
3. Name three merchandise items you’d find at a discount store.
7. Which label tells the price and product information?
4. Describe a warehouse.
8. Which have you seen at a grocery store?
5. Tell three aisles you’d find at a grocery store.
9. Which have you seen at a department store?
6. Explain what an end cap is.
10. Which have you seen at a drug store?
7. Describe how a bar code is used.
Receptive Activities 8. Tell what a worker does with go backs.
Before doing these activities, make two copies of the picture 9. Name three stores that have stock clerks.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name three places a worker could find merchandise.

1. Give the client the picture grid. Have her match the picture
Expressive Activity
cards to the pictures on the grid. Where is the _____? Pretend your room is a store. Designate one area to be the “warehouse.” Have her
take “merchandise” out of the warehouse and put it on shelves, find “merchandise” on
2. Play a game of Bingo. Use pennies as markers.
the shelves, and practice putting “go backs” back on the shelves. Have her use the
3. Pretend your room is a store. Have the client find vocabulary words to explain what she’s doing throughout the activity.
“merchandise” on the shelves, and then have her practice
putting “go backs” back on the shelves. Where is the Critical Thinking and Problem Solving
merchandise? Get the go backs. 1. What if you were working in the warehouse and couldn’t reach the top shelf?
4. Place the picture cards faceup on the table. Have the 2. What if a customer wanted to get by you when you were working in an aisle?
client follow your directions. Touch the _____. 3. Why is it a good idea to keep the end caps filled and neat?
Take the _____. Hand me the _____. Point to the _____.
4. Why is it a good idea to learn the names of the products as you put away go
Turn over the _____.
backs?
5. Use classified ads to find job openings at nearby stores.
5. Why is it a good idea to learn which aisle the products are in?
Let’s find stock clerk job openings.
6. Visit a grocery store, a discount store, a department store, 6. What if a customer asked you which aisle a product was in, but you didn’t know?
or a drug store. Give the picture cards to the client. Let’s 7. Why must the bar code on a product match the bar code on the shelf?
look for (a/an) _____. 8. How does the bar code help keep track of inventory?
9. Would you want a job at a retail store stocking shelves? Why?
10. If you were interviewing for a job stocking shelves, what skills and experience would
you say that you have?

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 131 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Stock Clerk – Clothing Store
Functional Vocabulary for Adolescents & Adults 132 Copyright © 2005 LinguiSystems, Inc.
 Stock Clerk – Clothing Store
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a) _____. Have the client repeat
1. Point to the sensor (dressing room, rack). your sentences.
2. Who is hanging (folding, sizing)? 3. Print Here is (a) _____ on a card. Have the client complete the sentence using the
3. Where can you try on clothes? vocabulary words.
4. Where do you hang clothes?
Expressive Vocabulary
5. Which is a small alarm?
1. Name each picture.
6. What do you do with clothes before putting them on
2. What do all of these items and tasks have in common?
a shelf?
3. Describe how to fold a shirt.
7. Which is a hanger used for?
4. Name three clothing items you can hang.
8. How do you organize the different sizes?
5. Tell how to put the clothes in order by size.
9. Which would you see at a clothing store?
6. Describe what people do in a dressing room.
10. Which would you like to do for work?
7. Explain how a sensor works.
Receptive Activities 8. Tell what workers could do with a rack.
Before doing these activities, make two copies of the picture 9. Name three clothing stores where people do this kind of work.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name three tasks workers do at a clothing store.

1. Give the client the picture grid. Have him match the picture
Expressive Activity
cards to the pictures on the grid. Where is (the) _____? Bring in different sizes of clothing and different styles of hangers. Have the clients
pretend they work at a clothing store. Instruct them to fold and hang clothing, put sizes
2. Play a game of Bingo. Use pennies as markers.
in order from smallest to largest, and sort different types of hangers. Ask the clients to
3. Write sizes on two sets of cards, one with numerical sizes describe what they’re doing throughout the activity.
and the other with S, M, L, and XL. Ask the client to size
each stack, putting the sizes in order from smallest to Critical Thinking and Problem Solving
largest. Size these items. 1. What should you be careful about when pushing a rack?
4. Bring in real clothing items (different sizes) and hangers, 2. Why is it a good idea to knock on a dressing room door before opening it?
both regular and ones with clips. Ask the clients to fold, 3. Why is it a good idea to smooth out a shirt before folding it?
hang, and size the items. Fold the _____. Hang the _____.
4. Why is it a good idea to check the sleeves when hanging shirts?
Size these _____.
5. Why is it a good idea to hang all the clothes facing the same direction?
5. Use classified ads to find job openings at nearby clothing
6. Why is it a good idea to be nicely dressed and groomed when working at a clothing
stores. Let’s find job openings for stock clerks at a clothing
store?
store.
7. How does a sensor prevent people from stealing clothes?
6. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was on 8. How does putting the clothes in order by size make shopping easier?
the picture grid. Where was (the) _____. 9. Would you like to work at a clothing store? Why?
7. Visit a clothing store. Give the picture cards to the client. 10. If you were interviewing for a job at a clothing store, what skills and experience
Find (a) _____ or Let’s look for someone who is _____. would you say that you have?

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 133 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Stock Clerk Tasks
Functional Vocabulary for Adolescents & Adults 134 Copyright © 2005 LinguiSystems, Inc.
 Stock Clerk Tasks
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence He is _____ merchandise. Have the
1. Point to who is bagging (stocking, lifting, matching, pricing, client repeat your sentences.
facing/fronting). 3. Print I am _____ merchandise on a card. Have the client complete the sentence
2. Which shows putting merchandise in bags? using the vocabulary words.
3. Which shows putting prices on products?
4. Which shows putting merchandise on shelves? Expressive Vocabulary
1. What is each person doing?
5. Which shows looking at the label and bar code?
2. What do all of these tasks have in common?
6. Which shows moving merchandise to the front of a shelf?
3. Describe how to stock shelves.
7. Which shows getting boxes from the ground?
4. Tell what you need to look for to match products.
8. Which of these are done at a store?
5. Explain two things you need to do when facing shelves.
9. Which of these could you do?
6. Describe how to price items.
10. Which would you like to do?
7. Tell what to do with a new box of merchandise.
Receptive Activities 8. Explain how to bag groceries.
Before doing these activities, make two copies of the picture 9. Name three stores where people do this kind of work.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) What tasks would a stock clerk at a retail store have to do?

1. Give the client the picture grid. Have her match the picture
Expressive Activity
cards to the pictures on the grid. Where is _____? Ask the clients to perform retail store-like tasks that you need done, such as putting
away school supplies that you ordered, straightening shelves in your class or office or in
2. Play a game of Bingo. Use pennies as markers.
the school library, and putting supplies in bags. Encourage the clients to use the
3. Ask the client to perform retail store-like tasks that you need vocabulary words to describe the tasks they’re doing.
done, like putting away school supplies that you ordered;
putting supplies in bags; or straightening shelves in your Critical Thinking and Problem Solving
class, an office, or in the school library. Use the vocabulary 1. What are some safety rules to follow when lifting big boxes?
words while giving the client instructions throughout the 2. What if one of the bottles you were stocking on a shelf was leaking?
activity. Stock these shelves. Face the items on the shelf.
3. When stocking shelves, what if you couldn’t find where to put an item?
Match the items to the shelves. Bag these items.
4. When matching products, does the size of the container matter? Why?
4. Place the picture cards faceup on the table. Have the
5. When facing products, which way should the label face? Why?
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. 6. When pricing merchandise, why should you double-check the price before putting it
Turn over the _____. on a product?
5. Use classified ads to find job openings at local stores. Find 7. When bagging groceries, why do you need to be careful that the bag doesn’t get
job openings for stock clerks. too heavy?
6. Visit a store. Give the picture cards to the client. Let’s look 8. When bagging merchandise, why should fragile items be packed carefully?
for someone who is _____. 9. Would you want to work in a retail store? Why?
10. If you were interviewing for a job in a retail store, what skills and experience would
you say that you have?
Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 135 Copyright © 2005 LinguiSystems, Inc.
Vocabulary at Work: Vehicle Cleaning Supplies
Functional Vocabulary for Adolescents & Adults 136 Copyright © 2005 LinguiSystems, Inc.
 Vehicle Cleaning Supplies
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use (a) _____. Have the client repeat
1. Point to the hose (chamois towel, window cleaner, sponge, your sentences.
bucket, car wash detergent). 3. Print I clean with (a) _____ on a card. Have the client complete the sentence using
2. Which soap do you use to clean a car? the vocabulary words.
3. Which hold soapy water?
4. Which rinses the car? Expressive Vocabulary
5. Which do you use to wipe the car? 1. Name each picture.
6. Which dries the car? 2. What do all of these items have in common?
7. Which clean the windows? 3. What do you do with a bucket?
8. Which clean the mirrors? 4. What do you do with a chamois towel?
9. Which would you see at a car wash? 5. What do you do with window cleaner?
10. Which do you need to clean a car? 6. How do you use a hose to clean a vehicle?
7. How do you use a sponge to clean a vehicle?
Receptive Activities 8. How do you mix car wash detergent?
Before doing these activities, make two copies of the picture 9. Name three kinds of vehicles you could clean.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) If you were going to clean a vehicle, what would you need?

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have two clients role-play interviewing for a job washing vehicles. Have one client
2. Place the picture cards faceup on the table. Have the pretend to be the employer, and the other client can pretend to be the job applicant.
client follow your directions. Touch the _____. Have them practice greeting each other, and ask the job applicant to use the vocabulary
Take the _____. Hand me the _____. Point to the _____. words to tell about himself, his job experiences, and why he wants the job.
Turn over the _____.
3. Cover three to six pictures on the picture grid. Show the Critical Thinking and Problem Solving
client a picture card and have him tell you where it was on 1. What should you pay attention to while rinsing a vehicle?
the picture grid. Where was the _____?
2. What would you do if the hose got pinched?
4. Use classified ads to find jobs cleaning vehicles, such as at
3. What do you do if the chamois towel gets too wet?
a car wash, car dealership, car rental business, or hotel
with airport shuttle service. Look for job openings for 4. Why is it a good idea to rinse out the sponge often?
cleaning vehicles. 5. Why should you rinse the top of a vehicle first?
5. Visit a car wash. Give the picture cards to the client. 6. Why should you clean vehicles in a cool or shady place?
Let’s find someone who is using (a) _____. 7. How can you tell where you have already washed?
6. Have the clients wash staff cars or help them organize 8. How can you tell what part of a vehicle needs to be cleaned next?
a car wash. Use the vocabulary words while giving the 9. Would you be interested in a job cleaning cars? Why?
clients directions during the activity. Get the _____. 10. If you were interviewing for a car cleaning job, what skills and experience would you
Use the _____. say that you have?

Vocabulary at Work
Functional Vocabulary for Adolescents & Adults 137 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Amusement Park
Functional Vocabulary for Adolescents & Adults 138 Copyright © 2005 LinguiSystems, Inc.
 Amusement Park
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a) _____. Have the client repeat
1. Point to the souvenir shop (roller coaster, tea cups, show, your sentences.
train, water ride). 3. Print The amusement park has (a) _____ on a card. Have the client complete the
2. Which has singing or dancing? sentence using the vocabulary words.
3. Which ride spins around?
4. Which ride zooms on water? Expressive Vocabulary
5. Which ride goes slowly on a track? 1. Name each picture.
6. Which ride races around a track? 2. Describe how to ride a roller coaster.
7. Where can you buy things? 3. Name three things you might see in a show.
8. Which would you see at an amusement park? 4. Tell what a water ride is like.
9. Which rides go fast? slow? 5. Describe a train ride.
10. Which do you like? 6. Tell how to ride tea cups.
7. Name three items they sell at souvenir shops.
Receptive Activities 8. Name two amusement parks.
Before doing these activities, make two copies of the picture 9. What do you like to do at an amusement park?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six things you could do at an amusement park.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the clients pretend they are at an amusement park. Encourage them to use the
2. Play a game of Bingo. Use pennies as markers. vocabulary words to talk about what they’ll do first, second, etc.
3. Cover three to six pictures on the picture grid. Show the
client a picture card and have her tell you where it was on Critical Thinking and Problem Solving
the picture grid. Where was/were the _____? 1. How could you make a plan to visit an amusement park with a friend?
4. Place the picture cards faceup on the table. Have the 2. Why is it a good idea to discuss the day, time, transportation, and permission
client follow your directions. Touch the _____. before going to an amusement park with a friend?
Take the _____. Hand me the _____. Point to the _____.
3. How would you and a friend decide what to do first at an amusement park?
Turn over the _____.
4. What if you and your friend like different rides?
5. Look on amusement park websites. Locate rides and
attractions that match the picture cards. Find (a) _____. 5. Why do some people like roller coasters? Why do some people dislike roller
coasters?
6. Visit an amusement park or a fair. Use the pictures to find
the different rides and attractions. Let’s look for (a) _____. 6. If a person doesn’t like fast rides, what could she do at an amusement park?
7. What could happen if a person cuts in line for a ride?
8. Why is it a good idea to go on water rides when it is sunny?
9. What if you’d like to buy a $20 souvenir, but you only have $10?
10. What could you say to your friend if you had a good time with her at an
amusement park?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 139 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Arcade
Functional Vocabulary for Adolescents & Adults 140 Copyright © 2005 LinguiSystems, Inc.
 Arcade
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I like the _____. Have the client repeat
1. Point to a pinball game (photo booth, Skee-Ball game, air your sentences.
hockey game, driving game, basketball game). 3. Print My favorite is the _____ on a card. Have the client complete the sentence
2. Which takes your picture? using the vocabulary words.
3. Which game is like driving?
4. Which game do you hit a hockey puck? Expressive Vocabulary
5. Which game uses flippers and a silver ball? 1. Name each picture.
6. Which game do you roll a ball up a ramp? 2. Describe how to play Skee-Ball.
7. Which game do you shoot hoops? 3. Tell how to play a pinball game.
8. Which cost money to play? 4. Explain how to play air hockey.
9. Which would you see at an arcade? 5. Describe how to play the basketball game.
10. Which do you like to do? 6. Tell three arcade games.
7. Describe how to use the photo booth.
Receptive Activities 8. Where could you play arcade games?
Before doing these activities, make two copies of the picture 9. Which games do you like to play? Why?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six things you could do at an arcade.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the client pretend that he’s at an arcade with friends. Have him use the
2. Play a game of Bingo. Use pennies as markers. vocabulary words to talk about what he’d like to do first, second, etc.
3. Cover three to six pictures on the picture grid. Show the
client a picture card and have him tell you where it was on Critical Thinking and Problem Solving
the picture grid. Where was the _____? 1. How could you make a plan to visit an arcade with a friend?
4. Place the picture cards faceup on the table. Have the 2. Why is it a good idea to discuss the day, time, transportation, and permission before
client follow your directions. Touch the _____. going to an arcade with a friend?
Take the _____. Hand me the _____. Point to the _____.
3. How could you and a friend decide what game to play first?
Turn over the _____.
4. What if you and your friend like different games?
5. Look on arcade supplier websites. Find games and
activities that match the picture cards. Find a/an _____. 5. What if your Skee-Ball goes off the ramp?
6. Visit an arcade. Use the picture cards to find each activity. 6. How do you earn the most tickets when playing Skee-Ball?
Try some. Let’s look for a/an _____. 7. What if your flipper gets stuck on a pinball game?
8. What are some good strategies in air hockey?
9. What if you earn 50 tickets, but the prize you want costs 100 tickets?
10. What could you say to your friend if you had a good time with him at the arcade?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 141 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Art
Functional Vocabulary for Adolescents & Adults 142 Copyright © 2005 LinguiSystems, Inc.
 Art
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use _____. Have the client repeat your
1. Point to the colored pencils (paintbrushes, crayons, sentences.
markers, watercolor paints, colored chalk). 3. Print I need _____ on a card. Have the client complete the sentence using the
2. Which do you use to paint? vocabulary words.
3. Which can you draw with?
4. Which come in different colors? Expressive Vocabulary
5. Which get wet? 1. Name each picture.
6. Which have lids? 2. What do all of these items have in common?
7. Which can be used for art? 3. How are markers and colored pencils different?
8. Which go on paper? 4. Describe how to use watercolor paints and paintbrushes.
9. Which have you used? 5. How are crayons and colored chalk different?
10. Which do you like? 6. Describe how to trace a picture.
7. What do you like better, using coloring books or drawing freehand? Why?
Receptive Activities 8. Name three things you could draw.
Before doing these activities, make two copies of the picture 9. Tell three places you could buy art supplies.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six art supplies that you could use to make a picture.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the client role-play asking a friend to draw or paint with her. Let her plan what
2. Play a game of Bingo. Use pennies as markers. materials she will need to do her art project. Encourage her to use the vocabulary
3. Place real markers, colored pencils, watercolor paints, etc., words throughout the activity.
on the table. Give a picture card to the client and have her
put it by the matching item. Find the _____. Critical Thinking and Problem Solving
4. Cover three to six pictures on the picture grid. Show the 1. What friends do you have who like to draw or paint?
client a picture card and have her tell you where it was on 2. How could you make a plan with a friend to do art together?
the picture grid. Where was/were the _____?
3. What supplies would you need if you wanted to draw?
5. Use ads from a local art store or a discount department
4. What if you break the point on a colored pencil?
store. Find _____.
5. What if you spill your water while painting?
6. Have the client draw or paint pictures using these items.
Use the vocabulary to give the client directions to follow 6. Why is it a good idea to put newspaper on the table when painting?
throughout the activity. Get the colored pencils. Now use 7. What could you do with a picture you paint that is still wet?
the colored chalk. 8. What if you and your friend want to use the same colored marker at the same time?
7. Visit an art store or a department store. Use the pictures 9. What can you do with the pictures you make?
as a shopping list. Let’s look for _____. 10. What could you say to your friend if you had a good time doing art with her?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 143 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Baseball
Functional Vocabulary for Adolescents & Adults 144 Copyright © 2005 LinguiSystems, Inc.
 Baseball
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a) _____. Have the client repeat
1. Point to (the) mitt (bat, baseball, hit, strike, run). your sentences.
2. Which ball is used in baseball? 3. Print Get a _____ on a card. Have the client complete the sentence using the
3. Which protects your hand? vocabulary words.
4. Which do you hit the ball with?
5. What is it called if your bat misses the ball? Expressive Vocabulary
6. What is it called when the bat connects with the ball? 1. Name each picture.
7. How do you get to first base? 2. What do all of these items and actions have in common?
8. Which do you see at a baseball game? 3. Why do baseball players wear mitts?
9. Which do you need to play baseball? 4. Name three actions you can do with a baseball in a game.
10. Which are things a batter could do? 5. What do you do with a bat?
6. What happens after three strikes?
Receptive Activities 7. What happens after you hit the ball?
Before doing these activities, make two copies of the picture 8. Name a professional baseball team.
grid. Cut apart one grid to make picture cards. 9. Tell three positions in baseball.
10. Describe how to play the game of baseball.
1. Give the client the picture grid. Have him match the picture
cards to the pictures on the grid. Where is the _____? Expressive Activity
2. Play a game of Bingo. Use pennies as markers. Have the client role-play asking some friends to watch a professional baseball game.
3. Play a game of baseball. You may modify the game by Instruct him to tell his friends where they will watch the game, what day and time to
using a T-ball stand, a large plastic bat, and a Wiffle® ball come, and to get permission. They should also talk about transportation and discuss
or a beach ball. Use the vocabulary words during the how much money to bring.
game. Get the bat. Put on your mitt. You scored a run!
4. Look for a baseball field at your school or at a nearby park, Critical Thinking and Problem Solving
and watch a PE class or teams play a game. Or watch a 1. If you were to play baseball, what equipment would you need to bring?
video of a baseball game. Give the client the picture cards 2. Why is it a good idea to cheer for your friends when they are up to bat?
and have him note the equipment and actions that match
3. Why is it a good idea to know when it is your turn to bat?
the vocabulary words.
5. Use ads from a local toy store or a sporting goods store. 4. If you hit the ball, why is it a good idea to set the bat down before running to base
Find baseballs, bats, mitts, and other baseball equipment. rather than throw it?
Find (a/an) _____. 5. How do you know which base to run to?
6. Visit a toy store or a sporting goods store. Look for 6. When running to a base, how could you be a good sport if you get tagged out?
baseball equipment. Let’s look for (a/an) _____. 7. When playing outfield, why is it a good idea to pay attention to the game?
8. How could you plan to go to a professional baseball game with a friend?
9. How would you act if your favorite team won the game?
10. How would you act if your favorite team lost the game?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 145 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Basketball
Functional Vocabulary for Adolescents & Adults 146 Copyright © 2005 LinguiSystems, Inc.
 Basketball
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence There is a _____. Have the client repeat
1. Point to basket/hoop (dribble, jump ball, three-point shot, your sentences.
rebound, free throw). 3. Print I see a _____ on a card. Have the client complete the sentence using the
2. Which does the ball go in? vocabulary words.
3. Who is bouncing the ball?
4. Who is shooting from the foul line? Expressive Vocabulary
5. Who is getting the ball after a basket? 1. Name each picture.
6. Which is making a basket from behind the three-point line? 2. What do all of these items and actions have in common?
7. Which shows two players jumping for a ball to start the game? 3. Describe the basket.
8. Which would you see at a basketball game? 4. How is a jump ball done?
9. Which score points? 5. What is a rebound?
10. Which are actions? 6. What is a free throw?
7. Describe a three-point shot.
Receptive Activities 8. What is dribbling?
Before doing these activities, make two copies of the picture grid. 9. Describe how to play basketball.
Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items and actions you’d see at a basketball game.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Let the clients play a game of basketball. You may modify the game by using trash cans
2. Play a game of Bingo. Use pennies as markers. for hoops, a beach ball, and chalk or tape to mark the court. Have the clients use the
3. Let the clients play a game of basketball. You may modify the vocabulary words to describe what’s happening throughout the activity.
game by using trash cans for hoops, a beach ball, and chalk
or tape to mark the court. Use vocabulary words during the Critical Thinking and Problem Solving
game. Let’s start with a jump ball. Dribble the ball. Try to 1. At the beginning of the basketball game, how do the officials decide which team will
shoot a three-point shot. get the ball?
4. Look for basketball courts at your school or at a nearby park, 2. How do you know which basket is for your team?
and watch a PE class or teams play a game. Or watch a
3. What happens if someone fouls?
video of a basketball game. Give the client the picture cards
and have her note the equipment and actions that match the 4. How do players play defense?
vocabulary words. 5. How do players play offense?
5. Use ads from a local toy store or a sporting goods store, or 6. Why is it a good idea to pay attention to the ball during the game?
visit a toy store or a sporting goods store. Find a basketball 7. What should you do when you get the ball?
and a basketball hoop. 8. What should you do if the referee calls a foul on you?
6. Look at photos on a website for the NBA or basketball team. 9. How does a good sport act when she’s losing the game? winning?
Look at action shots of players. Find someone who is _____. 10. Do you like basketball? Why?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 147 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Birthday Party
Functional Vocabulary for Adolescents & Adults 148 Copyright © 2005 LinguiSystems, Inc.
 Birthday Party
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Get the _____. Have the client repeat
1. Point to the present (invitation, cake, candles, balloon, your sentences.
RSVP). 3. Print I see (a/an) _____ on a card. Have the client complete the sentence using
2. Which is a round decoration? the vocabulary words.
3. Which card invites you to a party?
4. How do you let someone know if you can come to the Expressive Vocabulary
party? 1. Name each picture.
5. Which food has frosting? 2. What do all of these items have in common?
6. Which does the birthday person blow out? 3. What information is on an invitation?
7. Which do you give to the birthday person? 4. What does it mean to RSVP?
8. Which have you seen at a birthday party? 5. What are three gift ideas for a friend?
9. Which could you buy at a party supply store? 6. How do you blow up a balloon?
10. Which do you want for your birthday? 7. What are three flavors of cake?
8. What happens if the birthday person blows out all the candles?
Receptive Activities 9. Describe your favorite birthday party.
Before doing these activities, make two copies of the picture 10. (Cover the pictures.) Name four items you could see at a birthday party.
grid. Cut apart one grid to make picture cards.
Expressive Activity
1. Give the client the picture grid. Have him match the picture
Plan a birthday party (real or pretend). Have the client discuss what to put on the
cards to the pictures on the grid. Where is/are the _____?
invitation and what supplies to buy for the party.
2. Play a game of Bingo. Use pennies as markers.
3. Place a real present, invitation, RSVP message, etc., on Critical Thinking and Problem Solving
the table. Give a picture card to the client and have him 1. How do you decide when to have your birthday party?
put it by the matching item. Find the _____.
2. How do you decide who to invite to your birthday party?
4. Place the picture cards faceup on the table. Have the
3. Why is it a good idea to have people RSVP to your party?
client follow your directions. Touch the _____.
Take the _____. Hand me the _____. Point to the _____. 4. What decorations would you like at your party?
Turn over the _____. 5. What food would you like to serve at your party?
5. Cover three to six pictures on the picture grid. Show the 6. Where could you buy your party supplies?
client a picture card and have him tell you where it was on 7. What games or entertainment would you like at your party?
the picture grid. Where was/were the _____? 8. What if you open a present and you don’t like it? What if it’s the wrong size?
6. Use ads from a party supply store or a drug store. Find 9. What would be a nice thing to say to people who give you presents?
(a/an) _____. 10. What could you say to friends at the end of your birthday party?
7. Visit a party supply store. Use the pictures as a shopping
list. Let’s look for (a/an) _____.

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 149 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Board Games
Functional Vocabulary for Adolescents & Adults 150 Copyright © 2005 LinguiSystems, Inc.
 Board Games
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Here is/are the _____. Have the client
1. Point to the dice (game board, start, spinner, game piece, repeat your sentences.
draw pile). 3. Print I found the _____ on a card. Have the client complete the sentence using the
2. Which do you put your game pieces on? vocabulary words.
3. Which do you roll?
4. Which do you spin? Expressive Vocabulary
5. Which marker do you move? 1. Name each picture.
6. Which cards do you pick up? 2. What do all of these items have in common?
7. Where do you begin the game? 3. What do you do with a spinner?
8. Which can have words on it? 4. What do you do with the dice?
9. Which would you see in a board game? 5. What do you do with a game piece?
10. Which have you used in a board game? 6. What is on the game board?
7. What do you do with a draw pile?
Receptive Activities 8. Name three board games.
Before doing these activities, make two copies of the picture 9. Describe how to play a board game.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six parts of a board game.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Play a board game. Have the client use the vocabulary words to request the items
2. Play a game of Bingo. Use pennies as markers. she needs and to describe what each person is doing on her turn.
3. Place a real board game on the table. Give a picture card
to the client and have her put it by the matching item. Find Critical Thinking and Problem Solving
the _____. 1. How could you ask a friend if he’d like to play a game?
4. Place the picture cards faceup on the table. Have the 2. How would you two decide which game to play?
client follow your directions. Touch the _____.
3. What would you do if you wanted to buy a new game?
Take the _____. Hand me the _____. Point to the _____.
Turn over the _____. 4. How do you decide who gets which color game piece?
5. Cover three to six pictures on the picture grid. Show the 5. How do you decide who goes first?
client a picture card and have her tell you where it was on 6. How do you know how far to move on your turn?
the picture grid. Where was/were the _____? 7. What if you roll the dice, but they fall on the floor?
6. Use ads from a local sporting goods store. Find a _____. 8. Why is it a good idea to pay attention when it is your turn?
7. Play a board game. Use the vocabulary words to give the 9. How does a good sport act when she is losing? winning?
clients directions to follow during the game. 10. If you had fun playing the game, what could you say to your friend?
8. Visit a toy store or a discount department store and look at
the board games. Let’s look for a game that has (a) _____.

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 151 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Bowling
Functional Vocabulary for Adolescents & Adults 152 Copyright © 2005 LinguiSystems, Inc.
 Bowling
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see (a) _____. Have the client repeat
1. Point to the pins (bumpers, bowling ball, ramp, strike, your sentences.
spare). 3. Print Get the _____ on a card. Have the client complete the sentence using the
2. Which ball do you bowl with? vocabulary words.
3. Which do you knock down?
4. Which keep the balls in the lane? Expressive Vocabulary
5. Which means that you knocked all the pins down with 1. Name each picture.
one ball? 2. What do all of these items have in common?
6. Which means that you knocked all the pins down with 3. What do you try to do with the pins?
two balls? 4. How do you roll the bowling ball?
7. Which helps people get the ball started rolling down 5. What do the bumpers do?
the lane? 6. What does the ramp do?
8. Which would you see at a bowling alley? 7. What is a strike?
9. Which gives you an X on the score sheet? 8. What is a spare?
10. Which gives you a / on the score sheet? 9. Where could you go bowling?
10. (Cover the pictures.) Name six things you could see at a bowling alley.
Receptive Activities
Before doing these activities, make two copies of the picture Expressive Activity
grid. Cut apart one grid to make picture cards.
Practice bowling, either at a bowling alley or using ten empty two-liter bottles and a
playground ball. Ask the clients to use the vocabulary words to describe what they are
1. Give the client the picture grid. Have him match the picture
doing during the game.
cards to the pictures on the grid. Where is/are the _____?
2. Play a game of Bingo. Use pennies as markers.
Critical Thinking and Problem Solving
3. Cover three to six pictures on the picture grid. Show the 1. How could you make a plan to go bowling with a friend?
client a picture card and have him tell you where it was on
2. When renting bowling shoes, how can you find out your shoe size?
the picture grid. Where was/were the _____?
3. How do you decide if you need bumpers or a ramp? How would you ask for them?
4. Place the picture cards faceup on the table. Have the
client follow your directions. Touch the _____. 4. What do you consider when choosing a bowling ball?
Take the _____. Hand me the _____. Point to the _____. 5. Why is it a good idea to know when it’s your turn?
Turn over the _____. 6. What strategies do you use when rolling the bowling ball?
5. Play a bowling game using ten empty two-liter bottles and a 7. What if the pins aren’t reset for your turn?
playground ball. Use the pictures and bowling vocabulary 8. How is the score kept when you get a strike?
during the game. 9. How is the score kept when you get a spare?
6. Go bowling at a bowling alley. Use the pictures and 10. If you had fun bowling with your friend, what could you say to her?
vocabulary during the activity.

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 153 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Camping
Functional Vocabulary for Adolescents & Adults 154 Copyright © 2005 LinguiSystems, Inc.
 Camping
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Pack the _____. Have the client repeat
1. Point to the water bottle (tent, campfire, lantern, sleeping your sentences.
pad, sleeping bag). 3. Print I see the _____ on a card. Have the client complete the sentence using the
2. Which is like a small home? vocabulary words.
3. Which do you sleep in?
4. Which goes under the sleeping bag? Expressive Vocabulary
5. Which do you roast marshmallows over? 1. Name each picture.
6. Which lights the area at night? 2. What do all of these items have in common?
7. Which holds drinking water? 3. What do you do with a tent?
8. Which would you see at a campout? 4. What do you do with a lantern?
9. Which would you pack for a campout? 5. What do you do with a sleeping bag?
10. Which have you used before? 6. What do you do with a sleeping pad?
7. What do you do with a water bottle?
Receptive Activities 8. What do you do at a campfire?
Before doing these activities, make two copies of the picture 9. What would you pack for a campout?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items you would see at a campout.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the client role-play planning a campout. Encourage her to discuss which days
2. Cover three to six pictures on the picture grid. Show the and times to go, the camping location, transportation she’ll need to get to the
client a picture card and have her tell you where it was on campground, and permission she might need. Have her talk about what she should
the picture grid. Where was the _____? pack and what the meal menus will be.
3. Place the picture cards faceup on the table. Have the
client follow your directions. Touch the _____. Critical Thinking and Problem Solving
Take the _____. Hand me the _____. Point to the _____. 1. Why is it a good idea to check the weather when packing for a camping trip?
Turn over the _____.
2. Why is it a good idea to bring plenty of drinking water on a camping trip?
4. Pitch a tent, unroll a sleeping bag, and pretend to have a
campout. Give the client directions throughout the activity. 3. What could you help with when setting up camp?
Fill the water bottle. Put the sleeping bag on top of the 4. Why is it a good idea to stake down the tent?
pad. Get the lantern. 5. What are some safety rules for standing around the campfire?
5. Use ads from a local sporting goods store or look on a 6. What would you do if you roast a marshmallow and it catches on fire?
website that contains camping gear. Find (a/an) _____. 7. While hiking, why is it a good idea to stay with the group?
6. Visit the camping section of a sporting goods store. Use 8. Why shouldn’t you feed wild animals?
the pictures as a shopping list. Let’s look for a _____. 9. Why shouldn’t you keep food in your tent?
7. Go to a campground. Give the client the picture cards and
10. Do you like camping? Why?
ask her to find these items. Find a _____.

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 155 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Carnival
Functional Vocabulary for Adolescents & Adults 156 Copyright © 2005 LinguiSystems, Inc.
 Carnival
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I ride the _____. Have the client repeat
1. Point to the Ferris wheel (giant slide, Tilt-a-Whirl, bumper your sentences.
cars, merry-go-round/carousel, Zipper). 3. Print Let’s watch the _____ on a card. Have the client complete the sentence using
2. Which spin around fast? the vocabulary words.
3. Which whirls and goes high?
4. Which do you drive? Expressive Vocabulary
5. Which slowly goes high? 1. Name each picture.
6. Which has pretend horses? 2. What do all of these items have in common?
7. Which do you slide down? 3. Describe the Ferris wheel.
8. Which are at a carnival? 4. How do you ride a merry-go-round?
9. Which have you gone on? 5. What do you do on a giant slide?
10. Which do you like? 6. What do you do on a Tilt-a-Whirl?
7. What does the Zipper do?
Receptive Activities 8. What do you do on bumper cars?
Before doing these activities, make two copies of the picture 9. Which do you like to ride on? Why?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six carnival rides.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Let the client role-play planning a trip to a fair or a carnival. He can practice asking his
2. Play a game of Bingo. Use pennies as markers. friends to go and discussing the date, time, how they’ll get there, how much money they
3. Cover three to six pictures on the picture grid. Show the should bring, and getting permission.
client a picture card and have him tell you where it was on
the picture grid. Where was/were the _____? Critical Thinking and Problem Solving
4. Place the picture cards faceup on the table. Have the 1. How can you find out when a carnival is in town?
client follow your directions. Touch the _____. 2. How could you invite some friends to the carnival? What should you talk about to
Take the _____. Hand me the _____. Point to the _____. plan the trip?
Turn over the _____.
3. What happens if you get out of line when buying tickets?
5. Find a carnival ride website by typing “carnival rides” on an
4. How do you and your friends decide which rides to go on next?
Internet search engine. Find rides that match the picture
cards. Find (a) _____. 5. How can you find out where the different rides are?
6. Visit a local fair or carnival. Use the picture cards to 6. What if your friends like to go on different rides than you do?
choose activities to do while at the event. Let’s ride on 7. What could you do if you feel sick after a ride?
the _____. 8. What if you’d like a snack, but you only have a little bit of money?
9. What if you get lost at the carnival?
10. If you had a good time with your friends at a carnival, what could you say to them?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 157 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Crafts
Functional Vocabulary for Adolescents & Adults 158 Copyright © 2005 LinguiSystems, Inc.
 Crafts
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use _____. Have the client repeat your
1. Point to the beads (stickers, clay, rubber stamps, glue, sentences.
glitter). 3. Print I make it with _____ on a card. Have the client complete the sentence using
2. Which makes things stick together? the vocabulary words.
3. Which is sparkly?
4. Which are pictures that stick to paper? Expressive Vocabulary
5. Which can you mold into shapes? 1. Name each picture.
6. Which can make a necklace? 2. What do all of these items have in common?
7. Which puts ink on paper? 3. Name three things you could make with clay.
8. Which could you use to decorate cards? 4. Describe how to make a bead necklace.
9. Which have you used? 5. Tell three things you could glue together.
10. Which would you like to use? 6. Explain how to put glitter on something.
7. Describe how to use rubber stamps to make cards.
Receptive Activities 8. Tell three things that could be pictured on stickers.
Before doing these activities, make two copies of the picture 9. Where could you buy craft supplies?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six craft supplies.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the clients role-play planning a craft project. You can search the Internet for craft
2. Play a game of Bingo. Use pennies as markers. ideas that pertain to the upcoming holiday or theme for your classroom. Have your
3. Place real clay, beads, glue, glitter, etc., on the table. Give clients plan what to make, decide what materials they’ll need, determine what materials
a picture card to the client and have her put it by the need to be purchased, and make a shopping list.
matching item. Find the _____.
4. Make a craft item using some of these materials. Use the Critical Thinking and Problem Solving
vocabulary words to give the client directions to follow 1. What can you do to keep your clothes clean while using clay?
throughout the activity. Squirt glue on the paper. Sprinkle 2. How can you organize your beads so they don’t spill on the floor?
glitter on the glue. Decorate your project with stickers.
3. What do you do if the glue doesn’t pour from the bottle?
5. Cover three to six pictures on the picture grid. Show the
4. When using glitter, how can you save the extra glitter that doesn’t stick to your
client a picture card and have her tell you where it was on
project?
the picture grid. Where was/were the _____?
5. Why is it a good idea to get enough ink on your rubber stamp before stamping?
6. Use ads from a craft store or a discount department store.
Find _____. 6. Why is it a good idea to know where you want to put a sticker before placing it
on the paper?
7. Visit a craft store or a discount department store. Use the
pictures as a shopping list. Let’s look for _____. 7. Where can you get craft project ideas?
8. How could you invite a friend to do crafts with you?
9. What would you need to do to plan for the craft activity?
10. If you had a good time doing crafts with a friend, what could you tell him?
Vocabulary During Leisure Activities
Functional Vocabulary for Adolescents & Adults 159 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Dance
Functional Vocabulary for Adolescents & Adults 160 Copyright © 2005 LinguiSystems, Inc.
 Dance
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Here is/are (a) _____. Have the client
1. Point to the band (deejay, prom, refreshments, corsage, repeat your sentences.
boutonniere). 3. Print I see (a) _____ on a card. Have the client complete the sentence using the
2. Which shows a formal dance? vocabulary words.
3. Which are the food and drinks?
4. Who is playing musical instruments? Expressive Vocabulary
5. Who is playing CDs? 1. Name each picture.
6. Which flower is for a guy? 2. What do all of these people and items have in common?
7. Which flowers are for a girl? 3. What is a prom?
8. Which would you see at a formal dance? 4. What is a corsage?
9. What could you see at a casual dance? 5. What is a boutonniere?
10. Which have you seen before? 6. What are refreshments?
7. What does a deejay do?
Receptive Activities 8. What does a band do?
Before doing these activities, make two copies of the picture 9. Which do you like better, a deejay or a band? Why?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) What dances do you know about?

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Have the client role-play taking someone to a dance. He can practice asking the
2. Play a game of Bingo. Use pennies as markers. person out, buying flowers, dancing to fast music, slow dancing with a partner, and
3. Cover three to six pictures on the picture grid. Show the using manners while having refreshments.
client a picture card and have him tell you where it was on
the picture grid. Where was/were the _____? Critical Thinking and Problem Solving
4. Place the picture cards faceup on the table. Have the 1. How do you find out if there is a dance coming up?
client follow your directions. Touch the _____. 2. What would you do if you wanted to go to a formal dance with someone?
Take the _____. Hand me the _____. Point to the _____.
3. What kind of clothes do people wear to a prom? How do they get those clothes?
Turn over the _____.
5. Look at grocery store ads or in a cookbook with many 4. What flower arrangements do people buy for the prom? How do they buy them?
pictures. Find items that would be good refreshments 5. What kind of clothes do people wear to an informal dance?
to serve at a dance. Let’s find some refreshments. 6. What is the difference between a prom and an informal dance?
6. Visit a florist shop or find pictures on a floral website by 7. Which do you like better, a prom or an informal dance? Why?
typing “corsage” or “boutonniere” on the images feature of 8. What are some manners you should use while getting refreshments?
an Internet search engine. Look at the samples or pictures. 9. How do you have fun at a dance?
Find a corsage. Find a boutonniere. 10. If you had a good time at a dance, what could you tell your friends or your date?
7. Search for “deejay” and “band” using the images feature of
an Internet search engine. Find a band. Find a deejay.

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 161 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Electronic Entertainment
Functional Vocabulary for Adolescents & Adults 162 Copyright © 2005 LinguiSystems, Inc.
 Electronic Entertainment
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use a _____. Have the client repeat
1. Point to the computer (VCR, CD player, DVD player, TV, your sentences.
video game system). 3. Print Turn on the _____ on a card. Have the client complete the sentence using the
2. Which play music? vocabulary words.
3. Which have games?
4. Which show movies? Expressive Vocabulary
5. Which has television shows? 1. Name each picture.
6. Which has the Internet? 2. What do all of these items have in common?
7. Which take CDs? 3. Name three TV shows that you like.
8. Which can you carry? 4. Tell three movies you could watch on VCR or DVD.
9. Which are plugged in? 5. What video games do you like?
10. Which do you like? 6. What music do you like?
7. What are three things you can do on the computer?
Receptive Activities 8. How are a videotape and a DVD different?
Before doing these activities, make two copies of the picture 9. How are a CD player and a portable CD player different?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six forms of electronic entertainment.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the client role-play planning to get together with a friend to use one of these
2. Play a game of Bingo. Use pennies as markers. electronic forms of entertainment. They can plan the activity, including what they
3. Go to a room that has a real computer, VCR, TV, etc., in it. would like to do, when they will do it, where they will do it, transportation, and getting
Give a picture card to the client and have her put it by the permission. They can discuss what TV show or movie they’d like to see, what music
matching item. Find the _____. they’d like to listen to, or what video game they’d like to play.
4. Place a TV remote, CD, DVD, videotape, video game
system, and computer disc on the table. Have the client Critical Thinking and Problem Solving
match these items to the electronic devices they go with, 1. How do you find out what TV shows are on and what channels they are on?
either real items in the room or the picture cards. Which 2. How would you decide whether to rent or to buy a DVD?
goes with a _____?
3. How are the DVDs and videotapes organized at your video store?
5. Cover three to six pictures on the picture grid. Show the
4. How do you find the movie that you like?
client a picture card and have her tell you where it was on
the picture grid. Where was the _____? 5. What if you and your friend like different video games?
6. Use ads from an electronics store, or visit an electronics 6. When playing video games, why is it a good idea to let your friend play too?
store or a video rental store. Use the pictures as a 7. How is your music store organized?
shopping list. Let’s look for a _____. 8. How do you find the CD that you like?
9. Why is it a good idea to take off your headphones when crossing a street?
10. What are some safety rules about sharing personal information on the Internet?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 163 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Football
Functional Vocabulary for Adolescents & Adults 164 Copyright © 2005 LinguiSystems, Inc.
 Football
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Here is a _____. Have the client repeat
1. Point to the yard line (goalpost, kick off, touchdown, pass, your sentences.
punt). 3. Print This is a _____ on a card. Have the client complete the sentence using the
2. Which is a post at both ends of a football field? vocabulary words.
3. Which stripe marks distances on a football field?
4. Who is throwing? Expressive Vocabulary
5. Who is kicking? 1. Name each picture.
6. Which one starts the game? 2. What do all of these items and actions have in common?
7. Which is scoring six points? 3. What happens at the goalposts?
8. Which two are parts of a football field? 4. What are the yard lines?
9. Which are football plays? 5. What is a kick off?
10. Which have you done? 6. What is a pass?
7. What is a punt?
Receptive Activities 8. What is a touchdown?
Before doing these activities, make two copies of the picture 9. Name three football teams.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six items and actions you’d see at a football game.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Let the clients play a game of football. You may modify the game by playing flag
2. Play a game of Bingo. Use pennies as markers. football and using a Nerf football. Have the clients use the vocabulary words during
3. Look for the football field at your school. Watch a PE class the game.
play a game. Use the vocabulary words to talk about the
field and the game while you’re watching it. Critical Thinking and Problem Solving
4. Place the picture cards faceup on the table. Have the 1. How could you make a plan to watch a football game with a friend?
client follow your directions. Touch the _____. 2. How do you know which goalpost is the goal for your team?
Take the _____. Hand me the _____. Point to the _____.
3. Why is it a good idea to listen to the play before playing?
Turn over the _____.
4. Why is it a good idea to pay attention to the ball during the game?
5. Type the vocabulary words on the images feature of an
Internet search engine. Find the _____. 5. How do you know where to throw the ball?
6. Watch a video of a football game. Note the parts of the 6. How do you know which direction to run?
field and the actions that match the vocabulary words. 7. What if a player from the other team gets you?
There’s a _____. 8. What does a good sport do when he loses? wins?
7. Play a game of football. You may modify the game by 9. Do you like football? Why?
playing flag football and using a Nerf football. Use the 10. Which do you like better, watching football or playing football? Why?
vocabulary words during the game. Let’s line up on the
10-yard line. It’s your turn to punt. Let’s pass this one.

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 165 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Fun Choices
Functional Vocabulary for Adolescents & Adults 166 Copyright © 2005 LinguiSystems, Inc.
 Fun Choices
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I play with (a) _____. Have the client
1. Point to the cards (dominoes, puzzle, board game, Frisbee, repeat your sentences.
bingo). 3. Print Let’s play (a) _____ on a card. Have the client complete the sentence using
2. Which game has dice? the vocabulary words.
3. Which game is dealt?
4. Which can you throw? Expressive Vocabulary
5. Which do you match dots? 1. Name each picture.
6. Which has pieces that make a picture? 2. What do all of these things have in common?
7. Which is a game with numbers and letters? 3. What do you do with puzzle pieces?
8. Which can be played inside? 4. How do you play a board game?
9. Which should be played outside? 5. What can you play with cards?
10. Which do you like to play? 6. How do you play bingo?
7. How do you play dominoes?
Receptive Activities 8. What do you do with a Frisbee?
Before doing these activities, make two copies of the picture 9. Which of these to you like to do?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six fun things to do.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Let the client role-play asking a friend to play a game. The clients can use the
2. Play a game of Bingo. Use pennies as markers. vocabulary words to discuss their choices. They can then decide what game they
3. Place a real puzzle, board game, deck of cards, etc., on the would like to play and agree upon the rules.
table. Give a picture card to the client and have her put it
by the matching item. Find the _____. Critical Thinking and Problem Solving
4. Place the picture cards faceup on the table. Have the 1. What strategies do you use to put a puzzle together?
client follow your directions. Touch the _____. 2. How do you decide who goes first in a board game?
Take the _____. Hand me the _____. Point to the _____.
3. Why is it a good idea to know when it’s your turn?
Turn over the _____.
5. Play a board game, a card game, dominoes or a game of 4. What do you do if you don’t understand how to play a card game?
bingo. Put together a puzzle. Play with a Frisbee. Use the 5. What could happen if you don’t pay attention during a game of bingo?
vocabulary words while doing these activities. 6. Why is it a good idea to keep your tiles hidden when playing dominoes?
6. Use ads from a local toy store or a discount department 7. What if you can’t find the Frisbee you threw?
store. Find (a/an) _____. 8. What does a good sport do when he loses?
7. Visit a toy store or a discount department store. Use the 9. What does a good sport do when he wins?
pictures as a shopping list. Let’s look for (a) _____. 10. How do you and a friend decide what you want to do together?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 167 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Gym
Functional Vocabulary for Adolescents & Adults 168 Copyright © 2005 LinguiSystems, Inc.
 Gym
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence Let’s go to the _____. Have the client
1. Point to the treadmill (locker room, stationary bike, weight repeat your sentences.
machine, step machine, free weights). 3. Print He uses the _____ on a card. Have the client complete the sentence using
2. Where do you change clothes? the vocabulary words.
3. Which do you ride?
4. Which do you run on? Expressive Vocabulary
5. Which is like climbing stairs? 1. Name each picture.
6. Which do you lift? 2. What do all of these items have in common?
7. Which make your heart pump faster? 3. What do you do in a locker room?
8. Which build muscles? 4. How do you use a treadmill?
9. Which are at a gym? 5. What do you do on a stationary bike?
10. Which have you tried? 6. How do you use a step machine?
7. What do you do with free weights?
Receptive Activities 8. How do you use a weight machine?
Before doing these activities, make two copies of the picture 9. Name two places you can find exercise equipment.
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name five pieces of exercise equipment.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is/are the _____?
Help the client make an exercise plan. Have the client talk about which exercises
2. Play a game of Bingo. Use pennies as markers. increase muscle strength and which increase aerobic ability. Let him write down which
3. Cover three to six pictures on the picture grid. Show the exercises to do, how often to do them, and how long or how many repetitions to do.
client a picture card and have him tell you where it was on
the picture grid. Where was the _____? Critical Thinking and Problem Solving
4. Place the picture cards faceup on the table. Have the 1. If you want to build muscles, what exercises could you do?
client follow your directions. Touch the _____. 2. If you want to run faster, what exercises could you do?
Take the _____. Hand me the _____. Point to the _____.
3. Which exercises make your heart beat faster?
Turn over the _____.
4. How is this good for your heart?
5. Use ads from a sporting goods store or find a website that
includes workout equipment by typing “exercise equipment” 5. If you want to lose weight, what could you do?
on an Internet search engine. Find (a/an) _____. 6. How does what you eat affect your health?
6. Visit the weight room at your school. Find these items and 7. What are some benefits to exercising?
have the client do some exercises. Find (a) _____. 8. How could you convince a friend to exercise more?
7. Visit a sporting goods store or tour a gym. Give the client 9. If you want to go to a gym, how could you invite a friend?
the picture cards. Let’s look for (a) _____. 10. What exercise goals do you have?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 169 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Horseback Riding
Functional Vocabulary for Adolescents & Adults 170 Copyright © 2005 LinguiSystems, Inc.
 Horseback Riding
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I use (a) _____. Have the client repeat
1. Point to the ramp (saddle, reins, horse, stirrups, helmet). your sentences.
2. Which do you sit on? 3. Print I see (a) _____ on a card. Have the client complete the sentence using the
3. Where do you put your feet? vocabulary words.
4. Which protects your head?
5. Which do you hold in your hands? Expressive Vocabulary
6. Which is sloped? 1. Name each picture.
7. Which is an animal? 2. What do all of these items have in common?
8. Which steer the horse? 3. What does a helmet do?
9. Which go on a horse? 4. How do we use a ramp?
10. Which have you seen? 5. Describe a horse.
6. What do we do with a saddle?
Receptive Activities 7. What do we do with stirrups?
Before doing these activities, make two copies of the picture 8. What do we do with reins?
grid. Cut apart one grid to make picture cards. 9. Describe how you’d get on a horse.
10. (Cover the pictures.) Name six items you’d see at a horseback riding center.
1. Give the client the picture grid. Have her match the picture
cards to the pictures on the grid. Where is/are the _____? Expressive Activity
2. Play a game of Bingo. Use pennies as markers. Let the client role-play planning a trip to a therapeutic riding center. Have her find out
3. Cover three to six pictures on the picture grid. Show the which days and hours the center is open, how much it costs, and make a reservation.
client a picture card and have her tell you where it was on She can also plan who will go to the center, how they’ll get there, how much money
the picture grid. Where was/were the _____? each person should bring, and how to get permission for everyone to go.
4. Look for pictures of the vocabulary words by typing
“therapeutic riding” on the images feature of an Internet Critical Thinking and Problem Solving
search engine. Find (a) _____. 1. How could you plan a trip to a horseback riding center?
5. Role-play riding a horse. Use a real helmet or a cap to 2. What if you have trouble fastening the helmet?
pretend. Use a blanket for the saddle, and a jumprope for 3. What if you need help mounting the horse?
the reins. Use a bench, rolled up mat, or straddle a chair
4. What if you are afraid to mount a horse?
for the horse. Use the vocabulary words to give the client
directions to follow throughout the activity. Put on a helmet. 5. What could you ask if you don’t know how to ride a horse?
Put the saddle on the horse. Sit on the horse. Hold the 6. What if your horse gets too close to the horse in front of you?
reins. 7. What are some things you might see while riding a horse?
6. Visit a therapeutic riding center. Let the clients tour or ride 8. How do you think it would feel to ride on a horse?
the horses. Let’s look for (a) _____. 9. How do people take good care of horses?
10. Would you like to ride a horse? Why?

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 171 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Miniature Golf
Functional Vocabulary for Adolescents & Adults 172 Copyright © 2005 LinguiSystems, Inc.
 Miniature Golf
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I’d like a _____. Have the client repeat
1. Point to the golf ball (golf club, score card). your sentences.
2. Point to putt (par, hole in one). 3. Print This is (a) _____ on a card. Have the client complete the sentence using the
3. Which do you hit the ball with? vocabulary words.
4. Which is round and bumpy?
5. Which is the target score for a hole? Expressive Vocabulary
6. Which do you write the score on? 1. Name each picture.
7. Which means “to hit the ball lightly”? 2. What do all of these things have in common?
8. Which means “to hit the ball in the hole in one try”? 3. What do you do with a golf club?
9. Which would you see at a golf course? 4. Describe a golf ball.
10. Which would you see at a miniature golf course? 5. What do you do with a score card?
6. Tell how to putt the ball.
Receptive Activities 7. What is a hole in one?
Before doing these activities, make two copies of the picture 8. What does “par” mean?
grid. Cut apart one grid to make picture cards. 9. Describe how to play miniature golf.
10. (Cover the pictures.) Name six golf terms.
1. Give the client the picture grid. Have him match the picture
cards to the pictures on the grid. Where is the _____? Expressive Activity
2. Play a game of Bingo. Use pennies as markers. Let the client role-play planning a trip to a miniature golf course. Have him plan who
3. Bring in a real golf ball and a golf club. Let the clients play will go, how they’ll get there, how much money each person should bring, and getting
a small game of golf in your room. They can putt golf balls permission.
into a box set on its side. You can increase the challenge
by adding obstacles, such as cones, mats, or wedges. Critical Thinking and Problem Solving
Using the vocabulary words, give the clients directions to 1. How could you make a plan to visit a miniature golf course with a friend?
follow throughout the activity. Putt the golf ball. Mark a 3
2. What do you need to consider when planning the activity?
on your score card. Try to get a hole in one.
3. Why is it a good idea to look at the layout of the hole before teeing off?
4. Place the picture cards faceup on the table. Have the
client follow your directions. Touch (the) _____. 4. After each person has teed off, who goes next?
Take (the) _____. Hand me (the) _____. 5. What do you do if your golf ball is too close to the curb?
Point to (the) _____. Turn over (the) _____. 6. What do you do if your golf ball goes into the water?
5. Cover three to six pictures on the picture grid. Show the 7. What strategies do you use at a hole with a spinning windmill?
client a picture card and have him tell you where it was on 8. What strategies do you use at a hole with an anthill?
the picture grid. Where was the _____? 9. What does a good sport do when he or she is losing? winning?
6. Visit a miniature golf course or driving range. Use the 10. Do you like miniature golf? Why?
vocabulary while playing. It’s your turn to putt. What’s par
for this hole? Here’s your golf ball.

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 173 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Movie Theater
Functional Vocabulary for Adolescents & Adults 174 Copyright © 2005 LinguiSystems, Inc.
 Movie Theater
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence I see the _____. Have the client repeat
1. Point to the theater (marquee, preview, cashier, concession your sentences.
stand, ticket). 3. Print This is a _____ on a card. Have the client complete the sentence using the
2. Which lists the movies? vocabulary words.
3. Which shows clips from upcoming movies?
4. Where do you sit? Expressive Vocabulary
5. Who do you pay? 1. Name each picture.
6. Which paper shows you paid? 2. What do all of these items and people have in common?
7. Where do you buy snacks? 3. What is on a marquee?
8. Which is outside in front of a movie theater? 4. What does a cashier do?
9. Which are inside a movie theater? 5. What do you do with a ticket?
10. Which have you seen? 6. Name three things sold at a concession stand.
7. Describe what a theater looks like inside.
Receptive Activities 8. What is a preview for?
Before doing these activities, make two copies of the picture 9. What kinds of movies do you like?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six people or items you’d see at a movie theater.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Have the clients role-play going to a movie theater. Let them take turns being the
2. Play a game of Bingo. Use pennies as markers. cashier at the ticket counter, selling concessions, purchasing tickets and snacks. Then
3. Role-play going to a movie theater. Practice looking at show a video or DVD. Have the clients use the vocabulary words throughout the
the movie choices and times, paying the cashier, buying activity to talk about what’s going on.
popcorn (microwaved in class), and watching a movie
(a video or DVD). Critical Thinking and Problem Solving
4. Place the picture cards faceup on the table. Have the 1. How can you find out what movies are playing in your area?
client follow your directions. Touch the _____. 2. How can you find out when and where the movies are playing?
Take the _____. Hand me the _____. Point to the _____.
3. How could you make a plan to see a movie with a friend?
Turn over the _____.
4. What could you and a friend talk about to decide which movie to see?
5. Look through the entertainment section of a newspaper or
on the Internet on a movie theater website. Find movies of 5. What if you and your friend like different movies?
interest. Look for a movie theater. 6. Why is it a good idea to discuss the day, time, transportation, and permission
6. Visit a movie theater. Find the people or items that match before going to the movies with a friend?
the picture cards. Let’s look for a _____. 7. What if you planned to see one movie, but when you got to the theater, it was
sold out?
8. What if you want to buy a large popcorn, but you don’t have enough money?
9. Why is it a good idea to sit quietly during a movie?
10. What could you say to your friend if you had a good time with her at the movie?
Vocabulary During Leisure Activities
Functional Vocabulary for Adolescents & Adults 175 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Poker
Functional Vocabulary for Adolescents & Adults 176 Copyright © 2005 LinguiSystems, Inc.
 Poker
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence He has (a) _____. Have the client repeat
1. Point to one pair (three of a kind, full house, two pairs, your sentences.
straight, flush) 3. Print I see (a) _____ on a card. Have the client complete the sentence using the
2. Which hand has one match? vocabulary words.
3. Which hand has two matches?
4. Which has all hearts? Expressive Vocabulary
5. What has numbers in order? 1. Name each picture.
6. Which has three cards that match? 2. What do all of these pictures have in common?
7. Which has a pair and three of a kind? 3. Describe three different pairs you could get.
8. Which are poker hands? 4. Tell what “three of a kind” means.
9. Which hand is the highest? 5. Explain what a “straight” is.
10. Which hand is the lowest? 6. Describe what “flush” means.
7. Tell what a “full house” is.
Receptive Activities 8. What is the highest pair you could get?
Before doing these activities, make two copies of the picture 9. What is the highest hand you could get?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six different poker hands.

1. Give the client the picture grid. Have him match the picture Expressive Activity
cards to the pictures on the grid. Where is the _____?
Let the clients play poker. Have them use the vocabulary words to name what they
2. Play a game of Bingo. Use pennies as markers. have in their hands at the end of each round.
3. Give the client a copy of the picture grid. Place five playing
cards faceup on the table so that they show one of the Critical Thinking and Problem Solving
vocabulary words (e.g., full house). Have the client point to 1. How would you ask some friends to play poker with you?
the picture that matches the hand. Find (the) _____.
2. If two people get a pair, how do you decide which pair is higher?
4. Sequence the picture cards in order from the lowest hand
3. If two people get the same pair, how do you decide which hand is higher?
to the highest hand. The best hand here is the flush.
Show me the flush. (Give similar directions for the other 4. If two people get three of a kind, how do you decide which hand is higher?
hands.) 5. If two people get a straight, how do you decide which hand is higher?
5. Scramble the picture cards and ask the client to put them 6. Why is it a good idea to pay attention to when it is your turn?
in order. Put these hands in order from the lowest to the 7. When you are dealt your cards, how do you decide whether to stay in or fold?
highest. (Name each hand the client correctly places in 8. What does a good sport do when he’s losing?
order.) 9. What does a good sport do when he’s winning?
6. Play a game of poker—Texas Hold’em or Five Card Draw. 10. Do you like to play poker? Why?
While the clients are learning the game, they can all show
their cards so you can guide them. Use the vocabulary
words while giving them instructions.

Vocabulary During Leisure Activities

Functional Vocabulary for Adolescents & Adults 177 Copyright © 2005 LinguiSystems, Inc.
Vocabulary During Leisure Activities: Soccer
Functional Vocabulary for Adolescents & Adults 178 Copyright © 2005 LinguiSystems, Inc.
 Soccer
Receptive Vocabulary Word/Sentence Imitation and Sentence Completion
Name each picture the client points to. 1. Ask the client to repeat each word after you say it. Say _____.
2. Use each word to complete the sentence This is a/These are _____. Have the
1. Point to the soccer ball (cleats, shin guards, goal, dribble, client repeat your sentences.
throw-in). 3. Print I see (a) _____ on a card. Have the client complete the sentence using the
2. Which go on your feet? vocabulary words.
3. Which go on your legs?
4. Which do you kick? Expressive Vocabulary
5. Where do you want the ball to go? 1. Name each picture.
6. Who is tossing the ball into the game? 2. What do all of these pictures have in common?
7. Who is kicking the ball? 3. How do you put on shin guards?
8. Which items are used in a soccer game? 4. Describe a soccer ball.
9. Which are soccer actions? 5. How are cleats different from other shoes?
10. Which have you done? 6. Describe a soccer goal.
7. Explain how to do a throw-in.
Receptive Activities 8. Tell how to dribble a soccer ball.
Before doing these activities, make two copies of the picture 9. Where can you play soccer?
grid. Cut apart one grid to make picture cards. 10. (Cover the pictures.) Name six soccer words.

1. Give the client the picture grid. Have her match the picture Expressive Activity
cards to the pictures on the grid. Where is/are (the) _____?
Let the client role-play organizing a soccer game. Have her discuss who will be on the
2. Play a game of Bingo. Use pennies as markers. teams, where they’ll play the game, and what equipment they’ll need. Encourage her to
3. Cover three to six pictures on the picture grid. Show the use the vocabulary words throughout the activity.
client a picture card and have her tell you where it was on
the picture grid. Where was/were (the) _____? Critical Thinking and Problem Solving
4. Use ads from a sporting goods store or a discount 1. What do you need to consider when planning a soccer game?
department store. Find (a/an) _____. 2. Why is it a good idea to wear shin guards when playing soccer?
5. Let the clients practice playing soccer. It can be a real
3. Why is it a good idea to wear cleats?
game outside on a soccer field or a modified game with a
beach ball. Have the clients take turns dribbling, throwing- 4. How does a team win a soccer game?
in, and kicking a soccer ball into a goal. Use the 5. How do you know which way to run with the ball?
vocabulary words to give the clients directions to follow 6. Why is it a good idea to talk with your teammates?
throughout the activity. It’s your turn to dribble the ball. 7. What happens if you touch the ball with your hands?
You scored a goal! 8. What does a good sport do when her team is losing?
6. Visit a sporting goods store or a discount department 9. What does a good sport do when her team is winning?
store. Use the pictures as a shopping list. Let’s look 10. Do you like soccer? Why?
for (a) _____.

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Vocabulary During Leisure Activities
Functional Vocabulary for Adolescents & Adults 179 Copyright © 2005 LinguiSystems, Inc.