Incorporating vocabulary into informal conversations is a relatively fun way of providing exposure to new words. My mom was a master at this while I was growing up. She'd call my siblings and I "uncouth" at the dinner table or reprimand us for acting like "banshees." We'd rush to the giant dictionary in the living room, and return to the table, guffawing over her creative criticisms.
Of course I try to model a broad vocabulary with my students during informal conversations in kinder ways than my mother did, but I'm not sure it always comes naturally for me. I feel like I could prep a better arsenal of words to use in these situations. One thing I often find myself doing with students is brainstorming synonyms. So, if I ask a student how they're doing and they respond, "fabulous," I might say, "Are you having a phenomenal day?" Then they say, "yes, magnificent," and respond with something like, "That's stupendous, absolutely marvelous." It's a little silly, but I suppose the concept can work in a lot of contexts.
Of course I try to model a broad vocabulary with my students during informal conversations in kinder ways than my mother did, but I'm not sure it always comes naturally for me. I feel like I could prep a better arsenal of words to use in these situations. One thing I often find myself doing with students is brainstorming synonyms. So, if I ask a student how they're doing and they respond, "fabulous," I might say, "Are you having a phenomenal day?" Then they say, "yes, magnificent," and respond with something like, "That's stupendous, absolutely marvelous." It's a little silly, but I suppose the concept can work in a lot of contexts.