Up and Away - National Council for Curriculum and Assessment

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The following activities develop pupils’ awareness of: Word stress Sound and spelling connections Pronunciation of particular sounds Intonation Section 4 Resources for pupils Developing pronunciation skills For pupils who haven’t developed literacy skills: Using stories 1 see page 91 Rhymes and songs see page 92 Chants see pages 92-93 In addition to the above, for pupils who can read and write: Word stress 1 see page 90 Word stress 2 see page 90 Sound and spelling connections see page 91 Using stories 2 see page 92 Using stories 3* see page 92 Chain games see page 93 Making tongue twisters* see page 93 *These activities involve free writing and are suitable for pupils at A2 level in writing. 89
90 Word stress 1 Resources Laminate Worksheet A on page 94 before cutting out the boxes. Use a marker to write on the cut-up boxes. Method 1. Select a group of words, either theme-based, vocabulary items from the previous class or words which pupils are finding difficult to pronounce. 2. Write the syllables of the words in the boxes, using those boxes with a thicker border for syllables which are stressed. 3. Show the separate syllables to the class and practise pronunciation. Put the syllables side by side to construct the word. 4. Point out the stressed syllable and contrast with the unstressed syllables. 5. Say the word in full, syllable by syllable, tapping out the rhythm on the table as you do so. Involve the whole class before asking individual pupils to say the word. Word stress 2 Resources Laminate Worksheet A on page 94 before cutting out the boxes. Discard the boxes with the thicker border. Use a marker to write on the cut-up boxes. Method 1. Select a group of words, either theme-based, vocabulary items from the previous class or words which pupils are finding difficult to pronounce. 2. Write the syllables of the words in the boxes. 3. Pupils practise pronouncing first the syllables of each word and then the words. 4. Say the word three or four times. Pupils listen and draw a line under the syllable which they think is stressed. 5. Repeat the word three or four more times. Pupils tap out the rhythm on the table, say the word as a group and then individually. Note! This activity assumes that pupils are familiar with the idea of word stress. Use this activity as a logical follow-on from ‘Word stress 1’ above. When pupils are familiar with the activity, ask them to work in pairs rather than a whole group. Pupils usually respond well to the element of fun provided by these two activities. ex ba na na ga rage dis solve per po ta sul in ted i ment to dis a ppear re cor ded
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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
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
Page 91 and 92: 86 ✁ pig rabbit lion frog
Page 93: 88 ✁ bird cat dog cow
Page 97 and 98: 92 Using stories 2 - for pupils lea
Page 99 and 100: 94 ✁ Worksheet A
Page 101 and 102: 96 What is the European Language Po
Page 103 and 104: 98 Using the ELP with individual pu
Page 105 and 106: Sample activities for European Lang
Page 107 and 108: 102 ELP page 8 WHERE I use and lear
Page 109 and 110: 104 ELP page 10 Myself Draw a pictu
Page 111 and 112: 106 ELP page 12 Food and clothes Us
Page 113 and 114: 108 ELP page 15 Weather + ELP page
Page 115 and 116: 110 ELP page 18 The local and wider
Page 117 and 118: 112 ELP page 21 Animals and plants
Page 119 and 120: 114 Notes
Page 121 and 122: 116 Drawing materials - e.g. crayon
Page 123 and 124: 118 It is important to develop reso
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Page 129 and 130: 124 I do not like Circle 4 things t
Page 131 and 132: 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?
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140 Can you spot the 5 differences?
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142 My meals
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144
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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
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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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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
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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
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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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