Title: What everyone should know about the linguistic correctness?

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

What everyone should know about the linguistic correctness?

Target group:

3rd‑grade students of a high school.

Core curriculum

II. Language education.

2. Differentiation of language. Student:

3) recognises and assesses language fashion in contemporary language;

4) defines the types of borrowings and how they function in the Polish language of different epochs; refers to these phenomena to contemporary Polish;

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

3. Language communication and language culture. Student:

5) uses different varieties of Polish depending on the communication situation;

6) distinguishes the intended linguistic innovation from a linguistic error; defines the functions of linguistic innovation in the text;

7) applies the principles of ethics of speech; evaluates language statements using criteria, e.g. truth - false, correct – incorrect;

9) applies the principles of the language label in oral and written statements appropriate to the situation.

General aim of education

Students learn the typology of language mistakes and apply the acquired knowledge in practice.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn;

• communication in the mother tongue.

Learning outcomes

Student:

• presents elements that make up the culture of language;

• discusses the typology of language errors;

• recognises and corrects various types of language errors;

• recognises and assesses language fashion in contemporary language;

• distinguishes the intended language innovation from language error.

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;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

1. Volunteers get acquainted with the content of the abstract and prepare a knowledge quiz for their colleagues.

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. Students talk about personal culture and its components. The teacher asks students if they believe that part of their personal culture is „language culture”. Attempt to determine the scope of the term „language culture”.

Realization

1. Students create a mind map. They give associations to the given expression: „prescriptive linguistic”. The teacher asks about his general meaning, how they understand them, where they came into contact with him.

2. The teacher talks with students about the principles of linguistic correctness. Students themselves should provide and explain the concepts of language norm and language error. The teacher complements students' statements.

3. Students in pairs solve the Exercise 1. The teacher checks if the task has been correctly completed and gives feedback to students.

4. Students analyze the interactive diagram, getting to know its content (types of errors). Then the teacher divides the students into groups and each of them recommends preparing examples of errors to one of the points presented in the diagram based on available sources of information. After the set time students present the results of work in groups. Each team ends their presentation with the wording of the conclusions.

5. Students carry out the interactive exercises checking the level of knowledge learned during the lesson. The teacher initiates a discussion during which the correct solutions for all the exercises performed by the students are discussed.

6. Students talk about linguistic fashion - the reasons for its occurrence and the effects it brings (poor vocabulary, less precise speech, etc.). Pupils, working in groups, try to replace the words given in exercise 7, borrowed from their native counterparts - the teacher can reward the group that will perform the exercise the fastest and the best.

Summary

1. The students, selected before the lesson, present their knowledge quiz related to the topic of the lesson. The class answers questions. The teacher assesses the activity and involvement of students.

2. The teacher asks a willing student to summarize the lesson from his point of view. He asks other students if they would like to add anything to their colleague's statements.

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

2. Prepare a test for a younger colleague, starting school in high school, through which he will test his skills in spelling, syntax, phraseology and lexical correctness.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

What everyone should know about the linguistic correctness?

The good manners consist of a few elements, that is the knowledge of the customs and rules of politeness as well as the ability of a proper behaviour in different situations like a dinner party, work or school. The good manners of communication are called the language culture. It's worth using in both speaking and writing.

Prescriptive linguistics is a field of linguistics concerned with the linguistic correctness and appropriateness as well as the ethics and aesthetics of an utterance. It is also a skill of correct, appropriate, ethical and aesthetical usage of language.

Linguistic norm is a set of rules determining the usage of linguistic devices. If the rules are formulated or written by linguists, they are described as a standardized norm. However, when they are considered to be correct by the society, then they are defined as a common norm or a linguistic usage.

It is necessary to distinguish between the model norm (a set of rules existing in official situations and in accordance with the linguistic tradition as well as grammar and lexical rules) and the common norm (colloquial) - the rules acceptable in informal situations. Sometimes those are the circumstances of the situation that decide about a usage of a certain form: some can be accepted in unofficial situations according to the common norm.

Unjustified and unconscious violation of the norm is considered to be a language error.

Language fashion is a phenomenon connected with the excessive use of some words. Among fashionable words often used contrary to their original meaning, we can distinguish such words as dokładnie (meaning ‘właśnie’, ‘tak’), globalny, kultowy, ekstremalny. We also over‑use the set expressions like nowa formuła, odbyć rozmowę, owocna współpraca, szereg osiągnięć, inicjatywa oddolna, sprostać wyzwaniu.