3.1.1 Look at the illustrations below and guess who the people are. Then, read the short conversations given below and identify the characters for each speech. Next, write the names of the characters in each blank space and share your answers with the whole class.

(নিচের ছবিগুলো দেখো এবং লোকগুলো কারা তা অনুমান করো। তারপর নিম্নে প্রদত্ত সংক্ষিপ্ত কথোপকথনটি পড়ো এবং প্রতিটি speech এর চরিত্রগুলো চিহ্নিত করো। পরবর্তীতে প্রতিটি খালি জায়গায় চরিত্রগুলোর নাম লেখো এবং তোমার উত্তর পুরো ক্লাসের সাথে share করো।)

The following names of the characters in the box are for your help. You may choose the characters from the box to fill in each blank

Dialogue-1:

3.2.1 Read the conversations again in Activity 3.1.1 and categorise the two types of characters into the following two groups considering the responses to the following questions in the grid.

(Activity ৩.১.১- এর কথোপকথন আবার পড়ো এবং grid এ প্রদত্ত প্রশ্নের উত্তরের উপর ভিত্তি করে চরিত্রগুলোকে নিচের দুটি দলে বিভক্ত করো।)

3.2.2 Now, notice the characters of the two groups and ask and answer the following questions in pairs/groups.
(এখন দু দলের চরিত্রগুলো লক্ষ্য করো এবং দলে জোড়ায় নিচের প্রশ্নগুলো জিজ্ঞেস করো এবং তার উত্তর দাও।)

a Which group of people are more senior and respected in society?
b. What are the features of the language they use? Please mention two or three.
c. Do you think that the choice of words in sentences and the way someone speaks during a conversation determines/demonstrates his/her position or status in that particular situation? If yes, explain with an example.

3.3.1 Let's read the following note to find out how power is associated with Language.
(ভাষার সাথে ক্ষমতা কিভাবে সম্পৃক্ত তা জানার জন্য নিচের note টি পড়ো।)

Note

We all use language to express our thoughts and ideas to others. But if you notice carefully, you can realise, how words and sentences in conversations reflect one's position and authority over others. Also, their tone of communication will indicate to you that they are more respected than others. You cannot use the words and sentences the way they use while talking to you. For example, your parents can tell you, 'It's time to study. Go to the table. Imagine, can you use the same tone and words or sentences to ask them, 'It's work time. Start working. Certainly, you will not talk to your parents in this way. So, words, sentences and tone of communication tell us about the positions of the people in the conversation. This kind of position and authority is called Instrumental Power Can you think of someone with whom you have to talk frequently though you cannot use the words and sentences the same way s/he uses when s/he talks to you because s he holds instrumental power? How do you talk to them to show your respect towards him/her, but at the same time, you can maintain your position and identity? Let's learn more about Instrumental Power!

Instrumental Power

"Instrumental Power refers to a kind of position or power that people hold simply because of who they are. They do not always need to convince or satisfy anyone to maintain this position. Others respect and listen to them because of the social position they have and the respect they earn For example, in our society teachers, parents, seniors, and officials hold instrumental power. People tend to respect them for who they are And when they communicate with others, their position and authority are reflected in their use of language and tone They have a way of language which they use to maintain their position. Their language has some general features which tell us that they have better positions in a society

Now, let's find out about some of the features of the language used by a person, who holds a better social position and a person who holds a relatively lower position in society, family or an organization from the following table: 

3.3.2 Read the conversation given below and match the words in column A with their meanings in column B. Then, write a sentence with the word. Later, ask and answer the meanings in pairs/groups.
(নিচের কথোপকথনটি পড়ো এবং column A এর শব্দের সাথে column B এর অর্থ মিলাও। তারপর সেই শব্দ দিয়ে বাক্য তৈরি করো। পরবর্তীতে জোড়ায়/দলে অর্থগুলো জিজ্ঞেস করো এবং উত্তর দাও।)

Teacher: Good day, all. So, how are things today?

Salma: It's good, ma'am

Sohel: Good day, ma'am. But it's been a long day for us Shuve Don't think we can concentrate on a serious discussion, ma'am. Can we talk about something else, if you don't mind? 

Salma: Not a bad idea. Something interesting, I suppose

Teacher: I don't mind.

Sohel: Excellent.

Teacher: Let's discuss something else, then. Umm... let's talk about the importance of setting goals. Can you all tell me what you know about it?

Sohel: You mean setting goals in our life?

Salma: I know setting goals is necessary, but I don't understand why

Shuvo: Well, I know, it's all about the decision on anything we want to achieve in life

Teacher: Well, in a sense, you are right. Setting goals gives you a clear direction and purpose to work towards. It helps you to stay motivated and focused on achieving your objectives.

Salma: I see. But what if I don't achieve my goals?

Teacher: That's a valid concern, Salma. But even if you don't achieve your goals, you may still make progress towards them. And the process of setting geals and working towards them can help you to develop necessary skills such as time management, planning, and perseverance

Sohel: I guess that makes sense. But how do I know what goals to set?

Teacher: That's a great question, Sohel. You should start by identifying what you want to achieve and what is important to you. Then, you can set specific, measurable, achievable, relevant, and time-bound goals that align with your values and aspirations

Salma: That sounds like a challenging thing to go for!

Teacher: Well, it may seem so, Salma, but it's worth it. Trust me.

Shuvo: We all are listening to you, ma am, and we all have faith in you

Teacher: Hmm.. setting goals can help you to achieve success in all areas of your life, whether it's academics, career, or personal growth And remember, you can adjust your goals as you go along

Salma: Okay, I understand, ma'am. I will start setting some goals for myself

Teacher: That's a great attitude, Salma Remember, setting goals is an important partof achieving success in life I'm here to support you all every step of the way

Sohel: Thank you, ma'am

Shuvo: We need this sort of discussion quite often, I must say

Teacher: Sure, we do

One is done for you

3.3.3 Read the conversation in Activity 3.3.2 again. Then discuss in pairs/ groups the main ideas of the conversation. Later, write a summary of the conversation and present it in front of the class.
(Activity ৩.৩.২ এর কথোপকথনটি আবার পড়ো তারপর জোড়ায়/দলে কথোপকথনটির মূল ধারণাগুলো আলোচনা করো। পরে কথোপকথনটির summary লেখো এবং শ্রেণিতে উপস্থাপন করো।)

Follow the steps to write the summary. To know more about how to write a summary, look at the experience "The Bizhu Festival Also, take help from other groups and the teacher if you need any.

a) Firstly, identify and write down the topic of the conversation.
b) Then, write- Who are in the conversation?
What are they talking about?
What kind of words and sentences both the teacher and the students have used?
How does their language represent their present position or status?
c) Finally, write all the main points using your own language. Revise the summary and do the necessary edits. Check that you write all the points as they are in the conversation. If everything is done, you are ready to present the summary.

3.3.4 Read the conversation in Activity 3.3.2 again. Then, identify the features of instrumental power in the conversation and describe them in the following grid. Later, write how the teacher and the students would rephrase their language if they want to maintain a democreatic atmosphere during the conversations.
(Activity ৩.৩.২ এর কথোপকথনটি আবার পড়ো। তারপর কথোপকথনটিতে instrunental power এর বৈশিষ্ট্যগুলো চিহ্নিত করো এবং তা নিচের grid এ বর্ণনা করো। পরে, কথোপকথনে গণতান্ত্রিক পরিবেশ বজায় রাখতে হলে শিক্ষক এবং শিক্ষার্থীরা কিভাবে তাদের ভাষাকে পুনরায় সাজাবে তা লেখো।) 

One is done for you.

3.3.5 Read the following 2 texts and in pairs/groups decide which text represents which group of people (people hold better positions or people hold lower positions). Then, write the reasons for your answers. Later, share your answers with the whole class.
(নিচের text দুটি পড়ো এবং জোড়াতে/দলে সিদ্ধান্ত নাও কোনো text টি কোনো দলের মানুষের প্রতিনিধিত্ব করছে (উচ্চপদে আসীন অথবা নিম্নপদে আসীন)। তারপর তোমার উত্তরের কারণ লেখো। পরে তোমার উত্তর শ্রেণিতে share করো।)

3.3.6 Now, Imagine, your aunt has recently visited you. During her visit, you had a conversation with her about presentation skills. The speeches of your aunt in that conversation are given below. Read them carefully to write your own speeches after your annt's speeches. Remember you are talking to someone who holds instrumental power. Take part in the conversation maintaining a democreatic atmosphere during the conversations,
(এখন কল্পনা করো তোমার চাচী/মামী/খালা সম্প্রতি তোমার এখানে বেড়াতে এসেছিলো। তাঁর অবস্থানকালে তাঁর সাথে উপস্থাপন দক্ষতা (presentation skill) নিয়ে তোমার কথোপকথন হয়। সেই কথোপকথনে তোমার খালার কথাগুলো নিয়ে দেওয়া হলো। তোমার খালার কথাগুলোর পরে তোমার নিজের কথা লেখার জন্য সেগুলো ভালোভাবে পড়ো। মনে রেখো তুমি এমন একজনের সাথে কথা বলছো যিনি instrumental power ধারণ করেন। গণতান্ত্রিক পরিবেশ বজায় রেখে কথোপকথনে অংশগ্রহন করো।)

Aunt: Hi, doing something serious?
You: ___________________
Aunt: Are you presenting anything?
You: ______________
Aunt: Sounds great! So, how are you preparing yourself for the presentation?

You:________________
Aunt: Okay. Do you think these are enough to be a better presenter?
You: _________________ 
Aunt: Hmm... In my opinion, you should talk to your teacher. Beside that you can also read some authentic (original) write-ups on this topic.
You: ___________________
Aunt. Also, practise as many times as possible. It will help you to be confident
You: _______________________________________
Aunt: Take care.

3.4.1 Time to act!
(এখন সময় অভিনয়ের!)
Now in groups, choose a topic to stage a play.
You may choose the characters and any of the topics from the following list to stage the play if you want.

Follow the given instructions to complete the work. Take the help of other groups and the teacher to complete the activity.

• First, identify the topic of the play.
• Then, think about the characters you need for the play
• Next, decide the nature of the conversations that the characters will engage in during the play.
• Later, write the conversations following the features of instrumental power
• Here, arrange the conversations according to Act and scene and decide the settings of the play
  Afterwards, make the final draft of the play
  .
  .
  .
• Finally, rehearse as much as possible and stage the play. Invite your friends, teachers and head teacher to enjoy the play

(To know more about how to write and stage a play, take a look at 'King Lear" from The English Book, grade 6.)

New Words:

hesitantly, early, range, warranty, replace, notice, authority, reflect, certainly, convince, satisfy, maintain, concentrate, achieve, direction, motivated, objectives, concern, perseverance, align, aspirations, attitude, relieve, dreadful, consents, accompany, oblige.