My World Of English: กรกฎาคม 2012

วันพุธที่ 11 กรกฎาคม พ.ศ. 2555

1.5 Predicting Outcomes (page 34-35-36)

A. 1. John will win the race.
2. Mort will go out to the garden to fetch the laundry.
3. Brent will stand by the fire.

B. 1. Dan went back to get the money.
2. She will fell down from a tree.
3. Aroon did not go to the beach.
4. Fred will open all the lights.

C. 1. Rita's plants wilt away from lack of water.
2. Henry does not get tickets to the film.
3. Her dog learns to roll over.

1.4 Drawing Conclusions (page 30-31-32)

A. 7. If according to our clocks, the sun sets an hour earlier, it will also rise an hour earlier.
8. He likes noodles better than Coke.

B. 1. people were glad to find a way to stay awake.
2. It is dangerous.
3. Often they are discovered by goatherds.

C. 1. Conclusion: Venus flytrap eats only flies, caterpillars and spiders.
Conclusion: Venus flytrap will eat any small insects.
2. Conclusion: Shells come in all shapes and sizes.
Good conclusion
3. Conclusion: The little spotted kiwi faces extinction and is hence protected.
Good conclusion
4. Conclusion: It is very difficult to learn origami.
Conclusion: Origami has spread all around the globe.
5. Conclusion: Their jewellery is one of the records historians had to rely on for most of the ancient civilizations.
Good conclusion

D. 1. What can you conclude about the kinds of food a butterfly eats?
Answer: Butterflies's food is a sweet nectar.
2. What can you conclude about what plants need to grow?
Answer: Plants need the sunlight for photosynthesis to make their own food.

1.4 Drawing Conclusions (page 28-29)

A. 1. Matt won the match.
2. Liz's favourite singer is Rihanna.
3. snowboard
4. Brad had forgotten to put detergent into the machine.
5. Jane loves to walk.
6. Melanie ate/drank nothing cold at the jamboree.

1.3 Using Contex Clues (page 27)

B. 1.goes away
2. a meal
3. unchanging
4. throw away
5. building with cubes
6. builds

วันพฤหัสบดีที่ 5 กรกฎาคม พ.ศ. 2555

เฉลยแบบฝึกหัดเรื่อง Drawing Conclusions

Ex. A (page 28-30)1. a Matt won the match.
2. b. Liz's favorite singer is Rihanna.
3. d. snowboard
4. c. Brad had forgotten to put detergent into the machine.
5. b. Jane loves to walk.
6. b. Melanie tucked in a lot of ice creams at the jamboree.
7. c. If according to our clocks, the sun sets an hour earlier, it will also rise an hour earlier.

Ex. B (page 30-31)
1. b. People were glad to find a way to stay awake.
2. a. It is natural.
3. d. They may be discovered by accident.

Ex. C (page 31-32)
1.conclusion : Venus flytrap eats only flies, caterpillar and spiders.
Answer: Venus flytrap eats flies, caterpillars and spiders. (tiger 105-05)
Answer: Venus flytrap eat any small insects. (eagle 103-04) << I prefer this one !!
2.Conclusion : Shell come in all shapes and size.
Good Conclusion (tiger 105-05) (eagle 103-04)

3.Conclusion : The little spotted kiwi faces extinction and is hence protected
Good Conclusion (eagle 103-04)
4.Conclusion : It is very difficult to learn origami.
Answer: Origami is a skill, an art or just plain fun. (eagle 103-04)Answer : Origami is easy and many people can do it. (M.TUM)

5.Their jewellery is one of the records historians had to rely on for most of the ancient civilizations.
Good Conclusion (eagle 103-04)

Ex. D (page 33)

1.Butterflies drink from a built-in straw.A butterfly has no mouth.It can't chew.So it eats with a long,thin tube.Through the tube,the butterfly can suck up sweet nectar.

What can you conclude about the kinds of food a butterfly eats?

Answer: Butterflies can eat only liquid nectar. (eagle 103-04)

2.A green house is not green.It is clear.That is because it is made of glass.The glass lets in the sun's heat that helps plants grow.The green plants are the reason for the name.They grow all year round in the warm,sunny room.
What can you conclude about what plants need to grow?
Answer: Plants need sunlight to grow. (eagle 103-04)

Context Clues

Context Clues การเดาความหมายจากบริบท

context = ปริบทหรือบริบท , clue = ตัวชี้แนะ อุปสรรคที่มักพบบ่อยๆ

ในการอ่านภาษาอังกฤษ ก็คือ การไม่รู้ความหมายของคำศัพท์ ทำให้ไม่สามารถเข้าใจข้อความที่อ่าน

ไม่สามารถตีความโจทย์ข้อสอบได้ อ่านไม่เข้าใจ ทำข้อสอบได้ไม่ดี วิธีที่จะช่วยแก้ปัญหานี้ก็คือ ต้องรู้ความหมายศัพท์และสามารถนำไปใช้ได้ แต่การรู้ความหมายศัพท์โดยไม่ต้องเปิดพจนานุกรม (Dictionary) นั้น ทำได้อย่างไร คำตอบก็คือ นักเรียนมีความจำเป็นที่จะต้องเดาความหมายนั้นจากบริบท (Context)

ซึ่งหมายถึง ข้อความ หรือศัพท์หลายๆ คำซึ่งแวดล้อมคำศัพท์ตัวที่เราไม่รู้ความหมาย แล้วทำให้เดาความหมายของศัพท์ที่ไม่รู้ได้ บริบทเป็นสิ่งจำเป็นต่อการเข้าใจคำศัพท์ เป็นอย่างมาก ทั้งนี้เพราะ ความหมายของคำ คำใดคำหนึ่งนั้นจะต้องขึ้นอยู่กับคำอื่นๆ ซึ่งอยู่ข้างเคียงด้วย เช่น คำว่า "about" We know about that. (about = concerning) แต่ถ้า It is about six o'clock. (about = close to) เป็นต้น

ผู้อ่านสามารถตีความหมายได้โดยอาศัยสิ่งแนะที่อยู่ในปริบท (Context Clues) สิ่งชี้แนะหรือตัวสัญญาณ (Clues / signal words) สามารถช่วยชี้แนะความหมายของคำศัพท์ที่ไม่คุ้นเคยให้กับผู้อ่านได้อย่างถูกต้องตรงตามปริบท สิ่งชี้แนะหรือตัวสัญญาณที่สำคัญได้แก่

1. Definition type (การให้คำนิยาม)

2. Restatement type (การกล่าวซ้ำ)

3. Example type (การยกตัวอย่าง)

4. Comparison or Contrast type (การเปรียบเทียบ หรือ บอกความแตกต่าง)

5. Cause and Effect relationship type (การใช้ความสัมพันธ์ในเรื่องเหตุและผล)

6. Explanation type (การอธิบาย)

7. Modifier type (การใช้ตัวขยาย)

8. Subjective type (การใช้เนื้อเรื่อง)

9. Familiar type (การใช้คำที่คุ้นเคยที่มีความหมายใกล้เคียง)

Definition type

เป็นชนิดของสิ่งแนะที่ชี้แสดงความหมายหรือนิยามคำศัพท์ที่ไม่คุ้นเคย

ซึ่งผู้อ่านสามารถสังเกตการนิยามความหมายของคำศัพท์ได้โดยการดูที่ตัวชี้แนะ หรือคำสัญญาณ

(clues signal words) ที่ปรากฏอยู่ในข้อความนั้นๆ ตัวชี้แนะหรือคำสัญญาณ ได้แก่

verb "to be" be called
mean(s/ed) called
consist of may be seen as
refer to can be defined as
may be described as can be taught of
what this means is

คำชี้แนะหรือคำสัญญาณดังกล่าวมาข้างต้นนี้ มีความหมายในทำนองเดียวกัน นั่นคือ

แปลว่า "คือ , หมายถึง , หมายความว่า, เรียกว่า"

ตัวอย่าง- A premise is a statement of the relationship between a cause and a consequence.

อธิบาย premise เป็นคำศัพท์ที่ไม่คุ้นเคยis เป็นคำชี้แนะ หรือคำสัญญาณa statement of the relationship เป็นคำนิยามหรือความหมายของคำว่า premiseดังนั้น premise ก็คือ ข้อความที่แสดงความสัมพันธ์ระหว่างสาเหตุและผลลัพธ์- People who study the stars are called astronomers.

อธิบาย astronomers เป็นคำศัพท์ที่ไม่คุ้นเคยare called เป็นคำชี้แนะหรือคำสัญญาณpeople who study the stars เป็นคำนิยามหรือความหมายของคำว่า astronomersดังนั้น astronomers ก็คือ

คนที่ศึกษาเรื่องดวงดาว หรือนักดาราศาสตร์ นั่นเอง- A committee may be defined as any group interacting in regard to a common purpose.

อธิบาย committee เป็นคำที่ไม่คุ้นเคยmay be defined as เป็นคำสัญญาณ หรือตัวชี้แนะany group interacting in reagard to common purpose เป็นคำนิยามหรือความหมายของคำว่า committee ดังนั้น committee ก็คือ กลุ่ม หรือคณะบุคคลที่กระทำการใดๆ โดยมีจุดประสงค์ร่วมกัน

Restatement type

เป็นชนิดของตัวิชี้แนะที่ผู้เขียนบอกความหมายของคำศัพท์ที่ไม่คุ้นเคยด้วยการกล่าวซ้ำความหมายของคำศัพท์ที่ไม่คุ้นเคยนั้น โดยใช้ภาษาที่เข้าใจง่ายขึ้น พูดให้ง่ายขึ้น

การสังเกต restatement หรือการกล่าวซ้ำความหมายของคำศัพท์ที่ไม่คุ้นเคย สามารถดูได้จากตัวชี้แนะหรือคำสัญญาณ (clues / signal words) และเครื่องหมายวรรคตอน (punctuation) ดังนี้
ตัวชี้แนะ หรือคำสัญญาณ ได้แก่or( หรือ ), that is(นั่นคือ), that is to say / i.e. (นั่นคือ), in other word(กล่าวอีกนัยนึงคือ), to put in another way (กล่าวอีกนัยหนึ่งคือ)

หมายเหตุ --- i.e. เป็นภาษาละติน

มาจาก id est แปลว่า that is to say
เครื่องหมายวรรคตอน
, ............................. เครื่องหมาย comma,.............................., เครื่องหมาย commas- เครื่องหมาย dash- .............................. - เครื่องหมาย dashes(.............................) เครื่องหมายวงเล็บหรือ parentheses

Example type

เป็นชนิดของสิ่งชี้แนะที่ผู้เขียนชี้แนะความหมายของคำศัพท์ไม่คุ้นเคยด้วยการให้หรือ

ยกตัวอย่างขึ้นมาประกอบความหมาย ของคำศัพท์ที่ไม่คุ้นเคยนั้น โดยปกติก่อนจะยกตัวอย่างขึ้นมาประกอบเพื่อชี้แสดงความหมายของศัพท์ไม่คุ้นเคย ผู้เขียนมักจะให้คำชี้แนะหรือคำสัญญาณ

หรืออาจเป็นเครื่องหมายวรรคตอน ได้แก่
ตัวชี้แนะหรือคำสัญญาณ
for example / e.g.for instancesuch as = ตัวอย่างเช่น, ยกตัวอย่างsuch ............aslike
หมายเหตุ : e.g. เป็นภาษาละติน คือ exampli gratia แปลว่า for example
เครื่องหมายวรรคตอน
, เครื่องหมาย comma: เครื่องหมาย colon- เครื่องหมาย dash

Comparison or Contrast typeเป็นชนิดของสิ่งแนะที่ผู้เขียนชี้แนะความหมายด้วยการเปรียบเทียบ (Comparison) หรือการแย้งความ (Contrast) โดยปกติ ผู้เขียนมักจะให้ตัวชี้แนะหรือคำสัญญาณแสดงการเปรียบเทียบ หรือแสดงการขัดแย้งในทางตรงกันข้ามกันมาภายในข้อความนั้นๆ
ตัวชี้แนะหรือคำสัญญาณที่แสดงการเปรียบเทียบ
as / as.................as เหมือนกับ

like / alike เหมือนกับ

similar to เหมือนกับ ,คล้ายกับ

resemble (v) เหมือนกับ

similarily (adv) ในทำนองเดียวกัน

likewise (adv) ในทำนองเดียวกัน

correspondingly (adv) ในทำนองเดียวกัน

in the same way (adv) ในทำนองเดียวกัน

in like manner (adv) ในทำนองเดียวกัน

comparing เปรียบเทียบกับ

compare with เปรียบเทียบกับ

as if / as though ราวกับว่า
ตัวชี้แนะหรือคำสัญญาณที่แสดงการขัดแย้ง
but / yet แต่however / nevertherless แต่อย่างไรก็ตาม

though / although/ even though แม้ว่า

while / whereas ในขณะที่ (แสดงการแย้งกัน)

on the other hand ในทางตรงกันข้าม

on the contrary ในทางตรงกันข้าม

in contrast ในทางตรงข้าม

conversely ในทางกลับกัน

in spite of / despite แม้ว่า

Context Clues are the hints the author gives you in the story.

Context Clues can help you find:

information about the meaning of a word

If you are not sure what a word means, read before and after the word. Sometimes the author states the meaning of the word before or after it is used in a story.

at the examples below.

An enormous, huge, elephant walked through the zoo. (HINT: enormous means huge)

The positive comments on John's paper told him that he did a good job. (HINT: positive means good)

The infant cried like a baby. (HINT: infant means baby)

Game : Game Context Clues
Exercise
http://wps.ablongman.com/long_licklider_vocabulary_2/0,6658,416421-,00.html
http://www.english-zone.com/vocab/vic01.html
http://www.english-zone.com/vocab/vic02.html
http://www.lethbridgecollege.net/elearningcafe/index.php?option=com_content&view=article&id=291&Itemid=415

Drawing Conclusions

"Conclusions" and "inferences" are synonymous terms. That's why the definition of inferences first offered up almost fifty years ago by S.I. Hayakawa in his book Language in Thought and Action fits conclusions as well. Like inferences, conclusions are "statements about the unknown based upon the known" (p.41).

Drawing Conclusions in Daily Life

You probably already realize that in your daily life you draw conclusions on a regular basis. For instance if you and three friends go out for dinner, and four hours later, all three of you come down with stomach cramps and nausea, you will probably conclude that there was something seriously wrong with the food. If your roommate, a normally heavy smoker and drinker, gives up cigarettes and alcohol once he meets a lovely, young soccer player who does neither, you are likely to conclude that he is completely infatuated with her and wants to make a good impression.

Drawing Conclusions Intended by the Author

Despite being aware of how often you draw conclusions in daily life, you might not realize how frequently you do it when you read. For instance, authors don't always state the point or main idea of a paragraph in a topic sentence. Sometimes, they imply, or suggest, a main idea through a series of specific statements that combine to suggest one general thought, leaving it to readers to draw the appropriate conclusion based on the paragraph's content and language.

In the following passage, for example, the author has a strong opinion about historical accuracy in movies. She does not directly state that opinion. Still, it's hard to miss her point, given the tone she assumes and the example she has chosen.

	Making Movie History
	Are you one of those trusting souls who thinks that movie accounts of historical events are accurate? If so, you might want to consider the cinematic fate of British sea captain William Bligh (1754-1817). In four out of the five films made about the real life mutiny on board the ship Bligh commanded, the HMAV* Bounty, Bligh is portrayed as one of the most viscously cruel men ever to captain a crew. In the movie accounts of the event, Bligh is so brutal his crew justifiably mutinies and sets him adrift, thinking he will die at sea. Yet by all historical accounts, the worst thing Bligh did to his men was make them drink a mixture of sauerkraut and lime juice to fight off the then deadly disease known as scurvy. Brute that Bligh was, he also insisted that his men bathe and exercise regularly. While Bligh did use the whip as punishment, he was no different from any other sea captain of his day, and he relied on such brutal punishments much less than most. Apparently, Bligh's biggest mistake was to let his men spend six months on the gorgeous tropical island of Tahiti, while he waited for the ripening of the breadfruit crop he was supposed to carry back to England for study. By the time the breadfruit plant was sapling size and Bligh ready to depart, many crew members had made themselves at home on the island. When the Bounty finally set sail in 1789, crew members were furious at Bligh for making them leave. It wasn't long before that fury exploded into an open rebellion that ended with the crew, led by second-in-command Fletcher Christian, setting Bligh and his remaining supporters adrift in a twenty-three-foot-long launch. Bligh, who was a superb navigator, managed to sail across the Pacific and lived to tell his story in court. However, not surprisingly, some members of Fletcher Christian's family went to great lengths to make Fletcher seem the true hero and Bligh a villain. Although the authentic story of what actually happened on the HMAV Bounty is thoroughly documented, film makers always liked Fletcher's story better. It has turned out to be the one that most people, particularly movie fans, believe to be the true "history" of mutiny on the Bounty. (Sources of information: www.plantexplorers.com/explorers/ biographies/captain/captain-william; http://www.filmsite.org/muti.html http://www.filmsite.org/muti.html http://www.filmsite.org/muti.html)
	*His Majesty's Armed Vessel

Did you notice how the writer carefully selected her material to lead readers to her intended conclusion: The story of William Bligh illustrates how uninterested movie makers generally are in historical fact. Bligh's sad tale is the follow up to the author's opening, and slightly sarcastic, question: "Are you one of those trusting souls who thinks that movie accounts of historical events are accurate?" While the phrase "trusting souls" is already an indication that the author does not agree, the constant contrast between Bligh's film image and the details of his story force the reader to arrive at the writer's foregone conclusion: It's probably not wise to learn your history from movies.

The Writer's Expectations, The Reader's Responsibility

In the passage on Captain Bligh, the author lays out a series of facts in order to lead you to a conclusion. If you, in turn, read every single sentence in the passage without drawing a conclusion, you wouldn't be completely doing your job as reader—no matter how well you understood the individual sentences. For communication to take place, it's the synthesizing, or combining, of those sentences into a larger point that's required.

The Steps in Drawing Conclusions

To draw a conclusion about implied main ideas in paragraphs, you need to do the following:

1.	Consider what each sentence says about the common topic.
2.	Ask yourself what general thought or idea emerges when you put all of those individual pieces of information together. Here it helps to ask yourself what common thread the individual sentences seem to share. In the case of the sample paragraph, the sentences all help build the contrast between Bligh's actual behavior and his movie image.
3.	Think of the idea that emerges as the author's implied main idea and the purpose of the passage.

Practice Drawing Conclusions About Implied Main Ideas

Here are some useful links:

•	beginning practice good for getting down the basics
•	advanced practice.
•	for a real challenge: first challenge. second challenge.

Drawing Conclusions Not Intended by the Author

Not all the conclusions a reader draws are intended by the author. Readers often use what a writer says to arrive at conclusions the author may never have even considered. For instance, in his textbook Society, Myths and Realities, Professor Alex Thio writes the following under the heading "The Family:"

Newborn babies do not even know their gender, much less, how to behave like girls or boys. Influenced by parents, children quickly develop a sexual identify and learn their gender roles. Right from birth, babies are usually treated according to their gender. At birth girls tend to be wrapped in pink blankets and boys in blue ones. Baby girls are handled more gently than boys; girls are cuddled and cooed over, but boys are bounced around and lifted high in the air. (p.268)

Based on this excerpt, which conclusion seems more likely to you:

a.	In the debate over which shapes behavior more powerfully, nature or nurture (genetic inheritance or environmental influence), writer Alex Thio is likely to take the side of nature over nurture.
b.	In the debate over nature versus nurture, writer Alex Thio is more likely to take the side of nurture over nature.
c.	In the debate over nature versus nurture, it's impossible to conclude where writer Alex Thio might stand.

Now Thio may never have intended for his paragraph to lead to a discussion of which is more important, nature or nurture (This is, by the way, an ongoing debate.). Still it is possible to conclude even from a short excerpt like the one shown here that the author would be inclined toward the power of environmental influence. Conclusion b. seems more likely because in the development of sexual identity, Thio comes out so strongly in favor of the family as the main socializing influence. It would be different if he were reporting on the work of researchers who had studied the behavior of infants, then conclusion c. would be the best answer. However, in the above excerpt, the author speaks from his own perspective. He is not reporting on a point of view held by others. Because he takes such a strong stand on how the family environment shapes an infant's sexual identify, it's quite possible to conclude that he tends to see the environment as a powerful force when it comes to shaping other characteristics besides sexual identity.

Practice drawing conclusions not intended by the author.

Unconscious Inferences

While inferences and conclusions are synonymous, inference seems to be the more common term to describe information that we automatically add to a text while reading, almost without realizing that we are doing it. For an illustration of this reader-supplied information, look at the following set of sentences and note the information in italics the writer expects the reader to infer to make the sentences coherent, or connected, enough to give up their meaning (excerpted from Alex Thio, Society, Myths and Realities, p.408):

By itself poverty does not produce revolution. Most of the world, after all, is poor (and yet we don't see revolution in most of the world.) When people have long lived with misery, they may become fatalists, resigned to their suffering (In the face of prolonged suffering, people are probably more inclined to become fatalists than revolutionaries.)

Conscious Conclusions

While the terms "inference" and "conclusion" seem to be used interchangeably when the discussion is about how writers, speakers, or listeners are consciously trying to arrive at an idea that hasn't yet been put into words, "conclusion" is the term more likely to be used in descriptions of logical arguments. Thus, writing teacher Elaine Maimon, in her wonderful book Writing in the Arts and Sciences, describes arguments as conclusions that "follow from" or are "supported by" other statements and uses this example to illustrate a "simple argument" (pp.37-38):

The butler's fingerprints were found on the murder weapon. Therefore, the butler is the murderer.

According to Maimon, the first sentence is the evidence and the second the conclusion. As you must realize, that second sentence is also an inference, but in the context of arguments, make sure to call it a "conclusion."

Author's Final Note of Thanks

This web page on conclusions as well as the one on inferences is the result of an e-mail exchange I had several years ago with Professor Dawn Sedik of Valencia Community College in Orlando, Florida. Professor Sedik tactfully suggested I expand my view of the role inferences played in reading. (At that point, I was fixated on implied main ideas). I followed her advice to the point that I now see the importance of inferences and/or conclusions in every aspect of reading—from the most basic prose comprehension to the most sophisticated discovery of bias in what seem to be purely informative texts. My thanks to Professor Sedik, who patiently let me find my way to her point of view, while I hesitated at every step. Socrates couldn't have done it better.