Tài liệu Spoken english elementary handbook part 5 ppt

Talk a Lot How to Use Connected Sentence Cards – Sound Connections Demo This pie chart shows the percentages of each kind of connection: cv – 10% vv – 12% As they do the activity, stude

Talk a Lot

How to Use

Connected Sentence Cards – Sound Connections Demo

This pie chart shows the percentages of each kind of connection:

cv – 10%

vv – 12%

As they do the activity, students will find the following outcomes:

a) vowel sound to consonant sound (vc) and

b) consonant sound to vowel sound (cv)

If either of these connections occurs, the sounds will flow well together For example:

LDÇwflåKáDÇÉéL=

vowel sound to consonant sound (vc)

LDïflípK]L=

consonant sound to vowel sound (cv) This is because in rapid speech the English tongue is able to easily produce a smooth

transition between consonant and vowel sounds, and vice versa This technique of connected

speech is called linking

c) vowel sound to vowel sound (vv)

If you see this kind of connection, there will be a new sound added – LàL, LïL, or LêL For example:

LDÇÉfKòáKà]åÇL=

=

vowel sound to vowel sound (vv)=

LDäáWKà]rKïfòL=

= vowel sound to vowel sound (vv)

LDëfKå]Kã]KêflåL=

= vowel sound to vowel sound (vv)

vc – 30%

cc – 48%

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How to Use

Connected Sentence Cards – Sound Connections Demo

This is because in rapid speech the English tongue can’t cope with two vowels flowing

together, so we have to introduce a consonant sound between them, making the connection just like either (vc) or (cv) (see above) This technique of connected speech, where we add a

new sound, is called intrusion

a) consonant sound to consonant sound (cc)

If you see this kind of connection, you should stop and think about how the sounds go

together It’s very common in rapid speech for consonant sounds not to flow well together Say the words on the cards together and listen to the connecting sounds It’s likely that a sound will be missing at the end of the first word, especially if that sound is LíL, or LÌL This

technique of connected speech, where a sound disappears, is called elision For example:

LDêìịDíĨởL=

= LíL at the end of the first word disappears to make the transition between the two words easier to say

(elision)

LÌ~rơDô]rKÌ]DÑfÑKíâWơL=

= LÌL at the end of the first word disappears to make the transition between the two words easier to say

(elision)

In addition to this, the sound that disappears may be replaced by a glottal stop, which is a

very short pause Or the sound at the end of the first word may change to make the next sound – at the beginning of the next word – easier to say, for example LÏL at the end of “-ing” words often changes to LơL In other words, we “drop” the “g” This technique of connected

speech, where a sound changes, is called assimilation

LDô]rDÔ¾\KÌwf\DÜflKí]L=

= LíL at the end of the first word is

replaced by a glottal stop L\L to make

the transition between the two words

easier to say (glottal stops)=

LDí~fKífơKa]L=

= LÏL at the end of the first word changes to LơL to make the transition between the two words easier to say

(assimilation)

LflêDîôKô]ơKí~fơòL=

= LơL at the end of the first word changes to LêL to make the transition between the two words easier to say

(assimilation)

If two of the same consonant sounds meet, the first sound will become redundant and

disappear, for example:

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How to Use

Connected Sentence Cards Ố Sound Connections Demo

Lê]rDãôạKắfDâflKã]KđáL=

= LâL meets LâL so the first sound

disappears (elision)

LDâảôKẽfDâflKã]KđáWòL

= LâL meets LâL so the first sound

disappears (elision)

LDỦêÉạDẽlWL=

= LẽL meets LẽL so the first sound (along with LđL) disappears (elision)

Sometimes, however, the consonant-consonant (cc) sounds will flow together well Students will see this very clearly if the consonant sound at the end of the first word is LẽL or LòL (see examples below) Why does this happen? Because after making these sounds, your mouth and tongue are in a fairly neutral position and ready to make any sound Try saying LẽL and LòL separately now Where is your tongue? Where are you lips? In what position does your mouth end up after saying each sound? Now try saying the words below together Compare this to saying LắL, or any word with LắL at the end After saying LắL your tongue is right behind your teeth, fully committed to the sound, and in a bad starting position to make the next

sound

LfắẽDâìWảL=

= LẽL meets LâL and they flow together

smoothly (linking)

LDîôKả]ạKắ~fạòDđÉfL=

= LòL meets LđL and they flow together

smoothly (linking)

LDđ]rạDả~fâL=

= LắL meets LảL and they don’t flow together smoothly, so LắL is automatically omitted by the speaker

(elision)=

Having said all of this, sometimes there will be no connection between the two sounds

because of the natural break, or pause, provided by a punctuation mark, such as a dash Ố , semi-colon ; , or comma , , for example:

LDẩflâKẽÉắKàìWảL=

= here two consonant sounds meet Ố LắL=and LàL Ố but there is a natural break in the speech provided by the

3

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How to Use

Connected Sentence Cards Ố Sound Connections Demo

Students should try using the connected sentence cards to explore the different sound

connections between pairs of words, and how connected speech techniques come into play

each time They could also try this method with any sentence Ố one that they have written

themselves, or one from a newspaper, book, or magazine, using the template below to help them The outcomes will be generally the same as those shown above

- - Connecting Sounds (Activity Template)

1 Choose (or write) a sentence: _

3 Count the no of connections between words in the sentence:

4 Count each kind of connection between words, and write down

the connecting sounds for (vv) and (cc) connections, using the IPA:

(No elision, intrusion, assimilation, etc needs to take place, because the words flow together well)

# vowel-vowel (vv)

Possible techniques of connected

speech:

Ễ intrusion

# consonant-consonant (cc)

Ễ elision

Ễ glottal stops

Ễ assimilation

Total:

- - Let’s look at a complete sentence from Unit 2 of Talk a Lot Elementary Book 3, on the topic of

ỀFilmsỂ (from which all of the examples in this demo also come):

LDđÉfKòáKà]ạK]DẩlfKỦêÉạđK]Kơ]rKĩfạKắ]DĩflắpK]

ê]rDãôạKắfDâflKã]KđáKà]\Ka]DẽfKạ]Kã]KêflãDîôKả]ạKắ~fạòDđÉfL=

Talk a Lot

How to Use

Connected Sentence Cards – Sound Connections Demo

Here is a completed activity template as an example:

Connecting Sounds (Activity Template)

1 Choose (or write) a sentence: _(see above) _

3 Count the no of connections between words in the sentence: 16

4 Count each kind of connection between words, and write down

the connecting sounds for (vv) and (cc) connections, using the IPA:

(No elision, intrusion, assimilation, etc needs to take place, because the words flow together well)

# vowel-vowel (vv)

Possible techniques of connected

speech:

• intrusion

3 “Daisy and” – LáL to L]L – connecting sound: LàL

“comedy at” – LáL to L]L – connecting sound: LàL

“cinema on” – L]L to LflL – connecting sound: LêL

# consonant-consonant (cc)

• elision

• glottal stops

• assimilation

6

16

“and her” – LÇL to LÜL – LÇL and LÜL both

disappear (elision)

“going to” – LÏL to LíL – LÏL changes to LåL

(assimilation)

“romantic comedy” – LâL to LâL – same sounds: the first LâL disappears (elision)

“at the” – LíL to LaL – LíL disappears (elision)

“on Valentine’s” – LåL to LîL – LåL changes to

LãL (assimilation)

“Valentine’s Day” – LòL to LÇL – LòL enables a smooth transition (no elision, etc takes place)

Another helpful technique is to study and learn connections that occur often, in phrases that are common in spoken English – and particularly in phrases that comprise unstressed

function words For example:

L]\Ka]L=

= LíL at the end of the first word disappears to make the

transition between the two words easier to say

(elision), and is replaced by a glottal stop

LÖ]rKïfåKí]L=

= when used as a future form, these three syllables are said quickly because they are unstressed function words LÏL at the end of the first word changes to LåL to make the transition between the two words easier to say

(assimilation) Often this very common phrase is shortened

even further to “gunna”: LÖ¾åK]L This enables the speaker to get even more quickly to the point of what they’re trying to Total:

Talk a Lot

How to Use

Connected Sentence Cards Ố Sound Connections Demo

Once students have understood sound connections between words, and how the techniques

of connected speech are employed, they should combine this knowledge with work that they have done on sentence stress (see from page 12.1) to form natural-sounding English speech, for example:

LDđÉfKòáKà]ạK]DẩlfKỦêÉạđK]Kơ]rKĩfạKắ]DĩflắpK]

ê]rDãôạKắfDâflKã]KđáKà]\Ka]DẽfKạ]Kã]KêflãDîôKả]ạKắ~fạòDđÉfL=

In this picture we have visualised the complete sentence, with all of the sound connections between the words

highlighted by the black and white bars You can also see the sentence stress, with the content words (Daisy,

boyfriend, watch, romantic, comedy, cinema, Valentine’s, and Day) raised above the function words (and, her, are,

going, to, a, at, the, on) Students could also identify the stressed syllable with its accompanying vowel sound in each of the content words, and write them on the cards (as we have indicated above) Students should practise saying the sentence out loud again and again, whilst focusing on three things:

1 The stressed syllables

2 The vowel sounds on the stressed syllables

3 The different connections between the words

Students could also spend time working with the connected speech templates (see page 4.1), which pull together all of this work into one activity

=

Towards the end of this activity, students could try putting together cards that make different sound combinations, to test the outcomes demonstrated above They shouldn’t worry about the resultant phrases making sense, but instead focus entirely on how the sounds go together (see examples below) A good extension would be for students to write and practise saying

two-word phrases that do make sense, and which highlight each of the following categories:

Ễ (vv) Ố connected with LĩL e.g Ềthrough everythingỂ

Ễ (cc) Ố where LắL at the end disappears (elision) e.g Ềhit backỂ

Ễ (cc) Ố where LđL at the end disappears (elision) e.g Ềred carỂ

Ễ (cc) Ố where LẽL or LòL at the end enables a smooth transition e.g Ềwise guyỂ

Ễ (cc) Ố where the same sounds meet and the first is cancelled out e.g Ềin needỂ [etc.]

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Connected Sentence Cards – Sound Connections Demo

vowel sound to vowel sound #1

(vv) LàL sound introduced

(intrusion)

vowel sound to vowel sound #2 (vv) LïL sound introduced

(intrusion)

vowel sound to vowel sound #3 (vv) LêL sound introduced

(intrusion)

consonant sound to consonant

sound #1 (cc)

LíL or LÇL sound disappears

(elision)

=

consonant sound to consonant sound #2 (cc) LëL or LòL sound at the end of the first word enables a smooth transition to the

next word

consonant sound to consonant sound #3 (cc) the sound at the end of the first word disappears because the next sound is

exactly the same (elision)

Talk a Lot

How to Use

Connected Sentence Cards – Sound Connections Demo

Summary

Outcome(s):

Technique(s)

of Connected Speech:

vowel-consonant

the sounds flow together smoothly

linking, r-linking

consonant-vowel

the sounds flow together smoothly

linking, r-linking

vowel-vowel (vv)

!

a sound is added:

LàL, LïL, or LêL=

intrusion

consonant-consonant

a sound disappears:

often LíL, or LÇL=

a sound changes:

e.g LÏL to LåL=

elision, glottal stops

assimilation

Using the connected sentence cards: some of the sentences from

the “Films” unit of Talk a Lot Book 3 “Only connect…!”

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How to Use

Connected Sentence Cards – Going Further

If the aim of spoken English is to communicate clearly and efficiently, the techniques of connected speech are there to help us do that But what effect do they

have? Put simply, they ensure that all the lumps and bumps in a sentence – the (vv) and (cc) sound connections – are removed For example, if we visualise

the beginning and end sounds of each word in part of this sentence we get the following image:

Doing this allows us to see exactly where all the “lumps and bumps” are – all of the (vv) and (cc) connections At Point A, we have to make a consonant

“bridge” between the two vowel sounds LáL and L]L We do this by inserting a consonant sound between them – LàL – so that we go from the awkward (vv)

connection to (vc), which is much easier to say (intrusion)

At Point B, two consonant sounds meet – LäL and /ÜL – with the result that we lose the LÇL sound from the first word, and also the LÜL from the beginning of

the next word (elision) From Point B to Point C, all of the sound connections between the words are either (vc) or (cv), so the sentence flows well At Point

D the two consonant sounds – LÏL and /íL – crunch together, so the LÏL of “going” is changed to LåL to make the transition easier to say (assimilation)

Then, up to Point E the sentence again flows smoothly, with (vc) and (cv) connections, until a clash occurs between two of the same hard consonant sounds:

LâL and LâL We remove the first LâL (elision), so that a (vc) connection is created, then continue to Point F, where there is a problem between two vowel

sounds: LáL and L]L We smooth things out by automatically inserting a consonant sound – LàL, creating a (vc) connection instead of (cc), just like we did at

the beginning of the sentence (intrusion)

Another conflict between sounds occurs almost immediately, when LíL and LaL crash up against each other It’s a simple problem to solve, and we do it by

removing LíL at the end of the first word and inserting a glottal stop (elision and glottal stops), which creates a (vc) connection Let’s see the effect that

using the techniques of connected speech has had on smoothing out the sentence Compare the image above to the following one:

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How to Use

Connected Sentence Cards Ố Going Further

Apart from one connection (Ềgoing toỂ), all of the thirteen connections have been transformed into either (vc) or (cv) connections, whereas in the original

version there were six sound connections which didn’t flow together easily Ố because they were either (vv) or (cc) As a result, the sentence is much easier to

say quickly (rapid speech), whilst nothing has been lost in terms of clarity or meaning

Is the aim of connected speech, then, to smooth out everything we say into a series of (vcvcvcvc) sound connections between words? What about taking this

to its logical conclusion and insisting on (vc) and (cv) connections between all syllables in a sentence? Is that possible? If it were we would all be speaking

like babies:

LãôL= LãôL= LãôL= LãôL= LãôL= LãôL= LãôL= LãôL= LãôL= LãôL= LãôL= LãôL= LãôL= LDãôL=

or girl-group singers:

(cc) remains, but it’s a little easier to say now

(cc) changes to (vc) (cc) changes to (vc) Ố

this section changes to

Ềcomedi yuh theỂ

LDâflKã]KđáKà]\Ka]L=

(vc) and (cv) connections

have been created Ố which

are easy to say

(vv) changes to (vc)