Your voice is your instrument.
Not just some cords or pipes placed conveniently inside your throat.
From here flows the words through that determinds how the world sees you.
And guess what? Your whole body is part of creating this sound. 
' Do you want to speak more clearly? This can be achieved with the (How to Speak with clarity CD). I can guarantee that if you practice every day for half an hour with our CD you will see your English pronunciation improve in no time.And to help you further improve your pronunciation you can also book some lessons with me on skype and I'll have you up and running in no time,your friends and family will be amazed with the new skills you have mastered. When you buy this CD, you may well want some coaching too! I will be quite happy to add you on my skype and we can arrange to meet on a day and time suitable for the lesson for ''just £8- / $10- an hour''. | Here is what you will be able to learn with ''How to speak with clarity'' - Voicing
Voiced sounds will make the throat vibrate. For example, /g/ is a voiced sound while /k/ is not, even though the mouth is in the same position for both sounds. Have your students touch their throats while pronouncing voiced and voiceless sounds. They should feel vibration with the voiced sounds only. - Aspiration
Aspiration refers to a puff of air when a sound is produced. Many languages have far fewer aspirated sounds than English, and students may have trouble hearing the aspiration. The English /p/, /t/, /k/, and /ch/ are some of the more commonly aspirated sounds. Although these are not always aspirated, at the beginning of a word they usually are. To illustrate aspiration, have your students hold up a piece of facial tissue a few inches away from their mouths and push it with a puff of air while pronouncing a word containing the target sound. - Mouth Position
Draw simple diagrams of tongue and lip positions. Make sure all students can clearly see your mouth while you model sounds. Have students use a mirror to see their mouth, lips, and tongue while they imitate you. - Intonation
Word or sentence intonation can be mimicked with a kazoo, or alternatively by humming. This will take the students' attention off of the meaning of a word or sentence and help them focus on the intonation. - Linking
We pronounce phrases and even whole sentences as one smooth sound instead of a series of separate words. 'Will Amy go away,' is rendered 'Willaymeegowaway.' To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it. For example, 'gowaway,' then 'aymeegowaway,' and finally 'Willaymeegowaway' without any pauses between words. - Vowel Length
You can demonstrate varying vowel lengths within a word by stretching rubber bands on the longer vowels and letting them contract on shorter ones. Then let the students try it. For example, the word 'fifteen' would have the rubber band stretched for the 'ee' vowel, but the word 'fifty' would not have the band stretched because both of its vowels are spoken quickly. - Tongue twisters A tongue-twister is a phrase that is designed to be difficult to articulate properly. Tongue-twisters may rely on similar but distinct phonemes(e.g., s [s] and sh [ʃ]), unfamiliar constructs in loanwords, or other features of a language.
Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers peter ect, Plus 7 more tongue twisters. |