1. Pick who has the most distinctive voice and give five adjectives to describe this.

2. Today’s aims - Phonology  To explore how the sound of a person’s speech can contribute to how they are perceived by audiences.  To learn some key terms which will help you to analyse your transcripts for the Controlled Assessment task.  To begin to explore how people may be judged by the sound of their voice.

3. Phonology – mind map it!! Begin by adding any initial ideas about what might contribute to the sound of a person’s voice to the mind map below and as we progress through the lesson, add any ideas and key terms that you become aware of. PHONOLOGY

4. Terminology Pit Stop 1 Features that relate to aspects of a speaker’s voice are called prosodic features. Add this to your mind map. These can include:  Pitch (how high/low the voice is)  Tempo (the speed of speech)  Tone (how speech creates an impression eg. he spoke in a very aggressive tone/don’t use that tone with me young man!  Volume (how loud or quiet somebody speaks)  Stress (how certain words are emphasised)

5. What could you say about the prosodic features of…

12. Select one to evaluate Pick one of the presenters/celebrities/characters from the previous slides and aim to write 50 words to evaluate how the sound of their voice may evoke a certain response from the public (this is great practice for when you have to explore public attitudes towards your TV presenter in your Controlled Assessment task!!!  Will they be irritated by anything in their voice?  Will they find anything offensive?  Will they find anything humorous?  Will they pity them in any way?  Will they feel scared?  Will they want to speak like they do?

13. Create a top 10 In your book, create a ‘top ten list’ of celebrities whose voice really grates on you. Next to each one, try to identify what it is exactly that you don’t like about their voice. Try to use some of the terms we have come across today.

14. Research into public attitudes Because part of what you will be assessed on for this unit involves public attitudes towards spoken language, I want you to create a mini questionnaire to find out which celebrities’ voices the people in your family have the strongest opinions on. Can you write down five questions which you think will provide you with some information on this subject. Questions could include:  Which celebrity would you prefer to narrate an audio book?  Which celebrity would you least like to commentate on the football?  Which celebrity would you most/least like to spend the day with?  Which celebrity’s voice irritates you the most and why?  Which celebrity has the most distinctive voice and why?

15. Research into public attitudes You need to bring the results of this mini questionnaire to your next lesson so we can discuss this as a class. Try to ask at least five people but aim for as many as possible so you have a range of ideas to refer to in your assessment!!

16. Terminology Pit Stop 2 Here are some other key terms you could use when analysing spoken language: - fricatives ( sounds like f, v, and th where your teeth meet your bottom lip) - plosives (letters such as p, b, t, d, k, and g which sound quite harsh when spoken) - alliteration (repeating the same letter, for example in the catchphrase ‘no likey, no lighty!’) - assonance (repeating vowel sounds; a, e, i, o, u) - onomatopoeia (sound imagery such as buzz, pow, crash, bang)

17. Who might use these sounds in their speech and why? Can you think of which kind of TV presenters might use these sounds in their speech the most? Consider what kind of sounds the following types of presenters might use the most:  Football commentators  Game show hosts  TV chefs  Children’s TV presenters  News readers  Programme narrators/voiceovers

18. Exploring tone To explore tone, you are going to play a game in pairs where person A says a phrase in different ways and person B has to note down their response to the phrase and guess which tone the phrase was said in. Person A should look at the next slide but person B is not allowed to look until person A reveals the answers so you can see how many you got correct.

19. Person A To explore the use of tone further, say the phrase ‘Get yourself over here’ using the seven tones below and person B will note down their response to the line and their guess of the tone they think you used:  Seductive  Angry  Sympathetic  Excited  Aggressive  Upset  Fearful

20. Person B Make a note of how you feel when person A has delivered the line and what tone you think they were using. 1 2 3 4 5 6 7

21. Scenarios How would you adapt the sound of your speech for each of these different scenarios? List 5 words that are relevant to the pitch, tempo, tone, volume and stress. 1. A young child has got on the wrong bus and is extremely scared. If you responded with an aggressive tone, what might the child and others think of you?

22. 2. You are given a gift that you really do not like, but you do not want to offend the person who gave you it. 3. Your younger brother has snapped your straighteners AND has eaten all the buttons off your xbox control pad! Scenarios

23. 4. You are on a game show and you have ten seconds to name as many green vegetables as you can and if you name more than 5 you win a million pounds! 5. You have just spent the last half an hour complaining to your friend about a goofball at work/school, only to find that when you say their name, it’s their boyfriend/girlfriend!

24. How do you respond to this? Write a 50 word response to this statement, aiming to use as many of the new terms you have learnt today as possible. Be ready to share in 5 minutes!! ‘It’s not what you say, it’s how you say it’