I do not agree that the dog in a manger has the final right to the manger even though he may have lain there for a very long time. I do not admit that right. I do not admit for instance, that a great wrong has been done to the Red Indians of America or the black people of Australia. I do not admit that a wrong has been done to these people by the fact that a stronger race, a higher-grade race, a more worldly wise race to put it that way, has come in and taken their place.

Winston Churchill (1874-1965)

To the Peel Commission, 1937

Find My Number

Choice Card: Find My Number
Speaking quckly, logical guessing
children and up
2 minutes max
Class Size:
any (pairs)
Energy Level:
Timer (perhaps pencil and paper)



Players find a partner. One chooses a number between one and a hundred. The second has 30 seconds to find the number by asking be questions - is it bigger than 50, smaller than 30 etc. The first player answers, yes it is, no it isn't.. When time is up the questioner makes a guess.. Players then switch roles.


Go for a bigger number range or choose a date, preferably one with historical significance. With a more difficult challenge extend the questioning time to a minute.

Another way is for the answerer to give extra information by using intonation and stress in their answer. An emphatic "No" can tell the questioner they are far off target, a positive "yes" that they are very close. The ability to use stress to convey iinformation is an important skill to acquire and often elusive for Japanese learners of English.


This kind of activity lays the groundwork for twenty questions. Inexperienced players need to learn how to make narrowing questions rather than guessing wildly. With very young players it may be best to get them to write their number down - partly so that they don't change it and partly to help them remember it.