Listen, Pause, Paraphrase
After each chunk, learners say the point in their own words before the next part begins.
Worked classroom example
English
Paraphrase a character’s motivation after each section of a short spoken analysis.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Divide a short explanation into three natural chunks.
- After each chunk, give quiet thinking time and ask pairs to paraphrase.
- Continue the input and let listeners revise their summary as new information arrives.
Materials and purpose
a short talk delivered in three chunks
Pausing to paraphrase helps listeners check meaning as the message unfolds.
Try it in your next lesson
Prepare
Use a short talk delivered in three chunks. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
After each chunk, learners say the point in their own words before the next part begins.
Check independent transfer
Continue the input and let listeners revise their summary as new information arrives.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
How would you explain that point to someone who missed it?
“Which word, number or qualifier changes the meaning?”
“What can you reconstruct in your own words without replaying?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Use shorter chunks, purposeful replay and keyword notes. Retain captions, transcripts or other required access arrangements. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.