Just a Minute! Fast Thinking, Fast Talking in ELD

By Denis Renshall-Smith, Middle School ELD

If you happen to walk past the ELD classroom and hear a bell ringing followed by loud protests of “Repetition!” or “Hesitation!”, don’t worry — chaos has not completely taken over. We are probably in the middle of Just a Minute!

Inspired by the classic British radio show of the same name, this has become one of our students’ favorite speaking activities. The challenge sounds simple enough: speak for one minute on a given topic without hesitation, deviation, or repetition. In reality, it is surprisingly difficult!

Topics are linked to learning from other classes and units of study, meaning students are revisiting important vocabulary and ideas from across the curriculum. One lesson might focus on scientific concepts, while another could involve literature, Social Studies, or current learning in English.

Here is where the lesson becomes especially competitive.

Students listen carefully while one classmate speaks. If they think the speaker hesitates, goes off-topic, or repeats a word or idea too much, they can ring the bell and challenge them. If the challenge is successful, the challenger earns points and takes over the topic — continuing exactly where the previous speaker stopped.

Sometimes this creates dramatic moments. A student may only have 15 seconds left on the clock to hold their nerve and score the “big points,” while classmates eagerly listen for any mistake that might give them a chance to jump in.

Reaching the full minute is actually quite rare — which, strangely enough, makes students enjoy it even more. There is always the feeling that this time they might finally do it. The challenge, the pace, and the unpredictability mean even reluctant speakers often find themselves eager to have another go.

Although students see it as a game (and they absolutely love the competitive spirit), there is a lot of language learning taking place underneath the surface. For ELD students especially, the activity develops speaking fluency, confidence, and quick thinking. Because repetition is not allowed, students are constantly searching for synonyms and alternative ways to express ideas — a surprisingly creative process that stretches vocabulary and encourages flexible thinking.

What I enjoy most is seeing students surprise themselves. Students who begin by saying, “I could never do a minute!” often realize they can say far more than they expected when given the chance to think aloud and take risks with language.

Most importantly, students are talking — a lot. And in language learning, meaningful talk matters.