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Edexcel Unit 3: Spoken Language

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Ashley Mercer

on 27 January 2014

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Transcript of Edexcel Unit 3: Spoken Language

Edexcel Unit 3: Spoken Language
Lesson One:
Spoken Language Exemplar
Applying Knowledge
In a pair, write a script of a conversation between you and your partner about what you did on Saturday night.
Keep it school appropriate.
Yes, you can make events up to make yourself seem more interesting.

You should write as if you were actually speaking, using the form and style that the exemplar used from last lesson.

Both you and your partner should have about a page of script style conversation.

Annotate it using the key terminology. You should aim to use each term at least once in your annotations.
Standard English
Lesson One: Spoken Language
L.O. Understand variations in spoken language, explaining why language changes in relation to context

This unit contains 2 writing tasks: a Spoken Language Study and Writing for the Spoken Voice.

We will attempt the Spoken Language Study first.
Yup, 'Spoken Language' is just what it sounds like.
Group Task: two of three

Using the classification diagram from last lesson, identify the language in each exemplar as:
formal/informal, scripted/spontaneous, or transactional/interactional.

Tip: your group may find it easiest to take turns reading aloud the exemplars.
Group Task: three of three
Each group member is to choose one of the exemplars from the set your group has been given.

You are going to become an expert on that exemplar and identify the features that make it:
formal/informal, scripted/spontaneous/ transactional/interactional.

At the end of the allotted time, we will go around the room and you will have to point out at least 2 features from the category Miss Mercer will name.

Thus, you should aim to identify at least 2 features from each classification category.
Lesson Two:
Features of Spoken Language
L.O. Understand variations in spoken language, explaining why language changes in relation to context

Copy the following diagram into your exercise books.

1. How does the exemplar from yesterday fit onto the spoken language continuum?
2. Read pages 156-157
Assessment Objectives
Spoken Language Study Task

understand variations in spoken language,explaining why language changes in relation to contexts
evaluate the impact of spoken language choices in your own and others' use

We will be using the corresponding textbook for this unit later on this week as well as some resources provided by the exam board.
Lesson 3:
Exploring Language Classifications
L.o. to identify classifications of speech

Starter Activity
Group Work Task: one of three

Form groups of six.

Identify in each exemplar:

Tenor: the participants in a conversation, their relationships to each other
Mode: form the conversation holds (i.e. radioshow, reality tv, etc.)
Lesson 4
Read the exemplar through fully.

What features does it contain that we do not find in formal literature?

We will be annotating the exemplar as a class and applying our understanding of the key terminology for this unit.

You will be tested on your understanding of the key terminology next week (Monday).

L.O. to test and apply knowledge of language classification.

All (C): Identify differences between Standard English and Accent/Dialect
Most (B): Identify range of differences between Standard English and Accent/Dialect
Some (A): Perceptively identify differences between Standard English and Accent/Dialect

15 minute Quiz! Get your pens ready!
Standard English refers to whatever form of the English language is accepted as a national norm in an Anglophone country. It encompasses grammar, vocabulary, and spelling.

How does Standard English differ from accent and dialect? And sociolect? And idiolect?

Received Pronunciation

Although there is nothing about RP that marks it as superior to any other variety, sociolinguistic factors have given Received Pronunciation particular prestige in parts of Britain. It has thus been the accent of those with power, money and influence since the early to mid 20th century, though it has more recently been criticised as a symbol of undeserved privilege. However, since the 1960s, a greater permissiveness towards allowing regional English varieties has taken hold in education and the media in Britain.
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