Syllabus for Spoken

English Class-I
SN Topic Activities Planned Competencies to
be Assessed
1  Simple
Spoken  Speaking  Speaking
English  Questions about students  Understanding
Conversation in simplest forms are
in Class asked
 Oral Drilling of
simple
commands and
statements
2  Asking simple  Students share their Speaking / Listing
questions in experiences of
class about vacations
their vacations
 Poem Recitation
3 Developing  Story Telling  Speakin
LSRW(Listening,  Poem Recitation g
Speaking,  Reading cards (fluency
Reading, )
Writing)skills of  Reading
students
4  Each student will speak  Speaking
 My Self about 5-8 lines on MYSELF

5  My School  Students will be shown  Speaking

various places of school  Observing
 Students will tell about
their school
6  Diwali  Students observe  Speaking
Diwali celebration in
school
7  Speaking  For e.g-He drives  Speaking
through bus He’s a (fluency)
Guessing bus driver
 Oral drilling  He looks after
of garden He’s
Genders,Youn a gardener
g ones of
animals,anim
al
sounds
8  Usage of this,that  Sentence making using is,  Speaking
 Usage of is, am, are
am, are

9  Revision

* Practice of making Sentences should be done from time to time during

Spoken English classes.
 CLASS FUNCTIONS / AREAS PRONUNCIATIONS

1.
 Vocabulary related to different Introduction to phonetic
ways of greetings---In the sounds through examples.
morning after getting up on
meeting people, before going to
bed. etc.,
 Introducing yourself
 Introducing people and
relationship.
 Common classroom questions
and statements pertaining to
the class.

Examples of content:
Speaking Situations: Greetings
1. Hello.
2. Good
morning. Good
afternoon.
Good evening.
3. How are you?
How are you
doing?
4. Fine. How about you?
5. Okay. Thanks.
Vocabulary for Greetings and Courtesy
Hello
Good
morning
Good
afternoon
Good evening
Good night
Thank you
You're
welcome
Excuse me
Pardon me
(I'm) Sorry
Good-bye
Bye.

Before we go to bed and when we get up in the morning it's common to make small
talk about sleeping. Here are the most common phrases used:

Before Going to Bed

Good night.
Sleep well.
Have a good night's
sleep. I hope you sleep
well.
See you in the morning
Example Dialogues
Person 1: Good night.
Person 2: See you in the morning.

Person 1: I hope you sleep well.

Person 2: Thank you. Make sure you get a good night's sleep as well.

In the Morning, after Getting Up

I hope you had a good night's

sleep. Did you sleep well?
Did you have a good night's
sleep? I slept well, how about
you?
Good morning. Did you sleep
well? How did you sleep?

Example Dialogues

Person 1: Good morning.

Person 2: Good morning. Did you sleep well?

Person 1: I hope you had a good night's

sleep. Person 2: Yes, thank you I did, and
you?
Relationships
Father Mother Parent
"Dad" "Mom" Parent
Son Daughter Child
Brother Sister Sibling
Grandfather Grandmother Grandparent(s)
"Grandpa" "Grandma" Grandparent(s)
Grandson Granddaughter Grandchild(ren)
Uncle Aunt Parent's sibling
Nephew Niece Sibling's child(ren)
Aunt/Uncle's
Cousin Cousin
child(ren)

Classroom Questions and Statements

Here are some questions, phrases, and sentences for use in the classroom.
What's your name?
What is this?
What is that?
How do you say it in English?
How do you spell it?
Please say it again.
Please speak more
slowly/loudly. I don't
understand.
I'm sorry.
May I come in?
May I go to the washroom?
PRONUNCIATION

English Phonetics - Reference

Table Vowels
Phoneti
Example
c
Symbol
tree, sea, we,
bit, pit, sit
cat, apple, bat
car, far, heart

ball, saw, law

put, foot, could,
fool, shoes,
move,
up, but, blood,
her, first, bird
about, away,
ago
bed, head,
friend
frock, body, box

Diphthongs

Phone
ti c Example
Symbo
l
eight,
make, say,
sky, bye, buy,
by
joy, coin, boy
fear, here, near
hair, care,
there,
tour, poor,
cow, hour, our
joke, go,
though,
 Consonants
Phoneti
Example
c
Symbol
park, gap, pen

board, tab, about

tent, rest, rent

add, did, dent

cord, cat, back

give, agree, flag

chance, chart,
check
jungle, judge, just

fool, if, find

five, give, heaven

thanks, think, both

there, other, then

Sunday, east, miss

zebra, zoo, lazy

shine, sure, she

Pleasure, measure
,
head, hot,

mother, lamb

note, ten, no

sing, sink

lot, leg, little

red, orange; try

yet, yesterday,
you,
what, wet window
 Syllabus for Spoken
English Class-II
S Topic Activities Planned Competencies to be
N Assessed
1  Simple Spoken
English  Speaking  Speaking
Conversation in  Understanding
Class
 My Self, My School,
My Pet
2  How I spent  Students share their  Speaking / Listing
my vacations experiences of
 Poem Recitation vacations

3  My Best Friend  Students discuss about  Speaking (fluency)

 Importance of Trees their friends and get to
know them in a better
way
 Students are
encouraged to grow
more trees
4  Speaking
 Framing Asking questions to each  Understanding
simple other in English and
Questions answering in the same
 Forming Plurals language
 Oral drilling of
Genders, animal
sounds,Young ones
of animals
5  Raksha bandhan  Students will be shown  Speaking
 Diwali various pictures depicting  Observing
 Dasshera different festivals of India

6  Role Plays  Students will act on short  Speaking

skits on Good manners, with
cleanliness, moral values expression

7  X-Mas  Role play on X-mas  Speaking (fluency)

8  Usage of this,that  Sentence making using is,  Speaking

 Usage of am, are,has,have,was,were
is,am,are,has,have,w
as
,were
9  Revision 

* Practice of making Sentences should be done from time to time

during Spoken English classes.
* Oral drilling of similar sounding words
 CLASS FUNCTIONS / AREAS PRONUNCIATIONS

2.
 Vocabulary related to asking and  Short vowels
giving information and
 classroom questions consonants
 Identifying people and things,  Common difficult sounds
describing people.
 Learning about occupations
 Talking about favourite things.
 Use of this,that,these,those
Examples :- Here are a few simple phrases in English
Situation: Learning about Occupations
Vocabulary
Match the occupation with the daily activity.
Occupation Activity

 Mechanic  catch fish

 Teacher  take pictures
 Dentist  fix cars
 Doctor/Nurse  cook meals
 Journalist  pull teeth
 Fisherman  plant flowers
 Gardener  put out fires
 Chef/Cook  take care of patients
 Fire fighter  teach classes
 Photographer  write news stories

Use the occupations and activities to make conversations

Use of Demonstrative-- This, That, These, Those

This orange is sour. These oranges are

sweet.
That truck is full. Those trucks are
empty.
want this one. want these. (not
these ones)
I'll take that one. I'll take those.
A: What is this? (Pointing to something held in the speaker's hand or near the
speaker) B: A pencil.
A: What is that? (Pointing to something at a distance from the
speaker) B: A tree.
Asking for Information
Here are some sample phrases and sentences for asking information in English
1. What is this? This is a table.
2. What is that? That is a
3. What's this? chair. It's a
4. What's that? pen.
5. What are these? It's an apple. These
6. What are those? are pencils.
7. Where is Mr. Singh? Those are
8. Where is Ms. Kanti? books. He is
 over there.
She's (right) here.
9. Where's Johnny? He's in the
10.When's the movie? house. It's at
11.When's lunch? 9:00.
12.How is the food? Lunch is at noon.
It's delicious.

Giving Information
1. I work in a post office. Are you a No, I'm a
letter carrier? postal
2. Greg works in a bank. Is he a teller? clerk. Yes,
3. They live in Mumbai Are they he is.
Maharashtrian No, they
4. I eat breakfast at 8:00 a.m. s? What do aren't. (I eat)
5. She goes to work at 9:00a.m. you eat? eggs, bacon,
6. Rohit plays basketball every Friday. and toast.
7. Pritha starts class at 10:00. Where does In the
she work? cafeteria.
Where does
he play? At the
When does
she finish? gym. At

11:00.

PRONUNCIATION

COMMON DIFFICULT SOUNDS

TH: (long, soft, as in TEETH) Put the tip of your tongue between your
teeth and blow gently. It is a long sound and should last
about 5 seconds.
TH: (short, hard, as in THE) Put the tip of your tongue between your teeth
and make a voice sound from your throat. It is a short sound with a
sudden burst of air.
V: Put your top front teeth onto your bottom lip and make a voice sound
in your throat. Your lips should be more or less closed.
ST: Make a long, soft 'S' sound like a snake, then suddenly add an abrupt
'T+schwa' sound by pushing your tongue against the back of your
top front teeth, then suddenly taking it away. (Practise the 's' sound
first, then the 'schwa' sound alone before adding the abrupt 'T'
sound.)
PH: Pronounce PH as F (not P)

F: Put your top front teeth onto your bottom lip and blow gently. Your lips
should be more or less closed.
H: To make this sound, you need a lot of air and your mouth should be open.
Stand or sit up straight and take a deep breath, open your mouth, then let
out
 the air quickly as if you are disappointed about something. Allow
your body to slump at the same time.
L: When making the L sound, you tongue must temporarily go up to the
roof of your mouth and come down again. It must not touch your
teeth unless the next sound is TH.
R: When making the R sound, your tongue does very little; it just
stays at the bottom of your mouth.
W: When making the W sound, you must pucker your lips.

English Pronunciation Exercises - Short Vowels and Consonants

ih – ee - pronounced eh - pronounced ae - pronounced 'ae'

pronounced 'ee' as in 'see' 'eh' as in 'let' as in 'cat'
'ih' as in 'hit'
big beat bet bat
pig peep pet pat
did deal death dad
tip teeth tell tap
gill gee! get gap
kill keep kept cat
sip see set sat
zip zeal zeppelin zap
ship sheet shelf shaft
gin jeep jell jack
chip cheek chess chat
hit heat help hat
'long ah' as in 'heart' 'short ah' as in 'got'
bar bought
par paw
dark dot
tar taught

carpet caught
sergeant saw

sharp shawl
John jot
charred chocolate
heart Hop

'long uh' as in 'put' 'short uh' as in 'up' 'oo' as in 'shoe'

butcher but boot

put pup poof!
(none) duck do

good gulp Google

cook cup cool
soot supper suit
(none) (none) zoom
shook shut shoot
(none) jump June
churn Chuck choos
e
hook hup! who

Diphthongs
'ou' as in 'ow' as in 'oi' as
in
'home' 'house' 'boy'
bowl bow Boy

toe towel toy

cope cow coy
show showe (none)
r
home howl Hoist

'ay' as in 'ai' as in
'day' 'die'
bay buy
pay pie
day die
table tie
gay guy
cake kite
say sigh
zany Zaire
shape shy
Jake jive
chase child
hey! Hi

'ieh(r)' as in 'ehi(r)' as in
'near' 'hair'
beer bear
peer pear
dear dare
tear (drop of water)
tear
(rip) gear garish
clear Claire
seer snare
sheer share
jeer Jerry
cheer chair
 Syllabus for Spoken
English Class-III
S Topic Activities Planned Competencies to be
N Assessed
1  Myself  Collect information about  Reading
 My School your friends  Speaking
 My Best Friend  Speaking
 Word Building
2  How I spent  Students share their  Speaking / Listing
my Vacations experiences of
vacations
 My favorite  Skill (Project)
cartoon  Making pictures of a
character cartoon character
3  Trees-  Students are  Speaking (fluency)
Importance and encouraged to grow
usage more trees
 Voice modulation
 Independence Day  Feeling of
Patriotism is
 A poem on infused in students
patriotism
4  Rainy Season  Collect information  Speaking
on advantages and
disadvantages of
rain  Creative writing

 Compose a short
poem of four lines on
rainy season
5  Story Narration  Students will write story  Writing/Speaking
of their own choice and
narrate in class

6  Role play on  Learning dialogues  Speaking / Listing

Moral stories  Speaking with expression

7  Importance  Students are  Speaking (fluency)

of Books encouraged to read
books
 Writing
 Write book review
8  Telephone  Demo of  Speaking
Conversatio telephone
n conversation in
class
9  Revision

* Usage of Nouns and Pronouns should be taught in the class.

* Practice of making Sentences should be done from time to time
during Spoken English classes.
 CLASS FUNCTIONS / AREAS PRONUNCIATIONS

3
 Conversations on--describing  Pronunciation of
people silent letters
.  One line
 getting people’s attention
 Asking people to repeat tongue
 Asking for things twisters
 Expressing likes and dislikes

Describing People
Here are some sample sentences and phrases for describing people in English.
Personality and Appearance Description
1. Tell me about Well, he's very friendly, smart and funny.
your father. What kind
of person is he? He's young, short and handsome.
2. What does he look like?He has straight black hair and green eyes.
She's tall, thin and beautiful.
3. What does your mother She has grey hair and wears glasses.
look like?
She has curly red hair and a cute smile.
4. How about your little Everybody likes her.
sister?
He's wearing light brown pants and an
Clothing orange t-shirt.
5. What is your
brother wearing? Sneakers, and he's wearing white socks.
6. What kind of shoes does No. She's wearing a blue skirt and a
he have (on)? yellow blouse.
7. Is Susan wearing a Yes. She's wearing boots and carrying a
dress? purse.
8. Anything else?
Expressing Likes and Dislikes
Here are some sample phrases and sentences for expressing likes and dislikes.
1. I like fruit. What kind? Oranges and
2. Helen likes sports. What kind of sports? bananas.
3. Ms. Chetna doesn't Really? Does she likeFootball and tennis.
like coffee. tea? Oh. What kind Yes, she does.
4. Tony does not like does he like? (He likes) drama.
action movies. Yes, he does. No,
5. Does Dinesh he doesn't. No,
like swimming? she does not.
6. Does Pankaj like Yes, I do.
soft drinks? No, I don't. A
7. Does Sheila like little.
salad?
8. Do you like
Chinese food?

Getting People's Attention

It's common to use 'Excuse me, ...' to get someone's attention in English.
Another, more formal form is 'I beg your pardon ...'
 Example Dialogues

Person 1: Excuse me, do you know what time it

is? Person 2: Yes, it's two o'clock.

Person 1: I beg your pardon. Would you minding helping me a moment?

Person 2: Certainly. What can I do to help?

Asking People to Repeat

Sometimes, it is important to understand each piece of information when
writing down a telephone number, or taking notes. Here are some phrases
which you can use to ask people to repeat:

Would you mind repeating that?

Could I read that back to you?
Let me repeat that to double-check.

Example Dialogues

Person 1: The telephone number is 503 466-3978

Person 2: Let me repeat the number to double-check. 503 466-3978

Person 1: First, go down 3rd lane to East Street. Take a left, and continue on until
you reach Harbor Building.
Person 2: Would you mind repeating that?

Person 1: Hi, my name is Peter. What's your

name? Person 2: Hi, I'm sorry, I didn't catch
your name.

Asking for Things

NOT Please give me a pen

Correct: Could you give me a pen, please?

Example Dialogues

Person 1: Could you hand me that

magazine? Person 2: Certainly, here it is.

Person 1: Could you lend me a few dollars for lunch,

please? Person 2: I'd be happy to do that. How much
do you need?

You can also ask for things using 'Could I ...' with verbs such as 'borrow',
'have', and 'use'.
Example Dialogues

Person 1: Could I borrow your pen,

please? Person 2: Certainly, here you are.

Person 1: Could I use that book?

Person 2: The red one, or the blue
one? Person 1: The blue one.
Thank you.

PRONUNCIATION

Pronunciation - Silent Letters

Here is a list of common letter combinations with silent letters. This list
contains most of the silent letters that give English as a second language
students difficulties.

Silent B B is not pronounced when following M at the end of a word.

Climb crumb dumb comb

Silent C C is not pronounced in the ending "scle"

muscle

Silent D D is not pronounced in the following common words:

Handkerchief sandwich Wednesday

Silent E E is not pronounced at the end of words and usually makes

the vowel long.

Hope drive gave write site

Silent G G is not often not pronounced when followed by an N

Champagne foreign sign feign

Silent GH GH is not pronounced before T and at the end of many words

Thought through daughter light might righ

t
fight weigh
Silent H H is not pronounced when following W. Some speakers
whisper the H before W.
What when where whether why

Silent H H is not pronounced at the beginning of many words. Use

the article "an" with unvoiced H. Here are some of the most
common:

Hour honest honor heir herb

Pronounced H H is pronounced at the beginning of these common

words. Use the article "a" with voiced H.

Hill history height happy hangover

Silent K K is not pronounced when followed by N at the beginning of a word.

Knife knee know knock knowledge

Silent L L is often not pronounced before L, D, F, M, K.

Calm half salmon talk balk

would should

Silent N N is not pronounced following M at the end of a word.

Autumn hymn

Silent P P is not pronounced at the beginning of many words using

the suffix "psych" and "pneu".

Psychiatrist pneumonia psychotherapy psychotic

Silent S S is not pronounced before L in the following words:

Island isle

Silent T T is not pronounced in these common words:

Castle Christmas fasten listen

often whistle thistle

Silent U U is not pronounced before after G and before a

vowel. guess guidance guitar guest

Silent W W is not pronounced at the beginning of a word followed by an R.
Wrap write wrong

Silent W

W is not pronounced with these three

pronouns: Who whose whom

Tongue-twisters in English

 She sells sea shells by the sea shore.

 Peter piper picked a peck of pickled peppers.
 Tom's tom-tom record plays tom-tom music.
 Ailing Auntie Annie Ames ate apple butter in abundance.
 Double bubble gum bubbles double.
 Busy buzzing bumble bees.
 Chris crashes crimson cars quickly.
 A cup of proper coffee in a copper coffee cup.
 Gray geese graze in the green, green grass.
 Captain Kangaroo's carefully crunching crunchy candy corn.
 Syllabus for Spoken
English Class-IV
S Topic Activities Planned Competencies to
N be Assessed
1  Simple Spoken
English  Speaking  Speaking
Conversation in  Word Building &
Class Sentence Building
 My ambition in life
2  How I spent my  Students share their  Speaking / Listing
Vacations experiences of
vacations
 Importance of  Reading of any book of  Skill (Project)
Books students choice  Reading

3  T.V –Advantages  Students discuss about  Speaking (fluency)

and their favourite T.V program
disadvantages
 Feeling of Patriotism is  Voice modulation
 Independence Day infused in students

 A poem on
patriotism
4  Rainy Season  Collect information  Speaking
 Telephone on advantages and
Conversations disadvantages of rain
 Demo by students talking  Telephone
over phone Ettiquates

5  Story Narration  Students will write story of  Writing/Speaking

their own choice and
narrate in class
6  Role play on Moral  Learning dialogues  Speaking / Listing
stories  Speaking with expression

7  My New Year  Students share their  Speaking (fluency)

Resolution resolutions in the class

8  Picture Composition  Picture will be shown in the  Speaking

class and explanation  Listing
about the picture is given  Observing
by students.

9  Revision

* Usage of Tenses should be taught in the class.

* Practice of making Sentences should be done from time to time during Spoken
English classes.
* Speaking Topics on Current Affairs can also be included.
 CLASS FUNCTIONS / AREAS PRONUNCIATIONS
 Telephoning English------making  Drilling of

4.
a doctor’s appointment minimal
 Leaving a message contrasts
 Asking a question about bill
etc….
 Descriptions--------describing a
friend, specific wish etc..
 Talking about events and
plans--- regarding a holiday,
festival etc.
 Telling time

Telephoning English
Making a Doctor's Appointment
Complete Conversation

Caller 1: Dr. Pandit’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. Pandit 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 Deven.

Caller 1: Have you seen Dr. Pandit before?

Caller 2: Yes, I had a physical exam last year.

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. Pandit’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. Pandit 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. Pandit 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.

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 Deven.

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.
Leaving a Message
Complete Conversation

Caller 1: Hello, this is Rohini

Caller 2: Hello, this is Richa. May I speak with Anand?

Caller 1: I'm afraid Anand 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 Anand that we're meeting tomorrow at three o'clock.

Caller 1: OK ... three o'clock meeting with Richa. 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 939 908 7754.

Caller 1: That's 939 808 7754.

Caller 2: No, it's 939 908 7754.

Caller 1: Ah, sorry.

Caller 2: No problem. Thanks for your help.

Caller 1: I'll make sure Anand sees this as soon as he gets in tonight.
Caller 2: Thank you. Good bye.
Caller 1: Good bye.
Role Play: Caller 1

Caller 1: Hello, this is Rohini

Caller 2:

Caller 1: I'm afraid Anand 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 Richa. 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 Anand 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 Richa. May I speak with Anand?

Caller 1:
Caller 2: Could you take a message?

Caller 1:
Caller 2: Great. Can you tell Anand 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.

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 2: Thank you. Good bye.

Caller 1: Good bye.

Telling Time

Here are some sample expressions for telling time in English.

7:00 It's seven It's seven p.m. /
12:0 o'clock. It's a.m. It's noon /
0 twelve o'clock. midnight.
3:10 It's three ten. It's ten (minutes) after
7:14 It's seven three. It's fourteen after
9:15 fourteen. It's seven.
1:21 nine fifteen. It's (a) quarter after nine.
11:0 It's one twenty- It's twenty-one minutes past
5
one It's eleven one. It's five after eleven.
2:09
oh five. It's two It's nine minutes past
6:30
oh nine. two. It's half past six.
4:50
It's six It's ten minutes to
10:4
5 thirty. It's five. It's quarter to
8:35 four fifty. eleven.
It's ten forty- It's twenty-five minutes to nine
five. It's eight
thirty-five.

PRONUNCIATION MINIMAL CONTRASTS

tear - chair tease – cheese tin – chin top –
chop

talk – chalk
deer tear die tie din tin doll toll
sore – chore sum – chum sip – chip sick -
chick
sat - chat

jeer cheer joke choke jeep Jane

cheap chain

rat – rash out – ouch write – cat -

rice catch
late - lace

car tar core tore cape tape cub tub

cool
tool

ache cake oar core ape cape air care

old cold
shower hour share air
shy eye shake ache
seat eat sad add soak oak sold old
 Syllabus for Spoken English Class-V
S Topic Activities Planned Competencies to
N be Assessed
1  Simple Spoken
English  Speaking  Speaking
Conversation in  Word Building &
Class Sentence Building
 My ambition in life
 My Hobby
2  How I spent my  Students share their  Speaking / Listing
Vacations experiences of
vacations
 Importance of CCA  Students share their
in school experiences of participating in
CCA
3  T.V –Advantages  Students discuss about their  Speaking
and disadvantages favourite T.V program (fluency)
 Debate on the  Debate is organized in class
above topic
 Feeling of Patriotism is  Voice modulation
 Independence Day infused in students
4  Collect information  Speaking
 Telephone on advantages and
Conversations disadvantages of rain
 Telephone
 Demo by students talking Etiquettes
over phone

5  Story Narration  Students will write story of  Writing/Speaking

 Dialogue their own choice and  Writing
Writing on narrate in class Dialogues
any story  Students will write a script in
group
 Dramatisation of scripts
made by students in class
and
assembly
6  Role play on Moral  Learning dialogues  Speaking
stories  Speaking with expression
 Effects of
Global Warming
7  My New Year  Students share their  Speaking
Resolution resolutions in the class (fluency)
 Mobile Phones-  Debate
Advantages
and
disadvantages
8  Picture  Picture will be shown in the  Speaking
Composition class and explanation  Listing
 Impotance of about  Observing
Media the picture is given by
students.
9  Revision 

* Usage of Tenses should be taught in the class.

* Practice of making Sentences should be done from time to time in Spoken English classes.
* Speaking Topics on Current Affairs can also be included.
* Usage of Homophones,Homonyms should be done in class.
 CLASS FUNCTIONS / AREAS PRONUNCIATIONS

5.
 Practice of dialogues related  English ‘long and short’
to --- greetings, forms of vowels
 describing people,  Drilling of the areas of
 ending a conversation pronunciations taken up
 leave-taking in the previous classes.
 favourite music
 weather
 expressing concern
 receiving visitors etc.
Greetings
1. A: Hi, how are you doing?
B: I'm fine. How about yourself?
A: I'm pretty good. Thanks for asking.
B: No problem. So how have you
been? A: I've been great. What
about you?
B: I've been good. I'm in school right
now. A: What school do you go to?
B: I go to DAV.
A: Do you like it there?
B: It's okay. It's a really big
campus. A: Good luck with
school.
B: Thank you very much.

2. A: How's it going?
B: I'm doing well. How about you?
A: Never better, thanks.
B: So how have you been lately?
A: I've actually been pretty good.
You? B: I'm actually in school right
now.
A: Which school do you
attend? B: I'm attending
DAV right now. A: Are you
enjoying it there?
B: It's not bad. There are a lot of people
there. A: Good luck with that.
B: Thanks.

3. A: How are you doing today?

B: I'm doing great. What about
you? A: I'm absolutely lovely,
thank you. B: Everything's been
good with you?
A: I haven't been better. How about
yourself? B: I started school recently.
A: Where are you going to school?
B: I'm going to DAV.
A: How do you like it so far?
B: I like it so far. My classes are pretty good right
now. A: I wish you luck.
B: Thanks a lot.
Describing People
1. A: Have you seen the new girl in
school? B: No, I haven't.
A: She's really
pretty. B: Describe
her to me. A: She's
not too tall.
B: Well, how tall is she?
A: She's about five feet even.
B: What does she look like,
though? A: She has pretty light
brown eyes.
B: I may know which girl you're talking
about. A: So you have seen her around?
B: Yes, I have.

2. A: There's a new girl in school, have you seen

her yet? B: I haven't seen her yet.
A: I think that she is very
pretty. B: Tell me how she
looks.
A: She's kind of
short. B: What
height is she?
A: She's probably about five feet.
B: That's nice, but tell me what she looks like.
A: The first thing I noticed was her beautiful brown
eyes. B: I think I might've bumped into her before.
A: Are you telling me that you've seen her
before? B: I believe so.

3. A: Have you met the new

girl? B: No. Have you?
A: She's one of the prettiest girls at the
school. B: What does she look like?
A: Well, she's quite short.
B: How tall would you say that she
is? A: I would say she's only five
feet.
B: What about her facial features?
A: She has light brown eyes, absolutely
beautiful. B: I think I know who you're
talking about.
A: Have you seen
her? B: I think that I
have.

Ending a Conversation
1. A: It was nice talking to you.
B: Why are you trying to rush me off the
phone? A: I really have to go.
B: Why? I still wanted to talk to
you. A: I have things to do.
B: Like what?
A: Don't be nosey.
B: I'm not. I just want to know.
 A: Well, it's really none of your
business. B: That's harsh.
A: I'm sorry, but I have to
go. B: Fine.

2. A: I've enjoyed conversing with you.

B: Is there a reason why you're trying to get off the phone
so fast? A: I've got to go.
B: I wasn't done talking to you.
A: I have to do some things, and besides, it's not polite to
be nosey. B: I'm not being nosey. I'm just asking.
A: I really don't think it's any of your
business. B: That's not nice.
A: I apologize, but I'm getting off the phone
now. B: Okay.

3. A: I'll talk to you

later. B: What's
the rush?
A: I have to get off the phone now.
B: I'm not ready to get off the phone with
you. A: There are other things I need to
take care of. B: What is it that you need
to do?
A: Please don't be nosey.
B: I'm not being nosey, it's just a
question. A: You don't need to worry
about that.
B: That was mean to say.
A: I am very sorry, but I
must go. B: I guess.

Leave-Taking
1. A: Well, it was nice talking to
you. B: It was nice talking to
you too.
A: We should really hang out
again. B: That would be fun.
A: Where do you want to go?
B: I think we should go out to
eat. A: That sounds good.
B: All right, so I'll see you
then. A: I'll call you later.
B: Okay, I'll talk to you later
then. A: See you later.
B: Bye.

2. A: I enjoyed talking to you.

B: I enjoyed talking to you too.
A: We should hang out some
time. B: I think that would be
nice.
A: Is there anything you would like to do
next time? B: Do you want to go out to eat?
 A: I'd like that.
B: So I'll see you next
time. A: I'm going to call
you soon. B: I'll talk to
you later.
A: See you
soon. B:
Goodbye.

3. A: I had fun talking to you.

B: It was really nice talking to you also.
A: I think we should really do something
sometime. B: That should be loads of fun.
A: What do you want to do next time?
B: Would you like to go to dinner or
something? A: Yeah, let's do that.
B: Okay, until next time then.
A: I'll call you so we can set
that up. B: Talk to you then.
A: All right, see
you. B: See you.

Favourite Music
1. A: What type of music do you like to
listen to? B: I like listening to different
kinds of music. A: Like what, for
instance?
B: I enjoy Rock and
R&B. A: Why is that?
B: I like the different instruments that
they use. A: That's a good reason to like
something.
B: Yeah, I think so too.

2. A: What kind of music do you enjoy

listening to? B: I enjoy listening to all
kinds of music.
A: What kind?
B: I like to listen to Rock and R&B.
A: Why do you like that type of music?
B: I like the kinds of instruments that they use.
A: I think that's an excellent reason to like
something. B: Thanks, I feel the same way.

3. A: What is your favorite kind of

music? B: I listen to various types
of music.
A: What genres?
B: I enjoy listening to both Rock and
R&B. A: What interests you in that
type of music?
B: I enjoy the different types of instruments that
they use. A: That is a perfect reason to like a
certain kind of music. B: That's exactly what I
think too.

Weather
1. A: It's such a nice
day. B: Yes, it is.
A: It looks like it may rain
soon. B: Yes, and I hope
that it does. A: Why is
that?
B: I really love how rain clears the air.
A: Me too. It always smells so fresh after it
rains. B: Yes, but I love the night air after
it rains.
A: Really? Why is it?
B: Because you can see the stars
perfectly. A: I really hope it rains
today.
B: Yeah, me too.

2. A: Isn't it a nice
day? B: It really
is.
A: It seems that it may rain
today. B: Hopefully it will.
A: How come?
B: I like how clear the sky gets after it rains.
A: I feel the same way. It smells so good after it
rains. B: I especially love the night air when it
rains.
A: Really? Why?
B: The stars look so much closer after it
rains. A: I really want it to rain today.
B: Yeah, so do I.
3. A: Don't you think it's nice
out? B: Yes, I think so too.
A: I think that it's going to
rain. B: I hope that it does
rain.
A: You like the rain?
B: The sky looks so clean after it rains. I
love it. A: I understand. Rain does make it
smell cleaner. B: I love most how it is at
night after it rains.
A: How come?
B: You can see the stars so much more clearly after it
rains. A: I would love for it to rain today.
B: I would too.

Expressing Concern for Someone

1. A: Why weren't you at school
yesterday? B: I wasn't really feeling
well.
A: What was wrong with
you? B: My stomach was
upset.
A: Do you feel better now?
B: I don't really feel too well yet.
A: Do you want anything to make you feel
better? B: No, thanks. I already took some
medicine.
 A: I hope you feel
better. B: Thank you.
2. A: What reason do you have for missing
school? B: I was sick.
A: How were you
sick? B: I had a
stomachache. A: Did
it get any better?
B: I'm still feeling under the weather.
A: Would you like anything for your
stomach? B: I took something earlier.
A: Get better.
B: Thanks a
lot.

3. A: Why didn't you go to school yesterday?

B: I stayed home because I wasn't feeling
well. A: What was your problem?
B: My stomach was bothering
me. A: Are you feeling any
better?
B: I'm still feeling a little sick.
A: I'm going to the store, would you like any Pepto
Bismol? B: That's okay.
A: I hope you feel
better. B: I'd
appreciate that.

Receiving Visitors
1. A: Thanks for coming to see me today.
B: It's no problem. I was really missing you
anyway. A: I missed you too.
B: Why haven't you tried to come see me
then? A: I've been really busy.
B: Doing
what? A:
Working.
B: I would've come to see you sooner, but I've been
busy too. A: What have you been doing?
B: I've been working too.
A: Well regardless, I'm very happy that you came to
see me. B: I am too.

2. A: I'm really glad that you came to

see me. B: I had to. I was missing
you a lot.
A: I was missing you too.
B: So, why haven't you visited
me? A: I've actually been busy
lately.
B: What have you been doing?
A: I've just been working really
hard. B: I've also been busy.
A: Tell me what you've been doing.
 B: Basically, I've been working
too. A: Well whatever, I'm glad
you came. B: So am I.

3. A: I'm really happy that you came to

visit me. B: I really missed you a lot.
A: I've been missing you like crazy.
B: I don't understand why you haven't come to
visit me. A: Lately, I've been quite busy.
B: Tell me what you've been up to.
A: I've really been working a lot
lately. B: I've been pretty busy
myself.
A: So what have you been up
to? B: I've just been working
a lot.
A: Whatever the reason may be, I'm glad you
visited me. B: I'm glad I did too.

PRONUNCIATION
English vowels have "long" and "short" forms.

Sound
/i/ leak keen peat beet bee
/I/ lick lit kin pit bit
/ey/ lake late cane bait bay
/e/ let Ken pet bet
"ae" lack can pat bet baa
"ah" lock con pot bought bah
"uh" luck putt but
"oo" look put
/u/ Luke lute coon boot boo
"er" lurk Kern pert Bert burr
/o/ cone boat Bo,
bow
/ai/ like kine bite by
/au/ lout pout bout bough
/oi/ coin boy

Pronunciation: "u" versus "oo"

Producing the Sound

juice do shoe through fool pollutio
n
grew use true whose duty

Producing the Sound

put would wood boulevard took
full push sugar woman bully

In Contrast
fool full
nuke nook
wooed wood/
would
stewed stood
who'd hood
Kooky cooki
Pronunciation: "e" versus "ey"
e
Minimal Pairs
wet wait
wed wade
ben bane
fed fade
CLASS FUNCTIONS / AREAS PRONUNCIATIONS

6.
 Introducing Others Drilling of Word Stress
 Rejoinders Patterns in English
 Clarifying
 Offering
 Asking for Directions
 Asking about Place/Location

Telephone Talk
Here are some sample phrases and expressions for talking on the
telephone In the sample conversations below, R is the "Receiver"
and C is the "Caller." Conversation 1
Rrrrring
. R:
Hello.
C: Hello. Is Sunil there?
R: I'm sorry. He's not here right
now. C: What time will he be
back?
R: Around five
thirty. C: This
afternoon?
R: Yes. May I ask who's
calling? C: This is his friend,
Gautam.
R: Okay. I'll tell him you
called. C: Thanks.
Conversation 2
Rrrrrring.
R: Bapat
residence. C: Is
this Nandini?
R: No, this is her sister,
Chandana. C: You sure sound
like Nandini.
R: Oh. Can I take a message?
C: Sure. Please tell her that Ananya
called. R: Okay. I'll give her the
message.
C: Thanks.
R: Bye.
Practice 1: Vocabulary
Expansion I'm sorry,she's not
home right now. she can't
come to the phone now. she's
out right now.
Practice 2: Vocabulary
Expansion Sure. Just a
minute.
I'll call her.
She'll be right
here.
Practice 3
Would you like to leave a
message? have her call?
Practice 4
Please,ask her to call me. My number is 2567-6194.
Practice 5: Dictation
Dictate the dialogue. (Will help --Message Writing)
Rejoinders
Rejoinders are quick responses to show that you are interested or paying
attention.
(Oh) Really?
That's
interesting. Is
that right?
Note how rejoinders are used in the following situations.
1. I just got a new
Oh really? That's
job.
great! Oh really?
2. I lost my
That's too bad.
wallet
yesterday.
Clarifying
Clarifying your own ideas
In other words,
What I mean is .
..
What I'm trying to say is . . . What I wanted to say was
. . . To clarify,
Asking for Clarification
What do you mean (by that)? What are you trying to
say? What was that again? Could you clarify that?
Clarifying another's ideas
You mean . . . What you mean is . . .
What you're saying is . . . (I think) what she means is . . .
What he's trying to say is . . . If I understand you, (you're saying
that . . . ) If I'm hearing you correctly, So, you think (that) . . .
So, your idea is . . .
Offering
Here are some phrases and expressions used for offering in English.
1. Here. Have a cookie. Thanks.
2. Would you like some pie? No thank you. It looks delicious
3. How about a glass of wine? though. Thanks, but I don't drink
4. What will you have (to drink)? (alcohol).
5. Would you like some more Orange juice will be fine.
cake? Sure. It's really good. Did you bake
6. Can I get you some it yourself ?
milk or something? Well, a glass of water would be
okay.

Asking for Directions

Here are some phrases and expressions for asking directions in English.
 Where is (the) . . . ? (This is also used in asking about location.)
 How do you get to (the) . . . (from here)?
 How do I get to (the) . . . ?
 Can you tell me how to get to (the) . . . ?
  Can you give me directions to (the) . . . ?
 What's the best way to get to (the) . . . ?

Asking about Place/Location

Here are some sample phrases and sentences for asking about location.
Where is the bank?
It's on Main Street.
It's next to the post office.,
It's between the bakery and the barber shop.
Directions
How do you get to the sporting goods store?
First, go down East Street until you get to 4th
Lane Then, turn left.
Then, go down 4th Lane for three blocks.
It's on the right side of the street next to Windson Showroom

PRONUNCIATION
For example:
Practice these examples:
PersonNEL
TOtally
InDUstrial
ToMAto
FanTAstic
Unstressed syllables keep the correct sound, but sound muted.
For example:
Listen to these specific examples:
Little
Repeat
Tomato
At other times, the vowel is pronounced but not stressed.
For example:
Listen to these specific examples:
Industrial
Noisily
With this in mind, here are the eight common word stress patterns in English.
One Syllable - Stressed
All one syllable words have the stress on the one syllable. The intonation
should go down. Listen to the general pattern.
EAT
DRINK
SIGN
WELL
Two Syllable - First Syllable Stressed
Listen to the general pattern and these specific examples:
GIant
PICture
HEAting
Two Syllable - Second Syllable Stressed
Listen to the general pattern and these specific examples:
toDAY
aHEAD
aLLOW
Three Syllable - First Syllable Stressed
Listen to the general pattern and these specific examples:
ENergy
Operate
ORganize
Three Syllable - Second Syllable Stressed
Listen to the general pattern and these specific examples:
meMORial
aSSUMPtion
caNAdian
Three Syllable - Third Syllable Stressed
Listen to the general pattern and these specific examples:
employEE
japanESE
voluntEER
Four Syllable - Second Syllable Stressed
Listen to the general pattern and these specific examples:
psyCHOLogy
eVAporate
cerTIficate
Four Syllable - Third Syllable Stressed
Listen to the general pattern and these specific examples:
poliTIcian
indiVIdual
repuTAtion
CLASS FUNCTIONS / AREAS PRONUNCIATIONS

7.
• Questions and Expressions • Distinguishing
with Time sounds
• sequencing
• English
• Analysing problems Tongue
• Elaborating Twisters

• Simple Presentations

Questions and Expressions with Time

Here are some examples of questions and expressions with time.
Specific times
Question Answer Words/phrases

When do you . I in the

usually/always evening at
. . (present . 9:00
.. on Mondays
tense) before dinner
after I eat
lunch when I
When did you... get home

(past tense) last night

I (past tense) before class
When will you . while I was eating

.. tomorrow
When are you going I will . . . next
to When do you I am going Tuesday in
plan to . . to I plan to a few days
.
(same as at 7:30
What time do you . . above) around 4:00

. (past)

(future)

Extended Time from 9:00 to

I 11:00 for three
How long do you . (usually) hours
I (past)
I (future)
. . did you ten
It takes (me) minutes six
will you days

How long does it

take you to . .
 Ongoing Action
for five
How long have you . I have . . . days for
.. two hours
since yesterday

Frequency
I (present often,
How often do you . . tense) usually
. always,
never once
in a while

Sequencing
First, Second, Third, Last, First of
all,
Then, Next, Finally, To begin with,
Then,
Later, In the end,

Analyzing Problems
Focusing on the main problem/issue
• What is the main problem?
• What is the real issue (here)?
• (I think) the major problem is . . .
• Our primary concern is . . .
• The crux of the matter is . . .
• (As I see it), the most important thing is . . .
• The main problem we need to solve is . . .
• We really need to take care of . . .
• It all comes down to this:
Asking for input
• What should we do about it?
• What needs to be done?
• What do you think we should do?
• What are we going to do about it?
• Do you have any suggestions?
• Any ideas?
Making Recommendations
• I recommend that . . .
• I suggest that . . .
• I would like to propose that . . .
 • Why don't we . . .
Elaborating
Asking for Elaboration
Could you elaborate (on that)?
Could you tell me a little more about
it? Could you give (me) some
details?
Could you fill me in on that?
What else can you tell us (about
that)? Is there anything else you
can tell us? Is there more to it?
Elaborating
To elaborate,
To give you more information,
Let me explain.
Let me elaborate.
Let me tell you a little more (about
it). Let me give you some details.
What's more,
Simple Presentations
Introduction
(Good morning, afternoon,
evening) I'm happy to be here.
I'm glad to have this opportunity to . .
. Today, I'd like to talk (to you)
about . . . My topic today is . . .
The focus of my remarks is . . .
I'd like to share some thoughts on (topic)
Main points
Let me start by . . .
First, let me tell you about . . .
I've divided my topic into (three) parts: (They are . . .)
Giving examples
For instance,
Let me
illustrate, To
illustrate,
Conclusion
In conclusion,
 To conclude,
To
summarize,
To sum up,
PRONUNCIATIONS
DISTINGUISHING SOUNDS
1. How many sounds does this word have? "finish "
A. 4 B. 5
C. 6 D. 3
2. How many sounds does this word have? "America "
A. 6 B. 5
C. 8 D. 7
3. How many sounds does this word have? "books"
A. 4 B. 5
C. 3 D. 6
4. How many sounds does this word have? "straighten "
A. 10 B. 7
C. 9 D. 8
5. How many sounds does this word have? "Bike "
A. 5 B. 4
C. 3 D. 2
6. How many sounds does this word have? "town "
A. 2 B. 4
C. 4 D. 3
7. How many sounds does this word have? "radio "
A. 5 B. 6
C. 7 D. 4
E. 8
8. How many sounds does this word have? "shy "
A. 4 B. 3
C. 2 D. 5
E. 1
9. How many sounds does this word have? "establishment "
A. 10 B. 13
C. 9 D. 12
E. 14
10. How many sounds does this word have? "sociology "
A. 7 B. 9
 C. 10 D. 8
E. 11
11.How many sounds does this word have? "desert "
A. 8 B. 4
C. 5 D. 6
E. 7
12.How many sounds does this word have? "system "
A. 5 B. 7
C. 4 D. 8
E. 6
13. How many sounds does this word have? "earthquake "
A. 6 B. 10
C. 9 D. 11
E. 5
14.How many sounds does this word have? "pliers "
A. 6 B. 5
C. 7 D. 4
E. 8
15.How many sounds does this word have? "hammer "
A. 6 B. 5
C. 4 D. 7
E. 8
16.How many sounds does this word have? "screwdriver "
A. 11 B. 9
C. 10 D. 7
E. 8
17.How many sounds does this word have? "kitchen"
A. 4 or 5 B. 5 or 6
C. 6 or 7 D. 7 or 8
E. 3 or 4
18.How many sounds does this word have? "strength "
A. 7 B. 10
C. 6 D. 9
E. 8
19.How many sounds does this word have? "notebook"
A. 4 B. 5
C. 7 D. 6
 E. 8
20.How many sounds does this word have? "Florida"
A. 8 B. 7
C. 6 D. 9
E. 5

English Tongue Twisters

• A good cook could cook as much cookies as a good cook who
could cook cookies
• I saw a saw that could out saw any other saw I ever saw.
• Black bug bit a big black bear. But where is the big black bear
that the big black bug bit?
• A big bug bit the little beetle but the little beetle bit the big bug back.
• If you understand, say "understand".
If you don't understand, say "don't
understand". But if you understand and say
"don't understand".
How do I understand that you understand? Understand!
• These thousand tricky tongue twisters trip thrillingly off the tongue .
• A sailor went to sea To see, what he could see. And all he could
see Was sea, sea, sea.
• If two witches were watching two watches, which witch would
watch which watch?
• Peter Piper picked a peck of pickled
peppers, if Peter Piper picked a peck of
pickled peppers,
wheres the peck of pickled peppers Peter Piper picked?
 CLASS FUNCTIONS / AREAS PRONUNCIATIONS

8
Speaking Tasks--- Stress and Intonation in
• Expressing a Preference sentence
• Narration
• Comparing and Contrasting
• Suggesting
. • Expressing Opinions

• Justifying Opinions
• Speculating
• Analyzing
• Summarizing

• Conversation Repair
1. Expressing a Preference
I prefer A to B because...
If I have a choice, I will... (a real possibility)
If I had a choice, I would... (not a real possibility, just wishing)
For me, A is much more attractive / interesting / preferable than B
because... I would much rather do / have / eat / listen to ............

2. Narrating
When I was a high school student, I went to Gauhati to visit
some friends. After I graduated from high school, I ...
During my visit to Gauhati last year, I...
Last year during the Spring time, I went to Gauhati to visit some
friends. (Also use "Whenever" or "While")

3. Comparing and Contrasting

A is much better / worse
than B. A is not nearly as
good as B.
A is not quite as important as B.
A is almost as tall as B, but not quite.
When I compare these two items, it's clear that...

4. Suggesting
Maybe, Perhaps, Possibly
One possibility that I can think of is...
Another idea to think about is...

5. Expressing Opinions
It seems to me that...
This is only my opinion but...
After a lot of thought, I have come to the conclusion that...
I've never thought about this question much before, but it seems to me that...
6. Justifying Opinions
The reason I believe this is...
The most important evidence supporting my belief is...

7. Speculating
I'm not sure what might happen, but one
possibility is... It's hard to predict the future, but I
suppose it / we might...

8. Analyzing
There are several points to consider, first of which is...
We can break this question down into several parts. First... Let's look at
this step by step. To begin with...

9. Summarizing
Altogether, there
were... In the end,
they had to...
When we consider all the factors...
Considering all of these ideas, maybe the best thing would be to...

10. Conversation Repair

Maybe I'm not making myself clear. I want to say
that... What I mean to say is...
What I'm trying to say is...
Another way to put it is...

PRONUNCIATION Using the proper sense stress or right emphasis on the

right words is one of the speaking skills.
Say this sentence using emphasis for each of the words that is in all
capital letters.See how the meaning changes for each change in sense
stress.
I did not say you took the last piece of
candy. I DID not say you took the last
piece of candy.
I did NOT say you took the last piece of
candy. I did not SAY you took the last
piece of candy. I did not say YOU took
the last piece of candy. I did not say you
TOOK the last piece of candy. I did not
say you took THE last piece of candy. I
did not say you took the LAST piece of
candy. I did not say you took the last
PIECE of candy. I did not say you took
the last piece OF candy. I did not say
you took the last piece of CANDY.