• The thought of taking English lessons usually comes just before a trip. That is why we have developed an English course that will allow you to...

• Proverbs and sayings are a special segment of the vocabulary of any language, which is not always translated into a foreign language by some meaningful sentence.

• 27 Apr.

  Patter - a tool for the development of speech

  Tongue twisters are a great tool for practicing pronunciation and practicing English sounds. Unfortunately, many adults often forget about this, thinking that such exercises are only suitable for children. And in vain. Few experienced users can boast of good pronunciation. We decided to make a selection of tongue twisters for you broken down by levels of language proficiency. We hope this will serve as a great motivation for you!

  English tongue twisters for children. Level A2 - elementary

  These phrases can be repeated by both children and adults. Such sentences are also called ‘tongue twister phrases’, that is, “tongue phrases”. It is useful to repeat them both aloud and to yourself.

  Table 1. Tongue twisters in English for children.

  Patter	Translation
  Eleven owls licked eleven little liquor ice lollipops.	11 owls licked 11 rice liquor candies.
  Not these things here, but those things there.	Not these things here, but those things there.
  Red lorry, yellow lorry.	Red truck, yellow truck.
  The big bug bit the little beetle, but the little beetle bit the big bug back.	The big beetle bit the little beetle, but the little beetle bit the big beetle in return.
  Zebras zig and zebras zag.	Zebras zigzag.
  A tricky frisky snake with sixty super scaly stripes.	Cunning playful snake with 60 scaly stripes.
  She sells sea shells by the sea shore.	She sells seashells by the seashore.
  If two witches were watching two watches which witch would watch which watch?	If two witches looked at two clocks, which witch would look at which clock?
  How much wood would a woodchuck chuck if a woodchuck could chuck wood?	How many trees would a groundhog gnaw through if it could gnaw through a tree?

  English tongue twisters level B1 - B2 / pre-intermediate-intermediate

  These rhymes are already for more advanced users - older children and, of course, adults. Pay attention to the humorous context of these tongue twisters.

  Table 2. English tongue twisters for older children and adults.

  Patter	Translation
  A tutor who toothed the flute Tried to tutor two tooters to toot Said the two to the tutor "Is it tougher to toot Or to tutor two tooters to toot?"	The teacher who played the flute Tried to teach two teachers how to blow. Both told the teacher "It's harder to blow Or teach others how to pipe?
  A certain young fellow named Beebe Wanted to marry a lady named Phoebe "But," he said. "I must see What the minister's fee be Before Phoebe be Phoebe Beebe"	A certain young man named Bibi Wanted to marry a young girl named Phoebe "But," he said, "I must see What will be the ministerial fee Before Phoebe becomes Phoebe Beebe."
  I thought a thought. But the thought I thought wasn't the thought I thought I thought. If the thought I thought I thought had been the thought I thought, I wouldn't have thought so much.	I thought thought. But the thought I came up with was not the thought I thought I came up with. If the thought I thought I came up with was the thought I came up with, I wouldn't think so much.
  If one doctor doctors another doctor Does the doctor who doctors the doctor Doctor the doctor the way the doctor he is doctoring doctors? Or does the doctor doctor the way The doctor who doctors doctors?	If one doctor treats another doctor, Does the doctor who heals the doctor, He treats a doctor the way he treats doctors? Or the doctor treats the doctor so Like a doctor who treats doctors?
  I cannot bear to see a bear Bear down upon a hare. when bare of hair he strips the hare, Right there I cry, "Forbear!"	I can't bear to see a bear Chasing a rabbit. When he is within a hair's breadth of a hare, I immediately yell: “Careful!”
  If Freaky Fred Found Fifty Feet of Fruit And Fed Forty Feet to his Friend Frank How many Feet of Fruit did Freaky Fred Find?	If Mad Fred found 50 pounds of fruit And feed 40 pounds to my friend Frank How many pounds of fruit would Mad Fred find?

  Difficult English tongue twisters. Level C1 - Upper-intermediate/advanced

  These tongue twisters are for true connoisseurs and lovers of the English language. They are also not without a share of humor, but it will take a little more skill and patience to pronounce them.

  Table 3 Complicated tongue twisters in English with translation.

  Patter	Translation
  A tree toad loved a she-toad Who lived up in a tree. He was a two-toed tree toad But a three-toed toad was she. The two-toed tree toad tried to win The three-toed she-toad's heart, For the two-toed tree toad loved the ground That the three-toed tree toad trod. But the two-toed tree toad tried in vain. He couldn't please her whim. From her tree toad bower With her three-toed power The she-toad vetoed him.	The tree toad fell in love with the toad girl, who lived in a tree. It was a toad with two big toes, And she had three fingers. The two-toed tree toad tried to conquer Three-toed toad heart Because the two-toed toad loved the earth On which the three-fingered toad walked. But the two-toed toad tried in vain. He couldn't please her. From my tree toad dwelling With your three-fingered power She rejected him.
  Ed Nott was shot and Sam Shott was not. So it is better to be Shott than Nott. Some say Nott was not shot. But Shott says he shot Nott. Either the shot Shott shot at Nott was not shot, or Nott was shot. If the shot Shott shot shot Nott, Nott was shot. But if the shot Shott shot shot Shott, the shot was Shott, not Nott. However, the shot Shott shot shot not Shott - but Nott. So, Ed Nott was shot and that "s hot! Is it not?	Ed Knott got shot, but Sam Schott didn't. So it's better to be a Schott than a Nott. Some say Knott didn't get shot. But Schott says he shot Knott. Either the shot Schott who shot Schott wasn't shot, or Knott wasn't shot. However, the shot Shott did not shoot Schott, but Nott. So Ed Knott got shot, wow! Is not it?

US students are younger than UK junkers,

UK junkers are cuter than US students.

If US students weren't younger than UK junkers,

Could UK junkers be cuter than US students?

Beige lingerie is more usual than azure bijou,

Azure bijou is less usual than beige lingerie.

If beige lingerie wasn't more usual than azure bijou,

Would azure bijou be less usual than beige lingerie?

More phrases...

Kate can calculate calories in a cup of coffee,

Carol can calculate calories in a cup of cacao.

Can Kate calculate calories in a cup of cacao?

Can Carol calculate calories in a cup of coffee?

Tongue twisters for sound [l]

A lass lays lacy lingerie up in lime,

A laundress lays lawny lingerie up in lily,

A lady-help lays linen lingerie up in lilac.

What lingerie does a landlady lay up in lavender?

More phrases...

Tongue twisters for sound [m]

A merry miller mills millet at midday,

A morose miller mills millet at midnight.

If the merry miller didn't mill millet at midday,

Would the morose miller mill millet at midnight?

More phrases...

Ninety nice nestlings nestle in nine nests,

Nine nice nestlings nestle in ninety nests.

If ninety nice nestlings didn't nestle in nine nests,

Would nine nice nestlings nestle in ninety nests?

A young banker is thinking of giving

A thanking banquet at Thanksgiving.

Is the young banker thinking of something

For drinking at the Thanksgiving banquet?

Paolo Piccolli prepared for his presentation's party

A pair of plates of pizzas with potatoes and peppers

And a pair of plates of pasta with prawns.

Which pair of plates pleased people at Paolo's party?

Ray raises rams on Roy's ranch,

Roy raises rams on Ray's ranch.

If Ray didn't raise rams on Roy's ranch,

Would Roy raise rams on Ray's ranch?

Cecil's sisters send to Cecil's sons in Seattle

Suitcases with sixty-six sweaters of “S” size.

If Cecil's sons weren't in Seattle,

Would Cecil's sisters send them sixty-six sweaters?

More phrases...

A shingly shore shelves to a shelly shelf,

A shelly shore shelves to a shingly shelf.

If the shingly shore didn't shelve to the shelly shelf,

Would the shelly shore shelve to the shingly shelf?

Terry teaches Technology from two to ten,

Tilly teaches Tennis from ten to twelve.

Which teaching takes more time:

Terry's Technology or Tilly's Tennis?

Three Thievish Thieves Thieves Thirty Things,

Thirty thievish thieves thieve three things.

If three thieves didn't thieve thirty things,

Would thirty thieves thieve three things?

These brothers bathe with those brothers,

Those brothers bathe with these brothers.

If these brothers didn't bathe with those brothers,

Would those brothers bathe with these brothers?

A very versed valuer valued the value

Of the vanished Venetian vase in Vatican.

Why did the very versed valuer value the value

Of the Venetian vase vanish from the Vatican?

We wear woolen wear in winter,

While we wear waterproofs in wet weather

Why do we wear woolen wear in winter,

While we wear waterproofs in wet weather?

A zealous musician visits Museum of Music

To examine an exhibit possessed by the Beatles.

If the exhibit wasn't possessed by the Beatles,

Would his examinations be so pleasant?

Ann has a hat in her handbag,

Dan has a cap in his backpack.

If Ann didn't have the hat in her handbag,

Would Dan have the cap in his backpack?

Mark parks his car in a car park,

Bart parks his car in a dark park.

If Mark didn't park his car in the car park,

Would Bart park his car in the dark park?

More phrases...

ten men men seven hedges

Seven men mend ten hedges.

If ten men didn't mend seven hedges,

Would seven men mend ten hedges?

Fifteen teens eat fifteen sweets,

Sixteen teens eat sixteen sweets.

If fifteen teens didn't eat fifteen sweets,

Would sixteen teens eat sixteen sweets?

German learners learn German words,

Turkish learners learn Turkish words.

If German learners didn't learn German words,

Would Turkish learners learn Turkish words?

rock concerts shock pop icons,

Pop concerts shock rock icons.

If rock concerts didn't shock pop icons,

Would pop concerts shock rock icons?

All Paul's daughters were born in Cork,

All Walt's daughters were born in York.

Why were all Paul's daughters born in Cork?

Why were all Walt's daughters born in York?

More phrases...

Cookies look for cookbooks on bookstalls,

Bookmen look for good books in bookshops.

Could cooks look for cookbooks in bookshops?

Could bookmen look for good books on bookstalls?

Ruth views ruined Pluto's statues,

Luke views ruined Neptune's statues.

If Ruth didn't view ruined Pluto's statues,

Would Luke view ruined Neptune's statues?

More phrases...

A funny puppy runs in front of a pub,

A fluffy puppy runs in front of a club.

If the funny puppy didn't run in front of the pub,

Would the fluffy puppy run in front of the club?

canada is colder than korea,

Korea is hotter than Canada.

If Canada wasn't colder than Korea,

Would Korea be hotter than Canada?

English tongue twisters:

Tongue twisters are the most effective tool work out the right English pronunciation. In addition, beautiful pronunciation in English implies not only accurate reproduction of sounds, but also a clear intonation pattern. That is why the vast majority of our English tongue twisters consist of two parts, where the 3rd and 4th lines repeat the words of the 1st and 2nd, but with interrogative intonation.
Students often ignore correct pronunciation English sounds that, at first glance, are similar to Russian ones, such as [b], [f], [g], etc. Meanwhile, the indistinguishability in foreign speech of precisely similar sounds gives a national accent. Therefore, we have compiled tongue twisters for absolutely all vowels and consonants of the English language and strongly recommend that you work out at least one for each of them.
We also strongly advise you to use our tongue twisters as a phonetic exercise in English at the beginning of each lesson, and there are several reasons for this. Firstly, the tongue twister perfectly sets up the articulatory apparatus for further reproduction of English speech. Secondly, the very absurdity of the content of the English tongue twister cheers up, and therefore relaxes the muscles, which contributes to a better assimilation of the main material of the lesson.
Below are 3 methods of practicing English sounds with tongue twisters, which, to the extent possible, contribute to the development of all four skills in students: listening, reading, writing, and, of course, speaking.
I method:
1. Choose one of the 5 tongue twisters we have proposed for practicing a certain English sound.If necessary,prepare it for presentation on the board.
2. In class, first introduce the students to the English vowel or consonant you plan to practice. For this you can use brief description, which we give for each sound of the English language. Then say the sound yourself, then ask the students to do it in chorus, and finally, in a chain.
3. Read your chosen tongue twister in English on the trainable sound at a fast pace.
4. This stage it is recommended to conduct in the form of a game. To do this, ask students to prepare to write down familiar words that contain the English sound being practiced. When everyone is ready, you read the same English tongue twister to the desired sound at a slow pace. After that, the players take turns saying one word they heard. The winner of the game is the participant who heard the largest number of words, including the practiced English sound.
5. Write down or project your chosen tongue twister in English to practice the sound on the board and invite students to translate it. Since traditionally English tongue twisters contain obsolete and little-used words, to save your time, we present them here with a translation. You just have to write out the transcription of unfamiliar words.
6. Invite students to rewrite in their notebooks an English tongue twister with translation and transcription of unfamiliar words.
7. Say the first word of the tongue twister to the trained English sound. Next, invite students to repeat it after you in chorus, and then in chain. Don't forget to correct mistakes. Do the same procedure with all the words of the tongue twister containing the practiced English sound.
8. In the same way, read the first line of the tongue twister in English: first you, then in unison, then in turn.
9. Similarly, work out the second line of the English tongue twister.
10. Invite students to read two lines of the tongue twister in English together in a chain. On this, it is recommended to finish the first lesson of working with your chosen patter for practicing English sound.
11. The second lesson begins with each student taking turns reading the first two lines of the same English tongue twister that you have chosen to practice this or that sound.
12. You read out the 3rd and 4th lines of the tongue twister in English. Next, invite students to repeat the English tongue twister after you in chorus, and then along the chain.
13. Each student takes turns reading the entire tongue twister to practice an English vowel or consonant sound. At all stages, you do not forget to correct mistakes.
14. In the third and subsequent lessons, students repeat the entire tongue twister in English in a chain. Here a reasonable question arises: how many times do you need to repeat an English tongue twister to practice a certain sound? The classical technique recommends working out a tongue twister in English as many times as it includes words containing a trained vowel or consonant sound.
15. In the process of repeated repetition, there will inevitably come a moment when some students have a tongue twister in English, as they say, will “bounce off their teeth”, while others still have difficulty pronouncing words. In this case, at each lesson, set a new task for successful students, for example, pronounce an English tongue twister quickly, in a singsong voice, in a whisper, shouting, with different emotional colors: sad, cheerful, surprised, confused, wary, etc.
16. In the middle of the repetition process (at about the 10th lesson), record the students on the recorder, but in a single stream. Then also let you listen to the entire recording. It is very important that everyone hears himself against the background of classmates and finds his own mistakes.
17. When the required number of repetitions has been completed, invite students to write a tongue twister to practice the English sound from memory.
18. The final stage of work with a tongue twister into English sound is also recommended to be carried out in a playful way. To do this, each student takes turns pronouncing one word of an English tongue twister as a keepsake. The mistaken participant is eliminated from the game, and the word is restored by the next one after him in a circle. Having finished reading the tongue twister in English once, students start it again, and so on until there is only one winner in the game.
II method:

2. In class, first introduce the students to the English vowel or consonant you plan to practice. To do this, you can use the short description that we cite for all English sounds. Then say the sound of the English language on your own, then ask the students to do it in chorus, and finally, in a chain.
3. Say all 5 tongue twisters to practice the sound of English at a fast pace.
4. In this method, the game form of the presentation of English tongue twisters will be even more appropriate, because more words that need to be heard will make the competition more exciting. For the correct organization of the game, ask the participants to get ready to write down the words they heard, and at this time write their names on the board. After that, you read the first tongue twister in English at a slow pace and invite the players to take turns saying one word at a time. For each correctly heard word, the player receives 1 point, which you record on the board in front of his name. Then you read the second English tongue twister, and the right to be the first to name the word is given to the player who ended the previous round, and so on. In the final, the points earned are summed up and the winner of the game is determined.
5. Project English tongue twisters onto the board or hand out printouts. It is recommended that you first translate all 5 tongue twisters to practice English sounds, and only then collectively choose the one you like the most. You can vote if necessary.
6. In the case of presenting English tongue twisters on the board, ask students to copy the chosen one in a notebook with translation and transcription of unfamiliar words. If you have prepared printouts, then they remain with the students.
7. Further work with the chosen tongue twister in English is carried out similarly to paragraphs 7-18 of the II method.
III method (for mini-groups):
1. Prepare all 5 tongue twisters we have proposed for practicing English sound in the form of a presentation on the board or printouts according to the number of students.
2. In class, first introduce the students to the English vowel or consonant you plan to practice. To do this, you can use the brief description that we provide for absolutely every sound in the English language. Then say the English sound on your own, then ask the students to do it in chorus, and finally, in a chain.
3. Say all 5 tongue twisters to practice English sound at a fast pace.
4. In this method, the game form of presenting tongue twisters in English will be even more appropriate, because more words that need to be heard will make the competition more exciting. For the correct organization of the game, ask the participants to get ready to write down the words they heard, and at this time write their names on the board. After that, you read the first English tongue twister at a slow pace and invite the players to take turns saying one word at a time. For each correctly heard word, the player receives 1 point, which you record on the board in front of his name. Then you read the second tongue twister in English, and the right to be the first to name the word is given to the player who ended the previous round, and so on. In the final, the points earned are summed up and the winner of the game is determined.
5. Project all 5 tongue twisters for practicing English sound on the board or distribute printouts. Invite each student to choose one of their favorite English tongue twisters, but so that everyone gets an individual one.
6. As homework, invite students to independently translate their tongue twister into English and practice its pronunciation.
7. In the second lesson, each student presents his own English tongue twister with translation. You correct mistakes.
8. In the third and subsequent lessons, each student takes turns reading his patter in English into a trained sound. Since the number of words per practiced English sound in different tongue twisters may differ, you should choose the maximum number of repetitions.
15. In the process of repeated repetition, a moment will inevitably come when for some students the English tongue twister, as they say, will "bounce off the teeth", while others still have difficulty pronouncing the words. In this case, at each lesson, set a new task for successful students, for example, pronounce a tongue twister in English quickly, in a singsong voice, in a whisper, shouting, with different emotional colors: sad, cheerful, surprised, confused, wary, etc.
16. In the middle of the repetition process (at about the 10th lesson), record the students pronouncing the English tongue twister on the recorder, but in a single stream. Then also let you listen to the entire recording. It is very important that everyone hears himself against the background of classmates and finds his own mistakes.
17. In the final session, invite each student to write their own English tongue twister as a keepsake.

Pronunciation of consonants in English:

English consonants have the following distinctive features compared to Russian consonants:

1) "voiced-deafness" is not the main distinguishing feature of English consonants, on the contrary, in relation to the English consonant sound, it is important to know whether this sound is strong or weak, and not voiced or deaf. In Russian, voiceless consonants are usually weak, and ringing sounds- strong, In English, on the contrary, voiced sounds [b], [d], [g], [j], [l], [m], [n], [r], [v], [w] , [z], [ʒ], [ð], [ŋ] and [ ʤ] - in most cases, weak, and deaf sounds [f], [h], [k], [p], [s], [t], [∫], [θ] and [ʧ] - strong;

2) strong deaf consonants [k], [p] and [t] differ from the corresponding Russian consonant sounds in that they are pronounced with strong aspiration - the gap between one of these consonants and the vowel following it is filled with a portion not from the oral cavities, as in the case of Russian sounds [k], [p] and [t], but directly from the lungs;

3) a distinctive feature of the system of Russian consonants is the presence of palatization (softening). With the exception of always soft sounds [h] and [u] and always hard sounds[ts], [sh] and [zh] (not to be confused with the double "long" soft [zhzh], as in the word reins), the rest of the Russian consonants are found in both soft and hard varieties. The consonants of the English language are completely devoid of such an articulatory feature, therefore, special attention should be paid to ensuring that the English consonants do not soften before the vowels [e], [i] and;

4) English consonants at the end of words are not deafened, like Russian sounds;

5) doubled English consonants are read as one sound.

Modern English has 24 consonants. Features of their pronunciation (articulation) are discussed below separately for each sound.

[b] - Pronounced as a weakened Russian sound [b]. ɜ

[ ʧ ] - Pronounced like a Russian sound [h], but energetically and firmly, without any softening. For the correct articulation of the English sound [ ʧ ], the second element [∫] should be pronounced as firmly as the Russian sound [sh].

[d] - Pronounced as a weakened Russian sound [d]. Before vowels [e], [i], , [ɜ:] and consonant [j] is not softened. Overtones should be avoided [ ə ] before combinations with sounds [n] and [l], for which the instantaneous pause formed between the sounds [d] and [n] should be given nasal articulation, and the instantaneous pause between the sounds [d] and [l], respectively, lateral articulation (in place formations - between the lateral edge of the tongue and the cheek lowered to one side).

[f] - Pronounced like a Russian sound [f], but more energetic and without the participation of the upper lip. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened.

[g] - Pronounced as a weakened Russian sound [g]. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened.

[ ʤ ] - Pronounced the same as the [ʧ] sound, but with a voice, less energetic and always with the second soft element [ʒ].

[h] - There are no analogues to this sound in Russian. The consonant [h] is a simple exhalation without the participation of the tongue and the rounding of the lips - as when blowing on glass in order to clean it. The sound [h] is not noisy and in no case should it resemble the Russian sound [x].

[j] - Pronounced as a noticeably weakened Russian sound [y].

[ ʒ ] - Pronounced like a softened Russian sound [zh], but not as soft as in the word reins. It differs from the sound [∫] only by the use of voice when pronouncing it.

It is pronounced like the Russian sound [k], but more energetically and aspirated before vowels. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened.

[l] - Unlike the Russian sound [l], the English sound [l] is pronounced with the tip of the tongue, which touches the tissues directly behind the upper front teeth. Before vowels, it sounds a little softer, but not like the Russian sound [l]. At the same time, in a position not before vowels, the English sound [l] never sounds as hard as the Russian sound.[l].

[m] - Pronounced as a weakened Russian sound [m]. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened.

[n] - Unlike the Russian sound [n], which is pronounced with the tongue resting on the front upper teeth, the English sound [n] is pronounced with the tip of the tongue, which touches the tissues behind the front upper teeth, but not the teeth themselves. English sounds less energetic than the Russian sound [n]. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened.

[ŋ] - There are no analogues to this sound in Russian. Simplified, the English sound [ŋ] is the sound [g] when pronounced through the nose with the soft palate fully down. As well as for the sound [g], when pronouncing the sound [ŋ], the back of the tongue closes with the soft palate, but the latter, when articulating the sound [ŋ], is completely omitted, and the air passes not through the mouth, but through the nose. When pronouncing the sound [ŋ], the tip of the tongue must be at the lower teeth, and the front and middle parts of the tongue should not touch the palate. An overtone [g] after the sound [ŋ] should be avoided and the sound [ŋ] should not be replaced by the sound [n].

It is pronounced like the Russian sound [p], but more energetically and aspirated before vowels. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened.

[r] - A very weak consonant sound, only conditionally compared with the Russian sound [r]. It is pronounced with the position of the organs of speech, as for the Russian sound [zh], but the gap formed between the raised tip of the tongue and the front of the hard palate is somewhat wider than for the sound [zh]. The tip of the tongue is bent back and should not vibrate. When pronouncing the English sound [r], only the vocal cords vibrate. The middle and back of the tongue remain flat. In order to avoid replacing the English sound [r] with the Russian sound [r], it should be remembered that when the English sound [r] is formed, the tongue does not hit either the teeth or the upper tissues of the oral cavity, remaining motionless.

[s] - Reminiscent of the Russian sound [s], but pronounced more energetically. The tongue, in comparison with the Russian sound [s], when pronouncing the English sound [s], is raised up, and the air stream passes between the tip of the tongue and the tissues behind the front upper teeth, and not between the tongue and the teeth themselves. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened.

[∫] - Pronounced like a softened Russian sound [sh], but not as soft as the sound [sh]. The position of the tip of the tongue, as when pronouncing the English sound [s], but the gap into which air is passed is wider, and the organs of speech are less tense.

[t] - Reminiscent of the Russian sound [t], but pronounced more energetically and aspirated before vowels. Compared to the Russian sound [t], when pronouncing the English sound [t], the tip of the tongue is raised to the tissues located behind the front teeth. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened. Overtones should be avoided [ ə ] before combinations with the sounds [n] and [l], for which the instant pause formed between the sounds [t] and [n] should be given nasal articulation, and the instant pause between the sounds [t] and [l], respectively, lateral articulation (in place formations - between the lateral edge of the tongue and the cheek lowered to one side).

[θ] - There are no analogues to this sound in Russian. When pronouncing a strong English consonant [θ], the tongue lies flat in the mouth, and its tip is between the front upper and lower teeth. Air is exhaled into the gap formed in this way between the edge of the upper teeth and the tip of the tongue. To avoid the sound [f], the teeth should be exposed so that the lower lip does not touch the upper teeth. To avoid the formation of sound [s], the tip of the tongue should be between the teeth, and the tongue itself should remain flat, especially its front part.

[ð] - There are no analogues to this sound in Russian. Pronounced in the same way as the sound [θ], but with a voice and less energetic. To avoid the sound [v], the teeth should be exposed so that the lower lip does not touch the upper teeth. To avoid the formation of the sound [z], the tip of the tongue should be between the teeth, and the tongue itself should remain flat, especially its front part.

[v] - Pronounced as a weakened Russian sound [v], but without the participation of the upper lip. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened.

[w] - There are no analogues to this sound in Russian. The English sound [w] is obtained by instantly passing a jet of air through a gap formed by strongly rounded and slightly protruding lips. The teeth do not touch the lower lip. The sound [w] is pronounced very briefly and weakly, the lips move, as if blowing out a candle.

[z] - Pronounced as a weakened Russian sound [z]. It differs from the Russian sound [h] in the same way that the English sound [s] differs from the Russian sound [s]. Before vowels [e], [i], , [ ɜ :] and the consonant sound [j] is not softened.

Pronunciation of vowel sounds in English:

Among the vowels of modern English, there are three main groups: monophthongs (vowels consisting of one sound), diphthongs (vowels consisting of two sounds, which are pronounced within one syllable) and triphthongs (vowels consisting of three sounds pronounced within one syllable). Modern English has 12 monophthongs, 8 diphthongs and 2 triphthongs.

Monophthongs.

Historically, English monophthongs are divided into short ones (æ, e, I , ɒ, ʊ, Λ, ə) and long (a:, i:, ɜ:, ɔ:, u:). The longitude of the latter is indicated in the transcription by a colon after the symbol of the corresponding vowel sound.

[æ] - A short vowel sound, pronounced with perceptible tension. Qualitatively opposed to the sound [e]. To avoid erroneous pronunciation of the Russian sound [e] instead of the sound [æ], the tongue should be placed low in the mouth, as when pronouncing the Russian sound [a]. The lower jaw should be noticeably lowered. In this case, the bulk of the tongue should remain in front of the mouth, and its tip should be pressed against the lower teeth.

Long vowel sound, pronounced tensely. With its length, characteristic pressure of the root of the tongue in the mouth and low timbre, English resembles the sound made when showing the throat to the doctor. In order to correctly pronounce English sound, without making it look like a Russian sound [a], you should take the root of the tongue back and down as far as possible.

[e] - A short vowel sound, pronounced without tension. The English sound [e] is somewhat reminiscent of the Russian sound [e] in the words light and these, if pronounced very briefly. However, it should be remembered that consonants before the English sound [e] are not softened. When pronouncing the English sound [e], the middle part of the tongue is raised to the palate higher than when pronouncing the Russian sound [e], and the distance between the jaws is narrower.

[I] - A short vowel sound, pronounced without tension. Qualitatively (in place and method of articulation) and quantitatively (in longitude) it is opposed to a long sound. The English sound slightly resembles the unstressed Russian sound [and] in the word game and the stressed Russian sound [and] after hissing. For correct articulation of the sound, the tongue should be placed lower in the mouth than when pronouncing the Russian sound [and]. Consonants do not soften before the sound, which you need to pay special attention to. At the same time, the English sound should not be like the Russian sound [s].

Long vowel sound, pronounced tensely. Qualitatively and quantitatively opposed short sound[i]. The English sound is somewhat reminiscent of the Russian sound [and] in the word willow, if you pronounce it tensely and drawlingly. Consonants before a sound are not softened. In addition to longitude, the English sound is notable for its heterogeneous sound throughout throughout. When pronouncing a sound, the tongue moves forward and upward in the oral cavity.

[ɜ:] - Long vowel sound, pronounced tensely. The lips when pronouncing the sound [ɜ:] are stretched, the teeth are slightly bared. Consonants before the sound [ɜ:] are not softened. The English sound [ɜ:] should not resemble the Russian sounds [o] and [e]. It is the sound [ɜ:], as a rule, pronounced by native English speakers when thinking about an answer or choosing the right word.

[ɒ ] - A short vowel sound, pronounced without tension. The English sound [ɒ] is somewhat similar to the Russian sound [o] in the word horse , if you pronounce it without rounding or protruding lips. When pronouncing the sound [ɒ], it is necessary to move the tongue back as much as possible, as when pronouncing the sound, and, opening the mouth wide, try to achieve minimal rounding of the lips.

[ ɔ: ] - A long vowel sound, pronounced tensely, with the tongue pulled back and very rounded lips. The protrusion of the lips, which is characteristic of the articulation of the Russian sound [o], should be avoided, which leads to the formation of an overtone [y] unusual for the English sound [ɔ:].

[ʊ ] - A short vowel sound, pronounced without tension. Qualitatively and quantitatively it is opposed to a long sound. Its main difference from the Russian sound [y] is that when pronouncing the sound [ʊ], the lips almost do not round and do not protrude.

Long vowel sound, pronounced tensely. Qualitatively and quantitatively it is opposed to the short sound [ʊ]. In addition to longitude, English sound, like sound, is distinguished by heterogeneity of sound throughout. When pronouncing a sound, the tongue moves back and up in the mouth. The lips are visibly rounded at the beginning and become even more rounded as the tongue moves. To avoid replacing the English sound with the Russian sound [y], when rounding the lips, do not stick them out.

[ Λ ] - A short vowel sound, pronounced tensely. The position of the tongue in the mouth, as in silence. English sound [Λ] is similar to the Russian sound [a], pronounced in the first pre-stressed syllable after hard consonants in place of the Russian letters a and o, as, for example, in the words rock and bark . Compared to the Russian percussive sound [a], when pronouncing the English sound [Λ], the tongue is pushed back, and its back part is raised. An excessively pushed back language will lead to the formation of a sound close to the English sound [Λ], which will be a gross phonemic error, since these sounds often perform a semantic difference. function.

[ ə] - A short neutral (formed by the tongue in a neutral position) vowel sound, pronounced without tension. Like Russian, English is characterized by strong qualitative reduction (weakened pronunciation of vowels in unstressed syllables). So, a sound close to the English sound [ə] can be found in the second pre-stressed and in two stressed syllables in Russian words in place of vowelsabout, aand e after hard consonants, for example:gardener, gift, whole. An error in the articulation of the English sound [ə] occurs due to the mixing of reduction paradigms in English and Russian. The neutral vowel [ə] in English occurs mainly in the first pre-stressed and first stressed syllables. Native speakers of the Russian language often pronounce vowels in the first and second prestressed syllables and the second stressed syllable, which are close to Russian in terms of the degree of qualitative reduction. A common mistake is pronunciation in the first prestressed syllable English words Russian sound [e] instead of sound[ ə] . To resolve this error it is necessary not to shift the tongue to the front of the mouth, keeping it in a neutral middle position.

diphthongs

These are special vowel sounds pronounced without a pause within one syllable. In English diphthongs, the main, percussive element is core - is always the first of its two components. The second element is glide or glide - always unstressed, pronounced without tension. Intonationally, all English diphthongs are descending, i.e. their pronunciation is accompanied by a decrease in intonation towards the final element.

A combination of a strong first element [a] and a weakened . The English sound [a] - the core of the diphthong - differs from the Russian [a] in front of the position of the tongue during its articulation. In addition, in the initial stage of sounding of English [a], the language is located lower. The diphthong glide should not be replaced by the English consonant [j] or the Russian [й].

A combination of a strong first element [a] and a weakened second [ʊ] . When pronouncing the core of the diphthong - sound [a] - the language does not move forward as much as when pronouncing the core, and the first element is in many ways similar to Russian [a]. Unlike glide [əʊ], the second element of the diphthong sounds unclear. You should keep this in mind and not turn the obscure glide [ʊ] into an independent vowel [ʊ] or, as well as Russian [y], which is pronounced with a characteristic protrusion of the lips, which is not characteristic of English vowels in general.

The combination of a strong first element [e] and a weakened second [ I ]. Avoid turning the diphthong glide [ I ] into English consonant [j] or Russian [й].

- A combination of a strong first element [e] and a weakened second [ə]. The mouth when pronouncing the core of the diphthong - the sound [e] - is much openwider than when pronouncing an independent English vowel [e], which makes the core of the diphthong look like Russian [e] in the word this one (but not these).

[Iə] - A combination of a strong first element and a weakened second [ ə]. In the open final position (at the end of a word), the glide [ə] can turn into a sound close to the English [Λ].

[ɔ I ] - The combination of the strong first element [ ɔ] and weakened second. English sound [ ɔ] - diphthong core [ɔ I] - is a cross between English sounds[ɔ:] and [ ɒ]. The transformation of a diphthong glide into an English consonant [j] or Russian [й] is mistake.

[ʊə] - A combination of a strong first element [ʊ] and a weakened second [ə].

[əʊ] - A combination of a strong first element [ə] and a slightly weakened second [ʊ]. The core of the diphthong [əʊ] - sound [ə] - is pronounced like English [ɜ:], but with a wider mouth than for [ɜ:], and with rounded (but not protruding) lips. The diphthong [əʊ] is the only English diphthong whose second element is pronounced distinctly, without a noticeable weakening of the organs of speech.

triphthongs

It is a combination of diphthongs and with an unstressed neutral non-syllabic vowel [ə]. Like diphthongs, English triphthongs have a core - a strong percussion element - and a glide or glide, which includes two unstressed elements.

- The combination of a diphthong and a neutral vowel [ə]. Element [ I ] should not turn into a consonant [j].

The combination of a diphthong and a neutral vowel [ə]. The element [ʊ ] must not turn into a consonant [w].

As you know, Karl stole corals from Clara, and Karl stole the clarinet from Clara. But not all happiness lies in the clarinet. Happiness lies in the correct diction, as well as the British-American accent, which we will have to develop today with the help of numerous tongue twisters.

So, the first tongue twister appeared many years ago. The goal was to develop correct diction and articulation as soon as possible using a simple rhyming phrase. So the first tongue twisters began to appear. It is interesting that many "pure tongues" have their own history, and it was no coincidence that they appeared.

Patter is needed in order to speak as clearly as possible, and if you are a public speaker, then your life is one big rehearsal and not a single chance to miss. At the same time, people who study English often hear the phrase: “You should not worry about pronunciation, you should worry about your own silence.” In part, we can agree with this. Yes, only partly. You will not envy those who know the rules and are silent, afraid to pronounce wrong word or forgetting to put the article.

However, it is thanks to our pronunciation that foreigners understand where we are from. This can be seen in a great video of a guy who showed us what 67 English accents look like. And, believe me, this is what will make you wildly delighted, because these are exactly the accents that those who have ever visited Scotland, Ireland, Wales and many American states have to face.

It is interesting that not only the pronunciation of tongue twisters, but in general, any pronunciation needs to be trained in front of a mirror. English speech is different from Russian. If in mother tongue we may not speak so spasmodically, then in English we have to use all the force and power of intonation in order to show that we are aware of how to express ourselves correctly. Imagine that you need to intonate as if you want to show a wavy line with your voice. Represented? Now try to put emphasis on semantic words (more often these are nouns and verbs, less often - all other parts of speech, depending on the situation and the sentence itself). At the same time, do not forget about sounds: do not confuse "Ө" and "ð", do not growl, pronounce "p", "t" and "d" in a special way (I'm sure you know how to do this), and, of course, don't forget to smile widely. It turns out? Excellent!

The most famous and at the same time quite complex tongue twister, with which you can work out the sounds " ʃ " and " s» , are the following:

She sells sea shells on the sea shore;
The shells that she sells are sea shells I'm sure.
So if she sells sea shellson the sea shore,
I'm sure that the shells are sea shore shells.

We note right away that it is not worth thinking about the meaning. You can, of course, try to translate this set of words, from which you will find out that she sells sea shells on the coast, and these are 100% sea shells and then you can stop, because. the rest of the words are simply folded into a rather complex combination, which is difficult to repeat at the initial stage.

Another short but really challenging one is

Sally is a sheet slitter, she slits sheets.

For those who want to reach maximum heights, we recommend trying to pronounce the tongue twister below:

Sally sells sea shells by the shiny sea shore,

so she can see the shimmering silver ships

Sunshiny summersshe strolls along the seashore

Shoelessly splashing somersaults while she skips.

Pay attention to the translation of the following words:

Shimmering- flickering

Sunshine– sunny

Stroll- stroll

Shoelessly- barefoot

Splashing- splashing

Somersaults- somersault jumping

Skip- to jump, jump

While you are training, let the whole world wait!

Show me showered
and shampooed sheep
and I'll show you
a sheep in sharp shape

Patter w, v, ð

To work out the sounds "w" and "ð", the following tongue twister is perfect:

Whether the weather is fine
or whether the weather is not.
Whether the weather is cold
or whether the weather is hot.
We'll weather the weather
Whatever the weather
Whether we like it or not.

Please note that the union whether' stands for 'whether', ' weather" is the weather, but " weather"- a verb denoting "to endure", "to endure".

William always wears a very warm woolen vest in winter? Viktor however never wears underwear even in the wild wild West

Tongue twisters for p, t, k

To work out the sounds "p", "t", "k" the tongue twister about Peter Piper will help:

Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers Where’s the peck of pickled peppers Peter Piper picked?

Verb " to pick" - gather, " peck"- heap, " pickled» - marinated

Think you can pronounce it as fast as in the video below?

Are you sure it was easy? Then look at this

Tongue twisters on t, d

A rather interesting tongue twister from the point of view of honing several sounds at once is the following:

What a to-do to die today, at a minute or two to two;
A thing distinctly hard to say, but harder still to do.
For they'll beat a tattoo, at twenty to two
A rat-tat-tat-tat-tat-tat-tat-tat-tattoo
And a dragon will come when he hears the drum,
At a minute or two to two today, at a minute or two to two.

Tongue twisters for l, n

And finally, a few nursery rhymes"For those who thought they were not enough:

You've no need to light a night-light
On a light night like tonight
For a night-light's light's a slight light,
And tonight's a night that's light.
When a night's light's like tonight's light,
I wouldn't really think it's quite right
To light night-lights with their little lights
On a light night like tonight.

A night-light- night light

light- small, insignificant

Patter on b, t

Betty Botter bought some butter;
“But,” she said, “this butter’s bitter!
If I put it in my batter
It will make my batter bitter.
But a bit o’ better butter
Will but make my batter better.”
Then she bought a bit o' butter
Better than the bitter butter
Made her bitter batter better.
So 'twas better Betty Botter
Bought a bit o’ better butter.

Tongue twisters in r, l, s

If you stick a stock of liquor in your locker,
It's slick to stick a lock upon your stock,
Or some stickler who is slicker
Will stick you of your liquor
If you fail to lock your liquor
With a lock!

Seth at Sainsbury's sells thick socks.

Red lorry, yellow lorry, red lorry, yellow lorry.

Tongue twisters training different sounds

How many cans can a cannibal nibble if a cannibal can nibble cans?
As many cans as a cannibal can nibble if a cannibal can nibble c ans.

Three gray geese in the
green grass grazing.
Gray were the geese and
green was the grass

If Stu chews shoes, should Stu choose the shoes he chews?

I scream, you scream, we all scream for ice cream!

Fresh fried fish, Fish fresh fried, Fried fish fresh, Fish fried fresh.

The Guinness Book of Records holder was the tongue twister " the sixth sick sheikh's sixth sheep's sick». Here, even the translation itself is difficult to pronounce (the sixth sheep of the sixth sick sheikh is sick), not to mention the English version.

Interestingly, there are approximately 2,375 tongue twisters in 108 languages.

Tongue twisters for practicing sound [ b ]:

• The big black bug bit the big black bear, but the big black bear bit the big black bug back!
• A big black bug bit a big black dog on his big black nose!
• Busy buzzing bumble bees.
• A big black bear sat on a big black bug.
• Betty Botter bought some butter but she said the butter's bitter.
• If I put it in my batter it will make my batter bitter.
  So, she bought some better butter, better than the bitter butter and she put it in her batter and her batter was not bitter.
  So "twas good that Betty Botter bought some better butter.

Tongue twisters for practicing sound [ k ]:

• How can a clam cram in a clean cream can?
• How many cookies could a good cook cook if a good cook could cook cookies?
• A good cook could cook as many cookies as a good cook who could cook cookies.

Tongue twisters for practicing sound [ p ]:

• Peter Piper picked a peck of pickled peppers.
  A peck of pickled peppers Peter Piper picked.
  If Peter Piper picked a peck of pickled peppers,
  Where's the peck of pickled peppers Peter Piper picked?
• Pirates Private Property

• Elizabeth's birthday is on the third Thursday of this month.
• The thirty-three thieves thought that they thrilled the throne throughout Thursday.
• There those thousand thinkers were thinking how did the other three thieves go through.
• I thought … I thought of thinking of thanking you.
• Nothing is worth thousands of deaths.

Tongue twisters for practicing sound:

• I wish you were a fish in my dish.
• I shot the city sheriff.
  I shot the city sheriff.
  I shot the city sheriff.

Tongue twisters for practicing sound [ f ]:

• There was a fisherman named Fisher who fished for some fish in a fissure.
  Till a fish with a grin, pulled the fisherman in.
  Now they're fishing the fissure for Fisher.
• Four furious friends fought for the phone.
• Love "s a feeling you feel when you feel you" re going to feel the feeling you "ve never felt before.
• I am not a pheasant plucker,
  I "m a pheasant plucker"s son
  but I'll be plucking pheasants
  When the pheasant plucker's gone.

Tongue twisters for practicing sound [ d ]:

• Did Doug dig Dick's garden or did Dick dig Doug's garden?

Tongue twisters for practicing sound [ t ]:

• 
  What a terrible tongue twister,
  What a terrible tongue twister...
• Two tiny tigers take two taxis to town.
• I know a boy named Tate who dined with his girl at eight eight.
  I "m unable to state what Tate ate at eight eight or what Tate" s tete a tete ate at eight eight.
• To begin to toboggan first, buy a toboggan.
  But do not buy too big a toboggan!
  Too big a toboggan is too big a toboggan to buy to begin to toboggan.

Tongue twisters for practicing sound [ w ]:

• I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.
• While we were walking, we were watching window washers wash Washington's windows with warm washing water.
• If two witches would watch two watches, which witch would watch which watch?

Tongue twisters for practicing sound [ tw ]:

• A twister of twists once twisted a twist;
  A twist that he twisted was a three-twisted twist;
  If in twisting a twist one twist should untwist,
  The untwisted twist would untwist the twist.

Tongue twisters for practicing sound [ m ]:

• Mary Mac "s mother" s making Mary Mac marry me.
  My mother's making me marry Mary Mac.
  Will I always be so Merry when Mary"s taking care of me?
  Will I always be so merry when I marry Mary Mac?

Tongue twisters for practicing sound [ s ]:

• When I was in Arkansas I saw a saw that could outsaw any other saw I ever saw, saw.
  If you "ve got a saw that can outsaw the saw I saw saw then I" d like to see your saw saw.
• Six slimy snails sailed silently.
• Singing Sammy sung songs on sinking sand.
• There once was a man who had a sister, his name was Mr. Fister. Mr. Fister's sister sold sea shells by the sea shore.
  Mr. Fister didn't sell sea shells, he sold silk sheets. Mr. Fister told his sister that he sold six silk sheets to six shieks.
  The sister of Mr. Fister said I sold six shells to six shieks too!
• Sally sells sea shells by the sea shore. But if Sally sells sea shells by the sea shore then where are the sea shells Sally sells?

Tongue twisters for practicing sound [i:]:

• The queen in green screamed.
• I eat eel while you peel eel.

and :

• The owner of the inside inn was inside his inside inn with his inside outside his inside inn.

Tongue twisters for practicing sound:

• What noise annoys an oyster most?
  A noisy noise annoys an oyster most.
• A noise annoys an oyster, but a noisy noise annoys an oyster more!

Tongue twisters for practicing sound [ ou ]:

• If you notice this notice, you will notice that this notice is not worth noticing.

Tongue twisters for practicing sounds and [a:]:

• If you understand, say "understand".
  If you don't understand, say "don't understand".
  But if you understand and say "don't understand".
  How do I understand that you understand. understand!?
• Come, come,
  Stay calm, stay calm
  no need for alarm,
  It only hums
  It doesn't harm.

Tongue twisters for practicing various sounds:

• 
  Spread it thick, say it quick!
  Yellow butter, purple jelly, red jam, black bread.
  Spread it thicker, say it quicker!
  Yellow butter, purple jelly, red jam, black bread.
  Don't eat with your mouth full!
• Dr. Johnson and Mr. Johnson, after great consideration, came to the conclusion that the Indian nation beyond the Indian Ocean is back in education because the chief occupation is cultivation.