Guess Who? Intro

Grade Level

Grade 6 (11–12 years old)

Duration

60 minutes

Class Size

25 students

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Unit

Who Am I? Language Fun (Lesson 1 of 6)

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Learning Context

This lesson is designed to introduce students to the game "Guess Who?" as a playful way to practise vocabulary related to physical characteristics and accessories, and to develop their questioning abilities using open and closed questions. The activities are aligned with the Quebec Education Program for English Language Arts focusing on oral communication, vocabulary development, and interaction skills.

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Quebec Curriculum References

Competency 1 — Uses oral communication to interact and express oneself

• CE1: Understand the purpose of communication and adjust language accordingly for interaction
• CE2: Recognize and use appropriate questioning techniques for gathering information
• Targeted Ability: Formulate and answer questions using open or closed structures to exchange information

Basic Learning Content (BLC) —

• Describe people and objects using relevant vocabulary (colour, hairstyle, accessories)
• Use simple sentence structures and interrogative forms in oral exchanges
• Understand and produce questions that elicit yes/no and descriptive answers

Cross-Curricular Competencies

• Problem Solving: Use language creatively to narrow down possibilities in "Guess Who?"
• Collaboration: Work effectively in pairs or groups during gameplay and discussions

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify and use vocabulary related to physical characteristics (colour, hairstyle, accessories) appropriate to their level.
2. Distinguish between open and closed questions with examples.
3. Apply questioning strategies to play "Guess Who?" cooperatively.
4. Demonstrate listening and speaking skills in a group setting through game interaction and discussion.

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Materials Needed

• Class set of "Guess Who?" game boards (5 sets, shared by groups)
• Flashcards with vocabulary images (e.g., hair styles, colours, accessories)
• Whiteboard and markers
• Chart paper for vocabulary lists and question types
• Student notebooks

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Lesson Procedures

1. Warm-Up & Introduction (10 minutes)

• Greet the class and introduce the unit "Who Am I? Language Fun".
• Activate prior knowledge: Ask students to describe a friend or family member’s physical appearance briefly. Write key vocabulary on the board (colour, hair style, accessories).
• Introduce the game "Guess Who?" briefly: Explain that in this unit they will use this game to develop their language skills.

2. Explaining Rules & Principles (10 minutes)

• Present the rules of "Guess Who?" clearly and visually on chart paper:
  • Players take turns asking questions to identify a mystery person.
  • Questions must be about the characteristics of the character (e.g., “Does your person have blonde hair?”).
• Introduce open vs. closed questions:
  • Closed questions: Yes/No answers (e.g., “Is your person wearing glasses?”)
  • Open questions: Require more detailed answers (e.g., “What colour is your person’s hair?”)
• Use student volunteers to create examples on the board.

3. Group Vocab Building Activity (10 minutes)

• Divide the class into small groups (5 groups of 5 students).
• Distribute vocabulary flashcards. Each group categorizes vocabulary into colour, hairstyle, accessories, and practises pronouncing words.
• Groups share one or two words per category with the class.

4. Guided Gameplay & Question Practice (20 minutes)

• Organize groups to play "Guess Who?" with their boards.
• In pairs within each group, students take turns asking closed questions first to narrow down choices.
• Then encourage an open question at the end of their turn to practice more detailed language.
• Circulate to support students, prompt with questions, and monitor correct use of vocabulary and question types.

5. Class Discussion and Reflection (8 minutes)

• Regroup as a class. Facilitate a discussion:
  • What types of questions helped you guess correctly?
  • How did using colour, hairstyle, or accessories help?
  • Which questions were easier or harder to ask? Why?
• Emphasize the importance of listening carefully to answers.
• Write insights on chart paper for future lessons.

6. Wrap-Up & Homework Assignment (2 minutes)

• Assign a reflection journal: Write 3 new vocabulary words learned and a closed question they could ask in the next lesson.
• Briefly preview the next lesson focus: More advanced questioning strategies.

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Assessment

• Formative Assessment:
  • Observation during group activities and gameplay for correct use of vocabulary and question types.
  • Monitor student participation and ability to formulate questions fitting vocabulary categories.
• Summative Preparation:
  • Reflection journal entry to check vocabulary acquisition and question construction.

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Differentiation Strategies

• Provide vocabulary word banks or bilingual flashcards for ELL or struggling students.
• Pair stronger language students with peers who may require more guidance.
• Use gestures and images extensively to support understanding.

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Teacher Notes

• Reinforce the social nature of language learning: encourage respect and attentive listening during game turns.
• Encourage creativity in phrasing questions beyond the typical formula, maintaining language accuracy but allowing flexibility.
• Consider recording exemplary student questions for playback in future lessons as peer models.

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This lesson plan provides an immersive, interactive experience that integrates Quebec curriculum language competencies with fun, student-centred practice in authentic speaking and listening tasks. It builds foundational skills crucial for oral interaction in English while fostering cooperation and problem-solving through the familiar game "Guess Who?".