This document provides information about the GCSE English Language Unit 3: Analysis of Spoken Language. It outlines the learning objectives of the unit which are to understand how context impacts spoken language, the use of standard and non-standard English, and analyzing features of spoken language. Students will study examples of spoken language and compare how language changes based on the context and speaker. They will complete an assessment commenting on two examples of spontaneous spoken language.

1. GCSE English
Language Unit 3
Analysis of Spoken
Language

2. Introduction
Spoken Language Study gives students the
opportunity to:
• explore the way spoken language works by
looking at examples from:
• their own language
• the language of their peers
• the language they hear around them
• the language they hear through TV, radio and the
internet.
(Edexcel)

3. Analysis of Spoken Language
Learning objectives for this unit:
• to understand the importance of context,
such as regional and cultural variation, age
groups, situation, place and time
• to understand the use of standard and non-standard
English
• to analyse commonly occurring features of
the characteristics of spoken language.

4. Analysis of Spoken Language
By the end of the unit…
You will present two examples of spoken language
they have studied and comment on their findings.
In your response to the task you will:
•show how spoken language changes depending
on the context
•understand some of the choices people make
when they are speaking.

5. Learning Objectives
• To understand the use of standard and
non-standard English
• To analyse attitudes towards different
English accents.

6. Learning Outcomes
By then end of the lesson:
All will:
• show an understanding of the differences
between standard and non-standard English
Most should:
• be able to explain the attitudes towards
different accents
Some might:
• be able to analyse the reasons for attitudes
towards different accents and give reasons for
these views.

7. BBC English Accents
In the following video clip, you will hear
people speaking English with a range of
different accents.
• On the sheet, list the different areas /
parts of the world that are represented in
these accents.

8. BBC English Accents

9. Armstong & Miller RAF Airmen
Clip
Now watch the following clip and, in pairs, make
notes on:
• the purpose of this clip;
• the context of the talk;
• how Armstrong and Miller use spoken
language to create comedy;
• any other thoughts you may have about the
use of spoken language

10. Armstong & Miller RAF Airmen
Clip

11. Armstong & Miller RAF Airmen
Clip
Now watch the following clip and, in pairs, make
notes on:
• the purpose of this clip;
• the context of the talk;
• how Armstrong and Miller use spoken
language to create comedy;
• any other thoughts you may have about the
use of spoken language

12. Plenary
By then end of the lesson:
All will:
• show an understanding of the differences
between standard and non-standard English
Most should:
• be able to explain the attitudes towards
different accents
Some might:
• be able to analyse the reasons for attitudes
towards different accents and give reasons for
these views.

13. Controlled
Assessment Task

14. Learning Outcomes
• To show an understanding of how
spoken language changes depending
on the context, using examples
• To show understanding of some of
the choices people make when they
are speaking (for example: how they
say it; what words or phrases they
choose), using examples.

15. Controlled Assessment Task
Using two examples of spontaneous spoken
language, comment on how the language is:
• used by two different age groups.
• you should comment on:
• how the purpose of the language affects the way it is
used
• how the audience affects the language that is used
• how language use influences other speakers and
listeners
• how formal or informal the language is.

16. ‘Year 11 Pressures’
Using the notes in your book as a starting
point, annotate your transcript,
remembering to focus on the language
choices of the speakers and their mode of
speech.

17. ‘Year 11 Pressures’

18. ‘’Store Standards’
Again, read through and annotate your
transcript, remembering to focus on the
language choices of the speakers and their
mode of speech.

19. English Language Unit 3
Analysis of Spoken Language
Using two examples of spontaneous spoken language, comment on how the speakers adapt their language to different situations.
Comment on: Year 11 Pressures Applications for the Sixth Form
 how the purpose of
the language affects
the way it is used
 
 how the audience
affects the language
that is used
 
 how language use
influences other
speakers and
listeners
 
 how formal or
informal the
language is
 
 any other features of
spoken language use
in these clips that
you find interesting.
 

20. Phrases of comparison
and contrast

21. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
Similarly…

22. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
Similarly…
One key similarity
between…and… is

23. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
Similarly…
One key similarity
between…and… is
Like…

24. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
Similarly…
One key similarity
between…and… is
Like…
One common theme
between…and… is

25. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
Similarly…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…

26. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
Similarly…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…

27. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
Similarly…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…
As with…

28. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
Similarly…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…
As with…
Just as…

29. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
One main contrast between…and…
is…
Similarly…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…
As with…
Just as…

30. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Conversely….
One main contrast between…and…
is…
Unlike…
Contrast
Similarly…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…
As with…
Just as…

31. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
One main contrast between…and…
is…
Unlike…
On the other hand…
Similarly…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…
As with…
Just as…

32. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
Conversely….
One main contrast between…and…
is…
Unlike…
On the other hand…
In contrast to….
Similarly…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…
As with…
Just as…

33. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
One main contrast between…and…
is…
One key similarity
between…and… is

34. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
One main contrast between…and…
is…
One key similarity
between…and… is
Like…

35. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
One main contrast between…and…
is…
One key similarity
between…and… is
Like…
One common theme
between…and… is

36. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
One main contrast between…and…
is…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…

37. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
One main contrast between…and…
is…
Unlike…
Contrast
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…

38. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
One main contrast between…and…
is…
Unlike…
On the other hand…
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…
As with…

39. You have 2 minutes to brainstorm as many words of
comparison and contrast as possible. For example:
Comparison
Contrast
One main contrast between…and…
is…
Unlike…
On the other hand…
In contrast to….
One key similarity
between…and… is
Like…
One common theme
between…and… is
Both…and… deal with the theme
of…
In the same way…
As with…
Just as…

40. REVIEWING THE PRACTICE ESSAY

41. Learning Objective
• To review and practise techniques for
analysing language choices in texts

42. Activity
“Oh my God! I can’t believe we
actually have our GCSEs.”

43. Activity
“I don’t know I just really didn’t
like it, I didn’t like the teachers, I
didn’t like the facilities... .”