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Listening to Accents of the British Isles - Teacher’s Guide

Click these buttons to navigate through Listening to

 Accents of the British Isles, and through the chapter.

Click this button to review progress

Click these buttons to see:

(1) scripts of the recording

(2) a list of symbols

(3) an explanation of the notation.

Navigation

This teacher’s guide should be read with the Student’s Workbook, and with the online

publication.

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Listening to Accents of the British Isles - Teacher’s Guide

Welcome

Explain that:

they will be working with Peter, who has a Birmingham accent. Birmingham accents

are a proud feature of the region.

• the picture is of New Street, in the centre of Birmingham.

• there are three main football teams in the Birmingham area: Aston Villa, BirminghamCity and West Bromwich Albion. West Bromwich Albion is actually in Sandwell, to the

north of Birmingham

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Listening to Accents of the British Isles - Teacher’s Guide

Page 1 - Listening

Ensure that students understand the topic of what they are about to hear. Explain that:

• the recording is of a conversation between the author, Richard, and Peter - it was made

in the 1990s, when Buckley, the manager of West Bromwich Albion, had just been

sacked.

• explain what ‘sacked’ means, if required.

Pre-teach ‘Floating on the stock exchange’ - get those who understand this phrase to explain

it to the others. Note that if you click here, you will see this which is an outline of the whole script, which

 you can see here.

Click ‘show exercise’ at the bottom of the screen to display the questions Tell student to turn

to page 5 of their workbook, and check that they understand the questions. Then proceed as

instructed in the workbook. NB Do not proceed to the Focus screen (2.1) too quickly.

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Listening to Accents of the British Isles - Teacher’s Guide

Page 1- Listening

If necessary, play the recording twice.• Get the class to discuss the answers, and to write down - in their workbooks- the

words they heard which led them to choose their answers.

Elicit

• The majority view on what the correct answers are - select them on-screen

• A few versions of the words they heard - write them on a board, if possible.

Don’t rush to the next screen - give learners time to process what they have heard before

they view the text on the next screen.

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Listening to Accents of the British Isles - Teacher’s Guide

Page 2.1- Focus

Display this screen, and click on the speaker icon to hear the extract which contains the

evidence for the answer.

• Confirm that they understand that C (not A, not B) is the correct answer - the value of 

the club rose because the value of the shares rose (013-016)

• Explain the notation conventions

• Click on each line, and ask them what they notice about Peter’s accent - ask them to

circle words on the handout that they hear as having a distinctive accent.

• Play 009 and 016 repeatedly, drawing attention to the distinctive rising intonation.

• Click here to show Richard’s version, and click on the lines in each version to compare

Peter’s accent to Richard’s - again get them to circle words that sound different.

Elicit from the class which words sound different.

Focus their attention on:• 007 structure & club

• 008 been

• 009 years

• 011 exchange

• 013 pound & share

• 016 floated 

At an appropriate moment, click here to raise the ‘Dictation shield’ and give the students adictation: they should write on page 6 of the workbooks.

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Listening to Accents of the British Isles - Teacher’s Guide

2.2 - Focus

Display this screen, and click on the speaker icon to hear the extract which contains theevidence for the answer.

• Confirm that they understand that B (not A, not C is the correct answer) use the vo-

cabulary pop-ups in blue to explain the vocabulary. In 045-050, Peter describes ‘a

flexible management style’.

• Click on each line, and ask them what they notice about Peter’s accent.

• Click to show Richard’s version, and click on the lines in each version to compare

Peter’s accent to Richard’s - again get them to circle words that sound different.

Elicit from the class which words sound different.

Focus their attention on:

• 042 might 

• 043 way

• 048 ignoring

• 052 brush

At an appropriate moment, click the ‘Dictation shield’ and give the students a dictation: they

should write on page 7 of the workbooks.

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Listening to Accents of the British Isles - Teacher’s Guide

3.1 Peter’s Accent I

Display this screen, and click on the words in the ‘Richard’ column one by one, and ask the

class to predict how Peter’s version will sound, then play Peter’s version.

3.2 Peter’s Accent II

Display this screen, and click on the words in the ‘Richard’ column one by one, and ask the

class to predict how Peter’s version will sound, then play Peter’s version.

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Listening to Accents of the British Isles - Teacher’s Guide

4.1 Recognise Accents - Exercise 2

Display this screen, direct learner’s attention to their workbooks.. Their task is to decide

which voice and accent they hear say each word or phrase first. For 007, you hear Richard

first.

Play each word or phrase one by one (by clicking) and get them to repeat what they hear,

and then decide whose voice they heard first.

4.2 Recognise Accents - Answers to Exercise 2

Using this screen, get them to check their answers.

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Listening to Accents of the British Isles - Teacher’s Guide

5.0 Try it yourself.

• Display this screen, but do not let the class hear what Peter says.• Play Richard’s version.

• Get the class to speak their own versions to each other, in pairs.

• Direct their attention to the script (page 57 in the workbook), and get them to work in

pairs on how Peter’s version will sound.

• Invite volunteers to produce Peter’s version, and record their version.

• Play Peter’s version, and get the class to imitate his accent

Remember that their ability to imitate an accent will help them understand it when they

hear it..

This activity, and others, might provoke some laughter. Let them enjoy themselves, but

please remind them that:

• a person’s accent is an important part of their personal identity, and should be re-

spected

• no accent is linguistically superior to any other accent

• Richard’s accent is not ‘better’ than Peter’s

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Listening to Accents of the British Isles - Teacher’s Guide

6.0 Review

This page summarises the work of the chapter, and shows the difference between Peter’srising tone, and Richard’s falling tone.

More on tones can be found in Streaming Speech: Listening and Pronunciation for Ad-

vanced Learners of English, Chapters 3 & 4 in either the British/Irish or American/Canadian

version.

Show learners that they access the whole script, or the script section by section, via the

buttons on the bottom of the left-hand side of the page. They can view and hear the whole

script.

At the bottom of this screen, there is a link to the BBC Voices website, which providesaccess to more accents.

SET A SCHEDULE OF WORK

• Tell students that most of the work they do will be on their own.

• Set a schedule, making clear the rate at which they should work through the chapters

(e.g. ‘Accent 2 by Wednesday’s class, Accent 3 by Friday’s class’).

• Say that you will monitor their work - you will ask to see printed progress reports, and

their workbooks. (Reports from the ‘Progress’ menu at the top of each page can be

printed off.)• Say that you will give a test on Chapter 1 in the next lesson (see Test Booklet).