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วันศุกร์ที่ 4 มีนาคม พ.ศ. 2554

The comment Abby

Please include at least one recipient for this message.
ถึง:
.ข้อความ:
I thik it is very important for life. Love is what everybody is happy when we fall with her but, both parties should refer to the Preparedness and well-being. I don’t agree with my friend is Nyla. "She is 15 year old who importantly she was pregnant Nyla and her husband's family is happy about it. I think you should plan to live together also, if you want to have sex, you should be protected because she is studying. So, I would warn her friend.I commend a family who stands behind their daughter and is providing them the support she needs. As for being poor, nobody has any idea what the family does or does not have. Yes, raising a child costs money, but that does not mean the child will not grow up in a loving home with all needs provided for. I know plenty of wealthy families who treat their kids like crap. Sometimes Abby is off base, but this time her advice is appalling..
Pregnant Teen Needs Worried Friend's Support, Not A Lecture
http://news.yahoo.com/s/ucda/20110225/lf...
DEAR ABBY: I'm concerned about my friend "Nyla." She's 15 and pregnant. Nyla and her family are happy about it! As her friend, I'm not. I think she should have waited.


http://news.yahoo.com/s/ucda/20110225/lf_ucda/pregnantteenneedsworriedfriendssupportnotalecture

แผนการจัดการเรียนรู้ที่ 1

In Thai













In English







Week Date 28 February 2011

In class, today teacher teach about “Noun Phrase” It are sometimes placed beside, or in apposition to, nouns or other noun phrases to explain them In various way, for example:
1. My mother is a teacher.
แม่ของฉันเป็นครู
2. The Government plans dissolve the parliament.
รัฐบาลเตรียบยุบสภา
3. The Royal palace was built in 1912.
พระราชวังสร้างขึ้นในปี 2455
That house is very big.
Or That house is look so big.
บ้านโน้นอยู่ใหญ่มาก
Then, teachers explain about work must to translation into us blog.

There are 4 types:
1. Opinion about website: it is exchange idea of each person that chooses the topic us interesting, after we post into blog.
2. Translation lesson
3. News Translation education
4. Translation structure
Out class ,I study about
"
Syntax : Chapter III: Noun Phrase "

As phrases are often described according to the classes of the words that function in them and also the order in which their components are arranged, Noun phrase get its name from the head word which is a noun.
In English, a noun phrase is composed of 3 main parts: Pre-modification; Central and Post-modification. The Central part, which is also called "the head", is obligatory. The other 2 parts are optional.
About the head, the most common kind of head of a Noun Phrase is a Noun (Obviously ). The second one is pronoun, mostly a personal pronoun. Other kinds are : Indefinite Pronoun, Possessive Pronoun and Demonstrative Pronoun. When the head is a Pronoun, it is rarely (or never) preceded by any kind of modification. Post-modification, mostly Relative Clause, can follow it, in this case.
Take a look at the Pre-modification:
Here is the "structure" of a Pre-modification :

Identifier + numeral/quantifier + Adjective + Noun modifier

+ Identifier: This section includes : Articles, Demonstratives and Possessives. They're mutually exclusive in English, which means only one can be present at a time in a context.

+ Numeral/Quantifier: We can insert more than one component, though there are also some limitation. There are several favourite sequences:

Ordinal numeral + Indefinite quantifier

Ordinal numeral + Cardinal numeral

Indefinite quantifier + Cardinal numeral

+ Pre-determiner: this kind of modification is not included in the structure. It appears before the pre-modification. They have a quantifier reference and the most common are 'all', 'both', and 'half' together with fraction numeral.

+ Adjective: Several adjectives, or none at all, may occur in a Noun phrase but when it happens, there appears to be some principle of ordering:
epithet ( most important characteristics) - size - shape - age - colour - origin - substance - present participle - denominal (derived from noun)

+ Noun modifier: Often, there is only one noun modifier present in a Noun phrase. Noun modifier + head noun construction is often the first stage in the formation of compound noun.

+ Noun phrase in the genitive case: this kind is marked by an ('s) added to its final words and often indicate possession. This explains why they are more commonly found with animate nouns as head than inanimate nouns. Also, the NP genitive case may be considered to be substituting for a possessive indentifer in the noun phrase in which it occurs as a pre-deteminer. Thus, NP genitive may in turn be the subject to analysis like any other noun phrase.

Finally, Post-modification:
The post-modification position in a Noun phrase is filled by clauses or phrases rather than by specific wordclasses or subclasses. There are 4 kinds: Relative clause, Non-finite clause, Prepositional phrase and Adjective/Adverb.

+ Adjective and Adverb:
Adjectives usually follow indefinite pronouns as head and do not normally come after a noun. However, there are a few cases (probably ones copied from French),eg. blood royal, heir apparent.

Adverbs are more frequently found and they could be regarded as the reduction of a prepositional phrase. It seems that those can function alternatively as a preposition.

+ Relative clause: A relative clause is a full clause consisting of a relative pronoun as a head which refers back to the head noun of the noun phrase in which it occurs as a post-modifier.

OK, I've just explained what we all learnt from secondary and high school . Now what do you think if I say comparison relates to relative clause ? Let's examine an example:
She buys more clothes in a month than I buy in a year.

In this example, the 'relative clause' is 'than I buy in a year' and the equivalent of relative pronouns is 'that', which refers back to 'more'.
One more thing, a superlative adjective as pre-modifier may be followed by a relative clause introduced by 'that'.

+ Non-finite clause: this kind is a kind of clause without subjects, introduced by a non-finite form of the verb. Commonly, we'll meet 3 kinds: Infinitive clause; Present Participle Clause and Past Participle Clause.

They are often regarded as reductions of relative clauses.

- Present Participle clause relates to an active (often progressive form but not always)

- Past Participle clause is always linked to a passive and thus restricted to transitive verbs.

For Present and Past Participle clauses as post-modifiers in noun phrases the implied subject is the head of the noun phrase. However, for infinitive clauses, this is not always true.
It is also possible to insert a specific subject by means of a 'for phrase'.
+ Prepositional phrase: the full range of preposition is used to introduce post-modifying prepositional phrases. Like non-finite clauses, prepositional phrases may have a relationship with fuller relative clauses, very often with the verb 'be'.

So,I think if you understand about noun phrases can have any of the grammatical roles that nouns have.
Who and Whom stands for heads that refers to persons while Which is used for non-human things.

Genitive relative pronoun Whose functions like an NP genitive within one of the noun phrases of the relative clause.

Whose of whom (for human and non-human head nouns)
However, some native speakers may prefer 'of which' for non-human head nouns.


English Grammar Lessons Phrases & Clauses
Introduction to Phrases
Phrases are considered as the second level of classification as they tend to be larger than individual words, but are smaller than sentences. We refer to the central element in a phrase as the head of the phrase. If the head is a noun then the phrase is called a noun phrase.

There are nine generally accepted classifications for phrases. These classifications are generally based on the headword or construction of the phrase. The headword can usually stand alone as a one-word phrase. It is the only part that cannot be omitted from the phrase.

1. NOUN PHRASES
Noun phrases may serve as subjects, direct objects, indirect objects, or objects of prepositions. Most noun phrases are constructed using determiners, adjectives and a head noun.
Examples: My coach is happy. (noun phrase as subject)

2. VERB PHRASES
Verb phrases are composed of the verbs of the sentence and any modifiers of the verbs, including adverbs, prepositional phrases or objects. Most verb phrases function as predicates of sentences.
Example: Henry made my coach very proud. (verb phrase as predicate)

3. ADJECTIVAL PHRASES
Adjectival phrases are composed of the adjectives that modify a noun and any adverbs or other elements that modify those adjectives. Adjectival phrases always occur inside noun phrases or as predicate adjectives.
Example: Dad bought [(a blue and green) sweater]

4. ADVERBIAL PHRASES
Adverbial phrases are composed of the adverbs that modify verbs, adjectives, or clauses. Adverbial phrases may occur with more than one word. The extra adverb is called an intensifier.
Example: He scored the goal very quickly.

5. PREPOSITIONAL PHRASES
Prepositional phrases are composed of the preposition and a following noun phrase. Prepositional phrases are used either adjectivally to modify nouns or adverbially to modify verbs, adjectives, or clauses.
Examples:
The man in the house rented it. (prepositional phrase modifies a noun adjectivally)
He went in the arena. (prepositional phrase modifies a verb adverbially)
Dad was happy about the goal. (prepositional phrase modifies an adjective adverbially)
On reflection, I believe that she was correct. (prepositional phrase modifies a clause adverbially)

6. GERUNDIVE PHRASES
Gerundive phrases may function in any way in which nouns may function: as subjects, objects, objects of a preposition, or even nouns functioning as adjectives Gerundive phrases may contain gerunds, adjectives, objects, adverbs or other main verb elements.
Example: Dad talked about winning the game.

7. PARTICIPIAL PHRASES
Participles are root verbs with an "ed, en or ing" suffix. In the case of the past participial, the form may be irregular. Participial phrases may contain objects and other elements that might occur with main verbs. Participial phrases always function as adjectives.
Example: Racing around the corner, he slipped and fell.

8. ABSOLUTE PHRASES
Absolute phrases are composed of a subject noun phrase and a participial phrase. The absolute phrase is formally independent of the main clause. The subject of the absolute phrase does not have to appear in the main clause--because the absolute phrase has its own subject!
Example: [(My chores) (completed for the week)], I went on a walk.

9. INFINITIVE PHRASES
Infinitive phrases are composed of an infinitive verb (the base form of the verb preceded by to) and any modifing adverbs or prepositional phrases. The infinitive phrase has three functions: noun, adjective, adverb.
Examples:

My duty as a coach is to teach skills. (infinitive phrase functions as a noun)
My sister wanted a cat to love. (infinitive phrase functions as an adjective)
Bill is eager to work on his skating. (infinitive phrase functions adverbially, modifying an adjective)

Introduction to Clauses

All clauses have a subject and a verb.

1. INDEPENDENT CLAUSE
This clause is a sentence and can act as a sentence.
Example: I wanted a new ball.

2. SUBORDINATE CLAUSES
A subordinate clause has a subordinator.
Examples: Fred knew that I wanted a new ball.

3. ADVERBIAL CLAUSES
Adverbial clauses modify the entire independent clause or another subordinate clause to which they might be attached. Some adverbial subordinators:" because, while, as, if, when, although, as if, after, since, unless, before, until". Adverbial clauses signal common adverbial meanings such as time of the event, place of the event, manner of the event, cause of the event or condition for the event.
Examples:
I haven't been skating since we all went up to Banff last winter.
He stood there as if he was frozen to the very spot.
Fred jogs where there is no traffic because he likes it.

4. RELATIVE CLAUSES
Relative clauses modify nouns and sometimes indefinite pronouns. Relative clauses occur with the relative pronouns "that, who, which, whom, whose" Relative clauses may also begin with the following relative adverbs "when, where, why".
Examples:
I saw the player [who hit you].
I saw the player [that hit you].
I like the park [where I jog].
I would like to know the reason [why you didn't eat the vegtables].

5. NOMINAL CLAUSES
Nominal clauses function as nouns and are subordinated by one of the following subordinating conjunctions"how ,that ,what ,when ,where ,whether which who why". Nominal clauses may be replaced with a pronoun
Examples:
[How you did it] is not my concern. (That is not my concern)
[That I wanted a ball] was irrelevant in the discussion. ( It was irrelevant )

Sentence Constructions
COMPOUND SENTENCES
Compound sentences are constructed using two independant clauses.
Examples:
a. Fred hit the ball well, but he only walked to first base.
b. Computer technologies are more sophisticated and today's technicians are better trained.

COMPLEX SENTENCES
Complex sentences are constructed using an independant sentence and a dependant or subordinated clause.
Example: The motion, which the commons narrowly passed, was defeated by the senate.
(Adjective clause introduced by relative pronoun)

COMPOUND - COMPLEX SENTENCES
Compound - Complex sentences are constucted using two independant sentences or clauses and a dependant clause.
Example:When the jets fly by, the windows rattle noisily and the whole house shakes.



Week 10 Date 18 February 2011

Today, isn’t studying translation because of teachers is teachers of English Conference in the South at Thaksin Hotel ,but I study out class the story "If Clause หรือ Condition Clause "หมายถึงประโยคที่แสดงหรือกำหนดเงื่อนไข ขึ้นในเวลาที่่ต่างๆ กัน แต่เวลาที่พูดนั้นเกิดขึ้นในขณะปัจจุบันรูปกริยาที่ต่างกันใน If-clauseเป็นเพียงตัวบ่งให้ทราบว่าเป็น เงื่อนไขแบบใดเท่านั้น

ประโยค If-clause (ประโยคเงื่ืี่่อนไข) จะประกอบด้วย

1. ส่วนที่เป็นเงื่อนไข (If Clause)
2. ส่วนที่เป็นข้อความหลัก (Main Clause)

If-clause แบบที่1 ใช้สมมุติในสิ่งที่เป็นไปได้และเป็นจริง ประโยค if-clause เป็น present simple ประโยค main-clause จะเป็น future simple
#
if-clause ==> v.1
# main-clause ==> will, shall, can, may + v.1

If Cluase + future tense
- If it doesn't rain tomorrow, we will have a picnic.
- I will be able to do this exercise if I try.

#
ถ้าเป็นความจริงเสมอ main-clause ให้ใช้ present simple
- If the ice falls into the water, it floats.


# กริยาใน main-clause เป็นคำสั่ง หรือ ขอร้อง ให้ใช้ present simple
- If the teacher asks you, tell him the truth. (คำสั่ง)
- If you leave, please turn out the light. (ขอร้อง)


# If-clause แบบที่1นี้ สามารถใช้ should แทน if ได้
- Should he refuse to leave, telephone Mr. John.
= If he refuse to leave, telephone Mr. John.


# unless = if not; ประโยคหลัง unless จะเป็นประโยคบอกเล่า ไม่อย่างนั้นจะเป็นปฏิเสธซ้อนปฏิเสธ
- Malee will not come unless she has time.
- Malee will not come if she has no time.


2. If-clause แบบที่2 ใช้สมมุติในสิ่งที่ไม่น่าจะเป็นไปได้หรือไม่เป็นจริงในปัจจุบัน ประโยค if-clause เป็น past simple ประโยค main-clause จะเป็น future in the past หรือ conditional tense
# if-clause ==> v.2
# main-clause ==> would, should, could, might + v.1
- If I had more time, I would read more books. [ขณะปัจจุบันนี้ไม่มีเวลามากพอ]
- If I were you, I would not let him say such things. [ใช้ were กับทุกบุรุษ ไม่ใช้ was]
#
เราสามารถละ if โดยเอากริยาช่วย were ในประโยค if-clause มาไว้หน้าประโยคแทน
- If he were to leave (If he left) )today, he would be there by Friday.

= Were he to leave today, he would be there by Friday.


3. If-clause แบบที่3 ใช้สมมตุในสิ่งที่เป็นไปไม่ได้เลย หรือตรงกันข้ามกับความจริงในอดีต ประโยค if-clause เป็น past perfect ประโยค main-clause จะเป็น future perfect in the past หรือ perfect conditional
# if-clause ==> had + v.3
# main-clause ==> would, should, could, might + have + v.3

- If I had had her e-mail address, I would have written to her.
# ถ้าเป็นเหตุการณ์ในอดีตกับปัจจุบันสังเกตจาก now ให้เปลี่ยน Tense ใน main-clause จาก would have + v.3 เป็น would + v.1
- If there had been no floods last year, the crop would be better now.
# เราสามารถละ if โดยเอากริยาช่วย had ในประโยค if-clause มาไว้หน้าประโยคแทน
- If I had known that, I would have lent you mine.
= Had I known that, I would have lent you mine.

*หมายเหตุ: นอกจากคำว่า if แล้ว ยังมีคำอื่นๆที่ใช้ในประโยคเงื่อนไข ได้แก่
a) suppose หรือ supposing = สมมุติว่า
b) on condition that หรือ on the condition that = โดยมีเงื่อนไขว่า
c) so long as หรือ as long as = ถ้า, ตราบใดที่
d) what if = สมมุติว่า

วันพฤหัสบดีที่ 3 มีนาคม พ.ศ. 2554

Skits

video



When, 17 February 2011, today my group plays "the bad girl". I feel excited with its. I think skit is the best learning for practice speaking and listening it help give memory learning English.




หงส์น้อยคอยรัก
วัสดุอุปกรณ์
1. ด้าย เข็ม
2. โฟม
3.ลูกปัด
4 .ผ้าลูกไม้
5.ผ้ากำมะหยี
6.กาว UHV
7. เศษผ้า
8.ลวดกำมะหยี

ขั้นตอนการทำ
1. นำโฟมตัดเป็นรูปวงรี และนำเศษผ้ามาเย็บติดกัน
2. นำลวดกำมะหยี มาตัดประมาณ 6 นิ้ว หลังจากนั้นนำด้ายมาพันหลายๆรอบ เพื่อป้องกันการหลุดได้ง่าย
3. หลังจากนั้นเรานำผ้าลูกไม้มาติด
4.เรานำกาว UHV มาติดลงบนโฟมที่เราเย็บไว้ ต่อมานำผ้าที่เราเย็บไว้ มาติดกาว UHVเรียงกันเป็นแถวเพื่อความสวยงามจนเสร็จ
5. การทำปากหงส์ เรานำผ้ากำมะหยีมาติดเป็นรูปสี่เหลี่ยมพื้นผ้า แล้วหลังจากนั้น นำกาวมาติดและนำลูกปัดติดลงไป
เราก็จะได้หงส์น้อยคอยรักที่สวยงาม ซึ่งสามารถนำไปมอบให้กับคนที่คุณรักในวันวาเลนไทม์ เพื่อน และเป็นเครื่องประดับตกแต่งบ้าน

The Lovely Little Swan
1. Thread and pin
2. Foam
3. Lace
4. Coquettes
5. Suede
6.กาว UHV
7. UHV glue
8. Rags
Suede wire
ขั้นตอนการทำ
1. นำโฟมตัดเป็นรูปวงรี และนำเศษผ้ามาเย็บติดกัน
2. นำลวดกำมะหยี มาตัดประมาณ 6 นิ้ว หลังจากนั้นนำด้ายมาพันหลายๆรอบ เพื่อป้องกันการหลุดได้ง่าย
3. หลังจากนั้นเรานำผ้าลูกไม้มาติด
4.เรานำกาว UHV มาติดลงบนโฟมที่เราเย็บไว้ ต่อมานำผ้าที่เราเย็บไว้ มาติดกาว UHVเรียงกันเป็นแถวเพื่อความสวยงามจนเสร็จ
5. การทำปากหงส์ เรานำผ้ากำมะหยีมาติดเป็นรูปสี่เหลี่ยมพื้นผ้า แล้วหลังจากนั้น นำกาวมาติดและนำลูกปัดติดลงไป
เราก็จะได้หงส์น้อยคอยรักที่สวยงาม ซึ่งสามารถนำไปมอบให้กับคนที่คุณรักในวันวาเลนไทม์ เพื่อน และเป็นเครื่องประดับตกแต่งบ้าน
How to do it?
1. To lead the foam cut into oval and the rags to patch together.
2. To lead suede wire cut about 6 inches after, which tied the tread many time to prevent loosing.
3. After, we patch to the lace.
4. We to lead UHV glue to stick on the foam that sews it. Then, we sew the fabric into the glue UHV cascaded in a row for the beautiful finish.
5. The swan mouth we lead to suede a square fabric surface. After, lead glue to stick and attached to the coquettes.
We can beautiful the lovely little swan that can be given to the person you love on Valentine time to show your friends and the house of decoration.

Creating Rubrics to Asses Writing an Speaking

I have listen to a lecture about “Creating Rubrics to Assess Writing and Speaking” by Dr. Deborah Healy (AEI/Linguists, University of Oregon) At American Corner .

How do you assess wring?
It is consists of:
- Grammar-Spelling-Mechanics
- Content – Organization
- Other?

What are rubric?
- go head and respond in the chat.
People in the room will respond, too.
Some benefit for students
- Students can fully understand what they need to do in order to succeed with
- Student work on self-assessment, which is a critical thinking skill.
- Student can more easily do peer assessment if they are using rubric
- Grading is fairer understands what he or she is asking students to do.
- Grading is much faster and easier.
- He teacher can fully understand the task and decide what is important.
Drawback of rubric
-They take time to do well.
-They take practice to do well.
- You can’t change your mind as you are grading. The rubric is not helpful to the students or the teacher.
- A poorly-designed rubric is not helpful to the students or to the teacher.

Six step
- Start with the performance objective.
- Identify the potential levels of quality within a characteristic or task.
- Create the rubric table-put the dimensions as row and the levels as columns.

http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

Step 1: Performance Objectives
The ABCD Model:
A=Audience (who is being evaluated)?
B=Behavior (Specific! Observable!)
C= Condition under what condition will the behavior occur?
D=Degree (how much/many, how fast. How accurately, etc.-what makes it good?)-also called criteria

Step2: The characteristics/task
- Identify the characteristics /tasks comprising the performance.
- What are you looking for?
- Spelling/ capitalization/punctuation (mechanics)
- Grammar – Organization

- Content
- Interest


Step 3: Identify the levels of quality.
Step 4: Assign point values
- Assign a point value to each level.
- Assign a total point value for the assessment.
- Or assign points for each level and multiply by the number of characteristics to get the total.
- Sample calculation-if 4 points in 5 characteristics, total = 20 (or 15,if one of the levels is 0)


Step5: Identify the criteria
-This is the hard part.
- What makes something excellent? Be as complete as possible.
- What would a weak response be? Be detailed.
- Fill in the middle of the matrix.
- Make sure students can understand what you want.


Step6: Create the rubric table
- Work with a partner or on your own.

On line help with rubrics
- Rubican- sample rubrics for writing

http://www.rubrician.com/writing

- Rubistar – create rubric with help
http://rubistar.4teacher.org/

Speaking characteristics
Rubrics work for speaking assignments, too
-Pitch-Pauses –Volume
- Eye contact
- Enthusiasm –Timing
-Preparedness
- Content – Organization
- Listens to others


Crete a rubric
- Work with a partner, if possible
- Create a rubric foe an assignment 1(writing or speaking) in a class that you teach.
- Make sure you start with the learning objectives!
Email it to me if you want to share it :dhealy@uoregon.ed
http://www.deborahhealey.com/thai2011/rubrics.html


So, I think creating rubrics to assess writing and speaking it is important for English Teacher. The rubrics are a tool developed by instructors to assess the performances of their students. We must write the purpose learning that according to what we want to measure. And creating a rubric is easy once you have taken to time to evaluate the dimensions/tasks which make up the students performance, and the criterion you will use to evaluate it.