Giáo trình ôn tập nội bộ - Speaking level 1 | Trường Đại Học Duy Tân

SPEAKING
TRƯỜNG ĐẠI HỌC DUY TÂN KHOA NGOẠI NGỮ
BỘ MÔN: ANH VĂN KHÔNG CHUYÊN
BIÊN SOẠN: Th.S DƯ THỊ TRANG ANH
Th.S PHAN THỊ LỆ HUYỀN GIÁO TRÌNH SPEAKING – Level 2 ( ENG 169) LƯU HÀNH NỘI BỘ Đà Nẵng, năm 2013 1 TABLE OF CONTENT
PART I: READ A TEXT ALOUD..............................................................................3
Lesson 1: Tips for improving reading a text aloud and practice...................................3
PART II: DESCRIBE A PICTURE............................................................................8
Lesson 2: Some tips to improve picture description .....................................................8
Lesson 3: Vocabulary and common expressions in picture description........................13
Lesson 4: Practice about picture description
PART III: RESPOND TO QUESTIONS..................................................................22
Lesson 5: Some suggested guides to respond to questions with “ Who, What. Which” 22
Lesson 6: Some suggested guides to respond to questions with
“ Where, When, Why & How.........................................................................26
Lesson 7: Structuring your responses............................................................................30
Lesson 8: Practice structuring your responses ..............................................................36
PART IV: RESPOND TO QUESTIONS USING INFORMATION PROVIDED
………………………………………………………………………………………….38
Lesson 9: Common words & Expressions in some text types.......................................38
Lesson 10: Structuring your responses – Tip 1..............................................................43
Lesson 11: Structuring your responses – Tip 2..............................................................48
Lesson 12: Practice........................................................................................................ 51
Lesson 13: Model Test 1................................................................................................56
Lesson 14: Model Test 2................................................................................................73 2
LESSON 1: TIPS FOR IMPROVING READING A TEXT ALOUD AND PRACTICE 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. 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.
TIP 1 Practice correct pronunciation and learn to recognize “tricky” sounds. 3 4
TASK 1: Read each word and focus on its consonant sound
TASK 2: Look at the words. How many syllables do you think each word has? Write the
number for your guess for each word in the first column
TIP 2 Learn stress in order to pronounce words correctly
• 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
• For nouns that end in -ion, -sion, -tion, or -ic, the stress will be on the syllable right before the suffix: n tion, con a sion, gradu ver ation.
• For verbs with -ize or -ate suffixes, the stress will be on the first syllable of a three-syllable
word or the second syllable of a four-syllable word: specialize, anticipate.
• For words ending with -cy,-ty, -phy, -gy, or -at, the stress will be on the third syllable from
the end: democracy, photography, uni sity ver , ge raphy og , principle.
TASK: Read the sentences and notice the boldfaced words. Circle the boldfaced words
that are nouns, and underline the boldfaced words that are verbs. 5
TIP 3 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.
• 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.
• Yes-No questions usually start with some form of an auxiliary verb, such as do, have, can, or
be. These types of questions, including tag questions at the ends of sentences, have an up intonation.
TASK : Mark the phrasing of each sentence with rising or falling intonation marks,
then read the whole sentence correctly
1. We will need ushers, ticket takers, and box office staff at the theater this weekend. 6
2. At this time, there is no one available to take your call. Please leave a message after the beep.
3. Our number is 202-555-4567. Please call if you have any problems.
4. Because the application forms were late, we’ll need to adjust the start date.
5. Please turn off all cell phones and pagers before the movie begins.
6. In conclusion, we’d like to thank all of our guests for their participation.
7. You will need to take warm clothing, an umbrella, hiking boots and a thermos flash.
8. There are a lot of processes associated with coffee production: picking, pulping, hulling, peeling, milling and toasting.
9. Mountain climbing, a challenging sport, requires special training, and it empowers one with
courage, strength and optimism.
10. Ginger, which is grown in South America, Japan and tropical Asia, is a commonly used
spice in Australia. It has heart-shaped leaves and brownish purple flowers. PRACTICE
Read the texts and pay special attention to the highlighted words and phrases.
These are stressed words and phrases or especially tricky words. TEXT 1
Could we have your attention, please? We’d like to take this time to thank you for
attending this athletic banquet. This has been a fantastic year for our team and
our athletes. We now hold a new record for most wins in our states division. Your
support has allowed us to purchase new uniforms and a new scoreboard for our
field. To show our appreciation for the coaches, the staff, and our fans, we’d like 7
to invite you to view the new scoreboard, enjoy some refreshments, and meet the
team. Let’s give a round of applause for the three candidates for player of the year.
Of all the locations we‘ve seen so far, I strongly advise that you select this sandwich shop and it to your new convert
Italian restaurant. The store has a friendly, comfortable cozy ,
and welcoming atmosphere. The
interior decorations are so spotlessly clean and elegant
that you might consider its priceless location right in the heart of downtown. Why don’t we
take a closer look at this immaculate store while we have lunch here? Let’s first find a parking space. 8
LESSON 2: SOME TIPS TO IMPROVE YOUR PICTURE DESCRIPTION Targeted Skills
In Question 3, you should be able to:
• pronounce common words correctly.
• use correct stress on syllables and words.
• identify the important features of a photo.
• describe a photo using appropriate vocabulary.
• describe a photo using correct sentence structure Things to Remember
1. First, scan the photo. What information will you need in your response?
Brainstorm quickly when you see the image.
2. Next, think about what you want to talk about and how you want to say it. You
have 30 seconds to prepare and 45 seconds to respond.
3. You will hear a beep signaling when to start. Begin your answer with a sentence
starter, such as This is a picture of……..; In this photograph , there are . . . ; In this picture, I
see . . . .; The picture shows that……..
TIP 1 Be sure to use the correct noun or pronoun and the correct verb form. You can
organize your response by asking yourself: Who or what is the main subject in the photo? Be 9
sure to vary your response by using pronouns as well as different nouns to refer to the people and things in the photo.
TIP 2 Use specific verb tenses and structures for basic descriptions. Make sure you are
comfortable with these tenses: simple present, simple past, and present and past continuous.
Also, make sure you can use There is/There are ....
TASK: Look at the picture and answer the questions 10
TIP 3 Use adjectives to give more information about people and objects. Adjectives
describe nouns, and more than one adjective can be used with a noun. Strings of adjectives
follow a specific order in English. In normal speech, English speakers rarely use more than
two or three adjectives to describe a noun. This chart will help you figure out the correct
order, even if you use only two adjectives together. 11
TIP 4 Use adverbs to give more information about verbs. Adverbs ending with -ly can
specify how something happens (quickly; slowly. Other adverbs are used to describe how
often something happens (sometimes, usually, frequently or the level of certainty someone
feels about something happening (probably, possibly, supposedly)
TASK : Circle the correct adverb in each sentence.
1. They are sitting ( quickly / quietly / sometimes) on a green blanket near the lake.
2. The man is ( probably / often / frequently) going to make a photocopy.
3. The customer is waiting ( usually / patiently / supposedly) to buy some fresh bread.
4. The man in the white shirt is from technology support. He’s working ( frequently / quickly / usually) to fix the computer.
5. The baker has on a black cap that she ( probably / seldom / slowly) wears every day. PRACTICE
TASK 1. Match sentences a – f to the pictures 1–4 they are describing.
a. He appears to be writing a report. ____
b. They look like they are leaning against a car. ____
c. I think the woman is the girl’s mother. ____
d. He looks like a dentist or a doctor maybe. ____
e. It seems like they are having a good time. ____
f. She seems to be pointing at something. ____ 12
TASK 2 . Match sentences a – e to the pictures 1–4 above
Underline the probability words. a. He could be a scientist.
b. It’s probably a birthday party – they look like they’re playing a game.
c. They may be lost, so they’re looking at a map.
d. Perhaps they’ve made some homemade soup.
e. They might be playing a children's game.
Note: The adverbs ‘probably, perhaps, and maybe’ often come at the beginning of the sentence.
TASK 3: Match the sentence beginnings 1–6 to the correct ending a–f to describe picture 1 above 13 1. This man is … ____ a. be lost. 2. They may have been … ____ b. stopped for a break.
3. Perhaps they are driving … ____ c. across the U.S.A. for a vacation. 4. They might be trying … ____ d. probably the father. 5. Maybe they have … ____ e. driving a long way. 6. They could … ____ f. to find a motel.
TASK 4: Complete sentences 1–5 using the words a–e below to indicate that the
information is estimation or guess. More than one answer may be possible.
1. The man looks ___________ 40 years old.
2. There are ___________ eight to ten kids in the picture.
3. Maybe it is ___________ stew.
4. I think they are playing a game, ___________ .
5. He looks ___________ confused. a. around b. about c. a little d. some kind of e. or something 14
LESSON 3: VOCABULARY AND COMMON EXPRESSIONS IN
PART II - PICTURE DESCRIPTION
A. DESCRIPTION OF A PLACE
Some structures can be used as examples: - Ther
e are many boats at the pier. -
( The pier is crowded with many boats) - ( The pier many is full with boats)
Some expressions are normally used: Feature, location Situation - be displayed - be busy with - be arranged - be crowded with - be sorted - be set - be packed with - be put - be left - be full of - be tied - be placed - be filled with - be located - be parked - be scattered Ex: He is  Some 2. S + have/has store handsome. structures can be + adj + Noun used: B. She is EX: She DESCRIPTION nervous. 1. S + be + adj has long-black OF PEOPLE’ S hair APPEARANCE They are EX: He’s frustrated. good-looking and 3. Compound
The verb ‘be’ can scular Adjs = Adj + be used for most The buses N_ed descriptions. are late. 15 EX: -  Hair Jennifer is ( Structur unifor pants bronze-haired e: S + be m + adj) - She shorts short/ is a blue-eyed girl - bald long sleeve turtlen  Hair d shirt brunet eck ( Structure: S + - dress (tóc (áo cổ have/has + adj + nâu) lọ) Noun) blouse - shirt - blond blond/ hair blond sleeve e (tóc skirt less straig vàng) dress ( ht hair cardig áo  Built an đầm ( áo không - tall curly len dài tay) hair tay có - jacket short nút - wavy cài) pajam hair - coat as slim pigtail track sports s ( tóc suit chubb wear đuôi ( quần y sam) sweat áo vận (mập a er ( áo động mạp) ponyt len dài viên) ail  tay - suit ( tóc Clothing trống lab kẹp cổ) coat đuôi - jeans - swims ( áo ngựa) uit khoác 16 mặc In a good mood EX: - trong They scarf Excited phòng seem thí Optimistic excite nghiệ sandal Comfortable d at m) s the Eager - vest footba ( áo boots Confident ll ghi lê) … match. sungla -  sses He Jewelry C. DESCRI  feels - ring PTION Structure disapp OF s can be ointed used: with cap PEOPLE ’S his 1. S + be FEELIN scores earrin + adj GS . gs hat EX:  Words - The to The girl is bracel describe woma worrie et feelings n d - helme looks Positive about t happy Proud her with neckla Fun final her ce Cheerful test. childr en. watch Relieved 2. S + Relaxed feel/ PRACTICE seem/l belt Happy ook +
TASK 1: Make Pleased adj at least 2 tie statements to - gloves 17 describe the 3. following pictures 1. TASK 2: 4. Describe people’s appearance in the following pictures: 1. 2. 2. 3. 4. 5. 18 angry bored disappointed embarrassed excited impatient in a good mood nervous happy relaxed scared surprised worried 5. 6. TASK 3: Match the pictures with appropriate words of feelings 19 LESS ON 4: PRACTICE 3. ABOUT 4. PICTURE DESCRIPTI ON TASK 1: Describe the pictures using Present Continuous tense 1. 2. 20