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TEACHER’S RESOURCE BOOK

3

RAINBOW Oral Language Programme

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MERIEL McCORD · DEIRDRE MULLIGAN · ANDRÉE MULVIHILL

TEACHER’S RESOURCE BOOK

3

RAINBOW Oral Language Programme

RAIN

BO

W O

RA

L L A N G U A G

E P

RO

GR

A

MME

TH

I R D C L A S S

4FO

U

R T H C L A S S BO

OK

Published by

CJ Fallon

Ground Floor – Block B

Liffey Valley Office Campus

Dublin 22

Ireland

ISBN: 978-0-7144-2952-6

First Edition November 2020

© Meriel McCord, Deirdre Mulligan, Andrée Mulvihill

All rights reserved.

No part of this publication may be reproduced or transmitted, in any form or by any means, electronic,

mechanical, photocopying or otherwise, without the prior written permission of the publisher.

Printed in Ireland by

W & G Baird Limited

Caulside Drive

Antrim BT41 2RS

Contents

Introduction 5Fortnightly Notes 6

Unit 1 21Text Type: Conversations Theme: Transport

__________________________________________________________________________________________________________________________________________________________________________________

Unit 2 31Text Type: Pair and Small Group Work Theme: Birds

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Unit 3 43Text Type: Questioning and Interviews Theme: Wild Animals in Ireland

__________________________________________________________________________________________________________________________________________________________________________________

Unit 4 56Text Type: Storytelling and Anecdotes Theme: School

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Unit 5 67Text Type: Storytelling and Anecdotes Theme: Friendship

__________________________________________________________________________________________________________________________________________________________________________________

Unit 6 82Text Type: Oral Reports Theme: Space

__________________________________________________________________________________________________________________________________________________________________________________

Unit 7 94Text Type: Giving and Following Instructions Theme: Inventions

__________________________________________________________________________________________________________________________________________________________________________________

Unit 8 107Text Type: Arguments and Informal Debates Theme: Food

__________________________________________________________________________________________________________________________________________________________________________________

Unit 9 122Text Type: Formal Debates Theme: The Zoo

__________________________________________________________________________________________________________________________________________________________________________________

Unit 10 134Text Type: Interest Talks and Cooperative Group Work Theme: Dinosaurs

__________________________________________________________________________________________________________________________________________________________________________________

Curriculum Links 147Rubrics for Assessment 176Text Type Vocabulary 183Photocopiable Script for Unit 5 196Photocopiable Masters (PCMs) 203

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RAINBOW ORAL LANGUAGE PROGRAMME

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The Rainbow Oral Language Programme is a response to the Oral Language strand of the 2015 Primary

Language Curriculum and answers the needs of teachers and pupils.

● 10 digital oral language development units are provided for each class level for use on the interactive

white board (IWB). Accompanying each unit is a set of teaching notes, to stimulate talk, conversation

or discussion.

● Each unit is thematic and presented as six separate lessons. Interactive posters, short videos,

dialogues, oral language games and slideshows act as a stimulus for oral language development.

Each theme is linked to the Rainbow core reader for that particular class.

Ū The five components of effective oral language instruction are explored, as stated in the PDST

guidelines. Each unit explores a spoken text type. The Spoken Text Types are: Conversations,

Pair and Small Group Work, Questioning and Interviews, Storytelling and Anecdotes, Oral Reports,

Giving Instructions and Procedures, Informal Debates and Arguments, Formal Debates and

Interest Talks and Cooperative Groups.

Ū The spoken text types are explored using the Gradual Release of Responsibility Framework: Familiarisation � Discovery � Topic preparation/Text Type Vocabulary � Teacher Modelling

� Teacher Scaffolding � Independent work.

● The familiar settings for each unit allow the child to draw on their own experiences and the

experiences of their classmates. Language games, group work, interviews, debates, drama, stories and

poems build on the foundations of topic-specific language and spoken text type specific language.

● Included in this manual are Rubrics for each oral language text type so the teacher can assess target

pupils before and after completing each unit. Another method called Two Stars and a Wish is used to

allow students to reflect on the positive aspects of their work and focus on areas for improvement.

● Fortnightly Notes and comprehensive Lesson Notes are provided in the accompanying Teacher’s

Resource Book. The Rainbow Oral Language Programme is stand-alone, so that it is compatible with

any other reading programme that you may choose to use.

The oral language strand supports the teacher in achieving the learning outcomes described in the Primary

Language Curriculum.

Introduction

6

3rd Class Fortnightly Notes

Fortnightly Notes: September Weeks 1 and 2

Date:From: To:

Stage 3 – Third Class Teacher:Subject: English – Oral Language

No. of lessons: 4 Oral Language

Stage 3:Learning Outcomes

Elements: Communicating 1, 2, 3 / Understanding 4, 5, 6 / Exploring and using 7–12

Content/Topic

Unit 1:Text Type: ConversationsTheme: Transport

Lesson 1: Brainstorm!Digital Poster: Conversations

Lesson 2:Silent VideoGame: Conversation WebGame: Chinese Whispers

Lesson 3:Slideshow: Automobiles

Lesson 4:The Think-Aloud StrategyConversation StationsGame: Articulate

LearningExperiences

The children: z Learn and use the topic-specific language associated with the theme Transport

and the text type vocabulary associated with conversations. (LO5) z Recognise themselves as listeners and speakers and engage purposefully and

empathetically with others. (LO1) z Adapt language style such as tone, pace, vocabulary, gestures, facial expressions

and body language to initiate, sustain, and engange in conversations. (LO4)

Resources Oral Language Programme Unit 1Teacher’s Resource Book

Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish / Rubrics on Conversations

Integration SPHE, SESE

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THIRD CLASS TEACHER’S RESOURCE BOOK

Fortnightly Notes: September Weeks 3 and 4

Date:From: To:





Content/Topic

Unit 1:Text Type: ConversationsTheme: Transport

Lesson 5:Conversation ScenariosGame: Roll the BallGame: Test Your Memory!

Lesson 6:Poem 1: ‘Flying Machine’Poem 2: ‘I Bought a Maserati’ Game: Phrases

Unit 2:Text Type: Pair and Small Group WorkTheme: Birds

Lesson 1:Brainstorm!Digital Poster: DiscussionGame: Mirror MirrorGame: Fortunately, Unfortunately!

Lesson 2:Our Work RulesGame: I See, I Think, I Feel, I Wonder…Game: Just Like Me!

LearningExperiences

The children: z Learn and use the topic-specific language associated with the theme Transport

and Birds, and the text type vocabulary associated with conversations and pair and small group work. (LO5)

z Recognise themselves as listeners and speakers and engage purposefully and empathetically with others. (LO1)

z Adapt language style such as tone, pace, vocabulary, gestures, facial expressions and body language to initiate, sustain, and engange in conversations. (LO3)

Resources Oral Language Programme Units 1 and 2Teacher’s Resource Book

Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish / Rubrics on Conversations/Pair and Small Group Work


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Fortnightly Notes: October Weeks 1 and 2

Date:From: To:





Content/Topic

Unit 2:Text Type: Pair and Small Group WorkTheme: Birds

Lesson 3:Slideshow: Birds of Prey

Lesson 4:The Think-Aloud StrategyGroup Work StationsGame: Pass the PaperGame: Articulate

Lesson 5:Group Work ScenariosGame: Roll the BallMemory Game

Lesson 6:Poem 1: ‘Spaghetti! Spaghetti!’Favourite Foods: Independent Speaking and ListeningPoem 2: ‘Something Told the Wild Geese’Game: Phrases

LearningExperiences

The children: z Learn and use the topic-specific language associated with the theme Birds, and

the text type vocabulary associated with pair and small group work. (LO5) z Recognise themselves as listeners and speakers and engage purposefully and

empathetically with others. (LO1) z Adapt language style such as tone, pace, vocabulary, gestures, facial expressions

and body language to initiate, sustain, and engage in conversations. (LO3)


Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish / Rubrics on Pair and Small Group Work

Integration SPHE, SESE, Drama

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Fortnightly Notes: October Weeks 3 and 4

Date:From: To:





Content/Topic

Unit 3:Text Type: Questioning and InterviewsTheme: Wild Animals in Ireland

Lesson 1:Brainstorm!Digital Poster: QuestioningGame: ‘Yes’ or ‘No’

Lesson 2: Silent VideoGame: Find a FriendGame: Begin with the Last LetterGame: Hot Seat

Lesson 3:Slideshow: Wild Animals in Ireland

Lesson 4:Interview Role-PlayQuestion Stations

LearningExperiences

The children: z Learn and use the topic-specific language associated with the theme Wild

Animals in Ireland, and the text type vocabulary associated with questioning and interviews. (LO5)

z Recognise themselves as listeners and speakers and engage purposefully and empathetically with others. (LO1)

z Adapt language style such as tone, pace, vocabulary, gestures, facial expressions and body language to initiate, sustain, and engage in conversations. (LO3)


Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish

Integration SESE, Drama

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Fortnightly Notes: November Weeks 2 and 3

Date:From: To:




Elements: Communicating 1, 2, 3 / Understanding 4, 5, 6, 7 / Exploring and using 8–12

Content/Topic

Unit 3:Text Type: Questioning and InterviewsTheme: Wild Animals in Ireland

Lesson 5: Interview ScenariosGame: Roll the BallGame: Articulate

Lesson 6:Poem 1: ‘Waiting at the Window’Races: Independent Speaking and ListeningPoem 2: ‘The Three Foxes’ Game: Phrases

Unit 4:Text Type: Storytelling and AnecdotesTheme: School

Lesson 1: Brainstorm!Digital Poster: StorytellingGame: That’s Good, That’s Bad

Lesson 2:Silent VideoGame: Circle Stories

LearningExperiences

The children: z Learn and use the topic-specific language associated with the themes Wild Animals

in Ireland and School, and the text type vocabulary associated with questioning and interviews and storytelling and anecdotes. (LO5)

z Actively listen and extract meaning and enjoyment from conversations and texts in a range of genres. (LO1)

z will ask and answer a variety of questions-open, closed, leading, rhetorical- for a range of purposes such as exploring texts; clarifying and extending thinking; comparing views and opinions; interviewing, speculating, arguing and persuading. (LO7)

z Use language flexibility and with empathy while initiating, sustaining and engaging in Questioning and Interview Work. (LO3)

z Demonstrate understanding by listening to, analysing and responding in Questioning and Interview exercises. (LO6)

z Create narratives and retell stories and events, both real and imaginary, for various audiences, using figurative language elaborating where appropriate. (LO9)

Resources Oral Language Programme Units 3 and 4 Teacher’s Resource Book

Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish / Rubrics on Storytelling and Anecdotes


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Fortnightly Notes: November Week 4 and December Week 1

Date:From: To:




Elements: Communicating 1, 2, 3 / Understanding 4, 5, 6, 7 / Exploring and using 8–14

Content/Topic

Unit 4:Text Type: Storytelling and AnecdotesTheme: School

Lesson 3:Slideshow: School

Lesson 4:Story Stations: Role-playGame: Story Sacks

Lesson 5: Story ScenariosGame: Re-tell Your Favourite StoryGame: Articulate

Lesson 6:Poem 1: ‘Wizard’Poem 2: ‘All My Great Excuses’ Game: Phrases

LearningExperiences

The children: z Learn and use the topic-specific language associated with the theme School

and the text type vocabulary associated with storytelling and anecdotes (LO5) z Adapt language style such as tone, pace, choice of vocabulary, gestures, facial

expressions and body language. (LO3) z Create narratives and retell stories and events, both real and imaginary, for

various audiences, using figurative language elaborating where appropriate. (LO9)

z Use language playfully and creatively in their own conversations and storytelling. (LO10)

z Describe, predict, reflect upon and evaluate actions, events, processes, feelings and experiences relating to a wide range of real and imaginary contexts. (LO12)




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Fortnightly Notes: December Weeks 2 and 3

Date:From: To:





Content/Topic

Unit 5:Text Type: Storytelling and AnecdotesTheme: Friendship

Lesson 1: Reader’s Theatre IntroductionClassroom Living ChartScript

Lesson 2:Script Read Through

Lesson 3: Performance!

Lesson 4:Poem 1: ‘Good Company’Poem 2: ‘A Visit from St Nicholas’

LearningExperiences

The children should be able to: z Learn and use the topic-specific language associated with the theme Friendship

and the text type vocabulary associated with storytelling and anecdotes. (LO1, 5)

z Adapt language style such as tone, pace, vocabulary, gestures, facial expressions and body language to initiate, sustain, and engage in conversations and storytelling. (LO3)


z Use language playfully and creatively in their own conversations and storytelling. (LO10)



Integration SPHE, Drama

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Fortnightly Notes: January Weeks 2 and 3

Date:From: To:





Content/Topic

Unit 5:Text Type: Storytelling and AnecdotesTheme: Friendship

Lesson 5: Story Stations

Lesson 6:Poem 3: ‘From a Railway Carriage’

Unit 6:Text Type: Oral ReportsTheme: Space

Lesson 1: Brainstorm!Digital Poster: Oral ReportsGame: My News Lesson 2:Silent VideoDiscussion: Structure of a ReportInterview Role-play

LearningExperiences

The children should be able to: z Learn and use the topic-specific language associated with the themes Friendship

and Space, and the text type vocabulary associated with storytelling and anecdotes and oral reports. (LO1, 5)

z Adapt language style such as tone, pace, vocabulary, gestures, facial expressions and body language to initiate, sustain, and engage in conversations, storytelling and oral reports. (LO3)


z Use language playfully and creatively in their own storytelling. (LO10)


Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish / Rubrics on Storytelling and Anecdotes; Oral Reports


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Fortnightly Notes: January Week 4 and February Week 1

Date:From: To:





Content/Topic

Unit 6:Text Type: Oral ReportsTheme: Space

Lesson 3: Slideshow: Space

Lesson 4:The Think-Aloud StrategyReport Role-play

Lesson 5: Report ScenariosGame: Roll the BallGame: Articulate Lesson 6:Poem 1: ‘Brother’Poem 2: ‘The Alien’Game: Phrases

LearningExperiences

The children should be able to: z Learn and use the topic-specific language associated with the theme Space, and

the text type vocabulary associated with oral reports. (LO1, 5) z Adapt language style such as tone, pace, vocabulary, gestures, facial expressions

and body language for a range of audiences whilst communicating orally in the oral reports text type. (LO3)

z Vary sentence length and structure moving fluidly between a range of sentence types; simple, compound and complex, as appropriate. (LO4)

z Ask and answer a variety of questions – open, closed, leading, rhetorical – for a range of purposes, such as exploring and discussing texts; clarifying and extending thinking; comparing views and opinions; interviewing, speculating, arguing and persuading. (LO7)


Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish / Rubrics on Oral Reports


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Fortnightly Notes: February Weeks 2 and 3

Date:From: To:





Content/Topic

Unit 7:Text Type: Giving and Following InstructionsTheme: Inventions

Lesson 1:Brainstorm!Digital Poster: InstructionsGame: Locate the ObjectGame: Treasure Map

Lesson 2:Silent VideoBarrier Games

Lesson 3:Slideshow: Inventions

Lesson 4:The Think-Aloud StrategyInstruction StationsGame: Giving Instructions for How to Play a Game

LearningExperiences

The children: z Learn and use the topic-specific language associated with the theme Inventions

and the text type vocabulary associated with giving and following instructions. (LO1, 5)

z Adapt language style such as tone, pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in the giving instructions and following text type. (LO3)

z Vary sentence length and structure moving fluidly between a range of sentences types; simple, compound and complex, as appropriate, when giving and following instructions. (LO4)

z Ask and answer a variety of questions – open, closed, leading, rhetorical – for a range of purposes, such as exploring and discussing texts; clarifying and extending thinking; comparing views and opinions; interviewing, speculating, arguing and persuading. (LO7)


Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish / Rubrics on Giving and Following Instructions


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Fortnightly Notes: March Weeks 1 and 2

Date:From: To:





Content/Topic

Unit 7:Text Type: Giving and Following InstructionsTheme: Inventions

Lesson 5:Invention ScenariosGame: Role-play – Witch’s SpellGame: Articulate

Lesson 6:Poem 1: ‘The Ship of the Desert’Poem 2: ‘The Chimney Boy’s Story’

Unit 8:Text Type: Arguments and Informal DebatesTheme: Food

Lesson 1:Brainstorm!Digital Poster: ArgumentsGame: Agree or Disagree

Lesson 2: Silent VideoGame: Counterargument Tennis Game: What Would You Say?

LearningExperiences

The children: z Learn and use the topic-specific language associated with the themes Inventions

and Food and the text type vocabulary associated with giving and following instructions and arguments and informal debates. (LO1, 5)

z Adapt language style such as tone, pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in the arguments and informal debates text type. (LO3)

z Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to giving and following instructions. (LO6)

z Express personal needs, opinions and preferences, explaining and justifying their perspective. (LO7)


Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish / Rubrics on Giving and Following Instructions; Arguments and Debates


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Fortnightly Notes: March Week 3 and April Week 1

Date:From: To:





Content/Topic

Unit 8:Text Type: Arguments and Informal DebatesTheme: Food

Lesson 3: Slideshow: Food

Lesson 4:The Think-Aloud StrategyArgument/Informal Debate Stations

Lesson 5: Advertisement Detective: Persuasive LanguageGame: Make an AdvertisementGame: Articulate

Lesson 6:Poem 1: ‘The Dinosaur’s Dinner’Poem 2: ‘Fast Food’

LearningExperiences

The children: z Learn and use the topic-specific language associated with the theme Food and

the text type vocabulary associated with arguments and informal debates. z (LO1, 5) z Adapt language style such as tone, pace, choice of vocabulary, gestures, facial

expressions and body language for a range of audiences whilst communicating orally in the arguments and informal debates text type. (LO3)

z Vary sentence length and structure moving fluidly between a range of sentences types; simple, compound and complex, as appropriate, when debating.

z (LO4) z Express personal needs, opinions and preferences explaining and justifying their

perspective. (LO7)


Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish / Rubrics on Arguments and Debates


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Fortnightly Notes: April Week 4 and May Week 1

Date:From: To:





Content/Topic

Unit 9:Text Type: Formal DebatesTheme: The Zoo

Lesson 1: Brainstorm!Digital Poster: Formal DebatesGame: Agree or Disagree

Lesson 2:Silent VideoDebate Warm-up

Lesson 3:Slideshow: The Zoo

Lesson 4:The Think-Aloud StrategyDebate StationsGame: Just a Minute

LearningExperiences

The children: z Learn and use the topic-specific language associated with the theme The Zoo

and the text type vocabulary associated with formal debates. (LO1, 5) z Choose, listen to, critically respond to and create texts in debates for the specific

purpose of debating. (LO2) z Express personal needs, opinions and preferences, explaining and justifying

their perspective (LO7) z Analyse and select information to communicate ideas and opinions for

debating, explaining, justifying and persuading. (LO11)




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Fortnightly Notes: May Weeks 2 and 3

Date:From: To:





Content/Topic

Unit 9:Text Type: Formal DebatesTheme: The Zoo

Lesson 5: Formal DebatesGame: Articulate

Lesson 6:Poem 1: ‘Penguins on Ice’Poem 2: ‘Gorilla

Unit 10:Text Type: Interest Talks and Cooperative Group WorkTheme: Dinosaurs

Lesson 1:Brainstorm!Giving an Interest TalkDigital Poster: Interest Talks

Lesson 2:Silent VideoGame: Face to FaceGame: Alphabet Game’

LearningExperiences

The children: z Learn and use the topic-specific language associated with the themes The Zoo

and Dinosaurs and the text type vocabulary associated with formal debates and interest talks and co-operative group work. (LO1, 5)

z Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics. (LO3)

z Express personal needs, opinions and preferences, explaining and justifying their perspective. (LO7)

z Create narratives and retell stories and events, both real and imaginary, for various audiences, using imaginative and figurative language, elaborating where appropriate. (LO9)




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Fortnightly Notes: June Weeks 1 and 2

Date:From: To:





Content/Topic

Unit 10:Text Type: Interest Talks and Cooperative Group WorkTheme: Dinosaurs

Lesson 3:Slideshow: Dinosaurs

Lesson 4:The Think-Aloud StrategyInterest Talk Stations

Lesson 5:Interest Talk ScenariosGame: Never Have I Ever…Game: Articulate

Lesson 6:Poem 1: ‘Allosaurus’Poem 2: ‘The King of All the Dinosaurs’

LearningExperiences

The children: z Learn and use the topic-specific language associated with the theme Dinosaurs

and the text type vocabulary associated with interest talks and cooperative group work. (LO1, 5)

z Choose, listen to and critically respond to and create in a range of genres for interest. (LO2)

z Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics. (LO3)

z Vary sentence length and structure, moving fluidly between a range of sentences types; simple, compound and complex, as appropriate when engaging in interest talks and co-operative group work. (LO4)


Assessment Peer Assessment / Self-Assessment: Two Stars and a Wish


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1Text Type: ConversationsTheme: Transport

UN

ITMany of the children will have experience of different modes of transport. This topic will allow them to talk about modes of transport and share their experiences.

PlanLesson 1 1. Brainstorm!

2. Digital Poster: Conversations

Lesson 2 1. Silent Video

2. Game: Conversation Web

3. Game: Chinese WhispersLesson 3 1. Slideshow: Automobiles Lesson 4 1. The Think-Aloud Strategy

2. Conversation Stations

3. Game: ArticulateLesson 5 1. Conversation Scenarios

2. Game: Roll the Ball

3. Game: Test Your Memory!

Lesson 6 1. Poem 1: ‘Flying Machine’

2. Poem 2: ‘I Bought a Maserati’

3. Game: Phrases

Topic-Specific Vocabulary

ticket machine return single timetable luggage on time arrival

departure assembly manufacturers bumper expensive installed safety features widespread

pollution fossil fuel vehicles emit petrol diesel

Teacher can add to the children’s vocabulary above, where necessary.

Lesson 1

Brainstorm!Invite the children to brainstorm the following: Why do we speak to others?Show the children the spider diagram on the interactive whiteboard.

Digital Poster: ConversationsIntroduce the topic ‘Conversations’ by having the children listen to the conversations modelled on the

interactive whiteboard.

Before listening, encourage the children to see how important it is to take turns when speaking. Ask them

to pay particular attention to the pauses in a conversation where they can take a turn, interrupt, ask a

question or change the subject.

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Script

1 A man is buying a ticket

Woman: Good morning, sir. How can I help you?

Man: Good morning. I want to buy a ticket to Sligo.

Woman: Do you need a single or return ticket?

Man: I hope to come back early next week.

Woman: Then you will need a return ticket.

Man: Great! How much does that cost?

Woman: It costs €14.

Man: Thank you. Here’s the money.

Woman: Great. And here is your ticket. Have a safe journey.

Man: Thanks! Goodbye.

2 Two passengers waiting for a train

Passenger 1: Excuse me, do you know at what time the Mullingar train

arrives?

Passenger 2: I think it arrives in 20 minutes. Let me just check the timetable.

Yes! It is timetabled to arrive in 20 minutes!

Passenger 1: Great! I have time to get a hot chocolate. Is there a shop in the

station?

Passenger 2: Yes! Over there. Actually, it’s a great shop. They sell lovely

muffins.

Passenger 1: Thank you. I think I’ll buy one to have with my hot chocolate.

Passenger 2: Oh, here’s my train now.

Passenger 1: Nice to have met you. Have a good trip. Goodbye.

Passenger 2: Same to you.

3 Mother leaving her son to the train. Son is going to work in Dublin. Mum: Adam, have you got your ticket?

Adam: I think so, yes. What time is the train arriving?

Mum: It should be here in ten minutes. When will you be home again?

Adam: I’ll be home on Friday evening on the 7 o’clock train.

Mum: Have you a football match this week?

Adam: Yes, on Tuesday. It’s going to be a rush getting from work to the match

on time.

Mum: Why don’t you ask to finish earlier on Tuesday?

Adam: That’s a good idea.

Mum: Don’t forget to phone me when you get to your apartment this

evening.

Adam: Okay, Mum. I see my friend Orla, so I better go.

Mum: Okay! Bye darling. Mind yourself.

Adam: Bye, Mum. I’ll phone you later.

23

Unit 1


4 The ticket inspector is giving out to a girl for throwing litter in the stationTicket inspector: Excuse me, did you just throw your wrapper on the

ground?

Girl: No, I didn’t throw my wrapper on the ground. I put it in

the bin.

Ticket inspector: Are you sure?

Girl: Yes! I was eating a small chocolate bar. That’s a chewing

gum wrapper.

Ticket inspector: Are you certain that the chewing gum wrapper isn’t yours?

Girl: Yes.

Ticket inspector: Okay! I’m so sorry that I wrongly accused you.

The wrapper must belong to someone else.

Girl: That’s okay. I’ll pick it up for you anyway.

Ticket inspector: Thank you. You are very kind.

Lesson 2

Silent VideoShow the video of people having a conversation without the sound. Ask the

children what they think the conversation is about.

Brainstorm with the children the non-verbal skills involved in the conversation,

e.g. nodding, eye contact, gestures, facial expressions, etc. Record these skills

on a classroom Living Chart.

I am a good speaker if I:

● Make eye contact

● Speak clearly

● Take turns

● Think before I speak

● Ask questions (When, Where, What, Who,

Why, How).

I am a good listener if I:

● Look at the person who is speaking

● Sit quietly

● Allow others to speak

● Put up my hand if I want to speak.

Living charts or organic charts are charts that are co-created by the teacher and the

children. The chart can be created on the whiteboard or alternatively, on a flipchart. These

charts can be based on the structure/framework of text type, language features of text

type or speaking and listening skills. Children use the charts to scaffold them in their oral

language class and they can be used as an assessment tool at the end of the lesson for

self-assessment, peer assessment and teacher assessment.

24


Game: Conversation WebPurpose: To encourage the children to make eye contact, take turns, ask

questions and use topic-specific vocabulary

Arrange the children in a circle. Introduce a conversation topic, for example:

1. My favourite means of transport is… because…

2. I would like to travel by… because…

3. My favourite journey was…

4. On my holidays, I travelled to…

A ball of wool or string is thrown around the circle as children indicate their willingness to take turns to

speak. Before the wool/string is thrown, eye contact should be made with the child to whom the wool is

thrown and their name said. At the end of the game, each child should be holding on to a piece of wool

and a web-like pattern should be formed.

Children can assess what skills they used during the game by looking at the Living Chart.

Game: Chinese WhispersPurpose: To listen and speak carefully to convey clearly-stated messages

● Arrange the children in groups of eight to ten.

● Write a message down on a piece of paper that consists of at least ten

words.

● Sit the players down on the floor in a circle or a line.

● Give the first player the message note. Have that child whisper the

message into the ear of the next child. The message must be repeated

quickly from child to child.

● The last child reveals aloud what s/he heard to the group.

● The first child reads out the original message.

Examples of sentences that can be used:

1. The guide travelled by camel across the desert until he reached the oasis.

2. Mary travels to school by bus and Tom travels by car.

3. ‘I have always wanted to travel in a hot air balloon,’ said Mum excitedly.

4. We got on the plane to America at three o’clock, but we didn’t depart until four.

5. The zebra arrives on the ten o’clock train from Vienna tonight.

Discussion: As a class, discuss the differences between the original sentence and the one at the end of

the game. Encourage the children to come up with reasons for the differences.

25

Unit 1


Lesson 3

Slideshow: Automobiles1. Introduce the topic Automobiles by referring to the slides and playing the audio.

2. Where necessary, pause to explain or discuss particular words or phrases (e.g. engineer,

manufacturers) if it is felt that some children do not understand them.

Slide 1 The first cars were very expensive to make. Only very rich people could afford them. A man with a red flag had to walk in front of the car to warn people that it was coming.

Slide 2 Henry Ford was born in America. As a young boy, he loved making things with his hands and was interested in all kinds of machines. Later, he became an engineer and started making cars. In 1903, he set up the Ford Motor Company. Ford is still one of the largest manufacturers of vehicles in the world today.

Slide 3 Henry Ford started a new way of making cars using an assembly line. Instead of one or two people making a car from start to finish, hundreds of workers were used in the building of each car. Each worker had only one job to do, for example attaching the steering wheel or putting on the back bumper. With practice, the workers got very quick at doing their one job. So quick, in fact, that at one time Ford Motors were producing a new car every six minutes.

Slide 4 Thanks to Henry Ford, lots of people could afford a car. The Model-T Ford was the most popular car in the world and over 15 million of them were made. Other manufacturers copied Ford’s assembly line and soon there were millions of cars and lorries and buses all over the world.

Slide 5 Newer and better roads were built to cater for all this traffic. People could now travel long distances in a short time. They did not have to work or go to school near where they lived anymore.

Slide 6 Later, as cars were made to go faster and faster, manufacturers had to add safety features to make sure that drivers and passengers were safe. Seatbelts and airbags were installed in cars. Governments brought in Rules of the Road and speed limits to prevent accidents.

Slide 7 Cars need to burn petrol or diesel in order to run. Petrol and diesel are both made from oil. Oil is a fossil fuel that is found in certain parts of the world. Countries that found oil under their land became very rich. Oil became known as black gold.

Slide 8 However, fossil fuels like oil, gas and coal release a lot of carbon into the air when they are burned. Petrol and diesel are considered to be dirty fuels. Petrol and diesel cars, lorries and buses all emit millions of tonnes of carbon into the air every year. This has caused widespread pollution and is one of the main reasons why our world is getting hotter and hotter.

Slide 9 Today, car manufacturers are making more and better electric vehicles. These are much cleaner to drive and it is hoped that soon they will replace petrol and diesel vehicles altogether. This will help make our planet a cleaner and safer place for all of us.

Discussion

Have a general class discussion about automobiles. Individual children may be asked:

● to tell what they know about cars generally

● where different car brands are made

26


● how cars have developed and improved

● the impact cars have had on the landscape and on people’s live

● the advantages and disadvantages of having a car.

Lesson 4

The Think-Aloud StrategyPurpose: To model for children the skills used in engaging in meaningful

conversations

● Model using the think-aloud strategy. Verbalise aloud; describe things

you want the children to note when having a conversation, e.g. ‘Yes, when

I am speaking, I should try to maintain eye contact and correct facial

expressions’. The purpose of the think-aloud strategy is to model for the

children the skills used in having a meaningful conversation.

● Arrange the children in pairs and ask them to use the following to stimulate conversation:

1. What are the advantages and disadvantages of road transport, water transport and air transport?

2. Talk about a journey you took. What means of transport did you use?

3. What do you think transport of the future will be like?

4. Would you like to travel in a driverless car? Why/Why not?

● Offer support to any child who needs it, encouraging him/her to use the text type conversation vocabulary on page 183 of this Resource Book.

Conversation Stations ● Arrange the children in pairs or small groups of four or five.

● Ask them to engage in conversation at their stations about transport.

● The following questions may be put on the interactive whiteboard and

the children engage with each other to ask and find out information on

the following:

1. Do you have a bicycle?

2. Where did you get it?

3. How often do you ride your bicycle?

4. Do you wear a helmet? Why?

5. How do you travel to school?

6. Do you always wear a seatbelt when you are in a car? Why?

7. Have you ever travelled on a train? Where did you go?

8. Have you ever travelled on an aeroplane? Where did you go?

9. Did you ever travel on a ferry? Where did you go?

27

Unit 1


10. Have you ever travelled in a taxi? Where did you go?

11. What is the most dangerous mode of transport? Why?

12. What is the safest mode of transport? Why?

13. What are gondolas? In what country would you see them?

14. Would you like to travel in a hot air balloon? Why?

Game: Articulate ● Arrange the children in pairs. In each pair, have the children assign

a Child A and a Child B.

● Ask all the Child Bs to put their heads down on the table.

● Display the first word on the IWB and ask all the Child As to read it.

Then hide the word.

● Explain to the Child As that they have 30 seconds to use language to get

their partner to guess the word without saying the word themselves. If Child B says the correct word

within 30 seconds, s/he wins a point.

● The children swap around and repeat the game.

● The child with the most points at the end of the game is the winner.

Lesson 5

Conversation ScenariosPurpose: To encourage the children to work together to plan and discuss the

type of conversation in which they will engage

● Arrange the children in pairs.

● Each pair is assigned a scenario (examples of scenarios provided) where

they are talking on the phone.

● Ask the children to plan and discuss the type of conversation in which

they will engage. Then have the children role-play for the whole class.

Scenario 1: Your brother has fallen from his bicycle. You must phone your mother to explain what has

happened.

Scenario 2: You have lost your train ticket. You have to phone your aunt to come and pick you up.

Scenario 3: You have missed your flight to London. You have to phone your friend to tell him/her not to

meet you at the airport.

Scenario 4: Your school bus has just crashed into a wall. You must phone your family to tell them what

has happened.

Scenario 5: You see a thief breaking into a car. You must phone the gardaí to tell them what has

happened.

28


Game: Roll the BallPurpose: To develop the skills categorisation and auditory memory

● Arrange the children in groups of six.

● Have one child roll the ball to another child in the group.

● When the child catches the ball, s/he has to name a mode of transport.

They must not name a mode of transport already mentioned. If they are

unable to think of another mode of transport, they are out.

● The winner is the person who can name the most modes of transport.

Game: Test Your Memory!Purpose: To improve vocabulary development and auditory memory

Begin the game by saying: ‘I went to the train station and I saw…’ The next

child continues by saying the previous item and then something else. This

continues around the class. If the child can’t remember all the items that were

said previously and in the correct order, s/he is eliminated from the game.

Example: I went to the train station and I saw a train, a ticket machine, a train driver, some luggage, etc.

Lesson 6

Poem 1: Flying MachineI’ve just invented a flying machine;

It’s silver and gold and three shades of green.

Its wings are constructed from feathers and silk;

Its engine is simple; it’s fuelled by milk.

Just pour it in here, and press ‘Go’ and hold tight – Blast off!

We’re travelling faster than light.

The seat’s made of velvet,

The cockpit’s a dream;

You just press this button

And out squirts ice-cream.

Imagine the cheers

When I touch down at school.

It’s brilliant! It’s stream-lined!It’s stunning! It’s cool!

I’m pleased with my plans –

They’re a real work of art.Now I’ve got to start building – Hmmm! Where do I start?

Hilda Offen

29

Unit 1


● Read the poem ‘Flying Machine’ using voice, facial expression and body language to help the children

understand the poem.

● Then have the children read the poem. They should be encouraged to use their voice, facial

expression and body language as modelled.

● Use the following questions to encourage the children to discuss the poem.

1. What colours are the flying machine?

2. What type of fuel is used in the flying machine?

3. What happens when you press the button?

4. What is the ‘cockpit’?

5. How fast can the flying machine travel?

6. Why do you think the poet wanted to go to school in his/her flying machine?

7. Why do you think the poet wanted to build a flying machine?

8. Would you like to travel in this flying machine? Why?

9. Describe a flying machine you would like to build.

10. Do you think the poet will be able to construct this flying machine? Why?

The following vocabulary will enable pupils to discuss and respond to poetry.

Vocabulary: title, author, character, setting, verse, images, pattern, rhyme

Independent Speaking and Listening

In pairs/groups, have a conversation about a flying machine you would like to invent.

What materials would you use to make it? Where would you fly to in your flying machine? What special

things would your flying machine be able to do?

Poem 2: I Bought a MaseratiI bought a Maserati

and a new Mercedes-Benz,

plus a brand new Lamborghini

I could show off to my friends.

I purchased a Ferrari

and an Aston Martin too,

and a Porsche and a Jaguar

and a BMW.

I had them all delivered

to my mansion in the hills.

I like to sit and look at them,

imagining the thrills.

For though it’s fun to be

the richest nine-year-old alive,

I’m sure I’ll like it better

when I’m old enough to drive.

Kenn Nesbitt

30


Ask the children to form a circle and talk about the poem. They should analyse and express their own

experiences and feelings and communicate their opinions to the class.

The following questions may be asked about the poem:

1. Name four types of car the poet bought.

2. Why did the poet buy all the different cars?

3. Where did the poet live?

4. What age was the poet?

5. Who wrote the poem ‘I Bought a Maserati’?

6. What would you buy if you were the richest nine-year-old alive?

7. Do you like this poem? Why/Why not?

8. Which car do you think the poet will drive first? Why?

Game: Phrases Purpose: To highlight the different meaning of words in phrases

Arrange the children in small groups. Ask them to discuss the meaning of

these phrases associated with transport.

1. To be in the same boat as

2. To lose your train of thought

3. To get the show on the road

4. To rocket to fame

5. To be back on the right track

6. To drive a hard bargain

Assessment

A Peer AssessmentThe conversation groups discuss what went well in their group work and areas that could be improved.

The children can use the ‘Classroom Living Chart’ as their assessment tool.

B Self-assessment: Two Stars and a WishThe child talks about two areas of their work that they feel proud of and one wish – an area where there

can be some level of improvement.

C Rubrics on Conversation Use the conversation rubric on page 176 of this Resource Book to assess children’s improvement in text

type.

31

2U

NIT

Text Type: Pair and Small Group WorkTheme: Birds

Different types of bird live in all areas of the world. It is important that pupils learn about local birds as well as the not so local!


2. Digital Poster: Discussion

3. Game: Mirror Mirror

4. Game: Fortunately, Unfortunately!

Lesson 2 1. Our Work Rules

2. Game: I See, I Think, I Feel, I

Wonder…

3. Game: Just Like Me!Lesson 3 1. Slideshow: Birds of Prey Lesson 4 1. The Think-Aloud Strategy

2. Group Work Stations

3. Game: Pass the Paper

4. Game: Articulate

Lesson 5 1. Group Work Scenarios


3. Memory Game

Lesson 6 1. Poem 1: ‘Spaghetti! Spaghetti!’

2. Favourite Foods: Independent

Speaking and Listening

3. Poem 2: ‘Something Told the Wild

Geese’

4. Game: Phrases


biodiversity peregrine falcon albatross great horned owl magpie nest

swallow habitat kestrel robin wren chaffinch

blue tit greenfinch owl environment predator prey

bird of prey seabird raptor talon camouflage adapt

food chain food web rodents population nocturnal victim

hovers extinct


Lesson 1

Brainstorm! Invite the children to brainstorm the following: What skills do we need for partner and small group work?

Show the children the spider diagram on the interactive whiteboard.

32


Digital Poster: DiscussionArrange the children in groups of four. Explain to the children that today, the children in Mrs Smith’s class

are discussing their Green Flag project on biodiversity. Mrs Smith asks four children to discuss the flag

and come up with some ideas that the class could work on. The children have been given certain jobs or

roles to do in their groups. Ask the class to listen carefully to the conversation and see if they can work out

each child’s role.

Script

Frank: Today we are going to discuss getting our next Green Flag. This flag

is on biodiversity. ‘Bio’ means ‘life’ and ‘diversity’ means ‘range’. We can

look at the birds or animals that visit our school or we can look at

what plants are growing in our school environment.

Maura: Okay! We have ten minutes to think about this, so has anyone got

any ideas?

Patrick: I think we should focus on the variety of birds that visit our school.

Shannon: That’s a great idea. Will we choose birds as our topic?

Frank: Yes! Now we all need to think of ways that we can find out about the types of bird that visit

our school and also some ways we could encourage birds to visit our school garden.

Shannon: I think we need a chart to write down the types of bird that visit our garden.

Frank: I think that’s a great idea. Make a note of that. I think we should try and do a survey of the

different birds that visit us. We will have to find a suitable place where we can observe the

birds without disturbing them.

Shannon: I think we should watch them through the classroom window.

Patrick: I think we should make a bird table to attract them towards the school garden.

Maura: Good job! I think you are both right. Shannon, will you note both these ideas? We have just

five minutes left to talk about this.

Frank: It would be great if we had a bird table. We could feed the birds and this would be especially

helpful for them in winter. This would encourage more birds to visit our school. I think we

should also try to provide extra habitats for birds in our garden.

Patrick: How about building bird boxes?

Shannon: Could you say that again please?

Patrick: I think we should buy some bird boxes. This would mean the birds would have more places

to live in our gardens.

Frank: That would work. We would have to make sure that they were not placed too close to the

ground or the cat from next door might get ideas!

Maura: Okay! Time is up. Shannon, will you give the notes to Patrick and he can explain our ideas for

the Green Flag to the rest of the class?

Patrick: Okay! I’m ready to tell everyone our ideas. The theme we have chosen is birds. We hope to

do a survey of the birds coming to our garden. We are going to have a chart to help us identify

them. We are going to build a bird table and we will observe the birds from the window. Also, we

thought it would be a good idea to buy bird boxes. This would provide more habitats for the birds

in our garden.

33

Unit 2


Ask the children in the class what job or role each child in the group has been given. Once this has been

discussed, show the children the images below on the IWB. The four children are telling what their role in

the group is and what the function of that role is.

Game: Mirror Mirror Purpose: To encourage pupils to act in role and copy nonverbal movements

Arrange the children in pairs and label them as Child A and Child B. Each pair

should stand facing each other with an imaginary mirror between them. Child

A starts to move slowly and Child B reflects A’s movements. On a given signal,

A and B swap roles.

Game: Fortunately, Unfortunately! Purpose: To encourage pupils to work together to create interesting stories.

They must think quickly and use good listener–speaker skills.

Arrange the children in pairs and tell them they are going to come up

with a story in their pairs. Child A comes up with a sentence that starts

with ‘Fortunately…’ Child B replies with a sentence that begins with

‘Unfortunately…’ Child A continues the story with a sentence that starts with ‘Fortunately’, and this

continues until a story is formed.

Example: Child A – Fortunately, Mrs Twit wanted a new cookbook. Child B – Unfortunately, she walked

into the pet shop. Child A – Fortunately, she wanted a small pet bird. Child B – Unfortunately, the only

birds for sale were parrots. Child A – Fortunately, she liked parrots. Child B – Unfortunately, on the way

home the parrot escaped its cage. Child A – Fortunately…

I am the leader. I keep the

group on task. I make sure everyone gets to

contribute. I guide the discussion

or activity.

I am the reporter. I report the findings of my group

to my class.

I am the timekeeper. I make

sure the group is aware of how much time we

have and I try to keep the group on point.

I am the recorder. I record

what my group is saying. I ask questions if I don’t understand what they

tell me.

34


Lesson 2

Our Work Rules ● Arrange the children in groups of four.

● Assign each child in the group a role: leader, timekeeper, recorder and

reporter/speaker. As the lesson progresses, revise the roles and functions

of each role.

● Ask each group to come up with rules they think are needed when taking

part in group work.

● Move from group to group encouraging and scaffolding the children in their discussions.

● Encourage the children to create a Living Chart (see explanation on page xx of this Resource Book)

with the rules needed to take part in partner and small group work. Show them the example

provided.

Review Questions Post-Activity:

1. What worked well?

2. What did not work well?

3. How did you feel about the role given to you?

4. What important skills were needed for everyone to work as a team?

5. Would you do anything different next time?

Our group work rules

1. We don’t talk at the same time.

2. We listen to each other.

3. We help each other.

4. We ____________________________

5. We ____________________________

6. We ____________________________

7. We ____________________________

8. We ____________________________

35

Unit 2


Game: I See, I Think, I Feel, I Wonder… Purpose: To encourage children to be creative and share their ideas and opinions using visual cues, ask

and answer questions remembering good speaker and good listener rules, and to work collaboratively in

groups

1. Arrange the children in groups of four.

2. Ask the children to study one of the following on the whiteboard for one minute without speaking:

painting, photograph, cartoon, diagram.

3. Ask each child in every group to say four statements about the picture, describing what s/he sees,

what s/he thinks and what s/he feels. Encourage each child to also think of one question s/he would

like to ask.

4. These four statements are discussed with the three remaining members of the team and recorded.

5. The group must decide on a group statement about what they see, think, feel and wonder about the

picture, cartoon, etc. This is shared with the rest of the class.

6. At the end of the activity, the children must review how well they worked as a team using the Living

Chart.

Game: Just Like Me! Purpose: To encourage group unity, listening and speaking skills and to share

ideas

● Arrange the children in groups of five or six.

● Model the activity by saying: ‘Just like me, who…’ and finish the question

with a statement such as: ‘likes bird watching’ or ‘loves frogs’ or ‘hates

gardening’.

● Everyone in the group who agrees with this statement stands up.

● Each child in the group should be encouraged to take a turn starting the prompt.

● After the activity, each group will get an opportunity to identify what they learned from each other.

36


Lesson 3

Slideshow: Birds of Prey1. Introduce the topic Birds of Prey by referring to the slides and playing the audio.

2. Where necessary, pause to explain or discuss particular words or phrases (e.g. predator, raptor,

nocturnal) if it is felt that some children do not understand them.

Slide 1 A bird of prey or a raptor is a bird that feeds on other animals. Most birds catch their prey using their beaks. Barn owls are nocturnal birds, which means they hunt at night. They have big eyes that help them to see their prey. They use their sharp claws, called talons, to grip and kill their victim. They hunt small mammals such as rats, mice, bats and rabbits.

Slide 2 The great horned owls, also known as the tiger owls, are a fierce predator. While these birds can adapt to live in many different environments, they live mainly in the Arctic. Snowy owls are beautiful; their white colour acts to camouflage them in the snow. They like to hunt on the ground and their favourite food is the lemming – a small mouse-like rodent.

Slide 3 Peregrine falcons live on every continent of the world except Antarctica. They are the fastest creatures on earth. A peregrine falcon can dive at speeds of 320 kilometres per hour, striking its victim with its outstretched talons. The prey usually dies immediately and falls to the ground.

Slide 4 The kestrel is a small bird with a speckled breast and red-brown back. Kestrels are fierce hunters and live on small mammals such as wood mice, insects and earthworms. The kestrel stretches its wings out wide and hovers over land like an Apache helicopter. It remains still until it sees its prey. Then it swoops and catches its prey in its sharp talons.

Slide 5 The hawk is the most common bird of prey. They are fierce hunters using their sharp talons and large curved beaks to kill their prey. They have very good eyesight and can see their prey from high in the sky. They dive down catching rabbits, fish, snakes and mice. They build nests with sticks and these nests can be up to one metre in width.

Slide 6 The albatross is a large seabird with the longest wingspan of any living bird. These seabirds can fly up to 800 kilometres per day at a speed of up to 80 kilometres per hour. They follow ships hoping to feast on fish and rubbish thrown from trawlers. These birds are carnivores, living on fish and squid. Unusually, they can drink salty sea water!

Slide 7 The National Bird of Prey Centre located in Wicklow is home to over 40 different birds from all over the world. Here you will get an opportunity to see Grace, the Red Kite, and James, the Golden Eagle, two birds of prey that became extinct in Ireland and have now been re-introduced. You will get an opportunity to go on a Hawk Walk as well as have an Owl Experience.

Slide 8 You might feel sorry for the prey of these great predators. But remember, this is nature’s way of controlling the population of prey species. If the owls and snakes were taken out of this food chain, we would soon be overrun by the population of mice!

37

Unit 2


Group Discussion:

Arrange the children in groups of four. Ask them to discuss the following:

1. What did you know about birds of prey before this slideshow?

2. What have you learned about birds of prey?

3. What did you learn from the food chain?

4. What words do you not understand?

5. What further information would you like to learn?

6. If you were to create another slide, what information would you include on it?

Lesson 4

The Think-Aloud StrategyPurpose: To model for the children the skills used in engaging in meaningful

group work

● Arrange the children in groups of four. Each child is assigned a role –

leader, timekeeper, recorder and reporter/speaker.

● Model group work by working with a group of children. As the leader,

use the think-aloud strategy while working within the group. Verbalise

aloud and describe things you want the children to note when working

in a group, e.g. ‘When I am engaging in group work, I am listening to what

other people in my group are saying, I am not talking all the time,’ etc.

Example topics:

1. Name some differences between animals and birds.

2. Name some birds kept in zoos. Why do you think some birds are kept in zoos?

3. If you could be a bird, what bird would you be? Why?

4. Do you know any of the following stories about birds:

The Children of Lir; How the Robin got a Red Breast; How the Wren Became King of the Jungle?

Tell the story to your group.

5. What challenges do birds that migrate face?

Group Work StationsPurpose: To enable/encourage the children to partake in proper conversations

Arrange the children in pairs or groups of four. Encourage the children to

engage with each other to find out information based on the questions

provided.

1. What types of bird are in your garden?

2. Where do they nest?

3. What do they eat?

38


4. Do you have a bird feeder?

5. How would you build a bird feeder?

6. Name a bird that migrates. When do they migrate?

7. Name a flightless bird.

8. What is your favourite bird? Why?

9. Name four birds of prey.

10. Why do birds of prey need sharp powerful claws/talons?

11. Name some birds you might see in the zoo.

12. Why do you think these birds are kept in the zoo?

13. What birds are kept as pets? Why are they kept as pets?

14. Can you recognise any birds by their song?

15. Why do you think that birds have different songs?

16. Name some enemies of birds.

17. What is the name of the biggest flying bird in the world?

18. Why would you put bird boxes in your garden?

Game: Pass the Paper Purpose: To encourage the children to review what has been learned in the

lesson

● Arrange the children in groups of four and assign two of the children in

each group the role of either leader or reporter.

● Give the leader of each group a blank piece of paper. Ask the leader to

write down one thing that s/he learned during the lesson.

● This piece of paper is passed around the group and each child writes one thing that s/he learned.

● If time permits, the leader writes a second thing on the paper and passes it around the group.

● At the end of the lesson, the reporter in each group reports back to the class what his/her group

wrote down.

Game: Articulate ● Arrange the children in pairs. In each pair, have the children assign a

Child A and a Child B.


● Display the first word on the IWB and ask all the Child As to read it. Then

hide the word.


their partner to guess the word without saying the word themselves. If Child B says the correct word

within 30 seconds, s/he wins a point.



39

Unit 2


Lesson 5

Group Work ScenariosPurpose: To enable/encourage the children to work together in pairs or small

groups

Arrange the children in pairs or small groups. Each group is assigned a scenario

(examples of scenarios provided). The group members plan and discuss their

scenario. They must remember the speaker/listener skills previously learned.

Have the children role-play for the whole class.

Scenario 1: You are a mouse. Suddenly, you see a bird of prey hovering above you. How will you make

your escape?

Scenario 2: You have just noticed that there is an extra-large egg in your nest. You think it belongs to

Mrs Cuckoo. What do you do?

Scenario 3: You are walking through a forest and you find a beautiful bird captured in a trap. A hunter

has trapped this bird for its feathers. What will you do?

Scenario 4: You are a starving bird of prey. You can’t find any mammals to eat. Explain how you hope to

survive.

Scenario 5: You are a zookeeper. You notice that the flamingos are all gone from the zoo. Tell what

happens.

Scenario 6: You are a swallow migrating to Africa. Suddenly, as you are flying over the sea, you feel very

tired. There is no land in sight. Tell what happens.

Game: Roll the BallPurpose: To improve the skills of categorisation and auditory memory


● In each group, one child rolls the ball to another child in the group.

● When the child catches the ball, s/he has to name a bird. They must not

name a bird already mentioned. If they are unable to think of another bird,

they are out of the game.

● The winner is the person who can name the most birds.

Memory Game Purpose: To develop auditory memory and vocabulary development

● Arrange the children in small groups or have it as a whole-class game.

● Ask one child to start the game by saying: ‘I went to the shops today and

bought something beginning with a (apple, for example).

● The next child continues by saying the previous item (apple) and then

something beginning with b (banana, for example).

40


● Continue around the class, working through the alphabet, each child adding one more item to the

end of the list.

● If a child can’t remember the entire list in the correct sequence, they are out. The winner is the person

who remembers all the items in the correct sequence.

Lesson 6

Poem 1: Spaghetti! Spaghetti! Spaghetti! spaghetti!

You’re wonderful stuff,

I love you, spaghetti,

I can’t get enough.

You’re covered in sauce

And you’re sprinkled with cheese,

Spaghetti! Spaghetti!

Oh, give me some more, please.

Spaghetti! spaghetti! Piled high in a mound,

you wiggle, you wiggle,

you squiggle around.

There’s slurpy spaghetti all over my plate,

spaghetti! spaghetti!

I think you are great.

Spaghetti! spaghetti!

I love you a lot,

you’re slishy, you’re sloshy,

delicious and hot.

I gobble you down

oh, I can’t get enough,

spaghetti! spaghetti! you’re wonderful stuff.

Jack Prelutsky

● Read the poem ‘Spaghetti! Spaghetti!’ using voice, facial expression and body language to help the

children understand the poem. Pay attention to the punctuation and its impact, when reading the

poem.

● Have the children then read the poem. They should be encouraged to use the voice, facial expression

and body language modelled. In small groups, the children discuss the poem using the questions

provided to aid them.

1. What is the poem about?

2. What is sprinkled over the spaghetti?

3. What words does the author use to describe the spaghetti?

41

Unit 2


4. Find the words in the poem that rhyme with the following words:

stuff, cheese, plate, mound.

5. Why do you think the poet gobbles down his spaghetti?

6. Do you like spaghetti? Why?

7. Can you find an example of alliteration in the poem?

8. What is your favourite part of this poem? Why?

Arrange the children in groups of four and give each group four lines of the poem. Children are

encouraged to animate the words in the poem. Each group then performs their four lines for the rest of

the class. Their performances can be recorded on mobile phones or other devices.

The following vocabulary will enable pupils to discuss and respond to poetry:

Vocabulary: title, author, character, setting, verse, images, pattern, rhyme

Favourite Foods: Independent Speaking and Listening Purpose: To encourage the children to use their senses when describing foods

Arrange the children in small groups. Ask each child to talk about his/her

favourite food. Encourage the children to describe their favourite food using

their senses, i.e. How does it taste?; What does it look like?; How does it smell?;

What kind of texture does it have?

Poem 2: Something Told the Wild Geese Something told the wild geese

It was time to go,

Though the fields lay golden

Something whispered, ‘snow’.

Leaves were green and stirring,

Berries, luster-glossed,

But beneath warm feathers

Something cautioned, ‘frost’.

All the sagging orchards

Steamed with amber spice,

But each wild breast stiffened

At remembered ice.

Something told the wild geese

It was time to fly,

Summer sun was on their wings,

Winter in their cry.

Rachel Lyman Field


1. What type of bird is the poem about?

2. Describe the leaves in the poem.

42


3. Why are the orchards ‘sagging’?

4. Why did the wild geese have to go?

5. What season is it? Give a reason for your answer.

6. Why do you think the wild breast stiffened?

7. What do you think the following sentence means: ‘Summer sun was on their wings’?


9. What rhyming words can you find in the poem?

10. What was the ‘something’ that told the wild geese it was time to go?

Game: Phrases Purpose: To highlight the different meaning of words in phrases

Arrange the children in small groups. Ask them to discuss the meaning of these phrases associated with

birds.

1. What’s good for the goose is good for the gander

2. To be as free as a bird

3. Like water off a duck’s back

4. Count one’s chickens before they’re hatched

5. To spread one’s wings

6. Wild goose chase

Assessment

A Peer AssessmentThe small groups discuss what went well in their group work and areas that could be improved.

The children can use the ‘Classroom Living Chart’ as their assessment tool.



C Rubrics on Small Group Work Use the small group work rubric on page 177 of this Resource Book to assess children’s improvement in

text type.

43

3U

NIT

Text Type: Questioning and Interviews Theme: Wild Animals in Ireland

There are many wild animals native to Ireland. Some species, such as the red fox, hedgehog and badger are very common. Others, such as the Irish hare, red deer and pine marten are seen less often.


2. Digital Poster: Questioning

3. Game: ‘Yes’ or ‘No’

4. Game: Question Cube


2. Game: Find a Friend

3. Game: Begin with the Last Letter

4. Game: Hot SeatLesson 3 1. Slideshow: Wild Animals in Ireland Lesson 4 1. Interview Role-Play

2. Question Stations

Lesson 5 1. Interview Scenarios


3. Game: Articulate

Lesson 6 1. Poem 1: ‘Waiting at the Window’

2. Races: Independent Speaking and

Listening

3. Poem 2: ‘The Three Foxes’

4. Game: Phrases


ranger herd fallow deer creatures animals ducks

squirrels born woodlands warden tour guide injured

fawn badger sett species carnivores nocturnal

reynard den native drey agile omnivores

predators hoglet boar sow native hibernate

rodents mammals herbivore form buck leveret

burrow tame


Lesson 1

Brainstorm!Invite the children to brainstorm the following: Why is it important to ask questions?


44


Digital Poster: QuestioningIntroduce the topic ‘Questioning’ by having the children listen to the conversations modelled on the

interactive whiteboard. Before playing the audio, tell the children to pay particular attention to the

questions and answers in the conversations.

Script

1. Ranger: This is a herd of deer. Deer have lived in the Phoenix Park since they

were introduced here many years ago.

Child 1: When were they introduced here?

Ranger: They were introduced here in the 17th century.

Child 2: Who introduced them?

Ranger: They were introduced by rich people so that they could hunt the

poor creatures.

Child 3: What type of deer make up this herd?

Ranger: These are fallow deer. They have a light brown coat with white spots.

Child 4: Where does the herd normally stay?

Ranger: The deer normally stay in an area called the ‘Fifteen Acres’ and in the woodlands.

Child 1: How many fawns are born each year in the Phoenix Park?

Ranger: There can be up to 200 fawns born in the Phoenix Park each year.

2. Waitress: Good morning. What would you like to order?

Woman: I’d like to order a scone, please. When were they baked?

Waitress: They were baked early this morning.

Woman: Oh, that’s great. How are they served?

Waitress: They are served hot or cold with cream and homemade jam.

Woman: Lovely! I’ll have mine hot, please. Who cooks all the food for this

café?

Waitress: We have two chefs who cook all the food here. At the moment, chef James is baking our

famous gluten-free brownies.

Woman: They sound delicious. When will they be ready?

Waitress: They should be ready in ten minutes or so.

Woman: How does he make them?

Waitress: Oh, I can’t tell you that. James’s recipes are always secret!!

3.

Walker 1: Hello there! I see you are out for a walk.

Walker 2: Yes! I really enjoy looking at the different animals in the park.

Walker 1: What animals did you see in the park today?

Walker 2: I saw ducks as well as two red squirrels and a mouse.

Walker 1: Where did you see the ducks?

45

Unit 3


Walker 2: I saw them on the Furry Glen Pond. I saw the squirrels in the woodlands.

Walker 1: Why do you think the squirrels live in the woodlands?

Walker 2: There are plenty of nuts there and they can build their nests in the trees.

Walker 1: I was told that there are a lot of badger setts here in the park too.

Walker 2: Who told you that news?

Walker 1: The tour guide said there are over 20 badger setts within the park walls.

Walker 2: When were you talking to him?

Walker 1: I bumped into him yesterday and we had a short chat.

Walker 2: OK, I have to be away now. Enjoy your walk!

Game: ‘Yes’ or ‘No’Purpose: To promote auditory memory and encourage pupils to ask questions

Arrange the children in a circle. One child is chosen to come to the top of the

class. S/he writes the name of one wild animal on a piece of paper. The other

children must ask a number of questions to decipher what animal the child has

written down. The child at the top of the room can only answer ‘yes’ or ‘no’ to

the questions. The person who guesses the correct animal wins.

Game: Question CubePurpose: To encourage the children to ask and answer specific questions

● Arrange the children into pairs.

● Photocopy the question cube on PCM 1 in this Resource Book so there is one cube per pair. The

following question words are written on the faces of the cube: Who? What? When? Where? Why?

How? Have the children make up the cube.

● Once the cube is made, ask Child A to throw the cube first. Then Child B looks at the cube and reads

the question word on the top face, e.g. Where? Child B must think of a question relating to wild

animals beginning with that question word to ask Child A, e.g. Where do badgers live? Child A must

attempt to answer the question.

● Then the children reverse roles. The child who cannot think of a question or who answers the

question incorrectly is out.

46


Lesson 2

Silent Video Show the video of the interview without the sound. Ask the following

questions:

1. What do you think is happening?

2. Who is doing the interviewing?

3. How do you think the interviewee is feeling? Why?

4. What do you think the interview is about?

5. What question words might the interviewer ask?

6. Where do you think the interview took place?

Use the children’s answers to these questions to fill in a Living Chart.

Follow-up: Brainstorm with the children the non-verbal skills involved in the interview, e.g. good eye

contact; gestures; expressions; turn-taking; questions, etc.

Game: Find a FriendPurpose: To offer the children an opportunity to ask and answer questions

with their peers

● Arrange the children in groups of four.

● Give each group a card with an instruction on it, e.g. find a friend who

likes sausages, find a friend who was born in July. Only one child from

each group tries to find a friend at any one time.

● The children walk around the room questioning each child they meet. The first child to find a friend

wins a point for his/her group.

Examples:

1. Find a friend who: plays the piano, went on holidays to Spain, enjoys watching cartoons, likes beans

on toast.

2. Find a friend who: lives more than 10km from school, enjoys playing football, has a pet cat, comes to

school by car.

3. Find a friend who: lives near the school, goes to swimming lessons, loves football, likes to eat

vegetables.

4. Find a friend who: cycles to school, likes reading, dislikes going to the dentist, plays basketball

during the summer.

5. Find a friend who: has glasses, eats an apple every day, has fair hair and blue eyes, likes hurling and

singing.

6. Find a friend who: has black hair and brown eyes, was in England last year, has a pet dog,

is left-handed.

47

Unit 3


Game: Begin with the Last LetterPurpose: To promote vocabulary development, categorisation and auditory

memory

● This can be a whole-class game or it can be done in small groups with one

child taking on the role of teacher.

● Pick a theme, e.g. wild animals, and say the name of an animal, e.g. hare.

A child must think of an animal whose name begins with the last letter of

the word hare, e.g. elephant.

● The next child must think of an animal whose name begins with the last letter of the word elephant,

e.g. tiger and so on.

● If a child can’t think of an animal, s/he is out.

Game: Hot SeatPurpose: To encourage the children to think about the characters in the story

and use the skills of inferring and questioning

● Arrange the children in groups of three.

● Ask the children to choose one of the stories from the anthology: Oisín in

Tír na n-Óg or The Hare and the Tortoise.

● Now ask them to discuss in their groups what questions they could put to the different characters in

the story.

● Then call one child to the front to sit in the hot seat. S/he then acts as a character in the story, e.g. the

hare. The other children now ask the hare some questions, for example:

Ū To where was the hare going?

Ū Who was the hare going to race against?

Ū Why did his eyes nearly pop out of his head?

Ū Why did the hare start to feel rather annoyed?

Ū What did the hare see three fields away?

Ū How long did the hare think it would take him to reach the windmill?

Ū How did the hare react when he saw the tortoise begin to crawl?

Ū When did the hare wake up?

Ū Why do you think that the hare never teased the tortoise again?

48


Lesson 3

Slideshow: Wild Animals in Ireland1. Introduce the topic Wild Animals in Ireland by referring to the slides and playing the audio.

2. Where necessary, pause to explain or discuss particular words or phrases (e.g. hibernate, warrens,

herbivores) if it is felt that some children do not understand them.

Slide 1 The red fox is one of the most common wild animals in Ireland. It is the largest and most

well-known species of fox. The red fox is a nocturnal animal mainly hunting at night.

The male fox is called a dog or reynard. The female fox is called a vixen. Young foxes are

called cubs. A fox family lives in an underground home called a den or earth. Foxes are

carnivores, eating small rodents, birds, rabbits, mice and worms.Slide 2 Squirrels are small animals with bushy tails that can be seen in the woods and fields of

Ireland. There are two types of squirrel in Ireland – our native red squirrel and the larger

grey squirrel. Six pairs of grey squirrels were brought to County Longford in 1911 as a

wedding present for a bride. They are native to North America.

Squirrels live in trees, where the male squirrel builds a nest or drey for his family.

Squirrels eat nuts, acorns, pine seeds and berries. They use their teeth to open nuts.

Their front teeth never stop growing. Squirrels gather and store nuts and acorns for

winter. They are very agile creatures and are able to jump great distances!Slide 3 Badgers are small, black and white mammals. Mammals are animals that have

a backbone and breath air. Female mammals produce milk to feed their young.

Badgers have short, fat bodies with short legs which they use for digging. They live in

underground tunnels called setts. They are nocturnal animals, hunting and eating at

night, and sleeping during the day. Badgers are omnivores. This means they eat plants

as well as meat, which they get from small animals and insects. A male badger is called a

boar and a female is a sow. The young is called a cub. Slide 4 The hedgehog is a small animal with over 5,000 sharp spines on its back. If a hedgehog

is frightened, it will roll into a ball, making it difficult for predators to attack. These

nocturnal animals are known as the ‘gardener’s friend’ as they eat pests and insects such

as slugs, mice and snails that ruin gardens. Like the badger, a male hedgehog is called

a boar and the female is called a sow. However, the young hedgehog is called a pup or

hoglet. Hedgehogs hibernate, which means they have a long sleep in winter.Slide 5 Stoats have a reddish-brown coat, a white underbelly and a black tip at the end of their

tails. Stoats are skilled hunters, biting their prey on the back of the neck with their sharp

teeth. They prey on rodents, birds, rabbits and insects. They are good climbers and will

also eat eggs from birds’ nests. Stoats can swim and hunt fish in slow-moving rivers and

along river banks. They are lazy animals as they like to live in the homes of the animals

they kill!Slide 6 There is only one type of otter found in Ireland. Otters live along the banks of rivers and

lakes as well as along the coast. The Irish word for otter is madra uisce which means

‘water dog’. They have webbed feet which allows them to swim well. These animals look

soft and cuddly but beware! They are actually very dangerous, wild animals. They have

very strong teeth and hunt small mammals, crabs, eels and sea urchins.

49

Unit 3


Slide 7 Rabbits are small, gentle animals. They can be seen in the wild and they also make good

pets. Rabbits live together in families. They live in underground tunnels called burrows.

A collection of connecting burrows is called a warren. Rabbits are herbivores so they eat

plants. Foxes, stoats and hawks prey on rabbits. A female rabbit is called a doe, while a

male is called a buck. The young rabbit is called a kit. When it sees a predator, the rabbit

stamps its back legs on the ground and runs back to its burrow.Slide 8 The hare is a mammal that is covered in brown fur and has a white tail and underbelly.

Hares are taller than rabbits with longer ears and legs. Hares are herbivores, eating grass,

leaves, seeds and bark. They make a nest on the ground called a form. The male hare is

called a jack. The female hare is called a jill. The baby hare is called a leveret.

Mini-Quiz on the Slideshow


● Ask them to think of five questions each about the slideshow, e.g. What is the name of a female

badger?, and to write them in a copy or on a page.

● One child is chosen to be the questioner. The other child is the contestant. The questioner asks the

contestant the five questions they have written down. A mark is awarded for each question that is

answered correctly.

● Children then reverse roles. The winner is the child with the highest score.

Lesson 4

Interview Role-PlayPurpose: To enable/encourage children to ask appropriate questions in

interviewing

● Before beginning the activity, model questioning and interviewing by

using the think-aloud strategy.

● Tell the children to imagine that you have spotted an animal in the woods

beside your house. Verbalise aloud; describe things you want the children

to note when questioning and interviewing, e.g. ‘When I am engaging in

questioning, I am trying to gain more information from someone so I can

get a clearer image in my head. I ask questions to help me understand and

recall facts and to solve problems. Sample questions that could be asked

are: How would you describe this animal?, Where did you see the animal?’,

etc.

● In pairs, have the children carry out the role-play interviews provided.

● Move around the classroom watching the pupils engage in role-play. Offer support to any child who

needs it, encouraging him/her to use the text type questioning and interviewing vocabulary on

page 184 of this Resource Book.

50


1. Child A is a reporter. Child B is the zookeeper.

The reporter must interview the zookeeper to find out:

(a) some differences between wild and tame animals.

(b) what wild animals are kept in the zoo.

(c) what wild animals in the zoo are fed.

(d) who feeds the wild animals.

(e) what wild animals eat.

(f) where they live.

(g) what animals do to prepare for hibernation.

(h) what challenges wild animals face to survive.

2. Interview your friend to find out if they could be a wild animal, what animal would they choose to

be? Why?

3. Re-tell, in your own words, a story you read about a wild animal. After re-telling your story, allow

your friend to question you on the story. Then the other child takes a turn telling a story about a wild

animal.

4. In pairs, have the children discuss the following: If a squirrel could talk, what questions would you

ask it?

Question StationsPurpose: To enable/encourage the children to work together to answer questions

Arrange the children in pairs or groups. They should work together to answer the questions provided.

1. Name some wild animals of Ireland.

2. What type of animal is a fox? (a) mammal (b) bird (c) reptile

3. What is a female fox called?

4. What is the home of a squirrel called?

5. Name two types of squirrel found in Ireland.

6. A baby hare is called a leveret. True or false?

7. Name six wild animals found in other countries.

8. What is a herbivore?

9. Name two nocturnal animals.

10. Name five animals found on a farm.

11. What is a predator? Give an example.

12. Name your favourite wild animal. Explain why it is your favourite.

13. What wild animals did the Fianna hunt?

14. Would you like a rabbit as a pet? Why?

15. Name some animals that prey on mice.

16. Name some wild animals that are now extinct in Ireland.

51

Unit 3


17. How do you think wild animals become extinct?

18. Name six wild animals you would see in Dublin Zoo.

19. What is a mammal? Give two examples.

20. What type of animal is a badger? (a) herbivore (b) carnivore (c) omnivore

Lesson 5

Interview ScenariosPurpose: To encourage the children to use their speaker/listener skills in

different scenarios

● Arrange the children in pairs or small groups.

● Each group is assigned a scenario (examples of scenarios below).

● The group members plan and discuss their scenario. They must remember

the speaker/listener skills previously learned.

● Have the children role-play for the whole class.

Scenario 1: A monkey has been stolen from the zoo. You are sent to interview the zookeeper. Act out

what happens using a variety of questions.

Scenario 2: You see a fox about to prey on a rabbit. What questions do you ask the fox? What do you

think happens?

Scenario 3: You are a reporter with the local newspaper. You interview a woman who was walking

through the Phoenix Park and saw a hunter with a gun.

Scenario 4: Storm Emma has hit Ireland. A flood has destroyed the homes of many wild animals in Cork.

You are sent to question the local people about what happened.

Scenario 5: You are a lion in a circus. You are very unhappy being forced to perform every night. What

questions would you like to ask the ringmaster?

Game: Roll the BallPurpose: To develop the skills of categorisation and auditory memory


● In each group, one child rolls the ball to another child in the group.

● When the child catches the ball, s/he has to name a wild animal. They must

not name a wild animal already mentioned. If they are unable to think of

another wild animal, they are out of the game.

● The winner is the person who can name the most wild animals.

52






hide the word.


their partner to guess the word without saying the word themselves. If

Child B says the correct word within 30 seconds, s/he wins a point.



Lesson 6

Poem 1: Waiting at the WindowThese are my two drops of rain

Waiting on the window-pane.

I am waiting here to see

Which the winning one will be.

Both of them have different names.

One is John and one is James.

All the best and all the worst

Comes from which of them is first.

James has just begun to ooze.

He’s the one I want to lose.

John is waiting to begin.

He’s the one I want to win.

James is going slowly on.

Something sort of sticks to John.

John is moving off at last.

James is going pretty fast.

John is rushing down the pane.

James is going slow again.

James has met a sort of smear.

John is getting very near.

Is he going fast enough?

(James has found a piece of fluff.)

John has quickly hurried by.

(James was talking to a fly.)

John is there, and John has won!

Look! I told you! Here’s the sun!

A A Milne

53

Unit 3


● Read the poem ‘Waiting at the Window’ using voice, facial expression and body language to help the

children understand the poem. Pay attention to the punctuation and its impact when reading the

poem.

● Ask the children to read the poem. They should be encouraged to use the voice, facial expression

and body language as modelled. In small groups, the children discuss the poem using the questions

provided to aid them.


2. Name the two raindrops.

3. To what insect does James talk?

4. Can you think of some questions you would like to ask the poet?

5. Why do you think the poet wants John to win?

6. Find six rhyming words in the poem.

7. Why do you think the poet chose to write a poem about raindrops?

8. What do you like to do when it’s raining outside?

9. Can you invent a game you could play inside on a rainy day?

10. Ask your friend three questions about the poem.

Races: Independent Speaking and ListeningPurpose: To encourage the children to use their speaker/listener skills in group

situations

Arrange the children in small groups to discuss the following.

1. Talk about a race in which you took part. Describe how you felt before the

race, during the race and after the race.

2. Name some races that involve racing animals (horse, greyhound, camel, pigeon, ostrich, pig, etc.)

3. Name some unusual races you have seen or heard about.

Poem 2: The Three FoxesOnce upon a time there were three little foxes

Who didn’t wear stockings, and they didn’t wear sockses,

But they all had handkerchiefs to blow their noses,

And they kept their handkerchiefs in cardboard boxes.

They lived in the forest in three little houses,

And they didn’t wear coats, and they didn’t wear trousies.

They ran through the woods on their little bare tootsies,

And they played ‘Touch last’ with a family of mouses.

They didn’t go shopping in the High Street shopses,

But caught what they wanted in the woods and copses.

They all went fishing, and they caught three wormses,

They went out hunting, and they caught three wopses.

54


They went to a Fair, and they all won prizes—

Three plum-puddingses and three mince-pieses.

They rode on elephants and swang on swingses,

And hit three coco-nuts at coco-nut shieses.

That’s all that I know of the three little foxes

Who kept their handkerchiefs in cardboard boxes.

They lived in the forest in three little houses,

But they didn’t wear coats and they didn’t wear trousies,

And they didn’t wear stockings and they didn’t wear sockses.

A A Milne

In small groups, the children discuss the poem using the questions provided to aid them.

1. How many foxes were there?

2. Where did they live?

3. What game did they play with ‘a family of mouses’?

4. On what animal did they ride?

5. What prizes did they win at the fair?

6. What are the differences between the foxes in the poem and foxes in real life?

7. Why do you think some of the words have been changed, e.g. shopses, sockses?

8. Why do you think they kept their handkerchiefs in cardboard boxes?

9. Ask your friend three questions about the poem.

10. Write a poem about a wild animal. Change some of the words in the poem (e.g. shopses, wormses)

to make the words rhyme.

Game: PhrasesPurpose: To highlight the different meaning of words in phrases.

Arrange the children in small groups. Ask them to discuss the meaning of these phrases associated with

wild animals.

1. Fox in the henhouse

2. Weasel out of something

3. As mad as a March hare

4. Badger someone into doing something

5. Squirrel something away

6. A leopard cannot change its spots

55

Unit 3


AssessmentA Peer Assessment

The pairs/groups discuss what went well in their work and areas that could be improved. The children can

use the ‘Classroom Living Chart’ as their assessment tool.



.

56

4

UN

IT

Text Type: Storytelling and AnecdotesTheme: School

Education in Ireland has been very important for many years. However, life in schools was very different 100 years ago than it is today. Schools were small, usually only one room. There was no running water and the heat came from a fire that the teacher and the pupils kept lit. There were no computers, whiteboards or CD players. Pupils sat at long desks and wrote with pens that had to be dipped into inkwells. Today, pupils enjoy many subjects and learn and develop skills in active fun ways.


2. Digital Poster: Storytelling

3. Game: That’s Good, That’s Bad


2. Game: Circle Stories

Lesson 3 1. Slideshow: School Lesson 4 1. Story Stations: Role-play

2. Game: Story SacksLesson 5 1. Story Scenarios

2. Game: Re-tell Your Favourite Story

3. Game: Articulate

Lesson 6 1. Poem 1: ‘Wizard’

2. Poem 2: ‘All My Great Excuses’

3. Game: Phrases


attended primary uniform roll teenager

computers whiteboards benches tag inkwell

hedge schools Georgian-style windows government arithmetic blackboard


Lesson 1

Brainstorm!Invite the children to brainstorm the following: Why are stories important?


Digital Poster: StorytellingIntroduce the topic ‘Storytelling and Anecdotes’ by having the children listen to the stories modelled on

the IWB.

57

Unit 4


Script

1.

Grandad: I attended school nearly 70 years ago. We lived on a small farm

about three miles down the road from the school. We walked or cycled to

get there. There were eight children in our family and we all had chores to do

before leaving the house in the morning.

In those days, there were no school uniforms. All the younger boys wore short

trousers. Boys were only allowed to wear long trousers when they became teenagers. Nearly 50 children

were crammed into this classroom. The male teacher at the time was called the master. He started the day

with some prayers and then he called the roll. The older boys and girls often taught the younger children

to read and write when the teacher was busy. We did much of our writing and mathematics using chalk

on small blackboards as we had no computers or whiteboards.

We sat on big, heavy, awkward benches. We sang out our tables each morning – I still know my tables

perfectly today. We played tag and football at break times. Life was hard in many ways but we still

enjoyed school days.

2.

Pupil: Ring, ring, ring. What was that noise? I jumped out of bed. Everything

around me looked strange, different, old. Where was I? Why was I dressed in

such old-fashioned clothes?

With trembling fingers, I opened the door and walked down the hall into

the kitchen. An old woman was standing over a cooker in the old-fashioned

kitchen, stirring a pot. ‘Eat your porridge quickly Luke, and Daddy will take you to school. He has the horse

and trap ready outside the door.’ I had no idea who the old woman was or what she was talking about but

I decided to do as she said. I gobbled down the porridge and headed out the door.

Outside, I saw a horse with a carriage behind it. This must be what she meant when she said a horse and

trap. A tall man with a moustache said, ‘Hurry up. We’re going to be late’. Twenty minutes later, we arrived

outside a small schoolhouse. I could hear a bell ringing and saw many children dressed like me running

towards this small building. This shabby building was not my school.

Inside, I saw lots of pupils sitting at heavy, wooden desks. Where were the tables and chairs? Where was

the computer and whiteboard? At the top of the classroom was a severe-looking woman wearing a

long skirt. When she saw me, she shouted, ‘Luke Farrell, you better have a good reason for breaking the

window yesterday and running away.’ Everyone was looking at me. What was happening?

Ring, ring, ring. My alarm clock was ringing. I was safe in my bed. It was all a dream.

58


3.

Teacher: Once upon a time, there was a poor fisherman who lived with his

wife in an old cottage by the sea. His wife was always grumbling no matter

how hard the fisherman worked. One evening, the fisherman was feeling sad

because he hadn’t caught anything all day. He threw out his nets one last time.

After a while, he hauled the nets in. There on the bottom of his net was one

tiny fish.

To his amazement, the fish spoke. ‘Please throw me back into the sea. I am only small.’ The fisherman

knew his wife would be very cross if he threw the fish back into the water. ‘I will grant you three wishes if

you throw me back into the water,’ the tiny fish said, ‘but be careful what you wish for.’ The fisherman was

happy and let the fish go.

The fisherman ran home delighted. But his wife was not happy. She slammed a plate of dry bread down

on the table. ‘I am so hungry, I wish this was a plate of sausages,’ said the poor fisherman. Just then, a plate

of sizzling sausages appeared in front of him. ‘Why couldn’t you have wished for something better?’ his

angry wife asked. ‘I wish those sausages were stuck to your nose!’ she said, crossly.

Suddenly, the sausages were stuck to the end of the poor fisherman’s nose. The man remembered the

warning that the fish had given him. They pulled and pulled at the sausages but they couldn’t pull them

off. The fisherman had to use his last wish to make the sausages disappear.

Unfortunately, the fisherman never caught the little fish again and his wife never stopped grumbling!

After listening to the stories, revise and brainstorm with the children (a) the structure of a story and

(b) the oral language skills involved in telling stories.

A Living Chart is co-created by the teacher and children.

The following words could appear under character on the Living Chart:

1. Name

2. Appearance

3. Personality

4. Action

Skills involved could include the following:

1. Storytellers follow the structure of a beginning, a middle and an end.

2. Storytellers organise their stories well. They describe the character, setting and plot.

3. Storytellers use vocal expression to bring their stories to life.

4. Storytellers use facial expressions and body language.

5. Storytellers are creative and entertain their audience.

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Unit 4


The following words could appear under setting:

1. I can see ____________

2. I can hear ____________

3. I can touch ____________

4. I can smell ___________

Game: That’s Good, That’s BadPurpose: To promote auditory memory and encourage shy or reluctant pupils

to contribute

Arrange the children in a circle to prepare an example. Begin the story by

starting with a fortunate event followed by an unfortunate event related to

school. The class responds using the phrases ‘That’s good!’ or ‘That’s bad!’.

Example:

Teacher: The boy won €20 in the school lotto.

Pupils: That’s good!

Teacher: It fell out of his pocket on the way home from school.

Pupils: That’s bad!

Now arrange the children in groups of four. Each group thinks of a fortunate event followed by an

unfortunate event. The group members can share their fortunate/unfortunate events with the class.

The class must respond appropriately.

Lesson 2

Silent VideoShow the video of a teacher reading a story to the children without the sound. Ask the following questions:


2. What do you think the story is about?

3. How do you know this?

4. How are the pupils showing good listening skills?

5. How is the teacher showing good speaking skills?

6. What props is the teacher using to help tell her story?

Follow-up:

1. Brainstorm with the children the non-verbal skills involved in telling stories and anecdotes, e.g. good

eye contact, gestures, expressions, etc.

2. Discuss with the children what they think is happening in the video.

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Game: Circle StoriesPurpose: To offer the children an opportunity to create a progressive story by

following the structure of a story as well as adding to the previous speaker’s

contribution. This game involves active listening skills.

● Arrange the children in a circle.

● Start a story by describing a setting and introducing a character. The next

child adds a sentence to the story. The next child continues the story by

adding another sentence, and so on.

● Encourage the children to refer to the Living Chart to support their storytelling.

● All the children should get an opportunity to contribute.

Circle story starters:

1. Long ago in the mists of time, an old woman and old man lived in a small cottage in the forest.

2. This is a story I heard a long time ago about a place called Dragon Land.

3. We were in the fields one morning, when I saw a beautiful bird flying towards us.

4. It was a dark and dismal night when suddenly there was a knock on the door.

5. It all started when Ms Morrible started teaching in our school.

6. Once upon a time, when the world was young, there lived a rich man who had a beautiful garden.

7. I’m going to tell you a tale about a giant and a beautiful princess.

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Lesson 3

Slideshow: School1. Introduce the topic School by referring to the slides and playing the audio.

2. Where necessary, pause to explain or discuss particular words or phrases (e.g. hedge schools,

Georgian-style) if it is felt that some children do not understand them.

Slide 1 Children in the early 19th century did not attend national schools as we know them

today. They attended hedge schools. Classes took place outside near the hedgerows or

in a house or barn. In hedge schools, all the different age groups or classes were taught

at the same time.Slide 2 In 1831, the first National Schools were set up in Ireland. The government supplied

money which paid for building the schools. Schools were built to look like houses and

they were usually one-roomed or two-roomed buildings. Schools were usually single-

storey buildings that were often built using local stone. They were plain on the inside

with Georgian-style windows.Slide 3 This is a drawing from the 19th century. It shows two pupils bringing turf to school.

Schools were heated by open fires then. Often, chimneys can be seen in these old

school buildings today. Some schools were still heated by open fires even in the 20th

century.Slide 4 Classrooms in the 20th century had long, wooden desks. There was a hole in each desk

that served as an inkwell. The children wrote with pens that had sharp nibs that they

dipped into the inkwell.Slide 5 Today, children in Ireland start school at the age of 4, 5 or 6. Most of these children have

attended pre-school for at least one year. The school day is 5 hours and 40 minutes long

and the pupils usually have two breaks. Pupils get to play outside during break times.

There are approximately 28 children per teacher and there are eight class levels in every

primary school. After completing primary school, pupils transfer to secondary school.Slide 6 In this new digital age, pupils have access to whiteboards, iPads, computers and tablets.

Schools have become exciting places due to all this new technology. They have instant

connections with other schools, as well as places all over the world. Schools can now

share and communicate their stories, news, culture and music in an instant. I wonder

what schools of the future will be like?

Review Post-Activity:

1. Arrange the children in groups and encourage them to discuss the differences between schools in

the 19th century and modern schools.

2. In these groups, ask the children to talk about what they think schools of the future will be like and

to carry out an improvisation of their imaginings.

3. Ask the children if they know any stories that their parents or grandparents have told them about

their school days. Ask them to share them with the class.

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Lesson 4

Story Stations: Role-playPurpose: To enable the children to apply the skills needed in good storytelling

● First model the skills used in storytelling by using the think-aloud strategy.

● Begin by choosing two characters, a setting and an idea from the list

provided.

● Then tell a story, using the think-aloud strategy. Describe things you want

the children to note when telling stories, e.g. ‘When I am engaging in

storytelling, I use the story structure of a beginning, a middle and an end.

I describe my character and setting using all the senses.’ Use the text type

vocabulary for storytelling and anecdotes (see page 185 in this Resource

Book).

● Arrange the children in pairs. Each group chooses two characters, one setting and one story idea from

the list. Invite the children to work together to construct a role-play based on their choices. Move

around the classroom watching the children engage in role-play.

Examples of Characters

School teacher

Pupil called Jack

Witch disguised as an

inspector

Viking warrior

Famous explorer

Dragon called Fireball

Small girl

Three little lambs

A cross princess

A brave dog called Carley

Baby dinosaur

Lazy dentist

Hairdresser

Magician

Shopkeeper

Superhero

Alien

Grandad

Wolf

Examples of Settings

An old school house

On board a ship

In the zoo at night

In the kitchen of a palace

On the edge of a cliff

A chocolate factory

On the moon

A tower

A haunted castle

Dark woods

On a farm

In the mountains

In a strange city

In the desert

Antarctica

Examples of Story Ideas

Your character discovers a ghost.

Your character is granted three wishes.

Your character discovers their teacher is

a wizard.

Aliens abduct your character.

Pirates capture your character.

Your character meets a dragon.

Your character meets a monster.

Your character wakes up in the future.

Your character wakes up to discover

s/he is a Viking.

Your character finds s/he is a giant in a

strange land.

Your character has an enemy.

Your character falls in love.

Your character needs to rescue

someone.

Your character saw or heard a secret.

Your character tells a lie.

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Unit 4


Game: Story SacksPurpose: To enable children to tell a story using props and artefacts from a

story sack

● Explain that story sacks are kits that are put together around a particular

story. Discuss what might be put into a story sack, for example, soft toys,

puppets, storybook, musical instruments, a variety of balls, crockery,

cutlery, etc.

● Arrange the children in small groups.

● Each group is given an empty bag, sack, ziplock bag or pillowcase. Each group picks a story, e.g. The

Three Little Pigs, Little Red Riding Hood, etc. (It is best to start with stories with which the children are

familiar.) Then each group fills the sack/bag with props that they will need.

● The children should rehearse the re-telling of the story using sound effects and the props from their

story sack. The following week, each group re-tells their story for the rest of the class.

Lesson 5

Story ScenariosPurpose: To enable the children to use their storytelling skills in different

scenarios

● Arrange the children in groups.

● Each group is assigned a scenario (examples of scenarios below).

● The children are required to plan and discuss their scenario. They must

use the correct structure of a story and some of the text type vocabulary

for storytelling and anecdotes learned previously.

Scenario 1: You are in the playground playing a game of basketball. An older child comes and takes your

basketball away from you. Tell what happens.

Scenario 2: A new boy/girl joins your class and nobody will play with him/her. What will you do?

Tell your story.

Scenario 3: Your friend has drawn a beautiful picture of his/her family. Your little sister gets a pencil and

scribbles all over it. What will you do? Tell your story.

Scenario 4: You realise that the principal of your school is actually a witch. How do you discover this?

To whom will you speak? What happens? Tell your story.

Scenario 5: You are accused of cheating in a test but you didn’t. What will you do? Tell what happens.

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Game: Re-tell Your Favourite StoryPurpose: To enable the children to re-tell their favourite fairy tale making sure

that it has a beginning, a middle and an end

Arrange the children in pairs. Child A chooses his/her favourite fairy tale and

tells it to Child B. Child B then chooses a different fairy tale and tells it to Child

A. The children can record the telling of these stories on a tablet or mobile

phone. All the children are encouraged to self-assess using the Living Chart.





hide the word.

● Explain to the Child As that they have 30 seconds to use language to get their partner to guess the

word without saying the word themselves. If Child B says the correct word within 30 seconds, s/he

wins a point.



Lesson 6Poem 1: WizardUnder my bed I keep a box

With seven locks,

And all the things I have to hide

Are safe inside:

My rings, my wand, my hat, my shells,

My book of spells.

I could fit a mountain into a shoe

If I wanted to,

Or put the sea in a paper cup

And drink it up.

I could change a cushion into a bird

With a magic word,

Or turn December into spring,

Or make stones sing,

I could clap my hands and watch the moon,

Like a white balloon,

Come floating to my window sill…

One day I will.

Richard Edwards

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Unit 4


● Read the poem ‘Wizard’ using voice, facial expression and body language to help the children

understand the poem. Pay attention to the punctuation and its impact when reading the poem.

● Ask the children to read the poem. They should be encouraged to use their voice, facial expression

and body language as modelled. In small groups, the children discuss the poem using the questions

below to aid them.

1. How many locks has the box?

2. Name four things that are in the box.

3. Into what could the wizard change the cushion?

4. What words or phrases in the poem tell us that the wizard can perform magic?

5. Why do you think there are seven locks on the box?

6. Why do you think the wizard wants to hide shells?

7. What would you do if you were a wizard?

8. Would you like the wizard to turn December into spring? Why?

9. What is your favourite part of this poem? Why?

10. Write your own poem starting with: ‘Under my bed I keep a…’

Independent Storytelling

1. Pretend you are the wizard in this poem. Tell your story, remembering to have a beginning,

a middle and an end.

2. Imagine you were able to unlock the box. What would you do with the contents of the box?

Would you do good or evil?

3. What story do you think the box could tell?

Poem 2: All My Great ExcusesI started on my homework

but my pen ran out of ink.

My hamster ate my homework.

My computer’s on the blink.

I accidentally dropped it

in the soup my mom was cooking.

My brother flushed it down the toilet

when I wasn’t looking.

My mother ran my homework

through the washer and the dryer.

An airplane crashed into our house.

My homework caught on fire.

Tornadoes blew my notes away.

Volcanoes struck our town.

My notes were taken hostage

by an evil killer clown.

Some aliens abducted me.

I had a shark attack.

A pirate swiped my homework

and refused to give it back.

I worked on these excuses

so darned long my teacher said,

‘I think you’ll find it’s easier

to do the work instead.’

Kenn Nesbitt

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2. What was the first excuse the poet had?

3. What animal ate the poet’s homework?

4. Where did the airplane crash?

5. Who took the poet’s notes hostage?

6. What was the funniest excuse the poet had?

7. Can you think of another funny excuse the poet could use?

8. How do you know the teacher did not believe any of the excuses?

9. Imagine you are the poet’s mother. Tell the story of how you ran the homework through the ‘washer

and the dryer’.

10. What excuse would you use for the following:

a. breaking a window in school

b. eating your sister’s chocolate bar

c. copying your friend’s homework

d. dumping rubbish into your neighbour’s garden?

Game: PhrasesPurpose: To highlight the different meaning of words in phrases

Arrange the children in small groups. Ask them to discuss the meaning of

these phrases associated with school.

1. As easy as ABC

2. Knuckle down

3. Pass with flying

colours

4. Learn by heart

5. Show of hands

6. Tell tales out of school

AssessmentA Peer Assessment

The pairs/groups discuss what went well in their work and areas that could be improved. The children can




C Rubrics on Storytelling and Anecdotes Use the storytelling and anecdotes rubric on page 178 of this Resource Book to assess children’s

improvement in text type.

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Text Type: Storytelling and AnecdotesTheme: Friendship

Friendship is having a good relationship with someone. We call this person a friend. People who are friends talk to each other, play with each other and spend time together. Friends help and support each other. Friends are trustworthy, accepting and honest. In the ‘Rainbow Fish’, the fish was happy at the end of the story because he had friends to play with and share his beautiful scales with.

PlanLesson 1 1. Reader’s Theatre Introduction

2. Classroom Living Chart

3. Script

Lesson 2 1. Script Read-Through

Lesson 3 1. Performance! Lesson 4 1. Christmas Poem: ‘A Visit from St Nicholas’

Lesson 5 1. Story Openings

2. Story Settings

3. Create Character Profile

4. Christmas Recount

Lesson 6 1. Poem 1: ‘Good Company’

2. Poem 2: ‘From a Railway Carriage’


machine openings settings character profile

recount dialogue description discovered engulfed

gestures announcer narrator traditional costume

medicine mischief millions condition icicles


Lesson 1

Reader’s Theatre IntroductionIn Reader’s Theatre, the parts are read from a script. There is no need for

props, costumes or lighting. The readers do not need to memorise the script.

The aim of Reader’s Theatre is to have fun and to develop reading, speaking

and listening skills. It encourages the children to use non-verbal and verbal

gestures as well as vocal expression. It develops children’s confidence and

competence orally and improves reading fluency.

Classroom Living ChartHave a class discussion on the skills involved in taking part in Reader’s Theatre.

Record these skills on a classroom Living Chart.

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Examples of Reader’s Theatre skills:

1. Read with expression.

2. Speak loudly and clearly.

3. Pronounce each word correctly.

4. Stand up tall.

5. Listen to others and follow along.

6. Use gestures and facial expression.

7. Take note of the punctuation.

8. Practise, practise, practise!

ScriptRead out the script of What, No Santa? for the class, explaining and

pronouncing difficult words. This is an opportunity for you to model

expression, tone, use of gestures and facial expression.

A photocopiable version of this script can be found on page 196 of this Resource Book.

What, No Santa? : A Christmas Play

Parts (13): Santa, Mrs Claus, Jingle, Dingle, Winky, Blinky, Holly, Jolly, Mistletoe, Narrator, Announcer,

1st Voice from Radio, 2nd Voice from Radio

***Announcer: Welcome, folks, to our annual Christmas Theatre. In this year’s play What, No Santa?

we find ourselves in the living room of Santa Claus’s house on Christmas Eve.

Narrator: As the scene opens, Santa Claus is sitting in his big chair in front of the fireplace. He

is wearing his traditional costume but he has his shoes and socks off. His feet are

stuck into a basin of hot water. At the side of his chair is a table with several bottles of

medicine with large, plainly-marked labels:

‘COUGH MEDICINE’, ‘SNEEZE MEDICINE’ and ‘PILLS FOR CHILLS’.

Santa looks very miserable and begins to sneeze.

Santa: Ker-chew – kerrrrchew! Ker-chew!

Narrator: Mrs Claus rushes in carrying a big, white blanket.

Mrs Claus: Santa, there you go sneezing again. You ought to be in bed!

Santa: Bed? How can you talk about bed when it’s Christmas Eve? I ought to be getting

ready for my trip!

Mrs Claus: Here, put this blanket around you…

Santa: Mrs Claus! I will not be coddled in this fashion. I’m going to get up out of this chair.

Narrator: Santa starts to get up out of the chair but Mrs Claus stops him.

Mrs Claus: You certainly are not! In your condition you need all the rest you can get!

Santa: Now listen here, Mrs Claus. Who’s the boss around here? Who wears the trousers in

this household?

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Mrs Claus: (chuckling) Oh, dear! You are so funny when you’re cross – but I don’t mind.

You’re usually such a merry old soul. Now please sit still!

Santa: Mrs Claus, I will not be…

Narrator: Santa starts sneezing again.

Mrs Claus: There, you see what happens when you get excited? You’d better take some more of

your sneeze medicine.

Narrator: Mrs Claus gives Santa some medicine and he makes an awful face.

Santa: Awful stuff. After this, I’m not going to consider that children have been bad if they

don’t like to take medicine. I don’t blame them!

Narrator: Feeling Santa’s hand, Mrs Claus says:

Mrs Claus: And your hands are like ice – you’d better have some chill pills, too.

Narrator: She gives him a big dose and he sneezes again.

Santa: Kerr-chew. You see – all this medicine – it’s making me worse! How much longer

have I got to sit here dangling my feet in this hot water? I ought to be down in the

workshop. The elves are good workers but without me to direct them, they’re apt to

get into mischief. Why don’t they come up here and report?

Narrator: He turns his head and shouts for his elves.

Santa: (shouting) Jingle – Dingle – Winky – Blinky!

Mrs Claus: Stop shouting, my dear!

Narrator: Santa ignores Mrs Claus, lifts one foot out of the basin as if to get up and yells again.

Santa: (yelling) Holly – Jolly – Mistletoe!

Mrs Claus: (in an irritated voice) Stop it! You’ll lose your voice – and don’t take your feet out of

that hot water!

Santa: It isn’t hot any more – it’s getting cold.

Mrs Claus: Well, the elves are bringing more.

Santa: What’s that? Just as I thought – when they ought to be down in the workshop

getting things ready – packing the sleigh…

Mrs Claus: Now, now – all of them are except Jingle and Dingle – but I don’t see much sense to

it. If you can’t go on your trip…

Santa: Can’t go? Woman, what are you talking about? Don’t you realise? It’s Christmas Eve.

What would Christmas be without Santa Claus? I’ve got millions and millions of

presents to deliver!

Mrs Claus: Nonsense. You can’t go climbing down chimneys tonight – not in your condition.

Think of the ashes and soot. Why, you’d be sneezing all the dust up your nose.

Narrator: Santa sneezes again.

Santa: Kerrrr-chew!

Mrs Claus: And besides, you’d wake up all the children with your sneezing.

Santa: Well, so what? Maybe some of the boys and girls would like to see Santa Claus for a

change.

Mrs Claus: Humph. They’d never recognise you. Where are your twinkling eyes and the dimples

they always talk about? You’re in an awful humour and besides, your nose is red.

Santa: My nose is always red. It’s supposed to be!

Mrs Claus: But a cheerful red – not a fiery red. Here, you’d better blow it.

Santa: Oh, very well.

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Mrs Claus: And don’t look like such a martyr. I’m only trying to make you better.

Narrator: Two elves, Jingle and Dingle, enter carrying a kettle of hot water and a big box

labelled ‘mustard’. They look at Santa and shake their heads.

Jingle and Dingle: (together) Oh dear, oh dear!

Jingle: Oh! Santa has the sniffles – and it’s very sad to see.

Dingle: If Santa has the sniffles, what Christmas will there be?

Santa: (sneezing) Ker-chew!

Mrs Claus: (clapping her hands) Jingle, Dingle – stop that nonsense. Now, quick, the hot water –

the mustard.

Narrator: The elves run to Santa. Jingle pours some hot water in the basin and Dingle sprinkles

some mustard into it from a box. Santa starts to pull his feet from the basin, and then

jerks them out quickly as the elves pour in the hot water.

Santa: Ouch – ouch, it’s hot! It’s hot! Get out of here, both of you!

Jingle: But Mr Santa…

Dingle: We’re only trying to make you well.

Santa: You ought to be down in the workshop – both of you – packing dolls – packing

drums – packing candy.

Jingle: Yes, sir, we’ll go at once, sir.

Santa: And send Winky and Blinky up here. I want a report on how things are going.

It’s getting late. I’ll have to start soon.

Dingle: Yes, sir!

Narrator: Jingle and Dingle run out to fetch Winky and Blinky.

Mrs Claus: (firmly) You’ll not stir an inch out of this house until you’re better. It’s snowing hard

and it’s colder than ever. I stuck my head out of the door and got icicles in my hair.

Santa: What’s new about that? It’s always cold at the North Pole.

Mrs Claus: But it’s worse tonight.

Santa: All the more reason to let me go. I could soon be in a warmer climate!

Mrs Claus: Yes, and catch double pneumonia. Sudden changes like that are bad for people with

the sniffles.

Santa: Oh, stop fussing! Why did I have to catch this cold anyhow?

Mrs Claus: It’s your own fault. I told you not to go out last night in the sleigh.

Santa: But I had to exercise the reindeer. Dancer and Prancer are getting lazy. They had to be

ready for tonight.

Mrs Claus: I could have exercised the reindeer.

Santa: You? Mrs Santa Claus? A woman?

Mrs Claus: Women are doing lots of things these days. All kinds of jobs. It beats me – you go out

into the world every year and still I know more about what’s going on out there than

you do.

Santa: That’s because you’re always listening to the radio…

Mrs Claus: Yes, and I think I’ll turn it on now, Santa. It’ll take your mind off things.

Narrator: Mrs Claus goes across the room and switches on the radio. Immediately you hear the

strains of ‘Jingle Bells’.

Santa: (crossly) Take my mind off…


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1st Radio Voice: (cutting off Santa in mid-sentence) ‘Twas the night before Christmas when all through

the house, not a creature was stirring, not even a mouse. The stockings were hung

by the chimney with care, in hopes that St Nicholas soon would be there.

Santa: What did I tell you? All the children are expecting me – they’re waiting now – they’re

waiting for Christmas to begin… Turn that thing off. It makes me nervous.

Mrs Claus: I’ll switch it to another station…

Narrator: She does, and another voice comes on.

2nd Radio Voice: Yes, Virginia, there is a Santa Claus. He exists as certainly as love and generosity and

devotion exist, and you know that they abound and give to your life its highest

beauty and joy.

Mrs Claus: That’s what the New York Sun wrote to that little girl so long ago.

2nd Radio Voice: Alas, how dreary would be the world if there were no Santa Claus?

Santa: Certainly it would be dreary – of course it would be dreary!

Mrs Claus: Oh dear, I’d better turn it off.

Narrator: Mrs Claus gets up again and switches off the radio.

Mrs Claus: I’d like to have listened. It’s so beautiful. But it’s making you nervous.

Santa: Naturally – at a time like this! Don’t you see? If I don’t get started on my trip soon,

people won’t believe in me anymore. They’ll think there isn’t any Santa Claus.

Mrs Claus: Oh, perhaps if you didn’t go this year, they’d appreciate you more than ever. After all,

you’ve never missed a Christmas before.

Santa: And I’m not going to miss this one. Where are those elves? I thought I told them…

Narrator: Just then, Winky and Blinky run in, interrupting Santa.

Winky and Blinky: Here we are, Santa!

Winky: I’m Winky!

Blinky: I’m Blinky!

Santa: Never mind – what difference does it make if I can’t tell you apart? How are things in

the workshop? All finished? What about dolls, drums, candy canes, sleds, Nintendo

games?

Winky: There are millions of sleds and millions of drums.

Blinky: And millions of dolls and sugar plums.

Santa: Have you got some red-headed dolls?

Winky: Oh, yes, Santa Claus.

Santa: Some of the little children like red-headed dolls.

Blinky: And Holly and Jolly have given all the dolls permanents this year.

Winky: Then, if the children take them out in the rain, the dolls won’t lose their curly hair.

Santa: Fine – and what about ponies?

Blinky: The ponies have already been sent on ahead. They’re waiting in neighbour’s barns

all over the country.

Santa: Well, I’ll need some long ribbons – yards and yards.

Winky: What for?

Santa: Well, you can’t put a live pony on a Christmas tree, so I’ll loop a ribbon around its

neck and then run the ribbon through a window and tie it to the tree with a knot.

Blinky: Wonderful!

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Winky: Great idea!

Mrs Claus: Excuse me, but it’s very foolish making all those plans, Santa Claus, when you know as

well as I do…

Narrator: Suddenly two other elves, Holly and Jolly, dash in.

Holly: I’m Holly!

Jolly: I’m Jolly!

Holly: And we have come to say –

Jolly: That we’ve finished packing all the toys.

Holly: You can soon be on your way.

Mrs Claus: Santa, I tell you there’s no use…

Narrator: Another interruption as Jingle and Dingle run in from outside with snowflakes

all over them.

Jingle: I’m Jingle!

Dingle: I’m Dingle!

Jingle: We’re hitching up the reindeer – Dasher and Dancer and Vixen.

Dingle: And Comet and Cupid and Prancer – and also Donner and Blitzen!

Narrator: Just then, the seventh elf, Mistletoe, enters, also covered with snow.

Mistletoe: I’m Mistletoe! I’ve been putting on the sleigh bells. Did you hear them ring?

Oh, the sound makes me so happy – I could fairly sing.

Narrator: All the elves begin dancing around the room.

Jingle: I’m Jingle.

Dingle: I’m Dingle.

Holly: I’m Holly.

Jolly: I’m Jolly.

Winky: I’m Winky.

Blinky: I’m Blinky.

Mistletoe: And I’m Mistletoe.

All Elves: Oh! We’ve made the toys the whole year through, for every girl and boy.

And now it’s time for Christmas – for Happiness and Joy.

Narrator: Santa, catching their excitement, tries to get up from the chair.

Santa: Yes! Yes, of course it is! it’s time for me to be off! It’s getting late.

Mrs Claus: Now, Santa, you stay right there in that chair. You know as well as I do that you can’t

go anywhere tonight. It’s impossible.

Santa: Nonsense! I’ve got to go.

All Elves: Come on, come on. Oh, Santa dear! O’er all the world you’ll fly. We’ll help you get onto

the sleigh. You’ll be off in the wink of an eye!

Santa: Yes! Yes! No! No! I don’t know. I feel dizzy. My head’s stuffed up and my nose –

ker-chew, ker-chew, ker-chew!

Mrs Claus: There, you see? You’re sneezing again. Now, you just stay right there in that chair.

Jingle: But Mrs Santa Claus…

Dingle: What about Christmas?

Winky: It’s time for Santa Claus to go.

Mrs Claus: It’s no use. He can’t go. He knows that as well as I do. Here, let me tuck your blanket

around you, Santa.

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Blinky: You – you mean there won’t be any Christmas this year?

Mrs Claus: Of course there’ll be a Christmas, but he won’t have any part in it. Now Santa, don’t

you try to get out of your chair again!

Narrator: Mrs Claus tucks Santa in his chair one last time and heads out of the room.

Santa: Mrs Claus, just where are you going?

Mrs Claus: Never you mind, Santa!

Holly: Oh dear! No Christmas, Jolly.

Jolly: I can’t believe it, Holly.

Blinky: Oh, Winky! I’m going to cry.

Winky: I know, Blinky, so am I.

Jingle: Oh, Dingle! What can we do?

Dingle: Jingle, I wish I knew.

Mistletoe: I, Mistletoe, feel so blue!

Narrator: Santa begins to sneeze again and the elves run to him.

All Elves: Oh, poor Santa! Can we help?

Santa: No! No! I just feel miserable, utterly miserable! No Christmas, imagine it!

No Christmas this year.

Jingle: (wailing loudly) No Christmas!

Dingle: (not quite so loudly) No Christmas at all.

Winky: (fainter voice) No Christmas anywhere.

Blinky: (still fainter, and sadly) No Christmas for the children.

Holly: (practically a whisper) No trimmed trees.

Jolly: No filled socks.

Mistletoe: No Santa Claus!

Jingle: But there must be some way… What can we do, Mr Santa? You ought to be able to

figure something out!

Santa: I’m sorry – there just doesn’t seem to be any hope.

Dingle: But Mrs Claus said there’d be a Christmas, didn’t she?

Winky: How can there be a Christmas without Santa Claus?

Blinky: But what did she mean then?

Holly: Maybe… maybe she’s going to send all the presents to the children…

Jolly: Why, yes! Through the mail…

Mistletoe: Special delivery.

Santa: No! No! That wouldn’t do at all. The children get presents through the mail from

their aunts and cousins and grandfathers. They’re used to that kind of presents.

It wouldn’t mean a thing to them.

Narrator: Suddenly Mrs Claus enters the room wearing a long, white, bushy beard just like

Santa’s and dressed in one of his red suits, a cap, and carrying a big pack over her

shoulder.

Jingle: Why… why, it’s Mrs Santa Claus!

Dingle: And she’s wearing – she’s wearing trousers!

Mrs Claus: Certainly. I’m going to deliver the presents!

Santa: But Mrs Claus, I won’t have it. You’ve got on my other suit.

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Mrs Claus: Certainly, I have – as Dingle said, I’m wearing trousers.

Santa: Well, I simply won’t have it. I won’t have it, I tell you. Such a thing never happened at

the North Pole before!

Mrs Claus: Now, now, dear! Don’t get so excited. It’s not good for your delicate condition. Lots of

women wear pants out into the world, only they call them slacks. I’m going to do your

job tonight!

Santa: But it’s unheard of.

Mrs Claus: And while I’m gone you and the elves can get Christmas ready here the way I usually

do. Here’s a list.

Narrator: Mrs Claus hands Santa a long list of things to do.

Santa: But… but…

Mrs Claus: Now, now, no buts! Roast the turkey, fill the stockings, mash the potatoes, don’t burn

the gravy. Well, it’s all there. Just follow directions. I know it’s more work than you

usually do but at least you’ll be here in the warmth. I’ll be back in time for Christmas

dinner.

Santa: I won’t allow it. I won’t allow you to go…

Mrs Claus: Would you rather there not be any Christmas and have all the children disappointed?

Narrator: She pauses, waiting for an answer, and hearing none, says:

Mrs Claus: I thought not.

Santa: (weakly) But…

Mrs Claus: Now don’t argue. Lots of women take over their men’s jobs when they have to. And I

ought to be on my way.

Santa: But have you got the addresses? Will you know…

Mrs Claus: Of course I’ll know. Just stop at every house.

Santa: But certain things go certain places.

Mrs Claus: I won’t mix them up, and even if I did, someone might like a surprise!

Winky: Yes! Yes!

Blinky: A surprise!

Narrator: Mrs Claus starts for the door but turns once more for a last word.

Mrs Claus: Well, I’m off! And if any child peeks, there’ll be no harm done. I guess I can pass for

Santa Claus. Merry Christmas.

Narrator: The elves all run to the window and relay information to Santa Claus who is leaning

forward in his chair, anxiously.

Jingle: She’s climbing into the sleigh.

Dingle: The reindeer are all pawing and prancing now.

Winky: She’s getting all wrapped up in the big blanket.

Blinky: She looks merry as can be!

Holly: Her eyes are twinkling.

Jolly: And her nose is getting red from the cold.

Mistletoe: She’s off! There they go! Listen!

Narrator: In the distance you can hear Mrs Claus’ voice calling to the reindeer.

Mrs Claus: (voice growing fainter and fainter) Now Dasher, now Dancer, now Prancer, now Vixen.

On, Comet! On Cupid! On Donner and Blitzen!

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All Elves: Yes! There’s going to be a Christmas after all.

Santa: Yes, yes, but dear me, I don’t know what to think. Of course, I’m glad the children are

going to have Christmas, but to have Mrs Claus take my place…

Dingle: It’s all right.

Jingle: Just this once.

Mistletoe: Just for this year.

Narrator: Santa thinks this over very carefully.

Santa: Hmmmmmmmm, you never can tell with women. Now she may want to do it every

year. You’d be surprised – she’s getting more and more publicity all the time. Last

year several store windows featured Mrs Claus.

Winky: Oh, but you too, I’ll bet, Mr Santa!

Blinky: Of course!

Holly: There’ll always be a Santa Claus.

All Elves: And there’ll always be a Christmas. (waving) Merry Christmas! Merry Christmas!

Santa: (waving to all) Merry Christmas to all!

Discuss the Reader’s Theatre with the children and ask questions such as the following:

1. What was the story of the script?

2. What happened at the beginning; in the middle; at the end?

3. What was the plot (problem to be solved)?

4. Describe Santa and Mrs Claus.

5. Where is the story set?

6. Who showed friendship to Santa?

7. How did they do this?

Lesson 2

Script Read-ThroughNow it’s time for the class to practise performing their own Reader’s Theatre.

1. Assign the children their parts. There are 13 parts. If there are more than

13 children in your class, you can divide the narrator part or make some

parts choral.

2. Tell the children to highlight their part.

3. Then have them rehearse their lines.

4. As a class, read through the script, with each child reading their part.

5. Offer support to any child who needs it, by scaffolding any child who needs help with pronunciation,

speed, gestures, tone and so on.

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Lesson 3

Performance!The children will perform their Reader’s Theatre in front of an audience. This

can be recorded on a tablet. Children can self-assess using the classroom

Living Chart for Reader’s Theatre skills.

Lesson 4

Christmas Poem: A Visit from St Nicholas’Twas the night before Christmas, when all through the house

Not a creature was stirring, not even a mouse;

The stockings were hung by the chimney with care,

In hopes that St Nicholas soon would be there;

The children were nestled all snug in their beds,

While visions of sugar-plums danced in their heads;

And mamma in her ’kerchief, and I in my cap,

Had just settled our brains for a long winter’s nap;

When out on the lawn there arose such a clatter,

I sprang from the bed to see what was the matter.

Away to the window I flew like a flash,

Tore open the shutters and threw up the sash.

The moon on the breast of the new-fallen snow

Gave the lustre of mid-day to objects below,

When, what to my wondering eyes should appear,

But a miniature sleigh, and eight tiny reindeer,

With a little old driver, so lively and quick,

I knew in a moment it must be St Nick.

Clement Clarke Moore


1. Who wrote the poem?

2. What night was it?

3. Why were the stockings hung by the chimney?

4. Who is St Nicholas?

5. Where was the poet when he heard the clatter?

6. How do you know the poet was surprised to see the sleigh and eight tiny reindeer?

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7. How do you feel on Christmas Eve? Why?

8. Can you name six reindeer?

9. What images do you have in your head when you read this poem?

10. Do you think Santa would make a good friend? Why?

Divide the poem into choral parts. Ask the children to perform this poem using voice, facial expression

and body language.

Lesson 5

Story OpeningsPurpose: To focus the children’s attention on the importance of creating

a good story opening and to enable children to practise creating a story

opening

Tell the children that stories can begin in different ways. Four types of story

openings are:

● Action

● Dialogue

● Description of a character

● Description of a setting

Read the following story openings aloud and ask the children to ‘think-pair-share’ to identify which type

of opening it is.

1. Horrid Henry flicked the switch. The time machine whirred. Dials spun. Buttons pulsed. Latches

locked.

2. ‘What’s the matter with you?’ Mr Twit said. ‘Help!’ screamed Mrs Twit.

3. One cold, wintery night I discovered a magic place called Dragonland. There is a cave at the foot of a

steep mountain. I see stars twinkling in the sky and a family of fiery dragons.

4. Rabid Rebecca is a terrifying babysitter. She is very tall and thin. She wears skinny jeans, grey hoodies

and pink trainers. She is mean to everyone, in particular her brother Jack.

● Divide the children into pairs or groups.

● Allow time for them to discuss the story openings provided.

● Ask each pair or group to create a story opening using the sample they have been given.

● Then have them tell the story orally.

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Story SettingsPurpose: To focus children’s attention on the importance of creating a good

story setting and to enable children to practise creating a story setting

Explain to the children that the setting is where a story takes place, or where

the story is located. Setting includes a few elements: place, time and time in

history. For example: ‘One day last year, when I was young…’

Read the following aloud and ask the children to identify where each story is set.

1. It was a cold breezy day. The palm trees swayed in the wind. The sea crashed against the rocks.

The seagulls circled overhead.

2. When Katie woke up, she knew something was not right. Her curtains were open and it was dark

outside. She could not see her little sister in her cot. Silence engulfed her!

3. The wind whistled through the trees and my feet crunched on the dry leaves that carpeted the

ground. I could see a grey squirrel gathering nuts under a big oak tree.

4. Mum and I headed in the doors and made our way to get our tickets. We were going to see Dumbo.

The smell of popcorn and candy floss filled the air. I could almost taste the popcorn. I was so excited.

I could hear the sounds of other films as we made our way towards our seats.


● Allow time for them to discuss the story settings.

● Ask each pair or group to create their own story setting.

● Then have them tell the story orally.

Create Character ProfilePurpose: To focus children’s attention on the importance of creating good

story characters and to enable children to practise creating story characters

● Allow the children to work with a variety of materials to help them

generate ideas about characters, e.g. masks, pictures, hats.


● Ask them to invent a character and to describe the following about their

character: age, where they live, what they like/dislike, what sort of home

they live in, their hobbies/pastimes.

Christmas RecountPurpose: To recount Christmas, paying particular attention to having a good

story opening and describing in detail characters and settings

Ask the children to tell a real or imaginative account of something that

happened over Christmas. Encourage them to be descriptive.

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Lesson 6

Poem 1: Good CompanyI sleep in a room at the top of the house

With a flea and a fly, and a soft-scratching mouse,

And a spider who hangs by a thread from the ceiling,

Who gives me each day such a curious feeling.

When I watch him at work on his beautiful weave

Of his web that’s so fine, I can hardly believe,

It won’t all end up in such terrible tangles,

For he sways as he weaves, and spins as he dangles.

I cannot get up to that spider, I know,

And I hope he won’t get down to me here below,

And yet, when I wake in the chill morning air,

I’d miss him if he were not still swinging there,

For I have in my room such good company,

There’s him, and the mouse, and the fly and the flea.

Leonard Clark

● Read the poem ‘Good Company’ using voice, facial expression and body language to help the children

understand the poem. Pay attention to the punctuation and its impact when reading the poem.



● In small groups, have the children discuss the poem using the questions provided to aid them.

1. Where does the poet sleep?

2. Name the animals that sleep in the room.

3. Why do you think the spider gives the poet ‘a curious feeling’?

4. Why can’t the poet get up to the spider?

5. Do you think the poet is afraid of the spider?


7. Find a word in the poem that rhymes with the following words: weave, dangles, house, there.

8. How do you think the fly is feeling sharing a room with a spider? Why?

9. If you had to choose four animals to share your room, what animals would you choose? Why?

10. Why is good company important?


In pairs/groups, have a conversation about the qualities of a good friend or companion.

Did the spider have any of these qualities? Did the poet have any of these qualities? Who would you

rather be friends with: the spider, the flea or the mouse? Why?

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Poem 2: From a Railway CarriageFaster than fairies, faster than witches,

Bridges and houses, hedges and ditches;

And charging along like troops in a battle,

All through the meadows the horses and cattle:

All of the sights of the hill and the plain

Fly as thick as driving rain;

And ever again, in the wink of an eye,

Painted stations whistle by.

Here is a child who clambers and scrambles,

All by himself and gathering brambles;

Here is a tramp who stands and gazes;

And there is the green for stringing the daisies!

Here is a cart run away in the road

Lumping along with man and load;

And here is a mill and there is a river:

Each a glimpse and gone for ever!

Robert Louis Stevenson

● Read the poem ‘From a Railway Carriage’ using voice, facial expression and body language to help

the children understand the poem. Pay attention to the punctuation and its impact, when reading

the poem.



● In small groups, have the children discuss the poem using the questions below to aid them.

1. Where is the poem set?

2. Name four things the poet can see out the window.

3. What is the tramp doing in the second verse?

4. What is the child gathering?

5. Why do you think the poet compares the speed of the train to fairies and witches?

6. What kind of character do you think the poet is?

7. What does the poem tell us about the way the train moves? Give examples.

8. What do you think the phrase ‘painted stations whistle by’ means?

9. There are lots of rhyming couplets in this poem. This means that the end of each pair of lines

rhymes. For example: witches and ditches. Give three more examples.

10. Write down an example of a simile in the poem. Why do you think the poet uses this simile in

the poem?

11. This poem has a definite rhythm (beat). What are the words or syllables that you think bring out the

rhythm? How does the rhythm suit the poem?

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12. Do you think the journey gives the poet pleasure? How do you know this?

13. What does the poet mean by the phrase ‘each a glimpse and gone for ever’?

14. Imagine you are the child in the poem gathering brambles. Tell your story. Remember to have an

exciting story opening and to describe your character and your setting.


In pairs/groups, recount a train journey. Remember to have a good story opening and describe in detail

the characters in your story. Describe in detail the setting of your story using all your senses.

Assessment

A Peer AssessmentThe storytelling groups discuss what went well in their group work and areas that could be improved.

The children can use the ‘Classroom Living Chart, as their assessment tool.



C Rubrics on Storytelling and AnecdotesUse the storytelling and anecdotes rubrics on page 178 of this Resource Book to assess children’s


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6

UN

IT

Text Type: Oral ReportsTheme: Space

Space, or outer space, is where all the planets, stars and galaxies are found. It is very difficult to explore space as it contains no air and is so large. Manned spacecrafts are designed to produce air that astronauts can breathe and to protect them from the extreme hot and cold temperatures of space.


2. Digital Poster: Oral Reports

3. Game: My News


2. Discussion: Structure of a Report

3. Interview Role-playLesson 3 1. Slideshow: Space Lesson 4 1. The Think-Aloud Strategy

2. Report Role-playLesson 5 1. Report Scenarios


3. Game: Articulate

Lesson 6 1. Poem 1: ‘Brother’

2. Poem 2: ‘The Alien’


moon lunar crashed orbit probe mission

sightings unidentified flying object (UFO) military exercises temperature

spacecraft investigation alien mammals pods hydrogen

isolated maximum astronomers universe telescope humankind

energy atmosphere gravity oxygen rays signals

surface natural satellite space station relay trillions

cosmonauts astronauts invented shields solar system artificial

sat nav


Lesson 1

Brainstorm!Reports can be used to a) inform your audience about a topic; b) persuade

your audience to do something or c) just tell an interesting story. Reports can

be planned, such as reporting on a project, or unplanned, such as the plenary

part of a lesson.

Invite the children to brainstorm the following: What skills do we need for reporting?


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Digital Poster: Oral ReportsIntroduce the topic ‘Oral Reports’ by having the children listen to the reports modelled on the


Script

Report 1

Good morning, boys and girls. My name is Orla Ryan and I want to talk to you

about the moon.

I have chosen to speak about the moon because it has fascinated people for

thousands of years. Ancient religions often held festivals when there was a

full moon. The Ancient Greeks believed that a Greek goddess called Phoebe

pulled the moon into her chariot each night, returning it in the morning.

Scientists believe that the moon formed when the Earth was struck by a planet-sized object. The moon

is the brightest object in the night sky. It orbits or moves around the Earth once in every 27 days. We

only see one side of the moon as it travels around the Earth. The moon is covered with deep craters and

mountains. There are no plants or animals living on it.

In 1959, the first probe landed on the moon’s surface. In 1961, John F. Kennedy, the United States (US)

President, promised that by the year 1970, humans would land on the moon and return safely to Earth.

His dream became a reality in 1969, when Neil Armstrong and Buzz Aldrin walked on the moon. They

planted the US flag in lunar soil before returning safely to Earth.

I would like to finish up by saying that scientists from all over the world are still studying the moon in

the hope of answering some of the many questions that still exist. Who knows, maybe you could be

part of the next mission to land humans on the moon! Thank you.

Report 2

Welcome to today’s news. My name is Adam Kowalski and I am reporting from

Cork Harbour.

There is great excitement here in County Cork today as there are a number of

reported sightings of an unidentified flying object (UFO). Tom Farrell, a pilot

with Aer Lingus, described seeing ‘a really bright light’ in the sky this morning

around 4.37 a.m. He claims that it nearly blinded him as he flew over Cork Harbour. Two other pilots

from different airlines reported seeing the bright light around the same time. Shannon air traffic control

received calls asking if there were any military exercises taking place in the area at the time.

A local fisherman said that he had also seen the bright light as he set out on his fishing trip. He claimed

that the object looked like a spacecraft and that it flew through the sky at a great speed. He said that he

had seen some unusual things in his life but that this was definitely the strangest! He now believes that

there really were strange creatures – aliens – flying the spacecraft!

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I have been informed that the Gardaí have been called in to investigate these strange sightings. At this

time, the Gardaí are asking anyone who saw anything unusual in the sky to please come forward, to help

with their investigation.

Report 3

Welcome to Nature Alive. My name is Paula O’Reilly. Today, I am going to speak

to you about dolphins.

These intelligent aquatic animals have their own language. Dolphins squeal,

whistle, click and bark to talk to each other. Like whales, dolphins are

mammals. This means that the mothers generally give birth to live young and

then produce milk for them. Dolphins and whales come to the surface of the

water to breathe.

Female dolphins are called cows, males are called bulls and young dolphins are called calves. Dolphins

have long snouts that hold around 100 teeth. They eat small fish and squid. They catch the food in their

mouths and swallow it whole. Large dolphins, like orcas, eat marine mammals such as seals or sea lions

and sometimes even turtles.

Many dolphins travel in groups called pods. Some dolphins, like orcas, live in pods of 5–30. The orca is the

largest dolphin. The smallest dolphin is the Heaviside’s dolphin.

Report 4

Welcome to the weather report. My name is Maria Perez.

Throughout the morning, the weather will be unusually warm. It will be 18 °C

in Dublin and 17 °C in Cork. The warmest temperature recorded will be in

the Midlands later this morning, where the temperature will reach 19 °C

in Portlaoise.

By the afternoon, the temperature will soar into the 20s throughout the

country. Make sure to put on lots of sun cream to avoid the risk of skin cancer!

We can expect to see cooler temperatures overnight with temperatures in most areas dropping to around

7 °C. It will be mainly dry, with a little rain in the southwest.

Tomorrow will be mostly warm and dry, with temperatures around 17 °C in most parts of the country.

There is a chance of a few showers developing in the southwest towards evening.

The national outlook for the rest of the week is good. It will be mainly warm and sunny up to and

including Friday. There may be a few isolated showers but these will mostly occur on higher ground.

Maximum temperatures will fall between 14 and 20 °Celsius during most days prior to the weekend.

That’s all from me. Enjoy the sunshine. Now, back to the news desk.


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Ask questions using the Five Ws and H (Who, What, When, Where, Why, How?), for example:

1. Who is giving the report?

2. What is the report about? / What did you learn from this report?

3. When did the event happen?

4. Where is the report taking place?

5. Why is the person reporting this?

6. How did the event happen?

Game: My NewsPurpose: To provide a framework for the children to give an oral news report

based on their own experiences. The Five Ws and H framework outlined above

can be used here.


● Allow each pair about five minutes to write their news.

● Then, ask Child A to tell their news to Child B, paying particular attention to

the Five Ws and H, as mentioned above.

● Allow the children to reverse their roles.

● Give each child an opportunity to report their news to the class.

● Allow the children to present their reports using a cardboard box with the front cut out, if you wish.

● Record the report to replay and self-assess, as it might be useful.

Lesson 2

Silent Video1. Show the video of a news reporter. Ask the following questions:

● Who is reporting?

● What is the report about do you think?

● Where is the report being reported from do you think?

● When is the report being made do you think?

● Why is the report being given do you think?

2. Show the video again if the children are unsure of the answers.

3. Ask the children to think about the news shown on television.

4. Brainstorm with children the non-verbal skills involved in the reporting of the news, e.g. nodding,

eye contact, gestures, facial expressions.

5. Record these skills on a classroom Living Chart.

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Examples:

● Eye contact – look at your audience.

● Gestures – use hand and body gestures.

● Facial expression – show your emotion.

Discussion: Structure of a Report ● Ask the children to discuss the structure of a report.

● Record the planning structure of a report on a classroom Living Chart.

Interview Role-playPurpose: To enable/encourage the children to ask questions and then report

back to the class


● Ask Child A to be a certain character, e.g. doctor, teacher, dentist,

hairdresser, astronaut, scientist, footballer, carpenter, driver.

● Allow Child B to ask Child A questions to try to find out as much

information as they can from Child A, for example: Who do you work

with? Where do you work? When do you work? What do you like doing?

Why do you wear a uniform?

● Give Child B the opportunity to report to the class what they found out

from asking their probing questions.

● Allow the children to reverse their roles.

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Lesson 3

Slideshow: Space1. Introduce the topic Space by referring to the slides and playing the audio.

2. Where necessary, pause to explain or discuss particular words or phrases (e.g. hydrogen, atmosphere)

if it is felt that some children do not understand them.

Slide 1 Astronomers are scientists who study the universe and what is in it. Before the telescope was invented in the 1600s, astronomers had to rely on their eyes alone. Today, astronomers use many different types of telescopes to see farther and deeper into space. They study our solar system and the different objects in it. They study other stars to see how they are born, how they live and how they die.

Slide 2 The sun is a star, one of the trillions in the universe. The sun is mostly made up of gas called hydrogen. The sun produces huge amounts of energy that streams to Earth in waves of light and heat. Without this heat and light, the Earth would be too cold for plants and animals to survive.

Slide 3 A layer of air called atmosphere surrounds the Earth. This shields us from the sun’s burning rays and contains the oxygen we breathe! A force called gravity holds the atmosphere around the Earth. Although the atmosphere protects us from the harmful rays of the sun, we can still get sunburned if we don’t wear sunscreen.

Remember: Never look directly at the sun as its strong rays could damage your eyes.Slide 4 Neil Armstrong and Buzz Aldrin were the first people to land on the moon. Their small

craft, the Eagle, landed on the moon on Sunday, 20th July 1969. Apollo 11 was the name of the main spacecraft they travelled on. Neil is reported to have said: ‘That’s one small step for a man, one giant leap for mankind.’ Neil and Buzz raised the US flag on the moon. They stayed on the moon for over two hours, collecting soil samples from its surface.

Slide 5 The Space Age is when humans started exploring space. Before then, the only satellite to orbit the Earth was the moon. Today, there are almost 5,000 artificial satellites orbiting Earth. Some satellites relay internet, television, phone and sat nav signals. Others study our weather and our universe!

Slide 6 The moon is the Earth’s only natural satellite. This means that the moon orbits around the Earth. It orbits the Earth every 27.3 days. Next to the sun, the moon is the brightest object in our sky. The Earth’s tides are caused by the pull of the moon’s gravity.

Slide 7 The International Space Station, known as ISS, is the largest manned object ever sent into space. Astronauts live on board the ISS. There is no force of gravity on board the ISS, so everything, including the astronauts, floats! Imagine trying to eat a meal, have a shower, wash your clothes while on board the ISS. Astronauts and cosmonauts must train for years before they travel to space.

Slide 8 The future of space exploration is very exciting. There are many missions planned. In 2020, the second part of the mission called ExoMars will take place. This mission is trying to discover if life has ever existed on Mars. In 2016, the mission landed a rover on the surface but it crashed. In 2020, another rover will attempt to land on Mars and drill down into the surface to collect soil samples. There are even plans to have manned missions to Mars!

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Group Discussion

Arrange the children in groups of four. Ask them to discuss the following:

1. Who were the first people to walk on the moon?

2. What did you know about the moon before this lesson?

3. Where is the Earth’s atmosphere?

4. When is the next mission to Mars planned?

5. Why does everything float on the International Space Station?

6. Would you like to visit the International Space Station? Why?

7. What would you like to learn about future space missions?

8. If you were to create another slide for the slideshow, what information would you include on it?

Each group should write down Five Ws and H questions (Who, What, When, Where, Why, How?) about the

slides. Ask the other members of your group the questions.

Lesson 4

The Think-Aloud StrategyPurpose: To model for children the skills used in engaging in reporting

● Model reporting by working with one group of children at the top of the class. You are the reporter.

The other children observe what is happening.

● Model using the think-aloud strategy. Verbalise aloud; describe things you want the children to note

when reporting. For example: ‘When I am engaging in reporting, I am trying to give my audience facts

about a particular topic (in this instance, Mars). First, I must research my topic and gather some facts.

These facts can be filled in on a mind map.’

● Then, using the mind map example below as guidance, talk about Mars, highlighting all the reporting

skills being used.

You can use a selection of the text type oral report vocabulary on page 193 of this Resource Book to

scaffold the children.

Mind Map Example

How many moons has Mars?

What is the weather like on Mars?

What colour is Mars? Interesting facts about Mars

How far is Mars from the sun?

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Sample Report

Hello. My name is ________________. My chosen planet is Mars.

Mars is the fourth planet from the sun. This planet is named after Mars, the Roman god

of war. Mars has two moons – Phobos and Deimos. Olympus Mons, the tallest mountain

known in the solar system, is on Mars. Scientists have found a lot of volcanic ash on Mars,

which suggests that Olympus Mons might still be an active volcano.

Mars experiences huge dust storms. These storms can last for weeks, covering the planet

in dust. Mars is sometimes called the Red Planet because of the brownish-red colour of its

surface. Mars is the second smallest planet in the solar system after Mercury.

As I said earlier, Mars is the fourth planet from the sun. It has two moons and the tallest

mountain in our solar system. It is called the Red Planet as it is covered in dust. During

storms this dust covers the whole planet.

I hope you learned something new about Mars from my report. Thank you.

Report Role-playPurpose: To give the children an opportunity to prepare and deliver a report.

Children will use research and organisational skills in preparation for the oral

report. Then they will deliver the report, and be mindful of the structure of

their reports.


● Ask each pair to choose one of the following topics to research:

1. Our solar system

2. Any of the planets in our solar system

3. Astronauts

4. Neil Armstrong

5. Yuri Gagarin

6. Satellites

7. Life on board the International Space Station

8. Stars

9. The Milky Way

10. Future missions to Mars or anywhere in space

● Once they have completed their research, ask the children to write their findings on a mind map

similar to the one they used earlier.

● Allow each pair to report to the class, making sure that they have an introduction, a body and a

conclusion in their report.

● Record the report to replay and self-assess, as it might be useful.

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Lesson 5

Report ScenariosPurpose: To encourage the children to work together and use the text type

vocabulary for reports


● Assign each pair a scenario (examples of scenarios below).

● Ask the children to plan and discuss their report. They must remember to

use the Five Ws and H questions used earlier to interview their partners.

● Allow the children to report back to the class what they learned.

Scenario 1: You have been chosen to go on the next mission to the moon. However, you would much

prefer to go on the next mission to Mars. Report to the class what you do.

Scenario 2: Imagine you are a news reporter who has been sent to cover a story about a UFO. You are

sent to interview some local people to see what happened. Report your findings.

Scenario 3: Imagine you travel back in time to interview Neil Armstrong. Report what you learned

from him.

Scenario 4: Imagine the teacher asks you to report on your recent science/geography project. It may be

about gravity, day and night, or future missions. Plan your report. Report to the class.

Scenario 5: Aliens have abducted you. You must convince them to return you safely to Earth. Report

what happens.

Game: Roll the BallPurpose: To consolidate vocabulary learned about space and to improve

auditory memory


● Ask one child to roll the ball to another child in the group.

● When the child catches the ball, have them say a new word that they

learned about space, for example: astronomers, universe, telescope,

hydrogen, energy, atmosphere, gravity, oxygen, rays, humankind, surface,

natural, satellite, International Space Station, mission, relay, signals,

cosmonauts, astronauts, orbit, invented, shields.

● Do not allow the children to say a word already mentioned. If they cannot

think of another word, they are out of the game. The winner is the person

who can say the most words.

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● Display the first word on the interactive whiteboard and ask all the

Child As to read it. Then hide the word.


their partner to guess the word, without saying the word themselves.

If Child B says the correct word within 30 seconds, s/he wins a point.



Lesson 6

Poem 1: Brother I had a little brother

And I brought him to my mother

And I said I want another

Little brother for a change.

But she said don’t be a bother

So I took him to my father

And I said this little bother

Of a brother’s very strange.

But he said one little brother

Is exactly like another

And every little brother

Misbehaves a bit he said.

So I took the little bother

From my mother and my father

And I put the little bother

Of a brother back to bed.

Mary Ann Hoberman

● Read the poem ‘Brother’ using voice, facial expression and body language to help the children


● Then have the children read the poem. Encourage them to use their voice, facial expression and

body language as modelled.

● Use the following questions to encourage the children to discuss the poem:

1. What did the child in the poem want?

2. What did the child say to his mother?

3. What did the mother say to the child?

4. What did the father say about little brothers?

5. Where was the ‘little bother of a brother’ put at the end of the poem?

6. Why do you think the poet thought his/her little brother was ‘very strange’?

7. Would you agree that ‘every little brother misbehaves a bit’?

8. How did this poem make you feel? Why?

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● Plan a report about your little brother or sister, or a friend’s little brother or sister, if you don’t have

one. Share your report with the person sitting next to you.

● Work in pairs: Child A is a news reporter. Child B is the big brother. The news reporter must interview

the big brother using the Five Ws and H questions. Child A must then report their findings to the

whole class.

Poem 2: The AlienThe Alien

Was round as the moon.

Five legs he had

And his ears played a tune.

His hair was pink

And his knees were green,

He was the funniest thing I’d seen.

As he danced in the door

Of his strange spacecraft.

He looked at me –

And laughed and laughed!

Julie Holder


1. How many legs had the alien?

2. What colour were his knees?

3. What did his ears do?

4. Where did he dance?

5. What did he do when he went through the door of his spacecraft?

6. What do you think the alien was doing on our planet?

7. Why do you think he was laughing?


9. Imagine you have been asked to write a report about this alien. Tell the person sitting next to you

what you would say in your report.

10. Imagine you saw an alien. Write a poem about your adventure.

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Assessment

A Peer AssessmentThe pairs/groups discuss what went well in their work and areas that could be improved. The children can




C Rubrics on Oral ReportsUse the oral reports rubrics on page 182 of this Resource Book to assess children’s improvement in

text type.

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Text Type: Giving and Following InstructionsTheme: Inventions

People have always been interested in inventing. In Victorian times, there were many major inventions, especially in transport, science and communication, that affected the lives of people both then and now.


2. Digital Poster: Instructions

3. Game: Locate the Object

4. Game: Treasure Map


2. Barrier Games

● Lego Construction

● GridsLesson 3 1. Slideshow: Inventions Lesson 4 1. The Think-Aloud Strategy

2. Instruction Stations

3. Game: Giving Instructions for How

to Play a GameLesson 5 1. Instruction Scenarios

2. Game: Role-play – Witch’s Spell

3. Game: Articulate

Lesson 6 1. Poem 1: ‘The Ship of the Desert’

2. Poem 2: ‘The Chimney Boy’s Story’


ingredients blender decorate mixture rinse toothbrush

toothpaste counter die (dice) space musical instrument

perform label shaker spell witch disappear

inventor invention spinning jenny weaving Morse code telegraph

cable telephone patent smartphone features calculator

fuses switches sockets commercial generate infectious

antibiotics surgery anaesthesia sterilising germs mechanical

electronic device communicate


Lesson 1

Brainstorm!Invite the children to brainstorm the following:

1. What are the skills involved in giving and receiving instructions?

2. What verbs does your teacher use when giving instructions to the class?

Show the children the spider diagrams on the interactive whiteboard.

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nit 7Text Type: Giving and Following InstructionsTheme: Inventions Digital Poster: Instructions

Introduce the topic ‘Instructions’ by having the children listen to the conversations modelled on the


Script

1 Mammy and Ava are making a strawberry milkshake

Mammy: Ava, to make a strawberry milkshake, we must first get the

necessary ingredients. We are going to need ice cream, honey,

milk, natural yogurt and strawberries. Then, we must wash and

slice the strawberries.

Ava: I can do that!

Mammy: Great, thanks! Next, we put the ice cream, honey, milk, natural yogurt and strawberries into

the blender.

Ava: Can I turn on the blender?

Mammy: Okay. Put all the ingredients into the blender and don’t forget to put the lid on. Then, push

the button to start it. Stop the blender when the milkshake mixture looks thick and creamy.

That means it is ready. While you are doing that, I’ll get the glasses ready. We can then pour

the mixture into the tall glasses.

Ava: What will we use to decorate the milkshakes?

Mammy: We will decorate them with sliced strawberries and sprinkles of crushed chocolate. To end,

we just add straws.

Ava: Wow! They look delicious!

2 Zara is showing her younger sister Maya how to brush her teeth

Zara: Maya, your teeth are very important for chewing and eating.

You need to take good care of them, always. I want to show you

the best way to take care of your teeth. We need to get you a

toothbrush and some toothpaste.

First, you should put some water on your toothbrush.

Then, put some toothpaste on the toothbrush.

Bring the toothbrush to your teeth and start brushing in circles.

Keep doing this for at least two minutes.

Then, spit out the toothpaste, carefully, into the sink.

Rinse your mouth with a glass of water.

Finally, wash your toothbrush, properly, and then smile at yourself in the mirror.

Maya: Thanks, Zara.

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3 Granny and Cian are playing Snakes and Ladders

Granny: Cian, it’s a wet day. Let’s play a game of Snakes and Ladders.

Cian: Great! Will you teach me how to play as I don’t know the rules?

Granny: Of course, I will. To begin, we take the game out of the box, open

up the board and place it on the table. Each player takes a counter

and must put it on the square with the number 1.

Cian: Okay, I’ve placed my counter there beside yours.

Granny: Next, we take turns to roll the die. Move your counter forward the number of spaces shown

on the die. If your counter lands at the bottom of a ladder, you can move up to the top of

the ladder. However, if your counter lands on the head of a snake, you must go down to the

bottom of the snake.

Cian: That’s fine. So, I go up the ladders but have to go down the snakes.

Granny: That’s right. The first person to get to the square with the number 100 wins the game.

Cian: Great! Let’s play!

4 Daddy is explaining to Jasmine how to make a shaker (musical instrument)

Jasmine: Daddy, I have a project to do tonight. I need to make a musical

instrument for school tomorrow.

Daddy: How about I help you to make a shaker? It is easy enough to make.

Jasmine: That would be great! How do we make a shaker?

Daddy: To begin, we need to get a plastic bottle with a screw top. Any

juice or water bottle should do. I have one here in my briefcase.

We must wash the bottle, make sure it is dry inside and remove

the label.

Jasmine: I’ve done that. What’s the next step?

Daddy: We can put rice, beans, marbles or lentils in the bottle. Only half fill the bottle. After that,

screw the lid on tightly.

Jasmine: Okay, I’ve done that.

Daddy: The final step you need to do is decorate your shaker.

Jasmine: Brilliant! I have lovely stickers to put on it.

Daddy: Finally, you are ready to perform!

Replay each conversation. Divide the children into pairs. Ask them to record key information using the

Five Ws and H (Who, What, When, Where, Why, How?).

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For example:

1. Who is giving the instructions?

2. What instruction words are used in each scenario? Make a list for each.

3. When are the instructions being given?

4. Where are the instructions being given?

5. Why is the individual giving the instructions?

6. How are the instructions given?

Discussion

Instructions tell someone how to do something. Have a general class discussion about giving instructions.

Individual children may recount their own experience of giving instructions when cooking, playing

games, etc.

Follow-up: After listening to the sets of instructions, revise and brainstorm with the whole class the oral

language skills involved in giving instructions.


1. Speak clearly.

2. Make sure your audience is paying attention.

3. Use short sentences.

4. Use verbs in your instructions.

5. Use hand gestures, especially when giving directions.

6. Keep eye contact.

Game: Locate the ObjectPurpose: To encourage the children to instruct a blindfolded person how to

find an object. The blindfolded person must follow the instructions to locate

the object. This game requires the use of clear, precise instructions. It gives the

children an opportunity to practise the language of position and direction.

This can be a whole-class activity performed in the school hall or gym or in any

confined open space.

● Ask one child to pretend to be Issa from the story ‘Mysterious Traveller’, trying to locate an object.

● Blindfold one child and place an object, e.g. ball, somewhere in the open space.

● Allow any number of children from the class to take turns to direct the blindfolded child towards the

object. Two children working collaboratively at one time might be best.

● At the start, ask the children to count how many instructions they think they will need to give to the

blindfolded child to locate the chosen object.

● Ask the next two children giving the instructions to aim to reduce the number of instructions needed

to locate the object.

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Game: Treasure MapPurpose: To encourage the children to give and follow instructions in order to

find where the treasure is buried


● Give both children a copy of the map (PCM 2).

● Ask Child A to mark with an X on the map where the hidden treasure is

buried making sure Child B doesn’t see.

● Then ask Child A to give instructions to Child B, who marks on their map where they think the treasure

is buried.

● Allow the children to compare results.

● Then ask the children to reverse their roles.

Lesson 2

Silent Video ● Show the video of the person baking, without the sound.

● Ask the children the following questions:

1. What ingredients were needed?

2. What was the first step?

3. What was the second step?

4. What was the next step?

5. What was the final step?

6. If you could change the recipe, how would you change it?

7. Can you retell the recipe, paying particular attention to sequencing

the steps?

8. If you could invent a recipe, what would you invent?

● Brainstorm with the children the skills of giving instructions. Record these skills on a classroom Living Chart.

Examples might include:

● Organise your information into clear points.

● Use lots of detail.

● Use verbs in your instructions.

● Have a definite ending.

● Speak clearly (paying attention to tone, pace, pitch, volume).

● Use facial expressions and hand gestures.

● Keep eye contact.

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Barrier GamesGame 1: Lego Construction

Purpose: To encourage the children to give and follow instructions. One child

creates something and then gives instructions to another child in order for

them to create the same thing.

1. Arrange the children in groups of three (Child A, Child B and Child C).

Child A holds a book as a barrier between the other two children, so

that they are unable to see what the other is doing/building.

2. Give Child B and Child C the same materials, e.g. Lego blocks.

3. Ask Child B to build something with their blocks.

4. Ask Child B to give instructions to Child C on how to build the same thing.

5. Allow Child C to ask questions to help them in the construction.

6. When Child C is finished, tell Child A to remove the barrier.

7. Allow the children to discuss the results. They can assess what skills they used during the activity.

Game 2: Grids

Purpose: To encourage the children to give and follow instructions.

Child A places an object on a grid and then gives instructions to

Child B in order for them to place their object in the same position

on their grid.

1. Arrange the children in groups of three (Child A, Child B and

Child C). Child A holds a book as a barrier between the other

two children, so that they are unable to see what the other is

doing.

2. Give Child B and Child C a copy of the grid (PCM 3) and

some objects.

3. Ask Child B to place an object or objects on the grid.

4. Tell Child B to give instructions to Child C on where to place the objects on the grid.

5. Allow Child C to ask questions to help them place the objects on the grid.

6. When Child C is finished, tell Child A to remove the barrier.

7. Allow the children to assess what skills they used during the activity.

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Lesson 3

Slideshow: Inventions1. Introduce the topic Inventions by referring to the slides and playing the audio.

2. Where necessary, pause to explain or discuss particular words or phrases (e.g. Morse code,

infectious) if it is felt that some children do not understand them.

Slide 1 Humans have been inventors since the beginning of time! Stone Age people learned

how to use fire: they invented ways of cooking and lighting up the darkness. They

invented bows and arrows for hunting. They even made sewing needles out of bone. Slide 2 The spinning jenny was invented in England in 1764 by James Hargreaves. This weaving

machine was operated by a wheel, which could spin eight threads at once. This machine

hugely reduced the amount of work needed to produce cloth.Slide 3 Samuel Morse was an American inventor. In the 1830s, he developed the long-distance

communications system known as Morse code. Every letter of the alphabet and every

number has its own code. The most famous Morse code message was dot-dot-dot-

dash-dash-dash-dot-dot-dot. This spelt out SOS, a message that someone needed help

quickly. Telegraph messages were sent between countries by cables under the sea.Slide 4 The first simple telephone was invented in the middle of the 1800s. In 1876, Alexander

Graham Bell was given the first patent in the United States for the telephone. Bell spoke

the first recorded words on a telephone: ‘Mr Watson, come here. I want to see you.’

Today, many people use mobile phones and smartphones. These phones have lots of

features such as caller ID, texting, internet access, cameras, calculators and much more.Slide 5 Thomas Edison was one of the greatest inventors of all time. One of his most famous

inventions was a working light bulb. He also invented safety fuses and on/off switches

for light sockets. In 1882, Edison opened the first commercial power station to generate

electricity. The electric age had begun! Slide 6 At the beginning of the nineteenth century, many hospital patients died, due to the

spread of infectious diseases. There were no antibiotics, so surgery was very dangerous.

The first surgery using anaesthesia took place in the United States in 1846. This meant

that patients did not feel pain during surgery. Carl Reichenbach developed carbolic

acid for sterilising, which means all germs are killed. In the 1860s, Joseph Lister realised

that carbolic acid could be used to sterilise surgical equipment and so prevent infection

spreading. The first antibiotic was discovered in 1928. This was used to treat lots of

infectious diseases.

Scientists are continually working to invent new cures and medicines! Slide 7 John Logie Baird was born in Scotland in 1888. Baird was one of the inventors of

the television. Television has changed considerably since it was first invented. Early

televisions used a mechanical device to create the picture and more modern televisions

use an electronic device. Today, we have smart televisions and 4K televisions. What will

future televisions be like?

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Discussion

Have a general class discussion about inventions. Individual children may be asked:

1. What has been the impact of each invention in the slideshow?

2. Which invention has had the greatest impact on the world and its people: the telephone or

antibiotics?

3. Which inventions do you think have had a positive (good) effect on our world? Why?

4. Which inventions do you think have had a negative (bad) effect on our world? Why?

5. If you could invent something, what would it be and why?

6. What inventions have your parents and grandparents seen?

Lesson 4

The Think-Aloud StrategyPurpose: To model for the children the skills used in giving instructions

● Model using the think-aloud strategy. Verbalise aloud; describe things you

want the children to note when giving instructions. For example:

Ū ‘When giving instructions, I should keep eye contact with my audience/

person I’m instructing and vary my tone of voice.’

Ū ‘I should speak slowly and clearly. I can use words like: To begin the process, I need to…; Next…;

Alternatively, you may…; In conclusion…’

Ū ‘I can use hand gestures and facial expressions to emphasise/demonstrate what I am saying.’

Ū ‘When giving instructions, I use the verbs put, cut, use, write, draw…’

Ū ‘I must try not to give too many instructions together as the listener may become confused or

forget them.’

● Give the children the text type giving instructions vocabulary on page 190 of this Resource Book to

scaffold them and aid them giving instructions.

Instruction StationsPurpose: To give the children the opportunities to listen to and follow

instructions

● Arrange the children in pairs (Child A and Child B).

● Allow each pair to choose one of the topics on the next page to give

instructions on.

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● Allow each pair to work together to sequence the instructions for their choice.

● Ask them to write their instructions on paper.

● Circulate between groups, scaffolding any children who need help.

● Ask the children to tell or read the instructions to each other and then edit them before reading them

to the class.

Game: Giving Instructions for How to Play a Game Purpose: To encourage the children to work independently to give

instructions for how to play a game

● Arrange the children in small groups of three or four.

● Give each child in the group an opportunity to tell how to play their

favourite game.

● Allow the group to decide which of the games to explain to the rest of

the class.

● Tell the group members to explain what equipment is needed to play the game and give instructions

on how to play it. These instructions must be in sequence.

1. How to get from your home to school

2. How to get from your home to the

doctor’s surgery

3. How to use the toaster

4. How to make pancakes

5. How to make breakfast

6. How to cook an egg

7. How to find out if something floats

or sinks

8. Where to find a jar of coffee in

your kitchen

9. How to tie your shoelaces

10. How to draw a cow

11. How to care for your pet dog

12. How to ride a bicycle

13. How to play the card game Snap

14. How to play tag

15. How to use a microwave

16. How to plant some seeds

17. How to make a bed

18. How to use a mobile phone

19. How to buy a ticket for the cinema

20. How to cross the road safely

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Lesson 5

Instruction ScenariosPurpose: To encourage the children to work together and use the text type

vocabulary for instructions


● Give each pair a scenario (examples of scenarios below).

● Ask the children to plan and discuss their scenario. They must remember

to use some of the text type vocabulary for giving/following instructions

they have learned during previous lessons.

Scenario 1: You are about to play a board game, e.g. Draughts, Monopoly or Connect 4. When you

open the box, the instructions are missing. You must explain to your friend how to play

the game. Change roles and choose another game.

Scenario 2: You are a famous chef. Someone has stolen your recipe book. The restaurant is full.

Explain to your partner how to make spaghetti Bolognese.

Scenario 3: You are an inventor. You have to invent a new mode of transport that goes on land and on

water. Explain how your invention will work.

Scenario 4: You are a scientist. You have just invented a new medicine that will prevent people from

getting older. Explain to your partner how your new medicine will work.

Scenario 5: You are a famous inventor who has just invented a robot. Explain how your robot works

and what it can do.

Game: Role-play – Witch’s SpellPurpose: To enable the children to work together to invent a magic spell


● Ask each group to pick one of the following spells:

Ū A spell to turn your friend blue or any other colour

Ū A spell to turn your friend into a frog

Ū A spell to make your teacher disappear

Ū A spell to have your homework done automatically

Ū A spell to make a bully disappear

Ū A spell to improve your handwriting

Ū A spell to make it stop raining

Ū A spell to make your dinners delicious

● Ask the class to brainstorm terms related to magic to find out what vocabulary the children know.

They can then add these words to the list.

● Tell each group they must give clear instructions to the whole class on how to do the magic spell.

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their partner to guess the word, without saying the word themselves. If

Child B says the correct word within 30 seconds, he or she wins a point.



Lesson 6

Poem 1: The Ship of the Desert

● Read the poem ‘The Ship of the Desert’ using voice, facial expression and body language to help the

children understand the poem.



● Use the questions on the next page to encourage the children to discuss the poem.

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1. What is stored in the camel’s hump?

2. What does the camel do during sandstorms?

3. Why does the camel have broad feet?

4. Do you like the way the poet has written the poem in the shape of a camel? Why?

5. Why do you think the poet calls the camel a ‘grumpy mammal’?

6. Why do you think the camel is sometimes called the ‘desert ship’?

7. What words does the poet use in the poem to describe the camel?

8. What does the phrase ‘it has a natural thermostat’ mean?

9. Would you like to ride on a camel’s back? Why/Why not?

10. How is the camel useful to people in deserts?


● Ask the children to write a shape poem about a new invention.

● Explain that they should write down as many words and phrases they can think of to describe it.

● Ask them to write a draft poem and then edit it.

● Allow them to draw an outline of their invention and write their shape poem in it.

Poem 2: The Chimney Boy’s Story‘Inside the chimney, high I climb.

It’s dark inside the sooty stack.

I bang my head, I graze my back,

I lose all sense of passing time.

Inside the chimney,

high I climb.

‘Inside the chimney, high I climb.

Far, far above … a patch of blue

where one white cloud drifts into view.

I stop to rest, but that’s a crime.

Inside the chimney,

high I climb.

‘Inside the chimney, high I climb.

My bare feet slip on crumbling bricks.

I clear rooks’ nests – dead leaves and sticks.

The master yells, “Get working, brat!”

I’m starved. Sometimes I eat stewed rat.

Soot’s in my hair. I’m tasting grime.

Inside the chimney,

high I climb.’

Wes Magee

Ask the children to form a circle and talk about the poem. They should analyse and express their own

experiences and feelings, and communicate their opinions to the class.

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1. Who is telling the story in this poem?

2. What job did the chimney boy do?

3. Why is stopping to rest a ‘crime’?

4. What did the boy clear out of the chimney?

5. Why do you think the boy was wearing no shoes?

6. What phrases tell us that the master does not treat the boy well?

7. Why do you think the boy sometimes eats stewed rat?

8. Do you think the boy is from a rich family or a poor family? Why?

9. What age do you think the boy in the poem is? Why?

10. Do you think being a chimney sweep was a safe job for a boy or girl to do?


1. In pairs, the children discuss what has been invented to clean a chimney.

2. Role-play: Imagine you are a chimney boy’s boss. Give instructions on how to clean a chimney.

Assessment

A Peer AssessmentThe groups discuss what went well in their group work and areas that could be improved. The children

can use the ‘Classroom Living Chart’ as their assessment tool.



C Rubrics on Giving and Following Instructions Use the giving and following instructions rubrics on pages 180 and 181 of this Resource Book to assess

children’s improvement in text type.

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Text Type: Arguments and Informal Debates

Theme: Food

We all need food to live and grow. Food gives us energy to work and play. It keeps us healthy and strong. People from different countries eat different foods!


2. Digital Poster: Arguments

3. Game: Agree or Disagree


2. Game: Counterargument Tennis

3. Game: What Would You Say?Lesson 3 1. Slideshow: Food Lesson 4 1. The Think-Aloud Strategy

2. Argument/Informal Debate

StationsLesson 5 1. Advertisement Detective:

Persuasive Language

2. Game: Make an Advertisement

3. Game: Articulate

Lesson 6 1. Poem 1: ‘The Dinosaur’s Dinner’

2. Poem 2: ‘Fast Food’

3. Questions on ‘Bear in There’ from

the reader Ready to Go!


courtroom debate patiently definitely guilty recap

argument decision apologise frightened wrecked creatures

facts borrow realised abuse angrily neighbour

fault imagine scalded alleges diet balanced

healthy six groups spreads portions servings wholemeal cereals

protein vitamins minerals energy dairy carbohydrates

calcium active cells limit intake


Lesson 1

Brainstorm! Invite the children to brainstorm the following:

What are the necessary skills for arguing and taking part in informal debates?


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Digital Poster: Arguments Introduce the topic ‘Arguments’ by having the children listen to the arguments/debates modelled on the


Before listening, encourage the children to see how important it is to take turns when speaking.

Script

1. Goldilocks and the Three Bears are appearing before Judge Jack

Judge Jack: Welcome to my courtroom. We are here to listen to the

debate between Goldilocks and the Three Bears. We will hear

from Mammy Bear first.

Mammy Bear: Good morning all. We believe that Goldilocks should be found

guilty of eating our food and breaking a chair in our house.

Last Sunday, Goldilocks entered our home without being

asked. She ate all of Baby Bear’s porridge. Furthermore, she broke his chair. Then

Goldilocks went to sleep in Baby Bear’s bed. This proves that Goldilocks is a mean, selfish

thief who deserves to be found guilty. In conclusion to recap, Goldilocks entered our

house, ate Baby Bear’s porridge, broke his chair and went fast asleep in his bed.

Goldilocks: Hello! My name is Goldilocks and I want to tell you what really happened in the woods

on that terrible day last week. You will see that I am a nice, gentle little girl who was just

trying to make friends with Baby Bear. Last Saturday, I was out walking and I met Baby

Bear. He invited me to come on a visit to his house the following morning. The next

morning, I went to his house and I knocked on the door. I waited patiently but nobody

answered my knock. As the door wasn’t locked, I decided to go in as I had been given an

invitation by Baby Bear. On the table, I saw three bowls of porridge. I thought that Baby

Bear had made porridge for me. I love porridge and I was very hungry, so I ate it all up.

I did sit on Baby Bear’s chair but it felt a bit shaky. Luckily, I jumped up, because the chair

broke in two. I can assure you all that it was definitely broken before I sat on it!

I began to feel sick, so I climbed up the stairs and lay on top of Baby Bear’s bed. I had

intended to just rest for a minute until I felt a little better. Suddenly, I heard the most

awful roaring and the three bears appeared at the door. I was terrified as they were

shouting angrily at me. I was too afraid to explain what had actually happened, so I ran

out into the woods.

Clearly, I would never enter anyone’s house unless I had been invited. Furthermore, I did

eat the porridge but only because I thought Baby Bear had made it for me. The chair

was definitely broken before I sat on it. And finally, I only lay down on the bed because I

felt sick.

Judge Jack: Now I will sum up so that the jury can discuss both sides of the argument and make

a decision. Today, we first heard from Mammy Bear. The Three Bears have accused

Goldilocks of entering their house without being asked, breaking Baby Bear’s chair and

sleeping in his bed. Then we heard from Goldilocks, who told us that Baby Bear had

actually invited her to visit. She said that before she entered the house she had knocked

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on the door and waited a while. She also stated she only ate the porridge because she

thought that Baby Bear had made it for her. She stated that Baby Bear’s chair was broken

before she sat on it. Goldilocks explained that she only lay on the bed because she had

been feeling unwell. Ladies and gentlemen of the jury, it is up to you now to decide if

Goldilocks is guilty or not guilty.

2. The Three Little Pigs and the Big Bad Wolf are appearing before Judge Jenny

Judge Jenny: Welcome to our courtroom. We are here to listen to

the debate between the Three Little Pigs and the

Big Bad Wolf. We will hear from the one of the Three

Little Pigs first.

One of the Little Pigs: Hello everyone! You all know our story. The Big Bad

Wolf frightened us and blew down a house of straw

and a house of sticks belonging to us. Both houses were absolutely wrecked!

Furthermore, he tried to blow down our house of bricks. We strongly believe that

the Big Bad Wolf should be found guilty of knocking down our two houses as well

as trying to frighten us to death. Without a shadow of doubt, we can tell you that

it was the most frightening experience of our lives.

The Big Bad Wolf: Hello everyone! My name is Walter Wolf and not the Big Bad Wolf as those

horrible creatures are saying. I am sure you will believe my side of the story when

you hear the real facts.

Consider the following: I was baking a cake for my mother’s birthday and I didn’t

have enough flour. I went to my neighbour’s house – the straw house mentioned

by the pigs earlier – to see if I could borrow some flour. I was just about to ring

the bell when my nose began to itch. I huffed and I puffed trying to stop the

sneeze. But I couldn’t and I blew the straw house down. I went to apologise to

the pigs but they ran away from me.

Next, I went to the next house in the row to see if they had some flour I could

borrow. This house was made from sticks. I was just about to ring the bell when

my nose began to itch again. I huffed and I puffed trying to stop the sneeze. But

I couldn’t and I blew the stick house down. It was only then that I realised this

house belonged to the Three Little Pigs. Again, I tried to apologise but they just

ran away from me.

Finally, I went to the next house in the row to see if they had flour. I rang the

doorbell. The Three Little Pigs came to the window and started shouting abuse

at me. My nose began to itch again. I huffed and I puffed trying to stop the

sneeze. But I couldn’t. Thankfully, the house didn’t blow down. The three pigs

told me the lock on the door was broken. They advised me to go up on the

roof to try to enter the house through the chimney. Of course, I did what they

said. Imagine my surprise when I landed into a pot of boiling water! I was badly

scalded and my feelings were hurt. Worse than that, the Three Little Pigs told

everyone a totally different story.

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In conclusion, none of this was my fault. I never meant to blow down the house of

straw or the house of sticks. I have always tried to be nice to the Three Little Pigs, even though they are always mean to me and call me terrible, hurtful names. I

believe that I should be found not guilty. Thank you.

Judge Jenny: Now I will sum up so that the jury can discuss both sides of the argument and

make a decision. Today, we first heard from the Three Little Pigs. They have

accused Walter Wolf of frightening them, blowing down a house of straw and a

house of sticks, and attempting to blow down a house of bricks that belonged to

them. Then we heard from Walter Wolf who alleges that he blew both the house

of straw and the house of sticks down by accident. He stated that the Three Little

Pigs ran away before he could apologise, in person. He stated that when he went

to the house of bricks, the Three Little Pigs told him that the lock on the door was

broken and that he should come down the chimney. He also stated that the Three

Little Pigs have always been mean to him and called him names, regularly. Ladies

and gentlemen of the jury, it is now time for you to consider the facts and decide if

Walter Wolf is guilty or not guilty.

Replay each conversation. Divide the children into pairs. Ask them to record key information using the

Five Ws and H (Who, What, When, Where, Why, How?). For example:

1. Who is the argument between?

2. When did the incidents take place?

3. Where are the characters?

4. Why are the characters there?

5. What was the Big Bad Wolf doing?

6. How did Goldilocks feel after eating the porridge?

Game: Agree or Disagree Purpose: To encourage the children to be confident in agreeing or disagreeing

with some statements

This activity can be done by the whole class or in groups of three or five.

If working in groups, the group should discuss the statements and decide,

collaboratively, whether they agree or disagree with a statement.

● Draw an imaginary line in the middle of the room. The left side of the line

represents Agree and the right side represents Disagree.

● Call out a statement, such as:

1. Pupils should get hot lunches in school.

2. Chewing gum should be allowed in schools.

3. Teachers should give pupils sweets every day.

4. We should eat junk food every day.

5. Bacon and cabbage are the most popular food in Ireland.

6. Children should go to school all year round.

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● Now, ask the children to place themselves on the side of the line representing whether they agree or

disagree with the statement.

● Allow the children to share their reasons for their particular stance.

● Give the children an opportunity to change their opinion after hearing the opinions of others.

Lesson 2

Silent Video ● Show the video of the people arguing, without the sound.



2. Who is doing the arguing?

3. How do you think the people arguing are feeling? Why?

4. What do you think the argument is about?

5. Where do you think the argument took place?

● Show the video again if the children are unsure of the answers.

● Brainstorm with the children the skills involved in an argument.

● Record these skills on a classroom Living Chart.


● Keep good eye contact.

● Use hand gestures.

● Use facial expressions.

● Take turns.

● Ask questions.

Game: Counterargument Tennis Purpose: To give the children an opportunity to practise making

counterarguments and to enable them to think quickly

● Arrange the children in pairs, Child A and Child B.

● Allow each pair to pick five statements from the list on the next page to

debate between them.

● Have Child A make a statement related to the topic and Child B must

quickly offer a counterargument.

● Have Child A then rebut this statement, and the two continue back and forth for a few minutes.

● Set a time limit for each rebuttal, perhaps 15–30 seconds.

● A child who cannot think of a counterargument loses the round.

● Ask the children to play five rounds of the game so that each pair has an overall winner.

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Statements

1. Football is too dangerous for children.

2. People should eat five meals a day.

3. Every home should have a pet dog.

4. Children should not be allowed fizzy drinks.

5. Junk food should be banned in schools.

6. All people should be vegetarian.

7. Children should have a television in their bedroom.

8. No food should be eaten in a cinema.

9. Chocolate should be banned.

10. Children should eat sweets every day.

Game: What Would You Say? Purpose: To enable the children to use persuasive sentence starters to

convince someone of something


● Add the following persuasive sentence starters onto the Living Chart to

help the children:

In my opinion… I have to say that…

I really feel that… I’m sure…

I know… I’m absolutely certain…

It is clear that… Without doubt…

I believe that… I strongly believe…

I am sure you will believe… On the other hand…

Of course… I agree that…

In truth… The fact is…

● Have the pairs work together on the scenarios below.

● Allow the children to role-play for the whole class.

Scenarios

What would you say to convince:

1. your brother to give you his bar of chocolate?

2. your parents to allow your friends to come for Christmas dinner?

3. your teacher to allow Paddington Bear to come to school for a day?

4. your mum to buy you an enormous pot of marmalade?

5. your dad to buy you burger and chips for dinner?

6. a chef in a busy restaurant to cook you a dish that is not on the menu?

7. your doctor to write you a sick note even though you are not sick?

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8. a waitress to allow you to leave without paying?

9. your mum to allow you to eat only protein for dinner?

10. your mum and dad to get a new dog for your birthday?

Lesson 3

Slideshow: Food 1. Introduce the topic Food by referring to the slides and playing the audio.

2. Where necessary, pause to explain or discuss particular words or phrases (e.g. protein, vitamins,

minerals, carbohydrates) if it is felt that some children do not understand them.

Slide 1 We all need food to stay alive, to help us grow and to give us energy. The food and

drink we eat is called our diet. Our bodies need many different foods to keep us healthy

and to enable us to be active. To do this we need a balanced diet. Slide 2 A balanced diet is made up of six food groups. Every food can be put into one of these

groups. The six groups are 1) vegetables, salad and fruit, 2) wholemeal cereals, bread,

pasta and rice, 3) Milk, yoghurt and cheese, 4) meat, poultry, fish, eggs, beans and nuts,

5) fats, spreads and oils, 6) food and drinks high in fat, sugar and salt. Slide 3 Some foods are better for our bodies than others. We should eat five to seven servings

of fruit and vegetables each day. Fruit and vegetables are full of vitamins and minerals

that are necessary for us to grow and stay healthy. They are low in fat and this makes

them very good for us. Make sure that your meals contain lots of fruit and vegetables. Slide 4 Foods containing carbohydrates are wholemeal cereals, bread, pasta and rice.

Carbohydrates give us energy and make us feel full. We should eat three to five servings

of these foods every day. We should try to include one serving of carbohydrates with

every meal, if possible. Slide 5 Milk, cream, butter, yoghurt and cheese are all types of dairy foods. Dairy foods contain

calcium, which is necessary to keep our teeth and bones healthy. Adults need three

servings of milk and dairy foods every day but children need five servings to help their

teeth and bones grow strong and healthy! Slide 6 We get protein from meat, poultry, fish, eggs, beans and nuts. Our body is made up of

millions of tiny parts called cells, such as bone cells, nerve cells and muscle cells. Our

bodies are constantly making new cells. We need protein to help us make these cells.

We should eat two portions of protein every day.Slide 7 We all need some fat in our diet to stay healthy. Fats, spreads and oils help our bodies

to store energy and protect our organs. Fats are only needed in small amounts. It is

important not to eat too much fat so limit your intake of butter, mayonnaise and oil-

based salad dressings.Slide 8 Food and drinks high in fat, sugar and salt are not needed for a healthy diet. To remain

healthy, it is important that we limit our intake of fizzy drinks, junk food, sweets, cakes

and chocolate.

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Discussion

Have a general class discussion about food. Individual children may be asked:

1. Why do we need food?

2. How many food groups are on the food pyramid?

3. Why do we need protein?

4. Name some protein foods.

5. What are carbohydrates?

6. Why do you think we should not eat junk food every day?

7. What’s your favourite food?

8. How often do you eat it?

Lesson 4

The Think-Aloud Strategy Purpose: To model for the children the skills used in debating

● Model debating by working with one group of children at the top of the

class. Carry out a debate with this group. The other children observe what

is happening.


want the children to note when debating. For example:

‘I start by outlining why I think… When arguing/debating, I keep eye contact with the person with

whom I’m having the debate. I listen carefully to the points they are making so that I can counter

them with my arguments/opinion. I speak slowly and clearly so that nothing in my argument is

missed. I use sentences like:

Ū I firmly believe…

Ū I agree/disagree…

Ū It is widely believed…

Ū I know…

In conclusion, I use hand gestures and facial expressions to emphasise/demonstrate what I am saying.

When debating, I should appear confident and my reasons should be supported with facts.’

● Offer support to any child who needs it, encouraging them to use the text type arguments and informal debates vocabulary on page 187 of this Resource Book.

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Argument/Informal Debate Stations Purpose: To enable the children to cooperate with each other in developing

the skills involved in arguing and debating


● Give each group a debate topic and ask them to plan arguments and

counterarguments using a sheet of paper with two columns.

● Invite all the children in the group to take part in the preparation of the

arguments/informal debates.

● After 10 minutes of planning, divide each group into two subgroups, with three children supporting

the topic and three against it.

● Have each subgroup argue/debate the issues.

● Circulate and listen to the debates, scaffolding the children, where necessary.

● Spotlight some groups or get a two-minute snippet from each group.

● Give each group one of the following topics:

Topic 1: Third class pupils need to go to bed before nine every night.

Topic 2: We all waste too much food.

Topic 3: Chocolate should be served with every meal.

Topic 4: Every child should play a musical instrument.

Topic 5: Homework should be banned in all schools.

Topic 6: School tours should be abolished.

Topic 7: Everyone needs to recycle.

Topic 8: We should buy only organic food.

Topic 9: Children should cook their own food.

Topic 10: Sausages are good for you.

Lesson 5

Advertisement Detective: Persuasive Language ● Explain to the children that advertisements are designed to persuade us to

buy certain products.

● Show them a TV advertisement.

● Divide the children into pairs.

● Ask each pair to be advertisement detectives, using the following

questions:

1. What is being advertised?

2. Who is in the advertisement?

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3. Why do you think they were chosen to be in the advertisement?

4. Where is the advertisement set?

5. Is the advertisement aimed at children or adults?

6. At what time of the day would you see this advertisement?

7. Is there music in the advertisement? Why?

8. Why do you like this advertisement?

9. Does it make you want to buy the product?

10. What do you think makes a good advertisement?

Game: Make an Advertisement Purpose: To offer the children an opportunity to work in groups to make an

advertisement for a product of their choice

The following activity could be included in the drama section of your weekly

scheme.


● Ask each group to develop a simple advertisement for a product of their

choice.

● Allow about five minutes for them to choose a product.

● Then instruct them to come up with an advertisement to persuade people to buy it. They can use the

steps below.

● Each group performs their advertisement for the class. They can also record it.

● When all the advertisements have been performed, allow each group to vote for their favourite,

stating the reasons for their choice.

Step 1: Decide on your roles.

Actors: ___________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Music: ____________________________________________________________________

Background/equipment: _____________________________________________________

Cameraperson: ____________________________________________________________

Step 2: Over to you! Plan and write your script. Remember to be funny!

● Name the product. Examples: Paddington’s marmalade, the Three Billy Goats Gruff’s

chocolate biscuits, Goldilocks’ porridge.

● Include details to encourage the buyer. Examples: Buy one, get one half price!

Half price – one day only!

Step 3: Practise! Add music if you can.

Step 4: Show time! Perform your advertisement (and record it if you choose to do that).

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their partner to guess the word, without saying the word themselves. If

Child B says the correct word within 30 seconds, he or she wins a point.

● Allow the children to swap around and repeat the game.


Lesson 6

Poem 1: The Dinosaur’s Dinner Once a mighty dinosaur

Came to dine with me,

He gobbled up the curtains

And swallowed our settee.

He didn’t seem to fancy

Onion soup with crusty bread,

He much preferred the flavour

Of our furniture instead.

He ate up all our dining chairs

And carpets from the floor

He polished off the table, then

He looked around for more.

The television disappeared

In one almighty gulp,

Wardrobes, beds and bathroom

He crunched into a pulp.

He really loved the greenhouse

He liked the garden shed,

He started on the chimney pots

But then my mother said:

‘Your friends are always welcome

To drop in for a bite,

But really this one seems to have

A giant appetite.

You’d better take him somewhere else,

I’m sure I don’t know where,

I only know this friend of yours

Needs more than we can spare!’

And suddenly I realised

I knew the very place,

And when I showed him where it was

You should have seen his face –

I don’t think I’ve seen anyone

Enjoy a dinner more,

I watched him wander on his way,

A happy dinosaur!

The council did rebuild our school,

But that of course took time...

And all because a dinosaur

Came home with me to dine!

June Crebbin

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● Read the poem ‘The Dinosaur’s Dinner’ using voice, facial expression and body language to help the

children understand the poem.

● Then have the children read the poem. Encourage them to use their voice, facial expression and body

language as modelled.


1. Read the title. What do you think dinosaurs eat for their dinner?

2. What does the dinosaur eat in the first stanza (verse)?

3. Name three other things the dinosaur ate.

4. What did the mother say?

5. To where did the poet take the dinosaur?

6. Where would you have taken the dinosaur?

7. Find words that rhyme with the following words: a) floor, b) time, c) where, d) gulp, e) place.

8. How do you think the poet felt after the dinosaur had eaten the school? Why?


10. Would you like a dinosaur to come to your house for dinner? Why/Why not?


Imagine you are principal of the school in the poem. You arrive to find the dinosaur starting to eat the

school. What would you say to the dinosaur to persuade him not to eat the school? What would you say

to the poet who is a pupil in third class?

Poem 2: Fast Food Some witches by the roadside

are selling fast-food snacks,

big bubbling warthog pizzas

and dumplings filled with tacks.

They stir things in a cauldron

and slap them on a dish,

hot pimple-breaded lizards

and moldy cactus fish.

Some gooey red-eyed fritters

all rolled in spider dough,

some slippery dragon molars,

and boiled fish bones to go.

They’re cooking up some freckles

and bats they plucked from caves.

They’re using giant cauldrons,

they’re using microwaves.

They’re giving plastic chopsticks,

and you don’t have to wait.

They’re serving green slime gravy

on worms that palpitate.

And if you’re really lucky,

they’ll serve you some dessert.

It’s something cold and oozy,

on squirming bug-filled dirt.

Robert Scotellaro

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● Read the poem ‘Fast Food’ using voice, facial expression and body language to help the children


● Then have the children read the poem. Encourage them to use their voice, facial expression and

body language as modelled.


1. Who is selling food by the roadside?

2. Name three things they are selling.

3. What is rolled in spider dough?

4. From where did they get the bats?

5. What animals are mentioned in the poem?

6. What is the dessert?

7. Is there anything mentioned in the poem that you would like to eat? Why?

8. Can you think of three other foods they could add to the menu?


10. Do you think many people will buy food from the witches? Why?

Group Work


● Ask them to perform an advertisement to persuade people to come to eat at the witches’ fast food

restaurant by the roadside.

Remember:

Step 1: Decide on the role of each group member.

Step 2: Write your script.

Step 3: Practise!

Step 4: Show time!

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Questions on ‘Bear in There’ from the reader Ready to Go! ● Read the poem ‘Bear in There’ using voice, facial expression and body

language to help the children understand the poem.

● Then have the children read the poem. Encourage them to use their voice,

facial expression and body language as modelled.

● Use the questions below to encourage the children to discuss the poem.

1. Who wrote this poem?

2. What does the poet find in the fridge?

3. Where are the bear’s big hairy paws?

4. Write down three verbs that describe what the bear is doing.

5. This poem has some examples of alliteration. Alliteration is when a poet uses words near each other

that begin with the same letter, for example, ‘He’s nibbling the noodles’. Can you find two more

examples of alliteration in the poem?

6. How do you think the bear got into the fridge?

7. Why do you think he ‘lets out a roar if you open the door’?

8. Give two reasons why you think the polar bear likes it in the fridge.


10. What facts do you know about bears? Share them with the class.


What would you do if you found a bear in your fridge? How would you persuade the bear to leave?

Write a poem starting with: ‘There’s a bear in my fridge…’

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Assessment

A Peer Assessment The pairs/groups discuss what went well in their work and areas that could be improved. The children can


B Self-assessment: Two Stars and a Wish The child talks about two areas of their work that they feel proud of and one wish – an area where there


C Rubrics on Arguments and Debates Use the arguments and debates rubrics on page 179 of this Resource Book to assess children’s


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9

UN

IT

Text Type: Formal DebatesTheme: The Zoo

Zoos are places where wild animals are kept within enclosures and on display. Zoos are often breeding centres for animals, particularly ones that are endangered. The first zoos were private collections kept by wealthy people.


2. Digital Poster: Formal Debates

3. Game: Agree or Disagree


2. Game: Debate Warm-up

Lesson 3 1. Slideshow: The Zoo Lesson 4 1. The Think-Aloud Strategy

2. Formal Debate Stations

3. Game: Just a MinuteLesson 5 1. Formal Debates

2. Game: Articulate

Lesson 6 1. Poem 1: ‘Penguins on Ice’

2. Poem 2: ‘Gorilla’

Topic-Specific Vocabulary in favour against tourist tradition endangered species opposingextinct foster enemies hunters appreciation breedmotion adjudicators released chairperson population imprisoncaptivity entertainment founded mammals natural habitat reptilesattractions predators fossils environment African Savanna coastalhunting deforestation sandstone species cooped up


Lesson 1


What are the skills of formal debates?


Digital Poster: Formal Debates Introduce the topic ‘Formal Debates’ by having the children listen to the debates modelled on the


Before listening, encourage the children to see how important it is to take turns when speaking.

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Script

Debate 1: A team of four people debating in favour of a motion

Chairperson: I would like to take this opportunity to welcome you all

to our debate. The topic for today’s debate is Animals

Should Be Kept in Zoos. There are four people in favour of

this motion and four against this motion. There are three

adjudicators who will decide who wins the debate. We will

start with the team that is encouraging us to vote in favour

of the motion.

Captain: I would like to start by saying that we think there is a great need to keep animals in

zoos. We strongly believe that visiting zoos is a family tradition all over the world.

Millions of people have visited Dublin Zoo since it opened in 1831. It is one of Ireland’s

most popular tourist attractions.

1st Speaker: Furthermore, zoos educate people about animals and their habitats from every part of

the world. The zookeepers tell us all about the animal habitats, their enemies and how

we, the general public, can help to protect animals. By bringing people and animals

together, zoos foster an appreciation and an understanding of animals.

2nd Speaker: There are many endangered animals in the world today. Zoos help to save these

endangered species by bringing them into a safe place where they are protected from

hunters, habitat loss, hunger and predators.

3rd Speaker: Some species find it difficult to breed in the wild and are in danger of becoming

extinct. Many zoos have breeding programmes to help endangered species to breed.

Dublin Zoo has been part of these international programmes for many years. At the

moment, Dublin Zoo has about 40 species involved in the programme. Some animals,

such as the golden lion tamarind, which have been born in the Dublin Zoo, have been

successfully released into the wild.

Captain: Let me summarise by saying that animals should be kept in zoos for the following

reasons:

1. Visiting zoos is a strong tradition and one of the most popular family attractions.

2. Zoos educate people about animals.

3. Zoos save endangered animals and indeed all animals from hunters, habitat loss,

hunger and predators.

4. Zoos have breeding programmes. These programmes help species that are in

danger of becoming extinct.

Thank you for listening so attentively to us.

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Debate 2: A team of four people debating against a motion

Chairperson: We have heard from the team in favour of the motion. Now we

are going to hear from the team speaking against the motion.

Captain: Today, let me say in the strongest terms that we are opposing

this motion. We believe strongly that animals should never be

kept in zoos. We, as humans, do not have the right to imprison

other animals for our own entertainment and education.

Animals belong in the wild as it is their natural habitat. They

should not be cooped up in cages in the zoo.

1st Speaker: Furthermore, we feel that removing animals from the wild will further endanger the

population in the wild. The remaining animals will find it more difficult to find a mate

and this will affect their chance of breeding and keeping the species alive.

2nd Speaker: As you are probably aware, animals in zoos suffer from stress and boredom. Animals

need to be able to roam freely in their own natural environment. One study of elephants

has found that they do not live as long in captivity as they do in the wild. This must be

due to the fact that they are unhappy in captivity.

3rd Speaker: Most of the breeding programmes adopted by zoos do not lead to the release of

animals back into the wild. These poor animals are forced to live all their lives in zoos,

petting zoos or circuses for the enjoyment of humans. They never get to experience

what life is like in the wild.

Captain: In conclusion, I would like to restate the reasons why we strongly believe that animals

should not be kept in zoos:

1. Animals belong in the wild, not imprisoned in cages for our entertainment.

2. Secondly, removing animals from the wild can further endanger that species. It

becomes more difficult for the remaining animals to find a mate and breed.

3. Animals in zoos suffer stress and boredom and die younger than those in the wild.

4. Most of the breeding programmes do not release animals into the wild. The animals

spend their lives in prison-like conditions in zoos, petting zoos and circuses.

Thank you for your kind attention.

Chairperson: Thank you to both sides. It is now up to the adjudicators to decide which group wins the

debate.

Divide the children into pairs. Ask them to record key information using the Five Ws and H (Who, What,

When, Where, Why, How?). For example:

1. What reasons did the first team give for agreeing with the motion?

2. What reasons did the second team give for disagreeing with the motion?

3. Who do you think should win the debate?

4. What did you learn from the debate?

5. What did you not understand?

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Debating

A formal debate is the act of arguing over a point in a formal and professional way. It has speakers on

each side (for and against the debate topic). It also has adjudicators and a chairperson.

What are the four steps involved in a formal debating process?

Step 1: Form an initial opinion.

Step 2: Research arguments for the debate topic or research arguments against the debate topic.

Step 3: Write your debate speech.

Step 4: Debate the topic.

Role FunctionChairperson I introduce the debate. I make sure everyone gets to contribute. I guide the

debate.Captain of each team I speak first, stating if my team is in favour of or against the motion. I

summarise the arguments of my team.Team in favour We agree with the motion. We state clearly our reasons for agreeing with the

motion.Team against We disagree with the motion. We state clearly our reasons for disagreeing with

the motion.Adjudicators We decide which side wins the debate after listening carefully to the

arguments of both teams.

Game: Agree or Disagree Purpose: To encourage the children to be confident in agreeing or disagreeing

with some statements

This activity can be done by the whole class or in groups of three or five.

If working in groups, the group should discuss the statements and decide,

collaboratively, whether they agree or disagree with a statement.

● Draw an imaginary line in the middle of the room. The left side of the line represents Agree and the

right side represents Disagree.

● Call out the statement: Animals Should Be Kept in Zoos.

● Have the children place themselves on the side of the line representing whether they agree or

disagree with the statement.

● Allow the children to share their reasons for their particular stance.

● Give the children an opportunity to change their opinion after hearing the opinions of others.

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Lesson 2

Silent Video ● Show the video of the people having a debate without the sound.



2. Who is doing the debating?

3. How do you think the person debating is feeling? Why?

4. What do you think the debate is about?

5. Where do you think the debate took place?

● Brainstorm with the children the non-verbal skills involved in debating.

● Record these skills on a classroom Living Chart.


● Keep good eye contact.



● Take turns.

Game: Debate Warm-up Purpose: To develop the children’s ability to make decisions and form opinions

on various topics and then to justify their decision with valid reasons

● Do this activity orally or as a written activity.

● Read out a statement from the list below.

● Have the children write or state their position and then give three reasons

to support their position.

● Give the children an opportunity to explain their position to the class.

Sample Statements

1. Children need mobile phones in school.

2. Dogs make the best pets.

3. Computers can replace teachers.

4. Too much money is being spent on space exploration.

5. Children should learn a foreign language in school.

6. Diesel cars should be replaced by electric cars.

7. Elephants should be hunted for their ivory tusks.

8. Homework should be banned in schools.

9. Children should eat junk food every day.

10. Smoking is good for your health.

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Lesson 3Slideshow: The Zoo 1. Introduce the topic The Zoo by referring to the slides and playing the audio.

2. Where necessary, pause to explain or discuss particular words or phrases (e.g. mammals, savanna,

habitats) if it is felt that some children do not understand them.

Slide 1 Dublin Zoo, which is situated in the Phoenix Park, is one of the oldest zoos in the world.

It was founded and designed by Decimus Burton in 1830. It opened in 1831 with 46

mammals and 72 birds. These animals and birds were a present from London Zoo. Today,

it is home to more than 400 animals from all over the world. It is one of Ireland’s most

popular tourist attractions.Slide 2 Dublin Zoo has changed from the days when animals were caged and put on display.

Now the focus of the zoo is on educating people and providing natural habitats for

the animals. Habitats are where plants and animals live together in an area. They have

everything they need to survive in this area. Slide 3 The African Savanna in Dublin Zoo is an example of a habitat. Here, on this grassy

savanna you can see giraffes, zebras, ostriches, rhino and oryx. You can watch these

animals live on the Dublin Zoo webcam!Slide 4 Zoorassic World is Dublin Zoo’s new home for reptiles of the present and the past! Stan,

a life-sized replica of a Tyrannosaurus rex, is on display here. Other smaller dinosaur

fossils can also be seen. Zoorassic World is also home to 12 different species of reptile.

A crocodile also lives here!Slide 5 The penguin habitat is a natural environment for 13 Humboldt penguins. Sandstone

rocks and tonnes of sand reflect their natural coastal habitat in South America. These

animals can be viewed being fed, swimming in the pond and waddling about on the

penguin 24-hour webcam. Slide 6 The Kaziranga Forest Trail is a dense forest of trees and bamboo that has been created in

the zoo to reflect the natural environment of elephants. A herd of Asian elephants lives

here. Slide 7 Sea Lion Cove, one of the newest habitats in the zoo, opened in 2015. This habitat

contains a deep, saltwater pool with a glass viewing area. Here, sea lions can be watched

swimming underwater from a number of viewing points. Sea Lion Cove is home to a

colony of Californian sea lions. Three sea lion pups were born in in the zoo in June 2018. Slide 8 There are over nine species of parrot, tortoise, turtle, monkey and sloth to be found in

the South American House. These animals are from Central and Southern America. Some

of these species are endangered due to hunting and deforestation in and around their

habitats. There are many other animals and birds in Dublin Zoo, so why not visit and see

what you can learn!

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Discussion

Have a general class discussion about Dublin Zoo. Individual children may be asked:

1. When was Dublin Zoo opened?

2. How has Dublin Zoo changed since then?

3. Where would you see giraffes?

4. How many Humboldt penguins are in the penguin habitat?

5. What did you learn about habitats?

6. Why are some species of animals endangered?

7. Why do you think the zoo is one of Ireland’s most popular attractions?

8. If you could add another slide to the slideshow, what information about Dublin Zoo would you

include?

Lesson 4

The Think-Aloud Strategy Purpose: To model for the children the skills used in formal debating

● Model formal debating by working with one group of children at the

top of the class. Carry out a formal debate with this group on the topic

‘All primary school children should have a half-day on Fridays’. The other

children observe what is happening.


want the children to note when debating formally. For example:

‘I should start with my introduction, outlining why I think… I should keep eye contact with the

person/people I am arguing or debating against. I must listen carefully to the opposing side’s point

of view, so that I can make a valid counterargument. I should speak clearly and be precise with my

answers. I should use sentence starters like:

Ū I would like to take this…

Ū The topic for today’s debate is…

Ū To begin…

Ū In particular…’

● Offer support to any child who needs it, encouraging them to use the text type formal debates vocabulary on page 188 of this Resource Book.

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Formal Debate Stations Purpose: To enable the children to cooperate with each other in developing

the skills involved in formal debating

● Arrange the children in groups of six to eight.

● Allow each group to pick a topic from the list below to debate.

● Give the children time to plan and write their arguments and

counterarguments. They should include an introduction, evidence to

support their point of view and a conclusion.

● After 10 minutes of planning, divide each group into two subgroups, with one group supporting the

topic and the other group arguing against it.

● Have each subgroup argue/debate the issues.

● Circulate and listen to the debates, scaffolding the children, where necessary.

Topic 1: Homework should be banned.

Topic 2: Children in third class should be allowed on social media.

Topic 3: Pet birds should be kept in cages.

Topic 4: Zoos should release animals born in the zoo into the wild.

Topic 5: Every child should play a sport.

Topic 6: All children should learn to cook.

Topic 7: Sports stars are paid too much.

Topic 8: Maths is the most important subject at school.

Topic 9: Smoking should be banned.

Topic 10: Plastic straws should be banned in restaurants.

Game: Just a Minute Purpose: To encourage children to develop quick-thinking skills, memory skills

and listening skills, to improve vocabulary and word usage and to encourage

peer assessment

● This is a whole-class activity.

● Decide a topic that the children can speak on without needing

preparation. For example: a food, favourite pet, school, my local area, my

friends, my pastimes, summer holidays.

● When a topic has been decided, ask for volunteers to speak.

● Explain that the stopwatch starts as soon as the first speaker begins to speak.

● If the first speaker hesitates, repeats words or talks about something unrelated to the topic, allow one

of the other children in the class to challenge them.

● Explain that to challenge, the child should raise their hand and the speaker must stop, as will the

stopwatch.

● Allow the child who has raised his/her hand time to explain the objection.

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● If the reason given is valid, tell the challenger to take over from the speaker (or nominate another

speaker) and start the stopwatch again.

● The child speaking when one minute is reached is the winner!

Lesson 5

Formal Debates ● Arrange the children in groups of 12.

● Ask each group to pick a topic or topics from the list below to debate.

● Give the children time to plan their arguments and counterarguments.

They should include an introduction, evidence to support their point of

view and a conclusion.

● Divide each group into three subgroups of four children. The first of

the subgroups will argue in favour of the topic/statement/motion. The

next subgroup will be against the topic/statement/motion and the final

subgroup will be the adjudicators and the chairperson.

● Remind the children of the roles and function of everyone using the classroom Living Chart

previously created. Let the debates begin!

● Give the children an opportunity to debate their topics in front of the rest of the class.

Topic 1: Children should bring only healthy food to school for their lunches.

Topic 2: Junk food advertisements should be banned from television.

Topic 3: Children should be allowed to drive cars.

Topic 4: Children should have televisions in their bedrooms.

Topic 5: The school day should be shorter.

Topic 6: Bedrooms should never be kept tidy.

Topic 7: Primary school children do not need to go on holiday.

Topic 8: Schoolbooks should be replaced with iPads.

Topic 9: All cars running on petrol should be replaced by electric cars.

Topic 10: Children should work for their pocket money.




● Display the first word on the interactive whiteboard and ask all the Child

As to read it. Then hide the word.

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● Explain to the Child As that they have 30 seconds to use language to get their partner to guess the

word, without saying the word themselves. If Child B says the correct word within 30 seconds, he or

she wins a point.



Lesson 6

Poem 1: Penguins on Ice Every penguin’s mum

Can toboggan on her tum.

She can only do that

As she’s fluffy and fat.

It must be nice

To live on ice.

Every penguin’s dad

Is happy and glad.

He can slip and slide

And swim and glide.

It must be nice

To live on ice.

All penguin chicks

Do slippery tricks.

They waddle and fall

But don’t mind at all.

It must be nice

To live on ice.

Celia Warren

● Read the poem ‘Penguins on Ice’ using voice, facial expression and body language to help the children





1. Who wrote the poem ‘Penguins on Ice’?

2. What can the mum penguin do?

3. How do the penguins spend their day?

4. Why do the penguin chicks not mind falling?

5. What games have you played on ice?

6. Would you like to be a penguin? Why?

7. What slippery tricks do you think the penguins can do?

8. What are the advantages/disadvantages of living on ice?

9. How do you think the penguins feel in the poem?

10. Find some rhyming words in the poem.

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Debate the following topic: Penguins should be held in captivity.

Poem 2: Gorilla A giant gorilla came to tea,

Whoever asked him? It wasn’t me.

He came in through the kitchen wall,

It took six chairs to seat him all.

He drank his tea straight from the pot,

And sandwiches – he ate the lot.

He poked the jellies to make them wobble,

Then swallowed them up with just one gobble.

All that remained on the plate was the cake,

There was nothing else for him to take.

When he’d eaten that, I showed him the door,

And hoped he’d go now there was no more.

Instead he ate the door as well,

Except for the knocker and the bell.

After that he at last decided to go,

Who invited him? I’d like to know.

Martin Honeysett

● Read the poem ‘Gorilla’ using voice, facial expression and body language to help the children






1. What came to tea?

2. How many chairs did it take to seat him?

3. What did he eat?

4. What was the last thing he ate before he decided to go?

5. Who do you think invited him for tea?

6. Why do you think he left the knocker and the bell?

7. How does the poem make you feel?

8. Choose your favourite part of the poem. Write out the lines and illustrate them. Explain to your class

why you chose those lines.

9. Where do you think the gorilla came from?

10. Work in pairs. Child A is a news reporter. Child B is the gorilla. Act out the interview.

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In pairs, discuss what you think happens next in the poem.

Assessment

A Peer Assessment The pairs/groups discuss what went well in their work and areas that could be improved. The children can




C Rubrics on Arguments and Debates Use the arguments and debates rubric on page 179 of this Resource Book to assess children’s


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UN

IT

Text Type: Interest Talks and Cooperative Group Work

Theme: Dinosaurs

Dinosaurs, the most famous of all extinct animals, dominated the Earth for about 160 million years. During that time, there were land-living reptiles, swimming reptiles and even flying reptiles. Some dinosaurs were herbivores (plant-eaters), others were carnivores (meat-eaters) and others still were omnivores (both plant- and meat-eaters). About 65 million years ago, nearly all the dinosaurs became extinct.

Interest talks will allow the children to use many oral text types, e.g. report, storytelling, instruction, conversation. This can be done individually, with partners or in small groups. Interest talks can be planned or informally presented.

Plan

Lesson 1 1. Brainstorm!

2. Giving an Interest Talk

3. Digital Poster: Interest Talks


2. Game: Face to Face

3. Game: Alphabet GameLesson 3 1. Slideshow: Dinosaurs Lesson 4 1. The Think-Aloud Strategy

2. Interest Talk StationsLesson 5 1. Interest Talk Scenarios

2. Game: Never Have I Ever…

3. Game: Articulate

Lesson 6 1. Poem 1: ‘Allosaurus’

2. Poem 2: ‘The King of All the

Dinosaurs’

Topic-Specific Vocabulary plates spines bony clubs predator shield armourextinct ingredients meringue whisk thickened ballet recitalminions arch-enemy exchange ransom stranded transferleague championship trophies fossil palaeontologist particlesskeleton imprints museum expedition hatch preserveddiscovered auctioned migrated asteroid meteor archaeologist


Lesson 1


What topics are you interested in talking about?


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Giving an Interest Talk Step 1: Decide what topic/theme you want to talk about to your

class/group. Pick a topic that you already know quite a lot of

information about.

Step 2: Research your topic/theme in detail.

Step 3: Write out bullet points on a prompt card to help you when giving

the talk.

Step 4: Rehearse your talk at home with your parents or in front of a mirror.

Step 5: Give your interest talk and be confident. Remember that you are the expert because you are

interested in this topic/subject and have researched it in detail.

Digital Poster: Interest Talks Introduce the topic ‘Interest Talks’ by having the children listen to the interest talks modelled on the


Script

Interest talk 1: Dinosaurs

Hello, my name is Edel. Today, I would like to talk to you about dinosaurs.

I first became interested in dinosaurs when I was about three years old.

My grandmother bought me a beautiful picture book of dinosaurs.

Dinosaurs lived on Earth a very long time ago. In fact, the first dinosaurs

lived about 250 million years ago. Dinosaurs are the biggest land animals

that have ever lived. Some were as tall as a four-storey building and others

were as small as a chicken! Some dinosaurs, such as the Stegosaurus, had plates and spines on their

backs and tails. Others had bony clubs on their tails. The Triceratops had face horns and huge neck

shields known as frills. Scientists believe that this armour was used to defend the dinosaurs from the

Tyrannosaurus rex and other huge predators of the time. The ostrich-sized Struthiomimus was one

of the fastest-moving dinosaurs. It had no armour or horns to protect it but was able to escape from

predators by reaching speeds of up to 50 kilometres an hour. Dinosaurs became extinct about 65

million years ago. I would like to finish today by thanking you all for listening so attentively to me.

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Interest talk 2: The recipe for an Eton mess

Hello all. My name is Cian. I am a chef. Today, I want to share one of my

favourite recipes with you. It is called Eton mess. It is called this because it was

first served in Eton College in the 1930s after a cricket game.

You will need the following ingredients to make this popular and delicious

dessert.

● 450 g of strawberries

● 3 tablespoons of fruit juice

● 300 millilitres of double cream

● 4 medium meringues

1. First of all, wash the strawberries. Thoroughly remove the green leaves from the top of each

strawberry.

2. Then, slice the strawberries, place them in a bowl and sprinkle them with some of the fruit juice.

3. Next, cover the bowl and leave to chill in the fridge for about 2 hours.

4. Meanwhile, in another bowl, whisk the cream until it has thickened.

5. Crush the meringues and mix them into the cream.

6. Now, add the strawberries and the fruit juice to the meringue and cream mixture. Fold the

mixture gently using a metal spoon.

7. Finally, spoon the mixture into serving dishes and decorate with a slice of strawberry. Enjoy!

Interest talk 3: The film Despicable Me

Hi. My name is Sofia. I love going to the cinema. I have chosen to speak to you

today about my favourite film, Despicable Me. In Despicable Me, Gru is a man

who enjoys all things wicked and he has a plan to steal the moon. An army

of little yellow minions are always around to help him. Gru has shrink rays,

freeze rays and battle-ready vehicles for use on land or in the air. He destroys

everyone and anything standing in his way. His plans go well until the day he

meets three adorable orphan girls who want him to become their dad. That’s

when the fun begins!

Gru manages to shrink the moon but it is on the day of the girls’ ballet recital. He rushes to the recital

in the hope of seeing the girls dancing but he is too late. Gru finds a ransom note from his arch-enemy,

Vector, stating that he has taken the girls. The ransom note demands that Gru give him the moon in

exchange for the safe return of the girls. Vector goes back on the deal but after a fierce battle, Gru

manages to save his precious girls and leaves Vector stranded on the moon. That’s a brief account of the

story. Would anyone like to ask me any questions?

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Interest talk 4: A famous football player

Hello everyone! My name is Dylan. Today, I want to talk about my favourite

football player, Cristiano Ronaldo. Ronaldo was born on the 5th of February

1985 in Portugal.

In 2003, Ronaldo joined Manchester United football team and played with

them for six years. In that time, he played 292 games and scored a massive

118 goals! Ronaldo left Manchester United in 2009 and moved to play with

Real Madrid in Spain. At that time, his transfer fee made Ronaldo the most expensive player in the

world.

Ronaldo is a forward and insists on always playing with the number 7 jersey for his club and country.

Ronaldo left Madrid in 2018 after winning the UEFA Champions League three years in a row. He now

plays with the Italian team Juventus and continues to play for his home country Portugal. Portugal

won the European Championship in 2016. Over his long career, Ronaldo has won many trophies in four

countries: Portugal, England, Spain and Italy. I hope, one day, to be as good and successful a footballer

as Ronaldo!

Replay each talk. Divide the children into pairs. Ask them to record key information using the Five Ws and

H (Who, What, When, Where, Why, How?). For example:

1. Who is the person talking in this interest talk?

2. What is the talk about? What have you learned from the talk that you did not know already?

3. Where is the interest talk happening?

4. When is this talk happening?

5. Why is the person giving this talk?

6. How much did you enjoy the interest talk?

Classroom Living Chart

After listening to the Digital Poster, brainstorm with the children the non-verbal skills involved in giving

an interest talk. For example: eye contact, gestures, facial expression, etc. Record these skills and verbal

skills involved in giving an interest talk on a classroom Living Chart.


● Speak clearly (tone, pace, pitch, volume).



● Make eye contact.

● Engage the attention of your audience.

● Use topic-specific language.

● Be confident about your facts on the subject.

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Lesson 2

Silent Video ● Show the video of a person giving an interest talk to the class, without the

sound.

● Ask the following question: What do you think the speaker is talking about?

Game: Face to Face Purpose: To encourage the children to work in pairs to discuss topics for interest talks


● Call out a topic. Each pair will have 60 seconds to discuss the topic with

each other.

● When the 60 seconds are up, give some of the pairs a chance to give their interest talk to the class.

● Ask the children to switch partners. Once everyone has a new partner, begin the discussion again

with a new topic.

● The game is finished once every pair has had an opportunity to give an oral interest talk to the class.

Sample Interest Talk Topics

1. If you could create your own subject in school, what would it be?

2. If you could change your name, what would you choose and why?

3. What is your favourite sandwich?

4. If you could be a dinosaur, what dinosaur would you be and why?

5. If you could remove a character from a film, what character would you remove?

6. Talk about some unusual places you have been.

7. What is the best film you have ever seen?

8. What film always makes you laugh no matter how often you watch it? Why?

9. If animals could talk, which animal would be the most annoying?

10. If you could be any animal, which animal would you be?

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Game: Alphabet Game Purpose: To enable the children make connections between words and to

focus on words related to a common topic


● Pick a topic such as animals, countries, food, boys’ names, girls’ names,

surnames or pastimes.

● Have the children go through the alphabet naming something from that

particular category. For example, if the topic ‘animals’ was picked, the

first person might say ‘antelope’, the second ‘baboon’, the third ‘camel’

and so on.

● If a child is unable to think of a word beginning with that letter, they are out. The game continues

until there is one child left.

Lesson 3

Slideshow: Dinosaurs 1. Introduce the topic Dinosaurs by referring to the slides and playing the audio.

2. Where necessary, pause to explain or discuss particular words or phrases (e.g. fossil, palaeontologist)

if it is felt that some children do not understand them.

Slide 1 When an animal, bird or plant dies, it usually rots away. However, if it is covered

quickly by sand, mud or small particles of rock, parts of it may survive. Over millions

of years, more sand and mud may cover the skeleton or plant remains. Pressure on

the sand will cause a rock to form. Inside the rock, a fossil of the animal, bird or plant

will form. Slide 2 Millions of years ago, dinosaurs ruled the Earth. Dinosaurs died out about 65 million

years ago, long before people lived on Earth. We know about dinosaurs because of

fossils found by palaeontologists. Palaeontologists study fossil bones, fossil teeth and

fossil imprints of the dinosaurs’ scaly skin and even fossil footprints!Slide 3 When palaeontologists find a dinosaur fossil, they carefully clear away the

surrounding rock. Then they photograph, measure and record the position of each

bone. After this, each bone is wrapped in layers of paper and plaster. This plaster

protects the fossil as it is brought to a museum. At the museum, the fossil is rebuilt.

A whole dinosaur can be put together in this way (if enough bones are found!).

Dinosaur fossils are on display in many museums around the world.Slide 4 Sue is the largest, best-preserved and most complete T. rex ever to be discovered. This

fossil was discovered in South Dakota by Sue Hendrickson in 1990. Sue, the fossil, was

auctioned in October 1997 for 8.3 million dollars, the highest amount ever paid for a

dinosaur fossil. It can now be seen at the Field Museum of Natural History, in Chicago.

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Slide 5 Fossil footprints and mass graves show that some dinosaurs lived in family groups.

Footprints also show that the young dinosaurs travelled in the centre of the group

and the adults travelled on the outside to protect the young. Other dinosaur tracks

show that dinosaurs did not drag their tail when they walked. Some palaeontologists

believe that dinosaur herds migrated away from the poles in winter and returned in

summer.Slide 6 Dinosaur fossils have been found in many places in the world. These fossils have been

dated and experts have divided the dinosaur age into three main periods: the Triassic

Period 252–201 million years ago, the Jurassic Period 200–146 million years ago and

the Cretaceous Period 145–65 million years ago. Dinosaurs mysteriously became

extinct about 65 million years ago. Scientists have many theories as to why this

happened, but it was most likely because of the impact of an asteroid or meteor.

Discussion

Have a general class discussion about dinosaurs. Individual children may be asked:

1. What did you like or dislike about the slideshow?

2. What did you learn about dinosaurs from the slideshow?

3. What did you learn about fossils?

4. Would you like to be a palaeontologist? Explain why or why not.

5. If you could add another slide to the slideshow, what slide would you add? Explain why.

6. Was there anything in the slideshow that you did not understand?

7. Have you ever seen the film Jurassic World?

Lesson 4

The Think-Aloud Strategy Purpose: To model for the children the skills used in giving an interest talk

● Model an interest talk at the top of the class. The children observe what

is happening.

● Model using the think-aloud strategy. Verbalise aloud; describe things

you want the children to note when giving an interest talk. For example:

‘Start as follows:

Ū I would like to take this opportunity to talk to you about…

Ū I first became interested in…

Ū I have a passion for…

Ū Today, I would like to talk to you about…

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When talking, I should keep eye contact with my audience. I should have my thoughts/points planned

and I might even write words on prompt cards to help me. I should speak slowly and clearly. I can use

sentences like:

Ū I have chosen to speak about this because…

Ū Have you ever heard of…?

Ū You may already know…

Ū Every day, you encounter…

I can use hand gestures and facial expressions to emphasise/demonstrate what I am saying.

When giving the interest talk, I should appear to be confident and explain to my audience why I am

interested in this particular topic.

I can encourage my audience to ask questions at the end of the talk.’

● Offer support to any child who needs it, encouraging them to use the text type interest talks vocabulary on page 195 of this Resource Book.

Sample Topics to Model

1. My favourite place

2. My favourite book

3. My favourite film

4. Countries of Europe/Asia/Africa/America/the world

5. My favourite pet/animal

6. Big cats in the wild

7. Zoo animals

8. Birds

9. School

10. Transport

Interest Talk Stations Purpose: To enable/encourage the children to talk about a topic for as long

as they can and to develop fluency of thought, speech and delivery

● Arrange the children in small groups of five or six.

● Ask each child to choose a topic from the list provided.

● Give the children about five minutes to plan what they will say.

● Ask them to write some keywords to act as prompt cards.

● As this is an oral presentation, have each child stand and talk to their group on the given topic for

30 seconds.

● Get the group members to pick the best presentation from their group to be presented to the whole

class.

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1. My favourite song

2. My favourite film

3. Cinema

4. If I could fly...

5. My family

6. One thing I know how to cook

7. My favourite pastime

8. My friends

9. My favourite season

10. My favourite book

11. A place I’d like to visit

12. Going to the dentist

13. I would like to invent

14. My biggest birthday wish

15. TV programmes

16. School

17. My favourite character in history

18. My favourite sport

19. Holidays

20. The coolest toy I have

Lesson 5

Interest Talk Scenarios Purpose: To encourage the children to talk about a topic that they are

interested in for as long as they can, aiming for 45 seconds, and to develop

fluency of thought, speech and delivery


● Ask each child to present a talk to their group.

● Get them to choose from one of the scenarios below or they may have

their special interest topic researched and planned as homework from the

night before.

● Allow each child to have a prompt card with words that they can use during their presentation.

● To conclude this activity, spotlight some groups and allow the children to give a presentation to the

whole class.

Scenario 1: You have just returned from holidays. Talk to your group about where you visited, what you

saw, what you did and why you think they should visit there.

Scenario 2: You are a famous archaeologist. Talk to your group about fossils and what we can learn from

them.

Scenario 3: You are an astronomer. Talk to your group about planets, moons, stars, galaxies and comets.

Scenario 4: You are a vet. Talk to your group about a particular pet, for example, a dog. Tell them how to

care for their pet.

Scenario 5: You are a tour guide. Talk to your group about your local area. Tell your group why tourists

should come and visit your local area.

Scenario 6: You are an inventor. Talk to your group about something you have invented. Tell them what

your invention can do.

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Scenario 7: You are a famous sportsperson. Talk to your group about your chosen sport. Tell them the

rules of the game.

Scenario 8: You are a musician in a band. Talk to your group about your band, the type of music you

play and the last concert you played at.

Game: Never Have I Ever… Purpose: To encourage the children to listen to each other as they talk and

to think about things that they have never done

● Do this activity using the whole class or groups of 8–10.

● Arrange the children in a circle.

● Ask the children to put all 10 fingers out in front of them to keep score.

● Explain that the first child starts by saying ‘Never have I ever...’ and then

states something that they have never done.

● If any of the other children have done that particular thing, explain that the first child then loses a life

and must turn one finger under. When a child loses 10 lives, they are out.

● The last person left with a life is the winner.

Sample Topics

1. Never have I ever been on an aeroplane.

2. Never have I ever worn pink.

3. Never have I ever eaten snails.

4. Never have I ever cooked spaghetti Bolognese.

5. Never have I ever visited Africa.

6. Never have I ever parachuted from an aeroplane.

7. Never have I ever visited a wax museum.

8. Never have I ever had a swim in a lake.

9. Never have I ever caught a fish with a fishing rod.

10. Never have I ever made scrambled eggs on toast.




● Display the first word on the interactive whiteboard and ask all the Child As to read it. Then hide the word.

● Explain to the Child As that they have 30 seconds to use language to get their partner to guess the word, without saying the word themselves. If Child B says the correct word within 30 seconds, he or she wins a point.



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Lesson 6

Poem 1: AllosaurusAllosaurus liked to bite,

its teeth were sharp as sabers,

it frequently, with great delight,

made mincemeat of its neighbours.

Allosaurus liked to hunt,

and when it caught its quarry,

it tore it open, back and front,

and never said, ‘I’m sorry!’

Allosaurus liked to eat,

and using teeth and talons,

it stuffed itself with tons of meat,

and guzzled blood by gallons.

Allosaurus liked to munch,

and kept from growing thinner

by gnawing an enormous lunch,

then rushing off to dinner.

Jack Prelutsky

● Read the poem ‘Allosaurus’ using voice, facial expression and body language to help the children





1. Who wrote this poem?

2. Describe Allosaurus’s teeth.

3. What did Allosaurus frequently do to its neighbours?

4. What did Allosaurus use when eating?

5. What do you think the word ‘quarry’ means?

6. How do you know Allosaurus was a carnivore?

7. Write down three things Allosaurus liked to do.

8. Would you like to meet Allosaurus? Explain why or why not.

9. Look at the rhyming words in the poem. Can you see a pattern? What is it?

10. Write another verse to the poem beginning: Allosaurus liked to…

Group Activity

Arrange the children in groups of six. Ask each group to prepare an interest talk about a dinosaur. Ask

them to make notes. Choose a reporter and allow that child to report to the class what the group knows

about the particular dinosaur.

The groups could report on the following dinosaurs:

● Tyrannosaurus rex (T-rex)

● Allosaurus

● Stegosaurus

● Triceratops

● Diplodocus

145


nit 10

Poem 2: The King of All the Dinosaurs With taloned feet and razor claws,

Leathery scales, monstrous jaws…

The king of all the dinosaurs

Tyrannosaurus rex.

With sabre teeth no one ignores,

It rants and raves and royally roars…


Tyrannosaurus rex.

The largest of all carnivores,

It stomps and chomps on forest floors…


Tyrannosaurus rex.

Charges forwards waging wars,

Gouges, gorges, gashes, gores…


Tyrannosaurus rex.

With taloned feet and razor claws,

Leathery scales, monstrous jaws,

Sabre teeth no one ignores,

It rants and raves and royally roars…


Tyrannosaurus rex.

Paul Cookson

● Read the poem ‘The King of All the Dinosaurs’ using voice, facial expression and body language to

help the children understand the poem.




1. Name the king of the dinosaurs.

2. Describe the teeth of Tyrannosaurus rex.

3. What words or phrases tell us that T-rex was very fierce?

4. What does T-rex do on forest floors?

5. Name another carnivore.

6. Why do you think that Tyrannosaurus rex was called the king of all the dinosaurs?

7. ‘It rants and raves and royally roars’ is an example of alliteration in the poem. Write two more

examples of alliteration found in the poem.

8. Look at the rhyming words in the poem. Can you see a pattern? What is it?

9. Do you like this poem? Explain why or why not.

10. Would you like to meet a T-rex? Why/Why not?

Group Activity

Arrange the children in groups of six. Ask each group to prepare an interest talk about one of the topics

on the next page. Ask them to make notes. Choose a reporter and allow that child to report to the class

what the group knows about the particular topic.

146


The children could prepare an interest talk on the following topics:

● Fossils and what they tell us

● People who study fossils

● Dinosaurs in museums

● Dinosaur’s armour

● Dinosaur giants

● Death of the dinosaurs

● Herbivore dinosaurs

● Carnivore dinosaurs

● Omnivore dinosaurs

Assessment

A Peer Assessment The groups discuss what went well in their interest talks and areas that could be improved. The children

can use the ‘Classroom Living Chart’ as their assessment tool.



147

Curriculum Links

Unit: 1Text Type: ConversationsTheme: Transport

Activity Element Learning Outcome Children should be able to:

1. Brainstorm! Exploring and using LO 7, 10 Express personal needs, opinions and preferences, explaining and justifying their perspective.Ask and answer a variety of questions – open, closed, leading, rhetorical – for a range of purposes, such as exploring and discussing texts; clarifying and extending thinking; comparing views and opinions; interviewing, speculating, arguing and persuading.Manipulate language creatively through listening and responding to the aesthetic and creative aspects of language, at sound, word, sentence and text level.

2. Topic-specific vocabulary

UnderstandingExploring and using

LO 5, 6LO 11

Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts.Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres.Analyse and select information to communicate ideas and opinions for a variety of purposes, such as informing, debating, explaining, justifying and persuading.

3. Digital poster – Familiarisation of text type (Conversations)

Communicating LO 1 Recognise themselves as listeners and speakers, engaging purposefully and empathetically with others. Actively listen and extract meaning and enjoyment from conversations and texts in a range of genres and where possible, in various languages.

4. Silent video and discussion

Communicating LO 2, 3 Choose, listen to, critically respond to and create texts in a range of genres and in other languages where appropriate, across the curriculum for pleasure, interest and specific purposes.Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics.

148


Adapt language style such as tone, pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in conversations.

5. Games: ● Conversation Web ● Chinese Whispers ● Articulate ● Roll the Ball ● Test Your Memory! ● Phrases

CommunicatingUnderstandingExploring and using

LO 1LO 5LO 12

Actively listen and extract meaning and enjoyment from conversations and texts in a range of genres and where possible, in various languages.Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts and other languages.Describe, predict, reflect upon and evaluate actions, events, processes, feelings and experiences relating to a wide range of real and imaginary contexts.

6. Slideshow on Automobiles

CommunicatingUnderstanding

LO 1LO 6

Recognise themselves as listeners and speakers, engaging purposefully and empathetically with others.Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres and across other languages where appropriate.Respond creatively and critically to what they have heard and experienced.

7. Teacher-in-role – Think-aloud strategies


LO 3LO 4, 5, 6

Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics. Adapt language style such as tone, pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in a range of genres.Vary sentence length and structure, moving fluidly between a range of sentence types; simple, compound and complex, as appropriate to audience, purpose and language being spoken.Use grammar conventions appropriately and identify differences in sentence structure and grammar across languages and dialects.Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts.Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres and across other languages where appropriate.

149


8. Conversation stations: Teacher scaffolding pupils

Exploring and using LO 7, 8, 9 Express personal needs, opinions and preferences, explaining and justifying their perspective.Select how and when it is appropriate to ask and answer a wide range of question types; open, closed, leading and rhetorical, for an increasing range of complex purposes.Explain and justify categorisation, across the curriculum, as appropriate, and demonstrate understanding that categories are fluid and can vary.Create narratives and retell stories and events, both real and imaginary, for various audiences, using imaginative and figurative language, elaborating where appropriate.

9. Conversation scenarios: Pupil using text type independently

Exploring and using LO 10 Manipulate language creatively through listening and responding to the aesthetic and creative aspects of language, at sound, word, sentence and text level. Use language playfully and creatively in their own conversations and texts and across other languages as appropriate.

10. Poetry: ● ‘Flying Machine’

by Hilda Offen ● ‘I Bought a

Maserati’ by Kenn Nesbitt

CommunicatingExploring and using

LO 1LO 12

Recognise themselves as listeners and speakers, engaging purposefully and empathetically with others.Describe, predict, reflect upon and evaluate actions, events, processes, feelings and experiences relating to a wide range of real and imaginary contexts.

11. Assessment: ● Rubrics ● Living charts

Understanding LO 6 Respond creatively and critically to what they have heard and experienced.

150

Unit: 2Text Type: Pair and Small Group WorkTheme: Birds




Understanding Exploring and using

LO 5, 6LO 11

Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific text.Demonstrate understanding bylistening actively to, understanding,analysing and responding appropriately to conversations and texts in a range of genres.Analyse and select information to communicate ideas and opinions for a variety of purposes, such as informing, debating, explaining, justifying and persuading.

3. Digital poster – Familiarisation of text type (Pair and small group work)

Communicating LO 1 Recognise themselves as listenersand speakers, engaging purposefully and empathetically with others.Actively listen and extract meaningand enjoyment from conversationsand texts in a range of genres.

4. Games: ● Mirror Mirror ● Fortunately,

Unfortunately! ● I See, I Think, I

Feel, I Wonder… ● Just Like Me! ● Pass the Paper ● Articulate ● Roll the Ball ● Memory Game ● Phrases


LO 1LO 5LO 12



151


5. Slideshow on Birds of Prey


LO 1LO 6

Recognise themselves as listenersand speakers, engaging purposefully and empathetically with others.Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres and across other languages where appropriate.



LO 3LO 4, 5, 6

Use language flexibly and withempathy while initiating, sustainingand engaging in conversations onpersonal and curriculum-based topics.Adapt language style such as tone,pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicatingorally in a range of genres.Vary sentence length and structure, moving fluidly between a range of sentence types; simple, compound and complex, as appropriate to audience, purpose and language being spoken.Use grammar conventions appropriately and identify differences in sentence structure and grammar across languages and dialects.Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts.Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres and across other languages where appropriate.

7. Group work stations: Teacher scaffolding pupils


152


8. Group work scenarios: Pupil using text type independently


9. Poetry: ● ‘Spaghetti!

Spaghetti!’ by Jack Prelutsky

● ‘Something Told the Wild Geese’ by Rachel Lyman Field


LO 1LO 12

Recognise themselves as listenersand speakers, engaging purposefully and empathetically with others.Describe, predict, reflect upon and evaluate actions, events, processes, feelings and experiences relating to a wide range of real and imaginary contexts.



153






LO 5, 6 LO 11

Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts.Demonstrate understanding bylistening actively to, understanding,analysing and responding appropriately to conversations and texts in a range of genres.Analyse and select information to communicate ideas and opinions for a variety of purposes, such as informing, debating, explaining, justifying and persuading.

3. Digital poster – Familiarisation of text type (Questioning and interviews)



Communicating LO 2, 3 Choose, listen to, critically respond to and create texts in a range of genres and in other languages where appropriate, across the curriculum for pleasure, interest and specific purposes.Use language flexibly and withempathy while initiating, sustainingand engaging in conversations on personal and curriculum-based topics.Adapt language style such as tone,pace, choice of vocabulary, gestures, facial expressions and body language for a range ofaudiences whilst communicating orally in conversations.

Unit: 3Text Type: Questioning and InterviewsTheme: Wild Animals in Ireland

154


5. Games: ● ‘Yes’ or ‘No’ ● Question Cube ● Find a Friend ● Begin with the

Last Letter ● Hot Seat ● Roll the Ball ● Articulate ● Phrases


LO 1LO 5LO 12


6. Slideshow on Wild Animals in Ireland


LO 1LO 6

Recognise themselves as listenersand speakers, engaging purposefully and empathetically with others.Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres and across other languages where appropriate.Respond creatively and critically to what they have heard and experienced.



LO 3LO 4, 5, 6

Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics.Adapt language style such as tone,pace, choice of vocabulary, gestures, facial expressions and body language for a range ofaudiences whilst communicating orally in a range of genres.Vary sentence length and structure, moving fluidly between a range of sentence types; simple, compound and complex, as appropriate to audience, purpose and language being spoken.Use grammar conventions appropriately and identify differences in sentence structure and grammar across languages and dialects.Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts.Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres and across other languages where appropriate.

155


8. Question stations: Teacher scaffolding pupils


9. Interview scenarios: Pupil using text type independently


10. Poetry: ● ‘Waiting at the

Window’ by AA Milne

● ‘The Three Foxes’ by AA Milne


LO 1LO 12




156






LO 5, 6LO 11


3. Digital poster – Familiarisation of text type (Storytelling and anecdotes)



Communicating LO 2, 3 Choose, listen to, critically respond to and create texts in a range of genres and in other languages where appropriate, across the curriculum for pleasure, interest and specific purposes.Use language flexibly and withempathy while initiating, sustainingand engaging in conversations on personal and curriculum-based topics.Adapt language style such as tone,pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in conversations.

Unit: 4Text Type: Storytelling and AnecdotesTheme: School

157


5. Games: ● That’s Good, that’s

Bad ● Circle Stories ● Story Sacks ● Re-tell Your

Favourite Story ● Articulate ● Phrases


LO 1LO 5LO 12


6. Slideshow on School


LO 1LO 6




LO 3LO 4, 5, 6


158


8. Story stations: Teacher scaffolding pupils


9. Story scenarios: Pupil using text type independently


10. Poetry: ● ‘Wizard’ by

Richard Edwards ● ‘All My Great

Excuses’ by Kenn Nesbitt


LO 1LO 12




159



1. Brainstorm skills involved in Reader’s Theatre

Exploring and using LO 7, 10 Express personal needs, opinions and preferences, explaining and justifying their perspective.Ask and answer a variety of questions – open, closed, leading, rhetorical – for a range of purposes, such as exploring and discussing texts; clarifying and extending thinking; comparing views and opinions; interviewing, speculating, arguing and persuading.Manipulate language creatively through listening and responding to the aesthetic and creative aspects of language, at sound, word, sentence and text level.



LO 5, 6LO 11


3. Reader’s Theatre Script

What, No Santa?

Communicating LO 2, 3 Choose, listen to, critically respond to and create texts in a range of genres and in other languages where appropriate, across the curriculum for pleasure, interest and specific purposes.Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics.Adapt language style such as tone,pace, choice of vocabulary, gestures, facial expressions and body language for a range ofaudiences whilst communicatingorally in conversations.

Unit: 5Text Type: Storytelling and AnecdotesTheme: Friendship

160


4. Storytelling stations Exploring and using LO 7, 8, 9 Express personal needs, opinions and preferences, explaining and justifying their perspective.Select how and when it is appropriate to ask and answer a wide range of question types; open, closed, leading and rhetorical, for an increasing range of complex purposes.Explain and justify categorisation, across the curriculum, as appropriate, and demonstrate understanding that categories are fluid and can vary.Create narratives and retell stories and events, both real and imaginary, for various audiences, using imaginative and figurative language, elaborating where appropriate.

5. Poetry: ● ‘A Visit from St

Nicholas’ by Clement Clarke Moore

● ‘Good Company’ by Leonard Clarke

● ‘From a Railway Carriage’ by Robert Louis Stevenson


LO 1LO 12


6. Assessment: Living charts


161






LO 5, 6LO 11


3. Digital poster – Familiarisation of text type (Oral reports)



Communicating LO 2, 3 Choose, listen to, critically respond to and create texts in a range of genres and in other languages where appropriate, across the curriculum for pleasure, interest and specific purposes.Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics.Adapt language style such as tone,pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in conversations.

Unit: 6Text Type: Oral ReportsTheme: Space

162


5. Games: ● My News ● Roll the Ball ● Report Role Play ● Role the Ball ● Articulate


LO 1LO 5LO 12

Recognise themselves as listeners and speakers, engaging purposefully and empathetically with others. Express their individuality through their knowledge and use of various languages.Actively listen and extract meaning and enjoyment from conversations and texts in a range of genres and where possible.Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts and other languages.Describe, predict, reflect upon and evaluate actions, events, processes, feelings and experiences relating to a wide range of real and imaginary contexts.

6. Slideshow on Space


LO 1LO 6




LO 3LO 4, 5, 6


163


8. Report role-play: Teacher scaffolding pupils


9. Report scenarios: Pupils using text type independently


10. Poetry: ● ‘Brother’ by Mary

Ann Hoberman ● ‘The Alien’ by Julie

Holder


LO 1LO 12

Recognise themselves as listeners and speakers, engaging purposefully and empathetically with others.Describe, predict, reflect upon and evaluate actions, events, processes, feelings and experiences relating to a wide range of real and imaginary contexts.



164






LO 5, 6LO 11


3. Digital poster – Familiarisation of text type (Giving and following instructions)



Communicating LO 2, 3 Choose, listen to, critically respond to and create texts in a range of genres and in other languages where appropriate, across the curriculum for pleasure, interest and specific purposes.Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics.Adapt language style such as tone,pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in conversations.

Unit: 7Text Type: Giving and Following InstructionsTheme: Inventions

165


5. Games: ● Locate the Object ● Treasure Map ● Lego Construction ● Grids ● Giving

Instructions for How to Play a Game

● Role-play – Witch’s Spell

● Articulate


LO 1LO 5LO 12


6. Slideshow on Inventions


LO 1LO 6




LO 3LO 4, 5, 6


166


8. Instruction stations: Teacher scaffolding pupils


9. Instruction scenarios: Pupils using text type independently


10. Poetry: ● ‘The Ship of the

Desert’ by Celia Warren

● ‘The Chimney Boy’s Story’ by Wes Magee


LO 1LO 12




167






LO 5, 6LO 11

Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts.Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres.Analyse and select information to communicate ideas and opinions for a variety of purposes, such as informing, debating, explaining, justifying and persuading.

3. Digital poster – Familiarisation of text type (Arguments and informal debates)



Communicating LO 2, 3 Choose, listen to, critically respond to and create texts in a range of genres and in other languages where appropriate, across the curriculum for pleasure, interest and specific purposes.Use language flexibly and withempathy while initiating, sustainingand engaging in conversations onpersonal and curriculum-based topics.Adapt language style such as tone,pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in conversations.

Unit: 8Text Type: Arguments and Informal DebatesTheme: Food

168


5. Games: ● Agree or Disagree ● Counterargument

Tennis ● What Would You

Say? ● Make an

Advertisement ● Articulate


LO 1LO 5LO 12


6. Slideshow on Food CommunicatingUnderstanding

LO 1LO 6




LO 3LO 4, 5, 6

Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics.Adapt language style such as tone,pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in a range of genres.Vary sentence length and structure, moving fluidly between a range of sentence types; simple, compound and complex, as appropriate to audience, purpose and language being spoken.Use grammar conventions appropriately and identify differences in sentence structure and grammar across languages and dialects.Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts.Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres and across other languages where appropriate.

169


8. Arguments/informal debate stations: Teacher scaffolding pupils


9. Poetry: ● ‘The Dinosaur’s

Dinner’ by June Crebbin

● ‘Fast Food’ by Robert Scotellaro


LO 1LO 12

Recognise themselves as listenersand speakers, engaging purposefully and empathetically with others.Describe, predict, reflect upon and evaluate actions, events, processes, feelings and experiences relating to a wide range of real and imaginary contexts



170






LO 5, 6LO 11


3. Digital poster – Familiarisation of text type (Formal debates)




Unit: 9Text Type: Formal DebatesTheme: The Zoo

171


5. Games: ● Agree or Disagree ● Debate Warm-up ● Just a Minute ● Articulate


LO 1LO 5LO 12


6. Slideshow on The Zoo


LO 1LO 6




LO 3LO 4, 5, 6


172


8. Formal debate stations: Teacher scaffolding pupils


9. Formal debates: Pupils using text type independently

Exploring and using LO 10

Manipulate language creatively through listening and responding to the aesthetic and creative aspects of language, at sound, word, sentence and text level. Use language playfully and creatively in their own conversations and texts and across other languages as appropriate.

10. Poetry: ● ‘Penguins on Ice’

by Celia Warren ● ‘Gorilla’ by Martin

Honeysett


LO 1LO 12

Recognise themselves as listenersand speakers, engagingpurposefully and empatheticallywith others.Describe, predict, reflect upon and evaluate actions, events, processes, feelings and experiences relating to a wide range of real and imaginary contexts.



173






LO 5, 6LO 11


3. Digital poster – Familiarisation of text type (Interest talks and cooperative group work)




Unit: 10Text Type: Interest Talks and Cooperative Group WorkTheme: Dinosaurs

174


5. Games: ● Face to Face ● Alphabet Game ● Never Have I

Ever… ● Articulate


LO 1LO 5LO 12


6. Slideshow on Dinosaurs


LO 1LO 6




LO 3LO 4, 5, 6


175


8. Interest talk stations: Teachers scaffolding pupils


9. Interest talk scenarios: Pupils using text type independently

Exploring and using LO 10

Manipulate language creatively through listening and responding to the aesthetic and creative aspects of language, at sound, word, sentence and text level. Use language playfully and creatively in their own conversations and texts and across other languages as appropriate.

10. Poetry: ● ‘Allosaurus’ by

Jack Prelutsky ● ‘The King of All

the Dinosaurs’ by Paul Cookson


LO 1LO 12




176

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wor

ds

and

inte

rject

ions

. A

num

ber o

f lin

king

wor

ds a

nd

appr

opria

te in

terje

ctio

ns u

sed.

A

wid

e va

riety

of a

ppro

pria

te

linki

ng w

ords

and

inte

rject

ions

us

ed th

roug

hout

the

conv

ersa

tion.

Topi

c sp

ecifi

c vo

cabu

lary

N

o te

chni

cal v

ocab

ular

y us

ed.

Som

e at

tem

pts

to u

se te

chni

cal

voca

bula

ry a

nd e

mot

ive

lang

uage

. Te

chni

cal v

ocab

ular

y us

ed w

ith

evid

ence

of b

ackg

roun

d kn

owle

dge.

So

me

atte

mpt

s to

use

em

otiv

e la

ngua

ge.

Tech

nica

l voc

abul

ary,

ba

ckgr

ound

kno

wle

dge,

ex

perie

nce

and

emot

ive

lang

uage

use

d ac

cura

tely

th

roug

hout

.

Spea

king

and

Lis

teni

ng S

kills

Broa

d ru

les t

hat

gove

rn so

cial

in

tera

ctio

n

Very

poo

r tur

n ta

king

ski

lls.

Att

empt

ed to

turn

take

. Was

un

com

fort

able

and

cou

ld n

ot re

pair

erro

rs m

ade.

Turn

taki

ng w

as a

ppro

pria

te fo

r the

m

ost p

art.

Was

cap

able

of s

ome

repa

ir.

The

spea

ker w

as v

ery

conf

iden

t an

d to

ok tu

rns

spea

king

, in

terje

ctin

g ap

prop

riate

ly a

nd

usin

g re

pair

thro

ugho

ut.

Use

of v

oice

Poor

pro

ject

ion.

Mum

bled

spe

ech

with

out c

lear

pro

nunc

iatio

n.

Audi

ence

dis

enga

ged.

Som

e pr

ojec

tion

with

mos

t wor

ds

pron

ounc

ed a

ccur

atel

y.

Goo

d pr

ojec

tion

and

pron

unci

atio

n.

Inte

rject

ions

nee

d w

ork.

Sm

ooth

, effe

ctiv

e en

gage

men

t w

ith c

lear

pro

nunc

iatio

n an

d pr

ojec

tion

thro

ugho

ut. A

udie

nce

enga

ged.

Non

-ver

bal b

ehav

iour

s Po

or e

ye c

onta

ct. L

imite

d us

e of

ge

stur

e an

d fa

cial

exp

ress

ion.

So

me

atte

mpt

s at

eye

con

tact

mad

e.

Repe

titio

n of

ges

ture

thro

ugho

ut.

Goo

d ey

e co

ntac

t. Li

mite

d ge

stur

es

used

. Su

stai

ned

eye

cont

act,

appr

opria

te g

estu

re u

sed.

A

ppea

red

rela

xed,

usi

ng

com

fort

able

mov

emen

t and

po

stur

e th

roug

hout

.

177


Rubr

ic fo

r Con

vers

atio

ns

12

34

Text

Str

uctu

re

Cont

ribu

tions

mad

e N

o at

tem

pt m

ade

to c

ontr

ibut

e.Li

mite

d at

tem

pts

mad

e to

con

trib

ute

to

the

conv

ersa

tion.

M

ade

seve

ral a

ttem

pts

to c

ontr

ibut

e.

Cont

ribut

ed a

ppro

pria

tely

th

roug

hout

the

conv

ersa

tion

with

out m

onop

olis

ing.

Ask

ing

ques

tions

N

o qu

estio

ns a

sked

.Po

sed

one

ques

tion

durin

g th

e co

nver

satio

n.

Ask

ed a

lim

ited

num

ber o

f que

stio

ns

thro

ugho

ut th

e co

nver

satio

n.

Ask

ed a

num

ber o

f app

ropr

iate

qu

estio

ns th

roug

hout

the

conv

ersa

tion.

Follo

w p

eer d

isco

urse

N

o ev

iden

ce o

f fol

low

ing

the

cont

ent

of th

e co

nver

satio

n.Li

mite

d ev

iden

ce th

at th

e co

nver

satio

n w

as b

eing

follo

wed

. A

ppea

red

to fo

llow

the

conv

ersa

tion

for t

he m

ost p

art.

Invo

lved

in th

e co

nver

satio

n,

follo

win

g pe

er d

iscu

ssio

n an

d re

spon

ding

app

ropr

iate

ly.

Iden

tify

and

resp

ond

diff

eren

t poi

nts o

f vie

w

Inab

ility

to id

entif

y an

d re

spon

d to

di

ffere

nt p

oint

s of

vie

w.

Som

e at

tem

pt to

iden

tify

diffe

rent

po

ints

of v

iew

. Som

e ap

prop

riate

re

spon

ses

to o

ther

s op

inio

ns.

Iden

tifie

d th

e m

ajor

ity o

f the

vi

ewpo

ints

exp

ress

ed w

ith a

ppro

pria

te

resp

onse

s fo

r the

mos

t par

t.

Iden

tifie

d an

d ac

know

ledg

ed

diffe

rent

poi

nts

of v

iew

th

roug

hout

the

conv

ersa

tion

and

resp

onde

d ap

prop

riate

ly to

th

em.

Expr

ess o

pini

ons a

nd

subs

tant

iate

N

o at

tem

pt to

exp

ress

and

opi

nion

. So

me

atte

mpt

mad

e to

exp

ress

an

opin

ion.

Pr

esen

ted

thei

r opi

nion

but

faile

d to

su

bsta

ntia

te.

Very

cap

able

of e

xpre

ssin

g th

eir

opin

ion

and

subs

tant

iatin

g.

Lang

uage

Lang

uage

feat

ures

as

soci

ated

with

the

text

type

No

use

of li

nkin

g w

ords

or

appr

opria

te in

terje

ctio

ns.

Lim

ited/

repe

titiv

e us

e of

link

ing

wor

ds

and

inte

rject

ions

. A

num

ber o

f lin

king

wor

ds a

nd

appr

opria

te in

terje

ctio

ns u

sed.

A

wid

e va

riety

of a

ppro

pria

te

linki

ng w

ords

and

inte

rject

ions

us

ed th

roug

hout

the

conv

ersa

tion.

Topi

c sp

ecifi

c vo

cabu

lary

N

o te

chni

cal v

ocab

ular

y us

ed.

Som

e at

tem

pts

to u

se te

chni

cal

voca

bula

ry a

nd e

mot

ive

lang

uage

. Te

chni

cal v

ocab

ular

y us

ed w

ith

evid

ence

of b

ackg

roun

d kn

owle

dge.

So

me

atte

mpt

s to

use

em

otiv

e la

ngua

ge.

Tech

nica

l voc

abul

ary,

ba

ckgr

ound

kno

wle

dge,

ex

perie

nce

and

emot

ive

lang

uage

use

d ac

cura

tely

th

roug

hout

.

Spea

king

and

Lis

teni

ng S

kills

Broa

d ru

les t

hat

gove

rn so

cial

in

tera

ctio

n

Very

poo

r tur

n ta

king

ski

lls.

Att

empt

ed to

turn

take

. Was

un

com

fort

able

and

cou

ld n

ot re

pair

erro

rs m

ade.

Turn

taki

ng w

as a

ppro

pria

te fo

r the

m

ost p

art.

Was

cap

able

of s

ome

repa

ir.

The

spea

ker w

as v

ery

conf

iden

t an

d to

ok tu

rns

spea

king

, in

terje

ctin

g ap

prop

riate

ly a

nd

usin

g re

pair

thro

ugho

ut.

Use

of v

oice

Poor

pro

ject

ion.

Mum

bled

spe

ech

with

out c

lear

pro

nunc

iatio

n.

Audi

ence

dis

enga

ged.

Som

e pr

ojec

tion

with

mos

t wor

ds

pron

ounc

ed a

ccur

atel

y.

Goo

d pr

ojec

tion

and

pron

unci

atio

n.

Inte

rject

ions

nee

d w

ork.

Sm

ooth

, effe

ctiv

e en

gage

men

t w

ith c

lear

pro

nunc

iatio

n an

d pr

ojec

tion

thro

ugho

ut. A

udie

nce

enga

ged.

Non

-ver

bal b

ehav

iour

s Po

or e

ye c

onta

ct. L

imite

d us

e of

ge

stur

e an

d fa

cial

exp

ress

ion.

So

me

atte

mpt

s at

eye

con

tact

mad

e.

Repe

titio

n of

ges

ture

thro

ugho

ut.

Goo

d ey

e co

ntac

t. Li

mite

d ge

stur

es

used

. Su

stai

ned

eye

cont

act,

appr

opria

te g

estu

re u

sed.

A

ppea

red

rela

xed,

usi

ng

com

fort

able

mov

emen

t and

po

stur

e th

roug

hout

.

Rubr

ic fo

r Gro

up W

ork

12

34

Text

Str

uctu

re

Cont

ribu

tions

mad

e N

o at

tem

pt m

ade

to c

ontr

ibut

e.Li

mite

d at

tem

pts

mad

e to

con

trib

ute

to

the

grou

p.

Mad

e se

vera

l att

empt

s to

con

trib

ute.

Co

ntrib

uted

app

ropr

iate

ly

thro

ugho

ut th

e gr

oup

wor

k w

ithou

t mon

opol

isin

g.

Ask

ing

ques

tions

N

o qu

estio

ns a

sked

.Po

sed

only

clo

sed

ques

tions

dur

ing

the

grou

p w

ork.

A

sked

a n

umbe

r of o

pen

and

clos

ed

ques

tions

dur

ing

the

grou

p w

ork.

A

sked

a v

arie

ty o

f app

ropr

iate

qu

estio

ns th

roug

hout

– c

lose

d,

open

and

cla

rifyi

ng.

Ackn

owle

dge

and

build

on

oth

ers c

ontr

ibut

ions

N

o at

tem

pt to

ack

now

ledg

e ot

hers

co

ntrib

utio

ns.

Lim

ited

ackn

owle

dgem

ent o

f co

ntrib

utio

ns o

f oth

ers.

Ac

know

ledg

ed th

e co

ntrib

utio

ns o

f ot

hers

but

una

ble

to b

uild

on

them

. Ac

know

ledg

ed th

e co

ntrib

utio

ns

of o

ther

s in

the

grou

ps a

nd

atte

mpt

ed to

bui

ld o

n an

d cl

arify

th

ese

cont

ribut

ions

.

Invo

lvin

g/en

cour

agin

g ot

hers

N

o at

tem

pt to

invo

lve

othe

rs in

the

grou

p.

One

att

empt

mad

e to

invo

lve

othe

rs in

the

grou

p.

Mad

e a

coup

le o

f att

empt

s to

invo

lve

othe

rs in

the

grou

p ap

prop

riate

ly.

Mad

e se

vera

l att

empt

s to

invo

lve

othe

rs a

ppro

pria

tely

and

pro

vide

en

cour

agem

ent.

Expr

ess o

pini

ons a

nd

subs

tant

iate

N

o at

tem

pt to

exp

ress

and

opi

nion

. So

me

atte

mpt

mad

e to

exp

ress

an

opin

ion.

Pr

esen

ted

thei

r opi

nion

but

faile

d to

su

bsta

ntia

te.

Very

cap

able

of e

xpre

ssin

g th

eir

opin

ion

and

subs

tant

iatin

g.

Lang

uage

Lang

uage

feat

ures

as

soci

ated

with

the

text

type

No

use

of li

nkin

g w

ords

or

appr

opria

te in

terje

ctio

ns.

Lim

ited/

repe

titiv

e us

e of

link

ing

wor

ds

and

inte

rject

ions

. A

num

ber o

f lin

king

wor

ds a

nd

appr

opria

te in

terje

ctio

ns u

sed.

A

wid

e va

riety

of a

ppro

pria

te

linki

ng w

ords

and

inte

rject

ions

us

ed th

roug

hout

the

grou

p w

ork.

Topi

c sp

ecifi

c vo

cabu

lary

N

o te

chni

cal v

ocab

ular

y us

ed.

Som

e at

tem

pts

to u

se te

chni

cal

voca

bula

ry a

nd e

mot

ive

lang

uage

. Te

chni

cal v

ocab

ular

y us

ed w

ith

evid

ence

of b

ackg

roun

d kn

owle

dge.

So

me

atte

mpt

s to

use

em

otiv

e la

ngua

ge.

Tech

nica

l voc

abul

ary,

ba

ckgr

ound

kno

wle

dge,

ex

perie

nce

and

emot

ive

lang

uage

use

d ac

cura

tely

th

roug

hout

.

Spea

king

and

Lis

teni

ng S

kills

Broa

d ru

les t

hat

gove

rn so

cial

in

tera

ctio

n

Very

poo

r tur

n ta

king

ski

lls. W

as

mor

e of

a h

indr

ance

than

a h

elp

to

the

grou

p ge

nera

lly.

Att

empt

ed to

turn

take

but

did

not

co

ntrib

ute

to th

e su

cces

s of

the

grou

p.

Turn

taki

ng w

as a

ppro

pria

te fo

r the

m

ost p

art.

Was

a g

ood

grou

p m

embe

r. Ve

ry c

onfid

ent w

orki

ng a

s pa

rt

of a

gro

up. a

n in

tegr

al m

embe

r ad

ding

to th

e su

cces

s of

the

grou

p.

Use

of v

oice

Poor

pro

ject

ion.

Mum

bled

spe

ech

with

out c

lear

pro

nunc

iatio

n. F

aile

d to

eng

age

the

grou

p.

Som

e pr

ojec

tion

with

mos

t wor

ds

pron

ounc

ed a

ccur

atel

y. E

ngag

ed th

e gr

oup

on o

ccas

ion.

Goo

d pr

ojec

tion

and

pron

unci

atio

n.

Enga

ged

the

grou

p on

a fe

w o

ccas

ions

. Sm

ooth

, effe

ctiv

e en

gage

men

t w

ith c

lear

pro

nunc

iatio

n an

d pr

ojec

tion

thro

ugho

ut.

Succ

essf

ully

eng

aged

the

grou

p th

roug

hout

.

Non

-ver

bal b

ehav

iour

s Po

or e

ye c

onta

ct. L

imite

d us

e of

ge

stur

e an

d fa

cial

exp

ress

ion.

So

me

atte

mpt

s at

eye

con

tact

mad

e.

Repe

titio

n of

ges

ture

thro

ugho

ut.

Goo

d ey

e co

ntac

t. Li

mite

d ge

stur

es

used

. Su

stai

ned

eye

cont

act,

appr

opria

te g

estu

re u

sed.

A

ppea

red

rela

xed,

usi

ng

com

fort

able

mov

emen

t and

po

stur

e th

roug

hout

.

178


Rubr

ic fo

r Sto

ryte

lling

and

Ane

cdot

es

12

34

Text

Str

uctu

re

Ori

enta

tion

No

clea

r orie

ntat

ion.

Att

empt

ed to

intr

oduc

e a

stor

y se

ttin

g.

Des

crib

ed th

e se

ttin

g w

ell b

ut fa

iled

to

intr

oduc

e ot

her e

lem

ents

.

Orie

ntat

ion

clea

rly d

escr

ibed

th

e si

tuat

ion,

cha

ract

ers

and

timef

ram

e fo

r the

sto

ry.

Seri

es o

f eve

nts

No

clea

r ser

ies

of e

vent

s. So

me

atte

mpt

to s

eque

nce

even

ts o

f the

st

ory.

Ev

ents

wer

e pr

esen

ted

but n

eede

d to

be

mor

e lo

gica

lly s

eque

nced

. Ev

ents

wer

e w

ell o

utlin

ed w

ith a

cl

ear a

nd c

onsi

sten

t seq

uenc

e.

Com

plic

atio

n

No

com

plic

atio

n in

clud

ed.

Som

e at

tem

pt m

ade

to in

clud

e a

com

plic

atio

n.

A c

ompl

icat

ion

was

incl

uded

but

was

no

t app

ropr

iate

to th

e st

ory.

A

n in

tere

stin

g co

mpl

icat

ion

was

incl

uded

at a

sui

tabl

e po

int

whi

ch a

dded

to th

e qu

ality

of t

he

stor

ytel

ling.

Conc

lusi

on

No

conc

lusi

on to

the

stor

y.

Som

e at

tem

pt m

ade

to c

oncl

ude

the

stor

ytel

ling.

Th

e st

ory

had

a sa

tisfy

ing

conc

lusi

on.

The

conc

lusi

on ti

ed th

e st

ory

up a

ppro

pria

tely

and

left

the

audi

ence

sat

isfie

d.

Lang

uage

Des

crip

tive

voca

bula

ry

Very

lim

ited

use

of d

escr

ipto

rs.

Li

mite

d us

e of

des

crip

tors

whe

n de

scrib

ing

both

cha

ract

ers

and

sett

ing.

So

me

good

des

crip

tors

use

d th

roug

hout

the

stor

y.

A v

arie

d an

d ric

h us

e of

de

scrip

tive

lang

uage

to d

escr

ibe

char

acte

rs, s

ettin

g an

d ev

ents

th

roug

hout

the

stor

y.

Tim

e co

nnec

tives

N

o us

e of

tim

e co

nnec

tives

. Re

petit

ion

of ti

me

conn

ectiv

es th

roug

hout

th

e st

oryt

ellin

g.

Som

e at

tem

pt m

ade

to u

se a

sm

all

varie

ty o

f tim

e co

nnec

tives

. A

var

ied

and

rich

use

of ti

me

conn

ectiv

es a

nd c

onsi

sten

t use

of

tens

e th

roug

hout

the

stor

ytel

ling.

Spea

king

and

Lis

teni

ng S

kills

Broa

d ru

les t

hat

gove

rn so

cial

in

tera

ctio

n

Poor

eye

con

tact

with

aud

ienc

e.

Stiff

pre

sent

atio

n an

d po

stur

e. Q

uits

if

mak

es a

mis

take

.

Eye

cont

act m

ade

with

som

e of

the

audi

ence

. Ner

ves

evid

ent b

ut c

an c

orre

ct

self.

Goo

d ey

e co

ntac

t with

aud

ienc

e.

Com

fort

able

in s

peak

ing

and

reco

vers

ea

sily

from

mis

take

s.

Hol

ds a

tten

tion

of th

e au

dien

ce

with

dire

ct e

ye c

onta

ct. R

elax

ed

and

self-

conf

iden

t, co

verin

g m

ista

kes

so u

nkno

wn

to

audi

ence

.

Use

of v

oice

Poor

pro

ject

ion.

Mum

bled

spe

ech

with

mon

oton

e vo

ice.

Aud

ienc

e di

seng

aged

.

Som

e pr

ojec

tion

with

mos

t wor

ds

pron

ounc

ed a

ccur

atel

y. P

ace

of

stor

ytel

ling

need

s at

tent

ion.

Goo

d pr

ojec

tion

and

pron

unci

atio

n.

Som

e us

e of

exp

ress

ion.

Sto

ry m

oved

at

a s

uita

ble

pace

.

Smoo

th, e

ffect

ive

deliv

ery

with

cle

ar p

ronu

ncia

tion

and

proj

ectio

n th

roug

hout

. A

ppro

pria

te v

olum

e, p

ace

and

expr

essi

ons.

Non

-ver

bal b

ehav

iour

s Ve

ry li

ttle

faci

al e

xpre

ssio

n. S

how

ed

nerv

es a

nd ra

rely

use

s bo

dy

mov

emen

t or g

estu

res.

Show

s so

me

faci

al e

xpre

ssio

n. S

ome

atte

mpt

s to

use

mov

emen

t and

ges

ture

. U

ses

faci

al e

xpre

ssio

n to

exp

ress

so

me

wor

ds. O

ften

use

d ap

prop

riate

m

ovem

ent a

nd g

estu

re to

enh

ance

the

stor

ytel

ling.

Use

s fa

cial

exp

ress

ion

to s

how

em

otio

ns a

nd m

ood.

App

eare

d re

laxe

d, u

sing

com

fort

able

m

ovem

ent a

nd g

estu

re to

en

hanc

e ac

tion

with

out

detr

actin

g.

179

THIRD CLASS TEACHER’S RESOURCE BOOKRu

bric

for A

rgum

ents

and

Deb

ates

12

34

Text

Str

uctu

re

Thes

is

No

clea

r ope

ning

sta

tem

ent

pres

ente

d.

Som

e at

tem

pt to

mak

e an

ope

ning

st

atem

ent.

Posi

tion

of s

peak

er s

tate

d.O

peni

ng s

tate

men

t mad

e ve

ry

clea

r to

audi

ence

.

Stat

e po

sitio

n

No

clea

r pos

ition

sta

ted.

Som

e at

tem

pt to

sta

te p

ositi

on m

ade.

Evid

ence

pro

vide

d w

ith s

ome

supp

ort.

Posi

tion

of s

peak

er e

xplic

itly

stat

ed w

ith a

ppro

pria

te la

ngua

ge

used

.

Prov

ide

supp

ortin

g ev

iden

ce

No

supp

ortin

g ev

iden

ce.

Evid

ence

pro

vide

d w

ith n

o su

ppor

t. A

ltern

ativ

e po

sitio

n pr

esen

ted

with

so

me

supp

ort.

Serie

s of

det

aile

d ar

gum

ents

m

ade

with

sup

port

ing

evid

ence

.

Pres

ent a

ltern

ativ

e po

sitio

n

No

alte

rnat

ive

posi

tion

pres

ente

d.

Alte

rnat

ive

posi

tion

pres

ente

d w

ith n

o su

ppor

t. Su

mm

ary

argu

men

t evi

dent

but

w

ithou

t log

ical

app

roac

h.A

ltern

ativ

e po

sitio

n ex

plic

itly

stat

ed w

ith s

uppo

rtin

g ev

iden

ce.

Sum

mar

y ar

gum

ent

No

sum

mar

y ar

gum

ent.

Som

e at

tem

pt m

ade

at s

umm

ary

argu

men

t.Su

mm

ary

argu

men

t evi

dent

but

w

ithou

t log

ical

app

roac

h.Ex

plic

it an

d lo

gica

l sum

mar

y of

po

ints

mad

e to

con

clud

e.

Lang

uage

Lang

uage

feat

ures

as

soci

ated

with

the

text

type

Lim

ited

conn

ectiv

es a

nd v

erbs

use

d w

ith n

o fa

cts

and

stat

istic

s. So

me

conn

ectiv

es a

nd v

erbs

use

d w

ith

limite

d fa

cts

and

stat

istic

s.A

rang

e of

con

nect

ives

and

ver

bs u

sed

with

som

e fa

cts

and

stat

istic

s. Lo

gica

l con

nect

ives

, pow

erfu

l ve

rbs,

fact

s an

d st

atis

tics

used

ac

cura

tely

thro

ugho

ut.

Topi

c sp

ecifi

c vo

cabu

lary

N

o te

chni

cal v

ocab

ular

y us

ed.

Som

e at

tem

pts

to u

se te

chni

cal

voca

bula

ry a

nd e

mot

ive

lang

uage

. Te

chni

cal v

ocab

ular

y us

ed w

ith

evid

ence

of r

esea

rch

done

. Som

e at

tem

pts

to u

se e

mot

ive

lang

uage

.

Tech

nica

l voc

abul

ary,

evi

denc

e fr

om e

xper

ts a

nd e

mot

ive

lang

uage

use

d ac

cura

tely

th

roug

hout

.

Spea

king

and

Lis

teni

ng S

kills

Broa

d ru

les t

hat

gove

rn so

cial

in

tera

ctio

n

Poor

turn

taki

ng. D

id n

ot h

old

the

floor

. So

me

atte

mpt

to ta

ke tu

rns

durin

g ar

gum

ent.

Did

not

suc

cess

fully

hol

d th

e flo

or w

hen

give

n th

e op

port

unity

.

Took

turn

s ap

prop

riate

ly fo

r the

mos

t pa

rt a

nd m

anag

ed to

hol

d th

e flo

or fo

r a

time.

Took

turn

s an

d in

terje

cted

ap

prop

riate

ly th

roug

hout

. Hel

d th

e flo

or e

ffect

ivel

y re

ceiv

ing

atte

ntio

n w

hen

stat

ing

posi

tion.

Use

of v

oice

Poor

pro

ject

ion.

Mum

bled

spe

ech

with

out c

lear

pro

nunc

iatio

n.

Audi

ence

dis

enga

ged.

Som

e pr

ojec

tion

with

mos

t wor

ds

pron

ounc

ed a

ccur

atel

y.

Goo

d pr

ojec

tion

and

pron

unci

atio

n.

Del

iver

y ne

eds

wor

k.

Smoo

th, e

ffect

ive

deliv

ery

with

cle

ar p

ronu

ncia

tion

and

proj

ectio

n th

roug

hout

. Aud

ienc

e en

gage

d.

Non

-ver

bal b

ehav

iour

s Po

or e

ye c

onta

ct w

ith a

udie

nce.

St

iff p

rese

ntat

ion

with

no

gest

ure.

O

ver r

elia

nt o

n sp

eaki

ng c

ues.

Som

e at

tem

pts

at e

ye c

onta

ct m

ade.

Re

petit

ion

of g

estu

re th

roug

hout

. Spe

aker

us

ed s

ome

appr

opria

te m

ovem

ents

an

d at

tem

pted

to u

se s

peak

ing

aids

ap

prop

riate

ly.

Spea

ker h

ad g

ood

post

ure

and

atte

mpt

ed to

use

spe

akin

g ai

ds

appr

opria

tely

.

Sust

aine

d ey

e co

ntac

t with

au

dien

ce, a

ppro

pria

te re

pair

and

gest

ure

used

thro

ugho

ut.

App

eare

d re

laxe

d, u

sing

co

mfo

rtab

le m

ovem

ent a

nd

post

ure

with

app

ropr

iate

use

of

spea

king

aid

s.

180


Rubr

ic fo

r Giv

ing

Inst

ruct

ions

12

34

Text

Str

uctu

re

Intr

oduc

tion

The

spea

ker d

id n

ot a

ttem

pt a

n in

trod

uctio

n to

the

proc

edur

e.

The

spea

ker a

ttem

pted

an

intr

oduc

tion

but i

t was

con

fuse

d an

d un

clea

r.Th

e sp

eake

r int

rodu

ced

the

proc

edur

e bu

t did

not

use

suf

ficie

nt d

etai

ls.

The

spea

ker h

ad a

str

ong

intr

oduc

tion

that

pro

vide

d th

e lis

tene

r with

a c

lear

ove

rvie

w a

nd

a co

ntex

t for

the

task

in h

and.

Org

anis

atio

n &

Se

quen

cing

In

stru

ctio

ns w

ere

poor

ly se

quen

ced,

un

clea

r and

diff

icul

t to

follo

w.

Inst

ruct

ions

wer

e so

mew

hat s

eque

nced

bu

t nee

ded

to b

e cl

eare

r and

bet

ter

expl

aine

d.

Inst

ruct

ions

wer

e se

quen

ced

in th

e m

ain

but c

ould

hav

e be

en p

rovi

ded

in

a m

ore

logi

cal m

anne

r.

Inst

ruct

ions

wer

e ve

ry w

ell

pres

ente

d, c

lear

ly o

rgan

ised

and

gi

ven

in a

logi

cal,

sequ

entia

l m

anne

r.

Det

aile

d fa

ctua

l de

scri

ptio

ns

No

deta

ils w

ere

used

in th

e in

stru

ctio

ns.

Min

imal

det

ails

wer

e us

ed th

roug

hout

the

inst

ruct

ions

.So

me

deta

ils w

ere

prov

ided

.Th

e sp

eake

r pro

vide

d m

any

deta

ils th

roug

hout

thei

r in

stru

ctio

ns.

Conc

lusi

on

Ther

e w

as n

o cl

ear c

oncl

usio

n to

th

e in

stru

ctio

ns.

Ther

e w

as s

ome

atte

mpt

mad

e to

co

nclu

de th

e in

stru

ctio

ns.

The

inst

ruct

ions

con

clud

ed, b

ut

som

ewha

t abr

uptly

. Th

ere

was

a c

lear

, log

ical

co

nclu

sion

to th

e in

stru

ctio

ns

prov

ided

.

Lang

uage

Use

of t

ime

conn

ectiv

esTh

e sp

eake

r did

not

use

tim

e co

nnec

tives

thro

ugho

ut th

eir

inst

ruct

ions

.

The

spea

ker r

epea

ted

the

sam

e tim

e co

nnec

tive

thro

ugho

ut th

eir i

nstr

uctio

ns.

The

spea

ker u

sed

a co

uple

of t

ime

conn

ectiv

es th

roug

hout

thei

r in

stru

ctio

ns.

The

spea

ker u

sed

a go

od v

arie

ty

of a

ppro

pria

te ti

me

conn

ectiv

es

thro

ugho

ut th

eir i

nstr

uctio

ns.

Use

of v

erbs

in

the

impe

rativ

e Ve

ry li

mite

d us

e of

ver

bs a

nd te

nse

conf

used

. A

lim

ited

use

of v

erbs

use

d. In

cons

iste

nt

use

of te

nse.

So

me

atte

mpt

s to

var

y th

e ve

rbs

prov

ided

in in

stru

ctio

ns. T

ense

use

d w

as m

ostly

cor

rect

.

A g

ood

varie

ty o

f app

ropr

iate

ve

rbs

used

in th

e co

rrec

t ten

se

thro

ugho

ut.

Spea

king

and

Lis

teni

ng S

kills

Broa

d ru

les t

hat

gove

rn so

cial

in

tera

ctio

n

The

spea

ker d

id n

ot re

spon

d ap

prop

riate

ly to

turn

taki

ng, w

as

uncl

ear w

hen

to s

peak

and

cou

ld

not r

epai

r mis

take

s.

The

spea

ker a

ttem

pted

to tu

rn ta

ke a

nd

mad

e so

me

atte

mpt

s to

cor

rect

err

ors

mad

e.

The

spea

ker f

ollo

wed

turn

taki

ng

appr

opria

tely

for t

he m

ost p

art a

nd

was

cap

able

of s

ome

self-

corr

ectio

n.

The

spea

ker f

ollo

wed

turn

taki

ng

appr

opria

tely

thro

ugho

ut a

nd

was

con

fiden

t whe

n co

rrec

ting

erro

rs.

Use

of v

oice

In a

ppro

pria

te p

itch

and

volu

me

used

thro

ugho

ut. M

umbl

ed s

peec

h an

d in

appr

opria

te p

ace.

Som

e pi

tch

and

volu

me

issu

es w

hen

prov

idin

g in

stru

ctio

ns. S

peec

h w

as

som

ewha

t cle

ar.

Pitc

h an

d vo

lum

e w

ere

good

in

part

s. G

ener

ally

cle

ar s

peec

h at

an

appr

opria

te p

ace.

Smoo

th, e

ffect

ive

deliv

ery

appr

opria

te p

itch,

vol

ume

and

pace

thro

ugho

ut. C

lear

pr

onun

ciat

ion

that

the

liste

ner

coul

d fo

llow

.

Non

-ver

bal b

ehav

iour

s Sp

eake

r pos

ition

ed th

emse

lves

in

appr

opria

tely

to th

e lis

tene

r. Po

or e

ye c

onta

ct a

nd g

estu

re

thro

ugho

ut.

Spea

ker a

ttem

pted

to p

ositi

on th

emse

lves

ap

prop

riate

ly to

the

liste

ner.

Spea

ker u

sed

som

e ap

prop

riate

ges

ture

s an

d at

tem

pted

to

use

eye

con

tact

.

Spea

ker p

ositi

oned

them

selv

es

appr

opria

tely

for t

he m

ost p

art.

Goo

d us

e ey

e co

ntac

t and

ges

ture

to

supp

ort i

nstr

uctio

ns.

Spea

ker p

ositi

oned

them

selv

es

very

wel

l for

the

liste

ner.

Exce

llent

us

e of

eye

con

tact

and

ges

ture

th

roug

hout

to e

ncou

rage

and

re

spon

d to

the

liste

ner.

181


Rubr

ic fo

r Fol

low

ing

Inst

ruct

ions

12

34

Text

Str

uctu

re

Follo

win

g in

stru

ctio

ns

No

atte

mpt

mad

e to

follo

w

inst

ruct

ions

. So

me

atte

mpt

mad

e to

follo

w in

stru

ctio

ns.

Goo

d at

tem

pt m

ade

to fo

llow

in

stru

ctio

ns.

Follo

wed

inst

ruct

ions

ap

prop

riate

ly th

roug

hout

.

Resp

ondi

ng to

the

spea

ker

No

evid

ence

of r

espo

ndin

g to

the

spea

ker.

Som

e ev

iden

ce o

f res

pond

ing

to th

e sp

eake

r.Re

spon

ded

to th

e sp

eake

r but

not

al

way

s ap

prop

riate

ly.

Resp

onde

d ap

prop

riate

ly to

the

spea

ker t

hrou

ghou

t.

Aski

ng q

uest

ions

N

o fo

llow

up

ques

tions

ask

ed.

Som

e fo

llow

up

ques

tions

ask

ed.

Ask

ed q

uest

ions

of t

he s

peak

er b

ut n

ot

in a

logi

cal m

anne

r app

ropr

iate

to th

e in

stru

ctio

n pr

ovid

ed.

Ask

ed re

leva

nt q

uest

ions

that

pr

ogre

ssed

nat

ural

ly fr

om th

e in

stru

ctio

ns p

rovi

ded

but t

he

spea

ker.

Spea

king

and

Lis

teni

ng S

kills

Broa

d ru

les t

hat

gove

rn so

cial

in

tera

ctio

n

The

liste

ner d

id n

ot ta

ke tu

rn

appr

opria

tely

and

was

unc

lear

w

hen

to re

spon

d to

inst

ruct

ions

.

The

liste

ner a

ttem

pted

to tu

rn ta

ke a

nd

mad

e so

me

appr

opria

te re

spon

ses.

The

liste

ner f

ollo

wed

turn

taki

ng

appr

opria

tely

for t

he m

ost p

art a

nd

resp

onde

d w

ell t

o in

stru

ctio

ns.

The

liste

ner f

ollo

wed

turn

taki

ng

appr

opria

tely

thro

ugho

ut

and

was

ver

y co

nfid

ent w

hen

resp

ondi

ng to

inst

ruct

ions

.

Non

-ver

bal b

ehav

iour

s Th

e lis

tene

r pos

ition

ed th

emse

lves

in

appr

opria

tely

to th

e sp

eake

r. Po

or e

ye c

onta

ct a

nd g

estu

re

thro

ugho

ut.

The

liste

ner a

ttem

pted

to p

ositi

on

them

selv

es a

ppro

pria

tely

to th

e sp

eake

r. Th

e lis

tene

r use

d so

me

appr

opria

te

gest

ures

and

att

empt

ed to

use

eye

co

ntac

t.

The

liste

ner p

ositi

oned

them

selv

es

appr

opria

tely

for t

he m

ost p

art.

Goo

d us

e ey

e co

ntac

t and

ges

ture

whe

n re

spon

ding

to in

stru

ctio

ns.

The

liste

ner p

ositi

oned

th

emse

lves

ver

y w

ell f

or th

e sp

eake

r. Ex

celle

nt u

se o

f eye

co

ntac

t and

ges

ture

thro

ugho

ut

to s

how

resp

onse

to th

e sp

eake

r.

182


Rubr

ic fo

r Ora

l Rep

orts

12

34

Text

Str

uctu

re

Intr

oduc

tion

No

clea

r int

rodu

ctio

n.G

reet

s th

e au

dien

ce. N

o in

trod

uctio

n to

th

e re

port

. G

reet

s th

e au

dien

ce a

nd p

rovi

des

a br

ief i

ntro

duct

ion.

Au

dien

ce a

re g

reet

ed

appr

opria

tely

. Top

ic fo

r rep

ort i

s in

trod

uced

in c

lear

and

con

cise

m

anne

r.

Purp

ose

and

outli

ne

No

purp

ose

or o

utlin

e pr

ovid

ed.

Som

e at

tem

pt m

ade

to p

rovi

de a

pur

pose

fo

r the

repo

rt.

A p

urpo

se w

as p

rovi

ded

but w

ith n

o cl

ear o

utlin

e.

A c

lear

pur

pose

was

pro

vide

d an

d th

e ou

tline

for t

he re

port

was

cl

early

sta

ted.

Mai

n po

ints

N

o cl

arity

of m

ain

poin

ts w

ithin

the

repo

rt.

Som

e in

form

atio

n w

as p

rovi

ded.

Ke

y in

form

atio

n w

as p

rovi

ded

but

lack

ed c

larit

y an

d st

ruct

ure.

In

form

atio

n cl

early

org

anis

ed.

Key

fact

s pr

esen

ted

in a

cle

ar

and

logi

cal m

anne

r with

rele

vant

ex

plan

atio

ns th

roug

hout

.

Sum

mar

isin

g st

atem

ent

No

sum

mar

isin

g st

atem

ent.

So

me

atte

mpt

mad

e to

sum

mar

ise

the

repo

rt.

A s

umm

aris

ing

stat

emen

t was

use

d bu

t did

not

incl

ude

all t

he m

ain

poin

ts.

The

sum

mar

isin

g st

atem

ent w

as

clea

r, co

ncis

e an

d re

leva

nt to

the

repo

rt.

Lang

uage

Lang

uage

feat

ures

as

soci

ated

with

the

text

ty

pe.

Lim

ited

conn

ectiv

es a

nd k

ey w

ords

us

ed.

Lim

ited

use

of c

onne

ctiv

es a

nd k

ey w

ords

.So

me

good

con

nect

ives

and

key

wor

ds

used

thro

ugho

ut th

e re

port

.

A v

arie

d an

d ric

h us

e of

co

nnec

tives

and

key

wor

ds u

sed

appr

opria

tely

thro

ugho

ut th

e re

port

.

Subj

ect s

peci

fic co

ncep

ts

and

voca

bula

ry

Very

lim

ited

use

of s

ubje

ct s

peci

fic

conc

epts

and

voc

abul

ary.

Re

petit

ion

of li

mite

d vo

cabu

lary

thro

ugho

ut

with

litt

le e

xpla

natio

n of

con

cept

s.

Goo

d us

e of

sub

ject

spe

cific

voc

abul

ary

with

som

e ex

plan

atio

n of

con

cept

s.

A v

arie

d an

d ric

h us

e of

sub

ject

sp

ecifi

c vo

cabu

lary

with

con

cept

s ve

ry w

ell p

rese

nted

and

exp

lain

ed.

Spea

king

and

Lis

teni

ng S

kills

Broa

d ru

les t

hat g

over

n so

cial

inte

ract

ion

Spea

ker d

id n

ot s

eem

con

fiden

t ha

ving

the

floor

. Qui

ts if

mak

es a

m

ista

ke.

Spea

ker a

ttem

pted

to s

how

con

fiden

ce b

ut

nerv

es w

ere

evid

ent.

Som

e at

tem

pts

to s

elf-

corr

ect.

Spea

ker w

as c

omfo

rtab

le h

oldi

ng th

e flo

or a

nd re

cove

rs e

asily

from

mis

take

s. Sp

eake

r was

rela

xed

and

self-

conf

iden

t, co

verin

g m

ista

kes

so

unkn

own

to a

udie

nce.

Use

of v

oice

Poor

pro

ject

ion.

Mum

bled

spe

ech

with

mon

oton

e vo

ice.

Aud

ienc

e di

seng

aged

.

Som

e pr

ojec

tion

with

mos

t wor

ds

pron

ounc

ed a

ccur

atel

y. P

ace

of re

port

nee

ds

atte

ntio

n.

Goo

d pr

ojec

tion

and

pron

unci

atio

n.

Som

e us

e of

exp

ress

ion.

Rep

ort m

oved

at

a s

uita

ble

pace

.

Smoo

th, e

ffect

ive

deliv

ery

with

cl

ear p

ronu

ncia

tion

and

proj

ectio

n th

roug

hout

. App

ropr

iate

vol

ume,

pa

ce a

nd e

xpre

ssio

ns.

Non

-ver

bal b

ehav

iour

s Po

or e

ye c

onta

ct w

ith a

udie

nce.

Stif

f pr

esen

tatio

n an

d po

stur

e. V

ery

little

fa

cial

exp

ress

ion

and

mov

emen

t. N

o pr

ops

used

.

Eye

cont

act m

ade

with

som

e of

the

audi

ence

. Sho

ws

som

e fa

cial

exp

ress

ion

and

atte

mpt

s to

use

mov

emen

t and

ges

ture

. Ve

ry li

mite

d us

e of

pro

ps.

Goo

d ey

e co

ntac

t with

aud

ienc

e. U

ses

som

e fa

cial

exp

ress

ion

and

appr

opria

te

mov

emen

t to

enha

nce

the

repo

rt.

Lim

ited

use

of p

rops

.

Hol

ds a

tten

tion

of th

e au

dien

ce

with

dire

ct e

ye c

onta

ct. U

ses

faci

al

expr

essi

on to

con

vey

mea

ning

and

en

hanc

e au

dien

ce u

nder

stan

ding

. A

ppea

red

rela

xed

and

used

pro

ps

appr

opria

tely

.

183

Rubr

ic fo

r Ora

l Rep

orts

12

34

Text

Str

uctu

re

Intr

oduc

tion

No

clea

r int

rodu

ctio

n.G

reet

s th

e au

dien

ce. N

o in

trod

uctio

n to

th

e re

port

. G

reet

s th

e au

dien

ce a

nd p

rovi

des

a br

ief i

ntro

duct

ion.

Au

dien

ce a

re g

reet

ed

appr

opria

tely

. Top

ic fo

r rep

ort i

s in

trod

uced

in c

lear

and

con

cise

m

anne

r.

Purp

ose

and

outli

ne

No

purp

ose

or o

utlin

e pr

ovid

ed.

Som

e at

tem

pt m

ade

to p

rovi

de a

pur

pose

fo

r the

repo

rt.

A p

urpo

se w

as p

rovi

ded

but w

ith n

o cl

ear o

utlin

e.

A c

lear

pur

pose

was

pro

vide

d an

d th

e ou

tline

for t

he re

port

was

cl

early

sta

ted.

Mai

n po

ints

N

o cl

arity

of m

ain

poin

ts w

ithin

the

repo

rt.

Som

e in

form

atio

n w

as p

rovi

ded.

Ke

y in

form

atio

n w

as p

rovi

ded

but

lack

ed c

larit

y an

d st

ruct

ure.

In

form

atio

n cl

early

org

anis

ed.

Key

fact

s pr

esen

ted

in a

cle

ar

and

logi

cal m

anne

r with

rele

vant

ex

plan

atio

ns th

roug

hout

.

Sum

mar

isin

g st

atem

ent

No

sum

mar

isin

g st

atem

ent.

So

me

atte

mpt

mad

e to

sum

mar

ise

the

repo

rt.

A s

umm

aris

ing

stat

emen

t was

use

d bu

t did

not

incl

ude

all t

he m

ain

poin

ts.

The

sum

mar

isin

g st

atem

ent w

as

clea

r, co

ncis

e an

d re

leva

nt to

the

repo

rt.

Lang

uage

Lang

uage

feat

ures

as

soci

ated

with

the

text

ty

pe.

Lim

ited

conn

ectiv

es a

nd k

ey w

ords

us

ed.

Lim

ited

use

of c

onne

ctiv

es a

nd k

ey w

ords

.So

me

good

con

nect

ives

and

key

wor

ds

used

thro

ugho

ut th

e re

port

.

A v

arie

d an

d ric

h us

e of

co

nnec

tives

and

key

wor

ds u

sed

appr

opria

tely

thro

ugho

ut th

e re

port

.

Subj

ect s

peci

fic co

ncep

ts

and

voca

bula

ry

Very

lim

ited

use

of s

ubje

ct s

peci

fic

conc

epts

and

voc

abul

ary.

Re

petit

ion

of li

mite

d vo

cabu

lary

thro

ugho

ut

with

litt

le e

xpla

natio

n of

con

cept

s.

Goo

d us

e of

sub

ject

spe

cific

voc

abul

ary

with

som

e ex

plan

atio

n of

con

cept

s.

A v

arie

d an

d ric

h us

e of

sub

ject

sp

ecifi

c vo

cabu

lary

with

con

cept

s ve

ry w

ell p

rese

nted

and

exp

lain

ed.

Spea

king

and

Lis

teni

ng S

kills

Broa

d ru

les t

hat g

over

n so

cial

inte

ract

ion

Spea

ker d

id n

ot s

eem

con

fiden

t ha

ving

the

floor

. Qui

ts if

mak

es a

m

ista

ke.

Spea

ker a

ttem

pted

to s

how

con

fiden

ce b

ut

nerv

es w

ere

evid

ent.

Som

e at

tem

pts

to s

elf-

corr

ect.

Spea

ker w

as c

omfo

rtab

le h

oldi

ng th

e flo

or a

nd re

cove

rs e

asily

from

mis

take

s. Sp

eake

r was

rela

xed

and

self-

conf

iden

t, co

verin

g m

ista

kes

so

unkn

own

to a

udie

nce.

Use

of v

oice

Poor

pro

ject

ion.

Mum

bled

spe

ech

with

mon

oton

e vo

ice.

Aud

ienc

e di

seng

aged

.

Som

e pr

ojec

tion

with

mos

t wor

ds

pron

ounc

ed a

ccur

atel

y. P

ace

of re

port

nee

ds

atte

ntio

n.

Goo

d pr

ojec

tion

and

pron

unci

atio

n.

Som

e us

e of

exp

ress

ion.

Rep

ort m

oved

at

a s

uita

ble

pace

.

Smoo

th, e

ffect

ive

deliv

ery

with

cl

ear p

ronu

ncia

tion

and

proj

ectio

n th

roug

hout

. App

ropr

iate

vol

ume,

pa

ce a

nd e

xpre

ssio

ns.

Non

-ver

bal b

ehav

iour

s Po

or e

ye c

onta

ct w

ith a

udie

nce.

Stif

f pr

esen

tatio

n an

d po

stur

e. V

ery

little

fa

cial

exp

ress

ion

and

mov

emen

t. N

o pr

ops

used

.

Eye

cont

act m

ade

with

som

e of

the

audi

ence

. Sho

ws

som

e fa

cial

exp

ress

ion

and

atte

mpt

s to

use

mov

emen

t and

ges

ture

. Ve

ry li

mite

d us

e of

pro

ps.

Goo

d ey

e co

ntac

t with

aud

ienc

e. U

ses

som

e fa

cial

exp

ress

ion

and

appr

opria

te

mov

emen

t to

enha

nce

the

repo

rt.

Lim

ited

use

of p

rops

.

Hol

ds a

tten

tion

of th

e au

dien

ce

with

dire

ct e

ye c

onta

ct. U

ses

faci

al

expr

essi

on to

con

vey

mea

ning

and

en

hanc

e au

dien

ce u

nder

stan

ding

. A

ppea

red

rela

xed

and

used

pro

ps

appr

opria

tely

.

Text Type Vocabulary

Conversations ● That was a good point about… it could also… ● I would like to add to what ____ said by… ● Yes! And then you could…

● Am I right in thinking that you mean…? ● Are you saying…? ● Have I got it right? You think…?

● What is it about… that makes you say…? ● Can you tell us a little more about…? ● What do you mean when you say…? ● Can you give us an example? ● Is that the same as…? ● Can you explain a little more about…?

Pair and Small Group Work ● I think we should try… ● This might work better if we… ● That’s a great idea ● We should experiment with ● It might be better if… ● That could work if/when… ● The result of that would be… ● Would you mind if I…? ● What caused this? ● What might this be the result of?

● Why do you think so? ● Can you think of another reason? ● Can you explain how…? ● Would you mind repeating that for me? ● Can I just clarify…? ● Just to be clear…? ● Is what you meant that…? ● So just to be clear… what we are saying

is… ● What might the outcome be if…?

184

Questioning and Interviews

Purpose

To recall ● What is the name of…? ● Which is true or false?

To understand ● What is meant by…? ● How would you describe...? ● What is the main idea? ● Can you tell me about…? ● Can you provide an example of…? ● Can you explain exactly why...?

To solve ● How might you use this? ● What information would you need to…? ● What would you do next time? ● If you had to... what would you do? ● Why is ____ significant? ● Where have you seen something like this before?

To reason ● Which were the facts and which were opinions? ● What do you see as other possible outcomes? ● What were the causes of…? ● What were the effects of…? ● How are these the same? ● What is the difference between…?

To create ● What conclusions are you making? ● Can you see possible solutions? ● Can you develop an idea which…? ● What other ideas do you have for…? ● How can you use what you have learned to…?

To judge ● How could this be improved? ● How would you rank order…? ● What is the most important…? ● How did you come to that conclusion? ● How did you make your decision? ● What is your top priority?

185

Storytelling and Anecdotes

Structure

Introduction ● Long ago in the mists of time… ● This is a story I heard a long time ago… ● We were in the ____ one morning when… ● It was a dark and dismal night… ● It all started when… ● Once upon a time, when the world was young… ● I’m going to tell you a tale about… ● One day, not too long ago… ● It had all happened so quickly…

● That reminds me of… ● I have a story to tell you about… ● Did you hear the one about…

Describing characters ● Bloated/broad/bulky/curved/crooked ● Delicate/gangly/gaunt/lanky/plump ● Stocky/stout/symmetrical

● Berserk/enraged/furious/hysterical ● Appalling/beastly/pessimistic/revolting/shameful/

shocking/vicious ● Attractive/desirable/pleasant/delightful ● Admired/affectionate/appreciated/considerate/

compassionate/enthusiastic/generous/genuine/gracious/obedient

● Exceptional/fabulous/glorious/superb

Describing setting ● Among/across/against/around ● Between/beneath ● Beyond/closely ● Throughout/underneath/toward

● Balmy/humid/muggy/overcast ● Blazing/scorching/tropical ● Blizzard/gust/severe/squall ● Dense/drizzly/gale/heavy

186

● Colossal/enormous/immense/gigantic/massive/vast ● Microscopic/miniature/miniscule/narrow/shallow/slight ● Babbling/buzz/clatter/high-pitched/screeching/

shrieking/snarling/whining ● Deafening/ear-splitting/shrill/uproar ● Dull/faint/inaudible/mumble/murmur/rustle/whisper

Time connectives ● Meanwhile/eventually... ● But as soon as… ● It wasn’t long before… ● Soon afterwards… ● Along came… ● That very morning/day… ● All at once… ● All of a sudden… ● Out of the blue…

Words instead of ‘went’

● Crept/tip-toed/roamed/meandered ● Floated/drifted/slithered ● Screeched/skidded/squeezed ● Strode/stormed/thumped/thundered ● Tumbled/zoomed/ambled/trekked

Words instead of ‘said’ ● Added/admitted/announced/agreed ● Boasted/bragged ● Complained/concluded/confessed ● Denied/described/discussed ● Encouraged/explained/exclaimed ● Informed/interrupted ● Moaned/pleaded/protested ● Remarked/replied/reminded ● Sighed/suggested/urged/uttered ● Commanded/declared/directed/insisted/instructed ● Examined/inquired

Connectives ● Even though/lest/provided/unless ● In order that/since/so that ● Except/however/save ● As though/neither/otherwise/whereas/therefore/

whenever/whereby

Conclusion ● …and so we’ll never know what really happened. ● …it had finished, at last. ● … and so it was over. ● …and now we could all have a well-earned rest. ● ...and I can’t wait to do it again!

187

Arguments and Informal Debates ● I strongly/thoroughly/firmly believe ● I agree/disagree that ● It is believed/widely believed that ● It has been found/discovered/proven ● On one hand/other hand ● Consider the following ● To begin ● Furthermore ● In fact ● As with ● Likewise ● Owing to ● Equally ● Alternatively ● Significantly ● Indeed ● In particular ● In the case of ● Firstly, secondly, next ● For example ● However/although ● To further illustrate my point ● To reinforce my point ● The problem with ______ is... ● Similarly, conversely ● Finally ● Therefore ● Because of that ● Overall ● In conclusion ● In summary ● Consequently

188

Formal DebatesGreeting ● Good afternoon esteemed guests.

● Welcome to today’s… ● I would like to take this opportunity to welcome you all

to… ● On behalf of ______ I would like to welcome you to… ● Chairperson, adjudicators and fellow debaters…

Thesis ● I’d like to start by introducing myself. My name is _____ I am ______ and I wish to talk to you about…

● Today we are proposing/opposing the motion… ● The topic for today’s debate is… ● The motion being debated today is…

State position ● I strongly/thoroughly/firmly believe… ● I agree/disagree that… ● Firstly, secondly, next… ● I would like to start off by saying… ● I propose the following… ● The problem with ______ is… ● To begin… ● In my opinion…

Provide supporting evidence

● It is believed/widely believed that… ● It has been found/discovered/proven… ● On one hand/other hand… ● Consider the following… ● To further illustrate my point… ● To reinforce my point… ● Furthermore… ● In fact… ● As with… ● Likewise… ● Owing to ● Equally… ● Significantly… ● Indeed… ● In particular… ● For instance…

189

● An example of this can be found… ● In other words… ● That is to say… ● What is important to remember… ● I’d like to emphasise… ● I like to stress the importance of… ● I would like to highlight… ● Here I’d like to refer to… ● As you may well know… ● As you are probably already aware…

Present alternative position

● Alternatively… ● In the case of… ● Others believe… ● According to… ● Although others believe… ● Regardless of… ● Contrary to… ● ______ stated that… however…

Conclusion ● Therefore… ● Because of that… ● Overall… ● In conclusion... ● In summary… ● Consequently… ● As I have already said earlier… ● As previously stated…

● I’d like to summarise/sum up… ● Let me summarise by saying… ● So that concludes my… ● At this stage I would like to run through/over the main

points... ● So, as we have seen today... ● In conclusion I would like to say that... ● My final comments concern... ● I would like to finish by reminding everyone that... ● I am confident that you will all agree that…

190

Giving Instructions/Procedures ● In order to ● The process involved ● The steps taken were ● First of all ● In the first instance ● Initially ● To begin the process ● Starting out ● Meanwhile ● Previously ● Additionally ● Alternatively ● Eventually ● Accordingly ● Consequently ● While ● In summation ● To conclude ● In conclusion ● The final step ● On completion

191

Cooperative Group Roles Role in cooperative group

Function Language required

Manager Keep the group on task, ensure contributions from all and guide discussion or activity.

● Let’s take it in turns to…

● We have ____ left to get this done.

● Let’s make a decision on…

● So what you’re saying is…

● How do you think we should approach this?

● Has anyone got any ideas about…?

● What do you think about…?

● What about if we…?

● Are we getting there with…?

● How’s ______ going?

● Can I check in with you on…?

● Are we happy with progress?

Encourager Encourage speakers and promote tolerance within the group.

● That’s a great idea.

● Well done.

● Brilliant.

● That’s super.

● We are doing really well.

● Keep it up.

● Just to remind you that...

● Let’s listen to _____’s opinion.

● Let’s see what ______ has to say about...

● Is there anything I can do?

● Would you like me to…?

● Are we all happy with...?

● Is everyone ready to...?

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Record keeper/Data gatherer

Take notes or summarise ideas, clarify ideas, read aloud from material when appropriate.

● Am I right in saying that...? ● So are you happy with me

saying...? ● Can I clarify ______with you? ● Can I ask you to check this with

me? ● Have I heard you correctly? ● Is that accurate?

● Just to be clear... ● So what you are saying is.... ● I hear what you are saying…

Spokesperson Act as spokesperson when reporting to the class.

● Our group worked on… ● We discovered that… ● In order to... we… ● In doing this, we learned that... ● _____ had responsibility for ● Our findings were... ● In summary…

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Oral Reports Structure:

Introduction

Greet audience ● Good afternoon esteemed guests.

● Welcome to today’s…

● I would like to take this opportunity to welcome you all to…

● On behalf of ______ I would like to welcome you to...

Introduce self & subject

● I’d like to start by introducing myself. My name is _____ I am

______ and I wish to talk to you about…

● I plan to speak about...

● Today I’m going to talk about...

● The subject of my presentation is...

● I would like to give you an overview of…

State purpose ● I have chosen to speak about this because...

● I have been asked to speak about ____ because...

● Have you ever heard of…?

● You may already know...

● Every day you encounter…

● The purpose of my talk today is…

Provide outline ● To illustrate...

● To give you the essential background information on...

● To outline...

● To have a look at...

● What I want my listeners to get out of my speech is...

● If there is one thing I’d like to get across to you today it is that…

● What I would like to do today is to explain…

● In the first part I give a few basic definitions.

● In the next section I will explain…

● In part three, I am going to show...

● In the last part I would like/want to give a practical example...

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Body of report ● For instance…

● An example of this can be found…

● In other words…

● That is to say…

● What is important to remember…

● I’d like to emphasise...

● I like to stress the importance of…

● I would like to highlight...

● As I have already said earlier…

● As previously stated...

● In the words of...

● According to...

● Here I’d like to refer to...

● There is a famous quotation that goes...

● As you may well know...

● As you are probably already aware...

Conclusion ● I’d like to summarise/sum up…

● Let me summarise by saying…

● So that concludes my...

● At this stage I would like to run through/over the main points...

● So, as we have seen today...

● As I have tried to explain...

● In conclusion I would like to say that...

● My final comments concern...

● I would like to finish by reminding everyone that...

195

Interest Talks Structure:

Introduce the topic ● I would like to take this opportunity to talk to you about…

● I first became interested in...

● I have a passion for...

● Today I would like to talk to you about…

State reasons for an interest in the topic

● I am passionate about…

● I have a passion for...

● I have, for many years, enjoyed…

● I like challenging myself to...

● It is a creative pastime that...

● I enjoy the feeling of...

● It gives me great satisfaction to…

● I have enjoyed many successes…

Provide relevant information

● I have chosen to speak about this because...

● Have you ever heard of...?

● You may already know...

● Every day you encounter…

● You may already be familiar with…

Explain technical terms to the audience

● To illustrate...

● To give you the essential background information on...

● To outline...

● To have a look at...

● What I would like to do today is to explain…

● We use the word _____ to describe...

● The function of ________ is...

Conclusion ● I’d like to summarise/sum up…

● Let me summarise by saying…

● So that concludes my...

● Would anybody like to ask me any questions?

● I welcome any questions or comments that you may have.

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What, No Santa? : A Christmas Play

Parts (13): Santa, Mrs Claus, Jingle, Dingle, Winky, Blinky, Holly, Jolly, Mistletoe, Narrator, Announcer,

1st Voice from Radio, 2nd Voice from Radio

***Announcer: Welcome, folks, to our annual Christmas Theatre. In this year’s play What, No Santa?

we find ourselves in the living room of Santa Claus’s house on Christmas Eve.

Narrator: As the scene opens, Santa Claus is sitting in his big chair in front of the fireplace. He

is wearing his traditional costume but he has his shoes and socks off. His feet are

stuck into a basin of hot water. At the side of his chair is a table with several bottles of

medicine with large, plainly-marked labels:

‘COUGH MEDICINE’, ‘SNEEZE MEDICINE’ and ‘PILLS FOR CHILLS’.

Santa looks very miserable and begins to sneeze.

Santa: Ker-chew – kerrrrchew! Ker-chew!

Narrator: Mrs Claus rushes in carrying a big, white blanket.

Mrs Claus: Santa, there you go sneezing again. You ought to be in bed!

Santa: Bed? How can you talk about bed when it’s Christmas Eve? I ought to be getting

ready for my trip!

Mrs Claus: Here, put this blanket around you…

Santa: Mrs Claus! I will not be coddled in this fashion. I’m going to get up out of this chair.

Narrator: Santa starts to get up out of the chair but Mrs Claus stops him.

Mrs Claus: You certainly are not! In your condition you need all the rest you can get!

Santa: Now listen here, Mrs Claus. Who’s the boss around here? Who wears the trousers in

this household?

Mrs Claus: (chuckling) Oh, dear! You are so funny when you’re cross – but I don’t mind.

You’re usually such a merry old soul. Now please sit still!

Santa: Mrs Claus, I will not be…

Narrator: Santa starts sneezing again.

Mrs Claus: There, you see what happens when you get excited? You’d better take some more of

your sneeze medicine.

Narrator: Mrs Claus gives Santa some medicine and he makes an awful face.

Santa: Awful stuff. After this, I’m not going to consider that children have been bad if they

don’t like to take medicine. I don’t blame them!

Narrator: Feeling Santa’s hand, Mrs Claus says:

Mrs Claus: And your hands are like ice – you’d better have some chill pills, too.

Narrator: She gives him a big dose and he sneezes again.

Santa: Kerr-chew. You see – all this medicine – it’s making me worse! How much longer

have I got to sit here dangling my feet in this hot water? I ought to be down in the

workshop. The elves are good workers but without me to direct them, they’re apt to

get into mischief. Why don’t they come up here and report?

Narrator: He turns his head and shouts for his elves.

Script

197

Santa: (shouting) Jingle – Dingle – Winky – Blinky!

Mrs Claus: Stop shouting, my dear!

Narrator: Santa ignores Mrs Claus, lifts one foot out of the basin as if to get up and yells again.

Santa: (yelling) Holly – Jolly – Mistletoe!

Mrs Claus: (in an irritated voice) Stop it! You’ll lose your voice – and don’t take your feet out of

that hot water!

Santa: It isn’t hot any more – it’s getting cold.

Mrs Claus: Well, the elves are bringing more.

Santa: What’s that? Just as I thought – when they ought to be down in the workshop

getting things ready – packing the sleigh…

Mrs Claus: Now, now – all of them are except Jingle and Dingle – but I don’t see much sense to

it. If you can’t go on your trip…

Santa: Can’t go? Woman, what are you talking about? Don’t you realise? It’s Christmas Eve.

What would Christmas be without Santa Claus? I’ve got millions and millions of

presents to deliver!

Mrs Claus: Nonsense. You can’t go climbing down chimneys tonight – not in your condition.

Think of the ashes and soot. Why, you’d be sneezing all the dust up your nose.

Narrator: Santa sneezes again.

Santa: Kerrrr-chew!

Mrs Claus: And besides, you’d wake up all the children with your sneezing.

Santa: Well, so what? Maybe some of the boys and girls would like to see Santa Claus for a

change.

Mrs Claus: Humph. They’d never recognise you. Where are your twinkling eyes and the dimples

they always talk about? You’re in an awful humour and besides, your nose is red.

Santa: My nose is always red. It’s supposed to be!

Mrs Claus: But a cheerful red – not a fiery red. Here, you’d better blow it.

Santa: Oh, very well.

Mrs Claus: And don’t look like such a martyr. I’m only trying to make you better.

Narrator: Two elves, Jingle and Dingle, enter carrying a kettle of hot water and a big box

labelled ‘mustard’. They look at Santa and shake their heads.

Jingle and Dingle: (together) Oh dear, oh dear!

Jingle: Oh! Santa has the sniffles – and it’s very sad to see.

Dingle: If Santa has the sniffles, what Christmas will there be?

Santa: (sneezing) Ker-chew!

Mrs Claus: (clapping her hands) Jingle, Dingle – stop that nonsense. Now, quick, the hot water –

the mustard.

Narrator: The elves run to Santa. Jingle pours some hot water in the basin and Dingle sprinkles

some mustard into it from a box. Santa starts to pull his feet from the basin, and then

jerks them out quickly as the elves pour in the hot water.

Santa: Ouch – ouch, it’s hot! It’s hot! Get out of here, both of you!

Jingle: But Mr Santa…

Dingle: We’re only trying to make you well.

Santa: You ought to be down in the workshop – both of you – packing dolls – packing

drums – packing candy.

198

Jingle: Yes, sir, we’ll go at once, sir.

Santa: And send Winky and Blinky up here. I want a report on how things are going.

It’s getting late. I’ll have to start soon.

Dingle: Yes, sir!

Narrator: Jingle and Dingle run out to fetch Winky and Blinky.

Mrs Claus: (firmly) You’ll not stir an inch out of this house until you’re better. It’s snowing hard

and it’s colder than ever. I stuck my head out of the door and got icicles in my hair.

Santa: What’s new about that? It’s always cold at the North Pole.

Mrs Claus: But it’s worse tonight.

Santa: All the more reason to let me go. I could soon be in a warmer climate!

Mrs Claus: Yes, and catch double pneumonia. Sudden changes like that are bad for people with

the sniffles.

Santa: Oh, stop fussing! Why did I have to catch this cold anyhow?

Mrs Claus: It’s your own fault. I told you not to go out last night in the sleigh.

Santa: But I had to exercise the reindeer. Dancer and Prancer are getting lazy. They had to

be ready for tonight.

Mrs Claus: I could have exercised the reindeer.

Santa: You? Mrs Santa Claus? A woman?

Mrs Claus: Women are doing lots of things these days. All kinds of jobs. It beats me – you go out

into the world every year and still I know more about what’s going on out there than

you do.

Santa: That’s because you’re always listening to the radio…

Mrs Claus: Yes, and I think I’ll turn it on now, Santa. It’ll take your mind off things.

Narrator: Mrs Claus goes across the room and switches on the radio. Immediately you hear the

strains of ‘Jingle Bells’.

Santa: (crossly) Take my mind off…

1st Radio Voice: (cutting off Santa in mid-sentence) ‘Twas the night before Christmas when all

through the house, not a creature was stirring, not even a mouse. The stockings

were hung by the chimney with care, in hopes that St Nicholas soon would be

there.

Santa: What did I tell you? All the children are expecting me – they’re waiting now –

they’re waiting for Christmas to begin… Turn that thing off. It makes me nervous.

Mrs Claus: I’ll switch it to another station…

Narrator: She does, and another voice comes on.

2nd Radio Voice: Yes, Virginia, there is a Santa Claus. He exists as certainly as love and generosity and

devotion exist, and you know that they abound and give to your life its highest

beauty and joy.

Mrs Claus: That’s what the New York Sun wrote to that little girl so long ago.

2nd Radio Voice: Alas, how dreary would be the world if there were no Santa Claus?

Santa: Certainly it would be dreary – of course it would be dreary!

Mrs Claus: Oh dear, I’d better turn it off.

Narrator: Mrs Claus gets up again and switches off the radio.

Mrs Claus: I’d like to have listened. It’s so beautiful. But it’s making you nervous.

199

Santa: Naturally – at a time like this! Don’t you see? If I don’t get started on my trip soon,

people won’t believe in me anymore. They’ll think there isn’t any Santa Claus.

Mrs Claus: Oh, perhaps if you didn’t go this year, they’d appreciate you more than ever. After all,

you’ve never missed a Christmas before.

Santa: And I’m not going to miss this one. Where are those elves? I thought I told them…

Narrator: Just then, Winky and Blinky run in, interrupting Santa.

Winky and Blinky: Here we are, Santa!

Winky: I’m Winky!

Blinky: I’m Blinky!

Santa: Never mind – what difference does it make if I can’t tell you apart? How are things in

the workshop? All finished? What about dolls, drums, candy canes, sleds, Nintendo

games?

Winky: There are millions of sleds and millions of drums.

Blinky: And millions of dolls and sugar plums.

Santa: Have you got some red-headed dolls?

Winky: Oh, yes, Santa Claus.

Santa: Some of the little children like red-headed dolls.

Blinky: And Holly and Jolly have given all the dolls permanents this year.

Winky: Then, if the children take them out in the rain, the dolls won’t lose their curly hair.

Santa: Fine – and what about ponies?

Blinky: The ponies have already been sent on ahead. They’re waiting in neighbour’s barns

all over the country.

Santa: Well, I’ll need some long ribbons – yards and yards.

Winky: What for?

Santa: Well, you can’t put a live pony on a Christmas tree, so I’ll loop a ribbon around its

neck and then run the ribbon through a window and tie it to the tree with a knot.

Blinky: Wonderful!

Winky: Great idea!

Mrs Claus: Excuse me, but it’s very foolish making all those plans, Santa Claus, when you know as

well as I do…

Narrator: Suddenly two other elves, Holly and Jolly, dash in.

Holly: I’m Holly!

Jolly: I’m Jolly!

Holly: And we have come to say –

Jolly: That we’ve finished packing all the toys.

Holly: You can soon be on your way.

Mrs Claus: Santa, I tell you there’s no use…

Narrator: Another interruption as Jingle and Dingle run in from outside with snowflakes

all over them.

Jingle: I’m Jingle!

Dingle: I’m Dingle!

Jingle: We’re hitching up the reindeer – Dasher and Dancer and Vixen.

Dingle: And Comet and Cupid and Prancer – and also Donner and Blitzen!

Narrator: Just then, the seventh elf, Mistletoe, enters, also covered with snow.

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Mistletoe: I’m Mistletoe! I’ve been putting on the sleigh bells. Did you hear them ring?

Oh, the sound makes me so happy – I could fairly sing.

Narrator: All the elves begin dancing around the room.

Jingle: I’m Jingle.

Dingle: I’m Dingle.

Holly: I’m Holly.

Jolly: I’m Jolly.

Winky: I’m Winky.

Blinky: I’m Blinky.

Mistletoe: And I’m Mistletoe.

All Elves: Oh! We’ve made the toys the whole year through, for every girl and boy.

And now it’s time for Christmas – for Happiness and Joy.

Narrator: Santa, catching their excitement, tries to get up from the chair.

Santa: Yes! Yes, of course it is! it’s time for me to be off! It’s getting late.

Mrs Claus: Now, Santa, you stay right there in that chair. You know as well as I do that you can’t

go anywhere tonight. It’s impossible.

Santa: Nonsense! I’ve got to go.

All Elves: Come on, come on. Oh, Santa dear! O’er all the world you’ll fly. We’ll help you get onto

the sleigh. You’ll be off in the wink of an eye!

Santa: Yes! Yes! No! No! I don’t know. I feel dizzy. My head’s stuffed up and my nose –

ker-chew, ker-chew, ker-chew!

Mrs Claus: There, you see? You’re sneezing again. Now, you just stay right there in that chair.

Jingle: But Mrs Santa Claus…

Dingle: What about Christmas?

Winky: It’s time for Santa Claus to go.

Mrs Claus: It’s no use. He can’t go. He knows that as well as I do. Here, let me tuck your blanket

around you, Santa.

Blinky: You – you mean there won’t be any Christmas this year?

Mrs Claus: Of course there’ll be a Christmas, but he won’t have any part in it. Now Santa, don’t

you try to get out of your chair again!

Narrator: Mrs Claus tucks Santa in his chair one last time and heads out of the room.

Santa: Mrs Claus, just where are you going?

Mrs Claus: Never you mind, Santa!

Holly: Oh dear! No Christmas, Jolly.

Jolly: I can’t believe it, Holly.

Blinky: Oh, Winky! I’m going to cry.

Winky: I know, Blinky, so am I.

Jingle: Oh, Dingle! What can we do?

Dingle: Jingle, I wish I knew.

Mistletoe: I, Mistletoe, feel so blue!

Narrator: Santa begins to sneeze again and the elves run to him.

All Elves: Oh, poor Santa! Can we help?

Santa: No! No! I just feel miserable, utterly miserable! No Christmas, imagine it!

No Christmas this year.

201

Jingle: (wailing loudly) No Christmas!

Dingle: (not quite so loudly) No Christmas at all.

Winky: (fainter voice) No Christmas anywhere.

Blinky: (still fainter, and sadly) No Christmas for the children.

Holly: (practically a whisper) No trimmed trees.

Jolly: No filled socks.

Mistletoe: No Santa Claus!

Jingle: But there must be some way… What can we do, Mr Santa? You ought to be able to

figure something out!

Santa: I’m sorry – there just doesn’t seem to be any hope.

Dingle: But Mrs Claus said there’d be a Christmas, didn’t she?

Winky: How can there be a Christmas without Santa Claus?

Blinky: But what did she mean then?

Holly: Maybe… maybe she’s going to send all the presents to the children…

Jolly: Why, yes! Through the mail…

Mistletoe: Special delivery.

Santa: No! No! That wouldn’t do at all. The children get presents through the mail from

their aunts and cousins and grandfathers. They’re used to that kind of presents.

It wouldn’t mean a thing to them.

Narrator: Suddenly Mrs Claus enters the room wearing a long, white, bushy beard just like

Santa’s and dressed in one of his red suits, a cap, and carrying a big pack over her

shoulder.

Jingle: Why… why, it’s Mrs Santa Claus!

Dingle: And she’s wearing – she’s wearing trousers!

Mrs Claus: Certainly. I’m going to deliver the presents!

Santa: But Mrs Claus, I won’t have it. You’ve got on my other suit.

Mrs Claus: Certainly, I have – as Dingle said, I’m wearing trousers.

Santa: Well, I simply won’t have it. I won’t have it, I tell you. Such a thing never happened at

the North Pole before!

Mrs Claus: Now, now, dear! Don’t get so excited. It’s not good for your delicate condition. Lots of

women wear pants out into the world, only they call them slacks. I’m going to do your

job tonight!

Santa: But it’s unheard of.

Mrs Claus: And while I’m gone you and the elves can get Christmas ready here the way I usually

do. Here’s a list.

Narrator: Mrs Claus hands Santa a long list of things to do.

Santa: But… but…

Mrs Claus: Now, now, no buts! Roast the turkey, fill the stockings, mash the potatoes, don’t burn

the gravy. Well, it’s all there. Just follow directions. I know it’s more work than you

usually do but at least you’ll be here in the warmth. I’ll be back in time for Christmas

dinner.

Santa: I won’t allow it. I won’t allow you to go…

Mrs Claus: Would you rather there not be any Christmas and have all the children disappointed?

202

Narrator: She pauses, waiting for an answer, and hearing none, says:

Mrs Claus: I thought not.

Santa: (weakly) But…

Mrs Claus: Now don’t argue. Lots of women take over their men’s jobs when they have to. And I

ought to be on my way.

Santa: But have you got the addresses? Will you know…

Mrs Claus: Of course I’ll know. Just stop at every house.

Santa: But certain things go certain places.

Mrs Claus: I won’t mix them up, and even if I did, someone might like a surprise!

Winky: Yes! Yes!

Blinky: A surprise!

Narrator: Mrs Claus starts for the door but turns once more for a last word.

Mrs Claus: Well, I’m off! And if any child peeks, there’ll be no harm done. I guess I can pass for

Santa Claus. Merry Christmas.

Narrator: The elves all run to the window and relay information to Santa Claus who is leaning

forward in his chair, anxiously.

Jingle: She’s climbing into the sleigh.

Dingle: The reindeer are all pawing and prancing now.

Winky: She’s getting all wrapped up in the big blanket.

Blinky: She looks merry as can be!

Holly: Her eyes are twinkling.

Jolly: And her nose is getting red from the cold.

Mistletoe: She’s off! There they go! Listen!

Narrator: In the distance you can hear Mrs Claus’ voice calling to the reindeer.

Mrs Claus: (voice growing fainter and fainter) Now Dasher, now Dancer, now Prancer, now Vixen.

On, Comet! On Cupid! On Donner and Blitzen!

All Elves: Yes! There’s going to be a Christmas after all.

Santa: Yes, yes, but dear me, I don’t know what to think. Of course, I’m glad the children are

going to have Christmas, but to have Mrs Claus take my place…

Dingle: It’s all right.

Jingle: Just this once.

Mistletoe: Just for this year.

Narrator: Santa thinks this over very carefully.

Santa: Hmmmmmmmm, you never can tell with women. Now she may want to do it every

year. You’d be surprised – she’s getting more and more publicity all the time. Last

year several store windows featured Mrs Claus.

Winky: Oh, but you too, I’ll bet, Mr Santa!

Blinky: Of course!

Holly: There’ll always be a Santa Claus.

All Elves: And there’ll always be a Christmas. (waving) Merry Christmas! Merry Christmas!

Santa: (waving to all) Merry Christmas to all!

RAINBOW ORAL LANGUAGE PROGRAMME PCM 1THIRD CLASS

RAINBOW ORAL LANGUAGE PROGRAMME PCM 2 THIRD CLASS

RAINBOW ORAL LANGUAGE PROGRAMME PCM 3THIRD CLASS

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