Winter Term 2

spoken language studyWinter Term 2
Main Project: Language Unit 3C – Spoken Language Study
We will be exploring the different attitudes to speech and how this affects the way that people express their language on the page.

We will aim to investigate how spoken language can change and evolve according to the constraints of society and different contexts.  Additionally, we will explore how newer technologies make an impact on the way we speak and encourage us to be creative with the ways we communicate with one another.

Throughout this unit, we will develop our skills of reading, analysis and debating to explore our development of speech, how others talk and speculate how speech may develop in the near future.

Key Words: Prosody, rhapsody, intonation, linguistics, rhythm.

Assessment Focus:
You will perform an investigation of your speech across two separate media and in different contexts, exploring how your speech will vary for different purposes and audience.
This assessment can be submitted in any form written, verbal or presentational.

Thinking Focus and Extension:
Critical Connection, Culture and Identity 
At the root of this unit, is the idea that students should investigate their culture and who they are.  By exploring these complex concepts, students will then begin to explore how social factors such as ethnicity, economic and social statuses and contexts affects the way they communicate.  By using a multi-modal approach, students will also explore how newer media technologies shape their different forms of communication.

Depth You will undertake in-depth close textual analysis of transcripts of conversations of your own speech, exploring ideolect, dialect, slang and register.

We will use informal debate and socratic circles to help analyse aspects of our speech.

Extension:
Analyse how we approach different social contexts and how do these assumptions affect the way we communicate?  You may also look at television or film scripts to explore the representation of characters and how writers may draw upon stereotypes to provide reference points for their audiences.

Wider Reading
We will be reading a range of non-fiction materials from various sources to support our research for the controlled assessment.

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