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Rules of PhonicsThe English Sound/Symbol Relationship

Vowels & Consonants

There are two kinds of letters: vowels and consonants.

Vowel sounds are made in your throat with your mouth open. Consonants are made with your lips, tongue, teeth and

sometimes breath or voice. The main vowels are a, e, i, o and u. They are always vowels. Y

and W are sometimes vowels, too. (They are always consonants when they are at the beginning of a word.) All other letters are consonants.

Every word has a vowel in it. Even the smallest words, which are I and A, include a vowel. There are no words that have just consonants. In fact, it is very difficult to pronounce consonants clearly without a vowel.

Every letter has a name. It also has a sound. As children begin to read and write, usually from kindergarten through third grade, they come to understand that the "alphabetic" layer of English spelling, simple sound/symbol correspondences, can't account for the way many English words are spelled. They also gradually come to understand that one symbol or group of symbols can stand for more than one sound, and sometimes a sound can be spelled several different ways. They also will learn that groups of letters can subtly change the meaning of a word -- such as the addition of ed, s and es.

Some teaching strategies for helping students to develop pattern and meaning:

Meet the Vowels: a, e, i, o, and u and sometimes y and sometimes w. All other letters are consonants. Sometimes vowels have short sounds as in man, hen, pit, hop and sun. When a word has only one vowel between two consonants, the vowel usually says its short sound.Sometimes vowels have long sounds, mail, feet, ripe, goat, cube. When a word has two vowels, we usually hear only the first vowel and it says its long sound.

Word sort activities:

Do word sorts with simple words, e.g. at, ate, pin, pine, mad,

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made, can, cane, cut, cute, dim, dime, rip, ripe, bit , bite, etc. Look for patterns of short/long vowel sounds. See if they can guess the secret? The "final e" rule - The "e' is so strong, it's magic. When a word has a vowel, then a consonant, then a final "e", the first vowel says it's name and the "e' has no sound. It actually follows the rule: When two vowels are close together (and in this case, there is only one consonant between them) the first one usually says its name.

Do word sorts with vowel digraphs that make long vowel sounds: met, meat; ran, rain; far, fair; pant, paint; man, main; her, hear; set, seat; bed, bead; got, goat; cot, coat; rod, road; cost, coast. Help them come up with the rule by themselves as they see the pattern: When a word has two vowels we usually hear only the first vowel sound and it says it long sound. Or "When two vowels go walking, the first one does the talking." (When you use this latter saying, be sure they understand what the first vowel is saying -- i.e. its name.) (Another important note: the "u" in the 'qu' digraph is never considered a vowel -- it is part of the untouchable "qu".)

Have student make a new word by adding a silent helper to these words: met, bet, cot, ran, pin, fed, got, pant, etc.

Do a word sort of words ending in a vowel: by, why, she, fry, go, cry, he, fly, me, sky, no, be, so, sky, my, we, dry, spy, yo-yo, spry, try, we, my, etc. What is the rule? When a word has only one vowel and the vowel is at the end of the word, the long sound is usually the only one heard. And this is one of the places where "y" becomes a vowel.

Do a word sort with words 'c' and 'g' words: candy, cold, curl, corn, scale, circus, dance, pencil, center, bicycle, police, cup, city, cent, cat, dice, etc. gate, golf, gum, gem, giant, gym, general, gold, wage, germ, glad, huge, grade, goose, garden, age, gas, ago, get,, etc. Have them say the words, listening for the hard or soft sounds of the letters. Have them see if they can find the pattern and make up a rule. When "c" or "g" come before a, o, or u, it usually says its hard sound. The hard sound of "c" is like "k". When 'c' or 'g' come before 'e, i, or y, it usually says their soft sound. The soft sound of 'c' is like 's'. The soft sound of 'g' is like the sound of 'j'. We call 'c' and 'g' copycats. They sometimes copy 's' and 'j'.

Variant Sounds of the Vowels and Vowel CombinationsSometimes vowels and vowel combinations have more than one sound. For instance, the letters "ow" have two sounds, as in now (where it is a dipthong) and slow (where it is silent w, acting as a vowel.) And to make things even more confusing, sometimes

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"ow" words are spelled the same, but do not sound the same or have the same meaning, as in the bow in the girl's hair and the bow that was taken at the end of the recital.

Word sort for different sounds of "ow": town, slow, clown, brown, throw, grow, down, crow, allow, grown, window, flower, flowed, snowed, flowed, snowing, blowing, towing, row, bow, row, etc. The student may come up with a rule, such as 'ow' (dipthong) in the middle of a word or syllable is pronounced one way, whereas at the end of a word or syllable it is pronounced as long 'o'. Word sorts often help students to come up with their own rules, which is much more beneficial than being told the rule over and over.

When 'l' follows a, the 'a' usually makes an "aw" sound. Do a word sort using all, ball, fall, call, tall, wall, always, fan, can, mask, etc. Again have them note the pattern and make up their own rule. Note that there are exceptions, such as "shall".

When 'r' follows 'a' the sound is also distorted and sounds much like "ah" as in far. Do a word sort with these words: farm, park, barn, dart, dark, car, far. (Note: Some parts of the United States almost eliminate the 'r' sound in these words, typically Northeastern area.

When 'lk' follows 'a', the sound is "aw": walk, chalk, talk, stalk.

There are two sounds of oo, too. Double vowel oo can have a short sound, as in wool. Or it can have a long sound as in school. The only way to know is to try them both and see which word sounds right in the sentence.

Have child read these words and decide whether they have the short or long sounds. foot, rooster, school, took, spoon, root, stood, wool, good, book, hook, food, shook, loop, smooth, bloom, droop, stood, moon, igloo, crook, wood, spool.

We hear another sound in boil and boy.

Have student do a word sort and see if they can think of the rule: boil, boy, toy, toil, spoil, noise, oyster, joy, join, moist, choice, coin. [They may be confused by oyster. Because the rule is that oi is used in the middle of words (or syllables) and y is used at the end of words. The y is at the end of the first syllable of oyster, so it still follows the rules of phonics.]

Consonant Digraphs - Untouchables : Because the English needed more sounds, they decided to put two letters together to make a whole new sound. We call them the "untouchables" because when you see

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them together, you know they make a new, distinct sound and they are not sounded separately as the individual consonants are in a blend.

The consonant digraphs or untouchables are sh, ch, th, wh, qu, and the less common ph. All but wh and qucan come at the beginning or ending of a word. Wh only comes at the beginning of words. Can you guess why? [It has too much air to come at the end of a word. It would be too difficult to pronounce.]

Hear the sh sounds in shop, shake, cash, fresh, shoes, shut. Hear the ch sounds in chair, chase, such, teach, much, each, chin, chop, chimpanzee, church, etc. Hear the th sound in thing, thin, three, teeth, with, this, etc. Hear the ph sound in phone, phonics, graph, etc. Hear the 'kw' sound in quasi, quake, quail. Now hear the wh sound in what, when, white, wheel, which, and while. Hold a torn piece of paper before your mouth and notice the difference in the amount of air that comes out when you say "witch" and "which." There should be a big difference if you are enunciating correctly.

Silent Letters

Tell students that they can usually tell how to pronounce a word or spell it by listening to it carefully, but there are some words that have silent letters. We call these "oddballs!" Words with silent letters have to be learned by visual memory in order to be able to spell them.

Using the following words with silent letters, read over them together: knee, known, knew, calf, wren, thumb, knit, half, written, knock, climb, wrote, knot, lamb, ghost. Talk about the silent letters. Then give them this list to have them make corrections in the misspelled words: lam, ritten, new, thum, nock, nown, nit, clim, haf, gost, nee, not, rote, caf, ren. Have child summarize what has been learned about silent letters: [The sounds /n/, /f/, /m/, /r/, and /g/ can be spelled by "silent letters.] and What are the silent letters that spell these sounds? [/n/ kn, /f/ lf, /m/ mb, /r/ wr, /g/ gh. Here are some more words to play with: kneel, wreck, knead, chalk, knife, wrist, crumbs, knead, knock, thumb.

Contractions

To make writing more informal and to more accurately copy our speech, contractions were invented: Instead of saying "I will leave for school in fifteen minutes," most people would say in their speech, "I'll leave for school in fifteen minutes." To say "I

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will" in one word, we write "I'll". This small mark, ', is called an apostrophe. It means that one or more letters have been left out and the new word is called a contraction. See if you can say some contractions for these words: could not, we will, are not, that is, you will, she will, was not, do not, there is, let us, should not, that is, I am, it is, would not. Dictate the words and have student write the contractions.

Syllabication ...Not An Exact Science

First and foremost, it is important to acknowledge that "syllabication" is not an exact science. It is the inexact process of analyzing a long unfamiliar word and dividing it into shorter segments, and often by trial and error, sounding it out, chunk by chunk, to try to find the pronunciation of a recognizable and meaningful word that fits in the context of the reading. It is my opinion that syllabication should not be introduced until student knows all of the consonants sounds and has an understanding of the basic rules of phonics. A good rule of thumb is that mid-second graders should be able to read and spell two-syllable words. By third grade, they whould be able to read and spell three-syllable words, and children older than that should be able to read and spell four-syllable words whose meaning they understand.

Syllabication is one of the most difficult reading skills to teach because there are no clear-cut right or wrong ways of dividing words. It is important to note that a reader doesn't necessarily have to divide a word the way the dictionary does and that it is often a matter of trial and error, experimenting with various divisions and sounds until reader comes to a familiar word that makes sense in context.

Your student may more easily understand the word "chunk" or " "bit" than the more complicated word "syllable." Syllables are "chunks" of words. The first step in teaching syllabication is to have student learn that big words are just several little syllables or chunks strung together -- from left to right -- and that syllables generally follow the rules of phonics for smaller words. As with other areas of language development, syllabication starts with "listening."

Teacher or tutor should speak a multisyllable word, such as "sing/ing" and explain that the word has two syllables or chunks, indicating a mark between the two chunks so that the first chunk will be read before going on to the second chunk. (I often will put my finger over all but the first chunk of a multisyllable word until the child has read it, then move to the next, etc. This is a good strategy for children to employ.) E.g. sing/ing, per/mit, mi/gra/tion, hy/drant, sprink/le, o/cean/og/raph/y. With repetition, hopefully, your student will learn quickly to hear and clap syllables correctly. (The Phonics Game has a card game called Divide and Conquer, which has the syllables alternately printed in

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black, gray, black, etc. for ease in learning how to divide syllables into words.) During step 1, you might want to point out how syllables are sounded out according to

rules of phonics, which have already been learned. For instance, every syllable must have a vowel sound just as does every short word. E.g. in/vent, in/vent/ory. Every vowel sound must have a syllable. (Note: vowel sound -- e.g. 'make' has only one vowel sound; sail has only one vowel sound.) Two separate vowel sounds cannot be in the same syllable, e.g. O/hi/o, re/in/vest. (This would be a good example to model trial and error. Student might on reading the word 'reinvest' have to experiment between a two or three syllable word, e.g. rein/vest with the long a sound for 'ei', but when that does not produce a recognizable word or one that makes sense in the context of the reading, student would be encouraged to regroup, and make another try by dividing between the e and the i, and producing a three syllable word and a discussion of two prefixes in the word, which changes the meaning of the root word.) (Another point to discuss would be that prefixes and suffixes usually make up a syllable and are not divided. This is one of the reasons to study affixes -- it's a shortcut for students to instantly recognize root words, prefixes and suffixes and know to divide accordingly.)

Syllabication is even more difficult for students with limited vocabularies. This is one of the reasons we encourage parents to read to their children from infancy, building their verbal vocabularies, as well as their background knowledge. And one of the reasons I encourage a study of prefixes, suffixes and root words.

Step 2: After student has mastered hearing and tapping out the syllables, print may be introduced. Show student how to look at an unfamiliar word, divide it, and using the rules of phonics pronounce it. Have they heard that word before? Does it make sense in the context of the reading? It helps to identify prefixes, suffixes and any familiar word parts, such as sail/boat, mail/box, re/cite, swords/man, en/ter/tain. If it is an unrecognizable word or does not make sense in the context of the reading, student should be encouraged to try a different division, different emphasis, etc.

Multisyllable words are not spoken in monotone. Explain to your student about emphasis, loud and quiet syllables. Reader will have to determine whether word sounds right and alter emphasis accordingly. Reader may have to read emphasis with trial and error, too, until recognizable and meaningful word is found.

It is also important for students to understand the "schwa" or "weak vowel" sound that occurs in multisyllable words, such as in "about" or "ribbon", "lettuce." To help with spelling, student should be advised to enunciate as clearly as possible and to "think" a/bout with a long a, and rib/bon with two short vowels, even though that is not the way they are typically pronounced.

A syllable break usually occurs between double consonants: chat/ted, bit/ter, mis/spell. (Remind student why the consonant is doubled in chatted and bitter. (The doubled consonant is used to retain the short vowel sound which precedes it.) The 's' is doubled in misspell for another reason: 'mis' is a prefix added to the root word 'spell.'

A syllable break usually occurs between two consonants that cannot blend together,such as b and j, n and v, t and m, etc. e.g. sub/ject, in/vite.

A single vowel (e.g. I) or a single vowel at the end of a syllable is often long (says the

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name of the vowel): he, she, my, hi, de/fy, Ju/ly, re/peal. A single vowel in a syllable followed by one or more consonants is often short. E.g. mat,

sun, in/tend, cof/fee, en/ter.

The rules of phonics which work for little words usually work for syllables in longer words. The English language is a sound/symbol code. Various sounds are represented by various symbols, which determines the meaning of words, e.g. meat, meet; their, there, they're. So to assess an unfamiliar word, one looks at one sound symbol at a time and blends sounds into syllables (smaller chunks) and the chunks (syllables) into words. Not only are there individual "chunks" that usually follow the rules of phonics, but these chunks or syllables can be stressed differently to determine division, as well as correct pronunciation to aid in finding a recognizable word, and thus comprehension, which can be very difficult at times for those with limited English vocabularies, e.g. at/ro/cit/ies vs. a/troc/it/ies. It would have helped the reader to know that atrocis is Latin for cruelty and cities comes from the Latin word for citizen, ergo cruelty against citizenry or community. Another related word coming from the same Latin root would be atrocious, although atrocious and atrocities are pronounced differently, whether linguistically correct or through tradition and/or cultural differences.

Root Words

New words can be built from root words. For example, 'wish' can turn into wishing, wishes, wishful, wished; 'cook' can turn into cooked, cooking, cooks, uncooked, cookbook.

We can read multisyllable words by blending sounds into chunks and then chunks into meaningful words. It is helpful to study prefixes and suffixes and root words. At the time of this writing, there was a website with a Selection of Latin and Greek Roots, Combining Forms, Words, and Prefixes, http://www.imt.net/\`nwwa/homeschool/roots-class/book/introLatin.html, with a reference for ordering: Strathnaver Books, 1517 14th Street West, Suite 227, Billings, Mt. 59102. English From the Roots Up by Joegil Lundquist is available through Timberdoodle or through Literacy Unlimited Publications, P. O. Box 278, Medina, Wa. 98039-0278.

Have student go through an old magazine with a highlighter, looking for root words within other words. Wonderful, quietly, rejoin, depart, taken, gardener, etc.

Have student make up some new words from root words: tall, slow, write, care, show, salt, paint, join, quiet, etc.

English from the Roots Up b Joegil Lundquist, published by Literacy Unlimited, Bellevue, Washington, gives children and adults a firm foundation in common Latin and Greek root words and affixes. A quick and easy way to increase vocabulary and spelling skills. Latin and Greek are as essential to developing a good vocabulary as phonics is to reading.

Prefixes and SuffixesA syllable at the beginning of a root word, which modifies or changes its meaning is called a prefix. Some common prefixes are: un as in undo, in as in inside, dis as in

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disapprove, re as in reply, de as in defrost.

A syllable added at the end of a root word to form a new word, which is related in meaning, is called a suffix.some suffixes are: -er, -ly, -ful, -less, -y, -en, -ness.

Spelling We can spell multisyllable words by blending sounds into chunks and then the chunks into words. Encourage your student to say the word and think about what the first chunk is and what letters represent the sounds in that chunk and then in sequence spell the remaining syllables. For instance, in entertainment, we would ask ourselves: "What are the syllables (small chunks) that we hear? En/ter/tain/ment. What are the sounds in ‘en'? ‘e' ‘n' -- what are the symbols for ‘en?' Then we would move on to ‘ter', ‘tain,' ‘ment. Noting, if necessary, that the long a sound in ‘tain' is a vowel combination. If he is uncertain how to spell it, have student write all the ways it might be written and see if he can select the correct one from the written word.

Multisyllable words almost always have a dominant syllable, one that has a natural high and or low, or is more pronounced or stressed than the others. It is often subtle, but if read in the wrong way can alter the meaning.

A syllable is a word or part of a word (a little chunk of a bigger word), containing one vowel sound.

How many vowel sounds do you hear in these words: play (1), open (2), grape (1), goat (1), singing (2) , brown (1), flash (1), magic (2), garden (2) , person (2), staying (2), coat (1). The number of vowel sounds heard tells you the number of syllables in a word. Note: Even though there are two vowels in 'coat', there is only one vowel sound.

When two consonants separate two vowel sounds, the first syllable usually ends after the first consonant. cor/ner, gar/den, big/gest, tim/ber, yel/low, un/til. Write out a bunch of two syllable words and have student divide them as I have done.

In words that have a short vowel sound and one consonant at the end, the final consonant is usually doubled before adding the suffix ed , ing. er, or est. Have student add ed, ing, er, or est,, as appropriate , to the following words: plan, chop, tan, rob, drag, knit, tag, clap, step, drop, rip, spot. big, thin, flat, sad, mad.

When adding y to words with a short vowel sound and one consonant at the end, the final consonant is also usually doubled, as in happy, foggy, sunny, and funny. However, when you want to add er or est to words which end in y, you first change the y to i. Have student add "y" to root words mud, fog, sun, fun. Then have them change the words by adding er and est.

There are exceptions: With some words the final consonant is not doubled when adding y, such as in sleepy, salty, dirty, dusty. But when er or est are added to the root word, the y is still first changed to i.

When a root word has a prefix or a suffix added to it, the prefix or the suffix usually make a syllable. Divide these words into syllables: refill, unlock, inside, unhappy, handful, kindness, impure, owner, refresh, replace, helpless, gladly, reread, replace, dislike, hopping, discount.

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Encourage students to use their best phonetic spelling. To listen to the syllables in a word and apply the rules of phonics to each syllable. Write the following words on a sheet of paper or the chalkboard: country, countries, worry, worried, worrying. Which words are nouns and which are verbs? Ask student to identify the last letter in country and worry. [y] Is it a consonant or a vowel? [It is acting as a vowel in this case -- and is copying 'e'. What happened when the noun was made into a plural? [Changed the y to i and added es.] What happened to the verb when ed and ing were added? [The y changed to i when ed was added. The y did not change when ing was added.]

Here are some practice exercises:

Write the plurals of : family, company, lady, party, pony.Write the singulars of: libraries, pennies, bodies.Write these verbs with ed: hurry, marry, carry, copy.Write the following verbs with ing: study, cry, carry, play

Have students develop their own personal dictionaries with words they are learning.Read, read, read!Write, write, write!

Phonics is a word-attack skill in which you "sound-out" difficult words by using the common sounds of letters in the word. It is often the first reading skill taught to people and is considered one of the "basic skills". Knowledge of phonics is most helpful in linking the words one knows through simply hearing them with the actual written word.

Phonics Rules

The vowels are "a,e,i,o, and u"; also sometimes "y" & "w". This also includes the diphthongs "oi,oy,ou,ow,au,aw, oo" and many others. The consonants are all the other letters which stop or limit the flow of air from the throat in speech. They

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are: "b,c,d,f,g,h,j,k,l,m,n,p,qu,r,s,t,v,w,x,y,z,ch,sh,th,ph,wh, ng, and gh".

1. Sometimes the rules don't work. There are many exceptions in English because of the vastness of the language and the many languages from which it has borrowed. The rules do work however, in the majority of the words.

2. Every syllable in every word must have a vowel. English is a "vocal" language; Every word must have a vowel.

3. "C" followed by "e, i or y" usually has the soft sound of "s". Examples: "cyst", "central", and "city".

4. "G" followed by "e, i or y" usually has the soft sound of "j". Example: "gem", "gym", and "gist".

5. When 2 consonants a joined together and form one new sound, they are a consonant digraph. They count as one sound and one letter and are never separated. Examples: "ch,sh,th,ph and wh".

6. When a syllable ends in a consonant and has only one vowel, that vowel is short. Examples: "fat, bed, fish, spot, luck".

7. When a syllable ends in a silent "e", the silent "e" is a signal that the vowel in front of it is long. Examples: "make, fete, kite, rope, and use".

8. When a syllable has 2 vowels together, the first vowel is usually long and the second is silent. Examples: "pain, eat, boat, res/cue, say, grow". NOTE: Diphthongs don't follow this rule; In a diphthong, the vowels blend together to create a single new sound. The diphthongs are: "oi,oy,ou,ow,au,aw, oo" and many others.

9. When a syllable ends in any vowel and is the only vowel, that vowel is usually long. Examples: "pa/per, me, I, o/pen, u/nit, and my".

10. When a vowel is followed by an "r" in the same syllable, that vowel is "r-controlled". It is not long nor short. "R-controlled "er,ir,and ur" often sound the same (like "er"). Examples: "term, sir, fir, fur, far, for, su/gar, or/der".

Basic Syllable Rules

1. To find the number of syllables: ---count the vowels in the word, ---subtract any silent vowels, (like the silent "e" at the end of a word or the second vowel when two vowels a together in a syllable) ---subtract one vowel from every dipthong, (diphthongs only count as one vowel sound.) ---the number of vowels sounds left is the same as the number of syllables. The number of syllables that you hear when you pronounce a word is the same as the number of vowels sounds heard. For example: The word "came" has 2 vowels, but the "e" is silent, leaving one vowel sound and one syllable. The word "outside" has 4 vowels, but the "e" is silent and the "ou" is a diphthong which counts as only one sound, so this word has only two vowels sounds and therefore, two syllables.

2. Divide between two middle consonants. Split up words that have two middle consonants. For example: hap/pen, bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the consonant digraphs. Never split up consonant digraphs as they really represent only one sound. The exceptions are "th", "sh", "ph", "th", "ch", and "wh".

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3. Usually divide before a single middle consonant. When there is only one syllable, you usually divide in front of it, as in: "o/pen", "i/tem", "e/vil", and "re/port". The only exceptions are those times when the first syllable has an obvious short sound, as in "cab/in".

4. Divide before the consonant before an "-le" syllable. When you have a word that has the old-style spelling in which the "-le" sounds like "-el", divide before the consonant before the "-le". For example: "a/ble", "fum/ble", "rub/ble" "mum/ble" and "thi/stle". The only exception to this are "ckle" words like "tick/le".

5. Divide off any compound words, prefixes, suffixes and roots which have vowel sounds. Split off the parts of compound words like "sports/car" and "house/boat". Divide off prefixes such at "un/happy", "pre/paid", or "re/write". Also divide off suffixes as in the words "farm/er", "teach/er", "hope/less" and "care/ful". In the word "stop/ping", the suffix is actually "-ping" because this word follows the rule that when you add "-ing" to a word with one syllable, you double the last consonant and add the "-ing".

Accent Rules

When a word has more than one syllable, one of the syllables is always a little louder than the others. The syllable with the louder stress is the accented syllable. It may seem that the placement of accents in words is often random or accidental, but these are some rules that usually work.

1. Accents are often on the first syllable. Examples: ba'/sic, pro'/gram.

2. In words that have suffixes or prefixes, the accent is usually on the main root word. Examples: box'/es, un/tie'.

3. If de-, re-, ex-, in-,po-, pro-, or a- is the first syllable in a word, it is usually not accented. Examples: de/lay', ex/plore'.

4. Two vowel letters together in the last syllable of a word often indicates an accented last syllable. Examples: com/plain', con/ceal'.

5. When there are two like consonant letters within a word, the syllable before the double consonants is usually accented. Examples: be/gin'/ner, let'/ter.

6. The accent is usually on the syllable before the suffixes -ion, ity, -ic, -ical, -ian, -ial, or -ious, and on the second syllable before the suffix -ate. Examples: af/fec/ta'/tion, dif/fer/en'/ti/ate.

7. In words of three or more syllables, one of the first two syllables is usually accented. Examples: ac'/ci/dent, de/ter'/mine.

honics, Syllable and Accent Rules

Phonics Rules

The vowels are "a,e,i,o, and u"; also sometimes "y" & "w". This also includes the diphthongs "oi,oy,ou,ow,au,aw, oo" and

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many others. The consonants are all the other letters which stop or limit the flow of air from the throat in speech. They are: "b,c,d,f,g,h,j,k,l,m,n,p,qu,r,s,t,v,w,x,y,z,ch,sh,th,ph,wh, ng, and gh".

1. Sometimes the rules don't work. There are many exceptions in English because of the vastness of the language and the many languages from which it has borrowed. The rules do work however, in the majority of the words.

2. Every syllable in every word must have a vowel. English is a "vocal" language; Every word must have a vowel.

3. "C" followed by "e, i or y" usually has the soft sound of "s". Examples: "cyst", "central", and "city".

4. "G" followed by "e, i or y" usually has the soft sound of "j". Example: "gem", "gym", and "gist".

5. When 2 consonants are joined together and form one new sound, they are a consonant digraph. They count as one sound and one letter and are never separated. Examples: "ch,sh,th,ph and wh".

6. When a syllable ends in a consonant and has only one vowel, that vowel is short. Examples: "fat, bed, fish, spot, luck".

7. When a syllable ends in a silent "e", the silent "e" is a signal that the vowel in front of it is long. Examples: "make, fete, kite, rope, and use".

8. When a syllable has 2 vowels together, the first vowel is usually long and the second is silent. Examples: "pain, eat, boat, res/cue, say, grow". NOTE: Diphthongs don't follow this rule; In a diphthong, the vowels blend together to create a single new sound. The diphthongs are: "oi,oy,ou,ow,au,aw, oo" and many others.

9. When a syllable ends in any vowel and is the only vowel, that vowel is usually long. Examples: "pa/per, me,

Page 13: English :Rules of Phonics

I, o/pen, u/nit, and my".

10. When a vowel is followed by an "r" in the same syllable, that vowel is "r-controlled". It is not long nor short. "R-controlled "er,ir,and ur" often sound the same (like "er"). Examples: "term, sir, fir, fur." The /or/ as in "for" and /ar/ as in "car, art, and smart."

Basic Syllable Rules

1. To find the number of syllables: ---count the vowel sounds in the word, ---subtract any silent vowels, (like the silent "e" at the end of a word or the second vowel when two vowels a together in a syllable) ---subtract one vowel from every diphthong, (diphthongs only count as one vowel sound.) ---the number of vowels sounds left is the same as the number of syllables. The number of syllables that you hear when you pronounce a word is the same as the number of vowels sounds heard. For example: The word "came" has 2 vowels, but the "e" is silent, leaving one vowel sound and one syllable. The word "outside" has 4 vowels, but the "e" is silent and the "ou" is a diphthong which counts as only one sound, so this word has only two vowel sounds and therefore, two syllables.

2. Divide between two middle consonants. Split up words that have two middle consonants. For example: hap/pen, bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the consonant digraphs. Never split up consonant digraphs as they really represent only one sound. The exceptions are "th", "sh", "ph", "th", "ch", and "wh".

3. Usually divide before a single middle consonant. When there is only one syllable, you usually divide in front of it, as in: "o/pen", "i/tem", "e/vil", and "re/port". The only

Page 14: English :Rules of Phonics

exceptions are those times when the first syllable has an obvious short sound, as in "cab/in".

4. Divide before the consonant before an "-le" syllable.

When you have a word that has the old-style spelling in which the "-le" sounds like "-el", divide before the consonant before the "-le". We call these final, stable, syllables. For example: "a/ble", "fum/ble", "rub/ble" "mum/ble."

5. Divide off any compound words, prefixes, suffixes and roots which have vowel sounds. Split off the parts of compound words like "sports/car" and "house/boat". Divide off prefixes such at "un/happy", "pre/paid", or "re/write". Also divide off suffixes as in the words "farm/er", "teach/er", "hope/less" and "care/ful". In the word "stop/ping", the suffix is actually "-ping" because this word follows the rule that when you add "-ing" to a word with one syllable, you double the last consonant and add the "-ing".

Accent Rules

When a word has more than one syllable, one of the syllables is always a little louder than the others. The syllable with the louder stress is the accented syllable. It may seem that the placement of accents in words is often random or accidental, but these are some rules that usually work.

1. Accents are often on the first syllable. Examples: ba'/sic, pro'/gram.

2. In words that have suffixes or prefixes, the accent is usually on the main root word. Examples: box'/es, un/tie'.

3. If de-, re-, ex-, in-,po-, pro-, or a- is the first syllable in a word, it is usually not accented. Examples: de/lay', ex/plore'.

4. Two vowel letters together in the last syllable of a word often indicates an accented last syllable. Examples: com/plain', con/ceal'.

5. When there are two like consonant letters within a word,

Page 15: English :Rules of Phonics

the syllable before the double consonants is usually accented. Examples: be/gin'/ner, let'/ter.

6. The accent is usually on the syllable before the suffixes -ion, ity, -ic, -ical, -ian, -ial, or -ious, and on the second syllable before the suffix -ate. Examples: af/fec/ta'/tion, dif/fer/en'/ti/ate.

7. In words of three or more syllables, one of the first two syllables is usually accented. Examples: ac'/ci/dent, de/ter'/mine.

Back

Glossary

accent the syllable receiving the primary stress in a wordbreve a coding mark used to indicate a vowel's short sound cedilla a coding mark on the letter c to indicate its soft

soundcode to mark a word with symbols (such as a breve,

macron, etc.) to give information about how to pronounce the word

combination two letters that come together to make an unexpected sound

derivative a root word with something added to it (e.g., a suffix or prefix)

digraph two letters that come together to make one sounddiphthong two vowel sounds that come together so quickly that

they are considered one syllablefinal the last sound or letter(s) in a wordfinal silent e an e in the final position of an English root word,

usually silentfinal, stable syllable

a nonphonetic syllable that occurs in the final position frequently enough to be considered stable

floss rule a spelling rule stating that the letters f, l,and s are doubled after a short vowel in a one-syllable root word

initial the first sound or letter(s) in a wordk-back a vertical line on the back of a c that represents the |

Page 16: English :Rules of Phonics

k| soundmacron a coding mark used to indicate a vowel's long soundmedial the middle sound(s) or letter(s) in a wordpossessive s an apostrophe s added to a word to show ownershipquadrigraph four letters that come together to make one soundregular for reading

the sound that a letter or group of letters makes at least 85% of the time

regular for spelling

the spelling that occurs for a particular sound at least 85% of the time

root word a word with no prefix or suffix addedschwa a code mark placed over a vowel to indicate the short

u soundsight word a word of which all or part does not follow phonetic

rulessneaky e the e that makes the vowel say its long soundsuffix a letter or group of letters added to a root word that

changes the meaning or usage of the wordsyllable a word or part of a word that contains only one vowel

sound and is made by one impulse of the voicesyllable division

the breaking of a word into separate syllables to make decoding (pronunciation) easier

trigraph three letters that come together to make one soundvoiced sound a sound that requires use of the vocal cords; a

vibration is feltvoice line a horizontal line through the middle of a letter,

representing a voiced soundvowel rules rules that determine a vowel's sound in a given

situation in a syllable:

1. a vowel followed by a consonant is short;2. a vowel that is open and accented is long;3. vowel-consonant-e, where the silent e makes the vowel long

Back

about

after

again

call

came

can

funny

gave

get

just

keep

kind

only

open

or

small

so

soon

use

very

walk

Page 17: English :Rules of Phonics

all

always

am

an

and

any

are

around

as

ask

at

ate

away

be

because

been

before

best

better

big

black

blue

both

bring

carry

clean

cold

come

could

out

did

do

does

done

don't

down

draw

drink

eat

eight

every

fall

far

fast

find

first

five

fix

give

go

going

goes

good

got

green

grow

has

had

have

he

help

her

here

him

his

hold

hot

how

hurt

I

if

in

know

laugh

let

light

like

little

live

long

look

make

made

many

may

me

much

must

my

myself

never

new

no

not

now

of

our

out

over

own

pick

play

please

pretty

pull

put

ran

read

red

ride

right

round

run

said

saw

say

see

seven

shall

she

some

start

stop

take

tell

ten

thank

that

the

their

them

then

there

these

they

think

this

those

three

to

today

together

too

try

want

warm

was

wash

we

well

went

what

when

which

white

who

why

will

wish

with

work

would

write

yellow

yes

you

your

Page 18: English :Rules of Phonics

brown

but

buy

by

for

found

four

from

full

into

is

it

its

jump

off

old

on

once

one

show

sing

sit

six

sleep

two

under

up

upon

us

 

Spelling Lists 

List 1 List 2 List 3 List 4onnonottoppop

Iinit

pintip

aanattaplotnaptanziplappit

asissoitssit

anddidlaststopland

hebeif

gothishashotran

handfast

said*the*

List 5 List 6 List 7 List 8askbigcancat

droplostants

gohi

amgethimtenbest

seeredthatthisbacksingbring

satdoggladcostmilksock

street

Page 19: English :Rules of Phonics

snipflag

standof*to*

helppickblackyou*what*

thinkgreenthreeare*

from*

thankneededrestingcolor*friend*

List 9 List 10 List 11 List 12upbutset

manthemneedblockstompgoingupsetcome*there*

wewithlongmustlike

briskclocksleep

sandinginsectdoes*been*

shetoo

keepsamemorewe"llshackwenttablet

brushingtheir*goes*

ussixyes

goodjumpfive

namedrink

stackednapkinsome*was*

List 13 List 14 List 15 List 16merun

thingtakeshe's

lookinglittletitlewill

she'llone*two*

mytellher

soonshall

stringymade

feelingspackednumberwant*don't*

dayfly

trustedweekly

campfireblooming

undermyselfinside

problemthought*where*

farmuchplaygaveuponafter

handydribblespell

shapelesssays*

should*List 17 List 18 List 19 List 20

waytry

suchpartglassstuff

formershowletter

barnyardsure*they*

growopenaway

startedpassing

tableinvitecrispyshe'llwiselygive*

people*

offboy

hidingturtle

disturbsurviveacornFridayslbowhurt

many*any*

bysayfor

evenpointnationportionsliding

Septembercarnation

only*answer*

Page 20: English :Rules of Phonics

List 21 List 22 List 23 List 24how

rounddishesblue

arguediverenjoy

overpayafternoonvacation

early*learn*

oldfind

takingfaultsaw

plasticnow

shoutedjoining

starvationword*four*

pagesholdkinddrawaboutover

yellowfoundationmentionfantastictoday*once*

beforesevenlargewriteknow

hoppedhopedtradingchipped

playgroundagain*

country*List 25tapingtappingmeterstudy

soundedcatchedge

reportingcautionboxes

change*often*

* Words with asterisks are sight words and must be memorized!

 

 

Spoken English

Persuading

PERSUADING

PATTERNS

Page 21: English :Rules of Phonics

1. Please let me….2. Won’t you let me….3. Why don’t you…?4. Just this once, please.5. Are you sure you can’t/won’t ……6. I think you’d do well to ……7. But the most sensible thing to do would be to ….8. Are you sure that you won’t reconsider …..?9. Have you considered everything?10. Are you sure you have taken everything into account?

PRACTICE/ DIALOGUE

Between friends

A: Usha. What are you doing this afternoon? How about a movie?

B: Which one?

A: There’s a good English movie at Chanakya.

B: You know I don’t like English movies.

A: Oh, come on. I’ll sure you’ll enjoy this one.

B: I don’t enjoy English movies. I can’t follow the conversation fully.

A: So what? We’re not Englishmen. Most of us are not able to follow the conversation fully. But there are so many other things you can enjoy.

B: That’s true.

A: Then why don’t you come?

B: All right. I’ll be at Chanakya at 2.30. Is that OK?

A: Fine. See you at 2.30.

B: See you.

At a college

L: Good morning sir. May I come in?

P: Good morning, Mr. Sullan. Do come in and take your seat.

L: Thank you. Sir. I’m thinking of leaving the college.

P: But why? Aren’t you happy here?

Page 22: English :Rules of Phonics

L: Of course, I am. It’s really a pleasure working here.

P: Then what’s the matter now?

L: I’ve been selected as an officer in the Reserve Bank.

P: And you want to accept that?

L: I am thinking of accepting it. As you know, sir, a bank officer gets much more than a lecturer.

P: I know that. In terms of salary, it is an attractive job for you. But is money the only consideration? Do you think you’ll be happy working in a bank? You’re a M.A. in English Literature, you’ve a flair for writing and the students like your classes.

L: Well, what you say is true. Still …….

P: I don’t want to stand in your way. But do you think you have considered everything? With your talents, do you think you’ll enjoy working on debits, credits and balance sheets? I think you’ll do well to reconsider your decision. On your part, we are very happy with your work. We’ll be sorry if you decide to leave.

L: All right, sir. I’ll think about it once again.

COMPLIMENTING/ CONGRATULATING

PATTERNS

1. What a nice / smart/wonderful/beautiful…..!2. That is/was a nice/smart ……3. You look really smart/gorgeous/great/wonderful.4. It was nice/great to hear that…….5. Congratulations!6. Well done! How nice!/Fantastic!/ Terrific!7. I’d like to congratulate you on …..8. Allow me to offer my (warmest/heartiest) congratulations.9. May I say how elegant/enchanting you look?

PRACTICE/ DIALOGUE

Between friends

A : Hi, Suman. That is a nice dress. You look wonderful in that.

B : Thanks, Lalit. I like this, too. My aunt brought this from Bombay.

A : Is that so? I must say you aunt knows what suits you best.

Page 23: English :Rules of Phonics

B : Naturally. She is a fashion desighner.

A : No wonder then that it suits so well. You won’t have any idea how much this cost?

B : No. Lalit. How could I ask her?

At home

F : How was your day at school, Vivek?

S : It was a wonderful day, Daddy. It’s a day I’d like to remember.

F : Oh, is it? What makes the day so important, my son?

S : I have been made the chairman of the School Literary Society.

F : That is great! Congratulations!

S : Thank you, Daddy.

F : But how did you become the chairman of the society? Did the Principal nominate you?

S : No Daddy. There was a competition. A very stiff one. There were fourteen candidates. There was an elocution competition and I stood first.

F : That’s really nice. You stood first in the examination and now you have won the chairmanship of the literary Society. I’m proud of you, my son.

S : Thank you, Daddy.

At the office

A : May I come is, sir?

B : Please do come is, Ms Shalu.

A : The consolidated statement of the tenders is ready, sir.

B : Is it? Fantastic! That was real fast work, Ms. Shalu.

A : Thank you. Sir, ….

B : Yes, Ms. Shalu.

A : If I may so, your speech last evening was really inspiring.

B : Were you present there?

A :Yes, sir. And I really enjoyed listening to you.

Page 24: English :Rules of Phonics

B : Thank you, Ms. Shalu.

A : Thank you, sir.

Expressing SYMPATHY

PATTERNS

1. I’m sorry.2. I’m so sorry to learn that…..3. I’m awfully/dreadfully sorry.4. It’s terrible.5. It’s really upsetting.6. I know how you feel.7. You have my/our deepest sympathy.8. Please accept my/our condolences.

PRACTICE/ DIALOGUE

Between friends

A : Hello, Nitin. How are you? You look depressed. Has anything gone wrong?

B : Yes, Balu, I have and a terrible misfortune.

A : What happened?

B : I had deposited all money I had in a private banking company. Now the company has been liquidated.

A : How terrible! Isn’t there any way you can get back your money?

B : I’m trying. But I’m not very hopeful.

A : You must be terribly upset. But please don’t lose hope.

At the School

A : Good morning, teacher.

B : Good morning, Mrs.Sindhu. Anil has been absent for the last two days. Is he unwell?

A : He has had an accident.

B : Oh, no! I hope it’s nothing serious.

A : It is bad. He was hit by a scooter while crossing the road. His right leg is fractured.

Page 25: English :Rules of Phonics

B : How unfortunate! Is he in a hospital?

A : No, he’s at home. But he has to remain in bed for a month. So I came to give his leave application.

B : You must be really upset about it. Please don’t worry about the classes. Anil is a very bright boy. He can easily make up for the classes he misses. He’ll be all right very soon. Please give him my love.

A : I’ll do that. Thank you, teacher.

Between friends

A : Hello, Rahim. How have you done your exams?

B : I thought I had done well.

A : Has something gone wrong?

B : This morning I came to know that I have got only a second class. I was expecting a first class.

B : Hard luck. But don’t lose heart. You can make up next year.

A : I hope so

COMPLAINING

PATTERNS

1. I’m sorry to bring this up, but ….

2. I’m sorry to say/to have to say this, but

3. I’ve got a bit of a problem here, you see …

4. I’m afraid I’ve got a complaint to make …..

5. I wish you would/wouldn’t …..

6. Would you please not…..?

7. I’m not quite sure how to put this, but …

8. I wish to complain in the strongest terms about….

9. I’m not at all satisfied with…..

10. I really must object to…..

Page 26: English :Rules of Phonics

11. I take strong exception to ….

At a hotel/restaurant

C : Excuse me, I’m sorry to bring this up, but no one seems to attend to able No. 14.

M : I’m sorry. I’ll send someone at once. Please be seated.

C : Thank you.

At the office

O. : I’m sorry to have to say this, but you seem to make too many spelling mistakes in all the letters.

T. : I’m really sorry, sr. I shall be more careful.

O : You ought to be.

At a departmental store

A : Good evening. I’ve a bit of a problem here. You see this electric iron I bought a month ago doesn’t work now.

B : Let me have a look at it.

A : Certainly. Here you are.

B : Please sit down. I’ll have it examined by our electrician in a few minutes.

APOLOGISING

PATTERNS

A: Apologizing

1. I’m sorry.2. I’m sorry, that was (entirely) my fault.3. Excuse me/Pardon me (for…….)4. I feel bad about…….5. Please accept my apologies for….6. I can’t tell you how sorry I am (for…)7. Please allow me to offer my apologies.

B: Accepting an apology

1. That’s (quite) alright / OK.

Page 27: English :Rules of Phonics

2. Not at all.3. Please don’t worry.4. It doesn’t matter at all.5. Please don’t feel bad about it.6. That’s really not necessary.

PRACTICE / DIALOGUE

Among neighbors

X :Mr. Rajini, I feel bad about what happened this morning. I ought not to have spoken so. I’m extremely sorry.

Z : There’s no need to apologies at all. I could quite understand your feelings.

(At a corner, A accidentally bumps into B.)

B : Oops!

A : I’m so sorry. I hope you’re not hurt.

B : No, it’s alright.

Between neighbours

A : Good morning.

B : Good morning.

A : I heard that my son misbehaved with you last evening. I’m ashamed of what he did. I came to apologies to you.

B : There’s no need for an apology. It’s true that he used some bad words. But I didn’t take it seriously. Let’s forget about it.

A : I’ll certainly warn him.

B : Please don’t be very harsh with him. I’m sure he’ll realize his mistake.

MAKING SUGGESTIONS

PATTERNS

1. May I suggest ….?2. You may/might like to …..?

Page 28: English :Rules of Phonics

3. Have you considered/thought of …..?4. Would you care to …….?5. Why don’t we/you …..?6. Why not ……?7. How about ….?8. What about …..?9. Let’s / Let me …..10. Shall we ……..?11. I’ll tell you what. We’ll ……..

PRACTICE / DIALOGUE

At the office

X : The All-India Conference begins in Delhi on Monday next. We have to send someone as our representative.

Z : Let’s ask Sunil to attend it.

X : Ah, no. Sunil is away in Bangalore and won’t be back before next Wednesday.

Y : How about D’souza?

X : Well, he’d have been the right person. But you know it’s unreasonable to ask him to go to Delhi when his father is in critical condition.

Y : Oh, I’m sorry. I didn’t know that.

O : Why not Mrs. Sindhu?

X : Yes, she can, if she is willing to.

Z : What about George? He seems to be relatively free these days.

X : All right. Let’s ask both George and Sindhu.

At home

A : Usha wants to go to here aunt in Chennai-Tamil Nadu in during holidays. Why don’t we let her go?

B : But how does she go? She can’t make it all alone, can she?

A : You know Mrs.Shakeela and family are going to Kodambakkam. How about sending Usha with them?

B : She already has five children to manage. It’ll be cruel to ask her to take care of one more.

A : Could we let her go alone? After all it’s only an overnight journey.

Page 29: English :Rules of Phonics

B : No, I can’t agree with that.

C : I’ll tell you what. Let me fly to Chennai. Kamal come to the airport and take me home.

A : That’s a good idea.

B : The idea is good. Do we have enough money?

A : Oh come on. Let’s make use of the bonus you got a week ago.

B : Well, if you all agree

WARNING SOMEONE

PATTERNS

1. Be careful.2. Mind your…3. Watch out.4. Look out.5. You’d better not….6. I think you’re making a mistake.7. You must be mad/crazy/out of your mind.8. I don’t think that’s very wise/advisable.9. I wouldn’t do that if I were you.10. It doesn’t sound like a good idea to me.11. On no account should we…..12. I warn you ….

PRACTICE / DIALOGUE

While driving a car

A : Look out. There’s a tree across the road.

B : Oh! We had it. I almost drove over it. Luckily there are people already working on it. Let me see.

A : Watch out. The electric wire has snapped. You’d better not go anywhere near it.

B : Don’t worry. I’m not going that far.

A : it’s drizzling. Be careful you don’t get wet. You might catch a cold.

B : Oh, it’s a light drizzle.

Between friends

Page 30: English :Rules of Phonics

A : Mind your purse. There are a lot of pickpockets in the city.

B : Oh, none can reach my pocket.

A : You’d better not carry large sums on you.

B : I know this city very well.

A : I should be careful, if I were you.

At the office

K : Mr. Prakash, who typed this letter?

P : I did it, sir.

K : There are many mistakes in this letter.

P : I’m sorry. I typed it in a hurry. I shall be more careful.

K : You ought tStarting conversation with a stranger

PATTERNS

1. Excuse me, …..?2. Excuse my asking, but …….?3. Sorry to trouble you, but…….?4. I hope you don’t mind my asking, but …….5. Terribly hot/windy/cold, isn’t it?6. Hi! Great party/music, isn’t it?7. Forgive me for asking, but …….?

PRACTICE / DIALOGUE

In an auditorium

A : It’s very hot in here, isn’t it?

B : True. It’s like a summer afternoon.

A : Is it alright if I sit here?

B : Perfectly. Help yourself.

A : Thank you. By the way, I’m Gobal Naidu.

B : I’m Beem Boi. Nice to meet you. What do you do, Mr. Gobal Naidu?

Page 31: English :Rules of Phonics

A : I’m an officer in the State Bank of India.

B : Oh, I see. Which branch?

A ; I’m at the head office. How about you, Mr. Boi?

B : I teach at the Govt. Arts College.

A : Oh, do you? That’s nice. What’s your subject?

B : I teach Mathematics.

On the road

A : Excuse me, could you tell me where the bus station is?

B : Sorry, I’m a stranger here.

A : That’s all right. ( to another person): Just a moment please. I wanted to go to the bus station.

B : There are two bus stations here, one for the city buses and another for the long-distance busses. Where do you want to go?

A : The one for the long-distances busses.

B : I’m afraid it is about five kilometers from here. From that bus stop over there you can take bus No.6A. It will take you to the bus station.

A : Thank you very much.

B : Welcome.

In a bus

K : Excuse me for asking, but are you related to Reshma ?

L : Yes. I’m her cousin. Do you know Reshma?

K : Very well. We were classmates. I think we met once at Reshma’s house.

L : Did we? Er….. You’re the boy who used to play the piano?

K : Exactly. My Name is Rakesh.

L : I’m Bossh. What are you doing now, Mr. Rakesh.

K : I’m with Loyola Computers. How about you?

L : I’m regional manager of Saritha Pharmaceuticals.

Page 32: English :Rules of Phonics

K : Are you? My brothers Suja is alos Saritha Pharma. He’s at Kodambakkam now.

L : Oh, you’re Suja’s brother? He’s a very good friend of mine.

o be. Mind your spelling more than anything

Ending a conversation

PATTERNS

Ending a conversation

1. I’m afraid I must go now.2. I hope you don’t mind my leaving.3. I must really be going.4. I’m sorry, but I have a meeting at three o’clock.5. I’m sorry, but I am expecting an important

visitor now.6. Excuse me. I have to catch a train.7. It’s been very nice talking to you, but I must

leave now.8. Goodbye /bye / Bye-bye9. See you later/tomorrow/next week.

PRACTICE / DIALOGUE

In a college

Student: Good morning, sir. May I come in?

Professor: Good morning. Do come in. Sit down.

Student: Sir. We have to prepare a project report as part of our course. If you could give me some guidelines on how to do it…

Professor: What’s your area of research?

Student: The role of mass media in English Language teaching.

Professor: Ah, the role of mass media, is it? Now, let me see …… Why don’t you make a study of how the English educational programmes broadcast by AIR are being used by the schools?

Student: I’ll do that.

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Professor: Select one particular series of programmes. Study them well. Prepare a questionnaire with the help of your supervisor. Then you can go to some schools and ask the children who listen to the programmes to answer the questionnaire.

Student: How many schools should I approach, sir?

Professor: About half a dozen, I should think.

Student: Okay, sir. There was something else I wanted to discuss with you.

Professor: Can we do that later? I have a class at 3.

Student: Yes, sir. Thank you very much for the help.

Professor: it’s all right.

At the enquiry counters in a railway station

A : Hi, Vijaya. Nice to see you. Been away or something?

B : Yes, I had been to my grandmother’s for two weeks.

A : It must’ve been lovely. How did you like you stay there?

B : It was enjoyable. Oh, my God. It’s 1.45. The banks close at two, don’t they? I must really hurry. See your later.

A : See you.

Between friends

A : That was good adventure you had.

B : Those moments were terrible. I don’t know how we lived through them. But now that I am back home I can think about it and laugh.

C : Well. I suppose it is nice to have things to remember.

B : It also shows how helpful the people there are. We were total strangers and still they trusted us and came forward to help us.

A : Exactly. Jim, I really enjoyed talking to you and sharing your experience. But now I must leave. I have to catch the 8.30 local.

C : Can’t you stay a little longer? There’s another train at 9.15.

A : I’m sorry, but I have to catch this one.

B : Well, if you insist. Thank you for the company. Good night.

C : Good night, Sunil.

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A : Good night.

Asking for Information

Asking for information

PATTERNS

A. Asking for information

1. Can you tell me ……, please?2. Could you tell me ……, please?3. Do you know …….?4. Do you happen to know ……?5. Can you help me ……?6. I’d like to know ….7. I wonder if you someone could tell me ……..8. I should be interested to know …9. I hope you don’t mind my asking, but ,,,,,10. Any clue …..?11. Any idea…..?

PRACTICE / DIALOGUE

At the Office

Officer: Good morning, Mr. Rao.

Clerk: Good morning, sir.

Officer: Can you tell me where the purchase records are kept?

Clerk: They are with the Superintendent, sir.

Officer: Oh, I see. Do you know what action has been taken on the proposal to buy a typewriter?

Clerk: The order getting typed, sir.

Officer: We are moving rather slowly, aren’t we?

Clerk: In a way, yes. I hope you don’t mind my asking, but have you read the Union’s report on the working of the office?

Officer: I haven’t yet been able to read it fully, but I think there are some useful suggestions in it.

At the enquiry counters in a railway station

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A : Excuse me. Could you tell me what time the Tamil Nadu Express arrives?

B : The scheduled time is 6.30. But I’m afraid it’s late by one hour today.

A : So the train will arrive at 7.30 in the evening?

B : Yes. But please check around seven.

A : Okay, I’ll do that. I also wanted to know the second class fare from here to Madras.

B : Just a minute, please. Yes, it is one hundred and twelve rupees.

A : Thank you.

Between friends

Magesh: Hi, Sutha, How are you?

SuthaK: Hi! I’m fine. And you?

Magesh: So so.

SuthaK: What are you doing this evening? How about a movie?

Magesh: Which one?

SuthaK: ‘The Platoon’ is showing at Royal.

Magesh: Fine. Let’s go. Any idea what time the picture begins?

SuthaK: I think it’s at 6.30. Shall we meet there at six?

Magesh: All right, see you at six.

SuthaK: See you.

Asking for someone’s opinion

PATTERNS

A. Asking for someone’s opinion

1. What do you think/feel about ……2. What’s your opinion/reaction?3. How do you see…..?4. How would you react to ….?5. What would you say to …..?

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B. Giving your opinion

1. I think/feel/believe …..2. It seems to me…….3. From my point view …..4. The way I see it …….5. Don’t you think ……6. If you ask me, ……7. It’s my considered opinion that ……

C. Saying you have no opinion

1. I really don’t have any opinion about..2. I don’t know what to say …..3. I’ve no strong feelings about……4. I’ve nothing to say in particular.5. I don’t know.

PRACTICE / DIALOGUE

At a meeting

A : As you know, gentlemen, the management has agreed to most of the major demands put forward by the unions. Still they have decided to go on a strike form the 24th of this month. Could I have your opinion or reaction to this move by the unions?

B : In my opinion, the management must not yield to any further demands at present. It has been made clear that the remaining demands will be considered sympathetically after a few months. So I don’t see any justification for a strike at all.

C : To my mind, the major point of difference appears to be the issue of overtime wages. Hence I’d say that we should reconsider the issue if we are keen on averting the strike.

A : How would you react that, Mr.D?

D : It seems to me that there is much substance in what Mr.C says. It’s from our point of view that we have agreed to most of the major demands. As Mr. C rightly put it, the question of overtime wages is the most important issue for them. To be frank about it, I am more inclined support C’s view than anyone else’s.

A : Have you got any comments on that, Mr. E?

E : I’ve nothing to say in particular. But I’d also endorse the view that we should reconsider the overtime wage issue and resolve the deadlock.

A : Well, if most of you feel so, let’s have further discussion on that.

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Among friends

A : What do you say to the proposal to go on hiking expedition next Sunday?

B : I think it’s an excellent idea.

A : But don’t you think the season is not right for hiking? Can’t we wait till the monsoon is over? I believe it is rather risky going up hills during the season.

B : But then don’t you also agree that there is an element of risk in any adventure?

C : Of course. As far as I’m concerned, I’ll be glad to join. I was only expressing my view

Asking if someone is sure

PATTERNS

A. Asking if someone is sure about something

1. Are you (quite) sure (about) ………?2. Are you certain (about) ………?3. Are you sure? / Definitely? / Really?4. Is there any doubt about……..?5. Perhaps I misunderstand, but are quite sure…….?

B. Saying you are sure

1. I’m sure/certain.2. I’ve no doubt (about)…3. I’m a hundred per cent certain.4. I don’t think there can be any doubt about…5. There is no/very little doubt in my mind……..6. There can’t be any doubt….

C. Saying you are not sure

1. Sorry, I’m not sure ……2. I can’t decide.3. I’m in two minds (about) ….4. I can’t say for certain.5. One can’t say with any certainty.6. There’s still an element of doubt.7. There’s surely some doubt about…

PRACTICE / DIALOGUE

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During a police enquiry

A : Who do you think would have stolen the ornaments?

B : I just don’t find any clue to this mystery.

A : How about your maid servant?

B : I don’t think she’d ever do that.

A : Are you quite sure about it?

B : Whenever she was in need of money she used to ask us. Moreover, she has no children nor any relatives. I don’t see any possibility of her doing it. I don’t think there can be any doubt about it.

A : What about your gardener?

B : Oh, you can be sure about his integrity. He’s been with me for the past twenty years. He’s more than a member of the family and it’s quite certain that he’d never attempt anything of this kind.

A : Are you quite sure that he wouldn’t take anything even f he finds valuable lying here and there in the house?

B : Definitely not. There were several occasions when my wife had forgotten her gold chain and ear rings in the bathroom. On most occasions it was he who noticed them and brought them to us.

Between friends

A : Did you hear this? We’re in for another hike in petrol prices?

B : Really?

A : This is not a confirmed report, of course. But, you know, this is how it always begins-with an unconfirmed report and up comes the Government announcement in two days.

B : Do you mean to say that a hike is certain?

A : I can’t say for certain, but it looks quite likely

Asking someone to say something again

PATTERNS

A. Asking someone to say something again

1. Pardon?2. I’m sorry I didn’t catch/hear …….3. I’m sorry, what was that word/his name, etc.?4. Would/Could you repeat what you said/that name/the last

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word, etc, please?5. I’m sorry, would you/mind repeating…., please?6. I beg your pardon?

B. Saying something again

1. I said ….2. I was just saying/remarking …..3. What I said was …….4. I was just/merely expressing the view…….5. I was pointing out the fact that……6. I was just wondering/enquiring………

PRACTICE / DIALOGUE

In a crowded bus

A : Excuse me, you are standing on my foot.

B : I’m sorry, what did you say?

A : I said you are standing on my foot.

B : (takes off his foot) Oh, I’m terribly sorry. I didn’t realize it, you see.

A : It’s all right. Thank you.

At the departmental store

A : Good evening. Can I help you?

B : ‘Evening. I’ve a complaint to make. You see, I bought this electric iron just a month ago, but ……

A : Sorry? When did you say you bought it?

B : A month ago and it’s not working now. I’d like to have it repaired or replaced.

A : Where did you buy it from?

B : At Rosy Electricals.

A : Could you repeat that name, please?

B : ROSY ELECTRICALS

A : I’m afraid they’re not our authorized dealers. Anyway, do you have the guarantee card for this?

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B : Sorry? What card did you say?

A : The guarantee card wherein you’re given a guarantee by the company to repair any manufacturing defect noticed within a period of six months.

B : I don’t think I ever got one.

A : I’m afraid in that case we can’t repair it free of charge. However, if you agree to pay for it, we can ask our electrician to do the repair.

B : Well, if that’s the only choice for me, I think I’ll pay the necessary charges.

A : All right. You can leave it with us and collect it tomorrow at the same time.

B : Thank you.

A : You’re welcome

Asking someone to say something again

Asking someone to say something again

PATTERNS

A. Asking someone to say something again

1. Pardon?2. I’m sorry I didn’t catch/hear …….3. I’m sorry, what was that word/his name, etc.?4. Would/Could you repeat what you said/that name/the last

word, etc, please?5. I’m sorry, would you/mind repeating…., please?6. I beg your pardon?

B. Saying something again

1. I said ….2. I was just saying/remarking …..3. What I said was …….4. I was just/merely expressing the view…….5. I was pointing out the fact that……6. I was just wondering/enquiring………

PRACTICE / DIALOGUE

In a crowded bus

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A : Excuse me, you are standing on my foot.

B : I’m sorry, what did you say?

A : I said you are standing on my foot.

B : (takes off his foot) Oh, I’m terribly sorry. I didn’t realize it, you see.

A : It’s all right. Thank you.

At the departmental store

A : Good evening. Can I help you?

B : ‘Evening. I’ve a complaint to make. You see, I bought this electric iron just a month ago, but ……

A : Sorry? When did you say you bought it?

B : A month ago and it’s not working now. I’d like to have it repaired or replaced.

A : Where did you buy it from?

B : At Rosy Electricals.

A : Could you repeat that name, please?

B : ROSY ELECTRICALS

A : I’m afraid they’re not our authorized dealers. Anyway, do you have the guarantee card for this?

B : Sorry? What card did you say?

A : The guarantee card wherein you’re given a guarantee by the company to repair any manufacturing defect noticed within a period of six months.

B : I don’t think I ever got one.

A : I’m afraid in that case we can’t repair it free of charge. However, if you agree to pay for it, we can ask our electrician to do the repair.

B : Well, if that’s the only choice for me, I think I’ll pay the necessary charges.

A : All right. You can leave it with us and collect it tomorrow at the same time.

B : Thank you.

A : You’re welcome

Checking that you have Understand

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Checking that you have Understood

PATTERNS

A. Checking that you have understood

1. Does that / Do you mean…….?2. If I understand right, ………3. So, I am right in saying……..?4. I’m sorry if I’m being stupid, but I’m not sure I

understand.5. Are you trying to say that …….?6. The implication seems to be……7. If I’ve got it right/ If I’ve followed you, then …

B. Checking that someone has understood you

1. Do you see what I mean?2. I hope that’s clear?3. That’s clear, isn’t it?4. Do you understand …….?5. Do you see? / Right? / O.K.? / Yeah?/ Get it? / Got it?6. Know what I’m getting/hinting/driving at?7. If there’s anything you haven’t understood, please say so.

PRACTICE / DIALOGUE

At the Office

A : Did you read this report about your department in today’s newspaper?

B : Yes, I did. That’s only the tip of the iceberg.

A : Are you trying to say that all that is written is true and there is more of it?

B : Exactly. It is a known fact that you can get any work done by the department if you approach the right person. You know what I mean?

A : In other words, one has to shed a few hundreds in order to get the work done. Is that what you are hinting at?

B : If not in cash, you make it in kind. You make a complaint and meet the right person and do what’s needed. They attend to your complaint the same day while someone who had made a complaint ten day’s ago or a month ago still waits for his turn. Does that make things clear to you?

A : I don’t think I ever knew about these things. I just can’t believe it.

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At the Store

A : Can you tell me how to use this camera?

B : This is a totally automatic camera.

A : Do you mean to say that I don’t have to do anything but click it?

B : Exactly. All you have to do is to aim and shoot. Before you do this load the camera with a cartridge of film. At the bottom of the camera you find a slide. Push it to the side where the arrow points to O.K.? This is where you put the cartridge. Hold the cartridge with these two heads pointing away from you and insert in this slot. Now the camera is loaded. Do you follow me?

A : Yes.

B : Now slide the lid backward and the camera is ready for use. Wind the film till No.1 appears in the screen behind the camera. Then aim and shoot. After every shot the lens gets locked.

A : That means the same film won’t get exposed twice, right?

B : That’s right. Push the release button before you shoot next. If you need a flash light just press this and the flash gets released. That clear now, isn’t it?

A : I think so.

Asking whether someone knows or not

Asking whether someone knows

PATTERNS

A. Asking whether someone knows

1. Excuse me. Do you know …….?2. Can you help me? Do you happen to know anything about

….?3. Do you realize ……….?4. Did you hear about …….?5. Are you aware about ………., don’t you?6. Could you give me any information about …..?7. I wonder if you could let me know ……

B. Saying you know

1. I know. Thank you.2. Yes, Ramu/Leela/ someone told me about it.3. I heard so. But thanks for the call.4. I am quite aware of……

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5. I have it on good authority that.

C. Saying you do not know

1. I’m sorry, I don’t know about …..2. I’m sorry, I can’t help you there.3. Sorry, I’ve no idea ……..4. I wish I knew ……5. I’m afraid I don’t have much information about …..6. I have to admit. I don’t know much about…..

PRACTICE / DIALOGUE

Between friends

A :Hi, Ravi. You look tired. Are you all right?

B : I’m quite all right. Only overworked. I had a real hectic day in the office.

A : Oh, I see. How about some coffee? That’ll refresh you.

B : That’s good idea. Let’s go.

A : Did you hear about the latest political developments?

B : No, I didn’t hear anything. What happened?

A : Two ministers have resigned from the State Cabinet. Rumours say some more will be out soon.

B : Who are the ones who’ve resigned?

A : The Home Minister and the Education Minister.

B : But the Education Minister was supposed to be close to the Chief Minister. Did they leave on their own or were they asked quit?

A : It’s not clear yet. The radio news was brief. It just said that two ministers have resigned. There were some rumours about differences between the Home Minister and the C.M. Do you know anything about that?

B : Well, not the exact details. But I had heard that the C.M. was unhappy about some postings in the Police Department.

At a travel Agency

Customer: Can you help me? Do you know whether there is a train to Trivandrum today?

Official: I’m afraid there is no direct train to Trivandrum from here. You’ll have to go to Chennai or Bangalore and then take a train from there.

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Customer: But I don’t have that much time. I want to reach Trivandrum fast. Is there any flight?

Official: Let me see. Today is… Thursday. Yes, there’s a direct flight to Trivandrum, at 2.30 this afternoon.

Customer: Oh, I see. That is good news. Could you arrange a ticket for me, please? It’ll be a great help.

Official: Let me try. It’ll take at least fifteen minutes.

Customer: I’ll wait. But do you happen to know how much the airfare to Trivandrum is?

Official: It’s about twelve hundred rupees.

Customer: Thank you. Now I’ll wait. Please try for the ticket.

Asking whether someone knows or not

Asking whether someone knows

PATTERNS

A. Asking whether someone knows

1. Excuse me. Do you know …….?2. Can you help me? Do you happen to know anything about

….?3. Do you realize ……….?4. Did you hear about …….?5. Are you aware about ………., don’t you?6. Could you give me any information about …..?7. I wonder if you could let me know ……

B. Saying you know

1. I know. Thank you.2. Yes, Ramu/Leela/ someone told me about it.3. I heard so. But thanks for the call.4. I am quite aware of……5. I have it on good authority that.

C. Saying you do not know

1. I’m sorry, I don’t know about …..2. I’m sorry, I can’t help you there.3. Sorry, I’ve no idea ……..4. I wish I knew ……5. I’m afraid I don’t have much information about …..

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6. I have to admit. I don’t know much about…..

PRACTICE / DIALOGUE

Between friends

A :Hi, Ravi. You look tired. Are you all right?

B : I’m quite all right. Only overworked. I had a real hectic day in the office.

A : Oh, I see. How about some coffee? That’ll refresh you.

B : That’s good idea. Let’s go.

A : Did you hear about the latest political developments?

B : No, I didn’t hear anything. What happened?

A : Two ministers have resigned from the State Cabinet. Rumours say some more will be out soon.

B : Who are the ones who’ve resigned?

A : The Home Minister and the Education Minister.

B : But the Education Minister was supposed to be close to the Chief Minister. Did they leave on their own or were they asked quit?

A : It’s not clear yet. The radio news was brief. It just said that two ministers have resigned. There were some rumours about differences between the Home Minister and the C.M. Do you know anything about that?

B : Well, not the exact details. But I had heard that the C.M. was unhappy about some postings in the Police Department.

At a travel Agency

Customer: Can you help me? Do you know whether there is a train to Trivandrum today?

Official: I’m afraid there is no direct train to Trivandrum from here. You’ll have to go to Chennai or Bangalore and then take a train from there.

Customer: But I don’t have that much time. I want to reach Trivandrum fast. Is there any flight?

Official: Let me see. Today is… Thursday. Yes, there’s a direct flight to Trivandrum, at 2.30 this afternoon.

Customer: Oh, I see. That is good news. Could you arrange a ticket for me, please? It’ll be a great help.

Official: Let me try. It’ll take at least fifteen minutes.

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Customer: I’ll wait. But do you happen to know how much the airfare to Trivandrum is?

Official: It’s about twelve hundred rupees.

Customer: Thank you. Now I’ll wait. Please try for the ticket.

Possibility - Simple Sentences

Asking about Possibility

PATTERNS

A. Asking about possibility

1. Is it going to ….?2. Do you think it is possible / probable / likely / unlikely ……3. Could/ can he be ……?4. Can you/we rule out/exclude the possibility of …..?

B. Expressing possibility

1. I think it’s going to ……2. It’s quite possible / probable / likely …..3. There’s a good chance/every possibility4. I/We can’t rule out/exclude the possibility …5. In all probability/ likelihood ….6. I won’t be surprised if ……..

C. Expressing impossibility

1. I don’t think ….2. It’s quite impossible / improbable/unlikely …….3. I don’t think/suppose ……..4. I’m afraid there’s very little likelihood of …..5. It’s very doubtful…..6. I think we can rule out the possibility of …..

PRACTICE / DIALOGUE

On the park

A : What’s happening? Getting dark so soon?

B : No, it’s cloudy.

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C : Oh! Is it going to rain?

B : It is quite likely.

A : I don’t think so. It’s only partly cloudly. Perhaps it may not rain at all.

B : There’s a good chance of at least a drizzle, if not a heavy rain.

At the hospital

A : I’m afraid there’s been too long a delay in bringing him. The patient is in a critical condition.

B : Do you think it is possible to operate upon him?

A : Quite impossible in this condition. In all probability we might be able to do it at the earliest after a week.

B : Isn’t it more probable that his condition will improve with all those antibiotics?

A : Well, it is possible.

Between friends

A : Where is my watch?

B : It ought to be in bedroom.

A : But it isn’t there. I don’t remember where I left it.

B : Could you have left it in your office?

A : Impossible. I remember I had it on my own wrist while I was in the club.

B : Did you remove it while playing tennis?

A : Oh yes; I remember to have given it to one of the boys in the club.

B : Do you think you are going to get it back?

A : I bet. I will.

B : Good luck to you.

Asking about Preference

Asking about Preference

PATTERNS

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A. Asking about preference

1. Do you prefer ……… or …….?2. Would you like/rather have/prefer ……..?3. Which would you prefer, …….. or ……?4. We can ……. Or ………… What do you say?5. The choice is yours, ………. Or ……….6. Which appeals more, ……… or ……..

B. Saying what you prefer

1. I’d prefer ………. (if possible)2. My choice/preference would always be …….3. If you don’t mind, I’d ……4. If it’s all the same to you ……5. If it’s up to me, I’d ……..6. Perhaps it’d be better if ………7. ……. Appeals to me more than …….

PRACTICE / DIALOGUE

At the hotel reception

Reception: Good morning. Can I help you?

Customer: I’d like to book a double room.

Reception: Would you like a room with shower or one with bath?

Customer: I’d refer one with shower.

Receptionist: Would you prefer a room with a view or a quiet one?

Customer: I’d prefer a quiet room if possible.

Receptionist: Of course, you can have one.

At the travel agent’s

T.Agent: Good morning. Can I help you?

Traveler: I’d like to book a round trip Delhi-Bangkok-Delhi.

T.Agent: Yes, sir. When are you planning to travel?

Traveler: In June.

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T.Agent: How do you want to travel?

Traveler: I’d like to travel at the cheapest rate. It’s in the name of Mr.Oberai.

T.Agent: Do you have any preference for seating?

Traveler: I’d prefer an aisle seat at the back of the plane.

T.Agent: We have a morning flight leaving at 8.30 and a night flight at 10. which do you prefer?

Traveler: My choice ould always be the night flight.

Travel agent: That’s fine. We’ll arrange the tickets.

Over Telephone

Receiver: Good morning. Parklane Hotel.

Caller: Good morning. I’d like to book a table for 8.00 this evening.

Receiver: yes, of course. For how may people?

Caller: For two.

Receiver: Do you have any preference in seating?

Caller: Yes, I’d prefer a table in a quiet corner in a non-smoking section.

Receiver: Yes, of course, sir. In what name?

Caller: The name’s Robert.

Asking if someone is able to do something

PATTERNS

A. Asking if someone is able to do something

1. Can you …..?2. Do you know how to ……?3. Is he any good at …….?4. Do you feel capable of…….?5. Would you say you were capable of ……..?6. Do you have the ability/qualification/experience necessary

….?

B. Saying you are able to do something

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1. I can / I know / I know how to…….2. I know something about ……3. It’s not too difficult to ……4. Sure/Yes. No problem.5. I’m pretty good at……6. I feel able to……

C. Saying you are not able to do something

1. No, I don’t know how to ……2. I’m not sure I can/know how to…..3. I’ve no idea how to ….4. I don’t think I can manage5. I’m afraid I can’t cope with …….

PRACTICE / DIALOGUE

At the Club

Solai: I don’t know what happened to my T.V. set. Last night when we were watching the movie, the picture suddenly went off.

Raja: It’s possible that the fuse has burnt out.

Solai: Well. I don’t know anything about T.V. sets. Here comes Kumana. Let’s ask him. He’s an electrical engineer. Hello Kumana, how are you?

Kumana: Oh, fine. Thank you. Why are you both looking at the T.V. set.

Solai: The picture suddenly went off while we were watching the movies last night. Do you think you can set it right?

Kumana: I don’t think I know much about T.V sets and their components. I think you better call in the service engineer.

Solai: Strangely my radio too went silent yesterday. I don’t know what’s wrong. Do you know how to repair radios?

Kumana: well, I might be able to. I know something about radio repairing.

Solai: Then why don’t you have a look at it?

Over telephone

Vijay: Hello, is that the Golden Motor Works?

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Ajith: Yes. What can I do for you, sir?

Vijay: Well, my car has developed some starting trouble. Could you send your mechanic? I am in 116, Bank Street, Kodambakkam.

Ajith: I’m sorry, our mechanic just left to attend to another complaint. I’m afraid he’ll be back only after an hour. I can send one of our trainees if the problem isn’t anything very serious.

Vijay: Do you think he is good at repairing motor cars?

Ajith: I think he’ll be able to help you if it isn’t anything serious. Anyway let him have a look at it first. He can ask for more help necessary.

Vijay: That’s fine. Do you think he knows anything about electric motors?

Ajith: I don’t think he has the faintest idea of repairing electric motors. He’s an automobile mechanic.

Vijay: Oh, that’s all right.

Asking if someone agrees

PATTERNS

A. Asking if someone agrees

1. O.K.?/Right? / Yeah?2. Is that all right with you / O.K with you?3. Do you agree?4. Don’t you think/feel ……..?5. Would you agree that/ with ……?6. I wonder if you’d agree with …….?

B. Agreeing

1. You’re right.2. Yes, I agree.3. That’s quite right/true.4. Oh, exactly/definitely/absolutely/totally/quite, etc.5. I think so too.6. I don’t think anyone could/would disagree with …….

C. Disagreeing

1. Never! / Not at all / Oh surely not.2. You don’t mean it.3. That’s not true.4. Not really.5. I disagree (I’m afraid)

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6. I see things rather differently myself.7. Personally, I tend to agree with ….

PRACTICE – DIALOGUE

Teacher & Students

Teacher: Well Children, we’ve decided to hold your summer camp at Kodaikanal. Is that O.K. with you?

Students: That’s lovely.

Teacher: As usual, the camp will be for three weeks. Those who would like to take part in this camp must give me their names by tomorrow evening O.K.?

Students: But, sir, we need time to write to our parents and get permission.

Teacher: In that case, you’ll give me your willingness latest by the 10th of next month. Is that all right with you all?

Students: Quite all right, sir.

Between friends

Ravananeswaran: So we’ll meet at the Regal Cinema at 5.30. O.K.?

Raman: But isn’t it too early? The show begins only at 6.30.

Anjaneyer: That’s right, but we might have to stand in the queue to get tickets. So it’s better to meet at 5.30.

Ravaneswarn: All right.

Raman: Okay. Can one of you pick me up from my house?

Anjaneyar: A lives somewhere near your house. Yeah?

Ravaneswaran: Well, not very near but not far.

Anjaneyar: So why don’t you bring him along?

Raman: You’re right.

Ravaneswaran: Okay. I shall meet you at your place at 5.20 O.K?

Raman: Fine.

Asking if you are Obliged to do something-Dialogue Sample

Asking if you are Obliged to do something

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PATTERNS

A. Asking if you are obliged to do something

1. Do I (really) have/need to….?2. Need I / must I ………..?3. Have I got to …….?4. Is it necessary to ……..?5. I suppose I have got to ….?6. Are we obliged to / required to ….?7. Are we under any obligation to …?

B. Saying someone is obliged to do something

1. I think you have to ….2. I’m afraid you’ll have to …….3. You’ll be required to ….4. They’ll make you ……5. You’re expected/supposed to …..

C. Saying someone is not obliged to do something

1. You don’t have to……2. I don’t think you’ll have to ….3. There’s no need to …..4. You’re under no obligation to …..5. No one can force you to ….

PRACTICE – DIALOGUE

I. At the Office

A: Sir, the Manager expects you to send your application through the Assistant Manager.B: Do I really have to? We both are of the same rank. I don’t think anybody can force me to route my application through the Assistant Manager.C: They’ll make you do it, sir. Our previous Accounts Officer used to do so.

II. At the Bank

Bank Clerk: I’m afraid we can’t accept this cheque. There are too many changes and corrections. Could you write out another cheque, please?Customer: Do I really need to? I have initialed all the corrections.Bank Clerk: It’s true, but it appears rather shabby. I’m afraid

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you’ll have to write out another cheque.Customer: Well, if you insist.

III. At the railway station

Police officer: Would you mind opening these boxes?Traveller: Well, they contain apples and mangoes. Is it necessary to open them.Police Officer: Do you have the cash receipts for having bought these?Traveller: Is one expected to carry the cash receipts of things bought here and produce them on demand?Police Officer: You’re under no obligation to do so. But I’m afraid you’ll have to open these boxes. We’re acting under orders.

ing-Dialogue Sample

Asking if you are Obliged to do something

PATTERNS

A. Asking if you are obliged to do something

1. Do I (really) have/need to….?2. Need I / must I ………..?3. Have I got to …….?4. Is it necessary to ……..?5. I suppose I have got to ….?6. Are we obliged to / required to ….?7. Are we under any obligation to …?

B. Saying someone is obliged to do something

1. I think you have to ….2. I’m afraid you’ll have to …….3. You’ll be required to ….4. They’ll make you ……5. You’re expected/supposed to …..

C. Saying someone is not obliged to do something

1. You don’t have to……2. I don’t think you’ll have to ….3. There’s no need to …..4. You’re under no obligation to …..5. No one can force you to ….

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PRACTICE – DIALOGUE

I. At the Office

A: Sir, the Manager expects you to send your application through the Assistant Manager.B: Do I really have to? We both are of the same rank. I don’t think anybody can force me to route my application through the Assistant Manager.C: They’ll make you do it, sir. Our previous Accounts Officer used to do so.

II. At the Bank

Bank Clerk: I’m afraid we can’t accept this cheque. There are too many changes and corrections. Could you write out another cheque, please?Customer: Do I really need to? I have initialed all the corrections.Bank Clerk: It’s true, but it appears rather shabby. I’m afraid you’ll have to write out another cheque.Customer: Well, if you insist.

III. At the railway station

Police officer: Would you mind opening these boxes?Traveller: Well, they contain apples and mangoes. Is it necessary to open them.Police Officer: Do you have the cash receipts for having bought these?Traveller: Is one expected to carry the cash receipts of things bought here and produce them on demand?Police Officer: You’re under no obligation to do so. But I’m afraid you’ll have to open these boxes. We’re acting under orders.

Describing Something-Dialogue

I. Describing an Experience

A. Hello, Ajit. Congratulations! I learn that you’ve got a job with the ITDC.

B. Yes. Thank you, Paul. What I like about it is that I’ve been posted to Kovalam.

A. Kovalam? That’s in Kerala, isn’t it? Have you ever been there before?

B. Of course. Lots of times. You know I had studied at Trivandrum for a year. Then we used to go to

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kovalam for swimming almost every week.

A. Is Kovalam near Trivandrum?

C. Very near. Just about eight kilometers or so.

D. Tell me about the place.

E. It’s a beautiful place with rocks jutting out into the sea. The sea is shallow and calm for quite some distance. So we can swim safely. But once I had a real frightening experience.

F. What happened?

G. I had gone there with a friend. But I swam into the sea alone. In fact, I went far out into the sea. I stopped only when I was breathless. Then I stopped and looked around. I could not see where the land was.

H. But why? Oh, yes, since you swim without your glasses, you’ll be shortsighted.

I. Exactly. I was exhausted and worried. I floated on the water for quite some time. I thought I was going to be lost in the sea.

J. That must’ve been frightening.

K. Really.

L. Then what happened?

M. Then I noticed some movement on one side. I swam in that direction and soon saw land.

N. You could’ve looked at the sun to know the direction.

O. No, it was cloudy day.

P. Where was your friend all this while?

Q. He’d just started worrying about me when I swam back.

II. Describing a person

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Job: john, I’m worried about this Bombay trip. I’ve never been there before.John: So what? There is a first time for everything.Job: I know, but I’m going there alone.John: Don’t worry, man. I’ve written to Bobby. He’ll meet you at the station.Job: How does he dress?John: Well, trousers and full-sleeved shirt. He wears glasses and always chooses odd-shaped frames for his glasses.Job: Is he fair or dark?John: Well, rather fair, I should say. I’ve also given him a description of yours. It shouldn’t be difficult for you to meet each other. By the way, don’t shave off your beard. Bobby’ll be looking for a bearded person.Job: I won’t. At least not until I meet Bobby

Unnecessary Use of PREPOSITIONS

Part II

There is a wide tendency among the users of English in India to add prepositions after verbs where their use is considered erroneous or at least unnecessary. In the sentences below, the highlighted prepositions are unnecessary. Try to avoid them in your speech and writing.

Do you think we can find out another typist so soon?He joined in our office as on ordinary clerk.He is respected by everyone because he always keeps up his promises.This television set lacks of clarity of picture.She is still looking up for help.They are waiting for an opportunity to make him as the chief co-ordinator of the project.Could you mark out the books you need?She married with her cousin.We’ve ordered for a more sophisticated machine.I’m afraid he might lose his job because of his tendency to pick up quarrels with anyone.They have pinned down all their hopes on their leader.We cannot but pity on him.He seems to be not inclined to pursue for his studies.The police reached to the site of the accident.We regret for the delay in sending the parcel to you.They’ve requested for immediate medical attention.I have to return back the same day.He resembles to his father.

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He has succeeded in solving out the problem.He is very tall and stout. You can easily spot him out in any crowd.In her address she stressed on the importance of hard work.The new doctor was transferred out in two months.He visited to all the units to ascertain the truth.They terminated in the contract just three months after signing it.He entered into the building with caution.Rajini has been appointed as manager here.

Unnecessary Use of PREPOSITIONS

Part I

There is a wide tendency among the users of English in India to add prepositions after verbs where their use is considered erroneous or at least unnecessary. In the sentences below, the highlighted prepositions are unnecessary. Try to avoid them in your speech and writing.

The management admires for our watchman’s bravery.The gatekeeper admitted him in.We hope you would answer to our request soon.He approached to me for help.The manager asked to the typist why she was late.The union leaders attacked on the chairman’s views.The inspector was awarded with a cash prize for his alertness.The company could not bear up the burden of heavy taxes.Computers have greatly benefited to the communication network in the country.The management refused to bow down to the workers’ demands.We propose to build up a small power plant for ourselves.Whenever I see the model of our factory what comes up to my mind is the face of the man who started it.The technical cell comprises of three smaller units.The bank has conceived about the customer’s welfare.This part of the machine contains of a micro computer.The two salesmen find it difficult to cope up with the work during peak hours.

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The worker criticized on the management.They demanded for higher rate of bonus.He described about the unpleasant experiences he had in the jail.There is proposal from the chairman to discontinue with the practice of giving subsidized meals.Many customers were discussing about the problem.The stock exchange value of our company’s share is falling down.We should fill up the posts soon.

OMISSION OF PREPOSITIONS

Another tendency observed among the users of English is to omit prepositions in places were they are necessary. The following sample sentences are used in speech or writing by many Indians. They should be spoken with the preposition, as given in brackets.

That is a suggestion we fully agree. (agree with)The old woman alighted the bus slowly. (alighted from)He came and asked the calculator. (asked for)He appealed his employer for mercy. (appealed to)Finally they arrived a decision. (arrived at)They have assured us help. (assured us of)She now attends her work regularly. (attends to)I have a good doctor attending me now. (attending on upon)You’ll have bear his bad temper. (bear with)Riots have broken again. (broken out)Would you care some tea? (care for)Could you convey him this sad news? (convey to)We propose to dispose our old car. (dispose of)They deal export garments. (deal in)Please explain me this idea. (explain to)I am still hunting the book. (hunting for)He introduced me his parents. (introduced to)Why doesn’t he join the conversation? (join in)Don’t keep asking foolish questions. (keep on)Did you pay the lunch? (pay for)You have not replied us. (replied to)We are looking for a hard working clerk. Can you think anyone? (think of)He is a sincere hardworking boy. He does not wish any

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reward even. (wish for)

USE OF WRONG PREPOSITIONS

The following sentences are examples of the use of wrong prepositions. Correct usage is given in brackets. Replace the preposition highlighted with the one given in the brackets against each sentences.

The doctor was accompanied with the nurse. (by)The cashier is accused for misappropriation. (of)I am accustomed with the varieties of Indian English. (to)She seems to be afraid from her boss. (of)My remarks were not aimed against you. (at)My supervisor is angry against me. (with)We are anxious with the safety of the parcel. (for/about)The management arrived to a decision. (at)She seems to be bad in spelling. (at)The annual conference begins from 7 August. (on)The car bumped against a tree. (into)I have great confidence about my secretary. (in)After several rounds of questioning he confessed about the crime. (to)The customers’ cell deals about the problems of the customers. (with)He doesn’t want to be dependent of his parents for his studies. (on)The baby is dressed with golden yellow. (in)How good are you in typing? (at)He insisted to pay for the dinner. (on paying)She is married with her cousin. (to)Many manufacturers participated on the exhibition. (in)They tried to prevent him to meeting his boss. (from)They couldn’t find the reason of the explosion. (for)In the absence of the President the Vice President presided in the meeting. (at/over)I can’t understand Hindi. Could you translate this to English? (into)Why don’t you write the letter with ink? (in)

USE OF ARTICLES

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The sentences below are commonly heard in speech and sometimes found even in writing. In each case, an article should precede the italicized word. Read the sentences correctly with the article given in the bracket against each.

He’s got headache. (a headache)We can save at least thousand rupees. (a thousand)The company is planning to buy car. (a car)He is chartered accountant. (a chartered accountant)I worked as medical representative for eight months. (a medical representative)Green lizard is a rare species of reptile found in India. (the green lizard)Science of medicine has found laser beam highly useful. ( the science of medicine, the laser beam)What magnificent statue! (a magnificent)He is planning a visit to Middle East. ( the Middle East)I’m not technician, I’m only clerk. (a technician, a clerk)If you don’t have enough in your stock could you give me at least half carton? (a half carton)He plays guitar so well. (the guitar)Eggs are sold by dozen. (the dozen)I’ve never seen such cute little one. (a cute)Can I have seven rupee ticket please? (a seven rupee)

UNNECESSARY USE OF ARTICLES

In the following sentences, the italicized articles are not necessary. Avoid them in your speech.

We are interested in buying a computers.Can I buy a small scissors?You need a luck to succeed in business.Delhi has a terrible weather in summer.We have a heavy luggage to carry.They have an information about his arrival in New York.Though he is old he has a good health.The company seems to have made a good progress during the first six months of the year.He has a good knowledge about computers.The computers have brought revolutionary changes in the field of industry.

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When you watch the television, you should keep yourself at least 6 feet away from it.I think the baby has got the measles.The Bangalore is a city of gardens.The Sri Lanka and the India have finally reached an agreement.The Dal Lake in Kashmir was frozen during last winter.The fire has caused a severe damage to the building.We are now using a new machinery.

I met her only duriUSE OF WORNG TENSES

In the following sentences, the verbs are in the wrong sentence. They should be replaced by the form of the verbs given in brackets against each sentence.

I am hearing the Government is going to increase the excise duty on colour T.V. (hear)I am liking the new arrangement. (like)We are paying bonus in October every year. (pay)The new color T.V. is looking beautiful. (looks)The Managing Director is meeting the customers on the 15th of every month. (meets)I am forgetting his name. (forget)This packet is containing a dozen oranges. (contains)I am thinking it will not have the desired result. (think)They are depositing money since 1947. (have been depositing)The patient is unconscious since Friday. (has been)We are receiving complaints about the poor service offered by the customer’s cell ever since it was established. (have been receiving)It’s over a year since I have met him. (met)He was standing like a statue when the dog barked at him. (stood)He was phoning me several times to know the result of the interview. (phoned)The bank will introduce a new savings account scheme next month. (is going to introduce)Ask him to report to me when he will arrive. (arrives)We will send you the money when you will send us the advance receipt. (send)

ng the last week.

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Use of Wrong Form of Words

In the following sentences the word(s) given in the brackets should replace the words highlighted in each sentence.

He admitted to steal the ornaments. (to stealing)Can’t you avoid to meet him? (meeting)Have you considered to work a few extra hours every day? (working)We can delay to release the grant. (releasing)He denied to tell me the name of the suspect. (telling)I dislike to use harsh words at anyone. (using)She enjoys to meet people. (meeting)I feel like to resign the job. (resigning)He’s given up to canvass any more business. (canvassing)They went on to play all night. (playing)I have the pleasure to introduce our guest of honour today. (of introducing)I’m afraid we can’t help to declare a lay off. (declaring)Though he has little money, he imagines to buy a car. (buying)They chose to walk instead to wait. (of waiting)The client insisted to meet the manager. (on meeting)Would you mind to wait for a while? (waiting)They suggested to postpone the meeting. (postponing)We look forward to see you soon. (seeing)I cannot go on do the same thing. (doing)He drove very fastly. (fast)They refused flat to give any discount. (flatly)I don’t think we can pay you so high. (highly)Your job will require you to travel wide. (widely)

Use of Wrong Words in Spoken English

Use of Wrong Words

One of the common mistakes committed by the users of English in India is the use of inappropriate words in sentences. This, as you can see in the examples below, results from a confusion between words which are close to each other in meaning but are not always inter-changeable. In the following sentences the underlined words need to be replaced by the words in brackets.

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I tried to persuade him, but he refuses to hear me.(listen to)Did they like the travel? (journey)You’re already dark. I’m afraid black clothes may not fit you well. (suit)We’re waiting for more orders very soon. (expecting)They denied to accept the compensation offered to them. (refused)The dealer has accepted to give me a new one. (agreed)In case I forget to return this, please remember me.(remind)The workers threat to go on a strike did not have any affect on the management. (effect)The misfortune did not effect him much. (affect)The baby kept weeping all along the ceremony. (through)A wide agreement has been reached at the meeting. (broad)Do you intend to put all the money in the swiss bank? (keep)You don’t seem to care for your own machines. (take care of)Could you tell me the last score? (latest)I was annoyed when I received the news of my cousin’s death. (disturbed)Ayurvedic medicines seem to be very efficient for the treatment of jaundice. (effective)We will ever remember you. (always)We have been waiting long for your reply. (for a long time)No one of the parcels reached us in time. (none)Admissions are opened to our institute. (open)He is quiet efficient at work. (quite)

Common Error Sentences in Spoken English

Wrong Order of Words

In the sentences marked ‘yellow color’ below, some word/phrase occurs in the wrong position. The correct sentence is given as ‘gray color’.We sent a week ago, the first consignment.We sent the first consignment a week ago.SavitaBhabhi daily comes late.SavitaBhabhi comes late daily.We pay dividend biannually to our shareholders.We pay dividend to our shareholders biannually.

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I’m afraid he’s done rather clumsily the work.I’m afraid he’s done the work rather clumsily.He has nicely polished the wood.He has polished the wood nicely.We rushed at once to the spot.We rushed to the spot at once.Could you come on Sunday to the club?Could you come to the club on Sunday?They have changed the venue of the conference in the city to the town hall.They have changed the venue of the conference to the town hall in the city.The machine needs oiling only.The machine only needs oiling.We must inform all the winners by post also.We must also inform all the winners by post.We haven’t sent the checklist probably.We probably haven’t sent the checklist.Certainly he couldn’t have escaped.He couldn’t certainly have escaped.We are alarmed by your long silence particularly.We are particularly alarmed by your long silence.

Learn Spoken English – Online E-Blog

Learn Spoken English in Online is for use by those who have studied English, but find it difficult to converse fluently in the Language. So far your study of English was confined to vocabulary and grammar. You know a good number of words in English. You know most of the rules of grammar. You can write English sentences correctly. But you cannot speak well. If that is your problem this Learn English page will help you. Learning vocabulary and grammar alone will not enable you to speak well in English. For that, you will have to acquire only through practice. Learn English aims at providing this practice.

In the teaching of English in our schools and colleges, emphasis is laid on reading and writing at the expense of listening and speaking. We very often find educated

men and women, who can write reasonably correct English, fumbling for words

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when they attempt to talk to someone in English. They tend to use wrong or inappropriate expressions, or speak written English for example, how do we ask the time? We hear people asking 'what is time?' (Instead of 'what is the time?').

Worse still, we often see people, unable to find suitable expressions twisting their neighbour's arm and looking at his watch. To take another example, if you have

not properly heard what someone else was saying? How will you ask him to repeat it? Often people ask 'what?' which is a rude and impolite expression. The right thing to say would be: 'I'm sorry I didn't hear that properly ', or ' Could you say

that again, please?' At the other extreme are people saying, ' with regard to the problem raised by you at the meeting of the managing comittee yesterday

Sometimes, even people who can use good expressions displease others by using the inappropriate expression. We can't use the same expression to talk to our friend and to our official superior. When we meet a friend we may say, Hi! Or Hello, but we greet our boss by saying ' good morning, sir' or some similar expression. It is essential that we learn and use the expressions appropriate to each situation. Learn Spoken English does not deal with points of grammar or composition. The different chapters deal with different functions of the language like 'Introducing / Complaining ‘, 'making suggestions' and so on. Closely related functions are given in the same chapter. Thus 'Inviting someone' also includes 'Accepting an invitation ' and 'Declining an invitation'.

At the beginning of each chapter, a variety of expressions suitable for the function are given. These expressions are arranged in such a way that the informal and less polite expressions are arranged in such a way that the informal and less polite expressions come at the beginning and the more formal and more polite ones come later. These are followed by practice dialogues which will give the reader an idea of how to use the expressions in different contexts. The only way to learn spoken English is to speak English. The practice dialogs given in this page are meant to be spoken and not just read. Join with one or two of your friends and speak the dialogs, each person taking one role. Even then, it will not be enough if you look at your lines in the page and read them aloud. Read the line silently and then look up from the page. Speak the line looking at your friend. You may refer

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back to the page as often as necessary, but the dialogs should be spoken after your eyes have made contact with your friend’s. Speaking involves a lot more than producting the sounds of words. Your expressions, your gestures and your tone convey a lot of meaning that mere words connot convey.

At the end of the day we have listed a number of common errors in the use of English together with the correct forms. The guided speaking and listening practice contained in Learn Spoken English more correctly and more fluently.

Best of Luck

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Online easy Spoken english free E-book

SOME USEFUL EXPRESSIONS

I. Encouraging

1. That’s good/fine/allright/lovely.2. You’re doing fine/very well.3. Lovely!/Great!/Terrific!4. I wish I could do as well.5. Come on!/Go on!/Keep at it!

II. Expressing pleasure.

1. That’s great/wonderful/marvelous.2. I’m really delighted.3. It’s real good news.4. I can’t say how pleased news!5. Great! / Terrific! / Wonderful! / Splendid! / Smashing! / Fantastic! / Super!

III. Expressing displeasure

1. What a nuisance!2. That isn’t good enough.3. I’m really annoyed.4. It really makes me mad.5. I’m extremely displeased/irritated/unhappy/angry

IV. Reminding

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1. Don’t forget about …

2. I’d like to remind you about ….

3. I hope you’ll remember to ….., won’t you?

4. May I remind you about…….?

5. I hope you don’t mind my reminding you about …..

V. Telling someone to do something

1. Look at this!

2. Will you/would you ….., please?

3. I must ask you to ……., please?

4. Would you mind …….., please?

5. Would you be so kind as to ………?

VI. Refusing to do something

1. I’m sorry. I can’t/ I won’t be able to …….2. I’m sorry. It’s not possible.3. Unfortunately, ………4. I’m afraid it’s not possible.5. I’m sorry to say that it may not be possible …..

VII. Saying something in another way

1. In other words, ………2. To put it in another way …….3. What I mean is …..4. I was just saying/remarking/asking/wondering ……5. I was merely pointing out …….

VIII. Giving yourself time to think

1. Just let me think about this/that for a moment ……2. Well, you see/you know …….3. Well, how shall I put it?4. Now, what was that word/phrase/expression?5. Just a moment, ………

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IX. Changing the subject

1. Oh, by the way, ……

2. Incidentally, …….

3. Oh, I nearly forgot to tell you …..

4. Just to change the subject for a moment,…….

5. Now, on an entirely different subject , ……..

X. Avoiding giving an opinion

1. It’s difficult to say …

2. Can’t say, really.

3. Well, I don’t know, really.

4. Well, it all depends.

5. I’m afraid I can’t comment on that now.

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Greeting

Greeting

PATTERNS

1. Hi, Raj. How are you?2. Hello, Tom. Nice to see you again.3. Good to see you again.4. How/very nice to see you again.5. Good morning/afternoon/evening.6. How is life?7. What’s new?8. I trust you’re keeping well.9. I hope all goes well with you.

PRACTICE/ DIALOGUE

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Between friends

Raj: Hi, Das.

Das: Hello, Raj. Haven’t seen you for ages. How are you?

Raj: Fine. And you?

Das: Getting on well. How is little Mohn? We really miss him.

Raj: He is O.K. Busy with his studies and NCC activities. He’s been selected for the Republic Day parade this year.

Das: Rally? That’s wonderful. By the way, have you heard about Ramesh?

Raj: No. What about him?

Das: He’s getting married soon to a colleague of his.

Raj: That’s good news. So ramesh will soon settle down to a domestic life.

Das: Sorry, Raj. It’s time for my bus. I must hurry.

Raj: I’ll ring you up some time.

Das: Please do. And give our love to Mohan.

Raj: I will. Bye.

Das: Bye.

On the Telephone

Shela: Good morning. Shela here.

Poonam: Hi, Shela! How are you?

Shela: Hello, poonam. I’m alright. How are things with you? How is your new school?

Poonam: It’s good. I enjoy teaching there. It’s quite different from the one where I was teaching last year. This one has proper classrooms, laboratories and good library.

Shela: So at last you’ve found a place where you’d like to work. How many schools did you change since you started working?

Poonam: Quite a few, I think. Shela, I hear that your friend Rajiu is planning to sell her car. Is it true?

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Shela: Yes, she told me so. Why, are you interested?

Poonam: Well, we were thinking of buying one. If the price is within our reach, that is.

Shela: I’ll talk to Rajiu and then call you back. Is that all right?

Poonam: Perfectly. Thanks, Shela. Bye- Bye.

Shela : Bye.

0 comments

Introducing oneself

INTRODUCING

PATTERNS

Introducing oneself

1. Good morning. I am …2. Excuse me. My name is Eng-lisha

Introducing others

1. This is Mr/Ms …..2. Do you know ….?3. Have you met …..?4. Please meet mr/Ms…..5. Please meet my friend/brother/sister/colleague6. Let me introduce ……7. May I introduce …..?

PRACTICE/ DIALOGUE

Girl talking to her brother’s teacher

A : Good morning, sir.

B : Good morning.

A : I am your student Ravi’s sister.

B : Oh, I see. What brings you here?

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A : Ravi is not well. I’ve brought his leave letter.

B : What’s happened to Ravi?

A : He’s running temperature. The doctor has asked him to take rest for a couple of days.

B : Please tell him not to worry about the classes. I hope he gets well soon.

A : Thank you, sir. Good bye.

B : Goodbye.

Boy in his father’s office

A : Excuse me. I am looking for Mr. Sharma.

B : I am Sharma. What can I do for you?

A : I’m Anil, son of Mr. Raghivir Pande.

B : Oh, you’re Raghuvir’s son? Please sit down. What can I do for you?

A : My father is not coming to office today. He’s asked me to give his leave application to you.

B : I hope he’s not unwell.

A : No, sir. He has someone urgent domestic work to attend to.

B : All right, I’ll send in the leave letter.

A : Thank you, sir. Goodbye.

B : Goodbye, Anil.

Company Representative in an office

A : Good morning, sir. May I come in?

B : Good morning. Please come in.

A : I am from Scientific Products India Ltd. Could I take a couple of minutes of your time?

B : This is rather a busy morning. But if you can finish your business quickly…..

A : I’ll be as brief as possible.

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1 comments

Inviting someone

INVITING SOMEONE

PATTERNS

Inviting someone

1. Would you like to …..?2. I’d like you to ……3. How/What about …..?4. Why don’t you …….?5. Like to ……?6. Care for ……?7. Perhaps you’d care to ……8. We should be very pleased/delighted if you could ….

Accepting an invitation

1. Thank you. I’d like to very much.2. That’d be nice.3. Yes, please.4. That sounds a nice idea.5. With pleasure. / O.K. / Alright.6. We’d very much like to …..7. What a splendid idea! Thank you.8. That’d give us the greatest pleasure.9. That’s really most kind of you.

Declining an invitation

1. Thank you very much, but ….2. Thank you for asking me, but …3. I’m terribly sorry. I don’t think I can.4. I wish I would, but ……5. I’m afraid I’ve already promised to ……6. Sorry, I can’t. / No, thank you.7. Unfortunately, ……. However, thank you.8. What a pity. I shan’t be …..9. I regret that I shall not be able to accept …..

PRACTICE/ DIALOGUE

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Between friends

A : A few of us are planning to go to the Ajanta caves. Why don’t you join us?

B : Thank you. I’d like to very much.

X : My younger son Ajay will be 12 on this Saturday. I’d like you to join us with your family at our residence at 6 in the evening.

Z : I’d love to, but I’m afraid I can’t. You know my father’s left eye is to be operated upon on Saturday. I shall try to send my son yathra to your place. Anyway, thanks .

R : We’re going on a trekking expedition this Sunday. How about joining us?

P : That sounds a nice idea.

R : How about you, Q?

Q : Thank you very much for asking me, but I have an important appointment with my lawyer on Sunday.

R : How about you, T?

T ; With pleasure.

A : I’ve two tickets for the charity show of The New Delhi Times for tomorrow. Would you like to join me?

B : At what time?

A : Six o’clock.

B : I wish I could, but we have a party at Regal till seven. One of our senior Executive is retiring. Thanks a lot for asking me.

I : We thought we’d spend the evening at the Hilton How about a game of tennis and later a drink?

J : I won’t say no. I’ll be with you in a minute.

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Making Requests

MAKING REQUESTS

PATTERNS

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1. Can/could you ….., please?2. Would you mind …., please?3. Do you think you could ….., please?4. I’d be (very) grateful if you could ….5. I wonder whether you could…..6. Please do me a favour by7. Do you think it would be possible …..?8. Would you be so kind as to ……?9. I am sorry to trouble you, but …..10. I hope you don’t mind my asking, but …..

PRACTICE/ DIALOGUE

At the Post office/ Railway booking office

A : Excuse me. Could you give me your pen for a moment, please?

B : I’m really sorry. It doesn’t write well.

A : That’s all right.

A : (to another person) Could I have you pen for a moment, please?

C : Certainly. Here you are.

A : Thank you.

Talking to a friend on the telephone

A : Good afternoon. May I speak to Mr. Balasubramaniam, please?

B : May I know who is calling, please?

A : Krishna kumar from Kodaikanal.

B : Please hold on for a moment, sir. I’ll see if Mr. Balasubramaniam is available …. Please speak on, sir. Mr. Balasubramaniam is on the line.

A : hello, Balu, How are you?

B : Hi, Krishna. I’m fine. How are you?

A : Fine, thank you. Balu, I need you help. Do you think you could lend me some money?

B : How much?

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A : Two thousand rupees.

B : Oh, certainly. Can you send someone to collect the money?

A : I’ll come myself. I’ll be there in half an hour. Thank you, Balu.

B : Most welcome. See you then.

At the office

D : Good morning, Mr. Murali.

O : Good morning, sir.

D : Mr. Murali, we are planning to hold our next Board meeting sometime during the last week of this month. Can you prepare and present to Board a detailed project report on our proposed handtools plant?

O : Certainly, sir. I’ll be really glad to do that.

D : Thank you. Please get on with the work. You may consult me whenever you want to.

O : Thank you sir. If you don’t mind, may I know the date of the meeting?

D : Most probably it will be the 27th.

O : The 27th? I am sorry to say this, sir, but would it be possible to postpone it by a day or so? There is an important religious function at my house on the 27th.

D : I see. Let me consult the Chairman. I’ll tell you in a day or two.

O : Thank you, sir.

0 comments

Offering help

OFFERING HELP

PATTERNS

Offering help

1. May I help you?2. May I be assistance?

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3. If there is anything i/we can do, please do let me/us know.4. Do you think I/we can help you?5. What can I do for you?6. Is there anything I can do?7. I’ll do it for you?8. How about…..?

Accepting an offer of help

1. You are most kind.2. That’s most/extremely good/kind/thoughtful of you.3. That’s very kind of you.4. If it’s no trouble for you.5. If you don’t mind.6. Oh, yes. please.7. Just what I needed.

Declining an offer of help

1. Thank you very much for your offer, but …..2. No, please don’t bother.3. No, I can manage. Thank you.4. No, don’t worry (about ….)5. I’m very grateful to you for your offer……

PRACTICE/ DIALOGUE

At the Reception

R : Good morning sir. Can I help you?

C : ‘Morning’. Can I see the manager?

R : I’m sorry, he’s in a conference at the moment.

C : Oh, well, never mind.

R : Would you like me to make an appointment for you tomorrow?

C : Oh, yes please. For 10 a.m.

R : Just a minute…… I’m sorry he has another meeting at 10. Will 3 in the afternoon be all right for you?

C : No, thank you. I’ll meet him at his residence tonight. It’s something urgent.

R : Would you like me to tell him anything?

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C : Thanks. You could tell him that Mr.Bhatia was here.

R : I’ll tell him.

C : Thank you.

At the travel agency

T : Good afternoon, madam. What can I do for you?

B : Could you give me some details about your package tours?

T : Certainly. Would you like to see our brochures? Here they are. (hands her the brochures)

B : Thank you. (After going through the brochures) Well, this 12-day European tour seems to be an interesting one.

T : We could book your tickets if you like.

B : Oh yes. But not for me alone. I want three tickets to be booked.

T : Sure, we can do it. Please fill in these forms.

B : Thank you. (Returns the forms after some time)

T : Would you like us to send the tickets to you by post or would you like to collect them personally?

B : Can I take them on Friday next?

T : Sure, we’ll keep them ready for you.

B : Thank you.

T : It’s our pleasure, ma’m.

Between passengers in a train

A : It’s very cold tonight.

B : Indeed. Shall I shut the window?

A : That’d be nice. ( B Shuts the window)

B : Why don’t you wear a sweater?

A : Oh, I forgot to bring mine. I didn’t really expect it to be so cold.

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B : I can give you one if you don’t mind. I have one more in my suitcase.

A : That is very kind of you. ( B gives his sweater)

B : How about a hot cup of tea?

A : No, thank you.

0 comments

Seeking permission

SEEKING PERMISSION

PATTERNS

Seeking Permission

1. Could I ….., please?2. Can I ….., please?3. Is it alright if …….?4. Do (would) you mind if ……?5. Would it be possible to …….?6. Have you any objection to my …..ing?7. I wonder if I could ……

Giving Permission

1. Yes, of course.2. Certainly./ Go ahead.3. By all means.4. You can / may if you want/like5. You have my permission.6. I can’t see any objections.

Refusing Permission

1. Sorry, it’s not possible.2. I’m afraid it is not possible.3. I’m sorry, I cannot let you…..4. I’m sorry, I don’t have the authority to let you ….5. No. you may not.6. You’re not allowed to…..7. I’m refusing.8. Permission will not be granted.

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PRACTICE/ DIALOGUE

On the train

A: Excuse me. Would you mind my opening that window?

B: Not at all. Please go ahead.

A: Thank you. It’s very hot here.

B: True. Can I take some water from your pitcher?

A: Certainly. Can I have that magazine for a while?

B: I’m sorry, I haven’t finished reading it. I’ll give it to you as soon as I’ve finished.

A: Thank you.

Between friends

A : Hi, Ashok! Mind my keeping this here?

B : Not at all.

A : I’ll come back around eleven. Alright?

B : Fine. I may not be here then. But sunil will be.

A : Fine. Shall I keep it in that corner?

B : Oh, yes. It’s safer there.

At the meeting

A : Excuse me. If you don’t mind, I’d like to make a suggestion.

B : Please go ahead.

A : It woud be a good idea if we considered the latest developments in the field while examining the project proposal.

B : The latest developments? Could you give more details?

A : There were recent reports about a new method for the manufacture of one of the items we plan to produce. If I have the permission of the chair, I’d like to read out a brief report.

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B : Please proceed. We’re all tnterested.

0 comments

Advice

Asking for Advice

PATTERNS

A. Asking for Advice

1. Do you think I should ……..?

2. What would you advise (me to do)?

3. What would your advice be?

4. What would you do if you were me in my position?

5. I would appreciate your advice.

6. Could I ask for your advice on/about ……?

7. I was wondering/ I’d like to know what your reaction(s) would be?

B. Advising someone to do something

1. I think you should ….

2. If I were you, I’d ……

3. Why don’t you ……?

4. It may not be a bad idea ……..

5. The way I see it, you should ……

6. My advice would be to ….

7. I’d recommend …….

C. Advising someone not to do something

1. I don’t think you should/ought to ….

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2. If I were you, I wouldn’t ……3. You’d better not ….4. Take my advice and …….5. It’s upto you, but I wouldn’t …….6. The way I see it you shouldn’t ……7. I wouldn’t recommend ……8. If I were in your position, I wouldn’t ……..

PRACTICE/ DIALOGUE

Between friends

C: I wan really shocked to hear about the whole thing.

A: We still don’t know how and when the thief entered the store. There seems to be no clue to anything.

B. Well, let’s think of our next step on this.

A: That’s what is worrying me. Do you think we should inform the police about the theft? Or is it all right if we hire a private detective agency to go into this?

C: I think we should inform the police in any case. We may hire a private detective agency if you think that’ll really help us in recovering the stolen goods.

B: I too think it’s not a bad idea to hire a detective agency. We’ll have to spend a few additional chips, but that’ll certainly bring results.

At the shop

A: Good morning, sir. Can I help you?

B: I would like to buy a refrigerator.

A: Please come and have a look at them. We have a variety of them in different sizes and colours.

B: (looks at them) Well, I want to buy one of 165 litres. Which will you recommend?

A: Well, it depends. A velkin fridge which has a built-in voltage stabilizer will cost you nearly Rs.4000/- whereas an Ascolt refrigerator which has a built-in voltage stabilizer and a separate door for the freezer will cost you nearly Rs.5000/- If you’re looking for a cheaper one, you may go on in for Wally which costs just Rs.3,200/- Of course, if you ask me. I’ll recommend the Velkin.

B: Alright. I think I’ll go by your recommendation.

0 comments

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Expressing Gratitude

Expressing Gratitude

PATTERNS

A.Expressing Gratitude

1. Thanks.

2. Thanks a lot.

3. Thank you very much.

4. I’m really grateful to you for ……

5. I’m really obliged to you for …

6. I should like to express my gratitude/appreciation for ……

B. Responding to thanks

1. Not at all.

2. It was a pleasure.

3. Please don’t mention it.

4. That’s alright.

5. Glad to be of some help.

6. Delighted I was able to help.

7. You’re (most) welcome.

PRACTICE/ DIALOGUE

At the booking counter

C: Two tickets to Agra, please.

O: First class or second class?

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C: Second class. How much is the fare?

O: Forty six rupees.

C: (Gives a Rs. 50 note)

O: Here are your tickets.

C: Thank you. What time does the train leave?

O: At 11.20

C: Thank you. (Moves away)

O: Excuse me. Just a movement, please.

C: Yes, what is it?

O: Here’s the balance. You didn’t take it.

C: Oh, I forgot. So nice of you. Thank you so much.

O: Not at all.

Between neighbors

A: Good morning. May I come in?

B: Please come in.

A: I’m Varadarajan, your next-door neighbour. I’m an officer in the State Bank of India.

B: Very glad to meet you. I’m Balachandran. Please sit down.

A: Last night my wife told me that new tenants have moved in here. So I thought I’d look you up in the morning.

B: So kind of you. I’m not a tenant though. I bought this house.

A: Really? That’s wonderful. I’m so glad we are getting good neighbours. Is there anything I can do for you?

B: Yes. Could you tell me where I can buy milk in the morning?

A: Please don’t worry about that. I’ll send my milkman here. Is there anything else?

B: Not immediately. Thank you so much for the help.

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A: It is my pleasure. Please do no hesitate to tell us if you need anything.

B: Sure. So kind of you.

A: Not at all. See you later.

B: See you.

0 comments

Remembering

ASKING ABOUT REMEMBERING

PATTERNS

A. Asking whether someone remembers

1. Remember……?2. Do you remember ….?3. You remember …….., don’t you?4. I was wondering if u remember …….5. Do you by any chance remember …..?

B. Saying you remember

1. Yes, I remember …2. Of course, I remember …..3. I remember quite clearly …4. I’ll never forget ……5. As far as I can remember ….6. If my memory serves me right, …..7. If I’m not mistaken, ……

C. Saying you do not remember

1. I’m afraid I’ve forgotten ……2. I’m afraid I’ve completely forgotten …….3. I don’t remember ……4. It’s slipped my mind.5. I must admit that I don’t remember6. …….. escapes me for the moment.

PRACTICE/ DIALOGUE

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Between friends

A: Hello, Vinu. Where are you off to? With suitcase and all?

B: I’m going to Chennai for a week.

A: Chennai! But yesterday you didn’t say anything about going to Chennai.

B: The trip was decided only last night. Remember the time we were together in Chennai?

A: Of course, I remember. How can I forger the nice evenings we spent on Marina beach?

B: It was really an enjoyable trip. You haven’t forgotten that small adventure we had near the museum, have you?

A: I’ll never forget that.

B: Now I must be going.

A: Have a nice time.

B: Thank you. Bye.

A: Bye.

At the Doctor’s

P: Good evening, doctor.

D: Good evening. Please come in.

P: I wonder whether you remember me. I had come here a couple of weeks back.

D: I’m afraid I don’t remember exactly.

P: I was sent by your cousin, Mr. Manohar.

D: Oh, yes. someone had told you that you had cataract in one eye. And I had asked you to use some eye-drops and come back after a fortnight. Right?

P: yes, doctor. So now you remember everything. Thank you.

D: You see, a doctor remembers diseases more than persons. Have you been using that eye-drop?

P: Yes. doctor. Regularly for the past fifteen days.

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D: Good. Now let me examine your eyes.

SOME USEFUL EXPRESSIONS

I. Encouraging

1. That’s good/fine/allright/lovely.2. You’re doing fine/very well.3. Lovely!/Great!/Terrific!4. I wish I could do as well.5. Come on!/Go on!/Keep at it!

II. Expressing pleasure.

1. That’s great/wonderful/marvelous.2. I’m really delighted.3. It’s real good news.4. I can’t say how pleased news!5. Great! / Terrific! / Wonderful! / Splendid! / Smashing! / Fantastic! / Super!

III. Expressing displeasure

1. What a nuisance!2. That isn’t good enough.3. I’m really annoyed.4. It really makes me mad.5. I’m extremely displeased/irritated/unhappy/angry

IV. Reminding

1. Don’t forget about …

2. I’d like to remind you about ….

3. I hope you’ll remember to ….., won’t you?

4. May I remind you about…….?

5. I hope you don’t mind my reminding you about …..

V. Telling someone to do something

1. Look at this!

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2. Will you/would you ….., please?

3. I must ask you to ……., please?

4. Would you mind …….., please?

5. Would you be so kind as to ………?

VI. Refusing to do something

1. I’m sorry. I can’t/ I won’t be able to …….2. I’m sorry. It’s not possible.3. Unfortunately, ………4. I’m afraid it’s not possible.5. I’m sorry to say that it may not be possible …..

VII. Saying something in another way

1. In other words, ………2. To put it in another way …….3. What I mean is …..4. I was just saying/remarking/asking/wondering ……5. I was merely pointing out …….

VIII. Giving yourself time to think

1. Just let me think about this/that for a moment ……2. Well, you see/you know …….3. Well, how shall I put it?4. Now, what was that word/phrase/expression?5. Just a moment, ………

IX. Changing the subject

1. Oh, by the way, ……

2. Incidentally, …….

3. Oh, I nearly forgot to tell you …..

4. Just to change the subject for a moment,…….

5. Now, on an entirely different subject , ……..

X. Avoiding giving an opinion

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1. It’s difficult to say …

2. Can’t say, really.

3. Well, I don’t know, really.

4. Well, it all depends.

5. I’m afraid I can’t comment on that now.

Greeting

Greeting

PATTERNS

1. Hi, Raj. How are you?2. Hello, Tom. Nice to see you again.3. Good to see you again.4. How/very nice to see you again.5. Good morning/afternoon/evening.6. How is life?7. What’s new?8. I trust you’re keeping well.9. I hope all goes well with you.

PRACTICE/ DIALOGUE

Between friends

Raj: Hi, Das.

Das: Hello, Raj. Haven’t seen you for ages. How are you?

Raj: Fine. And you?

Das: Getting on well. How is little Mohn? We really miss him.

Raj: He is O.K. Busy with his studies and NCC activities. He’s been selected for the Republic Day parade this year.

Das: Rally? That’s wonderful. By the way, have you heard about Ramesh?

Raj: No. What about him?

Das: He’s getting married soon to a colleague of his.

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Raj: That’s good news. So ramesh will soon settle down to a domestic life.

Das: Sorry, Raj. It’s time for my bus. I must hurry.

Raj: I’ll ring you up some time.

Das: Please do. And give our love to Mohan.

Raj: I will. Bye.

Das: Bye.

On the Telephone

Shela: Good morning. Shela here.

Poonam: Hi, Shela! How are you?

Shela: Hello, poonam. I’m alright. How are things with you? How is your new school?

Poonam: It’s good. I enjoy teaching there. It’s quite different from the one where I was teaching last year. This one has proper classrooms, laboratories and good library.

Shela: So at last you’ve found a place where you’d like to work. How many schools did you change since you started working?

Poonam: Quite a few, I think. Shela, I hear that your friend Rajiu is planning to sell her car. Is it true?

Shela: Yes, she told me so. Why, are you interested?

Poonam: Well, we were thinking of buying one. If the price is within our reach, that is.

Shela: I’ll talk to Rajiu and then call you back. Is that all right?

Poonam: Perfectly. Thanks, Shela. Bye- Bye.

Shela : Bye.

Introducing oneself

INTRODUCING

PATTERNS

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Introducing oneself

1. Good morning. I am …2. Excuse me. My name is Eng-lisha

Introducing others

1. This is Mr/Ms …..2. Do you know ….?3. Have you met …..?4. Please meet mr/Ms…..5. Please meet my friend/brother/sister/colleague6. Let me introduce ……7. May I introduce …..?

PRACTICE/ DIALOGUE

Girl talking to her brother’s teacher

A : Good morning, sir.

B : Good morning.

A : I am your student Ravi’s sister.

B : Oh, I see. What brings you here?

A : Ravi is not well. I’ve brought his leave letter.

B : What’s happened to Ravi?

A : He’s running temperature. The doctor has asked him to take rest for a couple of days.

B : Please tell him not to worry about the classes. I hope he gets well soon.

A : Thank you, sir. Good bye.

B : Goodbye.

Boy in his father’s office

A : Excuse me. I am looking for Mr. Sharma.

B : I am Sharma. What can I do for you?

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A : I’m Anil, son of Mr. Raghivir Pande.

B : Oh, you’re Raghuvir’s son? Please sit down. What can I do for you?

A : My father is not coming to office today. He’s asked me to give his leave application to you.

B : I hope he’s not unwell.

A : No, sir. He has someone urgent domestic work to attend to.

B : All right, I’ll send in the leave letter.

A : Thank you, sir. Goodbye.

B : Goodbye, Anil.

Company Representative in an office

A : Good morning, sir. May I come in?

B : Good morning. Please come in.

A : I am from Scientific Products India Ltd. Could I take a couple of minutes of your time?

B : This is rather a busy morning. But if you can finish your business quickly…..

A : I’ll be as brief as possible.

INVITING SOMEONE

PATTERNS

Inviting someone

1. Would you like to …..?2. I’d like you to ……3. How/What about …..?4. Why don’t you …….?5. Like to ……?6. Care for ……?7. Perhaps you’d care to ……8. We should be very pleased/delighted if you could ….

Accepting an invitation

1. Thank you. I’d like to very much.

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2. That’d be nice.3. Yes, please.4. That sounds a nice idea.5. With pleasure. / O.K. / Alright.6. We’d very much like to …..7. What a splendid idea! Thank you.8. That’d give us the greatest pleasure.9. That’s really most kind of you.

Declining an invitation

1. Thank you very much, but ….2. Thank you for asking me, but …3. I’m terribly sorry. I don’t think I can.4. I wish I would, but ……5. I’m afraid I’ve already promised to ……6. Sorry, I can’t. / No, thank you.7. Unfortunately, ……. However, thank you.8. What a pity. I shan’t be …..9. I regret that I shall not be able to accept …..

PRACTICE/ DIALOGUE

Between friends

A : A few of us are planning to go to the Ajanta caves. Why don’t you join us?

B : Thank you. I’d like to very much.

X : My younger son Ajay will be 12 on this Saturday. I’d like you to join us with your family at our residence at 6 in the evening.

Z : I’d love to, but I’m afraid I can’t. You know my father’s left eye is to be operated upon on Saturday. I shall try to send my son yathra to your place. Anyway, thanks .

R : We’re going on a trekking expedition this Sunday. How about joining us?

P : That sounds a nice idea.

R : How about you, Q?

Q : Thank you very much for asking me, but I have an important appointment with my lawyer on Sunday.

R : How about you, T?

T ; With pleasure.

A : I’ve two tickets for the charity show of The New Delhi Times for tomorrow. Would you like to join me?

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B : At what time?

A : Six o’clock.

B : I wish I could, but we have a party at Regal till seven. One of our senior Executive is retiring. Thanks a lot for asking me.

I : We thought we’d spend the evening at the Hilton How about a game of tennis and later a drink?

J : I won’t say no. I’ll be with you in a minute.

Making Requests

MAKING REQUESTS

PATTERNS

1. Can/could you ….., please?2. Would you mind …., please?3. Do you think you could ….., please?4. I’d be (very) grateful if you could ….5. I wonder whether you could…..6. Please do me a favour by7. Do you think it would be possible …..?8. Would you be so kind as to ……?9. I am sorry to trouble you, but …..10. I hope you don’t mind my asking, but …..

PRACTICE/ DIALOGUE

At the Post office/ Railway booking office

A : Excuse me. Could you give me your pen for a moment, please?

B : I’m really sorry. It doesn’t write well.

A : That’s all right.

A : (to another person) Could I have you pen for a moment, please?

C : Certainly. Here you are.

A : Thank you.

Talking to a friend on the telephone

Page 96: English :Rules of Phonics

A : Good afternoon. May I speak to Mr. Balasubramaniam, please?

B : May I know who is calling, please?

A : Krishna kumar from Kodaikanal.

B : Please hold on for a moment, sir. I’ll see if Mr. Balasubramaniam is available …. Please speak on, sir. Mr. Balasubramaniam is on the line.

A : hello, Balu, How are you?

B : Hi, Krishna. I’m fine. How are you?

A : Fine, thank you. Balu, I need you help. Do you think you could lend me some money?

B : How much?

A : Two thousand rupees.

B : Oh, certainly. Can you send someone to collect the money?

A : I’ll come myself. I’ll be there in half an hour. Thank you, Balu.

B : Most welcome. See you then.

At the office

D : Good morning, Mr. Murali.

O : Good morning, sir.

D : Mr. Murali, we are planning to hold our next Board meeting sometime during the last week of this month. Can you prepare and present to Board a detailed project report on our proposed handtools plant?

O : Certainly, sir. I’ll be really glad to do that.

D : Thank you. Please get on with the work. You may consult me whenever you want to.

O : Thank you sir. If you don’t mind, may I know the date of the meeting?

D : Most probably it will be the 27th.

O : The 27th? I am sorry to say this, sir, but would it be possible to postpone it by a day or so? There is an important religious function at my house on the 27th.

D : I see. Let me consult the Chairman. I’ll tell you in a day or two.

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O : Thank you, sir.

Offering help

OFFERING HELP

PATTERNS

Offering help

1. May I help you?2. May I be assistance?3. If there is anything i/we can do, please do let me/us know.4. Do you think I/we can help you?5. What can I do for you?6. Is there anything I can do?7. I’ll do it for you?8. How about…..?

Accepting an offer of help

1. You are most kind.2. That’s most/extremely good/kind/thoughtful of you.3. That’s very kind of you.4. If it’s no trouble for you.5. If you don’t mind.6. Oh, yes. please.7. Just what I needed.

Declining an offer of help

1. Thank you very much for your offer, but …..2. No, please don’t bother.3. No, I can manage. Thank you.4. No, don’t worry (about ….)5. I’m very grateful to you for your offer……

PRACTICE/ DIALOGUE

At the Reception

R : Good morning sir. Can I help you?

C : ‘Morning’. Can I see the manager?

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R : I’m sorry, he’s in a conference at the moment.

C : Oh, well, never mind.

R : Would you like me to make an appointment for you tomorrow?

C : Oh, yes please. For 10 a.m.

R : Just a minute…… I’m sorry he has another meeting at 10. Will 3 in the afternoon be all right for you?

C : No, thank you. I’ll meet him at his residence tonight. It’s something urgent.

R : Would you like me to tell him anything?

C : Thanks. You could tell him that Mr.Bhatia was here.

R : I’ll tell him.

C : Thank you.

At the travel agency

T : Good afternoon, madam. What can I do for you?

B : Could you give me some details about your package tours?

T : Certainly. Would you like to see our brochures? Here they are. (hands her the brochures)

B : Thank you. (After going through the brochures) Well, this 12-day European tour seems to be an interesting one.

T : We could book your tickets if you like.

B : Oh yes. But not for me alone. I want three tickets to be booked.

T : Sure, we can do it. Please fill in these forms.

B : Thank you. (Returns the forms after some time)

T : Would you like us to send the tickets to you by post or would you like to collect them personally?

B : Can I take them on Friday next?

T : Sure, we’ll keep them ready for you.

B : Thank you.

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T : It’s our pleasure, ma’m.

Between passengers in a train

A : It’s very cold tonight.

B : Indeed. Shall I shut the window?

A : That’d be nice. ( B Shuts the window)

B : Why don’t you wear a sweater?

A : Oh, I forgot to bring mine. I didn’t really expect it to be so cold.

B : I can give you one if you don’t mind. I have one more in my suitcase.

A : That is very kind of you. ( B gives his sweater)

B : How about a hot cup of tea?

A : No, thank you.

Seeking permission

SEEKING PERMISSION

PATTERNS

Seeking Permission

1. Could I ….., please?2. Can I ….., please?3. Is it alright if …….?4. Do (would) you mind if ……?5. Would it be possible to …….?6. Have you any objection to my …..ing?7. I wonder if I could ……

Giving Permission

1. Yes, of course.2. Certainly./ Go ahead.3. By all means.4. You can / may if you want/like5. You have my permission.

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6. I can’t see any objections.

Refusing Permission

1. Sorry, it’s not possible.2. I’m afraid it is not possible.3. I’m sorry, I cannot let you…..4. I’m sorry, I don’t have the authority to let you ….5. No. you may not.6. You’re not allowed to…..7. I’m refusing.8. Permission will not be granted.

PRACTICE/ DIALOGUE

On the train

A: Excuse me. Would you mind my opening that window?

B: Not at all. Please go ahead.

A: Thank you. It’s very hot here.

B: True. Can I take some water from your pitcher?

A: Certainly. Can I have that magazine for a while?

B: I’m sorry, I haven’t finished reading it. I’ll give it to you as soon as I’ve finished.

A: Thank you.

Between friends

A : Hi, Ashok! Mind my keeping this here?

B : Not at all.

A : I’ll come back around eleven. Alright?

B : Fine. I may not be here then. But sunil will be.

A : Fine. Shall I keep it in that corner?

B : Oh, yes. It’s safer there.

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At the meeting

A : Excuse me. If you don’t mind, I’d like to make a suggestion.

B : Please go ahead.

A : It woud be a good idea if we considered the latest developments in the field while examining the project proposal.

B : The latest developments? Could you give more details?

A : There were recent reports about a new method for the manufacture of one of the items we plan to produce. If I have the permission of the chair, I’d like to read out a brief report.

B : Please pAdvice

Asking for Advice

PATTERNS

A. Asking for Advice

1. Do you think I should ……..?

2. What would you advise (me to do)?

3. What would your advice be?

4. What would you do if you were me in my position?

5. I would appreciate your advice.

6. Could I ask for your advice on/about ……?

7. I was wondering/ I’d like to know what your reaction(s) would be?

B. Advising someone to do something

1. I think you should ….

2. If I were you, I’d ……

3. Why don’t you ……?

4. It may not be a bad idea ……..

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5. The way I see it, you should ……

6. My advice would be to ….

7. I’d recommend …….

C. Advising someone not to do something

1. I don’t think you should/ought to ….2. If I were you, I wouldn’t ……3. You’d better not ….4. Take my advice and …….5. It’s upto you, but I wouldn’t …….6. The way I see it you shouldn’t ……7. I wouldn’t recommend ……8. If I were in your position, I wouldn’t ……..

PRACTICE/ DIALOGUE

Between friends

C: I wan really shocked to hear about the whole thing.

A: We still don’t know how and when the thief entered the store. There seems to be no clue to anything.

B. Well, let’s think of our next step on this.

A: That’s what is worrying me. Do you think we should inform the police about the theft? Or is it all right if we hire a private detective agency to go into this?

C: I think we should inform the police in any case. We may hire a private detective agency if you think that’ll really help us in recovering the stolen goods.

B: I too think it’s not a bad idea to hire a detective agency. We’ll have to spend a few additional chips, but that’ll certainly bring results.

At the shop

A: Good morning, sir. Can I help you?

B: I would like to buy a refrigerator.

A: Please come and have a look at them. We have a variety of them in different sizes and colours.

B: (looks at them) Well, I want to buy one of 165 litres. Which will you recommend?

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A: Well, it depends. A velkin fridge which has a built-in voltage stabilizer will cost you nearly Rs.4000/- whereas an Ascolt refrigerator which has a built-in voltage stabilizer and a separate door for the freezer will cost you nearly Rs.5000/- If you’re looking for a cheaper one, you may go on in for Wally which costs just Rs.3,200/- Of course, if you ask me. I’ll recommend the Velkin.

B: Alright. I think I’ll go by your recommendation.

roceed. We’re all tnterested.

Expressing Gratitude

Expressing Gratitude

PATTERNS

A.Expressing Gratitude

1. Thanks.

2. Thanks a lot.

3. Thank you very much.

4. I’m really grateful to you for ……

5. I’m really obliged to you for …

6. I should like to express my gratitude/appreciation for ……

B. Responding to thanks

1. Not at all.

2. It was a pleasure.

3. Please don’t mention it.

4. That’s alright.

5. Glad to be of some help.

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6. Delighted I was able to help.

7. You’re (most) welcome.

PRACTICE/ DIALOGUE

At the booking counter

C: Two tickets to Agra, please.

O: First class or second class?

C: Second class. How much is the fare?

O: Forty six rupees.

C: (Gives a Rs. 50 note)

O: Here are your tickets.

C: Thank you. What time does the train leave?

O: At 11.20

C: Thank you. (Moves away)

O: Excuse me. Just a movement, please.

C: Yes, what is it?

O: Here’s the balance. You didn’t take it.

C: Oh, I forgot. So nice of you. Thank you so much.

O: Not at all.

Between neighbors

A: Good morning. May I come in?

B: Please come in.

A: I’m Varadarajan, your next-door neighbour. I’m an officer in the State Bank of India.

B: Very glad to meet you. I’m Balachandran. Please sit down.

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A: Last night my wife told me that new tenants have moved in here. So I thought I’d look you up in the morning.

B: So kind of you. I’m not a tenant though. I bought this house.

A: Really? That’s wonderful. I’m so glad we are getting good neighbours. Is there anything I can do for you?

B: Yes. Could you tell me where I can buy milk in the morning?

A: Please don’t worry about that. I’ll send my milkman here. Is there anything else?

B: Not immediately. Thank you so much for the help.

A: It is my pleasure. Please do no hesitate to tell us if you need anything.

B: Sure. So kind of you.

A: Not at all. See you later.

B: See you.

Remembering

ASKING ABOUT REMEMBERING

PATTERNS

A. Asking whether someone remembers

1. Remember……?2. Do you remember ….?3. You remember …….., don’t you?4. I was wondering if u remember …….5. Do you by any chance remember …..?

B. Saying you remember

1. Yes, I remember …2. Of course, I remember …..3. I remember quite clearly …4. I’ll never forget ……5. As far as I can remember ….6. If my memory serves me right, …..7. If I’m not mistaken, ……

C. Saying you do not remember

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1. I’m afraid I’ve forgotten ……2. I’m afraid I’ve completely forgotten …….3. I don’t remember ……4. It’s slipped my mind.5. I must admit that I don’t remember6. …….. escapes me for the moment.

PRACTICE/ DIALOGUE

Between friends

A: Hello, Vinu. Where are you off to? With suitcase and all?

B: I’m going to Chennai for a week.

A: Chennai! But yesterday you didn’t say anything about going to Chennai.

B: The trip was decided only last night. Remember the time we were together in Chennai?

A: Of course, I remember. How can I forger the nice evenings we spent on Marina beach?

B: It was really an enjoyable trip. You haven’t forgotten that small adventure we had near the museum, have you?

A: I’ll never forget that.

B: Now I must be going.

A: Have a nice time.

B: Thank you. Bye.

A: Bye.

At the Doctor’s

P: Good evening, doctor.

D: Good evening. Please come in.

P: I wonder whether you remember me. I had come here a couple of weeks back.

D: I’m afraid I don’t remember exactly.

P: I was sent by your cousin, Mr. Manohar.

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D: Oh, yes. someone had told you that you had cataract in one eye. And I had asked you to use some eye-drops and come back after a fortnight. Right?

P: yes, doctor. So now you remember everything. Thank you.

D: You see, a doctor remembers diseases more than persons. Have you been using that eye-drop?

P: Yes. doctor. Regularly for the past fifteen days.

D: Good. Now let me examine your eyes.

A : Excuse me. Have we met before?

B : Well... Your face looks familiar. but i can't place you immediately. Do you live near here?

A : I live at T.Nagar. I run a online publishing firm there.

B : Now I remember. You're Mr. Amir, aren't you? I'm Usman Ali. I teach English at Nazareth High School.

A : Oh. Yes, Mr. Ali, I used to supply books to your school. Sorry I did not recognise you at first.

B : That's only natural. We haven't met for four or five years at least. How are you, Mr. Amir? how is your Online Business?

A : The firm is progressing well. Recently we opened two branches at Madras(chennai) and Bangalore.

B : Nice to know that. I want to know more about it. I'll come to your office some time. But now I must hurry. It's almost time for my train.

A : It was nice meeting you. See you again. Bye.

B : Bye.

sh | Greeting at a railway station

Greeting with an acquaintance - Spoken English Dialogue

A : Ratan, I hope you know Mr. Sethi from the Ministry of Industries.

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B : Oh, yes. We met last year at Delhi. Nice to see you again, Mr. Sethi. How are you?

C : Fine. How are things with you?

B : O.K. What brings you to this part of the country?

C : I came on official work. I had the evening free. So I thought I'd call on old friends.

B : That's so kind of you. Mr. Sethi, now that you are here, could I seek your help for something?

C : Please tell me.

B : My application for an industrial licence has been pending with the Ministry for some time. Could you find out what the hitch is?

C : I'll do that as soon as I get back to Delhi.

B : How long are you here?

C : Another two or three days.

B : And you're staying at the guest house?

C : Yes, Room No.17.

B : I'll meet you there and give the details. When can I meet you?

C : How about tomorrow evening? About 7.30?

B : Very good. I'll see you then. Thank you so much, Mr.Sethi.

C : Not at all. See you tomorrow.

EASY SPEAKING ENGLISH DIALOGUE INTRODUCING BETWEEN DOCTOR & SALES REPRESENTATIVE

Page 109: English :Rules of Phonics

Speak English Dialog Introducing oneself :

Medical Representative at a hospitalSudha : Good morning, doctor. I'm Sudha from India Pharmaceutical Company.

Doctor : Good morning. I'm very busy today. Cam we meet some other day?

Sudha : Certainly, doctor. Will it be all right if I come tomorrow morning?

Doctor : Can you make it tomorrow evening?

Sidha : Sure, doctor. Could I come around five in the evening?

Doctor : Five is okay with me.

Sudha : Thank you, doctor. Goodbye.

Doctor : Goodbye.Fox and Crane Photo

Page 110: English :Rules of Phonics

THE DINNER PARTY(English Little Story)

Once there lived a fox and a crane in a forest. One day the cunning fox invited the crane for a dinner. The crane accepted the invitation and went to the fox’s place at sunset.

The fox had prepared Soup for dinner. When the crane sat down to eat, the fox brought two bowls of hot soup. The fox started to enjoy the soup.

But the crane could not drink the soup from the bowl with its long beak. If waited for the fox to finish the dinner and bid goodbye. It had to get back home hungry.

After a few days, the crane invited the fox for a dinner. The fox agreed and went to the crane’s house well in time. The crane gave him a warm welcome. It served the soup in a Jar with a long and narrow neck.

The crane enjoyed the soup using his long beak. The fox’s mouth couldn’t reach the soup through the narrow neck of the jar. It tried hard, but could not drink the soup. Then the crane brought a bowl of soup and said to the fox, “When I came to your house for dinner, you served me soup in a bowl, which I could not drink. I wanted to teach you a lesson. That is why I first served soup in a jar. Please drink the soup now and go home happily”.

The fox realized his mistake and drank the soup. From then on both became good friends.

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Speaking English / Spoken English guide

SPEAKING ENGLISH GUIDE

Page 111: English :Rules of Phonics

Speaking English is one of the art for non – mother tongue people. If you Learning Speaking English or Spoken English please practice with family, friends and Co-worker. Practice is the very good idea for easy pearming.

Here, we given one dialogues for easy learning about our home.

Sania : What is your house like?

Saina : My house is flat. It’s fairly big. I consists of five rooms, two bed rooms,

a kitchen and one drawing room and my study. Of course, we have two bathrooms as well.

Sania : Where is it situated?

Saina : It’s in a town.

Sania : What are the walls made of?

Saina : They are made of concrete blocks.

Sania : Have you a garden?

Saina : Yes, we have. It’s a big one. We have got some rare plants and herbs.

Speaking English

Speaking English is a most challenging word to success for non English mother tongue people. But English is a very Easy and simply understanding language. Here we are updating simple daily life usage dialogue for quick and fast to learn speaking English.

The below dialogues are very useful to learning spoken English.

To learn speaking English with simple dialogues.

Page 112: English :Rules of Phonics

Watching T.V.

Mohan : What’s an T.V. to night?

Selvam : Let me see. At six there’s the News, then a detective story

Mohan : Good. Switch on the set (T.V). We’ll watch that. Anything interesting later on?

Selvam : Yes, an hour’s variety show from seven to eight.

Mohan : That’s fine. The Television screen’s rather dark, isn’t it? Can you adjust it?

Selvam : Is that all right? Shall I turn up the volume?

Mohan : That’s much better. No, turn the volume down a bit, it’s too loud as it is.

Selvam : Right. Now let’s pull up the chairs and make ourselves comfortable.

Visit Regular. Read more. Learn English and fight with world challengers.

Spoken English Exercises

Answer these Below Questions and Learn Easy Spoken English:

Page 113: English :Rules of Phonics

Learning Spoken English with Our Simple Profile Question & Answer Exercises

I’m / My name is : ..............................................I’m : ...................................................years old.My date of birth is : ...........................................I go to school. Its name is : ................................My favourite teacher is : ....................................My favourite lecturer is : ....................................I like : ...............................................................I love : ..............................................................My favourite hobby is : ......................................My favourite book is : .......................................My favourite actor is : .......................................My favourite actress is : ....................................My favourite colour is : .....................................My favourite shade is : ......................................My favourite flower is : .....................................My favourite fruit is : ........................................My favourite subject is : ...................................My favourite person is : ...................................My favourite sweet is : .....................................My favourite bird is : ......................................My favourite animal is : ..................................My favourite vehicle is : ..................................My favourite dish is : ......................................I enjoy watching : ...........................................I enjoy playing : ..............................................I like to learn : .................................................I don’t like to learn : .......................................I like to visit : .................................................I don’t like to visit : ........................................I’m afraid of : ................................................I’m not afraid of : ..........................................I like to read : ................................................I don’t like to read : .......................................I like the sound of : ........................................I like to meet : ...............................................I want to become : ........................................

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I don’t want to become : ...............................I want to buy / get : .......................................I don’t want to buy / get : ..............................I would like to help : ......................................I don’t want to help : .....................................I enjoy eating : ..............................................I don’t like to eat : .........................................This is my father. His name is : .......................This is my mother. Her name is: .....................This is my brother. His name is: .....................This is my sister. Her name is: ........................This is my uncle. His name is: .........................This is my aunt. Her name is: ..........................This is my grandfather. His name is: ...............This is my grandmother. Her name is: .............This is my nephew. His name is: .....................This is my niece. Her name is: ........................This is my friend. His name is: ........................This is my friend. Her name is: .......................This is my classmate. His name is: ..................This is my classmate. Her name is: .................This is my cousin. He is: ................................

To answer the above question exercise on below comments box ..

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SImple Spoken English Dialogue pattern Pics

Page 115: English :Rules of Phonics

Learn Spoken English With Simple First Level pattern Questions Answer.

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SPOKEN ENGLISH - Simple Dialogue

SPOKEN ENGLISH

sample of a dialog built and written by The Game Design Studio

The context of the dialog

Four burglars have successfully robbed a wealthy antiques collector. They decide to flee into the wilderness and keep a low profile for some time. The dialog unfolds in a car as the gang speeds off into the southwestern American desert, in the middle of the night.

The characters

Hunter (leader) : Head of the gang; tall, care-free, a gambler.

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Sparky : Small, nervous, greedy and mean.

Vijay : The intellectual of the group.

Kat : The young woman.

The dialog

Sparky (laughing) : “The look on that guy’s puss!”

Hunter (amused) : “Who you talkin’ about?”

Sparky (laughing) : “That guy we just ripped off! I’m thinkin’ about the look on his face when he sees his big collection of Navajo jewelry is gone!”

Hunter : “I know somebody else who’s gonna bust a vein in his head! ...his insurance guy!”

...General laughter.

Kat (showing off a ring on her finger and taking a snobby tone) : “Madam’s jewelry ain’t too bad either!”

Hunter : “No wonder she has the nicest jewelry, with a husband that’s got the most valuable collection in Albuquerque.

Sparky (jokingly) : “Had the most valuable collection!”

...General laughter.

Sparky : “Hey, Vijay—what’s your problem!?”

Vijay (scowling) : “You shouldn’t have taken that Navajo statuette, Sparky.”

Sparky : “You’re makin’ a face ‘cause of that crummy statuette?!”

Vijay (scowling) : “That one, we shouldn’t have taken.”

Sparky : “And why not? It looks cool!”

Vijay : “Maybe, but something’s not right. We shouldn’t have stolen it.”

Hunter : “Relax, Vijay, it’s only a piece of stone!”

Vijay (his anger beginning to build) : “A piece of stone that wasn’t mixed in with the others. If the guy hid it that well, it’s because he had his reasons. Don’t you think?”

Sparky : “Whaddaya mean by that?”

Vijay (his anger coming back) : “Well, why do you think he put two circles of salt around it?”

Sparky (mockingly) : “Oh-ho, he’s gonna do the Exorcist for us now!!!”

Vijay (angry) : “In any case, we shouldn’t have taken it. It wasn’t part of the plan.”

Vijay’s firmness imposes a few seconds of silence.

Hunter : “People can do whatever they want in their own homes. The important thing is that we can steal from them!”

Sparky is the only who laughs.

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Kat : So where’re we goin’?

Hunter (glad to change the subject) : “Don’t worry, a place where no one can bug us.”

Vijay : “Are you saying that for my benefit?”

Kat (calmly) : “Geez, Vij, don’t take everything so personally. (pause) So where is this place?

Hunter (taking an exaggeratedly mysterious tone) : “It’s a... ghost-town!”

Sparky (brandishing his weapon) : “Ghosts or no ghosts, we got what we need to be goddamn left alone...(looking at his watch) Hey, my watch stopped working.”

Kat (looking at her own watch) : “Mine stopped too!”

Vijay (anxious) : “Shit, me too!”

A heavy silence hangs over the group. Fear begins to creep into everyone’s spirit.

Hunter (annoyed) : “Where we’re going, we won’t need them. Time doesn’t count in Hell.”

Role-Play on Shop

Sales Person : Hello, This is the Oxford University Press, Chennai Branch office. Can I help you?

Tamil Women : Yes. Could you please tell me if you have a primary school dictionary.

Sales Person : Yes, we do. We have the Oxford Student Learner's Dictionary.

Tamil Women : Can you tell me how much it costs, please?

Sales Person : Ninety-five rupees.

Tamil women : Thank you. I'll come tomorrow at about 10 a.m and buy it.

Sales Person : You're welcome.

70 ways to improve your English

1.      Start your own English language blog. Even for people who don't have to write in English, writing can be a great way of properly learning the kind of vocabulary you need to describe your own life and interests, and of thinking about how to stop making grammar mistakes. The problem most people have is that they don't know what to write about. One traditional way to make sure you write every day in English is to write an English diary (journal), and a more up to date way of doing this is to write a blog. Popular topics include your language learning experience, your experience studying abroad, your local area, your language, or translations of your local news into English.

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2.      Write a news diary. Another daily writing task that can work for people who would be bored by writing about their own routines in a diary is to write about the news that you read and listen to everyday. If you include your predictions for how you think the story will develop (e.g. "I think Hillary will become president"), this can give you a good reason to read old entries another time, at which time you can also correct and mistakes you have made and generally improve what you have written.

3.      Sign up for a regular English tip. Some websites offer a weekly or even daily short English lesson sent to your email account. If your mobile phone has an e-mail address, it is also possible to have the tips sent to your phone to read on the way to work or school. Please note, however, that such services are not usually graded very well to the levels of different students, and they should be used as a little added extra or revision in your English studies rather than as a replacement for something you or your teacher have chosen more carefully as what you need to learn.

4.      Listen to MP3s. Although buying music on the internet is becoming more popular in many countries, not so many people know that you can download speech radio such as audio books (an actor reading out a novel) and speech radio. Not only is this better practice for your English than listening to English music, from sources like Scientific American, BBC and Australia's ABC Radio it is also free.

5.      Listen to English music. Even listening to music while doing something else can help a little for things like getting used to the natural rhythm and tone of English speech, although the more time and attention you give to a song the more you will learn from listening to it again in the future.

6.      Read the lyrics to a song. Although just listening to a song in English can be a good way of really learning the words of the chorus in an easily memorable way, if you want to really get something out of listening to English music you will need to take some time to read the lyrics of the song with a dictionary. If the lyrics are not given in the CD booklet, you may be able to find them on the internet, but please note that some lyrics sites deliberately put a few errors into their lyrics for copyright reasons. Once you have read and understood the lyrics,  if you then listen and read at the same time, this can be a good way of understanding how sounds change in fast, natural, informal speech.

7.      Sing karaoke in English. The next stage after understanding and memorising a song is obviously to sing it. Although some words have their pronunciation changed completely to fit in with a song, most of the words have the same sounds and stressed syllables as in normal speech. Remembering which words rhyme at the end of each line can also be a good way of starting to learn English pronunciation.

8.      Write a film, music, hotel or book review. Another motivating and easy way to make yourself write in English is to write a review for a site such as Amazon or Internet Movie Database. Many non-native speakers write reviews on sites like this, and if you have some special understanding of the book, music or film due to your first language or knowing the artist

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personally, that would be very interesting for the English speakers who read and write reviews on the site.

9.      Only search in English. Switching your search engine to the English language version of msn, yahoo, Google etc. can not only be a good way of practising fast reading for specific information in English, but could also give you a wider choice of sites to choose from and give you an idea of what foreigners are writing about your country and area.

10.  Read a book you've already read or seen the movie of in your own language. Although most language learners under Advanced level would probably learn more from reading a graded reader or something from the internet than they would from reading an original book written for English speakers, for some people reading something like Harry Potter in the original can be a great motivator to improve their English. To make this easier for you and make sure that it motivates you rather than just making your tired, try reading a book that you already know the story of. This not only makes it easier to understand and guess vocabulary, but you are also more likely to remember the language in it. If you have not read the book before, reading a plot summary from the internet can also help in the same way.

11.  Read a translation into English. Another way of making sure books are easier to understand is to choose a book that was originally translated into English, preferably from your own language. Even if you haven't read the book in your own language, you will find the English is written in a slightly simplified way that is more similar to how your own language is written than a book originally written in English would be.

12.  Skip the first ten pages. If you have given up with a book in English or are reading it very slowly, try skimming through the first ten pages or skipping them completely. The start of most books tend to be mainly description and are therefore full of difficult vocabulary and don't have a clear story line yet to help you understand what is happening and to motivate you to turn the next page. If the book is still too difficult even after the introductionary part is finished, it is probably time to give that book up for now and try it again after you have read some easier things.

13.  Read a book with lots of dialogue. Opening up books before you buy one and flicking through them to find one with lots of direct dialogue in it has several advantages. If there is less text on the page due to all the speech marks etc, this can make it easier to read and easier to write translations on. Dialogue is also much easier to understand than descriptive parts of a book, and is much more like the language you will want to learn in order to be able to speak English.

14.  Read English language comics. Even more than books with lots of dialogue, comics can be easy to understand and full of idiomatic language as it is actually spoken. There can be difficulties with slang, difficult to understand jokes and/ or dialogue written how people speak rather than with normal spellings, so try to choose which comic carefully. Usually, serious or adventure comics are easier to understand than funny ones.

15.  Read English language entertainment guides. Nowadays most big cities in the world have an English language magazine and/ or online guide to the movies, plays, exhibitions that are on in the city that week. Reading this in English is not only good value, but it could also guide you

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to places that English speakers are interested in and where you might hear some English spoken around you.

16.  Read English language magazines. Like books, if you can read two versions of the same magazine (Newsweek in your language and in English, for example), that could make understanding it much easier.

17.  Take a one week intensive course. Although you cannot expect to come out of a very short course speaking much better English than when you started it, if you continue studying a little over the following weeks and months, the knowledge you gained then will gradually come out and mean that your level of speaking, listening etc. are better than they would have been if you hadn't taken that course. This positive effect can still be true up to a year later.

18.  Follow your intensive course up with an extensive course. The more time you can spend studying English the better, but studying periodic intensive courses with a few hours of study a week in between is probably better value for money than any other system as it gives your brain time to subconsciously learn and start using the new language you have learnt before you introduce the next new "chunk" of language.

19.  Supplement your group class with a one to one class. Another good way to combine two different kinds of classes is to study both in a group class and one to one. Having a one to one teacher, even if just a couple of times a month, will mean that you can be taught exactly the language that you need, that you will have more time to speak, and that you can have as much error correction as you like.

20.  Supplement your one to one class with a group class. The benefits of having a group class are often less clear to students, but they include the fact that you will learn to deal with several people speaking at once, have a chance to practice skills such as interrupting people, and will hear a range of different viewpoints and topics.

21.  Teach your children or friends some English. Recent research has shown that elder children tend to be a couple of IQ points above their younger siblings, and the most likely reason is that explaining things to their little brothers and sisters gives them an intellectual boost. In the same way, teaching someone lower level than you the English you already know is a great way of permanently fixing that knowledge in your own brain.

22.  Ask your company to start English lessons. Even if you don't need to speak English at work, English lessons can be a fun and reasonably priced way for your company to spend their training budget in a popular way.

23.  Have English radio on in the background while you are doing your housework. Even if you are not listening carefully, it will help you get a feel for natural English rhythm and intonation.

24.  Play English language learning games on your Nintendo DS. Although such games can have quite random language and are unlikely to improve your ability to speak English on their

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own, the next time you hear or read the same language elsewhere it will be really fixed in your brain by the fact you have played a game with it in already. It is also a nice way of taking a break from your other English studies while also doing some English. To make sure it really is a break and to avoid wasting time learning language from the game that is not much used in daily life, don't bother writing down any new language you see in the game, but just try to learn it from playing the game again.

25.  Say or think what you are doing in English as you do your daily tasks. As you are doing your chores, try creating sentences describing what you are doing, e.g. ‘I am unscrewing the ketchup bottle cap'. This gets you used to thinking in English without translating, and can be a good way of seeing what simple vocabulary that is around you everyday you don't know. yet

26.  Watch English language films with English subtitles. For people who can't understand a film without subtitles but find themselves not listening at all when reading subtitles in their own language, this should be the way of watching a film that you should aim for. If it is too difficult to watch the whole film this way, try watching the (usually important) first 10 or 15 minutes of the film with subtitles in your own language, switch to English subtitles after that, and only switch back to subtitles in your own language if you get totally lost following the story of the film.

27.  Watch films in your language with English subtitles. If you are finding English films with English subtitles too difficult or you can't find English films with English subtitles in your local video shop, this is a good second best option. Looking for local films with English subtitles can also sometimes be a good sign of quality, as it means the producers of the film are expecting it to be popular internationally as well.

28.  Watch English films with subtitles in your language. Again, this is not as good practice as English language films with English subtitles, but is more relaxing, can be easier to find suitable DVDs for, and is also possible with VHS.

29.  Watch the same film or TV episode over and over again. This can not only save you money on DVDs, but will mean that you can really learn the language without having to study it. Some comedies can also get funnier the more you watch them, especially if you watch them with no subtitles and so understand a little more each time you watch it.

30.  Be realistic about your level. One thing that holds many language learners back is actually trying too hard and tackling something that their brain is not ready for yet. Checking your level with a level check test on the internet, by taking an English language test (FCE, CAE, IELTS, TOEIC, TOEFL etc.), or by taking a free trial level check and/ or lesson in a language school will help you find out what your level is and so choose suitable self-study materials.

31.  Be realistic about your reading level. Most researchers agree that people learn most when reading something they understand almost all of. If there are one or two words per page that you have never seen before, that is about the right level. If there are three or more on every page, you should switch to something easier and come back later.

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32.  Read graded readers (= easy readers). These are books that are especially written for language learners like you, e.g. Penguin Readers. Although it can be difficult to find something as interesting as things written in newspapers or on the internet, in terms of learning the language only people who need to read for their work or an exam usually gain more from reading things written for graded readers. Graded readers of classic books like Charles Dickens also have the benefit of giving you a lot of knowledge about the literature, and culture more generally, of English speaking countries in a short time.

33.  Read the whole thing with no help. Although using a dictionary has been shown to help with both short term and long term learning of vocabulary, the fact that using it slows reading down can stop some people reading in English at all. Reading a whole book quickly through just for pleasure from time to time will help you remember how fun reading in another language can be.

34.  Read and learn everything. At the opposite extreme, it can be hard work but very satisfying to get to the end of a book knowing that you have learnt every word in it. See other tips on this page to make sure it is a book that is easy enough to do this with and to ensure that the vocabulary you learn is useful.

35.  Watching English children's films or TV programmes. Although some of the vocabulary you can learn from things made for children can be a bit strange (lots of animal names and maybe animal noises, including baby names for things), the fact that not only the language but the structure of the story is simplified can make it an easy and motivating thing to watch. Like good language learning materials, the same language is also often repeated to make it memorable, and the use of catchy songs etc. can increase this positive effect on your memory.  

36.  Read English children's books. This is very similar to watching English children's movies, but with the added advantage of there being more illustrations than adult books, which both helps you to understand the story and makes the page brighter and more motivating to read.

37.  Keep a list of language to learn, e.g. a vocab list. Even if you don't often find time to go though your vocab list and it keeps on building up, just the act of choosing which words you need to learn and writing them down on a special list can help you learn them.

38.  Go through your vocab list several times every day. If ticking off words on a vocabulary list on the train to work is inconvenient or embarrassing for you, you can keep your list of words to learn as an entry in your electronic dictionary, as a mobile phone to do list or as a text file in your MP3 player (e.g. iPod). Although the time spent transferring the information between different formats like these may seem wasted, in fact any time you spend using the vocabulary like this will help you learn it.

39.  Convert your vocab list to English only. One way to stop yourself translating and therefore increase your speed of comprehension and production is to learn all your vocabulary without the use of your own first language. Ways you can write a vocab list in only English include with synonyms (words with the same meaning, e.g. "tall" and "high"); with opposites ("high" and "low"); with pronunciation factors such as number of syllables (the number of beats, e.g. three

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for "de- ci- sion") and the word stress (the syllable that is pronounced louder and longer, e.g. the second syllable in "baNAna"); and gapped sentences (e.g. "I am not _________________ in science fiction" for the word "interested").

40.  Cross out and delete. Crossing out or deleting words, sentences or whole pages that you have learnt can be a great motivator, and save your list of things to learn becoming too big to handle.

41.  Throw everything away and start again. One of the things that can put most people off learning is a stack of half finished books or a huge list vocabulary waiting to be learnt. Simply getting rid of all that and starting again with something new from zero can be a great motivator and get your studies underway again.

42.  Label things in your house or office with post-its. The easiest vocabulary to learn is the vocabulary of things you see and use everyday. If you can write the names of things around you on slips of paper and stick them on the real thing, this is a great way of learning useful vocabulary. If you can leave them there over the following days and weeks, this is a very easy way of revising the vocabulary until it is properly learnt.

43.  Label a drawing. For people who can't put labels on real things, the next best option is to take a photo of a real place in your life like your office, print it out, and then draw lines to all of the things you can see in the picture and label them in English with the help of a dictionary. You can do the same thing with places you pass through everyday like the station. Because you will see the same thing again and again, it should be easy to really learn the words for those things.

44.  Keep a diary in English. This is a popular method of making sure you use English everyday for people who don't often speak English and can't think of things to write about. The fact that you are writing about real things that have happened to you means that any words you look up in the dictionary will be vocabulary that is useful for you and easy to learn.

45.  Online chat. The closest thing to speaking for people who don't have the chance to speak English is online chat, as you have to think and respond quickly, and the language is short and informal just like speech.

46.  Listen to the radio news in English. You can make this easier by reading the news in English first, or even just by reading or listening to the news in your own language.

47.  Read an English language newspaper. Freebie newspapers like "Metro" in London are usually the easiest to understand, followed by mid-brow titles like "The Daily Express" or "The Daily Mail" in English. Popular newspapers like "The Sun" are more difficult because of the idiomatic, slangy use of language and the number of jokes in the headlines and articles.

48.  Write fiction in English, e.g. short stories. For people who find writing a diary about things that happen to them everyday boring, the best thing is to let your imagination go and write about whatever comes into your head. The advantage of this is that if you can't think of how to say something in English, you can just change the story to something that is easier to explain.

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Perhaps the easiest way to start writing fiction in English is with a diary, changing any details you like to make it more interesting and adding more and more fantasy as the weeks go on.

49.  English language exercise videos. This is quite similar to how babies learn, by listening, watching and copying. It is also good for your health!

50.  Learn a famous speech or poem in English by heart. Although you may never hear or get the chance to say exactly that line, having one memorable example of an English grammatical form in your head can make it much easier to learn other examples of the same grammar as you hear them. It is also something you can practice over and over without being as boring as grammatical drills.

51.  Get tipsy (= a little drunk) before speaking English. This can not only improve your fluency while you are drinking, but can also improve your confidence in future days and weeks by showing you that you can communicate what you want to say.

52.  Use a dictionary while you are watching a movie. Films often have the same words many times, so if you look up important words the first or second time you hear them, you should have learnt them by the end of the film. It is easier to use a dictionary if you watch with English subtitles.

53.  Learn and use the phonemic script. Although there are many sounds in English, there are even more spellings. By learning the phonemic script and writing vocabulary down with it, you can both add another stage to your vocabulary learning that should help you learn it more thoroughly, and improve your pronunciation. It can also make things easier for you by stopping you trying to pronounce different spellings of the same pronunciation different ways.

54.  Learn some spelling rules. Many people think that English spelling is random, but in fact most words follow some kind of rule, e.g. the "magic E" that changes the pronunciation of "mad" and "made".

55.  Record your own voice. For people who don't have much or any correction of pronunciation from a teacher, recording yourself and listening back makes it easier to hear whether you are really making the English sounds that you are trying to or not.

56.  Use computer pronunciation analysis. Although most programmes that claim to tell you when you are pronouncing correctly or not don't actually do that, listening many times and seeing how your voice changes as you try to match the sounds and waveform given by a pronunciation CD ROM can be good practice and more motivating than just recording your own voice.

57.  Learn as many words as you can of one category, e.g. animal words. Learning similar words together can both expand your overall vocabulary and make them easier to learn by forming links between the words in your brain.

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58.  Take holidays abroad. This is not only a good opportunity to speak English in situations where you really have to make yourself understood in order to live, but it is also a good motivator to study English seriously in the weeks and months before your trip. If possible, also try to use English even when you could use your own language, e.g. when you pick a guided tour of a museum or historic place or when you book a flight on the internet, and try to avoid package tours.

59.  Draw pictures of the words you want to learn. Especially if you are artistic, this can be a better way of learning vocabulary than writing translations or example sentences.

60.  Find a foreign boyfriend or girlfriend. No tips on how to do this here, but everyone agrees that getting or even just looking for a date in English can be a great motivator to improve your language skills.

61.  Arrange a conversation exchange. Swapping lessons and conversation with someone who wants to learn your language can be a good alternative for those who aren't looking for romance, or can sometimes lead onto dating for those who are!

62.  Sign up for an English language exam. Even if you don't need to take an exam and don't want to or can't take a special course to study for it, paying to take an exam like TOEFL, TOEIC, IELTS or FCE can really motivate you take your English studies seriously.

63.  Model your accent on one particular actor. e.g. try to speak like Robert De Niro. Students who say they want to sound more like a native speaker have the problem that native speakers don't sound all that much like each other. Choosing one model can make the task of improving your pronunciation more clear, and is quite fun. Doing an impression of that person also makes a good party trick.

64.  Use an English-English dictionary. Trying to use a bilingual dictionary less and switching to a monolingual one can help you to stop translating in you head when you are speaking or listening, and other useful English vocabulary can come up while you are using the dictionary.

65.  Occasionally talk to or e-mail your friends in English. Many people find this a bit false or embarrassing, but if you think of it as a study club and set a particular time and/ or place, it is no different from studying maths together.

66.  Go to an English or Irish pub. As well as having a menu in English and being a good way of finding out something about the culture of English speaking countries, you might also find there are free English language listings magazines, English language sports on the TV and/ or foreign people you can speak to.

67.  Buy a speaking electronic dictionary. Although most electronic dictionaries are not as good as paper ones for the amount of information they give you about each word, some of them have the very useful function of saying the word with the correct pronunciation.

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68.  Learn your electronic dictionary vocabulary list. Most electronic dictionaries also have a button which you can push to see the last 30 or more words you looked up. By deleting words you decide are useless or you have already learnt from this list, you can use it as a "to do list" of words to learn that you can look at several times a day in the train etc.

69.  Switch operating system to English. Changing the operating language of your mobile phone, video recorder etc. to English can be an easy way of making sure you use the language everyday.

70.  Set goals. Deciding how many hours you want to study, how many words you want to learn or what score you want to get in a test are all good ways of making sure you do extra study.

MPROVE YOUR ENGLISH LEARNING SKILLS

Learning is a skill and it can be improved.

Your path to learning effectively is through knowing

yourself your capacity to learn processes you have successfully used in the past your interest, and knowledge of what you wish to learn

Motivate yourself

If you are not motivated to learn English you will become frustrated and give up. Ask yourself the following questions, and be honest:-

Why do you need to learn/improve English? Where will you need to use English? What skills do you need to learn/improve? (Reading/Writing/Listening/Speaking) How soon do you need to see results? How much time can you afford to devote to learning English. How much money can you afford to devote to learning English. Do you have a plan or learning strategy?

Set yourself achievable goals

You know how much time you can dedicate to learning English, but a short time each day will produce better, longer-term results than a full day on the weekend and then nothing for two weeks.

Joining a short intensive course could produce better results than joining a course that takes place once a week for six months.

Here are some goals you could set yourself:-

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Join an English course (and attend regularly). Do your homework. Read a book a month. Learn a new word every day. Visit an English speaking forum every day. Read a news article on the net every day. Do 10 minutes listening practice every day. Watch an English film at least once a month. Follow a soap, comedy or radio or TV drama.

A good way to meet your goals is to establish a system of rewards and punishments.

Decide on a reward you will give yourself for fulfilling your goals for a month.

A bottle of your favourite drink A meal out / or a nice meal at home A new outfit A manicure or massage

Understanding how you learn best may also help you.

There are different ways to learn. Find out what kind of learner you are in order to better understand how to learn more effectively..

The visual learner

Do you need to see your teacher during lessons in order to fully understand the content of a lesson?

Do you prefer to sit at the front of the classroom to avoid visual obstructions (e.g. people's heads)?

Do you think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs? 

During a lecture or classroom discussion, do you prefer to take detailed notes to absorb the information?

!Learning Tip - you may benefit from taking part in traditional English lessons, but maybe private lessons would be better.

The auditory learner

Do you learn best through verbal lectures, discussions, talking things through and listening to what others have to say?

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Do you interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances?

Does written information have little meaning until you hear it?

!Learning Tip - you may benefit from listening to the radio or listening to text as you read it. You could try reading text aloud and using a tape recorder to play it back to yourself.

The Tactile/Kinesthetic learner

Do you learn best through a hands-on approach, actively exploring the physical world around you?

Do you find it hard to sit still for long periods?

Do you become distracted easily?

!Learning Tip - you may benefit from taking an active part in role plays or drama activities.

Here's How:

1-Remember that learning a language is a gradual process - it does not happen overnight. 2-Define your learning objectives early: What do you want to learn and why? 3-Make learning a habit. Try to learn something every day. It is much better to study (or read, or listen to English news, etc.) 10 minutes each day than to study for 2 hours once a week.4-Remember to make learning a habit! If you study each day for 10 minutes English will be constantly in your head. If you study once a week, English will not be as present in your mind. 5-Choose your materials well. You will need reading, grammar, writing, speaking and listening materials 6-Vary your learning routine. It is best to do different things each day to help keep the various relationships between each area active. In other words, don't just study grammar.7-Find friends to study and speak with. Learning English together can be very encouraging. 8-Choose listening and reading materials that relate to what you are interested in. Being interested in the subject will make learning more enjoyable - thus more effective. 9-Relate grammar to practical usage. Grammar by itself does not help you USE the language. You should practice what you are learning by employing it actively. 10-Move your mouth! Understanding something doesn't mean the muscles of your mouth can produce the sounds. Practice speaking what you are learning aloud. It may seem strange, but it is very effective.11-Be patient with yourself. Remember learning is a process - speaking a language well takes time. It is not a computer that is either on or off! 12-Communicate! There is nothing like communicating in English and being successful. Grammar exercises are good - having your friend on the other side of the world

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understand your email is fantastic!13-Use the Internet. The Internet is the most exciting, unlimited English resource that anyone could imagine and it is right at your finger tips.

Tips:

Remember that English learning is a Process Be patient with yourself. Practice, practice, practice


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