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Core English 1

Speaking Skills - Introduction

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Speaking section takes 20 minutes to complete.Six tasksFirst two: Independent (you speak about familiar topics without reading or listening to any passages beforehand)Last four: Integrated (you must first read and/or listen to a passage, and then speak about what you've read and heard)

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Generate ideas quickly,

listen and read actively,

record notes efficiently,

speak clearly from fragmented notes, and

accurately summarize passages in your own words.

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GENERAL SPEAKING STRATEGIES:

BOTH INDEPENDENT AND INTEGRATED

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Strategy 1: Be prepared to speak clearly and correctly from notes, not a transcript.

Practice by writing single words or phrases and then using those ideas in complete sentences.

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eg Describe the qualities of a good parent.

Practice with these notes.Good-patient, responsible, helpful

Patient-problems, not angry easily, calm

Resp-duties, always there, don't forget/run away

Help-advice, explanation

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Strategy 2: Organize your thoughts and speech as a paragraph, not a standard essay.

relatively brief (45 – 60 secs), like a typical body paragraph, make your point quickly, no extended hook (short hook?)

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First sentence:thesis statement or topic

sentence, gives main idea (MI)

Next sentences: explain MI with details

Conclusion: one sentence

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Strategy 3: Use familiar vocabulary.

Be yourself and be conversational. Normal vocabulary Serious but friendly conversation May learn and use new vocabularyDon't try to sound like a professor

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Strategy 4: Use short, simple sentences.

Comfortable, natural

Still grammatically correct, organized, and detailed.

Sentences with one or two clauses.

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eg:My grandmother has been a very important person in my life. She's always given me excellent advice and encouraged me. For example, when I was in my senior year of high school, I was unsure about university.I couldn't decide between chemistry and math. My math marks were higher, but I loved using the test tubes and mixing chemicals in the lab. My grandmother told me ...

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eg:My grandmother has been a very important person in my life. She's always given me excellent advice/ and encouraged me. For example, when I was in my senior year of high school, / I was unsure about university. I couldn't decide between chemistry and math. My math marks were higher, / but I loved using the test tubes and mixing chemicals in the lab. My grandmother told me ...

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Strategy 5: Vary your vocabulary and sentence structure.

Use different word forms for the same idea or related ideas

More interesting but also shows

your vocabulary

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Eg:The student is frustrated with her partner. She is frustrated because she feels she does more work than ... Because she's frustrated about her partner, she wants ...

Repetitive Shows only one way to express the idea (subject + be + adjective).

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Vary, or change, the words and structure:

The student expresses a lot of frustration about her partner. She feels frustrated because she believes she does more work than ... She is so upset about this that she wants ...

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Variety - a broad vocabulary and good grammar skills.

Develop these - use the same set of notes and express the same ideas in a variety of ways

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Practice:

1. Make notes and talkTalk about something you and your family enjoy doing together. Describe it and explain why you all enjoy it.

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2. Now use the same notes and say it differently.

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3. Now use the same notes and say it differently.

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Strategy 6: Use cohesive devices effectively. Add unity to your answer

personal pronouns (he, she, they, etc.), demonstrative pronouns (that, this, etc.), adjectives (next, another, etc.), articles (a/an, the), synonyms, transitions (first,however, in fact, etc.), and word form (ex: inform, information, informative, etc.)

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Give clues to follow your answer

Variety

Make it easy

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Eg:I disagree for several reasons that the city should build a highway through my neighborhood. First, the equipment will create noise and dirt. For example, the dump trucks and jackhammers are loud, and they will disturb residents. Second, the highway will be dangerous. The highway will be very close to some homes, so children might be killed if they try to cross it. Also, people's pets might be killed as well.

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Strategy 7: Use transitions appropriately. Indicate:

sequence (first, next, etc.), connection/similarity (moreover, furthermore, etc.), contrast (however, but, etc.), examples (for example, for instance, like, etc.), or explanation (therefore, because, due to, etc.).

Don’t use excessively

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Strategy 8: Be concise.

Brief but informative

High level answers include a lot of detail: examples, descriptions, reasons, steps, etc.

Needs vocaby and gramr

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Use cohesive devices, espy pronouns.

Avoid dependent clauses.

Use parallel structure.

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Original Parallel Parallel with FewerClauses

A good leader is a person who is confident. Also, a good leader is someone who is educated. Workers are inspired by this kind of leader. For example ...(The first two sentencesrepeat the same basic structure: Subject + verb

+ noun + adjective clause.)

A good leader is a person who is confident and educated. Workers are ...(The two adjectives"confident" and "educated“ are parallel.)

A good leader is confident and educated. Workersare...

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Practice:

1. Tell a partner:What is your favorite international food? Describe it and explain why it is your favorite.

2. Your partner will listen to advise you on areas which can be made more concise.

15:45

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Strategy 9: Use idioms in moderation, but not slang.

Using an idiom appropriately shows good language skill, mark.

Using the wrong idiom or using an idiom out of context mark. Don't overuse idioms.

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Strategy 10: Pay attention to your pronunciation.

Practice pronunciation with a partner, tutor, or class.

Listen to English.

Know the sounds.

Practice the essential movements many times.

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Listen for:Syllable stress in the words.Depends on –part of speech (verb, phrasal verb, noun, compound noun, adjective, etc.), number of syllables, and any prefixes or suffixes.

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Reduced vowels:Very commonRhyme with 으 (ə)Stressed vowel is fully pronounced and longer, Unstressed vowels are often reduced - set patterns.eg, before or after a stress.

be - one syllable, - stressed and fully pronounced as see or knee. become - two syllables - stress on second syllable (be 'come) → be- unstressed, reduced and rhymes with 으

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Place in a sentence → prepositions, pronouns, and articles maybe reduced.- Some words not used because not heard.- Over-pronunciation common problem. Reduced vowels - easier to pronounce, → faster to say. Pronouncing without reduction slows speech and stops natural pace and rhythm.

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Note:

the

Pronounced thə before consonants. (the bus, the day)

Pronounced thee before vowels. (the egg, the apple)

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Look here for word pronunciation.http://www.thefreedictionary.com

Look here for mp3s to listen to.

http://www.elllo.org/

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Strategy 11: Speak at an even pace and with a regular rhythm.

A constant speed that is comfortable for you and easy for a listener to understand

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Rhythm - proper stress of words and proper pauses between phrases and clauses.

Content words → most of the meaning, appropriate syllable stressed more heavily.

Function words usually unstressed.

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Function Words (Unstressed)

Content Words (Stressed)

Articles: a, an, the, somePrepositions: in, at, on, to, for, etc.Pronouns: i, you, he, she, it, etc.Conjunctions: and, but, yet, for, that, since, etc.Auxiliary verbs: be (passive voice), has/have (perfect tense), will, modals, etc.

Nouns: person, place, or thingVerbs and participles (not auxiliary verbs)Negatives: no, not, don't, aren't, can't, etc.Adjectives: big, expensive, thorough, etc.Adverbs: quickly, finally, too, very,etc.Numbersinterrogative pronouns: who, what, where, etc.Demonstratives: this, that, those, these.

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egs. (pairs, #1 say the sentence)

I enjoy volleyball because I like outdoor sports and group activities.

(pairs, #2 say the sentence)

The woman disagrees with the new fees. She thinks that they are too high and unnecessary.

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egs. (pairs, #1 say the sentence)

I enjoy' vol'leyball because I like' out'door sports' and group' activ'ities.

(pairs, #2 say the sentence)

The wom'an disagrees' with the new' fees'. She thinks' that they are too' high' and unnec'essary.

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egs.

I enjoy volleyball because I like outdoor sports and group activities.

The woman disagrees with the new fees. She thinks that they are too high and unnecessary.

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Strategy 12: Group words and pause appropriately.

Natural pauses occur between phrases and clauses, and between sentences.

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Prepositional phrases (prep + object):

in a class, for an hour, by a student, on a field, etc.

Infinitive phrases (inf + object):

to buy a book, to pass the test, to be late, etc.

Gerund phrases (gerund + object):

studying math, skipping class, getting a loan, etc.

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Common independent clauses include:Subject + verb + adverb: The man's partner works too slowly.Subject + verb + complement: The woman is a dancer ... ; The class is full ...Subject + verb + object: The man failed the test ... ; The teacher canceled the class ...Subject + verb + object + complement: Her marks made her happy ... He called his partner lazy ...

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Common dependent clauses include:

Noun clauses: The teacher asked what he said; The woman didn't know why he left, etc.

Adjective clauses: She wanted a class that interested her, etc.

Adverb clauses: Because he has no money, the man can't go on the trip, etc.

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eg. (in pairs practice)The woman wants to be a dancer and she has to work after school to pay for her tutorials. Although she's on a scholarship, it doesn't pay for everything. Dancing is very demanding, which is why she needs a tutor. Unfortunately, ...

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eg. (in pairs practice)The woman wants to be a dancer [pause] and she has to work after school [pause] to pay for her tutorials. [pause] Although she's on a scholarship, [pause] it doesn't pay for everything. [pause] Dancing is very demanding, [pause] which is why she needs a tutor. [pause] Unfortunately, ...

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There are two main exceptions to the clause rule:

First exception: When a noun clause is object of a verb of argument/belief: subject + main verb + noun clause.

Rarely a pause after main verb:

The man wants to drop the class [pause] because he thinks that it's too hard. (no pause after thinks)

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Second exception: When an adjective clause identifies a specific noun or idea.

No pause between the noun and the identifying adjective clause:

I think the student should take a class that interests her. (no pause after class)

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Strategy 13: Link and glide smoothly between pauses.

Languages are spoken using a constant stream of air.

Link consonants and vowels and glide between vowels

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eg (in pairs #1 practice.)

He needs a book on the Civil War.

First, where are the stresses?

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eg (in pairs #1 practice.)

He need's a boo'k on the Ci'vil War'.

Second, how would you say this?

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eg (in pairs #1 practice.)

He need's a boo'k on the Ci'vil War'.

= He need'sə boo'konthə Ci'vil War'.

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eg (in pairs #2 practice.)

The woman is a dancer.

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eg (in pairs #2 practice.)

The wo'man is a dan'cer.

= The wo'manisə dan'cer.

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A glide is an extra consonant added between each word.

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In'formation is essen'tial to inves'tors.

= In'formation-is-essen'tial to-w-inves'tors.

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Ti'me should be impor'tant as we'll.

= Ti'me should be-y-impor'tant-as we'll.

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Remember:

Listen, listen, listen, listen, and practice.