🚀 Exciting Announcement: 30-Day Free Pronunciation Challenge Launching August 1st! 🚀 Hello Skool community! 👋 Welcome to the Fluency Clan. I'm thrilled to announce the launch of my 30-Day Free Pronunciation Challenge, starting on August 1st! This challenge is specifically designed to help non-native English speakers preparing for the IELTS exam to refine their pronunciation skills and boost their performance. IELTS examiners often observe several common pronunciation challenges among test-takers, such as: ❌ Pronunciation of Specific Sounds: Difficulty with sounds like "th," "r," and "l" can affect your clarity. ❌ Stress and Intonation: Incorrect stress on syllables or words can lead to misunderstandings and affect your fluency score. ❌ Connected Speech: Struggling with linking words naturally can make your speech sound choppy and less fluent. ❌ Consistency: Inconsistent pronunciation can confuse listeners and lower your pronunciation score. 🎯 What You'll Gain from the 30-Day Challenge: ✅ Improved Pronunciation: Master difficult sounds and patterns to ensure your speech is clear and understandable. ✅ Enhanced Fluency: Learn to use stress and intonation effectively to sound more natural and fluent. ✅ Better Connected Speech: Practice linking words smoothly to make your speech more coherent and fluent. ✅ Increased Consistency: Achieve a consistent pronunciation that enhances your overall speaking score. 🌟 Bonus: Join a Community of Motivated Learners! One of the best parts of this challenge is the opportunity to connect with a group of like-minded, motivated learners. You’ll be able to share your progress, exchange tips, and encourage each other along the way. Together, we can achieve our pronunciation goals and make a real impact on our IELTS performance. 🎥 All videos will be uploaded to the Skool platform so you can access them if you miss the live class. Plus, you'll get daily practice sounds to work on! 📱 Join the WeChat/WhatsApp Group! In this group, you can post your daily practice videos (1-2 minutes max). To qualify for the prizes, you must post every day:

1. Connected Speech Test Instructions: Students should practice shortening and blending words in these sentences as native speakers do. They should focus on the natural flow of speech, including reductions, elisions, and linking. Sentences for Connected Speech Practice: 1. "I want to go to the store." 2. "What are you going to do?" 3. "Can you help me with this?" 4. "I’ve got to get going now." 5. "She doesn’t know how to do it." 6. "We’re going to eat dinner." 7. "He has to go to work early." 8. "Do you want to come with us?" 9. "That’s what I was thinking." 10. "I’ll be right back." 2. British Accent Pronunciation Practice Instructions: Students should practice these sentences in a British accent. Focus on aspects like vowel sounds, rhoticity, and intonation typical of a British accent. Sentences for British Accent Practice: 1. "The quick brown fox jumps over the lazy dog." 2. "I’d like a cup of tea with milk and sugar, please." 3. "She sells seashells by the seashore." 4. "The weather is lovely today, isn’t it?" 5. "Could you pass me the newspaper from the table?" 6. "My favourite colour is blue, especially navy blue." 7. "I met him at the university last Wednesday." 8. "Let’s go to the cinema and watch a film." 9. "It’s a beautiful day for a walk in the park." 10. "How much does this lovely sweater cost?"

1. Intonation Practice: Rising, Neutral, and Falling Intonation Rising Intonation (typically used for yes/no questions): 1. "Are you coming to the party?" 2. "Do you like pizza?" 3. "Is it going to rain tomorrow?" 4. "Have you finished your homework?" 5. "Will they be joining us for dinner?" Neutral Intonation (used for statements or when no particular emphasis is needed): 1. "I went to the store yesterday." 2. "She is reading a book." 3. "The meeting starts at 10 a.m." 4. "We live in a small apartment." 5. "He has a new job." Falling Intonation (often used for statements, commands, and WH-questions): 1. "Please close the door." 2. "Where did you put my keys?" 3. "I need to see the manager." 4. "The train leaves at 6 p.m." 5. "She has finished her report." 2. Word Stress Practice Common Problematic Words: 1. Photograph (stress on the first syllable) vs. Photography (stress on the second syllable) vs. Photographic (stress on the third syllable) 2. Record (noun: stress on the first syllable) vs. Record (verb: stress on the second syllable) 3. Present (noun: stress on the first syllable) vs. Present (verb: stress on the second syllable) 4. Produce (noun: stress on the first syllable) vs. Produce (verb: stress on the second syllable) 5. Address (noun: stress on the first syllable) vs. Address (verb: stress on the second syllable) 6. Contract (noun: stress on the first syllable) vs. Contract (verb: stress on the second syllable) 7. Project (noun: stress on the first syllable) vs. Project (verb: stress on the second syllable) 8. Import (noun: stress on the first syllable) vs. Import (verb: stress on the second syllable) 3. Sentence Stress Practice Changing Stress for Meaning: 1. "I didn't say she stole the money." 2. "He is going to the store." 3. "I like to read books." 4. "She will finish the project tomorrow." 5. "I can't believe you did that." "He is going to the store." Stress on "He": Emphasizes who is going.

Diphthongs are vowel sounds that begin with one vowel sound and glide into another within the same syllable. Here’s the plan for assessing diphthongs: Diphthongs in English: - /aɪ/ (as in "ride") - /eɪ/ (as in "day") - /ɔɪ/ (as in "boy") - /aʊ/ (as in "how") - /əʊ/ (as in "go") - /ɪə/ (as in "here") - /eə/ (as in "air") - /ʊə/ (as in "sure") Assessment Plan: Level 1: Isolated Sound Pronunciation - Task: Students will pronounce each diphthong sound individually, focusing on producing a clear and accurate sound. They should repeat each sound several times:/aɪ/: "aɪ... aɪ... aɪ..."/eɪ/: "eɪ... eɪ... eɪ..."/ɔɪ/: "ɔɪ... ɔɪ... ɔɪ..."/aʊ/: "aʊ... aʊ... aʊ..."/əʊ/: "əʊ... əʊ... əʊ..."/ɪə/: "ɪə... ɪə... ɪə..."/eə/: "eə... eə... eə..."/ʊə/: "ʊə... ʊə... ʊə..." Level 2: Word-Level Pronunciation /aɪ/ (as in "ride") — "eye" sound - Start: Ice, Idea, Island, I, Iron - Middle: Find, Time, Mind, Bicycle, Tiger - End: Fly, High, Cry, Buy, Try /eɪ/ (as in "day") — "ay" sound - Start: Day, Date, Daisy, Dance, Danger - Middle: Waiting, Amazing, Table, Famous, Paper - End: Play, Say, Way, Name, Great /ɔɪ/ (as in "boy") — "oy" sound - Start: Boy, Boil, Boys, Royal, Point - Middle: Join, Voice, Coin, Avoid, Choice - End: Toy, Boy, Enjoy, Employ, Soy /aʊ/ (as in "how") — "ow" sound - Start: How, House, Hour, Hound, Hawaii - Middle: Mountain, Shout, Loud, Flower, Brown - End: Down, Town, Out, Cloud, Mouse /əʊ/ (as in "go") — "o" sound - Start: Go, Goad, Gold, Grow, Ghost - Middle: Home, Closed, Road, Post, Most - End: Show, No, Toe, Low, Solo /ɪə/ (as in "here") — "ear" sound - Start: Ear, Ease, Eerie, Ears, Earth - Middle: Fears, Serious, Weird, Tier, Appear - End: Near, Clear, Beer, Sheer, Career /eə/ (as in "air") — "air" sound - Start: Air, Bear, Care, Dare, Hair - Middle: Fairly, Repair, Wear, Share, Aware - End: Care, Bear, Hair, Pair, Stare /ʊə/ (as in "sure") — "oor" sound

Monophthongs are single, pure vowel sounds, and we can assess them by testing pronunciation in isolation, in different word positions, and in sentences. Monophthong Vowels in English: - /iː/ (as in "see") - /ɪ/ (as in "sit") - /e/ (as in "bed") - /æ/ (as in "cat") - /ʌ/ (as in "cup") - /ɑː/ (as in "car") - /ɒ/ (as in "hot") - /ɔː/ (as in "door") - /ʊ/ (as in "put") - /uː/ (as in "blue") - /ɜː/ (as in "bird") - /ə/ (as in "sofa") — the schwa sound Here’s the assessment plan for each vowel sound: Level 1: Isolated Sound Pronunciation - Task: Students will pronounce each vowel sound individually, focusing on producing a clear and accurate sound. They should repeat each sound multiple times:For example:/iː/: "ee... ee... ee..."/ɪ/: "ih... ih... ih..."/æ/: "ah... ah... ah..."(Repeat for all vowel sounds listed) Level 2: Word-Level Pronunciation /iː/ (as in "see") — long "ee" sound - Start: See, Feel, Eat, East, Each - Middle: Meeting, Keep, Teacher, Please, Dream - End: Bee, Key, Tea, Free, Tree /ɪ/ (as in "sit") — short "ih" sound - Start: Sit, Six, Big, Fill, Pig - Middle: Dinner, Chicken, Milk, Visit, Simple - End: Ship, Fish, Lip, Trip, Sick /e/ (as in "bed") — short "eh" sound - Start: Bed, Pen, End, Red, Met - Middle: Letter, Seven, Head, Better, Tennis - End: Bet, Get, Set, Net, Wet /æ/ (as in "cat") — short "a" sound - Start: Cat, Back, Man, Apple, Hat - Middle: Magic, Happy, Battle, Pattern, Basket - End: Back, Track, Snack, Crack, Attack /ʌ/ (as in "cup") — short "uh" sound - Start: Cup, Up, Under, Cut, Bus - Middle: Lunch, Butter, Funny, Mother, Hundred - End: Cup, Shut, Enough, Rough, Stuff /ɑː/ (as in "car") — long "ah" sound - Start: Car, Park, Father, Farm, Hard - Middle: Garden, Market, Party, Smart, Sharp - End: Car, Far, Star, Jar, Scar /ɒ/ (as in "hot") — short "o" sound - Start: Hot, Stop, Dog, Top, Odd - Middle: Bottle, Coffee, Doctor, Office, Pocket - End: Stop, Shop, Drop, Top, Cop