7.4 Extending skills
D
Elicit what students understand by clarifi cation, and ensure that they understand that in this context it means explaining something more clearly to somebody or asking somebody to explain something more clearly.
Explain that clarifying something that you have said, or asking somebody else to clarify what they have said, are very common procedures in an academic context, so it is important to have useful language for this.
Focus on phrase 5 – When you say …, do you mean …? – as an example. Elicit that the speaker is asking somebody else what they mean, so the answer is: asking for clarifi cation.
Focus on phrase 6 – What I’m trying to say is, … – and elicit that this is somebody providing more information about something they have already said, so the answer is: giving clarifi cation.
Set the remaining phrases for individual work and pairwork checking.
SKILLS BANK 7.3 Asking for and giving clarifi cation
You could refer students to Skills Bank 7.3 at this point. Feed back after Exercise E.
E
Tell students that they are going to listen for the phrases from Exercise D to check their answers. Ask them to say stop when they hear each phrase, and check with them which kind of phrase it is.
Get students to repeat each phrase to copy the intonation. If you wish, ask students to suggest other phrases that could be used in the same way.
Elicit answers from students to feed back visually.
Answers Phrase
1. Can you expand on that? 2. T e point is …
5. When you say …, do you mean …?
6. What I’m trying to say is, …
7. Sorry, but I don’t quite follow you.
8. Look at it this way. Used for …
asking for clarifi cation giving clarifi cation
3. What’s your second point? asking for clarifi cation 4. We need to be clear here.
giving clarifi cation asking for clarifi cation giving clarifi cation asking for clarifi cation giving clarifi cation 9. To put it another way, … giving clarifi cation 151
F
With the whole class, revise asking for and reporting information.
SKILLS BANK 3.1 Reporting information
SKILLS BANK 3.2 Asking for information
Refer students back to Skills Bank 3.1 and 3.2. T ey can also refer to the phrases in Exercise D throughout this activity.
RESOURCES pp. 130–131 7.4 Improving acute care
Set the students to work in groups of four. Each student should choose one example of an alternative to acute care provision and use the relevant resource to make notes on the information.
7.4_F T e resources are also provided in the PDF.
When everyone is ready, they should feed back to their group, giving an oral report on the information. It’s important that they do not simply read aloud the information but also use it to inform their speaking.
Alternatively, the research activity can be done as a ‘wall dictation’ as follows. Make A4 or A3 versions of each sheet from the PDF, and pin the sheets on the classroom walls. Each student should leave their seat and go to the wall to fi nd the information they need.
Students should not write anything down; instead, they should read and try to remember the information. T ey then return to their group and share what they have learnt with the group members. If they forget something, they can go back to the wall to have another look.
Circulate, encouraging students to ask for clarifi cation and to use the appropriate phrases when giving clarifi cation. Note where students are having diffi culty with language and where things are going well.
When everyone has fi nished, feed back to the class on points you have noticed while listening in to the discussions.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227 |
Page 228 |
Page 229 |
Page 230 |
Page 231 |
Page 232 |
Page 233 |
Page 234 |
Page 235 |
Page 236 |
Page 237 |
Page 238 |
Page 239 |
Page 240 |
Page 241 |
Page 242 |
Page 243 |
Page 244 |
Page 245 |
Page 246 |
Page 247 |
Page 248 |
Page 249 |
Page 250 |
Page 251 |
Page 252 |
Page 253 |
Page 254 |
Page 255 |
Page 256 |
Page 257 |
Page 258 |
Page 259 |
Page 260 |
Page 261 |
Page 262 |
Page 263 |
Page 264
