Spoken language
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Spoken Language. Year 10 Controlled Condition Course work. Idiolect: Language used by you and your family Make a list of 10 words you use – at home – they are particular to you:. The Flat controller. Bodger. The Buttons. Zapper. My language.

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Spoken Language

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Spoken language

Spoken Language

Year 10

Controlled Condition Course work


My language

  • Idiolect: Language used by you and your family

  • Make a list of 10 words you use – at home – they are particular to you:

The Flat controller

Bodger

The Buttons

Zapper

My language


Context

  • Where we use spoken language? - put it in context

  • How it changes? – because of the context

  • What are the rules? – in the context?

  • What do we expect? – in the context?

    Look at register and tone

  • School – your mates, your gran – your mum

  • Write 3 short dialogues showing a change in register, dialect and maybe – idiolect h/work

Context


Lexis and jargon

  • The World of Sport – listen to The Commentator, read the text here:

  • http://www.englishandmedia.co.uk/publications/downloads/pdfs/Beautiful_GameSample.pdf

  • The language of sport – lexis - remember Ron Manager – jumpers for goal posts – the studio sketch

  • http://www.google.co.uk/url?sa=t&source=web&cd=1&sqi=2&ved=0CCoQtwIwAA&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D3NeRoSFZWbs&ei=88iATpHML8GS0QXV6_TPCQ&usg=AFQjCNGUT-2sFo4jld8FhwadxldI-p5aNw

Lexis and jargon


Lexis and context

  • Analyse how Ron and the other studio guests use sporting language.

  • Make some lists of the lexis of different kinds of sports – free choice – h/work

  • Analyse a TV sport show – anchor, studio guests – what do you expect? What are the rules of the genre?

  • Write your own script – and see how the language is used. h/k (+ some performances in class)

Lexis and Context


Reality tv how does it work

  • Make a list of the ingredients for Reality TV

  • Think about…

  • Conflict

  • Real people Rules

  • ContestantsExpectations

  • Judges Context

  • Voting

  • Drama

  • Lexis – ‘passion’

  • Emotion – tears

    • Back stories

    • Connection with candidates/competitors

Reality TV – how does it work?


The x factor the context

Part One – Set the scene

Set the scene – what is the X Factor? Go through the show, series and the final outcome – BRIEFLY.

Watch 2 ‘normal’ auditions

http://www.youtube.com/watch?v=6qO0T_ZHOlM

http://www.youtube.com/watch?v=ybiW3a6SQ9o

Part Two

What are the roles of the judges? What do we expect them to do?

Part Three

What are the roles of the contestants - what do we expect from them?

The X Factor – the context


Ablisa

  • The audition – we’ve already looked at 2 ‘normal’ auditions, write a list of the expectations we have of contestants auditioning

  • Fill in the chart - you can use normal auditions and then - compare these expectations with Ablisa’s audition.

  • http://www.youtube.com/watch?v=rrNbLBS1D2Q

  • : Fill it in for Ablisa – N for normal – OTT for abnormal behaviour

Ablisa…


Transcript making notes

  • Body language – go through the transcript – and make notes on the paralinguistic features - put them in as ‘stage directions’

  • Look at the tone and register of what they all say – add notes on mood – sarcastic, patronising, kindly etc.

  • Look at the language used – using your hand outs make notes on what linguistic features are used, next…

Transcript – making notes


The what when why how questions

  • What did they say? What was the tone and register?

  • How did they say it? What linguistic features are used – why are they used?

  • Does it fit in with, or break the conventions of the show? How?

  • Analyse and comment – don’t narrate

The what when why how questions


Assessment for learning and development

Assessment Criteria - the skills we are looking for:

  • Clear, formal English

  • A well structured essay which refers effectively to the title

  • Use of analysis and comment: Statement, Example, Explanation and Development (SEED)

  • A thoughtful conclusion summing up the ideas and the points made in the essay

  • These skills do transfer!

Assessment for learning and development


Set the scene

  • Remind your self of the ingredients for Reality TV:

  • Contestants*Drama *Conflict

  • Emotion – loss of contestants – lexis ‘passion’ for example – tears – both sides

  • Back stories – on both sides?

  • Tasks/auditions

  • Judges – stages – judgements emotional engagement?

  • Voting – tension – the ten second count down for example

Set the scene


Setting the scene putting the show in context

  • The title asks you to explain how the language fits into the context of reality TV:

  • Explain what kind of reality TV the X Factor is

  • Structure of the series, shows, and the audition process

  • The role of the judges and the contestants

    This should be one or two paragraphs, and it should ‘anchor’ the rest of the essay. What you write here, is what you will be referring back to in the essay.

  • Be concise, and clear

Setting the scene – putting the show in context


The written task

The title:

  • How is spoken language adapted to the context of reality TV in the two extracts you have studied?

  • The two important words are ‘how’ and ‘context’ - how do people speak, and is it appropriate or inappropriate in the context they are in?

  • Each paragraph should have a key or topic sentence which refers to the title, and makes a point answering the question.

  • All your comments on what the participants say and do refer to the context – is it appropriate, inappropriate, does it ‘fit’ or not? Refer back to the title in every paragraph.

The written task


Some ideas of how to make your point

Use Formal English *

  • An good example:

  • Statement:

    • Abi is rude when she ignores Simon’s welcome.

  • Example:

    • When she blurts out, ‘Oh my God it’s Cheryl,’

  • Explanation

    • she is ignoring him and the other judges.

  • Development

    • She is talking to her friend, not to the judges, commenting on them rather than responding to them. She is showing that her agenda is to ‘show her personality’, rather than actually audition. Her speech is slangy*uses slang and elision; showing how breathless and gushing she wants to appear to be.

Some ideas of how to make your point


Spoken language

Select the points you want to make about Ablisa’s audition. Were they childlike, immature, rude, inappropriate, aggressive, sulky?

Find examples to illustrate each point you want to make.

Comment on the points you’ve made.

Make sure you explain how what they say and their behaviour fits/doesn’t fit in with the context of the show, by developing your ideas.

Assess your progress: Colour coding: Go through your work and highlight a section:

Yellow = statement

Green = example

Pink = explanation

Orange = development and linguistic features


A conclusion make it thoughtful

  • Look at the title

  • Does it ask a ‘how’ question?

  • Have you explained how the language works?

  • Make a summary of the points you have made adding in any new ideas that occur along the way.

  • Don’t labour the point - be concise

A conclusion – make it thoughtful


The apprentice

  • Which of the elements from reality TV can you find in The Apprentice? Check back against the X Factor.

  • What is the structure of the show, the series and what is the prize?

  • What role do we expect the applicants to take?

  • What role do we expect the judges to take?

  • Write your three paragraphs setting the scene - and establishing the context.

The Apprentice


How to write about spoken language

  • Controlled Assessment Checklist

  • Essential

  • Evidence-based (e.g. on a transcript/recording/notes)

  • A study on mostly spontaneous spoken language; a comparison of scripted and spontaneous speech could also be fruitful.

  • Desirable

  • Material to reflect students’ interests/experience

  • Transcript-based evidence which has been seen and heard.

  • 800-1000 words outcome

  • Task based on a question rather than a general analysis

  • Possible

  • Utilise recordings of language and notes made through observation

  • Comparative task

  • Avoid

  • Over use of technical language and feature spotting or complicated use of linguistic terminology

How to write about spoken language


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