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A Study of Classroom Discourse Spoken English Scheme

Theresa Sowerby | Wednesday September 04, 2013

Categories: KS4, AQA GCSE, Hot Entries, Spoken English, GCSE Spoken English, AQA English Language , Unit 3 Understanding Texts and Creative Writing, AQA A Level English Language B, ENGB1, ENGB4, KS5 Archive, AQA A Level

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Background

This SOW was initially used as a GCSE English Study of Spoken English Controlled Assessment task (CAT) with a set of able students. It worked very well in focusing them on an area of language that was of interest to them, encouraged them to undertake an in depth study of an area of spoken language and become familiar with the necessary terminology with which to analyse the data and reflect on their own experience of language in the classroom. Having the live clips also enabled them to annotate their own transcripts and appreciate the importance of intonation, body language and subtext.

It has also proved useful when teaching the Language and Power option of the AQA ‘B’ English Language A-level (ENGB1), and could easily be adopted as a basis for an A2 Language Investigation into classroom language (AQA’s ENGB4 and other exam boards).

Materials Needed

  1. Transcripts (double spaced for their annotations)
  2. Notes on classroom discourse analysis
  3. Guidelines on how to break down the task for the CAT
  4. SOW
  5. Teaching notes on transcripts

Associated Resources

  • Educating Essex Transcripts.docx
  • Features of Classroom Discourse.docx
  • Spoken English CAT.docx

Scheme of Work

  • A few days before lessons begin, beginning asking the students to take closer notice of how conversations in the classroom differ from those in everyday life.
  • Begin with a discussion of their findings (using the rule that no staff are mentioned by name). This encourages them to look more deeply at the purpose of classroom talk, its peculiar dynamics and how they feel about their own experience of it. Many become aware that they and the teachers are playing a role and abiding by unwritten but fully understood rules.
  • When they have come up with as much as possible on an initial survey, give them the accompanying notes on classroom discourse and relevant terms. In explaining and discussing these, it is useful to encourage them to reflect more on...

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