DEAR ABBY: When we are in a restaurant eating a meal and someone we know comes by our table, he or she always reaches out to shake hands with me to be friendly. I am from the country and sometimes I pick up chicken strips, French fries, fish or hush puppies to eat them -- naturally my fingers get grease on them. Also, I don't know whether that person has washed his or her hands or not. So, what's a polite way to refuse to shake with someone? I don't want to be rude. I try not to bother people when they're eating because I believe that is a private time. -- ARKANSAS DINER
DEAR DINER: All you have to say is, "I'd love to shake hands, but mine are greasy." That's not rude; it's considerate -- and the person will probably thank you.
I know it’s a private time that you want to do something freely. You can refuse to shake hands with someone. I think if you use that sentence, there are no people who think that you are rude.
บล็อกสำหรับฝึกทักษะทางภาษาอังกฤษ เหมาะสำหรับทุกคน
วันพฤหัสบดีที่ 3 มีนาคม พ.ศ. 2554
การเขียนแสดงความคิดเห็น
DEAR ABBY: I have no contact with my mother for many reasons. It was difficult to sever the relationship, but after my son was born -- for his safety and well-being -- I felt I had no choice.
My mother has seen my son once, when he was 6 months old. She had just been released from jail and arrived at my home stoned and out of it. I made sure she found a safe way home and haven't spoken to her since.
My son will be 3 soon. Yesterday we were talking about families and he asked, "You don't have a mommy?" I replied, "Yes, I do. Her name is Cindy." Thankfully, he left it at that. But it started me thinking about what I should say when he asks me questions about his grandmother. I had planned on talking to him when he was older because addictions can run in families, and I want him to be aware of it when making choices in his teen and later years. What do you tell a 3-year-old who wonders who his grandma is? -- OUT OF ANSWERS IN WISCONSIN
DEAR OUT OF ANSWERS: You have already started the dialogue. When your son wants to know why Grandma Cindy doesn't visit, that will be the time you tell him she can't be around because she's sick and isn't able to be. As your son grows older, continue to answer his questions honestly and in an age-appropriate way.
I think so. If he is too young, he will not understand it. You should tell him something that he can get such as she is too old and she can’t come to visit us. It’s enough for him. And when he grows older, you can tell everything to him and he will understand it.
http://news.yahoo.com/s/ucda/20110226/lf_ucda/highschooljuniorsufferslossthathasyettooccur
My mother has seen my son once, when he was 6 months old. She had just been released from jail and arrived at my home stoned and out of it. I made sure she found a safe way home and haven't spoken to her since.
My son will be 3 soon. Yesterday we were talking about families and he asked, "You don't have a mommy?" I replied, "Yes, I do. Her name is Cindy." Thankfully, he left it at that. But it started me thinking about what I should say when he asks me questions about his grandmother. I had planned on talking to him when he was older because addictions can run in families, and I want him to be aware of it when making choices in his teen and later years. What do you tell a 3-year-old who wonders who his grandma is? -- OUT OF ANSWERS IN WISCONSIN
DEAR OUT OF ANSWERS: You have already started the dialogue. When your son wants to know why Grandma Cindy doesn't visit, that will be the time you tell him she can't be around because she's sick and isn't able to be. As your son grows older, continue to answer his questions honestly and in an age-appropriate way.
I think so. If he is too young, he will not understand it. You should tell him something that he can get such as she is too old and she can’t come to visit us. It’s enough for him. And when he grows older, you can tell everything to him and he will understand it.
http://news.yahoo.com/s/ucda/20110226/lf_ucda/highschooljuniorsufferslossthathasyettooccur
How to Put on a Successful English Camp
How to Put on a Successful English Camp
Nowadays, English teaching techniques in classroom are developed continuously, but they may not enough for students. Because of English learning which cannot support students to learn well is not a good way. The effective learning is to develop students’ skills such as listening, speaking, reading and writing. Furthermore, it has to be fun and exciting for stimulates students’ learning. English camp is a good activity which can effectively develop students’ language learning. It provides a good opportunity for students to use English in several situations. English is taught through various activities, games, songs, etc. Students can gain both new knowledge and experiences. As we can see that English camp is an effective method to teach English well. So, teachers who create an English camp have to realize how to put on a successful English camp. There are many parts such as ice breaker, game, song activity and time which we have to create for students.
11. Ice breaker
Ice breaker is the first station where all students must be there together. The responsibilities of ice breaker are to break down social barriers and help students to relax. It can help students learn English freely. It must create a positive group atmosphere which can make them do many activities with their friends happily. Moreover, ice breaker activity has to energize and motivation students’ learning. It can be a helper that enhances them to learn. Furthermore, teachers who are ice breaker have to suggest that what kinds of station that all students must get to know. Ice breaker is very important for English camp.
When we put on an English camp, ice breaker has to prepare activities, songs and games. We must have an ice breaker’s leader who operates and organizes about our activities and steps to do them. Leader will be a director who provides and suggest work to colleagues. Ice breaker must have one or two singers, four to five dancers. Both of them have to expert to entertain students. Because of some students who join in camp may be afraid with new learning activity. If students are relaxed and fun, they will need to do activities and it is easy to control them. Moreover, ice breaker should has some games which can motivate students well. It is to prepare students for learning English. Games can be a good way to relate between friends. We can use game to divide students before going to each station. Furthermore, ice breaker has to describe the theme of each station to students. They can think about each station before and plan to do each activity. Teachers who are not ice breaker should look after students closely. It will be beneficial for controlling them. Ice breaker is very important in English camp. If we prepare to do each step well, English camp will be successful too.
2. Game
According to Stephen Krashen, the students with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in language acquisition. Games can make them happily when they learn English, because it can be a good helper that encourages students to sustain their interest and work. Students can acquire language easily. Moreover, students will be relaxed during camp. They must provide language practice in the various skills such as speaking, writing, listening and reading. When using games in English camp, students must be able to gain a wide knowledge. Each game in each station must be different and various, because students want to learn a new thing. We can adapt game to teach speaking, vocabulary, culture or environment.
Before designing game in English camp, we have to set the goals of the game, such as in English speaking station. For example, students are able to tell their own information. So, we have to create the game that can support our goal. The game which we use in English camp must be more than just fun. It should give learners a good chance to learn, practice or review language effectively. Furthermore, we should use game to encourage learners to focus on the use of language. We should remember that game have to involve "friendly" competition and keep all of the students involved and interested. It is important parts that can help students learn language happily.
There are many kinds of game that are beneficial for students to practice their English skills such as Charades, Crossword, Bingo, Hangman, Scramble, and so on. Furthermore, we can choose several games that can serve our objectives. Some games are suitable for all levels because we can adapt them for each level. For example, if we teach students in elementary level, we should create basic vocabulary. It’s very important that we have to consider the level of students.
3. Song
When we put on English camp, you have to be very creative in ways to keep students’ interests. There are different tools to teach conversation, vocabulary, culture, environment, and concepts in English camp. Using song is one of the tools that you can use to teach English in camp. Music is a tie that binds all cultures and languages and it is one of the best ways to make learning English fun. Before we use song in English, we have to organize steps to do it. We must access the age and English language skill level of students. This will determine not only what songs we use, but also what games or activities that we will use in English camp. If they are young students, we have to use songs that are repetitive and easy to understand. For example, the songs that we teach young students should have basic English language. We can use vocabulary word forms, fill in the blank forms, and sing along. They can stand up and use total physical response to understand the words easily in the song.
4. Activity
There are many activities that we can use in English camp. Each activity must be useful and fun for students. We should divide the theme of stations and they must be different such as speaking, culture, vocabulary and environment. Then we have to response our work. When we know what is our theme, we can go ahead to find the appropriate activity. The activities should have a good chance for students to learn English. Activities must be the main thing of station. Activity in each station must relate with the theme of station. It will be an indicator to tell what content that students will gain from each station. We should create activity that students can have an achievement. Students will be proud and when they come back home, they can bring it to their parents. Furthermore, students can memorize what they have learned. A good activity should enhance students’ communication between teachers and their friends. When we choose the activities, we have to realize the appropriation of activity and students’ knowledge.
5. Time
Time is the one of the important things that supports English camp become to a successful camp. We have to divide time for doing each activity. When we organize time in English camp, we have to think about students’ age, because of students’ interests in each level are not same. For example, the young students have short concentration when they learn. They want to play and relax themselves. We should use short time to teach them in each station. After students register their name, we have to bring them into ice breaker activity and we should use long time to do the activity. After ice breaker activity, we have to take them to each station. Each group must go to each station. Chaperones have to co-operate to move students go to the station and change it. We should spare time for moving to other stations. In each station, we must divide time for introduction, song, game and activity appropriately. Furthermore, we have to have time for breaking. After meals, we have to do song and game before doing new activity. If we have some mistakes about time, we can dissolve them as the show must go on. So, a good time management is very necessary for English camp.
English camp will be successful, if we receive co-operation from everyone. Camp management is very essential. We can use many materials and methods when we teach students in English camp. Games, songs and activities can help students to acquire language. We have to realize that the benefit of students is the most important. Then we can create a successful English camp.
Nowadays, English teaching techniques in classroom are developed continuously, but they may not enough for students. Because of English learning which cannot support students to learn well is not a good way. The effective learning is to develop students’ skills such as listening, speaking, reading and writing. Furthermore, it has to be fun and exciting for stimulates students’ learning. English camp is a good activity which can effectively develop students’ language learning. It provides a good opportunity for students to use English in several situations. English is taught through various activities, games, songs, etc. Students can gain both new knowledge and experiences. As we can see that English camp is an effective method to teach English well. So, teachers who create an English camp have to realize how to put on a successful English camp. There are many parts such as ice breaker, game, song activity and time which we have to create for students.
11. Ice breaker
Ice breaker is the first station where all students must be there together. The responsibilities of ice breaker are to break down social barriers and help students to relax. It can help students learn English freely. It must create a positive group atmosphere which can make them do many activities with their friends happily. Moreover, ice breaker activity has to energize and motivation students’ learning. It can be a helper that enhances them to learn. Furthermore, teachers who are ice breaker have to suggest that what kinds of station that all students must get to know. Ice breaker is very important for English camp.
When we put on an English camp, ice breaker has to prepare activities, songs and games. We must have an ice breaker’s leader who operates and organizes about our activities and steps to do them. Leader will be a director who provides and suggest work to colleagues. Ice breaker must have one or two singers, four to five dancers. Both of them have to expert to entertain students. Because of some students who join in camp may be afraid with new learning activity. If students are relaxed and fun, they will need to do activities and it is easy to control them. Moreover, ice breaker should has some games which can motivate students well. It is to prepare students for learning English. Games can be a good way to relate between friends. We can use game to divide students before going to each station. Furthermore, ice breaker has to describe the theme of each station to students. They can think about each station before and plan to do each activity. Teachers who are not ice breaker should look after students closely. It will be beneficial for controlling them. Ice breaker is very important in English camp. If we prepare to do each step well, English camp will be successful too.
2. Game
According to Stephen Krashen, the students with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in language acquisition. Games can make them happily when they learn English, because it can be a good helper that encourages students to sustain their interest and work. Students can acquire language easily. Moreover, students will be relaxed during camp. They must provide language practice in the various skills such as speaking, writing, listening and reading. When using games in English camp, students must be able to gain a wide knowledge. Each game in each station must be different and various, because students want to learn a new thing. We can adapt game to teach speaking, vocabulary, culture or environment.
Before designing game in English camp, we have to set the goals of the game, such as in English speaking station. For example, students are able to tell their own information. So, we have to create the game that can support our goal. The game which we use in English camp must be more than just fun. It should give learners a good chance to learn, practice or review language effectively. Furthermore, we should use game to encourage learners to focus on the use of language. We should remember that game have to involve "friendly" competition and keep all of the students involved and interested. It is important parts that can help students learn language happily.
There are many kinds of game that are beneficial for students to practice their English skills such as Charades, Crossword, Bingo, Hangman, Scramble, and so on. Furthermore, we can choose several games that can serve our objectives. Some games are suitable for all levels because we can adapt them for each level. For example, if we teach students in elementary level, we should create basic vocabulary. It’s very important that we have to consider the level of students.
3. Song
When we put on English camp, you have to be very creative in ways to keep students’ interests. There are different tools to teach conversation, vocabulary, culture, environment, and concepts in English camp. Using song is one of the tools that you can use to teach English in camp. Music is a tie that binds all cultures and languages and it is one of the best ways to make learning English fun. Before we use song in English, we have to organize steps to do it. We must access the age and English language skill level of students. This will determine not only what songs we use, but also what games or activities that we will use in English camp. If they are young students, we have to use songs that are repetitive and easy to understand. For example, the songs that we teach young students should have basic English language. We can use vocabulary word forms, fill in the blank forms, and sing along. They can stand up and use total physical response to understand the words easily in the song.
4. Activity
There are many activities that we can use in English camp. Each activity must be useful and fun for students. We should divide the theme of stations and they must be different such as speaking, culture, vocabulary and environment. Then we have to response our work. When we know what is our theme, we can go ahead to find the appropriate activity. The activities should have a good chance for students to learn English. Activities must be the main thing of station. Activity in each station must relate with the theme of station. It will be an indicator to tell what content that students will gain from each station. We should create activity that students can have an achievement. Students will be proud and when they come back home, they can bring it to their parents. Furthermore, students can memorize what they have learned. A good activity should enhance students’ communication between teachers and their friends. When we choose the activities, we have to realize the appropriation of activity and students’ knowledge.
5. Time
Time is the one of the important things that supports English camp become to a successful camp. We have to divide time for doing each activity. When we organize time in English camp, we have to think about students’ age, because of students’ interests in each level are not same. For example, the young students have short concentration when they learn. They want to play and relax themselves. We should use short time to teach them in each station. After students register their name, we have to bring them into ice breaker activity and we should use long time to do the activity. After ice breaker activity, we have to take them to each station. Each group must go to each station. Chaperones have to co-operate to move students go to the station and change it. We should spare time for moving to other stations. In each station, we must divide time for introduction, song, game and activity appropriately. Furthermore, we have to have time for breaking. After meals, we have to do song and game before doing new activity. If we have some mistakes about time, we can dissolve them as the show must go on. So, a good time management is very necessary for English camp.
English camp will be successful, if we receive co-operation from everyone. Camp management is very essential. We can use many materials and methods when we teach students in English camp. Games, songs and activities can help students to acquire language. We have to realize that the benefit of students is the most important. Then we can create a successful English camp.
วันพุธที่ 2 มีนาคม พ.ศ. 2554
การแปลทะเบียนบ้าน
House Particulars Book No. 1
House Code. No. 8018-004800-7 Local Registration office:
Thampannara District
Thampannara District
Address: House No.117 Mooti 2
Dusit Sub-District, Thampannara District,
Nakhon Si Thammarat Province
Village Name: Ban Chanuanjun House Name:
Type of House: House Description of House:
Date of stipulating the house number: 12 March 2007
…………………………………………………………………………………………...
Signature: (Miss Porntip Maneechine) Register
Date of printing the house register: 12 March 2007
Book No. 1 List of person of the house code no. 8018-004800-7 Serial No. 1
Name: Miss Orapin Naowapan Nationality: Thai Sex: Female
ID No. 3-8004-00726-90-1 Status: Houseowner Date of Birth: 19 May 1989
Name of natural mother: Samang 3-8004-00726-88-0 Nationality: Thai
Name of natural father: Somboon 3-8004-00726-87-1 Nationality: Thai
Transferred from: No. 61/1 Mooti 2 Dusit Sub-District, Thampannara District,
Nakhon Si Thammarat Province
Signature: (Miss Porntip Maneechine) Register
…………………………………………………………………………………………...
áá Transferred to
Book No. 1 List of person of the house code no. 8018-004800-7 Serial No. 2
Name: Miss Kanuengnut Naowapan Nationality: Thai Sex: Female
ID No. 1-8004-00147-72-7 Status: Resident Date of Birth: 4 October 1989
Name of natural mother: Orapin 3-8004-00726-90-1 Nationality: Thai
Name of natural father: Surapon 3-8004-00733-71-1 Nationality: Thai
Transferred from: No. 61/1 Mooti 2 Dusit Sub-District, Thampannara District,
Nakhon Si Thammarat Province
Signature: (Miss Porntip Maneechine) Register
…………………………………………………………………………………………...
áá Transferred to
วันเสาร์ที่ 19 กุมภาพันธ์ พ.ศ. 2554
แปลแผนการจัดการเรียนรู้
Lesson Plan 1
Topic Down and Up Unit 1 Interpretation and Giving OpinionsSubject Basic English 1 (E21101) Level Matthayomsuksa 1 Time 3 hours
Standard F1.1: Understanding of and capacity to interpret what has been heard and read from various types of media, and ability to express opinions with proper reasoning
Grade 7/1: Act in compliance with orders requests, instructions and simple explanations heard and read
Content
The abilities to order and request by using both positive and negative with meaning for themselves, classmates, school and closed people correctly through language practice process for communication that are emphasized integrating and focusing on listening, speaking, reading and writing skills. They will enhance students are able to apply in real situations confidently, politely, properly in situations and people.
Learning Content
Knowledge
1. Both positive and negative orders, requests, and suggestions with meaning for themselves, classmates, school and closed people, such as Look at the…../here/over there./ Say it again./ Read and draw./ Put a/ an…..a/ on/ under…../ Go to the window and open it./ Take out the book, open on page 17 and read it, etc.
2. Using Can/Could/Please in request sentences, such as Please look up the meaning in the dictionary./ Look up the meaning in the dictionary, please./ Can/Could you help me, please?/ Excuse me, could you…..? Etc.
Vocabulary clap hop shake turn borrow
Patterns of positive and negative order sentences
V.1 or V.1 + obj./ Don’t + V.1 or Don’t + V.1 + Obj.
Patterns of request sentences
(positive) : Please + V.1 or V.1 + obj. + please.
(question) : Can/Could + you + V.1 + Obj. + please?
Skills/ Procedures
Procedures for practicing language skills for communication which focused on performing that integrated with listening, speaking, reading and writing skills.
Characteristics:
1. Students are confident when using English language for communication.
2. Students use English language politely, properly in situations and people.
Integration
Learning Area of Thai language by using orders and requests sentences, Learning Area of Health and Physical Education by designing body language, and Learning Area of Arts by drawing pictures follow the instructions.
Competences
1. The ability of Communication- sing songs and communicate through acting out and drawing pictures.
2. The abilities of Thinking
2.1 Thinking to analyze and classify the kinds of vocabulary
2.2 Thinking to criticize and judge reasonably
2.3 Thinking to apply a syllable verb and act out
2.4 Thinking on concept, draw a picture after listening and summarize their learning.
Learning Evidences
Products/ Tasks
1. Group works write/sing songs and act out
2. Individual works speak/ write/ act out order, request, suggestion and direction sentences.
3. Individual works write order and request sentences both positive and negative and the structures into the notebook.
Evaluation
Indicator | Method | Instruments | Criterion |
Grade level Indicator Grade 7/1 Act in compliance with orders requests, instructions and simple explanations heard and read. | 1. Noticing performance 2. Check drawing picture with order/ request | 1. Check lists 2. Product’s checking form | 70% 70% |
Learning management
1. Warm up
1.1Students listen to Down and Up song for many times and sing follow with the song. Teacher acts out while students are listening to the song.
Song: Down and Up
Down and up and clap, clap, clap,
Down and up and clap, clap, clap,
We clap to the left and we clap to the right
Turn around and clap, clap, clap, (walk, nod, hop, shake…..etc.)
1.2 Teacher indicates the important vocabulary in the song. Students pronounce and act out or tell the meaning of vocabulary.1.3 Students sing a song and act out follow the teacher.
1.4 Students in each group brain storm to find other vocabulary to put instead of the former vocabulary in the song and act or draw the picture.
2. Presentation
2.1 Teacher speaks some order sentences both positive and negative. Students repeat and act out follow the sentences, such as Stand up. Turn right. Turn left. Turn back. Turn around. Point to the window. Sit down.
Don’t sleep in the classroom. Don’t eat food in the classroom. Don’t draw cartoons in the book.
2.2 Teacher shows order sentences cards. Students read, summarize and take note into their notebook.
2.3 Teacher speaks some request sentences and shows sentence cards. Students repeat and act out, such as
T: Can/Could you tell me your nickname, please?
S: My nickname is “Tee”.
T: Can/Could you close the window, please?
S: Yes, I’ll do now.
T: Can/Could you I borrow your pen, please?
S: Yes, here you are.
2.4 Teacher summarizes the using of can/could and please that show politely request. Students take note into their notebook.
3. Practice
3.1 Students work in pair, change to speak discussing order and request sentences and act out.
3.2 Teacher calls some volunteers to speak order and request sentences in front of classroom. The other students do it follow the volunteers.
3.3 Students draw the picture of order and request sentences.
4. Production
4.1 Students present their song and act which are created by the members of group.
4.2 Students present other vocabulary in the song or other pictures on chart.
4.3 Students match the pictures with order sentences which teacher gave on the table and put them on the board, check the correct and read.
5. Warm up
5.1 Play “Simon Says” game.
5.2 Students do an exercise and write sentences with the given pictures.
Materials:
1. Songs
2. Taps of order and request sentences both positive and negative
3. Picture cards and sentences taps for matching
4. Work sheet
5. VCD or DVD player
6. Sign of places, such as electric train station, subway station, theater, medicine label. Etc.
Note after learning management
1. The results of learning management
……………………………………………………………………………………………………………………………………………………………………………………………………
2. Problems/ Obstacles
………………………………………………………………………………………………………………………………………………………………………
3. Suggestions
………………………………………………………………………………………………………………………………………………………………………………….
Check List
Name……………………………………………………………..Number…………………….
Results Checklist | Perform correctly and immediately | Hesitate before/ Perform correctly | Cannot perform | Total | Summary | |
2 | 1 | 0 | 16 | Pass | Fail | |
1. Open the book to page 15. (order) 2. Stand up. (order) 3. Sit down. (order) 4. Point to the door. (order) 5. Could I borrow your pen, please? (request) 6. Could you tell me your nickname, please? (request) 7. Close the windows, please? (request) 8. Spell the word “clap”, please. (request) | ||||||
Note: The criterion is students’ total score must be 70% or more than 11 marks, they will
pass.
The criterions of product quality scoring
Score level Issues | 4 | 3 | 2 | 1 | Weight of Importance | Total score |
The correctness and completeness of the task | Task is correct and complete at very good level | Task is correct and complete at good level | Task is correct and complete at fair level | Task is correct and complete tasks at low level | 3 | 12 |
Creativity | Task is very interesting | Task is medium interesting | Task is little interesting | Task is very little interesting | 2 | 8 |
Total | 5 | 20 | ||||
Evaluation Task Form
Issues/Score Name | The correctness and completeness | Creativity | Total | Summary | |
12 | 8 | 20 | Pass | Fail | |
Note: The criterion is students’ total score must be 70% or more than 14 marks, they will pass.
วันพุธที่ 9 กุมภาพันธ์ พ.ศ. 2554
Learning Log out Class 24th December, 2010
Mixed Conditionals
Unreal conditionals (type II + III) sometimes can be mixed, that is, the time of the if clause is different from the one of the main clause.
Past --> Present
If I had taken an aspirin, I wouldn't have a headache now.
Past --> Future
If I had known that you are going to come by tomorrow, I would be in then.
Present --> Past
If she had enough money, she could have done this trip to Hawaii.
Present --> Future
If I were you, I would be spending my vacation in Seattle.
Future --> Past
If I weren't flying to Detroit, I would have planned a trip to Vancouver.
Future --> Present
If I were taking this exam next week, I would be high-strung.
Learning Log in Class 24th December, 2010
When we learn about translation, we have to learn many kinds of texts. They are very important that we should practice them effectively. There are many genres of texts such as
Narrative: tell story, usually to entertain.
Recounts: personal, factual, tell what happen
Information reports: provide factual information
Instruction: tell the listener or reader what to do
Explanation: explain how or why something happen
Exposition texts: present or argue viewpoint
Furthermore, we learn about Mixed If-clause. There are many kinds of Mixed If-clause that we have to realize them when we translate.
For Examples:
ถ้าฉันถูกล็อตเตอรี่ ฉันก็จะรวย
If I had won the lottery, I would be rich.
ถ้าฉันอ่านหนังสือไวยากรณ์เมื่อคืนนี้ ฉันก็จะสามารถเข้าใจเนื้อหาเรื่อง Mixed If-Cause
If I had read grammar book lash night, I might / could/ would understand the content of mixed if-Cause.
ถ้าจิมได้ข้อความที่ฉันฝากไว้ให้เค้าเมื่อชั่วโมงที่แล้ว เค้าก็คงกำลังรอพบฉันอยู่แล้วตอนนี้
If Jim got the message I left him an hour ago, He is waiting for me now.
ถ้าทอมรวย เค้าคงจะซื้อรถคันใหม่แล้ว
If tom were rich, He would have bought a new car.
HOMEWORK
1. น่าเสียดายที่คุณขับรถไม่เป็น ถ้าคุณขับรถได้จะเป็นประโยชน์มากๆ
It’s deplorable that you can't drive a car. If you could drive, it would be very beneficial.
2. ถ้าเพื่อนคุณออกกำลังกายตอนนี้สุขภาพเขาก็ไม่ขนาดนี้
If you friend had exercised, now his health wouldn't bad.
3. ถ้าฉันอายุน้อยกว่านี้สัก 10 ปี ฉันก็คงไปเที่ยวพับกับพวกเขาแล้ว
If I were ten years younger, I would have gone to the pub with them.
What do you think about my homework? You can share your opinions.
Narrative: tell story, usually to entertain.
Recounts: personal, factual, tell what happen
Information reports: provide factual information
Instruction: tell the listener or reader what to do
Explanation: explain how or why something happen
Exposition texts: present or argue viewpoint
Furthermore, we learn about Mixed If-clause. There are many kinds of Mixed If-clause that we have to realize them when we translate.
For Examples:
ถ้าฉันถูกล็อตเตอรี่ ฉันก็จะรวย
If I had won the lottery, I would be rich.
ถ้าฉันอ่านหนังสือไวยากรณ์เมื่อคืนนี้ ฉันก็จะสามารถเข้าใจเนื้อหาเรื่อง Mixed If-Cause
If I had read grammar book lash night, I might / could/ would understand the content of mixed if-Cause.
ถ้าจิมได้ข้อความที่ฉันฝากไว้ให้เค้าเมื่อชั่วโมงที่แล้ว เค้าก็คงกำลังรอพบฉันอยู่แล้วตอนนี้
If Jim got the message I left him an hour ago, He is waiting for me now.
ถ้าทอมรวย เค้าคงจะซื้อรถคันใหม่แล้ว
If tom were rich, He would have bought a new car.
HOMEWORK
1. น่าเสียดายที่คุณขับรถไม่เป็น ถ้าคุณขับรถได้จะเป็นประโยชน์มากๆ
It’s deplorable that you can't drive a car. If you could drive, it would be very beneficial.
2. ถ้าเพื่อนคุณออกกำลังกายตอนนี้สุขภาพเขาก็ไม่ขนาดนี้
If you friend had exercised, now his health wouldn't bad.
3. ถ้าฉันอายุน้อยกว่านี้สัก 10 ปี ฉันก็คงไปเที่ยวพับกับพวกเขาแล้ว
If I were ten years younger, I would have gone to the pub with them.
What do you think about my homework? You can share your opinions.
วันอังคารที่ 1 กุมภาพันธ์ พ.ศ. 2554
การแปลคำคมความรัก
การได้รักเป็นเพียงความว่างเปล่า การถูกรักเป็นเพียงแค่บางสิ่งบางอย่างส่วนการได้รัก และการถูกรักนั้นเป็นทุกอย่าง
"To love is nothing. To be loved is something. To love and be loved is everything!!"
อันความรักไม่ใช่เรื่องยากที่จะได้มา และมันก็ไม่ใช่เรื่องง่ายนัก ที่จะรักษาความรักนั้นให้อยู่เป็นนิรันดร์
"It's not too hard to find some love but it's also not easy to make that love to be forever."
"เมื่อมีรักแท้...คุณก็พร้อมที่จะไปตามเสียงเรียกร้องของหัวใจ"
"When you feel true love...you follow the way of the heart."
"เมื่อคุณอยู่ในห้วงแห่งรัก ชีวิตก็เหมือนดั่งนิยายที่คุณอ่านไม่จบ"
"When you're in love, life is like a romance novel that you never want to end."
ชีวิตช่างงดงามนัก เมื่อมีคนอย่างคุณอยู่ด้วย
"Life is beautiful with people like you in it."
ได้มีรักและสูญเสียมันไป ยังดีเสียกว่า ไม่รู้จักความรักเลย
"The only abnormality is the incapacity to love."
การได้คิดถึงคุณ ทำให้วันของฉัน..สว่างไสว
"Thoughts of you brighten up my day."
ความรักคือการให้
"To LOVE is to GIVE."
How to Make Mangosteena Soap in Kiriwong
Hello everyone. I’m Kanuengnut Naowapan. I’m a third year student in English major at Faculty of Education, Nakhon Si Thammarat Rajabhat University. Today, I would like to show you about how to make mangosteenna herbal soap of Kiriwong Herbal Home in Kiriwong village. Before we will see how to make mangosteena herb soap, I would like to tell about Kiriwong village. The Kiriwong community is in a fertile tropical rain forest valley where the villagers largely depend on the natural resources, particularly plants, for their livelihood, including food, housing and herbal medicines. The mixed orchards, called Suan Som Rom, by the villagers are the main sources of their income. These orchards grow a variety of plant species: The villagers used the natural resources, mainly the plants grown in the community. They learn to benefit from the plants, with some adjustment for more benefits, from trying to survive in the natural environment.
There are many communities in this village which can add the villagers’ earnings. The one of all is mangosteen soap in Kiriwong Herbal Home. Kiriwong Herbal Home is found in 1999. They produce many kinds of herbal soap that they use the natural resources. There are many products such as mangosteeenna herbal soap, lemon grass herbal soap, herbal soap mangosteeenna more tamarindus indica, herbal soap mangosteeenna more zedoaria rose
Now, let’s us to see how to make mangosteenna herbal soap. We have to use many kinds of herbs such as Mangosteen peels, White crane flower, Philippine violet, Ringworm bush, Zedoary, Gisol, Amomum cf. biflorum Jack, Palm oil, and Coconut Oil. Moreover, we use Soap, Lye and water.
Furthermore, there are few of materials that we use to produce mangosteenna herbal soap such as Electric Grinder, spinner, Compressor, Stamper and enamelware.
As we’ve known about the ingredients and materials. Now, let’s us to see the instruction of mangosteenna herbal soap.
First, dry all the seven herbs that is consist of Mangosteen peels, White crane flower, Philippine violet, Ringworm bush, Zedoary, Gisol and Amomum cf. biflorum Jack in the sun for 5-7 days.
Second, boil the seven dry herbs with 40 liters of water. When it’s not hot, filter it.
Third, Mix herb juice with soap and palm oil. Bring them into the electric Grinder. It will be line soap.
Next, bring the soap into enamelware and Squeeze it by hands
Bring the Squeezed soap into the Electric Grinder and Squeeze it by hands again
Then, Bring the Squeezed soap into the spinner
Bring the delicate soap into the compressor. It will be a piece.
Finally, bring a piece of soap in to the stamper. Then it will be mangosteeenna herbal soap.
Packaging of mangosteeena herbal soap is to pack with plastic. They use para rubber leaves. It’s very beautiful. There are many sizes of mangosteeena herbal such as 90 gram, 85 gram, and 15 gram. They are precious products for the villagers. In this study, Mr.sonthaya Chamna gave information.
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