Taboo Words: Practice Definitions and Defining

Eva Čoupková, Czech Republic

Eva Čoupková has been a lecturer and assistant professor at Masaryk University Language Centre, Brno, Czech Republic, since 1997. She teaches Academic English and English for Specific Purposes for Mathematics students. She obtained her Ph.D. in 2003 from Palacký University in Olomouc for her dissertation on Gothic Novel and Drama as two related genres of English literature. E-mail: coupkova@sci.muni.cz.

Menu

Introduction
Procedure
Issues for consideration
Conclusion
Worksheet 1 – suggestions for mathematical classes
Worksheet 2 – suggestions for general English classes

Introduction

This activity is good for pairs or groups of three to four students. It includes speaking, definitions, and subject-specific vocabulary, and can be applied in lessons based on ESP or in general English classes. I use Taboo Words in my course English for Mathematicians attended by students of all branches of mathematics whose level of English is usually between B1 and B2 levels. As we teach both Academic English and subject-specific terminology, this activity is ideal as it nicely combines both of these approaches. Definitions are important from the structural and language perspectives – most Ss are able to recognize definitions but the structure and grammar patterns in English definitions are not clear to all of them. The lesson is both theoretical – making Ss aware of the patterns employed in definitions – and practical – Ss create their own definitions using the method of Taboo Words. The aim of the exercise is to practice definitions and defining in a creative and engaging way. Students can consolidate their knowledge of structure and grammar patterns and create their own original definitions that they share and discuss within their groups.

Level: Intermediate to advanced (B1–B2).
Time: Approximately 10–20 minutes.
Target structure: three parts of a definition – term to define, general class word, and characteristics, or synonyms.

Procedure

1. Lead-in. This activity should follow the general discussion of definition as a language function, its importance in science (it is necessary to give a precise meaning to a term), usual structure of a definition (term to define, general class word, characteristics), or typical grammar patterns used in definitions (relative clause, reduced relative clause, prepositional phrase, or infinitive phrase). Taboo Words usually follow the theoretical part discussed at the beginning of the lesson but this is not the only possible arrangement – Taboo Words can be used to revise key terms in any lesson throughout the course.
2. Introduce the idea of a taboo by asking questions like “do you know what a taboo is, what is prohibited in our (your) culture, who did research in this topic”, etc.
3. Give an example of a Taboo Word in a definition. For the students of mathematics, I use a triangle with four Taboo Words – angle, side, three, and vertex.
4. Encourage students to define a triangle not mentioning the Taboo Words. (Example for a triangle: it is a plane figure with more than two and less than four points connected by lines.)
5. Students work in pairs or groups of three or four. They get an envelope with four cards containing words to define and three or four words they are not supposed to use in their definitions. One card contains both terms to define and Taboo Words. One of the students chooses a card; the neighbor(s) should not see it. The first student tries to define the word so that the neighbors can guess what the word is. Then they switch. The teacher monitors the groups, helps weaker students, and may write down the best definitions.
6. If students like the activity and there are no time constraints, the pair or group can pass their envelope to another pair or group and use their Taboo Words. To be able to do this, the teacher needs to prepare several sets of cards with different terms and Taboo Words.
7. Extension. Students can try to suggest more examples of Taboo Words, or the teacher may introduce terms to define and the students think of suitable Taboo Words.

Issues for consideration

1. This activity can be employed as a revision of the specialist terms discussed in the previous lesson, or, with advanced classes, as a way of pre-teaching new vocabulary.
2. It is a good technique for practicing compensation strategies – if students do not remember the word they want to use, they think of a synonym or a description to get the message across.
3. Science students like it and it is fun for them, as they can play with definitions and be creative. It is a free practice unlike the theoretical controlled part dealing with the structure and grammar patterns in definitions.

Conclusion

I have been using Taboo Words for several semesters and, in most cases, it was a successful and enjoyable activity both for the students and their teacher. I believe it was mainly because this is a less controlled exercise involving free speaking in groups in which even shy students are able or willing to participate. Students like it as they can practice subject-specific vocabulary and try to address a concrete problem or task. You can download Worksheets with sample Taboo Words.

Worksheet 1 – suggestions for mathematical classes

Worksheet 2 – suggestions for general English classes

Please check the English Language Improvement for Teachers course at Pilgrims website.
Please check the English Language Improvement for Adults course at Pilgrims website.
Please check the Creative Methodology for the Classroom course at Pilgrims website.
Please check the Methodology & Language for Primary Teachers course at Pilgrims website.
Please check the Methodology & Language for Secondary Teachers course at Pilgrims website.