I’ve often observed how significant improvement occurs in the pronunciation of upper level students as soon as they slow down their speech and stop equating advanced proficiency with breakneck speed. Students I’ve worked with one-on-one usually require only a brief review of the mechanics involved for problematic sounds followed by lots of practice at slower pace than what they normally speak at. They discover that they are fully capable of producing sounds clearly when they give their articulators enough time to move into the correct positions.
I’ve been working with one student on clearly pronouncing /l/ in consonant groups. /l/ as a single consonant sound doesn’t pose much trouble for this learner. It’s only when this sound is preceded or followed by another consonant that I have trouble perceiving it in the student’s words. With this particular challenge in mind, I created the Playful Practice_handout. It’s designed for a group, but if used in the context of a private lesson, the final activity can simply become a matching activity on paper. The teacher can read the questions, and the student can supply the correct responses.