Gabriel Sowrian's Posts

Perfect Pronunciation Exercises

Posted by Gabriel Sowrian on December 28, 2012

The following is a total reproduction of what I stumbled upon the online Merriam-Webster Learner's Dictionary site. I'm neither the creator nor rightful owner of it! I decided to share the exercises with EC members after I found that they would be very useful to those who are serious about improving their pronunciation, especially some problematic pairs of the vowel sounds and consonant sounds alike! It would be to your advantage to do these exercises. Happy learning!.

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Practice makes perfect! There are 15 complete sessions designed to help you practice and perfect your English pronunciations. [Click on the respective Exercise from the list of each SESSION to open it!]

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SESSION 1:

                                Exercise 1:    [f] vs. [v] (fear vs. veer)
                                Exercise 2:    syllable stress
                                Exercise 3:    forth/fourth, ascent/assent
                                Exercise 4:    [oʊ]  vs. [ɑ] (bold vs. bald)
                                Exercise 5:    sentence practice

SESSION 2:

                                Exercise 1:    [ʌ]   vs. [ʊ] (luck vs. look)
                                 Exercise 2:    syllable stress
                                Exercise 3:    [i:z] vs. [i:s] (please, piece)
                                Exercise 4:    metal/mettle, pedal/peddle
                                 Exercise 5:    sentence practice

SESSION 3:

                                 Exercise 1:    [b]   vs. [p]  .(back   .vs. pack)
                                Exercise 2:    [i:t]  vs. [ɛt] (sweet vs. sweat)
                                Exercise 3:    [ʤ]  vs. [ʧ]   (fudge vs. much)
                                 Exercise 4:    won/one, whine/wine
                                 Exercise 5:    sentence practice

SESSION 4:

                                 Exercise 1:    [ɚ] as in "word"
                                 Exercise 2:    kernel/colonel, principle/-pal
                                 Exercise 3:    syllable stress
                                Exercise 4:    [n̩] as in "kitten"
                                 Exercise 5:    sentence practice

SESSION 5:

                                 Exercise 1:    syllable stress
                                 Exercise 2:    [ʌ] vs. [u:] (suffer vs. super)
                                 Exercise 3:    see/sea, not/knot
                                 Exercise 4:    [r] vs. [l]    (arrow vs. follow)
                                 Exercise 5:    sentence practice

SESSION 6:

                                 Exercise 1:    [ʃ] vs. [tʃ] (ship vs. chip )
                                 Exercise 2:    sundae/Sunday, meat/meet
                                 Exercise 3:    syllable stress
                                 Exercise 4:    [ɪ]  vs. [i] (chip vs. cheap)
                                 Exercise 5:    sentence practice

SESSION 7:

                                 Exercise 1:    [oʊ] vs. [aʊ] (grown vs. town)
                                 Exercise 2:    blue/blew, alter/altar
                                 Exercise 3:    syllable stress
                                 Exercise 4:    sentence practice

SESSION 8:

                                 Exercise 1:    [ʌ] vs. [u:] (discuss vs. accuse)
                                 Exercise 2:    syllable stress
                                 Exercise 3:    ad/add, warn/worn
                                 Exercise 4:    [i:] as in "please"
                                 Exercise 5:    sentence practice

SESSION 9:

                                 Exercise 1:    [r] vs. [l] (royal vs. loyal)
                                 Exercise 2:    syllable stress
                                 Exercise 3:    [d] vs. [t] (spend vs. spent)
                                 Exercise 4:    horse/hoarse, heard/herd
                                 Exercise 5:    sentence practice

SESSION 10:

                                 Exercise 1:    [ʃ] vs. [ʒ] (fashion vs. vision)
                                 Exercise 2:    week/weak, sale/sail
                                 Exercise 3:    [oɪ] as in "coin"
                                Exercise 4:    syllable stress
                                 Exercise 5:    sentence practice

SESSION 11:

                                 Exercise 1:    [ajɚ] as in fire
                                 Exercise 2:    loan/lone, higher/hire
                                 Exercise 3:    syllable stress
                                 Exercise 4:    rhymes with -ought
                                 Exercise 5:    sentence practice

SESSION 12:

                                 Exercise 1:    [v] vs. [w] (vine vs. wine)
                                 Exercise 2:    piece/peace, role/roll
                                 Exercise 3:    [s] vs. [k] (city vs. country)
                                 Exercise 4:    syllable stress
                                 Exercise 5:    sentence practice

SESSION 13:

                                 Exercise 1:    rhymes with -ine
                                 Exercise 2:    syllable stress
                                 Exercise 3:    silent h (hour vs. heat)
                                 Exercise 4:    tale/tail, hear/here
                                 Exercise 5:    sentence practice

SESSION 14:

                                 Exercise 1:    [g] vs. [k] (log vs. lock)
                                 Exercise 2:    syllable stress
                                 Exercise 3:    rhymes with -ear
                                 Exercise 4:    steel/steal vs. would/wood
                                 Exercise 5:    sentence practice

SESSION 15:

                                 Exercise 1:    [u:] as in true
                                 Exercise 2:    syllable stress
                                 Exercise 3:    [gr] vs. [kr] (great vs. crate)
                                 Exercise 4:    son/sun, been/bin
                                 Exercise 5:    sentence practice

Here’s a suggestion!

When you have completed Exercise 1 of Session 1, leave a note here giving the date that you completed that exercise. Do the same for the subsequent exercises. This will motivate you to finish all the study sessions. Let me see how many of you are serious about your pronunciation! [ I'd like to recommend you to do one exercise a day! ]

~* GS *~

December 28th. 2012

Don't forget to click on the ’Like’ 'button if you find the exercises are useful!

Merry Christmas & Happy New Year

Posted by Gabriel Sowrian on December 24, 2012

BEST CHRISTMAS SONGS FOR YOUI've uploaded 9 Songs to this audio player!You can pause, stop or play a song as you wish.You can move to the previous or next song at any timejust by clicking on the 'backward' and 'forward' buttons. Thosewho don't know what songs to play at your home for Christmas,whynotplaythesesongs?Let your family and friendshave a Jolly Christmas whilelistening to these all-time favourites!

..

I invite all EC Members

to use this space to wish your fellow learners, teachers and friends

~* GS *~

December 25th. 2012

Interactive Educational Game #1 - Learn to Type

Posted by Gabriel Sowrian on December 18, 2012

Have you ever heard about this American, Cortez W. Peters Jr.? He was the world-champion typist once. He won twelve typing contests. Would you believe if I say that he set a typing world record of 225 words per minute - or wpm for short? That’s amazing, isn’t it? How many words can you type per minute?

Obviously, all computer users know how to type. They fall under two typing styles! The first style is called ‘two-finger’ or ‘hunt and peck’ typing. Those who use this style can’t type at all without looking at the characters on their computer keyboard. Quite frankly, this would restrict their speed of typing. A person using this method could only type 27 to 37 wpm!

The second type of typing is called ‘touch typing’. In this technique a typist, known as a touch typist, uses all his ten fingers. A touch typist doesn’t look at his keyboard. He knows the location of the keys through muscle memory! An average person using the touch typing technique could type 50 to 70 wpm, while some touch typing positions can allow him to type 80 to 95 wpm. Touch typing experts can work at speeds above 120. Which type of typist are you… two-finger typist or touch typist?

The following screenshot shows the layout of a normal computer keyboard. Observe carefully the colour-coded keys (characters) and fingers.

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Can you see the relationship between a finger and the character (or characters) that it types? If you are a ‘two-finger typist’ you too can become a ‘touch typist’ in less than a week! It will be to your benefit the sooner you master this skill.

Click HERE to learn more about touch typing and the benefits!

Okay! What you see below is an interactive typing programme. You can use it straight away. Why to postpone for tomorrow what can be done today?

Press the 'Play' button that you see on the screen at the bottom and choose Lesson 1 from the tutorial list to begin your journey. Or, you can start with one of the games. They are fun to play!

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NOTE: The above typing programme is not the best programme among all that are available on the Net. I posted it here because this is the ONLY ONE that comes with the HTML Code for embedding on a web page.

If you are looking for a well-planed interesting and entertaining typing programme, the TWO I’ve suggested below under ‘Lessons + Games’ category are the VERY BEST.

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Other Online Typing Lessons and Games

LESSONS + GAMES

1. http://freetypinggame.net/free-typing-lesson.asp

An EXCELLENT tying programme that I’ve ever come across. You can set your own WPM goal and work towards it. Interestingly, it allows you to print a certificate upon the completion of each lesson. There are 30 nicely formulated lessons in total. Perhaps you can start using this programme and post your certificates in the comments box below as you progress with the lessons! I think this is a good thing to do as it could motivate you to finish the study. I’m going to post my first certificate soon and the subsequent ones as I go along with the study. What about you?

2. http://www.bbc.co.uk/schools/typing

A truly entertaining typing programme created by BBC. This could be the ideal one for you if you want to learn typing from light-hearted ‘tutors’. There are 4 Levels with 12 stages to be completed in order to master all the characters on the keyboard. I love the graphics and music very much!

GAMES only

1. http://www.typingweb.com/tutor/games

2. http://games.sense-lang.org

~* GS *~

December, 18th. 2012

Game #2

Don't forget to click on the ’Like’ 'button if you find this blog useful to you!

How many expressions can you find?

Posted by Gabriel Sowrian on December 7, 2012

Hi, guys!

I stumbled on this painting recently. You know something? This is no ordinary painting! It is said that there are about 300 expressions (idioms, proverbs, phrases, etc.) hidden in it. I spotted a good few of them in less than a minute, as a matter of fact! Believe it or not, I was very much intrigued by the challenge so I started to make a list of the expressions that flashed on me. Guess what! I have 86 expressions on my list at this moment in time and it will grow, I think!

Now, I would like you to join in the fun! How about that? It’s going to be one hell of an amusement, I can assure you! Well! This is exactly what I want you to do:

1. Scrutinize the various images on the painting for expressions that you could think out of them.

2. List all your expressions either on a piece of paper or a Word document.

3. Pick ONLY ONE expression from your list and type it in the comment box.

             Important: You MUST GIVE…
                                 a) …the meaning of your expression.
                                 b) …a sentence with the expression used in it.

4. Wait for someone else to post the next expression here.

5. Now you can type your second expression along with the meaning and a sentence.

Note: Any contribution with MORE THAN ONE expression at a time will be DELETED!

.Sorry, guys! I just want to make sure that there is ROOM FOR EVERYONE.

.So, please cooperate with me by adhering to the rules I've set. Thank you!

Okay, let me start the ball rolling!

Idiom ..: ..let the cat out of the bag

Meaning : to tell a secret carelessly or by mistake

Sentence : Everybody in the office knows that I had a windfall

.because my best friend let the cat out of the bag.

*My expression is an idiom as mentioned! Please tell us what your expression is - it could be an idiom,

proverb, phrase, metaphor, etc.)

Tips: You can see the painting on a large scale if you click on it. Clicking on the image again will make

it even larger!

Every expression that is given by you will be added to a list. You can refer to the list to check whether

the expression that you’ve come up with has already been posted by someone else. Have fun!

TOTAL number of expressions given so far: 410

Click HERE if you want to go through the list of expressions!

Top Three members who contributed

the most number of expressions after the 200 expressions:

Our New Target: 300 expressions

Marik - 29 Galina - 28 Asma - 19

I'll announce who the winners are once we have 300 expressions on the above list!

The winners will be presented with beautiful virtual trophies!

The trophies will be sent to your page!

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#21

Your Task:

Give me the expression that is depicted in this image!

You must also give the meaning and a sample sentence.

[ Idiom solved by Ha Nguyen ]

Click HERE to see the Day we Made History!

The

th

Comment

Thank you to each and every one of you from the bottom

of my

for making this possible!

"You guys are simply the Best"

Please check my other blogs if you're seeking for similar fun:

Play virtual musical instruments on my blog itself.

Play a game of question tags with fellow members.

I take great pleasure in dedicating this blog to the lovely Hala JM!

She introduced my 'Question Tags' game to her students.

They, according to her, had a blast playing the game!

Thank you, Hala, for appreciating my work!

Click on the image if you want to get to know her better.

You'll be amazed to see that she is truly a wonderful person!

~* GS *~

December, 8th. 2012

Don't forget to click on the ’Like’ 'button if you find this blog useful!

Give her the right tag!

Posted by Gabriel Sowrian on November 15, 2012

Hello, there!

Do you know what ‘Question Tags’ are? If you do, how often you use them in your speech? And, are you pretty sure that you’ve been using them correctly?

On the other hand, if you don’t know how exactly they should be used, don’t worry!

The following videos will teach you everything about question tags!

To my dismay, I often hear people using "..., is it?" as the question tag with the main

sentences of all forms and tenses! For example...

He didn't .invite you to his birthday party, is it? (It should be... did he?)

You are going to Canada alone next week, is it? (It should be... aren't you?)

The .children haven't heard you singing, is it? (It should be... have they?)

[The term "question tag" is generally preferred by British grammarians, while their

American counterparts prefer "tag question".]

Video 1: Question Tags

Video 2: Exercise 1

Video 3: Exercise 2

Note: If you feel like doing the exercises given in the above videos, you can leave

your answers (not here). at our EC video gallery where I’ve posted all the above

three videos. Just click on the hyperlinks to go there: Video 1; Video 2; Video 3

Online Interactive Exercise:

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This is an interesting exercise! All you need to do is click on the image below and

you'll taken to the web page. Type your answers in the boxes and hit the 'Check'

button. Your result will be out before you can blink!

NOTE: The above website has many interactive exercises on other grammar aspects. You could refer to

the list there on the left margin!

.More online interactive exercises on question tags:

http://www.eflnet.com/grammar/tags.php (Type your answer!)

http://esl.about.com/library/quiz/blgrquiz_tags.htm .(Say and check your answer!)

http://www.usingenglish.com/quizzes/233.html (Pick the correct answer!)

http://www.testyourenglish.net/english-online/grammarquiz/questiontag.html (Type your answer!)

I’ve posted additional interactive exercises among the comments below.

Just click on the link to display them.

Six interesting online interactive exercises on tag questions

ORAL Exercise:

Complete each sentence with the correct question tag!

IT’S TIME FOR A GAME

Now, I want you to have some fun! This is your chance to put the ‘Question Tags’

into practice! Let me set the the ball rolling with my ‘starter’.

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Mine : Your brother owns a restaurant, doesn’t he?

Yours: …………………………………….., is she?

Here’s what exactly I want you to do:

1. Fill in the blank with your own words to round out the question tag.

2. Write a new question tag without the statement for the next visitor.

He/she will pick from where you left, and this goes on!

Rules of the game:

1. If the person before you left a ‘negative tag’, you MUST leave behind

a ‘non-negative tag’ or vice versa.

..., don't you? . - negative tag

..., do you? - non-negative tag

2. If you come again for a second try, you Mustn't give a question tag that you

already have left here before. HAVE FUN!

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.SCOREBOARD

Name of Participant Total Question Tags

1. Scarlett ..51 Winner of the 150th Question Tag!

2. Asma . 36

2. Hani . 31

4. Charos ..26 Winner of Supplementary Task #3

5. Prostomolotova Galina ...18

6. Marik .18 Winner of Supplementary Task #2

7. Arif Saeed . 17

8. Sakshi . ..13

9. Ha Nguyen 11 Winner of Supplementary Task #4

10. Anau. 4

11. Rajesh .3 Winner of Supplementary Task #1

12. Bright-Rubies .3

13. Deepa ..3

14. Hala .2

15. Ayushi .. 1

16. Gabriel Sowrian ..53

____

Total 290

Our sweet Charos suggested through one of her question tags why not I post another exciting blog once we have 50 pages of comments on this blog. Actually, I already have something in the pipe-

line. That blog, if the truth is told, is going to be more challenging, a great fun and absolutely

educational. So, guys, let your question tags keep coming in! The moment we hit 50 pages, the

blog that I just mentioned will be posted. How about that?! Thank you Charos for believing in me!

Our Target = 50 Pages

Yahoo! We hit the 50th Page today, December 7th. 2012

Learn from my other blogs:

Now you too could play songs like a pro on my virtual pianos!

How to change the font colour and size of your text comments!

How to get your voice recorded and embed the audio player!

Hello, friends! Guess what!

I've finished with my next blog. I can post it tomorrow

as we've already reached our target of 50 Pages!

Great job, guys! Let's Celebrate, shalll we?

[Okay, the new blog is posted HERE - December 8th. 2012]

~* GS *~
November, 15th. 2012

Don't forget to click the 'Like' button if you find the information useful!

Improve Your Pronunciation - Study Session 9

Posted by Gabriel Sowrian on October 20, 2012

Voiceless and Voiced Consonant Pair

Consonant Sounds /ʃ/ and /ʒ/

[ Click on the image to see it on a large scale! ]

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Step 1: Watch the videos - VERY IMPORTANT

(I've given the transcript for an easy grasp of the speech.)

First, while you are watching a video, make the consonant sound and pronounce

the words as instructed by Alex.

Second, play the video again but this time look at the transcript while listening to Alex.

Again, don't forget to make the consonant sound and pronounce the words.

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Voiceless Consonant /ʃ/

(Video 1 - Watch in 'Full Screen')

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This is a voiceless consonant. It's pronounced /ʃ/.

This is the sound you make if you want someone to be quiet /ʃ/. Did you notice the shape of my lips?

Watch... /ʃ/. Now, you try! Listen, watch and repeat after me /ʃ/ ... /ʃ/.

Now, let's look at some words with the sound /ʃ/ in them.

It's found at the beginning of the words 'ship' /ʃɪp/ and 'sure' /ʃɔː/;

in the middle of the word 'nation' /ˈneɪʃn/;

at the end of the word 'fish' /fɪʃ/ and

at the beginning and end of the word 'shush' /ʃʊʃ/.

Now, you try! Listen and repeat after me.

ship ../ʃɪp/

sure ../ʃɔ:/

nation ./ˈneɪʃn/

fish ./fɪʃ/

shush ../ʃʊʃ/

Similar Sounds: /ʃ/ and /s/

To speakers of some languages, it may be difficult to tell the difference between the sound /ʃ/ and the consonant /s/, especially at the beginning of words. Did you notice the difference in the shape of my lips? Watch /ʃ/ ... /s/.

Listen carefully to the following examples. For each example, I'll say the word with /ʃ/ at the beginning first.

ship ../ʃɪp/ .sip /sɪp/

show ./ʃəʊ/ so ./səʊ/

shy ../ʃaɪ/ .sigh /saɪ/

chauffeur /ˈʃəʊfə/ .sofa /ˈsəʊfə/

shock ./ʃɒk/ sock ../sɒk/

Now, you try! Listen, watch and repeat after me. (Refer to the above list)

..........................................................................................................

Voiced Consonant /ʒ/

(Video 2 - Watch in 'Full Screen')

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This is a voiced consonant. It's pronounced /ʒ/. Did you notice the shape of my lips? /ʒ/

The sound /ʒ/ can be found in the middle of the words 'liesure' /ˈleʒə/. 'pleasure' /ˈpleʒə/ and

'vision' /ˈvɪʒn/; and at the end of the word 'beige' /beɪʒ/.

Now, you try! Listen and repeat.

..

leisure ./ˈleʒə/

pleasure ./ˈpleʒə/

vision ../ˈvɪʒn/

beige ./beɪʒ/

..........................................................................................................

SUPPLEMENTARY VIDEOS

Voiceless Consonant /ʃ/

(Video 3 - Watch in 'Full Screen')

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Note: The digraph "sh" shown in the video represents the voiceless consonant /ʃ/

.Make sure you repeat the words and sentences after Dave Sconda ;-)

.Watch for the letters and digraphs that could make the sound /ʃ/

Voiced Consonant /ʒ/

(Video 4 - Watch in 'Full Screen')

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. Note: The digraph "zh" shown in the video represents the voiced consonant /ʒ/

.Take note of all the letters that could make the sound /ʒ/

.Repeat the words after the tutor. Do it a few times if necessary!

..........................................................................................................

Step 2: Do this activity - VERY IMPORTANT!

. Follow the link to our EC minimal pairs page. Practise saying the words in pairs. Make

a clear difference between the consonant sounds in focus, /s/ and /ʃ/

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http://www.englishclub.com/pronunciation/minimal-pairs-s-sh.htm

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Step 3: Your Audio Assignment - COMPULSORY

Record . the following as per the instructions given and embed your recorded audio in the

comment box below. If you've never used a voice recorder before,. click HERE to learn where to

find one; how to do the recording and embed your audio player)

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1. . Say the phonemes the number of times they appear.

(Raise the front of your tongue close to the tooth ridge and towards the roof of the mouth for both

the sounds /ʃ/ and /ʒ/)

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Voiceless consonant /ʃ/ /ʃ/ /ʃ/ /ʃ/ /ʃ/ ............ say slowly

Make the longest /ʃ/ you could with a single exhalation: / ʃ ................................. /

Voiced consonant /ʒ/ /ʒ/ /ʒ/ /ʒ/ /ʒ/ ............ say slowly

Make the longest /ʒ/ you could with a single exhalation: / ʒ .................................. /

D2. Read the list of words in pairs and sets accordingly.

a) Voiceless /ʃ/ Voiced /ʒ/

shoe /ʃu:/ jus ../ʒu:/

sheet /ʃi:t/ gîte ./ʒi:t/

shack ../ʃæk/ .Jacques ./ʒæk/

pressure /ˈpreʃə/ ..treasure /ˈtreʒə/

brochure /ˈbrəʊʃə/ closure ./ˈkləʊʒə/

Keisha .../ˈki:ʃə/ .. .seizure /ˈsi:ʒə/

mission /ˈmɪʃn/ vision ./ˈvɪʒn/

insertion ./ɪnˈsɜ:ʃn/ ..incision /ɪnˈsɪʒn/

sensual ./ˈsenʃuəl/ casual ./ˈkæʒuəl/

garish /ˈgeərɪʃ/ .garage ./ˈgærɑ:ʒ/

bash /bæʃ/ .beige /beɪʒ/

push /pʊʃ/ .rouge ./ru:ʒ/

b) Voiceless /s/ Voiceless /ʃ/

save ... /seɪv/ ..shave ../ʃeɪv/

sign ../saɪn/ ..shine /ʃaɪn/

sort ...../sɔ:t/ . .short ./ʃɔ:t/

c) Voiceless /s/ Voiceless /ʃ/ Voiced /z/

scene /si:n/ sheen ./ʃi:n/ zine ../zi:n/

sewn /səʊn/ . shown ../ʃəʊn/ ..zone /zəʊn/

sue ./su:/ ...shoe /ʃu:/ ..zoo /zu:/

D3. (A) Read the sentence twice! ( Focus on the voiced consonant /ʒ/ )

[ The letter 's' makes the sound /ʒ/ in the following words of the sentence. ]

He can’t measure the displeasure and the delusion he had at the casual disclosure of that

unusual treasure.

D4. (A) Read the short paragraph twice! (Read slowly and focus on the voiceless /ʃ/)

[ Make a clear difference between /s/ and /ʃ/ ]

There once was a man who had a sister. His name was Mr Fisher. .Mr Fisher's sister sold

sea shells by the sea shore. Mr Fisher didn't sell sea shells, he sold silk sheets. Mr Fisher

told his sister that he sold six silk sheets to six sheiks. The sister of Mr Fisher said, "I sold

six shells to six sheiks too!"

A sample of the audio assignmet that I've recorded for you!

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Note of Apology

Hello, there! It has been exactly one month since I posted the last lesson. I’m sorry for the delay

in posting the subsequent lessons. I know, no excuses in the world could justify my long silence.

I hope my absence did not diminish, in anyway, your burning desire to master the English

speech sounds and proper pronunciation as a whole. Please bear with me for another few days;

I promise you that I’ll listen to all your audio assignments for the previous study session and

leave my comments there. Thank you!

This Study Session is moderated by G & G: Gabriel | Galina

" The basic idea behind teaching is to teach people what they need to know. "
~ Carl Rogers ~

~* GS *~
October, 20th. 2012

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Click HERE to go (back) to the main contents page at EC Virtual Classroom and

check all the previous and future lessons.

Study Session 8 Study Session 10

Don't forget to click the 'Like' button if you find the posting useful!

Improve Your Pronunciation - Study Session 8

Posted by Gabriel Sowrian on September 21, 2012

Voiceless and Voiced Consonants

Consonant Sounds /s/ and /z/

[ Click on the image to see it on a large scale! ]

(Click HERE to check the position of the tongue for the consonant pair /θ/ ... /ð/ and compare with the above pair /s/ ... /z/. Make sure that your /θ/ doesn't sound like /s/ or the /ð/ like /z/.)

Step 1: Watch the videos - VERY IMPORTANT

(I've given the transcript for an easy grasp of the speech.)

First, while you are watching a video, make the consonant sound and pronounce

the words as instructed by Alex.

Second, play the video again but this time look at the transcript while listening to Alex.

Again, don't forget to make the consonant sound and pronounce the words.

Voiceless Consonant /s/

(Video 1 - Watch in 'Full Screen')

.

This is a voiceless consonant.

You can hear it at the beginning .of .the word ‘soon’ /su:n/;

In the middle of the word ‘mister’ /ˈmɪstə/;

At the end of the word ‘hiss’ /hɪs/;

And, at the beginning and end of the word ‘cease’ /si:s/.

Now, you try. Listen and repeat.

soon /su:n/

mister /ˈmɪstə/

hiss ../hɪs/

cease /si:s/

Similar Sounds: /s/ and /z/

To speakers of some languages it may be difficult to tell the difference between the voiceless sound

/s/ and it's voiced partner /z/. Listen carefully to hear the difference. For each example, .I'll say the

word with the voiceless sound /s/ first.

.

hiss ./hɪs/ his ./hɪz/

course ./kɔːs/ ..cause /kɔːz/

place /pleɪs/ plays /pleɪz/

gross ./grəʊs/ .grows ./grəʊz/

.

Now, you try. Listen and repeat. (refer to the above list)

..........................................................................................................

Voiced Consonant /z/

(Video 2 - Watch in 'Full Screen')

This is a voiced consonant.

You can hear it at the beginning .of .the word ‘zero’ /ˈzɪərəʊ/;

In the middle of the word ‘music’ /ˈmjuːzɪk/;

At the end of the word ‘buss’ /bʌz/;

And, in the middle and end of the word ‘roses’ /ˈrəʊzɪz/.

Now, you try. Listen and repeat.

zero ./ˈzɪərəʊ/

music ../ˈmjuːzɪk/

buss /bʌz/

roses /ˈrəʊzɪz/

Similar Sounds: /z/ and /s/

To speakers of some languages it may be difficult to tell the difference between the voiced sound /z/ and it's voiceless partner /s/. Listen carefully to hear the difference. For each example, I'll .say the

word with the voiced sound /z/ first.

buss /bʌz/ bus ./bʌs/

rise /raɪz/ ..rice ./raɪs/

zip ../zɪp/ .sip /sɪp/

lazy ../ˈleɪzi/ lacy /ˈleɪsi/

Now, you try. Listen and repeat. (refer to the above list)

..........................................................................................................

SUPPLEMENTARY VIDEO

(Video 3 - Watch in 'Full Screen')

..........................................................................................................

.

Step 2: Do these activities - VERY IMPORTANT!

(a) ..Click on the image below for the animation of the speech organs. Watch the front of the

tongue when the voiceless consonant /s/ and voiced consonant /z/ are made.
.

.

(b) . Follow the links to our EC minimal pairs page. Practise saying the words in pairs. Make

a clear difference between the consonant sounds in focus.

.

Minimal pairs: /s/ and /θ/

http://www.englishclub.com/pronunciation/minimal-pairs-s-th.htm

Minimal pairs: /z/ and /ð/

http://www.englishclub.com/pronunciation/minimal-pairs-th-z.htm

.
..........................................................................................................

.

Step 3: Your Audio Assignment - COMPULSORY

Record . the following as per the instructions given and embed your recorded audio in the

comment box below.

..

1. . Say the phonemes the number of times they appear.

(Raise the front of your tongue towards the upper gum for both the sounds /s/ and /z/)

.

Voiceless consonant /s/ /s/ /s/ /s/ /s/ ............ say slowly

Make a hissing sound like steam escaping: / s s s s / Listen to mine first, then create your own pattern.

Voiced consonant /z/ /z/ /z/ /z/ /z/ ............ say slowly

Make a buzzing sound like playing with a blender: / z z z z / Listen to mine first, then create your own pattern.

D2. Read the list of words in pairs.

.a) Minimal pairs: voiceless /s/ and voiceless /θ/

(Make sure your tongue is in position as required by both the consonants!)

sank /sæŋk/ ..thank /θæŋk/ .truce /truːs/ ..truth /truːθ/

sought ./sɔːt/ ..thought ./θɔːt/ ....mouse /maʊs/ mouth /maʊθ/

sigh /saɪ/ ..thigh /θaɪ/ .force ./fɔːs/ forth ./fɔːθ/

sawn .../sɔːn/ .thorn ../θɔːn/ pass ./pɑːs/ .path /pɑːθ/

sum ./sʌm/ thumb ./θʌm/ worse /wɜːs/ ..worth .../wɜːθ/

.b) Minimal pairs: voiced /z/ and voiced /ð/

(Make sure your tongue is in position according to the requirements of these two consonants!)

whizz ./wɪz/ .with ./wɪð/ .laze . ./leɪz/ .lathe /leɪð/

bays /beɪz/ ...bathe ./beɪð/ .she’s /ʃ.iːz/ sheathe /ʃ.iːð/

tease /tiːz/ ..teethe ./tiːð/ rise ../raɪz/ ..writhe ../raɪð/

close* /kləʊz/ ..clothe /kləʊð/ .sues ../suːz/ soothe /suːð/

breeze /briːz/ ..breathe../briːð/ lies ./laɪz/ lithe /laɪð/

.c) Minimal pairs: voiceless /s/ and voiced /z/

singer ./ˈsɪŋə/ zinger /ˈzɪŋə/ loose ../luːs/ ..lose ./luːz/

sewn /səʊn/ .zone /zəʊn/ ..price /praɪs/ prize ./praɪz/

sink /sɪŋk/ .zinc ../zɪŋk/ ..niece ../niːs/ ..knees ./niːz/

racer ../ˈreɪsə/ razor ../ˈreɪzə/ advice ../ədˈvaɪs/ advise /ədˈvaɪz/

muscle /ˈmʌsl/ muzzle../ˈmʌzl/ face /feɪs/ .phase ./feɪz/

fussy /ˈfʌsi/ fuzzy .../ˈfʌzi/ decease /dɪˈsiːs/ disease /dɪˈziːz/

D3. (A) Read the short paragraph once! (Focus on the consonants /s/ and /z/
(The colour indicates the sound value of the letter or combination of letters in that particular word.)

red = /s/ as in 'nice' ; blue = /z/ as in 'nose'; green = /ʃ/ as in 'show'

Six noisy bees were busily buzzing in a rose bush. Seven silly shy boys, not seeing the six

busily buzzing bees, sat in the shade of the rose bush and were shamefully stung by the

sharp stings of the six noisy bees.

D4. (A)Read each tongue-twister fast four times in a row! (Focus on the consonants /s/ and /z/)

I scream, you scream, we all scream for ice-cream

On a lazy laser raiser lies a laser ray eraser

Six sleek swans swam swiftly southwards

Scissors sizzle, thistles sizzle

..........................................................................................................

Attention!

I've a suggestion and a question for you this time:

My Suggestion:

My suggestion has a direct relation to what the quote for this study session says!.The speech sounds that you have learned will yield result only when you put them into use. Here's something that you

could do. You leave 'text messages' on your friends' walls every now and then, don't you? I want you

to make it a habit to send them 'voice messages' as well - at least once a week! You can begin with wishing them happy weekend, Sunday, etc. (Simply write your text on a piece of paper and record it!). Voki (talking avatar) and AudioPal are the ideal voice recorders for this purpose. Have fun!

My Question:

"What do you understand about the English pronunciation after learning the /s/ and

/z/ consonant sounds?"

Your answer could be anything but must be relevant to the English pronunciation! You can give me your answer now and do the audio assignment later.

This Study Session is moderated by G & G: Gabriel | Galina

" It's what you learn after you know it all that counts. "
~ Harry S Truman ~

~* GS *~
September, 21st. 2012

Study Session 7 Study Session 9

Don't forget to click the 'Like' button if you find the posting useful!

Improve Your Pronunciation - Study Session 7

Posted by Gabriel Sowrian on September 6, 2012

Voiceless and Voiced Consonants

Consonant Sounds /θ/ and /ð/

[ Click on the image to see it on a large scale! ]

.

Click HERE to check .where the tip of the tongue is placed for the consonant pair /t/ ... /d/ and compare with that of the above pair /θ/ ... /ð/. .It is very important to know the difference in the position.of the tip.of the tongue between these two pairs of consonants if you really want your /θ/ and /ð/ sound right!

.

-{ Click ' HERE ' for the transcript of my voice }-

.

Step 1: Watch the videos - VERY IMPORTANT

(I've given the transcript for an easy grasp of the speech.)

First, while you are watching a video, make the consonant sound and pronounce

the words as instructed by Alex.

Second, play the video again but this time look at the transcript while listening to Alex.

Again, don't forget to make the consonant sound and pronounce the words.

Voiceless Consonant /θ/

(Video 1 - Watch in 'Full Screen')

.

This is a voiceless consonant. It's pronounced /θ/

Now, did you notice that I made the sound by sticking my tongue out just a little bit /θ/ and

blowing air between my tongue and my top teeth? /θ/

Now, you try. Watch and listen. /θ/ ...again /θ/

You can hear the sound /θ/ at .the beginning .of .the words ‘thin’ /θɪn/, 'throw' /θrəʊ/ and 'thumb' /θʌm/;

In the middle of the words ‘author’ /ˈɔːθə/ and 'healthy' /ˈhelθi/;

And, at the end of the words ‘birth’ /bɜːθ/ and 'path' /pɑːθ/.

Now, you try. Listen and repeat after me.

thin /θɪn/

throw /θrəʊ/

thumb /θʌm/

author /ˈɔːθə/

healthy ./ˈhelθi/

birth ../bɜːθ/

path ../pɑːθ/

..........................................................................................................

Voiced Consonant /ð/

(Video 2 - Watch in 'Full Screen')

.

This is a voiced consonant. It's pronounced /ð/.

Now, did you notice how my tongue sticks out just a little bit as I say, watch /ð/? The sound comes

from between my tongue and my top teeth. /ð/

Now, you try. Watch, listen and repeat. /ð/ ...again /ð/.

.

You can hear the sound /ð/ at the beginning of the words ‘then’ /ðen/, 'this' /ðɪs/, 'there' /ðeə/ and 'that' /ðæt/;

In the middle of the word ‘other’ /ˈʌðə/;

And, at the end of the word ‘smooth’ /smuːð/.

.

Now, you try. Listen and repeat after me.

then ./ðen/

this .../ðɪs/

there ./ðeə/

that /ðæt/

other /ˈʌðə/

smooth ../smuːð/

..........................................................................................................

SUPPLEMENTARY VIDEO

(Video 3 - Watch in 'Full Screen')

Practise the voiceless consonant /θ/ and voiced consononat /ð/ in isolation, words, sentences

and paragraph with Dave Sconda.

Voiceless /θ/ at the beginning of the words: thank you ... think ... thought

in the middle of the words: something ... nothing ... healthy

at the end of the words: math ... mouth ... both

used in sentences: I will eat anything healthy with my teeth.

. Thank you for driving back and forth this month.

. .I think Beth is travelling north on the path.

Voiced / ð/ at the beginning of the words: there ... that ... the

in the middle of the words: brother ... either ... other

at the end of the words: smooth ... breathe

used in sentences: That mother can't breathe.

I rather like this weather.

Voiceless /θ/ and voiced /ð/ used in a paragraph:

Pronunciation is rather fun! If you try another technique, think about the person you are talking with. Although you are pretending this method will make your speaking more smooth. That's all for now!

..........................................................................................................

Step 2: Do this activity - VERY IMPORTANT

(a) . Click on the image below for the animation of the speech organs. Watch the tip of the

tongue when the voiceless consonant /θ/ and voiced consonant /ð/ are articulated.

.

Follow these steps if you are not sure where to start from: (refer to the numbers)

1. Click the tab 'fricative' to make the nine phonetic symbols appear first.

2. Click the phonetic symbol of the voiceless consonant /θ/ and you'll see the rest.

3. Click the 'play' button to watch the animation of the voiceless consonant /θ/

4. Click the 'radio button' and 'play' button again to watch the articulation in steps.

5. Click the right 'play' button for the front view of the mouth when /θ/ is articulated.

6. Click the 'speaker icon' to listen to the voiceless consonant used in words.

7. Follow steps 1 - 6 to listen to the voiced consonant /ð/

.

..........................................................................................................

Step 3: Your Audio Assignment - COMPULSORY

Record .the following as per the instructions given and embed your recorded audio in the

comment box below.

.

1. .Say the phonemes the number of times they appear.

(Make sure that the tip of your tongue sticks out of your mouth a little for both the consonant

sounds, /θ/ and /ð/)

.

Voiceless consonant /θ/ /θ/ /θ/ /θ/ /θ/ ............ say slowly

* Now, speed up as you move from one /θ/ to the other and end with the word ‘thick’

Voiced consonant /ð/ /ð/ /ð/ /ð/ /ð/ ............ say slowly

* Now, speed up as you move from one /ð/ to the other and end with the word ‘that’

* You can skip these from recording if you feel shy to do. But, if you ask me, it’s worth trying!

D2. Read the list of words in pairs.

.a) Minimal pairs: voiceless /t/ and voiceless /θ/

tree ./triː/ ..three /θriː/

taught /tɔːt/ .thought ../θɔːt/

teary ./ˈtɪəri/ ..theory ../ˈθɪəri/

fateful ../ˈfeɪtfl/ ..faithful ./ˈfeɪθfl/

nutting ../ˈnʌtɪŋ/ ..nothing ../ˈnʌθɪŋ/

rootless ./ˈruːtləs/ ..ruthless ./ˈruːθləs/

part ../pɑːt/ .path .../pɑːθ/

dirt ./dɜːt/ dearth /dɜːθ/

sheet /ʃiːt/ sheath ../ʃiːθ/

b) Minimal pairs: voiced /d/ and voiced /ð/

day /deɪ/ ..they ../ðeɪ/

doze /dəʊz/ ..those .../ðəʊz/

dense ../dens/ ..thence ../ðens/

udder ./ˈʌdə/ other ./ˈʌðə/

sudden /ˈsʌdn/ ..southern /ˈsʌðən/

breeding /ˈbriːdɪŋ/ ..breathing /ˈbriːðɪŋ/

load ../ləʊd/ ..loathe /ləʊð/

bade /beɪd/ bathe /beɪð/

side ./saɪd/ scythe ./saɪð/

D3. Read the sentence twice! (Focus on the consonants /θ/ and /ð/

.There those thousand thinkers were thinking how did the other three thieves go through.

D4. (A) Read the short paragraph once! (Focus on the consonants /θ/ and /ð/

.Something in a thirty-acre thermal thicket of thorns and thistles .thumped and thundered

.threatening the three-D thoughts of Matthew the thug - although, .theatrically, it was only

.the thirteen-thousand thistles and thorns through the .underneath of his thigh that the

.thirty year old thug thought of that morning.

D5. (A) Read the tongue-twister fast three times in a row! (Focus on the consonants /θ/ and /ð/)

They think that their teeth get thinner at times they want to taste thick meat.

................................................................

SAMPLE AUDIO ASSIGNMENT

................................................................

TTS ... Text-To-Speech Widget

.

This tool could turn your Text into Speech! Don’t you believe me? Ok!

Simply type or Paste these lines into the box and click 'Play'.

.

(Maximum about 130 characters)
Female voice: Lucy ... British Pronunciation

You could check my blog for other TTS Widgets with many options!

.

This Study Session is moderated by G & G: Gabriel | Galina

.

" An education isn't how much you have committed to memory,

or even how much you know.

It's being able to differentiate between what you do know and what you don't. "

~ Anatole France ~

..

.

~* GS *~
September, 6th. 2012

Study Session 6 Study Session 8

Don't forget to click the 'Like' button if you find the posting useful!

MyEC is proud of you, girl...!

Posted by Gabriel Sowrian on September 4, 2012

Hi, guys!

.

Here's another young girl who mesmerized me with her strikingly beautiful voice. Actually, she needs no introduction. Enjoy listening!

Until You

Sung by Scarlett

Baby, life was good to me

But you just made it better

I love the way you stand by me

Through any kind of weather

.

I don't wanna run away, just wanna make your day

When you feel the world is on your shoulders

I don't wanna make it worse, just wanna make us work

Baby, tell me I will do whatever

It feels like nobody ever knew me until you knew me

Feels like nobody ever loved me until you loved me

Feels like nobody ever touched me until you touched me

Baby, nobody, nobody until you

Baby, it just took one hit of you

Now I'm addicted

You never know what's missing

Till you get everything you needed

I don't wanna run away just wanna make your day

When you feel the world is on your shoulders

I don't wanna make it worse just wanna make us work

Baby, tell me, I will do whatever

It feels like nobody ever knew me until you knew me

Feels like nobody ever loved me until you loved me

Feels like nobody ever touched me until you touched me

Baby, nobody, nobody until you

See it was enough to know, if I ever let you go

I would be no one

'Cause I never thought I'd feel all the things you made me feel

Wasn't looking for someone, oh, until you

I would appreciate it if you compliment her excellent voice and singing!

Any talented girl like Scarlett deserves our morale support, doesn't she?

Thank you!

" WE ARE PROUD OF YOU, SCARLETT "

Improve Your Pronunciation - Study Session 6

Posted by Gabriel Sowrian on August 28, 2012

Voiceless and Voiced Consonants

Consonant Sounds /f/ and /v/

[ Click on the image to see it on a large scale! ]

-{ Click ' HERE ' for the transcript of my voice }-

Step 1: Watch the videos - VERY IMPORTANT!

(I've given the transcript for an easy grasp of the speech.)

First, while you are watching a video, make the consonant sound and pronounce

the words as instructed by Alex.

Second, play the video again but this time look at the transcript while listening to Alex.

Again, don't forget to make the consonant sound and pronounce the words.

.

Voiceless Consonant /f/

(Video 1 - Watch in 'Full Screen')

This is a voiceless consonant.

You can hear it at the beginning of the word ‘fat’ /fæt/;

In the middle of the word ‘coffee’ /ˈkɒfi/;

At the end of the word ‘rough’ /rʌf/;

And, at the beginning and end of the word ‘fluff’ /flʌf/.

Now, did you see how I made this sound? Watch my lip and my top teeth.

Now, you try. Listen and repeat after me.

fat /fæt/

coffee /ˈkɒfi/

rough ./rʌf/

fluff ./flʌf/

.

Similar Sounds: /f/ and /v/

.

You may find it difficult to tell the difference between this voiceless sound /f/ and its voiced partner /v/. Listen carefully to hear the difference. .For each example, I shall say the word with the voiceless sound /f/ first.

.

fan ../fæn/ van /væn/

leaf ./li:f/ .leave /li:v/

off ../ɒf/ ..of ./ɒv/

rifle /ˈraɪfl/ rival ./ˈraɪvl/

.

Now, you try. Listen and repeat. (refer to the above list)

..........................................................................................................

Voiced Consonant /v/

(Video 2 - Watch in 'Full Screen')

This is a voiced consonant.

You can hear it at the beginning of the word ‘very’ /ˈveri/;

In the middle of the word ‘heavy’ /ˈhevi/ ;

At the end of the word ‘move’ /mu:v/

And, at the beginning and end of the word ‘verve’ /vɜ:v/.

Did you see how I make this sound? Watch my lip and my top teeth.

Now, you try. Listen and repeat after me.

.

very ../ˈveri/

heavy /ˈhevi/

move /mu:v/

verve /vɜ:v/

.

Similar Sounds: /v/ and /f/

.

You may find it difficult to tell the difference between this voiced sound /v/ and its .voiceless

partner /f/. Listen carefully to hear the difference..For each example, I shall say the word with the voiced sound /v/ first.

.

vault /vɔ:lt/ fault . /fɔ:lt/

believe..l/bɪˈli:v/ ...belief . /bɪˈli:f/

live . .. /laɪv/ ..life . /laɪf/

.

Now, your try. Listen again and repeat. (refer to the above list)

.

Similar Sounds: /v/ and /b/

.

For.speakers of some languages it may be difficult to.tell the difference between this voiced sound /v/ at the beginning of 'very' /ˈveri/ and another voiced sound /b/ which you can hear at the beginning of 'berry' /ˈberi/. Listen: very /ˈveri/ ... berry /ˈberi/.

If you can't hear the difference, look at the difference - watch my lips and teeth: very - berry

When I say 'very' my teeth are touching my lip:..very

.When I say 'berry' my lips are tight together: ..berry

Listen carefully to hear the difference. For each example, I shall say the word with the sound /v/ first.

very ./ˈveri/ .berry ./ˈberi/

vet ... /vet/ ...bet . ./bet/

vote . ../vəʊt/ ...boat ../bəʊt/

vowel /ˈvaʊəl/ ..bowel ../ˈbaʊəl/

.

Now, you try. Listen again and repeat. (refer to the above list)

..........................................................................................................

SUPPLEMENTARY VIDEO

(Video 3 - Watch in 'Full Screen')

Repeat the words and sentences after Maggie. Distinguish the voiceless consonant /f/ from the voiced consonant /v/.

These are the pairs: fine - vine ... face - vase ... folly - volley ... fest - vest ... faif - five.

The sentences: a) Five visitors found favour in Vietnam.

.b) It's a privilege to see such faif furs on the selves.

.c) That Finish fellow rows all over the river.

.

..........................................................................................................

.

Step 2: Do this activity - VERY IMPORTANT!

(a ) .Click on the image below for the animation of the speech organs. Watch the mouth,

lower lip and top teeth when the voiceless consonant /f/ and voiced consonant /v/ are

articulated.

.

Follow these steps if you are not sure where to start from: (refer to the numbers)

1. Click the tab 'fricative' to make all the nine consonants appear first.

2. Click the phonetic symbol of the voiceless consonant /f/ and .you'll see the rest.

3. Click the 'play' button to watch the animation of the voiceless consonant /f/

4. Click the 'radio button' and 'play' button again to watch the articulation in steps.

5. Click the right 'play' button for the front view of the mouth when ./f/ is articulated.

6. Click the 'speaker icon' to listen to the voiceless consonant used in words.

7. Follow steps 1 - 6 to listen to the voiced consonant /v/

.

(b) . Follow the links to our EC minimal pairs page. Practise saying the words in pairs..

Make a clear difference between the consonant sounds in focus.

.

Minimal pairs: /f/ and /v/

http://www.englishclub.com/pronunciation/minimal-pairs-f-v.htm

Minimal pairs: /f/ and /p/

http://www.englishclub.com/pronunciation/minimal-pairs-f-p.htm

Minimal pairs: /b/ and /v/

http://www.englishclub.com/pronunciation/minimal-pairs-b-v.htm

...........................................................................................................

Step 3: Your Audio Assignment - COMPULSORY!:

Record .the following as per the instructions given and embed your recorded audio in the

comment box below.

1. .Say the phonemes the number of times they appear.

[Make sure that your lower lip touches the top teeth for both the consonant sounds, /f/ and /v/.

Use a mirror to see your action! Check the animation in Step 2 if you're not sure how it's done!]

.

Voiceless consonant: /f/ /f/ /f/ /f/ /f/ ............ say slowly

Now, say the /f/ rapidly: / .f .f .f .f .f .f .f .f .f .f .f .f ./

Say the consonant sound followed by the word: / f f / feel ... / f f / fine ... / f f / fear.

.Voiced consonant . ..: /v/ /v/ /v/ /v/ /v/ ............ say slowly

Now, say the /v/ rapidly: /v v v v v v v v v v v v/

Say the consonant sound followed by the word: / v v / veal ... / v v / vine ... / v v / veer.

D2. Read the list of words in pairs.

.a) Minimal pairs: voiceless /p/ and voiceless /f/

praise ./preɪz/ ..phrase ../freɪz/

plush ./plʌʃ/ .flush . ./flʌʃ/

supper /ˈsʌpə/ ..suffer /ˈsʌfə/

reaper /ˈriːpə/ .reefer /ˈriːfə/

harp /hɑːp/ half ./hɑːf/

cheap /tʃiːp/ .chief /tʃiːf/

b) Minimal pairs: voiceless /f/ and voiced /v/

fender ./ˈfendə/ vendor /ˈvendə/

focal . ./ˈfəʊkl/ vocal ../ˈvəʊkl/

surfing ./ˈsɜːfɪŋ/ .serving. ./ˈsɜːvɪŋ/

shuffle /ˈʃʌfl/ shovel ../ˈʃʌvl/

brief /briːf/ ..breve /briːv/

strife ../straɪf/ strive ../straɪv/

D3. (A) Read the sentences. (Focus on the consonants /f/ and /v/ - Read each sentence twice)

Forgiveness forms a firm foundation for future fortitude.

Vivian believes violent, violet bugs have very big value.

D4. (A) Read the short paragraph. (Focus on the consonants /f/ and /v/

The only verdict is vengeance; a vendetta, held as a votive, not in vain, for the value and

veracity of such shall one day vindicate the vigilant and the virtuous.

But the fugitive's fault finding frater, faithfully farming his father's fields for free, frowned at

this fickle forgiveness of former falderal. His fury flashed, but fussing was futile.

.

" Sample Audio Assignment "
Click on the below 'AudioPal' image! You'll be taken to the actual audio player embedded, not out of the blog, among the comments below. Sorry for the inconvenience, friends!

This Study Session is moderated by G & G: Gabriel | Galina

" You don't need fancy highbrow traditions or money to really learn.

You just need people with the desire to better themselves."
~ Adam Cooper and Bill Collage ~

~* GS *~
August, 28th. 2012

Handy Links:

Click HERE to choose a voice recorder and .learn how to embed the player.

Click HERE to check the phonetic spelling or audio pronunciation of a word.

Click HERE to practise your audio assignment with the TTS tool on Audiopal.

Click HERE to go to the 'hompepage' to check previous/future study sessions.

Study Session 5 Study Session 7

Don't forget to click the 'Like' button if you find the posting useful!

Your Result...! See how Well or Bad you've done in your "Assessment"

Posted by Gabriel Sowrian on August 24, 2012

The following is an .assessment meant for MyEC members

of the group "EC Virtual Class" who are .currently studying

the English Speech Sounds. The study sessions that they

are attending will help them to pronounce all the words .

in .English appropriately. This assessment .covers the .first

six consonant sounds /p/, /b/, /t/, /d/, /k/ and /g/
.

.

Voiceless and Voiced Consonants

Study Sessions 3 , 4 and 5

[Click on a number to get an instant access to that study session]

Your task: Do all the audio and text based questions.

A. Write down the phonetic symbol of the speech sound illustrated in each

picture. ( You must check the position of the tongue/lips and also see whether the vocal cords vibrate

before deciding what the phoneme is.)

*The sound wave indicates the presence of the vibration of the vocal cords in that speech sound!

1 2 3

1. ____________

2. ____________

3. ____________

4 5 6

.

4. ____________

5. ____________

6. ____________

B. Record the sound of the phonemes that you have given as your answers.

(Mention the number before you make each sound.)

C. The manner of articulation is the same for all these six speech sounds.

What is the term used to call this sounds? (You can find the answer in Study Session 4)

D..The above speech sounds are grouped into three pairs. What are the three

pairs? Also, give sample words for each pair.

Pair No. 1 - / / - / / ............ - ...........

Pair No. 2 - / / - / / ............ - ...........

Pair No. 3 - / / - / / ............ - ...........

Here's a sample answer: / f / - / v / fan - van

(You are not allowed to give the pairs of words used in the study sessions!)

~ * ~

.

The below notice has been sent to all "Phonemes and Pronunciation" learners!

We believe you have received our 'birdmail'

Attention!

You are eligible to take the assessment only if you have already handed us all the three audio assignments. However, you'll be given the go-head for the assessment if you could post all the three assignments (or those you haven't posted yet) in a day or two. Please don't think that it is impossible. Guess what! Our JayVee started learning the study sessions just about 20 hours ago and posted all the assignments within three hours. And , guys, her work was "EXCELLENT"

.

The table on the left shows all those who have posted their audio assignments for Study Sessions 3, 4 and 5

Please .let me know if your name is left out due to my negligence. You could start posting your answers now.

.

The closing date is August, 20th. 2012

Thank You and Good Luck!

..

THE RESULT

(Number of learners participated in this assessment: 12)

Congratulations! All the 12 of you have proved that you are

s

Excellent Result! Each one of you got all the answers correct!

Amazing achievement! I'm very proud of every one of you!

Wow! 100% Students Passed! Unbelievable talent!

Thank you, guys! You are simply the BEST!____________________________________________

Keys: = Excellent | = Good | = Poor

........................................................................................................................................

Name \ Question (A) (B) (C) (D) Total Mark Grade

1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 Checks %

JayVee 16/16 100

Sakshi . 16/16 100

Ehab Nassif 16/16 100

Charos .. .16/16 . . 100

Ha Nguyen .. 16/16 100

Galina . . . .6 16/16 100

Grace . . 16/16 100

Rajesh . . . 16/16 . 100 .

Asma . . .. .. 16/16 . 100

Anele . . .16/16 . 100 .

Scarlett . . . . .16/16 .100.. .

Hala . . .16/16 ..100 .

____________________________________________

Don't forget to congratulate each other!

You 12 deserve a pat on the back!

Good Job! Great Learners!

Yes, you are!

NOTE: 1) The names are arranged in the order I received the answers first!

.2) Ehab Nassif opted to post his answers on my wall!

.3) I'll comment on your answers individually when time permits me!

A Special "Thank You" Message!

Dear Galina,

.

Thank you from the bottom of my heart! I owe you a great debt of gratitude for your endless help towards the virtual class students and me..Without you it would have been impossible for us to come this far! . You are truly an outstanding teacher, sincere friend and positive role model! God Bless!!

P.S. Those who would like to learn how to use the different 'voice recorders' used here by our friends, could check my blog "Make your voice heard!"

Please click the 'Like' button if you think this is something worth doing!

Will you believe this? I bet you that you won't...!

Posted by Gabriel Sowrian on August 14, 2012

Hi, my fellow EC members!

I'm sure this is going to "STUN" each and every one of you! I simply couldn't believe my ears when I myself first heard it! You know what? I .stumbled upon this link here at EC and followed it to YouTube and...

this is what I found!

I couldn't help but post it first. You'll learn more about this girl once I've finished with the rest of my typing! The .only thing that I could tell you now is that...

"SHE IS OUR FELLOW EC MEMBER"

~:~ * ~:~

Guys, here's some news I just got from Prostomolotova Galina. The name of the cute girl is Gayane Ghazaryan. She has already posted this video at our EC "Video Gallery" on August, 12th. 2012

Now, you can leave your comments there at the video gallery itself because she deserves to get all your credits. Thank you!

~:~ * ~:~

This Is The Party I Promised You! Have Fun, Guys!

Posted by Gabriel Sowrian on August 12, 2012

Created With MySpace Glitter Text Generator at www.freeglittergraphics.com

It may take a little while for all the graphics to appear. Thus, please be patient! It's worth the waiting. If the graphics keep

flickering, refresh the page once or twice. Now, go on and revel in the music and dance!

.

DJ Robbie from the Philippines has set up his sound system to get your rocks off tonight! Are you ready for a very Special Night and Party Celebration? Well, Ayo... DJ, drop it hot!

.

This "Dance Floor" is all yours till the dawn breaks!

Now... who wanna jump to it first?

.

Guys, we have two takers! Wow... it's Galina and Rajesh.

Let's give them a big round of applause!

Look! We have rivals - Hala and Gabriel. Could they outstrip the former!

Hala & Gabriel: "We are going to mop the floor with them!" ;-)

Sorry to interrupt, DJ Robbie, but we've to wrap up with you. Thanks buddy!

Now, here's the moment you have been waiting for! Yah, our Virtual Class Band is going to play the music "Everyday I'm Shuffling" - the finale of our celebration! Thus, we want the rest without exception must dance as we are going to shoot it on video!

Could you tell who's who in the band and dance floor?.

[ Stop the DJ's music and Play the video! ]

OK, Guys! With this dance we bring our celebration to a close!

Until another time...

Goodnight! God Bless You!

....................................................

Attention!

Those who would like to overcome your pronunciation problems once and for all, you could join the rest of our EC memebers in Rajesh's Virtual Classroom and start participating in the ongoing study sessions about

Phonemes and Pronunciation

We not only learn English but at times do enjoy in parties like this to unwind!

" See you in our Virtual Classroom "

Gabriel Sowrian

for EC Virtual Class

....................................................

~* GS *~

August, 12th. 2012

I would like to thank MyEC on behalf of all the members of EC Virtual Class for featuring this blog today... August, 13th. 2012

I'm jigging with excitement!

Don't forget to click the 'Like' button if you enjoyed the party!

Improve Your Pronunciation - Study Session 5

Posted by Gabriel Sowrian on August 7, 2012

Voiceless and Voiced Consonants

Consonant Sounds /k/ and /g/

[ Click on the image to see it on a large scale! ]

-{ Click ' HERE ' for the transcript of my voice }-

Step 1: Watch the videos (I've given the transcript for an easy grasp of the speech.)

First, while you are watching a video, make the consonant sound and pronounce

the words as instructed by Alex.

Second, play the video again but this time look at the transcript while listening to Alex.

Again, don't forget to make the consonant sound and pronounce the words.
.

Voiceless Consonant /k/

(Video 1 - Watch in 'Full Screen')

.

This is a voiceless consonant.

You can hear it at the beginning of the word ‘came’ /keɪm/;

In the middle of the word ‘lucky’ /ˈlʌki/;

At the end of the word ‘sick’ /sɪk/;

And, at the beginning and end of the word ‘clock’ /klɒk/.

Now, you try. Listen and repeat after me.

came ../keɪm/

lucky /ˈlʌki/

sick /sɪk/

clock ./klɒk/

.

.
Similar Sounds: /k/ and /g/

Now, it may be difficult to hear the difference between this voiceless sound /k/ that you can hear

at .the beginning of the word ‘came’ /keɪm/ and its voiced partner /g/ .that you can hear at the beginning of the word ‘game’ /geɪm/.

Listen carefully to hear the difference. For each example, I shall say the word with the voiceless sound /k/ first.

.

came ../keɪm/ game ../geɪm/

back ./bæk/ bag ../bæg/

cage ../keɪdʒ/ gauge ./geɪdʒ/ *

calories ./ˈkæləriz/ ...galleries ../ˈgæləriz/

* There is a typo in the video: 'gauge' /keɪdʒ/ should begin with the voiced consonant /g/ -> /geɪdʒ/

.

Now, you can't hear the difference. You might be able to see the difference. In English, we say

the voiceless sound /k/ with a puff of air.

Now, let's practise. Listen to the examples and repeat after me. (refer to the above list)

..........................................................................................................

Voiced Consonant /g/

(Video 2 - Watch in 'Full Screen')

.

This is a voiced consonant.

You can hear it at the beginning of the word ‘glue’ /glu:/;

In the middle of the word ‘struggle’ /ˈstrʌgl/ ;

At the end of the word ‘bag’ /bæg/

And, at the beginning and end of the word ‘gig’ /gɪg/.

Now, you try. Listen and repeat.

glue .../glu:/

struggle /ˈstrʌgl/

bag /bæg/

gig /gɪg/

.

Similar Sounds: /g/ and /k/

Now, it may be difficult to hear the difference between this voiced sound /g/ that you hear at the beginning of the word ‘glue’ /glu:/ and its voiceless partner /k/ that you hear at the beginning of

the word ‘clue’ /klu:/.

Listen carefully to hear the difference. For each example, I shall say the word with the voiced sound /g/ first.

glue /glu:/ clue ./klu:/

ghost .../gəʊst/ ...coast ./kəʊst/

log /lɒg/ ..lock /lɒk/

pig /pɪg/ pick . ../pɪk/

Now, did you hear the difference? You might be able to see the difference.

Let’s try again. Listen and repeat after me. (refer to the above list)

..........................................................................................................

SUPPLEMENTARY VIDEO

(Video 3 - Watch in 'Full Screen')

.

In this video, Rachel sums up what you’ve learned so far! They are the three pairs of stop consonants, also known as plosives: /p/... /b/; /t/.../d/ and /k/.../g/. Her demonstration of all

these plosives is plain. Hope you’ll find the video informative.

.

..........................................................................................................

.

Step 2: Do this activity - VERY IMPORTANT!

.
(a) .Click on the image below for the animation of the speech organs. Watch what

happens inside our mouth when the voiceless consonant /k/ and voiced consonant /g/

are produced in isolation.

.

I'm waiting! Just click on me!!

.
Follow these steps if you are not sure where to start from: (refer to the numbers)

1. Click the tab 'stop' to make the three pairs of consonants appear first.

2. Click the phonetic symbol of the voiceless consonant /k/ and you'll see the rest.

3. Click the 'play' button to watch the animation of the voiceless consonant /k/

4. Click the 'radio button' and 'play' button again to watch the articulation in steps.

5. Click the right 'play' button for the front view of the mouth when /k/ is articulated.

6. Click the 'speaker icon' to listen to the voiceless consonant used in words.

7. Follow steps 1 - 6 to listen to the voiced consonant /g/

.

..........................................................................................................

Step 3: Your Audio Assignment:

Record the following as per the instructions given. You can use .any of the 5 voice

recorders that I've suggested in my blog 'Make your voice heard!'. Embed your recorded

audio in the comment box below.

.'

1. Say the phonemes the number of times they appear.

[Make sure that the back of your tongue is raised against the roof of the mouth' for both the

consonants - refer to the above Step 2]

Voiceless consonant: /k/ /k/ /k/ /k/ /k/ ............ (say slowly)

Elongate this word ...: coo.....l coo.....l coo.....l (exaggerate the voiceless consonant /k/)

Voiced consoant . : /g/ /g/ /g/ /g/ /g/ ............ (say slowly)

Elongate this word ...: go.... go.... go.... (exaggerate the voiced consonant /g/)

A mixture of both ... : go go coo.....l ; cool cool go.....; cool go go cool go.....

D2. (A) Read the list of words in pairs.

.cold..... /kəʊld/ ...gold /gəʊld/

.curl ./kɜ:l/ .girl /gɜ:l/

.card ./kɑ:d/ guard ./gɑ:d/

.cutter ./ˈkʌtə/ gutter ./ˈgʌtə/

.crease. ./kri:s/ grease /gri:s/

D2. (B) Read the sentence. (Focus on the consonants /k/ and /g/)

The kings crown is of gleaming gold. (Read twice)

D3. (A) Read the short paragraph. (Focus on the consonants /k/ and /g/) (Read twice)

The kind country curate kept his clever cat in a glass case. When he began to speak Greek

to the clever cat, the clever cat got out of the glass case and scratched the good country

curate ungratefully.

D4. (A) Read the tongue-twisters. (Optional) (Say each twice; focus on the consonants /k/ and /g/)

.Begin with the first one and take a pause before you move to the second one; take a pause again

before you start saying the third one: Have fun ;-)

.

How much caramel can a canny cannonball cram in a camel if a canny cannonball can cram

caramel in a camel?

The great Greek grape growers grow great Greek grapes.

How many cookies could a good cook cook If a good cook could cook cookies? A good cook

could cook as much cookies as a good cook who could cook cookies.

~ * ~

This is my voice recording of the above audio assignment. If you like, you could practise with me before doing your own recording. Thank you!

If you would like to try 'Audiopal', you could check my blog:

"Make your voice heard!"

* You can exceed the 1 minute time limit that Audiopal offers if you upload your pre-recorded

assignment from your computer, instead of recording online using a microphone!

Try it! You'll love it!

..............................................................................................................

Note: If you are not sure about the pronunciation of any word used in this session (Alex's videos, my

audio or assignment), you could use the online Oxford Advanced Learner's Dictionary to hear

or practise it.

Click on this image. You'll be relishing the blast in less than no time!

..........................................................................................................

.

* Participants are encouraged to comment on each other's work and recordings!

*Onlookers are welcomed to share their observations, specially teachers!

This will surely make the session more lively and fruitful.

Thank You!

.

This Study Session is moderated by G & G: Gabriel | Galina

.
." The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself. "
~ Edward Bulwer-Lytton ~

.

~* GS *~
August 7th, 2012

Attention!

Now, we need to assess you to find out how well you understand the six consonant sounds that you have learned so for! We have prepared a few questions. Please click on this hyperlink "Assessment No. #1" to see your 'question paper'. Closing date: August, 20th. 2012

Click HERE to go (back) to the contents page at EC Virtual Classroom.

.

Study Session 4 Study Session 6

Don't forget to click the 'Like' button if you find the posting useful!

Improve Your Pronunciation - Study Session 4

Posted by Gabriel Sowrian on July 30, 2012

Voiceless and Voiced Consonants

Consonant Sounds /t/ and /d/

[ Click on the image to see it on a large scale! ]

-{ Click ' HERE ' for the transcript of my voice }-

Step 1: Watch the videos (I've given the transcript for an easy grasp of the speech.)

First, while you are watching a video, make the consonant sound and pronounce

the words as instructed by Alex.

Second, play the video again but this time look at the transcript while listening to Alex.

Again, don't forget to make the consonant sound and pronounce the words.
.

Voiceless Consonant /t/

(Video 1 - Watch in 'Full Screen')

.

This is a voiceless consonant.

You can hear it at the beginning of the word ‘tin’ /tɪn/;

In the middle of the word ‘button’ /ˈbʌtn/;

At the end of the word ‘get’ /get/;

And, at the beginning and end of the word ‘tight’ /taɪt/.

In English, we make this sound with the tongue behind the teeth.

( *Put the tip of your tongue against the tooth ridge, the bulge of the gum, NOT ON the TEETH )

Now, let's try. Listen and repeat after me.

tin . . /tɪn/

button . /ˈbʌtn/

get . /get/

tight . /taɪt/

.

.
Similar Sounds: /t/ and /d/

Now, you may find it difficult to hear the difference between this voiceless sound /t/ that you can hear at the beginning of the word ‘tin’ /tɪn/ and its voiced partner /d/ that you can hear at the beginning of the word ‘din’ /dɪn/.

Listen carefully to hear the difference. For each example, I shall say the word with the voiceless sound /t/ first.

.

tin . . /tɪn/ .din /dɪn/

two . /tu:/ do /du:/

town /taʊn/ down . /daʊn/

eight /eɪt/ . aid . /eɪd/

bet /bet/ bed .. /bed/

.

Did you hear the difference? Perhaps you can also see the difference. Did you notice how the puff of air at the beginning of ‘tin’ /tɪn/ makes the paper move?

Now, let's practise these examples. Listen carefully and repeat. (refer to the above list)

..........................................................................................................

Voiced Consonant /.d/

(Video 2 - Watch in 'Full Screen')

.

This is a voiced consonant.

You can hear it at the beginning of the word ‘dame’ /deɪm/;

In the middle of the word ‘ladder’ /ˈlædə/ ;

At the end of the word ‘odd’ /ɒd/

And, at the beginning and end of the word ‘did’ /dɪd/.

In English, we make this sound with the tongue behind the teeth.

( *Put the tip of the tongue against the tooth ridge, the bulge of the gum, NOT ON the TEETH )

So, let's practise. Listen and repeat.

.

dame . /deɪm/

ladder /ˈlædə/

odd /ɒd/

did /dɪd/

.

Similar Sounds: /d/ and /t/

You may find it difficult to hear the difference between this voiced sound /d/ that you hear at the beginning of the word ‘dame’ /deɪm/ and its voiceless partner /t/ that you hear at the beginning of

the word ‘tame’ /teɪm/.

Listen carefully to hear the difference. For each example, I shall say the word with the voiced sound

/d/ first..

dame /deɪm/ tame ../teɪm/

doom . /du:m/ .tomb /tu:m/

medal /ˈmedl/ .metal /ˈmetl/

heard ./hɜ:d/ hurt . /hɜ:t/

Did you hear the difference? You might be able to see the difference. In English, we say the sound at the beginning of the word 'tame' /teɪm/ with a big puff of air.

Let’s practise. Listen and repeat after me. (refer to the above list)

..........................................................................................................

SUPPLEMENTARY VIDEO

(Video 3 - Watch in 'Full Screen')

.

In English, a LETTER can have multiple SOUND values! This often makes it difficult for a learner to get his pronunciation right! For example: office, wolf, onion, ocean, word, griffon, organ, obey and prove. The letter 'o' in all these words are pronounced differently; no two o's have the same sound! This is why we need phonetic symbols to tell us the different sounds that a letter could make. Now, just watch the video; don't worry too much about the details!

..........................................................................................................

.

Step 2: Do the activities

.
(a) . Click on the image below for the animation of the speech organs. Watch what happens

inside our mouth when the voiceless consonant /t/ and voiced consonant /d/ are produced

in isolation.

.Don't feel shy! You can click on me!! .

Follow these steps if you are not sure where to start from: (refer to the numbers)

1. Click the tab 'stop' to make the three pairs of consonants appear first.

2. Click the phonetic symbol of the voiceless consonant /t/ and you'll see the rest.

3. Click the 'play' button to watch the animation of the voiceless consonant /t/

4. Click the 'radio button' and 'play' button again to watch the articulation in steps.

5. Click the right 'play' button for the front view of the mouth when /t/ is articulated.

6. Click the 'speaker icon' to listen to the voiceless consonant used in words.

7. Follow steps 1 - 6 to listen to the voiced consonant /d/

(b) . Follow the link to our EC in-house Minimal Pairs - /t/ and /d/. Practise saying the words

in pairs. Make a clear difference between the two consonant sounds.
http://www.englishclub.com/pronunciation/minimal-pairs-t-d.htm

.

..........................................................................................................

Step 3: Your Audio Assignment:

Record the following as per the instructions given. You can use any of the 5 voice recorders

that I've suggested in my blog 'Make your voice heard!'. Embed your recorded audio in the

comment box below.

.'

1. Say the phonemes the number of times they appear.

[Make sure the tip of your tongue taps/touches the 'alveolar ridge' for both consonants - Step 2 (a)]

Voiceless consonant: /t/ /t/ /t/ /t/ /t/ ....................... (say slowly)

Voiced consoant .: /d/ /d/ /d/ /d/ /d/ ....................... (say slowly)

A mixture of both ...: /t/ /d/ /d/ /t/ /t/ /d/ /t/ /d/ /d/ /t/ /d/ . (speed up; say in reverse too)

D2. (A) Read the list of words in pairs.

ten...... ./ten/ .den..... .../den/

try.... ./traɪ/ ..dry.... ../draɪ/

trunk. ../trʌŋk/ ...drunk... . /drʌŋk/

(B) Read the sentence. (Focus on the consonants /t/ and /d/)

A dish of tasty roast turkey is the dream of a dirty tattered tramp.

D.

D3. Read the tongue twister. (Optional) Say it three times in rapid succession.

A tutor who tooted the flute,

tried to tutor two tooters to toot.

Said the two to the tutor:

'Is it harder to toot, or to tutor two tooters to toot?'

..............................................................................................................

.

Note: If you are not sure how to pronounce a word that you practised with the videos or given in the

above audio assignment, you could use the online 'Oxford Advanced Learner's Dictionary' and

listen to its pronunciation. Steps to follow:

.

1. Key in your word in the search box shown by the green arrow and press the 'search' button.

2. Your word, beautiful for example, will appear as shown below. Now, you have an option of

listening to either the British or American pronunciation - just click the speaker 'icon'.

.

..........................................................................................................

.

* Participants are encouraged to comment on each other's work and recordings!

*Onlookers are welcomed to share their observations, specially teachers!

This will surely make the session more lively and fruitful.

Thank You!

..

This Study Session is moderated by G & G: Gabriel | Galina

." A mind once stretched by a new idea never regains its original dimensions. "
~ Anonymous ~

.

~* GS *~
July 30th, 2012

Attention!

Galina and I have decided to hand "Special Gifts" if you do every single * audio assignment given by us without fail, starting from Study Session 3 until the last

one – Study Session 27. If you have left out any previous *work, please get it done. What is that ‘Special Gift’? You may ask! Let it be a ‘Surprise!’ Have fun!

P.S. Study Session 5 will be posted on August 6th, 2012

Click HERE to go (back) to the contents page at EC Virtual Classroom.

.

Study Session 3 Study Session 5

Don't forget to click the 'Like' button if you find the posting useful!

Make your voice heard!

Posted by Gabriel Sowrian on July 26, 2012

Hello, there!

I'm not sure whether you are aware of the ongoing English Pronunciation Class right here at our MyEC. Currently, Lesson 3 is in session. However, it's not late at all. You could still join the rest of our club members and learn about the Sounds of English. This is a study about the 44 sounds that form the pronunciation of all the words in the language. This is an essential part of English that one must learn if he is serious about improving his pronunciation. Why don't you drop in on us today and find out the activities that we have in store for you?

On a slightly different note, let's talk about recording your voice! I was told that there a few who want to attend the above said class but don't know how to do the recording. Don't worry! There are many online voice recorders available for free - we are spoilt for choice! The following are four popular voice recorders used by many around the world! These voice recorders will make your pronunciation lessons fun and interesting. Watch the videos and pick one you feel that is easy to use.

This blog was created keeping in mind not only the Pronunciation Class! But, also other interesting happenings at MyEC. I want this blog to be 'Your all in one Audio Recording Guide', especially to the new members. I've come across many 'newbies' who wanted to participate in audio based activities but don't know how to do it. This is where the blog will come in handy! You can always direct such members to this page! Please remember, we were in their shoes once! I personally went through that but learned the 'tricks of the trade' on my own! :-)

1. Audiopal

Link to Audiopal: http://www.audiopal.com

No registration required!

Recording time limit: 1 minute if you use microphone to record online and

a maximum of 7 minutes if you use the upload option.

.

Steps to follow at Audiopal:

Click - 'Record by Mic' button > Press - 'Record' button > Start speaking > Click - 'Stop' to end recording > Wait until your recording is processed and played automatically > Enter your 'email' address > Click - 'Get it' button > Click - the hyperlink 'Click Here' in the email sent to you > Remove the Tick of the option 'Play on Load' > Click - the tab 'Other' > Click - 'Copy to Clipboard' button to get the HTML Code. Have fun!

Cons: - I don't see any!

Pros.: - You'll find this voice recorder very user-friendly! You don't have to be a computer

savvy to understand the operation; even a child could do it, trust me!

- Text to Speech function! It's an awesome tool that converts the text you typed in into

speech. You have an option of choosing either a male or female native speaker to read

out your text. This will help you to practise the text with correct pronunciation, stress

and intonation before you start recording your voice.

- This is an ideal audio player to leave voice messages on your friend's page or voice

comments on blogs posted by others. Our Asma posted a voice comment on her

friend's wall immediately, to my pleasant surprise, after learning the trick. I admire

your enthusiasm, girl...!

.

NOTE: You can learn how to extend the 1 minute recording time limit to a maximum of 7 minutes if you follow the steps in my comment posted below on September 3, 2012.

.

Verdict: Audiopal is a sleek little dynamite! ;-)

.

~ * ~

.........................................................

2. Voki

.

Link to Voki: http://www.voki.com

Free Registration! Recording time limit: 1 minuteSteps to follow at Voki:

Sign up first > Customize your 'Avatar' > Click - 'Record with Microphone' button > Click - 'Record' button > Start speaking > Click - 'Stop' to end recording > Click 'Save' button > Click - 'Done' button > Click - 'Publish' button > Enter - your 'Title' & Click - 'Save' button > Click - 'No, thanks' button > Click - 'Save' button > Click - 'Copy' button to get your HTML Code. Enjoy!

Cons: - Recording time is limited to 1 minute! Neverthless, this too would be useful to send

short voice messages and comments like audiopal.

Pros.: - It also has, like audiopal, the TTS (Text To Speech) tool. Could there be a better

way where you can ask a native speaker of English to show how exactly your

text should be read? - This is my favourite part! Voki, unlike any other audio

recorders, allows your voice to be heard from the mouth of an animated avatar!

.~ * ~

.........................................................

3. audioBoom

.

Link to audioBoom: https://audioboom.com/

Registration required!

Recording time limit: 10 minutes

Steps to follow at audioBoom:

Sign up first > Click - Red Circle (button) found on the top right-hand corner of the page > Choose Option - either 'Upload' or 'Record' > for Option 'Record' ... Click - the big red round Record Button > Start speaking > Click - the red round 'Record Button' again to end recording > Click - Save Record > Enter - your a Title and Description > Click - 'Publish Audio' button > Click 'go to clip' to see / listen to your recording > Click on the 'Title of your audio file' that you want to share > Click - 'Embed' button > Click - 'Options' > Choose - 'If all else fails' > Copy the HTML Code. > Now you can use the HTML code to post the player with your audio file!

Cons: - Nothing!

Pros.: - A good choice of voice recorder for recording up to 10 minutes! Favoured by many

EC members!..

~ * ~

.........................................................

4. Vocaroo

.

Link to Vocaroo: http://vocaroo.com

No registration required!

Recording time limit: *Not fixed

(*Thanks for the info, Rajesh!)

Steps to follow at Audiopal:

Click - 'Click to Record' button > Start speaking > Click - 'Click to Stop' to end recording > Click the text 'Click here to save' > Click - 'Embed' button > Copy the HTML Code.

.

Cons: - Voice recording will be deleted from their site after a few months. Thus, leaving

only the player here at EC without your voice.

Pros.: - It's quite straightforward to use this recorder!

~ * ~

.........................................................

Embedding (posting) the above audio players anywhere here at MyEC is always the same:

1. Once you've Copied the HTML Code for embedding, come over here.

2. Click the 'Media' button on the toolbar of the below "Add a Comment" box.

3. Paste the HTML Code and click the 'OK' button. That's it! You've made your voice heard!

Thank you!

Now, record something using the voice recoder that you've selected and embed the audio player in the comment box below to get the ball rolling. Hope I'll see you in the Pronunciation Class!

.

Don't pass up an opportunity like this. We may not be around when you need us!

.

~* GS *~

July, 25th. 2012

Learn from my other blog how to use the Text-To-Speech tools.

Don't forget to click the 'Like' button if you find the posting useful!

Improve Your Pronunciation - Study Session 3

Posted by Gabriel Sowrian on July 20, 2012

Voiceless and Voiced Consonants

Consonant Sounds /p/ and /b/

[ Click on the image to see it on a large scale! ]

-{ Click 'HERE' for the transcript of my voice }-

Step 1: Watch the videos (I've given the transcript for an easy grasp of the speech.)

First, while you are watching a video, make the consonant sound and pronounce

the words as instructed by Alex.

Second, play the video again but this time look at the transcript while listening to Alex.

Again, don't forget to make the consonant sound and pronounce the words.

.

Voiced and Voiceless Consonants

(Video 1 - Watch in 'Full Screen')

..

In English, some consonants are voiced - like /v/ and some are voiceless - like /f/.

So, what is it to mean voiced or voiceless?

Listen to this: /v/ … /f/ : /v/ … /f/ : /v/ … /f/

Now, you can’t see the difference; you might be able to hear the difference but you can definitely feel the difference!

Watch this: /v/ … /f/ : /v/ … /f/ : /v/ … /f/

When I make a voiced sound like /v/, my throat vibrates. But, when I make a voiceless sound like /f/, it’s just air coming through my mouth. Now, you can also hear if you put your hands over your ears like this… (watch Alex)

/v/ … /f/ : /v/ … /f/ : /v/ … /f/

When I make the voiced sound /v/, it vibrates in my ears and my throat. Now, why is it so important? Because in English, sometimes the only difference between a pair of words is when one consonant is voiced and the other consonant is voiceless. For example, ‘van’ /væn/ and ‘fan’ /fæn/.

.

..........................................................................................................

Voiceless Consonant /p/

(Video 2 - Watch in 'Full Screen')

This is a voiceless sound.

You can hear it at the beginning of the words ‘pack’ /pæk/ and ‘pan’ /pæn/.

In the middle of the words ‘copy’ /ˈkɒpi/ and ‘happen’ /ˈhæpən/.

And at the end of the word ‘hop’ /hɒp/ and also at the beginning and end of the word ‘pop’ /pɒp/.

Now you try. Listen and repeat after me.

pack ./pæk/

pan /pæn/

copy /ˈkɒpi/

happen ./ˈhæpən/

hop ./hɒp/

pop ./pɒp/

Similar Sounds: /p/ and /b/

To speakers of some languages, it may be difficult to tell the difference between this voiceless sound /p/ and its voiced partner /b/, which you can hear at the beginning of the word ‘back’ /bæk/.

Listen carefully to hear the difference. For each examples, I’ll say the word with the voiceless sound /p/ first.

pack /pæk/ back /bæk/

punch /pʌnʧ/ ..bunch /bʌnʧ/

pump ./pʌmp/ bump /bʌmp/

pull /pʊl/ bull ./bʊl/

Could you hear the difference? Now, let’s look at the difference. Watch the piece of paper!

Now, you try. Let’s go through the words again. Listen and repeat after me. (refer to the above list)

..........................................................................................................

Voiced Consonant /.b/

(Video 3)

.

This is a voiced consonant.

You can hear it at the beginning of the words ‘back’ /bæk/ and ‘bag’/bæg/.

And, in middle of the words ‘hobby’ /ˈhɒbi/ and ‘habit’ /ˈhæbɪt/.

At the end of the word ‘job’ /ʤɒb/ and at the beginning and end of the word ‘bob’ /bɒb/

Now you try. Listen and repeat after me.

.

back ./bæk/

bag /bæg/

hobby /ˈhɒbi/

habit /ˈhæbɪt/

job /ʤɒb/

bob ./bɒb/

Similar Sounds: /b/ and /p/

To speakers of some languages, it may be difficult to tell the difference between this voiced sound /b/ and its voiceless partner /p/, the one you can hear at the beginning of the word ‘pack’ /pæk/.

Listen carefully to hear the difference. For each examples, I’ll say the word with the voiced sound /b/ first.

back /bæk/ .pack ./pæk/

bare ./beə/ .pair /peə/

cab /kæb/ .cap /kæp/

symbol /ˈsɪmbl/ simple /ˈsɪmpl/

Could you hear the difference? Now, let’s look at the difference. Watch this!

Now, let’s try the words again. Listen carefully and repeat. (refer to the above list)

..........................................................................................................

SUPPLEMENTARY VIDEO

(Video 4 - Watch in 'Full Screen')

.

This is an interesting video teaching the differences between voiced and voiceless consonants.

For example: voiced /v/ and voiceless /f/ ... voiced /b/ and voiceless /p/

..........................................................................................................

.

Step 2: Do the activities

.
(a) . Click on the image below for the animation of the speech organs. Watch what happens

inside our mouth when the voiceless consonant /p/ and voiced consonant /b/ are produced

in isolation.

.Give it a try! It only takes a click of your mouse!!

Follow these steps if you are not sure where to start from: (refer to the numbers)

1. Click the tab 'stop' to make the three pairs of consonants appear first.

2. Click the phonetic symbol of the voiceless consonant /p/ and you'll see the rest.

3. Click the 'play' button to watch the animation of the voiceless consonant /p/

4. Click the 'radio button' and 'play' button again to watch the articulation in steps.

5. Click the right 'play' button for the front view of the mouth when /p/ is articulated.

6. Click the 'speaker icon' to listen to the voiceless consonant used in words.

Please note that the words are of American pronunciation and not British!

7. Follow steps 1 - 6 to listen to the voiced consonant /b/

(b) . Follow the link to our EC in-house Minimal Pairs - /p/ and /b/. Practise saying the words

in pairs. Make a clear difference between the two consonant sounds.
http://www.englishclub.com/pronunciation/minimal-pairs-b-p.htm.

.

..........................................................................................................

Step 3: Your Audio Assignment:

Record the following as per the instructions given. You can use one of the voice recorders

I recommended in my blog 'Make your voice heard!'

.

1. Say each phoneme five times.

Voiceless consonant: /p/ /p/ /p/ /p/ /p/

Voiced consoant .: /b/ /b/ /b/ /b/ /b/

D2. (A) Read the list of words in pairs.

pet......../pet/ bet......../bet/

prick...../prɪk/ brick....../brɪk/

peach.../pi:ʧ/ beach.../bi:ʧ/

(B) Read the sentence. (Focus on the consonants /p/ and /b/)

Bob Barber, a bad bald butler, is a peculiarly peeping person.

/ˌbɒb ˈbɑːbə | ə ˈbæd bɔːld ˌbʌtlə | ɪz‿ə pɪˌkjuːliəli ˌpiːpɪŋ ˈpɜːsn/

D3. Read the short paragraph. (Focus on the consonants /p/ and /b/)

A pop band was playing a popular song in a busy public bar. A bulky bobby with a

beautiful poppy in his button hole popped in. He stumbled over a big paper basket, which

panicked the poor piano player.

D4. Read the tongue twister. (Optional) Say it three times in rapid succession.

Peter Piper picked a peck of pickled peppers;

             A peck of pickled peppers Peter Piper picked.
             If Peter Piper picked a peck of pickled peppers,
             Where's the peck of pickled peppers Peter Piper picked?

*The above tongue twister is focused on the voiceless consonant /p/.

Here's another one that I picked from the comment box below, contributed by Prostomolotova Galina.

In this tongue twister the emphasis is placed on the voiced consonant /b/. Thank you, Galina!

A big black bug bit a big black bear,

but the big black bear bit the big black bug back.

( You can copy and paste this tongue twisters below your audio player. Look at my sample!

.

..........................................................................................................

.
* Participants are encouraged to comment on each other's work and recordings!

*Onlookers are welcomed to share their observations, specially teachers!

This will surely make the session more lively and fruitful.

Thank You!

.

This Study Session is moderated by G & G: Gabriel | Galina

.

" A liberally educated person meets new ideas with curiosity and fascination.

An illiberally educated person meets new ideas with fear. "

~ James B. Stockdale ~

.

~* GS *~
July 21th, 2012

P.S. Study Session 4 will be posted on July 30th, 2012

Click HERE to go (back) to the contents page at EC Virtual Classroom.

.

Study Session 2 Study Session 4

Don't forget to click the 'Like' button if you find the posting useful!

Improve Your Pronunciation - Study Session 2

Posted by Gabriel Sowrian on July 18, 2012

OVERVIEW of SPEECH SOUNDS

-{ Click 'HERE' for the transcript of my voice }-

[ Follow the below 'flow chart' while listening to me.]

.

International Phonetic Alphabet (IPA)

Click on the above image to download the Interactive Phonemic Chart

(It may take 30 to 50 seconds for the first time to get the chart downloaded.)

You can listen to all the speech sounds individually with a click of your mouse!

There are 44 speech sounds (phonemes) in the IPA.

These phonemes are divided into two BIG GROUPS.

vowel sounds consonant sounds

Vowel Sounds themselves are divided into two SMALL GROUPS.

.

Monophthongs Diphthongs

( Pure Vowels ) ( Gliding Vowels )

A Monophthong (pure vowel) can be either short or long in length.

.

Short Vowels Long Vowels

---------- >:< ----------

.

Consonant Sounds could also be divided into two different groups.

Voiceless Consonants Voiced Consonants

.....................................................................................................

Note: Please don't be terrified out of your wits seeing the details I've laid out above. You know, if the truth were to be told, it is as easy as falling off a log. Just grab on my tail! Things will begin to fall in place as you go along with the study sessions. All I'm asking is give yourself a chance..!

.....................................................................................................

Activity: Now, download the interactive phonemic chart. Click and listen

to the phonemes in groups of vowels, consonants, pure vowels, owels, diphthongs, voiceless consonants and lastly voiced consonants.

Try to remember the phonemes belong to each group. You

could also get a piece of paper and write down the phonemes

in groups from memory. Make the sound as you write a symbol.

.....................................................................................................

Supplementary Aid:

In this video Dave Sconda gives some tips that could help you remember

the speech sounds better.

.

.....................................................................................................

Exercise: Answer the following questions. Type your answers in the comment

box below.

1. What is the technical term for speech sounds?

2. How many speech sounds are there in the IPA?

3. Name the two big groups of speech sounds.

4. Name the two small groups of vowel sounds.

5. Name the two kinds of pure vowels.

6. What is a diphthong?

7. Name the two kinds of consonant sounds.

.....................................................................................................

*Participants are encouraged to comment on each other's work!

*Onlookers are welcomed to share their observations, specially teachers!

This will surely make the session more lively and fruitful.

Thank You!.

.

This Study Session is moderated by G & G: Gabriel | Galina

" Teachers open the door, but you must enter by yourself. "
~ Chinese Proverb ~

~* GS *~

July 18th, 2012

.

P.S. Study Session 3 will be posted on July 21th, 2012

Click HERE to go (back) to the contents page at EC Virtual Classroom.

Study Session 1 Study Session 3

Don't forget to click the 'Like' button if you find the posting useful!

Improve Your Pronunciation - Study Session 1

Posted by Gabriel Sowrian on July 14, 2012

The Sounds of English

Hi, there!

If you are clueless what’s going on, here’s a brief account of the activity! I’ll be conducting a series of study sessions on pronunciation. This is Study Session No 1. Please refer to the group ‘EC Virtual Classroom’ for further details. Leave your name and a message there if you want to participate in my ‘virtual class’ Thank you!

Step 1: Watch the videos (I've given the transcript for an easy grasp of the speech.)

First watch the video and second look at the transcript while listening to Alex or vice versa!

n

Introduction

(Video 1 - Watch in 'Full Screen')

Hello! My name is Alex. And, if you want to learn about and improve your English pronunciation, you’ve come to the right place. There are videos, quizzes, activities and downloads to help you practise your English.

Now, good pronunciation is very important for good spoken communication. But what do we mean by “good pronunciation”? Well, you don’t have to speak English like a native speaker; it’s fine to have a different accent. But, what is important is that you are able to speak clearly and that you don’t prevent other people from understanding what you are trying to say. There are many different English accents in Britain and all around the world. These are all good models. Now, my accent is Standard Southern British English. And that is what I’ll be showing you on this site. Have fun!

.....................................................................................................

The Sounds of English

(Video 2 - Watch in 'Full Screen')

Hello! Now, one question I am often asked is “What’s the best way to improve my pronunciation?” Well! My first piece of advice is to try to learn each different sound of English. And, in order to learn each different sound of English, it’s very helpful to learn each different symbol that represents these sounds of English. “Why do we need different symbols?” I hear you ask. Well! In writing English we use the 26 letters of the Alphabet. But there are more than 26 sounds in English. In fact, there are over *40 sounds in English. And it is not very easy to show these using only the letters of the English Alphabet. So there’s a system which uses a group of symbols. Now, some of the symbols are same as the letters and some of them are different.

You can use the symbols to write out the pronunciation of words. And in many dictionaries for English learners you will see the pronunciation written out using these special symbols. To show that it is the sounds what's been written not the letters, the transcriptions are written between slashes / /. For example, the pronunciation of the word ‘pet’ is written like this /pet/. In this example, the sound symbols look exactly same as the letters. You can only tell that we are talking about pronunciation and not spelling because of the slashes. However, some words look very different when you see their pronunciation. Look at this one, /ˈnɒlɪdʒ/. Have you got any idea what that is? It’s the word ‘knowledge’ and as you can see it’s very different from the spelling.

So, this is why it’s very useful to learn the symbols. You can’t always match the letters of a word to the sounds of that word. So, if you want to improve your English pronunciation, you should learn the different sounds. And if you want to learn the different sounds, you should learn the symbols. And here’s some good news! If you know the symbols and the sounds, you will be able to use many dictionaries to find the pronunciation of any word in English and you won’t even need a teacher. So, to help you learn the sounds and symbols, why not watch my videos here. Good luck and happy speaking.

*The total number of speech sounds is 44

.....................................................................................................

SUPPLEMENTARY VIDEO

(Video 3 - Watch in 'Full Screen')

In this video Richard from Linguaspectrum explains why written letters don't always sound the same in spoken words. Also, a little about the relationship between letters and sounds .

Here's the link to Richard's another interesting video. It's worth watching!

Why is Phonetics Important?

.....................................................................................................

n

Step 2: Listen to the speech sounds

The table below shows the symbols that repesent the 44 speech sounds heard in British English speech. Follow the link to the webpage of BBC and listen to the speech sounds. Get to know them as much as you could. The subsequent lessons are primarily entailed these symbols and sounds.

http://www.bbc.co.uk/learningenglish/sounds/chart

Alternatively, you can use our in-house Interactive Phonemic Chart.

(I guarantee that you'll find it very interesting as it comes with a sample word for each sound.)

.....................................................................................................

Step 3: Learn to write the speech symbols

It’s very useful to know how to write the ‘phonetic symbols’ (speech symbols). You’ll understand why it’s important as you go along with the study.

Now, go to EC Phonemic Character Keyboard. Type all the 44 symbols and copy them. Come here and paste the symbols in the comment box. (Refer to the sample that I’ve posted below.)

............Follow these simple steps:

........1. Click inside the box shown by the red arrow.

........2. Click a symbol in slashes. They will appear in the box.

........3. Copy all the symbols that you have typed.

........4. Paste the symbols in the comment box.

Note: I was told by a few participants that it's tedious to use the above phonemic character

keyboard... click! click! click! Here's a GOOD NEWS! I managed to find an online tool

where you can insert the symbols just by pressing the keys on your computer keyboard.

This is the link to the online tool.

http://akula.50webs.com/ipa.htm

Please check my attachment if you are not sure how to use the tool.

How to use the online phonetic keyboard

.....................................................................................................

* Participants are encouraged to comment on each other's work and recordings!

*Onlookers are welcomed to share their observations, specially teachers!

This will surely make the session more lively and fruitful.

Thank You!

.

This Study Session is moderated by G & G: Gabriel | Galina

" The only person who is educated is the one who has

learned how to learn and change. "

~ Carl Rogers ~

~

~* GS *~

July 14th, 2012

P.S. Study Session 2 will be posted on July 18th, 2012

Click here to go (back) to the Contents Page at EC Virtual Classroom.

Contents Page Study Session 2

t

Don't forget to click the 'Like' button if you find the posting useful!

Make your text comments look colourful - the easy way!

Posted by Gabriel Sowrian on June 2, 2012

for TARA BENWELL'S the "VOICE BLOGGERS"

A Group that spurs you into action to improve your spoken English!

A Query and Request made at Anele's Blog.

The following is my RESPONSE to the above...

*.*.*. THERE'S ALWAYS AN ALTERNATIVE .*.*.*

This blog is aimed solely at our EC Members that have been seeking out for a straightforward approach in changing the text COLOURS. Thus, I'm dedicating the blog to the lot who has the willingness to learn.

GS

Ok, let's get moving. The image that you see below is a Free Online Text Editor. There are four rows of toolbars which look similar to 'Microsoft Word'. The Editor not only has all the tools that are displayed while you are creating a new Blog at MyEC but there are MORE - in other words you could perform more things!

GS

You don't have to worry about manipulating the HTML. It will be taken care of by the Editor! All you need to do is just click the related tools (icons) to change the attributes of your text. The Editor is the soft option and very much user-friendly!

GS

This is the link to the web page where you can utilize the Editor.

www.html-color-codes.info/html-editor

The following is something that I typed, formatted and embellished using the Editor!...

--: Things that you see from this point onwards were done entirely with the above Online Editor :--

itiitiitiitiitiitiitiitiitiitiitiititiiitiitiititiiitiitiititititititi

Dear Vanessa,

LIFE IS COLOURFUL LIKE THE RAINBOW

||||||R|||||||||||R||||||||||R||||||

C D J L

Life’s ups and downs don’t have to be so “up and down”. The truth is that every believer possesses a gift from God that will help them during the hard times and inspire them even further during the good times!

Anything unattempted remains impossible.

View life as a continuous learning experience.

One of the few things that can't be recycled is wasted time.

There’s no next time. It’s now or never!

With self-discipline most anything is possible.

When faced with a challenge, look for a way, not a way out.

Nothing.feels quite as exhilarating as meeting a challenge.

He who has no patience has nothing.

When a man is willing and eager, God joins in.

Nothing great was achieved without enthusiasm.

We must not aim above the mark to hit the mark.

People are always blaming their circumstances for what they are. I don't believe in circumstances. The people who get on in this world are the people who get up and look for the circumstances they want, and, if they can't find them, make them.

ZZZZZZZZZZZZZZZZZZZZZZZZZZZZ

Regards,

Gabriel Sowrian

Note to EC Members:

The above is simply a combination of quotes that I know by some famous people and not a message written by me!

itiitiitiitiitiitiitiitiitiitiitiititiiitiitiititiiitiitiititititititi

--: The text format done with the help of the Online Editor ends here :--

HOW TO PASTE YOUR FINISHED WORK HERE

gs

Only two simple steps! Just *COPY the HTML code that has generated there and

*PASTE it here.

gs

There! Press the 'HTML' button, the last one on the 4th row. *COPY the whole thing on the window that pops up.

(right click > select all > right click > copy)

gg

Here! Press the 'media' button on the 'Add Comment' box. *PASTE the HTML code on the window that opens.

(right click > paste > press 'OK')

That's it! Mission Accomplished!!

GS

:::::::::::::::::::::::

Now, I have a task for you. Hope you don't mind!

Firstly, click on the link given above to get to the Editor.

.. Secondly, create a colourful message forssomeone at EC.

.. Thirdly, paste your smessage below in the comment box.

.. Lastly, leave a note on that someone'sswall asking her

(or him) to drop by this blog to see your message and

respond to it here!s ss(Don't forget to give the link to this blog)

Note: If you have a query about the Editor, please don't hesitate to drop me a line!

787878787878787878787878787878

GS

"No one ever gets far unless he accomplishes the impossible

at least once a day."

-: Elbert Hubbard :-

------:---:---:---:---:---:---:---:---:---((<0):- -:(0>))---:---:---:---:---:---:---:---:---:------

"*" SUPPLEMENT "*"

(Just click on the hyperlink to learn the trick!)

TIP 1 : Creating ‘Dividers’ (patterns) with the Editor!

TIP 2 : Adding a colour of your choice to the whole background!

TIP 3 : Creating Impressive ‘Banners’ with the Editor!

------:---:---:---:---:---:---:---:---:---((<0):- -:(0>))---:---:---:---:---:---:---:---:---:------

On a slightly different note... ANYONE CAN DO A VOICE BLOG

No high degree of expertise is required to do a "Voice Blog"! You usually put your thoughts in words* whether it is blog posting, comments or messages to someone, don't you? What I'm asking is just, in addition, record your reading of those very same words* and share with others, like what I've done here! Isn't it a perfect way to practise your Spoken English and Pronunciation? That's called "Killing two birds with one stone."

My parting words...

ss

"There's NO NEXT TIME. It's NOW or NEVER!

The CHOICE is IN YOUR HANDS!

"GOOD LUCK"

ss

~* GS *~

June 2nd, 2012

Follow this link to join up with the VOICE BLOGGERS today. See you there!

http://my.englishclub.com/group/voice-bloggers

G’s Voice Blog No.2