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……………………………………………………………….89 0 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.
2 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 Read a text aloud Intonation and stress All of the above, plus Tasks 3 Grammar Describe a picture Vocabulary Cohesion Tasks 4-6 All of the above, plus Respond to questions Relevance of content Completeness of content Tasks 7-9 Respond to questions using All of the above information provided Tasks 10 All of the above Propose a solution Tasks 11 All of the above Express an opinion 3 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: Read a Text Aloud Definition 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. Read clearly and in a voice that can be easily heard.
Remember to pause for commas and periods. Be sure to use intonation that matches the meaning of the sentences. Be careful to pronounce the words correctly. INTRODUCTION TO ENGLISH SOUND 1.
VOWELS: - Short vowels - Long vowels - Dipthongs EXAMPLE [i:] be, eve, see, [i] it, kiss, tip, [e] let, tell, meal, read, system, busy bread, dead [ei] aim, wait, [æ] cat, apple, [a:] army, car, eight, weight, last, class father, calm [ai] ice, find, my, [au] out, about, [o] not, rock, style now, brown more, order [o:] saw,bought, [oi] oil, voice, [ou] go, note, law, thought noise, boy open 2. CONSONANTS 5 EXAMPLE 6 III. Practice: Identify the vowels and consonants in the following words and phrases 1. have an open book 2.
paying the cashier 3. using a pay phone 4. using a public phone 5. 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.
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. 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 8 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 2. /f/ and /v/ Fat fete fan life leaf fife Vat vet van live leave five 3. / / Asian closure collision decision diversion division Erosion immersion intrusion lesion measure pleasure Television treasury version vision visual [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 9 [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. 10 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.
