Instructional Guide for Use in Small Classes ~ Thai

Developed by Sudawan Ariyasap for the Center for Language Education And Research A Title VI U.S. Dept. of Education Language Resource Center Thai Language Tutorial Guide

Part I: General Information Chapter 1: Introduction 1 Audience and rationale Overview of The Guide Sound system of Thai and transcription Chapter 2: Getting Started 8 Establishing the goals of the course Maximizing the use of the second language in the course Suggestions for maximizing the use of the language Evaluation Chapter 3: Finding and Using Materials 12 Finding materials Working with a text Other materials

Part II: Working with Beginners Chapter 4: Introduction Chapter 5: Lesson plans Lesson 1: Greeting, apologizing, and thanking 19 Lesson 2: Classroom objects 24 Lesson 3: Classroom directives 26 Lesson 4: Personal information 32 Lesson 5: Numbers 42 Lesson 6: Time 50 Lesson 7: Dates 54 Lesson 8: Locations 70 Lesson 9: Local geography 76 Lesson 10: Giving and understanding directions 87 Lesson 11: Colors, shapes, and sizes 97 Lesson 12: Body parts 101 Lesson 13: Money 106 Lesson 14: Food 109 Lesson 15: Market talk 117

Part III: Task-Based Lessons Chapter 6: Introduction 122 Chapter 7: Lesson plans Lesson 1: Eating and ordering 123 Lesson 2: Taking a taxi 132 Lesson 3: Getting a room in a hotel 140 Lesson 4: Taking a bus in Bangkok 147 Lesson 5: Using public telephones 157 Lesson 6: Taking a train 170 Lesson 7: Going to the hairdresser 177 Lesson 8: Taking a bus trip 187 Lesson 9: Shopping and bargaining 196 Lesson 10: Going to the doctor 203

Part IV: Cultural Modules Chapter 8: Introduction 210 Chapter 9: Lesson plans Lesson 1: Self introduction 211 Lesson 2: Family I 219 Lesson 3: Family II 224 Lesson 4: Marriage 230 Lesson 5: Dos and don’ts in Thailand 234 Lesson 6: Greeting and addressing 238 Lesson 7: Being a guest 244 Lesson 8: Gender issues 252 Lesson 9: Social values 258 Lesson 10: Songkran & Loy Krathong festivals 264

Part V: Integrating Structure into the Communicative Classroom Chapter 10: Working with Vocabulary 270 Techniques for learners Learning vocabulary Chapter 11: Working with Grammar 273 Grammar teaching and the communicative approach Using a structurally organized textbook Dealing with grammatical errors Chapter 12: Learning the Sound System 276 Sound systems Learning to hear and pronounce the Thai language Dictation exercises

Appendix A: Problematic Thai sounds 281 Appendix B: Vocabulary 287 Appendix C: Additional resources on language teaching 298

Part I: General Information

Chapter 1: Introduction

Audience and rationale The Thai Language Tutorial Guide has been written for the model of language teaching that has come to be called “the language tutorial.” In this kind of tutorial, the language class is seen as a team consisting of a language supervisor (who is familiar with the structural properties of the language, experienced in helping to develop a successful language environment, and who assigns the course grades), a tutor (who is a proficient speaker of the language), and a learner.

It is believed that a language class should be learner-centered, which means that the focus is on helping the learner to develop a successful learning experience in cooperation with the tutor and guidance from the language supervisor. The primary criterion for tutor selection is proficiency in the target language and not pedagogical training. Thus, a student-centered approach makes sense. The tutors tend to be students in various programs in the university. The recognition that language learning is a life-long activity is also behind the learner-centered rational. The more that is done to help the learner understand the learning process, the more likely it is that the learner will continue to increase proficiency in the language, even after the course has been completed.

The Guide has also been designed to help develop a communicatively-oriented program of learning. This approach concentrates on developing communicative skills to enable the learner to engage in meaningful activities with other speakers of the second language.

The Guide will help the team to develop a clear purpose and define realistic objectives so that the language learning experience can be tailored to the unique needs of the learner. Before organizing lesson plans and a course syllabus, the specific learner needs must be considered so that class time can be used efficiently to address those specific needs.

Because this manual is designed to teach speaking and listening skills in Thai, there is no instruction on Thai writing in this manual. A transcription is, therefore, given as a main device for the learner to learn Thai vocabulary, structure and pronunciation. However, texts printed in Thai orthography are also included in each lesson for the tutor who might find it easier to read Thai orthography than the transcription. It might also benefit the learner who has also learned to read and write in Thai.

Since the learners will need to use the second language for real communication, The Guide focuses specially on strategies that encourage real communication. An important function of the tutor is to act as a conversation partner for the learner. Both the tutor and the learner have an important role to play in developing an environment where they can begin to practice real communication in the second language. One of the main objectives of the tutorial is for the learner to develop basic communication skills that can be built on when the learner arrives in Thailand.

1 Concentrating on real communication in the classroom is also important because it helps a learner acquire a second language. Extensive exposure to the second language is required for acquisition. Learners need to comprehend these in order to make use of the input in the language acquisition process and to acquire structures and forms.

This approach is ideally suited to the supervised tutorial. In a traditional classroom, the teacher provides language input, but this input may not necessarily be understandable or meaningful to the learner because of the difficulty in obtaining immediate feedback. In a tutorial, on the other hand, because there are usually only one or two learners, feedback can, and should, be instantaneous and frequent. Tutors can monitor learners for comprehension by asking questions or by looking for puzzled expressions. Learners can also ask the tutor to repeat or rephrase something not understood. Thus, by interacting with the tutor, the learner also helps to make the linguistic input relevant and comprehensible. Learners and tutors can work together to negotiate meaning by asking for clarification if something is not understood or repairing their speech when they are not understood. The richness and potential of the tutor-learner interaction is something that cannot be paralleled in large teacher-led classes. The tutor and learner are encouraged to take full advantage of this opportunity.

In addition, a communicative classroom helps push learners to a higher level of speaking proficiency. Most language learners understand the language better than they can speak it. When those learners are faced with the task of producing the second language, in either written or spoken form, they must have a better grasp of the language in order to communicate effectively.

Negotiation through oral communication activities in the classroom encourages the language learner to pay attention to the grammatical structure of the second language. When learners participate in conversations with native speakers, they repeatedly make changes in the grammatical structures they use. This suggests that oral communication with a native speaker, or even another non-native speaker, helps learners pay attention to and, hopefully, improve their grammar.

Certain kinds of activities promote negotiation better than others. Activities in which learners, or a learner and the tutor, have to exchange information to complete a task force the learner to try to understand and to be understood. These activities are often called information exchange or information gap activities. An example of such an activity is a picture drawing activity. In this kind of exercise, the learner has to draw a picture based on a description given by another learner or the tutor. The leaner has to understand the information in order to complete the task. This is quite different from a free conversation where the learner can avoid talking about something that they are finding difficult.

Nevertheless, relying exclusively on communicative activities in the classroom may result in the learner’s failure to notice and consequently internalize some of the more subtle features of the language. There are certain structures that learners can use incorrectly while being completely comprehensible. In order to help the learner to

2 overcome structural problems, Part V of The Guide provides some suggestions for integrating structure into the communicative classroom.

Overview of The Guide The Guide is divided into five parts: General Information, Working With Beginners, Task-Based Lessons, Cultural Modules, and Integrating Structure. Part I provides an overview of The Guide. Chapter One, Introduction, mentions the audience, goals, and other design considerations. It also contains a brief explanation on the Thai sound system and the transcriptions used throughout this book. Chapter Two, Getting Started, guides the learner, tutor and supervisor through the process of negotiating the design and organization of the course. The participants need to negotiate specific learning objectives for the semester, the amount of class time to be devoted to various activities, and the method to be used to evaluate progress. Since class time is very likely to be the only opportunity for the learner to speak in the second language, this chapter also includes a section that discusses the importance of using the second language as much as possible in class along with suggestions on ways to do this. Chapter Two concludes with a discussion of evaluation, which includes descriptions of several different types of evaluation and how to choose a method of evaluation that best reflects the learning objectives to be tested.

Chapter Three, Finding and Using Materials, provides advice and suggestions for finding materials, both written and spoken, in the second language and how to use them in the classroom. Once the tutor and learner have found or created a written text that they would like to work with, this section describes how to make use of the text in class. Ideas are given for pre-reading activities, as well as suggestions on how to work with the text once it has been read. These suggestions include advice on such topics as deciphering new vocabulary in the text and how to turn parts of a text into other exercises. Chapter Three also address the use of audio and visual materials with suggestions on how and where to look for radio broadcasts and films, and how to create and use a picture file. Chapter Four is a discussion of how to get started and how to use the introductory lessons in Chapter Five which are designed for learners who have had no previous experience in the second language. Some of the lesson plans have as their objective a set of vocabulary such as colors and shapes, numbers or body parts. Others include language functions such as greeting and introducing oneself, and how to ask for and understand directions, etc.

Part III, Task-Based Lessons is designed for students with higher proficiency. Each lesson presents and provides an opportunity for the learner to practice communicative language skills that will enable the learner to accomplish a specific real-life task such as how to take a bus, how to use public telephones, etc. Part IV, Cultural Modules contains a collection of intermediate and advanced level texts that have been designed to generate awareness of the kinds of cultural background necessary to understand what speakers of the language are talking about and doing.

Although The Guide is primarily communicative in nature, there are times when it is useful to focus on a specific point of language structure. Part V, Integrating Structure into the Communicative Classroom, provides practical advice on how to incorporate

3 structural components such as vocabulary (Chapter 10), grammar (Chapter 11), and pronunciation (Chapter 12) into the communicative classroom.

Sound system of Thai and its transcription The sound system of Thai consists of consonants, vowels and tones. In this book, the sounds of those elements are represented by the transcription. The transcription enables the learner to learn how to pronounce the sounds correctly. The tutor, therefore, should introduce and explain the sound system of Thai and the transcription system at the beginning of the first class before leading the learner into the lesson. The tutor functions as the model for the learner by pronouncing each Thai sound clearly and while the learner repeats after him/her. The tutor needs to tell the learner the position of the tongue and have the learner notice and imitate the tutor’s lip shapes and movements when each sound is pronounced. The tutor might want to record each sound and a word that contains that sound presented in the chart below on a cassette for the learner to listen to and practice at home.

Since this book is designed for learners who want to learn to speak and understand Thai without having to learn to read and write it, the reading texts throughout this book are written in transcription. Although the texts typed in Thai orthography are also provided and might benefit the learners who can read and write in Thai, the learners are advised to follow the transcription version so that they will learn and practice correct pronunciation while they are going through the lessons. If they want to practice reading Thai orthography, they can do it at home or later after they are finished with the lesson.

Consonants There are 21 consonant sounds in Thai. Ten consonants sound similar to the English consonants and are written in English letters (b, d, f, l, m, n, r, s, w, y). Another five consonants correspond with the English consonant sounds: ch, h, k, p, t when they are pronounced with a puff of air. However, they are written with an ‘h,’ which represents a puff of air: ch, h, kh, ph, th. When those sounds are pronounced without a puff of air, they are written as c, , k, p, t and they are another five consonant sounds in Thai. The ‘?’ symbol represents a closing of the throat and as a result there is shortly no sound coming out of the throat. The remaining  sound is similar to the English ‘ng.’ However, in Thai the  sound in Thai can occur at the beginning of the word whereas in English, it cannot. Examples of Thai consonants are as follows:

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Symbol Consonants English words Thai words Thai Meanings for Thai in Thai that contains that contain words consonant similar sounds the given sounds sounds b [ baht baat [km baht d D f deck dk gfHd children f / a fine fay wa fire l ] > lake lek g]Hd small m , me mii ,u have n o I nun ny ohvp little r i run rab iy[ receive s : L K l sing suay l;p beautiful w ; west wa ;jk’ empty y P p yes yay .sPj big st ch C = G chin chan Cyo I (1 person pronoun) h s V hen h shv’ room kh - 8 S cow khaw g-k he, she, him, her st ph z r 4 pen phom z, I (1 person pronoun for males) th 5 { m T < R tan thii muj at c 0 jet caan 0ko dish  v it aat vk0 might k d gut kay wdj chicken p x speak pt gxHf duck t E 9 stop taa 9k eye  ‘ - aan ‘ko work

5 Vowels The symbols used for vowels are mainly i, e, , , , a, u, o and . These nine vowel symbols and combinations of them and the final consonants y and w are used to stand for Thai vowel sounds in this book. When the above nine vowels are written alone, they represent short vowels. However, when they are combined with the same vowel symbols, they represent longer vowels. For example, /ii/ is pronounced in the same way as /i/ but it is pronounced longer than /i/. Some vowel sounds when combined with final consonant sounds are hard for the learner to produce. Therefore, combinations of such vowels and consonants are given as sound patterns in the chart below to make it easier for the learner to recognize the sounds when s/he sees such patterns in the texts.

Symbols Vowel English words Thai words Thai Meanings for Thai sounds in that contain that contain words vowel Thai similar vowel the given sounds sounds sounds a vt fun fan /yo dream aa vk far naa sohk face i vb sit phit zbf wrong ii vu see thii muj at  v7 - n so7j’ one  vnv - m ,nv hand u v6 book khun 86I you uu v^ do huu s^ ear e gvt pet cep g0H[ hurt ee gv cake leek g]- number  cvt at l c]t and  cv can t c9j but o Fvt cone khon 8o human being oo Fv so koo F8 buffalo  gvkt hot k gdkt island  vv song kn djvo before  gvvt - n g’bo money  gvv sir th gTv he/she, you ia gvup tear (n.) mia g,up wife iaw gvup; Leo liaw g]uhp; turn a gvnv - ra ginv boat ay gvnvp - nay gsonjvp tired ua vy; poor hua sy; head uay v;p - ruay i;p rich ay .v wv - khray .8i who aay vkp my plaay x]kp end aw gvk scout khaw g-hk enter

6 Symbols Vowel English words Thai words Thai Meanings for Thai sounds in that contain that contain words vowel Thai similar vowel the given sounds sounds sounds aaw vk; cow khaaw -k; white uy v6p - khuy 86p chat y gvp - ly g]p beyond y vvp (glup’lyho) toy thy 5vp back up y vvp (glup’pk; ) coil khy 8vp wait iw vb; cue hiw sb; hungry ew gv; (glup’lyho) - ew gv; waist eew gv; (glup’pk; ) - leew g]; bad w cv; (glup’lyho) - thw c5; row

w cv; (glup’pk;) - mw c,; cat

Tones There are five tones in Thai: mid, low, falling, high, and rising. The mid tone is the base tone. Therefore, no tone symbol is used to mark the tone.

Tone contours Symbols Tones Thai words Thai words Meanings for Thai in Thai that contain vowel the given sounds sounds mid none lk,yP mii ,u have

gvd cdj low  k old

Fm .sh falling  hay give

9iu ohe high  nam water

0y9;k sb; rising  hiw hungry

7 Chapter 2: Getting Started

Establishing the goals of the course Before beginning, the language supervisor, tutor, and learner need to come to an agreement regarding the structure, format, and evaluation procedures for the class or the tutorial. Each class has different needs and priorities. The first step in organizing the tutorial is to identify the language learning objectives. Learning goals vary with levels of language proficiency so that in establishing goals it is important to determine the proficiency level of the learner. While this can be done with the assistance of the language supervisor, it can also be done by examining the kinds of activities provided in Parts II, III and IV. A brief explanation of how each of these sections can be used to develop the course objectives follows.

Part II has been designed for the true beginner. Because beginning learners and their tutors may be unfamiliar with how to establish learning objectives, especially in a communicatively-oriented course, a list of learning objectives has been provided. The lesson topics in this section address the skills necessary for basic communication. To assemble a set of course objectives for the semester, scan the lesson topics and select those that apply to the learner. Most of the topics should be of use for beginning learners.

At the intermediate level, the tutor and learner should review the learner’s progress and identify strengths and areas in need of development. A sample planner can be found in Appendix C. For intermediate levels, we recommend that the class focus on task-based activities. To establish learning objectives, the intermediate class can look over the chapter headings in Part III to decide which tasks and situations are most suitable for learning at that time. It is helpful to state semester objectives in terms of “What do I want to be able to do?” For example, the learner will be able to bargain at the market and count money in the second language.

Part IV is designed for intermediate and advanced learners. In contrast to Part III, which is task-oriented, the focus of Part IV is on developing practical cultural knowledge. The knowledge should be such that it can help the learner understand what is going on and what is being said in the community. Accordingly, the objectives should be stated in terms of knowing or understanding something. For instance, the learner will know about how to be a good guest in a Thai house.

Maximizing the use of second language in the course The success of a language learning class is related to the degree the second language is used for effective communication. If the second language is not used for communication in the classroom, it will probably not be learned. Because opportunities for conversing in the second language are, for the most part, limited to class time, it is important to spend as much of that time as possible using the second language to engage in real communication.

8 Conversely, it is important to minimize the use of English for several reasons. First, the use of English reduces the amount of exposure to the language of study. It is almost impossible to learn a language if one does not hear it and use it. Second, when English is available to the learner, it may be used as a means of escape from the challenge of language learning. Thus if the learner does not comprehend something, the temptation is there to escape to English for understanding as opposed to negotiating and interacting in the second language for the meaning. Finally, the use of English sends a message to the learner that the second language is really an object of study and not a real means of communication.

At first it may seem that the use of English is unavoidable. Some might argue that it is necessary to use English for classroom management, such as arranging meeting times, discussing quizzes and exams, passing out and explaining handouts, finding a page in a book, or discussing grammatical structures. However, with practice, the second language can be used for the activities very early in the course of language study. In fact, several of the lessons in Part II address this topic. We recommend this sort of interaction be one of the first learning objectives.

Suggestions for maximizing the use of the language Below are suggestions for maximizing the use of the second language, adapted from Duff, P. & Polio, C. (1990). How much foreign language is in the foreign language classroom? Modern Language Journal, 74, 154-165.

Teach second language classroom administrative vocabulary By familiarizing the learner with administrative vocabulary, the tutor can carry out much of the administrative work in the second language. Lessons 2 and 3 in Part II were designed to help the learner learn these words so that these matters can be communicated using only the second language. Lesson Two in Part II focuses on terms including blackboard, homework, quiz and so on. The third lesson will show you how to teach classroom directives that you can then use in the classroom. Also, if you find you are using a number of specific English words or phrases, take a few minutes to develop them into a lesson so these topics can be discussed using the second language. To avoid possible misunderstandings regarding quizzes, assignments, etc., the tutor can write out the instructions in the second language (in Thai transcription) on the blackboard for added clarity and use the instructions as a short lesson.

Make language comprehensible through nonverbal means When introducing new vocabulary, use pictures, props, or gestures to explain. The use of simple stick drawings on the blackboard for things like man, woman, house, tree, dog are easily and quickly done, allowing the lesson or interaction to continue in the second language. This may not work when explaining complex grammatical structures, but such techniques can be used to introduce new vocabulary or to give instructions. The important thing is that you maintain the use of the second language and that the learner can make the connection between form and meaning without relying on English.

9 Make language comprehensible through verbal modifications When a learner does not understand something in the second language, the tutor should resist the temptation to resort to English. A more beneficial approach involves repeating, modifying, and rephrasing the statement in the second language. As explained earlier, these modifications lead to comprehension. Sometimes, a learner does not respond simply because he or she has not heard what was said. In these instances, simply repeating what was said may help the learner. Often, however, the learner does not know the vocabulary or grammar and will need to hear the sentence rephrased with familiar terminology and structures. The existing knowledge base of the learner is an important resource to draw upon.

Establish a brief period of class time when the learner and tutor can speak English, if necessary One strategy to minimize the use of English is to set aside a certain amount of time at the end of class (maybe ten minutes) to discuss problems that came up when using the second language. If learners know that they can save questions and eventually discuss them in English, they will be less inclined to use English at other times.

Keep it simple One of the biggest problems for beginning tutors is the concern that the short English equivalent for the second language term is dreadfully insufficient and that one cannot continue unless the learner has a full comprehension of the concept. In such cases, the tutor should postpone the full explanation until the learner is capable of understanding it in the second language. Alternatively, the discussion of the topic can be brought up during this time set aside for English.

Assign English readings for homework Many tutors and learners are intimidated by the exclusive use of the second language for grammar instruction. Tutors are often worried that the learners do not know enough of the second language to understand grammatical explanations, and learners are worried that they will become frustrated knowing that an explanation in English would be much more efficient. One option is to assign readings in English regarding grammar for homework. The next day the tutor can explain the grammar in the second language, which hopefully the learners will already know from reading about it in English.

Teach second language grammar terms Near the beginning of the semester, hand out a list of grammatical terms in the second language with their English equivalents. Tell the learner to learn them so that the tutor will be able to use them in grammatical explanations in the second language.

Evaluation Another issue the learner, tutor and supervisor need to agree on at the first meeting of each semester is the method and frequency of evaluation. Having established objectives for the semester makes this task easier. The most important function of the evaluation component is to provide ongoing feedback between the tutor and the learner.

10 Feedback is of course an ongoing activity in a communicatively-oriented course, but it is also useful to have more formal mechanisms of evaluation of which there are several types. It is up to the learner and the tutor with the approval of the supervisor to decide on the types and frequency of formal evaluation. You can decide to give only one, end-of- term exam, yet most tutors and learners prefer more frequent feedback.

Be sure that the methods of evaluation most effectively evaluate the established course objectives. For example, if one of the goals for the semester is to master the survival language, a written exam is not the best choice. Some form of oral role-play in which the learner can show competence in both the linguistic and discourse-related elements of survival language would be more appropriate.

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Chapter 3: Finding and Using Materials

Finding materials This chapter provides information about resources for finding materials and techniques for making your own lessons.

Language-learning materials There are some Thai textbooks available in university libraries. Some are Thai grammar books and some are conversation books. These books can be used in conjunction with The Guide. The tutor is also a good source of texts. Tutors can tell folk stories remembered from childhood, describe their hometown, tell funny stories about growing up, or create passages describing important points of interest in the country or information about the culture. The advantages of the tutor creating the text on his/her own are that it is easily done and can be tailored to the specific level and interests of the learner.

Authentic materials In addition to a basic textbook, the use of authentic materials is highly recommended. Examples of authentic materials include letters, speeches, folktales, maps, pictures, and public information brochures. For the learner who does not learn written Thai, the tutor might need to transcribe the text without making changes to the language. The tutor might read the text to the learner and have the learner do the transcription or take notes. Authentic materials are a good source because the language of the material is natural and has not been modified in any way. Moreover, authentic materials are excellent sources of valuable cultural information. The materials do not have to be related to language instruction. In fact, the use of authentic, non-pedagogic texts in the language (stories, poems, song lyrics, etc.) is highly encouraged for language learning.

Materials in Thai can also be obtained from someone visiting or living in Thailand. They can be anything that is found in daily life such as advertisements, announcements, brochures, news clip, movies, etc. Children’s stories, especially folktales, are particularly useful because the language is simple while the stories contain much cultural information. Children’s schoolbooks are also useful for language learning and the texts are often supported with illustrations or photographs.

The World Wide Web is a store of excellent educational as well as pedagogic resources for language learners and tutors. On the web, links and sites featuring pedagogic, cultural materials and pictures can be used by the tutor to support his or her teaching. Learners may also use them to supplement and enhance their teaching. However, the limitation of using WWW materials is that most websites in the Thai language are presented in the Thai alphabet and do not provide transcription. The learner may, however, ask the tutor to transcribe or read the text for him/her.

12 Working with a text This section covers many suggestions for working with reading passages in class. These suggestions cover more than just reading comprehension because a reading passage can serve not only as a source of reading instruction, but also as a point from which oral discussion work can begin. It can provide a context for new or difficult grammar points, and it can serve to elicit areas requiring pronunciation or vocabulary work. The reading passage, therefore, can serve as a vehicle for work in many areas of language instruction.

Pre-reading activities One of the most important skills a language learner can rely on when it comes to reading in a second language is using background knowledge to help in understanding a passage. Background knowledge is our knowledge about the general subject of the reading passage. Relying on this knowledge helps the learner make inferences about areas of the passage when not every word is understood. Therefore, activation of background knowledge is an important pre-reading activity. In addition, such activities can involve the learner in interacting in the second language.

Because materials appropriate for a particular lesson topic are hard to come by, the selected text may be quite difficult for the learner. It is therefore important to take extra time to work on pre-reading activities to help prepare the learner to work through a difficult passage. This preparation involves setting the scene for the passage, making predictions about what the passage might be about, and learning new vocabulary from the passage. The following text and examples of pre-reading activities illustrate the kind of activities that can help the learner work with a difficult text.

maa haa duan mii maa num tua n. man khamoy kay kh chaaw baan kin yuu sam. wan n chaaw baan waa kapdak way nay khk kay. ma maa num tua nii khaw pay khamoy kay nay khk kay, haa kh man tit kapdak l thuuk tat khaat. wan ru khn ma maa num tua nii c maa tua n, man ruusk aay thii haa duan c kohok maa tua n waa man tat haa tua ee phr haa may mii phrayot. l nnam hay maa tua n tat haa phr ca tham hay duu dii khn. t mii maa k tua n ruu khwam ci l law khwam ci hay maa tua n fa. ma maa tha mot ruu khwam ci k kliat maa num tua nan l may son cay maa num iik ly.

s,ksk’fh;o ,us,kso6j,9y;so7j’ ,yo-F,pwdj-v’=k;[hkodbovp^jgl,v ;yosoj7’=k;[hko;k’dy[fydw;h.o8vdwdj g,njvs,kso6j, 9y;ouhg-hkwx-F,pwdj.o8vdwdj sk’-v’,yo9bfdy[fydc]t5^d9yf-kf ;yoi6j’-7hog,njvs,kso6j,9y;ouhg0vs,k9y;vnjo ,yo i^hl7dvkpmujsk’fh;o07’Fdsds,k9y;vnjo;jk,yo9yfsk’9y;gv’griktsk’w,j,uxitFp=oN c]tcotoe.shs,k9y;vnjo9yf sk’grikt0tme.shf^fu-7ho c9j,us,kcdj9y;so7j’i^h8;k,0ib’ c]tg]jk8;k,0ib’.shs,k9y;vnjoay’ g,njvs,kmyh’s,fi^h 8;k,0ib’dHgd]upfs,kso6j,9y;oyhoc]tw,jlo.0s,kso6j,vudg]p

13 The Dog with a Docked Tail There was a young dog. He always stole and ate the villagers’ chickens. One day a villager put a trap in the henhouse. When he sneaked into the henhouse to steal a chicken, his tail was trapped and cut off. The following morning when he met the other dogs, he was ashamed of his docked tail and lied to the other dogs that he cut his tail because it was useless. He suggested to the other dogs to cut their tails because that would make them look prettier. However, there was an old dog who knew the truth and told the story behind the young dog’s docked tail to all the dogs. When all the dogs heard the truth, they hated the young dog and no one cared about him anymore.

Before beginning to read, have an informal discussion about the topic of the reading passage. Look at the title and ask the learner what it will be about. The tutor might perhaps even summarize the story for the learner.

Sample pre-reading questions 1. khun khit yaaray kap khon thii kohok 86I8bfvpjk’widy[8omujFdsd What do you think about people who lie? 2. nay ameerica mii nithaan thii tualakhn mak kohok l thuuk sakhom lothot r may. thaa mii yok tuayaa maa n ra .ovg,ibdk,uobmkomuj9y;]t8i,ydFdsdc]t5^dly’8,]’FmKsinvw,j 5hk,u pd9y;vpjk’,kso7j’ginjv’ Are there stories in the United States that describe characters that always lie and are punished by society? Tell the story.

The learner can also do a freewriting exercise in Thai about a question or issue related to the passage. Freewriting involves writing whatever comes to mind without worrying about the organization of the writing, grammar mistakes, or spelling. Learners write simply to get their ideas down on paper. Later on, the learner might want to return to a freewriting sample and turn it into a more coherent piece. Learners are encouraged to write as much as possible and to ask the tutor for words or expressions that they do not know. Any of the above discussion questions could serve as topics for freewriting. The freewriting exercise can be followed by an oral discussion of the topic.

With longer or more difficult passages, additional pre-reading activities are necessary. Here are some suggestions:

• Have the learner preview the reading with the aim of identifying the main idea of the passage by reading headings and charts, and looking at accompanying pictures. • Block out the title of the passage and ask the learner, after previewing the passage, to provide a title. • Identify an important piece of information in the text and ask a question that the learner can scan the reading passage in order to answer. • Often one of the first few sentences of each paragraph contains the main idea of the paragraph. Ask the learner to underline the relevant sentence and guess the main idea

14 of the passage. Sometimes it is helpful later, especially if the passage is difficult, to write the main idea of the important paragraphs in the margin. • If the vocabulary of the text is going to be challenging, ask the learner to scan the text and underline unfamiliar vocabulary. These words can be raised for discussion or the learner can try to guess their meaning from the context.

During and post-reading activities The following activities are useful while reading, or after the reading has been completed. • It is sometimes helpful to tackle difficult readings paragraph by paragraph. After reading a paragraph, ask the learner to write a sentence in the margin giving the main idea. After completing the reading, ask the learner to provide a summary of the passage by returning to these margin notes. • After reading the passage, have an informal discussion about the learner’s reactions to the passage. This offers an opportunity for the learner to raise questions about areas that cause confusion. Asking the learner to write reactions to the passage as a journal entry or short reaction paper is another alternative. • When the learner has trouble understanding a passage, even after reading, it is sometimes helpful to have the learner write down as many important words from the passage as can be remembered. Then, with the tutor’s help, the learner can put together a summary of the passage. • Create cloze or fill-in-the-blank exercises. Cloze exercises help the learner make inferences about the meaning of the paragraph and thus help improve reading comprehension. Cloze exercises are constructed by taking a paragraph or two from the reading passage—the introduction or conclusion often work best—and removing words and replacing them with blanks. In the following example, every twentieth word was deleted; however, depending on the learning objective, deleting specific words or more words may work better. For example, you can delete all the new vocabulary words or all the prepositions.

Sample cloze

maa haa duan mii maa num tua n. man khamoy kay kh chaaw baan kin yuu sam. wan n chaaw baan waa ______way nay khk kay. ma maa num tua nii khaw pay khamoy kay nay khk kay haa kh man ____ kapdak l thuuk tat khaat. wan ru khn ma maa num tua nii c maa tua n man ruusk ____ thii haa duan c kohok maa tua n waa man tat haa tua ee phr haa may mii______l nnam hay maa tua n tat haa phr ca tham hay duu dii khn. t mii maa k tua ______ruu khwam ci l law khwam ci hay maa tua n fa. ma maa tha mot ruu khwam ______k kliat m aa num tua nan l may son cay maa num iik ly.

15

s,ksk’fh;o ,us,kso6j,9y;so7j’ ,yo-F,pwdj-v’=k;[hkodbovp^jgl,v ;yosoj7’=k;[hko;k’____w;h.o8vdwdj g,njvs,kso6j, 9y;ouhg-hkwx-F,pwdj.o8vdwdj sk’-v’,yo______dy[fydc]t5^d9yf-kf ;yoi6j’-7hog,njvs,kso6j,9y;ouhg0vs,k 9y;vnjo ,yoi^hl7d____ mujsk’fh;o 07’Fdsds,k9y;vnjo;jk,yo9yfsk’9y;gv’griktsk’w,j,u ______c]tcotoe .shs,k9y;vnjo9yfsk’grikt0tme.shf^fu-7ho c9j,us,kcdj9y; ___i^h8;k,0ib’ c]tg]jk8;k,0ib’.shs,k9y;vnjoay’ g,njvs,kmyh’s,fi^h8;k, ______dHgd]upfs,kso6j,9y;oyhoc]tw,jlo.0s,kso6j,vudg]p

The Dog with a Docked Tail There was a young dog. He always stole and ate the villagers’ chickens. One day a villager put a ______in the henhouse. When he sneaked into the henhouse to steal a chicken, his tail was ______and cut off. The following morning when he met the other dogs, he was ashamed of his docked tail and lied to the other dogs that he cut his tail because it was ______. He suggested to the other dogs to cut their tails because that would make them look prettier. However, there was _____old dog who knew the truth and told the story behind the young dog’s docked tail to all the dogs. When all the dogs heard the ______, they hated the young dog and no one cared about him anymore.

• Dictation exercises are also very useful in class. These exercises help the learner practice their listening skills and understand the meaning of a sentence when not every word is understood. The typical procedure for dictation is to select a paragraph or so, read it once through for the learner to listen to, and then read the paragraph sentence by sentence, giving the learner time to write the sentence down. Finally, the teacher or tutor reads the paragraph once more at regular speed. You can then go through the paragraph together, stopping to discuss problems and areas to work on at a future date.

Other materials Pictures files Picture files are extremely useful in a communicatively-oriented classroom. In addition to providing a cultural context for the language, they provide the subject matter for interactive language use at any level of language use. At the beginning level, learners can ask and learn about the words for things and people, the words for clothing and for what people are doing. At intermediate levels the tutor can ask the learner questions about what the participants are doing in the picture or the location of things in the picture. At more advanced levels learners can be asked to comment about what is going on in the picture, what is likely to happen next, etc.

Pictures can also serve as sources for freewriting exercises (e.g., describe the order in which the events in the pictures took place, which happened first/last?), and vocabulary and pronunciation work (name the objects in the picture).

Thai newspapers or magazines provide a rich source of up-to-date and interesting pictures. Another good source of pictures is the World Wide Web. Often the learner and

16 the tutor have photos from their personal collection that they are willing to share. Personal photos always spark interesting discussions.

Picture files are easily assembled, but are more difficult to organize. For this reason, it is recommended that you use an accordion style folder or, if the collection gets too large, a file cabinet. The collection process can be done collectively with other learners and tutors of the Thai language. As the file increases in size, sub-files for different subjects such as people, places, religion, home life, commerce, etc. will be useful.

Audio and video Video and films in the second language add a dimension to language study by providing a rich visual context to augment the spoken text. Films made in the target culture are great sources of both linguistic and cultural information. While viewing one of these films it is important to stop when necessary to answer the learner’s questions.

If there is no film that matches your needs, another option is to make your own productions. The tutor can make a film of a market scene, village life, etc. This sort of project is subject to access to a video camera, government clearance, and to the level of acceptance of this sort of thing in the given culture. Be sure to check on this before filming.

Remember that with audio and video materials, the tutor should organize pre-and post- listening activities, similar to those described previously for working with a written text. Do not just have the learner start listening without any introduction. Introduce the listening passage and unfamiliar vocabulary just as you would with a reading passage. Another good activity is to give the learner questions to answer, or if appropriate, a chart to fill out, while they listen. This will help students focus on some of the information in audio passages.

17

Part II: Working with Beginners

Chapter 4: Introduction

Often tutors and learners do not know where to begin when the learner does not speak a single word of the second language. They simply remember that when they learned a foreign language, they began with short dialogues that strictly limited the vocabulary and grammar of the second language. Often these dialogues were memorized or repeated.

Now instructors and researchers are promoting approaches to language learning that set communication as their goal. The importance of having learners interact in the second language has been recognized. Thus, many language teachers have moved away from the scenario described above. Nevertheless, new teachers often ask, “Communicative approaches are great, but what can I do with beginners?”

What follows is a set of lesson plans that can be used when learners do not speak any of the second language. Some have as their objectives a set of vocabulary (e.g., shapes, numbers, food, body parts) while some have functions (e.g., telling time) and others have tasks (e.g., how to ask for and understand directions, how to ask how much something costs in the market). The lesson plans contain materials, a set of procedures, and suggestions for follow-up or homework.

As explained in Part I, these lessons and the classroom management associated with them should be carried out in the second language. The lessons are designed so that the learners can figure out most of the second language through pictures and gestures. While the tutor is speaking the second language, the learner will not understand every word. The learner should, however, still be able to follow the lesson. It is important that the tutor not limit the input to what is prescribed in the lesson. The language and the activities in the lesson are controlled so that the learner will be able to participate without feeling overwhelmed.

The amount of time you spend on each lesson is also suggested. However, it also depends on the learner. It is highly recommended that you repeat some of the lessons because several cover a large amount of vocabulary that the learner will most likely not retain after one lesson. It is important to remember that not all of these lessons will be directly applicable to the learner. Choose the lessons that are relevant to the language learning needs of the learner.

18

Chapter 5: Beginning Lessons

Lesson 1: Greeting, apologizing, and thanking

1. Content • Greetings and introducing yourself • Apologizing and thanking • Forms of address and polite ending particles

2. Objectives • The learner will be able to greet others and introduce himself/herself and other people. • The learner will learn to apologize and express gratitude. • The learner will be able to use the appropriate form of address and polite ending particles.

3. Class time • 2 hours

4. Materials • Vocabulary list (Appendix 1A) • Nametags

5. Procedure a) Put on a nametag. Have the learner wear one. b) Say “sawatdii khrap/kha” (l;ylfu8iy[/8jt, hello) and your name in Thai to the learner. For example:

sawatdii kha. chan ch aa-rii kha l;ylfu8jt Cyo=njvvkiu8jt Hello. My name is Aree.

Point to the nametag while saying your name to help the learner understand what you are saying. c) Ask the learner in Thai what his/her name is. Point to the learner’s nametag to help him/her understand you. Help the learner to answer the question in a full sentence. d) Say the following sentence to the learner.

yindii thii day ruucak” pbofumujwfhi^h0yd Nice to meet you. e) Give the learner Appendix A that includes the vocabulary to be covered in this lesson. f) Go over the vocabulary. Have the learner repeat after you. g) Draw a table on the board with two columns. Label one column “English” and the other “Thai.”

19 h) Ask the learner what American people say when they introduce themselves to people for the first time. i) Write the sentences that the learner says in the English column. j) Write the Thai sentences that correspond to the English sentences in the Thai column. For example:

Thai English A: sawatdii khrap/kha A: l;ylfu8iy[/8jt A: Hello. phom/chan ch z,/Cyo=njv___8iy[/8jt My name is ______khrap/kha khun ch a-ray khrap/kha 86I=njvvtwi8iy[/8jt What is your name? B: B: My name is ______phom/chan ch B: z, /Cyo=njv ______khrap/kha 8iy[/8jt A: yindii thii day rcak A: pbofumujwfhi^h0yd8iy[/8jt A: Nice to meet you. khrap/kha B: yindii thii day rcak B: pbofumujwfhi^h0yd8iy[/8jt B: Nice to meet you, khrap/kha too.

If there are English sentences that Thai people do not say when they meet new people, do not give the Thai sentences. Instead, tell the learner that Thai people do not say such sentences when they meet new people. k) Read the Thai sentences on the board. Have the learner repeat. l) Tell the learner that ending particles [“khrap” (8iy[) for males and “kha” (8jt) for females] are usually used at the end of the sentences to make the sentences sound polite. m) Introduce yourself to the learner. Have the learner respond by using the Thai sentences on the board. n) Have the learner introduce himself/herself by using the Thai sentences on the board. Make sure the learner uses an appropriate polite ending particle. o) Ask the learner what American people say when they greet people that they know. p) Write these sentences in the English column. q) Write the Thai sentences that correspond to the English sentences in the Thai column. For example:

Thai English A: sawatdii khrap/kha A: l;ylfu8iy[/8jt A: Hello, Mr./Mrs. ______khun 86I ____

B: sawatdii khrap/kha B: l;ylfu8iy[/8jt B: Hello, Mr./Mrs. ______khun 86I ____

A: sabaaydii r khrap/kha A: l[kpfusinv8iy[/8jt A: How are you doing?

20 B: sabaaydii khrap/kha B: l[kpfu8iy[/8jt B: I’m fine. Thank you. lw khun la khrap/kha c]h;86I]jt8iy[/8jt And you? A: sabaaydii khrap/kha. A: l[kpfu8iy[/8jt A: I’m fine. Thank you. khpkhun khrap/kha. -v[86I8iy[/8jt

r) Read the Thai sentences on the board. Have the learner repeat. s) Tell the learner that Thai people greet people by saying “sawatdii khrap/kha” (l;ylfu8iy[/8jt, hello). If they want to ask how that person is doing, they can say it after that. However, they do not greet one another by simply saying, “How are you doing?” t) Tell the learner that Thai people address other people by their first names. However, the title “khun” (86I, Mr./Ms.) is used in front of the names of people of higher status, unfamiliar people, or colleagues. It is also used to formally address or refer to people. u) Greet the learner by using the Thai sentences on the board. v) Have the learner greet you by using the Thai sentences on the board. Make sure that the learner uses an appropriate polite ending particle. w) Introduce apology. Role-play with the learner by pretending that you accidentally hurt the learner. Then say “kh thoot” (-vFmK, sorry) and ask the learner to say “may pen ray” (w,jgxHowi, never mind). Have the learner pretend that he/she hurt you. x) Explain to the learner that the word “kh thoot” (-vFmK, sorry) can also be used to mean “excuse me” in Thai. y) Introduce showing appreciation. Role-play with the learner by dropping a book on the floor and have the learner pick it up. Say “khp khun” (-v[86I, thank you) and ask the learner to say “may pen ray” (w,jgxHowi, never mind). Pretend that you help the learner with something and have the learner practice using the word “khp khun” (- v[86I, thank you).

Note: At the end of class, discuss with the learner what Americans ask or should not ask other people when they first meet. Share with the learner what Thai people ask or do not ask when they meet new people.

Variations/Follow-up 1. What would you say? Read or role-play the following situations with the learner in English. Have the learner say the Thai expression that is appropriate for each situation. The learner has to say the correct expression for as many situations as he/she can within 30 seconds. If the learner cannot give the expression, he/she can skip that situation and move on. If there is time left, he/she can come back to answer the questions that have been skipped. Make sure that the learner uses the polite ending particle.

21 1. You meet your friend, Ms. Sirin in the hallway. What will you say? 2. You step on someone’s toe. What should you say? 3. You meet a person for the first time. You want to ask for his name. What would you say? 4. Someone is blocking your way. What would you say to ask him to get out of your way? 5. You meet your old friend. After you say hello to him, you want to ask him about his health. What would you say? 6. You are carrying a lot of books and someone opens the door for you. What would you say to him? 7. Someone bumps into you and apologizes to you. What would you say? 8. You meet a new person and want to tell her your name. What do you say? 9. When you meet someone and he asks you about your health, what will you say to him? 10. You are in an unfamiliar place and need to ask someone for directions. You go up to a person in the area. What would you say before asking for directions? 11. Mr. Samart is your colleague. How do you address him? 12. You are late for class. What would you say to your instructor? 13. Someone drops a book. You pick it up for her. She says thank you. What would you say to her? 14. You meet someone for the first time, after you tell him your name and he tells you his name, what would you say to show that you are pleased to meet him? 15. You come home very late and your parents are upset. What should you say to them?

22 Appendix 1A

Vocabulary

Thai English sawatdii l;ylfu hello phom z, I (male) chan Cyo I (female) khun 86I you ch =njv name a-ray vtwi what yindii pbofu glad ruucak i^h0yd know sabaaydii l[kpfu fine khp khun -v[86I thank you kh thoot -vFmK sorry, excuse me may pen ray w,jgxHowi never mind

23 Lesson 2: Classroom objects

1. Content • Objects in a classroom (chair, table, blackboard, door, book, etc.) • Commands

2. Objectives • The learner will be able to understand and say the names of classroom objects. • The learner will be able to respond to the commands and questions used in this lesson, but not necessarily be able to produce them.

3. Class time • 45 minutes

4. Materials • Classroom objects (chair, table, blackboard, door, book, etc.)

5. Procedure a) Explain that the learner will be learning the names of classroom objects. b) Point to or pick up an object. Say its name. Write the word on the board. c) Have the learner repeat the word. d) Repeat steps (b) and (c) until there are about seven words on the board. Do not introduce additional objects until the learner is comfortable with the first set. e) Leave the word list on the board. Say a word. Tell the learner to point to an object. Do this until the learner gets all the words right. f) Point to the object and ask the learner what it is. Do this until the learner has mastered the list. g) Erase the word list on the board and repeat steps (e) and (f). h) Give the learner a series of commands using one object at a time (e.g., give me the book, pick up the pencil, etc.). Demonstrate or use gestures to show the learner what to do. Repeat a series of commands until the learner understands each of them. i) Write “l” (c]t, and) on the board. Read the word aloud and have the learner repeat. j) Give the learner a series of commands using more than one object (e.g., give me the book and the pencil, put the eraser and the pencil on the table, etc.). Repeat the commands until the learner understands all of them. k) Optional: At the end of class, the tutor may give the learner a new list of objects (such as home items and furniture, objects found at school, office equipment, etc.). Go over the list and have the learner repeat the words. Tell the learner to study the list for homework. In the next class, the tutor may do some vocabulary review activities.

Note: At the end of the class, the tutor may talk about the word “l” (c]t, and). Generally, this word means and is used as the word and in English. It conjoins two or more than two words/sentences. If there are more than two objects, the word “l” (c]t,

24 and) is put before the last item. The elements conjoined by “l” (c]t, and) must be the same such as noun & noun, verb & verb, and sentence & sentence.

Variations/Follow-up 1. What did you see? Put some objects on the table and cover them so that the learner cannot study them. Uncover the objects and have the learner look at them for a few seconds. Then, cover the objects again. Ask the learner to say what is on the table. In the next round, add or remove some items or change their location. Apart from asking the learner what is on the table, ask him/her what is missing or added. For example:

a-ray haay pay. vtwiskpwx What is missing?

a-ray phm khaw maa. vtwigrbj,g-hk,k What was added?

Write the above sentences on the board when you ask these questions for the first time. Read the above sentences aloud and have the learner repeat. Explain the meanings of the sentences.

Instead of using the real objects, picture cards can be used: one picture card for one item. Put all the picture cards in a stack. Uncover 7 pictures, one by one, for the learner. After all the 7 pictures have been uncovered, ask the learner what pictures he/she saw.

2. Follow my commands The tutor may want to review the vocabulary or commands by using the real items or picture cards. Gives commands and have the learner hand over the cards. Switch and have the learner give the commands. Increase the challenge by having the learner bring a lot of items to you in a very limited time. After the first round, have the learner give the commands.

25 Lesson 3: Classroom directives

1. Content • Classroom objects (e.g., chair, table, blackboard, door, book, etc.) • Commands (e.g., sit down, stand up, raise your hand, repeat, etc.) • Comprehension expressions (e.g., Do you understand? I don’t understand. Please say it again., etc.)

2. Objectives • The learner will be able to understand and use a set of commands. • The learner will be able to use comprehension expressions.

3. Class time • 1-1.5 hours

4. Materials • Classroom objects (chair, table, blackboard, door, book, etc.) • A set of index cards (each card has an expression in Thai on one side and its English translation on the other side)

5. Procedure a) Give the learner a list of comprehension expressions (Appendix 3A) in Thai with English translations. Say each expression aloud. Have the learner repeat. Give the learner 3-5 minutes to study the list. b) Using the index cards, show the learner the comprehension expressions in Thai that are on one side of the index cards. Have the learner give the English translations. c) After the learner gives the English translation, turn over the card so that the learner can check his/her answer with the correct translation on the other side of the card. d) Start over. This time show the learner the expressions in English and have the learner say the expressions in Thai. e) Tell the learner that he/she will be learning commands. Write the word “khamsa” (8elyj’, command) on the board. f) Give the learner Handout 3A that includes a list of commands. g) Say each command aloud. Have the learner repeat. h) Give the learner a command on the list such as “yn khn” (pno-7uho, stand up). Demonstrate or use gestures to help the learner understand. i) After the learner successfully follows the command, tell the learner to fill in the meaning for the corresponding command on the table in Handout 3A. j) Go through a series of commands on Handout 3A and some commands that the learner has already learned from the last lesson. k) Occasionally whisper the commands or say them quickly so that the learner will have to use some comprehension expressions such as “phuut chaa chaa day may.” (r^f=hkqwfhws,, Could you speak slowly?). If the learner still does not understand that

26 he/she should use comprehension expressions, explicitly tell him/her to use such expressions. l) Switch roles with the learner. Have the learner give the commands. m) While the learner is giving the commands, use some of the comprehension expressions for him/her to speak louder, or to repeat the command, etc.

Note: At the end of class the tutor might want to talk about imperative sentences in Thai. The structure of imperative sentences in Thai is similar to English. It starts with a verb. For example:

yn khn pno-7ho Stand up.

na lo oyj’]’ Sit down.

To make the imperative sentences more polite or more formal, the word “karuna” (di6Ik, please) can be placed in front of the imperative sentences. For example:

karuna yn khn di6Ikpno-7ho Please stand up.

karuna na lo di6Ikoyj’]’ Please sit down.

Variations/Follow-up

Simon Says Give an order for an action to the learner, beginning with the words “saymn bk waa” (w:,jvo[vd;jk, Simon says). saymn bk waa: yok m khwaa khn. saymn bk waa: aw m saay t thaw khwaa.

Explain that it is only when the learner hears “saymn bk waa” (w:,jvo[vd;jk, Simon says) in front of the command that the learner should move. Otherwise, the learner should stay still. If the learner makes a mistake, he/she loses one point. For example:

27 The tutor says: saymn bk waa: yn khn. w:,jvo[vd;jk pno-uho Simon says, “Stand up.”

The learner must follow the instruction by standing up.

But if the tutor just says: pt na s gxbfsoy’lnv “Open the book.”

The learner should stay still because the tutor did not say “saymn bk waa” (w:,jvo [vd;jk, Simon says) in front of the command. If the learner makes a mistake, he/she loses. After one game, the tutor asks the learner to give the commands. The tutor, then follows the commands.

28 Appendix 3A Vocabulary

Thai English khawcay g-hk.0 understand phuut r^f say, speak iik thii vudmu again day may wfhws, can day yin wfhpbo hear chaa chaa =hkq slowly iik ny vudsojvp a bit khian g-upo write lw c]h; already karuna di6Ik please

Comprehension expressions

Thai English khawcay may g-hk.0ws, Do you understand? phom/chan may khawcay z,/Cyow,jg-hk.0 I don’t understand. khawcay lw z,/Cyog-hk.0c]h; Now I get it. kh thoot -vFmK Excuse me phom/chan may khawcay z,/Cyow,jg-hk.0 I don’t understand. (karuna) phuut iik thii day may (di6Ik) r^fvudmuwfhws, Could you say that again, (please)? (karuna)phuut chaa chaa day may (di6Ik) r^f=hkqwfhws, Could you speak slowly, (please)? (karuna)phuut da iik ny day may (di6Ik) Could you speak louder, (please)? r^ffy’vudsojvpwfhws, phom/chan may day yin z,/Cyow,jwfhpbo I can’t hear you. (karuna) khian hay duu day may (di6Ik) g-upo.shf^wfhws, Could you write it down for me, (please)?

29 Handout 3A

Commands

Thai English na lo oyj’]’ yn khn pno-7ho yok m pd,nv phuut r^f phuut taam r^f9k, cod 0f aan vjko aan taam vjko9k, pit xbf pit nas xbfsoy’lnv pt gxbf pt nas gxbfsoy’lnv thaam kham thaam 5k,8e5k, tp kham thaam 9v[8e5k, thopthuan m[m;o

30 Handout 3A: Answer key

Commands

Thai English na lo oyj’]’ sit down yn khn pno-7ho stand up yok m pd,nv raise (your) hand phuut r^f say phuut taam r^f9k, repeat after cod 0f take notes aan vjko read aan taam vjko9k, read after pit xbf close pit nas xbfsoy’lnv close the book pt gxbf open pt nas gxbfsoy’lnv open the book thaam kham thaam 5k,8e5k, ask a question tp kham thaam 9v[8e5k, answer a question thopthuan m[m;o review

31 Lesson 4: Personal information

1. Content • Personal information such as first name, last name, nationality, and occupation • Declarative sentences • Interrogative sentences

2. Objectives • The learner will be able to talk about him/herself. • The learner will be able to ask other people about their personal information.

3. Class time • 2 hours

4. Materials • A world map • Pictures of people in different occupations that are clipped from magazines, newspapers, etc. • Index cards • A copy of Appendix 4A and 4B

5. Procedure a) Write your name (both first and last name) on the board. Point at your name and say the following sentence:

phom/chan ch ______khrap/kha. z,/Cyo=njv ______8iy[/8jt My name is ______. b) Ask the learner what his/her name is.

khun ch a-ray khrap/kha 86I=njvvtwi8iy[/8jt What is your name? c) When the learner says his/her name, write his/her first name on the board under your first name and his/her last name under your last name. d) Write the following two Thai sentences (only Thai sentences—no English). Point at yourself, then your first name on the board while saying the following sentence:

phom/chan ch ______. z,Cyo=njv ______My first name is ______.

32

Then, point at your last name and say:

naam sakun ______. ok,ld6] ______My last name is ______. e) Write the word “ch” (first name) above your name and “naam sakun” (last name) above your last name. Say both words and have the learner repeat. f) Write the following two Thai sentences. Point at the learner and then the learner’s first name and say:

khun ch ______. 86I=njv ______Your name is ______.

Then point at his/her last name and say:

naam sakun ______. ok,ld6] ______Your last name is ______. g) Write the following question on the board. Point at the learner and ask the learner what his/her first name is.

khun ch a-ray khrap/kha. 86I=njvvtwi8iy[/8t What is your first name? h) After the learner answers the question, write the following question on the board. Point at the learner and ask the learner what his/her last name is.

khun naamsakun a-ray khrap/kha. 86Iok,ld6]vtwi8iy[/8t What is your last name? i) Have the learner ask for your first and last names. j) Point at yourself, then at Thailand on the world map and say:

phom/chan maa caak pratheet thay. z,/Cyo,k0kdxitgmLwmp I come from _Thailand_.

33 Write the sentence on the board. Say it and have the learner repeat. k) Point at the learner, then at the learner’s country on the world map and say:

khun maa caak pratheet ameerikaa. 86I,k0kdxitgmLvg,ibdk You come from _America_ .

Write the sentence on the board. Say it and have the learner repeat. l) Write the following question on the board. Point at the learner and ask the question.

khun maa caak thii nay khrap/kha. 86I,k0kdmujwso8iy[/8t Where are you from?

m) Point to the sentence in (j). Point at each word and help the learner say the words. When the learner comes to the word “Thai,” point to the learner’s country map on the world map. Have the learner say the name of his/her country instead of “Thai.” For example:

phom/chan maa caak pratheet ameerikaa. z,/Cyo,k0kdxitgmLvg,ibdk I am from _America . n) Ask the question again “khun maa caak thii nay khrap/kha.” (86I,k0kdmujwso8iy[/8t, Where are you from?). This time let the learner answer on his/her own. o) Have the learner ask where you are from. p) Write the following sentence on the board.

phom/chan pen khon thay. z,/CyogxHo8owmp I am Thai.

Point at yourself and say the sentence. q) Write the following sentence on the board. Point at the learner and say the sentence.

khun pen khon amrikan. . 86IgxHo8ovg,ibdyo You are American.

r) Put the word “amrikan.” (vg,ibdyo, American) under the word “thay” (wmp, Thai) in the sentence that was written on the board in step (p).

34

phom/chan pen khon thay. amrikan. Point to the leaner and say the sentence. Have the learner repeat. s) Put the word “thay” (wmp, Thai) under the word “amrikan.” (vg,ibdyo, American) in the sentence that was written on the board in step (q).

khun pen khon thay. amrikan.

Have the learner point to you. Say the sentence and have the learner repeat. t) Have the pictures of different occupations ready. Write the following sentence on the board.

phom/chan pen khruu. z,/CyogxHo8i^ I am a teacher.

Point at yourself and say the sentence. When the word “khruu” (8i^, teacher) comes up, point to a picture of a teacher. u) Write the following sentence on the board.

khun mii aa-chiip a-ray khrap/kha. 86I,uvk=urvtwi8iy[/8t What is your occupation?

Point to the learner and say the above sentence. v) Help the learner to answer the question by using the sentence in step (u). w) Give Appendix 4A to the learner. Read aloud all the vocabulary in this appendix as well as the sentences that have already been covered in the lesson. Have the learner repeat.

Note: At the end of class, talk about the structures of declarative sentences and questions in Thai by using some sentences that the learner has been exposed to in the lesson and in the previous lesson.

The structure of declarative sentences (prayook bklaw, xitFp8[vdg]jk) in Thai:

The structure of declarative sentences in Thai is the same as in English:

prathaan (xitTko, subject) + kriyaa (dibpk, verb) + kam (dii,, object) or prathaan (xitTko, subject) + kriyaa (dibpk, verb)

35

For example: phom/chan maa caak pratheet ameerikaa. z,/Cyo,k0kdxitgmLvg,ibdk I am from America.

phom/chan pen khruu. z,/CyogxHo8i^ I am a teacher.

However, the subject and object can be omitted if both speakers know what/who they are referring to. For example:

A: (khun) maa caak thii nay khrap/kha. 86I,k0kdmujwso8iy[/8t Where are you from? B: (phom/chan) maa caak pratheet ameerikaa. z,/Cyo,k0kdxitgmLvg,ibdk I am from America.

Some adjectives and nouns can function as the verbs of the sentences. For example:

phom/chan ch ______. z,/Cyo=njv ______My first name is ______.

phom/chan suu. z,/Cyol^’ I am tall.

The structure of questions (prayok khamthaam,xitFp88e5k, ) in Thai:

The structure of questions in Thai is the same as the declarative structure. There is no subject-verb inversion. Unlike in English, in Thai most question words are put at the end of the sentences except for the subjective “khray” (.8i, who). Usually, the question words are put in the position where the answer is given in the declarative sentences. For example:

A: (khun) maa caak thii nay khrap/kha. 86I,k0kdmujwso8iy[/8t Where are you from?

36 B: (phom/chan) maa caak pratheet ameerikaa. z,/Cyo,k0kdxitgmLvg,ibdk I am from America.

A: khun ch a-ray khrap/kha. 86I=njvvtwi8iy[/8t What is your first name?

B: chan ch maanii . Cyo=njv,kou My name is Manee.

A: khray suu. .8il^’ Who is tall? B: maanii suu. ,koul^’ Manee is tall.

Nationality In Thai, the words for nationality come from the Thai names for the countries. To name a person who is from that country, Thai people simply put the word “khon” (8o, person) before the name of that country. For example:

khon + thay (wmp, Thailand) = khon thay (8owmp, Thai people) khon + ciin (0uo, China) = khon ciin (8o0uo, Chinese people) khon + akrit (vy’dAK, England) = khon akrit (8ovy’dAK, English people)

However, Thai people call Americans “khon amrikan”(8ovg,ibdyo, American people) even though the country itself is called “amrikaa” (vg,ibdk, America). The word for the American nationality is “amrikan”(vg,ibdyo, American), not “amrikaa” (vg,ibdk, America).

Variations/Follow-up

1. Information gap Make a copy of the following charts (see Appendix 4C). The tutor has one of the charts and the learner has the other. Take turns asking the questions in order to complete the charts.

37 Chart A:

ch naam sakun pratheet aa-chiip somchaay m samit ameerikaa witsawakn chin lii ciin mrii winsan phophan thay winliam ameerikaa maa lin nak thurakit

Chart B:

ch naam sakun pratheet aa-chiip somchaay akdii thay saandraa samit lii khruu mrii ameerikaa naa phayaabaa n sirin phophan nak rian winliam nak thurakit lin ciin

2. Picture and information matching Prepare two sets of index cards using the pictures of occupations you have gathered. On one set of cards put pictures of people. On the other set of cards, write information for those people, such as name, occupation, country of origin, etc. Put all the cards in both sets facedown. This activity can be done in two ways: • One player picks a picture card. He/she explains the personal information of the person based on the picture, and then asks the other player what this person’s name is. The other person has to find the corresponding information card and tell the first player the name of the person in the picture. For example:

khaw maa caak pratheet ameerikaa. khaw pen m. khaw ch a-ray. g-k,k0kdxitgmLvg,ibdk g-kgxHos,v g-k=njvvtwi He/she comes from America. He/she is a doctor. What is his/her name?

• Alternatively, one player can pick one information card and give the information on the card to the other player. The other player has to find the corresponding picture card. For example:

38 khaw ch ndruu. naamsakun sawensen. khaaw maa caak pratheet ameerikaa. khaw pen m. g-k=njvcvofi^ ok,ld6]lg;og:jolN g-k,k0kdxitgmLvg,ibdk g-kgxHos,v His name is Andrew. His last name is Swensen. He comes from America. He is a doctor.

Be sure to demonstrate how to play before beginning. Tell the learner the word for he/she in Thai is “khaw.”

39 Appendix 4A

Vocabulary

Thai English ch =njv name, first name naam sakun ok,ld6] last name maa ,k come caak 0kd from thii nay mujwso where pratheet xitgmL country pen gxHo be khon thay 8owmp Thai person mii ,u have

aa-chiip vk=ur occupation

40 Appendix 4C Information gap

Chart A:

ch naam sakun pratheet aa-chiip

somchaay m

samit ameerikaa witsawakn

chin lii ciin

mrii winsan

phophan thay

winliam ameerikaa

maa lin nak thurakit

Chart B:

ch naam sakun pratheet aa-chiip

somchaay akdii thay

saandraa samit

lii khruu

mrii ameerikaa naa phayaabaa n sirin phophan nak rian

winliam nak thurakit

lin ciin

41 Lesson 5: Numbers

1. Content • Numbers • Classifiers • Questions about quantity

2. Objectives • The learner will be able to produce and understand numbers. • The learner will be able to use classifiers for some nouns such as books, human beings, animals, etc. • The learner will be able to ask simple questions about quantity.

3. Class time • Part 1: 1 hour • Part 2: 1 hour

4. Material • Blackboard

5. Procedure This lesson is divided into two parts. The tutor may teach only the numbers from 1 to 10 in the first class. In the following classes, when the learner is already familiar with those numbers, it will be easier for the learner to learn numbers from 11 and up. Do not try to teach the numbers from 1 to 100 in one class. If the class period is two hours long, teach one part of this lesson in one of the two hours. In the second hour, teach a different one-hour lesson and leave the other part of the number lesson for the following day.

Part I: Numbers 1-10

a) Explain that the learner will be studying numbers. On the blackboard, write the word “leek” (number, g]-) and then numbers 2 (s, lv’, two), 3 (saam, lk,, three), 0 (suun, L^op,N zero) and 5 (haa, shk, five) with the transcriptions. b) Say the numbers in a row (2,3, and 5) for the first time. Have the learner just listen to them. c) Say each number and have the learner repeat. Make sure that the learner gets the tones right. d) Say the numbers at random and have the learner respond by showing the appropriate fingers. e) Write sets of the numbers 2,3, and 5 in different orders. Have the learner read the numbers aloud. 230 523 052 253 325 032

42 This is done to help the learner attach the sound to the number without relying on the order of the numbers. At the same time, the learner practices manipulating the tones while saying numbers in a row and in different orders. e) Write the numbers 1 (n, so7j’, one), 4 (sii, lu,j four), and 6 (hok, sd, six) on the board with their transcriptions. Say the numbers in a row. Have the learner listen to them. f) Say each number and have the learner repeat. Again, make sure that the learner gets the tones right. g) Say the numbers at random and have the learner respond by showing the appropriate fingers. h) Write the following sets of numbers on the board. Have the learner read the sets of numbers aloud. 146 426 645 134 651 561 412 263 314 i) Draw some nouns that can be counted and that the learners are familiar with on the board. Introduce the classifier that goes with each noun. For example:

Nouns Classifiers khon (8o, people) khon (8o, person) khon (8o) sat (ly9; N , animals) maa (s,k, dog), mw (c,;, tua (9y;) cat), kay (wdj, chicken)

j) Explain to the learners that classifiers are words used as units of measurement when counting people or things. They function like the units of measurement in English (e.g., three cups of water, two-dozen eggs, etc.). In English, the number and the classifier come first and then are followed by the noun being counted. However, in Thai the noun comes first and is then followed by the number and the classifier respectively. In Thai, classifiers must always be put after the number of the noun being counted. Because not all nouns are counted by means of the same classifiers, it is better that the learner memorizes the proper classifier for each noun at the same time they memorize the noun. k) Say a noun followed by the number and the classifier and have the learner repeat it. For example: khon n khon - 8oso7j’8o one person khon s khon - 8olv’8o two people mw saam tua - c,;lk,9y; three cats

l) Indicate the number with fingers and point to a word on the board. Say the words to the learner. For example, write:

43 kay s tua - wdjlv’9y; two chickens maa sip tua - s,klb[9y; ten dogs

Then indicate the number with fingers and point to a word on the board. This time, ask the learner to say the words. m) Write the following sentence on the board.

mii noun kii classifier ,u 8eok, dju ]ydKItok, How many _____ are there?

Explain to the learner that the above sentence is used to ask for the quantity of things. For example:

mii khon kii khon - ,u8oduj8o How many people are there? mii mw kii tua - ,uc,;duj9y; How many cats are there? mii maa kii tua - ,us,kduj9y; How many dogs are there? n) Indicate the number with fingers and ask the question using the above structure. o) Write the numbers 7 (ct, g0Hf, seven), 8 (pt, cxf, eight), 9 (kaw, gdhk, nine), and 10 (sip, lb[, ten) on the board with their transcriptions. Say the numbers in order and have the learner listen. p) Say each number and have the learner repeat. Again, make sure that the learner gets the tones right. q) Say the numbers at random and have the learner respond by showing the appropriate fingers. r) Write the following sets of numbers on the board and have the learner read the sets of numbers aloud. 749 595 968 291 978 173 817 796 897 487 291 s) Have the learner count the numbers from 1 to 10.

44 Variations/Follow-up

1. Mathematics Introduce the following math terms.

+ buak [;d plus - lop ][ minus x khuun 8^I multiplied by / haan ski divided by

Give the learner some simple math problems verbally such as: saam buak sii thaw kap thaw ray. 3 [;d 4 gmjkdy[gmjkwi Three plus four equals what?

If the learner does not understand, write the following equation on the board. 3 + 4 = ?

Have the learner give the answer. Continue giving math problems to the learner. Do not write the equation for the learner unless the learner does not understand the problem. Have the learner solve as many problems as possible in two minutes. Then, have the learner give math problems to solve. Solve as many problems as possible within two minutes. Compete to see who can solve the most problems.

Part II: Number 11 and up a) Write the numbers from 11 to 19 together with their Thai transcriptions on the board.

Number in English Number in Thai 11 sipet lb[gvHf 12 sips lb[lv’ 13 sipsaam lb[lk, 14 sipsii lb[luj 15 siphaa lb[shk 16 siphok lb[sd 17 sipcet lb[g0Hf 18 sippt lb[cxf 19 sipkaw lb[gdhk

45

Explain to the learner that the numbers from twelve to nineteen are formed by simple addition. The number 12 (sips, lb[lv’, twelve) derives from the word “sip” (lb[, ten) plus the word “s” (lv’, two). The same pattern applies to form the rest of the numbers up to and including nineteen. The number “sipet” (lb[gvHf, eleven) is formed like the numbers from twelve to nineteen. However, the word “n” (so7j’, one) does not appear in the word for “sipet” (lb[gvHf, eleven). It is replaced by the word “et” which also means one but is never used by itself. It is always combined with some other number as in 21, 31, 41, …101, etc. b) Write the numbers from ten to ninety (10, 20, 30,…, 90) on the board with their transcriptions.

Number Number in Thai 10 sip lb[ 20 yiisip pujlb[ 30 saamsip lk,lb[ 40 siisip lujlb[ 50 haasip shklb[ 60 hoksip sdlb[ 70 cetsip g0Hflb[ 80 ptsip cxflb[ 90 kawsip gdhklb[

c) Explain to the learner that the numbers thirty to ninety are formed by adding the word “sip”(lb[, ten) after 3, 4, 5, …, or 9. The number 30 (saamsip, lk,lb[) comes from three (saam, lk,) followed by “sip”(lb[, ten). The same process is used to form the rest of the numbers from forty up to and including ninety. However, the word “s” (lv’, two) does not appear in the word for twenty but it is replaced by the word “yii” (pu)”j which also means two. The word “yii” (pu)j is never used by itself. It is always combined with some other number as in 22, 23, 24, …29, etc. d) Explain that the words for twenty-one, twenty-two, etc., are formed like the words for eleven, twelve, etc., except that they begin with “yiisip” (pujlb[, twenty) instead of “sip”(lb[, ten). The remaining numbers all the way up to ninety-nine are also formed in the same manner.

46 e) Indicate a number with fingers and ask the learner a question like:

mii khon kii khon - ,u8oduj8o How many people are there? mii mw kii tua - ,uc,;duj9y; How many cats are there?

Tell the learner to answer the questions using the following structures: mii khon sip khon - ,u8olb[8o There are ten people. mii mw yiisip haa tua - ,uc,;pujlb[shk9y; There are twenty-five cats. f) Write the following numbers on the board. Read them aloud and have the learner repeat.

Number Number in Thai 1000 phan ryo 10,000 mn s,njo 100,000 sn clo 1,000,000 laan ]hko

g) Write numbers such as the following on the board and have the learner try to read the numbers aloud. Give feedback to the learner after he/she finishes saying each number. • 1,000 • 100,000 • 1,200 • 204,501 • 2,001 • 690,024 • 10,000 • 1,000,000 • 10,040 • 8,006,090 • 30,005 • 7,201,909

Note: Grammar: Questions about quantity Ask the learner if they remember how the tutor asked them in Thai for the quantity of something. Then say the examples of questions about quantity in Thai and write them on the board. Explain to the learner that when making questions about quantity, the following structure is always used:

(Subject-- optional) + mii (,u, have) + noun + kii (du,j how much/many) + classifier

47 “kii” (duj, how much/many) here is a question word which means how much/many. It can’t be used alone but must be followed by a classifier. In forming a question in Thai, a question word is put at the end of the statement sentence. Subjects are optional, especially when the speaker assumes that the listener knows what he is referring to.

Variations/Follow-up

1. “leek” (number, g]-) In this activity, the learner and the tutor take turns saying one number, starting from 1. However, every time someone comes to a seven, he/she must say “leek” (number, g]-) instead of the number. The players say “leek” (number, g]-) for all numbers that are multiples of seven such as 14, 21, 28, etc. The counting goes:

1, 2, 3, 4, 5, 6, “leek”, 8, 9, 10, 11, 12, 13, “leek”, 15, …

Make a game out of this by having the learners earn points for correct answers.

2. Throwing the dice The learner and the tutor take turns throwing dice. The person who gets the highest number plays first. The first person throws the dice and says aloud what is on the dice, for example, “s” ( lv’, two). He/she then passes the dice to the other person who throws it and says, for example, “n” (so7j’, one). He/she adds this score to the previous score and then says aloud, for example, “s buak n pen saam” (lv’[;dso7j’gxHolk,, two plus one is three). He/she passes the dice to the next person who throws the dice and says, for example, “hok” (sd, six) -- “hok buak saam pen kaw” (sd[;dlk,gxHogdhk, six plus three is nine) and, in turn, passes the dice on. Within three minutes, the person who gets the highest total wins.

3. Twenty-two The tutor and the learner agree that the person who says a number first (22, for example) wins. The tutor and the learner take turns saying one or two numbers. They can’t say more than two numbers, which must be in sequence.

For example:

Player 1: 1, 2 Player 2: 12, 13 Player 2: 3 Player 1: 14, 15 Player 1: 4, 5 Player 2: 16 Player 2: 6, 7 Player 1: 17, 18 Player 1: 8 Player 2: 19, 20 Player 2: 9 Player 1: 21, 22 Player 1: 10, 11

48 In this case, the player number 1 wins, because he/she says number “22.”

4. Mathematics Give the learner a piece of paper and then give the learner some math problems verbally using large numbers such as: saam buak sii thaw kap thaw ray. 3,000 [;d 4,422 gmjkdy[gmjkwi Three thousand plus four hundred forty-four equals what?

If the learner does not understand, write the following sentence on the board. 3,000 + 444 = ?

Have the learner give the answer by saying it aloud. Continue giving math problems to the learner. Do not write the equation for the learner unless the learner does not understand the problem. Then, have the learner takes turns giving math problems to solve.

Reference The ideas for the above activities come from: Chamberlin, A. & Stenberg, K. (1996). Play and Practice: Graded Games for English Language Teaching. Illinois: NTC Publishing Group.

49 Lesson 6: Time

1. Content • Telling time • Asking for the time

2. Objectives: • The learner will be able to understand someone telling them the time. • The learner will be able to ask for the time. • The learner will be able to answer a question that involves time.

3. Material • An analog clock or watch (with hour, minute, and second hands), or one made from cardboard or drawn on the blackboard

4. Class time • 2 hours

5. Procedure a) Tell the learner that today he/she will learn how to tell the time. Then write the word “weelaa” (g;]k, time) on the board. b) Draw the sun on the board to show that it is in the morning. Set the hands of the clock at exactly ten o’clock. Write the following questions on the board and ask the learner what time it is.

kii mo / weelaa taw ray (use both questions interchangeably) dujF,’/g;]kgmjkwsij What time is it? c) Answer the question and write the answer on the board. For example:

sip naalikaa lb[ok>bdk ten o’clock d) Ask some other hours in the morning to see if the learner can answer. e) Draw the moon on the board to show that it is in the afternoon/evening. Set the hands of the clock at some hour. Ask the learner to guess how to say the time in Thai. f) Answer the question and write the answer on the board. For example:

yiisip naalikaa pujlb[ok>bdk 20.00

50

g) Try some other hours in the afternoon/evening to see if the learner can tell the time in Thai. h) Explain to the learner that there are two ways of telling time in Thailand: the official system used for official notices and the colloquial system used in daily conversation. The official system uses the 24-hour clock starting at midnight. Draw the sun on the board to show that it is in the morning. Set the time on the clock by having three hands point to different numbers. Write the time in Thai using the transcription on the board. For example:

9:30:12 a.m. - 9 naalikaa 30 naathii 12 winaathii gdhkok>bdk lk,lb[okmu lb[lv’;bokmu nine o’clock, thirty minutes, twelve seconds

i) Say the above time aloud. While saying the hour (9 naalikaa), point to the hour hand. While saying the minute (30 naathii), point to the minute hand. While saying the seconds (12 winaathii), point to the seconds hand. j) Write the words “naalikaa” (ok>bdk, o’clock), “naathii”(okmu, minute), and “winaathii”(;bokmu, seconds) on the board. Explain that “naalikaa”means o’clock by pointing at the hour numbers, and the word “naathii” means minutes by pointing at the minutes’ numbers, and the word “winaathii” means seconds by pointing at the seconds’ numbers on the clock. k) Set some other times on the clock on the board. Draw a picture of the sun or the moon and see if the learner can tell the time in Thai. If there is more than one learner, have the learners take turns setting the time on the clock and telling the time in Thai. l) Tell the learner that in daily conversation, the colloquial system is usually used. This system divides the day into periods. Each period has its special word to identify the period. The word “naalikaa” (o’clock) is not used. Instead, the word “moo”, the shortened form of “chuamoo” (hour) is used. m) Draw the following clocks with words identifying the periods

a.

s yaam

tii ______moo chaw

hok moo chaw

51

b.

thia

baay moo ____ thum

hok moo yen n) Explain how to tell time by using the colloquial system. • The midnight to 5 a.m. period is designated by “tii.” The hours are formed regularly beginning with “tii” and then the number where the hour hand is located. • The noon to 5 p.m. period is designated by “baay.” The hours are formed regularly beginning with “baay” and then the number where the hour hand is located. However, 1 p.m. is usually “baay moo” instead of “bay n moo.” • The 6 a.m. until noon period is designated by “chaw,” starting from “hok moo chaw” (6 a.m.) until “sipet moo chaw” (11 a.m.). There is another form for the hours from 7 a.m. until noon. 7 a.m. that may be considered as the first hour of the morning and is referred to as “moo chaw,” 8 a.m. as the second hour and is referred to as “s moo chaw,” and so forth. 6 a.m. can, however, be referred as “hok moo chaw.” • The 7 p.m. to midnight period is designated by “thum.” 7 p.m. is referred as “n thum,” 8 p.m. as “s thum” and so on. o) Ask the learner what time it is while the hands of the clock are set at a full hour. Draw the sun or the moon to indicate that it is the time in the morning (a.m.) or in the afternoon (p.m.). Have the learner tell the time using the colloquial system. Ask for the alternate forms where they exist. p) Write two days of the week on the board (e.g., Sunday and Monday). Under each day list some activities that you do. Say these, explaining with gestures their meaning. For example, I wake up; I eat breakfast; I go to class; I eat lunch; I go to bed. Tell the learner what time you do each of these things and then write them on the board. Then, ask the learner what time he/she does these things and write the time on the board. Tell the learner to give the answer in the colloquial system or the official system. q) Have the learner ask the tutor for the time by using “kii moo”(dujF,’, What time is it?) or “weelaa thaw ray” (g;]kgmjkwsij, What time is it?). If there is more than one learner, have them work in pairs, taking turns asking and telling the time.

52 Note: At the end of the class, the tutor can tell the learner that just like any other question word in Thai, “kii moo” can be placed at the end of a statement to make a question about time. For example:

khaw pay roorian - khaw pay roorian kiimoo g-kwxFi’giupo g-kwxFi’giupodujF,’ He goes to school What time does he go to school?

Variations/Follow-up

Daily activities Mime daily activities, such as brushing teeth, taking a shower, eating a meal, going to sleep, studying, etc. Ask the learner when he/she does these activities. Have the learner create a schedule of daily activities. Switch roles.

53 Lesson 7: Dates

1. Content • Telling the date • Asking for the date • Classifiers (day, month, year, week)

2. Objectives • The learner will be able to understand someone telling them the date. • The learner will be able to ask for the date. • The learner will be able to answer questions that involve dates.

3. Class time • Part 1: 1 hour • Part 2: 45 minutes

4. Materials • Index cards • Calendars

5. Procedure

Part I a) Tell the learner that today he/she will learn how to tell the date. Write the words “wannii”(;yoou,h today) and “wanthii”(;yomuj, date) with their translations on the board. Read the words aloud and have the learner repeat. Ask the learner what today’s date is. For example: wannii wanthii thaw ray - ;yoouh;yomujgmjkwsij What date is it today? b) Write today’s date (using the American system) on the board and say the date in Thai. Point to the day, the month and the year when saying it. For example: 10/14/1999 - sipsii tulaakhom n kaw kaw kaw 14 96]k8, 1999 14 October 99 Tell the learner that today’s date is ______. For example: wannii wanthii sipsii tulaakhom n kaw kaw kaw ;yoouh;yomuj 14 96]k8, 1999 Today’s date is 14 October 1999. c) Explain to the learner that Thai people write the day before the month and the year. In Thailand, people will write the date as: 14/10/99 - sipsii tulaakhom n kaw kaw kaw 14 96]k8, 1999 14 October 99

54 d) Tell the learner that in Thai, sometimes the words “wanthii” (;yomuj, date), “dan” (gfnvo, month), and “pii” (xu,year) are put in front of the date, month, and year when Thai people tell or write the date. Write the following examples on the board. Say the dates and have the learner repeat.

14/10/99 - wanthii sipsii dan tulaakhom pii n kaw kaw kaw ;yomuj 14 gfnvo96]k8, xu 1999 (date 14 month October year 99) 20/10/95 - wanthii yiisip dan tulaakhom pii n kaw kaw haa ;yomuj 20 gfnvo96]k8, xu 95 (date 20 month October year 95) 06/10/87 - wanthii hok dan tulaakhom pii pt cet ;yomuj 6 gfnvo96]k8, xu 87 (date 6 month October year 87) e) Tell the learner that unlike years in English, which uses the Christian era, years in Thailand are usually specified in relation to the Buddhist Era which is obtained by adding 543 to the Christian era. Write Thai words and abbreviation for Buddhist era and the Christian era on the board. Read it aloud and have the learner repeat. Christian era - khrit sakaraat (8ibl9NLydik=)

A.D. - kh s (8.L.) Buddhist era - phutha sakaraat (r6mTLydik=)

B.E. - ph s (r.L.) Then convert the A.D. year to the B.E. year and read it. Have the learner repeat. A.D. 1999 = B.E. 2542 khrit sakaraat 1999 = phutha sakaraat 2542 8ibl9NLydik= 1999 r6mTLydik= 2542 kh s 1999 = ph s 2542 8.L. 1999 r.L. 2542 f) Write some years in Christian era and have the learner convert them into Buddhist era, and vice versa. Have them give the answers. For example: khrit sakaraat 1989 = phutha sakaraat 2532 ph s 2525 = kh s 1982 phutha sakaraat 1999 = khrit sakaraat1456 kh s 2001 = ph s 2544 g) Write the names of the twelve months with their English translations on the board. Say the name of each month and have the learner repeat. Point to each word and have the learner say it until he/she is comfortable with it.

55 Thai English makaraakhom ,dik8, January kumphaaphan d6,4kryoTN February miinaakhom ,uok8, March meesaayon g,Kkpo April prksaphaakhom rAK4k8, May mithunaayon ,b56okpo June karakadaakhom didDk8, July sihaakhom lb’sk8, August kanyaayon dyopkpo September tulaakhom 96]k8, October prksacikaayon rAL0bdkpo November thanwaakhom Tyo;k8, December

h) Give 24 index cards to the learner. Say the name of each month. After saying the name of each month, have the learner repeat. Have the learner write the Thai name of the month on one index card and the English translation on another index card. Do this for all twelve months. i) Erase the month names and their translations from the board. Divide the index cards into two stacks: one stack of months in Thai and the other stack of English translations. Shuffle both stacks of index cards. j) Turn over one card from one of the stacks and have the learner find the corresponding card from the other stack. While turning over the card, say the word on the card aloud and have the learner say the word on the card that he/she thinks corresponds to the card that was turned over. If the learner cannot get it right, give him/her some hints until he/she gets it right. The examples of hints are “The month’s name begins with a J,” “New Year’s Day is in this month,” etc. k) When the learner is done, shuffle each stack. Have the learner match the months in both stacks. Go through the answers when he/she is done. l) Shuffle both stacks again. Have the learner match the months in both stacks again. But this time, he/she has to complete the task within 30 seconds. When the time is up, see how many matching cards he/she can get right. m) Optional: The tutor can also play a concentration game with the cards. Put all the cards face down on the table. Turn one card over. Have the learner turn another card over. If the word on the card that the learner turns over corresponds with the word on the card turned over by the tutor, keep both cards face up. However, if the word on the card does not correspond with the one on the other card, turn both the cards face down. Play the game until all the cards are turned over.

56 n) Write a date on the board (using the Thai system: date/month/year), ask the learner in Thai what date it is (wanthii thaw ray,;yomujgmjkwsij). Have the learner say the date in Thai. The tutor demonstrates how to tell the date first and have the learner say the dates in the same pattern. For example: wanthii thaw ray ;yomujgmjkwsi j What date is this? 25/04/41 wanthii yiisip haa dan meesaayon pii sii n ;yomuj 25 gfnvog,Kkpo xu 41 date 25 month April year 41

wanthii thaw ray ;yomujgmjkwsi j What date is this? 03/03/39 wanthii saam dan miinaakom pii saam kaw ;yomuj 3 gfnvo,uok8, xu 39 date 3 month March year 39

o) Say the dates in Thai and have the learner write the dates on the board. For example:

• wanthii yiisip haa dan kanyaayon pii s haa sii suun (25/09/2540) • saamsip et sihaakhom saam kaw (31/08/39)

Note: At the end of class the tutor might want to talk about how to use the question word “thawray” (gmjkwsi)j to ask for the date. The tutor can also point out that “thawray” (gmjkwsij) can also mean how much/how many and can also be used to ask for the quantity or prices.

57 Part II a) Review the meanings of the words that the learner learned from Part I: “wanthii” (;yomuj, date), “dan” (gfnvo, month) and “pii” (xu, year). Copy the following chart from Appendix 7A. Use a calendar to help the learner come up with the English translation for the Thai words. For example, after explaining the first word “wan” (;yo, day), point to today’s date on the calendar and say “wannii” (;yoou,h today). Then point to yesterday’s date and say “ma wannii” (g,njv;koou,h yesterday). Have the learner guess the English translation of this word and write it down in the chart. Do this until the learner completes all the blanks in the chart.

Thai English 1. wan ;yo 2. ma waan nii g,njv ;ko ouh 3. phru nii ri6j’ ouh 4. sapdaa / aa-thit lyxf ksN 5. nii ouh 6. naa sohk 7. thii lw mujc]h ; 8. wan nii ;yoo uh 9. sapdaa nii / aa-thit nii lyxf ksNouh /vk mb9pN ouh 10. sapdaa naa / aa-thit naa lyxf ksNs ohk/

58 vkmb 9pNs ohk 11. sapdaa thii lw / aa-thit thii lw lyxf ksNmuj c]h; /vk mb9pN mujc]h ; 12. pii nii xuouh 13. pii naa xus ohk 14. pii thii lw xumuj c]h; b) Read the words and have the learner repeat. Do this until the learner is comfortable with the words. c) Ask the learner the following questions. Write down the questions and read the questions to the learner so that he/she can hear and see the questions. n pii mii kii dan - so7j’xu,udujgfnvo How many months are there in a year? n pii mii kii wan - so7j’xu,uduj;yo How many days are there in a year? n dan mii kii wan - so7j’gfnvo,uduj;yo How many days are there in a month? n dan mii kii sapdaa - so7j’gfnvo,udujlyxfks N How many weeks are there in a month? n sapdaa mii kii wan - so7j’lyxfksN,uduj;yo How many days are there in a week? d) Write down the answers from the chart below and have the learner ask questions. Say the answers aloud while writing them. Help the learner along when he/she tries to think of questions.

59 Answer Question 365 wan (365 days) n pii mii kii wan so7j’xu,uduj;yo (How many days are there in a year?) 30 wan (30 days) n dan mii kii wan so7j’gfnvo,uduj;yo (How many days are there in a month?) 12 dan (12 months) n pii mii kii dan so7j’xu,udujgfnvo (How many months are there in a year?) 7 wan (7 days) n sapdaa mii kii wan so7j’lyxfksN,uduj;yo (How many days are there in a week?) 4 sapdaa (4 weeks) n dan mii kii sapdaa so7j’gfnvo,udujlyxfksN (How many months are there in a week?) e) Give the following pieces of paper to the learner (see Appendix 7B).

wan can Monday

wan akaan Tuesday

wan phut Wednesday

wan pharhatsabdii Thursday

wan suk Friday

wan saw Saturday

wan aathit Sunday

60

Go over each word by saying it and having the learner repeat. Do this until the learner is comfortable with all the words. f) Ask the learner to tear each piece of paper into two parts: the Thai words and their translations. Put all the pieces of paper together and shuffle them. g) Turn over one piece of paper. If the word on the piece of paper is in Thai, the learner has to give the meaning of the word in English. If the word on the paper is in English, the learner has to say the corresponding word in Thai. Do this until all the pieces of paper are turned over. h) Optional: Play the concentration game by using these pieces of paper. Put all the papers face down. Turn over one card and have the learner turn over another. If the words on both pieces of paper match, leave both face up. If the words on both cards do not match, turn over both cards. Start again by turning over a new card. i) Write the following questions on the board and read them to the learner. wannii pen wan a-ray - ;yoouhgxHo;yovtwi What day is today? Answer the question and write down the sentence on the board. wannii pen wan can - ;yoouhgxHo;yo0yomi N Today is Monday. Ask and write the following questions on the board one by one. Have the learner answer each question.

phru nii pen wan a-ray - ri6j’ouuhgxHo;yovtwi What day is tomorrow? phru nii wanthii thawray - ri6j’ouh;yomujgmjkwsij What is tomorrow’s date? ma waannii pen wan a-ray - g,njv;koouhgxHo;yovtwi What was yesterday’s date?

j) Give the following grid to the learner (see Appendix 7C).

dan ______pii ______aathit can akaan phut pharhats suk saw abdii

61 k) Read the following information. Have the learner fill out the grid to make a complete calendar.

1. wanthii n pen wan akaan. ;yomujso7j’gxHo;yovy’8ki The first of the month is Tuesday. 2. mii saamsip et wan nay dan nii. ,ulk,lb[gvHf;yo.ogfnvoouh There are 31 days in this month. 3. pii thii lw pen pii 2542 xumujc]h;gxHoxu 2542 Last year was 2542. 4. wannii pen wan can. ;yoouhgxHo;yo0yomiN Today is Monday. 5. wan saw thii lw wanthii sips. ;yoglkiNmujc]h;;yomuj 12 Last Saturday was the 12th. 6. wan suk naa pen wanthii yiisib haa. ;yoL6diNsohkgxHo;yomu j 25 Next Friday is the 25th. 7. wanthii yiisip haa pen wan kritsamaat. ;yomuj 25 gxHo;yo8ibl9N,kl The 25th is Christmas Day. l) Ask the learner the following questions. Have the learner find the answers for the questions by looking at his/her grid calendar. dan nii dan a-ray - gfnvoouhgfnvovtwi What is this month? wannii wanthii thaw ray - ;yoouh;yomujgmjkwsij What is today’s date (day/month/year)? wan suk naa wanthii thaw ray - ;yoL6diN;yomujgmjkwsij What is next Friday’s date? wanthii saamsip ed pen wan a-ray -;yomujlk,lb[gxHo;yovtwi What day is the 31st?

62 Note 1. At the end of class, the tutor might point out that the Thai words for day (wan, ;yo), week (sabdaa/aathit, lyxfksN/vkmb9p),N month (duan, gfnvo), and year (pii, xu) can also function as classifiers. For example:

n pii mii 365 wan - so7j’xu,u 365 ;yo There are 365 days in a year. n dan mii 4 sapdaa - so7j’gfnvo,u 4 lyxfks N There are 4 weeks in a month.

Note 2. In Thai when people talk about the date as in the following sentences, they usually omit the copular verb “pen” (gxHo, is) in front of “wanthii” (;yomuj, date), “wan” (;yoj, day), “dan” (gfnvo, month), and “ph s/kh s” (r.L./8.L., B.E./A.D.). Generally, people do not put “pen” (gxHo, is) before “ph s/kh s” (r.L./8.L., B.E./A.D.).

wannii (pen) wan a-ray - ;yoou(h gxHo);yovtwi What day is today? dan nii (pen) dan a-ray - gfnvoou(h gxHo)gfnvovtwi What is this month? wannii (pen) wanthii thaw ray - ;yoou(h gxHo);yomujgmjkwsij What is today’s date? phru nii (pen) wan can. - ri6j’ou(h gxHo);yo0yomiN Tomorrow is Monday. dan naa (pen) dan makarakom. - gfnvosohk(gxHo)gfnvo,dik8, Next month is January. pii thii lw ph s a-ray. - xumujc]h;r.L.vtwi What B.E. year was last year?

Variations/Follow-up

Information gap Copy two diary calendars from Appendix 8D. Give one calendar to the learner and keep the other calendar. Exchange information in order to fill in the missing information. The calendars are the same but the information on each calendar is different. If there is more than one learner, have the learners work in pairs.

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Ten questions This is not only a good game for the learner to review the vocabulary taught in the lesson, but he/she will also practice making questions about dates.

Prepare 10 cards with the following sentences. Read each sentence to the learner and have him/her make a question from the sentence. Each question is worth 10 points. The learner has two chances to ask a correct question. If he/she asks a question correctly on the first try, he/she will get 10 points. If he/she makes a correct sentence at the second try, he/she gets 5 points. If the learner cannot make a correct sentence after both tries, he/she loses 5 points.

1) wan kritsamaat wanthii 25 thanwaakom. ;yo8ibl9N,kl;yomuj 25 Tyo;k8, Christmas is on the 25th. 2) dan kumphaaphan mii 28 wan. gfnvod6,4kryoTN,u 28 ;yo February has 28 days. 3) ma waannii wanthii 12 tulaakom. g,njv;koouh;yomuj 12 96]k8, Yesterday was 12 October. 4) pii thii lw ph s 2540 xumujc]h;r.L. 2540 Last year was 2540 B.E. 5) phru nii pen wan can. ri6j’ouhgxHo;yo0yomiN Tomorrow is Monday. 6) dan naa pen dan makarakom. gfnvosohkgxHogfnvo,dik8, Next month is January. 7) wan suk nii wanthii sii sihaakom. ;yoL6diNouh;yomuj 4 lb’sk8, This Friday is 4 August. 8) pii nii pii kh s1999 xuouhxu8.L. 1999 This year is 1999. 9) dan mithunaayon mii 30 wan. gfnvo,b56okpo,u 30 ;yo June has 30 days.

64

10) dan meesaayon mithunaayon kanyayon phrsacikaayon mii 30 wan. gfnvog,Kkpo ,b56okpo dyopkpo rAK4k8,,u 30 ;yo April, June, September, and November have 30 days.

The questions for the above sentences can be the following. 1) wan kritsamaat wanthii thaw ray. ;yo8ibl9N,kl;yomujgmjkwsi j What day is Christmas Day? 2) dan kumphaaphan mii kii wan. gfnvod6,4kryoTN,uduj;yo How many days are there in February? 3) ma waannii wanthii thaw ray. g,njv;koouh;yomujgmjkwsi j What was yesterday’s date? 4) pii thii lw ph s a-ray. xumujc]h;r.L.vtwi What B.E. year was last year? 5) phru nii pen wan a-ray. ri6j’ouhgxHo;yovtwi What day is tomorrow? 6) dan naa pen dan a-ray. gfnvosohkgxHogfnvovtwi What month is next month? 7) wan suk nii wanthii thaw ray. ;yoL6diNouh;yomujgmjkwsi j What is this Friday’s date? 8) pii nii pii kh s a-ray. xuouhxu8.L. vtwi What year is this? 9) dan mithunaayon mii kii wan. gfnvo,b56okpo,uduj;yo How many days are there in June? 10) dan a-ray mii 30 wan. gfnvovtwi,u 30 ;yo Which months have 30 days?

65 Appendix 7A

Thai English

1. wan 2. ma waan nii 3. phru nii 4. sapdaa / aa-thit 5. nii 6. naa 7. thii lw 8. wan nii 9. sapdaa nii / aa-thit nii 10. sapdaa naa / aa-thit naa 11. sapdaa thii lw / aa-thit thii lw 12. pii nii 13. pii naa 14. pii thii lw

66 Appendix 7B

wan can Monday

wan akaan Tuesday

wan phut Wednesday

wan pharhatsabdii Thursday

wan suk Friday

wan saw Saturday

wan aathit Sunday

67 Appendix 7C

dan ______pii ______

aathit can akaan phut pharhat suk saw sabdii

Answer Key

dan _thanwaakhom__(December) pii __2543______

aathit can akaan phut pharhatsabdii suk saw 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19 wan nii Final exam 20 21 22 23 24 25 26 wan kritsamaat 27 28 29 30 31

68 Appendix 7D dan meesaayon pii 2543

aathit can akaan phut pharhatsabdii suk saw

1

2 3 4 5 6 7 8 wan cakkrii 9 10 11 12 13 14 15 wan kt wan sokraan kh chan (my birthday) 16 17 18 19 20 21 22

23 24 25 26 27 28 29 Easter 30

dan meesaayon pii ______

aathit han akaan phut pharhatsab suk saw dii 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15 wan sokraan wan sokraan 16 17 18 19 20 21 22

23 24 25 26 27 28 29 final exam 30 wan kt kh m (my mom’s birthday)

69 Lesson 8: Locations

1. Content • Locations (here, there, over there) • Prepositions (in, over, under, near, in front of, behind, between)

2. Objective • The learner will be able to use and understand prepositions and locative words.

3. Class time • 2 hours

4. Materials • A box • A book

5. Procedure a) Show the learner a box and ask:

nii kh a-ray. ouj8nvvtwi What is this? b) Write the sentence with the translation. If the learner does not know, say:

nii kh kl. ouj8nvd]jv’ This is a box. c) Write the sentence on the board. Say the sentence again and have the learner repeat. d) Hold the box and ask:

kl yuu thii nay. d]jv’vp^jmujwso Where is the box? e) Write the sentence with its translation on the board. If the learner does not know, say:

kl yuu thii nii d]jv’vp^jmujou j The box is here. f) Write the sentence on the board. Say the sentence again and have the learner repeat.

70 g) Put the box a little farther away and ask:

kl yuu thii nay. d]jv’vp^jmujwso Where is the box?

and then

kl yuu thii nii chay may. d]jv’vp^jmujouj.=jws, Is the box here?

If the learner does not respond, say:

may chay. kl may day yuu thii nii. kl yuu thii nan. w,j.=j d]jv’w,jwfhvp^jmujouj d]jv’vp^jmujoyjo No, the box is not here. It’s there. h) Write the sentence on the board. Say the sentence again and have the learner repeat. i) Put the box very far away and ask:

kl yuu thii nay. d]jv’vp^jmujwso Where is the box?

and then

kl yuu thii nan chay may. d]jv’vp^jmujoyjo.=jws, Is the box there?

If the learner does not respond, say:

may chay. kl may day yuu thii nan. kl yuu thii noon. w,j.=j d]jv’w,jwfhvp^jmujouj d]jv’vp^jmujFojo No, the box is not there. It’s way over there.

j) Write the sentence on the board. Say the sentence again and have the learner repeat. k) Touch the table and say:

71 nii kh to ouj8nvF9Ut This is a table. l) Write the word “to” (F9Ut, table) on the board. Say the sentence again and have the learner repeat. s) Put the box on the table and ask:

kl yuu thii nay. d]jv’vp^jmujwso Where is the box?

Then answer the question.

kl yuu bon to d]jv’vp^j[oF9Ut The box is on the table. t) Write the word “bon” ([o, on) on the board. Say the sentence again and have the learner repeat. u) Put the box under the table and ask:

kl yuu thii nay. d]jv’vp^jmujwso Where is the box?

Then answer the question. kl yuu tay to d]jv’vp^j.9hF9Ut The box is under the table. v) Write the word “tay” (.9h, under) on the board. Say the sentence again and have the learner repeat. w) Show a book to the learner and ask:

nii kh a-ray. ouj8nvvtwi What is this?

Then answer the question.

72 nii kh nas. ouj8nvsoy’lnv This is a book.

x) Write the word “nas” (soy’lnv, book) on the board. Say the sentence again and have the learner repeat. y) Repeat step(s), but put the book in the box, put the book under the box, next to the box. This is to teach the locative words “nay” (.o, in), “nk” (ovd, out of), “khaa” (-hk’, beside). z) Introduce words for some objects such as a pen, an eraser, a bag, etc. Then put those objects in different locations. Ask the learner to say where those objects are. aa) Have the learner put things in the locations that are given. For example, put the book under the table. Put the pen on the book, etc. bb) Draw a picture on the board that is similar to the following picture. Explain the relationship of various objects using different prepositions such as “khaa nay” (- hk’.o, inside), “khaa nk” (-hk’ovd, outside), “khaa” (-hk’, next to), “khaw” (g-hk, into), “k” (vvd, out of), “rawaa” (its;jk’, between), etc. Point at the various subjects and write the corresponding prepositions on the board.

4 6

3 5

1 2

cc) Read the prepositions and have the learner repeat. dd) Point randomly at various objects and have the learner read the prepositions. ee) Gradually delete the preposition words. Point at various objects and have the learner say the preposition words. At the end there should be no preposition words left.

Note: The question word “thii nay” (mujwso, where) is used to ask questions about places. To ask questions about things, the question word “a-ray” (vtwi, what) is used. To make a question in Thai, there is no subject-verb reversal. The question structure is the same as the structure of a statement sentence. The question words are simply put in the place of what you want to know. In general, question words are placed at the end of the sentences.

73

For example:

kl yuu thii nay. d]jv’vp^jmujwso The box is where? Æ Where is the box?

nii kh a-ray. ouj8nvvtwi This is what? Æ What is this?

To ask yes/no questions, there are words, such as “chay may” (.=jws,), that are used as question words and placed at the end of the sentence. For example:

kl yuu thii nii chay may. d]jv’vp^jmujouj.=jws, Is the box here?

Each yes/no question word has different usages. Generally, the word “chay may” (.=jws,) is used to ask for confirmation. The answer to this question is either “chay” (.=,j yes) or “may chay” (w,j.=,j no). For example:

chay. kl yuu thii nii. .=j d]jv’vp^jmujouj Yes, the box is here.

may chay. kl may day yuu thii nii. w,j.=j d]jv’w,jwfhvp^jmujouj No, the box is not here.

Variations/Follow-up

1. Scavenger hunt a) Find a picture that has different objects in various places. Cut the picture into pieces. Hide them in various places. b) Write clues indicating the location of the pieces of the picture. For example, the first clue says “inside the box, under the book.” When the learner opens the box and looks under the book, he/she finds a piece of the picture and another clue telling where the next piece will be. c) When the learner has found all the pieces, have him/her tape them together. Have the learner explain the locations of various objects in the pictures.

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2. Simon says Give the learner a command. He/she has to put things in locations based on the commands, but only when “Simon says” is said before the commands. If “Simon says” is not said before the commands and the learner follows the commands, the learner loses the game. Switch roles. Have the learner give the commands.

3. Picture-drawing task Draw a picture and describe it to the learner. The learner draws a picture based on the description. When the learner is finished, compare pictures. Repeat with the learner drawing a picture and then describing it.

4. Decorate a room Draw pictures of furniture items labeled with Thai words and cut them out. Draw a big picture of an empty room. Have the learner put furniture items onto the picture while he/she follows directions of where to place them. Switch roles when done.

75 Lesson 9: Local geography

1. Content • Names of cities and geographical features in Thailand • Locatives • Terms for distance measurement

2. Objectives • The learner will be able to understand and use geographical vocabulary. • The learner will learn about the geography of Thailand. • The learner will be able to tell the distance from and to various places in Thailand.

3. Class time • 2 hours

4. Materials • Maps of Thailand and the United States (geographical maps, political maps, and maps that feature provinces and cities in the country).

5. Procedure a) Put both geographical and political maps of Thailand on the board. b) Write the words “pratheet” (xitgmL, country), “pratheet thay” (xitgmLwmp, Thailand) and “ma thay” (g,nv’wmp, Thailand) on the board. Say the words and have the learner repeat. c) Using the geographical map of Thailand, point out various geographical features such as “phuukhaw” (4^g-k, mountains), “mnam” (c,johe, rivers), “aaw” (vjk;, gulfs), “thalee” (mtg], seas), and “k” (gdkt, islands). Write the words on the board and have the learner repeat. d) Draw a compass marker on the board. Point at a direction on the compass marker and write the following terms on the board: “na” (gsonv, north), “tay” (.9h, south), “tawan k” (9t;yovvd, east), and “tawan tok” (9t;yo9d, west). e) Read each direction term and have the learner repeat. Point to each term and have the learner say the word. f) Delete the direction terms on the compass marker one by one. Point randomly at different directions on the compass marker and have the learner say the words. At the end, no written direction terms should be written on the compass marker. g) Point at the direction on the compass marker and write the following terms on the board: “tawan k chia na” (9t;yovvdgCup’gsonv, northeastern), “tawan tok chia na” (9t;yo9dgCup’gsonv), “tawan k chia tay” (9t;yovvdgCup’.9,h southeastern), and “tawan tok chia tay” (9t;yo9dgCup’.9).h h) Repeat steps (e) and (f) using the terms introduced in (g).

76 i) Using a blank compass marker, point at different directions. Have the learner say the direction terms. This is done to review all direction terms introduced in steps (d) and (g). j) Tell the learner that Thailand is divided into four geographical regions: “na” (gsonv, north), “tay” (.9h, south), “tawan k chia na” (9t;yovvdgCup’gsonv, northeastern), and “klaa” (d]k’, central). Write the word “phaak” (4k8, region) on the board. Say it and have the learner repeat. k) Using the political maps of Thailand, explain that Thailand is divided into 76 provinces. Write the word “cawat” (0y’s;yf, province) and “ma” (g,nv’, city) on the board. Say the word and have the learner repeat. Point out the names of major provinces and cities. Tell the learner that Thai people call Bangkok, the capital city of Thailand “Krungthep” and write the word “ma lua” (g,nv’s];’, capital city) and “kruthep” (di6’gmr, Krungthep) on the board. l) Show both the political and geographical maps of Thailand. Ask the following question:

kruthep yuu thii nay. di6’gmrvp^jmujwso Where is Bangkok?

m) Write the above sentence on the board. Point at Bangkok on the map and say the answer. Write this sentence on the board.

kruthep yuu thii nii. di6’gmrvp^jmujouj Bangkok is here.

n) Ask the learner for the places using the map and have the learner answer the questions and point at the places at the same time. Try to use the vocabulary introduced at the beginning of the class. For example,

mnam caw phrayaa yuu thii nay. c,joheg0hkritpkvp^jmujwso Where is Chaophraya River?

aaw thay yuu thii nay. vjk;wmpvp^jmujwso Where is the Gulf of Thailand?

o) Switch roles. Have the learner ask the questions. p) Ask the following question while using the maps of Thailand.

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kruthep yuu phaak nay. di6’gmrvp^j4k8wso Which region is Bangkok located in?

q) Write the above sentence on the board. Point at Bangkok on the map, say the answer and write the sentence on the board.

kruthep yuu phaak klaa. di6’gmrvp^j4k8d]k’ Bangkok is in the central region.

r) Ask the learner for the places using the above question structure. Have the learner answer the questions and point at the places at the same time. s) Switch roles. Have the learner ask the questions. t) Explain to the learner how to tell the distance between places by pointing at two places on the map (see Appendix A) and say, for example,

a-yuthayaa yuu haa caak kruthep 80 kiloomeet. vp6Tpkvp^jsjk’0kddi6’gmr 80 dbF]g,9i Ayudhaya is 80 kilometers from Bangkok.

a-yuthayaa yuu haa caak kruthep pay thaa na 80 kiloomeet. vp6Tpkvp^jsjk’0kddi6’gmrwxmk’gsonv 80 dbF]g,9i Ayudhaya is 80 kilometers north of Bangkok.

u) Write the above sentences on the board and have the learner repeat. Point at various places on the map, say the sentences and write them on the board. Point on the map and have the learner say the sentences on his/her own until the learner is comfortable with it. v) Have the learner look at the map and ask him/her questions regarding the distance between places. Point at the two places and then say the question. For example,

a-yuthayaa yuu haa caak kruthep ki kiloomeet. vp6Tpkvp^jsjk’0kddi6’gmrdujdbF]g,9i How far is Ayudhaya from Bangkok? w) Write the sentence on the board and have the learner repeat. Read the question again, underline the word “ki” (duj, how much/how many) and answer the question. Write the sentence and underline the answer.

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a-yuthayaa yuu haa caak kruthep 80 kiloomeet. vp6Tpkvp^jsjk’0kddi6’gmr 80 dbF]g,9i Ayudhaya is 80 kilometers from Bangkok. x) Keep asking the questions using the question structure in step (v) and have the learner answer the question in a complete sentence. y) Switch roles. Have the learner ask the questions. z) Have the learner explain the geography of the United States and point out major cities by using both geographical and political maps of the United States. Before that, explain to the learner that the United States is divided into states instead of provinces. Write the word “rat” (iy{, state) on the board and have the learner repeat. aa) Repeat the steps in this process using the word “rat” (iy{, state) instead of “phaak” (4k8, region) and using the maps of the United States.

Note: The word “nay” (wso) is put after a noun to ask for specific information. It can be translated into “which” in English. For example:

kruthep yuu phaak nay. di6’gmrvp^j4k8wso Which region is Bangkok located in?

The word “a-ray” (vtwi) can also be put after a noun to ask for specific information. It can be translated into “what” in English. For example:

kruthep yuu phaak a-ray. di6’gmrvp^j4k8vtwi What region is Bangkok located in?

Variations/Follow-up

1. Information gap Make a copy of Appendix 9B. Give a copy of Table 2 with missing information to the learner. Keep the copy of the complete table (Table 1). Describe the map to the learner and have the learner complete the table accordingly.

2. Questions and answers Using maps of Thailand, take turns asking and answering questions. The questions are about the geography of Thailand and places in Thailand. For example:

cawat aray yuu thaa na kho cawat prachuab kiiriikhan. 0y’s;yfvtwivp^jmk’gsonv-v’0y’s;yfxit0;[8uiu-yoTN What province is to the north of Prachuabkirikan Province?

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mnam aray yuu rawaa cawat naknsawan kap phetchabuun c,johevtwivp^jits;jk’0y’s;yfo8il;ii8Ndy[gr=i[^iIN What river lies between Nakornsawan and Phetchaboon provinces?

At the beginning, ask the questions first and write them on the board so that the learner can understand the question and follow the question structure when he/she asks the questions.

80 Appendix 9B Table 1 No. cawat 0y’s;yf Province 1 m h sn c,jVjv’lvo Mae Hongson 2 chiamay g=up’.s,j Chiangmai 3 chiaray g=up’ikp Chiangrai 4 lamphuun ]er^o Lamphun 5 lampaa ]exk’ Lampang 6 phayaw rtgpk Phayao 7 phr crij Phrae 8 naan ojko Nan 9 ly g]p Loei 10 nkaay sov’8kp Nongkhai 11 u-dnthaanii v6fiTkou Udon Thani 12 sakon nak ld]o8i Sakon Nakhon 13 nakhnphanom o8iro, Nakhon Phanom 14 nbua lamphuu sov’[y;]er^ Nong Bua Lamphu 15 khn kn -vocdjo Khon Kaen 16 mahaasaarakhaam ,sklki8k, Mahasarakham 17 kaalasin dk>lboTN Kalasin 18 mukdaahaan ,6dfkski Mukdahan 19 amnaatcarn veok0g0ibP Amnat Charoen 20 chay-yaphuum =yp4^,b Chaiyaphum 21 ry et ihvpgvHf Roiet 22 yasoothn pFlTi Yasothon 23 nakhn raatchasiimaa o8iik=lu,k Nakhon Ratchasima 24 buriiram [6iuiy,pN Buriram 25 surin l6ibomiN Surin 26 srii srakeet LiultgdK Srisaket 27 u-bon raatchathaanii v6[]ik=Tkou Ubonratchathani 28 ut-taradit v69ifb95N Uitaradit

81 No. cawat 0y’s;yf Province 29 taak 9kd Tak 30 sukhoothay l6F-myp Sukhothai 31 phitsanulook rbKI6F]d Phitsanulok 32 kamphphet decr’gr=i Kamphaeng Phet 33 phicit rb0b9i Phichit 34 phetchabuun gr=i[^iIN Petchabun 35 nakhnsawan o8il;ii8N Nakhon Sawan 36 u-thaythaanii v6mypTkou Uthai Thani 37 chaynaat =ypokm Chainat 38 siburii lb’sN[6iu Sing Buri 39 lopburii ]r[6iu Lopburi 40 suphanburii l6riiI[6iu Suphanburi 41 aath vjk’mv’ Ang Thong 42 a-yutthayaa vp6Tpk Ayuthaya 43 saraburii lit[6iu Saraburi 44 kaancanaburii dkP0o[6iu Kanchanaburi 45 nakhnpathom o8ix{, Nakhonpathom 46 nonthaburi oom[6iu Nonthaburi 47 pathum thaanii xm6,Tkou Pathum Thani 48 nakhnnaayok o8iokpd Nakhonnayok 49 praaciinburii xik0uo[6iu Prachinburi 50 srakw litcdh; Srakaew 51 krutheep di6’gmr Bangkok 52 chachsaw Ctg=b’gmik Chachongsao 53 samutpraakaan l,6mixikdki Samutprakan 54 samutsaakhn l,6milk8i Samutsakhon 55 samutsokhraam l,6mil’8ik, Samutsongkharm 56 chonburii =][6iu Chonburi 57 ray itpv’ Rayong

82 No. cawat 0y’s;yf Province 58 canthaburi 0yom[6iu Chanthaburi 59 traat 9ikf Trat 60 raatchaburii ik=[6iu Ratchaburi 61 phetchaburii gr=i[6iu Petchaburi 62 prachuap khiiriikhan xit0;[8uiu-yoTN Prachuap Khirikjan 63 chumpn =6,ri Chumporn 64 ran itov’ Ranong 65 suraat thaanii l6ikKEiNTkou Suratthani 66 pha aa ry’’k Phangnga 67 nakhn sriithammaraat o8iLiuTii,ik= Nakhon Sri Thammarat 68 krabii dit[uj Krabi 69 phuu ket 4^gdH9 Phuket 70 tra 9iy’ Trang 71 phatthalu rym]6’ Phathalung 72 satuun l9^] Satun 73 sokhlaa l’-]k Songkla 74 pattaanii xy99kou Pattani 75 yalaa pt]k Yala 76 naraathiwaat oikTb;kl Naratiwat

83 Table 2

No. cawat 0y’s;yf Province 1 m h sn c,jVjv’lvo Mae Hongson 2 3 chiaray g=up’ikp Chiangrai 4 lamphuun ]er^o Lamphun 5 6 phayaw rtgpk Phayao 7 phr crij Phrae 8 naan ojko Nan 9 ly g]p Loei 10 nkaay sov’8kp Nongkhai 11 12 sakon nak ld]o8i Sakon Nakhon 13 nakhnphanom o8iro, Nakhon Phanom 14 nbua lamphuu sov’[y;]er^ Nong Bua Lamphu 15 16 mahaasaarakhaam ,sklki8k, Mahasarakham 17 kaalasin dk>lboTN Kalasin 18 mukdaahaan ,6dfkski Mukdahan 19 amnaatcarn veok0g0ibP Amnat Charoen 20 chay-yaphuum =yp4^,b Chaiyaphum 21 22 yasoothn pFlTi Yasothon 23 nakhn raatchasiimaa o8iik=lu,k Nakhon Ratchasima 24 buriiram [6iuiy,pN Buriram 25 26 srii srakeet LiultgdK Srisaket 27 u-bon raatchathaanii v6[]ik=Tkou Ubonratchathani 28 ut-taradit v69ifb95N Uitaradit

84 No. cawat 0y’s;yf Province 29 30 31 phitsanulook rbKI6F]d Phitsanulok 32 kamphphet decr’gr=i Kamphaeng Phet 33 phicit rb0b9i Phichit 34 phetchabuun gr=i[^iIN Petchabun 35 nakhnsawan o8il;ii8N Nakhon Sawan 36 u-thaythaanii v6mypTkou Uthai Thani 37 chaynaat =ypokm Chainat 38 siburii lb’sN[6iu Sing Buri 39 lopburii ]r[6iu Lopburi 40 41 aath vjk’mv’ Ang Thong 42 a-yutthayaa vp6Tpk Ayuthaya 43 saraburii lit[6iu Saraburi 44 45 nakhnpathom o8ix{, Nakhonpathom 46 nonthaburi oom[6iu Nonthaburi 47 pathum thaanii xm6,Tkou Pathum Thani 48 nakhnnaayok o8iokpd Nakhonnayok 49 praaciinburii xik0uo[6iu Prachinburi 50 51 krutheep di6’gmr Bangkok 52 chachsaw Ctg=b’gmik Chachongsao 53 samutpraakaan l,6mixikdki Samutprakan 54 samutsaakhn l,6milk8i Samutsakhon 55 samutsokhraam l,6mil’8ik, Samutsongkharm 56 57 ray itpv’ Rayong

85 No. cawat 0y’s;yf Province 58 canthaburi 0yom[6iu Chanthaburi 59 traat 9ikf Trat 60 raatchaburii ik=[6iu Ratchaburi 61 phetchaburii gr=i[6iu Petchaburi 62 prachuap khiiriikhan xit0;[8uiu-yoTN Prachuap Khirikjan 63 64 ran itov’ Ranong 65 suraat thaanii l6ikKEiNTkou Suratthani 66 67 nakhn sriithammaraat o8iLiuTii,ik= Nakhon Sri Thammarat 68 krabii dit[uj Krabi 69 70 tra 9iy’ Trang 71 phatthalu rym]6’ Phathalung 72 satuun l9^] Satun 73 sokhlaa l’-]k Songkla 74 pattaanii xy99kou Pattani 75 76 naraathiwaat oikTb;kl Naratiwat

86 Lesson 10: Giving and understanding directions

1. Content • Directions • Commands

2. Objectives • The learner will be able to give and understand directions. • The learner will be able to use and understand the vocabulary words of places.

3. Class time • 2 hours

4. Materials • List of phrases for giving directions • Copies of maps in the appendices • Copies of tables in appendix 10A • A map of Bangkok

5. Procedure a) Copy Appendix 10A and give it to the learner. b) Draw the following picture on the board.

N (na)

W E (tawan k) (tawan tok)

S (tay)

c) Point at the north sign and say the Thai word for “north.” Have the learner repeat and write the English translation in Table I. Do the same with the south, west, and east signs. d) Delete the Thai words from the picture on the board. Point randomly at the “N,” “S,” “W,” and “E” signs and ask the learner for the Thai words. e) Draw the following pictures and explain the words “saai” (:hkp, left), “khwaa” (-;k, right) and “tro khaam” (9i’-hk,, opposite) by following steps (c) and (d).

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saay khwaa

(left) (right)

tro khaam (opposite)

f) Show Map A to the learner (see Appendix 10B). Point at a place on the map. Draw a picture of that place on the board and have the learner guess the meaning of the word from the picture. Have the learner write the meaning of the word in Table I. Make sure the learner gets the correct meaning. Read each word and have the learner repeat. g) Ask the learner to draw pictures on Map A that will identify the buildings. For example, on the square labeled “school,” have the learner draw a child at a desk. For the square labeled “post office,” the learner could draw a letter. h) Write the following sentence on the board. Underline the words as shown.

roorian yuu taa na kh sathaanii tamruat. Fi’giupovp^jmk’gsonv-v’l5kou9ei;0 The school is north of the police station.

Read the sentence aloud and point to both places on Map A at the same time. Have the learner repeat. i) Read the following text sentence by sentence and point to the objects while reading the words for those objects. Have the learner repeat.

sathaanii tamruat yuu thaa tai kh roorian. l5kou9ei;0vp^jmk’.9h-v’Fi’giupo The police station is south of the school.

wat yuu thaa tawantok kh roorian . ;yfvp^jmk’9t;yovvd-v’Fi’giupo The temple is east of the school.

thii ct rot yuu thaa tawantok kh raanaahaan. muj0vfi5vp^jmk’9t;yo9d-v’ihkovkski The car park is west of the restaurant.

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pay rot may yuu khaa tk n. xhkpi5g,]Nvp^j-hk’97dso7j’ The bus stop is next to Building One.

tk n yuu tro khaam praysanii. 97dso7j’vp^j9i’-hk,wxiKIupN Building One is across the street from the post office.

praysanii yuu thaa khwaa kh pam namman. wxiKIupNvp^jmk’-;k-v’xyU,ohe,yo The post office is to the right of the gas station.

pam namman yuu thaa saay kh praysanii. xyU,ohe,yovp^jmk’:hkp-v’wxiKIupN The gas station is to the left of the post office.

thanaakaan yuuthii hua mum thanon saam kap thanon sii. Tok8kivp^jmujsy;,6,5oolk,dy[5ooluj The bank is on the corner of Street III and Street IV.

j) Copy Map B and Map C from Appendix 10C and Appendix 10D respectively. Review all the vocabulary used on the maps. Again, drawing pictures is more helpful than writing translations. k) Give one map to the learner and keep the other map. Without looking at each other’s maps, take turns asking for the locations of the places listed in the box above the map by using the following sentence structure:

raan aa-haan yuu thii nay ihkovkskivp^jmujwso Where is the restaurant?

thanaakaan yuu thii nay Tok8kivp^jmujwso Where is the bank?

Write the names of the places in the appropriate boxes on the map. Continue doing this until all the boxes on the map are filled. l) Compare the maps.

89 m) Point to the starting point. Read the following text and then draw a line following the directions.

tn nii yuu thii nii. tro pai khaa naa bon thanon n. th sii yk. tro pay. khaam thaa rotfay. liaw saay thii fay d fay khiaw. tro pay. th roophayaabaan. liaw khwaa. khaam saphaan. tro pay. th thanon s. liaw saay. roorm rnd yuu khaa naa.

9voouhvp^jmujouj 9i’wx-hk’sohk[o5ooso7j’ 57’lujcpd 9i’wx -hk,mk’i5wa g]uhp;:hkpmujwacf’ wag-up; 9i’wx 57’Fi’rpk[k] g]hup;-;k -hk,ltrko 9i’wx 57’5oolv’ g]uhp;:hkp Fi’ci,cdiofNvp^j-hk’sohk

We are here. Go straight ahead on Street A. When you reach the intersection. Go straight ahead. Cross the railroad tracks. Turn left at the traffic light. Go straight. The hospital is on the right. Turn right. Cross the bridge and go straight until you reach Street B. Turn left. The Grand Hotel is in front of you. n) Write the above text on the board. Read each sentence and point at the map at the same time. Have the learner repeat sentence by sentence. o) Erase the text on the board. Ask the learner to tell the directions himself/herself. Help the learner. p) Using Map B, have the learner ask for directions to the places. q) Switch roles. Ask for directions while the learner gives the directions.

Variations/Follow-up

1. Scavenger hunt Hide a book or a letter in the room. Write the directions to it on a piece of paper, cut it into pieces and hide them. Make a story about a treasure hidden somewhere. The owner of the treasure wrote the directions on a paper and cut it up into pieces and hid them. You accidentally found the first piece of paper that leads to the rest of the directions. Give the first directions to the learner and have him/her find his/her way to the treasure. When the learner finds the book or the letter, have him/her put the directions together and draw a map to the treasure from the directions. An example of the directions can be: 1. rm thii pratuu h. han naa khaw h. gibj,0kdxit9^shv’ syosohkg-hkshv’ Start at the door of the room, facing the room. 2. lw khwaa. kaaw haa kaaw. m thaa khwaa. g]uhp;-;k dhk;shkdhk; ,v’mk’-;k Start from the door of the room. Turn right. Take five steps and look right. (The learner will see the second direction posted on the wall.) 3. tro pay. liaw khwaa. kaaw cet kaaw. m rp rp. 9i’wx g]uhp;-;k dhk;g0Hfdhk; ,v’iv[q Go straight. Turn left. Take seven steps. Look around, etc.

90

The directions must be in Thai. Write a translation of the words that are new to the learner on the paper.

2. Where are these places? Give the learner a list of places (e.g., the restroom, the conference room, the library, etc.). Ask the him/her to find where those places are. When the learner comes back, he/she has to draw a map and give directions to those places.

3. Explore Bangkok Give the learner a map of Bangkok • Explore Bangkok I: Ask the learner for directions from one place to another (e.g., from Lumpini Park to Siam Square, etc.).

• Explore Bangkok II: Pick a place. Have the learner follow directions and guess the place. When done, switch roles.

91 Appendix 10A Table I

Thai Meaning Thai Meaning na gsonv thii ct rot muj0vfi5 tay .9h raan aa-haan ihkovkski tawan k 9t;yovvd paay rot may xhkpi5g,]N tawan tok 9t;yo9d tk 97d saay :hkp praysaanii wxiKIupN khwaa -;k pum namman xyU,ohe,yo tro khaam 9i’-hk, thanaakaan Tok8ki roorian Fi’giupo roorm Fi’ci, sathanii tamruat l5kou9ei; thanon 5oo 0 wat ;yf hua mum sy;,6,

Table II

Thai Meaning Thai Meaning tn nii 9voouh khaam -hk, yuu vp^j thaa rotfay mk’i5wa thi muj liaw g]uhp; thii nii mujouj fay d wacf’ fay khiaw wag-up; tro pay 9i’wx roophayaabaan Fi’rpk[k] khaa naa -hk’sohk saphaan ltrko th 57’ roorm Fi’ci, sii yk lujcpd

92 Appendix 10B

N Map A

W E

S roorian wat thanon sii

roo tk n pay sathaanii rm rotmay tamruat thanon saam

pum praysanii thanaakaan nammam

thii raan ct rot aahaan

93 Appendix 10C

sathaanthii t pay nii yuu thii nay l5komuj9jvwxouhvp^jmujwso Where are the following places? • raan aa-haan • thii ct rot • tk n • roorm s • roorian s

Map B

roorian n pum namman tk s s pay rot may praysanii n n

pum namman roorm pay rot may n n s

thanaakaan praysanii N s W E

S

94 Appendix 10D

sathaanthii t pay nii yuu thii nay l5komuj9jvwxou hvp^jmujwso

Where are the following places? • thanaakaan • roorian n • tk s • pay rot may s • praysanii s

Map C

thii ct rot pum namman s pay rot may raan praysanii n aa-haan n

pum namman roorm tk n n

roorm roorian N s s W E

S

95 Appendix 10E

Map D

roorm thanon s krn

saphaan roo phayaabaan

sii yk thanon n N

W E

S

khun yuu thii nii

96 Lesson 11: Colors, shapes, and sizes

1. Content • Colors (the most basic color terms in Thai) • Shapes (circle, square, triangle, rectangle) • Sizes (large, medium, small) • Adjectives and noun order • Prepositions (in, on, above, below, etc.)

2. Objectives • The learner will be able to understand a description of an arrangement of shapes of various colors and sizes. • The learner will be able to describe an arrangement of shapes of various colors and sizes.

3. Class time • 1 hour

4. Materials • Large pieces of colored paper • Blank, white paper • Two sets of shapes (circle, square, triangle, rectangle) cut out of colored paper; each color should be represented by all four shapes in three sizes (large, medium, and small). Thus, if four colors are being taught, there will be 48 pieces. Put each set in an envelope. • A folder or piece of cardboard to act as a divider • Crayons or markers

5. Procedure a) Explain that the learner will be learning shapes, colors, and sizes. b) Hold up the various pieces of colored paper. Say the name of each color and have the learner repeat. c) Point to objects around the room and ask what color they are. d) Hold up each shape of colored paper one size at a time and explain what they are and if they are large, medium, or small. Write the expressions on the board. For example:

sii liam sii d khanaat lek. lujgs]ujp,lucf’-okfg]Hd A small, red square e) Give the learner an envelope and keep one. Place a divider between you. Tell the learner that each person will pull you are going to pull 5 pieces of paper out of the envelope and that he/she must take out the same five pieces out of his/her envelope based on your descriptions. Describe the pieces to the learner and check to see if the learner takes out the correct pieces of paper.

97 f) Switch roles. Have the learner take five pieces of colored paper out of his/her envelope and say what to pull out of your envelope. g) Remove the divider. Take your set of colored papers and arrange six of them in front of you. Explain the arrangement of the colored papers to the learner and write the sentences on the board. For example:

woklom sii d khanaat klaa yuu tro klaa. saam liam sii nam n yuu thaa saay kh woklom ;’d],lucf’-okfd]k’vp^j9i’d]k’ lk,gs]ujp,luoheg’bo-okf.sPjvp^jmk’:hkp-v’;’d], The medium, red circle is in the middle. The big, blue triangle is to the left of the circle.

h) When the learner seems to be comfortable with this, put the divider back. Tell the learner that you will describe the arrangement of the colored paper and he/she must arrange his/her colored paper in the same way. When done, compare the arrangements. i) Have the learner choose the pieces of paper and describe his/her arrangements while you arrange your pieces of paper accordingly.

Notes: At the end of class the tutor might discuss the adjective-noun order in Thai, which is different from English, including how to arrange the order of adjectives when there is more than one adjective. The tutor may also review prepositions that the learner has heard or learned from the activity.

Variations/Follow-up

1. Listen and draw Teach the word “waat” (draw, ;kf) and “chay” (use, .=)h to the learner. Take turns using crayons to draw pictures according to what the other person says. If the learner does not know any vocabulary, you can explain it to him/her. For example:

chay sii khiaw waat saam liam khanaat lek way thii klaa kradaat. lw chay sii la waat woklom khanaat klaa way khaa say kh saam liam sii khiaw khanaat lek .=hlug-up;;kflk,gs]ujp,-okfg]Hdw;hmujd]k’ditfkK c]h;.=hlugs]nv’;kf;’d],-okf d]k’w;h-hk’:hkp-v’lk,gs]ujp,lug-up;-okfg]Hd Use a green crayon to draw a small triangle in the middle of the paper. Draw a medium- sized circle with a yellow crayon to the left of the small, green triangle.

2. Listen and color This activity can be used to introduce new colors to the learner or to review the colors that the learner has already learned. It can also be a good review of the body parts lesson. The learner can also learn new words from this activity. If there are any words involved

98 in the picture that are new to the learner, the tutor should point to the picture while saying the word and also write the words on the board.

Give the learner some crayons and a sheet of paper to the learner. Have the learner draw a stick figure of a boy and one of a girl. Give the learner the following instructions:

bon kradaat mii ruub phuu chaay l phuu yi. rabaay sii dam thii phom kh phuu chaay. rabaay sii d thii phom kh phuu yi. [oditfkK,ui^xz^h=kpc]tz^hsPb’ (=uhwxmuji^xz^h=kpc]tz^hsPb’-Itmujr^f) it[kplufemujz, -v’z^h=kp c]tit[kplucf’mujz,-v’z^hsPb’ On your paper, there is a boy and a girl (point to the picture of the boy and the girl while you are saying this). Color the boy’s hair black and the girl’s hair brown.

Wait for the learner to do this. Then point to the girl’s skirt and say:

rabaay sii nam n thii taa kh phuu yi. rabaay si d thii kraproo kh phuu yi. rabaay sii kiaw thii taa kh phuu chaay. rabaay sii dam thii kaakee kh phuu chaay. it[kpluoheg’bomuj9k-v’z^hsPb’ it[kplucf’mujditFxi’-v’z^hsPBb’ (=uhwxmujditFxi’-v’ z^hsPb’.oi^x) it[kplug-up;muj9k-v’z^h=kp it[kplufemujdk’gd’-v’z^h=kp (=uhwxmujdk’gd’ -v’z^h=kp) Color the girl’s eyes blue. Color her skirt (point to the girl’s skirt on the picture) red. Color the boy’s eyes green. Color his pants (point to the boy’s pants on the picture) black, etc.

3. Describing objects in the classroom & guessing Pick one object in the classroom. Have the learner ask questions and guess what that object is. For example:

A: sii a-ray. luvtwi What is its color? B: sii khaaw lu-k; It’s white. A: chk chay may. =v]Nd.=jws, Is it a piece of chalk? B: may chay. man pen sii liam. w,j.=j ,yogxHolugs]ujp, No. It’s square.

99 A: kradaat chay may. ditfkK.=jws, Is it a piece of paper? B: may chay. man mii khanaat yay. w,j.=j ,yo,u-okf.sPj No. It’s big. A: kl chay may. d]jv’.=jws, Is it a box? B: chay. kl. .=j d]jv’ Yes. It’s a box.

100 Lesson 12: Body parts

1. Content • Body parts

2. Objectives • The learner will be able to understand and produce the names of body parts. • The learner will be able to describe a person using the names of body parts.

3. Class time • 1 hour

4. Materials • A full-length picture of a human being (or draw one on the board) • Photographs of famous people

5. Procedure a) Show the learner a picture of a person or draw a picture of a person on the board. Identify each body part and label it on the picture.

hua sy; head phom z, hair kh 8v neck naa sohk face khn c-o arm taa 9k eye m ,nv hand huu s^ ear thaw gmhk feet camuuk 0,^d nose khaa -k leg paak xkd mouth

Have the learner say the words. Go over the words until the learner feels comfortable with them. b) Ask the learner questions as he/she looks at the pictures. For example:

khaa yuu thii nay. -kvp^jmujwso Where are the legs?

Have the learner point to various body parts on the picture. Do this until the learner can do this easily. c) Erase the labels for the body parts on the body picture. Ask questions such as: taa yuu thii nay. 9kvp^jmujwso Where are the eyes?

101 Have the learner point to the body parts on the picture. d) Point to body parts on the body picture. For example, point to the feet and say: nii k thaw ouj8nvgmhk Here are the feet.

Point to other body parts and ask the following question and have the learner say the names of the body parts:

nii k a-ray ouj8nvvtwi What is this? e) Put away the picture of the person and have the learner draw and label pictures with body parts. f) Show a picture of a famous cartoon and describe the cartoon in the picture to the learner. Point to the body part of the cartoon while describing it. For example:

ronan makdonan mii phom sii d naa sii khaw camuuk sii d. Fioy]fN c,8Ffoy]fN,uz,lucf’ sohklu-k; 0,^dlucf’ Ronald McDonald has red hair, a white face, and a red nose.

Give the learner some pictures and have him/her describe the person/cartoon in the pictures.

Variations/Follow-up

1. Song 1. Write the following song on the board.

Body parts

khaa m kn naa thaw -k ,nv c-o sohk gmhk leg hand arm face feet

hua thaw khaa m kn naa thaw sy; gmhk -k ,nv c-o sohk gmhk head feet leg arm face feet

hua khaa kn m thaw naa sy; -k c-o ,nv gmhk sohk head leg arm hand feet face

102

hua khaa kn m thaw naa sy; -k c-o ,nv gmhk sohk head leg arm hand feet face

2. Sing the song to the learner. The melody of the song is the same as the original body part song.

taa kiw paak khaa huu 9k 8bh; xkd 8k’ s^ eye eyebrow mouth chin ear

camuuk huu taa kiw paak khaa huu 0,^d s^ 9k 8bh; xkd 8k’ s^ nose ear eye eyebrow mouth chin ear

camuuk taa paak kiw huu khaa 0,^d 9k xkd 8bh; s^ 8k’ nose eye mouth eyebrow ear chin

camuuk taa paak kiw huu khaa 0,^d 9k xkd 8bh; s^ 8k’ nose eye mouth eyebrow ear chin

If the song is unfamiliar, simply read each line to the learner. 3. Have the learner sing or read along with the song. Make sure the learner gets the tones right. Have the learner practice singing until he/she feels comfortable. 4. Sing the song and point to each body part when it comes to the body part word in the song. Have the learner do the same. It is normal that the learner will get confused and cannot point to the correct body parts. However, the learner will find it fun and challenging. When the learner feels comfortable, increase the challenge by singing the song faster and faster.

Note: If there is more than one learner in the class, teach the song to the learners and have the learners practice the song while pointing to the correct body parts. Sing the song and have the learners compete by pointing to the body parts.

2. Describe someone Have the learner bring pictures of people (their family members, friends, famous people, etc.) to the class. Have the learner show and describe the people in the pictures. For example:

103 nii k n chaay kh chan. khaw mii phom sii dam. taa sii nam taan. ouj8nvohv’=kp-v’Cyo g-k,uz,lufe 9kluohe9k] This is my brother. He has black hair. He has brown eyes.

3. Describe and guess Have the learner bring pictures of people (friends or famous people) to the class. Have the learner lay the pictures out where everyone can see them and then describe them while the tutor or the other learner guess which picture he/she is describing.

4. Simon says Give an order for an action to the learner, beginning with the words: “saymn bk waa” (w:,jvo[vd;jk, Simon says). saymn bk waa: yok m khwaa khn. saymn bk waa: aw m saay t thaw khwaa.

Explain that it is only when the learner hears “saymn bk waa” (w:,jvo[vd;jk, Simon says) in front of the command that the learner should move. Otherwise, the learner should stay still. If the learner makes a mistake, he/she loses one point. For example:

The tutor says: saymn bk waa: yok m khwaa khn. w:,jvo[vd;jk pd,nv-;k Simon says, “Right hand up.”

The learner must follow the instruction by raising his/her right hand.

But if the tutor just says: yok m saay khn. pd,nv:hkp “Left hand up.”

The learner should stay still because the tutor did not say “saymn bk waa” (w:,jvo[vd;jk, Simon says) in front of the command. If the learner makes a mistake, he/she loses one point.

Take turns giving and following commands. The person with the least points loses.

104 Note: Before doing this activity, teach such words as:

han syo turn t c9t touch yok pd raise aw ___ lo gvk ___ ]’ put ___ down book F[d wiggle

Teach new action words by writing the Thai words down, performing the action for each word and having the learner imitate the tutor. Say the words and have the learner perform the actions.

5. Create a cartoon character Draw a set of eyes with different colors, a set of noses and mouths with different colors and shapes, a set of faces with different shapes and colors, a set of hair with different colors, a set of hands with different colors, a set of arms and legs with different colors. Have the learner put all the body parts together according to step-by-step instructions. For example:

chay naa woklom sii khaaw. .=hsohk;’d],lu-k; Use the round, white face.

waa taa sii nam n lo bon naa. ;k’9kluoheg’bo]’[osohk Put the blue eyes on the face.

waa phom sii dam lo thii hua. ;k’z,lufe]’mujsy; Put the black hair on the head.

105 Lesson 13: Money

1. Content • The counting system for money in Thailand • Simple phrases such as “How much is this?” and “This costs …”

2. Objectives • The learner will be able to ask how much something costs. • The learner will be able to understand the price of something. • The learner will be able to say the price of something.

3. Class time • 1 hour

4. Materials • Thai money or photocopies of Thai money (bills and coins) • Collection of various small objects (e.g., pencils, a book, a cup) and pictures or brochures of valuable items such as a computer, jewelry, a car, etc.

5. Procedure a) Review the numbers (1-10, 20, 35, 100, 1000, 10,000, 100,000, 1,000,000). Write numbers on the board and have the learner say the numbers. b) Show Thai money to the learner. Tell the learner the Thai word for money is “n” (g’bo). Ask the learner what the color of each bill is. Tell the learner what each bill and coin is called and have the learner repeat. Show the bills and coins again and have the learner give their names. c) Explain how to count the money and have the learner practice counting money. Write the price on the board and have the learner say it. For example:

30.50 baht - saamsip baat haasip sataa lk,lb[[kmshklb[l9k’8N 17.75baht - sipcet baat cetsip haa sataa lb[g0Hf[kmg0Hflb[shkl9k’8N 2.25baht - s baat yiisip haa sataa lv’[kmpujlb[shklb[l9k’8N d) Give the learner an amount of money. Have the learner give the amount in bills and coins. e) Write the following phrases on the blackboard:

__noun__ raakhaa thaw ray - ik8kgmjkwsij How much is this? (raakhaa) ______baat - ik8k ______[km (This is) ______baht.

106 f) Give the learner various Thai bills and coins. Place several objects and pictures of various items on the desk and have the learner ask how much they cost. Tell the learner the price and have the learner count out the money for that item. If there is any change, count out the money and give the change to the learner. g) Give some brochures/catalogues to the learner. Ask the learner the price of the items in them and have him/her say the price in Thai. Give the learner the money and have him/her give back the change. h) Write the following sentences on the board. Tell the learner that if he/she wants to change the money into smaller bills or coins, they can use these sentences.

kh lk b sip day may - -vc]dc[‘8Nlb[wfhws, Can I have ten-baht bills? kh lk rian haa day may - -vc]dgsiupPshk[kmwfhws, Can I have five-baht coins? i) Have the learner ask for change for smaller bills or coins and give the money. Give him/her the change. Ask the learner for change and give the larger bills or coins to him/her. Have the learner count out the change.

Note: At the end of the class, the tutor might want to discuss who and what is on the baht bill.

Variations/Follow-up

1. Information gap Prepare two different sheets with items and their prices. Some prices are missing on each sheet. Give one sheet to the learner and the tutor keeps the other sheet. (If there are two learners, give the other one to the other learner.) Take turns asking questions to find out the missing price.

2. Auction game This game is fun if there are many learners in the class. The tutor prepares picture cards with objects, animals, etc. (It can be a good vocabulary review if the tutor uses the pictures of the words that the learners have already learned. The learner, however, can also learn new words from this game.) Tell the learners that the objects will be auctioned off. Each learner has 500.25 baht to spend. Auction the items and give the cards to the buyers. After some items have been sold, tell the learners that what they have bought is worth more or less than what they paid. For example, “You bought a pair of black pants for 180.50 baht. It turns out they are pants from a very famous person and their actual value is 400.25 baht.” or “You bought a red pen for 30 baht. But it turns out that the pen is out of ink and it is really worth 15 baht.”

Put the learners into groups. Give them some picture cards and tell them to think of surprises like in the example for each picture and write them down. After that, have one person from each group go to other groups with the cards and auction the cards to the

107 members of the group. When every group has sold all the cards, have each group tell the story behind the pictures that they sold.

108 Lesson 14: Food

1. Content • Food vocabulary • Kitchenware vocabulary • Cooking and eating vocabulary

2. Objectives • The learner will be able to understand and use vocabulary about food, kitchenware, cooking, and eating. • The learner will be able to understand and follow easy Thai recipes.

3. Class time: • 2 hours

4. Materials • A recipe • Fried rice • Kitchenware such as a pan, a spoon, a cup, and a plate • Ingredients for fried rice such as cooked rice, eggs, sugar, cooking oil, soy sauce, and meat

5. Procedure a) Write the words “aahaan” (vkski, food) and “tamraa aahaan” (9eikvkski, recipe) on the board and tell the learner that today he/she will learn about food and recipes. b) Draw a table that consists of two columns: one labeled Thai and the other English. c) Write the word “suan phasom” (lj;ozl,, ingredient) on the board. Ask the learner to taste the fried rice that is already cooked and ask him/her what he/she thinks the ingredients are. d) When the learner gives the ingredients in English, write them down one by one in the English column and then write the Thai words in the Thai column. Say each word aloud and have the learner repeat. e) Show the actual ingredients of fried rice that the learner guessed correctly. Then point at those ingredients and ask the learner to say the Thai name of each ingredient. f) Show the actual ingredients that the learner did not include when he/she made a guess. Write each word on the board, read them aloud, and have the learner repeat. g) Bring out the kitchenware such as a pan, a spoon, a cup, and a plate. Say and write the name on the board while showing each piece. h) Give the fried rice recipe (Appendix 14A) to the learner. Go over the quantity of each ingredient and introduce the unit terms and classifiers on the recipe. i) Read aloud and follow the recipe step by step while actually cooking the fried rice. Emphasize the cooking terms, such as “han” (syjo, cut) and “phat” (zyf, stir fry), while doing it.

109 j) Give a list of vocabulary to the learner (Appendix 14B). Go over the vocabulary with the learner by asking the learner to read the words aloud. k) Ask the learner to give the instructions for how to cook fried rice without looking at the recipe. The learner can refer to the vocabulary list (Appendix 14B) when he/she gives the instructions. The tutor actually follows the learner’s instructions. Therefore, when the tutor does the wrong thing, the learner knows that he/she has given the wrong instructions or used the wrong words. The tutor may need to help the learner. l) Optional: Give additional lists of vocabulary to the learner (Appendix 14C). Read each word aloud and have the learner repeat. When finished, tell the learner to prepare a recipe in Thai by using the words given on the list and turn it in at the next class. The tutor might have the learner actually cook the food from the recipe. The learner explains the recipe while cooking the food.

Note: At the end of class, tell the learner that unlike in English, in Thai the modifiers usually come after the words they modify. For example:

khaaw phat (rice + fried) = fried rice khaaw phat kay (fried rice + chicken) = chicken fried rice khaaw phat muu (fried rice + shrimp) = shrimp fried rice k na (curry + beef) = beef curry kaaf rn (coffee + hot) = hot coffee chaa yen (tea + cold) = cold tea (iced tea)

Variations/Follow-up

1. Guess the recipe Find two sets of different pictures of different food. Give a set of pictures with the recipes to the learner. Keep the other set. Take turns showing the pictures and letting the other guess the ingredients and recipes.

110 Appendix 14A tamraa aahaan

khaaw phat muu/ku/na/kay suan phasom khaaw suk 2 tuay muu/ku/na/kay 150 ram khay 2 f namtaan 1 chnto

¼ namman tuay siiiw khaaw 3 chnto

1. han l mak m/na/kay kap siiiw khaaw 1 chnto. 2. say namman nay kratha. say m/na/kay phat kap siiiw khaaw con m/na/ kay suk. 3. say khaaw l khay lo phat con khay suk. 4. tak khaaw phat say caan.

111 9eikvkski

-hk;zyfs, ^ /dh’6 / gonhv/ wdj

lj;ozl, -hk;l6d 5h;p 2 s, ^ /d6h’/ gonhv/ wdj 150 diy, w-j av’ 2 ohe9k] 1 =hvoF9Ut ohe,yo ¼ 5h;p

:uvbh;-k; 3 =hvoF9Ut

1. syjoc]ts,yds,^/d6h’/gonhv/wdjdy[:uvbh;-k; 1 =hvoF9Ut

2. .ljohe,yo.oditmt .ljs,/^ d6h’/gonhv/wdj zyfdy[:uvbh;-k;0os,^/d6h’/gonhv/wdjl6d

3. .lj-hk;c]tw-j]’zyf0ow-jl6d

4. 9yd-hk;zyf.lj0ko

RECIPE

KHAO PHAD MOO/KUNG/NUA/KAI (Fried rice with pork/shrimp/beef/chicken) Ingredients

2 cups of cooked rice 150 grams of pork or shrimp or beef or chicken 2 eggs 1 tablespoon of sugar ¼ cups of cooking oil 3 tablespoons of soy sauce

1. Cut up the pork or beef or chicken and marinate in 1 tablespoon of soy sauce. 2. Heat the oil in the pan; fry the pork, beef, chicken, or shrimp with the soy sauce until the meat is done. 3. Add the rice and eggs; continue stirring until the eggs are done. 4. Put the fried rice on a plate.

112 Appendix 14B Vocabulary

Thai English aahaan vkski food tamraa aahaan 9eikvkski recipe suan phasom lj;ozl, ingredient khaaw -hk; rice phat zyf stir-fry m s,^ pork ku d6h’ shrimp na gonhv beef kay wdj egg namtaan ohe9k] sugar namman ohe,yo oil siiiw khaaw :uvbh; soy sauce han syjo cut into pieces mak s,yd marinate say .lj put into tak 9yd take out of f av’ classifier of ‘egg’ thuay 5h;p cup chnto =hvoF9Ut tablespoon kratha ditmt pan caan 0ko plate suk l6d well-cooked r sinv or kap dy[ with, and

113 Appendix 14C Vocabulary

Thai English khra dm g8injv’fnj, beverage nam plaw ohegx]jk regular water chaa =k tea kaa f dkca coffee nam at lom ohevyf], soda pop biaa g[upiN beer law gs]hk liquor nam k ohec-H’ ice yen gpHo cold rn ihvo hot

Food

Thai English aahaan vkski food khaaw -hk; rice kuay tiaw dJ;pg9uJp; noodle k cd’ curry khay w-j eggs kay wdj chicken m s,^ pork na gonhv beef ku d6h’ shrimp plaa x]k fish phak zyd vegetable

114 Spice & sauce

Thai English nam tan ohe9k] sugar kla gd]nv salt phrik thay ribdwmp pepper phrik ribd chili namplaa ohex]k fish sauce

Cooking, eating terms and utensils

Thai English tham aahaan mevkski cook tht mvf deep fry phat zyf stir fry p v[ bake, roast yaa pjk’ grill tom 9h, boil kratha ditmt pan taw g9k stove caan 0ko plate chaam =k, bowl thuay 5h;p cup kw cdh; glass chn =hvo spoon chn chaa =hvo=k teaspoon chn to =hvoF9Ut tablespoon sm lhv, fork miit ,uf knife

115 Miscellaneous

Thai English kin dbo eat dm fnj, drink khanom -o, dessert, snack phonlamay z]w,h fruit waan s;ko sweet khem g8H, salty phet gzHf spicy hot priaw gxiuhp; sour ct 0nf mild, bland

116 Lesson 15: Market talk

1. Content • Language of the marketplace • Language of bargaining

2. Objectives • The learner will be able to communicate with sellers in a market. • The learner will be able to bargain to acquire items.

3. Class time • 1 hour

4. Materials • Pictures of market scenes • Cards with phrases from Appendix 15C • Set of picture cards that consist of categories of items such as furniture, food, clothing, bags, shoes, souvenirs, etc. • Vocabulary cards (Appendix 15B)

5. Procedure a) Give the learner Appendix 15A which is a list of vocabulary that will be covered in this lesson. Go over the vocabulary and have the learner repeat. b) Give the learner 3 minutes to study the vocabulary list. c) Have the learner turn over two cards from the vocabulary card set (see Appendix 15B). If two cards contain the words that do not match, the learner has to turn one card over and turn over a new card. Repeat this until the learner finds the word and its matching English translation. d) Show the learner pictures of market scenes and describe the scenes in simple sentences. e) Give the learner a stack of index cards. Each card contains a phrase that is used by either a customer and by a seller in the market (see the examples of phrases in Appendix 15C). A Thai phrase is written on one side of the card and its English translation on the other. The cards are put together in the stack with the Thai version face down. f) Have the learner go through the cards card by card and read the English translations. Have them turn the card over. g) Say the phrase aloud and have the learner repeat. Do this until all the cards are turned over. h) Have the learner sort the index cards into two stacks: the seller and the customer stacks. The seller’s stack consists of the cards that contain phrases used by sellers. The customer’s stack has phrases used by customers. i) Set up a role-play situation in which the tutor is the seller and the learner is the buyer. Have the learner use the index cards for help at first. Then, take away the index cards one by one until no cards are left and the learner has to say the sentences on his/her own.

117 j) Repeat step (i). This time learner takes the seller’s role and the tutor the customer’s role.

Notes: At the end of class, the tutor can share with the learner the types of markets where people can and cannot bargain.

Variations/Follow-up

Role Play Set up a situation where the learner plays the role of a customer and the tutor plays the role of a seller. Use paper money and actual items in the role-play. The tutor, as a seller, might create a situation where the learner has to solve the problem. For example, the seller has no change.

118 Appendix 15A

Vocabulary

Thai English raakhaa ik8k price ph cr’ expensive thuuk 5^d cheap lot raakhaa ]fik8k reduce the price s :nhv buy khon khaay 8o-kp seller thaw ray gmjkwsij how much n thn g’bomvo change

119 Appendix 15B Vocabulary cards

price raakhaa

expensive ph

cheap thuuk

reduce the price lot raakhaa

buy s

seller khon khaay

how much thaw ray

change n thn

120 Appendix 15C Phrases used by customers: ______raakhaa thawray = ______ik8kgmjkwsi How much is ______? p pay noy = cr’wxsojvp It’s too expensive. lot raakhaa noy day may = ]fik8ksojvpwfhws, Can you reduce the price? __(100 baat)__ day may = 100 [kmwfhws, How about _(100 baht)_? (2 tua) 150 baat day may = lv’9y; 150 [kmwfhws, If I buy two shirts, can I get them for (150 baht)?

Phrases used by sellers: raakhaa __(150 baat)____ = ik8k 150 [km It costs __(150 baht)____. may day = w,jwfh No. nii raakhaa phiseet lw = oujik8krbgLKc]h; This price is a special price. k day = dHwfh Okay, yes. raakhaa thuuk lw = ik8k5^dc]h; It’s already cheap. lot may day = ]fw,jwfh I can’t reduce the price.

121

Part III: Task-Based Lessons

Chapter 6: Introduction to Task-based Lessons

This section is intended for intermediate or advanced learners. At this point in the acquisition process, it is assumed that the learner can understand and participate in simple conversations, and is proficient enough in the second language to begin investigating the target culture in a more rigorous manner. In order to help the learner and tutor meet these goals, this section contains ideas for task-based lessons.

There are two types of tasks: pedagogic and real life tasks. Pedagogic tasks are activities that are specifically carried out in the classroom. That is, you would probably never carry out this task anywhere other than in the language class. Examples of pedagogic tasks include reading dialogues and dictation exercises. Real life tasks, on the other hand, are tasks that directly relate to the learner’s future needs. Examples of real life tasks for learners of Thai might include taking a train, ordering a meal in a restaurant, or buying things in the market.

The first step in setting semester objectives at this level is to define real-life tasks that the learner expects to encounter in the target culture. For this, the tutor and the learner need to work together, defining major goals and specific tasks to address. The following chapter provides a collection of lessons for a number of common real life tasks that the learner will most likely need. Beginning with these lessons, new lessons for new tasks can be developed.

Task-based lessons begin with a passage describing how a particular task is carried out in Thailand. The purpose of these texts is to introduce the learner to the vocabulary relevant to the task. By listening to and reading the passage, the learner is provided with the necessary vocabulary to talk bout the task and to do follow-up activities. These follow-up activities are intended to help the learner get important practice in oral communication as well as guide the learner in acquiring essential cultural information.

122

Chapter 7: Task-Based Lessons

Lesson 1: Eating and ordering

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 1A) • Pictures of major Thai food (Appendix 1B) • Pictures of different types of restaurants in Thailand (Appendix 1C)

3. Pre-reading activity a) Give the vocabulary list (Appendix 1A) to the learner. b) Go over the vocabulary with the learner and have the learner repeat the words. c) Give the learner 2 minutes to study the vocabulary list. d) Call out the vocabulary words in random either in Thai or in English. The learner gives the meaning of the words in the other language. Do this until the learner gets all the words right. e) Ask the learner if he/she has ever had Thai food. If they have, what does he/she think about Thai food? What dishes does he/she like? Show the food pictures in Appendix 1B and ask the learner if he/she knows any of those dishes.

4. Presenting the text Read the passage to the learner once and have the learner read the passage aloud. Show pictures of different kinds of restaurants in Thailand (Appendix 1C) and explain to the learner how to order food in these restaurants.

aahaan thay pen thii ruucak kan waa phet rn. khaaw pen aahaan lak thii kin phrm kap k, nua, phak l khra cim. weelaa thii khon thay kin khaaw duay kan, t la khon ca mii caan khaaw kh tua ee. t ca kin kap khaaw ruam kap khon n. khon thay chay sm koy aahaan say chn pha tak maa thii chaan r nam khaw paak. khon thay ya chay chn tat aahaan.

kaan sa aahaan nay raan aahaan tktaa pay taam prapheet kh raan. baa raan mii raay kaan aahaan hay luuk kaa. baa raan mii raay kaan aahaan khanaat yay tit yuu thii kamph. doy maak raay kaan aahaan pen phaasaa thay l may mii ruup. raan aahaan thii mii aahaan thii tham set lw waa way thii naa raan. khun ca t sa aahaan thii tuu aahaan doy kaan chii aahaan thii tkaan. nay raan aahaan suan yay yokwen raan aahaan thii ruuraa r raan aahaan p p, khun may t hay thip.

vkskiwmpgxHomuji^h0yddyo;jkgzHfihvo -hk;gxHovkskis]ydmujdborihv,dy[cd’ gonhv zydc]tg8injv’0bh, g;]k muj8owmpdbo-hk;fh;pdyo c9j]t8o0t,u0ko-hk;-v’9y;gv’c9j0tdbody[-hk;ij;,dy[8ovnjo 8owmp.=hlhv,Fdp vkski.lj=hvogrnjv9yd,kmuj0kosinvoeg-hkxkd 8owmppy’.=h=hvo9yfvkski

123 dkilyj’vkski.oihkovkskic9d9jk’wx9k,xitg4m-v’ihko [k’ihko,uikpdkivkski.sh]^d8hk [k’ihko,u ikpdkivkski-okf.sPj9bfvp^jmujdecr’ Ffp,kdikpdkivkskigxHo4kKkwmpc]tw,j,ui^x ihkovkskimuj,u vkskimujmegliH0c]h;;k’w;hsohkihko 86I0t9hv’lyj’vkskimuj9^hvkski Ffpdki=uhvkskimuj9hv’dki .oihkovkski lj;o.sPjpdg;hoihkovkskimujsi^siksinvihkovkskicr’q 86Iw,j9hv’.shmbx

Thai food is widely known for being hot and spicy. Rice is the staple food and is usually eaten with soups, curries, stir-fried meats or vegetables accompanied with sauces or dips. Usually when eating together, each person at the table has his/her own dish of rice but shares the other dishes with others. Thai people use a fork and a spoon. A fork is used to push food onto the spoon and carry it to the rice plate or to the mouth. The spoon is also used to cut the food.

Ordering food in restaurants differs depending on the type of restaurant. Some restaurants have menus for customers but some have big menus on the wall. Usually, the menus are written in Thai and have no pictures. However, at the restaurants where cooked food is shown in front of the place, you have to order at the food window. You just point at the food you want to order. In most restaurants, except luxurious or expensive restaurants, tips are not required.

5. Comprehending the text a) Make 4-5 questions from the text. b) Have the learner make 4-5 questions as well. c) Write each question on a separate piece of paper. It does not matter if some questions overlap. d) Put all the pieces of paper into a hat. e) Take turns drawing the question out of the hat. f) Ask the question to the other person. One point is given for a correct answer.

Note: If there is more than one learner, divide them into two teams and have both teams make the questions. Both teams take turns drawing and asking questions. The team that gets more points wins.

Sample questions: khon thay chay a-ray nay kaan kin khaaw. 8owmp.=hvtwi.odkidbo-hk; What table utensils do Thai people use when eating rice?

nay raan aahaan thii mii aahaan thii tham set lw waa way thii naa raan. khun ca t sa aahaan yaaray. .oihkovkskimuj,uvkskimujmegliH0c]h;;k’w;hsohkihko 86I0tlyj’vkskivpjk’wi How do you order food in the restaurants where cooked food is shown in front of the place?

a-ray kh aahaan lak kh khon thay.

124 vtwi8nvvkskis]yd-v’8owmp What is the main dish in every meal of Thai people?

6. Discussion questions Show pictures of various types of restaurants in Thailand. Have the learner guess and say what kind of food each serves, how to order food and if he/she has to tip the servers in those restaurants.

7. Suggested Activities

1. Get to know Thai food Put pictures of common dishes in Thailand from Appendix 1B on the table. Pick a dish. Do not tell the learner which picture was chosen. Then describe the dish by telling the learner what the ingredients are and what the food tastes like. Have the learner pick the picture that he/she thinks matches the description. Then give the answer and tell the learner what to remind the seller when ordering the food (e.g., tell the seller that you want it mild because the food is basically very spicy hot).

2. Role play a) Prepare a conversation between a server and a customer at a restaurant such as the one below. Write each sentence without its translation on different pieces of paper. ca sa a-ray khrap/kha 0tlyj’vtwi8iy[/8t What would you like to order?

mii raaykaan aahaan may khrap/kha. ,uikpdkivkskiws,8iy[/8t Do you have a menu?

may mii khrap/kha. w,j,u8iy[/8jt No, we don’t have a menu.

mii a-ray nnam may khrap/kha. ,uvtwicotoews,8iy[/8t Can you recommend something?

mii aahaan caan diaw chen khaaw phat, khaaw raat k. kap khaaw chen k kay, phat phak k mii khrap/kha. ,uvkski0kogfup;g=jo -hk;zyf -hk;ikfcd’ dy[-hk;g=jo cd’wdj zyfzyd dH,u8iy[/8jt We have one-dish foods such as fried rice or rice with curry. Or you can order something to go with rice such as chicken curry, stir-fried vegetables.

mii phat thay may khrap/kha.

125 ,uzyfwmpws,8iy[/8t Do you have phad thai?

may mii khrap/kha. w,j,u8iy[/8t We don’t have phad thai.

kh khaaw phat khrap/kha -v-hk;zyf8iy[/8t Can I have fried rice?

rap naam a-ray khrap/kha. iy[ohevtwi8iy[/8t What kind of drink would you like?

kook kap nam kh n kw. F8hddy[ohec-H’so7j’cdh; Coke and a glass of ice.

k nii chay may khrap/kha c8jouh.=jws,8iy[/8t Will that be all?

khrap/kha 8iy[/8t Yes. b) Mix up all the pieces of paper. Tell the learner that this is a conversation between a server and a customer at a restaurant. Have the learner put the sentences in the correct order. c) Have the learner role-play with another learner or with the tutor, using the conversation as a guideline. In the first round, the learner plays the role of the customer and the second round, the server.

126 Appendix 1A Vocabulary (kham sap, 8eLyrmN)

Thai English phet rn gzHfihvo spicy hot khra cim g8injv’0bh, sauce, dip sa lyj’ order chii =uh point at prapheet xitg4m type raay kaan aahaan ikpdkivkski menu tuu aahaan 9^hvkski food window chn =hvo spoon sm lhv, fork lak s]yd main

127 Appendix 1B

Pictures of Thai dishes

k phet pet yaa (cd’gzHfgxHfpjk’, red curry duck)

phat phak (zyfzyd, fried mixed vegetables)

128 tom yam ku (9h,ped6h’, shrimp tom yam)

muu sate (s,^ltg9Ut, pork satay)

129 khaaw (-hk;, rice)

130 Appendix 1C raan aahaan (ihkovkski, restaurant)

131 Lesson 2: Taking a taxi in Bangkok

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 2A) • Vocabulary cards (Appendix 2B) • Pictures of taxis and samlors (Appendix 2C)

3. Pre-reading activity a) Give the vocabulary list (Appendix 2A) to the learner. b) Read the words aloud and have the learner repeat. c) Give the learner 3 minutes to study the list. d) Prepare the index cards by cutting up the Thai words from their English translations (Appendix 2B). e) Shuffle the cards and put them on the table. f) Have the learner try to match the word with the meaning. When the learner is finished, check to see if their matching is correct. If not, give some hints to help him/her match all the words correctly.

4. Presenting the text Read the following passage to the learner. While reading the passage, show the pictures of taxis and samlors and point to the pictures to help the learner better understand the passage. thksii pn kaan khamanakom iik bp n nay kruutheep. phuu doy saan riak thksii caak khaa thaa. ma khun hen thksii hay m thii mum saay kh kracok naa rot. thaa mii fay sii d bk waa waa sad waa thksii khan nan may mii phuu doy saan. t thaa may mii fay sad waa thksii khan nan mii phuu doy saan. kn kn thksii khuan triam n hay prm. khn khap thksii mak may mii n thn. nay kruutheep mii rot thksii mit. thaa rot thksii khan nan may mii mit khun t tok lo raakhaa khaa doy saan kn khn rot. khaa doy saan khn yuu kap rayathaa l kaan caraacn. khon khap rot thksii plian ka weelaa 15.30-16.00 naalikaa. l aat may rap phuu doy saan. thaa t chay thaa duan phuu doy saan t caay khaa thaa duan e. khun may campen t thip khon khap rot thksii. rot thksii iik prapheet k rot tuk tuk r saam l. rot saam l may mii mit. phuu doy saan t tok lo raakhaa khaa doy saan kap khon khap rot kn khn rot. doy maak khaa doy saan rot saam l thuuk kwaa rot thksii. cmHd:ujgxHodki8,ok8,vudc[[so7j’.odi6’gmr z^hFfplkigiupdcmHd:uj0kd-hk’mk’ g,njv86IgsHocmHd:uj .sh,v’muj,6,:hkp-v’dit0dsohki5 5hk,uwalucf’[vd;jk ;jk’ clf’;jkcmHd:uj8yooyhow,j,uz^hFfplki c9j5hkw,j,uwa clf’;jkcmHd:uj8yooyho,uz^hFfplki djvo-7hocmHd:uj8;ig9iup,g’bo.shrihv, 8o-y[i5cmHd:uj,ydw,j,ug’bomvo .odi6’gmr,ui5cmHd:uj,bg9viN 5hkcmHd:uj8yooyhow,j,u,bg9viN 86I9hv’9d]’ik8kdjvo-7hoi5 ik8k8jkFfplki-7hovp^j

132 dy[itptmk’c]tdki0ik0i 8o-y[cmHd:ujgx]ujpodtg,njvg;]k 15.30-16.00 ok>bdkc]tvk0w,jiy[z^hFfplki 5hk9hv’.=hmk’fj;o z^hFfplki9hv’0jkp8jkmk’fj;ogv’ 86Iw,j0egxHo9hv’mbx8o-y[i5cmHd:uj i5cmHd:ujvud xitg4m8nvi5lk,]hvsinv96Ud9U6d i5lk,]hvw,j,u,bg9viN z^hFfplki9hv’9d]’ik8k8jkFfplkidy[8o-y[i5djvo-7ho i5 Ffp,kd8jkFfplkii5lk,]hv5^dd;jki5cmHd:uj

Taxis are another form of transportation in Bangkok. Usually people hail a taxi from the sidewalk. When you see a taxi from afar, look at the left front of its windshield. If there is a red light on showing a word “Wang” (empty), it means that taxi is unoccupied. But if the light is turned off, it means that it is occupied. Before you take a taxi, make sure that you have change.

Taxi drivers often do not have change. Metered taxis are available in Bangkok. If taxis do not have meters, fares must be agreed on before leaving. The amount varies depending on the distance and traffic. Drivers change shifts at about 3.30-4.00 p.m. and may not accept you during that time. In the case of using an expressway, passengers must pay tolls. Taxi drivers do not require a tip, but it is appreciated. Another kind of taxi is called a tuk-tuk or samlor—a three-wheeled open-air vehicle. Samlors do not have meters so the fare should be settled before leaving. It should cost less than the price of a comparable journey by metered taxi.

5. Comprehending the text a) Write comprehension questions on different pieces of paper. Fold those pieces of paper and put them in a hat. b) If there is more than one learner in the class, divide the learners into two groups. c) Have the learner draw a question from the hat. The tutor reads the question and the learner answers the question. d) Play hangman. If the learner does not answer the question correctly, draw a part on his/her hangman. If the learner answers correctly, draw a part on your hangman. e) Repeat steps c)-d). The person with the dead hangman loses the game.

Samples of comprehension questions: thammay khon khap rot thksii may rap phuu doy saan nay chua weelaa 15.30-16.00 naalikaa mew,8o-y[i5cmHd:ujw,jiy[z^hFfplki.o=j;’g;]k 15.30-16.00 ok>bdk Why do the taxi drivers refuse to take passengers from 3.30-4.00 p.m.?

ma khun hen thksii klay klay khun ca ruu day aa ray waa thksii khan nan mii phuu doy saan r may. g,njv86IgsHocmHd:ujwd]q 86I0ti^hwfhvpjk’wi;jkcmHd:uj8yooyho,uz^hFfplkisinvw,j When you see a taxi from afar, how do you know whether or not the taxi is occupied?

133 saaml kh a-ray lk,]hv8nvvtwi What are samlors?

6. Discussion questions Provide some time for the learner to ask questions about taking a taxi in Bangkok. If the learner does not have any questions, ask him/her some questions or create situations that can lead to a short discussion. For example: • What would you do if you cannot explain the place of your destination to the driver? • In the United States, there is a taxi paging service. Do you think there is the taxi paging service in Bangkok? If so, where do you think you can get the number of the taxi paging service? • In case the taxi has no meter and you have to negotiate the price with the driver, how do you know what price is a reasonable price is?

7. Suggested activities

1. Writing a story Write ten words on the blackboard that the learner has learned from the text such as the words on the vocabulary list. Have the learner write a creative story using those ten words. After he/she finishes, have the learner tell the story. If there is more than one learner in the class, have all of them tell their stories. Then have the class vote for the best or most creative story.

2. Interview Have the learner interview you about an interesting taxi trip in Thailand. Then have them retell the story to you or to other classmates (if any).

3. Role-play Role-play a conversation between you and a taxi driver. The conversation should include telling him your destination, bargaining (assume that it is a non-metered taxi), giving the driver directions, giving the driver the fare, and the driver giving change. If there is only one learner in the class, the tutor acts as the taxi driver and the learner the passenger. The tutor can provide a map so that the learner can refer to a real location. The example of the dialog is as follows:

pay sa-naam bin thaw ray khrap wxlok,[bogmjkwsij8iy[ I want to go to the airport. How much is it?

200 baat khrap. 200 [km8iy[ 200 baht.

134 150 baat day may. sa-naam bin yuu may klay ly. 150 [kmwfhws, lok,[bovp^jw,jwd]g]p The airport is not far. Is 150 baht OK? may klay t tn nii rot tit maak na khrap. w,jwd] c9j9voouhi59bf,kdot8iy[ Although the airport is not far, the traffic is currently bad.

180 baat la kan. phom ruu thaa lat. 180 [km]tdyo z,i^hmk’]yf I know a shortcut. We can take the shortcut. Is 180 baht OK?

tok lo 180 baat. t phom may ruu thaa lat. 9d]’ 180 [km c9jz,w,ji^hmk’]yf OK. 180 baht. But, I don’t know the shortcut to the airport.

may pen ray. phom bk thaa hay. liaw saay. tro pay th sii yk. lw liaw khwaa. sa-naam bin ca yuu khaa naa. w,jgxHowi z,[vdmk’.sh g]uhp;:hkp 9i’wx57’lujcpd c]h;g]uhp;-;k lok,[bo0tvp^j-hk’sohk I can tell you. Turn left. Go straight until you reach the intersection. Then turn right. The airport will be ahead of us.

th lw khrap. 57’c]h;8iy[ (At the airport) Here we are.

(phuu doy saan so n hay) nii khrap. (z^hFfplkilj’g’bo.s)h ouj8iy[ (The passenger hands over the money to the driver.) Here you go.

phom may mii n thn khrap z,w,j,ug’bomvo8iy[ I don’t have change.

phom kh lo pay lk n. diao maa na khrap (klap maa caak lk n) nii khrap. z,-v]’wxc]dg’bo gfuJp;,kot8iy[ (d]y[,k0kdc]dg’bo) ouj8iy[ I need to get some change. I’ll be right back. (The passenger is back from getting some change.) Here you go.

135 khp khun khrap. -v[86I8iy[ Thank you

Note: The tutor can also write each sentence of the above dialog on a different piece of paper, mix them up, and have the learner put them in order. The learner can ask the tutor for the words that he/she does not know. After that, the tutor and the learner do the role- play using the dialog. At the beginning the learner is allowed to look at the pieces of dialog. However, the tutor gradually takes away the pieces of the dialog until no piece is left. Then the learner has to say the dialog on his/her own.

136 Appendix 2A Vocabulary (kham sap, 8eLyrmN)

Thai English kaan khamanakom dki8,ok8, transportation kaan caraacn dki0ik0i traffic phuu doy saan z^hFfplki passenger khaa doy saan 8jkFfplki (taxi, bus) fare rayathaa itptmk’ distance thaa duan mk’fj;o express way n thn g’bomvo change kracok dit0d mirror, windshield (car) khn yuu kap -7hovp^jdy[ depend on plian ka gx]ujpodt switch shifts prm rihv, ready

137 Appendix 2B Vocabulary (kham sap, 8eLyrmN) kaan khamanakom transportation

kaan caraacn traffic

phuu doy saan passenger

khaa doy saan (taxi, bus) fare

rayathaa distance

thaa duan express way

n thn change

kracok mirror, windshield (car)

khn yuu kap depend on

plian ka switch shifts

prm ready

138 Appendix 2C

thksii (cmHd:u,j taxi)

saam l (lk,]hv, samlor)

139 Lesson 3: Getting a room in a hotel

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 3A) • Fill-in-the-blank passage (Appendix 3B)

3. Pre-reading activity a) Give Appendix 3A to the learner. Go over the vocabulary. b) Give Appendix 3B to the learner. (Appendix 3B is the text that the learner is going to read later.) c) Have the learner fill in the blanks in Appendix 3B, selecting the words from the vocabulary list in Appendix 3A. d) Read the following text to the learner and have the learner check his/her answers.

4. Presenting the text Read the following text to the learner once and have the learner check his/her answers to Appendix 3B. See if the learner has the correct answer in each blank. Ask the learner if he/she usually makes reservations for hotels or if he/she gets hotels on-site when he/she travels in the United States. Ask the learner how he/she finds the information about accommodations. Read the text again and have the learner listen to the text. After finishing, have the learner read aloud.

nay ma yay mii roorm maak maay tat roorm thii ruuraa con th roorm can prayat. nay ma lek lek mii roorm ththin r riist thii khun saamaat phak day. khun aat haa raay ch roorm ththin l riist caak nas namtiaw l c thii phak way luanaa. t nas namtiaw aat may bk kiawkap sa-phaap kh roorm ththin. baa roonrm may mii  nay hnn. t mii phatlom hay. baa roorm may mii hnaam suan tua. baa roorm may mii hnam chak krook. phuu chay hnam t tak naam raat ee. t roorm ththin raakhaa may ph maak. khun saamaat kh duu h kn thii ca khaw phak day.

.og,nv’.sPj,uFi’ci,,kd,kp9yh’c9jFi’ci,mujsi^sik0o57’Fi’ci,=yhoxitspyf .og,nv’g]Hdq ,uFi’ci,mhv’5bjo sinviulviNmmuj86Ilk,ki5rydwfh 86Ivk0skikp=njvFi’ci,mhv’5bjoc]tiulviNm0kdsoy’lnvoegmujp;c]t0v’mujryd w;h]j;’sohk c9jsoy’lnvoegmujp;vk0w,j[vdgdujp;dy[l4kr-v’Fi’ci,mhv’5bjo [k’Fi’ci,w,j,ucviN.oshv’ovo c9j,uryf],.sh [k’csj’w,j,ushv’oehlj;o9y; [k’Fi’ci,w,j,ushv’ohe=ydF8id z^h.=hshv’ohe9hv’9ydoheikfgv’ c9jFi’ci,mhv’5bjoik8kw,jcr’,kd 86Ilk,ki5-vf^shv’djvomuj0tg-hkrydwfh

In big cities, there are a lot of hotels ranging from luxurious to economy class hotels. In small towns, there are some local hotels or resorts that you can stay in. You may find a list of local hotels and resorts from a guidebook and make reservations in advance. However, the guidebook might not tell you about the condition of the local hotels. Some

140 hotels do not have air-conditioners in the rooms. But usually they have fans in the rooms. You may or may not have your own restroom. Some hotels or resorts do not have restrooms with flush toilets. The user needs to pour water to flush it. However, local hotels are not very expensive and you can always ask to see the rooms before you check in.

5. Comprehending the text a) Prepare a set of yes/no questions from the text. b) Ask the learner the questions. Although the questions are yes/no questions, the learner is not allowed to say “yes” or “no.” He/she has to repeat the sentence if the answer is yes. If the answer is “no,” the learner has to give the correct answer. Give the learner five “lives” and let him/her lose one life each time he/she makes a mistake, that is, says “yes” or “no” or gives the wrong answer.

Note: If there is more than one learner, divide them into two teams. The team that has more lives left wins.

Sample questions: nas namtiaw may bk kiawkap sa-phaap kh roorm ththin chay may. soy’lnvoegmujp;w,j[vdgdujp;dy[l4kr-v’Fi’ci,mhv’5bjo.=jws, The guidebooks always tell you about the condition of the hotels, don’t they?

sa-phaab kh roorm ththin mii laaklaay chay mai l4kr-v’Fi’ci,mhv’5bjo,us]kds]kp.=jws, The conditions of local hotels vary, don’t they?

roorm ththin thuk h mii  nay hnn chay mai. Fi’ci,mhv’5bjom6dcsj’,ucviN.oshv’ovo.=jws, All the local hotels have air-conditioners in the bedrooms, don’t they?

roorm ththin thii may mii  nay hnn.may mii phatlom hay chay mai. Fi’ci,mhv’5bjomujw,j,ucviN.oshv’ovow,j,uryf],.sh.=jws, The local hotels without air-conditioners usually do not have a fan in the rooms, do they?

roorm ththin thuk h mii hnam suan tua hay chay mai. Fi’ci,mhv’5bjom6dcsj’,ushv’oehlj;o9y;.sh.=jws, You always get your own bathroom in local hotels, don’t you?

roorm ththin thuk h mii hnam chak krook chay mai Fi’ci,mhv’5bjom6dcsj’j,ushv’ohe=ydF8id.=jws, There are always flushing toilets in the local resorts’ restrooms, aren’t there?

141 khun may saamaat kh duu h kn thii ca khaw phak chay mai. 86Iw,jlk,ki5-vf^shv’djvomuj0tg-hkryd.=jws, You cannot ask to see the rooms in local hotels before you check in, can you?

6. Discussion questions Discuss with the learner how travelers can get information about the hotels and resorts in small towns or rural areas.

7. Suggested Activities

Role-play a) Prepare a conversation between a hotel employee and a customer such as the one below. Write each sentence without its translation on different pieces of paper.

thii nii mii h waa may khrap/kha. mujouj,ushv’;jk’ws,8iy[/8t Do you have any available rooms?

khun mii kan kii khon khrap/kha. 86I,udyoduj8o8iy[/8t How many people do you have?

sii khon khrap/kha luj8o8iy[/8jt Four people.

mii h diaw l h khuu tkaan bp nay khrap/kha. ,ushv’gfujp;c]tshv’8^j 9hv’dkic[[wso8iy[/8t We have single and double rooms. Which do you prefer?

kh duu h day may khrap/kha. -vf^shv’wfhws,8iy[/8t Can I take a look at the rooms?

day khrap/kha. wfh8iy[/8jt Okay.

h diaw l h khuu raakhaa thaw ray khrap/kha. shv’gfujp;c]tshv’8^jik8kgmjkwsij8iy[/8t How much do single rooms and double rooms cost?

142 h diaw raakhaa 150 baat t kn, h khuu raakhaa 200 baat t kn shv’gfujp;ik8k 150 [km9jv8no shv’8^jik8k 200 [km9jv8no Single rooms are 150 baht per night. Double rooms cost 200 baht per night.

kh h khuu s h khrap/kha. -vshv’8^jlv’shv’8iy[/8jt I’d like two double rooms.

khun tkaan yuu kii kn khrap/kha. 86I9hv’dkivp^jduj8no8iy[/8t How many nights do you plan to stay?

n kn khrap/kha. so7j’8no8iy[/8jt One night.

h b 202 l 204 khrap/kha. shv’g[viN 202 c]t 204 8iy[/8jt Your room numbers are 202 and 204.

t c k caak roorm kii moo khrap/kha. 9hv’c0h’vvd0kdFi’ci,dujF,’8iy[/8t What time is check out?

thia khrap/kha. gmujp’8iy[/8jt Noon.

khbkhun khrap/kha. -v[86I8iy[/8jt Thank you. b) Mix up all the pieces of paper. c) Tell the learner that this is a conversation between a hotel clerk and a customer at a hotel. d) Have the learner put the sentences in the correct order. e) Have the learner role-play with another learner or with the tutor, using the conversation as a guideline. In the first round, the learner plays the role of the customer and the second round, the hotel employee.

143 Appendix 3A Vocabulary (kham sap, 8eLyrmN)

Thai English roorm Fi’ci, hotel ruuraa si^sik luxurious prayat xitspyf economical ththin mhv’5bjo local nas namtiaw soy’lnvoegmujp; guidebook sa-phaap l4kr condition phatlom ryf], fan hnam shv’ohe bathroom hnam chak krook shv’ohe=ydF8id flushing toilet suan tua lj;o9y; private c 0v’ reserve, book khaw g-hkryd check in

144 Appendix 3B

lak kham sap caak Appendix 3A maa tm lo nay chwaa g]nvd8eLyrmN0kd Appendix 3A ,kg9b,]’.o=jv’;jk’ Fill in the blanks using the words from the vocabulary sheet (Appendix 3A) nay ma yay mii roorm maak maay tat roorm thii ______con th roorm can prayat. nay ma lek lek mii roorm ththin r riist thii khun saamaat phak day. khun aat haa raay ch roorm ththin l riist caak ______l ______thii phak way luanaa. t nas namtiaw aat may bk kiawkap ______kh roorm ththin. baa roonrm may mii  nay hnn. t mii ______hay. baa roorm may mii hnaam suan tua. baa roorm may mii hnam chak krook. phuu chay hnam t tak naam raat ee. t roorm ththin raakhaa may ph maak. khun saamaat kh duu h kn thii ca ______day.

.og,nv’.sPj,uFi’ci,,kd,kp9yh’c9jFi’ci,mu______j 0o57’Fi’ci,=yhoxitspyf .og,nv’g]Hdq ,uFi’ci, mhv’5bjosinviulviNmmuj86Ilk,ki5rydwfh 86Ivk0skikp=njvFi’ci,mhv’5bjoc]tiulviNm0kd______c]t ______mujrydw;h]j;’sohk c9jsoy’lnvoegmujp;vk0w,j[vdgdujp;dy[______-v’Fi’ci,mhv’5bjo [k’ Fi’ci,w,j,ucviN.oshv’ovo c9j,u______.sh [k’csj’w,j,ushv’oehlj;o9y; [k’Fi’ci,w,j,ushv’ohe =ydF8id z^h.=hshv’ohe9hv’9ydoheikfgv’ c9jFi’ci,mhv’5bjoik8kw,jcr’,kd 86Ilk,ki5-vf^shv’djvomuj0t ______wfh

In big cities, there are a lot of hotels ranging from ______to economy class hotels. In small towns, there are some local hotels or resorts that you can stay in. You can find a list of local hotels and resorts from a ______and ______in advance. However, the guidebook might not tell you about the ______of the local hotels. Some hotels do not have air-conditioners in the rooms. But usually they have ______in the rooms. You may or may not have your own restroom. Some hotels or resorts do not have restrooms with flush toilets. The user needs to pour water to flush it. However, local hotels are not very expensive and you can always ask to see the rooms before you ______.

145 Appendix 3C

146 Lesson 4: Taking a bus in Bangkok

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 4A) • Pictures of public buses in Bangkok (Appendix 4B)

3. Pre-reading activity a) Cut a picture of a public bus (Appendix 4B) in Bangkok into six pieces like a jigsaw puzzle. Arrange all the pieces into the picture and put them face down on the table so that the learner will not see the picture. Number the back of each piece. b) Ask the learner to turn over one piece of the jigsaw. Have the learner ask a yes-no question and then try to guess what the picture is. He/she always has to ask a question before making a guess, even though he/she might be able to tell what the picture is about. For example: Learner: phop hen day taam thanon chay may. r[gsHowfh9k,5oo.=ws, Can it be found on the sidewalk? Tutor: chay .=j Yes. c) Repeat step (b) if the learner cannot give the correct answer. Do this until the learner gets the right answer or until all the pieces have already been turned over. If there is more than one learner, cut the picture into more pieces. Have all the learners take turns turning over and asking questions. d) Tell the learner that the topic is using public buses in Thailand. e) Write a list of words from the passage (Appendix 4B) including the translations on the blackboard. f) Read the words aloud and have the learner repeat.

4. Presenting the text Give the passage to the learner and read it aloud. When a new word arises, point at it on the board so that the learner can see it as it is read. Show pictures of different types of public buses while reading about them (Appendix 4B).

rot doy saan pracam thaa r rot mee mii tha bp prap aakaat l bp thammadaa. rot prap aakaat riak iik yaa n waa rot p . khun khuan khun khy kap sen thaa r sathaanthii plaay thaa, ca day lo thii paay rot mee thii thuuk t. rot mee t la khan mii maay leek pracam saay. khaa rot mii paay bk sen thaa dn rot pen phaasaa thay. thaa khun may n cay waa t khn saay nay, khun saamaat thoorasap pay thii maay leek 184. rot mee may mii taaraa weelaa thii nnn. khun t r yuu thii paay rot mee con kwaa rot mee ca maa. khaa doy saan rot mee thammadaa thaw kan talt saay. doy maak khaa

147 doy saan rot mee prap aakaat khn yuu kap rayathaa. khun caay khaa doy saan hay kap krapaw rot mee bon rot. nk caak nii ya mii rot mee prap aakaat iik bp n riak waa p  ph. khaa doy saan thaw kan talt saay. khun t triam khaa doy saan hay ph dii l caay khaa doy saan thii khon khap rot tn khn rot.

i5Ffplkixit0emk’sinvi5g,]N.odi6’gmr,umyh’c[[xiy[vkdkLc]tc[[Tii,fk i5xiy[vkdkLgiupdvud vpjk’so7j’;jki5x.v. 86I8;i86hog8pdy[glhomk’sinvl5komujx]kpmk’ 0twfh]’mujxhkpi5g,]Nmuj5^d9hv’ i5g,]Nc9j ]t8yo,us,kpg]-xit0elkp -hk’i5,uxhkp[vdglhomk’gfboi5gxHo4kKkwmp 5hk86Iw,jcoj.0;jk9hv’-7holkpwso 86Ilk,ki5FmiLyrmN5k,wfhmujs,kpg]- 184 i5g,]Nw,j,u9kik’g;]kmujcojovo 86I9hv’ivvp^jmujxhkpi5g,]N0od;jk i5g,]N0t,k8jkFfplkii5g,]N Tii,fkgmjkdyo9]vflkp 8jkFfplkii5g,]Nxiy[vkdkL-7hovp^jdy[itptmk’ 86I0jkp 8jkFfplki.shdy[ditgxJki5g,]N[oi5 ovd0kdouhpy’,ui5g,]Nxiy[vkdkLvudc[[so7j’giupd;jk xvr. 8jkFfplki gmjkdyo9]vflkp 86I9hv’g9iup,8jkFfplki.shrvfuc]t0jkp8jkFfplkimuj8o-y[9vo-7hoi5

In Bangkok there are both air-conditioned and non-air-conditioned buses. You should be familiar with the route or the place of your destination to make sure that you will get off at the right bus stop. All buses are identified by numbers. There is a plate on the side of the bus telling the bus route in Thai. If you are not sure which bus to take, you can call 184 for inquiries. There is no fixed bus schedule. So you have to wait at the bus stop until the bus comes. The fare for the non-air-conditioned buses is the same for any distance. But the fares for the buses with different colors are different. The fare for the air-conditioned buses is dependent on the distance. You pay the fare to the conductor on the bus. Moreover, there is another kind of air-conditioned bus called “por” or “phor.” The fare for this bus is the same for any distance. You have to prepare exact change and pay at the driver once you get on the bus.

5. Comprehending the text a) Ask the learner a few questions in Thai to check comprehension.

Samples of comprehension questions: khaa doy saan rot mee mii kii prapheet. .odi6’gmr ,ui5g,]Ndujxitg4m How many kinds of buses are available in Bangkok?

khun caay khaa doy saan rot mee thii nay. 86I0jkp8jkFfplkii5g,]Nmujwso How do you pay the bus fare?

p  ph kh a-ray. xvr 8nvvtwi What is por or phor?

148 khaa doy saan rot mee thammadaa thaw kan talt saay r may. 8jkFfplkii5g,]Ngmjkdyo9]vflkpsinvw, j Is the fare for non-air-conditioned buses the same for any distance? b) Read the passage again to the learner and have the learner give a brief summary of the passage.

6. Discussion questions a) Ask the learner to describe as best as he or she can the process of taking a bus in the United States. Then ask him/her to compare the bus system in the United States to the one in Thailand. b) Talk about Songthaews, which serve as a bus in some parts of Bangkok. Use the pictures that are provided in Appendix 4C when talking about Songthaews. c) Discuss the various things to keep in mind when taking a bus. For example, preparing exact change or small bills before getting on a bus, being careful while on a crowded bus, etc.

7. Suggested activities

1. Tell a friend Have the learner write a postcard in Thai telling a friend about the bus and taking the bus in Bangkok.

2. Drawing a picture Bring in pictures of buses and/or songthaews in Bangkok (Appendix 4B and 4C). Have the learner look at the pictures and describe it so that another person can draw a picture of the vehicle. When finished, compare the drawing with the picture. Switch roles.

3. Role play Create some situations and have learners role-play according to the situations they are given. For example:

At the bus stop – a conversation between you and another person who is waiting for a bus at a bus stop. You ask him/her which bus you should take.

a) Create a conversation such as the one below. Then, write each sentence without translation onto different pieces of paper.

khthoot khrap/kha. phom/chan tkaan ca pay sanaambin t khn rot saay a-ray khrap/kha. -vFmK8iy[/8jt z,/Cyo9hv’dki0twxlok,[bo 9hv’-7hoi5lkpvtwi8iy[/8t Excuse me. I have to get to the airport. Do you know what bus numbers I can take?

149 khun t khaam thanon pay fa tro khaam. khn rot mee saay 29 r rot p  saay 29. 86I9hv’-hk,5oowx/yj’9i’-hk, -7hoi5g,]Nlkp 29 sinvi5x.v. lkp 29 You need to cross the street and take the non-air-conditioned bus number 29 or air- conditioned bus number 29.

lw phom/chan t lo paay nay khrap/kha c]h;z,Cyo9hv’]’xhkpwso8iy[/8t Which bus stop do I get off the bus?

lo paay naa sanaambin. khun aat hay krapaw rot tan khun ma klay th. ]’xhkpsohklok,[bo 86Ivk0.shditgxJki5g9nvo86Ig,njv.d]h57’ You can get off at the bus stop in front of the airport. You can ask the bus conductor to warn you when you get near the airport.

khp khun khrap/kha. -v[86I8iy[/8jt Thank you.

may pen ray khrap/kha. w,jgxHowi8iy[/8jt You’re welcome. b) Mix up all the pieces of paper and put them on the table. c) Have the learner put the sentences in the correct order. d) Have the learner role-play with another learner or with the tutor. e) Tell the learner that he/she will do the same role-play three times. For the first time, the learner is allowed to look at the dialog on the table while doing the role-play. f) After the first round, take some parts of the dialog away from the table. g) Have the learner do the role-play again. This time the learner needs to create the parts of the missing dialog on his/her own. h) For the third round, have the learner turn away from the dialog and act out the scene without looking at the dialog at all.

150 Appendix 4A Vocabulary (kham sap, 8eLyrmN)

Thai English rot doy saan pracam thaa i5Ffplkixit0emk’ public bus paay rot mee xhkpi5g,]N bus stop khaa doy saan 8jkFfplki bus fare krapaw rot mee ditgxJki5g,]N bus conductor taaraa weelaa 9kik’g;]k schedule sen thaa glhomk’ route sathaanthii plaay thaa l5komujx]kpmk’ destination prap aakaat xiy[vkdkL air-conditioned khun khy 86hog8p to be familiar with thammadaa Tii,fk regular ph dii rvfu exact

151 Appendix 4B rot doy saan pracam thaa bp thammadaa (i5Ffplkixit0emk’c[[Tii,fk, non-air-conditioned bus)

152 rot doy saan pracam thaa bp prap aakaat (i5Ffplkixit0emk’c[[xiy[vkdkL, air-conditioned bus)

153 rot p  ph (i5xvr., por or phor bus)

154 paay rot mee (xhkpi5g,]N, bus stop)

155

Appendix 4C rot s thw (i5lv’c5;, songthaew)

156 Lesson 5: Using public telephones

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 5A) • Pictures of public telephones in Thailand (Appendix 5B)

3. Pre-reading activity a) Cut a picture of a public telephone in Thailand (Appendix 5B) into six pieces like a jigsaw puzzle, arranging all the pieces into the picture. Put the pieces face down on the table so that the learner will not see the picture. Number the backs of each piece. b) Ask the learner to turn over one piece of the jigsaw. The learner has to ask a yes/no question and then try to guess what the picture is. He/she always has to ask a question before making a guess, even though he/she might be able to tell what the picture is about. For example: Learner: phop hen day taam khaa thaa chay may. r[gsHowfh9k,-hk’mk’.=ws, Can it be found on the sidewalk? Tutor: chay .=j Yes. c) Repeat step (b) if the learner cannot give the correct answer. Do this until the learner gets the right answer or until all the pieces have already been turned over. If there is more than one learner, cut the picture into more pieces. Have all the learners take turns turning over and asking questions. d) Tell the learner that the topic is using public telephone in Thailand. e) Write a list of words from the passage (Appendix 5A) including the translations on the blackboard. f) Read the words aloud and have the learner repeat.

4. Presenting the text Hand the passage to the learner and read it aloud. When a new word arises, point to it on the board so that the learner can see it as it is read. Show pictures of different types of public telephones to the learner while reading about those telephones (Appendix 5B).

mii thoorasap saathaarana yuu s prapheet k thoorasap phaay nay pratheet l thoorasap taa pratheet. thoorasap taa pratheet mii paay bk waa thoorasap taa pratheet pen phaasaa thay l phaasaa akrit. thoorasap taa pratheet chay bat thoorasap. khun saamaat s bat thoorasap taa pratheet day thii praysanii r raan thii mii paay waa camnaay bat thoorasap taa pratheet tit yuu thii naa raan. nay kaan thoorasap taa pratheet kot 001 taam duay rahat pratheet, rahat ththin l maay leek thii tkaan. thaa khun may saamaat haa thoorasap taa pratheet saathaarana day, khun aat chay thoorasap phaay nay pratheet doy yt rian n baat l kot 100 phua thoorasap riak kep n plaay thaa phaan oopreet. thoorasap phaay nay pratheet mii s bp k thoorasap yt

157 rian l thoorasap thii chay bat. khun saamaat thoorasap thaa klay nay pratheet doy kot rahat cawat l maay leek thii tkaan. r kot 101 phua thoorasap riak kep n plaay thaa phaan oopreet. thaa khun mii kham thaam kiaw kap kaan thoorasap, nay kruutheep khun sp thaam day thii maay leek 13. taa cawat sp thaam day thii maay leek 183.

,uFmiLyrmNlkTkiItvp^jlv’xitg4m8nv FmiLyrmN4kp.oxitgmLc]tFmiLyrmN9jk’xitgmL FmiLyrmN9jk’xitgmL,uxhkp[vd ;jkFmiLyrmN9jk’xitgmLgxHo4kKkwmpc]t4kKkvy’dAK FmiLyrmN9jk’xitgmL.=h[y9iFmiLyrmN 86Ilk,ki5:nhv[y9i FmiLyrmN9jk’xitgmLmujwxiKIupNsinvihkomuj,uxhkp;jk 0esojkp[y9iFmiLyrmN9jk’xitgmL9bfvp^jmujsohkihko .odkiFmiLyrmN 9jk’xitgmL df 001 9k,fh;pisylxitgmL isylmhv’5bjoc]ts,kpg]-muj9hv’dki 5hk86Iw,jlk,ki5skFmiLyrmN9jk’ xitgmLlkTkiItwfh 86Ivk0.=hFmiLyrmN4kp.oxitgmLFfpspvfgsiupPso7j’[kmc]tdf 100 grnjvFmiLyrmNgiupdgdH[g’bo x]kpmk’zjkoFvgxvgig9viN FmiLyrmN4kp.oxitgmL,ulv’c[[8nv FmiLyrmNspvfgsiupPc]tFmiLyrmNmuj.=h[y9i 86I lk,ki5FmiLyrmNmk’wd].oxitgmLFfpdfisyl0y’s;yfc]ts,kpg]-muj9hv’dki sinvdf 101 grnjvFmiLyrmNgiupdgdH[g’bo x]kpmk’zjkoFvgxvgig9vi N 5hk86I,u8e5k,gdujp;dy[dkiFmiLyrmN .odi6’gmr 86Ilv[5k,wfhmujs,kpg]- 13 9jk’0y’s;yf lv[5k,wfhmujs,kpg]- 183

There are two kinds of public telephones: domestic telephones and international telephones. For international telephones, there is a sign saying “International Telephone” in Thai and in English. International telephones take telephone cards. You can buy international telephone cards from the post offices or some stores with the sign “international telephone cards for sale” posted at the store entrance.

To make an international call, just dial 001 followed by the country code, area code, and the number of your destination. If you cannot find an international public telephone, you can use the domestic telephone by depositing a one-Baht coin and dialing 100 to make an international collect call through the operator. As for domestic telephones, there are two kinds: those that take coins and those that take telephone cards.

To make a local call through coin telephones, deposit the coin. Domestic long-distance calls can be made on both kinds of telephones. Just dial the area code and the number of your destination. Or you can place a domestic long-distance call through an operator by dialing 101. If you have local telephone inquiries, in the Bangkok Metropolitan area you can dial 13. In provincial areas, dial 183.

5. Comprehending the text a) Write at least 9 comprehension questions on different pieces of paper. b) Draw a tic-tac-toe grid on the board. Have the learner draw a question from the hat. c) Read the question to the learner. If he/she answers the question correctly, have the learner put an “X” on any box that he/she wants. If he/she gives the wrong answer, put an “O” on any box that you want. d) Have the learner choose another question. Repeat the process until someone has won.

158 Note: If there is more than one learner, have them play against each other. Divide the learners into two groups. Then have each group take turns drawing a question. Read the question. The group that raises their hands first has a chance to answer the question. If the first group answers correctly, they will get an “X” in any box they choose. If they answer incorrectly, the other group has a chance to answer the question. If they are correct, they will get an “O” in any box they choose. The first group that has a tic-tac-toe wins.

Samples of comprehension questions: khun s bat thoorasap day thii nay. 86I:nhv[y9iFmiLyrmNwfhmujwso Where can you buy a telephone card?

thaa khun tkaan thoorasap pay ameerikaa thii maay lk (517) 355-2255. khun t tham yaa ray. 5hk86I9hv’dkiFmiLyrmNwxvg,ibdkmujs,kpg]- (517) 432-2286 86I9hv’mevpjk’wi If you want to make a call to the United States and the phone number is (517) 432-2286. What number do you dial to make the call?

thaa khun mii kham thaam kiawkap kaan thoorasap, khun saamaat sp thaam day thii maay leek a-ray. 5hk86I,u8e5k,gdujp;dy[dkiFmiLyrmN 86Ilv[5k,wfhmujs,kpg]-vtwi What number can you dial for telephone inquiries?

6. Discussion questions Provide some time for the learner to ask questions about using public telephones in Thailand. If the learner does not have any questions, ask him/her some questions or create some situations that can lead to a short discussion. For example: • If you want to make a long distance call, how do you find out the long-distance call rates? • If you don’t have any money, can you make a telephone call? How would you do that?

7. Suggested Activities

1. Role-play a) Create a conversation between a caller and a directory assistance operator such as the one below. Write each sentence without translation onto different pieces of paper. sawatdii khrab/kha. l;ylfu8iy[/8jt Hello.

phom/dichan yaak saab b thoorasab kh somkit sukcay khrab/kha. z,/fbCyovpkdmik[g[viNFmiLyrmN-v’l,8bf l6-.08iy[/8jt I’d like the number for Somkid Sukjai.

karunaa bk naamsakun iik khra day r may khrab/kha.

159 di6Ik[vdok,ld6]vud8iyh’wfhws,8iy[/8t Could you repeat the last name, please?

sukcay khrab/kha. l6-.08iy[/8jt Yes, it’s Sukjai.

khun saab thii yuu kh khun somkit may khrab/kha. 86Imik[mujvp^j-v’86Il,8bfws,8iy[/8jt Do you know his address?

phom/dichan kit waa khaw yuu thii thanon siilom. z,/fbCyo8bf;jkg-kvp^jmuj5oolu], I think he lives on Silom Road.

somkit sukcay b 344-1288 khrab/kha. 86Il,8bf l6-.0 g[viN 344-1288 8iy[/8jt I have a Somkid Sukjai’s telephone number that is 344-1288.

344-1288 khbkhun khrab/kha. 344-1288. -v[86I8iy[/8jt 344-1288. Thank you.

b) Mix up all the pieces of paper. Tell the learner that this is a conversation between a caller and the operator. Have the learner put the sentences in the correct order. c) Review and role-play the dialogue. d) Have the learner work with you or with another learner. Give Card A from Appendix 5C to one person and Card B to the other person. Both people take turns role-playing conversations between an operator and the caller. The learner can use the language in the conversation above as a model. e) Create other situations for role-play activities such as buying a telephone card, asking a stranger for change, etc.

160 Appendix 5A Vocabulary (kham sap, 8eLyrmN)

Thai English thoorasap FmiLyrmN telephone saathaarana lkTkiIt public phaay nay pratheet 4kp.oxitgmL domestic taa pratheet 9jk’xitgmL international bat thoorasap [y9iFmiLyrmN phone card camnaay 0esojkp sell rahat isyl code yt spvf insert riak kep n plaay thaa giupdgdH[g’box]kpmk’ collect call thaa klay mk’wd] long distance sp thaam lv[5k, inquire

161 Appendix 5B thoorasap taa pratheet (FmiLyrmN9jk’xitgmL, international telephone)

162 thoorasap phaay nay pratheet (FmiLyrmN4kp.oxitgmL, international telephone)

163 thoorasap bp yt rian (FmiLyrmNc[[spvfgsiupP, coin telephone)

164 thoorasap bp chay bat (FmiLyrmNc[[.=h[y9i, card phone)

165

166 167 Appendix 5C

Learner 1 You are the operator. Learner 2 calls you and asks you for a telephone number. Use the information below to give him/her the correct telephone number. chuucay phaanuw 55/3 siilom 235-3897 maanii kwkaw 17 raamkhamh 41 789-3432 maanii sa-uanwo 88/3 sukhumwit 9 487-4352 saaythip sirisom 6/4 carnkru 287-4908 somcaay saamphraan 11/2 phayaathay 334-5432 sompho aamdii 151/33 laatphraaw 23 660-3454 haa senthran plncit 238-8433 haa roobinsan siilom 377-1987

Now you are the caller: Call the operator (Learner 2) and ask for and write down the telephone numbers of the following people. ruth sksaa 349 baakapi ______sanaamkiilaa huamaak huamaak 343-1232 thanaakhaan krutheep siilom 232-4908 rasan wosakun 77/9 yawwaraat ______sirin thanat 897/24 eekkamay ______kaanda ruamcay 97/1 dind ______

168

Learner 2 Caller: Call the operator (Learner 1) and ask for and write down the telephone numbers of the following people. somcaay saamphraan 11/2 phayaathay ______haa senthran plncit ______maanii kwkaw 17 raamkhamh 41 ______saaythip sirisom 6/4 carnkru ______chuucay phaanuwo 55/3 siilom . ______haa roobinsan siilom ______sompho aamdii 151/33 laatphraaw 23 ______maanii sa-uanwo 88/3 sukhumwit 9 ______

Operator: kaanda ruamcay 97/1 dind 912-7681 rasan wsakun 77/9 yawwaraat 837-2987 ruth sksaa 349 baakapi 322-4598 sirin thanat 897/24 eekamay 827-0907 sanaamkiilaa huamaak huamaak 343-1232 thanaakaan krutheep siilom 232-4908

169 Lesson 6: Taking a train

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 6A) • Pictures of trains in Thailand (Appendix 6B)

3. Pre-reading activity a) Cut up a picture of a train in Thailand (Appendix 6B) into six pieces like a jigsaw puzzle. Arrange all the pieces into the picture and put them face down on the table so that the learner will not see the picture. Number the back of each piece. b) Ask the learner to turn over one piece of the jigsaw. Have the learner ask a yes/no question and then try to guess what the picture is. He/she always has to ask a question before making a guess, even though he/she might be able to tell what the picture is. For example: Learner: pen rot doy saan yaa n chay may. gxHoi5Ffplkivpjk’so7j’.=ws, Is it a kind of public transportation? Tutor: chay .=j Yes. c) If the learner cannot give the correct answer, repeat step b) until the learner gets the right answer, or until all the pieces are turned over. If there is more than one learner, cut the picture into more pieces. Have all the learners take turns turning over pieces and asking questions. d) Tell the learner that the topic is taking trains in Thailand. e) Write a list of words from the passage (Appendix 6A) including their translations on the blackboard. f) Read the words aloud and have the learner repeat them.

4. Presenting the text Hand out the passage to the learner and read it aloud. When a new word arises, point to it on the board so that the learner can see it as it is read. Show the learner pictures of trains while reading about them (Appendix 6B).

rot fay thay suan maak hay brikaan chan s l chan sam. suan rot fay thii wi thaa klaay ya hay brikaan rot tuu nn l rot tuu prap aakaat. khun s tua rot fay day thii sathanii rot fay. haak khun tkaan doy saan rot fay thaa klay khuan s tua rot fay way luanaa. khun samaat kh taaraa rot fay phaasaa akrit day thii sathanii rot fay. nai wan dn thaa khun aat pay th sathanii kn rot fay k may naan. t thaa khun dn thaa rot fay chan saam khun khuan pay th sathaanii kn weelaa maak maak. phr rot fay chan sam may mii kaan c thii na luanaa. rot fay thaa klay mii rot sabia khaay

170 aahaan. doy maak weelaa thii rot fay yut taam sathanii ca mii ph khaa m khaa nam aahaan l nam maa khaay. khun aat s naam atlom day. t may khuan s aahaan thaa khun may khun khy kap aahaan law nan.

i5wawmplj;o,kd.sh[ibdki=yholv’c]t=yholk, lj;oi5wamuj;bj’mk’wd]py’.sh[ibdkii59^hovoc]ti59^hxiy[vkdkL 86I:nhv9yJ;i5wawfhmujl5koui5wa skd86I9hv’dkiFfplkii5wamk’wd] 8;i:nhv9yJ;i5waw;h]j;’sohk 86I lk,ki5-v9kik’i5wa4kKkvy’dAKwfhmujl5koui5wa .o;yogfbomk’86Ivk0wx57’l5koudjvoi5wavvdw,joko c9j5hk86Igfbomk’i5wa=yholk, 86I8;iwx57’l5koudjvog;]k,kdq grikti5wa=yholk,w,j,udki0v’mujoyj’]j;’ sohk i5wamk’wd],ui5gl[up’-kpvkski Ffp,kdg;]kmuji5wasp6f9k,l5kou 0t,urjv8hkc,j8hkoevkskic]t ohe,k-kp 86Ivk0:nhvohevyf],wfh c9jw,j8;i:nhvvkski5hk86Iw,j86hog8pdy[vkskigs]jkoyho

Most trains in Thailand offer second- or third-class tickets. Sleeping cars and air- conditioned carriages are available on long-distance trains. Tickets may be bought at the railway stations. For long-distance trains, buying the tickets in advance is strongly recommended. You can pick up train schedules in English from railway stations. On the day you travel, you can arrive at the train station shortly before your trip. However, if you travel third class, you need to get to the train station early if you want a seat because third class seats are not reserved. Dining cars on long-distance trains offer adequate food. Usually when the train stops at a railway station, food vendors come on the train to sell food and drink to you. You may buy soft drinks from them. Unless you are familiar with the food, it is not recommended to buy food from them.

Comprehending the text a) Ask the learner a few questions in Thai to check comprehension.

Samples of comprehension questions: khun s tua rot fay day thii nay. 86I:nhv9yJ;i5wawfhmujwso Where do you buy a train ticket?

khun khuan s tua rot fay ma ray, tham may. 86I8;i:nhv9yJ;i5wag,njvwi mew, When should you buy a ticket? Why?

khun saamaat c thii na rot fay chan saam day r may. 86Ilk,ki50v’mujoyj’i5wa=yholk,wfhsinvw, j Can you reserve a seat on the third-class train in advance?

b) Read the passage again and have the learner give a brief summary of the passage.

6. Discussion questions Ask the learner to describe how to take a train and how many kinds of trains there are in the United States. Ask the learner to ask as many questions as possible about train travel

171 in Thailand and how train travel in Thailand is different from the United States. Make a game out of this by giving the learner one point for each question he/she makes. Well- formed questions earn the learner an extra point.

7. Suggested activities

1. Train schedule Using a train schedule from Thailand, take turns with the learner asking and answering questions about the times and costs of various train trips.

Note: The tutor might need to introduce the following words found on the train schedule before doing this activity.

EXP. = rot duan i5fj;o express train SP. = rot duan phiseet i5fj;orbgLK special express DRC. = rot dii sew phiseet i5fug:]rbgLK special diesel railcar EXP DRC. = rot duan dii sew i5fj;ofug:] express diesel railcar RAP. = rot rew i5giH; rapid train ORD. = rot thammadaa i5Tii,fk ordinary train

2. Information gap Make a copy of Table A and Table B (Appendix 6C). Keep one table for yourself and give the other to the learner. There is different missing information on both tables. Take turns with the learner asking questions in order to complete the blanks (indicated by a question mark). Compare the tables together when finished.

172 Appendix 6A Vocabulary (kham sap, 8eLyrmN)

Thai English rot tuu nn i59^hovo sleeping car sathaanii l5kou station rot sabia i5gl[up’ dining car chan =yho class ph khaa m khaa rjv8hkc,j8hk vendor naam atlom ohevyf], soft drink yut sp6f stop

173 Appendix 6B rot fay (i5wa, train)

174 sathaanii rot fay (l5koui5wa, train station)

175 Appendix 6C Table 1 taaraa rotfay (9kik’i5wa, Train schedule)

sathaanii diisew rew thammadaa duan phiseet disew duan phiseet chan 3 1-2-3 3 1-2-3 2 krutheep k - 1225 - 1445 ? thonburii k 0740 1350 nakhn pathom k 0920 ? ? 1620 2347 kaancanaburii k 1100 1635 nam tok th ? 1840 phetchaburii k 1539 1756 0058 chumpn k 2047 ? 0513 suraat thaanii k ? 0218 0735 tra k suaykoolok th 1000 ?

Table 2 taaraa rotfay (9kik’i5wa, Train schedule)

sathaanii diisew rew thammadaa duan phiseet disew duan phiseet chan 3 1-2-3 3 1-2-3 2 krutheep k - 1225 - ? 2230 thonburii k 0740 1350 nakhn pathom k ? 1406 1459 ? ? kaancanaburii k 1100 1635 nam tok th 1250 ? phetchaburii k 1539 1756 0058 chumpn k ? 2305 0513 suraat thaanii k 0037 0218 ? tra k suaykoolok th 1000 1055

176 Lesson 7: Going to the hairdresser

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 7A) • Vocabulary cards (Appendix 7B) • Pictures of hairdressers’ shops in Thailand (Appendix 7C) • Pictures of hairstyles cut from magazines

3. Pre-reading activity a) Give the vocabulary list (Appendix 7A) to the learner. b) Go over the vocabulary list with the learner. Give the learner 3-5 minutes to study the list on his/her own. c) Prepare vocabulary cards (Appendix 7B). d) Put the cards facedown and shuffle them. e) Turn over the top card. Read the English translation on the card to the learner. f) Have the learner give the Thai word for the English translation. If the learner cannot give the correct answer, he/she can come back to that word later. Put the missed card in a separate pile so that he/she can go back to it later. g) Tell the learner that there are three major types of hairdresser’s shops: women’s, men’s, and unisex. Show the pictures of different types of hairdresser’s shops (Appendix 7C). Ask the learner to guess how to tell the difference between the shops by looking at the pictures.

4. Presenting the text Read the passage to the learner twice.

khaa tat phom nay pratheet thay mii laaklaay tat tam kwaa 100 baat con th laay phan baat khn yuu kap prapheet kh raan tat phom thii khun pay. raan tat phom thii tokt raan suay aam mak khit raakhaa khaa that phom ph khwaa raan thua pay. khun aat spthaam raakhaa caak raan r phan thii khy tat phom thii raan nan. raan tatphombaah  ta raakhaa khaa tat phom taaytua. khaa tat phom thii raan tat phom baa h khn yuu kap sophom thii khun tkaan. thaa khun tkaan k lm phomr tat phom tro tro raakhaa ca thuuk kwaa sy phom. khaa tat phom kh phuu chaay mak thuuk kwaa khaa tat phom kh phuu yi. khun may campen t nat chaa tat phom luanaa. ma khun pay th raan, chaa tat phom ca thaam khun waa ca sraphom r may. baa raan khaa tat phom ruam khaa sraphom way lw. t baa raan khaa tat phom ca thuuk lo thaa khun may sraphom. nay ma thay khun may campen t hay thip k chaa tat phom.

8jk9yfz,.oxitgmLwmp,us]kds]kp 9yh’c9j9jed;jk 100 [km0o57’s]kpryo[km -7hovp^jdy[xitg4m-v’ihko9yf z,muj86Iwx ihko9yfz,muj9dc9j’ihkol;p’k,,yd8bf8jk9yfz,cr’d;jkihkomyj;wx 86Ivk0lv[5k,ik8k0kdihko

177 sinvgrnjvomujg8p9yfz,mujihkooyho ihko9yfz,[k’csj’9yh’ik8k8jk9yfz,9kp9y; 8jk9yfz,mujihko9yfz,[k’csj’-7ho vp^jdy[mi’z,muj86I9hv’dki 5hk86I9hv’dkic8jg]H,z,sinv9yfz,9i’q ik8k0t5^dd;jk:vpz, 8jk9yfz,-v’ z^h=kp,yd5^dd;jk8jk9yfz,-v’z^hsPb’ 86Iw,j0egxHo9hv’oyf=jk’9yfz,]j;’sohk g,njv86Iwx57’ihko =jk’9yfz,0t 5k,86I;jk0tlitz,sinvw,j [k’ihko8jk9yfz,i;,8jklitz,w;hc]h; c9j[k’ihko8jk9yfz,0t5^d]’5hk86Iw,jlit z, .og,nv’wmp86Iw,j0egxHo9hv’.shmbxcdj=jk’9yfz,

The cost of a haircut in Thailand varies, ranging from less than 100 baht up to several thousand baht. The price depends on the type of the beauty/barber shop you visit. The hairdresser’s shop with fancy decorations usually costs more than ordinary beauty/barber shop. You can check the price with the shop or check with your friends who have used the shop. Some hairdressers have fixed prices for their haircuts. The cost of a haircut at some hairdressers depends on the hairstyle you want. If you just have your hair trimmed or cut straight, the price is cheaper than when you have your hair cut in layers. Usually male haircuts are cheaper than female haircuts. You do not need to make an appointment with the hairdresser. When you enter the shop, the hairdresser will ask if you want your hair washed. In some shops, the fixed haircut price already includes this. But in some shops you will get a cheaper haircut if you don’t get your hair washed. In Thailand, it is not necessary to tip the hairdresser.

5. Comprehending the text a) Write a set of incomplete sentences on different pieces of paper and put them in a hat (see below). b) Have the learner pick one piece of paper. c) Read the sentence on the paper to the learner. Have the learner repeat it and complete the sentence. d) Give the learner one point if he/she completes the sentence correctly. Subtract a point if he/she cannot complete the sentence correctly.

Note: If there is more than one learner, divide them into two teams and have both teams take turns drawing and complete sentences. If one team cannot correctly complete the sentence, the other team has the chance to complete that sentence and get the point. The team with the most points wins.

Samples of incomplete sentences: khaa tat phom nay pratheet thay mii laaklaay khn yuu kap ……………… 8jk9yfz,.oxitgmLwmp,us]kds]kp-7hovp^jdy[……………… The cost of a haircut in Thailand varies depending on ………………

khun aat spthaam raakhaa khaa tat phom caak ………………………… 86Ivk0lv[5k,ik8k8jk9yfz,0kd………………………… You can check the price of haircuts from …………………………

178

khaa tat phom mii tat ……………………… 8jk9yfz,,u9yh’c9j ……………………… The price of haircuts ranges from ………………………

raakhaa khaa lm phom r tat phom tro tro ca thuuk kwaa ………… ik8k8jkg]H,z,sinv9yfz,9i’q0t5^dd;jk ……………………… The cost of having your hair trimmed or cut straight is cheaper than …………

khaa tat phom kh phuu yi mak p kwaa ……………… 8jk9yfz,-v’z^hsPb’,ydcr’d;jk ……………… In general, women’s haircuts are more expensive than ……………………

ma khun pay th raan tat phom chaa tat phom ca thaam khun waa ………… g,njv86Iwx57’ihko9yfz, =jk’9yfz,0t5k,86I;jk ………………… When you enter the shop, the hairdresser will ask you if …………………

ma khun tkaan tat phom khun aat pay thii raan doy may t ...... g,njv86I9hv’dki9yfz, 86Ivk0wxmujihkoFfpw,j9hv’ ………………. When you want to get a haircut, you can go to the shop without ………….

6. Discussion questions Ask the learner if he/she thinks that haircuts in the United States are expensive. What does he/she do when he/she wants to get a haircut? Does he/she tip the hairdresser? How does he/she choose a hairdresser? Have the learner compare the similarities and differences between hairdressers in Thailand and in the United States.

7. Suggested Activities

1. Getting a haircut a) Write the following words on the board. Explain their meanings to the learner. sy :vp cut in layers

tat 9yf cut

179 lm g]H, trim

dat fyf curl/perm

koon Fdo shave

phom maa z,,hk bangs b) Show the learner the pictures of different hairstyles cut from magazines. Have the learner pick one of the pictures. c) Have the learner pretend that he/she is the person who wants to have his/her hair done as in the picture. He/she has to explain to the hairdresser how he/she would like his/her hair cut. For example:

tat phom yaaw thaw baa. daan khaa l daan la sy pen chan chan. l tat phom maa yaaw sam kiw. 9yfz,pk;gmjk[jk fhko-hk’c]tfhkos]y’:vpgxHo=yhoq c]t9yfz,,hkpk;gl,v8bh; I want you to cut my hair to shoulder-length. I also want the sides and back layered. I want my bangs at my eyebrows.

2. Role play a) Prepare a conversation between a hairdresser and a customer such as the one below. Write each sentence without its translation on different pieces of paper.

sawatdii khrap/kha mii chaa tat phom pracam may khrap/kha. l;ylfu8iy[/8jt ,u=jk’9yfz,xit0ews,8iy[/8t Hi! Do you have a preference for any hairdresser?

may mii khrap/kha. w,j,u8iy[/8jt No, I don’t have a preference.

180 ca sraphom may khrap/kha. 0tlitz,ws,8iy[/8t Do you want to have your hair washed?

may sra khrap/kha. w,jlit8iy[/8jt No, I don’t want my hair washed.

ca tat so a-ray dii khrap/kha. 0t9yfmi’vtwifu8iy[/8t How would you like your hair cut?

soy daan khaa. suan daan la tat tro tro khrap/kha. :vpfhko-hk’ lj;ofhkos]y’9yf9i’q w,jlyho,kd8iy[/8jt I want the sides layered. As for the back, I want it cut straight but not too short.

daan la san ph may khrap/kha. fhkos]y’lyhorvws,8iy[/8t Is the back short enough for you?

tkaan san iik nitny khrap/kha. 9hv’dkilyhovudobfsojvp8iy[/8t A bit shorter, please.

san ph r ya khrap/kha. lyhorvsinvpy’8iy[/8t Is it short enough now?

san ph lw khrap/kha. lyhorvc]h;8iy[/8jt Yes, that’s short enough.

set lw khrap/kha. gliH0c]h;8iy[/8jt You are all set.

thaw ray khrap/kha. gmjkwsij8iy[/8t How much is it?

180 baat khrap/kha..

181 180 [km8iy[/8jt 180 baht. b) Mix up all the pieces of paper and put them on the table. c) Tell the learner that this is a conversation between a hairdresser and a customer. d) Have the learner put the sentences in the correct order. e) Have the learner role-play with another learner or with you. f) Tell the learner that he/she will do the same role-play three times. For the first time, the learner is allowed to look at the dialog on the table while doing the role-play. g) Take parts of the dialog away after the first round. h) Have the learner do the role-play again. This time the learner needs to create the parts of the missing dialog on his/her own. i) For the third round, have the learner turn away from the dialog and act out the scene without looking at the dialog at all.

3. Draw a picture Draw a picture of a person’s haircut. Do not show the picture to the learner. Describe the hairstyle to the learner while he/she tries to draw it. When the learner is finished, compare the pictures. Switch roles.

4. Pick the right hairstyle Put pictures of different hairstyles on the table. Pick one picture but don’t say which hairstyle you have picked. Explain the hairstyle on the picture and have the learner choose the hairstyle being described. Switch roles.

182 Appendix 7A Vocabulary (kham sap, 8eLyrmN)

Thai English khaa tat phom 8jk9yfz, haircut price laaklaay s]kds]kp vary tat 9yh’c9j from tokt 9dc9j’ decorate taaytua 9kp9y; fixed sophom mi’z, hairstyle lm g]H, trim tro 9i’ straight sy :vp cut in layers chaa tat phom =jk’9yfz, hairdresser sraphom litz, hair wash

183 Appendix 7B khaa tat phom haircut price

laaklaay vary

tat from

tokt decorate

taaytua fixed

sophom hairstyle

lm trim

tro straight

sy cut in layers chaa tat phom hairdresser

sraphom hair wash

184 Appendix 7C

raan tat phom (ihko9yfz,, hairdresser’s-unisex)

raan tat phom phuu chaay (ihko9yfz,z^h=kp, barber shop-men’s)

185 raan tat phom phuu yi (ihko9yfz,z^hsPb’, beauty shop-women’s)

186 Lesson 8: Taking a bus trip

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 8A) • Vocabulary cards (Appendix 8B) • Pictures of buses in Thailand (Appendix 8C)

3. Pre-reading activity a) Give the vocabulary list (Appendix 8A) to the learner. b) Go over the vocabulary list with the learner. Give the learner 3 minutes to study the list on his/her own. c) Prepare the vocabulary cards (Appendix 8B). d) Put the cards facedown and shuffle them. e) Turn over the top card. Read the word on the card to the learner. f) Have the learner turn over the cards to find the right meaning for the word. Have him/her give the word that he/she thinks is the match for the word on the card. If the learner cannot give the correct answer, he/she can go back to that word later. Place the missed card(s) in a separate pile. g) Show the pictures of different kinds of long-distance buses. Ask the learner the differences between those buses.

4. Presenting the text Hand the passage to the learner and read it aloud. Point to the pictures in Appendix 8C while you read the text. This will help the learner to understand the text better.

rot bat raakhaa thuuk l rew kwaa rot fay. rot bat mii tha bp prap aakaat l bp thammadaa. mii brisat rot bat laay raay thii hay brikaan rot nay sen thaa diaw kan. rot bat bp thammadaa may mii kaan c thii na lua naa. rot bat prap aakaat dii kwaa t ca pt  yen maak nay tn klaa kn. khun saamaat s tua rot bat caak ch khaay tua thii thaa rot day nay wan dn thaa. t kuan s tua way lua naa. thii krutheep mii thaa rot lak saam h kh saay nua/tawank chia nua, saay tay, l saay tawank. thaa khun k dn thaaa caak krutheep, khun t pay khn rot thii thaa rot hay thuuk t.

i5[ylik8k5^dc]tgiH;d;jki5wa i5[yl,umyh’c[[xiy[vkdkLc]tc[[Tii,fk ,u[ibKymi5[yls]kpikpmuj.sh [ibdkii5.oglhomk’gfup;dyo i5[ylc[[Tii,fkw,j,udki0v’mujoyj’]j;’sohk i5[ylxiy[vkdkLfud;jkc9j0tgxbf cviNgpHo,kd.o9vod]k’8no 86Ilk,ki5:nhv9yJ;i5[yl0kd=jv’-kp9yJ;-v’[ibKymi5muj9hv’dkimujmjki5wfh.o;yo gfbomk’ c9j8;i:nhv9yJ;w;h]j;’sohk 5hk86Ivvdgfbomk’0kddi6’gmr mujdi6’gmr,umjki5s]ydlk,csj’8nv lkpgsonv/ 9t;yovvdgCup’gsonv lkp.9hc]tlkp9t;yovvd 86I9hv’wx-7hoi5mujmjki5.sh5^d9hv’

Long-distance buses are cheaper and faster than trains. There are both air-conditioned and non-air-conditioned buses. There are several bus companies that provide the same bus

187 routes. Seats on non-air-conditioned buses are not reserved. Air-conditioned buses are superior, but the air-conditioning is always turned on very high at night. Tickets can be bought from the booth of the bus company of your choice at the bus terminal. Although you can buy the ticket at the bus terminal on the day you travel, it is a good idea to buy the ticket in advance. Bangkok has three main bus terminals: Northern/Northeast Bus Terminal, Southern Bus Terminal, and Eastern Bus Terminal. If you start the trip from Bangkok, make sure that you go to the right bus terminal.

5. Comprehending the text a) Ask the learner a few questions in Thai to check comprehension.

Samples of comprehension questions: rot bat thaa klay mii kii prapheet. i5[ylmk’wd],udujxitg4m How many kinds of long-distance buses are available?

tua rot bat s thii nay. 9yJ;i5[yl:nhvmujwso Where do you buy a bus ticket?

khun khuan s tua rot mua ray, phr a-ray. 86I8;i:nhv9yJ;i5g,njvwsij griktvtwi When should you buy a ticket? Why?

krutheep mii thaa rot bat kii h. di6’gmr,umjki5[yldujcsj’ How many bus terminals are there in Bangkok? b) Read the passage again and have the learner give a brief summary of the passage.

6. Discussion questions Ask the learner to describe as best as he/she can the process of taking a long-distance bus in the United States. Ask him/her to compare the bus system in the United States to the one in Thailand.

7. Suggested activities

1. Bus schedule a) Create a bus schedule with information on departure and arrival times, departure towns and destinations, as well as ticket prices. If there is more than one learner, have the learners work in pairs. Give both learners the same copy of the bus schedule but with different missing information. Have them work together to fill in all the missing information by asking and answering questions in Thai.

188 Sample of bus schedules taaraa rot 1 (Schedule I)

caak th k th raakhaa From To Departs Arrives Price krutheep kaancanaburii 13.30 50.00 huahin 13.00 15.30 60.00 sukhoothay chiamay 10.00 13.00 nkaay krutheep 24.00 95.00

taaraa rot 2 (Schedule II)

caak th k th aakhaa From To Departs Arrives Price krutheep 11.00 13.30 50.00 krutheep huahin 13.00 60.00 sukhoothay chiamay 13.00 70.00 nkaay krutheep 17.00 24.00 b) When all the missing information is filled in, take turns asking questions about the bus schedule. For example:

rot bat pay chiamay k caak krutheep kii mo. i5[ylwxg=up’.s,jvvd0kddi6’gmrdujF,’ When will the bus leave Bangkok for Chiengmai?

rot bat pay th chiamay kii mo. i5[ylwx57’g=up’.s,jdujF,’ When will the bus arrive in Chiengmai?

tua rot bat pay chiamay raakhaa thaw ray. 9yJ;i5[ylwxg=up’.s,jik8kgmjkwsij How much is the ticket from Bangkok to Chiengmai?

2. Role-play Create some situations and role-play. For example:

At the bus terminal – a conversation between the ticket seller and the customer a) Create a conversation such as the one below. Then, write each sentence without translation onto different pieces of paper.

189 wannii mii rot pay chiamay kii thiaw khrap/kha. ;yoouh,ui5wxg=up’.s,jdujgmujp;8iy[/8t How many buses are there to Chiengmai today? tkaan rot thammadaa r rot  khrap/kha. 9hv’dkii5Tii,fksinvi5cviN8iy[/8t Do you want the non-air-conditioned bus or the air-conditioned bus? rot  khrap/kha. i5cviN8iy[/8jt The air-conditioned bus. rot  mii saam thiaw khrap/kha. thiaw rk k 10 moo chaw. thiaw thii s k 6 moo yen. thiaw sut thaay k 4 thum. i5cviN,ulk,gmujp;8iy[/8t gmujp;cidvvd 10 F,’g=hk gmujp;mujlv’vvd 6 F,’gpHo gmujp;l6fmhkpvvd 4 m6j, There are three buses that leave today. The first bus leaves at 10 a.m. The second bus leaves at 6 p.m. The last one leaves at 10 p.m. pay chiamay chay weelaa kii chuamoo khrap/kha. wxg=up’.s,j.=hg;]kduj=yj;F,’8iy[/8t How long does it take from here to Chiengmai? pramaan 12 chuamoo. xit,kI 12 =yj;F,’ Approximately 12 hours. rot thiaw sut thaay pay th chiamay kii moo khrap/kha. i5gmujp;l6fmhkpwx57’g=up’.s,jdujF,’8iy[/8t When does the last bus arrive in Chiengmai? th chiamay phrunii 10 moo chaw. 57’g=up’.s,jri6j’ouh 10 F,’g=hk 10 a.m. tomorrow. mii w thii nay r plaw khrap/kha. ,uc;tmujwsosinvgx]jk8iy[/8t Does it stop on the way?

190 may khrap/kha. w,j8iy[/8jt No.

tua raakhaa thaw ray khrap/kha. 9yJ;ik8kgmjkwsij8iy[/8t How much is the ticket?

250 baat khrap/kha. 250 [km8iy[ 250 baht.

kh tua thiaw sut thaay s bay khrap/kha. -v9yJ;gmujp;l6fmhkplv’.[8iy[ I’d like to have two tickets for the last bus.

500 baat khrap/kha. 500 [km8iy[/8jt 500 baht.

khn rot thii chaanchalaa maay leek 10 kn rot k khr chuamoo na khrap/kha. -7hoi5muj=ko=k]ks,kpg]- 10 djvoi5vvd8i7j’=yj;F,’ot8iy[8t Get on the bus at the platform number 10 half an hour before the bus leaves.

khpkhun khrap/kha. -v[86I8iy[/8jt Thank you. b) Mix up all the pieces of paper and put them on the table. c) Have the learner put the sentences in the correct order. d) Have the learner role-play with another learner or with you. e) Tell the learner that he/she will do the same role-play three times. The learner is allowed to look at the dialog on the table while doing the role-play for the first time. f) Take the dialog parts away after the first round. g) Have the learner do the role-play again. This time the learner needs to create the parts of the missing dialog on his/her own. h) Have the learner turn away from the dialog and act out the scene without looking at the dialog at all for the third round.

191 Appendix 8A Vocabulary (kham sap, 8eLyrmN)

Thai English brisat [ibKym company thaa rot mjki5 bus terminal ch khaay tua =jv’-kp9yJ; ticket booth brikaan [ibdki service dn thaaa gfbomk’ travel rew giH; quick, rapid lua naa ]j;’sohk in advance

192 Appendix 8B Vocabulary (kham sap, 8eLyrmN)

company brisat

bus terminal thaa rot

ticket booth ch khaay tua

service brikaan

travel dn thaaa

quick, rapid rew

in advance lua naa

193 Appendix 8C rot bat bp thammadaa (i5[ylc[[Tii,fk, non-air-conditioned bus)

rot bat bp prap aakaat (i5[ylc[[xiy[vkdkL, air-conditioned bus)

194 thaa rot bat (mjki5[yl, bus terminal)

195 Lesson 9: Shopping and bargaining

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 9A) • Vocabulary cards (Appendix 9B) • Pictures of stores that allow bargaining (Appendix 9C)

3. Pre-reading activity a) Give the vocabulary list (Appendix 9A) to the learner. b) Go over the vocabulary list with the learner. Give the learner 3 minutes to study the list on his/her own. c) Prepare vocabulary cards (Appendix 9B). d) Put the cards facedown and shuffle them. e) Turn over the top card. Read the English translation on the card to the learner. f) Have the learner give the Thai word for the English translation. If the learner cannot give the correct answer, he/she can come back to that word later. Put those cards in a separate stack. g) Ask the learner if he/she ever bargains while shopping in his/her country or other countries. If so, ask him/her what bargaining strategies he/she uses. Show the pictures of stores in Thailand (Appendix 9C). Ask the learner in what kinds of stores he/she thinks people can bargain. Do not give the correct answers to the learner until he/she is done with the passage and comprehension exercises.

4. Presenting the text Read the passage to the learner.

nay ma thay mii kh hay s maakmaay chen aanfiim, suaphaa phaamay l khra pradap. raan suan yay yok wen raan thii ruuraa l haasapphasinkhaa khun saamaat t raakhaa day. nay talaat klaac khun t raakhaa day sam. haasapphasinkhaa baa h mii suan thii duu man talaat klaac thii khun t raakhaa day. kaan t raakaa rm tat raakhaa tam sut. doy maak 25-30% caak raakhaa paay. l khn raakhaa tii la nit con kwaa ca toklo kan day. khun aat t kl tham pen may son cay sinkhaa l dn pay thaa khon khaay may lot raakhaa hay. thaa khun mii weelaa khun aat dn duu hay thua kn con khun r waa raan nay thuuk thii sut. t khun aat t cam way waa raan thii khaay raakhaa thuuk yuu thii nay. michanan khun aat may saamaat haa thaa klap maa thii raan thii tkaan day.

.og,nv’wmp,u-v’l;p’k,.sh:nhv,kd,kpg=jo ‘ko/u,nv glnhvzhk zhkws,c]tg8injv’xitfy[ ihkolj;o.sPjpdg;ho ihkomujsi^sikc]tshk’liirlbo8hk 86Ilk,ki59jvik8kwfh .o9]kfd]k’c0h’ 86I9jvik8kwfhgl,v shk’ liirlbo8hk[k’csj’,ulj;omujf^gs,nvo9]kfd]k’c0h’muj86I9jviv’ik8kwfh dki9jvik8kgibj,9yh’c9jik8kmuj9jel6f

196 Ffp,kd 25-30% 0kdik8kxhkpc]t-7hoik8kmu]tobf0od;jk0t9d]’dyowfh 86Ivk09hv’cd]h’megxHow,jlo.0 lbo8hkc]tgfbowx5hk8o-kpw,j]fik8k.sh 5hk86I,ug;]k 86Ivk0gfbof^.shmyj;djvo0od;jk86Ii^h;jkihkowso5^dmujl6f c9j86Ivk09hv’0ew;h;jkihkomuj-kpik8k5^dvp^jmujwso ,bCtoyho86Ivk0w,jlk,ki5skmk’d]y[,kmujihkomuj9hv’dkiwfh

There are many beautiful things to buy in Thailand such as Thai handicrafts, clothes, silk, and accessories. Most stores except elegant stores and department stores offer shopping bargains. In the open-air markets, you can always bargain. However, some department stores have some sections that look like open-air markets where you can bargain. The trick of bargaining is to start from the lowest price, usually 25-30% off the price tag, and then go up a little bit until you agree upon a price. You might have to pretend that you are not quite interested in the goods and walk away if the seller does not give you the lower price. If you have time, you may want to shop around until you know where you can get the best price. But you might have to make a list of where you have found the good prices. Otherwise you might not be able to find the way back to the place where they offer the best price.

5. Comprehending the text a) Make 4-5 questions from the text. b) Have the learner make 4-5 questions as well. c) Write each question on a separate piece of paper. Overlapping questions are fine. d) Put all the pieces of paper into a hat. e) Take turns drawing a question. f) Ask the question to the other person. Keep score to add interest.

Note: If there is more than one learner, divide them into two teams and have both teams make the questions. Have both teams take turns drawing and asking questions. The team that gets more points wins.

Sample questions: thii nay thii khun t raakhaa sinkhaa day. mujwsomuj86I9jvik8klbo8hkwf h Where can you usually bargain?

withiikaan t raakhaa sinkhaa mii a-ray baa. ;bTudki9jvik8klbo8hk,uvtwi[hk’ What are the bargaining strategies?

thammay khun t cam way waa raan thii raakhaa thuuk yuu thii nay. mew,86I9hv’0ew;h;jkihkomuj-kpik8k5^dvp^jmujwso Why should you take notes about the places where you can get the best prices?

6. Discussion questions Have the learner look at the pictures of the Thai stores again. This time tell them in what kinds of stores people can and cannot bargain. Have the learner describe from the

197 pictures what the kinds of stores that people can bargain in look like. How can someone tell where people can or cannot bargain?

7. Suggested Activities

1. Role-play a) Prepare a conversation between a seller and a customer such as the one below. Write each sentence without its translation on different pieces of paper.

kraphaw bay nii raakhaa thawray. ditgxJk.[ouhik8kgmjkwi How much is this purse?

550 baat. 550 [km It’s 550 baht.

lot day may. ]fwfhws, Could you give me a discount?

550 baat may ph na khrap/kha. 550 [kmw,jcr’ot8iy[/8t This is not expensive at all.

400 baat day may. 400 [kmwfhws, What about 400 baht?

lot may day khrap/kha. ]fw,jwfh8iy[/8jt I can’t reduce the price.

420 baat la kan. 420 [km]tdyo What about 420 baht?

hay day 460 baat. nii thuuk maak lw. .shwfh 460 [km ouj5^d,kdc]h; I can sell it for 460 baht. It is very cheap now.

198 s bay raakhaa 850 baat day may. lv’.[ik8k 850 [kmwfhws, Can I get two for 850 baht?

s bay raakhaa 900 baat. nii thuuk thii sut lw. lv’.[ik8k 900 [km ouj5^dmujl6fc]h; I can give you two for 900 baht. This is the cheapest I can make them.

tok lo. phom/chan s s bay. 900 baat chay may. 9d]’ z,/fbCyo:nhvlv’.[ 900 [km.=jws, OK, I will buy two. It’s 900 baht, isn’t it?

nii khrap/kha. khbkhun khrap/kha. ouj8iy[/8jt -v[86I8iy[/8jt Here they are. Thank you very much. b) Mix up the pieces of paper. c) Tell the learner that this is a conversation between a seller and a customer at a shop. d) Have the learner put the sentences in the correct order. e) Have the learner role-play with another learner or with you, using the conversation as a guideline. In the first round, the learner plays the role of the customer and the second round, the seller.

199 Appendix 9A Vocabulary (kham sap, 8eLyrmN)

Thai English

aanfiim ‘ko/u,nv handicraft suaphaa glnhvzhk clothing phaamay zhkws, silk khra pradap g8injv’xitfy[ accessories ruuraa si^sik luxurious haasapphasinkhaa shk’liirlbo8hk department store talaat klaac 9]kfd]k’c0h’ open market t raakhaa 9jvik8k bargain kl cd]h’ pretend

200 Appendix 9B

handicraft aanfiim

clothing suaphaa

silk phaamay

accessories khra pradap

luxurious ruuraa

department store haasapphasinkhaa

open market talaat klaac

bargain t raakhaa

pretend kl

201 Appendix 9C

raan thii khun t raakhaa day (ihkomuj86I9jvik8kwf,h shops where you can bargain)

raan thii khun t raakhaa may day (ihkomuj86I9jvik8kw,jwf,h shops where you cannot bargain)

202 Lesson 10: Going to the doctor

1. Class time • 2 hours

2. Materials • Pictures of a hospital and a clinic (Appendix 10A)

3. Pre-reading activity a) Show the pictures of hospitals and clinics. Ask the learner what the pictures are. b) Write the following words on the board. ratthabaan pen wat eekkachon pen khay m puat th mfan yaa puay

b) Have the learner copy the words. c) Read the words aloud and have the learner repeat. d) Give the learner hints to the meaning of the words. e) Tell the learner to guess and say the English meaning of the words. Give him/her 5 minutes to guess and note down the meaning of all the above words. f) Point to the word on the board and follow the instructions in the hint column for each word in the table below. Try to get the learner to give the correct meaning of the words.

Thai English Hint m s,v doctor Draw a picture of a doctor. mfan s,vayo dentist Draw a picture of a dentist. puay xj;p sick wannii chan puay. t pai haa m. (Today I’m sick. I need to see a doctor.) pen wat gxHos;yf have a cold Act out the cold symptoms such as sneezing, having a runny nose, etc. pen khay gxHow-h have the flu Act out using a thermometer.

puat th x;fmhv’ have a Act out a stomachache. stomachache ay wv have a cough Act out the symptom.

yaa pk medicine Draw a sample of medicine or a ii b l

203 Thai English Hint prescription bottle.

ratthabaan iy{[k] public Read the following sentence to eekkachon gvd=o private the learner:

“mahaawitthayaalay michikn sateet pen mahaawitthayaalay ratthabaan t mahaawitthayaalay michikn pen mahaawitthayaalay eekkachon.”

g) After the learner knows all the meanings of the words, act out the hints again. This time, have the learner say the words in Thai. For the hints that are in a text, write the texts on the board, leaving out the words and having the learner fill them in.

4. Presenting the text Read the passage to the learner twice.

nay ma thay roophayaabaan eekkachon p khwaa roophayaabaan ratthabaan. m thay suan yay phuut phaasaa akrit day ph somkuan. weelaa thii khun pay haa m thii roophayaabaan khun ca t sia khaa thamniam m. t thaa khun pen wat, puat hua, pen khay, ay r pen rook lek lek ny ny, khun aat pay haa m thii klinik. doy tua pay khaa raksaa thii klinik thuuk kwaa roophayaabaan. nay ma thay khun saamaat s yaa baa chanit day thii raan khaay yaa. t khun khuan ca pay haa m thaa khun puay maak. khun may campen t nat m luanaa. t thaa khun tkaan haa mfan khun khuan nat m luanaa phr mfan ca yu maak doy chaph wan sawaathit.

.og,nv’wmp Fi’rpk[k]gvd=ocr’d;jkFi’rpk[k]iy{[k] s,vwmplj;o.sPjr^f4kKkvy’dAKwfhrvl,8;i g;]kmuj86Iwxsks,vmujFi’rpk[k] 86I0t9hv’glup8jkTii,goup,s,v c9j5hk86IgxHos;yf x;fsy; gxHow-h wv x;fmhv’sinvgxHoFi8g]Hdqohvpq 86Ivk0wxsks,vmuj8]bobd Ffpmyj;wx8jkiydKkmuj8]bob85^dd;jkFi’rpk[k] .og,nv’wmp 86Ilk,ki5:nhvpk[k’=obfwfhmujihko-kppk c9j86I8;i0twxsks,v5hk86Ixj;p,kd 86Iw,j0egxHo 9hv’oyfs,v]j;’sohk c9j5hk86I9hv’dkisks,vayo 86I8;i0toyfs,v]j;’sohk grikts,vayo0tp6j’,kdFfp gCrkt;yoglkiNvkmb9pN

In Thailand, private hospitals are more expensive than public institutions. Most Thai doctors speak enough English to communicate with foreigners. When you see a doctor at a hospital, you will be charged the doctor’s fees by the hospital. If you catch a cold, have a headache, the flu, a cough, a stomachache, or small illnesses, you can also see a doctor at a clinic. In general, clinics are less expensive than hospitals. In Thailand, some medications can be bought over the counter. However, it is better to go to see the doctor if you are very sick. Generally you do not necessarily need to make an appointment with

204 a doctor. Nevertheless, if you want to see a dentist, you should set up an appointment with him/her. The dentists’ are always very busy especially on the weekends.

5. Comprehending the text a) Write a set of incomplete sentences on different pieces of paper. Put them in a hat b) Have the learner draw a piece of paper from the hat. c) Read the sentence on the paper to the learner. Have the learner repeat and complete the sentence.

Note: If there is more than one learner, divide them into two teams and have both teams take turns drawing and complete sentences. If one team cannot correctly complete the sentence, the other team has the chance to complete that sentence.

Samples of incomplete sentences: nay ma thay roophayaabaan ratthabaan thuuk khwaa ………………….. .og,nv’wmp Fi’rpk[k]iy{[k]0t5^dd;jk ………………….. In Thailand, public hospitals are cheaper than ……………………..

m thay suan yay …………………….. s,vwmplj;o.sPj …………………….. Most Thai doctors ……………………..

weelaa thii khun pay haa m thii roophayaabaan khun ca t sia ………… g;]kmuj86Iwxsks,vmujFi’rpk[k] 86I0t9hv’glup ……………. When you go to see a doctor at a hospital, you will be charged ……………

t thaa khun pen wat ay r pen rook lek lek ny ny khun aat pay haa m thii …………… c9j5hk86IgxHos;yf wv sinvgxHoFi8g]Hdqohvpq 86Ivk0wxsks,vmuj …………… If you have a cold, a cough or small illnesses, you can see a doctor at ……………

khaa raksaa thii klinik thuuk kwaa ……………… 8jkiydKkmuj8]bob85^dd;jk ……………… Clinics are cheaper than ……………… khun saamaat s yaa baa chanit day thii ……………………. 86Ilk,ki5:nhvpk[k’=obfwfhmuj ……………………. Some medicines can be bought …………………….

thaa khun tkaan haa mfan khun khuan …………………. 5hk86I9hv’dkisks,vayo 86I8;i …………………. If you want to see the dentist, you should ………………….

205 mfan ca yu maak doy chaph …………………. s,vayo0tp6j’,kdFfpgCrkt …………………. The dentists are very busy especially ……………………

6. Discussion questions Ask the learner if he/she usually goes to the doctor when sick. What do you need to do when you go to see a doctor? Do you need to make an appointment? Do you prefer to go to a hospital or a clinic? Why?

7. Suggested Activities

1. Role-play a) Prepare a conversation between a doctor and a patient such as the one below. Then, write each sentence without its translation different pieces of paper.

sawatdii khrap/kha. may sabaay pen a-ray r khrap/kha. l;ylfu8iy[/8jt w,jl[kpgxHovtwi8iy[/8t Hello. What are your symptoms?

cep kh l pen khay khrap/kha. g0H[8vc]tgxHow-h8iy[/8jt I have a sore throat and the flu.

pen maa naan r ya khrap/kha. gxHo,kokosinvpy’8iy[/8t How long have you been sick?

saam wan lw khrap/kha. lk,;yoc]h;8iy[/8jt Three days.

aa paak. kh m duu kh na khrap/kha. vhkxkd -vs,vf^8vot8iy[/8t Open your mouth. Let me see your throat.

khun ph yaa a-ray may khrap/kha. crhpkvtwiws,8iy[/8t Are you allergic to any medication?

206 may khrap/kha. w,j8iy[/8jt No, I am not.

m hay yaa lot khay l yaa k cep kh. kin yaa n aathit k ca haay dii. s,v.shpk]fw-hc]tpkcdhg0H[8v dbopkso7j’vkmb9pNdH0tskpfu I’ll give you medicine that will reduce your temperature and one that will help your sore throat. After you take these medications for a week, you’ll be fine.

khpkhun khrap/kha. -v[86I8iy[/8jt Thank you. b) Mix up all the pieces of paper and put them on the table. c) Tell the learner that this is a conversation between a doctor and a patient. d) Have the learner put the sentences in the correct order. e) Have the learner role-play with you or another learner. f) Tell the learner that he/she will do the same role-play three times. For the first time, the learner can look at the dialog on the table while doing the role-play. g) Take parts of the dialog away after the first round. h) Have the learner do the role-play again. This time the learner needs to create the parts of the missing dialog on his/her own. i) For the third round, have the learner turn away from the dialog and act out the scene without looking at the dialog at all.

207 Appendix 10A

roophayaabaan (Fi’rpk[k], hospital)

208 klinik (8]bobd, clinic)

209

Part IV: Cultural Modules

Chapter 8: Introduction to the Cultural Modules

This unit consists of a set of modules that are designed to stimulate discussion and exploration about a specific area of cultural knowledge used by the community of speakers of the language being studied. Each module begins with a pre-reading activity and then a passage followed by post-reading activities.

There are many ways to introduce the text to the learner. However, because The Guide focuses on speaking and listening, it is recommended that these texts be introduced orally first. Since the vocabulary activities are given as a part of pre-reading activities, the learner will have enough linguistic background to help him/her understand the texts to some extent. It is a good idea for the learner to hear the text a few times. Here, rather than having the tutor repeat the text each time, the learner may prefer to record the text on a cassette tape and play the text again or play it after class as part of the homework assignment.

After orally presenting the text, the written texts may be given to the learner. The texts are given in transcription, Thai writing and English translation. The tutor might want to give to the learner the texts both in Thai writing and transcription. However, the English translation part should not be given to the learner. The tutor might read the text aloud and have the learner repeat after the tutor. Then the learner is asked to read the text aloud alone so that he/she will practice pronouncing Thai words.

After having the learner read the text, post-reading activities are recommended to make sure that the learner understands the text and to expand the lesson by, for example, further discussing on the related topics. The learner will also practice speaking and listening skills through these activities, using the structure and vocabulary learned from the text and the previous lessons. Some post-reading activities involve writing. For learners who do not read and write in the Thai writing system, they can do so by using the transcription. However, learners who can read and write Thai are encouraged to use the Thai writing system.

210

Chapter 9: Cultural Module Lessons

Lesson 1: Self introduction

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 1A) • Vocabulary cards (Appendix 1B) • A map of Thailand • Pictures (Appendix 1D)

3. Pre-reading activity a) Put a map of Thailand on the board. b) Draw your family tree on the blackboard. c) Introduce yourself to the learner in Thai, using the family tree and the map of Thailand. Tell the learner where you are from, how many siblings you have, what your nickname is, etc. Point to the map of Thailand when you say that you are from Thailand. Point to the position of the family member you are talking about while you are talking about your family. Use the family tree, along with your fingers to show how many siblings you have. For example, when you say that you have two older brothers, point to the position of the older brother in the tree and show two fingers to help the learner understand that you have two older brothers. d) Write any new words on the board that are encountered while introducing yourself. e) Explain the meaning of the words on the board after your self-introduction. f) Read the words on the board to the learner and have him/her repeat. g) Introduce yourself in Thai again, using the family tree and the map, so that the learner will hear the words in the context and be able to better understand your self- introduction. h) Give the vocabulary sheet (Appendix 1A) to the learner. i) Read the words aloud and have the learner repeat. j) Give the learner 3-5 minutes to study the vocabulary list for the next activity. k) Prepare vocabulary cards (Appendix 1B) by cutting up the Thai words and their English translations. l) Mix all the cards up and put them facedown on the table. m) Turn one card over. Have the learner turn one card over. If the words on both cards match, leave both cards up. If the words on both cards do not match, turn both cards down and start over. Do this until all the cards are turned over.

4. Presenting the text Read the following text to the learner twice. While reading, point to the map and family tree on the board to help the learner understand the text. Have the learner read aloud after you are finished. phom ch priichaa chaat-thay. phom maa caak pratheet thay. phom mii ch len waa yay. khrpkhrua l phan kh phom riak phom duay ch len. khon thay suan yay mii

211 ch len. baa khon may ruu r lm ch ci kh phan. phom kt thii baakk. baakok pen malua kh pratheet thay. t khon thay riak malua h nii waa krutheep. pratheet thay ta yuu nay eechia tawank chiatay. mii 76 cawat. phom rian thii culaalokn mahaawit-thayaalay. ph kh phom pen m. m kh phom pen khruu. phom mii phii chaay 1 khon, phii saaw 1 khon, n chaay 1 khon l n saaw 1 khon. phom aayuu 26 pii. phii chaay kh phom aayuu 28 pii. phii saaw aayuu 27 pii. n chaay aayuu 23 pii. n saaw aayuu 22 pii. phii chaay kh phom t aan lw l mii luuk 2 khon.

z,=njvxiu=k =k9bwmp z,,k0kdxitgmLwmp z,,u=njvg]jo;jk.sPj 8iv[8iy;c]tgrnjvo-v’z,giupdz,fh;p=njv g]jo 8owmplj;o.sPj,u=njvg]jo s]kp8ogiupdgrnjvofh;p=njvg]jo [k’8ow,ji^hsinv]n,=njv0ib’-v’grnjvo z,gdbf muj[k’dvd [k’dvdgxHog,nv’s];’-v’xitgmLwmp c9j8owmpgiupdg,nv’s];’csj’ouh;jkdi6’gmr xitgmLwmp 9yh’vp^j.ogvg=up9t;yovvdgCup’.9h ,u 76 0y’s;yf z,giupomuj06>k]’diIN,sk;bmpk]yp.odi6’gmr rjv-v’z,gxHo s,v c,j-v’z,gxHo8i^ z,,uruj=kp 1 8o rujlk; 1 8o ohv’=kp 1 8oc]tohv’lk; 1 8o z,vkp6 26 xu ruj=kp-v’z,vkp6 28 xu rujlk;vkp6 27 xu ohv’=kpvkp6 23 xu ohv’lk;vkp6 22 xu ruj=kp-v’z,c9j’’koc]h; c]t,u]^d 2 8o

My name is Preecha Chatthai. I am from Thailand. I have a nickname. My nickname is Yai. My family and friends call me by my nickname. Most Thai people have a nickname. Many people call their friends by their nicknames. Some people don’t know or forget their friends’ real names.

I was born in Bangkok. Bangkok is the capital city of Thailand. Thai people call this capital city “Krungthep” instead of Bangkok. Thailand is located in Southeast Asia. It has 76 provinces. I study engineering at Chulalongkorn University in Bangkok. My father is a doctor. My mother is a teacher. I have one elder brother, one elder sister, one younger brother and one younger sister. I am 26 years old. My elder brother is 28. My elder sister is 27. My younger brother is 23. My younger sister is 22. My elder brother is married and has two children.

Note: At the end of class, talk about how to use the possessive. In Thai the possessive structure is as follows.

kham naam + kh (of) + sabphanaam (pronoun ) (noun) chan (I, me) khun, th (you) khaw (he/she, him/her) raw (we, us) kham naam (noun)

212 For example: n kh chan g’bo-v’Cyo my money

aahaan kh khun vkski-v’86I your food

phii chaay kh raw ruj=kp-v’gik our older brother

n saaw kh maanii ohv’lk;-v’,kou Manee’s younger sister

5. Follow-up activities

1. Self-Introduction Have the learner draw a family tree and then introduce himself/herself in Thai. Tell him/her to talk about his family, how many siblings he/she has, where he/she is from, what his/her nickname is (if any), etc. Help the learner with vocabulary, if necessary.

2. Can you give me the information? 1. Make a copy of Chart A and Chart B (see Appendix 1C). 2. Have the learner choose either Chart A or Chart B. Keep the other. There is different information missing on each chart. 3. Take turns reading all the information and asking for missing information by choosing the correct question from the following list.

Questions: khaw ch aray. g-k=njvvtwi What is his name?

khaw mii ch len waa a-ray. g-k,u=njvg]jo;jkvtwi What is his nickname?

khaw maa caak thii nay. g-k,k0kdmujwso Where am I from?

213

khaw mii phii kii khon. g-k,urujduj8o How many elder brothers or sisters does he have?

khaw mii n kii khon. g-k,uohv’duj8o How many younger brothers or sisters does he have?

\khaw rian thii naay. g-kgiupomujwso Where does he go to school?

For example: “khaw ch somkhit. khaw mii ch len waa khit. khaw maa caak krutheep. khaw mii n chaay n khon l n saaw n khon. khaw rian thii mahaawit-thayaalay kasetsaat. khaw mii phii ki khon. ”

g-k=njvl,8bf g-k,u=njvg]jo;jk8bf g-k,k0kddi6’gmr g-k,uohv’=kpso7j’8oc]tohv’lk;so7j’8o g-kgiupomuj ,sk;bmpk]ypgdK9iLkl9iN g-k,urujduj8o

His name is Somkid. His nickname is Kid. He is from Krungthep. He has a younger brother and a younger sister. He studies at Kasetsart University. How many older brothers or sisters does he have?”

The person who has the information gives the answer. “chan mii phii s khon.” “I have two elder brothers.”

4. Continue taking turns asking and giving information until all the missing information is completed.

214 Appendix 1A Vocabulary (kham sap, 8eLyrmN)

Thai English mahaawit-thayaalay ,sk;bmpk]yp university aa-yu vkp6 age ch len =njvg]jo nickname ch ci =njv0ib’ real name khrpkrua 8iv[8iy; family phan grnjvo friend riak giupd call ruu i^h know lm ]n, forget kt gdbf to be born ta 9hy’ locate rian giupo study t aan c9j’’ko marry kh chan -v’Cyo my suan yay lj;o.sPj most

215 Appendix 1B Vocabulary (kham sap, 8eLyrmN) mahaawit-thayaalay university

aa-yu age

ch len nickname

ch ci real name

khrpkrua family

phan friend

riak call

ruu know

lm forget

kt to be born

ta locate

rian study

t aan marry

kh chan my

suan yay most

216 Appendix 1C Chart A

ch ch len cawat phii n mahaawit- thayaalay (Name) (Nickname) (Province) (Elder) (Younger) (University) somkhit khit krutheep n chaay 1 khon mahaawit- n saaw 1 khon thayaalay kasetsaat witthayaa wit chiamay - n chaay 2 khon mahaawit- thayaalay tham-masaat sirin rin krutheep - n saaw 3 khon saraapn nam phuuket phii chaay1 khon - culaalokn mahaawit- thayaalay winit chay phii saaw 1 khon n saaw 1 khon mahaawit- thayaalay tham-masaat kaandaa a-yut phii saaw 2 khon n saaw 1 khon mahaawit- thayaa thayaalay chiamay aariiyaa t chiamay - - mahaawit- thayaalay chiamay phinit nit chiamay phii saaw 2 khon n chaay 1 khon culaalokn mahaawit- thayaalay

217 Chart B

ch ch len cawat phii n mahaawit- thayaalay (Name) (Nickname) (Province) (Elder) (Younger) (University) winit chay krutheep phii saaw 1 khon n saaw 1 khon mahaawit- thayaalay tham-masaat saraapn naam phuuket - culaalokn mahaawit- thayaalay kaandaa daa a-yut phii saaw 2 khon n saaw 1 khon mahaawit- thayaa thayaalay chiamay withayaa wit - n chaay 2 khon mahaawit- thayaalay tham-masaat somkhit khit krutheep phii chaay 2 khon n chaay 1 khon mahaawit- n saaw 1 khon thayaalay kasetsaat sirin rin krutheep - n saaw 3 khon mahaawit- thayaalay kasetsaat phinit nit chiamay phii saaw 2 khon n chaay 1 khon

t chiaraay - - mahaawit- thayaalay chiamay

218 Lesson 2: Family I

1. Class time • 2 hours

2. Materials • Vocabulary sheet (Appendix 2A) • Vocabulary cards (Appendix 2B)

3. Pre-reading activity a) Give a copy of Appendix 2A to the learner. b) Go over the vocabulary words with the learner. c) Give the learner 1 minute to study the vocabulary list for the next activity. d) Prepare vocabulary cards (Appendix 2B) by cutting up the Thai words and their English translations. e) Mix all the cards up and put them facedown on the table. f) Turn one card over. Have the learner turn one card over. If the words on both cards match, leave both cards up. If the words on both cards do not match, turn both cards down and start over. Do this until all the cards are turned over.

4. Presenting the text Have a pencil and paper ready in order to draw a family tree as the reading is done. Read the following text to the learner twice. While reading, draw a family tree based on the text. After finishing, have the learner read the text aloud twice. When the learner reads the text for the second time, have the learner point at the family tree while reading the text.

phom mii yaat tha faay ph l faay m. khon thay riak yaat tha s faay taa kan. ph kh ph riak waa puu. m kh ph riak waa yaa. t ph kh m riak waa taa. m kh m riak waa yaay. phii chaay kh ph l m riak waa lu. phii saaw kh ph l m riak waa paa. n chaay l n saaw kh ph riak waa aa. t n chaay l n saaw kh m riak waa naa. suan saamii kh phii saaw, n saaw l yaat phuuyi khon thay tm kham waa khy la kham nam naa ch. chen aa khy (saamii kh n saaw kh ph), phii khy (saamii kh phii saaw). samrab phanya kh phii chaay, n chaay l yaat phuu chaay, khon thay tm kham waa saphay la kham nam naa ch. chen aa saphay (phanya kh n chaay kh ph), phii saphay (phanya kh phii chaay). phom riak luuk kh lu kap paa waa luuk phii luuk n l riak luuk kh phii l n kh phom waa laan.

z,,uPk9bmyh’/jkprjvc]t/jkpc,j 8owmpgiupdPk9bmyh’lv’/jkp9jk’dyo rjv-v’rjvgiupd;jkx^j c,j-v’rjvgiupd;jk pjk c9jrjv-v’c,jgiupd;jk9k c,j-v’c,jgiupd;jkpkp ruj=kp-v’rjvc]tc,jgiupd;jk]6’ rujlk;-v’rjvc]tc,j giupd;jkxhk ohv’=kpc]tohv’lk;-v’rjvgiupd;jkvk c9johv’=kpc]tohv’lk;-v’c,jgiupd;jkohk lj;o lk,u-v’rujlk; ohv’lk;c]tPk9bz^hsPb’ 8owmpg9b,8e;jkg-ps]y’8eoesohk=njvg=jo vkg-p Zlk,u-v’ohv’

219 lk;-v’rjvX rujg-p Zlk,u-v’rujlk;X lesiy[4iipk-v’ruj=kp ohv’=kpc]tPk9bz^h=kp 8owmpg9b,8e;jk lt.4hs]y’8eoesohk=njv g=jo vklt.4h Z4iipk-v’ohv’=kp-v’rjvX rujlt.4h Z4iipk-v’ruj=kpX z,giupd]^d -v’]6’c]txhk;jk]^druj]^dohv’ c]tgiupd]^d-v’rujc]tohv’-v’z,;jks]ko

I have relatives from both my father’s and my mother’s sides. Thai people define some relatives on both sides differently. On the paternal side, the grandfather is called “pu” and the grandmother is called “ya.” On the maternal side, however, the grandfather is called “ta” and the grandmother is called “yai.” My father and mother’s older brothers are called “loong.” My father and mother’s older sisters are called “pa.” But, my father’s younger brothers or younger sisters are called “ah” whereas my mother’s younger brothers or sisters are called “na.” For the husbands of female relatives and sisters (male in-laws), Thai people put the word “keay” after the titles such as “ah keay” (male younger aunt-in- law: paternal side) and “pi keay” (older brother-in-law). For the wives of male relatives and brothers (female in-laws), we put the word “sapai” after the titles such as “ah sapai” (female younger aunt-in-law: paternal side) and “pi sapai” (older sister-in-law). I call uncles’ and aunts’ children “look pi look nong” and my siblings’ children “larn.”

5. Follow-up activities

1. My Family Tree Have the learner draw his/her own family tree like the one you just constructed. Then have him/her explain in Thai each person on the tree, including his/her name and title.

2. Draw a Family Tree This activity can be done in two ways: • Read the following passage and have the learner draw a family tree according to the passage. Have the learner indicate each person’s name and his/her title in the family tree. • Create a blank family tree and give it to the learner. Read the following passage to the learner and have him/her fill it out with names and titles of the people in the family.

chan ch pranii. chan mii phii chaay n khon l n saaw n khon. phii chaay kh chan ch maanoot. n saaw kh chan ch praphay. ph kh chan mii phii saaw n khon l n chaay n khon. phii saaw kh ph ch chuucay. n chaay kh ph ch wiiraa. puu kh chan ch prachit. yaa kh chan ch waraa. m kh chan ch sukcay. m kh chan mii phii chaay n khon l n saaw n khon. phii chaay kh m ch maana. n saaw kh m ch somyi. taa kh chan ch winay. yaay kh chan ch phnthip.

220 Cyo=njvxikou Cyo,uruj=kpso7j’8oc]tohv’lk;so7j’8o ruj=kp-v’Cyo=njv,kFo= ohv’lk;-v’Cyo=njvxitwr rjv -v’Cyo=njv xit=k rjv-v’Cyo,urujlk;so7j’8oc]tohv’=kpso7j’8o rujlk;-v’rjv=njv=^.0 ohv’=kp-v’rjv=njv ;uit x^j-v’Cyo=njvxit=b9 pjk-v’Cyo=njv;ik’8N c,j-v’Cyo=njvl6-.0 c,j-v’Cyo,uruj=kpso7j’8oc]tohv’lk;so7j’ 8o ruj=kp-v’c,j=njv,kot ohv’lk;-v’c,j=njvl,sPb’ 9k-v’Cyo=njv;boyp pkp-v’Cyo=njvrimbrpN

“My name is Pranee. I have one older brother and one younger sister. My older brother’s name is Manoj. My younger sister is called Prapai. My father’s name is Pracha. He has one older sister and one younger brother. His older sister is called Chujai. His younger brother is called Weera. My paternal grandfather is called Prachit. My paternal grandmother is called Warang. My mother’s name is Sukjai. She has one older brother and one younger sister. Her older brother is called Mana. Her younger sister is called Somying. My maternal grandfather is called Winai. My maternal grandmother is called Pornthip.”

3. Explain a family tree. Create or find another family tree. Have the learner explain the family tree.

221 Appendix 2A Vocabulary (kham sap, 8eLyrmN)

Thai English phnphuum khrpkhrua czo4^,b8iv[8iy; family tree yaat Pk9b relative faay /jkp side riak giupd define, call saamii lk,u husband phanya 4iipk wife

222 Appendix 2B

family tree phnphuum khrpkhrua

relative yaat

side faay

define, call riak

husband saamii

wife phanya

223 Lesson 3: Family II

1. Class time • 2 hours

2. Materials • Vocabulary sheet (Appendix 3A) • Vocabulary cards (Appendix 3B)

3. Pre-reading activity a) Give a copy of Appendix 3A to the learner. b) Go over the vocabulary words with the learner. c) Give the learner 3-5 minutes to study the vocabulary list for the next activity. d) Prepare vocabulary cards (Appendix 3B) by cutting up the Thai words and their English translations. e) Mix up all the cards and put them facedown on the table. f) Turn over each card and have the learner say the meaning of the word. If the word is in Thai, have the learner give the meaning in English. If the word is in English, have the learner give the Thai meaning. g) Ask the learner to draw a bingo chart with nine boxes. h) Have the learner write one of the Thai words from the index cards in each of the nine boxes. i) Explain that a text is going to be read. When the learner hears one of the words that he/she has written down, he/she crosses it out. If the learner has crossed out all the words vertically, horizontally or diagonally, he/she says “Bingo!”

4. Presenting the text Read the following text to the learner once for the bingo game. After the learner has finished the bingo game, read the text again. When finished, give the text to the learner and have him/her read the text aloud.

samaachik t la khon nay khrpkhrua thay mii lamdap aa-wusoo. khon thii aayu ny kwaa riak khon thii aayu maak kwaa duay kham nam naa ch thii day caak lamdap nay khrpkhrua. chen paa, phii. r riak duay kham nam naa ch tam duay ch kh khon khon nan chen paa yay, phii piya. khon thii aayu ny kwaa may saamaat riak khon thii aayu maak kwaa duay ch doy thii may mii kham nam naa ch. samaachik nay khrpkhrua t la khon mii naathii taam aayu l khwaam saamaat. khon thii too kwaa mii naathii duul khon thii aayu ny kwaa. khon thii aayu ny kwaa t khawrop l chafa kham nnam kh khon thii too kwaa. khon thay mii naathii duul ph m tn thii phm k charaa. doy thua pay khon numsaaw ca yuu kap ph m wen t waa t pay roorian r tham aan klay baan r chon kwaa ca t aan l tat sin cay yaay pay yuu baan tua ee. puu yaa taa yaay ca yuu kap luuk laan khon day khon n.

224 l,k=bdc9j]t8o.o8iv[8iy;wmp,u]efy[8;k,vk;6Fl 8omujvkp6ohvpd;jkgiupd8omujvkp6,kdd;jkfh;p8eoesohk =njvmujwfh0kd]efy[.o8iv[8iy; g=jo xhk ruj sinvFfpdkigiupdfh;p8eoesohk=njv9k,fh;p=njv-v’8o8oohyo g=jo xhk.sPj rujxbpt 8omujvkp6ohvpd;jkw,jlk,ki5giupd8omujvkp6,kdd;jkfh;p=njvFfpmujw,j,u8eoesohk=njv l,k=bd.o 8iv[8iy;c9j]t8o,usohkmuj9k,vkp6c]t8;k,lk,ki5 8omujF9d;jk,usohkmujf^c]8omujvkp6ohvpd;jk 8omujvkp6ohvp d;jk9hv’8eir c]tg=njvay’8ecotoe-v’8omujF9d;jk 8owmp,usohkmujf^c]rjvc,j9vomujrjvc,jcdj=ik Ffpmyj;wx 8oso6j,lk;0tvp^jdy[rjvc,jg;hoc9j;jk9hv’wxFi’giuposinvme’kowd][hko sinv0od;jk0tc9j’’koc]t9yflbo.0 phkpwxvp^j[hko9y;gv’ Ffpmyj;wxxj^pjk9kpkp0tvp^jdy[]^ds]ko8o.f8oso7j’

Each member in a Thai family is also defined according to his/her position as a senior or junior. The younger addresses the older by his/her title gained from his/her position in the family such as “pa pa” (aunt) and “pi” (older brother/sister/cousin) or by placing the title in front of that person’s name such as “pa yai” (aunt Yai) and “pi Piya” (older brother Piya or cousin Piya). They cannot call the older family members by their names without the titles. Each family member is assigned certain duties according to age and ability. The older members are responsible of taking care of the younger members. The junior members should respect and follow the advice of the senior members.

Thai children are responsible for taking care of their parents in their old age. Generally young people live with their families unless they go to school or work far away from home, or until they get married and decide to move to their own houses. In general the grandparents live with one of their children.

Note: At the end of class, talk about how to use comparatives and superlatives. In Thai, comparatives are made by adding the word “kwaa” (d;jk) after the adjectives or adverbs.

khunnasap (adjective) or wiseet (adverb) + kwaa

e.g., too kwaa (older, bigger)

maanii too kwaa wiira. ,kouF9d;jk;uit Manee is older/bigger than Weera.

dek kwaa (younger)

wiira too kwaa maanii. ;uitgfHdd;jk,kou Weera is younger than Manee.

Superlatives are made by adding the word “thii sut” after the adjectives or adverbs.

khunnasap (adjective) or wiseet (adverb) + thii sut

225

For example: too thii sut (oldest, biggest)

maarisaa too thii sut. ,kiblkF9mujl6f Marisa is the oldest.

dek thii sut (youngest)

winay dek thii sut. ;boypgfHdmujl6f Winai is the youngest.

5. Follow-up activities

1. Discussions Have the learner compare the differences between Thai and American families and talk about those differences. For example: • Do younger Americans call older people by their first names? • Do Americans live with their parents even after they get married?

2. Vocabulary Practice a) Put all the vocabulary cards facedown on the table. b) Make a tic-tac-toe grid on the board. c) Designate the learner as the “O” team and yourself as the “X” team. d) Have the learner choose an index card. Make up a sentence using the word on the card. e) Add an “O” to the tic-tac-toe grid for each correct sentence. Add an “X” to the grid for each incorrect sentence that the learner makes. The person who has tic-tac-toe first wins.

Note: If there is more than one learner, divide the learners into two groups. Have both groups take turns drawing index cards and making sentences. Whenever each group makes a correct sentence, that group can add an “O” or an “X” to the grid as mentioned above.

3. My family Have the student make sentences about his/her family, using superlatives and comparatives. For example:

n saaw kh chan, kaaren, pen n khon lek. t tua suu thii sut. chan pen ph ii khon too. t tua tia thii sut. ohv’lk;-v’Cyo 8kgio gxHoohv’8og]Hd c9j9y;l^’mujl6f CyogxHoruj8oF9 c9j9y;g9uhpmujl6f

226 My sister, Karen, is the youngest sister in my family. But she is the tallest. I am the oldest in the family. But, I’m the shortest.

Give the learner one point whenever he/she uses a superlative or a comparative. Therefore, the more superlatives and comparatives the learner uses, the more points he/she will get. He/she loses one point when he/she makes a mistake. If there are two learners, the learner with the most points wins.

227 Appendix 3A Vocabulary (kham sap, 8eLyrmN)

Thai English samaachik l,k=bd member lamdap aa-wusoo ]efy[vk;6Fl seniority saamaat lk,ki5 can naathii sohkmuj duty, responsibility cha fa g=njvay’ obey kham n nam 8ecotoe advice k charaa cdj=ik old doy thua pay Ffpmyj;wx generally wen t waa g;hoc9j;jk unless tham aan me’ko work klay wd] far away yaay phkp move

228 Appendix 3B

samaachik member

saamaat can

naathii duty, responsibility

cha fa obey kham n nam advice

k charaa old doy thua pay generally

wen t waa unless

tham aan work

klay far away

yaay move

229 Lesson 4: Marriage

1. Class time • 2 hours

2. Materials • Vocabulary sheet (Appendix 4B) • A picture of the Thai wedding ceremony (Appendix 4A, plus any pictures that the tutor may have)

3. Pre-reading activity a) Show a picture of the Thai wedding ceremony (Appendix 4A). b) Ask the learner what he/she thinks the picture is showing. c) Explain what people are doing in the picture. Have the learner ask questions about traditional Thai weddings. d) Give the vocabulary sheet (Appendix 4B) to the learner. e) Read the words aloud and have the learner repeat. f) Have the learner study the vocabulary for 3-5 minutes. Give him/her a short vocabulary quiz by saying the words in Thai and having the learner give the meanings. Return to the words that the learner cannot answer at the beginning until he/she masters them.

4. Presenting the text Read the following text to the learner twice. After finishing, have the learner read it aloud.

nay adiit ph m pen khon lak khuu t aan hay luuk s riak waa pen kaan khlum thu chon. patcuban num saaw lak khuu t aan eey. t nay baa khrpkhrua ph m ya mii botbaat nay kaan lak khuu t aan kh luuk. la caak khuu num saaw tat sin cay t aan. ph m kh caw baaw ca pay suu kh caw saaw kap ph m kh caw saaw. caak nan ca pay prksaa mduu pha duu rk samrap aan man l t aan. aan man l aan taan aat tham day nay wan diaw kan. nay aan man faay chaay ca mp sinst hay faay yi. aan t aan aat cat bp thay r bp tawantok. nay aan t aan bp thay khuu baaw saaw ca na l pranom m bon mn. khk tee nam sa lo thii m kh khuu baaw saaw l hay kham ay phn. caak nan aan lia k rm khn.

.ovfu9rjvc,jgxHo8og]nvd8^jc9j’’ko.sh]^d :7j’giupd;jkgxHodki8]6,56’=o xy006[yoouhso6j,lk;g]nvd8^j c9j’’kogv’ c9j.o[k’8iv[8iy;rjvc,jpy’,u[m[km.odkig]nvd8^jc9j’’ko-v’]^d s]y’0kd8^jso6j,lk;9yflbo .0c9j’’ko rjvc,j-v’g0hk[jk;0twxl^j-vg0hklk;dy[rjvc,j-v’g0hklk; 0kdoyho0twxxi7dKks,vf^grnjvf^AdKN lesiy[‘kos,yhoc]tc9j’’ko ‘kos,yhoc]t’koc9j’’kovk0mewfh.o;yogfup;dyo .o’kos,yho /jkp=kp0t,v[ lbolvf.sh/jkpsPb’ ‘koc9j’’kovk00yfc[[wmpsinvc[[9t;yo9d .o’koc9j’’koc[[wmp8^j[jk;lk;0toyj’ c]txito,,nv[os,vo c-dgmohely’8N]’muj,nv8^j[jk;lk;c]t.sh8ev;pri 0kdoyho’kog]uhp’dHgibj,-7ho

230

Traditionally, marriages were arranged by the families of the bride and the groom. This is “klum thung chon” (arranged marriage). Today people generally find their own partners. But in some families, parents still have influence over whom their children marry.

After a couple decides to get married, the formal proposal of the prospective groom is made to the bride’s parents. Then an astrologer is consulted and days and times for the engagement and wedding are chosen. The engagement and wedding can be performed on the same day. In the engagement, the man gives the woman a dowry.

Nowadays, weddings may be performed in the traditional Thai custom or in western style. Traditionally, a couple will sit and put their hands on the cushions in the prayer manner. After the guests in turn pour holy water on both the groom’s and the bride’s hands and give their blessings, the feast begins.

5. Follow-up activities

Discussion The tutor might further talk about Thai weddings. For example: • What kind of presents does the couple get for their wedding? • What kind of reception do they have afterwards?

Have the learner compare the difference between Thai and American wedding traditions. For example: • Do American people have to give a dowry to the bride? • Does the American groom need to make a formal proposal to the bride’s parents?

Letter Look at pictures of a Thai wedding ceremony. Have the learner imagine that he/she has just attended the wedding. Ask the learner to write a letter to a friend telling him/her about the wedding and what he/she thought about it.

231 Appendix 4A kaan t aan (dkic9j’’ko, marriage)

232 Appendix 4B Vocabulary (kham sap, 8eLyrmN)

Thai English nay adiit .ovfu9 in the past patcuban xy006[yo today, nowadays kaan t aan dkic9j’’ko marriage caw saaw g0hklk; bride caw baaw g0hk[jk; groom mii botbaat ,u[m[km have influence over suu kh l^j-v make a formal proposal mduu s,vf^ astrologer aan man ‘kos,yho engagement ceremony aan lia ‘kog]uhp’ feast sinst lbolvf dowries kham ay pn 8ev;pri blessings pranom m xito,,nv put hands in the manner of prayer nam saa ohely’-N holy water for weddings

233 Lesson 5: Dos and don'ts in Thailand

1. Class time • 2 hours

2. Materials • Vocabulary sheet (Appendix 4A) • Vocabulary cards (Appendix 4B)

3. Pre-reading activity a) Give the vocabulary list (Appendix 4A) to the learner. b) Go over the vocabulary list. Give the learner 3-5 minutes to study the list on his/her own. c) Prepare the vocabulary cards (Appendix 4B). d) Put the cards facedown and shuffle them. e) Turn over the top card. Read the English translation on the card to the learner. f) Have the learner say the Thai word for the English translation. If the learner cannot give the correct answer, he/she can come back to that word later. Put those cards in another pile so that the learner can go back to them later.

4. Presenting the text Read the following text to the learner twice. After finishing, have the learner read it aloud. khon thay otthon l mii namcay. doy maak naak ththiaw may mii panhaa kiaw kap kaanprap tua khaw kap thaamniam thay. t kuan ruu kh thii kuan patibat l kh thii may kuan patibat. • khon thay kawrop phramahaakasat l cha phrawo. nak ththiaw kuan sad kwaam kawrop phramahaakasat l chua phrawo doy kaan patibat taam fuu chon. • ma khaw pay nay uboosot t tht rthaw. • haam piin khn pay bon phra phuttharuup pha thaay ruup. • phra nay saatsanaa phut may saamaat tt tua phuu yi r rap kh caak phuu yi. weelaa thii ca so kh hay phra, phuu yi ca t so kh hay phuu chay so t hay phra. r waa kh lo bon phaa thii phra puu way. • tht rothaw ma khaw baan khon thay.

8owmpvfmoc]t,uohe.0 Ffp,kdoydmjv’gmujp;w,j,uxyPskgdujp;dy[dkixiy[9y;g-hkdy[Tii,goup,wmp c9j8;ii^h gdujp;dy[-hvmuj78;ixEb[y9bc]tw,j8;ixEb[y9b • 8owmpg8kirrit,skdKy9ibpNc]tg=nhvrit;’LN oydmjv’gmujp;8;iclf’8;k,g8kirrit,skdKy9ibpNc]tg=nhvrit;’LNfh;p FfpdkixEb[y9b9k,/^’=o • g,njvg-hkwx.ov6F[l5 9hv’5vfiv’gmhk

234 • shk,xuo-7howx[oritr6mTi^xsinvg0fupNgrnjv5jkpi^x • rit.oLklokr6mTw,jlk,ki5c9t9hv’9y;z^hsPBb’sinviy[-v’0kdz^hsPBb’ g;]kmuj0tlj’-v’.shrit z^hsPb’0t9hv’lj’-v’.shz^h=kplj’9jv.shrit sinv;k’-v’]’[ozhkmujritx^w;h • 5vfiv’gmhkg,njvg-hk[hko8owmp

Thai people are tolerant and hospitable. Normally tourists will have no difficulty in adjusting to the local customs. However, they may find it useful to be aware of certain dos and don’ts. • Thai people deeply revere the Royal Family. A visitor should be careful to show respect for the King and the Royal Family. The best guide as to how to behave is to watch the crowd and do what it does. • When going inside a chapel, shoes must be removed. • Never climb onto any image of Buddha or chedis to take a photograph. • Buddhist monks are forbidden to touch or be touched by women, or to accept anything from the hand of a woman. To give anything to a monk, a woman will either hand it to a man who then passes it to the monk, or the monk will spread out a piece of handkerchief in front of him for her to lay down her offerings on the handkerchief. • When entering a Thai home, take off your shoes.

5. Follow-up activities

1. Discussion Have the learner compare the differences between Thai and American dos and don’ts.

2. Letter Have the learner write a letter to his/her parents telling them what he/she finds interesting about what Thai people do and do not do in their culture.

235 Appendix 5A Vocabulary (kham sap, 8eLyrmN)

Thai English

otthon vfmo patient mii namcay ,uohe.0 generous nak ththiaw oydmjv’gmujp; visitor, tourist panhaa xyPsk problem prap tua xiy[9y; adjust thamniam Tii,goup, custom phramahaakasat rit,skdKy9ibpN king cha phrawo g=nhvrit;’LN royal family fuuchon /^’=o public people phra rit monk uboosot v6F[l5 Buddhist chapel phra phuttharuup ritr6mTi^x image of Buddha ceedii g0fupN pagoda thaay ruup 5jkpi^x take pictures

236 Appendix 5B

otthon patient

mii namcay generous

nak dnthaa visitor, tourist

panhaa problem

prap tua adjust

tham niam custom phra mahaakasat king

cha phra wo royal family

fuuchon public people

phra monk

uboosot Buddhist temple phra phuttharuup image of Buddha

ceedii pagoda

thaay ruup take pictures

237 Lesson 6: Greeting and addressing

1. Class time • 2 hours

2. Materials • A picture of Thai people greeting each other (Appendix 6A) • Vocabulary sheet (Appendix 6B)

3. Pre-reading activity a) Show a picture of Thai people greeting each other (Appendix 6A). b) Ask the learner what he/she thinks the picture is showing. c) Give the vocabulary sheet (Appendix 6B) to the learner. d) Read the words aloud. Have the learner repeat. e) Have the learner study the vocabulary for 3-5 minutes. Give the learner a small vocabulary quiz by saying the words in Thai and have him/her give the meanings. Return to the words that the learner cannot answer at the beginning until he/she masters them.

4. Presenting the text Read the following text to the learner twice. Show the learner how to “wai” when the word “wai” appears in the text. After the learner is finished reading the text twice, have him/her read it aloud. khon thay riak khon n duay ch ton. khon thii aayu ny kwaa r mii sathaannaphaap tam kwaa may saamaat riak phuu thii aayu maak kwaa r mii sathaanaphaap suu kwaa duay chuu ton. t ca riak duay tamn tam duay ch ton. chen aacaan maanii, paa surii, phii maana. phii pen kham thii riak khon thii aayu maak kwaa. chen phii chaay, phii saw, phan l phan ruam aan thii aayu maak kwaa. n pen kham thii chay riak khon thii aayu ny kwaa. kham waa khun pen kham thii suphaap l pen thaa kaan thii chay riak day tha phuu chaay l phuu yi chen khun priichaa, khun maykn. sawatdii pen kham thii chay nay kaan thakthaay. khon thii aayu ny kwaa ca way khon thii aayu maak kwaa pha thakthaay r sad khwaam khp khun. .kaan way kh kaan aw m s khaa maa prakop kan way thii radap saay taa. baa thii thii weelaa thii khon thay c phan bon thanon aat ca thaam waa pay nay r kin khaaw r ya.

8owmpgiupd8ovnjofh;p=njv9ho 8omujvkp6ohvpd;jksinv,ul5ko4kr9jed;jkw,jlk,ki5giupdz^hmujvkp6,kdd;jksinv,u l5ko4krl^’d;jkfh;p=njv9ho c9j0tgiupdfh;p=njv9ecsoj’9k,fh;p=njv9ho g=jo vk0kipN,kou xhkl6iupN ruj,kot WrujW gxHo8emuj.=hgiupd8omujvkp6,kdd;jkg=jo ruj=kprujlk; grnjvoc]tgrnjvoij;,’komujvkp6,kdd;jk Wohv’W gxHo8emuj .=hgiupd8omujvkp6ohvpd;jk 8e;jk W86IW gxHo8emujl64krc]tgxHomk’dkimuj.=hgiupdwfhmyh’z^h=kpc]tz^hsPb’ g=jo 86Ixiu=k 86Iw,g8b]

238 Wl;ylfuW gxHo8emuj.=h.odkimydmkp 8owmpFfpgCrkt8omujvkp6ohvpd;jk0t Wws;hW 8omujvkp6,kdd;jkgrnjvmydmkp sinvclf’8;k,-v[86I dkiws;h8nvdkigvk,nvlv’-hk’,kxitd[dyow;hmujitfy[lkp9k [k’mug;]kmuj8owmpg0v grnjvo[o5oo vk00t5k,;jk WwxwsoW sinv Wdbo-hk;sinvpy’W

Thai people call other people by their first names. The younger people or people with lower status cannot call the older or people with higher status only by their first names. They need to call them by their titles, which may be followed by their first names such as Ajarn Manee (teacher Manee), pa Suree (aunt Suree) and pi Mana. “Pi” is used to address older people such as older siblings, older friends and older colleagues. “Nong” is used to address people who are younger. However, in general “khun” is the official and polite way to address both men and women (e.g., khun Preecha and khun Michael).

“Sawasdee” is the word to use for greetings. Thai people, especially younger people, also “wai” others as a greeting or to say ‘thank you’ to show respect. They do this by putting their hands together in a prayer-like gesture and raising them to about eye level.

Sometimes when Thai people run into their friends on the streets, their friends will ask them “pai nai” (Where are you going?) or “gin khao ruu young” (Have you had a meal yet?) as a greeting.

Note: At the end of class, talk about how to make nouns from verbs, adjectives, and adverbs. To make a noun out of a verb, add the word “kaan” (dki) before the verb.

kaan + kiriyaa (dibpk, verb)

For example:

kin (v) to eat Æ kaan kin (n.) eating thakthaay (v.) to greet Æ kaan thakthaay (n.) greeting

To make a noun out of an adjective or adverb, add the word “khwaam” (8;k,) before the adjective/adverb. For example:

khwaam + khunasab (86ILyrm,N adjective)/wiseet (;bgLKI,N adverb)

For example:

dii (adj./adv.) good Æ khwaam dii (n.) goodness yaaw (adjective) long Æ khwaam yaaw (n.) length

However, there are exceptions to the above rules. For example:

kaw rob (v.) to respect Æ khwaam kaw rob (n.) respect

239 khwaam kaw cay (v.) to understand Æ khwaam kaw cay (n.) understanding

5. Follow up activity

1. Comprehension quiz a) Write the following comprehension questions on different pieces of paper. Place them facedown in three stacks as follows.

First stack: 1-point questions khon thay riak khon n duay ch ton r naamsakun 8owmpgiupd8ovnjofh;p=njv9ho Do Thai people call others by their first name or last name?

khun riak aacaan kh khun thii ch waa aphinyaa waa ya ray. 86Igiupdvk0kipN-v’86Imuj=njv;jkv4bPPk;jkvpjk’wi How do you address your teacher whose name is Apinya?

khon thay phuut taktaay waa ya ray. 8owmpr^fmydmkp;jkvpjk’wi What do Thai people say to greet other people?

Second stack: 2-point questions khon thii aayu maak kwaa ca waay khon thii aayu ny kwaa day may. 8omujvkp6,kdd;jk0t Wws;hW 8omujvkp6ohvpd;jkwfhws, Can older people “wai” younger people?

withii thii suphaab l pen thaa kaan thii chay riak khon n k ray. ;bTumujl64krc]tgxHomk’dki.odkigiupd8ovnjo8nvvtwi What is the official and polite way to address other people?

khon thay riak phii chaay duay ch ton day r may. thaa may day khuan ca riak ya ray. 8owmpgiupdruj=kpfh;p=njv9howfhsinvw,j 5hkw,jwfh8;i0tgiupdvpjk’wi Can Thai people call their older brothers by their first names? If not, how do they address them?

Third stack: 4-point questions

way k aray, co athibaay. ws;h8nvvtwi 0’vTb[kp What is “wai”? Explain it.

240 tham may khon thii aayu nykwaa waay khon thii aayu maak kwaa pha aray. 8omujvkp6ohvpd;jkws;h8omujvkp6,kdd;jkgrnjvvtwi Why do younger people “wai” older people?

The questions are grouped according to difficulty. • If the learner can answer the questions in the first stack, he/she gets one point. • If the learner can answer the questions in the second stack, he/she gets two points. • If the learner can answer the questions in the second stack, he/she gets three points. If the learner gets the correct answers, he/she gets the full points. However, if the answer given by the learner is not correct, the learner must look through the reading for the correct answer. He/she will receive half of the full points for the correct answer. At the end of the quiz, if the learner gets 13-17 points, he/she wins. If the learner gets 9-12 points, he/she ties with the tutor. If the learner gets less than 9 points, he/she loses. b) Have the learner pick one question from one of the stacks. c) Ask the learner a question. Keep score according to the instructions above.

Note: If there is more than one learner, divide the learners into two groups and have them play against each other.

2. Discussions Have the learner compare the differences between the way Thai people and Americans address and greet each other.

3. Role-play Demonstrate how to greet different people and have the learner practice the correct greetings by role-playing different people (older people, younger people, friends, parents, unfamiliar people, and people with higher status).

241 Appendix 6A kaan way (dkiws;,h Thai greeting)

242 Appendix 6B Vocabulary (kham sap, 8eLyrmN)

Thai English sathaannaphaap l5ko4kr status aacaan vk0kipN professor, teacher phan ruam aan grnjvoij;,’ko colleague thaa kaan mk’dki official suphaap l64kr polite thakthaay mydmkp greeting doy chaph FfpgCrkt especially sad clf’ show khwaam khawrop 8;k,g8kir respect prakop xitd[ join radap itfy[ level c g0v run into

243 Lesson 7: Being a guest

1. Class time • 2 hours

2. Materials • Vocabulary sheet (Appendix 7A) • Vocabulary cards (Appendix 7B) • Text cards (Appendix 7C)

3. Pre-reading activity a) Give a copy of Appendix 7A to the learner. b) Go over the vocabulary words with the learner. c) Give the learner 3-5 minutes to study the vocabulary list for the next activity. d) Prepare vocabulary cards (Appendix 7B) by cutting up the Thai words and their English translations. e) Mix all the cards up and put them facedown on the table. f) Turn over each card and have the learner say the meaning of the word. If the word is in Thai, the learner gives the meaning in English. If the word is in English, the learner gives the Thai meaning. g) Make a copy of the following text (Appendix 7C). Cut it into ten parts. h) Mix up all the parts of the text. i) Read the following text to the learner and have the learner arrange the different parts of the text in order. If there is more than one learner, split the pieces of the text among them. For example, if there are two learners and 10 sentences, mix ten sentences together. Give 5 sentences to the first learner and the other 5 to the second. Have one learner read 5 sentences and the other learner read the other 5 sentences. Have them arrange the sentences in order based on what they heard. j) Read the text again and have the learner check to make sure that he/she has arranged the text in the correct order.

4. Presenting the text Read the following text to the learner once. Have the learner arrange the parts of the text in order. Read the text for the second time and see if the learner has the correct order. After finishing, have the learner read it aloud.

khon thay aat pay yiam yaat r phan thii baan doy may bk lua naa. thaa khun kap caaw baan may day c kan maa naan caaw baan aat ca phuut duay thaathaa yindii waa lom a-ray phat maa nii. khk kuan ca tht rthaw ma khaw baan. caaw baan ca tnrap khk duay naam plaaw pen yaa ny. thaa khun pay baan caaw baan klay weelaa aahaan, caaw baan ca thaam waa khun kin a-ray maa r ya. l chuan khun kin khaaw duay. khon thay ca may phaa kk chom baan. hnn pen sathaanthii suantua. thaa khun yuu khaa khn thii baan caaw baan, khuan san tua

244 chuay aan baan. khon thay mii samnuan waa yuu baan thaan yaa ni duu daay pan wuapan khwaay hay luuk thaan len. thii ci lw caaw baan may day wa hay khk chuay aan a- ray. t ca ruusk phit thaa khk may day kaan tnrap yaa dii.

8owmpvk0wxgpujp,Pk9bsinvgrnjvomuj[hkoFfpw,jc0h’]j;’sohk 5hk86Idy[g0hk[hkow,jwfhg0vdyo,koko g0hk[hkovk0 0tr^ffh;pmjkmk’pbofu;jk ],vtwiryf,kouj c-d8;i0t5vfiv’gmhkg,njvg-hk[hko g0hk[hko0t9hvoiy[c-dfh;pohe gx]jkgxHovpjk’ohvp 5hk86Iwx[hkog0hk[hko.d]hg;]kvkski g0hk[hko0t5k,;jk86Idbovtwi,ksinvpy’c]t=;o86I dbo-hk;fh;p 8owmp0tw,jrkc-d=,[hko shv’ovogxHol5komujlj;o9y; 5hk86Ivp^j8hk’8nomuj[hkog0hk[hko 8;i0t glov9y;=j;p’ko[hko 8owmp,uleo;o;jk vp^j[hkomjkovpjkobj’f^fkp xyho;y;xyho8;kp.sh]^dmjkog]jo muj0ib’c]h; g0hk[hkow,jwfhs;y’.shc-d=j;p’kovtwi c9j0ti^hl7dzbf5hkc-dw,jwfhdki9hvoiy[vpjk’fu

Thai people may visit their relatives’ or friends’ house without notice. If you haven’t seen the host for a long time, they might say “What brings you here?” in a welcoming manner. The guest should take off his/her shoes when entering the house. Every visitor will be served with at least a glass of water. If you go to someone’s house near mealtime, the host will usually ask if you have eaten anything and invite you to eat with them. Thai people do not show their guests every room in their houses. Bedrooms are very private places. If you stay overnight at the host’s house, it is good manners for the guest to offer to help. Thai people have an expression, “When you stay at the host’s house, do not be indifferent. Make toys for the host’s children.” In fact, the host does not expect the guest to help with anything. They feel guilty if you are not well served while you are staying with them.

5. Follow-up activities

1. Discussion Have the learner compare the differences between Thai and American etiquette for hosts and guests. Have the learner talk about the etiquette that is not mentioned in the text. He/she can ask the tutor about additional points of etiquette of being a host and a guest in Thailand and make comparisons. For example, see the chart below.

245

Etiquette Thai America n Guests khk t bk chaw baan luanaa waa ca pay haa. c-d9hv’[vdg0hk[hko]j;’sohk;jk0twxsk Do guests need to notify the host in advance if they want to drop by?

khk khuan tht rthaw kn khaw baan r may. c-d8;i5vfiv’gmhkdjvog-hk[hkosinvw,j Should guests take off their shoes before entering the house?

khk khuan nam kh pay hay chaw baan r may. c-d8;ioe-v’wx.shg0hk[hkog,njvwxgpujp,g0hk[hkosinvw,j Should guests bring something for the hosts when they visit?

Hosts caaw baan ca phaa khk chom thuk h nay baan r may. g0hk[hko0trkc-d=,m6dshv’.o[hkosinvw,j Do the hosts show the guests all the rooms in their house?

caaw baan taktay kk thii maa yiam waa a-ray. g0hk[hkomydmkpc-dmuj,kgpujp,;jkvtwi How do the hosts greet the guests when they arrive?

2. What should I say?

• Write the following set of situations on different pieces of paper. • Have the learner choose the situations one by one. • Read the situation to the learner. • Have the learner think about what to say in that situation. If the learner does not know what to say, tell him/her what is the appropriate thing to say in the situation and explain new vocabulary, if any. • Have the learner practice by doing the role-play with the tutor.

Note: The role-plays are not limited to the situations below. The tutor can continue the role-play from one situation to another (i.e., from the greeting to the leaving although the situation indicated on the piece of paper is just the greeting).

246 Sample of role-play situations

khun khit ca pay yiam caw naay thii baan. khun thoorasap pay thaam caw naay waa ca pay yiam day may. 86I8bf0twxgpujp,g0hkokpmuj[hko 86IFmiLyrmNwx5k,g0hkokp;jk0twxgpujp,wfhws, You are planning to visit your boss at his/her house. Call him/her at home to ask him/her if you can drop by.

khun khit ca pay yiam phan thii baan. khun thoorasap pay thaam phan waa ca pay yiam day may. 86I8bf0twxgpujp,grnjvomuj[hko 86IFmiLyrmNwx5k,grnjvo;jk0twxgpujp,wfhws, You are planning to visit your friend at his/her house. Call him/her at home ask him/her if you can drop by.

khun pay yiam phuan thii baan doy may bk lua naa. phuan k maa tnrap khun. 86Iwxgpujp,grnjvomuj[hkoFfpw,j[vd]j;’sohk grnjvovvd,k9hvoiy[86I You drop by your friend’s home without letting him/her know in advance. He/she comes out to greet you.

khun yuu khaa khn thii baan caaw baan, khun yaak san tua chuay aan baan. khun ca phuut waa -aray. 86Ivp^j8hk’8nomuj[hkog0hk[hko 86Ivpkdglov9y;=j;p’ko[hko 86I0tr^f;jkvtwi You are staying overnight at the host’s house and would like to offer your help. What should you say?

khun pay yiam caw baan. caw baan chuan khun kin khaaw. khun tkaan kin khaaw duay. khun ca phuut waa a-ray. 86Iwxgpujp,g0hk[hko g0hk[hko=;o86Idbo-hk; 86I9hv’dkidbo-hk;fh;p 86I0tr^f;jkvtwi You visit a host and he/she invites you to eat with him/her. What should you say to let him/her know that you’d like to join him/her.

khun pay yiam caw baan. caw baan chuan khun kin khaaw. t khun kin khaaw duay may day. khun ca phuut waa a-ray. 86Iwxgpujp,g0hk[hko g0hk[hko=;o86Idbo-hk; c9j86Idbo-hk;fh;pw,jwfh 86I0tr^f;jkvtwi You visit a host and he/she invites you to eat with him/her. But you cannot join him/her. What should you say?

khun kamla khuy kap caw baan. khun tkaan khaw hnam. khun ca phuut waa a-ray. 86Ide]y’86pdy[g0hk[hko 86I9hv’dkig-hkshv’ohe 86I0tr^f;jkvtwi While you are talking to the host, you want to use the restroom. What would you say to the host?

247 khun kamla ca klap baan lacaak khaa kn thii baan caw baan. khun ca phuut waa a-ray. 86Ide]y’0td]y[[hkos]y’0kd8hk’8nomuj[hkog0hk[hko 86I0tr^f;jkvtwi You are leaving the host after staying overnight with him/her. What would you say to the host? lacaak khuy kap caw baan sakphak, khun tkaan klap baan. khun ca phuut waa a-ray. s]y’0kd86pdy[g0hk[hkolydryd 86I9hv’dkid]y[[hko 86I0tr^f;jkvtwi After talking to the host for a while, you would like to leave. What would you say?

248 Appendix 7A Vocabulary (kham sap, 8eLyrmN)

Thai English caaw baan g0hk[hko host khk c-d guest tnrap 9hvoiy[ welcome chuan =;o invite hnn shv’ovo bedroom suantua lj;o9y; private khaa khn 8hk’8no stay overnight samnuan leo;o saying san tua glov9y; offer ni duu daay obj’f^fkp indifferent ruu suk phit i^hl7dzbf feel guilty

249 Appendix 7B

caaw baan host

khk guest

tnrap welcome

chuan invite

hnn bedroom

suantua private khaa khn stay overnight

samnuan saying

san tua offer ni duu daay indifferent

ruu suk phit feel guilty

250 Appendix 7C khon thay aat pay yiam yaat r phan thii baan doy may bk lua naa. thaa khun kap caaw baan may day c kan maa naan caaw baan aat ca phuut duay thaathaa yindii waa lom a-ray phat maa nii. khk kuan ca tht rthaw ma khaw baan. caaw baan ca tnrap khk duay naam plaaw pen yaa ny. thaa khun pay baan caaw baan klay weelaa aahaan, caaw baan ca thaam waa khun kin a-ray maa r ya. l chuan khun kin khaaw duay. khon thay ca may phaa kk chom baan. hnn pen sathaanthii suantua. thaa khun yuu khaa khn thii baan caaw baan, khuan san tua chuay aan baan. khon thay mii samnuan waa yuu baan thaan yaa ni duu daay pan wuapan khwaay hay luuk thaan len. thii ci lw caaw baan may day wa hay khk chuay aan a-ray. t ca ruusk phit thaa khk may day kaan tnrap yaa dii.

251 Lesson 8: Gender issues

1. Class time • 2 hours

2. Materials • Vocabulary sheet (Appendix 8A) • Vocabulary cards (Appendix 8B) • Text cards (Appendix 8C)

3. Pre-reading activity a) Give the vocabulary list (Appendix 8A) to the learner. b) Go over the vocabulary list with the learner. Give the learner 3-5 minutes to study the list on his/her own. c) Prepare the vocabulary cards (Appendix 8B). d) Put the cards facedown and shuffle them. e) Turn over the top card. Read the English translation on the card to the learner. f) Have the learner give the Thai word for the English translation. If the learner cannot give the correct answer, he/she can go back to that word later. Put those cards in a separate stack. g) Make a copy of the following text (Appendix 8C). Cut it into ten parts. h) Mix up all the parts of the text. i) Read the following text to the learner and have the learner arrange the different parts of the text in order. If there is more than one learner, split the pieces of the text among them. For example, if there are two learners and 10 sentences, mix the ten sentences together. Give 5 sentences to the first learner and the other 5 to the second. Have the one learner read 5 sentences and the other learner read the other 5 sentences. Have them order the sentences based on what they heard. j) Read the text again and have the learner check to make sure that he/she has put the text in the correct order.

4. Presenting the text Read the following text to the learner once and have the learner arrange the parts of the text in order. Read the text for a second time to see if the learner has the correct order. After finishing, have the learner read it aloud.

doy thua pay phuu chaay may tt tua phuu yi. t pen ra tham-madaa thii phuu yi ca cap m r cuu m kan. phaap lak pen si thii samkhan maak nay sakhom thay. tha phuu chaay l phuu yi khuan ttua hay msom kap kalatheesa. chen may khuan say kaakee khaa san r rthaw t pay thii tham kaan rat-thabaan. phuu yi may kuan say kaakee khaa san, krapro san maak r sa klaam weelaa pay wat. phuu yi kuan ttua hay mitchit. chaay yi may kuan sad khwaam rak kan nay thii saathaarana. yaa maak k cuu m kan. doy thua pay nay khrpkrua phuu chaay pen phuu nam. phuu yi pen phuu sanapsanun. phuu chaay ca prksaa phuu yi ma

252 t tatsincay ra kiaw kap khrbkrua.

Ffpmyj;wxz^h=kpw,jc9t9hv’9y;z^hsPb’ c9jgxHoginjv’Tii,fkmujz^hsPb’0t0y[,nvsinv0^’,nvdyo 4kr]ydKINgxHolbj’muj le8yP,kd.oly’8,wmp myh’z^h=kpc]tz^hsPb’8;ic9j’9y;.shgs,ktl,dy[dk]gmLt g=jo w,j8;i.ljdk’gd’-klyho sinviv’gmhkc9twxmujmedkiiy{[k] z^hsPb’w,j8;i.ljdk’gd’-klyho ditFxi’lyho,kd sinvglnhvd]hk,g;]kwx;yf z^hsPb’8;ic9j’9y;.sh,bf=bf =kpsPb’w,j8;iclf’8;k,iyddyo.omjulkTkiIt vpjk’,kdc8j0^’,nvdyo Ffpmyj;wx .o8iv[8iy;z^h=kpgxHoz^hoe z^hsPb’gxHoz^hloy[lo6o z^h=kp0txi7dKkz^hsPb’g,njv9hv’9yflbo.0ginjv’gdujp;dy[ 8iv[8iy;

In general, men do not touch women. However, it is common to see women holding hands or walking arm in arm. Your image is very important in society. Both men and women are supposed to dress appropriately for the occasion. For example, shorts and sandals are not allowed in governmental offices. Shorts, mini-skirts, and tank tops are not allowed in temples for women. In general, women are expected to dress modestly. It is not appropriate for a man and a woman to show affection in public. Holding hands is the extent of the display of affection in this society. Generally, in the family, men are considered the leaders and the women are the supporters. Men always consult women when a family decision needs to be made.

5. Follow-up activities

1. True/false & discussion a) Read the following sentences to the learner one by one.

nay ma thay pen ra msom thii phan phuu chaay kt phuan phuu yi. .og,nv’wmpgxHoginjv’gs,ktl,mujgrnjvoz^h=kpdvfgrnjvoz^hsPb’ In Thailand it is appropriate for male friends to give female friends a hug.

nay ma thay phuu yi kap phuu yi may khuan cap m kan. .og,nv’wmpz^hsPb’dy[z^hsPb’w,j8;i0y[,nvdyo It is not appropriate for women to hold hands.

phuu yi may kuan say kaakee krapro san weelaa pay wat. z^hsPb’w,j8;i.ljditFxi’lyhog;]kwx;yf Women should not wear miniskirts to the temple.

chaay yi sad khwaam rak kan nay thii saathaarana day. =kpsPb’clf’8;k,iyddyo.omujlkTkiItwf h Couples can show affection in public.

253 b) After reading each of the sentences above, ask the learner to decide whether the sentence is true or false. Have the learner correct the sentences that he/she thinks are false. c) After the learner gives the correct sentence, ask the learner if the sentence is considered true or false in American culture.

254 Appendix 8A Vocabulary (kham sap, 8eLyrmN)

Thai English tt c9t9hv’ touch prksaa xi7dKk consult tatsincay 9yflbo.0 decide ttua c9j’9y; dress msom gs,ktl, appropriate tham-madaa Tii,fk common mitchit ,bf=bf (dress) modestly phaap lak 4kr]ydKIN image kalatheesa dk]gmLt occasion khwaam rak 8;k,iyd affection phuu nam z^hoe leader phuu sanapsanun z^hloy[lo6o supporter

255 Appendix 8B

tt touch

prksaa consult

tatsincay decide

ttua dress

msom appropriate

tham-madaa common

mitchit (dress) modestly

phaap lak image

kalatheesa occasion

khwaam rak affection

phuu nam leader phuu sanapsanun supporter

256 Appendix 8C

doy thua pay phuu chaay may tt tua phuu yi. t pen ra tham-madaa thii phuu yi ca cap m r cuu m kan.

phaap lak pen si thii samkhan maak nay sakhom thay. tha phuu chaay l phuu yi khuan ttua hay msom kap kalatheesa.

chen may khuan say kaakee khaa san r rthaw t pay thii tham kaan rat-thabaan.

phuu yi may kuan say kaakee khaa san, krapro san maak r sa klaam weelaa pay wat.

phuu yi kuan ttua hay mitchit.

chaay yi may kuan sad khwaam rak kan nay thii saathaarana. yaa maak k cuu m kan.

doy thua pay nay khrpkrua phuu chaay pen phuu nam. phuu yi pen phuu sanapsanun.

phuu chaay ca prksaa phuu yi ma t tatsincay ra kiaw kap khrbkrua.

257 Lesson 9: Social values

1. Class time • 2 hours

2. Materials • Vocabulary list (Appendix 9A) • Fill-in-the-blank exercise (Appendix 9B) • Dice

3. Pre-reading activity a) Give Appendix 9A to the learner. Go over the vocabulary with the learner. b) Give Appendix 9B to the learner. (Appendix 9B is the text that the learner will read.) c) Have the learner fill in the blanks on Appendix 9B using the given words. Have the learner look up the words from the vocabulary list in Appendix 9A, if necessary. d) Read the following text to the learner while the learner checks his/her answers.

4. Presenting the text Read the following text to the learner once and have the learner check his/her answers in Appendix 9B. See if the learner has the correct answers. Read the text again and have the learner listen to the text. After finishing, have the learner read it aloud.

namcay pen si samkhan maak samrap khon thay. weelaa khon thay phuut waa khon nan mii namcay sad waa khon nan yindii chuayla phan l khon plk naa. khon thay mak phuut waa may pen ray mua mii heetkaan thii may tkaan kt khn. phr khit waa thuk yaa hay a-phay day. c khuan liiklia khwaam khaty. khon thay mii khwam ruusk kreecay may yaak ropkuan khon n. khon thay t ruucak thii tam thii suu. khon ca tam r suu khn yuu kap aayuu phnthaan khrbkhrua aachiip l naathii kaan aan. thuk khon t tham tua l patibat t khon n tam sathanaphaap kh tua ee. awayyawa kh raakaay chen hua l naa th waa pen thii suu. thaw th waa pen thii tam. khon thay cmay ph cay thaa khon n maa cap hua, so kh khaam hua, chay thaw chii sikh r chii thaw maa thii tua ee.

ohe.0gxHolbj’le8yP,kdlesiy[8owmp g;]k8owmpr^f;jk8ooyho,uohe.0clf’;jk8ooyhopbofu=j;pgs]nvgrnjvo c]t8ocx]dsohk 8owmp,ydr^f;jk Ww,jgxHowiW g,njv,ugs96dkiINmujw,j9hv’dkigdbf-h7o grikt8bf;jkm6dvpjk’ .shv4ypwfh07’8;is]udg]ujp’8;k,-yfcph’ 8owmp,u8;k,i^hl7dgdi’.0 w,jvpkdi[d;o8ovnjo 8owmp9hv’ih^0yd muj9jemujl^’ 8o0t9jesinvl^’-7hovp^jdy[vkp6 rnho{ko8iv[8iy; vk=urc]tsohkmujdki’ko m6d8o9hv’me9y;c]t xEb[y9b9jv8ovnjo9k,l5ko4kr-v’9y;gv’ v;yp;t-v’ijk’dkpg=jo sy;c]tsohk5nv;jkgxHomujl^’ gmhk5nv;jkgxHomuj9je 8owmp07’w,jrv.05hk8ovnjo,k0y[sy; lj’-v’-hk,sy; .=hgmhk=uhlbj’-v’ sinv=uhgmhk,kmuj9y;gv’

“Namchai” (which literally means water of the heart) is very important for Thai people. When Thai people say that a person has “namchai,” it means that this person is happy to make sacrifices for friends and extend hospitality to strangers. Thai people always say

258 “mai pen rai” (never mind or it doesn’t matter) when something unfortunate happens. They think that everybody and everything is acceptable. Conflicts should be avoided. Thai people also have a feeling of “krengchai.” They are very reluctant to impose on anyone or disturb other people. Thai people are also expected to realize “thii tam thii soong” (literally, high place and low place). People can be “high” or “low” according to their age, family background, occupation, and professional position. They should behave and treat other people according to their own and other people’s status. Body parts such as the head and face are considered “thii soong” (high place) and feet “thii tam” (low place). Therefore, Thai people feel offended when someone touches or passes something to another person over their heads. They are also offended when a person points to them or at something with his foot.

Note: At the end of class, talk about how to use the coordinating word “c” (which means therefore or as a result). In Thai the word “c” is placed behind the first verb of the second sentence, which is the consequence of the first sentence. If there is a negative word “may” (w,,j not) or a helping verb such as “t” (9hv’, must) and “khuan” (8;i, should), the word “c” is placed before the negative word “may” (w,,j not). For example:

khon thay th waa hua pen thii suu. khon thay c may ph cay thaa khon n maa cap hua. 8owmp5nv;jksy;gxHomujl^’ 8owmp07’w,jrv.05hk8ovnjo,k0y[sy; Head is considered “thii suu” (high place). Therefore, Thai people feel offended when someone touches their heads.

khon thay khit waa thuk yaa hay apay day c khuan liiklia khwaam khaty. 8owmp8nv;jkm6dvpjk’.shv4ypwfh 07’8;is]udg]ujp’8;k,-yfcph’ Thai people think that everything is acceptable. Conflicts, therefore, should be avoided.

5. Follow-up activities

1. Comprehension quiz a) Write the following comprehension questions on different pieces of paper and place them facedown. weelaa khon thay phuut waa khon nan mii namcay sad waa khon nan ______g;]k8owmpr^f;jk8ooyho,uohe.0clf’;jk8ooyho ______When Thai people say that a person has “nam chai,” it means that that person ______.

khon thay mak phuut waa -aray mua mii heetkaan thii may tkaan kt khn. 8owmp,ydr^f;jkvtwig,njv,ugs96dkiINmujw,j9hv’dkigdbf-h7o

259 What do Thai people say when something unfortunate happens?

khon ca tamr suu khn yuu kap -aray 8o0t9jesinvl^’-7hovp^jdy[vtwi People can be “high” or “low” depending on what?

awayyawa suan nay thii th waa pen thii suu. v;yp;t-v’ijk’dkplj;owsomuj5nv;jkgxHomujl^’ What body parts are considered as “thii soong” (high place)?

awayyawa suan nay thii th waa pen thii tam. v;yp;t-v’ijk’dkplj;owsomuj5nv;jkgxHomuj9je What body parts are considered as “thii tam” (low place)?

thammay khon thay c may ph cay thaa khon n maa cap hua mew,8owmp07’w,jrv.05hk8ovnjo,k0y[sy; Why do Thai people feel offended when someone touches their head? a) Have the learner roll the dice. If the learner can answer the question correctly, he/she will get the points while the tutor loses the points appearing on the dice. If the learner does not give the correct answer, the tutor gets the points on the dice while the learner subtracts the number of points on the dice. Give the learner a chance to look at the reading for the correct answer. If he/she gives the correct answer after looking, the negative points will be reduced in half. b) At the end of the game, whoever has the most points wins.

Note: If there is more than one learner, divide the learners into two groups and have them play against each other.

2. Discussions Have the learner compare the differences between Thai and American values such as the concept of body parts and social status.

3. Writing activities Have the learner write a note or a postcard telling his/her family or friend about interesting differences between Thai culture and his/her own culture.

260 Appendix 9A Vocabulary (kham sap, 8eLyrm)N

Thai English samkhan le8yP important yindii pbofu happy chuay la =j;pgs]nv help hay apay .shv4yp forgive liiklia s]udg]ujp’ avoid ropkuan i[d;o bother, impose on patibat xDb[y9b behave, treat may ph cay w,jrv.0 offend, upset khon plk naa 8ocx]dsohk stranger khwaam khaty 8;k,-yfcph’ conflict thii tam muj9je low place thii suu mujl^’ high place aachiip vk=ur occupation naathii kaan aan sohkmujdki’ko professional position

261 Appendix 9B

lak kham thii hay maa t pay nii tm lo nay chwaa g]nvd8emuj.sh,k9jvwxouhg9b,]’.o=jv’;jk’ Fill in the blanks using the words given below. ropkuan khon plk naa aachiip chuayla naathii kaan aan patibat may ph cay khwaam khaty samkhan thii tam thii suu namcay pen si ______samrap khon thay. weelaa khon thay phuut waa khon nan mii namcay sadee waa khon nan yindii ______phan l ______. khon thay mak phuut waa may pen ray mua mii heetkaan thii may tkaan kt khn. phr khit waa thuk yaa hay aphay day c khuan liiklia ______. khon thay mii khwam ruusk kreecay may yaak ______khon n. khon thay t ruucak ______. khon ca tam r suu khn yuu kap aayuu phnthaan khrbkhrua ______l ______. thuk khon t tham tua l ______t khon n tam sathanaphaap kh tua ee. awayyawa kh raakaay chen hua l naa th waa pen thii suu. thaw th waa pen thii tam. khon thay c ______thaa khon n maa cap hua, so kh khaam hua, chay thaw chii sikh r chii thaw maa thii tua ee.

i[d;o 8ocx]dsohk vk=ur =j;pgs]nv sohkmjudki’ko xDb[y9b w,jrvw0 8;k,-yfcph’ le8yP muj9jemujl^’ ohe.0gxHolbj’______,kdlesiy[8owmp g;]k8owmpr^f;jk8ooyho,uohe.0clf’;jk8ooyhopbofu______grnjvo c]t______8owmp,ydr^f;jk Ww,jgxHowiW g,njv,ugs96dkiINmujw,j9hv’dkigdbf-h7o grikt8bf;jkm6dvpjk’ .shv4ypwfh07’8;is]udg]ujp’______8owmp,u8;k,i^hl7dgdi’.0 w,jvpkd______8ovnjo 8owmp9hv’ih^0yd ______8o0t9jesinvl^’-7hovp^jdy[vkp6 rnho{ko8iv[8iy; ______c]t______m6d8o9hv’me9y;c]t ______9jv8ovnjo9k,l5ko4kr-v’9y;gv’ v;yp;t-v’ijk’dkpg=jo sy;c]tsohk5nv;jkgxHomujl^’ gmhk5nv;jk gxHomuj9je 8owmp07’______5hk8ovnjo,k0y[sy; lj’-v’-hk,sy; .=hgmhk=uhlbj’-v’ sinv=uhgmhk,kmuj9y;gv’

262 impose on strangers occupation help professional position treat offended conflicts important tii tam tii suung

“Namchai” (which literally means water of the heart) is very ______for Thai people. When Thai people say that a person “mee nam chai”, it means that this person is happy to ______their friends and ______. Thai people always say “mai pen rai” (never mind or it doesn’t matter) when something unfortunate happens. They think that everybody and everything are acceptable. ______should be avoided. Thai people also have a feeling of “krengchai”. They are very reluctant to ______other people. Thai people are also expected to realize “______”. People can be “high” or “low” according to their age, family background, ______and ______. Everyone should behave and ______other people according to their and other people’s status. Body parts such as the head and face are considered “thii soong” (high place) and feet “thii tam” (low place). Therefore, Thai people feel offended when someone touches or passes something to another person over their heads. They are also ______when a person points to them or at something with his foot.

263 Lesson 10: Songkran & Loy Krathong festivals

1. Class time • 2 hours

2. Materials • Vocabulary sheet (Appendix 10A) • Vocabulary cards (Appendix 10B) • Pictures of Songkran and Loy Krathong festivals that are gathered from books, magazines, posters, personal photos, etc. • Dice

3. Pre-reading activity a) Give a copy of Appendix 10A to the learner. b) Go over the vocabulary words with the learner. c) Give the learner 3-5 minutes to study the vocabulary list for the next activity. d) Prepare vocabulary cards (Appendix 10B) by cutting up the Thai words and their English translations. e) Mix all the cards up and put them facedown on the table. f) Turn over each card and have the learner say the meaning of the word. If the word is in Thai, the learner has to give the meaning in English. If the word is in English, the learner has to give the Thai meaning. g) Ask the learner to draw a bingo chart with nine boxes. h) Tell the learner to write one of the Thai words from the vocabulary cards in each of the nine boxes. i) Explain that you are going to read a text. When the learner hears one of the words that he/she has written down, he/she crosses it out. If the learner has crossed out all the words vertically, horizontally or diagonally, he/she says “Bingo!”

4. Presenting the text Read the following text to the learner once for the bingo game. After the learner has finished the bingo game, read the text again. Do not give the text to the learner at this time. Show the learner the pictures of Songkran Festival and Loy Krathong Festival. Ask the learner what they think the pictures are showing. What are the people in the pictures doing? Why they are doing it? Then, read the text to the learner again. While the text is being read, point to the pictures (i.e., parts of krathong) to help the learner understand the text and the new vocabulary. When finished, give the text to the learner and have him/her read the text aloud.

theetsakaan sokraan theetsakaan sokraan pen theetsakaan pii may kh thay. rm tat wanthii 13 th wanthii 15 meesaayon. theetsakaan sokraan pen thii ruucak kan waa theetsakaan saat nam l ya pen wan chumnum kh khrpkhrua. nay chua nii khon taa cawat thii maa tham aan nay ma ca klap baan phua yiam khrpkhrua l sad khwaam khawrop ph m l yaat phuu yay. doy tee nam hm lo thii faa m kh ph m l yaat

264 phuu yay. caak nan ph m l yaat phuu yay ca uay phn hay mii khwaam suk. tn baay phuu khon ca saat nam kan yaa sanuksanaan. theetsakaan lykratho khon thay chal wan ly kratho chua plaay dan tulaakom r phrsacikaayon. theetsakaan nii mii ton kamnt caak saatsanaa phraam. prachaachon ca sad khwaam khp khun theep t th nam. nay wan nii khon thay ca ly kratho nay nam. kratho pen phaachanaa ruup dk bua tham caak bay t. khaa nay mii thian thuup l dk may. khon thay ya chua waa kratho ca phaa baap l chok raay pay caak khon thii ly kratho.

gmLdk]l’diko9N gmLdk]l’diko9NgxHogmLdk]xu.s,j-v’wmp gibj,9yh’c9j;yomuj 13 57’;yomuj 15 g,Kkpo gmLdk]l’diko9NgxHomuj i^h0yddyo;jkgmLdk]lkfohe c]tpy’gxHo;yo=6,o6,-v’8iv[8iy; .o=j;’ouh78o9jk’0y’s;yfmuj,kme’ko.og,nv’0td]y[ [hkogrnjvgpujp,8iv[8iy; c]tclf’8;k,g8kirrjvc,jc]tPk9b Ffpgmohesv,]’muj/jk,nv-v’rjvc,jc]tPk9b z^h.sPj 0kdoyhorjvc,jc]tPk9bz^h.sPj0tv;pri.sh,u8;k,l6- 9vo[jkpz^h8o0tlkfohedyovpjk’lo6dloko gmLdk]]vpditm’ 8owmpC]v’;yo]vpditm’=j;’x]kpgfnvo96]k8,sinvrAL0bdkpo gmLdk]ouh,u9hodegobf0kdLklokrik,IN xit=k=o0tclf’8;k,-v[86I9jvgmrcsj’ohe .o;yoouh8owmp0t]vpditm’.oohe ditm’gxHo4k=oti^x fvd[y; me0kd.[9v’ -hk’.o,ugmupo T^xc]tfvdw,h 8owmppy’g=njv;jkditm’0trk[kxc]tF=8ihkpwx0kd8omuj ]vpditm’

Songkran Festival Songkran is Thailand’s traditional New Year. It starts on April 13 and lasts until April 15. Songkran is known as the “water festival.” It is also considered as the family time of the year. During this time, people from rural areas who work in the cities go home to visit their families and show their respect to their parents and relatives by pouring scented water onto their parents’ and older relatives’ hands. Their parents and older relatives in return wish them good luck. In the afternoon, people joyfully splash water on each other.

Loy Krathong Loy Krathong Day is celebrated on the full moon night in late October and November. This festival is of Brahmin origin in which people express their thanks to the Goddess of Water. On this day Thai people launch a “krathong” on the water. A krathong is a lotus- shaped bowl made of banana leaves. It usually contains a candle, incense sticks, and some flowers. Thai people also believe that the krathongs that are floating away also carry all sins and bad luck away from the people who launch them.

265 5. Follow-up activities

1. Comprehension quiz a) Write the following comprehension questions on different pieces of paper and place them facedown.

theetsakaan sokraan pen theetsakaan pii may kh thay. rm tat wanthii thawra yth wanthii thawray. gmLdk]l’diko9NgxHogmLdk]xu.s,j-v’wmp gibj,9yh’c9j;yomujgmjkwsij57’;yomujgmjkwsi j When does the Songkran Festival begin and end?

theetsakaan sokraan pen thii ruucak kan waa theetsakaan a-ray. gmLdk]l’diko9NgxHomuji^h0yddyo;jkgmLdk]vtwi What is Songkran also known as?

khon thay chal wan ly kratho chua plaay dan a-ray. 8owmpC]v’;yo]vpditm’=j;’x]kpgfnvovtwi When do Thai people celebrate the Loy Krathong Festival?

theetsakaan ly kratho mii ton kamnt caak saatsanaa a-ray. gmLdk]]vpditm’,u9hodegobf0kdLklokvtwi In what religion did the Loy Krathong Festival originate?

kratho kh a-ray. ditm’8nvvtwi What is a “krathong”?

thammay khon thay c ly kratho. mew,8owmp07’]vpditm’ Why do Thai people float krathongs? b) Have the learner roll the dice. If the learner can answer the question correctly, he/she will get the points while the tutor loses the points shown on the dice. If the learner does not give the correct answer, the tutor gets the points on the dice while the learner subtracts the number of points on the dice. Give the learner a chance to look at the reading for the correct answer. If he/she gives the correct answer after looking, the negative points will be reduced in half. c) At the end of the game, whoever has the most points wins.

Note: If there is more than one learner, divide the learners into two groups and have them play against each other.

266 2. Discussions a) Ask the learner what day he/she thinks is considered a family day in the United States. Have him/her explain how people in the United States celebrate that day. b) Ask the learner to tell you about his/her favorite American holiday. Why does he/she like this holiday?

3. Role play a) Pretend that you are the learner’s friend in the United States. b) Have the learner pretend that he/she is calling you to tell you about the Songkran Festival and the Loy Krathong Festival. c) Continue the dialog naturally as if you and the learner are actually talking over the telephone.

267 Appendix 10A Vocabulary (kham sap, 8eLyrmN)

Thai English

theetsakaan gmLdk] festival chal C]v’ celebrate saat lkf splash thee gm pour ly ]vp float kh -v wish chok F=8 luck baap [kx sin hm sv, scented cantharakhati 0yomi89b lunar ton kamnt 9hodegobf origin theep gmr god, goddess dk bua fvd[y; lotus sanuksanaan lo6dloko joyfully

268 Appendix 10B

theetsakaan festival

chal celebrate

saat splash

thee pour

ly float

kh wish

chok luck

baap sin

hom scented cantharakhati lunar

ton kamnt origin

theeb god, goddess

dk bua lotus

sanuksanaan joyfully

269

Part V: Integrating Structure into the Communicative Classroom

Chapter 10: Working with Vocabulary

Techniques for learners Part of language learning involves building vocabulary, which unavoidably takes time and effort. It is also a very individual process because only the learner knows which words are new. Within the field of second language instruction, some researchers insist that the best way to learn new vocabulary is by encountering words in written and spoken texts and inferring their meaning from the context. Learner vocabulary will probably grow by steadily encountering new words through extensive reading. However, relying exclusively on reading is time consuming for learning the vast array of words needed to communicate in the new language; more focused methods maybe required. The following suggestions are offered, adapted from Rubin and Thompson (1994), and it is recommended that the learner try all of them and use the ones that work best.1

Vocabulary cards Because of their portability, vocabulary cards can be used whenever the learner has a free moment. They can also be sorted in a variety of ways: random mixing (so that each word can be studied as frequently as the others), by degree of difficulty to the learner (so that as words are learned, cards can be put away), and by topic. As each new word is learned, the card can be filed alphabetically in a card file. Once in a while all the cards can be brought out for review. Those words that the learner has forgotten can then be readmitted into the group of cards currently being studied.

Here is an example of the front and back sides of a vocabulary card. Using this model, learners can make their own vocabulary cards for new words they encounter in readings, discussions and activities.

(front) (back) nnam

nnam (v.) suggest, advise kruu nnam hay nakrian aan

(n.) advice, suggestion nas thuk wan. kham nnam The teacher suggested that we read

the

book every day.

1 Recent research suggests that part of what accounts for success in vocabulary learning is learner independence and time. Although not surprising, there is now empirical evidence suggesting that learners simply need to figure out what strategy works best and spend time working on their vocabulary that way. For more information, see Kojic-Sabo, I. & Lightbown, P. (1999). Students’ approaches to vocabulary and their relationship to success. Modern Language Journal, 83, 177-192.

270

A vocabulary notebook Some learners prefer to use a vocabulary notebook arranged either alphabetically or by topic such as food, professions, family or education. In addition to nouns, each topic area should consist of a functional set with other parts of speech in order to cover related activities and descriptions. Listing vocabulary by topics is especially useful for learners of languages with many noun classes.

The best words to put on vocabulary cards or in a vocabulary notebook are those that the learner recognizes, and might even understand, and would like to incorporate into his/her active vocabulary. Keep in mind that there will always be words that the learner recognizes and/or understands but cannot use yet. The idea is that the learner is in a constant state of moving new words from the “recognizing/understanding” phases to the “active use” phase. As words are added to the active vocabulary, new words will come to the learner’s attention through reading, discussions, and classroom activities. These new words, of course, are the next candidates for moving into the active vocabulary.

Record words and definitions If the learner is an auditory learner, new vocabulary words and definitions can be recorded on a cassette in class and listened to as homework. This way the learner also listens to and imitates correct word pronunciations. This method is especially appealing to people with long commutes or for those who walk or jog for exercise.

Learn words in functional sets A functional set consists of semantically, as opposed to grammatically, related words. For example, the word book can be easily learned along with such words as page, library, school, read, and magazine. It helps to group words in other ways as well such as greetings, leave taking, and thanking, semantic class (such as colors and numbers), or opposites (short-tall and wet-dry).

Learning vocabulary For most people, the learning of vocabulary takes place in several stages. In addition to words that the learner does not know, there are words that the learner recognizes but does not know the meaning of, knows the meaning of but cannot recall it when speaking, and can use correctly in the second language.

The goal for most learners will be to have a rich vocabulary that can be understood and used correctly. When working with vocabulary, it is important to know which stage the learner is at for each word. Clearly, this is something accessible to the learner and not the tutor or teacher; namely, how much vocabulary work and which vocabulary to work on is something that the learner needs to determine and work on independently. Nevertheless, there are a number of areas where the tutor can assist the learner with vocabulary.

New words Teaching new vocabulary words is a good way to prepare for a lesson or a reading passage. As a first step, tutors need to make sure that the learners can hear the word

271 distinctly, distinguish it from other similar sounding words, and pronounce it clearly. Exercises for this are given in Chapter 12, Learning the Sound System.

The next step is for the learner to understand the meanings of the new words. This is best done in the second language by providing a short definition of the word or through non- verbal methods. If neither of these methods works, translate the word into English, using a word or two and resume the lesson in the second language.

Alternatively, give the learner sentences that use the new word and have the learner guess the meaning or underline the vocabulary words in the sentences. If the learner guesses incorrectly, offer a hint and ask again. Learners seem to remember things better when they discover the meaning of the words by themselves as opposed to being told the meaning.

At the intermediate or advanced levels, the task-based format of Part III provides excellent context for the development of new vocabulary. In working to complete the various tasks, new vocabulary will constantly appear. This should be seen as an opportunity, so rather than instantly translating these new words into English, use the techniques described above.

Practicing vocabulary After vocabulary has been introduced, it is very important that the learner be exposed to the vocabulary frequently. To establish recognition of the meaning of the word, the learner needs to hear the word in a variety of sentences containing the word. The learner can initiate this by giving the tutor a vocabulary card and asking for five sentences containing the word or by writing out five sentences and asking the tutor to put them into the second language. Later the tutor can ask the learner to do the same thing, offering corrections as needed. It is very important that the learner receives repetitions of these exercises because the learner will not acquire vocabulary without these repetitions.

272 Chapter 11: Working with Grammar

Grammar teaching and the communicative approach Although the communicative approach stresses the importance of communication, it does not mean that grammar should be ignored. The communicative approach generally subscribes to two essential views regarding grammar. Correct grammar (and pronunciation) is a part of communication; learners need a certain level of accuracy in their language if they are to communicate. One way to approach grammar is to organize the course or syllabus according to grammatical structures; each chapter or lesson introduces a new structure, for example, pronouns, relative clauses and so on.

Nevertheless, organizing a language class according to structure is problematic because learners do not acquire one structure at a time nor do they immediately use what they have been taught. As a result, many language teachers now prefer communicatively- organized, as opposed to grammatically-organized, textbooks. However, this does not mean that you should ignore the grammatically-organized textbook. Just because a course is organized according to structures does not preclude communicative activities. In fact, this guide has been constructed to complement the structure-driven textbooks so that a communicatively oriented learning environment can be established.

Using a structurally-organized textbook If your class is working with a structurally-organized book, we suggest that the learners go over the lessons at home and that the tutor spend a limited amount of time at the beginning of the class to go over their questions in English if necessary. One of the most important things a tutor can do for the learner in class is to provide sentences in the target language that include those particular grammatical points that the learner is reviewing. This is to see if the learner understands the grammatical points and allows the learner to ask the questions about grammar if any. It is, however, not recommended that the class spend much time drilling grammar.

Teaching without a textbook If you do not have a structurally-organized text, it is recommended that you follow The Guide. In addition, while you are involved in a lesson, think about a particular structure that occurs often. Save time at the end of the lesson to discuss that structure in English. For example, in the lesson on classroom directives, the imperative (command) structure will naturally arise. The learner will hear the structure and hopefully understand the structure in context. Nevertheless, it is useful to put sentences exemplifying the structure on the board and draw attention to the grammatical point at work. This can be done at the start of class before proceeding with the lesson.

Dealing with grammatical errors As discussed earlier, language is learned through exposure to and interaction in the language. Accordingly, we have designed Parts II, III, and IV of The Guide for this purpose. However, during classroom conversations, grammatical errors will inevitably occur. There are those errors that interfere with communication and those that do not. For

273 the first kind of error, it has been shown that continued interaction in the language may help the learner reformulate his speech so the tutor can understand as in the English example below.

T: When will you leave the United States? S: I have left three months. T: You will leave in three months or you arrived three months ago? S: I will leave in three months.

From the above example, the tutor maintains communication in the target language. The tutor is confused about the learner’s meaning and so reformulates the sentence providing the correct form. It may also happen that the tutor simply expresses miscomprehension and the learner reformulates the sentence without prompting, simply by paying more attention. For example:

S: I am not doing homework. T: What? S: I did not do my homework.

When lessons are communicative, both of these kinds of exchanges will occur naturally. More common, however, are grammatical errors that do not interfere with communication. These kinds of errors are often overlooked in real life and sometimes in class by tutors as well. When the tutor hears an error that does not interfere with communication, it is recommended that the flow of communication be maintained by repeating the sentence using correct grammar. For example:

S: I no have my homework. T: You don’t have your homework.

Often the learner will not respond to a tutor’s reformulation by repeating the correct structure, but will instead respond by saying something like “yes.” The effectiveness of tutor’s reformulations (also called recasts) is currently being studied by second language acquisition researchers and is beginning to show that tutor’s recasts are helpful to second acquisition regardless of a learner’s response.2

The above strategy calls for a tutor to simply provide the correct utterance. Should the tutor also provide some kind of grammatical explanation? First, if the error is related to a structure that the learner has already learned, the tutor’s recast should be enough to remind the learner. Moreover, one can imagine how disruptive a discussion could become if the tutor stopped to explain every grammatical error. One way to avoid disrupting the flow of conversation is to jot down the error and save time at the end of

2 Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: recasts, responses, and red herrings? Modern Language Journal, 82, 338- 356,

274 class to explain. However, if a new structure comes up that has never been discussed, it is recommended that time be taken to explain it.

Giving grammatical feedback on essays or presentations One way to address grammar is to have the learner do short oral or written presentations followed by feedback. This technique is, however, controversial because research has not clarified whether or not feedback on oral or written presentations will help the learner. It is agreed upon that many learners want this feedback and expect the tutor to give it to them. Thus, you can take notes while the learner gives a short presentation, and then go over his grammatical errors with him.

There are various ways for tutors to give feedback on writing assignments. Some tutors will correct errors and some will just circle the errors. Another approach is to choose one particular structure, relative pronouns for example, and focus your corrections only on that structure. In any case, the tutor should always give the learner a chance to rewrite the assignment and make the corrections. Remember that even if the learner is not going to be writing in the second language, writing can be a way for him to look at the structure of the language and reflect on grammar.

275 Chapter 12: Learning the Sound System

Sound Systems Beginning learners may think that the sounds of another language are not only different, but difficult to learn. They may also have been told that these sounds are impossible to master after one has become an adult. Yet there is an important difference between learning to speak a second language as a native and being able to hear and produce important contrasts in another language, which is the goal of this chapter.

Every language is composed of contrastive sounds that enable us to hear the distinction between different words such as the initial consonants of “thigh” and “tie” in English. We also know that these contrasts are not the same for all languages and that for some speakers this English distinction is very difficult to learn. It is worth noting that some people never learn this contrast and can still do quite well with English, even though this may cause communication problems and occasionally a humorous situation or an embarrassment.

Learning to hear and to pronounce the Thai language This chapter is intended to help the learner develop an ability to both hear and produce the sounds of another language that are not found in English. We recommend that at the beginning of language study, the tutor introduce the sounds of the Thai language and the transcription system. The tutor might give a copy of the Sound System of Thai and its Transcription section in Chapter 1 to the learner and go over all the consonants, vowels and tones with the learner. For each letter and tone, the tutor should first say the sound in isolation and in sample words for the learner to hear. Then the learner repeats after the tutor. This is to help the learner recognize the sounds and associate the sounds with their transcriptions. The tutor might record on the tape the sounds and the sample words on the sound charts in Chapter 1 including all the vocabulary words and sentences covered in each chapter and then have the learner listen at home. After listening to the tape several times and imitating the sounds with the tape, the learner should be familiar with and be able to recognize the sounds, especially the tones, and pronounce them more accurately.

The tutor does not need to equally emphasize to the learner all the sounds in the Thai language. There are some Thai sounds that are similar to English sounds. The tutor can just go over these sounds once or twice and pay more attention to the sounds that do not exist in English.

Consonants Although the sounds  (‘), p (x), t (9) exist in English, they, unlike Thai, do not occur initially. In English, the  (‘) sound only occurs finally and the sounds p (x) and t (9) occur only after the /s/ sound. Sometimes the English speaking learner confuses the p (x) with the b ([) sounds and the t (9) with the d (f) sounds. Therefore, the tutor might need to pay attention to these sounds and make sure that the learner gets the sounds right.

276 Thai Method Sounds  (‘) To produce this sound, the tutor might have the learner pretend that he/she is going to make the /n/ sound. But instead of raising the tongue towards the palate to make the /n/ sound, the learner is told to keep the tongue level with the lower teeth. p (x) The tutor might want to tell the learner that the p (x) and t (9) sounds are the t (9) unaspirated version of the /ph/ and /th/ sounds respectively. To produce both sounds, the tutor tells the learner to pretend that he/she is going to make the /ph/ or /th/ sounds but instead of letting the air come out while saying the sounds, the learner holds the air back. One way to help the learner produce the p (x) and t (9) sounds is to tell them to put the /s/ in front of those sounds but instead of saying the /s/ sound aloud, the learner tries to hide the /s/ sound and lets only the p (x) or t (9) sounds to come out. The tutor tells the learner to notice how such sounds are produced with the /s/ sound and later on try to produce the p (x) and t (9) sounds without using the /s/ sound anymore.

Moreover, in Thai there is a distinction between b/p/ph, and d/t/th. The meaning changes if a different sound is used. Usually the learner has difficulty distinguishing those sounds. Therefore, if this problem arises, the tutor should spend time having the learner practice listening, distinguishing, and saying the sounds.

There are some English consonant sounds (such as r, j as in jet, and ch) that are close to the Thai consonants [r (i), and c (0) respectively] but they are not pronounced exactly the same. The tutor might spend a short time explaining the difference between the Thai and English counterparts. The Thai /r/ is slight trilled whereas the English /r/ is not trilled. While the English j is pronounced with the lips rounded and protruding forward, the Thai c (0) is pronounced with the lip more spread and the air that comes out is softer than the English j. However, the tutor does not need to worry if the learner does not get these two sounds right because this does not interfere with the meaning of the words.

Vowels There are many more vowels in Thai than in English. As a result, there are some vowels that do not occur in English. The tutor needs to have the learner listen carefully and repeat after the tutor. Usually, vowel sounds are formed by the shape of the lips. The tutor should tell the learner to notice the tutor’s lip shapes and movements while the tutor is making the vowel sounds so that the learner will be able to imitate them. Moreover, in Thai there is a distinction between short and long vowels. There are many vowels that are made in the same place and with the same lip shape. The only difference lies in the length of the vowels. Therefore, it is necessary that the learner be able to distinguish between short and long vowels.

277 Tones Tones seem to be the biggest problem of all that confronts the English speaker learning Thai. It is therefore necessary for the tutor to spend time training the learner to be able to distinguish all the five tones in Thai. To help the learner produce different tones, the tutor can say the word with different tones one by one and have the learner repeat. Then the tutor listens carefully to figure out the learner’s problem in order to correct it. The tutor may tell the learner to try to keep the tone frozen to its word and uninfluenced by anything else such as the surrounding words or the speed of the speech.

There are several activities that can be used to familiarize the learner with hearing and using the sounds of the Thai language.

Dictation exercises These exercises not only help to train the learner to hear the language as it is spoken, but also help to write and read the language as well.

Step 1: Transcription The tutor says four or five words/sentences and has the learner transcribe them. The learner may ask for repetition, if needed.

Step 2: Correction The tutor reads what the learner has written and helps the learner with errors. This can be done in many ways: point to the problem and contrast what is written with what was said; correct the transcription and then pronounce the correction; ask the learner to listen and repeat the words/sentences and figure out what the correct transcription is.

Step 3: Comprehension The tutor explains the meaning of the dictated words or sentences and compares the meaning of the incorrect words that the learner wrote down while doing the dictation.

Step 4: Pronunciation The tutor asks the learner to read (pronounce) the sentences that have been transcribed. If there are mistakes in pronunciation, the tutor repeats the utterance correctly and asks the learner to say the utterances again. If the learner remains unsuccessful after three attempts, a note of the difficulty should be made so that it can be returned to later. Then move on to the next utterance.

Step 5: Feedback Dictation exercises take no longer than ten minutes. After completing a dictation exercise, the tutor and learner should take two or three minutes to review the exercise with the following questions in mind:

1. Was the exercise too hard, too easy, or just right? 2. Was the exercise too long, too short, or just right?

278 3. Were there specific sounds that the learner had difficulty hearing? If so, which ones? What other sounds should be worked on? 4. Should the amount of class time devoted to dictation be increased, decreased, or kept the same?

This exercise can be used when it becomes clear that two sounds in the new language are different for the tutor, but sound the same to the learner.

Step 1: Identifying the sounds for practice It is recommended that these exercises be used only when the sounds of the language are causing a problem for the learner in the process of doing one of the lessons or exercises involving communicating. When the tutor recognizes that the learner has difficulty with hearing, or producing a sound contrast in the language, this is the time when this exercise should be used. It is recommended that the tutor allocate about ten minutes to the exercise and then return to the scheduled lesson.

Step 2: Basic recognition Write two words that are identical except for the sound in question such as paa (xk) and phaa (rk). The tutor then says each of the two words alternately and asks the learner to point to the one that is being said. As the learner begins to catch on, the tutor can then say the two words randomly until it is clear that the learner hears the distinction correctly. Then the tutor has the learner say the words. The tutor points to the one that the learner is saying.

Step 3: Adding new words Once the learner can distinguish the words, the tutor will pick a new word that represents one of the two contrasts [such as ph (rv)] and asks the learner to place this in the column headed by a word that contains the same consonant. The process is repeated until it is clear that the learner can recognize new words correctly.

Step 4: Dictation The tutor asks the learner to write a set of words containing the contrasts being studied.

Step 5: Declarative description If there is a statement that describes this difference either in the textbook, or by the tutor, it should be offered at this time. This may help the learner further solidify understanding of this difference.

Step 6: Pronunciation practice Only after the learner can hear the contrast and can write it in dictation, the learner should be encouraged to produce the contrast. This may be done by asking the learner to say the words that have been transcribed.

Training the learner to hear and produce the sounds in a second language is a long process and need not be done all at once. For example, if it is clear that the learner is

279 having difficulty with the sound contrast in question, then the tutor should return to the discrimination tests above, but postpone further practice. During the period when the learner hears the distinction, but does not make it, the tutor should continually make the learner aware of the contrast as it is encountered in the lessons. Also, periodically (once a week), the tutor should return to the pronunciation practice until the contrast can be pronounced.

280 Appendix A: Problematic Thai sounds

There are some sounds in Thai that are difficult for the learner to hear, pronounce or distinguish. This appendix contains some suggestions that might help the tutor explain to the learner how to pronounce those problematic sounds including the drills for the learner to practice pronouncing the sounds. However, it is recommended that the tutor refer to this appendix only when the learner encounters difficulty pronouncing or distinguishing the problematic sounds.

Consonants

Thai Consonant English Suggestions Sounds sounds in words Thai that contain similar sounds  ‘ going To produce this sound, the tutor might have the learner pretend that he/she is going to make the /n/ sound. But instead of raising the tongue towards the palate to make the /n/ sound, the learner is told to keep the tongue level with the lower teeth. Another way to help the learner produce this sound is to have the learner pronounce an English word that ends in // such as “running” and prolong the final sound // to combine with a vowel that comes after. going on going-ng-ng-on going ngon - ngon

p x speak The tutor might want to tell the learner that the t 9 stop p (x) and t (9) sounds are the unaspirated version of the /ph/ and /th/ sounds respectively. To produce both sounds, the tutor tells the learner to pretend that he/she is going to make the /ph/ or /th/ sounds but instead of letting the air come out while saying the sounds, the learner holds the air back. One way to help the learner produce the p (x) and t (9) sounds is to tell him or her to put the /s/ in front of those sounds but instead of saying the /s/ sound out loud, the learner tries to hide the /s/ sound and lets only the p (x) or t (9) sounds to come out. The tutor

281 Thai Consonant English Suggestions Sounds sounds in words Thai that contain similar sounds tells the learner to notice how such sounds are produced with the /s/ sound and later on try to produce the p (x) and t (9) sounds without using the /s/ sound anymore. r i run Tell the learner to place his/her tongue at the same position as when he/she pronounces the English /r/ sound. However, the Thai /r/ is slight trilled whereas the English /r/ is not trilled. c 0 jet Tell the learner to place the tongue at the same position as when pronouncing the English /j/ but instead of protruding the lips like the English /j/, tell the learner to spread his/her lips and release the air softly.

Consonant drills b-p contrast bk pk bk pk pk bk pk bk

d-t contrast dk tk dk tk tk dk tk dk

b-p-ph contrast baan paan phaan baan paan phaan paan baan phaan paan baan phaan phaan paan baan phaan paan baan

d-t-th dam tam tham dam tam tham tam tham dam tam tham dam tham dam tam tham dam tam

n- contrast naan aan naan aan aan naan aan naan

282 Vowels

Thai Vowel English Suggestions Sounds sounds words that in Thai contain similar vowel sounds  v7 - Tell the learner that this sound is pronounced the same way as the /u/ sound (as in book) but the learner needs to keep the lips spread instead of round.  vnv - Tell the learner that this sound is pronounced the same way as the /uu/ sound (as in do), but the learner needs to keep the lips spread instead of round. ia gvupt - Tell the learner to begin with /i/ and move continuously to /a/. iaa gvup tear (n.) Tell the learner to begin with /ii/ and move continuously to /aa/. iaw gvup; Leo Tell the learner to begin with /ii/ and move to /a/ and then to /oo/ continuously. a gvnv - Tell the learner to begin with // and move continuously to /a/. ay gvnvp - Tell the learner to begin with // and move to /a/ and end the vowel with spread lips. ua vy;t - Tell the learner to begin with /u/ and move continuously to /aa/. uaa vy; poor Tell the learner to begin with /uu/ and move continuously to /aa/. uay v;p - Tell the learner to begin with /u/ for vy;t or /uu/ for vy; and move continuously to /a/ for vy;t or /aa/ for vy; and end the vowel with spread lips. uy v6p - Tell the learner to begin with /u/ and then quickly change the shape of lips from round to spread. y gvp - Tell the learner to begin with // as in “her” and end the vowel with spread lips. y vvp toy Tell the learner to begin with // as in “song” and Zglup’lyhoX end the vowel with spread lips. Both /y/ and /y/ y vvp coil are pronounced the same way but /y/ is Zglup’pk;X pronounced longer.

283 Thai Vowel English Suggestions Sounds sounds words that in Thai contain similar vowel sounds Zglup’pk;X ew gv; - Tell the learner to begin with /ee/ as in “cake” and Zglup’lyhoX end the vowel with round lips. Both /ew/ and /eew/. eew gv; - are pronounced the same way but /eew/ is Zglup’pk;X pronounced longer. w cv; - Tell the learner to begin with // as in “can” and Zglup’lyhoX end the vowel with round lips. Both /w/ and /w/ are pronounced the same way but /w/ is w cv; - pronounced longer. Zglup’pk;X

Vowel drills u- contrast thu th thu th th thu th thu uu- contrast muu m muu m m muu m muu

uu-ua contrast muu mua muu mua mua muu mua muu ia-ua-a contrast mia mua ma mia mua ma mua mia ma mua mia ma ma mua mia ma mua mia

- contrast tham thm tham thm thm tham thm tham

284 a-aa- contrast ca caa c ca caa c caa c ca caa c ca c ca caa c ca caa

ay-aay contrast nay naay nay naay naay nay naay nay aw-aaw contrast raw raaw raw raaw raaw raw raaw raw

ua-uay contrast mua muay mua muay muay mua muay mua

y-y contrast ly ky ly ky ky ly ky ly ew-eew contrast ew leew ew leew leew ew leew ew

Tone

Tone contours Symbols Suggestions for Thai sounds mid none To teach tones, the tutor needs to pronounce each individual tone to the learner and have the learner pronounce each tone after the tutor. The tutor then corrects the learner and notices low  which tones are hard for the learner and focuses more on those tones. The tutor might have the learner practice saying words with the problematic tone individually and then mix the words falling  with other different tones. Usually the high tones seem to be the most difficult for the learner to distinguish and pronounce. Another way to help the learner pronounce the tones is to show the tone contour. The tutor first points at

285 Tone contours Symbols Suggestions for Thai sounds high  the beginning of contour and then moves along while pronouncing that tone. When the tutor asks the learner to pronounce the same tone, the tutor might also ask the rising  learner to point at the beginning of the contour and move along on the contour while he/she is pronouncing the sound. This might help the learner recognize the differences between each tone.

Tone drills naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa naa kon kon kon kon kon kon kon kon kon kon kon kon may may may may may may may may may may may may may may may may may may may may

286 Appendix B: Vocabulary

Thai English aacaan vk0kipN professor, teacher aachiip vk=ur occupation aahaan vkski food a-ray vtwi what aa-yu vkp6 age ay wv have a cough baap [kx sin bat thoorasap [y9iFmiLyrmN phone card brikaan [ibdki service brisat [ibKym company caak 0kd from caan 0ko plate caaw baan g0hk[hko host camnaay 0esojkp sell camuuk 0,^d nose cantharakhati 0yomi89b lunar caw baaw g0hk[jk; groom caw saaw g0hklk; bride ceedii g0fupN pagoda c g0v run into chaa chaa =hkq slowly chaa tat phom =jk’9yfz, hairdresser chal C]v’ celebrate chan Cyo I (female) chii =uh point at chnto =hvoF9Ut tablespoon chn =hvo spoon ch khaay tua =jv’-kp9yJ; ticket booth chok F=8 luck chuan =;o invite

287 Thai English chuay la =j;pgs]nv help cha fa g=njvay’ obey cha phrawo g=nhvrit;’LN royal family ch =njv name, first name ch ci =njv0ib’ real name ch len =njvg]jo nickname c 0v’ reserve, book day may wfhws, can day yin wfhpbo hear dn thaaa gfbomk’ travel dk bua fvd[y; lotus doy chaph FfpgCrkt especially doy thua pay Ffpmyj;wx generally eekkachon gvd=o private faay /jkp side fay d wacf’ traffic light fay khiaw wag-up; f av’ classifier of ‘egg’ fuuchon /^’=o public people haasapphasinkhaa shk’liirlbo8hk department store han syjo cut into pieces hay apay .shv4yp forgive hm sv, scented hnam shv’ohe bathroom hnam chak krook shv’ohe=ydF8id flushing toilet hnn shv’ovo bedroom hua sy; head hua mum sy;,6, corner huu s^ ear iik ny vudsojvp a bit iik thii vudmu again

288 Thai English khaa doy saan 8jkFfplki (taxi, bus) fare kaan caraacn dki0ik0i traffic kaan khamanakom dki8,ok8, transportation kaan t aan dkic9j’’ko marriage kalatheesa dk]gmLt occasion karuna di6Ik please kap dy[ with, and kay wdj egg kt gdbf to be born khaa -k leg khaa doy saan 8jkFfplki bus fare khaa tat phom 8jk9yfz, haircut fee khaa khn 8hk’8no stay overnight khaam -hk, cross, across khaa naa -hk’sohk ahead, in front of khaaw -hk; rice kham n nam 8ecotoe advice kham ay pn 8ev;pri blessings khaw g-hkryd check in k charaa cdj=ik old khk c-d guest khn c-o arm khian g-upo write khawcay g-hk.0 understand khon khaay 8o-kp seller khon plk naa 8ocx]dsohk stranger khon thay 8owmp Thai person kh -v wish kh 8v neck kh thoot -vFmK sorry, excuse me kh chan -v’Cyo my

289 Thai English khp khun -v[86I thank you khrpkrua 8iv[8iy; family khra cim g8injv’0bh, sauce, dip khra pradap g8injv’xitfy[ accessories khun 86I you khun khy 86hog8p to be familiar with khn yuu kap -7hovp^jdy[ depend on khwaa -;k right khwaam khaty 8;k,-yfcph’ conflict khwaam khawrop 8;k,g8kir respect khwaam rak 8;k,iyd affection klay wd] far away kl cd]h’ pretend kracok dit0d mirror, windshield (car) krapaw rot mee ditgxJki5g,]N bus conductor kratha ditmt pan ku d6h’ shrimp laaklaay s]kds]kp vary lak s]yd main lamdap aa-wusoo ]efy[vk;6Fl seniority lm g]H, trim lw c]h; already liaw g]uhp; turn liiklia s]udg]ujp’ avoid lot raakhaa ]fik8k reduce the price ly ]vp float lua naa ]j;’sohk in advance lm ]n, forget maa ,k come mahaawit-thayaalay ,sk;bmpk]yp university mak s,yd marinate

290 Thai English may pen ray w,jgxHowi never mind may ph cay w,jrv.0 offend, upset mii ,u have mii botbaat ,u[m[km have influence over mii namcay ,uohe.0 generous mitchit ,bf=bf (dress) modestly msom gs,ktl, appropriate m s,v doctor mfan s,vayo dentist mduu s,vf^ astrologer m ,nv hand m s,^ pork naa sohk face naam atlom ohevyf], soft drink naam sakun ok,ld6] last name naathii sohkmuj duty, responsibility naathii kaan aan sohkmujdki’ko professional position nak ththiaw oydmjv’gmujp; visitor, tourist namman ohe,yo oil namtaan ohe9k] sugar nam saa ohely’-N holy water for wedding nas namtiaw soy’lnvoegmujp; guidebook nay adiit .ovfu9 In the past ni duu daay obj’f^fkp indifferent na gonhv beef n thn g’bomvo change na gsonv north aanfiim ‘ko/u,nv handicraft aan lia ‘kog]uhp’ feast aan man ‘kos,yho engagement ceremony n thn g’bomvo change

291 Thai English na gsonv north otthon vfmo patient paak xkd mouth paay rot may xhkpi5g,]N bus top panhaa xyPsk problem patcuban xy006[yo today, nowadays patibat xDb[y9b behave, treat pen gxHo be pen wat gxHos;yf have a cold pen khay gxHow-h have the flu phaamay zhkws, silk phaap lak 4kr]ydKIN image phaay nay pratheet 4kp.oxitgmL domestic phanya 4iipk wife phat zyf stir-fry phatlom ryf], fan phet rn gzHfihvo spicy hot ph cr’ expensive ph dii rvfu exact ph khaa m khaa rjv8hkc,j8hk vendor phom z, I (male) phramahaakasat rit,skdKy9ibpN king phuu doy saan z^hFfplki passenger phuu nam z^hoe leader phuu sanapsanun z^hloy[lo6o supporter phuut r^f say, speak phan grnjvo friend phnphuum khrpkhrua czo4^,b8iv[8iy; family tree phra rit monk phra phuttharuup ritr6mTi^x image of Buddha phan ruam aan grnjvoij;,’ko colleague

292 Thai English plian ka gx]ujpodt switch shifts prakop xitd[ join pranom m xito,,nv put hands in the manner of prayer prap aakaat xiy[vkdkL air-conditioned prapheet xitg4m type prap tua xiy[9y; adjust pratheet xitgmL country prayat xitspyf economical praysaanii wxiKIupN post office prm rihv, ready prksaa xi7dKk consult puat th x;fmhv’ have a stomachache puay xj;p sick pum namman xyU,ohe,yo gas station radap itfy[ level raakhaa ik8k price raan aa-haan ihkovkski restaurant raay kaan aahaan ikpdkivkski menu rahat isyl code ratthabaan iy{[k] public rayathaa itptmk’ distance rew giH; quick, rapid riak giupd define, call riak kep n plaay thaa giupdgdH[g’box]kpmk’ collect call rian giupo study ropkuan i[d;o bother, impose on roophayaabaan Fi’rpk[k] hospital roorm Fi’ci, hotel roorian Fi’giupo school rot doy saan pracam thaa i5Ffplkixit0emk’ public bus rot sabia i5gl[up’ dining car

293 Thai English rot tuu nn i59^hovo sleep car ruu i^h know ruucak i^h0yd know ruuraa si^sik luxurious ruu suk phit i^hl7dzbf feel guilty r sinv or saamaat lk,ki5 can saamii lk,u husband saat lkf splash sabaaydii l[kpfu fine sad clf’ show samaachik l,k=bd member samnuan leo;o saying san tua glov9y; offer samkhan le8yP important sanuksanaan lo6dloko joyfully sa lyj’ order sa-phaap l4kr condition saphaan ltrko bridge sathaannaphaap l5ko4kr status sathaanthii plaay thaa l5komujx]kpmk’ destination saathaarana lkTkiIt public sathanii tamruat l5kou9ei;0 police station sawatdii l;ylfu hello say .lj put into saay :hkp left sathaanii l5kou station sen thaa glhomk’ route siiiw khaaw :uvbh; soy sauce sii yk lujcpd intersection sinst lbolvf dowries

294 Thai English sm lhv, fork sp thaam lv[5k, inquire sy :vp cut in layers sophom mi’z, hairstyle sraphom litz, hair wash suantua lj;o9y; private suan yay lj;o.sPj most suaphaa glnhvzhk clothing suan phasom lj;ozl, ingredient suk l6d well-cooked suphaap l64kr polite suu kh l^j-v make a formal proposal s :nhv buy taa 9k eye taa pratheet 9jk’xitgmL international taaraa weelaa 9kik’g;]k schedule taaytua 9kp9y; fixed tak 9yd take out of talaat klaac 9]kfd]k’c0h’ open market tamraa aahaan 9eikvkski recipe ta 9hy’ locate tat 9yh’c9j from tatsincay 9yflbo.0 decide tawan k 9t;yovvd east tawan tok 9t;yo9d west tay .9h south ttua c9j’9y; dress tt c9t9hv’ touch t aan c9j’’ko marry thaa duan mk’fj;o express way thaa kaan mk’dki official

295 Thai English thaa klay mk’wd] long distance thaa rotfay mk’i5wa railroad track thaay ruup 5jkpi^x take pictures thaa rot mjki5 bus terminal thakthaay mydmkp greeting tham-madaa Tii,fk common thamniam Tii,goup, custom tham aan me’ko work thanaakaan Tok8ki bank thanon 5oo road thaw gmhk feet thaw ray gmjkwsij how much thee gm pour theep gmr god, goddess theetsakaan gmLdk] festival thi muj at thii ct rot muj0vfi5 parking lot thii nay mujwso where thii nii mujouj here thii tam muj9je low place thii suu mujl^’ high place ththin mhv’5bjo local thoorasap FmiLyrmN telephone thuay 5h;p cup thuuk 5^d cheap th 57’ arrive t raakhaa 9jvik8k bargain tn nii 9voouh now tnrap 9hvoiy[ welcome tokt 9dc9j’ decorate ton kamnt 9hodegobf origin

296 Thai English tro 9i’ straight tro khaam 9i’-hk, opposite tro pay 9i’wx go straight tuu aahaan 9^hvkski food window tk 97d building uboosot v6F[l5 Buddhist chapel wat ;yf temple wen t waa g;hoc9j;jk unless yaa pk medicine yaat Pk9b relative yaay phkp move yindii pbofu happy yt spvf insert yuu vp^j stay yut sp6f stop

297 Appendix C: Additional resources on language teaching

The following are textbooks that are designed to teach Thai to speakers of other languages. The tutor might find them useful when preparing Thai lessons.

Allison, Gordon H. (1969). Easy Thai: An Introduction to the Thai Language. Tokyo, Japan: Charles E. Tuttle Co.

Anthony, Edward M. (1965). A Programmed Course in Reading Thai Syllables. Ann Arbor: University of Michigan.

Anthony, Edward M., French Deborah P. & Warotamasikkhadit. (1968). The Fundamentals of the Thai Language Part I. Ann Arbor: University of Michigan.

Anthony, Edward M., French Deborah P. & Warotamasikkhadit. (1968). The Fundamentals of the Thai Language Part II. Ann Arbor: University of Michigan.

Gordon H. (1959). Modern Thai with Exercises, Vocabularies, Answer Key and Appendix. Bangkok, Thailand: Nibondh & Co., Ltd.

Hass, Mary R. (1954). Thai Reader. American Council of Learned Societies. Washington, D.C.

Hass, Mary R. & Subhanka, Heng R. (1945). Spoken Thai. Linguistic Society of America. Henry Holt and Company.

Horsley, H.C.M. & Gojaseni, Thanat. (1964). A Tutor for Reading Thai. Bangkok, Thailand: Sivaphorn Limited Partnership.

Kuo, William. (1979). A Workbook for Writing Thai. Center for South and Southeast Asia Studies. Berkeley: University of California.

The following books offer many suggestions on classroom activities for second language teachers. Most of them are intended for English teachers but can easily be adapted to other language teaching contexts.

Allen, V.F. (1983). Techniques in Teaching Vocabulary. Oxford: Oxford University Press.

Anderson, A & Lynch, T. (1988). Listening: Language Teaching. Oxford University Press.

Bailey, K. & Savage, L. (1994). New Ways in Teaching Speaking. Alexandria, VA: TESOL.

298 Brinton, D. & Master, P. (Eds). (1997). New Ways in Content-Based Instruction. Alexandria, VA: TESOL.

Brookes, A. & Grundy, P. (1999). Beginning to Write. Cambridge: Cambridge University Press.

ByGate, M. (1987). Speaking: Language Teaching. Oxford: Oxford University Press.

Celce-Murcia, M. & Hilles, S. (1988). Techniques and Resources in Teaching Grammar. New York: Oxford University Press.

Collie, J. & Slater, S. (1988). Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: Cambridge University Press.

Cooper, R., Lavery, M. & Rinvolucri, M. (1991). Video: Resources Books for Teachers. Oxford: Oxford University Press.

Cross, D. (1995). Large Classes in Action. New York: Prentice Hall.

Davis, P. & Rinvolucri, M. (1988). Dictation: New Methods, New Possibilities. Cambridge: Cambridge University Press.

Day, R. (1994). New Ways in Teaching Reading. Alexandria, VA: TESOL.

Dornyei, Z. & Thurrell, S. (1992). Conversation and Dialogues in Action. New York: Prentice Hall.

Gairns, R. & Redman, S. (1986). Working with Words. Cambridge: Cambridge University Press.

Gerngross, G. & Puchta, H. (1992). Pictures in Action. New York: Prentice Hall.

Greenwood, J. (1988). Class Readers: Resource Books for Teachers. Oxford: Oxford University Press.

Grundy, P. (1994). Beginners. Oxford: Oxford University Press.

Hedge, T. (1988). Writing: Resource Books for Teachers. Oxford: Oxford University Press.

Klippel, F. (1983). Keep Talking: Communicative Fluency Activities for Language Teaching. Cambridge: Cambridge University Press.

Ladousse, G. P. (1987). Role Play. Oxford: Oxford University Press.

299 Lee, W.R. (1979). Language Teaching Games and Contests. Oxford: Oxford University Press.

Lewis, M. (Ed.). New Ways in Teaching Adults. Alexandria, VA: TESOL.

Lindsromberg, S. (1990). Recipe Book: Practical Ideas for the Language Classroom. Addison-Wesley.

Lindstromberg, S. (1997). The Standby Book: Activities for the Language Classroom. Cambridge: Cambridge University Press.

Maley, A. & Duff, A. (1989). The Inward Ear: Poetry in the Language Classroom. Cambridge: Cambridge University Press.

Marsland, B. (1999). Lessons from Nothing. Cambridge: Cambridge University Press.

McCallum, G. P. (1980). Vocabulary: Language Teaching. Oxford: Oxford University Press.

Morgan, J. & Rinvolucri, M. (1986). Vocabulary: Resource Books for Teachers. Oxford: Oxford University Press.

Morgan, J. & Rinvolucri, M. (1983). Once Upon a Time: Using Stories in the Language Classroom. Cambridge: Cambridge University Press.

Moskowitz, G. (1978). Caring and Sharing in the Foreign Language Class: A Sourcebook on Humanistic Techniques. Rowley: Newbury House Publishers.

Nation, P. (1994). New Ways in Teaching Vocabulary. Alexandira, VA: TESOL.

Nation, P. (1990). Teaching and Learning Vocabulary. Boston, MA: Heinle & Heinle.

Nolasco, R. & Arthur, L. (1987). Conversation. Oxford: Oxford University Press.

Nunan, D. & Miller, L. (1995). New Ways of Teaching Listening. Alexandria, VA: TESOL.

Pennington, M. (Ed.) (1995). New Ways in Teaching Grammar. Alexandria, VA: TESOL.

Pollard, L. & Hess, N. (1997). Zero-Prep: Ready to Go Activities for the Language Classroom. Burlingame, CA: Alta Book Center.

Raimes, ZA. (1983). Teachniques in Teaching Writing. New York: Oxford University Press.

300 Sheerin, S. (1989). Self-Access: Resource Books for Teachers. Oxford: Oxford University Press.

Rinvolucri, M. (1984). Grammar Games: Cognitive, Affective and Drama Activities for EFL Students. Cambridge: Cambridge University Press.

Rinvolucri, M. & Davis, P. (1995). More Grammar Games. Cambridge: Cambridge University Press.

Schinke-Llano, L. (Ed.). (1996). New Ways in Teaching Young Children. Alexandria, VA: TESOL.

Taylor, L. (1992). Vocabulary in Action. New York: Prentice Hall.

Ur, P. (1981). Discussions that Work: Task-Centered Fluency Practice. Cambridge: Cambridge University Press.

Ur, P. (1988). Grammar Practice Activities: A Practical Guide for Teachers. Cambridge: Cambridge University Press.

Ur, P. & Wright, A. (1992). Five-Minute Activities: A Resource Book of Short Activities.

Cambridge: Cambridge University Press.

Wajnryb, R. (1995). E-Mail for English Teaching. Alexandria, VA: TESOL.

Wessles, C. (1987). Drama: Resource Books for Teachers. Oxford: Oxford University Press.

White, R. (Ed.). (1995). New Ways in Teaching Writing. Alexandria, VA: TESOL.

Wright, A. (1989). Pictures for Language Learning. Cambridge: Cambridge University Press.

Wright, A., Betteridge, D. & Buckby, M. (1983). Games for Language Learning. Cambridge: Cambridge University Press.

301