Sample Gofar tb3

page
Con te nts 2
kno w yo ur b o o k 4
Met h o d o lo gy 6
Key c o m pe te nc e s 7
SAMPLE Life s ki lls 8
Teac h i n g a nd le a rni n g m a te ri a ls 10
A wa lk th ro ugh th e un i t 14
Go D i g i ta l! T e a c h e r' s i - s o lu t i o n s 22
Ac t i vi t y B a n k 30
Read y, s te a d y, go ! 36
1 A bu s y d a y 46
2 Scho o l i s c o o l!! 68
T e rm 1 Pro e c t 90
nte gra te d s k i lls U ni ts 1 a n d 2 92
Ex te nd e d Re a d i ng U ni ts 1 a n d 2 94
3 O ur to w n 96
SAMPLE 4 Anim a l m a g i c 118
n te gra te d s k i lls U ni ts 3 a nd 4 142
Ex te nd e d Re a d i ng U ni ts 3 a nd 4 144
5 Fun t i m e ! 146
6 Fabu lo u s f o o d 168
n te gra te d s k i lls U ni ts 5 a n d 6 192
Ex te nd e d Re a d i ng U ni ts 5 a n d 6 194
Fes t i va ls 196
Ac t i v i t y B o o k a ns w e r ke y 202
Ac t i v i t y B o o k tra ns c ri pts 209
contents
key vocabulary
key vocabulary
Ready, steady, go!
days of the week
p. 36 days of the week
Ready, steady, go! p. 30 get up, go home, go to bed, go to school,
1
have a shower, have breakfast, have dinner, have lunch
A busy day p. 46 get

bike,up, gocar,
bus, home,
traingo to bed, go to school,
1
have a shower, have breakfast, have dinner, have lunch
A busy day p. 40 bike, bus, car, train
Art, English, IT, Maths, Music, PE, Science, Spanish
2 School is cool! p. 68
atlas, cookbook, comic book, dictionary, joke book,
Art, English, IT, Maths, Music, PE, Science, Spanish
storybook
2 School is cool! p. 62
atlas, cookbook, comic book, dictionary, joke book,
storybook
Term 1 p. 90
cinema, fire station, hospital, museum, post office,
33
cinema, fire
shopping station,
centre, hospital,pool,
swimming museum,
train post office,
station
Our
Our town
town p. 86
p. 96
shopping centre, swimming pool, train station
city, country, town, village
city, country, town, village
crocodile, elephant, flamingo, kangaroo, lion,

crocodile,ostrich,
monkey, elephant,
tigerflamingo, kangaroo, lion,
44
monkey, ostrich, tiger
climb, drink, eat, fly, jump, run, swim
Animal
Animal magic
magic p. 108
p. 118
climb, drink, eat, fly, jump, run, swim
beak, claws, fur, tail, teeth, wings
beak, claws, fur, tail, teeth, wings
doing exercise, going to the park, listening to music,
5 Term 2 playing the recorder, reading comics, rollerblading,

p. 140
Fun time! p. 132 using the internet, watching TV
doing exercise, going to the park, listening to music,
5
playing the recorder, reading comics, rollerblading,
Fun t i me! p. 146 using the
bread, internet,
cereal, eggs,watching TVsausages, spaghetti,
ham, rice,
6
vegetables
Fabulous food p. 154 beans, broccoli, carrot, cauliflower, celery, peas, spinach
bread, cereal, eggs, ham, rice, sausages, spaghetti,
6
vegetables
Fabulous food p. 168 beans, broccoli, carrot, cauliflower, celery, peas, spinach
School’s out ! p. 178 crab, frisbee, sandcastle, seagull, seaweed, shell,

starfish, wave
Term 3 p. 190
The diamond
Extended
n te gra t ereading
2 A week later…
d S k i lls Extended reading

It’s Saturday.
necklace
Noah is helping
A diamond
his mum. She’s
necklace is
W ha t ’s fo
a zookeeper at
missing from the
the city zoo.
1
r di nn er
That’s the museum City Museum.
a light
five there’s next to the zoo!
At half past
?
bed at
2 .
to
1 Holly goesnine and in the garden 1 It’s Mon 2 On Tues
The vis i t or
day. Marina day,
half past family are Marina
ok. on holid and her visits Come in,
reads a storybo ay. her new Marin
friends. with Paolo a. Sit here
What do and Bianc
you a.
Hello! I’m for break have
Marin fast?
Good night, Dad. from Spain a
.
The elephants like Noah. Hi! I’m Paolo
is it? Bianca. We’re and this is
Oh! What time
p.8492 p. 94
3 4 Now it’s time to help Mum feed the lions. 33
Units p.
What’s that light? Later that day…
The visitor days

from Italy.
11 2
Well done, Frank! But look, the door is open! Do you like
reading,
My favourite Units 2 The visitor Units 1 2

Marina?
Good night, Holly. PX5. Yes, I like I have cerea
Hi! My name’s readi 4 l
name? I like roller ng and At the park fruit, thank and
4 What’s your blading. ... s.
into the Wheee! This
up and goes hip! I’m Holly. You
can is fun!
3 Holly gets a spaces
garden. There’s speak English!
The diamond
in thenecklace Units 3 4 p. 130
p. 142 p. 144
Do you
rollerbladi like
Frank! No! ng, Bianc
Frank is Noah’s friend. a?
Animals city! Units 3 4 The diamond necklace Units 3 4

He’s a very intelligent monkey!
5 I’ve got the necklace. There’s a shopping
6 Frank is running away with the thief’s bag. Excellent!
I like roller
st. too. Let’s blading
have breakfa centre near the zoo. Let’s meet there. 5 Mari go to the
there? Yes! Come and That monkey’s got my bag! Stop him!
na’s park!
Hello? Who’s
What’s for dinner? Units p. 176

for lunc mum invites Paol
5 6
a h.
p. 192 p. 194
6 Holly finds o and Bian
ca
strangeobject. We’re havin 6 On No, I don’t
carrots and g chicken, Wed nesday,
Marina !
7
Eating out Units What’s for dinner? Units 5

and broccoli
5 6 6
5 This is my planet. Wow! It’s orange l. today. and
mum visit her
Marina
and
purple. It’s beautifu What’s this, PX5? a machine her mum see
Its name is Torus. and Bian Paolo in the kitch
Frank, come back! ca. en.
Hello?
Oh no, Frank!
And there
are
and straw bananas
1 Listen and read. 2.46
berries too. Look! What
that, Mum ’s
?
at 2 Look and say the things that are not in the story. Strawberrie
Torus. I look s! Hurray! I think it’s
It’s a rock from home. Paolo and
the rock and
I think of my 1 Listen and are out. Bianca
an ice
Italians like cream machine.
cinema bird camera crocodile lizard shopping flamingo bag read. ice cream
centre 2.47 .
74
2 Find food
broomstick, cauldron, costume, sweets, wizard, zombie

s beginnin
2.45
g with…
read.
1 Listen and 796017_U9.indd 74 I spy with
28/6/17 9:53
are in the story.
Fest i vals
bike my little
things that dictionary 76 eye, some
Festivals
the
2 Look and say storybook
snake thing begin
ning with
train atlas B!
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rainbow
p. 183
196
10.indd
plane 76
p.
Broccoli!
28/6/17 9:51
Christmas pudding, cracker, joke, potatoes, sprouts, turkey

72
dd 72
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28/6/17
9:51
eggs, flour, frying pan, lemon, milk, sugar

2
WR I T I NG
WRITING
Phonics
Key structures
Key structures Go around the world
Key structures Phonics Go around the world
What time
What time isis it?it?
It’s two
It’s
What
What two timeo’clock.
o’clock.
time isis it? It’s half
it? It’s half past
past four.
four.
It’s
It’s two
two o’clock.
o’clock. It’s It’s half
half past
past four.
four.
What time
What time do do you you getget up?
up? self discipline
self discipline Connecting
Connecting Going to
Going to school
school in
in Scotland
Scotland
II get
get up up at at seven
seven o’clock.
o’clock. sentences with
sentences with then
then
What
What
How do
How time
dotimeyou
you do
dogo you
goyoutoget
to get up?
up?
school?
school? Natural
Natural Science:
Science: healthy
healthy Connecting
Connecting Going
Going to
to school
school in
in Scotland
Scotland
sound ea
The sound
The ea as
as
II get
get
go to
go up
toupschool
at
at seven
schoolseven byo’clock.
by o’clock.
bike.
bike. habits
habits sentences
sentences with
with then
then
in meat
in and ee
meat and ee asas in
in
HowI walk
IHowwalkdo do toyou
to school.
school.
you go
go toto school?
school? three
three
The
The sound ea
sound ea as
as
II gogo toto school
school by by bike.
bike. in
in meat and ee
meat and ee asas in
in
IHave
IHave
walk
walkyou to
to school.
you school.
got Art
got Art on on Friday?
Friday? social skills
social skills A school
school timetable
Athree
three timetable An amazing
An amazing school
school in
in
Yes, II have.
Yes, have. // No, No, II haven’t.
haven’t. New Zealand
New Zealand
The sound
The a_e
sound a_e
Have
Have
What have
What you
you got
have gotyou
you Art
Art
got
gotonon Friday?
Friday?
today?
today? English:
English: the
the English
English AA school
school timetable
timetable An
An amazing
amazing school
school in
in
as in
as in Jane
Jane and ai as
and ai as
Yes,
Yes, II have.
I’ve got
I’ve got have.
English
English// No,
No,andII haven’t.
and haven’t.
PE.
PE. language
language New
New Zealand
Zealand
in train
in
The
The train
sound a_e
sound a_e
What
What have have you you gotgot today?
today? as
as inin Jane and ai
Jane and ai as
as
I’ve
I’ve gotgot English
English and and PE.PE. in
in train
train
There’s
There’s aa museum.
museum. Art:
Art: public
public art
art Write
Write about
about your
your town
town New
New York,
York, New
New York!
York!
There’s
There’s
There
There aa museum.
isn’t
isn’t museum.
aa swimming
swimming pool.
pool. environmental awareness
environmental awareness Write about
Write about your
your town
town New York,
New York, New
New York!
York!
There isn’t
There isn’t aa swimming
swimming pool.
pool. The sounds oo as
The sounds as
IsIs there
there aa fire
fire station?
station? The
The
in
in andooooas
sounds
sounds
photo
photo and as
Is there
IsYes,
Yes, there
there
thereaa fire
fire
is. station?
is. //station?
No,
No, there
there isn’t.
isn’t. in
in photo
photo and
and oo
Yes, there
Yes, there is. is. // No,
No, there
there isn’t.
isn’t. as
as in
in dog
dog
as in
as in dog
dog
IsIs itit jumping?
jumping? Natural
Natural Science:
Science: carnivores,
carnivores, Describing
Describing aa picture
picture Australian
Australian animals
animals
Is itit jumping?
IsYes,
Yes, jumping?
itit is.
is. // No,
No, itit isn’t.
isn’t. research skills
research
herbivoresskills
herbivores and
and omnivores
omnivores Describing
Describing aa picture
picture Australian
Australian animals
animals
Yes, itit is.
Yes, is. // No,
No, itit isn’t.
isn’t. The sounds vv as
The sounds as
It’s
It’s running.
running. The
The
in
in andvvbbas
sounds
sounds
violin
violin and as
It’s
It’s running.
running.
ItIt isn’t
isn’t swimming.
swimming. in violin
in violin and bb
and
ItIt isn’t
isn’t swimming.
swimming. as
as in bear
in bear
It’s
It’s gotgot aa tail. tail. as
as inin bear
bear
It’s
It’s
It
It got aagot
got
hasn’t
hasn’t tail.wings.
tail.
got wings.
ItIt hasn’t
hasn’t got got wings.
wings.
Do
Do youyou like
like reading
reading comics?
comics? Music:
Music: types
types of
of musical
musical Write
Write about
about you
you Music
Music and
and dance
dance in
in Ireland
Ireland
Yes,
Yes, II do.
do. // No,
No, II don’t.
don’t. instruments:
instruments: string,
string,
percussion
percussion and
and wind
wind The sounds i_e
The sounds i_e as
as in
in
II like
like doing
doing exercise.
exercise. and ii as
five and
five as in
in big
big
IDo
IDo
don’t
don’t like
like
you like
you playing
playing
like reading
readingthe
the recorder.
recorder.
comics?
comics? sharing responsibility
sharing responsibility Write about
Write about you
you Music and
Music and dance
dance in
in Ireland
Ireland
Yes, II do.
Yes, do. // No,
No, II don’t.
don’t.
The sounds
The i_e as
sounds i_e as in
in
IWhat
IWhat like doing
like doing
do
do you exercise.
exercise.
you have
have for
for breakfast?
breakfast? Natural
Natural Science:
Science: parts
parts of
of Sentences
Sentences
five and
five with
with
and ii as
as in big
in big Food
Food in
in Canada
Canada
IIII have
don’tspaghetti
don’t
have like playing
like playing
spaghetti and
andthe
the recorder.
recorder.
vegetables
vegetables aa plant
plant we we can
can eat
eat commas
commas and and and
and
for
for lunch.
lunch. fruit,
fruit, leaves,
leaves, roots,
roots, seeds,
seeds, The sound ch
The sound ch as
as in
in
He
He
What
What likes
likes
docarrots.
do carrots.
you have
you have for
for breakfast?
breakfast? stems
stems
healthy eating
healthy eating chocolate
chocolate
Sentences
Sentences with
with Food
Food in
in Canada
Canada
II have
have spaghetti
spaghetti and
and vegetables
vegetables commas
commas and
and and
and
for lunch.
for lunch. The sound ch
The sound ch as
as in
in
He likes
He likes carrots.
carrots. chocolate
chocolate cons
reading
More
practice
writingcons More
practice P
reading
listening F
writingMore
speaking
More
practice practice SCP
listening
More interaction
More F
phonics phonics
speaking
SC
song interaction
More More
phonics phonics
video song
suggestions for every for

suggestions lesson available
every in the Teacher's
lesson available Book i-poster
in the Teacher's Book
video
i-poster
3
i-flashcards
Kn ow yo ur bo ok Learning threads
British home and allow them to observe their interaction

with each other, and with their father. The children are
sure to recognise themselves and their own families
while watching the characters negotiate typical daily
situations, like getting ready to leave in the morning,
helping with the housework and discussing how to
recycle domestic items. The characters are all warm
and accessible. Being engaged with the characters helps
the children to identify the emotions that the characters
experience. The recognition of different emotions, such
as anger at losing a game, are a first step in learning to
self-manage them.
Course characters Rosie and Fred The children in class are encouraged to repeat and
The colourful opening spread of the welcome unit retain the language structures presented in a second
brings us right onto Rosie and Fred’s street. Here the set of Language for Life videos. This language will be
children meet this pair of engaging neighbours, who meaningful for the children as they have listened to it
lead them through the Student’s Book. first in a recognizable context. The Student’s Book lesson
format, with its Before you Watch and After you watch
Rosie and Fred (and their families and friends) provide a steps supports the children with their viewing experience
connecting thread in three areas of each unit. They form and helps them to develop strong viewing skills.
part of the visual presentation of new vocabulary in
Lesson 1. In Lesson 2, we see them in a contextualised Grammar with Grammar Greg
dialogue for the first grammar structure presented in the
There is a third narrative protagonist
unit. In Lesson 5, familiarity with the characters helps the
in each unit, Grammar Greg. This
children to become interested in the different experiences
character is a development on
they have in the Unit stories. The stories consolidate
The Techies, Tina and Tim,
the structures and vocabulary covered in the earlier
from GO FAR! 1 and GO FAR! 2.
lessons and provide a passive presentation of upcoming
Grammar Greg is a builder who
structures or vocabulary in later lessons.
helps the children to build and
Being engaged with the characters makes the learning construct grammar rules in a series of light-hearted
experience meaningful and memorable for the children. and extremely helpful visual grammar animations.
There are two types of animations: contextualised
Life Skills video characters
grammar in the form of a comic and step-by-step visual
grammar presentations, led by Greg.
In the Life Skills videos, the children meet Izzy, her brother
Eric and their new neighbour, Cora, real children, similar in
age to them. They appear in real-life learning situations
along with the sibling’s father. Each video provides both
language models and a people skills model.
Izzy, Cora and Eric, and therefore the children in class, All key language and grammar structures are
learn the value of being organised, of developing highlighted in a blue font for the children to distinguish
research skills, adopting healthy habits and sharing them easily. It is a support for their Learning to learn
responsibility. The siblings invite the children into their competence.
4
Culture Term review
Entirely different contexts and characters
Logan Keira Scarlett await the children in the Extended Reading area.
Scotland New Zealand USA This is to add variety and dynamism to an area that is
designed to promote pleasurable, accessible reading
with solid visual support.
Ben Shane Stella
Australia Ireland Canada
The Integrated skills section is designed to promote
the children’s intercultural awareness. Here they meet
children their own age, who live in different countries,
The class will be able to visit the respective English- and learn about their hobbies, favourite foods and
speaking countries of the children they meet in the interests. Integrated skills covers not only the classics,
Go around the world lessons. They are sure to be reading, listening, speaking and writing, but also
interested in their counterparts and in what they tell us intercultural skills.
about where they live. The children travel the world both
through their Student’s Book and through the videos that
support the page content. The videos in turn have support
worksheets in the Activity Book.
key features cross references

An amazing collection of
videos support and enhance all
grammar points presented in Grammar Reference The children are directed
the Student’s Book as well as the to the Activity Book for extra
culture and story lessons. practice of the lesson content.
At the end of each unit, in the
Video lesson Learning to Learn section, they
The Picture dictionary label will
reflect on the unit content they
help the children identify the
have worked on and acquired.
new vocabulary for each unit in
Lesson 1. Learning to Learn
The video icon accompanied A clear cross reference at the end

by the Language for Life of every second unit leads the
label signals the language children to extra reading practice.
structures presented in the This is presented in a fun, cartoon
Life Skills lesson. format and contains accessible
language and structures covered
during the term.
The children pause to reflect
on an important value integral Extra practice of the term content
to the unit story. is also presented in a format
where there is a focus on each
of the four skills while promoting
Here the children have an intercultural awareness.
opportunity to personalise their
learning.
GO
nn ovate !
Cross references to the GO
The children’s Learning to learn Innovate Teacher’s Guide direct
competence is further promoted GO the teacher to alternative
nn ovate !
by highlighting points the methodology proposals for the
children should focus on. lesson. The proposals have all
GO been adapted to the children’s
nn ovate !
language and cognitive level and
to the GO FAR! 3 lesson content.
GO
Footnotes will help parents and teachers see at a glance nn ovate !
what content the lesson focuses on.
5
A word from the authors
about the course methodology
Dear Colleagues,
The demands on 21st Century teachers and learners seem to be growing each year, along with the need
to keep up to date with new technology and teaching techniques. So it’s vital that classroom materials do
everything they can to make 21st Century teaching and learning as effortless as possible. Welcome to Go Far!
As life-long teachers ourselves, we know that few professions are as vocationally driven as teaching.
Teachers want what is best for their students. What works best for the student is usually what works best for
the teacher. A sound methodology should have the needs of both as its starting point. And that’s where we
started with GO FAR!
Children are centre stage in GO FAR! and the topics and themes are chosen to reflect their lives, interests and
aspirations. All language and contexts are meaningful, engaging and fun for the child.
Narrative and ludic techniques are employed throughout to draw the children in, hold their attention and
keep them wanting more. The course characters, both in artwork and video are designed for maximum
relevance and appeal to the children. And of course humour is the vital ingredient!
Children are naturally curious about their world and their place in it. Finding out about English-speaking
countries around the world and how children live in other cultures is a key feature of GO FAR! There are
also frequent opportunities for the children to bring their own lives into the classroom with personalisation
activities.
We know all too well from experience how important ‘user-friendliness’ is when it comes to delivering a
language course. Best teaching practice is the start and end point for all activities in GO FAR! The goals
and objectives are always clear. Transparency is our guiding principle. A clear, predictable unit structure
throughout the course really helps teachers to plan. Learning paths and lesson content are always clearly
signalled and teachers can move around all parts of the course with ease. Parents can also see at a glance
what the focus of the lesson is and keep up with their child’s learning.
Careful consideration has been given throughout to pitching the level of cognitive challenge so that
activities are absorbing and achievable. As teachers, we’re very sensitive to classroom management issues,
and keeping the children engaged and on task is a key factor. The aim is to develop their Learning to learn
competence and this is reflected in the clear progression from controlled and supported tasks to independent
language use.
We all know that learning doesn’t take place in a vacuum. As educators we have a duty to address the whole
child. Children are part of a wider community, so citizenship education and life skills training should always
underpin learning in any subject.
In addition to a comprehensive Life Skills syllabus that runs throughout the whole course, the core values of
mutual respect, sharing and teamwork are emphasised in every lesson. In addition to this, each unit story
takes a specific value as its starting point. The aim is to develop community spirit, emotional intelligence and
to help to produce fully rounded 21st Century citizens
Warm regards,
6
ke y co mp et en ce s
Competence is the capacity to use one’s Digital competence
acquired knowledge and abilities in different This competence involves the confident
contexts and situations. Key competences… use of computers and other technology for
learning, communication and recreation. Through the
encourage the development integration of digital and multimedia resources, the children
of skills rather than the assimilation of develop familiarity and competence in this area. They are
theoretical content. encouraged to use the interactive material and, in higher
levels, to work safely and effectively on the internet.
are dynamic because they develop
progressively and can be acquired in
different learning situations. Personal, social and learning
to learn competence
are interdisciplinary and transversal. This competence means children develop
once acquired, will become part of the the capacity to work constructively with others, to
lifelong learning experience. empathise and manage conflict, to reflect on their own
well-being and learning. The unit reviews encourage
the children to be responsible, aware learners. Both the
Learning to learn and Learning strategies pages in the
Activity Book work very specifically to promote
Linguistic competence the children’s awareness of how they learn. Throughout
This competence refers to the ability to the course children are offered opportunities to build on
identify, express, interpret and understand prior learning and to apply their knowledge.
feelings, concepts and information in different forms.
It embraces visual, audio and digital materials and Civic competence
is not limited to language learning. It is open and
This competence equips children with the
multidisciplinary. The ultimate goal is to achieve
necessary skills to participate fully in social
effective connection with others, a goal shared with
and civic life. Collaboration and tolerance is developed
GO FAR! methodology.
throughout the course by the inclusion of pair and group
work. Children learn about healthy lifestyles, they can
Plurilingual competence empathise with characters in the stories and learn social
This competence develops the use of rules through games and role plays. The characters in the
language as a tool for the communication of different learning threads raise awareness of environmental
concepts, thoughts, feelings, facts and opinions. needs and act as models of good citizenship.
It involves understanding oral and written messages,
communicating verbally, reading and writing. The Entrepreneurship competence
games and personalised activities in the series motivate
This competence refers to the ability to turn
children to speak right from the outset. The emphasis
ideas into action. Throughout the course
on understanding oral messages is developed by the
the children are continually encouraged to use their
stories, real-world learning situations, dialogues and
imagination and to be creative. The GO Innovate!
songs, where children learn to listen to extract relevant
Teacher’s Guide provides help for teachers with
information.
promoting teamwork through Cooperative Learning
dynamics, promoting independence through Flipped
Mathematical competence classroom dynamics and entrepreneurship by working
and competence in science, with Thinking-based Learning skills.
technology and engineering
This competence develops the ability to use numbers Cultural awareness
and mathematical reasoning to solve a range of and expression competence
problems and to use science to explain the natural This competence is developed through
world. The course provides plenty of opportunities for a wide range of fun songs, chants, drama, stories and
children to apply their mathematical thinking in everyday craft activities. A specific culture focus present in each unit
contexts, for example, telling the time, using charts, develops respect for life in other countries. Creative drama
completing surveys or sequencing events. Competence activities are to be found in some of the GO Innovate!
in science, technology and engineering implies the Teacher’s Guides, the Teacher’s Resource Books and life
children being aware of the world around them and the skills lessons. Their aim is to make sure children are less
effect human activity has on it. inhibited in the English classroom and more comfortable
with their self-expression.
7
ES0000000141932 198161_GoFar_Student_1_116659
1
GO FAR! is a language series that goes beyond simply teaching English vocabulary and grammar. The methodology
provides the children both with a sound base in English language and the key competences, 21st century skills
and intercultural awareness needed to be successful global citizens. Brendan Dunne
The level and progression of the language presented in GO FAR! has been carefully sequenced to evolve with Robin Newton
the children and to engage them, using attractive narratives and learning situations they can identify with.
These simultaneously promote the acquisition of positive values and life skills.
GO FAR! Student’s Book
Student’s Book
Life Skills is an umbrella term for a highly
An amazing selection of videos and interactive resources ensure that the children develop their viewing skills
and digital literacy and increase their learning motivation.
diverse group of competencies that shape and

FOR THE STUDENT
Songs and chants Life skills Animated stories
FOR THE TEACHER

gofar.richmonddigital.eu
Culture videos
influence the children’s personalities as they

Student’s Book Pack
• Student’s Book with stickers Teacher’s i-solutions for the classroom
• Pop-outs • Fully interactive teaching and learning materials for IWB use
Includes access code to:
• Step-by-step lesson plans in the form of learning paths
• Interactive routine poster
• Student’s i-book • Interactive answer key
grow and that they will use throughout their lives. The Life Skills syllabus in GO FAR! takes a broad
• Flipped Learning • Game generator
• Full video support for all lessons
Activity Book • Ready-to-go teaching innovation at the click of a button
Flipped Learning • Cooperative Learning • Thinking routines • Drama
• Student’s interactive practice Teacher’s Book
approach, encompassing the four C’s of 21st Century skills, Digital Literacy, Global Citizenship,
• Flipped Learning
• Additional resources to download
GO Innovate! Teacher’s Guide
Posters
Scan the book pages and access Flashcards and Word cards
all audios and videos on the go!
Teacher’s Audio available on the course website
and most importantly the Social Skills and Values needed to be useful members of society.
Student’s audio and videos also available on
the course website Teacher’s Resource Book for mixed abilities
available on the course website
Free app for fun language practice
The Life Skills syllabus is designed to work on the main language objectives of the course whilegofar.richmonddigital.eu
simultaneously helping to develop these competencies. ES0000000141932 198161_GoFar_Student_1_116659.indd 1 09/02/2022 13:17:22
Life Skills in GO FAR! are organised under two headings: People Skills
People Skills and 21st Century Skills.
Awareness of self and others My Special People
P e o p le S kil l s refers to a wide range of personal Self discipline Be Ready!

traits that are crucial to our success,
health and happiness as individuals, group members Self esteem
and global citizens with a high level of intercultural
competence. We have divided People Skills into two Perseverance
subsets: ME Skills and WE Skills.
Healthy habits Exercise every day
ME Skills work on the children’s knowledge of self by
helping them to recognise their own feelings and emotions Make a sandwich
Kitchen competence / Autonomy
and to develop positive values and habits. WE Skills
focuses more on their awareness of the world beyond self Responsibility
and how to develop positive interactions both with others
and with their environment. Curiosity
In the Life Skills lessons, the children are presented with
real-life learning situations through videos featuring real Creativity
children of the same age group. These serve to help them
develop both an understanding of the people skill being Planning and goal-setting
modeled and their viewing skills. In addition, the video
characters, Luna and Frankie and their grandad and
Learning to learn
Mum, model the language for life the children will come
away with. Coping with emotions
But People Skills in GO FAR! are not limited to the Life
Skills pages. Many of the values associated with People
Skills that we promote the children to embrace are also Literacy/ Digital literacy
present in the main unit stories. In fact, they are the
starting points from which the narratives evolve. Also,
Intercultural competence, which is essential for all
21st century citizens, is at the heart of both our Go Around
the World pages and Integrated Skills area. All these Caring for others and Caring for others
lessons provide different contexts and opportunities for living things
the children to gain a deep understanding of self and
others while they practise the unit language. Teamwork Share your things
Conflict resolution
21
s t C e nt u ry S kil l s refers to the soft skills that
Friendship
come into play when
students interact and work effectively together on tasks.
They include the well-known 4 C’s (Critical Thinking, Environmental awareness
Collaboration, Communication and Creativity) along
with Literacy Skills (Information, Media and Technology). 2 1 st c e n t u r y s k i l l s
They are specifically presented and practised in the
Term projects, where the children work together towards Projects Term 1 Make a Bingo game
a common objective.
Keep in mind there is a certain amount of overlap
between People Skills and 21st Century Skills. You’ll see Projects Term 2 Make a parrot display
a focus on 21st Century Skills at some points in the Life
Skills lessons, and People Skills will be very much at play
Projects Term 3 Make a monster
when the children are working together on projects.
8
ent_2_116664 ES0000000141934 198176_GoFar_Student_3_116665 ES0000000141935 198187_GoFar_Student_4_116666 ES0000000141936 198198_GoFar_Student_5_116667 ES0000000141937 198209_GoFar_Student_6_116668
2 3 4 5 6
oes beyond simply teaching English vocabulary and grammar. The methodology GO FAR! is a language series that goes beyond simply teaching English vocabulary and grammar. The methodology GO FAR! is a language series that goes beyond simply teaching English vocabulary and grammar. The methodology GO FAR! is a language series that goes beyond simply teaching English vocabulary and grammar. The methodology GO FAR! is a language series that goes beyond simply teaching English vocabulary and grammar. The methodology
und base in English language and the key competences, 21st century skills provides the children both with a sound base in English language and the key competences, 21st century skills provides the children both with a sound base in English language and the key competences, 21st century skills provides the children both with a sound base in English language and the key competences, 21st century skills provides the children both with a sound base in English language and the key competences, 21st century skills
to be successful global citizens. Brendan and
Dunneintercultural awareness needed to be successful global citizens. Brendan and
Dunne
intercultural awareness needed to be successful global citizens. Brendan and
Dunne
intercultural awareness needed to be successful global citizens. Brendan and
Dunneintercultural awareness needed to be successful global citizens. Brendan Dunne
guage presented in GO FAR! has been carefully sequenced to evolve with Robin Newton
The level and progression of the language presented in GO FAR! has been carefully sequenced to evolve with
Robin Newton
Robin Newton
Robin Newton
Robin Newton
ing attractive narratives and learning situations they can identify with.
cquisition of positive values and life skills. These simultaneously promote the acquisition of positive values and life skills. These simultaneously promote the acquisition of positive values and life skills. These simultaneously promote the acquisition of positive values and life skills. These simultaneously promote the acquisition of positive values and life skills.
Student’s Book
Student’s Book
Student’s Book
Student’s Book
Student’s Book
interactive resources ensure that the children develop their viewing skills An amazing selection of videos and interactive resources ensure that the children develop their viewing skills An amazing selection of videos and interactive resources ensure that the children develop their viewing skills An amazing selection of videos and interactive resources ensure that the children develop their viewing skills An amazing selection of videos and interactive resources ensure that the children develop their viewing skills
r learning motivation. and digital literacy and increase their learning motivation. and digital literacy and increase their learning motivation. and digital literacy and increase their learning motivation. and digital literacy and increase their learning motivation.
Life skills Animated Visual grammar Animated stories Culture videos Life skills Animated Visual grammar Animated stories Culture videos Life skills Grammar-in-context Visual grammar CLIL Vloggers Culture videos Life skills Grammar-in-context Visual grammar CLIL Vloggers Culture videos
Life skills Animated stories Culture videos grammar comics presentations grammar comics presentations videos presentations videos presentations
FOR THE STUDENT FOR THE TEACHER FOR THE STUDENT FOR THE TEACHER FOR THE STUDENT FOR THE TEACHER FOR THE STUDENT FOR THE TEACHER
T FOR THE TEACHER gofar.richmonddigital.eu gofar.richmonddigital.eu gofar.richmonddigital.eu gofar.richmonddigital.eu
gofar.richmonddigital.eu Student’s Book Student’s Book Student’s Book Student’s Book
Teacher’s i-solutions for the classroom Teacher’s i-solutions for the classroom Teacher’s i-solutions for the classroom Teacher’s i-solutions for the classroom
Teacher’s i-solutions for the classroom Includes access code to:
• Fully interactive teaching and learning materials for IWB use
• Fully interactive teaching and learning materials for IWB use • Student’s i-book • Step-by-step lesson plans in the form of learning paths • Student’s i-book • Step-by-step lesson plans in the form of learning paths • Student’s i-book • Step-by-step lesson plans in the form of learning paths • Student’s i-book • Step-by-step lesson plans in the form of learning paths
• Step-by-step lesson plans in the form of learning paths • Flipped Learning • Interactive routine poster • Flipped Learning • Interactive routine poster • Flipped Learning • Interactive routine poster • Flipped Learning • Interactive routine poster
• Interactive routine poster • Interactive answer key • Interactive answer key • Interactive answer key • Interactive answer key
• Interactive answer key Activity Book • Game generator Activity Book • Game generator Activity Book • Game generator Activity Book • Game generator
• Game generator • Full video support for all lessons • Full video support for all lessons • Full video support for all lessons • Full video support for all lessons
Includes access code to: Includes access code to: Includes access code to: Includes access code to:
• Full video support for all lessons • Ready-to-go teaching innovation at the click of a button • Ready-to-go teaching innovation at the click of a button • Ready-to-go teaching innovation at the click of a button • Ready-to-go teaching innovation at the click of a button
• Ready-to-go teaching innovation at the click of a button • Student’s interactive practice Flipped Learning • Cooperative Learning • Thinking routines • Drama • Student’s interactive practice Flipped Learning • Cooperative Learning • Thinking routines • Student’s interactive practice • Flipped Learning • Student’s interactive practice • Flipped Learning
Flipped Learning • Cooperative Learning • Thinking routines • Drama • Flipped Learning • Flipped Learning • Flipped Learning • Cooperative Learning • Flipped Learning • Cooperative Learning
• Additional resources to download Teacher’s Book • Additional resources to download Teacher’s Book • Additional resources to download • Thinking-based learning • Additional resources to download • Thinking routines
Teacher’s Book • Situation-based learning • Situation-based learning
GO Innovate! Teacher’s Guide GO Innovate! Teacher’s Guide
GO Innovate! Teacher’s Guide Scan the book pages and access Scan the book pages and access Scan the book pages and access Teacher’s Book Scan the book pages and access Teacher’s Book
all audios and videos on the go! Posters all audios and videos on the go! Posters all audios and videos on the go! all audios and videos on the go!
Posters GO Innovate! Teacher’s Guide
Student’s audio and videos also available on Flashcards and Word cards Student’s audio and videos also available on Flashcards and Word cards Student’s audio and videos also available on Student’s audio and videos also available on
GO Innovate! Teacher’s Guide
access Flashcards and Word cards the course website the course website the course website Posters the course website
he go! Teacher’s Audio available on the course website Teacher’s Audio available on the course website Posters
Teacher’s Audio available on the course website Digital Flashcards
ble on Teacher’s Resource Book for mixed abilities Teacher’s Resource Book for mixed abilities Digital Flashcards
Teacher’s Resource Book for mixed abilities Teacher’s Audio available on the course website
FREE app for fun language practice available on the course website FREE app for fun language practice available on the course website FREE app for fun language practice FREE app for fun language practice Teacher’s Audio available on the course website
Teacher’s Resource Book for mixed abilities
Teacher’s Resource Book for mixed abilities
e practice BLENDED LEARNING SOLUTIONS BLENDED LEARNING SOLUTIONS BLENDED LEARNING SOLUTIONS BLENDED LEARNING SOLUTIONS
• Digital Student’s Book • Digital Student’s Book • Digital Student’s Book • Digital Student’s Book
• Digital Activity Book • Digital Activity Book • Digital Activity Book • Digital Activity Book
Fully interactive and trackable content Fully interactive and trackable content Fully interactive and trackable content Fully interactive and trackable content
for platform use for platform use for platform use for platform use
gofar.richmonddigital.eu gofar.richmonddigital.eu gofar.richmonddigital.eu gofar.richmonddigital.eu
ES0000000141934 198176_GoFar_Student_3_116665.indd 1 09/02/2022 13:18:23 ES0000000141935 198187_GoFar_Student_4_116666.indd 1 09/02/2022 13:19:40 ES0000000141936 198198_GoFar_Student_5_116667.indd 1 09/02/2022 13:25:31 ES0000000141937 198209_GoFar_Student_6_116668.indd 1 09/02/2022 13:20:20 09/02/2022 13:22:23
Me Skills
Be organised Organisation help
Believe in yourself! Face the audience!
You can do it! Don’t give up!
Eat well Be active!
Let’s bake!
Washing
your clothes Help out!
Be curious!
Be creative!
Making plans
Study Buddies
Be a good sport
Three deep breaths!
A good book!
Find out! Be Net-smart!
Internet research
We Skills
Caring for living things
Happy birthday, Dad!
Make
someone happy!
Working together Giving feedback
Make friends Being a friend
Recycle Think Green!
Critical thinking • Communication • Collaboration • Creativity • Digital Literacy

Do an experiment with Interview an English- Find out about a sport and Learn about a country Make a video tour of your
growing plants speaker and make a poster make a presentation and make a display school for new students
Make tops for a fashion show Make an animal lapbook Make a birthday party plan Write a quiz Advertise your holiday island
Make a poster about Make a map of your

Design your perfect park Make a timeline of your life Record an advice podcast
community helpers dream town
9
s
Te ac hin g an d Le ar nin g ma te ria l F o r the student
Student’s Book
Ready, steady, go!, the title of the welcome unit, sets
the tone for this dynamic course book. This welcome unit
is followed by six units, each consisting of eight main
lessons and a Unit review.
R eRaedayd,ys, t setaedayd,yg, og! o !
Hi! My name’s Fred.

Hi! I’m Rosie.
What’s your name?
I’m eight.
How old are you?
And I'm Izzy. Hello!
Hi! My name's Cora.
Hi, I'm Eric.

1 1 Listen
Listen and sing.
and sing.
1.2 1.2
I can see something beginning with A. I can see something beginning with B.
Look at the picture! Now let’s play! Look at the picture! Can you see?
Is it an apple? Is it an arm? Is it a book? Is it a ball?
Can you say? You tell me!
1 1 Listen.
Listen. 1.1 Then,
1.1 Then,
ask and
askanswer.
and answer. I can see something beginning with O.
Look at the picture! Do you know?
I can see something beginning with S.
Look at the picture! Can you guess?
The Unit reviews are complemented by
2 2 find
Term reviews in the shape of engaging
Look, Look,
andfindsay.
and say. Is it an orange? Is it an owl? I know! I know! Is it a squirrel?
No! No! No! Yes! Yes! Yes!
three foods ten numbers
seven animals nine clothes six toys
2 2 inPlay
Play pairs.
in pairs.
double-page stories. The children will
4 LessonLesson
1 My1name’s
My Fred.
name’s
I’mFred.
eight.
I’m
How
eight.
oldHow
are you?
old are you? The alphabet
The alphabet
Vocabulary
Vocabulary LessonLesson
review review 2 2 5 love the hands-on Term projects and
ES0000000141934 198176_U0_108019.indd 4 30/11/2021 8:25:45 ES0000000141934 198176_U0_108019.indd 5 26/11/2021 10:13:43
the Festivals area. An Integrated Skills

section at the back of the book rounds off
solid practice of the term content.
Full-colour Activity Book
Reflecting the Student’s Book’s structure, the additional full-colour grammar 4
support is divided into a welcome unit, six main units and a term-review
Has/Hasn’t got with personal attributes
Extended Reading area. A Grammar reference at the back of the a tail.
book contains clear grammar tables and follow up practice grammar

It’s got
claws. REMEM BER!
It hasn’t got
fur. It’s = It has
activities. My new words pages provide a contained spot for the course My new words
1 Put the 4
words in order. Then match.
vocabulary and an innovative Learning strategies section is sure to help

1 beak / got / a / It’s
hasn’t / It / fur / got
got / wings / It’s
Animal Magic A lion Fu
the children with their Learning to Learn competence. 1 Look. 2
Copy
gotthe animal
/ claws / It’swords. Then, read and complete the sentences.
wings / It / hasn’t / got A snake
teeth / It’s / got
crocodile elephant
4 4 3 claws / got / It / hasn’t
got / teeth / It’s An ostrich
learning
It can’t strategies
hasn’t / fur / got / It It’s got
5 Listen and number. 11
Fabulous Food 2
. liste ning
Look and complete with It’s got or It hasn’t got.
.
8 8 and
Read Readcomplete.
and complete.
1 Tick ✔ or cross ✘ for you. Then complete the faces.
A human A crocodile
hair plant interesting climb China Yes flamingo kangaroo
=claws
This helpsItmy listening.
hasn’t got claws. = This doesn’t help
fur my listening.
two legs claws
When I hear English…
Let’s find out about pandas. It canunderstand It’s got
1 I don’t wings words and I stop listening. four legs
Good idea! What do pandas eat? fur . wings .
2 I think what to say next and I don’t listen.
teeth a beak
They eat a called bamboo.
3 I look at the speaker’s face and hands to help me to understand.
a beak a tail
Where do they live?
4 I repeat
lion3 what the speaker says but with different words.
monkey
Write about your favourite animal.
They live in . Then I can see if I understand.
My favourite animal is a .
Do you know that baby pandas haven’t got ? 5 I don’t understand the sounds the speaker makes.
It can It’s got It’s got
I prefer to read and look at grammar.
6 Look at Activity 5 and write It’s or It isn’t. That’s ! . . .
6 I listen to the words I do understand and I imagine the rest.
Can pandas run fast?
1 Look
1 at
Look
the at
elephant.
the elephant. running.
running. jumping.
jumping. eating.eating.
76the speaker
7 I ask Unit 4to speak
Grammarslowly.
Reference
2 Look
2 at
Look
the at
lion.
the lion. swimming.
swimming. climbing
climbing a tree.a tree. flying. flying. , they can. They can trees too.
8 I listen carefully to the sounds when I hear new words.
ostrich tiger
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7 Look and read. Then, draw and write. What can help me
9 9 out
Find Find
about
out about
an animal.
an animal.
Then, Then,
complete
complete
and draw.
and draw. to listen better?
It can’t It’s got Identify the words you
1 They live . Look at the expressions . know .and the words
I’m finding out about the speaker repeats.
2 They eat . and gestures the
. speaker makes. I live in a town.
3 They can . 2 Listen and repeat. 22
In the town…
I’m finding out from… (✓or ✗). 4 They can’t .
84to how English
Listen
books ...................... words sound.
ES0000000145895 206237_GOfar_AB3_NW_LE_p81-88_108915.indd 84
Make the connection. 30/11/2021 16:30:36
my teacher ............
vegetables has eggs lunch
the internet ........... veg’t’buls
Sara has eggs for lunch.
This is a tiger. TV .............................
It isn’t eating.
my family ...............
It’s running.
t 's not important to understand every word
38 It’s / It isn’t
It’s /(jumping).
It isn’t (jumping). Grammar Reference, page 75 Life Skills: research skills 39 87
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The Activity Book Audio includes the listening activities in the Activity Book, as well as the stories and songs
in the Student’s Book. It is available to download from the course website.
10
For the student
Both the Student’s Book and the Activity Book include an access code
to the course website where the children can find the following resources:
s t u d e n t 's b o o k d i g i t a l r e s o u r c e s activity book digital resources

Student’s i-book Student’s interactive practice
Online multi-device version of the Student’s Book to Additional interactive practice to consolidate the course
access the course material at home. content. It is ideal for fast finishers or for homework.
One-touch zoom-in Student’s i-tools to Student’s interactive practice includes learning
feature personalise the book progress.
Video material Audio material
Videos Additional Resources to download

Easy access to video A generous selection of skills worksheets for each
support for grammar, unit to support reading, listening, speaking and writing.
life skills, stories and
CLIL support covering cross-curricular themes in
culture lessons.
the shape of a downloadable booklet, consolidating the
unit vocabulary and structures.
Flipped Learning
The videos form the base for the Flipped Learning

section where the children and families can
access everything they need if you choose to use
the optional Flipped Learning dynamics available
in GO Innovate! Teacher’s Guide 3.
Also available to purchase for FREE app for fun practice of the grammar and vocabulary
platform use in the Student’s Book.
Digital Student’s Book
Digital Activity Book FREE app that allows access to the course audios and videos
Fully interactive Student’s Book and through a simple scan of the book pages. This immediate
Activity Book for a complete tracking access facilitates the teacher's work and allows families to
of the children’s progress. follow what content the children are covering in English.
11
s
Te ac hin g an d Le ar nin g ma te ria l F o r t h e t e a c h e r
Teacher’s Book More
practice
More
More
practice
More
P
SC 4
The full-colour, spiral-bound guide contains

phonics
phonics
1 Listen and read.

Fi nd Ou t !
2.6
i-poster
step-by-step help to make the most of each IWB

i-flashcards
B ef o r e you wa t c h
More
practice
More
practice
P
F essen t ia l Vocabulary
More
practice
More
practice
P
lesson. The complete teaching notes include

Where can we learn about animals? SC chick SC
Do you use the internet for homework?
More More
More phonics More phonics
phonics phonics
suggestions for warmer activities, extra, whole-

1 Watch and answer. 2 Watch and repeat.
1 Who’s doing a project?

i-poster i-poster
Let’s find out about ostriches.
2 Can ostriches run fast?
i-flashcards i-flashcards
3 What do ostriches eat?
class activities, wrap-up activities and ideas to

Do you know that ostriches
4 Can ostriches swim?IWB IWB
are 2 metres tall?
A f t er you wa t c h That’s interesting!
keep fast finishers engaged. This is additional to 3 Read and act out.
the Student’s Book activity exploitations. 2 Listen and say. 2.7

A: Let’s find out about humans!
Where do they live?
B: They don’t live in trees or caves.
They live in houses.
A: That’s interesting! What do they eat?
B: They eat meat, fish and plants.
A: Can they fly?
B: No, they can’t.
Do you know that they’ve got
special machines called planes?
They fly in planes.
Each unit is presented with interleaved

A: Oh, yes? They can’t run fast.
They’ve only got two legs!
B: Two legs... ha! Four legs is better!
Student’s Book reproductions, and an initial

Thinking-based GO
nn ovate! 43
page
Lesson 3 It’s / It isn’t (jumping). page
75 Warmer and Extension 45 Life Skills: research skills Lesson 4
ES0000000141934 198176_U4_108028.indd 43 21/12/2021 9:54:32

Key competences continuous assessment
Unit overview is provided for help with quick

The children develop their viewing skills
and learn a set of language structures related
Check if the children can:
to research skills.
1 Follow the content of the video and answer
The children improve their artistic expression by the comprehension questions.
lesson plans. It also provides the transcripts following a dialogue and acting a role. 2 Communicate the meaning of the dialogue
correctly and confidently.
and answer keys, assessment guidance, 126
cross-references to support material

and guidance for Key competences work and
assessment. The essential Activity Bank on pages There is a activity
30-35 of the Teacher’s Book offers suggestions of for every Student’s Book lesson!
how to make the most of all the course materials.
Teacher’s Resource Book

4
extension test Available to download from the course A good decision
website.
Name : Class : Rehearse Scene 6
Ask the children what body language they can use to suggest waiting anxiously.
1 Listen and tick ✔. 13 Then complete.
page Rehearse Scene 7
Practise the song to the tune of If you’re happy and you know it, clap your hands.
n troducti on 2
Packed with a wealth of optional, photocopiable
1 2 5 Rehearse the whole play.
Lan guage worksheets 3 Start with the script but see if the children can gradually memorise the lines. Rehearse
with any costumes and props to help them look like animals.
Phon i cs worksheets 23
material, it is an ideal, downloadable resource
6 Perform the play.
They can perform for another class.
worksheets 31
Drama 39 Script
Tests
Di agn osti c test
The monkey is jumping
47
49
. The .
providing extra practice for the Student’s Book Scene 1
(Three groups of children representing
animals on the ground with a throw on
Scene 3
Narrator 3: Then more magic happens,
(magic sound) and the air animals wake
Un i t tests
En d of term tests
3 51
75
4
lessons and an ideal solution for mixed abilities top to hide them.)
Narrator 1: In the beginning, there is
silence. There are no animals. Then, one
up. (The air animals wake up.)
Animal 1: Look at me, I am a bird.
Animal 2: Look at me, I have wings, I can
En d of year test 81
in the classroom.
day something magic happens: (magic fly.
An swer Key 85 sound) the land animals wake up.
Animal 3: Look at me, I’m a butterfly.
(The land animals wake up.)
Tran scri pts 91 Animal 1: Look at me, I can walk. Animal 4: Look at me, I am a bat.
Animal 2: Look at me, I can run. Animal 5: Let’s have a party.
Animal 3: Look at me, I have fur and
I can jump. Scene 4
The . The .
Animal 4: Look at me, I have fur and (The three groups of animals mime in
2 Look, read and answer. It includes Language worksheets at three I can climb.
Animal 5: Let’s have a party.
silence that they are having a party.)
Narrator 4: All the animals are having a
party. One animal is very sad because
different levels, Phonics worksheets, CLIL

1 2 Scene 2 he is not invited to the party. Do you
Is the gorilla jumping? Is the parrot eating? Narrator 2: Suddenly, more magic know which animal? (Ask the audience.)
No, it isn’t. happens, (magic sound) and the water Platypus: I am a platypus. I am different
animals wake up. (The water animals
worksheets, a Drama section with two plays

Photocopiable © Santillana Educación, S.L.
It’s eating. from other animals. I have a beak and

wake up.) I lay eggs but I’m not a bird. I have fur
Animal 1: Look at me, I am a fish. and I give milk to my babies but I’m not
Animal 2: Look at me, I can swim. a land animal. I spend a lot of time in the
and a comprehensive Tests area with a

3 4 Animal 3: Look at me, I can swim fast.
Is the zebra running? Is the platypus drinking? water but I’m not a fish.
Animal 4: Look at me, I’m a frog, I can
Narrator 5: Poor Platypus is sad, he
jump.
is crying. Because he is different from
diagnostic test, Unit tests at two levels, End

Animal 5: Let’s have a party.
ES0000000056849 802737_GoTRB3 language WS pags 01-22_69491.indd 1 18/05/2018 13:32:28 other animals, he is not invited to the
party. (Platypus mimes he is crying.)
ES0000000056849 802737_GoTRB3 tests pags 47-84_69495.indd 65

65
18/05/2018 13:35:28
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GO Innovate!
Teacher’s Guide
This additional, optional
guide allows teachers It provides step-by-step notes to incorporate
to consider alternative Cooperative Learning structures in the English
methodologies classroom using GO FAR! 3 resources. Similarly,
using the course material. practical steps and hands-on worksheets are laid out for
The guide outlines the those teachers who would like to embrace the Flipped
thoughts behind emerging Learning teaching model using GO FAR! 3 material.
trends in teaching and the A third Thinking-based Learning section provides
advantages and challenges comprehensive support for applying this methodology
that accompany them. to the lessons. And finally, a Drama section brings
the best of drama pedagogy to GO FAR! with the
objective of improving both the children’s oral skills
and their confidence when speaking in English.
12
For the teacher
Teacher’s
Audio Material English
Spanish
Science
Maths
All the recordings used in the going to the park
listening to music
Student’s Book, Activity Book playing the
recorder
and Teacher’s Resource Book
are available to download from
PE
the course website. Music
IT
doing exercise
Art reading
comics
Flashcards
and Word cards rollerblading
using the internet
71 beautiful, full-colour photo

flashcards are accompanied
elephant
S.L. Unit 2
805666 03-06 © Santillana Educación
GO! 3
27/09/2017 8:02:55
by their corresponding word ES0000000057964

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watching TV
card and can be used for ES0000000057964 805666_POSTERS_NIVEL_3_58268.indd

4
805666 04-06
GO! 3 © Santillana Educación S.L. Unit 5
presenting, reinforcing or
27/09/2017 8:03:09
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Posters
The Activity Bank on page The course posters are an ideal tool to present
30 offers ideas on how the unit language and theme. They also make
to make the most of this for a visually impacting, colourful and attractive
resource with full-class language reference for the classroom. They can
activity suggestions and be used in any lesson to practise or revise the
others for fast finishers. ES0000000062203 820097_U4_FC3_159_214_65133.indd 163 19/09/2017 15:24:56
key language.
The unique GO FAR! Teacher’s i-solutions for the Teacher’s i-book with step-by-step lesson plans
classroom provides you with the most effective, presented in the form of learning paths
visual and easy-to-use classroom resource. Fully interactive Student’s Book and Activity Book
Interactive answer key
Ready to go lessons for Teaching innovation
Flipped Learning
Cooperative Learning
Thinking Routines Online
Drama multi-device
version
Teacher’s Resource Book available
Extra CLIL lessons on the course
Audio material and transcripts website
i-posters, i-flashcards and i-stories
Flashcard Bank
Additional interactive games for whole-class work
GO FAR! website Interactive routine poster
gofar.richmonddigital.eu Game Generator to create your own IWB games
to play with the children
Additional resources such as downloadable
Video support for all grammar, stories, life skills
and editable material, official documents,
and culture lessons
interactive activities and videos are available
on the course website. Download the Teacher’s i-solutions
from the course website.
13
A wa lk th ro ug h L e s s o n s 1 and 2
1
4 Animal magic 1 Listen and read. Then say in pairs. 2.4
4
What can you see, Rosie?

1 Listen and sing. 2.1 Amazing! I can see a tiger.
Wow, I like tigers. Is it climbing a tree?
No, it isn’t. It’s running.
7
2 The wildlife park’s amazing.
There are animals everywhere,
That’s a flamingo. Is it flying? And there’s a pink bird!
Climbing, swimming, running, An elephant! Is it eating? Yes, it is. It’s beautiful!

Or flying in the air. Look! There’s an elephant.
Elephants, lions and ostriches Swimming! Rosie,
Walking through the grass, let me see! Can I have the No, it isn’t. It’s swimming.
And kangaroos go hopping by. binoculars now, please?
They’re very, very fast!
Tigers hiding in the trees
And monkeys climbing high.
Look! A pink flamingo
Flying through the sky!
But what’s that in the river?
Can you see it smile?
Look at all those great big teeth!
Oh, no! A crocodile!
3 2 Listen and repeat. 2.2 Then, listen and say. 2.3 2 Listen and say the animal. Then ask in pairs. 2.5 8
Is it running?
crocodile elephant flamingo kangaroo
No, it isn’t.
Is it drinking?
lion monkey ostrich tiger Yes, it is.
3 Play a memory game. I can see a lion, a kangaroo and an ostrich.

I can see a lion,
a kangaroo, Is it … ?
6 I can see a lion and a kangaroo.

an ostrich
and a monkey.
40 Lesson 1 Wild animals vocabulary Is it (flying)? Yes, it is. / No, it isn’t. Lesson 2 41
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4 5
1 The unit theme is introduced and new vocabulary is 5 The written form of new words is accompanied by visual
visually presented in a lively, colourful scene featuring support. The photo dictionary acts as a reference the
the course characters. children can use throughout the unit and helps to develop
both their Learning to learn competence and study skills.
2 The new vocabulary is contextualised in an engaging,
catchy song. The song words provide reading practice The children can access a complete version of the
while the rhyme and rhythm of the song make it easier for Picture dictionary to print on the GO FAR! website. It is
the children to remember the language. Singing together also available for teachers on the Teacher’s i-solutions.
provides the class with a shared learning experience.
6 Vocabulary learning becomes a meaningful and
3 The oral form of each word is presented along with the collaborative process with the free-practice oral game
written form, to establish good pronunciation from the start. at the end of the lesson.
4 Listen and say is a novel ‘discovery’ activity. 7 New grammar is presented in a contextualised dialogue
The children hear short dialogues or descriptions that between the course characters to engage the children.
prompt them to use the target vocabulary. The grammar structure combines with unit vocabulary
to give further practice of the new words from Lesson 1.
The children are invited to act out the dialogue so that
controlled practice of the new grammar has a ludic feel.
flamingo 8 The target grammar is practised in a listening activity
based on a colourful visual prompt. The listening provides
elephant monkey the children with a model for a follow-up speaking activity
lion in pairs.
ostrich
kangaroo
crocodile 4 4 4 My new words

A n iAmnai m
l aMla M
g ai cg i c 1 Look and write. Our Town Animal Magic
running jumping flying swimming climbing eating drinking
1 Look and find. Then write. 1 Stick. Copy the animal words. Then, read and complete the sentences.
3 1
1 2 4
W
C
U
A
B
D
O
I
R
L
T
I
I
N
K
A
Y
X
B
F
E
E 5 6
tiger
2
3
crocodile elephant
S R O L M G O N F U L 4
It can’t It’s got
A M O N K E Y G R H E 5
. .
V G H C L R G A E X P 6
M U P H O S T R I C H 7 7
K L U G Y D F O D S A
R S Z G M L I O N H N 805666 02-06
flamingo kangaroo
2
GO! 3 © Santillana Educación S.L. Unit 4
Look and answer. Then, complete the questions and answer.
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V M T F E S E L B M T 27/09/2017 8:02:39
F L A M I N G O E L A
Yes, it is. No, it isn’t. It can It’s got
. .
Is it drinking?
Find support for the lesson content in the Activity Book,

Is it running?
Is it flying?
lion monkey
Is it eating?
both in the corresponding practice exercises and in

Is it climbing? It can It’s got
Is it swimming? . .
2 Read and complete.
Is it drinking?
1 It’s pink and black. It can fly. It’s a .
Is it swimming? ostrich tiger
the My new words section at the back of the book. Use the
2 It’s a big cat. It’s black and orange. It’s a .
Is it flying?
3 It can climb trees. It eats fruit. It’s a .
4 It’s a big bird. It can run fast. It’s an . It can’t It’s got
5 It’s got big ears and a long nose. It’s an . Is t dri in ?
. .
6 It’s got two legs and a long tail. It’s a . it sw mi g?
Unit poster to consolidate the children’s learning.

Is j m i g?
2 Listen and repeat. 20
Song, page 71
30 31 67
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14
A wa lk th ro7 ug h L e s s o7n s 3 a7 n d 4 7
7
3 More More
practice
P
1 8 7 8
practice
F
4
4
Gr am mar G r e g
More
phonics
More
phonics
SC
Flip GO
nn ovate !
page
this lesson! 31
2 1 Listen and read.

Find Out !
2.6
Oh, no! There’s a monkey

It isn’t jumping now.
i-poster
behind me. It’s eating my
It’s dancing. What apple! Stop! That’s my lunch.
i-flashcards
an amazing monkey!
More More
practice
P More More
practice
P
practice practice
IWB
Be f or e you wat ch F e sse nt ial Vocabulary F

More More
phonics phonics
Look! There’s a monkey.

It’s jumping.
1 Watch and answer. 2 Watch and repeat. 9
i-poster i-poster
are 2 metres tall?
More More
practice
P
practice
Af t e r you wat ch That’s interesting!
F
3SC Read and act out.

4 Present Continuous
questions Short answers Present Continuous answers
More More
phonics
running. phonics
Is it
jumping?
swimming?
Yes, it is.
No, it isn’t.
It’s
It isn’t
climbing.
flying.
10
Where do they live?
6 2 i-poster
Listen and say. 2.7
i-flashcards
IWB
A: Can they fly?
They fly in planes.
Thinking-based GO
42 nn ovate ! 43
page
Lesson 3 It’s / It isn’t (jumping). Grammar Reference 75
page
Warmer and Extension 45 Life Skills: research skills Lesson 4
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1 Full instructions for how to Flip the lesson are available at 7 The lesson has both a linguistic and a broader learning
the click of a button on the Teacher’s i-solutions and in the focus. The theme develops a specific life skill or value,
GO Innovate! Teacher’s Guide. such as being organised, helping in the house, good
sportsmanship etc.
2 The grammar lesson consolidates and also extends
the grammar structure introduced in the previous lesson. 8 A cast of real world children in the videos make the
Presented in an amusing comic strip, it features Grammar learning situations very recognisable for the children in
Greg. The target grammar is always highlighted in blue class. Staggered before you watch and after you watch
for easy reference. activities direct the children’s focus. Short comprehension
questions are provided to make sure they can understand
3 Grammar Greg will come to life for the children in this the video content.
amusing animation of the comic strip.
4 Each unit has grammar tables which help the children 9 A second video in the lesson invites the children to repeat
to focus on explicit grammar. They serve as a future the characters as they say the new Language for Life
reference and help the children to become structures.
autonomous learners. 10 An opportunity to practise the new structures from the
An innovative, fun, visual grammar animation will lesson is provided through an acting dialogue. The children
5 practice language develop soft skills like collaboration
facilitate and strengthen the children’s understanding
of initial grammar structures. and communication, have fun and embrace their creativity.
6 The children practise and consolidate both the new

grammar and unit vocabulary with a listening activity
that promotes oral interaction. Supporting visuals draw
the children in and make the task more enjoyable.
Turn to page 8 and 9 to read more about
4 Grammar
Present continuous Life Skills methodology in GO FAR!
flying? Yes, it is. It’s swimming.
Is it
jumping? No, it isn’t. It isn’t running.
1 Complete the questions. Then, look and answer Yes, it is or No, it isn’t.
1 Is it j mp g?
2 Is it ea g?
3 Is it dr n n ?
There is no lack of additional practice for the new grammar. The children can work with the
4 Is it cl bi ?
5 Is it sw m n ?
6 Is it r ni ?
Activity Book Grammar Reference and practice exercises designed to consolidate the children’s learning.
Look and write.
1 fly ✘ It isn’t flying. 2 eat ✘

Lesson-specific photocopiable teaching materials abound in the Teacher’s Resource Book.
How-to steps and photocopiable resources for flipping the lesson are also available in the GO Innovate!
swim ✔ It’s swimming. jump ✔
animal? It’s a crocodile. animal?
3 climb ✔ 4 fly ✔
run ✘ climb ✘
Teacher’s Guide.
animal? animal?
8
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15
A wa lk th ro ug h L e s s o n 5
2
More More P
4
practice
practice
1 The pain t i n g More

phonics
More
phonics
SC Pre-Reading
Do you like
wildlife parks?
5
Look, the gate’s open!

6 The painting is finished.

2 Doctor Darwin works at the wildlife park. Where’s the zebra?
1
i-poster
3 Fred’s mum is an artist. She’s

painting a picture at the wildlife park.
i-flashcards
Would you like
Fred and Rosie are helping her. to see the park?
IWB That’s a good idea! Have fun!
4
Mum, the
Oh, no! But… there isn’t a zebra’s missing!
zebra in the painting!
8 Everyone likes Mum’s painting.

7
Look at that zebra!
What colour are What an amazing painting!
It’s eating the grass. Oh! It’s a real zebra!
flamingoes’ wings?
They’re black and pink!
4 The tiger is sleepy.

3 Can ostriches fly?
Now let’s go and

see the crocodiles!
Ostriches have got
wings but they can’t fly.
Oh, it’s got a tail and Is it dangerous? That’s the missing zebra!
what a big beak!
Yes, it’s got sharp
teeth and claws.
2 Look, match and say the animal.
1 2 3 4 5
Respect animals. 6
a b c d e
Oh, its fur is beautiful!
Cooperative
Learning GO
44 nn ovate ! 45
page
Lesson 5 Key vocabulary and grammar in context Consolidation 20
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5 7
1 Every unit has a central two-page story featuring the 4 The narrative also features new language the children
course characters in a context familiar to the children. will see in the following lesson. The contextualization and
The dynamic, visually rich vignette structure chosen to visual support offered by the animated version of the story
present the story, combined with the audio and reading will ensure the children’s understanding.
text, promotes the development of the children’s visual,
textual and aural literacy. The type of illustration
5 Post-reading activities encourage the children to revisit
and further develop understanding of specific elements
used in GO FAR! stories also develops the children’s from the story.
concentration skills by encouraging their attention to
detail. 6 A key value underpins each story with a view to working
on citizenship education with the children. This focus on
2 Each story begins with a discussion question to introduce values helps the children with their awareness of self and
the story theme and draw the children into the topic. the wider community, developing the Social and civic
This is the pre-reading stage. competence. Instructions to work further with the key value
3 The children listen to and read the story dialogues while are available in the Teacher’s Book and the Teacher’s
they look at the illustrations. This develops their listening i-solutions.
skills and reviews known language in a meaningful context.
7 Full instructions for Cooperative Learning dynamics are
available in the GO Innovate! Teacher’s Guide.
4 41 1
STOR Y reinforcement
1 Number the pictures in order. Then match. 1 Name :
Look and write. Class :
1 Look, read and choose. Then complete the crossword. 1 Look and complete the sentences. Then complete the crossword.
1 The ostrich is drinking / jumping.

2 Is the monkey running? No, it isn’t. It’s climbing / swimming.
Mum, the zebra’s
missing! 3 The flamingo isn’t eating. It’s swimming / flying.
4 The elephant is eating / drinking grass.
5 The tiger is climbing / running very fast.
Can ostriches fly? 2
What an amazing
painting! 3
1
Is it dangerous?
5
2 Look and complete. Then write.
2 Read and choose.
Find support for the lesson content in the Activity Book.

1 Fred’s mum is an artist / a teacher. 4 Fred says the tiger is beautiful / scary.
2 Fred and Rosie help Doctor Darwin / Mum. 5 The zebra / ostrich is missing.
3 The tiger is sleepy / hungry. 6 The zebra is eating fruit / grass.
3 What do you think? 2 Look and choose.
I give this story
I think it’s good / funny / scary / OK /

stars.
.
1 2 3 4
The Teacher’s Resource Book provides level-adjusted material

to work further with the lesson vocabulary and structures.
My favourite character is .
teeth / claws fur / beak claws / wings tail / beak
34 14
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16
A wa lk th 7ro ug h L e s s o n s 6 and 7
1
4 Tim e to wr ite 4
Ne w la ng ua ge
11Listen and
Listen repeat.
and repeat. 2.9 2.9
11Look. Then,
Look. copy
Then, and
copy complete.
and complete.
fur beak claws wings tail teeth

teeth
6
22Listen and
Listen sing.
and sing. 2.102.10
It’s got small arms and strong legs too,

And a long, long tail. It’s a kangaroo.
A lion’s scary! Hear it roar!
It’s got lots of teeth. It’s a carnivore.
2 An ostrich is an amazing thing,
It can’t fly, but it’s got wings.
This is a picture of a nature park.
A parrot’s got a very sharp beak, There’s a lion under a . It’s got big . There’s a . It’s eating a .
It’s very noisy. Hear it SHRIEK!
It’s got fur and claws and big teeth too. It’s got fur. There’s an ostrich. It’s . It’s got a big . There’s a . It’s flying.
It’s a tiger and it’s chasing YOU! More More
practice
P
practice
F It’s got and wings. There’s a . It’s climbing a tree. It’s got strong .
Has/Hasn’t got SC
with personal attributes
More More
phonics
It’s got a tail. phonics
claws.
3 It hasn’t got fur.

22 Listen and
Listen say.
and say. 2.112.11
Phonics
i-poster
33Read
Readand
andsay the
say animal.
the animal.
i-flashcards
It hasn’t got a beak.

A vampire, a bear, a vulture and a baboon,
With violins and banjos playing a tune. 7
4 IWBgot
It’s got claws and a tail. It hasn’t It hasn’t got a beak.
fur. It’s got wings and a beak. It’sIt’s
got a big
got a big mouth
mouth and
and
a long
a longtail. It’sIt’s
tail. green.
green.
It’s got claws and teeth. It hasn’t got

wings. It’s got orange fur and a tail.
46 Lesson
Lesson6 6 Animal body
Animal parts
body parts Grammar Reference76 76
pagepage
Writing:
Writing:describing
describing a picture Phonics:
a picture thethe
Phonics: sounds v as
sounds violin
in in
v as and
violin b as
and in in
b as bear Lesson
bear Lesson77 47
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1 Exercises on this page build on the story context 5 Cross references in the page footers make it easy to
to present and practise new language in both oral locate extra support for the lesson content.
and written form.
6 Illustrations and models will help the children with
2 The song provides controlled oral practice of the writing practice. The writing activities for this level often
new grammar and vocabulary. The target structure is connect to real-world tasks such as writing emails or
highlighted in blue in the song words. Songs are an completing timetables. They practise and consolidate
excellent vehicle to practise and learn language in a fun target vocabulary and grammar from the unit. It becomes
and inclusive way and help the children’s memorisation a progressively more relevant area in upcoming levels
skills. of GO FAR!
3 The visual grammar animation featuring Greg is sure to 7 At this level, Phonics activities focus on contrasting
entrench the children’s understanding of initial grammar phonemes. Phonics rhymes draw on humour and
structures while creating a very positive ‘Grammar is fun!’ wordplay. The children hear, read and say the rhyme,
association for them. which contains multiple examples of the contrasting
phonemes. The sounds are highlighted in different colours.
4 The new language is practised in a reading or speaking
activity with appealing artwork.
4 4
Phonics b/v
New Langu age 4 Time to write Name : Class :
1 Complete the sentences and match. Then, listen and check. 12
. Then write.
1 Look and write. 3 1 Look and complete teeth climbing
tail drinking
2 wings 1 A
swimming
1 of a wildlife park.
This is a picture is an animal. It can fly.
monkey. It’s
There’s a white a grey
a tree. It’s got
2 Vincent can play the
.
.
Mum, the zebra’s . It’s
missing! There’s a crocodile .
got big
in the lake. It’s
It’s 3 Berta has got a big
6 There’s a flamingo. .
5 .
fly? water. It’s got
Can ostriches
4
4 The
There’s a kangaroo. has got a black cape.
What an amazing
painting! 3 Listen and match. 16 Then write.
I live in a There’s a parrot.
with my 2 Complete the crossword.
5
there’s a 3
Is it dangerou
s? family. In my village, Phonic s Across
. Then write. b or v and write. 2

2 Look and complete Then, complete with
2 and say the words.
It’s got It hasn’t got Look 1 2
Gramm a r
4 writ ing
4 3
4
down
attributes
anjo
1
with personal
/ scary.
the tiger is beautiful ear
Has/Hasn’t got
4 Fred says
look and match. violin
/ ostrich is missing. in order. Then,
5 The zebra
/ grass. 1 Put the letters bear
is eating fruit
6 The zebra a tail. 5
REMEMBER! ampire
It’s got claws. 4
got wings. It’s = It has iolin
It hasn’t
fur. fur.
a tail. 2
a tail.
lots of
match.claws. . ulture
in order. Then
1 Put the words 28
Find support for the lesson content in both the Activity Book activities
A lion 35 eak
it is or No, it isn’t. 1 beak / got
/ a / It’s
and answer Yes,
ons. Then, look / got
hasn’t / It / fur
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06/02/2018 13:04:43 06/02/2018 13:04:46

36
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/ It’s 30_37_63658.indd
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36
2 got / claws
ES0000000056843
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ES0000000056843
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designed to consolidate the children’s learning. Additional

/ got
wings / It / hasn’t
beak.
teeth / It’s / got 4 A flamingo
has got a pink climbing
/ It / hasn’t An ostrich
? 3 claws / got run. monkey eating
4 Is it cl
bi 5 An ostrich can’t kemoyn
n ? got / teeth / It’s drinking
5 Is it sw
m got pink wings. rrelsqui
6 An ostrich has
lesson-specific teaching materials can be found in the Teacher’s

/ It
? hasn’t / fur / got swimming
6 Is it r
ni bezar
It hasn’t got.
with It’s got or paotrr
jumping
2 Look and complete
A crocodile flying
phelenta
A human
fur inglamfo
It hasn’t got claws. the picture.
Resource Book. A ludic moment is always at hand with the Activity

claws claws and write about
1. Then, complete
four legs 2 Look at Activity a tree. It’s
two legs
squirrel. It’s .
wings wings a forest. There’s a
This is a picture of It’s .
fur a beak .There’s a flamingo.
got a big
teeth a tail
Bank on page 30 of the Teacher’s Book with suggestions for exploiting

It’s
a beak
2 eat ✘
favourite animal.
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.
3 Write about your
jump ✔
is a
animal? My favourite animal .
Flashcards and Word cards.

4 fly ✔ It’s got 9 27
climb ✘
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animal?
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A wa lk th ro ug h More
practice
L e s s o n 8 a n dF t h e U n i t r e v i e w
7
More
practice P
SC
1 More More
phonics phonics
4 Go
Go around THE WORLD!
around THE WORLD Go aGA IN! 4
Australian animals 7
1 Listen and read. 2.12 1 Play a spelling game.
Hi! I’m Ben from Australia. i-poster

Here are some amazing
Australian animals.
2 A koala has got brown or

i-flashcards
grey fur. It’s a herbivore and it

eats leaves. It sleeps for 16 to 18
hours a day. Look at this koala.IWB
It’s eating eucalyptus leaves.
A kangaroo has got strong

legs and a big tail. It can jump
two metres high! The mother
koala
kangaroo carries her baby in a What’s this word?
3 pouch. Look! Here’s a mother
kangaroo with her baby.
kangaroo It’s got a T, a C, an O…
Ostrich!
2 Listen and say the animal. 2.13

8
platypus
dingo
A platypus has got a beak, brown fur and
a tail. It’s a carnivore and it eats insects A dingo has got brown fur and a big tail.
and fish. A platypus can swim and it hunts It’s an omnivore. It eats rabbits, birds,
animals in the water. Look at this platypus, lizards and plants. Look! This dingo is
it’s swimming in a river. running on the beach.
3 Look at Activity 2. Then, copy and complete. 9
4 2 Copy and complete.
tak e a look
1 … teeth and claws. … swimming. It’s ... .
It’s got teeth and claws. It’s swimming. It’s a tiger.
1 A platypus has got a beak, ... and a tail. swim swimming
What’s your favourite run running 2 ... a beak and small wings. It’s running. It’s ... .
2 A ... sleeps 16 to 18 hours a day. Australian animal? hop hopping 3 ... a long nose and big ... . It’s ... . It’s ... .
3 A ... is an omnivore. What animals live 4 It’s got ... . It’s ... . It’s ... .
4 A mother ... carries her ... in a pouch. in your country?
page
Learning to Learn
5 A ... is a carnivore. 45
6 A ... has got strong legs and ... tail.

Consolidation GO Extended Integrated
48 Lesson 8 Learn about Australian animals Video lesson
page
43
through
Drama nn ovate !
page
52 Reading
page
82 Skills
page
76 Unit review 49
ES0000000141934 198176_U4_108028.indd 48 26/11/2021 10:17:16 ES0000000141934 198176_U4_108028.indd 49 26/11/2021 10:17:24
5 6 10 4
Go around
you
THE WORLD
This is a picture of a wildlife park. 17 Look at page 48 in the Student’s Book. Then play in pairs.
There’s a white monkey. It’s
This animal has got
a tree. It’s got a grey
strong legs. More P
More
. practice practice
It’s a kangaroo.
F
There’s a crocodile. It’s
in the lake. It’s got big . SC
1 An attractive real-world video on the lesson theme will 6 An engaging video lesson in the Activity
There’s a flamingo. It’s More
phonics
More
phonics
water. It’s got .

18 Look and complete. Then, watch and number.
There’s a kangaroo.
i-poster
eating
bring the country to life for the children. Book works on the Go around the world
i-flashcards
There’s a parrot.
jumping
IWB
sleeping
swimming
walking This kangaroo is This dingo is
theme while developing viewing skills.

. .
2 In this lesson, the children learn about life and culture in
different English-speaking places and countries. A child The children bring their prior Student’s This koala is
.
This platypus is
.
This koala is
.
19
Book learning to the viewing and the

Write about an animal from your country.
presenter introduces themself and their country and then

An Emu is a bird from Australia.
It’s got a beak and wings.
It can’t fly. It can run fast.
43
Activity Book lesson contains before,

Writing: describing a picture Phonics: the sounds v as in violin and b as in bear Viewing Skills: learn about Australian animals
shares something about the country with the class.

ES0000000145895 206237_GOfar_AB3_U4p36_45_108913.indd 43 02/12/2021 15:55:04
during and after you watch steps, so the video experience

3 A magazine look with colourful photos transmits the ‘real is accessible and enjoyable for the children.
world’ aspect of this lesson to appeal to the children, to
provide some variety and to keep their motivation high. 7 The review page revisits the target vocabulary and
They listen to and read an interesting, informative text grammar of the unit and touches on all the skills: reading,
about the country, which simultaneously consolidates writing, speaking and listening.
target language from the unit and also recycles language 8 There is always a listening activity on every Go Again! page.
from previous units and levels. Review activities usually encourage the children to focus on
vocabulary in different and more challenging ways.
4 A comprehension activity checks the children’s
understanding of the lesson content. 9 Review page activities bring together multiple content
areas from the unit, allowing the children to synthesise
5 Cognitive skills are developed by asking the children theme, grammar and vocabulary.
to give opinions and make comparisons between their
country and the focus country. Personalisation activities 10 There is a Take a look feature in every unit review. The
help the children to remember the new content as they children’s attention is drawn to small but interesting points
connect it with their own experiences. about lexis or grammar which can often be overlooked.
4 exten sion test 4

Class: :
Class
sioncircle.test
17
1exten
Listen and
Name: :
Name
Then number
the picture. ✗ Class :
3 Look and write. ✔
Name :
beak .
it’s got a Then complete.
1 It’s a lion, but .
4
An Activity Book review page mirrors the Student’s Book lesson,
13
teeth ✔.
Listen and tick
1 test 4
It hasn’t got
Go aGAIN!
.
but it’s got
2 Class :
2 It’s a flamingo, .
1
It hasn’t got . Name :
but it’s got 1
4
Write the animal.
3 It’s an elephant, .
It hasn’t got a . 4 Read and number. learning to learn
1 pink beak wings fly
consolidating the lesson content even further. At the end of the unit,
but it’s got
4 It’s a tiger, .
2 big grey ears herbivore
It hasn’t got This is a picture of a wildlife park.
There’s a white monkey. It’s. 3 fur claws orange black My progress
. The a tree. It’s got a grey 4 jump Australia herbivore tail
I can sing two new songs. I can say the names of lots of animals. I can write about a picture.
The monkey is jumping .
the children are asked to reflect on their learning process by completing

4
There’s a crocodile. It’s 2 Listen and match. 11
3
in the lake. It’s got big .
There’s a flamingo. It’s I can write about where I live. I can talk about animal actions. I can say a rhyme with b and v words.
water. It’s got .
the Learning to learn page. Teachers can choose to set the Unit Test
There’s a kangaroo. but it’s got wings
and
and it . 5 It’s an elephant, I can read about New York. I can talk about animal body parts. I can read about Australian animals.
1 It’s a lion, but it’s got a beak it hasn’t got a
tail. Lidia Toby
There’s a parrot. The and it
. but it’s got teeth
hasn’t got teeth. 6 It’s a flamingo,
The and it
it. but it’s got fur
name and describe 2 It’s a flamingo, hasn’t got a beak.
an animal. Then, It’s got a tail,
but it
provided in the Teacher’s Resource Book (at two different levels), to

4 Invent and draw answer. hasn’t got wings. 7 It’s a monkey.
2 Look, read and but it’s got2wings
and it
hasn’t got teeth.
1
3 It’s a tiger,
Is the parrot
hasn’t
eating?
got claws.
8 It’s a baby
tiger, but it hasn’t got a tail.
2 Look, read and
answer. My favourite act ivity
and it
S.L.
but it’s got claws

S.L.
Is the gorilla jumping?

Santillana Educación,
4 It’s a monkey,
Leo Millie
No, it isn’t. hasn’t got ears. My favourite activity in Unit 3 is Activity on page of the My favourite activity in Unit 4 is Activity on page of the
make sure the children have reached the unit objectives. A ludic finale
It’s eating. it.
name and describe
an animal. Then, Student’s Book / Activity3Book. Student’s Book / Activity Book.
5 Invent and draw Look and write.
Photocopiable ©
4
Photocopiable ©
drinking?
3 Is the platypus My three favourite new words in this unit are , My three favourite new words in this unit are ,
Is the zebra running?
It’s sleeping.
S.L.
and It’s a lion. . and .
66 18/05/2018 13:35:31
65
to the unit is always at hand with the Activity Bank suggestions on
Photocopiable ©
66
tests pags 47-84_69495.indd
802737_GoTRB3
Go HOME AND talk!

ES0000000056849
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pages 30-35 of the Teacher’s Book.

802737_GoTRB3
65
Tell your family about animals in Australia.
ES0000000056849
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Extended Reading, page 59 My new words, page 67 This is a koala. It’s got big claws. It’s a herbivore.
37
64
802737_GoTRB3
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41
18
ES0000000057966 805677_3_69916.indd 41 16/02/2018 9:50:36
A wa lk th ro ug h the Term review lesson
The diamond 2 A week later… 7

Frank is
8 sitting in a tree.
Units 3 and 4
1 It’s Saturday. Frank is escaping
necklace
Noah is helping from the zoo. Look, there’s a
A diamond
his mum. She’s fire station!
necklace is A monkey’s got the bag
a zookeeper at
missing from the with the necklace.
the city zoo.
1 That’s the museum City Museum.
next to the zoo!
Stop that monkey!

Oh, no! It’s the thief! Stop that thief!
9 Frank is laughing at the thief, 10 Frank likes the firefighter.

but he can’t see the firefighter.
The elephants like Noah. That’s my bag!
He’s a thief! Stop him!
3 Later that day… 4 Now it’s time to help Mum feed the lions.
Well done, Frank! But look, the door is open!
STOOOP! The police are coming!

Frank! No!
Frank is Noah’s friend.
He’s a very intelligent monkey! 11 Noah’s got Frank now and the 12 Later that day at the zoo…
police have got the thief’s bag.
5 I’ve got the necklace. There’s a shopping
6 Frank is running away with the thief’s bag. Mum, that kangaroo’s Oh, Frank! What
centre near the zoo. Let’s meet there. It’s empty! got a diamond necklace! a clever monkey!
That monkey’s got my bag! Stop him!
Frank, come back!

Oh no, Frank!
2 Where’s the necklace?
2 1 Listen and read. 2.17 3 Read and say True or False. 4

2 Look and say the things that are not in the story. 1 Noah helps his mum at the zoo on Sundays. 2 Noah forgets to close the door.
3 The thief takes the necklace from 4 There’s a fire station near the zoo.
cinema bird camera crocodile lizard shopping flamingo bag
centre the shopping centre.
82 Extended Reading Units 3 and 4 Extended Reading Units 3 and 4 83
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1 At the end of Units 2, 4 and 6, there is a colourful, 3 The Extended Reading stories and activities are an
comic-style story with children as the main characters. excellent vehicle for revisiting vocabulary from previous
They appeal to a range of tastes and contain stories about units and levels.
meeting aliens, solving a crime and making friends. The
stories consolidate target grammar and vocabulary
4 Post-reading activities focus on vocabulary and encourage
the children to review the story and check comprehension.
every two units.
2 The children simultaneously read and listen to the story
and so develop reading and listening skills. Action, humour
and sound effects make for an engaging narrative.
end of term 2 test

Name
Name
Name:: : Class
Class ::
Class:
1 Listen and tick ✔. 14
1 2
3 4
2 Look and write. Then use the words to complete. end of term 2 test
fire station hospital cinema Name : :
Name:
Name there isn’t / there’s Class
Class:
Class ::
post office train station shopping centre has got / hasn’t got
3 Look, read and complete.
kangaroo monkey
Hello? Hi, Dad. It’s Jenny! Jenny

Dad
Northam is a I’m at the zoo.
To keep it light, you can play any number of games

there a kangaroo at the zoo? Yes, is.
. 2 Read, look and number. Write the questions.
I love kangaroos.
77 , it , it’s .
the kangaroo jumping?
There’s also a tiger. It’s water.
ES0000000056849 802737_GoTRB3 tests pags 47-84_69495.indd 77 18/05/2018 13:36:12
suggested in the Activity Bank on pages 30-35 of

there an ostrich?
, there .
OK, well, have fun! It’s a very small zoo, Dad. ES0000000062203 820097_U4_FC3_159_214_65133.indd 173 19/09/2017 15:25:26 ES0000000062203 820097_U4_FC3_159_214_65133.indd 181 19/09/2017 15:25:53
4 Read and match.
the Teacher’s Book using the Flashcards and

1 This animal lives where it’s hot. It’s A B
got big claws and a very big beak.
It uses its beak to eat.
2 This animal has big teeth, but the
strange thing about it is its fur. It’s

very long and it helps it to keep
Word cards. An End of term Test is provided in the

warm when it’s cold!
3 This animal is very strong and fast, C D
it can jump out of the water. It uses
its tail to catch fish.
4 This animal lives near the sea. It’s
got small wings, it uses them to fly,
Teacher’s Resource Book.

and to swim and catch fish to eat
too.
78
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19
A wa lk th ro ug h n t e g r a t e d S k i l7l s
4
n t egrated skills Un i ts 5 and 6
1 Eating out 3
l isteni n g
Listen and say True or False. 2.46
1 Amy’s mum does all the cooking. 4 Dani’s mum likes her chocolate biscuits.
2 readi ng Before you read Do you like to try new foods?

Tell the class about a food you want to try.
2 Amy can make pizza.
3 Dani’s mum is teaching her to cook.
5 Kevin doesn’t like cooking.
6 Kevin can’t make vegetable soup.
1 Read and listen. 2.45
Hi! I’m Amy and I live in New York.

speak ing 5
Sometimes we eat out at my favourite noodle restaurant.
I love eating noodles. You can have them with
4 Ask and answer in pairs.
vegetables, chicken or fish. They’re really delicious! I eat
them with chopsticks. Can you eat with chopsticks?
What’s your favourite Go Pizza!
restaurant called?
3 My name’s Kevin and I live in Paris. What do yo How many stars

I love sandwiches! They’re my favourite food.
u
have to ea
t? do you give it?
On Saturdays I visit my grandparents and we go to Who do you
a café to have lunch. I always have a sandwich. Where is it?
go with?
My favourite filling is ham and salad.
I’m Dani and I live in Madrid.

My favourite food is vegan. Vegan food is only made from writing 6
plants! Vegans don’t eat meat, fish, milk or cheese.
Sometimes we go to my favourite vegan restaurant in 5 Read. Then write in your notebook about a restaurant in your area.
the city centre. I have salad and a veggie burger!
2
My name’s Chris!
My favourite restaurant is called Crunch Café.
2 Read again and answer.
It’s in the city centre. I go with my mum and sister.
It’s very unusual. They only serve breakfast cereal!
1 When does Kevin visit his grandparents? 4 Where’s Dani’s favourite restaurant?
I have Coco Crunchies to eat. They’re delicious. I give
2 Can Amy use chopsticks? 5 Does Kevin eat meat? this restaurant five stars.
3 Where does Amy live? 6 Do vegans eat fish?
78 79
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1 A single, engaging theme connects the four skills areas on 4 A short audio continues to involve the protagonists of the
the page spread. reading text. The children bring their earlier learning to
the listening activity. Comprehension questions help them
2 A before you read question opens the children’s appetite to focus on eliciting specific information.
for the Integrated Skills theme. The children are invited to
share their personalised stories or opinions. 5 The children should be well involved in the theme now,
Short, accessible reading texts are invariably based on having read about and listened to other children. The
3 speaking section offers them an opportunity to develop
children from different cultures, or their experience of
different cultures. Developing intercultural awareness is social skills. Clear speaking models will help them ask
an important part of the GO FAR! methodology. and answer confidently.
6 The Integrated skills activities are rounded off by a writing
activity. A simple, easy-to-follow model is provided for the
children to write their personalised version of the text.
4 reading 4 listening
1 Read and look. Then, tick ✔ or cross ✘. 1 Listen and tick ✔. 7
1
T h e w i l dl i f e park in my t own
There’s a wildlife park in my town. It’s got
carnivores, herbivores and omnivores.
My favourite animal is the flamingo.
It’s got a big beak and it’s pink!
The park has got an ostrich too.
An ostrich has got wings but it can’t fly.
2
By Ann
1 There’s a wildlife park in Ann’s town. 4 A flamingo has got a pink beak.
2 Some animals eat meat. 5 An ostrich can’t run.
3 Ann likes the flamingo. 6 An ostrich has got pink wings.

3
2 Read and number.

4 4
1 It’s got a beak. It’s got wings and it can fly.
writ ing speaking
2 It’s got a big tail and legs and it can jump very high.
1 Put the letters in order. Then, look and match. 1 Look and choose. Then answer.
3 It’s got long arms and it can climb trees. It lives in Africa.
4 It’s got grey fur and very strong claws. It lives in Australia.
5 It’s got big ears and big feet. It’s got a small tail and it can’t jump! 2 Listen and number. Then write the animal. 8
6 It’s got a long tail. It can climb trees and it can run very fast. Is it flying?
No, it isn’t.
Is it jumping?
Yes, it is.
14 16 Is it a kangaroo?
kemoyn monkey climbing Yes, it is.

rrelsqui eating
bezar drinking
paotrr swimming
phelenta jumping 2 Look. Then, describe and say.
inglamfo flying
2 4
1
2 Look at Activity 1. Then, complete and write about the picture. 3
It’s
This is a picture of a forest. There’s a squirrel. It’s
got a big .There’s a flamingo. It’s
a tree. It’s
.
.
5 It can swim and run
Extra material to work on skills is available to download from the course
website. The theme is unit-connected and additionally consolidates key
but it can’t fly. It’s got
7 claws and big teeth.
6 It hasn’t got long
legs. What is it?
It’s a crocodile.
15 17
language and structures presented in the unit.
20
A wa lk th ro ug h The Term Pro ect lesson
p ro ects p ro ects
Term 2 Term 2
Make an step 3 Write the name of your animal and draw a picture.
animaL lapbook
1 Read and guess in pairs. Then, listen and check. 2.14
Option A Option B
1 Where? a) The Arctic. b) The Antarctic. step 4 Prepare your texts.

2 Live? a) They live alone. b) They live in groups.
Write about your animal. Stick your texts in the lapbook.
3 Food? a) They eat plants. b) They eat meat.
4 Swim? a) They can swim. b) They can’t swim.
5 Body? a) They’ve got tails. b) They haven’t got tails. stripe
s.
They've got
6 Fact? a) They’ve got white skin. b) They’ve got black skin.
claws.
They've got
2 step 1 Choose an animal.

Let’s find out about tigers!
They've got 30 teeth.
3
tigers food
Prepare questions. Go online to find answers.
step 2 Make your lapbook with card. 2

step 5 Comment on your friends’ lapbooks.
That’s interesting information.

Your lapbook is great!
4
50 21st century skills: collaboration, communication, digital literacy 51
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1 A listening exercise introduces the Project theme and 3 The children develop responsibility for and take
stimulates motivation for the coming hands-on work. ownership of the final project outcome. This can be
a shared ownership when they work in groups.
2 Clearly indicated steps make the Project accessible The GO FAR! projects often involve the soft skills of
for the children to work relatively independently.
They are stimulated to learn in a way that is different creativity and collaborative learning and contribute to
to the teacher-led lesson. the development of social skills.
4 The final step always involves a presentation of the project
outcome and an invitation for peer feedback.
2 1 st c e n t u r y s k i l l s
Turn to page 8 and 9 to read more about
21st Century skills in GO FAR!
A variety of ideas for shorter hands-on activities are provided in

the Activity Bank on page 31 of the Teacher’s Book.
There are also ideas for language games that can be played
outside, for teachers who would like to bring the learning context
outside the classroom.
21
Download the offline
version of the
Teacher’s i-solutions
from the course website.
The unique GO FAR! Teacher’s i-solutions for the
classroom includes the Teacher’s i-book with its
fully interactive teaching and learning materials organised into step-by-step Online
lesson plans in the form of learning paths. It also provides teachers with multi-device
a wide range of extra resources to enhance their teaching, allow for variety, version
available
motivate the children and make the most of all the course materials. on the course
website
5
1
2
6
3
8
1 2
Teacher’s i-book to bring your teaching to life in the classroom. Game Generator to create your own interactive
games for revision, consolidation or just fun!
The GO FAR! Teacher’s i-solutions for the classroom includes a complete User’s guide
22 accessible from the main menu as well as Teaching Tips for each section.
Te ac he r's i-b oo k
3 4
Go Innovate! Getting Started offers tips and help for Meet the characters!
using the different dynamics and strategies provided as Videos to introduce
optional methodologies in the course. If you choose to the characters in the classroom.
use these optional resources, you will find them in the
Teacher’s i-book, within the lesson-path sequences.
5 6
The Video section includes a Play-all function i-posters section in the main menu to use the posters
to watch all the video sets in one go! for quick and easy access to vocabulary presentation
or assessment.
7 8
i-stories to focus the children’s attention on key Flashcard Bank to create your own Vocabulary
language within each vignette. They offer both the presentation or review. Photo flashcards to project
possibility of either showing or hiding the text, as well as or print are provided. Word cards to print are also
the option of playing the audio manually for each vignette. available.
23
A fully interactive version of all the teaching and learning materials organised into step-by-step lesson
plans in the form of learning paths provide teachers with a most effective, visual and easy-to-use
classroom resource. The learning paths work as quick lesson guides, and tips for all the material are
available at the click of a button.
1 Access a unit
2 Access a lesson within a unit
3 Access Picture dictionary
4 Access Extra CLIL resources
5 Access Routine poster
2
1 3
a d
b
c
24
a b
Learning paths are provided for every lesson in the Video support for all the grammar in the book!
course so the teaching sequence to follow is clear Grammar Greg will come to life in the animated
at a glance. Access to all the teaching and learning comic to help the children contextualise the grammar
materials in the course, as well as additional interactive structure of the lesson. Visual grammar presentations
resources is included on this pathway. The activities provide clear and amusing explanations of all the
are colour-coded to identify what is CORE material grammar structures. These videos provide the basis
and what is OPTIONAL material. Choose activities for working on the Flipped Learning dynamics
according to your timetable. suggested in the GO Innovate! Teacher’s Guide.
c
Interactive answer key available for both Student’s
Book and Activity Book interactive activities.
Use the Richmond i-tools to direct attention in reading

texts and a karaoke style highlight feature for all
audio texts and songs in the Student's Book to help the
children follow the audio while they read, promoting the
development
One-touch zoom-in feature guarantees the easiest and
quickest access to all the interactive activities, answers,
audio material, transcripts and teaching tips.
Fully interactive Posters and Flashcards.
Extra interactive
activities and games for
continuous assessment.
Tips provide quick instructions

to make the most of the material.
25
vi de os
A great variety of Video material is provided to support teaching with GO FAR!: Animated grammar
comics, Visual grammar presentations, Animated stories, Life skills videos and Culture videos. The
videos are accessible both from the zoom-in windows in the Student’s Book pages in the Teacher’s
i-book and from the main menu of the Teacher’s i-solutions. Use the Play-all function to watch all the videos for a
section in one go and keep the children entertained while they continue learning!
Animated grammar comics Visual grammar presentations Life skills videos

Grammar Greg comics come to life in Innovative, fun, grammar animations Life skills videos take the learning
these amusing animations that help the featuring Grammar Greg help the children beyond English language to focus on
children to contextualise the grammar to focus on explicit grammar and promote social skills, values, digital literacy and
structures before they work on the the development of their Learning to learn emotional intelligence. British children enact
lesson activities. competence. These videos provide the everyday situations that the children in class
basis for working on the Flipped Learning will be able to recognise and learn from.
dynamics suggested in the GO Innovate!
Teacher’s Guide.
Language for life videos Animated stories Culture videos

The children are invited to listen to and Animated version of the unit stories Attractive, real-world videos featuring
repeat the main language structures to really bring the stories alive in the real kids introduce the cultural theme
they have been presented with, in the classroom! before the start of the lesson.
contextualised Life skills situations.
rout i ne poster Pic tur e dic t i on ar y

The interactive Routine poster in the Teacher's i-book A video presentation of the Picture dictionary for
is a fantastic resource to use before the start of the lesson. each unit is available both from the Student’s Book
Go through each of the sections in the poster and ask the pages and also from the main menu of the Teacher’s
children to choose the correct item for the day within the i-book, where the complete Picture dictionary for the
section. They listen to the audio and repeat what they level can be printed in a single document.
hear for each category.
26
ga me ge ne ra to r
This tool allows you to create your own IWB games. Use the Game Generator to review key vocabulary at any time in
the unit, or as a quick class filler. The games are also ideal as wrap-up activities.
How to create a game step 2

The Game Generator includes seven different types
of games. Choose the type of game and difficulty
according to the children’s age and skills development. 1
Follow these simple instructions to create your games:
step 1
2 3
1 5
6
2
4
1 Select the pictures for your game.
You can choose pictures from different units to be
3 included in the same game. This is ideal for End
of term reviews or an End of year assessment.
2 Tap the arrow to add the pictures to the game.
1 Select the type of game you want to use 3 This indicates the minimum number of items
needed to create a game. Add more than the
2 Choose the type of pictures:
minimum to make the game more varied and
a. Pictures + audio challenging for the children.
b. Pictures + words with audio support
4 The pictures for the game appear in this area.
c. Pictures + words
5 If you want to delete a picture from your game,
3 Choose the number of items and the skills
select it and tap .
difficulty. Tap
6 Tap to start playing!
Memory Simon says What’s missing?
The children take a few seconds to Touch to start the game. The The children look at the sequence of
memorise the position of pictures on the children look and memorise the pictures and drag the correct picture
screen. Once the interactive cards turn, sequence as the pictures are highlighted. to complete the sequence. This type of
the children tap the numbers to find the They touch the pictures to repeat game promotes the development of the
pairs. Choose two children to take turns the sequence. Touch to watch the children’s competence in Maths.
to find the pairs on the IWB. Alternatively, sequence again. The number of pictures
this can be set as a competition between in the sequence increases as they play.
two teams. Open the Richmond i-tools Choose a child to play on the IWB.
and set the timer. Give each team two or The rest of the class help their classmate
three minutes to do as much as possible by orally repeating the sequence after
when it is their turn at the IWB. they have seen it.
27
Guess it! What’s this? Match it!
Choose at least four pictures to create Choose at least four pictures to The children match the words with
the game. Divide the class into four create the game. A picture appears the pictures. This game includes an
teams. The teams take turns to play. inside a magnifying glass on the screen. interactive answer key. Use the
A hidden picture appears on the screen. The children see a detail of the picture feedback button for manually validating
Touch to start the game. As the and have to guess what it is. Allow them individual answers.
timer runs on, the picture is revealed. to say different possibilities. Tap
The children from Team 1 say Stop! when to see more of the picture until the Drag it!
they know the answer. Stop the timer. children are able to identify what the
If the answer is correct, give two points picture is or to validate the correct
to the team and use the Richmond i-tools answer. This game is good for promoting
to write their score and the time record the children’s attention to detail.
on the chart provided. If the answer
is wrong, Team 2 has a go. Touch
again. Give a point to Team 2 if
they answer correctly.
fl as hc ar d ba nk The children drag the pictures to the

correct places. This game includes
an interactive answer key. Use the
This tool provides teachers with alternative ways to work feedback button for manually validating
with the course content: individual answers.
Vocabulary presentations and reviews
Present the vocabulary for a unit or revise the key
vocabulary from different units together. This is ideal My vocabulary booklet
for both End of term reviews or an End of year review. Select flashcards unit by unit or combine flashcards from
different units. Print out your selection in full colour, make
Combine flashcards from different units and project
copies for each of the children in your class and staple
them. Use any of the following ideas depending on
them together. The children can use this booklet to play
your specific needs:
on their own in class or they can take it home.
• Show a flashcard and ask the children to name it. The full size flashcards can be also printed with or
Play the audio to validate answers.
without the written words.
• Name a flashcard and ask a volunteer to find the
picture on the carrousel at the bottom of the screen.
• Show a flashcard and play the audio. The children
repeat the words to practise correct pronunciation.
• Show a flashcard and the written word to promote
reading skills. Play the audio for help.
Phonics practice
Use the alphabetic menu at the top to select some or
all the flashcards for an initial sound and project them.
Say the sound (b, b, b) and ask the children to repeat
after you. Then say the words, or play the audio, and
ask the children to repeat.
28
ric hm on d i-t oo ls
This feature allows you to take the Teacher’s i-solutions The Richmond i-tools allows for two levels of
and make it yours by inserting notes, hyperlinks and personalisation:
external files. It is also possible to write or paint on any
By adding reminders or materials for the class on
screen of the Teacher’s i-solutions.
the teaching pathways for the lessons.
By using the Richmond i-tools you can easily add your
By including materials or explanations to enrich
own material for the classroom or complete any of the
a particular activity within the teaching pathway.
activities provided.
Touch on the bottom left-hand corner to:

show/hide the
add text Richmond i-tools
insert notes
insert hyperlinks
delete all notes, hyperlinks and files
use the spotlight to highlight
use the spotlight to cover
use the screen shade
delete all spotlights
show/hide your material

delete all
open the timer
use the cursor
write and colour
highlight
delete
delete all handwritten notes
my notes
This feature allows you to access blank pages that can be used as digital flipcharts.
Use My notes and the Richmond i-tools to add any content you consider relevant for
your classes and keep it for future sessions. This content can be in the form of presentations,
notes, expanded explanations, etc. Everything you add or present in My notes is printable.
The access to My notes is located at the top of every section menu as well as on
the teaching pathways.
29
ac t i vi t y ba nk
Just a minute
This is best played towards the end of the year.
Display all the flashcards that the children have
studied. Put the children into groups and they take
rice
turns to name as many of the words as they can
in one minute. Set a timer so they can see the
time passing.
Who has got …?

19/09/2017 15:20:12
The children pass around flashcards to music.
ES0000000062203
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When the music stops the teacher asks a question;

this can be easy, for example, Who’s got the lizard?
or more complex, Who’s got the green animal with
ES0000000062203
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47_280_65135.indd
263
a long tail? The child with that flashcard holds it up

19/09/2017 15:20:07
and says I’ve got the lizard!

making the most of
flashcards and Word cards Remember, remember!
Show a selection of flashcards or word cards.
Look and point Point to one and ask a child to name it and then
Put word cards around the classroom. Hold up a turn it over. When all the cards are face down, point
flashcard, ask the children to look for the matching to each one in turn and see if the children can
word card and point to it as quickly as they can. remember the words.
Try holding up two cards.
Group memory!
Mime games Divide the class into groups of about five. Display
Hold a flashcard over a volunteer’s head so that flashcards or word cards for one minute and tell
the class can see it, but the child cannot. The the children to try and remember them. Remove the
children mime the word for the volunteer to guess. cards and the teams work to try to remember and
Alternatively, show the card just to the volunteer, list as many of the words as they can. Remind them
who then mimes it for the rest of the class. to whisper so other teams cannot copy them.
Pelmanism on the board Find my partner

Put flashcards face down on one side of the board Hand out the flashcards and word cards in random
and word cards on the other. Divide the class into order. Let the children wander around saying their
two teams. A member from Team A turns over word until they find their partner. The pair then sit
a flashcard and a word card and says the words. down together.
If the cards match, they keep them and the team
gets a point. If the cards do not match, the child
puts them back as before.
Read my lips!
Put the flashcards on the board and silently mouth
a word. The children try to read your lips. The first
child to guess the word mouths the next one.
Repeating game
Put flashcards on the board, point to a card and
say a sentence. If the sentence is correct, the
children repeat it. If not, they keep silent. Greg has
ten eggs for breakfast. Flamingos can’t fly.
What’s missing?
Hold up word cards one by one, say each word for
the children to repeat. Remove a card, then stick the
remaining ones on the board. Ask What’s missing?
30
playground games hands-on ideas
Getting the children out of the more formal Cook up a class
classroom environment can really help with At the beginning of the
learning. Giving the children freedom to move term ask the children to have
when playing games and making the learning a think about what atmosphere they
more physical helps all children. It also would like to have in class and what
they would need to do to achieve this. Ask them to
promotes well-being, it helps with motivation
consider what ingredients are needed for a pleasant
and most importantly, it’s a lot of fun! Children class atmosphere. Give them some ideas: We listen
learn best when they are having fun! when a classmate is talking. We don’t talk negatively
about our classmates. Then give the children some
Skittles time to come up with more ideas. They write these on
Make skittles from empty plastic bottles and stick strips of paper. As these are not all easy to express,
a flashcard on each. Put the children into groups it’s OK if they are not written in English (the English
and give a set of skittles and a ball to each group. class will still benefit!). Then have a cooking pot and
Place the skittles in a triangle on the ground. The a wooden spoon on hand. Ask the children to drop
children take turns to roll the ball to try and knock their strip of paper into the pot and allow them to give
over as many skittles as possible. When they the contents a stir. Dramatise the cooking aspect,
succeed, they say the words corresponding to the pretending to smell the dish and stirring up a great
skittles they knocked over. atmosphere. Finally, sit down with the children and
together read out the ingredients in the pot. The
Yes or no class could then make a poster with the full recipe to
Draw a line down the middle of the playground. decorate the class.
Explain to the children that one side is yes and the
other is no. Ask a question or make a statement Trace and guess
and tell the children to jump to the correct side to Put the children into pairs. Have one partner close
show the answer. their eyes and show the other person a flashcard.
The child then uses their finger to draw a picture or
Flashcard race spell out the word on their partner’s back.
Put the children into groups of six and they each The partner tries to guess what it is.
assign themselves a number from 1 to 6.
If there are fewer than six in one of the groups, Show and tell
one child has two numbers. Stick flashcards on When learning any topic, it is always a good idea to
the walls. Call out a flashcard and a number. Each let the children feel personally involved. Ask them
child with that number races to get the flashcard to say their favourite clothes or the food they don’t
and take it back to their group. The group with the like. Whenever possible, if they have done a drawing
most flashcards at the end wins. or brought in example items, put them into groups to
do a show-and-tell.
Speed ball
Ask the children to stand in a large circle or several Plasticine spelling and shaping
smaller circles. Give one child a ball. Choose a Put the children into small groups and give them
topic, for example, animals. The child who has all some plasticine. Call out a word and the team
the ball says an animal and then throws the ball then works together to either write the word out
to another child. The next child has only three with Plasticine letters or make the object. The first
seconds to say an animal word and throw the ball team to finish puts up their hand. If the word is
on. If they repeat a word or fail to think of a word spelled correctly or the form is recognisable, they
they sit out until the next category. win a point.
Four corners Picture dictation

Take four cards and write like, love, don’t like, Give each child a piece of paper and make sure they
hate. Stick each card in a corner. Ask Do you like have a pencil and crayons. Give instructions one by
(spiders)? The children go to the corresponding one to slowly build up a picture using language from
corner. Each corner then chants: the unit or previously learnt language. For example,
There is a girl. She is wearing a blue T-shirt and a red
We (hate) spiders
skirt. She is listening to music. She has got a big dog.
Yes we do!
Alternatively put the children into pairs. One secretly
We (hate) spiders
draws a picture and then dictates to their partner.
How about you?
31
ac t i vi t y ba nk
Extra verses
songs and chants A great number of songs can be extended
by adding new verses. This can be done in
many cases by substituting key vocabulary
items in the song.
Humbug
Once the children are familiar with a song, try
humming lines from the song to the class and
choose volunteers to say or sing the words that
go with that line. This activity could still work
Actions with chants as even spoken words have melodic
Combining language production with movement intonation; you just have to exaggerate it!
is a powerful way to fix the language. It also
makes the experience more enjoyable and gives Make a recording
children who are not confident with singing a This gives singing a clear purpose and encourages
chance to join in the activity. For songs that don’t children to make a real effort. Comparing
have obvious accompanying actions, ask the recordings made at different times will also give
children to invent them. them the chance to hear directly how they can
improve with practice. Ask the school and parents
Answer back for permission to film the children singing the unit
Divide the class in half. Have each half of songs and post it to the school website.
the class sing alternate lines. This can also
work with more than two groups, if your Transitions
children are confident singers. Use song tracks to time events in the class, for
example, when the children are tidying up at the
Clap the rhythm end of class. They should have finished the activity
Read out a line from the song. Then read it again or be in place by the time the audio ends.
but this time clap with each syllable. Encourage
the children to join in. Then clap the rhythm What comes next?
without saying the words. Children can clap Once children are familiar with a song, play the
lines without singing and have others guess the line. audio, stop at key points and ask them to tell you
Alternatively, divide the class into two groups where the word or line that comes next.
one group sings as the others clap the rhythm.
Correct the mistakes

Write the song words on the board but include
some mistakes, substituting, adding or removing
certain words. Play the audio, the children call out
Stop! if they see a mistake and say what the correct
word is.
Dance routines
Songs that don’t immediately lend themselves to
actions may still be good to dance to. Divide the
class into groups and tell them to invent a dance
routine to accompany a song.
Draw the song

Once the children have been through
the song, have them draw it.
Echoes
Read out or sing lines of the song and ask
the children to repeat them back to you. This
activity can be made quite sophisticated by
insisting that they mimic accent and intonation.
32
vocabulary games Run and Touch
Can you remember? Divide the class into two teams. Then, divide the
Say There’s a cinema and ask a child to repeat whiteboard into two halves (Team A and Team B). On
the sentence and add another word, There’s a one half place word flashcards, on the other place
cinema and a hospital. Then, the next child repeats the corresponding picture cards. The children in the
the sentence and adds another word and so on. teams take turns. Say one of the words and they have
to race to touch the card on their half of the board.
Noughts and crosses The first to do this wins the point for their team. When
Draw a three by three grid on the board. Divide the all cards have been named. Switch the teams so that
class into two teams and assign noughts to Team the ‘words’ team are now the ‘pictures’ team.
A and crosses to Team B. Ask Team A a question,
if they answer correctly they draw a nought in a Stop the Bus!
square. Then Team B has a turn. The winner is the Divide the children into teams of four or five. Give
first team to draw three noughts or crosses in a row. each team a sheet of paper and ask them to draw a
table with four or five columns and category titles for
Word tennis these. The category titles can be things like Food,
Divide the class into two teams. Choose a category Animal, Transport etc. Call out a letter. Teams have
(transport) and ask Team A to say a transport word. to write the letter and a word beginning with that
Team B then has five seconds to say a different letter for each category. The first team to complete
word, then Team A has five seconds to say another the line calls out, Stop the bus! That team gets a
word and so on. If they cannot think of a word in point for each correct answer. Points for words that
five seconds or if they repeat a word, then the other they misspell can be offered to the other team.
team wins the point.
Catch and Say
Listen and do This works for any vocabulary set. Have the
Agree certain actions for word categories with the children stand in a circle. Say a word, e.g. zebra.
children, for example, for an animal they wave their Throw a ball to one of the children. They have
hands, for a clothes word they put their hands on three seconds to say another animal word and
their head. Practise the actions with the children. throw the ball to another child. They can’t repeat
Then say words in random order and the children words. If they can’t say a word they are out.
do the action associated with the category.
Odd Word Out
Bingo Divide the children into two teams. Children from
Write words from a topic on the board. Ask the each team take turns to be scribe. Say four words,
children to write down five of them. Then say the one of which is an odd one out, e.g. cat, dog, rabbit,
words in random order and the children cross out carrot. The first child to write the odd word and hold
a simple line through the words they have. The first it up wins the point for their team. Change scribes
one to cross them all out shouts Bingo! and repeat.
Find your group! Roll the Dice!

The teacher whispers a word to every child. Divide the class into pairs. Each pair makes a
The words can be from three or four different pack of picture cards for a given vocabulary set.
categories. The children then stand up and say They place the pack face down and take turns to
their words out loud, trying to find other children turn one over. They either say or spell the word,
from the same category to form groups. depending on level. If they’re correct they can roll
the dice to find out how many points they get. The
player with the highest number of points wins.
Memory eye
Put some flashcards on the board. Drill the words
in sequence. Then turn one card over and continue
Three Things
to drill with the children saying the hidden word Divide the class into two teams. Players from each
from memory. Continue drilling and turning team take turns to come up to the board. Ask them to
over cards so the children are saying the whole say three things that can fly. The player writes down
sequence from memory. three things that can fly e.g. bird, butterfly, helicopter.
Give a point for each answer. Each time say a different
category, e.g. Three things... that are green, that you
eat, etc. Team members may shout out answers to
help, but make note and if there’s a tie break take
this into account when deciding the winners.
33
ac t i vi t y ba nk
Pass it on
The children sit in groups. The first child asks a
question, for example, Do you like reading comics?
The next child answers the question and then asks
the next child along. They continue until they have
all asked and answered the questions.
Make a sentence
Put the children into groups of about four. Take
two flashcards from the topic and display them.
The team thinks of a sentence containing both
words. They rehearse their sentence. The teams
grammar games take turns to say their sentence. The teacher
awards points for correct usage, grammar,
pronunciation, comedy... To make it more
Have you got it? challenging, select flashcards from different units.
Put some flashcards on the board and ask the
class to remember the words. Then ask a volunteer Who am I?
to stand outside the classroom while a second Photocopy the word cards or write the words
volunteer takes a card and puts it in their bag. on cards so each group has a selection. Put the
The child comes back in and says which picture is children into groups. One child selects a word
missing. They then have three chances to guess without seeing it and puts it on their forehead.
who has the object, by asking Have you got the They must then ask questions to the group in order
(rollerblading) flashcard? to discover who they are. This can be played with
professions, animals, family members or it could be
Throw the ball with famous people.
The class stands in a circle. Throw a ball to a
child and ask Can you ride a bike? The child Form the sentence
answers Yes, I can / No, I can’t and then takes Before class, prepare various sentences, either
a turn to throw the ball and ask another question. positive, negative or questions. Each word of the
This game can also be played with Do you like … ? sentence is on a different note card, the last word
or Have you got … ? questions. has the final punctuation. It’s a good idea to use a
different coloured set of cards for each sentence.
Sentence hangman Put the children into groups and give them a set of
Play this game like normal hangman, but write a cards which form a sentence. The groups then race
sentence with letter spaces. The children suggest to make the sentence.
letters that might be in the whole sentence. Write
all the letters in their places; if there aren’t any
then draw part of the man. The child who says
the sentence correctly wins.
Repeat the truth

Say a sentence related to the unit topic, for
example, Apples are red or green. If the children
think it is true they repeat the sentence. If not,
they remain quiet.
Banana
Dictate five sentences to the class, but in each
one substitute one or two words for the word
banana, for example, I banana learning new things.
What do you banana for banana? The children work
in pairs to identify the missing words. Alternatively,
you can substitute one specific word, likes for
example, with the word banana. After giving the
children some example sentences, the children
work together to identify its meaning. Award points
for correct sentences.
34
drills Teacher: I’m wearing trousers.
Children: I’m wearing trousers.
Teacher: Socks.
Children: I’m wearing socks.
Teacher: A T-shirt.
Children: I’m wearing a T-shirt.
This could be personalised with the children only
replying if the sentence is true for them.
Explain the substitution required beforehand so the
children know what to say. For example:
Teacher: Maria can swim.
She can swim.
Teacher: Pablo has got a dog.
He has got a dog.
Transformation drills
Repetition drills Drill a sentence but the reply should be the opposite,
Basic repetition. The teacher says a word or sentence negative or question form. Make sure the children
and the children repeat it: know what is expected of them before and keep to the
Teacher: The cat is on the table. same structure throughout the drill.
Children: The cat is on the table. Teacher: She’s tall.
To make this more fun, play around with different Children: She’s short.
voices, for example, whisper or shout the sentence. Teacher: I’ve got glasses.
Emphasise different words to project different meaning: Children: I haven’t got glasses.
The cat is ON the table. The cat is on the TABLE. Teacher: He can dance.
The CAT is on the table. Children: Can he dance?
Sentence building. The children build a sentence word Q & A drills

by word:
• T o practise specific questions. Put the flashcards
Teacher: The. on the board which will serve as the answer. Drill
Children: The. the questions and answers, which you point to so the
Teacher: The tiger. children know what to say. For example:
Children: The tiger.
Q: Is there a cinema?
Teacher: The tiger is.
A: Yes, there is. (Point to the cinema)
Children: The tiger is.
Teacher: The tiger is running. •H
alf the class could ask the questions and the other
Children: The tiger is running. half give the answers, then swap.
Or make the children memorise the sentence: • T he children walk around asking and answering the
same question. Divide the class into numbers 1 and 2.
Teacher: The.
As they walk around say Number 1! The child turns to
Children: The.
the nearest person and asks the question, the other
Teacher: Tiger.
child gives the rehearsed answer. Alternate between
Children: The tiger.
number 1 and number 2 so they all have a chance to
Teacher: Is.
ask and answer.
Children: The tiger is.
Teacher: Running. Practise drilling questions with more open answers,
Children: The tiger is running. so the children need to think and may not all give the
same answer.
Substitution drills
Give a sentence and then the substitution word: Teacher: Do you like chicken?
Children: Yes, I do. / No, I don’t.
Teacher: I like spaghetti. He.
Children: He likes spaghetti. • P ass it on, in groups the children practise asking and
Teacher: She likes apples. I. answering a specific question.
Children: I like apples.
Child 1: I like reading. What about you?
An alternative to the above would be to practise one Child 2: I like watching TV. What about you?
single sentence. For example: Child 3: I like listening to music. What about you?
35
UN I T 4
Overview
Grammar Vocabulary Pronunciation
•P
resent Continuous: •W
ild animals: crocodile, elephant, flamingo, kangaroo, • Phonics: the sounds
third person singular, lion, monkey, ostrich, tiger v as in violin and b as
affirmative, negative, •V
erbs: climb, drink, eat, fly, jump, run, swim in bear
questions and short
•A
nimal body parts and groups: beak, claws, fur, tail,
answers
teeth, wings
as got: affirmative
•H Recycled language
•E
xtra: hide, hop, hunt; grass, jungle, leaves, plants,
and negative
river; chimpanzee, dingo, gorilla, insect, kangaroo,
•S
pelling: doubling koala, platypus, zebra; kilo, litre; beautiful, sharp •P resent Continuous
consonants with -ing •H ave got
•M odal: can
• Animals
Language Objectives
Grammar Vocabulary Functions Pronunciation
•T
o use the Present •T
o understand and use • To explain the actions •T
o highlight and
Continuous to refer to vocabulary related to of an animal. differentiate between
actions taking place in wild animals. • To acquire information the consonant sounds
the present. •T
o understand and use about what an animal v and b.
•T
o practise the Present verbs typically associated is doing.
Continuous in the with animals. • To describe an animal by
affirmative, negative •T
o become familiar with its personal attributes.
and in question and and understand • To refer to one animal
short answer form. language related to among others.
•T
o revise the have got animals in general.
structure and practise
it in the 3rd person
singular.
Skills Objectives
Speaking Reading Listening Writing
•T
o identify and say •T
o understand a • To repeat the words in • To focus on and correct
the animals. narrative of a story. an audio. mistakes in a text.
•T
o ask and answer •T
o understand a model • To identify the target • To write out a text
questions using the dialogue with the target language within a introducing the target
Present Continuous. language. contextualised dialogue. language.
•T
o use have got in a •T
o follow a short • To follow a text aurally • To use the have got
song. dialogue with the target while reading. structure to describe
•T
o pronounce the language. • To identify and animals.
sounds v and b •T
o follow a description differentiate similar •T o practise spelling.
correctly. and check against a text. sounding consonants.
118
Assessment Criteria GO Digital! Teacher’s i-solutions
•T
he children can identify, understand and produce Fully interactive teaching and learning materials
Present Continuous in affirmative, negative and question form. organised into step-by-step lesson plans in the
form of learning paths including:
•T
he children can identify, understand and produce has got
in the affirmative and negative. Video support for all grammar, life skills,
stories and culture lessons
•T
he children can identify, understand and produce vocabulary Ready to go lessons for teaching
related to animals and their body parts. innovation
•T
he children can differentiate and produce the b and v sounds. Flipped Learning
Cooperative Learning
Thinking routines
Drama
Materials
Extra CLIL content
• Teacher’s i-solutions Videos
Worksheets
• Flashcards Unit 4
• Poster Unit 4 Extra Skills content
• Teacher’s Resource Book Teacher’s Resource Book
Lesson 7: Phonics, p. 28 Highlight feature for all texts and songs
Lesson 8: Language, pp. 14-16 For ideas on how in the Student’s Book
Unit review: Phonics animations
to exploit the course
Unit 4 test, pp. 63-66 Audio material and transcripts
End of term 2 test, pp. 77-78
resources, see our i-posters, i-flashcards and i-stories
• Student’s Book Unit 4 Activity Bank: Flashcard Bank
• Activity Book Unit 4 pages 30-35 Additional interactive games for
whole-class content reinforcement
• A map of the world, pieces Interactive Routine poster
of card
Game Generator to create your own
IWB games to play with the children
Use the Richmond i-tools to add

your own material for the classroom by
Lesson 3: Flipped Learning inserting notes, links and external files. It is also
possible to write or paint on the pages and in the
Lesson 4: Thinking-based Learning
zoom windows.
Lesson 5: C
ooperative Learning
Unit review: Drama Save all your teaching sessions to meet the
needs of each individual class.
Key competences
Lingusitic competence The children consolidate Civic competence The children learn basic social
their previous knowledge of a selection of wild animals; interaction working in pairs.
what they look like, sound like etc. and connect this with
the vocabulary used to express the concepts in English. Cultural awareness and expression
competence The children learn about indigenous
Plurilingual competence The children become animals. They develop their artistic expression singing
familiar with the Present Continuous form to ask a song.
questions and respond to them, regarding animals they
have learnt about. Personal, social and learning to learn
competence The children develop strategies to
Mathematical competence and competence improve their memory skills by doing rebus exercises.
in science, technology and engineering The
children develop a greater understanding of the natural Entrepeneurship competence The children
world and the characteristics of wild animals. develop a sense of personal autonomy talking about
animals from their own region and choosing their
Digital competence The children work together favourite Australian animal.
on the unit content using the IWB and do further practice
individually.
119
4 Animal magic 1 Listen and
1 Listen and sing. 2.1
The wildlife park’s amazing.

Climbing, swimming, running,
Or flying in the air.
Elephants, lions and ostriches
Walking through the grass,
And kangaroos go hopping by.
Tigers hiding in the trees
Look! A pink flamingo
Flying through the sky!
But what’s that in the river?
Can you see it smile?
Look at all those great big teeth!
2 Listen and repeat. 2.2 Then, listen and say. 2.3 2 Listen and
crocodile elephant flamingo kangaroo
lion monkey ostrich tiger
3 Play a memory game. I can see a lion, a kangaroo and an ostrich.

I can see a lion,
a kangaroo,
an ostrich
I can see a lion and a kangaroo.
and a monkey.
40 Lesson 1 Wild animals vocabulary
ES0000000141934 198176_U4_108028.indd 40 26/11/2021 10:16:10
The children improve their listening, reading Key competences continuous assessment
and speaking skills whilst broadening their
vocabulary base.
1 Follow the lyrics and join in with the song.
The children develop their learning strategies 2 Give an appropriate description.
by giving descriptions.
3 Memorise a list of animal words.
The children use a game as a memorising
strategy.
120
Lesson 1 4
T r a n sc r ipt S
Language Objectives
To introduce wild animal vocabulary.
To improve listening skills. 2.1 Listen and sing: The wildlife park’s amazing!

To practise the expression I can see a (tiger). The wildlife park’s amazing.
Climbing, swimming, running,
Materials Or flying in the air.
Teacher’s i-solutions Elephants, lions and ostriches
Unit 4 Poster Walking through the grass,
Unit 4 wild animals Flashcards And kangaroos go hopping by.
Warme r Tigers hiding in the trees

Have the children brainstorm all the animal words they Look! A pink flamingo
know in English. Display the poster. Point to the animals Flying through the sky!
and ask the children to read the words. Then describe an But what’s that in the river?
animal for the children to name: It’s a big cat and it’s black Can you see it smile?
and orange. Look at all those great big teeth!
1 Listen
and sing. 2.1 2.2 Listen and repeat.

Play the audio and let the children listen to the song as crocodile, elephant, flamingo, kangaroo, lion, monkey,
they follow it in their books. Play it again and have the ostrich, tiger
children join in. Ask the class to think of an action for each
animal, then play the song again and do the actions as 2.3 Listen and say.

they sing. 1
Can you guess this animal? It’s a big cat.
2 Listen
and repeat. 2.2 It’s orange and black and it can climb.
Then, listen and say. 2.3
2
Play the audio and ask the children to repeat. Then give This animal has got a very big mouth
the children a minute to read the words and practise and it can swim. It’s very scary!
saying them before playing the audio again. Play the 3
second audio and after each dialogue the children identify I really like this animal. It’s a bird.
which animal is being described. It’s pink and it can fly.
Answers 4
This animal is grey. It’s got very big ears
1 tiger, 2 crocodrile, 3 flamingo, 4 elephant and a long nose.
3 Play
a memory game.
Read through the example dialogue with the children.
Point out that each time a new animal is added to the list. Initial Evaluation
Put the children into small groups to practise playing the Use the flashcards to make sure the children can
game. identify the eight animals and can match the words
to the pictures. Ensure they can pronounce the words
properly too.
The children make a list of all the animals they know.
Wrap-up
A dd it io na l re so ur ce s
Book Section Answer Key
Display the word cards for the animals and ask the
children to say the words. Then, remove three word cards
and display the rest. Ask the children to say which animals Act ivi t y Book Page 36 Page 189
are missing.
121
4
1 Listen and read. Then say in pairs. 2.4
What can you see, Rosie?

Amazing! I can see a tiger.
Wow, I like tigers. Is it climbing a tree?
No, it isn’t. It’s running.
That’s a flamingo. Is it flying? And there’s a pink bird!
An elephant! Is it eating? Yes, it is. It’s beautiful!

Look! There’s an elephant.
Swimming! Rosie,
let me see! Can I have the No, it isn’t. It’s swimming.
binoculars now, please?
2 Listen and say the animal. Then ask in pairs. 2.5
Is it running?
kangaroo
No, it isn’t.
Is it drinking?
tiger Yes, it is.
I can see a lion,

a kangaroo, Is it … ?
an ostrich
and a monkey.
Is it (flying)? Yes, it is. / No, it isn’t. Lesson 2 41
ES0000000141934 198176_U4_108028.indd 41 26/11/2021 10:16:13
The children improve their conversational Key competences continuous assessment

language skills by following and then copying
a dialogue.
1 Read and repeat a conversational dialogue.
The children practise their social skills by taking 2 Work collaboratively with a partner to practise the
turns with a partner. new language.
122
Lesson 2 4
T r a n sc r ipt S
Language Objectives
To practise animal vocabulary.
To introduce the question Is it (eating)? 2.4 Listen and read. Then say in pairs.

To develop speaking skills by asking questions. Fred: What can you see, Rosie?
Rosie: Amazing! I can see a tiger.
Fred: Wow, I like tigers. Is it climbing a tree?
Materials Rosie: No, it isn’t. It’s running. And there’s a pink bird!
Teacher’s i-solutions Fred: That’s a flamingo. Is it flying?
Unit 4 Poster Rosie: Yes, it is. It’s beautiful! Look!
There’s an elephant.
Fred: An elephant! Is it eating?
Warme r Rosie: No, it isn’t. It’s swimming.
Fred: Swimming! Rosie, let me see!
Display the poster and review the animals. Divide the Can I have the binoculars now, please?
class into three teams. Write some model questions on the
board: Can it swim/fly/climb? Is it green/grey/brown? Tell 2.5 Listen and say the animal. Then ask in pairs.

the teams you are thinking of an animal. Team A asks you 1
a question about the animal and then have a guess. If they Boy: Let’s play a game. I’m thinking of an animal.
are right, they win a point. If they are wrong, then Team B Girl: OK, is it swimming?
asks a question and so on. Boy: No, it isn’t.
Girl: Is it climbing a tree?
Boy: Yes, it is.
1 Listen
and read. Then say in pairs. 2.4 Girl: Is it a snake?
Boy: No, it isn’t. What animal is it?
Write the following verbs on the board: flying, running, 2
jumping, eating, drinking, swimming, climbing a tree. Point Girl: It’s my turn. I’m thinking of an animal.
to each verb in turn, ask the class to say and mime it Boy: Is it running?
with you. Girl: No, it isn’t.
Ask the children to look at the picture and explain that Boy: Is it jumping?
Rosie and Fred are at the wildlife park. Play the audio and Girl: No, it isn’t.
make true or false statements to check comprehension: Boy: Is it drinking?
Rosie can see a lion (False), The flamingo is flying (True). Girl: Yes, it is.
Ask the children to work in pairs and read out the 3
Boy: It’s my turn. What animal is this?
dialogue together.
Girl: Um... is it jumping?
2 Listen and say the animal. Boy: No, it isn’t.
Girl: Is it flying?
Then ask in pairs. 2.5 Boy: Yes, it is.
Ask the class to name the animals in pairs. Then make Girl: Is it a parrot?
a statement and ask the children to say the animal: Boy: No, it isn’t.
It’s flying (the parrot, the flamingo). It’s swimming
(the crocodile).
Explain to the children that they will hear children playing
a guessing game about the animals in the picture. Play Continuous Assessment
the audio and pause after the first dialogue so the children The children should be able to identify the eight
can name the animal. Write the question and answers animals. They should also be able to ask and answer
on the board: Is it (flying)? Yes, it is. / No, it isn’t. Tell the questions about the animals’ activities using the Present
children to play the guessing game in pairs. Continuous. They should be able to use common action
verbs.
Answers
1 lion, 2 ostrich, 3 flamingo
The children write sentences to describe what each Book Section Answer Key
animal is doing in the picture. For example, The lion is
climbing a tree. Act ivi t y Book Page 37 Page 190
Wrap-up
Get the children to close their books. Then quiz them about
the animals in the picture. Ask, for example, Is the lion
running? What colour is the parrot? It’s swimming, what is it?
123
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practice
P
practice
F
4
Grammar Greg
More
phonics
More
phonics
SC
Flip GO
nn ovate !
page
this lesson! 31
Oh, no! There’s a monkey

It isn’t jumping now.
i-poster
behind me. It’s eating my
It’s dancing. What apple! Stop! That’s my lunch.
i-flashcards
an amazing monkey!
IWB
Look! There’s a monkey.

It’s jumping.
1 Watch and
1 Who’s do
2 Can ostr
3 What do
4 Can ostr
More More
practice
P
practice
Present Continuous
3SC Read and a
Short answers Present Continuous answers
questions More More
phonics
It’s running. phonics
jumping? Yes, it is. climbing.
Is it It isn’t
swimming? No, it isn’t. flying.
2 Listen and say. 2.7

i-poster
i-flashcards
IWB
42 Lesson 3 It’s / It isn’t (jumping). Grammar Reference 75

page
ES0000000141934 198176_U4_108028.indd 42 03/12/2021 11:36:48

The children widen their language base with the
introduction of a new structure. Check if the children can:
1
Use the Present Continuous to ask and answer
The children strengthen their listening skills by questions about the animals.
identifying an animal from clues they hear.
2 Understand the audio in order to identify the animal
being described.
124
Lesson 3 4
T r a n sc r ipt S
Language Objectives
To practise the Present Continuous.
To practise action verbs. 2.6 Listen and read.

To develop listening skills. Greg: Look! There’s a monkey. It’s jumping.
It isn’t jumping now. It’s dancing.
Materials What an amazing monkey!
Teacher’s i-solutions Oh, no! There’s a monkey behind me.
Unit 4 wild animal Flashcards It’s eating my apple! Stop! That’s my lunch.
2.7 Listen and say.

Warme r
1
Display the flashcards in a row. Point to each one and What animal is this? It isn’t running. It’s climbing a tree.
say the words together as a class. Then remove two It isn’t a lion.
flashcards. Point to the flashcards again including the two 2
spaces and say the animals as if they were still there. What animal is this? It isn’t swimming. It’s flying.
Then remove two more flashcards, point and say again.
3
Repeat until there are no flashcards left on the board.
This animal isn’t swimming. It isn’t climbing. It isn’t running.
It isn’t flying.
1 Listen
and read. 2.6 4
Explain that Greg is at the wildlife park. He is taking What animal is this? It’s running. It isn’t a tiger.
photos of a monkey. Play the audio and have the children 5
read as they listen. Ask the children about the story: In This animal isn’t swimming. It isn’t jumping. It’s climbing.
picture 1, is the monkey dancing? Ask the children to work It isn’t a monkey.
in pairs and read the comic, taking turns to read. 6
What animal is this? It’s swimming. It isn’t an elephant.
Read the grammar boxes or watch the visual
grammar presentation with the children.
2 Listen
and say. 2.7
Look at the animals. Point to the flamingo and say It isn’t
Continuous Assessment
swimming. It’s flying. Ask volunteers to say something Make sure the children can use the Present Continuous,
about each of the other animals. Explain that they are 3rd person singular, to describe an action and ask a
going to hear animals being described. Remind them to question.
listen out for the difference between It’s and It isn’t. Play
the first description, pause and elicit the answer. Then play
A dd it io na l
the rest.
Answers
re so ur ce s Answer Key
1 monkey, 2 flamingo, 3 kangaroo, 4 ostrich, 5 lion, Book Section Transcript
6 crocodile
Page 190
Page 38
Page 195
Act ivi t y Book
The children choose an animal and write a description: Grammar Reference
It isn’t (climbing). It’s (running). It isn’t a (tiger). When page 75
everyone has finished, they read out their description
for the class to guess.
Wrap-up
Tell the children you are thinking of an animal from
Activity 2. Let them ask two questions: Is it swimming?
Flip this lesson!
is it running? They can then make a guess. If they guess Flipped Learning dynamic available in
correctly, the class wins a point; if not, then the teacher GO Innovate! Teacher’s Guide 3.
does.
125
4
Fi n d O u t !
More More
practice
P More More
practice
P
practice practice
B e fo r e you w atc h F es s en t i al Vocabulary F

More More
phonics phonics
1 Watch and answer. 2 Watch and repeat.

i-poster i-poster
are 2 metres tall?
Afte r you w atc h That’s interesting!
3 Read and act out.

Where do they live?
A: Can they fly?
They fly in planes.
Thinking-based GO
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page
page
75 Warmer and Extension 45 Life Skills: research skills Lesson 4
ES0000000141934 198176_U4_108028.indd 43 21/12/2021 9:54:32
The children develop their viewing skills Key competences continuous assessment
and learn a set of language structures related
to research skills.
1
Follow the content of the video and answer
The children improve their artistic expression by the comprehension questions.
following a dialogue and acting a role. 2 Communicate the meaning of the dialogue
correctly and confidently.
126
Lesson 4 4
after you watch
Language Objectives
To improve viewing skills.
To introduce the structures Let’s find out about 3 Read
and act out.
(ostriches). Do you know that… ? That’s interesting! Choose volunteers to read out the sentences in the
To practise using the new Language for Life dialogue. Make sure the dialogue is clear for everyone.
structures. Divide the class in pairs and explain that they will
pretend to be the animal pair in the picture. To help them
to enter into their roles, as an all-class activity, ask the
children to imitate a lion and a crocodile, roaring and
Materials pawing. Encourage them to do this circulating the room.
Teacher’s i-solutions Then, allow the pairs some time to practise the dialogue
together. Choose volunteers to act out the scene in class.
Warme r
Draw a simple outline of a dolphin on the board and
elicit or introduce the word dolphin. Explain that you like Ask the children to choose an animal and write three things
dolphins and have three questions about them. Write they would like to learn about it.
these questions on the board and elicit or explain their
meaning: Why do dolphins have a hole in their heads? Wrap-up
Do dolphins sleep at night? Do they have a language?
Write these eight words on the board and ask the children
Ask the children to speculate on the answers. Then
to remember which ones are in the video: ruler, scissors,
discuss how you can find the answers and elicit
notebook, apple, computer, banana, hat, glasses. Ask them
possibilities such as read a book about dolphins, use
to copy the words in their notebooks. Then watch the video
the internet or talk to an expert. If time allows, try to
again and ask the children to tick the words that appear.
find the answers on the internet.
before you watch

Ask the children to describe their personal experience
when they need to find information for homework. Book Section Answer Key
Encourage them to always ask for adult supervision
when using the internet.
Act ivi t y Book Page 39 Page 190
essen t ial vocabulary
Ask the children to look at the picture and to repeat the
word. Explain that they will hear it when they watch
the video.
1 Watch
and answer. Thinking-based Learning
Ask the children to look at Activity 1. Encourage them Thinking routine available for warmer and extension.
to guess and suggest answers to the questions before See GO Innovate! Teacher’s Guide 3.
watching the video. Play the video and tell the children to
raise their hand as they identify answers to the questions.
Play the video again, pausing after each question is
answered, and encourage the children to now share the
answers to the questions with the class.
Answers
1 Cora, 2 Yes, 3 Plants and insects, 4 Yes
2 Watch
and repeat.
Ask the children to look at Activity 2. Encourage them
to read the sentences silently before watching the video.
Play the video and ask the children to listen carefully to
how the characters pronounce the sentences. Tell them
to repeat each sentence as the character finishes.
127
More More P
4
practice
practice
The pain t i n g More

phonics
More
phonics
SC Pre-Reading
Do you like
wildlife parks?
5

2 Doctor Darwin works at the wildlife park.
i-poster
1 Fred’s mum is an artist. She’s
painting a picture at the wildlife park.
i-flashcards
Would you like
Fred and Rosie are helping her. to see the park?
IWB That’s a good idea! Have fun!
7
What colour are
flamingoes’ wings?
They’re black and pink!
4 The tiger is sleepy.

3 Can ostriches fly?
Ostriches have got

wings but they can’t fly.
Oh, it’s got a tail and Is it dangerous?
what a big beak!
Yes, it’s got sharp
teeth and claws.
2 Look, matc
Oh, its fur is beautiful!
44 Lesson 5 Key vocabulary and grammar in context
ES0000000141934 198176_U4_108028.indd 44 26/11/2021 10:16:39
The children use their initiative to match

The children learn some animal facts
the footprints to the photos and to
from the story.
identify the animals.
The children become aware that

respect goes beyond people.
128
5 6 The painting is finished.
you like
ife parks?
Look, the gate’s open!
Where’s the zebra?
Mum, the
Oh, no! But… there isn’t a zebra’s missing!
zebra in the painting!
8 Everyone likes Mum’s painting.

7
Look at that zebra!
What an amazing painting!
It’s eating the grass. Oh! It’s a real zebra!
Now let’s go and

see the crocodiles!
That’s the missing zebra!
2 Look, match and say the animal. IE
1 2 3 4 5
Respect animals.
a b c d e
Cooperative
Learning GO
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page
Consolidation 20
ES0000000141934 198176_U4_108028.indd 45 26/11/2021 10:16:55

1
Understand the new information related to 2 Identify the animals from their footprints.
animals.
3 Have concern for animal welfare.
129
4 Lesson 5 Sto ry
Extra Ac t ivi t y
Language Objectives Divide the class into groups of four. Tell them they are
To follow a story. going to recreate the story. They assign roles: Fred,
To introduce animal body parts vocabulary. Rosie, Mum, Doctor Darwin. At the beginning ask them
To use visual clues to help with understanding. to introduce themselves: I’m Fred.
Tell them they have to get the essence of the story,
but they do not have to make it exactly the same.
Materials Give them time to rehearse and then get groups to
Teacher’s i-solutions perform. Encourage the class to applaud at the end.
Warme r
Continuous Assessment
Write the word questions on the board. Ask the children
Make sure the children are able to follow and
to think about what questions they can ask to find out
understand the story by responding to comprehension
information about animals. Write their suggestions on the
questions. Make sure they attempt to identify the
board, for example, What colour is it? How many legs has
animals from their footprints.
it got? How tall/big/fast is it? What does it eat? When does
it sleep? Is it a cat? Can it swim/fly/run? Has it got …?
1 Listen
and read. 2.8 A dd it io na l re so ur ce s
Give the children a minute to look through the story. Ask
them who they can see in it. Play the audio twice and
the children follow in their books. Ask some questions to
Story
check comprehension, for example, Where are Fred and Act ivi t y Book page 40
Page 190
Rosie? What is Fred’s mum painting? What animals do
they see first? What question does Rosie ask about the
tiger? Which animals’ gate is open? Is there a zebra in the
painting? What is the zebra eating?
2 Look,
match and say the animal.
Have the children look at the footprints and think what Cooperative Learning
animal they belong to. Then in pairs tell them to match the Cooperative structure available for language
footprints with the photos of feet. Check the answers as a consolidation. See GO Innovate! Teacher’s Guide 3.
class. Finally, ask the whole class to suggest what animal
each footprint belongs to.
Answers
1 e (ostrich), 2 d (zebra), 3 a (elephant),
4 b (lion), 5 c (crocodile)
The children write two questions about the story. For

example, How many ostriches are there? Is there a lion in
the painting? When everyone has finished, they close their
books and ask their questions.
Wrap-up
Write the name of an animal on the board, for example,
lion. Tell the children to suggest questions they could
ask about it. For example, What colour is it? What does
it eat? Can it swim? Is it dangerous? Write the questions
on the board and ask the children to try and answer the
questions. Then, leave the questions on the board and
repeat with a different animal.
130
Sto ry Lesson 5 4
Respect animals.
Re-read vignettes 1, 3 and 4 with the questions so that they can learn and
children. Ask them to identify the know more about the animals. Explain
questions that Fred and Rosie ask that knowing more about animals
Fred’s mum and Doctor Darwin. (What is the first step in knowing how to
colour are flamingoes’ wings? Can respect them. Elicit from the children
ostriches fly? Is it dangerous?) Explain all the ways they can show their
that the children are asking the respect for pets and other animals.
T r a n sc r ip t
Listen and read. The

2.8 paint i ng
Vignette 1 Vignette 4
Narrator: Fred’s mum is an artist. Narrator: The tiger is sleepy.
She’s painting a picture at the wildlife park. Rosie: Is it dangerous?
Fred and Rosie are helping her. Dr Darwin: Yes, it’s got sharp teeth and claws.
Fred: What colour are flamingoes’ wings? Fred: Oh, its fur is beautiful!
Mum: They’re black and pink!
Vignette 5
Vignette 2 Rosie: Look, the gate’s open!
Narrator: Doctor Darwin works at the wildlife park. Fred: Where’s the zebra?
Dr Darwin: Would you like to see the park? Dr Darwin: Oh, no!
Mum: That’s a good idea! Have fun!
Vignette 6
Vignette 3 Narrator: The painting is finished.
Fred: Can ostriches fly? Fred: Mum, the zebra’s missing!
Dr Darwin: Ostriches have got wings but Mum: But… there isn’t a zebra in the painting!
they can’t fly.
Vignette 7
Rosie: Oh, it’s got a tail and what a big beak!
Girl: Look at that zebra! It’s eating the grass.
Mum: Oh! It’s a real zebra!
Fred: That’s the missing zebra!
Vignette 8
Narrator: Everyone likes Mum’s painting.
Visitor: What an
amazing painting!
Fred: Now let’s go and
see the crocodiles!
131
New language
4
1 Listen and repeat. 2.9

1 Look. Then
fur beak claws wings tail teeth
2 Listen and sing. 2.10
It’s got small arms and strong legs too,

And a long, long tail. It’s a kangaroo.
A lion’s scary! Hear it roar!
It’s got lots of teeth. It’s a carnivore.
An ostrich is an amazing thing,
A parrot’s got a very sharp beak,
It’s very noisy. Hear it SHRIEK!
It’s got fur and claws and big teeth too.
It’s a tiger and it’s chasing YOU! More More
practice
P
practice
F
Has/Hasn’t got SC
with personal attributes
More More
phonics
a tail. phonics
It’s got
claws.
It hasn’t got fur.
2 Listen an
i-poster
3 Read and say the animal.

i-flashcards
IWBgot
It’s got claws and a tail. It hasn’t It hasn’t got a beak.
fur. It’s got wings and a beak. It’s got a big mouth and
a long tail. It’s green.
It’s got claws and teeth. It hasn’t got

wings. It’s got orange fur and a tail.
46 Lesson 6 Animal body parts Grammar Reference 76

page
ES0000000141934 198176_U4_108028.indd 46 26/11/2021 10:17:03

The children expand their vocabulary base.
1 Understand and use the words correctly.
The children gain more knowledge of animals 2 Identify specific facts about certain animals.
through a song.
3 Identify the animals correctly.
The children use their previous knowledge
to identify the animals from the descriptions.
132
Lesson 6 4
Extra Ac t ivi t y
Language Objectives The children choose an animal, either one from the unit
To practise animal body part vocabulary. or another they know in English, and write a description
To introduce has and hasn’t got with body parts. similar to those in Activity 3. Invite volunteers to read
To reinforce reading comprehension skills. out their description for the rest of the class to guess.
Materials
Teacher’s i-solutions T r a n sc r ip ts
Unit 4 animal body parts Flashcards
Unit 4 Poster
CD 2 2.9 Listen and repeat.

fur, beak, claws, wings, tail, teeth
Warme r 2.10 Listen and sing: Amazing animals

Display the flashcards and the poster. Point to one of the It’s got small arms and strong legs too,
flashcards, for example, beak; then point to an animal on And a long, long tail. It’s a kangaroo.
the poster and ask Has a (kangaroo) got a beak? Repeat A lion’s scary! Hear it roar!
with the other body parts, making sure the children It’s got lots of teeth. It’s a carnivore.
understand what each one is.
An ostrich is an amazing thing,
1 Listen
and repeat. 2.9 A parrot’s got a very sharp beak,
Let the children look at the body part words on the page It’s very noisy. Hear it SHRIEK!
and read them. Play the audio and ask them to repeat It’s got fur and claws and big teeth too.
the words, copying the pronunciation as carefully as It’s a tiger and it’s chasing YOU!
possible. Play it through again. The children then read the
words again and focus on saying them correctly.
2 Listen
and sing. 2.10 Continuous Assessment
Play the audio and tell the children to just listen to the Make sure the children understand the new vocabulary
song. Play it again and ask them to follow it in their and structure and can use them to describe
books. The song suggests strong visual images so have and identify animals.
the children draw a picture to illustrate it. Let them
share and compare their pictures with the people
sitting near them.
Read the grammar box or watch the visual A dd it io na l re so ur ce s

grammar presentation with the children.
3 Read
and say the animal.
Ask the children to identify the three animals. Then give New language
the children some minutes to read the three descriptions page 41
and try to identify each animal. Ask a volunteer to read Act ivi t y Book Page 190
aloud the first description. The class call out the name of Grammar Reference
the animal they think is being described. If they disagree, page 76
then read it again and help them to come to the correct
answer. Continue with the other two descriptions.
Answers
parrot, crocodile, tiger
The children draw some animals and label the body parts.
Wrap-up
Play a game with the new body parts vocabulary. Use
your finger to spell one of the words in the air. As a class,
they call out each letter until the whole word is finished
and they say the word. Then ask them to continue with the
other words with the person sitting next to them.
133
T im e to w r it e 4
1 Look. Then, copy and complete.
teeth
This is a picture of a nature park.
There’s a lion under a . It’s got big . There’s a . It’s eating a .
It’s got fur. There’s an ostrich. It’s . It’s got a big . There’s a . It’s flying.
It’s got and wings. There’s a . It’s climbing a tree. It’s got strong .
2 Listen and say. 2.11

Pho nics
A vampire, a bear, a vulture and a baboon,
With violins and banjos playing a tune.
t got a beak.
big mouth and
ail. It’s green.
page
76 Writing: describing a picture Phonics: the sounds v as in violin and b as in bear Lesson 7 47
ES0000000141934 198176_U4_108028.indd 47 26/11/2021 10:17:08

The children learn to read visual icons which
replace words. Check if the children can:
1 Identify the words from the pictures.
The children develop their understanding of 2 Pronounce and differentiate between the
sounds and spellings. sounds b and v.
134
Lesson 7 4
Language Objectives Wrap-up
To practise animal and body parts vocabulary. Divide the board into two columns and write the letter
To practise different structures. b at the top of one and v at the top of the other. Have the
Phonics: to differentiate between the sounds b and v. children suggest words for each column, for example,
bed, bike, bus, book, beak, big, boy, ball; van, very, vet,
Materials vegetable, village, valentine. Then read the word lists
Teacher’s i-solutions together as a class, first the b words then the v words and
finally alternating one letter then the other. Make sure the
children feel the difference in their lips as they pronounce
Pieces of card the sounds v and b.
Warme r Extra Ac t ivi t y

Play Mime dictation. The children get their notebooks
Before class, prepare some sentences about animals on
ready to take down a sentence dictation. Say a
cards, for example, A lion is running. A monkey is climbing
sentence slowly and clearly but replace some words
a tree. An elephant is eating. Divide the class into teams,
with mime. For example, The (mime being a monkey)
take a sentence and start to draw it on the board. Invite
hasn’t got a (mime a tail). The (mime being a flamingo)
the teams to guess what the sentence is. Give a point to
is (mime flying). The (mime being a crocodile) has got
the first team to guess, then invite a volunteer from that
big (point to teeth). Then ask the children to read back
team to come and draw the next sentence to guess.
the sentences with words instead of mimes.
Time to write T r a n sc r ip t
1 Look. Then, copy and complete.
Ask the class to say what the animals are doing: The 2.11 Listen and say.

ostrich is running, The monkey is eating a banana and so A vampire, a bear, a vulture and a baboon,
on. Then ask the children to look at the description. Write With violins and banjos playing a tune.
the first sentence on the board with the picture and elicit
the word the children need to write: tree. The children then
copy the text into their notebooks and write the words to
replace the pictures. Tell the children to check their work Continuous Assessment
in pairs, then correct as a class. Ensure the children are able to identify the correct
Answers words to add into the text. Make sure they can hear
and pronounce the difference between the sounds b
tree, teeth, monkey, banana, orange, running, beak, and v.
flamingo, pink, black, tiger, claws
Pho nics
A dd it io na l re so ur ce s Answer Key
2 Listen
and say. 2.11
Write the word vampire on the board. Explain that we say Book Section Transcript
the v sound by gently biting our lower lip and using our Time to write + Phonics
voice to make the sound. Practise the sound together. Act ivi t y Book page 42
Page 190
Then write the word bear on the board. Explain that we
say the b sound by putting up lips together, then opening Teacher's Phonics Page 87 trb
them and using our voice to make the sound. Practise as resource book page 28 Page 93 trb
a class.
Next, ask the children to look at the picture and elicit or
explain the words: vulture, baboon, violin, banjo, tune.
Play the audio as the children read and pause after the
first reading. Ask volunteers to read it out. Continue the
audio with the faster versions. Divide the class into groups
so the children can practise saying the sentences as fast
as they can.
The children write a sentence about the picture in Activity 1

using a picture to replace a word.
135
SC
More More
phonics phonics
4 Go
Go arou nd THE WOR LD!
around THE WORLD
Australian animals
1 Listen and read. 2.12 1 Play a spe
Hi! I’m Ben from Australia. i-poster

Here are some amazing
Australian animals.
i-flashcards
A koala has got brown or
grey fur. It’s a herbivore and it
eats leaves. It sleeps for 16 to 18
hours a day. Look at this koala.IWB
It’s eating eucalyptus leaves.
A kangaroo has got strong

legs and a big tail. It can jump
two metres high! The mother
koala
kangaroo carries her baby in a
pouch. Look! Here’s a mother
kangaroo
kangaroo with her baby.
2 Listen and
platypus
dingo
A platypus has got a beak, brown fur and
a tail. It’s a carnivore and it eats insects A dingo has got brown fur and a big tail.
and fish. A platypus can swim and it hunts It’s an omnivore. It eats rabbits, birds,
animals in the water. Look at this platypus, lizards and plants. Look! This dingo is
it’s swimming in a river. running on the beach.
3 Look at Ac
2 Copy and complete.
1 A platypus has got a beak, ... and a tail. What’s your favourite
2 A ... sleeps 16 to 18 hours a day. Australian animal?
3 A ... is an omnivore. What animals live
4 A mother ... carries her ... in a pouch. in your country?
5 A ... is a carnivore.
6 A ... has got strong legs and ... tail.
Consolidation
48 Lesson 8 Learn about Australian animals Video lesson
page
43
through
Drama
ES0000000141934 198176_U4_108028.indd 48 26/11/2021 10:17:16

The children learn some interesting information
about Australian animals. Check if the children can:
1
Understand the information given about Australian
The children develop their reading skills by animals.
finding the missing words. 2 Find the missing words from the text.
2 Give their own opinions and participate in the
The children gain more autonomy discussing discussion.
animals from their own country.
136
Lesson 8 4
Language Objectives Wrap-up
To practise vocabulary related to animals. Have an Australian animal quiz. Put the children into small
To develop reading skills. teams and appoint one person who will write the answers
for their team. Quiz questions could be: Which Australian
animal is an omnivore? What colour is a koala’s fur?
Materials
How high can a kangaroo jump? Can a platypus swim?
Teacher’s i-solutions
What does a platypus eat? Name three things a dingo eats.
Which animal has got a beak?
A map of the world
T r a n sc r ip t
Warme r
Show the children where Australia is on a map. Explain 2.12 Listen and read.

that it is a very big country and the capital city is Canberra. Australian animals
English is the main language but lots of people speak Hi! I’m Ben from Australia. Here are some amazing
Chinese, Italian, Arabic and other languages too. Then find Australian animals.
some images of Australia on the internet and introduce
the country to the children. Interesting images include: the A koala has got brown or grey fur. It’s a herbivore and it
eats leaves. It sleeps for 16 to 18 hours a day. Look at this
Great Barrier Reef, Uluru, boomerangs, didgeridoos and koala. It’s eating eucalyptus leaves.
ocean activities like surfing and sailing. Popular sports
include football, cricket, rugby and swimming. A kangaroo has got strong legs and a big tail. It can jump
two metres high! The mother kangaroo carries her baby in a
pouch. Look! Here’s a mother kangaroo with her baby.
Watch the video Australian animals to introduce the
lesson theme. A platypus has got a beak, brown fur and a tail. It’s a
carnivore and it eats insects and fish. A platypus can swim
and it hunts animals in the water. Look at this platypus, it’s
1 Listen
and read. 2.12 swimming in a river.
Ask the children to name any animal they know from A dingo has got brown fur and a big tail. It’s an omnivore.
Australia. Then tell them to look at the photos. Play the It eats rabbits, birds, lizards and plants. Look! This dingo is
audio and ask the children to listen and read. Then, play running on the beach.
each part of the audio again, pause it and allow questions
about vocabulary. Have various children each read a
sentence out loud.
Check comprehension by asking questions: Which animal Continuous Assessment
is a carnivore? (the platypus), Which animal has got a big Make sure the children can find the missing information
tail? (the kangaroo), How many hours does a koala sleep? in the text and also locate Australia on a map.
(16 to 18 hours a day).
2 Copy
and complete.
Write the first sentence on the board: A platypus has got
a beak, … and a tail. Ask the children what information they
think goes in the gap. Then tell them to look at the text Book Section Answer Key
and find the answer: brown fur. Tell the children to copy
the sentences in their notebooks and complete them by Video lesson
Act ivi t y Book page 43
Page 190
looking at the text. Check the answers as a class.
Answers Teacher's Language
resource book pages 14-16 Page 86 trb
1 brown fur, 2 koala, 3 dingo, 4 kangaroo, baby,
5 platypus, 6 kangaroo, a big
Read the questions and invite the class to answer and

discuss. Invite them to say their favourite animal and why
they like it. Then ask them to name and describe some
wild animals in their country.
The children write two sentences with a word or two

missing like in Activity 2. When everyone has finished,
they can read them out for the class to complete.
137
4
Go aG AI N!
1 Play a spelling game.
What’s this word?

It’s got a T, a C, an O…
Ostrich!
2 Listen and say the animal. 2.13
3 Look at Activity 2. Then, copy and complete.
1 … teeth and claws. … swimming. It’s ... .

ta k e a look It’s got teeth and claws. It’s swimming. It’s a tiger.
swim swimming
run running 2 ... a beak and small wings. It’s running. It’s ... .
hop hopping 3 ... a long nose and big ... . It’s ... . It’s ... .
4 It’s got ... . It’s ... . It’s ... .
page
Learning to Learn 45
Consolidation GO Extended Integrated

through
Drama nn ovate !
page
52 Reading
page
82 Skills
page
76 Unit review 49
ES0000000141934 198176_U4_108028.indd 49 26/11/2021 10:17:24

The children practise their spelling skills.
1 Spell animal words out loud.
The children develop their listening skills to 2 Identify which animal is being described.
identify which animal is being described.
3 Use the notes to write sentences and spell double
The children develop their writing skills to spell consonant words correctly.
words correctly and use notes to expand into
sentences.
138
U n it R e v ie w 4
T r a n sc r ip t
Language Objective
To review vocabulary and structures from Unit 4. 2.13 Listen and say the animal.

1
This animal’s got long legs. It’s got a beak and small
Materials wings. It’s running.
Teacher’s i-solutions 2
This animal’s got two legs and a long tail.
Unit 4 Flashcards It’s from Australia. It’s jumping.
3
This animal has got a long nose and big ears.
It’s very big and it’s grey. It’s drinking water.
Warme r 4
This animal has got long legs. It’s pink and it’s got a beak
and wings. It’s drinking.
Hand out the flashcards and word cards. The children
5
This animal has got lots of teeth and it’s scary. It’s got a
walk around saying their word until they find their partner. long tail and four legs. It’s sleeping. Shhh!
They hold up their cards and spell out their word to the
6 This animal has got lots of teeth and it’s got claws too. It’s
class.
got orange and black fur and it’s swimming!
1 Play
a spelling game.
Tell the children to name all the animals. Divide the class Final Assessment
into small groups to play the spelling game. The children should be able to describe an animal using
it’s got or it hasn’t got. Check they can use the Present
2 Listen and say the animal. 2.13 Continuous to ask and answer questions and describe
Play each description on the audio and pause it so the what animals are doing: Is it flying? It isn’t climbing.
children can say the answer. Tell the children to describe
one of the animals for the rest of the class to guess, for
example, It’s got pink wings. extended reading
Answers This is a good time to do the Extended Reading for Units 3
1 ostrich, 2 kangaroo, 3 elephant, 4 flamingo, 5 crocodile, and 4 on page 66 of the Student’s Book.
6 tiger
3 Look
at Activity 2. Then, copy and complete. ntegrated skills
Write the completed first sentence on the board. Then For balanced practice of the four skills, turn to page 76 of
give the children some time to copy and complete the rest the Student’s Book.
of the sentences in their notebooks.
Answers
2 It’s got, an ostrich; 3 It’s got, ears, drinking water,
A dd it io na l re so ur ce s Answer Key
an elephant; Model answer: claws, swimming, a tiger Book Section Transcript
Go again! Page 190
tak e a look page 44 Page 196
Write the word run on the board. Point out that the letters
are consonant, vowel, consonant. Explain that with most Learning to learn
short words like this, when we add ing, we also double page 45
Act ivi t y Book --------------
the last consonant: running. Let the children read the box. Learning strategies
Write some words on the board and ask the children to pages 87-88
decide whether we double the final consonant or not:
jump (no), eat (no), dig (yes). My new words Page 193
page 84 Page 197
Unit 4 test Page 89 trb
The children write a description of one of the animals. Teacher's pages 63-66 Page 94 trb
resource book End of term 2 test Page 90 trb
Wrap-up pages 77-78 Page 94 trb
Divide the class into teams and ask the children to have
their books open. Ask different questions about the unit
and give points for correct answers: Say three animals
that have got fur. What’s the elephant doing on page 39?
What is the monkey eating on page 40? Rabbits are Drama
omnivores. True or false? Can tigers swim? Drama games available for language consolidation.
See GO Innovate! Teacher’s Guide 3.
139
no t E s
no t E s
no t E s
no t E s
no t E s
no t E s
no t E s

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The video icon accompanied A clear cross reference at the end

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FOR THE TEACHER

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