artemis fowl for year 7 english

http://hometown.aol.co.uk/Iis05/Artemis_Fowl_Worksheets.pdf

See also Researching Ireland on the Internet athttp://hometown.aol.co.uk/Iis05/Ireland_Presentation_All.pdf

‘Ireland in Schools’ Staffordshire Pilot Scheme QLS, Staffs

Artemis Fowl Planning & worksheets for Year 7 English Spring term, weeks 1-6

By

Sandy Pierzchalla Head of English & Drama Ryecroft CE (C) Middle School

Contents

Introduction

Weekly Planning

WorksheetsContext questions

Chapters 1 & 2Chapter 3Chapter 4Chapters 5 & 6

Grammar, etc.SimilesVocabularyHomophonesComplex sentences

CharactersDifferent types of fairiesFairies & fairy magicMud peoplePictures of trollsRoot’s diary

About Artemis Fowl & Eoin Colfer

Pierzchalla, Artemis Fowl, 2

Introduction

For the past four years novels by Irish authors have formed the basis of a most successful and engaging unitof work on Ireland in Year 7 English at Ryecroft CE (C) Middle School, Staffordshire.

Sandy Pierzchalla, Head of English & Drama, introduces the unit with a potted history of Ireland beforeembarking on a six-week exploration of the Artemis Fowl, the keystone of the unit and , a popular choice withboys and girls. Information about the book and the author are on the back cover of this booklet.

Exploration of the novel culminates in a research project, and presentation, on Ireland as a tourist destination,details of which are available on the internet at:

http://hometown.aol.co.uk/Iis05/Ireland_Presentation_All.pdf.

Then, depending upon ability, pupils enjoy other Irish authors, including Marita Conlon-McKenna (Underthe Hawthorn Tree - a historical novel about the Irish Famine), Sam McBratney (Jimmy Zest) and DarrenShan (Cirque du Freak). The last, a ‘living nightmare’ of vampires and tarantulas, has proved a ‘cult thing’in the school and parents have thanked Sandy ‘profusely for introducing this book to their reluctant-readerboys’.

The booklet contains the teaching scheme and other resources Sandy has developed for Artemis Fowl,representing, Sandy is anxious emphasise, ‘not a prescriptive plan as to how it should be done’ but simply‘how I delivered the materials’. The booklet is also available on the internet at:

http://hometown.aol.co.uk/Iis05/Artemis_Fowl_Worksheets.pdf.


YEAR 7TERM SpringWEEK 1 TEACHER S Pierzchalla

OBJECTIVES

W14 Word meaning in contextR8 Infer and deduceR16 Author attitudes

HOMEWORK

1. 30 minutes reading2. Homophones sheet

STARTER INTRODUCTION DEVELOPMENT PLENARY

Lesson 1 Intro to Ireland – what do youknow? – brainstorm ingroups.Feedback from each group.Geography/ troubles.Stereotypes – green, stupid leprechauns, Blarney Stone,St Patrick etc.

Teacher to give intro retroubles in Ireland – briefhistory - discuss.Info on Eoin Colfer andArtemis Fowl.Read Prologue and beginningof chap 1.

Discuss any difficultvocabulary.Answer questions on firstchapter.

Go through questions.Impressions of bookto share.

HW 30 minutesreading.

Lesson 2 Starter on homophones – usecorrect spelling.

Recap on beginnings ofArtemis.Read chap 2.Explain/reminder ofhomophones of fowl/foul.Also Fowl Manor/foulmanner.

Use of codes – begindeciphering the alphabetusing the intro to the‘Booke of the People.’Questions on chap 2.

Feedback on codes –and on message inbookGo through answers.

HW Homophonessheet.

Lesson 3 Apostrophes – contractionsand possessives. Go overbasic rules.

Use whiteboards forexamples.

Review Artemis Fowl fromlast lesson.Read part of chap 3 – ‘Holly’– (up to p44).

Draw picture of Hollylabelled (using pp 31-32).

Share drawings ofHolly.

Lesson 4 Reminder of apostrophes –use whiteboards for differentexamples.

Review Artemis Fowl.Read remainder of chapter 3. How does the author speak tothe reader?

Answer questions onchapter 3.

Go through answers tochap 3 – recap on plotand any confusion.


OBJECTIVES

S1a Recognising and usingsubordinate clauses

R8 Infer & deduceR16 Author attitudes

HOMEWORK

1. 30 minutes reading2. Complex sentences


Lesson 1 Simple and complexsentences for detail. Badger –Starter 7 (OHT) Main &subordinate clauses – explain.Use whiteboards.

Recap on Artemis Fowl.‘Abduction’ – what does itmean?Begin chap 4- up to p70 (justbefore Holly completes ritual.)

Character of Holly – whattype of person do youthink she is? – givereasons. Writeapproximately 3paragraphs.

Feedback on characterof Holly.

HW 30 minutesreading.

Lesson 2 Give – subordinate clause atbeginning – pupils composemain clause usingwhiteboards:-Laughing hysterically…Screaming loudly …

Recap - go over plot in detail.Finish chap 4.

Questions on chap 4.If you had fairy magic –how would you use it?Shield (invisible).Mesmer? Healing?

Go through answers toquestions.

Discuss fairy magic.

Lesson 3 Subordinate clause in middle– give examples - use ofcommas.Eg Ben liked football.Pupils use whiteboards.

Read chap 5 - up to p94 (afterButler creates diversion).Why has he done this? Whatdo you think Artemis will do?

Translation of Gnommish. Go throughGnommish alphabeton OHT for anyonewho has not yet got it.

Lesson 4 Whiteboards – subordinateclauses – in all 3 places –examples. Then explainhomework.

Read remainder of chapter 5.Why does Artemis let Hollybelieve she has told him fairysecrets?

Begin questions on chaps5 & 6.

Go through first fewquestions.

HW Complexsentences.



OBJECTIVES

S3 Punctuation to clarifymeaning


HOMEWORK

1. 30 minutes reading2. Spelling3. Root’s diary


Lesson 1 Paired spelling. Review Artemis Fowl fromlast week.

Begin chapter 6 – up to page123 where Holly shows teeth.

How does Root feel afterthe incident on thewhaling boat?

Begin Root’s diary.

Listen to beginningsso far.

HW 30 minutesreading

Spelling.

Lesson 2 Use of colons/semi colons –review – Give selection ofsentences – pupils to extendusing colons (whiteboards).

Review story.Read p123 – bottom of p131.

Continue with Root’sdiary at this point in thestory. Brainstorm.

Use variety of sentencestructures. Try to use atleast 2 colons orsemicolons.

Listen to a selection.

Lesson 3 As yesterday – usingsemicolons (whiteboards).

Review from last lesson.Read pp 131 – 147 afterexplanation of blue rinse.

Finish diary if necessary.

Continue with translationof Gnommish –translation of words atbottom of page.

Listen to selection.

HW Root’s diary.

Lesson 4 Dictionary scan. Review story.Read remainder of chapter 6.

Finish questions on chaps5 & 6 (started last week).

Go through answers.


OBJECTIVES


HOMEWORK

1. 30 minutes reading2. Spelling3. Write paragraph of 2 types of

fairy


Lesson 1 Paired spelling. Review Artemis from last week.Read chap 7 ‘Mulch’ – up top173.Who is author speaking to atbeginning of chapter?

What kind of characteris Mulch?Is he likeable? Why? Vocabulary sheet tocomplete.If time - write 2paragraphs about youropinion with reasons.

Go through vocabulary.Listen to passage aboutMulch.

HW 30 minutesreading/Spelling.

Lesson 2 Dictionary scan. Recap from last lesson. What doyou remember about a dwarf’sspecial skills?Read from pp 173 – 188.

What do we knowabout fairy magic sofar?Chart to complete.

Go through and discuss.

Lesson 3 Countdown. Review from last lesson - Readup to p192.

What do we knowabout different typesof fairies?Chart to complete –assign each group atype of fairy – elf, trolletc.

Go through – share eachgroup’s findings.

Lesson 4 Crossword. Read up to end of chap 7. Write passage on 2 ofthe creatures – at leasta paragraph for each.

Listen to some passages.

HW Write passage on2 types of fairy.



OBJECTIVES

R8 Infer & deduceR16 Author attitudesS&L10 Report main points

HOMEWORK

1. 30 minutes reading2. Spelling3. Work on presentation


Lesson 1 Paired spelling. Review Artemis fromlast week.Read chap 8 – up to p217.

What do fairies think of mudpeople?Chart to complete.

Go through & discuss.

HW 1. 30 minutesreading2. Spelling.

Lesson 2 Anagrams – selection todecipher using clues.

Review Artemis.

Read pp 217 – 227.Difficult vocabulary.

Passage from p224. Why arethey not full sentences – whyso short?Chapter called ‘Troll’ but wedon’t actually see the trolluntil p224. Why? Point outthe build up. Use of simile – why?(Demonstrate razor throughrice paper.) Pupils to devise own originalsimiles (sheet). Use offigurative language.

Listen to pupils’ similes.

Lesson 3 Dictionary scan. Review Artemis – finishchap 8.Explain work on Ireland& h/w.

What is expected – assigneach group an area of Ireland.Pupils to organise selves andsort out tasks.

Recap on what isexpected – pupils toreport what they aredoing tomorrow.

Lesson 4IT Room

Research on town in Ireland –each group given a website.

HW Work onpresentation.


OBJECTIVES

R14 Language choicesS&L10 Report main pointsS&L14 Modify views

HOMEWORK

1. 30 minutes reading2. Spelling3. Evaluation of presentation


Lesson 1 Paired spelling. Review Artemis Fowl–Read chap 9 – up top257.

Work on presentation. Recap on expectations.

HW 30 minutesreading

Spelling.

Lesson 2 OHT 1.10One by one reveal quotations– who do words apply to?

Read remainder ofArtemis Fowl pp 257 -268.Why are they vomiting?

Model a presentation onUttoxeter.

Work on presentation for nextlesson.

Feedback from eachgroup – recap what isexpected.

Lesson 3 NC Level descriptors -expectations for S & L.

Group presentationstoday.

Oral feedback from eachother (if time).

Lesson 4 Finish presentations ifnecessary.Feedback to all groups –grades etc.

Read p268 to end.Opinion. Endingsatisfactory?(Show Artic Incident &Eternity Code etc.)

Written evaluation ofpresentation to complete indraft.

Listen to beginnings sofar.

HW Evaluation ofpresentation.


Context questions: chapters 1 & 2

Answer the following questions in full sentences:

1. What was Nguyen disguised as when Artemis met him in the café? (p 4)

2. What did Butler do to the pickpocket? (p 8)

3. How much was Nguyen paid for the information? (p10)

4. What did Artemis want from the ‘healer’ in the alleyway? (11)

5. Why was she no longer able to use her magic? (p 11)

6. How did Artemis trick her into doing what he wanted? (p 12-13)

7. Where is Fowl Manor? (p14)

8. How long had Butler been guarding Artemis? (p16)

9. Artemis is described as ‘a chip off the old block.’(p17) What does this expression mean?

10. What was Artemis’s goal? (p18)

11. What is Gnommish? (p19)

12. Why is Artemis worried about his mother? (p20)

13. What happened to Artemis Senior? (p29)

14. Why had Artemis been running the CNN’s web site (news and current affairs) for over a year? (p30)

15. What did Artemis do best? (p30)

Alphabets

Try to find the Gnommish equivalent to our alphabet using the translation on page 26-27.


Context questions: chapter 3


1. How tall was Holly? (p31)

2. Why had Root been ‘on Holly’s case’ since day one? (p32)

3. What was one of the advantages of living underground? (p32)

4. Where did the word ‘leprechaun’ originate from? (p33)

5. What does Holly eat for her breakfast? (p33)

6. What was the dwarf, Mulch, doing in the station lobby? (p34)

7. What was Commander Root’s nickname and why? (p 32)

8. Why did Commander Root pick on Holly? (p36-7)

9. Why does Holly think she deserves one more chance? (p38)

10. What do you learn about trolls from page 39?

11. Why does Holly lie about ‘running hot’ to Commander Root? (p40)

12. Why does Foaly wear a tinfoil hat at all times? (p42)

13. What equipment does Holly take with her when she goes above ground? (p43-4)

14. Why did Holly’s ancestors not stay above ground and fight it out with the mud people? (p50)

15. Why does Root say, ‘You’ll spend the next hundred years on drain duty.’? (p54)

16. How did Holly overcome the troll after she had landed on him? (p57)

17. What did the sphere do to the people in the restaurant? (p58)

18. What does Root tell Holly she must do at the end of Chapter 3? (p61-2)


Context questions: chapter 4


1. What is the ritual that all fairies must perform? (p65)

2. When Butler scans down the list of items Artemis wants him to get, which item puzzles Butler and why?(p66)

3. What did Holly, and all fairies, love to do? (p67)

4. Why was Holly sad when she saw the dolphins? (p68)

5. Where was the most magical place on the planet? (p68)

6. How long had Artemis and Butler been staked out? (p70)

7. What did Holly do to protect her elfin ears? (p72)

8. Why was Holly dumbfounded? (p75)

9. What is the mesmer? (p75)

10. Where did Butler put Holly after they had tranquilised her? (p77)


Context questions: chapters 5 & 6


1. What are the first words Artemis speaks to Holly? (p81)

2. What does Root see that upsets him when Foaly blows up the screen? (p83)

3. Why does Root decide to reactivate himself? (p83-4)

4. What does Foaly mean when he tells Root ‘…we only allow one passenger per pod.’? (p87)

5. How did Butler create a diversion for Artemis? (p91-3)

6. What simile is used to describe the way Holly feels when she wakes up? (p97)

7. Why does Holly try to persuade Juliet to take off her sunglasses? (p99-100)

8. Why couldn’t Foaly keep track of Root once he gets on the whaling ship? (p104)

9. Why could a good-sized rat be a real threat to a fairy? (p107)

10. Why does Artemis say he has brought Root to the ship? (p109)

11. What had Artemis not expected about the fairy? (p113)

12. What did his mother’s bedroom used to be? (p115)

13. Who does Angeline think Artemis is? (p116-7)

14. What did Holly want to do to Artemis? (p119)

15. What does Artemis tell Holly he has done to her? (p121)

16. Who is the leader of the Retrieval Squad? (p127)

17. What is Root’s first name? (p127)

18. What is a blue rinse? (p127)

19. What simile is used to compare putting Butler’s head into Holly’s helmet? (p130)

20. What was every little fairy’s dream? (p131-2)

21. Why did Butler have a hood pulled over his eyes? (p135-6)

22. What does Holly ask Juliet to get her to eat? (p142)

23. In the old days how did fairies create a ‘time-stop’? (p145)

24. How long does Root have to sort out the mess? (p148)

25. What does Foaly give Root to take with him when he meets Artemis? (p149-50)

26. What is Artemis’s one demand? (p155)

27. What are his last words to Root before he leaves? (p156)


Answers

1. I don’t suppose you would consider peaceful surrender

2. a hypodermic dart

3. He is the best – he has more successful recons under his belt than any officer in history

4. Root has a fat stomach so Foaly is being sarcastic

5. He provoked a fight with the dockers

6. felt as though a sucker slug was drawing her brain out through her earhole

7. she wants to use the mesmer on her

8. the boat has a high lead content so they can’t penetrate it

9. rats are one of the few breeds that can see through a fairy shield

10. for a demonstration of his utter commitment to his goals

11. hadn’t expected the fairy to appear so human

12. used to be his parents’ lounge

13. his grandfather

14. incapacitate him with her elbow and use his hide for leverage

15. that he has used a truth serum and extracted all the fairy secrets from her

16. Lieutenant Cudgeon

17. Julius

18. a biological bomb which destroyed only living tissue

19. trying to fit a potato into a thimble

20. that one day he would grow up to don the uniform of the Retrieval commandos

21. so the fairies wouldn’t see goggles

22. fruit or vegetables (dolphin is a joke)

23. 5 elfin warlocks would form a pentagram around the target and spread a magic shield over it

24. less than 8 hours

25. a finger which contains a pressurized dart and an iris-cam

26. one tonne of twenty-four-carat gold in small unmarked ingots

27. None of your race has permission to enter here while I’m alive


Similes: chapter 8

Invent some similes of your own. Try to make them original.

The snow was as white as………………………………..

I felt as happy as …………………………………………

Inside the dog’s mouth was like ………………………………

I ran like …………………………………………………

The cat was as dead as …………………………………..

The moon looked like …………………………………………

He was as old as …………………………………………

A simile says something is like something else. It is a comparison using the words ‘like’ or ‘as’Eg ‘as cold as ice’ or ‘Jack’s bedroom is like a rubbish tip.’

Writers use simile to paint a picture in your mind of what they want you to see. In this section of‘Artemis Fowl’ Eoin Colfer has used simile several times.

He held on like a rodeo rider.(It didn’t seem right) like a diamond in a Lucky Bag.Slicing through his Kevlar reinforced jacket like a razor through rice paper.


Vocabulary

The vocabulary in Artemis Fowl is challenging in places. Use a dictionary to find the meanings of thefollowing words.

Write down the definition and then a sentence which includes the word and shows you know what it means.

1. prodigy

2. adolescent

3. garotte

4. cosh

5. anticipation

6. furtive

7. aversion

8. vial

9. amnesiac

10. immerse

11. acquisition

12. exploit

13. physician

14. intricate

15. pivotal

16. improvise

17. destitute

18. counterpart

19. genealogy

20. stereotype


Homophones

For each pair of words below, write a sentence using both words which shows you know the differencebetween them.

1. by buy

2. meet meat

3. our hour

4. right write

5. new knew

6. here hear

7. allowed aloud

8. buoy boy

9. grate great

10. holy wholly

11. fowl foul

Homophones are words which sound the same, but they are spelt differently and they mean differentthings.


Complex sentences

Make the following simple sentences into complex sentences by adding a subordinate clause either at thebeginning, middle or end of the sentence. Don’t forget to use commas appropriately.

1. The bag was heavy.

2. Jamie ran down the stairs.

3. Sarah did not like watching ‘The News’.

4. The library was closed.

5. Artemis was a criminal mastermind.

6. Holly enjoyed her job.

7. The car was new.

8. Jack was obsessed with football.

9. Mrs Pierzchalla loved to eat chocolate.

10. Aaron enjoys homework.

Words which may be helpful:

because until as before

who that whose which

where when since whenever

after although unless even though

A simple sentence can be expanded by inserting a subordinate clause. A subordinate clause gives extra information but does not make sense on its own. A subordinate clausecan be inserted at the beginning, in the middle or at the end of the sentence.

Eg Liam ran down the road

could become

Waving madly, Liam ran down the road.

or

Liam ran down the road because he was being chased by a dog.

or

Liam, a scared and frightened boy, ran down the road.

Notice how commas are used to cordon off the subordinate clause.


Different types of fairies

What have you learned about the different types of fairies so far?Make a chart like the one below and fill in as much as you can.Page references have been given to assist. (up to the end of chapter 7)

Name Example& page refs

Looks Likes & dislikes Any other info –extra powers etc

ELF Holly & Root31-2,67, 72, 142

TROLL In restaurant39,43, 53, 55-7

CENTAUR Foaly42,45,84

DWARF Mulch161-67, 169, 172-3, 175-6, 178, 193

GOBLIN In cell with Mulch163-67


Fairies & fairy magic

What do we know about fairies and fairy magic in generalDraw a table like the one below and use the following page references to help. (Pages 11-12, 18-19, 52-4, 58, 65-8, 84, 99, 101, 124, 127, 131, 144)

Page ref Quotation What do we learn?

11-12 ‘…alcohol addiction had melted her skin…’‘… rice wine has dulled your senses…’‘…even fairies tethered to the human realmcan survive the ages..’

1. Alcohol melts skin and dulls senses2. Fairies live for centuries

18-19

52-4

58

65-8

84

99

101

124

127

131

144


Mud people

What do fairies think of Mud People?Draw a table like the one below and use the following page references to help(Pages 50, 53, 55, 68, 105, 120, 125, 128)

Page ref Quotation What does it mean?

50 ‘…Mud people bred like rodents.’‘The Mud People destroyed everythingthey came into contact with.’‘Imagine going to the toilet inside yourown house…’‘…Mud People had even managed to botchthat up…’

1. Comparing humans to rats2. Destructive3. Disgusting – unhygienic4. Stupid – treating sewage.

53

55

68

105

120

125

128


Pictures of trolls


Root’s diary

Imagine you are Commander Root at this point in the story. You are going to write his diary.Remember: a diary is a recount of what has happened so much of it will be in the past tense (and first person.)

Things to include:

What has happened recently? (Holly coming into your Recon Squad, the troll incident, the whaler explodingetc)How are you feeling about things?What are you going to do?

You can start off as follows:

Date (make it up)

Dear Diary,

The last few weeks have been terrible. Ever since Holly Short joined my team, it’s been

one problem after another.

Don’t forget to organise your writing into paragraphs and use punctuation correctly.

Artemis FowlEoin Colfer, Viking, 0-67089-962-3

For some, Artemis Fowl is Ireland’s equivalent of Harry Potter. Forothers, it is more like a video game than a book, with its preferencefor snappy dialogue rather than characterisation and peppered as itis with up-to-date references to the Internet, digital technology,gratuitous violence and martial arts.

Nevertheless, the target audience seems to like the fact that ArtemisFowl, one of the Mud People (Colfer’s answer to Muggles), is a12-year-old criminal mastermind. Fowl pits his wits against theLeprecon (Lower Elements Police Reconnaissance) to steal fairygold and restore the family fortune. Enter Captain Holly Short, atough female elf who packs fairy hardware and is taken hostage inthe Fowls’ Manor, set in North County Dublin ...

‘I was born in Wexford, a large town on Ireland’s south east coastin 1965. I arrived on this earth a year after my brother Paul, andwas later followed by Eamon, Donal and Niall. Dad retired as anelementary school teacher about eight years ago but remains anhistorian and artist of note. Mam was obviously a very busymother but also was and still is an excellent drama teacher. Beingone of five brothers was usually great as you always hadcompany, sometimes it wasn't so great as you always....hadcompany. Seriously though there was never a shortage of thingsto do and places to go.

All of us went to the primary school where Dad taught, and it wasin Wexford CBS that I first developed my interest in writing andbegan my habit of writing my own stories. At the time I used toaccompany my literary efforts with my own illustrations. I wasa one man production line.

My friends however were not too impressed with my work. Yousee in my first ‘opus’ which was based on the Viking stories wewere doing in history, I had made sure to include all my friendsin some part of the story...with myself...of course as the dashinghero. Their feeling of importance at being characters in a storywaned in the final chapter where in the climactic battle scenethey were all slaughtered with only one survivor...who justhappened to be ... me ... well I did write the book.

In 1986 I qualified as a Primary teacher and returned to work inWexford. Though working by day I never lost my love of writingand illustrating and rarely a day passed when I didn't put pen topaper in some form or other. I also got involved in the localamateur drama group and the Wexford Light Opera Society.

Most of my former pupils will attest to my love of Irish historyand in particular the traditional magical Irish legends. For mynext book I decided to put a 20th century slant on these millenniaold myths and legends. My next move proved to be one of thebest moves I have made as a writer when I decided to send mymanuscript to a literary agent named Sophie Hicks.

She immediately liked the book and Sophie oversaw thepublication of Artemis Fowl in hardback in 2001 and inpaperback on ‘Fowl Friday’ 8th March 2002. MiramaxFilms\Tribeca Productions have optioned the rights for the filmversion and are currently working on the project which I hopewill be filmed in Ireland.

Following the success of Artemis Fowl, I was able to resign fromteaching and concentrate fully on writing and more Artemis Fowlstories.’

For further information, please seehttp://journals.aol.co.uk/kha200/Ireland in Schools or contact:Professor Patrick Buckland, Chairman, ‘Ireland in Schools’19 Woodlands Road, Liverpool, L17 0AJTel: 0151 727 6817; email: [email protected]

‘Ireland in Schools’ Staffordshire Pilot Scheme QLS, Staffs

Researching Ireland on the InternetA presentation by Year 7

By

Sandy PierzchallaHead of English & DramaRyecroft CE (C) Middle School

Contents

1. Your task2. Preparing your presentation3. Evaluating your presentation

1. Your task

Your task is to research a given area of Ireland using the internet, (and any other sources), in order topersuade someone to visit.

To begin with, your group will be given a particular area and a website. You should prepare for a grouppresentation lasting approximately five minutes. You should aim to give information on the following keyquestions.

Key questions

1. Where in Ireland is your area? (Maybe use a map.)

2. How would a tourist get there?

3. Why would anyone want to visit your area?

4. What are the visitor attractions?

5. What is there to see and do?

6. Do they have any specialities? Fishing? Climbing? etc

7. Where could they stay? Eat?

8. Does it appeal to any people in particular? (Families? Retired people? People who enjoy sports? etc.)

9. Are there any other points of interest?

2. Preparing your presentation

In your group presentation to the class use maps, pictures etc.

Everyone in your group should take part.

Don’t forget to speak clearly and make sure everyone knows what they are doing.

You may use the following to help with your presentation.

Our presentation is about ….

It is situated in …

A tourist would be able to get there by …

Some of the attractions are …

One of the places of interest is …

Another tourist attraction is …

This area of Ireland is well known for …

... would particularly appeal to ... because ...

Many people enjoy …

If you don’t like ... there is always …

Use persuasive language

superbbeautifuldelightful

attractivestunningrelaxing

picturesqueunbeatablefun

outstandingsomething for everyoneaction-packed

Have a conclusion

Don’t forget a conclusion so we know you are finished.

Use a snappy persuasive phrase! eg ‘… the place to visit this year!’ ‘… the real Ireland’ ‘Want it all?….’s got it!’ etc.

Some websites

South East Ireland (Tipperary, Kilkenny, Waterford, Wexford) www.southeastireland.comShannon (Clare, North Tipperary, Limerick) www.shannonregion.tourism.ieSouth West Ireland (Cork & Kerry) www.corkkerry.ie www.kerryguide.comDublin www.visitdublin.comBelfast www.gotobelfast.comDerry/Londonderry www.derryvisitor.comOthers (may be useful for some areas) www.irelandnorthwest.iewww.ecast-midlands.travel.ie

www.irelandwest.iewww.discovernorthernireland.com

For further information, please see http://journals.aol.co.uk/kha200/Ireland in Schools or contact:Professor Patrick Buckland, Chairman, ‘Ireland in Schools’

19 Woodlands Road, Liverpool, L17 0AJ. Tel: 0151 727 6817; email: [email protected]

3. Evaluating your presentation

Write an evaluation of your presentation.

Write in full sentences and in paragraphs.

Be as detailed and honest as possible and ensure you cover all of the following:

Our presentation was about …..

I worked with … and we gave our presentation on (date)

What did YOU contribute, both to the production and the finished presentation?

Did you speak clearly and could everyone understand and hear you?

If you were to do the talk again, how could you have improved it?

What did you learn from giving the talk? (nerve-racking speaking in front of a class, more difficult

than it looks, there are sometimes difficulties working as a team eg … etc.)

artemis fowl for year 7 english

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