Subject-specific vocabulary is crucial for developing a deep and meaningful understanding of content. It enables us to engage effectively with the subject, enhances comprehension, and fosters clear and precise communication.
After a topic or unit, I encourage my students to actively engage with the vocabulary they’ve learned. I employ five distinct word-association games that prompt students to recall, describe, explain, listen, and verbalize the subject-specific terms. In my experience, these playful activities create a fun, safe, and low-stakes environment, boosting students’ confidence and willingness to participate.
While my examples are tailored to my subject (biology) and age group (high school), I believe these games can be adapted to other subjects and student ages, offering engaging methods to help students master vocabulary.
1. FROM A TO Z
How it works: In this engaging five-to-eight-minute activity, students collaborate in small groups (two to four) to generate a word related to the given topic for each alphabet letter.
For instance, if the topic is cells, “A” might be “apoptosis,” “B” might be “binary fission,” and “C” might be “cytoplasm,” continuing through to “Z.” It is common for students to encounter difficulty in finding a word for every letter, and sometimes, you might too. In such cases, offer support and encourage creativity or playful abstract thinking.
This activity serves as an excellent warm-up at the start of a lesson, especially one concluding a topic. I find it beneficial to keep the list visible and accessible throughout the lesson, allowing students to add to it as new ideas occur.
2. ARTICULATE
Inspired by the popular board game Articulate, this 10– to 20-minutete activity (duration varies based on class size) engages students in describing and defining key terms.
How it works: Prepare several cards, each containing four words related to a specific topic or subject and one silly or unrelated word. Students form teams of three or four. When it’s a team’s turn, one student from the team stands at the front.
The teacher hands this student a card, and the student must describe the words to their team without using the words themselves or any variations of them. Each team is allowed one free pass per round. Points are awarded based on the number of words the team guesses correctly within 30 seconds. Teams rotate, ensuring every student gets a turn.
3. JUST ONE
This 15-to-20-minute game aims to help students make connections between key vocabulary words. I played Just One with my family and later adapted it with subject-specific vocabulary cards for classroom use.
How it works: Prepare several cards, each with five words related to a unit, topic, or subject (often reusing those from the Articulate game). Groups of three to seven students participate. One student selects a number between one and five and then turns around to face away from their classmates.
The first card is shown to the remaining students, who each write down one word on a mini whiteboard that relates to the corresponding word on the card without consulting each other. For example, if the word is “muscle,” related words might be “movement,” “skeletal,” or “tissue.” The students reveal their words to the group, except for the first student.
If two or more students have written the same word, those words are erased (encouraging unique connections). The first student then turns around to view the remaining words and has one chance to guess the original word on the card.
This process repeats with a new student guessing and a new card until everyone has had at least one turn. To add a competitive element, set a target score. Each student has two turns for a group of five, aiming for a total score of 7 or more out of 10.
4. TELEPHONE PICTIONARY
This 20-to-30-minute game encourages students to use diagrams to explain key vocabulary.
How it works: Form groups of six to eight students, ideally seated in a circle. Each student receives a note card or piece of paper with a different phrase or term on it (examples include “human evolution,” “the kidneys,” and “cell membrane”).
Students have 30–45 seconds to sketch a picture representing the phrase or term. They then paperclip their sketch over the word so it isn’t visible to the next student. The picture is passed to the next student, who writes a phrase or term they believe was represented by the drawing on a new card or piece of paper. They cover the previous sketch with their own written guess. This process continues around the group, alternating between drawing and writing, until the cards return to the original student.
All students participate simultaneously, ensuring continuous engagement. Once the cycle is complete, the original student lays out all the cards, reveals the original phrase or term, and selects a winning contributor for their round—usually the most accurate or the funniest one.
MIND MELD
This quick, two-to-eight-minute game encourages students to verbalize and connect vocabulary words. It’s ideal for filling in a few spare minutes at the end of a lesson.
How it works: Students pair up, and on the count of three, each student says a word related to the given subject or unit. For instance, on the topic “cells,” one student might say “cellulose,” while the other might say “eukaryotic.”
On the next count of three, they simultaneously say another word they believe connects the two previous words. For example, one might say “plant,” and the other might say “cell wall.” This process continues until both students say the same word simultaneously. Words cannot be repeated at any point.
Frequently Asked Questions
What are the benefits of using vocabulary games in the classroom?
Vocabulary games enhance student engagement, reinforce subject-specific terms, and promote active learning. They provide a fun, interactive way to deepen understanding and retention of key concepts while also fostering collaboration and critical thinking.
Can these games be adapted for different subjects and age groups?
Yes, these games are highly adaptable. Although the examples provided are specific to biology and high school students, the structure of each game can be modified to suit various subjects and age groups by simply changing the vocabulary words and adjusting the difficulty level.
How do I prepare for these games?
Preparation involves creating word lists or cards related to your unit or topic. For games like “From A to Z” and “Articulate,” you must compile subject-specific terms. For “Just One” and “Telephone Pictionary,” you must prepare cards with phrases or terms. Minimal materials like paper, note cards, and mini whiteboards are required.
How do these games fit into a typical lesson plan?
These games can be integrated at various points in a lesson. “From A to Z” and “Mind Meld” work well as starter activities or lesson wrap-ups, providing quick, engaging ways to review vocabulary. “Articulate” and “Just One” can be used as mid-lesson activities to reinforce learning, while “Telephone Pictionary” offers a longer, more in-depth review.
What if students struggle to come up with words during the games?
Support your students by encouraging creativity and abstract thinking. If they get stuck, allow them to get playful or silly with their connections. Providing occasional hints or examples can also help keep the game moving and ensure all students feel confident participating.
Conclusion
Incorporating vocabulary games into your teaching practice effectively enhances student engagement and deepens content knowledge. These activities make learning fun and foster critical thinking, collaboration, and retention of key concepts. By adapting games like “From A to Z,” “Articulate,” “Just One,” “Telephone Pictionary,” and “Mind Meld,” educators can create dynamic and interactive classroom environments that cater to various subjects and age groups.
