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Turn To a new page in SpaniSh
language TexTbookS for k–5!
Developed by Edinumen USA, and
approved by the Instituto Cervantes
Spanish and all its cultural diversityThe most engaging way to learn
Each Student Edition comes with a license for the fascinating digital
course ¡Hola, amigos! Find out more on page 6.
For more than 30 years Edinumen has been an international leader in Spanish as a foreign language, and now we’re in the USA!
There’s a new voice in Spanish language textbook publishing!
Edinumen is an exciting new alternative for Spanish language learning materials for grades K–5!
The new six-level Spanish course specifically designed for K–5 schools in the United States by Editorial Edinumen USA in collaboration with the Instituto Cervantes.
The ¡Hola, mundo!, ¡Hola, amigos! collection presents a new pedagogical approach that gives students the opportunity to learn Spanish in a dynamic, fun, motivating and effective way, focusing on communication and interaction at the heart of the learning process.
Activity Booklet
Teacher’s Edition
Student Edition
2
¡Hola, mundo!, ¡Hola, amigos!The course can be supplemented with the engaging digital material,
¡Hola, amigos!
The approach combines classroom-based learning using the textbook, ¡Hola, mundo!, with access to the enriching digital material, ¡Hola, amigos!, that complements and expands the knowledge and skills acquired in the classroom.
In addition
Successfully tested
in prestigious
schools and
institutions around
the world.
Students become the leaders
Student eBook
Teacher eBook
Online Resources
Supplemental digital materials for levels 2, 3, 4, 5 and 6.
BIENVENIDOS
Classroom Resource Materials Value Pack
3
A comprehensive Spanish course that motivates students and keeps classes dynamicBecause, after more than 30 years exclusively specializing in teaching Spanish, we know that the best way for children to learn a language is through play and interaction. With this in mind, we have developed a program based on the motivation that connects children, facilitates their learning and socialization, and gives them the opportunity to put the language into practice right from the start.
HAVE FUN WHILE LEARNING with
¡Hola, mundo!, ¡Hola, amigos!
Features of ¡Hola, mundo!, ¡Hola, amigos!
It applies active learning methodologies with varied activities that stimulate the children’s interest and develop all their skills.
It promotes education in values, embracing the richness of the cultural diversity of the Spanish-speaking world and enhancing intercultural awareness.
It presents grammar and vocabulary in context using communicative activities.
The contents are aligned with the children’s age and cognitive, social, and emotional development.
With the supplementary materials in ¡Hola, amigos!, children develop their linguistic and digital competence as well as ability to work independently.
Students become the leaders
Flash Cards
students with everything they need to communicate
fluently in different Spanish-speaking contexts.
An extensive selection of materials that equip
teachers with everything they need to teach and
Reading Kit
Numbers Booklet
Ven connosotros
Mira la foto, ¿por qué se llama la Casa Azul?Vamos a conocer la casa de la pintora Frida Kahlo,
Culture Section
in their own learning process
12 ¡Crea tu póster!
Necesitas:
fotos
Mi mamá se llama Marcela. Ella es abogada. Ella tiene una hermana en Brasil.
Mi papá...
Mi hermana...
MI FAMILIA
tijerascartulinas
lápices de colores
25
Unidad 2 Sesión 3
veinticinco Perdone, señor,¿está bien?
Grrr...No me gusta
la lluvia.
Lío, ¡tú nopuedes! Sííí...
montar en bici.
Sííí... ¡EsRafa Nadal!
Soydeportista.
¿Cuál es tuprofesión?
Ahora metoca a mí.
¿De dóndeeres?
Soy español,de Mallorca,
y tengo33 años.
¡DING
DONG!
¡DING
DONG!
¡DING
DONG!
¡DING DONG!
JA
JA
¡GUAU!
¡GUAU!
¡GUAU!
¡GUAU!
? ?
?
JA
51cincuenta y uno
4
Components for students
Student EditionThe units of the Student Edition are divided into two-page working sessions that finish with a comic that reviews the contents covered in the form of an entertaining story.
4 4 ¡Así suena! Escucha, repite y compara.
¡Hola! Soy Mario, te traigo el abecedario.
Yo me llamo Mario. M-A-R-I-O.
Ahora, deletrea tu nombre…
6
Sesión 1
seis
¡Hola!, buenas tardes.
¡Hola!, ¿cómo te llamas?
Yo soy Carlos, ¿cómo estás?
¡Hasta mañana!
Yo me llamo Santi, ¿y tú?
Yo estoy muy bien, gracias.
¡Adiós!
¿Cómo estás?Estoy (muy) bien.Estoy (muy) mal.
Aprende
8
Sesión 2
ocho
6 Lee y practica con tu compañero/a.
Lively presentation of content through song. Vocabulary always linked to a visual stimulus to encourage meaningful learning.
The game element is a constant feature. Learning is achieved through fun activities and games that motivate the students.
In this final activity all the content learned so far is revised through different tasks and projects.
Presentation of the most common phonetic elements of Spanish with corresponding written forms, always in an enjoyable context.
The grammar is presented simply and always in context.
A cartoon story (comic) consolidates all the lexical and grammatical content learned so far, through reading and listening. The language reflects basic communicative functions, includes intercultural content, and promotes values.
Unidad 6Sesión 1
1 41 Escucha y canta.
¿Dónde está el caballo?
sesenta y cuatro64
perro
caballoburro
vacacerdo
establo
oveja
gallina
pato
árbol
estanque
granero
¿Qué le pasa?
¿Quéson?
La señorase siente...,
está...
¿Quénúmeros
son?
¿Qué responde?
¿Qué dice?
¿Quépregunta?
ALLÁ
ALLÁ
ACÁ
ACÁ
AHÍ
AHÍ
Esto es un...
¿Qué dice?¿Qué edificios
son? ¿Qué está haciendo?
Esto es una...
...
...
El polideportivo está...
Sí, elhospitalestá...
¿...? Estoymal.
...dormir.
¿Dónde te duele?
1 2
4
3
5
678
9
1413
12
11
10
25
Unidad 2 Sesión 3
veinticinco
Ayuda a Lío a llegar al hospital.¡Buenas tardes,
señora Ana!¡Buenas tardes,
muchachos! Bienvenidos.
¿Está Julia?
Muchas gracias, papá.Besos a los abuelos.
¿Escuchamos a David Bisbal?¡Es mi cantante favorito!
Llueve mucho.No podemos jugar
al fútbol en el jardín.
¡Genial!Y tambiénescucharmúsica.
¡Podemos jugara los personajes!
¡Es muydivertido!
Sí, a mi mamále encanta la
música clásica.
¿Mozart? ¡A mí,también!
¿Vivaldi?
Tampoco patinaren el parque.
Sí, ¡pasen!
Julia, nos vamos ya. Tienenbocadillos y jugos en la cocina.
¡DING
DONG!
cincuenta50
Adivina
quién soy30
Songs and vocabulary
Games and fun activities
Projects
Phonetics
Grammar
Comics
Everything required for effective learning
5
Online Resources in ELEtecaAccess to the ELEteca online platform with extra resources for students: audio files and songs, a self-assessment test for each unit, and the interactive course, ¡Hola, amigos!
Student eBookThe Student Edition is available in digital eBook format, including the audio files and songs from the printed version.
Culture Each unit includes a cultural section that raises students’ intercultural awareness, focusing on the cultural richness and diversity of the Spanish-speaking world, all through varied and stimulating activities.
Reading KitShort, motivating stories developed in conjunction with the contents of the units of the Student Edition, with suggestions for incorporating them into the lesson.
1rojo
2azul
3amarillo
4verde
5blanco
6negro
7siete
Unidad 2 Te presento a mi familia
MI PROGRESO
RSABUELOMTUMAMÁVISTÍ
ALÑ
SHER
MANAQYXPAPÁCWYABUELAJSOTÍO
PFIH
ERM
ANO
LE
Sesión 1
1 Busca las palabras.
2 Completa.
4 _______________
5 _______________ 6 _______________ 7 _______________ 8 _______________
2 _______________ 3 _______________
1 _______________abuelo
The activities are fun and include dynamic activities such as coloring, cutting out, applying stickers, matching, etc.
The last activity in each session is a task in which the students have to express personal and/or cultural aspects in Spanish related to the topic of the unit.
The Activity Booklet includes a full-color double-page spread of stickers for the first levels, and a game of dominoes to practice vocabulary for the higher levels.
Activity BookletThe Activity Booklet covers all the sessions of each unit of the Student Edition.
6 seis
5 Ordena las letras y colorea.
6 Completa y colorea.
1rojo
4verde
2azul
5blanco
3amarillo
6negro
54 1
¡Hola! Me llamo
Carlos. Soy de México.
_________ _________
__________________
_________
_________
_________
_________
_________
_________
uno
u
n
o
s
o
d
ei
ss
i te
s
o
oc
h
e
u
n
zi
ed
v
ee
e
s
t
r
r
a
uc
o
t
cc
on
i
¡ahora tú!
4
2
6
5
6
Sesión 3
latavidrio
contenedor
reciclar
bosque
montañaplaya
cocodrilo
desiertodelfín
joroba
ir alteatroir al cine
leónelefante
grisnadar
correrescuchar
música
morado
doscientos
quinientosmil
And now…
Ven connosotros
Mira la foto, ¿por qué se llama la Casa Azul?Vamos a conocer la casa de la pintora Frida Kahlo,
con mis amigosJugando en el Zócalo
es impresionante!¡Chichén Itzá
Newsection
6
Interactive Online Course ¡Hola, amigos!A rewarding digital resource that complements ¡Hola, mundo! …to complement classes using a digital whiteboard;
…with fun material for self-guided study outside the classroom
A fantastic interactive resource
¡Hola, amigos! is organized into teaching units structured into different sessions focusing on all skills, including pronunciation.
A motivating and varied multimedia resource with a wide variety of interactive activities: songs, matching, comics, etc.
Motivating activities
Presentation and practice of the vocabulary and content covered in each unit.
Vocabulary and grammar
in Canada and Australia
Sucessfully tested in public schools
Levels 2, 3, 4, 5
and 6.
More than 500 interactive activities.
26 different engaging types of interactivity.
More than 1 hour of video-blog content
with “El español es súper”.
More than 2 hours of animated and
subtitled videos.
7
Features An extensive collection of multimedia material that enables children to learn in class in a fun and motivating way, and continue learning at home.
Online practice promotes digital competence and autonomy, with learning that more closely reflects students’ reality.
Activities cater to different learning styles and paces, with activities with graded levels of difficulty and feedback designed for students and their learning.
Parents are able to get involved in their children’s learning.
Extend the classroom with ¡Hola, amigos! Students will develop the capacity to use digital tools and enjoy the benefits of this fabulous digitized material, as well as all the other course resources.
…to complement classes using a digital whiteboard;
…with fun material for self-guided study outside the classroom
A fantastic interactive resource
Material developed by the Instituto Cervantes
in collaboration with the Alberta Ministry of Education
(Canada), internationally acclaimed institutions in the field of Spanish teaching and
digital learning.
Short videos in which a blogger reviews the content covered in each unit.
El español es súper
The units are based around animated movies with storylines and characters that really appeal to the students.
Videos
Section focusing on different cultural topics and raising intercultural awareness.
Culture
Teacher’s EditionThe Teacher’s Edition provides guidelines for using the instructional materials, which go hand in hand with the sequence of lessons and activities in the Student Edition.
The Teacher’s Edition includes a reduced version of the double-page spreads of the Student Book as a guide, making it easy to consult.
8
Components for teachers
Methodological introduction and listing of content covered in each unit.
Suggestions for implementing and adapting the activities.
Consolidation and expansion activities for each session of each unit.
Cross-references to the projectable and/or printable material in ELEteca.
Cross-references to the supplementary material in the Teacher’s Classroom Resource Materials Value Pack.
Suggestions for presenting the comic in each unit.
Answer key for the Activity Booklet.
Transcriptions of the audio files and answers for the activities.
Assessment Test for each unit.
Bank of Games.
Each unit contains: Program GoalsThe teaching material presented in the ¡Hola, mundo!, ¡Hola, amigos! program is based on our beliefs about how teaching should be oriented in elementary education for children to achieve their potential and reach the highest level of success.
Firstly, we believe children should take an active role in their own learning and development. Children are unique individuals, each with his or her own personal characteristics, interests, talents, limitations and learning styles, and are all influenced by their geographic and sociocultural context.
Taking this into consideration, our program is set up so that these unique learners become part of a group which develops its own characteristics, regardless of the differences of its members. This process of forming a group will occur naturally as the program guides children in working together and communicating with one another. Within the organizational framework provided by the school, our goal is for the classroom to become a vehicle for the transmission of culture and language.
Of course, any instructional course must be set in a curriculum, which we view as a collection of content objectives, methodological orientation, and assessment criteria which inform the practice of teaching at a particular level. We believe you will find the ¡Hola, mundo!, ¡Hola, amigos! curriculum to be dynamic, open and flexible, scientifically based, coherent and realistic, contextualized, comprehensive and in harmony with the diversity of learners.
to get the very most out of the courseTeachers have access to all the material required
An excellent guide for the teacher
40 ¡Hola, mundo!, ¡Hola, amigos! • Teacher’s Manual • Level 2
Lesson 1
PRESENTATION
» Greet the class: ¡Hola, buenos días! Elicit response:
¡Hola, buenos días!
» Display the flashcards so all the children can see them.
» Explain that this is a new unit using L1. Show a flashcard
e.g. helado. Ask the children to guess the topic of the
unit. Elicit the correct answer (food) and ask them
which words they think they will learn. Write the word
on the board. Ask if they know any food words in
Spanish.
» Tell the children they are going to listen to a song and
ask them to identify any food words.
25 1. LISTEN AND SING.
» Use frame 10 and play the recording. The children have their books closed. The aim is for them to become familiar with the rhythm of the song.
» Encourage the children to hold out their hands to their
friends while they sing to promote harmony in the class.
Point to the different food items as they sing.
» Play the recording again. This time the children read
and sing simultaneously. Sing aloud with the children in
order to give them confidence.
» Sing the song, two lines at a time pointing to the
different food items and ask the children to repeat the
words after you, while you point.
» Finally, play the song again and encourage the children
to sing the entire song.
Unidad 4Sesión 1
cuarenta40
1 25 Escucha y canta.
¿Dónde están?
Estamos en el supermercado.
¡Mmm… Me gusta el helado!
OBJECTIVES » To present and practice
vocabulary relating to food. » To express likes and dislikes. » To learn and practice the
letters r/rr and learn words which contain them.
LANGUAGEVocabulary: pollo, queso, pescado, papas, huevos, arroz, manzanas, jugo, naranjas, jitomates, helado, pan.Grammar: Me gusta/me gustan; No me gusta/no me gustan.
COMPETENCES » Autonomy and personal
initiative, social and civic competence, learning to learn, competence in linguistic communication, mathematical competence.
Unit 4
Frame 10 • Unit 4 ¡Hola, mundo!, ¡Hola, amigos! © Editorial Edinumen
¿Dón
de e
stái
s?
Esta
mos
en
el
supe
rmer
cado
.
¡Hola, mundo!, ¡Hola, amigos! • Teacher’s Manual • Unit 4 41
NOTES
Lesson 1
26 2. LISTEN AND POINT.
» Use frame 10 again.
» Play the recording and ask the children to look at the illustration and point to the different food in the supermarket as
they listen.
» Play the recording again and show the children the flas-
hcards of the food items.
» Choose a group of children to say the words while you
show the pictures of the food. Allow those that get stuck
to read the word on the corresponding word card.
» Distribute the flashcards around the room. Ask the
children to point to the picture of the food item as they
hear the word. Say the food words aloud, as the children
point and repeat.
» Finally, invite a group of children to come out to the
board and say some food words aloud for them to draw.
® ¿Hola, mamá? s ¿Dónde están? ® Estamos en el supermercado.
s Oda, por favor, compra pollo, queso, pescado, papas,
huevos, arroz, manzanas, jugo, naranjas, jitomates, helado
y pan.
Ahora, repite tú: pollo, queso, pescado, papas, huevos, arroz,
manzanas, jugo, naranjas, jitomates, helado y pan.
27 3. LISTEN AND PRACTICE.
» Tell the children (using L1) that they are going to learn
how to express their likes and dislikes relating to food.
Choose some children at random and ask which food
they like, and which food they dislike.
» Play the recording. The children practice the structure in
pairs using the food items that appear in the activity.
» Take a flashcard and ask for volunteers to say the senten-
ce: Me gusta/No me gusta - Me gustan/No me gustan.
KEY: Me gusta el helado. Me gustan las naranjas. No me
gusta el jugo. No me gustan los jitomates.
2 26 Escucha y señala. Luego, repite.
Sesión 1
41cuarenta y uno
3 27 Escucha y practica.
Me gusta…
Me gustan…
No me gusta…No me gustan…
Me gusta/gustan…
No me gusta/gustan…
Aprende
No me gusta…
No me gustan…
Me gusta…
Me gustan…
Frame 10 • Unit 4 ¡Hola, mundo!, ¡Hola, amigos! © Editorial Edinumen
¿Dón
de e
stái
s?
Esta
mos
en
el
supe
rmer
cado
.
9
to get the very most out of the courseTeachers have access to all the material required
42 ¡Hola, mundo!, ¡Hola, amigos! • Teacher’s Manual • Level 2
Lesson 1
gusta. Have them cut out the pictures and display them in the corresponding place, according to their likes and dislikes. Encourage the children to ask the names of new food items.
COMPETENCES
Social and civic competence. Use the fruit illustration as a springboard for a discussion about healthy eating. Encourage a positive approach to food. Explain that bringing in fruit as a snack is an excellent option.Autonomy and personal initiative. As the children transfer knowledge from one language to another and make deductions, they enhance their intrapersonal skill and their self esteem.Learning to learn. Through more open activities, the children become aware of what they know and what they don’t know. The acquisition of awareness of their own capabilities will gradually increase their confidence when facing new learning goals.Competence in linguistic communication. The use of the target language (both in oral and written skills) encourages the development of the competence of linguistic communication right from the beginning of learning.Mathematical competence. Use the picture of the supermarket to explain the importance of math. We need math skills to interpret the information that surrounds us (prices, quantities...) and solving day to day problems.
28 4. LISTEN AND REPEAT.
» Ask the children to look at the picture and say what they think is happening, using L1. Invite them to look at the letters in bold and to say the words with the r/rr aloud, for example: burro, barro, risa, riñó, Rebeca, Ramón...
» Play the recording and ask the children to read and listen attentively, and then point to the r/rr in the words in the text.
» Play the recording again, pausing at the end of each line for the children to repeat.
» Ask the children to work in pairs saying the words containing the r/rr aloud.
Un burro al barro cayó. / A Ruth y a Rebeca la risa les dio. / Ramón Rodríguez a las niñas riñó.
REINFORCEMENT
» Write Me gusta/No me gusta on the board. Ask the children to copy the expressions. Show them one of the food flashcards and have them write the sentence: Me gusta/No me gusta… Repeat with the rest of the flashcards.
» Say a food word e.g. manzana. The children mime eating an apple. Repeat the activity with other food items.
» Encourage the children to draw different food items in their notebooks and write the words underneath. Have them write the r/rr in the words in different colors, where applicable.
EXTENSION
» Write food words with the letters in the wrong order on the board. Ask the children to order the letters and make the word, then write it in their notebooks.
» Divide the class into groups. Give each group card, scissors, glue, markers and some magazines or brochures containing food pictures. Explain that they are going to make a poster entitled Me gusta/No me
42
Sesión 1
cuarenta y dos
4 28 ¡Así suena! Escucha y repite.
Un burro al barro cayó.
A Ruth y a Rebeca la risa les dio.
Ramón Rodríguez a las niñas riñó.
¡Hola, mundo!, ¡Hola, amigos! • Teacher’s Manual • Unit 4 43
Lesson 2
43
Unidad 4 Sesión 2
cuarenta y tres
queso
pollo
huevos
pan
jitomates
naranjaspescado
jugopapas
manzanas
Hay naranjas. ¡Mmm...! ¿Puedo comer una naranja?
Vale. Gracias, mamá.¿Podemos tomar una manzana?
Sí, claro. Hay manzanas en el frigorífico.
¡Gracias!
5 29 Escucha y aprende.
SINGULARpapa
jitomate
PLURALpapas
jitomates
Aprende
6 30 Escucha y señala.
29 5. LISTEN AND LEARN.
» Use frame 11.
» With books closed, ask the children to remember the names of different food items that are found in a fridge. Ask the children what they think is happening in the picture and what they think the conversation between Julia and her mother is about.
» Play the recording and invite the children to listen carefully to the dialog. Divide the class into groups of three and tell them to read the dialog with each member of the group taking a different part.
» Play the recording again and read as a class. » During the activity focus attention on the Aprende box
when necessary.
® Hay naranjas. s ¡Mmm...! ¿Puedo comer una naranja? ® Vale. s Gracias, mamá. ® ¿Podemos tomar una manzana? ® Sí, claro. Hay manzanas en el frigorífico. ® ¡Gracias!
30 6. LISTEN AND POINT.
» Play the recording and slowly take out the flashcards as the children listen to the words. Display the flashcards on the board.
» Play the recording again and invite the children to repeat the words with you and point to the corresponding food picture in their books.
» Distribute the vocabulary cards around the room. Play the recording again and have the children point to the flashcard with the corresponding picture and say the word.
Pescado, manzanas, jugo, huevos, queso, jitomates, naranjas, pollo, papas, pan.
KEY: Singular: pan, queso, pollo, pescado, jugo. Plural: huevos, jitomates, naranjas, manzanas, papas.
COMPETENCES
Autonomy and personal initiative. While they talk about their preferences, the children learn to express feelings and emotions.
Learning to learn. As they listen, the children learn to concentrate and pay attention.
Frame 11 • Unit 4 ¡Hola, mundo!, ¡Hola, amigos! © Editorial Edinumen
po
llo
qu
eso
hu
evo
spa
n
tom
ate
s
na
ran
jas
pe
sca
do
zum
op
ata
tas
ma
nza
na
s
Hay
nara
njas
. ¡Mm
m...! ¿
Pued
o co
mer
una
nar
anja
?Va
le.
Grac
ias,
mam
á.
¿Pod
emos
tom
ar u
na m
anza
na?
Sí, c
laro
. Hay
man
zana
s en
el f
rigo
rífic
o.
¡Gra
cias
!
OBJECTIVES » To learn to ask permission and
respond correctly. » To learn to use the plural of
nouns and verbs. » To extract information from
simple texts. » To practice food vocabulary in
short texts. » To revise the impersonal form
hay with food vocabulary. » To revise the structure me
gusta/no me gusta from Lesson 1.
» To revise the numbers 1 to 10.
LANGUAGEVocabulary: comer, tomar; puedo, podemos; frigorífico.Grammar: singular/plural; ¿Puedo comer...?; ¿Podemos...?; Sí, claro; Vale.
COMPETENCES » Autonomy and personal
initiative, learning to learn.
14 ¡Hola, mundo!, ¡Hola, amigos! • Teacher’s Manual • Level 2
9 COMIC: el sueño de santi
PRESENTATION
» Show the class a map of the world and invite several children to point to the following countries: Brasil, Argentina,
España, Ecuador, Reino Unido y Estados Unidos.
» Ask what information they know about each country and have them tell the class.
» Place the poster without speech bubbles in a place visible to all and ask the children how many characters they can
recognize.
» Ask the pupils to guess what’s happening in the different frames.
» Play the recording and ask the children to listen to the story as they follow in their books.
» Play the recording again with pauses at each frame. Choose several children to act out the frames.
» With books closed, work with the poster, asking the children to say sentences about each frame.
» Play the recording a third time with the poster, as you point to the pictures without the text.
» Encourage the children to remember the text of each frame.
¡RIING!
piopio
Por la mañana...
Más tarde, santitiene un sueño...
¡Uaaah!
¡Bienvenido!¿cómo te llamas?
Me... me llamo Santi y este es lío
Me llamoKesastea 7-9
¿Eh? ¿Cómo sedeletrea?
k-e-s-a-s-t-e-a-7-9
¿Cómoestás?
¡Hola, buenos dias!
??!!!
¡Uff!...mal
¡Holaamigo!
Y tú,¿cómo te
llamas?
¡Rojo!
¡Buenos dias! ¡Santi, son las ocho!
¡RIING!
piopio
Por la mañana...
Más tarde, Santitiene un sueño...
¡Uaaauh!
¡Bienvenido!¿Cómo te llamas?
Me... me llamo Santi y este es Lío.
Me llamoKesastea 7-9.
¿Eh? ¿Cómo sedeletrea?
k-e-s-a-s-t-e-a-7-9
¿Cómoestás?
¡Hola, buenos días!
¿¿??¡¡!!
¡Uf!mal...
¡Hola,amigo!
Y tú,¿cómo te
llamas?
¡Rojo!
¡Buenos días! ¡Santi, son las ocho!
15quince
Santi, son las nueve. ¡Buenas
noches!
¡Mira, Lío!¡Héctor es de
Argentina!
¿Santi?Santi,
¿estás bien?
Sí, muy bien.¡gracias!
Aquí está Brasil... Y esto es España...
La bandera de Brasil es verde, amarilla
y azul.
¡Basta,Lío!
A dormir, Lío.
¡Buenas noches!
¡Hasta mañana, Santi!
JA
BOING
SLURP
JA
click
Ssht!
catorce14
El sueño
de Santi9
In each session, the objectives, vocabulary, grammar and competencies worked on are specified.
The answer keys and audio transcriptions are provided in the instructional sequence to facilitate the teacher’s work.
Teachers have all the guidelines and instructions needed to present the activities in class.
Consolidation and expansion activities for each session of the unit are provided.
Explanation and guidelines for working on the comic from the unit in class are provided.
The instructional strategies take into account competencies of the core curriculum (linguistic competence, mathematics competence, social competence and civic responsibility).
10
NOMBRE ................................................................................................
FECHA ....................................................... CLASE ...........................
80 ¡Hola, mundo!, ¡Hola, amigos! • Teacher’s Manual • Level 2
Unidad 2TEST
1 2 Escucha y numera.
2 Completa.
3 Elige la opción correcta.
a. Ella tiene dos hermanos.
b. Yo ocho años.
c. Él un abuelo en Perú.
d. Tú nueve años.
e. Manuela una tía en Brasil.
f. Yo dos tíos.
tienes tiene tengo
1
abuela
Isabel¡Hola, mundo!, ¡Hola, amigos! • Our games 93
OURGAMES
1. THE HOUSE
This is a game similar to the traditional game of Hang-man, but we have adapted the name to avoid negative connotations.
It is simple to play: the class is divided into two groups, and different pupils take turns to play. Team A thinks of a word which Team B has to guess. The representative of the team tells the teacher in order to avoid confusion. Then the representative of Team A writes the first and last letter of the word chosen, leaving spaces for each letter still missing. The pupils in Team B say letters at random. The representative of Team A writes them in the word if they belong, if not, he/she draws a line as part of the house for each wrong letter. If the word is completed before the house (there may be ten lines if you include roof and walls, but you can use more or fewer according to the pupils’ ability), the team playing, in this case, Team B, gets a point. On the other hand, if the house is completed first, Team A gets a point.
This is a very versatile game. Since it can be used for any vocabulary learned and it can also be played as a whole class, with each pupil taking a turn, or in small groups of four.
2. THE MAGIC BACKPACK
This consists of a memory game: one child starts by saying: En mi mochila hay… and a word from the lexical group you wish to cover. The second child repeats what the first has said and adds another element and so on. The one who does not remember the list of words formed is the loser.
3. I’M FERNANDO AND 3. I’M IN CHARGE!
The teacher chooses a child to give orders to the class (the teacher can also do this). The rest of the class has to obey the orders under the teacher’s supervision.
The game always begins with the sen-tence: Soy Fernando, yo mando or if it is a girl, she can say: Amanda manda.
The orders can be adapted to any content, e.g. Tócate la/el + part of the body; Señala + classroom object, Cuenta hasta 10, etc.
4. BLIND FEEL… WHAT IS IT?
The teacher takes a bag made of cloth or plastic [NOT a transparent bag] and puts in it objects connected with the lexical group to be practiced (classroom objects, fruit, toy animals etc.) The children put their hand in the bag, feel an object and have to guess what it is without looking, and say its name.
5. INVISIBLE PENCIL
The teacher chooses a child to write a word in the air with his/her finger. This is to be done with the child’s back to the class so they can read in the right direction. The one to guess the word first wins a point.
This game can also be played in pairs. In this case, they can also write on each other’s back.
6. READ MY LIPS
The teacher chooses a child to mouth a word in an exaggerated way. This is to be done in front of the class so they can read his/her lips. The one to guess the word first wins a point.
7. WHERE ARE MY ISLANDS?
This game is similar to Battleships, but we preferred to remove the warlike connotations, since we are dealing with children aged 8. It is played in pairs and each child draws the same diagram in their notebook. We use the top and the side to give coordinates, and place different “islands” of different sizes or number of squares.
The game is versatile in that we can use elements from one lexical group in the vertical part and elements from another in the horizontal part, e.g. numbers and letters, colors and professions, animals and fruit… Below is an example:
¡Hola, mundo!, ¡Hola, amigos! • Teacher’s Manual • Unit 6 75
19diecinueve
Unidad 6 ¿Dónde está el caballo?
MI PROGRESOSesión 1
1 Completa.
2 Rodea la opción correcta.
árbol mochila
hermanogranerojitomate establo
estanquemúsica
1
2 3
4
e l c e r d o
5 6
7 8
e l b u r r oe l c e r d o l a v a c a
l a o v e j a l a g a l l i n a
e l p e r r o e l c a b a l l o e l p a t o
20 veinte
3 Completa.
4 Escribe.
1 ____________________________ ____________________________
2 ____________________________ ____________________________ ____________________________
3 ____________________________ ____________________________ ____________________________
4 ____________________________ ____________________________ ____________________________
Hola, me llamo Manuel.
Manuel
1
cerdo oveja
caballo
4
familia granja
3
2
1 ¿Dónde está el pato?
____________________________________
____________________________________
El pato está dentro del estanque.
2 ¿Dónde está el caballo?
____________________________________
____________________________________
3 ¿Dónde está la gallina?
____________________________________
____________________________________
Sesión 2
El pato está fuera del estanque.
El caballo está delante del establo.
La gallina está encima del árbol.
El caballo está detrás del establo.
La gallina está debajo del árbol.
Soy argentino.
Mi familia tieneuna granja.
Hay cerdos, ovejasy caballos.
21veintiuno
____________________________________________________________________________ ____________________________________________________________________________
En mi granja hay…
Mi granja
19
1412
16 201518
171311
Sesión 3
5 Une y escribe.
6 Elige y pega. Luego escribe.
trece
11 _____________________ 12 _____________________ 13 _____________________ 14 _____________________
15 _____________________ 16 _____________________ 17 _____________________
18 _____________________ 19 _____________________ 20 _____________________
once
trece
quince
diecisietedoce
catorcedieciséis
dieciocho veinte
diecinueve
5 Une y escribe.
once quince dieciochodoce dieciséis
cerdos, ovejas, caballos y gallinas.
diecinuevediecisiete veinte
catorce
ACTIVITY BOOK
In the Activity Book, there are exercises for each of the three lessons. It is useful to use the Activity Book at the end of each lesson. The activities can be done in class or at home. At the end of the three lessons the teacher can assess the pupils under the heading Mi progreso, so it is actually the children who assess themselves. The answer key for the Activity Book is in the ELEteca.
Frame 9 • Unit 3 ¡Hola, mundo!, ¡Hola, amigos! © Editorial Edinumen
cantar • estudiar • dibujar • jugar • desayunar • escuchar
Tú cantas.Yo dibujo.
Ella escucha.
Yo desayuno. Tú juegas.Él estudia.
and present to the class!Ready-to-use
Workbook with Answer Key Included at point-of-use in Teacher’s Edition.
Assessment Tests Ready-made test for each unit.
Bank of Games Instructions for games with pedagogical application for Spanish classes.
Projectable and Printable Material Resources to project or print for use during class.
Teacher eBookThe Teacher’s Edition is also available in eBook format and includes the audio files and songs from the activities in the Student Edition.
ELEteca PlatformEdinumen ELEteca is a web platform for managing learning that offers the teacher support material to complement the Spanish classroom:
Projectable Frames from the Student Edition
Teacher’s Edition eBook
Printable Assessment Tests
Activity Booklet with Answer Key
Printable templates for the games
Access to ¡Hola, amigos! Online Activities
Vocabulary Cards
11
Student Edition Teacher’s Edition
Activity Booklet
Classroom Resource Materials Value Pack The Classroom Pack for ¡Hola, mundo!, ¡Hola, amigos! contains the following materials:
Comic Posters without dialogue
Illustrated Vocabulary Cards
12
List of contents for Level 2
» To welcome pupils. » To identify the characters in the book. » To greet and say goodbye correctly. » To introduce yourself and say where you are from.
» To learn the Spanish alphabet and spelling. » To learn how to say buenos días and buenas tardes. » To ask and answer how someone is feeling
» To say thank you. » To extract information from a simple text. » To learn numbers 1 to 10. » To learn the basic colors. » To do simple sums using numbers in Spanish. » To consolidate the content learned throughout the unit.
Unit 1 ¡Hola, amigos!
» To learn introductions and practice vocabulary related to the family.
» To learn to introduce different members of the family using demonstratives and possessives.
» To learn the vowels in Spanish, linking them to the first letter of the words for some animals.
» To review greetings and the alphabet. » To learn to conjugate the three persons of the singular of the verb tener.
» To introduce oneself or another person, giving their age.
» To talk about the family using the verb tener. » To extract information from simple texts. » To recognize the gender morphemes as applied to professions in Spanish.
» To use the articles el and la correctly. » To consolidate the new content learned in the unit and review content from Unit 1.
Unit 2 Te presento a mi familia
» To learn school subjects. » To learn the days of the week. » To become familiar with the letter ñ and some words in which it is used.
» To learn to use the verb tener with the vocabulary of the days of the week and school subjects.
» To understand and produce short texts about different aspects of daily life.
» To extract information from a text.
» To know various actions connected with daily life.
» To recognize the infinitive of first conjugation verbs.
» To learn to conjugate the singular forms of verbs in the present.
» To consolidate the new content learned in the unit and review content from previous units.
Unit 3 ¡El martes tenemos Español!
OBJECTIVES
13
VOCABULARY GRAMMAR
» ¡Hola!; ¿Qué tal?; ¡Buenas tardes!; España, Brasil, México.
» The Spanish alphabet. » ¡Buenos días / tardes!; (Muy) bien; (Muy) mal; Gracias; ¡Hasta mañana!; ¡Adiós!; perro.
» Numbers from 1 to 10, basic colors: rojo, amarillo, azul, verde, blanco, negro.
» Yo soy...; Me llamo...; Soy de...; ¿Qué tal?; ¿Cómo estás?
» ¿Cómo te llamas?; ¿Cómo estás?; Yo estoy (muy) bien/mal.
» Linguistic communication.
» Social and civic. » Learning to learn. » Mathematical.
» Mamá, papá, hermano, hermana, tío, tía, abuelo, abuela, amigo.
» El/la bibliotecario/-a, profesor/-a, alumno/-a, director/-a, cocinero/-a, doctor/-a, abogado/-a, conductor/-a.
» Esta/-e es mi...; Te presento a mi/mis...; Yo tengo... años; Yo tengo + family members; Él/ella se llama...; Él/ella tiene... años; Él/ella tiene + family members; Tú tienes... años; Tú tienes + family members.
» El/la + noun.
» Linguistic communication.
» Social and civic. » Learning to learn. » Autonomy and personal initiative.
» Knowledge and interaction with the physical world.
» Mathematical.
» The days of the week; Español, Matemáticas, Ciencias, Dibujo, Lengua, Educación Física, Música.
» Review of vocabulary connected with days of the week and school subjects; review of introductions.
» Escuchar, cantar, estudiar, desayunar, dibujar, jugar.
» Impersonal form of the the verb haber: hay.
» Verb tener: tengo, tienes, tiene, tenemos, tienen.
» Verb endings for singular persons in present indicative: cant-o, cant-as, cant-a.
» Linguistic communication.
» Social and civic. » Cultural and artistic. » Autonomy and personal initiative.
» Learning to learn.
LANGUAGE COMPETENCIES
14
OBJECTIVES
» To learn names of different farm animals and to identify them.
» To be able to differentiate sentences according to their intonation: statements, exclamations, questions.
» To produce statements, exclamations and questions orally.
» To learn to ask questions to know where different items are.
» To use prepositions correctly.
» To make brief descriptions of places. » To extract information from a text in the form of a postcard.
» To learn the numbers from 11 to 20. » To describe different scenes connected with the countryside, using prepositions of place.
» To consolidate the new content learned in the unit and review content from previous units.
Unit 6 ¿Dónde está el caballo?
» To present and practice the basic vocabulary connected with food.
» To learn to express one’s tastes. » To learn and practice the letter r/rr and know some words in which it appears.
» To learn to ask for permission and to respond correctly.
» To learn to use the plural of nouns and verbs. » To extract information from simple texts. » To practice food vocabulary in short texts.
» To learn the value and the importance of healthy eating.
» To learn to use different expressions relating to food in daily situations: tengo hambre, desayuno, ¿puedo tomar...?, cena...
» To learn to conjugate the verbs comer, desayunar and cenar.
» To consolidate the new content learned in the unit and review content from previous units.
Unit 4 ¡Mmm... Me gusta el helado!
» To learn vocabulary connected with school material.
» To use the definite articles correctly. » To use the indefinite articles correctly. » To present and practice the use of the letters h and ch and know some words in which they appear.
» To ask permission and make requests using different forms.
» To know how to respond affirmatively and negatively to such requests.
» To learn words connected with classroom furniture.
» To extract information from a text. » To give orders using the imperative. » To consolidate the new content learned in the unit and review content from previous units.
Unit 5 ¿Me prestas tu goma, por favor?
15
VOCABULARY GRAMMAR
LANGUAGE COMPETENCIES
» Vamos a...; ¿Vamos a...?; ¡Vamos a...! » ¿Dónde está ...?; Está delante de/detrás de/dentro de/fuera de/debajo de/encima de.
» ¿Dónde hay...?
» Linguistic communication.
» Mathematical. » Learning to learn. » Knowledge and interaction with the physical world.
» Artistic and cultural. » Autonomy and personal initiative.
» Perro, caballo, oveja, vaca, pato, burro, gallina, cerdo; árbol, establo, estanque, granero.
» Numbers from 11 to 20.
» Pollo, queso, pescado, papas, huevos, arroz, manzanas, jugo, naranjas, jitomates, helado, pan.
» Comer, tomar; puedo, podemos; frigorífico.
» Leche, tostada, hambre, sed, desayuno, comida, cena; first person singular of verbs comer, desayunar and cenar.
» Me gusta/me gustan; No me gusta/no me gustan.
» Singular/plural; ¿Puedo comer...?; ¿Podemos...?; Sí, claro; Vale.
» Tengo hambre;Tengo sed; ¿Qué tenemos para comer?
» Linguistic communication.
» Autonomy and personal initiative.
» Social and civic. » Learning to learn. » Mathematical. » Cultural and artistic.
» Lápiz, goma, sacapuntas, cuaderno, libro, lápices de colores, mochila, regla, tijeras, bolígrafo, pegamento, computadora.
» Clase, pupitres, estanterías, computadoras, pizarrón digital, libro.
» Ventana, casa, pie, ojos, pelota, papelera.
» Verbs: trabajar, abrir, cerrar, salir, usar, comer, ir(se), escribir, ordenar, cantar, bailar, contar, pasar, saltar.
» Article + noun: el lápiz/la goma, los lápices/las tijeras.
» Review of the impersonal form of the verb haber: hay.
» ¿Me prestas..., por favor?; ¿Tienes..., por favor?; ¿Me dejas..., por favor?; Sí, aquí tienes; Lo siento, no tengo; Sí, aquí está.
» Affirmative and negative forms of the imperative: sal a la pizarra, no comas en clase, abre la ventana, usa la papelera, vete a casa, salta sobre un pie, canta y baila, cierra los ojos, cuenta hasta diez, pasa la pelota.
» Social and civic. » Knowledge and interaction with the physical world.
» Linguistic communication.
Student Edition
Student eBook
Activity Booklet
Student Edition plus Online resources
Reading Kit
Online Course ¡Hola, amigos!
Teacher’s Edition
Teacher eBook
Teacher’s Edition plus Online Resources
Classroom Resource Materials Value Pack
Students Teachers
course for K–5!The new Spanish
Request a demo: [email protected]
2Level
INCLUD
ES
STICKERS2Level
2Level
VocabularyFlash Cards
¡Hola, Mundo!, ¡Hola, Amigos! is a Spanish course for children between 6 and 12. Research has shown that exposure to languages from an early age can lead to faster learning, greater knowledge of syntax in native languages, and better performance in other � elds. Cambridge is excited to introduce ¡Hola, Mundo!, ¡Hola, Amigos!, a comprehensive Spanish program for young learners. ¡Hola, Mundo!, ¡Hola, Amigos! motivates children to learn Spanish, taking into account:
– their world: relevant topics, images, songs, games and characters;
– their way of learning: observing, participating, playing, singing, interacting and active learning;
– their individuality: varied instructional styles and a diverse cast of characters.
• Student Book plus online access to the student ebook andinteractive course ¡Hola, Amigos! 978-84-9179-063-1
• Activity Book 978-84-9848-613-1• Student Value Pack (Student Book + Activity Book plus online access
to the student ebook and the interactive course ¡Hola, Amigos!) 978-84-9179-109-6
For the Student
• Interactive activities develop children’s linguistic competence.• Songs and games provide an engaging framework for learning.• Illustrated stories and comics develop listening and reading comprehension.• Cultural features o� er a glimpse at di� erent cultures and traditions of the Spanish-speaking world.• Cross-disciplinary topics allow teachers to incorporate Spanish into everyday instruction.
Features of ¡Hola, Mundo!, ¡Hola, Amigos!
• Teacher‘s Manual plus online access to the digital materials and Audio CD. 978-84-9179-064-8• Classroom Materials Value Pack: 978-84-9179-113-3 – Illustrated vocabulary cards – Posters of the comic strip that appears at the end of each unit – Student Book – Activity Book – Teacher‘s Manual plus online access to the digital materials and Audio CD
For the Teacher
¡Hola, Amigos! corresponds to ¡Hola, Mundo! by level, topic and content, which ensures a natural transition between the courses. � is allows for complementary activities in both print and digital: in the classroom, via the interactive whiteboard, and at home, with independent, fun practice exercises.
Interactive Course ¡Hola, Amigos!
2Level
Teacher’s
EDITION
www.edinumenusa.com/holamundo
Edinumen (Spain)José Celestino Mutis, 4. 28028 Madrid. EspañaTelephone: (34) 91 308 51 42e-mail: [email protected]
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