Efl guess What! Teacher's Book 6 Grade 6

5 What sounds do you hear every day? Do they 
have a high or a low pitch?
• 
Ask students to close their eyes and think about the 
sounds they hear at different times in the day. They 
make a list and then decide if each sound has a high or 
low pitch. Circulate and help. Elicit examples, e.g., 
alarm 
clock – high, birds singing – high, car engines – low, 
people talking – low, fridge – low, baby crying – high
.
• 
Ask students which kind of sounds dogs can hear that we 
can’t hear. They can then read the Guess What! for the 
page to check the answer. Explain that there are special 
whistles for dogs, which produce sounds that are too 
high for humans to hear.
Workbook page 44
1
Complete the sentences. Use the words in the box.
• 
Students read and complete the sentences.
Key: 
2
low 
3
high 
4
lower 
5
quickly 
6
higher
2 Look and answer the questions.
• 
Students look and answer the questions.
Key: 
2
thin(ner) 
3
Alice 
4
Because the string is thick(er).
5
The sound is higher.
3 In your notebook, design and write about a 
string instrument.
• 
Students design and write about a string instrument.
Ending the lesson
• 
If you have string instruments, hand them out and ask 
students to try to play a high sound and then a low 
sound. Circulate and ask individuals to explain what they 
did (e.g., 
I made the string shorter. / I used a thin string
).
• 
If you don’t have any instruments, write the following 
words on the board: 
string, make sounds, vibrate, change 
the pitch, shorter, longer, thinner, thicker, high, low
. 
Students practice explaining how to vary pitch in pairs.