4. Part 2.0: Target Language Activity 2.1: Context Creation
.
time ?
It’s twelve thirty
What is it
5. What time is it?
Part 2.0: Target Language Activity 2.1: Context Creation
5:00
10:15
3:30
6:15
.
.
It’s five o’clock
It’s three thirty
/It’s half past three
.
.
It’s ten fifteen
/It’s quarter after ten
It’s six fifteen
/It’s quarter after six
6. Part 2.0: Target Language Activity 2.1: Concept Check
Is it to or past?
?
It’s quarter past three It’s quarter to four
It’s quarter to three
Is it quarter to or quarter past three? Is it quarter to or quarter past four ?
1-30 minutes = past/after
31-59 minutes = to
Is it quarter to or quarter past three?
11. Part 2.0: Target Language Activity 2.1: Extension
7:30 9:45 4:45 1:15 8:30 10:00
Where are you at
8:00?
I’m at 8:00.
at home
12. Part 2.0: Target Language Activity 2.1: Feedback
Student 1
Great job!
Well done
Good try
More practice
Student 2
Great job!
Well done
Good try
More practice
Student 3
Great job!
Well done
Good try
More practice
Student 4
Great job!
Well done
Good try
More practice
Feedback
13. Part 2.0: Target Language Activity 2.2: Context Creation
How many?
What are they?
What color are they?
.
.
.
They’re cars
They’re yellow
Two yellow cars
14. Part 2.0: Target Language Activity 2.2: Concept Check
What is it?
What color is it?
.
.
.
It’s a bag
It’s a blue bag
One blue bag
How many?
19. Part 2.0: Target Language Activity 2.2: Feedback
Student 1
Great job!
Well done
Good try
More practice
Student 2
Great job!
Well done
Good try
More practice
Student 3
Great job!
Well done
Good try
More practice
Student 4
Great job!
Well done
Good try
More practice
Feedback
20. Part 3.0: Target Structures
.
.
What color?
What color?
Activity 3.1: Context Creation
The egg is white
The eggs are white
21. .
.
Part 3.0: Target Structures
This egg is small
Activity 3.1: Context Creation
This egg is big
22. .
.
Part 3.0: Target Structures
The eggs are big
Activity 3.1: Concept Check
The eggs are small
25. Part 3.0: Target Structures Activity 3.1: Feedback
Student 1
Great job!
Well done
Good try
More practice
Student 2
Great job!
Well done
Good try
More practice
Student 3
Great job!
Well done
Good try
More practice
Student 4
Great job!
Well done
Good try
More practice
Feedback
26. Part 4.0: Communication Activity 4.1: Context Creation
Shopping List Cost
1. Three white eggs $2.00
2. Two cans of coffee $6.00
3. One can of black beans $2.00
4. One green pepper $2.00
5. One pizza $5.00
6. Six donuts $4.00
7. One yellow toothbrush $2.00
8. Three blue pens $1.00
9. Two red apples $2.00
How many ?
How much ?
27. Part 4.0: Communication Activity 4.1: Practice
Shopping List Cost
1. Three pizzas ?
2. Four donuts ?
3. One blue toothbrush ?
4. Two red pens ?
$5.00
$2.00
$1.00
How much ?
How many ?
Student A Student B
$2.00
28. Part 4.0: Communication Activity 4.1: Practice
Shopping List Cost
1. Two cans of red beans ?
2. One bag of coffee beans ?
3. Four red apples ?
4. Six red peppers ?
How much ?
$1.00
$2.00
$1.00
$6.00
Student A Student B
How many ?
29. Part 4.0: Communication Activity 4.1: Practice
Shopping List Cost
1. Four white eggs ?
2. One green lettuce ?
3. Two cans of soup ?
4. Two sandwiches ?
How many ?
$2.00 $4.00
$2.00
$1.00
Student C Student D
How much ?
30. Part 4.0: Communication Activity 4.1: Practice
Shopping List Cost
1. Six cookies ?
2. One box of orange juice ?
3. Two cups of coffee ?
4. Six red tomatoes ?
How much ?
$3.00
$2.00
$1.00
$2.00
Student C Student D
How many ?
31. Part 4.0: Communication Activity 4.1: Feedback
Great job! Well done Good try
Need more
practice
Student
1
Range: How well you produce a range of language
Accuracy: How often you make mistakes
Quality of interaction: How well you ask and answer questions
Fluency and Spoken Production: How clearly you present ideas
Student
2
Range: How well you produce a range of language
Accuracy: How often you make mistakes
Quality of interaction: How well you ask and answer questions
Fluency and Spoken Production: How clearly you present ideas
Student
3
Range: How well you produce a range of language
Accuracy: How often you make mistakes
Quality of interaction: How well you ask and answer questions
Fluency and Spoken Production: How clearly you present ideas
Student
4
Range: How well you produce a range of language
Accuracy: How often you make mistakes
Quality of interaction: How well you ask and answer questions
Fluency and Spoken Production: How clearly you present ideas
32. Part 4.0: Communication Activity 4.2: Context Creation
. .
In London It’s at 3:30
Where is John next
Monday?
What time is his
meeting in London?
34. Part 4.0: Communication Activity 4.2: Feedback
Great job! Well done Good try
Need more
practice
Student
1
Range: How well you produce a range of language
Accuracy: How often you make mistakes
Quality of interaction: How well you ask and answer questions
Fluency and Spoken Production: How clearly you present ideas
Student
2
Range: How well you produce a range of language
Accuracy: How often you make mistakes
Quality of interaction: How well you ask and answer questions
Fluency and Spoken Production: How clearly you present ideas
Student
3
Range: How well you produce a range of language
Accuracy: How often you make mistakes
Quality of interaction: How well you ask and answer questions
Fluency and Spoken Production: How clearly you present ideas
Student
4
Range: How well you produce a range of language
Accuracy: How often you make mistakes
Quality of interaction: How well you ask and answer questions
Fluency and Spoken Production: How clearly you present ideas
35. Encounter 5 Overall Feedback
Great job! Well done Good try
Need more
practice
Activity 2.1: What Time Is It?
Activity 2.2: Everyday Objects
Activity 3.1: Describing Things
Activity 4.1: Shopping Lists
Activity 4.2: John’s Meetings
Student
1
Feedback
36. Encounter 5 Overall Feedback
Great job! Well done Good try
Need more
practice
Activity 2.1: What Time Is It?
Activity 2.2: Everyday Objects
Activity 3.1: Describing Things
Activity 4.1: Shopping Lists
Activity 4.2: John’s Meetings
Student
2
Feedback
37. Encounter 5 Overall Feedback
Great job! Well done Good try
Need more
practice
Activity 2.1: What Time Is It?
Activity 2.2: Everyday Objects
Activity 3.1: Describing Things
Activity 4.1: Shopping Lists
Activity 4.2: John’s Meetings
Student
3
Feedback
38. Encounter 5 Overall Feedback
Great job! Well done Good try
Need more
practice
Activity 2.1: What Time Is It?
Activity 2.2: Everyday Objects
Activity 3.1: Describing Things
Activity 4.1: Shopping Lists
Activity 4.2: John’s Meetings
Student
4
Feedback
40. Thank you for coming. We hope you enjoyed the class.
Don’t forget
to leave feedback!
Teacher
Class was fun
Instructions were clear
ENCOUNTER 5
REVIEW STUDENT PROGRESS
Check if this is a Student’s first Encounter. If it is, plan time to welcome the Student.
For the other Students, check for last Encounter attendance.
Check for last Speaking Center attendance and time spent.
Check that Lesson 3 has been completed.
Prepare general comments on Student attendance, study habits, and overall progress.
VIDEO SUMMARY
Shen and Benny make a shopping list of food items for the apartment and discuss the quantities needed and how much each item costs. Later, while watching TV, Benny orders some colorful towels from an infomercial. Sofi and Danielle make a delivery order list of food for the restaurant and also discuss the quantities and cost. Diego serves some international customers who want to pay with other currencies. Khae and Aanya find an old lunch bag in Khae’s desk and Todd, not realizing that it’s old, buys the sandwich from Khae. While in a meeting later with Marco, Todd feels sick.
VOCABULARY OBJECTIVES
Can name a few very common everyday objects (bean; clock; dollar; egg; toast.)
Can name the most basic colors (black; blue; green; purple; red; white; yellow)
Can use basic language related to telling the time (half; minute; noon; o'clock; past; quarter; thirty)
GRAMMAR OBJECTIVES
Can understand basic agreement between nouns and verbs (Shen is my roommate.)
Can form plural regular nouns (Three peppers.)
SPEAKING OBJECTIVES
Can handle simple numbers, quantities, cost, and time (Eight donuts.)
Can indicate time by such phrases as next week, last Friday, in November, three o'clock (It’s from yesterday.)
INSTRUCTIONS
This is a warm-up activity and should not be assessed.
Introduce yourself to the Students. Then ask each individual Student what his/her name is. Tell the Students:
Hello. My name’s _______. What’s your name?
Sample Responses: My name’s _______./My name is _______.
TEACHING TIPS
Ask the Students about their study habits. (i.e. “Have you finished your Speaking Center Lessons? How about your Student Manual or Digital Book?”)
Check for IT issues.
1.1 Introductions (5 min)
Allow five minutes for this slide.
OBJECTIVE
To help the Students relax and start thinking in English
INSTRUCTIONS
#1. Ask the Students, “What words do you know starting with H?”
#2. Encourage the Students to answer.
#3. Continue through the remaining letters, asking the Students, “What words do you know starting with [letter]?”
ANSWER KEY (Sample Answers)
H - Hi, hello, him, her, have
B - Bread
L - Lettuce
S - Sofa
T - Television
P - Phone
C - Car
2.1 What Time is It? (10 min)
Allow one minute for this slide.
OBJECTIVE
Can use basic language related to telling the time (half; minute; noon; o'clock; past; quarter; thirty)
INSTRUCTIONS
Draw the Students’ attention to the image of the clock.
#1. Encourage the Students to complete the sentence. [______ time ____ ?]
#2. Reveal the question. [What time is it?]
#3. Encourage the Students to answer the question.
#4. Reveal the response. [It’s twelve thirty.]
TEACHING TIPS
Elicit a variety of the target vocabulary.
Elicit from each Student.
It helps to board elicited language.
2.1 What Time is It?
Allow one minute for this slide.
INSTRUCTIONS
#1. Draw the Students’ attention to the time on the slide. [5:00] Ask the Students, “What time is it?”
#2. Encourage the Students to answer.
#3. Reveal the response. [It’s five o’clock.]
#4. Draw the Students’ attention to the time on the slide. [3:30] Ask the Students, “What time is it?”
#5. Encourage the Students to answer.
#6. Reveal the response. [It’s three thirty./It’s half past three.]
#7. Draw the Students’ attention to the time on the slide. [10:15] Ask the Students, “What time is it?”
#8. Encourage the Students to answer.
#9. Reveal the response. [It’s ten fifteen/It’s quarter after ten.]
#10. Draw the Students’ attention to the time on the slide. [6:15] Ask the Students, “What time is it?”
#11. Encourage the Students to answer.
#12. Reveal the response. [It’s six fifteen/It’s quarter after six.]
TEACHING TIP
Elicit target language from each Student.
2.1 What Time is It?
Allow one minute for this slide.
INSTRUCTIONS
#1. Read the question to the class. [Is it to or past?]
#2. Draw the Student’s attention to the to/past illustration at the top of slide.
#3. Click to reveal the first concept check question [Is it quarter to or quarter past three?]
#4. Encourage the Students to answer.
#5. Click to reveal the answer. [It’s quarter past three]
#6. Click to reveal the next question. [Is it quarter to or quarter past three?]
#7. Encourage the Students to answer.
#8. Click to reveal the answer. [It’s quarter to three]
#9. Click to reveal the next question. [Is it quarter to or quarter past four?]
#10. Encourage the Students to answer.
#11. Click to reveal the answer. [It’s quarter to four]
ANSWER KEY (Sample Answers)
I go to work at 7:00.
I wake up at 6:00.
I go to bed at 10:00.
TEACHING TIP
Elicit target language from each Student.
2.1 What Time is It?
Allow two minutes for this slide.
INSTRUCTIONS
Put the Students into A/B and C/D pairs.
Have Students A and B take turns choosing and image and asking and answering what time it is. For example,
A: Picture 1. What time it?
B: It’s three o’clock.
2.1 What Time is It?
Allow two minutes for this slide.
INSTRUCTIONS
Have Students A and B continue asking and answering what time it is.
2.1 What Time is It?
Allow two minutes for this slide.
INSTRUCTIONS
Now have Students C and D ask and answer what time it is.
2.1 What Time is It?
Allow one minute for this slide.
INSTRUCTIONS
Have Students C and D continue asking and answering what time it is.
2.1 What Time is It?
Optional Extension
INSTRUCTIONS
Draw the Students’ attention to the question [Where are you at 8:00?]
#1. Encourage the Students to answer. [I’m _________ at 8:00.]
#2. Reveal the sample answer. [I’m at home at 8:00.]
#3. Divide the Students into pairs and tell the Students to ask questions about their location at these times. [7:30/9:45/4:45/1:15/8:30/10:00]
2.1 What Time is It?
FEEDBACK
Quickly give the Students feedback on the target language they just practiced.
Remind them of other resources they can take advantage of to improve their English:
Go to Wall Street World to practice grammar and vocabulary.
Review the Student Manual or Digital Book to study grammar and vocabulary.
Attend Complementary Classes to practice using grammar and vocabulary.
Join Social Clubs to practice speaking skills.
2.2 Everyday Objects (10 mins)
Allow one minute for this slide.
OBJECTIVES
Can name a few very common everyday objects (bean; clock; dollar; egg; toast.)
Can name the most basic colors (black; blue; green; purple; red; white; yellow)
Can handle simple numbers, quantities, cost, and time (Eight donuts.)
INSTRUCTIONS
Draw the Students’ attention to the image of the two yellow cars.
#1. Have a Student read the question. [What are they?]
#2. Encourage the Students to answer.
#3. Reveal the answer. [They’re cars.]
#4. Have a Student read the question. [What color are they?]
#5. Encourage the Students to answer.
#6. Reveal the answer. [They’re yellow.]
#7. Have a Student read the question. [How many?]
#8. Encourage the Students to answer.
#9. Reveal the answer. [Two yellow cars.]
TEACHING TIPS
Elicit a variety of the target vocabulary.
Elicit from each Student.
It helps to board elicited language.
2.2 Everyday Objects
Allow one minute for this slide.
INSTRUCTIONS
Draw the Students’ attention to the image of the blue bag.
#1. Have a Student read the question. [What is it?]
#2. Encourage the Students to answer.
#3. Reveal the answer. [It’s a bag.]
#4. Have a Student read the question. [What color is it?]
#5. Encourage the Students to answer.
#6. Reveal the answer. [It’s a blue bag.]
#7. Have a Student read the question. [How many?]
#8. Encourage the Students to answer.
#9. Reveal the answer. [One blue bag.]
TEACHING TIP
Elicit a variety of the target vocabulary.
2.2 Everyday Objects
Allow two minutes for this slide.
INSTRUCTIONS
Put the Students into A/B and C/D pairs.
Have Students A and B take turns asking and answering questions about the items on the screen.
ANSWER KEY
One white/black cell phone
One brown bag
TEACHING TIP
The Students have learned colors in both adjective positions after is/are and before the noun in Unit 5. If the Students are only using one type of adjective position, you could elicit the other adjective position responses by prompting the Students with different question formations.
Is the chair green?
Yes, the chair is green.
Is it a green chair?
Yes, it is a green chair.
2.2 Everyday Objects
Allow two minutes for this slide.
INSTRUCTIONS
Have Students A and B continue to take turns asking and answering questions about the items on the screen.
ANSWER KEY
One orange sofa
Two/Three purple towels
2.2 Everyday Objects
Allow two minutes for this slide.
INSTRUCTIONS
Have Students C and D take turns asking and answering questions about the items on the screen.
ANSWER KEY
One white egg
One black TV remote
2.2 Everyday Objects
Allow two minutes for this slide.
INSTRUCTIONS
Have Students C and D continue to take turns asking and answering questions about the items on the screen.
ANSWER KEY
One blue/white toothbrush
Three red peppers
2.2 Everyday Objects
FEEDBACK
Quickly give the Students feedback on the target language they just practiced.
Remind them of other resources they can take advantage of to improve their English:
Go to Wall Street World to practice grammar and vocabulary.
Review the Student Manual or Digital Book to study grammar and vocabulary.
Attend Complementary Classes to practice using grammar and vocabulary.
Join Social Clubs to practice speaking skills.
3.1 Describing Things (10 mins)
Allow one minute for this slide.
OBJECTIVES
Can understand basic agreement between nouns and verbs (Shen is my roommate.)
Can form plural regular nouns (Three peppers.)
INSTRUCTIONS
Draw the Students’ attention to the picture of the egg.
#1. Have a Student read the question. [What color?]
#2. Encourage the Students to answer.
#3. Reveal the answer. [The egg is white.]
#4. Draw the Students’ attention to the picture of the eggs.
#5. Have a Student read the question. [What color?]
#6. Encourage the Students to answer.
#7. Reveal the answer. [The eggs are white.]
TEACHING TIP
Elicit examples of the target structure(s).
Elicit from each Student.
It helps to board elicited language.
3.1 Describing Things
Allow one minute for this slide.
INSTRUCTIONS
#1. Draw the Students’ attention to the picture of the small egg.
#2. Elicit a descriptive sentence.
#3. Reveal the answer. [This egg is small.]
#4. Draw the Students’ attention to the picture of the big egg.
#5. Elicit a descriptive sentence.
#6. Reveal the answer. [This egg is big.]
TEACHING TIP
Elicit examples of the target structure(s).
3.1 Describing Things
Allow one minute for this slide.
INSTRUCTIONS
#1. Draw the Students’ attention to the picture of the big eggs.
#2. Elicit a descriptive sentence.
#3. Reveal the answer. [This eggs are big.]
#4. Draw the Students’ attention to the picture of the small eggs.
#5. Elicit a descriptive sentence.
#6. Reveal the answer. [The eggs are small.]
TEACHING TIP
Elicit examples of the target structure(s).
3.1 Describing Things
Allow four minutes for this slide.
INSTRUCTIONS
Put the Students into A/B and C/D pairs.
Have Students A and B take turns describing the pictures. For example,
The books are old.
ANSWER KEY
1. The books are old./They are old.
2. The glass is tall/big./It is tall/big.
3. They are Students.
4. The car is clean./It is clean.
5. He is a teacher.
6. The apples are disgusting/old./They are disgusting/old.
3.1 Describing Things
Allow three minutes for this slide.
INSTRUCTIONS
Now have Students C and D take turns describing the pictures.
ANSWER KEY
1. The box is small./It is small.
2. They are sandwiches.
3. The TV is new./It is new.
4. The coffee is hot.
5. She is a Student.
6. The shoes are dirty/old.
3.1 Describing Things (10 mins)
OBJECTIVES
Can understand basic agreement between nouns and verbs (The coffee is hot; The apples are red; It is old; etc.)
Can form plural regular nouns (cars; books; pens; classes; boys; lessons, etc.)
FEEDBACK
Quickly give the Students feedback on the target language they just practiced.
Remind them of other resources they can take advantage of to improve their English:
Go to Wall Street World to practice grammar and vocabulary.
Review the Student Manual or Digital Book to study grammar and vocabulary.
Attend Complementary Classes to practice using grammar and vocabulary.
Join Social Clubs to practice speaking skills.
4.1 Shopping Lists (10 min)
Allow two minutes for this slide.
OBJECTIVES
Can name a few very common everyday objects (bean; clock; dollar; egg; toast.)
Can form plural regular nouns (Three peppers.)
Can handle simple numbers, quantities, cost, and time (Eight donuts.)
INSTRUCTIONS
Draw the Students’ attention to the shopping list and ask, “What is on the shopping list?”
Elicit some of the items and their costs.
#1. Draw the Students’ attention to the questions on the screen. Elicit questions and answers from the Students about each item on the shopping list. For example,
A: How many eggs? B: Three brown eggs.
A: How much are they?
B: Two dollars.
TEACHING TIPS
Brainstorm/Elicit a variety of the target language, which will be used and assessed during the practice.
Elicit from each Student.
It helps to board elicited language.
4.1 Shopping Lists
Allow two minutes for this slide.
INSTRUCTIONS
Put the Students into A/B and C/D pairs.
Student A works in the store and must ask his/her partner how many of each thing s/he wants. Student B has a shopping list and must ask his/her partner how much the things on the list cost. For example,
Student A: How many pizzas?
Student B: Three pizzas. How much do they cost?
Student A: Five dollars.
4.1 Shopping Lists
Allow two minutes for this slide.
INSTRUCTIONS
Now have Students A and B change roles: Student B works in the store and must ask his/her partner how many of each thing s/he wants. Student A has a shopping list and must ask his/her partner how much the things on the list cost.
4.1 Shopping Lists
Allow two minutes for this slide.
INSTRUCTIONS
Now have Students C and D carry out the role-play. Student C works in the store and must ask his/her partner how many of each thing s/he wants. Student D has a shopping list and must ask his/her partner how much the things on the list cost.
4.1 Shopping Lists
Allow two minutes for this slide.
INSTRUCTIONS
Now have Students C and D change roles: Student D works in the store and must ask his/her partner how many of each thing s/he wants. Student C has a shopping list and must ask his/her partner how much the things on the list cost.
4.1 Shopping Lists
FEEDBACK
Quickly give the Students feedback on the target language they just practiced.
Remind them of other resources they can take advantage of to improve their English:
Go to Wall Street World to practice grammar and vocabulary.
Review the Student Manual or Digital Book to study grammar and vocabulary.
Attend Complementary Classes to practice using grammar and vocabulary.
Join Social Clubs to practice speaking skills.
4.2 John’s Meetings (10 min)
Allow one minute for this slide.
OBJECTIVES
Can use basic language related to telling the time (half; minute; noon; o'clock; past; quarter; thirty)
Can indicate time by such phrases as next week, last Friday, in November, three o'clock (It’s from yesterday.)
INSTRUCTIONS
Draw the Students’ attention to John’s appointment calendar.
#1. Ask the Students, “Where is John next Monday?”
#2. Encourage the Students to answer.
#3. Reveal the answer. [In London.]
#4. Ask the Students, “What time is his meeting in London?”
#5. Encourage the Students to answer.
#6. Reveal the answer. [It’s at 3:30/half past three.]
TEACHING TIP
Brainstorm/Elicit a variety of the target language, which will be used and assessed during the practice.
Elicit from each Student.
It helps to board elicited language.
4.2 John’s Meetings
Allow nine minutes for this slide.
INSTRUCTIONS
Put the Students into pairs. Have the Students ask and answer questions about the different meeting times. For example,
A: What time is John’s meeting in Germany?
B: The meeting in Germany is at noon.
4.2 John’s Meetings
FEEDBACK
Quickly give the Students feedback on the target language they just practiced.
Remind them of other resources they can take advantage of to improve their English:
Go to Wall Street World to practice grammar and vocabulary.
Review the Student Manual or Digital Book to study grammar and vocabulary.
Attend Complementary Classes to practice using grammar and vocabulary.
Join Social Clubs to practice speaking skills.
OVERALL FEEDBACK (3–5 mins)
Explain to the Students that you will now be giving them an overall assessment and recommendations. Use the following prompts to help you explain the assessment:
First, you did a really good job of…
The areas where you could use a little more practice are…
The language points I didn’t hear you use were...
As a result, I’d recommend that you… [continue on to Unit 65… work on (X, Y, Z ) and repeat Encounter 64].
Do you have any questions?
OVERALL FEEDBACK (3–5 mins)
Explain to the Students that you will now be giving them an overall assessment and recommendations. Use the following prompts to help you explain the assessment:
First, you did a really good job of…
The areas where you could use a little more practice are…
The language points I didn’t hear you use were...
As a result, I’d recommend that you… [continue on to Unit 65… work on (X, Y, Z ) and repeat Encounter 64].
Do you have any questions?
OVERALL FEEDBACK (3–5 mins)
Explain to the Students that you will now be giving them an overall assessment and recommendations. Use the following prompts to help you explain the assessment:
First, you did a really good job of…
The areas where you could use a little more practice are…
The language points I didn’t hear you use were...
As a result, I’d recommend that you… [continue on to Unit 65… work on (X, Y, Z ) and repeat Encounter 64].
Do you have any questions?
OVERALL FEEDBACK (3–5 mins)
Explain to the Students that you will now be giving them an overall assessment and recommendations. Use the following prompts to help you explain the assessment:
First, you did a really good job of…
The areas where you could use a little more practice are…
The language points I didn’t hear you use were...
As a result, I’d recommend that you… [continue on to Unit 65… work on (X, Y, Z ) and repeat Encounter 64].
Do you have any questions?
5.1 20 Questions (5 min)
Allow five minutes for this slide.
OBJECTIVE
• To review and practice target language from the Unit
INSTRUCTIONS
Tell one Student to think of something (a food, a thing, etc.).
Tell the other Students to ask questions to understand what the object is. For example,
A: Is it big?
B: No, it isn’t.
C: Is it blue?
B: Yes, it is.
Continue until the Students guess the mystery object successfully.
Repeat the game, with another Student choosing something for the other Students to ask about and guess.
