Lesson plan (English)
Title: Let's talk about the language and its functions
Lesson plan elaborated by: Barbara Kazimierczak
Topic:
Let's talk about the language and its functions.
Target group:
7th‑grade students of an eight‑year elementary school.
Core curriculum
I. Literary and cultural education.
2. Receipt of cultural texts. Student:
1) searches for the necessary information in the text and cites relevant parts of journalistic, popular or scientific texts.
II. Language education.
2. Differentiation of language. Student:
1) recognises the diversity of vocabulary, including recognizing national vocabulary and limited vocabulary (eg scientific terms, archaisms, colloquialisms); recognizes native and borrowed words, knows types of abbreviations and abbreviations - defines their functions in the text;
2) knows ways to enrich vocabulary;
3) understands the concept of style, recognizes colloquial, official, artistic, scientific and journalistic style;
5) distinguishes environmental and regional varieties of language.
III. Creating statements.
1. Elements of rhetoric. Student:
1) functionally uses rhetorical means and understands their impact on the recipient;
2) recognises and distinguishes the means of persuasion and manipulation in advertising texts, defines their function;
IV. Self‑study. Pupil:
1) reliably, with respect for copyrights, uses information;
4) participates in educational projects (eg creates various presentations, exhibition designs, implements short films using multimedia technologies);
6) develops skills of independent presentation of the results of their work.
The general aim of education
The student organises and consolidates knowledge about the language and its functions.
Key competences
communication in foreign languages;
digital competences;
learning to learn;
social and civic competences.
Learning outcomes
Student:
understands the meaning and correctly uses the vocabulary related to language functions and communication;
speaks independently about the function of language, creates his statement in the form of a few‑word, coherent text;
constructs questions and asks them to colleagues and teachers;
answers questions of colleagues and teacher.
Teaching methods / techniques
practical: objective exercises, work with text, work with sound recording;
problematic: activating: discussion.
Forms of work
individual work, in groups and the whole class team.
Teaching aids
computers / laptops / tablets with access to the Internet;
e‑textbook (abstract).
Lesson plan overview
Before classes
Before the planned repetitive lesson, the teacher asks all students to recall the material of the e‑textbook from the , and the selected ones, to prepare a crossword, based on the generator included in the abstract, for colleagues to work during the lesson.
Introduction
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.
The teacher reminds the participants of the classes what subject area the lesson will concern.
Realization
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.
The teacher plays the recording from the „A common language connects people” lesson. Students prepare up to three questions related to the content of the text they heard so that they can check if their colleagues understand it well. Their task will also be to prepare predicted answers to the questions.
Exercise 2. Students re‑listen to the recording and fill in the gaps in the text.
Expanding and enriching English vocabulary in the issues covered in the lesson - students perform language exercise included in the abstract.
The teacher makes sure that the task has been correctly completed and gives feedback.Exercise 2. Students, using the generator included in the abstract, prepare a test question for a friend based on a text fragment.
Students, using the test question generator contained in the abstract, prepare a question for a friend or learner regarding the lesson „Linguistic world of numbers”.
Students use the interactive board to organize their knowledge.
Summary
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
Develop a lap book containing issues learned during the lesson and bring your work to the next class.
The following terms and recordings will be used during this lesson
Terms
subkultura
środowiskowa odmiana języka
slang, odmiana języka potocznego, właściwa danej grupie środowiskowej
odpowiednik
socjolekt, odmiana języka właściwa danej grupie społecznej
slogan
perswazja
komunikowanie się
kod językowy
Texts and recordings
Nagranie dostępne na portalu epodreczniki.pl
Wysłuchaj nagrania abstraktu, ułóż do niego pytania i zadaj je koledze. A Common language connects people. Before the lesson. 1. You are a student and therefore a member of the student community. Prepare a list of environmental groups that you have contact with or you belong to. 2. Find websites with vocabulary typical for different environments on the internet. They can be dictionaries of words used by the representatives of various professional groups (e.g. doctors, stockbrokers), but also by computer players, sportsmen, fans of a specific musical genre (e.g. rap, hip hop) etc. On this basis, create a list of the most original words (terms) or the most interesting definitions. The language that people use every day has many functions. Thanks to the language, you can create an infinite number of texts, extract, name and describe reality, communicate, transfer your knowledge, share your experiences and emotions. The language can finally unite members of a given professional community, environmental or peer group. Information: Individual environmental groups have developed their own means of communication. They can be called environmental language variations or a group language. Environmental language variations differ mainly in vocabulary. Examples of such environmental language variations may be: the language of students, sportsmen, soldiers, doctors or IT specialists.... Environmental variations also include slangs and jargons, ie languages of informal groups, subcultures (e.g. hip hop). Many words functioning in group languages have equivalents in general Polish. Some of them, however, have a stronger emotional meaning. It is enough to compare pairs of the following words: „rodzice” – „staruszkowie” („parents” – „old people” ) A lot of dictionaries containing words characteristic of a specific environmental language variation have been created so far. Such dictionaries published on the internet have been particularly popular recently .A very important role in contemporary Polish is played by sociolects, ie variations of language functioning in a specific social group. Nobody knows what number of sociolects currently exists in Poland. The reason is that actually every group that work together can have their own way of communicating. Some social classes create it unintentionally. Then the sociolect is created only because people work together and talk about it. Other groups create sociolect on purpose. We can say that they do it deliberately, making sure that the way of mutual communication is in accordance with the rules. Remember that sociolect is not a separate language (such as sign language or Kashub language). Actually, it is above all a collection of words that are not used outside the group. For example, in the sociolect of make up artists, words related to make up appear, such as nouns: „kocie oko” (cat's eye), „fluid” (liquid foundation), but also verbs (action names): „rozświetlić” (light up), „wklepywać” (pat in). The sociolect of bodybuilders includes words that call different types of muscles but also commonly known words got here, used to name other activities. For the interested: The character of sociolect is influenced by various elements, the words typical for a specific social group (specialized vocabulary), as well as the words belonging to the national language. There are three types of sociolects: 1. Slangs – these are playful and very expressive languages. They are created by informal environments, usually young and creative people. They play with the language and use it to differentiate themselves from the rest of society. Their language is the hallmark of their group. It contains many variants of words that refer to the same phenomena. 2. Professional languages – professionals create them. Most often they are people who do a profession that requires professional communication. The words they use are very precise, deprived of emotions, and the phenomena they call do not have too many synonyms. People outside of their group often may not understand their statements. 3. Secret languages – they are made up by people who want to hide information from others. In a sense, this language works like a cipher. Some words do not quite resemble Polish words. That is why the content is well masked. People who do something illegal (e.g. criminals, drug dealers) usually speak this way, Sometimes, they also use them – just for fun – children.
Let's talk about language and its functions. Repetitive lesson
Links to the lessons: 1, 2, 3, 4, 5