I’ve noticed that some of my students, or perhaps most of them, have problems with connected speech. This is true to many different areas, but I realised it’s particularly difficult for them to understand the linking sounds in English. So, this is an activity I used a long time ago to show students such linking sounds. I focussed specifically on the last consonant sound of a word linking to the first vowel sound of the next word. Let me show what I mean by using one of the sentences from this paragraph:
- So, this is an activity I used a long time ago to show students the linking sounds in English.
The sound of the consonants in red is linked to the sounds of the vowels in blue, and this is what it sounds like:
- So, thi sisanactivity I use da long ti meago to show students the linking sound sinEnglish.
It all looks pretty messy if we don’t change things a bit to help students ‘visualise’ the sounds. If you work with the IPA and your students are acquainted with it, the best option is to go with it. However, if they’re not that acquainted with it, perhaps the best alternative is to try to show these linking sounds differently. I used a song (Bizarre Love Triangle – sung by Frente) and it worked out quite all right.
It all depends on how much you have to work on the song: if there’s plenty of time, you can explain the idea of the consonant-vowel linking before you play the song. If possible, make use of some examples in the students’ L1, as this particular feature of connected speech tends to appear in many different languages. After that, play the song and give students the handout with the actual lyrics. Ask them to try to identify the words that end in a consonant sound and that are followed by a vowel sound. Once they finish doing this, get them to practice the links. As they end up having difficulties doing so, it helps if you modify the lyrics of the song to make it sound slightly more “natural” to your learners. For instance, the first line of Bizarre Love Triangle is:
- Every time I think of you
I rewrote it as if it were:
- Every tie my thin co-view
When students hear the song, they can easily relate this modified version of the lyrics to the words being sung. Here’s a video of the song:
An alternative is to give students the modified version first and let them try to guess the actual lyrics. To make it even more challenging, don’t play the song and get them to work in pairs or small groups and read the sentences aloud to try to guess the actual words.
You can find both the complete modified version of the song and the actual lyrics here: Bizarre Love Triangle (this is a .doc file).
Well, I hope you liked it!