Thursday, July 29, 2010
Wednesday, July 28, 2010
Monday, July 26, 2010
I TEACH ENGLISH 2
The simple thing that made me stupid and quit my English classes since grade 7th was how to conjugate which teacher Nghiem- at Phan Thanh Gian high school- a famous one in CanTho- made us crazy. The second thing which kept me going on the rough way was that Agriculture schools had not taught me enough English. Like all others, Teacher Thanh female or teacher Hung Dollar at Bao Loc Agriculture high school seemed to do their jobs simply well but they could never help someone who had not had a basic understanding of English. The third one was that I had learned English for some time then there came the Apr 30th Revolution. We had no English classes until we graduated in 1979. As I moved to Kien Giang to work, there was no one, nor any chance for me to think of learning English until the day I quit working for a company. It was then I would have some free time to take my first English class in April 1989 when I was 35 years old.
Recently, I have always tried to prove that we just put in some words to tell the time more clearly. When all of the teachers make conjugation complicated, I do the opposite. If they have a wish of making a lot of money from teaching, I wish to help my learners a lot and quickly. I can’t imagine the percentage of their successful learners. I can say mine is about 85%. They require their learners to remember a lot. They repeat the uncomprehensive grammartical points. I ask my learners to keep in their minds some simple things. They try to take advantage of their learners while I try to give mine the most they could never think of. They always complain that the students are stupid. I complain that my learners’ previous teachers didn’t help them much or they may have made some mistakes or they may have not found out appropriate ways of winning the hearts and minds of the learners. Despite my age, I have dedicated myself to hard work of building a better understanding of English. From the bottom of my heart, I have been trying to figure out for each of my students an individually appropriate way to go then I hope they can make progress. They treat their learners the way they were not friendily treated
by their teachers. I see my learners as my relatives. I talk to my young female learners a way a father talks to his children. I could go drinking with my male young learners as they were friends of mine. If some learners found me close to them, I made myself relaxed by letting them ask me or telling them some special things of me or my childhood. My colleagues may have thought of me as a weird guy doing some strange things or having such a style of teaching. They’ve kept on showing others the way they were taught to do. I have kept on proving everyone that I would be able to make a diference.
What concerns me is how much my learners can gain from what I’ve spent a lot of time gaining and what can best describe me is likely to be understood. The innocence of children, either the lack of understanding or misunderstanding have made me move forward. What I would like to do is frame out what I think are the key problems that all learners are facing, look at some ways and see how successful they may be at solving those problems. There is clearly an overarching goal of making the skills of speaking achievable to all English learners. So that is a relatively straightforward question, because I kind of know how to have it made.
They have to decide how much they want to do and just like me, once they do, they know how to do it.
That brings me to the second question of where they apply what they have tried.
The lesson that I take from the first issue is that it’s just not about how much they give away but how much interest they get back.
(to be continued)
Recently, I have always tried to prove that we just put in some words to tell the time more clearly. When all of the teachers make conjugation complicated, I do the opposite. If they have a wish of making a lot of money from teaching, I wish to help my learners a lot and quickly. I can’t imagine the percentage of their successful learners. I can say mine is about 85%. They require their learners to remember a lot. They repeat the uncomprehensive grammartical points. I ask my learners to keep in their minds some simple things. They try to take advantage of their learners while I try to give mine the most they could never think of. They always complain that the students are stupid. I complain that my learners’ previous teachers didn’t help them much or they may have made some mistakes or they may have not found out appropriate ways of winning the hearts and minds of the learners. Despite my age, I have dedicated myself to hard work of building a better understanding of English. From the bottom of my heart, I have been trying to figure out for each of my students an individually appropriate way to go then I hope they can make progress. They treat their learners the way they were not friendily treated
by their teachers. I see my learners as my relatives. I talk to my young female learners a way a father talks to his children. I could go drinking with my male young learners as they were friends of mine. If some learners found me close to them, I made myself relaxed by letting them ask me or telling them some special things of me or my childhood. My colleagues may have thought of me as a weird guy doing some strange things or having such a style of teaching. They’ve kept on showing others the way they were taught to do. I have kept on proving everyone that I would be able to make a diference.
What concerns me is how much my learners can gain from what I’ve spent a lot of time gaining and what can best describe me is likely to be understood. The innocence of children, either the lack of understanding or misunderstanding have made me move forward. What I would like to do is frame out what I think are the key problems that all learners are facing, look at some ways and see how successful they may be at solving those problems. There is clearly an overarching goal of making the skills of speaking achievable to all English learners. So that is a relatively straightforward question, because I kind of know how to have it made.
They have to decide how much they want to do and just like me, once they do, they know how to do it.
That brings me to the second question of where they apply what they have tried.
The lesson that I take from the first issue is that it’s just not about how much they give away but how much interest they get back.
(to be continued)
Saturday, July 24, 2010
I TEACH ENGLISH
Those from Bao Loc Agriculture high school, graduating as a bachelor of teaching Agriculture rarely become teachers of English like me and those teaching English rarely think of what I am thinking.
Luckily, I was offered a job as a teacher of English after I had got A level of English as I was considered to be most valuable candidates of that time. No one could ever imagine that I had previously worked for a schoolmate, Khue Bau, in Can Tho and for only one month every night I had practiced listening to 2 tapes with his wife’s very old cassette player. As I had never been trained how to teach, I found myself a way as I taught my first class for the beginners which was tough both for those learners and for me. When I was asked to teach a group of obstetricians, I had to go on my own way. Then I was asked to teach classes for children which were more challenging and interesting. I acted like either an actor or a singer, in some cases like an actor. While teachers try to hide how they have learned and how much they have understood English, I told my learners everything I had been doing how I had been learning. The teachers apply what they were taught. I apply what I could find or have found while teaching. They try to make English complicated so they can be asked for help. I try to make it as easy as it should be so they can do it themselves. They think they understand enough to teach. I warn myself “Never stop trying to understand more, about the learners, the lessons and my own teaching approaches.”
Nothing could stop me from learning more English at the time. I went on getting B after failing once due to my under average score on listening section. Without a second to lose, I tried to get C level which was extremely difficult for me. Then I spent more than 4 years studying myself to get a bachelor degree of English from Ha Noi University-distance- education English department in 1989. I have spent all the time I could have studying, finding out ways to explain to compare and to make difficult rules simple ones. I taught myself by following VOA special English, by teaching TOEFL class and by teaching “Speaking Class” so intentionally. I have treated foreign guests as well as I could to take advantage of speaking to them and at the same time I give my learners chances to practise their English. I have listened to English tapes or radio at anytime from dusk till dawn as I realize listening is the most time-consuming task of all skills.
(To be continued)
Luckily, I was offered a job as a teacher of English after I had got A level of English as I was considered to be most valuable candidates of that time. No one could ever imagine that I had previously worked for a schoolmate, Khue Bau, in Can Tho and for only one month every night I had practiced listening to 2 tapes with his wife’s very old cassette player. As I had never been trained how to teach, I found myself a way as I taught my first class for the beginners which was tough both for those learners and for me. When I was asked to teach a group of obstetricians, I had to go on my own way. Then I was asked to teach classes for children which were more challenging and interesting. I acted like either an actor or a singer, in some cases like an actor. While teachers try to hide how they have learned and how much they have understood English, I told my learners everything I had been doing how I had been learning. The teachers apply what they were taught. I apply what I could find or have found while teaching. They try to make English complicated so they can be asked for help. I try to make it as easy as it should be so they can do it themselves. They think they understand enough to teach. I warn myself “Never stop trying to understand more, about the learners, the lessons and my own teaching approaches.”
Nothing could stop me from learning more English at the time. I went on getting B after failing once due to my under average score on listening section. Without a second to lose, I tried to get C level which was extremely difficult for me. Then I spent more than 4 years studying myself to get a bachelor degree of English from Ha Noi University-distance- education English department in 1989. I have spent all the time I could have studying, finding out ways to explain to compare and to make difficult rules simple ones. I taught myself by following VOA special English, by teaching TOEFL class and by teaching “Speaking Class” so intentionally. I have treated foreign guests as well as I could to take advantage of speaking to them and at the same time I give my learners chances to practise their English. I have listened to English tapes or radio at anytime from dusk till dawn as I realize listening is the most time-consuming task of all skills.
(To be continued)
Sunday, July 18, 2010
MANY WAYS TO REPLY 3
41. Could you be kind enough to let me rest a bit before telling you?
42. Could anyone answer the question immediately?
43. If you want me to tell you how much I feel about it, why don’t you let me have some time to think of it?
44. If I had a chance to speak to you more privately, I would do it better.
45. No one knows for sure how to say about it but all they can say is “no”
46. Nothing in the world could stop me from telling you but not now.
47. Nothing in my life is for you. It is for me.
48. Have I found a better life? Is that what you mean to ask me?
49. Have you been thinking carefully about it? Well, it is for us to say yes or no.
50. What to say doesn’t matter much to me. But how to say it does.
51. Are you trying to ask me for the same thing you did?
52. Are you asking me the question that I have never asked you?
53. Did you mean to ask me for the clearest possible statement about what’s going to happen no matter what I may think?
54. Believe me, I wouldn’t say anything if I didn’t have to but I have no choice.
55. Listen to me. This may be the last chance I’ll ever have to tell you to do anything. So I’m telling you to stop.
56. I haven’t known how to say nor how to explain.
57. I am almost speechless.
58. Neither you nor I could ever know how to deal with this kind of situation but you know I’m completely sympathetic, don’t you?
59. Never have I been asked that kind of question. So it’s tough for me to show you how I feel what I think.
60. None of human being refuses to go on, right? I wanna to jump up high but anyway I lost my way by mistake if you see what I mean.
42. Could anyone answer the question immediately?
43. If you want me to tell you how much I feel about it, why don’t you let me have some time to think of it?
44. If I had a chance to speak to you more privately, I would do it better.
45. No one knows for sure how to say about it but all they can say is “no”
46. Nothing in the world could stop me from telling you but not now.
47. Nothing in my life is for you. It is for me.
48. Have I found a better life? Is that what you mean to ask me?
49. Have you been thinking carefully about it? Well, it is for us to say yes or no.
50. What to say doesn’t matter much to me. But how to say it does.
51. Are you trying to ask me for the same thing you did?
52. Are you asking me the question that I have never asked you?
53. Did you mean to ask me for the clearest possible statement about what’s going to happen no matter what I may think?
54. Believe me, I wouldn’t say anything if I didn’t have to but I have no choice.
55. Listen to me. This may be the last chance I’ll ever have to tell you to do anything. So I’m telling you to stop.
56. I haven’t known how to say nor how to explain.
57. I am almost speechless.
58. Neither you nor I could ever know how to deal with this kind of situation but you know I’m completely sympathetic, don’t you?
59. Never have I been asked that kind of question. So it’s tough for me to show you how I feel what I think.
60. None of human being refuses to go on, right? I wanna to jump up high but anyway I lost my way by mistake if you see what I mean.
Thursday, July 15, 2010
MANY WAYS TO REPLY
21. In my whole life, I have done what is necessary not what I want so…
22. In such a short time, how could I manage to tell you what has happened for so long that has affected me so deeply?
23. The most certain thing I do is to keep in my mind what I can’t let go.
24. Every time I meet you, I want to tell you but telling is not actually as I have thought it would be ‘cause I have a problem communicating, letting things out if you see what I mean.
25. What’s in my mind now is that you can’t share what I suffer, isn’t it?
26. What do you think is the most important thing in your life? If you could tell me that, I will in turn let you know what I think.
27. How do you keep your private matter concealed?
28. How much and why do you want to know?
29. How much and what do you expect me to say?
30. How can I tell you about what I do not really understand?
31. As soon as you have asked me, something comes up into my mind that is about…
32. As a matter of fact, I just have a question to ask you before I could answer yours.
33. As far as I am concerned, I could just say a little about it, Ok?
34. Why did you ask me what I had really wanted to ask you?
35. What a coincide! I have exactly the same question to ask you.
36. What a small world! What I’ve got here is just what you wanna see.
37. Come on! Tell me in detail exactly what you want to know.
38. Keep telling me what you mean to say.
39. I haven’t caught exactly what you really wanna ask me.
40. Could you explain a little bit about what you have said?
22. In such a short time, how could I manage to tell you what has happened for so long that has affected me so deeply?
23. The most certain thing I do is to keep in my mind what I can’t let go.
24. Every time I meet you, I want to tell you but telling is not actually as I have thought it would be ‘cause I have a problem communicating, letting things out if you see what I mean.
25. What’s in my mind now is that you can’t share what I suffer, isn’t it?
26. What do you think is the most important thing in your life? If you could tell me that, I will in turn let you know what I think.
27. How do you keep your private matter concealed?
28. How much and why do you want to know?
29. How much and what do you expect me to say?
30. How can I tell you about what I do not really understand?
31. As soon as you have asked me, something comes up into my mind that is about…
32. As a matter of fact, I just have a question to ask you before I could answer yours.
33. As far as I am concerned, I could just say a little about it, Ok?
34. Why did you ask me what I had really wanted to ask you?
35. What a coincide! I have exactly the same question to ask you.
36. What a small world! What I’ve got here is just what you wanna see.
37. Come on! Tell me in detail exactly what you want to know.
38. Keep telling me what you mean to say.
39. I haven’t caught exactly what you really wanna ask me.
40. Could you explain a little bit about what you have said?
Wednesday, July 14, 2010
Many ways to reply
1. I can’t tell you when and why.
2. I’d like to but how I can tell you now?
3. I wish I could but I can’t.
4. I hope I could let you know one day soon.
5. If I could, I would but actually I don’t know.
6. Well, if you really want to know, I could just tell you to wait until…
7. Is it alright to talk about that now?
8. Are you serious or not?
9. Are you actually concerned about that?
10. Are there any reasons for you to know about it?
11. Are there any chances for me to tell you about it?
12. It’s said that people have their own reasons for doing what
13. It’s ok to talk about it but not now. I need more time…
14. It makes me worried that I could make you more curious.
15. It seems to me you have in mind something very private, right?
16. It doesn’t matter to talk about it but I am sure I have something to say…
17. It takes me some time to think of it before answering your question.
18. There is an old saying that goes: Seeing is believing.
19. There is something in my mind that stops me from telling you what I think of.
20. In life, we could do what we want but in reality we fail to do what we think we can, right?
(to be continued)
2. I’d like to but how I can tell you now?
3. I wish I could but I can’t.
4. I hope I could let you know one day soon.
5. If I could, I would but actually I don’t know.
6. Well, if you really want to know, I could just tell you to wait until…
7. Is it alright to talk about that now?
8. Are you serious or not?
9. Are you actually concerned about that?
10. Are there any reasons for you to know about it?
11. Are there any chances for me to tell you about it?
12. It’s said that people have their own reasons for doing what
13. It’s ok to talk about it but not now. I need more time…
14. It makes me worried that I could make you more curious.
15. It seems to me you have in mind something very private, right?
16. It doesn’t matter to talk about it but I am sure I have something to say…
17. It takes me some time to think of it before answering your question.
18. There is an old saying that goes: Seeing is believing.
19. There is something in my mind that stops me from telling you what I think of.
20. In life, we could do what we want but in reality we fail to do what we think we can, right?
(to be continued)
Sunday, July 11, 2010
Friday, July 9, 2010
Love on the side
Love on the side
Love for fun
Love secretly
Love to love
A love
Such a love
My love
My only love
Love itself
Love which is for happiness
What a love !
Whose love ?
Love for what ?
Love ?!
A lover
Lovers
Such lovers
Loves
She loves.
She loved.
Be loved !
Have loved
She’ll be loving.
She has been loving.
She had been loving.
She is loving.
She is loved.
Loving her is hard.
To love her is hard
= It’s hard to love her.
Being loved is hard.
Love me
Don’t love me!
You don’t love me.
Don’t you love me ?
Don’t you want to love me ?
To be loved
To be a lover
To be loving
Why to love ?
Whom to love ?
She kisses lovingly.
They love each other.
They love one another.
They love step by step.
They love as they breathe.
They love although they are different.
They love to feel.
They love to love.
Those who love love with care.
Those who never love love without care.
Those who love me love my son too.
Those loving me love my past too.
I love those who love me.
Say you love me.
Love for fun
Love secretly
Love to love
A love
Such a love
My love
My only love
Love itself
Love which is for happiness
What a love !
Whose love ?
Love for what ?
Love ?!
A lover
Lovers
Such lovers
Loves
She loves.
She loved.
Be loved !
Have loved
She’ll be loving.
She has been loving.
She had been loving.
She is loving.
She is loved.
Loving her is hard.
To love her is hard
= It’s hard to love her.
Being loved is hard.
Love me
Don’t love me!
You don’t love me.
Don’t you love me ?
Don’t you want to love me ?
To be loved
To be a lover
To be loving
Why to love ?
Whom to love ?
She kisses lovingly.
They love each other.
They love one another.
They love step by step.
They love as they breathe.
They love although they are different.
They love to feel.
They love to love.
Those who love love with care.
Those who never love love without care.
Those who love me love my son too.
Those loving me love my past too.
I love those who love me.
Say you love me.
Thursday, July 8, 2010
SPEAK REAL ENGLISH
SPEAK REAL ENGLISH
Your Success Is Here.
You CAN speak REAL English to real native speakers.
What is real English?
It is the English that native speakers use in real conversations.
REAL English includes slang and idioms.
REAL English includes real pronunciation used by real people– not the pronunciation you hear on CNN or the BBC.
REAL English comes from real conversations.
Close your eyes. Now see yourself speaking excellent REAL English.
Imagine yourself talking to native speakers.
Imagine understanding their slang, their idioms, their fast speech.
Imagine speaking fast. Imagine using slang and idioms correctly.
Imagine speaking with excellent pronunciation.
It is possible in only 6 months!
There is a better way, an easier way to succeed.
Change your learning method to change your results.
Learn the better way to speak, hear, and understand real English easily and confidently.
Your Success Is Here.
You CAN speak REAL English to real native speakers.
What is real English?
It is the English that native speakers use in real conversations.
REAL English includes slang and idioms.
REAL English includes real pronunciation used by real people– not the pronunciation you hear on CNN or the BBC.
REAL English comes from real conversations.
Close your eyes. Now see yourself speaking excellent REAL English.
Imagine yourself talking to native speakers.
Imagine understanding their slang, their idioms, their fast speech.
Imagine speaking fast. Imagine using slang and idioms correctly.
Imagine speaking with excellent pronunciation.
It is possible in only 6 months!
There is a better way, an easier way to succeed.
Change your learning method to change your results.
Learn the better way to speak, hear, and understand real English easily and confidently.
7 RULES
7 Rules when you study English.
You can do it!
Remember The 7 Rules:
1. Learn Phrases
2. Don't Study Grammar
3. Focus On Listening
4. Learn Deeply (Repeat A Lot)
5. Use Point of View Stories
6. Use Only Real English Materials
7. Use Listen & Answer Stories
You can do it!
Remember The 7 Rules:
1. Learn Phrases
2. Don't Study Grammar
3. Focus On Listening
4. Learn Deeply (Repeat A Lot)
5. Use Point of View Stories
6. Use Only Real English Materials
7. Use Listen & Answer Stories
Wednesday, July 7, 2010
Love on the side
WHAT CAN COME AFTER BE & THEIR NAMES
this pronoun
getting a loan from the bank Ing group
to keep trying harder to group
above one word modifier
The lesson will be
to her for changing her position to s.o for doing s.t
assigned by Pro. John Ed group
what is called “Do it yourself” Sub clause
costly
no longer available from now on noun group
what and W.H
how to do it better . W.H + to proup
She will be that
doing it for me
to go further
alone
through
to my Mom for caring for her
supposed to go
who is called “the best”
famous
no loger attractive to me
whom
who to do it
this pronoun
getting a loan from the bank Ing group
to keep trying harder to group
above one word modifier
The lesson will be
to her for changing her position to s.o for doing s.t
assigned by Pro. John Ed group
what is called “Do it yourself” Sub clause
costly
no longer available from now on noun group
what and W.H
how to do it better . W.H + to proup
She will be that
doing it for me
to go further
alone
through
to my Mom for caring for her
supposed to go
who is called “the best”
famous
no loger attractive to me
whom
who to do it
In what will surely be remembered
In what will surely be remembered as one of the worst calls in World Cup history, England was denied a goal against Germany on a ball that crossed the goal line by nearly a meter.-VOA-
In What I will certainly remember as one of the best things I have ever made in my life, I went back home on Jun 2, 2010 for the sake of the family reunion that my children had been wanting and so had half of others.
For what he will probably get with my help showing him what should be done what not as he is supposed to, Dr. TRI feels proud of one of his achievements to his whole family whom he has been thinking of especially his children whom I was wondering what I would do to help to him for making their English better, gaining myself better.
In What I will certainly remember as one of the best things I have ever made in my life, I went back home on Jun 2, 2010 for the sake of the family reunion that my children had been wanting and so had half of others.
For what he will probably get with my help showing him what should be done what not as he is supposed to, Dr. TRI feels proud of one of his achievements to his whole family whom he has been thinking of especially his children whom I was wondering what I would do to help to him for making their English better, gaining myself better.
Saturday, July 3, 2010
OBAMA's SPEECH ON EDUCATION
OBAMA’s SPEECH ON EDUCATION
Mr Obama says he understands the tention many students face.
“The circumtance of your life- What you look like, where you come from how much money you have when you’ve got- is going on at home. None of that is an excuse for neglecting your homework and in the bad attitute in school that no excuse for talking bad to the teacher or cutting class or dropping out of school. There is no excuse for that trial.
None of it would matter unless all of you fulfill your responsible.
We can have the most dedicated tearchers, the most supportive parents, the best chool in the world and none of that matters.”
Mr Obama says he understands the tention many students face.
“The circumtance of your life- What you look like, where you come from how much money you have when you’ve got- is going on at home. None of that is an excuse for neglecting your homework and in the bad attitute in school that no excuse for talking bad to the teacher or cutting class or dropping out of school. There is no excuse for that trial.
None of it would matter unless all of you fulfill your responsible.
We can have the most dedicated tearchers, the most supportive parents, the best chool in the world and none of that matters.”
The hardest part of being a teacher
"What do you find is the hardest part of being a teacher?"
"Well, the hardest part for most of the people -- of course, it's not for me, it's not difficult for me, I have gotten used to it -- but the hardest part is that a teacher has to forget everything in his life, in his or her life, OK, before going to a class."
"Why do you say -- what do you mean by that?"
"You see, if you are sad, if you have a lot of ups and downs in your life, when you enter a class, you have to be a teacher full of energy, very happy. You have to forget about all your problems. If you just take your problems to the class, you won't be a good teacher."
"Well, the hardest part for most of the people -- of course, it's not for me, it's not difficult for me, I have gotten used to it -- but the hardest part is that a teacher has to forget everything in his life, in his or her life, OK, before going to a class."
"Why do you say -- what do you mean by that?"
"You see, if you are sad, if you have a lot of ups and downs in your life, when you enter a class, you have to be a teacher full of energy, very happy. You have to forget about all your problems. If you just take your problems to the class, you won't be a good teacher."
IDEA ABOUT SINGING
LIDA’s idea about singing:
"There are a couple of things you can do, andhow successful you are depends to some extent on how good your ear is.
But one thing that is really, really helpful is singing.
It's very interesting, I noticed in recent years that the younger students in my classes who've grown up listening to American pop music and rap music and watching a lot of MTV, they come into class -- now, they still have the same problems with grammar and vocabulary that students have always had. But these students are coming in with a really good accent in English. And they tell me that it's as a result of the fact that they've grown up listening to American music. So, yeah, spend time listening to American music."
RS: "Or watching TV or listening to a radio broadcast."
LIDA BAKER: "I mean, I think watching and listening are helpful, but because they're not active, you're not moving your mouth. You know, it's passive."
RS: "Well, what if you would, for example, record a passage and then listen to it, understand where the intonation is and where the accents are and how the words are produced and then -- "
LIDA BAKER: "Well, sure."
"There are a couple of things you can do, andhow successful you are depends to some extent on how good your ear is.
But one thing that is really, really helpful is singing.
It's very interesting, I noticed in recent years that the younger students in my classes who've grown up listening to American pop music and rap music and watching a lot of MTV, they come into class -- now, they still have the same problems with grammar and vocabulary that students have always had. But these students are coming in with a really good accent in English. And they tell me that it's as a result of the fact that they've grown up listening to American music. So, yeah, spend time listening to American music."
RS: "Or watching TV or listening to a radio broadcast."
LIDA BAKER: "I mean, I think watching and listening are helpful, but because they're not active, you're not moving your mouth. You know, it's passive."
RS: "Well, what if you would, for example, record a passage and then listen to it, understand where the intonation is and where the accents are and how the words are produced and then -- "
LIDA BAKER: "Well, sure."
Friday, July 2, 2010
Thursday, July 1, 2010
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