Team​ ​Members:

Lourdes​ ​Geovanna​ ​ACOSTA​ ​SILVERA

Virginia​ ​Maria​ ​DE​ ​SOUZA​ ​ALCARRAZ
Claudio​ ​Matias​ ​FERREIRA​ ​FERREIRA
Veronica​ ​Elizabeth​ ​PEREYRA​ ​GARCIA
Lourdes​ ​Keochgerien
Video​ ​Summary:
Connected​ ​Speech​ ​-​ ​weak​ ​forms

Connected​ ​speech​ ​is​ ​how​ ​language​ ​changes​ ​when​ ​it​ ​is​ ​put​ ​together​ ​with​ ​other​ ​parts​ ​of​ ​language.
For​ ​example,​ ​the​ ​words​ ​“Hyde​ ​Park.”​ ​You​ ​are​ ​not​ ​saying​ ​the​ ​“d”​ ​sound​ ​(instead​ ​you​ ​say​ ​the​ ​“b”
sound)​ ​because​ ​you​ ​are​ ​getting​ ​ready​ ​to​ ​say​ ​the​ ​“p.”​ ​Then,​ ​you​ ​have,​ ​blue​ ​and​ ​green,​ ​where​ ​you
say​ ​the​ ​“w”​ ​sound​ ​between​ ​the​ ​two​ ​syllables​ ​because​ ​saying​ ​two​ ​syllables​ ​together​ ​is​ ​difficult.
The​ ​word​ ​handbag,​ ​has​ ​a​ ​“m”​ ​sound.​ ​This​ ​generally​ ​happens​ ​when​ ​we​ ​speak​ ​quickly.
In​ ​weak​ ​forms,​ ​vowels​ ​can​ ​change​ ​their​ ​sound​ ​and​ ​depending​ ​on​ ​their​ ​position​ ​in​ ​the​ ​sentence
can​ ​be​ ​stressed​ ​or​ ​unstressed.​ ​The​ ​schwa,​ ​for​ ​example,​ ​is​ ​a​ ​very​ ​common​ ​part​ ​of​ ​the​ ​English
language​ ​and​ ​seen​ ​often​ ​at​ ​work​ ​in​ ​weak​ ​forms.​ ​No​ ​particular​ ​vowel​ ​is​ ​associated​ ​with​ ​schwa​ ​-
any​ ​vowel​ ​can​ ​be​ ​sounded​ ​as​ ​schwa.
Most​ ​unstressed​ ​vowels​ ​sound​ ​like​ ​schwa.​ ​Schwa​ ​in​ ​connected​ ​speech​ ​is​ ​a​ ​bit​ ​different.​ ​Since
English​ ​is​ ​a​ ​stressed-time​ ​language​ ​(important​ ​words​ ​get​ ​stressed,​ ​the​ ​less​ ​important​ ​words​ ​get
squished​ ​between​ ​the​ ​important​ ​ones),​ ​schwa​ ​allows​ ​for​ ​longer​ ​and​ ​shorter​ ​sentences​ ​to​ ​be​ ​ ​said
in​ ​the​ ​same​ ​amount​ ​of​ ​time.​ ​For​ ​example,​ ​in​ ​the​ ​sentence,​ ​“Can​ ​he​ ​move​ ​it?”​ ​the​ ​emphasis​ ​is​ ​on
“move”​ ​so​ ​“can”​ ​is​ ​weak.​ ​However,​ ​in​ ​the​ ​sentence,​ ​“Yes,​ ​he​ ​can.”​ ​the​ ​focus​ ​is​ ​on​ ​“can”​ ​thus​ ​it
is​ ​strong.​ ​Therefore,​ ​the​ ​same​ ​word​ ​can​ ​have​ ​weak​ ​and​ ​strong​ ​forms​ ​of​ ​itself​ ​depending​ ​on​ ​its
position​ ​in​ ​a​ ​sentence.​ ​The​ ​weakened​ ​words,​ ​“can”​ ​and​ ​“will”​ ​are​ ​called​ ​modals​ ​when​ ​they​ ​are
with​ ​a​ ​noun.​ ​The​ ​word​ ​“have”​ ​for​ ​example​ ​is​ ​an​ ​auxiliary​ ​word​ ​along​ ​with​ ​“be.”​ ​Pronouns​ ​also
weaken​ ​in​ ​certain​ ​sentences.​ ​Prepositions​ ​such​ ​as​ ​“at,”​ ​“from,”​ ​and​ ​“to”​ ​are​ ​also​ ​weakened.
If​ ​language​ ​were​ ​a​ ​wall,​ ​it​ ​would​ ​be​ ​made​ ​out​ ​of​ ​content​ ​words​ ​(noun,​ ​verbs,​ ​adjectives,​ ​adverbs)
which​ ​have​ ​weak​ ​syllables​ ​within​ ​them​ ​but​ ​no​ ​weak​ ​forms​ ​(pronunciation​ ​does​ ​not​ ​vary),​ ​and
function​ ​words​ ​(pronouns,​ ​auxiliaries,​ ​modals,​ ​and​ ​prepositions)​ ​which​ ​are​ ​grammar​ ​words
which​ ​hold​ ​the​ ​content​ ​(the​ ​bricks)​ ​together​ ​and​ ​these​ ​do​ ​have​ ​weak​ ​forms​ ​as​ ​they​ ​don’t​ ​carry​ ​as
much​ ​information.

Do​ ​learners​ ​need​ ​to​ ​know​ ​this?​ ​This​ ​depends​ ​on​ ​why​ ​they​ ​are​ ​learning​ ​the​ ​language​ ​and​ ​who
they​ ​are​ ​speaking​ ​it​ ​to.​ ​Are​ ​they​ ​receptive​ ​or​ ​productive​ ​purposes?​ ​It​ ​is​ ​not​ ​too​ ​important​ ​in
productive​ ​purposes​ ​but​ ​it​ ​is​ ​in​ ​receptive,​ ​especially​ ​if​ ​they​ ​will​ ​be​ ​listening​ ​and​ ​interacting​ ​with
native​ ​speakers.​ ​This​ ​way,​ ​they​ ​will​ ​be​ ​aware​ ​that​ ​it​ ​exists,​ ​and​ ​have​ ​less​ ​difficulty
understanding.
To​ ​help​ ​learners​ ​understand,​ ​you​ ​can​ ​give​ ​them​ ​pairs​ ​of​ ​sentences​ ​where​ ​the​ ​same​ ​word​ ​is
stressed​ ​and​ ​unstressed.​ ​You​ ​can​ ​also​ ​have​ ​students​ ​listen​ ​for​ ​weak​ ​functioning​ ​words.​ ​Students
generally​ ​enjoy​ ​knowing​ ​and​ ​understanding​ ​this​ ​element​ ​of​ ​the​ ​language.
You​ ​can​ ​also​ ​use​ ​a​ ​technique​ ​called​ ​jazz​ ​chants,​ ​which​ ​engages​ ​the​ ​language​ ​in​ ​an​ ​interesting
way.​ ​The​ ​chants​ ​can​ ​be​ ​said​ ​along​ ​with​ ​music,​ ​which​ ​makes​ ​them​ ​even​ ​more​ ​entertaining​ ​and
informative.​ ​You​ ​can​ ​also​ ​make​ ​up​ ​the​ ​jazz​ ​chants!
3)
a)
1. More
2. 30%
3. One​ ​and​ ​a​ ​half​ ​hours
4. More
5. The​ ​same​ ​amount
6. A​ ​few​ ​hours

c)
1. 10%​ ​of​ ​British​ ​people​ ​have​ ​serious​ ​insomnia.
 2. 100​ ​years​ ​ago​ ​there​ ​was​ ​no​ ​electricity,​ ​so​ ​people​ ​went​ ​to​ ​bed​ ​when​ ​it​ ​got​ ​dark​ ​and​ ​woke
up​ ​when​ ​it​ ​got​ ​light.
3. Older​ ​people​ ​need​ ​the​ ​least​ ​amount​ ​of​ ​sleep.
4. When​ ​we​ ​are​ ​asleep​ ​our​ ​brains​ ​are​ ​active​ ​and​ ​organize​ ​information​ ​we​ ​have​ ​gathered
throughout​ ​the​ ​day.
5. A​ ​siesta​ ​salon,​ ​found​ ​in​ ​Spain,​ ​are​ ​places​ ​people​ ​go​ ​to​ ​for​ ​a​ ​quick​ ​nap​ ​instead​ ​of​ ​going
home.

4)

b)
1. Auxiliary​ ​do​ ​ ​-​ ​ ​can​ ​ ​ ​ ​do
 2. Pronoun​ ​-​ ​you
3. Preposition​ ​-​ ​ ​at​ ​ ​ ​of​ ​ ​ ​for​ ​ ​ ​to
4. Connection​ ​word​ ​-​ ​and

Virginia​ ​blue.

Listen​ ​and​ ​complete.

Example:​ ​What​ ​did​ ​she​ ​say?

1.​ ​What​ ​do​ ​you​ ​think​ ​about​ ​it?

2.​ ​Where​ ​should​ ​we​ ​go​ ​tonight?
3.​ ​He​ ​is​ ​ready​ ​for​ ​you​ ​now.
4.​ ​Where​ ​is​ ​he?
5.​ ​Tell​ ​them​ ​to​ ​come​ ​here.
6.​ ​Are​ ​you​ ​feeling​ ​alright?
7.​ ​Tell​ ​me​ ​the​ ​news.
8.​ ​I​ ​have​ ​her​ ​phone​ ​number​ ​but​ ​not​ ​her​ ​address.

Listen​ ​and​ ​circle​ ​the​ ​mistakes​ ​in​ ​the​ ​pictures.

● There​ ​are​ ​ ​three​ ​people​ ​in​ ​the​ ​car,​ ​not​ ​four.

● There​ ​are​ ​some​ ​clouds​ ​in​ ​the​ ​sky.
● The​ ​woman​ ​is​ ​standing,​ ​not​ ​sitting.
● There​ ​is​ ​another​ ​house​ ​on​ ​the​ ​left,​ ​not​ ​on​ ​the​ ​right.
● There​ ​are​ ​some​ ​children​ ​cycling​ ​along​ ​the​ ​road.

Complete​ ​the​ ​sentences​ ​using​ ​the​ ​words​ ​in​ ​the​ ​box.

1.Tessa​ ​is​ ​taller​ ​than​ ​Terry,​ ​but​ ​she​ ​isn’t​ ​as​ ​tall​ ​as​ ​Ted.​ ​Ted​ ​is​ ​older​ ​than​ ​Tessa​ ​but​ ​he​ ​isn’t​ ​as​ ​old
as​ ​Terry.
2.​ ​A:What​ ​is​ ​the​ ​longest​ ​tunnel​ ​in​ ​the​ ​world?
​ ​ ​ ​ ​B:​ ​The​ ​Channel​ ​tunnel,​ ​between​ ​England​ ​and​ ​France?
​ ​ ​ ​ ​A:​ ​No,​ ​there’s​ ​a​ ​longer​ ​one​ ​than​ ​that.
​ ​ ​ ​ ​B:​ ​Is​ ​there,​ ​really?
​ ​ ​ ​ ​A:​ ​Yes,​ ​there​ ​is,​ ​in​ ​Japan.
3.​ ​A:​ ​How​ ​many​ ​dollars​ ​are​ ​there​ ​in​ ​a​ ​pound?
​ ​ ​ ​ ​B:​ ​I​ ​think​ ​there​ ​are​ ​about​ ​one​ ​and​ ​a​ ​half​ ​or...​ ​maybe​ ​there​ ​are​ ​one​ ​and​ ​a​ ​half​ ​pounds​ ​in​ ​a​ ​dollar.