Speak More Clearly British Accent

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Speak More Clearly© 1/72 Version 2.2 Speak More Clearly British Accent Speak English with Confidence! Esther Bruhl Speech Therapist www.speakmoreclearly.com Speak More Clearly© 2/72 Version 2.2 Speak More Clearly© 3/72 Version 2.2 Table of Contents Table of Contents 3 Prologue 5 Introduction 6 Notes on Rhythm and Intonation in English 8 Extra Tips for clear speech and pronunciation in English 10 Consonants 11 p/ Consonant Spelling: p 12 b/ Consonant Spelling: b 13 t/ Consonant Spelling: t 14 d/ Consonant Spelling: d 15 k/ Consonant Spelling: c, k, ck, -que, qu, ch 16 g/ Consonant Spelling: g 17 f/ Consonant Spelling: f, ph, gh 18 v/ Consonant Spelling: v 19 th/ Consonant Spelling: „th‟ 20 th/ Consonant Spelling: th 21 s/ Consonant Spelling: s, c 22 z/ Consonant Spelling: z, s, x 23 sh/ Consonant Spelling: sh, ti, ci, si, ch 24 zh/ Consonant Spelling: si, su 25 ch/ Consonant Spelling: ch, tch 26 j/ Consonant Spelling: j, g, dge 27 m/ Consonant Spelling: m 28 n/ Consonant Spelling: n, kn, gn, pn 29 ng/ Consonant Spelling: ng 30 w/ Consonant Spelling: w, wh 31 h/ Consonant Spelling: h 32 l/ Consonant Spelling: l 33 r/ Consonant Spelling: r, wr 34 y/ Consonant Spelling: y 36 British Vowels 38 a/ Vowel Spelling: a 39 o/ Vowel Spelling: o 40 i/ Vowel Spelling: i, y 41 e/ Vowel Spelling: e, ea 42 u/ Vowel Spelling: u, o, ou 43 ee/ Vowel Spelling: e, ee, ea, ie, ei, ey 44 er/ Vowel Spelling: er, ir, ur, wor, ear 45 ar/ Vowel Spelling: ar, a 46 or/ Vowel Spelling: aw, or, au, ough 47 oo/ (food) Vowel Spelling: oo, o, ou, ough, ew, ui 48 oo/ (foot) Vowel Spelling: oo, u, ou 49 oe Vowel Spelling: o, oe, oa, ow, ough 50 Speak More Clearly© 4/72 Version 2.2 ie/ Vowel Spelling: i, ie, igh, y 51 oy/ Vowel Spelling: oy, oi 52 ow/ Vowel Spelling: ou, ow, ough 53 ay/ Vowel Spelling: a, ay, ai, eigh, ei, a-e 54 Sentences for working with Stress and meaning 55 Dialogues (dialogs) for working with pronunciation, stress patterns and intonation 56 First Dialogue (Dialog) 57 Second Dialogue (Dialog) 58 Third Dialogue (Dialog) 59 Stress in words of more than one syllable and the schwa sound /ə/ .60 Paragraphs for working with Stress and Intonation 61 Features to note when speaking English from other background Languages 63 Arabic background speakers 64 Chinese background speakers 65 Filipino Background Speakers 66 French Background Speakers 67 Indian Background Speakers 68 Japanese background Speakers 69 Spanish Background Speakers 70 Vietnamese background speakers 71 The International Phonetic Alphabet 72 Speak More Clearly© 5/72 Version 2.2 Prologue “Speak More Clearly” is designed for both people who speak English as a second language and wish to speak English more clearly, and for native English speakers who wish to learn a different English accent. You can think of it as an accent coach to help learn a new accent for a language you already know. When I created "Speak More Clearly" I wanted something that was clear and simple, and because frequent practice is the key to learning a new accent, I wanted the course to be very convenient to use. I have designed "Speak More Clearly" so that no matter where you are, at home, in the car, in the office, on the train or bus, even if you have 5 minutes, you can practice your new accent. Because there is no complex software, or elaborate theory, you can practise while working at home, in the car, on the train, in the bus or even at your office! Simply purchase and download the audio from www.speakmoreclearly.com and listen to it on your computer or copy it to an MP3 player or a CD or tape, then you can listen and repeat the exercises any time you have a few spare minutes. Even if you are unable to speak out loud, simply listening and repeating the exercises in your head will help. Our accent training uses native speakers and everyday language to naturally and quickly improve your pronunciation. You simply listen to the exercise and repeat the word or phrase. Over time your natural language skills, and the expanded ability of the ear, will cause your accent in English to naturally change to be more like the native speaker in our audio training. The key to clearer speech is to practice frequently. I have included precise, detailed instruction for where to place your tongue and lips for each sound. This allows you to position your mouth for sounds you may find difficult, and practising the mouth position together with the audio input, will give you rapid progress. If you are ready to start learning a new accent, and you have not already done so, I encourage you to download the British Accent or an American Accent audio training course from www.speakmoreclearly.com and start right now! Remember this purchase is covered by our 100% money back guarantee so the only thing you have to risk is your time. With daily practise we guarantee that you to will improve your speaking skills. Best Wishes "Speaking More Clearly" Esther Bruhl Speak More Clearly© 6/72 Version 2.2 Introduction 1. How to obtain the best results from this program 2. Rhythm and Intonation as integral parts of speaking more clearly in English This program can be used to help develop a different accent in English- that is an English (British) or American (U.S.) accent, or for those wishing to speak English more clearly or to be understood better when speaking English. To hear the sounds, rhythm, stress, pitch, intonation and structure of a language we need to „attune‟ our ear to the particular language. To do this we need to listen to the language over and over as we did when we were learning our „mother tongue‟ when we were a child. When we can „hear‟ the sound of a particular language we can then correct our speech production more easily and effectively. To obtain the best results with this program we suggest that you repeatedly listen to the particular section you need, and repeat the production of the words or sentences over and over again aloud to yourself. This allows you to attune your ear, and for your articulators (mouth parts), to become used to moving in the new way and for this new way to become a speech habit. In this program each consonant and each of the major vowels are covered by: 1. An explanation/ description of how to make the sound 2. List words containing the particular sound 3. Sentences containing words with the target sound As well as this there will be some dialogues (dialogs) for practise of connected or conversational level speech. We will also touch on intonation patterns and speech rhythm. It helps to know when trying to reduce your accent in English, that most of the consonants can be paired. That is, there are pairs of consonants that are made the same way in the mouth. You make the same mouth movement. These pairs are called minimal pairs. The only difference is that one of the pair is made without switching on the voice in the throat (making sound in the throat), and one is made with voice activated. These pairs follow. Speak More Clearly© 7/72 Version 2.2 The first sound of the pair will be the whispered or unvoiced sound, and the second will be the voiced one. If you put your hand on the voice box at the front of your throat (the bit that sticks out-„Adam‟s apple‟), you will feel it vibrate on production of a voiced sound, and there will be little or no vibration for the unvoiced sound. /p/ and /b/ /t/ and /d/ /k/ and /g/ /f/ and /v/ /th/ (think) and /th/ (there) /s/ and /z/ /sh/ and /zh/ (as in vision) /ch/ and /j/ While working with the program, it is extremely important to notice and include the aspects of rhythm and intonation at the same time as you practise saying the words and sentences. As these aspects are so important in conveying clarity and meaning in English, we have included the following section so that as you practise the sounds and words, you can also distinguish features of rhythm and intonation. Speak More Clearly© 8/72 Version 2.2 Notes on Rhythm and Intonation in English Rhythm is about timing within a phrase or sentence. This mainly equates to where we place the strong or weak stress in a sentence. While learning to pronounce a word or sentence clearly, it is also important to learn where the stress is placed. Every word of two syllables or longer has one syllable stressed, and this varies from word to word. In a sentence note which key words have the stress. The stress pattern in a word, phrase or sentence conveys meaning and therefore plays an important part in helping the listener understand you more clearly. We signal stress by loudness, length and difference in pitch. We lengthen the syllable and thus the vowel is lengthened and said clearly. Sometimes the syllable is said more loudly, and pitch is changed and becomes slightly higher. For example at a word level: He bought a reject vase at the big sale. He had to reject the job offer. Note the general rule about stress placement in two syllable words is- If the word is a noun or adjective the first syllable is accented or stressed. If the word is a verb the second syllable is stressed. These are general rules as there are also some exceptions to this. Let‟s use the following sentence as an example: “I didn‟t want you to run.” Each word in this sentence (except for „to‟), could be the key stress word (the word to receive the stress), and so change the meaning. Stress on the „I’ could mean that someone else wouldn‟t mind if you run but „I’ do. (I didn‟t want you to run.) Stress on the „you‟ could mean that I would have preferred that someone else had run. (I didn‟t want you to run.) Stress on the „run‟ could mean that it would have been better if you had walked or driven. (I didn‟t want you to run.) Word stress and sentence stress don‟t operate separately from each other. A word may usually have a specific syllable stressed when said by itself. The same word in a sentence may need to be less stressed or stressed differently because of the meaning structure of the whole sentence. Speak More Clearly© 9/72 Version 2.2 A sense of this can be achieved mainly by listening to native speakers and listening for the ‘stress’ and melody of the sentences. Intonation is the pitch or tone pattern English uses in a sentence to convey the meaning- state something, convey surprise or sarcasm, or when asking something. Intonation is the melody of the language. Using the correct intonation patterns or melody of English makes speech clearer even if some of the sounds are not said clearly. A fall in pitch signifies or conveys – stating something; definiteness; sure or finished. A rise in pitch signifies or conveys- a question; not finished or not so certain. It can also be used to sound more polite. A level pitch signifies or conveys – unfinished thought or utterance; that there is possibly more to come. There are also more complex combinations of these above pitches for example, fall- rising pitch and rise –falling pitch. For example at a word level: „no‟ (falling pitch) stating information, sure. „no?‟ (rising pitch) a question – this needs a response or not sure. „no‟ (level pitch ) still thinking about it. At a sentence level: „He is coming at noon‟ (falling pitch) stating information, this is definite. „Is he coming now?‟ (rising pitch) a question needing a response. I think he is coming at noon (level pitch) person is thinking and will probably say more about this. Speak More Clearly© 10/72 Version 2.2 Extra Tips for clear speech and pronunciation in English Elision or Linking Elision or linking words when speaking makes the rhythm of speech in English sound more natural and flowing. If a word ends in a consonant and the following word begins with a vowel the two words are linked or joined together. Some examples follow:  a part of it –‘ a partovit’  mine and yours – ‘mineanyours’ (the /d/ is often dropped from „and‟ in these situations – and the „y‟ acts as a vowel)  colour it – ‘colourit (for British and Australian English the /r/ is pronounced and held on when it is the final consonant before the beginning vowel of the next word.)  I found a big one –‘ I founda bigone.‟ (note a /w/ sound is inserted to help the elision- this is also the case when the vowel „oo‟ is followed by another vowel e.g. do it – „dowit‟  Look at that egg. – ‘ lookat thategg.’ Other tips for pronunciation When a word ends in a single ‘e’ the „e‟ is never pronounced and is silent. e.g., time, little, like, vase, are. If a ‘c’ is followed by an ‘e’, ‘i’ or ‘y’ it must be pronounced as a /s/. e.g., cent, chance, cycle, cinema. If a /g/ is followed by an ‘e’, ‘i’, or ’y’ in most cases, it must be pronounced as a „j‟. e.g., gentle, ginger, gymnasium. ( exceptions are- get, girl – pronounced as /g/) When the letter ‘s’ is after an unvoiced or quiet consonant, it is pronounced as a /s/. e.g., hats, tops, works, laughs, what‟s, moths. When the letter ‘s’ is after a vowel, another ‘s’, or a voiced consonant, it is pronounced as a /z/ sound. e.g., logs, tubes, beds, moves, clothes, was, becomes, he‟s, passes. Pronounce /s/ as ‘əz’ (uz the „u‟ said very short and quickly –the schwa sound) after the consonants /s /z/ „ch‟ „sh‟ „j‟ „zh‟ ( as in vision). e.g., passes, beaches, washes, packages, noses. [...]... tip is: Feel the air cool your tongue as you make the sound Try holding the teeth on your tongue position for a second or two longer than usual This allows you to move more effectively and easily to the next sound in the word Speak More Clearly 20/72 Version 2.2 /th/ Consonant Spelling: th This is the voiced pair of these two minimal pair consonants and is therefore produced with the same mouth positioning... the boat sank The ingredients for the drink were under the sink Even though he was trying, he was losing the game Speak More Clearly 30/72 Version 2.2 /w/ Consonant Spelling: w, wh Put the lips forward (as if to kiss someone), and have the lips slightly open Then release the lips to a more open mouth position by dropping the bottom jaw a bit- the lips are still slightly rounded-while voicing at the... went to the night club, they went to the pub The boy had a job aboard a boat What number is the neighbour‟s house? He bought a cupboard in November She broke the brand new blue blind last February Speak More Clearly 13/72 Version 2.2 /t/ Consonant Spelling: t /t/ is a consonant that involves the front part of your tongue held flat and lifted up to touch or tap in the middle of the area (ridge) just... the two tickets and meet me at the last gate The pilot jumped out of his seat Wait a minute, please He entered the computer technology development area where there was a large amount of security Speak More Clearly 14/72 Version 2.2 /d/ Consonant Spelling: d /d/ is a consonant that is made the same way in your mouth as /t/, but said as a voiced sound You hold the front part of your tongue flat and... that building She made some hard dolls They followed the red bird into the shade David drove down the second road I don‟t understand The director said he would divide the introduction into two parts Speak More Clearly 15/72 Version 2.2 /k/ Consonant Spelling: c, k, ck, -que, qu, ch /k/ is a consonant You lift the back of your tongue up towards the top of your mouth at the back, bunch the back of your... computer cord is in my coat pocket Cover the cat with a blanket and close the cupboard They are concerned about his comfort at school He occasionally cued the choir director when he became distracted Speak More Clearly 16/72 Version 2.2 /g/ Consonant Spelling: g /g/ is a consonant It is the voiced minimal pair of the /k/ sound That is, it is made the same way but voicing is added /g/ is made by lifting... grew gold flowers in the big, green, glass house Can you guess why she is giggling? The dog dragged the rag on the ground We were given a catalogue in August The magazine was much bigger this month Speak More Clearly 17/72 Version 2.2 /f/ Consonant Spelling: f, ph, gh /f/ is a consonant made by putting the top front teeth on the middle of the bottom lip (as if gently biting the bottom lip), and blowing... roast beef and meat loaf for dinner The fireman found a waterproof fireplace She felt funny in the new office Follow me after the game has finished The furniture on the first floor was comfortable Speak More Clearly 18/72 Version 2.2 /v/ Consonant Spelling: v /v/ is made exactly the same way as /f/, but is a voiced consonant Place the top front teeth on the middle of the bottom lip (as if gently biting... elevators were giving trouble They found primitive drawings when they discovered the cave The vet received a valuable video Everyday is a new adventure After the festival the conversation was very lively Speak More Clearly 19/72 Version 2.2 /th/ Consonant Spelling: ‘th’ „th‟ is a consonant made by sticking your tongue out just a little between the top and bottom teeth so that the front top teeth touch the...  Sentences containing words with the target sound As mentioned earlier, you are reminded to also listen for and practise using correct stress and intonation as you repeat the words and sentences Speak More Clearly 11/72 Version 2.2 /p/ Consonant Spelling: p /p/ is a consonant made by closing the lips together with gentle to medium pressure, and then popping the lips open by pushing air out between