U nive r s idad Adve ntis ta de Nic ar agua

UNADE NI C

Name: Justin Arden Jones Castillo

Date: 28th/January/2023

Degree: Bachelor Intern in Educational English

Place: Bay Islands of Honduras

Class: Conversation III

Teacher: Lic. Michael Chavarria

Topic: Essay How Will You Teach Connected Speech to

Students
 U nive r s idad Adve ntis ta de Nic ar agua
UNADE NI C

Introduction
In the following pages we will see the importance of the

connected speech to the kids and its function and the

different ways we could show them connected speech

mechanisms are the systematic changes that occur when

proficient users of English speak fast. They weaken, omit

and link sounds. These changes are often responsible for

the fact that learners have difficulty understanding what

is said when the language is spoken in a natural, relaxed

way.
 U nive r s idad Adve ntis ta de Nic ar agua
UNADE NI C

Thesis statements

I n t h e f o llo win g in f or m at ion we will t alk about t he 3 m ean

p o in t t o h o w to u se t he connect ed speech t o t he kids wit h

d if f icu lt ie s t o u se th e m and f ind dif f er ent ways to use t hem

wh e n we ar e t ea ch in g it f ind a way t o make dif fer ent act ivit y’s

a cco rd in g t o kid s an d t heir way of under st anding the t opic in

t h e f o llo wing p a g e we will talk about the 3 dif fer ent ways or

p o in t we co u ld t e a ch t h e connect ed speech t o the children.

 U nive r s idad Adve ntis ta de Nic ar agua
UNADE NI C

Development

1 . Ho w m an y wo r d s do you hear ?

Pla y a sh o rt d ia lo g u e, or a gr oup of sentences, and ask

st u d e nt s t o list e n an d wr it e down t he num ber of wor ds t hey

h e ar . G o o ver e a ch p hr ase t o check whet her t hey could

id e n t if y a ll th e wor d s a nd t hen t o see if t hey can accur a t ely

p r od u ce wh a t th e y he ard. Cont r ast t he weak or nat ur al

ve r sion wit h t h e f u ll ve r sion, point ing out that the full ver sion

is o f t e n mo re d if f icu lt t o pr onounce.

2 . Un n a t ur a l sp e e ch

Act ivit ie s bu ilt a ro u n d "unnat ur al speech" ar e an enjoyable

wa y of wor kin g on weak for m s and rhyt hm . To obt ain

" u nn a t u ra l sp e e ch" , r e cor d som eone reading a sentence as if

 U nive r s idad Adve ntis ta de Nic ar agua
UNADE NI C
it we r e ju st a list of wor ds. A good way of

d o in g th is is t o p u t th e wor ds

O n t o f la sh ca r d s, a n d t o r eveal one at a t im e, so t he reader

g ive s e a ch wo r d it s fu ll pr onunciat ion. When you have a f ew

se n t e n ce s, p la y t he m sever al t imes t o t he st udent s, who

sh o u ld t h e n wor k in p air s t o t r y t o m ake t he speech more

n a t ur a l so u nd in g . T he y can then eit her use gr aphics to show

t h e po in t s t h e y wou ld change, or take t ur ns r eading out t heir

d if f er e n t ver sio n s, or r e cor d t hem selves using a mor e nat ur al

p r on u n cia t io n .

3 . I n t e gr a t in g

I n t e gr a t e pr o n un cia t io n int o vocabular y wor k, pr act icing, f or

e xa mp le , th e wea k f or m in phr ases wit h " of" (a loaf of br ead,
a cu p of co f f e e , a ca n o f coke) .
 U nive r s idad Adve ntis ta de Nic ar agua
UNADE NI C
I n t e gr a t e wea k f o rm s in t o gr amm ar wor k. If
p r a ct icin g "g o in g t o " f or exam ple, t he t eacher
ca n wr it e on the boar d exam ples such
a s:

G o o n ho lid a y

Ea r n mo r e mo n e y

Bu y a ca r

Ask dif f e r en t st u d en t s t o read t hese phrases as a sent ence

wit h " go in g t o ". L ist e n f or and highlight the weak f or m of " t o"
b e f or e th e co n so n a nt sounds, and t he " f ull" f or m of "t o" wit h
t h e lin kin g " w" sou n d b e for e t he vowel.
 U nive r s idad Adve ntis ta de Nic ar agua
UNADE NI C

Conclusion

Pronunciation work should be seen as an integral part of what goes on in

the classroom. Try not to fall into the text book trap of dividing language up
into isolated chunks. One lesson on grammar, the next on vocabulary,
then pronunciation and so on. All language, like speech, is connected, and
students will benefit from learning the weak forms and stress patterns of
new words from the start, rather than in a remedial lesson months later.

Raising student's awareness of these forms, whenever they arise, is the

first step towards helping your learners to speak a little more naturally.
Even if they do not assimilate these forms at first, "...in many cases, the
simple awareness of their existence can help enormously in enabling
students to better understand the language they hear." (Gerald Kelly- "How
to Teach Pronunciation.")
U nive r s idad Adve ntis ta de Nic ar agua
UNADE NI C