If you struggle with ending sounds in English, this challenge is for you.
Can you say this 3 times fast?
“Worlds twirled while girls hurled pearls, curls and swirls”
Focus on the RL cluster:
R → L
Most English students either drop the L or add an extra vowel between the sounds.
Keep the movement smooth and keep the final S clear.
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If you’re simplifying words like “folk” or “walk,” this challenge is for you.
Can you say this 3 times fast?
“Folks talk, balk and stalk hulks”
Focus on the LK cluster:
Incorrect: “fol”
Correct: “folk”
Incorrect: “wal”
Correct: “walk”
Keep the L → K movement clear all the way through each word.
Note: “balk” is pronounced “bawk” and rhymes with “walk”.
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If you’re dropping sounds at the ends of words, this challenge is for you.
Can you say this 3 times fast?
“Gramps in the camps with swamps, clumps and lumps”
Focus on the MPS cluster:
Incorrect: “camp”
Correct: “camps”
Incorrect: “swamp”
Correct: “swamps”
Keep the M → P → S sequence clear without adding extra vowel sounds.
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Most English students drop sounds in word endings without noticing.
Can you say this clearly 3 times fast?
“Students confront giants, tents and plants”
Focus on NTS endings:
Don’t delete T or S sounds.
Try to keep every word sharp and connected at full speed.
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Most English students drop sounds at the ends of words.
Can you say this 3 times fast?
“Guests tests stress hosts lists”
Focus on the final STS cluster:
Don’t drop any consonants and don’t add extra vowel sounds.
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If you’re adding a vowel to these words, this practice is for you.
Can you say this 3 times fast?
“Screaming scribes scratch scrambled scripts”
Focus on:
S → K → R
❌ “suh-cream”
✔ “scream”
❌ “suh-cratch”
✔ “scratch”
Keep the sounds connected and avoid adding extra vowels between the consonants.
What are some tricky consonant clusters you struggle with?
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Many English learners add extra vowel sounds inside SPL clusters.
“Splendid splinters split sparkling splashes”
❌ “suh-plendid”
✔ “splendid”
❌ “suh-plit”
✔ “split”
Focus on moving directly from:
S → P → L
Keep the sounds connected without adding extra vowels.
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Many English learners add extra vowel sounds inside SPR clusters.
“Spring sprinters spread spray in sprinting spirals”
❌ “su-pring”
✔ “spring”
Focus on moving directly from:
S → P → R
Do not add any vowel between consonants. Keep the movement fast, tight, and connected.
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Many English learners add extra vowel sounds inside consonant clusters.
“Strict strangers stretch strong strings”
❌ “suh-trict”
✔ “strict”
Focus on moving directly from:
S → T → R
Keep the sounds connected without adding extra vowels.
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Many English learners confuse R /r/ and L /l/ sounds.
“Royal lions really love rolling lemons”
R /r/:
* tongue pulls back slightly
* does not touch the mouth
L /l/:
* tongue touches behind the top teeth
Focus on clearly switching between the two sounds while keeping the sentence smooth and natural.
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Most English learners pronounce every vowel too strongly.
“A famous professor supports another company”
The schwa /ə/ is the weak, relaxed “uh” sound in unstressed syllables.
English uses schwa to create natural rhythm and smoother speech.
Focus on keeping weak vowels short, soft, and relaxed.
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Many English learners confuse SH /ʃ/ and CH /tʃ/ sounds.
“Cheap ships chase shiny cherry shells”
SH /ʃ/ = continuous airflow
CH /tʃ/ = stop the air, then release
Focus on switching clearly between the two sounds while keeping the sentence smooth and natural.
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Most English learners pronounce S and Z the same way.
“Zesty snakes sip buzzing citrus soda”
/s/ = no voice, only air
/z/ = voice on, buzzing vibration
Try placing your fingers lightly on your throat:
- /s/ → no vibration
- /z/ → vibration
Listen carefully and feel the difference while you shadow the sentence.
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Most learners roll the English R too strongly.
“Rory reads red rivers rapidly and rightly”
English /r/ should be smooth and flowing:
- no tongue tap
- no trill
- slight lip rounding
Try shadowing slowly first, then naturally.
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“little kittens didn’t button hidden mittens”
One of the biggest rhythm differences between careful learner speech and natural English is the use of syllabic consonants.
Words like:
little
button
hidden
often lose the extra vowel sound completely.
Instead of:
“lit-uh-l”
native speakers often produce:
“lit-l”
The same happens with:
“but-n” instead of “but-ton”.
This small adjustment changes fluency more than many learners expect.
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“Muchos estudiantes agregan una vocal extra sin darse cuenta.”
“This and that they did today”
/ð/ flows.
/d/ stops and releases.
Tongue forward for TH.
Tongue back for D.
“This and that they did today”
/ð/ fluye.
/d/ bloquea y libera.
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“Cheeky children chase cheap chocolate chunks”
One issue I hear often with /tʃ/ is that learners either soften it into /ʃ/ or separate the “t” and “sh” too much.
The sound should feel connected:
brief airflow stop
smooth release forward
Once the transition becomes fluid, speech sounds much more natural and controlled.
Has anyone else noticed learners struggling with affricates more than fricatives?
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“Muchos estudiantes convierten /tʃ/ en un simple /ʃ/ sin darse cuenta.”
Clear pronunciation is shaped not only by vowel control, but also by resonance and tongue placement.
“Little wolves pull full milk bottles slowly”
The dark /ɫ/ sound involves two simultaneous movements: the tongue tip touches behind the upper teeth and the back of the tongue lifts slightly toward the soft palate.
This creates a deeper, fuller resonance than the light /l/ sound.
Many learners use a light /l/ in all positions, which can reduce natural rhythm and affect clarity in connected speech.
Developing awareness of tongue placement and resonance improves both fluency and pronunciation precision.
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La pronunciación clara no depende solo del control de las vocales, sino también de la resonancia y la posición de la lengua.
El sonido dark /ɫ/ requiere que la punta de la lengua toque detrás de los dientes superiores mientras la parte posterior de la lengua se eleva ligeramente.
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Clear pronunciation relies on accurate placement of articulation.
“Good cooks keep cooking great cakes”
The /k/, /g/, and /ŋ/ sounds are velar consonants, produced at the back of the mouth with the tongue contacting or approaching the soft palate.
The key distinction lies in control:
/k/ is voiceless with a clear release
/g/ is voiced with the same movement
/ŋ/ is nasal and held, without release
A simple way to build awareness is to place a finger under the chin and feel the tongue lift at the back during production.
Developing control over these movements improves both clarity and consistency in spoken English.
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La pronunciación clara depende de una correcta articulación.
“Good cooks keep cooking great cakes”
Los sonidos /k/, /g/ y /ŋ/ son consonantes velares, producidas en la parte posterior de la boca, donde la lengua se acerca o toca el paladar blando.
La diferencia clave está en el control:
/k/ es sorda y se libera
/g/ es sonora con el mismo movimiento
/ŋ/ es nasal y se mantiene, sin liberación
Una forma sencilla de sentirlo es colocar un dedo debajo de la barbilla y notar cómo la lengua se eleva en la parte posterior.
Desarrollar este control mejora la claridad y la consistencia en el inglés hablado.
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Most learners mix this sound with /s/.
“She should share shiny shoes on shelves”
But /ʃ/ is not /s/.
It’s softer.
Rounder.
More relaxed.
Light lip rounding.
Soft airflow.
Like a gentle “shhh”.
@KalynsEnglish
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Muchos estudiantes confunden este sonido con /s/.
“She should share shiny shoes on shelves”
Pero /ʃ/ no es /s/.
Es más suave.
Más redondeado.
Más relajado.
Redondeo ligero de labios.
Aire suave.
Como un “shhh” suave.
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