Meram Osama Meram Osama

Pronunciation (Linking)
Elementary A1-A2 level

Description

This lesson focuses on linking in connected speech. Students discover how native speakers link words ending in a consonant sound to words beginning with a vowel sound. They listen to authentic examples, identify the linking pattern, practise accurate pronunciation through controlled activities, and produce the target language in communicative speaking tasks.

Materials

Abc English File Elementary p.32
Abc An audio
Abc Handouts (Sample questions)

Main Aims

  • Identify and produce consonant-to-vowel linking accurately in connected speech.

Subsidiary Aims

  • Provide fluency speaking practice in a pair interview in the context of daily routine.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-Write two sentences on the board: •I get up early. •I have a shower every day. -Read the first sentence slowly (word by word). •Read it again naturally. -Ask: •Which one sounds more natural? •Why do you think it sounds different? -Elicit from students.

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

Exercise 2a -Ask students to open Exercise 2. -Tell them: “Listen carefully. Don’t repeat. Don’t write anything.” -Ask ICQs. -Play the audio. -Students listen and notice how the words sound together. -Play the audio again. -Ask: •Do the speakers stop after every word? •Or do the words sound connected? -Elicit that some words are linked together.

Clarification (Presentation) (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

-Write examples from the audio on the board (e.g., get up, etc) -Read each phrase once with pauses and once naturally. -Ask students to identify the difference. -Underline the final sound of the first word and the initial sound of the second word. -Ask students to discuss what they notice in pairs. -Elicit the linking rule using guided questions. -CCQs •Do I stop between the two words? (No.) •Do the words sound connected or separate? (Connected.) •Does the first word end with a consonant sound? (Yes.) •Does the second word begin with a vowel sound? (Yes.) •So, do we say the words separately or together? (Together.) -Elicit the rule from students, write it on the board, then conduct choral and individual drilling.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Exercise 2a -Ask students to complete exercise 2a by listening and writing the sentences. -Ask ICQs. -Play the audio. (Play the audio again if necessary) -Pair check. -Whole class feedback.

Semi-Controlled Practice (6-7 minutes) • To concept check further and prepare students for free practice

-Ask students to complete Exercise 2b by listening and repeating the sentences. -Ask ICQs. -Then •In pairs, students take turns reading the sentences without the audio, focusing on linking. •Partners listen and give feedback on whether the words are linked naturally. -Ask ICQs. -Monitor and provide pronunciation feedback.

Free Practice (6-7 minutes) • To provide students with free practice of the target language

Pair interview -Ask students to work in pairs. -Student A interviews Student B about their daily routine. -Students answer naturally using complete sentences. -Encourage them to use natural linking while speaking. -Encourage them to ask follow-up questions. -Ask ICQs. -Monitor and note good examples of linking for whole-class feedback. (Sample questions): •What time do you get up? •What do you do after breakfast? •When do you go out? •What time do you go to bed?

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