English


MAY 6th
OLD SPOOKS, NEW TALES

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COMPETENCE AND SITUATION 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. 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 can be found in section 3.1. of this guide.


JANUARY 9th
6.2 English

Competence and didactic situation
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. For the final assessment task they will take part in the Junior Sandwich Chef show day where they will have to:

1.    design and prepare their sandwiches and write a written description of them.

2.    serve their sandwiches and describe them orally.

3.    give their opinions and feedback on their classmates’ sandwiches.




ENGLISH LH 6.1 Everyday life: me and people like me
MAP  OF THE UNIT-­‐SEQUENCE

INTRODUCTION
WHAT ARE WE GOING TO DO?  Everyday lives Mapping the unit-­‐sequence

MODULE  1
MY EVERYDAY  LIFE Me, my family,  my house, my town, my  school, etc.
TASK Make  and present  a poster of myself

MODULE  2
EVERYDAY  LIFE IN DIFFERENT  PLACES Other houses,  other schools, other games,  etc.
TASK Prepare  a game and give  instructions to play  it.

MODULE  3
EVERYDAY  LIFE IN A DIFFERENT  TIME A grandparent’s family,  house, town, school, games, etc.
TASK Interview  a grandparent and  present a similarity   and difference.

FINAL  TASK
LET'S DO IT!
PHOTO MONTAGE  (CIA) Upload two  pictures to show a  difference between me  and someone in a different  place or time.

INTEGRATION  TASK
Make a poster  to make people think  about consumerism at Christmas  time.


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