7/28/2019 Checking Tnp 82

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AIM.

To practise asking for clarification, paraphrasing and

summarizing.

TIME.

4050 minutes

PREPARATION.

Make one copy of the worksheet for each student in the

class.

PROCEDURE.

1 Write up on the board the heading Checking

understanding. Elicit and write up some phrases(e.g. see worksheet section A). Then write up on the

board the heading Summarizing and underneath the

phrases Can I just go over/through that again?.

Establish that these both have the same meaning

(go over/go through = look at something

carefully, review, recapitulate).

2 Give out a copy of the worksheet to every student

and ask them to look at section A. Refer to the

instructions. Divide the class into pairs, start the

activity and circulate.

ANSWERS.

1 interrupt 2 detail 3 exactly/by 4specific5 saying 6 right 7 correctly

3 Refer to the bullet point. Ask the students if they

can see any difference between the two groups (the

first four phrases are asking for more information

and the last three are using your own words to

check understanding). The students can write these

headings on the worksheet.

4 Practise the target phrases by pause reading. Ask

students to turn over their sheets. Read each phrase

containing a gap saying mmm for the gap. Give

enough context, including a few words after each

gap if necessary, e.g. for (3) say What mmm do

you mean?. The students supply the missing

word/s chorally.

5 Refer to the instructions for section B and ask the

students to do the whole section. Divide the class

into pairs, start the activity and circulate.

ANSWERS.

1 Summarizing can be used for all the things in the

list.

2a Sorry, can you just go over that again?

2b Can I just go through those points again?

2c Can we go over what weve agreed so far?

2d Let me just check that I understand./Let me just

check I understand that.

3 So, ... (followed by a pause)

6 Refer to the instructions and role-notes for

section C. Check understanding of the activity

carefully. (Consider modelling the activity first by

asking a good student to be Student A and taking

the role of Student B yourself, using language from

sections A and B). Typical Student A topics might

be: the rules of their national sport; the election

system in their country; a complex project they

once worked on, etc. Divide the class into pairs and

appoint As and Bs. Remind students to change roles

when they finish. Start the activity, circulate and

make a note of good/bad language use.7 Refer to the instructions for section D. Develop a

short class discussion, and refer to any good

examples of checking understanding that you heard.

8 Hold a short feedback slot on other language points.

9.6Checking understanding and summarizing Teachers Notes

Business Builder

Tea cher Resou rce Series

Macmillan Publishers Ltd 2002 82 This page may be photocopied for use in class