1. Jump Start Clear Speech
empowering ESL Speakers with Voice Projection
ENGLISH TALK SHOP LLC, Copyrighted 2013, all rights reserved

2. Nancy Hiser
Earned a BA in English from UC Berkeley and an MA in Speech Communication from CSU Fullerton
Worked in hospitals and clinics in speech path rehab; taught high school and college
Provided speech training for foreign-born professionals in corporate, healthcare, and academic settings
Develops and markets American Speechsounds pronunciation software: Professional/Personal, Academic, Business, Healthcare versions

3. Introductions
Tell us, in 1 to 2 sentences, about yourself and your interest in pronunciation.

4. About voice projection
This technique migrated from acting, public speaking, and voice therapy.
It’s simple to teach, easy to learn, and requires few materials.
It makes a significant difference for about 5 out of 6 ESL speakers.

5. Materials
Pencil or pen for each speaker which will be the “microphone”
Recording device (tape recorder, digital recorder, smart phone recorder, phone voice mail)

6. Procedure overview Ask speakers to think of a sentence. Record it.
Ask them to repeat exactly what they already said using the voice projection technique.
Play the two recordings.
Analyze and discuss the differences.

7. Step 1 - Learning to project
Record a sentence “in your normal speaking voice.”
Hold the “microphone” vertically about 6 inches in front of your mouth and record the same sentence right into the microphone.

8. Step 1 – Evaluating differences
Play back the two recordings, discussing with all speakers, deciding which is clearer/ better:
-volume (louder or softer?)
-rate (faster or slower?)
-pitch (monotone/patterned vs. more variety/more like English?)
-precision/articulation (sounds, including endings)
-linking (better flow of speech?)
-resonance (different voice quality?)
-pauses (more or fewer?)

9. Try it!
Unprojected vs. projected speech
Discussion

10. Personal reaction to hearing your recorded speech
Consistently perceived as “different”
Thought of as “not me”
Heard via air conduction as contrasted with via bone conduction

11. Step 2 - Getting personal investment
For those who can hear a difference in their speech: “What specifically is better?”
For those who feel they are too loud, ask them to try projecting using a more comfortable volume.
For those who cannot tell a difference, get consensus from the group.
Admit when you cannot hear a difference but encourage that speaker to explore the technique further.

12. Step 3 - Extending projected speech
Ask speakers to extend their arms while holding the “microphone,” tilting it toward their mouths.
Ask each person to answer a question. (“What is your favorite food?”)
Listen and watch each speaker. When they are not projecting to the microphone, ask them to try again.
Encourage feedback from other speakers. “How does ___ sound?”

13. Step 4 - Moving the microphone to the listener
Tell and show speakers that you are moving the “microphone” to YOUR (teacher’s) pencil, holding it up for the group to see.
Ask each speaker to respond to a second question (“What do you like to do outside of school/work?”)
Record and play back their responses, asking each person how they sound. Can they hear a difference from their typical speech? Ask others to comment.

14. Step 5 - Establishing a focal point
“Turn off” your microphone
“Turn on” your earring/glasses microphone
Ask each speaker to answer a third question, projecting their voice to your microphone.
Explain visualizing a microphone on their listener.

15. Prompting projected speech
Condition speakers to project by gesturing (wiggle earring, touch glasses).
Ask speakers if they projected. If they cannot definitively say “yes,” ask them to try again.
Encourage feedback from other speakers. “Was that projected?”
Begin every class using the gesture.
Fade these prompts with less obvious, less frequent gestures.

16. Why does this work?
What kinds of changes can you expect?

17. Creating practice situations
Pair up students. One talks using voice projection. The other listens to whether the person is projecting. If the speaker is not projecting, the listener should ask him/her to say it again.
Have students call your phone and leave a voice mail message using voice projection. Save it and play it back for the student. Discuss the recording, analyze how they sound.
Remind students with a gesture to use voice projection before speaking.
Encourage students to use projected speech when greeting others.

18. Transferring voice projection out of the class
Ask students to identify one person in their environment with whom they have daily contact. You don’t want it to be someone they talk with frequently or for a prolonged period but someone they greet/exchange a few words daily.
Ask them for that person’s first initial. Ask them to picture that person and identify where the microphone is.
Give them an assignment. Try voice projection the next time they speak with that person. Assure them that their listener will not understand what they are doing.
Get feedback from them how this went.

19. Projecting to a group O O O O O < O O O O O < O O
Look from left to right along the back, pausing on different faces and then
move diagonally through the group, and then left to right along the front.
Maintain eye contact for 3-4 seconds with each person.

20. Your feedback How clearly was this information presented?
How helpful do you think this will be?
My suggestions for improving this presentation: