Transcript File - Global Communications Education

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Unit 1 ‘What is language?’ Structures
Unit 2 ‘What is language?’ Culture
Unit 3 ‘Language Change and Language
Learning’
Unit 4 ‘Group Project’
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Unit 1 ‘What is language?’ Structures
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What is language? Read these statements and answer the questions…
Language is a method of sharing thoughts and information.
Language is the ability to read and spell correctly.
Language is natural.
Language is part of culture.
Language is something you learn.
Language is a physical process.
Language is important.
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•
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Language is a system.
Do you agree with these
statements about language?
Are there any you disagree
with?
Which three do you think
best explain or represent
what language is? Explain
your reasons.
Language is not always spoken.
Language is unique to humans.
Language is what makes us human.
Language is always changing.
Language is what enabled humans to become the dominant species on the planet.
Language is a way of forming relationships with people.
What do you think language is? Write your own definition!
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Professor Robert Winston here!
In my book ‘Human’, I describe language like
this….
Understanding human behaviour is impossible without
taking account of the huge influence of language. Language
is the chief way in which humans share information across
generations, with their contemporaries, and even with
themselves. The ability to think and express ourselves
verbally has immeasurably extended our control over the
world: we are able to make sense not just of the present,
but of the past and the future too. Through our grasp of
words, we can communicate complex and novel ideas, and
learn about things never experienced. Humans also build
relationships with language…it is a powerful tool to
influence those aroundCreated
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Re-read Professor Robert Winston’s description of language and think about the
statements about language you have heard. Then complete the following
sentences in your own words.
1.Language is the main way in which……
2.Because of their ability to use language,
humans….
3.Language allows us to….
4.Language is important in developing…...
5.If we didn’t have language……
6.Spoken language is not the only way to
communicate….
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Unit 1 ‘What is language?’ Structures
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Group these examples of language into three categories and give
each category a title or description.
1 A mum sings to her child to
help him stop crying.
4 Two best friends invent a secret
code to speak in.
7 A bully swears at a classmate
and says he can’t join in their
football game.
10 A TV presenter reads the
weather forecast.
13 A girl puts two kisses and a
smiley at the end of text message
to her friend.
2 A teacher tells the class what
their homework is.
5 A policeman reads the arrest
statement to a suspected
criminal.
8 A teacher points at a class and
says ‘ssshh’ when they have been
misbehaving.
11 The council put up a ‘No Ball
Games’ sign outside some flats.
14 The winning lottery numbers
are published on a website.
3 A granddad refers to his
granddaughter by a family
nickname.
6 A shop assistant tells a boy how
much a DVD costs.
9 A lady says ‘good morning’ to
her neighbour in the street.
12 A guest on a TV show does not
speak until the host asks her a
question.
15 A doctor reads a patient’s
notes and discusses them with
the nurse.
• What does the language in each category do?
• Do some of the statements fall into more than one category? Why?
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• Can you think of other examples
eachPark
category?
Communicating Ideas and
Information
Forming and Sustaining
Relationships
Demonstrating Power
A teacher tells the class what
their homework is.
A mum sings to her child to help
him stop crying.
A policeman reads the arrest
statement to a suspected
criminal.
We use language to form
relationships
with aother
We
useassistant
language
askhow
for
A shop
tellsto
a boy
Two
best friends invent
secret
much
a DVD costs.and to
people,
and
thenin.
to keep
and give
information,
code
to speak
Readthose
the definitions
of going
relationships
share our ideas about
each language
function.
successfully.
We use
We ask
and
Athings.
TV presenter
reads
theanswer
weather
A lady
says ‘good morning’
to her
Which
examples
do
you
forecast.
neighbour
street.and
language
to inbethe
polite,
questions on
and tell people
think that
go inwe
each
show
are interested
about all manner of things
category?
people
every
day,
from
the trivial
to
A doctor
reads
a patient’s
notes
A in
girlother
puts two
kissesand
and atheir
smiley
and extremely
discusses them
with the
at the end of
text message to her
feelings.
the
important.
We swears
can use
A bully
at language
a classmateto
and
says he can’t
join
in have
their football
indicate
that
we
power
game.
or authority
over someone
else. Sometimes this can be
A guest on a TV show does not
useful
and necessary, but at
speak until the host asks her a
other times
it can be
question.
unpleasant.
nurse.
friend.
The council put up a ‘No Ball
Games’ sign outside some flats.
The winning lottery numbers are
published on a website.
A granddad refers to his
granddaughter by a family
nickname.
A teacher points at a class and
says ‘ssshh’ when they have been
misbehaving.
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How do these categories compare to the ones you came up with?
Do you think any one category is more important than the others?
Can you answer the question ‘What do we need language to be able to do? In
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your own words?
Unit 1 ‘What is language?’ Structures
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Work with a partner to think of as many different types of
spoken and written communication as you can – you can include
the examples you collected for prep.
Speech
Writing
• What are the differences between spoken and written language?
• Do spoken and written language serve different purposes?
• What are the features of speech
writing?
How do they differ?
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Decide whether these statements refer to speech or writing by
putting an ‘S’ or a ‘W’ next to each one.
Uses punctuation.
Often formal.
Uses simpler sentences.
Gets ‘instant feedback’ from an audience
who can respond, question and comment.
It can only rely on words to
communicate a message.
Often spontaneous and unplanned.
Uses pauses and intonation.
Not everyone learns to do it.
There is a delay before
people can respond.
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Has
dialect
variations
Speech
Writing
Everyone acquires the skill.
Not everyone learns to do it.
Has dialect variations which represent a
region.
Tends to be more standardised across
regions.
People use pitch, rhythm and their bodies
to help communicate.
It can only rely on words to communicate a
message.
Uses pauses and intonation.
Uses punctuation.
Involves pronunciation.
Involves spelling.
Often spontaneous and unplanned.
Mostly planned and can be edited.
Gets ‘instant feedback’ from an audience
who can respond, question and comment.
There is a delay before people can respond.
Often informal.
Often formal.
Uses more complex sentences and
Uses simpler sentences and connectives.
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connectives.
Think about the following scenarios, and for each one, discuss
the EFFECTS, ADVANTAGES and DISADVANTAGES
of using a) speech and b) writing.
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Would speech or writing be the most appropriate choice in
this situation?
Justify your answer
Sam was playing football in his garden and
accidentally kicked the ball over the fence and
smashes his neighbour’s window. When he went
over to get the ball, there was no-one there, so
he would probably never have been caught, but
his mum told him he must own up and apologise.
Sam agreed, but how should he do it?!
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Unit 1 ‘What is language?’ Structures
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Work in a small group to brainstorm the answers to the
following questions and be ready to share your answers with
the class.
• How did you learn to talk?
• If you had been born in
Azerbaijan, which
language would you have
grown up speaking?
• How is learning to speak
different from learning to
write?
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Watch this video clip from the BBC’s Human Body
documentary. In the clip, Professor Robert Winston talks
about how humans develop language.
Make notes whilst you
watch the video!
Tell your partner the five most
important things you learned from
the video clip.
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When babies learn to talk they go through five distinct stages.
Match the name of the stage to the approximate age and the examples.
Lucas playing with the little car!
Babbling
Up!
Pig say oink!
ba-ba-ba-ba
6-8 months
Two-word stage
24-30 months
Multiword stage
18-24 months
Where Katie?
You give the dolly!
I’m having this big one! I’m having ‘nana!
30+ months
Holophrastic* stage
Telegraphic stage
Daddy car!
8-18 months
ma-ma-ma-ma
*If something is ‘holophrastic’ this meansCreated
it stands
for a whole
phrase
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Juice!
Five phases of language acquisition.
ba-ba-ba-ba
ma-ma-ma-ma
6-8 months
Babbling
8-18 months
Up!
Holophrastic* stage
Juice!
18-24 months
Two-word stage
Where Katie?
Daddy car!
24-30 months
Telegraphic stage
You give the dolly!
Pig say oink!
30+ months
I’m having this big one! I’m
Multiword stage having ‘nana!
Lucas playing with
the little car!
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Watch Youtube’s famous ‘talking twin babies’ and answer the
following questions. (Click on the twins to get to the link!)
• What do they already
know about speech and
interaction?
• What do they still need to
learn?
• How old do you think the
twins are? Why?
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Show what you know by completing the following exercises.
Answer the following questions in full
sentences:
Complete the text by filling in the gaps.
When babies are born, they communicate ____________ or discomfort
by crying. They move on to making ‘____________ ’ noises after
around eight weeks, and from the age of ____________ months they
1. What does it mean if we say that
begin to babble. Babbling sounds are made up of a vowel- __________
spoken language is ‘innate’?
combinations which are ____________ several times. Babies move
through a one-word stage, also known as the ____________ stage, to
2. Explain how learning to speak is
the two-word stage and then the telegraphic stage. At the telegraphic
different from learning to write.
stage, babies can combine a few words to convey ____________ , but
3. Explain what ‘holophrastic’ means and
they do not have a highly developed understanding of ____________ .
From around ____________ months, babies begin to use grammatical
give an example.
4. Optional extension task: Find out what
structures and from the age of two years, babies’ ____________
develop very quickly.
‘overextension’ means in terms of
language acquisition and explain why
overextension helps prove that
consonant
vocabularies
eight
hunger
thirty
cooing
grammar
holophrastic
repeated
meaning
language acquisition is an innate
process.
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Unit 1 ‘What is language?’ Structures
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Brainstorm the reasons why people might learn a foreign language.
Click on the pictures to watch three video clips of people
speaking foreign languages. Despite their shortcomings,
what characteristics do Del, Joey, and Sheldon have which
make them good language
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Spend five minutes reviewing what you learned about:
• Speech and writing
• Children’s language acquisition
Then think about these questions……
•
What does ‘communicating’ mean?
•
Do we have to be grammatically perfect / fluent
in a foreign language to communicate in that
language?
•
What have we learned about babies’ language
which can help us understand learning to
communicate in a foreign language?
Now complete the ‘Get the Message Across’ activity.
Your teacher will give you a message which you must communicate to
your partner in a foreign language.
You will also be given some resources to help you.
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How did you
feel before
starting the
task?
Could you
communicate
successfully
with the other
person even if
you couldn’t
speak their
language
fluently?
What methods
did you use to
complete the
task?
How did you
feel after
completing
the task?
What attributes
did you have to
show in order to
be successful?
What skills do we
need to be able to
build up accuracy
in a foreign
language?
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Are there situations
where accuracy is
required?
Unit 1 ‘What is language?’ Structures
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Complete the identification activity.
Look at the page of words and colour code them appropriately:
Nouns in red / Adjectives in blue / Pronouns in green
cute
I
equal
dodgeball
we
anger
cat
ethical
Paris
banana
it
she
precious
equality
carpark
co-operative
magic
fluffy
you
The Co-operative
Bank
he
iPod
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they
magical
David
Cameron
friendly
shoe
abhorrent
large
puffin
How did you do?
cute
I
equal
dodgeball
we
anger
cat
ethical
Paris
banana
it
she
precious
equality
carpark
co-operative
magic
fluffy
you
The Co-operative
Bank
he
iPod
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they
magical
David
Cameron
friendly
shoe
abhorrent
large
puffin
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Why has this comic strip
featured Lego?
What’s that got to do with
language?
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Now look at the sentences from other languages.
Try to colour code them appropriately:
Nouns in red / Adjectives in blue / Pronouns in green
(Not all words will need to be colour coded.)
Tengo un coche azul.
Ich habe ein blaues Auto.
J’ai une voiture bleue.
Mon chien est gentil.
Ik heb een blauwe auto.
Mein Hund ist freundlich.
Mijn hond is vriendelijk.
Il mio cane è amichevole.
Ho un'auto blu
Mi perro es amistoso.
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•
Ich habe ein blaues Auto.
Mein Hund ist freundlich.
Ik heb een blauwe auto.
Mijn hond is vriendelijk.
Tengo un coche azul.
Mi perro es amistoso.
J’ai une voiture bleue.
Mon chien est gentil.
Ho un'auto blu
Il mio cane è amichevole.
What do the two sentences mean? What languages do you think
these are? What do you notice about the languages?
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How did you work out which were pronouns, nouns and adjectives?
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Could you use the skills you used for this exercise in real life? In what
kind of situation? Could you use anything to help ‘fill in the gaps’?
•
Try and communicate a message to someone using just pronouns,
nouns and adjectives! Did it work? Could this be useful in real life?
What disadvantages would it have?
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Unit 1 ‘What is language?’ Structures
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When you were asked to draw a man eating chicken, did you draw…………
• In each picture, who or what is eating?
• Who or what is being eaten?
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The man eats chicken.
The chicken eats man!
Many languages follow the Subject Verb Object pattern.
The subject is the thing which is doing the action.
The verb is the action itself.
The object is having the action done to it.
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Identify the Subject, Verb and Object in these sentences.
The boy plays football.
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Identify the Subject, Verb and Object in these sentences.
Kittens love milk.
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Identify the Subject, Verb and Object in these sentences.
Usain Bolt wore his medal.
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Identify the Subject, Verb and Object in these sentences.
The pupils did their work.
• The two previous sentences were different
from the two first ones and the example –
in what way? Did this affect
the SVO rule?
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Identify the Subject, Verb and Object in these sentences.
Das Baby trinkt Milch.
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Identify the Subject, Verb and Object in these sentences.
El elefante juega al fútbol
• There is an ‘extra’ word in this sentence –
what could this be? Does it change the
overall SVO rule?
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Unit 1 ‘What is language?’ Structures
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Verb Challenge!
Underline the verb(s) in as many sentences as you can.
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The kids play football every day.
Parrots squawk.
Mo Farah runs quickly.
I have a younger brother.
The man wandered around the
town.
It is sunny today.
Have you got any money?
I had pizza for dinner last night.
I am going to buy some sweets.
Jessica Ennis won a gold medal.
Berlin is the capital of Germany.
We are proud of you.
My mum bought a cup of coffee.
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Get out of here!
He has already eaten his lunch.
Were you wearing your seatbelt?
Put those books back on the shelf.
Will you be bringing your brother?
Would you close the door please?
She was carrying a pink handbag, I think.
Had he already been to see you when I
called?
Don’t you think you ought to call your
parents?
Had they really been going to buy a lottery
ticket?
What ails thee?
Colourless green ideas sleep furiously.
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Verb Challenge!
Underline the verb(s) in as many sentences as you can.
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•
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•
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The kids play football every day.
Parrots squawk.
Mo Farah runs quickly.
I have a younger brother.
The man wandered around the
town.
It is sunny today.
Have you got any money?
I had pizza for dinner last night.
I am going to buy some sweets.
Jessica Ennis won a gold medal.
Berlin is the capital of Germany.
We are proud of you.
My mum bought a cup of coffee
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•
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Get out of here!
He has already eaten his lunch.
Were you wearing your seatbelt?
Put those books back on the shelf.
Will you be bringing your brother?
Would you close the door please?
She was carrying a pink handbag, I think.
Had he already been to see you when I
called?
Don’t you think you ought to call your
parents?
Had they really been going to buy a lottery
ticket?
What ails thee?
Colourless green ideas sleep furiously.
• How did you know which were the verbs?
• How would you define aCreated
verb?
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Verbs, perhaps more than any other word class, form the building
blocks of language. Without verbs, we could only name or describe
things, but with verbs, we can talk about what things do.
Verbs are very flexible and useful! We can take a basic verb (called the
infinitive) and change it or add bits to it in various ways, so that it does
what we want it to.
Just like Lego!
Hey, you forgot one!
What about
‘I eat the ice-cream’?
The dragon eats the ice-cream.
The dragon ate the ice-cream.
The dragon is going to eat the ice-cream.
The dragon is eating the ice-cream.
The dragon was eating the ice-cream.
The dragon will be eating the ice-cream.
The dragon has eaten the ice-cream.
The dragon had eaten the ice-cream.
The dragon will have eaten the ice-cream.
The dragon has been eating the ice-cream.
The dragon had been eating the ice-cream.
The dragon is going to have been eating the ice-cream.
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All those sentences were formed using the infinitive verb ‘to eat’. In English,
infinitives always start with the word ‘to’.
In other languages, there are other ways of identifying infinitives. For example:
In English, infinitives start
with to.
In French, infinitives end in
er, re or ir.
In Italian, infinitives end in
are, ere or ire.
In Dutch, most infinitives
end in en.
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In Spanish, infinitives end in
ar, er or ir.
In German, most infinitives
end in en.
Each infinitive has a part which makes it unique – the part that gives us the meaning
of the verb. This part is called the stem. It is useful
In English, we find the
stem by taking the to off
the infinitive.
In Italian, we find the stem
by taking the are, ere or ire
off the infinitive.
In French, we find the
stem by taking the er, ir or
re off the infinitive.
In Spanish, we find the stem
by taking the ar, er or ir off
the infinitive.
In Dutch, we find the stem
by taking the en off the
infinitive.
In German, we find the
stem by taking the en off
the infinifive.
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Find the stems of the following infinitives.
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One of the most important things we can do with a verb in any language is
‘conjugate’ it. This allows us to use a verb with different pronouns, so that we can
express the idea that different people are doing an action.
Look at these sentences – what is wrong with them?
He go to town.
He goes to town.
We eats vegetables.
We eat vegetables.
She drink a glass of water.
She drinks a glass of water.
You is a girl.
You are a girl.
She play football.
She plays football..
He am a doctor.
He is a doctor.
You has a big sister.
You have a big sister.
They is tired.
They are tired.
In all these sentences, the verb form does not go with the
pronoun - the verbs have been conjugated wrongly.
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Can you correct
them?
When we conjugate, we have to put an ending on the verb’s stem. The ending we
use has to be the one which goes with the pronoun we are using.
trinken
To drink
I
drink
Ich
trinke
You
drink
Du
trinkst
He / She drinks
Er / Sie
trinkt
We
drink
Wir
trinken
You
drink
Ihr
trinkt
They
drink
Sie
trinken
In English,
conjugating is
usually pretty easy!
In other languages,
conjugating can be more
complex, but once you
learn
the Park
endings,
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School it’s easy!
When we conjugate, we have to put an ending on the verb’s stem. The ending we
use has to be the one which goes with the pronoun we are using.
trinken
To drink
I
drink
Ich
trinke
You
drink
Du
trinkst
He / She
drinks
Er / Sie
trinkt
We
drink
Wir
trinken
You
drink
Ihr
trinkt
They
drink
Sie
trinken
Use the examples here to help you conjugate the following
nonsense verbs in English and German:
To wug / wuggen
To ploof / ploofen
To smill / smillen
To frang / frangen
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To wug
wuggen
To ploof
ploofen
I
_______
Ich
_______
I
_______
Ich
_______
You
_______
Du
_______
You
_______
Du
_______
He / She
_______
Er / Sie
_______
He / She
_______
Er / Sie
_______
We
_______
Wir
_______
We
_______
Wir
_______
You
_______
Ihr
_______
You
_______
Ihr
_______
They
_______
Sie
_______
They
_______
Sie
_______
smillen
To smill
To frang
frangen
I
_______
Ich
_______
I
_______
Ich
_______
You
_______
Du
_______
You
_______
Du
_______
He / She
_______
Er / Sie
_______
He / She
_______
Er / Sie
_______
We
_______
Wir
_______
We
_______
Wir
_______
You
_______
Ihr
_______
You
_______
Ihr
_______
They
_______
Sie
_______
They
_______
Sie
_______
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To wug
wuggen
To ploof
ploofen
I
wug
Ich
wugge
I
ploof
Ich
ploofe
You
wug
Du
wuggst
You
ploof
Du
ploofst
He / She
wugs
Er / Sie
wuggt
He / She
ploofs
Er / Sie
plooft
We
wug
Wir
wuggen
We
ploof
Wir
ploofen
You
wug
Ihr
wuggt
You
ploof
Ihr
plooft
They
wug
Sie
wuggen
They
ploof
Sie
ploofen
smillen
To smill
To frang
frangen
I
smill
Ich
smille
I
frang
Ich
frange
You
smill
Du
smillst
You
frang
Du
frangst
He / She
smills
Er / Sie
smillt
He / She
frangs
Er / Sie
frangt
We
smill
Wir
smillen
We
frang
Wir
frangen
You
smill
Ihr
smillt
You
frang
Ihr
frangt
They
smill
Sie
smillen
They
frang
Sie
frangen
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Show what you know by completing the following exercises.
Answer the following questions in full
sentences:
Based on the work you have completed today,
invent your own verb system and create a
poster to explain it.
1. Describe in your own words what a
verb is and why verbs are so important.
2. Explain in your own words what the
following terms mean:
1. Decide how you will identify infinitives and stems
in your system, and give examples of both.
2. Decide whether you would like to use English
•
infinitive
pronouns or invent your own, then work out
•
stem
which verb endings you will use for each pronoun.
3. Use examples to explain what
conjugation means and why it is
important to conjugate a verb correctly
if you wish to communicate accurately.
3. Give examples of verb conjugation using your
system.
4. Explain / justify any choices you made when
designing your verb system, particularly any
unusual ones.
Don’t forget to ask your
you need help!
Created teacher
by Leighton Parkif
School