Efl guess What! Teacher's Book 6 Grade 6

3
What couldn’t Oscar do without electricity?
 4
What did he use to do his homework?
5
What did he do with his friend?
 6
What does Oscar want to buy?
3
 
 
Imagine you had no electricity last week. Ask and answer.
What couldn’t you do? What did you do instead? How did you feel?
4
Write about what you did without electricity in your notebook.
Last spring, there was a bad storm near my town.
We didn’t have any 
electricity/gas
for a week.
We had 
wind
power/gas
and 
water/paper
,
but things were diffi cult without 
gas/electricity
.
Mom 
could/couldn’t
work because she 
could/couldn’t
use her computer or send 
emails/lett ers
. I was bored because I 
couldn’t/shouldn’t
watch television or
play
 chess/online games
with my friends, and
I 
could/couldn’t
do my homework. I needed to
use 
the
Internet/a website
because I had to 
do a project on 
communication/aluminum
. Mom 
said I 
should/shouldn’t
use an 
encyclopedia/dictionary
for my project. I fi nished that quickly, but I was still bored! 
So I visited my friend, and we read an interesting 
magazine/newspaper
. 
We read about a new
 plastic/solar
laptop. It doesn’t need 
gas/electricity
because it uses 
solar/wind
power. 
I told Mom we 
should/shouldn’t
buy one!
Oscar
Units 5 and 6
78 
➞ 
Workbook pages 64–65

---

Lesson aims
Students reinforce the language of 
Units 5 and 6.
Recycled language
information technology, 
energy and materials, 
could/couldn’t, should/shouldn’t
Materials
CD2 
|
Word cards for Units 5 and 6: 
see pages TB
1
07–
1
08 (optional)
Warmer
•
Ask 
What can you remember from Units 5 and 6? Let’s 
find out.
Allow students time to look through the units 
and at any work displayed in class. Ask 
What was easy 
or difficult?
What’s your favorite activity?
Encourage 
students to answer and say why.
Student’s Book page 78
1
Read, listen, and choose the words.
•
Look at the photograph and say 
This is Oscar. What’s
he doing? 
(
Writing/Homework.
)
 
•
Tell students they’re going to read what Oscar has 
written for his homework. Encourage students to guess 
what he has written about.
•
Say
 Let’s find out! Read and listen. 
Play the recording. 
Students listen and find out the topic of the text
(a power cut).
•
Then say 
Now listen and choose the words.
Play the 
recording again. Students listen and choose the words
from the text selection each time. They can write the 
words down in their notebooks, or just point to the 
correct words.
•
Check the activity by asking different students to read 
the text aloud.
Key:
 
electricity, gas, water, electricity, couldn’t, couldn’t, 
emails, couldn’t, online games, couldn’t, the Internet, 
communication, should, encyclopedia, magazine, solar, 
electricity, solar, should
CD2:46
Last spring, there was a bad storm near my town. We 
didn’t have any electricity for a week. We had gas and 
water, but things were difficult without electricity. Mom 
couldn’t work because she couldn’t use her computer 
or send emails. I was bored because I couldn’t watch 
television or play online games with my friends, and I 
couldn’t do my homework. I needed to use the Internet 
because I had to do a project on communication. Mom 
said I should use an encyclopedia for my project. I 
finished that quickly, but I was still bored! So I visited my 
friend, and we read an interesting magazine. We read 
about a new solar laptop. It doesn’t need electricity 
because it uses solar power. I told Mom we should
buy one!
Oscar