Efl guess What! Teacher's Book 6 Grade 6

Teacher: 
OK!
2 Listen and repeat. Then match.
• 
Play the recording. Students repeat and point.
• 
Play the recording again. Students say each letter and 
read the label aloud.
Key: 
1
j 
2
i 
3
h 
4
a 
5
g 
6
b 
7
c 
8
d f 
1
0
e
CD2:03
1
 
violin
2 
trumpet
3 
trombone
4 
clarinet
5 
saxophone
6 
cymbals
7 
drums
8 
electric guitar
keyboard
 
1
0 
flute
3 Listen and guess the instruments. Then mime 
and guess.
• 
Play the recording, pausing for students to guess.
• 
Students then work in pairs to mime and guess as in 
the example.
Key: 
2
It’s a violin. (picture 
1
) 
3
It’s a clarinet. (picture 4)
4
It’s a saxophone. (picture 5) 
5
It’s a keyboard.
(picture 
9
) 
6
They’re cymbals. (picture 6) 
7
It’s a 
trumpet. (picture 2) 
8
It’s an electric guitar. (picture 8)
It’s a flute. (picture 
1
0) 
1
0
It’s a trombone. (picture 3)
CD2:04
 
1
 
What are these? 
[drums]
2 
What’s this? 
[violin]
3 
What’s this? 
[clarinet]
4 
What’s this? 
[saxophone]
5 
What’s this? 
[keyboard]
6 
What are these? 
[cymbals]
7 
What’s this?
 [trumpet]
8 
What’s this?
[electric guitar]
 
What’s this? 
[flute]
1
0 
What’s this? 
[trombone]
4 Which instruments would you like to learn?
Ask and answer.
• 
Students work in pairs to ask and answer.
Workbook page 38
1
Look and write the words.
• 
Students write the missing instruments.
Key:
 
2
violin 
3
keyboard 
4
trombone 
5
electric guitar
6
flute
2 Circle the one that doesn’t belong.
• 
Students circle the one that doesn’t belong.
Key:
 
2
trombone 
3
flute 
4
violin
3 What’s your favorite and least favorite 
instrument? 
• 
Students complete the sentences.
My picture dictionary 
➔
 Go to page 88:
Write the new words.
• 
Students write the new words under the correct pictures.
Ending the lesson
• 
Play 
Drawing game
(see page xv).
Extra activities:
see pages TB
11
5–
11
6 (if time)
Unit 4
TB48

---

Lesson aims
Students use adverbs to describe the 
way people do things. They also practice using rising 
and falling intonation.
New language
adverbs:
 well, badly, beautifully, 
slowly, quickly, loudly, quietly
|
daughter, son
Recycled language
musical instruments, 
adjectives (
slow, quick
, etc.) 
|
superlatives:
 the
oldest, the youngest, the best
|
present progressive
Materials
CD2 
|
Word cards: see page TB
1
06 
|
A bag/box (optional)
Warmer
• 
Review the new instrument names. Then play 
Act and 
guess
(see page xiv) with the word cards.
Presentation
• 
Get ready for the next stage of the lesson (open your 
bag, get your book, count your markers, etc.), but very 
slowly. Make sure the students are watching. Then say 
I’m ready. Was I quick or slow? 
(
Slow.
)
 
Say 
Yes, I opened 
my bag slowly. I got my book slowly. I counted my 
markers slowly.
Elicit a translation for 
slowly.
Student’s Book page 4
5 Read, listen, and say the names.
• 
Point to the photographs and say 
These children are 
all from the same family. 
Ask 
Who’s the youngest/
oldest? Who’s playing the (guitar)? 
Tell students they’re 
going to hear the children’s mom talking. Present
 son
and 
daughter
by saying 
She has one son. She has two 
daughters
.
• 
Say 
Listen and say the names.
Students listen and follow, 
then say the name of the child for each sentence. 
• 
Play the recording again and ask students to follow and 
raise their hands when they find a word ending in 
ly
(like 
slowly
). Pause after each adverb and elicit the adjective 
form and the meaning. Note that 
well 
is the first adverb 
in the paragraph – explain that it is the irregular adverb 
form of 
good
.
Key: 
1
Jasmine 
2
Sam 
3
Elisa
CD2:05
: see Student’s Book page 4
9
6 Read and say 
true
 or 
false
.
• 
Students read the sentences and say if they’re true or 
false. They can also correct the false sentences.
Key: 
1
false 
2
true 
3
true 
4
false 
5
true
7 Listen and choose the words.
• 
Read through the sentences with the class and check
that they understand the adverbs. Play the recording.
Students circle the correct words.
• 
Play the recording again, pausing to elicit the correct 
sentence for each clip.
Key: 
1
quickly 
2
badly 
3
quietly 
4
loudly 
5
beautifully
CD2:06
1
 
[sound of someone playing a violin quickly]
2 
[sound of someone singing badly]
3 
[sound of someone playing music quietly]
4 
[sound of someone playing music loudly]
5 
[sound of someone playing the clarinet beautifully]
8 Do the ends of the question and answer go up or 
down? Listen and repeat.
• 
Tell students to follow in their books as you play the 
recording, pausing after the individual word for students 
to show the up and down movement by pointing. Then 
play the question or answer for the second time and pause 
for students to repeat, trying to copy the intonation.