Practising sports vocab with Guess Who?

Guess Who sports

On the Facebook group ‘Global Innovative Language Teachers’, someone recently posted a link to this brilliant set of ‘extra’ Guess Who characters. In fact, it’s so brilliant that I’m using it with the primary school-aged children I teach this week and I thought I’d write a quick blog post about how I’m using the game to practise sports vocab and physical descriptions.

Lesson plan – sports and physical descriptions

  1. Introduce/revise sports and physical description vocabulary. You could do a crossword, wordsearch, whole-class activity on the board, use, translation tasks… the possibilities here are endless! I’m using these sports ‘loop cards’ from twinkl. You can find a good list of sports-related vocab in my French, German and Spanish Technology and Free-time vocab and grammar booklets, and I’ve also put a lot of French, German and Spanish vocab on
  2. Students can play Guess Who in pairs, or it can be a whole class team game. Person/team A picks a character that the other person/team must guess. Person/team B must not know the identity of person/team A’s character. Once they’ve guessed the right character, they switch. Here are some important rules:
    • Person/team A picks a character, for example ‘Michelle’. Person/team B is only allowed to ask yes/no questions in the TL to work out which character person/team A has.

  • Person/team B could ask ‘are you playing tennis?’, to which person/team A would say “no”. Person/team B would then cross out all of the tennis players, as the character can’t be a tennis player.
  • They could ask “are you female?”, to which person/team A would say “yes”. Person/team B would then cross out all of the male characters, as the correct character isn’t male.
  • It’s important to be able to cross out the wrong characters as you go along, to narrow it down to the right answer.
  • You can either limit the number of questions, or let the students ask as many questions as they need until they have got the right character.
  • Students shouldn’t ask “are you Michelle?” until they are pretty sure they have got the right answer, otherwise they just go through the names and don’t practise the sports/physical description vocab.

3. Continue the lesson with follow-up activities such as a writing task to describe some of the people, a reading task based around the vocabulary or a role-play activity on sports and facourite activities. Find ideas for new GCSE-style questions on sports and other activities in French, German and Spanish on this website.

I’m really looking forward to playing this game with my students! Let me know if you have a go and how you get on!

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