for the Spoken English Learned Quickly course may LESSON X. This book ( Learning Spoken English) may be freely published in English or translated. Spoken English: Flourish Your Language All and all, this book is your free ticket. to. the world of speaking better and fluent English Spoken. The English portion of this Student Workbook for the Spoken English Learned .. again = book = lesson = otra vez libro lección ✍. LESSON 1 VOCABULARY.
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PDF | Spoken English is a book designed for second language learners who wish to improve their conversational English. In addition to. every week by e-mail, as well as the Free English Grammar E-Book Level 1. . In spoken English, many people say 'cause as a short form of “because.”. Practice with native speakers as often as possible – Improving Spoken English music, watch TED videos, listen to audio books, listen to podcasts, attend a.
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. 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. You could easily have the following discussion after only four weeks of. Notice that your teacher would ask each question twice, expecting that you will substitute a pronoun in the second response.
English teacher: Assuming that you had only been studying English for four weeks, your initial response to each question would be halting. You would also be looking at the printed text when your English teacher initially asked the question.
But at least your answer would be word perfect—you would be training your proprioceptive sense by using perfect syntax. Now you would want to add perfect pronunciation and fluency to that. During typical English instruction, extra attention is usually given to poor performance.
That is, when you use a sentence incorrectly, it is corrected with additional drills. On the other hand, when you respond correctly, the teacher moves on to the next sentence. That is not what you would want your English teacher to do for you now.
Of course, you would want help with incorrect syntax and pronunciation.
But in order to learn the language effectively, you would want to emphasize correct language use. To continue our example, say that none of the sentences in the above illustration would contain any phonemes which you could not reproduce acceptably.
Therefore, your English teacher would continue to drill you on these same sentences until you pronounce them perfectly.
Now, however, you would not be looking at the text. Your English teacher would ask these two questions until you could answer word perfectly from recall memory. But she would still not be finished. She would now increase her tempo and would expect you to answer accordingly.
She would persist until the two of you were conversing so quickly and naturally that if an American came into the room, he or she would hear a strange redundant conversation in what would otherwise be completely understandable English.
It would be just as understandable to that English speaker as any conversation between two Americans in a grocery store. This would continue—maybe for several days of practice—until the entire series of questions from that newspaper article could be asked and answered in fully fluent conversation.
You would be worn out by the time you had finished studying this intensely from a newspaper article. Yet, while others would be in the beginning language course after their initial four weeks of study, you—after your first four weeks—would already be speaking on an advanced level, even though you would only be using a relatively small number of sentences.
There is both a text and enough recorded audio lessons so that you would be able speak English for two hours each day, five days a week, for nine months. However, because you would have the recorded audio lessons, after you understood each new exercise, you would do all of your practice with your text closed.
You would be able to do all of your study alone. However, if. You have already studied enough English grammar in school. Grammar lessons would only slow you down. We charge no money for the course, so we are not trying to "sell" you anything.
However, if you will study for two hours each day as described above, and if you will study using the four rules described in Chapter 2, you will quickly learn to speak good English. If you have never studied English before, in four months you will be able to have a simple English conversation with any American. If you have already taken two years of English instruction in school and still cannot speak English well, in four months you will be speaking understandable—though simple—English.
However, you must avoid a mistake too many students make. They study a lesson until they understand the meaning of the sentences and the vocabulary. Then they go to the next lesson. You must remember, these are not lessons in English grammar or vocabulary. These are lessons in spoken English. You have not finished a lesson until you can pronounce every sentence so perfectly—without reading from a text—that an American would think you were from the United States.
Of course, we expect that you would make it more interesting for yourself by going to a new lesson, and then coming back and reviewing a previous lesson. But you must always remember, perfect pronunciation, perfect use of the English verb, and perfect intonation is your goal before you are finished with a lesson. Learning to use the English verb correctly will be one of the most difficult tasks for you in learning to speak fluent English.
We suggest that it will be much easier for you if you simultaneously learn all persons and tenses of each new English verb.
Probably nothing marks someone struggling to learn English quite as much as improper use of the English verb's person and tense. Therefore, as you study English, you will want to emphasize learning to use the verb correctly as you speak.
This will require specialized English verb drills. In all but the first lesson, you will have special spoken drills which will help you learn to use the English verb correctly in all its persons and tenses. I started my French language instruction in a grammar-based course. As I related earlier, I then moved to a school which emphasized spoken French.
During my initial study, I was frustrated by learning only the present tense of a verb, then a week or two later learning its past tense or future tense, only to come back to the same verb later to learn its subjunctive form.
It would have been much more effective if I had learned each verb as a complete unit. The verb "etre" to be evolved into at least four verbs; first I learned the present tense, later the past tense, still later the future tense, and finally, an entirely new verb called the subjunctive.
It would have been much more effective for me to have learned one verb as a unit having four tenses than to have learned four separate tenses as though each was a new verb. If you see any Yoga video by English speaking people you are seeing them saying anything and speaking anyhow about Sanskrit words which we can speak very fluently. It is good example how funny they sound.
But main reason for all this is below. 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 pray to God that He may bless your child with a good education 3 Let God help his soul rest in peace. God bless your child with a good education! I Pray to God that He may bless your child with a good education. Let God bless your child with a good education. May you get along cheerfully! I wish that you may get along cheerfully. Get along cheerfully.
The Set A words are just words. The Set B words are one word sentences set A 1. Stand Sleep. Two word Sentences : 'Please' is used in spoken English to express ' politeness'. Set A Please come. Please go. Please eat. Please drink Please sit Please stand Please sleep. Please play. Please dance. Please sing. Please write. Please read. Set B Come Please. Go Please.
Eat Please. Drink Please. Sit please.
Stand please. Sleep please. Play please. Dance please. Sing please. Write please. Read please. Please come here. Come here please. Please go at once. Go at once please.
Please eat your food. Eat your food please. Please drink a cup of tea. Drink a cup of tea please. Please sit down. Please Stand up. Stand up pleas. Please sleeep on your bed 7. Sleep on your bed please. Please play in the field. Play in the field please. Please dance well. Dance well please. Please sing a song. Sing a song please. Please write a letter. Write a letter please. Please read the story for me. Read the story for me please.
Indu, eat your food. Students, be quiet. Roja, dance now. Sir, please explain the lesson. Do or die. Get into the hell after your death. Go to your grandfather. Make money with nothing.
Krishna, recite this poem for me. Friends, listen to me.
Rank well in the examinations. Imperative Sentences Classified : 1. Commands i. Get out. Shut up Quit my room. Sit Down. Go straight. Orders : i. Requests i. Kindly allow her in. Please get seated. Please listen to me. Kindly shut the door. Pleadings i ii.
Go and get me water. Shoot the enemy. Bring my bycle at once.