EASY SPOKEN ENGLISH PDF

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Spoken English. Learned Quickly. A downloadable self-study English course used by professionals and university students. Complete lessons for both beginner. PDF Drive is your search engine for PDF files. As of today we have . Powerful English Speaking - Learn English Easily and Fast With. 14 Pages·· Here's how to improve spoken English on your own in 14 practical, easy steps. Download: This blog post is available as a convenient and portable PDF that.


Easy Spoken English Pdf

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There are many ways to learn English outside of the classroom. The ideas you will read earbuds while you're talking to yourself and everyone will think bestthing.info You can . To get real results with English, you need to speak easily and automatically. Using the Effortless English system, they learned to speak English easily. In spoken English, many people say 'cause as a short form of “because.” Use these words to give one example of the idea you are talking about. Both of these .

The issue is not whether or not you need to know English grammar. The question is, "How do you learn English grammar best?

As I progressed through primary school and on into secondary school, my language ability matured as a result of my home and school environments. In retrospect, I believe this is what happened: for the most part, I used proper sentence structure and pronunciation because that is what I heard in my home.

However, when I went to school, I needed to learn grammar. I—like probably most of my classmates—did not learn to speak because I studied grammar. Rather, I was able to learn how to do grammar exercises because I already knew how to speak. Certainly, I learned many important things about English through grammar study.

But it was of importance to me only because I had already achieved basic English fluency. I did not learn to speak English as a result of English grammar lessons.

Speaking English Books

I also took two years of Spanish in secondary school. We started with basic grammar. We wrote exercises every day. But we almost never heard spoken Spanish, much less spoke it ourselves. Within 10 years of my secondary school graduation, I spent a year in Paris studying French.

I had the great fortune of enrolling in a French language school that emphasized spoken French to the complete exclusion of written exercises. Not only did I learn French grammar—meaning that I learned to use sentences that communicated what I intended to say to a French listener—but because French and Spanish verb construction is similar, I also began to understand the Spanish grammar which made no sense to me in secondary school. Because I could read and write in English, I had no difficulty reading French.

It was a simple transfer of knowledge from reading in English to reading in French. Later, I studied an African language. Because school-based language courses were almost non- existent in that country, all of my language training was done by way of recorded language drills that I adapted from local radio broadcasts. I also had a university student as my language helper.

Yet, I learned how to structure a sentence which is applied grammar and write in that language much more quickly than had I been studying grammar and writing independently of the spoken language. Traditional English instruction for non-English-speaking students has reversed the process with poor results.

Most English classes teach grammar as a foundation for spoken English. The quickest way to teach students to read English is to teach them to speak it first. The fastest way to teach them sufficient grammar to pass college entrance exams is to build a foundation by teaching them to speak English fluently.

Whenever the process is reversed, it takes a needlessly long time to succeed in teaching grammar and writing skills, much less fluent spoken English. The fastest way for you to learn excellent English grammar is to learn it while speaking. When you have repeated the sentences enough times so that they sound correct to you, you will have learned English grammar. But the grammar is learned by speaking, not by writing. Do not misunderstand what I am saying. You cannot speak any language well without knowing its grammar because grammar consists of the rules used to put words together into meaningful sentences.

In English, we can use a given number of words to make a statement or ask a question by the way in which we order the words and use inflection. Simply stated, placing the words in the correct order is applied grammar. English is unintelligible without it. The question is, "How will you learn English grammar best? 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.

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. 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? 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. 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. 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: "The Saturday afternoon program was like a two-ring circus. 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. 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. 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. 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.

English Speaking Basics

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. 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.

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. 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. Always pronounce vocabulary words -- do even your vocabulary study out loud. Choose a topic, set a timer for two or three minutes and just talk.

The point of this exercise is to watch your mouth, face and body language as you speak.

Talk for the full two or three minutes. You can always look up how to say that word after the two to three minutes end. This will definitely help you find out what kinds of words or sentences you have trouble with.

The more you stop, the less confident you sound and the less comfortable you become. Try the mirror exercise above, but challenge yourself to speak without stopping or stammering taking pauses between your words the entire time. You can fill in the correct grammar and word rules as you learn them better. Word games like this will help you find the right placement for your mouth and tongue, and can even help your pronunciation.

Use them to improve your fluency. Choose a short part of a show and repeat it line by line. Try to match the tone, speed and even the accent if you can. Try to sound just like the native speakers on the show. FluentU is a great way to practice listening and repeating. This makes listening and repeating even easier. Just turn off the subtitles when you want a challenge! FluentU helps you learn fast with useful questions and multiple examples. Learn more. At FluentU, you can decide how you learn.

The more you listen to this authentic English, the better you will understand how to speak English naturally. Pay Attention to Stressed Sounds English uses stresses in words and sentences. Listen to where native speakers place the emphasis when they speak.

Try to repeat it the same way to improve English stress in your own speech. Sometimes the placing the stress on the wrong syllable completely changes the word.

Learn to hear the difference! Sing Along to English Songs Singing along to your favorite English songs will help you become more fluent. Once you can sing along to Taylor Swift and Jason Mraz , you can test your skills with something a bit more difficult: rap!

learning spoken english pdf

Rap is a great way to practice English because often the words are spoken like regular sentences. However, the rapper uses a stronger rhythm and faster speed. Make speaking easier by learning the different forms of any words you learn. Knowing the correct way to use a word in any kind of sentence is important.

Lesson Index - A List of all Lessons at TalkEnglish.com

This knowledge will help you while speaking. Learn Phrases, Not Words An even better idea to improve English is to learn word phrases, not just words.The trade-off is costly and retards progress.

That is what I mean when I say, "The more you speak English aloud, the more quickly you will learn to speak fluently. Yet, we still would not want you to make mistakes. Navigation English Language and Culture Blog.

Just relax! Choose a short part of a show and repeat it line by line.

Far from it. The same exercises suggested below would be as profitable for syntax as they would be for fluency and conversation. That is not what you would want your English teacher to do for you now.

VALRIE from South Bend
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