teaching resource

Parts of Speech Card Game – Upper Years Classroom Game – Set 3

  • Updated

    Updated:  09 Jan 2020

A card game for nouns, verbs and adjectives.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  7 Pages

  • Curriculum
  • Years

    Years:  3 - 5

Curriculum

  • VC2E4LA06

    Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality <ul> <li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li> <li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</li> </ul>

  • VC2E4LA07

    Understand how adverb groups or phrases and prepositional phrases work in different ways to provide circumstantial details about an activity <ul> <li>investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state, for example ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).’</li> </ul>

  • VC2E5LA06

    Understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea <ul> <li>learning how to expand a description by combining a related set of nouns and adjectives, for example ‘two old brown cattle dogs’</li> <li>observing how descriptive details can be built up around a noun or an adjective, forming a group (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group and ‘as pretty as the flowers in May’ is an adjective group)</li> </ul>

  • VC2E6LA06

    Understand how the choice of verb, elaborated tenses and a range of adverb groups can expand and sharpen ideas <ul> <li>knowing that the simple present tense is typically used to talk about present states (for example, ‘He lives in Darwin.’) or actions that happen regularly in the present (for example, ‘He watches television every night.’) or that represent ‘timeless’ happenings, such as in informative reports (for example, ‘Bears hibernate in winter.’)</li> <li>knowing that there are various ways in English to refer to future time, such as using the auxiliary ‘will’ (for example, ‘She will call you tomorrow.’), using the present tense (for example, ‘Tomorrow, I leave for Hobart.’) and using adverbials of time (for example, ‘She arrives in the morning.’)</li> <li>using precise verbs (for example, ‘slice’, ‘dice’, ‘fillet’ and ‘segment’) rather than general words (for example, ‘cut’)</li> </ul>

  • Parts of Speech Card Game – Upper Years Classroom Game – Set 3 teaching resource
teaching resource

Parts of Speech Card Game – Upper Years Classroom Game – Set 3

  • Updated

    Updated:  09 Jan 2020

A card game for nouns, verbs and adjectives.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  7 Pages

  • Curriculum
  • Years

    Years:  3 - 5

A card game for nouns, verbs and adjectives.

Each player is dealt 7 cards and the remaining cards are placed face down in the middle of the group. This forms the draw pile. Players turn over the top card of that pile and place it face up to form the discard pile.

When it is your turn, place a card on the discard pile. Your card must have either the same colour or same part of speech, ie. verb, noun or adjective, or you may place a wild card down and change the colour.

Players must follow the directions of cards, such as draw 2, reverse or skip.

There are spare cards included in the download for you to add your own words.

If you need more cards to vary the game, please download set 1 and set 2.

Image of Parts of Speech Card Game – Upper Primary Classroom Game – Set 1

teaching resource

Parts of Speech Card Game – Upper Primary Classroom Game – Set 1

A card game for nouns, verbs and adjectives.

Teach Starter Publishing7 pagesYears: 3 - 5Has Starter Sheet
Image of Parts of Speech Card Game – Upper Years Classroom Game – Set 2

teaching resource

Parts of Speech Card Game – Upper Years Classroom Game – Set 2

A card game for nouns, verbs and adjectives.

Teach Starter Publishing7 pagesYears: 3 - 5Has Starter Sheet

Curriculum

  • VC2E4LA06

    Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality <ul> <li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li> <li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</li> </ul>

  • VC2E4LA07

    Understand how adverb groups or phrases and prepositional phrases work in different ways to provide circumstantial details about an activity <ul> <li>investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state, for example ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).’</li> </ul>

  • VC2E5LA06

    Understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea <ul> <li>learning how to expand a description by combining a related set of nouns and adjectives, for example ‘two old brown cattle dogs’</li> <li>observing how descriptive details can be built up around a noun or an adjective, forming a group (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group and ‘as pretty as the flowers in May’ is an adjective group)</li> </ul>

  • VC2E6LA06

    Understand how the choice of verb, elaborated tenses and a range of adverb groups can expand and sharpen ideas <ul> <li>knowing that the simple present tense is typically used to talk about present states (for example, ‘He lives in Darwin.’) or actions that happen regularly in the present (for example, ‘He watches television every night.’) or that represent ‘timeless’ happenings, such as in informative reports (for example, ‘Bears hibernate in winter.’)</li> <li>knowing that there are various ways in English to refer to future time, such as using the auxiliary ‘will’ (for example, ‘She will call you tomorrow.’), using the present tense (for example, ‘Tomorrow, I leave for Hobart.’) and using adverbials of time (for example, ‘She arrives in the morning.’)</li> <li>using precise verbs (for example, ‘slice’, ‘dice’, ‘fillet’ and ‘segment’) rather than general words (for example, ‘cut’)</li> </ul>

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4 Comments

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  • Mathias Tulasi
    ·

    Still reading through the get the game rightly.

    • Kristian
      ·

      Hi Mathias, Thanks for your comment. If you are unclear on anything, let me know and I will help in any way I can.

  • Cristeen Cullens-Trzesniewski
    ·

    This UNO Parts of Speech game works wonderfully in the ESL/EFL classroom. Thank you very much!

    • Stephanie (Teach Starter)
      ·

      I'm so glad you are finding this resource helpful, Cristeen! Thank you so much for your positive feedback.

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