GO Innovate! Teacher's Guide: For The Student

Activity Book Pack
FOR THE STUDENT

805677_Go_Further_Booklet_3
3 Brendan Dunne
Student’s Book 3 Brendan Dunne
Robin Newton
Robin Newton
• Grammar
GO! Activity Book

GO! Student’s book
reference
Includes access code to • Grammar
Student’s i-book and videos practice
• Skills
Grammar reference
Grammar practice
Skills practice
practice
Learning to learn
• Learning
3 3
Activity
3 to learn
GO Further!
Student’s Book Booklet
Book
802678_Go_Activity_3.indd 1 26/2/18 14:34
26/2/18 11:50
Full-colour Full-colour
Available on Activity Book + Stickers GO Further! Booklet
Digital Digital Activity Book audio available Additional material to
on the course website consolidate the unit content
Student’s Book Activity Book
Includes access code to Student’s interactive practice
FREE app for fun practice of the grammar

and vocabulary in the Student’s Book
FOR THE TEACHER GO Innovate! Teacher’s Guide

Teacher’s Book An excellent tool to work with the course
• F ull-colour guide with interleaved Student’s Book materials in a different way
• F ast finishers suggestions for every lesson • Cooperative Learning structures
• A
ctivity Bank to make the most of all course materials • Flipped Learning dynamics
• U
nit overviews for quick lesson plans • Thinking routines
• K
ey competences • Drama
Teacher’s Resource Book Teacher’s i-solutions Includes access code

to the course website
• L anguage worksheets at different levels Cooperative Learning
• P
honics worksheets
• C
LIL worksheets
• Fully interactive teaching and learning materials for IWB use Flipped Learning
• Step-by-step lesson plans presented in the form
• D
rama Thinking-based Learning
of learning paths
• T
ests at different levels
Editable worksheets available on the course website
• Interactive Routine poster Drama
• Additional interactive games for whole-class work
• Game generator
Teacher’s Audio Material • Full video support for grammar, stories and culture lessons
Posters
Flashcards and Word cards
Animated
grammar comics
Visual grammar
presentations
Animated
stories
Culture
videos GO Innovate!
www.go.richmonddigital.net
Teacher’s Guide
Richmond ®
58 St Aldates
Oxford OX1 1ST
United Kingdom
© Santillana Educación, S.L. 2018
Writers: Laura Caballero López (Colegio Martí Sorolla),

Aránzazu Arilla Pellicer, Laura Chamorro Peñas
Publishing Director: María Lera

Managing Editor: Miranda Friel
Development Editor: Elsa Rivera Albacete
Editorial Team: Grace Lloyd, Silvia Ruiz Calvo,
Susana Sánchez González, Andrea Turner,
Cristina Valiente Escobar
Digital Managing Editor: Virginia Santidrián Ruiz
Art Director: José Crespo

Art Coordination: Rosa Marín, Javier Tejeda
Cover Design: Lacasta Design
Interiors Design and Layout: Colart Design
Technical Director: Jorge Mira Fernández

Technical Coordination: Rocío Lominchar Romero
Photo Researcher: Amparo Rodríguez
Photos:
S. Padura; 123RF/Sergiy Bykhunenko, Sergey Novikov;
GETTY IMAGES SALES SPAIN/Thinkstock, andresr, Dominic DiSaia,
monkeybusinessimages, Hill Street Studios, laflor; ISTOCKPHOTO/
Getty Images Sales Spain; ARCHIVO SANTILLANA
Printed in Spain
ISBN: 978-84-668-2778-2
DL: M-26157-2018
CP: 907947
All rights reserved.

No part of this work may be reproduced, stored in a retrieval system or transmitted
in any form, electronic, mechanical, photocopying or otherwise without the
prior permission in writing of the copyright holders. Any infraction of the rights
mentioned would be considered a violation of the intellectual property (Article 270
of the Penal Code). If you need to photocopy or scan any fragment of this work,
contact CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org).
Every effort has been made to trace the holders of copyright, but if any
omissions can be rectified, the publishers will be pleased to make the
necessary arrangements.
Acknowledgments
Richmond would like to thank Enrique Lafuente Millán and Victoria Gil
for their contribution to the development of this guide.
page
abo ut thi s gui d e 2
co ntents a nd s e q u e n c e 4
co o pera t i ve Le a rn i ng ge t t i ng s ta rte d 5
co o pera t i ve Le a rn i ng s truc ture s 16
flipped L e a rni n g ge t t i ng s ta rte d 24

Flipped l e a rni n g d yna m i c s 28
thinking- b a s e d Le a rn i ng ge t t i ng s ta rte d 34
thinking ro u t i n e s 42
drama ge t t i ng s ta rte d 48
drama g a m e s 50
pho tocop i a b le m a te ri a l
co o pe ra t i ve le a rn i ng 54
flippe d le a rni n g v i s ua l g u i d e 58
flippe d w o rk s h e e ts 59
thin ki ng la ngua g e 65
thin ki ng o rg a n i s e rs 66
From everyone here at Richmond we would like to help you, if you
so wish, to integrate the most innovative methodologies into your
English classroom in a simple yet structured, step-by-step way.
The GO Innovate! Teacher’s Guide is an excellent tool for teachers to apply the emerging
learning trends to their teaching with GO! It also serves as a model for teachers to become
confident using the different methodologies, allowing them to work with any Richmond material
in an alternative way.
This fantastic optional resource contains four areas:
Flipped Learning Drama
Cooperative Learning Thinking-based Learning
Each area is divided into two sections:
Getting started: First, you are presented Step-by-step lesson notes: Each area
with a clear comprehensive outline where also includes step-by-step guidance for
you can learn everything you need to know a selection of lessons within each unit of
to consider each methodology: Description GO! These notes provide both Language
and background information, principles and objectives and specific goals for each
benefits, classroom organisation, specific methodology. This is to clearly highlight
objectives, teaching sequences, as well as the children’s English learning along with
tips and ideas for introducing each of the the development of a wide variety of
methodologies in the ELT classroom. 21st century skills and competences.
All the proposals and strategies in this guide have been carefully adapted to both the
children’s English level as well as to their cognitive age level. The teaching suggestions evolve
over the 6 levels of GO!, adapting to what the children are able to do at every stage.
In the GO Innovate! Teacher’s Guide, the different methodologies occasionally blend

together as they cannot be approached as isolated teaching systems. Keep in mind the best
way to build effective and meaningful learning is to combine different methodologies in the
classroom. Comprehensive education should include a balanced dose of each. It is also very
important not to overuse them as the children will lose interest.
2
Different time requirements are set for each of the methodologies in GO!
Depending on the type of work suggested, the children’s age and their
English level restrictions, the time and preparation needed may vary.
Each class is different and unique so make sure you adapt the proposed time frames
and dynamics to each group.
Cooperative Learning: ONE structure is proposed in each unit.

Extra time per unit is needed. Depending on the structure,
it may vary between 15 and 45 minutes.
Flipped Learning: ONE dynamic is proposed in each unit. GO Innovate!

The dynamic replaces the teaching suggestions in GO! 3 Teacher's Guide
Teacher’s Book for the selected lesson.
is 100% optional.
Thinking-based Learning: ONE routine is proposed in each unit. Choose activities
Extra time per unit is needed. Depending on the routine, according to your
it may vary between 30 and 45 minutes. timetable and
Drama: TWO games are proposed in each unit. Choose methodology
to consolidate key structures or vocabulary in each unit. preferences.
Extra time for each game is needed. Depending
on the game, it may vary between 15 and 30 minutes.
Take it easy
The type of work proposed in this
guide is a training process for Handle Innovation with care!
the children’s life skills. It takes Be careful not to overuse or misuse
a while to train them, but the teaching innovation. The English learning
long-term learning benefits will objectives must always be guaranteed in
make the effort worthwhile. any task you carry out in the classroom.
3
GO Innovate!
Teacher’s Guide 3 Contents and Sequence
Choose activities according to your timetable and methodology preferences
COOPERATIVE LEARNING
uni t lesson Cooperative structure
Ready, steady, go! page 16 Lesson 4: Language consolidation Numbered heads together
1 a busy day page 17 Lesson 5: Language consolidation Pencils in
2 Sch ool is cool! page 18 Lesson 2: Language consolidation Pair robin
3 O ur town page 19 Lesson 3: Language consolidation Puzzle
4 Animal magic page 20 Lesson 5: Language consolidation One-two-four
5 Fun time! page 21 Lesson 7: Phonics review Think-pair share
Numbered heads
6 Fabulous food page 22 Lesson 3: Language consolidation
together
Extra time
(15’ - 45’)
per unit
End of year coopera t ive pro ect page 23 End of year vocabulary review needed
THINKING-BASED LEARNING
uni t lesson Thinking tool
1 a busy day page 42 Lesson 4: warmer activity Think-Puzzle-Explore
2 School is cool! page 43 Lesson 1: extension activity Compass points
3 Our town page 44 Lesson 6: extension activity Compare and Contrast
Lesson 4: warmer and Generate-Sort-Connect-

4 Animal magic page 45
extension activity Elaborate (GSCE)
5 Fun time! page 46 Unit review: extension activity Red Thinking Hat Extra time
(30’ - 45’)
6 Fabulous food page 47 Lesson 6: extension activity See-Think-Wonder per unit
needed
FLIPPED LEARNING DRAMA

uni t lesson uni t lesson
1 a busy day page 28 Lesson 3 Ready, steady, go! page 50 Unit review
2 School is cool! page 29 Lesson 3

1 a busy day page 50 Unit review
2 School is cool! page 51 Unit review

3 Our town page 30 Lesson 3
3 Our town page 51 Unit review
4 Animal magic page 31 Lesson 3
4 Animal magic page 52 Unit review
5 Fun time! page 32 Lesson 3
5 Fun time! page 52 Unit review
6 Fabulous food page 33 Lesson 3 6 Fabulous food page 53 Unit review
To replace Extra time

Teacher’s (15’ - 30’)
Book for each
Lesson 1 game
proposals needed
4
Coopera t i ve Learning
Get t ing started
If you want to go fast, go alone.

If you want to go far, go together.
African proverb
WHAT IS COOPERATIVE LEARNING?

All teachers want to get the best from their students, to give lessons where the class learn the
course content and simultaneously have fun. They want to see the children leaving happily after having
shared great experiences together. And all this without losing control of the class! However, more and
more teachers are realising that the traditional model of teaching and learning that focuses solely on
the transmission of content is no longer valid. It is ever more necessary to prepare the children to solve
problems in an increasingly changing and complex world.
The children are used to having numerous stimuli in their daily lives, many more than teachers can
offer in the purely traditional teaching environment. Teachers need to find ways to hold the children’s
attention and increase their motivation for classroom activities. One effective way to do this is through
Cooperative Learning, since one of the best stimuli a child can find in the primary classroom is their
own classmates. Note that even though the children play together and interact in the classroom, they
do not arrive at school automatically knowing how to work cooperatively, they need to be taught and
trained how to do it. They have to develop the social skills necessary to produce cooperative results.
There is so much more to Cooperative Learning than putting the children into groups and asking
them to work together!
Cooperative Learning is a structured teaching method where the children carry out specific
tasks or activities, called cooperative structures, in small teams in which each member has
a specific role. The objective is that each team works together as a whole and celebrates
team rather than individual success.
The children enter their primary school years with the work habits and routines of their infant school
years ingrained in them. As they grow, they become more independent but it is important to keep to
a class routine as this makes the children feel comfortable and helps to support learning.
COOPERATIVE LEARNING BASICS

The children need variety and regular changes of activity to keep them stimulated, so it is important
to combine whole class teaching with individual work and also teamwork. When working as a team,
the main thing is to encourage cooperation between the members so that both the team and the
individual succeed.
If the children are to work cooperatively, then lessons must be planned to include well-structured
activities that generate cooperative work. It is not necessary nor advisable to do these activities
every day, but frequently enough so that the children are trained properly and learn how to carry
out each role.
5
Cooperative Learning means:
Working in small and varied base groups (teams).

Working towards the success of all team members.
Ensuring what benefits one team member, benefits all.
Celebrating success as a team, rather than as an individual.
Assessing the children’s performance according to pre-established goals.
Cooperative Learning Principles

Within Cooperative Learning there are five basic principles that must interact together in order
for this type of learning to happen:
Positive interdependence: This means that all the members of a team must work
together to complete a task. The teacher explains a clear task and a group goal.
Team members should understand that their own efforts benefit both themselves as
well as the other team members. This positive interdependence creates a commitment
to the success of others as well as their own, which is the basis of Cooperative
Learning. The team is more than the sum of each member; what affects one member
of the team affects the rest. Without positive interdependence, there is no cooperation.
Individual responsibility: The team accepts the objectives and each member is
responsible for fulfilling their part, because if not, the whole team will be affected.
Simultaneous interaction: Team members work together at the same time on a task.
This promotes the success of others, makes the team share their resources, as well as
help, support and encourage each other. This important principle means that all the
members of a team feel supported, valued and respected by the rest.
Equal participation: Every child should have the opportunity and also be obliged to
participate on an equal basis. To ensure this, teachers have to give time for individual
work, randomly choose which team member gives the answer and guarantee that
responsibilities and roles change on a regular basis. This way, each child becomes
a responsible team member with equal input and does not hide behind the work of
their teammates.
Group evaluation: To ensure that all team members are committed to the task and to
the success of all the members, a group evaluation is carried out instead of individual
evaluations. This type of evaluation aims to reward teamwork and cooperation and
avoid competitiveness. All aspects of teamwork, as well as the results themselves, are
evaluated. Team members must subsequently determine what actions are positive or
negative and make decisions about the behaviours they must modify or keep.
These five principles will ensure the correct development of the children’s social skills when
using Cooperative Learning in the classroom.
6
Benefits of Cooperative Learning
There are many benefits to applying Cooperative Learning to the classroom:
It develops positive attitudes towards learning.
It encourages interaction between the children, autonomy

and interdependence; each child is given a sense of
responsibility with the role that they are assigned.
It promotes the integration of all the children,

as it develops positive relationships.
It encourages respect, tolerance, flexibility and the

ability to listen and give opinions.
It encourages the children to learn to share

responsibilities, to organise and divide tasks, and to
carry out these tasks diligently in order to achieve a better outcome.
It allows the children to overcome any difficulties they may

have through the support of the members of their team, while
at the same time it enhances the talent of each member.
It aims to solve conflicts that may arise in the classroom from a constructive viewpoint.
It improves the children’s academic performance and increases self-esteem and motivation.
It promotes the development of the children’s communication and social skills.
HOW TO GET STARTED

Classroom organisation
To work cooperatively, the classroom needs
to be organised in such a way that all the activities
can be carried out easily.
Ideally, the school would agree that all the teachers

of the Key Stage should work cooperatively in order
to maintain the classroom layout throughout the day.
However, if this is not the case, it is still possible
to incorporate Cooperative Learning into the English class.
The children need to learn to prepare the classroom,
get themselves into their teams and assume their roles
before the lesson starts. It is important to have an
English Corner where the rules of the English lesson
are set out and where the roles of each team are posted.
At the start of a Cooperative Learning lesson, the roles are

handed out to the children according to the team organisation
which the teacher establishes using the Classroom Management poster
found in GO! Teacher’s i-solutions or a poster which meets the
same objective. Detailed instructions of how to do this are provided
in the section ‘The English Corner’ on page 12.
7
Table positions
When using Cooperative Learning in the classroom, the children must be seated so that they
can easily interact with their classmates. Depending on the classroom furniture, we can create various
teams. If the desks are individual, group them in fours. If the tables are longer, they can be used
for different teams. If the classroom has available floor space, the children can sit with their team
members in a square.
Class bonding
During the first few sessions it is important for the children to feel comfortable and to do group
bonding activities. Even though the children probably know each other already, may they have not
worked in teams before or there may be new children in class. Some class bonding activities can be:
Inner-outer circle: The children form a circle Build it! This is a very flexible game that
but one outer and one inner circle of the same you can modify to suit your class. Give the
number. Call out a question, for example, (Inner) children, in small groups, a material or a mix
circle: Have you got any brothers or sisters? and of them: straws, pipe cleaners, whatever you
the inner circle of children have to ask the person have at hand and give them a challenge:
in front of them the question. Then call out left or Make a (flower). Set a designated amount of
right and the inner circle rotates one person in the time. Marks can be given for creativity, speed,
correct direction and asks the same question. size etc. as well as individual participation and
Volunteers can suggest more questions collaboration. The teacher and/or the groups
once the class is familiar with the themselves grade the creations of their
game. After the game you can ask classmates according to the marking system.
the children what information They present their results to the class to see
they remember. who is the winner. Write any key vocabulary
they need on the board.
Make groups in the classroom:

As music plays, let the children move
and dance freely. When the music
stops, they get into groups, groups
of 3 for example or children with the
same hair colour.
8
Classroom rules
At the start of the year, it is important to establish some general classroom rules which will help with
classroom management and promote a good relationship between each member of the class. These
rules need to be agreed by the whole class. It is important that everyone is able to follow these
general rules in every class activity.
The rules should use simple language that the children can easily read and understand in order to be
able to follow them:
VALUE THE
O PINIONS
WAIT YOUR TURN
OF OTHERS
YOU
THINK BE
FORE IF AT FIRST
CED,
YOU SPEA DON'T SUC
K GAIN
TRY, TRY A
WORK AS A TEAM
How to form Cooperative Learning teams

When forming teams for structured Cooperative Learning, there are certain criteria to follow
in order to create the most heterogeneous teams possible.
Ideally, teams should be made up of 4 members, but depending on the classroom furniture, space
and number of children, the teams could have 3 or 5 members.
When organising the children into teams, it is advisable to use the register and to classify the children
using symbols according to the following criteria:
Circle: The children with a good level of learning capable of helping others.
Square: The children with a medium level and able to perform the tasks independently.
Triangle: The children who need help in carrying out the activities.
When we have the list of children with the corresponding symbol, we can form the teams so that
there are two squares, a triangle and a circle in each one. It is necessary to take into account the
behaviour of the children and the relationships between them.
It is also important to balance girls and boys within the teams.
Other criteria can also be taken into consideration depending on the class. The important thing is that
each team represents as closely as possible the whole class.
The advantage of forming groups this way is that in each of the teams there are children who can help
or clarify ideas so it greatly facilitates the completion of activities and the consolidation of learning.
9
partner
When sitting the children in their teams, make
sure that the triangle and the circle are always
diagonal so that, when doing pair activities, the
child in front of them or next to them is closer to
facing partner
their level.
Now that the teams are formed, it is time to work

on Team bonding. For this, each team is given
an identity via a name. The teams can be
named using a number, a colour or a name of
their choice. Encourage them to design a logo for
their team and draw it on their team identity card.
Give each team an identity card so that the
members can colour it with their given colour. They write the word too. Use the Photocopiable team
material at the back of this guide to make the team identity cards. Once the teams have their identity
card ready, they can display it in the middle of their table.
Once the children are placed in their new team, they introduce themselves to their teammates and can
ask a round of questions to get to know each other: favourite colour, favourite animal, favourite film...
After team bonding activities, it is time to work on the feeling of belonging. Ask each team to think
of a way to celebrate together, for example, giving a high five, a Mexican wave or hands in the middle
that they then raise together. They will do their special celebratory action whenever they do a task
correctly or when the teacher encourages them to do so, especially when they have completed a
Cooperative Learning structure.
After observing how each team works, it is possible to make small changes, though this should be
avoided. Normally the children will establish good relationships within their team and all teams should
work harmoniously in the classroom.
Ideally, keep the same teams for 5 to 7 weeks. When rearranging teams, keep in mind
the basic criteria, but now additionally make sure to mix the children so they do not stay
with the same teammates.
Number assignment
Give each team member a number which will help them to identify themselves. These numbers
will help with organising general class work as well as with Cooperative Learning structures.
Put the numbers on the teams’ tables using the Photocopiable numbers material at the back of this
guide. Stick them clockwise in the corner of each table so that each team has the same layout.
10
Photocopiable © Santillana Educación, S.L. Photocopiable © Santillana Educación, S.L.
Cooperative Learning roles

3
Once the teams have been formed and each child has been assigned a number, each child needs to
Photocopiable © Santillana Educación, S.L.
be given a role within their team. There are five roles:
SPEAKER RECORDER
Photocopiable ©Photocopiable
Santillana Educación,
© Santillana
6
S.L. Educación, S.L. Photocopiable ©Photocopiable
Santillana Educación, S.L. Educación,
Santillana
PhotocopiablePhotocopiable
©© Santillana Educación,
S.L.
© Santillana Educación, S.L.
S.L. PhotocopiablePhotocopiable © Santillana
© Santillana Educación, S.L.Educación, S.L.
33 3 Photocopiable © Santillana Educación, S.L.
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Photocopiable S.L. Educación, S.L.
© Santillana
3
SPEAKER
SPEAKER RECORDER
RECORDER
SILENCE MONITOR
SPEAKER MATERIALS MANAGER
RECORDER
66 Photocopiable ©Photocopiable
© Santillana
Photocopiable © Santillana Educación,
Speaker
Encourages each team
S.L.
6
S.L. Educación, S.L. Photocopiable ©Photocopiable
Recorder
Collects, organises and

S.L. Educación,
Santillana
©© Santillana
Photocopiable
S.L. Educación,
S.L.
© Santillana Educación, S.L.
S.L. PhotocopiablePhotocopiable
Materials Manager
Collects and puts away all
© Santillana
© Santillana Educación, S.L.Educación, S.L.
3
Photocopiable
member to work and also
speaks on behalf of their team
S.L. Educación, S.L.
© Santillana
explains any information the
team is asked for while they
the necessary materials and
ensures that everything is
6
presenting the project to the are carrying out a task. Writes tidy. Makes sure materials are
class, talks with the teacher everything down for the group, treated well.
and asks questions. records all data, makes sure
33 3
ocopiable © Santillana Educación, S.L.
everyone is doing their best

and helps to decide.
SILENCE MONITOR
SILENCE MONITOR
SPEAKER Photocopiable © Santillana Educación, S.L. MATERIALS MANAGER
MATERIALS
SILENCE MANAGER
TIME KEEPER
MONITOR
RECORDER RECORDER
MATERIALS MANAGER
6
© Santillana
Photocopiable ©
S.L.
© Santillana

Photocopiable ©
Photocopiable
Santillana
©© Santillana
S.L. Educación, S.L. Photocopiable © Santillana Educación, S.L.
It is important to keep
66 6
in mind that, at first, when

using the time element,
3
the children will
concentrate more on the
© Santillana TIME
SILENCE KEEPER
TIME KEEPER
MONITOR Photocopiable © Santillana Educación, S.L.
MATERIALSRECORDER
RECORDER
TIME KEEPER
MANAGER time than on the actual
RECORDER
activity, so it is a good idea
Silence Monitor Time Keeper to train them by giving

Controls the team’s noise Keeps track of time and lets them simple activities to do
levels ensuring it is appropriate the team know how much time such as doing a drawing or
for the task they are doing. is left to finish the activity. Uses colouring a picture. Start by
6
Makes sure the group is quiet. a sand timer to display the time giving them plenty of time
given for the activity. so that all the teams can
finish comfortably and not
get frustrated.
TIME KEEPER RECORDER
If the teams have 4 members as indicated, roles can be merged. Ideally, the role of the Silence
Monitor can be carried out by one of the other roles. If some teams have more than 5 members then
repeat the roles, for example, have 2 Materials Managers or 2 Silence Monitors.
Change the roles regularly. It is recommended to keep the same roles during the time
that the teams are together (5 to 7 weeks), in order to train them how the role works.
When the new teams are formed, the children then change to a new role. After some time
using Cooperative Learning, the roles can be changed every week. This way, the children
have a new role within their team and this increases their motivation, concentration and
their dedication.
11
Establishing roles within a team also helps with classroom organisation:
It encourages the children to get involved with managing the classroom.

It helps the children develop social skills linked to teamwork.
It provides opportunities to participate for every member of every team.
It improves the teaching-learning process to the extent that work is more effective.
It may seem complicated but the children soon learn what to do in their role. It is very important
that every child spends time carrying out every role.
The English Corner

As mentioned earlier, the ideal scenario is that the teams stay together throughout the whole school
day. If this is the case, then it is necessary to coordinate with the class tutor so that the children can
begin the cooperative work from the very beginning of the lesson. However, if this is not the case, the
children need to be trained to prepare the class in the quickest time possible.
In order to do this, it is important to have everything

necessary for the lesson in the English Corner.
Each team needs to have a box with their team
identity card displayed on it (see the section
How to form Cooperative Learning teams)
and the team role cards for the children to easily
access. Use the Photocopiable role material
at the back of this guide to make the role cards.
Make enough photocopies of the role cards as
there are groups, since there should be one role
of each kind in each team. Laminate the cards so
they can be used during the whole year.
The Materials Managers need to learn to go to the English Corner to collect their team identity
card and the role cards at the beginning of the lesson. They take them to their table, where they put
the identity card in the middle, and then they hand out the role cards according to the plan which is
displayed on the Classroom Management poster on the Teacher’s i-solutions1. On this poster, the
team member numbers and the roles they have to carry out are clearly displayed. Give the children
enough time to interpret the poster and hand out the role cards. All the team can help to do this.
1 If no projector or IWB are available, it is possible to make a poster which meets the same objective.
12
At the end of the lesson, the Materials Managers must collect all the team material (role cards and
team identity card) and return them to the English Corner. It may take a while for the children to learn
the routine, but they will soon become more independent and quicker at setting up and clearing away.
As the children become more used to Cooperative Learning, they learn to trust and help each other,
to communicate more and to be more independent.
COOPERATIVE LEARNING IN GO!

The Cooperative Learning structures proposed in GO! have been carefully adapted to the primary
age group and are distributed into six levels depending on the difficulty and the content being
covered. These suggestions are optional and are offered as an alternative or as a supplement to
the methodology in the Teacher’s Book.
In GO Innovate! Teacher’s Guide 3, there is a structure of cooperative

work per unit, with detailed instructions of the steps to follow and the
necessary material. Each structure includes both Language objectives and
Cooperative goals to clearly highlight the children’s English learning along
with the development of their social skills.
In addition to the structure that is included in each unit, teachers are also provided with an outline
for a Cooperative project.
The use of Cooperative Learning structures in the classroom should not mean extra work for
the teacher. It is true it will take a while to train the children to follow the work dynamics at the
beginning but, as the children work with the proposed structures, they also develop the strategies of
Cooperative Learning which they will apply to their work with different or more complex Cooperative
Learning structures in the future.
13
Cooperative Learning structures used in GO! 3
The Cooperative Learning structures used in GO! 3 are shown in this chart. The structures have
been carefully adapted to work with the specific content and materials from GO! 3. Many of these
structures appear in the higher levels of GO!, though the degree of complexity will differ between
the levels. It is possible to do other structures or to swap them around, as long as the learning content
is respected.
c o o pe ra t i v e
uni t lesson
le a rni n g s tru c tu re
Ready, steady, g o ! Numbered heads together Lesson 4
1 A busy day Pencils in Lesson 5
2 School is cool! Pair robin Lesson 2
3 O ur to wn Puzzle Lesson 3
4 Animal magic One-two-four Lesson 5
5 Fun time! Think-pair-share Lesson 7
6 Fabulous fo o d Numbered heads together Lesson 3
End o f year Make a lapbook

End of year
cooperative pro ec t review
Extra time
(15’- 45’)
is required
to do the Cooperative
Learning structure
suggested for
each unit.
Keep in mind the Student’s Book lesson in each unit needs to be completed before using
any of the Cooperative structures provided in this guide to ensure the children are ready
to work with the content in this alternative way.
14
Cooperative Learning structures general description
Numbered heads together One-two-four

The teacher proposes a specific task (a question The children in each team start by working
or a problem). The team finds the answer and individually (ONE) to decide what the correct
must work to be sure that each team member is answer is to the question or questions pased by
capable of correctly explaining the solution. A the teacher. Then the children pair up (TWO)
number is chosen at random and the member to exchange ideas about the answer. Finally,
of each team with that number must explain the the whole team (FOUR) discuss the answers and
solution to the whole class. If they do it correctly, choose the most appropriate one.
the praise is for the whole team.
Think-pair-share
Pencils in The teacher explains the task to the whole class.
The team has to work together to solve a Each child thinks about what they have to do
problem or complete a task. One member of the individually. The children form pairs and each
team suggests a solution and asks the rest of the child explains to their partner what they have to
team for their opinion. All the while, their pencils do to complete the task the teacher has set. If
remain in the middle to show that they should be they both understand perfectly what they have
talking and listening, not writing. When everyone to do, they start working. If not, they explain the
understands exactly what they have to do or task again. If they are still not clear, they ask the
how to complete the activity, they each take teacher for help.
their pencil and do it.
Make a lapbook
Pair robin The teacher proposes a specific task (a question
The children work in pairs to ask and answer or a problem). The team finds the answer and
questions about a specific topic. Student A asks must work to be sure that each team member is
Student B questions. Then they swap roles. The capable of correctly explaining the solution. A
structure can ve varied by increasing the number number is chosen at random and the member
of children in the discussion so it is a team that of each team with that number must explain the
interviews a team member of another team. solution to the whole class. If they do it correctly,
the praise is for the whole team.
Puzzle
The children complete a task with the help of all
the members of the team and in this case, with
the help of all the teams in the class.
Handle
Cooperative Learning
with care!
Keep in mind the best way to build
effective and meaningful learning is to
combine different methodologies in the classroom. It is then very important not to overuse
Cooperative Learning dynamics, as the children will lose interest. Where there are structures
which include several rounds or where the teacher decides the time frame, it is advisable
not to give too much time so the children remain interested and motivated the next time they
do them.
15
Lesson 42
Ready, steady, go!
Use this structure for
language consolidation.
Cooperative Learning structure Numbered heads together

General description
The teacher proposes a specific task (a question or a problem). The team finds the answer and must work to be sure that each
team member is capable of correctly explaining the solution. A number is chosen at random and the member of each team with
that number must explain the solution to, in this case, another team. If they do it correctly, the praise is for the whole team.
Language ob ectives Cooperative goals

To practise the structures What time is it? Positive interdependence
It’s (two) o’clock / it’s half past (two). Equal participation
Individual responsibility
Simultaneous interaction
Academic performance
This structure promotes investigation to find the answers to questions and develops problem-solving skills.
Resources and Materials

Student’s Book, page 7
Pieces of paper (1 per child)
Pencils (1 per child)
Steps
1 Complete the Student’s Book lesson with the children. 7 If they have all written the time correctly, they
Then the children sit in their teams as explained in the congratulate each other. If not, they correct any
‘Getting started instructions’ on pages 9-10. teammate who writes the time again. When they have
all written it correctly they sit down.
2 The Materials Manager collects the pieces of paper
and pencils for the team and hands them out. 8 Call out a number from 1 to 4. The member of the
team with that number moves to a different team with
3 Draw a clock on the board showing a time and ask: their piece of paper. They show their answers confirming
What time is it?
the time and then return to their own team.
4 Give the children time to think and then individually 9 The activity continues with another time.
write the time in full on their paper.
1 0 The Materials Manager puts away the pieces of paper
5 When each child has finished, they turn over their and pencils.
piece of paper and cross their arms until all their team
has finished. 11 The team celebrates their success and
hard work with a Team High Five!
6 Call out Heads together! The teammates stand up, turn
over their piece of paper and show their answers to the
rest of their team. They compare their answers.
tips
The worksheet can be corrected in various ways:
Write the correct answers on the board so the teams can check their answers.
When you give the signal, everyone holds up their piece of paper for all the class to see.
To avoid giving several pieces of paper to each child (1 per round), it is possible to prepare just 1 per child beforehand
by dividing it into various numbered sections where they will write the different sentences.
Once the children have done the activity several times, appoint a team to draw the time, ask the question and check the
answers.
16
52
1 a busy day
Lesson
Use this structure

for language
consolidation.
Cooperative Learning structure Pencils in
General description
The team has to work together to solve a problem or complete a task. One member of the team suggests a solution and asks
the rest of the team for their opinion. All the while, their pencils remain in the middle to show that they should be talking and
listening, not writing. When everyone understands exactly what they have to do or how to complete the activity, they each take
their pencil and do it.

To revise vocabulary: get up, go home, go to bed, go Positive interdependence
to school, have a shower, have breakfast, have dinner, Equal participation
have lunch. Individual responsibility
This structure activates previous knowledge and promotes the development of the children’s competence in solving
problems. It also helps the children complete the task successfully and increases motivation.
Resources and Materials 1

consolidat ion
Name : Class :
1
1 Complete the questions. Then answer for you.
Student’s Book, pages 12-13 get up go to bed go to school
1 What time do you

have a shower have dinner
?
I at .
A copy of Teacher’s Resource Book Language worksheet, page 6 (1 per child) 2 What time do you
I at
?
.
3 What time do you ?

I at .
Pencils (1 per child) 4 What time do you

I at
?
.
5 What time do you ?

I at .
2 Look and complete. Then answer for you.
1 4
b __ __ c __ __
2 2
5
b __ __ __ t __ __ __ __
3
do you go to school?
w __ __ __
I .
Steps
6
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1 Complete the Student’s Book lesson with the children. 6 Each child then picks up their pencil and completes the
Then the children sit in their teams as explained in the activity as previously agreed on by the group.
‘Getting started instructions’ on pages 9-10.
7 Read and explain Activity 2. The children repeat
2 The Materials Manager collects the copies of the steps 5-6, this time with modes of transport.
worksheets and pencils for the team and hands
them out.
8 The teams put their pencils back in the centre when they
have finished.
3 Explain to the whole class how to complete the
worksheet. Then, ask a child to repeat the instructions
9 The Speaker from each team comes to the front with their
worksheet to show the team’s work. If necessary correct it
and check that everyone understands.
and the Speaker returns to their team to show the correct
4 Each team member puts their pencil in the centre of the answers.
table.
1 0 The Materials Manager puts away the worksheets and
5 Ask the children to look at Activity 1. The team members pencils.
discuss how to complete the questions until they are all
clear what to write. (The answers to the questions will
11 The team celebrates their success and
vary.)
tips
It is important to train the children not to pick up their pencils until every team member understands exactly what to do.
17
2
2 school is cool!
Lesson

Cooperative Learning structure Pair robin

General description
The children work in pairs to ask and answer questions about a specific topic. Student A asks Student B questions. Then they
swap roles. The structure can be varied by increasing the number of children in the discussion so it is a team that interviews
a team member of another team.

To revise vocabulary: Art, English, IT, Maths, Music, Positive interdependence
PE, Science, Spanish. Equal participation
To practise the structures Have you got …? Individual responsibility
Yes, I have. / No, I haven’t.
This structure activates previous knowledge and promotes the development of the children’s competence in processing
information. It also helps the children complete the task successfully, reviews the language and increases motivation.

Pieces of paper (1 per child)
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Flashcards for Unit 2 and their corresponding Word cards
– available to print on the Teacher’s i-solutions
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Steps ES0000000062203 820097_U2_FC3_055_110_65127.indd 79 19/09/2017 15:24:47 ES0000000062203 820097_U2_FC3_055_110_65127.indd 83 19/09/2017 15:24:58
1 Complete the Student’s Book lesson with the children. 8 Give a time limit and then tell the children to swap roles
Then the children sit in their teams as explained in the so that Student B now asks the question.
9 Say a number from 1-4. The children with this number (2)
2 The Materials Manager collects the pieces of paper stand up and go to a different team taking their timetable
and pencils for the team and hands them out. with them.
3 Display the flashcards on the board, showing the word 1 0 Number (2) asks a member of the team a question about
cards as well. their timetable, Have you got (Art) on (Monday)?
The child answers and then Number (2) asks a different
4 Draw a blank timetable on the board for the children question of another team member. They continue asking
to copy on their piece of paper.
and answering until everyone has had a turn.
5 Each team decides together which subjects to put 11 Say another number and the children repeat steps 9
where on the timetable. They all complete their
and 10. This continues until all numbers have changed
timetable, making sure they have identical information.
places.
6 Form pairs within the teams by getting them to touch 1 2 The children return to their original teams.
shoulders with the child sitting next to them.
1 3 The Materials Manager puts away the pieces of paper
7 Demonstrate the activity for the children by using one and pencils.
of the pairs. Have Student A ask Student B: Have you
got (Art) on (Monday)? Help Student B to answer the 1 4 The team celebrates their success and
question by answering: Yes, I have. or No, I haven’t. hard work with a Team High Five!
tips
If there is an odd number of children in the class and someone does not have a partner, some groups can have 3 children.
Walk around the room checking that the questions and answers are correct.
18
23
43 our town
Lesson

Cooperative Learning structure Puzzle

General description
The children complete a task with the help of all the members of the team and in this case, with the help of all the teams
in the class.

To recognise the vocabulary: cinema, fire station, Positive interdependence
hospital, museum, post office, shopping centre, Simultaneous interaction
swimming pool, train station.
To practise the structures Is there a…?
Yes, there is. / No, there isn’t.
This structure promotes teamwork and especially whole class cooperation, which will develop class bonding.

Our town 1 Listen and read. Then say in pairs. 1.39
Student’s Book, page 30 1 Listen and sing. 1.36
A copy of Student’s Book, page 28 (1 per team) Our town is a very nice town,
So many things to see!
– available to project on the Teacher’s i-solutions

Everybody loves our town,
It’s a wonderful place to be!
There’s a post office near my school,
If you want to send a letter.
There’s a fire station and a hospital,
When you’re sick they make you better.

So many things to see and do,
There’s a shopping centre and a museum too.
There’s a train station and a swimming pool,
And a cinema, it’s really cool!
Crayons (1 set per child) 2 Listen and repeat. 1.37 Then, listen and say. 1.38 2 Look, listen and say the town. 1.40
Pieces of paper (1 per child) cinema fire station hospital museum
Glue (1 per child)

post office shopping centre swimming pool train station
3 Play a spelling game. 3 Say in pairs.
How do you spell cinema?

C-I-N-E-M-A!
Large card paper (1 per team) 28 Lesson 1
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Places in town vocabulary
23/01/2018 10:33:18
There’s a (cinema). There isn’t a (fire station). Lesson 2
Steps
1 Complete the Student’s Book lesson with the children. 6 The Speaker from the first team stands up with their
Then the children sit in their teams as explained in the team’s card and shows the rest of the class except
‘Getting started instructions’ on pages 9-10. the members of the next team who take turns to ask
Is there a (cinema) in your town? The Speaker replies:
2 The Materials Manager collects all the material for Yes, there is or No, there isn’t. When all four members
the team and hands it out.
have asked a question, their Speaker stands up and
3 Explain that the Number 1 from each team chooses the next team asks them questions.
one of the pictures to draw. Number 2 then chooses
7 The teams continue in order asking or answering
a different one and so on until they have all chosen
questions until every team has had a turn.
a picture (a total of 4).
8 The Materials Manager puts away all the material.
4 Each child draws and colours their chosen picture on
their piece of paper. 9 The team celebrates their success and
5 When each team member has finished, they stick their
pictures on the card.
tips
It is important to give the teams enough time to finish their pictures and to practise the questions so they know how to answer.
Since the structure involves movement, it is important to remind the Silence Monitors to control their team’s noise levels.
19
25
4 a n i ma l ma gic
Lesson
Use this structure

for language
consolidation.
Cooperative Learning structure ONE-TWO-FOUR
General description
The children in each team start by working individually (ONE) to decide what the correct answer is to the question or questions
posed by the teacher. Then the children pair up (TWO) to exchange ideas about the answer. Finally, the whole team (FOUR)
discuss the answers and choose the most appropriate one.
Language ob ective Cooperative goals

To revise animal vocabulary. Positive interdependence
Equal participation
This structure activates previous knowledge and works to revise the lesson content.
Name :
1 Look and complete the sentences. Then complete the crossword.
consolidat ion
Class :
41
Student’s Book, pages 42-43

is flying is climbing is running is eating is drinking
1 The ostrich .
2 The monkey .
3 The flamingo .
4 The elephant .
A copy of Teacher’s Resource Book Language worksheet, page 15 (1 per child)
5 The tiger .
2
Pencils (1 per child) 1
5
D
R

2 Look and match.
1 2 3 4
Steps
claws beak tail teeth
15
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1 Complete the Student’s Book lesson with the children. 6 The pairs then check their answers with the rest of their
Then the children sit in their teams as explained in the team. They say the answers out loud and check they all
‘Getting started instructions’ on pages 9-10. have the words spelt correctly.
2 The Materials Manager collects the copies of the 6 Walk around checking on pronunciation.
worksheets and pencils for the team and hands
them out.
7 When all the teams have checked their work, the
Speaker of each team stands up to show their work
3 Explain to the whole class how to complete the to the rest of the teams.
8 The children then work in the same way to complete
Activity 2.
4 Give the children time to think and then do the first
activity individually.
9 The Materials Manager puts away the worksheets
and pencils.
5 Then they compare their work with the child sitting
next to them and check that they have both done it
1 0 The team celebrates their success and
correctly.
tips
Remind the children that they must sit in silence while the Speaker of each group talks on behalf of their team.
Since the activity initially involves the children working individually, the time they each need will be different. So, it is
important to tell them when they should start to complete the activities. It is also important to work with the children on
learning to wait patiently whilst their teammates finish their work.
20
27
45 fun time!
Lesson
Use this structure

for phonics review.
Cooperative Learning structure Think-pair-share

General description
The teacher explains the task to the whole class. Each child thinks about what they have to do individually. The children
form pairs and each child explains to their partner what they have to do to complete the task the teacher has set. If they both
understand perfectly what they have to do, they start working. If not, they explain the task again. If they are still not clear, they
ask the teacher for help.

To revise the sounds i_e as in five and i as in big Positive interdependence
To practise speaking skills. Equal participation
This structure activates the understanding of a task and promotes the development of the children’s planning skills,
independent work and self-discipline. It also helps the children complete the task successfully and increases motivation.
Resources and Materials Name :

Phonics i_e / i 5
Class :
1 Listen and tick ✓ the words you hear. 15
Student’s Book, page 55 train
bike
milk
fish
cinema
Friday
five
rainbow
2 Classify the words.
A copy of Teacher’s Resource Book Phonics worksheet, page 29 (1 per child)
cinema
i like i like
bike
fish
five
Teacher’s Resource Book Audio CD, tracks 15 and 16

mime
3 Listen and match. 16 Then write.
1
Dan __ __ __ __
Pencils (1 per child) 2

Tim __ __ __ __ __
3
Alice __ __ __ __ __ __ __ __ __

4
Ben __ __ __ __ __ __
5
Sophie
Steps
__ __ __ __ __ __ __ __
29
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1 Complete the Student’s Book lesson with the children. 6 Play the audio for Activity 1. The children work
Then the children sit in their teams as explained in the individually to complete it.
7 When they have finished the activity the children check
2 The Materials Manager collects the copies of the their answers with their partner and correct anything they
worksheets and pencils for the team and hands think necessary. They say the words out loud to each
them out. other to practise the pronunciation.
3 Explain to the whole class how to complete the 8 Walk around checking on pronunciation.
9 The children then work in the same way to complete
Activities 2 and 3.
4 Form pairs within the teams by getting them to touch
shoulders with the child sitting next to them.
1 0 The Materials Manager puts away the worksheets and
pencils.
5 The children spend some time thinking about what they
have to do. If they are unsure, they ask their partner.
11 The pairs celebrate their success and
tips
Remind the children that they must help each other, not do their partner’s work.
21
32
6 fabulous food
Lesson

Cooperative Learning structure Numbered heads together

General description
The teacher proposes a specific task (a question or a problem). The team finds the answer and must work to be sure that each
team member is capable of correctly explaining the solution. A number is chosen at random and the member of each team with
that number must explain the solution to the whole class. If they do it correctly, the praise is for the whole team.

To revise food vocabulary: beans, bread, broccoli, Positive interdependence
carrot, cauliflower, celery, cereal, eggs, ham, peas, Equal participation
rice, sausages, spaghetti, spinach.
This structure activates previous knowledge and promotes the development of the children’s competence in processing
information and solving problems.
Name :
consolidat ion
Class :
61
1 Look and write.

bread spaghetti vegetables spinach eggs broccoli peas celery
1 5
A copy of Teacher’s Resource Book Language worksheet, page 21 (1 per child)
2 6
3 7

4 8
2 Look, read and choose.
1 I like having breakfast. I have cereal, bread and ham / fruit / rice.
2 I have a banana / eggs / cheese with my breakfast.
3 I have breakfast / lunch / dinner at school at one o’clock.

4 I have vegetables for lunch, but my friend has a
sandwich / spaghetti / cereal.
5 I have soup / pizza / pasta for dinner.
6 I have juice / fruit / bread with my soup.
Steps ES0000000056849 802737_GoTRB3 language WS pags 01-22_69491.indd 21

21
18/05/2018 13:33:36
1 Complete the Student’s Book lesson with the children. 6 Call out Heads together! The teammates stand up,
Then the children sit in their teams as explained in the turn over their worksheet and show them to the rest
‘Getting started instructions’ on pages 9-10. of the team. They compare their answers.
2 The Materials Manager collects the copies of the 7 If they have all written the correct words, they
worksheets and pencils for the team and hands congratulate each other. If not, they help any teammate,
them out. who then corrects their work. When they have all written
it down correctly they sit down again.
3 Explain to the whole class how to complete the
worksheet. Then, ask a child to repeat the instructions 8 Call out a number from 1 to 4. The member of the team
and check that everyone understands. with that number stands up, shows their answers to the
rest of the class and then sits down.
4 Give the children time to think and then do the first
activity individually. 9 Then follow steps 4-8 for Activity 2.
5 When each child has finished, they turn over their piece 1 0 The Materials Manager puts away the worksheets
of paper and cross their arms until all their team has and pencils.
finished.
11 The team celebrates their success and
tips
The worksheet can be corrected in various ways:
Display the worksheet with the correct answers on the board so the teams can check their answers.
When you give the signal, everyone holds up their worksheet for all the class to see.
22
End of year review
Use this structure for the end
Cooperative Pro ect make a lapbook of year vocabulary review.
General description
The children work together as a team, sharing ideas and fulfilling their roles in order to complete the activity.

To revise vocabulary and structures. Positive interdependence
Equal participation
Resources and Materials (per team) 1 2 3

A busy day 1 School is cool!
Listen and read. Then say in pairs. 1.10 1 Listen and read. Then say in pairs. Our town 1.25 1 Listen and read. Then say in pairs. 1.39
The Student’s Book 1 Listen and sing. 1.7 1 Listen and sing. 1.22 1 Listen and sing. 1.36
I’m busy, so busy. I’m busy, busy,

busy. I’m busy, so busy!
Get up quick, it’s Monday morning.
A die
Have a shower, I’m still yawning. Our town is a very nice town,
What’s the time? Half past eight! Monday morning’s here again, So many things to see!
Quick! Have breakfast. Don’t be late! Another week at school. Everybody loves our town,
Now it’s time to go to school So many things we want to learn, It’s a wonderful place to be!
With all my friends, it’s really cool! School is really cool! There’s a post office near my school,
I love school, I’m there all day. Maths, IT, Science and Art, If you want to send a letter.
After lunch there’s time to play. So much we want to know. There’s a fire station and a hospital,
I go home. Hello Mum! Spanish, Music and PE, When you’re sick they make you better.
Large card paper

Have my dinner. Yum! Yum! Yum! It’s time for school, let’s go! So many things to see and do,
Go to bed, turn off the light. Every day is interesting, There’s a shopping centre and a museum too.
Don’t forget to say goodnight! So many things to do. There’s a train station and a swimming pool,
But my favourite subject’s English. And a cinema, it’s really cool!
How about you?
Pencils 2 Listen and repeat. 1.8 Then, listen and say. 1.9 22 Listen
Listenand
andrepeat. 1.23 Then,
say who. Then say inlisten
pairs.and say.
1.11
Hello!
1.24 2 Listen
Listen,and
lookrepeat.
and answer.
1.37 Then,
1.26 listen and say. 1.38 2 Look, listen and say the town. 1.40
get up go home go to bed go to school Art English IT Maths cinema fire station hospital museum
Scissors ¡Hola!
have a shower have breakfast have dinner have lunch Music PE Science Spanish post office shopping centre swimming pool train station
3 3 3 3
Glue
Mime and say. Ask in pairs. Play a spelling game. Say in pairs.
Get up! Do you like Maths? How do you spell cinema?

Yes, I do!
C-I-N-E-M-A!
8 Lesson 1 Daily routines vocabulary 18 Lesson 1 School subjects vocabulary I (get up) at (half past seven). Lesson 2 28 Lesson 1 Have you got (Art) on (Monday)? Yes, I have. / No, I haven’t.
Places in town vocabulary Lesson 2 There’s
Crayons
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4 5 6
Animal magic 1 Listen and read. Then say in pairs. Fun t ime! 2.4 1 Fabulous food
Listen and read. Then say in pairs. 2.18 1 Listen and read. Then say in pairs. 2.31
Felt-tip pens 1 Listen and sing. 2.1 1 Listen and sing. 2.15 1 Listen and sing. 2.28
The wildlife park’s amazing. Fun time is my time, At the supermarket

There are animals everywhere, It’s your time too! Fred is helping Mum.
Climbing, swimming, running, Fun time for everyone, So much delicious food to eat.
Or flying in the air.
Sticky tape
So many things to do! Yum! Yum! Yum!
Elephants, lions and ostriches Listening to music, We need to get some sausages, Yes! You have five portions of
Walking through the grass, Playing the recorder, We need to get some bread, fruit and vegetables a day. That’s
And kangaroos go hopping by. These are things I like to do. Some eggs, and ham, and cereal. excellent! You’re healthy, Fred.
They’re very, very fast! Rollerblading and watching TV, Can you help me, Fred?
Tigers hiding in the trees Using the internet too.
Don’t forget the vegetables,
And monkeys climbing high. Doing exercise is very good, And don’t forget the rice,
Look! A pink flamingo And going to the park. And don’t forget spaghetti,
A sand timer
Flying through the sky! But my favourite thing Spaghetti’s really nice!
But what’s that in the river? Is reading comics,
Can you see it smile? At night when it’s dark.
Look at all those great big teeth!
Oh, no! A crocodile!
2 Listen and repeat. 2.2 Then, listen and say. 2.3 22 Listenand
Listen andrepeat.
say the animal. Thenlisten
2.16 Then, ask in pairs.
and say. 2.5
2.17 2 Listen andsay
Look and repeat.
in pairs. 2.29 Then, listen and say. 2.30 2 Listen and say who. Then say in pairs. 2.32
crocodile elephant flamingo kangaroo doing exercise going to the park listening to music playing the recorder bread cereal eggs ham
lion monkey ostrich tiger reading comics rollerblading using the internet watching TV rice sausages spaghetti vegetables
3 Play a memory game. I can see a lion, a kangaroo and an ostrich.

I can see a lion,
a kangaroo,
3 Play Read my lips! 3 Ask in pairs.
an ostrich
I can see a lion and a kangaroo. Do you like spaghetti?
and a monkey. Playing the recorder!
Yes, I do! Mmm!
Steps
38 Lesson 1 Wild animals vocabulary 48 Lesson 1 Hobbies vocabulary Is it (flying)? Yes, it is. / No, it isn’t. Lesson 2 58 Lesson 1 Food vocabulary Do you like (watching TV)? Yes, I do. / No, I don’t. Lesson 2
ES0000000054074 796017_U4_66437.indd 38 23/01/2018 10:32:09 ES0000000054074 796017_U5_66438.indd 48 23/01/2018 10:32:18 ES0000000054074 796017_U6_65977.indd 58 23/01/2018 10:28:58
1 The children sit in their teams as explained in the 7 Walk around as the children are working to give help
‘Getting started instructions’ on pages 9-10. and ideas about how to make their lapbook.
2 The Materials Manager collects all the material for the 8 When the time is up, all children stop what they are
team and places it in the centre of the table. doing and raise their hands.
3 Throw a die to appoint a unit to each team. 9 The Recorder writes the name of each team member on
4 Each team must make a lapbook to show what they the back of their lapbook.
have learnt in their assigned unit. They use card and 1 0 Each team displays their lapbook on their table and the
decide together how to construct the lapbook and what teams walk around to look at the other lapbooks.
information to put on each page. There are lots of ideas 11 On returning to their table each team member answers
and foldables templates for lapbooks on the internet. the following statements with either yes or no.
5 Set enough time for the task so the children can Our team project was good.
discuss, prepare and complete it. Appoint the Time My part was good.
Keepers for each team. I helped my teammates.
6 Each team divides up the work in order to be able 1 2 The Materials Manager puts away all the material.
to complete the task within the time available.
The Time Keepers regularly inform their team of the
1 3 The team celebrates their success and
time left to work.
tips
If there are more than 6 teams in the class, repeat a unit.
Keep the finished lapbooks in the class library.
The Time keeper should keep an eye on the sand timer and let the team know how much time they have left.
23
flipped Learning
Get t ing started
Don’t just flip your class,

transform it!
WHAT IS FLIPPED LEARNING?
Aaron Sams and John Bergman, two high school teachers in
the US, are the drivers and creators of this organisational system. Flipped Learning is not a
methodology but a work dynamic. Its use in the classroom creates a new environment open to
creative methodologies and a teaching-learning process more akin to 21st century needs.
The system originally emerged as a response to the needs of students who could not attend class.
Their teachers sent them informative videos so that they did not fall behind in their studies. Little
by little, teachers discovered the benefits and possibilities offered by this system of work and it was
gradually perfected and extended.
Education today faces new challenges as our students, citizens of the 21st century, require a
different type of teaching. Thanks mainly to the internet, students today can easily access
educational content, and because of this, the teacher’s role is no longer merely to transmit content
but to be a guide in the education process.
The teachers should stir the children’s curiosity for learning and help them develop skills that allow
them to become more autonomous learners. This can be done gradually from a very young age.
A great way to achieve these goals is through Flipped Learning. Learning is flipped because there is
a change to the order in which new material is presented, the type of classroom activities carried out
and the type of tasks assigned as homework. Traditionally, teaching has been based on the explanation
of material by a teacher in front of their students who then had to apply that information to class work or
homework. Flipped Learning reverses this order to get the most out of the time in the classroom.
Thus, one of the most relevant aspects of Flipped Learning is that it allows time in the classroom
to work on more complex skills and mental processes related to know-how, facilitating meaningful
learning.
Traditional classroom Flipped classroom
group
work create create
group
work
evaluate evaluate
individual
work analyse classroom
analyse
work
apply apply
understand understand
previous
individual
classroom
work remember work remember
Bloom’s Taxonomy and Flipped Learning
24
GO! has a multitude of resources that favour the use of Flipped Learning. These resources
can be used to promote a change in the English classroom in order to motivate the children
and make them more participative and responsible in their own learning progress.
The concept and development of Flipped Learning dynamics in GO! has been carefully adapted to
the children’s English level as well as their cognitive age level. For this reason, the suggestions evolve
over the 6 levels, adapting to what the children are able to do at every stage.
There is a Flipped Learning dynamic for every unit in GO! This dynamic anticipates the content of
the next lesson. Anticipating the lesson content beforehand encourages meta-learning and helps the
children to be aware of what will happen in the classroom later. This awareness brings them more
security and confidence.
Each dynamic suggested on the following pages includes detailed instructions on the
steps to be taken, both at home and in class, as well as the complete list of materials Flipped
needed. Each dynamic also includes the Language objectives and a section called Learning dynamics
Why flip this lesson. This section highlights the children’s English learning along suggested in this guide
replace the teaching
with the opportunities Flipped Learning offers to develop other aspects of the proposals in
children’s learning process. Extra suggestions to introduce the work with additional GO! 3 Teacher’s Book
for the selected
GO! components and games are also provided in each dynamic. lessons.
FLIPPED LEARNING DYNAMICS IN GO! 3

Flipped Learning in GO! 3 is always located in Lesson 3 to anticipate and facilitate the presentation
of the key grammar structure(s) of each unit.
The key grammar structure is introduced by watching the Comic video and the Grammar video(s) from
Lesson 3 at home before the start of the lesson. The videos are available for the children on the course
website: www.go.richmonddigital.net
The website access code for the children is included in the Student’s Book. Make sure all
the children have access to a computer or mobile device with internet connection.
The Grammar videos should be watched at least 3 times:

1 A first time where the video is played all the way through.
2 A second time stopping at moments of interest.
3 A third time to check that the content has been understood or to write down questions
to take to class. This time it is also played without stopping and children should be
encouraged to practise the pronunciation and intonation of questions and statements.
As well as watching the videos, there is a video-related activity that must be completed before returning
to class. These Flipped worksheets are available both as Photocopiable material at the back of this
guide and on the course website.
Once in the classroom, the first activity of the unit will be to carry out the GO Check! activity.
This consists of checking that the videos have been watched, the task completed and the content
understood. This activity usually practises speaking skills.
After this starter activity has been completed, the new content is then used in more complex and
active tasks during the rest of the class session.
25
FLIPPED LEARNING BENEFITS IN GO! 3
There are many benefits to introducing the key grammar with videos and some simple tasks before
the class session:
Competences dimension
It anticipates the grammar context for the children and ensures that each child can work at their own
pace to get ready for the class session.
It develops the audiovisual language and the Digital competence of the children.
It works as an initial evaluation of the children’s understanding of grammar in an autonomous way.
It promotes the development of the children’s Learning to learn competence.
Methodological and pedagogical dimension

It allows the teachers to save class time and thus significantly increases the opportunities to complete
more activities and reinforce the key content in the classroom.
It maximises the use of the course resources.
It allows multidimensional work through video images, audio and rhythms to encourage the children’s
comprehension and memory.
It allows the teacher to include a wider diversity of tasks that promote different thinking skills and richer
access to learning.
Emotional dimension
It gives the family a more active role in their child’s learning.
It personalises learning so that each child can access the new content as often as needed without restriction.
It provides a space for work on content and pronunciation in a climate of safety and trust.
How to get started: Home-school connection

Using Flipped Learning involves a commitment to work between families and teachers, each
one accepting their role and responsibility. In fact, it is important to make sure that families help the
children to do the work that the teacher sets for home if needed.
It is advisable that the starting point, before beginning to use the dynamics of Flipped Learning in
GO!, be to organise a meeting with the families to inform them about this system of work and its role
in helping with learning. It is very important that they understand the benefits that Flipped Learning
brings to their children’s global learning process. If there is no possibility of bringing families together,
the teacher can make a video for the families where all this information is explained.
Step-by-step Key Information

In order to work with Flipped Learning dynamics, all the children need to have access to a
computer or mobile device, and internet connection at home.
Before the start of Lesson 3 in each unit, the children take home a task: This Flipped task is
easy to do and does not need parents or carers to have any great knowledge of the English
language nor to monitor the children’s work. The task is explained in advance in class, to
make the children participant and autonomous. The explanation will also be delivered on a
printed worksheet (see Photocopiable Flipped worksheets at the back of this guide). The
instructions on how to complete the Flipped task are also available for the children on the
course website.
26
Flipped task: The task, at home, is to be done in 3 steps:
STEP 1: The children watch the videos before the start of the grammar lesson.
The videos are available on the course website www.go.richmonddigital.net
in a section called Flipped Learning. Explain to the children that they have to register
on the website using the website access code included in the Student’s Book.
The videos can be viewed from any device, whether computer, mobile or tablet.
There are two types of videos:

Comic videos: First, the children watch the comic video for the unit once
so they can have the context for the task. The videos are short and fun
and therefore easily hold the children’s attention.
Grammar videos: Then they watch the grammar video(s) for the lesson.
Viewing is recommended on at least 3 occasions:
• First viewing: Watch the video all the way through without stopping.
• Second viewing: Stop the video several times in order to focus on
the most important aspects.
• Third viewing: Watch without stopping while trying to practise the
pronunciation and intonation of questions and statements.
The grammar videos provide very clear step-by-step explanations for all the grammar
rules covered in GO! to make sure the children can work in an autonomous way. This
approach to learning grammar is a challenge for the children and keeps them motivated.
If there are children who need to watch the video more than 3 times, encourage them
to do so. The important thing is that each child can work at their own pace and come to
the class prepared. This system of work adapts to the learning process of each child.
STEP 2: The children complete the Flipped worksheet that was given out in the
previous class to check their understanding of the grammar rule shown in the videos.
These worksheets are also available on the course website.
STEP 3: The children watch the comic video again to consolidate the grammar rule in
context in an amusing way.
GO Check! activity: The Flipped worksheet must be returned to the classroom so the teacher
can check that the task has been completed. The children also use the completed Flipped
worksheets to participate in the starter activities of the lesson.
In order to help the teachers in this first phase of explaining the system of work to the children and
their families, this guide includes a Photocopiable Flipped Learning visual guide that can be sent
to the families or given out during the setup meeting. The Flipped Learning visual guide is also
available on the course website.
Bear in mind that doubts and questions may arise during the meeting with the families. Here are
some examples of frequently asked questions: Should I be with my child while they watch the videos?
Should my child do the worksheet alone or should we help? How often will there be homework?
Adapt the answers to your teaching style and needs.
You are now ready to start working with the Flipped Learning dynamics in GO! Follow the detailed
step-by-step notes for each unit on the following pages and have a go at applying similar dynamics
when working with the rest of the videos available in GO!
27
23
1 a bus y day
Lesson
This dynamic replaces lesson 3

in the Teacher’s Book.
How to flip this lesson
Language ob ectives Steps

To practise Present Simple questions and 1 Give a copy of the Flipped worksheet to each child so
answers with time. they can complete it at home. Make sure it is clear what
they have to do.

To revise routine actions and times.

To practise listening skills by watching videos.
At home
2 The children watch the comic video once so they can

To practise speaking skills using routines and times.
have the context for the task.

To practise pronunciation and intonation in questions. 3 Then, they watch the grammar video: Present Simple
questions with time as many times as they need
Why flip this lesson (at least 3). Ask them to pay special attention to how
the words change position to form questions and

To develop the children’s Learning to learn competence.
encourage them to repeat the sentences as they watch.

To train the children’s attention abilities.
4 The children complete the worksheet to check their

To increase the practice of the new structures in class. understanding of the grammar rule shown in the video.

To invest more time on feedback and assessment tasks to 5 The children watch the comic video again to consolidate
identify individual problems. the grammar rule in context in an amusing way.

To have the chance to personalise the children’s learning At school
process.
6 GO Check! activity: Ask the children if they have
Complete description of Flipped Learning benefits ➔ page 26 watched the videos and completed the worksheet at
home. They put the worksheets on their tables. Discuss
resources and materials the context: Is Greg’s neighbour happy? What’s the
problem? Watch the comic video on the Teacher’s
At h o m e i-solutions to explain answers.

A copy of Unit 1 Flipped worksheet, page 59 (1 per child) 7 Correct the worksheet: Ask the children to say the two
missing words in Activity 1. Write the full question on the

Unit 1 Comic video
board: What time do you go to bed? Ask a few children

Grammar video: Present Simple questions with time to answer the question. They can use the model in the
grammar table in their Student’s Books.
The videos are available for the children on the GO! Website.
8 Continue with Activity 2 in the worksheet: Read the
At s c h ool sentence and invite volunteers to change it into a

Teacher’s i-solutions question. Elicit the key items to form the question:
Adding do and a question mark.

9 Mime the actions go to bed, have lunch and go home.

Activity Book, page 8 Choose a child to guess the action and form the question.
They choose a classmate to answer using a full sentence.

GO Further! Booklet, page 2 – optional
The rest of the children pay attention to correct any
wrong questions or answers.
extras If time allows
10 Complete the Student’s Book, Activity 2

Complete GO Further! Booklet: This can be Ask the children to look at the photos and name the
set as homework. actions: get up, go to school, have lunch, go home,
have dinner, go to bed. Divide the class into pairs.

Interview the teacher: While the children complete
They take turns to ask and answer what time they do the
the Activity Book, and if you are not busy answering
activities. Walk around to monitor the children and identify
questions or clearing doubts, fast finishers can interview
individual problems. Praise them as they work together.
you individually asking questions about your daily
routines. 11 Continuous assessment: The children do Activity 2 in
their Activity Book: They complete the questions and
draw the hour hand for them. While they do the activity,
resolve individual doubts and help the children who still
have problems with the grammar structure. The children
complete the rest of the activities on the page. If time is
short, they finish at home.
28
23
2 school is cool!
Lesson

To practise ‘Have got’ questions and answers. 1 Give a copy of the Flipped worksheet to each child so
To introduce Questions with ‘What’. they can complete it at home. Make sure it is clear what
they have to do.
To revise school subjects and days of the week.
At home
2 The children watch the comic video once so they can
To practise speaking skills by asking questions. have the context for the task.
To practise pronunciation and intonation in questions, 3 Then, they watch the grammar video: ‘Have got’
statements and short answers.
questions as many times as they need (at least 3). Ask
them to pay special attention to how the words change
Why flip this lesson position to form questions and encourage them to
To develop the children’s Learning to learn competence. repeat the sentences as they watch. Make them aware
how important it is to spend time practising the main
To train the children’s attention abilities.
sentences from the videos orally.
To increase the practice of the new structures in class.
To invest more time on feedback and assessment tasks understanding of the grammar rule shown in the video:
to identify individual problems. They change the sentences into questions and answer
To have the chance to personalise the children’s the questions using short answers.
learning process. 5 The children watch the comic video again to consolidate
Complete description of Flipped Learning benefits ➔ page 26 the grammar rule in context in an amusing way.
resources and materials At school

6 GO Check! activity: Ask the children if they have
At h om e watched the videos and completed the worksheet
A copy of Unit 2 Flipped worksheet, page 60 (1 per child) at home. They put the worksheets on their tables.
Unit 2 Comic video. Discuss the context: Where is Greg’s friend going?
(to school) Has she got English? (No); Has she got
Grammar videos: ‘Have got’ questions and Questions Science? (Yes); What’s the problem? Watch the comic
with ‘What’ video on the Teacher’s i-solutions to explain answers.
The videos are available for the children on the GO! Website. 7 Correct the worksheet: Ask a child to write the contraction
At s c h o ol form on the board so everybody can check if they
are correct. Then, the children take turns to make the
Teacher’s i-solutions questions. Write the questions on the board as they
Student’s Book, page 20 form them and ask a few children to answer them using
Activity Book, page 16 short answers. They can use the grammar table in
their Student’s Books as a model. Practise the correct
Activity Book Audio CD, track 4 intonation for questions.
GO Further! Booklet, pages 4 and 5 – optional 8 Watch the grammar video Questions with ‘What’
Unit 2 school subject Flashcards – optional with the children. Pause the video to highlight the key
information for the children. Solve problems or doubts
extras If time allows the children may have before moving on to the next step.
Complete GO Further! Booklet: This can be set as 9 Complete the Student’s Book, Activity 2
homework. Ask the children to look at the timetable and elicit the
subjects for each day. Then say a subject, for example,
Play Lie detector! Divide the class into teams. Ask a Maths and ask the class to look and say the day,
volunteer to the front, give them the flashcards and Tuesday. Ask a pair of children to read out the speech
ask them to choose 2 without showing the class. bubbles. Divide the class into pairs and tell them to take
The class ask What have you got today? and the turns asking and answering.
volunteer replies I’ve got (PE) and (Art). The child can
tell the truth or lie. Each team guesses true or false. The 10 Continuous assessment: The children complete the
volunteer then reveals the flashcards and the teams who Activity Book. While they do Activities 1, 2 and 3, resolve
guessed correctly get a point. individual doubts and help the children who still have
problems with the grammar structures. If time is short,
they finish at home.
29
23
3
Lesson
our town

To practise There is/There isn’t. 1 Give a copy of the Flipped worksheet to each child

To introduce ‘Is there’ questions. so they can complete it at home. Make sure it is clear
what they have to do. Insist that they must watch 3 videos

To practise places in town. this time.

To practise speaking skills by asking and answering
questions. At home

To practise pronunciation and intonation in questions, 2 The children watch the comic video once so they can
statements and short answers. have the context for the task.
3 Then, they watch the grammar videos as many times as
Why flip this lesson they need (at least 3). Ask them to pay special attention

To develop the children’s Learning to learn competence. to contractions and to how the words change position to
form questions. Encourage them to repeat the sentences

To train the children’s attention abilities. as they watch.


To invest more time on feedback and assessment tasks understanding of the grammar rules as well as the
to identify individual problems. content in the videos.

To have the chance to personalise the children’s 5 The children watch the comic video again to consolidate
learning process. the grammar rule in context in an amusing way.
Complete description of Flipped Learning benefits ➔ page 26
At school
resources and materials 6 GO Check! activity: Ask the children if they have
watched the videos and completed the worksheet at
At h o m e home. They put the worksheets on their tables. Discuss

A copy of Unit 3 Flipped worksheet, page 61 (1 per child) the context: Where is Greg? What’s the problem? Revise
places in town vocabulary and watch the comic video on

Unit 3 Comic video
the Teacher’s i-solutions to explain answers.

Grammar videos: There’s/There isn’t and ‘Is there’
questions 7 Correct the worksheet: Ask a child to write the contracted
forms on the board so everybody can check if they are
The videos are available for the children on the GO! Website. correct. Then, watch the comic video to validate answers
for Activity 2. Make sure the children are able to spell the
At s c h ool
places in town correctly.

Teacher’s i-solutions
8 The children use the grammar tables in their Student’s

Books as a model to correct Activity 3. Practise the

Student’s Book Audio CD, track 1.42 correct intonation for questions.

Activity Book, page 24 9 Solve problems or doubts the children may have before

GO Further! Booklet, pages 6 and 7 – optional moving on to the next step.

Unit 3 places in town Flashcards – optional 10 Complete the Student’s Book, Activity 2 1.42
Ask the children to look at the streets and name all the
extras If time allows buildings on each one. Ask questions to check: Is there
a train station on Rain Street? Play the audio and pause

Complete GO Further! Booklet: This can be set as
after the first description, ask the children to name the
homework.
street. Then the children in pairs take turns to choose a

TPR activity: Use the flashcards to play and evaluate. street and answer questions in order for their partner to
Show a flashcard to the whole group and say There’s a identify it.
(hospital); There isn’t (a cinema). If what you say matches
the flashcard, the children must stand up, if it doesn’t, they
11 Continuous assessment: The children complete
Activity 2 in their Activity Book. They put the words in
remain sitting. This is a good way to see at a glance which
order to form questions and then they look at the picture
children know and understand the key vocabulary and
and choose the correct answer. Resolve individual doubts
structures. For self-evaluation, the children can write a
and help the children who still have problems with the
tick on their notebook every time they are right so they
grammar structures. The children complete the rest of the
can keep a track of their correct answers.
activities on the page. If time is short, they finish at home.
30
23
4 an imal magic
Lesson

To practise Present Continuous questions and answers. 1 Give a copy of the Flipped worksheet to each child so
they can complete it at home. Make sure it is clear what
To practise action verbs.
they have to do. Insist that they must watch 3 videos this
To revise animal vocabulary. time.
To understand contracted forms. At home
To associate the personal pronoun it to animals. 2 The children watch the comic video once so they can
To develop listening skills.
they need (at least 3). Ask them to pay special attention
Why flip this lesson to contractions and to how questions are formed.
To develop the children’s Learning to learn competence. Encourage them to repeat the sentences as they watch.
To train the children’s attention abilities. 4 The children complete the worksheet to check their
understanding of the grammar rules and content shown
in the videos.
To invest more time on feedback and assessment tasks 5 The children watch the comic video again to consolidate
to identify individual problems.
the grammar rule in context in an amusing way.
To have the chance to personalise the children’s
learning process At school
Complete description of Flipped Learning benefits ➔ page 26 6 GO Check! activity: Ask the children if they have
resources and materials the context: Where is Greg this time? What are the
At h om e monkeys doing? Watch the comic video on the Teacher’s
i-solutions to explain answers.
A copy of Unit 4 Flipped worksheet, page 62 (1 per child)
Unit 4 Comic video 7 Correct the worksheet: The children take turns to provide
the correct answer for each activity. They can use the
Grammar videos: Present Continuous questions and grammar tables in their Student’s Books as a model.
Present Continuous answers Practise the correct intonation for questions and answers.
The videos are available for the children on the GO! Website. 8 Solve problems or doubts the children may have before
At s c h o ol moving on to the next step. Watch the grammar videos
with the children, pausing the video to revise and clarify
Teacher’s i-solutions key information, if needed.
9 Complete the Student’s Book, Activity 2 2.7
Student’s Book Audio CD, track 2.7 Ask the class to name the animals. Then make a
Activity Book, page 32 statement and ask the children to say the animal:
It’s flying (the parrot, the flamingo). It’s swimming
GO Further! Booklet, page 8 – optional (the crocodile). Play the audio and pause after the first
dialogue so the children can name the animal. Write the
extras If time allows question and answers on the board: Is it (flying)?
Yes, it is. / No, it isn’t. Tell the children to play the
Complete GO Further! Booklet: This can be set as guessing game in pairs.
homework.
Peer’s evaluation: In pairs, one of the children moves Activity 2 in their Activity Book. They look at the
like a monkey doing an action and the other one must
pictures and then complete the sentences. Resolve
say it aloud. Each child does three actions. The one who
individual doubts and help the children who still have
moves must indicate if their classmate’s answer
problems with the grammar structures. The children
is correct or not.
complete the rest of the activities on the page.
If time is short, they finish at home.
31
23
5 fun t i me!
Lesson


To practise the like + gerund questions and answers. 1 Give a copy of the Flipped worksheet to each child so

To express likes and dislikes.
they have to do. Insist that they must watch 3 videos this

To understand contracted forms. time.

To practise listening skills by watching videos. At home

To practise listening skills to identify a person. 2 The children watch the comic video once so they can

To practise pronunciation and intonation in questions. have the context for the task.
Why flip this lesson they need (at least 3). Ask them to pay special attention
to contractions and to how questions are formed.

To develop the children’s Learning to learn competence. Encourage them to repeat the sentences as they watch.

To train the children’s attention abilities. 4 The children complete the worksheet to check their

To increase the practice of the new structures in class. understanding of the grammar rules and content shown
in the videos.

To invest more time on feedback and assessment tasks
to identify individual problems. 5 The children watch the comic video again to consolidate

To have the chance to personalise the children’s
learning process.
At school
Complete description of Flipped Learning benefits ➔ page 26 6 GO Check! activity: Ask the children if they have
resources and materials the context: Where is Greg? Is Greg’s friend happy? Why?
At h o m e Watch the comic video on the Teacher’s i-solutions to
explain answers.

A copy of Unit 5 Flipped worksheet, page 63 (1 per child)
7 Correct the worksheet: Ask the children to order the

Unit 5 Comic video
words in Activity 1 to form a question. Write the full

Grammar videos: like + gerund questions and question on the board: Do you like reading comics?
like/don’t like + gerund Elicit the key items to form the question: adding do and
a question mark.
8 Ask a few children to answer the question for them.
At s c h ool They can use the model in the grammar table in their
Student’s Books.


9 Correct the rest of the activities in the worksheet:
The children take turns to provide the correct answer for

Student’s Book Audio CD, track 2.20 each activity. Pay special attention to the contracted form
don’t. Ask them if they remember other contractions from

Activity Book, page 40
previous videos (is not = isn’t).
GO Further! Booklet, pages 10 and 11 – optional
10 Complete the Student’s Book, Activity 2 2.20
Ask the children to identify the icons of the activities.
extras If time allows Then, tell them to look at the girls and what they like
or don’t like doing. Play the audio and pause after the
first dialogue for the children to identify which girl it is.
homework.
Continue with the other two. Then divide the children
Peer’s evaluation: Ask the children to write questions into pairs and have them describe one of the girls to
using like + gerund and short answers for their questions. their partner.
Then, the children exchange their questions and use their
Flipped worksheets to help them validate their peer’s
the Activity Book. Solve individual doubts and help
work.
the children who still have problems with the grammar
structures as they work. If time is short, they finish at
home.
32
23
6 fabulous food
Lesson

To practise Present Simple questions with ‘What’. 1 Give a copy of the Flipped worksheet to each child so
they have to do.
To practise speaking skills using food and meals.
At home
To practise pronunciation and intonation in questions. 2 The children watch the comic video once so they can
Why flip this lesson
3 Then, they watch the grammar video as many times as
To develop the children’s Learning to learn competence. they need (at least 3). Ask them to pay special attention
To train the children’s attention abilities. to how the words change position to form the question.
Encourage them to repeat the sentences as they watch
To increase the practice of the new structures in class. using the correct intonation.
To invest more time on feedback and assessment tasks 4 The children complete the worksheet to check their
to identify individual problems. understanding of the grammar rule and key vocabulary
To have the chance to personalise the children’s shown in the video.
learning process. 5 The children watch the comic video again to consolidate
Complete description of Flipped Learning benefits ➔ page 26
At school
resources and materials 6 GO Check! activity: Ask the children if they have
At h om e watched the videos and completed the worksheet at
A copy of Unit 6 Flipped worksheet, page 64 (1 per child) the context: Where are Greg and Rex? What are they
Unit 6 Comic video doing/talking about? Watch the comic video on the
Teacher’s i-solutions to explain answers.
Grammar video: Present Simple questions with ‘What’
7 Correct the worksheet: The children name and classify
the food they have seen in the video first. Then, they
At s c h o ol order the words to form the question. Write the question
on the board and check that all the children have the
correct model. Write a number under each word: (1) What
Student’s Book, page 60 (2) do (3) you (4) have (5) for (6) breakfast? and ask the
children to write the numbers 1-5 on their fingers.
Student’s Book Audio CD, track 2.34
Activity Book, page 48 8 Say a number for the children to say the word: 4! have!
Then, ask the children to say the words aloud moving
GO Further! Booklet, page 12 – optional their fingers following the order 1-5. Word number 6
can be breakfast, lunch or dinner. Repeat several
extras If time allows times so the children use their body to internalise the
grammar rule for asking about a typical meal routine.
homework. 9 Complete the Student’s Book, Activity 2 2.34
Ask the children to look at and name the foods in the
Drama: Tell the children to read the comic in their pictures. Play the audio and pause it to let them supply
Student’s Book in pairs acting out the dialogue. Then, the missing words. The children read the speech bubbles
they copy the dialogue and change the food. They act and take turns to ask and answer the questions with the
out the new dialogue to other pairs or to the whole class. person sitting next to them. Then tell them to repeat the
activity with someone sitting behind or in front of them.
10 Continuous assessment: The children complete the
Activity Book. Resolve individual doubts and help the
children who still have problems with the grammar
structure as they work. If time is short, they finish at
home.
33
THINKING-BASED LEARNING
Get t ing started
Make Thinking visible,

Efficient, critical and creative thinkers, GO places!
WHAT IS THINKING-BASED LEARNING?

Thinking-based Learning is a methodology in which strategies that promote the development of
effective thinking are integrated systematically and focus on the cognitive processes that help us to
think. Thanks to Thinking-based Learning, the children develop their thinking skills from a young age;
they learn to come to their own conclusions and finally, to make their own decisions.
The way to achieve this goal is through the use of Thinking Tools, which consist of a series of
questions and rubrics to practise with the children in order to stimulate different mental habits like
curiosity, deep understanding, evidence-based argument, reflection and creativity.
Thinking Tools prepare the children to be ‘good thinkers’ who are able make good
decisions and solve problems effectively. They also help the children to use and evaluate
information without rushing as well as to develop their critical and creative thinking.
These Thinking tools are easy to use in the classroom and help the children to exert greater control
over their cognition, by making them aware of their thinking processes, and so obtaining a greater
autonomy in their learning.
All the Thinking Tools share the following features:
They are aimed at stimulating different mental habits.

They allow reflection through metacognitive work.
They can be used systematically in the classroom.
They are easy to learn and teach.
They can be used individually and collectively.
They are accompanied by graphic organisers in which the children express
and make their thinking visible. When a thinking routine has been internalised,
the graphic organisers no longer need to be used.
Some Thinking Tools used in GO!
Colour-Symbol-Image (C-S-I) Part-Whole

Green Thinking Hat Compare and Contrast
Mind map Think-Puzzle-Explore
Zoom in Compass points
See-Think-Wonder
Generate-Sort-Connect-Elaborate (GSCE)
34
BENEFITS OF THINKING-BASED LEARNING
There are many benefits to integrating Thinking-based Learning
into the classroom. Learning to think helps to:
Make the process of thinking visible, through monitoring

our reasoning and learning to be aware of how we think.
Encourage reflective learning and not just learning by rote
therefore increasing the motivation to learn.
Stimulate a deeper understanding of the content that we
are learning without adding extra material.
Develop the children’s thinking skills so they become creative,
analytical and critical thinkers.
Get to know and work with a series of learning tools that supplement the
more traditional techniques, like outline, summary and mind map.
Develop cognitive flexibility and the capacity to explore diverse perspectives
by stimulating the ability to generate multiple options to solve a problem.
Reinforce the desire to understand things clearly, looking for connections and explanations,
focusing attention and seeking to process information in a certain way.
Establish focus, check impulsiveness and reduce rash behaviour,
thanks to the sequenced use of graphic organisers.
HOW TO TEACH THINKING IN THE CLASSROOM

In order to use specific strategies which will stimulate the children to think with
greater depth and autonomy, the following conditions need to be taken into account:
Reward or reinforce when the children ask questions

Teachers have a general tendency to reward only the right answers. For example:
Teacher: What are the parts of the house?
Children: Kitchen, bathroom, living room, bedrooms...
Teacher: Very good!
However, from the perspective of learning to think, we should also reward the children who ask questions.
Use expressions such as Great question! I love the question you’ve asked! Interesting question! to
promote the idea that asking questions is important when a thinking process is carried out.
Use Thinking language in the classroom

Vague language is a reflection of vague thinking. However, using thinking language in class helps
the children to organise and communicate their own thinking with greater precision and intelligence.
Words are precision instruments.
Try to use language that puts thinking at the centre of the activity. If teaching, for example, domestic
and wild animals, in addition to the definition also encourage the children to:
Observe images to detect similarities and differences.

Visualise a scene.
Develop hypotheses.
Check ideas and discuss them.
The use of the vocabulary in bold above helps make thinking processes systematic.
35
It is also important to make this type of language
visible in class. Use the Thinking Language
poster available on the Teacher’s i-solutions
or use the Photocopiable Thinking Language
page at the back of this guide and give
a copy to each child.
Allow time for Thinking in class

It is essential to provide the children with specific time for thinking and also enough time so they
can discuss their individual differences. Organise, therefore, specific times so that they can think
and make sure the time frames are adapted to the diversity in the classroom.
Clapping is a good way to establish the time frame for each step when a thinking routine is carried
out. Also remind the children regularly how much time is left to finish each step as they do not yet
have a developed sense of timing.
Create a classroom climate that encourages reflection

As well as providing time for thinking, it is also important to create the right climate in the classroom to
allow for reflection. The most appropriate environment is silence so that each child can clarify what
their thought, idea or conclusion is on the topic. Then, as the perspective of others is incorporated
(working in pairs or large groups), that silence can be broken.
Depending on the type of work to be carried out, different thinking climates can be promoted:
Individual thinking: This should be done in silence so each child learns to develop
an inner dialogue.
Thinking in pairs: This should be a quiet conversation, so that the comments of others do not
interrupt the thinking processes of the ‘thinking’ pairs.
Thinking in a large group: The children should take turns, be active listeners and
be able to paraphrase what their classmates say. Encourage them to add more details little
by little that help them to complete their reflections.
Classroom organisation
Likewise, depending on the activity, the Thinking tool to be used or the thinking climate to be
promoted, the classroom can be set up in different ways:
Individual setting: This is Pair setting: Our thinking Group setting: When
good for a few minutes of is usually enriched by listening to other people’s
silent internal reflection. listening to the perspective thoughts, information can
Gestures like pointing of others. In this type of be analysed in depth and
to your head to signal a grouping, the children’s synthesised by selecting
moment for generating thinking should reach new the most important parts
ideas can be included. directions, integrating the and exploring how our own
views of their partner. It thinking has changed.
is important to generate
controlled thinking flows
(no more than two or three
children), so that they can
broaden their perspective.
36
The reflective teacher: Be the role model of a good thinker
Do not forget your important role as a mediator of the children’s thinking process. You are a thinking
role model for the children, so it is important to keep the following in mind:
Be a model of reflective behaviour showing the importance of asking about everything,
of questioning things, and showing flexibility and cognitive openness.
Listen to other people’s opinions, consider all points of view as initially valid and equally
important.
Show a positive attitude towards new ideas and an interest in expanding experiences.
Encourage discussions to be supported by facts.
Be prepared to change your views when facts prove them wrong. Model the capacity
to change one’s perspective.
Evaluate the type of questions you ask in class as they will mainly be the questions that
the children will learn. Are the questions checking what the children have learnt? Are you
asking questions which activate the children’s thinking process? Are you asking closed-answer
questions? Are you asking open questions?
Establish bridges with other areas or experiences

Ask open questions and encourage the children to extend their knowledge to other areas or
experiences. Invite them to question their answers, paraphrase their thinking and get them to work
together to construct shared thoughts.
THINKING-BASED LEARNING IN GO!

The main goal of using Thinking-based Learning strategies in GO! is to prepare the children to think
effectively so they can solve different problems in very varied contexts. Sometimes they will need to
be critical and analytical, at other times they will need to be creative. All this is done throughout their
English learning process using GO! materials. In this guide, thinking is considered to be a set of skills
that can be developed and improved by systematic practice in appropriate situations. The goal of
thinking in GO! is to help you build a culture of thinking in the ELT classroom and to train the children
in the following types of thinking:
Analytical Thinking: Bringing facts and data together from various sources and then applying
logic and knowledge to solve problems or to make informed decisions. It is the kind of thinking
that helps to ‘frame’ or ‘grid’ reality, to analyse it and think it through better.
Critical Thinking: Analysing and evaluating information, beliefs, or knowledge on which our
ideas are based to reach a reasonable and justified position on a subject.
Creative Thinking: Adopting multiple perspectives and examining other points of view to
generate new ideas and possibilities.
Emotional Thinking: Analysing and exploring feelings regarding an idea, situation, experience
or belief to understand how feelings may interfere with our perception of reality. It also helps
to develop empathy skills.
GO! offers a program of Thinking strategies integrated into the course content. All the strategies have
been carefully adapted to the children’s English level as well as to the age-appropriate cognitive skills
of each of the primary levels. The use of the different Thinking tools and routines is combined across
GO! levels, introducing new ones or adapting existing ones, to meet both the Language objectives and
the Thinking goals that correspond to the children’s maturity. Note that the same tools and routines can
be used several times in the same level, and are repeated across levels, to guarantee that the children
incorporate the thinking strategies as an automatic process for future learning experiences.
37
Thinking tools used in GO! 3
Each Thinking tool suggested on the following pages includes detailed instructions of the steps
to follow as well as a complete list of the material needed. Also included are both the Language
objectives and a section called Thinking goals to clearly highlight both the children’s English learning
along with the type of thinking they will be developing.
The Model Language needed to do the Thinking routines successfully is also provided. This language
does not go beyond the language level of GO! nor the difficulty of the work suggested, but it is
important to take it into account as it helps guide the activities.
uni t th i n ki ng to o l lesson
1 A b u sy d a y Think-Puzzle-Explore Lesson 4
2 Sc hool i s c ool! Compass points Lesson 1
3 O u r t o w n Compare and Contrast Lesson 6
4 Animal magic Generate-Sort-Connect-Elaborate (GSCE) Lesson 4
5 Fu n t i m e ! Red Thinking Hat Unit review
6 Fa b u lou s f ood See-Think-Wonder Lesson 6
Extra time
Keep in mind the Student’s Book lesson in each unit needs (30’- 45’)
to be completed before using any of the Thinking tools is required
provided in this guide to ensure the children are ready to work to carry out the
with the content in this alternative way. Thinking routine
for each unit.
Thinking tools general description and tips

Red Thinking Hat
Red Thinking Hat is our suggestion to adapt the Thinking tool Six Thinking Hats by Edward Bono
for children learning English with GO! The goal of this Thinking tool in GO! 3 is to work on emotional
thinking and to teach children to express how they feel towards a subject, idea or issue. The Red Hat
makes emotions and feelings visible as an important part of the thought process.
The Red Thinking Hat refers to intuition, to get a feeling for something or an impression. It allows the
child to enter or leave the emotional state. This technique also lets children explore the feelings of
others when we ask for their opinion from the point of view of the Red Hat.
This Thinking tool helps to:
Develop emotional thought. Learn that all emotions are necessary, although
Learn to gain information about emotions. some may be more pleasant than others.
Favour emotional expression. Explore and understand the feelings of others.
Note that there are no positive or negative emotions, only the nuances of pleasant and less pleasant,
all emotions are necessary and functional.
Tips
The first time this routine is used in class, the children can make a red hat and decorate it. They
keep it and wear it every time the routine is carried out. Alternatively, ask them to bring a red
hat from home.
The completed Thinking organisers can be displayed on the classroom walls for the children
to promote the development of their empathy skills.
38
How the Six Thinking Hats are used in GO!
Throughout GO! levels, we gradually introduce the work with the different hats, always taking into
account the children’s capacity to express themselves in English, as well as their age. The use of the
six hats together facilitates decision making and the analysis of problems from different points of
view. By the end of the primary stage, the children using GO! will be able to use all the techniques for
decision making offered by each hat.
The Green Thinking Hat tries to stimulate lateral thinking. Every time the children put on this hat,
they are asked to set their imagination in motion, they are encouraged to search for new ideas as
well as to create and innovate.
The White Thinking Hat practises objective thinking. The thinker strives to be neutral and should
imitate the work of a computer, without interpretations or opinions, just managing
data and factual objectives.
The Yellow Thinking Hat practises positive and optimistic thinking. It helps to reinforce positive
evaluation in the children and the search for values, advantages and benefits.
The Black Thinking Hat points out what’s wrong, what’s incorrect and what’s not going to work.
It warns about hazards and dangers and practises caution.
The Red Thinking Hat allows the practice of emotional thinking. The children learn to express
how they feel about an issue. This hat allows the children to enter or leave the emotional mode.
The Blue Thinking Hat helps the children to be like a conductor, who suggests or calls for
the use of the other hats. Its purpose is to moderate and be responsible for the synthesis, the
global vision and the conclusions, once all the perspectives have been heard.
think-Puzzle-explore
This Thinking tool helps the children to explore a new topic or idea. It encourages the children to
verbalise their prior knowledge, to stimulate curiosity and to prepare for independent inquiry. It
engages them with the new topic and activates schemata. It also develops the Learning to learn
competence through independent strategies for discovery and research.
How Think-Puzzle-Explore is used in GO!

We propose the use of this Thinking tool at the beginning of a new lesson as a warmer activity to
generate interest in the new topic and motivate the children by encouraging them to develop their
own questions for investigation and the strategies to look for the answers. It can also be used again
further on in the unit to encourage the children to use the strategies listed to look for the answers to
their questions which initiates inquiry learning.
Tips
The first two or three times this routine is carried out, the teacher will be a model for the
children and guide all of the answers providing examples.
Make sure to give adequate time between each question for the children to think about and
articulate their ideas.
The completed Class origaniser can be printed and posted on the classroom wall or uploaded
as an image to the class blog for future reference.
As a follow-up activity, the children write full sentences in their notebooks using the visual
information and notes on the Class organiser.
Make the children aware of the advantages of using this routine when they are starting a
topic of study so they can gradually incorporate this learning strategy for any new content
autonomously.
39
generate-sort-connect-elaborate
This Thinking tool helps the children to organise their understanding of a topic through mind
mapping and encourages them to put their thinking into words, organise it, make connections among
new concepts and previous knowledge, and extend their knowledge. It also engages them with the
topic and activates schemata.
How Generate-Sort-Connect-Elaborate is used in GO!

We use this Thinking tool at the start of a lesson as pre-assessment to activate and establish previous
knowledge and revise vocabulary. It is fully developed and concluded at the end of the lesson to
show what the children have understood and how they connect previous and new ideas. The children’s
individual Mind maps are made from the Class organiser generated with the teacher on the IWB.
The Mind maps produced in this routine can later be used to review quizzes or as prompts for
presentations on the topic.
Tips
The children may draw pictures to illustrate their suggestions and ideas once the Mind map
has been completed. This will help them understand and remember the key concepts.
The completed Class organiser generated with this routine can be stuck on the classroom
wall so that the children can generate, connect and elaborate new ideas as they continue
working on the unit.
The children can look for more information at home or in class as fast finishers. Their Mind
maps should be considered as a tool to show all the learning that takes place throughout
the unit both in and out of the classroom.
see-think-wonder
This Thinking tool encourages the children to make careful observations and thoughtful
interpretations. It helps to stimulate curiosity and provides learning strategies for inquiry. It can be
used to explore images, objects or topics. Use this tool when you want the children to think carefully
about something visual.
How See-Think-Wonder is used in GO!

The main goal of this Thinking tool in GO! is to teach the children to describe images from observation, to
think carefully about what they can infer from the images and what questions they may ask themselves.
This Thinking tool also helps to:
Engage the children with the lesson topic and activate schemata.
Make thoughtful interpretations.
Check children’s hastiness to speak before thinking.
Develop their ability to explore and create.
Tips
The first two or three times this routine is carried out, be a model for the children and guide
all the answers providing examples. Once this routine has been carried out several times in a
guided way, the children can complete their own thinking organisers in teams or individually.
This routine can be used at the beginning of a new unit to motivate interest in the new topic
or with an object or an image that connects to a topic during the unit. You might also use the
routine with an interesting object or image near the end of a unit to encourage the children to
further apply and extend their new vocabulary and ideas.
Make the children aware of the advantages of using this routine when they are asked to talk
about something in an oral assessment.
40
compare and contrast
This Thinking tool helps to analyse and clarify ideas. The child develops the skills needed to solve
problems, and to compare and contrast concepts thoughtfully, efficiently and with autonomy.
Naming similarities and differences is not enough to make a good comparison and contrast. Children
often note down the characteristics of the first element and then the second without comparing them
afterwards. With the Thinking tool we avoid this tendency and so the children learn to compare and
contrast efficiently.
The Thinking tool helps to:

Analyse and clarify ideas.
Learn how to make a differential analysis.
Broaden the children’s perspective by listening to the analysis and contrasting of others.
Summarise information keeping in mind the most important differences and similarities.
Strengthen critical thinking.
Compare and contrast efficiently.
Deepen understanding of the concepts under comparison.
How Compare and Contrast is used in GO!

A Class organiser is used which guides the children in their analysis of 2 images or concepts through
questions: What can you see? How are they different/the same? What differences/similarities are
important? Afterwards, the class comments on the results of the analysis reflected in the organisers.
This stage promotes collaborative thought and helps to broaden perspectives, it is important as all
the children do the thinking, not just a few.
Tips
The first two or three times this routine is carried out, be a model for the children and guide
all the answers providing examples. Once this routine has been carried out several times in a
guided way, the children can complete their own thinking organisers in teams or individually.
The completed Thinking organiser can be stuck on the classroom walls for future reference.
compass points
This Thinking tool helps the children to examine and evaluate ideas or propositions. It can be applied
before the children express an opinion on a certain idea, or before they take a stand. It guides the
children helping them fully explore and evaluate propositions or new topics. Use this routine when
you want learners to think carefully about their opinion or ideas about a certain idea or proposition. It
works well to explore the pros and cons of an idea or topic before expressing an opinion on it.
How Compass points is used in GO!

The main goal of this Thinking tool in GO! 3 is to give teachers information about the children’s needs,
concerns and interests. This information can be used to adapt the lessons to the different type of
learners allowing for a greater level of personalisation. This routine needs to be modelled with the
whole group with responses recorded on the Class organiser for the entire class to see. This enables
the children to build on each other’s ideas.
Tips
Begin with what is exciting and positive about the topic of discussion
and then do Worries and Needs.
Be a model for the children and guide all the answers providing examples.
Once this routine has been carried out several times in a guided way,
the children can complete their own Thinking organisers in teams or individually.
41
24
1 a bus y day
Lesson
Thinking tool Think-Puzzle-Explore Use this routine

as a warmer for
Type of work: Group the CLIL lesson.
Type of thinking: Analytical thinking, Critical thinking

To practise Present Simple questions and answers. 1 Form groups of 3 or 4 children to carry out the activity.
To revise can questions and answers.
To introduce language related to healthy habits.
2 Show the Think-Puzzle-Explore Class organiser on the
Teacher’s i-solutions and hand out the copies of the
To practise speaking skills.
Thinking organisers to each group. If no IWB is available
in the classroom, the children can write their individual
Thinking goals responses on post-it notes and later add them to a class
To help the children verbalise their prior knowledge. list of ideas.
To stimulate curiosity and to prepare for independent
3 Ask the class to think about the topic: You know it is
inquiry.
important to stay healthy. What do you think you know

To engage the children with a new topic and to activate about healthy habits?
schemata.

To develop the Learning to learn competence through 4 Give the groups a few minutes to consider the topic.
independent strategies for discovery and research. They use their Thinking organisers to write their ideas in
the box THINK. Go around the class to help the groups
resources and materials with vocabulary if needed.
Student’s Book, page 11 5 Then provide the sentence starter I think that... so the
Think-Puzzle-Explore Class organiser groups can call out their answers in turns. The children’s
– available on the Teacher’s i-solutions oral answers should be recast for them. Some children
may offer answers in single words which will be

A copy of the Think-Puzzle-Explore organiser,
recast in complete English answers. As you recast the
page 66 (1 per group)
answers, these are recorded on the Class organiser with
Pencils (1 per child) keywords, symbols or drawings.
Model language 6 Repeat the same procedure to complete the box PUZZLE,
ask the class: What questions do you have about healthy
Teacher:
habits? Provide some examples so they understand
What do you think you know about this topic?
what they have to do: Why is (sleep) important?; I don’t
What questions do you have about this topic?
understand why (vegetables are healthy).
How can you find the answers to your questions?
How can you learn more about this topic? 7 Once the second box is completed, proceed to complete
Children: the box EXPLORE. Discuss strategies for exploring
I think that (it’s good to sleep a lot). selected questions by asking: How can you find the
I don’t understand (why sweets are not healthy). answers to your questions? Again, give some examples
How can we (wash our hands properly)? so they understand what type of information they should
I can learn more about this by (asking my doctor). provide: I can (look in a book); I can (buy food and
observe the labels); I can (ask my doctor).
8 After the groups have shared their ideas for the last
how to interpret the thinking process box, go through the complete information recorded
on the Class organiser again making sure everybody
cientific mind: Activating previous knowledge,
S understands all the vocabulary and concepts.
generating new ideas and connections, waking one’s
sense of curiosity all help to interiorise and stimulate the 9 Save the completed Class organiser for later and ask
children’s capacity for critical thinking and investigating. the children to keep their Thinking organisers for future
review.
ork on your wellbeing: Reflecting on the basic needs
W
of the body focuses attention on our awareness of the 10 Complete the Student’s Book lesson with the children.
physical self and how the body works. This helps us to
learn to know and take care of ourselves better. 11 Then display the Class organiser again and ask the
children to check if the answers to some of their original
questions are clear now. Encourage further research for
Complete description and tips for this routine ➔ page 39 any unanswered questions.
42
21
2 school is cool!
Lesson
Thinking tool Compass points Use this routine as

an extension activity
Type of work: Group for the lesson.

To revise the structures I like/I don’t like. 1 As this work is quite complicated, model the answers
To revise can. and provide sentence starters at every step.
2 Display the Compass points Class organiser on the
Teacher’s i-solutions and hand out the copies of
Thinking goals the Thinking organisers. If no IWB is available in the
To explore and evaluate new topics, ideas or classroom, draw the class organiser on the board.
propositions.
3 In order to provide some context for the activity, explain
To analyse and examine the pros and cons of a topic
that we learn more when we like the subject of study and
or idea before expressing an opinion about it.
feel confident and happy in class.
To change one’s mind after an in-depth analysis of a
theme or an idea. 4 Then explain the activity: The children are going to
To develop metacognition. work together to learn more about how they feel about
English. Point to the boxes and say they are going to
To learn to express a doubt or a criticism.
think together to complete them. Begin with what is
To learn to make suggestions or ask for changes. exciting about the subject and then do worries and
To stimulate the desire to learn. needs.
resources and materials 5 Point to box E (Excited about) and ask: What do you
like about English? Give the children enough time
Compass points Class organiser to think about the question.
– available on the Teacher’s i-solutions
A copy of the Compass points organiser, 6 Clap your hands when the time for thinking is up
page 67 (1 per child) and ask the children to write their answers on their
organisers. Walk around the class to help with any
Model language additional vocabulary they may need.
Teacher: 7 Then, they take turns to say what they like about English.
E (Excited about): What do you like about English? The children’s oral answers should be recast for them.
W (Worries): What don’t you like about it? Some children may offer answers in single words which
N (Needs): What do you need to improve? will be recast in complete English sentences. As you
S (Suggestions): What can you do to improve? recast the answers, these are recorded on the Class
organiser with keywords or symbols.
Children:
E (Excited about): I like (songs). 8 Repeat the procedure for box W (Worries). Model
W (Worries): I don’t like (speaking). answers to make sure they understand what they
N (Needs): reading, more words (vocabulary). have to do.
S (Suggestions): I can watch TV in English; study;
English friends 9 Continue with box (N) Needs and then complete
S (Suggestions). Once the four boxes are completed,
go through the ideas recorded in S (Suggestions) with
the children again and encourage them to copy any
how to interpret the thinking process ideas they consider useful for them too.
Metacognition: The capacity to reflect on how we think, 10 Print out a copy of the Class organiser and stick it on
how we remember, perceive and understand is a basic the classroom wall for future reference. Ask the children
skill that can be trained. It allows us to self-monitor our to keep their Thinking organisers as a tool of study.
thinking process.
earn to express doubts and make suggestions: Being

L
able to support constructive criticism with suggestions
for improvement allows for fluid communication with the hildren’s feedback: This can help you to evaluate your
C
receptor. teaching activity.
Complete description and tips for this routine ➔ page 41
43
26
3
Lesson
our town
Thinking tool Compare and Contrast Use this routine as

To revise adjectives. 1 Explain to the children that they are going to work
To practise the structure There’s/There isn’t. together to COMPARE a city and a village.
To revise place names.
2 Display the Compare and Contrast Class organiser
on the Teacher’s i-solutions and hand out the copies of
the Thinking organisers. If no IWB is available, draw the
Thinking goals Thinking organiser on the board and use photos of a city
To encourage global thinking and to discover the parts and a village you have prepared beforehand.
that make up the whole. (Reinforce the understanding
of the parts-whole relationship). 3 Ask the children to observe the 2 pictures on the Class
To learn to classify and categorise based on common organiser and look for similarities. This can be done
criteria. individually, in pairs or small groups.
To learn to make a comparative analysis considering 4 Walk around the class to help the children with any
the most important similarities and differences. additional vocabulary they may need and write this
To expand the focus of one’s thoughts through listening new vocabulary on the board. The children write the
to the analysis and arguments of others. similarities on their organisers.
To stimulate the process of cognitive attention.
5 Clap your hands when time for individual work is up.
The children take turns to share the similarities they have
resources and materials found with the class: I can see houses in the city and in
Compare and contrast Class organiser
the village. Recast the answers and encourage them to
– available on the Teacher’s i-solutions repeat after you. Use the Richmond i-tools to write the
A copy of the Compare and contrast organiser, keywords (house) on the Class organiser as they speak.
page 68 (1 per child)
6 Then, ask the children to go a step further and think of

Photos of cities and villages – optional common things you can do or find in both places. Again,
record their answers on the Class organiser.
Model language
7 The children observe the pictures again looking for
Teacher: differences this time to CONTRAST them. Provide an
What can you see? example: The city is big and the village is small. Write big
What can you do in a (village)? and small on the corresponding boxes under each item.
Look for similarities/differences.
How are they the same/different? 8 Give the children enough time to think and write down
Children: the differences on their organisers (transport, air
I can see a village and a city. pollution, etc). They may find it difficult so walk around
I can (ride a bike) in a city and in a village. providing ideas if needed.
There’s a (park).
9 Clap your hands when time for individual work is up.
The children share their findings with the rest of the class.
Use the Richmond i-tools to write the keywords
how to interpret the thinking process for differences on the Class organiser.
earn to make decisions: Considering the different

L 10 Once the Class organiser is completed, the children copy
alternatives that one choice offers as opposed to any missing information onto their organisers.
another and being able to compare similarities and
differences improves your capacity to make a choice. 11 Then, focus the children’s attention on the box labelled
Conclusion at the bottom of the organiser and ask them
hink efficiently: Thinking in a rigorous way, striving for
T to work in pairs to compare and contrast the information:
precision and clarity means our resulting thoughts are They discuss and decide the most relevant similarities
efficient and reflexive. and differences between cities and villages.
12 The children stick their Thinking organisers on the

classroom wall so their classmates can consider
Complete description and tips for this routine ➔ page 41 alternative options.
44
24
4 an imal magic
Lesson
Use steps 1-4 as a

Thinking tool Generate-Sort-Connect-Elaborate (GSCE) warmer and steps 5-8
as an extension activity
Type of work: Group for the CLIL lesson.
Type of thinking: Analytical thinking

To revise animal vocabulary. 1 Show the Generate-Sort-Connect-Elaborate Class
To expand vocabulary: carnivore, herbivore, omnivore. Organiser on the Teacher’s i-solutions and explain the
To practise Present Simple questions and answers. activity: The children will organise their understanding
To practise speaking skills. of the lesson topic developing a Mind map. If no IWB is
available, draw the Thinking organiser on the board and
use post-it notes to stick on a large chart paper. This will
Thinking goals make it easier to sort and move contributions.
To engage with a new topic and activate schemata.
2 Ask the class to GENERATE a list of animals they have
To activate previous knowledge.
learnt in the previous lessons. Write the list of animals
To help the children organise their understanding on the left-hand side of the organiser using the Text and
of a topic through the development of Mind maps. Keyboard tools on the Richmond i-tools so you can
To learn to classify and categorise based on common move the words later on.
criteria.
3 Then ask the children to guess what these animals eat:
To promote the children paying attention to and What do the animals eat? Write all their answers on the
concentrating on key vocabulary. right-hand side using the Text and Keyboard tools. Help
To stimulate visual memory and improve the capacity the children verbalise their ideas if needed. At this point,
to remember. any suggestion can be considered a correct answer. Any
wrong information will be clarified and deleted from the
resources and materials list in the next steps.
Student’s Book, page 41 4 Save the Class organiser for later and complete the
Generate-Sort-Connect-Elaborate Class Organiser Student’s Book lesson with the children.
– available on the Teacher’s i-solutions 5 Open the Class organiser again and guide the whole
A copy of the Generate-Sort-Connect-Elaborate group through the next step. Ask the children to SORT
organiser, page 69 (1 per child) the information on both lists around the topic, key
concepts near the centre and less important ideas
Model language towards the outside of the organiser:
Teacher: nimals go near the centre. Ask them to move the
A
Can you list names of animals? animals on the list around the topic.
What do they eat? Ask them to put the animals that eat the same
Which animals go together? Place them in the centre. together: Which animals go together?
Do crocodiles eat fish? Then ask the children to move the items on the
Draw lines to connect ideas. right-hand side list: Do crocodiles eat fish? Do tigers
eat plants? Clarify and delete any wrong information
Children:
from the original list.
They eat … .
Yes, they do. / No, they don’t. 6 Then encourage the children to CONNECT their ideas
by drawing lines or arrows of different colours between
how to interpret the thinking process the items that have something in common. They explain
in a short sentence how the items are connected: They
are (hervibores). (Hervivores) are in green. They choose
earn to plan: Making Mind maps helps us put a series
L
a colour for each category.
of steps in place that lead us to a specific objective.
In this way we are stimulating the important executive 7 Hand out the copies of the Thinking organisers.
planning function, which is what helps us put plans into The children make their own Mind maps based on
action. the information on the Class organiser. Ask them to
ELABORATE on or extend any of the ideas if time allows.
earn to learn: Applying steps to a task and
L They may also look for more information and add it to
differentiating what is important from what is trivial their mind map as homework.
are wonderful study skills that support the analysis,
synthesis and learning of content. 8 The complete Class organiser can be printed and stuck
on the classroom wall so that the children can generate,
sort, connect and elaborate new ideas as they continue
Complete description and tips for this routine ➔ page 40 working on the unit.
45
5 fun time!
unit review
Thinking tool Red Thinking Hat Use this routine as an

extension activity for
Type of work: Individual the Unit review lesson.
Type of thinking: Analytical thinking, Emotional thinking

To revise vocabulary and structures from Unit 5. 1 Explain the routine to the whole class: Put the red hat on
To revise feelings vocabulary: angry, bored, happy, sad. and say Let’s talk about how we feel! If it is the first time
To revise the structures I like/I don’t like. you are carrying out this routine, explain that when you
To introduce connecting sentences with because. bring the red hat into the classroom they will do activities
related to feelings.
To practise speaking skills to express how you feel.
2 Show the Thinking organiser and explain the activity:
Thinking goals The children have to think about how they feel when they
do different activities shown in the chart, draw faces and
To appreciate the feelings and reasoning of others. give reasons to justify their feelings.
To develop empathy by putting oneself in someone
3 Hand out the copies of the Thinking organisers.
else’s shoes.
To consider the value of opinions that are different from
4 First, the children colour the hat red. Colouring the hat
should be used as a sign of entering the emotional
one’s own.
mode.
To recognise personal emotional reactions.
5 Revise the feelings vocabulary miming the feelings in
To develop emotional thought. front of the children or showing flashcards from level 1.
Point to the faces for Andrea, Ellie and Olivia on the
resources and materials organiser and ask them to say the feelings. They write
the feelings under each face.
A copy of the Red Thinking Hat organiser,
page 70 (1 per child) 6 Then, give them some time to think about how they feel
Pencils (1 per child) when doing the activities shown in the first chart on the
organiser: using the internet, doing exercise, listening to
Crayons (1 set per child) music, reading comics. Encourage them to think about

A red hat – optional the reasons why they feel like this. Make them aware
that silence helps concentration.
Model language 7 Clap your hands when the time for thinking is up so the
The children are likely to have some difficulty with children are clear when they can start drawing. Ask them
expressing and giving reasons for their feelings in English. to write the words for the feelings under the faces.
Guide all the answers by providing sentence starters 8 Walk around the class to help with any additional
and any missing vocabulary. Some children may offer just vocabulary the children may need. Write the vocabulary
single words or answers in their native language, which on the board so they can use it as a model to express
the teacher will recast in complete English sentences. how they feel later. Write the word because on the board.
9 The children take turns to talk about their Thinking
organisers to the class. They put on the red hat when it
how to interpret the thinking process is their turn to speak. Provide a model by pointing to one
of the activities and giving an example: I feel happy using
ctive listening: Giving some time over to finding out
A the internet because I like playing online games.
what classmates think allows the children to listen to the
10 The children stick their Thinking organisers on the
opinions of others in an active manner and to overcome
classroom wall so that everyone can consider their
egocentricity.
classmates feelings and in this way develop empathy.
I learn to know myself: Activities based on knowledge
of self allow the children to reflect on areas like their
hobbies and preferences and contribute to their
constructing a positive sense of self.
istening with empathy: Dedicating some mental
L
motional intelligence: Learning to identify one’s own
E energy to the thoughts and ideas of others allows one to
emotional responses to different situations provides an perceive their point of view and appreciate how they feel
exceptional opportunity to reinforce emotional intelligence. about something. This helps overcome egocentric vision.
46
26
6 fabulous food
Lesson
Thinking tool See-Think-Wonder Use this routine as


To practise food and vegetable vocabulary. 1 Use the flashcards to revise the vocabulary from previous
To revise key vocabulary and structures from lessons.
previous units.
2 Display the See-Think-Wonder Class organiser on the
To describe a picture. Teacher’s i-solutions and explain to the children that
To practise speaking skills. they are going to analyse the picture to complete the
organiser together. If no IWB is available, choose a photo
Thinking goals from the internet and draw the Thinking organiser on the
To explore ideas through visual thinking. board (See model on page 71).
To make careful observations and thoughtful 3 Direct the children’s attention to the picture on the Class
interpretations. organiser and introduce any new vocabulary by pointing
To learn to support interpretations with reasons for this to the items and saying the words. Ask the children to
interpretation. repeat after you to practise pronunciation.
To stimulate curiosity. 4 Then, encourage the children to analyse and describe
To provide the children with strategies for inquiry. the picture in as much detail as possible: What can you
see? Provide the sentence starter I can see…: I can
To engage the children with a new topic and activate
see (two) plates. There’s (a burger). As they call out the
schemata.
answers, write the keywords in the space labelled SEE.
resources and materials 5 Then, ask: What do you think about the picture?
Unit 6 flashcards Interpretations can be done individually, in small groups,
or with the whole class: I like (pasta); I think (I’m hungry!);
See-Think-Wonder Class organiser – available
I think (one is healthy). Write the keywords in the space
on the Teacher’s i-solutions
labelled THINK.
A copy of the See-Think-Wonder organiser, page 71
(1 per child) – optional
6 Point to the blank space labelled WONDER and involve
the children in a process of hypothesis formulation by
Photos of different meals – optional
asking What questions have you got about the picture?
Model language Make sure you model all answers providing sentence
starters. Also keep in mind the children’s questions and
Teacher: answers will need to be recast for them: Is it a restaurant?
What can you see? Is it a lunch or a dinner? Is this for a family or for friends?
What do you think?
Do you think (it) is (a restaurant)? 7 Once the Thinking organiser is completed, ask volunteers
What questions have you got? to use the keywords to form sentences as a recap of the
class thinking process.
Children:
I can see (food).
8 As a follow-up activity, hand out the copies of the
Thinking organisers and use photos of different meals
I think (carrots) are (delicious).
for the children to complete the organisers individually.
I wonder … .
Then, they use them as prompts for oral presentations.
how to interpret the thinking process

ognitive flexibility: Considering different alternatives
C earn to contend and to convince: Helping the children
L
and different idea combinations develops the children’s to reflect on their point of view, having generated ideas
capacity to rationalise in a flexible manner and helps earlier in order to evaluate, justify and stand by them,
them to move away from fixed or rigid thought processes. contributes to their being able to construct more
credible and efficient communication.
xpand points of view: Considering other points of view
E
or reasoning benefits the children’s thinking process as
this takes new directions. This is as a consequence of
observing hypotheses different from one’s own.
47
drama
Get t ing started
All the world’s a stage,

And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
William Shakespeare
(As You Like It: Act 2, Scene 7)
BENEFITS OF USING DRAMA IN THE ENGLISH CLASS
Perhaps the best reason to bring Drama has the

Drama into the English classroom potential to
is because drama-focused empower the
activities provide spontaneity children and give
which helps to minimise self-consciousness in them pride in their work.
children. Anything that can be done now to boost The sense of achievement they
confidence later when communicating in English will enjoy after a positive drama
is to be welcomed. One of the greatest obstacles experience leads to a sense of
to children’s oral fluency is self-consciousness contentment. The more positive
or shyness when communicating in a different the learning experience, the more
language. Classroom drama techniques provide likely the children are to retain
an effective stepping-stone over this obstacle. the content.
48
It is well-documented that Drama helps all learner
language is best learnt when types, particularly visual
it is in context and when it is and kinaesthetic learners.
interactive. Drama offers both and It provides a multi-sensory
also ensures that the learning experience experience as the children move, chant,
is meaningful and memorable. It allows the dance and act. It helps the children
world of the classroom to transform into become less inhibited and more open to
real-world situations. learning English in a natural way.
Role playing teaches empathy for others,
the acceptance of others and general social
awareness. It encourages the development of
Using drama in the
communication and presentation skills. Shared
classroom cultivates the
role play experiences promote cooperation,
children’s imagination.
teamwork, responsibility and compromise.
It has the capacity to add
All of these contribute to a positive classroom
colour to the school routines and helps
environment and positive relationships between
to develop their memorisation skills.
the children. They are tools that will benefit the
It is creative. It is fun. It is life itself!
children both inside and outside the classroom.
DRAMA IN GO! 3 Choose

The drama games proposed in GO Innovate! Teacher’s Guide 3 have been to carry out one,
carefully adapted to the primary age group. Two drama games are proposed two or none
for each unit. One exploits and consolidates the key vocabulary and the other
according to your
timetable.
focuses on the key structure(s).
Because of the ludic characteristic inherent in Drama, the games would work well
as an upbeat way to conclude work on any given unit, before beginning the next.
These suggestions are

optional and are offered
as an alternative or as
a supplement to the
methodology in
the Teacher’s Book.
49
Use the games
as consolidation
activities for the unit.
Ready, Steady, Go! 4 The clocks can be ticking away all the time and could
even include cuckoo clocks. Help the scientists with
checking the time of the ‘clocks’.
Drama game 1
5 After a time, allow the children to change roles. Continue
Key vocabulary for as long as they are engaged by the activity.

Days of the week
Steps 1 a busy day
1 Have the children draw up a grid with the seven days Drama game 1
of the week. Then have a look at this week’s cinema
schedule with them. Key vocabulary
2 Create a context for the role play. Explain that they are get up, go home, go to bed, go to school, have a shower,
on holidays and they can go and see a film. The children have breakfast/lunch/dinner; bike, bus, car, train
consider what film they want to see and on what day.
They note their choice in the grid, without consulting their Steps
classmates.
1 Spend some time with the children organising their
3 The objective now is to find classmates to accompany ‘transport’. For cars the children organise themselves into
them to the cinema. The children walk around looking for groups of four or five, two in front and two or three in a
their cinema partners. Model the dialogue: (Toy Story 2) second row. The bus is the whole group in two columns
is on Wednesday. Do you like (Toy Story)? Can you come of two abreast and a ‘driver’ up front. The train is similar,
to the cinema on (Wednesday)? The game will work with some separations for the carriages. The bicycles are
equally well as an invitation to see the film at home. Can independent.
you come to my house on (Wednesday)?
2 Explain that it is important to change their vehicle quickly.
4 When they have found someone to accompany them Signal which vehicle they need to use: Everybody on
to their film on the designated day, both children can the (bus)! Go in the (car)! The journey will constantly be
continue to look for others to join them. interrupted by orders to get off or out at any moment to
5 To ensure all the children ultimately coincide, as the do something. For authenticity the children can provide
game progresses allow them to modify their original vehicle sound effects.
day or film choice, or even to arrange to go to the 3 The game breaks consist of a petition for them to mime
cinema twice! different daily routines. Model the dialogue: Everybody
in the car! Stop! Everybody out of the car, it is time to
Drama game 2 (have a shower)! (The children mime showering.)
Key structure 4 Once the children are familiar with the game, invite
volunteers to call the instructions. Continue for as long

What time is it? It’s two o’clock.
as the children are engaged.
It’s half past four.
Resources and Materials Drama game 2

Hard hats Key structures
White lab coats
Note boards What time do you get up? I get up at seven o’ clock.
Factory whistle How do you go to school? I go to school by bike.
I walk to school.
Steps
1 Create a context. Explain that the children are in a clock Steps
factory. Divide the class into factory workers, ‘clocks’ 1 Suggest role plays where strangers could begin a
and scientists. Explain that the scientists are visiting conversation. A classic example is a hairdresser’s.
the factory to see if the workers are making the clocks A more dramatic context could be people stuck in a lift.
correctly. They are coming to check up on them! Elicit more examples.
2 Have two factory workers for each ‘clock’ and a small 2 Have the children work in small groups to rehearse.
group of scientists. Hard hats, note boards and lab coats Model cutting or touching up the hair. You can use a
add authenticity. A genuine recorded factory whistle towel or empty spray can for authenticity. They portray
sound (or a regular whistle) means it is time to check the the chosen context and include the unit key structures in
‘clocks’ work properly. the conversation.
3 Model the game. Say (Four o’ clock!). Two children fix 3 Model a dialogue.
the arms of a third classmate, the ‘clock’, to represent this Good morning, can you cut my hair?
time and when all the groups are ready, the scientists Yes, sit down.
check the time is correct. Oh, good. I’m tired!
50
Use the games
as consolidation
Really? What time do you get up? and now they need to find their classmates! Explain that
Oh, I get up at six o clock. there are (four) different classroom groups. To find each
**** other, they need to wander around asking questions.
4 You could also ask each small group to present 3 Model the game. Ask Have you got (Art) on Friday?
their own role play and see if the others recognise What have you got today? I’ve got (English) and (PE.).
the context. 4 Extend the role play to include more appropriate
dialogue. My name’s (Ali). I’m very nervous today.
2 school is cool! Continue until everyone is grouped correctly.
Drama game 1 3 our town

Key vocabulary Drama game 1
Art, English, IT, Maths, Music, PE, Science, Spanish;
atlas, cookbook, comic book, dictionary, joke book,
Key vocabulary
storybook cinema, fire station, hospital, museum, post office,
shopping centre, swimming pool, train station; city,
Resources and Materials country, town, village
A whistle
Steps Pieces of card
1 Tell the children they’re going to take a trip on the ‘Vocal
train’. Have the class rearrange themselves into a long Steps
train. They can be four abreast with a space in the centre 1 Talk about the concepts of form and content when
for the aisle. You might also choose for them to get off speaking and practise Yes and No. How many tones and
and wait for their train on the platform. gestures can the children come up with to transmit these
2 To simulate the sound of a train: Divide the class into two words?
6 sub-groups and attribute some words to each. Each 2 Take one of the vocabulary items (fire station) and
group begins their words after the previous group has establish different ways to enunciate the word:
said their phrase once. The number of times they say whispering, staggering the syllables FI – RE – STA
their phrase is broken down into 7, 6, 5, 4, 3, 2. For – TION, beginning the word very loudly and then fading
example, English, English, English… away, etc. Each one must be associated with a number,
English x7 for example whispering = 1, and so on.
Art and Maths x6 3 Give each child a small card with a vocabulary item and
IT and PE x5 a number on it. The children then circulate repeating
Music and Drama x4 their vocabulary item with the proper enunciation style.
Science and Spanish x3 They listen to other words while trying to identify those
School x2 (sound drawn out to imitate who enunciate the same as them to create a group. They
a train’s whistle) cannot compare numbers until the groups are formed.
3 The passengers board the train miming storing their bags 4 Redistribute the word cards and repeat the game for as
away, taking off coats, settling down and so on. The long as the children are engaged by it.
driver blows the whistle and the vocal train begins.
4 Repeat the game with the book types vocabulary or for Drama game 2
as long as the children are engaged by the activity.
Key structure
Drama game 2 There’s a museum.
Key structure There isn’t a swimming pool.
Is there a fire station?
Have you got Art on Friday? Yes, I have. / No, I haven’t Yes, there is. / No, there isn’t.
What have you got today? I’ve got English and PE.
Steps
Steps 1 Discuss non-verbal language with the children. Elicit
1 Divide the class into groups. A group of eight, for example, examples and explain how effectively deaf people
provide eight identical schedules. The other groups do communicate with sign language. Tell them that sign
the same, resulting in several sets of different schedules. language changes from one country to another like other
All the schedules are then randomly distributed. languages.
2 Create a context of a new school for the role play. It is 2 Have the class decide together on signs for Is there?,
the first day, everyone is nervous. Add backpacks for There is and There isn’t. Tell them to create signs for the
authenticity. Explain they have got their new schedules ‘places in town’ vocabulary items.
51
Use the games
as consolidation
3 Put the class in pairs. One is the oral interpreter for the The children represent four seats abreast with a centre
other’s signs. Model the game. Your partner signs a aisle. Simple hats and scarves will help them to get into
sentence and you say it aloud: Is there a swimming pool? character and contribute more fully in the role play. A
recorded bus sound adds further authenticity.
4 Have the children circulate in pairs and exchange
sentences, first with the signing and then with the 2 They take turns to be the driver and the binocular holder.
partner’s oral interpretation. The observing partners see if The others have to react to everything they hear about
they can guess before they hear the verbal confirmation. the animals outside both verbally and non-verbally.
3 Model the dialogue and elicit very excited reactions from
4 animal magic the children. They should strain to look out the window,
hands over their eyes, pointing to where the binocular
Drama game 1 holder sees the animal. Elicit occasional repetitions of
what you say also:
Key vocabulary Children: Is it jumping?
Teacher: Yes, it is.
crocodile, elephant, flamingo, kangaroo, lion, monkey,
Children: Ooooh! Yes, it is. It’s jumping
ostrich, tiger; climb, drink, eat, fly, jump, run, swim; beak,
Teacher: Now it’s running.
claws, fur, tail, teeth, wings
Children: Aaaaah, It’s running! Is it swimming?
Teacher: No, it isn’t. It isn’t swimming.
Steps Children: Aw, it isn’t swimming.
1 Discuss the concept of gossip. For the purposes of the Teacher: It’s got wings.
game we are not interested in any social media, only Children: Wings! Wings! Aaaah, it’s got wings!
gossip as idle, personal information about someone. Teacher: I can see another animal!
2 Create a context. Tell the children they all live beside a 4 This is the cue for someone else to take the binoculars
zoo and they see ‘what goes on there’ every day, they and continue the safari. A specific sound can be the
have interesting information about the animals! Ask cue for everyone to get off the bus, take some photos,
them what kind of body language you use to transmit comment on what they see and get back on board!
truly interesting information to a friend when you don’t
want anybody else to hear.
3 For this game they are to stand back to back with the
5 fun time!

person they are gossiping with. They turn their heads, Drama game 1
put their hands to the side of their mouth and share the
vital information. Once they have shared the information Key vocabulary
they find someone else to gossip with. doing exercise, going to the park, listening to music,
4 Prepare the gossip ahead of class. Have at least three playing the recorder, reading comics, rollerblading, using
pieces of information on strips of paper. The fun is in how the internet, watching TV
ridiculous the information is.
The crocodile has pink fur. The crocodile is eating
spaghetti. The crocodile is running a marathon. Groups Straws
could be assigned to write the sentences. Rings
5 After an appropriate time stop the gossiping and see Steps
who has managed to accumulate the most information
either as a group or as an individual. 1 Each child needs a straw and each group needs a ring.
The function of the game is to work on spontaneity and
Drama game 2 on the children losing any sense of the ridiculous, which
is vital for being comfortable speaking. It is also fun, in
Key structure keeping with the unit theme.
Is it jumping? Yes, it is. / No, it isn’t. 2 Divide the class into groups, they form lines leading to
It’s running. It isn’t swimming. the classroom blackboard. Demonstrate the game by
It’s got a tail. putting a straw in your mouth and allowing a ring to slide
to the bottom. They must pass the ring to the next person
It hasn’t got wings
in the line by aligning two straws. The ring must safely
Resources and Materials travel to the end of the line for the next step to take
place. If it falls, it must go back to the beginning.
Toy binoculars
3 Assuming the ring arrives well, the first person in the line
An assortment of adult clothing
shouts to the last, What are you doing? The last person
A recorded bus motor sound then responds, I’m doing exercise, and quickly mimics
doing exercise. They then run to the start of the line and
Steps the activity begins again. The first team to say all eight
1 Explain to the children that they are on a bus on safari. activities is the winner.
52
Use the games
as consolidation
Drama game 2 2 Describe one of the classic drama games for vocal
practise. Divide the class into small groups and explain
Key structure and vocabulary they are in an orchestra but their section corresponds
Do you like reading comics? Yes, I do. / No, I don’t. to a particular emotion, not an instrument. Elicit from the
I like doing exercise. children different emotions and distribute these. Each
I don’t like playing the recorder. section comes up with a series of sounds to show the
emotion. Listen to these by section and then bring the
Resources and Materials orchestra together and conduct it. The children must
focus on making the sounds clear and distinct so it
Doctor’s coat
doesn’t dissolve into a single wall of sound.
Letter
Card 3 Now try the same, but rather than emit sounds divide
the unit vocabulary among the sections and have them
Steps repeat the words in unison without losing their assigned
emotion.
1 Create a context. Show the children a letter you
have received from the hospital they were all born in, 4 You can swap either the words or emotions among the
apologising for an error in the records. different sections and give them a little time to rehearse.
They all have a twin brother or sister in the class! The
only way to find this sibling is by asking questions and Drama game 2
comparing activity preferences. If they can find their
perfect match they have found their sibling and the error Key structures
can be fixed. What do you have for breakfast?
2 The game requires previously prepared pairs of cards I have spaghetti and vegetables for lunch.
indicating activities the children like and don’t like. He likes carrots.
Distribute these aleatorily in the class and have one pair
model the activity. Steps
Child 1: Do you like reading comics?
Child 2: Yes, I do. 1 Create a context. Organise the class into a circle and
Child 1: Oh! Me too. I like reading comics. And I tell them that there is a powerful magician among them.
like doing exercise. Do you like doing exercise? Explain that the magician has two helpers who we will
Child 2: No, I don’t like doing exercise. soon identify but it is important to discover who their
Child 1: Oh… You are not my brother! leader is. At night, this magician chooses some villagers
to answer questions and as soon as they have answered
3 Alternatively, the children can prepare their own cards. a question they need to leave the village. The magician
They should indicate three activities they like. If you do
must be found!
this then the hospital letter should indicate that only
some of the children have a twin sibling as there will be 2 Night is falling. Have everyone in the circle mime getting
less coincidences. ready to sleep. Tell them that you will go around the
circle quickly running your hand behind their heads.
4 Continue until everyone has found their long-lost sibling.
Two quick taps on the neck mean that this child is
All the group should applaud the happy reencounters.
the magician. One quick tap will be used to identify
the helpers. No taps mean the child is a villager
6 fabulous food (Alternatively, distribute cards at the beginning of the
game with this information.)
Drama game 1 3 Signal when the magician and their helpers wake up.
The villagers must remain sleeping. The magician uses
Key vocabulary their eyes to indicate to the two helpers who to ask a
bread, cereal, eggs, ham, rice, sausages, spaghetti, question of. Now tell the village to wake up entirely.
vegetables; beans, broccoli, carrot, cauliflower, celery, They stretch and yawn and one of the helpers asks the
peas, spinach chosen villager. (Use the structures corresponding to the
unit in hand.)
Resources and Materials Helper: What do you have for breakfast?
A baton Villager: I have cereal and orange juice.
And with this, the villager must leave the circle.
Steps 4 The fun in the game is in trying to guess who the
1 Explain to the children that an actor’s voice is very magician might be with only eye contact for help. Can the
important because they need to be heard and they need villagers observe any connection between the helpers
to transmit emotion with their voice. They do exercises and one of them? If they make a guess and it is wrong,
which could be breathing exercises or jaw exercises or they must also leave the village. Repeat the game with
drama games. more questions from the helpers until the magician is
unveiled or for as long as the children are engaged.
53
Photocopiable © Santillana Educación, S.L. Photocopiable © Santillana Educación, S.L. Photocopiable © Santillana Educación, S.L.
TEAM
TEAM
TEAM
TEAM
TEAM
TEAM
1 2 3
4 5 6
1 2 3
4 5 6
SPEAKER RECORDER
SILENCE MONITOR MATERIALS MANAGER

TIME KEEPER RECORDER

Flipped Learning is a system of work that proposes
a change to the order in which new material is
presented, the type of activities carried out in the
classroom and the type of tasks assigned as homework.
Traditionally, teaching has been based on the explanation of material by a teacher in front
of children who subsequently had to apply that information to class work or homework.
3 and 4
Internet connection Before the class session
1
+ PC or tablet required
Plan out the Flipped lesson.

Explain the Flipped task to the children.
www
Access the course website:
www.go.richmonddigital.net
Watch the videos (at least 3 times).
Complete the Flipped worksheet.

2
Class session
3 Complete the GO Check! activity:

Correct the Flipped worksheet.
Speaking practice.
4 Work with the Student’s Book.
5 Continuous assessment: The children

work on the Activity Book.
The teacher solves individual problems
or doubts in the classroom.
If time allows
6 Carry out MORE speaking activities

and games.
After the class session

7
The children complete the GO Further!
Booklet to reinforce the lesson content.
Homework: complete the GO Further!

Booklet to reinforce the lesson content.
Extra class time thanks to Flipped Learning
1 flipped learning
Name:
a b u s y day
nstructions:
Watch the videos at www.go.richmonddigital.net/flipped/3/unit/1.
Comic video
Grammar video: Present Simple questions with time
Complete the activities.
1 Find the missing words from the video.
time you go to bed?
2 Change the sentence into a question.
I have lunch a t twelve o'clock.
What time you
3 Complete for you.

What time do you go home?

I go home at .
What time do you have lunch?
I have .
What time do you go to bed?
59
2 flipped learning
Name:
school is cool!
nstructions:
Comic video
Grammar video: ‘Have got’ questions
1 Complete.
I have
2 Change the sentences into questions. 3 Answer for you.
I have got Art on Friday.

Yes, I .
you Art ? No, I .
I have got PE on Tuesday.

Yes, I .
you PE ?
No, I .
I have got Science on Monday.

Yes, I .
you Science ?
No, I .
I have got Music on Tuesday.

Yes, I .
you Music ?
No, I .
60
23 flipped learning
Name:
our town
nstructions:
Comic video
Grammar videos: There’s/There isn’t and ‘Is there’ questions
1 Complete.
There is
There is not
2 What can you see in the town? Circle.
Yes, there is. Yes, there is. Yes, there is.
No, there isn’t. No, there isn’t. No, there isn’t.
3 Change the sentences into questions.

There is a cinema. a cinema?
There is a museum. a museum?
61
4 flipped learning
Name:
animal magic
nstructions:
Comic video
Grammar videos: Present Continuous questions and Present Continuous answers
1 Find the word to replace monkey. Then complete the sentences.
is jumping
is flying.
2 Circle the words you see in the video.

It is eating.
It is dancing.
It is running.
4 Complete.
is not
62
52 flipped learning
Name:
fun time!
nstructions:
Comic video
Grammar videos: like + gerund questions and like/don’t like + gerund
1 Order the words to form a question from the video.
you reading comics like Do

I like going to the park.
I like watching TV.
3 Complete.
do not
4 Complete the sentence.
The monkey likes .
63
6 flipped learning
Name:
fabulous food
nstructions:
Comic video
Grammar video: Present Simple questions with ‘What’
1 Complete with the food from the video.
breakfast
Lunch
Dinner
2 Order the words to form a question from the video.
you have do for breakfast What
3 Look and answer for you.

What do you have for breakfast?
I have .
What do you have for lunch?
What do you have for dinner?
64
Thinking-based learning Name:
thinking language

65
Unit 1 a b u s y d a y
think-puzzle-explore
What I think
think
puzzle explore

My questions How I find the answers
66
Unit 2 s c h o o l i s c o o l !
compass points
worries needs
excited about
suggestions

67
Unit 3 o u r t o w n
compare
and
contrast
similarities
differences

conclusion
68
Unit 4 a n i m a l m a g i c
generate-sort-connect-elaborate (GSCE)
what do animals eat

69
Unit 5 f u n t i m e !
How do
red thinking hat
they feel
using the internet doing exercise listening to music reading comics
andrea
Ellie

olivia
you
70
Unit 6 f a b u l o u s f o o d
see-think-wonder
see think wonder

71

GO Innovate! Teacher's Guide: For The Student

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GO Innovate! Teacher's Guide: For The Student

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Activity Book Pack

FOR THE STUDENT

GO! Activity Book

FREE app for fun practice of the grammar

FOR THE TEACHER GO Innovate! Teacher’s Guide

Teacher’s Resource Book Teacher’s i-solutions Includes access code

© Santillana Educación, S.L. 2018

Writers: Laura Caballero López (Colegio Martí Sorolla),

Publishing Director: María Lera

Art Director: José Crespo

Technical Director: Jorge Mira Fernández

All rights reserved.

flipped L e a rni n g ge t t i ng s ta rte d 24

This fantastic optional resource contains four areas:

Flipped Learning Drama

Cooperative Learning Thinking-based Learning

Each area is divided into two sections:

In the GO Innovate! Teacher’s Guide, the different methodologies occasionally blend

Cooperative Learning: ONE structure is proposed in each unit.

Flipped Learning: ONE dynamic is proposed in each unit. GO Innovate!

1 a busy day page 17 Lesson 5: Language consolidation Pencils in

2 Sch ool is cool! page 18 Lesson 2: Language consolidation Pair robin

3 O ur town page 19 Lesson 3: Language consolidation Puzzle

4 Animal magic page 20 Lesson 5: Language consolidation One-two-four

5 Fun time! page 21 Lesson 7: Phonics review Think-pair share

2 School is cool! page 43 Lesson 1: extension activity Compass points

3 Our town page 44 Lesson 6: extension activity Compare and Contrast

Lesson 4: warmer and Generate-Sort-Connect-

FLIPPED LEARNING DRAMA

2 School is cool! page 29 Lesson 3

2 School is cool! page 51 Unit review

6 Fabulous food page 33 Lesson 3 6 Fabulous food page 53 Unit review

To replace Extra time

If you want to go fast, go alone.

WHAT IS COOPERATIVE LEARNING?

COOPERATIVE LEARNING BASICS

Working in small and varied base groups (teams).

Cooperative Learning Principles

It develops positive attitudes towards learning.

It encourages interaction between the children, autonomy

It promotes the integration of all the children,

It encourages respect, tolerance, flexibility and the

It encourages the children to learn to share

It allows the children to overcome any difficulties they may

HOW TO GET STARTED

Ideally, the school would agree that all the teachers

At the start of a Cooperative Learning lesson, the roles are

Make groups in the classroom:

How to form Cooperative Learning teams

It is also important to balance girls and boys within the teams.

Now that the teams are formed, it is time to work

Cooperative Learning roles

be given a role within their team. There are five roles:

33 3 Photocopiable © Santillana Educación, S.L.

ocopiable © Santillana Educación,

Collects, organises and

everyone is doing their best

Photocopiable © Santillana Educación, S.L.

in mind that, at first, when

Silence Monitor Time Keeper to train them by giving

It encourages the children to get involved with managing the classroom.

The English Corner

In order to do this, it is important to have everything

Lesson 4: warmer and Generate-Sort-Connect-

It develops positive attitudes towards learning.

It encourages interaction between the children, autonomy

It promotes the integration of all the children,

It encourages respect, tolerance, flexibility and the

It encourages the children to learn to share

It allows the children to overcome any difficulties they may

Make groups in the classroom:

Large card paper (1 per team) 28 Lesson 1