Lesson Plan | Active Methodology | Formal and Informal Treatment

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 10 minutes)

This objectives stage is vital for keeping both students and teachers on the same page. By clearly outlining our goals, students can mentally prepare and review their study materials at home more effectively. It also helps connect learning and assessment expectations for everyone involved.

Objective Utama:

1. Equip students to recognize and differentiate between formal and informal usage in the Spanish language.

2. Develop the skills to correctly apply pronouns and forms of address in various communicative contexts.

Objective Tambahan:

1. Encourage sociolinguistic awareness so students understand that the level of formality in language is influenced by context and personal relationships.

Introduction

Duration: (15 - 20 minutes)

The introduction aims to engage students and link the content they studied at home to real-life applications. The problem-based scenarios promote critical thinking, while the contextualization underscores the topic's relevance in the real world, boosting student interest and motivation for the lesson.

Problem-Based Situation

1. Picture a student needing to send an email to a teacher in Spanish but unsure whether to use formal or informal language. How might they decide? What clues might they pick up from the context?

Contextualization

The ability to distinguish and correctly apply formal and informal language is crucial not just in academic settings but also in professional and social situations. For example, in Spain, deciding whether to address someone as 'tú' or 'usted' can indicate not just respect but also the nature of the relationship. Understanding how to use these pronouns appropriately across different regions and contexts fosters better interactions and cultural understanding.

Development

Duration: (65 - 75 minutes)

The development phase is about allowing students to actively apply the knowledge about formal and informal address in Spanish. The proposed activities reinforce the correct use of pronouns and forms of address while developing communication skills across diverse contexts. This hands-on, interactive approach enables students to engage with the language dynamically, enhancing their understanding and fluency.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Coffee with Friends

> Duration: (60 - 70 minutes)

- Objective: Practice using pronouns and forms of address in both informal and formal social contexts.

- Description: In this activity, students will form groups of up to five and simulate a meeting in a café. They will receive a specific scenario outlining the context and purpose of the meeting. Students should use either formal or informal language appropriately while ordering and discussing topics.

- Instructions:

• Divide the class into groups of up to five students.

• Provide each group with a scenario describing the reason for their meeting and the relationships between participants.

• Have each group plan and perform a brief scene that takes place in a café while using the Spanish language.

• Check in on the interactions to observe the correct use of pronouns and forms of address.

• At the end, each group presents their scene and the class discusses their choices regarding formality and informality.

Activity 2 - The Great Debate

> Duration: (60 - 70 minutes)

- Objective: Hone the ability to switch between formal and informal language seamlessly, depending on context.

- Description: Groups of students will engage in a debate on a pre-selected controversial topic. They should alternate between formal and informal language depending on their audience and the effect they want to achieve.

- Instructions:

• Split the class into groups of five students.

• Select a topical issue or a cultural subject that could spark differing viewpoints.

• Clarify that half of the debate must be held in formal language and the remainder in informal language.

• Monitor how pronouns and forms of address are used during the debate.

• Vote at the end to see which group effectively utilized both forms of language.

Activity 3 - The Mysterious Letter

> Duration: (60 - 70 minutes)

- Objective: Practice distinguishing between formal and informal language in writing and comprehending texts.

- Description: Each group will receive a letter featuring a dilemma or situation that requires them to write a response—either formal (e.g., to a supervisor) or informal (to a friend). They must correctly use pronouns and forms of address based on the situation outlined in the letter.

- Instructions:

• Organize students into groups of up to five.

• Distribute a letter to each group detailing a problem or situation.

• Ask each group to draft a response, deciding whether to use formal or informal language.

• Groups will exchange their letters and responses, and another group must guess if the received response was formal or informal and explain their reasoning.

• Discuss the responses and justifications together with the class.

Feedback

Duration: (15 - 20 minutes)

This stage aims to consolidate students' hands-on learning and allow them to reflect on their experiences. Group discussion fosters metacognitive skills, and the key questions steer reflection towards the most essential aspects of using formal and informal address, encouraging a deeper and more conscious understanding of language.

Group Discussion

To kick off the group discussion, the teacher can ask each group to share their experiences, focusing on the challenges they encountered and the strategies they implemented to use formal and informal address in various situations. The teacher should prompt students to think about how their language choices influence communication and relationships.

Key Questions

1. What were the main challenges in deciding between formal and informal language during the activities?

2. How can your choice of pronouns and forms of address affect how others perceive you?

3. Were there any situations where choosing the wrong language led to misunderstandings? How could these have been avoided?

Conclusion

Duration: (10 - 15 minutes)

The goal of this stage is to ensure students have a clear and consolidated understanding of the content covered during the lesson, recognizing the practical applicability of this knowledge in their lives. Summarizing and reflecting on the key topics reinforces learning and prepares students for future interactions in Spanish, highlighting the importance of formal and informal address.

Summary

In the final part of the lesson, the teacher should go over the main points related to formal and informal address in Spanish, recalling the differences between 'tú' and 'usted' and how to apply them in various contexts. It’s important to review the activities carried out, such as the debate, the café scenario, and letter writing, to reinforce learning.

Theory Connection

The teacher should highlight how today’s lesson tied theory with practice, illustrating the importance of using formal and informal address in everyday life, and how this knowledge can be applied in real-world situations, both academic and social. Emphasizing fluency in switching between these forms of address is key for effective communication.

Closing

Lastly, the teacher should emphasize the significance of the topic discussed, underlining how a solid understanding and adept use of formal and informal address in Spanish can positively impact students’ social and professional interactions, preparing them for more effective and considerate communication across different contexts.