Nasreddin Hodja May Inspire Turkish Foreign Language ...ijahss.com/Paper/10802016/694782528.pdf · Nasreddin Hodja May Inspire Turkish Foreign Language Gifted- ... When an gifted

International Journal of Arts Humanities and Social Sciences (IJAHSS)

Volume 1 Issue 1 ǁ August 2016.

www.ijahss.com

International Journal of Arts Humanities and Social Sciences V 1 ● I 1 ● 25

Nasreddin Hodja May Inspire Turkish Foreign Language Gifted-

and-Talented- Students (GTS) to Speak Better English

Assist.Prof.Dr. Metin YURTBAŞI Bayburt University, Faculty of Education, ELT Department, BAYBURT, Turkey

Abstract: You can tell by some children‟s behaviors that that they are born “gifted in languages”. Their

language awareness shows by their “communicative skills, creative flair and arguing and reasoning”. Apart

from their skill in using their mother tongue more effectively than their peers, they also identify their talents in

foreign langues by their “strong desire to put language pieces together by themselves, by their creativity and

imagination, picking up new words and structures very quickly, constantly asking „what, how, why, how come‟

questions and showing an intense interest in the cultural features of the new language they are learning.” In

order to meet the needs of such language-talented children, special opportunities are offered to them recently

as containing an accelerated pace of instruction integrated by “individualized education programs” within the

STEM education discipline. The official foreign language training gifted students are offered normally require that they learn “to understand what they read and hear” and “to express themselves in writing and speaking”

in L2. To improve the students‟ fourth skill (speaking effectively), it is suggested that a special technique called

“IPA transcription reading” should be added to their curriculum. In this innovative approach, students get to

know the individual sound-units (segments) and stress, linking and juncture patterns (suprasegmentals) in IPA

notation and drill on them in order to learn to express themselves more clearly and intelligibly in the target

language. The the gifted and talented students (GTS) at the “Center for Special Education Research” in

Turkey‟s Bülent Ecevit University, will soon take up this special program to learn to speak English according to

either RP (British Received) or GA (General American) pronunciation norms using IPA scripts. Thus they will

communicate orally with natives with greater effectiveness and confidence. The best known Turkish philosopher

and humorist Nasreddin Hodja may inspire from now on the Turkish GTS through his witty tales to learn to

speak better English as they try to improve their wisdom, eloquence and articulation.

Key words: language gifted-students, GTS, IPA transcription reading, Nasreddin Hodja

I. Introduction Gifted and talented children often have advanced language skills early in their life, and they also

identify exceptional reasoning and problem-solving abilities. (Is your child gifted?) When an gifted boy goes

shopping with his mum, people would turn and stare. (ibid) Even a toddler sometimes would have "extremely

grown-up" discussions that are out of character for most young children. (ibid) If a child is obviously using

language in a way that people would associate with a much older child, then he is judged as a gifted child. Such

children are very curious and interested and learn to read spontaneously. The rapid pace at which they learn is

something which makes them stand out from their peers. (before kindergarten)

Students who are gifted and talented display high performance capabilities in different areas such as

intellectual, creative, artistic or leadership capacity, or in specific academic fields. (Gifted&Talented Children)

In fact, as Johnsen (2004) rightly puts it, the problem inherent in defining giftedness stems from these many attributes that are identified with their giftedness. Piaget (1964) suggests that a child‟s ability to use a language

informatively depends upon his stage of intellectual development. Children of 4th grade are in the concrete

operations (7 - 11/12 years) stage having the characteristics of demonstrating intelligence through logical and

systematic manipulation of symbols related to concrete objects, operational thinking, egocentric thought

including private language or speech for oneself diminishes (Foley and Thompson, 2003). Studies (e.g. Scott

and Ytreberg, 1990) have revealed that children at the age of eight or ten have a language with all the basic

elements in place. (PNAS, 2016) They are component users of their mother tongue and in this connection they

are aware of the main rules of syntax in their own language. Scott and Ytreberg (1990) also point out that by the

age of ten, children can understand abstracts, symbols (beginning with words) and they can generalize and

systematize. (Martinez, 2014) This suggests that most eight to ten year olds will have some sort of language

awareness and readiness which they bring them into the foreign language classroom. (Scott, 1990) Similarly, Halliwell (1992) suggests that young children do not come to the language classroom empty-

handed. They bring with them an already well-established set of instincts, skills and characteristics helping them

to learn another language. For example, children are already very good at interpreting meaning without

Nasreddin Hodja May Inspire Turkish Foreign Language Gifted-and-Talented- Students (GTS)….


necessarily understanding the individual words, they already have great skill in using limited language

creatively, they frequently learn indirectly rather than directly, (Rosa, 2008) they take great pleasure in finding

and creating fun in what they do, they have a ready imagination and above all they take great delight in talking.

These are general characteristics of children learning languages. As for the gifted learners, their inherent

advanced verbal and higher order thinking skills with a high aptitude for learning suggests a high learning

potential for a rapid competence development in foreign languages. Hayes et al. (1998), for example, state that

“there is a strong connection between language ability and learning ability.” Van Tassel-Baska (2000) strongly urges foreign languages being focused on in the gifted and talented curriculum in order to maximize the

linguistic understanding that is commensurate with their abilities. As Deveau (2006) puts it, high-ability

students use their verbal gifts and test their hypotheses analyzing the structure of the target language and

comparing it to other languages. (Deveau, 2006) In an empirical study of the bilingual language development of

a gifted child, Hoh (2005) concluded that "driven by a strong desire to communicate mental meanings to others,

the gifted child often seems to be able to operate outside of the linguistic and cognitive constraints restricting the

general population". (Hoh, 2005)

What seems to be important here is being aware of, especially on the part of the teachers, gifted

students traits and needs so that they can enquire further into their pupils learning patterns and ability levels in

different areas of foreign language learning. Speech training is the ultimate goal of language learning. (Every

teacher of English…) The institutions and the teachers dealing with the training of gifted students must provide this skill to those requiring it. Only through an extensive study of sound and rthythm patterns of the target

language can one attain perfection on the oral expression of the target language. And the amount of practice this

skill requires is the choice and the limit of every gifted student who is prepared to afford it.

II. The nature of “linguistically” gifted-and-talented students (GTS)

(The following lists have been borrowed with adaptations from links of Prof. Lin, Gif, Gifted and

Talented Criteria for English and Crescent)

2.1 The “generally languagewise gifted-and-talented students (GTS) identify by these traits:

2.1.1 Their communicative skills, creative flair, i.e. they love to write or talk on imaginative and coherent ways

and elaborate and organize their contents in a way exceptionally for their peers and they do this with great

perseverance, and

2.1.2 Their power of arguing and reasoning by grasping the essence of any content and reorganize it in ways that

are that are logical and offer new syntheses or insights.

2.1.3 They justify opinions convincingly, they use questions and other forms of enquiry to elicit informaiton and

take up or challenge others‟ points of view.

2.1.4 Through their awarenes of language they understand the nature of language and show a special awareness

of features such as rhyme, intonation or accent in spoken language, and the grammatical organization of written

texts.

2.1.5 They show an interest and enthusiasm for language study, including an awareness of the relationship

between the sounds and words of different languages that are not apparent to most of their peers.

2.2 The “foreign languagewise” gifted-and-talented students (GTS):

2.2.1 Some special students we call foreign “languagewise-gifted” students, those who are more inclined than

their peers in learning foreign languges, also identify their talents by such characteristics:

2.2.2 They are curious about how the new language they want to learn works and investigate its special

characteristics

2.2.3 They show a strong desire to recognise grammatical patterns and functions of new words; they put

language pieces together by themselves; they apply principles from what they have learned to new situations

and use them in a different context, often with humor.

2.2.4 They show their creativity and imagination when using language, i.e. they often go beyond the boundaries



of their knowledge and wish to initiate exchanges and create a new language.

2.2. 5 They have an outstanding power of retention. They pick up new words and structures very quickly. They

are able to use technical vocabulary to discuss language items. They have excellent aural and oral skills and are

able to cope wit rapid streams of sounds. They identify and memorise new sounds and „chunks‟ of language.

They are able to listen and to reproduce foreign sounds accurately.

2.2.6 They can apply principles from a known language to the learning of new ones. They make connections and

classify words and structures to help them learn more efficiently; they evaluate new language critically, they

recognize the grammatical structure of the new language.

2.2.7 They constantly ask „what, how, why, how come‟ questions.

2.2.8 They show an intense interest in and empathy for the cultural features of the new language they are

learning; they like to use idioms in the target language and explore the history and the traditions of the language

and share knowledge they gather with their peers.

2.2.9 They have effective communication strategies of their own. They use linguistic-non-linguistic clues to

infer meaning. They are flexible in thinking, show flair, intuition and creativity. They try to extrapolate general

rules from examples, and can make connections.

III. GTS’ training in the world and in Turkey in view of foreign languages teaching

At the turn of the twentieth century, advancements in education and psychology brought empirical and

scientific credibility to the field of gifted education. The early studies of giftedness in the 1920s and 30s evolved

from research on mental inheritance, subnormal children, construction of instruments to measure both the sub and supernormal, and the realization that graded schools could not adequately meet the needs of all children.

(Gifted Education, 2016) Pioneers, such as Lewis Terman and Leta Hollingworth, spearheaded the movement

and conducted some of the first widely published research studies on gifted children. (Gifted Children, 2016)

The field of gifted education continued to evolve mainly in response to the changing needs of every country

involved, especially after the Soviet Union's launch of Sputnik in the late 1950s. (ibid) Toward the close of the

twentieth century, the Jacob Javits Gifted and Talented Students Education Act funded such entities as the

National Research Center on the Gifted and Talented and provided grant monies for gifted education

research. (Department of Education, 2016) In turn, a call was made for additional research and programming in

the field of gifted education. The issuance of national standards by the National Association for Gifted Children

also helped solidify the field's intent and provide school districts across the country with a set of programming

criteria. Published in 2004, A Nation Deceived reported on the advantages of acceleration for gifted children,

which illustrated America's inability to properly meet the needs of its most able students despite the overwhelming research supporting acceleration. (A nation deceived, 2004) The twenty-first century represents a

new era where the possibilities are limitless and, hopefully, the future for gifted and talented children will be a

national priority. (gifted children, 2016) As special focus is placed on the technological aspect of GTS training

especially since the emergence of computer-assisted language learning CALL presented great opportunities for

the 21st century. (Gündüz, 2005) The educational technology provided for GTS‟s second/foreign language

education will be effected dramatically through the introduction of CALL as the new technologies rapidly

advance language teaching capabilities and challenge practitioners to provide optimum learning environments

for the future. (Researchgate, 2016)

As for the GTS in Turkey, the State Anatolian High Schools have been the most prominent examples

during the last 50 years apart from some private instutitons. (Anadolu Liseleri, 2016) They were founded in

1970s and selected their students via a general exam mostly based on their academic achievement. In those schools, students attended first a prep class at the beginning in which they took an extensive course in a foreign

language (mostly English), and then continued on with their education in that language. The practice continued

until 2005 then except for the 10, and then the foreign language hours were dropped. The focus in mainly on the

teaching of mathematics and science performance and the performance of the graduates is above the national

average; therefore the gifted and talented students‟ needs could partially be met by these schools, if not in

English but particularly for math and science courses. (MNE of Turkey, 2016) According to a research made

recently, there are 682 thousand gifted and talented GTS between the ages of 0-24 and as of the beginning of

2016-2017 academic year more than 4 thousand of them will start schooling as announced by Mehmet Hilm

Eren, the head of the Turkish Gifted People Association (TÜZDER). (Tuzder, 2016) Mr Eren said the State



should take care of such people and there was currently only one state school, Beyazıt Ford Otosan Primary

School, and also the second 4+4+4 phase of that school will also close down leaving 48 graduates unschooled

after when they pass to the fifth grade at the end of this term. (ibid) Apart from that school there are 60 Science

and Art Centers (Bilim ve Sanat Merkezleri) around the country to serve the current 682 thousand GTSs.

(Biamag, 2016) In such centers English instructed is given on a voluntary basis and by the level and the pace of

the GTS enrolled in the course as a separate group. Within a special “Support Program” outlined by the Ministry

of Education curriculum the instruction is given mostly on “drama activities” and activities on the GTS‟ oral self expression is focused. (Vanbilsem, 2016)

In the U.S. GTS are trained in four specific disciplines i.e. Science, Technology, Engineering and

Mathematics (STEM) in line with a special curriculum based on the idea of the US by National Science

Foundation as a solution to the declining quality of work force at the turn of the millenium in. (National Science

Foundation, 2015) The US Department of Education urging students to excel in STEM subjects announced

special grant selection programs throughout the country. (Department of Education, 2016) The Obama

administration‟s 2014 budget invest $3.1 billion in federal programs on STEM education. The investments will

be made to recruit and support STEM teachers, as well as support STEM-focused high schools with STEM

Innovation Networks to meet the large need for educated people foreseen by the US Bureau of Labor Statistics

projects. (STEM, 2015) By the year 2018 the bulk of STEM carees will be on computing (71%), traditional

engineering (16%), physical scinces (7%), life sciences (4%) and mathematics (2%). (STEM, 2016) The STEM curriculum also received acceptance by Bahçeşehir schools (with affiliation of the BAU International

University-Washington D.C.) throughout Turkey as of 2015-2016 school year (Bahçeşehir, 2016) Within this

program foreign language proficiency categories ranked from Novice Low to Distinguished. (STEM, 2016) The

learners‟ linguistic capabilities are rated according to their ability to produce certain grammatical features, to

recreate native-like pronunciation, to create texts with a certain level of discourse about certain topics. (ibid)

The jury composed of native speakers evaluate students performances by their examples of mistakes and

limitations. (ibid) These guidelines change the nature of foreign language education and have created much

research about the field of foreign language education. (Doyé, 1997) The Turkish STEM Education Task Force

(FeTeMM) (TSTEM, 2016) (Fen Bilimleri, Teknoloji, Mühendislik ve Matematik) is the main coalition of

academicians and teachers who show an effort to increase the quality of education in STEM fields rather than

focussing on increasing the number of STEM graduates. Despite STEM‟s successful innovations in the

education system in Turkey, a particular technique could be added to the curriculum to improve GTS‟ oral performance such as IPA transcription reading method to make them self sufficient to improve their

pronunciation and perfect their oral performance. (Dan, 2006) The “Center for Special Education Research” at

Zonguldak‟s Bülent Ecevit University and their affiliates in Bursa, the program headed by Assoc.Prof. Hasan

Sait Tortop (Tortop, 2016), will take up as of 2016 summer a special program to include this system help their

participants speak English according to either RP (British Received) or GA (General American) pronunciation

norms based on IPA reading.

IV. IPA transcription reading skill can help English learners improve their speaking

performance

The most preferred of the four skills of learning English (i.e. reading, listening, writing and speaking) is

naturally the fourth one as it allow the learner oral communication with confidence and competence. (Segura

Alonso, 2012) Because students communicating effectively feel satisfied as they are able to express their ideas

and opinions, share experiences, and build relationships with others. But when they struggle to express

themselves, they feel unvalued and insecure. (British English Coach, 2016) As human beings, we all want to

participate in group discussions and have an impact on the society around us. By speaking better English, people

all over the world can hear our voice. (Gates, 2015) In order to learn to speak English like any other foreign

language, we first need to get to know the specific sounds (vowels and consonants) and their combinations, then the rhthym and stress pattern used in that language. We must be especially careful with the weak and strong

forms of syllable pronunciations i.e. on which syllable the stress is placed and the correlation of stressed

syllables with one another. Another very important factor is where to link words and where to pause. (IPA,

Association, 2015) is an organization to establish norms for almost all languages in the world for acceptable

pronunciation and stress pattern, so speaking English by their standards is a great help to learn good

pronunciation. The IPA symbols showing such phonetic features (IPA Association, 2015) represent both

individual sound-units and where the stress, linking and breaks should be used in utterances. Apart from

studying the IPA transcriptions, the learner needs an advisor to check his progres especiallly a native if

possibble. The speaker‟s speed is an important factor when speaking. If we speak fast, our listener will find it

hard to understand us. To improve one‟s spoken English the best thing to do is to talk with a native speaker.

However that is not always possible and our environment may not provide sufficient opportunities for oral



practice. Internet is a great help to listen to spoken English and we can even find speaking partners through

Skype, Facebook etc. Of course learning correctly at the first stage is a sure way of avoiding mistakes or

repeating them.

The International Phonetic Alphabet (IPA Alphabet, 2015) is an alphabetic system of phonetic

notation based primarily on the Latin alphabet (ibid). It was devised by the International Phonetic

Association as a standardized representation of the sounds of oral language. The IPA is designed to represent

only those qualities of speech that are part of oral language: phones, phonemes, intonation, and the separation of words and syllables (ibid). It has developed consistently ever since it was first started in 1886 in Paris by a a

group of French and British language teachers, led by the French linguist Paul Passy (Passy, 2015). The idea of

making the IPA was first suggested by Otto Jespersen in a letter to Paul Passy (Jesperson, 2015). It was

developed by A.J. Ellis, Henry Sweet, Daniel Jones, and Passy. Since its creation, the IPA has undergone a

number of revisions. After major revisions and expansions in 1900 and 1932, the IPA remained unchanged until

the IPA Kiel Convention in 1989 (Kiel Convention, 2015). Apart from the addition and removal of symbols,

changes to the IPA have consisted largely in renaming symbols and categories and in modifying typefaces.

Extensions to the IPA for speech pathology were created in 1990 and officially adopted by the International

Clinical Phonetics and Linguistics Association in 1994 (ICPLA, 2015). The English text of Tales of Nasreddin

Hodja in this article was adapted from D. L. Ashliman (Ashliman, 2016) and the notation is based on the last

IPA listing and takes Prof John Wells‟ (Wells, 2008) principles on individual word transcription from his Longman Pronunciation Dictionary. The broad transcription with the addition of meticulous additions of

triphthongs and especially of suprasegmental elements such as primary-secondary-tertiary stress distinctions,

linking and juncture are based on the author experimentations and findings shared by many of his colleagues

(Sec./Tertiary Stress, 2015, Colasula, 2015, etc.). Here is first the listings of segmental/suprasegmental

markings with many examples:

4.1 WOVELS:

4.1.1 SHORT WOVELS: [ʌ] but, cut, above, brush, bun, bud, nut, hut, gut, enough, couple [æ] cat, hat,

math, tap, mass, ham, bad, travel, marriage, national [ɛ] bet, letter, mess, hen, set, Ted, deck, clever, negative,

setting [ǝ] the, about, above; ▪ [ɚ] BrE after, calendar, cupboard, further [ɪ] hymn, built, tip, language; ▪ [i]

history, family, busy, tiranny [ɒ] BrE John, loss, Tommy; ▪ [ɑ] AmE body, bottle, hot, Johnny [ɜ] AmE bird,

heard, earn, world, person, worm, Turk, terminal [ʊ] pull, bullet, butcher, would, could, book, goodness, football.

4.1.2 LONG WOVELS: [aː] ask, alm, palm, almond, calm, half, pass, father, laughter [iː] beat, seat,

leave, sheet, receive, brief, negro, secret, genial [ɔː] all, walk, talk, salt, lawyer, caught, daughter, bought

[uː] two, too, do, food, foolL, group, souvenir

4.1.3 DIPHTHONGS: [aɚ] BrE start, heart, depart, charm, clerk; ▪ [aːɚ] far, star, bar [aɪ] ice, advice,

bright, might; ▪ [aːɪ] fly, try, cry, die, alkali, defy [aʊ] house, amount, doubt, vouch; ▪ [aːʊ] now, how, brow,

allow [eɚ] BrE Perry, sherry, Terry, bairn; ▪ [eːɚ] bear, where, their [eɪ] amazing, raise, eight, nature; ▪ [eːɪ]

ray, display, away, okay [ǝʊ] BrE noble, microbe, tone, code; ▪ [ɚːʊ] go, toe, hello, so, no [ɪa] the◡uncle,

baby◡underwear, very◡ugly [ɪæ] reaction, reality, Seattle, Christianity; ▪ [iːæ] three◡apples [ɪe] fiesta,

siesta, polyester; the◡essence; ▪ [iːe] see◡elephants [ɪǝ] Korean, Judian, panacea, field, realty, petroleum, European [ɪɚ] BrE weird, superior; ▪ [ɪːɚ] fear, hear, here, mere, career [ɪɒ] BrE, [ɪɑ] AmE neon, theology,

ideology, beyond, sociology [ɪʊ] cute, fumes, distribute; ▪ [ɪuː] renew, few, queue, the U.S. [ɔɚ] BrE warm,

torn, court, sport, orchard; ▪ [ɔːɚ] war, for, more [ɔɪ] toil, foil, spoil, Freud, turquoise; ▪ [ɔːɪ] boy, toy, joy, enjoy [oʊ] AmE boat, coat, noble; ▪ [oːʊ] ago, no, hello, toe, low, show [ɜɚ] BrE earn, turn, hurt, heard, bird,

girl, word, person, colonel [ʊa] one, once, wonder; ▪ [ʊa] gouache; ▪ [uːa] two◡uncles [ʊe] silhouette,

whoever, when, twelve; ▪ [uːe]; two◡elephants [ʊǝ] actual, pursuant, virtually; ▪ [uːǝ] fluent, truant, jewel [ʊɪ] fluid, Lewis; ▪ [ʊiː] evaquee; ▪ [uːi] ruin, arguing, suicide [uːɚ] BrE poor, pour, truer, sewer, doer, sure,

insure, brewery [ʊɒ] BrE, [ʊɑ] AmE watch, water, wander, virtuosity, one, once

4.1.4 TRIPHTHONGS: [aɪa] Diana, triumphant, Niagara; ▪ [aːɪa] Isaiah, Messaiah [aɪæ] triad, triangle,

iambic, miasma, Guyana, Viagra; I◡acted [aɪe] triennial, cyan, Lafayette; ▪ [aːɪe]; I◡ate◡it,

fly◡Edinbourg [aːɪǝ] trial, piety, diet, quiet, riot, denial, Brian, lion, science, diary [aɪɚ] BrE iron, Byron; ▪ [aːɪɚ] liar, fire, fiery, wire, higher, buyer [aːɪɪ] flying, buying, dying, crying, satisfying, denying, Hawaii [aɪɒ]

BrE [aɪɑ] AmE biology, bionic, Iowa, myopia; [aːɪɒ] Ohio, I◡often go, fly◡on, try◡on, dry◡off; [aɪʊ] triunity, triune [aʊǝ] BrE vowel; ▪ [aːʊɚ] tower, our, power, shower, hour

https://en.wikipedia.org/wiki/Alphabet

https://en.wikipedia.org/wiki/Phonetic_transcription



https://en.wikipedia.org/wiki/Latin_alphabet

https://en.wikipedia.org/wiki/International_Phonetic_Association



https://en.wikipedia.org/wiki/Oral_language

https://en.wikipedia.org/wiki/Phone_(phonetics)

https://en.wikipedia.org/wiki/Phoneme

https://en.wikipedia.org/wiki/Intonation_(linguistics)

https://en.wikipedia.org/wiki/Word

https://en.wikipedia.org/wiki/Syllable

https://en.wikipedia.org/wiki/France

https://en.wikipedia.org/wiki/United_Kingdom

https://en.wikipedia.org/wiki/Paul_Passy

https://en.wikipedia.org/wiki/Otto_Jespersen

https://en.wikipedia.org/wiki/A.J._Ellis

https://en.wikipedia.org/wiki/Henry_Sweet

https://en.wikipedia.org/wiki/Daniel_Jones_(phonetician)

https://en.wikipedia.org/wiki/History_of_the_IPA#1900_expansion

https://en.wikipedia.org/wiki/History_of_the_IPA#1932_revision

https://en.wikipedia.org/wiki/IPA_Kiel_Convention

https://en.wikipedia.org/wiki/Extensions_to_the_IPA

https://en.wikipedia.org/wiki/International_Clinical_Phonetics_and_Linguistics_Association



http://www.pitt.edu/~dash/ashliman.html



[aʊɪ] Taoism; ▪ [aːʊɪ] bowing, allowing, vowing, endowing [eɪa] Reɪalpolitik, Real Madrid, séance; ▪ [eːɪa]

to play◡unwisely [eɪǝ] Ishmail, Graham; ▪ [eːɪɚ] BrE player, layer, mayor, surveyor [eɪɪ] laicism, Mosaic, archaic; [eːɪɪ] saying, slaying, braying [eɪɒ] BrE , [eɪɑ] AmE chaos, chaotic; ▪ [eːɪɒ], [eːɪɑ], payoff [ǝːʊɚ]

BrE sewer, ower, lower, slower, mower, goer, thrower [ɪaɚ] vineyard, matriarch, patriarch; ▪ [ɪaːɚ] caviar,

ye◡are [ɪaɪ] Shiite; ▪ [ɪːaːɪ] the◡eyewitness; ▪ [ɪːaːɪ] three◡eyes [ɪaːʊ] miaow, meow, miaowing,

meaowing; fifty◡hours [ɪeɪ] create, pronunciation, fifty-eight; ▪ [iːeɪ] see◡angels [ɪǝɪ] monotheism,

nucleic, foliage, vehicle, mediaeval, reissue [ɪɔɚ] fjord; ▪ [ɪːɔɚ] meteor, the◡yours, let us see◡yours [ɪǝʊ]

BrE [ɪoʊ] AmE deodorant; ▪ [ɪoːʊ] polio; we◡owe you

[ɪɜɚ] the◡earth; ▪ [ɪʊe] duet, minuet; ▪ [iːɜɚ] I see◡her [ɪʊǝ] fuel, continuous, valuable, manual; ▪ [iːʊǝ] I

knew◡a man [ɪʊɚ] BrE urinate, European; ▪ [ɪuːɚ] fewer, cure, newer, secure [ɪʊɪ] Jesuit, intuition, pituitary, genuine, tuition, sewage [ɔɪa] paranoea, hypnoia, dyspnoea, eupnoea, zoea [ɔɪæ] paranoiac; ▪

[ɔɪæ] boy◡attitude; ▪ [ɔɪe] Dostoevsky [ɔɪǝ] loyal, royal, royalty, boyant, clair-voyant; [ɔːɪɚ] BrE employer, lawyer ▪ [oʊæ] AmE, [ǝʊæ] BrE Boas [ɔɪɪ] voyage, voyager; ▪ [ɔɪɪ] alloying; ▪ [ɔɪiː] employee

[oʊa] AmE, [ǝʊa] BrE koala; ▪ [oʊːa], [ǝʊːa] BrE metazoa [oːʊe] AmE, [ǝʊe] BrE coed, poetic, whatsoever,

whomsoever [oːʊǝ] boa, Noah‟s ark, go◡a mile, go◡around, sew◡around [oːʊɚ] BrE lower, slower, sewer, sower, mower, grower, thrower [oːʊɪ] AmE, [ǝʊɪ] BrE poet, poem, coexist, sewing [oːʊɔ]

cooperative; ▪ [ʊaːɪ] why, why‟ll [ʊːɪa] alleluia; ▪ [ʊeːɚ] where, where ever; ▪ [ʊːeɪ] habitué [ʊǝɪ] ruin,

arguing, fluid, beduin, suicide, evaquee, Louis, Louie [ʊǝʊ] manoeuvre [ʊiːɚ] queer, queerly, we‟re [ʊːɔɪ] buoy, buoys, buoyed, buoying, buoyant, buoyance [ʊɔːɚ] war, warring, wardrobe, warlord, warming,

towards [ʊoʊ] virtuoso, quota, quoted, quotable, unquote, quorum

4.1.5 FOUR-VOWEL CLUSTERS: [ɪaːoʊ] Iowa; ▪ [ɪaːoːʊ] I◡owe [ɪaːʊɚ] fifty◡hours, sixty◡hour

week, the◡ours [ɪaːʊɪ] miaowing, meaowing [ɪʊɜɚ] you◡earn; ▪ [ɪʊɜːɚ] you◡were, voyeur, voyeurism

[oːʊɔɚ] coordination; go◡or die [oːʊɜɚ] coerce, coercive; so◡urge him!, go◡earn, know◡earth [ʊːaɪɚ] require, enquire, acquire, wire, choir, wireless, wiring

4.2 CONSONANTS: [b] IN. battery, beach, bring, blow, bought, break, broken; MD. terrible, algebra,

maybe, symbol; FN. bribe, curb, cab, lab, grab [ʤ] IN. jobless, gin, gym, jam, joke, just; MD. adjective,

adjust, dungeon, tragedy, grandeur; FN. bridge, abridge, oblige, village [ʧ] IN. church, challenger, chance,

chalk, choosing, chairman; MD. bachelor, kitchen, achevement; FN. march, itch, catch, match [d] IN. door,

drive, dream, dry, draw, dreadful; MD. study, pedal, children, garden, sudden, harden; FN. field, God, good,

cold, sand [ð] IN. the, that, these, those; MD. mother, breathing, weather, worthy, loathing; FN. smoothe,

loathe, breathe, teethe, clothe [f] IN. flee, fly, father, fun, food, frequently, frozen, French, photo; MD. offer,

rifle, nephew, surface; FN. surf, rough, tough, laughter [g] IN. give, gave, given, girl, gate, game, get, guilt, guitar MD. begin, began, forget ▪ [ɠ] IN. grown, ground, great, finger; MD. exit, exist, existence; trigger;

FN. dog, doggie, dug, frog, dig, drag [h] IN. here, hurry, hesitation; MD. inhale, forehead, behaviour; ▪ [ɧ]

IN. hat, hut, holiday, whole; MD. ; behind, alcohol; FN. Allah [ʒ] IN. genre, gendarme, azure; MD. measure,

pleasure, usually, vision, visionary, treasure; FN. garage, barrage, corsage, prestige [k] IN. came, key, kiss,

camera, chemisry MD. orchid; ▪ [ƙ] IN. cook, clock, clear; MD. focus, focal, anxious, anchorage, secret, microbe,

soccer, account; FN. ask, talk, headache, mosque, rock, Munich [l] IN. lead, led, leave, left, light, little; MD.

blown ▪ [ł] MD. silly, folly, Billy, spelt, Molly, jolly; FN. milk, label, tell, bold, dull, till, call [m] IN. made,

mid, mode, matter; immoral, immediate, comic, MD. smoking, smiling, smashed, hamper, warmth, glimpse,

caramel, tremor, camera; FN. home, same, come, bloom,

shame, stream [n] IN. name, nature, net, not; MD. international, unreal, winter, snowball, unknown; FN. again,

gone, inn, fountain, learn, brain, men [ŋ] MD. singing, English, single, longer, younger, Washington, anxious, thank, ink, sink, banker; FN. nothing, strong, sung, bang [p] IN. pair, pear, peach, prisoner, pain, piece,

payment; MD. repair, airplane, appear; FN. sap, sip, cup, stop, help, sleep, type [r] IN. rock, rib, row, wrung;

MD. foreign, orange; ▪ [ɚ] FN. errand, err, stirring, repair, where, forever, singer, traveller, governor [s] IN.

ceiling, sad, safe, seven, sister; stay, slip, cigarette; Ceasar, MD. concert, closeness; FN. moss, less, hiss,

miss, race, peace [ʃ] IN. shop, shell, sheep, ship, Chicago, chef, chauffeur, champagne; MD. ocean, facial,

brochure, precious, sociable, social, appreciate, superficial; FN. brush, push, crash, fish, Blanche [t] IN. time,

tough, try, Thames, train; MD. written, botle, rotten, Britain, certain, vital, mortal; FN. straight, right, start,

burst, brushed [θ] IN. theatre, thread, thumb, think, through, thin, throw; MD. author, wealthy, method,

worthless; FN. south, warmth, month, death [v] IN. value, voice, very, victory, vital, vote, van; MD. several,

service, clever, Stephen; FN. eve, disprove, love, curve, grave, five [w] IN. well, water, wag, wig, wit, wet,



want, wait, world; MD. awake, swimming, sweet, question, quiet, quake, quarrel, language [j] IN. yellow,

young, unionist; MD. new, nephew, beautiful, opinion, cute, familiar, beyond, cucumber, argue, tortilla,

European [z] IN. zone, zapping, zoology, zebra, zip; MD. crazy, dizzy, disaster, nosy, resign; FN. rise, erase,

buzz, rayss, advise, Mars, swims

4.3 LINKING VARIETIES:

4.3.1 FINAL CONSONANT◡INITIAL VOWEL LINKING [cns◡vw]: bread◡and butter;

head◡and shoulders; a lot◡of◡us; the plane◡is◡arriving; great◡anger; whenever◡either◡ of the wives

would◡ask him;

4.3.2 FINAL VOWEL◡INITIAL VOWEL LINKING [vw◡vw]: to◡an◡apple; the◡apple;

to◡eat; Hodja◡asked; Hodja◡answered; you◡earn; to◡Akshehir; go◡a mile; one◡after the◡other; his

wife◡again told him

4.3.3 LINKING R [ɚ r◡]: better◡off; far◡away; more◡ice; mother◡ and son; where◡ignorance◡is;

either◡ate◡it◡or; clever◡uncle; for◡a penny; later◡a man; where◡are; owner◡of◡a shop; forty

year◡old◡elephant;

4.3.4 INTRUSIVE R [vwl(r)vwl]: the idea(r)of; law(r)and order; vanilla(r)ice cream; Casanova(r)in Hell;

I saw(r)it; Brenda(r)and Eddie; China(r)and Japan

4.4 ELISION: [t+t] wan(t t)o go (wanna go), go(t t)o (gotta go); [g+t] goin(g t)o go (gonna go); [r]

comfo(r)table; [h] tell (h)im, tell (h)er, give (h)im, give (h)er; [ð] give◡(th)em, tell◡(th)em; [f] fi(f)th: [ǝ, ɚ] temp(e)rature, veg(e)table, comfo(r)table, inte(r)national

4.5 ASSIMILATION: [ˈdɒmbi ˌsɪli] (don‟t be silly!), [ˈfʊpɒl] (football), [ˈkʌbɚd] (cupboard)

4.6 PLOSION: [d‟l] middle, little, it‟ll (lateral); [d‟n] couldn‟t, mightn‟t, hadn‟t (nasal)

4.7 ELONGATION: [ː] [tɔːƙ], [ˈfaːðɚ] –-[ˈaːftɚ] –- [siːm] –-[ˈkiːˌstoʊn] –-[aːsƙ] –-[miːt] –- [tuː] –-[dɪsbǝˈliːf]

V. STRESS PATTERNS

5.1 PRIMARY STRESS [ˈ]: [ˈfaːðɚ] –- [ˈmʌðɚ] –- [ˈplɛʒɚ]–- [ˈsɪnǝmǝ] –-

[rɪˈtɜɚn] –- [ˈnɛvɚ] –- [ˈaɪðɚ] –- [ǝˈgeɪnst] –- [ˈsʌmɪt] –- [rɪˈfjuːz] –- [ɪnˈtɛlɪʤǝnt] –- [ˈtrævǝłɚ] –-

[ˈsɛntrǝł] –- [ˈmɛʒɚmǝnt] –- [ˈmuːvmǝnt] –- [sǝƙˈsɛsfł]

5.2 SECONDARY STRESS [ˌ]: [ˈsɛkrǝˌtɛri] –- [ˌɪntɚˈnæʃnǝl] –- [ˈfrʌnt ˌlɛgz] –- [ˌmɪsbɪˈheɪvɪːɚ] –

- [ˌmɪsrɛprɪˈzɛnt] –- [ˈbrɔːt ˌhoʊm] –- [ˈwʌnˌdeːɪ] –- [ˈsɛntrǝł ˌpɔɪnt] –- [ðǝ ˈklɛvɚrǝst ˌmæn] –-

[ˈɛʤǝkeɪtɪd ˌpɜɚsǝn]

5.3 TERTIARY STRESS [∘]: [ˌdiːmoʊbɪlaɪˈzeɪʃn] –- [ˈoʊłd ˌbaːθ∘roʊb] –- [ˌæłǝnz ˈʃɔɚt ∘traʊzɚz]

–- [ˈkɔɚpɚrǝł ˌpʌnɪʃmǝnt sǝ∘pɔɚtɚ] –- [ˈnoːʊ ∘hi ˌsɛd →] –- [ˈfłaʊɚ r◡ɒn ðǝ ˌƙłoʊðz∘łaɪn] –- [∘mɛʒǝrɪŋ

dɪd ˈnɒt ˌsiːm ∘łɑʤɪƙǝł ↘] [∘nɛvɚ ˈtrʌbł ˌtrʌbł →→∘tɪł ˌtrʌbł ˈtrʌbłz ∘jʊ ↘]

VI. JUNCTURES

6.1 SHORTER SUSTAINED JUNCTURE [→]: [ˈæłǝn ˌsɛd → ˈkʌm ˌhɪːɚ ↘] [∘aɪ dʊ ˈnɒt ∘noːʊ hɚ

ˌneɪm → ǝdˈmɪtɪd ɧǝˌʤa ↘] [∘wɒt ˈsoːʊbɚnǝs ƙǝnˌsiːłz → ˈdrʌŋƙǝnnǝs rǝˌvɪǝłz ↘]

6.2 LONGER SUSTAINED JUNCTURE: [→→]: [ǝ ˈfjuː ˌtaɪmz → ɧǝˈʤa ˈbrɔːt ˌhoʊm sǝm ∘miːt

→→



∘bʌt ˈnɛvɚ ∘ɠɒt◡ǝ ˌʧaːns → tǝ◡ˈiːt◡ˌɪt ↘] [hǝˌʤa ˈbɒroːʊd → hɪz ∘neɪbɚz ˈƙɒpɚ ˌƙɔːłdrǝn →→

∘ðɛn rɪˈtɜɚnd◡ɪt◡ɪn tǝ ˌhɪm → ∘ɪn◡ǝ ˈtaɪmli ˌmænɚ ↘]

6.3 TERMINAL JUNCTURE [↘]: [aɪm ˈsɜɚʧɪŋ maɪ ˌrɪŋ◡∘aʊtˈsaɪd ↘] [ǝ ˈʧɪːɚfł ˌwaɪf → ∘ɪz◡ǝ

ˈʤɔːɪ◡ǝv ˌłaɪf ↘] [ǝ ˈsɒft◡ˌaːnswɚ →→ ˈtɜɚnɪθ◡ǝˌweːɪ ∘rɒθ ↘] [∘weːɚ ˌðeːɚ r◡ɪz◡ǝ ˈwɪł →→

∘ðeːɚ r◡ɪz◡ˈɔːłwǝz◡ǝ ˌweːɪ ↘] QUESTION JUNCTURE [↗]: [∘weːɚ r◡ɪz ðǝ ˈsɛntrǝł ˌpɔɪnt ǝv ðǝ

∘wɜɚld ↗] [∘ɪf ˈðɪs◡ɪz ðǝ ˌkæt →∘ðɛn ˈweːɚ r◡ɪz ðǝ ˌmiːt ↗ ∘bʌt◡ɪf ˈðɪs◡ɪz ðǝ ˌmiːt → ∘ðɛn ˈweːǝ

r◡ɪz ðǝ ˌkæt ↗]

VII. Nasreddin Hodja’s tales to drill on IPA transcriptions

Nasreddin Hodja, the 13th century populist philosopher and wise man of Akşehir is famous throughout

the world for his subtle humour. His tales have traditionally been used for pedagogic purposes also including

ELT (English Language Teaching) and specifically for drama and pronunciation practice. (Business with Turkey, 2016)

Such familiar stories as the tales of Nasreddin Hodja can promote speaking English and they often have

an imaginative or fantastical element to them. (Jianing, 2106) This arouses interest in learners and makes them

more motivated to talk about the story. Successful speaking activities connecting the learners with authentic

situations, expose students to real-time processing of language. (Chou, 2016) Such activities provide them with

opportunities for spontaneous and private speech. Therefore, speaking activities involve pair and group work so

that learners can feel more relaxed, possibly with a minimum of teacher-correction so as not to undermine their

fluency. (Jones, 2007)

Consciencious English teachers can motivate their GTSs by combining their humoristic intelligence

with their aspirations to expose their linguistic abilities. They can do this by leading them to learn and polish up

their pronunciation by IPA‟s standard and acceptable norms (either in RP or GA). Teachers can ask their

students to study specific English vowels, consonants, their combinations and stress patterns through on the listing along with their accompanying recorded materials on YouTube and practice them loudly so that they

should easily and quickly grasp the basics of English phonetics. By doing that they not only learn to speak

intelligible English but also get inspired by Nasreddin Hodja‟s age-old wisdom. This could then be very well the

case of the pedagogic motto which goes like “What is learned in pleasure is learned in full measure.” (Lewis,

2016)

The following 36 well known tales of Hodja, all very well known by Turkish GTS (adapted from D. L.

Ashliman) can be drilled after each and every one of the segmental and suprasegmental signs have been

thoroughly learned in the listing given in this article. Both introductory work and the tales have been recorded in

YouTube for practice purposes (texts in IPA phonetic transcriptions). GTS are urged to practice them loud either

by themselves alone or with their mates in pair; but their progress must definitely be monitored and evaluated by

their instructors occasionally. Competitions provide great impetus to excel, and success is the result for consistency in practice. Involvement and repetition on the part of the learner are the key issues in this respect.

The solid principle of learning based on “involvement” is essential in English speaking, as stated in Benjamin

Franklin‟s quote: “Tell me I forget, show me I may remember, but involve me then I‟ll learn.” (Franklin, 2016)

And so in order to reach perfection in crystal clear pronunciation in English, GTS must go through and learn by

heart how to produce the segments and suprasegmentals above and practice them on these 36 Nasreddin Hodja

tales below very carefully if they don‟t want to run into road accidents in their oral proficiency.

7.1.1 THE CAT AND THE MEAT -- 1►A few times Hodja brought home some meat, but never got a chance

to eat it. 2► His wife either ate it herself or gave it to her friends, 3►and each time Hodja asked for some meat,

she said: 4►“The cat stole it; I ran after it but I couldn‟t catch it.” 5► One day when his wife again told him

6►that the cat had eaten the two kilos of meat he had brought, 7►Hodja grabbed the cat, and weighed it. 8►It weighed two kilos exactly. 9►Hodja then turned to his wife and said: 1O►“If this is the cat, then where is the

meat? 11►But if this is the meat, then where is the cat?”

---------------------------------------------------------------------------------------

7.1.2 [ðǝ ˈkæt◡ǝn ðǝ ˌmiːt] --1►[ǝ ˈfjuː ˌtaɪmz → ɧǝ∘ʤa ˈbrɔːt ˌhoʊm sǝm ∘miːt →→ ∘bʌt ˈnɛvɚ ∘ɠɒt◡ǝ

ˌʧaːns → ∘tʊ◡ˈiːt◡ˌɪt ↘] 2►[hɪz ∘waɪf◡ˈaɪːðɚ r◡∘eɪt◡ɪt hɚˌsełf →→ ∘ɔɚ ˈgeɪv◡ɪt ∘tʊ hɚ ˌfrɛndz ↘]

3►[ǝn◡ˈiːʧ ˌtaɪm → ɧǝ∘ʤa◡ˌaːsƙt fɚ sǝm ˈmiːt →→ ˌʃi ˈsɛd ↘] 4►ðǝ ˈkæt ˌstoʊł◡ɪt →→ aɪ ˈræn◡ˌaːftɚ

r◡∘ɪt → ∘bʌt◡aɪ ˈkʊdnt ˌkæʧ◡ɪt ↘] 5►[ˈwʌn ˌdeːɪ → ∘wɛn hɪz ∘waɪf◡ǝˈgɛn ˌtoʊłd ∘hɪm → 6► ∘ðæt ðǝ






ˈƙæt ɧǝd◡ˌitːn → ðǝ ˈtuː ˌkiːłoʊz◡ǝv ∘miːt → ∘hi ˌhæd ˈbrɔːt →→ 7► ɧǝ∘ʤa ˈɠræbd ðǝ ˌkæt → ∘æn

ˈweːɪd◡ˌɪt ↘] 8►[ɪt ∘weːɪd ˈtuː ˌkiːłoʊz◡ɪɠ∘zæktli ↘] 9►[∘ɧǝˌʤa ∘ðɛn ˈtɜɚnd tǝ hɪz ˌwaɪf → ˌæn ˈsɛd ↘]

1O►[∘ɪf ˈðɪs◡ɪz ðǝ ˌkæt → ∘ðɛn ˈweːɚ r◡ɪz ðǝ ˌmiːt ↗ 11►∘bʌt◡ɪf ˈðɪs◡ɪz ðǝ ˌmiːt → ∘ðɛn ˈweːǝ r◡ɪz

ðǝ ˌkæt↗]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.2.1 THE CLEVEREST MAN IN THE WORLD -- 1►At the time of Hodja, some clever and educated men

were searching for an intel-ligent person 2►who could answer their three questions. 3►They had travelled

through the whole world, and then came to Akshehir. 4►They asked: “Who is the most intelligent man in this

town?” 5►Of course the people of the town brought Hodja to the three men, 6►and they began to ask him.

7►Their first question was: 8►“Where is the central point of the world?” 9►Hodja‟s donkey was with him.

10►So he pointed to his donkey. 11► “Where the front legs of my donkey are, 12►there is the central point of

the world,” 13►answered he in a natural tone. 14►“How can you prove that?” asked one of the men in disbelief. 15►“If you don‟t believe me, 16►you can measure it yourself” Hodja said reassuringly.

17►Measuring did not seem a good idea to them, 18►so they went on to the next question. 19►“How many

stars are in the sky?” one of them asked. 20►To that, Hodja replied again without hesitation: 21►“As many as

the hairs on my donkey‟s mane.” 22►The three men laughed. 23►“If you don‟t believe it” said again Hodja

confidently “you can count them.” 24►The foreigners understood that they couldn‟t get a correct reply from

him. 25►One of them asked him finally: 26►“Can you say how many hairs are in your donkey‟s mane?”

27►“Oh, yes,” answered Hodja promptly to this question as well. 28►“There are exactly the same number of

hairs as you have in your beard. 29►Now don‟t tell me that you don‟t believe that either, 30►because I can

prove it by pulling one hair from your beard and one from my donkey‟s mane. 31►When we pull each hair out

one after the other, 32►you can see at the end that there are the same number of hairs.” 33►The three men

went back to their country, and 34►told everyone that the cleverest man in the world lived in Akshehir. --------------------------------------------------------------------------------------

7.2.2 [ðǝ ˈƙłɛvrǝst ˌmæn◡ɪn ðǝ ∘wɜɚłd] 1►[∘æt ðǝ ˈtaɪm◡ǝv ɧǝˌʤa → sǝm ˈkłɛvɚ r◡ǝn◡∘ɛʤǝˌkeɪtɪd

∘men → wɚ ∘sɜɚʧɪŋ fɚ r◡ǝn◡ɪnˈtɛłɪʤǝnt ˌpɜɚsǝn → 2►ˌhʊ ∘kʊd◡ˈaːnsɚ → ∘ðeːɚ ˈθriː ˌkwɛsʧǝnz ↘]

3►[∘ðeːɪ ɧǝd ˈtrævǝłd ∘θruː ðǝ ˌwɜɚd → ∘æn ðǝn ˈkeɪm tǝ◡ˌʌƙʃɛ∘hɪɚ ↘] 4►[ˌðeːɪ◡ ˈaːskt →→ ∘huː◡ɪz ðǝ

ˈmoʊst◡ɪnˌtɛłɪʤǝnt ∘mæn → ∘ɪn ˈðɪs ˌtaʊn↗] 5►[∘ɑf ∘kɔːɚs ðǝ ˈpiːpł◡ǝv ðǝ ˌtaʊn → ˈbrɔːt ɧǝˌʤa → ∘tʊ

ðǝ ˈθriː ˌmen ↘] 6[∘æn ∘ðeːɪ bɪˈgæn tǝ◡ˌaːsƙ him ↘] 7► [∘ðeːɚ ˈfɜɚst ˌƙwɛsʧǝn wǝz ↘] 8►[∘weːɚ r◡ɪz ðǝ

ˈsɛntrǝł ˌpɔɪnt ǝv ðǝ◡∘wɜɚłd↗] 9►[ɧǝˌʤaz ˈdɒŋƙi wǝz wɪθ ∘hɪm ↘] 10►[∘soʊ hi ˈpɔɪntɪd tǝ hɪz ˌdɒŋƙi ↘]

11►[∘weːɚ ðǝ ˈfrɒnt ˌlɛɠz◡ǝv maɪ ∘dɒŋƙi◡∘aːɚ →→ 12►∘ðeːɚ r◡ɪz ðǝ ˈsɛntrǝł ˌpɔɪnt◡ǝv ðǝ ∘wɜɚłd

→→13► ˈaːnsɚd ∘hi◡ˌɪn◡ǝ → ˈmoʊst ˌnæʧrǝł ∘toʊn ↘] 14►[ˈhaːʊ ∘kæn ∘jʊ ˌpruːv ∘ðæt →→ ˈaːsƙt ðǝ

ˌmɛn◡ɪn ∘dɪsbǝ∘łiːf ↘] 15►[∘ɪf jǝ ˈdoʊnt bǝˌłiːv ∘mi →→ 16►jǝ ∘kæn ˈmɛʒɚ r◡ɪt jɚˌsɛłf → ∘ɧǝˌʤa ˌsɛd

∘rɪǝˈʃuːǝrɪŋłi ↘] 17►[∘mɛʒǝrɪŋ dɪd ˈnɒt ˌsiːm → ǝ ˈgʊd◡ aɪˌdɪǝ tǝ ∘ðɛm ↘] 18►[ˌsoːʊ ∘ðeɪ ˈwɛnt◡ɒn → ∘tʊ

ðeɚ ˈnɛƙst ˌƙwɛsʧǝn ↘] 19►[ˈhaːʊ ∘mɛni ˌstaɚz◡aːɚ → r◡ˌɪn ðǝ ˈskaːɪ↗ →→ ˌwʌn◡ǝv ∘ðɛm◡ˈaːsƙt ↘]

20►[tǝ ∘ðæt ɧǝˌʤa rǝˈpłaːɪd◡ǝ∘gɛn → wɪˌθaʊt ∘hɛzɪˈteɪʃǝn ↘] 21►[ǝz ˈmɛni◡∘æs ðǝ ˌheːɚz → ∘ɒn maɪ

ˈdɒŋƙiz ˌmeɪn ↘] 22►[ðǝ ˈθriː mɛn ˌłaːft ↘] 23►[∘ɪf jǝ ˈdoʊnt bǝˌłiːv◡ɪt →→ ∘sɛd◡ǝˌgɛn ɧǝ∘ʤa

ˈƙɒnfɪdǝntłi →→ ∘jʊ kǝn ˈkaʊnt ˌðɛm ↘] 24►[ðǝ ˈfɒrǝnɚz◡∘ʌndɚˌstʊd ∘ðæt → ðeɪ ˈƙʊdnt ∘gɛt◡ǝ ƙǝˌrɛƙt

rɪ∘płaːɪ → frǝm ∘hɪm ↘] 25►[ˈwʌn◡ǝv ∘ðɛm◡ˌaːskt hɪm ∘faɪnǝłi ↘] 26►[ˌkæn jǝ ˈseːɪ → ˈhaːʊ ∘mɛni

ˌheɚz◡aːɚ → r◡ɪn ðǝ ˈdɒŋƙiz ˌmeɪn↗] 27►[ˈoːʊ ˌjɛs → ˈaːnsɚd ɧǝˌʤa ∘prɒmptłi → tǝ ˈðɪz ˌkwɛsʧǝn◡ɚz

∘wɛł ↘] 28►[ˌðeːɚ r◡∘aːɚr◡ɪɠˈzæƙtłi → ðǝ ˈseɪm ˌnʌmbɚ r◡ǝv ∘heɚz →→ ∘æz jʊ ˈhæv◡ɪn jɚ ˌbɪɚd ↘]

29 [∘naːʊ ˈdoʊnt ˌtɛł mi ∘ðæt →→ jǝ ˈdoʊnt bǝˌłiːv ∘ðæt◡∘aɪðɚ ↘] 30►[bɪˌkɒz◡∘aɪ ƙǝn ˈpruːv◡ɪt →→ baɪ

∘pʊłɪŋ ˈwʌn ˌheːɚ frǝm ðǝ ∘bɪɚd → ∘ænd ˈwʌn frǝm maɪ ˌdʌŋƙiz ∘meɪn ↘] 31►[∘wɛn wi ∘pʊł◡ˈiːʧ ˌheːɚ

r◡aʊt → ˈwʌn◡ ∘aːftɚ ði◡ˌʌðɚ →→ 32►jǝ ∘ƙæn ˈsiː◡ǝt ði◡ˌɛnd ∘ðæt → ∘ðeːɚ r◡aːɚ ðǝ ˈseɪm ˌnʌmbɚ

r◡ǝv ∘heːɚz ↘] 33►[ðǝ ˈθriː ˌmɛn → ˌwɛnt ˈbæƙ tǝ ðeɚ ∘kʌntri →→ 34►∘æn ˌtoʊłd◡ ˈɛvri∘wʌn ∘ðæt

→→ ðǝ ˈƙłɛvrǝst ˌmæn◡ɪn ðǝ ∘wɜɚłd → ˌlɪvd◡ɪn◡ˈʌƙʃehɪɚ ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.3.1 LOOKING FOR THE LOST RING -- 1►One day, Hodja lost his ring. 2►He searched and searched,

but couldn‟t find it. 3►Then he got out the house and 4►began to search the ring on the road. 5►People

passing by asked him: 6►“Hodja Effendi, what are you doing?” 7►“I‟ve lost my ring at home, and now I‟m



searching it” said he. 8►“Why don‟t you search it inside?” they asked. 9►“Inside the house is too dark,” was

Hodja‟s response, 1O►and he explained further: 11►“I can‟t see anything there, 12►that‟s why I‟m searching

my ring here outside.”

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7.3.2 [∘łʊƙɪŋ fɔɚ ðǝ ˈłɒst ˌrɪŋ] -- 1►[ˈwʌn ˌdeːɪ → ɧǝ∘ʤa ˈłɒst hɪz ˌrɪŋ ↘] 2►[hi ˈsɜɚʧt◡ǝn ˌsɜɚʧt →→

∘bʌt ˈƙʊdnt ˌfaɪnd◡ɪt ↘] 3►[∘ðɛn hi ˈɠɒt◡aʊt ðǝ ˌhaʊs → ∘ænd 4► bɪˈgæn tǝ ˌsɜɚrʧ ðǝ ∘rɪŋ → ˌɒn ðǝ ˈroʊd

↘] 5►[ˌpiːpǝł ˈpaːsɪŋ ∘baːɪ → ˈaːskt ˌhɪm ↘] 6► [ɧǝˈʤa◡ǝˌfɛndi → ˈwɒt◡aːɚ ∘jʊ ˌduːɪŋ↗] 7►[aɪv ˈłɒst maɪ

ˌrɪŋ◡ǝt ∘hoʊm →→ ˌæn ˈnaːʊ → ˌaɪm ˈsɜɚʧɪŋ◡∘ɪt →→ ˌsɛd ˈhi ↘] 8►[ˈwaːɪ ˌdoʊnt ∘jʊ →

ˌsɜɚʧ◡∘ɪt◡ɪnˈsaɪd↗ ˌðeːɪ◡ˈaːsƙt ↘] 9► [ɪnˈsaɪd ðǝ ˌhaʊs → ∘ɪt◡ɪz ˈtuː ˌdaɚƙ →→ ∘wʌz ɧǝˈʤaz rɪˌspɒns

↘] 1O►[∘ænd hi◡ɪƙsˈpłeɪnd ˌfɜɚðɚ ↘] 11►[aɪ ˈƙaːnt ∘siː◡ˌɛni∘θɪŋ ∘ðeːɚ →→12►ˈðæts ˌwaːɪ → ∘aɪm

ˈsɜɚʧɪŋ maɪ ˌrɪŋ → ˌhɪːɚ r◡∘aʊtˈsaɪd ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.4.1 THE DAYS OF RAMADAN -- 1►In Ramadan, a special month for Moslems, 2►Hodja began it by

putting a stone in a cup, 3►to know which day it was. 4►So, every morning he put a stone into his cup,

5►without knowing that one of his friends also put a handful of stones in it 6►to play a trick on him. 7►A few

days later a man asked Hodja: 8►“Hodja Effendi, how many days have passed since we started Ramadan?” 9►Hodja told him to wait for a minute, ran to his cup, counted the stones, 1O►came back and said: 11►“Up

to today 45 days of Ramadan have passed.” 12►“But Hodja,” said the man. 13►“There are only 30 days in a

month. 14►How is it possible?” 15►“Oh, be satisfied with that,” said Hodja. 16►“If you yourself had counted

the stones in the cup, 17►you would have seen 18►that today is the hundred-and-twentieth day of Ramadan.”

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7.4.2 [ðǝ ˈdeːɪz◡ǝv ˌræmǝ∘dæn] -- 1►[ɪn ˈræmǝˌdæn →→ ǝ ˈspɛʃł ∘mʌnθ fɚ ˌmɒzłǝms →→ 2►ɧǝˌʤa

bɪˈgæn◡∘ɪt → baɪ ˈpʊtɪŋ◡ǝ ˌstoʊn◡ɪn◡ǝ ∘ƙʌp → 3►tǝ ∘noːʊ ˈwɪʧ ˌdeːɪ◡ ɪt ∘wɒz ↘] 4►[∘soːʊ◡ˈɛvri

ˌmɔɚnɪŋ → hi ˈpʊt◡ǝ ˌstoʊn◡∘ɪntǝ hɪz ∘ƙʌp → 5►wɪˈθaʊt ˌnoːʊɪŋ ∘ðæt → ˈwʌn ǝv hɪz ˌfrɛndz → ˈɔːł∘soʊ

ˌpʊt◡ǝ → ˈhændfł◡ǝv ˌstoʊnz◡ɪn◡∘ɪt → 6►tǝ ˌplɛːɪ◡ǝ ˈtrɪƙ◡ɒn ∘hɪm ↘] 7►[ǝ ˈfjuː ˌdeːɪz ∘lɛɪtɚ → ǝ

ˌmæn◡ˈaːsƙt ɧǝ∘ʤa ↘] 8►[ɧǝˈʤa◡ ǝˌfɛndi → ˈhaːʊ ∘mɛni ˌdeːɪz ɧǝv ∘paːst → ∘sɪns wi ˈstaɚtɪd

ˌræmǝ∘dæn↗] 9►[ɧǝˌʤa ˈtoʊłd ∘hɪm tǝ → ˈweɪt fɚ r◡ǝ ˌmɪnɪt →→ ˈræn tǝ hɪz ˌƙʌp → ˈƙaʊntɪd ðǝ ˌstoʊnz

→→ 1O►ˌkeɪm ˈbæƙ◡ǝnd ∘sɛd ↘] 11►[ˈʌp ∘tʊ tǝˌdeːɪ → ∘fɔɚtiˈfaɪv ˌdeɪz◡ǝv ∘ræmǝ∘dæn → ˌhæv ˈpaːsd

↘] 12►[ˌbʌt ɧǝˈʤa → ˌsɛd ðǝ ˈmæn →→ 13►ˌðeːɚ◡aːɚ r◡ˈoʊnłi → ˈθɜɚti ˌdeːɪz◡ɪn◡ǝ ∘mʌnθ ↘]

14►[ˈha:ʊ◡ɪz◡ɪt ˌpɒsɪbł↗] 15►[ˈoːʊ → ∘bi ˈsætɪs-ˌfaːɪd wɪθ ∘ðæt ↘] [ˌsɛd ɧǝˈʤa ↘] 16►[ɪf ∘jʊ jɚˈsɛłf ɧǝd

ˌƙaʊntɪd → ðǝ ˈstoʊnz◡ɪn ðǝ ˌƙʌp →→ 17►ˌjʊ wʊd ɧǝv ˈsiːn ∘ðæt → tǝˈdeːɪ◡ˌɪz ðǝ → ˈɧʌndrǝd◡ǝn

ˌtwɛntɪǝθ ∘deːɪ◡ǝv ∘ræmǝˌdæn ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.5.1 DELIVERING A SERMON -- 1►Once, Nasreddin was invited to deliver a sermon. 2►When he got on

the pulpit, he asked the congregation: 3►“Do you know what I am going to say?” 4►The audience re-plied:

“No.” 5►So he announced 6►“I have no desire to speak to people who don‟t even know what I will be talking

about,” and he left. 7►The people felt embarrassed and called him back again the next day. 8►This time, when

he asked the same question, the people replied “Yes.” 9►So Nasreddin said, “Well, since you already know

what I am going to say, 10►I will not waste any more of your time,” and he left. 11►Now the people were

really perplexed. 12►They decided to try one more time, 13►and once again invited Hodja to speak the

following week. 14►Once again he asked the same question: 15►“Do you know what I am going to say?” 16►Now the people were prepared, 17►and so half of them answered “Yes,” while the other half replied “No.”

18► So Nasreddin said: 19►“The half who know what I am going to say, 20►should then tell it to the other

half,” and he left.”

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7.5.2 [dǝˈłɪvrɪŋ◡ǝ ˌsɜɚmn] -- 1►[∘wʌns ˌnæsrǝdˈdɪn wǝz◡ɪn∘vaɪtɪd → tǝ dǝˈłɪvɚ r◡ǝ ˌsɜɚmn ↘]

2►[∘wɛn hi ˈɠɒt◡ɒn ðǝ ˌpʊłpɪt → hi◡ˈaːsƙt ðǝ ∘ƙɒŋɠrɪˌgeɪʃn ↘] 3►[ˌdʊ ∘jʊ ˈnoːʊ → ˌwɒt◡aɪm ˈɠoːʊɪŋ tǝ

∘seːɪ↗] 4►[ði◡ˈɔːdɪǝns rǝˌpłaːɪd →→ ˈnoːʊ ↘] 5►[ˌsoːʊ hi◡ ǝˈnaʊnst →→ 6►aɪ ∘hæv ˈnoːʊ dɪˌzaːɪɚ tǝ

∘spiːƙ tǝ → ∘piːpł hʊ ˈdoʊnt◡∘iːvn ˌnoːʊ →→ ∘wɒt aɪ ˌwɪł bi ˈtɔːƙɪŋ◡ǝ∘baʊt ↘] [ˌæn hi ˈlɛft ↘] 7►[ðǝ

ˌpiːpł ∘fɛłt◡ ɪmˈbærǝst → ∘æn ˈƙɔːłd hɪm ˌbæƙ◡ǝ∘gɛn → ðǝ ˈnɛƙst ˌdeːɪ ↘] 8►[ˈðɪs ˌtaɪm → ˌwɛn hi◡ˈaːsƙt

∘ðɛm → ðǝ ˈseɪm ˌƙwɛsʧn → ðǝ ˌpiːpł rǝˈpłaːɪd → ˈjɛs ↘] 9► [∘soʊ ˌnæsrǝdˈdɪn ∘sɛd ↘] [ˈwɛł → ˌsɪns



jǝ◡ɔːłˈrɛdi ∘noːʊ → ˈwɒt◡∘aɪm ˌɠoːʊɪŋ tǝ ∘seːɪ → ∘aɪ wɪł ˈnɒt ˌweɪst → ˈɛni ˌmɔːɚ r◡ǝv jɚ ∘taɪm →→ ˌæn

hi ˈlɛft ↘] 1O► [ˌnaːʊ ðǝ ˈpiːpł ∘wɜːɚ → ˌrɪǝłi pɚˈpłɛƙst ↘] 11►[∘ðeːɪ dɪˈsaɪdɪd tǝ ˌtraːɪ → ˈwʌn ˌmɔːɚ ∘taɪm

→→ ∘ænd 12►ˈwʌns◡ǝˌgɛn →→ ɪnˈvaɪtɪd ɧǝˌʤa tǝ → ∘spiːƙ ðǝ ˈfɒłoʊɪŋ ˌwiːƙ ↘] 13►[ˈwʌns◡ ǝˌgɛn →

hi◡∘aːsƙt ðǝ ˈseɪm ˌƙwɛsʧǝn ↘] 14►[ˌdʊ ∘jʊ ˈnoːʊ → ˈwɒt◡aɪm ∘ɠoːʊɪŋ tǝ ˌseːɪ ↘] 15►[ˈnaːʊ ðǝ ˌpipł wɜːɚ

prɪˈpeɪd →→ 16►ˌæn ˈsoːʊ → ˈhaːf◡ǝv ˌðɛm◡∘aːnsɚd → ˈjɛs ↘] [∘waɪł ði◡ˈʌðɚ ˌhaːf rǝ∘płaːɪd → ˈnoʊ [

↘] 17► [∘soʊ ˌnæsrǝdˈdɪn ∘sɛd →→ 18►ðǝ ˈhaːf hʊ ˌnoːʊ → ˈwɒt◡aɪ◡æm ˌɠoːʊɪŋ tǝ ∘seːɪ → 19►∘ʃʊð

ˈðɛn ˌtɛł◡ɪt tǝ → ði◡ˈʌðɚ ˌhaːf → ˌænd hi ˈlɛft ↘ ]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.6.1 EAT MY FUR COAT -- 1►Hodja was invited out to dinner. 2►He went there in his old clothes, 3►but

nobody was interested in him. 4►When he found a few minutes to spare, 5►he rushed home and collected his

fur coat. 6►When he came back, he was treated with great respect. 7►Everybody wanted to speak to him.

8►When they sat down for dinner, he said: 9► “Eat, my fur coat, eat!” 1O►And he explained this to the

curious people: 11►“If this regard is for my coat, it must eat also.”

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7.6.2 [ˈiːt ∘maɪ ˌfɜːɚ∘ƙoʊt] -- 1►[ɧǝˌʤa wǝz◡ɪnˈvaɪtɪd◡aʊt tǝ ∘dɪnɚ ↘] 2►[hi ˈwɛnt ˌðeːɚ →→ r◡∘ɪn

hɪz◡ˈoʊłd ˌƙłoʊðz →→ 3►∘bʌt ˈnoːʊ∘bɒdi wǝz◡ˌɪntrǝstɪd◡ɪn ∘hɪm ↘] 4► [∘wɛn hi ∘faʊnd◡ǝ ˈfjuː

ˌmɪnɪts tǝ ∘speːɚ → 5►hi ˈrʌʃt ˌɧoʊm → ∘ænd ƙǝˈłɛƙt-ɪd hɪz ˌfɜːɚ∘ƙoʊt ↘] 6►[∘wɛn hi ˈkeɪm ˌbæƙ → ∘hi

wǝz ∘triːtɪd wɪθ ˈgreɪt rɪˌspɛƙt ↘] 7►[ˈɛvri∘bɒdi ˌwɒntɪd tǝ → ˈspiːƙ tǝ ˌhɪm ↘] 8►[∘wɛn ðeɪ ˈsæt ˌdaʊn fɚ

∘dɪnɚ → ˌhi ˈsɛd ↘] 9►[ˌiːt → ∘maɪ ˈfɜːɚ ˌƙoʊt → ˈiːt ↘] 1O► [ˌænd hi◡ɪƙˈspłɛɪnd ðɪs → ∘tʊ ðǝ ˈƙjuːrɪǝs

ˌpiːpł ↘] 11►[ɪf ∘ðɪs rɪˈɠaɚd◡ɪz fɚ maɪ ˌƙoʊt → ˈɪt ∘mʌst◡ ˌiːt◡∘ɔːł∘soːʊ ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.7.1 EVERYONE IS RIGHT -- 1►Once when Nasreddin Hodja was serving as judge, 2►one of his

neighbours came to him with a complaint against a fellow neighbour. 3►Hodja listened to the charges carefully, then said. 4►“Yes, dear neighbour, you are quite right.” 5►Then the other neighbour came to him.

6►Hodja listened to his defence carefully, and then concluded, 7►“Yes, dear neighbour, you are quite right.”

8►Hodja‟s wife, having listened in on the entire proceeding, said to him: 9►“Husband, both men cannot be

right.” 1O►Hodja answered: 11►“Yes, dear wife, you are also quite right.”

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7.7.2 [ˈɛvri∘wʌn◡ɪz ˌraɪt] -- 1►[ˈwʌns ˌwɛn → ∘næsrǝdˈdɪn ∘ɧǝˌʤa → ∘wɒz ˈsɜɚvɪŋ◡ǝz ˌʤʌʤ →→ 2►

ˈwʌn◡ǝv hɪz ˌneɪbɚz → ˈkeɪm tǝ ˌhɪm → ˌwɪð◡ǝ ƙǝmˈpłɛɪnt → ǝ∘gɛnst◡ǝ ˈfɛłoːʊ ˌneɪbɚ ↘] 3►[ɧǝ∘ʤa

ˈlɪsǝnd ∘tʊ ðǝ ˌʧaɚʤɪz ∘keːɚfǝłi → ˌðɛn ˈsɛd ↘] 4►[ˈjɛs → ˈdɪɚ ˌneɪbɚ → ∘jʊ◡aːɚ ˈƙwaɪt ˌraɪt ↘] 5►[∘ðɛn

ði◡ˈʌðɚ ˌneɪbɚ → ˌkeɪm tǝ ˈhɪm ↘] 6►[ɧǝ∘ʤa ˈlɪsǝnd tǝ hɪz dɪˌfɛns ∘keɚfǝłi → ∘ænd ˌðɛn ƙǝnˈƙłuːdɪd ↘]

7►[ˈjɛs → ˈdɪɚ ˌneɪbɚ → ∘jʊ◡aːɚ ˈƙwaɪt ˌraɪt ↘] 8►[ɧǝˌʤaz ˈwaɪf → ˌhævɪŋ ˈlɪsǝnd◡ɪn → ∘ɒn ðǝ◡ɪnˈtaːɪɚ

prǝ-ˌsiːdɪŋ → ˌsɛd tǝ ˈhɪm ↘] 9►[ˈɧʌsbǝnd →→ ˈboʊθ ˌmɛn → ˈƙæ∘nɒt bi ˌraɪt ↘] 1O►[ɧǝˌʤa◡ˈaːnsɚd ↘]

11►[ˈjɛs → ˌdɪːɚ ˈwaɪf → ∘jǝ◡aːɚ r◡ˈɔːłˌsoːʊ → ˈƙwaɪt ˌraɪt ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.8.1 FAITH MOVES MOUNTAINS -- 1►Hodja, boasting about the power of his faith, once said: 3►“If

your faith is strong enough, you can pray for that mountain to come to you, and it will come.” 4►However a

sceptic challenged him, 5►pointing to a mountain in the distance. 6►Hodja prayed fervently, 7►but the

mountain did not move. 8►He prayed more, but the mountain remained un-moved. 9►Finally Hodja got up

walking from his knees and 1O►began walking toward the mountain. 11►“I am a humble man,” he said, 12►

“and the faith of Islam is a practical one. 13►If the mountain will not come to Hodja, 14►then Hodja will go to

the mountain.”

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7.8.2 [ˌfeɪθ ∘muːvz ˈmaʊntǝnz] -- 1►[ɧǝˌʤa → ˈboʊstɪŋ◡ǝˌbaʊt ðǝ → ˈpaːʊɚ r◡ǝv ∘hɪz ˌfeɪθ → ˈwʌns

ˌsɛd ↘] 2►[ˌɪf jɚ ˈfeɪθ◡ɪz ˈstrɒŋ◡ɪˌnaf → 3►∘jʊ ƙǝn ˈpreːɪ fɚ ∘ðæt ˌmaʊntǝn → tǝ ˈƙʌm ∘tʊ ˌjʊ →→

ˌæn◡ɪt ∘wɪł ˈƙʌm ↘] 4►[∘haːʊ∘ɛvɚ r◡ǝ ˌskɛptɪƙ ˈʧæłǝnʤd hɪm → 5►∘pɔːɪntɪŋ ∘tʊ◡ǝ ˈmaʊntǝn◡ɪn ðǝ

ˌdɪstǝns ↘] 6►[ɧǝ∘ʤa ˌpreːɪd ˈfɜɚvǝntłi → 7►∘bʌt ðǝ ∘maʊntǝn dɪd ˈnɒt ˌmuːv ↘] 8►[hi ˌpreːɪd ˈmɔːɚ →

∘bʌt ðǝ ˌmaʊntǝn rɪ∘meɪnd◡ǝnˈmuːvd ↘] 9►[ˌfaɪnǝłi ɧǝˌʤa ˈɠɒt◡ǝp frǝm hɪz ∘niːz →→∘æn bɪˈgæn ˌwɔːƙɪŋ

→ 1O►ˌtwɔːɚd ðǝ ˈmaʊntǝn ↘] 11►[aɪ◡ˌæm◡ǝ ˈɧʌmbł ˌmæn → ˌhi ˈsɛd ↘] 12►[ˌæn ðǝ



ˈfeɪθ◡ǝv◡ˌɪzłǝm → ∘ɪz◡ǝ ˈpræƙtɪƙł ˌwʌn ↘] 13► [∘ɪf ðǝ ∘maʊntǝn wɪł ˈnɒt ∘ƙʌm tǝ ɧǝˌʤa → 14►∘ðɛn

ɧǝˈʤa wɪł ˌɠoːʊ → ˌtʊ ðǝ ˈmaʊntǝn ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.9.1 FLOUR ON THE CLOTHESLINE -- 1►A neighbour came to Hodja‟s door, and asked to borrow a

clothesline from him. 2►“Let me ask my wife,” replied Hodja disappearing inside. 3►He returned a short time

later with the answer: 4►“I am sorry, dear friend, but we cannot lend you our clothesline, 5►“for we have

sprinkled flour on it.” 6►“When would a per-son ever sprinkle flour on a clothesline?” 7►asked the neighbour

in disbelief. 8► “When you don‟t want to lend it” was Hodja‟s answer.

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7.9.2 [ˈfłaʊɚ r◡ɒn ðǝ ˌƙłoʊðz∘łaɪn] -- 1►[ǝ ˈneɪbɚ ˌkeɪm → ∘tʊ ɧǝˈʤaz ˌdɔːɚ →→ ∘r◡æn◡ˈaːsƙt tǝ

ˌbɒroːʊ → ǝ ˈƙłoʊðz∘łaɪn frǝm ˌhim ↘] 2►[∘lɛt mi◡ˈaːsƙ maɪ ˌwaɪf →→ rǝˈpłaːɪd ɧǝˌʤa →

∘dɪsǝˈpɪɚrɪŋ◡ɪnˌsaɪd ↘] 3►[ˌhi rɪˈtɜɚnd → ǝ ˈʃɔːɚt ˌtaɪm ∘leɪtɚ → ˌwɪθ ði◡ˈaːnsɚ ↘] 4►[∘aɪ◡ˌæm ˈsɔːɚri

→ ˈdɪɚ ˌfrɛnd → ∘bʌt wi ˈƙæ∘nɒt ˌlɛnd ∘jʊ → ∘aʊɚ ˈƙłoʊðzˌłaɪn → 5► ∘fɔɚ wi ˌhæv ˈsprɪŋƙłd → ˈfłaʊɚ

r◡ɒn◡ˌɪt ↘] 6►[ˈwɛn ∘wʊd◡ǝ ˌpɜɚsn →→ ˈɛvɚ ˌsprɪŋƙł ∘fłaʊɚ → r◡∘ɒn◡ǝ ˈƙłoʊðzˌłaɪn↗] 7►[ˌaːsƙt ðǝ

ˈneɪbɚ → r◡∘ɪn ˌdɪsbǝˈłiːf ↘] 8►[∘wɛn jǝ ˈdoʊnt ˌwɒnt tǝ ∘lɛnd◡ ɪt →→ ∘wɒz ɧǝˈʤaz◡ˌaːnsɚ ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.10.1 HODJA’S DREAM -- 1►In his dream, some people gave Hodja nine gold coins, 2►but Hodja wanted ten. 3► So he refused them. 4►Suddenly he awoke, and saw that his hands were empty. 5►So he quickly

closed his eyes again and said: 6►“It‟s okay, I‟ll take the nine coins.”

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7.10.2 [ɧǝˈʤaz ˌdriːm] -- 1►[ˌɪn hɪz ˈdriːm → ˈsʌm ˌpiːpł → ˌgeɪv ˈɧǝʤa → ˈnaɪn ˌɠoːʊłd ∘ƙɔːɪnz →→

2►[∘bʌt ɧǝˌʤa ∘wɒntɪd ˈtɛn ↘] 3►[ˌsoːʊ hi rɪˈfjuːzd ∘ðɛm ↘] 4►[ˈsʌdnłi hi◡ǝˌwoʊƙ →→ ˌæn ˈsɔː → ∘ðæt

hɪz ˈhændz ∘wɜɚ r◡ˌɛmpti ↘] 5►[∘soːʊ hi ˈƙwiƙłi ˌƙłoʊzd hɪz◡∘aːɪz◡ǝ∘gɛn → ˌæn ˈsɛd ↘]

6►[∘ɪt◡ˌɪz◡oʊˈkeːɪ → ∘aɪł ∘teɪƙ ðǝ ˈnaɪn ˌƙɔːɪnz ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.11.1 HODJA’S WRITING -- 1►One day, a man asked Hodja to write a letter for him. 2►“Where will the

letter go to?” Hodja asked. 3►“To Baghdad,” said the man. 4►“I cannot go there, it‟s too far” Hodja told him.

5►“But you don‟t have to go; the letter will go there” said the man. 6►And Hodja explained: 7►“Nobody can

read what I write. 8►Therefore I must go there to read it myself.”

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7.11.2 [ɧǝˌʤaz ˈraɪtɪŋ] -- 1►[ˈwʌn ˌdeːɪ → ǝ ∘mæn◡ˈaːsƙt ɧǝˌʤa → tǝ ˈraɪt◡ǝ ˌlɛtɚ fɚ ∘hɪm ↘] 2►[ˈweːɚ

∘wɪł ðǝ ˌlɛtɚ ∘ɠoːʊ tǝ↗ ɧǝˌʤa◡ˈaːsƙt ↘] 3►[tǝ ˈbæɠ-ˌdæd → ˈsɛd ðǝ ˌmæn ↘] 4►[aɪ ˈƙæ∘nɒt ˌɠoːʊ ∘ðeːɚ

→ ∘ɪts ˈtuː ˌfaːɚ →→ ɧǝ∘ʤa ˈtoʊłd ˌhɪm ↘] 5►[∘bʌt jǝ ˈdoʊnt ∘hæf tǝ ˌɠoːʊ ∘ðeːɚ ↘] 6►[ðǝ ˈlɛtɚ wɪł ˌɠoːʊ

∘ðeːɚ →→ ˈsɛd ðǝ ˌmæn ↘] 7►[∘ænd ɧǝˌʤa◡ɪƙsˈpłeɪnd ↘] 8►[ˈnoʊ∘bɒdi ƙǝn ˌriːd → ˌwɒt◡aɪ ˈraɪt →→

9►ˈðeːɚˌfɔːɚ → ∘r◡aɪ ˈmʌst ˌɠoːʊ ∘ðeːɚ → tǝ ˈriːd◡∘ɪt maɪˌsɛłf ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.12.1 WHERE TO GO -- 1►The people asked Hodja: 2►“Dear Hodja, tell us about where we should we go

3► in a funeral procession; 4►in front, at the back, or at the side?” 5►Hodja answered: 6►“It doesn‟t matter

where you go, as long as you don‟t go inside the coffin.”

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7.12.1 [ˈweːɚ tǝ ˌgoːʊ] -- 1►[ðǝ ∘pɪːǝpł◡ˈaːsƙt ∘ɧǝˌʤa ↘] 2►[ˈdɪːɚ ɧǝˌʤa → ˈtɛł◡∘ʌs◡ ǝˌbaʊt →→

ˈweːɚ wi ∘ʃʊd ˌgoːʊ → 3►∘ɪn◡ǝ ˈfjuːnǝrǝł prǝˌsɛʃǝn↗] 4►[ˌɪn ˈfrɒnt ↗ ˌæt ðǝ ˈbæƙ ↗ ˌɔːɚ r◡∘æt ðǝ

ˈsaɪd↗] 5►[ɧǝˌʤa◡ ˈaːnsɚd ↘] 6► [∘ɪt ˈdʌznt ˌmætɚ → ˈweːɚ jǝ ˌgoːʊ → ˌæz ˈłɒŋ◡ǝz → jǝ ˈdoʊnt

∘goːʊ◡ɪn∘saɪd ðǝ ˌƙɒfɪn ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.13.1 THE MIRACLE OF THE TURBAN -- 1►One day, a man brought a letter to Hodja, and said:

2►“Hodja Effendi, please read it to me.” 3►Hodja saw that it was written in a foreign language, and said:

4►“I cannot read that, it isn‟t written in Turkish.” 5►The man became angry: 6►“You are a teach-er. 7►You

should be ashamed of your turban! 8►You cannot read a letter.” 9►Hodja put the turban on the head of the

man, and said: 10►“If the miracle is on the turban, take it and read the letter by yourself.”

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7.13.2 [ðǝ ˈmɪrǝƙł◡ǝv ðǝ ˌtɜɚbn] -- 1►[ˈwʌn ˌdeːɪ → ǝ ∘mæn ˈbrɔːt◡ǝ ˌlɛtɚ tǝ ɧǝ∘ʤa → ˌæn ˈsɛd ↘] 2►

[ɧǝˈʤa◡ǝˌfɛndi → ˈpłiːz ˌriːd◡ɪt tǝ ∘mi ↘] 3►[ɧǝˌʤa ˈsɔː → ∘ðæt ˌɪt wǝz ˈrɪtn → ∘ɪn◡ǝ ˈfɒrɪn ˌłæŋɠwɪʤ →→

ˌænd ˈsɛd ↘] 4►[∘aːɪ ˈƙæ∘nɒt ˌriːd ∘ðæt → ∘ɪt◡ˈɪznt ˌrɪtn◡ɪn ∘tɜɚƙɪʃ ↘] 5►[ðǝ ˌmæn bɪ∘keɪm◡ˈæŋri ↘]

6►[ˌjuː◡∘aːɚ◡r◡ǝ ˈtiːʧǝ ↘] 7►[jǝ ∘ʃʊd bi◡ǝˈʃeɪmd ◡ǝv jɚ ˌtɜɚbn →→ 8►jǝ ˈƙæ∘nɒt ˌriːd◡ǝ∘lɛtɚ ↘]

9►[ɧǝ∘ʤa ˈpʊt ðǝ ˌtɜɚbn → ∘ɒn ðǝ ˈhɛd◡ǝv ðǝ ˌmæn →→ ˌæn ˈsɛd ↘] 10►[∘ɪf ðǝ ˈmɪrǝƙł◡ɪz◡∘ɒn ðǝ ˌtɜɚbn

→ ˈteɪƙ◡ˌɪt → ∘ænd ˈriːd ðǝ ˌlɛtɚ → ˌbaɪ jɚˈsɛłf ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.14.1 MISTAKES IN THE BOOKS -- 1►At the time of Temur, no one was allowed to carry a knife or a

gun. 2►One day, the soldiers caught Hodja with a big knife. 3►The head of the soldiers shouted: 4► “Don‟t

you know that you are not allowed to carry a knife.” 5►“But, I use it to scratch out the mistakes in the books”

said Hodja. 6►“But why is your knife so big?” they asked. 7►“Because the mistakes in them are that big” was

his answer.

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7.14.2 [mɪˈsteɪƙz◡ɪn ðǝ ˌbʊƙs] -- 1►[∘æt ðǝ ˈtaɪm◡ǝv ˌtɛmɚ → ˈnoːʊ∘wʌn wǝz◡ǝˌłaːʊǝd → tǝ ˈƙæri◡ǝ

ˌnaɪf → ˌɔːǝ r◡ǝ ˈgʌn ↘] 2►[ˈwʌn ˌdeːɪ → ðǝ ˈsoʊłʤɚz ˌƙɔːt ɧǝ∘ʤa → ∘wɪθ◡ǝ ˈbɪɠ ˌnaɪf ↘] 3►[ðǝ

ˈhɛd◡ǝv ðǝ ∘soʊłʤɚz ˌʃaʊtɪd ↘] 4►[ˈdoʊnt ∘jʊ ˌnoːʊ → ∘ðæt jʊ◡aːɚ ˈnɒt◡ǝˌłaʊǝd → tǝ ˈƙæri◡ǝ ˌnaɪf ↘]

5►[∘bʌt◡aɪ ˌjuːz◡ɪt → tǝ ˈsƙræʧ◡ˌaʊt → ðǝ mɪˈsteɪƙs◡ɪn ðǝ ˌbʊƙs → ˌsɛd hǝˈdʒa ↘] 6►[ˌbʌt ˈwaːɪ◡ɪz ðǝ

ˌnaɪf → ˈsoʊ ˌbɪɠ↗ ˌðeːɪ◡ˈaːsƙt ↘] 7►[bɪˌƙɒz ðǝ mɪˈsteɪƙs → ∘aːǝ ˈðæt ˌbɪɠ → ˌwɑz hɪz◡ˈaːnsɚ ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.15.1 THE NEXT WORLD -- 1►One day, while Hodja was walking in a cemetery, 2►he suddenly fell into

a newly dug grave. 3►While he was cleaning the dirt from his clothes he wondered whether the angels would come or not, 3►so he lay back in the grave. 4►He closed his eyes and started to dream. 5►He dreamt that he

heard the sound of mules, bells and human beings 6►coming nearer and nearer. 7►He awoke wondering what

on earth was happening and 8►jumped out of the grave and startled the mules. 9►The owners of the mules

who became very angry at this, 10►caught hold of Hodja and asked him: 11► “Who are you?” 12►Hodja

answered: 13►“I was in the next world, and am now returning to see this one.” 14►“Come on friends, we‟ll

show him what this world is like,” 15►said one of them, and they proceeded to beat Hodja. 16►Then they took

his clothes and went away. 17►Hodja returned to his house at midnight in his underwear. 18►His wife asked

him: 19►“Where are you coming from like this?” 20►“From the next world,” he replied 21►“What is it like

there?” she asked. 22►“Not bad dear, not bad, if you don‟t disturb the mules.”

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7.15.2 [ðǝ ˈnɛƙst ˌwɜɚłd] -- 1►[ˈwʌn ˌdeːɪ → ∘waɪł ɧǝ∘ʤa wǝz ˈwɔːƙɪŋ◡ɪn◡ǝ ˌsɛmǝtri → 2►hi ˈsʌdnłi

ˌfɛł◡∘ɪntǝ◡ǝ → ˈnjuːłi ˌdʌɠ ∘ɠreɪv ↘] 3►[∘waɪł hi wǝz ˈƙłiːnɪŋ ðǝ ˌdɜɚt frǝm hɪz ∘ƙłoʊðz → hi ˈwʌndɚd

∘wɛðɚ ði◡ˌeɪnʤǝłz → ∘wʊd ˈƙʌm◡ɔɚ ˌnɒt ↘] → 3►∘soːʊ hi ˈlɛːɪ ˌbæƙ◡ɪn ðǝ ∘greɪv ↘] 4►[hi ˈƙłoʊzd

hɪz◡ˌaːɪz → ǝn ˈstaɚtɪd tǝˌdriːm ↘] 5►[hi ˈdrɛmt ∘ðæt hi ˌhɜɚd ðǝ → ˈsaʊnd◡ǝv ˌmjuːłz →→ ˈbɛłz◡ǝn

ˌhjuːmǝn ∘biːɪŋz → 6►ˈƙʌmɪŋ ˌnɪːɚ r◡ǝn ∘nɪːɚ ↘] 7►[hi◡ ǝˌwoʊƙ ˈwʌndǝrɪŋ → ∘wɒt◡ɒn◡ˈɜɚθ wǝz

ˌhæpǝnɪŋ → ∘æn 8►ˈʤʌmpt◡aʊt◡ǝv ðǝ ˌgreɪv → ∘ænd ˈstaɚtǝłd ðǝ ˌmjuːłz ↘] 9►[ði◡ˈoʊnɚz◡ǝv ðǝ

ˌmjuːłz hʊ bɪ∘keɪm → ˈvɛri◡ˌ æŋɠri◡ǝt ∘ðɪs → 10►∘ƙɔːt ˈhoʊłd◡ǝv ɧǝˌʤa → ˌæn◡ ˈaːsƙt him ↘]

11►[ˈhʊ◡aːɚ ˌjʊ↗] 12►[ɧǝˌʤa◡ˈaːnsɚd ↘] 13►[∘aɪ wǝz◡∘ɪn ðǝ ˈnɛƙst ˌwɜɚłd → ∘ænd◡ æm ∘naːʊ

rɪˈtɜɚnɪŋ → tǝ ∘siː ˈðɪs ˌwʌn ↘] 14► [ˈƙʌm◡ɒn ˌfrɛndz → ∘wɪł ˈʃoːʊ ˌhɪm → ∘wɒt ðɪs ˈwɜɚłd◡ɪz ˌłaɪƙ →→

15►∘sɛd ˈwʌn◡ǝv ˌðɛm ↘] [∘æn ∘ðeːɪ prǝˈsiːdɪd tǝ ˌbiːt ɧǝ∘ʤa ↘] 16►[ˌðɛn ðeːɪ ˈtʊƙ hɪz ∘ƙłoʊðz → ∘æn

ˈwɛnt◡ ǝˌweːɪ ↘] 17►[ɧǝ∘ʤa rɪˈtɜɚnd tǝ hɪz ˌhaʊs◡ǝt ∘mɪd∘naɪt → ∘ɪn hɪz◡ˈʌndɚ ˌweɚ ↘] 18►[hɪz

ˌwaɪf◡ˈaːsƙt ∘hɪm ↘] 19►[ˌweːɚ r◡∘aːɚ jʊ ˈƙʌmɪŋ frǝm → ˈłaɪƙ ˌðɪs↗] 20► [∘frɒm ðǝ ˈnɛƙst ˌwɜɚłd →→

ˌhi rɪˈpłaːɪd ↘] 21►[ˈwɒt◡ɪz◡ɪt ˌłaɪƙ ∘ðeːɚ → ˌʃi◡ ˈaːsƙt ↘] 22► [ˈnɒtˌbæd ∘dɪːɚ → ˈnɒt ˌbæd → ∘ɪf jǝ

ˈdoʊnt dɪˌstɜɚb ðǝ ∘mjuːłz ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.16.1 THE PARROT -- 1►One day, Hodja was walking around in the market place. 2►He saw a bright-col-

oured bird for sale for 12 gold coins. 3►Hodja was amazed. 4►He approached the crowd gathered around the

bird and its seller. 5►“How can a bird be so expensive?” 6► “he asked the people watching the bird. 7►“This is a special bird,” they explained 8►“it can talk like a human being.” 9►This gave Hodja an idea. 10►He went



straight to his home, 11►grabbed his turkey and 12►brought him to the marketplace. 13►He stood near the

man selling the parrot. 14►“Turkey, for sale, ten gold coins” he yelled. 15►“Hodja Effendi, how can a turkey

be worth ten gold coins?” 16►The shoppers pro-tested. 17►“There is a bird there for 12 gold,” 18►insisted

the adamant Ho-dja. 19►“But Hodja Effendi, that bird can talk like a human being,” 20► the people tried to

reason with him. 21►But Hodja was unbending. 22►“And this turkey can think like a human being,” he

countered.

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7.16.2 [ðǝ ˈpærǝt] -- 1►[ˈwʌn ˌdeːɪ → ɧǝ∘ʤa wǝz ˈwɔːƙɪŋ◡ǝˌraʊnd → ∘ɪn ðǝ ˈmaɚƙɪt ˌpleɪs ↘] 2► [hi

∘sɔː◡ǝ ˈbraɪtˌƙʌłɚd ∘bɜɚd fɚ ∘seɪł → fɚ ˈtwɛłv ∘ɠoʊłd ˌƙɔɪnz ↘] 3► [ɧǝˌʤa wǝz◡ǝˈmeɪzd ↘]

4►[hi◡ǝˈproʊʧt ðǝ ˌƙraʊd → ˈgæðɚd◡ ǝˌraʊnd ðǝ ∘bɜɚd → ˌænd◡ɪts ˈsɛłɚ ↘] 5►[ˈhaːʊ ƙǝn◡ǝ ˌbɜɚd bi

→ ˈsoːʊ◡ ɪƙˌspɛnsɪv↗ →→ 6►hi◡ˈaːsƙt ðǝ ˌpiːpł → ˈwɒʧɪŋ ðǝ ˌbɜɚd ↘] 7►[∘ðɪs◡ɪz◡ ǝ ˈspɛʃł ˌbɜɚd →

ˌðeːɪ◡ɪƙˈspłɛɪnd → 8►ɪt ƙǝn ˈtɔːƙ ˌłaɪƙ ǝ → ˈhjuːmǝn ˌbiːɪŋ ↘] 9►[∘ðɪs ˌgeɪv ɧǝ∘ʤa◡ǝn◡aɪˈdɪǝ ↘] 10►[hi

∘wɛnt ˈstreɪt tǝ hɪz ˌhoʊm → 11►ˈɠræbd hɪz ˌtɜɚki → ǝn 12►ˈbrɔːt hɪm ∘tʊ ðǝ ˌmaɚƙɪt ∘płɛɪs ↘] 13►[hi

∘stʊd ˈnɪːɚ ðǝ ˌmɛn → ˈsɛłɪŋ ðǝ ˌpærǝt ↘] 14► [ˈtɜɚki fɚ ˌseɪł → ˈtɛn ˌɠoʊłd ∘ƙɔːɪnz →→ˌhi ˈjɛłd ↘] 15►

[ɧǝˈʤa◡ǝˌfɛndi → ˈhaːʊ ƙǝn◡ǝ ˌtɜɚki bi ∘wɜɚθ → ˈtɛn ˌɠoːʊłd ∘ƙɔɪnz →→ 16►ðǝ ˈʃɒpɚz ∘prǝˌtɛstɪd ↘]

17►[ˌðeːɚ r◡ɪz◡ǝ ˈbɜɚd ∘ðeːɚ → ∘fɔːɚ ˈtwɛłv ˌɠoːʊłd →→ 18► ɪn∘sɪstɪd ði◡ˈædǝmǝnt ɧǝˌʤa ↘]

19►[∘bʌt ɧǝˈʤa◡ǝˌfɛndi → ˈðæt ˌbɜɚd ƙǝn ∘tɔːƙ→ ∘łaɪƙ◡ǝ ˈhjuːmǝn ˌbiːɪŋ ↘] 20►[ðǝ ∘piːpł ˌtraːɪǝd tǝ

ˈriːzǝn ∘wɪθ ∘hɪm ↘] 21►[∘bʌt ɧǝˌʤa ∘wɒz◡ ǝnˈbɛndɪŋ ↘] 22► [∘æn ðɪs ˌtɜɚki ƙǝn ˈθɪŋƙ → ∘łaɪƙ◡ǝ

ˈhjuːmǝn ˌbiːɪŋ → ˌhi ˈƙaʊntɚd ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.17.1 RESTORING THE MOON -- 1►One night Hodja looked into his well, and saw there the reflection of

the full moon. 2►“Oh no!” he exclaimed. 3►“The moon has fallen from the sky and into my well.” 4►He ran into his house and returned with a hook attached to a rope. 5►He then threw the hook into the water, and

6►began to pull it up again; 7► but it became stuck on the side of the well. 8►Frantically Hodja tugged and

pulled with all his might. 9►The hook suddenly came loose, and Hodja fell over backwards, landing flat on his

back. 10►Scarcely able to move, he looked up into the sky, and saw the full moon above him. 11►“I may have

injured myself in do-ing so,” 12►he said with satisfaction, 13►“but at least I got the moon back into the sky

where it belongs.”

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7.17.2 [rɪˈstɔːɚrɪŋ ðǝ ˌmuːn] -- 1►[ˈwʌn ˌnaɪt → ɧǝ∘ʤa ˈłʊƙt◡∘ɪntʊ hɪz ˌwɛł → ∘ænd ˈsɔː ˌðeːɚ → ðǝ

rɪ∘fłɛƙʃǝn◡ǝv ðǝ ˈfʊł ˌmuːn ↘] 2►[ˌoːʊ ˈnoːʊ hi◡∘ɪƙs-ƙłeɪmd ↘] 3►[ðǝ ∘muːn ɧǝz ˈfɒłǝn frǝm ðǝ ˌsƙaːɪ →

∘æn◡ ˈɪntǝ maɪ ˌwɛł ↘] 4►[hi ˈræn◡∘ɪntǝ hɪz ˌhaʊs → ǝn rɪˈtɜɚnd ∘wɪθ◡ǝ ˌhʊƙ → ǝˈtæʧt ∘tʊ◡ǝ ˌroʊp ↘]

5►[hi ˌðɛn ˈθruː ðǝ ∘hʊƙ → ˌɪntǝ ðǝ ˈwɔːtɚ r →→ ∘æn 6►[bɪˈgæn tǝ ˌpʊł◡ɪt◡ ∘ʌp◡ǝ∘gɛn ↘] 7► [∘bʌt◡

ɪt bɪˈkeɪm ˌstʌƙ → ∘ɒn ðǝ ˈsaɪd◡ǝv ðǝ ˌwɛł ↘] 8►[∘fræn-tɪƙłi ɧǝ∘ʤa ˈtʌɠd◡n ˌpʊłd → ∘wɪθ◡ˈɔːł hɪzˌmaɪt

↘] 9► [ðǝ∘hʊƙ ˈsʌdnłi ˌkeɪm ∘łuːs → ∘æn ɧǝ∘ʤa ˈfɛł◡∘oʊvɚ ˌbæƙwɚdz → ˌłændɪŋ ˈfłæt◡ɒn hɪz ∘bæƙ ↘]

10►[ˈskeɚsli◡∘eɪbł tǝ ˌmuːv → hi ˈłʊƙt◡ʌp◡ɪntǝ ðǝ ˌsƙaːɪ → ∘æn ∘sɔː ðǝ ˈfʊł ˌmuːn◡ǝ∘bʌv hɪm ↘]

11►[aɪ ∘meɪ ɧǝv◡ˈɪnʤɚd maɪˌsɛłf → ∘ɪn ˈduːɪŋ ˌsoːʊ ↘] 12►[hi ˌsɛd wɪθ ∘sætɪsˈfæƙʃn ↘] 13►[ˌbʌt◡ǝt

ˈliːst → aɪ ˈɠɒt ðǝ ˌmuːn → ˈbæƙ◡ɪntǝ ðǝ ˌsƙaːɪ → ˌweːǝ r◡ɪt bǝˈłɒŋs ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.18.1 THE CAULDRON THAT DIED -- 1►Nasreddin Hodja, having need for a large cooking container,

2► borrowed his neighbour‟s copper cauldron, 3►then returned it to him in a timely manner. 4►“What is

this?” asked his neighbour upon examining the returned cauldron. 5►“There is a small pot inside my cauldron.”

6►“Oh,” responded Hodja. 7►While it was in my care your cauldron gave birth to a little one. 8►Because you

are the owner of the mother cauldron, 9►it is only right that you should keep its baby. 10►And in any event, it

would not be right to separate the child from its mother at such a young age.” 11►The neigh-bour, thinking that Hodja had gone quite mad, did not argue. 12►Whatever had caused the crazy man to come up with this

explanation, 13►the neighbour had a nice little pot, and it had cost him nothing. 14►Some time later Hodja

asked to borrow the cauldron again. 15►“Why not?” thought the neighbour to himself. 16►“Perhaps there will

be another little pot inside when he returns it.” 17►But this time Hodja did not return the cauldron. 18►After

many days had passed, 19►the neighbour went to Hodja 20►and asked for the return of the borrowed

cauldron. 21►“My dear friend,” replied Hodja. 22►“I have bad news. 23►Your cauldron has died, and is now

in her grave.” 24►“What are you saying?” shouted the neighbour. 25►A cauldron does not live, and it cannot



die. 26►Return it to me at once.” “One moment,” answered Hodja. 27►“This is the same cauldron that but a

short time ago gave birth to a child, a child that is still in your possession. 28►If a cauldron can give birth to a

child, then it also can die.” 29►And the neighbour never again saw his cauldron.

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7.18.2 [ðǝ ˈƙɔːłdrǝn ðǝt ˌdaːɪǝd] -- 1►[∘næsrǝdˈdɪn ɧǝˌʤa → ˌhævɪŋ ˈniːd → ∘fɔɚ r◡ǝ ˈłaːɚʤ ˌƙʊƙɪŋ ƙǝn-

∘teɪnɚ → 2►ˈbɒroːʊd hɪz ˌneɪbɚz → ˈƙɒpɚ ˌƙɔːłdrǝn →→ 3►∘ðɛn rɪˈtɜɚnd◡ ɪt◡ɪn tǝ ˌhɪm → ∘ɪn◡ǝ

ˈtaɪmłi ˌmænɚ ↘] 4►[ˈwɒt◡ɪz ˌðɪs↗] [ˈaːsƙt hɪz ˌneɪbɚ → r◡ǝ∘pɒn◡ɪɠˈzæmɪnɪŋ → ðǝ rɪˈtɜɚnd ˌƙɔːłdrǝn ↘]

5►[∘ðeːɚ r◡ɪz◡ǝ ˈsmɔːł ˌpɒt → ɪnˈsaɪd maɪ ˌƙɔːłdrǝn ↘] 6►[∘oːʊ → rɪsˈpɒndɪd ɧǝˌʤa ↘] 7►[ˌwaɪł◡ɪt

∘wɒz◡ɪn maɪ ˈkeːɚ → jɚ ˈƙɔːłdrǝn ˌgeɪv ∘bɜɚθ → ∘tʊ◡ǝ ˈlɪtł ˌwʌn ↘] 8►[bɪ∘ƙɒz ˌjʊ◡aːǝ ði◡ˈoʊnɚ →

r◡ǝv ðǝ ˈmʌðɚ ˌƙɔːłdrǝn → 9►∘ɪt◡ɪz◡ˈoʊnłi ˌraɪt ∘ðæt → jǝ ∘ʃʊd ˈkiːp◡ɪts ˌbeɪbi ↘] 10►[∘æn◡

∘ɪn◡ˈɛni◡ɪˌvɛnt → ɪt ∘wʊd ˈnɒt bi ˌraɪt tǝ → ˈsɛpǝ∘reɪt ðǝ ˌʧaɪłd → ˌfrɒm◡ɪts ˈmʌðɚ → ∘r◡ǝt ∘sʌʧ◡ǝ

ˈjʌŋ◡ˌeɪʤ ↘] 11►[ðǝ ˈneɪbɚ ˌθɪŋƙɪŋ ∘ðæt → ɧǝ∘ʤa ɧǝd ∘ɠɒn ˈƙwaɪt ˌmæd →→ ∘dɪd ˈnɒt◡ ˌaːɚɠjuː ↘]

12►[∘wɒtˈɛvɚ ɧǝd ˌƙɔːzd ðǝ → ˈƙreɪzi ˌmæn → tǝ ˈƙʌm◡ǝp wɪθ∘ðɪs◡ ∘ɛƙspłǝˌneɪʃǝn → 13►ðǝ ∘neɪbɚ

∘hæd◡ǝ ˈnaɪs ˌłɪtł ∘pɒt → ∘æn◡ɪt ∘ɧæd ˈƙɒst ∘hɪm ˌnʌθɪŋ ↘] 14►[ˈsʌm ˌtaɪm ∘lɛɪtɚ → ɧǝ∘ʤa◡ ˈaːsƙt tǝ

ˌbɒroʊ → ðǝ ˈƙɔːłdrǝn◡ ǝˌgɛn ↘] 15►[ˌwaːɪ ˈnɒt↗ ∘θɔːt ðǝ ˈneɪbɚ tǝ hɪmˌsɛłf ↘] 16►[pɚ∘hæps ˈðeːɚ wɪł ˌbi

→ ǝˈnʌðɚ ˌlɪtł ∘pɒt◡ ɪn∘saɪd → ˌwɛn hi rɪˈtɜɚnz◡∘ɪt ↘] 17►[∘bʌt ˈðɪs ˌtaɪm → ɧǝ∘ʤa dɪd ˈnɒt rɪˌtɜɚn ðǝ

∘ƙɔːłdrǝn ↘] 18►[∘aːftɚ ˈmɛni ˌdeːɪz ɧǝd ∘paːst → 19►ðǝ ˈneɪbɚ ˌwɛnt tǝ ɧǝ∘ʤa → 20►ǝn◡ ˌaːsƙt ∘fɔːɚ

ðǝ rɪˈtɜɚn → ∘ɒv ðǝ ˈbɒroʊd ˌƙɔːłdrǝn ↘] 21►[∘maɪ ˈdɪːɚ ˌfrɛnd → rɪˈpłaːɪd ɧǝˌʤa ↘] 22►[aɪ ∘hæv ˈbæd

ˌnjuːz ↘] 22►[jɚ ˈƙɔːłdrǝn ɧǝz ˌdaːɪd → ∘ænd◡ɪz ˈnaːʊ◡ɪn hɚ ˌɠreɪv ↘]23► [ˈwɒt◡∘aːɚ jǝ ˌseːɪɪŋ →→

ˈʃaʊtɪd ðǝ ˌneɪbɚ ↘] 24►[ǝ ∘ƙɔːłdrǝn ∘dɒz ˈnɒt ˌlɪv → ∘ænd◡ɪt ˈƙæˌnɒt ∘daːɪ ↘] 25►[rɪˈtɜɚn◡ɪt tǝ ˌmi →

ˌæt ˈwʌns ↘] 2►[ˈwʌn ˌmoʊmǝnt →→ ˈaːnsɚd ɧǝˌʤa ↘] 26► [∘ðɪs◡ɪz ðǝ ˈseɪm ˌƙɔːłdrǝn ðǝt → ∘bʌt◡ ǝ

ˈʃɔːɚt ˌtaɪm◡ǝ∘ɠoːʊ → 27►∘geɪv ˈbɜɚθ tǝ◡ǝ ˌʧaɪłd → ǝ ˈʧaɪłd ˌðæt◡ɪz ∘stɪł→∘ɪn ˈjɔːɚ pǝˌzɛʃn ↘]

28►[ˌɪf◡ǝ ˈƙɔːłdrǝn → ∘ƙæn ∘ɠɪv ˈbɜɚθ tǝ◡ǝ ˌʧaɪłd → ∘ðɛn◡∘ɪt◡ˈɔːłsoːʊ ∘ƙæn ˌdaːɪ ↘] 29►[ˌænd ðǝ

ˈneɪbɚ → ˈnɛvɚ r◡ǝˌgɛn → ˈsɔː hɪz ˌƙɔːłdrǝn ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.19.1 THE QUILT IS GONE, THE DISPUTE IS ENDED -- 1►Nasreddin Hodja was awakened in the

middle of the night 2►by the cries of two quar-reling men in front of his house. 3►Hodja waited for a while

but they continued to dispute with each other. 4►Hodja couldn‟t sleep, wrapping his quilt tightly around his

shoulders, 5►he rushed outside to separate the men who had come to blows. 6►But when he tried to reason

with them, 7►one of them snatched the quilt off Hodja‟s shoulders and 8►then both of the men ran away.

9►Hodja, very weary and perplexed, returned to his house. 10►“What was the quarrel about?” 11►wondered

his wife when Hodja came in. 12►“It must be our quilt,” replied Hodja. 13►“The quilt is gone, and the dispute

is ended.” ---------------------------------------------------------------------------------------

7.19.2 [ðǝ ˈƙwɪłt◡ɪz ˌgɒn → ðǝ ˈdɪspjuːt◡ɪz◡ˌɛndɪd] -- 1►[∘næsrǝdˈdɪn ɧǝ∘ʤa wǝz◡ǝˌweɪƙǝnd → ∘ɪn ðǝ

ˈmɪdł◡ǝv ðǝ ˌnaɪt 2► → ˌbaɪ ðǝ ˈƙraːɪz◡ǝv → ∘tuː ˈƙwɔːrǝłɪŋ ˌmɛn → ɪn ˈfrɒnt◡ǝv hɪz ˌhaʊs ↘] 3►[ɧǝ∘ʤa

ˌweɪtɪd fɚ r◡ǝ ˈwaːɪł → ∘bʌt ∘ðeːɪ ƙǝnˈtɪnjuːd tǝ dɪsˌpjuːt → ∘wɪθ◡ˈiːʧ◡ˌʌðɚ ↘] 4►[ɧǝ∘ʤa ˈƙʊdnt ˌsłiːp ↘]

[ˈræpɪŋ hɪz ˌƙwɪłt ∘taɪtłi → ǝˈraʊnd hɪz ˌʃoʊłdɚz →→ 5►hi ˈrʌʃt◡aʊtˌsaɪd → tǝ ˈsɛpɚ∘reɪt ðǝ ˌmɛn → hʊ

∘hæd ˈƙʌm tǝ ˌbłoːʊz ↘] 6►[∘bʌt ∘wɛn hi ˌtraːɪd tǝ ˈriːzǝn wɪθ ∘ðɛm →→ 7►ˈwʌn◡ǝv ˌðɛm → ˈsnæʧt ðǝ

ˌƙwɪłt → ∘ɒf ɧǝˈʤaz ˌʃoʊł-dɚz →→ 8►∘æn ∘ðɛn ˈboʊθ◡ǝv ðǝ ˌmɛn → ˈræn◡ ǝˌweːɪ ↘] 9►[ɧǝˈʤa → ˈvɛri

ˌwɪɚri◡ǝn pɚ∘plɛƙst → rɪˈtɜɚnd tǝ hɪz ˌhaʊs ↘] 10►[ˈwɒt wǝz ðǝ ˌƙwɒrǝł◡ǝ∘baʊt 11►↗ ˈwʌndɚd hɪz

ˌwaɪf → ∘wɛn ɧǝˌʤa ˈkeɪm◡ɪn ↘] 12►[ɪt ˌmʌst ∘bi◡aʊɚ ˈƙwɪłt → rɪˈpłaːɪd ɧǝˌʤa ↘] 13►[ðǝ ˈƙwɪłt◡ɪz

ˌgɒn → ∘ænd ðǝ ˈdɪspjuːt◡ɪz◡ˌɛndɪd ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.20.1 THE TWO SIDES OF A RIVER -- 1►Nasreddin sat on a river bank 2►when someone shouted to him

from the opposite side: 3►“Hey! How do I get across?” 4►“You are across!” Nasreddin shouted back.

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7.20.2 [ˈtuː ˌsaɪdz◡ǝv◡ǝ ∘rɪvɚ] -- 1►[∘næsrǝdˌdɪn ˈsæt→∘ɒn◡ǝ ˈrɪvɚ ˌbæŋƙ → 2►wɛn ˌsʌm∘wʌn ˈʃaʊtǝd tǝ

∘hɪm → ∘frɒm ði◡ˈɒpǝzɪt ˌsaɪd ↘] 3►[ˈheːɪ → ˈhaːʊ dǝ◡∘aːɪ ˌgɛt◡ ǝ∘ƙrɒs↗] 4►[ˌjʊ◡∘aːɚ r◡ǝˈƙrɒs

→→∘næsrǝd∘dɪn ˈʃaʊtǝd ˌbæƙ ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.21.1 THE RECIPE -- 1►One day hodja tho ught he wo uld like to eat liver. 2► So he went anhd bought

some from the butcher. 3► When he was happily returning h0ome, he met a frind of hik 4► and told him what

he had bought. 5► Do you know how to prepare this liver? 6► asked his friend, 7► and hodja suddently

remebered that he did not. 8► Because he was poor, he couldn‟(T eeat it very often. 9►“No,” he said. 10►His

friend told him how to prepare it, 11►but Hodja asked him to write it down. 12►This he did, and Hodja took

the recipe, 13►put it in his pocket and went on his way. 14►As he neared his home a falcon swooped down,

15►took the liver, and flew away. 16►Hodja called after it helplessly: 17►“You have got the liver, but you will not enjoy it, 18►“because I still have the recipe.”

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7.21.2 [ðǝ ˈrɛsǝpi] -- 1►[ˈwʌn ˌdeːɪ → ɧǝˈʤa ˈθɔːt → hi ∘wʊd ˈłaɪƙ tǝ◡ˌiːt ∘lɪvɚ ↘] 2►[ˌsoːʊ hi ˈwɛnt →

ˌæn ˈbɔːt ˌsʌm → ˌfrɒm ðǝ ˈbʊʧɚ ↘] 3►[∘wɛn hi wǝz ˈhæpɪli rɪˌtɜɚnɪŋ ∘hoʊm →→ hi ∘mɛt◡ǝ ˈfrɛnd◡ǝv

ˌhɪz →→ 4►ˌæn ˈtoʊłd hɪm ˌwɒt hi ɧǝd ∘bɔːt ↘] 5►[ˌdʊ jǝ ˈnoːʊ → ˈhaːʊ tǝ prɪˌpeːɚ ðɪs ∘lɪvɚ ↗] 6► [ˈaːsƙt

hɪz ˌfrɛnd ↘] 7►[∘ænd ɧǝ∘ʤa ˈsʌdnłi rɪˌmɛmbɚd → ∘ðæt hi ˌdɪd ˈnɒt ↘] 8►[bɪˌƙɒz hɪ wǝz ˈpɔːɚ → hi

ˈƙʊdnt◡ˌiːt◡ɪt → ˈvɛri◡ ˌɒfǝn ↘] 9►[ˈnoːʊ ∘hi ˌsɛd ↘] 10►[hɪz ˌfrɛnd ˈtoʊłd hɪm → ˈhaːʊ tǝ prǝ-ˌpeːɚ

r◡∘ɪt ↘] 11►[∘bʌt ɧǝ∘ʤa◡ˈaːsƙt ˌhɪm → tǝ ˈraɪt◡ɪt ˌdaʊn ↘] 12►[ˈðɪs hi ˌdɪd → ǝn ɧǝ∘ʤa ˈtʊƙ ðǝ ˌrɛsǝpi

→ 13►ˈpʊt◡ɪt◡ɪn hɪz ˌpɒƙɪt → ∘æn ˈwɛnt◡∘ɒn hɪz ˌweːɪ ↘] 14►[∘æz hi ˈnɪːɚd hɪz ˌhoʊm → ǝ ˈfɔːłƙǝn

ˌswuːpd ∘daʊn →→ 15►ˈtʊƙ ðǝ ˌłɪvɚ → ∘æn ˈfłuː◡ ǝˌweːɪ ↘] 16►[ɧǝ∘ʤa ˈƙɔːłd◡∘aːftɚ r◡∘ɪt ˌhɛłpłǝsli

↘] 17► [∘jʊ ∘hæv ˈgɒt ðǝ ˌlɪvɚ → ∘bʌt jǝ ∘wɪł ˈnɒt◡ɪnˌʤɔːɪ◡ɪt → 18► bɪ∘ƙɒz◡ˌaɪ ∘stɪł ∘hæv ðǝ ˈrɛsǝpi

↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.22.1 THE ROBE -- 1►Hodja, bruised and limping, came upon a neighbour at the marketplace. 2►“My dear

friend, what happened to you?” asked the neighbour. 3►Hodja answered, 4► “Last night, my wife grew angry

and kicked my robe down the stairs.”5►“But how could that have caused your injuries?” continued the

neighbour.6►“I just happened to be wearing the robe 7►when she kicked it down the stairs,” explained Hodja.

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7.22.2 [ðǝ ˈroʊb] -- 1► [ɧǝˈʤa → ˈbruːzd◡ǝn ˌlɪmpɪŋ → ˈkeɪm◡ǝ∘pɒn◡ǝ ˌneɪbɚ → r◡∘æt ðǝ

ˈmaɚkɪtˌpłɛɪs ↘] 2►[∘maːɪ ˈdɪːɚ ˌfrɛnd → ˈwɒt ˌhæpǝnd tǝ ∘jʊ →→ ˈaːsƙt ðǝ ˌneɪbɚ ↘] 3►[ɧǝˌʤa◡ˈaːnsɚd

↘] 4► [ˈłaːst ˌnaɪt → maɪ ˌwaɪf ∘ɠruː◡ˈæŋri → ∘æn ˈkɪƙt maɪ ˌroʊb → ˈdaʊn ðǝ ˌsteːɚz ↘] 5►[∘bʌt ˈhaːʊ

ˌƙʊd ∘ðæt ɧǝv → ˌƙɔːzd jɚ r◡ˈɪnʤǝriz →→ ƙǝnˈtɪnjuːd ðǝ ˌneɪbɚ ↘] 6►[∘aɪ ʤǝst ˈhæpǝnd tǝ bi ˌweːɚr-ɪŋ ðǝ

∘roʊb → 7►∘wɛn ʃi ˈkɪƙt◡ɪt ∘daʊn ðǝ ˌsteːɚz → ɪƙsˈpłɛɪnd ɧǝˌʤa ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.23.1 THE DUCK SOUP -- 1►Hodja had nothing to eat in his house. 2►So he went for a walk beside the

lake of Akshehir. 3►Ducks were swimming in the lake. 4►Then he began to drink the water of the lake.

5►“Hodja Effendi, what are you doing there?” 6►asked a man. 7►“I am drinking duck soup”, he replied.

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7.23.2 [ðǝ ˈdʌƙ ˌsuːp] -- 1► [ɧǝˌʤa ɧǝd ˈnʌθɪŋ tǝ◡ˌiːt → ˌɪn hɪz ˈhaʊs ↘] 2► [ˌsoːʊ hi ˈwɛnt fɚ r◡ǝ ˌwɔːƙ

→ bɪˌsaɪd ðǝ ˌlɛɪƙ◡ǝv◡ˈaƙʃɛˌhɪɚ ↘] 3► [ˌdʌƙs wɜɚ ˈswɪmɪŋ◡ɪn ðǝ ˌleɪƙ ↘] 4► [ˌðɛn hi bɪˈɠæn tǝ ˌdrɪŋƙ →

ðǝ ˈwɔːtǝ r◡ǝv ðǝ ˌleɪƙ ↘] 5► [ɧǝˈʤa◡ǝˌfɛndi → ˈwɒt◡aːɚ jǝ ˌduːɪŋ ˌðeːɚ ↘] 6► [ˌaːsƙt◡ǝ ˈmæn ↘]

7►[ˌaɪ◡æm ˈdrɪŋƙɪŋ → ˈdʌƙ ˌsuːp →→ ˌhi rɪˈpłaːɪd ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.24.1 THE SOUP OF THE SOUP OF THE DUCK -- 1►A relative came to see Nasreddin Hodja from

somewhere deep in the country, bringing a duck as a gift. 2►Delighted, Nasreddin had the bird cooked and

shared it with his guest. 3►Presently, however, one countryman after another started to call, 4►each one “the friend of the friend of the man who brought you the duck.” 5►They brought no further presents however.

6►Gradually Nasreddin was getting angry. 7► One day, yet another stranger appeared. 8►“I am the friend of

the friend of the friend of the relative who brought you the duck.” 9►He sat down, like all the rest, expecting a

meal. 10►Nasreddin handed him a bowl of water. 11►“What is this?” asked the visitor. 12►“That is the soup

of the soup of the duck which was brought by your relative” 12►said Nasreddin.



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7.24.2 [ðǝ ˈsuːp◡ǝv ðǝ ˌsuːp◡ǝv ðǝ ∘dʌƙ] -- 1►[ǝ ˈrɛłǝtɪv ˌkeɪm tǝ ∘siː → ∘næsrǝdˈdɪn ɧǝˌʤa → frǝm

ˈsʌm∘weːɚ ∘diːp◡ɪn ðǝ ˌƙʌntri → ˈbrɪŋɪŋ◡ǝ ˌdʌƙ◡ɚz◡ǝ∘gɪft ↘] 2►[dǝˈłaɪtɪd → ∘næsrǝdˈdɪn ∘hæd ðǝ

∘bɜɚd ˌƙʊƙt → ∘æn ˈʃeːɚd◡ɪt ∘wɪθ hɪz ˌɠɛst ↘] 3►[ˈprɛzǝntłi ∘haːʊˌɛvɚ →→ ˈwʌn ˌƙʌntrɪmǝn◡∘aːftɚ

r◡ǝˌnʌðɚ → ˈstaɚtɪd tǝ ˌƙɔːł ↘] 4►[ˈiːʧ ˌwʌn → ðǝ ˈfrɛnd◡ǝv ðǝ ˌfrɛnd → ∘ɒv ðǝ ˌmæn hʊ ˈbrɔːt jǝ ðɚ ∘dʌƙ

↘] 5►[ðeɪ ∘brɔːt ˈnoːʊ ∘fɜɚðɚ ˌprɛzǝnts haʊ∘ɛvɚ ↘] 6►[ˈɠræʤʊǝłi → ∘næsrǝdˈdɪn wǝz ∘ɠɛtɪŋ◡ˌæŋɠri ↘]

7►[ˈwʌn ˌdeːɪ → ∘jɛt◡ǝˈnʌðɚ ˌstreɪnʤɚ r◡ ǝ∘pɪɚd ↘] 8►[ˌaɪ◡æm ðǝ ˈfrɛnd◡ǝv ðǝ ˌfrɛnd → ∘ɒv ðǝ

ˈfrɛnd◡ ǝv ðǝ ˌrɛłǝtɪv → ∘hʊ ˈbrɔːt ∘jʊ ðǝ ˌdʌk ↘] 9►[hi ˈsæt ˌdaʊn → ∘łaɪƙ◡ˈɔːł ðǝ ˌrɛst →

ɪƙˈspɛƙtɪŋ◡ǝˌmɪǝł ↘] 10►[∘næsrǝdˌdɪn ˈhændɪd hɪm → ǝ ˌboʊł◡ǝv ∘wɔːtɚ ↘] 11►[ˈwɒt◡ɪz ˌðɪs ↗ ˈaːsƙt ðǝ

ˌvɪzɪtɚ ↘] 12►[ˈðæt◡∘ɪz ðǝ ˌsuːp → ∘ɒv ðǝ ˈsuːp◡ǝv ðǝ ˌdʌƙ → ∘wɪʧ wǝz ˈbrɔːt baɪ jɚ ˌrɛłǝtɪv ↘]

12►[∘sɛd ˌnæsrǝdˈdɪn ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.25.1 THE WIFE’S NAME -- 1►Nasreddin Hodja and a friend were discussing their wives 2►when it

occurred to the friend that Nasreddin had never mentioned his wife‟s name. 3►“What is your wife‟s name?” he

asked.4►“I do not know her name,” admitted Hodja. 5► “What?” exclaimed the friend in disbelief. 6►“How

long have you been married?” 7►“Twenty years,” answered Hodja, then added: 8►“At first I did not think that

the marriage would last, 9►so I did not take the effort to learn my bride‟s name.”

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7.25.2 [ðǝ ˈwaɪfs ˌneɪm] -- 1►[∘næsrǝdˈdɪn ɧǝ∘ʤa◡ǝnd◡ǝ ˌfrɛnd → ∘wɜɚ dɪsˈƙʌsɪŋ ðeːɚ ˌwaɪvz

→→2►∘wɛn◡ɪt◡ǝˈkɜɚd ∘tʊ ðǝ ˌfrɛnd →→ ∘ðt ∘næsrǝd∘dɪn ɧǝd ˈnɛvɚ ˌmɛnʃǝnd → hɪz ˈwaɪfs ˌneɪm ↘]

3►[ˈwɒt◡ɪz jɚ ˌwaɪfs ∘neɪm↗ ˌhi◡ˈaːsƙt ↘] 4►[∘aɪ dʊ ˈnɒt ∘noːʊ hɚ ˌneɪm → ǝdˈmɪtɪd ɧǝˌʤa ↘] 5►[ˈwɒt

→→ ɪƙˈsƙłɛɪmd ðǝ ˌfrɛnd◡ɪn ∘dɪsbǝ-∘łiːf ↘] 6►[ˈhaːʊ ˌłɒŋ → ˌhæv jǝ bɪn ˈmærid↗] 7►[ˈtwɛnti ˌjɪɚz →

ˈaːnsɚd ɧǝˌʤa → ˌðɛn◡ˈædɪd ↘] 8►[ˌæt ˈfɜɚst → ∘aːɪ dɪd ˈnɒt ˌθɪŋƙ ∘ðæt → ðǝ ˈmærɪʤ wʊd ˌłaːst →

9►∘soːʊ◡aːɪ ∘dɪd ˈnɒt ˌteɪƙ ði◡∘ɛfɚt → tǝ ˈłɜɚn maɪ ˌbraɪdz ∘neɪm ↘] ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙7.26.1 THE TRAY OF BAKLAVA -- 1►One day, Hodja

and his friends were sitting at the coffee house. 2►A young boy carrying a tray of baklava attracted the

attention of one of the men. 3►“Hodja Effendi, look,” he pointed, 4►“that boy is carrying a tray of baklava.” 5►“It‟s none of my business.” Hodja shrugged his shoulders. 6►“But, Hodja, watch! He is tak-ing it to your

house.” 7►“In that case,” Hodja asserted, 8►“it‟s none of your business.”

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7.26.2 [ðǝ ˈtreːɪ◡ǝv ˌbæƙłǝvǝ] -- 1►[ˈwʌn ˌdeːɪ → ɧǝˈʤa◡ǝn hɪz ˌfrɛndz wɚ ∘sɪtɪŋ → ∘æt ðǝ ˈƙɒfi ˌhaʊs ↘]

2►[ǝ ˈjʌŋ ˌbɔːɪ → ˈƙæriɪŋ◡ǝ ˌtreɪ◡ǝv ∘bæƙłǝvǝ → ǝˌtræƙtɪd ði◡ǝˈtɛnʃǝn◡ǝv → ˈwʌn◡ǝv ðǝ ˌmɛn ↘]

3►[ɧǝˈʤa◡ǝˌfɛndi ∘łʊƙ →→ ˌhi ˈpɔːɪntɪd ↘] 4►[ˈðæt ˌbɔːɪ →→ ɪz ˈƙæriɪŋ◡ǝ ˌtreːɪ◡ǝv ∘bæƙłǝvǝ ↘]

5►[ɪts ˈnʌn◡ǝv ∘maɪ ˌbɪznɪs → ɧǝˌʤa ˈʃrʌɠd hɪz ∘ʃoʊłdɚz ↘] 6►[∘bʌt ɧǝˌʤa ˈwɒʧ →→ ˌhi◡ɪz ˈteɪƙɪŋ◡∘ɪt

→ ˌtǝ ˈjɔːɚ ˌhaʊs ↘] 7► [ɪn ˈðæt ˌkeɪs → ɧǝˌʤa◡ǝˈsɜɚtɪd → 7►∘ɪts ∘nʌn◡ǝv ˈjɔːɚ ˌbɪznɪs ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.27.1 THE UNEXPERIENCED NIGHTINGALE -- 1►One day, Hodja wanted to eat peaches, and he saw a

garden full of peach trees. 2►So he climbed up the tree and began to eat them one after the other. 3►But Hodja

was an unlucky man. 4►While he was eating with great appetite, the owner of the garden came. 5►Hodja hid

behind the branches, but the man heard something moving and shouted: 6►“Who is there?” 7►Hodja was

afraid and sang like a nightingale. 8► The man shouted: 9►“Hey, you, come down, a nightingale doesn‟t sing

like that!” 10► “Why, didn‟t you like it?” shouted Hodja, 11►“Can an inexperienced nightingale sing better

than this?”

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7.27.2 [ði◡∘ʌnɪƙˈspɪɚrɪǝnst ˌnaɪtɪŋ∘geɪł] -- 1►[ˈwʌn ˌdeːɪ → ɧǝ∘ʤa ˈwɒntɪd tǝ◡iːt ˌpiːʧɪz → ∘æn hi

ˈsɔː◡ǝˌɠaɚdn → ˈfʊł◡ǝv ˌpiːʧ ∘triːz ↘] 2►[ˌsoːʊ hi ˈƙłaɪmd◡ǝp ðǝ ∘triː →→ ǝn bɪˈɠæn tɪ◡iːt ðɛm →

ˈwʌn◡∘aːftɚ ði◡ˌʌðɚ ↘] 3►[∘bʌt ɧǝˌʤa ∘wɒz ǝn◡ǝnˈłʌki ˌmæn ↘] 4►[ˌwaɪł hi wǝz◡ˈiːtɪŋ → ∘wɪθ

ˈɠreɪt◡ˌæpǝtaɪt → ði◡ˈoʊnɚ r◡ǝv ðǝ ˈɠaɚ-dǝn ˌkeɪm ↘] 5►[ɧǝˌʤa ˈhɪd → bɪˌhaɪnd ðǝ ˈbraːnʧɪs → ∘bʌt

ðǝ ˈmæn ˌhɜɚd → ∘sʌmθɪŋ ˈmuːvɪŋ→ˌæn ˈʃaʊtɪd ↘] 6►[ˈhʊ◡ɪz ˌðeːɚ↗] 7► [ɧǝˌʤa wǝz◡ ǝˈfreɪd

→→∘ǝn ˈsæŋ ˌłaɪƙ◡ǝ ∘naɪtɪŋ∘ɠeɪł ↘] 8►[ðǝ ˌmæn ˈʃaʊtɪd ↘] 9►[ˌheːɪ ˈjuː → ˈƙʌm ˌdaʊn → ǝ ˈnaɪtɪŋ∘ɠeɪł



ˌdʌznt ∘sɪŋ ∘łaɪƙ ∘ðæt ↘] 10►[ˈwaːɪ → ˈdɪdǝnt jǝ ˌłaɪƙ◡∘ɪt↗ ˈʃaʊtɪd ɧǝˌʤa → 11►[ˌƙæn ǝn◡ˈɪnɪƙpɪɚrɪǝnst

ˌnaɪ-tɪŋ∘ɠeɪł → ∘sɪŋ ˈbɛtɚ ðǝn ˌðɪs↗]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.28.1 WHAT DOES HODJA THINK -- 1►One day, Hodja saw a garden and entered. 2►There he saw many

kinds of fruits and 3►began to put them in his bag. 4►At this moment the owner of the garden arrived and cried:

5►“What are you doing there?” 6►“You know the storm we had yesterday”, said Hodja. 7►“It blew me here.”

8►“And, who broke off these fruits?” 9►“I wanted to hold on to the branches, and they fell down.” 10►“And who

put them fruits in the bag?” 11►“I was just thinking of that”, said Hodja. 12►“Come on, we‟ll think together!”

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7.28.2 [∘wɒt dǝz ɧǝˈdʒa ˌθɪŋƙ] -- 1►[ˈwʌn ˌdeːɪ → ɧǝ∘ʤa ˈsɔː◡ǝ ˌɠaɚdǝn → ˌænd◡ˈɛntɚd ↘] 2►[ˌðeːɚ hiˌ sɔː

→ ˌmɛni ˈƙaɪndz◡ǝv ˌfruːts →→ 3►◡∘æn bɪˈɠæn tǝ ˌpʊt ðǝm◡ɪn hɪz ∘bæɠ ↘] 3►[∘æt ˈðɪs ˌmoʊmǝnt →

ði◡ˈoʊnɚ r◡ǝv ðǝ ˌɠaɚdǝn → ǝ r̍aɪvd◡ǝn ˌƙraːɪd ↘] 5►[∘wɒt◡aːɚ ∘jʊ ˌduːɪŋ ˈðeːɚ↗] 6►[jǝ ˈnoːʊ ðǝ ˌstɔːɚm

→ wi ˌhæd ˈjɛstɚ∘deːɪ → ˌsɛd ɧǝˈʤa ↘] 7► [ɪt ˈbłuː mi ˌhɪɚ ↘] 8►[ˌæn ˈhʊ ˌbroʊˌƙ◡ɒf ˈðiːz ˌfruːts↗] 9►[aɪ

ˌwɒntɪd tǝ ˈhoʊłd◡ɒn tǝ ðǝ ∘braːnʧɪz→ ǝn ∘ðeːɪ ˈfɛłˌ daʊn ↘] 10► [∘æn ˈhʊ ˌpʊt ðiːz ˈfruːts◡ɪn ðǝ ˌbæɠ↗]

11►[∘aɪ wǝz ˈʤʌst ˌθɪŋƙɪŋ ǝv ∘ðæt→ ˌsɛd ɧǝˈʤa ↘] 12►[ˈƙʌm◡ɒn → ∘wɪł ˈθɪŋƙ tǝˌɠeðɚ ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.29.1 FORTY YEAR OLD VINEGAR -- 1►Word got out that Nasreddin Hodja possessed a jarfull of vinegar that was 40 years old. 2►One day, a neighbour came knocking on his door. 3►“Hodja Effendi, is it

really true that you have a jarfull of 40-year-old vinegar?” 4►“It is true.” Hodja replied. 5►“Could I have a

cupful of that vinegar?” “No.” said Hodja tersely. 6►“But, Hodja Effendi,” the displeased neighbour pursued,

7►“why wouldn‟t you give me some? 8►I only asked for a cupful.” 9►“Because,” Hodja explained, 10►“if I

were to give a cupful to everyone who asked, 11►my vinegar wouldn‟t have lasted for 40 years.

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7.29.2 [ˈfɔːɚti ˌjɪːɚ r◡∘oʊłd ∘vɪnǝɠɚ] -- 1►[ˈwɜɚd ˌɠɒt◡aʊt ∘ðæt → ∘næsrǝdˈdɪn ɧǝˌʤa → pǝ∘zɛst◡ǝ

ˈʤaːɚfǝł◡ǝv ˌvɪnǝɠɚ → ∘ðæt wɒz ˈfɔɚti ˌjɪːɚz◡∘oʊłd ↘] 2►[ˈwʌn ˌdeːɪ → ǝ ˈneɪbɚ ˌkeɪm → ˈnɒƙɪŋ◡ɒn

hɪz ˌdɔːɚ ↘] 3► [ɧǝˈʤa◡ǝˌfɛndi → ɪˌz◡ɪt ˈrɪǝłi ˌtruː → ∘ðæt jǝ ∘hæv◡ǝ ˈʤaːɚfǝł◡ǝv → ∘fɔːɚti∘jɪɚ

ˌr◡oʊłd ˌvɪnǝɠɚ↗] 4►[ɪt◡ˌɪz ˈtruː ↘] [ɧǝˌʤa rɪˈpłaːɪd ↘] 5►[∘ƙʊd◡aɪ ˌhæv◡ǝ ˈƙʌpfǝł◡ǝv ˌðæt ∘vɪnǝɠɚ

↘] [ˈnoːʊ →→ ∘sɛd ɧǝˌʤa ˈtɜɚsłi ↘] 6►[∘bʌt ɧǝˈʤa◡ ǝˌfɛndi →→ ðǝ dɪsˈpłiːzdˌneɪbɚ pɚ∘sjuːd → 7►

[ˈwaːɪ ˌwʊdnt ∘jʊ → ˈgɪv ∘mi ˌsʌm↗ 8► aɪ◡ˈoʊnli◡ ˌaːsƙt → ˌfɔɚ r◡ǝ ˈƙʌpfǝł ↘] 9►[bɪˈƙɒz →→

ɧǝˌʤa◡ɪƙsˈpłɛɪnd ↘] 10►[ˌɪf◡aɪ ˈwɜɚ ∘tʊ → ˌgɪv◡ǝ ˈƙʌpfǝł → tǝ◡ˈɛvri∘wʌn hʊ◡ˌaːsƙt → 11►maɪ

∘vɪnǝɠǝ ˈwʊdnt ɧǝv ˌłaːstɪd → ∘fɔɚ ˈfɔːɚti ˌjɪɚz ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.30.1 WALNUTS AND PUMPKINS -- 1►Nasreddin Hodja was lying in the shade of an old walnut tree.

2►his body was at rest, but, his mind did not relax. 3►Looking up into the mighty tree, 4►he considered the

greatness and wisdom of Allah. 5►“Allah is great and Allah is good,” said Hodja, 6►“but was it indeed wise

that such a great tree as this be created to bear only tiny walnuts as fruit? 7►Look at these strong stems and

strong limbs. 8►They could easily carry the pumpkins that grow from thin vines in those fields over there,

9►vines that cannot begin to bear the weight of their own fruit. 10►Should not walnuts grow on weakly vines

and pumpkins on these strong trees?” 11►So thinking, Hodja went to sleep, only to be awakened by a walnut that fell from the tree, 12►striking him on his forehead. 13►“Allah be praised!” he exclaimed, seeing what had

happened. 14►“If the world had been created according to my little wisdom, 15►it would have been a

pumpkin that fell from the tree, and hit me on the head, 16►and it would have killed me for sure! 17►Allah is

great! Allah is good! Allah is wise!” 18►Never again did Nasreddin Hodja question the wisdom of Allah.

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7.30.2 [ˈwɔːł∘nʌts◡ǝn ˌpʌmpkɪnz] -- 1►[∘næsrǝd∘dɪn ɧǝˌʤa wǝz ˈłaːɪŋ → ˌɪn ðǝ ˈʃeɪd◡ǝv◡ǝn → ˈoʊłd

ˌwɔːł∘nʌt ∘triː ↘] 2►[hɪz ˈbɒdi ˌwɒz◡ǝt ∘rɛst → ˌbʌt hɪz ˈmaɪnd → ∘dɪd ˈnɒt rǝˌłæƙs ↘]

3►[ˈłʊƙɪŋ◡∘ʌp◡ˌɪntǝ ðǝ → ˈmaɪti ˌtriː → 4►hi ƙǝnˈsɪdǝd ðǝ ˌɠreɪtnǝs → ǝnd ˈwɪzdǝm◡ǝv◡ˌæłǝh ↘]

5►[ˈæłǝh◡ɪz ˌɠreɪt → ǝn◡ˈæłǝh◡ɪz ˌɠʊd → ˌsɛd ɧǝˈʤa → 6►[bʌt ˈwɒz◡ɪt◡ɪnˌdiːd ∘waɪz → ∘ðæt

∘sʌʧ◡ǝ ˈɠreɪt ˌtriː◡ æz ∘ðɪs → bi ˈƙrɪeɪtɪd tǝ ˌbeːɚ → r◡∘oʊnłi ˈtaɪni ˌwɔːłnʌts◡æz ∘fruːt 7► ∘łʊƙ◡æt

∘ðiːz ˈstrɒŋ ˌstɛmz → ǝn ˈstrɒŋ ˌłɪms ↘] 8►[ðeɪ ∘ƙʊd◡ˈiːzɪłi ˌƙæri ðǝ ∘pʌmpkɪnz → ðǝt ∘ɠroʊ frǝm ˈθɪn



ˌvaɪnz → ɪn ˈðoʊz ˌfɪǝłdz◡∘oʊvɚ ∘ðeːɚ → 9►∘vaɪnz ðǝt ∘ƙæ∘nɒt bɪˈgɪn tǝ ˌbeːɚ → ðǝ ˈweɪt◡ǝv ðeɚ

r◡ˌoʊn ∘fruːt ↘] 10►[ˌʃʊd ˈnɒt → ˈwɔːł∘nɒts ˌɠroːʊ → ∘ɒn ˈwiːƙłi ˌvaɪnz →→∘ænd ˈpʌmp-kɪnz◡ɒn ∘ðiːz

ˌstrɒŋ ∘triːz↗] 11►[ˈsoːʊ ˌθɪŋƙɪŋ → ɧǝ∘ʤa ˈwɛnt tǝ ˌsłiːp → ∘oʊnli tǝ ˌbi◡ǝˈweɪƙǝnd → ∘baɪ◡ǝ ˈwɔːłˌnʌt

→ ∘ðæt ˈfɛł frǝm ðǝ ˌtriː → 12► ˈstraɪƙɪŋ ˌhɪm → ˌɒn hɪz ˈfɒr∘hɛd ↘] 13►[ˈæłǝh bi ˌpreɪzd →→ ∘hi◡

ˌɪƙsˈƙłɛɪmd → ∘siːɪŋ ˈwɒt ∘hæd ˌhæpǝnd ↘] 14►[∘ɪf ðǝ ˈwɜɚłd ɧǝd ∘bɪn ∘ƙrɪˌeɪtɪd → ǝ∘ƙɔːɚdɪŋ tǝ maɪ ˈlɪtł

ˌwɪzdǝm → 15►ɪt ˌwʊd hæv ∘bɪn◡ǝ ˈpʌmpkɪn → ∘ðæt ˈfɛł frǝm ðǝ ˌtriː → ∘æn ˈhɪt mi◡∘ɒn ðǝ ˌhɛd →

16►∘æn◡ɪt ˈwʊd ˌhæv → ˈkɪłd mi fɚ ˌʃuːɚ ↘] 17►ˈæłǝh◡ɪz ˌɠreɪt→ˈæłǝh◡ɪz ˌɠʊd ˈæłǝh◡ɪz ˌwaɪz ↘]

18►[ˈnɛvǝr◡ǝˌgɛn → ∘næsrǝdˌdɪn ɧǝˈʤa → ∘ƙwɛsʧǝn ðǝ ˈwɪzdǝm◡ ǝv◡ˌæłǝɦ ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.31.1 WE ARE EVEN -- 1►One day, Hodja went to a Turkish bath but nobody paid him much attention.

2►They gave him an old bathrobe and a towel. 3►Hodja said nothing to them, and on his way out he left a big

tip. 4►A week later, when he went back to the same bath, 5► he was very well received. 6►Everybody tried

to help him and offered him extra services. 7►On his way out, he left a very small tip. 8►“But, Hodja,” they

said, 9► “Is it fair to leave such a small tip for all the attention and extra services you received?” 10►Hodja

answered to that: 11►“Today‟s tip is for the last week‟s service, 12► and the last week‟s tip was for today‟s

service. 13►Now we are even.”

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7.31.2 [ˌwi◡∘aːɚ r◡ˈiːvn] -- 1►[ˈwʌn ˌdeːɪ → ɧǝ∘ʤa ∘wɛnt tǝ◡ǝ ˈtɜɚkɪʃ ˌbaːθ →→ ∘bʌt ˈnoʊ-∘bɒdi ˌpeːɪd

hɪm → ˈmʌʧ◡ǝˌtɛnʃǝn ↘] 2►[∘ðeɪ ˈgeɪv ˌhɪm◡ǝn → ˈoʊłd ˌbaːθ∘roʊb → ˌænd◡ǝ ˈtaʊǝł ↘] 3►[ɧǝ∘ʤa ˌsɛd

ˈnʌθɪŋ tǝ ∘ðɛm →→ ˌæn◡ɒn hɪz ˈweːɪ◡aʊt →→ hɪ ∘lɛft◡ǝ ˈbɪɠ ˌtɪp ↘] 4►[ǝ ˈwiːƙ ˌlɛɪtɚ → ∘wɛn hi ˈwɛnt

ˌbæƙ→ ∘tʊ ðǝ ˈseɪm ˌbaːθ → 5►∘hi wǝz ˈvɛri ˌwɛł rǝ∘siːvd ↘] 6►[∘ɛvri∘bɒdi ˌtraːɪd tǝ ˈhɛłp hɪm →

ˌæn◡ˈɒfɚd hɪm◡ˈɛƙstrǝ ˌsɜɚvɪs ↘] 7►[ˌɒn hɪz ˈweːɪ◡aʊt → he ∘lɛft◡ǝ ˈveri ˌsmɔːł ˌtɪp ↘] 8►[ˌbʌt ɧǝˈʤa

→→ ˌðeːɪ ˈsɛd ↘] 9►[ɪz◡∘ɪt ˈfeːɚ tǝ ˌliːv → ∘sʌʧ◡ǝ ˈsmɔːł ˌtɪp → fɚ r◡ˈɔːł ði◡ǝtɛnʃn◡ǝn◡ɛkstrǝ sɜɚ-

vɪsǝz jʊ rǝsiːvd↗] 10► ɧǝ∘ʤa◡aːnswɚd◡tǝ ðæt łaɪƙ dɪs ↘] 11► [tǝ-ˈdeːɪz ˌtɪp → ∘ɪz fɚ ˈłaːst ˌwiːƙs ∘sɜɚvɪs

→ 12►∘ænd ðǝ ˈłaːst ˌwiːƙs ∘tɪp◡ɪz → fɚ tǝˈdeɪz ˌsɜɚvɪs ↘] 13► [∘naːʊ ˌwɪːɚ r◡ˈiːvǝn ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.32.1 WHOM DO YOU BELIEVE? -- 1►One day, a friend of Hodja came to him and asked if he could borrow his don-key for two hours 2►to go to the town. 3►Hodja, not really wanting to lend his donkey,

thought for a while, and then said: 4►“Dear friend, I would have liked to help you 5►but I have lent my

donkey to another friend.” 6►The man was turning to leave when he suddenly heard the donkey 7►who was in

the stable, bray. 8►The braying became louder and louder. 9►Then the man turned to Hodja with great anger

and shouted: 10►“You, Hodja, you have lied to me!” 11►the neighbour exclaimed, 12►“there it is, behind

that wall!” 13►What do you mean?” Hodja replied angrily, 14►“whom would you rather believe, 15►a

donkey or your Hodja?”

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[7.32.2 ˈhʊm dǝ ∘jʊ bǝˌłiːv] -- 1►[ˈwʌn ˌdeɪ → ǝ ˈfrɛnd◡ǝv ɧǝˌʤa → ˈkeɪm tǝ ˌhɪm → ˌæn◡ˈaːsƙt → ∘ɪf hi

∘ƙʊd ˈbɒroʊ hɪz ˌdɒŋƙi →→ ˌfɔɚ ˈtuː◡ˌaʊɚz → 2►tǝ ˈɠoːʊ ˌtʊ ðǝ ∘taʊn ↘] 3►[ɧǝˈʤa → ˈnɒt ˌrɪǝłi ∘wɒntɪŋ

→ tǝ ˈlɛnd hɪzˌdɒŋƙi → ˈθɔːt ˌfɔːɚ r◡ǝ ∘waɪł → ˌæn ðɛn ˈsɛd ↘] 4►[ˈdɪːɚ ˌfrɛnd → aɪ ∘wʊd ɧǝv ˈłaɪƙt tǝ

ˌhɛłp ∘jʊ ↘] 5►[∘bʌt◡aɪ ∘hæv ˈlɛnt maɪ ˌdɒnki → ∘tʊ◡ǝˈnʌðǝ ˌfrɛnd ↘] 6►[ðǝ ˌmæn wǝz ˈtɜɚnɪŋ tǝ ˌliːv →

∘wɛn hi ˈsʌdnli ˌhɜɚd ðǝ ∘dɒŋƙi → 7►ˌhʊ wǝz◡ɪn ðǝ ˈsteɪbł → ˌbreːɪ ↘] 8►[ðǝ ˌbreːɪŋ bɪˈkeɪm → ˈłaʊdɚ

r◡ǝn ˌłaʊdǝ ↘] 9►[∘ðɛn ðǝ ∘mæn ˌtɜɚnd tǝ ɧǝˈʤa → ∘wɪθ ˈɠreɪt◡ˌæŋgɚ → ˌænd ˈʃaʊtɪd ↘] 10►[ˌjʊ →

ɧǝˈʤa →→ ∘jʊ ˌhæv ˈłaːɪǝd tǝ ∘mi →→ 11►ðǝ ˈneɪbɚ r◡ɪƙsˌƙłɛɪmd ↘] 12►[ˈðeːɚ r◡ˌɪt◡ ɪz → bɪˈhaɪnd

∘ðæt ˌwɔːł ↘] 13►[ˈwɒt ∘dʊ jʊ ˌmiːn↗] 14► [ɧǝ∘ʤa rɪˌpłaːɪd ˈænɠrɪłi ↘] 15►[ˈhʊm → ∘wʊd ðǝ ˈraːðɚ

bǝˌłiːv ↗ ∘eɪ ˈdɒnƙi◡ ɔːǝ ∘jɔɚ ɧǝˌʤa↗]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.33.1 THE CONTRARY MOTHER-IN-LOVE -- 1►A neighbour came running to Nasreddin‟s house with

the news that 2►Hodja‟s mother-in-law had been washing her laundry in the river 3►when she fell into the

water and drowned. 4►“And we cannot find her body,” 5►he continued. 6►“We searched everywhere

downstream for her, 7►but all to no avail.” 8►“You should have searched upstream,” 9►replied Hodja.

10►“My mother-in-law is so contrary that 11►she would never go with the flow.” ---------------------------------------------------------------------------------------



7.33.2 [ðǝ ˈƙɒntrǝri ˌmʌðǝ r◡ɪn∘łɔː] -- 1►[ǝ ˈneɪbɚ ˌkeɪm ∘rʌnɪŋ →→ tǝ ˌnæsrǝdˈdɪnz ∘haʊs → ∘wɪθ ðǝ

ˈnjuːz ˌðæt 2►ɧǝ∘ʤaz ˈmʌðɚrɪnˌłɔː → ∘hæd bɪn ˈwɒʃɪŋ hɚ ˌłɔːndri◡ɪn ðǝ ∘rɪvɚ 3►∘wɛn ʃi ˈfɛł◡ɪntǝ ðǝ

ˌwɔːtɚ r◡ǝn ∘draʊnd ↘] 4►[∘æn wi ˈƙæ∘nɒt ˌfaɪnd hɚ ∘bɒdi → 5►hi ƙǝnˈtɪn-juːd ↘] 6►[wi

ˌsɜɚʧt◡ˈɛvri∘weɚ ∘daʊn∘striːm fǝ ∘her → 7► ˌbʌt◡ˈɔːł → ∘tʊ ˈnoʊ◡ǝˌveɪł ↘] 8►[∘jʊ ∘ʃʊd ɧǝv ˌsɜɚʧt◡

ˈʌp∘striːm ↘] 9►[rɪˈpłaːɪd ɧǝˌʤa ↘] 10►[maɪ ˈmʌðɚ∘rɪnˌłɔː → ɪz ˈsoːʊ ˌƙɒntrǝri ∘ðæt 11►ʃi ∘wʊd ˈnɛvǝ

ˌɠoːʊ ∘wɪθ ðǝ ∘fłoːʊ ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.34.1 FAVOURITISM -- 1►Nasreddin Hodja had two wives. 2►One was much older than the other.

3►“Which of us do you love the most?” 4►asked the older wife one day. 5►I love you both the same”

6►answered Nasreddin wisely. 7►Not satisfied with this answer, 8►the older wife continued: 9►If the two of

us, your wives fell out of a boat into the sea, 10►which one of us would you rescue first? 11►Well, replied to

her Nasreddin, 11► you can swim a little, can‟t you?

---------------------------------------------------------------------------------------

7.34.2 [ˈfeɪvɚrɪtɪzm] -- 1►[∘næsrǝdˈdɪn ɧǝˌʤa → ∘hæd ˈtuː ˌwaɪvz → 2►ˌwʌn wǝz ˈmʌʧ◡∘oʊłdɚ → ∘ðæn

ði◡ˈʌðɚ ↘] 3►[ˈwɪʧ◡ǝv◡ʌs → ∘dʊ jǝ ˈłʌv ðǝ ˌmoʊst ↘] 4►[∘aːsƙt ði◡ˈoʊłdǝ ˌwaɪf → ˈwʌn ˌdeɪ ↘]

5►[aɪ ˈłʌv ∘jʊ ∘boʊθ ðǝ ˌseɪm → ↘] 6►[∘aːnsɚd ∘næsrǝdˌdɪn ˈwaɪzłi ↘] 7►[ˈnɒt ∘sætɪsˌfaːɪd → ∘wɪθ

ˈðɪs◡ˌaːnsǝ → 8►ði◡ˈoʊłdɚ ˌwaɪf ƙǝnˈtɪnjuːd → 9►[∘ɪf ðǝ ˈtuː◡ǝv◡ˌʌs → ˌjɔɚ ˈwaɪvz → ˈfɛł◡aʊt◡

ǝv◡ǝ ˌboʊt → ˌɪntǝ ðǝ ˈsiː → 10►ˈwɪʧ ˌwʌn◡ǝv◡∘ʌs → ∘wʊd jʊ ˈrɛsƙjuː ˌfɜɚst↗] 11►[ˌwɛł → rɪˈpłaːɪd tǝ

∘hɜɚ ∘næsrǝdˌdɪn → 12► [jǝ ∘ƙæn ˈswɪm◡ǝ ˌlɪtł → ˈƙaːnt ˌjʊ↗]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.35.1 THE FAVOURITE WIFE -- 1►Nasreddin Hodja‟s two wives were constantly asking him 2►which

one of them was his favourite. 3►“I love you both the same,” was always his answer. 4►But they did not accept this answer, and asked him repeatedly: 5►Hodja, which one of us do you love the most?” 6►Finally he

secretly gave each of them a blue bead, 7►privately instructing each woman that she should tell no-one of the

gift. 8►After that whenever either of the wives would ask him 9►which one of them was his favourite wife,

10►he would answer I love best the one to whom I gave the blue bead, 11►and each was satisfied.

-----------------------------------------------------------------------------

7.35.2 [ðǝ ˈfeɪvɚrɪt ˌwaɪf] -- 1►[∘næsrɛdˈdɪn ɧǝˌʤaz ∘two ∘waɪvz → wɜɚ ˈƙɒnstǝntłi◡ˌaːsƙɪŋ ∘hɪm 2►ˈwɪʧ

ˌwʌn◡ǝv ∘ðɛm → ˌwɒz ∘hɪz ˈfeɪvɚrɪt ↘] 3►[aɪ ∘łʌv ðǝ ˈboʊθ ðǝ ˌseɪm →→ wǝz◡ˈɔːłwǝz hɪz◡ˌaːnsǝ →

4► ∘bʌt ðeɪ dɪd ˈnɒt◡ǝƙˌsɛpt ðɪs◡∘aːnsǝ → ǝn◡ˈaːsƙt hɪm rǝˌpiːt-ɪdli ↘] 5► [ɧǝˈʤa → ˈwɪʧ

∘wʌn◡ǝv◡ˌʌs → ∘dʊ jʊ ˈłʌv ðǝ ˌmoʊst↗] 6►[∘faɪnǝłi ∘hi ˈsiːƙrɪtłi ˌgeɪv → ∘iːʧ◡ǝv ∘ðɛm◡ǝ ˈbłuː ˌbiːd →

7►ˈpraɪvǝtłi◡ɪns∘trʌƙtɪŋ → ˈiːʧ ˌwʊmǝn → ∘ðæt ˌʃi ∘ʃʊd ˈtɛł → ˈnoʊ ∘wʌn◡ǝv ðǝ ˌgɪft ↘] 8►[ˈaːftǝ

ˌðæt → wɛnˈɛvǝ ∘r◡aɪðǝ r◡ǝv ðǝ ˌwaɪvz → ∘wʊd◡ˈaːsƙ ˌhɪm → 9► [ˈwɪʧ ∘wʌn◡ǝv◡ˌʌs → ∘ɪz jɚ

ˈfeɪvɚrɪt ˌwaɪf →→ 10►hi ˌwʊd◡ˈaːnsɚ → 11►[∘aɪ łʌv ˈbɛst ðǝ ˌwʌn tǝ ˈhʊm aɪ ˌgeɪv → ðǝ ˈbłuː ˌbiːd →

↘] 12► [∘ænd◡ˈiːʧ wǝz ˌsætɪs∘faːɪd ↘]

∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7.36.1 THE LAST LAUGH -- 1►Nasreddin Hodja had grown old, 2►and was near death. 3►His two

grieving wives, knowing that his end was near, 4►were dressed in mourning robes and veils. 5► “What is

this?” he said, 6►seeing their sorrowful ap-pearance. 7► “Put aside your veils. 8►Wash your faces. 9►Comb

your hair. 10►Make yourselves beautiful. 11►Put on your most festive clothes.” 12► “How could we do

that?” 13►asked the older of his wives, 14► “with our dear husband on his deathbed?” 15►With a wry smile

he replied, 16►speaking more to himself than to them, 17► “Perhaps when the Angel of Death makes his

entry, 18►he will see the two of you, 19►all decked out like young brides, 20►and will take one of you

instead of me.” 21►With those final words 22►he laughed quietly to himself, 23►happily closed his eyes, and died.

---------------------------------------------------------------------------------------

7.36.2 [ðǝ ˈłaːst ˌłaːf] -- 1►[∘næsrǝdˈdɪn ɧǝˌʤa → ∘hæd ˈɠroʊn◡ˌoʊłd → 2►∘ænd wǝz ˈnɪːɚ ˌdɛθ ↘]

3►[hɪz ∘tuː ˈɠriːvɪŋ ˌwaɪvz → ˈnoːʊɪŋ ∘ðæt hɪz◡ˌɛnd wǝz ∘nɪːɚ → 4►wɚ ∘drɛst◡ɪn ˈmɔːɚnɪŋ ˌroʊbz◡ǝn

∘veɪłs ↘] 5►[ˈwɒt◡ɪz ˌðɪs ↗ ˌhi ˈsɛd → 6►ˌsiːɪŋ ðeːɚ ˈsɒroːʊfǝł◡ǝˌpɪɚrǝns ↘] 7►[ˈpʊt◡ǝˌsaɪd jɚ ∘veɪłs

→ 8►ˈwɒʃ jɚ ˌfeɪsɪs → 9►ˈƙoʊm jɚ ˌheːɚ ↘] 10►[∘meɪƙ jɚˌsɛłvz ˈbjuːtɪfǝł ↘] 11► [∘pʊt◡∘ɒn jɚ ˈmoʊst

ˌfɛstɪv ∘ƙłoʊðz ↘] 12►[ˌhaːʊ ∘ƙʊd wi ˈduː ∘ðæt↗] 13►[ˌaːsƙt ði◡ˈoʊłdɚ r◡ǝv hɪz ˌwaɪvz →] 14► [∘wɪθ◡



aʊɚ ˈdɪɚ ˌɧʌzbǝnd → ∘ɒn hɪz ˈdɛθˌbɛd ↘] 15► [∘wɪθ◡ǝ ˈraːɪ ˌsmaɪł → ˌhi rǝˈpłaːɪd → 16►∘spiːƙɪŋ ˈmɔːɚ tǝ

hɪmˌsɛłf → ˌðæn tǝ ˈðɛm] 17►] pɚ∘hæps ∘wɛn ði◡ˈeɪnʤǝł◡ǝv ˌdɛθ → ˌmeɪƙs hɪz◡ˈɛntri → 18►∘hi wɪł

ˌsiː ðǝ ˈtuː◡ǝv ∘juː → 19► ˈɔːł ˌdɛƙt◡∘aʊt → ∘łaɪƙ ˈjʌŋ ˌbraɪdz → 20►∘æn wɪł ˈteɪƙ ˌwʌn◡ǝv ∘juː →

ɪnˈstɛd◡ǝv ˌmi ↘] 21►[wɪθ ∘ðoʊz ˈfaɪnł ˌwɜɚdz → 22►hi ∘łaːft ˈƙwaɪǝtłi tǝ hɪmˌsɛłf → 23►ˈhæpɪli ˌƙłoʊzd

hɪz◡∘aːɪz → ˌæn ˈdaːɪd ↘]

VIII. Conclusion The gifted and talented students (GTS) in foreign languages need a special training matching their pace

and desire to excel than their peers. In their individualized education programs, they could be offered a special

technique called the IPA transcription reading to promote their oral English proficiency. The system involves

the discovery of sound-units and stress-linking-juncture features of the speech in the target language by the learner and practicing them on a well known text. As for drilling purposes 36 traditionally well known tales

from Nasreddin Hodja have been selected with a view to combine pleasure with speech practice. While gifted

students enjoy the wit and fun of the most humoristic literary piece of Turkish literature, they also grasp and

practice the basic pronunciation rules of the language they are learning leading them to speak English more

clearly and intelligibly.

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