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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:
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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

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TKT: KAL Part 2 Phonology: connected speech trainers notes

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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

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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
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TKT: KAL Part 2 Phonology: connected speech answer keys

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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

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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.

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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 _________________

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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?

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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
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