Lesson plan of Language Functions

Objectives (5 - 10 minutes)

1. Understand the functions of language: Students should be able to identify and describe the different functions of language present in various texts. This includes being able to recognize the referential, emotive, poetic, metalinguistic, conative, and phatic functions.

2. Apply the functions of language in practice: After understanding the theory, students should be able to apply this knowledge in practice, either in the production of their own texts or in the analysis of existing texts.

3. Develop critical reading skills: With an understanding of the functions of language, students will be able to deepen their analysis of texts, developing critical reading skills. This includes the ability to identify the predominant function in a text and how different functions intertwine to create meaning.

Secondary Objectives:

• Encourage active participation: The teacher should encourage active participation from students, either through classroom discussions or practical activities.

• Promote collaborative learning: The teacher should encourage collaboration between students, either through group work or classroom discussions.

• Develop communication skills: With an understanding of the functions of language, students will have a solid foundation to develop their communication skills, both in writing and speaking.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should begin the class by reviewing the concepts of language, communication, and text, which were discussed in previous classes. This is essential so that students can fully understand the new content. (3 - 5 minutes)

2. Problem Situations: The teacher should present two situations that arouse students' curiosity and lead them to reflect on the functions of language:

   • Situation 1: Present an excerpt from a poem and ask students about what they feel when reading that text. This situation aims to introduce the emotive function of language.

   • Situation 2: Present an excerpt from an instructional text and ask students about the author's purpose in writing it. This situation aims to introduce the conative function of language. (3 - 5 minutes)

3. Importance of the Topic: The teacher should contextualize the importance of the functions of language, demonstrating how they are present in our daily lives and how they are essential for effective communication. In addition, the teacher can mention how understanding these functions can assist in the interpretation of texts and the development of writing and speaking skills. (2 - 3 minutes)

4. Grabbing the Students' Attention: To pique students' interest, the teacher could:

   • Curiosity 1: Tell the story of how the functions of language were initially studied by Roman Jakobson, a 20th-century Russian linguist, and how his ideas revolutionized the field of linguistics.

   • Curiosity 2: Show examples of how the functions of language are used in advertising and politics to influence and persuade people. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Functions Mapping Activity (10 - 12 minutes): The teacher should divide the class into groups of up to five students. Each group will receive a copy of a short text, which could be a poem, a news article, an advertisement, a letter, an instruction manual, etc. The objective is for students to identify and map the different functions of language present in the text.

   • Step 1: The teacher should instruct students to carefully read the text and discuss in their groups the possible functions of language present. They should note down their observations.

   • Step 2: Each group should present their conclusions to the class, justifying their choices based on the text and prior knowledge acquired.

   • Step 3: The teacher should guide the discussion, clarifying doubts and encouraging critical thinking.

2. Text Production Activity (10 - 12 minutes): Still in their groups, students should produce a short text, of no more than five lines, that exemplifies one of the functions of language. They can freely choose the function and the theme of the text.

   • Step 1: The teacher should guide students to think of an idea for the text, taking into consideration the function of language they chose to represent.

   • Step 2: Students should write the text on paper or on their electronic devices.

   • Step 3: Each group should share their text with the class, explaining the function of language they chose and why they believe the text exemplifies that function.

3. Debate Activity (5 - 6 minutes): To conclude the Development stage, the teacher should promote a classroom debate on the importance of the functions of language in everyday communication. The teacher can propose questions for discussion, such as:

   • Question 1: How can the different functions of language be used to persuade or influence people?

   • Question 2: Which is the most common function of language in our daily interactions? Why?

   • Question 3: How can understanding the functions of language help us interpret texts more effectively?

   • Question 4: How can understanding the functions of language help us communicate more clearly and effectively?

The teacher should moderate the debate, ensuring that all students have the opportunity to participate and express their opinions. In addition, the teacher should reinforce the concepts learned during the discussion, clarifying doubts and correcting possible misunderstandings.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should gather all students and promote a group discussion on the solutions or conclusions reached by each team during the activities. Each group will have up to 3 minutes to share their findings and reflections. The objective is for students to learn not only from their own experiences but also from the experiences of others. During the discussion, the teacher should ask questions that stimulate reflection, such as:

   • Question 1: Why did you choose this function of language for the text you produced?
   • Question 2: How can understanding the functions of language help us interpret and produce texts more effectively?

2. Connection to the Theory (3 - 5 minutes): After the group discussion, the teacher should make the connection between the practical activities and the theory presented at the beginning of the class. For example, the teacher could review the texts used in the activities and highlight the functions of language present, reinforcing the importance of each one in communication. In addition, the teacher could emphasize how the analysis and production of texts carried out during the activities help develop critical reading and writing skills.

3. Final Reflection (2 - 3 minutes): To conclude the class, the teacher should suggest that students take a minute to reflect on the following questions:

   • Question 1: What was the most important concept learned today?
   • Question 2: What questions have not yet been answered?

After the minute of reflection, the teacher can ask for volunteers to share their answers with the class. The objective is for students to be able to identify and value what they have learned, in addition to realizing which aspects of the content still need to be explored in more depth. The teacher should encourage students to express their doubts and curiosities and commit to addressing them in the next classes.

4. Teacher Feedback (1 - 2 minutes): Finally, the teacher should provide general feedback on the class, highlighting the positive points and areas that need improvement. The teacher can also reinforce the importance of the content learned for students' daily lives and for their academic development. In addition, the teacher should make themselves available to students to clarify any doubts that may remain.

Conclusion (5 - 10 minutes)

1. Summary of the Content (2 - 3 minutes): The teacher should summarize the main points covered during the class, recalling the definition and importance of the functions of language. In addition, the teacher should briefly mention the activities carried out and how they contributed to the understanding of the topic. The teacher could also highlight the main conclusions obtained during the debate and group discussion.

2. Theory-Practice Connection (2 - 3 minutes): The teacher should reinforce how the class connected theory to practice, highlighting how the analysis of texts and the production of texts allowed students to apply and deepen their understanding of the functions of language. In addition, the teacher could emphasize how understanding the functions of language can help students in their daily reading and writing activities.

3. Supplementary Materials (1 - 2 minutes): The teacher should suggest supplementary study materials for students who wish to approfon their knowledge on the topic. These materials could include books, articles, videos, and educational websites. For example, the teacher could indicate the book "The Language of Emotions" by Paul Ekman, which explores the emotive function of language in an interesting and accessible way.

4. Applications in Daily Life (1 - 2 minutes): Finally, the teacher should emphasize the relevance of the content learned for students' daily lives. For example, the teacher could mention how understanding the functions of language can help students express themselves more clearly and effectively, interpret texts more critically, and communicate more assertively. In addition, the teacher could emphasize how the ability to recognize and use the different functions of language can be useful in various life situations, from a conversation with a friend to the elaboration of an academic paper.