Workbook It offers a wide range of activities to practice and consolidate what students have learned.
The Cheat sheet boxes show a fresh and easy-to- understand way to study The Grammar pages follow the same structure as in the Student’s Book providing continuity to their learning process
The Project page provides support to continue the Project work in the Student’s Book and boosts confidence and successful results
The Self-Evaluation Competences page gives students the chance to reflect on their own learning and celebrate their unit achievements
For Teachers The Teacher’s Guide shows the Student’s Book page with the answer key alongside with notes useful for the wide range of boxes in each page.
6
6
Grammar
Reading
Ask and answer questions using simple past be
Understand an article about endangered animals
Grammar Time There was / wasn’t There were / weren’t 1 Look at the table. Then watch the Grammar video and answer the question. 19
An Article 1 Look at the pictures in the article. What do you think these two animals have in common?
Lesson aim: Understand an article about endangered animals
Ask and answer questions using simple past be Lesson aim:
Simple Past: be Affirmative and Negative
worried. a serious problem.
I / He / She / It was / wasn’t
You / We / You
in danger.
were / weren’t
Culture Note
They
big mammals.
There was / were
The WWF (or World Wildlife Fund) is one of the largest and most well-known conservation organizations. The charity helps many different species – from African elephants to marine turtles, emperor penguins to snow leopards. The increase in the number of mountain gorillas is one of the organization’s success stories, with numbers having increased so far to around 1,000.
was / wasn’t
a large population.
There
were / weren’t 500 gorillas.
Where were you five years ago?
For extra practice, go to Worksheet Unit 6 Grammar 1.
2 Complete the sentences with the affirmative (+) or negative (−) simple past form of be . a The dodo (+) an unusual bird from Mauritius. It was was
(+) one meter tall.
b Mammoths
(−) reptiles; they
(+) mammals.
weren’t
were
3 Look at the tables. Unscramble the words to make questions.
2 Read and listen to the article. Check your answer in Exercise 1.
45
Yes / No Questions
3 Read the article again. Choose G (Gorilla) or S (Saiga). a In the 1990s, the population was G S over a million. b There were 500 in 1960. G S
I / he / she / it
Yes, I / he / she / it was. No, I / he / she / it wasn’t.
Was
in danger? intelligent?
c There were less than 50,000
G
S
you / we / you / they
Yes, you / we / you / they were. No, you / we / you / they weren’t.
in the year 2000. d There were about 200 in the 1970s.
Were
Language Alive
G
S
a was / How / big / rhino / the / ?
There was / were Questions Short Answers
4 Read and choose T (True) or F (False). a The saiga has a very small nose.
Before the task, allow pairs time to talk about different animals. Help students by walking round the class and prompt them if they don’t know any more animals that are in danger. Encourage students to think about different countries and the animals that live there, on land, in water, and in the air.
How big was the rhino?
Yes, there was. No, there wasn’t. Yes, there were. No, there weren’t.
Was
a campaign?
T
F
d It’s impossible to stop the extinction of plants and animals.
T
F
b dangerous / Was / it / ?
there
b The gorilla has gray fur.
T
F
Were
any saigas?
Was it dangerous?
c The populations of both animals are growing now. T F
Extra Activity
c the / What / rhino’s / diet / was / ?
Wh– Questions What
Language Alive
What was the rhino’s diet?
Critical Thinking 5 REMEMBER
Ask fast finishers to use what they can remember from the article to ask and answer the questions in the Wh- questions section of the table with a partner.
Work in pairs. What other animals are in danger? Tell a partner.
was
the problem? megalodons?
d were / there / rhinos / in / 2011 / many / How / ?
How long were
Find examples in the article of actions to
How many saigas were there in 1990?
Black rhinos and tigers.
help animals in danger. Tell a classmate.
How many rhinos were there in 2011?
Step-by-step notes provide guidance for teachers to execute the activities
74
75
Reinforcement and Challenge Grammar GOAT pp. 125–130 | Pronunciation: Simple past endings /d/ /t/ /Id/ , p. 132
SFCEN1SB_1E24_U6_4SO.indd 74
19/08/24 5:14 p.m.
SFCEN1SB_1E24_U6_4SO.indd 75
19/08/24 5:14 p.m.
3 Remind students to check the position of the verb carefully and use the table to help them. When checking answers, write the correct questions on the board to ensure accuracy.
1 Look at the pictures and ask students if they know what these animals are. Nominate students to share their answers but don’t confirm at this stage. 2 Ask students to read and listen to the article and answer the question. Follow-up questions: Did you know about the animal called the saiga? Do you know anything about the WWF or any other conservation organizations? Audio script p. 80 3 Indicate which paragraph/line students can find the information in. 36
1 Play video 19. Student’s read the table and answer the question. Video script p. 80 2 Students do the task. Follow-up questions: Were the animals in the sentences alive in the past? (yes) Are they alive now? (no). 36
4 Check answers with the class. With the false sentences (a, b and d) ask students to identify the correct information in the text. 5 REMEMBER Give students two to three minutes to complete the task. Share their ideas on the board.
Extra Activity box for fast finishers to keep them motivated and engaged
Further Practice
• Grammar GOAT Student’s Book pp119–120 • Workbook p. 75
• Workbook p. 74 Further Practice
proposed in the embedded page
76
77
ISBN chart
Level 1
Level 2
Level 3
Level 4
Student's Book
9786072601390
9786072601369
9786072601376
9786072601383
Workbook
9786072601437
9786072601406
9786072601413
9786072601420
Teacher's Guide
9786072601529
9786072601536
9786072601543
9786072601550
16
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