Spoken lang lesson plan

Topics: J. K. Rowling, Transcription, Writing Pages: 10 (1851 words) Published: October 15, 2014
Studying Spoken Language Unit 4

Lesson 1: Introduction to studying spoken language
OBJ: to gain an overview of the unit and begin to understand how to study spoken language

Starter:

Using PPT, explain the outline of the unit. Students to write the three areas down in their books.

Development:

‘Let’s start with you’ activity on PPT. Students write down the definition of ‘idiolect’. Write down two ideas for each ‘bubble’; each factor that can change their idiolect.

Share with the class, finding similarities and differences.

Copying mind map, decide on the top 6 factors that affect their idiolect.

Split class into 4 groups or pair work. Allocate the discussion questions from the PPT and feedback to the class.

Draw the UK map and label places and accents you can think of. Take answers and put on IWB. (Annotate over desktop) Personalisation: reactions to the Bristolian accent and stereotypes of other accents. Scottish, Westcountry, East end of London, Scouse, Brummie etc.

Plenary:

Play 3 different accents for the class to guess the origin (interestingly, they often can’t recognise Bristolian!) (see CMa for itunes playlist of accents
OR
http://www.bbc.co.uk/voices/recordings/

Resources:

PPT
CMa itunes
http://www.bbc.co.uk/voices/recordings/

Studying Spoken Language Unit 4

Lesson 2: How spoken language is used in different contexts
OBJ: to begin to understand the features of spontaneous speech and how to transcribe speech

Starter:

Write ‘spontaneous’ on the board and elicit what the students understand the word to mean and what connotations they have.

Q: what happens to people’s language when they haven’t prepared what they’re going to say?

Development:

Introduction of technical language. A matching exercise to the technical terms and the definitions. Can the pupils think of an example for each?

Extension sheet available for differentiation (resource 5)

Choose 4 pupils to record. These pupils will sit in the middle and be recording, whilst the rest of the class attempt to transcribe their speech. 20-30 seconds is plenty to complete the objective.

4 pupils go through some of the topics listed on the PPT (the constantly changing topic will keep the speech spontaneous). Time and RECORD the pupils as they go through the topics.

Read through and stick in the ‘Writing it down’ worksheet, and using the PPT, higher level pupils can attempt to use the correct symbols whilst transcribing.

Plenary:

Reflection: how did it feel knowing you were being recorded?/how do you think they felt? Do you think you changed your/their speech? If so, how?

Homework:

(teacher to type up transcript of one of the conversations for possible use in another lesson!)

Resources:

Tape recorder – other devices can be used: mobile phones, dictaphones, apple macs using garageband etc PPT and ‘writing it down’ sheet

Studying Spoken Language Unit 4

Lesson 3: How spoken language is adapted to different listeners OBJ: To consider how I use spoken language and how it changes depending on different audiences.
Introduction:

Discussion of ‘everyday talk’ with students. Reinforcing how they will already be aware of this, without even knowing!

Starter:
TASK 1: Think about your day so far and write down as many examples as you can of the spoken language that you have used and experienced.

Development:
TASK 2: When might you change how you speak?

Q1: Why do you think you might speak differently in different situations? •Work with a partner and come up with a few examples of times when you use different language.

TASK 3: ‘Mini case study’
In this activity, students will watch a clip from Blue Peter and Nigella’s Kitchen. The purpose of this activity is to show how language changes depending on the...
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