SPOKEN ENGLISH BOOKS PDF
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.
Go and get me water. Shoot the enemy. Bring my bycle at once. Stand in a line. Keep quiet. Advise me Mr. Help me get acquitted. Allow me to plead please. Render Service to the poor. Help the needy.
Suggestions i ii. Read well. Work hard. Marry only once. Be regular. Do not postpone your work. Simple Present tense I take. Do I take? You take. They take.
He takes. Does he take? She takes. Does she take? It takes. Does it take? Rama takes. Does Rama take? Active voice 1. I am taking. Am I taking? I am not taking. Am I not taking? We are taking. Are we taking? We are not taking. Are we not taking? You are taking. Are you taking? You are not taking. Are you not taking? They are taking. Are they taking? They are not taking. Are they not taking? He is taking. Is he taking? He is not taking.
Is he not taking?
She is taking. Is she taking? She is not taking. Is she not taking? It is taking. Is it taking? It is not taking. Is it not taking? Rama is taking. Is Rama taking? Rama is not taking. Is Rama not taking? Present perfect tense 1. I have taken. Have I taken? I have not taken. Have I not taken? We have taken. Have we taken? We have not taken.
Have we not taken? You have taken.
Have you taken? You have not taken. Have you not taken? They have taken. Have they taken? They have not taken? Have they not taken.
He has taken. Has he taken? He has not taken. Has he not taken? She has taken. Has she taken? She has not taken. Has she not taken? It has taken. Has it taken? It has not taken. Has it not taken? Rama has taken. Has Rama taken? Rama has not taken. Has Rama not taken?
I have been taking. Have I been taking? I have not been taking. Have I not been taking? We have been taking. Have we been taking? We have not been taking.
Have we not been taking? You have been taking. Have you been taking? You have not been taking. Have you not been taking? They have been taking. Have they been taking? They have not been taking. He has been taking.
Has he been taking? He has not been taking. Has he not been taking? She has been taking. Has she been taking?
She has not been taking. Has she not been taking? Past continuous tense 1. Rama was taking Was Rama taking We had taken Had we taken? You had been taking for two years Had you been taking for two years They had been taking for two years 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.
Speaking English Books
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.
Need Course Material For Basic Spoken English - PDF Download
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. Of course, I am exaggerating. Yet, if you learn every tense and person of each new verb simultaneously, it becomes a far simpler memory task. In addition, achieving full use of each verb as it is learned gives greater initial command of a language.
I said many things incorrectly for many months until I finally learned how to use the subjunctive. Then I wasted additional time retraining my mind in learning to use the subjunctive in place of the tenses I had previously thought I was using correctly. I spent more time learning and unlearning incorrect verb constructions than had I learned fewer verbs initially, but learned them in their entirety.
There is, however, another equally forceful argument for learning all forms of the verb at one time. I have experimented with this many times. I choose an obscure regular verb and find a student who does not know its meaning. Then I have the student conjugate it in all its persons and tenses as a spoken drill. Only after they have successfully conjugated it do I tell them what it means. It is an amazing process to see. Most students study on their own. However, I have often conducted a weekly two-hour group session as a means of encouraging the students.
It is during the group sessions that I have used these spoken conjugation drills. I strongly encourage you to learn all forms of each verb the first time you encounter it in your English study.
The verb will become much more useful to you in a shorter period of time. In traditional English language instruction, once a particular verb tense is supposedly learned, then it is assumed that the students know that form and no longer need to review it. Yes, the students may be able to write the present tense forms for many regular verbs.
But that is not the objective. Can they use all of those forms in spontaneous spoken English? Our goal is to help the students reach a level of fluency in which they can use verbs in all of their tenses and persons correctly in normal speech. That will also be your objective as you learn to speak English. Do not be satisfied by simply learning verb tenses and persons in written form. You do not know a verb until you can use it fluently in spontaneous conversation. It is far easier to learn big, bigger, and biggest, or angry, angrier, angriest, and angrily as cognate groups than it is to learn them as individual vocabulary words.
Not only is it easier to remember bad, worse, worst, and badly as a group, but their meaning is better understood because they are logically related to each other. Its greatest advantage, however, is that this method teaches students how the English language is developed. When students know big, bigger, and biggest, they can then develop the word tallest if they know only the word tall.
The real essence of language fluency is understanding that language well enough to intuitively use new vocabulary during actual conversation. All of the above comments relate to spoken language. You may find it helpful to organize words in table form. But you must learn to use the words in the context of spoken language, not merely written tables.
All verb tables are used as spoken English drills with recorded audio. In the early lessons, we use only the following format which I will call an "A" format verb drill:. Since all of our exercises are recorded audio lessons, you would respond by repeating the words inside parentheses. We provide a page Student Workbook which contains the written text for all spoken drills.
The parenthetical phrases are included in the written text. Thus, the narrator says, "to call" and you would respond, "to call.
Repeated use of this format is what allows our students to conjugate an unknown verb correctly. Can you see the fluency they have acquired when they can correctly use English verbs so early in their language learning experience? That is the same fluency you will want to develop as you study English.
Quite early in the lesson series, we use another verb table format. Throughout our Student Workbook, all irregular verb forms are written in bold type.
A drill for the irregular verb "to meet" looks like this:. I always meet. I always meet them here every evening. He always meets them here every evening. You always meet them here every evening.
We always meet them here every evening. They always meet them here every evening. I always met. I always met them here after work. She always met them here after work. You always met them here after work. We always met them here after work. They always met them here after work. I will meet. I will meet them all before evening. She will meet them all before evening. You will meet them all before evening.
We will meet them all before evening. They will meet them all before evening. Though the sentences are simple, this format teaches the verb conjugation in the context of the spoken language. It also forces the students to be more mentally alert during the exercise. It looks like this:.
In this format, we force the students to move from tense to tense using the same person, rather than from person to person using the same tense as we did in the A format drills. Language requires both skills, so we teach the students to do both at normal conversation speed.
However, by this time in the lessons we want the students to be able to do both. Consequently, we alternate between table formats in the same exercise. That is, the first verb is given using the A format, the second verb using the B format, the third verb using the A format, the fourth using the B format, and so on to the end of the exercise. This increases the students' ability to use the verb with all tenses and persons while, at the same time, forcing them to develop spontaneity while using the verb.
Again, this will be your objective in learning English. You want to be able to manipulate spoken verbs quickly and accurately between all persons and tenses. You should also be able to see the great advantage in learning the entire verb with all its tenses and persons at one time.
If you learn all the forms of the entire verb each time you encounter a new verb, you have learned one meaning with multiple forms rather than a mix of verb forms and meanings. Learning all the forms of a single verb this way will take you less time than learning the same material using a traditional method. Most importantly, if you use spoken exercises as a means of learning verb tables, you will find that the conjugation you are learning for one verb will be quickly transferred to other verbs.
That exercise with its spoken introductory explanation looks like this:. I will tell you if the sentence should be in the present, the past, or the future. Use the word 'to take. The children in that family always take the bus. That family with three children always takes the bus. This verb table format is used frequently throughout the lessons with a large number of regular and irregular verbs. It uses all tenses and persons and incorporates as much vocabulary from each new lesson as possible.
Notice how our emphasis on the proprioceptive sense in language learning has influenced our method. Verb use is important in English. In order to use the verb properly, the speaker must use tense and person correctly. However, tense and person have multiple components. There are cognitive components which are essentially controlled by memory. So we need to construct drills which retrain memory. This is accomplished using a great deal of repetition—these verb forms will be repeated thousands of times throughout these lessons.
During cognitive learning, however, we also want our students to develop the proprioceptive sense which will retrain their mouths to pronounce the words correctly.
After all, the difference in deciding between "take" and "takes" is a function of pronunciation as far as the tongue and hearing are concerned. Therefore, in all of these exercises, we have simultaneously retrained the students' cognitive, proprioceptive sense, and hearing by forcing them to speak aloud, listening to both the narrator and their own voice, and experiencing the feedback from their own mouth as they speak.
Everything you heard the narrator say would be perfect English. It is perfect in both its pronunciation and syntax. You could use these lessons for two hours a day for five days a week.
If you would repeat exactly what the narrator says, you could speak perfect English for 10 hours during that week, even though you were studying by yourself.
Of course, you could probably do a written exercise using the same material. It would be a cognitive exercise, but it would not involve any retraining of your mouth or hearing. You would probably work on it for two hours or less during the week. The results would be negligible in terms of teaching you to speak English fluently.
However, studying English this way will be difficult. There is no way that you can repeat the same sentences enough times to retrain your mind, mouth, and hearing without becoming weary in. That is the price you must be willing to pay in order to efficiently learn to speak English fluently.
This chapter will encourage you to be persistent in studying spoken English.
Staying at the task will be your greatest difficulty. This chapter will also encourage you to improve your spoken English fluency by reading newspapers. The chapter closes by telling you that you can expect success as you study spoken English. You are reading this book because you want to learn to speak fluent English. I trust it will help you. It is the world's most widely used spoken English language course, and it is helping thousands of students around the world learn English very quickly.
However, it is much more difficult to learn to speak English fluently in a country where English is seldom used. However, even though the course is free on the internet, it will still cost you a great deal to learn to speak fluent English.
It will cost you time and a great deal of personal discipline. There will also be the cost of changing your method of studying English. You must stop wasting your time on English grammar and writing lessons and practice spoken English instead—even when others tell you that in order to learn to speak English well, you must study English grammar and writing.
Has studying English grammar really helped you speak English fluently? Why is it free? Many probably think that I am trying to sell them something later.
I especially want to help those who do not have much money. There is also a practical reason—it is too expensive for me to pay others to market a new product world-wide. I know that this new method is the best way to learn spoken English.
That is true even though it is impossible for me to change the way our universities and colleges teach English in the United States. There is only one way I can show them that this method is more effective. After only two years on www.
Its worldwide use increases every month because students are finally learning to speak English so quickly. In order to succeed at learning to speak English fluently, you must remember the four rules previously given in Chapter 2, plus a new rule I am adding now:.
There is no alternative to spending a great amount of time in spoken English language study. If you are devoting full time to it, then try to spend a full eight hours a day, five days a week on language study. If you are enrolled in an English class, you will need to supplement your class and preparation time with additional newspaper reading and spoken exercises for a total of eight hours of study each day. In all probability, however, you are not studying English full time.
Whatever your schedule permits—from one hour a day to eight hours a day—bring as much spoken language into your study time as possible. Lack of persistence is the largest reason why you would fail to learn fluent spoken English.
Though grammar-based study is ineffective, it is usually easier for a student to do written English grammar assignments than spoken drills. Written grammar assignments are also used because English classes are often too large for spoken language study, students do not have recorded audio lessons or audio equipment, written assignments make it look like more was accomplished, and because English teachers themselves often do not speak English fluently.
You will not succeed, however, until you have repeated the spoken English exercises frequently enough so that you can pronounce each sentence exactly like an American. That will take far more time than merely learning what each sentence means. They are confusing their understanding of grammar with their ability to speak. I have had these "advanced" students come to one class and then quit.
Yet, they could not speak fluent English. In fact, practicing the drills until you can really speak fluent English will be the most difficult part of these lessons. You need to be persistent. But trying too hard to learn spoken English can also hinder your progress. When you studied for important English exams in school, you worked hard to memorize grammar rules, you lost sleep in order to study, you worried about your grade, and you were anxious during the exam.
As a result, stress was often associated with English study. But you were not anxious about the language itself when you were speaking. To use this new Proprioceptive Method to its full advantage, you must hear yourself speaking English correctly. If stress accompanies the language learning process, your spoken English will not be normal.
Be persistent in spending the time necessary to learn spoken English. But avoid becoming stressed. However, even while you are studying these lessons, you may add variety by reading an English newspaper. Always read aloud using full voice volume.
A simple way to do that is to read an English newspaper aloud for one hour each day. Continue to use a vocabulary notebook and learn the pronunciation and meaning of new words. If you are not certain that the English newspapers published in your country use good English many do not , then go to the internet to find newspapers published in English-speaking countries. If you are studying American English, be certain to use newspapers which are actually published in America in order to get the vocabulary and expressions you want to study.
You may want to use the following internet sources. You can usually print newspaper articles from the internet for your study. If the normal print function on your computer does not work—or if it prints more than just the article you want—you can drag your mouse over just what you want to save to highlight it, click copy, and then paste it into a new document on your computer.
Learning to speak any new language is a difficult task. But it is not impossible. However, language learning always seems to move in steps. You will study for a period of time and then reach a plateau where it seems as though you are not making further progress. Then, suddenly, you will realize that you have once more made excellent progress.
Then, for a time, it will again seem as though nothing is happening. This is a normal process. These stair steps in spoken English fluency will be much more apparent to you than they will be to someone who speaks English well. If you are studying diligently, a first language English speaker will undoubtedly hear regular progress in your ability to speak English, even when you think nothing is happening.
Just two years after it was introduced on www. Lundquist has an undergraduate degree in both Anthropology and Education, and a Master's degree in Education. Following graduation, he studied French in Paris, France for a year where he first became acquainted with spoken language instruction.
He then lived in an African country for nine years where he developed his own language course because little was available in the local schools.
During the time he was learning his second language, he developed many of the methods he describes in this book, Learning Spoken English. He has the personal experience of learning languages and also knows the frustration of being regarded as "stupid" because he could not speak a new language well.
Lundquist has done considerable innovative work. He has 14 published books in the fields of electrical training, ancient Greek manuscript exploration, and English language study. He is a licensed, supervising electrician and holds 23 issued U. Flag for inappropriate content. Related titles. Jump to Page. Search inside document. Chapter 5: Selecting a Text Chapter 6: Studying the English Verb Chapter 7: And you need to improve your spoken English very quickly.
Throughout this book, I will emphasize spoken English.
An open-loop machine control. A closed-loop sprinkler system. A closed-loop machine control. The three components of human speech and their primary functions. In human speech, the mind must constantly monitor the feedback information from both the speaker's own hearing and the proprioceptive senses which enable the mind to http: Control and feedback in human speech.
A Chinese-speaking child learns to mimic the important tones which change http: Yet, this is exactly what grammar-based English instruction has traditionally done by introducing grammar, http: Chapter 2: To learn to speak English correctly, you must speak it aloud.
To learn to speak English fluently, you must think in English. The more you speak English aloud, the more quickly you will learn to speak it fluently.
You must never make a mistake when you are practicing spoken English. More to the point, the instruction program seldom has enough teachers to correct every student's http: Chapter 3: This gain would be greatly augmented, http: Chapter 4: Historically, many languages such as Greek and Chinese, http: They must use the same http: If you are using the Lesson Text for your reading, you will have the added advantage of familiar vocabulary and audio http: Study these words enough so that http: Review your vocabulary meanings regularly with your English teacher.
You could easily have the following discussion after only four weeks of http: She would again ask the first question twice, allowing you to respond accordingly. However, if http: Chapter 6: In the early lessons, we use only the following format which I will call an "A" format verb drill:This means that the system does not observe the output of the processes that it is controlling.
Bring my bycle at once. It is important that you speak loudly and clearly when you are studying spoken English. It is not taking. As I progressed through primary school and on into secondary school, my language ability matured as a result of my home and school environments.
Review your vocabulary meanings regularly with your English teacher.