Howdy1 Annual Planning

7/21/2019 Howdy1 Annual Planning

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Index

English Planning 2

Class Organiser Unit 0 4






Class Organiser Unit 6 16Class Organiser Unit 7 18



Planificacin en espaol 24

AnnualPlanning


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English Planning

2

Howdy! Starterapplies teaching strategies whichare appropriate for children in primary school. Its

contents fully comply with the official syllabus.

General Objectives

To use previous knowledge of other languages(especially their mother tongue) in the learningof English, and to begin to develop strategies forautonomous learning.To begin to establish a relationship betweenpronunciation and graphic representation ofsome words and simple phrases in English,as well as recognising sounds, rhythms and

intonation patterns.To use non-linguistic expressive resources(gestures, body language, sounds, drawings, etc.)to understand English and to make themselveseasily understood.To incorporate knowledge from other subjectsin order to anchor English vocabulary andstructures in long-term memory.To read brief and simple texts about classactivities, knowledge of the world, experiencesand interests in order to obtain information.To understand simple oral and written textsabout objects and situations which are familiarto students.To use English orally to communicate with theteacher and with other classmates in everydayclassroom activities. To communicate in simplesituations, and pay attention to basic rules ofcommunication. To adopt a respectful attitudewhen interacting.To understand and use basic linguistic andnon-linguistic conventions of the Englishlanguage (greetings, introductions, etc) to make

communication easier and more fluid.To respect the basic rules of written discourseand to produce brief and simple written textsabout familiar topics.To recognise and appreciate the communicativevalue of the English language and their ownability to use it and to understand and respectits speakers and their culture.

Class Development

The suggested teaching sequence for the activities inthe Course Bookinvolves three steps:

Pre-taskCore activitiesFollow up

Please note that this sequence will vary according toyour teaching situation. Pre-taskand Follow-upactivitiescan be adjusted or carried out taking into accountteaching hours and your students needs. The activitiesin the Reading and Writing Choicecan be done in classor at home depending on the ratio of classwork/

homework.It is necessary to make a connection between studentshome and school to help them in the learning process.To strengthen that connection, the Students CDhasbeen included in the Course Book. The songs, poemsand chants in the CD have been printed in the CourseBookso students can share with family members whatthey have learnt at school. Notice that the audio forthe stories and reading texts has been included as areading reinforcement.

Evaluation / Assessment

Howdy!offers opportunities

to evaluate the learning process and its objectives.progressive assessment and evaluation.self-assessment

Although the traditional way of evaluating has beenthrough tests, evaluation is much more than testing.Perhaps the biggest difference between our old ideasof testing and newer ones is that we have moved, asteachers and professionals, away from memorisationand towards helping students to learn from the

procedures they use and the attitudes they bring toclass. Therefore, there is a strong need for continuousassessment and formative evaluation, i.e. how we canrecord students progress in both language learningand the skill of learning itself (learning to learn).The units are organised for students to advance fromsimple to complex issues, from understanding toproduction, and from controlled to less controlled and


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Contents Map

3

more creative practice. This can be found in the mini-projects, which help to integrate language, so as to

develop language in the form of a spiral, catering fornecessary recurrent practice in learning.

Formative Evaluation

Unit evaluation

At the end of each unit, encourage students to expresstheir opinions on the contents. Students go over theprevious pages in the unit and choose their favouriteactivity. Students justify their choice in their mothertongue.

Self-AssessmentThey allow for the detection of gaps during the learningprocess and offer a chance of improvement. They alsohelp students to develop a critical attitude during thelearning process.Together with the class, decide whether the objectivesincluded in the Extra Practiceworksheet are completedstep by step or if the whole sheet is completed at theend of the unit. It can be done in class or as homework.Projects also promote self-assessment (see SummativeEvaluation).

Summative EvaluationI can do it!worksheets

These are tests included at the end of each unit in theTeachers Handbooktogether with an Extra Practiceworksheet. They evaluate the comprehension andproduction of the basic contents. These tests motivatestudents highly since they reflect on what has recentlybeen learnt and, therefore, any problem area isimmediately made apparent. The teacher may correctthe tests in the classroom as a whole class activity.Evaluation will be more reliable if you combine I can do

it!with the student-generated material resulting fromprojects.

Socio-Cultural Dimension

Social and multicultural values underlie throughoutthe Howdy!series. Issues such as non-sexist education,healthy habits, attitudes towards peaceful, civilian

behaviours, consumer awareness as well asenvironmental awareness are stressed in topics in the

units in all the levels of the series.This series also provides a great deal of materialrelated to cultural matters. In this way, students areled to reflect on the nature of other cultures and tofocus on any similarities and differences with theirown culture. In the Teachers Handbook, the iconindicates interculturality notes that provide teacherswith guidelines to deal with this area.

Annual Planning

There are two main sections in this component. The

first one includes the course plan in English withinformation about objectives, target language anda Class Organiser. The second section contains thecourse plan in Spanish.The Class Organiser provides information aboutfunctions and linguistic items, ability developmenttasks and cultural dimension and literacydevelopment of each unit. In addition, there is a tablewith a guide of the activities per lesson. In units 3, 6and 9, some activities related to school celebrations,such as Independence Day, have been included.


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44

School is Starting!0

Lesson 1 CB p.4

Lesson 2 CB p.5

Lesson 3 CB p.6

Lesson 4 CB p.7

Lesson 5 CB p.8

Lesson 6 CB p.9

R&W pp.2-3EP TH pp.23-24

Functions and Linguistic Items

- greeting and introducing oneself: Hello! Im- asking for personal information: Whats your name? How old are you? Where are you from? What

colour are your (eyes)?

- giving personal information: My names . Im years old. Im from . Ive got eyes.- revising colours, school supplies and numbers- asking for descriptions: Whats this? What colour is it? Have you got (brown eyes)?- making descriptions: Its a (computer). Its (red). Yes, I have. No, I havent.- asking for correct spellings: How do you spell (pen)?- revising preferences, possession and actions in progress

Classroom Language

how to follow the rules in a game: Throw the dice. Its your turn.Miscellaneous: Come in! Hip, hip, hooray! Im ready. How about you? Teachers, classrooms, friends,playgrounds. Can you see? Yes, I can. No, I cant. Beach, tennis racket, DVD player, goggles,

underwater.

Ability Development Tasks

- listening to a song and revising specific vocabulary- matching questions and answers- reciting a poem- playing a game- following simple instructions- revising vocabulary- interpreting everyday formulas in a meaningful context- answering questions- reading for specific information

Interactive Tasks and ProjectsSong. School is Starting!

Poem. One, two, green and blueMini-projects: Me.(poster production)Reading: Children having fun!Game: Noughts and Crosses

Cultural Dimension and Literacy Development

- developing interest in the English language- interacting in pairs- respecting rules and turns- exchanging information with other partners- recognising diversity- observing social codes

integration of vocabulary and structures learnt in previous unitsapplication of visual, verbal and linguistic strategiesdevelopment of literacy skills in a foreign languageintegration of language items in a new contextreinforcement of listening and reading comprehension

CB (Course Book) R&W (Re


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Class Organiser

Date

Pre-task (oral revision)Listen and read.Follow up (group work)

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Read and number. Sing.My own dictionary!What can you see?Listen and check.Follow up (revision)

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Pre-task (boardwork)Complete. Listen and check.Write.Follow up (Mini-project: Me.)

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Listen and say.Throw a dice and make numbers.

My own dictionary!

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.............................................Pre-task (oral work)Cut and play.Follow up (writing)

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Pre-task ( TPR)Complete. Listen and answer.(revision)Self-assessment

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Teaching Sequence

Items to be taken into account throughout the year

Notes

iting Choice) TH (Teacher s Handbook) EP (Extra Practice)


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6

I Like Science!1

Lesson 1 CB p.10

Lesson 2 CB p.11

Lesson 3 CB p.12

Lesson 4 CB p.13

Lesson 5 CB p.14

Lesson 6 CB p.15

Lesson 7 CB pp.16-17

R&W pp.4-5

Lesson 8 CB p.18

R&W pp.6-7

Lesson 9 CB p.19

Lesson 10 CB p.20

Lesson 11 CB p.21R&W pp.8-9EP TH p.38I can do it! TH p.3


- identifying characters: Mr Logan, Ben, Emma, Sheila, Harry, Jay- identifying subjects and rooms in a school: Science, PE, Music, Art, Literature, Language, Maths,

library, Science lab, gym, Art room, computer room- identifying vocabulary related to school:classmates, experiment, PE lesson- talking about favourite school subjects: My favourite subject is (Ar t). Her / His favourite subject is

(Maths).

- identifying and revising days of the week- asking and giving information about subjects: Whens (PE)? Its on (Mondays) and

(Wednesdays).- identifying colloquial formulas:Hi! How are you? Great! Cool!- classifying words into categories: nouns, adjectives and verbs- revising action verbs: run, ride (a horse), walk,etc.- expressing preferences and abilities:Do you like (sports)? Yes, I do. / No, I dont. I like (tennis) but I

dont like (football). We like (Maths). Can you (run)? Yes, I can. / No, I cant.- using vocabulary associated with a game:Startand Finish. Counter.- talking about actions in progress: What is the girl / boy doing? (She / He) is playing the guitar.

Classroom Language

how to follow the rules of a game: Toss the coin. Its your turn. Heads! Move one square. Tails!Move two squares.

how to follow written instructions: Make a list. Draw. Ask questions. Take down notes .Miscellaneous: Its easy. Its difficult for me. Fast. Today. Winner. At the club.


- reading for specific information- completing sentences- listening and checking answers- creating and singing new verses of a song- extracting information from a timetable

- writing about ones favourite subject- displaying information in a Venn diagram- solving written tasks- role playing an interview- making predictions by doing image reading- confirming or rectifying information

Interactive Tasks and ProjectsSong: I Like Science!Project: You and MeReadings: One World, Many Children andPractice makes perfect!Game: New Friends


- establishing social interaction- learning to respect turns

development of literacy skills in a foreign languagereinforcement of reading comprehensionperformance of oral literacy



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Class Organiser

Date

Listen and read.Label. ................................................

Pre-task (reading aloud)Complete.Listen and check.Listen and repeat.Say.Follow up (oral work)

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Pre-task (oral work)Listen and complete.Sing.Colour the words.Listen and repeat.

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Listen and answer.Complete.Listen and check.Follow up (pairwork)

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Pre-task (oral work)Listen and answer.Ask a friend.Write the questions.Ask.Follow up (groupwork)

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Listen and read. Then, cut and glue. ................................................

Read and compare.Complete.

Circle the correct option.Listen and check.Complete and find the answer.Check.Circle aor b.Now, answer these questionsabout you.(reading comprehension, speakingand word classification)

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Pre-task (oral revision)Complete the interview.Listen and check.Interview a friend.(revision)

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Pre-task (predictions)Project (You and Me) ................................................

Pre-task (image reading)Listen and read. Discuss. ................................................

Game (New Friends)(revision)Self-assessmentAssessment

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NotesTeaching Sequence



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8

Bug Mania2

Lesson 1 CB p.22

Lesson 2 CB p.23

Lesson 3 CB p.24

R&W pp.10-11

Lesson 4 CB p.25

Lesson 5 CB p.26

Lesson 6 CB p.27

R&W pp.12-13

Lesson 7 CB pp.28, 29 and

R&W pp.14-15

Lesson 8 CB p.31

Lesson 9 CB p.32

Lesson 10 CB p.33EP TH p.55I can do it! TH p.5


- identifying and writing the names of insects:butterfly, spider, bee, locust, caterpillar, ladybird,tarantula, wasp

- identifying and writing the names of parts of a bug: strong legs, wings, shell, sting- writing about the location of insects: There are two spiders under the table. There is a bee on a flower.- using adequate verbs for descriptions:to be, have got, can, action verbs in the Simple Present- using adequate adjectives for descriptions:horrible, lovely, delicious, dangerous, poisonous,

intense, exquisite, electric, silent, (too) creepy- identifying and using connectors:because, but, so, and- revising Present Continuous: The sun is shining and the birds are singing.- identifying numbers from 20 to 100- identifying numbers in a poem- answering questions of quantity

Classroom Language

how to follow written instructions: Fill plastic bottles with soil. Pour water. Make holes. Put the antsin . Feed. Watch. Take down notes.

Miscellaneous: colony, km per hour, similar to, leaf, enemies, salt, film, hero, walls, nectar, juice fromfruit, spots


- following written instructions- completing a chart- reading for specific information- infering meaning from context- listening and writing sentences dictated by a speaker- solving written tasks- integrating vocabulary and structures- following instructions in a game- infering meaning by means of pictures

- listening for specific information- listening to obtain general meaning- linking sentences by means of connectors- reading for specific information- writing a description

Interactive Tasks and ProjectsSong: Bug ManiaRhyme: Creepy BugsReadings: Mad about Spiders! andThe Monarch butterflyProject: My Ant FarmGame: Connections

Cultural Dimension and Literacy Development- establishing social interaction- interacting in small groups- respecting turns and rules of a game- interacting in pairs

development of literacy skills in a foreign languageintegration of language in a meaningful contextapplication of literacy strategiesenlargement and systematisation of target languagedevelopment of observation and thinking strategies



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Class Organiser

Date

Pre-task (oral revision)

Listen and read.Repeat the words.Listen and check.

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Pre-task (revision)Listen and read.Match.Write the words.Follow up (oral work)

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Pre-task (reading aloud)Listen and complete.Sing.Where can we find bugs?Writesentences.

Listen and check.(reading comprehension)

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Pre-task (boardwork)Listen and repeat. Answer.Close your book. Play a memory game.Follow up (pairwork)

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Pre-task (boardwork)Tick the numbers in the rhyme.Listen and say.Listen and complete.Listen and circle.Follow up (game)

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Read and guess. Then, listen and check.

Cover activity 11. Listen and write thesentences.(insects, writing)

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Look at these crazy bugs. Answer.Use the clues to write a report.Watch and complete the chart.Look at the chart. Make true sentences.Read and compare.Complete the sentences.Listen and tick the words you hear.(revision)

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Pre-task (oral work)Listen and read.

Imagine you are a spider. Write.Talk to the class.

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Project (My Ant Farm) ................................................

Game (Connections)Self-assessmentAssessment

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10

Who Are your Friends?3

Lesson 1 CB p.34

Lesson 2 CB p.35



EP TH p.62


- revising bugs, numbers and days of the week- writing about quantity- talking about friends

Classroom Language

how to inquire about quantity: How many (cockroaches) are there?


- relating images and infering meaning- listening for specific information- following game instructions- completing a puzzle- associating printed words with sounds- matching sentence parts

Interactive Tasks and ProjectsPoem: What do Your Friends Like?Game: Battlebugs!


- interacting in pairs- sharing opinions with classmates- recognising diversity

development of reading and listening literacyapplication of music strategies in a poemapplication of deductive reasoning

School Festivities

Day of the Veteran

and the Fallen

in the Malvinas War

2ndAPRIL

Da del Veterano y de los Cadosen la Guerra de Malvinas

Guide students to identify where the IslasMalvinas are situated on a map.

Animals Day

Da del Animal

Ask students to draw their favourite animals.Display their mini-posters around theclassroom.

In pairs, students write a short dialogueintroducing their pets. Then, ask them torole play the dialogues.

29thAPRIL



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Class Organiser

Date

Pre-task (predictions)Listen and say.Follow up (role play)

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Pre-task (My own dictionary!)Game:(Battlebugs!)Follow up (oral practice)

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Read and put Sheilas agendain order.Tell the class about your friend.Complete the puzzle.Listen and circle the correct answer.Follow up (writing)

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Write the words.Repeat.Complete the sentences.Listen and check.Self-assessment

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Teaching Sequence Notes

First Trimester

Argentine Rosette Day

Tell students that between 1810 and 1812the Argentine Rosette changed colours threetimes. Ask students to find the ways and thecolours in which the rosette changed.

Answer key:In 1810, it was white and lightblue. In 1811, it was red and, in 1812, it waslight blue, white and light blue.

Da de la Escarapela Nacional

May Revolution

Ask students how much they know aboutthis revolution. Guide them to discuss theimportant reasons and values that led to therevolution.

Revolucin de Mayo

18thMAY

25thMAY



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12

Street Market4

Lesson 1 CB p.40

Lesson 2 CB p.41

Lesson 3 CB p.42

Lesson 4 CB p.43

Lesson 5 CB pp.44-45-46

R&W pp.16-17

Lesson 6 CB pp.47-49R&W pp.18-19

Lesson 7 CB p.50

R&W pp.20-21

Lesson 8 CB p.51EP TH p.74I can do it! THpp.75-76


- identifying local places in a town: market, cinema, Internet caf, bank, shopping centre,supermarket, pizza place, school, book shop

- talking about locations: Is there a (bank) in Fishertown? Yes, there is. / No, there isnt. / I dontknow.

- using prepositions to indicate location:between, next to. Wheres the (bread)? Its (next to thepastries).

- naming and writing food items:bread, strawberries, milk, chicken, sweets, biscuits, carrots- saying and writing prices:$2.50. Two pesos fifty. 38 cents. Thirty-eight cents. Its $ .- identifying currencies: dollars, euros, guaranies, pesos- revising days of the week and food items

Classroom Language

how to make suggestions: Lets make a sandwich.how to ask for the price: How much does it/do they cost?how to ask polite questions: Do you know , please?Miscellaneous: There are lots of things to buy in the market today. We open all week. soeveryones in bed. Money goes round. Buy, clothes, many other things, coins, notes, expensive, cheap.


- reading for specific information- using prior knowledge to compare and contrast- associating visual elements to printed words and sounds- following a story and understanding key information- listening for specific information- asking and answering about existence- listening for specific information- writing true sentences- solving written tasks- following written instructions

- following game instructions- comparing and contrasting with mother tongue

Interactive Tasks and ProjectsSong: Street MarketProject: Good health!Readings: Money Goes Round andHarry goes shoppingGame: Escape from the pyramid!


- appreciating the importance of a balanced diet- taking part in a game

- keeping a tolerant attitude towards other players- respecting rules and turns- interacting in small groups

development of observation skillsdevelopment of critical thinking skillsdevelopment of reading literacyintegration of vocabulary and structures learnt in previous unitsreinforcement of listening and reading comprehension



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Class Organiser

Date

Pre-task (oral work)Listen and read. Answer. ................................................

Label the photos.Listen. Put a, aor a ?Now, ask a friend.Follow up (spelling)

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Pre-task (oral work)Complete the sentences.Listen and check.Read and number the pictures.Sing.Follow up (karaoke)

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Pre-task (boardwork)Listen and say Trueor False.Write true sentences.Follow up (oral work)

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Pre-task (boardwork)Find and circle ten words.Choose three words.

Make sentences.

Look and play with a friend.Look and listen.Say these prices.Listen and check.Read and write the prices.Listen and complete.Classify.

Circle the correct option.(reading and speaking)

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Project (Good health!)(reading and writing)

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Pre-task (oral work)Listen and read.Read and compare.Follow up (groupwork)(writing)

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Game (Escape from the pyramid!)Self-assessmentAssessment

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14

Go on a Safari!5

Lesson 1 CB p.52

Lesson 2 CB p.53

Lesson 3 CB p.54

Lesson 4 CB p.55



Lesson 7 CB p.60

R&W pp.22-23

Lesson 8 CB p.61

R&W pp.24-25-2627


EP TH p.89I can do it! THpp.90-91


- identifying and naming insects, animals and their habitats: bees, caterpillars, beetles, butterflies,bats, mosquitoes, cockroaches, eagles, dolphins, snakes, monkeys, ostriches, elephants, rhinos,

kangaroos, camels, tigers, turtles, crocodiles, arachnids, insects, snails, locusts, lizards, reptiles,

rodents, deers, desert, jungle, mountains, sea, river- classifying animals into categories (vertebrates and invertebrates)- using vocabulary related to animals and their habitats:endangered, dense, camouflage,

vegetation, compact, distances, pets, wild animals, fins, come from eggs, swimmers, mouths, drink,

in danger, cactuses, mammals

- describing natural habitats- talking about endangered animals- asking and answering about animals: Where do they live? (In the jungle.) How many legs have

they got? (Two.) What can they do?(Swim.) What do they eat? (Insects.) When do they sleep? (At

night.) What can they do? (Jump.) When do (bats) sleep? (During the day.)

- revising There is / There arefor descriptions- expanding linguistic strategies

Classroom Language

how to ask polite questions: Can you tell me , please?Miscellaneous: autumn, leaves, leaflet, explorer, safari, camera, afraid, catch


- solving written tasks- completing a short interview- role playing a short interview- following written instructions- practising question patterns- solving a word search- completing a passage with missing information- asking questions so as to obtain specific information

- extracting specific information from a text- following a narrative- classifying animals according to differences and similarities- associating pictures and ideas

Interactive Tasks and ProjectsSong: Where do Bears Live?Readings: Jaguars, My Favourite Place andKaziranga National ParkProject: An Animal leafletMini project:Animal habitatsGame:Animal spinner!


- interacting in small groups- promoting interest in nature- generating positive feelings towards protecting animals- developing social skills- taking part in group activities- exchanging information with partners

development of observation skillsdevelopment of reading literacydevelopmet of listening literacyintegratation of vocabulary and structuresco-assessment of use of language



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Class Organiser

Date

Pre-task (boardwork)Listen and read.Label.Say Yes or No.Follow up (writing)

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Pre-task (oral work)Listen and read. Sing.Ask your partner.Follow up (question building)

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Pre-task (oral work)Listen and number.Where do they live?

Listen and practise the questions.Follow up (role play)

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Pre-task (oral work)Word seach. Find ten words.Read and complete. Use the wordsin 7.Follow up (pairwork)

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Pre-task (oral work)In pairs, read and write.Circle the answers.What animal is it?Read and draw the animals.Follow up (Mini-project:Animalhabitats)

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Pre-task (groupwork)

Read and classify.Listen and tick.Read and complete.Follow up (revision)

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Pre-task (revision)Read and compare.True or False?Follow up (pairwork)(reading comprehension)

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Read and compare.Now, complete and write in thecorrect column.Animal interviews.

(revision)

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Pre-task (oral work)Listen and read.Project (Make a leaflet.)Game (Animal spinners!)Self-assessmentAssessment

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School Festivities

Blue Planet Park6




EP TH p.96


- giving personal information- revising names of animals- revising the time and parts of the day: in the morning, at night...- revising there is/ there are: Is there a (D)? Yes, there is. / No, there isnt.- naming and identifying prepositions of place: between, next to, in, on, near

Classroom Language

Miscellaneous: come, park keepers, visitors, tell, characteristics, exit, entrance, show, old lady,cafeteria, caves, attack. So many things to do/see. Come this way.


- observing and describing- listening for specific information- completing sentences- completing a puzzle

- playing a game to revise spelling

Interactive Tasks and ProjectsReading: Blue Planet ParkPoem: Blue Planet ParkGame:Animal Hangman

Flag Day 20thJUNE

Da de la Bandera

Write on the board: Our flag has got threecolours. The stripes are light b _ _ _ andw _ _ _ _ and the sun is y _ _ _ _ _. Askstudents to complete the blanks. They canalso make a small flag and decorate theclassroom.

Independence Day

Da de la Independencia

Decorate an area in your school with patrioticflair. Ask students to draw a large star orflower on a piece of paper. Then, they cut outthe image and decorate it using the coloursof our flag. Attach the figures to a string.Leave some extra string at either end to tie tosurfaces.

9thJULY


- generating positive feelings towards poems in English- promoting interaction- working co-operatively

development of listening literacydevelopment of observation skills



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Second Trimester

17

Class Organiser

Date

Pre-task (group work)Write the names of the animalsin the picture.Now, put the names in alphabeticalorder (from Z to A!)Look at the Blue Planet Park, readand underline the mistakes.Listen and number.Follow up (memory game)

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Say rightor wrong.Now, make sentences with a partner.Use nearand between.Read and write questions.Listen and complete.

Write. Listen and check.Follow up (writing)

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Listen and complete the poem.Answer the questions in the poem.Game (Animal Hangman)Crossword. Look and write.Tell me about you.Self-assessment

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Friends Day

Ask students about the ways in which theycelebrate this day with their friends.

Da del amigo

Memorial Day for Gral

Don Jos de San Martn

Ask students to do some research about SanMartns life. Divide them into groups andask them to select something that they findinteresting and to make a picture (his early life,Army of the Andes, Crossing the Andes, etc.).Then, tape all the pictures on a wall. Note: youcan ask them to write as many words in Englishas they can in the pictures.

Muerte del Gral Don Jos

de San Martn

20thJULY

17thAUGUST


Invite your students to make a card or a gift fortheir friends.



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18

Night Lights7


Lesson 2 CB p.72

Lesson 3 CB p.73

R&W pp.28-29

Lesson 4 CB p.74

R&W pp.30-31



R&W pp.32-33

Lesson 7 CB p.80

Lesson 8 CB p.81

EP TH p.111I can do it! THpp.112-113


- identifying vocabulary related to space:NASA, astronaut, satellite, space station, comet, moon,Earth, Mars, spaceship, stars

- identifying and labelling the planets of the solar system- identifying prepositions and prepositional phrases: on the left, on the right, near, between,

under, next to, by, in front of- identifying and naming local places: library, supermarket, book shop- recognising sequencing words: first, then, after that, finally- describing a daily routine using the third person singular:eats, likes, goes, is, observes, lives,

plays, goes, loves, sits, has got, works, reads, gets up, walks, repairs

- using the Present Simple tense adequately:Does he/she walk to school? He doesnt live in a bighouse. She likes sports. Yes, he does. No, he doesnt.

- asking for personal information: Whats your name? How old are you? Where are you from?Where do you live? Whats your favourite planet? What do you do (in space)?

Classroom Language

Miscellaneous:free time, any longer, on the web, sometimes, window, chair, tree, dentists, children


- guessing meaning from context- completing sentences with specific vocabulary- matching sentence halves- associating visual elements with printed words- discussing and expressing opinions- observing and describing a picture- analysing grammar items- listening and putting events in order- matching words and definitions- solving written tasks- following written instructions

- following game instructions- making a handicraft- writing and answering about the routines of others- practising pronunciation

Interactive Tasks and ProjectsSong: Night LightsReadings: Famous Astronaut andThe Solar systemProject: An Astronaut PassportGames: Go into Space! andScrabble


- interacting with pairs

- respecting rules and turns- promoting interaction- working co-operatively

development of observation skillsreinforcement of oral and writing skillsdevelopment of reading literacyassociation of actions, elements and placesdevelopment of fluency in reading aloud



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Class Organiser

Date

Pre-task (oral work)Listen and read.Listen and number.Complete the sentences. Listenand check.Follow up (spelling)

................................................

................................................

................................................

................................................

Pre-task (boardwork)Listen and match.Sing!Look for the words in the songand write.Follow up (group work)

................................................

................................................

................................................

Listen and read.Say.

Write about your friend, Owen. Readand circle the correct options.(reading comprehension)

................................................

................................................

................................................

Pre-task (boardwork)Listen and read.Look and listen. Number.Follow up (writing)(vocabulary revision)

................................................

................................................

................................................

................................................

Pre-task (pre-teaching)Listen and tick.Then, listen again and draw.Listen. Look and compare.Write negative or affirmative

sentences.Listen and check.Look at 12 and answer.Listen and check.Game (Scrabble)Use the words to write sentencesin your notebook.

................................................

................................................

................................................

................................................

................................................

................................................

Pre-task (oral work)Listen and read.Read, listen and circle the correctanswers.Answer the questions.(vocabulary revision)

................................................

................................................

................................................

................................................

Pre-task (predicting)

Project (An Astronaut Passport)Follow up (writing)

................................................

................................................

Pre-task (revision)Game (Go into Space!)Self-assessmentAssessment

................................................

................................................

................................................




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20

Sports Day!8

Lesson 1 CB p.82

Lesson 2 CB p.83

Lesson 3 CB p.84

Lesson 4 CB p.85


R&W pp.34-35

Lesson 6 CB pp.89-91R&W pp.36-37-38

Lesson 7 CB p.92

Lesson 8 CB p.93EP TH p.125I can do it! TH

pp.126-127


- identifying sports and sports actions: volleyball, basketball, rugby, baseball, running, skating,golf, waterpolo, judo, javelin, hockey, long-jump, high-jump, win a race, run a race, hit a ball, kick a

ball, catch a ball, throw a ball- identifying vocabulary related to sports: athlete, bigger, championships, Olympic titles,

professionally, legend

- miming and describing actions in progress: swimming, playing, jumping- answering and talking about ability: Can you skate? Yes, I can. / No, I cant. (Danny) can (win a

race) but (Alex) cant.

- reading and analysing language items- classifying sports- spelling and writing key vocabulary: Is there a (D)? Yes, there is. / No, there isnt.- associating the present continuous with actions taking place at the moment: What are the

children doing? What is the boy doing? What is Emma doing? They are playing football. He is

catching a ball. She is jumping. Emma is running fast but she isnt winning the race.- asking and answering Yes / Noquestions about actions in progress:Are you playing baseball?

Yes, I am. / No, Im not.- revising letters of the alphabet- revising days of the week and the time

Classroom Language

Miscellaneous:exciting, filming the event, great, players. Good luck!


- singing and miming actions- creating a new version of a song- making a sports collage- carrying out a survey- extracting information from a chart- solving written tasks

- following game instructions- completing and putting sentences in order- solving a puzzle- associating visual items with printed words- framing and answering questions

Interactive Tasks and ProjectsSong: Sports Day!Readings: His Airness andSports Day!Project: Mime it!Game: Secret Sports StarMini project: My Sports Collage


- promoting interest in sports- interacting in pairs and small groups- respecting turns and the rules of a game- promoting interaction- working co-operatively

association of actions, elements and placesimprovement of reading literacyapplication of visual / logical / linguistic skills



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21

Class Organiser

Date

Pre-task (oral work)Listen and read.Listen and repeat.Number.Follow up (revision)

................................................

................................................

................................................

Pre-task (revision)Listen and read.Bring photos. Create a class noticeboard.

................................................

................................................

Pre-task (oral description)Sing and do.Create your own version of the song.Follow up (Mini-project: My SportsCollage.)

................................................

................................................

................................................

Pre-task (karaoke)Listen and read.Ask two friends.Write about your friends.Listen and answer.Follow up (pairwork)

................................................

................................................

................................................

................................................

Look and compare.Complete with canor cant.Put the sentences in order.Read and look.Complete.Look and answer.Complete.

Put the letters in order and write.Circle and answer.(reading and speaking)

................................................

................................................

................................................

................................................

................................................

................................................................................................

................................................

Project (Mime it!)(sports vocabulary revision)

................................................

................................................

Pre-task (revision)Listen and read.Answer.Write about your favourite sportsperson.

................................................

................................................

Game (Secret Sports Star)Self-assessmentAssessment

................................................

................................................

................................................




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22

The Hare and the Tortoise9



Lesson 3 CB p.98



- naming and identifying daily routines: live, get up, swim, sit, read, run, write, eat, go to bed- revising vocabulary and structures from previous units- practising pronunciation, rhythm and intonation

Classroom Language

Miscellaneous:Lets . Surprised, slowly, sweets dreams, for a while, wakes up, finish line.


- identifying elements of the fable: characters, setting- summarising the fable by means of a chart- dramatising a popular fable- listening and reproducing characters lines- developing observation skills- choosing between options- putting letters in order and writing words

- singing a song

Interactive Tasks and ProjectsFable: The Hare and the TortoiseSong: Welcome to the forest!Play: The Hare and the TortoiseReading: A Day in the life of Aesop


- enjoying a popular fable- generating positive feelings towards fables- working co-operatively

application of deductive reasoning strategiesapplication of non-linguistic expressive strategiesdevelopment of critical thinking skillsimprovement of reading literacydevelopment of fluency in reading aloudapplication of visual / logical / linguistic skills

School Festivities

Teachers Day

11th

SEPTEMBERDa del Maestro

Ask students to prepare cards for theother teachers in the school.

Students Day and

Spring Day

Da del Estudiante y Da de la Primavera

Make a paper plate flower craft. Trace a students handon colourful construction paper, at least 10 times. Cutout the hand tracings. Glue handprint tracings (fingerspointing outwards) around the outside of the plate - thefingers are the flowers petals. Glue a second circle ofhandprint tracings, and continue doing this. Then, glue

a small paper circle in the center of the flower.

21st

SEPTEMBER



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24

Planificacin en Espaol

Planteamiento

Programacin de la etapaPrincipios Generales

El currculo de Lengua Extranjera para la EPB tiene lassiguientes finalidades especficas:

Reconocimiento de la funcin comunicativa deun mensaje en un contexto familiar.Reconocimiento de textos simples.Inferencia de significados mediante el uso deayudas visuales y conocimiento del tema.Comprensin de puntos principales de textosbreves, con registro coloquial familiar, a partir delreconocimiento de palabras o frases conocidas otransparentes en un contexto familiar con apoyovisual.Identificacin de similitudes y diferencias entrela lengua materna y la lengua extranjera.Evaluacin del proceso de aprendizaje.

Caractersticas de la programacin de

Richmond Publishing

El proyecto elaborado por Richmond Publishingdistribuye los contenidos del rea en los cursosque integran esta serie. En los primeros cursos se

desarrollan los aspectos bsicos e instrumentales delrea y se introducen temas conceptuales, que tienenun tratamiento ms especfico en cursos superiores.

Los materiales que Richmond Publishingofrecepara la EPB tienen como finalidad potenciar lacapacidad comunicativa de los alumnos y propiciarla reflexin permanente sobre el lenguaje comomedio de comunicacin. Metodolgicamente,todos los materiales trabajan con manifestacionessencillas del lenguaje de la vida cotidiana (porejemplo: canciones, juegos, poesas rtmicas, cuentosinfantiles, historietas, etc.). Adems, presentanuna estructura en la que los contenidos estnorganizados alrededor de temas. Esta organizacinda coherencia a todas las actividades permitiendo untratamiento natural de los contenidos desde diversasperspectivas:

1. Uso comunicativo del ingls desde lacomprensin a la expresin oral y escrita.

2. Manifestaciones culturales: canciones y rimasinfantiles, valores, costumbres.

3. Destrezas bsicas para el aprendizaje de un idioma.4. Tcnicas de autoevaluacin.

Esta estructura asegura un desarrollo equilibrado de lasdestrezas y competencias lingsticas a lo largo de todala etapa.

Objetivos

Introduccin

El currculo oficial del rea de Lengua Extranjera para lapresente etapa de la EPB plantea un estudio del inglsen sus diversas facetas:

La comunicacin oral y escrita. El objetivo es el

uso del ingls en su doble vertiente de expresiny comprensin, de modo que se progrese en lascuatro destrezas bsicas e instrumentales de lalengua: comprensin auditiva, produccin oral,lecto-comprensin y produccin escrita.En Howdy! 1 se pone mayor nfasis en la ortografay escritura de palabras, frases y oraciones, es decir,en la produccin escrita de los alumnos.La lengua extranjera como sistema. El objetivoes el descubrimiento de la estructura semntica,sintctica y lxica de esta lengua con el fin dealcanzar la comunicacin. En Howdy! 1se integran

funciones, estructuras y vocabulario presentadosen el nivel starter, esta vez en textos ms extensos.Los aspectos sociales y de inters colectivo.Elestudio de la lengua extranjera plantea una manerade superar el egocentrismo tan frecuente en losnios, as como una fuente de enriquecimientopersonal. Se fomenta una actitud receptiva y crticahacia la cultura transmitida por la lengua inglesaque permita una reflexin sobre la cultura propiay los valores intrnsecos a sta y otras lenguas,como medios de representacin del mundo. EnHowdy! 1, estos aspectos se trabajan mediante untratamiento especial y pertinente a las actividadespropuestas en los distintos componentes. Enel Teachers Handbook, se incluyen comentariosespeciales (Interculturalityy Social Values).Los aspectos de nuevas tecnologas.El accesoa elementos tcnicos y tecnolgicos a travs dela lectura de materiales de referencia escritos eningls, partiendo del uso cotidiano que los alumnosrealizan de elementos como telfonos celulares,

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2525

conducir a mejorar el contacto con dichosobjetos. En Howdy! 1, se trabaja la descripcin de

personas y objetos, as como tambin se habla deactividades y habilidades o capacidades que estosdesarrollan.

Objetivos generales

La enseanza de la Lengua Extranjera tendr comoobjetivo contribuir a desarrollar en los alumnos lassiguientes capacidades:

Comprender informacin global y especfica enmensajes orales y escritos.Producir mensajes orales y escritos.

Leer textos en forma comprensiva y autnoma.Utilizar la lectura de textos con fines diversos.Comprender y usar el lenguaje y las convencionesno lingsticas empleadas por los hablantes deingls para lograr una comunicacin ms fluida ynatural.Mantener una actitud receptiva y respetuosahacia la cultura de la lengua inglesa. Utilizar dichainformacin para reflexionar sobre la propiacultura.Utilizar estrategias de autoevaluacin yautoaprendizaje de otras lenguas para desarrollar

estrategias de aprendizaje autnomo.Relacionar el significado, la pronunciacin yla representacin grfica del vocabulario yestructuras bsicas, as como tambin reconocery reproducir los sonidos, ritmo y entonacincaractersticos del ingls.Valorar la importancia que supone el conocimientode las lenguas extranjeras para comunicarse yreconocer la propia capacidad para aprender autilizarlas.

Objetivos del nivelExpresar en forma breve y sencilla diversasintenciones comunicativas, empleando lasestructuras y el vocabulario bsicos del nivel.Comprender textos orales y escritos de distintascaractersticas y fuentes.Participar activamente en situaciones decomunicacin colectivas.Conocer la relacin entre el significado del

vocabulario estudiado, su pronunciacin yortografa.

Reconocer y aplicar normas gramaticales yortogrficas bsicas en textos breves.Reconocer y utilizar estrategias bsicas decomunicacin lingstica y no lingstica.Conocer y utilizar el vocabulario bsico del nivel.Resolver problemas sencillos empleandoclasificaciones, asociaciones y deducciones.

Orientaciones Didcticas

Introduccin y motivacin

La enseanza del ingls est basada en laadquisicin progresiva de las cuatro destrezasbsicas e instrumentales de la lengua:comprensin auditiva, produccin oral, lecto-comprensin y produccin escrita.La metodologa de la serie ofrece una slidaintroduccin al estudio del ingls y ha sidodiseada cuidadosamente para la enseanza denios.Los materiales seleccionados incluyenactividades interdisciplinarias e incorporanilustraciones motivadoras, valores bsicos y

juegos interactivos que garantizan la integracinsistemtica del vocabulario y estructurasestudiadas.Con el profesor como gua, los alumnos recibentoda la ayuda necesaria para conectar lasnuevas experiencias de aprendizaje con las yaconocidas.Los materiales y recursos didcticos estnintegrados por Course Book, Reading and WritingChoice, Students CD, Teachers Handbook, AnnualPlanningy Class CDs.

Proceso de enseanza - aprendizajePresentacin de cada unidad y exploracin delos conocimientos previos y de las expectativas ymotivaciones de los alumnos:

Realizacin secuenciada de las actividades en elCourse Book, teniendo en cuenta las sugerenciaspropuestas en el Teachers Handbook.Introduccin de algunas modificaciones en las


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actividades con el fin de reforzar o ampliar elalcance del material.Desarrollo de la unidad para integrar elconocimiento previo del alumno con el nuevoy alternar diversas actividades (observacin,

comprensin, valoracin).La enseanza-aprendizaje del ingls ponenfasis en una atencin individualizada de losalumnos, reflejada en actividades de refuerzoy ampliacin que satisfacen las necesidadesparticulares o el nivel especfico de cada alumno.El sistema de trabajo se adecua a las actividadesy habilidades que se pretenden desarrollar,debiendo ser individual, grupal o en parejas.A lo largo del proceso educativo, se estimulara los alumnos utilizando la tcnica del refuerzo

positivo, valorando el xito alcanzado.Una atencin especial merecen los aspectossociales integrados a las actividades propuestasy relacionados con multiculturalidad,convivencia, salud, ciudadana y entorno.

Recursos y Materiales

Presentacin y prctica de contenidosCourse BookReading and Writing ChoiceStudents CD

Proceso de enseanza - aprendizajeTeachers HandbookClass CDs

Annual Planning(English-Spanish)

Richmond Handbooks for TeachersAn Introduction to Teaching English to ChildrenDeveloping Resources for Primary

Tiempos

Esta propuesta didctica puede asumirse contotal flexibilidad, en funcin del ritmo o estilode aprendizaje de los alumnos y de los mediosdisponibles.Howdy! 1ha sido diseado para cursos con cargahoraria curricular. El Course Bookcuenta con unaunidad introductoria y 9 unidades (3 por trimestre).Los contenidos han sido seleccionados para que eldocente pueda cumplir con todos los contenidosanuales del currculum oficial.

Presentacin y prctica de contenidos

Para el desarrollo del Course Bookse recomienda:

Seleccionar del Teachers Handbook los pasos deexplotacin ms apropiados de acuerdo con el

ritmo y las necesidades de los alumnos: actividadesen parejas, actividades de refuerzo, etc.Dar prioridad a la comprensin y expresin gestualen lo que respecta a canciones y rimas.Seleccionar juegos que refuercen vocabulariobsico.

Para clases con baja carga horaria (dos sesionessemanales) y/o grupos con ritmo de aprendizaje mslento, se recomienda dar prioridad a la presentaciny prctica del vocabulario bsico as como a lacomprensin global de canciones, rimas y textos breves

asignados a los personajes.Para clases con ms horas lectivas (tres sesionessemanales) y/o grupos con ritmo de aprendizaje msrpido, se recomienda:

Desarrollar la comprensin y produccin oral apartir de la comprensin y expresin escrita.Explotar en mayor grado el trabajo en parejas y eltrabajo individual.Realizar todas las actividades de respuesta fsica yrepeticin oral.Utilizar todos los juegos provistos en el CourseBooky animar a los alumnos a jugarlos en sus ratoslibres.Estimular la repeticin de rimas y canciones.Utilizarlas para facilitar su aprendizaje.Realizar actividades comunicativas y fomentar lacorreccin de a pares.Realizar las actividades de consolidacin, derefuerzo y de ampliacin.

Evaluacin

La evaluacin, entendida como parte integrante delproceso de educacin de los alumnos, orienta de formapermanente su aprendizaje, por lo que contribuye amejorar su rendimiento. Para ser efectiva, la evaluacindebe ser continua y favorecer el desarrollo global delalumno, es decir, no slo el desarrollo intelectual, sinotambin el afectivo y el social.

Pautas de evaluacin global para un seguimiento de losaspectos del lenguaje en Howdy! 1:

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Comunicacin oralEl alumno muestra comprensin a travs derespuestas fsicas, manualidades, respuestassencillas, identifica y nombra vocabulario bsico,reproduce estructuras y frmulas bsicas e imita el

modelo de pronunciacin y entonacin.Comunicacin escritaEl alumno asocia palabras con dibujos, relacionapalabras con su grafa y completa palabras yoraciones.Aspectos de formacin social y de intersEl alumno muestra inters y curiosidad por elidioma, valora el trabajo bien hecho e intentasuperarse y participa y disfruta de las actividadesde interaccin.

Actividades de EvaluacinEstas son algunas de las diversas actividades deevaluacin que se pueden encontrar en cada unidaddidctica de Howdy! 1:

Evaluacin global. Las actividades y juegos de cadaunidad del Course Booky las actividades de ExtraPracticeen el Teachers Handbook.Autoevaluacin por parte de los alumnos. Laopinin de los alumnos sobre el contenido de laclase y grado de ejecucin oral y escrita logradopermite hacer ajustes en actividades futuras con elfin de lograr mayor efectividad.

Las tareas y los proyectos propuestos para realizaren casa.I can do it!Una evaluacin detallada quecorresponde a cada unidad de presentacin y queevala la comprensin escrita y la produccin dealgunos de los contenidos bsicos.

CONTENIDOS

Primer Trimestre:

Unidad 0 School is Starting!

Unidad 1 I Like Science!Unidad 2 Bug ManiaUnidad 3 Who Are your Friends?

0 School is Starting!

Aspectos en relacin con la comprensin yproduccin oral: Saludos. Formulacin depreguntas y respuestas sobre datos personales.

Descripcin de personas y de objetos. Deletreode palabras. Participacin en conversacionesacerca de preferencias, posesin y acciones enprogreso.

Aspectos en relacin con la comprensin y

produccin escrita: Comprensin y realizacin derdenes sencillas. Comprensin e interpretacin deconsignas. Comprensin del sentido global de lostextos.

Aspectos en relacin con la reflexin sobre la

lengua (vocabulario y estructuras) y lostextos: Saludos. Colores. tiles escolares.Nmeros de 1 a 20. Verbo to be. Verbo have got.Imperativos en las instrucciones del aula (Look.Read. Cut. etc). Miscelneas (Come in! Hip, hip,hooray! etc.)

Aspectos en relacin a las habilidades cognitivas:Saludar. Identificarse. Preguntar y dar datospersonales. Dar y recibir rdenes sencillas.Recitar un poema. Deletrear palabras. Escribir loque se dicta. Unir preguntas y respuestas. Leer yextraer informacin especfica.

Aspectos integradores de valores socialesy aspectos sociales del aula: Inters porel aprendizaje de una lengua extranjera.Intercambio de informacin con pares. Respetopor las reglas y los turnos. Reconocimiento de la

diversidad. Apreciacin de la importancia de lacooperacin.

Aspectos multidisciplinarios: Tecnologa(computadora, telfonos, reproductores demp3). Proyectos:Me. (produccin de un pster)Cancin: School is Starting. Poema:One, two,green and blue.

1 I Like Science!

Aspectos en relacin con la comprensiny produccin oral: Reconocimiento yproduccin de materias y aulas. Participacinen conversaciones sobre materias favoritas ysobre los das en los que se dictan las materias.Identificacin de frmulas coloquiales.Produccin de preguntas y respuestas sobrepreferencias y habilidades.

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Aspectos en relacin con la comprensin yproduccin escrita: Identificacin y escritura delos salones en la escuela, las materias y los das enlos que las materias se dictan. Completamientode datos personales. Comprensin y realizacin

de rdenes sencillas. Comprensin del sentidoglobal de los textos. Clasificacin de las palabras(adjetivos, sustantivos y verbos).

Aspectos en relacin con la reflexin sobre lalengua (vocabulario y estructuras) y los

textos: Nombres de los personajes. Materiasy salones en la escuela (Science, PE, Sciencelab, gym, etc.). Das de la semana. Frmulascoloquiales (Hi! How are you? Great! Cool!).Vocabulario asociados a juegos (Start and Finish.Counter. Toss the coin. etc.). Verbos (run, ride (a

horse), walk, etc.). Miscelneas (Its easy. Its difficultfor me. Fast. Today. Winner. At the club.). PresenteSimple. Presente Continuo.

Aspectos en relacin a las habilidades cognitivas:

Completar oraciones. Escuchar y revisarrespuestas. Extraer informacin de un horario.Jugar e incorporar el vocabulario. Entenderinstrucciones simples. Ubicar informacin enun diagrama de Venn. Realizar predicciones apartir de imgenes. Asociacin de los nmerosen figuras y en letras. Actuar una entrevista.Confirmar o corregir hiptesis.

Aspectos integradores de valores sociales y

aspectos sociales del aula:Respeto de turnos.Participacin solidaria, cooperativa y autnomaen tareas en pares o en grupos.

Aspectos multidisciplinarios: Lugares ycostumbres. Proyectos:You and Me(produccinde un diagrama de Venn con gustos ypreferencias). Cancin:I Like Science!Lectura:One World, Many Children.Juego:New Friends.

2 Bug ManiaAspectos en relacin con la comprensin y

produccin oral: Identificacin de insectos.Identificacin de las partes del cuerpo de losinsectos. Participacin en conversaciones sobredescripciones de insectos. Descripcin oral consoporte grfico. Recitacin de una rima. Nnerosdel 1 al 100. utilizacin adecuada de verbos yadjetivos para describir.

Aspectos en relacin con la comprensin yproduccin escrita:Escritura de oraciones. Uninde oraciones mediante el uso de conectores.Completamiento del texto de una cancin.Inferencias de significados mediante el uso de

ayudas visuales. Completamiento de una tabla.Interpretacin de imgenes. Produccin de textoscortos.

Aspectos en relacin con la reflexin sobre la lengua

(vocabulario y estructuras) y los textos: Insectos(butterfly, spider, bee, etc.). Partes del cuerpo delinsecto (legs, wings, shell, sting). Preposicionesde lugar (in, on, under). Adjetivos para describirinsectos (horrible, lovely, dangerous, etc.). Verbospara describir (to be, have got, can, action verbs).Conectores (because, but, so, and). Instrucciones

escritas (Fill plastic bottles with soil. Pour water. etc.).Miscelneas (colony, km per hour, similar to, etc.).Presente Simple. Present Continuo.

Aspectos en relacin a las habilidades cognitivas:Participar de conversaciones utilizando laexperiencia previa. Utilizar frmulas lingsticas parala interaccin social. Extraer informacin especficade un texto. Realizar instrucciones simples. Realizaruna actividad manual siguiendo instruccionesescritas. Aprender una rima y recitarla. Integrarvocabulario y estructuras gramaticales en un juego.Seguir la secuencia y hacer conexiones.

Aspectos integradores de valores sociales yaspectos sociales del aula:Participacin activaen conversaciones y trabajos grupales. Disposicinpara aceptar reglas. Disposicin para ayudar apares ante dificultades. Consideracin de los otrosen la comunicacin de emociones, costumbres y/opreferencias. Reconocimiento y tolerancia a gustosdiferentes a los propios.

Aspectos multidisciplinarios:Ciencias Naturales.Proyectos:My Ant Farm(construccin de unformicario). Lecturas:Mad about Spidersy The

Monarch Butterfly. Cancin:Bug Mania. Rima:Creepy Bugs.Juego:Connections.

3 Who Are your Friends?

Aspectos en relacin con la comprensin yproduccin oral: Interpretacin y produccin de

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frases simples. Escucha e interpretacin de textosorales. Participacin en conversaciones sobreamigos y amistad. Descripcin de imgenes a partirde percepcin global y parcial de las mismas.


produccin escrita:Escritura del vocabulariode las unidades anteriores. Completamiento deoraciones. Produccin de textos cortos acerca deamigos.


(vocabulario y estructuras) y los textos: Insectos.Partes del cuerpo del insecto. Nmeros. Das de lasemana. Verbos.


Escuchar y repetir. Aprender y recitar un poema.Resolver crucigramas. Completar oraciones. Intergrar

vocabulario y estructuras. Ordenar las partes de untexto. Encontrar soluciones a problemas. Realizar yseguir las instrucciones en un juego.

Aspectos integradores de valores sociales yaspectos sociales del aula:Participacin activaen situaciones colectivas de comunicacin.Anticipacin, distincin y respeto de turnos de laconversacin. Inters por las buenas relaciones conlos pares. Reconocimiento de la diversidad.

Aspectos multidisciplinarios:Maths. Insects. Poema:What do Your Friends Like?Juego:Battlebugs!

Segundo Trimestre:

Unidad 4 Street MarketUnidad 5 Go on a Safari!Unidad 6 Blue Planet Park

4 Street Market

Aspectos en relacin con la comprensin yproduccin oral: Comprensin de preguntasorales y escritas y respuestas a dichas preguntas.

Identificacin de negocios y lugares en una ciudad.Descripcin oral de fotos. Escucha de un texto paraidentificar informacin especfica. Formulacinindividual de preguntas.

Aspectos en relacin con la comprensin yproduccin escrita: Completamiento de bancosen textos escritos. Asociacin de los itemslexicales con su representacin grfica. Lectura einterpretacin de textos cortos. Localizacin de

informacin bsica. Completamiento de textosdescriptivos. Produccin de textos cortos.

Aspectos en relacin con la reflexin sobre lalengua (vocabulario y estructuras) y los

textos: Negocios y lugares en la ciudad (market,cinema, Internet caf, etc.). Alimentos (bread,strawberries, milk, chicken, etc.). Monedas (dollars,euros, guaranies, pesos). Preposiciones de lugar(between, next to). There is / There are. Preguntapor el precio de las cosas (How much does it / dothey cost?).


Comprender preguntas orales y escritasy responder a ellas. Expresar ideas de unamanera fluida. Utilizar la experiencia previapara comparar y contrastar. Asociar elementos

visuales a morfemas y fonemas. Realizarinstrucciones simples. Integrar vocabulario yestructuras gramaticales en un juego. Escucharpara asociar entre lo que se ve y lo que seescucha.

Aspectos integradores de valores sociales yaspectos sociales del aula:Reconocimientode algunas normas de conducta que facilitanla convivencia y el buen funcionamiento dela clase. Flexibilidad para aceptar las formasde resolucin elaboradas con y por el grupo.Actitud abierta a la correcin y mejora de losaprendizajes.

Aspectos multidisciplinarios:Monedas dediferentes pases. El valo alimentario. Unadieta balanceada. Proyectos: Good healthy(investigacin).Lectura:Money Goes Round.Historieta:Harry goes shopping.Cancin: StreetMarket.

5 Go on a Safari!

Aspectos en relacin con la comprensin yproduccin oral:Exposicin de ideas yformulacin de preguntas. Identificacin deanimales, insectos y hbitats. Descripciny comparacin de animales. Habilidades ycaractersticas de los animales. Participacin enconversaciones sobre animales en peligro deextincin.

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Aspectos en relacin con la comprensin yproduccin escrita:Lectura e interpretacinde textos cortos. Reconocimiento de soportestextuales. Descripcin de animales a partir derasgos distintivos. Identificacin y correccin de

errores en un texto.Aspectos en relacin con la reflexin sobre la

lengua (vocabulario y estructuras) y lostextos:Animales (rhinos, kangaroos, camels,tigers, etc.). Insectos (bees, caterpillars, beetles,etc.). Hbitats (jungle, mountains, desert, sea, river).Verbos de movimiento (jump, run, fly, etc.). Verbocan. There is / There are.


Leer y comprender una descripcin simple.Clasificar animales de acuerdo con diferencias

y similitudes. Realizar y comprenderinstrucciones simples. Inferir a partir deinformacin especfica. Relacionar elementosvisuales y orales. Completar un texto.

Aspectos integradores de valores sociales yaspectos sociales del aula: Inters por laproteccin de animales. Cooperacin en larealizacin de las actividades propuestas enel libro. Aceptacin de las normas de trabajogrupal. Desarrollo de un comportamientosociolingstico favorable a la convivencia.Sensibilidad ante las dificultades de aprendizajede los pares.

Aspectos multidisciplinarios: Animales y habitatsnaturales. Parques nacionales. Proyectos:An

Animal Leaflet(trabajo manual). Lecturas:Jaguars yMy Favourite Place. Cancin: Where doBears Live?

6 Blue Planet Park

Aspectos en relacin con la comprensiny produccin oral: Participacin enconversaciones espontneas. Descubrimiento,adquisicin y expresin de regularidades,peculiaridades y normatividad de lalengua inglesa a partir del uso. Prctica depronunciacin, ritmo y entonacin. Participacinen conversaciones integrando el vocabulario ylas estructuras aprendidas.

Aspectos en relacin con la comprensin yproduccin escrita:Identificacin y correccin

de errores en un texto. Comprensin del texto ensu sentido global. Produccin de textos cortos.Completamiento de oraciones. Interpretacin de lainformacin de una tabla.


(vocabulario y estructuras) y los textos: Animales(cats, bears, eagles, etc.). La hora (Its 9:00 pm/am.)ymomentos del da (at night, in the morning, in theafternoon, in the evening). Preposiciones de lugar(between, next to, in, on, near). There is / there are.Presente Simple y Continuo.

Aspectos en relacin a las habilidades cognitivas:Identificar pistas que provean informacin primaria.Confirmar o corregir informacin. Escuchary obtener informacin especfica. Relacionarelementos visuales y orales. Confirmar o corregir

anticipaciones. Inferir a partir del contexto. Leer yasociar pronunciacin y ortografa. Completar tablascon informacin especfica.

Aspectos integradores de valores sociales yaspectos sociales del aula:Autonoma en laresolucin de tareas. Colaboracin en la bsquedade soluciones conjuntas. Participacin con intersen role-plays y juegos. Inters y respeto por lasopiniones de los pares.

Aspectos multidisciplinarios:Vida en la naturaleza.Lectura:Blue Planet Park.Poema:Blue Planet Park.

Juego:Animal Hangman.

Tercer Trimestre:

Unidad 7 Night LightsUnidad 8 Sports Day!Unidad 9 The Hare and the Tortoise

7 Night Lights


produccin oral: Exposicin de opiniones.

Descripcin oral de fotos. Formulacin depreguntas cerradas y abiertas. Escucha de untexto para identificar informacin especfica.Identificacin del foco del mensaje oral.

Aspectos en relacin con la comprensin yproduccin escrita: Asociacin de items lexicalescon su representacin grfica. Completamientode oraciones. Produccin de textos cortos sobre

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la rutina propia. Lectura e interpretacin de textoscortos. Localizacin de informacin bsica.

Aspectos en relacin con la reflexin sobre la lengua(vocabulario y estructuras) y los textos: Planetas(Mars, Earth, Venus, etc.). Espacio exterior (NASA,astronaut, satellite, space station, etc.). Preposicionesy frases preposicionales (on the left, on the right,near, between, etc.). Marcadores discursivos (first,then, after that, finally). Presente Simple: tercerapersona.

Aspectos en relacin a las habilidades cognitivas:Anticipar el contenido de un texto. Completaroraciones con vocabulario especfico. Asociarelementos visuales y palabras. Observar y describirfotos. Escuchar y poner elementos en orden. Unirpalabras y definiciones. Escribir sobre rutinas.

Aspectos integradores de valores sociales yaspectos sociales del aula:Respeto de turnosen un juego. Participacin solidaria, cooperativay autnoma en tareas en pares o en grupos.Inters por las buenas relaciones con los pares.Reconocimiento de la diversidad.

Aspectos multidisciplinarios:Sistema solar, espacioexterior, planetas, satlites, estrellas. Proyectos:An

Astronaut Passport(construccin de un pasaporte).Lectura:famous Astronaut.Cancin: Night Lights.Game: Go into Space!

8 Sports Day


produccin oral:Identificacin de deportes.Formulacin de preguntas abiertas y cerradas.Participacin en conversaciones sobre accionesen progreso. Utilizacin adecuada de laspreposiciones.

Aspectos en relacin con la comprensin yproduccin escrita: Identificacin de conectores

en un texto escrito. Produccin de textos cortos.Completamiento de tablas. Completamiento deoraciones. Descripciones breves. Inferir a partir delcontexto.

Aspectos en relacin con la reflexin sobre la lengua(vocabulario y estructuras) y los textos: Deportesy vocabulario asociado a deportes (volleyball,basketball, etc.). Verbo can. There is/There are.Presente Continuo.

Aspectos en relacin a las habilidades cognitivas:Crear una nueva versin de una cancin. Hacerun collage sobre deportes. Hacer una encuesta.Preguntar y responder sobre habilidades. Extraerinformacin de una tabla. Resolver actividades.

Completar y poner oraciones en orden.Aspectos integradores de valores sociales y

aspectos sociales del aula: Inters por losdeportes. Cooperacin en la realizacin de lasactividades propuestas en el libro. Flexibilidadpara aceptar las formas de resolucin elaboradascon y por el grupo. Actitud abierta a la correciny mejora de los aprendizajes.

Aspectos multidisciplinarios: Deportes. Proyectos:Mime it! (preparacin de elementos para unjuego). Lectura:His Airness.Historieta: Sports

Day!Cancin: Sports Day!Juego:Secret SportsStar.

9 The Hare and the Tortoise

Aspectos en relacin con la comprensin yproduccin oral:Anticipacin oral de unahistoria. Inferencias en base a elementosvisuales. Utilizacin adecuada de vocabulario einstrucciones asociadas a juegos.

Aspectos en relacin con la comprensin

y produccin escrita: Comprensin einterpretacin de consignas. Escrituraespontnea de vocabulario de repaso.Comprensin el sentido global del texto.Extraccin de informacin especfica.

Aspectos en relacin con la reflexin sobre lalengua (vocabulario y estructuras) y lostextos: Vocabulario y estructuras del nivel.

Aspectos en relacin a las habilidades cognitivas:Identificar los elementos de una fbula.Dramatizar una fbula. Observar y hacer

predicciones. Inferir a partir de imgenes.Aspectos integradores de valores sociales y

aspectos sociales del aula: Participacinactiva en conversaciones y trabajos grupales.Disposicin para aceptar reglas. Disposicin paraayudar a pares ante dificultades.

Aspectos multidisciplinarios: Fbulas. Fbula:TheHare and the Tortoise.Play:The Hare and theTortoise.Cancin: Welcome to the forest.

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Richmond Publishing

First Floor4 King Street CloistersAlbion PlaceLondon W6 0QT

ISBN-13: 978-950-46-1651-1

Published by Richmond Publishing 2007 by Ediciones Santillana, S. A.Leandro N. Alem 720(C1001AAP) Buenos Aires, Argentina

Howdy! 1 Annual Planningis a collective work designed and created inRichmond Publishing, to accompany Howdy! 1 Teachers Handbookand it cantbe sold separately.

Queda hecho el depsito legal que marca la ley 11.723.Impreso en Argentina. Printed in Argentina.

All rights reserved. No part of this book may be reproduced, stored in a retrievalsystem or transmitted in any form or by any means, electronic, mechanical,photocopying, recording or otherwise, without the prior permission in writing ofthe publishers.

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Howdy1 Annual Planning