Bop Bop Baby
Bop Bop Baby
Bop Bop Baby
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Useful Resources................................................................................................................63
How to Practise Pronunciation ..........................................................................................68
Ways of Practising Pronunciation ......................................................................................70
Pronunciation Checklist for Presenting .............................................................................72
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Intensive Pronunciation Program Overview
Objectives:
1
Essential Pronunciation Features
1. Sounds
2. Speech chunks
3. Stress
4. Intonation
5. Connected speech
6. Vocal features
7. Voice quality
2
Group Discussion
• What is standard English?
• What is your motivation for learning English? E.g. study; live and work in Australia;
use in business overseas; interest…?
Watch the YouTube clip of Amy Walker introducing herself in 21 different accents:
https://www.youtube.com/watch?v=3UgpfSp2t6k
3
The Sounds of English
4
Making Consonant Sounds
Some researchers believe seeing and feeling how a sound is formed physically will help
you develop the ability to make that sound. Others think what you hear is more
important. What do you think?
5
Go to following websites for help making English sounds:
HELPS: http://www.uts.edu.au/current-students/support/helps/self-help-
resources/pronunciation/sounds
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Consonant Clusters/Common Mistakes
Consonant clusters: Two or more consonants with no vowel between them.
• add a vowel after or between consonants e.g. ‘just’ sounds like ‘just a’; or ‘improved’
sounds like ‘improve it’
Adapted from Forman, R. 2011, ‘Module 5: Phonemic Level’, UTS Subject 013107, UTS, Sydney; Yates, L. &
Zielinski, B. 2009, Give it a Go: Teaching Pronunciation to Adults, Department of Immigration and
Citizenship, Sydney.
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Making Vowel Sounds
• Length
The colon (:) following the phonemic symbol signals that the vowel is long (see Sounds of
English). It also depends on whether it is stressed – short vowels may seem longer in a
stressed syllable and long vowels may seem shorter in an unstressed syllable.
• Tongue position
Horizontal (how far forward or back) and vertical (how high or low in mouth).
8
Diphthongs are a combination of two single vowels. We say them by starting with one
vowel and gliding into another. Although they are made up of two vowels they are heard
as one phoneme, not two. We put more emphasis on the first vowel than on the second.
9
Sounds Practice
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11
12
13
14
15
Diagnostic Test 1
1. See you later.
3. I have to go now.
5. By tomorrow evening.
21. We bought an amazing orange and purple car. It’s in the garage.
22. Can you just put the books over there by the door?
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17
Hewings, M. 2004, Pronunciation practice activities, Cambridge University Press, Cambridge.
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Your Ideas
Use these pages to make lists of vocabulary, phrases and sentences that you would like
to practise this week.
Examples:
• phrases and sentences that you would like to use with more confidence socially, in
class or at work
• phrases and sentences that may help you in a job interview, a class presentation or
an exam
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20
Sounds – Past Tense Endings
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Stress
Why is word stress important?
Stress is one of the most important speech tools used by English speakers to
communicate meaning. English speakers use stress to highlight information they think is
important. In addition, every English word with more than one syllable or word part has
a defined stress pattern. You can look up a dictionary to see which syllable is stressed.
English stress is as important as English sounds.
The English stress system is based on the CONTRAST between stressed and unstressed
syllables, stressed and unstressed words. Stressed syllables are longer and louder than
unstressed syllables. They also have some pitch change or movement of the voice up or
down.
focus word stress the syllable in the stressed word which has the strongest pitch
change in a speech chunk
e.g. / that in an increasingly globalised world / ….
http://www.uts.edu.au/current-students/support/helps/self-help-
resources/pronunciation/stress
You may sabotage your communication and you may risk tiring and confusing listeners.
Listeners may not be able to recognise even simple vocabulary if you stress syllables
equally or use incorrect word stress. Listeners may not follow your meaning if you don’t
stress key words in information chunks.
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UTS/ELSSA Centre/Pronunciation Fact Sheet/ Stress/ HZ ‘09
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Word Stress
UTS/ELSSA Centre/ Pronunciation Fact Sheet/ Common word stress patterns/ HZ and MW 2010
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25
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Stress Practice
Listen to the words then tick the answer with the correct stress.
Look at the bold words and underline/highlight those that have the stress on the FIRST
syllable. Then watch the video and check your answers.
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Clarity English offers you online language support. It is free
for all UTS students through the UTS Library. Go to
http://www.lib.uts.edu.au/help/english-language and follow
the links.
Listen to the words below. In each group, three have the same stress pattern, and one is
different. Underline/highlight the word that is different.
1. politics 4. introduction
interesting photocopy
sensible complicated
develop businesswoman
2. opinion 5. ridiculous
government technology
important experience
whenever sympathetic
3. kangaroo 6. application
instrument entertainment
interrupt centimeter
disappear fundamental
Listen to the sentences and look at the syllables in bold. Are the vowel sounds in those
syllables weak or strong?
3. Put the potatoes and carrots into the pot Weak Strong
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Clarity English offers you online language support. It is free for
all UTS students through the UTS Library. Go to
http://www.lib.uts.edu.au/help/english-language and follow the
links.
The suffixes –ion, -ic, -ical, -ial and –ity sometimes affect the stress on a word. Listen to
each pair of words. When you add the suffix, does the stress stay on the same syllable or
move to a different syllable? Select ‘same’ or ‘different’.
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Frequently Used Academic Words
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31
Chunking and Pausing
Why are chunking and pausing important?
Pausing and chunking are vital communication tools for both listeners and speakers.
Speakers divide speech into ‘pieces’ or ‘chunks’ to communicate a thought or idea, or to
highlight information they think is important. This is the simplest and most effective way
to ‘package information’ for the listener. Dividing information into chunks makes it
easier for listeners to understand.
A speech chunk can be a word, a phrase or a whole sentence. Speech chunks can be
signalled in different ways:
• slowing down
When you are working with a written version of a spoken text, it’s handy to mark short
pauses with a single slash / and a double slash // for longer pauses.
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Chunking and Pausing in Presentations
When you give a presentation, it’s important to pause enough to signal that you are
introducing a new topic. Pause at the end of one section and before you start a new
one. Then state the new topic and pause so the listener can get ready for new
information.
Speech without pauses and speech chunks can overwhelm the listener with ‘too much
information’. The listener may feel ‘lost’ in a ‘forest’ of words. Without chunking and
pausing, it will be hard for listeners to follow your meaning and know where they are in
your presentation.
Try reading the examples below. Which one do you think a listener would find easier to
understand?
Example 1
Does it really matter whether people speak with an accent as long as they can be easily
understood many people now believe that in an increasingly globalised world we should
accept variations in pronunciation that is accent however there’s no point is speaking
with an accent if people can’t understand you is there?
Example 2
Does it really matter /
that is / accent //
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Chunking and Pausing Practice
Listening Worksheet: Kofi Annan
BBC Learning English website: Talk about English, Better speaking, Episode 3 – Kofi
Annan
http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_betterspeaking_arch
ive.shtml
BBC presenter, Callum Robertson, and language teacher, Richard Hallows, listen to a
clip from the former Secretary-General of the United Nations, Kofi Annan. They talk
about what makes Kofi Annan an effective speaker of English and ways you can practise
and improve your English pronunciation.
Callum Robertson [1:28 min]: Kofi Annan is from Ghana in West Africa, and … uses
English as an international language, in a highly effective way. In this excerpt from a
speech on globalisation, he’s asking his listeners to make sure that the process of
economic globalisation helps everybody in the world, the poor as well as the rich.
speed: ________________________________________
pausing: ________________________________________
vocabulary: ________________________________________
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Task 2: Chunking and pausing
Listen and read the transcript below [1:48].
Mark the pauses with a slash (/) (// for longer pauses).
It is a much tougher
is this. If we cannot
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Sentence Stress
Read the questions above. Then practise saying each of the answers below in three
different ways. Mark the stress differently for each answer by highlighting the word(s).
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Pausing and Focus Stress
TED presentation by Richard St John: The 8 secrets of success
Task 1: Listening
Listen to the presentation and write down the 8 secrets to success.
i v
ii vi
iii vii
iv viii
Transcript
And the first thing is
37
Carol Coletta says, "I would
comes anyway.
38
it.” There’s no magic. It’s
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Word and Focus Stress Practice
Read the following item aloud and underline words that you think should have focus
stress. Then mark the word stress for those words you have underlined.
Primary stress should be marked before the stressed syllable above the line and
secondary stress below the line. E.g. pro,nunci'ation.
A year ago, Australians were preparing themselves for a long period of recession.
while individuals also started to reduce their debt in case they were to lose their job.
Well, some companies did suffer, and unemployment did rise, but not nearly as
much as expected. In fact, technically, Australia has not been in recession and
So, why has Australia escaped the worst of the global recession? There are several
possible reasons. One is that the Federal Government almost immediately began to
infrastructure projects. These measures have increased retail sales and stimulated
grow, so sales of resources to China have not fallen as much as expected. Other reasons
are that the Australian economy was in surplus before the Global Financial Crisis
(GFC), our banks are well-regulated and the government agreed to guarantee bank
deposits for the short-term. Economists are reasonably optimistic that Australia will
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Stress for New Information
41
In the following section of a presentation, underline the words or phrases that carry new
information. Highlight any other words that you think should be stressed to convey the
message. Practise with your partner.
(When giving a presentation, you will be surprised how often the focus words are placed
towards the end of a sentence. Practise saying them with appropriate stress.)
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Signpost Words – Pausing and Stress
Signpost words (also called transition signals) such as Firstly, In other words, and It’s
quite clear that… are used to guide the listener.
These words should therefore be spoken clearly and given appropriate emphasis. This
involves pausing after the word or word group, and using suitable stress and intonation.
Not all signpost words should receive the same amount of stress. It depends on their
importance in the development of your presentation. Note that a comma in punctuation
indicates that a pause is likely in speech.
Task
• mark with / where you think you would pause. If it is a longer pause to give more
emphasis, mark with //
me introduce myself.
Australia.
much of an impact?
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is introduced young people will
of alcoholic drinks.
g. As a result a pilot
in some schools.
to teenage drinking.
possible solutions.
UTS/ELSSA/Pronunciation resources/MW 09
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Stress Practice
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Diagnostic Test 2
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Hewings, M. 2004, Pronunciation practice activities, Cambridge University Press, Cambridge.
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Hewings, M. 2004, Pronunciation practice activities, Cambridge University Press, Cambridge.
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Practice Text 1
Congratulations
You’ll look up and down streets. Look ‘em over with care
With your head full of brains and your shoes full of feet
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Practice Text 2
(J K Rowling)
Listen to Stephen Fry reading it on YouTube (0:08-2:08):
https://www.youtube.com/watch?v=xFJtWwTLgt4
Mr and Mrs Dursley, of No. 4 Privet Drive were proud to say that they were perfectly
normal thank you very much. They were the last people you would expect to be involved
in anything strange or mysterious because they just didn’t hold with such nonsense. Mr
Dursley was the Director of a firm called Grubbings, which made drills. He was a big,
beefy man with hardly any neck, although he did have a very large moustache. Mrs
Dursley was thin and blond and had nearly twice the usual amount of neck which came
in very useful as she spent so much of her time craning over garden fences, spying on
the neighbours. The Dursleys had a small son called Dudley and in their opinion, there
was no finer boy anywhere. The Dursleys had everything they wanted but they also had
a secret and their greatest fear was that somebody would discover it. They didn’t think
they could bear it if anyone found out about the Potters. Mrs Potter was Mrs Dursley’s
sister but they hadn’t met for several years. In fact, Mrs Dursley pretended she didn’t
have a sister because her sister and her good for nothing husband was as ‘unDursleyish’
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Practice Text 3
I move that today we honour the Indigenous peoples of this land, the oldest continuing
those who were Stolen Generations — this blemished chapter in our nation’s history.
The time has now come for the nation to turn a new page in Australia’s history by
righting the wrongs of the past and so moving forward with confidence to the future.
We apologise for the laws and policies of successive Parliaments and governments that
have inflicted profound grief, suffering and loss on these our fellow Australians. We
apologise especially for the removal of Aboriginal and Torres Strait Islander children
For the pain, suffering and hurt of these Stolen Generations, their descendants and for
...To the mothers and the fathers, the brothers and the sisters, for the breaking up of
And for the indignity and degradation thus inflicted on a proud people and a proud
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Practice Text 4
Here, for thousands of years, the people of this land have journeyed from tribe to
“land of poets and thinkers,” among them Immanuel Kant, who taught us that freedom
is the “unoriginated birthright of man, and it belongs to him by force of his humanity.”
Here, for two centuries, this gate stood tall as the world around it convulsed — through
the rise and fall of empires; through revolutions and republics; art and music and science
that reflected the height of human endeavor, but also war and carnage that exposed the
It was here that Berliners carved out an island of democracy against the greatest of
odds.
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Practice Text 5
So even though we face the difficulties of today and tomorrow I still have a dream. It is a
I have a dream that one day this nation will rise up and live out the true meaning of its
creed: “We hold these truths to be self-evident; and all men are created equal.”
I have a dream that one day on the red hills of Georgia the sons of former slaves and the
sons of former slave owners will be able to sit down together at the table of
brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the
heat of injustice, sweltering with the heat of oppression, will be transformed into an
I have a dream that my poor little children will one day live in a nation where they will
not be judged by the colour of their skin but by the content of their character.
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Connected Speech
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For more information, go to the HELPS website: http://www.uts.edu.au/current-
students/support/helps/self-help-resources/pronunciation/speaking-australian-english
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Weak forms can be said with stress, depending on context. Example: Did he throw the
ball to you? No, he threw it AT me. Try the sentences below, changing the stress.
Consonant clusters are often difficult to say. Often a ‘t’ or ‘d’ sound is left out. Example:
mostly – can’t hear the ‘t’. Try the words and phrases below. Are there any ‘t’ or ‘d’
sounds left out?
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When words are said slowly all vowels are pronounced, but in natural speech vowels can
be left out. Example: family – you don’t hear the ‘i’. Try the words and phrases below.
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Linking: Vowel and Vowel – when 2 vowels are together often a /w/, /j/
or /r/ sound is inserted.
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Hewings, M. 2004, Pronunciation practice activities, Cambridge University Press, Cambridge.
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Intonation
Why is it important?
• feelings, e.g. whether we’re confident, happy, enthusiastic, sad, bored, etc.
Like stress, intonation operates on a system of contrasts. But now the contrast is
between the movement of the voice UP () or DOWN (). Intonation can change the
meaning of what a person says even when the same words are used.
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What will happen if I don’t use intonation appropriately?
You may mislead your listener or your audience. For example, repeatedly using high
rising intonation at the end of speech chunks and sentences can be irritating and
confusing. Listeners can also get confused because they can’t distinguish between what
information is finished and what is not. The speaker may also give the impression of
seeking feedback or approval and therefore lacks confidence.
If you don’t finish off with a falling intonation at some point, the listener is left ‘hanging’,
waiting for the ‘story’ to end. Now try a different intonation:
Note: High rising intonation is common in casual conversation and, in this context, is not
a problem. It often indicates that the speaker is ‘open’ or wants to ‘connect’ with the
listener.
• you haven’t finished a piece of information. This can be confusing for listeners
because they need to understand each piece of information so they can build
understanding as they progress through the presentation with the speaker
• you are uncertain or tentative about what you are saying. This can be a problem if
you want to communicate your thoughts with confidence.
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Intonation helps speakers communicate meaning through the rise and fall of the voice.
Lester: Test 3 – Part 2 (the first part of his talk – scroll down to find Test 3)
Listen to Lester describing the public transport system of Hong Kong:
http://legacy.australianetwork.com/passport/lester.htm
double-deck buses,
A lot of people take them ‘cos they’re a bit faster than normal buses.
And we use the ferry for carrying people across the harbour
and a peninsula.
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Useful Resources
Books and audio resources
Pronunciation for academic study
Smith, J. & Margolis, A. 2007, English for academic study: pronunciation study book,
Garnet Education, University of Reading. CDs featuring British English.
Clear explanation and practice of sounds, stress, intonation and features of connected
speech. Includes sections of sample presentations for practice of particular
pronunciation features. Easy-to-follow format.
Boyer, S. 2003, Spelling & pronunciation for English language learners, BER, Glenbrook
NSW.
Boyer, S. 1998, Understanding everyday Australian (Books 1, 2 and 3), BER, Glenbrook,
NSW.
This book focusses on spoken language and Australian idioms. There are exercises and
answers.
This book concentrates on the rhythm and stress of Australian English and is especially
suitable for learners from Asian language backgrounds and speakers of other ‘syllable-
timed’ languages such as French. Audio cassettes or CDs. Answer section for self-study.
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Pronunciation exercises in British English
Hancock, M. 2003, English pronunciation in use: intermediate, CUP, Cambridge. CDs.
These 2 books contain many exercises suitable for tertiary students. They cover sounds,
word stress in multi-syllabic words, sentence stress, intonation and ways to organise
information and keep conversation going. Both intermediate and advanced levels are
recommended. The intermediate book has a guide for speakers of specific languages
with recommended units to study. Both books have an answer section for self-study.
Easy-to-follow introduction to the rhythm and stress of English. Also covers sounds.
da Silva Joyce, H., Wilson, L. & Zawadzki, H. 2007, Getting it right at work: customer
service, NSW AMES, Sydney. DVD and workbook.
This is an easy to follow introduction to the rhythm and stress of American English. It
also has a section on listening to lectures.
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Internet resources
IELTS preparation, Australian listening content
Very good modelling and analysis of the pronunciation of students answering questions
in an IELTS interview situation: http://australianetwork.com/learningenglish/
Go to Passport to English link to practise IELTS. Use the other links to practise listening
to Australian English.
The BBC World Service has excellent videos, recordings and quizzes to help you learn
about and practise English pronunciation. British English. There are tips for learning
about and improving pronunciation as a communication skill at:
http://www.bbc.co.uk/learningenglish/english/features/pronunciation/introduction
Medical English
Faculty of Health 2009, Clinically speaking, University of Technology, Sydney.
http://m.uts.edu.au/current-students/health/clinical-practice/clinically-speaking
Sounds of English
This is a great website with audio and dynamic diagrams showing the pronunciation of
English sounds. American English.
http://www.uiowa.edu/~acadtech/phonetics/english/english.html
A useful site with interactive sound-based exercises on sounds, intonation and stress is
at: http://davidbrett.uniss.it Use the Phonetics and Phonology link.
The BBC World Service online has excellent videos, recordings and quizzes to help you
learn about and practise pronunciation of sounds. British English.
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
A good website for practising pairs of problem sounds (e.g. /l/ and /r/), final consonants
and consonant clusters. There are also links to YouTube videos on pronunciation.
http://www.manythings.org/pp/
An easy-to-use reference for the sounds of English with quizzes to help you learn the
phonetic alphabet. British English. http://www.stuff.co.uk/calcul_nd.htm
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Pronouncing dictionary
Use this to check stress and sounds of English words.
http://dictionary.cambridge.org/dictionary/american-english
Presentation skills
The TED video site has a wide range of excellent presentations. It is particularly useful
for non-native speakers of English as interactive transcripts are provided. The
presentations are drawn from the fields of Technology, Entertainment and Design,
Business, Science and Global Issues. The online interactive transcripts give you the
opportunity to ‘read along’ with the speaker and imitate their pausing, stress and
intonation. The audio can be stopped and repeated and this is an excellent opportunity
to practise the speech techniques used by each speaker. Note: transcripts must be
viewed on the website. For an overview of the presentations go to:
http://www.ted.com/talks/list
Excellent model presenters on the TED site include:
A great pep talk is the 3-minute presentation by Richard St. John on the secrets of
success: http://www.ted.com/talks/richard_st_john_s_8_secrets_of_success.html
This website contains an introduction to essential presentation skills and video clips
illustrating effective and ineffective practices. Each page has up to 4 videos illustrating a
section of a speech, questions for analysis of the speech sample and feedback.
General English
http://www.abc.net.au/rn/
This website has a wide range of Australian programs including documentaries, news,
interviews and lectures on subjects such as current affairs, science and technology,
education, the media, health, law, the arts and religion. One can listen online, and
download podcasts and transcripts.
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http://www.radioaustralia.net.au
This website has an interesting selection of programs based on Australia, Asia and the
Pacific. Topic areas include the news, current affairs, business, science, technology,
education, health, the arts, social issues and sports. Free MP3 downloads and RSS
webfeeds are available.
The BBC World Service Learning English websites have some excellent resources for
practising listening and the pronunciation English.
a. http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron
This website has explanations and models for listening and practice of the sounds of
English and features of connected speech. mp3 downloads available.
b. http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_betterspeaking_ar
chive.shtml
c. http://www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews
This website features news items (including an archive) with listening and practice of
key vocabulary items. Transcripts and downloads are available.
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How to Practise Pronunciation
Before you start, get a ‘pronunciation tool box’.
Let’s call this person a ‘pron buddy’, someone who speaks English clearly and fluently,
perhaps a friend, work colleague or fellow student. Your ‘pron buddy’ can be your
‘sounding board’, that is, someone who can give you regular support and feedback
about how you sound in academic or work situations. You could practise difficult words
or expressions from your subject area or even rehearse giving a talk or presentation. You
could also ask for feedback on your speech in general conversation.
Look at the Useful Resources and use the comments to help you select books and web
resources that have exercises on the pronunciation features you want to focus on, or
provide intensive listening practice.
Did you know that many libraries, including the UTS library, have ‘talking books’, that is,
books with CDs or audio cassettes. These will usually be novels and are useful because
you can listen and read at the same time. They can help you to improve your
pronunciation of general English, expand your vocabulary and gain confidence with
English sounds and spelling conventions. The ABC (the national Australian broadcaster)
also has a huge range of audio books.
The TED video website has a wide range of excellent presentations. It is particularly
useful for non-native speakers of English as interactive transcripts are provided. Go to
the HELPS website for live links to these webpages
Do some self-analysis. Your pron buddy may be able to help you. Here are some
questions you can ask yourself:
• Are there some sounds which re-occur in these words, expressions, etc.?
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• Is it hard to say longer words and word groups clearly and fluently?
The feedback you can get from listening to a recording of your voice is very powerful. It’s
often a shock – even for native speakers – to hear themselves speaking! But this is one
of the most useful things you can do. The best way to do this is to record yourself
speaking so you can listen to yourself and reflect on how you sound. Very often we
actually have a pretty accurate idea of what’s making us difficult to be understood when
we listen carefully to how we are speaking. To be on the safe side however, check your
impressions by getting feedback from your ‘pron buddy’. Otherwise, you could be ‘too
hard’ or ‘too soft’ on yourself!
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Ways of Practising Pronunciation
1. Work on the basics. Note down key words, high frequency terminology from your
subject area or general conversation. Mark the syllable stress and note any problem
sounds. Check your dictionary. Practise with your ‘pron buddy’. Try reading the items
and get feedback. If you need more help, ask your buddy to record the items you
need to improve. Practise the items aloud.
2. Record your voice and listen to yourself. You will gradually become better and
better at analysing your speech. This will help you to self-correct ‘on the spot’ when
you are communicating in real-life situations.
3. Focus on one feature at a time at first and practise systematically. It’s hard to do
everything correctly, especially if you have a number of things to work on, so just
practise one thing at a time. For example, words which contain a problem sound,
words stress, the key words in a speech chunk. You can slowly build up to controlling
more features at the same time.
4. Limit what you say, for example, the main key word and its tone, or link one or two
words together, or only say the key words. Add more words to make phrases. Repeat
several times till you feel more confident.
5. Build your fluency, accuracy and speed. When you are practising something
difficult, speak slowly at first, saying just a few words at a time. Slowly add more
words, repeating as you go and getting a little faster each time.
6. Identify a ‘model’ speaker – in other words, someone who speaks English well and
who you want to sound like. It could be someone you regularly see on TV for
example. Or it could be someone in your class or workplace. Listen carefully to your
‘model’. What strategies do they use to speak effectively? Try to imitate the way
they speak.
7. Record a short piece of speech (about 15-20 seconds) from radio or TV. Try to write
what you hear. Ask your pron buddy to check what you have written. Then listen
again and underline the key words and syllable stress in longer words. Notice any
features of fluent, connected speech; for example, the schwa or linking.
8. Download a podcast and transcript from ABC radio. Choose a small chunk and listen
carefully to that section. Underline the key words and syllable stress in longer words.
Identify key vocabulary to practise. Try reading the chunk to your pron buddy and
get feedback. You could also record yourself reading the same piece. Compare your
version with the model recording.
9. Use a system of notation. This is helpful because it’s a way of marking a text and
reminding you of what’s important when you’re practising.
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10. Here are examples of the notation you can use:
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Pronunciation Checklist for Presenting
Overall impression: Was meaning communicated clearly and in an interesting way?
________________________________________________________________________
Word stress
Sounds
Vocal features
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