Up and Away - National Council for Curriculum and Assessment

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Types of activity Section 7 More ideas... Information gap Usually a pair-work activity in which one member of the pair (Pupil A) has information which the other member (Pupil B) does not have. This ‘gap’ in information forms the basis for activities which provide practice in spoken interaction and communication skills. Examples of this kind of activity in the book are: Colours See the visual resources on pages 120-147. Pupil A is given one picture to colour in, Pupil B a different picture. When the pair is ready, give Pupil B a blank copy of Pupil A’s picture. Pupil A now describes her/his picture telling B the colours used. B listens and tries to colour the picture in the same way. Then change roles so B describes her/his picture to A. Spot the difference See the visual resources on pages 137-140 and the corresponding instructions on page 119. Time Use the visuals of the blank clocks on page x to make a new worksheet. Give Pupil A a copy of this page and Pupil B a simple worksheet containing times in written form – e.g. ‘1. It’s 2 o’clock. 2. It’s half past 8.’ etc. Pupil B reads the sentences to pupil A who draws the hands on the clock faces. In the house See Worksheets A-D on pages 222-225 and the corresponding notes on page 217. Sequencing exercises This activity, which is typically used in primary education, is also important in language support. It may be carried out at different levels: Paragraph level Write each sentence of the paragraph onto a strip of paper – the worksheet on page 234 has been specifically designed for this purpose. In pairs or small groups, pupils put the sentences in the correct order. Sentence level Write the sentence onto a strip of paper and cut it into individual words – the worksheet on page 235 has been specifically designed for this purpose. In pairs or small groups, pupils rearrange the words to form the correct sentence. Jigsaw reading exercises An activity where a text is divided into sections, each section to be read by a different pupil or pair/small group. The pupils (or pairs/small groups) then pool what they have learned so the whole group comes to an understanding of the complete text. Note Both sequencing and jigsaw reading exercises highlight an integrated approach to second language development. Although the focus is on reading, the activities promote communication and team-working skills as pupils need to share their ideas in order to complete the task. 239
240 This refers to the work of the teacher in the early part of a class, specifically: 1. Introducing the theme. 2. Setting up the activity. Pre-teaching Pre-teaching is an important procedure in language support as it ensures that all pupils understand the focus of the session even though they may have low levels of target language proficiency. 1. Introducing the theme Talking about the theme in general terms, asking pupils what they know about it and (if possible) personalising it, places new language in a known context. Understanding that the new words they learn are related to a context which they know about or have experienced, helps to reassure pupils who may be vulnerable to feelings of being overwhelmed. Brainstorming Brainstorming is a particularly useful approach for pre-teaching in activities where learning new vocabulary is the focus or where pupils encounter a high level of new vocabulary. Pupils gain confidence when they can show what they know already. Graphic organisers such as spidergrams (see the examples on pages 168 and 170) and grids/tables (see the example on page 172) are useful tools for brainstorming as they help pupils to organise and categorise both vocabulary and ideas. Eliciting Eliciting involves the careful use of language by the teacher in order to guide pupils into producing target language. This process may be used to review earlier learning or to find out what pupils already know about a new topic. When eliciting new words from pupils it is important that the teacher does not provide the target language her/himself. See the activity ‘In the house’ on page 216. Pointing to a room and asking, “Is this room the attic?” undermines the aim of eliciting. Not only does the teacher introduce the target language (‘attic’), but the pupils’ input is reduced to either ‘yes’ or ‘no’. By asking “What is the name of this room?” the pupils’ own general knowledge and existing language knowledge is immediately activated. As a result, they become fully engaged with learning.
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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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130 Fill in each box with the corre
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138 Can you spot the 5 differences?
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140 Can you spot the 5 differences?
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142 My meals
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148 Notes
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150 This section contains the follo
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152 Find these words in the grid.
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154 What do you see in the picture?
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156 Making multiple-choice question
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158 What does it mean? What do the
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160 Look at the clues. Write the an
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162 Class Organisation Pairs/small
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164 Clues 1. 2. 3. 4. 5. Write your
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166 The purpose of the following ac
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168 Autumn: Shorter days Falling le
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170 For drinking For washing For ce
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172 Months of the year Winter What
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174 Experiments with water Key word
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176 Look at Unit 10 - The Telephone
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178 Look at Unit 19 - Milk’s the
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180 Fionn and the Giolla Deacair He
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182 Example of Yes/No exercise. Rea
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184 Reading Read paragraph . Put th
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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
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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
Page 239 and 240: 234 ✁ ✁ ✁
Page 241 and 242: 236 Notes
Page 243: 238 Introduction Generally speaking
Page 247 and 248: 242 Dictionaries It is very importa
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Up and Away - National Council for Curriculum and Assessment

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