In academic discussion, presentations, and professional writing, speakers and writers often need to explain or rephrase what they have just said. Sometimes the first attempt was complex; sometimes the listener did not understand; sometimes the speaker wants to add precision. English has fixed expressions for these situations. 'In other words' (the same idea in a simpler way). 'What I mean is' (let me explain my real point). 'To put it differently' (a different way to say the same thing). 'That is to say' (to be more clear). 'In essence' (the basic idea). 'More precisely' (with greater accuracy). Each expression is a fixed chunk that signals to the listener: a clearer or simpler version is coming. Students who know these chunks can clarify their thinking smoothly. Students who do not often start over (saying 'I want to say...') or repeat the same words. This lesson uses simple language to teach the most useful clarifying expressions at B2 level.
Before you start — think honestly about your own teaching and experience.
Look at the examples. Answer each question before reading the explanation — this is how your students will learn too.
The results show a strong correlation between the variables. In other words, when one goes up, the other usually goes up too.
The new policy aims to reduce inequality. What I mean is, it tries to make the gap between rich and poor smaller.
We need to consider the systemic implications. To put it differently, we need to think about how this affects everyone, not just one group.
The issue is multi-faceted. That is to say, there are several different sides to the problem.
Why does English have so many ways to say 'in simpler words'?
English has many clarifying expressions because clarification is needed in many different situations. After a complex statement (in other words, that is to say). After a technical phrase (more precisely, specifically). When the listener looks confused (what I mean is, let me explain). For summarising the basic idea (in essence, basically). Each expression has a slightly different feel — some formal (in essence, that is to say), some informal (what I mean is, basically). Students who know all of them can choose the right one for the context. Each one signals to the listener: a clearer version is coming. This is much smoother than starting over with 'I want to say...' or repeating the same words louder.
For the same idea in simpler words:
in other words / to put it differently / put simply / put another way
For explaining what you really meant:
what I mean is / what I am trying to say is / let me explain
For more precise detail:
specifically / more precisely / to be more exact
For the basic core idea:
in essence / basically / fundamentally / at heart
For an example or specific case:
for instance / specifically / in particular / take... for example
Why do students need so many different clarifying chunks?
Each clarifying need requires a slightly different expression. To rephrase the same idea more simply — 'in other words' or 'put simply'. To explain what you really meant when the first version was confused — 'what I mean is' or 'let me explain'. To add precision to a vague statement — 'specifically' or 'more precisely'. To capture the core idea — 'in essence' or 'fundamentally'. To give a specific example — 'for instance' or 'in particular'. Mixing these up does not usually cause errors, but using the right one signals to the listener exactly what kind of clarification is coming. A speaker who says 'in essence' before a long detailed explanation creates expectations the explanation will not meet. Choosing the right expression matches the chunk to the actual purpose.
FORMAL (academic writing, presentations):
in essence / fundamentally / that is to say / more precisely / specifically
NEUTRAL (works in many contexts):
in other words / to put it differently / put simply / for instance
INFORMAL (casual conversation):
basically / what I mean is / what I am trying to say is / let me put it this way
Which expressions fit which contexts?
Clarifying expressions vary by formality. 'In essence' and 'that is to say' fit formal academic writing and presentations. 'In other words' and 'put simply' work in many contexts — neither too formal nor too casual. 'Basically' and 'what I mean is' are casual — fine in conversation but out of place in formal essays. Students should match the expression to the context. A casual chat with friends takes 'basically' and 'what I mean is'. An academic essay takes 'in essence' or 'in other words'. A presentation might use 'specifically' for precision. Mixing register signals lack of awareness — using 'basically' in a formal essay sounds careless; using 'in essence' in casual chat sounds stiff. Teaching the register helps students choose appropriately.
| Expression | Function | Register | Example |
|---|---|---|---|
| in other words | Rephrase the same idea more simply | Neutral | The data shows a clear pattern. In other words, the result was not random. |
| what I mean is | Clarify what you really meant | Informal to neutral | This new policy is unusual. What I mean is, it has not been tried in this country before. |
| to put it differently | Same idea, different words | Neutral to formal | The proposal needs more thought. To put it differently, we should not rush this decision. |
| that is to say | Formal explanation that follows | Formal | The committee is divided. That is to say, members hold different views on the proposal. |
| in essence | The basic core idea | Formal | The argument is complex, but in essence, it claims that small actions lead to big changes. |
| basically | The basic idea (informal) | Informal | Basically, what we need is more time. |
| specifically | With more precision | Formal to neutral | The team has improved. Specifically, the win rate is up by 30 percent. |
| more precisely | With greater accuracy | Formal | The shop opens at nine. More precisely, it opens at five past nine. |
| for instance | Giving an example | Neutral | Many countries face this challenge. For instance, Brazil and India have similar issues. |
| in particular | Highlighting one specific case | Neutral to formal | All students need support. In particular, those from poor backgrounds need extra help. |
| let me explain | Introduce a fuller explanation | Neutral | This may sound strange. Let me explain why I think this approach will work. |
NOTE 1 — Match function to expression: Different clarifying needs require different expressions. Rephrasing simpler → in other words / put simply. Explaining what you meant → what I mean is / let me explain. Adding precision → specifically / more precisely. Capturing the core → in essence / basically. Giving an example → for instance / in particular. Choose based on what kind of clarification is needed.
NOTE 2 — Register matters: Some clarifying expressions are formal (in essence, that is to say, more precisely). Others are casual (basically, what I mean is). Match the expression to the context. Academic essay: in essence, in other words. Presentation: specifically, for instance. Casual chat: basically, what I mean is.
NOTE 3 — These are fixed chunks: Most clarifying expressions cannot be changed. 'In other words' (not 'with other words'). 'In essence' (not 'in the essence'). 'That is to say' (all four words, fixed order). Students must learn the exact wording.
NOTE 4 — Punctuation: Most clarifying expressions are followed by a comma. 'In other words, the result was clear.' 'Specifically, three problems emerged.' 'For instance, Brazil and India face this issue.' The comma signals that what follows is the clarification.
NOTE 5 — Avoid stacking too many: Using two clarifying expressions together usually sounds wrong. 'In other words, basically, what I mean is...' has too many. Choose one expression and let it do its work. Stacking signals confusion or trying too hard.
Clarifying expressions are essential for advanced academic and professional communication. Students who master them can rephrase complex ideas, add precision, give examples, and explain themselves smoothly. Students who lack them struggle when their first attempt is unclear — they may start over awkwardly or repeat themselves. The expressions in this lesson are particularly useful for academic writing, presentations, debates, and any formal context where clarity matters. Pairs well with hedging language (#25), discourse markers (#30), and opinion expressions (#40). Together these four lessons give students a complete toolkit for advanced communication.
Practise clarifying through real exercises. A student says something complex — the partner asks 'what do you mean?' and the speaker uses a clarifying expression to rephrase. Then swap roles. The exercise builds the habit of having clarifying chunks ready. Over time, students reach for them automatically when they sense the listener is confused.
Choose the best clarifying expression for each context. Think about the function (rephrase, explain, give example) and the register (formal or informal).
Each sentence has a problem with a clarifying expression — wrong choice, wrong wording, or wrong register. Suggest a better version and explain.
Use this sequence directly in class — guided discovery, no textbook needed. Tap each step to mark it done.
STEP 1 — Why we clarify (5 min): Show that complex statements often need rephrasing. Write a complex sentence on the board: 'The research suggests a positive correlation between two variables.' Ask students to rephrase it. Show that 'in other words, when one goes up, the other usually goes up too' is the natural rephrasing. Establish: clarifying is part of clear communication.
STEP 2 — Five functions (8 min): Drill the five main clarifying functions. REPHRASE simpler → in other words, put simply. EXPLAIN what you meant → what I mean is, let me explain. ADD precision → specifically, more precisely. CAPTURE the core → in essence, basically. GIVE an example → for instance, in particular. Practise each.
STEP 3 — Register (7 min): Show that some expressions are formal (in essence, that is to say, more precisely), some neutral (in other words, for instance), some informal (basically, what I mean is). Drill matching register to context. Academic essay → in essence. Casual chat → basically. Presentation → specifically.
STEP 4 — Punctuation (5 min): Show that most clarifying expressions take a comma after. 'In other words, the answer is clear.' 'Specifically, three problems emerged.' Drill the punctuation pattern. Without the comma, the expression looks unfinished.
STEP 5 — Practise clarifying (5 min): In pairs, one student says something complex (a statement about school, a community issue, a current event). The partner pretends not to understand. The first student clarifies using one of the lesson's expressions. Swap roles. The exercise builds the habit of using clarifying chunks.
Use directly in class — copy, adapt, or read aloud. No printing needed.
For each strategy, choose the option that best describes where you are now.
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