5 Ways To Speak Like Obama Adobe Fontificators Bud Everts 2009 1111 Final

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5 Ways To Speak Like Obama Adobe Fontificators Bud Everts 2009 1111 Final

  1. 1. Communicating with Clarity & Confidence “5 Ways to Speak Like Obama ” Adobe Fontificators Toastmasters November 11, 2009 Bud Everts
  2. 2. 5 Ways to Speak Like Obama <ul><li>WII-FM </li></ul><ul><li>KISS </li></ul><ul><li>CBS </li></ul><ul><li>PBS </li></ul><ul><li>CAR </li></ul>
  3. 3. 5 Ways to Speak Like Obama 1. WII-FM
  4. 4. 5 Ways to Speak Like Obama 1. WII-FM What’s In It For Me
  5. 5. 5 Ways to Speak Like Obama 2. KISS
  6. 6. 5 Ways to Speak Like Obama 2. KISS Keep It Simple & Selective
  7. 7. 5 Ways to Speak Like Obama 3. CBS
  8. 8. 5 Ways to Speak Like Obama 3. CBS Consider Both Sides
  9. 9. 5 Ways to Speak Like Obama 4. PBS
  10. 10. 5 Ways to Speak Like Obama 4. PBS Pause – Breathe – Speak
  11. 11. 5 Ways to Speak Like Obama 5. CAR
  12. 12. 5 Ways to Speak Like Obama 5. CAR Calm - Assertive - Relaxed
  13. 13. Communicating with Clarity and Confidence <ul><li>To Speak American English with </li></ul><ul><li>Clarity </li></ul><ul><li>(being understood the first time) </li></ul><ul><li>Confidence </li></ul><ul><li>(know you’re pronouncing correctly, </li></ul><ul><li>using the right words. </li></ul>
  14. 14. American Accent Acquisition <ul><li>Pronunciation </li></ul><ul><li>Airflow Control </li></ul><ul><li>Word Stress </li></ul><ul><li>Intonation </li></ul>
  15. 15. The “Rubber Band” Technique <ul><li>Place a rubber band between your thumbs. </li></ul><ul><li>Stretch and hold it to make a sound or syllable longer. </li></ul><ul><li>Bring your thumbs together quickly to shorten a sound or syllable. </li></ul>
  16. 16. Key Components of American Accent Acquisition <ul><li>Pronunciation </li></ul><ul><li>International Phonetic Alphabet </li></ul><ul><li>23 vowels & </li></ul><ul><li>25 Consonants </li></ul>
  17. 17. Key Components of American Accent Acquisition <ul><li>Airflow Control </li></ul><ul><li>Releasing Breath with Speech </li></ul>
  18. 18. Key Components of American Accent Acquisition <ul><li>Word Stress </li></ul><ul><li>Stress-timed Syllable Length </li></ul>
  19. 19. Key Components of American Accent Acquisition <ul><li>Intonation </li></ul><ul><li>The Music of the Language </li></ul>
  20. 20.
  21. 21. Thank you! Bud Everts [email_address] 408.390.6422
  22. 23. Communicate with Clarity & Confidence! <ul><li>American Accent Acquisition Coach & Business Conversation Coach </li></ul><ul><li>with “English by the Hour” </li></ul><ul><li>in Campbell </li></ul><ul><li>Human Resources Executive </li></ul><ul><li>Toastmasters Area B5 Governor: </li></ul><ul><li>2008-2009 </li></ul>Bud Everts
  23. 24. Specific Issues for Non-Native Speakers of American English <ul><li>Length: Vowel Sounds (“c a t” vs. “c o t”) </li></ul><ul><li>Release of Air with Consonant Sounds (u s ual, ea s ier, an o ther, some th ing) </li></ul><ul><li>Endings on Words (-ed, -s, and –ing) </li></ul><ul><li>Linking & Release of Breath with Speech </li></ul><ul><li>Lengthening Syllables ( WON derful) </li></ul>
  24. 25. Vowel Length – Part One <ul><ul><li>Short vs. long vowels + /n/ </li></ul></ul><ul><ul><li>m en tion vs. m ain t ain </li></ul></ul><ul><ul><li>p en vs. p ain </li></ul></ul><ul><ul><li>s en s a tional, camp aign , ins ane </li></ul></ul><ul><ul><li>Entert ain ch an ge. </li></ul></ul><ul><ul><li>T a ke the tr ain. </li></ul></ul>
  25. 26. Vowel Length – Part Two <ul><ul><li>s in vs. sc ene </li></ul></ul><ul><ul><li>c an dy, dem an d </li></ul></ul><ul><ul><li>Ph one h o me. </li></ul></ul><ul><ul><li>i d en tify, t i me , t in y, rh yme </li></ul></ul><ul><ul><li>d ow n t ow n , acc oun t, f oun d </li></ul></ul><ul><ul><li>sm ile , awh ile , gr owl , t owel </li></ul></ul>
  26. 27. More Fun with Vowels <ul><ul><li>p er son, ear ly, f ir st, g irl , w orl d </li></ul></ul><ul><ul><li>m a n, c a ndy, c a lendar, f a ster, l a st, p a st </li></ul></ul><ul><ul><li>n o t, pr o ject, pr o cess, pr o gress, c o nduct, c o ncept </li></ul></ul><ul><ul><li>p ar t, c ar ton, st ar t, sh ar k </li></ul></ul>
  27. 28. Increasing Air Flow on Specific Sounds <ul><ul><li>th ese, bro th er, o th erwise </li></ul></ul><ul><ul><li>th oughtful, Th ursday, au th entic </li></ul></ul><ul><ul><li>s oft, s au ce , s ome th ing, pi zz a (/ts/) </li></ul></ul><ul><ul><li>ea s ier, vi s it, z oo, bu zz er, z one </li></ul></ul><ul><ul><li>v ersatile, o v er, ad v enture </li></ul></ul><ul><ul><li>vi s ion, u s ual, ca s ual, mea s ure </li></ul></ul><ul><ul><li>distinguishing /s/ and /sh/, as in </li></ul></ul><ul><ul><li>deli c iou s or s u s pi c iou s or </li></ul></ul><ul><ul><li>s ort vs. sh ort </li></ul></ul>
  28. 29. Dropping Final Consonants & Unstressed Syllables <ul><li>restric t , expec t , fin d , frien d </li></ul><ul><li>wish es vs. talk s vs. impro ves </li></ul><ul><li>decid ed vs. ask ed vs. complain ed </li></ul><ul><li>challeng [ing] or misin [ t er] preted </li></ul>
  29. 30. Word Stress: Not all Syllables are Created Equal! <ul><ul><li>Hol iday </li></ul></ul><ul><ul><li>Con sequences </li></ul></ul><ul><ul><li>Yes terday </li></ul></ul><ul><ul><li>Dis as ter </li></ul></ul><ul><ul><li>Con trib utor </li></ul></ul><ul><ul><li>Advan ta geous </li></ul></ul>
  30. 31. ***3 Words*** <ul><li>Write down 3 words that are challenging to pronounce. </li></ul><ul><li>Hand them to Bud when </li></ul><ul><li>you are finished! </li></ul>
  31. 32. Content vs. Function Words <ul><li>Content Words are long </li></ul><ul><ul><li>Nouns, verbs, adjectives & adverbs (such as “ friends , talk , nice , or quickly ”) </li></ul></ul><ul><li>Function Words are short </li></ul><ul><ul><li>Everything else: Pronouns, prepositions, articles (such as “ in , for , him , she , it , the ”) </li></ul></ul><ul><li>The last Content Word is always held LONGEST. </li></ul><ul><li>We can take a “breath” after each LONG content word. </li></ul>
  32. 33. Example: <ul><li>His best friend Mike is going to loan him the money so he can join us at the upcoming performance. </li></ul><ul><li>His best friend MIKE is going to loan him the MONey so he can JOIN us at the upcoming per FORM ance . </li></ul>
  33. 34. Best Advice we can give you: <ul><li>Increase your Airflow </li></ul><ul><li>as you speak, </li></ul><ul><li>exhaling as you go, </li></ul><ul><li>holding Content Words and </li></ul><ul><li>Stressed Syllables longer. </li></ul>
  34. 35. Why “ Accent ” Training? <ul><li>Intelligibility in a Global Community </li></ul><ul><li>Speaker Comfort & Confidence without having to Repeat </li></ul><ul><li>Achieve Educational & Career goals </li></ul><ul><li>Inform & Persuade Native Speakers of American English </li></ul><ul><li>Thrive in a Competitive Environment </li></ul>
  35. 36. What is the Focus of Accent Training? <ul><li>To Help Non-Native Speakers Gain the Skills to Speak Clearly in American English </li></ul><ul><ul><li>Clear Pronunciation & Articulation </li></ul></ul><ul><ul><li>Correct Vowel Length </li></ul></ul><ul><ul><li>Increased Release of Air Flow with Speech </li></ul></ul><ul><ul><li>Reliable Use of Word Stress Patterns with Increased Length on the Stressed Syllable </li></ul></ul><ul><ul><li>Correct Intonation & Linking </li></ul></ul><ul><ul><li>Comfort and Confidence in Speech </li></ul></ul>
  36. 37. How does Accent Training Work? <ul><li>Interact with Native Speakers of American English during Live Sessions </li></ul><ul><li>Live Correction vs. Software-only Solutions </li></ul><ul><li>Systematic </li></ul><ul><li>Intense, Pattern-Changing Behaviors </li></ul><ul><li>Regular, Repetitive Intervals </li></ul><ul><li>Transfer & Error Correction </li></ul><ul><li>Sustain & Improve with Refresher Sessions after the Program is Completed </li></ul>
  37. 38. Key Components of American Accent Acquisition <ul><li>Pronunciation – International Phonetic Alphabet (23 vowels) & 25 Consonants </li></ul><ul><li>Airflow Control / Releasing Breath with Speech </li></ul><ul><li>Word Stress : Stress-timed Syllable Length </li></ul><ul><li>Intonation : the Music of the Language </li></ul><ul><li>Delivery : Clustering in Thought Groups, Pausing, Linking, and Content vs. Function Words </li></ul>
  38. 39. Benefits of the Program <ul><li>Self-study (manual & CDs) </li></ul><ul><ul><li>10-20% improvement (30-60 hrs. – for highly self-motivated) </li></ul></ul><ul><li>Live Instruction (Group Webinars) </li></ul><ul><ul><li>10-20% improvement, lower dropout rate (10-25 sessions) </li></ul></ul><ul><ul><li>40-50% improvement with weekly conversational sessions with native speakers of American English to reinforce the patterns learned in the training program. </li></ul></ul><ul><li>Personal Coaching (One to One live sessions) </li></ul><ul><ul><li>60-80% improvement </li></ul></ul><ul><ul><li>Most effective method of delivery </li></ul></ul>
  39. 40. Thank you for inviting me, and I hope to see you again soon! Visit us online at www.EnglishByTheHour.com Bud Everts [email_address] 408.390.6422
  40. 41. “ Communicating with Clarity & Confidence” What both Native and Non-Native Speakers of American English Need to Know Bud Everts
  41. 42. Communicate with Clarity & Confidence! <ul><li>American Accent Acquisition Coach & Business Conversation Coach </li></ul><ul><li>with “English by the Hour” </li></ul><ul><li>in Campbell </li></ul><ul><li>Human Resources Executive </li></ul><ul><li>Toastmasters Area B5 Governor: </li></ul><ul><li>2008-2009 </li></ul>Bud Everts
  42. 43. The “Rubber Band” Technique <ul><li>Place a rubber band between your thumbs. Stretch it, and hold it to make a sound or syllable longer. </li></ul><ul><li>Bring your thumbs together quickly to shorten a sound or syllable. </li></ul>
  43. 45. Specific Issues for Non-Native Speakers of American English <ul><li>Length: Vowel Sounds (“c a t” vs. “c o t”) </li></ul><ul><li>Release of Air with Consonant Sounds (u s ual, ea s ier, an o ther, some th ing) </li></ul><ul><li>Endings on Words (-ed, -s, and –ing) </li></ul><ul><li>Linking & Release of Breath with Speech </li></ul><ul><li>Lengthening Syllables ( WON derful) </li></ul>
  44. 46. Vowel Length – Part One <ul><ul><li>Short Vowels Long Vowels </li></ul></ul><ul><ul><li>m en tion m ain t ain </li></ul></ul><ul><ul><li>p en p ain </li></ul></ul><ul><ul><li>s en se camp aign </li></ul></ul>
  45. 47. Vowel Length – Part Two <ul><ul><li>Short Vowels Long Vowels </li></ul></ul><ul><ul><li>s i t s ea t </li></ul></ul><ul><ul><li>f i t f ee t </li></ul></ul><ul><ul><li>c a t c o t </li></ul></ul><ul><ul><li>f oo t f oo d </li></ul></ul><ul><ul><li>t i m t i me </li></ul></ul><ul><ul><li>t i n t ow n </li></ul></ul>
  46. 48.
  47. 49. More Fun with Vowels <ul><ul><li>p er son, ear ly, f ir st, g irl , w orl d </li></ul></ul><ul><ul><li>m a n, c a ndy, c a lendar, f a ster, l a st </li></ul></ul><ul><ul><li>n o t, pr o ject, pr o cess, pr o gress </li></ul></ul><ul><ul><li>p ar t, c ar ton, st ar t, sh ar k </li></ul></ul>
  48. 50. Increasing Air Flow on Specific Sounds <ul><ul><li>th ese, bro th er, o th erwise </li></ul></ul><ul><ul><li>th oughtful, Th ursday, au th entic </li></ul></ul><ul><ul><li>s oft, s au ce , s ome th ing, pi zz a (/ts/) </li></ul></ul><ul><ul><li>ea s ier, vi s it, z oo, bu zz er, z one </li></ul></ul><ul><ul><li>v ersatile, o v er, ad v enture </li></ul></ul><ul><ul><li>distinguishing /s/ and /sh/, as in </li></ul></ul><ul><ul><li>deli c iou s or s u s pi c iou s or </li></ul></ul><ul><ul><li>s ort vs. sh ort </li></ul></ul>
  49. 51. Dropping Final Consonants & Unstressed Syllables <ul><li>restric t , expec t , fin d , frien d </li></ul><ul><li>wish es vs. talk s vs. impro ves </li></ul><ul><li>decid ed vs. ask ed vs. complain ed </li></ul><ul><li>challeng [ing] or misin [ t er] preted </li></ul>
  50. 52. Word Stress: Not all Syllables are Created Equal! <ul><ul><li>Hol iday </li></ul></ul><ul><ul><li>Con sequences </li></ul></ul><ul><ul><li>Yes terday </li></ul></ul><ul><ul><li>Dis as ter </li></ul></ul><ul><ul><li>Con trib utor </li></ul></ul><ul><ul><li>Advan ta geous </li></ul></ul>
  51. 53. ***3 Words*** <ul><li>Write down 3 words that are challenging to pronounce. </li></ul><ul><li>Hand them to Bud when </li></ul><ul><li>you are finished! </li></ul>
  52. 54. Content vs. Function Words <ul><li>Content Words are long </li></ul><ul><ul><li>Nouns, verbs, adjectives & adverbs (such as “ friends , talk , nice , or quickly ”) </li></ul></ul><ul><li>Function Words are short </li></ul><ul><ul><li>Everything else: Pronouns, prepositions, articles (such as “ in , for , him , she , it , the ”) </li></ul></ul><ul><li>The last Content Word is always held LONGEST. </li></ul><ul><li>We can take a “breath” after each LONG content word. </li></ul>
  53. 55. Example: <ul><li>His best friend Mike is going to loan him the money so he can join us at the upcoming performance. </li></ul><ul><li>His best friend MIKE is going to loan him the MONey so he can JOIN us at the upcoming per FORM ance . </li></ul>
  54. 56. Best Advice we can give you: <ul><li>Increase your Airflow </li></ul><ul><li>as you speak, </li></ul><ul><li>exhaling as you go, </li></ul><ul><li>holding Content Words and </li></ul><ul><li>Stressed Syllables longer. </li></ul>
  55. 57. Why “Accent” Training? <ul><li>Intelligibility in a Global Community </li></ul><ul><li>Speaker Comfort & Confidence without having to Repeat </li></ul><ul><li>Achieve Educational & Career goals </li></ul><ul><li>Inform & Persuade Native Speakers of American English </li></ul><ul><li>Thrive in a Competitive Environment </li></ul>
  56. 58. What is the Focus of Accent Training? <ul><li>To Help Non-Native Speakers Gain the Skills to Speak Clearly in American English </li></ul><ul><ul><li>Clear Pronunciation & Articulation </li></ul></ul><ul><ul><li>Correct Vowel Length </li></ul></ul><ul><ul><li>Increased Release of Air Flow with Speech </li></ul></ul><ul><ul><li>Reliable Use of Word Stress Patterns with Increased Length on the Stressed Syllable </li></ul></ul><ul><ul><li>Correct Intonation & Linking </li></ul></ul><ul><ul><li>Comfort and Confidence in Speech </li></ul></ul>
  57. 59. How does Accent Training Work? <ul><li>Interact with Native Speakers of American English during Live Sessions </li></ul><ul><li>Live Correction vs. Software-only Solutions </li></ul><ul><li>Systematic </li></ul><ul><li>Intense, Pattern-Changing Behaviors </li></ul><ul><li>Regular, Repetitive Intervals </li></ul><ul><li>Transfer & Error Correction </li></ul><ul><li>Sustain & Improve with Refresher Sessions after the Program is Completed </li></ul>
  58. 60. Key Components of American Accent Acquisition <ul><li>Pronunciation – International Phonetic Alphabet (23 vowels) & 25 Consonants </li></ul><ul><li>Airflow Control / Releasing Breath with Speech </li></ul><ul><li>Word Stress : Stress-timed Syllable Length </li></ul><ul><li>Intonation : the Music of the Language </li></ul><ul><li>Delivery : Clustering in Thought Groups, Pausing, Linking, and Content vs. Function Words </li></ul>
  59. 61. Benefits of the Program <ul><li>Self-study (manual & CDs) </li></ul><ul><ul><li>10-20% improvement (30-60 hrs. – for highly self-motivated) </li></ul></ul><ul><li>Live Instruction (Group Webinars) </li></ul><ul><ul><li>10-20% improvement, lower dropout rate (10-25 sessions) </li></ul></ul><ul><ul><li>40-50% improvement with weekly conversational sessions with native speakers of American English to reinforce the patterns learned in the training program. </li></ul></ul><ul><li>Personal Coaching (One to One live sessions) </li></ul><ul><ul><li>60-80% improvement </li></ul></ul><ul><ul><li>Most effective method of delivery </li></ul></ul>

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