Objectives (5 - 7 minutes)

1. Understanding the Concept of Paraphrasing: The teacher must ensure that students understand what paraphrasing is, emphasizing that it is about rephrasing a text or passage in other words while maintaining the same meaning.

2. Identification of Paraphrases: Students should be able to identify paraphrases in texts, recognizing different ways of rephrasing ideas.

3. Production of Paraphrases: Students should be able to produce their own paraphrases, demonstrating skills in rewriting texts.

   Secondary Objectives:

   • Understanding the Importance of Paraphrasing: Students should understand the relevance of paraphrasing in reading and interpreting texts in English, as well as in academic and professional writing.

   • Practicing Paraphrasing in Real Contexts: Students should have the opportunity to practice paraphrasing in real situations, such as reading news, articles, or in the preparation of summaries and written works.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher should start the lesson by briefly reviewing the concepts of reading, comprehension, and interpretation of texts in English that were covered in previous classes. This review can be done through interactive questions, encouraging active student participation.

2. Problem-Solving Situations: The teacher can present two problem-solving situations to stimulate students' critical thinking and prepare them for the new content. For example:

   • "How would you explain the plot of an action movie to someone who has never watched a movie of this genre, using simple and understandable words?"

   • "Imagine that you need to summarize an article about climate change for a lay audience, without missing any important points. How would you do that?"

3. Contextualization: The teacher should emphasize the importance of paraphrasing in everyday life, explaining that this skill is useful not only in the study of the English language but also in various life situations, such as effective communication, summarizing, academic text production, among others.

4. Engaging Students' Attention: To arouse students' interest, the teacher can share curiosities about paraphrasing. For example:

   • "Did you know that paraphrasing is a widely used tool by writers and journalists to avoid plagiarism? By rewriting a text in their own words, they give a new arrangement to ideas without copying the original content."

   • "Did you know that Shakespeare, one of the greatest writers of the English language, frequently used paraphrases in his works? He rewrote old stories in a new and original way, maintaining the same meaning but with a new look."

Development (20 - 25 minutes)

1. Theory - Paraphrasing Concept (7 - 10 minutes)

   1.1. Definition and Context: The teacher should introduce the definition of paraphrasing, explaining that it is the rewriting of a text or passage while maintaining the same meaning but using different words. They should contextualize, showing that paraphrasing is a widely used tool in literature, academic writing, and communication in general.

   1.2. Objective and Importance: The teacher should explain that the objective of paraphrasing is to allow the reexpression of ideas in a clearer and more concise way. They should emphasize the importance of paraphrasing in the English language, where it is common to use different words and expressions to say the same thing. They should mention that paraphrasing is a useful skill in proficiency exams, such as TOEFL and IELTS.

   1.3. Methods and Techniques: The teacher should present different methods and techniques for paraphrasing, such as word substitution with synonyms, changing the order of words, and altering the sentence structure. They should explain that it is not necessary to paraphrase every word of a text, but rather the main ideas.

2. Practice - Identification of Paraphrases (7 - 10 minutes)

   2.1. Reading Exercise: The teacher should present a short text and ask students to identify possible paraphrases. They should guide them to look for words or expressions that have the same meaning but are different from those used in the original text.

   2.2. Group Discussion: The teacher should promote a group discussion where students share the paraphrases they found and justify their choices. The teacher should correct any errors and provide constant feedback.

3. Practice - Production of Paraphrases (6 - 8 minutes)

   3.1. Paraphrase Production Exercise: The teacher should present a text excerpt and ask students to produce their own paraphrases. They should remind them that the goal is to rewrite the text using their own words while maintaining the same meaning.

   3.2. Correction and Feedback: The teacher should correct the students' paraphrases, highlighting the successes and pointing out possible improvements. They should encourage students to review their paraphrases and try again if necessary.

4. Connection to Practice (2 - 3 minutes)

   4.1. Application in Real Situations: The teacher should reinforce the importance of paraphrasing in everyday communication and in academic and professional writing. They should exemplify, showing how the paraphrasing skill can be useful in summarizing, interpreting complex texts, and avoiding plagiarism.

   4.2. Reflecting on Learning: The teacher should ask students to reflect on what they learned in the lesson. They should encourage them to think about how they can apply paraphrasing in their daily activities and studies.

Return (8 - 10 minutes)

1. Review and Recapitulation (3 - 4 minutes)

   1.1. Key Questions: The teacher should ask key questions to stimulate students' reflection on the content learned. For example:

   • "What is paraphrasing and why is it an important skill in the English language?"
   • "What are the methods and techniques we can use to produce paraphrases in English?"
   • "How can we identify paraphrases in a text?"

   1.2. Group Discussion: The teacher should encourage students to share their answers and discuss the proposed questions. This helps to consolidate learning and clarify possible doubts.

2. Connection to Theory (2 - 3 minutes)

   2.1. Practical Application: The teacher should ask students to recall the examples of paraphrases they produced during the lesson and explain how they applied the theory in practice.

   2.2. Theory Review: The teacher should reinforce the theoretical concepts presented, relating them to the practical activities carried out. For example, they can recall the definition of paraphrasing and highlight how students applied different methods and techniques to produce their paraphrases.

3. Reflection on Learning (2 - 3 minutes)

   3.1. Learning Highlight: The teacher should ask students to think about what the highlight of learning was in the lesson. They can consider practical activities, group discussions, teacher explanations, among others.

   3.2. Remaining Doubts: The teacher should provide a space for students to express any remaining doubts they have on the topic. They should encourage them to ask questions, reminding them that clarifying doubts is an important part of the learning process.

4. Teacher Feedback (1 minute)

   4.1. Encouragement and Praise: The teacher should praise the students' effort and participation during the lesson. They should encourage them to continue practicing paraphrasing and applying this skill in their readings and writings.

   4.2. Assessment of Learning: The teacher should assess the students' progress, considering participation, engagement, understanding of the content, and ability to apply the theory in practice. Constructive feedback should be given, pointing out successes and indicating areas for improvement.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   1.1. Paraphrase Definition: The teacher should recapitulate the definition of paraphrasing, reinforcing that it is the rewriting of a text or passage while maintaining the same meaning but using different words.

   1.2. Methods and Techniques: They should remind the different methods and techniques for paraphrasing, such as word substitution with synonyms, changing the order of words, and altering the sentence structure.

   1.3. Importance of Paraphrasing: The teacher should reiterate the importance of paraphrasing in the English language, explaining that it is a useful skill for effective communication, interpreting complex texts, and avoiding plagiarism.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   2.1. Theory and Practice: The teacher should emphasize how the lesson connected theory and practice, showing that students had the opportunity to learn theoretical concepts and apply them in practice through exercises of identification and production of paraphrases.

   2.2. Real-World Applications: The teacher should recall the applications of paraphrasing in everyday life, communication, academic and professional writing, reinforcing that the paraphrasing skill is useful in various life situations.

3. Supplementary Materials (1 minute)

   3.1. Reading Suggestions: The teacher should suggest supplementary materials for students who wish to deepen their knowledge of paraphrasing. They can recommend books, articles, websites, and videos on the subject.

4. Relevance of the Subject (1 minute)

   4.1. Importance of Paraphrasing: Finally, the teacher should reiterate the importance of the subject covered in the lesson, explaining that the paraphrasing skill is not only useful for the English language but also for other languages and for communication in general. They should encourage students to continue practicing paraphrasing and applying this skill in their readings and writings, reminding them that practice leads to mastery.