Quick Guide
- Keywords: Connected speech, isolated speech
- Learner English level: High beginner to high intermediate
- Learner maturity: Elementary school to high school
- Preparation time: 10–15 minutes
- Activity time: 5–15 minutes
- Materials: Handout (see Appendices), blackboard, chalk
In my university freshmen classes, some students are baffled that connected speech used by native speakers sounds different than what they are used to. This activity helps students to identify and practice the connected speech patterns that are often used in natural spoken English. By teaching students about common connected speech patterns, students can learn about natural forms of spoken English that they might not have had a chance to learn from textbooks and/or regular English classes in secondary school. This is especially common in Japan, where students have less exposure to natural forms of spoken English, dialect, and slang. It should be noted that pronunciation for contracted speech words can vary depending on accent and context. This activity provides some common examples to introduce students to the idea.
Preparation
Step 1: Create a handout (see Appendix A) of common examples of isolated speech and their equivalent connected speech versions. For example, “got to” and “did you” become “gotta” and “did-ja” in connected speech.
Step 2: Put the students into two groups. Each group stands in a line.
Step 3: On the blackboard, create two matching columns with examples of connected speech from the handout (see Appendix B). These will be used for a class activity.
Procedure
Step 1: Inform students that they will be practicing some examples of natural speech.
Step 2: For a brief warm-up, tell students some common words that are used in connected speech, such as “wanna” and “don’t-cha.” Drill some examples with the students before distributing the handout.
Step 3: Distribute the handout and explain that students are going to recite the words from the handout.
Step 4: Have students repeat the words on the handout in unison, then ask each student to read one set of words (isolated speech and the corresponding connected speech).
Step 5: Conduct a demonstration for the class. Have two students come to the front of the class. Say the isolated speech prompt (e.g., “What are you”), and tell the students to touch the corresponding connected speech example on the blackboard (i.e., “Wha-cha”).
Step 6: Have the students line up to form two teams. The teacher will read one of the isolated speech prompts from the handout and the two students will touch the corresponding connected speech version on the blackboard, as was shown in the class demonstration. The student that touches the correct word first receives a team point.
Step 7: After all the students have participated, tally up the points. The team with the most points wins.
Step 8: As a final review, say the isolated speech words and choose several students to say the equivalent connected speech version.
Variation
A variation of this activity is to say the connected speech words first and then have students identify the equivalent isolated speech version on the blackboard.
Conclusion
This activity increases students’ understanding of connected speech often used by native speakers of English, rather than the stilted isolated speech equivalents. Though students might be accustomed to learning isolated speech, this activity will help students become aware of words that sound different but have the same meaning as what was originally intended. In addition, students will become more accustomed to slang used by native speakers of English.
Appendices
The appendices are available below:
