Once you’ve learnt the basic Better Voice technique in Part One, Part Two will take your Better Voice to the next level. You’ll learn how to add interest to your voice and use more of its potential, so you can:
Here’s an extract from the section in Part Two on adding interest to your voice:
We’ve all had to listen to someone with a really monotonous voice. (The word ‘monotonous’ actually means ‘on one note’.) It doesn’t take long before you switch off, however fascinating their subject.
A good speaker uses many pitch variations. Put another way, their voice has a lot of music in it. Think of the Italians with their naturally musical language, and how enjoyable it is to listen to them, even when they’re speaking English.
The more interesting your learners find your voice, the more you’ll hold their attention. That will help not only their understanding of what you’re saying, but class behaviour.
Say ‘I’d love a cup of coffee’, making the ‘o’ in ‘love’ as long as possible. Now say the same phrase but making the ‘o’ in ‘love’ short and the ‘l’ and ‘v’ as long as possible. It’s not difficult to see which version gives you the greater possibility for putting music and meaning into the word ‘love’.
You have discovered that:
So don’t be one of those people who ‘clips’ their vowels very short. Linger on the vowels so you can put the music into your voice that makes it interesting to listen to.
Experiment saying different phrases really slowly, seeing how varying the notes in the vowels adds both interest and meaning.
Once you’ve learnt the basic Better Voice technique in Part One, Part Two will take your Better Voice to the next level. You’ll learn how to add interest to your voice and use more of its potential, so you can:
Here’s an extract from the section in Part Two on adding interest to your voice:
We’ve all had to listen to someone with a really monotonous voice. (The word ‘monotonous’ actually means ‘on one note’.) It doesn’t take long before you switch off, however fascinating their subject.
A good speaker uses many pitch variations. Put another way, their voice has a lot of music in it. Think of the Italians with their naturally musical language, and how enjoyable it is to listen to them, even when they’re speaking English.
The more interesting your learners find your voice, the more you’ll hold their attention. That will help not only their understanding of what you’re saying, but class behaviour.
Say ‘I’d love a cup of coffee’, making the ‘o’ in ‘love’ as long as possible. Now say the same phrase but making the ‘o’ in ‘love’ short and the ‘l’ and ‘v’ as long as possible. It’s not difficult to see which version gives you the greater possibility for putting music and meaning into the word ‘love’.
You have discovered that:
So don’t be one of those people who ‘clips’ their vowels very short. Linger on the vowels so you can put the music into your voice that makes it interesting to listen to.
Experiment saying different phrases really slowly, seeing how varying the notes in the vowels adds both interest and meaning.
