How to improve your English pronunciation and fluency

How To Improve Eng­lish Pro­nun­ci­a­tion And Flu­en­cy-AUDIO Train­ing Les­son

If your native or  back­ground lan­guage is syl­la­ble timed, then to mas­ter Eng­lish pro­nun­ci­a­tion and flu­en­cy you will need to prac­tise the ele­ments of a stress timed lan­guage like Eng­lish quite a lot. In this audio train­ing les­son I have includ­ed audio train­ing on ‘link­ing‘ to help you with your prac­tise for Eng­lish flu­en­cy.

If you are used to say­ing each word sep­a­rate­ly because of your back­ground lan­guage, or you have had to say each word total­ly sep­a­rate­ly so oth­ers could under­stand you, it’s time to sound more nat­ur­al in Eng­lish by using link­ing to help with your Eng­lish pro­nun­ci­a­tion and flu­en­cy.

I have includ­ed a text below and also a list of the words that need to be linked from the text. When­ev­er there is an intru­sive let­ter (a let­ter that isn’t writ­ten there, but added when you say the word) between 2 vow­els, it’s there to help us say the vow­el com­bi­na­tion more eas­i­ly and increase flu­en­cy. For exam­ple ‘who is’ becomes ‘who wis’ we pro­nounce an ‘intru­sive’ /w/ there. Start active­ly lis­ten­ing for this when peo­ple are speak­ing to you.

The intru­sive let­ters are usu­al­ly /w/, ‘y’, or /r/. When you link words togeth­er it’s as if you are say­ing one long word that keeps on going with­out a stop in the mid­dle.

Eng­lish Pro­nun­ci­a­tion And Flu­en­cy- Audio Train­ing


Eng­lish Pro­nun­ci­a­tion And Flu­en­cy- Link­ing Prac­tise Text

Inter­view­er: So Neil, tell me about one of your ear­ly child­hood expe­ri­ences.
Neil: Oh, wow! That’s a dif­fi­cult one to start with. I remem­ber falling over in the play­ground. We used asphalt as the play­ground sur­face and there was a drain pipe that sort of stuck out from the cor­ner of the school build­ing, (which was like this blue wood­en build­ing) and the drain pipe was blue as well. I remem­ber run­ning real­ly fast and just not see­ing the drain pipe, trip­ping over it and then this riv­er of blood flow­ing from my right knee. It was real­ly painful and I put my han­kie over it and then I think the teacher came and put a plas­ter on it. So, yeah that’s an ear­ly school mem­o­ry.
Inter­view­er: OK. And how about how you came to Aus­tralia the first time?
Neil: That was gosh! About 13 years ago and it was very excit­ing. I was teach­ing at a Col­lege in South­gate in North Lon­don and one of my col­leagues came in and said “Oh Neil, look at this! This is an adver­tise­ment for a job in Aus­tralia.”
I said ”Oh!, that sounds quite excit­ing so I answered the ad and had an inter­view. The whole process start­ed with a phone call and it was quite late at night and I thought who is phon­ing me at 10 o’clock at night?! But of course it was the time dif­fer­ence, so for the guys in Aus­tralia it’s about 8 in the morn­ing. So the man said “Hel­lo, this is Bri­an Seden from Monash Uni­ver­si­ty in Mel­bourne Aus­tralia”, so I said “Oh hel­lo!”

Linked words from the text in the order they appear in the text to  prac­tise:

Meyabou­to­ne­of ( me about one of ) – intru­sive ‘y’ between ‘me about’;
yourear­ly (your ear­ly)
Child­hood­ex­pe­ri­ences (Child­hood expe­ri­ences)
That’sa (that’s a)
Fallingoverin (falling over in)
Asphal­tas (asphalt as)
Wasa (was a )
sortof (sort of )
stuck­out (stuck out)
cor­nerof (cor­ner of)
bluwas (blue as) – intru­sive /w/
Trip­pin­gover­it (trip­ping over it)
riverof (riv­er of)
andI (and I)
han­kieover­it (han­kie over it)
thenI ( then I )
puta (put a )
plas­teronit (plas­ter on it)
that’sanearly (that’s an ear­ly)
howabout (how about)
towaus­tralia (to Aus­tralia) – intru­sive /w/
yearsa­go (years ago)
andit (and it)
teachin­ga­ta (teach­ing at a )
col­legein (col­lege in)
south­gatein (south­gate in )
one­of  (one of )
camein (came in )
lookat (look at)
thi­sisanade­v­er­tise­ment (this is an adver­tise­ment )
forajobinAustralia(for a job in Aus­tralia)
qui­tex­cit­ing (quite excit­ing);
sowI (so I) – intru­sive /w/ to make it eas­i­er to say those 2 vow­els next to each oth­er; hadan­in­ter­view (had an inter­view)
witha (with a);
andit (and it);
lateat ( late at);
andI (and I );
whowis – (who is) – intru­sive /w/;
mey­at (me at) – intru­sive ‘y’;
10o’clockat (ten o’clock at);
but­of (but of );
cour­seit (course it);
guysin­Aus­tralia (guys in Aus­tralia);
it’sabouteightin (it’s about eight in );
thi­sis (this is);
Monashu­ni­ver­si­tyyin (Monash Uni­ver­si­ty in) – intru­sive ‘y’ between the ‘uni­ver­si­ty and in’;
Mel­bourneAus­tralia (Mel­bourne Aus­tralia);
sowI (so I) –intru­sive /w/.


When we learn a new lan­guage we tend to say each word sep­a­rate­ly so peo­ple under­stand us which is fine for the begin­ning, but after that to improve Eng­lish pro­nun­ci­a­tion and flu­en­cy, you need to prac­tise ‘putting it back togeth­er again’ to sound flow­ing and flu­ent more like a native speak­er. This is why there are so many prac­tise sen­tences and dialogs in our accent reduc­tion cours­es

Best wish­es, Esther

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