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Howdy! Starter Annual Planning

Howdy! Starter Annual Planning

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Published by Gisela Sol

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Published by: Gisela Sol on May 13, 2012
Copyright:Attribution Non-commercial


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English Planning 2Class Organiser Unit 0 4Class Organiser Unit 1 6Class Organiser Unit 2 8Class Organiser Unit 3 10Class Organiser Unit 4 12Class Organiser Unit 5 14Class Organiser Unit 6 16Planificación en Español 18Photocopiable material 26
  n  g 
English Planning
Howdy! Starter 
applies teaching strategies whichare appropriate for children in primary school. Itscontents 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 of some words and simple phrases in English,as well as recognising sounds, rhythms andintonation 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 simple situations and payattention to basic rules of communication. To adopt a respectful attitude when interacting. To understand and use basic linguistic andnon-linguistic conventions of the Englishlanguage (greetings, introductions, etc) to makecommunication 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 respecttowards its speakers and their culture.
Class Development 
 The suggested teaching sequence for the activities inthe
Course Book 
involves three steps:Warm upCore activitiesWrap upPlease note that this sequence will vary accordingto your teaching situation.
 activities can be adjusted or carried out taking intoaccount teaching hours and your students’ needs. Theactivities in the
Language Choice
can be done in class orat home depending on the ratio classwork/homework.It is necessary to make a connection between students’home and school to help them in the learning process. To strengthen that connection, the
Student’s CD
hasbeen included in the
Course Book 
. The songs, poemsand chants in the CD have been printed in the
so students can share with family members whatthey have learnt at school. Notice that the audio for the
Time to read! 
section has been included as a readingreinforcement.
Evaluation / Assessment 
offers opportunities…to evaluate the learning process and its objectives.for progressive assessment and evaluation.for 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 theprocedures 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 controlledand more creative practice. This can be found in the
Contents Map
mini-projects which help to integrate and to developlanguage in the form of a spiral, catering for thenecessary 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.
 They allow for the detection of gaps during the learningprocess and give 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 Practice
worksheet 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 Evaluation
I can do it! 
worksheets These are tests included at the end of each unit in the
Teacher’s Handbook 
together with an
Extra Practice
 worksheet. 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 correct thetests in the classroom as a whole class activity. Evaluationwill be more reliable if you combine
I can do it! 
with thestudent-generated material resulting from projects.
Socio-Cultural Dimension
Social and multicultural values underlie the entire
series. Issues such as non-sexist education,healthy habits, attitudes towards peaceful, civilianbehaviours, consumer awareness as well asenvironmental awareness are stressed in topics in allthe 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
Teacher’s Handbook 
, the icon indicatesinterculturality notes that provide teachers withguidelines to deal with this area.
Annual Planning
Class Organiser
 This well-organised chart provides information aboutFunctions and Linguistic Items, Ability Development Task and Cultural Dimension and LiteracyDevelopment in each unit.
Resources for the Teachers
 This section includes materials designed to saveteachers valuable time: Monthly Dividers, Situationaldialogues, model Informe Trimestral and Assessmentand Evaluation worksheets.

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