Lesson plan of Language: Formal and Informal

Objectives (5 - 10 minutes)

1. Understand the difference between formal and informal language: Students should be able to distinguish between formal and informal language, understanding the characteristics and uses of each. This includes the difference in word choice, sentence structure, and tone.

2. Identify appropriate situations for using each type of language: Students should be able to recognize when it is appropriate to use formal language and when informal language is more suitable. This involves understanding social norms and communication contexts.

3. Practice applying formal and informal language: Students should have the opportunity to practice applying both types of language in writing and speaking contexts, refining their communication skills.

Secondary Objectives:

• Develop critical thinking skills: By analyzing the difference between formal and informal language and applying it in practical situations, students will be encouraged to think critically about communication and its impact.

• Increase linguistic awareness: By exploring different uses of language, students will increase their awareness of the importance of word choice and tone in different contexts.

Introduction (10 - 15 minutes)

1. Review of previous content:

   • The teacher should briefly review the concepts of language and communication, highlighting the importance of clear and effective communication.
   • The teacher should also recall the characteristics of the Portuguese language, such as the presence of different levels of formality.

2. Problem situations:

   • The teacher may propose two initial situations to stimulate students' thinking. The first is a formal email to a teacher or employer, and the second is an informal message to a close friend. Students should think about how they would write these messages and what type of language they would use.
   • Another situation to propose is that of a student in a job interview. The teacher may ask students if they believe formal or informal language would be appropriate in this context.

3. Contextualization:

   • The teacher should explain the importance of understanding the difference between formal and informal language, emphasizing that the inadequate use of language can lead to misunderstandings and, in some cases, negative consequences.
   • Real-life examples can be cited of situations where the choice of language is crucial, such as job interviews, professional communication, formal emails, among others.

4. Captivating students' attention:

   • The teacher may begin the class by telling a curious story about a misunderstanding caused by the inadequate use of formal or informal language. This may include everyday situations, recent news, or stories from literature.
   • Another strategy is to present students with a list of words or phrases that are considered formal or informal, challenging them to guess which is which. This can be a fun way to introduce the topic and capture students' attention.

Development (20 - 25 minutes)

1. Theory - Formal and Informal Language:

   • The teacher should begin the theoretical part by clearly and concisely explaining what formal language and informal language are. Simple definitions and everyday examples can be used to illustrate each one.
   • Formal Language: The teacher should explain that formal language is used in formal situations, such as in official documents, academic presentations, job interviews, among others. It should be emphasized that formal language is characterized by the use of more complex and formal words, more elaborate sentence structures, and a serious tone.
   • Informal Language: The teacher should then explain that informal language is used in informal situations, such as in conversations between friends, text messages, social networks, among others. It should be noted that informal language is characterized by the use of simpler and more colloquial words, shorter and more informal sentence structures, and a more relaxed tone.

2. Differences between Formal and Informal Language:

   • The teacher should then explain the main differences between formal and informal language, focusing on aspects such as vocabulary, sentence structure, and tone.
   • Vocabulary: The teacher should explain that the choice of words in formal language tends to be more complex and formal, while in informal language it tends to be simpler and more colloquial. Examples can be given of words that are used differently in formal and informal language.
   • Sentence Structure: The teacher should explain that sentence structures in formal language tend to be more elaborate, with the use of subordination and coordination, while in informal language they tend to be shorter and more direct.
   • Tone: The teacher should explain that the tone in formal language tends to be more serious and respectful, while in informal language it tends to be more relaxed and friendly. Examples can be given of how the choice of words and tone can affect the interpretation of a message.

3. Examples and Practice:

   • The teacher should then present a series of examples of communication situations and ask students to identify if the language used is formal or informal. Examples may include emails, letters, speeches, conversations, text messages, among others.
   • Students should then have the opportunity to practice applying formal and informal language. The teacher may propose writing activities, such as writing a formal email and an informal email, or speaking activities, such as simulating a formal conversation and an informal conversation.
   • The teacher should circulate around the room, providing guidance and feedback as needed. In addition, the teacher should encourage discussion among students, promoting collaborative learning.

Feedback (10 - 15 minutes)

1. Group Discussion:

   • The teacher should start a group discussion so that students can share their answers and reflections on the practical activities carried out. This will allow students to learn from each other and see different perspectives on the use of formal and informal language.
   • The teacher may begin by asking students about the communication situations they found most challenging and why. This may lead to a discussion about the importance of context and audience in the choice of language.
   • The teacher may also ask students to share examples of how they use formal and informal language in their daily lives, and how they think the choice of language affects the way they are perceived by others.
   • During the discussion, the teacher should ask questions to deepen students' understanding and promote critical thinking. This may include questions such as, "Why do you think this language is considered formal/informal?" or "How do you think the choice of language can affect communication?"

2. Connection with Theory:

   • The teacher should then help students make the connection between the practical activities carried out and the theory presented. This can be done by reviewing the key points of the theory and relating them to the examples and discussions of the class.
   • For example, the teacher may ask students how they applied the theory in practice during the activities. This may lead to a discussion about how to recognize and use formal and informal language in different contexts.
   • The teacher may also ask students to reflect on how the class has changed the way they think about language and communication. This can help students become more aware of their own linguistic choices and become more effective communicators.

3. Final Reflection:

   • To close the class, the teacher should propose that students reflect individually on what they have learned. This can be done through a minute of reflection, where students will have a minute to think silently about answers to questions such as:
     1. What was the most important concept you learned today?
     2. What questions have not yet been answered?
   • The teacher may then ask for volunteers to share their reflections with the class. This can provide the teacher with valuable feedback on students' understanding and any gaps that need to be filled in future classes.
   • Finally, the teacher should thank the students for their participation and effort during the class, and encourage them to continue practicing the application of formal and informal language in their daily lives.

Conclusion (5 - 10 minutes)

1. Summary of Content:

   • The teacher should begin the Conclusion of the class by summarizing the main points covered. This includes the definition and differences between formal and informal language, as well as the importance of using appropriate language in different communication contexts.
   • The teacher may recall the practical examples used during the class to illustrate the characteristics of formal and informal language, and how students were able to apply these concepts in their own writing and speaking activities.

2. Connection between Theory and Practice:

   • The teacher should emphasize how the class connected theory, practice, and application. This can be done by emphasizing how understanding the theory of formal and informal language allowed students to apply these concepts in real communication situations.
   • The teacher may also reinforce the importance of practical activities as an effective way to solidify learning and develop communication skills.

3. Supplementary Materials:

   • To deepen students' understanding of the topic, the teacher may suggest additional reading or viewing materials. This may include books, articles, videos, or websites that explore the topic of formal and informal language in more depth.
   • The teacher may also suggest that students practice observing the language used in different communication contexts in their daily lives, such as on TV shows, movies, conversations with friends and family, among others.

4. Importance of the Topic:

   • Finally, the teacher should reinforce the importance of the topic covered for students' daily lives. It should be emphasized how the ability to use appropriate language in different communication situations can improve communication effectiveness and the way we are perceived by others.
   • The teacher may also mention how the ability to switch between formal and informal language is valued in many contexts, including education, the workplace, and social interactions.