Title: Why do we speak and write? The functions of expression and language

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Why do we speak and write? The functions of expression and language.

Target group:

1st‑grade students of a high school.

Core curriculum

II. Language education.

3. Language communication and language culture. Student:

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

4) recognises phenomena causing ambiguity of statements (homonyms, anacolutes, ellipses, paradoxes), cares about the clarity and precision of the message.

III. Creating statements.

2. Speaking and writing. Student:

2) builds a statement in a conscious manner, with knowledge of its language function, taking into account the purpose and the addressee, keeping the principles of rhetoric.

General aim of education

The student acquires knowledge about the function of expression and the ability to create statements with an intentional intention.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Learning outcomes

Student:

• recognises and defines the functions of the text (informative, poetic, expressive, and imposing);

• indicates the dominant function in the text;

• builds a statement in a conscious manner, with the knowledge of its function.

Methods/techniques

• expository

  • explanation.

• 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 pupils to prepare a statement at home, thanks to which:
   - they will want to tell someone something;
   - they will want to convince someone of something;
   - they will want to express their emotions.

Introduction

1. The teacher determines the purpose of the class, which is to learn the various functions of the statement. It gives students the criteria for success.

2. Talk about the purpose of speech. The teacher asks pupils to remember the language from the previous stage of education and look at their examples of sentences and say what goals their statements may have. Students should go beyond the functions suggested by the teacher before the lesson, indicating various goals of the expression, also detailed.

Realization

1. Work of the whole class team. The teacher displays the statements contained in exercise 1. in‑textbook. He asks students to read them out loudly, then asks what purpose the senders of these statements have. Students indicate one of the answers given in the exercise.

2. The teacher says that the students should notice that in the previous exercise the names of activities appeared: informing someone about something, expressing emotions, inducing someone to something. They show what function dominates in speech.

3. Students get acquainted with the information provided in the table, then check their ability to recognize the function of speech again, by doing exercises with fiches and exercises 2 and 3.

4. Work in groups. The teacher divides the class into teams of 3 or 6 (in the second case there will be two groups A, two B and two C). Each group has the task of compiling statements for abstracts in the abstract (exercise 4):
   Group A: Picture 1 - a statement with the informative function, photo 2 - a statement with the expressive function.
   Group B: Picture 1 - a statement with the expressive function, picture 2 - a statement with the impressive function.
   Group C: Picture 1 -a statement with the impressive function, picture 2 - a statement with the informative function.
   After the appointed time, the groups present their statements. The teacher together with the students discusses them and assesses whether the given functions have been implemented.

5. The teacher asks students to review the abstract and to indicate the difficult words. Students form one sentence with each of them.

Summary

1. Students write in their notebooks the keys to the lessons they consider the most important.

2. The teacher sums up the lesson, asking students for a short description of the function of the expression - students can prepare small cards that will later help in preparing for the test.

Homework

1. From any journal number, select five texts and decide which function of the expression dominates in each of them. Create a note in a notebook in which you will justify your answer.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Why do we speak and write? The functions of expression and language

One of the most important features which differentiate humans from animals is our ability to communicate by using words, which can serve a variety of purposes. Therefore, the statements we make can fulfil different functions.

Note the following elements that appeared in the previous exercise: informing someone about something, expressing emotions, inducing someone to do something. These show which function is dominating in the statement.

Group A:

1. statement using the informative function

2. statement using the expressive function

Group B:

1. statement using the expressive function

2. statement using the impressive function

Group C:

1. statement using the impressive function

2. statement using the informative function