Wonder 2 TB libro profesor PDF

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Wonder 2...

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Richmond PRIMARY

Richmond ® 58 St Aldates Oxford OX1 1ST United Kingdom © Susan House, Katharine Scott This edition © Santillana Educación, S.L. 2016 Writers: Stephanie Curran, Brendan Dunne, Laura García Cavero, Robin Newton, Inmaculada Romero Fanego Recordings: EFS Television Production Ltd. Publishing Director: María Lera Managing Editor: Miranda Friel Editorial Team: Grace Lloyd, Elsa Rivera Albacete, Silvia Ruiz Calvo, Susana Sánchez González, Jason Small, Andrea Turner Digital Managing Editor: Virginia Santidrián Ruiz The editors would like to thank all those teachers and consultants who provided invaluable help and insight with their participation in this book. Art Director: José Crespo Cover Design: Manuel Estrada Design and layout: Colart Design S.C., Learn Hot English Publishing Art Coordination: Rosa Marín, Javier Tejeda Photo Researcher: Amparo Rodríguez Technical Director: Ángel García Encinar Technical Coordination: Rocío Lominchar Romero Printed in Spain ISBN: 978-84-668-2327-2 DL: M-13147-2016 CP: 715517 All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form, electronic, mechanical, photocopying or otherwise without the prior permission in writing of the copyright holders. Any infraction of the rights mentioned would be considered a violation of the intellectual property (Article 270 of the Penal Code). If you need to photocopy or scan any fragment of this work, contact CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org).

Every effort has been made to trace the holders of copyright, but if any omissions can be rectified, the publishers will be pleased to make the necessary arrangements.

Contents

Teaching and Learning materials Methodology and unit walk through CLIL

UNITS

Welcome!

1 2 3 4 5 6 7 8 2

At school Working at the hospital Wild things The circus Sports and races Tutti frutti Wheels

4 page 10

page

Y Knowledge Y Creativity Y Literacy

page page

page

page

page

page page

page

25 34 56 78 100 122 144 166

Summer holidays

page

188

Festivals

page

210

Y Sequencing letters Y Designing a timetable Y Inferring information Y The body and illnesses Y Making a class mural Y Matching characters with their roles

Y Animal characteristics Y Creating imaginary animals Y Noticing visual clues

Y Circus skills Y Movement and coordination Y Associating objects with characters Y Associating actions with sports Y Making sports medals Y Sequencing winners

Y Including fruit in your diet Y Making a still life Y Noticing visual clues Y Interpreting charts Y Drawing a fantasy car Y Sequencing emotions

Y Telling the time Y Making a birthday calendar Y Sequencing events

Key Competences Activity Bank

page page

14 15

Key structures

Key vocabulary

Phonics ˜ Where (is) my (rubber)?

˜ We/they do (Maths) on (Monday). ˜ We/they don't do (PE) on (Tuesday). ˜ Long and short vowels: bat, game ˜ I'm a (doctor). ˜ Has (he) got (a cold)? ˜ (She) hasn’t got (toothache).

Bank

˜ (Eagles) have got (sharp claws). ˜ (Snakes) haven't got (wings). ˜ It's got (brown) (spots). ˜ Long and short vowels: wing, white ˜ I can (hop), but I can't (juggle). ˜ Can you (catch the ball)? ˜ Long vowels: know, now ˜ Number (33) is winning the race. ˜ Are they (playing football)? ˜ Long vowels: ball, car ˜ I like (lemon cake) best. ˜ I don't like (cherries). ˜ Do you like (egg and chips)? ˜ Long and short vowels: glue, but ˜ Has it got (two wheels)? ˜ How do you go (home)? ˜ I go by (car). ˜ I don’t go (to school) (by bus). ˜ Long and short vowels: girl, look ˜ Do you like (swimming)? ˜ What time do you (get up)? ˜ I have (lunch) at (half past one).

˜ I’ve got a (ball). ˜ Jump to the (left). Jump to the (right). ˜ (The boys) (aren’t wearing) (flowers in their hair).

Functional language ˜ Greetings

˜ School subjects: Art, English, Maths, Music, PE, Science, Spanish ˜ Morning, afternoon

˜ Spelling Bee

˜ Jobs: cleaner, cook, dentist, doctor, driver, nurse ˜ Illnesses: chicken pox, cold, earache, sore throat, toothache, tummy ache

˜ The school nurse

˜ Animals: crocodile, eagle, giraffe, leopard, shark, snake, tiger, zebra ˜ Body parts: claw, fin, tail, tooth, wing ˜ Adjectives: big, long, scary

˜ Halloween

˜ Action verbs: hop, juggle, jump, ride, run, skip, walk ˜ Circus equipment: ball, rope, tightrope ˜ Body parts: arm, foot, hand, leg, nose, tummy

˜ The town fair

˜ Numbers 20-50 ˜ Sports: basketball, cycling, football, hockey, riding, running, swimming, tennis ˜ Verbs: catching, hitting, kicking, playing, throwing

˜ School sports day

˜ It’s nice to see you! ˜ See you later!

˜ How do you spell … ?

˜ Stand up straight! ˜ How tall am I?

˜ Trick or Treat! ˜ Here are some apples!

˜ I can catch with both hands!

˜ Good luck! Congratulations! ˜ (She’s) cheating! Don’t push!

˜ Fruit ˜ Food: cake, chips, egg, milk, orange juice, pasta, pizza, water ˜ Meals: breakfast, lunch, tea, dinner

˜ School lunches

˜ Transport: bike, bus, car, roller blades, scooter, train ˜ Vehicle features: bell, door, light, seat, wheel, wing

˜ Double decker buses

˜ The months of the year ˜ The time: o’clock and half past ˜ Activities: camping, cycling, riding, sailing, snorkelling, swimming

˜ Activity centres

˜ Christmas ˜ Carnival ˜ May Day

˜ Festivals around the world

˜ Long and short vowels: voice, not

21

Cultural focus

˜ Classroom objects: book, pencil case, pencils, rubber, ruler, sharpener ˜ Days of the week

˜ Long and short vowels: ten, green

page

˜ Can you pass the (water), please?

˜ Can I have a ticket please? ˜ That’s (3) pounds.

˜ Let’s meet at 11.00. ˜ I really love … . Me too!

3

t Student’s Book

Stickers

All the core work is divided into a Welcome unit and eight main teaching units. The units in turn are divided into eight lessons. Additionally, there is a section which covers festivals at the end of the book.

The stickers provided with the Student’s Book are used to review the main vocabulary in the picture dictionary of each unit and provide fun activities for the festivals section.

1

2

1.1 Listen and join in.

Say Hello

Hello

4

4

Pop-outs

Activity Book and Audio CD

The pop-outs provide a hands-on activity for lower levels and gap-fill activities for higher levels. They are designed as a vehicle for orally practising the structures taught in the lesson.

Reflecting the Student’s Book structure, the additional support is divided into a Welcome unit, eight main units and a festivals section. The work can be done in class or set as homework. The accompanying CD provides the audios for the listening activities in the Activity Book and the picture dictionary, as well as the songs and stories from the Student’s Book.

r Teacher’s Book The spiral bound guide contains step-by-step guidance to at your own pace, interleaved Student’s Book reproductions, unit overviews for quick lesson plans and complete teaching notes plus extra suggestions for exploiting the course. It also provides the transcripts and answer keys, assessment guidance, cross references to support material and information about the Key competences. A wonderful Activity Bank offers suggestions of how to make the most of all the course materials. The unit overview the teacher to see objectives at a g The full colour Student's Book pages have the answer key in place.

Extra suggestions to enhance the Student's Book activities are included.

LC

Clear concise lesson objectives make lesson planning easy.

CLIL Obje ctive

To make a simp

le surve y abou

Lang uag e Obje

ctive

The child ren liste n and drag the to the corre ct word s with the place . same soun d

– Poster for Unit 1 – Flashcards for Unit

School! School! We like school . School! School! We like school . Math s and Englis h. We like school Science and Spanis . h. We like school . PE, Art and Music . We like school .

t favou rite subje

cts .

s To intro duce the word s for the scho Art, Englis h, Math ol subje cts: s, Music, PE, Scienc e, Spanish To intro duce the word s: favourite, subjec To intro duce the structure: My favou t, vote To intro duce the rite subject is (Engli functiona l lang sh). uage : Hand s up! Materia ls – Teacher’s i-book – CD 1

1

1.3 Display the post er (or open the i-pos Teacher’s i-boo ter on the k). Say: Where (are) the pencil case(s )? on the table. Then They , focus on the differ ent areas of the classro are For example, point om. out the guitar and say: We play music in Music class . The al instruments children repeat the names of the subjec Play the audio and ts after you. the children join in with the chant areas on the poste . Point out the r as the subjects are ment ioned. i-bo o k Open the i-po ster to review the classro vocabulary and to om object s introduce the subjec The children join ts’ names. Play the in with the chant audio. as you point out the poster as the the areas on corresponding subjec ts are ment ioned drag the words to . Then, they the review more schoo correct place. Use the Rich mon d i-too ls to l vocabulary previo usly learned.

DC

ous assessment Key c ompetenc es c ontinu LC

MS T

1

1.4 Liste n and write the num ber of the idea of votin vote s. Introduce g and the expression Hand s up! by takin contrasting subjec g two ts such as Art and Math the children who like Maths and count s. Say: Hand s up all the hands. Listen characters vote and to the they write the numb er of votes in the box. i-bo o k

DC

to open the activi ty. The children drag names of the subjec the ts to the correct picture. 2 Do a class surve y. Put the word cards of the school subjec on the board and ts stick the flash cards interactive ). Say: on the pos ter (prin Hand s up for each t or subject and write of votes beside the the number word.

Fas t Finishers

The Key competences are marked for each activity and continuous assessment guidance is provided.

The children make word surrounded by releva cards for the different subjects with the nt object s. Encou rage them to be creati name exam ple, the word ve, for Art could be made out of paint brush es.

Complete digital teaching notes for the additional IWB material provided on the Teacher's i-book.

1.3 Poste r, Unit 1.

1.4

Lea d-in

MST

Tra nsc ripts Liste n and join

Liste n and write

in: The school chan t.

the

num ber of vote Holly: Math s! Math s. s! Hands up if you like Math s. Hand Sparkle , Grum s up! Hands up! Holly: One, two, ps and Puff: Me! Me! I like Math three. Three votes s! for Math s. PE! PE! like PE. Hands up! Hands up if you Hands up! Sparkle , Grum Holly: One, t wo, ps, Puff and a little flowe r: Me! three, four. Four votes for PE. Englis Me! I like PE! if you like English. h! English! Hands Hands up! Hands up up! Sparkle , Grum Holly: One, two, ps, Puff and two little flowe three, four, five. Five rs : Me! Me! I like English! votes Hands up if you for English. Scienc like Science. Hands e! Science! up! Hands up! Sparkle and Grum ps: Me! Me! I like Holly: One , two. Scienc e! Two vote s for Sci ence. Spanish! Spanis like Spanish. Hands h! Hands up if you up! Hands up! Sparkle , Grum Holly: One, two, ps and Puff: Me! Me! I like Spanis three. Three votes for Spanish. Art! h! you like Art. Hand Art! Hands up if s up! Hands up! Sparkle , Grum Holly: One, two, ps, Puff and a little flowe r: Me! three, four. Four votes for Art. Music Me! I like Art! if you like Music ! Music! Hands up . Hands up! Hand s up! Sparkle , Grum Holly: One, two, ps, Puff and a little flowe r: three, four. Four Me! Me! I like Music votes for Music. ! Sparkle : My favour ite subject is Music !

Optiona l Res our ces Teacher’s Resource

Book page 27, Readi

Assessment guidance is available in every lesson.

ng.

Initial Eva luation

Use the flash card s to different school subjec make sure the children can name the ts and say which is their favourite subject.

Activity Book Unit 1, page 5,

Lesso n 1. See page

The support material for each lesson is referenced.

52 for answer key.

37

The Activity Book answers are available at the end of each unit.

5

r Teacher’s Resource Book

Teacher’s Audio Material

Packed with a wealth of optional photocopiable material, it is an ideal resource for providing extra practice for the Student’s Book lessons. It includes: Language worksheets, Skills worksheets and Phonics worksheets for every unit, a Drama section and Tests. Both the Tests and the Language worksheets are presented at two levels to suit different abilities within the class. The Teacher’s Book suggests when each worksheet could ideally be used.

All the recordings used in the Student’s Book, Activity Book and Teacher’s Resource Book are presented in one handy pack.

Grandad and the Three Wolves

Props sug g estions: Scene 1: Let’s visit Grandad! John: Hello, I’m John. Doctor: Hello, I’m the doctor. Nurse: Hello, I’m the nurse. Dentist: Hello, I’m the dentist. John (showing a photo): John and friends: Let’s visit Grandad’s house! John: Let's take food. Dentist: We’ve g ot p izza, sp ag hetti, bananas, cake... Scene 2: Let’s g o! Doctor: Where is Grandad’s house? John: In the forest. Nurse: How do you g o to Grandad’s house? John: First, by bus. Then, walking . (All hold up hands to stop the bus.) Bus driver: Hello! John and friends (All get on the bus, one by one.): John and friends: Let’s g o! (They sit on bus.) Scene 3: The forest John: Stop the bus! This is the forest. (All get off the bus.) Dentist: Where is Grandad’s house? Nurse: Let’s ask the trees! All: Ask the trees? Ha, ha, ha! (Enter three trees. Three wolves hide behind them.) Wolves: Sniff, sniff! Yum, yum! Tee, hee! Tree 1: Can I help you? (All are shocked – the trees can talk!) John (to tree 1): Excuse me. Where is Grandad’s house? Tree 1 (pointing): Walk… rig ht. Doctor (to tree 2): Excuse me. Where is Grandad’s house? Tree 2 (pointing): Walk… left. Dentist (to tree 3): Excuse me. Where is Grandad’s house? Tree 3 (pointing): Walk… rig ht. John and friends: Thanks. Bye! Let’s g o! Wolves: Thanks! Bye! Tee, hee!

Content s Intro ductio n..................... 2 Language wo rk sheets ...... 3 Skills wo rk sheets.............25

Pho nics wo rksheets .........67 Drama ............................79 Test s.................................... 89

Posters

Flashcards and Word cards

The posters are an ideal tool to present the unit language and setting. There is always an accompanying recording to work with each poster. They can also be used in any lesson to practise the key language. There are further ideas for working with the poster in the Activity Bank on page 15 of the Teacher’s Book.

57 beautiful photo flashcards each with an accompanying word card. They are ideal for presenting, reinforcing and reviewing vocabulary. There are also many games suggestions in the fabulous Activity Bank on page 15 of the Teacher’s Book.

ling norkel

Story cards The story cards allow for whole class work and for physical interaction. There are suggested questions on the back.

Narrator: The tree has got special fruit for Sparkle. Tree: There you are! Sparkle: Wow! Thank you, Fruit Salad Tree! Narrator: Sparkle is very happy with her fruit salad.

6

Wonde r 2

© S a ntilla na Educa ción, S .L.

Unit 6

How digital are you?

Tailor your digital teaching! Richmond teachers decide what digital materials they or the children will use in the classroom or at home. Digital resources are the perfect aid to enhance your teaching, motivate the children and make the most of all the course materials.

Teacher’s Digital Solutions

C P: 593507

A G

Includes Audiovis ual material!

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The Wonder Teacher’s i-solutions pack includes:

¥ Teacher’s i-book for Herein a solution for bringing your teaching to life in the classroom. The Teacher’s i-book is a fully interactive version of the Wonder course, which integrates all the teaching and learning materials cross-referenced into one single format for use with the IWB or projector.

Teacher’s i-book key features: ❯ The one-touch zoom-in feature guarantees the easiest and quickest access to all the activities, answers, audio material, transcripts and teaching notes.

4

3

1 Interlinked components at page level. 2 Additional IWB activities which provide digital

alternatives to the lessons. 3 Extra interactive practice to reinforce

the lesson content. 4 All course materials included.

7

❯ i-story cards

❯ i-posters Touch

to access.

Touch the first picture on the Student’s Book pages to access.

3

❯ i-flashcards Touch

1 Suggested questions to make the most

to access.

of the Story cards. 2 Listen to the story. 3 Show and hide text. 4 Change vignette.

❯ Interactive Routines Poster Accessible from main books’ onscreen menus. Touch the words and listen.

1 Listen to the word. 2 Show and hide the written word.

❯ Vocabulary Game Generator Accessible from main books’ bottom menu. Use it to create your own IWB games at any time. See the Go Digital! Bank on pages 21-23 to learn more about this tool.

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❯ Audiovisual material Touch

on the Student’s Book pages to access.

¥ Activity Generator This is the solution for editing or creating your own personalised worksheets from the Teacher’s Resource Book. Use an existing worksheet and edit it or create a worksheet from scratch using the images, texts and design elements from the Teacher’s Resource Book.

1 1 Show and hide subtitles.

❯ The Richmond i-tools Take the book and make it yours by inserting notes, links and external files. It is also possible to write or paint on the i-book and in the zoom windows. Save all your teaching sessions to meet the needs of each individual class.

9

y

What it’s all about… Wonder 2 is set in an imaginary world, Wonderworld, full of colour and engaging characters. Children come to know Claude and Holly and their good friends, Beauty the vain unicorn, Puff the cowardly dragoness, Grumps the grumpy dwarf and Sparkle the unruly fairy. The characters are present throughout the book and feature in the stories. Story-based learning is essential fo...