مجموعه آمریکن هدوی برای آموزش زبان انگلیسی آمریکایی از مبتدی تا پیشرفته و برای نوجوانان و بزرگسالان است. بالابردن اعتماد نفس و آشنایی با پایه های اساسی یادگیری زبان از ویژگی مجموعه حاضر می باشد و شامل متون کاربردی در زندگی روزمره، واژگان جدید، دستور زبان، توسعه مهارت خواندن و ... است.
|MP3 CD||Student Book|
American Headway Second Edition
Lets Go Student Book
مجموعه حاضر برای کودکانی که تازه شروع به یادگیری زبان کرده اند است. از ویژگی های این مجموعه برنامه درسی مبتنی بر دستور زبان و با دیالوگ های مشخص است. مجموعه حاضر شامل کتاب دانش آموز، کتاب تمرین، کتاب معلم، کتاب داستان، فلش کارت و سی دی می باشد.
|Student book||MP3 CD|
American Get Ready
این مجموعه به آموزش الفبا و نوشتن الفبا و اعداد پرداخته است. از ویژگی های این مجموعه می توان از آموزش پایه و اساس زبان انگلیسی و گفتن و درک واژگان اولیه انگلیسی و آموزش تعداد کمی از اصطلاحات مفید می توان نام برد.
|MP3 CD||Student Book|
کتاب حاضر مجموعه ی داستان برای هر چهار سطح می باشد. هدف این کتاب آموزش در خواندن، آموزش های شنیداری و درک مطلب می باشد.این کتاب در آموزشگاه کلام در کلاس های Head way مورد استفاده قرار می گیرد.
تداخلات موزاییک، نسخه 4 که به تازگی تجدید نظر در سطح پنج، چهار مهارت جامع ESL / EFL سری طراحی شده برای آماده سازی دانش آموزان برای محتوای علمی است.تم ها در سراسر سطح مهارت یکپارچه و سطوح در سراسر رشته مهارت بیان شده است. این مجموعه ترکیبی از فعالیت های ارتباطی با تمرینات مهارت سازی برای افزایش موفقیت تحصیلی دانش آموزان است.
Task 2:Some say that artists (musicians, writers, painters) should be supported by the government. Others think it would be waste of money. Discuss both arguments and give your opinion. Use specific reasons and examples to support your answer.
Task 2:Nowadays families spend little time doing things together. What are the reasons that parents spend less time with their children? Explain the positive and negative effects of this development. Give examples from your own knowledge and experience.
Task 2:Most children spend a lot of time watching TV shows and playing computer games. Should parents limit the time spent in front of the TV or PC for them? Give your own opinion.
Task 2:A country’s future is depending on its young people. Therefore, a country should invest heavily in its youth. Do you agree or disagree with this statement?
Task 2:Nowadays parents are leaving their children with someone else during the day, when they are at work. Is it a good or a bad thing to do? Give relevant examples, from your experience or knowledge.
Task 2: soon people who cannot work with computers will be disadvantaged. To what extent do you agree or disagree with this idea?
Task 2: nowadays, radio is being replaced by TV and the Internet. To what extent do you agree or disagree with this idea?
Task 2: these days, schools introduce behavior of what is ‘right’ or ‘wrong’. This responsibility is not only parents. To what extent do you agree or disagree?
Task 2: education is a lifelong task. Do you agree or disagree?
Task 2: Young people are encouraged to travel or work for one year after high school and before university studies. Write the advantages and disadvantages of this matter.
Young People are encouraged to travel or work for one year after high school and before university studies. Do you think it is a good idea to do so?
Task 2: nowadays, People care about their appearance more than before. Do you agree or disagree?
Task 2: Governments should spend more money on education than on recreation and sports. Do you agree or disagree?
Task 2: technology has facilitated our lives so much and given us a lot of freedom. Some people , however, believe that it has caused more problems for us. what is your opinion?
Task 2: shopping has become a favourite pastime among young people. Why do you think it is like that, and you think they must be encouraged to do other things rather than shopping?
Task 2: nowadays, some People still prefer to ride bicycles. To what extent do you think this will help us in today’s life?
Task 2: people ‘s character is influenced by environment rather than genetics. Do you agree or disagree?
Task 2: in the 21st century, There is no use to pay expenses for wild animals protection. What’s your idea about this matter?
Task 2: is technology time-consuming or does it save time?
Task 2: the elderly people of over 50 years of age should be retired and be replaced by the young. Do you agree or disagree?
Task 2: write whether you support that employees’ salaries are not enough to make them happy. Benefits like health insurance etc. should be given to make them happier.
Task 2: in the world today, how can the companies keep their employees happy? Express your idea and bring reasons, for example how salary, health care and holiday can make employees happy.
Task 2: people follow interests and have hobbies (e.g. collecting or marking things) do you think it is pointless? How can people learn from hobbies?
Task 2: education is sometimes considered as something for the youth. Some people, however, consider it as a lifelong task. What is your opinion? Give reasons and support your ideas with specific supports.
Task 2: it as good for school and university students to take part in part-timejobs.do you agree or disagree?
Task 2: some people follow interests have hobbies (collection, making things), but some people think that it is pointless. Why do people need hobbies? How can they learn from hobbies?
Task 2: as computers are more and more used in education, some people argue that in future there will be no role for teachers. Agree or disagree?
Task 2: riding bicycles…
Task 2: young people nowadays would like to go shopping in their free times. why do people do this? Is it good or should it be substituted by other activities?
Task 2: in spite of modern technologies for transport, many people believe bicycle is the best vehicle for transportation. Or in the present world, how bicycle is effective on everyday life?
Task 2: nowadays children have a lot of homework to do. Some people, however believe that less homework means less stress for children, so they will be able to learn other useful skills, too. What is your opinion?
Task 2: should mass media publish details of people’s private lives or should they be controlled?
Task 2: nowadays, many people from different nationalities and cultures get married together. what do you think are the advantages and disadvantages of this?
Task 2: some people believe that universities are responsible for preparation of young people for employment. Others believe universities have other responsibilities. What do you think about the responsibility of universities?
The Impact of Wilderness Tourism
The market for tourism in remote areas is booming as never before. Countries all across the world are actively promoting their 'wilderness' regions - such as mountains, Arctic lands, deserts, small islands and wetlands - to high-spending tourists. The attraction of these areas is obvious: by definition, wilderness tourism requires little or no initial investment. But that does not mean that there is no cost. As the 1992 United Nations Conference on Environment and Development recognized, these regions are fragile (i.e. highly vulnerable to abnormal pressures) not just in terms of their ecology, but also in terms of the culture of their inhabitants. The three most significant types of fragile environment in these respects, and also in terms of the proportion of the Earth's surface they cover, are deserts, mountains and Arctic areas. An important characteristic is their marked seasonality, with harsh conditions prevailing for many months each year. Consequently, most human activities, including tourism, are limited to quite clearly defined parts of the year.
Tourists are drawn to these regions by their natural landscape beauty and the unique cultures of their indigenous people. And poor governments in these isolated areas have welcomed the new breed of 'adventure tourist', grateful for the hard currency they bring. For several years now, tourism has been the prime source of foreign exchange in Nepal and Bhutan. Tourism is also a key element in the economies of Arctic zones such as Lapland and Alaska and in desert areas such as Ayers Rock in Australia and Arizona's Monument Valley.
Once a location is established as a main tourist destination, the effects on the local community are profound. When hill-farmers, for example, can make more money in a few weeks working as porters for foreign trekkers than they can in a year working in their fields, it is not surprising that many of them give up their farm-work, which is thus left to other members of the family. In some hill-regions, this has led to a serious decline in farm output and a change in the local diet, because there is insufficient labour to maintain terraces and irrigation systems and tend to crops. The result has been that many people in these regions have turned to outside supplies of rice and other foods.
In Arctic and desert societies, year-round survival has traditionally depended on hunting animals and fish and collecting fruit over a relatively short season. However, as some inhabitants become involved in tourism, they no longer have time to collect wild food; this has led to increasing dependence on bought food and stores. Tourism is not always the culprit behind such changes. All kinds of wage labour, or government handouts, tend to undermine traditional survival systems. Whatever the cause, the dilemma is always the same: what happens if these new, external sources of income dry up?
The physical impact of visitors is another serious problem associated with the growth in adventure tourism. Much attention has focused on erosion along major trails, but perhaps more important are the deforestation and impacts on water supplies arising from the need to provide tourists with cooked food and hot showers. In both mountains and deserts, slow-growing trees are often the main sources of fuel and water supplies may be limited or vulnerable to degradation through heavy use.
Stories about the problems of tourism have become legion in the last few years. Yet it does not have to be a problem. Although tourism inevitably affects the region in which it takes place, the costs to these fragile environments and their local cultures can be minimized. Indeed, it can even be a vehicle for reinvigorating local cultures, as has happened with the Sherpas of Nepal's Khumbu Valley and in some Alpine villages. And a growing number of adventure tourism operators are trying to ensure that their activities benefit the local population and environment over the long term.
In the Swiss Alps, communities have decided that their future depends on integrating tourism more effectively with the local economy. Local concern about the rising number of second home developments in the Swiss Pays d'Enhaut resulted in limits being imposed on their growth. There has also been a renaissance in communal cheese production in the area, providing the locals with a reliable source of income that does not depend on outside visitors.
Many of the Arctic tourist destinations have been exploited by outside companies, who employ transient workers and repatriate most of the profits to their home base. But some Arctic communities are now operating tour businesses themselves, thereby ensuring that the benefits accrue locally. For instance, a native corporation in Alaska, employing local people, is running an air tour from Anchorage to Kotzebue, where tourists eat Arctic food, walk on the tundra and watch local musicians and dancers.
Native people in the desert regions of the American Southwest have followed similar strategies, encouraging tourists to visit their pueblos and reservations to purchase high-quality handicrafts and artwork. The Acoma and San Ildefonso pueblos have established highly profitable pottery businesses, while the Navajo and Hopi groups have been similarly successful with jewellery.
Too many people living in fragile environments have lost control over their economies, their culture and their environment when tourism has penetrated their homelands. Merely restricting tourism cannot be the solution to the imbalance, because people's desire to see new places will not just disappear. Instead, communities in fragile environments must achieve greater control over tourism ventures in their regions; in order to balance their needs and aspirations with the demands of tourism. A growing number of communities are demonstrating that, with firm communal decision-making, this is possible. The critical question now is whether this can become the norm, rather than the exception.
Reading Passage 1 has six paragraphs, A-C.
Choose the correct heading for each section from the list of headings below.
Write the correct number i-vi in boxes 1-3 on your answer sheet.
List of Headings
i The expansion of international tourism in recent years
ii How local communities can balance their own needs with the demands of wilderness tourism
iii Fragile regions and the reasons for the expansion of tourism there
iv Traditional methods of food-supply in fragile regions
v Some of the disruptive effects of wilderness tourism
vi The economic benefits of mass tourism
Yes/ No/ Not Given
4 The low financial cost of setting up wilderness tourism makes it attractive to many countries.
5 Deserts, mountains and Arctic regions are examples of environments that are both ecologically and culturally fragile.
6 Wilderness tourism operates throughout the year in fragile areas.
7 The spread of tourism in certain hill-regions has resulted in a fall in the amount of food produced locally.
8 Traditional food-gathering in desert societies was distributed evenly over the year.
9 Government handouts do more damage than tourism does to traditional patterns of food-gathering.
The positive ways in which some local communities have
responded to tourism
|Revived production of 10 ........................................
Operate 11 ........................................ businesses
Produce and sell 12 ........................................
Produce and sell 13 ........................................
|Swiss Pays d'Enhaut
Acoma and San Ildefonso
Navajo and Hopi Activity
Here are some samples questions which could be useful. Try answering them
1.What is the meaning of your given name?
2. Does your name affect your personality?
3. Tell me something about your hometown.
4. What are the differences in accent between your hometown and (test city)?
5. What is the character of the people like in your hometown?
6. What is people's favourite food in the region where you live?
7. Are there any traditional festivals in your region?
8. Tell me something about a local Festival.
9. How have weddings changed in recent years?
10. Describe a traditional wedding ceremony.
11. How do (Nationals) usually celebrate birthdays?
12. Are there any traditions concerning the birth of a baby?
13. How do you like (test city)? Compare it to your hometown.
14. What place do you like best in (city)?
15. What places in (your city/test city) should a foreigner visit?
16. What places would you recommend a visitor to go to in your region/hometown?
17. If you had the choice, where would you choose to live in (your country)?
18. Which parts of (your country) would you recommend a foreigner to visit?
19. Tell me something about your family.
20. Which is the worst place you've been to in (your country)?
21. Who takes the greatest responsibility for bringing up your child in your family?
22. Which is the best place you've been to in (your country)?
23. Who does most of the household chores in your family?
24. Are the traditional sexual roles within the family changing?
25. Why is the divorce rate increasing so rapidly? Is it a problem?
26. What is your opinion of the (some problem) situation in (your country)?
27. How are children disciplined in (your country)?
28. Is it acceptable for couples to live together without marrying?
29. If you had the choice, would you have a son or a daughter?
30. Would you bring your child up any differently to the way your parents did?
31. Who is your favorite musician?
32. Do women still have too heavy a burden in their day to day life?
33. Is the increasing influence of American culture largely a positive or negative thing?
34. What, according to you, has been the greatest change in recent years?
35. What, according to you, has been the most problematic change in recent years?
36. What, if you are a lecturer what changes have you seen in education over the past few years?)
37. Who should bear the responsibility for payment of tuition fees?
38. What can be done to improve education in rural areas?
39. Have recent changes affected your job in any way?
40. Do you agree with private education?
41. What can be done to close the gap between urban and rural areas?
42. If you had the power, what reforms would you carry out within education?
43. Describe a typical working day for you.
44. How do you see yourself in ten years time?
45. If you had the opportunity to change your job, what would you do instead?
46. If you had one million (local currency), what would you do with it?
47. If you could start your life again, would you do anything differently?
48. Do you have any ambitions?
49. Which country/place would you most like to visit?
50. What changes do you think (your country) will see in the next few years?
51. Will any possible future changes affect your job in any way?
52. How do you think you will cope in (your host country)?
53. What do you do in your spare time?
54. What will you do if you fail the IELTS?
Wish you all success in the IELTS exams
سازمان سنجش تنها مرجع صادرکننده مجوز و ناظر بر برگزاری آزمون های بین المللی در ایران می باشد و فعالیت مراکزی که از این سازمان مجوز اخذ نکرده اند فاقد اعتبار و غیرقانونی می باشد
A philosophy professor stood before his class with some items on the table in front of him. When the class began, wordlessly he picked up a very large and empty mayonnaise jar and proceeded to fill it with rocks, about 2 inches in diameter.
He then asked the students if the jar was full. They agreed that it was.
So the professor then picked up a box of pebbles and poured them into the jar. He shook the jar lightly. The pebbles, of course, rolled into the open areas between the rocks.
He then asked the students again if the jar was full. They agreed it was.
The professor picked up a box of sand and poured it into the jar. Of course, the sand filled up everything else.
He then asked once more if the jar was full. The students responded with a unanimous “Yes.”
“Now,” said the professor, “I want you to recognize that this jar represents your life. The rocks are the important things – your family, your partner, your health, your children – things that if everything else was lost and only they remained, your life would still be full.
The pebbles are the other things that matter – like your job, your house, your car.
The sand is everything else. The small stuff.”
“If you put the sand into the jar first,” he continued “there is no room for the pebbles or the rocks. The same goes for your life.
If you spend all your time and energy on the small stuff, you will never have room for the things that are important to you. Pay attention to the things that are critical to your happiness. Play with your children. Take your partner out dancing. There will always be time to go to work, clean the house, give a dinner party and fix the disposal.
Take care of the rocks first – the things that really matter. Set your priorities. The rest is just sand.”
آموزشگاه کلام با استفاده از دبیران مجرب تصمیم به برگزاری دوره های IELTS دارد . این کلاس ها در سال 91 شروع به کار کرده اند و هم اکنون توانایی پذیرش دانش آموزان را دارد . جهت ثبت نام به دفتر آموزشگاه مراجعه فرمایید .
کتاب مورد استفاده در این کلاس ها focus on IELTS می باشد .
کتاب حاضر برای آمادگی آزمون آیلتس می باشد و زبان آموز را با نحوه آزمون و با سبک های مناسب برای موفقیت در آزمون آشنا می سازد. از ویژگی های این کتاب کمک زبان آموز به ساخت واژه، آگاهی از دستور زبان، تمرین نوشتن، آشنایی با اشتباهات رایج در آزمون و دارا بودن تمرین برای تعیین سطح خود، می باشد.
American Headway, Second Edition is the world's most trusted adult English course offering a perfectly-balanced, six-level syllabus and fresh new digital support. With a strong focus on grammar, clear vocabulary syllabus and integrated skills work, its proven methodology provides classroom lessons that really work. The new Second Edition features fully-revised material, including a completely new Advanced level. Online Teacher Resource Center, Test Generator CD-ROMs and other features offer an exciting new generation of
"Interactions Mosaic, 4th Edition" is the newly expanded five-level, four-skill comprehensive ESL/ELT series for academic students. The new edition, for beginners to advanced learners, incorporates interactive and communicative activities while still focusing on skill building to prepare students for academic content. Reading, Writing, Listening and Speaking, as well as Grammar are thoroughly presented in each strand. High-interest themes are integrated across all skill strands and levels. Language proficiencies as well are articulated from level to level.It features: global activities, which are suitable for ESL/ELT monolingual or multilingual classrooms; new design, content, audio programs, photos, and illustrations, which reinforce skill-building exercises; placement tests and chapter quizzes, which are included in each Instructor's Manual; user-friendly instructions, which complete scope and sequence, and consistent chapter structure, which offers greater flexibility in lesson planning; and, 5 new videos, one per level, which immerse students in authentic language.The program components include: Student Texts; Instructor's Manuals; Audio Programs for L/S and Reading (Audiocassettes/CDs); L/S Assessment Audiocassettes and CDs; Reading Student Audio CDs; Program CD/ROM; Video Demo Audiocassette; and, Student Book. The Student Books of the new 4th edition of Interactions Mosaic have completely updated photos and illustrations and sport a new design. Global activities are suitable for ESL and ELT monolingual or multilingual classrooms. User-friendly instructions appeal to both instructor and student. A complete scope and sequence is presented at the beginning of each book. Consistent chapter structure creates greater flexibility in lesson planning. The 1st chapter gives students a preview of the upcoming material. Timed Readings give students specific strategies for improving their reading speed without sacrificing comprehension. Photos and Illustrations in the section "Timed Reading" ensure comprehension by supporting the text.Preliminary Activities provide scaffolding to help students understand authentic language. Introduction To Reading builds background knowledge by giving students information on the writer and the source. Varied Genres include formal and informal essays, biographies, speeches, interviews, stories, and poetry. Making Connections and Around the Globe suggests research topics related to the chapter theme and give students new perspectives on culture. Talk It Over and What Do You Think? encourages students to evaluate arguments and to do independent research related to the topic of the chapter. Groupwork maximizes opportunities for discussion and negotiation. Skill Development prepares students for standardized tests through skimming, scanning, main idea, paragraph and essay organization, supporting a position, etc.Vocabulary and Language-Learning provides strategies for synonyms, antonyms, context clues, and word families give students comprehension and self-assessment tools. Focus on Testing prepares students for standardized tests by analyzing points of contrast, eliminating incorrect choices, reading between the lines, making inferences, and finding implied ideas in passages. Video News Broadcasts immerse students in authentic language, complete with scaffolding and follow-up activities to reinforce reading skills. (Refer to ISBN 0-07-232958-0 for Video) The chapter themes include: New Challenges; Looking and Learning; Relationships; Health and Leisure; High Tech, Low Tech; Money Matters; Remarkable Individuals; Creativity; Human Behavior; Crime and Punishment; The Physical World; and, Together on a Small Planet
"تعامل موزاییک، نسخه 4" که به تازگی گسترش یافته در سطح پنج، چهار مهارت جامع ESL / ELT سری برای دانشجویان دانشگاهی است. نسخه جدید، برای مبتدیان به یادگیرندگان پیشرفته، شامل فعالیت های تعاملی و ارتباطی، در حالی که هنوز در ساختمان مهارت تمرکز به آماده سازی دانش آموزان برای محتوای علمی. خواندن، نوشتن، گوش دادن و صحبت کردن، و همچنین گرامر به طور کامل در هر رشته معرفی شده است. تم ها با بهره بالا در سراسر رشته مهارت و سطوح یکپارچه شده است. مهارت های زبان به عنوان به خوبی بند بند هستند از سطح به ویژگی های level.It: فعالیت های جهانی، که مناسب برای کلاس های درس ESL / ELT زبانه و یا چند زبانه، طراحی، محتوا، برنامه های صوتی، عکس ها، و تصاویر، که تقویت مهارت سازی تمرینات، قرار دادن آزمون و فصل آزمونها، که در راهنمای هر مربی را شامل؛ کاربر پسند دستورالعمل، که دامنه کامل و توالی، و ساختار فصل سازگار باشد، ارائه می دهد انعطاف پذیری بیشتری در برنامه ریزی درسی، و، 5 فیلم ها جدید، یکی در هر سطح، که دانش آموزان IMMERSE در اجزای زبان برنامه معتبر عبارتند از: متون دانشجویی، دفترچه راهنما مربی، برنامه های صوتی L / S و خواندن (Audiocassettes / CDs). L / S Audiocassettes را ارزیابی و سی دی و خواندن سی دی های صوتی دانشجویی، برنامه CD / ROM، ویدئو Audiocassette نسخه ی نمایشی ، و کتاب درسی است. کتاب دانشجویی از 4 نسخه جدیدی از موزاییک تداخلات عکس ها به طور کامل به روز رسانی شده و تصاویر و ورزش طراحی جدید. فعالیت های جهانی مناسب برای کلاس های درس ESL و ELT زبانه و یا چند زبانه. اما کاربر پسند دستورالعمل درخواست تجدید نظر به هر دو استاد و دانشجو. دامنه کامل و توالی است که در آغاز هر کتاب ارائه شده است. فصل همگام ساختار ایجاد انعطاف پذیری بیشتری در برنامه ریزی درسی. فصل 1 به دانش آموزان پیش از مواد آینده. خواندنیها زمان به دانش آموزان استراتژی های خاصی برای بهبود سرعت خواندن خود را بدون به خطر انداختن درک. عکس ها و تصاویر در بخش "خواندن" حصول اطمینان از درک با حمایت از فعالیت های text.Preliminary ارائه داربست برای کمک به دانش آموزان در درک زبان معتبر نزدیکی زمان بندی شده. مقدمه به خواندن ایجاد دانش پس زمینه با دادن اطلاعات در مورد دانش آموزان نویسنده و منبع. نوع متنوع شامل مقالات رسمی و غیر رسمی، زندگینامه، سخنرانی ها، مصاحبه ها، داستان، شعر و. ارتباطات و در سراسر جهان نشان می دهد موضوعات تحقیقاتی مرتبط با موضوع فصل و به دانشجویان دیدگاه های جدید در فرهنگ. بحث بیش از آن و شما چه فکر میکنید؟ را تشویق می کند دانش آموزان برای ارزیابی استدلال و برای انجام تحقیقات مستقل مربوط به موضوع این فصل است. گروهی فرصت برای بحث و مذاکره را به حداکثر می رساند. توسعه مهارت ها، دانش آموزان برای آزمون های استاندارد شده را از طریق دستکاری، اسکن، ایده اصلی پاراگراف و مقاله سازمان حمایت از یک موقعیت، etc.Vocabulary و آموزش زبان فراهم می کند استراتژی های مترادف، متضاد، سرنخ زمینه، و خانواده کلمه را درک دانش آموزان و خود ابزار ارزیابی است. تمرکز بر تست آماده کردن دانش آموزان برای آزمون های استاندارد تجزیه و تحلیل نقاط کنتراست، حذف انتخاب های نادرست، خواندن بین خطوط، ساخت استنتاج، و پیدا کردن ایده های ضمنی در معابر است. ویدئو ها دانش آموزان IMMERSE در زبان معتبر، با داربست تکمیل و به دنبال فعالیت های برای تقویت مهارت خواندن. تم فصل عبارتند از: چالش های
. 1Observe the mouth movements of those who speak English well and try to imitate them.
When you are watching television or watching people in real life converse, observe the mouth movements of the speakers. Repeat what they are saying, while imitating the intonation and rhythm of their speech. Great television shows which reflect everyday English conversation are Friends, Seinfeld and The Simpsons
2Listen to English music, television and movies to get familiar with the language sounds.
This is an extremely helpful and fun way to improve your English. Also listen to the volume of their voices depending on the situation. Remember that loud volume can sometimes indicate aggressiveness or anger in certain situations. Watch the English news on television channels like CNN (for American English) or the BBC (If you wish to study British English). The news is very helpful because their speech must be clear, concise and objective – however, keep in mind they do not hold a great amount of emotion in their voices because of this
. 3Use the dictionary.
Try and familiarise yourself with the phonetic symbols of your dictionary. Look up the correct pronunciation of words that are hard for you to say. Write down words and their definitions in a notebook for future reference – it may come in handy
. 4Make a list of frequently used words that you find difficult to pronounce and ask someone who speaks the language well to pronounce them for you
Record these words, listen to them and practice saying them. Listen and read at the same time
. 5Buy books on tape.
Record yourself reading some sections of the book. Compare the sound of your English with that of the person reading the book on the tape
. 6Pronounce the ending of each word.
Pay special attention to ‘-s’ and ‘-ed’ endings. This will help you strengthen the mouth muscles that you use when you speak English
. 7Read aloud in English for at least 15 minutes every day.
Research has shown it takes about three months of daily practice to develop strong mouth muscles for speaking a new language. Find something you enjoy reading – especially if it has a lot of dialogue, and read it aloud. Even if you don’t speak aloud, reading as many English books as possible will increase your vocabulary and knowledge of sentence structure. Make sure when you read these books that you understand what the author is trying to say
. 8Record your own voice and listen for pronunciation mistakes.
Many people hate to hear the sound of their voice and avoid listening to themselves speak. However, this is a very important exercise because doing it will help you become conscious of the mistakes you are making
. 9Be patient.
You can change the way you speak but it won’t happen overnight. People often expect instant results and give up too soon. You can change the way you sound if you are willing to put some effort into it
. 10Know which version of English you intend to speak.
Various versions of the English language exist. Begin by identifying the category you fall into and start by improving the clarity of your speech