1. Who have you spoken to today? Create a thought shower of all the people you have spoken to. People I have spoken to today Mum Dad Teacher Brother or sister Form teacher Bus driver 5 mins

2. Who have you spoken to today? Create a thought shower of all the people you have spoken to. People I have spoken to today Mum Dad Teacher Brother or sister Form teacher Bus driver Now add to your thought shower by adding what the topic of the conversation was. What was for breakfast If you could borrow a pen 5 mins

3. What is the purpose of talk? Throughout the day we will speak to many people. However, why we speak to the people we do and what we hope to achieve through out interaction (conversation) with various individuals will be very different and will link very much to context. Can you remember what we mean by context? In pairs, please write down your own definition of what context is. Record your ideas on a post-it… 5 mins

4. Functions of Talk The purpose or function of our talk will also be greatly affected by whom we are talking to and what we hope to achieve. Spoken language has many functions and you will often find that an utterance (a piece of speech) may have more than one function. Referential: Utterances that give information, for example: Expressive: Utterances that express the speaker’s feelings, for example: Transactional Conversations/dialogues that are spoken to get something done. For example: Interactional Interactional utterances tend to be spoken between friends or people you are familiar with. They develop relationships: For example: Phatic Phatic talk is also known as ‘small talk’. You can use them with people you know and people you are less familiar with. Phatic talk helps to develop conversations and social relationships. Example: 5 mins

5. Functions of Talk The purpose or function of our talk will also be greatly affected by whom we are talking to and what we hope to achieve. Spoken language has many functions and you will often find that an utterance (a piece of speech) may have more than one function. Referential: Utterances that give information, for example ‘The school lunchtime begins at 12.30pm and ends at 1.30pm.’ Expressive: Utterances that express the speaker’s feelings, for example ‘I can’t wait to see the new James Bond film!’ Transactional Conversations/dialogues that are spoken to get something done. A good example could be a tourist in London asking a passerby for directions to Buckingham Palace. Interactional Interactional utterances tend to be spoken between friends or people you are familiar with. A good example might be a group of friends meeting up who haven’t seen each other for a while. Phatic Phatic talk is also known as ‘small talk’. Utterances such as ‘Hi’ and ‘How are you?’ are good examples of phatic talk. You can use them with people you know and people you are less familiar with. Phatic talk helps to develop conversations and social relationships. 5 mins

6. What functions of speech have you demonstrated today? Create a thought shower of all the people you have spoken to. People I have spoken to today Mum Dad Teacher Brother or sister Form teacher Bus driver Now add to your thought shower by adding what functions of speech you have used in your conversations today. What was for breakfast If you could borrow a pen Transactional 5 mins Is there a trend developing? Do you tend to interact for a particular reason?

7. What do we think? Below are a series of utterances. In pairs decide what function of speech is being presented through the utterance. (1)‘The deadline for your homework is next Thursday. Please make sure you write on the lined paper provided and that you write at least 2 pages.’ (2)‘It’s a lovely day isn’t it? It feels like spring is on the way.’ (3)‘It is so lovely to see you. You look so well. When we last caught up you had been ill and you looked pretty grim! Not today though.’ (4)‘I’m really looking forward to the Easter holidays already.’ (5)‘Can you tell me how much that cheese sandwich costs?’ 5 mins

8. How this links to our Controlled Assessment In the last couple of weeks we have looked at: Context of talk Transcribing talk Key features of talk (lexis and phonology) Analysing our data Using language terminology correctly We are looking at this again today We are also going to be thinking about how our speech changes because of the context in which it is spoken and what we hope to achieve through our interaction. We will also begin to look at some theories linked to Spoken Language.

9. Talk and Context The purpose of our conversation will be affected by who we are talking to and where we are talking to a particular person. For example, if we walked into a shop to buy some lunch, it is quite likely that we wouldn’t know the shop assistant at all. As a result what functions of speech might we find in our conversation/interaction?

10. Time to have a go We are going to watch two clips. Person 1: please look at the ‘Hairy Bikers’ clip (first 2-3mins) http://www.youtube.com/watch?v=Dq5hI-ebXXA Person 2: please look at the Jamie Oliver clip. (first 2-3mins) http://www.youtube.com/watch?v=4kBPbb4YLrA As you watch your specific clip, please make notes on the functions of speech evident in the interactions. 10 mins

11. What did you notice? Spend the next two minutes discussing what you noticed about the clip you were asked to analyse. Use the questions below to help prompt you. Did the speaker(s) tend to use interactional, referential, expressive, transactional or phatic talk? Where did the talk take place and how might this have impacted upon the talk? What was the purpose of the talk and how might this affect the talk? 5 mins

12. What can we do with this information? Throughout the clip Jamie Oliver uses a range of speech functions, including expressive and referential. During the clip Jamie Oliver makes numerous referential utterances such as ‘I always push the fire aside to give full depth’, ‘The incredible heat on the bottom and top is going to make the dough go like ‘argh’. ‘We can cook a pizza in one minute.’ Equally he also shares information when he says ‘Always put oil on woody herbs’ and ‘Don’t overload your bases.’ I think he uses referential utterances to inform his audience about how to produce the best pizza possible, which is of course the purpose of the show. He also uses imperatives (commands) such as ‘Go easy on your toppings.’ which encourage the audience to do what he says. Due to the fact that Jamie Oliver is a very well-known chef we are more likely to follow his instructions. It is perhaps because he is well-known and established that he feels comfortable sharing his opinions (expressive utterances) for example ‘Beautiful!’ which may be part of his idiolect and ‘‘Us humans have sort of lost the instinct and patience with controlling fire.’ This is quite a strong opinion but because Jamie Oliver is so popular and is perhaps known for having strong opinions his audience may accept this.

13. Time for you to have a go In pairs, write one paragraph analysing the speech functions you have identified in the ‘Hairy Bikers’ clip and why they speak in the way that they do. Use the model response to help you. Please consider: The purpose of the talk Who the audience is Where the talk takes place Why the speakers speak in the way that they do 10 mins5 mins

14. How well did you do? Please swap your work with your face partner’s. Read through each other’s work and highlight when your peers use: Terminology References to functions of speech Make clear references to context

15. Add FUNCTIONS to your data… Take your data and, for as many utterances as you can, work out the FUNCTION. Decide what are the most dominant functions and try to relate this to the context of your data.

16. Back to the ‘Hairy Bikers’ Are the Hairy Bikers cooperative or uncooperative in the clip? H.P.Grice developed what is now known as the Cooperative Principle. He suggested for conversations to progress, speakers had to accept that there were certain rules and conventions in spoken conversations. Grice referred to these rules as maxims. Please move around the room and take notes on the maxims. You have 4 minutes.

17. The Maxim of Quantity

18. In a conversation you should not say too little or too much. Giving too much information can be confusing and time-consuming. Giving too little information can also prove difficult for the other person in the conversation. For example, if someone asked you to direct them to the nearest toilet and you gave them five options then this might prove less helpful than intended.

19. The Maxim of Relevance

20. In a conversation you should make sure that you talk about what is relevant to the other speakers and the context that you are in. If you change the topic and no-one can respond to it or you keep referring back to a topic already discussed then this could have a very disruptive impact upon the conversation.

21. The Maxim of Manner

22. In conversations you cannot be obscure or ambiguous. If so, other speakers could be confused. For example, if you were very vague when giving directions to a motorist then you might confuse them and this would be seen to violating the maxim of manner.

23. The Maxim of Quality

24. In a conversation you are always expected to tell the truth and not say anything that you know to be false.

25. Back to the ‘Hairy Bikers’ Are the Hairy Bikers cooperative or uncooperative in the clip? Why is this the case? Please discuss with your face partner. How important is purpose and audience? Is the speech spontaneous or planned? Does Jamie Oliver ‘flout’ or challenge the maxims? Does he talk too much or too little? Does he lie?! Is he vague or ambiguous?

26. Back to the ‘Hairy Bikers’ again Now that you have 1 fantastic paragraph that focuses on the functions of the chef’s talk, please write one paragraph demonstrating the same skills (terminology, evidence from the clip, references to context) that you presented in your previous paragraph. Your focus this time is to discuss how polite the two chefs are. Do they ‘flout’ (ignore) the maxims or do they follow them. If so why? If not, why not? How does their style of speech link to their audience and purpose?

27. Add to your data… Look at your data and speakers in relation to the maxims of politeness. What is there to say about your data? Make sure your annotation is clear.

28. What we have considered today In the last couple of weeks we have looked at: Context of talk Transcribing talk Key features of talk (lexis and phonology) Analysing our data Using language terminology correctly Applying Spoken Language Theories to our data (clip) We are looking at this again today

29. Finally… Which TV presenter(s) did you find most engaging or informative? Did their style of speech make them more or less entertaining to watch? Was their accents an issue? Having an opinion is really important as in the coming lessons we will look at public attitudes towards TV presenters and you are the public!