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PDF Drive is your search engine for PDF files. As of today we have This book ( Learning Spoken English) may be freely published in English or translated. PDF Drive is your search engine for PDF files. As of today All and all, this book is your free ticket. to. the world of speaking better and fluent English Spoken. A downloadable self-study English course used The English portion of this Student Workbook for the Spoken English Spoken English Learned Quickly www. .. again = book = lesson = otra vez libro lección ✍. LESSON 1 VOCABULARY.

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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.”. The Spoken English course will also empower you, intellectually, to assignments in this book are essential to the accomplishment of these objectives. WORKING . In your assignment file, you will find the details of the assignments you.

You have an opportunity for a better paying job, but you need to improve your English before you can apply. Or, you want to enroll in a university in the United States, but your English is not good enough yet. You have already taken English classes for two years in secondary school. Maybe you have studied more English at the university. You know English grammar and can write, but you need to learn how to speak English.

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 ex- plain. And some are complex enough to require a highly technical ex- planation. But spoken English is one subject of study, whereas the for- mal rules of English grammar are quite another.

Now I can answer the question, "Do you need beginning and ad- vanced English lessons to learn the language? 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.

Pdf book spoken file english

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.

Complex English sentences I need to add an explanation so that what I am saying is understand- able. English grammar identifies simple sentences sentences with one main clause , compound sentences sentences with two or more main clauses , complex sentences sentences with one main clause and at least one subordinate clause , and compound-complex sentences sentences made up of two or more main clauses and at least one subor- dinate clause.

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 talk- ing 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 les- son, it does not represent multiple, specialized language divisions.

But it's too difficult to start with normal English Not really. Once you understand the "hello"s and "goodby"s in Eng- lish, 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 Eng- lish you want to speak. Use it from the very start of your language study. This is not as difficult as it seems. If you are using the Spoken Eng- lish Learned Quickly course, you will discover that Lesson 1 uses nor- mal English sentences, even though it uses only the present tense. Les- son 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 in using Spoken English Learned Quickly is not merely to understand the sentence as though it was part of a grammar exercise. 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.

Chapter 5: Selecting a Text. 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. The newspaper article becomes an excellent text for language study.

If you are using Spoken English Learned Quickly, both the text and the audio recordings have already been prepared for you. In this chapter, I am using the term text to identify a written manu- script.

A newspaper in English is usually an excellent source for a study text. Most newspapers use good syntax, relatively simple sen- tences, 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 broad- cast.

I will explain the use of a newspaper as an English text in this chap- ter because it will help you to understand how the text would be used. However, if you are using the Spoken English Learned Quickly les- sons, the text and the audio recordings are complete and all of the fea- tures in this chapter are already built into that course.

This material may be read aloud exactly like a newspaper. You may also print each Les- son Text from the downloadable section of the website. After you complete the Spoken English Learned Quickly lessons, you will still want to read newspapers as you continue studying Eng- lish.

You can become very fluent in English—and develop an excellent vocabulary—if you continue to read English newspapers aloud.

How- ever, at that point you would not need to make audio recordings. Read- ing 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 pronun- ciation and voice inflection would be acceptable.

If not, you would need to return to the Spoken English Learned Quickly lessons until your pronunciation was correct. Going from a written text to an audio recording In this chapter, I am merely describing the text itself. For the mo- ment, I will assume that you would have a teacher who is a first lan- guage 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 spo- ken 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 tran- scribe 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 pre- served printed copy.

Because live radio broadcasts are difficult to re- cord with inexpensive audio equipment, you would likely have diffi- culty 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 newspa- per text for the audio recording. The text would be recorded so that there would be adequate pauses for your study. Selecting a Text Using the newspaper for vocabulary 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 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 you know what they mean when you read the article. 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 in your notebook, place a second check 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 exam- ple, "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.

Spoken English Learned Quickly does an excellent job of teaching English verbs. 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 Eng- lish 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.

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 note- book. 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 expres- sions in other articles. If you still cannot determine the meaning of an expression, ask your English teacher for assistance. Review your vocabulary meanings regularly with your English teacher. Using the newspaper for syntax development 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 cor- rectly. 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 conversa- tion as mentioned below. The same exercises suggested below would be as profitable for syntax as they would be for fluency and conversa- tion. Using the newspaper in order to learn expressions 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 ex- pression 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, put- ting 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.

For example, you may read a sentence in a newspa- per which says, "We're getting all kinds of calls from people who are panicking and asking what they can do. Using the newspaper for fluency enhancement In this use of the newspaper, you would simply read rather than al- ternating 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. Ini- tially 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 pro- prioceptive 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. Using the newspaper for conversation practice 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 mis- takes. A newspaper article can give you a great deal of structure for con- versation practice. This structure would give both you and your Eng- lish teacher a defined group of vocabulary words, defined sentences with an understood meaning, and a defined context in which the vo- cabulary 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 eas- ily have the following discussion after only four weeks of full-time lan- guage study. Notice that your teacher would ask each question twice, expecting that you will substitute a pronoun in the second response.

English teacher: 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 syn- tax. 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 pro- nounce them perfectly. Your English teacher would ask these two questions until you could answer word per- fectly 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. Spoken English Learned Quickly was designed for students who do not have a first language English-speaking teacher.

You would be able to do all of your study alone. However, if you are taking an English class using this course, your teacher should be able to use questions and answers with you in the same way illustrated in this chapter. If your teacher is not a first language English speaker, then most of your time should be spent studying with the recorded Spoken English Learned Quickly lessons—it should not be spent in English grammar lessons.

You have already studied enough English grammar in school. Spoken English Learned Quickly was designed so that you can learn to speak English as quickly as possible. Grammar lessons would only slow you down. Our promise to you As you know, Spoken English Learned Quickly may be freely downloaded from the website www. 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 under- standable—though simple—English. If you study for two hours a day for nine months using Spoken English Learned Quickly, you will be able to speak good English.

However, you must avoid a mistake too many students make. These students try to move too quickly and quit studying Spoken English Learned Quickly too soon. 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. See Chapter 7 for links to English newspapers. Chapter 6: Studying the English Verb. 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 Eng- lish verb. Spoken English Learned Quickly includes four kinds of spo- ken verb drills to help you learn the English verb quickly and correctly. Probably nothing marks someone struggling to learn English quite as much as improper use of the English verb's person and tense.

There- fore, 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. Spoken English Learned Quickly places great emphasis on the Eng- lish verb. 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 per- sons and tenses. A short introduction to verb drills 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. Of course, I am exaggerating. Yet, if you learn every tense and per- son 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. As I have taught the Spoken English Learned Quickly course, I have discovered that, in a relative few weeks of learning all new verbs in their entirety, an adult student with no pre- vious English study is able to conjugate verbs which they have never before encountered.

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. Spoken English Learned Quickly was designed to be used as a self- study course. 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 spo- ken 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 spo- ken English? In Spoken English Learned Quickly we do not stop the instruction merely because our students are able to write the endings of certain verbs. 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 spontane- ous conversation. In the Spoken English Learned Quickly course, we try to follow the same pattern with other types of English words. It is far easier to learn big, bigger, and biggest, or angry, angrier, angriest, and angrily as cog- nate 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. The greatest advantage, however, is that this method teaches students how the English language is developed. When stu- dents 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.

Four types of verb drills In the Spoken English Learned Quickly lessons we use four verb table formats. 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:.

An "A" format English verb drill. He promised to call. Please call. It is calling. Since all of our exercises are recorded audio lessons, you would re- spond by repeating the words inside parentheses. We provide a page Student Workbook which contains the written text for all spoken drills.

Spoken English Books

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:. A sentence completion English verb drill. Complete the following sentences with ". 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 them here after work. She always met them here after work. You always met them here after work. 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 con- jugation in the context of the spoken language.

It also forces the stu- dents to be more mentally alert during the exercise. Later in the Spo- ken English Learned Quickly lessons, we add a third type of verb table which I am identifying here as a "B" format table.

It looks like this:. He promised to test it. Please test it. He is testing some. In this format, we force the students to move from tense to tense us- ing 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 us- ing 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. In Spoken English Learned Quickly, you will always study the verb using a spoken exercise without reading from the text after you are fa- miliar with that exercise.

We use a final verb exercise format in the Spoken English Learned Quickly course. That exercise with its spoken introductory explanation looks like this: Studying the English Verb Tense- or person-selection English verb drill. 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 per- sons and incorporates as much vocabulary from each new lesson as pos- sible. The Proprioceptive Influence 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 thou- sands 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 pro- nounce the words correctly. After all, the difference in deciding be- tween "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 skills, proprio- ceptive 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.

We have also done something else in Spoken English Learned Quickly which would be extremely important for you. 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 the way we are suggesting will be diffi- cult. There is no way that you can repeat the same sentences enough times to retrain your mind, mouth, and hearing without becoming weary in the process.

That is the price you must be willing to pay in order to efficiently learn to speak English fluently. Chapter 7: Success in Spoken English Study. This chapter will encourage you to be per- sistent 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 hundreds of thousands of students around the world learn English very quickly. If you lived in the United States, for each hour of study, Spoken English Learned Quickly would help you learn to speak English twice as fast as you could learn spoken English in a college English class.

However, it is much more difficult to learn to speak English fluently in a country where English is seldom used. If you live in a country where you do not regularly hear properly pro- nounced, grammatically correct English, Spoken English Learned Quickly could help you learn to speak English in even less than half of the time it normally takes in your country.

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? Many wonder why Spoken English Learned Quickly is free on the internet if it is really as good as claimed.

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 mar- ket a new product world-wide. But there is still another reason why Spoken English Learned Quickly is free. I know that this new Feedback Training Method is the best way to learn spoken English.

That is true even though it is impos- sible for me to change the way our universities and colleges teach Eng- lish in the United States. There is only one way I can show them that this method is more effective.

When hundreds of thousands of students around the world learn to speak English faster and better with Spoken English Learned Quickly than they can with any other course, then I will have proved the point. After only two years on www. Its worldwide use increases every month be- cause students are finally learning to speak English so quickly. Remember the four rules 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: The more you speak English aloud, the more quickly you will learn to speak fluently.

Success in Spoken English Study Now, let's add Rule number 5: Your success will depend on the amount of time you devote to spoken English study.

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.

Ide- ally, that will be eight hours devoted to actual speaking while using ei- ther the Spoken English Learned Quickly lessons or reading the news- paper aloud.

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.

Be persistent 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 be- cause 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.

Many Spoken English Learned Quickly students fail because they assume that when they understand the meaning of all the sentences, and know the meaning of all of the vocabulary words for a lesson, they have finished that lesson. 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. Another reason Spoken English Learned Quickly students fail is because they feel they are too advanced for these lessons. 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. This is why Spoken English Learned Quickly is so valuable as a self-study course—each student can progress at his or her own speed. In fact, practicing the drills until you can really speak fluent English will be the most difficult part of these lessons. 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 Feedback Training 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. Whether you are reading a newspaper aloud or re- peating drills from the Spoken English Learned Quickly lessons, forget that you are studying English and speak naturally just as if you were talking to a friend about a soccer game.

Continue reading the newspaper You will have more time to study spoken English with newspapers after you finish the Spoken English Learned Quickly course. How- ever, even while you are studying these lessons, you may add variety by reading an English newspaper. Always read aloud using full voice vol- ume. Then, when you have finished all of the Spoken English Learned Quickly lessons, you should continue practicing spoken English at least five days a week.

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 study- ing 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 usu- ally 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 in order to highlight it, click copy, and then paste it into a new document on your computer.

Some U. Search web sites for other U. But it is not impossible. The Spoken English Learned Quickly lessons will make it much easier for you. 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 exaggerated to you than they will be to those who speak English as their first language. If you are studying diligently, they will undoubtedly hear regular progress in your ability to speak, even when you think nothing is happening.

Be persistent! You can learn to speak English fluently if you work diligently. If you live in a country where good English is not regularly spoken, for each hour of study you can learn how to speak in even less than half the time it will take others in your country. This entirely new language study method for learning spoken English works extremely well. It was first introduced on the website www. Today, hundreds of thousands of students around the world are learning fluent spoken English using the Spoken English Learned Quickly lessons from the website.

This book completely explains this new language study method which is called the Feedback Training Method also known as the Proprioceptive Language Learning Method. You can now learn English—or any other language—faster and with greater fluency using this new method. Sitar and Piano. Examples are given below: I will not come. Abbreviations are basically the short form of a group of words. Piano etc. Suks vkfnA I can play many instruments e. Sandeep etc. Look at the following examples.

A Colon is often used when you enumerate a list of persons. Incorrect b Meeting was held on 25th October. A vki gesa viuh leL. Mom scolds me. Such group of words that communicate a complete message is called a sentence. Classification 1 okD. Ayansh is my son. Assertive or Declarative Sentences LohdkjkRed. Aman is not at home. Imperative Sentences vkKklwpd okD. Exclamatory Sentences foLe. Let me go. Sit there. Do you play? Is Aman not at home?

Dr djsAa Sentences. Z ugha dj jgk cfYd mlds ckjs esa rks flQZ crk. Z dh tkudkjh nsrh gSA eq[. Z dj jgk gSA blh rjg] eku yhft.

Z dj jgk gSA bl okD. Z dh tkudkjh feyrh gSA. Z dh ugha cfYd vkus okys le. Z dks dj jgk gks. Z dh ugha cfYd chrs gqbZ le. Plural — IY. When you think. Similarly if a person.

Okks og os Those books fdrkcsa nwj gaS vkSj. Excretion Removal of waste 4. Feeding 2. Z djrs gSa] tcfd futhZo ughaA 1. Growth 5. Breathing 3. A buls vkidks dkQh enn feysxhA. It will help you significantly while making sentences. If you think of something difficult.

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Ru u djsAa 4. There are two types of people who will tell you that you cannot make a difference in this world: What's the point of being alive if you don't try to do something remarkable. Don't wish it were easier. Terrified Lds. Don't let the fear of losing be greater than the excitement of winning. This lesson will help you improve your pronunciation but not just by mere reading.

Irrespective of how good you are in Grammar or even how fluently you speak. Exceptions are certainly there. Since the vowels are the base of pronunciation. Lojksa dk mPpkj. A If in a word. S is followed by H. Listen to Audio and understand the difference. A 1st type. Every question of yours and our endeavor to resolve your queries or clarify your doubt is our ultimate objective.

Even after reading the chapter and listening to the Audio lecture as well. You will come across lot many words and their pronunciations. TH dk mPpkj. You have just gone through a few rules and exceptions.

Get Up xSV vi mBuk. Sit flV cSBuk Pull iqy [khapuk 9. Game xse [ksy If not possible or comfortable in one go. It is possible that you might not know a few. Learn yuZ lh[kuk 3. Say ls dguk 5. Write jkbV fy[kuk Move ewo fgyuk. Walk okWd? Talk VkWd ckr djuk Come de vkuk Speak Lihd ckr djuk Alive vykbo thfor Home gkse? See lh ns[kuk Go xks tkuk Stay LVs Bgjuk Sleep Lyhi lksuk Tell VSy crkuk 6. We have also ensured that pronunciation of words written or spoken must be accurate because this is the beginning of your phenomenal journey of English learning.

Buy ck. Eat bZV [kkuk Think fFkad lkspuk Play Iys [ksyuk Ask vkLd iwNuk 4. Close Dyksl [kkl. Coward dkWoMZ dk. About vckmV ckjs esa Here fgvj. Beat chV ihVuk Brave czso cgknqj Cave dso xqQk Mouse ekml pqfg. Buyer ck. Bring fczax ykuk] ys tkuk Remind fjekbUM.

See Off lh vkWQ fonk djuk Seller lSyj cspus okyk Pain isu nnZ My ek. Then nSu rc Knife ukbQ pkdw Ours volZ gekjk T. Tiger Vkbxj ck? Tired Vk. Against vXksaLV fo Keep dhi j[kuk Probably izkcs SCyh 'kk. Smile Lekby eqLdqjkuk Open vksiu [kksyuk Give fxo nsuk Hop gkWi dwnuk Cage dst fiatjk Den MSu xqQk jgus dh tSls 'ksj dh Her gj mldk Remember fjeSecj. Bunch cUp xqPNk Cheetah phrkg phrk Lion yk. Blame Cyse nks"k nsuk Sour lkWj. Take Vsd ysuk] ys tkuk Early vYkhZ tYnh Perhaps ijgSIl 'kk.

Mine ekbu esjk Miss fel. Our voj gekjk T. Loss YkkWl uqdlku] gkfu Theirs nsvlZ mudk T.

SPOKEN ENGLISH by English Teacher (eBook) - Lulu

Win fou thruk Their nsvj mudk T. Spoon Liwu pEep Tall VkWy yEck Maybe esch 'kk. Past ikLV chrk gqvk Gorgeous xkWTkZl cgqr lqUnj Cut dV dkVuk ZM Fkdk gqvk Sword lksMZ ryokj Send lSUM Hkstuk Hers glZ mldk Lonely yksUyh vdsyk Rat jSV pwgk Deep Mhi xgjk Now onwards Early tYnh Cave xqQk Then rc Ever dHkh Enough dkQh HkkSaduk Bark Keep j[kuk See off fonk djuk Discrepancy Below uhps Achieve ikuk] izkIr djuk Something dqN In front of ds lkeus Cage fiatjk When tc.

Blanket dEcy Right now bl oDr Gorgeous cgqr lqUnj Escape cp fudyuk] Hkkx tkuk Hope mEehn djuk Hkstuk Send Get up mBuk Somewhere dgha 3. Awake txk gqvk] mBk gqvk Towards dh rjQ Awesome vkWle csgrjhu Few dqN Bunch xqPNk Hop mNydwn djuk 5. Spread QSykuk Fully packed [kpk[kp Hkjk gqvk Unwell rfc.

Firm determination Surely iDdk Feverish cq[kkj tSlk Drop in come vkuk Absolutely fcYdqy] iwjh rjg ls Sound Than rqyuk esa Regret [ksn gksuk] nq[k gksuk Against fo Keen mRlqd gksuk Kind n. Ekkeyk Matter. Away nwj Lonely vdsyk Ascribe Js. In most of the cases.

Flock ny] xqPNk Drain ukyk As per ds vuqlkj Incredible csgrjhu] tcjnLr egku O. By then Blame nks"k nsuk However fQj Hkh Ckpiu Childhood Your place rqEgkjs.

Learner lh[kus okyk At this time bl le. Hence blfy. Pretty lqUnj] cgqr Fortune favors the brave. At the moment bl le. Very first lcls igyk Finalize QSlyk djuk Alternative fodYi Asleep lks.

Definiteness of purpose is the starting point of all achievement. Tired Fkdk gqvk Forehead QksjgSM ekFkk Face Qsl psgjk Palm ike gFksyh Exercise-IV 1. Eyebrow vkbczks HkkSgsa Stomach LVed isV Eyelid vkbfyM iyd Beard fc. Lips fyIl gksBa Neck uSd xnZu Waist osLV dej Wrist fjLV dykbZ Ear bvj dku Throat FkzkVs xyk 2. Belly CkSyh rksna Head gSM flj Tongue Vax thHk Hair gsvj cky Nail usy uk[kqu Leg ysx iSj Chest pSLV Nkrh iq "k dh Arms vkEl Hkqtk] ckgq 6.

Breast czSLV Nkrh efgyk dh Cheek phd xky Knee uh? Skeleton LdSySVu dadky Feet QhV ryok Ru u djsAa 6. Z djus dk flQZ. Henry Ford tc lc dqN vkids f[kykQ gks jgk gks] rks. When everything seems to be going against you. I am not a product of my circumstances. The only way to do great work is to love what you do.

Dream big and dare to fail. He that has patience can achieve anything that he wants. People will forget what you said. Z gS oks tks pkgs ik ldrk gSA Steve Jobs egku dk.

Give me six hours to chop down a tree and I will spend the first four sharpening the axe. I am a product of my decisions. Exercise — VI 1. Zdkjh Exercise — VII 1. ZVu Ru djuk Benjamin Franklin. Z xzg. M] [kwu[kjkck Certain things catch your eyes. Either write something worth reading or do something worth writing.

Opportunities are not always given. Whom gwe fdls] fdlls] fdldks These are: Where os. In the very first example. Z jf[k. Why ok. Why and Which. Until when vafVy oSu dc rd Why o Which. How gko dSls 6.

How much gko ep fdruk ftUgsa fxuk ugha tk ldrk Listen to its pronunciation too. How many gko eSuh fdrus ftUgsa fxuk tk ldrk gS Fact is. When oSu dc] tc 4. By which gun ck. How old gko vksYM fdruk iqjkuk. When so ever oSuSlks. How beautiful gko C. What for oV QkWj fdlfy. At what way. With whom fon gwe fdlds lkFk In which glass bu fop Xykl fdl fxykl esa With which boy fon fop ckW.

For whom QkWj gwe fdlds fy. In what way bu oV os fdl rjg ls About whom vckmV gwe fdlds ckjs esa What then oV nSu rks D. How good gko xqM fdruk vPNk For what QkWj oV fdlfy. What else oV.

Which type fop Vkbi fdl rjg dk] fdl izdkj dk Which so ever foplks. Whatsoever oVlks. Since when flUl oSu dc ls What type of oV Vkbi vkWQ fdl rjg dk Whoever gw. By whom ck. Whatever oVSoj tks dqN Hkh V oV os fdl rjg ls How soon gko lwu fdruh tYnh Where in os.

Whenever oSuSoj tc dHkh Whichever fop. Why so ok. With who people fon gw ihiy fdu yksxa ksa ds lkFk Whereas os.

How far gko Qkj fdruk nwj Whosoever gwlks. How many such people gko eSuh lp ihiy.

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Which sister of yours fop flLVj vkWQ. How much money gko ep euh fdruk ikuh How many hairs gko eSuh gsvlZ fdrus cky At what time. How many stars gko eSuh LVklZ fdrus rkjs If you face any problems understanding anything at all or you have any doubt or clarification needed. How many brothers of yours gko eSuh cznlZ vkWQ. How many brothers gko eSuh cznlZ fdrus HkkbZ Every single word in a sentence is given a name i.

Important Facts: Conjunction la. Interjection foLe. Lesson — 6 Parts of Speech. To understand the sequence of words so that the sentence delivers the correct message.

Verb etc. Pronoun loZuke loZuke dk iz. Noun laKk fdlh Hkh izk. Articles are not considered a separate part of speech. The fact is. What is common in both? They both are mobile. There are lot many examples as such. This definition is not incorrect but we need to know a little more. They both are boys. Ram and Raju. Even if. Place or thing. As Since childhood. Corporation etc. People yksx. What is common in them? They all are fans. Hariyana and Bihar.

Xykl Glass. In other words. What is common in these? These all are states. A In a sentence. Now the question is. Subject is either a noun or a pronoun. Just like the first example. Oh yes!. Love is life. As per the rule. There are a few words. Let me tell you. Honesty is in my blood. Thinking so much is not good for health. I read books. Loving you is a part of my life. Paper x. We had told you that the subject can either be a noun or a pronoun.

Running daily is good for health. Rahul smokes. Two types in another classification Example: A Understand this table through audio lecture to a better extent: Smoking is injurious to health. Uncountable Noun ftUgsa fxuk ugha tk ldrkA Delhi.

Reading is a good habit. Hate etc. I run 5 kilometers a day. In fact. I think about them. Cow etc. The Noun: Chair etc. It denotes a Female. Actor etc.

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Brother Woman. Place or Thing. He is my friend. Ram is my friend. These such words. Ru dfj.

English file spoken book pdf

His father works with my father. Yours rqEgkjk Our. Reflexive Pronoun Example 1. Mine esjk Your. Mine dk iz. Possessive Pronoun Example 1. My dk iz. A Do it yourself. Objective Pronoun Example 1. Since Aman is the name of a person. It gives an idea about the amount of water. Adjectives describe a noun or pronoun. Since Ram is a noun. Comparative 3. Positive 2. There are three degrees of adjectives- 1. Dehradun is a huge city.

I am taller than you. She is a very nice girl. They are cute.

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It is a bright day. They both are in a difficult situation. Miss eryc. You might think of doing no physical work but still you must remember that your brain is functioning.

Main verbs dh rhu forms gksrh gSa] dqN egRoiw. Comparative and Superlative. Lr gSaA 2 You left at 4 pm and soon afterwards. Positive Comparative Superlative 1. My God!. Well done!. Oh my God!. Hkkoukvksa dks O. Oh no!. What a tragedy!. Such words or phrases are followed by an exclamation mark! So sorry!. How tragic!. Dr djus gsrq fd. Interjections may express: Dr djus ds fy. My Goodness!. An and The — These three are called Articles.

Pay attention to: The university — n. An vkSj The. Before we start. If it is true. They are also classified as adjectives because they modify nouns or provide additional information about them.

Rahul is at the door. Just imagine. Read the following. A dk iz. A boy ckW. The world. The CEO. The Rawats. The Atlantic. Incorrect All the books are kept on the table. The Moon. The rich. Few Cases: The Khans. The lowest. The Globe etc. Correct Correct All books are kept on the table. The president.

The only batsman etc. The Guptas. The poorest etc. The Nile. The sky etc. The third member etc. The United Kingdom. The youngest. The poor. The Jacksons etc. The Qutub Minar. The Earth. The Republic of Ireland etc. The second occasion. The most. Incorrect I am reading the whole book.

I am reading whole book. The young. The Philippines etc. The first time. The only friend. The Eiffel Tower. The oldest. The pecific etc. The Lal Quila. Incorrect He is suffering from fever. He is suffering from the fever. Dinner ls igys ugha fd. I live in the India. Incorrect I speak Hindi. There is a saying.

The Ram. The India. We request you to practice as much as possible. I speak the Hindi. Read newspapers. Incorrect I live in India. The Delhi.

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