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Strategy 4 – Predicting Section 5 Examples of classroom activities Introduction Asking pupils to predict the contents of a text is an excellent strategy to prepare them for reading. Discussing what they think the text is about not only generates interest and existing knowledge, but also motivates pupils into wanting to read the text. Quite simply they want to know if their predictions were correct. In this sense predicting helps establish a personal connection with the text. Level of text Third class. Level of learner A1 and higher. Time 40 minutes. Approach 1. Design a worksheet containing a grid/table with column headings specific to the content of the text – see next page. 2. If possible use visuals, in this case the first two pages of the story (above), to introduce the theme and establish basic information – in this example the names of the people, the relationships between them, where they are, what happens, etc. 3. Replicate the grid on the board and, using the visuals, brainstorm ideas. Source material: Time Traveller 1. Roddy Day, Fionnuala Waldron, Tommy Maher & Pauric Travers (Reprint, 2002). CJ Fallon. 4. In pairs/small groups pupils predict what the next part of the text is about – in this case they discuss how the story develops. Take feedback from all the pairs/groups. 5. Pupils read the next part of the text to see if their predictions were correct – see note on next page*. 6. Hand out the worksheet. Pupils work with the text and complete the grid as required. 7. Repeat the previous three stages with the next part of the text, establishing a cycle of predicting, reading, and categorising the vocabulary. 179
180 Fionn and the Giolla Deacair Here is the information for pages 21 and 22 of the story. Fionn People Diarmuid Giolla Deacair Conan Feeling insulted very angry angry rest talk drag bite shout run wave Actions camp Read pages 23 and 24. Write in the information. Fionn People Diarmuid Giolla Deacair Conan Feeling Actions take Read pages 25-27. Write in the information. Fionn People Diarmuid Giolla Deacair Conan Feeling Actions fight Places Places western sea Notes Discussing the contents of text prior to reading allows the group to realise how much vocabulary they know about the theme, and provides the opportunity for key words to be introduced. This ensures that pupils are fully prepared for the reading exercise which follows. Stories are ideal for prediction activities. Picture stories are particularly good as they have a reduced language content. However, the strategy of predicting does not depend on visuals alone. A very effective prediction task is for the class to consider what they know about a theme and what they would like to know – see page 178. *Give pupils time to read the text and encourage them to deduce meaning from both the visual supports and their own predictions. This is challenging at first but is crucial in helping pupils develop the skill of reading for meaning. horses dogs Animals Animals white horse a stick Objects Objects Places Animals Objects a well Extension Pupils put away their books. In pairs, they use the words in the grids to tell the story. Pairs/groups write different parts of the story using the vocabulary in the grid. Variation At the end of each section pupils take roles and read out the story, with one narrator. Encourage pupils to express the feelings of their characters.
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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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120
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122
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124 I do not like Circle 4 things t
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126 ✓
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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 and 176: 170 For drinking For washing For ce
Page 177 and 178: 172 Months of the year Winter What
Page 179 and 180: 174 Experiments with water Key word
Page 181 and 182: 176 Look at Unit 10 - The Telephone
Page 183: 178 Look at Unit 19 - Milk’s the
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
Page 227 and 228: 222 1. is in the kitchen. 2. is in
Page 229 and 230: 224 Where 1. Where is ? 2. Where is
Page 231 and 232: 226 1. The table is in the kitchen.
Page 233 and 234: 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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