1. Analysing Spoken Language Unit Title: ‘Identity’ Learning Links project: schools and local museums / libraries working together GCSE English Language September 2010

2. The purpose of the 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

3. ‘Identity’: Part 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

4. Some examples.... Chillax Dyson L8r How did these words come into the language and why? Pupils also create a timeline for the roots of English

5. More examples... Gentleman, bloke, geezer or dude? Same denotation? Different connotation?

6. ‘Identity’: Part 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’

7. Example activity... “That’s well bing bing!” “Don’t you mean bling bling?” Using Catherine Tate clips

8. ‘Identity’: 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

9. Example activity... An oddy zommy payzed his cart brake and started along an unked road lined with iron pears... Now rewrite into Standard English!

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