Title: Stylistic characterization of the text

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Stylistic characterization of the text.

Target group:

2nd‑grade students of a high school.

Core curriculum

II. Language education.

1. Grammar of the Polish language. Student:

1) uses knowledge in the field of inflection, word formation, phraseology and syntax in analyzing and interpreting texts and creating own statements;

2. Differentiation of language. Student:

2) distinguishes the concept of style and stylization, understands their meaning in the text;

3) distinguishes functional styles of the Polish language and understands the rules of their application;

4) recognises the valuing vocabulary; distinguishes neutral vocabulary from the vocabulary with an emotional color, official from colloquial

3. Language communication and language culture. Student:

5) uses different varieties of Polish depending on the communication situation;

III. Creating statements.

2. Speaking and writing. Student:

6) agrees with other people's views or polemicizes with them, substantively justifying their own opinion;

IV. Self‑study.

7) uses general Polish dictionaries and specialist dictionaries (eg etymological, phraseological, abbreviations, dialect), also in the on‑line version.

The general aim of education

Students acquire knowledge about word‑formation and lexical means for stylization of the text.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• cultural awareness and expression.

Learning outcomes

Student:

• distinguishes the concept of style and stylization, understands their meaning in the text;

• describes the factors deciding on stylistic diversity;

• recognises the functions of diminutive and thickened words in the text;

• recognises words with limited chronological and territorial range; knows how they affect the stylistic character of the text;

• creates stylistically diverse texts.

Teaching methods / techniques

• problematic: directed conversation, discussion, elements of drama;

• programmed: using a computer and e‑textbook;

• practical: subject exercises.

Forms of work:

• individual activity;

• collective activity;

• group activity.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the classes and gives the students criteria of success.

2. The teacher asks the class if they have to deal with situations when they or someone else have met with misunderstanding due to the use of inappropriate language style in communication. Then, he asks students to prepare scenes illustrating such situations in pairs or in groups. After the appointed time, students' work is presented and a discussion is discussed.

Realization

1. The teacher displays on the board an illustration of exercise 1 of the textbook. Pupils describe the situation presented in the picture: from the point of view of an adult disturbed by noisy children, from the point of view of grandparents delighted with the view of playing grandchildren, from the point of view of an artist who sees the theme of a poem or picture in playing children. Then they compare the texts, pay attention to stylistic character; it can be assumed that students will use thick words expressing negative emotions, diminutive or caressing expressing positive emotions and poetic ones. The teacher can suggest working in groups and assigning to each group only one statement from the point of view of one sender.

2. Students perform exercise 2 in abstract: they match the name of the word formation category to the description. It is a good opportunity to repeat the word formation from the previous stages of education. The teacher checks if the students know, by means of which the formulas, are made diminutive and thickened in Polish and English.

3. Students carry out exercise 3 in abstract.

4. The teacher displays two phrases on the board, in which the diminutive words appear. The students evaluate the statements: they say what they think about the statements addressed to the child, in which the diminutive words predominate? They wonder about their correctness and meaning (expression of feelings or condescending tone) and marking.

5. Students learn lexical stylistic measures, perform exercises 5 and 6.

6. Students prepare a test question for a friend or colleague from the bench, thanks to whom they will test their knowledge. Then they exchange questions.

Summary

1. Students prepare a list of questions that can be asked on the card after the lesson.

2. The teacher asks students to give examples of the lexical means they use every day. He asks them to assess whether they use them to characterize a stylistic expression.

Homework

Remind yourself of an interesting event from the last days. Form three short statements on the subject. Each time, consider other factors influencing the style of expression.

1. Oral communication, a statement taking place at school during the lesson, directed to the teacher and colleagues.

2. Written communication, a short note posted in the daily local press.

3. SMS directed to a friend.

What language features do these expressions differ?

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Stylistic characterization of the text

Individual utterances differ because each of us – depending on the situation and the topic of the conversation – uses different linguistic measures, namely by using a different style. We understand style as an effect of a specific linguistic measure selection. Our linguistic choices are determined by various factors, such as the topic of the conversation, the communication situation as well as the age and education level of the addressee and the relation between the addressee and the speaker. What is more, factors related to the speaker are also important, e.g. their communication skills, social background or place of residence.

The style is determined by the use of phonetic, inflectional, word‑formation, syntactic as well as lexical and semantic measures.

Changing the tone of a word from neutral to positive or negative can be the effect of word‑formation stylistic operation, which results in diminutives or augmentatives.

Lexical stylistic means are such means of artistic expression that relate to the meanings of words, such as archaism (a word that has gone out of use), an epithet (a word defining a noun), an oxymoron (a combination of words with opposite meaning).

We can divide the lexical stylistic means into several categories.

Name the following categories of stylistically charged words.