The visitor should visit Renunakhon, which is a famous historical site that provides a glimpse into the country's rich culture and heritage in a single location. As the country's top attraction, Renunakhon contains several iconic landmarks, temples, and museums that showcase highlights of the nation's history, arts, and people. A local junior guide would be able to provide valuable context and insight during the visitor's limited time at Renunakhon.
The document summarizes 17 picture books. Here are 3-sentence summaries of 3 of the books:
Picture book 1 describes a farmer who gets angry at the sun for being too hot and causes it to disappear. A rooster manages to convince the sun to return by crying out for help. Everyone is happy when the sun returns and shines again.
Picture book 2 tells the story of a poor flower seller who gives flowers to a dragon king, receiving a lucky boy in return. The boy brings the man good fortune when fed, giving him riches. However, when the man wants more, the boy makes everything disappear to teach him a lesson.
Picture book 3 is about a gecko who can't
This document discusses the types and nutritional benefits of sushi. It notes that sushi can be made with various ingredients like fish, seafood, vegetables, and rice. The most common types of sushi eaten in the US are maki rolls and nigiri, which is rice topped with fish or seafood. Many sushi ingredients provide protein and omega-3 fatty acids, which can lower blood pressure and improve cholesterol levels. Seaweed commonly used in sushi also contains various vitamins, minerals, and antioxidants.
Children learn language in three main stages:
1) Learning Sounds - Babies first learn to recognize and produce sounds by babbling and copying what they hear around 4-6 months old.
2) Learning Words - Between ages 2-4, children learn to pronounce consonant and vowel sounds and start putting words together.
3) Learning Sentences - By ages 2-3, children have learned grammar and can create simple sentences, making some mistakes with irregular verbs or dropping consonants. They continue developing more advanced syntax and vocabulary until adolescence.
The document lists classical paintings by Edward Hopper and Vincent Van Gogh, including Nighthawks from 1942, Fishing Boats on the Beach from 1888, and Almond Blossoms from 1890. It also lists classical music pieces by Pyotr Ilyich Tchaikovsky and Ludwig van Beethoven, such as Romance for Piano in F Minor from Tchaikovsky, Fur Elise from Beethoven, and Piano Concerto No. 1 from Tchaikovsky.
Areeya Hongsuwan is a student with ID number 55010513039. She is searching for information related to her student ID number by typing keywords into a search box and clicking submit. The document provides her name and student ID number but no other context or details.
Anna enjoys movies and wants to become an actress. She says she can dance quite well and takes dance classes twice a week. Anna also says she can sing really well according to her singing teacher. However, Anna mentions that she cannot play musical instruments at all. The document discusses Anna's hobbies, which include making clothes and photography. She is currently taking a photography course.
Social media can have both advantages and disadvantages for students. While it allows for easy communication and collaboration, as well as developing skills needed for careers, excessive use of social media can be distracting and reduce face-to-face social skills. It may also potentially lead to attention issues or aggressive behavior in some cases. Whether social media truly affects student behavior or is just emulated is still debated.
The document discusses the challenges of living in mountainous areas. It notes that mountain lands are often empty and many residents live in poverty due to several factors. These include the low oxygen levels at high altitudes, which can cause health issues for those from lowland areas. Mountain areas also tend to be isolated with limited access to infrastructure and services. The terrain is steep with few level areas suitable for farming, and the soils are often lacking in nutrients. Harsh weather conditions, including cold winters and unreliable patterns, also make life difficult for mountain dwellers.
This document discusses genetically modified organisms (GMOs) and GM technology. It provides vocabulary related to GMOs, including genetically modified, diversity, and pesticide. It also discusses the structure and function of participle phrases. The text discusses how GM crops are already widely consumed in some countries like the USA, with milk and cereal from GM sources being common parts of American diets. It presents an activity where students will summarize the pros and cons of GM technology in a two-column list and then write paragraphs on the topic of GM technology in their own lives.
Shirley had a busy weekend where she spent her Saturday morning cleaning different areas of her house since she owns cats that leave hair everywhere. On Sunday afternoon, she went for a walk in the mountains where she saw a ferret and ibis while enjoying the beautiful sunny weather.
1) The document discusses key concepts related to diffusion and osmosis including concentration, concentration gradients, selectively permeable membranes, and molecules moving across membranes.
2) It provides examples of linking verbs that can be used to describe changes in state and examples of content words related to diffusion and osmosis.
3) The remainder of the document outlines classroom activities for students to demonstrate their understanding of diffusion and osmosis through experiments, analyzing situations, drawing diagrams, and creating stories using provided vocabulary words.
The document is a lesson about animals at the zoo. It contains vocabulary about elephants, giraffes, and monkeys. It then describes a conversation between Grace and her mother about their visit to the zoo, where Grace mentions seeing bears, baby elephants, ostriches, rhinos, and giraffes. Her favorite animal was the monkey. The document concludes with an activity where students are instructed to interview classmates about their favorite animals.
This document provides vocabulary and conversations about keeping fit and exercising. It discusses using words like "exhausted", "fit", and "exercise" to describe one's health. It also contrasts using "too much", "too many", "less", "more", and "little" with countable and uncountable nouns. An example conversation has a father and son discussing the father exercising more and drinking less beer to get fit. The document provides language focuses and a role play activity about advising a patient during a doctor's appointment.
3. 3. เนื้อหา
Vocabulary: genetically modified, organism, pesticide, contaminate, crop, nutritious,
diversity, dominate
Structure: Participle phrase
A participle phrase will begin with a present or past participle, and always function
as adjectives, adding description to the sentence
Example:
- This process produces new varieties of organisms resisting deceases.
- These crops grown with GM technology stay fresh for a long time.
- Having taken a gene from a plant or animal is a scientific process.
4. สื่อการเรียนรู้
1. Power Point
2. Text 1, 2, 3
3. ใบกิจกรรม While-writing 1: Reading grid
4. ใบกิจกรรม While-writing 2: For and against
5. ใบกิจกรรม Post-writing: Structured paragraphs
5. กิจกรรมการเรียนรู้
ครู นักเรียน
Pre-writing
1. ครูเปิดวิดีโอเรื่อง What is a GMO? เพื่อนาเข้าสู่
บทเรียน
2. ครูถามคาถามเกี่ยวกับเพลงเพื่อตรวจสอบความ
เข้าใจของนักเรียน เช่น
- What does GMO stand for?
- What kinds of crops are genetically
modified in USA?
- What are GM products?
3. ครูแจก text 1 ให้นักเรียนทุกคน แล้วเปิด Power
Point อธิบายคาศัพท์ให้นักเรียนฟังและออกเสียงตาม
1. นักเรียนดูวิดีโอเรื่อง What is a GMO?
2. นักเรียนตอบคาถามจากวิดีโอ เช่น
- It stands for Genetically Modified Organism.
- Corn, soybean and cotton.
- Soda, juice, breakfast cereal, milk and
bacon.
3. นักเรียนรับ text 1 จากครู แล้วฟังครูอธิบาย
คาศัพท์และออกเสียงตาม
4. 4. ครูทบทวนคาศัพท์เพื่อตรวจสอบความเข้าใจของ
นักเรียนจากคาอธิบายความหมายของคาศัพท์
5. ครูแจก Text 2 ให้นักเรียนทุกคน แล้วอธิบาย
โครงสร้างไวยากรณ์เรื่อง Participle phrase จาก
Power Point ให้นักเรียนฟัง
6. ครูตรวจสอบความเข้าใจในโครงสร้างไวยากรณ์
ของนักเรียนโดยถามคาถามจาก Power Point
7. ครูแจก Text 3 เรื่อง GM technology
แล้วพานักเรียนอ่าน จากนั้นให้นักเรียนอ่านเองและ
ทาความเข้าใจ
8. ครูถามคาถามนักเรียนเกี่ยวกับเรื่องที่อ่านเพื่อ
ตรวจสอบความเข้าใจ เช่น
- Are genetically modified plants stronger
than other crops?
- Does GM crop cause animals and insects
die?
- Is GM technology dangerous for poor
countries?
While-writing 1
Reading grid
1. ครูให้นักเรียนจับคู่เพื่อทากิจกรรม
2. ครูแจกใบกิจกรรมให้กับนักเรียนทุกคู่
3. ครูอธิบายขั้นตอนการทากิจกรรม
- ครูให้นักเรียนอ่าน text 3 แล้วร่วมกัน
สรุปข้อดี- ข้อเสียของ GM technology
- ครูให้นักเรียนเขียนข้อดี - ข้อเสียของ GM
technology ลงในตารางในใบกิจกรรม
- ครูให้เวลาทากิจกรรม 15 นาที
4. ครูให้สัญญาณเริ่มทากิจกรรม
5. ครูให้สัญญาณหมดเวลาทากิจกรรม
6. ครูเก็บใบกิจกรรมเพื่อนาไปตรวจให้คะแนน
4. นักเรียนบอกคาศัพท์จากคาอธิบายความหมายของ
คาศัพท์ที่ครูให้
5. นักเรียนรับ text 2 จากครู แล้วฟังและทาความ
เข้าใจโครงสร้างไวยากรณ์เรื่อง Participle phrase
จากPower Point
6. นักเรียนตอบคาถามโครงสร้างไวยากรณ์ที่ครูถาม
จาก Power Point
7. นักเรียนรับ Text 3 เรื่อง GM technology
แล้วอ่านตามครู จากนั้นให้นักเรียนอ่านเองและทา
ความเข้าใจ
8. นักเรียนตอบคาถามครูจากเรื่องที่ได้อ่านเพื่อ
ตรวจสอบความเข้าใจ เช่น
- Yes, they are.
- Yes, it does.
- No, it isn’t.
1. นักเรียนจับคู่เพื่อทากิจกรรม
2. นักเรียนรับใบกิจกรรมจากครู
3. นักเรียนตั้งใจฟังขั้นตอนการทากิจกรรม
4. นักเรียนเริ่มทากิจกรรม
5. นักเรียนหยุดทากิจกรรม
6. นักเรียนส่งใบกิจกรรมคืนครู
5. While-writing 2
For and against
1. ครูแจกใบกิจกรรมให้กับนักเรียนทุกคน
2. ครูอธิบายขั้นตอนการทากิจกรรม ดังนี้
- ครูให้นักเรียนสารวจความคิดเห็นของเพื่อนในชั้น
เรียน โดยใช้คาถามว่า What do you think about
GM technology? Are you for it or against it?
- ครูให้นักเรียนแบ่งเป็น 2 กลุ่มใหญ่ คือ กลุ่มที่เห็น
ด้วยกับ GM technology และกลุ่มที่ไม่เห็นด้วยกับ
GM technology แล้วเขียนให้เหตุผลสนับสนุน
ความคิดของกลุ่มตนเอง
3. ครูให้นักเรียนทากิจกรรม
4. ครูประเมินและให้คะแนนตามแบบประเมินทักษะ
การอ่านสู่การเขียน
Post-writing
Structured paragraphs
1. ครูแจกใบกิจกรรมให้กับนักเรียนทุกคน
2. ครูอธิบายขั้นตอนการทากิจกรรม ดังนี้
- ครูให้นักเรียนอ่าน Text 3 เพื่อทาความเข้าใจ
เกี่ยวกับ GM technology
- ครูกาหนดหัวข้อ GM technology in your life
ให้ผู้เรียนเขียน
- ครูแนะการเขียนโดยใช้คาถามต่อไปนี้
Paragraph 1: What is GM technology?
Paragraph 2: What are GM products or food
that you know? Do you use or eat them in
your life? Do you think they are safe for the
livings and environment?
Paragraph 3: Are you for or against GM
technology?
- ครูให้นักเรียนเขียนเรียงความ 3 ย่อหน้า โดยใช้
1. นักเรียนรับใบกิจกรรมจากครู
2. นักเรียนทุกคนฟังครูอธิบายขั้นตอนการทากิจกรรม
3. นักเรียนทากิจกรรม
1. นักเรียนรับใบกิจกรรมจากครู
2. นักเรียนฟังครูอธิบายขั้นตอนการทากิจกรรม
7. Text 1
Vocabulary
genetically modified (adj.) new types of plants or
animals which scientists create with changes to their DNA
Ex. Many Americans eat genetically modified beef.
organism (n.) an individual animal, plant, or single-
celled life form
Ex. This process produces new varieties of organism.
pesticide (n.) a chemical substance for killing
harmful insects, small animals, wild plants, and other
unwanted organisms
Ex. The crops don’t need a lot of pesticides, fertilizers and
water to grow.
contaminate (v.) to make something dirty, poisonous
or uncleaned
Ex. Knowing that GM crops often contaminate other crops,
the scientists still develop GM technology.
8. crop (n.) a cultivated plant that is grown as
food, especially a grain, fruit, or vegetable
Ex. These crops grown with GM technology stay fresh for a
long time.
nutritious (adj.) nourishing; efficient as food, healthful
Ex. A small amount of land can produce a large amount of
very nutritious food.
diversity (n.) variety, difference
Ex. There is no diversity in the plant life of particular area
and ecosystem.
dominate (v.) to have control over a place or
person
Ex. They dominate the ecosystem because they are strong
and resistant to diseases.
9. Text 2
TH E PA R T I C I P L E PH R A S E
A participle phrase will begin with a present or past participle, and always function as
adjectives, adding description to the sentence.
Here are some examples
Past participle phrase
A regular past participle will end in a consistent - ed.
modifies
- These crops grown with GM technology stay fresh for a long time.
modifies
- Americans drink fruit juice made from genetically modified fruit.
Present participle phrase
If the participle is present, it will dependably end in - ing.
modifies
- This process produces new varieties of organisms resisting deceases.
Don't mistake a present participle phrase for a gerund phrase.
Gerund and present participle phrases are easy to confuse because they both begin with
an - ing word. The difference is the function that they provide in the sentence. A gerund
phrase will always behave as a noun while a present participle phrase will act as an
adjective.
Check out these examples:
- Having taken a gene from a plant or animal, the scientists put it into a different
plant or animal. = a present participle phrase
- Having taken a gene from a plant or animal is a scientific process. = a gerund
10. Punctuate a participle phrase correctly.
When a participle phrase introduces a main clause, separate the two sentence
components with a comma. The pattern looks like this:
PARTICIPLE PHRASE + , + MAIN CLAUSE .
Check out this example:
- Knowing that GM crops often contaminate others crops, the scientists still develop
GM technology.
- Not finding appropriate plant to eat, animals and insects die.
When a participle phrase concludes a main clause and is describing the word right in
front of it, you need no punctuation to connect the two sentence parts. The pattern
looks like this:
MAIN CLAUSE + no comma + PARTICIPLE PHRASE .
Check out this example:
- This process produces new varieties of organisms resisting deceases.
11. Text 3
GM technology
In some countries, like the USA, people already eat a lot of GM food. At breakfast,
the milk on their cornflakes probably comes from a genetically modified cow, and the
cereal in those corn flakes probably comes from genetically modified corn. At lunch, many
Americans eat genetically modified beef, chicken or ham on their sandwiches, or in their
salad, every day and drink fruit juice made from genetically modified fruit. Perhaps the wine
they drink with their dinner come from genetically modified grapes, and the rice or pasta
they eat is from GM crops too. Is this a good or bad thing?
How many people understand exactly what GM technology means? At the moment,
there is a lot of controversy about GM foods. Basically, having taken gene from a plant or
animal, the scientists put it into different plant or animal. In this way, they create new
organism resisting disease. And these crops grown with GM technology stay fresh for a long
time.
GM technology is good for the environment, too. The crops don’t need a lot of
pesticides, fertilizers and water to grow. In poor, countries, where millions of people are
dying of hunger, a small amount of land can produce a large amount of very nutritious food.
Knowing that GM crops often contaminate other crops, the scientists still develop GM
technology. They dominate the ecosystem because they are strong and resistant to
diseases. Other plants die and then there is no diversity in the plant life of particular area.
Not finding appropriate plant to eat, animals and insects die. GM crops also sometimes
cause allergies because they produce new type of pollen. Human are sensitive to this new
pollen. However the main worry about GM technology is its effects on humans in the future.
We don’t know if GM food is really safe.
12. While-writing 1
Reading grid
Directions: 1. Read the text about GM technology.
2. Summary the pros and cons of the technology.
3. Write a list in the two columns.
For GM technology Against GM technology
13. Directions: 1. Ask the question “What do you think about GM technology” and
“Are you for it or against it” to your classmates.
2. Form two groups, For and Against.
3. Write down their answers and conclude your answer.
Guideline:
While-writing 2
For and Against
What do you think about GM technology?
“Are you for it or against it”
I think GM technology is bad for our body.
The GM food is loss of nutrient and vitamins,
so I against GM food.
In my opinion, GM technology is good for environment.
The plants don’t need a lot of pesticides, fertilizers
and water to grow. I like and agree with GM
technology.
16. Directions: 1. Read text 3 GM technology again.
2. Write your own paragraphs in the topic “GM technology in your life” by
using the participle phrase you have studied.
Guideline: Paragraph structures
Post-writing
Structured paragraphs
Introduction (Paragraph 1): the paragraph that begins with very general
information about the GM technology that you have known. What is GM
technology?
Main body (Paragraph 2): the paragraph that tells your experiences about GM
technology. What are GM products or food that you know? Do you use or eat them
in your life? Do you think they are safe for the livings and environment?
Conclusion (Paragraph 3): the paragraph that summarizes the main point of the
body and your opinion. Are you for or against GM technology?