GCSE English Language
September 2010
Analysing Spoken
Language
Unit Title: ‘Identity’
Learning Links project: schools
and local museums / libraries
working together
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
The purpose of
the unit
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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
‘Identity’:
Part 1 of the unit
 Chillax
How did these
words come
into the
language and
why?
 Dyson
 L8r
Pupils also create a
timeline for the roots
of English
Some examples....
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Gentleman, bloke, geezer or dude?
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Same denotation? Different connotation?
More examples...
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’
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‘Identity’:
Part 2 of the unit
“That’s well bing bing!”
 “Don’t you mean bling bling?”
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Using Catherine Tate clips
Example activity...
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
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‘Identity’: Part 3 of the unit
An oddy zommy payzed his cart brake and
started along an unked road lined with
iron pears...
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Now rewrite into Standard English!
Example activity...
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
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The controlled Assessment = 10%