Resources Produced by Michelle Temple, Wiltshire English AST

Resources produced by Michelle Temple, Wiltshire English AST (All resources available online at www.wshc.eu/education)

Lesson No and focus area / Starter Activity / Developmental Work / Plenary/ Homework
‘IDENTITY’ PART ONE: HISTORY OF LANGUAGE – WHERE OUR WORDS COME FROM
Please look at the document ‘Advice for Teaching the Unit’ in ‘Key Documents’ folder
1: Archaeological dig of words
Objectives
Ø  10.1: recognise and analyse ways in which spoken and written language has evolved in response to changes in society and technology
Ø  3.2: make sustained contributions to discussions / 1.  PowerPoint slide, resource 1 - 17 different words from 8 time periods. Ask pupils to try and match the word to the correct date e.g. Duvet = 1066; Dyson = 1983; freckle = 789AD; Groovy = 1960s.
2.  Discuss which words they have heard of before and which ones they haven’t.
3.  Pupils are to choose one or two words that they have never heard of before and guess the meanings.
4.  Extension task: Use a dictionary to explore the origins of the words further and any change in meanings.
Resources:-
Ø  PowerPoint Resource 1 words and their time eras ‘Words in fashion’ / 1.  Issue students with one of the six statements on the English language (one per pair). They are to discuss whether they agree or disagree with the statement and try to explain who might have this viewpoint. Discuss answers as a class or rotate the statement to the next pair and repeat process.
2.  Explain that new words come into our language through a number of different ways. Issue students with the cut up words resource 4 and A4 box sheet resource 5 or enlarged onto an A3 sheet. Students are to place the words into the correct categories e.g. mixing parts of words (blends) etc.
3.  Extension: add own words into the categories.
4.  Feedback and discuss answers-which words could be viewed negatively as a poor use of English and why?
Resources:-
Ø  Resource sheet 2 Language statements to be used with PowerPoint resource 3 ‘how we use language’
Ø  Resource sheet 4 ‘Cut up words’ and resource sheet 5 ‘Boxes for new words’ / 1.  Discuss the questions on the last PowerPoint slide of PowerPoint Resource 3 with the students.
Homework Task: Hand out Resource sheet 6. Students should try to find as many of the answers as possible before the next lesson. Focus = changes to the English Language. Some of this can be done with little research.
Lesson No and focus area / Starter Activity / Developmental Work / Plenary/ Homework
2: History of English – timeline task
Objectives
Ø  10.1: recognise and analyse ways in which spoken and written language has evolved in response to changes in society and technology
Ø  5.1: synthesise relevant information from a range of sources, selecting the most useful / 1.  To consolidate the previous lesson, ask students to complete the ‘archaeological dig’ worksheet individually.
2.  Share answers in pairs to feedback to one another.
Resources:-
Ø  Resource sheet 7 ‘Archaeological dig of words’
Ø  PowerPoint presentations resource 10 also available for this lesson to dip in and out of. / 1.  Time line activity; can be completed in groups or pairs.
2.  Issue A3 copies of the timeline along with the ‘History of English’ question and answer cards.
3.  Students are to match the question with the answer-there are some clues in the questions and their homework sheet from lesson 1 will help them
4.  Once they have matched the Q&A they need to place onto the correct place on their timeline.
5.  Discuss ideas in groups to then collate ideas as a class
Resources:-
Ø  Resources 8 and 9: timeline A3 sheet and card sort – question and answers
Ø  PowerPoint resource 10 can be used as well – to add to timeline or consolidate ideas / 1.  Use PowerPoint resource 10 to add to timeline or play ‘quick quizzes’ on the screen to consolidate knowledge learnt
Resources:-
Ø  PowerPoint resource 10
Lesson No and focus area / Starter Activity / Developmental Work / Plenary/ Homework
‘IDENTITY’ PART TWO: EXPLORING ATTITUDES TOWARDS LANGUAGE – ACCENT AND PRESTIGE
3: Informal and formal - Getting the right word.
Objectives
Ø  L2.1: present or contribute to talk in clear, effective and flexible ways
Ø  10.1: analyse how and why spoken English varies locally and globally
Ø  7.2: plan and write effectively, making well-judged choices to suit particular tasks, purpose and audience / 1.  Divide the class into two and issue each student with a mini whiteboard/ paper.
2.  Ask one side of the class to write another word for hot and the other side to write one for cold.
3.  Ask some or all of each side to stand up at the front of the room and show their whiteboards and place themselves into an order of intensity. Create a spectrum of words.
4.  Discuss: Why that order?
5.  Introduce the terms connotation and denotation and discuss people’s assumptions of certain words and their related meanings (semantics/ connotations) e.g. warm, scorching, hot, tepid.
Resources:-
Ø  Mini whiteboard or A5 paper
Ø  Glossary of terms for teacher use found in ‘Key Documents’, ‘Helpful documents’ / 1.  Project an image of a restaurant/cafe onto the screen; ask students to select the most appropriate word to describe the image i.e. Bistro, cafe, Restaurant etc. Use PowerPoint resource 11 if required for images.
2.  Ask students to explain/justify their choices.
3.  Write a spectrum on the board: Very Formal-formal-neutral-informal-Very Informal. Model a category e.g. food and come up with 10 synonyms and place them onto the spectrum e.g. food, nutrition, grub, delicacy etc
4.  Discuss with the students and see if they agree or disagree.
5.  Give students the bank of words to choose from and create their own spectrum. E.g. toilet, hello, man, woman.
6.  Share in pairs first and then take some feedback.
7.  Add to own spectrum which words would be used in which context e.g. grub = quite informal, use with friends.
Resources:-
Ø  PowerPoint 11 ‘Words and their associations’ / 1.  Students to work in pairs to write three situations/mini passages in which people adjust their language according to the purpose and audience e.g. speaking to the Queen, a friend, a teacher (could use resource sheet 12 if needed)
2.  Share conversations with another pair to gain understanding of how people adjust their language according to the audience listening
Resources:-
Ø  Resource sheet 12 ‘Using language in the correct context’
Lesson No and focus area / Starter Activity / Developmental Work / Plenary/ Homework
4: Idiolect - What’s that?
Objectives
Ø  10.1: analyse why and how English varies locally and globally
Ø  10.2: draw on a wide repertoires language terms as appropriate for analysing
Ø  1.1: analyse, compare and contrast features of speech in a range of contexts / 1.  Show Catherine Tate clip using the link below:
http://www.youtube.com/watch?v=WxB1gB6K-2A
2.  Discuss the use of language and register of the characters in the clip; discuss how stereotypes also apply to the language that we use. Key questions: How does Lauren use and adjust her language for her different audiences?
3.  Possible mini writing task for the above. Encourage students to use the following terms: register, formal, informal, connotation, denotation and register. / 1.  Introduce the word idiolect-ask students to brainstorm what they think this means. Write your own definition!
2.  Teacher to mind-map their own language influences and how their idiolect has been formed e.g. birth place, places lived, hobbies, jobs etc.
3.  Pupils then devise their own mind-map of idiolect and add words that have influenced their language use to each part. (Teacher could model this) Resource sheet 13 to support this.
4.  Ask students if anyone has moved country/within the UK, or if any of their close family members have. Ask them if their accent has changed as a result. Are they aware of a change? If so, why/ how did this change? To fit in with new group of people? To be the same?
5.  Discuss their responses as a class. Brief discussion of language/ accent and social status. (Could introduce the words upward convergence with top sets)
Resources:
Ø  Resource sheet 13 ‘My idiolect’ / Review a clip of ‘Ladette to Lady’ (or similar) and discuss how and why people change their accents and language (dialect) to fit in. FIRST 3 MINS ONLY – SWEAR WORDS AFTER THIS!
http://www.youtube.com/watch?v=5DMsI6Jc3Hc&feature=related
Answer the following questions:
1.  Are the changes people make to their accents conscious or subconscious?
2.  Are you aware of any times when you have changed your accent or language? (Telephone calls, speaking to relatives etc.)
Use film clip of ‘Norman’ speaking about his language whilst growing up in Wiltshire, found in folder ‘Unit for teaching’, ‘Video recordings of...’ to be used in conjunction with resource sheets 14a and 14b ‘Norman Rogers...’ – one in Standard English; one is in Wiltshire Dialect
Lesson No and focus area / Starter Activity / Developmental Work / Plenary/ Homework
Lesson 5: Accents and attitudes towards accents.
Objectives
Ø  3.1: compare and take account of different points of view in discussion
Ø  10.1: analyse how and why spoken English varies locally and globally / 1.  Play students the following clip (3 Mins) ‘21 ACCENTS’
http://www.youtube.com/watch?v=3UgpfSp2t6k
2.  Discuss the different attitudes to some of the accents in this clip. Why are some accents seen as more prestigious than others? / 1.  Issue students with resource sheet 15 (TEACHER TO USE HYPERLINKS ON RESOURCE SHEET 16) Play the voice recordings and ask students to match the accents to the picture/ face who they think speaks in that way.
2.  Before you reveal who is who discuss the responses with the class and talk about why we associate certain accents to appearances.
3.  Reveal the correct pairings and briefly discuss.
Resources:-
Ø  Resource sheets 15 (student version) and 16 (teacher version) / 1.  Use PowerPoint resource 17 to conclude ideas on attitudes towards language use and accent; there is another you tube clip to consider how people use language to fit in.
Resources:-
Ø  PowerPoint resource 17
Lesson No and focus area / Starter Activity / Developmental Work / Plenary/ Homework
‘IDENTITY’ PART THREE: WILTSHIRE DIALECT – UNDERSTANDING THE LANGUAGE OF OTHERS
Lesson 6: Wiltshire Dialect
Objectives
Ø  2.1: present or contribute to talk, in clear, effective ways
Ø  10.1: analyse why and how spoken English varies locally and globally
Ø  9.1: write fluent, sustained Standard English / 1.  Start the lesson with 6 groups of students reading one of the poems from the folder ‘Unit for Teaching’, ‘Part 3’, Wiltshire Dialect poems’, different poem per group – written in Wiltshire dialect. This will be a fun activity
2.  Select groups to read poem aloud to the class or play ‘Mervyn Grist’ reading the poems
3.  Key question: Why is Wiltshire dialect uncommon today? Where may this dialect be appropriate to be used? When would it be inappropriate?
Resources:-
Ø  Bank of Wiltshire poems in folder ‘Part 3’
Ø  Video clip of ‘Mervyn Grist’ reading the poems can also be used, found in folder ‘Video recordings’ / 1.  Play the film clip of ‘Mr Smith Job Interview’. To be used in conjunction with resource sheet 18 which shows the accent and dialect used
2.  Why and how is the character of Mr Smith using the wrong register?
3.  Mini writing task analysing Mr Smith’s language in the interview. Include the words: formal, informal, prestige, register, idiolect, context, connotation, denotation (see glossary of terms for teacher use if needed)
4.  Ask students in pairs to complete the Wiltshire Dialect quiz resource sheet 19. (do not go through the answers immediately)
5.  Ask students to then use their answers to the quiz to translate the ‘Wiltshire Dialect’ passage on resource sheet 20. Work in pairs.
6.  Feedback and discuss the students’ answers and then share the real answers with them – resource sheet 21
Resources:-
Ø  Resource sheet 18 ‘Mr Smith Job Interview’
Ø  Resource sheet 19 ‘Wiltshire Dialect A-Z’
Ø  Resource sheet 20 ‘Wiltshire Dialect passage’
Ø  Resource sheet 21 ‘Wiltshire Dialect Glossary’
NB: Copy 19 and 20 back to back
Could set quiz as homework / 1.  Resource sheet 22 ‘don’t get mad – Speak Wiltshire. Write a short script using as many dialect terms as possible from the list. Could be used as homework.
Resources:-
Ø  Resource sheet 22 ‘Don’t get mad – Speak Wiltshire
Lesson No and focus area / Starter Activity / Developmental Work / Plenary/ Homework
‘IDENTITY’ PART FOUR: WORKING TOWARDS THE CONTROLLED ASSESSMENT
Lesson 7: The language of interviews
Objectives
Ø  10.2: compare, contrast and make observations when analysing the way spoken language is used in a range of contexts
Ø  9.1: write fluent, sustained Standard English / 1.  Introduce transcript conventions without explanations, sheet 23
2.  Pupils to work in pairs on discussing what they think they mean/ symbolise
3.  Take some feedback to the class
4.  Then play the video clip of Jonathan Ross with Lady Gaga
http://www.youtube.com/watch?v=jGZ3XYeKDtM&feature=related
Resources:-
Ø  Resource sheet 23 ‘Transcript Conventions’ / 1.  Whilst showing this, pupils should use resource sheet 24, transcript of the interview to consider if their ideas of the transcript conventions from the starter activity are correct. Students can write on their copy of the transcript, whilst watching and listening to the recording, to understand the conventions e.g. overlap, brief pause, pause of 1 second etc
2.  Discuss what the transcript conventions actually refer to by using the teacher answers on the bottom of sheet 23
3.  In groups, students should analyse the transcript for the following topics, 1 per group:-
The language Jonathan Ross uses to refer to Lady Gaga and why
The balance of speech between the two – how this starts and then develops – how and why
How they use informal language – where and why
The use of humour in their conversation – where and how
How they both use language specific to the world of music (jargon)