Howdy1 Annual Planning

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Annual Plann
Index
Howdy! AP (1-32).indd 1
English Planning
Class Organiser Unit 0
10
12
14
16
18
20
22
Planificacin en espaol
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3/8/07 4:21:05 PM
English Planning
Howdy! Starter applies teaching strategies which
are appropriate for children in primary school. Its
contents fully comply with the ofcial syllabus.
General Objectives
To use previous knowledge of other languages

(especially their mother tongue) in the learning
of English, and to begin to develop strategies for
autonomous learning.
To begin to establish a relationship between
pronunciation and graphic representation of
some 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 themselves
easily understood.
To incorporate knowledge from other subjects
in order to anchor English vocabulary and
structures in long-term memory.
To read brief and simple texts about class
activities, knowledge of the world, experiences
and interests in order to obtain information.
To understand simple oral and written texts
about objects and situations which are familiar
to students.
To use English orally to communicate with the
teacher and with other classmates in everyday
classroom activities. To communicate in simple
situations, and pay attention to basic rules of
communication. To adopt a respectful attitude
when interacting.
To understand and use basic linguistic and
non-linguistic conventions of the English
language (greetings, introductions, etc) to make
communication easier and more uid.
To respect the basic rules of written discourse
and to produce brief and simple written texts
about familiar topics.
To recognise and appreciate the communicative
value of the English language and their own
ability to use it and to understand and respect
its speakers and their culture.
Class Development
The suggested teaching sequence for the activities in
the Course Book involves three steps:
Pre-task
Core activities
Follow up
Please note that this sequence will vary according to

your teaching situation. Pre-task and Follow-up activities
can be adjusted or carried out taking into account
teaching hours and your students needs. The activities
in the Reading and Writing Choice can be done in class
or at home depending on the ratio of 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 Students CD has
been included in the Course Book. The songs, poems
and chants in the CD have been printed in the Course
Book so students can share with family members what
they have learnt at school. Notice that the audio for
the stories and reading texts has been included as a
reading 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 been

through tests, evaluation is much more than testing.
Perhaps the biggest difference between our old ideas
of testing and newer ones is that we have moved, as
teachers and professionals, away from memorisation
and towards helping students to learn from the
procedures they use and the attitudes they bring to
class. Therefore, there is a strong need for continuous
assessment and formative evaluation, i.e. how we can
record students progress in both language learning
and the skill of learning itself (learning to learn).
The units are organised for students to advance from
simple to complex issues, from understanding to
production, and from controlled to less controlled and
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3/8/07 4:21:05 PM
Contents Map
more creative practice. This can be found in the miniprojects, which help to integrate language, so as to
develop language in the form of a spiral, catering for
necessary recurrent practice in learning.
Formative Evaluation
Unit evaluation
At the end of each unit, encourage students to express
their opinions on the contents. Students go over the
previous pages in the unit and choose their favourite
activity. Students justify their choice in their mother
tongue.
Self-Assessment
They allow for the detection of gaps during the learning
process and offer a chance of improvement. They also
help students to develop a critical attitude during the
learning process.
Together with the class, decide whether the objectives
included in the Extra Practice worksheet are completed
step by step or if the whole sheet is completed at the
end of the unit. It can be done in class or as homework.
Projects also promote self-assessment (see Summative
Evaluation).
behaviours, consumer awareness as well as

environmental awareness are stressed in topics in the
units in all the levels of the series.
This series also provides a great deal of material
related to cultural matters. In this way, students are
led to reect on the nature of other cultures and to
focus on any similarities and differences with their
own culture. In the Teachers Handbook, the icon
indicates interculturality notes that provide teachers
with guidelines to deal with this area.
Annual Planning
There are two main sections in this component. The
rst one includes the course plan in English with
information about objectives, target language and
a Class Organiser. The second section contains the
course plan in Spanish.
The Class Organiser provides information about
functions and linguistic items, ability development
tasks and cultural dimension and literacy
development of each unit. In addition, there is a table
with a guide of the activities per lesson. In units 3, 6
and 9, some activities related to school celebrations,
such as Independence Day, have been included.
Summative Evaluation
I can do it! worksheets
These are tests included at the end of each unit in the
Teachers Handbook together with an Extra Practice
worksheet. They evaluate the comprehension and
production of the basic contents. These tests motivate
students highly since they reect on what has recently
been learnt and, therefore, any problem area is
immediately made apparent. The teacher may correct
the 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 from
projects.
Socio-Cultural Dimension
Social and multicultural values underlie throughout
the Howdy! series. Issues such as non-sexist education,
healthy habits, attitudes towards peaceful, civilian
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0 School is Starting!
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.
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
Ability Development Tasks

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listening to a song and revising specic 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 specic information
R&W pp.2-3
EP TH pp.23-24
Interactive Tasks and Projects

Song. School is Starting!
Poem. One, two, green and blue
Mini-projects: Me. (poster production)
Reading: Children having fun!
Game: Noughts and Crosses
Cultural Dimension and Literacy Development

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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 units

application of visual, verbal and linguistic strategies
development of literacy skills in a foreign language
integration of language items in a new context
reinforcement of listening and reading comprehension
4
CB (Course Book)
R&W (Reading and
3/8/07 4:21:06 PM
Wr
and
Class Organiser
Notes
Teaching Sequence
Date
Pre-task (oral revision)
Listen and read.
Follow up (group work)
.............................................
.............................................
Read and number. Sing.

My own dictionary!
What can you see? Listen and check.
Follow up (revision)
.............................................
.............................................
.............................................
.............................................
Pre-task (boardwork)
Complete. Listen and check.
Write.
Follow up (Mini-project: Me.)
.............................................
.............................................
.............................................
Listen and say.

Throw a dice and make numbers.
My own dictionary!
.............................................
.............................................
.............................................
Pre-task (oral work)

Cut and play.
Follow up (writing)
.............................................
.............................................
Pre-task (TPR)
Complete. Listen and answer.
(revision)
Self-assessment
.............................................
.............................................
.............................................
Items to be taken into account throughout the year
Writing Choice)
TH (Teachers Handbook)
EP (Extra Practice)
5
3/8/07 4:21:06 PM
1 I Like Science!
- 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 (Art). 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: Start and 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 difcult for me. Fast. Today. Winner. At the club.
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

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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
conrming or rectifying information

Song: I Like Science!
Project: You and Me
Readings: One World, Many Children and Practice makes perfect!
Game: New Friends
R&W pp.4-5
Lesson 8

- establishing social interaction
- learning to respect turns
reinforcement of reading comprehension
performance of oral literacy
6
CB p.18
R&W pp.6-7
Lesson 9
CB p.19
Lesson 10
CB p.20
Lesson 11
CB p.21
R&W pp.8-9
EP TH p.38
I can do it! TH p.39
CB (Course Book)
R&W (Reading and
3/8/07 4:21:07 PM
Wr
and
Class Organiser
Notes
Teaching Sequence
Date
Listen and read.
Label.
................................................
Pre-task (reading aloud)

Complete.
Listen and check.
Listen and repeat.
Say.
Follow up (oral work)
Listen and complete.
Sing.
Colour the words.
Listen and repeat.
Listen and answer.
Complete.
Listen and check.
Follow up (pairwork)
Listen and answer.
Ask a friend.
Write the questions.
Ask.
Follow up (groupwork)
Listen and read. Then, cut and glue.
Read and compare.
Complete.
Circle the correct option.
Listen and check.
Complete and nd the answer.
Check.
Circle a or b.
Now, answer these questions
about you.
(reading comprehension, speaking
and word classication)
................................................
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................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................

Complete the interview.
Listen and check.
Interview a friend.
(revision)
................................................
................................................
................................................
Pre-task (predictions)
Project (You and Me)
................................................
Pre-task (image reading)

Listen and read. Discuss.
................................................
Game (New Friends)

(revision)
Self-assessment
Assessment
................................................
................................................
................................................
................................................
Writing Choice)
EP (Extra Practice)
7
3/8/07 4:21:07 PM
2 Bug Mania
- identifying and writing the names of insects: buttery, 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 ower.
- 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
Lesson 1
CB p.22
Lesson 2
CB p.23
Lesson 3
CB p.24
Classroom Language
how to follow written instructions: Fill plastic bottles with soil. Pour water. Make holes. Put the ants
in . Feed. Watch. Take down notes.
Miscellaneous: colony, km per hour, similar to, leaf, enemies, salt, lm, hero, walls, nectar, juice from
fruit, spots

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following written instructions

completing a chart
infering meaning from context
listening and writing sentences dictated by a speaker
integrating vocabulary and structures
following instructions in a game
infering meaning by means of pictures
listening for specic information
listening to obtain general meaning
linking sentences by means of connectors
writing a description
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

Song: Bug Mania
Rhyme: Creepy Bugs
Readings: Mad about Spiders! and The Monarch buttery
Project: My Ant Farm
Game: Connections
CB pp.28, 29 and 30
R&W pp.14-15
Lesson 8
CB p.31
Lesson 9
CB p.32
Lesson 10
CB p.33
EP TH p.55
I can do it! TH p.56

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establishing social interaction

interacting in small groups
respecting turns and rules of a game
interacting in pairs

integration of language in a meaningful context
application of literacy strategies
enlargement and systematisation of target language
development of observation and thinking strategies
8
CB (Course Book)
R&W (Reading and
3/8/07 4:21:08 PM
Wr
and
Class Organiser
Notes
Teaching Sequence
Date
Listen and read.
Repeat the words.
Listen and check.
................................................
................................................
Pre-task (revision)
Listen and read.
Match.
Write the words.
................................................
................................................
................................................
Pre-task (reading aloud)

Sing.
Where can we nd bugs? Write
sentences.
Listen and check.
(reading comprehension)
................................................
................................................
................................................
Listen and repeat. Answer.
Close your book. Play a memory game.
................................................
................................................
................................................
Tick the numbers in the rhyme.
Listen and say.
Listen and circle.
Follow up (game)
................................................
................................................
................................................
................................................
Read and guess. Then, listen and check.

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

Listen and read.
Imagine you are a spider. Write.
Talk to the class.
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................................................
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Project (My Ant Farm)
................................................
Game (Connections)
Self-assessment
Assessment
................................................
................................................
................................................
Writing Choice)
EP (Extra Practice)
9
3/8/07 4:21:08 PM
3 Who Are your Friends?

- revising bugs, numbers and days of the week
- writing about quantity
- talking about friends
Lesson 1
CB p.34
Classroom Language
how to inquire about quantity: How many (cockroaches) are there?
Lesson 2
CB p.35
Lesson 3
CB pp.36-37
Lesson 4
CB pp.38-39

-
relating images and infering meaning

following game instructions
completing a puzzle
associating printed words with sounds
matching sentence parts

Poem: What do Your Friends Like?
Game: Battlebugs!
EP TH p.62

- interacting in pairs
- sharing opinions with classmates
- recognising diversity
development of reading and listening literacy
application of music strategies in a poem
application of deductive reasoning
School Festivities
Day of the Veteran

and the Fallen
in the Malvinas War
APRIL
Da del Veterano y de los Cados

en la Guerra de Malvinas
Animals Day
nd
Da del Animal
Guide students to identify where the Islas

Malvinas are situated on a map.
10
29
th
APRIL
Ask students to draw their favourite animals.

Display their mini-posters around the
classroom.
In pairs, students write a short dialogue

introducing their pets. Then, ask them to
role play the dialogues.
CB (Course Book)
R&W (Reading and
3/8/07 4:21:09 PM
Wr
and
Class Organiser
Notes
Teaching Sequence
Date
Pre-task (predictions)
Listen and say.
Follow up (role play)
................................................
................................................
Pre-task (My own dictionary!)

Game: (Battlebugs!)
Follow up (oral practice)
................................................
................................................
................................................
Read and put Sheilas agenda

in order.
Tell the class about your friend.
Complete the puzzle.
Listen and circle the correct answer.
Follow up (writing)
................................................
................................................
................................................
................................................
................................................
Write the words.

Repeat.
Listen and check.
Self-assessment
................................................
................................................
................................................
First Trimester
Argentine Rosette Day
18
May Revolution
Da de la Escarapela Nacional
Writing Choice)
MAY
Tell students that between 1810 and 1812

the Argentine Rosette changed colours three
times. Ask students to nd the ways and the
colours in which the rosette changed.
Answer key: In 1810, it was white and light
blue. In 1811, it was red and, in 1812, it was
light blue, white and light blue.
EP (Extra Practice)
25
th
th
Revolucin de Mayo
MAY
Ask students how much they know about

this revolution. Guide them to discuss the
important reasons and values that led to the
revolution.
11
3/8/07 4:21:09 PM
4 Street Market
- 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 dont
know.
- using prepositions to indicate location: between, next to. Wheres the (bread)? Its (next to the
pastries).
- naming and writing food items: bread, strawberries, milk, chicken, sweets, biscuits, carrots
- saying and writing prices: $2.50. Two pesos fty. 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. so
everyones in bed. Money goes round. Buy, clothes, many other things, coins, notes, expensive, cheap.

-

using prior knowledge to compare and contrast
associating visual elements to printed words and sounds
following a story and understanding key information
asking and answering about existence
writing true sentences
comparing and contrasting with mother tongue

Song: Street Market
Project: Good health!
Readings: Money Goes Round and Harry goes shopping
Game: Escape from the pyramid!
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.47-49
R&W pp.18-19
Lesson 7
CB p.50
R&W pp.20-21

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appreciating the importance of a balanced diet

taking part in a game
keeping a tolerant attitude towards other players
Lesson 8
CB p.51
EP TH p.74
I can do it! TH
pp.75-76
development of observation skills

development of critical thinking skills
development of reading literacy
integration of vocabulary and structures learnt in previous units
reinforcement of listening and reading comprehension
12
CB (Course Book)
R&W (Reading and
3/8/07 4:21:09 PM
Wr
and
Class Organiser
Teaching Sequence
Notes
Date

Listen and read. Answer.
................................................
Label the photos.

Listen. Put a , a or a ?
Now, ask a friend.
Follow up (spelling)
................................................
................................................
................................................
................................................

Listen and check.
Read and number the pictures.
Sing.
Follow up (karaoke)
Listen and say True or False.
Write true sentences.
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.
Classify.
Circle the correct option.
(reading and speaking)
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Project (Good health!)

(reading and writing)
................................................
................................................

Listen and read.
Read and compare.
Follow up (groupwork)
(writing)
................................................
................................................
................................................
................................................
Game (Escape from the pyramid!)

Self-assessment
Assessment
................................................
................................................
................................................
Writing Choice)
EP (Extra Practice)
13
3/8/07 4:21:10 PM
5 Go on a Safari!
- identifying and naming insects, animals and their habitats: bees, caterpillars, beetles, butteries,
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, camouage,
vegetation, compact, distances, pets, wild animals, ns, 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 are for descriptions
- expanding linguistic strategies
Classroom Language
how to ask polite questions: Can you tell me , please?
Miscellaneous: autumn, leaves, leaet, explorer, safari, camera, afraid, catch
Lesson 1
CB p.52
Lesson 2
CB p.53
Lesson 3
CB p.54
Lesson 4
CB p.55
Lesson 5
CB pp.56-57
Lesson 6
CB pp.58-59
Lesson 7
CB p.60

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completing a short interview
role playing a short interview
practising question patterns
solving a word search
completing a passage with missing information
asking questions so as to obtain specic information
extracting specic information from a text
following a narrative
classifying animals according to differences and similarities
associating pictures and ideas

Song: Where do Bears Live?
Readings: Jaguars, My Favourite Place and Kaziranga National Park
Project: An Animal leaet
Mini project: Animal habitats
Game: Animal spinner!
R&W pp.22-23
Lesson 8
CB p.61

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

developmet of listening literacy
integratation of vocabulary and structures
co-assessment of use of language
14
R&W pp.24-25-2627
Lesson 9
CB pp.62-63
EP TH p.89
I can do it! TH
pp.90-91
CB (Course Book)
R&W (Reading and
3/8/07 4:21:10 PM
Wr
and
Class Organiser
Teaching Sequence
Notes
Date
Listen and read.
Label.
Say Yes or No.
Follow up (writing)
................................................
................................................
................................................

Listen and read. Sing.
Ask your partner.
Follow up (question building)
................................................
................................................
................................................

Listen and number.
Where do they live?
Listen and practise the questions.
Follow up (role play)
................................................
................................................
................................................
................................................

Word seach. Find ten words.
Read and complete. Use the words
in 7.
In pairs, read and write.
Circle the answers.
What animal is it?
Read and draw the animals.
Follow up (Mini-project: Animal
habitats)
................................................
................................................
................................................
................................................
................................................
................................................
................................................
Pre-task (groupwork)
Read and classify.
Listen and tick.
Read and complete.
................................................
................................................
................................................
................................................
Pre-task (revision)
Read and compare.
True or False?
................................................
................................................
................................................
................................................
Read and compare.

Now, complete and write in the
correct column.
Animal interviews.
................................................
(revision)
................................................

Listen and read.
Project (Make a leaet.)
Game (Animal spinners!)
Self-assessment
Assessment
................................................
................................................
................................................
................................................
................................................
Writing Choice)
................................................
................................................
EP (Extra Practice)
15
3/8/07 4:21:11 PM
6 Blue Planet Park

-
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
Lesson 1
CB pp.64-65
Lesson 2
CB pp.66-67
Lesson 3
CB pp.68-69
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

completing sentences
completing a puzzle
playing a game to revise spelling

Reading: Blue Planet Park
Poem: Blue Planet Park
Game: Animal Hangman
EP TH p.96

- generating positive feelings towards poems in English
- promoting interaction
- working co-operatively
development of listening literacy
School Festivities
Flag Day
Da de la Bandera
16
20
Independence Day
th
JUNE
Write on the board: Our ag has got three

colours. The stripes are light b _ _ _ and
w _ _ _ _ and the sun is y _ _ _ _ _. Ask
students to complete the blanks. They can
also make a small ag and decorate the
classroom.
Da de la Independencia
th
JULY
Decorate an area in your school with patriotic

air. Ask students to draw a large star or
ower on a piece of paper. Then, they cut out
the image and decorate it using the colours
of our ag. Attach the gures to a string.
Leave some extra string at either end to tie to
surfaces.
CB (Course Book)
R&W (Reading and
3/8/07 4:21:11 PM
Wr
and
Class Organiser
Notes
Teaching Sequence
Date
Pre-task (group work)
Write the names of the animals
in the picture.
Now, put the names in alphabetical
order (from Z to A!)
Look at the Blue Planet Park, read
and underline the mistakes.
Listen and number.
Follow up (memory game)
................................................
................................................
................................................
................................................
................................................
Say right or wrong.

Now, make sentences with a partner.
Use near and between.
Read and write questions.
Write. Listen and check.
Follow up (writing)
................................................
Listen and complete the poem.

Answer the questions in the poem.
Game (Animal Hangman)
Crossword. Look and write.
Tell me about you.
Self-assessment
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
Second Trimester
Friends Day
20
th
Da del amigo
Writing Choice)
JULY
Ask students about the ways in which they

celebrate this day with their friends.
Invite your students to make a card or a gift for

their friends.
EP (Extra Practice)
Memorial Day for Gral

Don Jos de San Martn
Muerte del Gral Don Jos
de San Martn
17
th
AUGUST
Ask students to do some research about San

Martns life. Divide them into groups and
ask them to select something that they nd
interesting 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: you
can ask them to write as many words in English
as they can in the pictures.
17
3/8/07 4:21:12 PM
7 Night Lights
- 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: rst, then, after that, nally
- 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 big
house. 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
Lesson 1
CB pp.70-71
Lesson 2
CB p.72
Lesson 3
CB p.73

R&W pp.28-29
-
guessing meaning from context

completing sentences with specic 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 denitions
making a handicraft
writing and answering about the routines of others
practising pronunciation

Song: Night Lights
Readings: Famous Astronaut and The Solar system
Project: An Astronaut Passport
Games: Go into Space! and Scrabble
Lesson 4
CB p.74
R&W pp.30-31
Lesson 5
CB pp.75-76-77
Lesson 6
CB pp.78-79

R&W pp.32-33
-
interacting with pairs

promoting interaction
working co-operatively

reinforcement of oral and writing skills
association of actions, elements and places
development of uency in reading aloud
18
Lesson 7
CB p.80
Lesson 8
CB p.81
EP TH p.111
I can do it! TH
pp.112-113
CB (Course Book)
R&W (Reading and
3/8/07 4:21:12 PM
Wr
and
Class Organiser
Teaching Sequence
Notes
Date

Listen and read.
Listen and number.
Complete the sentences. Listen
and check.
Follow up (spelling)
Listen and match.
Sing!
Look for the words in the song
and write.
Follow up (group work)
Listen and read.
Say.
Write about your friend, Owen. Read
and circle the correct options.
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 afrmative
sentences.
Listen and check.
Look at 12 and answer.
Listen and check.
Game (Scrabble)
Use the words to write sentences
in your notebook.
Listen and read.
Read, listen and circle the correct
answers.
Answer the questions.
(vocabulary revision)
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
Pre-task (predicting)
Project (An Astronaut Passport)
Follow up (writing)
................................................
................................................
Pre-task (revision)
Game (Go into Space!)
Self-assessment
Assessment
................................................
................................................
................................................
Writing Choice)
EP (Extra Practice)
19
3/8/07 4:21:12 PM
8 Sports Day!
- 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 / No questions 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
Lesson 1
CB p.82
Lesson 2
CB p.83
Lesson 3
CB p.84
Lesson 4
CB p.85
Lesson 5
CB pp.86-87-88
Classroom Language
Miscellaneous: exciting, lming 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
completing and putting sentences in order
solving a puzzle
associating visual items with printed words
framing and answering questions

Song: Sports Day!
Readings: His Airness and Sports Day!
Project: Mime it!
Game: Secret Sports Star
Mini project: My Sports Collage

-
R&W pp.34-35
Lesson 6
CB pp.89-91
R&W pp.36-37-38
Lesson 7
CB p.92
Lesson 8
CB p.93
EP TH p.125
I can do it! TH
pp.126-127
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 places

improvement of reading literacy
application of visual / logical / linguistic skills
20
CB (Course Book)
R&W (Reading and
3/8/07 4:21:13 PM
Wr
and
Class Organiser
Teaching Sequence
Notes
Date

Listen and read.
Listen and repeat.
Number.
Pre-task (revision)
Listen and read.
Bring photos. Create a class notice
board.
Pre-task (oral description)
Sing and do.
Create your own version of the song.
Follow up (Mini-project: My Sports
Collage.)
Pre-task (karaoke)
Listen and read.
Ask two friends.
Write about your friends.
Listen and answer.
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
................................................
Look and compare.

Complete with can or 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 sports
person.
................................................
Game (Secret Sports Star)

Self-assessment
Assessment
................................................
................................................
................................................
Writing Choice)
................................................
................................................
................................................
................................................
................................................
................................................
EP (Extra Practice)
21
3/8/07 4:21:13 PM
9 The Hare and the Tortoise

- 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, nish line.
Lesson 1
CB pp.94-95
Lesson 2
CB pp.96-97
Lesson 3
CB p.98
Lesson 4
CB pp.99-100

-
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

Fable: The Hare and the Tortoise
Song: Welcome to the forest!
Play: The Hare and the Tortoise
Reading: A Day in the life of Aesop

- enjoying a popular fable
- generating positive feelings towards fables
- working co-operatively
application of deductive reasoning strategies
application of non-linguistic expressive strategies
development of critical thinking skills
improvement of reading literacy
development of uency in reading aloud
application of visual / logical / linguistic skills
School Festivities
Teachers Day
Da del Maestro
22
11
Ask students to prepare cards for the

other teachers in the school.
SEPTEMBER
21
Students Day and

Spring Day
th
st
Da del Estudiante y Da de la Primavera
SEPTEMBER
Make a paper plate ower craft. Trace a students hand

on colourful construction paper, at least 10 times. Cut
out the hand tracings. Glue handprint tracings (ngers
pointing outwards) around the outside of the plate - the
ngers are the owers petals. Glue a second circle of
handprint tracings, and continue doing this. Then, glue
a small paper circle in the center of the ower.
CB (Course Book)
R&W (Reading and
3/8/07 4:21:14 PM
Wr
and
Class Organiser
Teaching Sequence
Notes
Date
Listen and read.

................................................
................................................
Read The Hare and the Tortoise again.

Complete.
Which picture is it?
Circle the correct options
Complete this summary
Follow up (oral and written work)
................................................
................................................
................................................
................................................
................................................

What do you think? Read
and discuss.
Follow up (discussion)
................................................
................................................
Put the words in order.

Dramatise.
................................................
................................................
Third Trimester
Day of the Race

Da de la Raza
Writing Choice)
12
th
OCTOBER
Ask students to prepare short dialogues

between Christopher Columbus and the Native
American people using the vocabulary and
structures they have already learnt. Then, they
role play their dialogues.
EP (Extra Practice)
Music Day
Da de la Msica
22
nd
NOVEMBER
Ask students to prepare musical instruments.

They can use yoghurt containers, paper, rice,
peas, etc. You can choose one of Howdy! 1
songs to play.
23
3/8/07 4:21:14 PM
Planificacin en Espaol
Planteamiento
Programacin de la etapa
Principios Generales
El currculo de Lengua Extranjera para la EPB tiene las
siguientes nalidades especcas:
Reconocimiento de la funcin comunicativa de
un mensaje en un contexto familiar.
Reconocimiento de textos simples.
Inferencia de signicados mediante el uso de
ayudas visuales y conocimiento del tema.
Comprensin de puntos principales de textos
breves, con registro coloquial familiar, a partir del
reconocimiento de palabras o frases conocidas o
transparentes en un contexto familiar con apoyo
visual.
Identicacin de similitudes y diferencias entre
la lengua materna y la lengua extranjera.
Evaluacin del proceso de aprendizaje.
Caractersticas de la programacin de
Richmond Publishing
El proyecto elaborado por Richmond Publishing
distribuye los contenidos del rea en los cursos
que integran esta serie. En los primeros cursos se
desarrollan los aspectos bsicos e instrumentales del
rea y se introducen temas conceptuales, que tienen
un tratamiento ms especco en cursos superiores.
Los materiales que Richmond Publishing ofrece
para la EPB tienen como nalidad potenciar la
capacidad comunicativa de los alumnos y propiciar
la reexin permanente sobre el lenguaje como
medio de comunicacin. Metodolgicamente,
todos los materiales trabajan con manifestaciones
sencillas del lenguaje de la vida cotidiana (por
ejemplo: canciones, juegos, poesas rtmicas, cuentos
infantiles, historietas, etc.). Adems, presentan
una estructura en la que los contenidos estn
organizados alrededor de temas. Esta organizacin
da coherencia a todas las actividades permitiendo un
tratamiento natural de los contenidos desde diversas
perspectivas:
1. Uso comunicativo del ingls desde la
comprensin a la expresin oral y escrita.
2. Manifestaciones culturales: canciones y rimas
infantiles, valores, costumbres.
3. Destrezas bsicas para el aprendizaje de un idioma.

4. Tcnicas de autoevaluacin.
Esta estructura asegura un desarrollo equilibrado de las
destrezas y competencias lingsticas a lo largo de toda
la etapa.
Objetivos
Introduccin
El currculo ocial del rea de Lengua Extranjera para la
presente etapa de la EPB plantea un estudio del ingls
en sus diversas facetas:
La comunicacin oral y escrita. El objetivo es el
uso del ingls en su doble vertiente de expresin
y comprensin, de modo que se progrese en las
cuatro destrezas bsicas e instrumentales de la
lengua: comprensin auditiva, produccin oral,
lecto-comprensin y produccin escrita.
En Howdy! 1 se pone mayor nfasis en la ortografa
y escritura de palabras, frases y oraciones, es decir,
en la produccin escrita de los alumnos.
La lengua extranjera como sistema. El objetivo
es el descubrimiento de la estructura semntica,
sintctica y lxica de esta lengua con el n de
alcanzar la comunicacin. En Howdy! 1 se integran
funciones, estructuras y vocabulario presentados
en el nivel starter, esta vez en textos ms extensos.
Los aspectos sociales y de inters colectivo. El
estudio de la lengua extranjera plantea una manera
de superar el egocentrismo tan frecuente en los
nios, as como una fuente de enriquecimiento
personal. Se fomenta una actitud receptiva y crtica
hacia la cultura transmitida por la lengua inglesa
que permita una reexin sobre la cultura propia
y los valores intrnsecos a sta y otras lenguas,
como medios de representacin del mundo. En
Howdy! 1, estos aspectos se trabajan mediante un
tratamiento especial y pertinente a las actividades
propuestas en los distintos componentes. En
el Teachers Handbook, se incluyen comentarios
especiales (Interculturality y Social Values).
Los aspectos de nuevas tecnologas. El acceso
a elementos tcnicos y tecnolgicos a travs de
la lectura de materiales de referencia escritos en
ingls, partiendo del uso cotidiano que los alumnos
realizan de elementos como telfonos celulares,
24
3/8/07 4:21:14 PM
conducir a mejorar el contacto con dichos

objetos. En Howdy! 1, se trabaja la descripcin de
personas y objetos, as como tambin se habla de
actividades y habilidades o capacidades que estos
desarrollan.
Objetivos generales
La enseanza de la Lengua Extranjera tendr como
objetivo contribuir a desarrollar en los alumnos las
siguientes capacidades:
Comprender informacin global y especca en
mensajes orales y escritos.
Producir mensajes orales y escritos.
Leer textos en forma comprensiva y autnoma.
Utilizar la lectura de textos con nes diversos.
Comprender y usar el lenguaje y las convenciones
no lingsticas empleadas por los hablantes de
ingls para lograr una comunicacin ms uida y
natural.
Mantener una actitud receptiva y respetuosa
hacia la cultura de la lengua inglesa. Utilizar dicha
informacin para reexionar sobre la propia
cultura.
Utilizar estrategias de autoevaluacin y
autoaprendizaje de otras lenguas para desarrollar
estrategias de aprendizaje autnomo.
Relacionar el signicado, la pronunciacin y
la representacin grca del vocabulario y
estructuras bsicas, as como tambin reconocer
y reproducir los sonidos, ritmo y entonacin
caractersticos del ingls.
Valorar la importancia que supone el conocimiento
de las lenguas extranjeras para comunicarse y
reconocer la propia capacidad para aprender a
utilizarlas.
Objetivos del nivel
Expresar en forma breve y sencilla diversas
intenciones comunicativas, empleando las
estructuras y el vocabulario bsicos del nivel.
Comprender textos orales y escritos de distintas
caractersticas y fuentes.
Participar activamente en situaciones de
comunicacin colectivas.
Conocer la relacin entre el signicado del
vocabulario estudiado, su pronunciacin y

ortografa.
Reconocer y aplicar normas gramaticales y
ortogrcas bsicas en textos breves.
Reconocer y utilizar estrategias bsicas de
comunicacin lingstica y no lingstica.
Conocer y utilizar el vocabulario bsico del nivel.
Resolver problemas sencillos empleando
clasicaciones, asociaciones y deducciones.
Orientaciones Didcticas
Introduccin y motivacin
La enseanza del ingls est basada en la
adquisicin progresiva de las cuatro destrezas
bsicas e instrumentales de la lengua:
comprensin auditiva, produccin oral, lectocomprensin y produccin escrita.
La metodologa de la serie ofrece una slida
introduccin al estudio del ingls y ha sido
diseada cuidadosamente para la enseanza de
nios.
Los materiales seleccionados incluyen
actividades interdisciplinarias e incorporan
ilustraciones motivadoras, valores bsicos y
juegos interactivos que garantizan la integracin
sistemtica del vocabulario y estructuras
estudiadas.
Con el profesor como gua, los alumnos reciben
toda la ayuda necesaria para conectar las
nuevas experiencias de aprendizaje con las ya
conocidas.
Los materiales y recursos didcticos estn
integrados por Course Book, Reading and Writing
Choice, Students CD, Teachers Handbook, Annual
Planning y Class CDs.
Proceso de enseanza - aprendizaje
Presentacin de cada unidad y exploracin de
los conocimientos previos y de las expectativas y
motivaciones de los alumnos:
Realizacin secuenciada de las actividades en el
Course Book, teniendo en cuenta las sugerencias
propuestas en el Teachers Handbook.
Introduccin de algunas modicaciones en las
25
3/8/07 4:21:14 PM
actividades con el n de reforzar o ampliar el

alcance del material.
Desarrollo de la unidad para integrar el
conocimiento previo del alumno con el nuevo
y alternar diversas actividades (observacin,
comprensin, valoracin).
La enseanza-aprendizaje del ingls pone
nfasis en una atencin individualizada de los
alumnos, reejada en actividades de refuerzo
y ampliacin que satisfacen las necesidades
particulares o el nivel especco de cada alumno.
El sistema de trabajo se adecua a las actividades
y habilidades que se pretenden desarrollar,
debiendo ser individual, grupal o en parejas.
A lo largo del proceso educativo, se estimular
a los alumnos utilizando la tcnica del refuerzo
positivo, valorando el xito alcanzado.
Una atencin especial merecen los aspectos
sociales integrados a las actividades propuestas
y relacionados con multiculturalidad,
convivencia, salud, ciudadana y entorno.
Recursos y Materiales
Presentacin y prctica de contenidos
Course Book
Reading and Writing Choice
Students CD
Proceso de enseanza - aprendizaje
Teachers Handbook
Class CDs
Annual Planning (English-Spanish)
Richmond Handbooks for Teachers
An Introduction to Teaching English to Children
Developing Resources for Primary
Tiempos
Esta propuesta didctica puede asumirse con
total exibilidad, en funcin del ritmo o estilo
de aprendizaje de los alumnos y de los medios
disponibles.
Howdy! 1 ha sido diseado para cursos con carga
horaria curricular. El Course Book cuenta con una
unidad introductoria y 9 unidades (3 por trimestre).
Los contenidos han sido seleccionados para que el
docente pueda cumplir con todos los contenidos
anuales del currculum ocial.
Presentacin y prctica de contenidos

Para el desarrollo del Course Book se recomienda:
Seleccionar del Teachers Handbook los pasos de
explotacin ms apropiados de acuerdo con el
ritmo y las necesidades de los alumnos: actividades
en parejas, actividades de refuerzo, etc.
Dar prioridad a la comprensin y expresin gestual
en lo que respecta a canciones y rimas.
Seleccionar juegos que refuercen vocabulario
bsico.
Para clases con baja carga horaria (dos sesiones
semanales) y/o grupos con ritmo de aprendizaje ms
lento, se recomienda dar prioridad a la presentacin
y prctica del vocabulario bsico as como a la
comprensin global de canciones, rimas y textos breves
asignados a los personajes.
Para clases con ms horas lectivas (tres sesiones
semanales) y/o grupos con ritmo de aprendizaje ms
rpido, se recomienda:
Desarrollar la comprensin y produccin oral a
partir de la comprensin y expresin escrita.
Explotar en mayor grado el trabajo en parejas y el
trabajo individual.
Realizar todas las actividades de respuesta fsica y
repeticin oral.
Utilizar todos los juegos provistos en el Course
Book y animar a los alumnos a jugarlos en sus ratos
libres.
Estimular la repeticin de rimas y canciones.
Utilizarlas para facilitar su aprendizaje.
Realizar actividades comunicativas y fomentar la
correccin de a pares.
Realizar las actividades de consolidacin, de
refuerzo y de ampliacin.
Evaluacin
La evaluacin, entendida como parte integrante del
proceso de educacin de los alumnos, orienta de forma
permanente su aprendizaje, por lo que contribuye a
mejorar su rendimiento. Para ser efectiva, la evaluacin
debe ser continua y favorecer el desarrollo global del
alumno, es decir, no slo el desarrollo intelectual, sino
tambin el afectivo y el social.
Pautas de evaluacin global para un seguimiento de los
aspectos del lenguaje en Howdy! 1:
26
3/8/07 4:21:15 PM
Comunicacin oral
El alumno muestra comprensin a travs de
respuestas fsicas, manualidades, respuestas
sencillas, identica y nombra vocabulario bsico,
reproduce estructuras y frmulas bsicas e imita el
modelo de pronunciacin y entonacin.
Comunicacin escrita
El alumno asocia palabras con dibujos, relaciona
palabras con su grafa y completa palabras y
oraciones.
Aspectos de formacin social y de inters
El alumno muestra inters y curiosidad por el
idioma, valora el trabajo bien hecho e intenta
superarse y participa y disfruta de las actividades
de interaccin.
Actividades de Evaluacin
Estas son algunas de las diversas actividades de
evaluacin que se pueden encontrar en cada unidad
didctica de Howdy! 1:
Evaluacin global. Las actividades y juegos de cada
unidad del Course Book y las actividades de Extra
Practice en el Teachers Handbook.
Autoevaluacin por parte de los alumnos. La
opinin de los alumnos sobre el contenido de la
clase y grado de ejecucin oral y escrita logrado
permite hacer ajustes en actividades futuras con el
n de lograr mayor efectividad.
Las tareas y los proyectos propuestos para realizar
en casa.
I can do it! Una evaluacin detallada que
corresponde a cada unidad de presentacin y que
evala la comprensin escrita y la produccin de
algunos de los contenidos bsicos.
CONTENIDOS
Primer Trimestre:
Unidad 0 School is Starting!
Unidad 1 I Like Science!
Unidad 2 Bug Mania
Unidad 3 Who Are your Friends?
0 School is Starting!
Aspectos en relacin con la comprensin y
produccin oral: Saludos. Formulacin de
preguntas y respuestas sobre datos personales.
Descripcin de personas y de objetos. Deletreo

de palabras. Participacin en conversaciones
acerca de preferencias, posesin y acciones en
progreso.
produccin escrita: Comprensin y realizacin de
rdenes sencillas. Comprensin e interpretacin de
consignas. Comprensin del sentido global de los
textos.
Aspectos en relacin con la reexin sobre la
lengua (vocabulario y estructuras) y los
textos: 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. Identicarse. Preguntar y dar datos
personales. Dar y recibir rdenes sencillas.
Recitar un poema. Deletrear palabras. Escribir lo
que se dicta. Unir preguntas y respuestas. Leer y
extraer informacin especca.
Aspectos integradores de valores sociales
y aspectos sociales del aula: Inters por
el aprendizaje de una lengua extranjera.
Intercambio de informacin con pares. Respeto
por las reglas y los turnos. Reconocimiento de la
diversidad. Apreciacin de la importancia de la
cooperacin.
Aspectos multidisciplinarios: Tecnologa
(computadora, telfonos, reproductores de
mp3). 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 comprensin
y produccin oral: Reconocimiento y
produccin de materias y aulas. Participacin
en conversaciones sobre materias favoritas y
sobre los das en los que se dictan las materias.
Identicacin de frmulas coloquiales.
Produccin de preguntas y respuestas sobre
preferencias y habilidades.
27
3/8/07 4:21:15 PM

produccin escrita: Identicacin y escritura de
los salones en la escuela, las materias y los das en
los que las materias se dictan. Completamiento
de datos personales. Comprensin y realizacin
de rdenes sencillas. Comprensin del sentido
global de los textos. Clasicacin de las palabras
(adjetivos, sustantivos y verbos).
textos: Nombres de los personajes. Materias
y salones en la escuela (Science, PE, Science
lab, gym, etc.). Das de la semana. Frmulas
coloquiales (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 difcult
for me. Fast. Today. Winner. At the club.). Presente
Simple. Presente Continuo.
Completar oraciones. Escuchar y revisar
respuestas. Extraer informacin de un horario.
Jugar e incorporar el vocabulario. Entender
instrucciones simples. Ubicar informacin en
un diagrama de Venn. Realizar predicciones a
partir de imgenes. Asociacin de los nmeros
en guras y en letras. Actuar una entrevista.
Conrmar o corregir hiptesis.
Aspectos integradores de valores sociales y
aspectos sociales del aula: Respeto de turnos.
Participacin solidaria, cooperativa y autnoma
en tareas en pares o en grupos.
Aspectos multidisciplinarios: Lugares y
costumbres. Proyectos: You and Me (produccin
de un diagrama de Venn con gustos y
preferencias). Cancin: I Like Science! Lectura:
One World, Many Children. Juego: New Friends.
2 Bug Mania
produccin oral: Identicacin de insectos.
Identicacin de las partes del cuerpo de los
insectos. Participacin en conversaciones sobre
descripciones de insectos. Descripcin oral con
soporte grco. Recitacin de una rima. Nneros
del 1 al 100. utilizacin adecuada de verbos y
adjetivos para describir.

produccin escrita: Escritura de oraciones. Unin
de oraciones mediante el uso de conectores.
Completamiento del texto de una cancin.
Inferencias de signicados mediante el uso de
ayudas visuales. Completamiento de una tabla.
Interpretacin de imgenes. Produccin de textos
cortos.
Aspectos en relacin con la reexin sobre la lengua
(vocabulario y estructuras) y los textos: Insectos
(buttery, spider, bee, etc.). Partes del cuerpo del
insecto (legs, wings, shell, sting). Preposiciones
de lugar (in, on, under). Adjetivos para describir
insectos (horrible, lovely, dangerous, etc.). Verbos
para 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.
Participar de conversaciones utilizando la
experiencia previa. Utilizar frmulas lingsticas para
la interaccin social. Extraer informacin especca
de un texto. Realizar instrucciones simples. Realizar
una actividad manual siguiendo instrucciones
escritas. Aprender una rima y recitarla. Integrar
vocabulario y estructuras gramaticales en un juego.
Seguir la secuencia y hacer conexiones.
aspectos sociales del aula: Participacin activa
en conversaciones y trabajos grupales. Disposicin
para aceptar reglas. Disposicin para ayudar a
pares ante dicultades. Consideracin de los otros
en la comunicacin de emociones, costumbres y/o
preferencias. Reconocimiento y tolerancia a gustos
diferentes a los propios.
Aspectos multidisciplinarios: Ciencias Naturales.
Proyectos: My Ant Farm (construccin de un
formicario). Lecturas: Mad about Spiders y The
Monarch Buttery. Cancin: Bug Mania. Rima:
Creepy Bugs. Juego: Connections.
3 Who Are your Friends?

produccin oral: Interpretacin y produccin de
28
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frases simples. Escucha e interpretacin de textos

orales. Participacin en conversaciones sobre
amigos y amistad. Descripcin de imgenes a partir
de percepcin global y parcial de las mismas.
produccin escrita: Escritura del vocabulario
de las unidades anteriores. Completamiento de
oraciones. Produccin de textos cortos acerca de
amigos.
(vocabulario y estructuras) y los textos: Insectos.
Partes del cuerpo del insecto. Nmeros. Das de la
semana. Verbos.
Escuchar y repetir. Aprender y recitar un poema.
Resolver crucigramas. Completar oraciones. Intergrar
vocabulario y estructuras. Ordenar las partes de un
texto. Encontrar soluciones a problemas. Realizar y
seguir las instrucciones en un juego.
aspectos sociales del aula: Participacin activa
en situaciones colectivas de comunicacin.
Anticipacin, distincin y respeto de turnos de la
conversacin. Inters por las buenas relaciones con
los pares. Reconocimiento de la diversidad.
Aspectos multidisciplinarios: Maths. Insects. Poema:
What do Your Friends Like? Juego: Battlebugs!
Segundo Trimestre:
Unidad 4 Street Market
Unidad 5 Go on a Safari!
Unidad 6 Blue Planet Park
4 Street Market
produccin oral: Comprensin de preguntas
orales y escritas y respuestas a dichas preguntas.
Identicacin de negocios y lugares en una ciudad.
Descripcin oral de fotos. Escucha de un texto para
identicar informacin especca. Formulacin
individual de preguntas.
produccin escrita: Completamiento de bancos
en textos escritos. Asociacin de los items
lexicales con su representacin grca. Lectura e
interpretacin de textos cortos. Localizacin de
informacin bsica. Completamiento de textos

descriptivos. Produccin de textos cortos.
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. Pregunta
por el precio de las cosas (How much does it / do
they cost?).
Comprender preguntas orales y escritas
y responder a ellas. Expresar ideas de una
manera uida. Utilizar la experiencia previa
para comparar y contrastar. Asociar elementos
visuales a morfemas y fonemas. Realizar
instrucciones simples. Integrar vocabulario y
estructuras gramaticales en un juego. Escuchar
para asociar entre lo que se ve y lo que se
escucha.
aspectos sociales del aula: Reconocimiento
de algunas normas de conducta que facilitan
la convivencia y el buen funcionamiento de
la clase. Flexibilidad para aceptar las formas
de resolucin elaboradas con y por el grupo.
Actitud abierta a la correcin y mejora de los
aprendizajes.
Aspectos multidisciplinarios: Monedas de
diferentes pases. El valo alimentario. Una
dieta balanceada. Proyectos: Good healthy
(investigacin). Lectura: Money Goes Round.
Historieta: Harry goes shopping. Cancin: Street
Market.
5 Go on a Safari!
produccin oral: Exposicin de ideas y
formulacin de preguntas. Identicacin de
animales, insectos y hbitats. Descripcin
y comparacin de animales. Habilidades y
caractersticas de los animales. Participacin en
conversaciones sobre animales en peligro de
extincin.
29
3/8/07 4:21:16 PM

produccin escrita: Lectura e interpretacin
de textos cortos. Reconocimiento de soportes
textuales. Descripcin de animales a partir de
rasgos distintivos. Identicacin y correccin de
errores en un texto.
textos: Animales (rhinos, kangaroos, camels,
tigers, etc.). Insectos (bees, caterpillars, beetles,
etc.). Hbitats (jungle, mountains, desert, sea, river).
Verbos de movimiento (jump, run, y, etc.). Verbo
can. There is / There are.
Leer y comprender una descripcin simple.
Clasicar animales de acuerdo con diferencias
y similitudes. Realizar y comprender
instrucciones simples. Inferir a partir de
informacin especca. Relacionar elementos
visuales y orales. Completar un texto.
aspectos sociales del aula: Inters por la
proteccin de animales. Cooperacin en la
realizacin de las actividades propuestas en
el libro. Aceptacin de las normas de trabajo
grupal. Desarrollo de un comportamiento
sociolingstico favorable a la convivencia.
Sensibilidad ante las dicultades de aprendizaje
de los pares.
Aspectos multidisciplinarios: Animales y habitats
naturales. Parques nacionales. Proyectos: An
Animal Leaet (trabajo manual). Lecturas:
Jaguars y My Favourite Place. Cancin: Where do
Bears Live?
6 Blue Planet Park

y produccin oral: Participacin en
conversaciones espontneas. Descubrimiento,
adquisicin y expresin de regularidades,
peculiaridades y normatividad de la
lengua inglesa a partir del uso. Prctica de
pronunciacin, ritmo y entonacin. Participacin
en conversaciones integrando el vocabulario y
las estructuras aprendidas.
produccin escrita: Identicacin y correccin
de errores en un texto. Comprensin del texto en

su sentido global. Produccin de textos cortos.
Completamiento de oraciones. Interpretacin de la
informacin de una tabla.
(vocabulario y estructuras) y los textos: Animales
(cats, bears, eagles, etc.). La hora (Its 9:00 pm/am.) y
momentos del da (at night, in the morning, in the
afternoon, in the evening). Preposiciones de lugar
(between, next to, in, on, near). There is / there are.
Presente Simple y Continuo.
Identicar pistas que provean informacin primaria.
Conrmar o corregir informacin. Escuchar
y obtener informacin especca. Relacionar
elementos visuales y orales. Conrmar o corregir
anticipaciones. Inferir a partir del contexto. Leer y
asociar pronunciacin y ortografa. Completar tablas
con informacin especca.
aspectos sociales del aula: Autonoma en la
resolucin de tareas. Colaboracin en la bsqueda
de soluciones conjuntas. Participacin con inters
en role-plays y juegos. Inters y respeto por las
opiniones 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 Lights
Unidad 8 Sports Day!
Unidad 9 The Hare and the Tortoise
7 Night Lights
produccin oral: Exposicin de opiniones.
Descripcin oral de fotos. Formulacin de
preguntas cerradas y abiertas. Escucha de un
texto para identicar informacin especca.
Identicacin del foco del mensaje oral.
produccin escrita: Asociacin de items lexicales
con su representacin grca. Completamiento
de oraciones. Produccin de textos cortos sobre
30
3/8/07 4:21:16 PM
la rutina propia. Lectura e interpretacin de textos

cortos. Localizacin de informacin bsica.
(vocabulario y estructuras) y los textos: Planetas
(Mars, Earth, Venus, etc.). Espacio exterior (NASA,
astronaut, satellite, space station, etc.). Preposiciones
y frases preposicionales (on the left, on the right,
near, between, etc.). Marcadores discursivos (rst,
then, after that, nally). Presente Simple: tercera
persona.
Anticipar el contenido de un texto. Completar
oraciones con vocabulario especco. Asociar
elementos visuales y palabras. Observar y describir
fotos. Escuchar y poner elementos en orden. Unir
palabras y deniciones. Escribir sobre rutinas.
aspectos sociales del aula: Respeto de turnos
en un juego. Participacin solidaria, cooperativa
y autnoma en tareas en pares o en grupos.
Inters por las buenas relaciones con los pares.
Reconocimiento de la diversidad.
Aspectos multidisciplinarios: Sistema solar, espacio
exterior, 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: Identicacin de deportes.
Formulacin de preguntas abiertas y cerradas.
Participacin en conversaciones sobre acciones
en progreso. Utilizacin adecuada de las
preposiciones.
produccin escrita: Identicacin de conectores
en un texto escrito. Produccin de textos cortos.
Completamiento de tablas. Completamiento de
oraciones. Descripciones breves. Inferir a partir del
contexto.
(vocabulario y estructuras) y los textos: Deportes
y vocabulario asociado a deportes (volleyball,
basketball, etc.). Verbo can. There is/There are.
Presente Continuo.

Crear una nueva versin de una cancin. Hacer
un collage sobre deportes. Hacer una encuesta.
Preguntar y responder sobre habilidades. Extraer
informacin de una tabla. Resolver actividades.
Completar y poner oraciones en orden.
aspectos sociales del aula: Inters por los
deportes. Cooperacin en la realizacin de las
actividades propuestas en el libro. Flexibilidad
para aceptar las formas de resolucin elaboradas
con y por el grupo. Actitud abierta a la correcin
y mejora de los aprendizajes.
Aspectos multidisciplinarios: Deportes. Proyectos:
Mime it! (preparacin de elementos para un
juego). Lectura: His Airness. Historieta: Sports
Day! Cancin: Sports Day! Juego: Secret Sports
Star.
9 The Hare and the Tortoise

produccin oral: Anticipacin oral de una
historia. Inferencias en base a elementos
visuales. Utilizacin adecuada de vocabulario e
instrucciones asociadas a juegos.
y produccin escrita: Comprensin e
interpretacin de consignas. Escritura
espontnea de vocabulario de repaso.
Comprensin el sentido global del texto.
Extraccin de informacin especca.
textos: Vocabulario y estructuras del nivel.
Identicar los elementos de una fbula.
Dramatizar una fbula. Observar y hacer
predicciones. Inferir a partir de imgenes.
aspectos sociales del aula: Participacin
activa en conversaciones y trabajos grupales.
Disposicin para aceptar reglas. Disposicin para
ayudar a pares ante dicultades.
Aspectos multidisciplinarios: Fbulas. Fbula: The
Hare and the Tortoise. Play: The Hare and the
Tortoise. Cancin: Welcome to the forest.
31
3/8/07 4:21:17 PM
Richmond Publishing
First Floor
4 King Street Cloisters
Albion Place
London 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 Planning is a collective work designed and created in
Richmond Publishing, to accompany Howdy! 1 Teachers Handbook and it cant
be 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 retrieval
system or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior permission in writing of
the publishers.
Este libro se termin de imprimir en el mes de
, en
3/8/07 4:21:17 PM

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Class Organiser Unit 0

Class Organiser Unit 1

Class Organiser Unit 2

Class Organiser Unit 3

Class Organiser Unit 4

Class Organiser Unit 5

Class Organiser Unit 6

Class Organiser Unit 7

Class Organiser Unit 8

Class Organiser Unit 9

To use previous knowledge of other languages

Please note that this sequence will vary according to

to evaluate the learning process and its objectives.

Although the traditional way of evaluating has been

behaviours, consumer awareness as well as

Ability Development Tasks

listening to a song and revising specic vocabulary

Interactive Tasks and Projects

Cultural Dimension and Literacy Development

developing interest in the English language

integration of vocabulary and structures learnt in previous units

R&W (Reading and

Read and number. Sing.

Listen and say.

Pre-task (oral work)

Items to be taken into account throughout the year

Ability Development Tasks

reading for specic information

Interactive Tasks and Projects

Cultural Dimension and Literacy Development

R&W (Reading and

Pre-task (reading aloud)

Pre-task (oral revision)

Pre-task (image reading)

Game (New Friends)

Ability Development Tasks

following written instructions

Interactive Tasks and Projects

Cultural Dimension and Literacy Development

establishing social interaction

development of literacy skills in a foreign language

R&W (Reading and

Pre-task (reading aloud)

Read and guess. Then, listen and check.

Look at these crazy bugs. Answer.

Pre-task (oral work)

Project (My Ant Farm)

3 Who Are your Friends?

Ability Development Tasks

relating images and infering meaning

Interactive Tasks and Projects

Cultural Dimension and Literacy Development

Day of the Veteran

Da del Veterano y de los Cados

Guide students to identify where the Islas

Ask students to draw their favourite animals.

In pairs, students write a short dialogue

R&W (Reading and

Pre-task (My own dictionary!)

Read and put Sheilas agenda

Write the words.

Argentine Rosette Day