Efl guess What! Teacher's Book 6 Grade 6

Carla: 
OK, great. Let’s go and practice!
2 Listen and repeat. Then match.
• 
Play the recording. Students repeat and point.
• 
Play the recording again. Students match each word to 
its vocabulary label in the box. They say the letter, then 
read the label aloud. Elicit answers (e.g., 
1
 – d, juggle
).
Key:
 
1
d 
2
g 
3
h 
4
a 
5
b 
6
c 
7
f 
8
e j 
1
0
i
CD
1
:3
1
1
 
juggle 
2
play instruments 
3
do street dancing
4
do acrobatics 
5
do cartwheels 
6
do tricks 
7
paint 
portraits 
8
make sculptures tell jokes 
1
0
read poetry
3 Listen and answer the questions. Then ask and 
answer.
• 
Play the recording, pausing for students to answer.
• 
Students then ask and answer in pairs as in the example.
Key:
 
2
The girl in picture 8. 
3
The boy in picture 7.
4
The girl in picture 
9
. 
5
The boy in picture 6.
6
The girls/children in picture 2. 
7
The boy in picture 
1
.
8
The children in picture 3. The girl in picture 5.
1
0
The girls/children in picture 4.
CD
1
:32
 
(Each 
question starts 
Who’s good at … 
)
1
… reading poetry? 
6
… playing instruments?
2
… making sculptures? 
7
… juggling?
3
… painting portraits? 
8
… street dancing?
4
… telling jokes? 
… doing cartwheels?
5
… doing tricks? 
1
0
… doing acrobatics?
4 What are you good at? Ask and answer.
• 
Students work in pairs to ask and answer.
Workbook page 20
1
Write the words. Then number the pictures.
• 
Students solve the anagrams and number the pictures.
Key:
 
2
juggle – c 
3
read poetry – b 
4
paint portraits – f
5
make sculptures – e 
6
do tricks – d
2 Complete the chart. Use the words in the box.
• 
Students write the activities in the correct columns.
Key: 
Can: do tricks, play instruments; Can’t: do acrobatics, 
do street dancing, do cartwheels
3 Complete the sentences about your friends and 
family.
• 
Students complete the sentences.
My picture dictionary 
➔
 Go to page 86: 
Write the new words.
• 
Students write the new phrases under the correct 
pictures.
Ending the lesson
• 
Play 
Pass the actions
(see page xvi).
Extra activities:
see page TB
11
3
(if time)
Unit 2
TB26

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Lesson aims
Students practice using 
better, worse, 
the best,
and 
the worst
to compare abilities. They 
also look at the way changing word stress alters
the meaning of a sentence.
New language
better, worse, the best, the worst, 
He/She/(Name) is better/worse at (street dancing) 
than (Name). He/She/(Name) is the best/worst at 
(street dancing).
|
riddle