The most innovative English course for Primary
page Get to know GO FAR! 4 For the Student 6 For the Teacher 8 Content Maps 1 - 6 11 Offices 25 Contents the natural evolution of GO! Go beyond with GO FAR!
Get to know 4 The most innovative Primary English course today Flexible, Easy-to-use Methodology Thanks to its methodological flexibility, GO FAR! will be loved by all teachers, whether they prefer more traditional or more innovative teaching contexts. Learning Threads The realistic characters who guide children through GO FAR! ensure that the Learning Threads that underlie GO FAR! are engaging, achievable and easily identified. Learning Strategies Throughout GO FAR!, opportunities for Flipped Learning, Situation-Based Learning and Term Projects promote student autonomy and strengthen their Learning to Learn competence. Moreover, the innovative use of Learning Threads ensures that children gradually identify and apply the learning techniques best suited to them and provides a personalised insight into each child’s achievements and potential. Life Skills syllabus While reaching the linguistic milestones of the course and putting these within easy reach of the children is the primary objective of GO FAR!, the methodology also promotes a solid Life Skills syllabus. This is done in two ways: People Skills Me Skills and We Skills. Me Skills help children to get to know themselves as people and to recognise and name their feelings and emotions whilst developing positive values and habits. We Skills complement Me Skills by enhancing children’s ability to interact positively with the world around them and the people in it. 21st Century Skills These include the 4Cs (Critical Thinking, Collaboration, Communication and Creativity), as well as Digital Literacy, Global Citizenship and Social and Civic Values. 1 4 2 3
5 The Fifth Learning Competence As well as helping children develop the four basic language competences, reading, listening, speaking and writing, GO FAR! gives special emphasis to a fifth; the audiovisual competence. Children are invited to enjoy a wide variety of bespoke video content, including culture videos, animated stories, song and chant videos, vlogger posts, grammar presentations and Life Skills videos. Where appropriate, before, during and after you watch activities make the viewing experience more accessible for children. All the videos consolidate key vocabulary or structures from the corresponding unit. Sustainable Development Goals, Global Citizenship and 21st Century Skills GO FAR! offers a wealth of activities that encourage children to be aware of the importance of protecting nature and caring for the planet, by planting trees, recycling and reusing material, and being conscious of the appropriate use of natural resources across the globe. Thanks to its challenging, carefully staged approach to learning situations, GO FAR! also foments the development of children’s 21st Century Skills. Intercultural Awareness The Go Around the World lessons in GO FAR! activate children’s curiosity by presenting engaging content that explores art, food, vocabulary, animals, habits and the places around the world where English is the official language. The characters in GO FAR! have been specifically developed to represent a range of cultures and backgrounds. Communication and Mediation GO FAR! empowers children to communicate their ideas in spoken and written form, to articulate their opinions and to take an active part in their school community and in society as a whole. Mediation is promoted throughout the course and is given special importance in levels 5 and 6, where a Life Skills Mediator acts as a mediation model in the readily identifiable learning situation presented in the Life Skills Videos. GO FAR! Digital By incorporating a variety of learning environments and technological devices into the language learning process, GO FAR! guarantees that children enhance their digital competence. GO FAR! also offers digital platform versions of the Student’s Book and the Activity Book, as well as an app that reinforces the acquisition of all key vocabulary through fun games and challenging activities. 5 6 7 8 9
For the student Student’s Book Ready, steady, go!, the title of the welcome unit, sets the tone for this dynamic course book. This welcome unit is followed by six units, each consisting of eight main lessons and a Unit review. Full-colour Activity Book Mirroring the structure found in the Student’s Book, the full-colour Activity Book is also divided into a welcome unit, six main units, a term review and an extended reading section. Clear grammar tables and follow-up practice activities are also provided, in the Grammar reference at the end of the book, whilst the My New Words and Learning Strategies sections ensure that children develop their Learning to Learn competence. The Unit reviews are complemented by Term reviews, which are presented as engaging double-page stories. Children will also love the hands-on Term projects and the Festivals section. An Integrated Skills section at the back of the book rounds off solid practice of the term content. three foods ten numbers nine clothes seven animals six toys 2 Look, find and say. Lesson 1 My name’s Fred. I’m eight. How old are you? 1 Listen. 1.1 Then, ask and answer. Hi! My name’s Fred. What’s your name? Hi! I’m Rosie. I’m eight. How old are you? 4 Ready, steady, go! I can see something beginning with A. Look at the picture! Now let’s play! Is it an apple? Is it an arm? Can you say? I can see something beginning with O. Look at the picture! Do you know? Is it an orange? Is it an owl? No! No! No! I can see something beginning with B. Look at the picture! Can you see? Is it a book? Is it a ball? You tell me! I can see something beginning with S. Look at the picture! Can you guess? I know! I know! Is it a squirrel? Yes! Yes! Yes! The alphabet Vocabulary review Lesson 2 2 Play in pairs. 1 Listen and sing. 1.2 Hi! My name's Cora. Hi, I'm Eric. And I'm Izzy. Hello! 5 28 nterview an English-speaker and make a poster 21st century skills: collaboration, communication Copy the answers in your notebook. Then, listen and circle. 1.34 We can ask my granny. She’s Irish. Work in pairs. Choose an English speaker to interview. step 1 Look at the ideas. Then write some questions. step 2 1 half past six / half past seven 2 by bus / by car / by bike 3 Art / IT / Maths 4 cat / dog / rabbit 5 Yes, a brother / Yes, a sister 6 reading / painting / dancing Answers Miss Scott, what time do you get up? What time do you…? How do you go to…? Have you got…? What are your hobbies? What’s your favourite…? Do you like…? I get up at half past six. What time do you go to work? How do you go to work? What about Mr Foot, the PE teacher? Yes, good idea. pro ects Term 1 2 Find the extra letters and use them to write a new word. Then choose. 1 Look and write. Our Town 1 2 3 4 5 6 7 8 hospital shopping centre museum fire station cinema swimming pool train station post office musceum poist office firen station hosepital swimming poola train stamtion 4 3 2 5 8 6 7 1 Places in town vocabulary 26 3 Unit 3 Grammar Reference 74 1 Complete and answer for your village, town or city. 1 Is there a c n m ? 2 Is there a p st ff c ? 3 Is there a f r st t n? 4 Is there a m s m? 5 Is there a sh pp ng c ntr ? 6 Is there a sw mm ng p l? 7 Is there a h sp t l? 8 Is there a tr n ation? 2 Look and complete. 1 Is there a hospital in A1? No, isn’t. 2 school in B4? Yes, . 3 there post in B2? 4 museum in A2? 5 train in B3? 6 in A3? Yes, there is. 7 Is there a in A4? Yes, . 8 Is a in B1? , there is. Is there a cinema? a hospital? a fire station? Yes, there is. No, there isn’t. 1 2 3 4 A B s there questions grammar 3 74 1 Read and listen. 1.35 2 Read again and answer. 1 What time does Comic Club start? 2 What time is orchestra practice in Tasha’s school? 3 What time does Cormac get up on Saturday? 4 Where does Tasha go after school on Thursdays? 5 What are Tasha’s favourite subjects? 6 How does Cormac go to Comic Club? I’m Cormac and I really love Saturday. It’s my favourite day of the week. I have Comic Club on Saturday. We learn how to do comic book art. Our teacher is amazing. She’s a famous comic book artist. The club starts at nine o’clock, so I get up at half past seven. I go there by bus. Every year, we visit the Manga Comic Festival in our town. That’s my favourite day of the year. What’s your favourite day of the year? Hi, I’m Tasha. My favourite day of the year isn’t my birthday and it isn’t Christmas. It’s the day of the school concert. I play the trumpet. I’ve got orchestra practice after lunch at half past one on Thursday every week. After orchestra, I’ve got PE. Music and PE are my favourite subjects. Then after school I go to Grandma’s house. She loves my trumpet-playing! ntegrated skills My Favourite Days reading Have you got a hobby? Tell the class about it. Before you read 3 Look and write There’s or There isn’t. 4 Write and choose. 1 ✗ Grey / White Town 2 ✓ Grey / White Town 3 ✓ Grey / White Town 4 ✗ Grey / White Town 5 ✗ Grey / White Town 6 ✓ Grey / White Town 1 a cinema. 2 a train station. 3 a museum. 4 a swimming pool. 5 a post office. 6 a shopping centre. 7 a hospital. 8 a fire station. There isn’t a post office. There’s a (cinema). There isn’t a (fire station). 27 3 73 Grammar Reference, page 88 1 Tick ✔ or cross ✘ for you. Then complete the faces. When I speak English… 1 and I forget a word, I stop speaking. 2 and I don’t know a word, I say it with different words. 3 I like the listener to correct me. 4 I want the listener to understand me. Making mistakes isn’t important. 5 I use my hands to help me. 6 I’m scared to make a mistake. 7 I translate from my language. 8 I speak quietly. I don’t like my accent. = This helps my speaking. = This doesn’t help my speaking. The important thing is to speak Focus on transmitting the message. I like ice cream. Use your hands, use your face! Ice cream, yum! Listening helps you to speak! learning strategies speaking What can help me to speak better? Think of different ways to say the same thing. I like ice cream. I love ice cream. gofar.richmonddigital.eu The Activity Book Audio includes the listening activities in the Activity Book, as well as the stories and songs in the Student’s Book. It is available to download from the course website. 6
student's book digital resources Student’s i-book Online multi-device version of the Student’s Book gives access to the course material at home. One-touch zoom-in feature Video material Student’s i-tools to personalise the book Audio material activity book digital resources Student’s Interactive Practice Ideal for fast finishers, or for homework, the Student’s Interactive Practice feature also tracks students’ progress. Both the Student’s Book and the Activity Book include an access code to the course website where the children can find the following resources: Flipped Learning The Flipped Learning teaching suggestions in the GO FAR! Innovate! Teacher’s Guide explain how children and families can access videos and other documents that help Flipped Learning really come to life. Go Far! Websi te gofar.richmonddigital.eu Videos Easy access to video support covering grammar, Life Skills, stories and culture lessons. Additional Resources to download A generous selection of skills worksheets for each unit to support reading, listening, speaking and writing. CLIL support covering cross-curricular themes in the shape of a downloadable booklet that consolidates the unit vocabulary and structures. Also available to purchase for platform use Digital Student’s Book Digital Activity Book Fully interactive Student’s Book and Activity Book offer comprehensive tracking of children’s progress. FREE app for fun practice of the grammar and vocabulary in the Student’s Book. FREE app that allows access through a simple scan of the book pages. This immediate access facilitates the teacher’s work and allows families to follow the content the children are covering in English. 7
GO Innovate! Teacher’s Guide There is a activity for every Student’s Book lesson! 100 Key competences continuous assessment Check if the children can: 1 Read the information from the chart. 2 Identify true or false statements. 3 Use target language to write a short description of a film. MST The children use a key to interpret the data which is presented in a table. LC The children consolidate their knowledge of book and film genres and verbs to express likes and dislikes. IE The children use their initiative and previous knowledge to create meaningful descriptions. MST LC IE Lesson 8 Learn about a film studio tour in the USA Unit review 1 Listen and say the name. 2.13 2 Read and say True or False. Then correct the mistakes in your notebook. 1 Thomas doesn’t like comedy. 2 Hannah quite likes horror films. 3 Jess doesn’t like horror films. 4 Thomas hates musicals. 5 Logan doesn’t like sciencie fiction. 6 Jess quite likes musicals. 7 Logan loves comedy. 8 Hannah hates science fiction. He thinks Guardians of the Galaxy 2 is exciting. It’s a science fiction film. Learning to learn, page 40 booklet 3 What do they think? Choose a film. Look and write. comedy science fiction musicals horror Love don’t like quite like hate really like Jess Thomas Hannah Logan 37 Unit review 3 Test yourself How many films that are also books can you write in English in two minutes? Ready? Go, go, go! LEARNING TO LEARN 1 2 3 4 8 7 6 5 ES0000000069629 853233_P028_037_Unidad03_74083.indd 37 10/12/2018 11:53:37 ES0000000069681 853384_U3_pp82_101_88947.indd 100 11/6/19 11:41 3 101 Unit Review Language Objective To review vocabulary and structures from Unit 3. Warmer Give the class a topic, for example, countries, film genres or adjectives and ask everyone to stand up. Clap and say One, two, three, followed by a topic-related word. Nominate a child to do the same and say another a word related to the topic, and so on. If somebody cannot think of a word or repeats a word already said, they sit down and the turn passes to the next child. The winner is the last person standing. LEARNING TO LEARN Test yourself Ask the children to read the question. Make sure everyone is ready to write. Start the timer and give them two minutes to work. In small groups they check each other’s answers and as a class decide who has written the most. 1 Listen and say the name. 2.13 Focus the children’s attention on the symbols in the key and what each one means. Ask the children to describe Jess’ likes: She loves comedy films, she hates science fiction and so on. Play the first excerpt and ask Who loves science fiction films? (Thomas and Logan). Who really likes horror films? (only Logan.) Clarify that the answer then is Logan. Play the next extract and give the children time to consult the table before eliciting the answer. Repeat for the following excerpts. Transcript page 185 Answers 1 Logan, 2 Hannah, 3 Thomas, 4 Jess 2 Read and say True or False. Then correct the mistakes in your notebook. Read the first sentence and ask the children to say if it is true or false. Ask them to supply the correct answer. The children then work independently to write the answers in their notebooks. The children swap notebooks to correct each other’s work as answers are given in open class. Answers 1 False, Thomas quite likes comedy. 2 False, Hannah loves horror films. 3 True, 4 True, 5 False, Logan loves science fiction. 6 False, Jess quite likes musicals. 7 True, 8 False, Hannah quite likes science fiction. 3 What do they think? Choose a film. Look and write. Write the words film, adjective and genre on the board. Focus the children’s attention on the first picture and elicit the corresponding examples: Guardians of the Galaxy 2, exciting, science fiction. Elicit the information for the second picture, referring the children to the structure and write their suggestions on the board, for example, He thinks Lord of the Rings is boring. It’s a fantasy film. The children complete the task individually, writing the description in their notebooks. Finally, invite volunteers to share their descriptions with the class. The children write a short description of their favourite film or book. Final Assessment Display the poster and write the following adjectives on the board: stunning, boring, exciting, moving, terrifying, hilarious, rubbish, brilliant. The children match a suitable adjective to a genre and write a sentence for each adjective, expressing their own opinion: I think comedies are hilarious because they make me laugh a lot. Extra Activity Display the poster. The children have got ten seconds to memorise the genres. Remove the poster and children write down all the genres that they can remember. Materials Teacher’s i-solutions CD 2 Unit 3 Poster Book Section Answer Key Transcript Activity Book Unit review page 29 Page 200 Page 205 My wordlist page 61 Page 208 GO FURTHER! BOOKLET Learning to learn page 40 -------------- TEACHER’S RESOURCE BOOK Unit 3 test pages 43-46 Page XX Trb Page XX Trb Additional resources Situation-based Learning Real-world task available to contextualise and consolidate language. See GO Innovate! Teacher’s Guide 5. ES0000000069681 853384_U3_pp82_101_88947.indd 101 11/6/19 11:42 Teacher’s Resource Book Packed with a wealth of optional, photocopiable material, the Teacher’s Resource Book is an ideal downloadable resource for providing extra practice for the Student’s Book lessons and an ideal solution for mixed abilities in the classroom. It includes Language worksheets at three different levels, Phonics worksheets, CLIL worksheets, a Drama section with two plays and a comprehensive Tests section that includes a diagnostic test. Unit tests at two levels, End of term tests and an End of year test are also provided. FILM FILM FILM FILM 45 Photocopiable © Santillana Educación, S.L. extension test Name : Class : 3 1 Listen and write the genre. Then, listen again and write the names of the films. 4 Carrie Eric Sam Lizzie 2 Look and choose. animation / comedy / detective drama / animation / detective fantasy / adventure / horror science fiction / drama / comedy historical / musical / horror fantasy / drama / detective ES0000000069678 853369_TRB5_GO_TESTS_p031_058_88845.indd 45 11/6/19 9:48 71 Photocopiable © Santillana Educación, S.L. Name : Class : Class: Class : 1 Listen and tick ✓. 11 2 Read, choose and write. 1 2 3 4 M T W Th ✓ ✓ F S Su M T W Th ✓ ✓ F S Su ✓ 1 My brother and I have got a dog. name’s Lola. a) Her b) His c) Our 2 He at half past eight. a) gets up usually b) usually get up c) usually gets up 3 I fantasy films. I think they’re boring. a) really like b) don’t like c) quite like 4 Elephants are than rhinos. a) more fast b) faster c) fast 5 They never did their homework at school. They hard-working. a) weren’t b) wasn’t c) were 6 the Roman museum last Tuesday? a) Do you visit b) You do visit c) Did you visit 7 He always smiles and says hello. He’s got time for everyone. He’s . a) talkative b) friendly c) lazy 8 To get to the shopping centre from my house, you have to the bridge. a) go through b) go into c) go over end of year test headphones remote control mobile phone solar panel washing machine ES0000000069678 853369_TRB5_GO_END_TERM_p059_076_88846.indd 71 11/6/19 10:04 Teacher’s Book A full-colour, spiral-bound guide containing step-by-step help to make the most of each lesson. The teaching notes include suggestions for warmer activities, extra, whole-class activities, wrap-up activities and ideas to keep fast finishers engaged. These activities are additional to the Student’s Book activity teaching suggestions. Each unit is presented with interleaved Student’s Book reproductions. An initial Unit overview is provided for help with quick lesson plans. It also provides the transcripts and answer keys, assessment guidance, cross-references to support material and guidance for Key competences work and assessment. The essential Activity Bank on pages 34-41 of the Teacher’s Book offers suggestions of how to make the most of all the course materials. This additional, optional guide allows teachers to consider alternative methodologies using the course material. The guide outlines the thoughts behind emerging trends in teaching and the advantages and challenges that accompany them. Available for all levels 8 For the teacher
Teacher’s Audio Material All the recordings used in the Student’s Book, Activity Book, and Teacher’s Resource Book are available to download from the course website. Posters The course posters are an ideal tool to present the unit language and theme. They also make for a visually striking, colourful and attractive language reference for the classroom. They can be used in any lesson to practise or revise the key language. Sweden Germany France Morocco Mexico Brazil India China Japan Russia 870077 01-06 GO! 5 © Santillana Educación S.L. Unit 1 870077_PO.indd 1 17/4/18 9:47 Flashcards and Word cards Full-colour photo flashcards are accompanied by their corresponding word card and can be used for presenting, reinforcing or reviewing vocabulary. The Activity Bank offers ideas on how to make the most of this resource with full-class activity suggestions and others for fast finishers. The unique GO FAR! Teacher’s i-solutions for the classroom provides you with the most effective, visual and easy-to-use classroom resource. Teacher’s i-book with step-by-step lesson plans presented in the form of learning paths Fully interactive Student’s Book and Activity Book Interactive answer key Ready to go lessons for Teaching Innovation Flipped Learning Cooperative Learning Thinking Routines Drama Teacher’s Resource Book Extra CLIL lessons Audio material and transcripts i-posters, i-flashcards and i-stories Flashcard Bank Additional interactive games for whole-class work Interactive routine poster Game Generator to create your own IWB games to play with the children Video support for all grammar, CLIL and culture lessons Download the Teacher’s i-solutions from the course website. Additional resources such as downloadable and editable material, official documents, interactive activities and videos are available on the course website. GO FAR! website gofar.richmonddigital.eu Online multi-device version available on the course website 9 Go Far! l
Levels 1-6 Content maps
key vocabulary contents Ready, steady, go! p. 4 1 Happy families p. 6 2 Ready for school p. 16 3 Popular pets p. 30 6 That’s delicious! p. 64 5 Let’s dance! p. 54 Festivals p. 78 Picture dictionary p. 81 TERM REVIEW GAMES p. 84 cat, dog, fish, mouse, parrot, rabbit, snake, spider bin, chair, cupboard, sofa, table black, brown, grey, white ball, car, doll, game console, plane, robot, scooter, teddy big, small arm, ear, eye, feet, hair, hand, head, knee, leg, mouth, nose, toes apple, banana, cake, cheese, chicken, fish, fruit, mango, meat, orange, pear, salad, soup, strawberry, yogurt juice, milk, water Halloween ghost, monster, skeleton, vampire, witch Christmas Christmas tree, present, Santa, star, stocking Easter basket, chicks, Easter bunny, Easter eggs, flowers 4 I s it a plane? p. 40 1 – 10 blue, green, orange, pink, purple, red, yellow brother, dad, grandad, granny, mum, sister bored, happy, hungry, sad, scared book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener Units 1 and 2 review: the techies p. 26 Term 1 p. 28 Units 3 and 4 review: the techies p. 50 Term 2 p. 52 Units 5 and 6 review: the techies p. 74 Term 3 p. 76 ES0000000141932 ES0000000035283 198161_GO_SB1_Contents_p2a3_108000.indd 2 25/08/2021 10:52:13 1 12
Key structures Go around the world Phonics Have you got a cat? Yes, I have. / No, I haven’t. I’ve got a grey dog. A white mouse. Where’s the remote control? It’s in the bin. It’s on the table. Talking about emotions Initial sound p Pets in the United States Is it a robot? Yes, it is. / No, it isn’t. It’s a car. Is it big? Yes, it is. / No, it isn’t. It’s small and red. How old are you? I’m six. Sharing / Thinking of others Initial sound h Toys in Japan I can run. Look at me! Stamp your feet! clap your hands, hop, jump, nod your head, run, skip, stamp your feet, touch your toes, turn around, walk, wave your arms Healthy living Initial sound t Face painting in the UK Do you like apples? Yes, I do. / No, I don’t. I like salad. I don’t like strawberries. Kitchen competence / Independence Initial sound m Food in Italy Hello, what’s your name? My name’s... This is my dad. How are you? I’m hungry. Awareness of self and others Initial sound s Family and friends in Ireland I’ve got a yellow pencil. I’ve got my school bag. I’ve got four pens. What’s this? It’s a sharpener. It’s my rubber. Being organised Initial sound r Schools in different countries suggestions for every lesson available in the Teacher's Book cons listening song chant pop-out video ES0000000141932 ES0000000035283 198161_GO_SB1_Contents_p2a3_108000.indd 3 25/08/2021 10:52:16 13
key vocabulary contents Ready, steady, go! p. 4 1 Our house p. 6 2 Hobbies p. 16 3 Carnival! p. 30 6 A day out p. 64 5 Superheroes p. 54 Festivals p. 78 Picture dictionary p. 81 TERM REVIEW GAMES p. 84 coat, dress, hat, jeans, jumper, shirt, shoes, shorts, skirt, T-shirt, trousers cloudy, cold, hot, raining, snowing, sunny, windy bat, bird, butterfly, duck, frog, hedgehog, lizard, squirrel climb, fly, jump, run, swim 1 – 20 clever, fast, invisible, scary, short, strong, tall, thin drawing, drinking, eating, listening, reading, taking photos, talking, writing Halloween bat, haunted house, mummy, pumpkin, werewolf, witch Christmas bells, decorations, lights, reindeer, sleigh, snowman Carnival alien, dragon, knight, pirate, spy 4 Animals everywhere! p. 40 the alphabet bathroom, bedroom, bookcase, chair, cupboard, door, garden, hall, kitchen, living room, plant, rug, table, window behind, in, on, under dance, do karate, juggle, make models, paint, play the guitar, ride a bike, sing Term 1 p. 28 Units 1 and 2 review: the techies p. 26 Term 2 p. 52 Units 3 and 4 review: the techies p. 50 Term 3 p. 76 Units 5 and 6 review: the techies p. 74 ES0000000141933 ES0000000046905 198172_GO_SB2_Contents_p2a3_108009.indd 2 25/01/2022 15:48:09 14 2
Key structures Go around the world Phonics What are you wearing? I’m wearing a purple dress and green shoes. What’s the weather like? It’s cold. It’s sunny. Helping at home Initial sound j Notting Hill Carnival in the UK Can it run? Yes, it can. / No, it can’t. It can swim. It can’t fly. How many apples can you see? Be curious! Initial sound f Animals in New Zealand He’s scary. She’s clever. Is he strong? Yes, he is. / No, he isn’t. She’s got yellow boots. He’s got green hair. Cooperation Initial sound c Real heroes in Russia What are you doing? I’m reading. There’s an old bike. Awareness of others’ emotions Final sound ing A day out in Paris Hello, how are you? I’m fine, thanks. Where’s my pencil? It’s under the chair. Ryan’s in the garden. Caring for living things Initial sound b Houses in the Netherlands I can juggle. I can’t do karate. Can you ride a bike? Yes, I can. / No, I can’t. Perseverance Initial sound d Hobbies in Australia suggestions for every lesson available in the Teacher's Book cons listening song chant pop-out video ES0000000141933 ES0000000046905 198172_GO_SB2_Contents_p2a3_108009.indd 3 25/01/2022 15:48:11 15
A busy day Ready, steady, go! School is cool! 2 1 days of the week get up, go home, go to bed, go to school, have a shower, have breakfast, have dinner, have lunch bike, bus, car, train Art, English, IT, Maths, Music, PE, Science, Spanish atlas, cookbook, comic book, dictionary, joke book, storybook p. 4 p. 8 p. 18 Fun ti me! Fabulous food 5 6 doing exercise, going to the park, listening to music, playing the recorder, reading comics, rollerblading, using the internet, watching TV bread, cereal, eggs, ham, rice, sausages, spaghetti, vegetables beans, broccoli, carrot, cauliflower, celery, peas, spinach p. 62 p. 52 Our town Animal magic 3 4 cinema, fire station, hospital, museum, post office, shopping centre, swimming pool, train station city, country, town, village crocodile, elephant, flamingo, kangaroo, lion, monkey, ostrich, tiger climb, drink, eat, fly, jump, run, swim beak, claws, fur, tail, teeth, wings p. 30 p. 40 broomstick, cauldron, costume, sweets, wizard, zombie Christmas pudding, cracker, joke, potatoes, sprouts, turkey eggs, flour, frying pan, lemon, milk, sugar Extended reading The visitor Units 1 2 p. 80 The diamond necklace Units 3 4 p. 82 What’s for dinner? Units 5 6 p. 84 ntegrated Skills My favourite days Units 1 2 p. 74 Animals in the city! Units 3 4 p. 76 Eating out Units 5 6 p. 78 Festi vals p. 86 Term 1 p. 28 Term 2 p. 50 Term 3 p. 72 contents key vocabulary 16 3
What time is it? It’s two o’clock. It’s half past four. What time do you get up? I get up at seven o’clock. How do you go to school? I go to school by bike. I walk to school. self discipline Connecting sentences with then The sound ea as in meat and ee as in three Going to school in Scotland Have you got Art on Friday? Yes, I have. / No, I haven’t. What have you got today? I’ve got English and PE. social skills A school timetable The sound a_e as in Jane and ai as in train An amazing school in New Zealand Do you like reading comics? Yes, I do. / No, I don’t. I like doing exercise. I don’t like playing the recorder. sharing responsibility Write about you The sounds i_e as in five and i as in big Music and dance in Ireland What do you have for breakfast? I have spaghetti and vegetables for lunch. He likes carrots. healthy eating Sentences with commas and and The sound ch as in chocolate Food in Canada There’s a museum. There isn’t a swimming pool. Is there a fire station? Yes, there is. / No, there isn’t. environmental awareness Write about your town The sounds o as in photo and o as in dog New York, New York! Is it jumping? Yes, it is. / No, it isn’t. It’s running. It isn’t swimming. It’s got a tail. It hasn’t got wings. research skills Describing a picture The sounds v as in violin and b as in bear Australian animals suggestions for every lesson available in the Teacher's Book Key structures Go around the world WRI T ING Phonics cons reading writing listening speaking interaction song practice More phonics More P F SC practice More phonics More IWB i-poster i- ashcards video 17
18 Ready, steady, go! key vocabulary 1 Super sports p. 8 2 TV time! p. 18 3 Working day and night p. 30 4 Going shopping p. 40 5 Act out! p. 52 6 Fun days p. 62 Fest ivals months 10 – 100 basketball, football, gymnastics, running, skateboarding, swimming, table tennis, yoga cartoon, cookery programme, documentary, film, music programme, quiz show, talent show, the news a quarter past, a quarter to architect, builder, farmer, firefighter, nurse, pilot, singer, vet baker’s, bookshop, café, clothes shop, department store, greengrocer’s, newsagent’s, supermarket euro, cent ordinal numbers beard, curly hair, dark hair, fair hair, freckles, glasses, moustache, straight hair angry, calm, excited, glad, nervous, shy aquarium, art gallery, castle, city farm, funfair, stadium, theatre, water park feed, pick, water behind, between, in front of, next to p. 4 balloon, basket clown, gingerbread, parade bookmark, token Extended reading Amazing! Units 1 2 p. 80 The surprise Units 3 4 p. 82 The spy Units 5 6 p. 84 p. 86 ntegrated Skills What’s on? Units 1 2 p. 74 What are you good at? Units 3 4 p. 76 Friends and frenemies! Units 5 6 p. 78 Term 1 p. 28 Term 2 p. 50 Term 3 p. 72 contents 4
19 Key structures suggestions for every lesson available in the Teacher's Book word work WRITING Go around the world What are your hobbies? I like drawing and reading ghost stories. When’s your birthday? It’s in July. What’s fifty-two plus twenty-nine? It’s eighty-one. I play football. / I go running. / I do yoga. Do you do gymnastics? Yes, I do. / No, I don’t. I’m good at drawing. She’s bad at skateboarding. coping with emotions Capital letters A personal text Sports in the United States He likes quiz shows. She doesn’t like the news. Does she like cartoons? Yes, she does. / No, she doesn’t. What time is the cookery programme on? It’s on at a quarter past six. healthy living Syllables A report about TV preferences A documentary about South Africa Does she work in a hospital? Yes, she does. / No, she doesn’t. She works during the day. He doesn’t work at night. He wears a blue uniform. His name’s Pat. Her coat is white. coping with stress Jobs ending in -er A description of a job Amazing jobs in Australia How much is a comic? It’s one euro, eighty cents. How much are the strawberries? They’re two euros, sixty cents a kilo. thinking about other people a and an A dialogue in a café Covent Garden in London Has he got dark hair? Yes, he has. / No, he hasn’t. She’s got freckles. He hasn’t got glasses. learning to learn / study skills Hard and soft c A wanted poster Theatre and dance in India What’s she doing? She’s feeding the chickens. What are they doing? They’re singing a song. planning a day out Contractions A postcard Days out in Vancouver cons reading writing listening speaking interaction song practice More phonics More P F SC practice More phonics More IWB i-poster i- ashcards video
The weekend’s here! Books and films Wild world When was young ncredible inventions 2 3 5 6 contents Ready, steady, go! key vocabulary 4 1 Our worlD dates and ordinal numbers bin, board, calculator, desk, diary, folder, notebook, scissors Brazil, China, France, Germany, India, Japan, Mexico, Morocco, Russia, Sweden my, your, her, his, our, their five past, twenty-five to do baking, do crafts, do gardening, do the shopping, go to football training, meet friends, play basketball, practise the keyboard, visit grandparents, walk the dog always, usually, sometimes, hardly ever, never adventure, animation, comedy, detective, drama, fantasy, historical, horror, musical, science fiction boring, brilliant, moving, exciting, hilarious, rubbish, stunning, terrifying baboon, camel, cheetah, chimpanzee, cobra, gorilla, hippopotamus, leopard, rhinoceros, scorpion along, around, over, through, under artistic, brave, friendly, funny, hard-working, lazy, naughty, quiet, sporty, talkative dishwasher, headphones, microwave, mobile phone, quadcopter, remote control, Rubik’s cube, solar panel, tablet, washing machine calendar years p. 4 p. 18 p. 30 p. 62 p. 52 p. 40 p. 8 ntegrated Skills • More than a hobby • Units 1-2 p. 74 • The desert island book challenge! • Units 3-4 p. 76 • Happy holiday memories • Units 5-6 p. 78 Extra ReadinG • Making a difference • Units 1-2 p. 86 • Game on! • Units 3-4 p. 87 • Amazing museums • Units 5-6 p. 88 p. 80 PairWork Term 1 p. 28 Term 2 p. 50 Term 3 p. 72 20 5
key structures Go around the world culture WORD WORK WRIT ING reading writing listening speaking interaction work together practice More phonics More P F SC practice More phonics More IWB i-poster i- ashcards video When's the school play? It’s on 21st October. My favourite group’s from France. Our mum’s from Germany. It’s twenty past nine. It’s five to nine. perseverance Country adjectives An email An amazing park in Singapore At the weekend, I always walk the dog. He usually gets up at half past nine. She never plays basketball. How often do you go running? I go running every day. being a friend Alphabetical order A diary entry Gardening in the UK I really like fantasy. My sister loves horror stories. My dad hates science fiction. You don’t like detective films. I think it’s exciting! She thinks horror films are terrifying. reading for life And and but A book review A film studio tour in the USA Elephants are faster than rhinos. Tigers are more social than lions. Camels have got longer legs than hippos. Go along the path. Walk through the forest. At the river, go over the bridge. internet research Plural nouns A fact sheet Habitats in Botswana I was hard-working at school. She was a scary teacher. Were you good at Art? Yes, I was. / No, I wasn’t. There was a lighthouse in the town. Were there lots of books? Yes, there were. / No, there weren’t. self-esteem Punctuation An interview Ireland: then and now On Tuesday, our class visited the planetarium. We didn’t study English or Maths. Did they invent a phone? Yes, they did. / No, they didn’t. He was born in 1955. creativity Compound nouns A report Canadian inventions CONS suggestions for every lesson available in the Teacher’s Book 21
contents key vocabulary big numbers: 100 and above keyboard, laptop, message, mouse, screen, speakers, video chat, website p. 4 Ready, steady, go! classroom, computer room, corridor, dining room, hall, library, music room, playground, staffroom, toilets 1 School days p. 8 Food for friends 2 asparagus, blueberries, butter, chillies, flour, honey, nuts, olive oil, onions, sugar delicious, horrible; salty, savoury, spicy, sweet p. 18 World records 3 bridge, building, cable car, lake, mountain, river, road, roller coaster, skyscraper, train p. 30 The festival 4 buy/bought, drink/drank, go/went, have/had, make/made, meet/met, see/saw, sing/sang, take/took, wear/wore a year ago, four weeks ago, the day after, the day before p. 40 Ancient Rome 5 amphitheatre, aqueduct, brooch, chariot, coin, mosaic, sandals, statue, toga, wall p. 52 Adventure camp 6 compass, map, rucksack, sleeping bag, sun cream, tent, torch, towel, water bottle, waterproof p. 62 Term 1 p. 28 Term 2 p. 50 Term 3 p. 72 ntegrated Skills • Lunch time • Units 1-2 p. 74 • School trips • Units 3-4 p. 76 • School days • Units 5-6 p. 78 Extra ReadinG • Food for thought • Units 1-2 p. 86 • Welcome to Shetland! • Units 3-4 p. 87 • Summer fun! • Units 5-6 p. 88 p. 80 PairWork 22 6
Go around the world culture key structures WORD WORK WRI T ING Mount Everest is 8,848 metres high. I have to work hard. She doesn’t have to tidy the books. Do you have to do homework? Yes, I do. / No, I don’t. Whose violin is this? It’s Hannah’s violin. Is Will’s jacket red? Yes, it is. / No, it isn’t. organisation Adverbs of manner A leaflet A school in Nunavut, Canada There’s some sugar. There isn’t any flour. There are some eggs. There aren’t any nuts. Is there any olive oil? Yes, there is. / No, there isn’t. Are there any mushrooms? Yes, there are. / No, there aren’t. kitchen competence Extreme adjectives A restaurant dialogue Food festivals in Malta London is the biggest city in the UK. Tower Bridge is the most famous bridge in London. Who’s the funniest person in your family? How cold is it in winter? How fast does the bus go? digital literacy Spelling in comparative and superlative adjectives An advert National parks in the United States I met a friend. We made a video. They didn’t sing a song. Did you play basketball? Yes, I did. / No, I didn’t. giving feedback Do and make A report Weekend activities in Jamaica On Wednesday, I read some books about the Romans. They built the first bridge 2,000 years ago. What did Roman children wear? Where did you have lunch? Turn left at the statue. Turn right at the market. Go straight on along Via dei Fori. Go past the Piazza Venezia. giving presentations Homophones A visitor questionnaire The Romans in the UK We’re going to tell ghost stories. I’m not going to sleep in a tent. Are you going to stay at home? Yes, I am. / No, I’m not. You should take a map. You shouldn’t drop litter. think green Idioms A personal text Summer camp activities in New Zealand suggestions for every lesson available in the Teacher’s Book reading writing listening speaking interaction work together practice More phonics More P F SC practice More phonics More IWB i-poster i- ashcards video CONS • Present Perfect p. 89 • Future with will p. 93 bonus lessons in the 23
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