82

~ Book 2
c
·-
·--
~

Speech Generation
& Flow Production

Prof. KevNair

~ TM

TM

Adult Faculties
IM
· Unifying the \vorld thro' fluent Engllsh
SPEECH GENERATION & FLOW PR~DUCTION.
. Pl K E v. Na ir@ Ke vN a1r 198 2.
Cop yng ht ~ ..
firs t pub lish ed 198 2. .
2 (thr ice) ,
This edition 200 0. Rep rint ed 200 1 (tw ice ), 200
200 3 (thr ice) , 200 4, 200 5.
Pro f. K. E. v Nair @ Ke vN air has ass erte d his righ t to be
anc e wit h the
identified as the aut hor of this boo k in acc ord
Copyright Act, 195 7.
AlJ rights rese rve d wo rldw ide . No par t of
this boo k shall be
m or ma nne r
copied or rep rod uce d or tran sm itte d in any for
wha teve r, or by any me ans , ele ctro nic , me
cha nic al, pho to-
cas e of brief
copying, rec ord ing or oth erw ise, exc ept in the
195 7.
quo tati ons or as allo wed by the Co pyr igh t Act
aut hor ,
All quo tati ons from this boo k sha ll cre dit the
Prof. Ke vN air.
it in any oth er
Any per son wh o buy s this boo k, or acq uir es
way, shall not circ ula te it.
Any vio lati on of the se term s and con diti
ons wil l inv ite civil
and crim ina l pro cee din gs and wil l be pro
sec ute d to the
fullest ext ent of the law.
Fac ulti es
Published in Ind ia by Mr s. Um a V. Na ir1 Ad ult
026 , Kerala.
Council, DP Lan e, Ela ma kka ra PO, Koc hi- 682
kka ra PO,
Prinht~d in Ind ia by Ay odh ya Pri nte rs Ltd ., Ela ma
Koc •·68 2 026 , Ker ala.
lt Faculties coun ct·1's we bs ite : ww w.f lue ntz y.c om . ·
Aduone
Ph
/9i)(048 4~ 253 844 9, 240 836 1. Fax : (91 )(0 484 )
240836 · ·m all : info @f lue ntz y.c om .

Price: Rs. 125 .00

 3

Con tent s

Speec h-gen eratio n Technique, 5

Learni ng by heart is NOT a solution, 5
Generative Feature & Generative Structures, 5
How does the Generative Feature work?, 6
'Gener ation' throug h 'substi tution', 7
How to becom e skilled at substit ution, 7
Core words: Words of the most genera l utility, 7
Neutra l and non-ne utral vocabu lary, 9
Formal vocabu lary, 9
Inform al vocabu lary, 9
Slang, 11
fitting vocabu lary items into Genera l Structu res, 11

How to master the speech genera ting skill?, 11

Genera tive Structu re drills, 13

Genera tive Structu res (GSs), 13

GS No. l to GS No. 23

Spare- parts for speech genera tion, 22

Namin g a person , a place or a thing - Namin g Part, 23
Speak ing about actions - Action Part, 24
Descri ption of Namin g Parts- Descr iptive Part, 25
Adding details to action s - Circum stance Part, 25
In a Nutshe ll, 26

Flow-production Techniques, 26
Word Junctio ns, 27
1. Conso nant-C onsona nt junctio ns, 28

- --- ·--- - -- -- --~ -

4
s fo rm ed by tw o con sonan~
na nt -C on so na nt ju nc ti on ,
Conso
28
Junction practice, 2 9 by m or e than two
ju nc ti on s fo rm ed
C on so na nt -c on so na nt
co ns on an ts , 31
Junction pra·ctice, 3 2
ti on s, 3 5
2. C on so na nt -V ow el ju nc
Junction practice, 3 6
38
3. Vowel-Vowel ju nc ti on s, th e so un d 'i' , 38
1: W or ds en di ng in
Group
Junction practice, 39
di ng in th e so un ds 'u ', 'o u' ( . 'au') or 'o',
Group 2: Words en .
39
Junction practice, 40
up 3: W or ds en di ng in th e le tt er 'a', 4 0
Gro
on s, 41
4. V ow el -c on so na nt ju nc ti
-p ra ct ic e, 41
Mixed materials fo r flo w

Annexure

Informal vocabulary, 47
 5

Speech-generation Technique
Throughout this course, you'll be made to do several dril~s and exer-
cises. Those drills and exercises have one and only one aim: To make
you fluent in speaking genuine English.
Now, when do you become fluent? You become fluent when you're
able to speak with a free flow of English. And when do you get that
flow? You get that flow when you can speak on without your speech
getting broken up in the middle. When will you be able to say that
you can speak on without your speech getting broken up? You can say
that, when you're able to keep on "generating" as much "speech" as
you want - without much conscious effort.

Learning by heart is NOT a solution

Now let us stop and think for a bit. We're talking about "generating"
(that is, "producing") speech. And tha t's not all. We're talking about
generating 'as much speech as you want'.
Now how is it possible to generate 'as much' speech as you want? Let
me ask you one thing: Is there any limit to the number of idea units
in English? No, of course not. There can be millions a nd millions of
idea units, because people can speak in millions and millions of dif-
ferent word-combinations. There are so many idea units that are
possible that we can't even count them up. When that is so, is it pos-
sible for anyone to learn them all by heart? Why speak about learning
them all by heart! Can we lea rn even one half or one-fourth or even
one-hundredth of them by heart? No, we can't. Nobody can. Not even
people whose first language is English!
Even then, don't we find one thing? Don't we find that fluent people
are able to 'generate' idea unit after idea unit? Haven't you noticed
t?at people are able to produce 'newer' and 'newer' idea units every
time they speak? Just think about your own mother-tongue. Do you
utter only the same idea units day after day, in all situations? Don't
you utter 'newer' and 'newer' idea units from moment to moment -
idea units with some change or the other? Of course, you do. Every-
body does!

2enerative Feature & Generative Structures

!he point I w~nt you to understand is this: The number of idea units
In a l~nguage IS countless, and so nobody can learn them all by heart.
But still, people are able to 'produce' as many idea units as they want.
6 nt ll
, n o t be cau~e th ey 'v e le ar a th os e
th r"·'r c ab l~ to do th nt t n: Th ey 're abt
c to ta
·
ke
c' Anor . H~ r reri~o
u. . Tl •
rO \I ~.. Ly' hc ;'l rt N o. 11 cr ge - th e ge ne . e
r at1v
. ua
id ra ur11t~ P , ,n• PC ia l fe at ur e of th ei r la ng·
·

a ,-~ntage 0 a t'-
-
J n w ay
ow
ftoamre . ve fe ~t u~ ? Ev ~r y la ng .u ag e ha s it s
gene.~st ti m e of
A nd w ha t i~ th is rs , It ha s It s ow n st ru ct ur es '. So
. y ou
its . T ha r be ca u ....
of making up idea unfu nd am en ta l. T he.y ar e fu nd am en ta l • ~

·t ur cs are ,
ot ~t them, because
of th is
t h o~e st ru C ca n t do wr th
ca n .1 do wirhour
them. You u 11 be ab le to genera
te as
r thos e st ru ct ur es , yo frame-
reason : If yo u maste w an t, because those structures act as
m an y idea units as you
s of idea units.
w or ks or skeleton un it s th at do no t fit into these
nnot be an y id ea
N rmally, there ca m as te re d th e frame-works o f
fr~mc- w;rk s . So suppose that yo u' ve
s is over. Why?
unit
or k in making up id ea
id ea units. Then ha lf the w
th e fr am e- w or ks with ready-to-use
then is to fill up th at can express
All you need to do an d w or d gr ou ps
d ot he r words pe o f th e frame-
vocabulary items an er , be ca us e th e ty
t difficult, eith me you fill up a
your ideas. This is no ds to us e. E ac h ti
hat kinds o f wor
work will tell you w
t an idea unit.
frame-work, you ge la ng ua ge ha ve th e capacity
to
structur es in a
So the fundamental u m b er o f id ea un it s. Let's call these
h to an y n
generate or give birt uc tures" (GSs).
"Generat ive S tr
structures

n e ra ti v e F e a tu re work?
How does the G e
able to
la n g u ag e, you'll be a
ed nu m be r o f GSs in
If yo u m as te r a li m it
o f sp ee ch in th at la n g u ag e. This is
ed am o u n t
generate an unlimit fe at ur e o f a la n g u
ag e.
ll th e ge ne ra ti ve
what we ca fe at u re w o rk s in practic
e.
e g en er at iv e
u ho w th
Let me now show yo o f id ea u n it as an ex am p le :
ty pe
Take a very common
He is a sc ie nc e re ac
her.
o f o th er id ea units
as
en er at e a n u m h er
e can g
~rom this idea unit, w
101Jows:
teac h G I . a sc.ie nc e te ac he r. M y brother is a f
• Sh e is a sc ie nc e er. op• 1s·h d
a . sc .ie nc e teacher. Both o
. .. . reac her. That h d e oo r 1s a
scie nc.e . . ' · Y near t
rJ rs.
rem ar e sc ie nc e tead1e . .
l1 er H . , .
ni us . H e ts a clev~r boy.
• H~ is a historyonteactold· e '.s a teache~. He ts a ge do ing these thin. gs.
He 1s the pers 1 e ts an ex pe rt ac
. Y u about. H .
0
e
• H . , a sc ie
e isn l nc e t1~ ac he t H
rts a sc ie nc e te ac he r. He wasn't a scienc h r
T he y aren 't .. . eW H nc e teac e ·
teacher. sc ie nc e teach ers. e sounds to be a scie
.
You can multipl y your idea units i h. way to any number.
n t is
..
 7
Here you can note one thing: All these 16 idea units have the same
pattern :
Namin g word (group ) ~ Linking words ~ Naming word (group ).
An underl ying pattern like this is called a "struct ure".
In the 16 idea unit examp les, the Naming word/w ord groups on the
left-ha nd side are:
He/She /Gopal /My brother /The lady near the door/B oth of them/They.
The Linking words in the middle are:
is/ isn't/ar e/aren' t/was/w asn't/so unds to be.
The Namin g word/ word group on the right-h and side are:
a science teacher /a history teacher/ a teacher /a genius /a clever boy/the
person I told you about/a n expert at doing these things.

'Gen erati on' throu gh 'substitution'

How do we multip ly idea units in this way? We do that by using a
new (and approp riate) word or word group in place of anothe r word
or word group. Thus we used 'Gopal' in place of 'He'; 'a clever boy' in
place of 'a scienc e teache r'; 'isn't' in place of 'is'. This techni que of
using a new and approp riate word or word group in place of anothe r
word or word group - this techni que is called "subst itution ".

How to beco me skille d at 'subs tituti on'?

If you want to becom e skilled at 'substi tution' , you must know two
things :
1) You must know what words /word groups to use in place of
others ; and
2) You must know how to fit those words /word groups in the
GSs.

Core word s: Word s of the most gene ral utilit y

If you want to decide what words and word groups to use in place of
anothe r, you must have a close, intima te knowl edge of the "core
words " in English. Now what do I mean by "a close, intima te knowl-
edge of the core words" ? I mean the following:
• A thorou gh knowl edge of (a) how (b) where and (c) when to
use the core words; AND
• The way one core word is related to anothe r.
And what are these core words ? You see, there are about 5,00,0 00
words in the Englis h langua ge. But most of these are highly techni cal
8 · . bsolete or dialectal. You won't
t are archaic, o
rds and words tha n in print. No.
wo 11 meet them eve f English of the level of a college.
norma Y · speaker 0 Id b bl
d cated native words they wou ea e to recog
Take an e ;o you know how maonoywords. That's all. So their recogni~
graduate. . ? About 25,0
'ze while reading.. b t 25 000 words. .
nz
tion vocabu a 1 ry IS a OU ' 11
ny words they norma y use?
u say how ma
Out of these, can yo t to 15,000 words. That's all. So
10 000
In writing, they use abou . 'bout 10,000 to 15,000 words. And
their writing vocabula~ ~O~ to lS,000 words are equally impor-
don't think that all thesec ' bout 75o/o of all their vocabulary needs
they're not In iact, a d 1
tant. No, · of these wor s a one.
in writing is met by a mere 2000
. k r of English makes use of about 10,000 to 15,000
So a n~uve ~~ea ec u say how many words out of these they
words m wr1tmg. an yo h h 1
actua11y use m s · peech? · You see ' in everyday speec
. ,. t ey on y make
use of about 2000 to 3500 of these words. And 1n sen.ous conversa-
tions, or when they speak about a wide variety ~f subjects,. they .~ake
use of about 4700 words. That's all. And note this : Just as tn wntmg,
more than 75% of all their vocabulary needs in speech is met by just
about 2000 words.
You see, most words other than these 4 700 words usually sound out
of place in speech - even to the ears of a native speaker of English.
Why? Because they generally meet these other words only in writing.
So if you speak using very many words other than these 4 700 words,
!~ur hearers are likely to mark you down as a pedant, or even as an
idiot. For e~am~le, i.n conversation, no native speaker of English
would say, Extmgmsh your cigarette". Instead they would normally
say, "Put out your cigarette". '
So the normal speaking v b I
of English is just about
200 oca u ary of an educated native speaker
sential of the 4700 3
Oto soo words. These are the most es-
• If the P core words. But remember three things:
erson you're speaki . 'd
normally use only ng to ts not very well-educated, you
. around 2000 w d
speakmg to an educat d h or s or fewer. But if you're
range of 2000 to 3Sooe earer, you'd even make use of the full
might Words And · ·
even make use of · in serious conversations, you
•Apart from the as many as 4700 odd words.
cial w d core Words, You
or ~ depending on th ~ay also
example if y , e topic yo , have to use a few spe-
you may' h ou re speaking abo u re speaking about. For
quently-us a~e to use the Word,: the topic of fluency building,
e Word, but a special erance'· This is not a fre-
Word • S'1m ilarly, if your · 1's
topic
 9
politics, you may have to use the word defection'. This is not a
1

frequently-used word , but a special word. So reme mber this: Each

subje ct has its own special word s, and in speech, you'll have to
use those special word s also - in addit ion to the core words.
• Don't imag ine that a list of 4700 word s is short and easy enou gh
to master. You see, these 4 700 word s can combine amon g them-
selves in many diffe rent ways . And they can give rise to thou -
sand s of othe r voca bular y items like phras al verbs, collocations,
fixed expressions, set phras es and idioms.
You'll be getti ng a list of the 4700 core words in two instalments. In
Lesson 3, you'll be getti ng a list of polysyllabic core words. There are
3152 of them . And in Lesson 6, you'll be gettin g a list of monosylla
bic
core word s. Ther e are 1612 of them . Together, they make up a colle
c-
tion of 4 764 core word s.

Neu tral and non -neu tral voc abu lary

Core word s are neut ral words - words that are neith er formal nor
infor mal nor slang. They're the main stay of your fluency vocabular
y.
For mal voc abu lary
Formal vocabulary consists of word s and phrases used in a serious
way. Thes e are vocabulary items that are normally fit only to be used
in business docu ment s, serious books, serious news pape r articles and
news broad casts (don e by readi ng out a previously prepa red piece).
Essentially, they' re part of writt en English (and not of everyday spo-
ken English), but you'll find them used in formal situations to appe
ar
official or polite.
Avoid them - as far as possible.

Info rm.a l voc abu lary

Informal vocabulary consists of words and expressions that are suit-
able only when you have conversations with friends, family and
people you know - that too, mostly in relaxed situations . You also
use them when you write letter s to them. Mind you, informal words
and expressions are not suitable for official occasions.
Now don't be unde r the impression that all items of informal vocabu-
lary are words and expressions outs ide the list of core words. That
is
not so. In fact, a good perce ntage of informal words and expression
s
are made up of the core vocabulary itself. This is an important point
you shou ld remember. A large numb er of the informal vocabulary
items are simply the informal meanings of the core words themselve
s
10
. t'on of core words. For example, the words great
or the comb ma 1
- · d t rrihc are core words w h en t h ey' re used to '
0 dd fantastic an e :J
L h h ·
' h t 1 meanings they stand for. Butt ey ave informal
express t e neu ra , ,. f 11 l'k
. Th s you can use the word great in orma y 1 e this:
meanings, too. u . l . f
· eat 'or beginners. Here the informa meaning o the
~hat boo k ts gr J' f , A k h' .
1
word 'great' is 'very suitable' or 'very use u . s you now, t is is not
the normal meaning of that word.
Of course there are also a number of informal vocabulary items that
are word; and expressions outside the list of core words. For a list of
important informal vocabulary items outside the list of core words,
see the Annexure at the end of this Lesson. Pay attention to them.
Learn their meanings.
But give more importance to the informal meanings of the core words
themselves. Once you've gone through the lists of core words, use
your dictionary and find out the informal meanings that many of
them have. But don't think that the informal meanings of core words
are more important than their neutral meanings. That is not so. Their
neutral meanings are far more important than their informal mean-
ings. Far more.
Now let me make one thing clear: Strictly speaking, the informal
usages of core words or the informal vocabulary items outside the
core words are not essential for fluent speech production. No. What
is essential is simply the neutral words and their neutral meanings.
But info:mal vocabulary would certainly help you in fluent speech
production. The reason is this: Listening skill is almost as important
for fluent s.peech pro~uction as the skills of speech-composition and
speech-delivery. And if you're having a long conversation with a flu-
e~t speaker (especially, with a person whose first language is En-
glish), you'll find that at least 100;0 of what th ld b .
informal vocabul . ey say wou . em
h ary. So if you want to understand them you have to
Vtave an understanding of the informal vocabulary The ~oint is this:
i:a~tn:~~; ~~~n~~f:s:dt:em Y0 .urself. But you m.ust know them at
them used by oth . rstanding what they mean when you hear
ers m speech.
And to some extent you must
your speech in ordi~ary use. them yourself, if you want to make
and friendly; relaxed andconversations sound native-speaker-like -
sound casu~l too Soy warm. Of course, they'd make your speech
' · ou must b f
and formal situations. e care ul not to use. them in serious
But don't think that what k
mal vocabulary alone Th ~a es your speech sound informal is infor-
..
( or wntmg) · at s not so Wh h
really inform 1 . · at really makes your speec
a and fnendl ·
• · Y is a group of factors :
 11

• The use of simpler grammatical structures. • Familiar, vague and

general vocabulary. • Facts and figures that are not specific or very
correct, but vague and approximate. • Loose organization. • Greater use
of everyday idioms and metaphors.

· Slang
Slang is language that is very informal. It's informal language of a
kind that is often used by people who belong to a particular group
~hen they speak together. A good part of slang is words and expres-
sions that are rude and not polite. And most slang terms only remain
in use for a short time. Then they go out of use.
Avoid slang, unless it comes naturally in certain casual contexts. If
you dop.'t move much out of the field of core words, you'll be safe.

Fitting vocabulary items into GSs

If you want to be good at fitting words and word groups into GSs,
you must have the experience of stringing words together in the ac-
cepted ways. That is, you must know how not to break the descriptive
(or applied) principles of grammar. Here are a few of these descrip-
tive principles:
• Say "I am ... ", and not "I is" .. .
• Say "She has ... " and not "She have ... "
• Say "He doesn't ... " and not "He don't ... "
• Say "He started to speak .. ." or "He started speaking ... ", but not
"He started spoke ... "
• Say " ... has given ... " and not " ... has gave ... "
• Say " ... didn't come ... " and not "dipn't came ... " etc.

How to master the speech generating skill?

The quick and easy way to achieve this mastery is this: Get to know
the generative structures closely. Spend time saying GS ~ord gro.ups
aloud - and silently. And carry out the word-group-saymg practice
and the Verb Pattern exercises and drills religiously - very regularly.
Yes, not just regularly, but very regularly, because you have t~ do
these things. You just can't avoid doing them. Of course, you 11 be
doing all this practice from the fluency bu~lding a.ngle'. an? not for
accumulating text-book knowledge. All this practice will firm up your
GS training.
And get yourself exposed to the core '_A/0~ds - core words at work.
Give your whole heart to them, whole n~md to them. Let them be-
12
come the whole passion in your life for so~e time. Live with them,
look at them in the word groups in the various L~ssons, look at them
· the examples in your dictionary, go to a good hbrary and look at
~~em in the examples in other dictionaries, look at t~em working hard
to define other words in the dictionaries, look at thetr synonyms,
their antonyms, related words, look at their collocati ons, look at the
idioms made up of them.
Look at them in the lists in the various Lessons, spend time relating
each one of them to the rest of them, contrasti ng each one of them
with the rest of them. And don't be concerne d about whether you're
actually able to relate them or contrast them successfully. What gets
the words into the deep recesses of your mind is not the result of
these efforts, but the things you do with them, your activities with
them, the amount of time you spend with them and how you spend
your time with them.
Three things are important here:
• You must get exposed to the core words not just a few times -
but very many times.
• Most of the exposure should not be to words taken out of their
c_ontexts. That won't give you the skill you need. The exposure
~houl? be to .words at work. Words are at work when they occur
m strings of idea units - with other related words occurrin g
before and after them. So the thing for you to do is to meet the
core words face to face when they are at wor k in .
. 1'd ea units.
• It's not enough if you get exposed to the m 1n .
. Just one or two
types of contexts. You should get exposed to th . . f
contexts. em in a variety o
That's why I've given lots and 1 0 f 1.d
ous Lessons. These are ots ea unit example s in the vari-
paper, but carefully sele:~~J~ndom examples that just fill the space in
examples that have been t ~es. These are all carefully selected
in training you. These exa::t~es and that _have proved to be essential
need to a great extent. p would give you the exposure you
But let me tell you one thin . D ' . .
get through the Lessons . ~-15 on t hm1t yourself to the exposure you
sure to the way core wo:~ t ~ourse. You need to get a lot of expo-
extra exposure? Don't y s wor in context. And how do you get this
outset in Lesson 1? Kee ou reme~ber what I told you at the very
· h b · P on reading d
It a a it. That'll do the trick Th , mo ern novels and plays. Make
words and all common combin ~t keep you in the midst of core
11
yourself busy and active p a~1ons of core words - and you'll find
and time to them. rocessing them and giving attention , care
 13
rills
G en er at iv e Structure d
.
Let's no w ca ny 0 u t a se ne s of drills with GSs
. . .
is dn ll wi ll be ne fit yo u . ve ra l wa ys .
Th in se
rn s of th e GSs in. .
fix th e pa tte patterns
• .It wi ll
tio n as f . yo ur mmd. Theseila ea
will then fu nc
ra m e- wo rk s in yo ur mind for sim r id
un its .

• It will he lp yo u geest fir st-hand kn 1

tiv e pr in ci pl w o k . ~w ed ge of the ways in which
de sc rip r in practice.
• It ·n h
~l ~! no ~; :s tt ~~ t~ ~~ ro ~; ~: ~~ ~: :: dw :~ ~~ ~~ ~u ;~ rd
grou~ yo h
lp yo u le a rn w at words ar e natural partner s and
· ·
• It will he d '
w ha t er.
w or s us ua lly oc cu r togeth
-w or ds at wo rk in different contexts
• I~ :Villhhelp yo u se e th e co re
of co nn ec te d wo rd s, an d thus help you mas- '
an htn .t e co m pa ny usly.
te r t et r us e unconscio
ou ld ad d up to m ake the generative skill take
Ea ch ?f th es e be ne fit s w
ro ot s in yo u.
(G Ss )
G en er at iv e St ru ct ur es getting
ch su b- he ad in g GS No . l, GS No. 2, etc., you'll be
U nd er ea lf- contained idea unit. Read ea
ch
d gr ou ps . Ea ch is a se
se ve ra l w or es . At first, read through all idea
ce , bu t se ve ra l tim
AL OU D - no t on m e back and read each idea
ad in g on ce . Th en co
un its un de r a su b- he
D.
un it several tim es - ALOU to
O ur ai m is no t to lea rn the idea units by he ar t and
Re m em be r th is:
in sp ec ifi c co nt ex ts. No . That's no t ou r aim. Our aim
re pr od uc e th em re s fix ed in your mind. For this pur-
of th e str uc tu
is to ge t th e sh ap es d gr ou p al ou d several times. Read
te r ea ch w or
po se , you'll ha ve to ut es at th e first tw o readings. Then, at
t fiv e tim
ea ch w or d gr ou p at le as te r reading. There must be at lea
st
es ea ch - at ea ch la
le as t tw o tim , an d in the remaining Lessons, I'l
l
da y. (In th is Le ss on
on e re ad in g a "s ev er al times". By that, what I
ut te r m an y th in gs
be asking you to e th in gs as explained above).
ou ld ut te r th os
m ea n is th at you sh th at GS No. I has such
ve to try an d re m em be r
N ot e this: You do n' t ha such an d such a pattern, GS
No.3
, GS No . 2 ha s
. Ju.st
. Th at is no t necessary at ~11
an d su ch a pa tte rn
d su ch a pa tte rn , etc . No tice
ha s su ch an ch GS several times. Soon you 11 no
or d gr ou p un de r ea
re ad ea ch w ea ch wo rd group,.you'll find that
on as yo u lo ok at
on e th in g. As so Th is is an automatic result of your
al m os t by he ar t.
yo u ca n ut te r it or d gr ou p. But you don't ha ve to
of th e sa m e w
re pe at ed ut te ra nc e
14
su ch an d su ch a wo rd gr ou p co m es un de r su ch
. th at Word
rS1zeNor do yo u ha ve to re ca ll fro m .m em ordy all th· e
try to mhemoG h r
an d sue a · un de r a GS You do n ,t av e to hsp enh an y tim e fo
. s
groups that come ter in g th e wo rd gr ou ps . Ge t t e s ap es of th e GS
that. Ju st re pe at ut
etched in yo ur mind. t the_se s? ap es an d to pu
t
nd wi ll ge t yo u to ad op
Gradually, yo ur mi ~p es . T~1s w1~l ha pp en au to
-
ps ha vi ng th es e sh
together word gr ou m d be gi ns th is so rt of un co n-
cio us ly. On ce yo ur m
matically, uncons u ar e al re ad y on th e flu en
cy -
yo u ca n tak e it th at yo
scious imitation, ita tio n" wi ll on ly be gi n wh en
on sc iou s m en tal im
path. But this "unc e m in d ca n fo llo w as a pa
t-
in yo ur mi nd wh ich th
there's so me thi ng rd gr ou ps an d ot he r tec hn iq
ue s
ut ter an ce of th e wo
tern. The rep ea ted
in this Course will tak e ca
re of th at.
a sin ter "I
gle wo rd . Ut
NOTE: Utte~ each GS w?
rd g~?up ~s you wo uld ut ter a sin gle wo rd
rd gr ou p is
am lookmg at the picture , as if the wo rd ·
ga tth ep ict ure ", an d no t as if the re ar e six dif fer en t wo 5 in
"Iamlookin · •, ,loo kin
· o 'I ook mg . g' in to 'at ' 'at ' ·
it . Let 'I' fl ow m· to ' am', ' am• mt ' int o
d ' h • . ' . ' be lea rn ing in de pt h th e tec h · ue s of
'th e,• an t e mto pic tur e. We'll niq
'fu · g' word s togeth er m · .
wa y an d oLhe r tec hn iqu es of 'co nn ect ed
sm thi s
speech' later.

GS N o. 1
hm ] [ ) [ .
picture] . • [I]
• (I] [am] [looking at the do it] • [ . no r ~o m g aw ay ]. •
•
< .
Uust beginning to J n t_J [p <iy mg a tte nti on ]. •
[He] [is]
ou r foo d • · H~ f, 15
[She] [is] [cooking
I .rs~e) [1s n r] [llS len ing ].
• [It l [is]
n't ] [ ].
[gettin g ho t]. • [It ] [is
sh: ;t~ i.n ~ (.Y,• [~~] [a re I [~as hi
ng th e dishes].
en 't] (cu ttin g it
• [We] [ar ing him lift it]. •
u~ to o] • [ ou ~ .ire ] [h elp
[Yo _[aren 't) [fo rci ng him
: Th ~y ] [a re ] [ru nn in g lo w on
pr?vis10ns].
1nve]. • [I]
•[T
[w
he
asn
y]
't]
[ar
[ca
en
rry
't]
ing n;
fdo
th
1
t~e ir be st] · • [I] [w as ] [le arneaing
g t . e ox · • [H e] [w as
] [h av in g br k-
to

hast]. • [He] [wasn't] [tryin he r) . • [S he ] [w as ] [ru nn

ing co
~~ mp r~ ss
elp ~im]. • [H e] [w asn 't] [
] [w as n't ]
rea dy] . try_ g_ to im pr es s he r] .• [S he
[ge_tt ~ng •[I t] [w as
f~ mm g d to ].• rvJ, ~s tk mg to th e bo tto m] . • [It ] [w
as n't ]
ng
it use
fo; ~o wi
as
wa:lhr:~e~'t J. [pl an nin g a h: ~i ~~ [s (th at) we co ul d do it]. •
tin g yo ur
la i:] . . [You] [w er e] [p ut [w ere ]
[feeling v~ JY ou ] [w ere n't ] [e xp
mg It to he r]. • [T he y]
ry iscouraged]. • [Th eyJ [w er en 't] [ ·
go mg th er e on business].
M or e 8 b .
u St if ut io ns ·
• [The postman] [' •
an din g a pa ck e .
· • [M y au nt ] [isy]
[h
[feeling Well] •
en'
is]
~Pe o~I e [: r~ hi m~ n't ]
[The girls] [a; _in the fro nt) •
[pi ck ing it up ] • ] [g om g th e wr on g wa .
] ] asJ
[laughing at
~~ · [T ~a t _us ele ss fri en d of yo ur s] [w
Asha 's friend • [To rn] [w as n'; ] [
• [Some of
[puttinwe .re] [W aiting to he go ing in to th e ro om ] .
(Weren't] ar th e ne ws ]. • [T he kid
s]
gi t down].
 15

GS No. 2
• [I] [am] (a musician]. • [I] [am not] [a soldier]. • [He] [is] [a friend
of mine]. • [He] (isn't] [our neighbour]. • [She] [is] [a nice-looking
girl] . • [She] [is] [the girl I wanted to see] . • [It] [is] [a good one] . •
[It] [isn't] [his fault]. • [We] [are] [tax-payers]. • [We] [aren't]
[magicians]. • [You] [are] [a likeable sort of person]. • [You] [aren't]
[the person I've been looking for]. • [They] [are] [the fellows I told you
about]. • [They] [aren't] [the people who live here] . • [I] [was] [the
captain of the college team]. • [I] [wasn't] [the Treasurer]. • [He]
[was] [the wisest of them]. • [He] [wasn't] [the man who pinched her
purse] . • [She] [was] (the best person to ask]. • [She] [wasn't] [the
Chairman's wife]. • [It] [was] [her son's shirt]. • [It] [wasn't] [the one I
wanted]. • [We] [were] [all silly fools]. • [We] [weren't] [their friends] .
• [You] [were] [the first person I met here]. • [You] [weren't] [a
witness,] (were you?) . [They] [were] [clever fellows]. • [They]
[weren't] [qualified mechanics].

More substitutions:
• [Cooking] [is] [her favourite hobby]. • [The man behind you] [isn't]
[an Indian]. • [These things] [are] [new kinds of tools]. • [Cows]
[aren't] [wild animals]. • [John] [was] [a brilliant student] . • [The
work assigned to him] [wasn't] [reading]. • [Their chief markets]
[were] [Bombay and Calcutta]. • [Those people] [weren't] [my friends].

GS No. 3
• [I] [am] [afraid of dogs]. • [1] [a m not] [satisfied with this report]. •
[He] [is] [very efficient] . • [He] [isn't] [very courteous to others] . •
[She] [is] [very pretty and sweet]. • [She] [isn't] [sad at all] . • [It] [is]
[too heavy to lift]. • [It] [isn't] [large e nough]. • [I] [am] [pleased to
meet you]. • [We] [aren't] [sorry about that]. • [You] [are] [calm about
it]. • [You] [aren't] [sure,] (are you?). • [They] [are] [very proud and
happy]. • [They] [aren't] [very polite to us]. • [I] [was] [very upset
over that] . • [I] [wasn't] [lucky] . • [He] [was] [tired and ill]. • [He]
[isn't] [worse at all]. • [She] [was] [very happy and cheerful]. • [She]
[wasn't] [surprised to see me]. • [It(= The box)] [was] [full of things].
• [It] [wasn't] [as simple as· that]. • [We] [were] [proud of them]. •
[We] [weren't] [right about that]. • [You] [were] [so kind and decent].
• [You] [weren't] [wrong,] (were you?) • [They] [were] [sly and
cunning] . • [They] [weren't] [prepared to wait].

More substitutions:
• [My back] [is] [painful]. • [That sort of thing] [isn't] [very common].
• [Bombs] [are] [awfully dangerous]. • [Students of today] [aren't]
[generally courteous]. • [His behaviour] [was] [ugly and shameful]. •
[The route we took] [wasn't] [short]. • [People here] [were] Uealous of
you] . • [The staff in your office] [weren't] [co-operative].
16

GS No.4 ot] [late]. • [I] [was] [downstairs] .• [I]

• [I] [am] [earl.y]. •.[~k~~~i~ [out] .• [He] [isn't] [in].• [She] [is]
[wasn't] [upstairs~ . , ] [here] • [He] [was] [first]. • [He] [wasn't]
[there]. • [She] [tsn t where] • [She] [wasn't] [far]· • [It] [was]
[last].• [She] .cw?s\~:~e. [It] [is] [next]. • [It] (wasn't] [today] .•
[near]. • [It] [tsn t]• [We] (were] [above]. • [We] [weren't] [below] .•
(We] [are] ,[ba~k]. • ou] [are] [up]. • [You] [aren't] [down].•
[We] [aren t] [away]] • 7~hey] [weren't] [across]. • [You] [weren't]
[You] [were] [[Tahcros]s[~re] [inside]. • [They] [aren't] [outside]. • [They]
[through]. • ey
[were] [everywhere].

More Substi.tuti.ons:
• [That man with a cap] [is] [next]. • [Your friend] [W:as] [nowhere]. •
[Things in his room] [are] [upside down]. • [He and his brother]
[aren't] [anywhere] . • [Karim] [wasn't] [abroad]. • [He and she]
[were] [together]. • [The meeting] [is] [over].

GS No. 5
• [I] [am] [behind the door]. • [I] [am not] [by the window]. • [He]
[is] [ahead of them]. • [He] [isn't] [far away from London]. • [She] [is]
[at the back of this room]. • [She] [isn't] [from my place] . • [It] [is] [by
the side of the library]. • [It] [isn't] [a long way from here]. • [We]
[are] [back to work] . • [We] [aren't] [against democracy]. • [You] [are]
[at the beginning of this course]. • [You] [aren't] [at the end of this
course].• [They] [are] [upto some mischief]. • [They] [aren't] [in front
of that shop]. • [I] [was] [in the middle of my work]. • [I] [wasn't]
[near] [the building] . • [He] [was] [in that room]. • [He] [wasn't] [on
the train]. • [She] [was] [out of earshot]. • [She] [wasn't] [at fault] . •
(It] [was] [on the top of the heap]. • [It] [wasn't] [at the bottom of the
tank]. • [We] [were] [between the door and the window]. • [We]
[weren't] [with the Chairman]. • [You] [wereJ [across the road] . •
[You] [aren't] [away from here]. • [They] (were] [of a different make].
• [They] [weren't] [like the people who came before].

More substitutions:
• [M~ father] [is] [over] [eighty]· • [The marriage] [isn't] (in the
:~;;~~.&~· [~~:~\[re] y~r writing with]. • [These cups] [aren't] [for
Friday]. • [Both the s~:\ ~:und here]. • [The inte~iew] [wasn't] [on
1
committee members] [: , ere] [close to the shopping area]. • [The
[under Peter] .• [All th ere~ .t] [in the front hall]. • [John] [was]
discussion] [wasn't] [a~~~t\~7;s] .[were] [besides his sal~ry]. • [The
• [The meeting] [is] [aft h ]. [The trees] [were] [wtthout leaves].
misunderstandinl.7] • [Ther sc ool] · • [The quarrel] [was] [because of a
0
• e water-level] [ ] [The
teIep hone operator] [wasn't] [' . was [below this mark]. •
ms1de the cabin].
 17

GS No. 6
~ [That cai:iera] [i.s] [Sita's ]. • [This pen] [isn't] [hers]. • [The build-
]. •
ings oppos ite the library] [are] [h~s]. • [Those things] [aren't] [mine
of
[That shop ~own the street ] [was] [yours,] (wasn 't it?) . • [That piece
lan~] [wasn t] [ours] . • [The things in that corner] (were] [some
one
else s]. • [Many of those things] [were n't] (theirs] .

GS No. 7 (Om itted..)

GS No. 8
•
• [It] [is] [me] . • [It] [isn't] [me]. • [It] [is] [us]. • [It] [isn't] [us].
[It] [was] [him] . • [It] [is] [them ] . • [It] [wasn't] [him] . • [It] [is]
't]
[her]. • [It] [isn't] [her]. • [It] .[was] [you,] (wasn 't it?) . • [It] [wasn
[you,] (was it?) . • [It] [isn't] [them ]. • [It] [is] [Peter ] . • [It] [isn't]
.
[Peter ]. • [It] [was] [Radh a and Raju]. • [It] [wasn't] [her husba nd]

. GS No. 9
• [I] [have ] [seen that film]. • [I] [have n't] [unde rstood the
probl em].
• [They] [have ] [confessed (that) they'r e guilty] . • [We] [have n't]
[blam ed every thing on her]. • [You] [have] [made him President,]
you?) . •
(haven 't you?) . • [You] [have n't] [used it as a weap on,] (have
•
[He] [has) [brok en it open] . • [He] [hasn 't] [charg ed her anyth ing].
(that)
[She] [has] [pain ted her car green ] . • [She] [hasn 't] [infor med us
she's comin g] . • [It] [has) [made him work harde r]. • [It] [hasn 't]
[beco me dry]. • (They] [have] [forgo tten that]. • [They] [have n't]
[answ ered it right] . • [I] [had] [begu n to read] . • [I] [hadn 't] [ad-
•
dress ed it to her] . • [We] [had] [start ed talking] [befo re they left].
't]
[You] [had] [allowed her to go out,] (hadn 't you?) . • [You] [hadn
an
[offer ed to resign ,] (had you?) . • [He] [had] [comp ared her with
red
eleph ant]. • [He] [hadn't] [paid the porte r]. • [She] [had] [orde
er
(that) they shoul d drop the plan] . • [They] [hadn 't) [aske d us wheth
re we
we were prepa red to do it]. • [It ( = the bus)] [had] [left] [befo
reach ed the bus stop] . • [It] [hadn 't] [anno yed her]. • [They ] [had]
of him] .
[enco urage d him to take the test] . • [They] [hadn 't] [mad e fun

Mor e sub stitu tion s:

.
• [Mor e peopl e] [have ] [polis hed their shoes ]. • [Man y of. them]
his
(have n't] [visit ed muse ums] . • [Just a week 's rest] [has] [impr oved
• [The
healt h]. • (Our repre senta tive] [hasn't] [sent in his repor t] [yet).
•
polic emen ] [had] [seize d the stolen thing s from him] [by then] ·
[Thos e peopl e] (hadn 't] [settl ed their quarr el] [at that ume] .

GS No. 10
[We]
• [I] [live in Bang alore ]. • [I] [don' t] [owe him any mone y]. •
ence] . • [You] ·
[agre e with them ]. • [We] [don' t] [belie ve in his innoc
18
] [don't] (claim that they're
. kl ] (don'tyou?). • cY_ou football]. • [He] [doesn't]
[forget too QUI~) Y.. [He] [enjoys plar,ng ry well] .• [She] [doesn't]
guilty,] (do yo: i~ture]. • [She] [coo he:~ family]. • [It] [doesn't]
[recognize th. Pd] ~ • [It] [belongs] to• t [They] [don't] [deserve this
d surprise
[[soun h. J • [They] [trust yo.u ·h b k] • (I] [didn't) [shut the
amuse im . e m t e oo . ] [d 'd '
• [I] [wrote my nam for sometime]. • [We I n t]
rewa]rd].[We] [discussed the matter] [h door:] (didn't you?).• [You]
door .h• [kn0 eked at t e ' b ki
[test t e blood]. • [You] .
] (dzdyou. ·?) • [He] [heard a dog
[ ar
d · ng].
b d•
[didn't] [attempt to escape, should bring it]. • [She] staye In e
[He] [did not] [suggest (that). I fng him]. • [It] [dropped down
till ten]. • [She] [didn't] .[a~01d m;:e~t him from going away]. • [They)
from her hand]. • [It]. [d1dn t] ~p{ • [They] [didn't] [wash it clean].
[asked for his perm1ss1on to do it .

· ti s·
More Substttu . on • from the accident] .• [Some of her
• [One of my friends] [s~ved ~e~A lot of people] [struggle to get to the
friends] [raised the curtains]. ft n] • [Every boy] (wants to be a
topJ. • [My car] [brea.ks d~wn] .~t]o~a~n~ye.d her]. • [The owner of that
fighter].
h ] [d • [Several thmgsf he sa1] [Something on the floor] [made me
n't] [go out o t ere . • h .]
slook
op down].
oes • [The wm . dowJ [didn't] [need painting].
. • [Your air .
[wants cutting]. • [Her shoes] [don't] [need cleanmg]. .
I
GS No. 11 _
• [I'll] [wash the dishes tomorrow]. • (IJ. [won't] [ride motor cy~les
from now on]. • [We'll] [move it to another place]. • [We] [wont]
[describe the plan to him]. • [You'll] [bring me a present,] (won't you?).
• [You] (won't] [dig up the ground,] (will you?). • [He'll] [manage to
get free after some time] . • [He] [won't] [ruin the place any more]. •
(She'll] [spoil the evening]. • [She] [won't] [reach the top at all]. •.
[It'll] [come true some day]. • [It] [won't] [please him at all]. •
(They'll] [build a new road]. • [They] [won't] [know that you had
phoned]. • [I] [would] [pick up the small ones]. • [I] (wouldn't] [strike
a bargain with them]. • [We] [would] [let him go a little early]. • [We]
[wouldn't] [attend the meeting]. • [You] [would] [weigh her baggage,]
(wouldn't you?). • [You] [wouldn't] [remind him to do it,] (would you?).
• [He] [would] [stay home today]. • [He] [wouldn't] [try to repair it].
• [She] [would] [discuss the matter with him]. • [She] (wouldn't] [ring
the bell]. • [They] [would] [consult him on important matters]. •
[They] [wouldn't] [leave the lights on].
NOTE: When you use 'would' "in place of 'shall/will', there's no appreciable
changeor
polite' in'conditional'.
meaning. Only, your utterance will be 'less assertive'' or 'more

GS No.12
• [I] [can] [throw it to you] .• [I] [can't] [ h .] ll
catc it . • [I] [could] [te
 19

com pan y]. • [We]

the diff eren ce]. • [I] [cou ldn' t] [bea r to keep his
disc oun t]. • [We]
[can ] [tie this to that ]. • [We] [can 't] [give you any
[pul l out this toot h]. •
[cou ld] [fit the part s toge ther ]. • [We] [cou ldn' t]
ive her for that ]. •
[You] [can ] [set them free ]. • [You] [can 't] [forg
• [You] [cou ldn' t]
[You] [cou ld] [enj oy the holiday,] (couldn't you ?).
e for thei r sym path y].
[eve n spre ad the bed prop erly ]. • [He] [can ] [hop
[He ] [cou ld] [do it
• [He] [can 't] [exp ect that she' ll supp ort him ]. •
jour ney ]. • [He] ·
ove r the wee ken d]. • [He] [cou ldn' t] [des crib e the
of it]. • (She ] [can 't]
[can ] [cle an the wou nd]. • (She ] [can ] [dri nk all
the· chil d]. • (She]
[dec ide whi ch to choo se] . • (She ] (could] (pic k up
Tha t axe) ] [can ] (spl it
(cou ldn' t] [cha nge that 100 -rup ee note ]. • (It( =
s].• (It( = Tha t iron
this log in two ].• (It ][ca n't] [inc reas e you r sale
n mon ey for him ]. •
bar) ] [cou ld] [ser ve as a tool ]. • (It] [cou ldn' t] [ear
[can 't] [thr eate n to
[They] [can ] [rin g for the room-service]. • [They]
[sleep soun dly] . •
rise up agai nst the gov ernm ent] . • [They] [could]
on] .
[They] [cou ldn' t] [put an end to the ugly goings

GS No . 13
[acc ept thei r offe r].
• (I] [ma y] [win a priz e this time ]. • [I] [ma y not]
[mig ht not] (join that
• (I] [mig ht] [spe nd som e time with them ]. • [I]
). • [We) [ma y not]
com pan y]. • [We] [may] [sell our hou se nex t year
a bit] . • [We]
[atte nd the mee ting ] . • [We] (might] [lie dow n for
it this time] . • [You]
[mig ht not] [get a disc oun t] . • [You] [may] [get
ht] [thin k we'r e fools). ·
[ma y not] [like to give up wor king ]. • [You] [mig
y] [force the doo r
• [You] [mig ht not] [find it inte rest ing] . • [He] [ma
• [He] [mig ht] [shu t
ope n]. • [He] [ma y not] [kee p this a stric t secr et].
] [may] [los e her
his eyes ]. • [He] [mig ht not] [app ly for :t]. • [She
] [mig ht] [acc use him
job] . • [She ] [ma y not] [ope n the cove r]. • [She
• [It] [may] [give
of it]. • [She] [mig ht not] [loo k in the new spap er].
[fit this lock ].• [It]
way to foul play ].• [It( = This key)] [ma y not]
the buil ding ]. • [They]
[mig ht] [sho ck him ]. • (It] [mig ht not] [blo w up
not] (ado pt a
[ma y] [thin k that she was ther e]. • [They] [ma y
Cha irma n]. • [They]
favo urab le attit ude ]. • [They] [mig ht] [ele ct him
[mig ht] [not boil the wat er].
'mig ht not' in plac e of
NOTE: Whe n you use 'mig ht' in plac e of 'may', and
. Only, you r utte r-
'may not', ther e is no appr ecia ble chan ge in mea ning
. ·
ance will beco me 'less asse rtive ' or 'mo re polite'.

GS No . 14
• [I] [use d to] [opp ose his idea s]. • [I] [nev
er used to] [sen d New Year
card s]. • [We] [use d to] [wa tch them go). • [We] [nev er used to] [stay
joke ). • [You) [nev er
in hote ls like this) . • [You) [use d to] [tak e it as a
[use d to] [dem and
used to] [tak e adv anta ge of our leni ence ]. • [He]
[behave nicely]. •
that we shou ld resp ect him ]. • [He] [nev er used to]
• (She] [nev er used
[She] (use d to] (press him to do thin gs like thes e].
hes]. • [It] [nev er
to] (adm it her faults]. • (It] [use d to] [kill cockroac
to] [qua rrel abou t
used to] [lea n to a side like this]. • fThey] (use d
20
sed to] [live on his income].
[They] [never u
petty matters]· • , ou can use 'didn't use to'.
f 'never used to 'y
NOTE:- Jnstead o

GS No. 15 the rubbish]. • [I] [mustn't] [smoke ciga-

• [I] [must] [clear award this actually]. • [We] [must] [warn him
rettes]. • [I] [needn't] ,~ [sli~ away without telling them]. • (We]
about it]. • [We] [mus:;- t s from her]. • [You] [must] [catch a taxi] •
[needn't] [hide thh~s~ t ?tgh a hammer]. • [You] [needn't] [act on th~ir
1

[Yi ] [mustn't] [ it it wi [ ] [ ,] [
o~ • [He] [must] [try to be careful]. • He mustn t express his
~d~~]. .k th's] • [He] [needn't] [come]. • [She] [must] [remember
imtat1on 1i e i · h ] [ d ' ] [ h]
that] • [She] [mustn't] [stop now]. • [S e nee .n t rus . • [It ( ==
This ~rder) 1 [mustn't) [limit the powers of the pohce]. • [It] [mustn't]
[happen any more] .• [It) [needn't] [worry you at all]. • [They] [must]
[arrange for his stay]. • [They] [mustn't] [argue with him]. • [They]
[needn't] [repeat everything (that) the teacher says].
NOTE 1: The word 'must' expresses 'obligation', 'mustn't' expresses 'prohibi-
tion', and 'needn't' expresses 'exemption'.
NOTE 2: Repeat this drill by using 'have to/has to' in place of 'must'. Use 'has
to' along with 'He', 'She' and 'It'. Use 'have to' along with 'I', 'We', 'You'
and 'They'.
NOTE 3: Repeat this drill by using 'can't' in place of 'mustn't'.
NOTE 4: Repeat this drill by using 'don't/doesn't have to' in place of
'needn't'. Use 'doesn't have to' along with 'He', 'She' and 'It'. Use 'don't
have to' along with 'I', 'We', 'You' and 'They'.

GS No. 16
~s~I] ~~h]o[uld] h[call a doctor].• [I] [shouldn't] [wrap them up]. • [We]
ou cut t at rope] • [We] [sh Id , ] [
[should] [explain it · E. I' h] ou n t agree on a price]. • (You]
remarks] .• [He] [s~~uI~f i~ ·d·. [Yo~] .[shouldn't] [take note of his
[unpack these books] • [Sh an m his tickets]. • [He] [shouldn't]
[oughtn't to] Cintrod · e] [.should] [save some money]. • [She]
] uce us to him] • [It] [ h 1
sum · • [It] [shouldn't] [d · . s ou d] [amount to a huge
[check with our office]. • ~.f~nd on his fancies]. • [They] (should]
NOTE 1: You can 1 , ey] [shouldn't] [make this trip].
I a so use ought t0 , . 1
Pace of 'shouldn't'. m Pace of 'should' and 'oughtn't co' in
NOTE 2: In this st
ability' ' ructure, the words ' h ,
' and shouldn't', and 'ou hs ?ul~ and 'ought to' express 'advis-
GS N g tn t to express 'inadvisability'.
o. 17
• [I] [Will have] (1
have] [picked earnt to speak F
[become rich bupt~~e ~hildren fromr~~~h by the year end] .• [I] [won't
Y is time next Year]. • ool by then]. • [We] [will have)
. [We] [won't have] [solved the
 21

dishe s
probl em befor e your return ]. • [You] [will have] [wash ed up the
in an hour,] (won' t you?) . • [You] [won' t have] [moved into the new
g
house by Tuesday,] (will you?) . • [He] [will have] [passe d the drivin
test by next Sunda y]. • [He] [won' t have] [chan ged his dress by now,]
[won' t
(will he?). • [She] [will have] [bolte d the door by then] . • [She]
[coole d
have] [finished puttin g on her make -up]. • [It] [will have]
down by now] . • [It] [won' t have] [boiled by then] . • [They] [will
[sent
have] [repla ced the bulb by the week- end] . • [They] [won' t have]
. out all the letter s by now].

GS No. 18
• [I] [can't have] [raise d the mone y by then] . • [I] [could n't
have] [left
y]. •
the door open] . • [We] [can't have] [finished the job by next Sunda
it a
[We] [could n't] [have empti ed the jar]. • [You] [can't have] [kept
[can't have]
secre t for long] . • [You] [could n't have] [seen me]. • [He]
[She]
[treat ed her badly ]. • [He] [coul dn't have] [mark ed it urgen t]. •
that by
[can't have] [shou ted at him]. • [She] [could n't have] [done all
herse lf]. • [It] [can't have] [disap peare d]. • [It] [could n't have]
your
[drop ped down from the cloud s]. • [They] [can't have] [exam ined
ledge ].
case alread y]. • [They] [coul dn't have] [done it witho ut his know

GS No. 19
• [We]
• [I] [coul d have] [help ed her with the cooki ng (if she wante d)].
nded
[could have] [give n the baby his bath] . • [You] [could have] [prete
ge] . •
to be her broth er]. • [He] [could have] [kept an eye on her bagga
. • [It]
[She] [coul d have] [kept from sendi ng that letter for a day more]
have]
[coul d have] [happened witho ut his know ledge ]. • [They] [could
[man aged it some how] .

GS No. 20
• [I] [must have] [spelt it correc tly) . • [We] [must have]
[done it in the
have]
wron g way]. • [You] [must have] [lost your way]. • [He] [must
[an expla na-
[colle cted a huge sum as donat ion] . • [She] [must have]
have]
tion for all this] . • [It] [must have] [smel t awful ] . • [They] [must
[poste d the cash- book by now] .

GS No. 21
• [I] [need n't have] [take n so much troub le to do it]. • [We]
[need n't
have] [start ed so early] . • [You] [need n't) [have worri ed). • [He]
[need n't have] [work ed so hard on this]. • [She] [need n't have]
]
[hurr ied]. • [It] [need n't have] [both ered him so much ] . • [They
[need n't have] [mad e all those arran geme nts] .

GS No. 22
ed by
• (I] (may have] [said those thing s]. • [I] [may not have] [start
22 h wro ng per son ]. • [We]
have] [spoken to t ~ [You] (ma y hav e] [go t
h t n·me] · • [We[l] ft[ma y 01,~fice before[~theu]n].[ma y not hav e] [rea che d
t a the
[may not have]. e u get back]. •
0
an ed his min d]. • [He ] [ma y
thinner by the nme ~He] [may have] [ch ]
(~ay hav e] [for got ten the
there by moming].h: lessons now]. • [~~~
hed it by now ]. • [It] [ma y
not have~ [be~uns~e] [may not have] [ m~~
ve] [sta rted rain ing by
whole thing]. his ~ ind] .• (It] ne [may ~ot king bef ore you get there]'. •
have] [slipped m h ve] [do their pac
' .
May]. • [They] [may a aited for him].
[Th J [may not have]. [w . f 'ma y hav e', and mig ht not
ey , ht hav e' m plac e o
NOTE. You can alsofuse m1g h '
· e' in place o ma not ave .
hav
• y

GS No . 23 to bed earl ier] .• [I] (sh oul dn' t have]

• (I] [should] [have put the baby h]
• [We] [sh oul d hav e] [rep orte d
[grumbled about the salary so muc[ h ldn 't hav e] [hu ng the was hin g
him to the Police at once]. • [W~] s ou d you
r lice nce in tim e]. • [You]
outside]. • [You] [should ~ave]ei:~~~:i~ tha
t way ]. • [He ] [sh oul d
(shouldn't have] .[laughed m ~ ] • [He]
[sh oul dn't hav e] [de fen ded
shop t ere . bur nt tho se lett ers ]. • [Sh e]
have] [opened his new have] [ h Id h ]
their policies]. • [She] [should t]. • [It] [s ou a~e
[shouldn't have] [attacked his views like tha
n't hav e] [loo ked so ~1mple] .
[happened a few days back]. • [It] [shou.ld
]. • [They] [sh oul dn t hav e]
• [They] [should have] [divided the profits
[offered him a lift)..
NOTE I: Repeat this drill by using 'ought
to' in place of 'sho uld ' and 'ou ght n't
to' in place of 'shouldn't'.
d gro ups in late r Les son s.
NOTE 2: We'll look at the remaining GS wor
NOTE 3: You would have noticed one thin
g: Along wit h a few GS wo rd
The se wo rds in ital ics are
groups, words are given in italics - as tags.
NOT pan s of the GSs. These words in
italics hav e bee n add ed onl y for
m for the tim e
the purp ose of making the ideas clear. You can ign ore the
being.

Spare-parts for speech generation

wo rd .
By now, you mu st hav e not iced tha t GS
gro ups are no thm ? but
clausal idea units (that is sin 1 . n as
ide a uni ts). ' g e Ind epe nde nt cla use s tha t fun ctio

You see, we can gro up the GSs . h

pat tern s. And we can classify t~: t En~ 7lish lan gua ge int o abo ut 100
gro ups : m into JUst sev en bro ad pat ter n-
1) Nam ing par t+ Linking d
Wor s +N am ·mg pan .
2) Nam ing par t+ Lin ki
ngw ord s + D npt..
Lin kin esc ive Pan .
3) Nam ing par t+
g Words + Circumstance pa n.
 23

4) Naming part+ Linking words+ Action part.

5) Naming part + Action Part.
6) 'It' patterns starting with the word 'It' and containing a Naming
part or a Descriptive part - or a Naming part and an Action part.
7) 'T?ere' patterns starting with the word 'There' and containing a
Na~mg part or a Descriptive part - or a Naming part and an
Action part.
Yo~ don't have to learn any of these formulas by heart. No. I am just
telling you about them, so that you can easily notice one thing: There
are four types of spare parts for making up GS word groups:
• Naming part. • Action part. • Descriptive part. • Circumstance
part. '
These four parts are the things that fill up the frame-works of our
clausal idea units. Get to know the nature of the four spare parts, and
you will quickly become skilled at making up clausal idea units. The
GSs will tell you what spare-parts you can join together and how.

Naming a person, place or thing - Naming Part

When we speak about a person, place or thing, we need words or
word groups to give a name to that person, place or thing. This nam-
ing word or word group is the Naming Part. Thus, sometimes, we
name a person in our speech by using the word 'He' or 'She':
'He' looked at me.
Sometimes, we name him by using his real name:
'Gopal' looked at me.
At other times, we name him by using a word group:
'Her father' looked at me.
'Both of them' looked at me.
'The man standing at the door' looked at me.
'A cruel-looking fellow' looked at me.
From the examples, you can easily note one thing: .using the word ,
'He' or using his 'real name' is easy enough. But usmg a 'word group
may not always be as easy. This is because of two reasons:
First there are several different patterns of word groups to name a
pers~n, a place or a thing, and a countless number of naming word
groups can be put together using those patterns. And the word~
needed to put together the word groups may not come to the ttp of
your tongue at the right time.
Second, even if you know how to put together word group~ in all
those patterns, your organs of speech would shy at producing them.
24
ot yield to these word groups
f peech wouId n
That is, your organs o s k
try to spea . . . .h
readily when you ou should get special training wit nam-
So it's very importan t that y
ing word groups. are Noun Patterns (that is, Noun
. word groups . 1
The patterns of naming d Noun Phrases in Lesson . And
Phrase Patterns). We've alrea Y~eednetail later. But for the present,
we'll learn ab out t h e se patterns inN
1 fa few oun Patterns··
here are a few examp es ~ Id ther a large family, the shop behind
a very comf?rtable chair, c~o sw~~e in'French, the people in the house
the Post Office, the man w h . prkes and dislikes, many young men.
next door, a happy home, t eir 1 ·

Speaking about actions - Action Part

Of all the spare-parts, )\ction parts' are the most importa nt ones.
When you pay close attention to the GS wo.rd gro~ps, yo~ .would
notice one thing: The most importan t part m our speech is the part
that represent s actions.
Let me explain: Almost always, we only speak about one thing: About
actions done by a person or a thing, and about actions done to a
person or thing. The only time we don't speak about actions is when
we describe a person, place or thing. At almost all other times, we
speak only about actions. Of course, here I'm using the word 'action'
in its widest meaning. The word 'action' here covers whateve r you do
and whatever is done to you and whatever 'happens '. It covers volun-
tary as well as involunta ry actions. It covers physical actions (Eg:
walk) as well as non-physical actions (eg: think, see) . And it covers
non-actions, too: Non-actions that are otherwis e called 'states' (Eg: to
sleep, to know).

c 10ns.? we speak about actions by usmg ·

And how do we speak about a t'
Verb Phrases followed by their 'complem entati'o , ( d h
some verb ph rases require . . ns =war st at
m order to co 1 . . ,
already seen Verb Phrases · mp ete their meaning ). We ve
1 esson 1 And
''Verb Phrases followed by m th . · we
'll b .
e learning about
for the present here are a ceweir compllem entations " in Lesson 4. But
, 1' examp es of a £ u b
doing silly things get th. . ew ver Patterns :
' mgs movmg
keys, cause trouble taste bett . ' &_rew
, er wmd It older,
f
shook hands lost his
,
Here too, you must note tw h.' on ast forward, talked to me.
o t mgs· p·
groups are possible when you . irst, several patterns of word
want
count ess number of action w d to speak about actions and a
1
h or
t ese patterns. And the words y groups can be put together ,
using
groups) may not come to the tipou fneed (to put together these word
0
Your tong ·
· ue instantly at the right
 25

ti~e. Second, the speech-organs of non-English people do not readily

yield to these word groups.
So it's very important that you should get special training with action
word groups.

Description of Naming Parts - Descriptive Part

When you u~er. a Naming part, you may occasionally have to describe
the charactensttcs of the person or thing named. For example, when
you speak ab?ut a person by name 'Gopal' (a naming part), you may
have to descnbe a quality or feature of his. For example, you may
have to say things like these:
Gopal is afraid of dogs. Gopal is very tall. Gopal is happy with your
work. Gopal is ready to do it. Gopal is sure that they're innocent.
Here, 'afraid of dogs', 'very tall', 'happy with your work', 'ready to do
it' and 'sure that they're innocent' are descriptive parts.
And what are descriptive parts made up of? Descriptive parts are
made up of Adjective Phrases. We've already seen Adjective Phrases
in Lesson 1. We'll be learning 1nore about Adjective Phrases and their
complementat ions (=words that some Adjective Phrases require in
order to complete their meaning) in a later Lesson. We'll be calling
Adjective Phrases (followed by their complementations) Adjective
Patterns. For the present, here are a few examples of a few Adjective
Patterns:
absolutely right, quite surprising, easy to manipulate, very disgusting,
not at all bad, a bit worrying, very exciting.

Adding details to actions - Circumstance Part

Similarly, suppose that you're speaking about an action. You'll often
have to give circumstantial details such as the location, direction,
time duration and frequency of the action, or the condition con-
nect~d with the action or relevant to it, and the manner in which that
action has happened and its degree.
We'll call the element that gives details such as these the Circum-
stance Part.
And what are the Circumstance Parts made up of? Circumstance Parts
are made up of Adverbials. Adverbials are generally Prepositional
Phrases (and closed class adverbs, such as just, down, out, under).
To some extent, Adverb Phrases, clauses and. ~ven Noun Phrases also
act as Adverbials. We've already seen Prepositional Phrases and Ad-
· Lesson 1 . Adverbials are the elements that answer
verb Phrases in
26
to?' 'When?', 'How often?', 'How
'Where?' 'Where · ' ~
uestions such as ' ner?' 'Who by?','Who to.?'' 'Who J.Or?',
lqong?' 'How?', 'In what man ; ~How far?' 'How much?'. We'll be
·' · stances1 , '
'Why?' 'In what c1rcum d their patterns in a later Lesson. For
' b ut them an
learning more a o I s of Circumstance Parts:
a few examp e
now, here ~re . She is in the garden. He opened the shop at the
He left m the mo:n~ni· h. d the door. She is out of danger. They painted it
usual time. We hid it e m .
.
with great care.
They were here a minute ago.
. italics are the Circumstance Parts.
Here, the word groups in

In a Nutshell
From what I've said so far, this.is what you should understand: GS
word groups ( = clausal idea units) are made up of several parts, just
as a computer is. These parts come in different shapes or patterns.
If you can get hold of these 'spare-parts' and fit them together in a
certain order, you'll be able to produce GS word groups, that is,
clausal idea units. And they can even stand alone and function as idea
units by themselves (without acting as constituents of a clause) -
that is, as phrasal ( = non-clausal) idea units. So don't you see how
important it is to learn thoroughly about handling these spare parts?
So GSs are the 'frame-works' of a major percentage of speech units.
They ~el~ you where to fit the spare parts: Naming part, Action part,
Descnpt1ve part and Circumstance part.

Flow-production Technique s
In Lesson 1, I told you that you sho ld .
word-group) like thi·s· Say 't . u say an idea-unit (made up of a
· 1 JUst as you'd ·
should let one word in a word- rou s.ay a single word. You
next word into the word next t~ tha~ flow into the next word, and the
word-group as you'd say a singl .din that way, you should say the
. . e wor .
So this is how you should sa a w
word: You should make the: d ford-group as you'd say a single
of the ne t n o one word fl ·
x word, the end of th . ow into the beginning
next to that d · at word into th b . .
' an , lil that waYi co e eginning of the word
~:~dmathke the end of one wo;d fl:wp1~te that word-group. So when
' ere won't b into the b · .
word-group R e any gap or pause b eginning of the next
· esu1t? Th etween th d ·
sequence, and not ~ e w.ord-group Will be h e wor ~ in the
But maki th s a series of individu l eard as a single sound
ng e end of one Word . a sounds.
. flow into the b . . .
eginning of the next
 27

word - it is not very easy, especially in continuous speech. There is

only o.n e way to pick up this knack. You should get into the habit of
saying word-groups in this way. The practice you've been doing so far
- the practice of saying several kinds of word-groups ALOUD -
would have helped you in one way: It'd have got your organs of
speech familiar with two things: (i) Combination of sounds; (ii) Word
junctions. (By a 'word junction', I mean the place where one word
flows into the next word - within an idea unit). Getting the organs of
speech familiar with sound-combinations and word-junctions - this
is the first step in giving a smooth flow to your speech.
There is one other impor tant kind of practice that you have to do -
to get into the flow habit. That's what we are going to do just now.

Word Junc tion s

You know very well that there are 26 letters in the English language.
Of these, the sound s made by the letters a, e, i, o and u are of a
special kind and are called vowe ls. The sounds made by all the re-
maining letter s are called conso nants . Remember this: We're con-
cerned only with the soun ds of the letters, and not with the lette rs
themselves. It's the sounds that are called vowels and consonants -
not the letters that stand for those sounds.
Thus, the begin ning sound of a word may be a consonant or a vowel;
the endin g sound of a word may also be a consonant or a vowel. So,
there can be four kinds of word junctions:
1. A conso nant- conso nant junct ion: A word ending in a conso-
nant comes first, and a word beginning with a consonant itself comes
next:
big piece, that kite, not bad, etc.
Here, g & p, t & k and t & b are consonants.
2. A conso nant- vowe l junct ion: A word ending in a conso nant
comes first, and a word beginning with a vowel comes next:
not always, break into, top officials
Here t, k & p are consonants, and a, i & o are vowels.
3. A vowe l-vow el junct ion: A word endin g in a vowel comes first,
and a word beginning with a vowel itself comes next:
so also, no objections, many injuries
Here, o & a, o & o and the sound of 'y' ( = i) & i are vowels.
4. A vowe l-con sona nt junct ion: A word endin g in a vowel comes
first, and a word beginning with a conso nant comes next:
28
work, only bag s. and the sou nds of t,
go towards, extra & y' (== i) are vowe1s,
the sounds of o, a
Here, sonants. kind doe s no t cau se any
w & b are c~n word-junctions, the .last etw een two wo rds in a
Of these ~ kmd~~~ That is, if the junction ~·unctio
difficulty m sp~ ·up is a vowel-consonan J d n, you wo n't hav e
two-word wor gro . h end of the first wo r flow stra igh t into
any difficulty in makmg t e d
the beginning of the next wor . . . . non -na tive spe ake rs hav e
But with the first thre~ kinds of J~~~~1~~~t is, at the
first thre e typ es
t difficulty in contmuous spe smo oth ly from the end of
~J~nctions, you'll find it ~iffi.culto~ot;::o~:xt word. You freque~tly
the first word into the begmnmg d at the se thre e jun ctio ns.
stumble over the sequences of the souhn non s
-native spe ake rs o f En-
And this is one of the chief reasons w, y
glish who know English very well can t spe ak English flue ntly - wit h
their words flowing out.
We'll now take up each of these junctions separat
ely.
1.C on son an t-c on son an t jun cti on s
A consonant-consonant junction is formed in two
way s :
(a) By just two consonants (eg: sto p going)
(b) By more than two consonants (eg: gift
pac ket s)
Typ e (a) : Co nso na nt- con son an tju
nc tio nsf orm ed by
two con son an ts
In such cases, the real problem comes up only wh
en you hav e to
make the sou nds of p, b, t, d, k and g ('g' as in
'go' ) flow into the
sounds of the same or other consonants.
Here, this is what you should be careful about: Wh
en you say the two
words together, there should be no gap at the jun
ctio n bet we en the
two sounds. There should be no 'explosion' of a
sou nd or bre ath afte r
the last sound of the first word and before the firs
t sou nd of the sec-
ond word. Don't allow any vowel sound like 'u' (tha
t is the mid dle
vowel-sound in 'book') or 'a' (tha t is, the vow el-s
oun d bet wee n 't' and
'd' in 'today') to come after the last sou nd of the
the first sound of the second word. first wo rd and bef ore
.
An example will make things very clear.
Let's take the word-group "get back" Here 't' and
d' , 'b' t
Say the worf get and hhold the. air in· you r mo uth are con son an s.
come out o your mout . That is don 't explod . Don 't let the air
th
' e e sou nd of 't' - yet.
 29

gu e in fir m co nta ct wi th the tee th- rid ge on the roo f of

Ho ld yo ur ton for
~r ~o w ~o ur s (w ith ou t moving the tongue-tip)
yo mo uti ;. clo se lip
ter closing the lips, do like this: Dr
op
say ing the ba so u? d of ba ck '. Af
the to ng ~e ~1p fro m the tee th- rid ge an d, at the sam e time, op en
doW?
hp s for the ba so un d an d let the air in the mo uth come ou t.
the
t, yo u ca n ma ke the 'ck ' so un d in 'back'). Here, for the 't'
(After tha
'ge t' an d the 'b' so un d of 'ba ck ', the re sho uld only be a
so un d of the mo uth ) - an d no t tw o
sio n ( = let tin g ou t air fro m
sin gle ex plo
t: Th ere sho uld be no sep ara te
sep ara te ex plo sio ns. Let me rep ea :
plo sio ns for 't' an d 'b', bu t on ly a co mm on explosion. Note this too
ex
the 't' so un d an d be for e the 'b' so un ds the re sho uld be no vo we l
After '
lik e 'u' or 'a'. Be car efu l no t to say "get-u-back" or "g et-a-
so un ds ak ers of English ma ke . Be
is a mi sta ke mo st no n-n ati ve spe
back". Th is
ve ry ca ref ul to av oid it.
e yo u a ge ne ra l gu id eli ne tha t yo u ca n follow in all cases:
I'll giv
tw o co ns on an t-s ou nd s co me tog ether, the first co nso na nt-
W he n the second co ns on an t
ld no t be ful ly so un de d. On ly
so un d sh ou
at is, the first co ns on an t so un d
so un d sh ou ld be fully so un de d. Th
wh ile the second co nso na nt- sou nd
sh ou ld on ly be pa rtl y so un de d,
sh ou ld be fu lly so un de d. t,
ply thi s rul e no t on ly wh en yo u ha ve to make the sou nd s of p, b,
Ap bu t
k an d g flo w int o the so un ds of the sam e or oth er co nso na nts ,
d
wh en yo u ha ve to ma ke the sou nd s of an y oth er co nso na nts flow
also
so un ds of the sam e or oth er consonants. Th e oth er con~o­
int o the co nso na nt- co nso na nt Junc-
tha t yo u wi ll con 1e acr oss at
na nt- so un ds in 'th an ks' ), th ( = '(J' as
tio ns are : ch , j (as in 'ju st' ),/ , v, th ( = 9 as
n, ng (as in 'young'), l, r, y an d w.
in 'th at' ), sh (as in 'sh ow '), h, m,
lis t by he art at all)·
(No, yo u don't ha ve to lea rn thi s

Ju nc tio n pr ac tic e
ction of word-groups. These ~ord-
I'm no w go ing to give yo u a colle ds of co nso na nt- co nso na nt JUnc-
. ex a mp les of all kin . d
gro up s co nta in ts Pra cti se utt eri ng the se wo r -groups
c rmedby
. ns 1o tw o co ns on an ·
t10 . .
D - sev era l tim es. ap cha ir, sto p JOk-
ALOU kee dri vin g che
pd gri·p ~ery,, kee p thinking,.
.
po rtio n, slip bac k, np e tom ato ;
• top ing ste p 1or wa r ,
. cov er, sto p go • t sha pe typ e her e ' soa p mi ght ,
mg , che ap · g , dee p zon e,. din op g kee'p yo ur ste ep wall.
h
dev elo p t e, eepk say m
lau gh ing , sto p rem m .b' . b d~ring mo b cha sed ,
wi pe nea tly , sto p e to, JO ,
b b cam e subbscn for abs orb veJYi dis tur b things,
, mo e ' .
;e~~rb h~lf, glib man~er, gra b now,
for ma nce
• sup erb per
rub jus t, rub carefully, ~uperb gf
, a s we lco me d.
bri be the m, rub som e, JOb sho ur, clu b
glo be- lik e, job rac ket , gra b you
30 . d gre at dan ger , wh ath cha nge s, tha t jok e
' t veg eta ble , cat t oug t, fi t the , late
h '
• quiet please, get . i;
b k foll
ac
notows nre, tha
lett ers
hot cake, smart girl , h 1
't hap pen ed, tha t may, wh at nex t, got '
gr eat s ow, word.
sales, not zero, hat
nce , goo d
not right, eight years, w d d to not ed dow n, spl end id .cha
ten e ,
pen , re d b00k' pre d d bad fellow.' sta rted ver .
y, mc lud e thin gs,
• bad r: ma e goo , bad . hab its, sco lde d me , goo d
judge, hard cov e' 'de some, solid sha pe,
concluded that, besi d ained sta rted yie ldm g, bad wo od.
, . .
news sad look, gua r rem wa tch tele VIs 1on, mu ch. dep end s, much
' h· bel iev ed d h c
ach peohp1.e' coa c , gar en, nc 1ellow, reach
• appro . . n which calender, bea ch h · h sh op, mu ch h aste ,
chance'ch wh1c JUncuo ' atta ch som e, w 1c
h' sketch the h reI'1ef , nc · h y1e· 1d,
very;' cat t mgs , ' s wh ich lett er, mu c
h nei ghb our ' , ·
touch me, approac
much wealth.
poraril~ ave rag e dis~ance, en-
• large packet, huge bundles, engage tem
corrupt10n, col leg e girls, larg e
courage children, huge jug, discourage
cha rge tho se, hug e salary, larg e
family, average value, mortgage things,
led ge my, bri dge nea r, age
zoo, message should, courage helped, ack now
nag e wit hou t.
limit, courage returned, manage your, ma
k door, loo k che erf ul, ma ke ges-
• check properly, look better, like to, bac
re, sha ke vio len tly, sto ck
tures, black curtain, black gate, black figu
p, loo k her e, ma ke mo ney ,
things, pick the, look surprised, boo k sho
d, loo k your, sto ck wo rth .
strike nicely, knock lightly, cook retu rne
dog, big cha nge s, fro g jum ped , dig
• big people, dog barked, big table, big
, big thin gs, plu g the , dra g
carefully, big gang, bag fell, dog vomited
s~mething, big zoo, big shop, dig her e,
dru g mig ht, big not e, dog licked,
big report, big yield, bag without.
tor, life cha nge d, tou gh job ,
• brief period, safe b~t, wife told, chi ef doc
ef val ue, wif e tho ugh t, if the,
en.ough. co~rage, thief got, enough for, chi
~iefhsadid, hfe should, enoughr,hei ght, pro of mig ht, bri ef not e wif e
. ,
aug e , rough road, half you knife was
. · ..
• live peacefully, drove by, t 1· town, sha ve datly, bel iev e chi ldr en, move
just, drove carefully, ' ~a ~~
leave
things improve thei~rre avevesom hcei gi ts, move for war d, rec eiv e vis itor s,
e (wi ll) · h
. '
not ,
,
live like b; an: ive s ortly, obse~e how,
forgive my, have
r, imp rov e you r, act ive worker..
• both panicked 1 h b nged' aveh rule
' c ot elo d, bot h .
cha nge d, wor th just, both ke ; ear t turn s, tee th dec aye
worth thousands, both these yb' ~rth gat
e, clo th fad ed, wo rth visiting,
th sho uld , bot h han ds, wo rth
much, wo nh nothing, both l~k ~t bsat, you ath was.
• with pity, breathe bette . Ih e ' ath roo m, Sm ith yaw ned , bre
r, wu terr if ·
smooth · k
smooth J~~ et, bre ath e com fort abl ic, ·~t h deli~ht, wit h chi ldr en,
t mg, smooth the With . y, W~t
gas, With for ce wit h vis ion ,
breathe more (d ' s1ncenty, '
e . h' sn:i oot h she ll, wit h hun ger ,
With wh t eeply), With non , W1t lad ie · h
a ever: · s, wu rea der s, wit h your,
NOTE· Th , , . ·
. e th m 'w'tI h' , 'breathe' 'bat h ,
'th' in '
they'. (This sound is r:p res e ed and 'sm oot h' mu st sou nd like the
ent b th
Y e pho net ic alphabet~).
 31
• famous painter, nice behavi b . ·
.Id b . our, usmess tod h .
ch i. ren, . oss ~oked, was careless, nice . ay, c oice doesn't, impress
senous thmg, introduce them .girl, whose fault, precise value
. . , nurse said purp h Id '
an
h d wntmg, anxious mome t . •. ose s ou , atrocious
practise your, furious with. n ' preVIous mght, gas-light, police reported,
• wise person, these boxes because t
ful, his job, please come 'plea omorro~, please don't, always cheer-
thinking, use the use so~e h~e g~, apologize for, always very, always
new, his last, ple~se remembe is s are, alw.ays ~elped, cause more, those
r, use you, his weight.
NOTE: The sound of the 's' in 'wise' 'th , ,
'cause' 'those' and 'his' i·s ' ' 'd ese, because', 'please', 'always', 'use',
' z , an not 's'. ,
• selfish people, ?arsh behaviour, push towards, finish dozens fresh
~~:~gt~tnw:sh JU~t, harsh customs, selfish girl, brush fell, p~lish very,
establish !e:.~~~sh the, wash some, fresh ~hares~ f~nish half, brush my,
' sh language, brush remamed, fm1sh your, fresh water.
• handsome people, come back, some teachers firm decision same
cheque' .same JU · d ge, med ium cold, some guests, ' came for, calm' voice,
same thief, ?vercame the, some samples, surname should, some harm,
flame may, mform none, extreme limit, some remembered, came yester-
day, game was.
• green pen, o~ buses, complain to, can do, one chance, cotton jacket,
keen competition, modern games, certain foreigners, often visited,
eleven thmgs, remain there, join some, can show, often happens, men
must, main news, postpone learning, main reason, one year, attention
wandered.
• young people, long before, according to, morning duty, among children,
long journey, wrong conclusion, a charming girl, sang for, king visited,
wrong thing, during their, among some, long show, long hall, young
men, sang nicely, looking lovely, getting ready, bring your, outstanding
work.
• several pictures, general belief, idle talk, impartial decision, casual
changes, miserable journey, annual conference, will give, evil fellow,
several volumes, awful thirst, fill the, people say, equal share, fell half-
. way, small mistakes, several names, all letters, final reply, final year, total
weight.
• severe pain, better book, doctor took, clear day, more changes, are just,
colour combination, were going, never found, were visitors, never .
thought, over the, poor salary, our share, never happened, other mis-
takes, her neighbours, your letter, are reliable, were your, utter waste.

fype (b): Consonant-consonantjunctionsformed by

more than two consonants
Very often, when one word comes after another, the junction formed
between them would be a junction formed by ?1ore than two conso-
nants. This happens when the first word ends 1n more than one con-
32
d b gins with one consonant or more. At
sonant, and the secon one el fi d 't' or 'd' in the middle and
these junctions, you can usual Y in a ·
other consonants on either side.
Eg: left side most people.
, 'd'
In such cases you can leave out to sound the 't' or · Yes, you can
safely leave i~ out. Once you leave it out, there would only be two
consonants left. Then you can apply the general guideline we've
already seen: You can partly sound the first consonant, [that is, the
consonant before 't' (or 'd')] and, fully sound the second consonant
[that is, the consonant after 't' (or 'd')].
For example, let's look at the word-group 'kept forgetting'. The junc-
tion between the words 'kept' and 'forgetting' is a junction formed by
three consonants: 'pt' of the first word and 'f' of the second. Here, you
can leave out the 't'-sounr between 'pt' and 'f'. The word-group now
becomes "kep forgetting" without any 't' between 'p' and 'f'. Now, you
need not give full sound value to 'p'. But you must give full sound
value to 'f'. For the sounds 'p' and 'f', there should be no separate
'explosions'. There should only be a single, common, explosion. The
principle is the same as the one we've already seen. Thus, after the
'pt' of 'kept' and before the 'f' of 'forgetting', there should be no 'u'-
sound or 'a'-sound. That is, you shouldn't say "kept-u-forgetting" or
"kep~-a-forgetting". Say "kep'forgetting", by leaving out 't' and by
making a single explosion for 'pf'.
Here are a few more examples:
left, tui:n = lef'tum. most people = mos'people. best paint =
bes pamt. corrupt person . corrup'person.

Juncti.on practice
I'll now give you a list of two-word word ro .
are all word groups conta' . g ups for practice. These
by more than two conson~n~ng ~onsonant-cons_onant junctions formed
these word groups, there a~es~hr~: be~ore starting the practice with
let's dispose of these points first: points you need to understand. So
• When 'ed' is joined to the sounds
pronounced as 't' _and not 'd' p, ch, k, f, s, and sh, 'ed' is to be
as or as 'id':
hoped = hopt, and not 'h d'
(so, hoped ior
c .
= hopt op .
for = hop'for).
stopped = stopt, and not 'stopd'
(So, stopped thinking = stopt th'10ki
coached = coacht.· ng = stop' thinking).
(So, coached those = coacht h
marched = marcht. t ose = coach'those).
11s -Dl·-

33

(So, marc hed past = marc ht past = marc h'pas t).

walked = walk t.
(So, walk ed throu gh = walk t throu gh = walk 'thro ugh) .
talked = talkt.
(So, talke d with = talkt with = talk' with ).
coug hed = coug ht.
(So, coug hed viole ntly = coug ht viole ntly = coug h'vio lently
).

stuffed = sruft.
(So, stuffe d my = stuft my = stuf'm y).
addre ssed = addre st.
(So, addre ssed the = addr est the = addre s'the ).
blessed = blest .
(So, bless ed their = blest their = bles' their ).
pushe d = push t.
(So, push ed both = push t both = push 'both ).
dashe d = dash t.
(So, dash ed hope s = dash t hope s = dash 'hope s).
'th' in
• When 'ed' is joine d to the soun ds b, j, g, 'd' (the soun d of
or 'id' or
'the') and z, you shou ld pron ounc e 'ed' as 'd', and not as 't'
'ed':
robbed = robbd , and not 'robt ' or 'robe d' or 'robe d'.
robbed many = rob' many
begged = begg d, and not 'begt ' or 'bege d' or 'bega d'.
begged for = beg' for
enlar ged the = enlar ge' the
smoo thed back (the ... ) = smoo th' back (the .. . )
seized contr ol = seize ' contr ol.
• After 'd' and 't', 'ed' is pron ounc ed as 'id'.
surro unde d
raided = raidid . guar ded = guard id. succe eded = succe edid.
= surro undid . waite d = waiti d. perm itted = perm
ittid. shifte d = shifti d.
wanted = want id.
So when a word ends in 'ded ' or 'ted', and is followed by a word be-
so
ginning with a cons onan t, the cons onan t-con sona nt junc tion
onan ts,
formed is a cons onan t-con sona nt junc tion form ed by two cons
and it comes unde r Type (a) abov e, and not unde r fype (b).
Eg: raide d their , guid ed some , succ eede d by.
word -
With these principles in mind , prac tise sayin g the following .·. . ~

·
groups ALOUD. Now we go for the word -gro ups:
adop t child ren,
• corrupt perso n, accep t befor e, escap ed to, accep t defea t,
gripp ed very, .
corrupt judge , (this) conc ept came , accep t gifts, hope d for,
t shou ld, · .· -
stopped think ing, inter rupt them , accep t some , manu scrip
t .responsibQ.ity.
stopped hurti ng, accep t my, adop t new, shap ed like, accep
.-
typed your, manu scrip t was.
~ '. .
•...:..
, ,
· ·,
·;.., .
. ~. ~. ' .. . :·,.
 34
th bribed childr en, grabb ed just, bribe d them,
• robbed people, rubbe d bo ' .. ·tJcc1.1 h c.alf' grabb ed my, absor bed noth-
bl ' I ·hops auso1 distur bed you, absor bed water.
rubbc>d some, ro Jee . s ·'
1 1y,
· hrihccf lots of, bnbcd regu ar
mg. . . b ·k clutch ed tightly, reach ed down , coach ed
• coached people, mat ched ac 11• cl ca refully· march ed towar ds, (the)
ed
children, scratc hed just, scare e he d thing' 5 ' snatc h ed those ' attach
sketch ed ve1y, touc
at tac hcd fnrm , h d home ' fetche d more ' touch ed
. ached shop- keepers, reac watch e
some, apptoc. hcd rather: ed your, reach ed where .
near, reached last, approac ' .
. d d 0 dged behind mana ged to, massa ged daily, en-
rage peop 1 e, ' f II d
• discou . acknowledged just, banda ged care u y, engag e
couraged ch anges , l. . d d h
good, charged four, mana ged very, mortg aged t imgs, JU ge t em,
my,
bl ·ged some encou raged shop-keepers, urged hund reds, pledg ed
~is~ouraged ~eithe r, forged letter, aged relatives, ackno wledg ed your,
merged with .
chang es,
• perfect picture, perfect balance, liked to, act decisively, distin ct
d
perfect justice, direct conta ct, select good. (ones ), wo:k ed for, walke
),
very, chalked things (out), prote ct the, reject some , p.1cked short (ones
t,
looked hurt, direct method, looked new, collec t lots, incor rect repor
select your, contra ct was.
for,
• clogged pipes, lagged behin d, bragg ed to, bogge d down , begge d
rigged the, drugged some, dragg ed half, plugg ed more , hugg ed none,
begged repeatedly, shrugged your, sagge d with.
• gift packet, makeshift barric ades, craft teacher, swift decis ion, soft
left
cheese, left just, cough ed continuously, lift got, left for, scoffe d very,
move-
things, stuffed the, handi craft seminar, first show, left hand, deft
ments, (the) lift near, draft letter, sniffed round , lift your, theft was.
chil-
• believed people, behav ed badly, arrive d today, move d daily, loved
ed firmly ,
dren, moved just, revolved continuously, receiv ed gifts, believ
y,
observed very, improved things, solve d the, saved some , curve d sharpl
late,
loved huntin g, saved money, achie ved nothi ng, lived long, arrive d
loved rabbits, received your, moved with.
breat hed
• breath ed down , smoo thed both, sooth ed their, smoo thed your,
with.
es, first
• last perso n, fast bus, almos t totalJy, eldes t daugh ter, most chang
s,
job, best coach, last game , must follow, last visitor, expre ssed thank
hard,
blesse d the, replaced some thing, bigge st zoo, best show, pract ised
c~eapest metal , cost nearly, mode st lady, lowes t rent, again st
you, east
wmd.
childr en,
• abuse d peopl e, used bad (word s), used to, close d-doo r, amus ed
ed very, __
praise d ju_st, cause d confusion, praise d God, apolo gized for, amaz
eepers~ . ,
c~used things , amus ed thems elves, cause d sever al, advis ed shopk
regti•_.··
disclo sed half, excus ed my, cause d nearly, pleas ed lots, adver tised ·
Iarly, rouse d you, realiz ed what.
e', 'P'raise;! _·. _,
NOTE: The sound of t~e 's' in 'abuse ', 'use', 'advis e', 'close ', 'pleas
is ~;'~, -:>>·.
'cause ', 'amus e', 'disclose', 'excus e', 'adve rtise', 'rouse ' and 'reali ze'

~d not 's'. : . . ,~;.~:'.~~;l;"'..

.·. •·.· ·•· ·.•._•••.•._•-
'. : '. ·~ . .. . .. ' . ·~. . .. . , : .. . " .. .
~-
,... .
·.. ·:\.
k=~~~
 35

, finished paintin~, pus~ed back~ clashed together, published daily, pun-

ished cheats, finished Just, punished corrupt (officials) distinguished
ucsts, dashed for, distinguished visitor, pushed thick ~ashed the ac-
~mplished somet~ing, finished s~aving, finishe9 half, astonished me,
published new, finished late, furnished room, brushed your, polished
well.
, seemed peculiar, seemed better, seemed to, calmed down, seemed cheer-
ful, named just, assumed correctly, seemed good, seemed familiar, pre-
sumed very, assumed things, informed them, performed so, seemed
shaky, seemed hurt, harmed more, named nobody, confirmed later,
seemed rigid, welcomed you, performed well .
• want people, violent behaviour, silent till, paint did, recent changes,
decent judge, joint committee, present government, excellent form,
represent villages, important things, represent those, faint sounds, stu-
dent showed, faint hope, excellent meal, innocent nature, decent lan-
guage, instant relief, want your, constant worry.
· • entertained people, complained bitterly, round table, contained dozens,
sound changed, joined just, depend completely, found guilty, stand for,
questioned very, round things, mind their, behind some, turned sharply,
explained how, lend me, and now, contained lots, joined recently, exam-
ined your, spend whatever.
•hanged poor, wronged by, belonged to, clanged during, hanged children,
harangued just, hanged girls, longed for, longed very, wronged them,
banged something, hanged short, wronged half (o0, banged my,
wronged nobody, hanged last (week) .
• bold person, s·a iled back, pulled towards, howled down, grilled chicken,
wild justice, mailed coupons, told good (stories), called for, spoiled very,
controlled things, sold the, appealed separately, recoiled sharply, bald
head, fooled me, told nothing, soiled letter, detailed report, hold your,
boiled water.
• occult powers, fault became, built to, bolt does, result cheered, belt just,
guilt cannot, smelt good, inbuilt feeling, smelt very, melt things, insult
them, result seemed, result showed, halt here, consult my, result never,
smelt like, consult regularly, jolt you, dealt with.

2.Consona nt-vowel junctions

So far we've been looking at consonant-co nsonant junctions. Let's
now look at consonant-vow el junctions.
Suppose that a word ends in a consonant. And suppose that the next
Word begins with a vowel. Here non-native speakers of English often
find it difficult to make the first word 'flow straight into' the next. And
they stumble over the sequences of the sounds at the junction. What
Usually happens is this: After saying the first word (ending in a conso-
nant), they unconsciously 'stop' the flow of speech for a split-second,
36
and then start to say the next word (beginn~ng with a vowel). This
jerky-stop breaks up the smooth flow of their speech.
The thing to do is to avoid the jerky stop at all c~sts. The consonant
of the first word should flow smoothly into the vowel at
e end
a t thbeginning
the of the next word. There sh ouId b e no 'stop' or 'explo-
sion' between the consonant and the vowel. The trick here is to un-
derstand that both the consonant (at the end of the first word) and
the vowel (at the beginning of the second word) are parts of the
same word group, and not of two unconnected words. Remember
that a word group is to be uttered as a single unit, and so a word
group is nothing but a single 'super word'.
For example, take this word-group: 'I found that almost everyone was
angry'. Here, there are three consonant-vowel junctions: (i) that
almost; (ii) almost everyone; and (iii) was angry. To glide over the
junctions smoothly, imagine like this: Imagine that the last sound of
the first word is actually the first sound of the second word. Thus,
you should say 'that almost' as 'tha talmost' by transferring the 't' of
'that' to the beginning of the next word. In this way, 'almost every-
one' becomes 'almos teveryone' and 'was angry' becomes 'wa
sangry'. So the word-group has to be said like this:
I found tha I talmos I teveryone wa I sangry.

Junction practice
You'll find below a number of specially-selected wo d
have consonant-vowel junctions in them p . r :groups. They all
in the way we've just now seen R . ~actise saying them ALOUD
many times as possible. · epeat saying them in this way as
Eg: Say 'job of as 'jo bof'' 'grip and~ as 'gn. pand ' etc
• stop each, develop it, keep every, sto ad . , .. .
ously, shop always type othe k P .dmg, cheap artist, group obvi-
t ' r, eep earnmg ke h
ape over, hope either, keep out . , ep anot er, dip eight,
•job easily, rub it bribe , stop ml-production, sharp ears.
I , every, superb acti . b
o~s y, absorb all, disturb others mob ng, JO afterwards, mob obvi-
dtsturb old, disturb either, grab'our. urged, mob opposed, mob aimed,
• cut even, b ut It, · what else get .
?ll, get up, must earn wai't unt~lcuhve, went after, what obstacles meet
• imp
: 0 rt 01·1 ' nght
· '
ear, that 1 t at age, not only, next item, left
airport: • out,
directed each, confide in .
f . dextend a II ' seemed 'upset
offer, behmd frievery,
d road acc1·d ent, and artists good
• nen opened, good idea, road ou~s~dee~med, a?d another, good ~im,
attach each watch ·r ' ound oil-cans
· ' l , teach an · h ·
ties, teach all ' teach others, muchy, nc actor' rich
early; h art.1st, such opportum-
.
' muc about, such able, teach
 37

old, which items, watc h our, muc h oil, which airpo rt.
a t ·
• acknowledge e~ch, chan ge it, chan ge any, encouragde c ~rs, engag~
artists, huge objects, larg e orga niza tion disco ura
·udge agre ed, enga ge eigh t, chan ge old'' chan ge eg1·teh er,us,harge earnings,
J · "d as k any, work activelv work after lc karge our. talk
lk ms1 e, f't: d, make
easily , wa h k J> , c er o 1ere
d s k '
all, make ot ers, spea earnestly, spoke across, back ache ' po e openly,
took ideas, like our. .
, big opportunity,
• drag each, drag it, drag any, big ambassador, dig after
, hug old, big
dog always, dug under, beg earnestly, dig across, big aims
ideas, dug out.
safe answ er
• laugh easily, chie f inter est, if enem ies, enou gh activities
chief officer, wife alwa ys, if othe rs, wife earn s, wife agr~ '
ed if age w'ife
'
opened, enou gh idea s, if our, if oil.
, have objections,
• above each , abov e it, have any, brav e act, shav e after
eight, have old,
move all, receive othe rs, .leav e early, save abou t, have
live idly, belie ve our.
ers, cloth on,
• tooth each , cloth in, bath every, both acted , both answ
anot her, Smit h
mou th always, Smi th unde rstoo d, yout h urge d, wort h
aimed, both old, both our.
obvious, with all,
• with each , with imm edia te, with any, with actors, with
only, with our.
with othe rs, with appr ecia tion, with aged -peo ple, with
answer, thus obvi-
• since each , pass it, thus every, bus acci dent , curio us
, thus age, boss
ously, thus all, conv ince othe rs, nurs e earn s, false alarm
owned, false idea s, repla ce our.
se answer, as on,
• use each , beca use it, his enem ies, thos e acci dent s, plea
her, always
always orde red, accu se othe rs, his earn ings , beca use anot
able, his own , wise idea , prais e our.
'as', 'always', 'accuse',
.NOTE: The 's' in 'use' , 'beca use', 'his', 'thos e', 'plea se',
'wise' and 'prai se' soun ds 'z', and not 's'.
ish oppo rtun ities ,
• finish each , brus h it, finish any, finish answ ering , furn
h only, foolish
wash all, finish othe r, finish anot her, selfish aims , brus
ideas, wash our.
e answer, com e on,
• room each , cam e in, welc ome every, sam e actor, sam
ted, sam e age,
name always, from up, hom e urgently, teleg ram omit
came over, som e idea s, cam e out.
in offices, certa in ·
• men eat, bum it, on any, an acci dent , one after, certa
pted , chin ached,
orga niza tions , elev en othe rs, own earn ings , cous in acce
an old, and item , men outs ide.
er, king obvi-
• during each , brin g it, sing any, youn g actor, wron g answ
ously, amo ng all, amo ng othe rs, .dur ing e~rly, king obey
ed, youn g age,
living only, wro ng idea s, amo ng our.
cont rol all~ ~ill
• compel each , all in, tell any, will act, will ask, fell on,
over, until ideas,
unde rstan d, total earn ings , will agai n, actu al age, little
fell outs ide.
38
ne better actor, better ask, better
. ssure eve ryo '
• four each, ~tter image~ a father understood, doctor urged ' f ar away,
operated, picture alwa~' four items, fear our.
never able, door opene ,

wet junction s
3. VoweI -vo . ou must learn to glide over is the cat-
A third category of junctto~s y
f I vowel junctions.
egory o vowe - d that ends in a vowel and then
Suppose that youfirst say~ ~orvowel Here too, there should be no
another word that be~ins, ~it aen the ·two words. The glide from the
'jerky-stops' or ~exp~osion e:w)t~ the next word (beginning with a
first word (end mg m a vowe
vowel) should be smooth.
Let me tell you how you can do this. .
The words that end m . vowels can be brought under three groups.-
1) Words endmg . m. the sounds (not the letter) 'i' (short sound) and
'i:' (long sound).
. . the sounds (not the letter) 'u' (short sound), 'u:'
2) Word s end mg m , , d) ' '
(1ong sound) , 'ou' (-- 'au'' short sound), o (short soun , or o:
(long sound).
3) Words ending in the letter (not sound) 'a'.
Now we'll deal with our problem, group by group.

Group 1: Words ending in the sound 'i,

What is the sound 'i'? You know it, don't you? The sound 'i' is the first
and last vowel sound in 'city'. In this word, the sounds of the spellings
'i' and 'y' are both the same - it is the sound 'i' (The sound 'i' can be
long like in 'agree', or short like in 'copy'. But this difference is of no
importance here).
Remember that the sound 'i' comes in five forms at the ends of words:
• As in 'busy' and 'he'. • As in 'tree' ( = 'tri:', 'i:' - long sound). • As in
'boy' (sound 'oi'). • As in 'cry' (sound 'ai'). • As in 'way' (sound 'ei') ·
But forrunately, for our purpose, all the five forms can be dealt with ·
in the same way.
We've found that there are five forms of this sound. Suppose that you
have a word·group of two words, that the first word in that word
group ends in one of the forms of the sound 'i' and that the second
word begi~s with the same vowel or with any ~ther vowel. If you
~ant to gh~e from .the first word to the second word (without any
Jerky-s~o,p m the.middle), this is what you should do: Just add a very
gentle y sound m between the two words. Note this: The 'y'-sound
you add. should be very gentle, and not strong. This is important.
 39
for example, if you want to say the, word-grou p "be alone" as a single
.t you should add a very gentle y' between 'be' and 'alone' d
un• , . "b 1 ,, S . ·1 1 , an
y like this: e-y-a one . im1 ar y, you can say "agree about'' as
~: ree-y-about', 'destro~ all' as 'destroy-y-all', 'fly up' as 'fly-y-up' and
's:Y only' as 'say-y-only . .

Junction practic e
l{eep these principles in mind, and practise saying the following
word-groups ALOUD. Don't f~rget to add a very gentle 'y'-sound at the
junctions. And remember this: The 'y'-sound you add should be very
gentle, and not at all strong. .
• carry each, bury it, the enemy, very angry, only argued, very often, many
awful, only uncle, very urgent, many advantages , the aim, many .old,
very ideal, carry out, the oil, the ears, many aircraft, hurry about, many
objections, copy everything, the other, many other, easy and .
• she eats, three important, he explained, she analyzed, he answered, free
offer, she always, see us, he urged, see about, we aimed, be only, three
idle, be outside, three oil-cans, three aeroplanes , she allowed, she ex-
plained, be able, see it, he opened, see if.
• boy eagerly, enjoy it, employ every, boy actually, employ army, boy obvi-
ously, enjoy all, annoy others, toy among, boy urged, employ aged-
people, destroy old, employ ideal, destroy our, boy inherited.
• justify each, try it, buy everything , my active, my arguments, why ob-
ject?, buy ornaments , my uncle, I urged, cry aloud, my age, I only, my
eyes, occupy our, buy oil, buy aeroplanes , shy and, buy eggs.
• they easily, delay in, say everything , they added, they asked, may offer,
may organize, they understood , they urged, they abused, they aimed,
they opened, (the) way ideas, they outlined, (the) way oil-prices, lay
each, convey informatio n.

Group 2: Words ending in the sounds 'u', 'ou' (=

'au'), or 'o'
Don't get a wrong idea about the 'u' sound. It is not the beginning
sound in 'union' or 'usual'. No. It's the sound of 'oo' in 'good' ('u' -
short sound) and of 'ue' in 'true' ( = 'tru:', 'u:' - long sound). There
are no common words beginning with the sound 'u'. But there are
words ending with that sound. This group of sounds 'u', 'u:', 'ou' ( =
'au') and 'o', 'o:' includes all the words which (when spelt) end in the
letters 'u', 'o', 'ow', 'aw', 'ew', and 'ue'.
Eg: ago, cow, draw, due, few, flow, know, new, now, saw, so, true, you.
~uppose that you have a word-gro up of two words. Suppose that the .
first word in that word group ends in one of the forms of the sounds
'u', 'u:', 'ou' ( = 'au'), 'o', or 'o:' and that the second word begins with
 40
. ther vowel. You have to glide from the
the same vowel or with any~ .thout any jerky-stop in the middle.
first word to the second wor wi dd a very gentle 'w'-sound in he-
. · h · way· Just a
You can do this in t is · ful to see that the 'w'-sound is not
tween the two words. Be very care
at all strong, but extremely gentle. , ,,
. ant to sa the word-group 'who asked, you
For example, if you w , , by 'who' and 'asked' and say like
should add a very gentle w etween " · h ,, "b 1
. " h
this: w o -w- as e · k d" Similarly you can say below eig t" as · e ow -
. ,, " . f"
. h t,, , "draw i'nto" as "draw -w- into ' review
w- e1g ,, o as review.-w-
of", and "argue about" as "argue -w- about .

Junction practice
In this way, practise saying the following word-groups aloud:
• you eat, you imagined, you expressed, you acted, you answered, yo~
objected,·you ordered, you upset, you _urged, y~u abandoned, you aimed,
you overheard, you isolated, you outdid, you mled.
• so each, .go inside, no enemies, to add, to ask, to of~er, who organize~, so
ugly, so urgent, go across, no aim, to overcome, no idea, go out, no 011,
two ears, no objections, to illustrate, so also, to anyone, to all, so only,
into its, to even, do an, two of.
• throw each, throw it, slow effect, now active, how artificial, how often,
how awkward, grow up, now earns, how about, show eight, now over,
grow idle, now outside, how oil-prices, now aeroplanes, low opinion,
now it, bow and.
• saw each, flaw in, raw eggs, jaw and, claw at, son-in-law asked, law
officers, grandpa always, grandma understood, saw urban, draw a, saw
aged, brother-in-law offered, saw iron-rods, withdraw our, saw oil-
tankers, draw ears, saw aeroplanes.
• drew each, renew it, too eager, do an, who asked, grew anxious, new
artist, new office, threw all, grew up, new urban, clue added, new aims,
through every, new ideas, blue eyes, threw out, drew ears, drew
aeroplanes, screw it, two items.
• pursue each, due importance, knew about, new engine, pursue any, due
on, pursue all, a few other, due early, issue eight, issue only, interview
and,_ pursue either, knew only, issue our,·continue answering.

Group 3: Words ending in the letter 'a, .

~' .
There are only a few such words in common usage. These words are:
area, aura, banana, camera, cinema, comma, data, drama, era, extra,
formula, grandma, grandpa, idea, opera, quota, umbrella.
There are two different cases here:
(i) Suppose that a word starting with the vowel sound 'e~ (the
. beginning sound in 'enter') or 'i' comes after any of these words.
 41
y gen tle ".,
Then you can add a ver ~-sound in b
etween the two
words.
. "area-y-.mcr eased" "d ram a-y- exp en" ' "idea-y-11" .
EB·. "exrra-y-mc· ome . " , "extra-y-expenses",
,
(ii) But sup pos e tha t the sec ond wo rd d oes n t sta n . h h
' , , ., b onl y wit h th , , wit t e vowel
sou nds e or 1, ut star ts nd ,a (the b egm
sound• .
. nmg
. " 'fi . I"' ' and' ' etc. ) or the esou
sou nd in art1 ic1a 0
· Her e, ther e
sho uld be no 'y'- sou nd or w'-so und b e tween the tw0
1
d
. t wo rd sho uld mer . wor s. Here
the end ing vow el of the firs
d~e into the begin-
ning vow el of the nex t wo rd. Actually; th
the first wo rd is onl y par tly sou nde d' w~i~;
t~ngbvo~el. sou nd of
d e , egm nmg vowel
sou nd of the nex t wo rd is ful ly sou nde d . So on t you see? This
. l Th' . the onl y cas e whe re y d ·
is a spec1a cas e. is is ou nee n't add a
, ns.
'w'- sou nd or a y'-s oun d at vow el-v owe l jun ctio
Eg: India-and, area-of, extra-allow.ance, China-a sked, Australia-admitted,
.
idea-about, extra-orhdersfi, Russia-obtained, America-opposed, extra-Item.
· " ' use 1·t 1·s pronounced
(You. see,')1n item , t e 1rst vowel sound is 'ai', beca
as 'a1tem .

4.Vo we l-c on son an t jun cti on s

No spe cial pra ctic e is
This is a cas e wh ere you 'll find no difficulty.
nee ded to glid e ove r this jun ctio n.
gave, see carefully, extra
Eg: we saw, go to, too much, so that, no bus, who
how did, .saw now.
work, true story, des troy completely, they came,
NOTE: You've just now gon e thro ugh a very
important topic. At first, you
t to understand. But by
might have fou nd the explanations a little difficul
and you've understood
now, you've gon e thro ugh the practice-materials,
for you to go through the
what actually is to be don e. So now is the time
explanations easy to
explanations onc e inore. This time, you'll find the
e again.
understand. So rea d thro ugh the explanations onc

Mixed materials fo r flow-practice

d-g rou ps. Say eac h wor d-
Here's a col lect ion of spe cial ly-s elec ted wor
tech niq ues . Utt er eac h
group ALOUD, app lyin g the flow -pro duc tion
Word-group sev era l tim es - ALOUD.
ai-d o-f ani ma ls.
Eg: people are afra id of anim als = peo p-l a-r afr
clouds disappeared. We
•My back ached. The rive r rose. He smiled. The .
e.
played. Som ethi ng fell. He agre ed. Nobody cam
on the bed. She lives m
• He got into the bus. She got up. He lay dow n
d
America. He lay on the gro und . 1 hed The gate ope ne ·
• Th The P ane cra~ e b~ll rang . The thin g
e fan turn ed. The clock stop ped .
The doo r closed. The bus moved. MY legs hurt.
T
42

1 answe red the questi on.

ved
mo · d He asked a questio · n. I answeWe red ·listene i ·
d. We istene o e
d t th
• He aske . hed They watchedkthe'lk fight.cl ate Pedro ate food. She
They watc · Pe ro ·
. John drank. John dran m1 .I wrote a letter. They read. They read
rad10. b 1 wrote.
forgot. She forgot the ag.
the letter. . They manuf acture d these tyres.
• She did the typing. He did the cook1?g. d the weeke nd. She made this
h h0 le place We enJoye
We searched t e w Sh opened the door.
cake. I closed the windows. e k he packe t in a corner . She placed
• He put the books in the box. ~d ::: ~hild on his should ers. I laid the
the plate on the table. He carne h an into troubl e. He took the box
bed-roll on the ground . They got t em h
into the room. We follow ed the thief for an our. .
. that irl He picked that girl up. They
• He picked her up. He pick~d u
; ph T; . lled John in. We found
k
out
h
called him in. They called m Jo n. ey ca
the mistake We found the mistake out. I took them out. I too . out t e
books. I took the books out. You left them ?ehind . You left behm d your
competitors. You left your competitors behmd . She took them .below. She
took below everybody. She took everybody below. He took us m. He took
in all of us. He took all of us in.
• I noticed the bus coming. I smelt something burnin g. We saw the man
going. She heard someone shouting. They found the boy waiting._ They
caught him hiding behind the bushes. We watch ed the man openm g the
door.
• She avoided eating. We finished writing. Asha. practi sed swimm ing. I
disliked travelling by bus. Pedro suggested going for a walk. Ann enjoye d
drawing pictures. They began reading. I remem ber meeti ng you there. I
like getting up early. She stopped reading. I tried startin g the car again . I
can't help laughing. I don't mind doing it.
•They wanted me to do it. He persua ded her to take a memb ership . He
mea~t y~u to stay there. They pressed me to visit them. You expec ted us
t~ bnng.1t. They got you to apologize. Nisha wishe d them to stop it. Anil
did not mtend you to hurt them. They did not advise us to go away.
• She waited for him to come. I arrang ed for a mecha nic to come. we
longed for everybody to be present.
list~~ed to hi;. :he~ looked at me. We looked after her. I waite d forof
1
•
e parte with It. I longed for her friend ship · The water tasted
kyou.
erosene.
• Biju agreed to come. Mary decided to s .
They wanted to go. I can't b tay behmd . He failed to do it.
body began to sing They coeat.r to sdee people behav~ ing like this. Every· -
. n mue h to argu e. I pre erred to go by tram.
Some of them tried to knock d
He remembered to send her a car owdn t e wall. She forgot to switch it off.
.
• He promised me a present He .
· promi sed a pr .
story. She read a story to me 1 bro esent to me. She read him a
· . ~ght them a packe t. I broug ht a
 43
hi m a letter: Yi
packet to th em . You se nt
. W e to ld th e tru th to ~heou se nt a ow letter to hi
We told
them th e tru th
ey to m e He m . Th ey ed rne sorn. rne
Y ow ed sohm e m·onb gave m rnoney.
The · d er a JO . Th ey of·fe re d . e a pen. He ga
TheY of fer e a Job to her. She fet;hea d Ph~n to rne.
d so m e w at er to ht' e irn so me
water. Sh e fe tc he ht
mh. 'He ha nd ed rne a ch
a ch eq ue to dmh' e. Th ey ta ug im alkes son. They tau equet. He
h an de d gh l
h gr an te tm pe rm iss io n (t n
to him. T ey
ta ke a da y of f) ° ta ea day off). They a esso
permission to hi m (to th e ba ll . H
8 e passed her the salt Hgranted
e ball to h~r. ; ,:sote
e th re w he r
the sa lt to her. H . Th e e thlre~ thth
se d
ro te a no te to hi m .
him a no te . I .w H h Y so d him ei r car. They sold
s ow ed m e a ph ot
ograph. He sh owed a photograph
their ca r to h im . e
to me.
Th ey ca lle d a ca r fi h.
• They ca lle d hi m a car. H e bo ug ht th em o~im. 1 booked her a ticket. I
booked a tic ke t fo r her.
He built he r a ho us e. H
e bu ilt a ho us ro:
e
m
h
T~r
·
.
~e :o ug ht a_1V for them.
c anged him a five-rupee
ru pe e no te fo r hi
note. I ch an ge d a fiv e- e. He re se ~e d ehy saved me someerv money.
on ey fo r m res ed a
They sa ve d so m e m d Yo u
er a se
s d
at. He
c h Yiou sp ar e m e so m e tro ub le · pa re some tro uble for
seat ioc r er. d h · pi st for th em . I or de re d him a
ty pi st. I fo un d a ty
me. I io un t em a la rg e br ea kf as t for him w ch ose Im a
h'
t. I or de re d a · e
large br ea kf as fo r hi m .
book. We ch os e a bo ok
ggested
jo ur ne y t? m e. yv e pu t th e question to he r. I su
• He described. hi s ed lt to us . He confes
sed his guilt to me.
Sh e m en t1 0n
the pl an to .h im .
le th in g to yo u. He ad mitted everything to me.
They ex pl ai ne d th e w ho
You sa id it to her.
re r. Yo u na m ed m e Ch airman. They appointed him
• They m ad e m e Tr ea su Re pr es en ta tiv e. They voted him Secretar
y.
hi m ou r
Auditor. We de cl ared m ad e hi m Manager. You called him
Ra vi . Th ey
She na m ed he r so n id en t. Th ey wa nt ed to appoint you
Sec-
at ed yo u Pr es
Ahmed. We no m in
retary. ated
m as an au th or ity . W e to ok him as a clerk. He tre
• They lo ok ed on hi m as an ex pe rt. They used it as a
lever.
e re ga rd ed hi
her as his si st er. \V ed
gu ilt y. I co un te d hi m as dependable . You describ
•T he y re ga rd ed us as m as ho ne st. She 'classed them as se
pa-
ns id er ed hi
him as in no ce nt . I co
rate.
ir br ow n. He at e the cuhis d.et hot. They
. H e dy ed hi s ha car blue .
•T he y dr ov e he r m ad 1 c 1ea n.
He painted
w ip ed th e ve ss e s
proved m e w ro ng . Sh e an te d to m ak e m y intentio stery. That was a
n clear.
he r ro om tid y. I w
She ke pt . Th . a my
• . w as th ei r M an ag er . at is
He ts a m ec ha ni c. Sh e s. h
ar e po lit ic ia ns . W e w er e th ei r partnered lik e he r m ot er.
mistake. Th ey I 0 ok e ba ck to
er . h
S e d her fac
. H e's lik e hi s fa th
• He so un de d th e ho rn e ru m e
e be ca m e Ch ai rm an . Sh
She be ca m e a do ct or . H . lever They are
me. He go t hi s pr om ot io n.
·1k 1·s sour.·ItShwa
15
e s dac rk. W · e are ur· ed ·
• She is ki nd . Th e ric e w as ba d. Th e m i
as sick. I am hun~·
angry. He w as pa le . Sh e w so ft. Th e br ea d is brown.
That is awful.. Th e se at w as
 .100ked sick. They sounded ang"'
d ick He
1 She appeare s · . He fell sick. T h e m1'lk turned 'J•
• He turn~d ~a ;he bread became ~rown. It sour. It became dark. The rice
We got tire ·ik tasted sour. The ~ulkh.sm~eels hard. I feel angry. I feel
sour. The m1 clever. This t mg
smelt bad. She seems
hungry. h It is under the table. The house is
. h If past t ree. f h · d
• It is h ere · The bus is. at athe top Th e college is in front · oc t e gar ' l k
en. It
beh. d the shop. It is on · the house. It IS at .lOUr o c oc .
· tmthe bottom. Th e ground was . near
The show is at mI"d mg · h t. H ts
' b'1rth .
is a 'd the vil1age.
Th market was outsI e . . . h vening. His seat was at t h e back.
da e is in June. The meetmg IS m t e e
Y · the front
Her seat was m · 'f h had picked it up. She asked if I had
1
• I doubt if she can do it. forgot Ih degone We wondered. if you would
d .d ' know if you a ·
seen it. They 1 n t . . . rue He enquired if there was a vacancy. I
come. She will find out if it ts~· . He wanted to know if I counted on
can't remember if I have seen tm.

his support. . . Please remind me if 1 forget it. You

• You must tell me .1f you are rmngH asked me if I was born in Bombay.
must inform her if they. arde afte . .t:ng They asked him if he wore dark
She asked me if I was ttre o wa1 I .
glasses. d
. . d here she was I found out when he came. She aske
• They enqmre w · H d ·d '
ou did it. You forgot what she called you. e t n t kn o w which . .
why tyhey wan ted . uie
one n wonder who did it. I can't remember how I did It.
1

• I.took him for his twin·brother. They took her for a fool. They mistook
me for their son.
• I felt (that) 1 must apologize. She said (that) he w~s ~ight. I hear (that)
they have selected you. I wished (that) she wouldn t inte rfere. I thought
(that) you would like to come. She expected (tha t) you wo uld be there.
You believed (that) she recognized your voice. You hoped (that) they
wouldn't check it. We decided (that) we'll not inte rrupt. She suggested
(that) we must consult a lawyer.
• They told me (that) I was not right. He convinced me (that) they were
wrong. We assured them (that) we could do it. She reminded me (that) I
had not phoned them. They informed us (that) they were coming. You
satisfied me (that) I could depend on you.
• I thought (that) he was honest. I thought (that) he was an honest per-
son. We considered (that) it was important. We considered (that) it was
an important thing. She felt (that) his decision was wrong. She felt
(that) his decision was a wrong one. They reported (that) you were very
efficient. They reported (that) you were a very efficient person. He
presumed (that) it was right. He presumed (that) it was the right an-
swer. I found (that) he was dishonest. I found (that) he was a dishonest
person. I believed (that) it was true. I believed (that) it was the truth.
She knew (that) he was guilty. She knew (that) he was the guilty person.
You guessed (that) she was clever. You guessed (that) she was a clever
girl. You supposed (that) it was new. You supposed (that) it was a new
one.
 45
• He tore his shin . He did his b
We lost our way. She brok e he~s~ She hun her head. H el cut h11 finger.
.
hair. g. I had rny teeth out
· 20 rupe es a met re Th · c:ornbed mY
• This clot h 1s
is 2 rupe es a litre . Ora nges are ~i ese tickets are two
ru
rupe es a kilo . She com es here on~erupees a dozen. Pota t!::s each. Milk
Postr n are five
·mes a day. a Week. The an cornes two
ti .
• Rice is sold by the kilo. Clot h is sold bY t h e rnetre E
dozen. . · ggs are sold by the
• He had n't a pen ny to spar e. The y had n,t a thin .
, g to
d H h
to rea . , e asn t an ene my in the w Id eat. We hadn't a book
or . I have n't any time . to waste.
He hasn t a mom ent to spar e.
. .
• He caug ht me by the arm . I caug ht him b h
head . She kick ed him in the stom ach. Th ey y t he hahi~. He hit her in the
s ot im . h e head. He
mt
shot me in the leg. She slap ped him on th e f ace. He patte d me on the
back.
an da
• They will pho ne you any min ute now. We can stan
Yt' Y now. They
will com e here any mom ent now. You can go ther e a ny 1me now.
It isn't any trouble. It isn't fu
• It isn't any prob lem . It isn't any use. · any n.
It isn't any plea sure .
thin ner (tha n h
•Yo u aren 't any fatte r (tha n you wer e). He isn't any
't any worse (~an
was). She isn't any bett er (tha n she was ). They aren
they wer e). It isn't any bigg er (tha n it was ).
le day to complete
• It took her two hou rs to get dres sed. It took me a who
them an hour to
it. It took him a long time to com e to a decision. It took
repa ir it.
rent. They don't
• He does n't look any diff eren t. She didn 't feel any diffe
does n't soun d any
seem any diff eren t. It doe sn't tast e any diffe rent . It
diffe rent. It doe sn't app ear any diff eren t.
re is no such thing. I
• There is no such pers on. The re is no such plac e. The
have no such plan s. He has no such idea s.
age. Bose and Ashok
• Our clot hes are the sam e colo ur. We are the sam e
room s are the
are the sam e heig ht. Our feet are the sam e size. The se
shap e.
same leng th and wid th. The se bott les are the sam e
ng. I was convinced
• He is goo d at bask etba ll. She is clev er at hou se-k eepi
lt. I am annoyed at
of his inno cenc e. The y are disa ppo inte d with the resu
her beha viou r.
them . You are. hard to
•The y are diff icul t to plea se. It is diff icul t to plea se t hear abou t it. It
.
conVInce. It is hard to con vinc e you . We are sorr
y 0 h It
them t er;·
made us sorr y to hea r abo ut it. I am surp rise d to find
surprised me to find them ther e. She was·11quic k to tumk b~chk anu ;n~ll
· wt ing to wor. wit hyo poli'c
· · e It
She turn ed back and ran quic kly. He is
rt him to t e to beha· ve
Will' ng to repo illy
Ingly wor k with you . You wer e wro
~as wro ng of you to repo rt him to the poli ce. The y V:e ~~ous to know
is
like that . It was silly of them to beh ave like that . He
46
find wh ere it was. onf ide nt (th at) the y
the result. He was una bl e to
l win. Th(hey )wye~: cphoned the.m. He is sur
e
• I'm certain (that) our team wil d t at at) you can do it.
the con trac t. She was glarou d (th
would get
P . . (th 8 t) he did n't com e · ·
(that) he'll pass the exam. We are mg yet. It is tru e (th at) he 1s
h · h er~. It is sur pnstter
is
• It is fortunate (tha t) e 1 n for a reply.
e'ti
here. It is odd (that) she hasn t sen t us a g . b •t doe sn' t
re wa1
past fifty. It is possible (that) thek.y we It is very expensiveuld , ut t
1 sho be angry, but
• She is forty, but she d~esn't
00 it. , . Yi
l it. , u k it Th ey we re ver y
0
loo k it. I sho uld be thn lled , but I don t fee 10~ • n't feel it
is ver y rich , but he doe sn t
you don't look it. He t size, but it doe s ·
poo[ but they didn't feel it. It is the righh lass es It's tim e the y
' , .
um e e wo re g :d h b ·n It'
• It's time we bought a new one. Its lea rnt it. It's tim e we pat t e
1· s
repaired the roa d. It's tim e you
time she started.
n him for years. It'~ a Ion ? tim e
• It's years since I saw him. I haven't see
d late for a long ttme. It s day s
since she worked late. She hasn't worke
It's three mo nth s since I cam e
since we met. We haven't met for days.
s. It's mo nth s since it rai ned . It
her e. I haven't come here for three month
e he phoned. He has n't pho ned
hasn't rained for months. It's hours sinc
shave~. He has n't sha ved for a
for hours. It's a couple of days since he
couple of days.
He has bee n rea din g since qua rte r
• He began reading at quarter past two.
rs now. It beg an rain ing on
pas t two. He has been reading for two hou
It has been raining for two day s
Friday. It has been raining since Friday.
beginning of this year. She has
now. She started going to school at the
this year. She has bee n goi ng to
bee n going to school since the beginning
g the house last week. Th ey
school for a year now. They started paintin
week. They have bee n pai nti ng
have been painting the house since last
ion began in July. Th e exhibi-
the house for two weeks now. The exhibit
ibition has bee n going on for
tion has been going on since July. The exh
three months now.
has no clo the s to wea r. The y had no food to eat. He had no mo ney to
• He
wa ter to drink.
spend. She had no work to do. We had no
a few questions to answer. Th ey
• I have some clothes to wash. You have
work to do. We have som e thin gs
havde a few calls to make. She has some
to o.
h 1
• I live.d thelfreTh by myself . She finished it by herself· He use d t o go to sc oo
· db h f
bY. h imse . ey pamted the car by themselves. She travell e Y ersel ·
The fan started turning by itself.
you think. He is not so b d you thm .
• He is not such a bad fellow as . a as k.
She is not such a clever girl as you think She is not so cle ver as you
. k. v.1ou are not sueh a co-operative per . so · .
t hm su~ ha:
1
~ma gme _d. You are not
so co-operative as I imagined. That is not
said. n mte res tmg boo k as you
said. That book is not so interesting as you
as ma .
Re pea t say ing the word-groups aloud ny tim es as pos sib le. Keep
' ;

47
. ·11 h
ur pra cti ce t1 t e tim e yo u'r e abJ
let inget~o say al! those word-
p ~tb ~~ a sm oo th flow. Af ter co mp
;ro~~ "':ips in this Lesson, do like ~his:
e practice with the
e giv en . L
t""rd gro thr ou gh the wo rd- gro up s Iv the m 1 ~ esson 1, and do
• G~ wo rd- jun. cti on. pra cti ce wi th .
. ro11ow th e .tip
·mi Jar h. Le sso n. Do 1n't s and
I'v e giv en in t 1s
sJ . • Jes
ser iou sly , pu tti,ng all yo ur beean t u~ on this kind of
pr1nc~Pe Do it . int o it. .
racnc . co mi ng a
P be co mi ng Le sso ns , yo u II be ev e~ r~ ~ 1arg e numbers
• In ~rd,group s Wh en
of ~-g rou ps, an
of
d
dif
wh
fer
en
en
ev
t
er
typ
yo
es.
u sp ea k fro m :ow
Utter those
on , apply the
wot rod uc tio n tec hn iqu es.
{loW·P

:,:,,..al vocab~lary al vo ca bu lar y ite ms in the English

ere are a lar ge nu mb er of Inf orm
Bu t mo st of the m oc cu r on ly no w an d the n' an d th ey're no t
11t ge . . fi spe nd
Jangua ·
used fre qu en tly - ev en In In or ma l sp ee ch . So yo u ne ed n't
t the re are so me vo cab ula ry
:s
. eying to ma ste r the m at all . Bu
tha t yo u sh ou ld
what frequently by ma ny pe op le sp
be fam ili ar wi th. You'll he ar the m use d some-
ea kin g to yo u. (And you'll also
ma ny of the m us efu l en ou gh to us e yo urs elf wh ile ha vin g infor-
find
sat ion s). He re' s a lis t of the se inf orm al vo cab ula ry items:
mal conver
e.·
ad/advert(= ad ve rti sem en t), aunti
e, bam bo ozl e, ba rge in, ba rge po le, bash, batty, bawl out, beefy,
backsid
, big wig , bin ge , bo ot ou t, bo oz e, boozer, boozy, bop, botch, brainy,
beeline
ath er, bri ng off , bu ck , bu ck le do wn, buddy, buff, bum, bump
brat, bre
, buzz off.
into, bunged up, busybody, bu tte r up
tter bo x, ch eck -up , ch ick en ou t, chip in, chopper, chuck, chuck
chap, cha
ptrap, classy, de ar off, clinch,
away, chum out, cinch, cla m up , Cla off it, co-op, cop, cop out,
ut, coc k up , co ck -up , coc ky, co me
clobber, clo cking, crackpot, cranky, crazy, .
t ton on , co ug h up , cra ck up , cra
cop-out, co. crotchety, crummy, cry off,
, cro ny, cro ok , cro p up , cro pp er,
creepy, crib
cuddle up, cut up.
dicey, din, do down, do for, do
~addy, daft, damn, da mn ed , diabolical, p dope, doss, dotty, double-
llo
' m, do out of,. doldrums' do lle d up' do '
' cro drop m, dro p-o ut du d in the du mp s, dunk, dust-up.
~. ss, ' J .
d -op ene r.
fib, fiddly, figure out, filch, ~shy,
e geways, eye
~~abou t, fam ish ed, fed up , fer ret ou t,
, folks, fork out, foul up, freebie,
Eris~ flak , fla ke ou t, fla shy , flo p, flu ke

wn , ge t in on, get off with,

!ab, ~aga, gan g up ga tec ras h ge nt ge t do f go r
'
o•g gigg1e, gob, go bb J '
go o, goody, gooey, goo ' -
' led yg oo k, go gg le,
48
. groggy; grouch Y, grow on, grown-up, grub, guy,
geous,gosh,gnpe, '
guzzle. . h -up hanky, has-been, hash,
· do handv hang about, hang.ohn,hatnugp t~ the hilt, hole up, horribly,
h air 'l n h f helhs e '
hassle, haywire, heck, e ty, '
horrid, hot up, hung up.

info. . 'if 'i gle, jittery, jumpy, junk, junkie.

jabber, jam-packed, Jazz up, J fy, J g . k'd kinkv knock about/
kick about/around, kick off, kic k out ' kick up, i ' n
k back knotty, know-how, kow-tow. . .
around, knoc ' r bout/around lie-down, he~m,
lab, latch onto, let info~ le~do~n, ie a look-in, lo~ny, loosen up, lousy,
light-fingered, line-up, hve-m, onesome, ;
lug ·h ·· d
. . . I round mess up, mess wit ' mm er, .
macho, measly, medic, mess habofut a uchne~s muck about/around ' muck
mix-up, mooch, moron, muc 0 a m '
up mucky, mum, mush. . ..
natter,
'
nervous wreck, new- f. ang1ed , mg
· ht'ie , nip, nod off' nose about/
around, nutty.
odds and ends, odds-on, off-day, offload, in the olden days, one-off.
pack off, peek at, peeved, pep·talk, perk, pemickety, petrified, phoney,
photo, pick on, piddling, piffling, pitch in, poke about/around, po~,
polish off, poly, posh, pricey, pro, pseud, psych, psycho, puke, pundit,
push around, push off, push bike, pusher, pushover, pushy, pussy, put on,
put out, put-down, put-up, put-upon.
quake.
rake in, rap, ratty, raving, reckon (that...), rep, (good). riddance, rip off,
rip-off, roll in, rough up, rub off on, rubbish, run along.
saucy, sax, screw up, scrounge, scrounger, sec, send up, sew up, shell
out, shifty, shivery, shove off, showbiz, show-off, shut up, sickening,
simmer down, sissy, sit about/around, sit back, sit-down, size up, skinny,
slag, slave driver, slip-up, slob, slog, sloppy, sloshed, smarmy, sneaky,
sniff out, snooze, so-and-so, soften up, someplace, soppy, so-so, specs,
sponge off/on, spooky, spot-on, spud, steam up, stick around, stick-in-
the-mud, stooge, string up, suck up, superstar, swig, swot, swot up.
tacky, tatty, thingummy/thingummyjig, throw up, tied up, tight-fisted,
tinker, tipsy, ~o-do, top-up, tout, traipse, trash, trashy, trendy, tubby,
tummy, turn m, turn-up, turps, twaddle, tweet, twit.
· umpteen, umpteenth, upmarket, uptake, uptight.
wa~k off with, wallop, warpath, washout, weakling, weatherman,
wendo, ~ell-heeled, well-off, whacked, whip-round, whizz, whizz-kid,
whodumt, whoopee, whopping, wild-goose chase, wishy-washy, wobbly,
woof, woozy, wow, wrapped-up, wriggle out of.
yeah, yuk, zany, zap.
That's all for this week. Bye for now.

•••