Pronunciation - Student Book - Mar 2018

Anh ngữ RES - Đào tạo tiếng Anh trẻ em và IELTS số 1 Việt Nam
Website: www.res.vn; Hotline: 0979043610

Your Results, RES’s Success
PRONUNCIATION FOR IELTS
RES - Reliable English School
PRONUNCIATION
FOR IELTS
Student Book
Hanoi: No. 330 Ba Trieu Street / No. 89 Yen Lang Street

Ho Chi Minh: No. 131 Cach Mang Thang 8, District 3
Website: www.res.vn - Email: res.edu.co@gmail.com
Hotline: 0979043610
Hanoi, March 2018
Hanoi: No. 330 Ba Trieu, Hai Ba Trung District; No. 89 Yen Lang, Dong Da District
Ho Chi Minh City: No. 131 Cach Mang Thang 8, District 3 Page 1
TABLE OF CONTENTS
Course syllabus ............................................................... 3

Lesson 1 – Sentence stress 1 ......................................... 6
Lesson 2 – Ending sounds .............................................. 27
Lesson 3 – Intonation 1 ................................................... 70
Lesson 4 – Chunking 1 .................................................... 90
Lesson 5 – Linking & Pausing ......................................... 114
Lesson 6 – Word stress ................................................... 138
Lesson 7 – Sentence stress 2 ......................................... 161
Lesson 8 – Intonation 2 ................................................... 179
Lesson 9 – Chunking 2 .................................................... 200
Lesson 10 – Evaluation ................................................... 216
Appendix 1 – Transcripts ................................................. 220
Appendix 2 – Minimal pairs.............................................. 238
Hanoi: No. 330 Ba Trieu, Hai Ba Trung District; No. 89 Yen Lang, Dong Da District Page 2
Ho Chi Minh City: No. 131 Cach Mang Thang 8, District 3
COURSE SYLLABUS
Pronunciation for IELTS: 10 lessons x 3 hours
IELTS
Unit Pronunciation
Speaking
How to improve your pronunciation
Emphasizing important words

Sentence
1 Strong forms – weak forms Part 1
stress 1
Changing meaning through word stress
Pronunciation for conversations – At the airport
Ending sounds –ed
Ending Consonant clusters

2 Part 1
sounds Pronunciation for conversations – Telephoning
Games to improve your English conversation skills
Tones in new and old information
Continuing or finishing tones

3 Intonation 1 Part 2
Using a focus word to help with pronunciation
IELTS skills: Acing your individual talk
Grouping words
Prosodic markers for thought groups

4 Chunking 1 Part 2
Pronunciation for conversations - Giving directions
IELTS skills: Coping with presentation nerves
Pronouncing punctuation
Linking Joining words

5 Part 2
& Pausing Pronunciation for conversations – Asking for a favor
IELTS skills: Giving and asking for opinions
Multi-syllable words
Stress and the peak syllable

6 Word stress Parts 2 & 3
Pronunciation for conversations – Shopping
IELTS skills: Agreeing and disagreeing with opinions

politely
Emphasis and de-emphasis
Emphasizing contrasting alternatives

Sentence
7 IELTS skills: Giving suggestions and expressing levels Part 2
Stress 2
of certainty
Pronunciation for conversations – Making suggestions
Agreeing or disagreeing tones
High tones
8 Intonation 2 Parts 2 & 3
Pronunciation for conversations – Getting fit
IELTS skills: Clarification – Making sure you understand
Prominent words in speech units
Predictable rhythm
9 Chunking 2 Parts 2 & 3
Linking sounds
Pronunciation for conversations – At a restaurant
10 Evaluation Final test and evaluation N/A
Transcripts
A Appendices N/A
Minimal pairs
Lesson 1
"Expect problems and eat them for breakfast."

Alfred A. Montapert, the author of The Supreme Philosophy of Man: The Laws of Life
Lesson 1
LESSON 1
SENTENCE STRESS
Pronunciation Tips
You should be aware that most English language learners need to work on their
pronunciation. Pronunciation is not something that can be improved in just a week. It takes
most learners many weeks to improve their pronunciation. This is because they need to
improve their awareness and listening skills in order to improve pronunciation and this
takes time. So, you should start your pronunciation practice at least 3 months before the
IELTS exams.
You will not be marked down just for having an accent, but you will be marked down if your
accent makes your English unclear. So, improving the areas of pronunciation that affect
speech clarity is really important. For example, improving your word stress and sentence
stress is very important. You will improve the most important areas for your speech clarity
with the Pronunciation for IELTS course.
Errors in pronunciation may mean that the examiners cannot understand some words that
you say. Don’t let your pronunciation in the IELTS Speaking exam ruins your chances of
getting the highest IELTS score you can.
When you learn a new word, you should always take notice of the pronunciation. You
should pay attention to the sounds in the word, but also particular attention to the syllable
stress and schwa.
Lesson 1
Lesson 1
How To Improve Your Pronunciation
One of the most important aspects of learning English is pronunciation. Without clear
pronunciation, it is difficult to make yourself understood. First start by learning individual
sounds. After that, focus on the music of the language. You might be surprised by the
following statement: Pronouncing every word correctly leads to poor pronunciation! Good
pronunciation comes from stressing the right words — this is because English is a time-
stressed language.
In other words, some words — the content words — receive more focus, whereas other
words — function words — are less important. Learn more below.
Difficulty: Hard
Time Required: Varies
Here's How to Improve Your Pronunciation:

1. Start with learning individual sounds. These are called phonemes.
2. Use minimal pairs to practice individual vowel sounds. Minimal pairs are words in which only
one sound changes. For example, pop - pep - pip - pap changes the vowel sound. Using
minimal pairs helps you isolate a sound to really focus on the small changes in sounds
between vowels.
3. Learn pairs of consonants that are voiced and voiceless and practice through minimal pairs.
For example, f / v the 'f' sound is voiceless and the 'v' voiced. You can recognize the
difference between voiced and voiceless by placing a finger on your throat. Voiced sounds
vibrate, whereas voiceless sounds do not vibrate. These pairs include: b / p - z / s - d / t - v / f
- zh / sh - dj / ch.
4. Learn the difference between pure vowels and diphthongs such as the 'oi' sound in 'boy' or
'aee' sound in 'tray'.
5. Learn the following rules concerning pronunciation.
6. English is considered a stressed language while many other languages are considered
syllabic.
7. In other languages, such as French or Italian, each syllable receives equal importance (there
is stress, but each syllable has its own length).
8. English pronunciation focuses on specific stressed words while quickly gliding over the other,
non-stressed, words.
9. Stressed words are considered content words: Nouns e.g. kitchen, Peter — (most) principal
verbs e.g. visit, construct — Adjectives e.g. beautiful, interesting — Adverbs e.g. often,
carefully.
10. Non-stressed words are considered function words: Determiners e.g. the, a — Auxiliary
verbs e.g. am, were — Prepositions e.g. before, of — Conjunctions e.g. but, and —
Pronouns e.g. they, she
11. Read the following sentence aloud: The beautiful Mountain appeared transfixed in the distance.
12. Read the following sentence aloud: He can come on Sundays as long as he doesn't have to
do any homework in the evening.
13. Notice that the first sentence actually takes about the same time to speak well.
14. Even though the second sentence is approximately 30% longer than the first, the sentences
take the same time to speak. This is because there are 5 stressed words in each sentence.
15. Write down a few sentences, or take a few example sentences from a book or exercise.
16. First underline the stressed words, then read aloud focusing on stressing the underlined
words and gliding over the non-stressed words.
17. Be surprised at how quickly your pronunciation improves! By focusing on stressed words,
non-stressed words and syllables take on their more muted nature.
18. When listening to native speakers, focus on how those speakers stress certain words and
begin to copy this.
Lesson 1
More Tips on Improving Pronunciation
1. Remember that non-stressed words and syllables are often 'swallowed' in English.
2. Always focus on pronouncing stressed words well, non-stressed words can be glided over.
3. Don't focus on pronouncing each word. Focus on the stressed words in each sentence.
A. SENTENCE STRESS
1. Emphasizing important words
Lesson 1
Lesson 1
Lesson 1
Lesson 1
2. Strong forms – weak forms
Lesson 1
B. PRACTICE
Lesson 1
C. GAME Lesson 1
Lesson 1 PRONUNCIATION FOR IELTS
Lesson 1
D. SELF TEST
Lesson 1
Pronunciation: Changing Meaning through Word Stress
When you are speaking English the words you stress can change the underlying meaning of
a sentence. Let's take a look at the following sentence:
I don't think he should get the job.
This simple sentence can have many levels of meaning based on the word you stress.
Consider the meaning of the following sentences with the stressed word in bold. Read each
sentence aloud and give a strong stress to the word in bold:

Meaning: Somebody else thinks he should get the job.

Meaning: It's not true that I think he should get the job.
I don't think he should get that job.

Meaning: That's not really what I mean. OR I'm not sure he'll get that job.

Meaning: Somebody else should get that job.

Meaning: In my opinion it's wrong that he's going to get that job.

Meaning: He should have to earn (be worthy of, work hard for) that job.

Meaning: He should get another job.

Meaning: Maybe he should get something else instead.
As you can see, there are many different ways this sentence can be understood. The
important point to remember is that the true meaning of the sentence is also expressed
through the stressed word or words.
Lesson 1
Here is an exercise to help you develop the art of correct word stress. Take the following
sentence:
I said she might consider a new haircut.
Say the sentence aloud using the stress word marked in bold. Once you have spoken the
sentence a few times, match the sentence version to the meaning below. You will find the
answers to this quiz on the following page.
1. I said she might consider a new haircut.

 Not just a haircut.

 It's a possibility.
 It was my idea.
 Not something else.
 Don't you understand me?
 Not another person.
 She should think about it. it's a good idea.
Exercise: Write out a number of sentences. Read each of them stressing a different word
each time you read them. Notice how the meaning changes depending on which word you
stress. Don't be afraid to exaggerate the stress, in English we often use this device to add
meaning to a sentence. It's very possible that when you think you are exaggerating, it will
sound quite natural to native speakers.
Lesson 1
Answers to the word stress exercise:

It was my idea.
Don't you understand me?
Not another person.
It's a possibility.
She should think about it. it's a good idea.
Not just a haircut.
Not something else.
Lesson 1
Pronunciation for conversations - At the airport
You can expect polite questions when checking-in, going through customs, and boarding
plans at the airport. Private questions are asked with 'can' and 'may'. Study vocabulary
related to travel to help you prepare you for speaking English in airports. Practice these
basic English dialogues with a partner. Remember to always be polite in airports especially
when speaking to customs officials and security officers.
Finally, some countries ask you to declare presents and other items you have bought in
other countries when you return home. If you are a student or plan to stay in the country a
long time, you'll also need to have a visa for entrance into most countries.
Important Questions at Check-in
Expect these questions when checking in at an airport:
Can I have your ticket, please?

May I see your passport, please?
Would you like a window or an aisle seat?
Do you have any baggage?
What is your final destination?
Would you like to upgrade to business / first class?
Do you need any help getting to the gate?
Check-in Practice Dialog
Passenger Service Agent: Good morning. Can I have your ticket, please?
Passenger: Here you are.
Passenger Service Agent: Would you like a window or an aisle seat?
Passenger: An aisle seat, please.
Passenger Service Agent: Do you have any baggage?
Passenger: Yes, this suitcase and this carry-on bag.
Passenger Service Agent: Here's your boarding pass. Have a nice flight.
Passenger: Thank you.
Going through Security
After you've checked in, you'll need to go through airport security. It's important to follow
instructions carefully and understand these requests:
Please step through the scanner. - Asked when passing through metal detectors at the
airport.
Please step to the side. - Asked if a security officer needs to ask further questions.
Please raise your arms to the side. - Asked when inside a scanner.
Empty your pockets, please.
Please take off your shoes and belt.

Please take any electronic devices out of your bag.
Security Practice Dialog
Security officer: Next!

Passenger: Here's my ticket.
Security officer: Please step through the scanner.
Passenger: (beep, beep, beep) What's wrong?!
Security officer: Please step to the side.
Passenger: Certainly.
Security officer: Do you have any coins in your pocket?
Passenger: No, but I have some keys.
Security officer: Ah, that's the problem. Put your keys in this bin and walk through the
scanner again.
Passenger: Okay.
Security officer: Excellent. No problem. Remember to unload your pockets before you go
through security next time.
Passenger: I'll do that. Thank you.
Security officer: Have a nice day.
Passport Control and Customs
If you take an international flight, you'll have to pass through passport control and customs.
Here are some of the most common questions you can expect:
Can I see your passport?

Are you a tourist or on business? - Asked at customs to find out the purpose of your visit.
Do you have anything to declare?
- Sometimes people need to declare things they have bought in other countries.
Have you brought any food into the country? - Some countries do not allow certain foods to
be brought into the country.
Passport Control and Customs Dialogs
Passport official: Good morning. Can I see your passport?

Passenger: Here you are.
Passport official: Thank you very much. Are you a tourist or on business?
Passenger: I'm a tourist.
Passport official: That's fine. Have a pleasant stay.
Passenger: Thank you.
Customs official: Good morning. Do you have anything to declare?

Passenger: I'm not sure. I have two bottles of whiskey. Do I need to declare that?
Customs official: No, you can have up to three liters.
Passenger: Great.
Customs official: Have you brought any food into the country?
Passenger: Just some cheese I bought in France.
Lesson 1
Customs official: I'm afraid I'll have to take that.
Passenger: Why? It's just some cheese.
Customs official: Unfortunately, you are not allowed to bring cheese into the country. I'm
sorry.
Passenger: That's strange! Oh well. Here you are.
Customs official: Thank you. Anything else?
Passenger: I bought a t-shirt for my daughter.
Customs official: That's fine. Have a nice day.
Passenger: You, too.
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Lesson 1
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Lesson 2
"Either I will find a way, or I will make one."
Philip Sidney, a prominent writer of the Elizabethan period
Lesson 2
LESSON 2
ENDING SOUNDS
A. FINAL CONSONANT SOUNDS AND SPELLINGS
Lesson 2
Lesson 2
Lesson 2
Lesson 2
B. WORD ENDINGS
1. Syllable and –s endings
Lesson 2
Lesson 2
Lesson 2
Lesson 2
Lesson 2
Lesson 2
Lesson 2
2. Verb + -ed
Lesson 2
Lesson 2
C. PRACTICE
Topic 1: Family
Topic 2: Clothes
Lesson 2
Topic 3: School (that you went to when you were younger – NOT your
current school)
Topic 4: Friends
Lesson 2
D. GAME
PRONUNCIATION FOR IELTS Lesson 2
Lesson 2
Lesson 2
Lesson 2
Lesson 2
E. SELF TEST
Pronunciation for conversations - Telephoning in English

Telephoning in English - Introduction
These short English conversations focus on telephoning in English. Here are five common
situations used when telephoning in English. To begin with, each situation first presents the
entire conversation. Next, each situation has two separate versions with either caller 1 or
caller 2 left blank. These conversations can be used in the following ways:
 Use the entire conversation in pairs to practice the situations.

 Use the separate conversations with your role. The other role is taken away so that you can
listen to your partner more carefully.
 Use the conversations without your role once you have used the role plays a number of
times. This will help you memorize common phrases used in typical telephoning situations.
Feel free to print out these telephoning in English situations for use in class, or share the
telephoning conversations with your friends online. For example, you could call your friend
on Skype, navigate to a telephoning in English practice page and practice together by each
taking a role, exchanging roles, and practicing a few times.
Telephoning in English - Making a Doctor's Appointment

Telephoning in English - Leaving a Message
Telephoning in English - Making a Reservation for Dinner
Telephoning in English - Telephoning School for your Child
Telephoning in English - Asking a Question about a Bill
Making a Doctor's Appointment
Complete Conversation
Caller 1: Dr. Peterson's office. How may I help you?

Caller 2: I'd like to make an appointment to see the doctor.
Caller 1: Certainly, are you ill at the moment?

Caller 2: Yes, I'm not feeling very well.
Caller 1: Do you have a fever, or any other symptoms?

Caller 2: Yes, I have a slight fever and aches and pains.
Caller 1: OK, Dr. Peterson can see you tomorrow. Can you come in the morning?
Caller 2: Yes, tomorrow morning is fine.
Caller 1: How about 10 o'clock?

Caller 2: Yes, 10 o'clock is fine.
Caller 1: May have your name?

Caller 2: Yes, it's David Lain.
Caller 1: Have you seen Dr. Peterson before?

Caller 2: Yes, I had a physical exam last year.
Lesson 2
Caller 1: Yes, here you are. OK, I've scheduled for ten o'clock tomorrow morning.
Caller 2: Thank you.
Caller 1: Drink plenty of warm fluids and get a good night's sleep!
Caller 2: Thank you. I'll do my best. Goodbye.
Caller 1: Goodbye.
Role Play: Caller 1
Caller 1: Dr. Peterson's office. How may I help you?

Caller 2: _____
Caller 1: Certainly, are you ill at the moment?

Caller 2: _____
Caller 1: Do you have a fever, or any other symptoms?

Caller 2: _____
Caller 1: OK, Dr. Peterson can see you tomorrow. Can you come in the morning?
Caller 2: _____
Caller 1: How about 10 o'clock?

Caller 2: _____
Caller 1: May have your name?

Caller 2: _____
Caller 1: Have you seen Dr. Peterson before?

Caller 2: _____
Caller 1: Yes, here you are. OK, I've scheduled for ten o'clock tomorrow morning.
Caller 2: _____
Caller 1: Drink plenty of warm fluids and get a good night's sleep!
Caller 2: _____
Caller 1: Goodbye.
Role Play: Caller 2
Caller 1: _____
Caller 2: I'd like to make an appointment to see the doctor.
Caller 1: _____
Caller 2: Yes, I'm not feeling very well.
Caller 1: _____
Caller 2: Yes, I have a slight fever and aches and pains.
Lesson 2
Caller 1: _____
Caller 2: Yes, tomorrow morning is fine.
Caller 1: _____
Caller 2: Yes, 10 o'clock is fine.
Caller 1: _____
Caller 2: Yes, it's David Lain.
Caller 1: _____
Caller 2: Yes, I had a physical exam last year.
Caller 1: _____
Caller 2: Thank you.
Caller 1: _____
Caller 2: Thank you. I'll do my best. Goodbye.
Caller 1: _____
Leaving a Message
Caller 1: Hello, this is Jane.

Caller 2: Hello, this is Ken. May I speak with Andy?
Caller 1: I'm afraid Andy isn't in at the moment.

Caller 2: Could you take a message?
Caller 1: Sure, just a moment let me get a pencil... OK.

Caller 2: Great. Can you tell Andy that we're meeting tomorrow at three o'clock.
Caller 1: OK ... three o'clock meeting with Ken. Does he know where the meeting is?
Caller 2: Tell him we'll be meeting in the corner office downtown.
Caller 1: Yes, corner office downtown. Is there anything else?

Caller 2: I'll leave my telephone number just in case he doesn't have it.
Caller 1: OK, I'm ready.

Caller 2: Yes, my cell phone number is 439 908 7754.
Caller 1: That's 439 808 7754.

Caller 2: No, it's 439 908 7754.
Caller 1: Ah, sorry.

Caller 2: No problem. Thanks for your help.
Caller 1: I'll make sure Andy sees this as soon as he gets in tonight.
Caller 2: Thank you. Good bye.
Caller 1: Good bye. Lesson 2
Role Play: Caller 1
Caller 1: Hello, this is Jane.

Caller 2: _____
Caller 1: I'm afraid Andy isn't in at the moment.

Caller 2: _____
Caller 1: Sure, just a moment let me get a pencil... OK.

Caller 2: _____
Caller 1: OK ... three o'clock meeting with Ken. Does he know where the meeting is?
Caller 2: _____
Caller 1: Yes, corner office downtown. Is there anything else?

Caller 2: _____
Caller 1: OK, I'm ready.

Caller 2: _____
Caller 1: That's 439 808 7754.

Caller 2: _____
Caller 1: Ah, sorry.

Caller 2: _____
Caller 1: I'll make sure Andy sees this as soon as he gets in tonight.
Caller 2: _____
Caller 1: Good bye.
Role Play: Caller 2
Caller 1: _____
Caller 2: Hello, this is Ken. May I speak with Andy?
Caller 1: _____
Caller 2: Could you take a message?
Caller 1: _____
Caller 2: Great. Can you tell Andy that we're meeting tomorrow at three o'clock.
Caller 1: _____
Caller 2: Tell him we'll be meeting in the corner office downtown.
Caller 1: _____
Caller 2: I'll leave my telephone number just in case he doesn't have it.
Lesson 2
Caller 1: _____
Caller 2: Yes, my cell phone number is 439 908 7754.
Caller 1: _____
Caller 2: No, it's 439 908 7754.
Caller 1: _____
Caller 2: No problem. Thanks for your help.
Caller 1: _____
Caller 1: Good bye.
Making a Dinner Reservation
Caller 1: Good Evening Brown's Grill how may I help you?

Caller 2: Hello, I'd like to make a dinner reservation for Friday.
Caller 1: Certainly, I'd be happy to help you with that. How many people are there in your
party?
Caller 2: There'll be four people.
Caller 1: ... and what time would you like to make a reservation for?
Caller 2: Let's say at seven o'clock.
Caller 1: I'm afraid we don't have anything available then. We could seat you at six o'clock
or at eight o'clock.
Caller 2: Oh, OK. Let's make the reservation for eight o'clock.
Caller 1: Fine, eight o'clock on Friday evening for four people. May have your name?
Caller 2: Yes, it's Anderson.
Caller 1: Is that Anderson with an 'e' or an 'o'?

Caller 2: Anderson with an 'o'.
Caller 1: Thank you. Great. I have a table for four for the Anderson party at eight o'clock on
Friday evening.
Caller 2: Thank you very much.
Caller 1: You're welcome. We'll see you on Friday.

Caller 2: Yes, see you then. Good bye.
Caller 1: Good bye.
Role Play: Caller 1
Caller 1: Good Evening Brown's Grill how may I help you?

Caller 2: _____
Caller 1: Certainly, I'd be happy to help you with that. How many people are there in your
party?
Caller 2: _____
Caller 1: ... and what time would you like to make a reservation for?
Caller 2: _____
Caller 1: I'm afraid we don't have anything available then. We could seat you at six o'clock
or at eight o'clock.
Caller 2: _____
Caller 1: Fine, eight o'clock on Friday evening for four people. May have your name?
Caller 2: _____
Caller 1: Is that Anderson with an 'e' or an 'o'?

Caller 2: _____
Caller 1: Thank you. Great. I have a table for four for the Anderson party at eight o'clock on
Friday evening.
Caller 2: T_____
Caller 1: You're welcome. We'll see you on Friday.

Caller 2: _____
Caller 1: Good bye.
Role Play: Caller 2
Caller 1: _____
Caller 2: Hello, I'd like to make a dinner reservation for Friday.
Caller 1: _____
Caller 2: There'll be four people.
Caller 1: _____
Caller 2: Let's say at seven o'clock.
Caller 1: _____
Caller 2: Oh, OK. Let's make the reservation for eight o'clock.
Caller 1: _____
Caller 2: Yes, it's Anderson.
Caller 1: _____
Caller 2: Anderson with an 'o'.
Caller 1: _____
Caller 1: _____
Caller 2: Yes, see you then. Good bye.
Lesson 2
Caller 1: _____
Telephoning School for your Child
Caller 1: Good morning, Washington Grade School, this is Chris. How may I help you?
Caller 2: Good morning, this is Alice Smith, I'm calling for my daughter, Judy. She's not
feeling well today.
Caller 1: I'm sorry to hear that. I hope it's not too bad.
Caller 2: No, no she has a little fever and a cough. Nothing too serious.
Caller 1: Well, I hope she feels well soon.

Caller 2: Thank you. Do you think I could get her homework for today?
Caller 1: Is there any specific class?

Caller 2: I'm especially concerned about math and science.
Caller 1: OK, is it alright for me to give your e-mail address to the teachers? They can then
send the homework along later today.
Caller 2: That would be great. Do you have my e-mail on file?
Caller 1: Just a moment, ... we have chrisp at gmail dot com. Is that correct?
Caller 2: Yes, that is correct.
Caller 1: OK, I'll make sure Mr Brown and Ms White get your message and e-mail.
Caller 1: I hope Judy feels well soon.

Caller 2: She should be fine by tomorrow. Thanks for your help.
Caller 1: My pleasure, have a nice day.

Caller 1: Good bye.
Role Play: Caller 1
Caller 1: Good morning, Washington Grade School, this is Chris. How may I help you?
Caller 2: _____
Caller 1: I'm sorry to hear that. I hope it's not too bad.
Caller 2: _____
Caller 1: Well, I hope she feels well soon.

Caller 2: _____
Caller 1: Is there any specific class?

Caller 2: _____
Caller 1: OK, is it alright for me to give your e-mail address to the teachers? They can then
send the homework along later today.
Caller 2: _____
Caller 1: Just a moment, ... we have chrisp at gmail dot com. Is that correct?
Caller 2: _____
Caller 1: OK, I'll make sure Mr Brown and Ms White get your message and e-mail.
Caller 2: _____
Caller 1: I hope Judy feels well soon.

Caller 2: _____
Caller 1: My pleasure, have a nice day.

Caller 2: _____
Caller 1: Good bye.
Role Play: Caller 2
Caller 1: _____
Caller 2: Good morning, this is Alice Smith, I'm calling for my daughter, Judy. She's not
feeling well today.
Caller 1: _____
Caller 2: No, no she has a little fever and a cough. Nothing too serious.
Caller 1: _____
Caller 2: Thank you. Do you think I could get her homework for today?
Caller 1: _____
Caller 2: I'm especially concerned about math and science.
Caller 1: _____
Caller 2: That would be great. Do you have my e-mail on file?
Caller 1: _____
Caller 2: Yes, that is correct.
Caller 1: _____
Caller 1: _____
Caller 2: She should be fine by tomorrow. Thanks for your help.
Caller 1: _____
Caller 1: Good bye.
Lesson 2
Asking a Question about a Bill
Caller 1: Good afternoon, Northwest Electricity, how may I help you?

Caller 2: Good afternoon, this is Robert Tips, I have a question about my electricity bill this
month.
Caller 1: I'd be happy to help you with that Mr. Tips. Can I have your account number?
Caller 2: I'm afraid I don't have that with me.
Caller 1: It's no problem, I'll just look your name up in our database.
Caller 2: Great.
Caller 1: Could you give me your address as well?

Caller 2: It's 2368 NW 21st Ave. Vancouver, Washington.
Caller 1: Yes, I have your account up on my computer. How may I help you?
Caller 2: The last bill I received seemed too high.
Caller 1: Yes, I see that it was considerably higher than last year. Did you use more
electricity?
Caller 2: No, I don't think we used any more electricity that the year before.
Caller 1: OK, I'll tell you what I can do. I'll mark this and have a supervisor take a look at the
account.
Caller 2: Thank you. When can I expect an answer?
Caller 1: We should have an answer for you by the end of the week. I'll give you an inquiry
number.
Caller 2: OK, let me get a pen .... OK, I'm ready.
Caller 1: It's 3471.

Caller 2: That's 3471.
Caller 1: Yes, that's correct.

Caller 2: Thank you for your help.
Role Play: Caller 1
Caller 1: _____
Caller 2: Good afternoon, this is Robert Tips, I have a question about my electricity bill this
month.
Caller 1: _____
Caller 2: I'm afraid I don't have that with me.
Caller 1: _____
Caller 2: Great.
Lesson 2
Caller 1: _____
Caller 2: It's 2368 NW 21st Ave. Vancouver, Washington.
Caller 1: _____
Caller 2: The last bill I received seemed too high.
Caller 1: _____
Caller 2: No, I don't think we used any more electricity that the year before.
Caller 1: _____
Caller 2: Thank you. When can I expect an answer?
Caller 1: _____
Caller 2: OK, let me get a pen .... OK, I'm ready.
Caller 1: _____
Caller 2: That's 3471.
Caller 1: _____
Caller 2: Thank you for your help.
Role Play: Caller 2
Caller 1: Good afternoon, Northwest Electricity, how may I help you?

Caller 2: _____
Caller 1: I'd be happy to help you with that Mr. Tips. Can I have your account number?
Caller 2: _____
Caller 1: It's no problem, I'll just look your name up in our database.
Caller 2: _____
Caller 1: Could you give me your address as well?

Caller 2: _____
Caller 1: Yes, I have your account up on my computer. How may I help you?
Caller 2: _____
Caller 1: Yes, I see that it was considerably higher than last year. Did you use more
electricity?
Caller 2: _____
Caller 1: OK, I'll tell you what I can do. I'll mark this and have a supervisor take a look at the
account.
Caller 2: _____
Caller 1: We should have an answer for you by the end of the week. I'll give you an inquiry
number.
Caller 2: _____
Caller 1: It's 3471.

Caller 2: _____
Caller 1: Yes, that's correct.

Caller 2: _____
Lesson 2
Games to improve your English conversation skills
Friends make everything better.
That’s true for learning, too.
Studying doesn’t have to be something you do alone—especially when you want to improve
your English conversation skills.
Grab a partner and you’ll learn more, better and faster!
But what should you do together?
We have 10 awesome game-like activities that you can do with your English study buddy.
Why Improve English Conversation with a Friend?
Not convinced yet? A learning partner makes studying better because:
 You now have two sources of information, which means you can learn from each other’s
knowledge and strengths.
 It’s easier to focus since you’re working with someone else.
 You’re less likely to procrastinate (put off until later) studying, since you have someone else
counting on (depending on) you.
 You can see things from someone else’s perspective, and find completely new and different
ways to study.
 You can practice speaking English with an actual person.
 It’s more fun than studying alone!
Studying with a partner is a great way to change things up and make studying even more
fun and enjoyable.
Who Can Be Your English Learning Partner?
Almost anyone can be a partner! Friends, fellow classmates, family members, teachers,
language exchange partners and native speakers all make great study buddies.
When you’re looking for someone to study with, you want to choose someone who you can
learn from. A native speaker or a teacher/professor make the best study partners since they
already know the language, or know how to teach it. In return, you can offer to teach them
your native language. There are many people who are looking for a “language exchange”
partner of that kind.
If you can’t find a native speaker to study with, a fellow student is also a good choice.
Ideally, your partner should be on a similar learning level as you. The two of you will learn a
lot from each other, since everyone has different ways of learning and studying.
What do you do once you find someone to study with? You can continue to study the way
you have been. Or you can try something different and play some conversation games!
After all, having a partner means you can practice your conversation skills.
Here are some fantastic “games” you can play, which will help you learn English and
practice speaking at the same time:
10 2-Player Games to Dramatically Improve Your English Conversation Skills

1. The ABC Game
How many words do you know that start with the letter “Z”? Now is a good time to learn
more. With this game, you can improve your vocabulary, and learn to think a little faster and
differently in English.
How to play: You and your partner have a conversation, taking turns with just one sentence
each. Every sentence has to start with the next letter of the alphabet. You will have to do
some creative thinking for this one. Try to go through all the letters of the alphabet. If
someone messes up, start over!
Example:
You: Annie, why are you carrying so many bags?
Partner: Because I’m having a party later, so I bought a lot of things.
You: Can I come to your party?
Partner: Definitely!
Alternate version: Prepare a list of vocabulary before you start, and instead of using all the
letters of the alphabet, use one vocabulary word in each sentence. Make it more fun and
challenging by trying to get them into the conversation in the order they’re written.
2. Scenes from a Hat
Scenes from a Hat is a game from the comedy “Whose Line Is It Anyway.” In this modified
(changed) version, you and a partner will get a chance to speak about different topics.
How to play: Write down some scenes, ideas and topics on pieces of paper. Throw these
papers into a hat (or any container). You and your partner then take one paper out at a time
and have a conversation about the topic for a few minutes.
Example: Here are some ideas you can use:
 Differences between today and the year 3000

 Bad times to break up with someone
 Great or terrible uses for a time machine
 Reasons summer is the best or worst season
Alternate version: Set a timer and speak by yourself for a few minutes about the topic,
instead of having a conversation.
Lesson 2
3. Past and Future
Here’s one that will help you practice English tenses. It’s also a good one to start study
sessions with, since it’s very much like a real conversation you would have with someone.
How to play: Talk about what you did over the weekend, then what you plan to do next
weekend.
Example:
“Last weekend I went to watch a movie called ‘The Avengers.’ It was great! Next week I will
go to the movies again, to watch ‘Pixels.’ Everyone says it’s terrible, though…”
Alternate version: Predict what you will be doing on a weekend in October of 2040.
4. Ask the Expert
Sometimes the trick to speaking fluently is just to be confident. Of course you want to learn
all the right words and grammar, but if you’re having a conversation you might have to keep
speaking even if you’re not actually sure about something. This game will help you improve
your confidence.
How to play: Write down a few things you’re an “expert” at, then have your partner ask you
questions about one of the topics. Then switch roles and let your partner be the expert.
Have fun making up answers when you don’t actually know.
You can be an expert on anything you know; here are some examples.
Examples:
 Makeup and hair style expert

 Science fiction movie expert
 Math expert
 Board game expert
Alternate version: For some more fun, make up something silly. Why not be a cheese
expert, or an expert on alien abductions?
5. Draw Me a Picture
When we speak we have one thing in mind. How do we know that the listener has the same
thing in mind? This game will help you focus on being understood clearly.
How to play: Pick a picture on the Internet or in a book or magazine, and don’t show your
partner. Instead, describe the picture with as much detail as possible while your partner tries
to draw it.
When you’re done, share the two images and see how similar—or different—they are. Try
to figure out if there was any misunderstanding; this can give you a good idea of what you
can work on to improve your speaking skills.
Example: You can find lots and lots of pictures on photo hosting websites like Flickr or
Instagram. You can also try using Google Image search if you have a specific picture in
mind, or check out the art website DeviantArt for ideas that are not just photographs.
Alternate version: Describe an image from your mind, instead of an actual image. Work
together with your partner on this one, helping them get the picture as right as possible.
6. Twenty Questions
You might have played this game at some point in your childhood. It’s a simple game that
can help you learn vocabulary and use some puzzle-solving skills.
How to play: Silently choose a noun (occupation, animal, place, anything!). Your partner
has to try to guess what the word is by asking you “yes” or “no” questions. (Questions where
the answer is either “yes” or “no.”) If your partner hasn’t guessed the noun in 20 questions,
tell them the answer.
Example: If your noun is “broccoli,” the game might look like this:
A: Is it a person?
B: No.
A: Is it a vegetable?
B: Yes.
A: Is it green?
And so on!
Alternate version: You might find that the game soon becomes less about guessing a word
and more about asking questions. Have fun with that, and let it turn into a conversation. You
can ask each other questions and have a good English conversation where you practice
your skills but also learn more about each other.
7. The Hyperbole
A hyperbole is an obvious exaggeration, like the phrase “I’m so hungry I could eat a horse.”
You couldn’t actually eat a horse, nor do you want to—it’s simply a huge exaggeration that’s
a common phrase.
If you have trouble speaking confidently, or find that you’re uncertain a lot when speaking,
this one’s for you!
How to play: Tell a made-up story about yourself that is as exaggerated as possible.
Example:
“One time I was at a restaurant when someone made a remark I didn’t like. So I grabbed a
bottle and smashed it over the table and the next thing I know there are five guys
surrounding me. That’s when the elephant came in…”
Alternate version: Tell a false story about yourself, but try to make it as convincing as
possible. Can you make your partner forget you’re just making it up? You know you’re being
a great storyteller when your partner asks “What happened next?”
8. Story Time
This is another good game for learning to “spin a tale.” It’s a fun way to become more fluent
while telling an entertaining story.
How to play: Tell a story one sentence at a time, taking turns saying the sentences. It can
be fun to make the story more and more ridiculous!
Example:
A: Once upon a time, there lived a very lonely prince.
B: The prince had no friends because he had the head of a frog.
A: One day, the prince found a woman with the head of a beautiful princess, but the body of
a giant frog.
Alternate version: Write your story down instead. For some funny results, try this: Write
two sentences, then cover the top sentence by folding the paper over it, and give it to your
partner to repeat. In the end, unfold the paper and read the sure-to-be silly story.
9. Role Playing
Role playing is when you pretend you’re someone else. It’s used in everything from games
to therapy, and can be a great way to relax a little and find a rhythm to your speech.
Since you’re being someone else, you will also have to be confident and do some acting,
both of which help a lot with public speaking.
How to play: Create a character. Try to make him or her very different from you. Then
decide on a scenario and act out what the conversation would be like.
Example scenarios:
 A quiet plumber and a mean princess meet at a movie that sold out.
 A man who owns a monkey interviews for a job with a rich businessman.
 A dramatic Italian cook is late for a date with a woman who lives with 20 cats.
Alternate version: You can create your character randomly by writing down character traits
(like “lonely,” “outgoing,” etc.) and choosing one or two at random.
10. The Favorites Game
For our last game, we come back to regular conversations. This game is closer to a real
conversation than a game, and it’s meant to get you talking naturally and comfortably.
How to play: You and your partner each share one of your favorite things (like a movie,
food, place or anything else). Spend some time discussing your answers and why these
things are your favorites.
Example:
A: I love Japan in the summer when the cicadas are singing.
B: Oh really? I’ve never been to Japan. That sounds amazing! I’ve visited Korea though.
A: What was that like?
Alternate version: This game is a good conversation starter. You can actually use it to start
a real conversation with someone new who is not your partner. You will have had some
practice too, so you can feel confident speaking with a stranger!
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Lesson 3
“Study now! Be proud later."

From a RES student, who achieved 8.5 IELTS
LESSON 3 – INTONATION Lesson 3

A. PITCH CHANGE
Lesson 3
B. INTONATION Lesson 3
1. TONES IN OLD AND NEW INFORMATION
Lesson 3
2. CONTINUING AND FINISHING TONES Lesson 3
Lesson 3
C. PRACTICE Lesson 3
Lesson 3
Lesson 3
Lesson 3
D. GAME
Lesson 3
Lesson 3
Lesson 3
Lesson 3
E. SELF TEST Lesson 3
Lesson 3
Using a Focus Word to Help with Pronunciation

Pronunciation can be improved by focusing on the right words. Knowing the difference
between content words and function words is the first step. Remember that we stress
content words in English as they provide the words that are most important to
understanding a sentence. In other words, function words like the prepositions 'at', 'from' or
'to are not stressed, whereas content words such as the nouns 'city' or 'investment' and
main verbs like 'study' or 'develop' are stressed because they are key to understanding.
Step 1: Find the Focus Word
Once you are familiar with using content words to help with stress and intonation, it's time to
take it to the next level by choosing a focus word. The focus word (or words in some cases)
is the most important word in a sentence. For example:
 Why didn't you telephone?! I waited all day!
In these two sentences, the word 'telephone' is the central focus. It's the key to
understanding both sentences. Someone might answer this question by saying:
 I didn't telephone because I was so busy.
In this case, 'busy' would be the focus word as it provides the main explanation for someone
being late.
When saying the focus word, it's common to stress this word more than the other content
words. This may include raising the voice or speaking the word louder to add emphasis.
Step 2: Change Focus Words to Move the Conversation Along
Focus words may change as you move through a conversation.
It's common to choose focus words that provide the next topic for discussion. Take a look at
this short conversation, noticed how the focus word (marked in bold) changes to move the
conversation forward.
 Bob: We're flying to Las Vegas next week.

 Alice: Why are you going there?
 Bob: I'm going to win a fortune!
 Alice: You need to get real. Nobody wins a fortune in Las Vegas.
 Bob: That's not true. Jack won a fortune there last year.
 Alice: No, Jack got married. He didn't win a fortune.
 Bob: That's what I call winning a fortune. I don't need to gamble to win a fortune.
 Alice: Looking for love in Las Vegas is definitely not the answer.
 Bob: OK. What is the answer in your opinion?
 Alice: I think you need to start dating girls from here.
 Bob: Don't get me started on girls from here. They're all out of my league!
 Alice: Come on Bob, you're a nice guy. You will find someone.
 Bob: I hope so...
Stressing these key words helps change the topic from a vacation in Las Vegas to finding
someone to marry to solving Bob's love life issues.
Practice: Choose the Focus Word
Now it's up to you to choose the focus word. Choose the focus word for each sentence or
group of short sentences. Next, practice speaking these sentences while making sure to
emphasize the stress word more.
1. What do you want to do this afternoon? I'm bored!

2. Why didn't you tell me she had a birthday?
3. I'm hungry. Let's get some lunch.
4. Nobody's here. Where has everyone gone?
5. I think Tom should buy lunch. I bought lunch last week.
6. Are you going to finish work or waste time?
7. You always complain about work. I think you need to stop.
8. Let's get Italian food. I'm tired of Chinese food.
9. The students are getting horrible grades. What's wrong?
10. Our class is going to have a test on Friday. Make sure you prepare.
Lesson 3
IELTS Skills: Acing your individual talk
IELTS Speaking Part 2
How to ace your individual talk? Basically, it is like a small personal presentation given to an
audience of 1, your examiner. Just consider your examiner as one of your fans who is very much
fond of you. Thus, just feel relaxed and take it easy.
Have you ever thought that one day you will become a great presenter and an inspirer like Mr. Jack
Ma or Mr. Obama? They surely have one thing in common. That is the ability to give a natural talk or
a friendly presentation. So just think of your Part 2 as a chance for you to present what you like,
what you think, or what you experienced to a curious fan. Whatever it is, you can utilise some of
these tips to nail your little presentation.
1. Structure your talk with three parts:
a. Opening sentence: introducing what you are going to present
b. Points: main body of your talk. Develop it with relevant examples and explanation
c. Conclusion: summarising and wrapping up your talk
2. Harness the power of genuine emotion.
Now let's look at unusual ways to instantly improve your presentations. Many speakers tell
self-deprecating stories, but simply admitting a mistake is a waste if you only use it to
highlight how far you've come. Instead, tell a story and let your emotions show. If you were
sad, say so. If you cried, say so. If you felt remorse, let it show.
When you share genuine feelings, you create an immediate and lasting connection with the
audience. Emotion trumps speaking skills every time.
3. Fuel up wisely.
Let's start with some preparation tips. Dopamine and epinephrine help regulate mental
alertness. Both come from tyrosine, an amino acid found in proteins. So make sure to
include protein in the meal you eat before you need to be at your best.
And don't wait until the last minute. When you're really nervous, the last thing you may want
to do is eat.
4. Burn off some cortisol.
Cortisol is secreted by your adrenal glands when you're anxious or stressed. High levels of
cortisol limit your creativity and your ability to process complex information; when you're
buzzed on cortisol, it's almost impossible to read and react to the topic card your best way.
The easiest way to burn off cortisol is to exercise. Work out before you leave for work, take a
walk at lunch, or hit the gym before a speaking engagement. (If you've ever felt more
grounded after slogging through a solid workout, you now know why.
5. Create a pre-presentation ritual.
Superstitions are an attempt to "control" something we're afraid of. (Lucky socks don't make
an athlete perform better.) Instead of creating a superstition, create a routine that helps
center you emotionally. Practice your individual talk with your friends or any helpful people.
Pick things to do that are actually beneficial and do them every time. You'll find comfort in the
familiar--and confidence, too.
6. Never make excuses.
Due to insecurity, many speakers open with an excuse: "I didn't get much time to prepare..."
or "I'm not very good at this...." Excuses won't make your audience cut you any slack, but
they will make people think, "Then why are you wasting my time?"
Do what you need to do to ensure you don't need to make excuses.
Lesson 3
Lesson 4
Albert Einstein was a German-born theoretical physicist who developed the theory of relativity.
Lesson 4
LESSON 4
CHUNKING
Lesson 4
A. PHRASES AND THOUGHT GROUPS
Lesson 4
Lesson 4
Lesson 4
Lesson 4
Lesson 4
B. CHUNKING Lesson 4
Lesson 4
C. PRACTICE Lesson 4
Lesson 4
Part 2: Lesson 4
TECHNOLOGY
Describe a piece of technology that you couldn’t live without.
You should mention:
o What it looks like
o How you use it
o Why it is vital to you
And talk about how other people live or lived without it
Describe some technology that you have started using fairly recently.
You should say:
o What it is and what it does
o How it makes life better or easier
o How it is different to other similar technology
And say whether you think you will still be using it in ten years’ time or not, and
why
Describe a website that you often browse.

You should say:
o What it is
o How long you’ve been using it
o Detailed information about the website
And explain why you often browse this website.
Describe an important invention that you think has positively influenced the
human race.
You should say:
o What is the invention?
o Who invented it?
o What changes did it make?
And explain how it has positively influenced human race.
Lesson 4
Part 3:
Work in pair. Take turn to ask and answer these questions.
D. GAME Lesson 4
Lesson 4
E. SELF-TEST Lesson 4
Lesson 4
Pronunciation for conversations – Giving directions

Practice dialogues focusing on asking for and giving directions
These dialogues focus on asking for and giving directions. There are a few important
grammar and vocabulary points to remember when asking for and giving directions.
Dialogue I - Taking the Subway
John: Linda, do you know how to get to Samson's and Co.? I've never been there before.
Linda: Are you driving or taking the subway?
John: The subway.

Linda: Take the blue line from 14th avenue and change to the grey line at Andrew Square.
Get off at 83rd street.
John: Just a moment, let me take this down!

Linda: Take the blue line from 14th avenue and change to the grey line at Andrew Square.
Get off at 83rd street. Got it?
John: Yes, thanks. Now, once I get to Andrew Square, how do I proceed?
Linda: Once you are on 83rd street, Go straight on, past the bank. Take the second left and
continue straight on. It's opposite Jack's Bar.
John: Can you repeat that?

Linda: Once you are on 83rd street, Go straight on, past the bank. Take the second left and
continue straight on. It's opposite Jack's Bar.
John: Thanks Linda. How long does it take to get there?

Linda: It takes about a half-hour. When is your meeting?
John: It's at ten. I'll leave at nine-thirty.

Linda: That's a busy time. You should leave at nine.
John: OK. Thanks Linda.

Linda: Not at all.
Dialogue II - Taking Directions Over the Telephone
Doug: Hello, this is Doug.

Susan: Hi Doug. This is Susan.
Doug: Hi Susan. How are you?

Susan: I'm fine. I have a question. Do you have a moment?
Doug: Certainly, how can I help you?

Susan: I'm driving to the conference center later today. Could you give me directions?
Doug: Sure. Are you leaving from home?

Susan: Yes.
Lesson 4
Doug: OK, take a left onto Bethany street and drive to the freeway entrance.
Take the freeway toward Portland.
Susan: How far is it to the conference center from my home?
Doug: It's about 20 miles. Continue on the freeway to exit 23. Take the exit and turn right
onto Broadway at the stop light.
Susan: Let me repeat that quickly. Take the freeway to exit 23 and turn right onto
Broadway.
Doug: That's right. Continue on Broadway for about two miles and then turn left onto 16th
avenue.
Susan: OK.
Doug: On 16th avenue, take the second right into the conference center.
Susan: Oh that's easy.
Doug: Yes, it's very easy to get to.

Susan: How long does it take to get there?
Doug: If there's no traffic, about 25 minutes. In heavy traffic, it takes about 45 minutes.
Susan: I'm leaving at ten in the morning, so the traffic shouldn't be so bad.
Doug: Yes, that's right. Can I help you with anything else?
Susan: No that's it. Thanks for your help.
Doug: OK. Enjoy the conference.

Susan: Thanks Doug. Bye.
Doug: Bye.
Lesson 4
IELTS Skills: Coping with Presentation Nerves
It is entirely natural to feel nervous before making a presentation.
Many seasoned teachers, lecturers and other presenters feel nervous beforehand despite
having given hundreds of presentations. The same is true of actors and actresses,
celebrities, politicians, preachers and other people working in the media or in the public eye.
Being nervous is not a problem or a weakness, you just need to channel your nervous
energy wisely. On the other hand, being over-confident and not nervous could be a
weakness!
The symptoms of nerves can include "butterflies" or a queasy feeling in your stomach,
sweaty palms, a dry throat and the panic that your mind has gone blank about your opening
lines.
Fortunately, there are some tried and tested strategies and techniques to manage your
nerves so that you can concentrate on delivering an effective and engaging presentation.
These techniques will not get rid of your nerves; instead they will help you to use your
nerves to your advantage. When you are in a heightened state from the adrenaline that is
being pumped around your body, you can use that energy to communicate enthusiastically,
convincingly, and passionately. The key is to decrease your level of nervousness so you
can focus your energy on these positive activities, not on trying to control your nerves.
Coping with Nerves

It is essential to always be well prepared and well rehearsed in order to feel confident.
Do no fixate on the presentation delivery at the expense of good preparation. Spend time
preparing, good preparation, knowing your subject well and knowing what you are going to
say and how you are going to say it will boost your confidence and help reduce your
nerves. Think of a presentation like an iceberg what your audience sees - the delivery - is a
small percentage of the whole. What goes on, out of sight, the planning and preparation
should make up the bulk of the work.
When you feel nervous before a presentation, the following strategies and exercises should
help you:
Practice Deep Breathing Lesson 4
Adrenalin causes your breathing to shallow. By deliberately breathing deeply your brain will
get the oxygen it needs and the slower pace will trick your body into believing you are
calmer. This also helps with voice quivers, which can occur when your breathing is shallow
and irregular.
Drink Water
Adrenalin can cause a dry mouth, which in turn leads to getting tongue-tied. Have a glass or
bottle of water handy and take sips occasionally, especially when you wish to pause or
emphasize a point. Take care not to take large gulps of water.
Chew Gum
Chewing gum before a presentation may help you to feel more relaxed. Research has
shown that the act of chewing can increase your alertness and help to reduce anxiety. It is
usually best to get rid of the gum when you start your presentation.
Smile
Smiling is a natural relaxant that sends positive chemical messages through your body.
Smiling and maintaining eye contact also help you build rapport with your audience.
Use Visualization Techniques
Imagine that you are delivering your presentation to an audience that is interested,
enthused, smiling, and reacting positively. Cement this positive image in your mind and
recall it just before you are ready to start.
Self-Massage
Press and massage your forehead to energize the front of the brain and speech centre.
Pause
Just before you start talking, pause, make eye contact, and smile. This last moment of
peace is very relaxing and gives you time to adjust to being the centre of attention.
Slow Down
Speak more slowly than you would in a conversation, and leave longer pauses between
sentences. This slower pace will calm you down, and it will also make you easier to hear,
especially at the back of a large room.
Move Around
Move around a little during your presentation as this will expend some of your nervous
energy. However, try not to pace backwards and forwards or rock on your heels as these
activities can be distracting to your audience.
Lesson 4
Stop Thinking About Yourself
Remember that the audience is there to get some information and that it is your job to put
that information across to them. try to put your nerves aside and think about communicating
your message as effectively as possible.
Relaxation Exercises
Although you may not feel relaxed before you give your presentation relaxation exercises
can help. Try the following relaxation exercises, but do not continue with them if they cause
pain or discomfort although remember that you may use some muscles you have not
exercised for a while and so feel a little stiff afterwards.
Quick Relaxation Exercises
 Stand in an easy position with your feet one pace apart, knees 'unlocked' and not
rigidly pushed back, spine straight, shoulders not tense and head balanced. Try to
keep your face muscles relaxed by not clenching your jaw or clamping your teeth
together.
 Now stretch SLOWLY upwards, aim to touch the ceiling but keep your feet flat on the
floor. Then flop forward from the waist bending your knees slightly as you go. You
are now hanging forward like a rag doll - your arms and head totally unsupported and
relaxed.
 Straighten up SLOWLY - almost vertebrae by vertebrae, as if you were puppet and a
giant puppet master was pulling you up by the strings keeping your head until last,
when you are standing in your original easy position.
Repeat this exercise three times.
Alternatively you can relax in a chair:
 Sit comfortably with your lower spine pressed into the back of the chair.
 Raise your arms above your head and stretch as high as possible.
 Release your arms to your sides and bend forwards with your legs stretched out and
reach as far as possible.
 Return to your starting position.
Repeat this exercise three times.
Lesson 4
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Lesson 5
Jack Sparrow, a fictional character in the Pirates of the Caribbean film series
LESSON 5
LINKING AND PAUSING
Lesson 5
A. PRONOUNCING PUNCTUATION
Lesson 5
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B. LINKING
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C. PRACTICE
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D. GAME
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E. SELF TEST
Lesson 5
Pronunciation for conversations – Asking for a favor in English
Asking for a favor refers to asking someone to do something for you. Use these phrases to
politely ask for a favor. When someone asks you for a favor, you'll have to either grant the
favor (say yes) or refuse the favor (say no). Pay special attention to the form of the verb
used in each case as you learn to ask, grant and refuse favors.
Asking for a Favor
Could / Would you do me a favor?
Could you do me a favor?
is used to find out if someone will do a favor for you as a way to begin the conversation. The
form Would you do me a favor? is more formal.
Would you do me a favor?

Could you do me a favor?
Could you please + verb
Use the simple form of the verb (do) to ask for help with specific actions such as asking for
help in daily situations.
Could you please take me to work?

Could you please lend me a hand?
Could you possibly + verb
Use the simple form of the verb to ask for help with specific situations while being extremely
polite.
Could I possibly take some time off to help?

Could you possibly work overtime today?
Could I ask / bother / trouble you + infinitive
Use the infinitive form of the verb (to do) to ask for a favor in formal situations.
Could I ask you to help my brother?

Could I bother you to give a ride to work?
Could I trouble you to open the door for me?
Would you mind + verb + ing
Use the gerund form of the verb (doing) to ask for a favor in everyday situations.
Would you mind closing the window?

Would you mind cooking dinner tonight?
Would it be too much trouble for you + infinitive
Use this form with the infinitive to ask for a favor in very formal situations.
Would it be too much trouble for you to let me come in late tomorrow?
Would it be too much trouble for you to take a look at this letter?
May I + verb? - Use the simple form of the verb with 'may' when the favor you're asking
requires permission.
May I leave class early?

May we use your telephone?
Granting a Favor
If you would like to say "yes" to someone who asks you for a favor, you can grant the favor
using these phrases:
Sure
No problem.
I'd be happy to help you.
It would be my pleasure.
I'd be glad to help out.
It's common to ask for more specifics when granting a favor. For instance, if your friend
asks you to help him out with a project, you might ask some follow up questions to get an
idea of what is needed.
Would you mind giving me a hand?

I'd be happy to help you. What do you need help with?
May I use your telephone?

Sure. Who are you calling?
Refusing a Favor
If you are unable to help out and need to say "no", you can refuse a favor with these
responses:
I'm afraid I can't.

Sorry, but I'm unable + infinitive
Unfortunately, I'm not able + infinitive.
Regrettably, I can't + verb
Saying 'no', is never fun, but sometimes it's necessary. It's common to offer a different
solution to try to help out even if you can't do the favor.
Could I ask you to help me with my homework?

Unfortunately, I'm not able to do that.
Why not?
Regrettably, I can't do math very well, so I won't be able to help.
Lesson 5
Practice Dialogues
Use these dialogues to practice asking for a favor, granting favors and refusing favors.
Asking for a Favor which is Granted
Peter: Hi Anna. I've got a favor to ask. Would you mind cooking dinner tonight? I'm kind of
busy.
Anna: Sure, Peter. What would you like for dinner?
Peter: Could I trouble you to make some pasta?
Anna: That's sounds good. Let's have pasta. Which type of sauce should I make?
Peter: Would it be too much trouble to make a four cheese sauce?
Anna: No, that's easy. Yum. Good idea.
Peter: Thanks Anna. That really helps me out.
Anna: No problem.
Mark: Hey, could you please help me with my homework?

Susan: I'd be glad to help out. What seems to be the problem.
Mark:: I don't get this equation. Would you mind explaining it to me?
Susan: No problem. It's difficult!
Mark: Yeah, I know. Thanks a lot.
Susan: Don't worry about it.
Asking for a Favor which is Refused
Employee: Hello, Mr. Smith. Could I ask you a question?

Boss: Sure, what do you need?
Employee: Would it be too much trouble for you to let me come in at 10 tomorrow morning?
Boss: Oh, that's a little difficult.
Employee: Yes, I know it's last moment, but I have to go to the dentist.
Boss: I'm afraid I can't let you come in late tomorrow. We really need you at the meeting.
Employee: OK, I just thought I'd ask. I'll get a different appointment.
Boss: Thanks, I appreciate it.
Brother: Hey. Would you mind letting me watch my show?

Sister: Sorry, but I can't do that.
Brother: Why not?!
Sister: I'm watching favorite show now.
Brother: But I'm going to miss my favorite game show!
Sister: Watch it online. Don't bother me.
Brother: Could you please watch your show online, it's a rerun!
Sister: Sorry, but I'm unable to do that. You'll just have to watch it later.
Lesson 5
IELTS Speaking Part 3
Discussion skills
IELTS Skills: Giving and asking for opinions
This page continues the academic discussion skills section by looking at how to give your
opinion and how to invite others to join the discussion by asking for their opinion. There is also
an example discussion to show how to use some of the phrases.
Giving opinions
If you want to participate effectively in an academic discussion, you will need to make your
ideas clear. This means you will have to voice (or give) your opinion. This alone will not be
enough, as you will also need to support your opinion by giving reasons and evidence such as
examples, statistics, or information from readings on the topic. If you have actual data or expert
opinions to use during the discussion, you should refer to the source if you can.
The list below shows phrases for each of these three functions, i.e. giving opinions, explaining
your reasons for holding these opinions, and giving evidence to support your opinion.
Giving opinions
 I think (that)...
 I believe (that)...
 I feel (that)...
 It seems to me (that)...
 My view is (that)...
 It is my view (that)...
 In my view...
 In my opinion...
 As far as I’m concerned...
 I would say (that)...
 For me, ...
 As I understand it...
 From what I understand...
Giving reasons
 This is due to...

 Because/Since...
 Due to the fact that...
 As a result of...
 As a consequence of...
Giving evidence
 For instance...
 For example...
 (Author's name) states that...
 Statistics from (source) indicate...
Asking for opinions Lesson 5
A related skill during a seminar discussion is asking others for their opinion. This allows
other group members to join the discussion and gives them a chance to share their
opinions, and say whether they agree or disagree with yours. The phrase box shows some
useful phrases for inviting others to share their opinions with the rest of the group.
Asking for opinions
 What do you think?

 What do you think about...?
 What’s your opinion about...?
 How do you feel about...?
 What about you?
Example discussion
Below is an example discussion on the topic of transportation in a particular city. There are
three students involved. Click on the different areas (in the shaded boxes to the right) to
highlight phrases for giving opinions, giving reasons, and giving evidence.
Student A: I think that the transportation here is excellent, because there are so many
different options: buses, the underground and taxis. I really love the buses here. They run
many different routes, and the cost is quite reasonable, under one pound for most of the
places I go to. What's your opinion?
Student B: I agree with you. The buses are very convenient and cheap. And the subway is
good too, it's not expensive at all.
Student C: That may be true, but you are only considering the cost. If we look at how
frequent the transport is, then it's not so good. For example I often have to wait twenty or
thirty minutes for a bus when I go to the university. It's really not convenient for me.
Student A: I really don't agree with you. In my opinion the transport is extremely convenient.
As I just said, the buses run many different routes, so you can get anywhere in the city quite
easily. For instance I can take a bus from where I live to the university, or another one to the
train station, another to the football stadium. They'll all direct and I don't need to change.
Student B: So you mean that convenience in terms of destination is important in a good
transportation system?
Student A: Yes, that's certainly one aspect. In terms of the buses, there is also the number
of bus stops, which again makes them very convenient.
Student B: Yes, I see.
Student C: I don't think I'd say that. In some ways, the more stops there are, the less
convenient it is. It makes the journey longer. And how about frequency? Isn't that important
too?
Student A: Yes, in my opinion it is. But I don't have any problem with that. I never have to
wait more than about ten minutes for a bus, so in terms of frequency they are very
convenient for me.
Student B: That's what I think too. I never have to wait long for a bus either. It could be that
you're just unlucky with where you live.
Student C: I take your point, but I still don't think I agree. As far as I'm concerned the
transportation needs improving in many aspects, because it's just not good enough. You
mentioned taxis, but they're far too expensive. For example I once took one to the train
station in the evening, and I paid almost ten pounds.
Student A: I'm not so sure about that. Ten pounds to me seems quite reasonable for a taxi
fare. And isn't that just the nature of taxis? That they are more expensive?
Student C: I don't think so. I mean of course they should be more expensive than other
forms of transportation, but not so expensive.
Student B: What do you mean by expensive? How much is too much?
Student C: I would say that two or three times as much as other forms of transport is fine, so
maybe three pounds for a typical journey. Certainly not as much as ten pounds!
Student B: I see. So what do you suggest to improve the situation? Taxi drivers have to
make a living, after all.
Student C: Well, I think what the local council should do is reduce the starting fare for taxis.
That would at least make them more economical for shorter distances. If the fare for longer
distances is higher, it would equal things out. Alternatively...
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Lesson 6
Steve Jobs was the chairman, chief executive officer (CEO), and co-founder of Apple Inc.
Lesson 6
LESSON 6
WORD STRESS
A. WORD STRESS
Lesson 6
B. RULES TO PREDICT STRESS IN WORDS
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C. PRACTICE
Lesson 6
Answer key:
Lesson 6
EXPERIENCE
Describe your first day at work or the place where you study
You should say:
o What kind of building was it located in?
o Why was it important for you to work/study there?
o How did you feel at the end of the first day?
and explain if you were pleased or disappointed with the experience.
Describe a time in your life when you were very busy

You should say:
o when it was
o why you were busy
o how did you manage
And explain what you did then
Describe an unusual or interesting thing you did recently

You should say:
o Where did you do it?
o When did you do it?
o Who did you do it with?
and describe why it was unusual or interesting
Talk about something that you plan to do in life besides your work and study
You should say:
What do you want to do?
What should you do for your plan to come true?
Why do you want to do it?
And explain how difficult you think it will be
A
and explain how would you feel once you have achieved it
D. GAME
Lesson 6
Lesson 6
E. SELF TEST
Lesson 6
Review Stress in Words
Lesson 6
Pronunciation for conversations – Shopping in English
Use polite questions when shopping or helping a customer in a shop. Polite questions are
asked with 'could', 'may', and 'would'. You can also ask for advice in shops using 'should'.
Shopping for a Sweater
Shop assistant: May I help you?

Customer: Yes, I'm looking for a sweater.
Shop assistant: What size are you?

Customer: I'm an extra-large.
Shop assistant: Would you like a plain sweater or something else?

Customer: I'm looking for a plain blue sweater.
Shop assistant: How about this one?

Customer: Yes, that's nice. Could I try it on?
Shop assistant: Certainly, the changing rooms are over there.

Customer: Thank you. (goes into a changing room to try on the sweater)
Shop assistant: How does it fit?

Customer: It's too large. Do you have a large?
Shop assistant: Yes, here you are. Would you like to try it on to see if it fits?
Customer: No that's Okay. Thank you. I'll take it. I'm also looking for some nice slacks.
Shop assistant: Great. We have some very nice wool slacks over here. Would you like to take a
look?
Customer: Yes, thanks for your help.
Shop assistant: What are your measurements?

Customer: I'm a 38'' waist and a 32" inseam.
Shop assistant: What do you think about these?

Customer: They're nice, but I'd prefer cotton trousers if you have them.
Shop assistant: Certainly, our summer slacks collection is over here. How about these?
Customer: Yes, I like those. Do you have them in grey as well?
Shop assistant: Yes, here's a pair. You said you the measurements are 38" by 32", didn't you?
Customer: Yes, that's correct. I'll go try them on.
Shop assistant: Let me know if you need any help.

Customer: Thank you. (comes back) These are great. So, that makes one sweater and a pair of
grey slacks.
Shop assistant: OK, how would you like to pay?

Customer: Do you take credit cards?
Shop assistant: Yes, we do. Visa, Master Card and American Express.
Customer: OK, here's my Visa.
Shop assistant: Thank you. Have a nice day!

Customer: Thank you, goodbye.
Lesson 6
IELTS skills: Agreeing and disagreeing with opinions politely
This page continues the academic discussion skills section by looking at how to agree and
disagree. There is also an example discussion to show how to use some of the phrases.
How to agree and disagree
At university you will need to argue your point, in other words give your opinion on certain
topics, with reasons and evidence. This academic 'argument' is different from ones you may
have in everyday life. Although it may get heated, it will always be civilised and polite. It is
important to remember this even when you disagree with another speaker's argument. In such
cases, you should try to disagree politely, by first acknowledging their opinion before saying why
you disagree. It is also possible to simply disagree, but you should avoid doing this too often as
it may seem rude.
Phrases for agreeing, acknowledging someone else's idea, and disagreeing are shown below.
Agreeing
 Yes.
 Yes, that’s right.
 Yes, I agree with you.
 I agree (with/that)...
 That’s what I think too.
 Absolutely.
 Yes, absolutely.
Acknowledging ideas
 Yes, OK, but...

 I see what you mean, but...
 I accept that, but...
 That may be true, but...
 I take your point, but...
 I can see your point. However...
 That’s a good point, but
 I see what you're getting at, but...
 I see where you're coming from, but...
 I agree up to a point, but...
 Yes, but what about...
Disagreeing
 No, I don’t really agree.

 I don’t really agree with you.
 I don’t agree with that at all.
 (I’m afraid) I don’t think that’s right.
 I’m not sure that’s right.
 I wouldn’t say that.
 I'm not so sure about that.
 But (surely)...
 But don’t you think...
Lesson 6
 That's not always the case because...
 That's not necessarily true because...
 This idea isn't supported by the evidence...
Example discussion
three students involved.
Student A: I think that the transportation here is excellent, because there are so many different
options: buses, the underground and taxis. I really love the buses here. They run many different
routes, and the cost is quite reasonable, under one pound for most of the places I go to. What's
your opinion?
Student B: I agree with you. The buses are very convenient and cheap. And the subway is good
too, it's not expensive at all.
Student C: That may be true, but you are only considering the cost. If we look at how frequent
the transport is, then it's not so good. For example I often have to wait twenty or thirty minutes
for a bus when I go to the university. It's really not convenient for me.
Student A: I really don't agree with you. In my opinion the transport is extremely convenient. As I
just said, the buses run many different routes, so you can get anywhere in the city quite easily.
For instance I can take a bus from where I live to the university, or another one to the train
station, another to the football stadium. They'll all direct and I don't need to change.
Student B: So, you mean that convenience in terms of destination is important in a good
Student A: Yes, that's certainly one aspect. In terms of the buses, there is also the number of
bus stops, which again makes them very convenient.
Student C: I don't think I'd say that. In some ways, the more stops there are, the less convenient
it is. It makes the journey longer. And how about frequency? Isn't that important too?
Student A: Yes, in my opinion it is. But I don't have any problem with that. I never have to wait
more than about ten minutes for a bus, so in terms of frequency they are very convenient for
me.
mentioned taxis, but they're far too expensive. For example I once took one to the train station
in the evening, and I paid almost ten pounds.
Student A: I'm not so sure about that. Ten pounds to me seems quite reasonable for a taxi fare.
And isn't that just the nature of taxis? That they are more expensive?
Student C: I don't think so. I mean of course they should be more expensive than other forms of
transportation, but not so expensive.
Student B: I see. So what do you suggest to improve the situation? Taxi drivers have to make a
living, after all.
Student C: Well, I think what the local council should do is reduce the starting fare for taxis. That
would at least make them more economical for shorter distances. If the fare for longer distances
is higher, it would equal things out. Alternatively...
Lesson 6
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Lesson 7
“I never lose. I either win or learn."

Nelson Mandela was a South African anti-apartheid revolutionary, political leader, and
philanthropist, who served as President of South Africa from 1994 to 1999.
Lesson 7
LESSON 7
SENTENCE STRESS 2
A. SENTENCE STRESS AND RHYTHM
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B. STRESSED AND REDUCED WORDS
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C. PRACTICE
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D. GAME
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E. SELF TEST
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Lesson 7
IELTS skills: Giving suggestions and express levels of certainty
This page continues the academic discussion skills section by looking at other useful
discussion skills language. This page contains phrases for giving suggestions and
expressing certainty/uncertainty. There is an example discussion to show how to use some
of the phrases.
Giving suggestions
The most common phrases you will use in an academic discussion are those on previous
pages, namely asking for or giving opinions, agreeing or disagreeing and asking for
clarification. However, there are other useful phrases which you may need, which are
considered here. For example, in relation to a situation or problem you may need to give
suggestions. Academic language, even in discussions, tends to be fairly tentative, so you
may also need to express certainty/uncertainty. Phrases for each of these are shown below.
Giving suggestions
 I suggest that...
 What about...?
 How about...?
 It might be an idea to...
 One option would be to...
 My advice would be to...
 I propose that...
 I think it would be best to...
 I think what we/you/they should do is...
 My feeling is we/you/they should...
 It would be a good idea to...
Expressing certainty/uncertainty
 I’m sure (certain) that...

 There’s no doubt that...
 You may be right.
 It’s likely that...
 It could be that...
 Possibly.
 I think that's debatable.
 I’m not sure (certain) that...
 I'm not so sure about that.
 I don't think I'd say that.
Example discussion
three students involved. This discussion is used throughout the discussion skills section to
highlight the phrases in each section. Click on the buttons to the right to highlight different
types of phrase.
too?
convenient for me.
Lesson 7
Pronunciation for conversations - Making Suggestions

What Shall We Do?
1. Hi Binh, would you like to do something with me this weekend?

2. Sure. What shall we do?
1. I don't know. Do you have any ideas?

2. Why don't we see a film?
1. That's sounds good to me. Which film shall we see?

2. Let's see "Avengers – Infinity War".
1. I'd rather not. I don't like violent films. How about going to "La La Land"? I hear it's
quite a romantic film.
2. OK. Let's go see that. When is it on?
1. It's on at 8 o'clock at the CGV. Shall we have a bite to eat before the film?
2. Sure, that sounds great. What about going to that new Italian restaurant 'Michetti's'?
1. Great idea! Let's meet there at six.

2. OK. I'll see you at 'Michetti's' at six. Bye.
1. Bye.
Key Vocabulary
Would you like to ...?

(What) shall we go...?
Let's go...
Why don't we go...
How about going...
What about going...
Note: 'Shall we', 'Let's', 'Why don't we' are all followed by the base form of the verb ('go' in
the examples), 'How about' and 'What about' are followed by the '-ing' form of the verb
('going' in the examples.
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Lesson 8
“I find that the harder I work, the more luck I seem to have."
Thomas Jefferson, the third President of the United States, was an American statesman, one of
the Founding Fathers of the United States and the principal author of the Declaration of
Independence
Lesson 8
LESSON 8
INTONATION 2
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A. FOCUS IN DISCOURSE Lesson 8
Lesson 8
Lesson 8
Lesson 8
B. MORE FUNCTIONS OF INTONATION
Lesson 8
C. PRACTICE
Lesson 8
Lesson 8
D. GAME
Lesson 8
Lesson 8
Lesson 8
E. SELF TEST
Lesson 8
Pronunciation for conversations – Getting fit
Getting fit in English refers to doing exercise in order to feel better and live a more healthy
lifestyle. People often go to the gym to get in shape or get fit. While they're at the gym they'll
do a wide variety of exercises such as push-ups and sit-ups. It's important to always do
stretching exercises as well, these should be done both before and after you go to the gym.
At they gym, you'll fid lots of equipment such as weight lifting machines, exercise bikes,
ellipticals, and treadmills.
Most health clubs also offer jogging tracks and areas for aerobics, as well as classes in
fitness activities such as Zumba, or spinning classes. Most gyms offer changing rooms
nowadays. Some even have whirlpools, steam rooms, and saunas to help you relax and
unwind your muscles after a long hard workout.
The important thing to remember when getting fit is that you need to be consistent. In other
words, you'll need to go to the gym on a regular basis. Maybe three or four times a week.
It's a good idea to do a wide range of exercises rather than focus on just one such as weight
lifting. For example, do fifteen minutes of stretching and aerobics, combined with a half hour
of bike riding and another fifteen minutes of weight lifting on two days of the week. On the
other two, play some basketball, go jogging and use the elliptical. Varying your routine will
help keep you coming back, as well as help keep your whole body fit.
In the Gym Dialogue
1. Hello, my name is Jane and I'd like to ask a few questions about getting fit.
2. Hi, Jane. What can I do for you?
1. I need to get in shape.

2. Well, you've come to the right place. Have you been doing any exercise lately?
1. I'm afraid not.

2. OK. We'll start off slow. Which type of exercise do you enjoy doing?
1. I like doing aerobics, but I hate jogging. I don't mind doing some weight-lifting,
though.
2. Great, that gives us plenty to work with. How often can you work out?
1. Twice or three times a week would be good.

2. Why don't we start with an aerobics class twice a week followed by a little weight lifting?
1. Sounds fine to me.

2. You'll need to start slowly and build up gradually to three or four times a week.
1. OK. What kind of equipment will I need?

2. You'll need a leotard and some sneakers.
1. Is that all? How do I sign up for the classes?

2. We'll need you to join the gym and then you can choose which classes fit your
schedule best.
1. Great! I can't wait to get started. Thanks for your advice.

2. No problem. I'll see you in aerobics class!
IELTS skills: Clarification – Making sure you understand
This page continues the academic discussion skills section by looking at how to ask for
clarification. There is also an example discussion to show how to use some of the phrases.
Asking for clarification
In an academic discussion you will need to listen to many different speakers and try to
follow their line of argument. This is not always easy even for native speakers, and there
may be times when you get confused or lost. In such instances, it can be useful to ask the
speaker a question or ask for clarification. The verb to clarify means to make something
clearer and so the response should help to make the information clearer and easier for the
listener to understand. The speaker is likely to paraphrase the information and give
additional detail to aid understanding.
In addition to asking for clarification, you may wish to ask questions to check your
understanding. In order to do this, you will have to repeat or paraphrase what the speaker
has just said. If you think you understand this is definitely a more useful approach than
asking for clarification, as the speaker can just respond 'Yes' if you are correct, or correct
any misunderstandings you have.
Once you have asked for clarification or checked for understanding, it is useful to respond to
show whether you now understand or not, so that the speaker can either continue or
provide more explanation.
Phrases for each of these functions, i.e. asking questions, asking for clarification, checking
understanding and responding, are shown below.
Asking questions
 I have a question.
 I’ve got a question about...
 Could I ask a question?
 Sorry, could I just ask...?
Asking for clarification
 Sorry, I didn’t understand what you said about...

 I didn’t quite understand what you meant about/by...
 What did you mean about/by...?
 Could you explain...?
 Could you tell me more about...?
 I didn’t quite follow that. Could you explain again?
Checking understanding
 So what you're saying is that...?

 So you mean that...?
 Are you saying that...?
 If I have understood you correctly, your point is that...?
Responding
Lesson 8
 Yes, I see.
 Yes, that’s clear now.
 OK, thanks.
 That’s fine now.
 Sorry, I still don't understand.
 I'm sorry, but could you explain that one more time?
Example discussion
three students involved. This discussion is used throughout the discussion skills section to
highlight the phrases in each section. Click on the buttons to the right to highlight different
types of phrase.
too?
convenient for me.
Lesson 8
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Lesson 9
“The only place where success comes before work is in the dictionary. – Vidal Sassoon."
Vidal Sassoon was a British and American hairstylist, businessman, and philanthropist.
Lesson 9
LESSON 9
CHUNKING 2
A. BREAKING SPEECH INTO UNITS
Lesson 9
A.
Lesson 9
Lesson 9
Answer key:
B. FIXED PHRASES AND IDIOMS IN SPEECH UNITS Lesson 9
Lesson 9
Answer key: Lesson 9
Lesson 9
C. PRACTICE
Lesson 9
Lesson 9
D. CLASS PRESENTATION Lesson 9
EVALUATION FORM
Lesson 9
E. SELF TEST
Lesson 9
Pronunciation for conversations – At a restaurant
Knowing how to order food in a restaurant is an important first task for any beginning level
English learner. Here are two short dialogs to help you learn common questions and
answers used at a restaurant.
At a Restaurant Alone
This dialog provides most the basic questions you'll need to know when going to a
restaurant alone:
Waitperson: Hi. How are you doing this afternoon?

Customer: Fine, thank you. Can I see a menu, please?
Waitperson: Certainly, here you are.
Customer: Thank you. What's today's special?
Waitperson: Grilled tuna and cheese on rye.
Customer: That sounds good. I'll have that.
Waitperson: Would you like something to drink?
Customer: Yes, I'd like a coke.
Waitperson: Thank you. (returning with the food) Here you are. Enjoy your meal!
Customer: Thank you.
Waitperson: Can I get you anything else?
Customer: No thanks. I'd like the check, please.
Waitperson: That'll be $14.95.
Customer: Here you are. Keep the change!
Waitperson: Thank you! Have a good day!
Customer: Goodbye.
Key Vocabulary
Learn this key vocabulary from the dialogue to be ready the next time you go to a
restaurant:
Can I see a menu?

Here you are
Enjoy your meal!
Would you like ...
Can I get you anything else?
I'd like the check, please.
That'll be ...
Have a good day!
At a Restaurant with Friends
Next, practice eating with friends at a restaurant with these questions to help choose what
to eat:
Kevin: The spaghetti looks really good.

Alice: It is! I had it the last time I was here.
Peter: How is the pizza, Alice?
Lesson 9
Alice: It's good, but I think the pasta is better. What would you recommend?
Waitperson: I'd recommend the lasagna. It's excellent!
Alice: That sounds great. I'll have that.
Waitperson: Fine. Would you like an appetizer?
Alice: No, lasagna is more than enough for me!
Kevin: I think I'll have the lasagna as well.
Waitperson: Right. That's two lasagnas. Would you care for an appetizer?
Kevin: Yes, I'll take the calamari.
Peter: Oh, that sounds good! I can't decide between the chicken marsala and grilled fish.
Waitperson: The fish is fresh, so I'd recommend that.
Peter: Great. I'll have the fish. I'd also like a salad.
Waitperson: What would you like to drink?
Kevin: I'll have water.
Alice: I'd like a beer.
Peter: I'll take a glass of red wine.
Waitperson: Thank you. I'll get the drinks and the appetizers.
Kevin: Thank you.
Key Vocabulary
Here are some key phrases used to discuss food in a restaurant when deciding on what to
eat:
The spaghetti / steak / chicken looks good.

How is the pizza / fish / beer?
What would you recommend?
I'd recommend the lasagna / steak / pizza.
Would you like an appetizer?
Would you care for an appetizer / a beer / a cocktail?
I'll take / have a beer / steak / a glass of wine.
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Lesson 10
10
Success leads to success, as Henry David Thoreau, American writer, poet, philosopher and
naturalist, points out so succinctly. If you believe yourself to be a certain way - a lousy test-taker, a
bad student, a moderately likable candidate for medical school - you'll be that. Achieve some small
goals (I will stay focused for 15 minutes. I will get a B on this exam.) Eventually, you'll build enough
confidence to become that success you never allowed yourself to be in the past.
Lesson 10
10
LESSON 10
FINAL SPEAKING TEST

PRONUNCIATION FEATURES FOR IELTS SPEAKING
 Overall, clear and understandable pronunciation is the main thing.

 Secondly, the correct use of the following features will determine the pronunciation
grade:
1. basic word pronunciation;

2. linked speech sounds;
3. correct and appropriate sentence stress (i.e., which word or words in a
sentence are stressed more than others)
4. appropriate use of intonation (rising and falling) to emphasize meaning.
 Slightly inaccurate (= unclear) pronunciation is usually understandable if the

correct words and grammar are used, but slightly inaccurate
pronunciation combined with other errors can result in language that is not
understandable at all.
 American pronunciation is acceptable. But try not to suddenly change between
standard British and standard American pronunciation too much, or to mix the two
too much. This is because the examiner will not be expecting such sudden changes.
10
FEEDBACK SHEET FOR REFERENCE
TEACHER’S FEEDBACK SHEET ON PRONUNCIATION

Student’s name:……………………………………………………………
Y/N Needs practice Notes/ Examples

Ending sounds
Were the ending sounds pronounced well
enough not to be confusing for the listener?
Were sounds and syllables linked together?
Word stress
Did the student use correct stress in words
and word groups?
Was there a clear contrast between stressed
and unstressed syllables?
Sentence stress
Were key words stressed?
Chunking and pausing

Was information divided into chunks or
thought groups?
Did the student use pausing appropriately?
Intonation
Was the pitch range wide enough to make
the most important key words easy to hear?
Did the student’s intonation clearly indicate
finished and unfinished information?
Was the pitch range wide enough to make
the speaker sound interesting?
Vocal features
Was the speed just right?
Was the volume just right?
Overall
How well did the student communicate meaning?
□ Speech is barely intelligible. Great listener effort is required; constant repetition and
verifications required.
□ Speech is reasonably intelligible. Significant listener effort is required. Ongoing need for
repetitions and verifications.
□ Speech largely intelligible with L1 sounds and prosodic features that may distract the
listener.
□ Speech fully intelligible. Occasional sound and prosodic features from L1 are not seriously
distracting to the listener
□ Speech is near-native. Only minimal divergence from native speaker norms can be detected
General comments
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APPENDIX 1 – TRANSCRIPTS
LESSON 1
Self-test
LESSON 2
Self-test
LESSON 3
Self-test:
LESSON 4
Self-test
LESSON 6
LESSON 7
Self test
LESSON 8
LESSON 9
Practice test
Appendix 2 – Minimal pairs

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Anh ngữ RES - Đào tạo tiếng Anh trẻ em và IELTS số 1 Việt Nam

Website: www.res.vn; Hotline: 0979043610

RES - Reliable English School

Hanoi: No. 330 Ba Trieu Street / No. 89 Yen Lang Street

Hanoi, March 2018

Course syllabus ............................................................... 3

How to improve your pronunciation

Emphasizing important words

Pronunciation for conversations – At the airport

Ending sounds –ed

Ending Consonant clusters

Games to improve your English conversation skills

Tones in new and old information

Continuing or finishing tones

IELTS skills: Acing your individual talk

Prosodic markers for thought groups

IELTS skills: Coping with presentation nerves

Linking Joining words

IELTS skills: Giving and asking for opinions

Stress and the peak syllable

IELTS skills: Agreeing and disagreeing with opinions

Emphasis and de-emphasis

Emphasizing contrasting alternatives

Pronunciation for conversations – Making suggestions

Agreeing or disagreeing tones

IELTS skills: Clarification – Making sure you understand

Prominent words in speech units

Pronunciation for conversations – At a restaurant

10 Evaluation Final test and evaluation N/A

"Expect problems and eat them for breakfast."

Here's How to Improve Your Pronunciation:

2. Strong forms – weak forms

I don't think he should get the job.

I don't think he should get the job.

I don't think he should get the job.

I don't think he should get that job.

I don't think he should get that job.

I don't think he should get that job.

I don't think he should get that job.

I don't think he should get that job.

I don't think he should get that job.

I said she might consider a new haircut.

1. I said she might consider a new haircut.

 Not just a haircut.

1. I said she might consider a new haircut.

Important Questions at Check-in

Expect these questions when checking in at an airport:

Can I have your ticket, please?

Check-in Practice Dialog

Going through Security

Please take off your shoes and belt.

Security Practice Dialog

Security officer: Next!

Passport Control and Customs

Can I see your passport?

Passport Control and Customs Dialogs

Passport official: Good morning. Can I see your passport?

Customs official: Good morning. Do you have anything to declare?

"Either I will find a way, or I will make one."

Philip Sidney, a prominent writer of the Elizabethan period

A. FINAL CONSONANT SOUNDS AND SPELLINGS

Pronunciation for conversations - Telephoning in English

 Use the entire conversation in pairs to practice the situations.