1. Cracking Anagrams…
Starter
O Come up with an anagram (word jumble)
for a key word from the topic of
spoken language.
O Don’t let anyone else see your anagram.
O Be prepared to write them on the
board.

2. Spoken Language
Study
Lesson Objective: To employ
terminology to analyse transcripts.

3. Task 1
O Using the Spoken Language glossary, go
through each of your transcripts
identifying any spoken language
features you can.
For example….

4. • Mum: could have this (.) or actually (.) I don’t think you’ll like// Simultaneous speech
• Daughter: //no don’t like it don’t just pick up anything//
• Mum://I’m trying to be helpful (1.0) you didn’t really look at it Paralinguistic feature
• Daughter: (Coughs) no
• Filler
• Daughter: (phone bleeps, laughs)
• Mum: you’re not even interested now, oh this is nice// False start
• Daughter://I am. .errm…just let me – just let me finish this
• Daughter: I don’t want anything red I told you – I told you the last time
• Mum: (1.0) hmm I think it would be…..
• Daughter: this is better
• Mum: yeah Colloquial language/slang

5. Task 2
• Swap your annotated transcripts with
your partner.
• ‘Mark’ their transcripts by assessing if
they have identified the correct spoken
language features.
• If you think they have missed any, write
them in for them.

6. P.E.E.
POINT
E
V
I
D
E
N
C
E
EXPLAIN
You can use P.E.E. to explain your ideas.
It is a method of organising your points and
ensuring you use evidence to explain yourself.

8. Use PEE to explain ideas
Make your POINT. What are
you about to show?
Give your EVIDENCE – a
quotation that demonstrates
your point.
EXPLAIN your point and
evidence. What does this tell
us? How does it effect the
listener? Why might the
speaker be using this type of
language feature?

9. A conversation between
myself and a Year 10 student
Teacher: “there really are no excuses so
you’re in homework detention”
Student: “ But that’s not fair cus I didn’t
know about the homework so I’m not
going”
Teacher: “I’m afraid you don’t have
choice”
Student: “But why Miss, why should I?”

10. P.E.E response...
The fact the student questions the teacher by
repeating the word “but” suggests he has a
disrespectful attitude as the argumentative
tone is clear.
This would suggest that despite speaking to
someone who naturally is the most powerful
person in the conversation (as they are a
teacher) the student still uses repetition to try
and make their point rather than responding
with back-channel features. This could also
suggest that young people today do not have the
same level of respect for elders as most people
expect they would.
Point
Evidence
Explain/Analyse

11. Analysis
Using the transcripts you did for homework write
one PEE paragraph analysing a feature of your
speech in either the conversation with a peer or
with an adult.
Extension: Write a PEE paragraph analysing a
feature of spoken language in the other
transcript.
Extension 2: Write a paragraph comparing the
two transcripts.

12. Peer Assess
O Swap your P.E.E paragraphs with a
friend and highlight.
O Point
O Evidence
O Explain
O How well have they analysed the
evidence?