Transcript Analysing Spoken Language Unit: `Identity` Learning Links project
GCSE English Language
September 2010
Analysing Spoken Language Unit Title: ‘Identity’
Learning Links project: schools and local museums / libraries working together
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
The purpose 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
‘Identity’: Part 1 of the unit
Chillax Dyson
L8r
How did these words come into the language and why?
Pupils also create a timeline for the roots of English
Some examples....
Gentleman, bloke, geezer or dude?
Same denotation? Different connotation?
More examples...
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’
‘Identity’: Part 2 of the unit
“That’s well bing bing!” “Don’t you mean bling bling?” Using Catherine Tate clips
Example activity...
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
‘Identity’: Part 3 of the unit
An oddy zommy payzed his cart brake and started along an unked road lined with iron pears...
Now rewrite into Standard English!
Example activity...
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
The controlled Assessment = 10%