Quick Guide
- Keywords: Pronunciation, connected speech, linking sounds
- Learner English level: Intermediate and above
- Learner maturity: High school and above
- Preparation time: 10-15 minutes
- Activity time: 30-40 minutes
- Materials: Worksheet (Appendix A), T-chart (Appendix B)
Recognizing linking sounds allows learners to understand natural speech patterns as they become more fluent in spoken English. This pronunciation activity is designed to practice /w/ and /j/ linking sounds in connected speech. Students read phrases and, based on linking sounds, organize them into a T-chart. Afterwards, learners practice their pronunciation skills using the targeted linking sounds. This is an accessible, low-stakes pronunciation activity to practice linking sounds and build student confidence with pronunciation.
Preparation
Step 1: Print a worksheet with prepared phrases for each pair (see Appendix A). Phrases should include /w/ and /j/ linking sounds. Examples: ‘I am’, ‘you are’, ‘to eat’, etc.
Step 2: Print a T-chart for each student (see Appendix B). T-charts separate information into two categories such as pros/cons, facts/opinions, or, in this activity, /w/ and /j/ linking sounds.
Procedure
Step 1: Introduce the topic of connected speech (continuous speech) and linking sounds. /w/ and /j/ linking sounds occur when words ending with vowel sounds are followed by words starting with vowel sounds.
Step 2: Write examples on the board. Example sentence: The teacher will go to͜ /w/͜ a meeting after her class. Example phrases: I͜ /j/͜ am, he͜ /j/͜ ate, you͜ /w/͜ are, two͜ /w/͜ hours.
Step 3: Read examples to the students with emphasis on the linking sounds. Repeat together as a class with students emphasizing the linking sounds.
Step 4: Divide students into pairs and give each pair a worksheet (see Appendix A) and each student a T-chart (see Appendix B).
Step 5: Write the phrases ‘no one’ and ‘they are’ on the board. Read the phrases to the class and have students indicate whether they hear a /w/ or /j/ sound. Repeat if needed to demonstrate ‘no one’ uses a /w/ linking sound and ‘they are’ uses a /j/ linking sound. Students write each phrase into the corresponding column in their T-chart.
Step 6: Tell students to work in pairs to organize the remaining phrases into the T-chart. Student pairs are encouraged to say the phrases out loud as they organize them into the T-chart.
Step 7: Monitor progress and provide feedback wherever necessary. As pairs finish, the teacher can check responses individually or as a class.
Step 8: Once answers are checked, encourage students to practice linking sounds. Student A reads the phrases one-by-one. Student B listens and repeats the phrase back to their partner and reports which linking sound they hear.
Step 10: Once Student B has correctly identified the linking sounds, tell students to switch roles and repeat.
Step 11: To check comprehension, ask students to work in pairs to read some prepared sentences (see Appendix A) and identify the connected speech and linking sound.
Step 12: Review answers as a class.
Extension
Ask students to write a story or dialogue using phrases from the lesson to practice and perform in pairs.
Conclusion
This low-stakes activity provides students with practice using linking sounds to improve pronunciation skills and fluency. This task helps learners increase awareness of linking sounds and connected speech in their own spoken English. Students build confidence in both their speaking and listening skills as they work towards improving fluency.
Appendices
The appendix is available below:
