*
Year 10
Controlled Condition Course work
* Idiolect: Language used by you and your family
The Flat
controller
Bodger
The Buttons
Zapper
* Make a list of 10 words you use – at home –
they are particular to you:
*
* Where we use spoken language? - put it in
context
* How it changes? – because of the context
* What are the rules? – in the context?
* What do we expect? – in the context?
Look at register and tone
* School – your mates, your gran – your mum
* Write 3 short dialogues showing a change in
register, dialect and maybe – idiolect h/work
* The World of Sport – listen to The Commentator,
read the text here:
* http://www.englishandmedia.co.uk/publications/d
ownloads/pdfs/Beautiful_GameSample.pdf
* The language of sport – lexis - remember Ron
Manager – jumpers for goal posts – the studio
sketch
* http://www.google.co.uk/url?sa=t&source=web&c
d=1&sqi=2&ved=0CCoQtwIwAA&url=http%3A%2F%2F
www.youtube.com%2Fwatch%3Fv%3D3NeRoSFZWbs
&ei=88iATpHML8GS0QXV6_TPCQ&usg=AFQjCNGUT2sFo4jld8FhwadxldI-p5aNw
*
*
• Analyse how Ron and the other studio guests
use sporting language.
• Make some lists of the lexis of different kinds
of sports – free choice – h/work
• Analyse a TV sport show – anchor, studio guests
– what do you expect? What are the rules of
the genre?
• Write your own script – and see how the
language is used. h/k (+ some performances in
class)
Make a list of the ingredients for Reality TV
Think about…
•
•
•
•
•
•
•
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Conflict
Real people
Rules
Contestants
Expectations
Judges
Context
Voting
Drama
Lexis – ‘passion’
Emotion – tears
• Back stories
• Connection with candidates/competitors
*
Part One – Set the scene
Set the scene – what is the X Factor? Go through the show, series
and the final outcome – BRIEFLY.
Watch 2 ‘normal’ auditions
http://www.youtube.com/watch?v=6qO0T_ZHOlM
http://www.youtube.com/watch?v=ybiW3a6SQ9o
Part Two
What are the roles of the judges? What do we expect them to do?
Part Three
What are the roles of the contestants - what do we expect from
them?
*
* The audition – we’ve already looked at 2 ‘normal’
auditions, write a list of the expectations we have of
contestants auditioning
* Fill in the chart
- you can use normal auditions and
then - compare these expectations with Ablisa’s
audition.
* http://www.youtube.com/watch?v=rrNbLBS1D2Q
* : Fill it in for Ablisa – N for normal – OTT for abnormal
behaviour
Chatting
with Dermot
Talking to
the judges
Addressing
the
audience
Performing
After the
performance
*
*
*Body language – go through the transcript – and
make notes on the paralinguistic features put them in as ‘stage directions’
*Look at the tone and register of what they all
say – add notes on mood – sarcastic,
patronising, kindly etc.
*Look at the language used – using your hand
outs make notes on what linguistic features
are used, next…
*What did they say? What was the tone and register?
*How did they say it? What linguistic features are
used – why are they used?
*Does it fit in with, or break the conventions of the
show? How?
*Analyse and comment – don’t narrate
*
Assessment Criteria - the skills we are looking for:
*Clear, formal English
*A well structured essay which refers effectively
to the title
*Use of analysis and comment: Statement,
Example, Explanation and Development (SEED)
*A thoughtful conclusion summing up the ideas
and the points made in the essay
*These skills do transfer!
*
*Remind your self of the ingredients for Reality TV:
*Contestants
*Drama
*Conflict
*Emotion – loss of contestants – lexis ‘passion’ for
example – tears – both sides
*Back stories – on both sides?
*Tasks/auditions
*Judges – stages – judgements emotional engagement?
*Voting – tension – the ten second count down for
example
*
* The title asks you to explain how the language fits into the
context of reality TV:
1. Explain what kind of reality TV the X Factor is
2. Structure of the series, shows, and the audition
3.
process
The role of the judges and the contestants
This should be one or two paragraphs, and it should
‘anchor’ the rest of the essay. What you write here, is
what you will be referring back to in the essay.
*Be concise, and clear
*
The title:
*How is spoken language adapted to the context of
reality TV in the two extracts you have studied?
* The two important words are ‘how’ and ‘context’ -
how do people
speak, and is it appropriate or inappropriate in the context they are
in?
* Each paragraph should have a key or topic sentence which refers to
the title, and makes a point answering the question.
* All your comments on what the participants say and do refer to the
context – is it appropriate, inappropriate, does it ‘fit’ or not? Refer
back to the title in every paragraph.
*
* An good example:
* Statement:
* Abi is rude when she ignores Simon’s welcome.
* Example:
Use Formal
English *
* When she blurts out, ‘Oh my God it’s Cheryl,’
* Explanation
* she is ignoring him and the other judges.
* Development
* She is talking to her friend, not to the judges, commenting on them
rather than responding to them. She is showing that her agenda is
to ‘show her personality’, rather than actually audition. Her speech
is slangy* uses slang and elision; showing how breathless and
gushing she wants to appear to be.
*
Select the points you want to make about Ablisa’s audition.
Were they childlike, immature, rude, inappropriate,
aggressive, sulky?
Find examples to illustrate each point you want to make.
Comment on the points you’ve made.
Make sure you explain how what they say and their behaviour
fits/doesn’t fit in with the context of the show, by
developing your ideas.
Assess your progress: Colour coding: Go through your work
and highlight a section:
Yellow = statement
Green = example
Pink = explanation
Orange = development and linguistic features
*Look at the title
*Does it ask a ‘how’ question?
*Have you explained how the language works?
*Make a summary of the points you have
made adding in any new ideas that occur
along the way.
*Don’t labour the point
*
- be concise
Which of the elements from reality TV can you find in The
Apprentice? Check back against the X Factor.
• What is the structure of the show, the series and what is the
prize?
• What role do we expect the applicants to take?
• What role do we expect the judges to take?
• Write your three paragraphs setting the scene - and
establishing the context.
*
* Controlled Assessment Checklist
* Essential
* Evidence-based (e.g. on a transcript/recording/notes)
* A study on mostly spontaneous spoken language; a comparison of scripted and
spontaneous speech could also be fruitful.
* Desirable
* Material to reflect students’ interests/experience
* Transcript-based evidence which has been seen and heard.
* 800-1000 words outcome
* Task based on a question rather than a general analysis
* Possible
* Utilise recordings of language and notes made through observation
* Comparative task
* Avoid
* Over use of technical language and feature spotting or complicated use of
linguistic terminology
*