1. At the end of each lesson: revise the new learning – especially new terminology complete HW – which will give you an opportunity to explore the new learning by checking your understanding or carry out personal research or extend your learning around the subject is there anything that you are unsure about? Ask. make yourself revision notes – flash cards, mind maps, post-its, tell a family member/friend about your new learning – whatever works for you, BUT do this after each lesson. Good learning habits.

2. Mode and genre How are spoken and written texts different? How should we think about them as Language students? (Refer to pgs 16-19 of guide) KEY TERM: mode: the physical channel of communication: either speech or writing Lesson Objectives: Learn how we can distinguish between the modes of speech and writing Explore the features of spoken and written texts

3. Task 1: List examples of spoken and written texts Written text examplesSpoken text examples

4. Written text examplesSpoken text examples

5. Key terms: oppositional view: a way of defining the differences between modes by arguing that they have completely different features blended mode: a text which contains conventional elements of both speech and writing prototype model: a model of looking a differences within a category or mode by thinking about typical and less typical examples There are several ways of thinking about the differences between speech and writing. We will look at these three models.

6. View 1: oppositional view: a way of defining the differences between modes by arguing that they have completely different features

7. Task 2: Look at texts 3A and 3B. To what extent do these texts reflect the oppositional view of speech and writing? (refer to the texts & table 3A ) Two speakers, Alice & Gill, discuss a live performance of ‘In the Night Garden’ A written review of a live performance of ‘In the Night Garden’

8. Do all texts fit neatly into the oppositional view? What problems would you experience trying to fit the following texts into the the oppositional view? Jenny: Well, I had a fantastic holiday (1) John: Yeah Jenny: We climbed up Mount Snowden and got trapped in a freak snow storm!

9. Do all texts fit neatly into the oppositional view? What problems would you experience trying to fit the following texts into the the oppositional view? Jenny: Well, I had a fantastic holiday (1) John: Yeah Jenny: We climbed up Mount Snowden and got trapped in a freak snow storm!

10. View 2: blended mode: a text which contains conventional elements of both speech and writing continuum – a sequence in which elements that are next to each other are NOT noticeably different BUT elements at the opposite end are VERY different from each other Speech Writing Task 3: Look back at the list of written & spoken texts that you identified at the start of the lesson. How would you place them on this continuum? Choose 6 text types form each mode and place them on the continuum. How do you distinguish between texts?

11. This image demonstrates the blended mode continuum. In your own words, explain how. SpeechWriting

12. Task 4: Explain how text 3C, taken from a message board discussion of ‘In the Night Garden’, could be placed at the centre of the continuum. Now write a paragraph explaining why text 3C could be placed in the centre of the continuum using the key words: Lesson Objectives: Learn how we can distinguish between the modes of speech and writing Explore the features of spoken and written texts

13. View 3: prototype model: a model of looking a differences within a category or mode by thinking about typical and less typical examples

14. Key terms: oppositional view: a way of defining the differences between modes by arguing that they have completely different features blended mode: a text which contains conventional elements of both speech and writing prototype model: a model of looking a differences within a category or mode by thinking about typical and less typical examples Task 5: Look through the texts in the ‘text bag’. Find THREE texts which enable you to demonstrate the three models of looking at the differences between speech and writing.

15. Key terms: oppositional view: a way of defining the differences between modes by arguing that they have completely different features blended mode: a text which contains conventional elements of both speech and writing prototype model: a model of looking a differences within a category or mode by thinking about typical and less typical examples Task 5: Look through the texts in the ‘text bag’. Find THREE texts which enable you to demonstrate the three models of looking at the differences between speech and writing.

16. What have we learned? We can make a basic distinction between the modes of speech & writing but there are examples of blended-mode texts that use elements of both It is useful to think of degrees of difference between & within modes rather than holding a strictly oppositional view. Lesson Objectives: Learn how we can distinguish between the modes of speech and writing Explore the features of spoken and written texts

17. HOMEWORK TASK Explain the differences between the THREE models we use to think about the differences between speech and writing. Which view do you think works best? Explain why. Lesson Objectives: Learn how we can distinguish between the modes of speech and writing Explore the features of spoken and written texts

18. At the end of each lesson: revise the new learning – especially new terminology complete HW – which will give you an opportunity to explore the new learning by checking your understanding or carry out personal research or extend your learning around the subject is there anything that you are unsure about? Ask. make yourself revision notes – flash cards, mind maps, post-its, tell a family member/friend about your new learning – whatever works for you, BUT do this after each lesson. Good learning habits.