Title: Speech – writing – Internet, or how the communication changes

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

Speech – writing – Internet, or how the communication changes.

Target group:

1st‑grade students of a high school.

Core curriculum

II. Language education.

2. Differentiation of language. Student:

4) understands what is a language tabu; recognizes his presence in statements; ZR

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

8) defines the characteristics of the style of online expression and values the messages created by Internet users. ZR

3. Language communication and language culture. Student:

2) knows the notion of linguistic communication act and its components (message, sender, recipient, code, context, contact);

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

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

10) characterises changes in linguistic communication related to the development of its forms (eg Internet communication).

IV. Self‑study. Student:

8) uses general Polish dictionaries and specialist dictionaries (eg etymological, phraseological, abbreviations, dialect), also in the on‑line version;

11) uses multimedia resources, eg from: libraries, on‑line dictionaries, e‑book publications, original websites; selects web sources, taking into account the criterion of material correctness and critically evaluates their content.

General aim of education

Students learn the differences between the oral and written variation of the language and practice the transformation of the text within these two varieties. They also talk about the features of Internet communication

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Learning outcomes

Student:

• knows the concept of language communication act and its components (message, sender, recipient, code, context, contact);

• characterises changes in linguistic communication related to the development of its forms (eg Internet communication);

• discusses the differences between the oral and written variation of language;

• recognises typical speech genres (spoken, written and Internet).

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. The teacher asks students to find information on various non‑verbal ways of communicating in any source, eg about a whistled silbo language.

Introduction

1. The teacher defines the goal of the class and sets the criteria for success with the students.

2. Eager students talk about non‑linguistic communication systems that they learned about while preparing for the lesson. Each student chooses one system and writes a short note about it in a notebook.

Realization

1. Talking about the history of communication. The teacher asks students to imagine how the first people communicated before they created the language. Students should emphasize the role of gestures and iconic and sound signs. The teacher asks if the students know when the letter arose and who invented it. He points out that internet communication somehow combines the features of spoken and written communication.

2. Students write on the board differences between oral and written communication. Together with the teacher, they discuss their proposals, and then verify the record with the information placed on the interactive diagram in the abstract. Finally, they perform exercise 5 - indicate the features of the oral and written language variation that are characteristic of internet communication.

3. Pupils in pairs or independently perform exercises 3‑8. The teacher along with the class checks the correctness of the tasks performed.

4. The teacher initiates a discussion about the future of linguistic communication: „In the future, will we have to lose our language and replace the correct forms with abbreviations and symbols?” To this end, he divides the class into two groups. The first one will be composed of proponents of the theory that the language will not go down, but will develop different forms of communication; the second will defend the position about the progressive degradation of language and communication. The teacher also appoints a moderator for the discussion. After the appointed time for preparing the arguments, the teacher begins the discussion. He makes sure that the atmosphere during the task is positive and that every student can express themselves. After the discussion, the conclusions are summarized and discussed.

Summary

1. The teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer?
   If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

2. Students based on their own communication experiences indicate the features of different types of communication.

Homework

1. Here are the SMSes that are replies to the messages received. Do you guess how they sounded? Write down the missing messages and consider whether the following texts would be understandable without providing a context. Write a short note about it. SMS messages:
   1. I know, I found some time to watch it.
   2. Another half an hour.
   3. Thanks. Phew!
   4. Eh! I simply did not make sufficient turn.
   5. It’s sad... Will she able to go?
   6. What a relief! But now I will not manage to get on time.
   7. Everything can be recognised. Our hits are pears and peaches.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Speech – writing – Internet, or how the communication changes

People want – and sometimes have to – communicate in non‑typical situations and various circumstances imposing miscellaneous limits on them. Hence the existence of numerous very interesting and original methods of communication. One of them is the Gomeran whistle (Silbo Gomero) characteristic to the Guanches of the Canary Islands.

The progress of the civilisation also has a great impact on communication, the original form of which was the speech, and the secondary – writing. The youngest and the most dynamically developing is the internet communication, referred to a written conversation. It combines the features of both communication channels (hence it can be referred to as mixed communication).

Spoken communication should not be associated with the lack of formal features. Although social conversation can be deprived of such features, the communication between a teacher and a student should be of formal nature.