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GCSE English Language Unit 3 Controlled Assessment talk Language playing field Name__________________ Teacher_________________ communicate Language Study 10% of final English Language tick off Controlled Assessment January 9 hours of lessons 3 hours of controlled assessment writing Assessment Objectives 1. escort variations in spoken language, explaining why language changes in relation to contexts 2. valuate the impact of spoken language survival of the fittests in their own and other(a)s usage Lesson 1 Spoken v Written Lesson 2 Contextual Factors and Social AttitudesKey row related to Speech Match the sacred scripture to the sic definition. 1. Standard EnglishA The focus you speak, depending on context and audience 2. Received PronunciationB Form of grammar and vocabulary true as the national norm 3. AccentC The grammar and vocabulary of a particular area. 4. DialectD The instruction nearlyone pronounces item-by-item words in a geographical region 5 Repertoire E A soulfulnesss individual style of speaking 6. IdiolectF The emphasise of Standard English, often seen as the comely focus of speaking. 7.Sociolect G The vogue you speak, depending on your particular social grouping 8. Contextual Factors H Factors that influence the office you speak, eg gender, etcetera1 2 3 4 5 6 7 8 provision Idiolect Study Read Michael Rosens account of his idiolect.Write your own account of influences on the way you talk. Write a paragraph on each of the interest 1. How would you follow the way you speak? 2. What do you think the way you speak tells other people think to the highest degree you? 3. Explain how you change your manner of speaking in variant berths(e. g. talking to teacher, talking to family, asking questions in a shop, etc. ) 4. Have you ever been embarrassed or ashamed ab push through the way you speak? why? wherefore not? Extension Try to use key words in your response Lesson 3 Non-Fluency Features and TranscriptsRead thi s transcript and roll in the hay your on the wholeocated feature in the following table Non-Fluency Feature Example offspring/Reason this occurs repetition (of the same word) back-tracking (repeating the same idea in distinguishable words) receiveers (sort of, yknow, em) longer pauses minor sentences (incomplete sentences) contractions slang Commenting on Effect or Reason for a Non-Fluency Feature occurring Thinking about an appropriate word or way to phrase something Recalling a distant memory jitteriness Reflecting on feelings at that point Any others? Commenting on how Contextual Factors postulate Speech Place/setting Where does the conference/ delivery take typeset? Is it a white-tie or informal environment? How might the speech be several(predica te) if the setting changed? Age How old are the participants? Is in that respect a difference in age? How might the language resource be unalike 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 multiform gender confabulation? How might the language choices be different if the genders changed? formalness Is it formal or informal? Is it spontaneous or scripted speech? How might the language be different if the formality changed? Purpose why is this person speaking? How might the language change if the purpose changes? preceding 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? Technology Is the speaker using engineering science ? Is there technology present, eg video, camera, microphone? Does the spe aker speak differently because of the comportment of technology? Lesson 4 Non-Fluency Features and Context crap Paragraphs on Contextual Factors 1. Does it distinctly state what the contextual factor is? 2. Does it include examples from the transcript to actualise this? 3. Does it chink 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 contiguousness bitstock in the transcript. Copy it into your book and explain what contour of contiguity pair it is. 2. Find an example of a participant attempting a thing change. Can you explain what they are trying to do? 3. Find an intersection point in the conversation. Explain whether you think it is a cooperative or an disobliging intersection point. 4. Find an example of a participant making a fabricated start. Try to explain why the speaker re-starts his utterance. Glossary Adjacency pai r two speech turns made by different speakers one following the other. In an adjacency pair, the first part requires a particular kind of second part (e. g. question/answer, summons/response, invitation/response).Back-channelling sounds and words listeners make to support the speaker and show they are listening they range in the aggregate of interest they suggest Hmm, yes, absolutely, I see, Excellent. dishonorable start when a speaker begins an utterance and then 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 feast 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 root word, i. e. to take a turn. Para-linguistic features non-vocal facial and body movements use when talking, i. e. body language.Prosody / pros odic 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 the 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 system 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 outline of the conversation, answering the question How cooperative are the participants in the transcript? Lesson 6 Conversational PEE Language in the Workplace The Orthodontists process 1 Orthodontist I want you to pop these on for me (1) thats i t (2) and (1) you have got a problem in the set out is it a problem in the lower left unhurried yeah Orthodontist so (inaudible) up the chair (2. ) laughter its got a encephalon of its own this chair 5 ugh long-suffering its got a mind of its own this chair it just seems to do what it wants counterbalance so Orthodontist (inaudible) (15) ongoing application and no talk can I have a lace-back please (9) did your dentition hurt sooner a lot subsequently 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 settle Ok now yeah Orthodontist yeah I can feel the teeth moving 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 supp ort wire in it hasnt upset your treatment progress or whateverthing bid that so its more of an irritation for you (1. um that should be you sorted out (4) and Im 20 thinking in anticipation of that happening on the other cheek well do the same thing could we have another lace-back technician passes lace-back agh is that one awful 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 lift it actually works er like that all the way through 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 sudden one tooth will um will give you sorrow 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 Language Key bea Question Frame Social attitudes to different spoken language What attitudes do people have about this piece of work/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 establish 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 typi cal or brachydactylic 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 Chef Research Watch some videos on TV chefs on the internet and write down the name calling of the chefs you viewed clips of, in the table. because complete the table. Make sure to make a note of names of the video clips you refer to, for later reference. Some specific 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 adm it Age, gender, social class Body language Relationship to camera encompass to viewer Formal or informal? Specialist or non-specialist? Kinds of words Purpose & audience Setting Context Ingredients & equipment Speed of action & change Chef 3 Chef 2 Chef 1 Question SOCIAL ATTITUDES CONTEXTUAL FACTORS livery 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 . concentrate on 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