Giáo trình Tiếng anh Speaking level 1

ĐẠI HỌC DUY TÂN
Khoa: Ngoại ngữ
Bộ môn: Anh văn Tổng quát
Giảng viên: Trần Thị Thúy Ngân

TẬP BÀI GIẢNG

Môn học: Writing – Level 1

Mã mơn học: ENG117

Số tín chỉ: 1 (Lý thuyết: 1; Thực hành: 0)
Dành cho sinh viên ngành/lớp:
Bậc đào tạo: Đại học
Học kỳ 1

Năm học 2020 - 2021

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THỜI

NỘI DUNG VÀ SỐ GIỜ

GIAN

Bài giảng

Kiểm tra

Tuần

THÍCH

SPEAKING LEVEL 1
Số
giờ
22

NộI DUNG
Chapter I: Read A Text Aloud

1
LESSON 1: INTRODUTION ENGLISH SOUNDS
24

2

LESSON 2: TROUBLESOME SOUNDS

25

3

LESSON 3: PRACTICE FOR PART 1
CHAPTER II: DESCRIBE A PICTURE

26

4

LESSON 4: INTRODUCTION PART 2

27

5

LESSON 5: HOW TO DESCRIBE A PICTURE
LESSON 6: COMMON EXPRESSIONS USED

28

6

TO INTRODUCE PICTURE DESCRIPTION
AND PRACTICE
CHAPTER III: RESPOND TO QUESTION

29

7

LESSON 7: INTRODUCTION TO PART 3 AND
QUESTION TYPES

30

8

31

9

LESSON 8: TYPE TOPICS FOR PART 3
LESSON 9: PRACTICE FOR RESPONDING TO
QUESTIONS
CHAPTER IV: RESPOND TO QUESTION USING

32

10

INFORMATION PROVIDED
LESSON 10: INTRODUCTION FOR PART 4

2

CHÚ

Số

Nội

giờ

dung


LESSON 11: TIPS AND TASKS FOR

33

11

34

12

LESSON 12: PRACTICE FOR PART 4

34

13

LESSON 13: MODET TEST 1

36

14

LESSON 14: MODEL TEST 2

ANSWERING EFFECTIVELY

PART I: READ A TEXT ALOUD
LESSON 1: INTRODUCTION TO TOEIC SPEAKING, PART 1 & ENGLISH SOUND
I. INTRODUCTION:
A. Content:
Introduction about reading a text aloud
B. Approach:
Communicative Approach.

C. Objectives:
At the end of the chapter, students will able to:
•

Know vowels, consonants, plurals in sentences

•

Say aloud vowels, consonants and plurals in sentences

•

Practice vowels, consonants and plurals in sentence

•

Improve speaking skills and pronunciation.

•

Introduce the test form of reading a text aloud.

•

Know some tips in the test.

D. Teaching aids:
•

Projector.

•

Laptop.

•

Handouts.

•

Book.

•

Workbook.

•

Board, chalk, or marker.

E. Teaching procedure:
Possible topics may include:

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» Advertisements, announcements, and news broadcasts
» Tour information, traffic reports, and weather reports
» Entertainment, health, housing, shopping, and travel

QUICK GUIDE:
Definition

Read a Text Aloud
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

Targeted Skills

will be recorded for scoring.
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.

Text Types

• use correct stress on syllables and words.
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

Things to Remember

tone of the text.
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.

II. INTRODUCTION TO ENGLISH SOUND
1. VOWELS:
-

Short vowels

-

Long vowels

-

Dipthongs

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EXAMPLE

[i:]

be, eve, see,

[i]

it, kiss, tip,

[ei]

meal, read,
aim, wait,

[e]

let, tell,

[æ]

system, busy
cat, apple,

[a:]

bread, dead
army, car,

[ai]

eight, weight,
ice, find, my,

[au]

last, class
out, about,

[o]

father, calm
not, rock,

[o:]

style
saw,bought,

[oi]

now, brown
oil, voice,

[ou]

more, order
go, note,

law, thought
2. CONSONANTS

noise, boy

EXAMPLE

5

open


III. Practice:
Identify the vowels and consonants in the following words and phrases
- T divides the class into two groups.
- T asks each groups find and underline consonants in the following sentences.
- The group which finishes first will win,
1.

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2.

3. A.

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B.
1. have an open book
2. paying the cashier
3. using a pay phone
4. using a public phone
5. performing outdoors

6. 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. using a projector
12. 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. taking a break
19. 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

HOMEWORK:

- T asks Ss to practice plurals at home
- Prepare new lesson

LESSON 2: SOME COMMON TROUBLESOME SOUNDS,
WORD STRESS AND INTONATION
Time: 60 minutes
A. Content: Some common troubles some sounds, word stress and intonation.
B. Approach:
Communicative Approach.
C. Objectives:

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At the end of the lesson, students will able to:
•

Pronunciate in English

•

Know some common troubles some sounds, word stress and intonation in English.

•

Practice pronunciation.

•

know when to use formal or informal greetings.

•

improve speaking and pronunciation skills.

D. Teaching aids:
•

Projector.

•

Laptop.

•

Handouts.

•

Book.

•

Workbook.

•

Board, chalk, or marker.

E. Teaching procedure:
I/ Lead-in: (5 mins)
- T shows common troubles some sounds, word stress and intonation.
Ss answer and T leads in the new lesson.
II/ Content:
- T shows the list of common troubles some sounds, word stress and intonation.
- T divides the class into four groups.
- After ten minutes, T invites all groups present before the class.
* SOME COMMON TROUBLESOME SOUNDS:
1. short /i/ and / æ/
Ban

can

dan

fan

jan

pan

tan

Bin

kin

din

fin

gin

pin

tin

Fat

fete

fan

life

leaf

fife

Vat

vet

van

live

leave

five

Asian

closure

collision

decision

diversion

division

Erosion

immersion

intrusion

lesion

measure

pleasure

2. /f/ and /v/

3. / /

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Television

treasury

[t]
[θ]

Tree
Three

[s]
[θ]

Face
Faith

[l]
[r]

Long
Wrong

[b]
[v]

Belly
Valley

[p]
[f]

Pan
Fan

[e]
[ỉ]

Men
Man

[i]
[i:]

Ship
Sheep

[o:]
[ou]

Hall
Hole

•

version

vision

[t] vs[θ]
Team
Theme
[θ] vs [s]
Worse
Worth
[l] vs [r]
Walking
Working
[b] vs [v]
Boat
Vote
[p] vs [f]
Peel
Feel
[e] vs [æ]
Left
Laughed
[i] vs [i:]
Fill
Feel
[o:] vs [ou]
Saw
Sew

visual

Tie
Thigh

Taught
Thought

Gross
Growth

Sick
Thick

Light
Right

Late
Rate

Best
Vest

Ban
Van

Pork
Fork

Pink
Fine

Said
Sad

Pen
Pan

Live
Leave

Hill
Heel

Walk
Woke

Called
Cold

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.

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TASK 1 Look at the words and analyze the suffixes. Underline the syllables that you think
are stressed.

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.

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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.
Finally, adverbs are frequently stressed to add emphasis.
We really don’t have much time.
I completely forgot the conference.
TASK 1. Underline the words that receive stress on the first syllable.
1. The correct numbers are 13 and 17, not 30 and 70.
2. We strongly suggest that you back up your computer files at the end of the day.
3. Our genealogists will conduct a very thorough search of your family tree.
4. On the new schedule, you will see that the bus departs on Tuesday at 1 p.m.
5. Your estimated wait time to speak to a representative is ten minutes.
6. The parking spaces are clearly marked “visitor.”
TASK 2 Read the sentences. Which boldfaced words do you think should be stressed?
Underline your choices.
1. The real estate office is located in the green house on the left.
2. You will receive a credit card within ten days after receipt of your application.
3. The message said to phone their office between 9 and 5, Monday to Friday.
4. We are currently reviewing your request and will respond within 30 days.
5. Please turn down the volume on the TV, not up.

* INTONATION:
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I/ Intonation:
Sentence intonation helps the listener understand the speaker’s meaning, in addition to
the speaker’s attitude or mood. The most common intonation patterns are rising-falling for
statements and information questions and rising for yes-no questions.
1.

Falling tune:
» TIP 1: 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.
We’ve had a lot o f success with the new plan.
There are a multitude o f reasons for the problem.
She really hasn’t done much in her new position.
Within a sentence, speakers may use rising or higher intonation in different situations. When
giving a series of numbers or a list of three or more items, the speaker will often use rising
intonation to let the listener know there is more to come. The speaker will then usually use
falling intonation on the last item to indicate the list is complete.
The key points here are time, expense, and quality.
Hotel management, health care, accounting, and education are all good career options.
Our new number is 218-555-3675.
Speakers will also use rising or higher intonation when there are clauses in a statement
to show that more information is to come. Notice the underlined clauses, the boldfaced
signpost words used to introduce them, and how the clauses affect intonation.
Because we don’t have the reports yet, we can’t have the meeting.
We really wanted to leave at 5:00; however, the plane was delayed.
I really wanted to go to the conference, until I saw the huge entry fees.
Although I usually enjoy mv job, this past month has been tough.
» TIP 2: Use correct intonation for questions.
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.
What did you do last weekend? When do we need to be there?

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Where is the meeting? How many people are coming?
Why didn’t he call? How much does it cost?
-

Questions with ‘or’

These have a falling tune at the end
Would you like coffee or tea?
Would you like coffee and milk or tea?
-

Question tags have falling intonation at the end of the sentence.

She couldn’t cook, could she?
You weren’t early, were you?
2.

Rising tune:

Yes-No questions usually start with some form of an auxiliary verb, such as do, have, can, or
be. These types of questions have an up intonation. Listen to the yes-no questions below and
notice the intonation.
Do you want to join the call?
Have you seen the report?
III. Practice:
- T divides the class into 4 groups
- Each groups says sounds
- T checks.

TASK : Do these questions have rising or falling intonation? Write
for rising intonation
or
for falling intonation. Then listen to check your answers and practice.
1. What do you think?
2. If Friday is not a good day, can we meet on Saturday?
3. I’m sorry, could you repeat that, please?
4. We didn’t hear that. What did he say?
5. What did John bring to the party?

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6. How can I help you today?
7. Is this your first day here?
8. Have you sent the latest market reports?
HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

LESSON 3: PRACTICE FOR PART 1
Time: 60 minutes
A. Content:

Lesson 3: Practising Plurals
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
•

Know plural forms in the words

•

Know how to pronounce plurals in the words

•

Know how to pronounce plurals in the sentences

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•

Practice plural forms

•

Improve pronunciation and speaking skill.

D. Teaching aids:
•

Projector.

•

Laptop.

•

Handouts.

•

Book.

•

Workbook.

•

Board, chalk, or marker.

E. Teaching procedure:
I/ Lead-in: (5 mins)
- Teacher shows a video and asks Ss to guess the lesson.
II/ Content:
Almost all words in English end in –s are the plural form. The –s is always
pronounced.
Words that end in –s in the singular can be pronounced /s/, sometimes pronounced
as/iz/ and more often pronounced as /z/.

1. The pronunciation of the ending “s”
The basic rule:
a. “s” is pronounced /z/ after voiced sounds (except z,

,

)

E.g: bags, kids, days…
b. “s” is pronounced /s/ after voiceless sounds (except s,

,

) )0))))

E.g: bats, kits, dates…
c. “s” is pronounced /IZ/ after z, s,

,

,

,

)

E.g: washes, kisses, oranges…
III – Practice:
TASK 1: In the following words, the final -s always makes a /s/ sound. Practice reading the
words aloud

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- T asks Ss to work in pais.
- T invites some pairs to say aloud before the class.
- T checks and gives correction.
- T gives Ss marks
Bats

blocks

cats

fruits

licks

lights

Mats

plants

sheets

socks

tacks

trucks

Notice that all the words above end in either a /k/ sound or a /t/ sound in their singular form.
Most other plural words end in a /z/ sound. Now practice reading pronouncing plurals that

end in /z/.
Animals

apples

computers

dogs

eyes

Kisses

oranges

pencils

pillowstables

glasses
tires

Now, pronounce the plural words below. Some will end with a /s/ sound, and others will end
with a /z/ sound.
Babies boats

books

candles

jerks

plumbers

chairs

desks

signs
Drawers

TASK 2: Identify /s, z, iz/ in the following sentence.
1. I saw the birds fly away.
2. What time did the guests leave?
3. He broke his arms in the accident.
4. She sang the songs her father wrote.
5. Where does she park her cars at night?
6. I read the books very quickly.
7. The bags fell on the floor.
8. The shops will be closed.
9. When will the classes begin?
10. The boxes won’t be big enough.
- T gives Ss some seconds.
- Ss gives answers first to have one mark.

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shirts

shoes

2. The pronunciation of the ending “ed”
The basic rule:
a. verbs ending with “ed” are pronounced / d / after voiced sounds (except /
d/)
E.g: rained, arrived, explained…
b. verbs ending with “ed” are pronounced / t / after voiceless sounds
(except / t /)
E.g: walked, jumped, missed…
c. verbs ending with “ed” are pronounced / Id / after / t / and / d /
E.g: wanted, needed, mended, started…
TASK 3: Write the pronunciation of –ed, /t, d, Id/ ending after each of the following words
and read them:
Walked

asked

Worked

washed

watched

erased

ironed

laughed
helped

smiled

coughed

ended

hated
Cooked

touched

needed

kissed

stopped

Rained

snowed

remembered

begged

enjoyed

signed

closed

sneezed

booked

Reported

dropped

listened

attempted

wanted

loved

shaved

TASK 4: Talk about the photographs
Ex:

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advertised

played

waited

studied all night
listened to the radio
:
He studied all night, didn’t he?
No, he didn’t. He listened to the radio.
1.

2.

3.

combed his hair

cried a lot

painted the room

brushed it

laughed a lot

cleaned it

.4.

5.

6.

emptied his glass

closed the door

walked away

filled it

opened it

waited a long time

TASK 5

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Read the sentences below. Which boldfaced words do you think should be stressed?
Underline your choices.
1. The real estate office is located in the green house on the left.
2. You will receive a credit card within ten days after receipt of your application.
3. The message said to phone their office between 9 and 5, Monday to Friday.
4. We are currently reviewing your request and will respond within 30 days.
5. Please turn down the volume on the TV, not up.
TASK 6: Identify the stress for the following words

TASK 7: Do these sentences have rising or falling intonation?
A.

B.

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C.
1. What is physical health?
2. What is mental health?
3. Do you think that you are a healthy person?
4. Do you eat healthy food? Name your favorite healthy food.
5. Do you eat junk food? Name your favorite junk food.
6. Is typical food of your country healthy?
7. Do you ever lose your appetite?
8. How much exercise should a person do?
9. Do you exercise often? What do you like the most?
10. How much sleep should people get? How about you?
Task 8: Read aloud the text:
- T divides the class into two groups.
- After 3minutes, T asks volunteer to say aloud the text
- T corrects and one mark
TEXT 1

TEXT 2

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TEXT 3

TEXT 4

Good morning, it is my pleasure to welcome you to National Airlines Flight 2737 to New
York’s JohnF. Kennedy Airport. We will be taking off shortly. At this point, I need to ask you
to turn off all electronic devices and return your tray tables and seats to their upright
positions. Thank you
TEXT 5
Hello, and welcome to dog obedience class! I’m going to ask everyone to take at seat in the
semicircle of chairs in front of me. Please get your dog to sit, and do whatever you need to do
to keep him or her sitting. It isn’t easy to get your dog to obey in such an exciting
environment, but it’s important if you want your dog to listen to you at the park.
TEXT 6
Good morning, students. In five minutes, we will begin the test. You will have one hour to
complete the first two essays. I will warn you when you have 5 minutes remaining and then
again when you have 1 minute left. When I call time, you must put your pencils down. You
will not be allowed to return this section.
HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

PART 2: DESCRIBE A PICTURE
LESSON 4: INTRODUCTION TO PART 2 AND PICTURE TYPES

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Time: 60 minutes
A. Content:
Lesson 4: Introduction about describing a picture
B. Approach:
Communicative Approach.
C. Objectives:

At the end of the lesson, students will able to:
•

Know some techniques to describe a picture.

•

Know testing format about describing a picture.

•

Know how many steps to describe a picture.

•

Practice speaking skills and describing everything.

D. Teaching aids:
•

Projector.

•

Laptop.

•

Handouts.

•

Book.

•

Workbook.

•

Board, chalk, or marker.

E. Teaching procedure:
I/ Lead-in: (5 mins)
- T shows some pictures and asks Ss to describe them.
- T describes some pictures and asks Ss to guest which pictures.
- Ss answer and T leads in the new lesson.
II/ Content:
1. Introduction:
1. In this question, you will be given a picture to describe in as much detail as you can.
2. You will have 30 seconds to prepare and 45 seconds to speak about the picture.
3. The focus of the picture may be one of the following areas: free-time activities,
eating, drinking, entertainment, health, household tasks, shopping, travel, or street
scenes.
4. Speak slowly and clearly, but say as much as you can in the time allowed.

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II. Picture Types:

There are many types of pictures in Part 2: Pictures about big cities, scenery, shops,
offices, public, etc. However, the main type is people and scenery (outside and inside)
1. Shopping:

2. Events:

3. Public/ offices:

4. Activities in free time:

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5. Other activities:

III.Test Techniques
1. Brainstorm vocabulary and plan introductory sentences (30 seconds).
2. After your introduction, describe what you see using adjectives, adverbs, and
prepositions.
3. Expand your answers with speculation on the character scene.
4. Use uncertain and speculative language when you aren’t 100% sure.
5. Say as much as you can in the time allowed.
TASK: Identify the type of each following picture and make one sentence to talk about
each picture

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