Cracking Anagrams…

O Come up with an anagram (word jumble) for a key word from the topic of spoken language.

O Don’t let anyone else see your anagram.

O Be prepared to write them on the board.

Starter

Spoken Language Study

Lesson Objective: To employ terminology to analyse transcripts.

Task 1O Using the Spoken Language

glossary, go through each of your transcripts identifying any spoken language features you can.

For example….

• Mum: could have this (.) or actually (.) I don’t think you’ll like// Simultaneous speech

• Daughter: //no don’t like it don’t just pick up anything//

• Mum://I’m trying to be helpful (1.0) you didn’t really look at it Paralinguistic feature

• Daughter: (Coughs) no• Filler

• Daughter: (phone bleeps, laughs)

• Mum: you’re not even interested now, oh this is nice// False start

• Daughter://I am. .errm…just let me – just let me finish this

• Daughter: I don’t want anything red I told you – I told you the last time

• Mum: (1.0) hmm I think it would be…..

• Daughter: this is better

• Mum: yeah Colloquial language/slang

Task 2

• Swap your annotated transcripts with your partner.

• ‘Mark’ their transcripts by assessing if they have identified the correct spoken language features.

• If you think they have missed any, write them in for them.

P.E.E.

You can use P.E.E. to explain your ideas.

It is a method of organising your points and ensuring you use evidence to explain yourself.

POINT

EVIDENCE

EXPLAIN

Use PEE to explain ideas

Make your POINT. What are you about to show?

Give your EVIDENCE – a quotation that demonstrates your point.

EXPLAIN your point and evidence. What does this tell us? How does it effect the listener? Why might the speaker be using this type of language feature?

A conversation between myself and a Year 10 student

Teacher: “there really are no excuses so you’re in homework detention”

Student: “ But that’s not fair cus I didn’t know about the homework so I’m not going”

Teacher: “I’m afraid you don’t have choice”

Student: “But why Miss, why should I?”

P.E.E response...The fact the student questions the teacher by repeating the word “but” suggests he has a disrespectful attitude as the argumentative tone is clear. This would suggest that despite speaking to someone who naturally is the most powerful person in the conversation (as they are a teacher) the student still uses repetition to try and make their point rather than responding with back-channel features. This could also suggest that young people today do not have the same level of respect for elders as most people expect they would.

Point

Evidence

Explain/Analyse

AnalysisUsing the transcripts you did for homework write one PEE paragraph analysing a feature of your speech in either the conversation with a peer or with an adult.

Extension: Write a PEE paragraph analysing a feature of spoken language in the other transcript.Extension 2: Write a paragraph comparing the two transcripts.

Peer AssessO Swap your P.E.E paragraphs with a

friend and highlight.O PointO EvidenceO Explain

O How well have they analysed the evidence?