| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Learners prepare for writing or updating their own CVs by studying two sample CVs. |
 Career planning 4 – Sample CVs |
| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Learners study three job ads in detail, looking at all the information on each ad and paying special attention to employer requirements. |
Career planning 8 – Sample job ads |
| 3 |
Computers |
Martin Berridge |
Parts of the computer and how to switch on and open MS Word. |
Computers – Introduction and Switching On |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
Exercises to promote discussion about different cultures and traditions and to establish how students’ cultural values differ according to the country of their birth. |
Cultural awareness 1 – Cultural diversity |
| 4 |
Dealing with Officials |
Michael Shiels |
Students write 10 standard questions, then interview each other in pairs. The teacher copies the information onto the computer and writes questions for a reading activity the next day. Includes Teachers’ Notes. |
Dealing with Officials – Class Survey |
| 4 |
Dealing with Officials |
Michael Shiels |
Students read about 4 crimes and discuss suitable punishments in groups |
Dealing with Officials – Crime and punishment |
| 4 |
Dealing with Officials |
Michael Shiels |
Students read about crimes, and discuss suitable punishments in groups |
Dealing with Officials – Crime and punishment 2 |
| 4 |
Dealing with Officials |
Michael Shiels |
Reading & then writing: students read the answers at a typical FAS interview, and then fill in the questions. |
Dealing with Officials – Fas interview |
| 4 |
Dealing with Officials |
Michael Shiels |
General form. Students fill in general form. Especially useful for FETAC 4 Writing. |
Dealing with Officials – Form |
| 4 |
Dealing with Officials |
Michael Shiels |
Students read the answers, and predict the questions as a class activity. Then they write the questions in pairs/groups. |
Dealing with Officials – More questions |
| 4 |
Dealing with Officials |
Michael Shiels |
Vocabulary exercise: students select the correct word from a box and write it in the right sentence. |
Dealing with Officials – Vocabulary |
| 4 |
Dealing with Officials |
Michael Shiels |
Students re-arrange words to form 16 standard sentences/questions of forms |
Dealing with Officials – Word Order |
| all |
Computers |
Peter Sheekey |
Learning to identify and create folders on the desktop. |
Desktop and Folders |
| 4 |
Education |
Michael Shiels |
Reading comprehension, (Grammar)focus on Past Simple, (Lexis/Grammar)gap-fill exercise, controlled Writng about secondary schooldays |
Education – My Secondary Schooldays |
| 3 – 4 |
Education |
Michael Shiels |
PART 2: Class Survey. Includes questions students ask each other to complete survey and sample questions from teacher the following day to interpret the data collected |
Education – Class Survey 2 |
| 3 /4 |
|
Michael Shiels |
PART 1: Class Survey about primary schools in students’ own countries. Includes table and sample answers.See PART 2 for complete exercise |
Education – Class Survey |
| 4 |
Education |
Michael Shiels |
Students in groups write 5 definitions to be read out aloud, and then listen to other groups to guess answers (5 examples supplied) |
Education – Definitions |
| 4, 5 |
Education |
Michael Shiels |
4 scenarios about problematical situations for students to discuss in groups |
Education – Dilemmas |
| 4 |
Education |
Michael Shiels |
10 situations where students in groups recommend suitable punishemnts for pupils |
Education – Punishments |
| 3 – 4 |
Education |
Michael Shiels |
Vocabulary Sheet for review |
Education – Vocabulary Sheet |
| |
|
|
|
|
| 3, 4, 5 |
Grammar |
Michael Shiels |
What it says on the tin |
Past Tense Regular Verb Pronunciation |
| 3 |
Health |
|
Word Search |
Health – Crossword |
| 4 |
Health |
Michael Shiels |
2 Dialogues (visit to doctor / dentist) with gap-fill, to be followed by reading in pairs and memorisation |
Health – Dialogues |
| 4 |
Health |
MIchael Shiels |
Easy dictation with dictation table, possibly to be followed by controlled writing practice |
Health – Dictation |
| 4 |
Health |
Michael Shiels |
Companion piece to Anseo p 41 |
Health – Talking about illnesses |
| 4 |
Health |
Michael Shiels |
30 sentences to be classified as either Doctor or Patient, followed by Word Order Exercise for another day |
Health – Who says it: Doctor or Patient? |
| 5/6 |
Work |
Peter Sheekey |
Learning to identify skills and training for the workplace. |
Identifying Skills and Training |
| 4 |
Learning to learn |
Steve Kinsey |
Weekly review sheet – learners record and organise their work, calculate their attendance and assess their progress. MS Word – adaptable to different situations. |
Learning to learn – Learning Diary -Weekly Review |
| 4, 5 |
Media |
Michael Shiels |
Speaking activity: Students in groups discuss 4 problems which could arise |
Media – Dilemnas |
| 4 |
Media |
Michael Shiels |
Students match newspaper vocabulary and definitions |
Media – Newspaper – Vocabulary |
| 4 |
Media |
Michael Shiels |
Students match TV vocaulary with definitions |
Media – TV Vocabulary |
| 3, 4, 5 |
Money |
Michael Shiels |
Part A of a 2 part exercise Students use gap-fill to form questions, then interview each other to complete table. Teacher then collates answers on computer to form answer sheet. Comprehension Check for the results |
Money – Class Survey 2 A |
| 3, 4, 5 |
Money |
Michael Shiels |
Part B of a 2 part exercise |
Money – Class Survey 2 B |
| 4, 5 |
Money |
Michael Shiels |
2008 PAYE Income Tax information from Revenue.ie, plus Worksheet |
R2LMSMoneyPa…doc |
| 4, 5 |
Money |
Michael Shiels |
Vocabulary Intro / Revision Worksheet |
Money – Vocabulary opposites |
| 3, 4, 5 |
Money |
Michael Shiels |
Students use gap-fill to form questions, and then interview each other to complete table. Teacher then writes up results on computer and produces answer sheet with comprehension questions NB This is Part A of a 2 part exercise |
Money Class Survey 1 – A |
| 3, 4, 5 |
Money |
Michael Shiels |
Part B of 2 part exercise. See companion piece |
Money Class Survey 1 – B |
| Pathways to a career in Ireland |
Orientation to training |
Roisin Leslie |
Teachers’ notes on Orientation module of Pathways to an Irish Career course for learners at B2 or higher level who are planning their careers in Ireland.The objective of this module is to help learners adapt to the training environment, to examine their own reasons for doing their course, and to develop an awareness of how others will perceive them. |
Orientation to training – Teachers’ notes on module |
| Pathways to a career in Ireland |
Orientation to training |
Roisin Leslie |
Learners read a sample contract which can be used as a model for their own class contract. |
Orientation to training 2 – Example of Class Contract |
| Pathways to a career in Ireland |
Orientation to training |
Roisin Leslie |
Learners assess themselves with a view to understanding the perceptions that others will have of them. Learners think about their performance in relation to attendance, punctuality, etc. |
Orientation to training 4 – Personal questionnaire for references |
| Pathways to a career in Ireland |
Orientation to training |
Roisin Leslie |
Exercises to familiarise learners with the layout, language and tone of formal letters. |
Orientation to training 5 – Formal letters |
| Pre-vocational |
|
Roisin Leslie |
Practical advice on how to prepare. A light-hearted questionnaire to reinforce the necessity of good preparation. |
Pre-vocational – Interview Preparation 5 – Before the interview |
| 4, 5 |
WORK |
Michael Shiels |
Students are given 3 sample sentences of definitions, and then have to write 5 more in groups. They then read them out and other groups have to guess the jobs they are referring to. |
Work – Definitions |
| 3, 4, 5 |
WORK |
Michael Shiels |
Students are given 5 examples of verb, noun (-er) and activity (-ing) paradigms, and then they have to write about 20 more. |
Work – Vocabulary Builder |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Learners examine employers’ and employees’ expectations when starting employment, discuss the qualities of ideal employers and employees, and explore the feelings of employees on their first day in a job. |
Work and careers 1 – The workplace: starting a new job |
| 2 |
Accommodation |
Emer Gilmartin |
Mingle activity using Dublin area names to practise ‘Where do you live?’ and talk about accommodation. |
Accommodation – Dublin area queue |
| 5 |
Accommodation |
Roisin Leslie |
Reading comprehension with two house sale ads and two rental ads. Comprehension exercises. |
Accommodation – House for Sale or Rent |
| 4 |
Accommodation |
Davnet Cotter |
Information on tenants’ rights and obligations with comprehension and discussion exercises. |
Accommodation – Information for Tenants |
| 5 |
Accommodation |
Emer Gilmartin |
Vocabulary and writing work leading to creation of accommodation ads and roleplay of conversation with prospective landlady/landlord. |
Accommodation – understanding and writing accommodation ads |
| 1 |
Alphabetical Order |
Lynda Clarke |
Class questionnaire. Learners gather information on classmates’ names and home countries, and put them in alphabetical order. |
Alphabetical Order – Questionnaire |
| 1 |
Alphabetical Order |
Lynda Clarke |
Learners put in alphabetical order a list of 26 words. Each word begins with a different letter of the alphabet. |
Alphabetical Order – Word List |
| 1 |
Alphabetical Order |
Lynda Clarke |
Learners put lists of words which start with the same letter into alphabetical order. |
Alphabetical Order – Words that Start with the Same Letter |
| 4 |
Structures |
Tania Harada |
Pairwork: Learners are given the answers and have to ask the correct questions to elicit them from their partners. |
Ask the right question |
| 2 |
Body |
Suzette Bedard |
Focusing on various different body parts and how we use them. |
Body – Body Parts Gap-Fill |
| 2 |
Body |
Suzette Bedard |
Questionnaire focusing on cultural differences. Looking at what is acceptable and unacceptable behaviour in public. |
Body – Cross Culture |
| 2 |
Body |
Suzette Bedard |
Gap-fill conversation at the doctor’s. |
Body – Doctor-Patient Dialogue |
| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Teachers’ notes on Career Planning module of Pathways to an Irish Career course for learners at B2 or higher level who are planning their careers in Ireland. |
Career planning – Teachers’ notes for module |
| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Looking at different types of careers and job sectors to familiarise students with language and vocabulary for career planning. |
Career planning 1 – Jobs and Careers |
| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Examining different job sectors and careers to help learners to narrow down their options. |
Career planning 2 – Job sectors and career choices |
| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Raising awareness of the language skills needed for job sourcing. Case study based on a migrant’s experience and qualifications. |
Career planning 3 – Language skills and case study |
| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Learners prepare and write their CVs. |
Career planning 5 – Curriculum Vitae |
| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Cover letter writing practice. |
Career planning 6 – Cover letter |
| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Learners look at a list of positions and give a description of the work that the person will be expected to do. They then choose one of the positions and apply for that job |
Career planning 7 – Applying for a job |
| Pathways to a career in Ireland |
Career planning |
Roisin Leslie |
Raising awareness of the difficulties associated with some professions where Irish qualifications are needed to be appointed to a position and examining the options available to people in this situation. |
Career planning 9 – Overcoming obstacles |
| All |
|
Emer Gilmartin |
Method description for text reconstruction as a means of learning and consolidating word order, structure, or vocabulary. |
Complete cloze – text reconstruction with grid |
| 3 |
Computers |
Michael Shiels |
Learners find the best deal for a flight to Spain on selected dates using Ryanair, Aer Lingus, and Iberia websites. |
Computers – Buying a plane ticket |
| 4 |
Computers |
Emer Gilmartin |
Activity using ‘Can you…?’ questions to encourage students to learn computer basics from each other. |
Computers – Introduction to computers |
| 3 |
Computers |
Michael Shiels |
Basic rules of punctuation, exercises on punctuating sentences and then texts. |
R1TMSCompute…pdf |
| 4 |
Extras |
John Poole |
Gap fill exercises on ‘make’ and ‘do’. |
Confusing words – make and do |
| 3 |
Cultural awareness |
Fiona Healy |
Reading comprehension and discussion on body language and gesture. |
Cultural awareness – Body language |
| 5 |
Cultural awareness |
Roisin Leslie |
Learners complete cloze test on Dublin and its history. They then use the article as a model for writing a piece on their own capital. |
Cultural awareness – Dublin |
| 4 |
Cultural awareness |
Steve Kinsey |
Learners fill in the missing vowels in a text about Christmas, which leads to discussion of festivals and holidays around the world. |
Cultural Awareness – H ppy Chr stm s! |
| 3 |
Cultural awareness |
Tania Harada |
General knowledge quiz on Ireland. Learners interview one another on knowledge and experience of Ireland. Word search on Irish counties. |
Cultural awareness – Ireland Quiz |
| 4 |
|
Fiona Healy |
Reading comprehension and useful expressions for talking about the weather in Ireland and other countries. |
Cultural awareness – Irish weather |
| 3 |
Cultural Awareness |
Fiona Healy |
Learners discuss and read about the Irish language, learn a few short phrases, and then interview one another on their languages and the languages of their countries in order to write short reports on the subject. |
Cultural Awareness – Languages in Ireland |
| 1 |
|
Eilish McCann |
Quiz/gap fill on countries, nationalities, and practice on present simple ‘be’ ‘have’ ‘speak’. Word format – can be tailored to individual classes. |
Cultural awareness – Nationalities, countries, languages |
| 5 |
Cultural awareness |
Roisin Leslie |
Learners read about a movement aiding education for girls and women and reflect and write on their own educational experiences |
Cultural awareness – Nishta |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
Notes on Cultural Awareness module of Pathways to a career in Ireland course for learners at B2 or higher level who are planning their careers in Ireland. Module covers cultural diversity and aspects of Irish society including politics, rental accommodation, driving and motor insurance, etiquette. |
Cultural awareness – Teachers’ notes on module |
| 4 |
Cultural Awareness |
Peter Sheekey |
Learners think of questions they have about Irish people’s attitudes and behaviour, then ask each other, and finally check with their (Irish) teacher. |
Cultural awareness – Why do the Irish…? |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
Learners study the vocabulary, language and tone of a tenant’s letter to a landlord and then write their own on a given topic. |
Cultural awareness 10 – Letter to a landlord |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
Learners read about the culture of a remote part of India. Comprehension, discussion and vocabulary study. |
Cultural awareness 2 – Cultural differences |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
To promote awareness of courtesy and good manners, learners learn words and phrases commonly used in Ireland, followed by discussion on politeness and manners in an Irish context. |
Cultural awareness 3 – Polite words and phrases |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
Gap fill exercise to enable learners to focus on their level of awareness of traffic regulations in Ireland and to increase vocabulary. Leads to discussion on driving in Ireland. |
Cultural awareness 4 – Driving in Ireland |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
Exercise to help learners to understand and learn vocabulary in relation to motor insurance and to increase awareness of Irish laws in this regard. |
Cultural awareness 5 – Motor insurance |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
Learners examine how computers have become part of our culture and everyday life. |
Cultural awareness 6 – Computer culture |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
Learners read a brief history of the capital city and then use the new vocabulary to write an account of the capital of their country. |
Cultural awareness 7 – Dublin City |
| Pathways to a career in Ireland |
Cultural awareness |
Roisin Leslie |
Learners read two advertisements for rented accommodation. Language and vocabulary study. |
Cultural awareness 9 – House for rent |
| 3 |
Daily Routines |
Emer Gilmartin |
Mingle activity where learners ask questions in the past. |
Daily Routines – Did you..? queue |
| 3 |
Daily routines |
Fiona Healy |
Learners read and answer comprehension questions about Maria’s weekend and prepare a written text on their own weekend. Includes exercises on irregular pasts. (7 page worksheet with teachers’ notes). |
Daily routines – Last weekend – Reading and writing |
| 3 |
Daily routines |
Fiona Healy |
Learners interview each other to complete questionnaire on their weekend. Practice in question formation in Simple Past. |
Daily routines – Last weekend – Speaking |
| 3 |
Daily Routines |
|
Module based on Milestone ELP descriptor “Write about myself and my family life.” Module includes pair and groupwork speaking, dictation, spelling, and writing exercises, as well as a weekly review section. 17 pages. |
Daily Routines – module |
| 3 |
Daily Routines |
Martin Berridge |
Learners interview each other on their Saturday routine, then write an account of their partner’s normal Saturday. Useful exercise to consolidate present simple. |
Daily Routines – Saturdays |
| 3 |
Daily Routines |
Martin Berridge |
Learners complete a class questionnaire to practise asking questions in the present and writing positive and negative statements. Includes presentation of present simple structure and exercises. |
Daily Routines – Speaking in the present |
| 3 |
Daily Routines |
Martin Berridge |
Use of the infinitive when talking about routines. |
Daily Routines – The Infinitive |
| 2 |
Daily Routines |
Eilish McCann |
Gap-fill exercises focusing on the third person singular of the present simple. Includes exercise on prepositions. |
Daily Routines – Tom’s Day |
| 1 |
Daily Routines |
Lynda Clarke |
Reading and answering questions about two people’s daily routines. Followed by questions on learners’ own daily routines. |
Daily Routines 1 – Jackie And I |
| 1 |
Daily Routines |
Lynda Clarke |
Presentation of basic time expressions with in, on and at, followed by gap-fill exercise. |
Daily Routines 2 – In, On, At |
| 1 |
Daily Routines |
Lynda Clarke |
Sorting days, months and seasons into columns. Followed by simple questions to check understanding. |
Daily Routines 3 – Days, Months, Seasons |
| 1 |
Daily Routines |
Lynda Clarke |
Focus on question words. Matching questions with sample answers. |
Daily Routines 4 – Questions And Answers |
| 1 |
Daily Routines |
Lynda Clarke |
Dictation of 6-8 sentences based on daily routines. Followed by comprehension exercise. |
Daily Routines 5 – Paired Dictation |
| 1 |
Daily Routines |
Lynda Clarke |
Class survey practising questions on daily routines. |
Daily Routines 6 – Questionnaire |
| 1 |
Daily Routines |
Lynda Clarke |
Learners write a simple passage about a typical day using the verbs and expressions provided. |
Daily Routines 7 – Writing Practice |
| 3 |
Daily Routines |
Martin Berridge |
Exercises on creating questions in the present. |
Daily routines Asking questions in the present |
| 3 |
Dealing with Officials |
John Poole |
Learners read and answer questions on 4 sample letters on queries about Further Education and English language courses and qualifications. |
Dealing with Officials – Letters of Enquiry and Replies |
| 5 |
Dealing with Officials |
Emer Gilmartin |
Exercises and tips to help fill in forms correctly. |
Dealing with Officials – Tips for filling in forms |
| 3 |
Dealing with officials |
Fiona Fay |
Reading and comprehension on six sample letters and notes. |
Dealing with officials – Understanding letters |
| 3 |
Dealing with Officials |
|
5 page worksheet leading to learners writing two letters requesting information. |
Dealing with Officials – Writing letters |
| 4 |
Dealing with Officials |
Helen Kelly |
Activity to raise awareness of language used in formal letters. Useful lead-in to formal letter-writing. |
Dealing with Officials – Writing letters – using formal language |
| 4 |
|
John Poole |
Word seach with 14 subjects commonly studied in Irish secondary schools. |
Education – Alphabet soup school subjects |
| 4 |
Education |
John Poole |
Reading comprehension, vocabulary work, research tasks on choosing a secondary school in Ireland. |
Education – Choosing a Secondary School |
| 3 |
Education |
Michael Shiels |
Class questionnaire, with results to be compiled by class teacher and checked by learners. |
Education – Class Survey 2 |
| 4 |
Education |
Eilish Mc Cann |
Learners discuss their secondary school experiences in pairs – using 27 example questions. Each learner plans a writing outline and then writes about their partner’s experiences. Focus on planning a written text |
Education – My partner’s secondary school |
| 3 |
Education |
Michael Shiels |
Reading comprehension and cloze test on account of an Irish adult’s memories of primary school in the 1970’s. Leads to discussion on learners’ experiences of education. |
Education – My primary schooldays |
| 3 |
Education |
Michael Shiels |
Account of an Irish man’s experience of secondary school in the late 1970’s/early 1980’s. Reading comprehension and cloze exercises. Leads to discussion of education. |
Education – My secondary schooldays |
| 2 |
Education |
Eilish McCann |
Learners read notes to a teacher (explaining a child’s absence from class due to illness and asking for a meeting with a teacher) and then write sample notes to their own children’s teachers. Can also be used as part of a Health module. |
Education – Notes to your child’s teacher |
| 3 |
Education |
John Poole |
Learners answer and discuss 40 questions on their primary school experiences, leading to a written report. |
Education – Primary School Experiences |
| 3 |
Education |
Michael Shiels |
Review of Education module. Includes word order, grammar and vocabulary exercises. |
Education – Review |
| 5 |
Education |
Roisin Leslie |
Gap fill/reading comprehension on Irish second level education. |
Education – Second level education |
| 3 |
Education |
John Poole |
Learners answer comprehension questions about a secondary school timetable for an Irish school. Followed by exercises on subjects normally taught in Irish secondary schools and the best subjects to study to suit particular career plans. |
Education – Secondary School Timetable and Subjects |
| 5 |
Education |
John Poole |
Reading comprehension based on a newspaper article on intercultural issues in Irish primary schools. With teacher’s notes. |
Education – The Changing Face of Primary School Education |
| 3 |
Education |
Michael Shiels |
Vocabulary review focusing on key education-related nouns and verbs. |
Education – Vocabulary |
| 2 |
Family |
Suzette Bedard |
True / false questionnaire on cultural similarities and differences in societies relating to the family. |
Family – Cross cultural discussion |
| 1 |
Family |
Lynda Clarke |
Learners ask and answer questions about their family members. |
Family – Speaking Practice |
| 1 |
Family |
Lynda Clarke |
A sorting and categorising exercise using basic family words. |
Family – Vocabulary Exercise |
| 4 |
Speaking |
Cormac Kelleher |
Booklet with 20 pages of guided practice for speaking. Includes sections on Home, Food, Shopping, Hobbies, Future Plans.. With 3 practice dialogues and teacher’s notes |
Speaking practice guide |
| 3 |
Dealing with officials |
|
Module based on Milestone ELP descriptors “Understand the questions on most official forms.” and “Write the required information on an official form or questionnaire”. 11 pages. |
Filling in forms – Module |
| 2 |
Food |
Suzette Bedard |
Vocabulary work on fruit and vegetables allowing consolidation of adjectives of size, shape and colour. |
Food – Fruit and Vegetables |
| 2 |
Food |
Suzette Bedard |
Learners read a newspaper interview on healthy eating and lifestyle, and then use the questions to find out about their partner’s habits. With follow on class survey on healthy living. |
Food – healthy lifestyle |
| 2 |
Food |
Suzette Bedard |
Exercises on food and describing tastes. |
Food – How does it taste |
| 2 |
Food |
Eilish Mc Cann |
4 page worksheet on what we eat at particular meals – vocabulary, questionnaire, dialogue in restaurants. |
Food – Meals |
| 1 |
Food and Hobbies |
Lynda Clarke |
Talking about food and hobbies. Practises the verb like in the present simple. Includes class survey. |
Food And Hobbies – Likes And Dislikes |
| 3 |
Getting to know you |
|
Classroom material at A2 level based on the Milestone European Language Portfolio covering the first few lessons in a course. 9 pages. |
Getting to know you – complete module |
| 3 |
Dealing with officials |
Fiona Healy |
Teacher spells ten names for students. Students spell their name and address to each other. |
Getting to know you – Spelling names and addresses |
| 4 |
Grammar |
John Poole |
5 pages of reflection and practice on the First and Second Conditionals. |
Grammar – First and Second Condional Sentences |
| 4 |
Grammar |
John Poole |
7 pages of reflective and practice exercises on First Conditional sentences. Includes exercises on ‘when’ ‘unless’ as well as ‘if’ and also on ‘may’. |
Grammar – First Conditional Sentences |
| 4 |
Grammar |
Tania Harada |
Exercises on the use of possessive adjectives. |
Grammar – Possessive Adjectives |
| 5 |
Grammar |
John Poole |
5 pages of exercises on the use of ‘would’. |
Grammar – Using would |
| 4 |
Health |
Roisin Leslie |
Gap fill exercise to introduce vocabulary on health. |
Health – A visit to the hospital |
| 3 |
Health |
Martin Berridge |
Conversations with the doctor used to focus on short answers. Includes gapfill, reflection, and questionnaire exercises. |
R1TBBHealthA…pdf |
| 4 |
Health |
Tania Harada |
Questionnaire which learners can use as basis for class survey on health matters. |
R2LTHhealths…pdf |
| 4 |
Health |
Tania Harada |
3 conversations – registering with a GP, making an appointment, talking to the doctor about a sick child – with gap fill exercises. Focus on asking for repetition and explanations. |
R2LTHHealthC…pdf |
| 4 |
Health |
John Poole |
Three jumbled patient-doctor conversations for learners to reassemble. Followed by role play. |
R2LJPHealthC…pdf |
| 4 |
Health |
John Poole |
3 lessons on the theme of epilepsy, including discussion, reading, comprehension and vocabulary building exercises, autonomous study of structures (imperatives and present perfect continuous) |
R2LJPHealthE…pdf |
| 3 |
Health |
Stefan Piskorski |
Reading comprehension on a trip to A&E. Very useful exercise to introduce topic of Accident and Emergencies and hospitals in general. |
R1TSPHealth-…pdf |
| 3 |
Health |
John Poole |
Reading – 10 dialogues on health problems. Discussion and language focus exercises. |
R1TJPHealthH…pdf |
| 4 |
Health |
Fiona Fay |
Vocabulary exercises to prepare for a visit to the dentist. |
R2LFFHealthL…pdf |
| 4 |
Health |
Eilish Mc Cann |
5 Pages of vocabulary and structure exercises leading to discussion of symptoms and illnesses. |
R2LEMCHealth…pdf |
| 4 |
Health |
Davnet Cotter |
Describing symptoms to the doctor – vocabulary building. |
R2LDCTalking…pdf |
| 4 |
Health |
John Poole |
6 page worksheet on health including speaking, True or False reading comprehension, writing advice, matching halves of sentences exercises and discussion on the Irish Health system. |
R2LJPHealthT…pdf |
| 4 |
Health |
Michael Shiels |
Scrambled sentences said by doctor or patient. |
R2LMSHealthW…pdf |
| 4 |
Health |
Emer Gilmartin |
Mingle activity to practise talking about health problems. |
R2EGHealthQu…pdf |
| 3 |
Health |
John Poole |
Learners complete 20 gap-fill sentences using a range of health-related vocabulary. |
R1TJPHeathVo…pdf |
| 4 |
Intercultural Awareness |
John Poole |
Two articles on St Valentine’s Day with comprehension and discussion exercises. Language focus on superlatives. |
R2LJPFestiva…pdf |
| 2 |
Intercultural Awareness |
Steve Kinsey |
Reading comprehension on the life of St Patrick with exercises on regular and irregular Simple Past. |
R1MSKIntercu…pdf |
| 1 |
Introductions |
Lynda Clarke |
Class survey practising personal identification questions and answers. Classmates’ details are then written down in lists. |
R1LLCIntrodu…pdf |
| 1 |
Introductions |
Lynda Clarke |
Matching exercise, using the countries and nationalities of learners’ classmates. Can be adapted to suit other classes. |
R1LLCIntrodu…pdf |
| 1 |
Introductions |
Lynda Clarke |
Reading and writing practice of the structure he / she is, based on personal identification questions and answers. |
R1LLCIntrodu…pdf |
| 1 |
Introductions |
Lynda Clarke |
Reading and writing practice of the structure I am, based on personal identification questions and answers. |
R1LLCIntrodu…pdf |
| 1 |
Introductions |
Lynda Clarke |
Reading and writing practice of the structure they are, based on personal identification questions and answers. |
R1LLCIntrodu…pdf |
| 1 |
Introductions |
Lynda Clarke |
Speaking practice, word order and conversation order using short dialogues of introduction. |
R1LLCIntrodu…pdf |
| 5 |
Intercultural Awareness |
John Poole |
Factsheet with 48 pieces of information on Ireland is used as the basis for a general knowledge quiz. Highlights scanning and skimming reading skills. With teachers’ notes. |
R2LJPIreland…pdf |
| 4 |
Cultural Awareness |
Emer Gilmartin |
Mingle activity using names of places around Ireland to practise ‘Have you been to..?’ and talk about Ireland. |
R2EGIrelandQ…pdf |
| 4 |
Cultural Awareness |
Cormac Kelleher |
Full colour quiz which learners can view on computer with links to sites where they can find answers to questions on who’s who in Irish Politics past and present. Includes printable answer sheet and teacher’s notes. |
R2LCKPolitic…doc |
| 3 |
Learning to Learn |
John Poole |
Worksheet on parts of speech – nouns, verbs, adjectives and adverbs. |
R1TJPLeaning…pdf |
| 3 |
Learning to Learn |
John Poole |
Material to support class negotiation of curriculum for term. Learners rank topics in order of importance to themselves and explore specific learning objectives contained in each topic. |
R1TJPChoosin…pdf |
| 4 |
Learning to Learn |
Eilish Mc Cann |
6 page worksheet to facilitate class negotiation of course content. Learners decide which topics are important and why, and then choose the order in which the class will work on the topics chosen. |
R2LEMCLearni…pdf |
| 2 |
Learning to Learn |
Eilish McCann |
A series of review exercises focusing on the language of the classroom. Includes reading comprehension, speaking practice and cloze texts. |
R1MEMcCLearn…pdf |
| 3 / 4 / 5 |
Learning to Learn |
Davnet Cotter |
Weekly dictation which encourages learner autonomy. Step-by-step guide on how learners can correct their own work. |
R2DCLearning…pdf |
| 2 |
Learning to Learn |
Suzette Bedard |
Classroom reading and speaking activity to raise learner awareness of good learning practices inside and outside the classroom. |
R1MSBLearnto…pdf |
| 5 |
Learning to Learn |
Peter Sheekey |
Exercises to encourage reflection on how to learn language. Can be used to inform class contract. |
R2UPSLearnin…pdf |
| 2 |
Learning to Learn |
Suzette Bedard |
Exercise to (dramatically!) demonstrate to learners the importance of following instructions. |
r1msbeducati…pdf |
| 4 |
Learning to Learn |
Peter Sheekey |
Learners define useful strategies for learning English and write a letter of advice to a new student. |
R2UPSKeepMov…pdf |
| 4 |
Learning to Learn |
Tania Harada |
A short passage on language learning is used to spark discussion and reflection on learning languages. Learners talk about the languages they already speak and try to teach one another a few useful phrases. |
R2LLearningt…pdf |
| 4 |
Learning to learn |
Steve Kinsey |
Weekly review sheet that can be collated into a learning diary – learners record and organise their work, calculate their attendance and assess their progress. |
R2LSKL2L Lea…pdf |
| 4 |
Learning to Learn |
Peter Sheekey |
Questionnaire on sections/topic areas in the library. Advice on joining the library. Excellent as preparation for a visit to the local library. |
R2PSLearning…pdf |
| 4 |
Learning to learn |
Cormac Kelleher |
Template for creating personal learner diary with sections for journal, new vocabulary, corrections, verb forms. |
MyIrishLearn…pdf |
| 1 |
Learning to Learn |
Suzette Bedard |
3 weekly review exercises for learners to raise self-awareness of progress in the 4 skills, attendance in class, and spelling. |
R1MSBRevieww…pdf |
| 3 |
Learning to learn |
Fiona Healy |
Learners discuss rules and regulations in various parts of life, leading to learners writing and agreeing on rules for their class for inclusion in their class contract. |
R1TFHClassCo…pdf |
| 4 |
Learning to learn |
Steve Kinsey |
Discussion, reading and vocabulary exercises on repairing breakdowns in communication. |
R2USKL2LSorr…pdf |
| 5 |
Learning to Learn |
Marianna Murphy |
Spelling list to help learners identify words they consistently spell incorrectly. |
R2MMLearning…pdf |
| 5 |
Learning to learn |
Fiona Fay |
Checklist of skills important for learners planning academic or professional study. |
AcadHKskills…pdf |
| Pathways to a career in Ireland |
Learning to learn |
Roisin Leslie |
Notes on Learning to Learn module of Pathways to a career in Ireland course for learners at B2 or higher level who are planning their careers in Ireland. The main objective of this module is to help learners acquire the vocabulary and language to describe their own educational experience and to identify their reasons for undertaking the course. A further aim is to focus learners on language difficulties and encourage them to devise strategies to accelerate their progress in English. |
Learningtole…pdf |
| 2 |
Learning to Learn |
|
Self-assessment form for use in first teacher/learner interview for reflection and target setting after first few weeks of course. Can be followed by Thinking about my classes 2 (R1M) later in course. |
R1MSBThinkin…pdf |
| 3 |
Learning to Learn |
Martin Berridge |
Self-assessment form for use in first teacher/learner interview for reflection and target setting after first few weeks of course. Can be followed by Thinking about my classes part 2 (R1T) later in course. |
R1TBBthinkin…pdf |
| 3 |
Learning to learn |
Martin Berridge |
Self assessment form for use in first teacher/learner interview for reflection and target setting after first few weeks of course. Can be followed by Thinking about my classes part 2 (R1T)later in course. In MS Word – can be adapted to suit particular classes |
R1TBBthinkin…doc |
| 3 |
Learning to learn |
Martin Berridge |
Self assessment form for use in teacher/learner interviews for reflection and target setting in second half / towards the end of a course. Can follow R1T Thinking about my classes part 1. In MS Word – can be adapted to suit particular classes. |
R1TBBThinkin…doc |
| 3 |
Learning to Learn |
Martin Berridge |
Self-assessment form for use in teacher/learner interviews for reflection and target setting in second half / towards the end of a course. Can follow R1T Thinking about my classes part 1. |
R1TBBThinkin…pdf |
| 4 |
Learning to learn |
Steve Kinsey Lynda Clarke |
Self assessment form for use in teacher/learner interviews for reflection and target setting every two/three months. |
R2SKThinking…pdf |
| 2 |
Learning to Learn |
Suzette Bedard |
‘I can’ statements for twenty topics ( family, daily routines, home, health, officials, etc )in the form of self assessment grids which can be used in conjunction with the Milestone ELP for learners to record and plan their progress in English. |
R1MSBELPsoft…pdf |
| 2 |
Learning to learn |
|
Review of attendance, spelling, and material covered for use weekly in conjunction with Milestone ELP |
R1MRPweeklyr…doc |
| 3 |
Learning to learn |
|
Weekly review sheet for students to complete in conjunction with Milestone ELP. |
R1TRPweeklyr…doc |
| 4 |
Learning to learn |
Davnet Cotter |
Pairwork spelling test activity encouraging autonomous use of monolingual dictionaries. |
R2LDCSpellin…pdf |
| 3 |
Learning to Learn |
Helen Kelly |
Reflection and information exchange activity to introduce ELP to a class where some students have used portfolio and others are new to portfolio. |
R1THKImpleme…pdf |
| 4 |
Learning to learn |
John Poole |
Exercises on verbs and nouns that are often found together. Encourages learners to notice such collocations and learn them as units. |
R2LJPLearnin…pdf |
| Pathways to a career in Ireland |
Learning to learn |
Roisin Leslie |
Practical guidelines for language study and exercises to help learners identify their areas of difficulty and to encourage autonomy by devising strategies to improve language capabilities with reference to the guidelines. |
Learningtole…pdf |
| Pathways to a career in Ireland |
Learning to learn |
Roisin Leslie |
Exercises to identify and reflect on learners’ targets and their reasons for undertaking the course. |
Learningtole…pdf |
| Pathways to a career in Ireland |
Learning to learn |
Roisin Leslie |
Exercises to familiarise learners with the Irish education system and to help them to acquire functional language and vocabulary. |
Learningtole…pdf |
| Pathways to a career in Ireland |
Learning to learn |
Roisin Leslie |
Learners focus on how courses are linked to jobs and careers by reading about four people who are studying for specific qualifications, each with a definite career target. |
Learningtole…pdf |
| Pathways to a career in Ireland |
Learning to learn |
Roisin Leslie |
Learners examine their previous educational experience and to contrast it with the Irish system. Learners outline their expectations of different educational and training paths in Ireland. |
Learningtole…pdf |
| 3 |
Leisure |
Michael Shiels |
Class questionnaire asking about personal information and hobbies. |
R1TMSLeisure…pdf |
| 3 |
Leisure |
Michael Shiels |
Reading comprehension based on a person’s free time activities. |
R1TMSLeisure…pdf |
| 3 |
Leisure |
Michael Shiels |
Learners think of three leisure-related words which begin with each letter of the alphabet. |
R1TMSLeisure…pdf |
| 3 |
Leisure |
Michael Shiels |
Review exercise focusing on the Leisure module, with 18 sentences to be reordered. |
R1TMSLeisure…pdf |
| 3 |
Leisure |
Fiona Healy |
Writing task based on learner’s hobbies. Includes preparation / planning exercise. |
R1TFHLeisure…pdf |
| 5 |
Media |
Roisin Leslie |
Reading on Irish cuisine, followed by discussion and writing exercise. |
R2URLmediaIr…pdf |
| 4 |
Media |
John Poole |
Information gap reading. Learners ask each other questions to find missing information. |
R1TJPMediaMa…pdf |
| 3 |
Media |
John Poole |
Reading comprehension with question formation exercises and discussion leading to learners writing a biography of a person of their choice. |
R1TJPMedia M…pdf |
| 3 |
Media |
|
Learners read, retell, and discuss short news stories, and also classify and record new vocabulary. |
R1TRPMediane…pdf |
| 5 |
Media |
John Poole |
Discussion, questions, and vocabulary building to help learners confidently decipher newspaper headlines. |
R2UJPMediaNe…pdf |
| 5 |
Media |
Roisin Leslie |
Three authentic news stories are used to focus on learner’s awareness of their reading skills and difficulties. Focus on past tenses used in narrative. |
R2URLMediaTh…pdf |
| 3 |
Media |
Michael Shiels |
Example of TV page for RTE 1, Network 2, TV3. Learners read and discuss. Vocabulary exercises. |
R1TMSTVGuide…pdf |
| 5 |
Media |
Peter Sheekey |
Questionnaire on TV viewing habits to promote discussion. |
R2UPSTVQuest…pdf |
| 5 |
Media |
Roisin Leslie |
Learners read and write a summary of an Internet story about a depressed elephant who loves classical music. Followed by vocabulary building exercises. |
R2URLMediaSu…pdf |
| 4 |
Money |
Davnet Cotter |
Reading and pairwork on bank accounts and credit cards |
R2LDCBankacc…pdf |
| Pre-Vocational |
Money |
Roisin Leslie |
Comprehension and vocabulary exercise. Learners focus on a letter from the bank giving notice of quarterly fees. |
PreVocRLMone…pdf |
| Pre-Vocational |
Money |
Roisin Leslie |
Comprehension exercise focusing on a bank letter to a customer about a bounced cheque. |
PreVocRLMone…pdf |
| 2 |
Money |
Suzette Bedard |
Article on Bill Gates, followed by questions and discussion. |
r1msbsmoneyb…pdf |
| Pre-Vocational |
Money |
Roisin Leslie |
Learners reflect on differences in cost of living between Ireland and other countries. Followed by class discussion on the topics of Childcare, housing and food. |
PreVocRLMone…pdf |
| 4 |
Money |
John Poole |
Reading comprehension and vocabulary exercises based on a debt-management pamphlet. |
R2LJPMoneyDe…pdf |
| 2 |
|
Suzette Bedard |
6 discussion topics on money. Useful for rounding off money module. |
r1msbmoneyDi…pdf |
| 2 |
|
Suzette Bedard |
Vocabulary and discussion exercises on income and spending money. |
r1msbmoneyEa…pdf |
| 4 |
Money |
John Poole |
20 true or false questions to examine attitudes to money. Leads to lively discussion of spending habits. |
R2LJPGoodwit…pdf |
| 2 |
Money |
Suzette Bedard |
Comparative forms introduced (richer, more expensive, etc)with exercises to allow learners to discuss differences in prices and earning in Ireland and in their country. |
r1msbmoneyHo…pdf |
| 2 |
Money |
Suzette Bedard |
Learners discuss earnings and wealth of themselves and different people – professions, celebrities, etc. Introduces vocabulary for talking about wealth and earnings. |
r1msbmoneyHo…pdf |
| 2 |
Money |
Suzette Bedard |
Learners compare and discuss prices in Ireland and in their country. Introduces vocabulary for talking about cost – expensive, reasonable, cheap, free, etc. |
r1msbmoneyHo…pdf |
| 5 |
Money |
Davnet Cotter |
Material from internet banking websites with exercises. |
R2DCMoneyInt…pdf |
| Pre-vocational |
Money |
Marianna Murphy |
Hints, exercises, dictation and pair work on pronouncing numbers. |
PrevocMMMone…pdf |
| Pre-vocational |
Money |
Marianna Murphy |
Dictation containing several large numbers. |
PrevocMMMone…pdf |
| 4 |
Money |
Davnet Cotter |
Brief reading and speaking exercise to raise awareness of the consequences of having an overdraft. |
R2DCMoneyOve…pdf |
| 4 |
Money |
John Poole |
Discussion and vocabulary exercises looking at well-known proverbs. |
R2LJPMoneyPr…pdf |
| Pre-vocational |
Money |
Marianna Murphy |
Hints and exercises on reading and pronouncing large numbers. This is often difficult even for quite advanced learners as conventions vary among different languages. |
PrevocMMMone…pdf |
| 4 / 5 |
Money |
Davnet Cotter |
Learners compare two different savings accounts offered by the same bank. Can lead to discussion on reasons for saving money, interest rates etc. |
R2DCMoneySav…pdf |
| 3 |
Money |
Tania Harada |
Learners interview one another to fill out a questionnaire on shopping. |
R1TTHShoppin…pdf |
| 4 |
Money |
Michael Shiels |
Learners look up Social Welfare website to answer questions on contributory State pension in Ireland. Can be assigned as a project for learners to use internet facilities in local libraries, at home… |
R2LMSMoneyIn…pdf |
| 2 |
Money |
Suzette Bedard |
Learners answer 19 ‘How often’ questions on their money habits and then ask other learners. Vocabulary building on adverbs of frequency. |
r1msbmoneyqu…pdf |
| 4 |
Money |
Tania Harada |
Learners ask each other questions about personal banking and money habits in their countries of origin. |
R2LTHMoneyMo…pdf |
| 3 |
Cultural Awareness |
|
Module based on Milestone ELP descriptor “I can talk in detail about where I come from and what I am doing”. Includes group and pair work speaking, dictation, and writing exercises leading up to individual presentations on learners’ countries of origin, and a weekly review section for inclusion in dossier section of portfolio. 12 pages. |
r1trpMyCount…pdf |
| Level 2/3 |
Daily Routines |
Jason King |
Students focus on describing their daily routines through 2 gap fill exercises and a dictation. |
Complete my …doc |
| Pathways to a career in Ireland |
Orientation to training |
Roisin Leslie |
Learners draw up their own rules and regulations to be followed during the training period. These rules are used to develop a contract and learning agreement with their instructor and with their fellow learners in the interests of developing a good working relationship. |
Orientationt…pdf |
| Pathways to a career in Ireland |
Orientation to training |
Roisin Leslie |
To familiarise themselves with induction programmes and codes of conduct, learners to read about a FÁS trainee and her experiences on her first day and then discuss appropriate and inappropriate behaviour in a training environment. |
Orientationt…pdf |
| 4 |
Money |
Michael Shiels |
Learners get to grips with PAYE system – reading comprehension followed by exercises on working out take home pay. |
R2LMSPAYE.pdf |
| 1 |
People |
Lynda Clarke |
Comprehension exercise about what people in different jobs wear to work. Followed by extension writing exercise. |
R1LLCPeopleC…pdf |
| 1 |
People |
Lynda Clarke |
Reading comprehension about a person’s appearance. Followed by writing exercise on learner’s clothes. |
R1LLCPeopleD…pdf |
| 1 |
People |
Lynda Clarke |
Vocabulary exercise. Putting words for clothes, parts of the body and colours into columns. |
R1LLCPeopleW…pdf |
| 4 |
Personal Identification |
John Poole |
Learners create and perform survey of numerical information on classmates, and then create written reports on the results for display in classroom. |
R2LJPPersona…pdf |
| 3 |
Personal Identification |
Fiona Healy |
Dictation on the family. Learners interview one another about their families, then plan and write a text on their own family. |
R1TFHMyFamil…pdf |
| Pathways to a career in Ireland |
Personal Identification |
Roisin Leslie |
Exercises to help learners outline long-term career aspirations, taking previous experience and qualifications/training into account. (Learners may prefer to do this exercise in private and not as part of a class or group) |
PersonalIden…pdf |
| Pathways to a career in Ireland |
Personal Identification |
Roisin Leslie |
Learners assess their skills and abilities and create a skills profile. |
PersonalIden…pdf |
| Pathways to a career in Ireland |
Personal Identification |
Roisin Leslie |
Learners assess their skills and interests and think about courses and further education to develop those skills further. Learners access FÁS and VEC websites to examine what is available, and to make a shortlist of suitable courses. |
PersonalIden…pdf |
| Pathways to a career in Ireland |
Personal Identification |
Roisin Leslie |
Leaners examine how practical skills can be transferred to careers and jobs and used effectively in the workplace. |
PersonalIden…pdf |
| Pathways to a career in Ireland |
Personal Identification |
Roisin Leslie |
Learners focus on how personal skills are applied in the workplace by reading about three workers in different job sectors who are valued employees because of their personal skills and application to their jobs. |
PersonalIden…pdf |
| Pathways to a career in Ireland |
Personal Identification |
Roisin Leslie |
Notes on Personal Identification module of Pathways to a career in Ireland course for learners at B2 or higher level who are planning their careers in Ireland. This module aims to focus learners on careers and jobs by examining and assessing their abilities and exploring their capabilities in relation to how they could perform in the workplace. |
PersonalIden…pdf |
| 3 |
Personal Information |
John Poole |
Learners complete gapfill on 38 getting to know you questions. Learners then interview classmates using these questions. |
R1TPersonalI…pdf |
| 3 |
Phoning |
Martin Berridge |
Tips and vocabulary on leaving voicemail messages with sample situations for learners to prepare and leave messages (on tape if possible). |
R1TBBPhoning…pdf |
| 4 |
Phoning |
Emer Gilmartin |
Revision exercises on pronunciation of the alphabet and useful phrases to repair breakdowns in communication lead to a pairwork activity where learners roleplay a phonecall spelling Irish names and addresses to each other. Includes teachers’ notes. |
R2LEGPhoningSpellingandcheckingunderstanding |
| 4 |
Phoning |
Emer Gilmartin |
Tips for using the phone in English with examples of phone numbers and expressions. |
R2LEGPhoning…pdf |
| 5 |
Phoning |
Emer Gilmartin |
Revision of conventions of phoning with gap fill exercises. |
R2UEGPhoning…pdf |
| Pathways to a career in Ireland |
Preparing for interviews |
Roisin Leslie |
Practical advice on how to prepare. A light-hearted questionnaire to reinforce the necessity of good preparation. |
Preparingfor…pdf |
| Pathways to a career in Ireland |
Preparing for interviews |
Roisin Leslie |
Learners examine, in detail, questions that are often asked at interviews and compose their answers. Role play with another learner helps learners to practice the responses they have prepared. Video or voice recording can be helpful if learners are comfortable with it. Also contains advice on creating an interview file. |
Interviewpre…pdf |
| Pathways to a career in Ireland |
Preparing for interviews |
Roisin Leslie |
Notes on Preparation for interviews module of Pathways to a career in Ireland course for learners at B2 or higher level who are planning their careers in Ireland. This module helps learners prepare for interviews (job and course/college) by studying interview questions, composing reponses and practising responses which are relevant to their situations. The preparation also includes interview etiquette, and issues of dress and appearance. |
Interviewpre…pdf |
| Pathways to a career in Ireland |
Preparing for interviews |
Roisin Leslie |
Exercises to familiarise learners with interview etiquette and to encourage discussion on issues of dress and appearance. Learners also reflect on their own interview experiences and share with the class. |
Interviewpre…pdf |
| 1 |
Daily Routines |
Steve Kinsey |
Multiple choice quiz on present simple. |
R1LSKPresent…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
This module aims to encourage discussion on cultural diversity within the classroom and to raise awareness of cultural differences, customs and traditions. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Learners prepare and present a talk on the country of their birth. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Learners read four advertisements for house sales and rented accommodation. Language and vocabulary study. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Writing task using given vocabulary to describe Ireland’s economic boom. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Learners read about Irish food and cooking and then write a description of their own ethnic food. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Vocabulary study on Irish politics and Irish words and phrases which learners will need to become familiar with and understand. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Learners read four texts on child labour all over the world. Discussion, language study and writing a summary. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
To promote discussion about different cultures and traditions and to establish how learners’ cultural values differ according to the country of their birth. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Learners read about the culture of a remote part of India. Comprehension, discussion and vocabulary study. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
To promote awareness of courtesy and good manners, learners see words and phrases commonly used in Ireland, followed by discussion on politeness and manners in an Irish context. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Exercises to raise awareness of traffic regulations in Ireland and to increase vocabulary. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Exercises to help learners to understand and learn vocabulary in relation to motor insurance and to increase awareness of Irish laws in this regard. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Learners read a brief history of the capital city and then use the new vocabulary to write an account of the capital of their country. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
Sports quiz with particular emphasis on Irish sport and sports stars. Vocabulary and general facts. |
Prevocationa…pdf |
| Pre-vocational |
Interview Preparation |
Roisin Leslie |
The objective of this module is to prepare learners for interviews (job and course/college) by studying interview questions, composing responses, and practising responses which are relevant to their situations. The preparation also includes interview etiquette, and issues of dress and appearance. |
PreVocInterv…pdf |
| Pre-vocational |
Interview Preparation |
Roisin Leslie |
To give learners an opportunity to examine, in detail, questions that are asked at interviews and compose their answers. Role play with another learner helps learners to practice the responses they have prepared. Video or voice recording can be helpful if learners are comfortable with it. |
Prevocationa…pdf |
| Pre-vocational |
Interview Preparation |
Roisin Leslie |
Learners examine sample responses that might be used for the Interview Questions worksheet. These responses were compiled from suggested answers given by learners preparing for interview. Learners read through these answers, think of each question carefully and add their own answers where appropriate. |
Prevocationa…pdf |
| Pre-vocational |
Interview Preparation |
Roisin Leslie |
To familiarise students with interview etiquette and to encourage discussion on issues of dress and appearance. Students also reflect on their own interview experiences and share with the class. |
Prevocationa…pdf |
| Pre-vocational |
Telephone Skills |
Roisin Leslie |
Module objectives are to familiarise learners with expressions commonly used during telephone calls, particularly in situations where they are speaking to people unknown to them and to give them an opportunity to practise telephone call situations and message taking. |
Prevocationa…pdf |
| Pre-vocational |
Telephone Skills |
Roisin Leslie |
To familiarise learners with standard expressions that we use on the telephone in given situations. |
Prevocationa…pdf |
| Pre-vocational |
Telephone Skills |
Roisin Leslie |
Learners read voicemail messages and fill in relevant details on standard message pad. Learners then listen to pre-recorded voicemail messages (prepared by teacher) and fill in a standard message pad. |
Prevocationa…pdf |
| Pre-vocational |
Telephone Skills |
Roisin Leslie |
Learners practise phone call situations with a partner and examine situations where they may not be confident on the phone. |
Prevocationa…pdf |
| Pre-vocational |
Telephone Skills |
Roisin Leslie |
Learners practise with a partner from a list of role-play situations. |
Prevocationa…pdf |
| Pre-vocational |
Intercultural Awareness |
Roisin Leslie |
True or false quiz on Ireland. |
Prevocationa…pdf |
| Pre-vocational |
Interview Preparation |
Roisin Leslie |
To help class focus on job interviews, learners study the personal qualities, abilities and experience of five candidates for a supermarket management position and assess their talents and suitability for the job. Through discussion and conferring with other learners, they shortlist the candidates. |
Prevocationa…pdf |
| Pre-vocational |
Work |
Jason King |
Students match definitions of different working conditions.Then use a dictionary to expand vocabulary relating to different occupations.Finally students need to write a job description for their chosen careers. |
prevocworkJK…doc |
| 1 |
Learning to Learn |
Suzette Bedard |
Weekly spelling test where learners compile, administer, and score a test for each other. Results are then recorded by learners to track progress. |
R1MSBLearnin…pdf |
| 4 |
Routines |
Eilish McCann |
Learners read and talk about last weekend. Exercises and practice in talking about experiences in the past. |
R2LEMRoutine…pdf |
| 4 |
Daily Routines |
Eilish McCann |
Learners correct mistakes in sentences about last weekend. |
R2lemcRoutin…pdf |
| 3 |
Money |
Tania Harada |
Gap fill and vocabulary building exercise leading to clothes shopping roleplay. |
R2LTHShoppin…pdf |
| 4 |
Shopping |
John Poole |
Learners discuss 20 questions on shopping in supermarkets. Vocabulary building reading based on shopping receipts. |
R2LJPDoingth…pdf |
| 4 |
Shopping |
John Poole |
Learners read dialogues and guess which shop they took place in. Vocabulary-building exercise on shopping words. Learners then create shopping roleplays to perform for the whole class to guess the shop. |
R2LJPShoppin…pdf |
| 3 |
Money |
Fiona Fay |
Vocabulary building exercises – shop types and common purchases. |
R1TffShoppin…pdf |
| 5 |
Structure |
Peter Sheekey |
Review of different structures and forms used to talk about the future. Learners then play a board game to elicit discussion about various future plans. |
R2UPSStructu…pdf |
| 2 |
Structure |
Suzette Bedard |
Rules and exercises for spelling regular verbs in past simple. |
r1msbstructu…pdf |
| 3 |
Structures |
John Poole |
Cloze tests on Past Simple irregular forms. |
R1TJPStructu…pdf |
| 4 |
Structures |
John Poole |
Gap fill exercises on using past or present tenses. |
R2LJPStructu…pdf |
| 3 |
Structures |
John Poole |
10 pages of examples, reflection, and consolidation exercises on the uses of the Present Continuous in English. Can be spread over two lessons. |
R1TJPStructu…pdf |
| 4 |
Structure reinforcement |
Tania Harada |
Questionnaire with Past Simple/Past Continuous questions for learners to ask each other and discuss. |
R2LTHWhatwer…pdf |
| 4 |
Telephone |
Fiona Fay |
Four pairwork (Worksheet A / Worksheet B) sets with alphabet pronunciation review and pairwork dictation of names and addresses leading to role playing spelling over the phone. |
R2FFphonings…pdf |
| 3 |
The Beginning |
Martin Berridge |
Worksheet on the use of capital letters in English. |
R1TBezTheBeg…pdf |
| 2 |
Time |
Suzette Bedard |
Consolidation of time-related vocabulary using a variety of puzzles. |
R1MSBTimeCal…pdf |
| 2 |
Time |
Suzette Bedard |
Class questionnaire. Learners ask classmates 10 questions about what they could do when they were ten years old. |
R1MSBTimeCou…pdf |
| 4 |
Time |
John Poole |
Quiz on days and months and important dates. With exercises on prepositions of time. |
R2LJPTimeRev…pdf |
| 2 |
Time |
Eilish McCann |
A series of exercises on days, months and seasons, focusing on spelling, categories and routines using the present tense. |
R1MEMcCTimeD…pdf |
| 2 |
Time |
Suzette Bedard |
Revision exercise focusing on did / didn’t using questions and matching exercises. |
R1MSBTimeDid…pdf |
| 2 |
Time |
Suzette Bedard |
Discussing which days, months and seasons learners prefer. |
R1MSBTimeDis…pdf |
| 2 |
Time |
Suzette Bedard |
Matching in, at and on with a variety of time expressions. Followed by “When do you …?” questionnaire. |
R1MSBTimeInA…pdf |
| 2 |
Time |
Suzette Bedard |
Paired dictation using a list of numbers and dates. |
R1MSBTimeNum…pdf |
| 2 |
Time |
Suzette Bedard |
Quick categorising exercise to revise numbers, days, months and seasons. |
R1MSBTimeNum…pdf |
| 2 |
Time |
Suzette Bedard |
Learners answer a series of questions about themselves using numbers, dates etc. |
R1MSBTimeNum…pdf |
| 2 |
Time |
Suzette Bedard |
Paired dictation in the past simple, with details of Monday-Friday events of two people. |
R1MSBTimePai…pdf |
| 2 |
Time |
Suzette Bedard |
Categorising exercise, looking at four basic spelling rule for the past simple tense. |
R1MSBTimeSpe…pdf |
| 4 |
Travel and Transport |
Michael Shiels |
Learners use questions from gapfill exercise to carry out class survey on transport. |
R2LSTranspor…pdf |
| 4 |
Transport |
John Poole |
Learners reassemble a cut up letter giving directions from Heuston Station to Leeson St by Luas and bus. The complete letter is then used as a basis for vocabulary exercises and as a model for a similar letter written by learners. |
R2LJPTranspo…pdf |
| 4 |
Transport |
Eilish McCann |
Learners create questions using ‘How far…?’, discuss commuting and longer journeys, and then fill in a class questionnaire on long distance travel. |
R2LEMCTransp…pdf |
| 5 |
Transport |
Roisin Leslie |
Vocabulary and gapfill exercise leading to discussion and two writing exercises on driving and road safety in Ireland. |
R2URLTranspo…pdf |
| 4 |
Transport |
Eilish McCann |
Learners give directions to and from IILT Ballsbridge, and to their homes. |
R2LEMCTransp…pdf |
| 2 |
Travel and Transport |
Fiona Fay |
Learners create a questionnaire on their daily journeys, interview one another, and produce a written report. Good practice for 1st and 3rd person Present Simple forms. |
R1FFTranspor…pdf |
| 4 |
Transport |
Michael Shiels |
Reading comprehension on a man’s daily commute in Dublin, followed by gap fill of verbs from the text. |
R2LMSTranspo…pdf |
| 4 |
Transport |
Eilish McCann |
Exercises on the use of from, to, and by to talk about transport. |
R2LEMCTransp…pdf |
| 4 |
Transport |
Eilish McCann |
Looking at the process of booking a train ticket online. |
R2LEMcCTrans…pdf |
| 3 |
Travel and transport |
Helen Kelly |
Vocabulary building pair/group work and reading comprehension exercises on travel and transport in Ireland. |
R1THKTravela…pdf |
| 4 |
Transport |
Davnet Cotter |
Guided writing exercise. Learners prepare and write two paragraphs about modes of transport and the advantages and disadvantages of same. |
R2LDCTranspo…pdf |
| 4 |
Transport |
Michael Shiels |
Gapfill exercises on verbs used to talk about travel and transport. |
R2LMSTranspo…pdf |
| 5 |
Work |
Roisin Leslie |
Exercises and example of an employer’s reference with comprehension and vocabulary building exercise. |
R2URLWorkAgo…pdf |
| 5 |
Work |
Roisin Leslie |
Students choose a job to apply for, consider why it is suitable, and write a letter of application. |
R2URLApplyin…pdf |
| 5 |
Work |
Peter Sheekey |
Worksheet based on FAS’s Career Directions site which gives information about various careers in Ireland. |
RUPSWorkCare…pdf |
| 4 |
Work |
Eilish Mac Cann |
Learners read former students’ accounts of their career progression in Ireland on the IILT website. Comprehension exercises. Focus and motivation for career planning. |
R2LEMCWorkII…pdf |
| 2 |
Work |
Michael Shiels |
Learners read and answer questions on a sample cover letter for a job application |
R1TMSWorkCov…pdf |
| 3 |
Work |
Michael Shiels |
Learners define various jobs and unscramble questions in preparation for playing ‘What’s my job?’. |
R1TMSWorkDef…pdf |
| 4 |
Work |
John Poole |
Jumbled sentences, matching, dictionary work to familiarise learners with possible job interview questions. Excellent as part of lead up to interview roleplay. |
R2LJPWorkDif…pdf |
| 4 |
Work |
John Poole |
A lighthearted look at how to behave at job interviews – learners discuss and rate 26 pieces of advice. |
R2LJPworkdos…pdf |
| 4 |
Work |
Eilish McCann |
Worksheet on planning a visit to a jobs fair. |
R2LEMCWorkjo…pdf |
| 3 |
Work |
Michael Shiels |
Talking about qualities needed for particular jobs using ‘good at’, ‘good with’. |
R1TMSWorkGoo…pdf |
| 5 |
Work |
Davnet Cotter |
Reading on tips and ideas for writing your CV with exercises. |
R2DCWorkHowt…pdf |
| 5 |
Work |
Peter Sheekey |
Worksheet showing learners how to access and use Internet job sites. |
R2UPSCareers…pdf |
| 5 |
Work |
Steve Kinsey |
Deciphering abbreviations used in job ads, reading comprehension on job ads. |
R2USKMedia N…pdf |
| 3 |
Work |
Michael Shiels |
Learners work in groups to match skills to jobs, and then write sentences about skills needed for various jobs. Sentences are read out for whole class to guess the job. |
R1TMSWorkJob…pdf |
| 3 |
Work |
Helen Kelly |
Worksheet to help learners in jobhunting through newspaper ads. |
R1THKworkjob…pdf |
| 1 |
Work |
|
Learning job titles with dictionary work and wordsearch to consolidate. |
R1EGjobs.pdf |
| 5 |
Work |
Peter Sheekey |
Preparing questions on potential employers. |
R2UPSWorkKno…pdf |
| 3 |
Work |
Michael Shiels |
Sample letter with comprehension questions. |
R1TMSWorkLet…pdf |
| 5 |
Work |
John Poole |
Reading on first job delivering letters in the Midlands by bicycle with comprehension and vocabulary exercises leading to learners preparing individual presentations on their own first jobs and a class survey exercise. With extensive teachers’ notes. |
R2UJPWorkMyf…pdf |
| 5 |
Work |
Peter Sheekey |
Questionnaire and discussion to focus learners on factors contributing to their ideal job – includes advice on future structures in English. |
R2UPSMyideal…pdf |
| 3 |
Work |
Martin Berridge |
Vocabulary building exercise where learners form job titles using suffixes (-or, -ist, etc.) |
R1TMBWorkPeo…pdf |
| 3 |
Work |
Michael Shiels |
Set of 5 worksheets with teachers’ notes which take learners from creating a CV from information provided to interviewing each other to writing their own CVs. |
R1TMSWorkPre…pdf |
| 5 |
Work |
Davnet Cotter |
Tips on preparing yourself for an interview with discussion and exercises. |
R2DCWorkPrep…pdf |
| 3 |
Work |
Michael Shiels |
Learners read and answer questions on an ad for a job in Dublin, and then write a letter of application. |
R1TMSWorkRep…pdf |
| 5 |
Work |
Roisin Leslie |
Three reading texts on self-employed people with cloze, vocabulary, and discussion exercises. |
R2URLSelfemp…pdf |
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| 3 |
Work |
Martin Berridge |
Vocabulary and discussion about the good and bad points of various jobs. |
R1TMBWorkTal…pdf |
| 5 |
Work |
Roisin Leslie |
Example of payslip with vocabulary and comprehension exercises. |
R2UrlWorkUnd…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
The aims and objectives of this module are to give learners the opportunity to examine different aspects of the workplace including working conditions and contracts of employment, health and safety, pay and income tax, trade unions and starting and leaving employment. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Learners read a safety notice for workers on a construction site and create a notice suitable for workers in a hotel kitchen. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Familiarises learners with different working arrangements and conditions of employment. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Learners read about the trade union movement in Ireland and do exercises on the vocabulary and language associated with it. Discussion on issues related to union membership. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Information on Labour Law in Ireland. Extracts from government website (www.oasis.gov.ie/employment). Comprehension and vocabulary exercises. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Familiarises learners with procedures when terminating employment, giving notice and letters of resignation. Learners write a letter of resignation. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Learners read about four people in different employment sectors. Comprehension and vocabulary exercises. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Learners read about Ben who has started his own business. Gap fill vocabulary exercise. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Learners read about people who are self-employed. Vocabulary exercise and class discussion on advantages and disadvantages of owning your own business. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Helps learners to understand the terminology used in pay slips and related issues, tax, insurance, etc. Learners study a pay slip showing wages and deductions |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Explanation of income tax forms and exercises to reinforce essential information. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Explanation of PAYE system from www.revenue.ie with worked examples. |
Workandcaree…pdf |
| Pathways to a career in Ireland |
Work and careers |
Roisin Leslie |
Information for learners on regulations regarding health and safety issues at work, manual handling and protective clothing. Exercises on vocabulary related to accidents and on filling out an accident report form. |
Workandcaree…pdf |
| 5 |
Work |
Peter Sheekey |
Exercises to raise awareness of the types of information needed for a good C.V. |
R2UPSWorkCVW…pdf |
| 5 |
Work |
Steve Kinsey |
Learners list and analyse own work experience in order to identify transferable skills. Vocabulary and presentation of work experience in CVs. |
Transferrabl…pdf |
| 4 |
Writing |
Peter Sheekey |
Learners ask teacher questions about a photo taken by teacher. In MS Word – can be adapted to use different photos / learners’ own photos. etc. |
R2PSWritingE…doc |
| 5 |
Writing |
Davnet Cotter |
Sample writing task. Includes teacher’s notes / suggestions on how to improve standards of writing. Useful when preparing learners for FETAC Lang 5. |
R2DCWritingT…pdf |
| 5 |
Writing |
Marianna Murphy |
Wordsheets designed to help learners track their progress in vocabulary acquisition. |
R2MMWritingV…pdf |
