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GCSE Spoken Language Lesson 1

GCSE English - Spoken Language Study - Introduction

Stephanie Howe

on 4 January 2016

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Transcript of GCSE Spoken Language Lesson 1

GCSE English Language
Spoken Language Study Lesson 1

Lesson Outcomes:
critically on their own and
others' uses of language
in different contexts and how they
adapt to different listeners
and tasks, exploring these experiences in the contexts of
wider language use

Engage with real life uses of talk and audiences
beyond the classroom
and consider aspects of spoken language, eg. how
language changes over time
attitudes to standard and non-standard forms
regional variations.

Controlled Assessment
Your first controlled assessment is on

the spoken word
and will require you to
analyse and comment
on a sample of language written or transcribed as a script.

The word count for this piece is approximately
and you will have
1.5 hours of controlled assessment time
to write your final piece.

You will be given a planning sheet which should be submitted along with your writing.

The script will be given to you by your tutor prior to the assessment and will be
discussed as a group to enable you to take notes and prepare for your assessment.
AQA Specification
To introduce Spoken Language controlled assessment .

To discuss and explore how language changes with context, audience, and purpose.

To explore accent, sociolect, idiolect and dialect.

To discuss how language can be adapted to
influence talk.
How can our language be affected?
For this unit candidates are required to:
WHY do you think people speak differently?
"I feel somewhat impartial."
"Nah, bruv. He's a wasteman."
"Apples and pears."
Social Influences on Language

There are many different reasons why we speak differently. Our
social influences
play a large part in the words we choose to use.



Social Class
Sexual orientation

Spoken language is analysed in the same way as written language. There are only a few small differences:

Instead of reading and analysing how a writer writes, you listen to and analyse how a talker talks. This is called their

Speech does not fit into 'genres' in the same way as writing (for example letters, leaflets or magazine articles). Instead, you need to think about the '
of where someone is talking (for example at college, the hospital, a police station) or the '
' of how they are communicating (eg face-to-face or online).

As with writing, you still need to think about
the speaker is talking to and
what they want out of the conversation.
How to analyse Spoken Language
When you analyse conversations you are looking at things like
accent and tone
. You then need to hear
how they change according idiolect, context, audience and purpose.

The factors that influence changes in the way people speak are:
: geography, age and social class all influence accent and word choice.
: people change the way they speak according to where they are. People will be more informal at college or on a night out. They will be more direct in hospitals where they need to explain important information. They will be more formal in job interviews.
: the way we speak changes according to who we are talking to: friends, adults or people in authority.
the way we express ourselves changes according to whether we are talking face-to-face or remotely by text or online chat (known as 'multimodal' talk).
Analysing Spoken Language Cont.
"Well jell."
"I've asked you before to stop doing that."
"So fit."

There are four key features that contribute to the words we use:

The way that words are pronounced
according to geographical region e.g
English, Australia, American.

The way language varies within a
geographical region e.g. Brummie, Geordie, Scouser,

The language that you personally
use. It is individual to you and your
personality. This is influenced by many
things such as: upbringing, where you have
lived, etc.


The language that a specific group of people use.
This can be a hobby related group (skaters,
football fans) or an occupation related group (police,
firemen, doctors).

The language we use can also enable us to 'fit in' to a certain social group- what types of language can you see being used in the video?
As well as exclude us from a social group.
Social attitudes to the way we speak
Social attitudes are views and opinions that are held by groups of people. When we speak, we communicate all kinds of social information (where we were born, our age, our education).

Judgements and stereotypes are often made from the words which we use.

What stereotypes do you have regarding particular accents? Listen to the clips and guess where the speaker comes from, and if they are using any language specific to their region

Make a list of the words that are
specific to your own
How does your idiolect differ when
talking to your: friends, work colleagues, parents. What words do you use that someone else might not?
This is changing the way you speak to ‘fit’ into a particular situation or with a particular listener.

This can also be changing the way you speak to make yourself stand out.

"Well jell"
Analysing Spoken Language clip
What do you notice about the: idiolect, dialect, accent, purpose, and context?
Does Lucy's language fit in with the context of the situation?
Key word
For your controlled assessment:
You will be given a glossary of spoken language terminology with today's terms.

Along with analysing the way in which people speak, you will also need to comment on context, audience, and purpose.

Think about the social attitudes towards the way in which we speak.
What do I need to do to get a Band 3?
To achieve a Band 3 (C), your assessment should demonstrate a 'Clear, Consistent' response to Spoken Language.
We will be looking for:
Explanations of how you, and others use and adapt spoken language for specific purposes.
Exploration of features found in spoken language data.
Exploration and analysis of some issues arising from public attitudes to spoken language varieties.
Starter: 'On The Spot'

A quote will be shown on the board, and a dice will be thrown into the group. Instead of numbers, the dice states: Strongly Agree/ Agree/ Strongly Disagree/ Disagree/ Indifferent.

Whoever catches the dice must consider the quote, and use persuasive language to justify whatever the dice lands on.

For example, the quote may be "I know I have an accent", and the dice could land on "disagree" , so that means that you need to disagree with the statement and convince your peers.

Once the group are satisfied with your response, you can throw the dice to another member of the group, and a new quote will be shown.
"Strong accents make you sound stupid."
"Dialects make it hard to understand people."
"People change their accents to fit in with others."
"I would argue with people about the 'correct' way to say words."
"Everyone should speak English in the same way."
"Older people struggle to understand the language of the youth."
Watch the Armstrong & Miller sketch featuring the WW2 Pilots.
Watch it again, and this time make notes.
Choose TWO terms from your terminology grid (that you have learnt today, and write a PEE paragraph in which you do the following:
IDENTIFY how this term is used in the clip and-
EXPLAIN the EFFECT that this has on the speakers and the audience.

Extension: Can you spot any other devices being used? What are they, and how are they effective?
Applying Terminology
Your controlled assessment question will be one of the following (your tutor will confirm which):

Explore the ways your own spoken language is adapted indifferent situations and how the attitudes of other people influence these adaptations.
Explore ways in which power and authority shape spoken language.
Next week:
We will be looking at the controlled assessment title in more detail.

You will begin to analyse spoken language and explore further terminology in order to prepare for your assessment.

Make sure that you revise today's terms for homework in order to prepare for your upcoming assessment- don't leave it until the last minute!
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