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    TKT Kal Part 2 Phonology Connected Speech PDF

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    Rachel Maria Ribeiro
    These activities introduce the features of connected speech. Participants learn what these features are and when they occur. There is also a sample TKT: KAL task.

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    TKT Kal Part 2 Phonology Connected Speech PDF

    Uploaded by

    Rachel Maria Ribeiro
    558 views9 pages
    These activities introduce the features of connected speech. Participants learn what these features are and when they occur. There is also a sample TKT: KAL task.

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    168859-tkt-kal-part-2-phonology-connected-speech.pdf

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    These activities introduce the features of connected speech. Participants learn what these features are and when they occur. There is also a sample TKT: KAL task.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    558 views9 pages

    TKT Kal Part 2 Phonology Connected Speech PDF

    Uploaded by

    Rachel Maria Ribeiro
    These activities introduce the features of connected speech. Participants learn what these features are and when they occur. There is also a sample TKT: KAL task.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 9

    TKT: KAL Part 2 Phonology: connected speech trainers notes

    Description
    These activities introduce the features of connected speech. Participants learn what these
    features are and when they occur, and practise identifying them. Participants should be
    familiar with phonemic symbols and manner and place of articulation of sounds before doing
    this activity. There is also a sample TKT: KAL task.
    Time required:
    Materials
    required:

    Aims:

    35 minutes

    Participants Worksheet 1 (one copy for each participant)

    Participants Worksheet 2 (one copy for each participant)

    Participants Worksheet 3 (one copy for every 2 participants, or an


    OHT, or on a screen)

    Sample Task (one copy for each participant)

    to introduce the features of connected speech

    to ensure participants understand these features, and when they


    occur

    to provide practice in identifying features of connected speech

    to practise a sample TKT: KAL task

    Note: Participants should be familiar with the phonemic symbols and the manner and place
    of articulation of sounds before doing this activity. See the activities: Phonemic Symbols
    and Articulation of Sounds.
    Procedure
    1. Read the following sentences out to participants at a fairly fast but normal speed,
    being careful to include the features of natural connected speech. Ask participants to
    say how many words each contain. Tell them that contracted words count as 2
    words.
    a)

    What do you want to do tomorrow?

    b)

    I dont know why Ive decided to go away so soon

    c)

    Hi, mum. Yeah, were having a great time.

    d)

    Never ever think of eating green potatoes theyre really bad for you.

    e)

    I saw it eating those red berries.

    f)

    Where is the largest lake in the word?

    g)

    We inched towards the top of the mountain.

    h)

    What time did you order those pizzas?

    2. Give out Participants Worksheet 1. Refer participants to the answers in Exercise


    1. Elicit answers to these questions:
    UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
    information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

    TKT: KAL Part 2 Phonology: connected speech trainers notes

    www.teachers.cambridgeesol.org
    Page 1 of 9

    Why was this task difficult? (in speech, the sounds of words join up and
    sometimes change or disappear, so to count them you have to separate the
    words out in your head.)

    How do words sound different in connected speech as opposed to in


    isolation? (elicit the concepts of : intrusion, elision, assimilation, weak forms,
    linking)

    3. Refer participants to Exercise 2. In pairs, they use the sentences from Exercise 1 to
    find examples of each of the features described. Feed back ideas, eliciting, where
    possible, the sound combinations which cause the features to occur (see Key
    below).
    4. Give out Participants Worksheet 2. Individually, participants complete the
    definitions of the different features of connected speech, then check their answers
    with a partner. Feed back on any areas of disagreement with the whole group (see
    Key below).
    5. Give out Participants Worksheet 3 to each pair, or show it on an OHT or a screen.
    Participants practise saying the phrases with their partner, making sure they say
    them as they would in connected speech, not as words in isolation, and noticing the
    features of connected speech in each case.
    6. Write the following sentence on the board:
    She is teaching the past tense to all her students.
    Elicit which of the features youve been discussing can be found in this sentence
    (weak form of the; elision of /t/ in past tense; intrusion of /w/ in to all).
    7. Participants now write a sentence containing three of the five features of connected
    speech. They then mingle and say their sentences to one another, pronouncing each
    word separately as in non-connected speech. Partners listen and correct, giving
    advice in laymans language on how to link the words more naturally.
    8. Give out the Sample Task. Either allow participants about 8 minutes to complete the
    task, or ask them to do so at home (candidates have an average of 1 minute per
    question in the TKT: KAL exam).
    9. Discuss the following questions:

    How might knowledge of connected speech help the teacher in the


    classroom? (Students often have problems working out what they hear. This is
    often due to the features of connected speech which make spoken English sound
    different to how students might expect it to be pronounced, when they see it
    written. If teachers know about these features they can anticipate learners
    problems, better diagnose and explain problems if they occur, and devise tasks
    which give learners practice in getting used to these features.)

    Would it be useful or not to teach learners the terms for connected speech used
    in the unit? (Participants may have differing views on this. Invite a range of
    opinions and arguments. TKT: KAL does not imply that the terms used in the test

    UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
    information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

    TKT: KAL Part 2 Phonology: connected speech trainers notes

    www.teachers.cambridgeesol.org
    Page 2 of 9

    must be taught to students. Teachers should decide what is appropriate for their
    own students.)

    Additional information

    In TKT: KAL candidates are often tested on their ability to recognise elision, intrusion,
    assimilation, vowel reduction, weak and strong forms and linking. Tasks often take
    the form of conversations with key words containing one of these features written in
    phonemic script. The candidate is required to match the script to the feature.

    See the TKT: KAL Sample Paper questions 2128 for an example task on connected
    speech.
    https://www.teachers.cambridgeesol.org/ts/teachingqualifications/kal

    UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
    information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

    TKT: KAL Part 2 Phonology: connected speech trainers notes

    www.teachers.cambridgeesol.org
    Page 3 of 9

    TKT: KAL Part 2 Phonology: connected speech answer keys


    Key to Participants Worksheet 1 Exercise 2
    Examples
    What do you; want to
    dont know; decided to ;go away
    having a; great time
    some words link together and sound like one
    word.

    Never ever; think of; green potatoes


    red berries
    think of; largest lake
    inched towards; top of
    What time; did you
    dont know; decided to

    some final sounds of words disappear.


    Plosive sounds /t/ and /d/ occurring at the
    end of words before a following
    consonant tend to disappear.

    great time
    red berries
    largest lake
    inched towards
    What time

    some sounds get changed by sounds


    following them.

    a. red berries
    d. green potatoes

    Both of these sounds are alveolar


    consonants occurring at the end of a
    word before another consonant.
    an additional sound is added between some
    words.
    These occur between a word ending in a
    vowel sound and the subsequent word
    beginning with a vowel sound.

    b. why Ive (intrusive /j/);


    d. never ever (intrusive/ linking /r/);
    e. saw it (intrusive /r/);
    h. you order (intrusive /w/)
    What do you want to do tomorrow?

    some sounds get shortened or even


    disappear.

    I dont know why Ive decided to go away so


    soon

    The shortened sounds are all vowels


    occurring in non stressed structural
    words.

    Hi, mum. Yeah, were having a great time.


    Never ever think of eating green potatoestheyre really bad for you.
    Where is the largest lake in the world?

    UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
    information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

    TKT: KAL Part 2 Phonology: connected speech answer keys

    www.teachers.cambridgeesol.org
    Page 4 of 9

    We inched towards the top of the mountain.


    What time did you order those pizzas?

    Key to Participants Worksheet 2


    Elision
    This is when a sound gets 1) left out/omitted in connected speech. It often happens with
    the sounds /t/ or /d/ or other 2) plosives before following 3) consonants. Accept any
    correct examples.
    Intrusion
    This happens when we add a 1) sound/phoneme ---------------. It usually happens at word 2)
    boundaries especially between two 3) vowels. The sounds that are introduced are /j/, /w/ or
    /r/. Accept any correct examples.
    Assimilation
    This is when a sound changes to become 1) closer/ more similar to a neighbouring sound.
    It can occur both 2) in words and at word boundaries and mainly affects consonants,
    particularly 3) alveolar consonants /t/, /d/, /n/, /s/, // and /z/. Accept any correct
    examples.
    Vowel reduction, weak and strong forms
    Some vowels become 1) shortened and less clear when they are not 2) stressed. This
    happens particularly with /i/ which gets reduced to //, and /u:/ which gets reduced to //.
    In English, some monosyllabic words also have weak and 3) strong forms depending on
    whether they are stressed or not. An example is the strong form of the definite article /i/
    and its weak form //. Accept any correct examples.
    Linking
    This happens when words are joined together in connected speech to make a smooth 1)
    link/join/connection between them at the word boundaries. It happens between 2) final
    consonants and initial vowels, and final vowels and initial 3) vowels. Intrusion is a 4) type/
    kind/form of linking. Accept any correct examples.

    Key to Sample Task


    1B

    2A

    3C

    4D

    5C

    6A

    7D

    8A

    8B

    UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
    information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

    TKT: KAL Part 2 Phonology: connected speech answer keys

    www.teachers.cambridgeesol.org
    Page 5 of 9

    TKT: KAL Part 2 Phonology: connected speech Participants


    Worksheet 1
    Exercise 1
    These are the sentences you heard:
    a) What do you want to do tomorrow?
    b) I dont know why Ive decided to go away so soon
    c) Hi, mum. Yeah, were having a great time.
    d) Never ever think of eating green potatoes-theyre really bad for you.
    e) I saw it eating those red berries.
    f)

    Where is the largest lake in the world?

    g) We inched towards the top of the mountain.


    h) What time did you order those pizzas?

    Exercise 2
    Use the sentences in Exercise 1 to find examples of the following:
    In connected speech:
    Examples
    some words link together and sound like one
    word.

    some final sounds of words disappear.

    some sounds get changed by sounds


    following them.

    an additional sound is added between some


    words.

    some sounds get shortened or even


    disappear.

    UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
    information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

    TKT: KAL Part 2 Phonology: connected speech Participants Worksheet 1 www.teachers.cambridgeesol.org


    Page 6 of 9

    TKT: KAL Part 2 Phonology: connected speech Participants


    Worksheet 2
    Complete these definitions and add two examples of each feature of connected
    speech.
    Elision
    This is when a sound gets 1) _________________ in connected speech. It often happens
    with the sounds /t/ or /d/ or other 2) _________________ before following
    3) _________________.
    Examples: _________________ or _________________
    Intrusion
    This happens when we add a 1) _________________ It usually happens at word
    2) _________________ especially between two 3) _________________. The sounds that
    are introduced are /j/, /w/ or /r/.
    Examples: _________________ or _________________
    Assimilation
    This is when a sound changes to become 1) _________________ a neighbouring sound. It
    can occur both 2) _________________ words and at word boundaries and mainly affects
    consonants, particularly 3) _________________ consonants /t/, /d/, /n/, /s/, // and /z/.
    Examples: _________________ or _________________
    Vowel reduction, weak and strong forms
    Some vowels become 1) _________________ and less clear when they are not
    2) _________________ This happens particularly with /i/ which gets reduced to //, and
    /u:/ which gets reduced to //. In English, some monosyllabic words also have weak and

    3) _________________ forms depending on whether they are stressed or not. An example


    is the strong form of the definite article /i/ and its weak form //.
    Examples: _________________ or _________________
    Linking
    This happens when words are joined together in connected speech to make a smooth
    1) _________________ between them at the word boundaries. It happens between
    2) _________________ consonants and initial vowels, and final vowels and initial
    3) _________________. Intrusion is a 4) _________________ of linking.
    Examples: _________________ or _________________

    UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
    information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

    TKT: KAL Part 2 Phonology: connected speech Participants Worksheet 2 www.teachers.cambridgeesol.org


    Page 7 of 9

    TKT: KAL Part 2 Phonology: connected speech Participants


    Worksheet 3
    Here are some examples of the different features of connected speech. Try saying these
    with a partner.

    Elision
    Next please

    He doesnt care

    She lost the key

    old man

    Girls and boys


    Get up please

    I found them
    God bless you

    Intrusion
    here and there
    Linking

    her uncle

    in India

    the idea of going


    You are

    so in summer

    through entering

    make over

    she often

    He isnt.

    may always

    move on
    go mad
    be free

    Assimilation
    on board

    good boy

    tin man

    thin piece

    this shop

    have to

    How do you do?

    would go

    dont you

    Vowel reduction
    Can (strong/ weak)

    To (strong/ weak)

    Does (strong/ weak)

    Of (strong/ weak)

    elision
    marvellous

    understand
    popularity

    beautiful

    Where are you going?

    UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
    information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

    TKT: KAL Part 2 Phonology: connected speech Participants Worksheet 3 www.teachers.cambridgeesol.org


    Page 8 of 9

    TKT: KAL Part 2 Phonology: connected speech Sample Task


    A teacher is preparing for a class on listening and anticipating which features of a recording
    might cause problems for her students.
    For questions 1-9, match the transcriptions of the underlined words in the dialogue with the
    features of connected speech.
    You will need to use some options more than once.

    Features of connected speech


    A

    elision (a sound is omitted)

    assimilation (a sound is changed by a neighbouring sound)

    intrusion (a sound is added)

    schwa

    Dialogue
    Mark:

    I need the hammer. (1) Could you (/kdu/) pass it to me?

    John:

    Where did mum put it (2) last time (/lstam/)?

    Mark:

    (3) No idea (/nwad/). Try the cupboard there.

    John:

    Its OK got it. (4) It was (/twz/) in the drawer. Ill put it (5) high up (hajp) on
    the shelf.

    Mark:

    No, pass it to me, can you. I (6) dont want (/dnwnt/) to come down again.

    John:

    Yeah, lets finish it (7) before (/bf/) mum gets back.

    Mark:

    No chance. We havent (8) started to (/stttu/) paint anything yet.

    John:

    But she has (9) gone bowling (/gmbl/), so shell probably be late.

    UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
    information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

    TKT: KAL Part 2 Phonology: connected speech Sample Task

    www.teachers.cambridgeesol.org
    Page 9 of 9

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