1. Download the files suggested in the MED section and make copies for students. The copies for the second activity are cards that need to be cut beforehand.

2. Students are going to work on descriptions and identify clues in order to find out answers. Encourage students to enjoy the activities and feel like if they were playing a game where they have to use their imagination, ideas, and guesses.

3. Ask students to name a famous person ( singer, soccer player, etc.) and pretend you don't know who that is (chances are that you actually don't know who that is) so ask students to describe the person, not only physically.

4. Distribute the worksheet and ask students what they are going to work with (famous people) using clues. Recommend students to read carefully and try to get meaning from context when either reading or listening to descriptions.

5. Ask students to choose three well-known famous people and write their names. Tell students nobody can see their answers since the activity is to make guesses based on certain clues in order to find out who the people are.

6. Continue with the description of each person using the prompts. You may want to go over the concepts and clarify doubts.

7. Ask students to work in pairs or groups of three and describe their famous people for them to guess.

8. Monitor and make sure students are participating and using English in the activity.

9. Continue with the next question, “Pick a famous person you’d like to be friends with. Why?” and ask students to discuss it in their groups. This is a good opportunity to monitor students and see if they know how to express reasons and /or justify them.

10. Finally, ask students to pick another famous person they like, answer the given questions, and share them in pairs.

11. Discuss with students how easy/difficult was to get the answer by guessing using the clues.

12.Explain that they are going to work with a partner as a team and that they have ten minutes to ask questions to elicit as many words on their worksheet as possible.

13. Divide the students into pairs (A and B) and distribute the worksheets.

14. Tell the students not to show their partner the worksheet. Give the students time to go through the words on their sheet and think of some possible questions. When everyone is ready, give the students a ten-minute time limit and let them begin the activity.

15. Student A asks questions to their partner to elicit as many words from the box on their worksheet as possible.

16. When Student B says a word from the worksheet, Student A puts a tick next to the word. If Student B cannot guess the word after a few questions, Student A puts a cross. After ten minutes, the students stop and swap roles.

17. The process is then repeated with Student B asking the questions. When everyone has finished, pairs add up their points.

18. The pair with the highest combined score wins the game. As an extension, pairs can play against each other. In pairs, students write a new set of words, according to criteria set by you. Students then follow the same procedure as above.

1. Download the file for the second activity suggested in the MED section and make copies for students. For the first activity, you don't need any preparation and the instructions will be given in the next section of the session.

2. In this session, students are going to work with a couple of exercises about questions, but the exercise goes beyond the grammar-based approach. We want students to activate their critical thinking and process information.

3. Divide the students into pairs (A and B) and give each student a corresponding part of the worksheet. Tell the students not to show their worksheets to each other

4. Student A starts by reading the first answer on their worksheet to Student B. Student B listens and tries to guess the question which is on Student A’s worksheet in brackets.

5. If Student B guesses incorrectly, they keep trying until they manage to guess the question. Student B then reads out their first answer and Student A tries to guess the question.

6. The students continue taking it in turns to read out answers until all the questions have been guessed.

7. Alternatively, you can make the activity more competitive by giving out the Student A worksheet first. Student B then races to guess all the questions in the fastest possible time. Afterward, give out the Student B worksheet, and Student A races to complete all the questions as fast as possible. The student who completes all the questions in the fastest time.

8. Talk to students about how they felt guessing questions.

9. Write on the board ‘Pizza and hamburgers’ and tell students this is the answer to a question you overheard in the cafetería but you have no idea what the possible question could be. This answer was given by a student.

10. Write down all the possible questions students give and take the opportunity to review the question form as well.

11. Distribute the worksheet and ask students to work individually on the questions. Set a time limit.

12. When time is up, ask students to swap worksheets with other students and write the questions this person is missing.

13. Check answers with the class by choosing students at random to share their answers while the rest of the class keeps track of the many different and possible questions for an answer.

14. Give students for homework to ask questions for the following, 

a) 7:30 pm / b) chocolate c) Not very often, on Saturdays only d) of course, I do!  e) about 40 kilos