GIAO TRINH SPEAKING LEVEL 1 NEW

Thetests use common everyday vocabulary, phrases and key expressions that reflect real-world tasks and provide information that enables score users to fairly and easily:  Save time and

TABLE OF CONTENT

INTRODUCTION……….1

PART I: READ A TEXT ALOUD 3

Lesson 1: Introduction to Toeic Speaking Test, Part 1, and English Sound………….3

Lesson 2: Some common Troublesome Sounds, Word Stress and Intonation 9

Lesson 3: Practice for Part 1 15

PART II: DESCRIBE A PICTURE 20

Lesson 4: Introduction to Part 2 and Picture Types 20

Lesson 5: How to describe a picture 27

Lesson 6: Common expressions used to introduce a picture & Practice for Part 2 33

PART III: RESPOND TO QUESTIONS 39

Lesson 7: Introduction to Part 3 and Question Types 39

Lesson 8: Typical Topics for Part 3 47

Lesson 9: Practice for Responding To Questions 50

PART IV: RESPOND TO QUESTIONS USING INFORMATION PROVIDED ……….52

Lesson 10: Introduction to Part 4 and some common Text Types 52

Lesson 11: Tips and Tasks for Answering Effectively 58

Lesson 12: Practice for Part 4 64

Lesson 13: Model test 1……… 71

Lesson 14: Model test 2……… 83

Reference……….94

INTRODUCTION TO TOEIC 4 SKILLS TEST

The Test of English for International Communication, TOEIC®,is a standard and objectiveassessment for English language proficiency in the workplace The TOEIC®is the most usedtest for Business English with more than 7 million worldwide test-takers each year TheTOEIC®is recognized as proof of a person’s English language competence by businesses,universities, technical colleges and business schools, when considering potential candidatesfor admission to their organizations In countries such as the United Kingdom, the TOEIC®

is a requirement for Visa applications.The TOEIC® 4 Skills testoffers a common standard ofmeasurement for listening, reading, writing, and speaking skills

Test Format

• Non-incremental placement test (no pass-or-fail system)

• Paper and pencil (Listening & Reading)

• Online test (Speaking &Writing)

• Administered in authorized TOEIC® test centers

• Individual test sittings available by appointment

Listening: 100 multiple choice questions in 45 min

Reading: 100 multiple choice questions in 75 min

Speaking: 11 tasks (6 types of questions) in 20 min

Writing: 8 tasks (3 types of questions) in 60 min

• Individual analysis of strengths and weaknesses

• Correlation table with CEFR* mapping and Can-Do-Statements

• Certificate for all four skills (optional)

• Score evaluation within 15 business days, excl postal time

INTRODUCTION TO TOEIC SPEAKING

The TOEIC Speaking test certification offers an international standard for measuring and

determining language skills of non-native speakers in the daily life and global workplace Thetests use common everyday vocabulary, phrases and key expressions that reflect real-world tasks and provide information that enables score users to fairly and easily:

 Save time and resources by knowing immediately in the recruitment process who has effectively in the international workplace

 Help businesses train, develop and promote the most qualified employees who can interact effectively with colleagues and clients around the world

 Help Language schools give added value to their training and development

programmes

 Give job seekers and employees a competitive advantage

 Enable universities to better prepare students for today’s international workplace

 Help Individuals enhance their value and succeed in the global job market

In addition, Governments use the TOEIC Listening and Reading test and the TOEIC

Speaking and Writing tests as a valid accreditation to help them make vital decisions for immigration and naturalization purposes

THE TEXT BOOK ‘TOEIC SPEAKING LEVEL 1’

This text book is designed to give students basic knowledge about the first 4 parts in Toeic Speaking Text and then give students lots of practice to improve their skills The book

includes 14 lessons with lots of theories and practice Among them, the first 12 lessons provide students with lots of useful languages and practice to help them improve their

speaking skills in the first 4 parts in Toeic Speaking; the last 2 lessons are the 2 model tests for students in their final test for Speaking Level 1

PART I: READ A TEXT ALOUD LESSON 1: INTRODUCTION TO TOEIC SPEAKING, PART 1 & ENGLISH SOUND

I INTRODUCTION TO TOEIC SPEAKING TEST:

Speaking Test Format

The test is designed to provide information about the Speaking language ability of speakers across a range of English proficiency and the time to deal with all the tasks in the Toeic Speaking Test is approximately 20 minutes

Tasks 1–2

Read a text aloud

PronunciationIntonation and stress

Tasks 3

Describe a picture

All of the above, plus

GrammarVocabularyCohesion

Tasks 4-6

Respond to questions

All of the above, plus

Relevance of contentCompleteness of content

II INTRODUCTION TO PART 1- READ A TEXT ALOUD:

Possible topics may include:

» Advertisements, announcements, and news broadcasts

» Tour information, traffic reports, and weather reports

» Entertainment, health, housing, shopping, and travel

Definition Questions 1 and 2 test your ability to pronounce words

clearly and speak English in a comprehensible way You will read a short text aloud, and your reading of the text will be recorded for scoring

Targeted Skills In order to do well on Questions 1 and 2, you must be able

to:

• pronounce common words correctly

• use correct intonation when reading sentences

• use correct stress on syllables and words

• reflect an accurate pronunciation of the words

• contain smooth connections between words

• contain accurate phrasing of groups of words and

2 Read clearly and in a voice that can be easily heard

3 Remember to pause for commas and periods

4 Be sure to use intonation that matches the meaning of the sentences

5 Be careful to pronounce the words correctly

III INTRODUCTION TO ENGLISH SOUND

III Practice:

Identify the vowels and consonants in the following words and phrases 1.

2.

3 A.

B.

1 have an open book

2 paying the cashier

3 using a pay phone

4 using a public phone

5 performing outdoors

6 reaching to pick up the tools

7 picking some flowers

8 walking along the pier

9 pointing at the document

10 pouring water for the customer

11 using a projector

12 putting fuel in the vehicle

13 raking the leaves

14 reaching for something on the shelf

15 rearranging the furniture

16 looking at her reflection in the mirror

17 relaxing by the river

18 taking a break

19 watering the plant

20 weighing the luggage

21 working on the computer

22 working on the farm

23 sitting in alternate seats

24 hanging on the wall

25 hanging from the ceiling

26 is at the intersection

27 lined up on the shelf

28 lying on the ground

29 overlook the water

30 are partially shaded

31 arranged in the patio

32 piled up on the steps of the houses

LESSON 2: SOME COMMON TROUBLESOME SOUNDS,

WORD STRESS AND INTONATION

I/ SOME COMMON TROUBLESOME SOUNDS:

1 short /i/ and / æ/

2 /f/ and /v/

3 / /

Asian closure collision decision diversion division

Erosion immersion intrusion lesion measure pleasure

Television treasury version vision visual

[t] vs[θ]

[θ] vs [s]

[l] vs [r]

[b] vs [v]

[p] vs [f]

[e] vs [æ]

[i] vs [i:]

[o:] vs [ou]

II WORD STRESS

Stress is important in words and sentences Knowing whether a syllable is stressed or

unstressed is an important part of pronouncing a word correctly For example, re-CORD and REC-ord have two very different meanings, but they have the same spelling, record

Correctly stressing words and phrases gives rhythm to a sentence, and it signals the

importance of some information

» TIP 1 Learn stress in order to pronounce words correctly

All words with more than one syllable have stressed and unstressed syllables Knowing which syllables are stressed will help you pronounce words correctly and convey the correct meaning

In nouns and adjectives with two syllables, the stress usually falls on the first syllable For verbs with two syllables, the stress usually falls on the second syllable Listen and read the words in the chart

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

are stressed

Knowing prefixes (the small parts that come before the root of the word) can also help you

predict the stress pattern of a word When the word is a verb or has more than two syllables, the stress is usually on the second syllable of the word Here are examples of some common prefixes

TASK 2 Look at the words and analyze the prefixes Underline the syllables that you think

are stressed

TASK 3 Read the sentences and notice the boldfaced words Circle the boldfaced words that

are nouns, and underline the boldfaced words that are verbs Then double-underline CJ the

>>TIP 2 Stress words in sentences to emphasize or contrast information

Use stress within a sentence to show that certain information is new or important Youcan also use stress to contrast information

A: Would you like some tea?

B: I ’d like some black (1) tea.

A: Sure, here you are.

B: Sorry, but this is green (2) tea I asked fo r black (2) tea.

You should also use stress to give more emphasis to the words that naturally carry meaning insentences— the content words Function words, or the words in a sentence that are used to give grammatical structure, don’t usually receive as much stress unless the speaker wants to give some sort of contrast or emphasis

The employees are the ones to thank.

There’s really not a lot to say about that.

Finally, adverbs are frequently stressed to add emphasis

We really don’t have much time.

I completely forgot the conference.

TASK 1 Underline the words that receive stress on the first syllable.

1 The correct numbers are 13 and 17, not 30 and 70

2 We strongly suggest that you back up your computer files at the end of the day.

3 Our genealogists will conduct a very thorough search of your family tree

4 On the new schedule, you will see that the bus departs on Tuesday at 1 p.m.

5 Your estimated wait time to speak to a representative is ten minutes

6 The parking spaces are clearly marked “visitor.”

TASK 2 Read the sentences Which boldfaced words do you think should be stressed?

Underline your choices

1 The real estate office is located in the green house on the left.

2 You will receive a credit card within ten days after receipt of your application.

3 The message said to phone their office between 9 and 5, Monday to Friday.

4 We are currently reviewing your request and will respond within 30 days.

5 Please turn down the volume on the TV, not up.

III INTONATION:

Sentence intonation helps the listener understand the speaker’s meaning, in addition tothe speaker’s attitude or mood The most common intonation patterns are rising-falling forstatements and information questions and rising for yes-no questions.

1 Falling tune :

» TIP 1: Use correct intonation for phrasing in statements

Statements typically have falling intonation, meaning the speaker’s voice lowers slightly atthe end of the sentence

We’ve had a lot o f success with the new plan.

There are a multitude o f reasons for the problem.

She really hasn’t done much in her new position.

Within a sentence, speakers may use rising or higher intonation in different situations Whengiving a series of numbers or a list of three or more items, the speaker will often use risingintonation to let the listener know there is more to come The speaker will then usually usefalling intonation on the last item to indicate the list is complete

The key points here are time, expense, and quality.

Hotel management, health care, accounting, and education are all good career options Our new number is 218-555-3675.

Speakers will also use rising or higher intonation when there are clauses in a statement

to show that more information is to come Notice the underlined clauses, the boldfaced

signpost words used to introduce them, and how the clauses affect intonation

Because we don’t have the reports yet , we can’t have the meeting.

We really wanted to leave at 5:00; however , the plane was delayed.

I really wanted to go to the conference, until I saw the huge entry fees.

Although I usually enjoy mv job , this past month has been tough.

» TIP 2: Use correct intonation for questions

- Information questions usually start with the word Who, What, Where, When, Why, or How These types of questions have falling intonation at the end of the

sentence

What did you do last weekend? When do we need to be there?

Where is the meeting? How many people are coming?

Why didn’t he call? How much does it cost?

These have a falling tune at the end

Would you like coffee or tea?

Would you like coffee and milk or tea?

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

She couldn’t cook, could she?

You weren’t early, were you?

Yes-No questions usually start with some form of an auxiliary verb, such as do, have, can, or

be These types of questions have an up intonation Listen to the yes-no questions below and

notice the intonation

Do you want to join the call?

Have you seen the report?

B – Practice:

TASK : Do these questions have rising or falling intonation? Write for rising intonation

or for falling intonation Then listen to check your answers and practice

1 What do you think?

2 If Friday is not a good day, can we meet on Saturday?

3 I’m sorry, could you repeat that, please?

4 We didn’t hear that What did he say?

5 What did John bring to the party?

6 How can I help you today?

7 Is this your first day here?

8 Have you sent the latest market reports?

LESSON 3: PRACTICE FOR PART 1 TASK 1: In the following words, the final -s always makes a /s/ sound Practice reading the

words aloud

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

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

signs

TASK 2: Identify /s, z, iz / in the plural form of nouns in the following sentence.

1 I saw the birds fly away

2 What time did the guests leave?

3 He broke his arms in the accident

4 She sang the songs her father wrote

5 Where does she park her cars at night?

6 I read the books very quickly

7 The bags fell on the floor

8 The shops will be closed.

9 When will the classes begin?

10 The boxes won’t be big enough

TASK 3: Write the pronunciation of –ed, /t, d, Id/ ending after each of the following words

and read them:

hated

Reported dropped listened attempted wanted loved

TASK 4: Talk about the photographs

Ex:

:

He studied all night, didn’t he?

No, he didn’t He listened to the radio

studied all night

listened to the radio

emptied his glass closed the door walked away

filled it opened it waited a long time

TASK 5

Read the sentences below Which boldfaced words do you think should be stressed?

Underline your choices

1 The real estate office is located in the green house on the left.

2 You will receive a credit card within ten days after receipt of your application.

3 The message said to phone their office between 9 and 5, Monday to Friday.

4 We are currently reviewing your request and will respond within 30 days.

5 Please turn down the volume on the TV, not up.

TASK 6: Identify the stress for the following words

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

A

B

C.

1 What is physical health?

2 What is mental health?

3 Do you think that you are a healthy person?

4 Do you eat healthy food? Name your favorite healthy food

5 Do you eat junk food? Name your favorite junk food

6 Is typical food of your country healthy?

7 Do you ever lose your appetite?

8 How much exercise should a person do?

9 Do you exercise often? What do you like the most?

10 How much sleep should people get? How about you?

Task 8: Read aloud the text:

TEXT 5

Hello, and welcome to dog obedience class! I’m going to ask everyone to take at seat in the semicircle of chairs in front of me Please get your dog to sit, and do whatever you need to do

to keep him or her sitting It isn’t easy to get your dog to obey in such an exciting

environment, but it’s important if you want your dog to listen to you at the park

TEXT 6

Good morning, students In five minutes, we will begin the test You will have one hour to complete the first two essays I will warn you when you have 5 minutes remaining and then again when you have 1 minute left When I call time, you must put your pencils down You will not be allowed to return this section

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

I Introduction:

1 In this question, you will be given a picture to describe in as much detail as you can

2 You will have 30 seconds to prepare and 45 seconds to speak about the picture

3 The focus of the picture may be one of the following areas: free-time activities,

eating, drinking, entertainment, health, household tasks, shopping, travel, or street

scenes

4 Speak slowly and clearly, but say as much as you can in the time allowed

II Picture Types:

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

1 Shopping:

2 Events:

3 Public/ offices:

4 Activities in free time:

5 Other activities:

III.Test Techniques

1 Brainstorm vocabulary and plan introductory sentences (30 seconds)

2 After your introduction, describe what you see using adjectives, adverbs, and prepositions

3 Expand your answers with speculation on the character scene

4 Use uncertain and speculative language when you aren’t 100% sure

5 Say as much as you can in the time allowed

TASK: Identify the type of each following picture and make one sentence to talk about each picture

P7 P8

P13 P14

P17

P19 P20

P23 P24 P25.

P26

LESSON 5: HOW TO DESCRIBE A PICTURE

I. Some useful language:

1 Use the present continuous or ‘there is / are + to describe the activities you can

see in the picture

- THERE IS + (A / AN) + NOUN (Singular)

- THERE ARE + NOUN (Plural)

At the end of the road In my pocket On a page

Some other expressions:

At college In a lift (elevator) On a bicycle, on a motorbike

At the top In the newspaper On a horse, on an elephant

At the bottom In the sky On the radio, on television

*** Other prepositions of place: under, over, between, among, in front of, behind, next to, near, beside, below, above, opposite, across from, beneath.

Location (Prepositions) Direction (Adverbs)

3 Use the present simple or ‘there is / are’ to talk about objects and people in the

4 Use modifiers to make your description more precise and interesting.

5 Think of an introduction that answers the ‘Wh- questions’.

6 Be clear about where things are in the picture.

7 Use language that is more general when you aren’t exactly sure

8 Try to say as much as you can about the picture

9 Speculate about the scene and the characters

II Practice:

TASK 1: Look at the photo Read each sentence below and fill in the blank with a correct

noun or pronoun from the box Some sentences have more than one answer Write allpossible correct answers, but be careful – your choices must logically fit the context andsentence structures for the photo

- I, WE, YOU, THEY + VERB (without TO)

HE, SHE, IT + VERB_S/ES

- I, WE, YOU, THEY + DO NOT/ DON’T

- HE, SHE, IT + DOES NOT/ DOESN’T

+V(infinitive)

- DO + I, WE, YOU, THEY

- DOES + HE, SHE, IT + V(infinitive)?

Baker bread customer man woman he it she

1 The _is standing in the kitchen. _.is probably a baker

2 The baker is going to put the _on the rack is still hot

3 The _is waiting to buy something is standing in front

of the counter

4 The woman is carrying a tray of fresh bread _ is probably hot

5 There is a _ standing behind the counter. _ is holding atray

6 The _ is wearing a casual shirt is waiting to buy some bread

7 The probably goes to the bakery every morning before _goes to work

8 The woman is a baker works at the bakery every day

TASK 2: Read the sentences and fill in the blanks with the correct forms of the verbs in

parentheses Use the simple present, present continuous, or There is/There are

1.The woman (stand) in the kitchen

2 The man (walk) to work every day

3.He (wait) for the baker to bring the bread

4 (be) two people in this photo

5 The woman (wear) a white coat and a black hat

6 (be) a man standing at the counter

TASK 3: Look at the photo Read each sentence and fill in the blank with the correct

prepositions in the box

at the back of behind on in in front of

1 The baker is the counter

2 The man is the counter

3 The bread is _ - the tray

4.The baker has a tray her hands

5 The ovens are the kitchen

TASK 4: Use different grammar points above to talk about these pictures

P3 P4

LESSON 6: COMMON EXPRESSIONS USED TO INTRODUCE PICTURE

DESCRIPTION AND PRACTICE

I Language Focus:

-This picture shows ……….

- In this picture I can see…………

- This is a picture of ………

- What you can see in this picture are………

- This picture is about………

- From this picture, I can say that………

Listen to the sample response As you listen, number the sentences from 1-6 in the

order that you hear them

On the left, there is a young man with a white shirt leaning over a desk He’s probably a technology expert

An older man is sitting behind the desk He’s wearing glasses

There is a computer unit on the right side of the table

The older man is watching the younger man fix his computer

The computer cables are at the back of the computer unit, where the young man is working

The younger man is connecting the computer cables

TASK 3: Look at the photo Then read the sentences Number the sentences from 1-6 to put

them in the correct order

The man and the woman are standing in a mail room or a copy room, in front of a photocopy machine and near some mailboxes

And it looks like they have just made copies, which they’re looking over

Next to the woman is a young man wearing a white shirt and casual slacks

Well, there are two people in the picture, a man and a woman

TASK 4: Describe some pictures Try to make as many sentences as you can

So, finally, I’d say that they

might be colleagues at the same

company

The young woman is on the

left, and she’s wearing a blouse

and black pants She’s holding a

document

P1 P2

P7 P8

P13 P14

P19 P20

P23 P24 P25.

P26