¡°She sells seashells by the seashore¡± and "If a woodchuck could chuck wood" are classic tongue twisters and aren¡¯t just whimsical phrases but one of many tools language learners use to polish their pronunciation and articulate troublesome English sounds. For students and enthusiasts alike, tongue twisters are not only entertaining but they also serve as an effective and fun way to test and improve your English skills.
In this blog post, we¡¯ll explore some challenging English tongue twisters perfect for language learners seeking to refine their pronunciation. Of course, the best way to use these tongue twisters is to say them out loud¨Cso don¡¯t just read them; try to repeat them and see how fast you can go without stumbling. Incorporating funny tongue twisters into your practice can make learning more enjoyable for kids and adults alike.
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Tongue twisters are phrases or sentences that are challenging to articulate because they contain similar-sounding syllables, words, or letters. They serve as a form of speaking exercise that can help with speech clarity, pronunciation and fluency in any language.
They can be especially helpful for those learning English, as the language¡¯s diverse range of phonemes (distinct units of sound) provides a great exercise for all manner of verbal communication. Tongue twisters can be seen as a form of verbal gymnastics that challenges language learners.
When you¡¯re just beginning, start with some straightforward tongue twisters in English. These will help you get a sense of rhythm, which is crucial for getting your mouth used to the mechanics of English pronunciation. You¡¯ve likely heard of this first one.
Once you¡¯ve mastered the basics, it¡¯s time to up the ante. These slightly more complex tongue twisters will begin to challenge your diction and speed of speech.
For those ready to push their skills to the limit, these tongue twisters are particularly tough. They involve tricky combinations of phonemes and are a true workout for your mouth.
This depends on who you ask, but a named the challenge of "Pad kid poured curd pulled cod" the most difficult tongue twister in the world. The phrases ¡°kid poured curd pulled¡± and ¡°poured curd pulled cod¡± show why many have twisted their tongues trying to pronounce it.
Another example of a challenging tongue twister is ¡°nearly eerie ear,¡± emphasizing its difficulty in pronunciation and showcasing the complexity of certain sounds and words.
Here are some steps to follow when practicing with tongue twisters:
Incorporating tongue twisters into your daily language-learning routine can significantly enhance your spoken English skills. Here are a few creative ways to make them part of your practice:
Remember, the key is consistency and enjoyment. By regularly challenging yourself with using tongue twisters in English, you¡¯ll gradually notice improvements in your fluency, articulation and confidence in speaking English. Using tongue twisters daily can serve as a form of practice for your speech muscles.
Whether you¡¯re a novice or an advanced English learner, tongue twisters are not only a fantastic way to improve your linguistic skills but also serve as an effective diagnostic tool to identify pronunciation challenges.
They can pinpoint which sounds you struggle with and provide a focused platform to work on them. Just remember, even fluent English speakers can trip over these tricky sentences, so take your time and enjoy the process.
Feeling tongue-tied yet? Take this opportunity to untangle your tongue and brush up on your English skills. Visit our blog for more tips, tricks and guides on mastering the English language.
English is one of the most widely-spoken languages in the world, but how much do you know about the language? Here are 11 facts about English?that you might not know.
Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves ¨C perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.
As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.
Teachers are focusing on these personal needs to help students achieve their actual goals. It¡¯s likely you¡¯ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student¡¯s attitude towards learning the language ¨C and it may be necessary for you to adapt your teaching strategies for different groups of learners.
Let¡¯s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.
These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.
For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: ¡°I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.¡±
A motivation like Alice¡¯s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support ¨C and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation ¨C keep people like Alice engaged and motivated to achieve her language goals. ¡°I cannot do it without them¡±, she says.
These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.
Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: ¡°I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I¡¯m easily distracted.¡±
Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed ¨C that¡¯s why learning at home works for them ¨C but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. ¡°I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,¡± Vincenzo says.
Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.
Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.
Subra?says: ¡°I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.¡±
Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.
Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.
Kirsty Murray taught English for a year at a coll¨¨ge (the French equivalent of a secondary school) in Villers-Cotter¨ºts: a town in the north of France known for being the birthplace of Alexandre Dumas. She taught mixed-ability groups of 11- to 16-year-olds, with classes ranging in size from 10 to 35 students. Here, she shares the five lessons she learned from the experience.
