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Year 10 Controlled Condition Course work

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1 Year 10 Controlled Condition Course work
Spoken Language Year 10 Controlled Condition Course work

2 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

3 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

4 The World of Sport – listen to The Commentator, read the text here:
ownloads/pdfs/Beautiful_GameSample.pdf The language of sport – lexis - remember Ron Manager – jumpers for goal posts – the studio sketch d=1&sqi=2&ved=0CCoQtwIwAA&url=http%3A%2F%2F &ei=88iATpHML8GS0QXV6_TPCQ&usg=AFQjCNGUT- 2sFo4jld8FhwadxldI-p5aNw Lexis and jargon

5 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)

6 Reality TV – how does it work?
Make a list of the ingredients for Reality TV Think about… Conflict Real people Rules Contestants Expectations Judges Context Voting Drama Lexis – ‘passion’ Emotion – tears Back stories Connection with candidates/competitors Reality TV – how does it work?

7 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 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

8 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. : Fill it in for Ablisa – N for normal – OTT for abnormal behaviour Chatting with Dermot Talking to the judges Addressing the audience Performing After the performance Ablisa…

9 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…

10 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

11 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

12 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

13 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

14 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

15 Some ideas of how to make your point
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. Use Formal English * Some ideas of how to make your point

16 Select the points you want to make about Ablisa’s audition
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

17 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

18 Which of the elements from reality TV can you find in 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

19 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. 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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