Up and Away - National Council for Curriculum and Assessment

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✓ ✓ ✓ ✓ ! Points to remember! Combining different strategies Section 5 Examples of classroom activities The strategies outlined in this section can be used together or sequentially. The example on pages 167 and 168 suggests using a spidergram to introduce the theme followed by an exercise to introduce key words in context. Similarly, an exercise to develop scan reading skills is used in the example on page 176 followed by a graded gap fill task to help pupils realise that they have understood the text. Liaise with the class teacher When planning to use texts in the language support class information from class teachers will help to identify the needs of the pupils. The language support teacher should, in turn, inform colleagues of the reading texts covered and the types of exercises used. Extra photocopies It is a good idea to make extra photocopies especially if pupils attempt an unfamiliar exercise. Not understanding the nature of the task increases the likelihood that pupils will write information in the wrong place. Giving out an extra photocopy allows the ‘mistake’ to be passed over quickly. The examples used in this section All of the example activities in this section are based on third class textbooks. It may be appropriate to use texts at this level for pupils in higher classes as an introduction to working with texts. 183
184 Reading Read paragraph . Put the important information in the table. Who What Where When Describing words Read paragraph . Put the important information in the table. Who What Where When Describing words Read paragraph . Put the important information in the table. Who What Where When Describing words
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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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124 I do not like Circle 4 things t
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126 ✓
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128
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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 and 184: 178 Look at Unit 19 - Milk’s the
Page 185 and 186: 180 Fionn and the Giolla Deacair He
Page 187: 182 Example of Yes/No exercise. Rea
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
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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.
Page 235 and 236: 230 3. Developing reading and writi
Page 237 and 238: 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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