Up and Away - National Council for Curriculum and Assessment

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Section 3 The curriculum for language support 35
The curriculum framework for language support 36 The curriculum framework for language support is based entirely on the language needs of the primary curriculum. These are specified as the English Language Proficiency Benchmarks for non-English speaking pupils at primary level. They consist of thirteen Units of Work which represent the strands of the primary curriculum. 1. Myself 2. Our school 3. Food and clothes 4. Colours, shapes and opposites 5. People who help us 6. Weather 7. Transport and travel 8. Seasons, holidays and festivals 9. The local and wider community 10. Time 11. People and places in other areas 12. Animals and plants 13. Caring for my locality Each unit is described at three levels: A1 Lowest level For pupils entering with no English, this represents the first learning targets. A2 B1 Also known as ‘Threshold Level’ Pupils progress into this level. When pupils are able to carry out the activities described in this level, without any help, they should be capable of full integration into the mainstream classroom. The levels correspond to the first three of the six proficiency levels defined in the Council or Europe’s Common European Framework of Reference for Languages (CEFR). For each level, a pupil’s expected learning is divided into the five skills used by the CEFR: Listening Reading The RECEPTIVE skills The PRODUCTIVE skills Spoken interaction (communicating with one or more other people). Spoken production (speaking on your own, e.g. giving a talk, telling a story, describing what you did at the weekend, etc.). Writing
Page 1 and 2: Upand Away A resource book for Engl
Page 3 and 4: Published by: Integrate Ireland Lan
Page 5 and 6: Contents Section 1 General informat
Page 7 and 8: 2 Notes
Page 9 and 10: 4 How can the class teacher and lan
Page 11 and 12: 6 What are the challenges facing th
Page 13 and 14: 8 How can we deal with problems of
Page 15 and 16: 10 The role of the language support
Page 17 and 18: 12 2. Integrating pupils The follow
Page 19 and 20: 14 4. School - home communication I
Page 21 and 22: 16 1 2 3 4 5 1 2 3 4 5 6 7 8 Checkl
Page 23 and 24: 18 Learning English as a second lan
Page 25 and 26: 20 What is the objective of languag
Page 27 and 28: 22 First feedback from class teache
Page 29 and 30: 24 The Silent (or non-verbal) Perio
Page 31 and 32: 26 Organising the timetable for lan
Page 33 and 34: 28 The principal purpose of languag
Page 35 and 36: 30 Name of teacher: Class: Name of
Page 37 and 38: 32 Name of teacher: Class: Name of
Page 39: 34 Notes
Page 43 and 44: 38 Global benchmarks of communicati
Page 45 and 46: 40 Global scales of underlying ling
Page 47 and 48: 42 UNDERSTANDING SPEAKING WRITING U
Page 61 and 62: 56 Notes
Page 63 and 64: 58 ✓ ✓ ✓ My First English Boo
Page 65 and 66: 60 Classroom activities using flash
Page 67 and 68: 62 Pronunciation and rhythm (speaki
Page 69 and 70: 64 Happy families (speaking - askin
Page 71 and 72: 66 Twenty questions (speaking - ask
Page 73 and 74: 68 ✁ ear nose eye mouth
Page 75 and 76: 70 ✁ pen pencil case copy book wa
Page 77 and 78: 72 ✁ shorts short-sleeved shirt l
Page 79 and 80: 74 ✁ sandals cap socks skirt
Page 81 and 82: 76 ✁ zip apple banana carrots
Page 83 and 84: 78 ✁ ice cream burger cake fish
Page 85 and 86: 80 ✁ fish and chips lemon cornfla
Page 87 and 88: 82 ✁ square circle triangle bus
Page 89 and 90: 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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128
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130 Fill in each box with the corre
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132
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134
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136
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138 Can you spot the 5 differences?
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140 Can you spot the 5 differences?
Page 147 and 148:
142 My meals
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144
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146
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148 Notes
Page 155 and 156:
150 This section contains the follo
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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
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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
Page 181 and 182:
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
Page 191 and 192:
186 Notes
Page 193 and 194:
188 Introduction This section is in
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190 Names and countries Class organ
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192 Stage 2 - Speaking and reading
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194 ✁ • • • • • k l m n
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196 a b c d e f g h i j k l m n o p
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198 Developing writing skills - Wor
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a b c d e f g h i j k l m n o p q r
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Page 211 and 212:
a b c d e f g h i 206 Worksheet E a
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s t u v w x y z 208 Worksheet E a b
Page 215 and 216:
210 Cycle 2. What is this? - object
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212 Class organisation Whole class.
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218
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✁ 220 armchair cushion pot bed bi
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222 1. is in the kitchen. 2. is in
Page 229 and 230:
224 Where 1. Where is ? 2. Where is
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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
Page 239 and 240:
234 ✁ ✁ ✁
Page 241 and 242:
236 Notes
Page 243 and 244:
238 Introduction Generally speaking
Page 245 and 246:
240 This refers to the work of the
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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