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Language and Communication Ask for clarification  This resource has been viewed by a moderator.

Description:

For a pupil to identify parts of an instruction they haven't understood and ask for clarification

Early years skill:not specified
Early years typical range:not specified
P-scales/Nat. Curriculum skill:English Speaking
P-scales/Nat. Curriculum level:L3
TAP skill:Language Expression
TAP level:TAP84
Section:Primary (5-11yrs) info; Secondary (11-16yrs) info

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Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Barrier games

Outline drawings (e.g. a street scene without colour)

Pens/pencils

A barrier (e.g. a large book)

1. Play a barrier game:

  • each person in the game has an identical outline drawing;
  • one person, whose drawing is hidden behind a barrier gives instructions to the others to modify their pictures (e.g. colour some things in, draw objects in particular places).

2. Give a confusing instruction so that the others need to ask for clarification. For example, ask them to colour something that is not on the sheet, to use a colour that is not available.

Talk about confusing instructions and the importance of asking for clarification.

Alien game

Picture of an alien.

Some everyday objects.

Emphasise that it is good to ask for clarification if we do not understand and that it can have a positive outcome.

Following instructions

Instruction cards with words with unfamiliar vocabulary, e.g. 'Find something in the room that is porous'. Mix these with cards that have familiar vocabulary.

Link the new vocabulary to the curriculum where possible.

Make it fun - not a test!

The aim is for children to be confident in asking for clarification when they don't understand an instruction, and for them to be able to identify which part of the instruction they didn't understand.

Drawing

Paper and pens

The aim is for children to be confident in asking for clarification when they don't understand an instruction, and for them to be able to identify which part of the instruction they didn't understand.

Follow the leader

Take turns to give each other instructions. Mix in some real ones too.

The aim is for children to be confident in asking for clarification when they don't understand an instruction, and for them to be able to identify which part of the instruction they didn't understand.

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