CYNLLUNIAU GWAITH
CYMRAEG AIL IAITH
Canllawiau’r Athro
Theme:
Reading Book:
Video:
PAPA POP
Papa Pop (Series: Nici a Cris, ACEN)
Rapsgaliwns (BBC) Programme 5 (North Wales Version)
Bobol Bach (ESIS)
*Work will start with the folder ‘PAPA POP FLIPS’ which is on the CDRom.
CAM 1:
VIEWING (only)
Page 2
Pupils to view ‘RAPSGALIWNS’ programme 5 (North Wales version)
from: ‘Helo, Jo ...?’ to the end.
*The video can be accessed via the hyperlink
on Page 2
of the flipchart.
CAM 2:
LISTENING and READING
Pupils to listen to the video and follow the script entitled ‘Sgript
Rapsgaliwns’ which is in the folder ‘Papa Pop Worksheets’ on the
CDRom.
CAM 3:
READING – Pair work
Teacher to set pupils to work in pairs. Each pair to be given a
number 1 – 3.
Pupils to be given a copy of the worksheet ‘Rapsgaliwns Darllen’
which is in the folder ‘Papa Pop Worksheets’ on the CDRom.
Pupil pairs to complete the task which corresponds to the number
given to them by the teacher.
In order to develop thinking pupils should be given the opportunity
to attempt the work without prior input by the teacher.
Each group to share their answers with the remainder of the class.
CAM 4:
ORACY
SPEAKING
Page 2
Teacher to ensure
(i)
that pupils understand the questions on the flipchart page by
asking:
e.g. Which question would you use to ask about the clothes
s/one wears to go to a disco?
How would you find the cost of the ticket?
1
Which sentence enquires about refreshments at the
disco?
Which question refers to transport to the disco?
How would you find out if someone likes going to discos?
Which question asks about the time?
(ii)
CAM 5:
that pupils are aware of the correct way to answer the
questions.
ORACY
SPEAKING
Page 2
Pupils to work in pairs to ask and answer the questions prepared in
CAM 4 above. Pupils should be encouraged to make a note of the
answer given by their partner pairs in order to report back to the
remainder of the class in the third person.
e.g.
Partner 1:
Partner 2:
Efo pwy wyt ti’n hoffi mynd i’r disgo?
Dw i’n hoffi mynd efo ffrindiau.
Partner 1: Mae Partner 2 yn hoffi mynd i’r disgo efo ffrindiau.
(to class)
*These questions and answers should be e regular feature of the
choice in the Helpwr Heddiw box.
CAM 6:
SONG / Cân:
‘Dyn ni’n dawnsio’
Page 3
 Pupils to listen to the song (which is taken from the
Foundation Phase Jambori CD) and follow the print on Page 3
of the flipchart
 Pupils to join in the singing (i) of the chorus (ii) whole song
whilst engaging in suitable movements to show their
understanding.
*The song should be a regular feature of the choice in the
Helpwr Heddiw box.
CAM 7:
READING Description of ‘Papa Pop’
Page 4
*Pupils should be reminded of prior learning in Year 3 / 4 ‘NAID
YMLAEN’ (Sgil 7 – Describing people)
Pupils to use the language patterns: Dyma ...
Mae o’n gwisgo ...
Mae ganddo fo ...
2
to describe a character from books read previously (English or
Welsh books)
CAM 8:
‘PAPA POP’ vocabulary
Page 5
The ‘reveal’ tool should be used to ensure that only the Welsh
words are visible on the page at the start of the activity.
THINKING SKILLS
(i)
pupils to work in pairs to discuss the words which are already
familiar to them
(ii)
pupils (in partner pairs) to be give the opportunity to work
out the meaning of the less familiar / unfamiliar words
(ii)
the teacher to reveal the English words so that pupils can
connect the colours and thus take responsibility for their
own learning of the unfamilair words
CAM 9:
FUN WITH WORDS/ HWYL GYDA GEIRIAU
(i)
pupils to select (and write them on the Bwrdd Gwyn Bach)
(a)
one word they find easy
(b)
one word which is proving difficult (pronunciation,
spelling, remembering)
and then sharing they choice with a partner / group.
(ii)
The teacher to lead the game ‘Beth sy ar goll?’ with the
entire class
ATHRO:
Pawb i gau llygaid. Dim sbecian!
Close your eyes everyone. / No peeping
Whilst the pupils eyes are shut, the teacher to choose a word /
phrase and place it in the ‘bin’.
ATHRO:
Barod? Beth sy ar goll?
Ready? What’s missing?
Pupils to write their words on the Bwrdd Gwyn Bach. Each pupils
can check the word / spelling when the teacher uses the ‘undo’
tool.
Teachers should:
(i)
give Helpwr Heddiw the opportunity to take on his / her
role when they have become conversent with the process.
(ii)
include the game in the ‘Bocs Helpwr Heddiw’
3
(iii)
teacher to use the ‘loop’ cards to practice the vocabulary
from time to time in the ‘Helpwr Heddiw’ sessions. It is
important to set a ‘time target’ from one session to the next.
(The ‘loop’ cards are to found in the ‘Papa PopWorksheets’
folder on the CDRom)
(iv)
teacher to add ‘cardiau pâr’ or ‘pelmanism’ in the Helpwr
Heddiw box also. One card (Welsh or English) to be given out
to each pupil.
(The ‘cardiau pâr’ are also to be found in the folder ‘Papa
PopWorksheets on the CDRom )
ATHRO:
SUSAN:
JOHN:
ATHRO:
Beth sy gen ti, Susan?
What have you got Susan?
Mae gen i ‘llwyfan’.
I’ve got ‘llwyfan
A fi hefyd. Mae gen i ‘stage’
Me too. I’ve got ‘stage’
Da iawn. Beth sy gen ti, Chloe?
ac ymlaen ...
very good. What have you got, Chloe?
and so on ...
Alternatively the teacher can give the pupils the freedom to
wander around the class questioning each other until they
find a partner.
(v)
‘BOCS HELPWR HEDDIW’ ACTIVITIES
(i)
the teacher to give the pupils the opportunity to write
as many of the words / phrases as they can remember
from the vocabulary (as a timed activity)
(ii)
at the end of the session the pupils to count (in
Welsh) the number of words / phrases they have
written. The pupil with the greatest number of words
/ phrases to read his / her list to the remainder of
the class. (Each pupil with then have the opportunity
to add to his / her list.)
4
CAM 10:
Short form of the past tense.
Page 6
*It is not intended that the pupils should learn every one of the
verbs on this page before attempting to read the story. Rather
they should practice the verbs as part of the ‘Helpwr Heddiw’
session and the teacher should also ensure that the list is
displayed in the classroom.
The pupils should be conversant with a number of the verbs having
read other stories in term one and two and played the matching
game on the flipchart
(i)
the pupils to work in pairs to recognise the familiar verbs
(e.g. atebodd, cytunodd, gwelodd, edrychodd, cyrhaeddodd)
(ii)
CAM 11:
the teacher to make use of ‘Nodiadau’r Athro’ on the
page to reveal the meaning of the unfamiliar / less famliar
verbs
‘Matching’ Game (Gêm ‘Matsio’)
Page 7
This game is specifically for introducing and practicing the words
on Page 6 of the flipchart in a fun way.
The game should be included as an important part of the Bocs
Helpwr Heddiw and Helpwr Heddiw should be given the opportunity
to take on the role of the teacher.
USE OF LANGUAGE IN THE GAME:
Helpwr Heddiw opens one door in a line and language of his
choice before inviting a pupil to select a line and a door in the
opposite language to find a match.
H.H.:
Dewisa linell.
(Choose a line.)
Disgybl:
Llinell 2, / Ga i linell 2./ Dw i eisiau llinell 2. /
Baswn i’n hoffi llinell 2, plis.
(Line 2. / Can I have line 2./ I want line 2./ I’d
like line 2, please.)
H.H.:
Pa ddrws? (Which door?)
Disgybl:
Drws 2 etc
H.H.:
Atebodd / Answered. Pawb yn cytuno?
Disgyblion: Cytuno, wrth gwrs.
5
Click on a card to turn and read it.
Click on the red button to turn it back
again.
CAM 11:
LISTENING and READING
*It is necessary to close the ‘Papa Pop Flips’ and open the folder
‘Stori ‘Papa Pop’ which is on the CDRom. ‘Papa Pop2’ should be
selected.
The pupils to listen to the story while following the print and
joining in each time one of the ‘new’ words appears. (i.e. the words
in the ‘Gêm Matsio’ and the ‘Geirfa ‘Papa Pop’ vocabulary page.
CAM 12:
READING
On the final page of the flipchart which includes the story there is
a page which asks ‘Pa dudalen wyt ti’n hoffi?’ (Which page do you
like?)
There is an opportunity here for the pupils to choose their
favourite page and read it alone or with a partner of their own
choice or the teacher’s choice.
ATHRO / H.H.:
Pa dudalen wyt ti’n hoffi, Josh?
(Which page do you like, Josh?)
JOSH:
Tudalen 7./ Dw i’n hoffi tudalen 7.
(Page 7./ I like page 7.)
ATHRO:
O’r gorau. Darllena, plis.
Pawb i wrando ar Josh a dilyn y
If the teacher
chooses to ask the
pupil if he / she
wants help:
O’r gorau. Wyt ti
eisiau help, Josh?
Oes, plîs.
Dewisa ‘te.
print.
(O.K. Read please. Everyone to listen to
Josh and follow the print.)
Sophie, plîs.
Iawn. Darllenwch.
Pawb i wrando ar
Sophie a Josh yn
… Da iawn, Josh.
darllen.
*Once again this can be an important aspect of the Bocs
Helpwr Heddiw.)
etc …
*When pupils are involved in reading in this way, teachers should record their efforts
as evidence for end of Key Stage Teacher Assessment.
6
CAM 13:
READING -
‘Gêm Papa Pop Game’
Page 8
How to play the game:
 there is a grid on the page with squares around it. In each sqare there is
a number and a picture or question based on the book.
 pupils select counters and dice from the toolbar.

counters are placed on the “dechrau” (start) square, the dice is thrown
and the counters are moved around the board according to the number on
the dice.

pupils follow the instructions on the square they land on or answer a
question.

to hear the answer to a question, they click on the corresponding
numbered disk in the middle of the playing board.

if they do not answer correctly they can either return to the square they
started from or miss a turn.
Instructions
Ymlaen … sgwâr (Forward … squares.)
Yn ôl … sgwâr. (Back … squares.)
Colli tro. (Miss a turn.)
The questions and Answers
2. Beth ydy pris tocyn i’r ddawns? (How much is a ticket to the dance?)
- Dwy bunt pum deg ceiniog / Mae’r tocyn i’r ddawns yn costio dwy bunt pum deg ceiniog.
4. Faint o’r gloch mae’r ddawns? (What time is the dance?)
- Hanner awr wedi saith / Mae’r ddawns am hanner awr wedi saith.
6. Ble mae’r ddawns? (Where is the dance?)
- Yn y ganolfan hamdden / Mae’r ddawns yn y ganolfan hamdden.
8. Pryd mae Nici’n gweld yr heddlu? (When does Nici see the police?)
- Wyth o’r gloch / Mae Nici’n gweld yr heddlu am wyth o’r gloch.
11. Pwy sy’n gwisgo jel gwallt? (Who is wearing hair gel?)
- Cris / Cris sy’n gwisgo jel gwallt.
13. Pwy sy’n canu yn Moch Coch? (Who sings in Moch Coch?)
- Belinda / Belinda sy’n canu yn Moch Coch.
15. Disgrifiwch Papa Pop. (Describe Papa Pop.)
- Dyn bach tew gyda gwallt byr du a mwstas du a chlustdlysau aur.
16. Pwy ydy’r drymiwr? (Who is the drummer?)
- Crwstyn / Crwstyn ydy’r drymiwr.
18. Beth ydy alias Papa Pop? (What is Papa Pop’s alias?)
- Persi Pots / Persi Pots ydy alias Papa Pop.
21. Beth ydy gwobr Nici a Cris? (What is Nici and Cris’s reward?)
- CD newydd, dau grys T Moch Coch a sws i Cris gan Belinda
7
The aim of this activity is to
 develop reading, understanding and response skills and to do so in a lively
way.
 encourage pupils to play the game in Welsh, by using
tro fi / ti / ti nesaf etc.

(my turn / you / you next)
encourage pupils to respond in Welsh with numbers by asking “Faint?”
(How many?) “Sawl sgwâr?” (How many squares?)
*Teachers may find it useful to have an A5 copy of the story to hand so that
pupils can search for the answer there as well.
CAM 14:
READING
-
Filling in the blanks
Page 9
There are 8 sentences from the book ‘Papa Pop’ on the page but the idioms will
be missing.
The idioms appear at the bottom of the page.

pupils to drag the correct idiom for each sentence.
*Only the correct idiom will be accepted.
*A sound cue signals success.
*There is a hyperlink next to each sentence so that pupils can hear the correct
sentence.
The Sentences and the Missing Words:
1. Roedd Nici a Cris yn mynd i’r ddawns yn y ganolfan hamdden. Roedden nhw
__________________ yn gwrando ar Moch Coch.
2. Cerddodd y ffrindiau i’r Neuadd Fawr. Roedden nhw’n hapus __________________ .
3. Belinda oedd yn canu gyda’r grŵp. Roedd Cris yn hoffi Belinda __________________ .
4. Pwy oedd y dyn bach tew __________________?
5. Ac i ble oedd Nici a Cris yn rhedeg __________________?
6. “Na! Peidiwch chi â symud!” meddai Papa Pop __________________ .
7. Roedd y dyn bach tew yn gorwedd ar y llwyfan ac yn __________________.
8. Roedd Nici a Cris wedi bod __________________ .
wrth eu bodd (1)
dros ben (2)
yn fawr iawn (3)
tybed (4)
ar frys (5)
yn flin (6)
8
gweld sêr (7)
yn help mawr (8)
pupils to:

look for the sentences in context in the story.

use the sentences as a model for (i) oracy and (ii) writing

be given the opportunity to read (i) their own work and (ii) each other’s
work.
teachers to:

display the idioms on the graffiti wall in the classroom in order to
encourage consant use of them in pupils’ work.

set the idioms as success criteria when setting oral and written tasks.

add to the banc of idioms regularly.
CAM 15:
ORACY (Speaking) and WRITING
Page 10
*Help with vocabulary can be accessed by clicking on the icon
using the sentence patterns on page 10, pupils to work alone, in pairs or
groups of three to write ONE sentence to describe the picture ‘Papa Pop
yn y Disgo’
e.g.
Mae Papa Pop yn sefyll ar y llwyfan o flaen y meic.

O flaen y llwyfan mae llawer o bobl yn sefyll..
Mae Moch Coch ar y llwyfan yn barod i berfformio.
Yn y cefndir mae’r drymiwr.

pupils to write their sentence on a piece of A3 paper.

teachers to display the sentences and lead the task of deciding the order
of the sentences to create a piece of writing for which each member of
the class has ownership.
9
CAM 16:
SPEAKING/READING / WRITING
(Pair work) -
AGREE / DISAGREE
*For this task the pupils, working in pairs, will need a copy of the worksheet
‘Cytuno/Anghytuno’ which can be found in the ‘Papa Pop Worksheets’ folder on
the CDRom.

one of the pupils to read the sentences (one at a time) which are in the
left hand column on the worksheet while the other pupil will be checking
in the reading book to see if he / she agrees or disagrees with the
sentence read to him / her by his / her partner.

pupils to put a √ in the appropriate column.

yn y golofn olaf ‘Mwy o wybodaeth’ y disgyblion i ysgrifennu’r frawddeg
gywir, rheswm neu roi mwy o wybodaeth am y ffaith
CAM 17:
WRITING ‘COFNOD DARLLEN’ (Reading Record)
(i)
(ii)
(iii)
CAM 18:
the teacher to work with the pupils as a whole class
exercise to ensure that each pupil understands the
requirements of the task of completing the ‘Cofnod
Darllen’ which can be found in the ‘Papa Pop Worksheets’
folder on the CDRom.
the pupils to complete the worksheet.
the pupils to have an opportunity to share their work with
a partner / group / whole class
READING/ORACY (Speaking)/WRITING
(i)
(ii)
Page 11
the pupils to listen to ‘SGWRS RHWNG NICI A CRIS’
being read (by the teacher or by clicking on the
appropriate hyperlink on the page)
the teacher to stop the tape from time to time and ask
the pupils ’Pa air / eiriau glywsoch chi ddiwetha?’
(Which word / words did you hear last?)
The response can be oral or written on the Bwrdd Gwyn
Bach.
10
(iii)
CAM 19:
half the class to read the part of Nici and the other half
the part of Cris.
ORACY
Speaking
the pupils to work in pairs to substitute the words in italics.
(i)
(ii)
CAM 20:
with the script
without the script but with success criteria for the task
WRITING
pupils to create their own success criteria to assist them with
their writing of the dialogue.
CAM 21:
LISTENING / VIEWING
Page 12
pupils to be given the opportunity to view the 2 fideo clips from
‘Bobol Bach’ which can be accessed by clicking on the hyperlinks
‘Fideo Rhan 1’ and ‘Fideo Rhan 2’ on the page to help with CAM 22.
CAM 22:
ORACY
Speaking
‘Beth oeddet ti’n feddwl o ...?
(What did you think of ...?)
*An opportunity for teachers to assess pupils’ ability to discuss the
characters / events in the story. (Some of the pupils’ efforts
should be recorded as evidence.)
CAM 23;
LISTENING / VIEWING
Page 13
pupils to be given the opportunity to view the 2 fideo clips from
‘Bobol Bach’ which can be accessed by clicking on the hyperlinks
‘Fideo Rhan 1’ and ‘Fideo Rhan 2’ on the page to help with CAM 24
CAM 24;
ORACY
Speaking
pupils to work in partner pairs to ask each other the question:
‘Pa fath o fiwsig pop wyt ti’n hoffi?
Success criteria: vary your answers (hoffi/mwynhau/casau etc)
use ‘a’ and ‘ond’
11
use ‘mae’n well gen i ...
give reasons
Each pair should then report to the rest of the class in the 3rd
person
e.g. Mae Susan yn hoffi ... a ... achos ... ond dydy hi ddim yn
mwynhau ... achos... . Mae’n well ganddi hi ...
CAM 25:
LISTENING / VIEWING
Page 14
pupils to be given the opportunity to view the 2 fideo clips from
‘Bobol Bach’ which can be accessed by clicking on the hyperlinks
‘Fideo Rhan 1’ and ‘Fideo Rhan 2’ on the page to help with CAM 26
and 27
CAM 26:
ORACY
Speaking
pupils to use the examples from the video clips and the questions
on the page to enable them to work in pairs to ask and answer the
questions:
Pwy ydy dy hoff ... di?
and
‘Beth ydy dy hoff ... di?’
CAM 27:
ORACY
Speaking – Assessment Task
pupils to;
Page 15
speak about the groups / singers in the pictures
mention the music they like and why
mention the music they don’t like and why
say what music they have heard / bought
/enjoyed recently (Clywes i ... / Prynes i ...
/Mwynheues i ...)
*A response similar to ‘Oes gen ti newyddion?’
SUCCESS CRITERIA:
Remember to:
express your opinion in a variety of ways
give reasons




12
ask questions
answer questions
talk about a third person (Mae ... / Dydy ... ddim ..)
say something in the past tense
CAM 28:
CAM 29:
READING / LISTENING / WRITING
Page 16
(i)
pupils to listen to the news item being read by the teacher
or by clicking on the hyperlink at the bottom of the page.
(ii)
pupils to work in pairs to
- read the news item together
- discuss how the news item can be improved upon
(to do this they can have access to the ‘Teacher’s Notes’
which are at the top of the page and entitled ‘How can we
improve?’
(iii)
teacher to lead the discussion as pupils share the
suggestions made in (ii) above.
WRITING
Assessment opportunity
pupils to write their own news item based on:
 the events in the story ‘Papa Pop’
 their own personal news item based on the
weekend/ half term / holiday etc
*Reading Assessment
In the folder ‘Papa Pop Worksheets’ on the CDRom there is a worksheet entitled
‘Beth maen nhw’n ddweud?’
 pupils to read the story again and complete the worksheet by recording
what the characters have to say, one about the other.
13
14
15
16