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This publication reflects the views only of the author,
and the Commission cannot be held responsible for any
use which may be made of the information contained
therein.
The total number of persons (aged 3 and over)
who could speak Irish in April 2011 was
1,774,437. This was an increase of 7.1 per cent
on the 1,656,790 persons who could speak Irish
in April 2006. There were more females
(973,587) able to speak Irish than males
(800,850).
 There were 77,185 persons speaking Irish on a
daily basis outside of the education system in
April 2011
 A total of 66,238 persons (aged 3 or over) or 68.5
per cent of persons in the Gaeltacht areas said
that they could speak Irish in 2011.

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 Yu
Ming is ainm dom
 https://www.youtube.com/watch?v=zO2p-
huQl-w
 Give
us a cupla focal
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1)
2)
3)
4)
5)
6)
pingin
margadh
cúirt
garsún
lána
beoir
a)lane
b)beer
c) penny
d)market
e)court
f) boy
1c, 2d, 3e, 4f, 5a, 6b
Influences: Scandinavian, French, English.
 Angry
= lost the rag/threw the head
 Hello = story bud/there’s head the ball
 House = gaff
 Drink = going for a jar
 Hungry = I’m starvin’/I’m ravenous
 Exhausted =absolutely knackered
 Embarrassed = scarlet for you/morto
 Brilliant = that’s savage/that’s deadly
 Disbelief = stop the lights, janey mack
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The language of every day use in Ireland, a
mixture of Irish and English
Hibernia = Latin name for Ireland
Hiberno = a prefix to describe things related
to Ireland
 Amn’t
I going now?
 The
bag was stolen on me
 I’m
after closing the door
 Don’t
be worrying
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 Amn’t
I going now?(HE) = Aren’t I going now?
(SE)
 The
bag was stolen on me (HE) = My bag was
stolen (SE)
 I’m
after closing the door (HE) = I have closed
the door (SE)
 Don’t
be worrying (HE) = Don’t worry (SE)
 English
in use in Ireland since 12th Century
 Pressure to speak English for practical
reasons from 17th Century
 Became known as Hiberno-English because it
used a mix of English and Irish words with
Irish pronunciation and grammar
 Use of English encouraged by particular
historical events, laws & historical
institutions from 18th Century
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The language of every day use in Ireland, a
mixture of the Irish and English languages
Hiberno-English is based on Irish
grammar, uses the pronunciation system of
the Irish language and English and Irish
vocabulary
 Continuing
 Becoming
to grow as a language
more Americanised
A
Chinese type of Hiberno-English possible in
the future
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 In
groups of four create a story that links
together all nine face-up images.
 Use three cubes for the beginning, three for the
middle and three for the end of the story.
 Your
experiences
 Memories and personal history
 Your feelings and desires
 Language
 Imagination
 Dreams
 Culture
 Observations
 Ideas
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 Note
what things matter to you, your
personal interests and concerns in life
 Helps build up a self-portrait of who you
are as a writer
 Generates material for your writing
 Examples – Love of animals
Passion for travel
Music
 Takes
you into your deepest ideas, feelings
and memories
 Helps to generate ideas/material
 Trains you to write with confidence
He appeared …
A long time ago …
I went outside and…
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 By
observing precisely how something
appears to you, you will write something
original.
 Describe
what an object reminds you of,
what it might resemble, how it smells or
feels, where it originally came from, why
you have it, what it means to you
emotionally, its function.
I am silver and exact. I have no preconceptions.
Whatever I see I swallow immediately
Just as it is, unmisted by love or dislike.
I am not cruel, only truthful ‚
The eye of a little god, four-cornered.
Most of the time I meditate on the opposite wall.
It is pink, with speckles. I have looked at it so long
I think it is part of my heart. But it flickers.
Faces and darkness separate us over and over.
Now I am a lake. A woman bends over me,
Searching my reaches for what she really is.
Then she turns to those liars, the candles or the moon.
I see her back, and reflect it faithfully.
She rewards me with tears and an agitation of hands.
I am important to her. She comes and goes.
Each morning it is her face that replaces the darkness.
In me she has drowned a young girl, and in me an old woman
Rises toward her day after day, like a terrible fish.
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 Imagine
you are one of the following objects:
a button, a coin, a football or a doll.
 Write
a few sentences from your point of
view.
 Where
the writing comes alive – more than
just words on a page
 Use clear and specific language
 Write as if acting like a camera – observe
everything precisely
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 Each
sensory experience that we have can lead
in many directions, all linked to memory.
Exercise
For each example that you identified in the
last exercise write down an association
from your own experience – a sentence for
each.

Line 1 Your first name only, or your nick-name

Line 2 Four qualities that describe you (use adjectives only)

Line 3 Brother/sister of (their names)

Line 4 Lover of (three ideas/people/groups/activities…)

Line 5 Who feels (three emotions)

Line 6 Who needs (three needs)

Line 7 Who fears (three fears)

Line 8 Who gives (use three nouns)

Line 9 Who would like to see (three wishes)

Line 10 Who lives (brief description)

Line 11 Your last name.
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A
learner-centred approach driven by a process
of enquiry that emphasises higher order
thinking skills
 Inquiry
learning has several forms including
analysis, problem solving, discovery and
creative activities
 Students
are responsible for processing the
data they are working with in
order to reach their own conclusions
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 Starting
point – students’ current
understanding
 Goal
– active construction of meaning
through: questioning, researching
information, collecting data and reporting
findings ...
 Develops
students’ literacy skills, research skills
and learning skills (critical thinking, creative
thinking, teamwork and communication)
 Promotes active involvement of students in
learning that is relevant, challenging and social
 Helps students to become independent and
responsible learners
 Enables the teacher to assess student
understanding of content
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 Stage
1: Exploring
What do we already know? What do we want
to find out? What questions do we need to
ask?
 Stage
2: Investigating
How are we going to find out about this?
How
are we going to record our data?
 Stage
3: Processing
Analysing the information, evaluating ideas,
organising and synthesising findings
 Stage
4: Creating
Presenting the results of the enquiry,
transferring learning to new contexts and
enquiries
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Church
 Family
 Crime
 Northern Ireland
 Literary adaptation
 Landscape

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 Short
films – English and Irish language
 Film making more accessible
 Film festivals countrywide, courses and
workshops
 Irish Film Institute
 Film used as visual text for exam purposes in
English curriculum at second-level
Useful vocabulary when discussing film –
Beginner: Actor/actress, director, producer,
writer
Intermediate: Genre, close-up, long-shot,
scene, drama,
Advanced: Motif, metaphor, sequence,
score, framing
Class activity suggestions:
Sentence forming exercises, gap-fill exercises,
word searches, crossword, film analysis
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Comments, observations …

Pre-viewing activity

Oral literacy focus

Postcards

Wanted poster
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 Drawing
of donkey
 Donkey’s crime – desertion, walking out…
 Physical description of donkey
 Any other important information about
donkey
 The reward offered for the capture of
donkey
Greeting
What life is like now
Why donkey left his job
Advice for his former boss
Sign off
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