Lesson plan of Language: Formal and Informal

Objectives (5 - 10 minutes)

1. Understand the difference between formal and informal language: The main objective of this class is that students are able to differentiate and understand formal and informal language. They should be able to identify the elements that characterize each of these forms of communication.

2. Apply the knowledge acquired in everyday situations: In addition to understanding the difference between formal and informal language, students should be able to apply this knowledge in real situations. They should understand when and where to use each of these forms of communication.

3. Develop adequate writing and speaking skills: Finally, students should be able to develop adequate writing and speaking skills for different contexts. They should understand that formal language is generally used in more formal situations, such as in the workplace or at school, while informal language is more commonly used in everyday, informal situations.

Secondary objectives:

• Promote discussion and exchange of ideas: Through the use of group activities, students will be encouraged to discuss and exchange ideas about the difference between formal and informal language.

• Develop research skills: The research activity will help students develop research skills and learn how to find relevant information on the topic of the lesson.

Introduction (10 - 15 minutes)

1. Review of concepts: The teacher should start the class by reminding students about the concept of language and its importance in communication. This can be done through a brief group discussion, where students are encouraged to share their own definitions of language. The teacher can then complement these definitions with the formal definition of language and its importance in society.

2. Problem situations: The teacher can then present two problem situations that involve the use of formal and informal language. For example, he/she could discuss how it would be inappropriate to use informal language in a cover letter for a job, or how it would be strange to use formal language when sending a text message to a close friend.

3. Contextualization: Next, the teacher should contextualize the importance of the topic. He/she could explain how the adequate use of formal and informal language can affect the way we are perceived by others, and how this can affect our social and professional interactions.

4. Get students' attention: To get students' attention, the teacher could share some curiosities about language. For example, he/she could mention that formal and informal language can vary according to the culture and region, and that even within the same language, such as Portuguese, there can be significant differences in the use of formal and informal language.

5. Introduction to the topic: Finally, the teacher should introduce the topic of the lesson. He/she could start by explaining that the lesson will focus on understanding the difference between formal and informal language, and how to use each of these forms of communication appropriately. He/she could then present the lesson plan, highlighting the main activities and learning objectives.

Development (20 - 25 minutes)

1. Board Game Activity "Language on the Move": (10 - 15 minutes)

   • Preparation: The teacher should divide the class into groups of 3 to 4 students. Each group will receive a board game "Language on the Move", previously created by the teacher. The board should be divided into different spaces, each representing a communication situation (e.g. "Job Interview", "Talking to Friends", "Presentation in Class", "Talking to a Teacher", etc.). The teacher should also prepare a set of cards, each featuring a sentence or expression in formal or informal language.
   • Execution: Each group should roll a die to advance on the board. When a group stops on a space, they should choose a card from the corresponding pile (formal or informal). They should then discuss among themselves what the appropriate reaction would be in the situation represented on the space, taking into account the sentence or expression on the card. After the discussion, the group should present their conclusion to the class, explaining why they chose the reaction they did. The teacher should moderate the discussion, correcting if necessary and providing constructive feedback.
   • Objective: This activity aims to help students understand the difference between formal and informal language and apply this knowledge to real situations.

2. Research and Presentation Activity "Formal or Informal?": (10 - 15 minutes)

   • Preparation: The teacher should divide the class into groups of 3 to 4 students. Each group will receive a topic to research (e.g. "Formal and Informal Language at Work", "Formal and Informal Language at School", "Formal and Informal Language in Social Contexts", etc.). The teacher should provide students with a list of resources (books, websites, articles, etc.) to help them with their research.
   • Execution: Each group should research the assigned topic, identifying examples of formal and informal language in the chosen context. They should then prepare a short presentation to share their findings with the class. The presentation should include the discussion of at least three examples of formal and informal language and an explanation of why these expressions are considered formal or informal. After the presentations, the teacher should facilitate a group discussion, allowing students to ask questions and share their own observations and experiences.
   • Objective: This activity aims to help students understand how formal and informal language is used in different contexts and apply this knowledge in their own social and professional interactions.

3. Role-Playing Activity "Formal or Informal?": (5 - 10 minutes)

   • Preparation: The teacher should prepare a set of communication situations for students to role-play. The situations should include examples of formal and informal interactions (e.g. "Job Interview", "Talking to Friends", "Presentation in Class", "Talking to a Teacher", etc.).
   • Execution: The teacher should divide the class into groups of 3 to 4 students. Each group will receive a communication situation to role-play. They should then discuss among themselves how they would express the situation using formal and informal language. After the discussion, each group should act out the situation for the class, using formal and informal language as appropriate. After each role-play, the teacher should facilitate a group discussion, allowing students to share their observations and feedback.
   • Objective: This activity aims to help students understand how formal and informal language can affect communication and interaction with others.

Feedback (10 - 15 minutes)

1. Group Discussion: (5 - 7 minutes)

   • Preparation: The teacher should create an open and welcoming environment for students to share their experiences and reflections. Each group should have the opportunity to share the solutions or conclusions they came to with the activities carried out, highlighting the main points and how they applied the concept of formal and informal language.
   • Execution: The teacher should start the discussion by inviting a representative from each group to share their experiences and reflections. They should briefly describe what they discussed, what conclusions they came to, and how they applied the concept of formal and informal language in the activities. The teacher should promote interaction between the groups, encouraging students to ask questions and share their own observations and experiences. The teacher should facilitate the discussion, providing constructive feedback and clarifying any points that may have generated confusion or misunderstanding.
   • Objective: This stage aims to consolidate learning, allowing students to reflect on what they have learned and how they applied the concept of formal and informal language in the activities. In addition, the group discussion promotes the exchange of ideas and collaborative learning among students.

2. Connection to Theory: (3 - 5 minutes)

   • Preparation: The teacher should prepare a summary of the main theoretical points discussed during the class, including the definition of formal and informal language, the difference between them, and examples of how they are used in different contexts.
   • Execution: The teacher should briefly review the main theoretical points, connecting them to the activities carried out. The teacher could, for example, ask students how they applied the theory in practice during the activities, and what were the main difficulties and lessons learned. The teacher should emphasize the importance of understanding the difference between formal and informal language and being able to use them adequately in different contexts.
   • Objective: This stage aims to reinforce the connection between theory and practice, allowing students to see how the knowledge acquired during the class can be applied in real situations.

3. Final Reflection: (2 - 3 minutes)

   • Preparation: The teacher should prepare some questions for students to reflect on what they learned during the class. The questions should stimulate students to think critically about the topic, identify what they learned and what are the next steps in their learning process.
   • Execution: The teacher should ask the questions and give the students time to think and answer. The questions may include: "What was the most important concept you learned today?", "What questions still have not been answered?" and "What would you like to learn more about this topic?". The teacher should encourage all students to share their reflections, and should answer any questions or concerns that may arise.
   • Objective: This stage aims to encourage reflection and metacognition, allowing students to assess their own learning and identify areas that may need more study or practice. In addition, the final reflection provides valuable feedback to the teacher on the effectiveness of the class and any changes that may be necessary in future classes.

Conclusion (5 - 10 minutes)

1. Summary of the Class: (2 - 3 minutes)

   • The teacher should start the conclusion by summarizing the main points covered during the class. He/she should remind students about the definition of formal and informal language, the difference between them, and when it is appropriate to use each of them. The teacher can use examples from the activities carried out to illustrate these points.
   • The teacher should also reinforce the importance of understanding and being able to use formal and informal language adequately, explaining how this can affect the way we are perceived by others and our social and professional interactions.

2. Connection between Theory, Practice and Applications: (2 - 3 minutes)

   • The teacher should then explain how the class connected theory, practice and applications. He/she should highlight how the activities carried out allowed students to apply the theoretical knowledge of formal and informal language in real situations.
   • The teacher should also emphasize how the understanding and adequate use of formal and informal language are valuable skills that students can apply in various real-life situations, such as in school, at work and in their social interactions.

3. Supplementary Materials: (1 - 2 minutes)

   • The teacher should suggest supplementary materials for students who wish to deepen their understanding of the topic. These materials may include books, websites, videos and podcasts that discuss formal and informal language in more detail. The teacher could, for example, recommend the book "Manual de Redação e Estilo" by José de Nicola and Ulisses Infante, or the website "Normas e Uso da Língua Portuguesa" of the Ministry of Education.
   • The teacher could also suggest additional activities for students to practice using formal and informal language. For example, he/she could suggest that students write a formal letter and an informal text message on the same topic, and compare the differences.

4. Importance of the Subject: (1 - 2 minutes)

   • Finally, the teacher should highlight the importance of the topic of the class for students' daily lives. He/she could explain how the adequate use of formal and informal language can affect the way we are perceived by others and our social and professional interactions.
   • The teacher could also highlight how the ability to differentiate and use formal and informal language appropriately can be an advantage in various situations, such as in school, at work and in social contexts.

This conclusion should serve as a recap of the main points of the class, encouraging students to reflect on what they learned and how they can apply this knowledge in their lives.