1. Unit 10 Text I How I Found My Voice

2. Pre-reading Question  Do you think voice is important to personal development?

3. Structural Analysis  Part I (paragraphs 1-2): the author presents a striking contrast between his successful career as an actor and television announcer and his severe stutter in his early childhood.

4.  Part II (paragraphs 3-22): the author recollects how his high school teacher, Professor Crouch, helped him to overcome his stutter and find his voice.

5.  Part III (paragraphs 23-29): the author tells the reader how his voice found with the help of Professor Crouch turned a new leaf to his life and brought him great successes in memorable roles on stage, in films, and on television and how grateful he is to his teacher, “the father of my resurrected voice”.

6. Paraphrase 1  … he couldn’t stand not being a part of our school. … he wanted very much to be a teacher of our school.

7. Paraphrase 2  … we found a kinship. … we found a strong connection between us.

8. Paraphrase 3  I … supported myself between roles by sweeping floors of off-Broadway stages. I … supported myself by sweeping floors of off-Broadway stages before there was any new role for me to play.

9. Paraphrase 4  “I understand, Professor,” I said, helped in part by the realization … The realization … partly helped me to understand him, so I said, “I understand, Professor.”

10. Paraphrase 5  … he was still living in a world vibrant with all of the beautiful treasures he had stored. … he was still living in a world that was exciting and lively because of all the beautiful poems he had memorized.

11. More Exercises  He is best known for his on working-class life.  They say they can intelligence form these tests.  I every mouthful of breakfast, reluctant to let it end.  A furious argument ensued in which both sides all their old differences.

12. More Exercises  He is best known for his trilogy on working-class life.  They say they can intelligence form these tests.  I every mouthful of breakfast, reluctant to let it end.  A furious argument ensued in which both sides all their old differences.

13. More Exercises  He is best known for his trilogy on working-class life.  They say they can assess intelligence form these tests.  I every mouthful of breakfast, reluctant to let it end.  A furious argument ensued in which both sides all their old differences.

14. More Exercises  He is best known for his trilogy on working-class life.  They say they can assess intelligence form these tests.  I savored every mouthful of breakfast, reluctant to let it end.  A furious argument ensued in which both sides all their old differences.

15. More Exercises  He is best known for his trilogy on working-class life.  They say they can assess intelligence form these tests.  I savored every mouthful of breakfast, reluctant to let it end.  A furious argument ensued in which both sides resurrected all their old differences.

16. Dictation  As human beings, we have the special ability to share our thoughts by talking. We start by forming a thought in our brains. In the brain, this thought is changed into a code called language. Finally, the brain sends a message to the muscles, telling them to move and make the right sounds come out.

17.  Then the mouth, face, neck, tongue, and throat muscles move into motion.Sometimes this process doesn’t work perfectly, though. There might be an interruption or break in the flown of speech. This interruption is called disfluency.

18.  Disfluency becomes a speech problem when it gets in the way of everyday talking and is noticeable to other people. It can make it hard to get thoughts out. It can also cause a lot of embarrassment or frustration for the person who is talking.

19. The end!