![]() ![]() They can then deal out those cards and use phrases with those words during roleplay speaking. Ask students to put cards together to make basic phrases like “Can I check + one thing?” When at least one group thinks they have finished, give them extra words to go in the middle like “Can I check + just + one thing?” for them to check and expand on their answers. This is another good way of presenting and/ or practising longer, and therefore more specific and/ or more polite, phrases. When they give up making it even more formal, they should discuss which is really best, then do the same with another rude phrase. They choose one and take turns making it more and more formal, usually also meaning longer and longer, as in “Can you slow down?”, “Could you speak a little more slowly?”, “Could you possibly speak just a little more slowly?”, etc. Give students about 10 of these rude phrases. ![]() Perhaps the most common problem with checking/ clarifying phrases is students saying rude things like “Please slow down”. 4 Checking/ clarifying politeness competition Give students at least 10 cards with just a “?” on each, then let them discard one each time they use a different checking/ clarifying question to what anyone else has used during the roleplay or similar speaking activity (e.g. In a similar way to the trivia quizzes above, it can be good to combine these kinds of questions with review of recent vocabulary, with questions first from the teacher and then other students like “How do you spell ‘fallen’?” and “How many syllables does ‘churches’ have?” 3 Checking/ clarifying question mark game Note that for questions like “Which syllable of this word is stressed?”, students will need to point at words written down in order to avoid giving the answer in the question. Make a general knowledge quiz in which all the questions can also be used in normal communication such as “How do you spell giraffe?”, “Does rush hour mean a race?” and “Can you give me an example of an ape?” After answering some example questions and maybe underlining the useful question stems, students make up similar questions to test each other with, perhaps on a topic from the syllabus such as “transport” or “food and drink”. This article gives a dozen stimulating activities to help achieve that. They should therefore be practised regularly until students can smoothly ask for all the help they need. Checking/ clarifying phrases like “Sorry, I didn’t catch…” and “Do you mean…?” are vital for communication inside and outside the classroom, and are also good examples of other functions such as making requests. ![]()
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