Contractions often come up as a pronunciation point in our Elementary level lessons. My students don’t have much trouble with ‘I am’ becoming ‘I’m’, but contractions with ‘you are’, ‘we are’, etc seem a bit harder to produce. I feel that if learners are struggling to produce it that’s one thing, but struggling to notice a contraction might be more problematic with regards listening. Context would help a lot anyway (especially with present continuous given Ving would follow), but I’m (contraction) trying out a few things to get learners noticing contractions more, and noticing whether or not they are actually producing contractions themselves!
This was my attempt the other day. The class have already done quite a bit on contractions, so I thought I’d test where they were. I made a load of cards with sentence on like these:
Etc. Nothing special. Students read a sentence to their partner and followed the instruction whether to use a contraction or not. Their partner guessed – ‘contraction’ or ‘no contraction’. To my surprise, genuinely as I thought they were pretty good at recognising these, they got a lot wrong!
We did a bit of drilling again, and students looked through the cards and tried to say each phrase in both forms (with/without contraction). Students tested each other again, but this time they chose whether or not to use a contraction themselves. Recognition improved – we eventually narrowed down the problem to the use of ‘You are/You’re’ which the students were really struggling with.
It’s nothing great, just some drilling and noticing. It was useful though. It was nice to hear students even at Elementary level trying to give reasons why they felt something wasn’t a contraction when there was ambiguity…
‘No, you still say two words. ‘You are’. Not one word. It’s more like one word. More like ‘YOUR’ – Y-O-U-R.’
Fair description I thought, especially for the level.
Feature image: imgur.com
I’m writing a series of short posts in response to Martin Sketchley’s blog challenge. You can view his new blog here.