Nigel Crowe Nigel Crowe

TP6 Functional Language: paraphrasing
pre-intermediate level


In this lesson, students are exposed to the functional language used in paraphrasing. They practice this language in a controlled context, then move into situations in which they might be required to use this language in a real-life context.


Abc Pictures of electrical appliances
Abc Realia
Abc Sound clips
Abc Pictures of sports equipment

Main Aims

  • To provide exposure to functional language for use in paraphrasing and to practice this in simulated situations.

Subsidiary Aims

  • To provide practice with target language to increase fluency of speaking.


Exposure (5-6 minutes) • To provide context for the target language through a text or situation

Give students task: What is the person trying to describe? Play sound clip 2:42. Write target language while clip is running. It's a kind of... It's a thing you... Pairs try and work out what it is. Show PDA at the end. Repeat process for clip 2:43 They're a sort of... You use them to... Pairs try and work out what it is. Show flip-flops at the end.

Clarification (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

Look at stress, intonation and register of target language. Highlight the idea of stress of: kind, thing, sort, use in the four target language phrases. Model the intonation, the air of questioning, searching, trying to elicit the word from somebody else. Look at register. Would you say this to the queen? Who would you say it to? Emphasise informality, unpreparedness.

Semi-controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

"I will give you something. You have to find your partner. Don't say what the thing is. Use these sentences to describe your object. ICQs Will you work by yourself? Will you say the name of the thing? Will you describe it? Will you use these sentences? (indicate board) Give each student half of a plastic fruit/vegetable.

Freer Practice (8-10 minutes) • To allow students to practise and perform language

WB: project MediaMarkt logo. What's MediaMarkt? Where is it? What do they sell? Instructions If you get a hat, you work at MediaMarkt. Mime 'May I help you?' If you have a picture, you have to ask for the thing in the picture. When the person gets it, swap hat and picture. You are now the other person: sales person to customer, etc. Find another person. ICQs Will you say the name of the thing? (no) Will you show the picture to the person who works at MediaMarkt? (no) What sentences will you use? Indicate board. Can you use other sentences? (YES) Give each student either a party hat or a picture of an appliance from MediaMarkt. Monitor and write examples for error correction on WB (lower right) While students are speaking, place jigsaw reading bundles on desks.

Controlled practice (5-7 minutes) • To consolidate work done in freer practice and refer back to the target language

Ask pairs to return to tables where there is a bundle of paper strips. Instructions: Don't look at the papers. This is a conversation. There are two people. Put the papers into two piles, one for each person speaking. Give one minute. ICQs Can you talk? Will you put the papers in order? How will you decide to put them into piles? Do you have 5 minutes? After one minute. Who is polite? How can you tell? Put the conversation in order. Two minutes. Practice the conversation. One person is the salesperson, one is the customer.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Line students up in pairs facing each other near the front of the room. Give one side the hat. Give the other side a folded paper. ICQs Will you look at the paper now? Will you show the paper to your partner? What will you do? Indicate target language on board. You have one minute (in practice it will be longer). Monitor for errors to use for delayed EC. Monitor for progress. When it seems that most conversations are about to flag, give 10 sec warning. Move customers one place down the line. Finish with delayed error correction with ref to target language on board.

Web site designed by: Nikue