Up and Away - National Council for Curriculum and Assessment

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Making a grid Level of text Third class. Level of learner A1 and higher. Time 40 minutes. Section 5 Examples of classroom activities Approach 1. Design a worksheet containing a grid/table with clearly defined column headings. The categories relate directly to the content of the text – see next page. Make a class set of photocopies plus a few extra. 2. Replicate the grid on the board. Brainstorm ideas to put into the different categories and write in a few suggestions. 3. Hand out one copy of the worksheet per pair/small group. Pupils work together to add further ideas to the categories. 4. Monitor – prompt ideas, and help with spelling and vocabulary. Source material: Worldwise 1. J. Hourihane & C. Ó Loingsigh (Revised edition, 1995). The Educational Company of Ireland. 5. Feedback. Check pronunciation and spelling, and write ideas into the grid on the board. 6. Hand out copies of the worksheet. Pupils copy from the board to the worksheet. 171
172 Months of the year Winter What we know about the seasons AUTUMN SUMMER WINTER SPRING Winter Spring Notes Grids/tables may not be as visually striking as spidergrams but, because they ask pupils to place vocabulary into different categories, they are equally effective. Again the key for the teacher in devising vocabulary grids is to identify distinct categories within the theme. Using visuals In the example, the reading text focuses on the seasons and is accompanied by a visual. The visual provides an opportunity to both introduce the theme and revise important vocabulary (months of the year). This builds pupils’ confidence by showing how much they already know about the theme. JANUARY 31 DAYS FEBRUARY 28/29 DAYS Spring Summer Autumn Summer Autumn Extension Each pair/group chooses a season and writes a short piece of text saying why it is the best part of the year. Brainstorm important days of the year. Birthdays, religious holidays, important school days, and traditional festivals are some possible categories. Pupils use the information to make a calendar of the important days for the class.
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Upand Away A resource book for Engl
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Published by: Integrate Ireland Lan
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Contents Section 1 General informat
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2 Notes
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4 How can the class teacher and lan
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6 What are the challenges facing th
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8 How can we deal with problems of
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10 The role of the language support
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12 2. Integrating pupils The follow
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14 4. School - home communication I
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16 1 2 3 4 5 1 2 3 4 5 6 7 8 Checkl
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18 Learning English as a second lan
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20 What is the objective of languag
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22 First feedback from class teache
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24 The Silent (or non-verbal) Perio
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26 Organising the timetable for lan
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28 The principal purpose of languag
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30 Name of teacher: Class: Name of
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32 Name of teacher: Class: Name of
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34 Notes
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The curriculum framework for langua
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38 Global benchmarks of communicati
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40 Global scales of underlying ling
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42 UNDERSTANDING SPEAKING WRITING U
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56 Notes
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58 ✓ ✓ ✓ My First English Boo
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60 Classroom activities using flash
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62 Pronunciation and rhythm (speaki
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64 Happy families (speaking - askin
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66 Twenty questions (speaking - ask
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68 ✁ ear nose eye mouth
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70 ✁ pen pencil case copy book wa
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72 ✁ shorts short-sleeved shirt l
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74 ✁ sandals cap socks skirt
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76 ✁ zip apple banana carrots
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78 ✁ ice cream burger cake fish
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80 ✁ fish and chips lemon cornfla
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82 ✁ square circle triangle bus
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84 ✁ snowman egg nest flower
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86 ✁ pig rabbit lion frog
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88 ✁ bird cat dog cow
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90 Word stress 1 Resources Laminate
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92 Using stories 2 - for pupils lea
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94 ✁ Worksheet A
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96 What is the European Language Po
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98 Using the ELP with individual pu
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Sample activities for European Lang
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102 ELP page 8 WHERE I use and lear
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104 ELP page 10 Myself Draw a pictu
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106 ELP page 12 Food and clothes Us
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108 ELP page 15 Weather + ELP page
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110 ELP page 18 The local and wider
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112 ELP page 21 Animals and plants
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114 Notes
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116 Drawing materials - e.g. crayon
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118 It is important to develop reso
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Page 129 and 130: 124 I do not like Circle 4 things t
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Page 135 and 136: 130 Fill in each box with the corre
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Page 143 and 144: 138 Can you spot the 5 differences?
Page 145 and 146: 140 Can you spot the 5 differences?
Page 147 and 148: 142 My meals
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Page 153 and 154: 148 Notes
Page 155 and 156: 150 This section contains the follo
Page 157 and 158: 152 Find these words in the grid.
Page 159 and 160: 154 What do you see in the picture?
Page 161 and 162: 156 Making multiple-choice question
Page 163 and 164: 158 What does it mean? What do the
Page 165 and 166: 160 Look at the clues. Write the an
Page 167 and 168: 162 Class Organisation Pairs/small
Page 169 and 170: 164 Clues 1. 2. 3. 4. 5. Write your
Page 171 and 172: 166 The purpose of the following ac
Page 173 and 174: 168 Autumn: Shorter days Falling le
Page 175: 170 For drinking For washing For ce
Page 179 and 180: 174 Experiments with water Key word
Page 181 and 182: 176 Look at Unit 10 - The Telephone
Page 183 and 184: 178 Look at Unit 19 - Milk’s the
Page 185 and 186: 180 Fionn and the Giolla Deacair He
Page 187 and 188: 182 Example of Yes/No exercise. Rea
Page 189 and 190: 184 Reading Read paragraph . Put th
Page 191 and 192: 186 Notes
Page 193 and 194: 188 Introduction This section is in
Page 195 and 196: 190 Names and countries Class organ
Page 197 and 198: 192 Stage 2 - Speaking and reading
Page 199 and 200: 194 ✁ • • • • • k l m n
Page 201 and 202: 196 a b c d e f g h i j k l m n o p
Page 203 and 204: 198 Developing writing skills - Wor
Page 205 and 206: a b c d e f g h i j k l m n o p q r
Page 211 and 212: a b c d e f g h i 206 Worksheet E a
Page 213 and 214: s t u v w x y z 208 Worksheet E a b
Page 215 and 216: 210 Cycle 2. What is this? - object
Page 217 and 218: 212 Class organisation Whole class.
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Page 225 and 226: ✁ 220 armchair cushion pot bed bi
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222 1. is in the kitchen. 2. is in
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224 Where 1. Where is ? 2. Where is
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226 1. The table is in the kitchen.
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228 Where 1. Where is the table? 2.
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230 3. Developing reading and writi
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232 Match the word: List A List B m
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234 ✁ ✁ ✁
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236 Notes
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238 Introduction Generally speaking
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240 This refers to the work of the
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242 Dictionaries It is very importa
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Up and Away - National Council for Curriculum and Assessment

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