Lesson plan (English)

Title: Regulations for travellers

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Regulations for travellers. Facetiously about travel rules.

Target group

6th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Student:

12) defines the theme and topic of the work;

14) names his/her feelings after reading the text;

18) uses his/her own experience and elements of knowledge about culture to interpret texts.

2. Reception of cultural texts. Student:

3) determines the theme and main thought of the text,

11) relates the content of the cultural texts to his/her own experience.

II. Language education.

2. Diversity of language Student:

2) uses an official and unofficial style of Polish language;

7) adjusts the way of expressing himself/herself to the intended purpose of the utterance;

4. Spelling and punctuation. Student:

1) correctly uses spelling rules in writing;

2) properly uses punctuation marks: dot, coma, question mark, inverted commas, colon, bracket, exclamation mark.

III. Creation of utterances

2. Speaking and writing. Student:

9) uses his/her language knowledge in his/her utterances.

IV. Self‑study Student:

1) perfects reading quietly and aloud;

2) perfects various forms of recording the information acquired;

5) uses general dictionaries of Polish language, including special dictionaries, and a glossary of literary terms;

9) develops the skill of effective use of information technology and Internet resources and uses these skills to present their own interests.

The general aim of education

Students improve the vocabulary related to traveling by rail and create rules for travelers.

Key competences

communication in the mother tongue;
communication in foreign languages;
social and civic competences;

Learning outcomes

Student:

creates regulations for rail travellers;
uses forms of the imperative;
explains the meaning of the words: conductor, engine‑driver, stationmaster
uses vocabulary related to “travel by train”;
explains the differences between the national vocabulary and the dialect;
notices the humour of a prose text;
searches for the necessary information in the text.

Methods / techniques

problematic: directed conversation, discussion;
programmed: using the computer, using an e‑textbook;
practical: exercises concerned;
exposing: slideshow.

Forms of work

individual activity;
collective activity;
activity in groups.

Lesson plan overview (Process)

Introduction

1. The teacher defines the purpose of the course and gives students the criteria for success.

2. The teacher initiates the discussion about travelling by train. Questions:

Do you like traveling by train?
What are the disadvantages of the railways?
What are the advantages?
What can you do during a long journey?

Realization

1. Code of traveling by rail. The teacher divides the class into 6‑person groups. Students write on three pages three do’s and three don’ts for persons traveling by train. The teacher points out that these regulations are to be in an imperative order (e.g. Do not leave luggage unattended). When finished, group leaders present their results.

2. Inviting students to pantomime. Each group is divided into two teams. The teacher gives each team a code written by another group: the first team receives do's and the second one don'ts. Both teams travel in one compartment. Their task will be to establish a full code without using words. Persons with greeting cards must pass on their content to colleagues and vice versa. After the game, the teacher should briefly discuss its course, asking students what was difficult, what was easy, how they coped with the requirements of non‑verbal communication.

3. The teacher asks the students to explain, in their own words, what conductor, engine‑driver and stationmaster do. When necessary, the teacher instructs the students to consult the dictionaries of Polish and/or English language.

4. The teacher starts the recording of the text “Przepisy PKP dla podróżujących” (PKP regulations for travellers) by S. Ligoń. The students listen carefully to the text (they can also read the text in the e‑textbook at the same time) and then do the tasks related to the text (ex. 6‑8).

5. Talk about language registers. Based on the information in the abstract and possible experiences of students (depending on the region inhabited), the teacher tells students what is the difference between national and regional (dialect) language. Ex. 9 (it is necessary to discuss).

6. The students give examples of various categories of trains: suburban railway, passenger train, fast train, express, intercity, pendolino, eurocity. Then they get acquainted with the interactive map about the history of the railway in the abstract.

Summary

The teacher asks questions prompting students to summarize, e.g.

What form of verb are we most often using to create sets of rules, codes, etc.?
What is the purpose of such texts written?
Does S. Ligoń have the same purpose? How do you know that?
What effect did S. Ligoń achieve using the dialect language?

Homework

Choose one point from the PKP regulations of Stanisław Ligoń, which you consider to be the funniest. Write it down it in the national language, and then translate it into English.

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