The document provides pronunciation lessons and guidelines for pronouncing certain letters and letter combinations in English, such as "c/k" sounds like "k", "t" sounds like "t", and words ending in "ay" sound like "eigh". It also notes that words ending in "ation" should be pronounced like "ey-shun". The lessons aim to help learners improve their pronunciation of English.
The document provides information and examples about English vowel sounds, including:
- 19 vowel sounds are divided into 12 monophthongs, 5 diphthongs, and 2 tripthongs. Learning vowels requires listening carefully and imitating the sounds.
- Examples and phonetic symbols are given for each vowel sound, along with Bangla equivalents for comparison. Practice words demonstrate the various vowel sounds in action.
- Diphthongs and tripthongs are also explained and exemplified. The document emphasizes the importance of correctly pronouncing words after learning the individual sounds.
This document provides an overview of rhythm and rhythmic patterns in English pronunciation. It discusses how English rhythm is based on both word and sentence stress. It then lists examples of common rhythmic patterns in English with varying numbers of stressed and unstressed syllables. These patterns are illustrated with example words and phrases. The document aims to help learners achieve more natural-sounding speech and better comprehension by effectively using English rhythm and stress patterns.
This document provides a lesson on pronunciation skills, specifically focusing on differences between British and American English pronunciations of words. It includes two tables listing words with their British and American pronunciations. The document also includes tongue twisters and lessons on pronouncing words ending in "cial" or "tial" as well as a section on contractions and how they are used in spoken English to make speech more fluent.
This document contains lessons from a spoken and pronunciation course covering pronunciation skills, fluency processes, and common regular verbs. Lesson 1 focuses on pronouncing individual letters and the days of the week and months. Lesson 2 discusses developing fluency in three tenses using verbs and non-verbs. Regular verbs are provided that can be practiced for fluency. The lessons emphasize drilling pronunciation and forming many sentences to improve fluency.
The document contains a script for a news presentation covering 4 main stories: the cabinet approving the prime minister's draft speech, calls for publishing reports on crossfire killings, plans for mayor candidate debates during the Dhaka City Corporation elections, and a BNP statement accusing failed politicians of spreading propaganda against Tariq Rahman. It provides details and quotes on each of the 4 news stories.
This document provides lessons on pronunciation skills and spoken English skills from Lodestar Institute. Lesson 1 focuses on pronunciation of plural words ending in "es" and types of intonation. Lesson 2 covers sentence structures for discussing conditional situations and completing sentences. Lesson 3 includes a role play activity on time management and a discussion of the importance of English. Additional materials not meant for class include everyday words and expressions for better speaking.
Tun Dr. Mahathir bin Mohamad was the fourth Prime Minister of Malaysia who transformed the country into an advanced economy. During his term in office, he promoted non-individualistic "Asian values" and modernized Malaysia rapidly. He is considered one of Asia's most influential leaders for developing nations. Students discuss their dream jobs and debate which careers are most important for society. They also discuss studying abroad and serving their home country. The document provides speech prompts and topics on English language, restaurants, and food.
This document provides lessons on pronunciation skills, specifically focusing on the pronunciation of the letter 'T' in American English. It outlines 5 main rules for pronouncing 'T' based on its position in words. Rule 1 discusses the flap 'T' between vowel sounds. The other rules address 'T' with /r/, with double 'T', before consonants or vowels, and between words. Examples are provided for each rule. The document also provides exercises to identify words with different 'T' pronunciations. Additional lessons focus on producing the plosive 'T' sound and include practice sentences. Later lessons cover suffixes like 'ment' and questions using 'WH' words.
The document provides information and examples about English vowel sounds, including:
- 19 vowel sounds are divided into 12 monophthongs, 5 diphthongs, and 2 tripthongs. Learning vowels requires listening carefully and imitating the sounds.
- Examples and phonetic symbols are given for each vowel sound, along with Bangla equivalents for comparison. Practice words demonstrate the various vowel sounds in action.
- Diphthongs and tripthongs are also explained and exemplified. The document emphasizes the importance of correctly pronouncing words after learning the individual sounds.
This document provides an overview of rhythm and rhythmic patterns in English pronunciation. It discusses how English rhythm is based on both word and sentence stress. It then lists examples of common rhythmic patterns in English with varying numbers of stressed and unstressed syllables. These patterns are illustrated with example words and phrases. The document aims to help learners achieve more natural-sounding speech and better comprehension by effectively using English rhythm and stress patterns.
This document provides a lesson on pronunciation skills, specifically focusing on differences between British and American English pronunciations of words. It includes two tables listing words with their British and American pronunciations. The document also includes tongue twisters and lessons on pronouncing words ending in "cial" or "tial" as well as a section on contractions and how they are used in spoken English to make speech more fluent.
This document contains lessons from a spoken and pronunciation course covering pronunciation skills, fluency processes, and common regular verbs. Lesson 1 focuses on pronouncing individual letters and the days of the week and months. Lesson 2 discusses developing fluency in three tenses using verbs and non-verbs. Regular verbs are provided that can be practiced for fluency. The lessons emphasize drilling pronunciation and forming many sentences to improve fluency.
The document contains a script for a news presentation covering 4 main stories: the cabinet approving the prime minister's draft speech, calls for publishing reports on crossfire killings, plans for mayor candidate debates during the Dhaka City Corporation elections, and a BNP statement accusing failed politicians of spreading propaganda against Tariq Rahman. It provides details and quotes on each of the 4 news stories.
This document provides lessons on pronunciation skills and spoken English skills from Lodestar Institute. Lesson 1 focuses on pronunciation of plural words ending in "es" and types of intonation. Lesson 2 covers sentence structures for discussing conditional situations and completing sentences. Lesson 3 includes a role play activity on time management and a discussion of the importance of English. Additional materials not meant for class include everyday words and expressions for better speaking.
Tun Dr. Mahathir bin Mohamad was the fourth Prime Minister of Malaysia who transformed the country into an advanced economy. During his term in office, he promoted non-individualistic "Asian values" and modernized Malaysia rapidly. He is considered one of Asia's most influential leaders for developing nations. Students discuss their dream jobs and debate which careers are most important for society. They also discuss studying abroad and serving their home country. The document provides speech prompts and topics on English language, restaurants, and food.
This document provides lessons on pronunciation skills, specifically focusing on the pronunciation of the letter 'T' in American English. It outlines 5 main rules for pronouncing 'T' based on its position in words. Rule 1 discusses the flap 'T' between vowel sounds. The other rules address 'T' with /r/, with double 'T', before consonants or vowels, and between words. Examples are provided for each rule. The document also provides exercises to identify words with different 'T' pronunciations. Additional lessons focus on producing the plosive 'T' sound and include practice sentences. Later lessons cover suffixes like 'ment' and questions using 'WH' words.
The document provides a lesson on correctly pronouncing numbers from one to twenty in English. It also lists some problematic letters for Bangladeshi learners to pronounce such as A, F, G, H, J, K, O, P, Q, R, T, U, V, W, and Z. Finally, it gives examples of stating the time in English using phrases like "It's seven o'clock" or "It's ten after three." The document appears to be from an English pronunciation and spoken skills course.
This document provides guidance on pronunciation stress patterns in English. It begins by defining word stress and sentence stress. It then discusses in detail the characteristics and types of word stress, including primary and secondary stress. A variety of rules and examples are provided for determining stress patterns in words based on syllable structure, prefixes, suffixes, and word endings. Guidance is also given on stress in abbreviations, acronyms, and polysyllabic words. The document aims to help learners comprehend and apply word stress patterns to improve their pronunciation of English.
The document provides pronunciation lessons and tips for pronouncing words ending in certain suffixes like "-fully", "-cial", "-ssion", and "-tion" with the correct vowel sounds. It gives examples of words with these suffixes and their phonetic transcriptions. It also provides lessons on spoken English skills like expressing likes and dislikes, using smart expressions involving verbs like "give", and using expressions involving location words like "there is/are". The document is aimed at improving pronunciation and spoken English skills.
This document provides an overview of phonemes in American English pronunciation. It explains that a phoneme is the smallest linguistic unit that can change meaning. American English has 44 phonemes, including 19 vowels divided into monophthongs, diphthongs and triphthongs, and 25 consonants. The document then gives examples of how to pronounce each consonant phoneme, and provides numerous word examples to demonstrate different phonemes. The purpose is to teach learners about phonemes as the basic units of pronunciation in American English.
1. The document discusses aspiration, which is pronouncing words with an audible /h/ sound in certain contexts. It provides examples of words in English that are aspirated versus unaspirated when they begin with the sounds /p/, /t/, or /k/.
2. Words are usually aspirated when they are monosyllabic or when the stressed syllable begins with one of those sounds. Words are usually not aspirated when the sound occurs at the end of a word or after an /s/ sound.
3. The document emphasizes practicing pronunciation to distinguish between aspirated and unaspirated sounds to avoid confusion when speaking.
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.
This document contains an English language lesson on the present perfect tense. It includes explanations of how to form and use the present perfect tense, examples of its usage, exercises for students to practice, and conversations for students to role play. It also touches on pronunciation of final "t" and "d" sounds and vocabulary related to activities. The document is meant to teach English language learners about the present perfect tense.
An introductory Macedonian language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
This document contains objectives and content for Unit 4 of an English communications course. The unit focuses on talking about experiences from different periods of one's life and listening to and asking questions about a conversation where two people discuss their travel experiences. Students will practice using past participles of verbs like "go," "eat," "buy," and "drink" by reading and answering questions about a sample conversation.
This document provides vocabulary and exercises about describing people's appearances. It includes words and expressions to describe hair, age, height, and other physical characteristics. Sample conversations practice asking and answering questions to identify people based on their descriptions. Exercises include writing questions to match statements, guessing classmates from their descriptions, and identifying people in a picture.
The document discusses the past continuous and simple past tenses. It provides examples of situations using each tense and explains that the past continuous is used for an action that was ongoing simultaneously with another action expressed in the simple past. It then provides exercises for students to practice using these tenses to describe past events and activities.
Download this free beginner's guide to learning and mastering the basics of Chinese.
The pdf guide is more than 60 pages of vocabulary, grammar and lessons grouped around 20 basic questions & answers that you will want to master as a beginner. You can print it out to go through on your own or participate live at: http://studymorechinese.com/
This document contains notes from a lecture about learning foreign languages. It discusses the lecturer's background and experiences living in different countries and learning languages. Some key points made in the lecture include discussing old and new methods of language teaching, focusing on listening and speaking over reading and writing, and using imagination and associating words to improve learning. The document also addresses differences between Chinese and English and taking notes during lectures.
Basic Chinese (Mandarin) Language Course101_languages
This document provides materials to teach Mandarin Chinese to Peace Corps invitees, including 15 audio lessons and accompanying scripts. It covers basic greetings, introductions, numbers, food/drink, directions, time, family and other everyday vocabulary and phrases. Grammatical structures are kept simple, focusing on subject-verb-object word order and using question particles instead of word rearrangement. Tones are indicated using diacritical marks and their meanings distinguished. Pinyin romanization is used to represent pronunciation.
English 6-dlp-3-using-the-correct-intonationAlice Failano
The document is a lesson about using proper intonation in speech. It discusses the two main types of final intonation patterns - falling and rising. Falling intonation is used for statements and questions not answered with yes/no, while rising intonation is used for yes/no questions. The lesson provides examples and exercises for learners to practice identifying and using these intonation patterns when reading sentences and dialogues aloud. It aims to help improve learners' skills in expressing emotions and understanding through their voice and intonation.
I am D.Rayappa working as Assistant Professor of English would like to share my knowledge for student community to develop spoken English in the global arena.
D . Rayappa
Email : rayappaeng@gmail.com
Cell : 9492585022
This document appears to be a lesson plan for a class on comparing the past and present ("Then and Now"). The objectives are for students to make a differences poster, use the simple past tense, describe a leader's biography, report past events, and describe historic places using relative pronouns. The lesson covers grammar like the simple past tense and relative pronouns. It includes vocabulary, skills building, and practice activities. The teacher invites students to describe how a city has changed from the colonial period to present. Sample dialogues are provided to practice using "used to" to talk about past habits.
An introductory Siswati language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
This document provides an overview of how to learn English as a foreign language confidently through independent study. It discusses the importance of phonetics, phonology and phonics for proper pronunciation. It also emphasizes the importance of learning syntax or grammatical structures. Regular practice in using English through speaking and writing is important for forming correct usage habits. Independent study requires self-motivation and discipline to learn English over a lifetime.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
The document provides a lesson on correctly pronouncing numbers from one to twenty in English. It also lists some problematic letters for Bangladeshi learners to pronounce such as A, F, G, H, J, K, O, P, Q, R, T, U, V, W, and Z. Finally, it gives examples of stating the time in English using phrases like "It's seven o'clock" or "It's ten after three." The document appears to be from an English pronunciation and spoken skills course.
This document provides guidance on pronunciation stress patterns in English. It begins by defining word stress and sentence stress. It then discusses in detail the characteristics and types of word stress, including primary and secondary stress. A variety of rules and examples are provided for determining stress patterns in words based on syllable structure, prefixes, suffixes, and word endings. Guidance is also given on stress in abbreviations, acronyms, and polysyllabic words. The document aims to help learners comprehend and apply word stress patterns to improve their pronunciation of English.
The document provides pronunciation lessons and tips for pronouncing words ending in certain suffixes like "-fully", "-cial", "-ssion", and "-tion" with the correct vowel sounds. It gives examples of words with these suffixes and their phonetic transcriptions. It also provides lessons on spoken English skills like expressing likes and dislikes, using smart expressions involving verbs like "give", and using expressions involving location words like "there is/are". The document is aimed at improving pronunciation and spoken English skills.
This document provides an overview of phonemes in American English pronunciation. It explains that a phoneme is the smallest linguistic unit that can change meaning. American English has 44 phonemes, including 19 vowels divided into monophthongs, diphthongs and triphthongs, and 25 consonants. The document then gives examples of how to pronounce each consonant phoneme, and provides numerous word examples to demonstrate different phonemes. The purpose is to teach learners about phonemes as the basic units of pronunciation in American English.
1. The document discusses aspiration, which is pronouncing words with an audible /h/ sound in certain contexts. It provides examples of words in English that are aspirated versus unaspirated when they begin with the sounds /p/, /t/, or /k/.
2. Words are usually aspirated when they are monosyllabic or when the stressed syllable begins with one of those sounds. Words are usually not aspirated when the sound occurs at the end of a word or after an /s/ sound.
3. The document emphasizes practicing pronunciation to distinguish between aspirated and unaspirated sounds to avoid confusion when speaking.
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.
This document contains an English language lesson on the present perfect tense. It includes explanations of how to form and use the present perfect tense, examples of its usage, exercises for students to practice, and conversations for students to role play. It also touches on pronunciation of final "t" and "d" sounds and vocabulary related to activities. The document is meant to teach English language learners about the present perfect tense.
An introductory Macedonian language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
This document contains objectives and content for Unit 4 of an English communications course. The unit focuses on talking about experiences from different periods of one's life and listening to and asking questions about a conversation where two people discuss their travel experiences. Students will practice using past participles of verbs like "go," "eat," "buy," and "drink" by reading and answering questions about a sample conversation.
This document provides vocabulary and exercises about describing people's appearances. It includes words and expressions to describe hair, age, height, and other physical characteristics. Sample conversations practice asking and answering questions to identify people based on their descriptions. Exercises include writing questions to match statements, guessing classmates from their descriptions, and identifying people in a picture.
The document discusses the past continuous and simple past tenses. It provides examples of situations using each tense and explains that the past continuous is used for an action that was ongoing simultaneously with another action expressed in the simple past. It then provides exercises for students to practice using these tenses to describe past events and activities.
Download this free beginner's guide to learning and mastering the basics of Chinese.
The pdf guide is more than 60 pages of vocabulary, grammar and lessons grouped around 20 basic questions & answers that you will want to master as a beginner. You can print it out to go through on your own or participate live at: http://studymorechinese.com/
This document contains notes from a lecture about learning foreign languages. It discusses the lecturer's background and experiences living in different countries and learning languages. Some key points made in the lecture include discussing old and new methods of language teaching, focusing on listening and speaking over reading and writing, and using imagination and associating words to improve learning. The document also addresses differences between Chinese and English and taking notes during lectures.
Basic Chinese (Mandarin) Language Course101_languages
This document provides materials to teach Mandarin Chinese to Peace Corps invitees, including 15 audio lessons and accompanying scripts. It covers basic greetings, introductions, numbers, food/drink, directions, time, family and other everyday vocabulary and phrases. Grammatical structures are kept simple, focusing on subject-verb-object word order and using question particles instead of word rearrangement. Tones are indicated using diacritical marks and their meanings distinguished. Pinyin romanization is used to represent pronunciation.
English 6-dlp-3-using-the-correct-intonationAlice Failano
The document is a lesson about using proper intonation in speech. It discusses the two main types of final intonation patterns - falling and rising. Falling intonation is used for statements and questions not answered with yes/no, while rising intonation is used for yes/no questions. The lesson provides examples and exercises for learners to practice identifying and using these intonation patterns when reading sentences and dialogues aloud. It aims to help improve learners' skills in expressing emotions and understanding through their voice and intonation.
I am D.Rayappa working as Assistant Professor of English would like to share my knowledge for student community to develop spoken English in the global arena.
D . Rayappa
Email : rayappaeng@gmail.com
Cell : 9492585022
This document appears to be a lesson plan for a class on comparing the past and present ("Then and Now"). The objectives are for students to make a differences poster, use the simple past tense, describe a leader's biography, report past events, and describe historic places using relative pronouns. The lesson covers grammar like the simple past tense and relative pronouns. It includes vocabulary, skills building, and practice activities. The teacher invites students to describe how a city has changed from the colonial period to present. Sample dialogues are provided to practice using "used to" to talk about past habits.
An introductory Siswati language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
This document provides an overview of how to learn English as a foreign language confidently through independent study. It discusses the importance of phonetics, phonology and phonics for proper pronunciation. It also emphasizes the importance of learning syntax or grammatical structures. Regular practice in using English through speaking and writing is important for forming correct usage habits. Independent study requires self-motivation and discipline to learn English over a lifetime.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
This document provides suggestions for how English teachers can improve student learning and fluency. It recommends using simulations, group work, guest speakers, field trips, and incorporating the four skills of reading, writing, listening and speaking into lessons. Teachers should address different learning styles and allow creative forms of expression. The overall message is that teaching methods should be varied and experiential to engage students.
Here are 14 questions based on the answers in the text:
1. Where was Frank born?
2. Where did Frank go to school before moving to Denver?
3. Does Frank miss Buenos Aires?
4. Does Frank enjoy studying and living in Denver?
5. How long has Frank lived in Denver for?
6. Where is Frank currently studying?
7. What degree is Frank going to receive next June?
8. Where is Frank going to return to after receiving his degree?
9. What is Frank going to do after returning to Buenos Aires?
10. Where does Alice study?
11. What degree is Alice also going to receive next May?
12. Where did Frank and
Here are 14 questions based on the answers in the text:
1. Where was Frank born?
2. Where did Frank go to school before moving to Denver?
3. Does Frank miss Buenos Aires?
4. Does Frank enjoy studying and living in Denver?
5. How long has Frank lived in Denver for?
6. Where is Frank currently studying?
7. What degree is Frank going to receive next June?
8. Where is Frank going to return to after receiving his degree?
9. What is Frank going to do after returning to Buenos Aires?
10. Where does Alice study?
11. What degree is Alice also going to receive next May?
12. Where did Frank and
Here are 14 questions based on the answers in the text:
1. Where was Frank born?
2. Where did Frank go to school before moving to Denver?
3. Does Frank miss Buenos Aires?
4. Does Frank enjoy studying and living in Denver?
5. How long has Frank lived in Denver for?
6. Where is Frank currently studying?
7. What degree is Frank going to receive next June?
8. Where is Frank going to return to after receiving his degree?
9. What is Frank going to do after returning to Buenos Aires?
10. Where does Alice study?
11. What degree is Alice also going to receive next May?
12. Where did Frank and
1. The document provides an English practice test for grade 6 students. It includes sections on reading comprehension, grammar exercises, vocabulary, and writing.
2. The reading comprehension passage is about a teacher named Miss Van and includes questions about her description.
3. The grammar exercises cover topics like present tenses, question forms, prepositions and verbs. The vocabulary questions test knowledge of everyday words and the writing section involves completing sentences with correct verbs.
The document contains a questionnaire about an English language learning course. It includes questions about the student's experience learning English such as how long they have studied, what exams they have taken, if they have visited English-speaking countries, and how they practice English. It also asks about their goals for the course and preferences for focusing on skills like listening, speaking, reading or writing. Additional sections provide a reading passage about challenges children faced learning English in their classroom and discuss theories about acquiring versus learning a new language.
Unit 1 - Giáo trình New Headway Preintermediate 3rdNguyễn Hà
This document provides an English lesson on introductions, asking and answering common questions about oneself, and using tenses including present, past, and future. It includes examples of questions like name, age, hometown, studies and examples of responses. It also covers verb conjugations and forms for different tenses. The document aims to teach English language learners how to have basic conversations by introducing themselves and asking and answering common introductory questions.
The document discusses strategies for teaching listening skills to students learning English as a second language. It suggests preparing students for listening tasks by activating their background knowledge on topics, developing vocabulary lists, and doing activities to highlight challenges like different accents. Sample listening exercises are then outlined that start with gist comprehension and move to more detailed questions, and are followed by post-listening discussion and tasks. The goal is to make listening more comprehensible, reduce stress, and give students strategies to comprehend spoken English.
The document provides an overview of the Step Up to Writing program and how it supports English learners in developing their writing skills. It discusses using direct explicit instruction, modeling, and scaffolding techniques adapted to students' levels of English proficiency. Teachers demonstrate how to differentiate instruction for beginning and intermediate English learners using sensory tools, graphic organizers, and a gradual release of responsibility approach from highly structured to more independent writing. The goal is to build students' oral language and writing muscles step-by-step.
A presentation meant for lecturers in engineering colleges to help them appreciate the need for learning and teaching good spoken English. The presentation includes many example sentences for each basic situation.
This chapter discusses listening, speaking, reading and writing activities related to expressing feelings of love and sadness as well as comprehending and creating spoof texts. The listening section includes activities where students respond to expressions of love and sadness and complete a dialogue. The speaking section covers expressing love and sadness through role plays and dialogues. It also discusses identifying expressions of love and sadness in texts. The reading section involves comprehending the structure of spoof texts. The writing section addresses identifying spoof text structures and writing a spoof text.
Alice, Brian, Carol and David need to cross a bridge within 17 minutes. The bridge will collapse if more than two people are on it at a time. Alice can cross in 1 minute, Brian in 2 minutes, Carol in 5 minutes, and David in 10 minutes. They must use a single torch to cross as it is dark. The group works out a plan to get all four people across the bridge safely within the 17 minute timeframe.
This document contains summaries of 3 lessons on teaching English to young learners:
1. The first lesson discusses techniques for teaching language such as using gestures, pictures, and the children's native language. It also covers pronunciation and classroom organization.
2. The second lesson focuses on developing social skills in students. It lists important social skills like greetings, feelings, hygiene, sharing, and respect.
3. The third lesson is about classroom management techniques such as proximity control, developing rapport, circulating during work time, and using positive reinforcement of good behaviors.
The document provides guidance for language assistants on effectively supporting children's language learning through three-way communication. It recommends preparing interactive activities using songs, games and projects on topics of interest. Examples given include using a song about a man in the moon to teach food vocabulary and making sandwiches. Preparing resources, adapting language levels and scaffolding learning are emphasized.
EF4I Unit 4B - Ability and possibility.pptxPremLearn
Here is a 198-word article in response to the announcement:
Useful Tips for Learning English
There are several tips that I have found useful for learning English. One is watching English language television shows and movies. Exposing yourself to native English helps you learn pronunciation and pick up on idioms and expressions. I have learned a lot from simply watching my favorite shows in English with subtitles.
Another helpful tip comes from my English classes - speaking with a language partner. Practicing conversations is so important for improving fluency and comfort speaking. My language partner and I meet weekly to discuss our lives and practice new vocabulary. Even simple exchanges like describing our days helps strengthen my speaking skills.
Lastly, using flashcards
This document contains the agenda and notes from an English language development training session held on October 19, 2015. The agenda covered topics like effective English teaching methods, curriculum coordination, and reflection on the previous week. Some of the English teaching methods discussed include the direct method, audio-lingual method, grammar translation method, and the communicative/natural approach. The document also explains the Presentation-Practice-Production (PPP) cycle used in lessons and provides an example of a reading lesson plan structure.
The document discusses emoticons and their usage. It includes activities asking students to identify emoticons, discuss their internet usage, and debate whether unrestricted internet use by youth undermines societal morals. It also includes a dialogue between two characters discussing relationship issues and debates gender roles and discrimination.
This document contains lessons and activities about using mobile phones. It includes a worksheet where students list reasons they use their mobile phones and whether they prefer calling or texting for each reason. There is a reading passage about the potential health risks of mobile phone use, focusing on concerns that long term exposure to electromagnetic radiation may increase cancer risks. It provides suggestions for reducing mobile phone use by children and using headsets or speakerphone. The document concludes with discussion questions about mobile phone usage habits and safety perceptions.
Rachel Weisz is an English actress born in 1971 in London. She is known for her roles in films such as The Mummy, The Fountain, and The Constant Gardener. The document provides information about Rachel Weisz and includes classroom activities for students about their favorite musicians, films, television programs, and actors. Students are asked to discuss in groups their favorites and why they like certain genres or celebrities.
Mélissa Theuriau is a French journalist and news anchor. Saanyaan commented on a picture saying "A friend in need is a friend indeed". The activity asks students to write a note to Mélissa on her wall asking to be friends. Another activity has students look at pictures and choose expressions that describe the actions. Students then discuss qualities important for good friends and describe their best friend without naming them. Later, students form questions and answers about things they would do for friends and have a group discussion on friendship statements.
Muhammad Yunus is an Bangladeshi economist who founded the Grameen Bank. Grameen Bank provides microcredit or small loans to poor people without collateral to help them establish businesses and become financially self-sufficient. In 2006, Yunus and Grameen Bank received the Nobel Peace Prize for their efforts to create economic and social development through microcredit. Yunus developed the concepts of microcredit and microfinance by providing small business loans to entrepreneurs too poor to qualify for traditional bank loans while he was a professor at Chittagong University. In 2011, the Bangladesh government controversially removed Yunus from his position at Grameen Bank, citing legal violations, though Yunus and Grameen
This document provides information about St. Martin's Island in Bangladesh. It states that St. Martin's Island is the only coral island in Bangladesh, located about 9 km south of Cox's Bazar. It has a local name that translates to "Coconut Island". The passage notes that St. Martin's Island has become a popular tourist spot. It then lists some activities students have posted about, including pictures of Cox's Bazar, a BBC quiz about holidays, and writing about visiting St. Martin's Island or Cox's Bazar as a tourist.
Paz Vega is a Spanish actress who was born in 1976 in Seville. She dreamed of being an athlete or politician but discovered her passion for acting at age 15. Vega has been selected as the brand ambassador for Gucci. She posted on social media that shopping is her favorite stress reliever. Rachel Weisz commented that she also enjoys shopping when feeling down. Vega listed her favorite brands for various products like makeup, perfumes, jewelry, and clothing. Exercises in the document then involve writing about shopping, roleplaying a shopping dialogue with a partner, and discussing statements about commercial holidays, shopping malls, and foreign goods.
This document provides information about former Vice President Al Gore and his work bringing awareness to global warming through his book and documentary "An Inconvenient Truth". It notes that the documentary has become one of the most successful of all time and won two Oscars. Gore has been advocating for addressing global warming for 30 years through his work in Congress and as Vice President. The reader is encouraged to watch the film to learn about the threat of climate change and provide suggestions for reducing its impact through changes in daily activities, mentioning key topics like transportation, greenhouse effects, deforestation, and sea level rise.
This document provides instructions and content for activities related to a lesson on climate change. It includes prompts for writing on a virtual wall with impacts of climate change in Asia, choosing the correct answers to multiple choice questions about climate change facts, matching climate change related words to their definitions, and filling in blanks in conversations about environmental issues using the matched words. Follow up activities include watching a documentary film on climate change and preparing a presentation.
The document is a lesson from the Practical Spoken Book about a food fiesta. It describes Kathryn Kelly who loves to eat vegetarian foods like salad and vegetables. Rubina posted pictures of Yorkshire pudding and a fruit platter for Kathryn. The lesson includes activities where students write recipes on Kathryn's wall, match ingredient lists to recipes, describe cooking processes, discuss topics like junk food and food adulteration, analyze a reading about food in Brooklyn, and debate becoming a global citizen through food fusion.
Shakib Al Hasan is a star cricketer for Bangladesh. He is a left-arm spinner and batsman who made his ODI debut in 2006 against Zimbabwe. He has proven himself as an asset for the team with his bowling and batting. Some of his accomplishments include scoring his first ODI century against Canada in 2007 and taking 7 wickets against New Zealand in 2008 which are still the best figures by a Bangladeshi bowler in an innings.
Bangladesh Women's cricket team secured ODI status for the first time by defeating USA Women in a low-scoring match. USA were bowled out for 78 runs and Bangladesh reached the target of 79 runs in just 18.5 overs with Suk
The document provides biographical information about Tun Dr. Mahathir bin Mohamad, the fourth Prime Minister of Malaysia. It notes that during his term in office from 1981 to 2003, Dr. Mahathir was credited with modernizing Malaysia's economy and promoting "Asian values." It also discusses his reputation as an outspoken critic of Western civilization. The rest of the document consists of exercises for students, including writing a message on Dr. Mahathir's wall about how his life and career attracts them, debating the importance of different professions, and answering questions about their dreams jobs and ambitions.
Richard Murray is introduced as a new teacher from another country who will teach anatomy. The students are curious to know more about their new teacher. Some questions they may ask Richard Murray include where he is from, if he has visited their country before, how long he plans to stay, and what his impressions are of the people and country. The students are then instructed to work in pairs to form 5 questions they would ask Richard Murray to learn more about him.
- Pori Ayesha is a female Facebook member from Mirpur, Dhaka. She is a student at Dhaka Commerce College and does outsourcing work involving the internet. Her interests include music, movies, and adventure stories. She is a fan of Shah Rukh Khan and the James Bond series. She knows her strengths and weaknesses, which makes her confident.
- The document provides instructions and activities for English language learners. It includes exercises where students fill out a Facebook profile, introduce each other, participate in interviews about themselves, match relationship terms, and complete grammar exercises using forms of "to be" in dialog. An autobiography writing activity is also included where students write about themselves.
The document discusses various activities to promote laughter and positive emotions. It includes discussions on comedy movies, recalling funny personal anecdotes or events, telling stories in groups about characters experiencing different emotions, and having conversations by asking each other questions about how they would feel in hypothetical situations. The goal is to practice speaking skills while bringing more laughter and lightheartedness through discussion humorful topics and remembering comedic experiences.
This document provides guidance on proper pronunciation of letters, numbers, days, months, suffixes and other words. It includes:
- Correct pronunciation of 26 letters, 7 days of the week, 12 months, and numbers up to 100 as well as suffixes like "age".
- Identification of 19 vowel sounds including monophthongs, diphthongs, long/short sounds, and triphthongs.
- A phonemic chart showing 25 consonant sounds and 44 phonemes with examples.
The presentation aims to help speakers improve their pronunciation skills through understanding the proper sounds associated with different letters, words and suffixes in the English language.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Spoken & prounuciation lesson 02
1. LODESTAR INSTITUTE
Spoken & Pronunciation Course 23
Part 01 Pronunciation skills
Lesson 1.1
C/k== L*
cafeteria customer cake calculate call
Canada cancer cancel captain candle
carry cantonment cut capacity capital
culture capture criminal care campaign
careless carry corruption copy come
cold college collect count
correct communicate consider careful compete
computer conceal contract concept conduct
Audio-
=d =V =L
2. LODESTAR INSTITUTE
Spoken & Pronunciation Course 24
T==V
Table tennis tackle talent take
talk target tape task taste
tax taxi teacher teach technical
telephone television temple ten tension
term terrible tasty test tolerate
tomorrow top topic touch town
trade traffic train transfer translate
transport trap travel tribal try
tube trust turn tutor type
P==d*
process pack pad page pay
pain paint painter pair pant
pants paper parcel parent park
parliament parody part prepare partial
participate particle partner party pass
passenger practice passport project patriot
peak political popular people percentage
perfect perform performance possible polish
person picture point police pick
Lesson 1.2
If there is ‘ay’ at the end of any words it will sound like//GB
No. Words/phrases Sentences
01. Say I would like to say something about this matter.
02. Today Today is rainy day.
03. Ray of hope (Avkvi Av‡jv) He is the only ray of hope of his parents.
04. Stay Stay in touch.
05. Way It’s a long way.
06. Pray Please pray for me to your heart’s content.
07. Anyway Anyway, let’s drop the matter (hvB †nvK, ev` `vI †Zv)
08. Delay You shouldn’t delay to take the decision
09. Betray (wek¦vmNvZKZv Kiv) Never betray with anybody.
(KL‡bv Kv‡iv mv‡_ wek¦vmNvZKZv K‡iv bv)
10. May May God fulfill all of your good wishes.
(cÖfy †Zvgvi mKj mw`”Qv c~iY Ki“K)
3. LODESTAR INSTITUTE
Spoken & Pronunciation Course 25
Lesson 1.3
If there is ation at the end of any word, you will sound like
Word Transcription Word Transcription
Presentation
Abbreviation
Preparation
Application
Animation
Anticipation
Civilization
Assimilation
Aspiration
Admiration
Reading for pronunciation
Language Study
Studying a new language can be a challenge. Some language learners worry very much if listeners
have trouble understanding their accent or when people mutter experience they don’t understand.
But with a plan of action and regular practice, most people can reach a good standard of
communication in a second language. Pronunciation practice is an important matter when studying
a new language, as incorrect pronunciation can cause misunderstandings. The plan of most adult
language learners however, isn’t to match the pronunciation of native speakers but to have
comfortable communication in everyday business social situations.
When studying a new language, it’s important to remember that making mistakes is a natural part
of learning. Being an active, rather than a passive learner means using every opportunity to
practise your language skills, so be prepared to ask for help and correction. Most people are happy
to help learners with the pronunciation or meaning of an unfamiliar word. Studying a new
language can be a challenge but it can also be a wonderful way of meeting new friends and
learning about other cultures.
If you have any comments or suggestions
about the class please phone me.
Md. Jamal Uddin Jamy
01915 960916
4. LODESTAR INSTITUTE
Spoken & Pronunciation Course 26
Part 02 Spoken skills
Lesson 2.1 (fluency process)
Fluency in 3 tenses (continuous) with 4 styles
Note: Teacher cÖ_‡g Driling Gi gva¨‡g students ‡`i gy‡Li RoZv `~i Ki‡eb| Zvici
different verbs w`‡q sentence practice Kiv‡eb|
I am going.
I am not going
Are you going?
Aren’t you going?
Avwg hvw”Q
Avwg hvw”Q bv
Zzwg wK hv”Q?
Zzwg wK hv”Q bv?
He is going.
He is not going
Is he going?
Isn’t he going?
‡m hv‡”Q
‡m hv‡”Q bv
‡m wK hv‡”Q?
‡m wK hv‡”Q bv?
I was going
I wasn’t going
Were you going?
Weren’t you going?
Avwg hvw”Qjvg
Avwg hvw”Qjvg bv
Zzwg wK hvw”Q‡j?
Zywg wK hvw”Q‡jbv?
He was going
He wasn’t going
Was he going?
Wasn’t he going?
‡m hvw”Qj
‡m hvw”Qj bv
‡m wK hvw”Qj?
‡m wK hvw”Qj bv?
I will be going
I won’t be going
Will you be going?
Won’t be you going?
Avwg ‡h‡Z _vKe
Avwg ‡h‡Z _vKe bv
Zzwg wK ‡h‡Z _v †e?
Zzwg wK ‡h‡Z _vK‡ebv?
He will be going
He won’t be going
Will he be going?
Won’t he be going?
‡m ‡h‡Z _vK‡e
‡m ‡h‡Z _vK‡e bv
‡m wK ‡h‡Z _vK‡e ?
‡m wK ‡h‡Z _vK‡e bv?
Smart Expressions:
Going to Gonna I am gonna buy some books.
Going to be Gonna be He’s gonna be a teacher.
Want to Wanna I wanna go now.
Want to be Wanna be I wanna be a businessman.
Have got a Gotta Gotta pen?
(=Have you got a pen?)
5. LODESTAR INSTITUTE
Spoken & Pronunciation Course 27
Part 03 Practical Session
Lesson 3.1
Talking about Family
Introducing your family
This is my mother/mom.
This is my father/dad.
(These are my parents)
This is my wife.
There are five people in my family. (My mother, my father, my older brother, my older
sister, me and my younger brother).
I have two brothers.
One is older.
One is younger.
I have one sister.
I'm number three.
Talking about Favorite Things
1. What is your favorite color?
2. What's your favorite kind of music?
3. Favorite sport?
5. What kind of food do you like best?
6. How about movies?
7. Who is your favorite movie star?
8. What city do you like most?
Purple.
I like pop music.
Cricket.
I like Hazir Briani a lot
Action.
Jackie Chan.
Chitagong
6. LODESTAR INSTITUTE
Spoken & Pronunciation Course 28
Talking about here and now
1. What is Ms. Khan doing?
2. What is he doing?
3. What are you doing?
4. Who is singing that song?
5. Who is washing the dishes?
6. Where are you going now?
She is writing a letter.
He's playing hockey.
I'm reading a book.
Topu (is).
The children are.
I'm going to the library.
Oh. That's nice.
That's interesting.
Is it interesting?
Oh. It sounds good.
That's great.
Okay. Have fun.
Personality and Appearance Description
Tell me about your father. What kind of
person is he?
Well, he's very friendly, smart and
funny.
What does he look like? He's young, short and handsome. He
has straight black hair and green eyes.
What does your mother look like? She's tall, thin and beautiful.
How about your little sister? She has blonde hair and wears glasses.
She has curly red hair and a cute smile.
Everybody likes her.
1C. Exercises
1. Jerry (come/comes) to school on time.
2. Jerry and Linda (come/comes) to school on time.
3. Ms. Jones (teach/teaches) geography.
4. The cat (sleep/sleeps) on the sofa every day.
5. Milk (cost/costs) two dollars a quart.
7. LODESTAR INSTITUTE
Spoken & Pronunciation Course 29
Note how the present tense is used in the following paragraph:
Mr. Ripon is a bus driver. Every day he gets up at 7:00 a.m. and prepares for his day. He
showers, eats his breakfast, and puts on his uniform. His wife drives him to the station
where he checks in with his supervisor. Then, he gets on Bus #405 and starts the engine.
He pulls out of the parking lot and begins his route. At his first stop, he picks up Mrs.
Choudhuri, who lives in a red house on the corner of Indira Road and Manik Mia Avenue.
She works at the post office and has to be to work by 9:00. At the next stop, the Sara twins
get on the bus. They attend class at Focus Coaching for DU admission. More children get
on at the next three stops, and they ride until the bus reaches their school. Mr. Ripon
enjoys seeing the kids every day and is happy to see them again in the afternoon when he
drives them safely back home.
More questions for pair practice
1.What is your name?
……………………………………………………………………………………
2.Where do you come from?
…………………………………………………………………………………………
3.Where is your home district?
…………………………………………………………………………………………
4.Are you a student or a service holder?
…………………………………………………………………………………………
5.Describe your favorite person?
…………………………………………………………………………………………
6.Mention a favorite festival of yours?
…………………………………………………………………………………………
7.Tell me something about your family members?
…………………………………………………………………………………………
8.How much time do you spend with your family members?
…………………………………………………………………………………………
9.Why do you want to go abroad?
…………………………………………………………………………………………
10. Tell me about someone you do not like?
Teacher- pair
practice – Gi gva¨‡g
conversation Kiv‡eb,
hv‡Z student iv
English- G
Communicate
Ki‡Z cv‡i|
8. LODESTAR INSTITUTE
Spoken & Pronunciation Course 30
…………………………………………………………………………………………
11. Why don’t you like him/her?
…………………………………………………………………………………………
12. What is your mother’s profession?
…………………………………………………………………………………………
13. Tell me something about your educational background.
…………………………………………………………………………………………
14. How often do you go to your home district?
…………………………………………………………………………………………
15. Tell me about your future plan.
…………………………………………………………………………………………
16. In which sector do you want to be skilled in?
…………………………………………………………………………………………
17. What is your leisure interest?
…………………………………………………………………………………………
18. Is it common in your country?
…………………………………………………………………………………………
19. Which country do you want to go to and why?
…………………………………………………………………………………………
Lesson 3.1
Introducing people
Task -01
Lisa: Hi Jenifer, This is my friend David.
Jenifer: Hi David, I am Jenifer.
David: I am David. Nice to meet you.
Note: Teacher cov‡bvi ci
K‡qKRb students †K mvg‡b
G‡b practice Kiv‡eb|
9. LODESTAR INSTITUTE
Spoken & Pronunciation Course 31
Task -02
Shahed: Excuse me; can you tell me the time
please?
Jamy: Yes, of course. It’s six o’clock.
Shahed: Thanks.
Sara: Excuse me; can you tell me the time please.
Suchi: I’m sorry. I don’t know. I don’t have
watch.
Task -03
Jewel is very studious boy. He learns his lessons on time. Beside studies, he loves
all kinds of sports and he is very good at
playing cricket. Jewel is very friendly. He has
many friends and he helps them a lot. Jewel is
also very kind and polite in nature. He loves
animals. He has a pet cat and a parrot at home;
jewel is a well mannered boy. He respects his
elders and takes care of his younger sister. He
never tells lies. So, everyone loves him very
much.
10. LODESTAR INSTITUTE
Spoken & Pronunciation Course 32
Introducing Others
FFF sent an e-mail to introduce Pori to Munna in text box 1.1.
Basic Information (Face book Wall)
Sex: Female
Birthday: May 7, 1993
Hometown: Mirpur, Dhaka
Relationship Status: Single
Interested In: Men & Women
Looking For: Friendship
Activity 1:
Look at the email posted by FFF where he has introduced Pori as his fb friend in textbox 1.1.
Read it carefully with your partner. Now answer the following questions to your buddy:
Who is Pori Ayesha? ................................................................................................
What does she do? ................................................................................................
What’s her interest? ................................................................................................
What are her favorite Actors? ...................................................................................
What’s made her confident? .....................................................................................
Dear Munna, the pretty young lady in the picture is a
facebook member. Her name is Pori Ayesha. She hails from
Mirpur and is very friendly in nature.
She is a student of Dhaka Commerce College. She is
involved with internet in outsourcing. She has countless
interests from music to movies. She watches Drama serial
on T.V. When it comes to movies she is mad about King
Shah Rukh Khan. She likes James Bond Series for its
action. Pori loves to read adventure stories and she herself
is adventurous too. She knows her strengths and
weaknesses more than anyone else does. And that’s make
her so confident about herself. She is what she is. Take it or
leave it! She is available at pori.aysha@yahoo.com
Its’ me, FFF
11. LODESTAR INSTITUTE
Spoken & Pronunciation Course 33
Activity 2: Pair works
Becoming a Face book member: Introducing Others
Fill in the Form below to register yourself for a membership in Facebook. Then swap your
worksheet with your partner. After you have swapped your workbooks with your partners, take a
quick look at the information provided by your partner in the registration form. Now, introduce
your partner to others as you go through his or her profile that he/she has filled in. Everybody
should try to differ in manner and style to introduce his/her partner. You should try to cover as
much information about him/her as possible in a brief manner. Once you are finished exchange
your workbooks with your partner once again.
Basic Information
Name:
Sex:
Birthday:
Hometown:
Parents’ Occupation:
Last Educational institute Attended.
(Name & Dist)
Personal Information:
Activities:
Interests:
Favorite Music:
Favorite TV Shows:
Favorite Movies:
Favorite Books:
About Me:
12. LODESTAR INSTITUTE
Spoken & Pronunciation Course 34
Activity 4: Group work
Know thou self: Spoken drill
Form small groups of 5-7 people each. In each group 3 people would act as the panel of
Interviewers and others would act as the interviewees.
The Interviewers would ask question to each Interviewee one after another. Each
interviewer can ask 3/ 4 questions to a single interviewee. The Interviewee must reply to
the questions with credible information.
Each Interview should be completed within 4-5 minutes. Below are some clues for
forming questions which would be asked to the interviewees. The interviewees must give
replies relevant to the question asked.
1. Place of birth 7. Top or bottom class
2. Occupation of parents 8. How hard you worked
3. Place where you grew up 9. The games you played
4. Brothers / sisters 10. Your money situation
5. Family likeness and differences 11. How you spent your money
6. When you started school 12. Where you spent your holidays
WORK SHEET
PEOPLE QUESTION (Column B) REPLY(Column C)
A Classmate
A teacher
A possible employer
Someone you met in the bus
A neighbor
13. LODESTAR INSTITUTE
Spoken & Pronunciation Course 35
Activity6: Pair work
Look at the Dialogue first. Carefully notice the use of verb ‘to be’:
Dialogue 1:
This is the story about Linda and Brian. Read how they get to know each other in 10
edutaining lessons.
Brian: Hello, what are you doing here?
Linda: Hello, I am Linda! This is my younger sister, and we are waiting here for our
friend Carla. She is in the department store over there, and we are already tired. Who are
you?
Brian: Oh, I am Brian. Yes, I am also waiting for a friend. He is in the department store,
too. Are you here often?
Linda: We are here every day. Hahaha.
Brian: Yes, the department store is very big! Hahaha.
Linda: Look! There she is.
Brian: My friend is there too! Hey, what are you doing tonight?
Linda: We are going to the cinema! And you?
Brian: First, we are drinking something and then … we do not know yet. My friend is
here since this morning. He is just on vacation here.
Linda: Are you also new here?
Brian: Yes, I am actually from Germany, and my friend is from Sweden. My father,
however, is British.
Linda: Oh, that is interesting. Unfortunately, I have to go. You are very nice.
Brian: Thanks! You are too! Maybe I will see you around!
Grammar 1: Personal Pronouns, Forms of “to be” – Present Tense:
Singular: Plural:
1. I am 1. We are
2. You are 2. You are
3. He is, she is, it is 3. They are
14. LODESTAR INSTITUTE
Spoken & Pronunciation Course 36
Fill in the correct form of “to be”.
Brian: Hello, what ______ you doing here? Linda: Hello, I ____ Linda! This is my younger sister
and we ______ waiting here for our friend Carla. She ____ in the department store over there and
we ______ already tired. Who ______ you? Brian: Oh I ____ Brian. Yes, I ____ waiting for a
friend. He ____ in the department store, too. ______ you here often? Linda: We ______ here
every day. Hahaha. Brian: Yes, the department store ____ very big! Hahaha. Linda: Look! There
she ____ . Brian: My friend ____ there too! And what ______ you doing tonight? Linda: We
_____ going to the cinema! And you? Brian: First, we ______ drinking something and then … we
do not know yet. My friend ____ here since this morning. He ____ just on vacation here. Linda:
______ you also new here? Brian: Yes, I ____ actually from Germany and my friend ____ from
Sweden. My father, however, ____ British. Linda: Oh, that _____ interesting. Unfortunately, I
have to go. You ______ very nice. Brian: Thanks! You ______ too! Maybe I will see you around!
Fill in the correct personal pronoun
Brian: Hello, what are ______ doing here? Linda: Hello, __ am Linda! This is my younger sister
and ____ are waiting here for our friend Carla. ______ is in the department store over there, and
____ are already tired. Who are ______ ? Brian: Oh, __ am Brian. Yes, __ am also waiting for a
friend. ____ is in the department store, too. Are ______ here often? Linda: ____ are here every
day. Hahaha. Brian: Yes, the department store is very big! Hahaha. Linda: Look! There ______ is.
Brian: My friend is there too! And what are ______ doing tonight? Linda: _____ are going to the
cinema! And where are you? Brian: First, ____ are drinking something and then … ____ do not
know yet. My friend is here since this morning. ____ is just on vacation here. Linda: Are ______
also new here? Brian: Yes, ____ am actually from Germany and my friend is from Sweden. My
father, however, is British. Linda: Oh, that is interesting. Unfortunately, __ have to go. ______ are
very nice. Brian: Thanks! ______ are too! Maybe __ will see you around!
16. LODESTAR INSTITUTE
Spoken & Pronunciation Course 38
Lesson 4.4
Useful Expressions
Learn the following expressions and make sentences by your own.
No. Expressions Meaning Make sentences by your own
01. As far as it goes (G e¨vcv‡i hZ`~i ejv hvq)
02. As I was saying (hv ejwQjvg)
As I was thinking (hv fvewQjvg)
As you were saying (hv ejwQ‡j)
03. In my opinion (Avgvi g‡Z)
In your opinion (†Zvgvi g‡Z)
In our opinion (Avgv‡`i g‡Z)
In his opinion (Zvi g‡Z)
04. At three O’clock sharp (KvUvq KvUvq wZbUvq)
At seven O’clock sharp (KvUvq KvUvq mvZUvq)
At five O’clock sharp (KvUvq KvUvq cuvPUvq)
05. As you know (Avcbviv Rv‡bb)
As we know (Avgiv Rvwb)
Lesson 4.5
Lesson 4.6
Expressions for better speaking
Enough + Noun
Enough time/ jobs/ opportunity/ money/ students/ reputation etc.
Enough time = You have enough time to design your career.
Enough money = I don’t have enough money to go for a tour.
Enough jobs = There are no enough jobs in Bangladesh. (evsjv‡`‡k cÖPzi PvKwi †bB)
Enough opportunity = I don’t have enough opportunity to travel foreign country.
(we‡`k ågY Kivi e¨vcK myweav Avgvi †bB)
19. LODESTAR INSTITUTE
Spoken & Pronunciation Course 41
(Avwg cvPu eQi hveZ XvKvq AvwQ)
I have been with Jamy all the day.
(Avwg mvivw`b Rvwg-Gi mv‡_ wQjvg)
They have been there all afternoon.
(Zviv mviv weKvj †mLv‡b wQj)
09. ‘Have had’
I have a computer.
I bought it 5 years ago. I have had a computer for 5 years.
(cuvP eQi hver Avgvi GKwU Kw¤úDUvi Av‡Q)
I have had these shoes for years.
I have had this dictionary for ages.
10. for (hver) and since (n‡Z/†_‡K)
We use for and since to say how long
Jamy is in London. He has been there (for three days/since Monday).
for three days/ an hour/ a week / a month / five years / ten minutes /
two hours / four weeks / six months / a long time.
We have been waiting here for you for two hours.
(Avgiv GLv‡b †Zvgvi Rb¨ `yB NÈv hveZ A‡c¶v KiwQ|)
I have lived in London for a long time.
(Avwg A‡bKw`b a‡i jÛ‡b evm KiwQ)
since Monday/ 9 o’clock / 24 July / January 2005 / Wednesday / 12.30 /
Eid day / I was ten years old / we arrived.
We have been waiting since 9 o’clock. (= from 9 o’clock to now)
I have lived in London since I was ten years old.
11. ago before now
Jamy started his new job three weeks ago.
(= three weeks before now)
When did Jamy go out? Ten minutes ago.
(= ten minutes before now)
I had dinner an hour ago.
Life was very different a hundred years ago.
We use ago with the past (started / did / had / was etc.).
Compare ago and for:
When did Jamy arrive in London?
He arrived in London three days ago.
How long have you been in London?
I have been in London for three days.
12. been and gone
He has been to America (= experience he isn’t there now)
He has gone to America (= Present – he is there now)
He has gone to the saloon (= he has not returned)
He has been to the saloon (= he has returned)
20. LODESTAR INSTITUTE
Spoken & Pronunciation Course 42
Tense: details
I do (Avwg Kwi)
Present Simple
Nashita often plays tennis.
I work in a bank but I don’t enjoy it very much.
Do you like parties?
It doesn’t rain much in summer.
I did (Avwg K‡iwQjvg)
Past simple
Shoaib played tennis yesterday afternoon.
I lost my key a few days ago.
There was a film on TV last night but we didn’t watch it.
What did you do when you finished work yesterday?
I am doing (Avwg KiwQ)
Present continuous
‘Where’s Khuki?’ ‘She’s playing tennis.’
Please don’t disturb me now. I’m working.
Hello. Are you enjoying the party?
It isn’t raining at the moment.
I was doing (Avwg KiwQjvg)
Past continuous
I saw Khuki in the park yesterday. She was playing tennis.
I dropped my key when I was trying to open the door.
The television was on but we weren’t watching it.
What were you doing at this time yesterday?
I have done (Avwg K‡iwQ)
Present perfect
I’ve lost my key. Have you seen it
anywhere?
How long have they known each other?
The house is dirty. We haven’t cleaned it for weeks.
I had done (Avwg K‡iwQjvg)
Past perfect
It wasn’t her first game of tennis. She had played
many times before.
I couldn’t get into the house because I had lost my key.
The house was dirty because we hadn’t cleaned it for weeks.
I have been doing (Avwg KiwQ)
Present perfect continuous
Nashita is very tired. She has been
playing tennis.
You’re out of breath. Have you been running?
How long have you been learning English?
I had been doing (Avwg KiwQjvg)
Past perfect continuous
Mim was tired yesterday evening because she had
been playing tennis in the afternoon.
Hasina decided to go to the doctor because he hadn’t
been feeling well.
The Future
I’m leaving tomorrow.
My train leaves at 9.30.
I’m going to leave tomorrow
I’ll leave tomorrow.
I’ll be leaving tomorrow
I’ll have left by this time tomorrow.