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Spoken & prounuciation lesson 09

Md. Jamal Uddin, profile picture
Md. Jamal Uddin

This document provides information about pronunciation skills and spoken fluency activities from Lodestar Institute courses. It discusses elision, which is the disappearance or merging of sounds in connected speech. Examples are given of vowel and consonant elision in words like "camera" and "must be." Structures for noun and adjective combinations are provided along with vocabulary words and their meanings to practice spoken English. Sample dialogs are given to improve fluency through communicative exercises.

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LODESTAR INSTITUTE Spoken & Pronunciation Course 126 Part 01 Pronunciation skills Lesson 1.1 If there is ‘ful’ at the end of any words it will sound like// 1.1 Vocabulary chorus from flash card : (oral test) No . Words/Expressi ons Meaning Translate into English (oral) 01. harmful (¶wZKviK) 02. hopeful (Avkvev`x) 03. merciful (`qvjy) 04. powerful (¶gZvevb) 05. regretful (AbyZß) 06. shameful (jw¾Z) 08. grateful to (K…ZÁ) 09. painful (†e`bv`vqK) 13. helpful (DcKvix) 14. faithful (wek¦¯—) 15. eventful (NUbveûj) 16. dutiful (KZ©e¨civqY) 18. delightful (Avbw›`Z) 19. colorful (eY©vX¨) 20. cheerful (Drdzj­) 21. careful of (hZœevb) 22. beautiful (my›`i) 23. awful (fqvbK) 24. artful (ˆkwíK) Audio-
LODESTAR INSTITUTE Spoken & Pronunciation Course 127 Language is like a river. It may be changed by using of human being. Man wants to pronounce the sounds or words easily. This creates elision. What is Elision? Sometimes some vowel or consonant sound disappear or elide for the influence of adjacent or neighbouring sound during rapid or causal speech, it is called elision. Necessity of Elision Non native learners are not bound to use it. They can use it or not. But it is important for them to be aware that when native speakers of English talk to each other. Bengali Example cyivZb XvKvi GKwU weL¨vZ RvqMvi bvg ivqmv‡ne evRvi| wKš‘ bvgwU AwaK e¨env‡ii d‡j gvby‡li gy‡L gy‡L GLb ivqmv evRvi wn‡m‡e cwiwPZ| ZvB KvM‡R Kj‡g ivqmv‡ne evRvi n‡jI gvby‡li gy‡L (speaking) G ivqmv evRvi cÖPwjZ| GLv‡b ivqmv (†ne) evRvi, †ne wejyß n‡q‡Q| Kinds of Elision: 1) Elision of vowel sound 2) Elision of consonant sound 3) Other Elision. Elision of vowel sounds Normally s elided in rapid speech. Example Camera   Vegetable  Potato  Today  Tomato  Elision of consonant sounds: Normally are elided in rapid speech First --- boy, girl, time, day, man, night, page, year, class, division Last --- boy, girl, time, day, man, night, page, year, class, division Best --- man, friend, person Must --- be, have Second --- class, division, boy, time, day, man, year, page, night Blind --- man
LODESTAR INSTITUTE Spoken & Pronunciation Course 128 Other Elision: ‡Kvb word Gi †k‡li sound Ges cieZ©x word Gi cÖ_g sound hw` GKB nq Zvn‡j cÖ_g word Gi sound wU Elide n‡e| Example Bus stop Police station Can not Sentence Stress Prime minister ‡Kvb word Gi †k‡li sound Ges cieZ©x word Gi cÖ_g sound hw` GKB place of articulation Gi nq Zvn‡j cÖ_g word Gi sound wU Elide n‡e| Example Sit down With them What is glottal stop? Actually the glottal stop is a speech sound that is produced by the opening and closing glottis. If the phonetic  comes at the end of a word or syllable it can be replaced by a glottal stop. A glottal shop occurs when a silent gap is produced by holding one’s breath briefly during the opening and closing of the glottis. A glottal stop does not happen if the next sound is a vowel or a syllable    Mutton ---  Button ---   Cotton production ---   The atmosphere ---   I bought some cakes--   I like hot dog ---   I got hurt in the Iraq war ---    Glottal stop is not possible in the case of bottle, cattle, letter and shelter because the next sound is either a vowel or syllabic 
LODESTAR INSTITUTE Spoken & Pronunciation Course 129 Part 02 Spoken skills (Fluency Process) Lesson 2.1 (Communicative fluency activities) Structures with noun & adjectives : at a glance 01. I am................................... Avwg.................... 02. I was.................................. Avwg wQjvg............ 03. I will be.............................. Avwg ne................/ Avwg _vKe.......... 04. I have been.......................... Avwg n‡qwQ............ 05. I am being........................... Avwg nw”Q.............. 06. I was being.......................... Avwg nw”Qjvg.......... 07. I should be........................... Avgvi nIqv DwPZ.... 08. I should have been.............. Avgvi nIqv DwPZ wQj....... 09. I can be................................ Avwg n‡Z cvwi.................. 10. I could be............................ Avwg n‡Z cviZvg.............. Adjective with meaning patient (ˆah©kxj) Cured(my¯’¨) decent (f`ª) absent (Abycw¯’Z) beneficent (`qvjy) optimistic (Avkvev`x) glad (Avbw›`Z) conscious (m‡PZb) self-confident (AvZ¥wek¦vmx) brave (mvnmx) docile (kvš—/ AbyMZ) worried about(DwØMœ) anxious about (DwØMœ) easy(mnR) urgent (Ri“wi) important(¸i“Z¡c~Y©) active (mwµq) assiduous(cwikªgx) obedient (AbyMZ) careful(hZœevb) Narrow-minded(msKxY©gbv) Punctual (mgqwbó) Realistic(ev¯—eev`x) Callous(D`vmxb) gloomy(welbœ) Courageous(mvnmx) Confused(wØavwš—Z) Greedy(†jvfx) Unwilling(Awb”QzK) Willing(B”QzK)
LODESTAR INSTITUTE Spoken & Pronunciation Course 130 Noun with meaning time wasting mgq AcPq a prosperous country GKwU mg„×kvjx †`k an independent country GKwU ¯^vaxb ‡`k our beloved mother land Avgv‡`i wcÖq Rb¥f~wg studious Aa¨emvqx an over populated country GKwU Rbeûj †`k a lawyer GKRb AvBbRxex a research fellow M‡elK economist A_©bxwZwe` a meritorious student †gavex QvÎ an influential politician cÖfvekvjx ivRbxwZex` a philanthropist gvbeZvev`x An ideal teacher GKRb Av`k©ev`x wk¶K notorious killer KzL¨vZ Lywb social worker(s) mgvRKg©x an innocent boy wb¯úvc evjK a glib speaker mvejxj e³v an engineer GKRb cÖ‡KŠkjx freedom fighter(s) ¯^vaxbZv †hv×v 1. I should be.......... Avgvi nIqv DwPZ........ 2. You shouldn’t be.......... †Zvgvi nIqv DwPZ bq..... 3. I had been.......... Avwg n‡qwQjvg.......... 4. I can be.......... Avwg n‡Z cvwi.......... 5. I could be.......... Avwg n‡Z cviZvg.......... 6. I should be.......... Avgvi nIqv DwPr.......... 7. I should have been........ Avgvi nIqv DwPr wQj...... 8. I would be.......... Avwg ne/ Avwg _vKe......... 9. I may be.......... Avwg n‡ZI cvwi.......... 10. I might be.......... Avwg n‡ZI cviZvg..........
LODESTAR INSTITUTE Spoken & Pronunciation Course 131 Lesson 2.2 Some more commonly used expressions 1. Are you... Zzwg wK... 2. Why are you... Zzwg †Kb... 3. Is he... †m wK... 4. I have been... Avwg n‡qwQ... 5. Have you been... Zzwg wK n‡qQ... 6. I was... Avwg wQjvg... 7. Were you... Zzwg wK wQ‡j... 8. I will be... Avwwg _vKe... 9. Haven’t you been... Zzwg wK nIwb... tired scared worried about cured confident optimistic so callous fool interested gloomy miser busy unemployed lazy disappointed willing unwilling glad sure of familiar famous very flexible there sick careful of
LODESTAR INSTITUTE Spoken & Pronunciation Course 132 Examples: The Professor is ingenious (D™¢veb †KŠkj)/ at solving problems. She is in a jovial (cÖdzj­/ Avgy‡`) mood. Are you jealous (Bl©vcivqb) of my fortune? He is very keen (DrmyK/ D`MÖxe) to see his birth- place again. It is an absurd comment. It is ludicrous to say that it is easy to become fluent in all languages. 01. GwU mgq AcPq Qvov wKQzB bq 02. GwU GKwU ev‡R K_v Qvov wKQzB bq| 03. GwU †`‡ki wei“‡× N„Y¨ lohš¿ Qvov wKQzB bq 04. Avwg wK Avcbv‡`i g‡bv‡hvM †c‡Z cvwi? 05. Zzwg wK K¬v‡m wbqwgZ bI? 06. Avgvi K_v †Kb eySwb? g‡bv‡hvMx wQ‡j bv? 07. gvbyl GLb Avi †evKv bq, Zviv m‡PZb n‡”Q 08. Zzwg wK †Kvm©wU K‡i DcK…Z n”Q bv? 09. Avcwb wK †Kvb e¨vcv‡i DwØMœ? 10. LODESTAR-Gi sheets cÖwZw`bB update n‡”Q? 11. GZ¶Y Zzwg †Kv_vq wQ‡j? 12. cÖ_g †mwg÷vi †kl K‡i Avwg A‡bKUv fluent n‡qwQ 13. †m w`b w`b †ek ¯§vU© n‡”Q| 14. Avgvi g‡b nq Zzwg w`b w`b K…cY n‡”Q? 15. Avgvi Rvbv g‡Z (to the best of my knowledge), †m LyeB †jvfx e¨w³| 16. Zzwg wK AvR‡K mvivw`b e¨¯— _vK‡e? 17. wK ejQ Zzwg? †m wK mwZ¨B Ace¨qx? 18. MZKvj Avwg e¨¯— wQjvg bv Zzwg Avm‡Z cvi‡Z 19. †m Aa¨emvqx wQj wKš‘ cÖ_g n‡Z cv‡iwb 20. †m ˆah©¨kxj wQj wKš‘ Zvi †Kvb ¯^cœ wQj bv 21. †m Zvi gvbeZvevw` Kv‡Ri gva¨‡g GjvKvq LyeB RbwcÖq wQj 22. Avcwb hw` Avgv‡`i evmvq Av‡mb Zvn‡j Avwg LyeB Lywk ne 23. Avcwb eis iv‡Z Avmyb Kvib weKv‡j Avwg e¨¯— _vKe 24. AvMvgxKvj Avwg Avm‡Z cvie bv Z‡e GB mßv‡ni †Kvb GKw`b †`Lv Kie 25. LeiwU ï‡b Avwg LyeB Avðh© n‡qwQ 26. wPwVUv †c‡q Ge¨vcv‡i Avwg wbwðZ n‡qwQ 27. †m Av‡Mi PvB‡Z A‡bK mvnmx n‡q‡Q 28. †m GLb wKQzUv bgbxq n‡q‡Q| 29. wm×vš—wU LyeB `„p n‡q‡Q| 30. Avgvi d¨vwgwj Avgvi Dci wbf©ikxj wQj| 31. Avwg welqwU wb‡q wbwðZ n‡Z Pvw”Qjvg| 32. †Zvgvi KZ©e¨ Ávb _vKv DwPZ| 33. †Zvgvi †mŠ›`h©‡eva _vKv DwPZ| 34. †Zvgvi f`ªZv Ávb _vKv DwPZ| 35. Zvi ¯^v‡¯’¨i cÖwZ mZK© nIqv DwPZ wQj| 36. †Zvgv‡`i `vwq‡Z¡i cÖwZ Avš—wiK nIqv DwPZ wQj| 37. Avwg m¤¢eZ Nywg‡q wQjvg| (I might be asleep) 38. m¤¢eZ †m Awd‡m Av‡Q| 39. Avwg abx n‡Z cviZvg| 40. †m AbyZß n‡Z cviZ|
LODESTAR INSTITUTE Spoken & Pronunciation Course 133 Lesson 2.3 Fluency With Structure No English Bangla Words/ Expressions 1. I dare to do Avgvi Kivi mvnm Av‡Q 2. I don’t dare to do Avgvi Kivi mvnm †bB phone you tell you the truth go out alone tell you the truth 3. How dare you say this? Zywg †Kvb mvn‡m GwU ej? say so? go there? waste time? 4. I feel happy to learn English. Bs‡iwR wkL‡Z Avgvi fvj jv‡M have a chat with you help the poor 5. I don’t know what to do Avwg Rvwbbv wK Ki‡Z n‡e Say Inform decide 6. I don’t know how to solve this problem Avwg Rvwbbv wKfv‡e GB mgm¨vi mgvavb Ki‡Z n‡e manage him go there get fluency 7. I expect to see you soon Avwg †Zvgv‡K wkMwMiB †`Lvi Avkv KiwQ Have lunch with you solve the problem Solve-(mgvavb Kiv), have lunch-(`ycy‡ii Lvevi LvIqv), get-(cvIqv), decide-(wm×vš— †bIqv), have a chat-(Mí Kiv), waste-(AcPq Kiv), inform-(Rvbv‡bv)
LODESTAR INSTITUTE Spoken & Pronunciation Course 134 Part 03 Practical Session LESSON- MY FAVOURITE Rachel Weisz Birthday: March 7, 1971 Mini-Feed Personal Information: Rachel Weisz was born on 7th March 1971, in London, England, to Edith, an Austrian psychoanalyst and George, a Hungarian inventor. She is a famous actor Discussion Board Displaying 1 discussion topic The wall Saanyaan has posted some of his favourite Actors and Artists pictures to Rachel weisz wall. Are of these celebritries are also your favourites. Find them. Tajriyaan commented: “Afnan remains glued to Television screen most of the time. Tajriyaan thinks watching Television is of no use but just a waste of time.”
LODESTAR INSTITUTE Spoken & Pronunciation Course 135 Activity:1 Write on Raschel Weisz’ wall. Who is your favourite Actor? Write 3 reasons why you consider him as your favorite? Activity 2: Individual work My favorite! Writing task My favorite Music: a. Bengali.…………………………..Singer……………………… My favorite Film a. Hindi …………………………b. English……………………c. engali………………… My favorite Actor: a .English…………………………..b. Hindi……………………………….c. TV/Bengali
LODESTAR INSTITUTE Spoken & Pronunciation Course 136 Activity 3: Pair work All about your favorites: Asking question Direction: Students should work in pair and swap their workbook. Now form questions as per the formats given below and give reply to them. The questions and replies should generate discussion on his favorite choice of Music, TV shows or film and related information as mentioned below.  Do you like.................? (Music / TV Programs / Films)  What kind of ..................... do you like? (Music / TV Programs / Films)  Which is your favorite......................? (Music / TV Programs / Films)  Why do you like...................... (Music / TV Programs / Films)  Who is your favorite...................? (Music / TV Programs / Films)  Why is he / she your favorite? (Music / TV Programs / Films) and small groups of four to five. One student in each group acts as a spokesperson. Group members prepare a list of their favorite music, TV programs, films and actors / actresses under the title “Our Group Favorites”. Then students from each group take turns to ask the other groups members about the topics listed in “Our Group’s Favorites” using these questions.
LODESTAR INSTITUTE Spoken & Pronunciation Course 137 Activity: 4: Group Discussion Our Group Favorite Now 5 students would come forward as the group leader. They would individually tell 5 names of popular actors/actress as their favourites. The teacher will then ask the class who have the same favourite named by them. Now those who have the common favourite would form separate group and engage in a vibrant discussion why they think their favourite is the best choice. The activity would continue for the following categories:“Our Group’s Favorite” Music .................................. Film .................................. Actress .................................. Actor .................................. TV Program .................................. Singer .................................. Activity 5: Speaking Task  A dream comes true!  Your favorite Teacher:  Now write a short paragraph on your favorite teacher. Write about your favorite teacher with the following inputs:  What is his name?  What subject he teaches?  Why is he your favorite teacher?  What is so special about his teaching style?  What are things in him that inspire you?
LODESTAR INSTITUTE Spoken & Pronunciation Course 138 Activity 6: Group Discussion Is TV good or bad? Discussion Wheels Source: © Nick Peachey, teacher, trainer, materials writer, British Council Discussion wheels are a good way of giving students time to think and formulate opinions before they do discussion work. They work particularly well with areas of discussion which can have ranges of agreement or disagreement. • Preparation To create a discussion wheel you simply need 8 or 10 contentious sentences based around a theme which you would like the students to discuss. Draw a circle on a piece of paper and draw lines through the circle (one line for each sentence) so that the circle is divided into segments. At the end of each line, write one of the sentences, and then next in the group would write his line. A maximum of 10 students can form a group. Example: Television and Entertainment You may use the following arguments. a. People don’t get any exercise. They just sit and watch TV. b. It brings news from around the world into people’s homes. c. People just want entertainment today. They don’t want to think. d. There is a lot of crime and violence on TV today. The programs are terrible. e. Children learn many useful things. It teaches them to tell the time. f. It helps me to relax after a long day. g. Programs on the radio are better. They make you think. h. It is all adverts. I hate it!
LODESTAR INSTITUTE Spoken & Pronunciation Course 139 The student should be divided into even number of groups each comprising 5-10 member groups. Now the point of group discussion is “Is watching TV good or bad?” Each group will take one stand either in favor or against the motion. The groups can discuss different points among their members and argue in favor or against watching TV. Lesson 3.1 Simple present: I (do) Music 1. What sort of music do you like? 2. Since when do you like it? 3. Why do young people like western music? 4. What is the importance of our traditional music? 5. What should be done in order to preserve our traditional music? 6. How do you feel about the use of electronic instrument in music? 7. Do you think classical songs are being neglected day by day? 8. Why or why not? 9. What is the importance of cultural songs? 10. What do you think about our traditional music? 11. What are the different types of music you have in your country? 12. After 10 years what sort of changes would you see in the musical instruments of our country. 13. Why do you feel like this? 14. What are the technological impacts on today is music? 15. Do you have any musical background? 16. Which musical bands do you like and why?
LODESTAR INSTITUTE Spoken & Pronunciation Course 140 Lesson 3.2 Comparisons between two girls: Dress : Jimmy is wearing a blue kamiz whereas Jane is wearing a white kamiz with blue dupatta. Eyes : Jimmy has black eyes but Jane has dark brown. Height : Jane is 5` whereas Jimmy is only 4`7``. Thus Jimmy is shorter than Jane. Complexion: Jimmy is fairer than Jane. Looks : Though Jimmy is fairer than Jane, but Jane is prettier than Jimmy. Education : Jimmy is doing ‘A’ levels but Jane is doing ‘O’ levels. Age : Jimmy is 20 years old whereas Jane is only 18. Talent : Though Jane is younger than Jimmy, she is more talent than her. Temper : Jimmy has a sweet temper but Jane has hot temper. Hobby : Jane’s hobby is gardening while Jimmy’s hobby is reading books. Cooking : Jimmy can cook but Jane can’t. Jane can only eat. Sports : Jane is good at sports but Jimmy is not. Flower : Jimmy likes yellow roses while Jane likes red ones. Friends : Jimmy has a few friends on the other hand Jane has a large friends circle. Birds : Jane likes parrots whereas Jimmy likes Moinahs. Pet : Jimmy has a cat as a pet but Jane does not have any pet.
LODESTAR INSTITUTE Spoken & Pronunciation Course 141 Can you compare the pictures? Hints: talk about their color, similarities, dress, hairstyle, smartness, personality, age, country of origin, sex, eyes etc. Kathryn Cristina Hints Dress : Hair : Eyes : Height : Complexion: Looks : Education : Age : Talent : Smartness :
LODESTAR INSTITUTE Spoken & Pronunciation Course 142 Lesson 3.3 Home Work for next class presentation Topic: My feelings about Spoken & Pronunciation Course Hello friends This is …………………………………… Today I am here to share my feelings about…………………………………… ………………………………. Model Answer Hello friends This is Nazib Hossain Today I am here to share my feelings about the Spoken and pronunciation course of LODESTAR. Dear friends, you know, I am not a good speaker. But I will try to say something on my topic. I am really grateful to Asian English Center for initiating such a fantastic course. Let me tell you the big truth. Before coming to AEC, I felt nervous and shy while speaking before audience. Now I have been more confident than before. People appreciate my accent, pronunciation and my speaking style. Dear friends, if you are satisfied about the service of AEC please convey the message of AEC to everyone ‘If you want to get the real test of English, be a member of AEC. That’s all for today. Thanks to all. Thanks to Asian English Center.
LODESTAR INSTITUTE Spoken & Pronunciation Course 143 Part 04 Additional Study Materials (Not for class) Lesson 4.1 1.1 Vocabulary chorus from flash card : (oral test) No. Words/Expressions Pronunciation Meaning Make sentences by your own 01. Celebrate v. ('†mwj‡eªB U) D`&hvcb Kiv 02. Chase v. (†PB m&) avIqv Kiv 03. Cling to the principle - bxwZ‡Z AUj _vKv 04. Conscience n. ('Kbkvbm&) we‡eK; bxwZ‡PZbv 05. Grow conscience - bxwZ †PZbv RvMÖZ Kiv 06. Convince v. - wek¦vm Kiv‡bv; KvD‡K eySv‡bv 07. Congregate v. ('KOwMÖ‡MB U&) Ro Kiv ev nIqv; mgv‡ek Kiv ev nIqv 08. Mass congregation - Rbmgv‡ek 09. Conspire v. (Kvb&'¯úvBAv i) lohš¿ Kiv 10. Hatred conspiracy - N„Y¨ lohš¿ Lesson 4.2 1.2 Everyday words from vocabulary book: No. Words/Expressions Meaning Make sentences by your own 01. Brag (wb‡R‡K wb‡q) `¤¢ Kiv 02. Weep dzwc‡q Kuv`v 03. Take ablution IRy Kiv 04. Freshen up nvZ-gyL †aŠZ Kiv 05. Give affection Av`i Kiv 06. Take photograph Qwe †Zvjv 07. Shake hands (with) Kig`©b Kiv 08. Giggle †Rv‡i kã K‡i nvmv 09. Gore ¸Zv gviv 10. Pinch bL w`‡q LvgwP †`qv
LODESTAR INSTITUTE Spoken & Pronunciation Course 144 Lesson 4.3 Words/Phrases Transcription Words/Phrases Transcription January   February    March   April   May   June   July   August  September   October   November   December   Lesson 4.4 Asking for something (f`ªZvi mv‡_ †Kvb wKQz PvIqv, ejv BZ¨vw` Aby‡iva A‡_©) give me some money?/ a cup of tea?/ a glass of water?/ your mobile number?/ your address?/ a change of Tk.50? tell me the way to mosque?/ the way to station?/ the way to kitchen market?/ how I can speak well?/ how I can get fluency?/ when I should come to you?/ include my name here? read a bit slowly?/ loudly?/ silently? go with me?/ to the reading room? listen to me carefully?/ Islamic songs/? move a bit?/ an inch?/ your chair? explain the matter?/ the incident?/ what happened? Would you please Could you please repeat the question?/ the pronunciation of the word?/
LODESTAR INSTITUTE Spoken & Pronunciation Course 145 Lesson 4.6 There are three kinds of ‘There’. A. Introductory ‘there’ B. Expletive ‘there’ C. Adverb ‘there’ Introductory ‘there’ Structure: 1 is /are Av‡Q, _v‡K There is no water in the jug. R‡M †Kvb cvwb †bB| was /were wQj There was no mistake in this letter. GB wPwV‡Z †Kvb fyj wQj bv| will be n‡e/ _vK‡e There will be a meeting here. GLv‡b GKwU mfv n‡e| have been/has been n‡q‡Q There has been a mosque beside the school campus. we`¨vj‡q GKwU gmwR` n‡q‡Q| There had been n‡qwQj There had been no problem in that planning. †m cwiKíbv †Kvb fyj nqwb| More examples: There is oxygen in the air. evZv‡m Aw·‡Rb Av‡Q| There is a mistake in this application. GB Av‡e`‡b GKwU fyj Av‡Q| Is here any problem here? GLv‡b wK †Kvb mgm¨v Av‡Q? There are tigers in this jungle. GB e‡b evN Av‡Q| There are some dogs in men. gvby‡li g‡a¨ wKQz ÒKzKziÓ Av‡Q| There are snakes in the pond. GB cyKz‡i mvc _v‡K| There are no mistakes in the Holy Quran. cweÎ †KvivAv‡b †Kvb fyj †bB| There are two million people in the grand rally. gnv‡e‡k `yB jvL gvbyl wQj| There were no students in the rally i¨vwj‡Z †Kvb QvÎ wQj bv| There will be no danger on the way. c‡_ †Kvb wec` n‡e bv| There have been some drastic changes in politics of Bangladesh evsjv‡`‡ki ivRbxwZ‡Z ¸i“Z¡c~Y© wKQz cwieZ©b n‡q‡Q| There had been a great blunder in that planning. †m cwiKíbvq A‡bK eo GKUv fyj n‡qwQj| There was a red pen in the lost bag. nvwi‡q hvIqv e¨vMwU‡Z GKwU jvj Kjg wQj| Structure: 2 may be _vK‡Z cv‡i, n‡Z cv‡i, n‡ZI cv‡i, _vK‡ZI cv‡i There may be tigers in this jungle. GB e‡b evN _vK‡Z cv‡i| might be n‡ZI cviZ, _vK‡ZI cviZ, n‡ZI cv‡i, _vK‡ZI cv‡i There might be germs in the milk. `ya UzKz‡Z RxevYy _vK‡Z cviZ| should be _vKv DwPZ There should be a mosque in this campus. GB K¨v¤úv‡m GKwU gmwR` _vKv DwPZ| There must be (Abygvb eySv‡Z) wbðqB Av‡Q The pen is not running well; there must be problem. KjgwU wVKgZ Pj‡Q bv; wbðqB †Kvb mgm¨v Av‡Q| can be _vK‡Z cv‡i/ There can be a problem
LODESTAR INSTITUTE Spoken & Pronunciation Course 146 n‡Z cv‡i GKwU mgm¨v _v‡KZ cv‡i| could be _vK‡Z cviZ Why did you go alone? There could be a problem. Zzwg GKvKx †M‡j †Kb? †Kvb mgm¨v n‡Z cviZ| would be nqZ nZ You could do the work; there would not be hassle in it. Zzwg KvRwU Ki‡Z cvi‡Z G‡Z †Kvb mgm¨v nZ bv| Structure : 3 might have been _vK‡Z cviZ Why did you do the work alone? There might have been mistake. Or (something wrong) Zzwg GKvKx KvRwU Ki‡j †Kb? wKQz fyj †_‡K †h‡Z cviZ| must have been wbðqB wQj That day the machine did not run well; there must have been some problems. †mw`b hš¿wU wVKgZ P‡jwb; wbðqB †Kvb mgm¨v wQj| should have been _vKv DwPZ wQj (AZxZ) There should have been no nepotism in it G‡Z †Kvb ¯^RbcÖxwZ _vKv DwPZ wQj bv| There could have been _vK‡Z cviZ Why didn’t you inform me? There could have been serious problem. Structure: 4 seems to be Av‡Q e‡j g‡b nq There seems to be something wrong in the letter. wPwV‡Z wKQzUv fyj Av‡Q e‡j g‡b nq | seemed to be wQj e‡j g‡b nq There seemed to be some mistakes in the planning. cwiKíbvq †Kvb fyj wQj e‡j g‡b nq| appears to be Av‡Q e‡j g‡b nq There appears to be a possibility of their winning. Zv‡`i †RZvi GKwU m¤¢vebv Av‡Q e‡j g‡b nq| appeared to be wQj e‡j g‡b nq There appeared to be a quarrel among them. Zv‡`i gv‡S GKwU SMov n‡qwQj e‡j g‡b nq| happens to be _v‡K, N‡U hvq There happens to be some conflicts between husband and wife. ¯^vgx-¯¿xi gv‡S ev`vbyev` n‡q _v‡K| There happened to be wQj There happened to be a quarrel among us. Avgv‡`i gv‡S GKwU SMov N‡U †Mj| Structure: 5 exits Av‡Q, _v‡K There exists a mosque in our village. Avgv‡`i MÖv‡g GKwU gmwR` Av‡Q| lives evm K‡i, _v‡K There lives a mad man in a country. GK †`‡k _v‡K GK cvMj| lived evm KiZ, _vKZ There lived (was) a king in a country. GK †`‡k wQj GK ivRv| There arose DVj (So BZ¨vw`) When we arrived at the estuary there arose a terrible storm. Avgiv hLb †gvnbvq DcbxZ njvg, ZLb GK fqven So DVj| existed wQj (we`¨gvb) Once upon a time, there existed a temple in our locality.
LODESTAR INSTITUTE Spoken & Pronunciation Course 147 †Kvb GK mgq Avgv‡`i GjvKv‡q GKwU gw›`i wQj| remains _vKv (Aw¯—Z¡) There remains a difficult problem in this theory. GKwU KwVb mgm¨vi Aw¯—Z¡ i‡q‡Q GB gZev‡`| Structure : 6 come Avmv There comes a boy with a girl. GKwU †Q‡j GKwU ‡g‡q wb‡q Avm‡Q| go hvIqv There goes a beggar with her blind husband. GKRb wfLvwibx Zvi AÜ ¯^vgx‡K wb‡q hv‡”Q| There live evm Kiv There lived a monk in a hut. GK Kz‡o N‡i _vKZ GK mbœvmx| Structure: 7 is There was something nothing anything There is something improtant to tell you. There was nothing serious. Is there anything wrong? †Kvb fyj n‡q‡Q wK? (Aw¯—Z¡) No, there is nothing wrong. bv †Kvb fyj nqwb| There is something surprising in the letter. wPwV‡Z we®§qKi wKQz GKUv i‡q‡Q| Expletive ‘There’ Alas! He is dead. nvq! †m gviv †M‡Q| There goes the thief! H †h †PviwU hvq (Av‡eM) There comes the cow! H‡h MvfxwU Avm‡Q| (m¤¢eZ nviv‡bv MvfxwU †mRb¨ Lywki Av‡eM) There is the frog floating. H †h e¨vOwU fvm‡Q| There! there! How he plays! Av‡i Av‡i Kx my›`i †L‡j †m! (†`L! †`L! Kx my›`i †Lj‡Q †m!) There! you are wrong! I‡n! Zzwg fyj K‡iQ! There! you know everything I see! Av‡i! Zzwg †h me wKQz Rvb †`LwQ| Adverb ‘There’ When (KLb) where (†Kv_vq) how (†Kgb K‡i/ wKfv‡e) GB wZbwU k‡ãi Øviv cÖkœ Ki‡jB Avgiv adverb wPb‡Z cvwi| Examples: I went there. Avwg †mLv‡b wM‡qwQjvg| There is a problem there. †mLv‡b GKwU mgm¨v Av‡Q| There will be a meeting there. †mLv‡b GKwU mfv n‡e| Why did you go there? Zzwg †Kb †mLv‡b wM‡qwQ‡j?
LODESTAR INSTITUTE Spoken & Pronunciation Course 148 Threat to kill (nZ¨vi ûgwK †`qv) Seize (AvUK Kiv) Urge (webxZ Aby‡iva Rvbv‡bv) Raid (Zj­vwm Kiv) Armed terrorist (A¯¿avix mš¿vmx) Bring out procession (wgwQj †ei Kiv) Following clash (msN‡l©i d‡j) Centering (†K›`ª K‡i) A reign of terror (Îv‡mi ivRZ¡) on duty officer (KZ©e¨iZ Awdmvi) Go on rampage (fvsPzi Kiv) Fierce clash (fqven msNl©) Ransack (ZQbQ Kiv) Previous enmity (c~e©kΓZv) Sequel of murder (nZ¨vKv‡Êi m~Îa‡i) Deploy (†gvZv‡qb Kiv) Abate further deterioration (AebwZ †iva Kiv) Chase (avIqv Kiv) To bring situation under control (cwiw¯’wZ wbqš¿‡Y Avbv) Erupt (Qwo‡q cov)

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Spoken & prounuciation lesson 09

  • 1. LODESTAR INSTITUTE Spoken & Pronunciation Course 126 Part 01 Pronunciation skills Lesson 1.1 If there is ‘ful’ at the end of any words it will sound like// 1.1 Vocabulary chorus from flash card : (oral test) No . Words/Expressi ons Meaning Translate into English (oral) 01. harmful (¶wZKviK) 02. hopeful (Avkvev`x) 03. merciful (`qvjy) 04. powerful (¶gZvevb) 05. regretful (AbyZß) 06. shameful (jw¾Z) 08. grateful to (K…ZÁ) 09. painful (†e`bv`vqK) 13. helpful (DcKvix) 14. faithful (wek¦¯—) 15. eventful (NUbveûj) 16. dutiful (KZ©e¨civqY) 18. delightful (Avbw›`Z) 19. colorful (eY©vX¨) 20. cheerful (Drdzj­) 21. careful of (hZœevb) 22. beautiful (my›`i) 23. awful (fqvbK) 24. artful (ˆkwíK) Audio-
  • 2. LODESTAR INSTITUTE Spoken & Pronunciation Course 127 Language is like a river. It may be changed by using of human being. Man wants to pronounce the sounds or words easily. This creates elision. What is Elision? Sometimes some vowel or consonant sound disappear or elide for the influence of adjacent or neighbouring sound during rapid or causal speech, it is called elision. Necessity of Elision Non native learners are not bound to use it. They can use it or not. But it is important for them to be aware that when native speakers of English talk to each other. Bengali Example cyivZb XvKvi GKwU weL¨vZ RvqMvi bvg ivqmv‡ne evRvi| wKš‘ bvgwU AwaK e¨env‡ii d‡j gvby‡li gy‡L gy‡L GLb ivqmv evRvi wn‡m‡e cwiwPZ| ZvB KvM‡R Kj‡g ivqmv‡ne evRvi n‡jI gvby‡li gy‡L (speaking) G ivqmv evRvi cÖPwjZ| GLv‡b ivqmv (†ne) evRvi, †ne wejyß n‡q‡Q| Kinds of Elision: 1) Elision of vowel sound 2) Elision of consonant sound 3) Other Elision. Elision of vowel sounds Normally s elided in rapid speech. Example Camera   Vegetable  Potato  Today  Tomato  Elision of consonant sounds: Normally are elided in rapid speech First --- boy, girl, time, day, man, night, page, year, class, division Last --- boy, girl, time, day, man, night, page, year, class, division Best --- man, friend, person Must --- be, have Second --- class, division, boy, time, day, man, year, page, night Blind --- man
  • 3. LODESTAR INSTITUTE Spoken & Pronunciation Course 128 Other Elision: ‡Kvb word Gi †k‡li sound Ges cieZ©x word Gi cÖ_g sound hw` GKB nq Zvn‡j cÖ_g word Gi sound wU Elide n‡e| Example Bus stop Police station Can not Sentence Stress Prime minister ‡Kvb word Gi †k‡li sound Ges cieZ©x word Gi cÖ_g sound hw` GKB place of articulation Gi nq Zvn‡j cÖ_g word Gi sound wU Elide n‡e| Example Sit down With them What is glottal stop? Actually the glottal stop is a speech sound that is produced by the opening and closing glottis. If the phonetic  comes at the end of a word or syllable it can be replaced by a glottal stop. A glottal shop occurs when a silent gap is produced by holding one’s breath briefly during the opening and closing of the glottis. A glottal stop does not happen if the next sound is a vowel or a syllable    Mutton ---  Button ---   Cotton production ---   The atmosphere ---   I bought some cakes--   I like hot dog ---   I got hurt in the Iraq war ---    Glottal stop is not possible in the case of bottle, cattle, letter and shelter because the next sound is either a vowel or syllabic 
  • 4. LODESTAR INSTITUTE Spoken & Pronunciation Course 129 Part 02 Spoken skills (Fluency Process) Lesson 2.1 (Communicative fluency activities) Structures with noun & adjectives : at a glance 01. I am................................... Avwg.................... 02. I was.................................. Avwg wQjvg............ 03. I will be.............................. Avwg ne................/ Avwg _vKe.......... 04. I have been.......................... Avwg n‡qwQ............ 05. I am being........................... Avwg nw”Q.............. 06. I was being.......................... Avwg nw”Qjvg.......... 07. I should be........................... Avgvi nIqv DwPZ.... 08. I should have been.............. Avgvi nIqv DwPZ wQj....... 09. I can be................................ Avwg n‡Z cvwi.................. 10. I could be............................ Avwg n‡Z cviZvg.............. Adjective with meaning patient (ˆah©kxj) Cured(my¯’¨) decent (f`ª) absent (Abycw¯’Z) beneficent (`qvjy) optimistic (Avkvev`x) glad (Avbw›`Z) conscious (m‡PZb) self-confident (AvZ¥wek¦vmx) brave (mvnmx) docile (kvš—/ AbyMZ) worried about(DwØMœ) anxious about (DwØMœ) easy(mnR) urgent (Ri“wi) important(¸i“Z¡c~Y©) active (mwµq) assiduous(cwikªgx) obedient (AbyMZ) careful(hZœevb) Narrow-minded(msKxY©gbv) Punctual (mgqwbó) Realistic(ev¯—eev`x) Callous(D`vmxb) gloomy(welbœ) Courageous(mvnmx) Confused(wØavwš—Z) Greedy(†jvfx) Unwilling(Awb”QzK) Willing(B”QzK)
  • 5. LODESTAR INSTITUTE Spoken & Pronunciation Course 130 Noun with meaning time wasting mgq AcPq a prosperous country GKwU mg„×kvjx †`k an independent country GKwU ¯^vaxb ‡`k our beloved mother land Avgv‡`i wcÖq Rb¥f~wg studious Aa¨emvqx an over populated country GKwU Rbeûj †`k a lawyer GKRb AvBbRxex a research fellow M‡elK economist A_©bxwZwe` a meritorious student †gavex QvÎ an influential politician cÖfvekvjx ivRbxwZex` a philanthropist gvbeZvev`x An ideal teacher GKRb Av`k©ev`x wk¶K notorious killer KzL¨vZ Lywb social worker(s) mgvRKg©x an innocent boy wb¯úvc evjK a glib speaker mvejxj e³v an engineer GKRb cÖ‡KŠkjx freedom fighter(s) ¯^vaxbZv †hv×v 1. I should be.......... Avgvi nIqv DwPZ........ 2. You shouldn’t be.......... †Zvgvi nIqv DwPZ bq..... 3. I had been.......... Avwg n‡qwQjvg.......... 4. I can be.......... Avwg n‡Z cvwi.......... 5. I could be.......... Avwg n‡Z cviZvg.......... 6. I should be.......... Avgvi nIqv DwPr.......... 7. I should have been........ Avgvi nIqv DwPr wQj...... 8. I would be.......... Avwg ne/ Avwg _vKe......... 9. I may be.......... Avwg n‡ZI cvwi.......... 10. I might be.......... Avwg n‡ZI cviZvg..........
  • 6. LODESTAR INSTITUTE Spoken & Pronunciation Course 131 Lesson 2.2 Some more commonly used expressions 1. Are you... Zzwg wK... 2. Why are you... Zzwg †Kb... 3. Is he... †m wK... 4. I have been... Avwg n‡qwQ... 5. Have you been... Zzwg wK n‡qQ... 6. I was... Avwg wQjvg... 7. Were you... Zzwg wK wQ‡j... 8. I will be... Avwwg _vKe... 9. Haven’t you been... Zzwg wK nIwb... tired scared worried about cured confident optimistic so callous fool interested gloomy miser busy unemployed lazy disappointed willing unwilling glad sure of familiar famous very flexible there sick careful of
  • 7. LODESTAR INSTITUTE Spoken & Pronunciation Course 132 Examples: The Professor is ingenious (D™¢veb †KŠkj)/ at solving problems. She is in a jovial (cÖdzj­/ Avgy‡`) mood. Are you jealous (Bl©vcivqb) of my fortune? He is very keen (DrmyK/ D`MÖxe) to see his birth- place again. It is an absurd comment. It is ludicrous to say that it is easy to become fluent in all languages. 01. GwU mgq AcPq Qvov wKQzB bq 02. GwU GKwU ev‡R K_v Qvov wKQzB bq| 03. GwU †`‡ki wei“‡× N„Y¨ lohš¿ Qvov wKQzB bq 04. Avwg wK Avcbv‡`i g‡bv‡hvM †c‡Z cvwi? 05. Zzwg wK K¬v‡m wbqwgZ bI? 06. Avgvi K_v †Kb eySwb? g‡bv‡hvMx wQ‡j bv? 07. gvbyl GLb Avi †evKv bq, Zviv m‡PZb n‡”Q 08. Zzwg wK †Kvm©wU K‡i DcK…Z n”Q bv? 09. Avcwb wK †Kvb e¨vcv‡i DwØMœ? 10. LODESTAR-Gi sheets cÖwZw`bB update n‡”Q? 11. GZ¶Y Zzwg †Kv_vq wQ‡j? 12. cÖ_g †mwg÷vi †kl K‡i Avwg A‡bKUv fluent n‡qwQ 13. †m w`b w`b †ek ¯§vU© n‡”Q| 14. Avgvi g‡b nq Zzwg w`b w`b K…cY n‡”Q? 15. Avgvi Rvbv g‡Z (to the best of my knowledge), †m LyeB †jvfx e¨w³| 16. Zzwg wK AvR‡K mvivw`b e¨¯— _vK‡e? 17. wK ejQ Zzwg? †m wK mwZ¨B Ace¨qx? 18. MZKvj Avwg e¨¯— wQjvg bv Zzwg Avm‡Z cvi‡Z 19. †m Aa¨emvqx wQj wKš‘ cÖ_g n‡Z cv‡iwb 20. †m ˆah©¨kxj wQj wKš‘ Zvi †Kvb ¯^cœ wQj bv 21. †m Zvi gvbeZvevw` Kv‡Ri gva¨‡g GjvKvq LyeB RbwcÖq wQj 22. Avcwb hw` Avgv‡`i evmvq Av‡mb Zvn‡j Avwg LyeB Lywk ne 23. Avcwb eis iv‡Z Avmyb Kvib weKv‡j Avwg e¨¯— _vKe 24. AvMvgxKvj Avwg Avm‡Z cvie bv Z‡e GB mßv‡ni †Kvb GKw`b †`Lv Kie 25. LeiwU ï‡b Avwg LyeB Avðh© n‡qwQ 26. wPwVUv †c‡q Ge¨vcv‡i Avwg wbwðZ n‡qwQ 27. †m Av‡Mi PvB‡Z A‡bK mvnmx n‡q‡Q 28. †m GLb wKQzUv bgbxq n‡q‡Q| 29. wm×vš—wU LyeB `„p n‡q‡Q| 30. Avgvi d¨vwgwj Avgvi Dci wbf©ikxj wQj| 31. Avwg welqwU wb‡q wbwðZ n‡Z Pvw”Qjvg| 32. †Zvgvi KZ©e¨ Ávb _vKv DwPZ| 33. †Zvgvi †mŠ›`h©‡eva _vKv DwPZ| 34. †Zvgvi f`ªZv Ávb _vKv DwPZ| 35. Zvi ¯^v‡¯’¨i cÖwZ mZK© nIqv DwPZ wQj| 36. †Zvgv‡`i `vwq‡Z¡i cÖwZ Avš—wiK nIqv DwPZ wQj| 37. Avwg m¤¢eZ Nywg‡q wQjvg| (I might be asleep) 38. m¤¢eZ †m Awd‡m Av‡Q| 39. Avwg abx n‡Z cviZvg| 40. †m AbyZß n‡Z cviZ|
  • 8. LODESTAR INSTITUTE Spoken & Pronunciation Course 133 Lesson 2.3 Fluency With Structure No English Bangla Words/ Expressions 1. I dare to do Avgvi Kivi mvnm Av‡Q 2. I don’t dare to do Avgvi Kivi mvnm †bB phone you tell you the truth go out alone tell you the truth 3. How dare you say this? Zywg †Kvb mvn‡m GwU ej? say so? go there? waste time? 4. I feel happy to learn English. Bs‡iwR wkL‡Z Avgvi fvj jv‡M have a chat with you help the poor 5. I don’t know what to do Avwg Rvwbbv wK Ki‡Z n‡e Say Inform decide 6. I don’t know how to solve this problem Avwg Rvwbbv wKfv‡e GB mgm¨vi mgvavb Ki‡Z n‡e manage him go there get fluency 7. I expect to see you soon Avwg †Zvgv‡K wkMwMiB †`Lvi Avkv KiwQ Have lunch with you solve the problem Solve-(mgvavb Kiv), have lunch-(`ycy‡ii Lvevi LvIqv), get-(cvIqv), decide-(wm×vš— †bIqv), have a chat-(Mí Kiv), waste-(AcPq Kiv), inform-(Rvbv‡bv)
  • 9. LODESTAR INSTITUTE Spoken & Pronunciation Course 134 Part 03 Practical Session LESSON- MY FAVOURITE Rachel Weisz Birthday: March 7, 1971 Mini-Feed Personal Information: Rachel Weisz was born on 7th March 1971, in London, England, to Edith, an Austrian psychoanalyst and George, a Hungarian inventor. She is a famous actor Discussion Board Displaying 1 discussion topic The wall Saanyaan has posted some of his favourite Actors and Artists pictures to Rachel weisz wall. Are of these celebritries are also your favourites. Find them. Tajriyaan commented: “Afnan remains glued to Television screen most of the time. Tajriyaan thinks watching Television is of no use but just a waste of time.”
  • 10. LODESTAR INSTITUTE Spoken & Pronunciation Course 135 Activity:1 Write on Raschel Weisz’ wall. Who is your favourite Actor? Write 3 reasons why you consider him as your favorite? Activity 2: Individual work My favorite! Writing task My favorite Music: a. Bengali.…………………………..Singer……………………… My favorite Film a. Hindi …………………………b. English……………………c. engali………………… My favorite Actor: a .English…………………………..b. Hindi……………………………….c. TV/Bengali
  • 11. LODESTAR INSTITUTE Spoken & Pronunciation Course 136 Activity 3: Pair work All about your favorites: Asking question Direction: Students should work in pair and swap their workbook. Now form questions as per the formats given below and give reply to them. The questions and replies should generate discussion on his favorite choice of Music, TV shows or film and related information as mentioned below.  Do you like.................? (Music / TV Programs / Films)  What kind of ..................... do you like? (Music / TV Programs / Films)  Which is your favorite......................? (Music / TV Programs / Films)  Why do you like...................... (Music / TV Programs / Films)  Who is your favorite...................? (Music / TV Programs / Films)  Why is he / she your favorite? (Music / TV Programs / Films) and small groups of four to five. One student in each group acts as a spokesperson. Group members prepare a list of their favorite music, TV programs, films and actors / actresses under the title “Our Group Favorites”. Then students from each group take turns to ask the other groups members about the topics listed in “Our Group’s Favorites” using these questions.
  • 12. LODESTAR INSTITUTE Spoken & Pronunciation Course 137 Activity: 4: Group Discussion Our Group Favorite Now 5 students would come forward as the group leader. They would individually tell 5 names of popular actors/actress as their favourites. The teacher will then ask the class who have the same favourite named by them. Now those who have the common favourite would form separate group and engage in a vibrant discussion why they think their favourite is the best choice. The activity would continue for the following categories:“Our Group’s Favorite” Music .................................. Film .................................. Actress .................................. Actor .................................. TV Program .................................. Singer .................................. Activity 5: Speaking Task  A dream comes true!  Your favorite Teacher:  Now write a short paragraph on your favorite teacher. Write about your favorite teacher with the following inputs:  What is his name?  What subject he teaches?  Why is he your favorite teacher?  What is so special about his teaching style?  What are things in him that inspire you?
  • 13. LODESTAR INSTITUTE Spoken & Pronunciation Course 138 Activity 6: Group Discussion Is TV good or bad? Discussion Wheels Source: © Nick Peachey, teacher, trainer, materials writer, British Council Discussion wheels are a good way of giving students time to think and formulate opinions before they do discussion work. They work particularly well with areas of discussion which can have ranges of agreement or disagreement. • Preparation To create a discussion wheel you simply need 8 or 10 contentious sentences based around a theme which you would like the students to discuss. Draw a circle on a piece of paper and draw lines through the circle (one line for each sentence) so that the circle is divided into segments. At the end of each line, write one of the sentences, and then next in the group would write his line. A maximum of 10 students can form a group. Example: Television and Entertainment You may use the following arguments. a. People don’t get any exercise. They just sit and watch TV. b. It brings news from around the world into people’s homes. c. People just want entertainment today. They don’t want to think. d. There is a lot of crime and violence on TV today. The programs are terrible. e. Children learn many useful things. It teaches them to tell the time. f. It helps me to relax after a long day. g. Programs on the radio are better. They make you think. h. It is all adverts. I hate it!
  • 14. LODESTAR INSTITUTE Spoken & Pronunciation Course 139 The student should be divided into even number of groups each comprising 5-10 member groups. Now the point of group discussion is “Is watching TV good or bad?” Each group will take one stand either in favor or against the motion. The groups can discuss different points among their members and argue in favor or against watching TV. Lesson 3.1 Simple present: I (do) Music 1. What sort of music do you like? 2. Since when do you like it? 3. Why do young people like western music? 4. What is the importance of our traditional music? 5. What should be done in order to preserve our traditional music? 6. How do you feel about the use of electronic instrument in music? 7. Do you think classical songs are being neglected day by day? 8. Why or why not? 9. What is the importance of cultural songs? 10. What do you think about our traditional music? 11. What are the different types of music you have in your country? 12. After 10 years what sort of changes would you see in the musical instruments of our country. 13. Why do you feel like this? 14. What are the technological impacts on today is music? 15. Do you have any musical background? 16. Which musical bands do you like and why?
  • 15. LODESTAR INSTITUTE Spoken & Pronunciation Course 140 Lesson 3.2 Comparisons between two girls: Dress : Jimmy is wearing a blue kamiz whereas Jane is wearing a white kamiz with blue dupatta. Eyes : Jimmy has black eyes but Jane has dark brown. Height : Jane is 5` whereas Jimmy is only 4`7``. Thus Jimmy is shorter than Jane. Complexion: Jimmy is fairer than Jane. Looks : Though Jimmy is fairer than Jane, but Jane is prettier than Jimmy. Education : Jimmy is doing ‘A’ levels but Jane is doing ‘O’ levels. Age : Jimmy is 20 years old whereas Jane is only 18. Talent : Though Jane is younger than Jimmy, she is more talent than her. Temper : Jimmy has a sweet temper but Jane has hot temper. Hobby : Jane’s hobby is gardening while Jimmy’s hobby is reading books. Cooking : Jimmy can cook but Jane can’t. Jane can only eat. Sports : Jane is good at sports but Jimmy is not. Flower : Jimmy likes yellow roses while Jane likes red ones. Friends : Jimmy has a few friends on the other hand Jane has a large friends circle. Birds : Jane likes parrots whereas Jimmy likes Moinahs. Pet : Jimmy has a cat as a pet but Jane does not have any pet.
  • 16. LODESTAR INSTITUTE Spoken & Pronunciation Course 141 Can you compare the pictures? Hints: talk about their color, similarities, dress, hairstyle, smartness, personality, age, country of origin, sex, eyes etc. Kathryn Cristina Hints Dress : Hair : Eyes : Height : Complexion: Looks : Education : Age : Talent : Smartness :
  • 17. LODESTAR INSTITUTE Spoken & Pronunciation Course 142 Lesson 3.3 Home Work for next class presentation Topic: My feelings about Spoken & Pronunciation Course Hello friends This is …………………………………… Today I am here to share my feelings about…………………………………… ………………………………. Model Answer Hello friends This is Nazib Hossain Today I am here to share my feelings about the Spoken and pronunciation course of LODESTAR. Dear friends, you know, I am not a good speaker. But I will try to say something on my topic. I am really grateful to Asian English Center for initiating such a fantastic course. Let me tell you the big truth. Before coming to AEC, I felt nervous and shy while speaking before audience. Now I have been more confident than before. People appreciate my accent, pronunciation and my speaking style. Dear friends, if you are satisfied about the service of AEC please convey the message of AEC to everyone ‘If you want to get the real test of English, be a member of AEC. That’s all for today. Thanks to all. Thanks to Asian English Center.
  • 18. LODESTAR INSTITUTE Spoken & Pronunciation Course 143 Part 04 Additional Study Materials (Not for class) Lesson 4.1 1.1 Vocabulary chorus from flash card : (oral test) No. Words/Expressions Pronunciation Meaning Make sentences by your own 01. Celebrate v. ('†mwj‡eªB U) D`&hvcb Kiv 02. Chase v. (†PB m&) avIqv Kiv 03. Cling to the principle - bxwZ‡Z AUj _vKv 04. Conscience n. ('Kbkvbm&) we‡eK; bxwZ‡PZbv 05. Grow conscience - bxwZ †PZbv RvMÖZ Kiv 06. Convince v. - wek¦vm Kiv‡bv; KvD‡K eySv‡bv 07. Congregate v. ('KOwMÖ‡MB U&) Ro Kiv ev nIqv; mgv‡ek Kiv ev nIqv 08. Mass congregation - Rbmgv‡ek 09. Conspire v. (Kvb&'¯úvBAv i) lohš¿ Kiv 10. Hatred conspiracy - N„Y¨ lohš¿ Lesson 4.2 1.2 Everyday words from vocabulary book: No. Words/Expressions Meaning Make sentences by your own 01. Brag (wb‡R‡K wb‡q) `¤¢ Kiv 02. Weep dzwc‡q Kuv`v 03. Take ablution IRy Kiv 04. Freshen up nvZ-gyL †aŠZ Kiv 05. Give affection Av`i Kiv 06. Take photograph Qwe †Zvjv 07. Shake hands (with) Kig`©b Kiv 08. Giggle †Rv‡i kã K‡i nvmv 09. Gore ¸Zv gviv 10. Pinch bL w`‡q LvgwP †`qv
  • 19. LODESTAR INSTITUTE Spoken & Pronunciation Course 144 Lesson 4.3 Words/Phrases Transcription Words/Phrases Transcription January   February    March   April   May   June   July   August  September   October   November   December   Lesson 4.4 Asking for something (f`ªZvi mv‡_ †Kvb wKQz PvIqv, ejv BZ¨vw` Aby‡iva A‡_©) give me some money?/ a cup of tea?/ a glass of water?/ your mobile number?/ your address?/ a change of Tk.50? tell me the way to mosque?/ the way to station?/ the way to kitchen market?/ how I can speak well?/ how I can get fluency?/ when I should come to you?/ include my name here? read a bit slowly?/ loudly?/ silently? go with me?/ to the reading room? listen to me carefully?/ Islamic songs/? move a bit?/ an inch?/ your chair? explain the matter?/ the incident?/ what happened? Would you please Could you please repeat the question?/ the pronunciation of the word?/
  • 20. LODESTAR INSTITUTE Spoken & Pronunciation Course 145 Lesson 4.6 There are three kinds of ‘There’. A. Introductory ‘there’ B. Expletive ‘there’ C. Adverb ‘there’ Introductory ‘there’ Structure: 1 is /are Av‡Q, _v‡K There is no water in the jug. R‡M †Kvb cvwb †bB| was /were wQj There was no mistake in this letter. GB wPwV‡Z †Kvb fyj wQj bv| will be n‡e/ _vK‡e There will be a meeting here. GLv‡b GKwU mfv n‡e| have been/has been n‡q‡Q There has been a mosque beside the school campus. we`¨vj‡q GKwU gmwR` n‡q‡Q| There had been n‡qwQj There had been no problem in that planning. †m cwiKíbv †Kvb fyj nqwb| More examples: There is oxygen in the air. evZv‡m Aw·‡Rb Av‡Q| There is a mistake in this application. GB Av‡e`‡b GKwU fyj Av‡Q| Is here any problem here? GLv‡b wK †Kvb mgm¨v Av‡Q? There are tigers in this jungle. GB e‡b evN Av‡Q| There are some dogs in men. gvby‡li g‡a¨ wKQz ÒKzKziÓ Av‡Q| There are snakes in the pond. GB cyKz‡i mvc _v‡K| There are no mistakes in the Holy Quran. cweÎ †KvivAv‡b †Kvb fyj †bB| There are two million people in the grand rally. gnv‡e‡k `yB jvL gvbyl wQj| There were no students in the rally i¨vwj‡Z †Kvb QvÎ wQj bv| There will be no danger on the way. c‡_ †Kvb wec` n‡e bv| There have been some drastic changes in politics of Bangladesh evsjv‡`‡ki ivRbxwZ‡Z ¸i“Z¡c~Y© wKQz cwieZ©b n‡q‡Q| There had been a great blunder in that planning. †m cwiKíbvq A‡bK eo GKUv fyj n‡qwQj| There was a red pen in the lost bag. nvwi‡q hvIqv e¨vMwU‡Z GKwU jvj Kjg wQj| Structure: 2 may be _vK‡Z cv‡i, n‡Z cv‡i, n‡ZI cv‡i, _vK‡ZI cv‡i There may be tigers in this jungle. GB e‡b evN _vK‡Z cv‡i| might be n‡ZI cviZ, _vK‡ZI cviZ, n‡ZI cv‡i, _vK‡ZI cv‡i There might be germs in the milk. `ya UzKz‡Z RxevYy _vK‡Z cviZ| should be _vKv DwPZ There should be a mosque in this campus. GB K¨v¤úv‡m GKwU gmwR` _vKv DwPZ| There must be (Abygvb eySv‡Z) wbðqB Av‡Q The pen is not running well; there must be problem. KjgwU wVKgZ Pj‡Q bv; wbðqB †Kvb mgm¨v Av‡Q| can be _vK‡Z cv‡i/ There can be a problem
  • 21. LODESTAR INSTITUTE Spoken & Pronunciation Course 146 n‡Z cv‡i GKwU mgm¨v _v‡KZ cv‡i| could be _vK‡Z cviZ Why did you go alone? There could be a problem. Zzwg GKvKx †M‡j †Kb? †Kvb mgm¨v n‡Z cviZ| would be nqZ nZ You could do the work; there would not be hassle in it. Zzwg KvRwU Ki‡Z cvi‡Z G‡Z †Kvb mgm¨v nZ bv| Structure : 3 might have been _vK‡Z cviZ Why did you do the work alone? There might have been mistake. Or (something wrong) Zzwg GKvKx KvRwU Ki‡j †Kb? wKQz fyj †_‡K †h‡Z cviZ| must have been wbðqB wQj That day the machine did not run well; there must have been some problems. †mw`b hš¿wU wVKgZ P‡jwb; wbðqB †Kvb mgm¨v wQj| should have been _vKv DwPZ wQj (AZxZ) There should have been no nepotism in it G‡Z †Kvb ¯^RbcÖxwZ _vKv DwPZ wQj bv| There could have been _vK‡Z cviZ Why didn’t you inform me? There could have been serious problem. Structure: 4 seems to be Av‡Q e‡j g‡b nq There seems to be something wrong in the letter. wPwV‡Z wKQzUv fyj Av‡Q e‡j g‡b nq | seemed to be wQj e‡j g‡b nq There seemed to be some mistakes in the planning. cwiKíbvq †Kvb fyj wQj e‡j g‡b nq| appears to be Av‡Q e‡j g‡b nq There appears to be a possibility of their winning. Zv‡`i †RZvi GKwU m¤¢vebv Av‡Q e‡j g‡b nq| appeared to be wQj e‡j g‡b nq There appeared to be a quarrel among them. Zv‡`i gv‡S GKwU SMov n‡qwQj e‡j g‡b nq| happens to be _v‡K, N‡U hvq There happens to be some conflicts between husband and wife. ¯^vgx-¯¿xi gv‡S ev`vbyev` n‡q _v‡K| There happened to be wQj There happened to be a quarrel among us. Avgv‡`i gv‡S GKwU SMov N‡U †Mj| Structure: 5 exits Av‡Q, _v‡K There exists a mosque in our village. Avgv‡`i MÖv‡g GKwU gmwR` Av‡Q| lives evm K‡i, _v‡K There lives a mad man in a country. GK †`‡k _v‡K GK cvMj| lived evm KiZ, _vKZ There lived (was) a king in a country. GK †`‡k wQj GK ivRv| There arose DVj (So BZ¨vw`) When we arrived at the estuary there arose a terrible storm. Avgiv hLb †gvnbvq DcbxZ njvg, ZLb GK fqven So DVj| existed wQj (we`¨gvb) Once upon a time, there existed a temple in our locality.
  • 22. LODESTAR INSTITUTE Spoken & Pronunciation Course 147 †Kvb GK mgq Avgv‡`i GjvKv‡q GKwU gw›`i wQj| remains _vKv (Aw¯—Z¡) There remains a difficult problem in this theory. GKwU KwVb mgm¨vi Aw¯—Z¡ i‡q‡Q GB gZev‡`| Structure : 6 come Avmv There comes a boy with a girl. GKwU †Q‡j GKwU ‡g‡q wb‡q Avm‡Q| go hvIqv There goes a beggar with her blind husband. GKRb wfLvwibx Zvi AÜ ¯^vgx‡K wb‡q hv‡”Q| There live evm Kiv There lived a monk in a hut. GK Kz‡o N‡i _vKZ GK mbœvmx| Structure: 7 is There was something nothing anything There is something improtant to tell you. There was nothing serious. Is there anything wrong? †Kvb fyj n‡q‡Q wK? (Aw¯—Z¡) No, there is nothing wrong. bv †Kvb fyj nqwb| There is something surprising in the letter. wPwV‡Z we®§qKi wKQz GKUv i‡q‡Q| Expletive ‘There’ Alas! He is dead. nvq! †m gviv †M‡Q| There goes the thief! H †h †PviwU hvq (Av‡eM) There comes the cow! H‡h MvfxwU Avm‡Q| (m¤¢eZ nviv‡bv MvfxwU †mRb¨ Lywki Av‡eM) There is the frog floating. H †h e¨vOwU fvm‡Q| There! there! How he plays! Av‡i Av‡i Kx my›`i †L‡j †m! (†`L! †`L! Kx my›`i †Lj‡Q †m!) There! you are wrong! I‡n! Zzwg fyj K‡iQ! There! you know everything I see! Av‡i! Zzwg †h me wKQz Rvb †`LwQ| Adverb ‘There’ When (KLb) where (†Kv_vq) how (†Kgb K‡i/ wKfv‡e) GB wZbwU k‡ãi Øviv cÖkœ Ki‡jB Avgiv adverb wPb‡Z cvwi| Examples: I went there. Avwg †mLv‡b wM‡qwQjvg| There is a problem there. †mLv‡b GKwU mgm¨v Av‡Q| There will be a meeting there. †mLv‡b GKwU mfv n‡e| Why did you go there? Zzwg †Kb †mLv‡b wM‡qwQ‡j?
  • 23. LODESTAR INSTITUTE Spoken & Pronunciation Course 148 Threat to kill (nZ¨vi ûgwK †`qv) Seize (AvUK Kiv) Urge (webxZ Aby‡iva Rvbv‡bv) Raid (Zj­vwm Kiv) Armed terrorist (A¯¿avix mš¿vmx) Bring out procession (wgwQj †ei Kiv) Following clash (msN‡l©i d‡j) Centering (†K›`ª K‡i) A reign of terror (Îv‡mi ivRZ¡) on duty officer (KZ©e¨iZ Awdmvi) Go on rampage (fvsPzi Kiv) Fierce clash (fqven msNl©) Ransack (ZQbQ Kiv) Previous enmity (c~e©kΓZv) Sequel of murder (nZ¨vKv‡Êi m~Îa‡i) Deploy (†gvZv‡qb Kiv) Abate further deterioration (AebwZ †iva Kiv) Chase (avIqv Kiv) To bring situation under control (cwiw¯’wZ wbqš¿‡Y Avbv) Erupt (Qwo‡q cov)