Hello Y10
Firstly, a big well done to you! Most of you have really engaged with this unit and are doing some excellent work.
Secondly, there is a mistake in my previous post. The date for Controlled Assessment catch-up is the 10th June; we’re on holiday in the 3rd! This will be in the afternoon. Please use the older posts on this blog to revise. It is the best resource that you could have as it follows what we did in lesson time. Do not hesitate to contact me if you feel that you need further help; I will do a revision session in the first week back and I’m happy to give tutorials at lunch or after school. Ensure that you USE THIS TIME OVER THE HOLIDAY, but do not neglect your Spoken Language work.
HOMEWORK – SPOKEN LANGUAGE
You need to have a bank of information for analysis when we come back to school. This will allow you to get straight on to analysis when we return. It also takes a considerable amount of time and I want to use our lesson time on more focussed learning now.
Everyone has chosen a task. I recommend that you do not do one of the tasks about multi-modal talk. These seem a bit limited. I think you’d have more to say if you looked at idiolect and evaluated your own multi-modal language.
To be very clear, you need to have:
- · Transcripts (at least three at about three minutes each and correctly transcribed (see the video in other posts and PowerPoint below for this information))
- · Article about debate surrounding language
- · Interviews
- · Questionnaire
This is about spoken language. You need to listen to language and record your own transcript so that you can identify aspects of the spoken language. If you think you can just find transcripts online, this will not serve you well. Unless of course you are also watching this speech and annotating the transcript appropriately.
In order to write well, you need to have a debate. There needs to be some difference in what you are discussing. For example, in the soap opera task you could show the differences between the speech of younger characters in Eastenders, Coronation Street and Home and Away. Does Eastenders try to use more colloquialisms than the other two? Is this because of the context? They don’t represent actual speech: they cannot. Why? What would happen if the youths on soaps spoke with the amount of colloquialisms or taboo language that you might use? Here you should also include a transcript of your own speech so that you have something to compare it to. What are the differences? Also, what are the debates around teenagers’ speech? What do adults think of the way you speak?
Below are videos that we looked at in a lesson with the other side of Y10. They are also available in the Student Shared Area/Ms Caldwell/ Y10 English/ Spoken Language. Remember to pause them at points where you need to engage with what’s on the screen. If you play them, they are self-explanatory.
Here are some resources that you may want to use: Powerpoint that includes tasks and how to make a transcript document.
There is also a good article on response to language differences and cultural differences. It even mentions phatic talk...
If you are unclear in any way on what you should be doing, let me know as soon as possible. A comment will email me straight away. It is not acceptable that you come back to school without this information.
I'll do another post, probably with a video, so ensure that you check the blog again.
Have a lovely holiday.
Ms :)
P.S. Watch the two videos below!
P.S. Watch the two videos below!
