TP6 Functional Language: paraphrasing
To provide exposure to functional language for use in paraphrasing and to practice this in simulated situations.
To provide practice with target language to increase fluency of speaking.
Procedure (35-44 minutes)
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.
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.
"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.
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.
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.
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.