spoken language sow[1]

Spoken LanguageYear 9 scheme of work

Learning Objectives

1. To know the aims and intentions of our new unit of work

1. To understand the difference between spoken and written language

Spoken Language

We are starting a new topic called Spoken Language

This is different from Speaking and Listening because we will be identifying (picking out) features of spoken language and analysing (explaining) why they are important

Note: A piece of spoken language is still called a text in the same way that a piece of writing is a text

Spoken or Written?

Think – Pair –Share

Question: What differences might you see between spoken language and written language?

Brainstorm: What situations might you use spoken language in? What situations might you use written language in?

Match-up Activity!The Queen’s speech at Christmas time

A text message conversation between you and your friend

A birthday card from your nan

Minutes of a meeting

The script the actors learn their lines from in ‘Hollyoaks’

Today’s Learning Objectives

A parents’ evening meeting

Spoken

Written

Written and then Spoken afterwards

Spoken and then written

up afterwards

Written and then spoken aloud and

then written down again!

Spoken or Written?

Watch the following youtube clip and read the extract you’ve been given. Both texts are about Trick or Treating.

What are the features of spoken language and what are the features of written language?

http://www.youtube.com/watch?v=-6YwBGGrL1Q&feature=related

Features of Spoken Language

Features of Written Language

Draw this table in your book and sort the following features into spoken or written language.

Spontaneous (made up on the spot) Standard (proper) language

Body language Hesitation Punctuation Interruptions Fonts

impressive vocabulary Laughter Organised Two people involved

Slang Volume/pitch Titles/subtitles Planned first Accents

Review Task Using what we’ve learnt from today’s lesson, fill in the

grid sheet you’ve been given

Everybody should complete the grid for 5 texts, those of you who are feeling brainy should attempt to complete 10!

Text Spoken or Written? Evidence (how you know)

BBC news Spoken (but written first!)

Spoken - Accents, body language, volume/pitchWritten – Planned out, organised, read from an autocue

Accent and Dialect

To know the difference between accent and dialect

To be able to comment on stereotypes associated with accents

To be able to give examples of dialect words/phrases

What accent does each of

these celebrities

have?

Accent and dialect

What’s the difference?

How does the way someone speaks affect our opinion of them?

What conclusions (rightly or wrongly) might you come to about the following speakers?

Accent

Supercalifragilisticexpialidocious

Watch the clip of Rob Baker saying the above word in a variety of accents. What stereotypes does he associate with each accent?

Make a note of the accent and the associated stereotypes in your books (we will watch it twice through)

Perceptions...

Whether we are conscious of it or not, we all make judgements about people based on their accent. There are lots of studies into the way people perceive different accents.

In 2006 the University of Aberdeen reported that the Brummie accent is the best at delivering comedy!

Received pronunciation

A pronunciation of British English, originally based on the speech of the upper class of south eastern England

Until recently it was the standard form of English used in British broadcasting.

Standard English

The accepted way of speaking English

A form which everyone can understand no matter what region (or country) they come from

Dialect

Words associated with a particular geographical region

Can you ‘translate’ the following dialect words/phrases?

For a bonus point, identify where they are used!

What do you call one of these?

Stottie cake

Barm cake

Cob

Batch

Bap

Roll

Why?

Why do people in different regions use different words for the same thing?

Dialect Dictionary

Create a ten word dialect dictionary for someone who has never been to Birmingham before.

You should include the dialect word, it’s meaning, a standard English translation and an example of it in a sentence.

Dialect Word What it means Example in a sentence

Backbuck When someone’s head has a large part sticking out the back

“Wow! Check out that kid’s backbuck!”

Dank

Pumps

Ennit

Barhead/Bowlheard

Bab

Bostin’

Wha gwan?

My Personal Language: Identity

Learning Objectives

1.To know what the word ‘identity’ means

2.To be able to explore and express your own identity

Idiolect and Identity We are going to learn two very important key words during this lesson

and next. You will need to write these in your books and memorise (remember) what they mean!

What do you think “identity” means?

1. Identity

Everybody is unique. Identity is what makes you who you are, different from anyone else. Things that influence your identity are:

Religion, beliefs and race Family and friends Where you live and have been brought up Likes and dislikes Hobbies and activities The media – TV, magazines, the internet Personal experiences you’ve had Language – Accent, dialect and idiolect

Friends•Most of Beckham’s friends arehis current and past team mates•He is a dedicated footballer and family man and does not Spend a lot of time socialising

Family•Married to an ex-Spice Girl who is now a fashion designer •Has three sons and a newbaby on the way•Comes froma stable familybackground

Personal Experiences•Began his career aged 17 – forced into limelight from early age•Accused of having an affair•His whole life (success and failure) is reported and commented on by strangers•Famously criticised after being sent off for a deliberate foul in 1999 -Man U's World Club Championship match. •The media have suggested that his wife is a bad influence•Awarded an OBE for Services to Football in 2003•Had a movie named after him: ‘Bend it like Beckham’•His wife has an eating disorder

Background & Lifestyle•Came from an ordinary, working-class background•Jewish grandfather•Went to church every week•Was the world’s highest-paid footballer in 2004•Now plays for L.A Galaxy in USA•Earns

Likes and Dislikes•Likes: listening to music, shopping, football, working out, blogging, charity work and watching movies•Dislikes: paparazzi interfering in his life, smoking, racism

Language•Cockney Accent (London)•Unusual children’s names•Football language:Football chants, technical terms and interview situationshttp://www.youtube.com/watch?v=1t0iWdLc2nQ

Friends

Family

Personal Experiences Background & Lifestyle Likes and Dislikes

Language

Picture of you goes here!

Have a go: Create your own identity map by commenting on these areas and drawing pictures. We’ll feed back in 30 minutes

Homework

Keep a journal of unusual words and phrases that you notice your friends and family use. In particular, look out for expressions that you hear individuals use that no-one else uses! E.g. Miss Jones: “Hello pickle!”

My Personal Language: Idiolect

Learning Objectives

1.To know what the word ‘idiolect’ means

2.To be able to consider your own idiolect

Idiolect

Idiolect is your own personal, unique use of language. It’s what makes your use of language slightly different from other people’s. A good way of remembering this is as your own language fingerprint

What makes the language you personally use unique?

What makes the language you personally use unique?

How it looks:•Handwriting•Graffiti•Tags

How it sounds:•Unusual ways of pronouncing words•Hybrid accents e.g. You’ve moved from one city to another and you have a mixed accent•The volume and pitch of your voice

The words you choose:•Quirky or unusual words or phrases•Words or phrases you’ve made up•‘in-jokes’

Your body-language:•How you use gestures and facial expressions when you are speaking

Impressions

We love watching impressions of people – the ones that make us laugh the most are the most accurate ones!

http://www.youtube.com/watch?v=XZb9-7i-ncc

http://www.youtube.com/watch?v=iwRjsU40rQw

http://www.youtube.com/watch?v=OsV0a8yZ1EA&feature=related

http://www.youtube.com/watch?v=-R22QUqy6wM

In pairs, decide which was the best impression

Give evidence: Why was the impression a success? What did the impressionist do well?

Impression or Reality?!

Listen to the following clips.

For each one state whether you think it is an impression or a real person speaking

1. Clip 1

2. Clip 2

3. Clip 3

4. Clip 4

5. Clip 5

6. Clip 6

Drama Activity: Have a go!

In pairs, practice performing impressions of the following celebs

Feed back in 5 minutes!

Who else can you do an impression of?

Detective Work: Who dunnit?!

One of the celebrities that we’ve impersonated and listened to has kidnapped the queen!

You are a detective it is your job to read the ransom letter and work out ‘who dunnit’!

Spoken Language Analysis

Pair work: Work together to identify (pick out) as many features of the writer’s idiolect as you can find.

Annotate these features on your copy of the ransom note

Extension: Create you own letter or diary entry using as many features of your own idiolect as you can

Hand them in and swap around: Can you guess whose is whose?!

Sociolect 1

To know what is meant by the term sociolect

To be able to classify words/phrases into different sociolects

Definition

What do you think it means?

We have looked at dialect and idiolect – sociolect is somewhere in between.

The word is a hybrid of “social” and “lect” (from “lexis”, meaning language)

Sociolect is the shared language of a group of people.

What influences your language?

Why?

Why do groups of people develop a shared language?

Stethoscope

Syringe

Hospital

Vital signs

DiagnosisIntensive care

X ray

Infection

Classification Task

On the next slide you are going to see thirty words.

Your task is to divide them into three sociolects and work out whose sociolects they are. Record your findings in a table...

Debate

Chamber

Election

Vote

Abstain

Campaign

Polling

MP

Coalition

Government

Note

Treble Clef

Key

Tune

Melody

Chorus

Orchestra

Minim

Semi Quaver

Harmony

Red Card

Injury Time

Premiership

Squad

Substitute

Technical Area

Offside

Referee

Linesman

Goal

Debate

Chamber

Election

Vote

Abstain

Campaign

Polling

MP

Coalition

Government

Note

Treble Clef

Key

Tune

Melody

Chorus

Orchestra

Minim

Semi Quaver

Harmony

Red Card

Injury Time

Premiership

Squad

Substitute

Technical Area

Offside

Referee

Linesman

Goal

Judge

Stand

Sentence

Verdict

Evidence

Trial

Prosecution

Witness

Lawyer

Guilty

Sergeant

Aim… Fire!

About turn

Missile

Civvies

Artillery

Military

Ammo

Over and Out

Commander

Red Card

Injury Time

Premiership

Squad

Substitute

Technical Area

Offside

Referee

Linesman

Goal

Judge

Stand

Sentence

Verdict

Evidence

Trial

Prosecution

Witness

Lawyer

Guilty

Sergeant

Aim… Fire!

About turn

Missile

Civvies

Artillery

Military

Ammo

Over and Out

Commander

Red Card

Injury Time

Premiership

Squad

Substitute

Technical Area

Offside

Referee

Linesman

Goal

In your books...

1. What does sociolect mean?

2. Why do people develop a sociolect?

3. Give two groups of people you have a shared language with e.g. I could say teachers and football fans.

Sociolect (Two)

1. To be able to identify features of sociolects.

2. To be able to work effectively in a group.

Recap…

Which sociolect would the following words belong to?

1. Marking

2. Hypodermic

3. Offside

4. Bling

For each of the words, come up with three additional words which belong to that sociolect

Your task…

Your task for this lesson is to work in a group and produce a presentation on the sociolect of a given group.

Each group will have a computer which you can use to help with your research.

You will need to address the features of sociolect as well as remembering what makes effective group work!

What makes good group work?

Turn taking

Listening

Building on other people’s points

Positive body language

Encouraging others

Equal division of labour

Task Instructions…

You have 35 minutes to prepare your presentation.

It must include:

An explanation of the social group you have been given. This should include why they have developed a shared language. Who are your social group? What do you know about them?

Where you would expect to hear the language used?

At least ten examples of words belonging to that sociolect and their definitions (these should be in your own words, not just copied from a dictionary!)

You should create a PowerPoint presentation to support your work and ensure that everyone has something to say in the final presentation.

Sociolects to Research

Your group will be allocated one of the following social groups so that you can research and make a presentation on their sociolect

1. Extreme Sports People – You can choose from snowboarders, surfers or BMXers (Kane/Joe/Connor)

2. ‘Rockers’ – Rock music fans (Dean/Jordan)

3. Fashionistas/’Gok’ettes – People who are involved in, or interested in, the world of fashion (Rebecca/Jess)

4. Chavs – Remember, chavs can be all ages and both boys and girls

5. Mystery Group – Pick this option at your peril – it might be worse than the group you’ve been allocated!

Homework Venn diagram – the two sociolects you identified last time & your

dialect. The centre is your idiolect.

In each of the circles, write a selection of words associated with either that sociolect or your dialect. The overlapping sections should show any words which belong in more than one of the circles.

Recording and Transcribing

Learning Objectives

1.To know what “transcribing” spoken language is

2.To understand a spoken language transcript

3.To be able to write your own spoken language transcript

Activity One: Reading a Transcript Listen to the following clip of a conversation

In pairs: How would you explain to someone who had not heard the clip what was said and how it was said?

Extension: Try to describe the conversation!

Listen again with the transcript I’ve given you. Can you guess what the symbols mean?!

Activity Two: Try transcribing!

Listen to this short sound clip Chris Moyles for Comic Relief

Use the symbols to try and write an accurate transcript

You can only listen to the clip 5 times!Top Tip:

The first time you hear the clip make some rough notes and keep adding to this as you go along!

Activity Three: Recording each other

1. In groups of three: experiment with the voice recorders, recording and replaying conversations and individual people speaking

2. Write a transcript of a conversation that includes all of the symbols on the key I’ve given you. You script should last one minute when read out loud

3. Perform and record your transcript as accurately as possible!

We will listen to them in 20 minutes!

Review: Match-Up Activity

<blah blah blah>

Transcribing

CAPITAL LETTERS

(.)

Transcript

Underlining

I’m going to tell you a secret

Whispering or talking quietly

A very short pause

The activity of listening and writing down spoken language

Shouting

Speaking slowly

A written version of a spoken text

When emphasis is added

Review: Match-Up Activity

<blah blah blah>

Transcribing

CAPITAL LETTERS

(.)

Transcript

Underlining

I’m going to tell you a secret

Whispering or talking quietly

A very short pause

The activity of listening and writing down spoken language

Shouting

Speaking slowly

A written version of a spoken text

When emphasis is added

Today’s Lesson

Today we are going to use the voice recorders to record and transcribe our own conversations

Transcribing is when you listen to a spoken text and accurately write down what was said and how it was said

We will be using a code with these symbols!

. (2) [] <> ><

Homework: Be a Spy!

Eavesdrop (listen into) someone’s conversation and transcribe what they say using the symbols we learnt about today

Spontaneous or Scripted

To know the features of spontaneous and scripted speech

Definitions...

Spontaneous

Scripted

Nina: Hello and welcome to the local live radio show. We are your hosts Nina and Jodie. We’re on the subject of health and safety today and we’ll be talking about fire safety and stranger to our listeners. We’ve both created posters which you can find on the local live website. Right, so Jodie, you go first...

Jodie: Well, I’ve produced a poster on the dangers of fire and what to do if you discover one. Firstly, if you see smoke or flames, tell someone immediately and make sure you find an adult as soon as possible.

Spontaneous or Scripted?

How do you know?Features of Scripted Talk

Lack of non fluency features

Few false starts

Evidence of planning (e.g. In the introductions)

Clear indication where the conversation is going next

Closer to written language than spoken

No/little overlap of speech

What about this one?

Listen to the clip

Features of spontaneous talk

Non fluency features/fillers (e.g. Erm..)

False starts or hesitations

Can change direction

Overlap between speakers

Not a definite end to each “turn”

Often more varied pitch/tone

Give three examples of when we use:

Spontaneous Speech

Scripted Speech

Continuum

Planned Unplanned

Plot and label five examples of speech on the continuum. Think about examples which fall in between planned and unplanned.

Why script?

Nominate someone – how do I get from school to Erdington? (you have two minutes, then I’ll ask for an answer)

Nominate someone – how do I get from school to The Fort. Tell me now!

What were the key differences between the answers? What were the benefits of being able to plan your answer first?

Level Criteria

One of the key level for criteria for Speaking and Listening relates to structure and organisation.

This is much easier to achieve if you have planned (or scripted!) your speech in advance.

Nominate.

Whoever I choose has to make a brief presentation on the topic I give straight away...

Script...

You have 20 minutes to script a presentation on one of the topics we have just used.

You should ensure that you are adhering to the features of scripted speech (especially planning well enough to avoid extensive use of fillers!)

Review...

Volunteers (or nominees!) to deliver their speeches.

For each student who speaks, give them a mark out of five for the features of scripted speech. You should also give them one target for improvement.

Rules of Conversation - Helen

Transactional Talk - Bron

What emotions are portrayed in these faces?

LO

To know what paralinguistic features of language are

To analyse how they can contribute to spoken to language

Task

Make a list of all positive and negative features of body language in the following clip....

E.g. How can you tell Ross is flirting and the Pizza delivery girl is not interested?

Remember to focus on body language and not the conversation!

Two things I know about body language

Two things I would like to find out about body language

Two things I have learnt today

www.A6training.co.uk

Match up Activity Try and match up the body

language signal to the meaning.

You have 5 minutes

Extension: Explain how the signal might show the meaning

End

Review

What are paralinguistic features?

What does proxemics mean?

Name three examples of body language which could suggest someone was flirting.

What was your question about body – language? Has it been answered yet?

Analyse the body language of one of these pictures

www.A6training.co.uk

Plenary

End

Role play

You have five minutes to practise role play that demonstrates your understanding of paralinguistic features.

Show the same conversation twice – but one with positive body language and one with negative.

You cannot change the words to make your point... Only your body language.

Plenary

Role play

You have five minutes to practise role play that demonstrates your understanding of paralinguistic features.

Show the same conversation twice – but one with positive body language and one with negative.

You cannot change the words to make your point... Only your body language.

Paralinguistic features (body language) – Helen

Drama/modelling activities

Positive and negative body language

Video clips

Same speech, different body language

Create an advise poster

Speech speech - Bron

Homework