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GCSE English verbiage Unit 3 Controlled Assessment m erupth Language Study Name__________________ instructor_________________ mouth Language Study 10% of final English Language post Controlled Assessment January 9 hours of lessons 3 hours of controlled judgment writing Assessment Objectives 1. Understand variations in turn to lyric, pardoning why language metamorphoses in relation to contexts 2. Evaluate the impact of utter language qualitys in their testify and otherwises practice session Lesson 1 Spoken v compose Lesson 2 contextual Factors and Social AttitudesKey lyric poem related to Speech Match the sacred scripture to the correct definition. 1. Standard EnglishA The bureau you speak, depending on context and reference 2. Received PronunciationB turn of grammar and vocabulary accepted as the study norm 3. AccentC The grammar and vocabulary of a br each(prenominal)icular proposition role. 4. DialectD The way somewhatwhat atomic number 53 pronounces indi vidual dustup in a geographical region 5 Repertoire E A souls individual fashion of speaking 6. IdiolectF The vehemence of Standard English, ofttimes seen as the proper way of speaking. 7.Sociolect G The way you speak, depending on your particular mixer group 8. Contextual Factors H Factors that put to work the way you speak, eg sexuality, etc 1 2 3 4 5 6 7 8 preparation Idiolect Study ask Michael Rosens nonice of his idiolect. redeem your own account of influences on the way you sing. Write a paragraph on each of the by-line 1. How would you describe the way you speak? 2. What do you think the way you speak tells other people think active you? 3. condone how you change your mother tongue in contrastive situations(e. g. chew outing to teacher, communicationing to family, asking questions in a shop, etc. ) 4. Have you of all time been embarrassed or ashamed most the way you speak? wherefore? Why not? Extension Try to occasion key dustup in your reso lution Lesson 3 Non-Fluency romps and TranscriptsRead this transcript and complete your allocated singularity in the future(a) table Non-Fluency Feature Example Effect/Reason this occurs repeating (of the same word) back-tracking (repeating the same idea in antithetical words) fillers (sort of, yk now, em) longer pa subroutines venial sentences (incomplete sentences) contractions slang Commenting on Effect or Reason for a Non-Fluency Feature occurring idea about an appropriate word or way to phrase something Recalling a yonder memory Nervousness Reflecting on feelings at that point Any others? Commenting on how Contextual Factors affect Speech Place/ reach Where does the conference/ linguistic process portion out consecrate? Is it a buckram or on the l oose(p) environment? How magnate the talk be diametrical if the setting changed? Age How emeritus ar the participants? Is there a struggle in age? How might the language choice be different if the ages changed? audition Who is the speech aimed at? Is this a formal or promiscuous audience? How might the language choices be different if the audience changed? Gender Is it a single gender or mixed gender dialogue? How might the language choices be different if the genders changed? ceremoniousity Is it formal or informal? Is it spontaneous or scripted speech? How might the language be different if the formalities changed? Purpose Why is this soul speaking? How might the language change if the purpose changes? Previous events What happened onward this speech? How does it influence what the loudspeaker includes? How might it be different if we didnt know what happened before? Technology Is the speaker using applied science ? Is there technology submit, eg video, camera, microphone? Does the speaker speak differently because of the presence of technology? Lesson 4 Non-Fluency Features and Context make Paragraphs on Contextual Factors 1. Does it clearly state what the contextual factor is? 2. Does it include examples from the transcript to contain this? 3. Does it contain an explanation of how the examples taper turn over choice of language? Lesson 5 colloquyal Features pic Use the glossary below to supporter you answer the questions about the transcript. 1. hold an adjacency check in the transcript. Copy it into your book and formulate what kind of adjacency pair it is. 2. visit an example of a participant attempting a topic change. Can you explain what they be trying to do? 3. Find an carrefour in the conversation. Explain whether you think it is a cooperative or an disobliging lap covering. 4. Find an example of a participant qualification a false start. Try to explain why the speaker re-starts his comm ent. Glossary contiguity pair two speech turns top by different speakers one following the other. In an adjacency pair, the first part requires a particular kind of assist part (e. g. question/answer, summons/response, invitation/response).Back-channelling sounds and words listeners make to encourage the speaker and show they are listening they range in the amount of interest they suggest Hmm, yes, absolutely, I see, Excellent. untrue start when a speaker begins an utterance and whence re-starts. Filler sounds which fill up pauses in speech, such as er, um etc. perhaps to create view time and prevent interruption. Interruption when an utterance interferes with the flow of the conversation. It might suggest aspects of power. carrefour a kind of interruption. But overlap faeces be co-operative and helpful, or uncooperative and an attempt to take the floor, i. e. to take a turn. Para-linguistic features non-vocal facial and body movements use when talking, i. e. body la nguage.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 misapprehension (one theyve made themselves or that the other person makes) Stylised speech speech is inseparable dialogue use in radiocommunication or TV plays is stylised speech. stem 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 ashes 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, say the question How cooperative are the participants in the transcript? Lesson 6 Conversational PEE Language in the Workplace The Orthodontists Surgery 1 Orthodontist I destiny you to pop these on for me (1) thats it (2) and (1) you pack got a problem in the lower is it a problem in the lower go away affected role yea Orthodontist so (inaudible) up the chair (2. ) laughter its got a mind of its own this chair 5 ugh affected role its got a mind of its own this chair it dependable seems to do what it wants right so Orthodontist (inaudible) (15) ongoing legal action and no talk can I pack a lace-back please (9) did your teeth wound quite a a pass on aft(prenominal) 10 ugh ugh em pardon tolerant did your teeth ache a lot after your visit here extend time Orthodontist yea Patient yea (3. 0) they withstand started to settle Ok now yeah Orthodontist yeah I can feel the teeth moving or so 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 like a shot into? (inaudible) flexible equip so this is quite a common problem um Ive only put an extra support wire in it hasnt upset your treatment climb on or anything like that so its to a greater extent of an irritation for you (1. um that should be you sorted out (4) and Im 20 thinking in presentiment of that happening on the other attitude well do the same thing could we have another lace-back technician passes lace-back agh is that one sore yeah 25 Patient non-white 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 about 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 sudden one tooth will um will give you ruefulness for a few days 2) patient in pain Ill try and be as patrician as I can (14) ongoing activity Ok then Parent yeah Orthodontist ooh sound of miserly 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 area promontory Frame Social attitudes to different spoken language What attitudes do people have about this body 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 articulateness? Key features found 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 normal 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 Chef Research Watch some videos on TV chefs on the earnings and write down the name of the chefs you viewed clips of, in the table. Then complete the table. Make sure as shooting to make a note of names of the video clips you refer to, for later reference. near specific chefs to look out for Delia smith Rick Stein Angela Hartnett Jamie Oliver Keith Floyd Richard Corrigan Nigella Lawson James Martin capital of Minnesota 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 atomic number 18 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 consider Age, gender, friendly class Body language relationship to camera Address to viewer Formal or informal? Specialist or non-specialist? Kinds of words Purpose & audience backing Context Ingredients & equipment Speed of action & redact Chef 3 Chef 2 Chef 1 header SOCIAL ATTITUDES CONTEXTUAL FACTORS SPEECH communication 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 . guidance on non-fluency features. Are in conversation. concenter on conversational Why? chefs talk? What these deliberate? features. factors affect the way they talk? SAMPLE PEE PARAGRAPH