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A SELF-LEARNING GUIDE TO CONVERSATION PRACTICE V SASIKUMAR P V DHAMIJA  SPOKEN ENGLISH A Self-Learning Guide to Conversation Practice V. SASIKUMAR...

A SELF-LEARNING GUIDE TO CONVERSATION PRACTICE V SASIKUMAR P V DHAMIJA  SPOKEN ENGLISH A Self-Learning Guide to Conversation Practice V. SASIKUMAR Department of Materials Production Central Institute of English and Foreign Languages Hyderabad P.V. D H A M U A Department of Phonetics and Spoken English Central Institute of English and Foreign Languages Hyderabad Tata McGraw-Hill Publishing Company Limited NEW DELHI McGraw-Hill Offices New Delhi New York St Louis San Francisco Auckland Bogota Guatemala Hamburg Lisbon London Madrid Mexico Milan Montreal Panama Paris San Juan Sao Paulo Singapore Sydney Tokyo Toronto  Book along with Audio Cassette available on order from book shops. ^ Please ask for: 0-07-462395-8 Sasikumar & Dhamija SPOKEN ENGLISH : A Self-Learning Guide to Conversation Practice with Audio Cassette. (Audio cassette will not be sold separately). © 1993, Tata McGraw-Hill Publishing Company Limited Fifth reprint 1995 ISBN 0-07-460358-2 Published by Tata McGraw-Hill Publishing Company Limited, 4/12 Asaf Ali Road, New Delhi 110 002, typeset and printed at Rajkamal Electric Press, B 35/9 G T Karnal Road, Delhi 110 033 INTRODUCTION A course in spoken English may be either in the form of 'what to say', or in the form of 'how to say*. The former is usually focussed on English conversation, and the latter on English pronunciation. The former aims to teach how to express communicative functions, such as asking questions, making requests, getting things done, or expressing greetings, farewells, apologies, regrets, thanks, etc. The latter, on the other hand, aims at teaching the pronunciation of words, phrases, and sentences. Normally, books on spoken English are one or the other of the above two kinds. The present book, however, deals with spoken English in both its aspects: words, phrases, and expressions appropriate to important situationally-governed communicative functions, and the way they ought to be orally delivered. The book comprises twenty units. Each unit begins with a dialogue or conversation, which the learner is first supposed to listen to or read carefully. Then he is helped to understand it with the help of a few leading comprehension questions, and a functional glossary. After he has done so, he is led through several useful points of pronunciation and is given adequate practice in them. Then he attends to one communicative function, which forms a prominent part of the passage. He is also expected here to work out one or two exercises so that he will perform the function efficiently. Finally, he is taken through one or two points of usage arising from the passage and useful for everyday colloquial English. Each dialogue or conversation is available on an audio-cassette, which forms an integral part of the book. The learner will do well to listen to the dialogue/conversation in each unit and do the exercises in each section. If he cannot use the cassette, he may read the dialogue/ conversation instead of listening to it, and do the exercises. However, vl INTRODUCTION the use of the cassette is essential for attempting Section IV, which deals with pronunciation. The style of the recording is 'careful colloquial', which is the style recommended for most non-native speakers of English. While teaching pronunciation in each unit, this fact has been consistently kept in mind. The learner is particularly advised to imitate the general tempo (i.e. speed) of the recorded passages. Some of the points discussed under 'Speaking' in each unit may not quite apply to the 'rapid colloquial' style of speaking, which is generally used by native speakers of English. It is partly for this reason that the authors decided to record 'standard' Indian speakers rather than native speakers of English as 'models'. The second reason for not recording native speakers is that no Indian speaker, or for that matter no non-native speaker, can or needs to speak English the way it is spoken by native users. After all, the best one can do is to speak English like the best of non-native speakers. The book is addressed to all those learners who know the structure of English but cannot communicate effectively, especially in speaking. No other qualification is necessary as a pre-condition for using the book. And the aim of the book is to improve their colloquial usage and pronunciation so that they may be able to communicate somewhat fluently, intelligibly, and optimally. The section marked OPTIONAL under 'Speaking' in each unit is meant specially for those learners who wish to study finer (and technical) points of pronunciation. The knowledge of phonetic symbols provided in 'Signs and Symbols' at the beginning of the book is, however, obligatory, since almost every dictionary today records pronunciations in such symbols. The key in 'Signs and Symbols' is self-explanatory and easy to follow, and it is expected that any motivated learner will be able to understand the values of signs and symbols given in it. A sincere attempt has been made to meet the requirements of the group of learners for whom the book is meant. Nevertheless, the authors lay no claim to perfection, and there must ever be scope for improvement in a book of this kind. Practical suggestions for its possible improvement will therefore be welcome. HOW TO USE THE BOOK For learners using the cassette ONE Switch on your cassette recorder. Listen to the dialogue/conversation. Listen to it two or three times. Keep the book closed; do not read the dialogue/conver- sation while you are listening to it. TWO Now, open the book. Look at Section II of the Unit: Understanding the Dialogue/Conversation. Try to answer the questions; you may not be able to answer all of them. Do not worry. THREE Read the dialogue/conversation silently. Study the footnotes (if any), and the meanings of words and expressions given in Section III. Now, try again to answer the questions in Section II. FOUR Play the dialogue/conversation again. Study Section IV: Speaking. Attempt the section marked OPTIONAL only if you are interested in the finer details of pronunciation. FIVE Study Section V: Communicating, and do the exercises suggested. If you are working with a friend, discuss the answers with him/her. SIX Now, study Section VI: Grammar and Usage, and do the exercises suggested. If you are working with a friend, discuss your answers with him/her. SEVEN Finally, read the dialogue/conversation aloud, by yourself, or with a friend, if you are working with one. HOW TO USE THE BOOK For learners not using the cassette ONE Read the dialogue/conversation silently two or three times. TWO Look at Section II of the Unit: Understanding the Dialogue/Conversation Try to answer the questions; you may not be able to answer all of them. Do not worry. THREE Study the footnotes, if any, and the meanings of words and expressions given in Section III. Now, try again to answer the questions in Section II. FOUR Study Section V: Communicating, and do the exercises suggested. If you are working with a friend, discuss the answers with him/her. FIVE Now, study Section VI: Grammar and Usage, and do the exercises suggested. If you are working with a friend, discuss your answers with him/her. SIX Finally, read the dialogue/conversation aloud, by yourself, or with a friend, if you are working with one. CONTENTS Introduction v How to use the book vii Signs and symbols xiii unit one: AT THE POST OFFICE 1 Speaking— /D/, word accent, contracted forms 3 Communicating—making requests 5 Grammar and Usage—framing questions-1 7 unit two: AT THE DOCTOR'S 9 Speaking—/ei/, word accent, contracted forms 12 Communicating—greeting and leave-taking 14 Grammar and Usage—forming negatives 15 unit three: BUYING A SHIRT 17 Speaking—/3:/, word accent, contracted forms 19 Communicating—expressing gratitude 21 Grammar and Usage—framing questions -2 23 unit four: AT THE MARKET 25 Speaking— /o:/, word accent, contracted forms 27 Communicating—apologizing 30 Grammar and Usage—using do, does, and did 31 unit five: IN THE LIBRARY 33 Speaking—ai/, word accent, contracted forms 35 Communicating—expressing necessity/obligation 37 Grammar and Usage—using helping verbs 39 X CONTENTS unit six: AT THE TAILOR'S 41 Speaking—/w/, word accent, contracted forms 43 Communicating—stating preferences 45 Grammar and Usage—using the present continuous tense-1 46 unit seven: AT THE CHEMIST'S 49 Speaking— /so/, word accent, contracted forms 51 Communicating—making suggestions 53 Grammar and Usage—using the present continuous tense-2 55 unit eight: AT THE RAILWAY STATION 57 Speaking—/v/, word accent, contracted forms 59 Communicating—asking for information-1 61 Grammar and Usage—using will and shall 63 unit nine: AT THE TEA STALL 65 Speaking— /f/, word accent, weak forms 67 Communicating—complaining 69 Grammar and Usage—using the past participle 71 unit ten: AN INTERVIEW 74 Speaking— /z/, word accent, weak forms 77 Communicating—asking for information-2 78 Grammar and Usage—using indirect questions 80 unit eleven: BUYING A MOTOR CYCLE 82 Speaking—/a u / , word accent, sentence accent 84 Communicating—expressing surprise 86 Grammar and Usage—exclamatory sentences 89  CONTENTS XL unit twelve: AT THE BOOKSELLER'S 91 Speaking—/a:/, word accent, sentence accent 93 Communicating—giving opinions 95 Grammar and Usage—pronouns 98 unit thirteen: AT THE GARAGE 101 Speaking—/d$/, word accent, sentence accent 104 Communicating—expressing probability 106 Grammar and Usage—the passive-1 108 unit fourteen: HIRING A TAXI 111 Speaking—/ac/, word accent, weak forms 114 Communicating—imagining situations 116 Grammar and Usage—linking words 118 unit fifteen: AT THE RESTAURANT 121 Speaking—/i:/, word accent, accent and intonation 123 Communicating—hesitating, attracting attention, etc 125 Grammar and Usage—using question tags 128 unit sixteen: AN INVITATION TO TEA 131 Speaking— /J/, word accent, contracted forms 134 Communicating—persuading 136 Grammar and Usage—the present perfect tense 138 unit seventeen: AT THE CINEMA 143 Speaking—/a:/, /g/, word accent, contracted forms 146 Communicating—expressing purpose 147 Grammar and Usage—using to- forms and -ing forms 149 xll CONTENTS unit eighteen: AT THE BANK 153 Speaking—/ea/, /is/, /z/, word accent, contracted forms 156 Communicating—agreeing and disagreeing 157 Grammar and Usage—the passive-2 160 unit nineteen: INTRODUCTIONS 162 Speaking—/b:/, wond accent, accent and intonation 164 Communicating—saying 'how often' 166 Grammar and Usage—adverbials 168 unit twenty: AT THE HOTEL 171 Speaking—/D/, word accent, accent and intonation 174 Communicating—expressing intentions 175 Grammar and Usage—talking about the future 177 REFERENCE MATERIAL FOR EVERYDAY CONVERSATION 181 Some Common Words with their Pronunciations 182 Proverbs Used in Everyday Conversation with their Paraphrases/Explanations 193 Comparisons Used in Everyday Conversation 201 SIGNS AND SYMBOLS Symbols 1. i: as in see /si:/ 2. i as in sit /sit/ 3. e as in ten /ten/ 4. at as in hat /haet/ 5. a: as in arm /a:m/ 6. D as in got /gDt/ 7. a: as in saw /so:/ 8. u as in put /put/ 9. u: as in too /tu:/ 10. A as in cup /kAp/ 11. 3: as in fur /f3i(r)/ 12. a as in ago /s'gsu/ 13. ei as in page /peid3/ 14. au as in home /haum/ 15. ai as in five /faiv/ 16. au as in now /nau/ 17. ai as in join /dpin/ 1.8. ra as in near /ni3(r)/ 19. ea as in hair /he3(r)/ 20. U3 as in pure /pju3(r)/ 1. p as in pen /pen/ 2. b as in bad /baed/ 3. t as in tea /ti:/ 4. d as in did /did/ 5. k as in cat /kaet/ 6. g as in got /got/ 7. tf as in chin /tjin/ xlv SIGNS AND SYMBOLS 8. d3 as in June /d^um/ 9. f as in fall /foil/ 10. v as in voice /vois/ 11. 9 as in thin /8in/ 12. 6 as in then /den/ 13. s as in so /sau/ 14. z as in zoo /zu:/ 15. j as in she /Ji:/ 16. 3 as in vision /'vi3n/ 17. h as in how /hau/ 18. m as in man /riiaen/ 19. n as in no /nau/ 20. rj as in sing /sig/ 21. 1 as in leg /leg/ 22. r as in red /red/ 23. j as in yes /jes/ 24. w as in wet /wet/ Signs /'/ accent as in a 'gam /1 / accent as in 0 / ^course 11 /ife if, signifying that the pitch of the voice on the following syllable/word is low but stable /N/ falling tone as in He was Agoing. / r i s i n g tone as in Can you ycomel Abbeviations v : verb n : noun^ adj : adjective aux : auxiliary verb unit one AT THE POST OFFICE AT THE POST OFFICE MICHAEL: Excuse me. COUNTER CLERK: Yes? MICHAEL: I want to send this parcel, please. COUNTER CLERK: Do you want to send it by letter.post or parcel post? It'd be three rupees fifty paise1 by letter post, and two rupees twenty-five paise by parcel post. MICHAEL: You'd better send it by letter post. It might be quicker. COUNTER CLERK: All right. Anything else I can do for you? 2 MICHAEL: Yes. Could you weigh this letter, please? COUNTER CLERK: It's just over twenty grams. It'll cost you one rupee forty paise. Here're the stamps for the parcel and the letter. Will you affix them, please? MICHAEL: I also want twenty inland letter sheets and ten stamped envelopes. COUNTER CLERK: By all means. But wait a minute, please. Let me first give you the receipt forthe parcel. Here's the receipt. And here's the postal stationery. MICHAEL: Thank you very much. Can I leave the parcel there on the desk in front of you? COUNTER CLERK: Yes. But put the letter in the box over there. MICHAEL: Oh, yes. Thank you very much. I. READING/LISTENING Read the dialogue silently two or three times. If you are using the cassette, listen to the dialogue two or three times. 1 Three rupees fifty paise. In writing, this will be: Rs. 3.50 2 "Anything else I can do for you?" The complete question will be: "Is there anything else I can do for you?"  AT THE POST OFFICE 3 II. UNDERSTANDING THE DIALOGUE Read the following questions and try to answer them as briefly as you can. Read the dialogue again when you are not sure of the answer. 1Where does the dialogue take place? 2 How many people are taking part in the dialogue? Who are they? 3 Do we know the name of the Counter Clerk? Is it a man or a woman? Do we know? 4 Michael wants to do three things at the post office. What are they? 5 Are the two people in the dialogue polite to each other? 6 Does Michael leave the post office happy or unhappy? III. WORDS AND EXPRESSIONS Do you know the meanings of these words and expressions? affix: stick; paste envelope: the paper cover of a letter postal stationery: post cards, letter sheets, envelopes, etc Note'. Look carefully at the spelling of the word stationery. Compare it with the word stationary, which sounds similar to the first word, but is different in meaning. Stationary means 'not moving'. IV. SPEAKING /D/, word accent, contracted forms la. Play the dialogue again on your cassette and listen to it. Note the way these words are said: want cost box Listen carefully to the vowel sound in the words. want cost box You will notice that it is the same vowel sound as in these words: cot hot lot not what 18 SPOKEN ENGLISH Say aloud the above words. The phonetic symbol generally used to indicate this sound is /D/. b. Practise this sound with the help of the following words. The syllable containing this sound is italicized (if the word has more than one syllable). borrow boss bottle bottom collar college cottage cotton chop hop knowledge pot rod solid wad 2a. Listen to the dialogue again. Note carefully the pronunciations of the following words. rupees envelopes minute affix receipt Each of these words has more than one syllable (or part). One of the syllables in each word is accented, that is, emphasized or made prominent. You must have noted that these words are said like this: ru'pees 'envelopes 'minute af'fix re'ceipt The vertical mark or stroke that precedes a syllable means that that syllable is accented. b. You must have also noticed that the letterp in the word receipt is not pronounced: p is silent in the word. 3. OPTIONAL Attempt this section if you are interested in the finer details of pronunciation. You may find it a useful exercise to consult your dictionary and write down the pronunciations of all the words given in 2a. above in phonetic symbols. For help, you may consult 'Signs and Symbols' given at the beginning of this book. 4a. Study this sentence: Counter Clerk: It'd be three rupees...  AT THE POST OFFICE 5 It'd stands for It would. But in speaking, we do not usually say the full form. Instead, we use the contracted form It'd. Listen once again to the dialogue. Pay special attention to the pronunciation of the following contracted forms. Their full forms are given in brackets. it'd (it would) you'd (you would) or (you had) it's (it is) here's (here is) Their pronunciations written in phonetic symbols (see 'Signs and Symbols' at the beginning of the book) are: itad ju:d its hiaz b. Now note the pronunciations of the following contracted forms, and practise saying them correctly. Full form Contracted form Contracted form Pronunciation he would he had he'd hi:d I would I had I'd aid we would we had we'd wi:d he is he's hi:z she is she's fi:z V. COMMUNICATING Making requests a. The following sentences are from the dialogue between Michael and the Counter Clerk at the post office. Read them. 1. Could you weigh this letter, please? 2. Will you affix them, please? 3. Wait a minute, please. 6 SPOKEN ENGLISH In sentence (1) above, Michael is requesting the Clerk, very politely, to weigh the letter. In sentence (2), the Cleik is making a request to Michael—he is asking Michael to stick the stamps on the letter. The Clerk is asking Michael to wait a little, in sentence (3). In our daily lives, we ask people to do something or other for us. We ask them politely and they will help us readily and cheerfully. A request is a polite way of asking people to do something for us. b. Let us study some common ways in which we can make requests in English. 1. Give me some money. 2. Will you lend me some money, (please)? 3. Can you lend me some money, (please)? 4. Could you lend me some money? 5. Do you think you could lend me some money? 6.1 wonder if you could lend me some money. 7. Would you mind lending me some money? 8. If you could lend me some money, I'd be very grateful/I'd appreciate it. You will have noticed that (1) above is the least polite way of making a request, and (8) is the most polite. In between, (2) to (7) are arranged in order of increasing politeness. No. (8) is mostly used in writing; it is generally not used in speaking. c. Suppose you want to make the following requests. Choose the most appropriate ways from (1) to (8) in (b) above. Examples: (1) Ask your friend to close the window. Answer: Could you close the window? (2) Write to the headmaster of the school you last attended for a certificate of character. Answer: I should be grateful if you could give me a certificate of character.  AT THE POST OFFICE 7 1. Ask your servant to buy some postage stamps. 2. Ask your uncle to lend you his umbrella. 3. Ask your little brother to lend you his bicycle. 4. Ask your father to post a letter. 5. Ask your mother to buy something from the market. VI. GRAMMAR AND USAGE Framing questions-1 a. Study these sentences: (A) You can weigh these letters. (B) Can you weigh these letters? Sentence (A) states a fact; it is called a 'statement'. Sentence (B) asks something; it is a 'question'. Have you noticed the difference in their word-order? 1 2 (A) You can (statement) 2 1 (B) Can yOu ? (question) As you know, the word 'You' in sentences (A) and (B) is the subject, and the word 'can' is the verb. So, the difference in the word-order is: (A) Subje~* Verb (statement) (B) Verb Subject (question) b. Let us study a few examples of statements and questions. 1. (A) She will come back this evening. (statement) (B) Will she... ? (question) 2. (A) You are angry. (statement) (B) Are you... ? (question) 3. (A) They have arrived. (statement) (B) Have they... ? (question) 8 SPOKEN ENGLISH c. Turn the following statements into questions. Say them aloud or write them down. 1. We can start now. 2. The boys will leave soon. 3. They were late yesterday. 4. She has finished her work. 5. He is very clever. unit two AT THE DOCTOR'S AT THE DOCTOR'S PATIENT: Good evening, doctor. DOCTOR: Good evening, sir. What's your trouble? PATIENT: I haven't been feeling well lately. DOCTOR: What exactly is the problem? PATIENT: I often feel quite sick. Have had a lot of pain in the stomach for several days. I've also had severe headaches for over two days. DOCTOR: What's your appetite like? PATIENT: Not at all good. I don't feel like eating anything. I feel full up all the time. DOCTOR: Have you had any fever? PATIENT: Well, I do feel feverish all the time. I've also had a bad taste in the mouth sincc I've been sick. DOCTOR: All right, let me take your temperature first. There! Give me your wrist, please. There's nothing wrong with the pulse. Now take off your pullover. And your shirt too. Loosen your clothes a little. I'll examine you, if you lie down on that couch. Do you feel any pain here? PATIENT: Yes, some. DOCTOR: And here? PATIENT: Oh, that's quite painful! DOCTOR: All right. You may get dressed now. PATIENT: I hope there's nothing serious, doctor? DOCTOR: No, nothing serious. I'm prescribing two kinds of tablets. Take one before meals. And the other after meals for three days. Don't eat any fried or spicy food. Drink milk and have. milk foods as much as you can. And do take some rest. PATIENT: Do I need to stay away from work, doctor? DOCTOR: No, not at all. Just take it easy and have rest whenever you can. Come and see me if the trouble does not go quickly.  AT THE DOCTOR'S 11 PATIENT: Thank you very much, doctor. Good-bye! DOCTOR: Bye! I. READING/LISTENING Read the dialogue silently two or three times. If you are using the cassette, listen to the dialogue two or three times. II. UNDERSTANDING THE DIALOGUE 1 Two people are talking in this conversation. Who are they? 2 Is the doctor a man or a woman? Do we know? Is the patient a man or a woman? 3 Where does the dialogue take place? — at the doctor's sitting-room — at the doctor's consulting room — in the patient's house 4 What is the patient's trouble? 5 What does the doctor give him? 6 What kind of food can the patient have? 7 What shouldn't he eat? 8 Can he go to work? III. WORDS AND EXPRESSIONS Do you know the meanings of these words and expressions? lately: in the recent past sick: not well full up: completely full loosen: make loose get dressed: put on clothes stay away: avoid take it easy: don't work too hard 12 SPOKEN ENGLISH IV. SPEAKING /eiI, word accent, contracted forms la. Play the dialogue again and listen to it. Note the way these words are said: pain days taste take stay Listen carefully to the vowel sound in the following words. The syllable containing this sound is printed in italics (if the word has more than one syllable). pain days taste take stay late ly painful away You will notice that it is the same sound as in these words: gain gate hate wait Say aloud the above words. The phonetic symbol generally used to indicate this vowel sound is /ei/. b. Practise this sound^with the help of the following words. The syllable containing this sound is printed in italics (if the word has more than one syllable). case cater conversation gay great may narrate nation native pronunciation raid rain range same save 2. Listen to the dialogue again. Note carefully the pronunciations of these words: exactly problem examine headache appetite temperature prescribe trouble Each of these words has more than one syllable (or part). One of the syllables in each word is accented, that is, emphasized or made prominent. You must have noted that these words are said like this: exactly 'problem examine - 'headache appetite 'temperature prescribe 'trouble  AT THE DOCTOR'S 13 The vertical mark or stroke placed before a syllable means that the following syllable is accented. 3 OPTIONAL Attempt this section if you are interested in the finer details of pronunciation. a. Note the pronunciations, written in phonetic symbols, of the following words. exactly ig'zaektli headache 'hedeik temperature 'tempritjs b. Write down the pronunciations of the remaining five words given in Section 2 above in phonetic symbols and say them correctly. For help, you may consult 'Signs and Symbols' given at the beginning of this book. 4a. Listen again to the dialogue. Pay special attention to the pronunciations of the following contracted forms. Their full forms are given in brackets. I've (I have) haven't (have not) what's (what is) that's (that is) there's (there is) Their pronunciations, written in phonetic symbols (see 'Signs and Symbols' at the beginning of this book), are: aiv 'hffivnt WDtS daets 4b. Now note the pronunciations of the following contracted forms and practise saying them correctly. 14 SPOKEN ENGLISH Full form Contracted form Pronunciation they have they've 6eiv we have we've wi:v you have you've ju:v has not hasn't 'haeznt had not hadn't 'haednt V. COMMUNICATING Greeting and leave-taking 1. At the beginning of the dialogue, the patient and the doctor meet. What do they say to each other? PATIENT: Good evening, doctor. DOCTOR: Good evening, sir. At the end of the dialogue, the patient leaves the doctor after the consultation. What do they say to each other? PATIENT: Good-bye! DOCTOR: B y e ! 2. When two people meet, they greet each other. They tell each other that they are happy to see each other. In our own language, we use 'namaste' (or a word which means the same). In English, the most common way of greeting is: Good morning/afternoon/evening People say 'Good morning' in the morning. It is used before noon, before lunch time. 'Good afternoon' is used after midday, and after lunch, until about 4 o'clock in the afternoon. After that, people greet each other, saying 'Good evening', until bed-time. 'Good moming/afternoon/evening' are formal ways of greeting. They are used between strangers, or by people who meet in official or business situations—like the patient and the doctor in our dialogue. When relatives or friends meet, they use more informal ways of greeting. Some examples are given below:  AT THE DOCTOR'S 15 Hi (pronounced 'high'): This is a very informal way of greeting, used between close friends or relatives. Hullo (in writing, two more spellings are used: Hello and Hallo): This form of greeting is used between friends and relatives. It is also used for starting a conversation on the telephone, or to answer a telephone call. Morning/Afternoon/Evening: These are shortened forms of 'Good moming/aftemoon/evening.' They are used as informal greetings. 3. When people take leave of each other, they usually say 'Goodbye!' This is rather formal. Between friends, the common way of leave- taking is 'Bye' and 'Bye-bye!' They may also use 'See you!' or 'Be seeing you!'. Some people say 'Cheerio!' or 'Ta-ta!' when they take leave. But these are very informal expressions. 'Good night!' is used when leaving someone at night, especially before going to bed. 4. What will you say in the following situations? a You meet a friend of your own age in a bus. b You meet the senior manager of the office where you work as a cleric. c You take leave of your friend's three-year old daughter, d You meet your best friend at the cinema, e You take leave of the members of an interviewing committee, after your interview is over. VI. GRAMMAR AND USAGE Forming negatives 1. Listen to the patient talking to the doctor. He's saying: I haven't been feeling well lately. I don't feel like eating anything. In these sentences, the patient is talking about something that is NOT happening. Such sentences are called 'negative' sentences. If the person had been well, he would have said: 16 SPOKEN ENGLISH I have been feeling well. This sentence is called a 'positive' sentence. Let us now compare the two types of sentences: (A) I have been feeling well. (positive) (B) I haven't been feeling well. (negative) You will notice that the negative has been formed by adding 'n't' to the verb 'have'. As you know, 'n't' is the short form of 'not'. 2. Let us look at a few more examples of negative sentences. (1) (A) We are ready. (positive) (B) We are not/aren't ready (negative) (2) (A) They will call us back. (positive) (B) They will not/won't call us back. (negative) (3) (A) This can be done easily. (positive) (B) This cannot/can't be done easily. (negative) 3. Turn the following sentences into the negative. 1 The man is very clever. 2 They were helpful. 3 We can start working. 4 That will be difficult. 5 I have seen her recently. unit three BUYING A SHIRT BUYING A SHIRT SHOP ASSISTANT: Good afternoon, madam. What can I do for you? CUSTOMER: Good afternoon, I'd like to look at some shirts. SHOP ASSISTANT: Cottons or synthetics, madam? CUSTOMER: Terycots, if you have some. SHOP ASSISTANT: Sure, madam. Over here, if you don't mind. We have an excellent range of shirts in terycot. These striped ones are new arrivals. CUSTOMER: I rather fancy those blue ones with red stripes. SHOP ASSISTANT:' Well, they're men's shirts. But nowadays... CUSTOMER: Could you take them out, please? SHOP ASSISTANT: What's the collar-size, madam? CUSTOMER: Fifteen. SHOP ASSISTANT: Fifteen? Are you sure, madam? CUSTOMER: Yes. I'm sure. SHOP ASSISTANT: Here you are, madam. CUSTOMER: How much is it? SHOP ASSISTANT: That's two hundred and nineteen rupees ninety- five paise. Plus taxes. Would you like to try it on? CUSTOMER: Try it on? No. Could you gift-wrap it? You see, it's a gift to my husband on his birthday! SHOP ASSISTANT: I see! (Later) Here it is! I've stuck on it a little card saying 'Happy Birthday!' CUSTOMER: That's very kind of you, young man. Bye! SHOP ASSISTANT: Good-bye, madam. Call again. I. READING/LISTENING Read the dialogue silently two or three times. If you are using the cassette, listen to the dialogue carefully two or three times.  BUYING A SHIRT 19 II. UNDERSTANDING THE DIALOGUE 1 Who are the two people taking part in the dialogue? 2 Is the customer a man or a woman? Is the shop assistant a man or a woman? 3 Where does the dialogue take place? — at a tailor's shop — at a readymade garments shop — at a general store 4 What time of the day is it? — morning — afternoon — evening 5 What does the woman want to buy? Who is it for? 6 Is the shop assistant helpful? Is the customer happy? III. WORDS AND EXPRESSIONS Do you know the meanings of these words and expressions? range: variety striped: having long, narrow bands on a surface different in colour fancy: like here you are: this is what you wanted gift-wrap: pack (something) like a gift stick: fasten with paste call (again): visit IV. SPEAKING /3:/, word accent, contracted forms la. Play the dialogue again and listen to it. Note the way these words are said: 20 SPOKEN ENGLISH shirts birthday Now listen carefully to the vowel sound in the same words (given below). Note the vowel sound only in the first syllable of the second word. shirts birthday You will notice that it is the same vowel sound as in these words: curd earth hurt worth Say aloud the above words. The phonetic symbol generally used to indicate this vowel sound is fa:/. b. You must also have noticed that the letter r in all the above words is silent. c. Practise the sound /3:/ with the help of the following words. The syllable containing the sound is put in italics (if the word has more than one syllable). bird burn church churn curl early hurl whirl word world 2. Listen to the dialogue again. Note carefully the pronunciations of these words: afternoon synthetics excellent arrivals nowadays fifteen birthday husband You must have noted that these words are said like this: after'noon synthetics 'excellent ar'rivals 'nowadays fif'teen 'birthday 'husband 3. OPTIONAL Attempt this section if you are interested in the finer details of pronunciation. a. Note the pronunciations, written in phonetic symbols, of the following words.  BUYING A SHIRT 21 synthetics sin'Oetiks excellent 'eksabnt nowadays 'naodeiz husband 'hAzband b. Now write down the pronunciations of the remaining four words in 2 above in phonetic symbols. For help, you must consult 'Signs and Symbols' given at the beginning of this book. 4a. Listen once again to the dialogue. Pay special attention to the pronunciations of the following contracted forms. Their full forms are given in brackets. I'm (I am) they're (they are) don't (do not) Their pronunciations, given in phonetic symbols, are: aim 6ei3 daunt b. Now note the pronunciations of the following contracted forms and practise saying them correctly. Full form Contracted form Pronunciation you are you're jua we are we're wis does not doesn't 'dAznt did not didn't 'didnt V. COMMUNICATING Expressing gratitude 1- The lady who bought a shin for her husband was pleased with the shop assistant. She said: That's very kind of you, young man. She was thanking the young man; she was expressing her gratitude 22 SPOKEN ENGLISH to him. But she was rather formal in doing so. She could have just said: Thank you! 2. 'Thank you!' is the most common way to tell someone that you are grateful to the person. Some other ways are given below: a Thanks / Thanks a lot / Many thanks: These are informal and can be used between friends. b Thank you / Thank you very much: These can be.used in most situations. They are" neither very informal nor very formal. c That is / was (very) kind / good / nice of you: These expressions are rather formal. They can be used to thank strangers, and people who have helped you in an official capacity. d I am (really very) grateful / obliged to you: This is a very formal way of thanking people. It is used mostly in writing. 3. How do people accept thanks? Between close friends there is no need to say anything at all! But when you really want to say something, you can use one of the following expressions: a That's all right. This is an informal way of accepting thanks. b Not at all. / It's a pleasure. These expressions can be used in most situations. c Don't mention it. / You're welcome. These are slightly formal expressions. 4. Imagine that you are in the following situations. What wili you say to thank, or to accept thanks?  BUYING A SHIRT 23 a An elderly neighbour of yours gives you a lift in his car. b An uncle sends you an expensive gift on your birthday. You are writing a letter thanking him. c A stranger lends you his pen at the post office, d A colleague at the office returns the money he borrowed from you, and thanks you. e You are ill, and your best friend brings some fruit and flowers to you. VI. GRAMMAR AND USAGE Framing questions-2 1. Study the following questions. What can I do for you? What's the collar-size, madam? How much is it? Do you remember the questions we framed in Unit 1? They were: Can we start now? Will the boys leave soon? etc. Compare the two types. (A) What can I do for you? (B) Can I help you? Question (A) starts with the word 'What'. Question (B) does not use any such word. 2. Let us look at a few more questions of the (A) type. Where are you going? When are you leaving? How far is the place? Which is faster, the train or the bus? Who is your companion? 24 SPOKEN ENGLISH Have you noticed the following? (1) All these questions begin with words like Where, When, etc. (2) As we have seen in Unit 1, the word-order of the statement is: You are leaving this morning, (statement) subject, verb In the question, the word-order is reversed. A part of the verb comes before the subject. When are you leaving? (question) verb. subject (3) But, in questions beginning with who and which, the word- order is not changed. Who or Which just takes the place of the subject. Roshan is my companion. (statement) subject. verb Who is your companion? (question) subject- verb 3. Ask the questions that will get you the following answers. Begin the question with the words given in brackets. 1. We can start at 10 o'clock. (What time?) 2. We can stay at the Taj. (Where?) 3. My uncle will give us the money. (Who?) 4. It will cost us a fortune! (How much?) 5. We are going by train. (How?) unit four AT THE MARKET AT THE MARKET JANAKI: (to her husband Surendra). Why don't we come to the market more often? SURENDRA: I don't find it a very enjoyable place. JANAKI: But I do. I want to come here every day. SURENDRA: Come here every day, then. Who stops you? You have nothing better to do... JANAKI: Now, don't shout, dear. I didn't say I will come here every day; I said I want to come here. SURENDRA: Let's not argue any more. Let's quickly do the shopping and go home. The children must be getting impatient. JANAKI: OK, here's the shopping list. We'll first buy toiletries and groceries and then go to the vegetable stall. SURENDRA: That's right. Let's go to the department store next door. SHOP ASSISTANT: What can I do for you, madam? JANAKI: We're new to this store and we don't know where things are. Can you tell us where the groceries are? And the toiletries? SHOP ASSISTANT: For the groceries turn right, madam, and then walk straight on until you come to the end of the corridor. And for the toiletries, just turn left and you walk right into them. JANAKI: Thanks. SURENDRA: I want these 15 items. Please make me the bill quickly. COUNTER CLERK: I'll take only a minute, sir. Here's the bill. JANAKI: Most of the vegetables I wanted to buy are stale. Some of them are even rotten. You should've thrown them away. COUNTER CLERK: Sorry, madam. In fact, yesterday the wholesale market was closed, and so we couldn't bring in fresh supplies. JANAKI: But that doesn't mean you should sell rotten vegetables. COUNTER CLERK: Sorry, madam.  AT THE MARKET 27 JANAKI: I won't come to this place again. SURENDRA: Not until next week! Bye! I. READING/LISTENING Read the dialogue silently two or three times. If you are using the cassette, listen to the dialogue two or three times. II. UNDERSTANDING THE CONVERSATION 1 Four people are taking part in this conversation. Who are they? 2 Where does the conversation take place? The second half of the conversation takes place in one part of the market. Where does it take place? 3 What does Janaki want to buy at the department store? 4 Has Janaki been to this department store before? 5 Does Janaki like the vegetables in the department store? Why doesn't she? III. WORDS AND EXPRESSIONS Do you know the meanings of these words and expressions? argue: quarrel impatient: unable to wait toiletries: articles used in dressing, such as a hair-brush, comb, hand-mirror, talcum powder, etc groceries: food articles and general small household requirements department store: a large shop, divided into departments. Each department sells a different kind of goods, stale: not fresh IV. SPEAKING A>:/, word, accent, contracted forms la. Play the conversation again and listen to it. 28 SPOKEN ENGLISH Note the way these words are said: more door stall store walk Listen carefully to the vowel sound in the words: more door stall store walk You will notice that it is the same sound as the vowel sound in the following words. all ball call hall Say aloud the above words. The phonetic symbol generally used to indicate this vowel sound is /o:/. b. Practise this sound with the help of the following words. The syllable containing the sound is put in italics, that is, in a slanting type (if the word has more than one syllable). corridor daughter law small sore tall wall water c. You must also have noticed that the letter r is silent in all the above words. 2. Listen to the conversation. Note carefully the pronunciations of these words: market enjoyable impatient groceries vegetable corridor wholesale yesterday Each of these words has more than one syllable. One of the syllables in each word is accented, that is, emphasized or made prominent. You must have noted that these words are said like this: 'market enjoyable im'patient 'groceries 'vegetable corridor 'wholesale 'yesterday The vertical mark or stroke indicates that the following syllable is accented.  AT THE MARKET 29 3. OPTIONAL Attempt this section if you are interested in the finer details of pronunciation. a. Note the pronunciations, given in phonetic symbols, of the following words. enjoyable m'd30i9bl groceries 'grausariz vegetable 'ved3itsbl corridor 'kDrido: b. Now write down the pronunciations of the remaining four words in 2 in phonetic symbols. For help, you may consult 'Signs and Symbols' given at the beginning of this book. 4a. Listen once again to the conversation. Pay special attention to the pronunciations of the following contracted forms. Their full forms are given in brackets. didn't (did not) let's (let us) we'll (we will) I'll (I wiU) Their pronunciations, written in phonetic symbols, are: 'didnt lets wi:l ail b. Now note the pronunciations of the following contracted forms and practise saying them correctly. Full form Contracted form Pronunciation they will they'll Qeil you will you'll ju:l she will she'll Ji:l he will he'll hi:l 30 SPOKEN ENGLISH V. COMMUNICATING Apologizing 1. At the market Janaki complained about the rotten vegetables. The clerk at the counter apologized. She said: Sorry, madam. 2. When we have caused trouble to someone, we want to apologize to the person. The most common way of doing this is to say: I'm sorry. Let us study a few expressions that can be used for apologizing, a Sorry: This is very informal, and is used to apologize for small things, b I'mexpression This sorry: can be used in most situations. c I'm/really/very/so very/ever so/sorry: These expressions show the intensity of your apology. d I just don't know what to say. I can't tell you how sorry I am. These are rather formal expressions of apology. 3. What does one do when someone apologizes to him? Normally, he accepts the apology and tells the person not to feel sorry about what (s)he has done. The following expressions are used to accept an apology. Don't worry. Not to worry. Don't worry about it. That's all right. Forget it! 4. What do you say in the following situations, in order to apologize or to accept an apology?  AT THE MARKET 31 a You borrowed a friend's radio, but dropped it and it is badly damaged. b Your brother lost your pen, and says he is sorry, c You have lost the book you borrowed from the local library. You are writing a letter of apology to the librarian, d You knocked down an elderly lady, while your were riding a bicycle on a busy road, e A fellow passenger stepped on your toe in the bus and apologized to you. VI. GRAMMAR AND USAGE Using do, does, and did 1. Study the following sentences. They are spoken by Janaki and Surendra in the market. I don't find it a very enjoyable place. I didn't say I will come here every day. But that doesn't mean you should sell rotten vegetables. All the sentences above are 'negative' sentences. 2. In Unit 2 (At the Doctor's), we discussed one way of forming negatives. The examples were: I haven't been feeling well lately. We aren't ready. They won't call us back. This can't be done easily. In these examples, we added not (n't) directly to the verbs. Positive Negative I have... I have not (haven't)... We are... We are not (aren't)... They will... They will not (won't)... This can... This cannot (can't)... We can add not (n't) directly to the verb, if the verb is one of the following. 32 SPOKEN ENGLISH am have do shall can must is has does will could ought are had did should may need was would might dare were used (to) These verbs are called 'helping verbs'. 3. But look at the following sentences. I find it a very enjoyable place. I said I would come here every day. But that means you should.... The verbs in these sentences are: find, said and means. Look at the list of 'helping verbs' in the box above. Are these verbs 'helping verbs'? No, they are not. So, we cannot add not (n't) directly to the verbs. What do we do, then, to form negatives? Positive Negative I find... I do not (don't) find...... that means...... that does not (doesn't) mean... I said... I did not (didn't) say... We have used do, does and did, and added not to them. Study a few more examples: a. We know the answer. (positive) We do not (don't) know the answer. (negative) b. She knows how to swim. (positive) She does not (doesn't) know how to swim. (negative) c. You tried very hard. (positive) You did not (didn't) try very hard. (negative) 4. Turn the following sentences into the negative. 1 I like the rainy season. 2 He works in a factory. 3 We came back early last night. 4 I walked in the rain. 5 She wears jeans. unit five IN THE LIBRARY IN THE LIBRARY STUDENT: I want to return these four books. COUNTER CLERK: But two of these were due on Monday. You're late by three days. I'm afraid you'll have to pay the fine. STUDENT: Oh yes, I know that. But... I was sick and have not been able to come to college these four days. You condone the delay under special circumstances, don't you? And my sickness is a special circumstance, isn't it? COUNTER CLERK: Yes, it is. But you should talk to the librarian. My duty is just to charge the fine if it is due according to the rules. STUDENT: Very well, I'll see the librarian. Meanwhile, please issue me with these two books. Oh, wait a minute. I want another book too. Let me go to the racks and find out that one also. COUNTER CLERK: OK, I'll wait and lend you all the three together. STUDENT (later): Here's the book I wanted. Now please issue them. COUNTER CLERK: Would you sign here, please? And here also? STUDENT: Oh, I want to point out something. In this book, one page is missing. It's page 231. You can have a look. COUNTER CLERK: My,* somebody has torn it away! How callous!... I must stamp page 230 to indicate that page 231 has been torn out. STUDENT: Is this necessary? COUNTER CLERK: Yes, very necessary. Otherwise this may be blamed on you, or the next borrower after you. STUDENT: Thanks very much. COUNTER CLERK: That's all right. My! This expression shows surprise. The clerk is saying: "I'm surprised... "  IN THE LIBRARY 35 I. READING/LISTENING Read the dialogue silently two or three times. If you are using the cassette, listen to the dialogue two or three times. II. UNDERSTANDING THE DIALOGUE 1 Two people are talking to each other in the library. Who are they? 2 The student has to pay a fine. Why? 3 The student is late in returning two books. What is the reason? 4 How many books does the student borrow? 5 Do you think the counter clerk is being difficult? Or is he only following the rules? Do you like him? III. WORDS AND EXPRESSIONS Do you know the meanings of the following words and expressions? counter cleric: a library assistant who issues books condone: treat something as not wrong; overlook circumstances: conditions rack: shelf callous: heartless, unfeeling indicate: show IV. SPEAKING /a i/', word accent, contracted forms la. Play the dialogue again and listen to it. Note the way these words are said: fine right find sign my Listen carefully to the vowel sound in the words: fine right find sign my 36 SPOKEN ENGLISH You will notice that it is the same vowel sound as in these words: fight guide kite life might Say aloud the above words. The phonetic symbol generally used to represent this vowel sound is / ai /. b. Practise this sound with the help of the following words. The syllable containing the sound is printed in italics (if the word has more than one syllable). bright buy cry decide high lie lighter prize n'der surprise time why 2. Listen to the dialogue again. Note carefully the pronunciations of these words: library return afraid circumstances librarian another meanwhile necessary otherwise Each of these words has more than one syllable. One of the syllables in each word is accented, that is, emphasised or made prominent. You must have noted that these words are said like this: 'library re'turn a'fraid 'circumstances li'brarian a'nother 'meanwhile 'necessary 'otherwise The vertical mark or stroke placed over each word means that the following syllable is accented. 3. OPTIONAL Attempt this section if you are interested in the finer details of pronunciation. a. Note the pronunciations, written in phonetic symbols, of the following words. library 'laibrari circumstances 'ssikamstansiz  IN THE LIBRARY 37 necessary 'nesasari meanwhile 'miinwail b. Now write down the pronunciations of the remaining words in Section 2 in phonetic symbols and say them correctly. For help, you may consult your dictionary, and 'Signs and Symbols' given at the beginning of this book. 4a. Listen once again to the dialogue. Pay special attention to the pronunciations of the following expressions. oh 3U OK au'kei Note that the letter h is silent in the word oh. b. You have learnt the pronunciations of the following contracted forms in Units 1-4. Say them aloud as many times as you can. Their full forms are given in brackets. you're (you are) I'm (I am) it's (it is) that's (that is) you'll (you will) I'll. (I will) don't (do not) isn't (is not) V. COMMUNICATING Expressing necessity/obligation 1. The student returned the books to the library three days late. The counter clerk told him: You'll have to pay the fine. You should talk to the librarian. I must stamp page 230. The counter clerk is telling the student that it is necessary for her 38 SPOKEN ENGLISH to pay the fine, and see the librarian. He is also saying that it is his duty to stamp page 230. Words like have to, should and must express necessity and obliga- tion. Other expressions used for the purpose are: have got to, ought to, and need to. 2. Let us study the different ways used to express obligation and necessity. a You've got to be careful while driving along a busy road. This means: it's necessary for you to be careful... Have got to is an informal way of showing necessity/obligation. b I have to finish the work by eleven. This means: It's necessary for me to... I'm obliged to... c We must leave immediately. We must get up early tomorrow. Must shows necessity/obligation in the present and in the future. For necessity/obligation in the past, had to is used. We had to start early yesterday. d We needn't pay; the book is given free to all students. Needn't means: it is not necessary. You mustn't smoke in the cinema. Mustn't means: you're not allowed to/you're prohibited from. e You must type this letter immediately. (These are my orders.) You ought to look after your old parents. (It is your duty.) You should take less sugar. (That's the proper thing for you to do.) Must, ought to and should express necessity/obligation. There are some differences in their use, as you will have noticed in the above examples.  IN THE LIBRARY 39 3. What will you say in the following situations? (Use: must, should, ought to, need, have to, have got to.) a It is necessary for him to save enough money for building a house. b I want to catch the next bus. So it is necessary for me to leave soon. c It's a theft. You're obliged to report it to the police, d You are not allowed to take dogs inside the bus. e Don't pay now. You can pay when the postman delivers the parcel. VI. GRAMMAR AND USAGE Using helping verbs 1. In the library, the counter clerk says the following sentences. You're late by three days. You should talk to the librarian. I must stamp page 230. This may be blamed on you. Suppose the clerk wants to say the opposites (negatives) of these sentences. What will he say? He will say: You are not (aren't) late... You should not (shouldn't) talk... I must not (mustn't) stamp... This may not be blamed on you. You will have noticed that the negatives have been formed by adding not directly to the verbs. In Unit 4 we saw that this is possible only when the verb is one of the 'helping verbs'. We listed 24 such helping verbs in that unit, (see page 32) 2. Helping verbs have many uses. One of them is in forming negatives, as we saw in (1) above, and in Unit 4. Another use of 40 SPOKEN ENGLISH helping verbs is in framing questions. We saw this in Unit 1. The examples were: (1) You can weigh this letter. (statement) Can you weigh this letter? (question) (2) She will come back. (statement) Will she come back? (question) We framed the questions by simply changing the word-order. You ^ ^ can (subject) ^ x ^ ^ (verb) (statement) Can ^ you (verb) (subject) (question) This way of framing questions is possible only when the verb is one of the helping verbs. 3. Let us summarize: If the verb is a helping verb, we can (1) form the negative by adding not directly to the verb, and (2) frame questions by inverting the subject-verb order. 4 Turn the following sentences into (a) negatives, and (b) questions. Example: He will return the book. (a) He won't return the book. (b) Will he return the book? 1 They were careless. 2 We can leave early. 3 You must work hard. 4 She used to live here. 5 I would like to try. 6 She was very rude. 7 He has a lot of worries. 8 These boys may go away. 9 That is very difficult. 10 You should leave soon. unit six AT THE TAILOR'S AT THE TAILOR'S TAILOR: What can I do for you, sir? CUSTOMER: I want a woollen suit made. TAILOR: Would you like to buy the cloth from us, sir? CUSTOMER: No. I've brought the suit-length with me. Here it is. TAILOR: All right May I take your measurements, sir? CUSTOMER: Yes. I'd like a tight-fitting suit. TAILOR: Right, sir. CUSTOMER: Now, how long will it take you to get the suit ready? TAILOR: About three weeks, I think. It takes longer at this time of the year because of the holiday rush, you know. CUSTOMER: That'll be all right But I'd like to have it before the end of the month. TAILOR: All right, sir. Would you prefer one inside pocket in the jacket, or two? CUSTOMER: I want three. Two on the left and one on the right. TAILOR: And would you also like a hip-pocket in your trousers, sir? CUSTOMER: No, not really. But I prefer a ticket pocket TAILOR: Very well, sir. Will you call in for a fitting next Tuesday? CUSTOMER: I'd rather come on Wednesday. Oh dear! I haven't asked you about your charges at all. TAILOR: Don't worry, sir. Our prices are competitive, and here's the price list, sir. CUSTOMER: Seven hundred seventy-seven rupees for making a suit! I think I'll go elsewhere. TAILOR: I'll recommend FITWELL across the street, sir. Goodbye, sir! I. READING/LISTENING Read the dialogue silently two or three times. If you are using the cassette, listen to the dialogue two or three times.  AT THE D O C T O R ' 43 S II. UNDERSTANDING THE DIALOGUE 1 Where is the dialogue taking place? 2 Who are taking part in the dialogue? 3 Is the customer a man or a woman? 4 What is the customer asking the tailor to do? 5 When can the suit be ready? 6 At the end of the dialogue, what does the customer decide to do? Why? m. WORDS AND EXPRESSIONS Do you know the meanings of these words and expressions? suit-length: enough cloth for a suit measurements: length, breadth, height, etc jacket: short, sleeved coat for a fitting: for trying (a garment) on to see if it fits competitive: (prices) as low as in any other shop IV. SPEAKING /w/, word accent, contracted forms la. Play the dialogue again and listen to it. Note the way these words are said: what want would will worry Listen carefully to the first consonant sound (spelt with the letter w) in the words: what want would will worry You will notice that it is the same consonant sound as the first sound in these words: water well when while work You must also have noted that the sound is said with the partially rounded lips. 44 SPOKEN ENGLISH Say aloud the above words. The phonetic symbol generally used to represent the consonant is ,/w/. b. Practise the /w/ sound with the help of the following words. Take care to round your lips while saying the sound. warm watch wonder woollen worthy 2. Listen to the dialogue again. Note carefully the pronunciations of these words: measurements trousers remember competitive elsewhere certainly You must have noted that these words are said like this: 'measurements 'trousers re'member com'petitive 'elsewhere 'certainly 3. OPTIONAL a. Note the pronunciations, written in phonctic symbols, of the following words. remember ri'memba competitive kam'petativ certainly 's3:tnli b. Now write down the pronunciations of the remaining three words in Section 2 in phonetic symbols and say them correctly. For help, you must consult your dictionaiy, and 'Signs and Symbols' given at the beginning of this book. 4a. Listen once again to the dialogue. Pay special attention to the pronunciations of the following words. They all occur in the first two lines of the dialogue. can for you a You will notice that these words are pronounced like this: can kan for fa  AT THE D O C T O R ' 45 S you ju a a These pronunciations are called 'weak', or shortened, pronunciations, and are the normal pronunciations of the above words. b. Listen to the pronunciations of the following contracted forms and practise saying them correctly. Full form Contracted form Pronunciation that will that'll Saetl have not haven't 'haevnt do not don't daunt I will I'll ail V. COMMUNICATING Stating preferences 1. In the dialogue, the tailor asks the customer: Would you like to buy the cloth from us, sir? Would you prefer one inside pocket in the jacket or two? Would you like a hip-pocket... ? He is asking the customer about his likes and preferences. The customer states his preferences, saying: No. I'd like a tight-fitting suit. No, not really. I prefer a ticket pocket. I'd rather come on Wednesday. 2. These are some of the ways in which people ask about and state preferences. There are a few other ways, too. Let us list all of them together. a. Do you like coffee? No, I don't./No, I don't like coffee. 46 SPOKEN ENGLISH b Would you like some coffee? No, thank you. c What about a cup of tea? Yes, please. d Would you/Do you like coffee? Or would you/do you prefer tea? I'd prefer tea. e Which do you prefer, coffee or tea? I prefer tea./I'd rather have tea. 3. How would you state your preferences in the following situations? a Which do you prefer, a train journey or a bus journey? b What about going for a long walk? Or would you rather watch TV ? c Would you like to see a horror film? d Do you like Hindustani classical music? e Do you like your job? Or would you prefer a new one? VI. GRAMMAR AND USAGE Using the present continuous tense-1 1. Read the following sentences. A fat man is talking to the tailor. What are they talking about? They are discussing stitching charges. The man is saying, "I am going to FITWELL across the street!" These sentences talk about what is happening now. What are the verbs in the sentences? They are: is talking are talking am going is saying are discussing These verbs are in the 'present continuous tense'. Study the verbs above. How are they formed?  AT THE D O C T O R ' 47 S am "go " is + say + -ing are talk 2. What have we learnt about the present continuous tense? a. The present continuous tease is used to talk about actions taking place now. b. The present continuous tense is formed like this: am/is/are + verb + -ing Imagine that the following actions are taking place now. Describe them, using the present continuous tense. Example: the boys - play - football The boys are playing football. 1 the girls - sing - a film song 2 my father - read - the newspaper 3 my mother - watch - TV 4 my husband - do - a crossword puzzle 5 I - knit - a pullover 3. Now read the following sentences. They are spoken by the customer at the tailor's. I want a woollen suit made. I prefer a ticket pocket. I think I'll go elsewhere. These sentences also talk about things happening now. The man wants a woollen suit made, now. He thinks he'll go elsewhere, now. But the veibs in the sentences are not in the present continuous tense! This is because some verbs are not normally used in the present continuous tense. They are: have ( = possess, own) be 48 SPOKEN ENGLISH see, hear, notice, recognize smell, taste believe, feel, think know, understand remember, recollect, forget suppose, mean want, wish forgive, refuse love, hate, (dis)like, care seem, appear contain, consist of own, possess, belong to We shall discuss these verbs again in Unit 7. unit seven AT THE CHEMIST'S AT THE CHEMIST'S CUSTOMER: Good afternoon. Can you make up this prescription? CHEMIST: I wonder if you could come back at 3 o'clock, sir. I'll keep the whole thing ready. CUSTOMER: I'm afraid I can't wait till three. My wife has a stomach- ache. Why don't you give me these drugs now? CHEMIST: All right, I will. It might still take me about half an hour to make it up. You could take your seat there and wait. CUSTOMER: I'd rather go home and come back later. CHEMIST: As you wish. But let me first look at, the whole prescription. I want to make sure that I have all the drugs. Oh, I'm sorry. This one at number three is not available. In fact, it's been out of stock in the whole market for quite some time. CUSTOMER: Bother! What do I do now? What about giving me another drug with the same formula? CHEMIST: Well, I do have another one. But I can't sell any drug without a doctor's prescription. CUSTOMER: Even in an emergency? CHEMIST: I'm sorry. Under no circumstances. But if I were you, I'd ring up the doctor and ask him about an alternative. You could use my telephone. CUSTOMER: Yes, that's a good idea! Thank you so much. I'll call him right away. I. READING/LISTENING Read the dialogue silently two or three times. If you are using the cassette, listen to the dialogue two or three times.  AT THE CHEMIST'S 51 II. UNDERSTANDING THE DIALOGUE Read the following questions and try to answer them as briefly as you can. Read the dialogue when you are not sure of the answer. 1 Two people take part in this dialogue. Who are they? 2 Is the customer a man or a woman? Is the chemist a man or a woman? 3 Who is the prescription for? What is wrong with her? 4 The chemist hasn't got one drug in the prescription. What does the customer want him to do? What does the chemist ask the customer to do? III. WORDS AND EXPRESSIONS Do you know the meanings of these words and expressions? make up: prepare out of stock : not available formula: chemicals composing a medicine composition emergency: serious situation needing immediate attention alternative: that may be used in place of another call (somebody): telephone IV. SPEAKING /au/, word accent, contracted forms la. Play the dialogue again and listen to it. Note the way these words are said: whole home so Listen carefully to the vowel sound in the words: whole home so You will notice that it is the same vowel sound as in these words: go grow low no 52 SPOKEN ENGLISH Say aloud the above words. The phonetic symbol generally used to represent the vowel sound is /su/. b. Practise this sound with the help of the following words. The syllable containing the sound is printed in italics (if the word has more than one syllable). boat coat load motor mower road sew sow vote 2. Listen to the dialogue again. Note carefully the pronunciations of the'following words. prescription available formula emergency telephone alternative You must have noted that these words are said like this: prescription a'vailable 'formula e'mergency 'telephone al'ternative 3. OPTIONAL a. Note the pronunciations, written in phonetic symbols, of the following words. available s'veibbl emergency i'm3:d33nsi alternative 3l't3:n3tiv b. Now write down the pronunciations of the remaining three words in Section 2 in phonetic symbols, and say them aloud. For help, you may consult your dictionary, and 'Signs and Symbols' given at the beginning of this book. 4a. Listen again to the dialogue. Pay special attention to the pronunciations of the following contracted forms. Their full forms are given in brackets. it's (it has) it's (it is) can't (cannot)  AT THE CHEMIST'S 3 Their pronunciations, written in phonetic symbols, are: its Its ka:nt Note that the pronunciation of the contracted forms of both it has and it is is /its/. b. Listen once again to the dialogue and note the pronunciations of these words: an your than You will notice that these words are said like this: an an your jo: than 5an Note: Words like the above ones are called 'form' words. c. Note the pronunciations of the following contracted forms and practise saying them correctly. Full form Contracted form Pronunciation will not won't waunt would not wouldn't 'wudnt could not couldn't 'kudnt V. COMMUNICATING Making suggestions 1. The chemist knew it would take him quite some time to make up the prescription for the customer. So he said: I wonder if you could come back at 3 o'clock, sir. The chemist was suggesting to the customer that he could come back later. He was making the suggestion politely. Throughout the dialogue, the chemist makes polite suggestions to the customer. Here are some of them: 54 SPOKEN ENGLISH You could take your seat there and wait. If I were you, I'd ring up the doctor... You could use my telephone. The customer also makes several suggestions. But they are not as polite as the chemist's: Why don't you give me these drugs now? What about giving me another drug... ? 2. There are a number of ways people use to make suggestions. Let us study some of them: a Start now! b Let's start now, (shall we?) c Why don't we start now? What about starting now? d If I were you, I'd start now. e We could start now. f You might want to start now. g It might be a good idea to start now. h I was wondering if you'd want to start now. You must have noticed that the various ways of making suggestions are listed more or less in order of their degree of politeness, (a) is the least polite; it is really an order! (h) is a very polite suggestion. 3. The following suggestions are not at all polite. They are rather rude. Turn them into polite suggestions. (Use the clues given in brackets.) a To a friend: See a doctor. (Why...) b Salesman to a customer: Look at our new TV. (You could...) c To an old uncle: Sell the house. (If I...) d To a younger brother: Stop arguing. (Let's...)  AT THE CHEMIST'S 55 e To the director of a firm: Cancel the order. (I was wondering...) VI. GRAMMAR AND USAGE Using the present continuous tense-2 1. Listen to the chemist: As you wish. I want to make sure that I have all the drugs. It is clear that the customer wishes to do something now. The chemist also wants to be sure of something now. The tense normally used to describe the actions happening now is the present continuous tense. So, the chemist should say: As you are wishing... (X) I am wanting to make sure... (X) But the two sentences above are wrong. Do you know why? Could you turn back to Section VI. 3 in Unit 6? In that section, we said that some verbs are not normally used in the present continuous tense, even when they describe actions that are taking place now. Look at the list of such verbs. Do you find wish and want in that list? 2. Study the list of verbs in VI. 3 (Unit 6) again. Say whether this sentence is correct? I am knowing his phone number. The sentence is wrong. The verb know is not normally used in the present continuous tense. We cannot say: I am knowing... (X) We have to say: I know... (V) The verbs in all the sentences below are in the wrong tense. Rewrite them correctly. 56 SPOKEN ENGLISH 1 She is having two big cars. 2 This curry is tasting delicious. 3 This book is consisting of four chapters. 4 This bicycle is belonging to my friend. 5 She is not meaning to hurt you. 3. As you know, we can use most of the English verbs in the present continuous tense, when they describe actions happening at the time of speaking. Only some verbs (such as those listed in VI. 3, Unit 6) cannot be used in the present continuous tense. So, you have to be careful. Study the sentences below: I am watching this interesting football match. I am looking through a pair of binoculars that belongs to my cousin. He is sitting near me, but he doesn't seem interested in the match. The verbs watch, look, and sit are used in the present continuous tense, but the verbs belong and seem are not. Fill in the blanks in the following sentences. Use the right tense of the verbs given in brackets. I (read) an awful book now. It (belongs) to my uncle, who (love) reading crime thrillers. This book (contain) seven short stories, all of them describing the murders of little boys. I (not understand) how an old man like my uncle can enjoy such rubbish! unit eight AT THE RAILWAY STATION AT THE RAILWAY STATION MOHAN: Good afternoon. ENQUIRY CLERK: Good afternoon. What can I do for you, sir? MOHAN: What time is the Andhra Pradesh Express expected? ENQUIRY CLERK: The scheduled time of its arrival is 4 o'clock. MOHAN: But it's already fifteen minutes past four and there's yet no sign of its arrival. ENQUIRY CLERK: I'm afraid it's running late by over an hour, and we've already announced it's running late. MOHAN: I haven't heard any such announcement. I've been at the station for over ten minutes. ENQUIRY CLERK: Perhaps, it was made before you came. Let me check... It was made at 3.55, exactly 20 minutes ago. MOHAN: Do you make only oral announcements? ENQUIRY CLERK: No, we also write them on the noticeboard just in front of the ASM's 1 office. MOHAN: Don't you think these announcements should be a little more frequent? ENQUIRY CLERK: Well, I can't answer that question. For that you can speak to the ASM, if you like. MOHAN: Very well. When exactly will the train arrive? ENQUIRY CLERK: At 5.10. This is the position at the moment. But, it may cover some time, or it may be delayed further. We'll make another announcement as soon as we receive a message. MOHAN: Bother! 2 This will mean a lot of inconvenience to people. Have you thought of that? ENQUIRY CLERK: I'm sorry, but I can't help it. Bear with me for some more time, please, and make yourself comfortable in the waiting room. 1 ASM: Assistant Station Master 2 Bother is an expression that shows irritation or slight anger.  AT THE RAILWAY STATION 59 MOHAN: All right. Thank you. On the public-address system: Your attention, please. The Andhra Pradesh Express is running four hours late... I. READING/LISTENING Read the dialogue silently two or three times. If you are using the cassette, listen to the dialogue two or three times. II. UNDERSTANDING THE DIALOGUE 1 At which part of the railway station does this conversation take place? — on the platform? — at the booking counter? — at the enquiry counter? 2 Which train is Mohan waiting for? 3 What does the enquiry clerk tell Mohan? 4 The people at the railway station make two kinds of announcements. What are they? 5 When was the last announcement made? 6 How late is the Andhra Pradesh Express? III. WORDS AND EXPRESSIONS Do you know the meanings of these words and expressions? scheduled: listed according to the timetable oral: spoken, not written frequent: (done or happening) quite often inconvenience: discomfort bear with: be patient with IV. SPEAKING /v/, word accent, contracted forms la. Play the dialogue again and listen to it. Note the way these words are said: 60 SPOKEN ENGLISH very well Listen carefully to the first consonant sound in the words: very well Listen again and compare the two consonant sounds. You will notice that the*two sounds arc said differently. The sound in well is said with partially rounded lips (see Unit 6), and the sound in very is said with the lower lip raised close to the upper teeth. You must have noted that the sound in 'very' is the same as the consonant sound (spelt with the letter v) in these words: arrival cover receive haven't we've Say aloud the above words. The phonetic symbol used to indicate this sound is /v/. b. List separately the words in the dialogue containing the sounds /v/and/w/. Listen to the dialogue again and practise the sounds. 2. Listen to the dialogue again. Note carefully the pronunciations of these words: express scheduled announcement noticeboard inconvenience message You must have noticed that these words are said like this: ex'press 'scheduled announcement 'noticeboard incon'venience 'message 3. OPTIONAL a. Note the pronunciations, written in phonetic symbols, of these words: express ik'spres scheduled 'Jedjuild message 'mesid3 b. Write down the pronunciations of the remaining three words in Section 2 above in phonetic symbols, and say them aloud. For  AT THE RAILWAY STATION 61 help, you may consult your dictionary, and 'Signs and Symbols' given at the beginning of this book. 4a. Listen again to the dialogue and note the pronunciations of these words: to the of that You will notice that these words are said like this: to to the 5a, 61 of av that 8at These words are called 'form words. The pronunciations given against them are their 'weak' or shortened pronunciations. Their 'strong' or full pronunciations are very uncommon. b. You must have noted that the has two pronunciations: /Qa/ and /5i/. /5i/ is used before a vowel sound, as in the Andhra Pradesh Express; /do/ is used before a consonant sound, as in the station. c. Listen once again Lo the dialogue. List all the contracted fonns used in it, and practise saying them correctly. V. COMMUNICATING Asking for information-] 1. In the dialogue, 'At the Railway Station', Mohan asks the enquiry clerk a number of questions. Here are some of them: a What time is the Andhra Pradesh Express expected? b When exactly will the train arrive? c Do you make only oral announcements? d Have you thought of that? Why is Mohan asking the poor man so many questions? Mohan wants to find out details of the train's arrival, etc. He is asking the clerk for information. 62 SPOKEN ENGLISH 2. The most common means to ask for information is questions. There are several types of questions in English. Two of the common types are: a Questions beginning with words like what, when, where, etc., and b questions beginning with words like Do, Is, Have, etc. Let us study the first type in some detail, in this unit. We will look at the second type in Unit 10, Section VI. Questions beginning with Wh-: These kind of questions seek information about 1 place Where do you live? In Bhopal. 2 time When/What time do you start work? About 10 in the morning. 3 manner How do you go to work? By bus. 4 doer Who gave you the news? My sister. 5 object Who did you talk to? The old man. What did you see? A big snake. 6 choice Which shirt do you like? The blue one. 7 reason Why are you late? Because I missed the bus. ^ distance How far is it to the market? About a kilometre. 9 duration How long do you work every day? About six hours. 10 number How many brothers have you? Two. 11 quantity How much rice do you buy every month? About 30 kilos.  AT THE RAILWAY STATION 63 12 frequency How often do you go to the cinema? Once a week. 3. What questions will you ask to get the following items of information? (Use the clues given in brackets to frame your questions.) a the mariner in which your friend is going to his village (How... ?) b the distance to the post office (How far... ?) c the time the tailor will take to stitch your shirt (How long... ?) d the number of people who came to the wedding (How many... ?) e the reason for your aunt going to Madras (Why... ?) VI. GRAMMAR AND USAGE Using will and shall 1. At the railway station, the enquiry clerk says: (A) We'll make another announcement... Mohan asks: (B) When exactly will the train arrive? He complains: (C) This will mean a lot of inconvenience to people. In sentences (A), (B) and (C) above, the clerk and Mohan are talking about something in the future. (The future, as you know, is the time that has not yet come, the time after now.) They use the helping verb will to talk about the future. The other helping verb used for talking about the future is shall. (There are several ways people use to talk about the future. In this Unit, we will discuss the use of will and shell.) 64 SPOKEN ENGLISH 2. Shall is used normally with the first person, that is, 'I' and 'we': I shall be thirty on my next birthday. We shall start early tomorrow morning. Will is used with all the three persons, that is, I/we, you, he/she/it/ they: I will write to you next week. You will have a lot of work tomorrow. The Prime Minister will tour the state next month. But in conversation, both will and shall are used in the contracted form: '11. So, the difference between will and shall is not very important. 3. The negative of will is formed by adding 'not' directly. will + not = will not (contracted form won't) We will (we'll) leave tomorrow for Delhi. But we will not (won't) start until 7 in the evening. To ask questions, shall is normally used with the first person (I/we), and will with the other persons (you, he/she/it/they): Shall I tell you a secret? Shall we start? Will you come back soon? Will your mother get angry? 4. Answer the following questions. Use short answers whenever possible. 1 Who'll help you, if you need a lot of money? 2 Will you get married next month? 3 What will you do this Sunday? 4 Will it rain this afternoon? 5 Where will you be at 12 o'clock tomorrow? 6 Shall I ask you a few more questions? 7 Who'll be the next Chief Minister of your state? 8 How old will you be on your next birthday? 9 WiU there be a Third World War? 10 When will the next general elections take place? unit nine AT THE TEA STALL AT THE TEA STALL CUSTOMER: What's the idea? I've been waiting for half an hour now. Do you want me to wait for ever? OWNER: I'm sorry, sir. I'll give you your tea in a few minutes. CUSTOMER: But I can't wait any more. OWNER: I haven't served tea to anybody who's come after you. Everybody here waits for his turn. If I served you out of turn, the other customers who came before you would complain. CUSTOMER: All right, I'll wait for my turn, but you should work a little faster. OWNER: Here's your tea, sir. Would you like some biscuits or some namkin 1 to go with it? CUSTOMER: Yes, I think I need some biscuits, some good biscuits, if you have any. OWNER: I have Eatwell Glucose and Sultana Bikis. Which would you like? CUSTOMER: Well, give me two or three Sultanas. OWNER: All right, sir. CUSTOMER: God, how dirty this plate is! Look here. Its edges are broken, and it's covered with grease and ash and grime. OWNER: I'm sorry, sir. But... CUSTOMER: Take this plate away. I don't need any of your biscuits. OWNER: May I bring you another cup of tea, sir? CUSTOMER: Do you think I can survive this cup to order another? OWNER : What's the matter with this tea, sir? CUSTOMER: What's the matter? It's bad... It's overboiled and bitter. I wonder if you've mixed any sugar at all. I've never taken worse tea in my life. 1 namkin: a kind of salty and/or spicy snack  AT THE TEA STALL 67 OWNER-. Nobody's ever told me anything about my plates and tea. You're the first person to make a complaint and I promise to be careful in future, sir. CUSTOMER: I hope you'll keep your promise. How much do I pay for the tea? OWNER: Nothing, sir. Thanks a lot for your comments. You can pay me next time. CUSTOMER: Thanks. I. READING/LISTENING Read the dialogue silently two or three times. If you are using the cassette, listen to the dialogue two or three times. II. UNDERSTANDING THE DIALOGUE 1 Where is the dialogue taking place? 2 Two people are talking. Who are they? 3 Are there other people present? 4 Is the customer in a good mood? Or is he a little angry? Why? 5 The customer is complaining about three things. One is the delay. What are the other two? III. WORDS AND EXPRESSIONS Do you know the meanings of these words and expressions? grease: oily substance grime: a coating of dirt (on something) survive: remain alive after comment: criticism, remark IV. SPEAKING IV, word accent, weak forms 68 SPOKEN ENGLISH la. Play the dialogue again and listen to it. Note the way these words are said: for after half before if life Listen carefully to the consonant sound spelt with the letter/in the words: for after half before if life You will notice that it is the same sound as in these words: /ace roof phone rough photo tough Say aloud the above words. The phonetic symbol used to indicate the sound is /f/. b. Compare the sound /f/ with the sound /v/ (see Unit 8) with the help of the following pairs of words. The pronunciations are given in phonetic symbols. IV /v/ fan faen van vasn fine fain vine vain calf ka:f calve ka:v half ha:f halve ha:v leaf li:f leave li:v off Df of DV 2. Listen to the dialogue again. Note carefully the pronunciations of these words: idea customer biscuits survive overboiled comment complaint promise  AT THE TEA STALL 69 You must have noted that these words are said like this: i'dea 'customer 'biscuits sur'vive over'boiled 'comment com'plaint 'promise 3. OPTIONAL a. Note the pronunciations, written in phonetic symbols, of these words: idea ai'dia survive so'vaiv promise 'promis b. Write down in phonetic symbols the pronunciations of the remaining five words in Scction 2, and say them aloud. 4a. Listen again to the dialogue. Note the weak pronunciations of these form words: who for some and You will notice that these words are said like this: who hu for fa some sam and and b. Listen to the pronunciations of the word the in the entire dialogue and list /6i/ and /Sa/ pronunciations separately. V. COMMUNICATING Complaining 1. The customer at the tea-stall seems to dislike most of the things happening there. He says: What's the idea? Do you want me to wait for ever? God, how dirty this plate is ! 70 SPOKEN ENGLISH It's bad... It's overboiled and bitter. The customer is complaining about the slow service, the dirty plate, and the bad tea. 2. All of us need to complain about something or other, now and then. We can make such complaints rather rudely, like the customer at the tea-stall. Or, we can complain in a polite way. Let us look at some polite ways of introducing complaints: a Sorry, but... (you're shouting at me.) b I'm sorry to say this, but... (your dog was barking the whole night.) I'm sorry to bring this up, but... (your son has broken my window.) I'm sorry to have to say this, but... (your music is too loud.) c I'm really sorry to trouble you, but... (I have to make a complaint about the watch you sold me last week.) d I regret to bring to your notice... (that the typewriters manufactured by you make a lot of noise.) You must have noticed that (a) above is very informal, while (d) is very formal. In fact, (d) is normally used in formal written complaints. 3. How will you make polite complaints in the following situations? a Your children are studying for an examination. Your neighbour's children play music very loudly till midnight. Complain to your neighbour, b You bought a mixer-grinder. It broke down three times in six months. The local dealer refuses to repair it. Complain to the manufacturer in writing. (Write only one sentence.) c The passenger sitting next to you in the bus keeps smoking non-stop. The smoke makes you feel sick. Complain to the conductor.  AT THE TEA STALL 71 d The street lights in your street have not been burning for a week. Complain in writing to the municipal commissioner, e Suppose you were the customer in the tea stall. Make the complaints he made, but make them more politely! VI. GRAMMAR AND USAGE Using the past participle 1. Listen to the customer at the tea stall. He is saying: (A) Its edges are broken.... (B) I wonder if you've mixed any sugar at all. (C) I've never taken worse tea in my life. The owner of the tea stall uses the following sentences. (D) I haven't served tea to anybody... (E) Nobody's ever told me anything about my plates and tea. Study the verbs in sentences (A) to (E) above. They are: are broken, 've mixed (have mixed), 've taken (have taken), haven't served, 's told (has told) Look closely at the parts of the verb that are italicized— broken, mixed, taken, served, told. These forms of the verbs are called the Past Participle forms. 2. The past participle forms of verbs have several important uses. So, let us study how they are formed. a. Most of the verbs form their past participle by adding -ed. (1) (2) (3) open - opened invite - invited beg - begged look - looked dance - danced plan - planned Have you noticed the changes in spelling when -ed was added to verbs in columns (2) and (3)? b. But some verbs form their past participle forms in other ways. Look at these examples: 72 SPOKEN ENGLISH put - put, grow - grown, break - broken, drink - drunk It is useful to learn by heart a list of such past participle forms. Here are some of the most common ones. (1) (2) be - been begin - begun beat - beaten build - built blow - blown dig - dug break - broken drink - drunk choose - chosen feed - fed do - done feel - felt draw - drawn find - found drive - driven hang - hung eat - eaten have - had fly - flown hold - held forget - forgotten keep - kept go - gone lead - led grow - grown leave -left hide - hidden lose - lost know - known make - made ride - ridden meet - met rise - risen pay - paid shake - shaken ring - rung speak - spoken say - said steal - stolen sell - sold take - taken send - sent tear - torn shoot - shot throw - thrown sing - sung wear - worn sink - sunk write - written sit - sat sleep - slept spend - spent stand - stood stick - stuck  AT THE TEA STALL