A downloadable self-study English course used The English portion of this Student Workbook for the Spoken English Spoken English Learned Quickly www. .. again = book = lesson = otra vez libro lección ✍. LESSON 1 VOCABULARY. Effortless English: Learn To Speak English Like A Native All and all, this book is your free ticket. to. the world of speaking better and fluent English Spoken. for the Spoken English Learned Quickly course may LESSON X. This book ( Learning Spoken English) may be freely published in English or translated.
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PDF | Spoken English is a book designed for second language English can be used on its own, alongside a course book for self-study. This book will help learners during the Learn English Now course. It contains However, learners cannot learn English from this book alone. Make Your Own Free Social Media English Course and Finally Speak English Comfortably lots of different course books, listened to lots of audio and still do not feel pdf/Kuhl&Rivera-Gaxiolapdf>.
Before you are learning to speak you must be learning to write correctly. Because in writing you are not only writing but forming words in your brain and speaking it also and then you are writing. Also you are learning correct sentence sequence and grammar in this way. When I am writing I am translating from mother tongue to english so I am using mother tongue grammar which is correct in mother tongue but in english language sequence is different.
You understanding this? It is very important you at this age of learning take one English newspaper and copy down same paragraph from newspaper and while writing you read out loudly. Very loudly.
This will help you in becoming very quick learner. I did same. Nice thing happens as next time you go to speak with someone or tell them what is in your head, automatically words will come in correct sequence. This is happening because you are practicing in writing first from someone who is doing it correctly. But more to the point, everything you would have learned would have been correct. Your syntax would have been correct. Your use of the English verb would have been correct.
And, as much as possible, your pronunciation would have been correct. To continue the example, say that it was now time for you to begin trying free speech. Yet, we still would not want you to make mistakes. Consequently, all free speaking would be taken directly from the many sentences you would have already learned. Subsequently, you would be given questions to answer which would use the same structure as the sentences you already knew, but now you would substitute other vocabulary words which would be in the same lessons.
I assume that you are a college student or a young professional and that you are highly motivated to learn to speak English fluently. You will do much better if you seek ways in which you can speak English correctly from the very beginning.
Strike a careful balance between free speech and forcing yourself to follow a pattern of correct English use. Do everything in your power to use English correctly. Later, however, you will need to spend a great deal of time talking with others. Nonetheless, every time you encounter new syntax in English, use controlled language drills long enough so that your mind becomes thoroughly familiar with correct sentence structure and pronunciation.
As you progress in your English study, begin reading English newspaper articles aloud.
Look for examples of new vocabulary and sentence format. Mark the sentences, verify the vocabulary, and then read—and repeat from recall memory—the sentences aloud until they become a part of your speech. Any language is unintelligible without grammar because grammar consists of the rules used to put words together in ways which convey meaning. The issue is not whether or not you need to know English grammar. The question is, "How do you learn English grammar best?
I had the great advantage of growing up in a home in which grammatically correct English was spoken. As I progressed through primary school and on into secondary school, my language ability matured as a result of my home and school environments. In retrospect, I believe this is what happened: However, when I went to school, I needed to learn grammar. I—like probably most of my classmates—did not learn to speak because I studied grammar.
Rather, I was able to learn how to do grammar exercises because I already knew how to speak. Certainly, I learned many important things about English through grammar study. But it was of importance to me only because I had already achieved basic English fluency.
I did not learn to speak English as a result of English grammar lessons. I also took two years of Spanish in secondary school.
We started with basic grammar. We wrote exercises every day. But we almost never heard spoken Spanish, much less spoke it ourselves. After secondary school graduation, I could neither speak Spanish, nor did I understand Spanish grammar.
Within 10 years of my secondary school graduation, I spent a year in Paris studying French. I had the great fortune of enrolling in a French language school that emphasized spoken French to the complete exclusion of written exercises.
Not only did I learn French grammar—meaning that I learned to use sentences that communicated what I intended to say to a French listener—but because French and Spanish verb construction is similar, I also began to understand the Spanish grammar which made no sense to me in secondary school. Because I could read and write in English, I had no difficulty reading French.
Spoken English Books
It was a simple transfer of knowledge from reading in English to reading in French. Later, I studied an African language. Because school-based language courses were almost non- existent in that country, all of my language training was done by way of recorded language drills that I adapted from local radio broadcasts.
I also had a university student as my language helper. Yet, I learned how to structure a sentence which is applied grammar and write in that language much more quickly than had I been studying grammar and writing independently of the spoken language. Traditional English instruction for non-English-speaking students has reversed the process with poor results. Most English classes teach grammar as a foundation for spoken English.
The quickest way to teach students to read English is to teach them to speak it first. The fastest way to teach them sufficient grammar to pass college entrance exams is to build a foundation by teaching them to speak English fluently. Whenever the process is reversed, it takes a needlessly long time to succeed in teaching grammar and writing skills, much less fluent spoken English. The fastest way for you to learn excellent English grammar is to learn it while speaking.
When you have repeated the sentences enough times so that they sound correct to you, you will have learned English grammar. But the grammar is learned by speaking, not by writing. Do not misunderstand what I am saying. You cannot speak any language well without knowing its grammar because grammar consists of the rules used to put words together into meaningful sentences.
In English, we can use a given number of words to make a statement or ask a question by the way in which we order the words and use inflection. Simply stated, placing the words in the correct order is applied grammar. English is unintelligible without it. The question is, "How will you learn English grammar best? In Chapter 1, I said that effective spoken English instruction simultaneously trains all of your cognitive and sensory centers of speech.
When is the best time to learn that the sentence, "That is a book," is an English statement, and the sentence, "Is that a book? The best time is when you simultaneously learn to speak these two sentences. That would take place while you are learning many other similar sentences so that you will develop a cognitive sense reinforced by motor skill and auditory feedback.
You will learn that the order and inflection of the one sentence is a question, while the other is a statement. The sound of the sentence is as much an indicator of its meaning as its written form. There is also a relationship between good pronunciation and good spelling.
I am a poor speller. I understand that I misspell many words because I probably mispronounce them. At some point, everyone who expects to write English well must learn to spell.
Yet, it will probably be faster for you to learn good spelling after learning good pronunciation than it will be for you to learn good spelling without being able to speak.
In practice, you will learn the spelling of new English words as they are added to the vocabulary of each new lesson. I am not saying that grammar or spelling are unnecessary. Rather, I am saying that grammar can be taught more effectively—and in less time—by using audio language drills. Teaching grammar by means of spoken language has the great advantage of reinforcing the cognitive learning of grammar while using two additional functions found in normal speech—motor skill feedback and auditory feedback.
Teaching grammar as a written exercise does develop cognitive learning, but it reinforces it with visual feedback. Though visual feedback has some merit, it is outside the context of spoken English.
The single reinforcement of visual feedback outside of the spoken English context is far less effective than motor skill feedback and auditory feedback which are both inside the spoken language context. The trade-off is costly and retards progress.
Far more is gained when you learn to identify correct grammar by the way a sentence sounds, rather than by the way it looks. Though it would not typically be explained this way, it is also important on a subconscious level that you learn how correct grammar feels. As a function of the proprioceptive sense, a statement produces a certain sequence of sensory feedback from the mouth, tongue, and air passages that feels different than a question.
It would take considerably longer to teach a language student how to write English grammar exercises, and then speak English correctly, than it would to teach the same student to first speak English correctly, and then introduce rules of grammar. This gain would be greatly augmented,. If you study spoken English for a year, you will gain a great deal of fluency. With that spoken English fluency, you will have a good understanding of English grammar.
If you spend the same amount of time in English grammar study, you will have limited English fluency and will have little practical understanding of English grammar. That is probably why you are reading this book. You have undoubtedly studied written English for a long time, but you still can't speak English very well. Without first evaluating the unique qualities of language, it is often assumed that English study must be divided into beginning, intermediate, and advanced levels. However, a careful assessment of English indicates that it does not use multiple levels of language complexity.
The kind of sentences which you use as a beginning student are the same kind of sentences which you must master as an advanced student in order to gain English fluency. As a beginning English student, you must learn English in the context of full sentences. As an advanced student, you must use the same sentences to perfect syntax and intonation. Your perceived needs as you begin studying English will significantly influence how you answer this chapter's title question.
If you decide that you need beginning English when you start your study, you will spend much time looking for lessons with beginning sentences because English does not speak a beginning language.
On the other hand, if you decide that the English used in the daily newspaper is what you want to learn, you can easily find that kind of English language. I am really asking if beginning and advanced students can use the same level of lessons to learn spoken English.
Before you give an intuitive answer, I need to ask the question properly. The question is, "Does English have multiple, specialized language divisions? The answer is, "No, it does not. Historically, many languages such as Greek and Chinese,. Modern English does not even have a specialized construction for folklore.
Many languages in which oral tradition has been preserved have a storytelling form of the language which is distinct from the language used in everyday conversation. In these languages, there are often specialists who recount folktales in public gatherings.
Common English has none of that. In fact, English is so simple in this regard that we do not even have two forms of address for people of differing social standing. French, for instance, has strict conventions regarding the use of "tu" or "vous" when addressing someone.
English has many specialized vocabularies. Any student who has taken courses in anatomy, law, physics, automotive technology, psychology, engineering, geology, or anthropology has spent a great deal of time learning specialized terminology.
But the essential English syntax which holds these words together in a sentence is still the language of the street—or the language of the daily newspaper. So, aside from specialized vocabularies, English has no divisions representing varying levels of language complexity. Almost any individual with at least a secondary school education would make essentially the same evaluation of another speaker's ability to use good or bad English.
The exception to the above paragraph would be found in technical documents such as legal briefs and the like. However, this style of English is far from the language used in normal conversation. There is only one kind of English which you need to learn. You do not need two or more different course levels. This is not to say that English is a simple language to learn. Far from it. However, the same complexity is in all spoken English, not merely in some higher level. Why have traditional language programs insisted that there must be beginning, intermediate, and advanced levels of English study?
It is not because there are beginning and advanced levels of spoken English. It is because there are beginning, intermediate, and advanced explanations for English grammar.
This means that some rules of English grammar are easy to explain. Some rules of grammar are more difficult to explain. And some are complex enough to require a highly technical explanation. But spoken English is one subject of study, whereas the formal rules of English grammar are quite another.
Now I can answer the question, "Do you need beginning and advanced English lessons to learn the language? There is only one level of spoken English. If you are a beginning student, you must start by speaking normal English sentences. If you have studied English for several years and consider yourself an advanced student, you must continue until you are able to fluently pronounce the words in those same normal English sentences. There will be a great difference in the fluency between beginning and advanced students.
But there is no difference in the level of English sentences they must study. They must use the same. English sentences both to initiate, and then to master, the process which will develop the necessary cognitive, motor, and auditory skills used to speak fluent English.
I need to add an explanation so that what I am saying is understandable. An example of a compound-complex sentence would be, "The Saturday afternoon program was like a two-ring circus; while one part of the TV screen carried the professional football game, the other part showed scores from collegiate games.
But the complexity of the sentence is not in the language level of the sentence. Its so-called complexity is only in the punctuation of the sentence which makes it a complex sentence by grammatical definition. With very little change, the sentence could become three simple sentences: One part of the TV screen showed the professional football game. The other part of the TV screen showed scores from collegiate games.
Thus, when I say that there is no difference in the level of English sentences a beginning and advanced student must study, I am not talking about a grammatical definition. I am saying that there is not one language that would be used by commoners and another that would be used by the gentry. Even though the example sentence about the TV's split screen is not a sentence we would want to include in the first lesson, it does not represent multiple, specialized language divisions.
Not really. Once you understand the "hello"s and "goodby"s in English, you are ready to begin practicing with normal sentences. Aside from sentences which contain specialized vocabulary, most English sentences use common verbs and syntax construction.
This is the English you want to speak. Use it from the very start of your language study. This is not as difficult as it seems. Lesson 2 uses complete sentences in past, present, and future tenses. The sentences become slightly more complex as the lessons progress, but every sentence in the entire course is one that you will need to master as an "advanced" student.
Your objective is to be able to use each sentence in fluent English speech.
The spoken language you want to learn is everyday English. It will remove a great deal of stress if you realize that in the very first week of English study, you are learning normal English.
By and large, your English study will never become any more difficult than it is when you first begin because you will be studying normal spoken English from the first lesson to the completion of your formal study. It was designed for both beginning and advanced students because our students want to learn spoken English, not written English grammar. For spoken English study, you will need both a written text and an audio recording of that text. It will be easier to make an audio recording using a newspaper text than it will be to transcribe a radio audio program as a written text.
In this chapter, I am using the term text to identify a written manuscript. A newspaper in English is usually an excellent source for a study text. Most newspapers use good syntax, relatively simple sentences, and common expressions. In addition to general vocabulary, newspapers will give you many common political, scientific, economic, and technical words.
Generally, newspapers are also a good source of colloquial expressions. As you begin language study, you will need both a manuscript and an audio recording of the text for pronunciation practice. In your initial selection of a study text, you will be faced with a choice between a printed text from a newspaper or spoken language from a radio broadcast.
I will explain the use of a newspaper as an English text in this chapter because it will help you to understand how the text would be used. This material may be read aloud exactly like a newspaper. If you are using the Lesson Text for your reading, you will have the added advantage of familiar vocabulary and audio.
You may also print each Lesson Text from the downloadable section of the website. You can become very fluent in English -- and develop an excellent vocabulary -- if you continue to read English newspapers aloud. However, at that point you would not need to make audio recordings.
Reading aloud and keeping a vocabulary notebook would be all you would need to do. By this time in your study, I am assuming that your pronunciation and voice inflection would be acceptable. In this chapter, I am merely describing the text itself.
Speaking English Books
For the moment, I will assume that you would have a teacher who is a first language English speaker. I am also assuming that you would have audio recording equipment. By now you realize that the purpose of using the newspaper is spoken language practice. You would always read the newspaper aloud, and would frequently read a sentence aloud and then look away from the text, repeating the sentence from recall memory.
Everything considered, you would probably find it easier to produce an audio recording from a newspaper text than you would to produce a text from a radio broadcast recording. It would be much simpler to have your English teacher record the text than to have the teacher transcribe the audio recording.
For your study purposes, a printed newspaper text would assure a more precise use of the language, better spelling, and a more easily preserved printed copy.
Because live radio broadcasts are difficult to record with inexpensive audio equipment, you would likely have difficulty hearing all of the words. Therefore, it would be easier to get a good text and a usable recording by having the teacher read a newspaper text for the audio recording. The text would be recorded so that there would be adequate pauses for your study. First, read the article out loud, identifying new vocabulary as you read. Whenever you read a word you do not know, stop and find it in your dictionary.
Keep a vocabulary notebook. If a word you do not know is used more than twice in an article, put a check x by it for special study. However, do not check names of places or people. After you finish reading the article for the first time, review the meaning of all of the new vocabulary words.
Study these words enough so that. Always pronounce vocabulary words -- do even your vocabulary study out loud. After you are more familiar with the process, select other newspaper articles and continue reading aloud while you look for new vocabulary words. When you find a word in a second newspaper article which you have already checked x in your notebook, place a second check xx by it. Any word in your notebook with two checks should be memorized as an important word to know.
Whenever you are able to do so, write cognate forms of the same word.
For example, to adhere, an adhesive, and adhesion are cognates. It will be helpful for you to learn multiple cognate forms of a word at the same time rather than learning each form as a new vocabulary word when you encounter it. Association of a single word in multiple forms with one root meaning will result in more rapid vocabulary retention. It will also teach you how to develop cognate forms of words as you speak English in the future. Verbs should be listed in your notebook by their infinitive form for example, "to remember" rather than by a conjugated form for example, "she remembers".
After mastering the verb's conjugation, it will be far simpler to learn a single verb form than it will be to attempt to learn each form of a verb as an individual vocabulary word. Since you will learn each new verb in all its persons, tenses, and specialized forms, you will learn the English verb so well that you will be able to use every tense and person of any regular English verb. If you heard a new English verb, you would be able to use every person and tense in a spoken sentence even if you did not know that verb's meaning.
Read the article again for meaning. Always read aloud. If you do not understand a sentence, stop and figure out exactly what it means. If some of the definitions you have written in your notebook do not make sense in the context of the article, find the word again in your dictionary and see if it has other meanings.
If a second meaning for the word would make better sense, write that definition in your notebook. If you still cannot figure out the meaning of a sentence, it may be because two or more words are used together as a single expression. Try to determine the meaning of expressions. Look for similar expressions in other articles. If you still cannot determine the meaning of an expression, ask your English teacher for assistance.
Reading a newspaper article aloud is an ideal way to reinforce your use of grammatically correct English syntax. Your goal is to retrain your mind, hearing, and mouth to understand and use English correctly. Reading aloud from a newspaper is one of the best ways to accomplish that. The great advantage is that you will be reading a large number of different sentences which will all be organized according to the same grammar rules.
Thus, you would be learning the acceptable range of the syntax of that language. That is, there may appear to be many variations from sentence to sentence, yet all of the uses would still be correct.
For an example, you would learn that you can place the word "however" at the beginning, middle, or end of an English sentence. You would also learn that the position of "however" can make a slight difference in meaning, or it can enhance the style of the sentence. In many respects, using the newspaper for syntax development is similar to using it for fluency enhancement and as an aid in conversation as mentioned below.
The same exercises suggested below would be as profitable for syntax as they would be for fluency and conversation. Expressions add richness to all languages.
Identify expressions as you read the newspaper. Use a special mark to identify them in articles. Many expressions may be divided so that component words of the expression are separated by non-component words.
Try substituting other words while using the same expression. Say or write as many sentences using the expression as possible. To use an example, you may read a sentence in a newspaper which says, "The Governor announced Friday that he will not run for another term, putting to rest months of speculation about his future intentions. For example, the expression "to put to rest" can be used in the present, "I want to put our disagreement to rest," in the future, "He will put his argument to rest," or in the past, "They finally put their rivalry to rest.
To continue with another illustration, English uses word forms as a type of expression. For example, you may read a sentence in a newspaper which says, "We're getting all kinds of calls from people who are panicking and asking what they can do. In this use of the newspaper, you would simply read rather than alternating between reading and repeating a sentence from recall memory.
You would want to read the entire article aloud for fluency practice. Try reading the article as smoothly as possible without stopping. Read it aloud at least twice. For more fluency practice, continue reading the article aloud until you can read it at the same rate of speed that an American speaker uses when talking.
Practice until your pronunciation duplicates that of the American speaker. Your purpose would not merely be to learn the vocabulary in these newspaper articles, but to learn to speak fluently. Keep practicing until you can read the article aloud so that an American speaker could clearly understand what you are saying.
Fluency is the ability to speak smoothly with proper intonation.
Initially use single sentences for fluency drills, repeatedly reading a single sentence until you can read it smoothly. Eventually, do the same with multiple sentences or paragraphs. Even as a beginning student, there is value in reading a longer passage or entire article without break in order to establish the rhythm of the spoken language. This is excellent proprioceptive training. Your natural tendency will be to move on to new articles too quickly.
In reality, it would only be after you already know all of the vocabulary and can pronounce each word correctly that you would be ready to use the newspaper article to full advantage. You would not be fully retraining you mind and tongue until you could read the article at normal speaking speed with proper inflection and pronunciation.
You would accomplish more in attaining fluent speech by re-reading fewer articles aloud perfectly than you would by reading many articles aloud with faulty pronunciation.
In Chapter 2 I said, "You must never make a mistake when you are speaking. However, using a newspaper article will be a great aid in producing conversation which is essentially free of mistakes. A newspaper article can give you a great deal of structure for conversation practice. This structure would give both you and your English teacher a defined group of vocabulary words, defined sentences with an understood meaning, and a defined context in which the vocabulary and sentences can be communicated.
Your English teacher could use the newspaper article to structure free conversation. To continue with the illustration, your English teacher could lead you in a discussion stemming from a newspaper article.
Even try to use an English-to-English dictionary to look up words. That way you never have to use your native language and translate words. Read out loud, too. Use a Mirror Whenever you can, take a few minutes out of your day to stand in front of the mirror and speak. Choose a topic, set a timer for two or three minutes and just talk. The point of this exercise is to watch your mouth, face and body language as you speak.
Books & Pen Drive
Talk for the full two or three minutes. You can always look up how to say that word after the two to three minutes end. This will definitely help you find out what kinds of words or sentences you have trouble with. The more you stop, the less confident you sound and the less comfortable you become. Try the mirror exercise above, but challenge yourself to speak without stopping or stammering taking pauses between your words the entire time. You can fill in the correct grammar and word rules as you learn them better.
Word games like this will help you find the right placement for your mouth and tongue, and can even help your pronunciation.
Use them to improve your fluency. Choose a short part of a show and repeat it line by line. Try to match the tone, speed and even the accent if you can. Try to sound just like the native speakers on the show.
FluentU is a great way to practice listening and repeating. This makes listening and repeating even easier. Just turn off the subtitles when you want a challenge! FluentU helps you learn fast with useful questions and multiple examples. Learn more.You must remember, these are not lessons in English grammar or vocabulary. It is impossible to speak English— or any other language—without correct use of its grammar.
Use the word 'to take. The answer is, "No, it does not. Just relax! Now read the same sentences "silently" by moving your lips without making any sound.
They always met them here after work. As a function of the proprioceptive sense, a statement produces a certain sequence of sensory feedback from the mouth, tongue, and air passages that feels different than a question. It is during the group sessions that I have used these spoken conjugation drills.
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