Teacher guidance
The unit supports the teaching of a unit of lessons upon spoken language. Pupils will be able to comprehend the geographical and social variations in language usage and apply contextual reasoning to when and why speakers alter the way they use spoken language.
Activity 1: Regional Accents
Objectives: to evaluate the influence of accent and the stereotypes associated with regional variations in spoken language; to transcribe regional accents using the phonetic alphabet.
Pupils attempt to link geographical locations with accents and teacher leads a discussion about what people from the area are referred to and why e.g. Scousers, Mackems. Teacher can lead discussions about various accents and their idiosyncrasies (using the phonetic alphabet for pupils to record exact differences in pronunciation of vowel and consonant sounds). Alternatively, pupils can be given locations to discuss in pairs and present to class.
Teacher can lead discussion on dialect using transcripts (or print off transcripts and allow pupils to present) to permit learners to differentiate between frequently misunderstood concepts of accent and dialect. Pupils can also compile a table of different areas in the UK, the term for the dialect of that area, examples of that dialect and features of the accent.
Activity 1b: Accents from around the UK
Objectives: to identify the class stereotypes associated with different accents.
Pupils use the interactive whiteboard or teacher’s computer to first decide whether the personalities have regional accents or speak Standard English and drag them to the appropriate class group. Then they can decide on the personal qualities associated with the different types of accent and drag them to one of the two columns. Students can explain their choice, making references to celebrities’ accents and the qualities associated to people from different areas. Pupils can refer back to accents exhibited in Activity 1 as they build a final stereotype that reveals how a person’s language shapes they are perceived.
Activity 2: Dialects
Objectives 2: to identify and discuss the impact of spoken language choices, focusing on the use of regional dialect.
Select a category from the opening list and link the term in pink to the dialect appropriate. Using interactive whiteboard or teacher’s computer, break class into halves or groups and award points for correct identification of place (groups could attempt one term each, gaining more points for an immediately correct answer, then fewer as the round progresses or each term could be passed from group to group until a correct answer is proffered).
Activity 3: Idiolect Tree
Objectives 3: to evaluate how language is used in different contexts and how it is adapted to suit different listeners.
Assemble the branches of a person’s idiolect (the evolving dialect belonging to each person) by attaching words to the different ‘branches’ of their life. Ask pupils to drag language to the appropriate categories, identifying what the words could mean, who they would be used to and when they would be used in the process.
b) Use the show diary function or audio to place words in the context of their use or for classes to identify jargon (specialist terminology) without first seeing them in isolation.
Activity 3b: Jargon Taboo
Objectives: to explain how specialist language differs from jargon according to context and intention.
Select two pupils in the class who have competent knowledge of rugby or fashion. Ask Pupil A to stand in front of the whiteboard, facing the class, while Pupil B attempts to get Pupil A to say the specialist terminology on the screen.
The function for ‘teaching’ can be played by two teachers in front of the class. Pupils can also compile lists of 10 terms according to their, or a given, specialism, while other pupils sharing a similar hobby are timed using the counter on the screen.
To explain how specialist language differs from jargon, ask pupils to discuss: when it is appropriate to for a speaker to use such language; when it is inappropriate; what a speaker must do when using terminology to an audience that does not understand.
Activity 4: Convergence and Divergence
Objectives: to consider the social implications of how different dialects can influence and mimic each other in particular contexts.
Either: request pupils copy down the terminology and definition for convergence, divergence and Accommodation Theory prior to watching the video. Split class in half, giving one convergence and the other divergence and request they note when features of the behaviour are demonstrated. Play video twice, allowing pupils to make notes on their respective task. Return to the WJEC page and raise or lower vertical bar next to either speaker when any pupil can refer to a display of behaviour.
Request pupils write a paragraph one how the Accommodation Theory can be applied to each speaker.
Or: use a file extractor to turn YouTube video to MP4 video. Open file and minimise so the screens fit within each other. Discuss the terminology on the screen, then, keeping the boxes open during the dialogue, play the video two times. During the third play, pause the video whenever a pupil notices a display of convergence or divergence taking place and adjust the power bar accordingly.
Request pupils write a paragraph one how the Accommodation Theory can be applied to each speaker.
Activity 4b: How do Dialects Influence Each Other?
Either: give pupils individual tasks and timings prior to watching the video. Play video twice, allowing pupils to make notes on their respective task. Return to the WJEC page and allow pupils to ‘feed back’ to the class about how Speaker A (JZ- Jay Z) and Speaker B (JR- Jonathon Ross) use language. Request pupils presenting to alter the power bar in accordance to who they feel is in control of the dialogue and which dialect is most affected.
Or: use a file extractor to turn YouTube video to MP4 video. Open file and minimise so the screens fit within each other. Stop the video at the appropriate time, use the statement to prompt discussion and have class elect to change power bar according to who is in control and which dialect assumes features of the other.
Activity 5: Apprentice Interview
Objectives 5: to evaluate how the interviewer uses terminology to control and undermine the interviewee in the clip.
Use prompt questions to allow pupils to build a sustained discussion on the use of specialist language in a dialogue. Pink boxes can be opened to provide directed guidance. Alternatively, print off twelve points in pink and distribute to class at opening of lesson. Pupils can then lead the discussion at the pertinent point of the video.
Activity 6: Idioms and Clichés
Objectives: what do idioms and clichés reveal about the people who use them?
Teaching notes are included on screen for this series of tasks.