Learn The British Accent FAST

The Modern Standard British English Accent
Learn the British Accent- FAST!
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All contents copyright © 2009 by ABC ACCENTS™ Inc. and Michael E. Andrews.
Written by Michael E. Andrews.
  Table of Contents 
 
Overview and Objectives .......................................................................... 4
I. Pronunciations: The Weak and Strong Forms ..................................... 5

1.1 When in London… (Speak Like the Brits) ..................................................... 5
1.2 Introducing the “Schwa” ........................................................................................... 6
1.3 Using the Weak vs the Strong Forms ............................................................. 6
II. Back to Basics: Vowel Sounds ............................................................. 8

2.1 Monophthongs ................................................................................................................ 8
2.2 Diphthongs ......................................................................................................................... 9
2.3 Triphthongs ......................................................................................................................10
III. Back to Basics: Voicing Consonants ................................................ 11

3.1 Voiced and Voiceless Consonants ................................................................... 11
3.2 Applications in Past Forms ending in /-ed/............................................. 12
3.3 Applications in Plural Forms ending in /-s/ and /-es/..................... 13
3.4 Applications in Third-Person Verbs ending in /s/ ..............................14
3.5 Applications in Possessive /s/ ............................................................................ 15
IV. Rhoticity: Everything to Do with /r/ ................................................ 16

4.1 The Silent /r/ ................................................................................................................... 16
4.2 The Linking /r/ ............................................................................................................... 16
4.3 The Intrusive /r/ ........................................................................................................... 17
V. Connecting and Linking ..................................................................... 18

5.1 Connected Speech ...................................................................................................... 18
5.2 Intrusive /w/ and /y/ ................................................................................................. 19
VI. Special Pronunciations ...................................................................... 20

6.1 Replacing Letters with the Schwa Sound ................................................... 20
6.2 Sneaky Oohhs and Aahhs ......................................................................................22
6.3 Inserted /y/ ......................................................................................................................22
VII. Silent Letters and Omissions........................................................... 23

7.1 Reducing Syllables ...................................................................................................... 23
7.2 The /h/-Dropping ........................................................................................................ 24
7.3 The Silent Letters ......................................................................................................... 25
Copyright © 2009 ABC ACCENTS™  2 
VIII. Suffixes ............................................................................................. 27
8.1 Words Ending in the Suffix /-ford/ ................................................................27
8.2 Words Ending in the Suffix /–wards/ ............................................................27
8.3 Words Ending in the Suffix /–bury/ and /–berry/ ...............................27
8.4 Words Ending in the Suffix /–land/................................................................28
8.5 Words Ending in the Suffix /–body/ ..............................................................28
IX. Light and Dark /l/ .............................................................................. 29

9.1 The Light/l/ ......................................................................................................................29
9.2 The Dark /l/ ......................................................................................................................29
X. Final Letters ......................................................................................... 30

10.1 Final /y/ ............................................................................................................................30
10.2 Final /g/ and the Suffix /-ing/ ........................................................................ 30
10.3 Final /k/ ............................................................................................................................31
10.4 Final /n/ ...........................................................................................................................31
10.5 Final /m/ ..........................................................................................................................31
XI. Syllabic Consonants .......................................................................... 32
XII. Contractions ...................................................................................... 33
XIII. Intonation ......................................................................................... 35
XIV. Estuary Accent ................................................................................. 36

14.1 The /l/-Dropping ....................................................................................................... 36
14.2 Glottalisation or /t/-Dropping ........................................................................ 37
XV. Weak and Strong Forms: Redux ...................................................... 38
XVI. Additional Tips ................................................................................ 41
XVII. Putting Theory into Practice ......................................................... 42

“Arthur the Rat” ..................................................................................................................... 43
1.2 Introducing the “Schwa” 
 
Structural and auxiliary words (these are prepositions, conjunctions, and the 
articles such as ‘and,’ ‘as,’ ‘from,’ ‘to,’ and ‘that’) all have one thing in common: In 
rapid and connected speech, they feature a certain sound—the schwa.   
 
The phonetic symbol of the schwa is /ә/. The pronunciation of this letter is very 
close to the short /i/ sound in words such as ‘tip,’ ‘hit,’ or ‘lip’ and the /i/‐like sound 
in words such as ‘devour,’ ‘information,’ and ‘endeavour.’ 
 
The schwa is the most common sound in English—especially British English. 
Because when we speak at a normal or fast pace (rapid speech) and not deliberately 
slow it down for emphasis—words like ‘and,’ ‘from,’ ‘to,’ and ‘that’ turn into ‘ind,’ 
‘frim,’ ‘ti,’ ‘thit’ (phonetic transcriptions: әn(d), frәm, tә, ðәt).   
 
Take note of the use of the schwa sound in rapid speech: 
 
Example (in slow speech):  
 
Last night I was trying to think of a few things I could do today. 
Example (in rapid speech): 
 
Last night i wiz trying ti think iv i few things I kid do today. 
 
Which one sounds more natural? 
The second one—and that is because the weak forms are used. 
 
 
1.3 Using the Weak vs the Strong Forms 
 
Note that structural and auxiliary words have a weak and a strong form. Weak 
forms are normally only used when embedded in sentences in rapid, connected 
speech. When you speak slowly and want to emphasize a structural or auxiliary 
word, then you can use the strong, full pronunciation. If you are speaking faster, 
however, use the weak form.  
 
Notice the difference in the pronunciation of ‘could’ in slow and rapid speech. 
 
[Slow/Strong] You know what… I think I could possibly do that…  
 
[Fast/Weak] …Yes, I think I kid do that. 
                    [kәd] 
Words like ‘have’ and ‘has’ should be pronounced in their weak form if they are
auxiliary words. When these words are used as verbs, however, you must use the
strong form.
Notice the difference in the pronunciation of ‘has’:
[Weak] It hiz taken him a long time (the verb is taken; has is auxiliary)
[həәz]
[Strong] He has it (has in this context is the actual verb)
Likewise, the demonstrative ‘that’ is always given full value, meaning the strong
form should be used.
Compare:
[Strong] I like that car.
[Weak] I like the fact thit it has a sunroof.

[ðəәt]
So how do we know which words have a weak and a strong form?

Please refer to the list of weak and strong forms of the MSBE accent towards the end
of this booklet (see section XV, Weak and Strong Forms: Redux).
Copyright © 2009 ABC ACCENTS™ 7

II. Back to Basics: Vowel Sounds 
  
 
Vowel sound is an extremely important aspect that should be studied in detail 
and with due attention. There are three types of vowel sounds: the monophthong, 
the diphthong, and the triphthong. For the correct pronunciation of these vowel 
sounds, please refer to the Audio Recording. 
 
 
2.1 Monophthongs  
 
Monophthongs are simple single vowel sounds.  
 
Short single vowel sounds  
 
[i/ɪ]    pit     hit     bit 
 
[e/ ]    pet     red     net 
 
[@/ ]*  pat     cat     hat 
 
[o/  ]    pot     dot     not 
 
[a/  ]    luck     stuck     plug 
 
[u/ ]    good     foot     hood 
 
[i/ ]    ago     enhance   away 
 
 
Long single vowel sounds  
 
[ih/ ]    meat     seat     wheat 
 
[ah/a:]   car     far     star 
 
[oh/ ]  door     more     before 
 
[u(r)/ ]  girl     whirl     murmur 
 
[uh/u:]  too     blue     crew 
 
*The symbol @ is pronounced like the /a/ in ‘at’.  
2.2 Diphthongs
Double vowel sounds, known as diphthongs, is a concept that is rarely heard in most
other languages. To make a diphthong, you make a small glide in the tongue to form
two interconnected sounds.
Double vowel sounds
[ei/ ] day hay way
[ai/ ] sky tie sigh
[oi/ ] boy annoy void
[ia/ ] beer near hear
[ea/ ] bear care hair
[ua/ ] tour fewer newer
[au/ ] cow now brow
[ua/ ] one wonder
[ihyi/ ] albeit
[i:y@/ ] meander piano
[ou/əәʊ]* bone home phone
* The most distinctive dipththong vowel sound in the Standard British accent is the
/ou/ sound, pronounced o-‐u/ əәʊ.
Example:
The phone Joe owns at home mostly rings when he’s alone.
phoune Jou ouwns houme moustly aloune.

[fəәʊn] [dʒəәʊ] [əәʊnz] [həәʊm] [məәʊstli] [əәləәʊn]

III. Back to Basics: Voicing Consonants
There are two types of consonants in English: voiced and voiceless (or unvoiced
consonants). Examine the difference and feel the vibration of your vocal cords as
you make the following sounds:
pup (voiceless) vs pub (voiced)
life (voiceless) vs live concert (voiced)
3.1 Voiced and Voiceless Consonants
Here is a list of English voiced consonants and consonant sounds:
/b/ bit /d/ door /g/ get /m/ man /n/ nice
/ng/ king /v/ van /th/ then /z/ zip /zh/ leisure
/r/ rat /l/ leg /j/ jump
The semi-‐vowels /w/ and /y/ also belong to the group of voiced consonants:
/w/ wet /y/ yet
Here are the voiceless consonants and consonant sounds.

The voice remains passive. The vocal cords do not vibrate.
/p/ pope /t*/ time /k/ cow /f/ fan /th/ think
/s**/ sad /sh/ shop /h/ hat /ch/ chop
*Except when followed by /–ed/

**Please see special section in plural voiced /s/ (section 3.3).
Note the two variations of the /th/ sound:
Voiced /th/ that those them
Voiceless /th/ thought threatened thoroughly
Theodore and Thelma thought that those thugs threatened them thoroughly.

TIPS
There is a small difference in vowel length between voiced and voiceless sounds.
Voiceless = short Voiced = slightly longer
mat mad
dock dog
kilt killed
The ‘Voiced to Voiceless’ Rule
Also note that when a word ends with a voiced consonant, and the next word
begins with the voiceless equivalent, the voiced consonant at the end of the first
word becomes voiceless, too.
Example: the word ‘please.’
Please be seated. “Please” here is pronounced “Pleeze”
[Voiced /s/ = /z/ sound; normal pronunciation]
Please sit. “Please (sit)” here is pronounced “Pleessit”
[Voiceless /s/, as the normally voiced /s/ in

“Please” is directly followed by the unvoiced
/s/ sound in “sit”]
3.2 Applications in Past Forms ending in /-‐ed/
Voiced /-‐ed/
For regular English past verb forms and adjectives ending in /-‐ed/: when preceded
by voiced consonants, the /d/ in /–ed/ is voiced. Examples:
/v/ lived
/m/ jammed
/d/ breaded

If a vowel or vowel sound precedes /ed/, the /d/ is voiced because vowels are 
always naturally voiced. Example: 
 
  [ay/eigh]   stayed    weighed*  
 
*(Note that the /gh/ is silent, therefore the /–ed/ is preceded by a vowel sound). 
 
 
Voiceless /ed/ 
Likewise, when preceded by a voiceless consonant, the /d/ in /ed/ is voiceless: 
the final /d/ sounds like /t/. Examples: 
 
  /p/  hoped (hope’t) 
   
  /k/  kicked (kicke’t) 
   
  /sh/   blushed (blush’t) 
 
Exception: Although /t/ is a voiceless consonant, if /–ed/ is preceded by a /t/, it is 
voiced. Examples: 
 
greeted     seated     started 
 
 
 
3.3 Applications in Plural Forms ending in /s/ and /es/ 
 
Voiced /s/ 
As with past forms ending in /ed/, the pattern of voiced and voiceless endings can 
also be found in plural forms. If there is a voiced consonant preceding the /s/ at 
the end of a plural noun, then the /s/ will be voiced (pronounced /z/). Examples: 
 
/n/   machines (machinz)  
 
/g/   bags (bagz) 
  
If the plural noun features a vowel sound, the /s/ is also voiced and becomes a /z/. 
Example: 
   
[ea/ ]   chairs  (chairz) 
 
To make the voiced /s/ sound, you have to feel the vibrations in your throat 
and between the blade of the tongue and the gum ridge. For sound examples, please 
refer to the Audio Recording. 
 
Copyright © 2009 ABC ACCENTS™  13
Voiceless /s/ 
If the final /s/ is preceded by a voiceless consonant, the /s/ will also be voiceless 
(pronounced /s/). Examples:  
 
/k/   parks      
 
/t/   bats     
 
/p/   pipes  
 
 
Voiced /es/ 
The final /es/ in the plural form of nouns ending in one of the following sounds 
(called sibilant sounds) can be pronounced as /iz/ (more careful pronunciation) or 
/schwa (ә) + /z/ (әz)/ (more casual pronunciation), i.e., buses = busiz / busәz. 
      
/z/   /s/   /sh/   /zh/   /ts*/   /dg/   /tch/  
 
*This is rare. 
 
Examples:  
[s] buses     [z] quizzes            [sh] crashes    
 
[zh] garages     [tch] watches          [dg] bridges 
 
 
Please note that there are also plurals with irregular pronunciations: 
 
house  »  houses (houziz)   
     
 
 
3.4 Applications in ThirdPerson Verbs ending in /s/  
 
Exactly the same rules apply to the final /s/ of third‐person verb forms; the 
pronunciation of the final /s/ depends on the sound that comes before it.  
If a voiced consonant precedes the /s/, it is pronounced as voiced /z/.  
If a voiceless consonant precedes the /s/, it is pronounced as voiceless /s/. 
Examples:  
 
    He runs (runz) 
   
  He watches (watchiz/ He watchәz) 
     
    He spits (spits) 
 
3.5 Applications in Possessive /s/ 
 
Again, the pronunciation of the possessive /s/ depends on the sound that comes 
before it.  
 
Voiced possessive /s/ 
When the final /s/ is preceded by a voiced consonant, the final /s/ is voiced. 
Examples:   
     
    This is Paul’s (Paul’z) 
     
    John’s (John’z) 
     
    At the Doctor’s (Doctiz) (the /r/ is silent)  
 
    James’ (Jamziz)  
 
 
Voiceless possessive /s/ 
When the final /s/ is preceded by a voiceless consonant, the final /s/ is unvoiced. 
Examples:  
     
    Pat’s (Pat’s) 
     
    Jack’s (Jack’s) 
     
    The president’s mansion (The president’s mansion) 
     
      
 
 
 
 
 
IV. Rhoticity: Everything to Do with /r/ 
 
 
4.1 The Silent /r/ 
 
In standard Southern British English, /r/ is not normally pronounced before a 
consonant or at the end of a word. Examples: 
 
  Fi(r)st   ca(r)    hai(r)    borde(r)   mo(r)e  fou(r) 
 
/r/ is not pronounced when it occurs in the following combinations: 
   
  /er/    her     refer     nerd 
   
  /ir/     thirst     first     bird 
   
  /ur/     burn     turn     churn 
   
  /or/     ford     north     form 
   
  /ear/    learn     earn     yearn 
   
  /ar/     barn     yarn     farm 
 
 
4.2 The Linking /r/ 
 
When a word ends with /r/ and the following word begins with an open sound (or a 
vowel sound), irrespective of the actual letter—the sound is what is important—/r/ 
is pronounced. (Note for actors: This is also correct in RP.)  
 
To make the linking /r/ sound, add a small ‘R’ sound, but not too heavy.  
Examples: 
 
    ever after (eveRafter) 
     
    mother and father (motheRand father) 
     
    her eyes (heReyes) 
 
But also:  
   
    The doctor examined her x‐ray (…heR[e]x‐ray) 
     
(Note the pronunciation of ‘x’ starts with the /e/ vowel sound.) 
They wrote a letter to their MP (…theiR[e]MP)
(Note the pronunciation of ‘MP’ starts with the /e/ vowel sound.)
This is my car. The car is blue (…caRis blue)
One hour. After hours (afteR[h]ours) (the ‘h’ is silent)
4.3 The Intrusive /r/
So if a word ends in /a/ (pronounced as /a/ or / /, the schwa sound) or in /aw/ (the
/oh/ / sound) and the following word starts with any vowel or vowel sound, then an
/r/ is added by the speaker, even though there is no /r/ in the spelling. (Note for
actors: This is not done in RP.) Examples:
India and Pakistan (IndiaRand Pakistan)
Vodka and tonic (vodkaRand tonic)
Law and order (lawRand order)
You will find this phenomenon most often with the word ‘and’ if preceded by a
word ending in one of the above-‐mentioned sounds. Other examples:
Has Leah ever been here? (leahRever been)
I like the idea of visiting Japan (ideaRof)
Please note, it is not absolutely necessary to add the intrusive /r/, but it is very
common and is an authentic key sound of the Modern Standard British English
accent.

V. Connecting and Linking
When British people speak, they connect words together, not only by using the
linking /r/.
Examples:
We always end up over at Adam’s pub.

(Wih-‐yohwei-‐zen-‐du-‐pouvi-‐ri-‐tadimz pub)
How old are you?

(Hau-‐(w)ouldi-‐yoo)
5.1 Connected Speech
When a word ends in a consonant and the next starts with a vowel sound, we link.
Example:
The window’s wide open.

(Thi-‐windouz-‐waidoupin)
TIPS
As a trick, and to practise this, just imagine that the last letter of the preceding word
becomes the first letter of the next word—if that word starts with a vowel.
wide open (wi-‐dopen)
end up (en-‐dup)
always end up (alway-‐zen-‐dup)
Do not leave big spaces between words—this will greatly improve speech flow.
It is very important to note that connected speech alters the sound of the last letter
of the word if it is voiced, and the next word starts with a voiceless sound.
Examples:
club We went to the club to meet some friends.

[clup]

The /b/ in ‘club’ is a voiced consonant, but followed by /t/ in ‘to’ (a voiceless
consonant), it will turn into a voiceless /p/ sound.
played He played tennis yesterday.

[playt]
Likewise, the /d/ in ‘played’ is a voiced consonant, but followed by /t/ in ‘tennis,’ it
will turn into a voiceless /t/ sound.
5.2 Intrusive /w/ and /y/
You already know about the intrusive /r/ that we add when a word ends in /a/
(the schwa sound) or in /aw/ (the /oh/ /sound), and the next word starts with a
vowel sound (see section 4.3, The Intrusive /r/). We do something similar with words
ending in other vowel sounds than those just mentioned. We also add a /w/ or /y/
sound in between two words when one ends with a vowel or vowel sound and the
next word starts with a vowel or vowel sound.
We add a /w/ sound if the lips are rounded after the first word. Examples:
Go out (GoWout)
Who is this (WhoWis this)
Go away (GoWaway)
If the lips are wide at the end of the first word, we insert a /y/ sound. Examples:
I asked (IYasked)
I am (IYam)
Very unlikely (VeryYunlikely)
TIP
Even when not directly linking words, use ‘gap avoidance’ to avoid unnecessary
gaps and pauses. Do not leave big spaces between words. This will help speech flow.

VI. Special Pronunciations 
 
 
As already mentioned at the beginning of this course, there are many words that are 
spelt differently to how they are pronounced. In many cases the schwa sound 
replaces one or a cluster of several letters in those words. 
 
 
6.1 Replacing Letters with the Schwa Sound 
 
Here is a list of words that feature the schwa sound instead of the pronunciation 
these highlighted letters would normally have. The highlighted letters can be 
pronounced as /i/ (more careful pronunciation) or schwa (ә) (more casual 
pronunciation).   
 
 
    problem  
     
    limitless   hopeless 
     
    mention   information  
     
    damage  image  
     
    wanted   needed  
     
    educated   frustrated  
     
    woken   golden      
     
    instant   constant  
     
    natural   functional  
     
    different   benevolent   
 
    theatre*   centre* 
 
    signature  expenditure       
     
Plurals:  
    sentences   pretences   defenses 
 
 
*(Note the difference between British and American spelling.) 
TIP
If you wish to sound more RP or rather educated, a more careful pronunciation of
the endings of all the words above uses an /i/ instead of the schwa. Examples:
problem (problim)
limitless (limitlis)
wanted (wantid)
Also note the pronunciation of the past forms of verbs ending in /–ered/
(pronounced as /id/ or /əәd/):
wondered (wuandid/ )
answered (ahnsid/ )
Words ending in /–ter/ (both the/a/ and schwa pronunciations are possible):
Walter daughter water

(Wohlta/Wolti)
( / )
Words ending in /–ars/ or /–ers/ (both the /iz/ or schwa + /z/ pronunciations are
possible):
collars dollars hunters

(koliz/ )
All the words above feature the schwa. Please note, however, that it is also often
used at the beginning and middle positions of words, not only in the final syllable.
Examples:
imagine beloved eradicate intricate
(Note to actors: You may, again, use an /i/ sound instead of the schwa.)

6.2 Sneaky Oohhs and Aahhs 
 
/a/ instead of /o/ 
The following list contains words that are all spelt with an /o/ but an /a/( ) is 
sounded: 
 
  brother  colour   come    comfort   comfortable  
   
  company   cover     glove     government   front      
   
  honey    London   money   month   mother  
   
  some                nothing   one    onion    other  
   
  son     stomach   ton 
   
  wonder   worry 
 
 
/u/ instead of /a/ 
The following words have the /u/ unusually pronounced as /u/ (as in 'cook') and 
not an /a/sound (as in 'sun'): 
 
           butcher  cushion   pull    push    put       
 
 
 
6.3 Inserted /y/ 
Some words feature an inserted /y/ sound, which does not exist in the spelling. 
Examples:  
 
  new (nYew)    tune (tYune)    stew  (stYew) 
 
 
 
There are many more words that are spelt differently from how they are 
pronounced. Please consult a dictionary for further study.  
VII. Silent Letters and Omissions 
 
 
The principle of omission (or silent letters) is extremely common in the English 
language (especially in British English) and is something non‐native speakers 
should pay attention to.  
Let’s take a look at the following example: 
 
    suppose  perhaps   police 
     
    I suppose perhaps we should call the police.  
                           [spose]  [praps]                  [plice] 
 
 
 
7.1 Reducing Syllables  
 
It is very common to reduce the number of syllables in multi‐syllabled words. 
 
One syllable instead of two: 
 
    p(o)‐lice      (plice) 
     
    p(e)r‐haps      (praps) 
     
    s(u)p‐pose      (spose) 
 
 
Two syllables instead of three: 
 
    as‐p(i)‐rin       (as‐prin) 
 
    bus‐(i)‐ness      (biz‐ness) 
     
    cho‐c(o)‐late     (choc‐late) 
 
    cor‐p(o)‐rate    (cor‐prate) 
 
    di‐ff(e)‐rent      (diff‐rent) 
 
    e‐v(e)‐ning       (ev‐ning) 
 
    e‐v(e)‐ry     (ev‐ry) 
 
    ma‐rr(i)‐age     (ma‐rrage) 
     
    me‐d(i)‐cine     (med‐cine) 
 
    o‐m(e)‐lette    (om‐lette) 
 
    o‐p(e)‐ra     (o‐pra) 
 
    res‐t(au)‐rant      (res‐trant) 
 
    se‐v(e)‐ral     (sev‐ral) 
 
 
Three syllables instead of four: 
 
    ac‐tu‐(a)‐lly     (ac‐tu‐lly) 
 
    com‐f(or)‐ta‐ble   (comf‐ta‐ble) 
 
    in‐t(e)‐res‐ting   (in‐tres‐ting) 
 
    se‐cre‐t(a)‐ry    (sec‐ret‐ry) 
 
    tem‐p(e)‐ra‐ture   (tem‐pre‐ture) 
 
    tem‐p(e)‐ra‐ment   (tem‐pra‐ment) 
 
    u‐s(u)‐a‐lly     (u‐su‐lly) 
 
    ve‐g(e)‐ta‐ble      (veg‐ta‐ble) 
 
 
7.2 /h/Dropping 
 
Another important aspect of the MSBE accent is called /h/dropping, which is the 
omission of /h/ (making it a silent /h/).  
 
There are words that officially feature the silent /h/; if you check a dictionary, you 
will see the /h/ is not supposed to be pronounced (e.g., ‘honest,’ ‘hour,’ etc). There 
are also words where the /h/ should be pronounced; however in rapid, connected 
speech, it is commonly not. Three of these words are: 
 
    his    He threw the bottle over (h)is wall. (…oveRis wall) 
 
    her     She turned (h)er head. (…turneDer head) 
 
    him    Ask (h)im. (AsKim) 
When the last letter of the word preceding ‘his,’ ‘her’ or ‘him,’ is a consonant, we
often drop the /h/ sound. It is not absolutely necessary, but it is extremely common
in the MSBE accent. (Note to actors: This should not be done in RP.)
/h/-‐dropping is also found in the weak forms of function words, especially ‘he’.
Example:
But he knows it
The ‘but he’ could be pronounced by giving the ‘t’ a “plosive” sound or a rounder
“/d/-‐like” sound.
Butty/Buddy knows it
/h/-‐dropping also applies to auxiliary words ‘had’ and ‘have’. Examples:
The rain (h)ad corroded the metal.
Paul (h)ad already asked this question three times before.
should (h)ave would (h)ave could (h)ave
7.3 The Silent Letters
Here are more examples of silent letters:
(b) clim(b) com(b) dum(b) bom(b)
(c) mus(c)le
(d) han(d)kerchief san(d)wich we(d)nesday
(g) champa(g)ne forei(g)n si(g)n
(gh) bou(gh)t cau(gh)t ou(gh)t thou(gh)t dau(gh)ter

hei(gh)t hi(gh) kni(gh)t li(gh)t mi(gh)t
nei(gh)bour ni(gh)t ri(gh)t strai(gh)t throu(gh)
ti(gh)t wei(gh)
(h) w(h)at w(h)en w(h)ere w(h)ich w(h)ip

w(h)y (h)onest (h)onour (h)our

  (k)  (k)nee   (k)nife   (k)nob   (k)nock   (k)now 
  
  (l)  ca(l)m   cou(l)d   ha(l)f     sa(l)mon   shou(l)d 
     ta(l)k     wa(l)k    wou(l)d  
 
  (n)  autum(n)   hym(n)  solem(n) 
  
  (p)   (p)neumatic   (p)sychiatrist  (p)sychology (p)sychopath   
    cu(p)board (kubbid/ ) 
 
  (r)  i(r)on 
 
  (s)  i(s)land  ai(s)le  
 
  (t)  cas(t)le   Chris(t)mas  fas(t)en  has(t)en   lis(t)en 
     of(t)en*   whis(t)le 
 
  (u)  g(u)ess   g(u)ide  g(u)itar  disg(u)ise 
 
  (w)  (w)rap   (w)rite  (w)rong  (w)rath  (w)ring 
    (w)ho    (w)hose  (w)hole 
 
 
*Can also be pronounced with the /t/. 
 
For more examples, please consult a comprehensive dictionary. 
 
 
 
VIII. Suffixes
Please refer to the Audio Recording for the following pronunciations.
8.1 Words Ending in the Suffix /-‐ford/
/-‐ford/, as a suffix in names and town names, is pronounced /-‐fid/.

Examples:
Bedford (Bedfid) Watford (Watfid) Mr. Redford* (Mr. Redfid)
*but “Mr Henry Ford” (‘Ford’ here would NOT be pronounced /-‐fid/ but be given full
value, as it is not used as a suffix)
8.2 Words Ending in the Suffix /–wards/
/-‐wards/ as a suffix in the following words is pronounced /-‐wids/(-‐wəәdz).

Examples:
forwards (forwids) backwards (backwids) upwards (upwids)
downwards (downwids) afterwards (afterwids)
Exception: the word ‘towards’ (the /o/ is often omitted, but /–wards/ is given full
value): ‘t’wards.’
8.3 Words Ending in the Suffix /–bury/ and /–berry/
The suffixes /–bury/ (often found in town names) and /–berry/ (as in the fruit) are
both pronounced as /–bri/.
Examples:
Newbury (Newbri) Hanbury (Hanbri) Highbury (Highbri)
strawberry (strawbri) blueberry (bluebri) raspberry (raspbri)

8.4 Words Ending in the Suffix /–land/  
 
The suffix /–land/ (mostly found in country names) is pronounced /lind/. 
Examples:  
 
  England (Englind)     Poland (Polind)    Finland (Finlind)  
   
 
 
8.5 Words Ending in the Suffix /–body/ 
 
The suffix /–body/ is pronounced /biddy/.  
Examples: 
 
  everybody (everybiddy)    nobody (nobiddy)     
 
  anybody (anybiddy)      somebody (somebiddy) 
 
 
IX. Light and Dark /l/ 
 
 
Standard British English makes a difference between a so‐called light and a dark 
/l/.  
 
 
9.1 The Light/l/ 
 
To make a light /l/, briefly touch the tip of the tongue up against the roof of the 
mouth (just behind the upper front teeth). The light /l/ is quick and is used when 
preceding an open vowel sound.  
Examples:  
 
  lip     light    loss    luck 
 
 
9.2 The Dark /l/  
 
The dark /l/ is formed in the same place in the mouth. However, because this sound 
is heavier and rounder, press the tongue up against the roof of the mouth but for 
slightly longer than you would for the light /l/. The dark /l/ is slightly longer and is 
used when the/l/ is not followed by a vowel (i.e., before a consonant or in final 
position of the word).  
Examples: 
 
  milk    pill    people   ball 
 
 
 
   
X. Final Letters 
 
 
10.1 Final /y/ 
 
Words that end in /y/ are pronounced with a mixture of a long /i:/ (as in ‘flee’) and 
a very short  /i/ (as in ‘hit’) if they are immediately followed by another word 
(regardless if the word begins with a vowel or consonant). In isolation, words 
ending in /y/ are given the full value /i:/ (as in ‘city’ = pronounced ‘ci‐tee’). 
Compare: 
 
  city (ci‐tee/ )         vs   the city’s very nice (the ci‐ti’s/ ’  ) 
 
   twenty    vs  twenty thousand 
 
  yours faithfully   vs  faithfully yours 
 
  it’s rainy    vs  rainy and cold 
 
 
 
10.2 Final /g/ and the Suffix /ing/ 
 
When a word ends in /g/ and that word is followed by a pause, the /g/ sound needs 
to be lingered on very briefly and followed up with a bouncing of the back of the 
tongue off the roof of the mouth. The /g/ should be voiced (see section 3.3, Voiced 
and Voiceless Consonants), and subtle yet audible. The /g/ sound is made at the back 
of the mouth. A clear distinction needs to be made between the sound of a /k/ and 
the /g/. Compare: 
 
     rig     vs    Rick  
     
    tug     vs    tuck  
     
    log     vs    lock   
 
 
When making the /g/ sound, it must be ensured that the voice does not linger after 
the tongue has “bounced off” the roof of the mouth. This is particularly important 
when pronouncing words ending in the suffix /ing/.* Examples:  
 
    driving   running   fighting  
 
*Please refer to the final /g/ + /ing/ section of the Audio Recording. 
10.3 Final /k/
The /k/ sound is made at the back of the mouth in the same location where the /g/
sound is formed. If a /k/ is in the final position of a word, it is important to give it a
slightly “plosive” but voiceless sound (i.e., it must be subtle but audible). Compare:
duck vs dug
muck vs mug
block vs blog
10.4 Final /n/
When a word ends in /n/, British people tend to pronounce it differently to

speakers of other languages (even native English speakers from other English
speaking countries). The tip of the tongue should very briefly touch the roof of the
mouth just behind the upper front teeth, and then bounce off. It is important to rest
the tip of the tongue in that position only very briefly. Examples:
man fan sun
The /n/ sound needs to be kept short and sharp, and prolonged “lingering” should
be avoided. The voice should stop as soon as the /n/ sound has been made.
10.5 Final /m/
The /m/ sound is treated similarly. To make an /m/ sound, the lips touch very
briefly and bounce apart. Examples:
mum roam plum

XI. Syllabic Consonants  
 
 
When the last syllable of the word features the letter /t/ or /d/, and the following 
consonant after either of these letters is an /n/ or /l/, there are two ways of 
pronouncing that word. Examples: 
 
/t/ followed by /n/  
 
  cotton    (cot‐ten)   or   (cottn)   
 
/d/followed by /n/    
 
  student   (stu‐dent)  or   (studnt) 
 
/t/ followed by /l/     
 
  beetle    (bee‐tle)   or   (beetl) 
 
/d/ followed by /l/   
 
  noodle   (noo‐dle)   or   (noodl) 
 
 
Both pronunciations are correct, but it is probably more common to hear the second 
(i.e., ‘cottn’, ‘studnt’, ‘beetl’, ‘noodl’). Other examples of the syllabic consonants: 
 
 
/t/ followed by /n/  
 
  threaten  smitten  bitten 
 
/d/ followed by /n/   
 
  didn’t    wooden  garden 
 
/t/ followed by /l/   
 
  shuttle   metal    battle 
 
/d/ followed by /l/    
 
  idle    meddle  needle 
XII. Contractions  
 
 
(Note: Native English speakers may skip this section.) 
 
In order to improve speech flow, it is important to mention that contractions 
should be used whenever possible, particularly in informal speech.  
Examples: 
 
  How is your dad     »    How’s your dad 
   
  We have got it      »   We’ve got it 
 
  You will not have to do it   »    You won’t have to do it 
 
 
Note the difference in speech flow and connected speech in the following 
example: 
 
  We would not have had to run, if you had not been late. 
 
  We wouldn't have had to run, if you hadn't been late.  
 
 
Below is a complete list of contractions:   
 
I am  I'm 
I have  I've 
I will  I'll 
I had/would  I'd 
 
You are  You’re 
You have  You’ve 
You will  You’ll 
You had/would  You’d 
 
He is/has  He's 
He will  He'll 
He had/would  He'd 
 
She is/has  She’s 
She will  She’ll 
She had/would  She’d 
 
It is/has  It's 
It had/would  It'd 
 
We are  We’re 
We have  We’ve 
We will  We’ll 
We had/would  We’d 
 
They are  They're 
They have  They've 
They will  They'll 
They had/would  They'd 
 
There is/has  There’s 
There will  There’ll 
There had/would  There’d 
 
Are not  Aren't 
Cannot  Can't 
Could not  Couldn't 
Dare not  Daren't 
Did not  Didn't 
Does not  Doesn't 
Do not  Don't 
Had not  Hadn't 
Has not  Hasn't 
Have not  Haven't 
Is not  Isn't 
Might not  Mightn't 
Must not  Mustn't 
Need not  Needn't 
Ought not  Oughtn't 
Shall not  Shan't 
Should not  Shouldn't 
Was not  Wasn't 
Were not  Weren't 
Will not  Won't 
Would not  Wouldn't 
 
XIII. Intonation
Many foreign languages feature intonation patterns that are rich in pitching and
have rather melodic sound patterns. These characteristics should be avoided in the
MSBE accent. The intonation of the MSBE accent is generally more monotonous and
flat. Only words that are emphasized and important to the meaning of the sentence
should be pitched (voice goes up and is higher).
Let’s take a look at this example:
You keep talking and talking for hours and hours and watch the sun go down
until you get to an important word.
Y ou keep talking and talking for hours and hours and watch the sun go down until you get to an Word.
The voice starts neutral and stays monotonous until an important word needs to be
emphasized. That word is pitched (in the sentence above, it is the word
‘important’). The voice goes down at the end of the sentence except when it is a
question.
Are you here?
Are you coming back?
When are you coming back?
Some non-‐native speakers may have a tendency to use their native intonation
patterns when speaking English. This must be avoided.

XIV. Estuary Accent
There is an accent in the Southeast of England that is becoming increasingly popular

called the ‘Estuary accent’—as it is spoken mostly around the Thames Estuary. It is
not strictly MSBE, but its ever-‐increasing popularity means that it needs to be
acknowledged. It is in many ways a cross between RP and the ‘Cockney’ accent,
which originated in East London. It features all the sounds covered in this course to
varying degrees.
14.1 /l/-‐Dropping
An additional and typical feature in the Estuary accent is something that is

referred to as /l/-‐dropping. The Estuary accent uses /w/, /o/, and /u/ sounds
instead of the dark /l/ (see section 9.2, The Dark /l/).
Words with /l/ immediately followed by a consonant, or words ending in /l/, have
the /l/ sound replaced with the /w/ sound (think of the first sound in the word
“with”) OR the /ou/ sound. Both sounds can be used interchangeably in place of the
dropped ‘l’. Example:
milk (miwk/miouk/ )
Words ending in a combination of a vowel + /l/ or /l/ + vowel (such as /–le/, /–el/,
/–al/, etc.) have the final /l/ sound replaced with the /ou/ sound. Example:
dimple (dimpou/ )
Words ending in an /–ul/ sound have the final /l/ replaced with a /u/ sound.
Example:
fool (foo/ )
Other examples (the following examples are only transcribed using the /w/ sound,
although the /ou/ sound could also be used):
[w] silk (siwk)
[w] the Alps (the Awps)
[w] help (hewp)

    [w]  bulb    (buwb) 
     
    [ou]  label    (labou) 
     
    [ou]  maple    (mapou)  
     
    [ou]  crinkle   (crinkou) 
     
    [u]  school   (schoo) 
     
    [u]  rule    (roo) 
     
    [u]  cool    (coo) 
 
14.2 Glottalisation or /t/Dropping 
 
Another phenomenon originating in the East London ‘Cockney’ accent and found in 
the Estuary accent, is called glottalisation or /t/dropping. (Note to actors: This is 
not a characteristic of RP). The /t/ is dropped when in absolute final position. In 
place of the /t/ a so‐called glottal stop is inserted. This sound is produced by closing 
the vocal cords (vocal folds), also known as glottis.  
Please refer to the Audio Recording for examples of this sound. 
 
Examples:      what    wha    (wo’/wɒʔ) 
 
    but    bu    
     
    foot    foo   
 
 
It is also dropped before vowels (often when the /t/ is in mid‐position of the word). 
 
    better    be‐er    (be’a/beʔ ʌ) 
 
    butter    bu‐er  
 
    hotter    ho‐er 
 
XV. Weak and Strong Forms: Redux 
 
 
To achieve the correct rhythm and flow when speaking, it is vital to know and use 
the weak forms. It is important to note that weak forms are never used at the end of 
sentences. They may be used at the beginning as well as in the middle of sentences, 
or in fact, anywhere in a sentence but the end. Examples:  
 
At the beginning of sentences:  
 
  Were you there?       Are you ready?  
  (wi you there/    )                 (i you ready/      ) 
 
 
In the middle of sentences:  
 
  I was there.         You were there. 
  (I wiz there/      )                   (You wi there/      ) 
 
 
Here is an example of a word with a weak and a strong form in different parts of a 
sentence (note the word ‘of’): 
 
  I am thinking of (iv/ ) leaving—that is what I’m thinking of (ov/ ).  
                         [Weak form]                                             [Strong form] 
 
 
 
Below is a list of the weak and strong forms of the MSBE accent (other English 
dialects and accents may have different or additional interpretations). Two 
transcriptions are offered: one phonetic and one alternative respelling for readers 
unfamiliar with phonetic symbols.  
 
Please note the ‘i’ occasionally seen in both transcriptions below is pronounced like 
the /i/ sound in words such as ‘tip,’ ‘devour,’ and ‘information’ (short /i/ sound).  
Word Phonetic Pronounced Example
a əә i Give me a break
am əәm im Am I supposed to do it
an əәn in They made me an offer
and əәn(d) in(d) Me and you
are əә i The people are there
as əәz iz This is not as good as that
at əәt it Meet me at the club
be bəә bi It’s important to be punctual
been bəәn bin I've been there
but bəәt bit But why should I
can kəәn kin We can do it
could kəәd kid I could do it later
do dəә di Do you like it
does dəәz diz Does he like it
for fəә fi It's for me
from frəәm frim From me to you
had (h)əәd (h)id The film had already begun
has (h)əәz (h)iz Has she ever been there
have (h)əәv (h)iv Have you ever been there
he (h)i (h)i He doesn't like it
her (h)əә (h)i Her father is waiting
him (h)im (h)im This is for him and her
The gate to his house was
his (h)əәz (h)iz locked
if əәf if Keep it if you like it
I əә i I think so
in əәn in I'm not in the mood
is əәz iz The problem is this
must məәs(t) mis(t) We must do it right away
It's vital not to miss the
not n(əә)t n(i)t appointment
of* əәv iv The owner of the restaurant
or əә(r) i(r) It's either you or me
our a:(r) ah(r) Our meeting is cancelled
Saint (St) səәnt sint St George's Day
shall ʃəәl shil Shall I come over

Word Phonetic Pronounced Example
she ʃi shi She loves it
should ʃəәd shid Should I phone you
Sir səә si Sir John's mansion
some səәm sim Would you like some coffee
than ðəәn thin That's better than that
that ðəәt thit I was told that I should wait
the ðəә thi What's the problem
Have you told them where to
them ðəәm thim go
There's somebody waiting for
there ðəә thi you
to təә ti From me to you
us əәs is Can you give us more time
was wəәz wiz I was there
we wi wi We were there
were wəә wi Were you there
That's the man who won the
who həә hi race
with wəәth with You can come with me
would wəәd wid Walking would take too long
will wəәl wil Nobody will see it
you jəә yi You have to be here by nine
your** jəә(r) yi This is your letter

*Note the difference between ‘of’ and ‘off’:
Adjective ‘off’ is not to be confused with preposition ‘of';
‘off’ is always given full value and does not have a weak form, ‘of’ has a weak and a
strong form (as listed above).

**Note the difference in pronunciation in ‘your’ and ‘you’re' (you are):

Your car versus You’re a nice guy
(yohr/jəә(r)) (yueri/jʊəәrəә)

XVI. Additional Tips 
 
 
• When studying and working on the MSBE accent, concentrate on mastering 
one sound/one chapter at a time and only move on once it is perfected. 
 
• When practising, first try to utter the sounds slowly and exaggerate as much 
as necessary to properly condition the tongue and mouth. With practice, the 
sounds will become fine tuned and appear more natural.  
 
• Make up practice sentences that feature the sounds and techniques 
presented in this course.  
 
• Listen to the audio recording to this course and refer to the special Exercise 
eBooklet, which will prove invaluable to your progress.  
 
• Record yourself and listen back. This will prove an invaluable tool for self‐
analysis and auto‐correction. 
 
• Listen to talk radio and Internet stations based in the Southeast of England.  
 
• Real learning happens when practising, exploring, and experimenting using 
the tools and techniques provided in this course. 
 
• Listen closely to how native speakers pronounce and link words. This, 
combined with studying this course and working with the Audio Recording 
as well as the companion Exercise eBooklet, will help you master the MSBE 
accent. 
 
• For personal instruction, please visit www.dialectcoachnyc.com for more 
information and to schedule an appointment.   
  XVII. Putting Theory into Practice 
To summarize the techniques covered in this course, we will now analyze in detail a 
text that contains the phonemes and sounds of the Modern Standard British English 
accent. 
How to read the text below: 
 
• Reminder: the schwa sound (symbolized by /ә/ and underlined in the 
following examples) is a short sound heard in words such as:  
 
enhancement    әnhancemәnt 
 
seldom     seldәm  
 
alarm      әlarm 
 
It is most often heard in the weak forms of function/auxiliary words, such as 
‘was,’ ‘to,’ ‘than,’ etc. 
 
• All weak forms in the text have been highlighted/pointed out by inserting the 
phonetic symbol for the schwa sound /ә/ (ie, wәz, tә, thәn) but leaving the 
rest of the word unphoneticised (in normal Latin alphabet letters). The 
exception being when a /z/ is placed instead of an/s/ to highlight the use of 
a voiced /s/ sound (wәz instead of wәs). 
 
• Any words that should be linked in normal speech have been highlighted and 
colour coded.  
 
• Where appropriate, linked words have /w/’s and /y/’s inserted between 
them for ease of linking and speech flow (see section 5.2, Intrusive /w/ and 
/y/).  
 
• Please note that ‘there’ and ‘the’ are both thə. ‘There’ is only thə(r) if 
followed by a vowel, ie, ‘There is’ (thəris). 

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The Modern Standard British English Accent

Learn the British Accent- FAST!

Overview and Objectives .......................................................................... 4

I. Pronunciations: The Weak and Strong Forms ..................................... 5

II. Back to Basics: Vowel Sounds ............................................................. 8

III. Back to Basics: Voicing Consonants ................................................ 11

IV. Rhoticity: Everything to Do with /r/ ................................................ 16

V. Connecting and Linking ..................................................................... 18

VI. Special Pronunciations ...................................................................... 20

VII. Silent Letters and Omissions........................................................... 23

IX. Light and Dark /l/ .............................................................................. 29

X. Final Letters ......................................................................................... 30

XI. Syllabic Consonants .......................................................................... 32

XII. Contractions ...................................................................................... 33

XIII. Intonation ......................................................................................... 35

XIV. Estuary Accent ................................................................................. 36

XV. Weak and Strong Forms: Redux ...................................................... 38

XVI. Additional Tips ................................................................................ 41

XVII. Putting Theory into Practice ......................................................... 42

Notice the difference in the pronunciation of ‘has’:

[Strong] He has it (has in this context is the actual verb)

[Strong] I like that car.

[Weak] I like the fact thit it has a sunroof.

So how do we know which words have a weak and a strong form?

Copyright © 2009 ABC ACCENTS™ 7

Double vowel sounds

[ei/ ] day hay way

[ai/ ] sky tie sigh

[oi/ ] boy annoy void

[ia/ ] beer near hear

[ea/ ] bear care hair

[ua/ ] tour fewer newer

[au/ ] cow now brow

[ua/ ] one wonder

[i:y@/ ] meander piano

[ou/əәʊ]* bone home phone

phoune Jou ouwns houme moustly aloune.

Copyright © 2009 ABC ACCENTS™ 9

pup (voiceless) vs pub (voiced)

life (voiceless) vs live concert (voiced)

3.1 Voiced and Voiceless Consonants

Here is a list of English voiced consonants and consonant sounds:

/r/ rat /l/ leg /j/ jump

/w/ wet /y/ yet

Here are the voiceless consonants and consonant sounds.

/s**/ sad /sh/ shop /h/ hat /ch/ chop

*Except when followed by /–ed/

Note the two variations of the /th/ sound:

Voiced /th/ that those them

Voiceless /th/ thought threatened thoroughly

Copyright © 2009 ABC ACCENTS™ 11

Voiceless = short Voiced = slightly longer

The ‘Voiced to Voiceless’ Rule

Example: the word ‘please.’

Please be seated. “Please” here is pronounced “Pleeze”

[Voiced /s/ = /z/ sound; normal pronunciation]

Please sit. “Please (sit)” here is pronounced “Pleessit”

[Voiceless /s/, as the normally voiced /s/ in

3.2 Applications in Past Forms ending in /-­‐ed/

Copyright © 2009 ABC ACCENTS™ 12

This is my car. The car is blue (…caRis blue)

One hour. After hours (afteR[h]ours) (the ‘h’ is silent)

4.3 The Intrusive /r/

3.2 Applications in Past Forms ending in /-‐ed/

wide open (wi-‐dopen)

always end up (alway-‐zen-‐dup)

/h/-‐dropping also applies to auxiliary words ‘had’ and ‘have’. Examples:

8.1 Words Ending in the Suffix /-‐ford/

/-‐ford/, as a suffix in names and town names, is pronounced /-‐fid/.

/-‐wards/ as a suffix in the following words is pronounced /-‐wids/(-‐wəәdz).