a course on communication skillsmahis.yolasite.com/resources/en/a course on communication... ·...

A Course on Communication Skills

(c) Prepared for *Stars* Program 1

Company Confidential

1

A Course on

Communication Skills

Prepared for: *Stars*

New Horizons Certified Professional

Course

Prepared By Meenakshi Rawat



Welcome to the world of NHCP

English Speaking!

• Research has shown that most employees are very good at what they do. That's why they are hired, trained, retrained, and promoted.

• They are all “Subject Matter" experts.

• Their problems occur when they attempt to communicate their subject to others.

• They have had extensive training and experience in performing their jobs, but very little training in effectively presenting their ideas to others



Ability to frame Grammatically correct

sentences

Lack of Vocabulary

Fear of Speaking to Groups of People

Ineffective Presentation Skills

The challenges in having Effective

English Communication Skills are:



Course Objective :

At the end of the course you should learn to

• Frame grammatically correct sentences in English

• Fluently speak in English in any situation

• Express yourself in groups of people confidently

• Able to present your thoughts more effectively.



• To speak with confidence and competence in moderate-level oral interactions.

• To understand most conversation on familiar topics in social and academic situations.

• To speak publicly with accuracy, fluency and confidence.

• To participate in group discussions.

Objectives



• Participate at higher levels in Group Discussions and meetings

• Present yourself more confidently in personal interviews

• Speak in Neutral Accent and also pick-up UK/US Accent

• Communicate and express ideas / suggestions / analysis in Business English using latest vocabulary and Corporate English

• Deliver effective presentations and enhance the quality of content in e-mails

Objectives



Section A



Known

Unknown

Com

pete

nce

Incom

pete

nce

You know what you

Don’t know

You know what

You know

You don’t know

what you don’t know

You don’t know

What you know

How We Learn

Aw

are

nes

s

Learning

Pra

ctice



Understanding Communication

• To be successful, you need to

communicate effectively with a wide range

of people both internally and externally in

an Organisation.



Needs of Effective communication in an

Organisation

• To issue instructions to staff to tell them what to do and thus enable the business to operate



• To enable people at

the same level within

the Organisation to

communicate with

each other.


Organisation

Contd.



• To communicate with suppliers, customers, banks and other contacts while carrying out business.


Organisation

Contd.



• To keep the staff informed about what is going on so that they can perform their work more effectively and efficiently.


Organisation

Contd.



• To provide essential information to staff on

pay, pensions, holidays and other benefits

and general working conditions.


Organisation

Contd.



Elements in

Communication

• Message to be delivered

• Receiver/intended target

of communication

• Medium to be used for

communication

• Feedback/acknowledgm

ent of communication.



Know Your Present


• Before we begin this course lets assess where we are at present

• Each person is given an extempore topic and need to come on Dias and speak for 2 minutes:

• The evaluation will be done be others on the basis of:

– Attitude / Confidence

– Grammar, Pronunciation, Fluency

– Timing



Section B



Planning your Communication

The points to remember while planning your

communication are:

• Who is your audience?

• What is your aim?

• How are you going to express – medium,

structure, initiation, tone, time required,

etc?



Verbal Communication

• Know and respect your audience

• Know why you are communicating

• Know what you want to say

• Pay attention

• Keep an open mind

• Be specific

• Take enough time



Listening Skills

There are many good writers and speakers but a

few good listeners. Most of us filter the spoken

words addressed to us so that we absorb only

some of them frequently those we want to hear.



Importance of Listening

• As important as talking.

• Encouraging the speaker.

• Being sensitive to the thoughts and feeling

of the speaker.



Importance of Listening

Cont.

• Good listening includes body language.

• Listening must be active as well as

passive.

• Good listening brings out the best in the

speaker.



Why people don’t listen effectively.

• Unable to concentrate, for

whatever reason.

• Too preoccupied with

themselves

• Over-concerned with what

they are going to say next.



Why people don’t listen effectively.

Contd.

• Uncertain about what they are listening to or why they are listening to it.

• Unable to follow the points or arguments made by the speaker.

• Simply not interested in what is being said.



Complements of good

listening is

• Mental concentration.

• Generosity• Self confidence

• Less thinking

• Focus on the speaker

• Respond positively



Complements of good

listening is

• Facial expression• Use both eyes as well as ears

• Maintain eye contact

• Make the right noises

• Adopt a relaxed stillness



Qualities of Effective Listeners

• Concentrate on the speaker, following not only words but also body language which, through the use of eyes or gestures, often underlines meaning and gives life to the message.



• Respond quickly to the points made by the

speaker, if only in the shape of encouraging

grunts.




• Ask questions frequently to elucidate meaning and to give the speaker an opportunity to rephrase or underline a point.




• Comment on the points made by the

speaker without interrupting the flow, in

order to test understanding and

demonstrate the speaker and listener are

still on the same wavelength.




• Make notes on the key points-

even if the notes are not referred

to, later they have understood

and relevant to the purpose of the

meeting.




• Do not slump in their chairs-they lean forward, show interest and maintain contact through their oral responses and by means of body language




• Are prepared to let the speaker go on with

the minimum of interruption.




Understanding Good

Communicators

Although no one has yet devised any formula to become a master communicator, experts have isolated certain qualities that are shared by people who know how to communicate effectively.



Qualities to communicate

effectively are:

• Articulating Ideas: an articulate person

expresses ideas coherently and logically.

Whether in conversation or in writing, the key

points and their importance are unmistakable

and stated clearly, directly and simply.



• Understanding the subject: effective communicators have a solid grasp on the topics about which they speak


effectively are:

Contd.



• Communicating interest: good communicators

are passionate about what they are saying or

writing. They don’t have to feign interest and

excitement in what they have to tell you.


effectively are:

Contd.



• Focusing on others: many people have short attention spans and may attention unless they are personally engaged throughout the communication process.


effectively are:

Contd.



Assess Your


• Remember / revise the concepts covered during the last section and

• Come on Dias and speak for 2 minutes about the new things learnt during Section B:




– Timing



Section C



Resolving conflicts in

Communication

Conflict occurs in situations in which there

is opposition. Opposition occurs when a

solution can not be found in a

disagreement. Many causes of conflict

arise due to miscommunication.



Assertive

Unassertive

CooperativeUn-cooperative

Competing

(Win-Lose)

Collaborating

(Win-Win)

Avoiding

(Lose-Lose)

Accommodating

(Lose-Win)

Fundamentals of Conflict

Management



Incase of a conflict in communication

practice the following

• Increase your level of tolerance to another.

• Be issue centered rather than person centered.

• Put aside your views and focus on the views

being expressed by the other person-listen.



Incase of a conflict in communication

practice the following

• Keep an objective and positive mental

disposition.

• Discuss the facts rather than emotional

aspects of the issue

• Don’t get stuck on having to prove yourself

RIGHT and the other WRONG.



Overcoming Communication Barriers

• Adjust to the world of the receiver : try to predict the impact of what you are going to write or say on the receiver’s feelings and attitudes.



• Use feedback: ensure that you get a message back from the receiver, which tells you how much has been understood.




• Use face-to-face communication: whenever

possible talk to people rather than write to them.

• Use direct and simple language




• Suit the actions to the words

• Use different channels

• Reduce problems of size: if you can reduce

the number of levels of management then

you should.

Overcoming Communication

Barriers



Assess Your


• Remember / revise the concepts covered during the last section and

• Come on Dias and speak for 2 minutes about the new things learnt during Section B:




– Timing



Section D



Written Communication



Short Reports

Title Page– The essential information here is your name, the title of the project, and the date. Be aware of any other information your instructor requires. The title of a report can be a statement of the subject.



Abstract or

Summary

• This section states the report in miniature. It

summarizes the whole report in one concise

paragraph of about 100-200 words.



Introduction

• Whereas the abstract summarizes the whole

report, the introduction of a technical report

identifies the subject, the purpose (or objective),

and the plan of development of the report.



Background

• If the introduction requires a large amount of supporting information, such as a review of literature or a description of a process, then the background material should form its own section.



Discussion

• This section is the most

important part of your report. It

takes many forms and may

have subheading of its own. Its

basic components are

methods, findings (or results),

and evaluation (or analysis).



Conclusion

• What knowledge comes out of the

report? As you draw a conclusion,

you need to explain it in terms of

the preceding discussion.



Recommendations

• What actions does the report call for? The

recommendations should be clearly

connected to the results of the rest of the

report. You may need to make those

connections explicit at this point—your

reader should not have to guess at what

you mean.

Recommended



Attachments

• These will include references and

may include appendices. Any

research that you refer to in the

report must also appear in a list of

references at the end of the work

so that an interested reader can

follow up your work.



How to compose an effect e-mail

message

• Remember that an e-mail message is written

communication. Treat it with the same care

as any other form of writing. Spend the same

amount of time in the writing and editing

process as you would for memos or letters.

• Avoid “stream of consciousness” writing

(writing which records the process of the

writer’s thinking and which gives the most

important point or conclusion at the end)



How to compose an effect e-mail

message

• Place the most important point at the beginning of the message.

Then go on to support it with whatever details or information are

required to understand the message fully.

• Avoid telling a “long story” which records a sequence of events in

the past.

• Outline the desired course of action. The leader what should

happen now.



Writing effective e-mail messages:

• Summarize your message in the “subject”line. Use active language that highlights the goal of the message or the needed action.

• Make a clear statement of your main point, using a single sentence of 15 words or less. Put it up front on its own line at the head of the text.

• Remember: “less is more”. Give only the information required to support your main point.



• Organize your information. Use bullet points or short paragraph

that fit within the size of the screen.

• Don’t use “emoticons” or acronyms like BTW (by the way) which

can distract from your message.

• EDIT BEFORE SENDING

Writing effective e-mail messages:



Assess Your Written


• Remember / revise the concepts covered

during the last section and

• Write on a paper on communication skills

in 10 minutes each

• The evaluation will be done by others in

groups on the basis of:

– Clarity of Thoughts

– Usage of Correct Grammar and Sentences

– Timing



Section E



Group Discussion



GROUP DISCUSSION

A GD is a methodology used by an organization to judge whether the candidate has certain personality traits and/or skills that it desires in its members. In this

methodology, the group of candidates is given a topic or a situation, given a few minutes to think about the same, and then asked to discuss the it among themselves for

15-20 minutes.



� Your ability to state convincing and possible solutions for the topic or case study will determine how good you are in applying what you have learned till now. The panel ranks the ability to use your knowledge in real life situations rather highly. Your ability to build a strong knowledge base is dependent on your understanding.

1. Knowledge



2. Listening Skills

�You are in a GROUP discussion. You must participate as a group member. If you include the viewpoints of others in your viewpoint, then you will be seen more favorably by the Group Discussion panel.



3. Respect

�DO NOT criticize or laugh at the viewpoint of another participant no matter how silly it may sound. Group Discussion participants are expected to be dignified and professional in their behavior. Always speak positively and supportively of other participants

�



1. Ability to work in a team

2. Communication skills

3. Reasoning ability

4. Leadership skills

5. Initiative

6. Assertiveness

7. Flexibility

8. Creativity

Some of the personality traits the GD is

trying to gauge may include :-



Companies conduct group discussion after the

written test so as to check on your interactive

skills and how good you are at communicating

with other people. The GD is to check how you

behave, participate and contribute in a group,

how much importance do you give to the group

objective as well as your own, how well do you

listen to viewpoints of others and how open-

minded are you in accepting views contrary to

your own.



Initiate - Break the ice, be the first one to start the discussion, if somebody

else has started, relax. There are a lot of opportunities later.

Listen - Carefully. Communication is a lot about listening. Listen,

Comprehend, Analyse. When you listen carefully, it allows you to

contemplate and analyse which helps in speaking the right thing at the

right time.

Remember - Names, Facts, Figures, Quotations. It helps a lot if you know

who has spoken what. If permitted, you can use a notepad to write.

Tips for Success in GDs (Group Discussions)



Observe - Body language, how conversation shapes up, gets diverted.

Then do the right thing at the right time.

Manage - People. At times there are people who create difficult situations.

These are best opportunities to demonstrate assertive attitude.

Communicate - Be frank, clear, firm and jovial in your communication.

Your voice should reach out but not irritate people.

Summarise - If you did not initiate the talk, this is the right time. If you

have been listening carefully, your summary will be the best one.

Tips for Success in GDs (Group Discussions)



Assess Your Group

Discussion Skills

• Make Two groups of the class

• One group does discussion and second group assesses– And provides individual feedbacks to the members

• After that the second group does group discussion and first group assesses – And provides individual feedbacks to the members

• The feedback should be done on impersonal basis without any personal comments and should revolve around : – Attitude

– Thought Process

– Communication Skills (includes listening skills)



Section F



Public speaking is the process of speaking to a group of

people in a structured, deliberate manner intended to inform,

influence, or entertain the listeners.

≫ Know the room

Be familiar with the place in which you will speak. Arrive early,

walk around the speaking area and practice using the

microphone and any visual aids.

PUBLIC SPEAKING



≫ Know the audience

Greet some of the audience as they arrive. It's easier to speak

to a group of friends than to a group of strangers.

≫ Know your material

Practice your speech and revise it if necessary. If you're not

familiar with your material or are uncomfortable with it, your

nervousness will increase.

PUBLIC SPEAKING



≫ Relax

Ease tension by doing meditation or breathing exercises.

≫ Visualize yourself giving your speech

Imagine yourself speaking, your voice loud, clear, and

assured. When you visualize yourself as successful, you will

be successful.

PUBLIC SPEAKING



≫ Realize that people want you to succeed

They don't want you to fail. Audiences want you to be

interesting, stimulating, informative, and entertaining.

≫ Don't apologize

If you mention your nervousness or apologize for any

problems you think you have with your speech, you may be

calling the audience's attention to something they hadn't

noticed. Keep silent.

PUBLIC SPEAKING



≫ Concentrate on the message - not the

medium

Focus your attention away from your own anxieties,

and outwardly toward your message and your

audience. Your nervousness will dissolve.

≫ Turn nervousness into positive energy

Harness your nervous energy and transform it into

vitality and enthusiasm.

≫ Gain experience

Experience builds confidence, which is the key to

effective speaking.

PUBLIC SPEAKING



Most Important Ingredient

• The Most Important ingredient for being a

public speaker is:

– Attitude



7 Ways to Improve Your Attitude

Attitude is everything. Yes, Everything.

It is more vital than events. It's more important than what's

happened. Because attitude determines whether we are happy or

unhappy, fulfilled or empty, the positive perspective assures us that

we can never fail. A hopeful attitude guarantees internal success.

Attitude- the altitude adjuster determines whether we fly high or low,

crash or soar, glide or slide.

Anybody can have a positive attitude when things are going well.

What really matters is how you act when things are going badly, that

determines the strength of your character. An appropriate attitude

means feeling hopeful in challenging times. Stop yourself. Count

your blessings. Look for the good. Here are the magnificent 7 Ways To Improve Your Attitude:

Build that Right Attitude



Attitude Training

Ways to Improve Your Attitude

1. 1. 1. 1. Choose to be EnthusiasticCorporate presidents voted it the most valuable personality trait. It's the biggest single factor in successful selling. Think enthusiastically. Talk enthusiastically. Become enthusiastic by acting enthusiastic. Your thoughts and actions establish your level of enthusiasm.



2. 2. 2. 2. Be Alive to Everything You DoWalk fast. Put a bounce in your step. A vigorous, hearty handshake indicates you are glad to be alive and happy to be with the other person. A good smile radiates enthusiasm. Force yourself to act with enthusiasm, and soon you will feel enthusiastic.

Attitude Training




3. Broadcast Good NewsNo one ever made a friend or accomplished anything worthwhile by transmitting bad news. Good news, on the other hand, promotes good-will and spreads enthusiasm. The message, "Hey! I've got good news" gets the attention of everyone.

4. The Power of VisualizationImagination powerfully influences successful outcomes. When imagination and willpower compete, the imagination always wins. Before you try to do anything, close your eyes and visualize yourself doing it well.

Attitude Training




5. Positive Self-TalkWhat we think is 100% reflected in how we feel. If all we think about is negative thoughts, our actions will be negative. Remember "I'm a 10! I'm Healthy! Wealthy! Happy! I do what I ought to do, when I ought to do it, whether I want to or not! No Debate! I love me!“

Attitude Training




6. Love Others

How can we become more loving? By bringing

encouragement, optimism, and hope to all that we

meet. By helping others feel comfortable in our

presence. By spreading joy and goodwill.

7. Never Miss 1 to 6 Above

Go, choose your Attitude and choose your own way!

Attitude Training




Assess Your Public

Speaking Skills

• Let’s call some members of our Technology

Services Team, in the meantime you prepare

your Topic on which you will speak for 2 minutes

• Come and speak in front of All one by one

• The feedback should be done by the public (i.e.

nominated members from this group and

technology services team) on :

– Attitude and Confidence

– Communication Skills

• Fluency, Pronunciation and Grammar

– Timing



Section G



Customer Relationship

Management



Understanding CRM

Customer relationship management (CRM) is a

process or methodology that is used to learn

more about customers their needs and

behaviors in order to develop stronger

relationship with them.



“C” in CRM

For the purposes of

discussing CRM, we need to think for the

“Customer” in the broadest sense. Our

definition needs to include suppliers,

partners, investors, employees & others

we deal with in our definition.



Different aspects of CRM

• Front office operations: direct interaction

with customers, e.g., face to face

meetings, phone calls, e-mail, online

service, etc.

• Back office operations: Operations that

ultimately affect the activities of the front

office.



Different aspects of CRM

• Business Relationship: Interactions with other companies & partners. This external network supports front and back office activities.

• Analysis: Key CRM data can be analysed in order to plan target-marketing campaigns, conceive business strategies & judge the success of CRM activities.



Variations of CRM

• Operational CRMOperational CRM processes customer

data for a variety of purposes, which are:

� Managing campaignsManaging campaignsManaging campaignsManaging campaigns

� Enterprise marketing automationEnterprise marketing automationEnterprise marketing automationEnterprise marketing automation

� Sales force automationSales force automationSales force automationSales force automation



Variations of CRM

• Sales Force Automation (SFA)

• Tracking leads

• Scheduling sales calls or mailings

• Tracking responses

• Generating reports



Variations of CRM

• Sales Intelligence CRM

• Cross-selling/up-selling/switch-selling opportunity.

• Customer drift

• Sales performance

• Customer margins



Variations of CRM

• Campaign Management

• Target groups formed from the client base

according to selected criteria.

• Sending campaign-related material.

• Tracking, storing and analysing campaign

statistics, including tracking responses and

analysing trends.



• Collaborative CRM

Collaborative CRM covers aspects of a

company’s dealings with customers that are

handled by various departments within a

company. Collaborative CRM’s ultimate goal

is to use information collected by all

departments to improve the quality of

services provided by the company.

Variations of CRM



• Geographic CRM

Geographic CRM combines geographic

information system and traditional

CRM. Geographic data can be analysed

to provide a snapshot of potential

customers in a region or to paln routes

for customer visits.

Variations of CRM



Key services

• The key services for CRM

o CRM Strategy, planning & implementation.

o CRM platform evaluation, segmentation & architecting.

o Customer valuation, segmentation & analytics.

o Predictive modeling

o Campaign management & marketing.

o Sales

o Contact center management



Fluency

Development



Fluency

• What Is Fluency?

The ability to speak in a flow where you do

not need to think and collect the words

from the back of your mind



As you go along, you'll notice that you're

being asked to look at fluency in a different

way. You'll also realize that the grammar

you studied before and this class is

different than what is used in fluency

development courses.

Fluency

Cont.



Part of the difference is that grammar and

vocabulary are systematic & structured—

the letter of the language. Fluent language

or spoken language, on the other hand, is

free form, intuitive, and creative— more

the spirit of the language. So, thinking of

music, feeling, and flow, let your mouth

relax into the free flow language.

Fluency

Cont.



Connect Words to Form Sound Groups

Use Staircase Intonation

Start a new staircase

when you want to emphasize

that information, generally a noun.

+ Do not speak word by word.

If you speak word by word, as many people who learned

"printed" English do, you'll end up sounding mechanical and

foreign. You may have noticed the same thing happens in

your own language: When someone reads a speech, even

a native speaker, it sounds stiff and stilted, quite different

from a normal conversational tone.



Connect words to form sound groups.

This is where you're going to start doing something completely different than what you have done in your previous English studies. This part is the most difficult for many people because it goes against everything they've been taught. Instead of thinking of each word as a unit, think of sound units.

These sound units may or may not correspond to a word written on a page. Native speakers don't say Bob is on the phone, but say [bäbizän the foun]. Sound units make a sentence flow smoothly, like peanut butter— never really ending and never really starting, just flowing along.



How DOES natural talk come out?

Look here: when a child wants a thing, what does it ask you? Its asks you: “Give it to me”. Do you think the child first learnt the words ‘Give’, ‘it’, ‘to’, and ‘me’ separately, and, then connected them together?

For the child, “Give it to me” is the same thing as a single word “givitumee”, and not four separate words.

The child says these word-groups as a single “utterance” without any pauses in the middle. It doesn’t make separate utterances for each of the words in a group. Each group is uttered as a single word.

This is so, not only about English; this is about all languages.

So don’t you see? Natural talk doesn’t come out in ‘words’. Will, if

natural talk doesn’t come out in words, what does it come out in?



Don’t think of speaking in the

sentences of written English

“Sentences aren’t part of natural spoken

English; they’re part of part of written

English. So forget about making up

sentences. If you don’t, do you know what

the result would be? You’d never get to

learn how to speak well. So this is what

you should do: Just speak out your idea-

units.



The problem

Tell me how to make idea –units come out of my mouth, whenever I want to talk. How’ll I know what utterance to make for what idea? What words are to be grouped together?”

This is our whole problem: How to make idea-units come out of your mouth, the moment you want to speak.

What is more important now is to read-to read aloud.



Do you know why?

Because our tongue, lips and other parts in our mouth and throat-these organs of speech have learn certain habits. These are the habits of our mother tongue. The habits of our mother-tongue are different from the habits of the English language-not in one way, but in several ways. The way groups of sounds are produced in English, and the idea units are produced in English – these ways are different from the way sound groups and idea-units are produced in our mother-tongue. So if you want to speak English well, do you know what you should do? You should train your organs of speech and your mind to learn the habits of English.



Shortened forms:

The shortened forms of certain very common

words are given below: Common words of

this kind may come together in speech; and

then, you shouldn’t use their long forms only

when you want to give special importance to

them. But you don’t have to be concerned

about those special cases now. Just now, the

thing you should do is this: Keep these

shortened forms in your mind.



• I am I’m Aim*

• I have I’ve Aiv

• I had I’d aid

• I will I’ll ail

• I would I’d aid

• You are you’re yo(r)

• You have you’ve yoov

• You had you’d yood

• You will you’ll yool

• You would you’d yood

• He is he’s heez

• He has he’s heez

• He will he’ll heel

• He would he’d heed

• How is how’s howz

• How are how’re howə(r)• How has how’s howz

• How have how’ve howəv• How had how’d howəd• How will how’ll howl

• How would how’d howəd

• It is it’s its

• It has is’s its

• It had it’d itd

• It will it’ll itl

• It would it’d itd

• We are we’re wiər• We have we’ve weev

• We had we’d weed

• We will we’ll weel

• We would we’d weed

• Here is here’s hiəz• There is there’s thəz• There are there’re thərə(r)• There has there’s thəz• There have there’vethəv• There had there’d thəd• There will there’ll thəl• There would there’d thəd

Shortened forms:

What is what’s whatsWhat are what’re whatə(r)

What has what’s whatsWhat have what’ve whatv

What had what’d whatdWhat will what’ll whatl

What would what’d whatdWhen is when’s whenz

When are when’re whenə(r)When has when’s whenz

When have when’ve whenvWhen had when’d whend

When would when’d whendThey are they’re thəir(r)

They have they’ve theivThey had they’d theid

They will they’ll theilThey would they’d

theid

Who is who’s whoozWho are who’re whooə(r)

Who has who’s whoozWho have who’ve whoov

Who had who’d whoodWho will who’ll whool

Who would who’d whoodThat is that’s thats

That are that’re thatə(r)That has that’s thats

That have that’ve thatvThat had that’d thatd

That will that’ll thatlThat would that’d

thatd

Will have will’ve willvShall have shall’ve shallv

Would have would’ve wouldvShould have should’ve shouldv

May have may’ve meivMight have might’ve mightv

Can have can’ve canvCould have could’ve couldv

Ought to have - oughtəvMust have must’ve mustv



How does the Generative Feature work?

So if you master a limited number of generative structures in a language, you’ll be able to generate an unlimited amount of speech in that language. This is what we call the generative feature of a language. Let me now show you how the generative feature works in practice. For this, let us take a very common type of idea unit:

“He is a student”

From this, we can generate a number of other idea-units as follows:

E.g.:- 1 Gopal is a student

My brother is a student

The boy near the door is a student

He is a fool

He is a wise boy

He is the boy I told you about.

You can multiply your idea-units in this way to any number.

Here you can note one thing: All these idea-units have the same pattern

(1) (2)

(3)

Naming word or + is

Naming word

Word-group (isn’t/was/wasn’t)

or word-group

[He/Gopal/My brother/

[a student/a fool/

The boy near the door]

a wise boy/the boy I

told you about]

It is this underlying pattern that is called a “structure”.



“Generation” through ‘substitution’

By using a new word or word-group in place of another word or word-group – this technique is called “substitution”.

Generative Structure No. 1

[I] [am] [looking at the picture]., I am not going away., he is just beginning to do it]. He Isnt reporting the theft. She wasn’t getting ready. It was isninging to the bottom. They were feeling very discouraged. You weren’t explaining it to her.

Generative structure No. 2

I am a writer. I am not a soldier. He is a friend of mine. He isn’t our neighbor. We are tax-payers. We aren’t magician. She wasn’t the chairman wife. It was her son’s shirt. It wasn’t the one I wanted. We weren’t their friends. You were the first person I met here. You weren’t a witness.



Word-Junctions

You know very well thate there are 26 letters in the English language. Of these, the sounds made by the letters a,e,i,o,u are of a special kind and are called vowels. The sounds made by all the remaining letters are called consonants. (Please not this: we are concerned only iwht the sound of the letters and not with the letters themselves.)

Thus, the beginning sound of a word may be a consonant or a vowel; the ending sound of a word may also be a conosont or a vowel.



word junctions:

A word ending in a consonant comes firs, and a word beginning with a consonant itself comes next (consonant-consonant junction).

Eg:- big piece, hot cake, not bad etc.

[ Here, g & p, t & c and t& b are consonants]

a word ending in a consonant comes first, and a word beginning with a vowel comes next (consonant-vowel junction)

Eg:- not always, break into, top officials

[ Here t, k and p are consonants and a, I and o are vowels]

a word ending in a vowel comes first and a word beginning with a vowel comes next (vowel-vowel junction).

So also, no objections, many injuries

[ Here o & a, o & o and the sound of y (=i) & I are vowels]

a word ending in a vowel comes first, and a word beginning with a consonant comes next (vowel-consonant junction)

Eg:- go towards, extra work, only bags.

[Here, o, a & the sound of I are vowels, and t,w & b are consonants.]



word junctions:

1) A word ending in a consonant comes firs, and a word beginning with a consonant itself comes next (consonant-consonant junction).

Eg:- big piece, hot cake, not bad etc.

[Here, g & p, t & c and t& b are consonants]

2) A word ending in a consonant comes first, and a word beginning with a vowel comes next (consonant-vowel junction)

Eg:- not always, break into, top officials

[Here t, k and p are consonants and a, I and o are vowels]



word junctions:

3) A word ending in a vowel comes first and a word beginning with a vowel comes next (vowel-vowel junction).

So also, no objections, many injuries

[ Here o & a, o & o and the sound of y (=i) & I are vowels]

4) A word ending in a vowel comes first, and a word beginning with a consonant comes next (vowel-consonant junction)

Eg:- go towards, extra work, only bags.

[Here, o, a & the sound of I are vowels, and t,w & b are consonants.]



Consonant-consonant junctions

such a junction may be formed either by just two consonants (eg: stop going) or by more than two consonants (eg: gift packets)

a) Junctions formed by just two consonants

In such cases the real problem comes up only when you have to make the sounds of p, b, t, d, k and g* flow into the sounds be careful to make sure: there should be no gap at junctions.

Let us take the word-group “get back”. Here ‘t’ and ‘b’ are consonants. After the ‘t’ and before the ‘b’ sound, there are no vowel sounds like ‘u’ or ‘ə’. Be careful not to say “getuback” or getəback”. This is a mistake most Indians make. Be very careful to avoid it.

So when two consonant-sounds come together, the first consonant-sonud is not fully sounded; only the second consonant sound is fully sounded. That is, the first consonant sound is only partly sounded, while the second consonant-sound is fully sounded.

I am now going to give you a collection of word-groups. These word-groups contain

specimens of all kinds of consonant-consonant junctions; that is, junctions formed

by two consonants. Practice uttering these word-groups aloud-several times.

Top portion, slip back, ripe tomato, keep driving, cheap chair, stop joking.

Superb performance, mob became, bribe to, job during, bo chased.

Quite please, get back, not tired, great danger, what changes, not right.

Note: the sound of the‘s’ in wise, ‘these’ , ‘because’, ‘please’ and ’his’ is ‘z’ and

not‘s’



b) Junctions with ‘t’ or ‘d’ in the middle and other consonants on either sides – consonant junctions formed by more than two consonants.

In such cases, you can leave out to sound the ‘t’ pr ‘d’. then, you can apply the general rule we have seen just now: you can partlysoud the firs t consonant.

Eg:- “interrupt them” the word group now becomes “interrupt them”.

Corrupt person=corrupt person.

Note: Here is a very important thing that you must always remember: When ‘d’ and ‘ed’ are joind to the sounds p, Yes, as ‘t’, and not as ‘d’

Eg:- hoped = hopt; stopped = stoppt

Pushed= pusht; stuffed = stufft

Consonant-consonant junctions

In all other cases, ‘d’ is pronounced as ‘d’ itself and not as ‘t’

Now go for the word-groups

Accept before, escaped to, adopt children, shaped like, accept

responsibility.

Coached people, marched back, clutched tightly

Finished painit, pushed back, abused peple, used bad, last

p0erson, fast bus, almost totally.



2. Consonant-Vowel junction

In this after saying the first word (ending in a consonant), they unconsciously ‘stop the flow of speech for a split-second, and then start to say the next word. The thing to do is to avoid the jerky stop at any cost. The consonant at the end of the first word should flow into the vowel at the beginning of the next word.

Eg:- I found that almost everyone was angry.

I found tha talmo steveryone was angry.

Job of = oj bof

Grip and = gri pand

Stop each, develop it, keep every, stop adding, diectedeach, attach each, change it, tape over, keep out.

Tooth each, both acted, with any with our, since each, false alarm, because it, same actor, telegram omitted, men eat, own earnings, an old.



3. vowel-vowel junctions

carry each, she eats, boy eagerly, try it,

my uncle.



4. vowel consonant junctions

This is a case where you’ll find no difficulty.

No special practice is needed to glide over

this junction.

Eg:- We saw, go to, too much, so that.



One reason for lack of fluency

So let us be practical and face the truth. Nobody can completely avoid hesitations. Avoiding hesitations would mean avoiding the planning and decision-making processes. And if you avoid planning and decision-making, you would never be able to talk beyond the first two or three words. This fact would tell us why a number of people lack fluency in English. They do not know that a hesitation is a normal part of spoken English. They wrongly believe that they must not hesitate at all. The result is that the planning and decision-making processes get stopped, they get confused, and their flow of speech gets halted.



Dealing with hesitations

i. Suppose that hesitation was caused by problem no. 1. Then immediately after the pause, resume talking changing the construction of the wording. Understand that you may change the construction or wording or both. That is, you may change the structure as you please. Understand also that it is a normal feature of all spoken languages to leave an utterance half finished and to start another utterance.

• Eg:- It’s the first time I ‘ve – I ‘ve never enjoyed this much.

Method 1

We – they are making trouble for us.

I was in the middle of – I was a little busy.



ii. Suppose that hesitation was caused by

problem no. 2. Then use the time you get out

of the ‘pause’ to select the word or phrase you

want and resume talking using that word or

phrase (After the pause, you may also repeat

the connected words uttered before the pause.

• Eg:- I wonder what it feels like to be - dead.


I want to clean up the – clean up the mess here.

We – fixed up an agreement.



iii. Suppose that hesitation was caused by

problem no. 3. Then, use the time you get out

of the pause to decide on a vague word or

phrase and resume talking using that vague

word or phrase.

• Eg:- She was – trying hard for breath. (The

word ‘struggling’ did not occur to the speaker.

So he said ‘trying hard’)


I saw – I saw that man with a bald head. ( The speaker wanted to say ‘I saw John’,

but the name ‘John’ didn’t occur to him. So he used the phrase ‘man with a bald

head’)



iv. Suppose that hesitation was caused by

problem no. 4. Then, pause for a moment and,

immediately after the pause, resume talking

either without repeating that word any more or

by repeating it. Remember that this kind of

repetition is a very common feature of spoken

languages.

Eg:- I’ll – I ‘ll – I ‘ll bet she is sore at me.


Stay just a – a little longer.

I was – I was – hurt and angry.



v. Suppose that hesitation was caused by

problem no. 5. If so, after uttering part of

the word, pause for moment, then utter

the word in full, and then go on with your

utterance as if nothing had happened.

• Eg:- The air was fu – full of some smell.


The damage car was a sigh – sight to see.

I ate nearly a – all of it.



vi. Suppose that hesitation was caused by

problem no. 6. Then the pause you make

would make the lump go away and give you

relief from the hesitation [ In such cases of

lump – formation, it would be of great help if

you take breath, too].

Eg:- There was a cow the size of an – elephant.


She’s driving me – crazy.

She – slammed the door shut.



Method 2

Hesitation caused by problem 1.

Here, we make not only a ‘pause’ but also a

‘hesitation-noise’ and one more pause.

Eg:- Most people think – eh – I don’t agree

with what most people think.

They can’t find – eh – they seem to

have lost something.




Method 2


Eg:- This is a – eh – terrible emergency.

He is my – ehm – my worst enemy.


Eg:- The work is nearly – ehm – nearly

finished.





Eg:- Give me that file; I ‘ll just – eh – just have a look through it.


Eg:- Now and then, I look back on my sch –eh – school days.


Eg:- Have you finished – ehm – shaving?




When you feel like hesitating, pause for a moment, utter a hesitation filler, again pause for a moment. This would give you more than you would get by methods 1 and 2 to organize your thoughts and to relieve your organs of speech of the pressures on them.

The following are the hesitation – fillers:

Single words like ‘well’, ‘yes’ and ‘no’;

Word – groups like ‘I mean’, ‘you see’, ‘you know’, ‘mind you’, ‘oh yes’ and ‘oh no’.


Method 3

Eg:- He was asking me to – well – I don’t want to tell you that.

We have a different way of – yes – we don’t look at the things in the same way.

What I‘d like to do is – you see – I won’t be right for us to ignore the public opinion.

I’ve just had awful - you see – I dislike getting into flights.

I think their prices are – mind you – we may lose much by this purchase.

I don’t – well – feel up to going for films. I’m all upset.

I was – you know – I was annoyed at the delay.

That man has more – more – well – more money that he knows what to do with it.



Make this kind of sentences

and read again and again

1. I want a ball.

2. I want a large ball.

3. I want a large, red ball.

4. I want a large, red, bouncy ball.

5. I want a large, red bouncy rubber ball.

6. I want a large, red bouncy rubber basketball.

1. I want a raise.

2. I want a big raise.

3. I want a big, impressive raise.

4. I want a big, impressive, annual raise.

5. I want a big, impressive, annual cost of living raise.



Repeat after me the sentences

listed in the following groups.

1. I bought a sandwich.

2. I said I bought a sandwich.

3. I said I think I bought a sandwich.

4. I said I really think I bought a sandwich.

5. I said I really think I bought a chicken sandwich.

6. I said I really think I bought a chicken salad sandwich.

7. I said I really think I bought a half a chicken salad sandwich.

8. I said I really think I bought a half a chicken salad sandwich this afternoon.

9. I actually said I really think I bought a half a chicken salad sandwich this afternoon.

10. I actually said I really think I bought another half a chicken salad sandwich this

afternoon.

11. Can you believe I actually said I really think I bought another half a chicken salad

sandwich this afternoon?

I did it.

2. I did it again.

3. I already did it again.

4. I think I already did it again.

5. I said I think I already did it again.

6. I said I think I already did it again yesterday.

7. I said I think I already did it again the day before yesterday.



Assignment

Build your own sentence, using everyday words and phrases, such as think, hope, nice, really, actually, even, this afternoon, big, small, pretty, and so on.

1.________________________________________________

2.________________________________________________

3.________________________________________________

4.________________________________________________

5.________________________________________________

6.________________________________________________



Snow White and The Seven

Dwarves

Snow White was a beautiful princess. On the castle wall, there was an enchanted mirror owned by an old woman—a wicked witch! "Mirror, mirror, on the wall, who's the fairest of them all?" When the mirror answered, "Snow Whitet," the young girl was banished from her glorious castle to live in the dark woods. She met seven dwarves, and they lived in a small hut. The evil witch tried to kill the poor girl with a poisoned apple, but she was saved by a handsome prince. They had a beautiful wedding and lived happily ever after.



Descriptive Phrases

Nouns are "heavier" than adjectives; they

carry the weight of the new information. An

adjective and a noun combination is called a

descriptive phrase, and in the absence of

contrast or other secondary changes, the

stress will always fall naturally on the noun. In

the absence of a noun, you will stress the

adjective, but as soon as a noun appears on

the scene, it takes immediate precedence—

and should be stressed.



Sentence Stress with Descriptive

Noun Adjective

1. It's short. It's a short nail.

2. It's chocolate. It's a chocolate cake.

3. It's good. It's a good plan.

4. It's guarded. It's a guarded gate.

5. It's wide. It's a wide river.

6. There're four. There're four cards.

7. It was small. It was a small spot.

8. It's the best. It's the best book.

Let’s listen

Repeat the following phrases.



The Ugly Duckling

• There is a mother duck. She lays three eggs. Soon, there are three baby birds. Two of the birds are very beautiful. One of them is quite ugly. The beautiful ducklings make fun of their ugly brother. The poor thing is very unhappy. As the three birds grow older, the ugly duckling begins to change. His gray feathers turn snowy white. His gangly neck becomes beautifully smooth In early spring, the ugly duckling is swimming in a small pond in the backyard of the old farm. He sees his shimmering reflection in the clear water. What a great surprise. He is no longer an ugly duckling. He has grown into a lovely swan.

Let’s listen



The Little Match Girl

The little match girl was out in a snowstorm. Her feet were like ice cubes and her fingertips had frostbite. She hadn't sold any matches since daybreak, and she had a stomachache from the hunger pangs, but her stepmother would beat her with a broomstick if she came home with an empty coin purse. Looking into the bright living rooms, she saw Christmas trees and warm fireplaces. Out on the snowbank, she lit match and saw the image of a grand dinner table of food before her. As the matchstick burned, the illusion slowly faded. She lit another one and saw a room full of happy family members. On the last match, her grandmother came down and carried her home. In the morning, the passersby saw the little match girl. She had frozen during the nighttime, but she had a smile on her face

Let’s listen

The following story contains only set phrases, as opposed to the descriptive story in

Exercise 1-27.

Stress the first word of each phrase.



Read aloud from the right-

hand column

To Looks Like... Sounds

Like...

today [t'day]

tonight [t'night]

tomorrow [t'märou]

to work [t'wrk]

The preposition to

usually reduces so

much that it's like

Let’s listen




hand column

To Looks Like... Sounds Like...

Reduced Sounds continued

to school [t' school]

to the store [t' th' store]

We have to go now. [we hæftə go næo]

He went to work [he wentə work]

They hope to find it. [they houptə fine dit]

I can't wait to find out. [äi cæn(t)wai(t)tə fine

dæot]

We don't know [we dont know w'(t)t'

what to do. do]

To be or not to be... [t'bee(y)r nät t' bee]

He didn't get to go. [he din ge(t)tə gou]

dropping the

vowel

Use a t' or tə

sound to replace

to.

Let’s listen




hand columnHe told me to help. [he told meedə help]

She told you to get it. [she tol joodə geddit]

I go to work [ai goudə wrk]

at a quarter to two [ædə kworder də two]

The only way to [thee(y)only waydə

get it is... geddidiz]

You've got to pay [yoov gäddə paydə

to get it. geddit]

We plan to do it. [we plæn də do it]

Let's go to lunch. [lets goudə lunch]

If that same to

follows a vowel

sound, it will

become d' or də.

Let’s listen

To Looks Like... Sounds Like...

It's the only way to do it. [its thee(y)ounly weidə do

(w)'t]

So to speak... [soda speak]

I don't know how to say it. [äi don(t)know hæwdə say(y)

it]

Go to page 8. [goudə pay jate]

Show me how to get it. [show me hæodə geddit]

You need to know when to do

it.

[you nee(d)də nou wendə do

(w)it]

Who's to blame? [hooz də blame]



At, In

At

We're at home. [wirət home]

In

It's in the bag. [tsin thə bæg]

What's in it? [w'ts'n't]

I'll be back in a minute. [äiyəl be bæk'nə m'n't]

This movie? Who's in it? [this movie ... hooz'n't]

Come in. [c 'min]

He's in America. [heez'nə nə mεrəkə]

At is just the opposite of to. It's a I'll see you at lunch. [äiyəl see you(w)ət lunch]

small grunt followed

by a reduced [t].

Dinner's at five. [d'nnerzə(t) five]

Leave them at the door. [leevəmə(t)thə door]

The meeting's at one. [th' meeding z't w'n]

He's at the post office. [heezə(t)the poussdäffəs]

They're at the bank. [thεrə(t)th' bænk]

I'm at school. [äimə(t)school]

If at is followed by a

vowel sound, it will

become 'd or əd.

I'll see you at eleven. [äiyəl see you(w)ədə



For, FromFor

This is for you. [th's'z fr you]

It's for my friend. [ts fr my friend]

A table for four, please. [ə table fr four, pleeze]

We planned it for later. [we plan dit fr layd'r]

What is this for? [w'd'z this for]

(for is not reduced at What did you do it for? [w'j' do(w)it for] the end of a sentence)

Who did you get it for? [hoojya geddit for]

From

It's from the IRS. [ts frm thee(y)äi(y)ä ress]

I'm from Arkansas. [äim fr'm ärk' nsä]

There's a call from Bob. [therzə cäll fr'm Bäb]

This letter's from Alaska! [this ledderz frəmə læskə]

Who's it from? [hoozit frəm]

Where are you from? [wher'r you frəm]



An

He's an American. [heez'nə mεrəkən]

I got an A in English. [äi gäddə nay ih ninglish]

He got an F in Algebra. [hee gäddə neffinæl jəbrə]

He had an accident. [he hædə næksəd'nt]

We want an orange. [we want'n nornj]

He didn't have an excuse. [he didnt hævə neks kyooss]

I'll be there in an instant. [äi(y)'l be there inə ninstnt]

It's an easy mistake to make. [itsə neezee m' stake t'

make]



And

ham and eggs [hæmə neggz]

bread and butter [bredn buddr]

Coffee? With cream and sugar? [käffee ... with creem'n

sh'g'r]

No, lemon and sugar. [nou ... lem'n'n sh'g'r]

... And some more cookies? ['n smore cükeez]

They kept going back and forth. [they kep going bækn forth]

We watched it again and again. [we wäch didə gen'n' gen]

He did it over and over. [he di di doverə nover]

We learned by trial and error. [we lrnd by tryətənerər]



Are

What are you doing? [w'dr you doing]

Where are you going? [wer'r you going]

What're you planning on doing? [w'dr yü planning än doing]

How are you? [hæwr you]

Those are no good. [thozer no good]

How are you doing? [hæwer you doing]

The kids are still asleep. [the kidzer stillə sleep]



Your

How's your family? [hæozhier fæmlee]

Where're your keys? [wher'r y'r keez]

You're American, aren't you? [yrə mer'k'n, arn choo]

Tell me when you're ready. [tell me wen yr reddy]

Is this your car? [izzis y'r cär]

You're late again, Bob. [yer lay də gen, Bäb]

Which one is yours? [which w'n'z y'rz]



One

Which one is better? [which w'n'z bedder]

One of them is broken. [w'n'v'm'z brok'n]

I'll use the other one. [æl yuz thee(y)əther w'n]

I like the red one, Edwin. [äi like the redw'n, edw'n]

That's the last one. [thæts th' lass dw'n]

The next one'll be better. [the necks dw'n'll be bedd'r]

Here's one for you. [hir zw'n f'r you]

Let them go one by one. [led'm gou w'n by w'n]



The

It's the best. [ts th' best]

What's the matter? [w'ts th' madder]

What's the problem? [w'tsə präbl'm]

I have to go to the bathroom. [äi hæf t' go d' th' bæthroom]

Who's the boss around here? [hoozə bäss səræond hir]

Give it to the dog. [g'v'(t)tə th' däg]

Put it in the drawer. [püdidin th' dror]



Can

Can you speak English? [k'new spee kinglish]

I can only do it on Wednesday. [äi k'nonly du(w)idän wenzday]

A can opener can open cans. [ə kænopener k'nopen kænz]

Can I help you? [k'näi hel piu]

Can you do it? [k'niu do(w)'t]

We can try it later. [we k'n try it layder]



What

What time is it? [w't tye m'z't]

What's up? [w'ts'p]

What's on your agenda? [w'tsänyrə jendə]

What do you mean? [w'd'y' mean]

What did you mean? [w'j'mean]

What did you do about it? [w'j' du(w)əbæodit]

What took so long? [w't tük so läng]

What do you think of this? [w'ddyə thing k'v this]

What did you do then? [w'jiu do then]

I don't know what he wants. [I dont know wədee wänts]



Some

Some are better than others. [s'mr beddr thənətherz]

There are some leftovers. [ther'r s'm lef doverz]

Let's buy some ice cream. [let spy s' mice creem]

Could we get some other ones? [kwee get s 'mother w'nz]

Take some of mine. [take səməv mine]



Some daily use words

It's a present. [tsə preznt]

You need a break. [you needə break]

Give him a chance. [g'v'mə chæns]

Let's get a new pair of shoes. [lets geddə new perə shooz]

Can I have a Coke, please? [c'nai hævə kouk, pleez]

Is that a computer? [izzædə k'mpyoodr]

Where's a public telephone? [wherzə pəblic teləfoun]

Of

It's the top of the line. [tsə täp'v th' line]

It's a state of the art printer. [tsə stay də thee(y)ärt

prinner]

As a matter of fact, ... [z'mædderə fækt]

Get out of here. [geddæow də hir]

OF:

Practice all of the time. [prækt'säll'v th' time]

Today's the first of May. [t'dayz th' frss d'v May]

What's the name of that movie? [w'ts th' nay m'v thæt movie]

some of them [səməvəm]

all of them [älləvəm]

most of them [mosdəvəm]

none of them [nənəvəm]



• Did he? Didee?

• Does he? Duzzy?

• Was he? Wuzzy?

• Has he? Hazzy?

• Is he? Izzy?

• Will he? Willy?

• Would he? Woody?


• Can he? Canny?

• Wouldn't you?Wooden chew?

• Shouldn't I? Shüdn näi?

• Won't he? Woe knee?

• Didn't he? Didn knee?

• Hasn't he? Has a knee?

• Wouldn't he? Wooden knee?

• Isn't he? Is a knee?

The basic techniques introduced in this chapter are pitch, stress, the staircase and

musical notes,

reduced sounds, and word groups and phrasing. In chapters 2 through 13, we

refine and expand

this knowledge to cover every sound of the American accent.



• Isn't it? Is a nit?

• Doesn't it? \Duzza nit?

• Aren't I? Are näi?

• Won't you? Wone chew?

• Don't you? Done chew?

• Can't you? Can chew?

• Could you? Cüjoo?

• Would you? Wüjoo?




Check your pronunciationExample from Accent Training

Hello, my name is_________. I'm taking American Accent Training. There's a lot to learn, but I hope to make it as enjoyable as possible. I should pick up on the American intonation pattern pretty easily, although the only way to get it is to practice all of the time. I use the up and down, or peaks and valleys, intonation more than I used to. I've been paying attention to pitch, too. It's like walking down a staircase. I've been talking to a lot of Americans lately, and they tell me that I'm easier to understand. Anyway, I could go on and on, but the important thing is to listen well and sound good. Well, what do you think? Do I?

Let’s listen

Hello, my name'z_____________. I'm taking 'mer'k'n Acc'nt Train'ng. Therez' lotť

learn, b't I hope ť make 'ťz 'njoy'bl'z poss'bl. I sh'd p'ck 'p on the 'mer'k'n 'nťnash'n

pattern pretty eas'ly, although the only way ť get 't 'z ť pracťs all 'v th' time. I use

the 'p'n down, or peaks 'n valleys, 'nťnash'n more th'n I used to. Ive b'n pay'ng

'ttensh'n ť p'ch, too. 'Ts like walk'ng down' staircase. Ive b'n talk'ng to' lot

'v'mer'k'ns lately, 'n they tell me th't Im easier to 'nderstand. Anyway, I k'd go on 'n

on, b't the 'mporťnt th'ng 'z ť l's'n wel'n sound g'd. W'll, wh' d'y' th'nk? Do I?



Vowel / Vowel Liaison Practice

T + Y = CH

What's your name? [wəcher name]

Can't you do it? [kænt chew do(w)it]

Actually [æk·chully]

Don't you like it? [dont chew lye kit]

Let’s listen



Wouldn't you? [wooden chew]

Haven't you? No, not yet. [hæven chew? nou, nä chet]

I'll let you know. [I'll letcha know]

Can I get you a drink? [k'näi getchewə drink]

We thought you weren't [we thä chew wrnt kəming]

coming.

Is that your final answer? [is thæchr fin'læn sr]

natural [næchrəl]

perpetual [perpechə(w)əl]

virtual [vrchə(w)əl]Let’s listen




D + Y = J

Did you see it? [didjə see(y)it]

How did you like it? [hæo•jə lye kit]

Could you tell? [küjə tell]

Where did you send [wεrjə senjer check]

your check?

What did your family think? [wəjer fæmlee think]

Let’s listen


Practice these words

Did you find your keys? [didjə fine jer keez]

We followed your instructions. [we fallow jerin strəctionz]

Congratulations! [k'ngræj'lationz]

education [edjə·cation]

individual [indəvijə(w)əl]

graduation [græjə(w)ation]

gradual [græjə(w)əl]



S + Y = SH

1. Yes, you are. [yeshu are]

2. Insurance [inshurance]

3. Bless you! [blesshue]

4. Press your hands together. [pressure hanz d'gethr]

5. Can you dress yourself? [c 'new dreshier self]

6. You can pass your exams [yuk'n pæsher egzæmz

this year. thisheer]

7. I'll try to guess your age. [æl trydə geshierage]

8. Let him gas your car for you. [leddim gæshier cär fr

you]


Let’s listen



Z + Y = ZH

How's your family? [hæozhier fæmlee]

How was your trip? [hæo·wəzhier trip]

Who's your friend? [hoozhier frend]

Where's your mom? [wεrzh'r mäm]

When's your birthday? [wεnzh'r brthday]

She says you're OK. [she sεzhierou kay]

Who does your hair? [hoo dəzhier hεr]

casual [kæ·zhyə(w)əl]

visual [vi·zhyə(w)əl]

Vowel / Vowel Liaison

Practice

Let’s listen



T Connections

What But That

a wədə bədə thədə

I wədäi bədäi thədäi

I'm wədäim bədäim thədäim

I've wədäiv bədäiv thədäiv

if wədif bədif thədif

it wədit bədit thədit

it's wədits bədits thədits

is wədiz bədiz thədiz

isn't wədiznt bədiznt thədiznt

are wədr bədr thədr

aren't wədärnt bədärnt thədärnt

Here are some extremely common middle T combinations. Repeat after me:

he wədee bədee

thədee

he's wədeez bədeez

thədeez

her wədr bədr

thədr

you wəchew bəchew

thəchew

you'll wəchül bəchül thəchül

you've wəchoov bəchoov thəchoov

you're wəchr bəchr thəchr



Combinations in Context

1. I don't know what it means. I don(t)know wədit meenz

2. But it looks like what I need. bədi(t)lük sly kwədäi need

3. But you said that you wouldn't. bəchew sed thəchew wüdnt

I know what you think. I know

wəchew think

But I don't think that he will. bədäi

don(t)think thədee will

He said that if we can do it, he'll help. He sed the diff we k'n

do(w)it,

hill help



Combinations in Context

4. But isn't it easier this way? bədizni deezier thi sway?

5. We want something that isn't here. we wänt something thədiznt

here

6. You'll like it, but you'll regret it later. yül lye kit, bəchül r'gre dit

laydr

6. But he's not right for what I want. bədeez nät right fr wədäi

wänt

11. It's amazing what you've accomplished. its amazing wəchoovəccämplisht

12. What if he forgets? wədifee frgets

13. OK, but aren't you missing something? OK, bədärnt chew missing səmthing

14. I think that he's OK now. I think thədeez OK næo

15. She wanted to, but her car broke down. She wänəd to, bədr cär broke dæon

16. We think that you're taking a chance. We think thəchr taking a chænce

17. They don't know what it's about. They don't know wədit səbæot



Assignment

• Record your voice and listen…others

evaluation

a course on communication skillsmahis.yolasite.com/resources/en/a course on communication... ·...

Documents