Efl guess What! Teacher's Book 6 Grade 6

Extra activities:
see page TB
11
6 (if time)
TB54

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Lesson aims
Students research and write about 
an instrument. They also complete the Evaluation in 
the Workbook.
Recycled language
musical instruments, 
high, 
low, pitch, make (high/low) sounds, vibrate, tight(er), 
thick, thin, short, long, quickly, slowly
|
Students 
review all unit vocabulary and grammar in the 
Evaluation.
Materials
Reference books or internet access 
|
Homemade cards with adverbs: 
slowly, quickly, 
beautifully, carefully, well, badly, quietly, loudly
(optional)
Warmer
• 
Review 
high, low, long,
and 
short
by giving instructions, 
e.g., 
Sing a long, high note. Sing a short, low note.
Students sing notes of the correct pitch/length.
• 
Write the following sentences on the board: 
1
 When strings vibrate quickly, they make ______ sounds. 
2 When strings vibrate slowly, they make ______ sounds. 
3 Tight strings vibrate ______. 
4 Long strings vibrate ______. 
5 Short strings vibrate _______.
• 
Students complete the sentences in pairs. They refer back 
to Student’s Book page 55 to check their answers.
Key: 
1
high 
2
low 
3
quickly/fast 
4
slowly 
5
quickly/fast
Student’s Book page 55
6 Find out about an instrument. Draw it and 
describe how it makes sounds. How can you 
change the pitch?
• 
Elicit examples of instruments and write them on the 
board.
• 
Point to the project in the Student’s Book and read the 
instructions for the activity. Tell students that they can 
choose an instrument from the board or a different 
instrument.
• 
Divide students into pairs or groups and allow them 
to work with books or class computers to choose and 
research an instrument together. They will need to find 
out and note down information such as its shape, how 
many strings/holes, etc. it has, how to play it and how to 
vary pitch on it. (Alternatively, students can find out this 
information at home before the lesson and just share it 
with their group in this stage of the activity.)
• 
Students then work together producing a description 
of their instrument. If students have access to class 
computers, they can produce this on the computer, 
copying and pasting a digital picture of their instrument 
and labeling it with a text box.
• 
If students don’t have computers, they draw a picture of 
the instrument and write the information about it.
• 
Students present their description to the class. This 
can be done using their digital file, on the interactive 
whiteboard, or by presenting and describing their paper 
to the class.
• 
The completed projects can then be displayed in the 
classroom or kept in digital folders of students’ work.