4. Title: Why does our speech vary in different situations?
STARTER: What conclusions (rightly or wrongly) might
you come to about the following speakers? Note your
answer in your book.
A B
5. …use the grid on the
following slide to
organise your work
6.
7. Why does our speech vary in different
situations?
On your own, note down answers to the following questions.
1. Why does the way you speak vary from situation to situation?
2. Using the groupings you worked on earlier, decide the two top
factors which will decide which type of language you use.
Be ready to share your answer with the class.
8. Factors that Affect Spoken Language
In no more than 150 words, write out and answer the
following question:
‘Using your daily experience as a starting point, what
factors do you think might affect the way spoken
language is used?’
Success Criteria:
• Use specific examples from your own experience
• Think about; who, what, when, where, why
• Try to think about specific factors that might have the
most significant impact.
9. Peer Assess
Mark each others work. Leave TWO positive comments and
ONE even better if comment. Use the criteria to help you
mark their work.
Success Criteria:
• Use specific examples from your own experience
• Think about; who, what, when, where, why
• Try to think about specific factors that might have the most
significant impact.
10. Title: Spontaneous or Scripted
Learning Objective: To know the features of
spontaneous and scripted speech.
16. Tom Daley
STARTER: Watch this clip of Tom Daily
speaking after he won his Olympic medal.
http://lybio.net/tag/tom-daley-toms-olympics-commentary/
17. Transcript
A written or printed version of language to be spoken.
Scripted speech is using a transcript.
When would a transcript be used?
What are the differences between scripted and
spontaneous talk?
18. 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?
19. 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
20. Scripted v Spontaneous Speech
SCRIPTED
• More formal
• Lack of non fluency features
• Few hesitations
• Evidence of planning
• Clear indication where the
conversation is going next
• Closer to written language
than spoken
• No/little overlap of speech
SPONTANEOUS
• Less formal?
• Non fluency
features/fillers (e.g.
Erm..)
• Hesitations
• Can change direction
• Overlap between
speakers
• Often more varied
pitch/tone
21. PEE CHAINS
Point, Evidence, Explain
Answer the following questions
using PEE chains:
1. How can you identify scripted speech?
2. How can you identify spontaneous speech?
22. PEER ASSESS
Swap books and read each other’s answers.
1. What have they done well?
2. What could be improved?
Make sure they have used specific examples from the
text in each answer.
23. Dictionary Starter
Look up the word DIALECT and copy out the
definition in your book.
Extension Task: What do you think SOCIOLECT
means?
Title: What is Dialect and Sociolect?
24.
25.
26.
27. Dialect
Task:
How many words and phrases can you think of,
that are only used EXCLUSIVELY in different
parts of the country?
e.g. ‘reem' = London
'off me ed' = Liverpool
'What's occurrin' = Wales
'Mad fer it' = Manchester
'Haway man!' = Newcastle
'Gert lush' = Bristol
EXTENSION TASK:
How many greetings
in the English
language can you
think of, that are
used EXCLUSIVELY in
different parts of the
world? E.g. Australia
- G’day Mate. United
States of America?
28. 1. Age
2. Class
3. Gender
4. Sexuality
5. Hobbies
6. Occupation
7. Ethnicity
8. Context
9. Region
Sociolect
What
influences your
language?
31. 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...
34. Title: My Personal Language: Identity
STARTER
Which sociolect would the following words belong to?
1. Marking 2. Hypodermic 3.Offside
For each of the words, come up with three additional
words which belong to that sociolect.
35. My Personal Language: Identity
Learning Objectives
1.To know what the word ‘identity’ means
2.To be able to explore and express your own
language identity
36. Idiolect and Identity
What do you think IDENTITY means?
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 – sociolect, dialect and idiolect
37. 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.
39. 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’
BODY-LANGUAGE
• How you use gestures and
facial expressions when you
are speaking
What makes the
language you
personally use
unique?
40. Friends
• Most of Beckham’s friends are
his 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 new
baby on the
way
• Comes from
a stable family
background
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 situations
http://www.youtube.com/watch?v=1t0iWdL
c2nQ
41. 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
42. Role Play
• Three students are to discuss one of the following
topics in front of the class:
– The age of consent should be raised to 18
– What you wear is important to show who you are
– Reality TV is made for and watched by idiots
• NB) While they are discussing the topic, the rest of the class need to
write down any dialect or sociolect that you hear being used.
• Be prepared to feed back to each other and the whole class.
43. Title: What is the difference between
Formal & Informal Speech?
Hello, how may I help you...
STARTER: Copy and complete the questions below.
1. What is a telephone voice and do you have one?
2. What is Standard English?
People often switch between Standard English and their
geographical dialect depending on the circumstance.
44. Standard English
– The accepted way of speaking English
– A form which everyone can understand no matter what
region (or country) they come from
45. Dialect Dictionary
– Create a ten word dialect dictionary for someone who
has never been to this part of the country before.
– You should include the dialect word, it’s meaning, a
Standard English translation and an example of it in a
sentence.
Dialect Word Standard English
Translation
Example in a
sentence
46. Formal vs. Informal Speech
Translate the following passage into your geographic slang:
• A) Good evening Shannon, how are you?
• B) I'm rather well actually, and you?
• A) Yes, I'm super. Tell me, did you go to Yemi's party on Saturday night? I
hear it was rather busy.
• B) I did indeed. The music was loud and more than once we were
requested by neighbours to reduce the volume.
• A) And did you?
• B) No, regrettably. We did not.
47. Peer Assess
– Swap your translation with your partner.
– Have they used the same geographic slang?
– How is the same/different to your own translation?
48. Title: What effect can language have on people?
STARTER
How might these two people address their audience?
Write their opening line and consider the differences.
49. Peer Assess
– Swap your translation from last week with your partner.
– Have they used the same geographic slang?
– How is the same/different to your own translation?
50. Dialect can be used amusingly for effect…
Watch this clip from Armstrong and Miller* and complete
the following questions.
1. Write down the DIALECTICAL phrases used.
2. Translate them into a more formal and appropriate dialect.
3. What time of day do you think this could/should be shown
on television?
* WARNING: there is use of the word 's***' in this clip
52. 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=OsV0a8yZ1EA&feature=related
– http://www.youtube.com/watch?v=-R22QUqy6wM
In pairs, decide which was the best impression and answer the following:
1. Why was the impression a success?
2. What did the impressionist do well?
53. 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?
55. Story Telling and Audience
• You are to choose one of the following
scenarios and retell the same story twice.
• The first time your audience is your friends,
the second time you audience in the Head
Teacher.
56. Scenarios
1. You witnessed another student being bullied by
senior students on school grounds.
2. You failed an exam and wish to arrange to resit
the exam.
3. You would like to make a complaint about the
quality of school dinners.
57. Specifications
– Length: 2-3 minutes in total
– Must hand in a transcript of your speeches prior
to completing the assessment.
– Keep in mind how you vary your spoken
language, depending on your audience.
58. What will I be assessed on?
• Talking to others: Talk in purposeful and imaginative
ways to explore ideas and feelings, adapting and
varying structure and vocabulary according to
purpose, listeners, and content.
• Talking within role-play and drama: Create and sustain
different roles and scenarios, adapting techniques in a
range of dramatic activities to explore texts, ideas and
issues.
59. Success Criteria
– I talk confidently in different situations, including
formal situations.
– I think carefully about who I am speaking to make
sure what I am saying is appropriate.
– When I speak, I am able to interest my listeners by
varying my expression and vocabulary.
– I use standard English fluently in formal situations.
61. Speaking and Listening Assessment
Get your transcripts out and make sure
you are ready for your speaking
assessment.
62. What will I be assessed on?
• AF1 Talking to others: Talk in purposeful and
imaginative ways to explore ideas and feelings,
adapting and varying structure and vocabulary
according to purpose, listeners, and content.
• AF3 Talking within role-play and drama: Create and
sustain different roles and scenarios, adapting
techniques in a range of dramatic activities to explore
texts, ideas and issues.
63. Success Criteria
– I talk confidently in different situations, including
formal situations.
– I think carefully about who I am speaking to make
sure what I am saying is appropriate.
– When I speak, I am able to interest my listeners by
varying my expression and vocabulary.
– I use standard English fluently in formal situations.
65. Self Assessment
Write down what you thought went well and
what would have made your assessment even
better.
WWW:
EBI:
66. Title: How do we identify spoken & written language?
Learning Objective: To understand the difference
between spoken and written language.
STARTER: What do these words mean?
Permanent
Ephemeral - Lasting a very short time
- Intended to last a long time
67. Spoken v Written Language
We are now looking at the difference between spoken and
written 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
68. Spoken or Written?
TASK: What situations might you use spoken language in?
What situations might you use written language in?
Spoken
Language
Written
Language
69. 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
‘Eastenders’
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!
70. Features of Spoken Language Features of Written Language
Spontaneous Standard English Ephemeral Permanent
Body language Hesitation Punctuation Interruptions Fonts
impressive vocabulary Laughter Organised Two people involved
Slang Volume/pitch Titles/subtitles Planned first Accents
Draw this
table in your
book and sort
the following
features into
spoken or
written
language...
71. 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/pitch
Written – Planned out, organised,
read from an autocue
73. Translate the txt msgs
Hi m8. Watsup? U gonna come 2 da cinema l8r? Cya
dere. Alrite boi. Wat ya up 2? Wanna do somfin?
Maybe catch ya l8r. Yo peeps. Saw dis sick phone
2day. Gr8 deal & loadsa kool stuff. Gonna get it l8r.
LOL!
Goin 4 pizza, ne1 wanna come?
74. Text Messages
1. How and why do you use text messages?
2. What do you think about text messages?
3. Do you this everyone has the same opinion?
78. Copy and complete the following questions
1. What level would you give this piece of writing
and why?
2. What do they need to do to improve their level?
3. Rewrite the opening four sentences of the essay
in Standard English.
4. Do you think students should be allowed to write
using text message language?
83. Text Talk
Last lesson you read the following article…
New York Times Article
What reasons did the writer give that were
for/against using text talk in schools?
84. Question
Should students be able to write using ‘text talk’ in
written work, at school (including exams etc.)?
For Against
Shakespeare created approximately
3000 words, we should be able to
write using current language…
It’s not standard English. Does not
prepare students for work life…
There is no ‘English Language’
authority, like the Alliance Francais
in France, so we are perfectly able
to…
We should be educated to a high
standard and recognise audience
appropriateness…
It has the same meaning, it is just
different a different expression…
Teacher get lost in translation as
they are from a different generation
to their teachers…
85. Persuasive writing task:
– You are to write a persuasive speech arguing
whether you think students should be able to
write using ‘text talk’ in written work, at school
(including exams etc.).
– You will be addressing parents and teachers at the
parents evening.
– Make sure you include persuasive devices in your
speech (AFOREST)
86. Title: Assessment Preparation
Learning Objective: To analyse a transcript and
prepare for my spoken language assessment.
What sociolect might these words belong too?
fillings drill appointment decay
toothpaste plaque mouthwash
87. Transcript
Words that are spoken & then written
down afterwards.
What sort of language do you use when you go to
the dentist? Why?
How is the language you use with your dentist
different to the language you use with your family?
88. Assessment Transcript
1. Read through the transcript
2. Annotate the transcript with as many different
spoken language features as you can find.
Now read through the assessment questions and
make notes on how you might answer each question.
89. Recap key spoken language vocabulary
Match up the language feature with its definition,
cut and paste onto a piece of A3 paper.
Add a written example for each language feature
and an image to represent it.
90. Assessment
Success Criteria
Remember:
• Write in full sentences (including the question in the
answer).
• Discuss the spoken language features we have been
learning about in class.
• Explain why language has been used.
• Talk about why it has a particular effect on the listener.
• Read through your work carefully and check it makes
sense.
