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Yr 10 Spoken Language Study

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Timothy Yeaes

on 17 March 2015

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Transcript of Yr 10 Spoken Language Study

PSHE - Sex & Relationships


Elision Words

Fillers

Tag Questions

Hedge Words

Phatic Language
"possibly...maybe...perhaps......sort of"

"it's a bit cold in here isn't it?"

"Wannabe, Wassup, Gonna"

"Yep. Great! Sure! Right! Really?"

"Er...Um...Ah!"
Link the Language to the correct Definition
Lesson Objectives

Understand key Spoken Language Terms

Identify contexts in which these spoken language terms are used.

Explain why these certain terms are used

I
In what contexts would one use Hedges, Fillers, Ellision, Tag Questions and/or Phatic Language?

Explain Why this is...
What do these terms mean?

Idiolect

Informal

Formal

Register

Vernacular

Standard English
What Registers do Ross & Gaga use.
D

Why do they use this language? C

Can you find any examples of Hedges, Fillers, Ellision or Phatic Language? Why does Ross use humour?
B

Explain why they have been used by the speakers? A
In Groups of 3 - select a
Timekeeper/Assessor
, Scribe &
Presenter
Lesson Objectives:

Explain the definitions of Spoken Language terms

Comment on the different types of speech used by a speaker.
C

Explore the way a speaker uses particular types of language. B


Elision Words
Fillers
Tag Questions
Hedge Words
Phatic Language
In what context would you come across these types of spoken language?
Why does Ross use humour?
Is the language formal or informal?

What type of audience watches the show?


Do the speakers use
hedge,

fillers,

ellision
or
phatic
words?

If so - why?
C
D
B
lesson Objectives:

To know more about the realities concerning teenage sex & relationships.

To be able to talk confidently and in an informed way about teenage relationships.
What behaviour/language will not be appropriate for this lesson?
What attitude will be encouraged?
Write down 3 other ways of saying the following phrase...
"We slept together"
Write down 3 other words for these terms...
PENIS VAGINA
Lesson Objective:

Identify language used by speakers in order to gain power.
D

Explain how people gain power through Spoken Language. C

Explore/ Analyse how a speaker uses a range of techniques to assert power through Spoken Language. - B/A
In groups of 3:
Assessor/Timekeeper
,
Scribe
&
Presenter
How do different speakers try to assert power over each other?
Alan
,
Ben
,
Yasmina
and
Paula
.

What aggressive language is used and why?

Do people change the tone of their voices for effect?

Is there any overlapping of speech, & why is this important?

What key types of Spoken Language aren't used and why?
Lesson Objectives:

Identify a range of positive and negative spoken language. C

Compare different emotions created through language. B

Explain why spoken language changes in different contexts. A
Stuart Lancaster Andy Robinson
England Coach Scotland Coach
What are the tones of their voices?
L.5

How do they appear to be feeling?


What positive/ negative language do they use?
L.6

Do they use Hedges, Fillers or Phatic Language?
If so... Why? L.7/8
Do the speakers use fillers?
H/W - to be handed in after half term. Select a Clip and analyse the use of Spoken Language by the speaker.
list as many different situations in which people speak.

Commentating a football match.
Gossiping with a friend.
On the phone to a bank manager.
What type of dialect is this?

What do these words mean in Standard English
"Alright me old china plate?"

"The old currant bun is bright today!"

"Those apples & pears are a bit steep!"

"Cor I could murder a cuppa rosie lee!"

" She's got a lovely set of Bristol Citys!"
"I'm bursting for a jimmy riddle!"
"Lets 'ave a butcher's hook at it then."
Lesson Objectives:

Identify a range of Spontaneous speech situations.

Translate a range of dialectic language.

Identify & comment on persuasive aspects of a spoken language piece.


What religious language is used?

What metaphors/similes are used?

How does he refer to his audience?

Are there any pauses?
What is Martin Luther King arguing about?
How are these things persuasive?


SPEAKER 1: hang on |one sec| YEAH (.) Who (2)

SPEAKER 2: |no worries|

SPEAKER 1: oh ok put him through (1) should |only take a moment|

SPEAKER 2: |do you need me to um|

SPEAKER 1: no stay it shouldn't take OH hi john (1) it is yep (3) ha well it was
about the new moodle programme (2) um (2) i think (3) let me
just check that (2) coz (.) erm
Who are the SPEAKERS, & what is the situation?
Mr Yeates & Mr Musson.
What do these symbols mean?
Lesson Objectives:

Understand transcript conventions.

Comment on a speaker's use of language.

Explain why a speaker uses particular language.
|speech|
|speech|
SPEECH
(.)

(1)

(2)
In pairs or 3's go out into the school and record some spoken language.... then analyse it.

(Headmaster's office, Library, Classroom lesson.)

Note down who is speaking and about what. - D

Record any pauses, phatic language, fillers etc. - C

Explain/Explore why this language was used. - B/A
What types of language were used?
Who held the power?
Who is this man?
When was he elected?
Lesson Objectives:

Comment on a speaker's use of language. D

Explain why a speaker uses different tpyes of language. C

Explore the effect created by a speaker's use of language. B
Does Obama repeat any language?

Does he speak in a formal or informal register?

What is his tone of voice?

How does he refer to his audience?

Does he pause?

Does he use phatic, filler, hedge or ellision words?

Does he create any imagery through his
words?

Who is his audience?

What is he trying to achieve through his speech?

Why does (or doesn't) Obama use this language?
What register does he use?

Does he use phatic, filler, hedge or elision words?

Does he use humour? If so, when & why?

Who is his audience?

What differences/similarites are there between this and Obama's speech?

Why has Obama adapted/changed his language for this situation?
D



C


B

A
Lesson Objectives:

Comment on a speaker's use of language. D

Explain why a speaker uses different types of language. C

Compare different types of language used by a speaker. ( Explain why the speaker has adapted their language?) B/ A
D


C


B
Barack Obama Speech, North Carolina. 2008
there have been some things said this week that we haven't commented (1) almost slanderous

but (1) isn't that just the |psychological part| of the game


|NO (1) NO (1)|
no (.) when you do things like that and when you say things like he said about STUART PEARCE (1) and LEEDS (2) i mean i've KEP (.) really (.) quiet

|well I suppose|

|AND and you you| can tell im from me if he's list (.) watching that we're still FIGHTING for this title and and I would LOVE it if we beat them LOVE IT
SPEAKER 1


SPEAKER 2



SPEAKER 1




SPEAKER 2

SPEAKER 1
What's the situation and how does Speaker 1 feel?
Obama on the Letterman Show - 2007
lesson objectives:

Identify different risks which can come from online activities.

Explain how online risks can be avoided.

Understand how to access the CEOP 'Think You Know' website.
*What do you use the internet for, and what can go wrong?

lesson objectives

Recap on meanings of spoken language terms

Explain why speakers use particular spoken language terms.
What is a
Mneumonic
?
Richard
Of
York
Gave
Battle
In
Vain
My
Very
Easy
Method
Just
Speeds
Up
Naming
Planets
Some
Old
Hag
Cracked
All
Her
Teeth
On
Apples
Damn
Silly
Teachers
Slim Shady
Likes
Death
Elision
Informal
Formal
Register
Idiolect
Phatic
Filler
Hedge
Vernacular
Accent
Dialect
Transcript Conventions
Standard English
Tag Questions
Create a Mneumonic to remember these words.
E.G. Every Filthy Tourist Is Fighting Very Hard To Pull A Decent Sized Red Fish.
Compare Barack Obama's Use of Language in his speech & the interview.
Points to write about....
How do the two situations differ (Formal/Informal)?
What is his register?
What is Obama trying to achieve in each situation?
What sides of his personality is he trying to get across in each situation?
Does he use Humour at all?
Does he use Fillers or Phatic Language?
Why does he change his language depending on the situation?
lesson Objectives:

Comment on aspects of a speakers use of language. - D

Explain why a speaker has used a particular type of language. - C

Compare how /Explore why a speaker has adapted their language for a different situation. - B/A
Route from L.5 - L.7



Level 5


Level 6

Level 7
Obama uses humour in the Letterman show when jokes about keeping his smoking habit away from his wife.

He uses humour because it's an informal situation, and the Letterman show is a late night chat show, whose audience want entertaining.

He also uses humour to promote the more fun, relaxed, and casual side to his personality. He does this because his ultimate goal is to gain popularity amongst the American people, in a hope to gain votes.

Even though Obama is trying to achieve the same objective through his victory speech, he is doing it through a different means........
Re-write these sentences in a more sophisocated way, using correct technical language .......
"He speaks formal"

"The situation is chilled"

"He don't wan't to sound like he don't know what he's saying"
1. What event caused the rioting to develop?

2. List 3 criminal activities that occurred in Tottenham.

3. How did an eye witness describe the event?

4. What register is being used by the news reporter?


5. Summarise the broadcast.

6. Why would they use this type of register?

7. What features of spoken language are not used by the speaker?

8. What is the tone of the reporter's voice?


9. Why does the reporter use this tone of voice, and why aren't certain spoken language features used?

10. What of sort of information is the audience looking for from this broadcast?
What happened in the summer of 2011 in London?

What caused it?



What events occurred as a result?
D - Grade
C - Grade
B - Grade
lesson objectives:

Identify the feelings/ attitudes of the speakers. - D

Explain how feelings/attitudes are conveyed through language. - C

Compare the spoken language of two speakers- B
Who are the two speakers and what is the situation?

How do the speakers feel?

What spoken language features can you identify (pauses, fillers, loud speech)

How do these features reflect the different feelings of the two speakers.

What are the registers of the two speakers?

Why is one speaker angry and the other one calm?

Explain one way in which this spoken language differs from the previous report.

Lesson Objectives:

L.5 Explain why a speaker uses certain spoken language.

L.6 Compare the way in which a speaker uses language in different situations.

L.7/8 Explore/Analyse the way a speaker adapts their language.
D

C

B


2+2 = 4

Mr Dabinett is attractive.

E = MC

Global Warming is a serious problem that needs to be delt with immediately.

Mr Dabinett is male.

"As long as there is poverty in the world, no man can say they are truely free."

The shortest distance between two points is a straight line.

Are these Facts or Opinions?
2
Is the Job of a reporter to present Facts or Opinions?
Why is this?
Highlight/ Underline 3 FACTS from the report.
Lesson Objectives:

Identify key points of a speaker's language, and annotate your transcript.

Explain why a speaker has to use a certain style in a particular situation.



this is thi
six a clock
news thi
man said n
thi reason
a talk wia
BBC accent
iz coz yi
widny wahnt
mi ti talk
aboot thi
trooth wia
voice lik
wanna yoo
scruff. if
a toktaboot
What words don't you understand?

Is the speaker using Standard English?

What type of language is the speaker using?
Our Next Topic is Shakespeare.
Highlight/Underline and Label....
Angry things Howe says.
Examples of Overlapping Speech.
BOLD language.
Fillers and Pauses.

Lesson Objectives:

Identify a range of spoken language features.

Comment how the speaker is feeling.

Explain how transcript conventions reflect the emotions of the speaker.

Extension Task:
how do
Fillers, Pauses, Overlapping Speech and Bold language
reflect the speakers feelings.

In groups of 3/4
What does the speaker say would happen if newsreaders spoke in dialect.?
How do the two speakers view the following events?

The death of Mark Duggan.

The attitude of the rioters.

Why does Howe say this on page 1
?


Why does Darcus Howe say this to the interviewer on page 2?


Why does the reporter interupt Howe inbetween page 1&2
"SHOW SOME RESPECT!"
"OF COURSE NOT!"
Compare the different conventions used in each transcript.

Identify the similarites/differences between the language used by the two speakers.

Explain why the two speakers use different language.

Lesson Objectives
In Pairs/Threes

Create a Poster which compares the Spoken Language of Mat Prodger (BBC news correspondant) and Darcus Howe (Interviewee).



Points to consider.....

What are they speaking about?
What are the speakers attitudes towards the rioters?
How does each speaker feel and why?
What transcript conventions can you identify?
What do these conventions indicate?
Is the English used standard and Formal, if so why?

False Start:



Digression:

These are two more spoken language terms.
What do they mean?
Howe uses both of theses - find them in the transcript!
Lets break it down -
What do these mean?

Fillers =
Standard English =
Formal =

Transcript 1 Answers.

1. Tottenham
2. The morning after the night before.
3. Shooting of Mark Duggan
4. The Government
5.Mat Prodger
6. Two dozen - 24
7. Anarchy.
8. Looting.
9. Assault on the community.
10. Full force of the Law.

Transcript 2 Answers.

1. Darcus Howe. (spelling must be correct)
2. Croydon.
3. 50 years.
4. Political Leaders and Police.
5. Mark Duggan. (spelling must be correct)
6. None.
7. Brixton.
8. Insurrection.
9.Syria, Clapham, Port of Spain and Trinidad. (1 mark for each)
10. Show some respect.
Working Individually, Select any British Accent.








Write a 20 line speech on the back of your sheet ARGUING that this accent is the BEST/WORST.

Birmingham
Cockney
Somerset
Scottish
Irish.

Lesson Objectives:

Identify the key speakers, viewpoints and events from the 2 transcripts.

Understand the scheme of learning for the remainder of the year.

Develop you agruing skills.
The Road towards your English GCSE - What is left of Yr 10.
Spoken Language Study Assessment (a week on Monday)

Shakespeare Assessment (End of Summer Term)

3 Speaking & Listening Assessments

Yr 11
About A Boy

Non Fiction Texts

An Inspector Calls

- Role Play. Presentation. Argue/Persuade/Explore.
Lesson Objectives:

Explore the different features of Spoken Language used.

Explain how a speaker's feelings are presented through language.

Comment on why the language used differs depending on the situation.

In Pairs complete the paragraphs. (Write answers on the reverse of the sheet.)
Lesson Objectives:

Understand the Assessment Question.

Consider the characters, events and themes for the next topic.

Develop you persuasive/argumentative skills.

Spoken Language Study Assessment.
Analyse the way people adapt their language on Television.
Compare the way BBC News Correspondant, Mat Prodger, and Interviewee, Darcus Howe, use spoken language.
From Your Wordle write down.....
what you think the title might be.

A 5 line overview of what you think is going to happen in the Play.
In pairs create a 5 point
persuasive argument
on why it is useful to study Shakespeare....

"We Band of Brothers."

"My only love sprang from my only hate."

"There's beauty in the web of it"
-Henry V

-Juliet Capulet


-Othello

Don't Comment on the videos of the speakers, just the TRANSCRIPTS!

Lesson Objective:

Create an A4 page of annotations for Tuesday/Thursday's assessment.

Suggested Plan...
What situations are both speakers in and what are they talking about?

Do they use formal/informal standard/nonstandard English? Why?

What is their tone of voice?

Do they use pauses, fillers, overlapping speech, loud speech, digressions, false starts? If so why?

Conclusion - summarize what you have just said in one paragraph.

Give Quotes!

This is an example of an A/B piece of writing
Transcript
What is a transcript?

What do these transcript symbols mean?
(.) |speech|
(1) |speech|
(2)
(3) SPEECH
Learning Objectives:


Identify symbols within a transcript

Explain how a Teacher achieves power through language.

Explore how authority is achieved through language.
Progression Arrow.
I know what a transcript is and how people achieve authority through power.
I have no idea what a transcript is or how authority is achieved through language.
In groups of four.
Discuss the following...
How do teachers gain authority through the way they speak?

What do they say to silence a class?

How do they speak to a misbehaving pupil?
SCRIBE
LEADER
ASSESSOR & TIMEKEEPER
PRESENTER
In your groups...
Read through the transcript of the teacher talking to their class and discuss how they achieve authority of the class...
Points to consider...
The use of pauses.

Raised voices.

The way the teacher addresses individuals & the whole class.

Use of questions.
How does someone gain power or authority through the language they use?
What did you learn last lesson?
H/W
Spoken Language Study
Formal

Informal

Hedge Words.

Filler Words.

Phatic Language.

Tag Question.

False Start

Vernacular
How do you speak...
In a lesson At break-time
Learning Objectives:
Explain why people adapt their language for different situations. L.5

Explore a range of different features of spoken language. L.6

Analyze how a speaker uses language to influence their audience. L.7
Why do you use different language in different contexts?
Register
In pairs - create a half page script in which someone uses the incorrect register for the situation they are in.
How does Barack Obama address his audience?

What is Obama trying to achieve through his speech?

What does he say at the start?

What words does he repeat?

Who is Obama's audience(s)

What does he say the election has been about?

What buzz words does he use? (hope, brotherhood etc)?

What is the impact of the reference to his father?
How does Barack Obama use language to come across positively towards his audience?
In pairs - go and record some spoken language of a teacher, using the correct transcript symbols.

Write down who is speaking and to whom.

Return & compare your findings with the rest of your group.

Explain how a teacher gains authority through the use of language.
Main Task
Today you will be assessed on your Speaking & Listening Skills...
How well you promote and participate in effective group discussion.

How well you present your ideas to your group, your teacher and your peers.
Learning Objectives:
Identify different features of spoken language in a speech.

Compare the way a speaker uses language in different contexts.

Explain why a speaker adapts their language for different situations.
What jokes does Obama make with Letterman?

What register does Obama use?

What is his tone of voice?

What type of show is the David Letterman Show?

Who is Obama's audience?

What serious issues does Obama discuss?

What is Obama trying to achieve through his spoken language?
Obama on the David Letterman show - 2008
Write half a page comparing Obama's use of language in each situation.
What the situation is he in?

What register and words does he use?

Why does he speak this way - how is he trying to come across to his audience?
Lesson Objectives:
Understand expectations for the term.

Identify different features of spoken language.

Explore how a speaker gains authority through language.
In a group...
How does a teacher gain authority through what they say?

How do they silence a class.


How do they overcome a poorly behaved student.
What language does the teacher use to gain authority in this transcript?
Assessment - End of Spring Term.
Examine how a speaker adapts their language across different contexts.
How the students are addressed.

Questions

Overlap of speech

Tone
Who is trying to gain authority in this debate?

Which spoken language features are/aren't present?

Why are people trying to gain authority?

How are people gaining power through their use of language?
Progress Line

Understand how to read a transcript.

Comment on how a teacher gains power.

Explain how a teacher gets power through language.
SPOKEN LANGUAGE STUDY
I know nothing
I can read a transcript
I can clearly explain how a speaker gains power
Lesson Objectives:
thirza right
way ti spell
ana right way
to tok it. this
is me tokn yir
right way a
spellin. this
is ma trooth.
yooz doant no
thi trooth
yirsellz cawz
yi canny talk
right. this is
the six a clock
nyooz. belt up.
thi trooth
lik wanna yoo
scruff yi
widny thingk
it wuz troo.
jist wanna yoo
scruff tokn.
'Unrelated Incidents'
What accent & dialect is this poem written in?
What's the poet saying about attitudes towards accents?
Label the accent.
Discuss different British accents...
What accents do you like or dislike?

Are some accents more prestigious than others?

Do you associate certain accents with a particular job, intellect or personality?
Learning Objectives:
Explore different attitudes towards accents.

Examine how a speaker gains power through language.
Ask each other the following questions...
What have you learnt today?

How did you learn it?

What did you find easy/difficult?

How can this knowledge be useful outside of school?
What do these terms mean?


Give examples of them
.
Person who is trying to gain power
What they say
Why they say it
Mr Legg


Mr Gardner


Chairman


Mr Tustin


Mr Yeates
Explain the meaning of Spoken Language features.

Identify Spoken Language features within a transcript.

Explore how speakers gain power through language.
Learning Objectives
Analyse Ross & Gaga's Spoken Language.
What is the purpose of the show?
Who is the audience?
Do they use fillers, phatic language, false starts, tag questions, hedge words or overlapping speech?
Why do they use this type of spoken language?
What register do they use?
Why do they use this register?
Who speaks more and why?
What humour is used by Ross?
Why does he use humour?
Who controls the discussion and why?
What was the purpose of this spoken language?

How does it achieve it's purpose?
Lesson Objectives:
Comment on how spoken language achieves it's purpose.

Explain how a speaker uses spoken language to gain authority.
Create you own transcript which contains a range of different features of spoken language .
Ellison Words

Blend Words
Use a range of spoken language features in your own work.
This could be...
A maid of honour/best man speech.

A eulogy.

A conversation/argument between friends.

A teacher disciplining a student.
What do you know about the Labour Party?

What sort of people does this Party represent? (generally speaking)
Neil Kinnock - 1985
Labour party leader.
Bad times - a few of his party members
Research this figure, & what happened to the labour party during the mid 1980s
Lesson Objectives:
Explore a range of spoken language features across a transcript.

Analyse why a speaker uses particular spoken language features.
Why has this man chosen particular spoken language features?
In your groups select a spoken 4-6 spoken language features & create a revision resource for them.

Define the term.

Give an example of it in context.

Use imagery.
World Book Day...
What do you think about READING?

Why do you love or hate it?

How could READING in School be made better?

Would you like to join in my assembly?
Assess what your peer has done, & needs to do...
Lesson Objectives:
Understand a range of spoken language features

Use a range of spoken language features in your own work.
Find a clip of spoken language and create a transcript of it.
Powerful Speech Interview Debate Conversation Transaction
Identify a range of spoken language features and explain why the speaker has used them.
What sort of show is this?

What is the purpose of this show?

Who are the audience?

Do they speak formally or informally?

Why do they overlap speech?

What jokes does Jonathan Ross make?

Why does he make jokes?

Can you find any fillers or tag questions?
What is the situation & what is being spoken about?

What spoken language features are present?

Why do the speakers use this particular language?
Link the definition to the correct term
a written record of spoken language

relaxed spoken language

slang words

words you use when you can't speak

gramattically correct language

saying something less aggressively

small talk

statement that end with a question
Peter Hitchens vs Michael Heseltine
Highlight
FIVE THINGS
that
EACH
speaker says or does to gain power/authority over the other speaker.
Explain
HOW & WHY
this is gaining power over their rival speaker?
Explore the way a speaker gains power through language.
E
Explain how this speaker uses powerful language to gain authority over the radical section of his party.
What is a declarative statement?

What is an imperative statement.
Overlapping Speech
Tone of voice
Imperative/declarative
Emotive words
Analogy
Rhetorical questions
Repetition
Pauses
Write this informally:

Turn this phrase into a hedge word

Write this formally

Turn this into a tag question

Change this word into vernacular
Oh my word that is beautiful sir.


Shut the hell up.


Mate you clothes look well rank

I think your name is Densel


Home
Lesson Objective:
Explain how and why a speaker changes their language depending on the situation.
(.) =
(1) =
(4) =
|speech| =
|speech|
SPEECH =

What do these symbols mean?
Lesson Objective:
Understand what transcript symbols mean.

1. Why does the teacher pause?
2. Why does the teacher raise their voice?
3. How does the teacher refer to the class & why?
4. Why does the teacher overlap the students speech?
5 Why does the teacher refer to Winston Churchill?

SPOKEN LANGUAGE STUDY
in pairs/3s

Create a transcript of people talking in which they use all of the spoken language features you have learnt.
phatic language
filler words
tag questions
positive lexis
overlapping speech
register
1st person plural possessive pronouns
2nd person pronoun
patriotic language
reference to smoking
reference to relatives
examples & explanation of why they are used
monologue
dialogue
America
crescendo
purpose
//
whereas
similarly
in contrast/comparison to this
furthermore
in addition to this
However
Full transcript