EKI Project

     
EKI English: 5th primary
  

5.1 Time travel

This is the first unit for Primary 5. Across the subjects, the pupils will be looking at cycles. Cycles are units of time and in English we will be travelling through time with a mystery adventure story which will help the pupils understand better the concept of time and history.

The competence for this unit is the following:

The pupil, after interpreting the main ideas in different written texts, and after identifying the main structural elements in a comic story, collaborates to create their own scripts to finish the story and reproduce them orally using the appropriate language and integrating prosodic features.

In order to achieve this competence, pupils will work on comic texts - comprehension and structure - and biographies. They will also work on areas linked to the historical characters’ fields of expertise: chess, music and inventions.

   

5.2 Animals around us

This is the second unit for Primary 5. Across the subjects, the pupils will be looking at how we observe the things around us. In English we will be observing the animals around us.
In the initial phase the pupils are asked:

The competence for this unit is the following:

The pupil, describes animals in their environment (their characteristics and how to look after them) and reports on their findings using the appropriate language and ICT tools and showing an awareness of the needs of the animals and concern for their well being.

In order to achieve this competence, pupils will find out about types of animals that live around us; domestic animals such as pets and farm animals and also wild animals.

   

5.3 Chocolate fest

This is the third unit for Primary 5. Across the subjects, the pupils will be looking at how we come together with family and friends. A common ingredient when we celebrate a party in groups is chocolate. In this unit we have the chance to find out about chocolate; where it comes from, how it is made and share some of the findings in a chocolate workshop with invited guests.

The competence for this unit is the following:

The pupil, orally and in writing, describes simple processes, gives instructions and and narrates events (e.g. about chocolate) by selecting and organising information from given sources and using the appropriate language.

In order to achieve this competence, pupils will first brainstorm the different chocolate products, carry out a survey to see which are the favourite in the class and display the results on a graph. They will talk about what they know and would like to know about chocolate and learn a rhyme and song.

    
EKI English: 6th primary
  

6.1 Everyday life: me and people like me

This unit is the first of Primary 6. By the end of the unit-­‐sequence, the pupils will be able to describe and exhibit (orally, in writing and through visual art) some aspects of everyday life (social, cultural and geographical) by using and comparing information from various sources (own experience, from different geographical locations, from different historical times) and showing respect for individual and cultural differences.

In order to achieve these aims, pupils will present aspects of their own lives e.g. their family, house, town, school, games and pastimes; choosing and describing photographs to show the differences between aspects of their own lives and those of other children in different locations or grandparents when they were their age.

The language needed to carry out the tasks is embedded in the activities; sometimes as pre-­‐work, sometimes as post-­‐work analysis. The specific language items covered in this unit-­‐sequence can be found in section 1.3 and 2.1 of this guide.

   

6.2 Junior chefs

This unit sequence is the second of Primary 6. Across the subjects, the pupils will be looking at how people try to make their lives better.

Food and cooking play a very important part in our daily lives and in our health and survival.

What food is good for us? What food do people eat in different parts of the world and what are the typical customs for eating? How do we prepare healthy food? How do we describe the food we prepare? We will look at these issues in English.

The pupil, by applying their knowledge of nutrition and health and safety and social conventions, describe (orally and in writing) both the process of preparing food and the finished product, and gives their opinions according to given criteria and using the appropriate language.

In order to achieve these aims, pupils will learn about food and nutrition, how to store and prepare food safely and good table etiquette. 

   

6.3 Old spooks, new tales

This is the third unit for Primary 6. Across the subjects, the pupils will be looking at how the future is still to be invented. We build on inventions and ideas from the past to create and construct new things.

This fusion of previous ideas with new ideas we also do with fictional stories and their characters. New stories are always being invented, and often about characters that have been around for a long time. In this unit in English we will take spooky characters and stories and give them new life; by creating or adapting stories about them and by making puppets to bring them to life.

The competence for this unit is the following:

The pupil, after analysing models, creates their own literary texts and reproduces them orally using appropriate language and integrating prosodic features.

In order to achieve this competence, pupils will work with literary (and some information) texts and puppets. They will read and analyse spooky texts: information, stories, poems and songs, and also look at models of shadow puppets. They will then create their own puppets and stories to perform for other students. 

Resources: www.ekigunea.eus 

Digital version: www.blinklearning.com