Title: Let's talk about styles, language and communication

Lesson plan elaborated by: Barbara Kazimierczak

Topic:

Let's talk about styles, language and communication.

Target group:

2nd‑grade students of a high school.

Core curriculum

I. Literary and cultural education.

2. Receipt of cultural texts. Student:

2) analyses the structure of the text: it reads its meaning, main thought, way of leading the argument and argumentation;

3) recognises the specificity of journalistic texts (article, column, reportage), rhetoric (speech, laudation, homily), popular science and scientific (dissertation); it distinguishes between message and commentary among press texts; recognizes linguistic means and their functions used in texts; reads information and explicit and hidden messages; distinguishes between correct and avoidant responses.

II. Language education.

1. Grammar of the Polish language. Student:

3) recognises the argumentative nature of various syntactic constructions and their functions in the text; uses them to build your own statements;

2. Differentiation of language. Student:

7) recognise the valuing vocabulary; distinguishes neutral vocabulary from the vocabulary with an emotional color, official from colloquial.

3. Language communication and language culture. Student:

3) recognises and defines text functions (informative, poetic, meta‑linguistic, expressive, impressionistic - including persuasive);

III. Creating statements.

1. Elements of rhetoric. Student:

6. formulates theses and arguments in oral and written speech using appropriate syntax structures;

7. indicates and distinguishes between persuasive goals in literary and non‑literary speech;

8. understands and applies the compositional principle in rhetorical texts (e.g. thesis, arguments, appeal, point);

9. explains how the rhetorical means used (for example, rhetorical questions, calculations, exclamations, parallelisms, repetitions, apostrophes, metadases, inversions) affect the recipient;

2. Speaking and writing. Student:

10. agrees with other people's views or polemicizes with them, substantively justifying their own opinion;

11. builds a statement in a conscious manner, with knowledge of its linguistic function, taking into account the purpose and the addressee, keeping the principles of rhetoric;

8) creates a composition and decompositional plan of argumentative texts;

9) uses rhetorical compositional principles in creating its own text; speaks with non‑linguistic means.

IV. Self‑study. Student:

12. develops the ability of independent work, among others, by preparing various forms of presenting his own position.

General aim of education

The student organizes and consolidates knowledge about language styles and the poetics of argumentative statements.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• digital competence;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• specifies the characteristics of journalistic and popular science texts;

• indicates and distinguishes between persuasive goals in the journalistic statements;

• recognises the argumentative nature of various syntactic constructs and their functions in the text;

• indicates the characteristic features of the style of a given text, recognises the linguistic means and their functions in the text used in it.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

1. Before the planned repetitive lesson, the teacher asks all students to recall the material of the e‑textbook from the {chapter, chapter, lesson}, and the selected ones, to prepare a crossword, based on the generator included in the abstract, for colleagues to work during the lesson.

Introduction

1. The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.

2. The teacher reminds the participants of the classes what subject area the lesson will concern.

Realization

1. Students display interactive crosswords on the interactive board. The task of the others is to guess individual passwords. After each crossword, students assess the questions based on the technique of lights (whether they are clear, logically formulated). The teacher assesses questions in terms of language and provides feedback.

2. Exercise 1. Asking questions. Students use the form to write questions addressed to a friend in order to check the understanding of the text being heard.

3. Exercise 2. Students, using the generator included in the abstract, prepare a test question for a friend based on a text fragment.

4. The teacher prepares for the whole class an example of journalistic texts (copies for students). The participants of the classes analyze the text in the pairs and emphasize syntactic constructions in it, thanks to which the author introduces arguments and the rhetorical means used. Finally, they define the goals of the analyzed text.

5. Work in groups. The teacher divides the class into five groups. Each of the groups draws one of the five topics of the lesson, of which there is a repetition. The task of each team is to prepare a quiz in the form of a set of open and closed questions for another group. After the set time, the groups finish their work and draw a set of questions from another group. Their task will be to give correct answers without the possibility of using external sources. The teacher assesses the students' work during the lesson.

Summary

1. The teacher asks the students questions for a summary:
   - How to distinguish between popular and journalistic text? What are the common features of both these texts?
   - What examples of syntax constructs help to introduce arguments in the text?.

Homework

1. Bring an example of popular science text to the lesson. Prepare to discuss the style, composition and language of this text.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Let's talk about styles, language and communication

Links to the lessons: 1 , 2 , 3 , 4 , 5