Specifications that use this resource:

Lesson plan: The Sapir-Whorf hypothesis: Paper 2 Section B Language, thought and communication

This is a sample lesson plan to help teachers to structure a one hour lesson on the Sapir-Whorf hypothesis in the 'Language, thought and communication' topic on Paper 2 of our GCSE Psychology specification (8182). It's a guide only and can be amended to suit teachers and their students’ needs.

Learning objectives

  • All students should be able to understand and evaluate the Sapir-Whorf hypothesis.
  • Some students will be able to give a more detailed evaluation of the Sapir-Whorf hypothesis.
  • All students should be aware of some psychological evidence suggesting that there are variations in recall of events and recognition of colours.
  • All students should be able to draw on knowledge and understanding of the entire course of study to show a deeper understanding of the theories about language and thought.

Prior knowledge needed

Students don't need prior knowledge but will benefit from having studied Piaget's theory that language depends on thought (also in the 'Language, thought and communication topic' of this specification).

Resources and preparation

Activity

Duration Activity Group size Assessment objective
Up to 5 minutes Students discuss the idea that how we think depends on the language we speak. Do they agree? Why/why not? Students to work in pairs Understand Sapir-Whorf hypothesis
5–10 minutes

Introduce and explain the Sapir-Whorf hypothesis.

Show a short video clip (this clip also gives information that students can use to evaluate the hypothesis – they do not need to know all the studies).

Whole class Understand Sapir-Whorf hypothesis
5 minutes Students make notes on the Sapir-Whorf hypothesis. Students work on their own Understand Sapir-Whorf hypothesis
10 minutes

Introduce and explain evidence for the hypothesis that comes from research showing there are variations in recall of events and recognition of colours.

For example:

  • the first 2 minutes of the Sapir-Whorf hypothesis
  • study sheets (eg Kay and Kempton, Fausey and Boroditsky)
  • relevant textbooks pages.
Whole class Be aware of some psychological evidence suggesting that there are variations in recall of events and recognition of colours.
10 minutes Students make notes on the evidence for the hypothesis that comes from research showing there are variations in recall of events and recognition of colours. This could involve drawing a story board. Students work on their own As above
5–10 minutes Students create a mind map or list of points for the Sapir-Whorf hypothesis, including the evidence from research.

Students work on their own

Understand and evaluate the Sapir-Whorf hypothesis

5–10 minutes

Class discussion of how the theory of reconstructive memory might explain the variation in recall of events seen in speakers of different languages.

Whole class

Draw on knowledge and understanding of the entire course to show a deeper understanding
Up to 5 minutes Plenary: Students to take turns stating evaluative points for the Sapir-Whorf hypothesis – who can state the most? Pair work As above

Further work and reading

Homework

Students to write an answer to a 9 mark exam question in the 'Memory' section of SAMS for 81821.

Preparation for next lesson

Complete homework.