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Thanks! It's a great game for reading/decoding sight words, too!

Thank you, Wendell! I think this is a medium I can sustain on a weekly basis, as opposed to a mass email which just feels like a real hit or miss! We’ll still be sending out a newsletter each month but I think these weekly videos will help deliver news and opportunities more evenly.

I’m a little surprised and disappointed that more people haven’t responded yet - but I understand that life gets busy………..

Hi Mario! "Cuba" is a BLUE MOON word, just as the word "you" is BLUE. I offer that comparison by way of saying that spoken English features an "invisible Y" sound that occurs in many BLUE words (music, cute, future) but also in vowel-to-vowel linking, as in "triangle" (triYangle) and "variation" (variYation). To explore "invisible Y" (and "invisible W"!), join our free Color Vowel Teachers Community at learn.colorvowel.com/products/communities/teachers-community To get trained in the Color Vowel Approach, please check out our Color Vowel Basics course at learn.colorvowel.com/courses/basics

Thank you very much, your answer is very interesting, God bless you for all the help you provide.

These are great observations, Andrew. You're right that it's native English speakers, more than international English speakers, who are especially sensitive to stress location; for them, the stress difference between "ivy" and "IV" is significant. In this respect, stress location and timing is more important in settings where a mix of native and non-native/ international speakers of English are communicating (and less important when the conversation takes place entirely among non-monoligual international speakers of English). By contrast, the vowel distinction between MUSTARD (cup), OLIVE (cop) and BLACK (cap) is important for all speakers of English, since each vowel change results in a change of meaning. Context can certainly help, but mastering the categorical distinctions is also very important. We explore these kinds of topics in our Pure English Practice community, which you can join for free at learn.colorvowel.com/products/communities/pure-english-practice-community-events

@andrewdatar9880 I think you'll enjoy Karen's video on R-controlled vowels: ruclips.net/video/haSofMzkApQ/видео.htmlsi=dJokdkv11MJzCJ8d

Hi Frederic. One of our favorite Color Vowel 'mantras' is "There are many right ways to speak". This is true for two intersecting reasons: 1) accent variation, whereby different people say words in different ways due to social influences; 2) phoneme environment, whereby a vowel sound like the 'i' in "king" is influenced by the nasal /ng/ that follows it. When said in natural speech, some speakers will categorize 'king' as SILVER, while others will categorize it as a GREEN TEA word. If you then separate the word "king" into its individual phonemes - /k/ + vowel + /ng/, there may be more agreement that the vowel in isolation is SILVER. In short, *both* answers are right: SILVER PIN king, GREEN TEA king. Looking for the one right answer is not nearly as productive or satisfying as finding out how different speakers say these -ng- influenced words! Dictionaries are useful for learning one or two good ways to say a word, but I've found that nothing substitutes for actually listening to people and talking with them! I hope this helps 😊

We agree! Richard is a treasure!

Thanks for sharing your insights, Robert. We explore these deeper aspects of schwa in our courses as well. To explore this question further, join our free Color Vowel Teachers Community at learn.colorvowel.com/products/communities/teachers-community To get trained in the Color Vowel Approach, please check out our Color Vowel Basics course at learn.colorvowel.com/courses/basics

Bravo, @zonkamania ! Yeah, I love the Baltimore “on”- gives me a thrill every time! Hey, so if you enjoyed this video, you’ll find our Level 1 certification course #mindblowing , I promise! Come check us out at Learn.colorvowel.com k? See you soon!

@@ELTSColorVowelChart admittedly I have been curious and the last time I looked at the certification page, it was a little to expensive for me to justify... What benefits might I get from getting certified?

@@ZONKAMANIA If you teach ESL, you now have formal training in teaching pronunciation.

I'm not sure you're speaking out loud. That first word in my sentence is pronounced OLIVE, not WHITE. Karen is using conversational speech and you have a contraction. Try to see if you can rhyme "dime" with when she says "I'm." (No.) In fact--if you take one of Karen's workshops--she'll mention that she has considered having "Tan man" as an option for people who have a diphthong that makes these each to be two syllable words. Karen doesn't uses the terms "moving" and "non-moving" for vowels with r.

Hi again Ximena! See my other reply -- I hope to see you soon at Pure English Practice! learn.colorvowel.com/communities/Q29tbXVuaXR5LTI3Mzc2

Same here. I had to go to IPA of sock and olive to find out exact sound.

Thanks for your question, Ximena! Trying to correlate the vowel sounds of English to the vowel *letters* of English is problematic, as you've illustrated in your post. And I understand the desire for phonetic symbols, but I assure you that they only lead to more questions about the real question: How do these vowels SOUND? I recommend you watch tis video: ruclips.net/video/21XNGIefcR8/видео.html Also, please know that I teach a free live class for English learners and teachers around the world. In Pure English Practice, I demonstrate techniques and answer questions. You can join our community at: learn.colorvowel.com/communities/Q29tbXVuaXR5LTI3Mzc2

Some speakers of English, especially those east of the Mississippi, have an AUBURN vowel sound that they consider distinctive from the OLIVE sound, while many English speakers from the western US (roughly speaking) have only one vowel sound that encompasses both OLIVE and AUBURN. We westerners refer to that as OLIVE. You might enjoy this short video that I made for learners about OLIVE vs. AUBURN: ruclips.net/video/GBuKlO42Hgk/видео.html

Hi @janicelarson57! Thanks for your question. The y, r, and w serve as consonant 'touch points' that facilitate teaching vowel-to-vowel linking (with y and w) and r-controlled vowels (with r). You should attend one of my next free webinars, where I answer these kinds of questions in detail :) Join our free teachers community at learn.colorvowel.com/products/communities/teachers-community

You are welcome! I encourage you to attend my free live class, Pure English Practice: learn.colorvowel.com/communities/Q29tbXVuaXR5LTI3Mzc2

Thank YOU, Hector! I'm happy to know that you're watching our videos. Venezuela is a beautiful country. Abrazos desde los EEUU!

Hi ML, thanks for your question! The "open hand" may seem odd at first, but it's not that different from the more subtle gestures (hands, arms, raise eyebrows, etc) that English speakers subconsciously use when speaking. We formalize it into a standard gesture so as to draw conscious attention to word and phrase stress -- the prominent syllables that drive the rhythm of spoken English. By bringing a movement-based strategy into play with speech, we activate parts of the brain that facilitate noticing (where the stress is, what color it is) and performing stress (with adequate time on vowel). We explore these ideas in greater depth in our Color Vowel Basics and Level 1 Practicum courses, which you can learn more about here: learn.colorvowel.com/collections/level1 Hope this helps!