Improve Your English Pronunciation: Voiced & Voiceless Consonants

Hmm-hmm-hmm-hmm-hmm-hmm. Na-na-na-na. Hi. James from engVid. I would like to

help you with a problem you might not even know that you have. Do you know

what: "voiced" and "voiceless" is? And if you do, do you know how to do the

mechanics of it, produce it, or make sure you're producing it? A lot of

students have a problem with this. They may understand the basic idea: "voices

vibrate", but my lesson today will help you to be able to physically feel it, so

that you know what you should do. And we'll go through a practice session,

using one of the hardest "voiced" or "voiceless" sounds in English. Cool?

Let's go to the board and work it out. Ah, Mister E is being very cool today. I

love it. He's gone Shakespearean on to me. "To be or not to be — that is not

the question. It is actually: To be or not to be voiced or voiceless". So, what

does it mean to be "voiced" or "voiceless"? Now, for some of you,

you're like: "What is he talking about?" And sometimes native speakers watch

this, so this is for you, native speakers; because you do it all the

time, but you don't even know what you're doing. All right? So, if you're

learning English, don't feel so bad; not everybody knows everything, including

me. So, "voiced". Mister E has given us a special holiday-edition shot here or

something, like, this is him when he was a kid. He's beautiful. Hey, man. Look at

that, nice bald head and that. He looks really good with his dress shirt.

Anyway.

So, "voiced". "Voiced" is vibration or vibrates. So, okay, got that. But what's

vibrating? Well, actually your vocal cords; it's right in here — these are

vibrating. And when it's "voiceless", it's just an air movement. (whistles

lightly). A great example of this is the difference between: "p" and "b". When I

say: "p" — "p", "p" — it's actually just air going over the chords; nothing

really happens. But when I say: "b" — "b" — there's a slight vibration of the

vocal cords, and that's the difference between: "p" and "b". All right? Now,

today's lesson isn't to say: I'm going to work on this sound and this one. It's

to help you with the mechanics. I will give you something specific to work on

that will help you that's actually probably... I picked some of the

toughest words for non-English speakers to work on, and you'll see them and

you'll go: "Oh my god. I hate these ones." I'm gonna give that to you in a

second or two. But, quickly, let's go through it. Here's my method to help you

with the mechanics. What sound does a bee make? Duh. "Bzz". Yeah, keep going.

"Zzz". Now, put your hand here. "Zzz". You'll feel that movement. There you go.

That's that vibration I'm talking about. Okay? So, the first thing we want to

look at: What sound does a bee make? Silly, I know; but it's something that's

practical you can play with and notice this.

The second thing I want to do is: Now, put your hand on your throat and say:

"A", "a", "a". You can even say: "e", or: "u", or: "o". Vowel sounds basically

are "voiced", so it will vibrate the vocal cords. Sorry. So, this way: "o" —

you can feel that vibration. And if you do it long enough, you'll know how it

feels, and you'll know how to put the voiced — that's on. I told you I'm here

to help you. Okay? So... so, you can say that. "A" is good one because it's: "a"

— it's the first letter in the alphabet, or any other vowel sound. Step three:

Start with an "a", and then do the voiceless words, and note the

difference. I'll give you an example. If I say: "people", "people" — there's two

"p's" there and nothing — it's dead. Well, not dead. It's not moving. I'm

alive. "People". But if I say: "butterfly", "butter-" — sorry, I should

stop there. You'll notice the difference. Note the difference with:

"people" — no vibration. Okay? Number four is when I want you to actually do

something voiced, like: "butterfly", "butterfly". Note the difference; notice

how there's that vibration. And if you do them together: "people, butterfly" —

you'll go: "Oh, there's a big difference with how my throat works, or the vocal

cords work." Cool? That's a small practice that you can do. Well, actually

what I want you to use when we go to the board in a second, and I give you the

sound of the day you're going to work with. (laughs evilly) (snaps fingers)

Okay. So, I promised to help you with: "voiced" and "voiceless". And just in

case, if I wasn't too clear, what I want you... when I said: "note the

difference" — I wrote that on the board before — it's when we do the: "a" —

we're comparing the "a", what happens with the "a", here — the vibration,

versus the next word we say, and we want to compare the difference. What I'm

getting you to do, actually, is to train your brain to recognize the difference.

Especially when we start comparing the "voiced" and the "voiceless", you should

notice a big difference, and your brain will go: "Got it". And there are two

words especially I wrote on the board that students get confused with because

they almost look the same; and one is a verb and one is the noun. Noun. And just

by spelling, if it wasn't for the extra letter, they could be completely

confused, and that's completely understandable. All right? So, let's go

to the board, and we're going to work on the famous "th" sound — yay — found in

so many English words. Okay? So, we talked about "voiced" is vibration. And

that's why I put, like: "voice — vibrate". Bla. It's that "b" sound.

Right? Here are some words that we can start with. And if you notice, I put:

beginning, middle, and end. And if you're confused why, I'm just saying the

placement of the "th". The vibration will still be there, but it... even

though it moves, the vibration will be there. So, you're gonna notice we're

using words where it starts at the beginning, words where the "th" is in

the centre... and I know there's an "e" here, but it's basically at the end of

the word. Okay?

Now, what I was explaining to you about: Note the difference or see the

differences — this is the exercise I want you to do. To get some practice,

we're doing this. So, let's do it together. Okay? So, this is one of those

lessons... no, there's not a test, but you get to practice with me. Yes. I'm in

your house, teaching you. We're working together. Ah. Are you excited? I'm

excited. Let's do it. Okay, so first, we'll put our hand here, as I said.

We'll go: "a". Okay? "a". The first word is: "there". Oh. "A", "there". Oh.

Notice how that kind of follows through that: "zzz"? You wouldn't think so, but

there it is. Then we go to next one: "a", "then", "a", "then". Now, you're

going to notice that soft vibration is falling in your hand, and your brain's

going: "I understand". Next one: "a", "weather", "a", "weather". Now, the "w"

makes a bit of a difference, because we have to carry through. We're saying a

sound, then we have to change it. And that's why I did beginning, middle, and

end, so you can notice how it changes. You're going to go: "w", "w", "weath-",

and it's "a". Okay? We're good. Now, let's go here: "a", "either", "a",

"either". And if you're educated: "a"... Oh, sorry. Now... sorry. The first one's

educated. Star means there's two ways of saying this word, but notice that the

vibration doesn't change: "a", "either", "a", "either". In fact, that "e" almost

pushes into it. Okay? So, you'll hear people say: "either" or "either" — the

argument is educated people will say: "either", and a lot of people say:

"either". "Either you or me"; "either you or I". And you can almost hear a

British accent when they say: "either". Okay? So, something to keep noting...

note. It doesn't change its meaning; it just will change... People will change

it, depending on the situation they're in; but some people won't because they

don't know there's a difference. Next: "a", "breathe", "a", "breathe". Okay?

And this is the verb. Woo. Remember I said we're going to come back? When we

get down here, you're going to see the noun form and how it changes. And you'll

know by doing this. The next one: "a", "bathe", "a", "bathe". Cool? All right.

Now that we've practiced the vibration, let's see what it's like when we just

have air. And this... what I mean by "air" is: "air" just goes over the vocal

cords, but it doesn't make it vibrate. And we're going to do: "think", "thing",

"birthday", "healthy", "breath". And, look, even just how I said it, it's

different completely; and "bath". Very different. And, once again, we're going

to use it at the beginning, the middle, and the end of the word, so we can see

how it's changed or note if there's not a change. So: "a", "think". That's odd.

"A", "think". It's almost like you just went — flattened; very different from:

"there". Even though they seem like similar words — words that you would use

regularly — it's done... said differently. How about this one? "A",

"thing", "a", "thing". Next one, this one: "Happy birthday to me", "a",

"birthday", "a", "birthday". Okay. How about this one? "A", "healthy", "a",

"healthy". Now, I talked about the verb being here and the noun being here. "A",

"breath", "a", "breath". And, finally: "bath". Are you ready? So, I should say

it like American: "a", "bath", "a", "bath". I would never say that; I would

say: "bath". But some of you will go: "What?" If you're in England, looking at

this video or Europe, you'll understand what I'm saying. So: "a", "bath", "a",

"bath". Okay?

Now, I'm going to give you a small, little hint that will help you. It's for

"th", so I can't say it's for every other voiced or voiceless pair. But I

like to think, here, if you're still having trouble; you're saying: "Well,

James, yes, you've helped me. So, now I know. But how do I also...? How can I

also do it?" Here's a little thing: When you're using your tongue — "bath" — use

your tongue, between the teeth, let the air just pass out. First: "bathe". That

vibration you put... so your tongue just touches your teeth. So, that's another

little hint I'm giving you. See? Bonus, bonus. When you're doing these ones,

think of the air that's just traveling here over it; just let it travel over

your tongue. "Bath", "th". That's it. Versus: "bathe". I feel it here — "th" —

and I feel it in my teeth. Cool? All right. So, now that we've done that, and

we've done an actual practice together — come back to it; do it time and time

again. There are other words that you can just go: Look, now. See? I've done

you such a favour — yay. You can look here. Now that we've practiced and I've

given you the two hints — the fingers here, and the "th" and the "th" with the

tongue — now you can go look on the computer, give me some voiced words with

"th". And you know exactly the mechanisms or the mechanics you can do

to get the proper sound. All right? Good.

I'm gonna give you another pair, but just a small taste. A small, small

taste. You know the method that I've given you using the "a", and then the

word — you can now apply this on our bonus section with "p" and "b". "P" and

"b" are also voiced and voiceless — similar ways of speaking. But with: "p",

"p", just the "p" sound, you can hear the air explode: "p". With a: "b", "b",

"b" — the lips come together, pursing, making more of a vibration. So, you can

use with the voiceless... And here's three words you can use in the exact

same way we've done this. Okay? So, you can go: "a", "place", "a", "place"; "a",

"park", "a", "park"; "a", "put", "a", "put". And you'll notice — "p" — that

air blowing out — that "p" — how it just kind of shuts down here. Versus the

voiced for the "b": "a", "bring", "a", "bring". And you notice how it

continues: "a", "bring"; it keeps going. How about: "boy"? "A", "boy", "a", "boy"

— feel the vibration? And finally: "a", "boat". "Boss, boss. A plane, a plane."

Sorry. You're probably too young to remember "Fantasy Island", so I won't do

that to you again. But you watch it — there's a little midget guy. He goes:

"Boss, boss. The plane, the plane." It's not a boat, but sorry. "A", "boat", "a",

"boat". Okay? So, we practiced this. Of course, I haven't done it like this one,

with the beginning, the middle, and the end; but this is to give you a taste of

what you can do on your own. That's why it's a bonus. I've taught you a

technique. I did explain the: "p", "p" with the explosion of the air coming

out. And the "b" — how the lips come together to make more of a vibration.

So, at least now you can work on the "th" and the "b", "p". You're welcome.

Okay? Anyway, because it was just a lesson on the mechanics for "th", but

I've given you the second one here.

But you know me; you've got a bonus, you got the lesson, you got a bit of a...

well, not a test. We practiced together. But this means nothing without the

homework. And today's homework, because there is no quiz for this — on the

board, anyway — you're going to have to try and figure out: Which one is voiced

and which one is voiceless? And I have one, two, three, four. Because you're

going to have to practice in the mirror and have your friends laugh at you when

you're going: "Bzz, what sound does a bee make?" in public — I'll give you a

million points each. Okay? Because when you're going: "th", "th", "th", people

will think you're crazy, but your English will be impeccable; perfect.

Okay? So, practice. "Think about the weather before you go there, and things

will be okay." What you want to do is either you're going to put the word in

when you're doing the answer for this — whether it be at engVid or on YouTube,

or whatever platform you're using — you're going to put the word "think" and

you'll put either a "v" or a "vl". If you put "v", it means it's voiced; if

you put "vl" it's voiceless. So, you have to pick which one it is, put the

word plus "v" or "vl". Students, give them a thumbs up, thumbs down if you

think they did a good job. And they can get one million points for each one they

got correct. Boo-yeah. So, what do you think? Once again: "Think about the

weather before you go there, and things will be okay." Okay. Good luck. You

don't need it because you practiced with me, so I'm sure you got it right there.

By the way, it's on the board.

So, what I would like you to do: Go to engVid, check out this and other lessons

on pronunciation, grammar, conversation tips. And I don't know. Did I say:

"grammar"? Yeah, grammar. You can find all that and more at engVid. We've even

got sheets to help you out. So, go check that section, and a brilliant section

where people actually talk and engage. It'll be great for you. Go to engVid,

which is www.eng, as in English, vid as in video.com, where I have other videos

and other great teachers are there. And don't forget, if you're still listening

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Anyway, it's time for me to go. See ya. It's time to go.

Doo-doo-doo-doo-dunh-dunh-dunh-dunh. Next video.