spoken & prounuciation lesson 09

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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/Expressions 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-

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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

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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

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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)

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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..........

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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

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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‡ì 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 Aaëmvqx wQj wKš‘ cÖ_g n‡Z cv‡iwb 20. †m âh© kxj wQj wKš‘ Zvi †Kvb ¯cœ wQj bv 21. †m Zvi gvbeZvevw` Kv‡Ri gva¨‡g GjvKvq LyeB

RbwcÖq wQj

22. Avcwb hw` Avgv‡ì 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‡ì `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|

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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)

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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.”

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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

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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?


Which is your favorite......................?


Why do you like......................


Who is your favorite...................?


Why is he / she your favorite?


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.

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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?

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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!

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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?

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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.

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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 :

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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.

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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‡eªBU) D &hvcb Kiv

02. Chase v. (†PBm&) 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‡MBU&) Ro Kiv ev nIqv; mgv‡ek Kiv ev nIqv

08. Mass congregation - Rbmgv‡ek

09. Conspire v. (Kvb&'¯úvBAvi) 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

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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?/

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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

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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‡ì †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‡ì 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‡ì gv‡S GKwU SMov N‡U †Mj|

Structure: 5

exits Av‡Q, _v‡K There exists a mosque in our village. Avgv‡ì 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.

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†Kvb GK mgq Avgv‡ì GjvKv‡q GKwU gw›ì 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›ì †L‡j †m! (†`L! †`L! Kx my›ì †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?

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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©kÎ“Zv) 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)

spoken & prounuciation lesson 09

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