Title: Let’s get to know each other

Lesson plan elaborated by: Monika Spławska‑Murmyło

Topic

The rules of introduction in Polish and English.

Target group

4th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education.

2. Perception of cultural texts.Student:

1) identifies the statement as an informational, journalistic or advertising text;

3) defines the topic and main thought of the text;

5) distinguishes between important and secondary information contained in the text;

11) refers to the content of cultural texts to personal experience;

II. Language education

2. Language differentiation. Student:

2) uses the official and unofficial variation of Polish;

3) uses a style appropriate to the communication situation;

3. Language communication and language culture. Student:

4) recognises the importance of non‑verbal means of communication (e.g. gesture, facial expressions, body posture);

7) understands what a language etiquette is and applies its principles.

III. Creating statements

2. Speaking and writing. Student:

4) edits notes;

IV. Self‑education. Student:

1) perfects quiet and out loud reading.

General aim of education

The student learns the rules of presenting himself in Polish and English.

Key competences

• communicating in the mother tongue;

• communicating in foreign languages;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• prepares a short self‑presentation;

• presents himself in a suitable form depending on the situation and the intended purpose;

• explains the concepts related to personal data.

Methods / techniques

• problematic: focused conversation, didactic conversation

• exposing: film, exposition;

• programmed: using computer, using e‑textbook;

• practical: subject exercises.

Forms of work

• collective activity;

• group activity;

• work in groups;

• individual work.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the classes, which is to learn the principles of presenting themselves in Polish and English.

2. The teacher asks students if they know how to introduce themselves to others. He asks if the way of presenting depends on the situation. How do students introduce themselves to adults and how to peers? (directed conversation)

3. The teacher asks if the students know how to introduce themselves in English.

Realization

1. The teacher starts the lesson „Let's get to know each other” (desktop computers, tablets, a computer with a projector or an interactive whiteboard). Students start the recording and become familiar with the introduction to the lesson.

2. The teacher asks the students how they think the surnames came into existance. Students perform task 1 and 2 in pairs. After completing the tasks, the teacher selectively checks their implementation, asking about the conclusions from the work.

3. Students perform the task 3, making a note in English (or Polish) in a notebook.

4. Then the teacher discusses task 4 for self‑realization. Students at the time specified by the teacher reflect on the answers to the questions contained in the task. Then the teacher asks several students to share their answers with the class.

5. Another part of the lesson, entitled „How surnames came into existence”, in which there is a summary of the interview with prof. Jan Miodek, the teacher realizes adjusting its difficulty to the language level of students. More advanced groups can start with a loud reading of the abstract text, less advanced groups - from watching a movie with an interview in Polish in a lesson .

6. After listening to the interview and reading the text, the teacher makes sure that the students have understood the term „nickname”. In this part of the lesson you can also enter the terms „nickname” and „pseudonym”, which are its modern counterparts.Students may also know the English term „nick”.

7. Students complete tasts 5 and 6 in the abstract.

8. The title teacher for the next part of the lesson: „What is a business card?”. He asks students if they know what a business card is and what information is on it. Students run an animated game from which they learn how to solve the problem

9. The teacher analyzes together with students. It draws students' attention to words and business cards.

10. Pupils perform task No. 7, after which preferred or chosen by the class present their scenes to the whole class.

11. The teacher discusses the scenes by asking the students how it seems that they are successful and correct. It draws attention to any representation of the adult and adult peers.

Summary

1. The teacher uses the curiosity contained in the lesson to summarize the messages acquired by the students during the class. He runs a short conversation with students about customs in the old days and today.

2. The teacher asks students to evaluate their work during the lesson and the level of understanding of the material discussed. It can be used by a methodologist or a system of colored cards (eg green: I understood, yellow: I still need help, red: I had great difficulty).

Homework

Task 8 from the abstract: prepare your own business card at home.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Let's get to know each other

Do you know how to introduce yourself? Should you start with your given name or your surname? What do you think, how did surnames come to be?

Surnames, also known as last names or family names, were invented to distinguish between people who had the same given name. Given names are also known as first names or forenames.

What do you call a person who has the same given name as you? That person is your namesake.

Watch the video from the “Poznajmy się” lesson at epodreczniki.pl. Professor Jan Miodek explains in it how surnames came into existence. He gives examples of Polish kings: two Bolesławs, Władysław and Kazimierz.

It took some time for people to come up with nicknames for them: Chrobry (or the Brave), Krzywousty (or the Wrymouth), Łokietek (or the Elbow‑high) and Wielki (or the Great). The first surnames that helped distinguish between people with the same given names were linked to the places where those people lived: Mikołaj of Wola became Mikołaj Wolski, and Jan of Potok became Jan Potocki.

Other surnames reflected the physical features, character traits or occupation of their bearers, e.g. Jan with a large nose was dubbed Jan Nosal and beekeeper Kazimierz became Kazimierz Miodek. Surnames also give us hints on the origins of our ancestors. This is why many Poles have foreign‑sounding surnames.

Professor Jan Miodek advises to always keep to the following order when introducing oneself: first given name, then surname.

The same goes for introducing yourself in English. Start with your given name, and then say your surname: Hello, my name is Joanna Kowalska.

The Brave, the Wrymouth (one with a distorted mouth), the Elbow‑high (short) and the Great (due to height or outstanding merit) are all bynames. They refer to a given person’s character quality. Can you recall Thumbelina, Little Red Riding Hood, Snow White and Tom Thumb? These characters are also known by their bynames.

Do you know what a visiting card is for? Who uses visiting cards? When are visiting cards used? Watch the video and learn how to prepare one.