Breana Sproul Breana Sproul

connected speech and intonation input
CELTA trainees level

Description

In this input, trainees will learn about different features of connected speech and when they occur by practicing back-chaining using these features. They will also discuss intonation and the importance of it through practical activities they can use in the classroom.

Materials

Main Aims

  • To introduce and practice features of connected speech and discuss the importance of intonation

Subsidiary Aims

  • To demonstrate some practical ideas on teaching connected speech and intonation in the classroom.

Procedure

Intro to Intonation + practice (10-15 minutes) • To elicit the meaning of intonation and demonstrate its importance in speaking through some practical activities that can be used in the classroom.

* Ask trainees 'what is intonation and how important is it?' - they discuss in pairs and write a short definition. * Give AK (definition) and quick w/c fb + difference between pitch and intonation * OK act - in pairs, trainees compete to guess my meaning/mood from my intonation when saying 'ok' - 6 possibilities - do 5 total/first one as a model = 4 - first person to grab the right answer and hold it up, wins (to demonstrate the importance of intonation as well as a practical activity they can use in class) * in pairs, trainees match the intonation pattern to sentence/question/list, ect. - noticing patterns - will help with 'Fatih' in the assignment (grammar + pron - useful act for the class)

Intro to Connected Speech + practice (10-15 minutes) • To test trainees on their knowledge of connected speech

* Elicit - 'what is connected speech?' / 'how can you draw ss attention to it?' - back-chaining * Give HO with the question point out what to look for - trainees back-chain in pairs - first 2 as a model + elicit weak forms (circle) * w/c fb - leave it on the board!

Intro to features of connected speech, ex. elision (20-25 minutes) • To introduce and practice some features of connected speech

* give example sentences for assimilation/elision/intrusion/linking - elicit what happens to some of the sounds - be prepared to give a few examples - write them in the corners of the WB, around the back-chained question * trainees choose a paper with a # (1-4) and a letter (a/b) - go find your station # - a's go clockwise/b's go counter-clockwise (ICQ!!! - if you're 'a' and you started at station 4, which is the next station? (1) if you're 'b' and you started at station 1, which is the next station? (4) * 4 stations around the room - examples of one feature at each station but unlabeled; trainees work in pairs to analyze the examples and write the feature - 3 min per station * give AK to check - quick w/c fb to check for any problems in comprehension

consolidation of the terminology (8-10 minutes) • To practice the new jargon in context, using the same question as before

* trainees will go back on the original question do again, using the new terminology * w/c fb * elicit: Do we use this terminology in the classroom? (NO!!!) Any other practical ideas for the classroom? (tape script - while listening, ss read and mark the connected speech - for recognition)

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