‘Ireland in Schools’

Staffordshire Pilot Scheme

QLS, Staffs

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

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

Contents Introduction Weekly Planning Worksheets Context questions Chapters 1 & 2 Chapter 3 Chapter 4 Chapters 5 & 6 Grammar, etc. Similes Vocabulary Homophones Complex sentences Characters Different types of fairies Fairies & fairy magic Mud people Pictures of trolls Root’s diary About Artemis Fowl & Eoin Colfer

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

For the past four years novels by Irish authors have formed the basis of a most successful and engaging unit of 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 before embarking on a six-week exploration of the Artemis Fowl, the keystone of the unit and , a popular choice with boys 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 (Under the Hawthorn Tree - a historical novel about the Irish Famine), Sam McBratney (Jimmy Zest) and Darren Shan (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-reader boys’. 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.

Pierzchalla, Artemis Fowl, 2


7 Spring 1 S Pierzchalla STARTER

OBJECTIVES W14 Word meaning in context R8 Infer and deduce R16 Author attitudes INTRODUCTION
Teacher to give intro re troubles in Ireland – brief history - discuss. Info on Eoin Colfer and Artemis Fowl. Read Prologue and beginning of chap 1. Recap on beginnings of Artemis. Read chap 2. Explain/reminder of homophones of fowl/foul. Also Fowl Manor/foul manner. Review Artemis Fowl from last lesson. Read part of chap 3 – ‘Holly’ – (up to p44).

HOMEWORK 1. 30 minutes reading 2. Homophones sheet PLENARY
Go through questions. Impressions of book to share. HW 30 minutes reading.

Discuss any difficult vocabulary. Answer questions on first chapter.

Lesson 1

Intro to Ireland – what do you know? – brainstorm in groups. Feedback from each group. Geography/ troubles. Stereotypes – green, stupid leprechauns, Blarney Stone, St Patrick etc. Starter on homophones – use correct spelling.

Lesson 2

Use of codes – begin deciphering the alphabet using the intro to the ‘Booke of the People.’ Questions on chap 2.

Feedback on codes – and on message in book Go through answers. HW Homophones sheet. Share drawings of Holly.

Lesson 3

Apostrophes – contractions and possessives. Go over basic rules. Use whiteboards for examples.

Draw picture of Holly labelled (using pp 31-32).

Lesson 4

Reminder of apostrophes – use whiteboards for different examples.

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

Answer questions on chapter 3.

Go through answers to chap 3 – recap on plot and any confusion.


7 Spring 2 S Pierzchalla

OBJECTIVES S1a R8 R16 Recognising and using subordinate clauses Infer & deduce Author attitudes

HOMEWORK 1. 30 minutes reading 2. Complex sentences

STARTER Lesson 1 Simple and complex sentences for detail. Badger – Starter 7 (OHT) Main & subordinate clauses – explain. Use whiteboards. Give – subordinate clause at beginning – pupils compose main clause using whiteboards:Laughing hysterically… Screaming loudly … Subordinate clause in middle – give examples - use of commas. Eg Ben liked football. Pupils use whiteboards. Whiteboards – subordinate clauses – in all 3 places – examples. Then explain homework.

INTRODUCTION Recap on Artemis Fowl. ‘Abduction’ – what does it mean? Begin chap 4- up to p70 (just before Holly completes ritual.) Recap - go over plot in detail. Finish chap 4.

DEVELOPMENT Character of Holly – what type of person do you think she is? – give reasons. Write approximately 3 paragraphs. Questions on chap 4. If you had fairy magic – how would you use it? Shield (invisible). Mesmer? Healing? Translation of Gnommish.

PLENARY Feedback on character of Holly. HW 30 minutes reading. Go through answers to questions. Discuss fairy magic.

Lesson 2

Lesson 3

Read chap 5 - up to p94 (after Butler creates diversion). Why has he done this? What do you think Artemis will do? Read remainder of chapter 5. Why does Artemis let Holly believe she has told him fairy secrets?

Go through Gnommish alphabet on OHT for anyone who has not yet got it. Go through first few questions. HW Complex sentences.

Lesson 4

Begin questions on chaps 5 & 6.

Pierzchalla, Artemis Fowl, 3


7 Spring 3 S Pierzchalla

OBJECTIVES S3 R8 R16 Punctuation to clarify meaning Infer & deduce Author attitudes

HOMEWORK 1. 30 minutes reading 2. Spelling 3. Root’s diary
DEVELOPMENT How does Root feel after the incident on the whaling boat? Begin Root’s diary. Continue with Root’s diary at this point in the story. Brainstorm. Use variety of sentence structures. Try to use at least 2 colons or semicolons. PLENARY Listen to beginnings so far. HW 30 minutes reading Spelling. Listen to a selection.

STARTER Lesson 1 Paired spelling.

INTRODUCTION Review Artemis Fowl from last week. Begin chapter 6 – up to page 123 where Holly shows teeth.

Lesson 2

Use of colons/semi colons – review – Give selection of sentences – pupils to extend using colons (whiteboards).

Review story. Read p123 – bottom of p131.

Lesson 3

As yesterday – using semicolons (whiteboards).

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

Finish diary if necessary. Continue with translation of Gnommish – translation of words at bottom of page. Finish questions on chaps 5 & 6 (started last week).

Listen to selection. HW Root’s diary.

Lesson 4

Dictionary scan.

Review story. Read remainder of chapter 6.

Go through answers.


7 Spring 4 S Pierzchalla

OBJECTIVES R8 R16 Infer & deduce Author attitudes

HOMEWORK 1. 30 minutes reading 2. Spelling 3. Write paragraph of 2 types of fairy
DEVELOPMENT What kind of character is Mulch? Is he likeable? Why? Vocabulary sheet to complete. If time - write 2 paragraphs about your opinion with reasons. What do we know about fairy magic so far? Chart to complete. What do we know about different types of fairies? Chart to complete – assign each group a type of fairy – elf, troll etc. Write passage on 2 of the creatures – at least a paragraph for each. PLENARY Go through vocabulary. Listen to passage about Mulch. HW 30 minutes reading/Spelling.

STARTER Lesson 1 Paired spelling.

INTRODUCTION Review Artemis from last week. Read chap 7 ‘Mulch’ – up to p173. Who is author speaking to at beginning of chapter?

Lesson 2

Dictionary scan.

Recap from last lesson. What do you remember about a dwarf’s special skills? Read from pp 173 – 188. Review from last lesson - Read up to p192.

Go through and discuss.

Lesson 3


Go through – share each group’s findings.

Lesson 4


Read up to end of chap 7.

Listen to some passages. HW Write passage on 2 types of fairy.

Pierzchalla, Artemis Fowl, 4


7 Spring 5 S Pierzchalla

OBJECTIVES R8 Infer & deduce R16 Author attitudes S&L10 Report main points
INTRODUCTION Review Artemis from last week. Read chap 8 – up to p217. Review Artemis. Read pp 217 – 227. Difficult vocabulary.

HOMEWORK 1. 30 minutes reading 2. Spelling 3. Work on presentation
PLENARY Go through & discuss. HW 1. 30 minutes reading 2. Spelling. Listen to pupils’ similes.

DEVELOPMENT What do fairies think of mud people? Chart to complete.

Lesson 1

Paired spelling.

Lesson 2

Anagrams – selection to decipher using clues.

Passage from p224. Why are they not full sentences – why so short? Chapter called ‘Troll’ but we don’t actually see the troll until p224. Why? Point out the build up. Use of simile – why? (Demonstrate razor through rice paper.) Pupils to devise own original similes (sheet). Use of figurative language. What is expected – assign each group an area of Ireland. Pupils to organise selves and sort out tasks.

Lesson 3

Dictionary scan.

Review Artemis – finish chap 8. Explain work on Ireland & h/w.

Recap on what is expected – pupils to report what they are doing tomorrow. HW Work on presentation.

Lesson 4 IT Room

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


7 Spring 6 S Pierzchalla

OBJECTIVES R14 Language choices S&L10 Report main points S&L14 Modify views
INTRODUCTION Review Artemis Fowl– Read chap 9 – up to p257.

HOMEWORK 1. 30 minutes reading 2. Spelling 3. Evaluation of presentation
PLENARY Recap on expectations. HW 30 minutes reading Spelling. Model a presentation on Uttoxeter. Work on presentation for next lesson. Feedback from each group – recap what is expected.

DEVELOPMENT Work on presentation.

Lesson 1

Paired spelling.

Lesson 2

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

Read remainder of Artemis Fowl pp 257 268. Why are they vomiting? Group presentations today. Read p268 to end. Opinion. Ending satisfactory? (Show Artic Incident & Eternity Code etc.)

Lesson 3 Lesson 4

NC Level descriptors expectations for S & L. Finish presentations if necessary. Feedback to all groups – grades etc.

Oral feedback from each other (if time). Written evaluation of presentation to complete in draft. Listen to beginnings so far. HW Evaluation of presentation.

Pierzchalla, Artemis Fowl, 5

Context questions: chapters 1 & 2
Answer the following questions in full sentences: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. What was Nguyen disguised as when Artemis met him in the café? (p 4) What did Butler do to the pickpocket? (p 8) How much was Nguyen paid for the information? (p10) What did Artemis want from the ‘healer’ in the alleyway? (11) Why was she no longer able to use her magic? (p 11) How did Artemis trick her into doing what he wanted? (p 12-13) Where is Fowl Manor? (p14) How long had Butler been guarding Artemis? (p16) Artemis is described as ‘a chip off the old block.’(p17) What does this expression mean? What was Artemis’s goal? (p18) What is Gnommish? (p19) Why is Artemis worried about his mother? (p20) What happened to Artemis Senior? (p29) Why had Artemis been running the CNN’s web site (news and current affairs) for over a year? (p30) What did Artemis do best? (p30)

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

Pierzchalla, Artemis Fowl, 6

Context questions: chapter 3
Answer the following questions in full sentences: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. How tall was Holly? (p31) Why had Root been ‘on Holly’s case’ since day one? (p32) What was one of the advantages of living underground? (p32) Where did the word ‘leprechaun’ originate from? (p33) What does Holly eat for her breakfast? (p33) What was the dwarf, Mulch, doing in the station lobby? (p34) What was Commander Root’s nickname and why? (p 32) Why did Commander Root pick on Holly? (p36-7) Why does Holly think she deserves one more chance? (p38) What do you learn about trolls from page 39? Why does Holly lie about ‘running hot’ to Commander Root? (p40) Why does Foaly wear a tinfoil hat at all times? (p42) What equipment does Holly take with her when she goes above ground? (p43-4) Why did Holly’s ancestors not stay above ground and fight it out with the mud people? (p50) Why does Root say, ‘You’ll spend the next hundred years on drain duty.’? (p54) How did Holly overcome the troll after she had landed on him? (p57) What did the sphere do to the people in the restaurant? (p58) What does Root tell Holly she must do at the end of Chapter 3? (p61-2)

Pierzchalla, Artemis Fowl, 7

Context questions: chapter 4
Answer the following questions in full sentences: 1. 2. 3. 4. 5. 6. 7. 8. 9. What is the ritual that all fairies must perform? (p65) When Butler scans down the list of items Artemis wants him to get, which item puzzles Butler and why? (p66) What did Holly, and all fairies, love to do? (p67) Why was Holly sad when she saw the dolphins? (p68) Where was the most magical place on the planet? (p68) How long had Artemis and Butler been staked out? (p70) What did Holly do to protect her elfin ears? (p72) Why was Holly dumbfounded? (p75) What is the mesmer? (p75)

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

Pierzchalla, Artemis Fowl, 8

Context questions: chapters 5 & 6
Answer the following questions in full sentences: 1. 2. 3. 4. 5. 6. 7. 8. 9. What are the first words Artemis speaks to Holly? (p81) What does Root see that upsets him when Foaly blows up the screen? (p83) Why does Root decide to reactivate himself? (p83-4) What does Foaly mean when he tells Root ‘…we only allow one passenger per pod.’? (p87) How did Butler create a diversion for Artemis? (p91-3) What simile is used to describe the way Holly feels when she wakes up? (p97) Why does Holly try to persuade Juliet to take off her sunglasses? (p99-100) Why couldn’t Foaly keep track of Root once he gets on the whaling ship? (p104) 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)

Pierzchalla, Artemis Fowl, 9


1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.

I don’t suppose you would consider peaceful surrender a hypodermic dart He is the best – he has more successful recons under his belt than any officer in history Root has a fat stomach so Foaly is being sarcastic He provoked a fight with the dockers felt as though a sucker slug was drawing her brain out through her earhole she wants to use the mesmer on her the boat has a high lead content so they can’t penetrate it rats are one of the few breeds that can see through a fairy shield for a demonstration of his utter commitment to his goals hadn’t expected the fairy to appear so human used to be his parents’ lounge his grandfather incapacitate him with her elbow and use his hide for leverage that he has used a truth serum and extracted all the fairy secrets from her Lieutenant Cudgeon Julius a biological bomb which destroyed only living tissue trying to fit a potato into a thimble that one day he would grow up to don the uniform of the Retrieval commandos so the fairies wouldn’t see goggles fruit or vegetables (dolphin is a joke) 5 elfin warlocks would form a pentagram around the target and spread a magic shield over it less than 8 hours a finger which contains a pressurized dart and an iris-cam one tonne of twenty-four-carat gold in small unmarked ingots None of your race has permission to enter here while I’m alive

Pierzchalla, Artemis Fowl, 10

Similes: chapter 8

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.

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 …………………………………………

Pierzchalla, Artemis Fowl, 11

The vocabulary in Artemis Fowl is challenging in places. Use a dictionary to find the meanings of the following words. Write down the definition and then a sentence which includes the word and shows you know what it means. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. prodigy adolescent garotte cosh anticipation furtive aversion vial amnesiac immerse acquisition exploit physician intricate pivotal improvise destitute counterpart genealogy stereotype

Pierzchalla, Artemis Fowl, 12

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

For each pair of words below, write a sentence using both words which shows you know the difference between them. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. by meet our right new here allowed buoy grate holy fowl buy meat hour write knew hear aloud boy great wholly foul

Pierzchalla, Artemis Fowl, 13

Complex sentences
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 clause can 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. Make the following simple sentences into complex sentences by adding a subordinate clause either at the beginning, middle or end of the sentence. Don’t forget to use commas appropriately. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The bag was heavy. Jamie ran down the stairs. Sarah did not like watching ‘The News’. The library was closed. Artemis was a criminal mastermind. Holly enjoyed her job. The car was new. Jack was obsessed with football. Mrs Pierzchalla loved to eat chocolate. Aaron enjoys homework.

Words which may be helpful: because who where after until that when although as whose since unless before which whenever even though

Pierzchalla, Artemis Fowl, 14

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 ELF Example & page refs Holly & Root 31-2, 67, 72, 142 Looks Likes & dislikes Any other info – extra powers etc


In restaurant 39, 43, 53, 55-7


Foaly 42, 45, 84


Mulch 161-67, 169, 172-3, 175-6, 178, 193


In cell with Mulch 163-67

Pierzchalla, Artemis Fowl, 15

Fairies & fairy magic
What do we know about fairies and fairy magic in general Draw 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 11-12

Quotation ‘…alcohol addiction had melted her skin …’ ‘… rice wine has dulled your senses…’ ‘…even fairies tethered to the human realm can survive the ages..’

What do we learn? 1. Alcohol melts skin and dulls senses 2. Fairies live for centuries












Pierzchalla, Artemis Fowl, 16

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 50

Quotation ‘…Mud people bred like rodents.’ ‘The Mud People destroyed everything they came into contact with.’ ‘Imagine going to the toilet inside your own house…’ ‘…Mud People had even managed to botch that up…’

What does it mean? 1. 2. 3. 4. Comparing humans to rats Destructive Disgusting – unhygienic Stupid – treating sewage.








Pierzchalla, Artemis Fowl, 17

Pictures of trolls

Pierzchalla, Artemis Fowl, 18

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 exploding etc) 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.

Pierzchalla, Artemis Fowl, 19

Artemis Fowl Eoin Colfer, Viking, 0-67089-962-3
For some, Artemis Fowl is Ireland’s equivalent of Harry Potter. For others, it is more like a video game than a book, with its preference for snappy dialogue rather than characterisation and peppered as it is 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 Artemis Fowl, one of the Mud People (Colfer’s answer to Muggles), is a 12-year-old criminal mastermind. Fowl pits his wits against the Leprecon (Lower Elements Police Reconnaissance) to steal fairy gold and restore the family fortune. Enter Captain Holly Short, a tough female elf who packs fairy hardware and is taken hostage in the Fowls’ Manor, set in North County Dublin ...

‘I was born in Wexford, a large town on Ireland’s south east coast in 1965. I arrived on this earth a year after my brother Paul, and was later followed by Eamon, Donal and Niall. Dad retired as an elementary school teacher about eight years ago but remains an historian and artist of note. Mam was obviously a very busy mother but also was and still is an excellent drama teacher. Being one of five brothers was usually great as you always had company, sometimes it wasn't so great as you always....had company. Seriously though there was never a shortage of things to do and places to go. All of us went to the primary school where Dad taught, and it was in Wexford CBS that I first developed my interest in writing and began my habit of writing my own stories. At the time I used to accompany my literary efforts with my own illustrations. I was a one man production line. My friends however were not too impressed with my work. You see in my first ‘opus’ which was based on the Viking stories we were doing in history, I had made sure to include all my friends in some part of the story...with myself...of course as the dashing hero. Their feeling of importance at being characters in a story waned in the final chapter where in the climactic battle scene they were all slaughtered with only one survivor...who just happened to be ... me ... well I did write the book. In 1986 I qualified as a Primary teacher and returned to work in Wexford. Though working by day I never lost my love of writing and illustrating and rarely a day passed when I didn't put pen to paper in some form or other. I also got involved in the local amateur drama group and the Wexford Light Opera Society. Most of my former pupils will attest to my love of Irish history and in particular the traditional magical Irish legends. For my next book I decided to put a 20th century slant on these millennia old myths and legends. My next move proved to be one of the best moves I have made as a writer when I decided to send my manuscript to a literary agent named Sophie Hicks. She immediately liked the book and Sophie oversaw the publication of Artemis Fowl in hardback in 2001 and in paperback on ‘Fowl Friday’ 8th March 2002. Miramax Films\Tribeca Productions have optioned the rights for the film version and are currently working on the project which I hope will be filmed in Ireland. Following the success of Artemis Fowl, I was able to resign from teaching and concentrate fully on writing and more Artemis Fowl stories.’

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: kha200@aol.com

‘Ireland in Schools’

Staffordshire Pilot Scheme

QLS, Staffs

Researching Ireland on the Internet
A presentation by Year 7

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

Contents 1. Your task 2. Preparing your presentation 3. 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 to persuade someone to visit. To begin with, your group will be given a particular area and a website. You should prepare for a group presentation lasting approximately five minutes. You should aim to give information on the following key questions. 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 superb beautiful delightful attractive stunning relaxing picturesque unbeatable fun outstanding something for everyone action-packed

Have a conclusion Don’t forget a conclusion so we know you are finished. Use a snappy persuasive phrase! ….’s got it!’ etc. Some websites South East Ireland (Tipperary, Kilkenny, Waterford, Wexford) www.southeastireland.com Shannon (Clare, North Tipperary, Limerick) www.shannonregion.tourism.ie South West Ireland (Cork & Kerry) www.corkkerry.ie www.kerryguide.com Dublin www.visitdublin.com Belfast www.gotobelfast.com Derry/Londonderry www.derryvisitor.com Others (may be useful for some areas) www.irelandnorthwest.iewww.ecast-midlands.travel.ie www.irelandwest.iewww.discovernorthernireland.com eg ‘… the place to visit this year!’ ‘… the real Ireland’ ‘Want it all?

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.)

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: kha200@aol.com

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