Nguyen, Phu T. Nguyen, Phuong K. 2018 . Speaking Level 1. ENG 119 - 2020S - TEXT PDF

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TRƯỜNG ĐẠI HỌC DUY TÂN KHOA NGOẠI NGỮ BỘ MÔN: ANH VĂN KHÔNG CHUYÊN BIÊN SOẠN: Th.S NGUYỄN THỊ PHÚ Th.S NGUYỄN KHÁNH PHƯỢNG

GIÁO TRÌNH

SPEAKING – Level 1 ENG 119

LƯU HÀNH NỘI BỘ

Đà Nẵng, năm 2018

TABLE OF CONTENT INTRODUCTION…………………………………………………………………….1 PART I: READ A TEXT ALOUD ......................................................................... 3 Lesson 1: Introduction to Toeic Speaking Test, Part 1, and English Sound………….3 Lesson 2: Some common Troublesome Sounds, Word Stress and Intonation ............ 9 Lesson 3: Practice for Part 1 ...................................................................................... 15 PART II: DESCRIBE A PICTURE ....................................................................... 20 Lesson 4: Introduction to Part 2 and Picture Types ................................................... 20 Lesson 5: How to describe a picture .......................................................................... 26 Lesson 6: Common expressions used to introduce a picture & Practice for Part 2 ...... 32 PART III: RESPOND TO QUESTIONS .............................................................. 38 Lesson 7: Introduction to Part 3 and Question Types ................................................. 38 Lesson 8: Typical Topics for Part 3 ........................................................................... 46 Lesson 9: Practice for Responding To Questions ....................................................... 49 PART IV: RESPOND TO QUESTIONS USING INFORMATION PROVIDED ………………………………………………………………………………………….51 Lesson 10: Introduction to Part 4 and some common Text Types .............................. 51 Lesson 11: Tips and Tasks for Answering Effectively ............................................... 56 Lesson 12: Practice for Part 4 .................................................................................... 62 Lesson 13: Model test 1………………………………………………………………...69 Lesson 14: Model test 2……………………………………………………………….. 79 Reference……………………………………………………………………………….89

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INTRODUCTION TO TOEIC 4 SKILLS TEST The Test of English for International Communication, TOEIC®,is a standard and objective assessment for English language proficiency in the workplace. The TOEIC®is the most used test for Business English with more than 7 million worldwide test-takers each year. The TOEIC®is recognized as proof of a person’s English language competence by businesses, universities, technical colleges and business schools, when considering potential candidates for admission to their organizations. In countries such as the United Kingdom, the TOEIC® is a requirement for Visa applications.The TOEIC® 4 Skills testoffers a common standard of measurement for listening, reading, writing, and speaking skills. Test Format • Non-incremental placement test (no pass-or-fail system) • Paper and pencil (Listening & Reading) • Online test (Speaking &Writing) • Administered in authorized TOEIC® test centers • Individual test sittings available by appointment Language Level A1-C1 in accordance with the Common European Frame of Reference Usage Evaluation and certification of English language skills are usedat a specific point in time for students, graduates, employees, job applicants and professionals, who may require evidence of their language skills for their studies or jobs. The test can also be used as an aid to monitor the learning progress of individual’s participating in language training programs. Structure Listening: 100 multiple choice questions in 45 min. Reading: 100 multiple choice questions in 75 min. Speaking: 11 tasks (6 types of questions) in 20 min. Writing: 8 tasks (3 types of questions) in 60 min. Test Length 200 min. test duration plus a break of 30 min. between Listening & Reading, Speaking & Writing Results • Score reports for Listening & Reading and Speaking & Writing 1

• Individual analysis of strengths and weaknesses • Correlation table with CEFR* mapping and Can-Do-Statements • Certificate for all four skills (optional) • Score evaluation within 15 business days, excl. postal time

INTRODUCTION TO TOEIC SPEAKING

The TOEIC Speaking test certification offers an international standard for measuring and determining language skills of non-native speakers in the daily life and global workplace. The tests use common everyday vocabulary, phrases and key expressions that reflect real-world tasks and provide information that enables score users to fairly and easily: •

Save time and resources by knowing immediately in the recruitment process who has

effectively in the international workplace •

Help businesses train, develop and promote the most qualified employees who can

interact effectively with colleagues and clients around the world •

Help Language schools give added value to their training and development

programmes •

Give job seekers and employees a competitive advantage

•

Enable universities to better prepare students for today’s international workplace

•

Help Individuals enhance their value and succeed in the global job market

In addition, Governments use the TOEIC Listening and Reading test and the TOEIC Speaking and Writing tests as a valid accreditation to help them make vital decisions for immigration and naturalization purposes.

THE TEXT BOOK ‘TOEIC SPEAKING LEVEL 1’ This text book is designed to give students basic knowledge about the first 4 parts in Toeic Speaking Text and then give students lots of practice to improve their skills. The book includes 14 lessons with lots of theories and practice. Among them, the first 12 lessons provide students with lots of useful languages and practice to help them improve their speaking skills in the first 4 parts in Toeic Speaking; the last 2 lessons are the 2 model tests for students in their final test for Speaking Level 1.

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PART I: READ A TEXT ALOUD LESSON 1: INTRODUCTION TO TOEIC SPEAKING, PART 1 & ENGLISH SOUND

I. INTRODUCTION TO TOEIC SPEAKING TEST: Speaking Test Format The test is designed to provide information about the Speaking language ability of speakers across a range of English proficienc y and the time to deal with all the tasks in the Toeic Speaking Test is approximately 20 minutes. Duration

11 Tasks

Evaluation Criteria

Tasks 1–2 Pronunciation Intonation and stress

Read a text aloud

All of the above, plus

Tasks 3

Grammar Vocabulary Cohesion

Describe a picture

Tasks 4-6

All of the above, plus

Respond to questions

Relevance of content Completeness of content

Tasks 7-9 Respond to questions using information provided

All of the above

Tasks 10 All of the above

Propose a solution Tasks 11

All of the above

Express an opinion

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II. INTRODUCTION TO PART 1- READ A TEXT ALOUD: Possible topics may include: » Advertisements, announcements, and news broadcasts » Tour information, traffic reports, and weather reports » Entertainment, health, housing, shopping, and travel QUICK GUIDE: Definition

Read a Text Aloud Questions 1 and 2 test your ability to pronounce words clearly and speak English in a comprehensible way. You will read a short text aloud, and your reading of the text will be recorded for scoring.

Targeted Skills

In order to do well on Questions 1 and 2, you must be able to: • pronounce common words correctly. • use correct intonation when reading sentences. • use correct stress on syllables and words.

Text Types

A good response will: • reflect an accurate pronunciation of the words. • contain smooth connections between words. • contain accurate phrasing of groups of words and “chunks” of language. • include correct stress for emphasis, new information, and contrast. • include appropriate intonation to indicate the attitude or tone of the text.

Things to Remember

1. Scan the entire text before reading so you have an idea of the content. 2. Read clearly and in a voice that can be easily heard. 3. Remember to pause for commas and periods. 4. Be sure to use intonation that matches the meaning of the sentences. 5. Be careful to pronounce the words correctly.

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III. INTRODUCTION TO ENGLISH SOUND 1. VOWELS: -

Short vowels

-

Long vowels

-

Dipthongs

EXAMPLE

[i:]

be, eve, see,

[i]

it, kiss, tip,

meal, read, [ei]

aim, wait,

system, busy [æ]

cat, apple,

eight, weight, [ai]

ice, find, my,

[au]

out, about,

saw,bought,

[a:]

oil, voice,

law, thought

noise, boy

2. CONSONANTS

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army, car, father, calm

[o]

now, brown [oi]

let, tell, bread, dead

last, class

style [o:]

[e]

not, rock, more, order

[ou]

go, note, open

EXAMPLE

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III. Practice: Identify the vowels and consonants in the following words and phrases 1.

2.

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3. A.

B. 1. have an open book 2. paying the cashier 3. using a pay phone 4. using a public phone 5. performing outdoors 6. reaching to pick up the tools 7. picking some flowers 8. walking along the pier 9. pointing at the document 10. pouring water for the customer 11. using a projector 12. putting fuel in the vehicle 13. raking the leaves 14. reaching for something on the shelf 15. rearranging the furniture 16. looking at her reflection in the mirror 17. relaxing by the river 18. taking a break 19. watering the plant 20. weighing the luggage 21. working on the computer 22. working on the farm 23. sitting in alternate seats 24. hanging on the wall 25. hanging from the ceiling 26. is at the intersection 27. lined up on the shelf 28. lying on the ground 29. overlook the water 30. are partially shaded 31. arranged in the patio 32. piled up on the steps of the houses

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LESSON 2: SOME COMMON TROUBLESOME SOUNDS, WORD STRESS AND INTONATION I/ SOME COMMON TROUBLESOME SOUNDS: 1. short /i/ and / æ/ Ban

can

dan

fan

jan

pan

tan

Bin

kin

din

fin

gin

pin

tin

Fat

fete

fan

life

leaf

fife

Vat

vet

van

live

leave

five

Asian

closure

collision

decision

diversion

division

Erosion

immersion

intrusion

lesion

measure

pleasure

Television

treasury

version

vision

visual

2. /f/ and /v/

3. / /

[t] vs[θ] [t]

Tree

Team

Tie

Taught

[θ]

Three

Theme

Thigh

Thought

[θ] vs [s] [s]

Face

Worse

Gross

Sick

[θ]

Faith

Worth

Growth

Thick

[l] vs [r] [l]

Long

Walking

Light

Late

[r]

Wrong

Working

Right

Rate

[b] vs [v] [b]

Belly

Boat

Best

Ban

[v]

Valley

Vote

Vest

Van

[p] vs [f] [p]

Pan

Peel

Pork

Pink

[f]

Fan

Feel

Fork

Fine

[e] vs [æ] [e]

Men

Left

Said

Pen

[æ]

Man

Laughed

Sad

Pan

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[i] vs [i:] [i]

Ship

Fill

Live

Hill

[i:]

Sheep

Feel

Leave

Heel

[o:] vs [ou] [o:]

Hall

Saw

Walk

Called

[ou]

Hole

Sew

Woke

Cold

II. WORD STRESS Stress is important in words and sentences. Knowing whether a syllable is stressed or unstressed is an important part of pronouncing a word correctly. For example, re-CORD and REC-ord have two very different meanings, but they have the same spelling, record. Correctly stressing words and phrases gives rhythm to a sentence, and it signals the importance of some information. » TIP 1 Learn stress in order to pronounce words correctly. All words with more than one syllable have stressed and unstressed syllables. Knowing which syllables are stressed will help you pronounce words correctly and convey the correct meaning. In nouns and adjectives with two syllables, the stress usually falls on the first syllable. For verbs with two syllables, the stress usually falls on the second syllable. Listen and read the words in the chart.

TASK 1 Look at the words and analyze the suffixes. Underline the syllables that you think are stressed.

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Knowing prefixes (the small parts that come before the root of the word) can also help you predict the stress pattern of a word. When the word is a verb or has more than two syllables, the stress is usually on the second syllable of the word. Here are examples of some common prefixes.

TASK 2 Look at the words and analyze the prefixes. Underline the syllables that you think are stressed.

TASK 3 Read the sentences and notice the boldfaced words. Circle the boldfaced words that are nouns, and underline the boldfaced words that are verbs. Then double-underline CJ the >>TIP 2 Stress words in sentences to emphasize or contrast information. Use stress within a sentence to show that certain information is new or important. You can also use stress to contrast information. A: Would you like some tea? B: I ’d like some black (1) tea. A: Sure, here you are. B: Sorry, but this is green (2) tea. I asked fo r black (2) tea. You should also use stress to give more emphasis to the words that naturally carry meaning in sentences— the content words. Function words, or the words in a sentence that are used to give grammatical structure, don’t usually receive as much stress unless the speaker wants to give some sort of contrast or emphasis. The employees are the ones to thank. There’s really not a lot to say about that. 11

Finally, adverbs are frequently stressed to add emphasis. We really don’t have much time. I completely forgot the conference. TASK 1. Underline the words that receive stress on the first syllable. 1. The correct numbers are 13 and 17, not 30 and 70. 2. We strongly suggest that you back up your computer files at the end of the day. 3. Our genealogists will conduct a very thorough search of your family tree. 4. On the new schedule, you will see that the bus departs on Tuesday at 1 p.m. 5. Your estimated wait time to speak to a representative is ten minutes. 6. The parking spaces are clearly marked “visitor.” TASK 2 Read the sentences. Which boldfaced words do you think should be stressed? Underline your choices. 1. The real estate office is located in the green house on the left. 2. You will receive a credit card within ten days after receipt of your application. 3. The message said to phone their office between 9 and 5, Monday to Friday. 4. We are currently reviewing your request and will respond within 30 days. 5. Please turn down the volume on the TV, not up. III. INTONATION: I/ Intonation: Sentence intonation helps the listener understand the speaker’s meaning, in addition to the speaker’s attitude or mood. The most common intonation patterns are rising-falling for statements and information questions and rising for yes-no questions. 1.

Falling tune: » TIP 1: Use correct intonation for phrasing in statements.

Statements typically have falling intonation, meaning the speaker’s voice lowers slightly at the end of the sentence. We’ve had a lot o f success with the new plan. There are a multitude o f reasons for the problem. She really hasn’t done much in her new position. Within a sentence, speakers may use rising or higher intonation in different situations. When giving a series of numbers or a list of three or more items, the speaker will often use rising

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intonation to let the listener know there is more to come. The speaker will then usually use falling intonation on the last item to indicate the list is complete. The key points here are time, expense, and quality. Hotel management, health care, accounting, and education are all good career options. Our new number is 218-555-3675. Speakers will also use rising or higher intonation when there are clauses in a statement to show that more information is to come. Notice the underlined clauses, the boldfaced signpost words used to introduce them, and how the clauses affect intonation. Because we don’t have the reports yet, we can’t have the meeting. We really wanted to leave at 5:00; however, the plane was delayed. I really wanted to go to the conference, until I saw the huge entry fees. Although I usually enjoy mv job, this past month has been tough. » TIP 2: Use correct intonation for questions. Information questions usually start with the word Who, What, Where, When, Why, or How. These types of questions have falling intonation at the end of the sentence. What did you do last weekend? When do we need to be there? Where is the meeting? How many people are coming? Why didn’t he call? How much does it cost? -

Questions with ‘or’

These have a falling tune at the end Would you like coffee or tea? Would you like coffee and milk or tea? -

Question tags have falling intonation at the end of the sentence.

She couldn’t cook, could she? You weren’t early, were you? 2.

Rising tune: 13

Yes-No questions usually start with some form of an auxiliary verb, such as do, have, can, or be. These types of questions have an up intonation. Listen to the yes-no questions below and notice the intonation. Do you want to join the call? Have you seen the report? B – Practice: TASK : Do these questions have rising or falling intonation? Write for rising intonation or for falling intonation. Then listen to check your answers and practice. 1. What do you think? 2. If Friday is not a good day, can we meet on Saturday? 3. I’m sorry, could you repeat that, please? 4. We didn’t hear that. What did he say? 5. What did John bring to the party? 6. How can I help you today? 7. Is this your first day here? 8. Have you sent the latest market reports?

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LESSON 3: PRACTICE FOR PART 1 TASK 1: In the following words, the final -s always makes a /s/ sound. Practice reading the words aloud Bats

blocks

cats

fruits

licks

lights

Mats

plants

sheets

socks

tacks

trucks

Notice that all the words above end in either a /k/ sound or a /t/ sound in their singular form. Most other plural words end in a /z/ sound. Now practice reading pronouncing plurals that end in /z/. ...