Lesson plan (English)

Title: Between the two worlds?

Lesson plan elaborated by: Magdalena Trysińska

Topic: Between two worlds? About everyday life in Japan.

Target group:

8th‑grade students of an eight‑year elementary school.

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Student:

7) defines existential issues in the texts being studied and reflects them;

8) defines the aesthetic values of the literary texts being studied;

9) uses in the interpretation of literary works references to universal values related to social, national, religious and ethical attitudes and makes them hierarchy.

2. Differentiation of language. Student:

3) knows ways to enrich vocabulary;

7) understands the concept of style, recognizes colloquial, official, artistic, scientific and journalistic style

3. Language communication and language culture. Student:

1) understands what language politeness consists of and uses it in the statements;

2) distinguishes between the standard and functional language standards and applies to them;

3) understands the language error.

III. Creating statements.

1. Elements of rhetoric. Student:

1) functionally uses rhetorical means and understands their impact on the recipient;

2) collects and organizes the material material needed to create statements; edits the compositional plan of his own statement;

IV. Self‑study. Student:

8) develops the ability to think critically and formulate opinions.

The general aim of education

The student reflects on the problems of social life in Japan.

Key competences

communication in the mother tongue;
communication in foreign languages;
social and civic competences;
cultural awareness and expression.

Learning outcomes

Student:

recognises in the literary text and defines the function of the means of artistic expression and meanings, including phraseologies;
perfects the ability to express own judgments, argumentation and participation in the discussion;
educates the skills of recognising and evaluating attitudes.

Teaching methods / techniques

problematic: directed conversation, discussion, elements of drama;
programmed: using a computer and e‑textbook;
practical: exercises concerned, work with literary text.

Forms of work

individual activity;
collective activity;
group activity.

Before the lesson

The students read the text of Anna Onichimowska contained in the abstract.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the classes and sets criteria for success together with the students.

2. Brainstorming. The teacher asks students what problems young people encounter in their family. Students should mention, among others, threats resulting from the misuse of information technology, distorted relations in the family, lack of parents' time for children etc.

Realization

1. The teacher asks students to reflect on the meaning of the words „work” and „work”. It provokes a discussion around the meanings of these words. He asks the question: Who and how can he work? Is cleaning the room a job? And bringing up children? Dealing with sick relatives? Doing homework?

2. The teacher divides the students into groups of 4. Each of them asks one of the proverbs related to work to present in the form of puns, e.g.

Bez pracy nie ma kołaczy.
Nauką i pracą ludzie się bogacą.
Żadna praca nie hańbi.
Nie praca jest hańbą, ale próżnowanie.
Cierpliwość i praca jednych uszlachetniają, a drugich wzbogacają.
Człowiek szuka pracy, a nie praca człowieka.

After the set time, e.g. 5 minutes, the students present their puns.

3. Students perform exercises 1‑3 in the abstract.

4. The work with the text of Anna Onichimowska. The teacher asks the chosen student to tell the narrative story in his own words. Then the students in the groups develop the characteristics of the chosen character from the story.

5. Text analysis. Students answer abstract questions about the relationship in the Fushido family.

6. Students perform interactive exercises indicated by the teacher.

Summary

1. The teacher asks students what they have learned today, whether the lesson was interesting for them. He asks them to evaluate their own work during the lesson. For this purpose, he can use the questionnaire or decision tree prepared earlier or carry out an oral evaluation.

Homework

Think about how you can interpret the topic of today's lesson „two worlds”. What two worlds can you talk about? Prepare a short note on this topic.

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