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ORAL

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LANGUAGE

Written by Graeme Beals Illustrated by Peter Humbert Published by Prim-Ed Publishing


INTRODUCTION Language programmes generally emphasise the development of reading and writing skills, yet we are often judged on our ability to speak and listen. The activities in Oral Language promote oral language skills, placing emphasis on the ability of pupils to listen with understanding and respond orally in a confident, coherent manner. Activities are based on the premise that skills in this area require constant practice to build both skills and confidence.

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As all activities involve pair or group work, pupils are required to operate in a cooperative manner. This provides an ideal environment in which less confident pupils are able to develop their skills. The activities can be used as one-off activities, as a daily practice session, or integrated into complete themes of work. For example, when studying a topic where communicating accurate information is pertinent, such as maps and map reading.

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Teachers are able to assess the accuracy of – and improvement in – the oral tasks for each pupil by collecting the sheets. Only by regularly providing pupils the opportunity to practise and develop the skills of listening and speaking, will they achieve their full potential in the future.

CONTENTS

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Curriculum Links ...................................................................................................................... ii

Placement of crosses ............................................................................................................ 1 Colouring in parts .................................................................................................................. 3 Additions or alterations ...................................................................................................... 5 Ruling of lines ............................................................................................................................ 7

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Activity 1 Activity 2 Activity 3 Activity 4

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Set 1 – Pupil A adjusts his/her picture, then gives oral instructions to pupil B to copy.

Set 2 – Descriptions and drawing from memory. Pupil A describes while pupil B draws........................................................................ 9 Drawing from memory.................................................................................................... 11 Description onto a tape .................................................................................................. 13 Pupil A describes to pupil B, who describes to pupil C. Pupil C draws ........................................................................................................................ 15

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Activity 1 Activity 2 Activity 3 Activity 4

Set 3 – Working out missing/different items through questioning. Questioner alters Activity 1 Activity 2 Activity 3 Activity 4

pictures to match. Pupil A questions pupil B ................................................................................................ 17 Pupil B questions pupil A ................................................................................................ 19 Pupil B questions pupil A ................................................................................................ 21 Pupil A questions pupil B ................................................................................................ 23

Oral Language Upper

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Prim-Ed Publishing


Oral Language Curriculum Links The potential of oral language activity as a learning and teaching medium is acknowledged in the English Language programme of the Revised Primary School Curriculum for Ireland. Oral Language is a series of three books that focuses specifically on improving the ability to listen with understanding and respond orally in a confident and coherent manner. It covers many of the content objectives of the two strands — Receptiveness to language and Competence and confidence in using language, at all class levels. The objectives include that the child should be enabled to: Book

Strand

Strand Unit

Class

Content Objectives

Lower

Receptiveness to Language

Oral Language

Infant

• Experience, recognise and observe simple commands

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• Listen to a story or a description and respond to it

• Learn to adopt appropriate verbal and non verbal behaviour to secure and maintain the attention of a partner

Competence and Confidence in using language

Oral Language

Receptiveness to Language

Oral Language

Infant

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Competence and Confidence in using language

Upper

• Become an active listener through the development of a range of listening activities based on stories read or told

• Choose appropriate words to name and describe things and events • Experiment with descriptive works to add elaborative detail

1st & 2nd

• Listen to stories, descriptions, instructions and directions and respond to them • Become more adept in using appropriate verbal and non verbal behaviour in order to secure and maintain the attention of the listener

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Middle

Infant

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Reading

3rd & 4th

• Give and follow instructions on how to perform a particular task or process

1st & 2nd

• Experiment with more elaborate vocabulary and sentence structure in order to extend and explore meaning • Experiment with word order and examine its implications for meaning and clarity

3rd & 4th

• Initiate conversations and respond to the initiatives of others talking about experiences and activities • Present ideas that are relevant to the subject in a logical sequence

Developing cognitive abilities through language

Oral Language

1st & 2nd

• Give a description, recount a narrative or describe a process, and answer questions about it

Receptiveness to Language

Oral Language

5th & 6th

• Follow detailed instructions or directions from others in order to test their accuracy • Take part in which unseen objectives are identified from instructions given by other pupils

Competence and confidence in using language

Oral Language Upper

Oral Language

5th & 6th

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• Acquire the ability to give detailed instructions and directions

Prim-Ed Publishing


Teachers Instructions

Set 1

TEACHERS INSTRUCTIONS Activity 1 Photocopy the following page, allowing one sheet for every two pupils.

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Pupils work in pairs.

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They each have the same picture.

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They sit opposite one another, with pictures hidden.

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One person puts ten crosses on his/her picture.

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He/She then describes to the other person which parts of his/her picture to put crosses on.

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The second person listens and tries to match the crosses.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly. Reverse roles with a new copy of the picture if you wish.

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Oral Language Upper

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Set 1

Oral Language Upper

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Teachers Instructions

Set 1

TEACHERS INSTRUCTIONS Activity 2 Photocopy the following page, allowing one sheet for every two pupils.

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Pupils work in pairs.

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They each have the same picture.

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They sit opposite one another, with pictures hidden.

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One person colours parts of the picture with felt-tip pens.

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He/She then describes to the other person which parts of the picture to colour in, and the colour to use for each part.

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Oral Language Upper

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Set 1

Oral Language Upper

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Prim-Ed Publishing


Teachers Instructions

Set 1

TEACHERS INSTRUCTIONS Activity 3 Photocopy the following page, allowing one sheet for every two pupils.

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Pupils work in pairs.

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They each have the same picture.

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They sit opposite one another, with pictures hidden.

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One person makes ten additions or alterations to his/her picture.

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He/She then describes these changes for the other person to try and copy.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly. Reverse roles with a new copy of the picture if you wish.

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Suggestions for the pupils to draw: •Dragon •Queen •Horse •Flags on the castle

Oral Language Upper

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Set 1

Oral Language Upper

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Prim-Ed Publishing


Teachers Instructions

Set 1

TEACHERS INSTRUCTIONS Activity 4 Photocopy the following page, allowing one sheet for every two pupils.

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Pupils work in pairs.

3

They each have the same picture.

4

They sit opposite one another, with pictures hidden.

5

One person rules five lines, each joining two objects in the picture. Lines start and finish at certain points on the objects. Lines can go in any direction.

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That person describes to the other where to draw the lines by giving the start and finish points.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly.

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Oral Language Upper

Reverse roles with a new copy of the picture if you wish.

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Set 1

Oral Language Upper

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Teachers Instructions

Set 2

TEACHERS INSTRUCTIONS Activity 1 Photocopy the following page, allowing one sheet for every two pupils.

2

Pupils work in pairs.

3

One pupil has the picture, the other has a piece of blank paper.

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They sit with sheets hidden from one another.

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The pupil with the picture describes it to his/her partner; the other pupil draws the picture as it is being described.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly. Extra:

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Pupils can make up a story from their picture, telling it to their partners, the class or putting it onto a video or audiotape.

Oral Language Upper

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Set 2

Oral Language Upper

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Teachers Instructions

Set 2

TEACHERS INSTRUCTIONS Activity 2 Photocopy the following page, allowing one sheet for every two pupils.

2

Pupils work in pairs.

3

One pupil has a picture, the other has a piece of blank paper.

4

They sit opposite one another, with sheets hidden.

5

The pupil with the picture describes it.

6

When the description is completed, the listener draws the picture from his/her memory.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly.

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Extra:

Pupils can make up a story from their picture, telling it to their partners, the class or putting it onto a video or audiotape.

Oral Language Upper

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Set 2

Oral Language Upper

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Teachers Instructions

Set 2

TEACHERS INSTRUCTIONS Activity 3 Photocopy the following page, allowing one sheet for every two pupils.

2

Pupils work in pairs.

3

One pupil has the picture.

4

They sit so the picture is hidden from one partner.

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The pupil with the picture describes it to the other pupil.

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The second pupil then describes it from memory onto a tape.

7

Play the description back and see if it matches the picture.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly. Extra: Pupils can make up a story from their picture, telling it to their partners, the class or putting it onto a video or audiotape.

Oral Language Upper

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Set 2

Oral Language Upper

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Teachers Instructions

Set 2

TEACHERS INSTRUCTIONS Activity 4 Photocopy the following page, allowing one sheet for every three pupils.

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Pupils work in threes.

3

The first pupil has the picture, the second a piece of blank paper, and the third pupil has nothing.

4

They sit so the sheets of paper are hidden from one another, and so the third pupil can not hear the first pupil.

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The first pupil describes the picture to the second pupil, who then describes it to the third pupil.

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The third pupil draws the picture from the second pupil's description.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly. Extra: Pupils can make up a story from their picture, telling it to their partners, the class or putting it onto a video or audiotape.

Oral Language Upper

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Set 2

Oral Language Upper

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Prim-Ed Publishing


Teachers Instructions

Set 3

TEACHERS INSTRUCTIONS Activity 1 Photocopy the following page, allowing one sheet for every two pupils.

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Pupils work in pairs.

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Pupil A has picture A, and pupil B has picture B.

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They sit opposite one another, with their pictures hidden.

5

Picture A is different from picture B in six ways.

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Pupil A writes down the six differences.

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Pupil A asks pupil B questions to work out the differences. Pupil B may only answer 'yes' or 'no'.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly.

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Teachers Answers 1. 2. 3. 4. 5. 6.

Oral Language Upper

Black belt on rhinoceros. Vulture on railing. Teeth on hippopotamus. Vulture beneath rhinoceros. Popcorn. Hippopotamus' headband.

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Prim-Ed Publishing


Set 3

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Oral Language Upper

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Teachers Instructions

Set 3

TEACHERS INSTRUCTIONS Activity 2 Photocopy the following page, allowing one sheet for every two pupils.

2

Pupils work in pairs.

3

Pupil A has picture A, and pupil B has picture B.

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They sit opposite one another, with pictures hidden.

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Pupil B asks pupil A questions to find six differences between the pictures. Pupil A may only give one-word answers.

6

Pupil B alters his/her picture to match picture A.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly. Teachers Answers

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1. 2. 3. 4. 5. 6.

Oral Language Upper

Number '5's on front car. Ticket stand 'Ticket(s)'. Missing headlight. Cars on Ferris wheel. Flag on tent. Boy's hair colour.

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Prim-Ed Publishing


Set 3

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Oral Language Upper

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Teachers Instructions

Set 3

TEACHERS INSTRUCTIONS Activity 3 Photocopy the following page, allowing one sheet for every two pupils.

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Pupils work in pairs.

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Pupil A has picture A, and pupil B has picture B.

4

They sit opposite one another, with pictures hidden.

5

Pupil B asks pupil A questions to find six differences between the pictures. Pupil A may only give one-word answers.

6

Pupil B alters his/her picture to match picture A.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly. Teachers Answers

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1. 2. 3. 4. 5. 6.

Oral Language Upper

Dresser handles. Spray can. Earring. Numbers on telephone. Socks on girl. Letter on poster.

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Prim-Ed Publishing


Set 3

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Teachers Instructions

Set 3

TEACHERS INSTRUCTIONS Activity 4 Photocopy the following page, allowing one sheet for every two pupils.

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Pupils work in pairs.

3

Pupil A has picture A, and pupil B has picture B.

4

They sit opposite one another, with pictures hidden.

5

Pupil A asks pupil B questions to find six differences between the pictures. Pupil B may only give one-word answers.

6

Pupil A alters his/her picture to match picture B.

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The two pictures are compared to see if the oral descriptions have been sufficient, and if the instructions have been carried out correctly. Teachers Answers

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1. 2. 3. 4. 5. 6.

Oral Language Upper

Card on box. Clock hand. Knight near box. Windows on tower. Television. Missing tree from gameboard.

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Set 3

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2022 Oral Language - Upper