Analysing Spoken Analysing Spoken LanguageLanguage

Unit TitleUnit Title: ‘Identity’ : ‘Identity’

Learning Links Learning Links project: schools project: schools and local museums / libraries and local museums / libraries working togetherworking together

GCSE English LanguageSeptember 2010

The purpose of The purpose of the unitthe unit

To enable pupils to explore the language used by either themselves or others

Assessment Objectives:-1.To understand variations in spoken

language, explaining why language changes in relation to different contexts

2.To evaluate the impact of spoken language choice in their own and other's use

‘‘Identity’: Identity’: Part 1 of the unitPart 1 of the unit

The first part of the unit focuses on an ‘archaeological dig’ of words

Students research where words come from and how they are formed

They also consider different attitudes towards how teenagers use language

When is it appropriate to use Standard English and non-standard English?

Exploring contexts and using the correct register

Some examples....Some examples....

ChillaxDyson

L8r

How did these words come

into the language and

why?

Pupils also create a timeline for the roots

of English

More examples...More examples...

Gentleman, bloke, geezer or dude?

Same denotation? Different connotation?

‘‘Identity’: Identity’: Part 2 of the unitPart 2 of the unit

In this part pupils map out their own ‘idiolect’ – how their language has been created over time, including changes in accent and dialect

They then consider attitudes towards different accents – considering those that are seen as being more and less prestigious

Finally, pupils explore how they use language to ‘fit in’

Example activity...Example activity...

“That’s well bing bing!”“Don’t you mean bling bling?”

Using Catherine Tate clips

‘‘Identity’: Part 3 of the unitIdentity’: Part 3 of the unit

In this final part pupils complete activities based on Wiltshire dialect to enable them to understand the language of others

Video clips of a Wiltshire accent and dialect are shown for pupils to consider attitudes towards that accent and when it is the right context to speak in this way

Example activity...Example activity...

An oddy zommy payzed his cart brake and started along an unked road lined with

iron pears...

Now rewrite into Standard English!

The controlled Assessment = 10%The controlled Assessment = 10%

Finally as a class, pupils together analyse a transcript to consider the types of language used in that context

They will become familiar with some basic transcript conventions

To complete the coursework, the teacher can choose one of the suggested transcripts if they wish, for pupils to analyse and plan an answer on