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GCSE English Language Unit 3 Controlled Assessment mouth Language Study Name__________________ instructor_________________ Spoken Language Study 10% of final English Language grade Controlled Assessment January 9 hours of lessons 3 hours of controlled assessment writing Assessment Objectives 1. go steady variations in spoken language, apologiseing why language changes in relation to circumstances 2. Evaluate the impact of spoken language prizes in their own and separates use Lesson 1 Spoken v Written Lesson 2 Contextual Factors and Social AttitudesKey Words related to Speech Match the word to the correct definition. 1. cadence EnglishA The stylus you speak, depending on scene and auditory modality 2. Received PronunciationB Form of grammar and vocabulary accepted as the national norm 3. AccentC The grammar and vocabulary of a particular region. 4. DialectD The way some iodine pronounces individual nomenclature in a geographical region 5 Repertoire E A persons individual style of speaking 6. IdiolectF The accent of Standard English, often seen as the proper way of speaking. 7.Sociolect G The way you speak, depending on your particular social group 8. Contextual Factors H Factors that influence the way you speak, eg gender, etc 1 2 3 4 5 6 7 8 Homework Idiolect Study Read Michael Rosens account of his idiolect.Write your own account of influences on the way you guggle. Write a paragraph on each of the following 1. How would you describe the way you speak? 2. What do you recover the way you speak tells other people think about you? 3. Explain how you change your speech in different situations(e. g. talking to teacher, talking to family, asking questions in a shop, etc. ) 4. deem you ever been embarrassed or ashamed about the way you speak? Why? Why not? Extension Try to use key lecture in your response Lesson 3 Non-Fluency Features and TranscriptsRead this transcript and complete your allocated feature in the following table Non-Fluency Feature Example Effect/Reason this occurs repetition (of the selfsame(prenominal) word) back-tracking (repeating the same idea in different words) fillers (sort of, yknow, em) longer pauses minor sentences (incomplete sentences) contractions slang Commenting on Effect or Reason for a Non-Fluency Feature occurring mentation about an appropriate word or way to phrase something Recalling a distant memory Nervousness Reflecting on feelings at that point Any others? Commenting on how Contextual Factors affect Speech Place/setting Where does the conversation/speech take place? Is it a formal or informal environment? How ability the speech be different if the setting changed? Age How old argon the participants? Is there a difference in age? How qualification th e language choice be different if the ages changed? Audience Who is the speech aimed at? Is this a formal or informal audience? How might the language choices be different if the audience changed? Gender Is it a single gender or mixed gender conversation? How might the language choices be different if the genders changed? Formality Is it formal or informal? Is it spontaneous or scripted speech? How might the language be different if the formality changed? character Why is this person speaking? How might the language change if the purpose changes? Previous events What happened before this speech? How does it influence what the speaker includes? How might it be different if we didnt know what happened before? engineering Is the speaker using technology ? Is there technology present, eg video, camera, microphone? Does the speaker speak differently because of the presence of technology? Lesson 4 Non-Fluency Features and Context PEE Paragraphs on Contextual Fact ors 1. Does it clearly state what the contextual factor is? 2. Does it include examples from the transcript to support this? 3. Does it contain an explanation of how the examples show deliberate choice of language? Lesson 5 Conversational Features pic Use the glossary below to help you answer the questions about the transcript. 1.Find an adjacency pair in the transcript. Copy it into your book and explain what kind of adjacency pair it is. 2. Find an example of a participant attempting a topic change. Can you explain what they argon trying to do? 3. Find an overlap in the conversation. Explain whether you think it is a cooperative or an uncooperative overlap. 4. Find an example of a participant making a false start. Try to explain why the speaker re-starts his vox. Glossary Adjacency pair two speech turns made by different speakers one following the other. In an adjacency pair, the send-off part requires a particular kind of second part (e. g. question/answer, summons/response, invitation/response).Back-channelling sounds and words listeners make to encourage the speaker and show they are auditory modality they range in the amount of interest they suggest Hmm, yes, absolutely, I see, Excellent. False start when a speaker begins an utterance and wherefore re-starts. Filler sounds which fill up pauses in speech, such as er, um etc. perhaps to create thinking time and prevent interruption. Interruption when an utterance interferes with the flow of the conversation. It might suggest aspects of power. Overlap a kind of interruption. But overlap can be co-operative and helpful, or uncooperative and an attempt to take the beautify, i. e. to take a turn. Para-linguistic features non-vocal facial and body movements use when talking, i. e. body language.Prosody / prosodic features the sound features of talk, such as intonation, rhythm, pitch, speed. Repair the moves people make to correct what they think is a mistake (one theyve made themselves or that th e other person makes) Stylised speech speech is natural dialogue used in radio or TV plays is stylised speech. Topic change refers to points in a conversation where one of the participants clearly changes the subject, usually for a reason, and so alters the direction of the conversation. Turn-taking scheme the system that governs conversation. Silences or continuous overlaps interfere with the turn-taking system. Turn-taking is about speakers co-operating to carry the conversation forward.Utterance the words that are spoken. Extension Write an analysis of the conversation, answering the question How cooperative are the participants in the transcript? Lesson 6 Conversational PEE Language in the Workplace The Orthodontists Surgery 1 Orthodontist I want you to pop these on for me (1) thats it (2) and (1) you render got a problem in the lower is it a problem in the lower left Patient yeah Orthodontist so (inaudible) up the result (2. ) laughter its got a mind of its own t his chair 5 ugh Patient its got a mind of its own this chair it hardly seems to do what it wants proper so Orthodontist (inaudible) (15) ongoing act and no talk can I have a lace-back please (9) did your teeth hurt quite a lot after 10 ugh ugh em pardon Patient did your teeth ache a lot after your visit here last time Orthodontist yeah Patient yeah (3. 0) they have started to influence Ok now yeah Orthodontist yeah I can feel the teeth contemptible around 15 Patient yeah theyre definitely moving (32) ongoing activity wha whats happened is that um Orthodontist youre still chewing where your tooth used to be ok and now youre straight into? (inaudible) flexible wire so this is quite a common problem um Ive just put an extra support wire in it hasnt upset your treatment progress or anything like that so its more of an irritation for you (1. um that should be you select out (4) and Im 20 thinking in anticipation of that happening on the other side well do the same thing could we have another lace-back technician passes lace-back agh is that one sore yeah 25 Patient sorry Orthodontist no dont worry Patient (2) still got some achy teeth Orthodontist mm Patient right 30 Orthodontist is that something that Patient oh yeah Orthodontist that happens in the beginning they shift around Parent it actually works er like that all the way through with(predicate) treatment that you can have weeks Orthodontist and weeks of not of not having any discomfort at all 35 Parent Mmm Orthodontist then all of a abrupt one tooth will um will give you grief for a few days 2) patient in pain Ill try and be as gentle as I can (14) ongoing activity Ok then Parent yeah Orthodontist ooh sound of compressed air escaping excuse me 40 sorry short laugh um a couple of silver (inaudible) (22) ongoing activity Patient Orthodontist Technician 45 Orthodontist Lesson 7 Developing Ideas Analysing Spoken L anguage Key Area Question Frame Social attitudes to different spoken language What attitudes do people have about this workplace/occupation? How may they expect to be treated (as an audience, in some cases)? What kind of language may they expect to hear (or use)? How context influences choice of spoken language What are the contextual factors here? How do the situation(s) or contextual factors affect the speakers word choices or fluency? Key features frame in speech and/or dialogue What level of formality is conveyed by the speaker(s)? Why? What features of non-fluency are present? If none, why is this?What features of idiolect, sociolect, dialect or accent are present? Is it a cooperative or uncooperative conversation? Do you think the conversation is a typical or abnormal example of a conversation in this type of workplace? Why/Why not? How does each person speak in the conversation? Analyse the turn-taking. Why do the participants speak like this in this situation? Homework TV C hef Research Watch some videos on TV chefs on the internet and write vote out the names of the chefs you viewed clips of, in the table. Then complete the table. Make sure to make a note of names of the video clips you refer to, for later reference. Some particular chefs to look out for Delia Smith Rick Stein Angela Hartnett Jamie Oliver Keith Floyd Richard Corrigan Nigella Lawson James Martin Paul Rankin Antony Worral-Thompson Marco Pierre-White Gino dAcampo Gordon Ramsay Sanjeev Kapoor John Burton-Race Hugh Fearnley-Whittingstall Heston Blumenthal Marcus Wareing Homework Extension Are there as many TV chefs in the US and other countries as there are in the UK? Are they similar or different to the UK chefs? Lesson 8 Planning 1 Issues to project Age, gender, social class Body language Relationship to camera Address to viewer Formal or informal? Specialist or non-specialist? Kinds of words Purpose & audience Setting Context Ingredients & equipment Speed of action & editing Chef 3 Chef 2 Chef 1 Question SOCIAL ATTITUDES CONTEXTUAL FACTORS SPEECH DIALOGUE How do the public How typical is this Write down some features of the way he/she Write down some features of the way he/she talks view this chef? talk of the way TV talks . Focus on non-fluency features. Are in conversation. Focus on conversational Why? chefs talk? What these deliberate? features. factors affect the way they talk? SAMPLE PEE PARAGRAPH