The document provides an overview of the Thai language, including that it is the national language of Thailand, is tonal and monosyllabic, and originated along the Vietnam-China border. It discusses the Thai alphabet, tones, regional variations, social registers, and numbers. Examples are given to demonstrate writing names in Thai, conversational phrases, foods, and asking for travel directions.
An introductory Thai language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
Summary of Teaching Vocabulary by Nation (2005)
Presentation for Magister en Innovación de la Enseñanza, Aprendizaje y Evaluación del Inglés, Universidad de Concepción by Sebastian Calisto Miranda
An introductory Thai language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
Summary of Teaching Vocabulary by Nation (2005)
Presentation for Magister en Innovación de la Enseñanza, Aprendizaje y Evaluación del Inglés, Universidad de Concepción by Sebastian Calisto Miranda
The Malay-English relationship in Malaysia has witnessed a pendulum shift and ignited critical debates. The Malay nationalist
discourse on language policy is evident. Nonetheless, the concurrent significance of English in the era of globalisation
is undeniable. This article highlights English (and Malay) language policy and planning (LPP) in Malaysia in relation
to other languages together with their societal and educational impact by synthesising research studies and published
documents by the Malaysian government and their agencies. The article, firstly, includes the ethnic, linguistic,
and religious profile of Malaysia. Secondly, the role of Malay and English in pre-independence Malaysia, the post-independence
LPP of Malay and English with reference to the corpus and status planning of multi-ethnic-lingual-cultural
Malaysia. Lastly, the shifting status of English in LPP of Malaysia to address globalisation in the 21st century and the
economic interest of the nation have been discussed. The recent change in LPP to uphold Malay and emphasising English
learning has also been discussed together with the language acquisition planning status. The study reveals that policymakers
have tried to maintain the dominance of Malays in Malaysia, uplifting the status of Malay through status and
corpus planning. Although such planning negatively impacted the acquisition of English, the prestige of English in Malaysia
was never lost, especially in education and other important domains.
Actually there are 19 kinds of nominal suffixes, to share but here I just want some of them. This is the work of my group and I in our English Morphology class.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
The Malay-English relationship in Malaysia has witnessed a pendulum shift and ignited critical debates. The Malay nationalist
discourse on language policy is evident. Nonetheless, the concurrent significance of English in the era of globalisation
is undeniable. This article highlights English (and Malay) language policy and planning (LPP) in Malaysia in relation
to other languages together with their societal and educational impact by synthesising research studies and published
documents by the Malaysian government and their agencies. The article, firstly, includes the ethnic, linguistic,
and religious profile of Malaysia. Secondly, the role of Malay and English in pre-independence Malaysia, the post-independence
LPP of Malay and English with reference to the corpus and status planning of multi-ethnic-lingual-cultural
Malaysia. Lastly, the shifting status of English in LPP of Malaysia to address globalisation in the 21st century and the
economic interest of the nation have been discussed. The recent change in LPP to uphold Malay and emphasising English
learning has also been discussed together with the language acquisition planning status. The study reveals that policymakers
have tried to maintain the dominance of Malays in Malaysia, uplifting the status of Malay through status and
corpus planning. Although such planning negatively impacted the acquisition of English, the prestige of English in Malaysia
was never lost, especially in education and other important domains.
Actually there are 19 kinds of nominal suffixes, to share but here I just want some of them. This is the work of my group and I in our English Morphology class.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This article is used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This Study Guide is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Overview
✦ National Language of Thailand
✦ Uninflected, primarily
monosyllabic, tonal language
✦ Tai-Kadai family
✦ Originated on Vietnam and China
border
✦ Eastern Myanmar, Norther
Vietnam, Yunnan, Laos
Thursday, January 12, 12
3. Written Thai Language
✦ Introduced by the 3rd king of
Sukhothai period
✦ King Ramkhamhaeng
✦ Based on Pali, Sanskrit, and Indian
concepts
✦ Hill Tribes words
Thursday, January 12, 12
4. Regional Variation
✦ 4 major dialects ‘Central Thai’,
‘Southern’, ‘Northern’, and
Northeastern (close to Lao
language)’
✦ Central Thai or Bangkok Thai-
being taught in school, television
broadcasts, widely understood
✦ English is taught in all public
schools
Thursday, January 12, 12
5. Four Thai Languages
✦ Used differently in each social
circumstances
✦ Thai royalty, monks, polite
people, crude communication
✦ Example: to eat= Saweuy, Chan,
Tarn, Kin
Thursday, January 12, 12
6. Alphabet and Tone
✦ First Thai alphabet in 1283
✦ 44 consonants
✦ 15 basic vowel characters
✦ Horizontally placed, left to right
✦ Vowels are written above, below,
before, after
✦
Example: แก กา ก้า กู เก้า
Thursday, January 12, 12
7. Tonal Language
✦ Thai alphabet is phonemic
✦ Possible to pronounce a word without knowing
its meaning
✦ Tonal language
✦ Each word has a certain pitch characteristic
✦ Five tones: mid, low, high, rising, falling
Thursday, January 12, 12
21. Exercise: Thai Number
✦
Mr. Chaht has ๓ daughters and Wipa has ๒ sons.
Thursday, January 12, 12
22. Exercise: Thai Number
✦
Mr. Chaht has ๓ daughters and Wipa has ๒ sons.
✦
There are ๒๓ staff working in the English Program; ๑๒ Thais
and ๑๑ foreigners.
Thursday, January 12, 12
23. Exercise: Thai Number
✦
Mr. Chaht has ๓ daughters and Wipa has ๒ sons.
✦
There are ๒๓ staff working in the English Program; ๑๒ Thais
and ๑๑ foreigners.
✦
Sa-nugan Ying School address is ๑๓๔ Prachatippatai Road,
Suphanburi, Thailand, ๗๒๐๐๐
Thursday, January 12, 12
24. Exercise: Thai Number
✦
Mr. Chaht has ๓ daughters and Wipa has ๒ sons.
✦
There are ๒๓ staff working in the English Program; ๑๒ Thais
and ๑๑ foreigners.
✦
Sa-nugan Ying School address is ๑๓๔ Prachatippatai Road,
Suphanburi, Thailand, ๗๒๐๐๐
✦
Mr. Chaht’s phone number is +๖๖๘๑- ๘๕๘๗๖๗๘
Thursday, January 12, 12
25. Exercise: Thai Number
✦
Mr. Chaht has ๓ daughters and Wipa has ๒ sons.
✦
There are ๒๓ staff working in the English Program; ๑๒ Thais
and ๑๑ foreigners.
✦
Sa-nugan Ying School address is ๑๓๔ Prachatippatai Road,
Suphanburi, Thailand, ๗๒๐๐๐
✦
Mr. Chaht’s phone number is +๖๖๘๑- ๘๕๘๗๖๗๘
✦
Kru Tuke’s phone number is +๖๖๘๙-๘๓๖๔๔๐๓
Thursday, January 12, 12
28. Self Introduction
✦ Sa wad dee Ka/ Krub
✦
สวัสดี ค่ะ/ ครับ
Thursday, January 12, 12
29. Self Introduction
✦ Sa wad dee Ka/ Krub
✦
สวัสดี ค่ะ/ ครับ
✦ Di Chan/ Phom Chue.............................. Ka/ Krub
Thursday, January 12, 12
30. Self Introduction
✦ Sa wad dee Ka/ Krub
✦
สวัสดี ค่ะ/ ครับ
✦ Di Chan/ Phom Chue.............................. Ka/ Krub
✦
ดิฉัน/ ผม ชื่อ.............................................. ค่ะ/ครับ
Thursday, January 12, 12
31. Self Introduction
✦ Sa wad dee Ka/ Krub
✦
สวัสดี ค่ะ/ ครับ
✦ Di Chan/ Phom Chue.............................. Ka/ Krub
✦
ดิฉัน/ ผม ชื่อ.............................................. ค่ะ/ครับ
✦ Ar Yu ............... pbee
Thursday, January 12, 12
32. Self Introduction
✦ Sa wad dee Ka/ Krub
✦
สวัสดี ค่ะ/ ครับ
✦ Di Chan/ Phom Chue.............................. Ka/ Krub
✦
ดิฉัน/ ผม ชื่อ.............................................. ค่ะ/ครับ
✦ Ar Yu ............... pbee
✦
อายุ ................... ปี
Thursday, January 12, 12
33. Self Introduction
✦ Sa wad dee Ka/ Krub
✦
สวัสดี ค่ะ/ ครับ
✦ Di Chan/ Phom Chue.............................. Ka/ Krub
✦
ดิฉัน/ ผม ชื่อ.............................................. ค่ะ/ครับ
✦ Ar Yu ............... pbee
✦
อายุ ................... ปี
✦ Rien Grade ......... Tii Rong Rien Lodi High School Ka/ Krub
Thursday, January 12, 12
34. Self Introduction
✦ Sa wad dee Ka/ Krub
✦
สวัสดี ค่ะ/ ครับ
✦ Di Chan/ Phom Chue.............................. Ka/ Krub
✦
ดิฉัน/ ผม ชื่อ.............................................. ค่ะ/ครับ
✦ Ar Yu ............... pbee
✦
อายุ ................... ปี
✦ Rien Grade ......... Tii Rong Rien Lodi High School Ka/ Krub
✦
เรียนเกรด ........ ที่โรงเรียนโลดาย ไฮสคูล ค่ะ/ ครับ
Thursday, January 12, 12
35. Self Introduction
✦ Wanni Di Chan/ Phom Kor Nam Sa-nuer Ngan Kon Kwa
✦
วันนี้ ดิฉัน/ ผม ขอนําเสนองานค้นคว้า
✦ Rueng Garn Dern Tang Tong Tiew Nai Pbra Thet
✦
เรื่องการเดินทางท่องเที่ยวในประเทศ
✦ Asia Ta Wan Ork Chiang Tai Ka/ Krub
✦
เอเชียตะวันออกเฉียงใต้ ค่ะ/ครับ
Thursday, January 12, 12
36. Useful Thai: Greeting
✦ Good Morning
✦ Sa Wad Di Torn Chao Ka/ Krub
✦ Good Afternoon
✦ Sa Wad Di Torn Bai Ka/ Krub
✦ Good Bye
✦ La Gorn Ka/ Krub
Thursday, January 12, 12
37. Everyday Conversation
✦ Have you eaten yet?
✦ How are you?
✦ Tarn Khao Rue Young Ka/ Krub?
✦ Sa Bai Di Mai Ka/ Krub?
✦ Yes, I have.
✦ I’m fine/ good.
✦ Tarn Laew Ka/ Krub
✦ Sa Bai Di Ka/ Krub
✦ No, I haven’t
✦ Young Mai Dai Tarn Ka/ Krub
Thursday, January 12, 12
38. Everyday Conversation
✦ Where did you just go?
✦ I’m sorry.
✦ Pbai Nai Ma?
✦ Di Chan/ Phom Kor Tode Ka/ Krub
✦ Where are you going?
✦ That’s alright./ Never mind
✦ Gum Lung Ja Pai Ti Nai?
✦ Mai Pben Rai Ka/ Krub
✦ Yes = Chai Ka/ Krub
✦ No = Mai Ka/ Krub
Thursday, January 12, 12
39. Let’s speak Thai
A: Sa Wad Di Ka/ Krub
B: Sa Wad Di Ka/ Krub
A: Sa Bai Di Mai Ka/ Krub?
B: Sa Bai Di Ka
A: Khun Tarn Khao Rue Young Ka/ Krub?
B: Tarn Laew Ka/ Krub
Thursday, January 12, 12
40. Food
✦ Banana = Gluoy
✦ Pork = Moo
✦ Orange = Som
✦ Chicken = Gai
✦ Apple = Apple
✦ Beef = Nuer
✦ Papaya = Ma La Gor
✦ Fish = Pbla
✦ Pineapple = Sab Pba Rod
✦ Prawn = Goong
✦ Coconut = Ma Praw
✦ Duck = Pbed
✦ Pumpkin = Fuck Thong
✦ Tofu = Tao Hu
✦ Chili = Prik
✦ Vegetable = Phak
✦ Supaporn
Thursday, January 12, 12
41. Food
✦ Thai Omelet = Kai Jiew
✦ Fried Rice = Kao Pad
✦ Papaya Spicy Salad = Som Tum
✦ Spicy Seafood Soup = Tom Yum Ta-le
Thursday, January 12, 12
42. Food Conversation
✦ I don’t eat spicy food.
✦ Di Chan Mai Gin Phet
✦ I like omelet.
✦ Di Chan/ Phom Chorb Gin
Kai Jiew
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43. Traveling
✦ How can I get to....?
✦ Di Chan/ Phom Ja Pbai ...........Yang
Rai?
✦ Go Straight = Trong Pbai
✦ Turn Left = Liew Sai
✦ Turn Right = Liew Kwa
Thursday, January 12, 12