Improving Your Speaking Skill

SAYING GOODBYE

Mina: I’d better be going. See you later.

Oliver: It might be awhile before we run into each other again.

Mina: Why is that?

Oliver: I’m going to Puerto Rico for three months starting next Tuesday. I got a job there for the summer.

Mina: I didn’t know that. That’s great! I’ve never been to Puerto Rico, but I’ve heard it’s nice. Have a good trip. It’s a shame we didn’t have more time to catch up. Is your girlfriend going with you?

Oliver: Yeah, she is. She got a job there, too, so we won’t have to be apart for three months.

Mina: That’s good. It’s too bad I won’t get to see her before you two leave. Give her my best.

Oliver: I will. Oh, I’d better get going or I’ll be late.

Mina: It was good seeing you.

Oliver: You, too. Stay in touch.


Mina: I will. Let’s get together when you get back from Puerto Rico.

Oliver: I’d like that. Bye. Mina: Bye.

Speaking Techniques

A FAST WAY TO MAKE YOURSELF UNDERSTOOD

MP3 - Download Audio

Last week English teacher Nina Weinstein talked about ways to get mentally prepared. The most important part of any speech is you, Nina says. But for the audience, the focus is not you but the information they are there to get. And one way for English language learners to make themselves more understandable is to slow down.

NINA WEINSTEIN: "You can't make your pronunciation perfect if it's not there yet. You need to take pronunciation classes or whatever, but you still have to give your speech. And so one of the most effective ways to be understood is to cut your speed in half. Whenever you're speaking to a group you have to slow down anyway, even if you're a native speaker. So that's one technique.

"Another technique is to open your mouth wider. A lot of times students feel that they're pronouncing the 'th' sound or the 'w' sound or the 'b' sound fully, but in actuality if their mouths are not open wide, then maybe thirty percent of the sound is being trapped. And so just doing those two things makes it easier for the audience to understand you no matter what level you are."

RS: "So how would you practice doing these skills? Basically what we've talked about is the end game, of actually making a presentation. How do you get there? How do you practice -- can you divide this up into bits?"

AA: "Do you write out the speech word for word and try to memorize it?"

NINA WEINSTEIN: "No, no, I don't encourage my students to do that, and none of the places that I've taught have encouraged that. If you write it out word for word, then what you're ultimately going to do is memorize it, and then you're reading. You just memorize something, and you're kind of giving that as if you're reading it. No, I have my students put it on three-by-five cards and just put lines as if they're outlining it, just put things that will help them with the sequence of it, so they don't forget something that they want to say.

"As far as the actual practicing of it, they practice in front of a mirror, we practice in class. But one of the things that they should do that I think is really effective is to have someone videotape them. Because one of the issues about giving a speech is controlling your body language.

"You don't want to stand like a statue, but on the other hand you don't want nervous gestures. I had a student who played with his hair the whole time, so that becomes really distracting and it focuses the audience's attention on the fact that he's nervous.

"So if you videotape, you're going to see something like that. Or sometimes students will kind of sway back and forth a little bit or maybe they're holding the cards in their hands and they're tapping on them with their index finger, or those kinds of things that can be caught if they videotape."

AA: "And kind of look back and forth across the audience as you talk, look in front and in back? What do you tell people to do with their gaze?"

NINA WEINSTEIN: "They need to make eye contact. What happens sometimes is that students will sweep the audience but they won't go all the way to each side, so the people on the ends are left out. And that's how it feels as an audience member if the speaker doesn't look at you, you feel as if you've been left out.

"So you want to make sure that you're looking at everyone. You don't have to actually look at them, but you have to look in their direction, so it feels like you're looking at them. In a small group, you actually will be looking at them. But let's say that you're speaking in front of fifty people or a hundred people. You won't actually be looking at each person, but you'll be sweeping the room so that it looks like you are."

RS: "And just moving on beyond the classroom, how do you think that by doing these kinds of oral presentations in the classroom can help them with their English language learning outside the classroom?"

NINA WEINSTEIN: "I think it can help them in every way. First of all, they get confidence because they feel what it is to be in control of English. I think when we learn another language we know that we're not in control. We're trying our best and we're juggling so many different skill areas and so forth. But the tricks that I teach them, the slowing down, the opening your mouth wider, if there's a grammar issue and people don't understand, you can go back to the basic grammar structure of subject-verb-object -- these are all tricks and tools for them to control themselves in English.

"And so I think once they feel that, my students tell me that they apply it to their other classes, whether they're giving oral presentations or they're just expressing their opinion in a class. It's basically the same skill."

Everyday Conversations

I COULDN'T HELP IT

Daryl: I am upset. Somebody told my boss I have a part-time job.
Smith: And he doesn't like that ?
Daryl: No, he doesn't. He thinks that I am too tired to work.
Smith: I am sorry. I have to admit I told him.
Daryl: You told him ? Why ?
Smith: I couldn't help it. He asked me point-blank.

Explanation :

• If you can't help the way you feel or behave, you cannot control it or stop it from happening. You can also say that you can't help yourself.
• If you say something point-blank, you say it very directly or rudely, without explaining or apologizing.

Spoken English

'UH HUH', 'UNH UNH' AND 'OOPS!'

Listen
AA: I'm Avi Arditti with Rosanne Skirble, and this week on Wordmaster: we talk with English teacher Nina Weinstein about some expressions in spoken American English that you might not find in a dictionary.

RS: But if you are a good listener, you'll hear them. They give people time to think while helping connect one thought to the next.

NINA WEINSTEIN: "One of the useful links, I think, is the expression 'let's see,' which means 'let me think.' Often my students will use a kind of word like that from their own language. And so they'll be speaking Japanese or Spanish or whatever with their linking word and THEN they'll continue the rest of the sentence in English. And so I give them 'let's see' as a way to bridge their thoughts and also give them time to think."

AA: "'Let's see' also has a meaning in itself, though, too, doesn't it? Where, for example, you're not sure which way you've decided on something so you'll say 'OK, let's see' -- let's see what happens. 'Let's see.'"

NINA WEINSTEIN: "I think you're right. I think it could indicate that you're not sure of the answer. It has a lot of meanings. And a lot of these have dual meanings, like the simple expression 'uh huh.' Uh huh can mean that we're listening to what the person is saying, so this is a way of keeping them talking. It can also mean yes, or it can be pronounced 'um hmm.'"

RS: "What about no?"

NINA WEINSTEIN: "'Unh unh.' And my students often have a problem distinguishing between uh huh and unh unh."

AA: "Give us an example of how to use them correctly."

NINA WEINSTEIN: "'Do you want to go to the movie?' 'Uh huh.' Do you think that the movie will start after nine?' 'Unh unh.'"

RS: "You say your students have trouble distinguishing between the two?"

NINA WEINSTEIN: "Right."

RS: "Now, do you reinforce them with facial expressions or shaking your head, or nodding your head [yes] or shaking your head no?"

NINA WEINSTEIN: "I talk about the beat. If you listen to 'uh huh,' the accent is on the second syllable. If you listen to 'unh unh,' it's equal. So 'unh unh' is more staccato. And I tap my hand on the desk to kind of reinforce this. And then I usually asked them if they sing karaoke or something like that, so they get the idea of the beat. But I don't sing for them!"

AA: "Unh unh."

RS: "So you give them a couple of examples and they're tapping out on their desk whether it's yes or no?"

NINA WEINSTEIN: "Exactly."

RS: "I want to go back to unh unh, uh huh and a third one, 'uh oh.'"

NINA WEINSTEIN: "Uh oh."

RS: "They sound very similar. We have three here and if you could go over them again for us, I think that would be very useful because they sound so similar, but they're used in such different contexts."

NINA WEINSTEIN: "Well, I think if we look at the rest of the sentence or listen to the rest of the sentence, that gives us a big clue. If someone asks a question and the answer is uh huh, then it has to be either yes or no, so that pretty much narrows it. If there's a situation -- for instance, if a person spills some coffee or something like that, and the person says 'uh oh,' I think there's a kind of feeling that the situation gives us that something bad has happened, and uh oh means 'oh no,' there's a problem, something bad has happened, there's trouble or something like that. So often the situation will give us the idea."

AA: "It's a synonym for 'oops,' right?"

NINA WEINSTEIN: "It can be oops. We also say 'whoops.'"

AA: "What about a word like 'hey'?"

NINA WEINSTEIN: "Hey is actually a conversational strategy and it's used to draw attention to what you're talking about: 'Hey, did you see the movie on Channel 3 last week?' So I can delete the hey and still have a good sentence, but hey adds a kind of attention focus to the sentence."

RS: "What would you suggest to do to teach these things? Is it just to listen a lot?"

NINA WEINSTEIN: "I think that often what I read in the literature is a kind of lumping together of all of these strategies. But just in what we've spoken about today, you can see that they're very complicated, or they can have multi-purposes, each one. So I think that we need to give students systematic practice in hearing them and in distinguishing when the differences can be confusing, such as uh huh/unh unh."

AA: Nina Weinstein is an English teacher in Southern California and author of the book "Whaddaya Say? Guided Practice in Relaxed Speech." She's put together a list of conversational strategies including the ones we talked about today, which we'll post on our Web site, voanews.com/wordmaster.

RS: And that's Wordmaster for this week. Our e-mail address is word@voanews.com. With Avi Arditti, I'm Rosanne Skirble.

MUSIC: "Uh Huh Oh Yeh"/Paul Weller
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Conversational Strategies

Vocabulary or techniques used in spoken English, but not in written:

• Uh huh shows the speaker you’re listening; can mean “yes”; can be pronounced “um hmm” (mouth closed)
• Unh unh means “no”; can be pronounced “mm mm” (mouth closed)
• Uh, um give the speaker time to think. (Don’t use these too much.)
• Hmm means “I’m thinking” or “That’s interesting.” Can be pronounced “Mmm.” (“Mmm” can also mean “I like it" – food, an idea, etc.)
• Uh oh means “Oh no, there’s trouble.”

You know establishes understanding between the speaker and listener ("The restaurant is on the street; you know, the one just before you get to the mall.") It also gives the speaker time to think.

• Huh? is informal for “what?” Can be pronounced “hmm?”
• Hey is a casual way to draw attention to what you’re saying. Often begins a sentence.
  

In other words can begin a sentence. Can be used to check that the listener understood the speaker (very useful for second language learners)

Oops or whoops is used when someone makes a mistake or drops something.

Let’s see means “let me think” or “I’m thinking.” Often begins a sentence.
Tsk tsk tsk expresses disapproval

Aha means “I’ve discovered something.” Usually said with a lot of emphasis.

Other conversational strategies include:

Irregular pacing. Natural English isn’t spoken at one speed; native speakers can speed up or slow down within a speech, sentence, or even a phrase.

Repetition of words. Words and phrases are often repeated spontaneously.

Speaking Practice

UNIT 8: LOVING AND DATING

- Dating practices vary from culture to culture: ways of dating are different from country to country.
- People date for a period of time to see if they are compatible.
- There are three typical kinds of date: going out on group dates with a number of friends, going on blind dates (going out with a person that you've never met), and going with your only partner.
- Be careful when dating because people sometimes don't show their true colors on the first, second, or fifteenth date.
- It's difficult to get to know someone through email or online.

QUESTIONS:

Why do you date?
Where do you want to have dates?
Why do you choose such places?
What should you do at the first date?

Avoiding Your Mistakes

DAY 2

Wrong: Come to here.
Right:Come here.

Wrong: Common students in US don't wear a uniform.
Right: The average students in US don't wear a uniform.

Wrong: Who cooked this salad ?
Right: Who made this salad ?

Wrong: Different from me, she is proficient in English.
Right: Unlike me, she is proficient in English.

Wrong: Little children are difficult to understand that.
Right: It is difficult for children to understand that.

Avoiding Your Mistakes

DAY 1

Wrong: It's seven twenty o'clock.
Right:It's seven twenty.

Wrong: Your coat is broken.
Right:Your coat is torn.

Wrong: Susan didn't make a fault anyway.
Right: Susan didn't make a mistake anyway.

Wrong: Would you mind posting this letter for me ? Yes, certainly.
Right:Would you mind mailing this letter for me ? Of course not. OR ( Not at all )

Wrong: He becomes better.
Right:He got better.

Wrong: We'll have a hearing test tomorrow.
Right:We'll have a listening test tomorow.

Wrong: I recommend you to take a long vacation.
Right:I recommend that you take a long vacation.

Wrong: The last bus leaves at eleven o'clock. It's about eleven now, Hurry up!
Right: The last bus leaves at eleven o'clock. It's nearly ( almost ) eleven now, Hurry up!

Wrong: It was still bright outside.
Right: It was still light outside.

How To Speak English Well

Unit 33: STUDENTS AND PART-TIME JOBS

- As a matter of fact: in fact

- time-consuming: tốn nhiều thời gian, đòi hỏi nhiều thời gian, cần nhiều thời gian

- experimental (a): trial or special observation

- psychology: human soul

- aspect (n) : field.

- Significant (a): much

- Expense (n); money you spend on s.yh

- To take s.th into account: to consider s.th

- To provide s.o with s.th: to provide s.th for s.o

- to be familiar with s.th : to be used to s.th / doing s.th

- to interact: to communicate

- self-esteem (n): The holding a good opinion of one's self: long tự trọng

- to donate: to give

- worthwhile (a): very good

- to indulge in s.th / doing s.th: like doing s.th very much

Function of English

FUNCTIONS OF ENGLISH

1. ASKING FOR REPETITION

- Sorry. (with a rising intonation)
- Pardon (me). (with a rising intonation)
- Excuse me. (with a rising intonation)
- I’m sorry. I didn’t hear what you said.
- Could you repeat what you said, please?
- Could you say it / that again, please?
- Would you mind repeating that, please?


2. ASKING FOR MEANING

- Repeat the word or phrase that you didn’t understand.
Ex: Philosophy?
- Ask for spelling
Ex: Philosophy? How do spell that?
- Philosophy? What does that mean?
- Excuse me. What does “philosophy” mean?
- What do you mean, exactly?
- Could you explain what you mean, please?
- Could I have some more details, please?
- Can you make it clear, please?

How To Speak English Well

Unit 32: PLANS FOR YOUR FREE TIME

- to be busy + v-ing
- to be busy with s.th

Ex: We are busy preparing for our activities during the day.
I am always busy with my work.

- routine (n): daily work

- day in and day out: everyday
Ex: Day in, day out, no matter what the weather is like, she walks ten miles
Bất kể thòi tiêt thế nào, ngày ngày cô ta vẫn đi bộ mưoi dặm

- luxury (n): sự xa xỉ, sự xa hoa
a life of luxury: đời sống xa hoa

- to intend to do s.th: dự định làm gì đó

- to assure: to insure

- to waste time on s.th / doing s.th: lãng phí thời gian cho việc gì / làm gì

- trivial (a): ['triviəl]: tầm thường, không đáng kể, ít quan trọng
+ trivial loss: tổn thất không đáng kể
+ a trivial mistake: một sai lầm không đáng kể

- foresight of s.th: suự thây truóc, suự nhìn xa; suự lo xa
+ to fail for want of foresight: thât bại vì không biêt nhìn xa

- reservation (n): [,rezə'vei∫n]: suự dành trưóc, suự giuữ trưóc,
+ a hotel reservation: suự đặt chỗ trưóc ở khách sạn

- accommodation (n): chỗ ăn ở

- regardless of: bất kể, bất chấp

Ex: He continued speaking, regardless of my feelings on the matter
nó vẫn cứ nói, bất kể nhữung cảm nghĩ của tôi về vấn đề đó


- to results in s.th: dẫn đến kết quả

- interrupted (a): bị gián đoạn, cắt ngang

- checklist (n): bản liệt kê những mục cần kiểm tra

- departure (n): sett-off

- to prevent s.o from doing s.th: ngăn chặn ai làm gì
Ex: Nobody can prevent us from getting married; nobody can prevent our getting married
Không ai có thể ngăn cản chúng tôi kết hôn

- worry-free: không phải lo lắng

- to be supposed to do s.th: được cho là

- to spend (time, money) on s.th ; doing s.th

- to get rid of: to forget

- to see s.o do / doing s.th: thấy ai làm / đang làm gì

- to soar: bay vút lên

- to need + v-ing = to need to be + PP

- I could not agree more: I completely agree with you

How To Speak English Well

UNIT 31: MUSIC AND LIFE

- to deny: to refuse

- to play a role / a part: đóng một vai trò
Ex: Music plays an important role in our life

- soul (n): linh hồn, tâm hồn, tâm trí
+ commend one's soul to God: gửi gắm linh hồn cho Chúa
+ to throw oneself soul into s.th: để hết tâm trí vào việc gì
Ex: He cannot call his soul his own
Nó bị người khác khống chế
President Ho is the soul of the Party
Hồ chủ tịch là linh hồn của Đảng

- profound (a): [prə'faund]: sâu, thăm thẳm, sâu sắc, uyên thâm, thâm thúy
+ profound depths of the ocean: đáy sâu thẳm của đại dương
+ a profound thinker: một nhà tư tưởng thâm thúy
+ a man of profound learning: một người học vấn uyên thâm

- emotion (n): [i'mou∫n]: sự cảm động, sự xúc động, sự xúc cảm mối xúc động, mối xúc cảm

- to encourage s.o in s.th: khuyến khích; cổ vũ; động viên
+ Don't encourage bad habits in a child: đừng khuyến khích thói quen xấu của trẻ
+ He felt encouraged by the progress he'd made: anh ta cảm thấy được khích lệ bởi những tiến bộ của mình
+ Her parents encouraged her in her studies: bố mẹ cô ấy khuyến khích cô ấy học tập
+ to encourage somebody to lose weight: khuyến khích ai giảm cân

- to enrich: [in'rit∫]: s.o / s.th with s.th: làm cho ai/cái gì giàu có hoặc phong phú hơn
Ex: A nation enriched by the profits from tourism
Một quốc gia giàu lên nhờ lợi nhuận từ ngành du lịch
Reading enriches the mind: đọc sách báo làm giàu trí tuệ

- to play a role / a part: đóng vai trò

- heyday (n): ['heidei]: thời cực thịnh, thời hoàng kim
in the heyday of youth: lúc tuổi thanh xuân sung sức

- chaotic (a): [kei'ɔtik]: hỗn độn, hỗn loạn, lộn xộn

- it is + adj (for s.o) + to inf: It's easy for me to speak English

How To Speak English Well

Unit 30: JUDGING A PERSON AT THE FIRST MEET

1. VOCABULARY:

- delicate / 'delikət /: nhạy cảm, tế nhị
Ex: I admire your delicate handling of the situation
Tôi phục anh đã xử lý tình huống thật khéo léo

to conduct delicate negotiations
tiến hành thương lượng thật tế nhị

- to mislead: [mis'li:d] s.o about / as to s.th: làm cho ai có một ý niệm hoặc ấn tượng sai về ai/cái gì

Ex: You misled me as to your intentions
Anh đã làm cho tôi nghĩ sai về những ý định của anh

- naïve: [nai'i:v] : ngây thơ; chất phác

- impartial (a): [im'pa:∫əl]: công bằng, không thiên vị, vô tư

- to watch s.o do / doing s.th: thấy ai là gì đó

- prejudice (n): ['predzudis]: định kiến, thành kiến, sự thiên kiến
+ colour/racial prejudice: thành kiến chủng tộc/màu da
+ to have a prejudice against s.o: có thành kiến đối với ai
+ to have a prejudice in favour of s.o: có định kiến thiên về ai
Ex: To succeed here, you will need to overcome your prejudices
Anh muốn thành công thì phải khắc phục những định kiến của anh

- species (n): ['spi:∫i:z]: (sinh vật học) loài
a species of antelope: một loài linh dương

2. GRAMMAR:

- so + adj or adv that: quá đến nỗi
Ex: The second one is so honest and naïve that they can show us who they are at the first meet

- It takes s.o (time) to do s.th
Ex: It takes us a long time to know a person

- it is + adj (for s.o) to do s.th
Ex: It is easy for me to speak English