Eliminating Repetitive Phrases

Overview

In this one-to-one lesson, the student identifies and replaces common repetitive filler phrases — such as "very like" and "very enjoy" — with precise, varied alternatives to strengthen spoken English. This forms part of the broader IB English unit on mastering speaking skills, focusing on the development of effective oral communication.

Learning intentions

• Students will understand why filler and repetitive phrases weaken spoken communication.
• Students will identify common problematic patterns in their own and modelled speech.
• Students will select and practise more accurate, varied language to replace overused expressions.
• Students will apply these improvements in a short, structured spoken task.

Success criteria

• I can identify at least five repetitive or incorrect filler phrases in spoken or written examples.
• I can explain why each phrase is less effective and suggest a stronger alternative.
• I can use varied and precise vocabulary in a short spoken response without relying on filler phrases.
• I can reflect on my own speaking habits and set a target for improvement.

Curriculum links

• IB MYP English Language and Literature — oral communication and language use conventions
• IB MYP Key Concept: Communication — understanding how language choices shape meaning and impact
• IB MYP Related Concept: Style — developing an awareness of register, word choice, and spoken fluency
• IB DP Language B oral skills — accuracy, range of vocabulary, and fluency in spoken interaction

Lesson structure (60 minutes)

0–5 min — Hook and prior knowledge activation Begin by asking the student to speak for 60 seconds on any topic they enjoy (e.g. a hobby, a film, a weekend activity). Record or take brief notes on any filler or repetitive phrases used. This surfaces real examples to revisit later in the lesson and makes the learning personally relevant.

5–15 min — Explore: What makes a phrase "repetitive" or weak? Present a short transcript (teacher-prepared) containing exaggerated examples of filler phrases: "I very like it," "It's very enjoy," "I very interesting in this," "It's very good, very nice." Together, read through the transcript and ask the student to underline anything that sounds awkward or repetitive. Discuss why these patterns occur (e.g. direct translation habits, over-reliance on "very") and how they affect the listener's impression of the speaker.

15–30 min — Analyse and replace Work through a structured table together. The left column lists common filler or incorrect phrases; the right column is blank for the student to complete with stronger alternatives. Examples to include:

• "very like" → "I'm really fond of / I genuinely enjoy / I love"
• "very enjoy" → "I find it really engaging / I thoroughly enjoy"
• "very interesting" → "I find it fascinating / compelling / thought-provoking"
• "very good" (repeated) → "impressive / excellent / outstanding / remarkable"
• "and then… and then… and then" → sequencing language: "following that / subsequently / after which"
• "you know… you know" → pause, or replace with a clearer linking phrase

Encourage the student to think of alternatives from their own knowledge before offering suggestions. This builds independent vocabulary use, a key IB oral assessment skill.

30–40 min — Controlled speaking practice Give the student a familiar, low-stakes speaking prompt (e.g. "Describe a place that is important to you" or "Talk about a skill you have developed"). Ask them to speak for 2–3 minutes, consciously avoiding the phrases from the table. Use a simple self-monitoring card they can glance at during speech. After the response, give targeted oral feedback: one strength, one specific improvement, one phrase to try next time.

40–52 min — Recorded or observed spoken task Present a slightly more challenging prompt connected to a text or theme from elsewhere in the unit (e.g. "How do the media influence young people's choices?"). The student speaks for approximately 3 minutes. This mirrors the kind of individual oral commentary or discussion expected in IB assessments. Take structured notes on vocabulary range, accuracy, and use of fillers for shared feedback immediately afterwards.

52–60 min — Reflection and target-setting Return to the recording or notes from the opening 60-second task. Ask: "Can you hear the difference now?" Together, identify two or three specific filler phrases from their natural speech and agree on personal targets for the next lesson. The student writes these targets in their learning journal or a shared record sheet.

Resources

• Teacher-prepared transcript with embedded filler phrases (printed or shared digitally)
• Phrase replacement table (A4 worksheet, two columns)
• Self-monitoring vocabulary card (laminated or printed) listing banned phrases for the practice task
• Speaking prompt cards (two prompts prepared in advance)
• Student's learning journal or target-setting sheet
• Timer or phone for timed speaking tasks
• Optional: audio recorder or voice memo app to capture the opening task

Assessment

• Informal formative assessment through teacher observation of spoken responses during practice tasks, with verbal feedback given immediately.
• Completion of the phrase replacement table used as a written record of vocabulary understanding and range.
• End-of-lesson self-reflection: the student identifies personal filler habits and records two measurable speaking targets, reviewed at the start of lesson 7.

Differentiation

• Support: provide the right-hand column of the replacement table partially completed, offering sentence starters to reduce cognitive load during the speaking tasks.
• Extension: challenge the student to generate their own examples of weak phrasing from authentic sources (e.g. their own previous recordings or a short clip of a speech) and critique them independently.
• EAL/SEN: allow thinking time before each speaking task; offer the prompt in written form so the student can annotate ideas before speaking; reduce required speaking time if needed without reducing the expectation of quality.