Read this carefully - there's a lot of important information in it!

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 10^th June; we’re on holiday in the 3^rd! 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 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 the videos that we looked at in lesson. They are also available in the Student Shared Area. Remember to pause them at points where you need to engage with what’s on the screen.

Here are some resources that you may want to use: Powerpoint that includes tasksand 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. Don't forget to watch the two videos below again

Spoken Language Requirements

Guidance on Internet

Excellent work today Y10. You are really starting to understand how to explain aspects of multi-modal talk.
If you have got time left on your Controlled Assessment, you will finish these on the first Friday back after the break (3rd June). This will give you time to revise. Of course, if you need any support from me you can use this blog to ask questions or get personalised help.
See you on Thursday.
Ms 

Welcome back Y10!

Well, it's been a funny start to the term; we still haven't completed a full week and term ends in two weeks!

Firstly, if you missed some parts of your Controlled Assessment, we are arranging catch up times for you to do this. It is quite difficult, but don't worry - I'll give you a little catch-up session before hand so that you're reminded of where we were. Expect an update on this in the next few days.

Myself and Ms Dolan are both really impressed with how well you have been working. You all worked so well on Macbeth and Frankenstein. If you can keep up the good work, you'll get a lot out of the course.

I hope you are enjoying the Spoken Language unit. It's been refreshing to something more relaxed and more relevant to you and your lives - we all speak! We've looked at a range of different types of language and considered why spoken language is often so controversial. We have looked at Rastamouse particularly and considered the debates around the use of Jamaican Patois in a children's TV programme.

For your homework I would like you to bring a record of spoken language or multi-modal talk. This could be one or more of the following:

• a record of text messages 
• a record of a live chat conversation
• a record of a series of tweets
• a transcript of a sports commentary
• a transcript of a children's programme (such as Rastamouse)
• a transcript of a conversation you've recorded and written out. 

This will ensure we have a bank or corpus of spoken language that we can analyse. 

Let me know if you have any problems or if you need anything.

Ms