Lesson plan of Language, Tongue, Discourses and Meanings

Objectives (5 - 7 minutes)

1. Understanding the concept of language: Students should be able to understand language as a communication system involving the use of words, symbols, gestures, and sounds to express meanings and feelings.

2. Differentiating between language and tongue: Students should be able to distinguish between language, which is a broader concept involving all forms of communication, and tongue, which refers to a specific communication system used by a group of people.

3. Identifying speeches and senses: Students should be able to recognize different types of speeches (informal, formal, figurative) and understand how the meaning of a sentence can vary depending on the context and speech used.

Secondary objectives:

• Developing analytical skills: Students should be encouraged to analyze texts, sentences, and conversations in terms of language, tongue, speeches, and senses.

• Stimulating critical thinking: Students should be encouraged to question and reflect on the use of language, the choice of words, and the impact of speech on communication and society.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should begin the class by briefly reviewing the concepts of communication and meaning, which were discussed in previous classes. This is fundamental for students to be able to understand and appreciate the content of the current class. (2 - 3 minutes)

2. Problem situations: The teacher can propose two situations that illustrate the importance of language, tongue, speeches, and senses. For example:

   • Situation 1: A student who has recently moved to a new country is struggling to communicate with his classmates due to the language barrier. He realizes that, although he is using the same tongue (let's say, English), the language and speech can vary significantly, making effective communication difficult. (3 - 4 minutes)

   • Situation 2: The teacher can present an ambiguous news headline or a meme that can be interpreted in several ways, depending on the speech and sense. Students should be encouraged to discuss and reflect on these situations. (3 - 4 minutes)

3. Contextualization: The teacher should explain the importance of understanding language, tongue, speeches, and senses in the real world. He can mention how the misinterpretation of language and speech can lead to misunderstandings, conflicts, and even violence. For example, the importance of understanding the context and use of language in news and social media to avoid the spread of fake news. (3 - 4 minutes)

4. Getting students' attention: To pique students' interest, the teacher can share some curiosities or stories involving language, tongue, speeches, and senses. For example:

   • Curiosity 1: The Pirahã language, spoken by a small indigenous group in the Amazon, is famous for having an extremely simple numbering system, which consists only of "one", "two", and "many". This has raised interesting questions about the relationship between tongue and thought. (2 - 3 minutes)

   • Curiosity 2: The word "saudade", in Portuguese, does not have a direct translation in many other languages. This illustrates how tongue can influence our perception of the world and our ability to express certain feelings. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory - Concept of Language, Tongue, Speeches, and Senses (7 - 10 minutes)

   • The teacher should explain that language is the capacity that human beings have to communicate, to express thoughts, ideas, feelings, etc. It can be verbal (spoken and written) and non-verbal (gestures, facial expressions, etc). (2 - 3 minutes)

   • Then, the teacher should differentiate language and tongue. Tongue is a set of signs and rules used by a community to communicate. It can be a dialect, a language, a sign language, etc. Tongue is a particular system, while language is a general phenomenon. (2 - 3 minutes)

   • The teacher should then introduce the concept of speeches. They are specific ways of using language in different contexts and social situations. There are formal speeches (used in work situations, for example), informal speeches (used among friends), and figurative speeches (which use metaphors, for example). (1 minute)

   • Finally, the teacher should explain that the meaning of a sentence can vary depending on the speech used. The meaning is what is attributed to something, and it can be literal (when the word has the same meaning as in the dictionary) or figurative (when the word has a different meaning than in the dictionary, but which is recognized and understood by the speakers of the tongue). (2 - 3 minutes)

2. Practice - Examples and Exercises (13 - 15 minutes)

   • The teacher should present examples of speeches (a formal text, an informal conversation, a poem, etc.) and ask students to identify the type of speech and the meaning of the sentences. This will help students to better understand the concept and application of speeches and senses. (5 - 7 minutes)

   • The teacher should propose some exercises to recognize speeches and senses. For example, he can present a joke and ask students to explain why it is funny, taking into account the speech and sense. (5 - 7 minutes)

   • In addition, the teacher can propose a text production activity, in which students must write a small text in different speeches (formal, informal, figurative). This will allow students to practice the application of the concepts learned. (3 - 4 minutes)

Feedback (10 - 12 minutes)

1. Group discussion (4 - 5 minutes)

   • The teacher should promote a group discussion about the solutions or conclusions found by the students during the text production activity. Students can share their texts and explain why they chose to use certain speeches and senses. This will allow students to learn from the different perspectives and approaches of their classmates.

2. Connection with theory (3 - 4 minutes)

   • The teacher should then revisit the theory presented at the beginning of the class and make the connection with the practical activities carried out. He can ask students how the practice helped them to better understand the theoretical concepts. This will help to reinforce the learning and application of the concepts.

3. Individual reflection (3 - 4 minutes)

   • To conclude, the teacher should propose that students reflect individually on what they learned in class. He can ask questions such as "What was the most important concept you learned today?" and "What questions have not yet been answered?". Students should be encouraged to think critically and to express their opinions and doubts. This will allow the teacher to evaluate the effectiveness of the class and plan future classes based on students' feedback.

4. Teacher's feedback (1 minute)

   • The teacher should end the class by giving brief feedback on the students' performance and reinforcing the importance of the concepts learned. He should also clarify any remaining doubts and make himself available to help students who need additional support.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes)

   • The teacher should summarize the main points covered in the class, reaffirming the difference between language and tongue, the importance of understanding speeches and senses, and how these can vary depending on the context. He should emphasize that language is a complex and multifaceted system that plays a fundamental role in human communication.

   • In addition, the teacher should recall the problem situations and examples used during the class to illustrate the theoretical concepts. He can ask students to briefly recount these situations and examples, ensuring that they have understood and internalized the concepts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should then highlight how the class connected theory and practice. He should explain that, by understanding the concepts of language, tongue, speeches, and senses, the students were able to analyze and produce texts in different contexts and in a more meaningful way. This demonstrates the applicability of these concepts in students' daily lives.

3. Supplementary Materials (1 minute)

   • The teacher should suggest additional study materials for students who want to deepen their knowledge on the subject. This may include books, articles, videos, podcasts, among others. For example, he could suggest reading "What is language?" by José Luiz Fiorin or watching the TED Talk "Words and their weapons" by Luiz Felipe Pondé.

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

   • Finally, the teacher should reinforce the relevance of the topic presented to students' daily lives. He can highlight how understanding language, tongue, speeches, and senses is fundamental for students to be effective and critical communicators. Additionally, he can mention how these concepts are important for interpreting texts, for writing persuasive arguments, and even for understanding and actively participating in society.