CIRCUMLOCUTION
Activity Objective:
To be able to express words that the speaker does not know or has forgotten.
Procedure:
The students will watch the JET and JTE do an introduction to the lesson. The JET will
use circumlocution to get the JTE to say words the JET is thinking of, without the JET
saying the actual words.
The students will listen to the JET’s descriptions and write down what they think the
JET is trying to say.
The JET will issue three English words to the students for practicing circumlocution.
The students will write circumlocutions on these three words based on English they
already know, and the examples they have been given so far.
Circumlocution is a conversational tool, so the real application is in speaking and
conversation. By now the students have been exposed to some examples and techniques
to try it themselves. In pairs, each student will stand and try to express a list of words
to their partner, without saying the word itself. Their partner has to guess the correct
word. After each pair has successfully managed to complete their word lists, they may
sit down. There are 2 rounds to this activity. There are 2 word lists per student (so 4
per pair), one word list per student, per round.
If time allows, any good ideas of circumlocution by students should be demonstrated
for the rest of the class to see and learn from.
Materials and Preparation:
2 page worksheet:
Page 1 has various examples of circumlocution; page 2 has blanks for a listening
exercise and a writing exercise.
The JET describes 5 different things (orange, Valentine's Day, a dog, March) using the
example methods on page 1. Students listen and write what they think the JET is trying
to say on page 2.
The JET assigns 3 words (elephant, sing, France) for the students to write their own
circumlocutions to test on the JET.
Word Lists (A, B, C, D):
These are lists of words on small strips on paper that the students will try to convey to
their paired partner, without saying that actual word. Lists A and B have 6 common
words each. Lists C and D have 9 intermediate words.
Each classroom will have designated ‘A’ and ‘B’ columns. ‘A’ columns are paired with ‘B’
columns.
There are 2 rounds. In the first round, A and B columns receive word lists A and B,
respectively.
In the second round, A and B columns receive word lists C and D, respectively.
Division of Labour for ALT and JTE:
The JET prepares the worksheet and word lists.
The JET and JTE do an introduction to the lesson. The class will eventually be paired
up, so the JET and JTE do examples of what is expected of each pair by the end of the
lesson. The JET will try to get the JTE to say the desired word, using a variety of
techniques of circumlocution. e.g. descriptions, lists, examples, opposites.
The JTE checks the students’ comprehension of what the lesson aim is. The JET and
JTE will walk around the classroom to help students write practice circumlocutions.
Circumlocution
Although students shouldn’t need new material to learn at this point, they might need
help in forming sentences.
When students do the circumlocution exercise in pairs, the JET and JTE will walk
around the classroom to check that students are using English, and not Japanese or
just gestures. Many students will resort to gestures, even if they do not mean to. JET
and JTE should listen for any particularly good ideas from students that can be shown
at the end of class so that other students can learn from them, too.
Suggestions and Advice:
Students tend to do well on the listening part of this activity. However, it is difficult
for them to think of their own ideas to express particular words. As a general rule,
expressing nouns tend to be easier than verbs. Before they start writing their own
ideas, give examples of how to describe verbs - e.g. which part of the body is used,
where is it usually done, when is it usually done, how is it usually done, etc.
Do not allow the use of dictionaries, or try to minimise it; the students should be using
English they already know. Since they will be doing this activity with another student,
they should both be able to understand each other.
Encourage the use of full sentences throughout the lesson, even if it is just simple
sentences. e.g. not just "long nose", but "it has a long nose."
Participation points are usually awarded to the top 4 quickest pairs (in a class of 20)
for finishing the circumlocution word lists. JET and JTE should be vigilant on the use
of English throughout the exercise.
For advanced level: allow the JTE give a difficult word in Japanese (something that the
students will not know the English for), and let them try to explain it to the ALT. The
JTE can confirm if the JET manages to get the right answer.
