Transcript Core English 1

Core English 1
Speaking Skills Introduction
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Speaking section takes 20 minutes
to complete.
Six tasks
First 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 vocabulary
Don'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 talk
Talk 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 Fewer
Clauses
A good leader is a
A good leader is a A good
person who is confident. person who is
leader is
Also, a good leader is
confident and
confident
someone who is
educated. Workers and
are ...
educated. Workers are
educated.
(The two adjectives Workers
inspired by this kind of
leader. For example ...
"confident" and
are...
(The first two sentences "educated“ are
repeat the same basic
parallel.)
structure: Subject + verb
+ noun + adjective
clause.)
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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 common
Rhyme 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)
Articles: a, an, the, some
Prepositions: 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.
Content Words (Stressed)
Nouns: person, place, or thing
Verbs 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.
Numbers
interrogative 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-winves'tors.
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Ti'me should be impor'tant as
we'll.
= Ti'me should be-y-impor'tantas we'll.
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Remember:
Listen, listen, listen, listen, and
practice.
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