Context

In this project, we will explore the formal and informal treatment in the Spanish language. Spanish, like most Romance languages, uses different forms of pronouns and verbs depending on the formality of the situation. These communication patterns can vary depending on the country, region, level of familiarity between speakers, and the situation in which they find themselves.

In Spanish, there are different subject pronouns for the singular and plural second person, and each of these pronouns has a corresponding verb treatment. In the singular, we have "tú" and "usted," while in the plural, we have "vosotros" and "ustedes." "Tú" and "vosotros" are used in informal contexts, while "usted" and "ustedes" are used in formal contexts.

The Importance of Formal and Informal Treatment

The ability to correctly understand and use formal and informal treatment in Spanish is essential for effective communication in the language. The appropriate use of these forms demonstrates respect and courtesy and empowers the speaker to navigate a variety of social contexts with ease. Using formal and informal treatment appropriately in Spanish reflects not only language proficiency but also an understanding of the culture and social norms associated with the language.

To delve deeper into the topic and also to have a solid foundation for this project, we suggest the following resources:

• Duolingo: Formal vs. Informal "You"
• BBC Languages: Spanish Guide
• Dicionário Michaelis: Espanhol

Activity

Activity Title: Formal and Informal You: Role Play Activity

Project Goal

The goal of this project is to allow students to explore and practice the use of formal and informal treatment in Spanish through the development and implementation of a script for a role-play activity called "Formal and Informal You."

Detailed Project Description

Students will be divided into groups of 3-5 members. Each group will develop a role-play script that includes two scenes, one for a formal setting and one for an informal setting. The script should be written in Spanish, and students should strive to include a variety of verbs and treatment pronouns.

The scenarios in the scenes can vary; for example, one could be a formal dinner with a superior at work, while the other could be a casual gathering with friends. Each scenario should be structured and written in such a way as to require the use of both the formal treatment ("usted") and the informal treatment ("tú").

Once the script is created, the groups will perform their role-play for the class. It is important that during the performance, students make a conscious effort to convey the linguistic differences between the formal and informal contexts.

Materials

• Paper and pens for writing the script
• Video recording device (optional)

Step-by-Step Guide to Activity Implementation

1. Divide the students into groups of 3-5.
2. Instruct students to decide on the scenarios for each scene.
3. Have each group write a script for both a formal scene and an informal scene. Both scripts should be in Spanish and should include a variety of verbs and treatment pronouns.
4. Once the scripts are complete, have the teams practice performing their role-plays.
5. Have each group present their role-play to the class.
6. After the presentations, have each group complete a project report.

Project Deliverables

1. Script: The first deliverable is the scripts for the formal and informal scenes. These scripts should be written in Spanish and should include a variety of verbs and treatment pronouns.
2. Presentation: The second deliverable is a video recording of each group's role-play performance.
3. Report: The final deliverable should be a well-developed report that considers the following:
   • Introduction: A general overview of the project, including the topic, its real-world relevance and application, and the project's goal.
   • Development: An elaboration on the theory behind the central themes of the project, an explanation of the activity in detail, an indication of the methodology used, and the results obtained.
   • Conclusion: A restatement of the main points, a clear articulation of the lessons learned, and the conclusions drawn about the project.
   • Bibliography: A listing of the sources that were used to inform the project, such as books, web pages, videos, etc.

The report will be an opportunity for students to demonstrate their understanding of formal and informal usage in Spanish and to reflect on their learning process throughout the project.