Efl guess What! Teacher's Book 6 Grade 6

CD
1
:52
1
 
I 
went
to the 
park
to 
go
for a 
walk
.
2 
I 
went
to a 
store
to 
buy
a 
football
.
3 
I 
went
to the 
movie theater
to 
watch
a 
movie
.
4 
I 
bought
some 
meat
to make 
kebabs
.
5 
I 
bought
some 
potatoes
to 
put
in the 
stew
.
6 
I 
called
my 
friends
to 
invite
them for 
dinner
.
Workbook page 32
7 Read and complete the sentences. Use the words 
in parentheses.
•
Students look at the pictures and complete the 
sentences.
Key:
 
2
bought, to make 
3
made, to take 
4
baked, to give
5
went, to have
8 Look and write sentences.
•
Students read the lists and make sentences.
Key:
 
2
Jake went to the bookstore to buy a recipe book.
3
Laura went home to watch TV. 
4
Jake went to the 
market to buy meat.
Look at activity 8. Answer the questions.
•
Students answer the questions based on the 
To-Do
lists.
Key:
 
2
He made a cake to have for dessert. 
3
He bought 
flour to make dumplings. 
4
She took a ball to the park 
to play soccer. 
5
He called his friends to invite them for 
dinner.
Ending the lesson
•
Play 
Sentence chain game
(see page xvi) with 
I went to 
the park 
and each student adding an infinitive (e.g., 
I 
went to the park to play soccer and to run
).
Extra activities:
see page 
TB
11
5
(if time)
Unit 3
TB40

---

Lesson aims
Students reinforce language with a 
story. They also discuss the value of eating healthily.
New language
It’s time (for … ), nest, tasty, 
treat, someone else, must be 
(deduction),
 another, 
omelette, It smells (delicious). yeti, left 
(past of
 leave
)
Recycled language
look for, clue, cook, (don’t) 
want (someone) to, eat, egg, I’m hungry, We can/
can’t … , We need … , onion, make, Where were you? 
I went to … , find, vegetables, peas, Good idea, What 
was that? I think it’s a … , Run! safe
,
 map, compass
Materials
CD
1
Warmer
•
Play 
So did I
(see page xvi). Students write three 
sentences about places where they went on the weekend 
and why, e.g., 
I went to the movie theater to watch a 
movie. 
Only students who went to the same place for the 
same reason say 
So did I.
Introduction
•
Remind students of the previous episode of the story: 
What did the children follow? 
(
Footprints.
)
 What did they 
find next to the river?
(
A canoe.
)
 What was inside the 
canoe? 
(
A compass.
) 
Which animals were in the river? 
(
Hippos.
)
 How did the children work together? 
(
Sofia 
read the map, Jack paddled the canoe, and Ruby used 
the compass.
)
 
Ask students to guess what the children 
need to find in this episode. Remind them that the topic 
of the unit is food. Accept any guesses.
Student’s Book page 4
1
1
3 Read and listen.
•
Present 
nest 
using the picture in frame 
2
. Ask 
What’s 
in the nest?
(
Eggs
.) 
Do the children take the eggs? 
Let’s find out.
•
Say 
Read and listen
. Play the recording. Students 
follow the story in their books. At the end, ask 
Do the 
children take the eggs from the nest?
(
No, they don’t.
) 
Do they find an egg?
(
Yes, they do.
) 
What other food 
do they find?
(
Some onions and some peas.
)
•
Then play the recording again, pausing to ask more 
questions: Frame 
1
: 
What’s the “clue that you can cook”?
(
The egg.
) Explain 
someone else
. Frame 2: 
Can the 
children take a bird’s eggs?
(
No, they can’t.
)
Frame 3: 
What do the children need to find? 
(
Another nest.
) Frame 4: 
What can the children make?
(
An omelette
.) Explain the meaning.
Frame 5: 
Where did Ruby go?
(
To find more vegetables.
) 
Frame 6: 
Is the omelette good?
(
Yes.
) Explain the 
meaning of 
It smells delicious
.
Frame 7: 
What do they see?
(
A yeti.
)
Frame 8: 
What did the children leave behind?
(
The map and the compass.
) Explain that 
left
is the past 
tense of 
leave
. Elicit why the 
E
on the sign is filled in by 
asking 
What did the children find in the story?
(
An egg.
) 
What’s the first letter in 
egg
?
(
e
.)
•
Students can listen to the story again for pleasure or 
you could pause after each line for them to repeat. 
Encourage students to use gestures and intonation from 
the story as appropriate. You could also divide the class 
into three groups. Each group repeats the lines for one 
character (Ruby, Jack, or Sofia).
CD
1
:53
: see Student’s Book page 4
1
Value
 Eat healthy food.
•
Read the value with the class: 
Eat healthy food
. Ask
Do the children cook healthy food in the story? 
(
Yes, they 
do – eggs and vegetables.
)
•
Elicit the food groups from 
Guess What!
2 (
fruit, meat, 
vegetables, grains, dairy) and write
them on the board, 
then elicit examples of foods from each group. Ask which 
of the foods are healthy.
•
Then ask for examples of unhealthy food (e.g., 
burgers, 
ice cream, cake, fries, cookies
) and point out that we 
shouldn’t eat these foods very often.
•
Elicit healthy dishes that students like and write them on 
the board. Ask volunteers to describe what’s in each dish 
(e.g., 
It has peppers, tomatoes, and pasta in it.
) and also 
say the names of the food groups of the ingredients, if 
they can.