Efl guess What! Teacher's Book 6 Grade 6

Pedro: 
Oh – OK then!
2 Listen and repeat. Then match.
•
Play the recording. Students repeat and point.
•
Play the recording again. Students say each letter and 
read the label aloud.
Key: 
1
j 
2
h 
3
d 
4
c 
5
i 
6
f 
7
b 
8
e a 
1
0
g
CD2:
33
•
1
wind power 
2
solar power 
3
gas 
4
electricity 
5
water
6
paper 
7
cardboard 
8
glass aluminum 
1
0
plastic
3 Listen and say 
good
 or 
bad for the environment
. 
Then practice.
•
Play the recording, pausing for students to guess.
•
Students practice in pairs as in the example.
Key: 
2
Good. 
3
Bad. 
4
Good. 
5
Good. 
6
Good. 
7
Good.
8
Bad. Good. 
1
0
Good.
CD2:34
1
 
We use solar power in our house.
2 
I always turn off my computer at night.
3 
I never recycle aluminum. I throw it away.
4 
I never take a bath. I always take a shower.
5 
I don’t recycle cardboard, but I use it. I make 
sculptures with it.
6 
I always recycle our bottles and glass.
7 
My grandmother lives near a wind farm. She uses 
wind power.
8 
I sometimes recycle plastic, but I usually throw it away.
 
We don’t use gas for cooking – we have a solar oven!
1
0 
We always recycle our paper.
4 What do you do for the environment at home? 
Ask and answer.
•
Students work in pairs to ask and answer.
Workbook page 56
1
Read and write the words. Then number 
the pictures.
•
Students write the words and number the pictures.
Key: 
2
electricity 
3
cardboard 
4
water 
5
aluminum
6
glass 
a
5 
c
4 
d
2 
e
6 
f
3
2 Read and correct the underlined words.
•
Students write the correct word on the right.
Key: 
2
solar power 
3
glass 
4
wind power 
5
plastic
3 What do you use that’s made of plastic? 
What do you use that’s made of aluminum?
•
Students complete the sentences about items they use.
My picture dictionary 
➔
 Go to page 0: 
Write the new words.
•
Students write the new words under the correct pictures.
Ending the lesson
•
Play 
Anagrams
(see page xiv).
Extra activities:
see page TB
11
8 (if time)
Unit 6
TB70

---

Lesson aims
Students talk about what we should 
and shouldn’t do to help the environment. They also 
practice recognizing and producing the sound 
/ər/
.
New language
We should use wind 
and solar power. We shouldn’t use a lot of 
electricity.
|
suggestion box, instead of
Recycled language
energy and materials, 
Let’s … , help, the environment, use, a lot of, 
throw away, trash, recycle, take a shower/bath, turn 
off, at night, go by car, walk, cycle
Materials
CD2 
|
Word cards: see page TB
1
08 
|
Photographs of environmental damage / damaging 
behavior, e.g., trash next to a road / in a street, plastic 
and other materials in a trash can or at a dump (not 
being recycled), a polar bear on an ice floe, someone 
wasting water, someone using lots of electrical 
devices at the same time (wastefully)
Warmer
•
Play 
Elimination
(see page xv) with the word cards.
Presentation
•
Show photographs of damage to the environment and/
or people acting irresponsibly toward the environment. 
Elicit sentences with 
bad for
, e.g., 
Throwing trash away 
in the street is bad for the environment. Using too much 
electricity is bad for the environment. 
After each example, 
make sentences with 
should/shouldn’t
, encouraging 
students to help you, e.g., 
We shouldn’t throw trash away 
in the street. We should put it … 
(
in the trash can
)
.
Student’s Book page 7
1
5 Read and listen.
•
Point to the main photograph and present the phrase 
suggestion box
. Ask 
What’s it for?
Elicit/Explain that 
people can write suggestions and put them in the box, 
usually without writing their name. Ask where you 
usually find a suggestion box (in places where people 
want responses from the public/employees about their 
service or company, e.g., in restaurants, offices). Ask 
students if they or their parents have ever posted a 
suggestion in a suggestion box or if they’ve filled in
an anonymous questionnaire (e.g., in a restaurant).
•
Ask 
What are the suggestions in this box about?
(
Helping the environment.
)
•
Play the recording while students read and listen. Ask 
students which of the suggestions they think are the 
most important and why.
•
Play the recording again and ask students to follow and 
raise their hands when they find 
should 
or 
shouldn’t
. 
Pause after each example and elicit the meaning of 
the sentence.