Speaking with the

Perfect Tongue

(A Module on British Accent Training)

Speaking with the Perfect Tongue (A Module on British Accent Training) 1

Contents Page No:

Effective Communication 4
Introductory Questionnaire 6
What to listen for on tape 7
Reviewing previous Vocal experience 8
Right guidelines to determine which syllable to stress 9
Shifting Stress patterns 14
Dynamics of English 16
Correcting Vowel sounds 20
Pronouncing consonants correctly 23
Say it out loud (Proper British Pronunciation) 35
Exercises fort relaxation and breathing 37
Is your voice an asset? 42
Voice Modulation Techniques 43
Increasing resonance 44
Varying the Pitch 45
Dropping the pitch 47
How to read lists effectively 48
How to recite numbers effectively 49
Using Pauses 50
U.K. Counties – Pronunciation (RP) 53
Common Mistakes and Solutions 57
Vocal Quality Test 63
Vocal Quality Checklist 64

Speaking with the Perfect Tongue (A Module on British Accent Training) 2

Reading aloud exercise 65
Test Your Skill 68
What do you know about listening 73
Tips for active listening 78

Speaking with the Perfect Tongue (A Module on British Accent Training) 3

Effective Communication

- Verbal? Vocal? Visual?

There are only three elements that are communicated each time we speak.

The Verbal is the message itself - the words that you say.

The Vocal element is your voice - the intonation, projection and resonance
of the voice that carries those words.

The Visual element is what people see - basically what they see of your
face and your body.

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 Research has found that the degree of inconsistency between
these three elements was the factor that determines
believability.

Write your estimate of which element carries the most

believability when you are speaking (interpersonal
communication) to persuade a listener.

VERBAL_________________________%

VOCAL__________________________%

VISUAL__________________________%

TOTAL = 100%

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INTRODUCTORY QUESTIONNAIRE

Use this questionnaire to interview another person in the group.

Questions Answers

1. What is the name that you prefer to

be known by?

2. Where do you live?

3. What is your former job?

4. What are your feelings about being in this

course?

5. What do you hope to learn from it?

6. What are the two things in life that you

are the most proud of?

7. What is one other thing that you would

like the group to know about you?

8. If you could change something about

yourself, what would it be?

What to listen for when you hear yourself on tape.

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 1. Is your voice high-pitched?
2. Is your voice too loud or too soft?
3. Do you talk too fast - or too slowly?
4. Do you sound nasal - as if you are talking through your nose?
5. If you had to describe your voice to someone else, would you
use any of the following words? - shrill, raspy, squeaky,
rough, whiny, monotonous
6. Do you say your words clearly, making them easy to understand?
7. Are your words complete? (For example, do you drop your "g's" and
say "goin" for "going". Do you cut off the end of words and say "lef"
for "left"?)
8. Do you salt your speech with fillers like "you know" and "okay" and
"uh…."?
9. Do you frequently clear your throat or make other noises that interrupt
your speech?
10.Do you sound confident or uneasy?
11.Do you sound interested or bored?
12.Does your voice trail off at the end of sentences?
13.Do you sound like someone with authority?
14.When you make a statement, does it sound like you are asking a
question?
15.Imagine you are someone else. Would you enjoy listening to the
person on the tape?

Reviewing your previous Vocal Experience

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 1. When you talk do people frequently ask you to repeat yourself?
2. Is it an effort for you to project your voice in a large room?
3. Do you frequently finish talking earlier than you had intended - or do
you frequently run out of time?
4. Do you tell people that you have an accent?
5. Do others frequently interrupt you or talk over you?
6. Does your voice ever quiver when you are nervous?
7. Do you get hoarse after you have talked for a while?
8. Do you have a hard time getting and keeping your listeners attention?
9. Do you worry about how you will sound before you begin a call or a
meeting or a presentation?
10.Do other people seem to enjoy talking with you and hearing you talk
to them - or do you have the feeling that they try to avoid those
experiences?

Speaking with the Perfect Tongue (A Module on British Accent Training) 8

 RIGHT GUIDELINES TO DETERMINE WHICH
SYLLABLES TO STRESS

While it’s true that English Grammar doesn't provide hard and
fast rules to determine which part of a word should be stressed,
there are a few guidelines that can help. Here are some pointers
worth remembering. Keep in mind that these are just guidelines;
some of them have exceptions.

• When a noun ends in "tion", stress the syllable before the

"tion" ending.
Examples:

Locátion Solǘtion petǐtion imitátion resolǘtion

Imaginátion globalisátion communication

Speaking with the Perfect Tongue (A Module on British Accent Training) 9

 • When a noun ends in "ity", stress the syllable before the
"ity".
Examples:

Abílity capabílity availabílity

responsibílity personálity insánity
Reálity

• When an adjective ends in "ical", stress the syllable

before the "ical" ending
Example;

polítical rádical práctical

analýtical económical psychológical

Speaking with the Perfect Tongue (A Module on British Accent Training) 10

 • When an adjective ends in "ic", stress the syllable before
the "ic" ending.

Examples:

Fantástic realístic futurístic

democrátic optimístic económic

• When an adjective ends in "ial", stress the syllable before

the "ial" ending.
Examples:
Ánnual mǘtual pǘnctual fináncial
indǘstrial controvérsial Unǘsual indivídual
intelléctual editórial

Speaking with the Perfect Tongue (A Module on British Accent Training) 11

 • When a verb ends in "ify", stress the syllable before the
"ify" ending.
Examples:

Rátify idéntify clárify

símplify módify spécify
quálify

• In a compound noun (an noun consisting of more than

one word), stress the syllable that would normally be
stressed in each word, but stress the first word harder than
the second.
Examples:
Stockbroker musicdirector healthcare
Policedepartment Shareholders pressrelease

• In capital letter abbreviations, stress the last letter.

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 Examples:
I.Ď. U.Š. F.B.Ĭ.
U.S.Ă. I.R.Š. C.I.Ă.
C.E.Ŏ. R.B.Ĭ.

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Shifting Stress Patterns

Here are some examples of shifting stress patterns. Notice how the
stress of a syllable can shift depending on the form of a word,

Pŏlitics polĭtical politĭcian

Děmocrat demŏcracy democrătic
Analŷtical ănalyse anălysis
Confĭde confidĕntial confidentiălity

COMMON WORDS THAT CAN GIVE YOU TROUBLE:

ălternate rĕtailing curtăiling

Prŏceeds (noun) enginěering proprĭetary
ĭnventory měchanism ěxecute
Exěcutive stăbilize strătegy
Stratěgic děcade ŏriented
Ŏrigin ĭndicate spěcify
Specĭfic priŏrity contrăctual
ăctivism ĭnfluence influěntial
Cŏrporate compărable ŏperating
ĭnstinct distĭnct sevěrely
Cătegory categŏrically excěl
Effěct ěfficacy rěgulatory
Trustěe ĭntrigue(noun) prŏspect

Speaking with the Perfect Tongue (A Module on British Accent Training) 14

 Prospěctus cŏnstitutes constĭtuency
Sŭbsidy subsĭdiary děsignate
Expertĭse lěgislative offĭcial
ăuthorize authŏrity ĭnterview
Intervĕne sŭbsidy subsĭdiary
Annŭity ĕxcess succěss
Dĭvidend sĭmulate cŏlleague
Něcessary necěssity dělicacy
Cŏmpetent ĭnventory

Speaking with the Perfect Tongue (A Module on British Accent Training) 15

 DYAMICS OF ENGLISH

English is considered a stressed language, while many others are

considered syllabic. What does this mean? It means that in English,
we give stress to certain words while other words are quickly
spoken (some people say eaten!). In other languages, such as
French, Italian, Hindi and other Indian languages, each syllable
receives equal importance (there is stress, but each syllable has its
own length).
Many speakers of syllabic languages don’t understand why we
quickly speak, or swallow a number of words in a sentence. In
syllabic languages, each syllable has equal importance, and
therefore equal time is needed. English, however, spends more
time on specific stressed words, while quickly gliding over the
other, less important words.

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So what does this mean for my speaking skills?

Well, first of all, you need to understand which words we

generally stress and which we do not stress. Basically, stress
words are considered CONTENT WORDS such as

EMPHASIS
“POWER” WORDS

• Nouns e.g. kitchen, Peter (PERSON, PLACE, THING)

• Principle (most) Verbs e.g. Visit, construct

• Adjectives e.g. beautiful, interesting –

• (WHICH, WHAT KIND OF, HOW MANY?)

• Adverb e.g. often, carefully (HOW, WHEN, WHERE)

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LESS EMPHASIS
“FUNCTION” WORDS

Non-stressed words are considered FUNCTION WORDS such

as

• Determiners e.g. the, a, some, a few

• Auxiliary verbs e.g. don’t, am, can, were
• Prepositions e.g. before, next to, opposite
• Conjunctions e.g. but, while, as
• Pronouns e.g. they, she, us

Speaking with the Perfect Tongue (A Module on British Accent Training) 18

 HOW DOES THIS AFFECT SPEECH?
EXAMPLE:
The beautiful Mountain appeared transfixed in the distance.
(14 syllables)

He can come on Sundays as long as he doesn’t have to do any

homework in the evening. (22 syllables)

Even though the second sentence is approximately 30% longer

than the first, the sentences take the same time to speak. This is
because there are five stressed words in each sentences, from this
example, you can see that you needn’t worry about pronouncing
every word clearly to be understood. You should however,
concentrate on pronouncing the stressed words clearly.
Tips:

Remember that non stressed words and syllables are often

“swallowed” in English
Always focus on pronouncing stressed words well, non stressed
words can be glided over.
Don’t focus on pronouncing each word. Focus on the stressed
words in each sentence.

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 CORRECTING VOWEL SOUNDS TO IMPROVE YOUR SPEECH

Many non-native speakers of English have trouble distinguishing among

certain groups of vowel sounds. For example, say the following sentence
out loud: “What colour was the caller’s collar?” DO “colour”. “Caller” all
sound the same? If you answered “yes” then you’re not alone. The fact
remains, however, that all three words should be pronounced differently.
If you’re confused about what the difference is, just imagine how
confused your listener is going to be! Fortunately, there are some
guidelines that can help. There are three key questions you should always
ask yourself when comparing and contrasting vowel sounds.

Is the vowel pronounced with tense muscles (like the word “I”) or with
relaxed ones (like the “i” in “Bill”)?
Is the vowel sound made with a wide open or partially closed mouth
position?
Is your tongue positioned towards the front, middle, or back of your
mouth?
Keep in mind that many times foreigners make the tense vowed sounds too
short and the lax vowel sounds too long. Also most non-native speakers
don’t open the mouth wide enough on the more open vowel sounds.

Differentiating Between Sounds Like:

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 “Collar” vs. “Colour”.

What’s the difference?

The “ah” sound in collar is a long vowel sound. It’s the same “ah-h-h”
sound you make when the doctor examines your throat. The mouth is
wide open and the tongue is down. The tongue is positioned onwards the
middle of the mouth.
The “U” sound in colour is a short vowel sound. The mouth is relaxed and
only partially open. The tongue is positioned towards the middle of the
mouth.

“AH” sound “U” sound

calm come
stock stuck
cot cut
cop cup
shot shut
doll dull
not nut
fond fund
rob rub
hot hut

Speaking with the Perfect Tongue (A Module on British Accent Training) 21

Check out the following vowel sounds:

Saying Long “EE” and shot “I” Correctly: “Reach” vs “Rich”

Saying “OO” and “UU” correctly. “Pool” vs. “Pull”
Differentiating Between “Odd” vs. “Add”.
Saying “Mat” and “Met” Correctly
Pronouncing “Her” and “Hair” Correctly
Pronouncing “Firm” and “Farm” Correctly

PRONOUNCING CONSONANTS CORRECTLY TO SAY

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WHAT YOU MEAN
Practicing the “s” and “z” sounds “Ice” Vs “eyes”
What’s the difference?

The “s” sound in ice is a hissing sound (like a tea kettle) with
no vibration. The “z” sound in eyes is a buzzing sound (like a
bee) made with the vibration of the vocal cords.
With your fingertips against the front of your throat, feel
the difference between the “s” and “z” sounds as you read
aloud each word from left to right:
“S” “Z”
race raise
loose lose
sink zinc
cease seize
face phase
place plays
loss laws
price prize
rice rise
precedent president

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PRACTICE WORDS AND SENTENCES. Here is a list of words where
letter “S” is pronounced as “Z”.

Because is does proposal

Those physician deposit phase
Enclose transition acquisition dissolve
Dessert Ms. News positive
Easy chosen has his
These was lose whose
Resolve choose reason confuse
Visa please observe wise
Resort busy museum compromise
Design resume result franchise
Designate poison cleanse represent
Reserve residential residual feasible
Exercise invisible advertise surprise
Tuesday Wednesday Thursday

“SH” Words

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 Precious militia machine anxious
Pressure issue conscious commercial
Social sure Chicago Pension
Chef

“ZH” Words

Pleasure measure usually division

Decision revision occasion leisure
Visual casual confusion
Asian message treasurers
Prestige

Here are some sentences contrasting the “sh” and “zh” sounds:

All the visual aids were sent to Chicago

The transfer has a good pension plan.

Buying precious metals is a tough decision.

Pronouncing “Y” and “J” Correctly

Speaking with the Perfect Tongue (A Module on British Accent Training) 25

 What’s the difference?
To make the “y” sound in yellow, spread the lips apart and raise the back
of the tongue. Then, using the voice, glide into the vowel as in “yeh” for
“yellow.” To feel the back of the tongue moving up and down on the “y”
sound, practice saying the expression “ahee yahee yahee.” Remember, the
“y” sound is a gliding sound. The “j” sound in “jell-O” is a much more
abrupt sound with no gliding effect; to make it, you have to begin by
touching your tongue tip to the bony ridge just behind your upper teeth.
Your tongue never does this when you say “y”.
“Y” “J”
(Tongue stays down) (Tongue touches top of mouth in back of
teeth)
yet jet
yolk joke
year jeer
mayor major
yell gel
you jew
use (noun) juice

Practice sentences:

Speaking with the Perfect Tongue (A Module on British Accent Training) 26

 The new jet wasn’t ready yet.

Soon you’ll have a new jewel.

The mayor won a major victory.

Pronouncing “R” and “L” Correctly:

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 “Rate” vs. “Late”
To make the “r” sound in rate, move the tongue back and let the
sides of the tongue touch the sides of the upper teeth. Don’t let
the tongue tip touch the roof of the mouth until you say the final
“t”. Make a vibrating sound similar to a growl.
To make the “I” sound in late raise the tip of the tongue so that it
touches just behind the upper front teeth. Keep the back of the
tongue down. Make a vibrating sound as the air escapes over the
sides of the tongue.
Read each word aloud from left to right:
“R” “L”
read lead
right light
red led
wrong long
crime climb
praise plays
fright flight
store stall
appear appeal
corroborate collaborate

Practice sentences:

Speaking with the Perfect Tongue (A Module on British Accent Training) 28

Make a right at the second light.

The crew didn’t have a clue what was wrong.

It doesn’t appear that they’ll be making an appeal.

Pronouncing “R” and “W” Correctly: “Run” vs. “Won”

Speaking with the Perfect Tongue (A Module on British Accent Training) 29

 Some non-native speakers substitute “w” for “r”. To prevent “r”
from sounding too much like “w”, make sure that you don’t push
the lips out when trying to form an “r” sound. The tongue should
be doing all the work.

Practice these contrasting sounds:

“R” “W”

ride wide
rent went
rare wear
rest west
rye why
raid weighed
right white
rate wait
ring wing
roar war

Practice Sentences

Speaking with the Perfect Tongue (A Module on British Accent Training) 30

Don’t wait for a low interest rate.

The rest of them went out west.

Only one person can run the company.

Pronouncing “V” and “W” Correctly

Speaking with the Perfect Tongue (A Module on British Accent Training) 31

 What’s the difference?
To make the “v” sound in “vest,” touch your upper front teeth to
your lower lip and make a buzzing sound. (If you don’t buzz, “v”
will sound like “f”. For example, “view,” without the vibration
sounds like “few.”)
To make the “w” sound in west, round your lips slightly and
make a voiced gliding sound. Don’t let your bottom lip touch the
teeth.
Concentrate on your lips and teeth as you read each word aloud
from left to right.
“V” (Teeth touch lip) “W” (Teeth and lips don’t touch)
vine wine
verse worse
veal we’ll
veer we’re
vault walt
visor wiser
vain wayne
vet wet
vow wow
vent went
Practice words and sentences

Speaking with the Perfect Tongue (A Module on British Accent Training) 32

Vague void valid vacant
Voucher verity veto virtual
Volume avoid advise convey
Invest divide convince November
We watch week want
Won’t world work win
Wednesday warning always women
Away someone sandwich awkward
Waste waiting

Make reservations a week in advance

The vice president wanted to vote.

I wasn’t aware of the investment’s value.

Pronouncing “B” and “V” Correctly:” Boat” vs. “Vote”

Speaking with the Perfect Tongue (A Module on British Accent Training) 33

 What’s the difference ?

“B” is made with the tips only while “V” is made with the lower lip and
upper teeth.

“B” “V”

berry very
bent vent
beer veer
best vest
base vase
bolt volt
bail veil
marble marvel
curb curve

Practice sentences

We think the vent may be bent.

I found the best place to invest.
We all marveled at the beautiful marble statue

SAY IT OUT LOUD! (Proper British Pronunciation)

Speaking with the Perfect Tongue (A Module on British Accent Training) 34

 In the first quote, pay particular attention to the pronunciation of “s” and
“z”

In the 1970s…Roger Schank outlined a theory of artificial intelligence

known today as case-based reasoning. Schank....explains what this is:
“Case-based reasoning organizes information on the bases of concepts,
not exact answers.”

It’s part of my challenge to make sure complacency doesn’t set in, to

maintain a sense of urgency as we pursue excellence.

In the following quotation, pay particular attention to the “w” sound:

The key question every successful manger has to ask is not “why did we
win?” but “Why did the other guys lose?” this may seem a bit like rain
on your victory parade, but it’s the only way to be sure you’ll get to
march in another one.

Here’s a good quotation to help you practice the “I” sound:

Speaking with the Perfect Tongue (A Module on British Accent Training) 35

 When an overseas visitor arrives late at night at the Lego hotel, a Lego
executive calls to make sure he is comfortable. The next day the visitor’s
national flay is snapping from a corporate flagpole… only the most
churlish customer could resist such strolling.

The biggest mistake a coach or an executive can make after beating the
competition is to assume that the best team or company won…as often
as not, losers beat themselves and hand the victory to their opponents.

Exercises for Relaxation and Breathing

Speaking with the Perfect Tongue (A Module on British Accent Training) 36

Learn to Tone and Relax Your Head and Neck

1. Relax your jaw so your mouth is slightly open.

2. Slowly drop (don’t push) your head to your chest-bring it back to the
centre-drop it to your right shoulder, then back to center-drop it to your
left shoulder, then back to center-drop it to the back, return to center.

3. Beginning at center, do two head rolls slowly to the right. Return to center
and do two head rolls slowly to the left.

4. Monitor your breathing throughout; make sure you are not holding your
breath. Keep your jaw loose.

Tone and Relax Your Shoulders

Speaking with the Perfect Tongue (A Module on British Accent Training) 37

With your hands at your sides, clench your fists.

Lift your shoulders to your ears (or try to!)

Drop your shoulders and release fists with a thrust, sighing as you exhale.

Tone and Relaxing Using Shoulder Rolls

• Do six slow shoulder rolls to the back, keeping your jaw loose.
Feel your chest expand; sigh as you exhale.

• Do six slow shoulder rolls to the front. Sigh as you exhale.

• For improved Breathing, Breathe from the Diaphragm

• Place your hands on your lower rib cage.

• Inhale deeply through your nose. Your diaphragm muscle

expanding and dropping as the air pushes against it causes the
expansion you feel in your lower rib cage. Your shoulders should
not move.

• Exhale, allowing the air to slowly escape through your slightly

open mouth. You will feel a depression around you lower rib cage

Speaking with the Perfect Tongue (A Module on British Accent Training) 38

 as the diaphragm rises like a trampoline to support and propel the
air.

• Repeat steps 1-3 several times until you find your rhythm where
breathing is effortless. There should be a sensation of being calm
yet full of energy.

• Do the exercises one more time, moving one hand form the side
of your lower rib cage, when you inhale, your breach should push
your hand away from the abdominal area. If this does not happen,
you are not breathing deeply for the diaphragm to do its job.

• Remember: while inhaling, the abdominal area should fill up first

and more fully than your chest.

Speaking with the Perfect Tongue (A Module on British Accent Training) 39

 Exercises for Facial Expression

To loosen your lips try saying WWW WWW WWW BBB BBB BBB
WBW WBW WBW

To loosen your jaw draw hands down face and let jaw relax easily. Open
and close mouth easily as you repeat FAH FAH FAH FAH. BLAH
BLAH

Then repeat
SAH KAH SHE RAH RAH
PAH KAH SHE FAH RAH
WAH KAH SHE FAH RAH
BAH KAH SHE FAH RAH
DAH KAH SHE FAH RAH

To loosen the tongue tongue tip to behind upper teeth and then to behind
lower teeth (keep jaw open and still) LLD DDD LLL DDD LDL LDL
LDL

Combination loosening (lips and tongue !) LLL LDL WWW LDL

WLWD

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Tone and relax your face (“The Prune”)

• Make the tiniest face you can. Pucker your lips, close your eyes
and tighten your muscles.

• Open into the widest face you can make.

• Return to the tight position, and then try to move your entire face to
the right-hand side.

• Then try to move your face to the left-hand side.

• Return to the wide position and repeat the exercise.

Speaking with the Perfect Tongue (A Module on British Accent Training) 41

IS YOUR VOICE AN ASSET?

CHECKLIST

DETERMINE AN ANSWER FOR EACH QUESTION LISTED

BELOW.

• Does your voice project to others or do you simply speak?

• Do you know if you have a high nasal or low resonant voice, or
somewhere in between?
• Are you aware when your voice goes into a monotone, and for
what reasons?
• Has anyone ever complimented you on your nice voice? (if so,
why?, if not, why not?)
• Does your telephone voice differ from your speaking voice?

• Are you aware of what impact your voice has over the phone?
• When you hear a person answer the phone for an organization,
what do you think about what kind of image is conveyed?
• Do you know what impact of the tone your voice has compared to
the content of your message?

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 Voice Modulation Techniques

Variety in the voice can be achieved by variation in volume, pitch, speed

and pause and in the use of emphasis, inflection.
These exercises are designed to increase awareness of your own speech
rhythm and sound pattern. Speak them aloud, varying your volume, pitch
and speed.

Volume

Loud, Louder, shout, quiet, Quietest, whisper, silence.

Crash, bang, clatter, smash, Hush, plush, slush.
Creep, peep, asleep, Hit, bit, grit.

Speed

Fast, faster, fastest, quick, lighting, flash, slow, slower, cease.

Run, jump, leap, stop, slink, drawl crawl, elongate, lengthen, hiss, buzz,
jab, insinuate, prod glide, float, dream.

Varying the Pitch

Centre, high, low, deep, deepest, highest.

Up and down, awake, asleep, sky-high, ocean-deep.
When I speak the pitch gets lower and lower and lower.

Speaking with the Perfect Tongue (A Module on British Accent Training) 43

Increase Your Resonance (“King Kong” and “Yawning”)

Drop your jaw and allow it to hang loosely.

Inhale deeply through your nose allowing your belly to fill up first and more
fully than your chest.

As you exhale, say “KING KONG, DING DONG, BING BONG,”

lowering the tone each time so that the final “BONG” gently eases down
into a lower and lower range, until you reach bottom. Do this gently and
avoid pushing on your throat muscles.

As you exhale, relax your jaw. Open your mouth wide and allow your throat
to open: Start on a high note, then allow your pitch to gradually lower until
you reach bottom- as when yawning. Do this gently. Avoid pushing on your
throat muscles.

Imagine you have a large Chinese gong and you are beating it, bong, bong,
bong. Say out aloud the words “Chinese gong, Chinese gong gong, gong,
bong, bong.”

On each “ong” sound, elongate the sound so that you can feel the vibrations

Speaking with the Perfect Tongue (A Module on British Accent Training) 44

in your throat.

Varying the pitch to emphasize certain words

One effective technique to increase the impact of your message is raising the
pitch of the voice on important words

For example, the inflection pattern for the statement “we have a unique
opportunity” might look something like this:

Unique
We

Have

a
Opportunity

Notice how the pitch goes way up on the key word “unique” and then ends
down on the final word “opportunity.” Make sure the pitch of your voice
shoots up high on the key word “unique.” If you’re not used to speaking
with a lot of inflection, you’ll really need to exaggerate the amount of
pitch change to get the desired effect.

Speaking with the Perfect Tongue (A Module on British Accent Training) 45

In the following examples, let your voice rise quickly on the underlined
words. Use a tape recorder to monitor your reflection pattern.

We want you to be completely satisfied.

They use an innovative approach.
This meeting is extremely important.
It’s a complex and sensitive issue.
The management will make that decision.
Better teamwork is the answer.
You have to focus on quality and productivity.
They want to encourage diversity.
We need to research and develop new technology.
She’s trying to control spending, not increase it.

Speaking with the Perfect Tongue (A Module on British Accent Training) 46

Dropping the pitch on key words for emphasis

On the other hand, you can make the key points of your message stand out
by dropping your voice down on important words. This helps to give more
weight to your message. For example, using the “drop down” technique,
the sentences, “she wants that promotion” might look something like this:
She

Wants

that

promotion
Make sure your voice really drops down on the key word
“wants,” Keep in mind that you have to start high enough, so
you have enough room left to make a dramatic drop in pitch. In
the following sentences, drop the pitch of your voice down on
each underlined word.
I can’t comment on that.
This never should have happened.
You have to earn our trust.
They know it was a mistake.
He always respected you.

Speaking with the Perfect Tongue (A Module on British Accent Training) 47

 Whether you raise or lower the pitch isn’t what matters: changing the
pitch is what counts. It’s the difference between being a dull or dynamic
speaker.

How to Read a List Effectively

It’s easy to lapse into a monotone when running down a list of items. Too
often, speakers sound as if they’re reading off a shopping list when they
list particulars. To avoid a flat delivery, vary the pitch of your voice on
each item, For example, the inflection pattern of the statement “We have
offices in New York, L.A., Chicago, and Dallas” might look something
like this:
We
Chicago,

Have New York,

and
Offices
In LA

Dallas.

Speaking with the Perfect Tongue (A Module on British Accent Training) 48

 Notice how the pitch changes on each city. It doesn’t matter which item
goes up or down, as long as you keep the pitch jumping. Say the above
sentence out loud and tape record it, making sure you do something a little
different with your voice as you say each item. Remember, modulation the
voice on key items helps listeners better retain important information.

In the following examples, vary the pitch of your voice on each

underlined word, using a tape recorder to monitor your inflection pattern.

We’re accepting applications for sales, marketing, accounting, and

banking position.

She speaks French, Spanish, German, and English.

How to recite numbers effectively

Numbers can sound extremely dry and dull if they’re not handled
properly, situations where financial figures are quoted, such as annual
shareholder meetings, don’t have to be a crashing bore if you use a lot of
inflection. Changing pitch on key figures also makes it easier for listeners
to compare and contrast information. Observe the inflection pattern for the
statement “Profits increased by 5% in 1997, 10% in 1998, and 15% in
1999.”

Speaking with the Perfect Tongue (A Module on British Accent Training) 49

Change the pitch of your voice on each number and/or item in the following
sentences:
The new ad campaign will cost between $50 and $75 million.
Of the 1000 people surveyed, 55% said they drive, 42% said they use public
transportation and 3% said they walk to work.
We fly to over 20 countries in 4 continents, 365 days a year.

Using pauses to make your speech easier to understand

Use pauses after phrases that begin with prepositions and adverbs. For
example:

By the time you get to New York, (pause) the meeting will be underway.
Despite all our efforts, (pause) we were unable to get the account.
Even if we had the resources, (pause) it wouldn’t make sense to go ahead

Use pauses when running down a list of items. To help you listener
better absorb information, it’s a good idea to add a short pause after each
item in a series. For example:

We need to relocate our offices, (pause) open two new branches, (pause)
interview qualified job applicants, (pause) and hire 20 additional employees.

Speaking with the Perfect Tongue (A Module on British Accent Training) 50

I want to review the research and development process, (pause) the new
marketing strategy, (pause) as well as the distribution system

Use pauses before connecting words such as “but,” “or,” “and,” “because,”
“however,” and so on. For example:

Diane is basically a good employee; (pause) however; she does have a

lateness problem.

I told them to put their money in bonds, (pause) because they wanted a
low-risk investment.

“One small step for man (pause) one giant leap for mankind.” NEIL
ARMSTRONG

“The only thing we have to fear (pause) is fear itself.” FRANKLIN

DELANO ROOSEVELT

If I hear another word // the deal is off.

When we say reliable / / we mean reliable.

The issue is not about / / it’s about job security.
Our policy is / / the customer is always right.

Speaking with the Perfect Tongue (A Module on British Accent Training) 51

 How Slowing Down key words gives them Importance

Slowing down on important words gives them more weight and

significance. In the following sentences, notice how the first three words
get stretched out to create additional emphasis.

“N-O O-T-H-E-R C-O-M-P-A-N-Y has this technology.”

Say this sentence out loud and record it. Make sure you are slowing down
on “No other company.”

Take extra time to emphasize the elongated words in the following

sentences.

There’s only o-n-e m-o-r-e t-h-i-n-g we can do.

E-V-E-R-Y-B-O-D-Y needs to get involved.

We noticed a s-i-g-n-i-f-i-c-a-n-t-d-i-f-f-e-r-e-n-c-e in their management

style.

Only a-u-t-h-o-r-i-z-e-d p-e-r-s-o-n-n-e-l can enter.

We provide the h-i-g-h-e-s-t l-e-v-e-l of service.

She has an u-n-u-s-u-a-l a-b-i-l-i-t-y to bring people together.

Speaking with the Perfect Tongue (A Module on British Accent Training) 52

UK Countries - Pronunciation (RP)

State COUNTRY NAME Sounds like

Scotland ABERDEENSHIRE Abba-deen-sha

Scotland ANGUS Ang-giss
Scotland ARGYLL Ar-guile
England AVON A-von
Scotland AYRSHIRE Air-sha
Scotland BANFFSHIRE Bamff-sha
England BEDFORDSHIRE Bed-fd-sha
England BERKSHIRE Bark-sha
England BUCKINGHAMSHIRE Bucking-h’m-sha
Scotland CAITHNESS Caith-ness
England CAMBRIDGESHIRE Came-bridge-sha
England CHESHIRE Chesh-a
Scotland CLACKMANNANSHIRE Clack-mannin-sha
England CLEVELAND Cleve-I’ve
Wales CLWYD Cloo-w’d
Northern Ireland COUNTY ANTRIM County An-trim
Northern Ireland COUNTY ARMAGH County Ah-ma
Northern Ireland COUNTY DOWN County Down
England COUNTY DURHAM County Dur’m
Northern Ireland COUNTY FERMANAGH County Fer-man-a
Northern Ireland COUNTY LONDONDERRY County Lun-d’n-derri
Northern Ireland COUNTY TYRONE Cornty Tie-roan
England CORNWALL Corn- w’l
England CUMBRIA Come-bree-a
England DERBYSHIRE Dar-b’sha
England DEVON Dev’n

Speaking with the Perfect Tongue (A Module on British Accent Training) 53

England DORSET Door-s’t
Scotland DUMFRIESSHIRE Dum-freesh-sha
Scotland DUNBARTONSHIRE Dun-Bart’n-sha
Wales DYFED Duff-ed
Scotland EAST LOTHIAN East Low-thee’n
England EAST SUSSEX East Suss’x
England ESSEX Ess’x
Scotland FIFE Fyfe (like five)
England GLOUCESTERSHIRE Glosta-sha
Wales GWENT Gwent (went with a g in front)
Wales GWYEDD G-weth
England HAMPSHIRE Ham -sha
England HEREFORDHIRE Herra-fd-sha
England HERTFORDSHIRE Heart-fd-sha
Scotland ISLE OF ARRAN I’ll of Arr’n
Scotland ISLE OF BARRA I’ll of Ba-ra
Scotland ISLE OF BENBECULA I’ll of Ben-ba-coola
Scotland ISLE OF BUTE I’ll of Bute
Scotland ISLE OF CANNA I’ll of Canna
Scotland ISLE OF COLL I’ll of Coll
Scotland ISLE OF COLONSAY I’ll of Col’n-say
Scotland ISLE OF CUMBRAE I’ll of Cum-bray
Scotland ISLE OF EIGG I’ll of Eeg
Scotland ISLE OF GIGHA I’ll of Gee-ga
Scotland ISLE OF HARRIS I’ll of Harr-iss
Scotland ISLE OF IONA I’ll of I-own-a
Scotland ISLE OF JURA I’ll of Jew-ra
Scotland ISLE OF LEWIS I’ll of Loo-iss
Scotland ISLE OF MULL I’ll of Mull
Scotland ISLE OF NORTH UIST I’ll of North Wist
Scotland ISLE OF ORKNEY I’ll of Awk-nee

Speaking with the Perfect Tongue (A Module on British Accent Training) 54

Scotland ISLE OF RHUM I’ll of Room
Scotland ISLE OF SCALPAY I’ll of Scal-pay
Scotland ISLE OF SHETLAND I’ll of Shet-l’nd
Scotland ISLE OF SKY I’ll of Sky
Scotland ISLE OF SOUTH UIST I’ll of South Wist
Scotland ISLE OF TIREE I’ll of Ti-ree
England ISLE OF WIGHT I’ll of White
England ISLES OF SCILLY I’lls of Silly
England KENT Kent
Scotland KINCARDINESHIRE Kin-car-dinna-sha
Scotland KINROSS-SHIRE Kin-ross-shy-a
Scotland KIRKUDBRIGHTSHIRE Ker-koo-bree-sha
Scotland LANARKSHIRE Lann’k-sha
England LANCANSHIRE Lang-ka-sha
England LEICESTERSHIRE Lester-sha
England LINCOLNSHIRE Ling-k’n-sha
England LONDON Lun-d’n
England MERSEY SIDE Mer-zee-side
Wales MID GLAMORGAN Mid Gla-morg’n
England MIDLOTHIAN Mid-loath-ee’n
Scotland MIDDLESEX Middle-sex
England MORAYSHIRE Murry-sha
Scotland NAIRNSHIRE Nern-sha (like there)
England NORFOLK Nor-f’k
England NORTH HUMBERSIDE North Humber-side
England NORTH YORKSHIRE North Your-k’sha
England NORTHAMPTONSHIRE North-hamp-t’n-sha
England NORTHUMBERLAND Nor-thumba-l’nd
England OXFORDSHIRE Ox-f’d-sha
Scotland PEEBLESHIRE Peebl’sha
Scotland PERTHSHIRE Perth-sha

Speaking with the Perfect Tongue (A Module on British Accent Training) 55

Wales POWYS Pow-iss
Scotland RENFREWSHIRE Ren-froo-sha
Scotland ROSS-SHIRE Ross-Shy-a
Scotland ROXBURGHSHIRE Rox-burra-sha
Scotland SELKIRKSHIRE Sell-kerk-sha
England SHROPSHIRE Shorp-sha
England SOMERSET Summer-set
Wales SOUTH GLAMORGAN South Gla-morg’n
England SOUTH HUMBERSIDE South Humber-side
England SOUTH YORKSHIRE South Your-k’sha
England STAFFORDSHIRE Staff’d-sha
Scotland STIRLINGSHIRE Ster-ling-sha
England SUFFOLK Suff’k
England SURREY Surry (sorry with a u)
Scotland SUTHERLAND Suther-l’nd
England TYNE & WEAR Tine (like line) & Wee’a
England WARWICKSHIRE Worrick-sha
Wales WEST GLAMORGAN West Gla-morg’n
Scotland WEST LOTHIAN West Loath-ee’n
England WEST MIDLANDS West Mid-l’nds
England WEST SUSSEX West Suss’x
England WEST YORKSHIRE West-Your-k’sha
Scotland WIGTOWNSHIRE Wig-t’n-sha
England WILTSHIRE Wil-cha
England WORCESTERSHIRE Woosta-sha

Speaking with the Perfect Tongue (A Module on British Accent Training) 56

 COMMON MISTAKES & SOLUTIONS

INCORRECT CORRECT

1. He took troubles to do his work. He took lot of trouble over his work

2. I spent the holidays with my family members I spent the holidays with my family

3. He is a tall gentleman He is a tall man.

4. I saw the two females. I saw two women.

5. He was wearing a new dress. He was wearing a new suit

(some new clothes)
6. The front/back side of the house. The front/back of the house.

7. Both did not go. Neither went.

8. We all did not go. None of us went.

9. ‘Is he coming?’ ‘Yes, I think.’ ‘Is he coming?’ Yes I think/

believe so.’

10. I and he are brothers. He and I are brothers

11. These all mangoes are ripe All those mangoes are ripe.

12. I have no any friends I have no friends.

Speaking with the Perfect Tongue (A Module on British Accent Training) 57

 13. Check six page. Check at page six

14. He is more better than I. He is better than I.

15. A dedicated line is use fuller. A dedicated line is more useful.

16. Of the two plans this is the best. Of the two plans this is the better.

17. He had leave of four days. He had four days’ leave.

He had leave for four days.

18. I mean London in USA. I mean the London in the USA

19. I live in the Bengal I live in Bengal

20. Man is a member of the Society Man is a member of Society.

21. The mankind should love the nature Mankind should love nature

22. He got an employment there. He got employment there

23. I have an urgent business. I have urgent business or some

urgent business

24. Ganges is a river. The Ganges is a river

25. Each and every person wore a hat. Each person wore a hat.
Everybody wore a hat.

26. He does not care for him work. He takes no care over his work.

Speaking with the Perfect Tongue (A Module on British Accent Training) 58

 27. This was going on
since a long time.
This had been
going on for a long time.

28. If I did this I shall be wrong. If I do this I shall be wrong.

If I shall do this I shall be wrong.

29. I take my food. I have my food.

30. I take your leave. I must say goodbye/time to go.

31. I came to know as to how he did this. I learnt how he did this.

32. In the noon I took rest. I had a rest in the middle of the day.

33. I came to know why he was sad. I found out why he was sad.

34. He went to college to know computer He went to college to study computer

Science. Science.

35. He knows to make it work. He knows how to make it work.

36. Later on he knew his mistake. Later on he realized his mistake.

37. I want that I should get leave. I want to get leave/ I want to
take time off

38. I like to play cricket. I want to play cricket.

I should like to play cricket.

Speaking with the Perfect Tongue (A Module on British Accent Training) 59

 39. He is troubling his co-workers. He is oppressing his subjects.

40. He is troubling me. He is giving me trouble.

He is giving me trouble

41. Please see my book. Please look at my book.

42. He would not hear me. He would not listen to me.

43. I cannot pull on with my work. I cannot manage my work

44. Keep this on the table. Put this on the table.

45. I stood second in my group. I was second in my group.

46. Open the light. Turn on/ Switch on the light.

47. Shut the light. Turn off/ Switch off the light.

48. When he comes you must wish him. When he comes you must greet
(or welcome ) him

49. He is very much sorry. He is sorry.

50. To tell in brief. In short…

51. This book is too interesting This book is very interesting.

52. Really speaking it is not easy. As a matter of fact }

Speaking with the Perfect Tongue (A Module on British Accent Training) 60

 To speak the truth } it is not
easy
In truth }
In fact }

53. I am ill since three months. I have been ill for three months.
I have been ill since July

54. This is different to that. This is different from that.

55. He wrote me. He wrote to me.

56. He suggested me this. He suggested this to me.

57. He told to me to go. He told me to go.

58. There are many advantage from this. The advantages of this are many.

59. There is no harm to do this. There is no harm in doing this.

60. They are called with different names. They are called by different names.

61. We discussed on the matter. We discussed the matter.

62. He is angry to me. He is angry with me.

63. He is pleased on me. He is pleased with me.

64. No mention. Please do not mention it.

65. In my opinion I think it is wrong. In my opinion it is wrong

Speaking with the Perfect Tongue (A Module on British Accent Training) 61

 I think it is wrong.

66. Excuse for the troubles. Forgive my troubling you.

67. No. please. No, sir. } (depending on

No, thank you. } the
context)

Speaking with the Perfect Tongue (A Module on British Accent Training) 62

VOCAL QUALITY TEST PARAGRAPH

Providing great service over the telephone is a tough job. I know

the telephone has an impact on how I communicate my message.
But even without nonverbal communication, I can still use the
telephone as a powerful tool for communicating with my customer.
To do this, I carefully craft my message – paying close attention to
the words and explanations I will use. I work hard to let my
personality show through my voice quality, and to keep my tone
upbeat and my pronunciation clear. Sometime I wonder how my
voice actually sounds to my customers. Do I sound bored?
Aggressive? Sincere? Friendly? To find out, I listen to myself and I
ask friends and co-workers to critique my telephone voice. When
my voice sounds tired, they let me know. That helps me put the
spark back. And when I’m doing great well, it is nice to have
someone to tell me so.

Speaking with the Perfect Tongue (A Module on British Accent Training) 63

 Check the appropriate boxes in order to identify your strengths and areas for
improvement.

Rate
Slow (over 80 seconds)
VOCAL QUALITIES CHECKILIST
Good (1 minute)

Fast (under 50 seconds)

Volume
Too soft

Just right

Too loud

Clarity
Over enunciated, sounded mechanical

Enunciated well, each word was clear

Mumbled, slurred words or dropped endings

Pitch
Too high, sounded whiney

Too low, sounded gravelly

Monotonous, no variation

Good, sounded natural and varied

Tone
Friendly

Sincere

READING
Overly ALOUD
enthusiastic EXERCISE

Pushy

Timid
Speaking with the Perfect Tongue (A Module on British Accent Training)
Confident 64
He came into the room, looked at the disorder and was perplexed.
How it came to be like this he could not imagine. The silence was
unbroken. He waited anxiously for some sign for form sign of life.

READING ALOUD EXERCISE

He came into the room, looked at the disorder and was perplexed.
How it came to be like this he could not imagine. The silence was
unbroken. He waited anxiously for some sign of life. Nothing at
all. His eye moved furtively from wall to door, from floor to…
corner… there in the corner, slumped between overturned chairs
was a man, face drained to a pallor, and still as a lifeless creature.
There was not a phone in the house, no means of contact with the
outside world. There was nothing to be done but leave immediately
and run, run as fast as he could away from the disorder, away from
the chaos, away from responsibility. Tell no one, tell no one, get
away, far away, run, run, fast, faster: feet moving, feet, feet, feet…
out of step, not my step; step, other step, louder, nearer, quicker,
thus, thud. Stop.

Speaking with the Perfect Tongue (A Module on British Accent Training) 65

 IF

If you can keep your head when all about you

are losing theirs and blaming it on you.
If you can trust yourself when all men doubt you,
but make allowance for their doubting too:
If you can wait and not be tired by waiting,
or being lied about, don’t deal in lies.
Or being hated, don’t give way to hating.
And yet don’t look too good, nor talk too wise.

If you can dream-and not make dreams your master:

If you can thin- and not make thoughts your aim:
If you can meet with Triumph and Disaster
And tread those two impostors just the same:
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools.
Or watch the things you gave your life to, broken.
And stoop and build ’em up with worn- out tools:

If you can make one heap of all your winnings

And risk it on one turn of pitch-and –toss.
And lose, and start again at your beginnings
And never breathe a word about your loss:
If you can force your heart and never and sinew

Speaking with the Perfect Tongue (A Module on British Accent Training) 66

To serve your turn long after they are gone.
And so hold on when there is nothing in you
Except the Will which says to them: “Hold on!”

If you can talk with crowds and keep your virtue.

Or walk with Kings – nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much:
If you can fill the unforgiving minute
With sixty second’ worth of distance run.
Yours is the Earth and everything that’s in it,
And – which is more – you’ll be a Man, my son!

By Rudyard Kipling

Speaking with the Perfect Tongue (A Module on British Accent Training) 67

TEST YOUR SKILL

Once you’ve learned to correctly pronounce every word in the following

poem, you will be speaking English better than 90% of the native English
speakers in the world. If you find if tough going, do not despair, you are not
alone.
Dearest creature in creation,
Study English pronunciation.
I will teach you in my verse
Sounds like corpse, horse, and worse.
I will keep you, Suzy, busy,
Make your head with heat grow dizzy.
Tear in eye, your dress will tear.
So shall I! Oh hear my prayer.

Just compare heart, beard, and heard,

Dies and diet, lord and word,
Sword and sward, retain and Britain.
(Mind that latter, how it’s written.)
Now I surely will not plague you
With such words as plaque and ague.
But be careful how you speak:
Say break and steak, but bleak and streak;

Speaking with the Perfect Tongue (A Module on British Accent Training) 68

 Cloven, oven, how and low,
Script, receipt, show, poem, and toe.

Hear me say, devoid of trickery,

Daughter, laughter, and Terpsichore,
Typhoid, measles, topsails, aisles,
Exiles, smiles, and reviles;
Scholar, vicar, and cigar,
Solar, mica, war and far;
One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel;
Gertrude, German, wind and mind,
Scene, Melpomene, mankind.

Billet does not rhyme with ballet,

Bouquet, wallet, mallet, chalet.
Blood and flood are not like food,
Nor is mould like should and would.
Viscous, viscount, load and broad,
Toward, to forward, to reward.
And your pronunciation’s OK
When you correctly say croquet,
Rounded, wounded, grieve, and sieve,
Fried and fiend, alive and live.

Ivy, privy, famous; clamour

Speaking with the Perfect Tongue (A Module on British Accent Training) 69

 And enamour rhyme with hammer.
River, rival, tomb, bomb, comb,

Doll and roll and some and home.

Stranger does not rhyme with anger,
Neither does devour with clangour,
Souls but foul, haunt but aunt,
Font, front, wont, want, grand, and grant,
Shoes, goes, does. Now first say finger,
And then singer, ginger, linger,
Real, zeal, mauve, gauze, gouge and gauge.
Marriage, foliage, mirage, and age.

Query does not rhyme with very,

Nor does fury sound like bury.
Dost, lost, post and doth, cloth, loth.
Job, nob, bosom, transom, oath.
Thought the differences seem little,
We say actual but victual.
Refer does not rhyme with deafer.
Foeffer does, and zephyr, heifer.
Mint, print, senate and sedate;
Dull, bull, and George ate late.
Scenic, Arabic, Pacific,
Science, conscience, scientific.

Speaking with the Perfect Tongue (A Module on British Accent Training) 70

 Liberty, library, heave and heaven,
Rachel, ache, moustache, eleven.
We say hallowed, but allowed,
People, leopard, towed, but vowed.
Mark the differences, moreover,
Between mover, cover, clover;
Leeches, breeches, wise, precise,
Chalice, but police and lice;
Camel, constable, unstable,
Principle, disciple, label.

Petal, panel, and canal,

Wait, surprise, plait, promise, pal.
Worm and storm, chaise, chaos, chair,
Senator, spectator, mayor.
Gas, alas, and Arkansas.
Sea, idea, Korea, area,
Psalm, Maria, but malaria.
Youth, south, southern, cleanse and clean.
Doctrine, turpentine, marine.

Compare alien with Italian,

Dandelion and battalion.
Sally with ally, yea, ye.
Eye, I, ay, aye, whey and key.
Say aver, but ever, fever,
Neither, leisure, skein, deceiver.

Speaking with the Perfect Tongue (A Module on British Accent Training) 71

 Heron, granary, canary.
Crevice and device and aerie.

Face, but preface, not efface.

Phlegm, phlegmatic, ass, glass, bass.
Large, but target, gin, give, verging,
Ought, out, joust and scour, scourging.
Ear, but earn and wear and tear
Do not rhyme with here but ere.
Seven is right, but so is even,
Hyphen, roughen, nephew Stephen,
Ask, grasp, wasp, and cork and work.

Pronunciation – think of Psyche!

Is a paling stout and spikey?
Won’t it make you lose your wits,
Writing groats and saying grits?
It’s a dark abyss or tunnel:
Strewn with stones, stowed, solace, gunwale,
Islington and Isle of Wight,
Housewife, verdict and indict.

Finally, which rhyme with enough –

Though, through, plough, or dough, or cough?
Hiccough has the sound of cup.
My advice is to give up!!!

Speaking with the Perfect Tongue (A Module on British Accent Training) 72

WHAT DO YOU KNOW ABOUT LISTENING

Write T for true and F for false next to each of the following questions about listening in
order to check your present awareness of this important communication skill.

1. Skill in listening improves your self - confidence.

2. People like you when you listen to them.

3. Careful listening helps to settle disagreements before they escalate.

4. More decisions are made by “shooting from the hip” than by listening to the
opinions of others.

5. Learning to listen to clients helps you respond more quickly to their needs.

6. Good listeners are not often embarrassed by unnecessary mistakes.

7. Listening involves more than your ears.

8. Hearing is the same as listening.

9. You can listen well and do other things at the same time.

10. Posture affects listening.

Speaking with the Perfect Tongue (A Module on British Accent Training) 73

 11. Listening is a passive activity.

12. Good listeners never interrupt.

LISTENING ASSESSMENT EXERCISE

To help you start to be more aware of your listening habits, complete the following
listening self- evaluation. It will give you an idea of which listening habits you can be
happy about and which ones you may need to reshape. Answer each question
thoughtfully.

EFFECTIVE COMMUNICATING SELF-EVALUATION

Communicating Knowledge and Attitudes.

Put an “x” in the appropriate column

DO YOU: Most of the Frequently Occasionally Almost Never

Time

1. Tune out people who say something

You don’t agree with or don’t want
to hear?

2. Concentrate on what is being

said even if you are not really
interested?

3. Assume you know what the

talker is going to say and stop

Speaking with the Perfect Tongue (A Module on British Accent Training) 74

 listening?

4. Repeat in your own words what

the talker has just said?

5. Listen to the other person’s

viewpoint, even if it is differs
from yours?

6. Learn something from each person

you meet, even if it is ever so slight?

7. Find out what words mean when they

are used in ways not familiar to you?

8. Form a rebuttal in your head while the

speaker is talking?

9. Give the appearance of listening when

you aren’t?

10. Daydream while the speaker is talking?

11. Listen to the whole message – what the

Talker is saying verbally and non-
verbally?

12. Recognize that words don’t mean

exactly the same thing to different
people?

Speaking with the Perfect Tongue (A Module on British Accent Training) 75

13. Listen to only what you want to hear,
blotting out the talker’s whole message?

14. Look at the other person who is talking?

15. Concentrate on the talker’s meaning

rather than how he or she looks?

16. Know which words and phrases you

respond to emotionally.

17. Think about what you want to

accomplish with your communication?

18. Plan the best time to say what you want

to say?

19. Think about how the other person might

react to what you say?

20. Consider the best way to make your

communication (written, spoken, phone,
bulletin board, memo, etc.) work?

21. Think about what kind of person you are

talking to (worried, hostile, is interested,
rushed, shy, stubborn, impatient, etc.)?

22. Interrupt the talker while he or she is

still talking?

Speaking with the Perfect Tongue (A Module on British Accent Training) 76

23. Think, “I assumed he or she would
know that”?

24. Allow the talker to vent negative feelings

toward you without becoming defensive?

25. Practice regularly to increase your

listening efficiency?

26. Take notes when necessary to help you to

remember?

27. Hear noises without being distracted by

them?

28. Listen to the talker without judging or

criticizing?

29. Restate instructions or messages to be

sure you understand correctly? Paraphrase
what you believe the talker is feeling?

Speaking with the Perfect Tongue (A Module on British Accent Training) 77

TEN TIPS FOR ACTIVE LISTENING

1. Prepare to listen

2. Focus on the Customer - Not on Yourself

3. Know when to Interrupt

4. Use Listening Responses

5. Avoid Being Judgmental

6. Listen Between the Lines

7. Concentrate

8. Stay Clam

9. Fill in the Knowledge Gaps

10. Take notes

Speaking with the Perfect Tongue (A Module on British Accent Training) 78

 Which three listening skills do you need to improve?

1. _________________________________________________________________
_

_________________________________________________________________
_

2. _________________________________________________________________
_

_________________________________________________________________
_

3. _________________________________________________________________
_

_________________________________________________________________
_

Speaking with the Perfect Tongue (A Module on British Accent Training) 79

 FIVE COMMON BARRIERS TO LISTENING

1. We Think We Already Know

2. Jumping to Conclusions

3. Daydreaming

4. Preferential Bias

5. Lack of Practice

Speaking with the Perfect Tongue (A Module on British Accent Training) 80