Split class Into 4 groups or pair work. Allocate the discussion questions from the PPTP and feedback to the class.
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Draw the UK map and label places and accents you can think of. Take answers and put on BIB. (Annotate over desktop) Personalization: reactions to the Bristling accent and stereotypes of other accents. Scottish, Westchester, East end of London, Souse, Brume etc. Plenary: Play 3 different accents for the class to guess the origin (interestingly, they often can’t recognize Bristling! ) (see Cam for tunes plastic of accents OR http://www. BC.
O. UK/voles/recordings/ Resources: Cam ‘ tunes Lesson 2: How spoken language is used in different contexts BOX: to begin to understand the features of spontaneous speech and how to transcribe speech to mean and what connotations they have. Q: what happens to people’s language when they haven’t prepared what they’re going to say? Introduction of technical language. A matching exercise to the technical terms and the definitions. Can the pupils think of an example for each? Extension sheet available for differentiation (resource 5) Choose 4 pupils to record.
These pupils will sit in the middle and be recording, whilst the rest of the class attempt to transcribe their speech.
20-30 seconds is plenty to complete the objective. 4 pupils go through some of the topics listed on the PPTP (the constantly changing topic will keep the speech spontaneous). Time and RECORD the pupils as they go through the topics. Read through and stick in the Writing it down’ worksheet, and using the PPTP, higher level pupils can attempt to use the correct symbols whilst transcribing. Reflection: how did it feel knowing you were being recorded? /how do you think they let?
Do you think you changed your/their speech? If so, how? Homework: (teacher to type up transcript of one of the conversations for possible use in another lesson! ) Tape recorder – other devices can be used: mobile phones, dictation’s, AppleMacs using Greenland etc PPTP and Writing it down’ sheet Lesson 3: How spoken language is adapted to different listeners B]: To consider how I use spoken language and how it changes depending on different audiences.
Introduction: Discussion of ‘ everyday talk with students. Reinforcing how they will already be aware of this, without even knowing!
TASK 1 : Think about your day so far and write down as many examples as you can of the spoken language that you have used and experienced. TASK 2: When might you change how you speak? IQ: Why do you think you might speak differently in different situations? Work with a partner and come up with a few examples of times when you use different language. In this activity, students will watch a clip from Blue Peter and Angelica’s Kitchen. The purpose of this activity is to show how language changes depending on the audience.
TASK: Watch the following clips and make notes on the following… . The language used 2.
Tone of voice 3.
Vocabulary TASK 4: Discussion of the two clips Why have I shown you these two clips? Why is the spoken language in these clips different? Why might the presenters tone of voice be different? (intonation) key findings after watching the clips? Power point presentation What are you Lesson 4: Occupational Talk: In the Courtroom B]: To analyses a courtroom transcript in order to understand the type of language used in this context. Courtroom? Describe a courtroom in one sentence Describe a courtroom in 3 words Describe a courtroom in 1 word Elicit responses from students and discuss the formality of a courtroom.
TASK 1: In pairs, consider what you know about the language you might expect to hear in a courtroom You could start by thinking about things that you have seen on screen or on the news; or what you might have read in newspapers or on the internet EXTENSION: Do you think the way courtroom language is represented on television and in film is accurate? TASK 2: Responding to the Transcript Read paragraphs A-F of the transcript and answer the following questions 1. What is the purpose of the talk? . What do you notice about the language being used? Please be aware that you will need to work through the transcript with the group.
Having the transcript displayed on the interactive whiteboard will allow for you to highlight the script to ensure that all students understand. TASK: Each group will be given a different question to answer You will; Discuss the question with your group Offer a written response to the class Listen to other groups responses Have 15 minutes to answer your question and prepare a response that you will deliver to the group GROUP QUESTIONS 1 . What level of formality does the language in this extract display? 2. What level of complexity does the language in this extract display? Think about the words used, the sentence structure and grammar. . What level of precision does this language display? Why do you think this is? 4.
Which speaker do you think has the power in this text? 5. Can you find examples of legalese (the technical language used by law professionals)? Why do you think this may be used? 6. Can you find any evidence of ritualism language? (Ritualism language follows a certain pattern or expected form, e. G. Adding ceremonies, funerals and christenings all have examples of ritualism language).
It would be advisable to give particular questions to particular groups – some of the questions allow for a high level response.
Recording the feedback TASK: Complete the table with key information Whilst listening to each group’s feedback, you need to add notes to the correct box This will allow you to have a complete language analysis Power point and Court Transcript (PDF) Lesson 5: to understand how a radio commentator adapts their spontaneous speech according to context and audience BOX: to build on our skills of annotating a ransacking, and understand how context and audience can change speech pupils mark them off and win when they have a line or full house) Optional task for differentiation: add a few more technical terms to find in their own transcript – Paralinguistic language – expressions or sounds to reflect a reaction or emotion Incompleteness – something is left unfinished by the speaker, and often completed by the listener Abbreviations – a shortened version of a phrase or word (e. G. ’cause) Introduction to sports commentary on the radio. Q: is it spontaneous? How? And how isn’t it?
Play a clip from a football match and elicit answers about what they can hear that shows it is partly spontaneous. Hand out the transcript of the commentary on an England match.
Give pairs one of the following questions to focus on: (differentiate) How does the commentator create tension and excitement? How does the commentary cater for experts and non-experts? What does the commentator do to involve the listener? What does the commentator say because the listener hasn’t got the pictures? Where and how is imagery used? Share ideas and responses, pupils highlight and label feedback from other pairs. Possible extended task: Compare to the ‘ Easterners’ script.
What features of spontaneous speech are in written dialogue? Does it sound TRULY spontaneous? (This is meant to sound like a SPONTANEOUS conversation, but SCRIPTED) Write 2 paragraphs about the differences in written and spoken language using examples from the 3 texts studied so far (your transcript/commentary/script) Transcripts (Easterners and football match) Lesson 6: A visit to the dentist B]: To analyses a transcript of a formal conversation and spot features of ‘ polite’ talk. THINK: Can you think of an instance where someone interrupted you to save you embarrassment or to give you some information you really needed? Or maybe to make you feel better?
Development Task 2: Formal Conversation Discuss the formal conversation table with the group (in booklet). Ask students to add notes to the column and encourage them to add their own examples. Task 3: Discussion and Notes Think back over any visits to the dentist you have made.
How were you greeted? Did the dentist address all comments to you, or not? Did you need reassurance? If so, how was it given? Did the dentist use any technical language to do with the Job? Were these addressed 1) to you? 2) to the dental nurse? What was the atmosphere like? TASK 4: Annotating the Transcript spot and features of polite and or formal conversation? Discussion: What proportion of the conversation do they take up, and does this surprise you?
Plenary/Task 5 Q&A discussion of the transcript (on powering) Lesson 7: to understand the controlled assessment using a model example B]: to understand what is needed for the controlled assessment and begin deciding on our own areas of study. Quiz to show understanding so far Using PPTP and model examples K Rolling interviews), go through the requirements of the assessment. 1. Introduce the assessment question used for the model answer K Rolling) and identify which area of the unit it has focused on (different audiences) 2. Go through the basics of the assessment – word count etc using PPTP.
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Pupils to copy down. 3. Listen to the interviews and pupils take notes. 4. Read through the model answer, and highlight the points the pupils heard themselves. 5.
Allow the class to add to their points through teacher led discussion Listening to the interviews: Blue Peter interview – J. K. Rolling deathly hallows Q&A interview http:// www. Youth. Com/watch? V= Joke_ell 60 minutes interview – J. K.
Rolling interview childhood http://www. Youth. Com/watch? V= ydQ5uP104Al Using resources from the website and in their handbook, answer any questions about the assessment, go through the rest of the PPTP for FAQ and top tips. In pairs/groups, brainstorm ideas for areas of research, maybe splitting class into three, each focusing on one area of the unit (context/audience and listeners/standard and non-standard)