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Holiday Homework
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Subject:
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Complete this booklet
Read assigned textbook pages 9 - 26
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Read the newspaper or online equivalent for examples
current informal language in a formal text.
Listen to spoken texts; conversations, radio, ect
and be conscious of formal and informal language
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Pens
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Textbook: Living Lingo VCE English Language Units 3 & 4
Kate Burridge, Debbie de Laps with Michale Clyne
Previous exams and Examiners reports for English:
http://www.vcaa.vic.edu.au/Pages/vce/studies/english/englishexams.aspx
YEAR 12 ENGLISH LANGUAGE
HOLIDAY HOMEWORK
2015
Unit 3: Year 12 English Language - Calendar
WEEK
1 Orientation
Jan 28- Jan
30
2
Feb 2 – 6
3
Feb 9 - 13
4
Feb 16 – 20
5
Feb 23 – 27
6
Mar 2 – 6
7Labour day
Mar 9 - 13
8
Mar 16 – 20
9
Mar 23 – 27
Class content
Introduction: Mode, domain,
audience, field,
What is Informal language
Homework &
Assessment
Homework due at or
before the beginning of
class
Skills
Intro to using the textbook
.
Short answer test :
15 Marks
Practice Expository essay
HOLIDAY
10
April 13 – 17
Expository Essay:
35 Marks
11 Anzac day
April 20 – 24
12
April 27 May 1
13
May 4 – 8
14
May 11 – 15
15
May 18 – 22
16
May 25 – 29
17
June 1 – 5
GAT week
Queen’s
birthday June
8 – 12
Intro to Formal Language
Formal language
Formal language
Formal language
.
Formal language
Practice analytical commentary
Analytical commentary: 50
marks
Mid-Year English exam June 9th
Unit 4: Year 12 English - Calendar
WEEK
Class content
1
June 15 – 19
Intro to Language variation and
Identity
2
June 22 – 26
Language variation and Identity
Skills
Homework & Assessment
Homework due at or
before the beginning of
class
HOLIDAY
3
July 13 – 17
Language variation and Identity
4
July 22 – 24
Language variation and Identity
5
July 27 – 31
Individual and group Identity
6
Aug 3 – 7
Individual and group Identity
7
Aug 10 – 14
Presentations begin
8
Aug 17 – 21
Intro to Individual and group
Identity
Expository essay
Marks 20
Presentations
Marks 30
9
Aug 24 – 28
10
Aug 31 – Sep
4
11
Sep 7 – 11
Language variation and Identity
Language variation and Identity
12
Sep 14 – 18
Language variation and Identity
13
Oct 5 – 9
Exam Preparation
14
Oct 12 – 16
Exam Preparation
15
Oct 19 – 23
Exam Preparation
Practice essay
Expository essay response to a
prompt:
Marks 50
The subsystems of language used in the discipline of linguistics are commons to all
Units of work.
PHONETICS AND PHONOLOGY
• prosodic features: pitch, stress, volume, tempo and intonation
• vocal effects: coughs, laughter, breath
• sounds in connected speech and connected speech processes: assimilation, vowel reduction,
elision, insertion
• features of Broad, General and Cultivated accents in Australian English
• phonological patterning in texts: alliteration, assonance, consonance, onomatopoeia, rhythm,
rhyme
• an awareness of the International Phonetic Alphabet (IPA) and the phonetic transcription of
English. MORPHOLOGY AND LEXICOLOGY
• word classes: nouns, verbs, auxiliary verbs, modal verbs, adjectives, adverbs, prepositions,
pronouns, conjunctions, determiners, interjections
• function words and content words
• affixation: prefix, suffix, infix
• inflection and derivation
• root, bound and free morphemes
• suffixation in Australian English
• word formation processes: blends, acronyms, initialisms, shortenings, compounding,
contractions, collocations, neologisms
• morphological and lexical patterning in texts.
SYNTAX
• phrases, clauses and sentences
• sentence types and their communicative function in texts: declarative, imperative,
interrogative, exclamative
• the basic functions in clause structure: subject, object, complement, adverbial
• sentence structures: sentence fragments; simple, compound, complex and compoundcomplex sentences; ellipsis; nominalisation; and coordination and subordination
• active and passive voice, including agentless passives
• syntactic patterning in texts: antithesis, listing, parallelism. DISCOURSE ANALYSIS
• factors that contribute to a text’s coherence: cohesion, inference, logical ordering, formatting,
consistency and conventions
• factors that contribute to a text’s cohesion: information flow including clefting, front focus
and end focus; anaphoric and cataphoric reference; deictics; repetition; synonymy,
antonymy and hyponymy; collocation; ellipses; substitution; conjunctions and adverbials
• features of spoken discourse: pauses, false starts, repetition, repairs, openings and closings,
adjacency pairs, overlapping speech, interrogative tags, and discourse particles
• strategies in spoken discourse: topic management, turn-taking, holding the floor, minimal
responses
• conventions for the transcription of spoken English. SEMANTICS
• semantic fields
• lexical choice and semantic patterning in texts: irony, metaphor, oxymoron, simile,
personification, animation, puns, lexical ambiguity
• lexical meaning, especially sense relations: synonymy, antonymy, hyponymy, idiom,
denotation and connotation
• euphemism and dysphemism.
“Introduction” of Living Lingo- will document the above sections in detail download it
at
http://www.boobookeducation.com.au/images/Lingo_intro.pdf
UNIT 3 – LANGUAGE VARTIATION AND SOCIAL PURPOSE.
All language centres around social interaction. We will investigate English language in
the Australian social setting, along a continuum of informal and formal registers. We will
consider language as a means of societal interaction, understanding that through written
and spoken texts to communicate information, ideas, attitudes, prejudices and
ideological stances.
We will consider how texts are influenced by the situational and cultural contexts in
which they occur. We examine how function, field, mode, setting and the relationships
between participants all contribute to a person’s language choices, as do the values,
attitudes and beliefs held by participants and the wider community.
AREA OF STUDY 1
Informal LanguageWe will investigate how speakers and writers choose from a vast repertoire of language
in order to vary the style of their language to suit a particular social purpose. They
consider the features and functions of informal language in written, spoken and
electronic interactions, understanding that the situational and cultural context of an
exchange determines the language used. For example, how do we distinguish between
‘chat’ and ‘being serious’?
Outcome 1
On completion of this unit the student should be able to identify and analyse distinctive
features of informal language in written and spoken texts.
Assessment:
Short answer test:
15 Marks
Week of March 9
Essay:
35 Marks
Week of April 13
AREA OF STUDY 2
Formal LanguageAs with informal language, the situational and cultural context determines whether
people use formal language and in which mode they choose to communicate. Formal
language in all modes, tends to be less ambiguous, more cohesive, and is more likely to
make explicit aspects of the presumed context. We will investigate formal texts, explore
how writers and speakers are more likely to consider how their audience might interpret
their message, packaging it appropriately with attention to the art of rhetoric. We
examine how formal written texts are more likely to have been edited while formal
spoken texts may have been rehearsed.
For both Outcomes we learn about the functions and features of texts in both areas and
use the overarching themes of politeness and face, and the difference between Standard
English an non standard Englishes
On completion of this unit the student should identify and analyse distinctive features of
formal language in written and spoken texts.
Assessment:
Analytical commentary: 50 marks
Week of June 1
UNIT 4 LANGUAGE VARIATION AND VARIETY
We explore how language use reflects and constructs identities. There is a particular
focus on the connections in Australia between language use
and ‘national identity’, and language varieties and individuals’ identities. Individuals’
identities are not fixed, but alter according to the ways in which they draw on their
understanding of social expectations and community attitudes to shift their language
style in a given context. Individuals’ identities are shaped by their capacity to access the
overt or covert norms of a particular speech community.
Outcome 1:
Investigate and analyse varieties of Australian English and attitudes towards them.
Assessment:
Expository essay
20 Marks
Week of July 27
Oral presentation:
30 Marks
Week of 10 August
Outcome 2:
Individuals and group identities
Analyse how people’s choice of language reflects and constructs
Analyse how people’s choice of language reflects and constructs their identities.
Expository Essay:
50 Marks
Week of Sept 14
Examination – worth 50% of total assessment
PLEASE COMPLETE:
Set reading pages 9 – 26 as discussed at transition. Create notes or summaries for
reading taking particular attention of ‘mode’, ‘field’, ‘audience’ and ‘locale’. Use note
paper below.
Informal language is a register used in a specific situation. In your home it is intimate and
casual. You have established relationships between your guardian, parents, brother,
sister. These relationships guide the language you speech. In he episode of Upper Middle
Bogan we watched Wayne utters to the tv screen, in a drunken slur, ‘I luv ya’, Jules. I
really luv ya.” This unit will look at the informality of language but cannot be defined of
separated from formal language.
See the ‘degrees of formality’ table in your textbook page 15.
EACH TEXT WILL BE BROKEN DOWN INTO CATEGORIES:
Upper Middle Bogan
Domain:
Entertainment
Audience:
General- demographic ABC 1 – educated, middle class etc (Later we will
look into how socio-linguistics affects the interpretation of each text).
Locale:
Viewed in peoples homes, may be discussed at work or social situation
reviews in tv magazines etc
Field:
Australian television comedy (domain and field coexist)
Mode:
Spoken, visual
Spoken and written language, have functions which you will have to identify and
describe throughout the year. More importantly, function, and the terms above should
become part of your understanding and knowledge for the course, and used
automatically in discussion and written work. (For spoken and written function s of
language see tables 1 & 2 textbook pps 22-23.
‘Upper Middle Bogan’ ABC tv
http://iview.abc.net.au/programs/upper-middle-bogan/CO1308V008S00
View the episode of ‘Upper Middle Bogan’ again.
Describe each character by their accent and language. Use examples of words or
repeated expressions.
Jules Wheeler (blood
mother of Bess)
Bess (daughter)
Margaret (Bess’
adoptive mother)
Danny (Bess’ husband)
Wayne Wheeler (Bess’
blood father)
Amber, Kane, Madeline
Wheeler
Bess and Danny’s kids
1. Explain why there is a difference between each family. (For example, interests,
occupation, education.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How is language used to define each family? Do some of the characters sound ‘posh’ and
others ‘bogan’? Why”
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________________
Any other comments from the programme which can be connected to your reading?
Notes on your reading