This simple classroom activity allows students to review vocabulary while practicing grammar, writing and speaking, learning teamwork, and cooperating with each other.

To enliven vocabulary review sessions, here is a simple classroom strategy that allows students to practice writing, grammar, speaking and listening while learning new words. As they perform this activity, pairs engage in teamwork and cooperation in addition to entertaining their classmates. Conversation, one of our most basic human functions, becomes a powerful teaching tool.

The Assignment

To begin, do a brief review of the vocabulary you want them to learn. These should be words that you have covered prior to this session. Describe any nuances, connotations, or multiple meanings that you want them to remember.

Next, break the class into pairs. Give each pair a word, and tell them that they are going to write a short conversation ABOUT the word without ever using the word itself or any of its closest synonyms. Emphasize the need for secrecy; they are not to let any other pair know which word they’ve been given.

Modeling an Example

Some of them might look confused at this point, but don’t be alarmed. Choose one of their unassigned vocabulary words to use as a demonstration, and write a brief conversation on the board. For example, if the word is “garrulous,” it might look like this:

A: You look kind of tired.

B: I was up late last night.

A: Oh yeah? Why so late?

B: It’s my uncle. Once he starts talking, that’s it. He didn’t stop until four in the morning.

A: Is he always like that?

B: The only time he’s ever silent is when he’s sleeping. Actually, I’m not too sure about that, either.

The word “garrulous” is nowhere to be seen, but the meaning is implicit. Have the students guess which word you picked, which they should be able to do without difficulty. After you’ve answered any questions they may have, let them get started on their own conversations. For about the first ten minutes, leave them to their own devices as you patrol the room in your best professional manner.

Different pairs will work at different paces, and for some, lightning may take some time to strike.

When ten minutes have passed, ask to look at what they’ve got so far. This will give you a sense of whether they actually understand the word they’ve been given or have gone off in some unrelated direction. Correct them as needed.

In-Class Performance

Once they’ve written out their entire conversations, check for accurate spelling and grammar. Then have them read their creations aloud in front of the class, while the other students attempt to guess which word is being presented. Depending on who’s in the class, this part of the process can be quite funny.

Some shyer students may resist public speaking, but usually the advantage of presenting as a pair outweighs such considerations.

This tool is a great way to explore the magic of words while creating a sense of play and teamwork in your classroom. Try it the next time you need to review new vocabulary; you’ll enjoy watching the result.