Episode Transcript
[00:00:11] Speaker A: Hi, everyone, and welcome to talking ELT, the easiest place to learn about the big issues in language teaching. We're here today to talk about the topic of pronunciation and pronunciation for a global world. And I'm sure some of you will have already heard us talk about this on various live streams and potentially at our ELT online conference. We've covered this issue a lot of, but I think today we want to take a bit more of a deep dive into it. We're going to go into some of the practical elements. We're going to really unpack things. So stick about and listen to the whole season if you want to learn all about pronunciation, how to do it, why it's important, and all that good stuff. So I'm joined here today by Monce Costa Freda, who is a member of our professional development team, Robin Walker, who is one of our authors, and Jodaka Kavalova, who is a member of our assessment team. And we're all going to talk today about pronunciation. And, yeah, thank you for joining me, guys.
[00:01:06] Speaker B: Thanks for having me so much.
[00:01:08] Speaker C: Pleasure.
[00:01:08] Speaker A: Excellent. So I just kind of wanted to dive in right away with the first question, and it's a bit more of a personal one, which is, how did you get into pronunciation teaching, and why is it important to you?
[00:01:24] Speaker B: Well, for me, pronunciation has always been a key aspect of language for myself. When I started learning English, I found it so difficult, so difficult to decode. I wanted to sound so English at that time, and it was so difficult to do so. When I started being a teacher, I thought I would try to focus on pronunciation at least once a week or every now and then, because I wanted my students to have that chance of sounding English. And so that, for me, was like the first step to pronunciation. It was quite difficult. I don't know for the rest of you, but teaching pronunciation has been always a challenge. But I think it's so necessary. Yeah, so necessary.
[00:02:14] Speaker D: So.
[00:02:17] Speaker A: Absolutely. And how about you guys?
[00:02:21] Speaker C: I was just remembering when I went down to university. I was born in Newcastle, and I got to university, and we were standing in line waiting to pay. You had to pay some money for any damages you might do in the chemistry lab.
[00:02:34] Speaker A: Okay, so I'm waiting to pay my.
[00:02:36] Speaker C: Money, and the guy behind me heard me speak, and he said, you're from the north. And I said, yeah. And he said, well, of course, it's the way you say book, and I say, and how am I supposed to say that? And he said, well, you know, and he said something that I thought was the same of course. And I said, so book. And he said, no, what the hell is happening? And that sort of slipped by. And then I got into english language teaching. I left chemistry altogether behind. And the teachers where I was living in Spain said to me, would you come and give us some stuff on the intonation of English because it's really difficult. And I thought, yeah, I'll do that. And I sat down to start to write a 30 hours course on the english intonation system and go, you haven't a clue. You really have no idea. And you have just shot yourself in the foot because now you have to stand up and talk about this and you don't understand it. And that's when I got hooked.
[00:03:38] Speaker A: Okay.
[00:03:39] Speaker C: I go, wow. So I'm doing it. And they keep telling me, oh, we love the way you do this. But I didn't know what I was doing and I didn't understand what I was doing. And then I go, I need to know about this.
Excellent. That's why I got started. And also I got to find out finally about book and book.
[00:04:00] Speaker D: We need to come back to this one. Yes.
[00:04:03] Speaker A: You also said cooked earlier as well.
[00:04:05] Speaker C: Yeah, the same way. And I also said Newcastle.
[00:04:08] Speaker A: Yes.
[00:04:09] Speaker C: And it's only if you're from Newcastle that you say Newcastle.
[00:04:11] Speaker A: Yeah, that's true.
[00:04:12] Speaker C: And the rest of the world has a really weird pronunciation.
[00:04:15] Speaker A: Yeah, Newcastle.
[00:04:16] Speaker C: And they're wrong.
[00:04:18] Speaker A: One of the funny things, you wouldn't know this listening to my voice, but both of my parents are from Newcastle.
[00:04:23] Speaker C: Really?
[00:04:23] Speaker A: So, yeah, both my parents have really quite thick jawdy accents.
[00:04:26] Speaker C: Thick, Jordy accent. Yeah, yeah.
[00:04:28] Speaker A: So they pronounce it that way as well.
[00:04:31] Speaker D: Well, going off on a tangent completely, but actually I have a Newcastle story because when I moved to England for my postgraduate degree, so I came in May, I had the summer to work, and I then started in September, and I found a temping job. And there was this absolutely amazing girl who was also temping there for the summer. A very, very kind, very generous, very friendly person. And she really wanted to befriend me, and she really wanted to help me and to show me around and to help me. Sather Lane. I couldn't understand a word. She was from Newcastle, and I had spent four years at an american university. I thought my English was perfect. I thought nothing could faze me. And there was this wonderful person.
And, yes, we're still friends.
[00:05:16] Speaker A: Lovely. But that is really interesting how everyone talks about wanting a native speaker accent or native speaker pronunciation. And there's that thing of what's that actually mean? Because obviously you then arrive and you talk to people with regional accents and they're all completely different.
[00:05:31] Speaker D: Yes. Yeah, I'm sure we all have stories.
[00:05:33] Speaker C: Yeah, yeah, we were talking about that last night about how many accents there are in the UK. It's. Yeah, there are accents in Spain, but, yeah, it seems here that if you move from one part of the city to another, your accent is different and people can detect the difference and say, oh, you're from the south of the city and so on and so forth.
[00:05:54] Speaker B: And some of them are quite challenging.
[00:05:56] Speaker C: Yes.
[00:05:56] Speaker B: Honestly.
[00:05:58] Speaker D: Well, the British or the Spanish?
[00:06:00] Speaker C: Oh, no.
[00:06:00] Speaker B: Well, both, I guess.
[00:06:01] Speaker C: Both.
I got off the bus and the bus driver had been really friendly as we came up chatting to us. And I got off the bus and picked up my suitcase and I said, is there a taxi rank near here? And he said, yeah, yeah, just go through that passage and it's next to the toy restaurant.
And I go, toy restaurant? So there's an action man and doll sitting down for a meal together. And then I go, oh, it's the thai restaurant.
It was just such a wonderful moment. It was such a lovely accent. But actually, if you're expecting Thai, you're gonna have to really rethink that one through to get to Thai from toy.
I had wonderful images in my mind about what this restaurant would be like.
[00:06:46] Speaker A: Very, very disappointed.
It is really interesting, that difference, though. Again, again, another tangent, but I really like looking at why that's happened and the fact that because England has so much, over the years, over the history, has so much different waves of immigration, so many different ways of immigration coming in, where you first have the Celts and then you have the Romans, and then you have the Saxons, and then you have the Danes. And it's really interesting how you can look at the, if you look historically at the waves of colonization and where they got through to from where they were coming, the accent, the current accent regions match that almost exactly. So you can see when you're northern, that's exactly where the Danes were. And then the shift from the northern accent to the slightly more southern is so sudden. It happens so quickly at such a precise border. And the border lines up almost exactly.
[00:07:43] Speaker C: But what's interesting, also, because you were talking about the Newcastle accent, I think before, when we were chatting, lot of times when people say they don't understand, for example, in Newcastle accent, the person speaking to them is not speaking in English.
[00:07:59] Speaker A: No.
[00:08:00] Speaker C: So there is this thing about accent and dialect, and they're very often conflated and people say, this accent's not intelligible, when in fact, the person they're listening to. So I had students saying, well, Robin, don't be offended, but I was in Newcastle all summer, and I'd sit on the bus and I didn't understand anything. And I go, no, because you were sitting on the bus listening to two people speaking in Geordie dialect.
Whereas if they'd spoken to you in standard English with a Newcastle accent, you would have understood.
[00:08:27] Speaker A: Yes.
[00:08:28] Speaker C: And in fact, once out in Hong Kong, where I was giving a workshop, I started the workshop with my best Newcastle accent, but in standard English, okay. It's actually quite difficult to do because when we were told off so often in Newcastle as kids at school, not to use our Geordie accents, because it would actually make life difficult for us professionally later. So you actually coached out of your accent. But I thought, I'm going into this talk and I'm going to use my Newcastle accent for at least the first 20 minutes. And so I put on a fairly thick Newcastle accent, but used totally standard English. And then I stopped after 20 minutes and said to people, are you okay? Am I intelligible to you? And everyone said, yeah, yeah, yeah, we understand everything. And I said, okay, well, you should know that I've been talking to you. And I flipped into what would be more a standard RP type accent. I flipped and I said, this is the accent I would normally use. I've been using a strong Newcastle accent. I want you to start understanding that accents are seldom the problem and they are different, but most of the time, we can actually understand each other despite our accents and then recognize the person's identity through their accent.
[00:09:45] Speaker D: Yeah, yeah, yeah.
[00:09:46] Speaker C: It's part of them. So that was an interesting experiment, which I didn't repeat, actually, because it was extremely difficult to use a Newcastle accent in Hong Kong in a profession for 20 minutes in a professional teaching situation.
[00:10:00] Speaker A: I can imagine. But no, that is really interesting. I really like that. And you touched on that point there, of intelligibility, which I think is worth dipping a bit more into, and why it's important because there are. There is still a lot of. A lot of difference of opinion, I think, out there around what goals we should be pursuing when we're teaching pronunciation. And you mentioned how you were taught not to use your Newcastle accent, and I'm sure that is something which a lot of teachers out there will be familiar with and a lot of students where there's certain areas of the world, certain countries, certain regions, wherever, maybe less so now, but for a very long time, people have been taught, okay, well, you need to stop using your native accent when you learn English. You need to use a native english speaker accent.
So, yes, I guess I just want to touch on that point of intelligibility versus native speakerism.
[00:10:56] Speaker C: Well, I would say that the most important thing is to see the shift that's happened over these last 20 years.
In 2000, when the Council of Europe published the Common European Framework of reference, and it gave us descriptors for all the things that we're doing in the language classroom, for the skills teaching, but also for things like grammar, vocabulary, pronunciation, the pronunciation descriptors defaulted into a native speaker accent.
[00:11:23] Speaker A: Okay.
[00:11:24] Speaker C: And when they updated in 2018, which I think became official in 2019, there are two paragraphs, one, I think is on page 34, if I remember correctly. But there are two paragraphs in which they say, we defaulted towards native speakerism in the year 2000. We understand why we did that then. It was wrong. We made a mistake, and we made a mistake, and it's been very damaging to the teaching of pronunciation since then.
And it's far more important today to focus on intelligibility. And that will be your principal hallmark of good pronunciation would be this business of intelligibility. And we have thrown away completely all of the descriptors we wrote in 2000. We got a team together. We have rewritten the scripters from zero, and they are based on getting to greater and greater levels of intelligibility. So, number one, if we're going to talk about intelligibility, is simply the fact that today it's where it's at.
Similarly, if you go to all the examiner descriptors for when you're assessing people and you're assessing their pronunciation, and you can go to Cambridge, you can go to Trinity College London, you can go to all of the international exams, references to native speakerness, or the lack of native speakerness in the accent of the candidate are just simply not there. There are no references. All of the references use the word intelligibility.
So because it's quite a common thing that teachers say to me, well, we understand what you say, but of course our students are going to an exam. I say, well, which exam board? And they say, well, this exam board. And I say, have you read the descriptors?
And I've got them always on me. And I said, this is the descriptor. What does it say? Oh, it says intelligibility. Yes. The thing I've been talking about for an hour.
So do you want the next 29 hours of the course. Yep. This is where it's at. Yeah. Because this is what matters for English now that we be intelligible to each other and we will be intelligible to each other with multiple different accents. And then the next thing is if we stop talking about native speaker accents and regional native speaker accents and then non native speaker accents. So let's just talk about accents and where you're from will give you an accent. Yeah. And so if you're Spanish and you speak English, you have a regional accent and your region is Spain, and you may even have an andalusian English accent or a catalonian English accent, but it's just a regional accent. And like every other native speaker, regional accent, it's valid as long as it's intelligible.
[00:14:06] Speaker A: Absolutely.
[00:14:07] Speaker C: That's the first thing.
[00:14:08] Speaker B: And it makes so much sense. Right. And takes the pressure off you of trying to be or trying to sound in this very specific way, and when probably you don't have the skill because your sound system doesn't have some of the sounds, for example, and it becomes so difficult to mimic and copy a specific accent. So I think this is great for all of us who are not native English speakers to take that pressure off from us.
[00:14:41] Speaker C: But it works in all ways because it takes the pressure off native speakers as well if they don't have the standard accent, the press accent. So, I mean, as I said earlier, when. When this guy said to me, because you say book and I didn't actually understand, and then when they kept hammering away at this way, I was saying book, and finally I go, oh, it's slightly like that. Well, later, when I was trained in phonetics, I was finally able to go, book, and I struggled to do it. I really struggle, and I shouldn't be struggling after all of this time. Surely, you know, I'm supposed to be an expert in this area. Surely I can do this and I can't. So it's not just non native speakers who lack the inventory. Lots of native speakers do, because they come from different regions where certain sounds just don't exist. Gemma, you know, my co author, she was born on the east coast of Scotland, there are loads of sounds from a standard, a prestige english accent that she struggles to do. She can do technically, like, I can go book, but she has to think about it.
[00:15:44] Speaker A: Yeah, of course.
[00:15:45] Speaker C: So we take the pressure off everybody because most of the teachers out there do not have this standard, so called standard accent. I'm troubling. I'm having problems with standard accent, because technically, there are no standard accents. No, but, but I hate the word prestige.
[00:16:02] Speaker A: Yes, yes.
[00:16:04] Speaker C: The rest of us, non prestigious.
[00:16:06] Speaker D: Yeah, but we need to come back to that. We need to come back to that word prestige and also the identity, but back to intelligibility before that, because it's such an interesting, such an important point. And it's, as you say, the tables have turned. And it's really important to talk about this extensively because you still see on LinkedIn ads where they're looking for native speakers, teachers. And that debate has been going on for quite some time. So I'm really pleased and very excited that actually at OUP, we've taken quite a, a substantial stance on the importance of intelligibility and back to actually intelligibility. I think we've all traveled our journey probably slightly differently. I was teaching English as a way to earn money when I was at university, and I always avoided the pronunciation activities because I realized that they didn't contribute in any shape or form. And this was primarily because they were teaching things that now we know are not really relevant unless you're striving for native speaker accents.
So the weak vowel, the schwa, this was everywhere in every single book. You're open in every single lesson sentence, stress and rhythm as well. And I did try initially, then I thought, why am I wasting precious time in the classroom? And actually, it's not benefiting my students. And I didn't see the effect of it. And for me, the light bulb moment was very much during my postgraduate studies here in England, I did linguistics, and I did a few amazing courses in phonetics and phonology with some absolutely brilliant people. And that's when it started clicking. And then when I started realizing there are certain elements that actually make a difference, certain things that I'll never be able or wouldn't want to even say, but they can help me understand native speakers, and there are certain things that I can work on. And around that point, the English language lingua franca started coming through, and I started hearing about it. And this was a game changer, indeed.
[00:18:02] Speaker C: Yeah, yeah. Oh, yeah. It was. I can remember. So it's 1997, I calculate, and I was at York, at the university for AyA Tefl, the annual conference, and there was this woman who was going to give a talk on what really matters for English being used, for the pronunciation of English being used internationally. And I went along to the talk. The room was packed, it was a tiny room, and I'd spent three years at that point actually working out my priorities for my students, because they were in a school of tourism, they got English 3 hours a week maximum. And I had very little time, therefore, to impact on their pronunciation. But their pronunciation needed work. And I went looking, what are the priorities? Where can I usefully. This was the. I'm not going to do the whole thing. The whole thing's not relevant, but where can I really focus? And I got my answers, and I was so pleased with myself. And this woman basically threw at least 50% of my answers out of the window.
[00:19:00] Speaker A: Okay.
[00:19:01] Speaker C: I thought, who is she? You know, I was indignant. Yeah. I didn't walk out because I've never walked out of a talk, I think you don't do that. You stayed till the end. You chose to go in. You stayed till the end. And I thought, well, that was a waste of an hour. And then she published in the journal that we. We ran for the pronunciation special interest group. And I just didn't read it. I thought, I'm not wasting my time reading this. And then I realized she'd got under my skin.
[00:19:28] Speaker A: Yeah, yeah.
[00:19:30] Speaker C: Okay. So let's put her in her place.
So I started to read the articles, and then out came the 2000 book. I thought, wow, that's a pretty hefty book. Oxford University press, wasting time and money again.
So I got a copy, and I started to read it. Yeah. And the more I read it, the more I go, this is stunning.
She is so, so right, and I am so, so wrong.
[00:19:53] Speaker A: Yeah.
[00:19:54] Speaker C: And that. That was when the whole thing of intelligibility began to fit into place. And then you get to this critical moment where she presents the lingua franca core, and you start reading through and you go, yes, yes. And all this stuff about weak forms. And it was absolutely everywhere in the course. Everything still is everywhere in course books.
[00:20:13] Speaker D: We try not to. I think we changed that a little bit. But you're right. Yes.
[00:20:18] Speaker C: Because I've been telling you to change it for a while. But it was this sudden realization. It's exactly what you just said, yodanka, that this is going to the heart of the matter. This will affect. And then what was also interesting was that you got achievable targets.
[00:20:34] Speaker D: Yes. Yeah.
[00:20:36] Speaker C: How many hours did we spend with students trying to get the exact vowel quality difference between sit and seat? And for spanish first language students of English, this is the. I don't know.
[00:20:50] Speaker B: It's really hard.
You have to train your ear very carefully, and still sometimes you don't get it.
[00:20:56] Speaker C: And then you go to conferences and you hear people saying, using a short version of the long eval and saying, sit down. And you sit down and you go, oh, I've just sat down. But their pronunciation was wrong. No, it clearly wasn't wrong, because I did what was required of me.
Yeah, the lingua franca corps is a wonderful, a wonderful starting point.
It's been massively attacked. Oh, really? Yeah. People spend a lot of time, especially phoneticians, they spend a lot of time all the way through the first part of this century, the first ten years of this century, tearing it apart and finding all sorts of faults and also saying, you know, here's this person, come along to knock down what we've been talking about and put up a new God. And you go, wait a minute, did you read the book? Yeah. She's constantly saying, this is where I got. With the data available. New data will require a change. This is empirical. If we get new evidence, we're going to have to shift the lingua franca core to where the evidence is. Whereas previously, of course, we'd said, this is correct, this is not correct, we had no evidence to do to show that what was being called correct was the most intelligible way of pronouncing things. But nobody was bothered about that. We knew it was correct. And that's what Jenny did. She said, sorry, let's have the empirical evidence on the table, and then if it moves, we move.
If new things become intelligible and are done, then that is the new norm.
[00:22:40] Speaker A: And then you just shift the core.
[00:22:41] Speaker D: And it's amazing that most of it still stands. 20 years old, a lot of it still stands.
[00:22:45] Speaker C: It's fabulous.
[00:22:46] Speaker D: Yeah, it was quite a fundamental piece of work, and it's been really important to us here in publishing as well, because we had her core as a reference point.
An awareness was starting to trickle into various circles with some demands for a variety and non native speaker accents. And we were starting to look into the core and then putting this into the pronunciation syllabus. So I've commissioned many courses, actually, where we've based our pronunciation syllables exclusively on the core, especially for beginners and intermediates. And then as you go further up, you start bringing in some of the native speaker elements, as you would expect.
So, yes, for me, in my professional career, it's been absolutely influential and I'm really excited, actually.
[00:23:29] Speaker A: Yeah, yeah. It's going interesting places, and it does feel like at OUP, we definitely shifted our attitudes quite a lot in terms of how we're approaching it.
[00:23:38] Speaker C: Well, you did actually commission me at one point to write a pronunciation syllabus based on intelligibility. Sally Leonard.
[00:23:47] Speaker D: Yes. The Oxford. The learning framework. Yes. Which is widely used as well.
[00:23:53] Speaker C: Well, that's good to know.
I was sitting in a hotel in Santiago de Compostela and the phone went. I was preparing for the afternoon's workshops, and it was Sally. And she said, we would like you to do this. We already have a grammar syllabus, we have a vocabulary syllabus, and we need someone to write the pronunciation syllabus. And I said, look, let's not waste each other's time. You're going to ask me to write a syllabus around RP. And the answer is no.
[00:24:20] Speaker A: Excellent.
[00:24:21] Speaker C: And she said, no, we didn't. And I said, if you wrong me, it's because you know something about me I'm just interested in and people learning to be intelligible, their pronunciation being internationally intelligible. And she said, that's. That's why we're ringing you. That's the syllabus we want. And I said, oh, my God. Well, the answer is absolutely yes.
When do I start? And that was fabulous. That was such a good experience, having to really. One thing is floating and going, yeah, we've got this linga franca core. The other thing is tying it down to three broad a, one, a two, b one, b two, c one, c two, and tying all of those into the three parallel brands in the common european framework. And this was fabulous to do. I mean, it was so exciting to do and challenging, because there were lots of things that hadn't been thought about. So you take something like accommodation skills.
Okay, so Jenny had written a whole fabulous chapter on accommodation, but nobody had said, how will this come down to what we will do with a, one e, two students to get them at least receptively accommodating to different accents. To which different accents should a, one a, two students know how to accommodate to, should it be to native speaker accents? And that's why I said, you know, it has to be probably to their accents they're most likely to meet, which for most people around the world are not going to be native speaker accents from the UK.
So perhaps it'll vary from one part of the world to the next. But if you're teaching English in Southeast Asia, I would imagine that your a, one a, two students need to hear Vietnamese English accents and Thai English accents, Japanese English accents and UK English accents. Probably irrelevant to them, but it was very challenging to actually take things that we talked about in teachers conferences and then tie them down into the little boxes that you need for free, full, serious planning.
That was a great piece of work to do. Yeah. Loved it.
[00:26:29] Speaker D: I can assure you that whenever we commission, we look there, and it's a point of reference that's really valid. So very grateful for that. And that piece of work actually led us to invite you to collaborate with us on the position paper as well, pronunciation. So that was another exciting link. And then it led on to that book that you've got in front of you there, Chris.
[00:26:51] Speaker A: Yes. So, yes, I am just going to drop this in here.
Robin's book. Robin and Gemma Racha have written this book on teaching english pronunciation for a global world, and it's one of our professional development books, and it goes into way more detail than we will today.
[00:27:07] Speaker C: And it's practical.
[00:27:09] Speaker A: Yes. That's the really important missing link, Chris.
[00:27:12] Speaker C: You see, because when Gianni published in 2000, this was from the aspect of formal applied linguistics research. I mean, to a large extent, it's a PhD thesis turned into a book.
And then when I published in 2010, teaching the pronunciation of English as a lingua franca, I'm trying to interface between the world that Jenny lives in, that Jenny Jenkins lives in, and the world that I was working with as a teacher educator, teacher trainer, as you do, montse. So I'm trying to be the interface. But still, we're missing the final part of the story, which is literally tomorrow in class, how can I tackle this.
[00:27:51] Speaker A: Aspect, which is quite important.
[00:27:56] Speaker C: If it doesn't actually feed into the classroom, of course, you see. Yeah. And teachers would come away from talks that I would give and say, it's really interesting, but what do I do in class?
And I go down, we need the final book. We need to drop down to the classroom.
When you suggested that this book needed writing again, it was like when Sally said, come and write a syllabus for intelligibility.
[00:28:20] Speaker A: The answer is yes, absolutely.
[00:28:23] Speaker B: And in every step of the book, you find those practical activities which are so welcome because, you see, now I can see pronunciation in a different way now from when I started trying to help my students. So it's a good step by step explanation of what to do. And, you know, it has all this research behind, and I now, you know what you're doing. It's going to be good for your students. You're not going to waste time with the schwa, for example, and you're going to focus right on what's going to be helpful for your students. And this is great.
[00:29:04] Speaker A: Absolutely.
[00:29:06] Speaker C: Into the classroom format I mean, when you get given your template as an author and Gemini straight on, not the phone, but chatting to each other over the Internet and going, well, my God, it's all this, like, try this and get it right. And what's this going to be like? I think it'll be okay, actually, I've just finished a book where they gave me a template a bit like this, with four different areas of how you can communicate. And I said it was hard, the first chapter, and then you suddenly realized this is the way the book works. And I thought, that's exactly what happened.
[00:29:38] Speaker A: Yeah.
[00:29:39] Speaker C: We started writing and then we had another conversation and Gem said, actually, it's really interesting. I mean, so the why this works at the end, we're so used to stating the theory.
[00:29:49] Speaker D: Yes. Yeah.
[00:29:50] Speaker C: And now let's see how it happens in the classroom. No, just go in the classroom and do it. Are you interested in knowing why it worked? This is why it worked.
[00:29:59] Speaker D: It's an amazing format and it's delivered really well on many topics. So really good to hear that.
[00:30:06] Speaker A: Excellent. Thanks for listening to this episode of talking ELT, the easiest place to learn about the big issues in language teaching.
If you want to learn more about this topic and others like it, don't forget to like and subscribe. Or if you want to take a deep dive into pronunciation teaching, try our book teaching english pronunciation for a global world by Robin Walker at Gemma Archer. Just follow the link in the description. Thanks.
