Teacher Charlie's news and adventures from the world; Korea to Germany and all points in between!

Friday, April 30, 2010

Princess Chulabhorn’s College Phitsanulok seeks ESL teacher

Princess Chulabhorn’s College Phitsanulok
Phitsanalok (Thailand)
At least 40,000 Baht/month
Yuth33@hotmail.com

Full time English teacher, native speaker of English only

Princess Chulabhorn’s College Phitsanulok

Location
Phitsanulok province . in the lower north of Thailand, 350 kilometers from Bangkok. It takes 20-25 minutes from Phitsanulok.

Salary
Over 38,000 Baht/month

Qualification
- Native speaker of English only
- Should have TESOL or TEFL certificate if not graduated English major
- Age : 22-50 years
- Experienced in teaching is an advantage

Job Detail
- One or to two academic years contract
- Teach 20 hours per week with Thai partners in classes to secondary students

Working hours : 08.00 a.m.-4.20 p.m.

Benefit
Free accommodation in school. Interested person please send your application letter with your full resume and relevant documents to :

Address
Mr.Yuth Ngamsangiem
Princess Chulabhorn’s College Phitsanulok
314/32 Moo 4 , Tambon Banklong,
Amphoe Muang, Phitsanulok 65000
Thailand
Mobile : +66897059758
E-mail : Yuth33@hotmail.com

Ajarn Charlie's favorite Limerick Poet - Ogden Nash

Candy is Dandy but Liquor is Quicker:
Ogden Nash Online

Selected Works

Ogden Nash Links

Thursday, April 29, 2010

What is a Limerick?

Limericks have remained popular over the years. Limerick poems can often be of a funny or even a bawdy, or dirty, subject. The history of limerick poems is detailed below and due to the location of Limerick in Ireland the Irish Limericks are often found to be the most popular. Is the Limerick a form of poetry or are limericks just childish rhymes? The defence of the Limerick is also covered in this section.

A Form of Poetry? Limerick Poems? Limericks the genre?
The form of poetry referred to as Limerick poems have received incredibly bad press and dismissed as not having a rightful place amongst what is seen as 'cultivated poetry'. The reason for this is three-fold:

  • The content of many limericks is often of a bawdy and humorous nature.

  • A Limerick as a poetry form is by nature simple and short - limericks only have five lines.

  • And finally the somewhat dubious history of limericks have contributed to the critics attitudes.

Limericks - The History
Variants of the form of poetry referred to as Limerick poems can be traced back to the fourteenth century English history. Limericks were used in Nursery Rhymes and other poems for children. But as limericks were short, relatively easy to compose and bawdy or sexual in nature they were often repeated by beggars or the working classes in the British pubs and taverns of the fifteenth, sixteenth and seventh centuries. The poets who created these limericks were therefore often drunkards! Limericks were also referred to as dirty.

Where does the term 'Limerick' come from?
The word derives from the Irish town of Limerick. Apparently a pub song or tavern chorus based on the refrain "Will you come up to Limerick?" where, of course, such bawdy songs or 'Limericks' were sung.

Limericks - The form
Limericks consist of five anapaestic lines.
Lines 1, 2, and 5 of Limericks have seven to ten syllables and rhyme with one another.
Lines 3 and 4 of Limericks have five to seven syllables and also rhyme with each other.

Limericks - A Defence - Shakespeare even wrote Limericks!
Admittedly the content of Limericks can often verge on the indecent, the dirty, or even the obscene, but they make people laugh! Limericks are easy to remember! Limericks are short and no great talent is necessary to compose one - Limericks are a form of poetry that everyone feels happy to try (especially when inebriated!). Limericks as a form of poetry has survived the test of time dating back for centuries! And whilst the poetic and literary skills of Shakespeare are not necessary for the composition of a limerick the great Bard himself did in fact write limericks which can be found in two of his greatest plays - Othello and King Lear.

The Limericks of Edward Lear - Limericks are Fun!!
Edward Lear's Book of Nonsense included the poetry form of Limericks. His work with limericks were, however, was not in any way indecent and this particular book proved to be extremely popular in the nineteenth century and this was contributed to by the humorous magazine Punch which started printing examples of limericks leading to a craze by its readers. The first edition of Edward Lear's Book of Nonsense was published by Thomas McLean on 10th February 1846. There were altogether seventy-two limericks in two volumes which sold at 3s 6d each. These limericks have proven to be extremely popular with children.

Limericks by Edward Lear from A Book of Nonsense

Limerick
There was an Old Man with a beard,
Who said, 'It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!'
Limerick
There was an Old Man in a tree,
Who was horribly bored by a Bee;
When they said, 'Does it buzz?'
He replied, 'Yes, it does!'
'It's a regular brute of a Bee!'
Limerick
There was an Old Man of Kilkenny,
Who never had more than a penny;
He spent all that money,
In onions and honey,
That wayward Old Man of Kilkenny.
Limerick
There was an Old Man with a flute,
A sarpint ran into his boot;
But he played day and night,
Till the sarpint took flight,
And avoided that man with a flute.
Limericks by Edward Lear
Limerick
There was an Old Man of Vienna,
Who lived upon Tincture of Senna;
When that did not agree,
He took Camomile Tea,
That nasty Old Man of Vienna.
Limerick
There was an Old Person whose habits,
Induced him to feed upon rabbits;
When he'd eaten eighteen,
He turned perfectly green,
Upon which he relinquished those habits.
Limerick
There was a Young Lady whose eyes,
Were unique as to colour and size;
When she opened them wide,
People all turned aside,
And started away in surprise.
Limerick
There was an Old Man of the Wrekin
Whose shoes made a horrible creaking
But they said, 'Tell us whether,
Your shoes are of leather,
Or of what, you Old Man of the Wrekin?'
Limericks by Edward Lear
Limerick
There was an Old Man who supposed,
That the street door was partially closed;
But some very large rats,
Ate his coats and his hats,
While that futile old gentleman dozed.
Limerick
There was a Young Lady of Dorking,
Who bought a large bonnet for walking;
But its colour and size,
So bedazzled her eyes,
That she very soon went back to Dorking.
Limerick
There was an Old Man of Columbia,
Who was thirsty, and called out for some beer;
But they brought it quite hot,
In a small copper pot,
Which disgusted that man of Columbia.
Limerick
There was an Old Person of Buda,
Whose conduct grew ruder and ruder;
Till at last, with a hammer,
They silenced his clamour,
By smashing that Person of Buda.
Limericks by Edward Lear
Limerick
There was an Old Man of the West,
Who wore a pale plum-coloured vest;
When they said, 'Does it fit?'
He replied, 'Not a bit!'
That uneasy Old Man of the West.
Limerick
There was a Young Lady of Norway,
Who casually sat on a doorway;
When the door squeezed her flat,
She exclaimed, 'What of that?'
This courageous Young Lady of Norway.
Limerick
There was on Old Man of the Isles,
Whose face was pervaded with smiles;
He sung high dum diddle,
And played on the fiddle,
That amiable Man of the Isles.
Limerick
There was a Young Person of Crete,
Whose toilette was far from complete;
She dressed in a sack,
Spickle-speckled with black,
That ombliferous person of Crete.
Limericks by Edward Lear
Limerick
There was an Old Person of Hurst,
Who drank when he was not athirst;
When they said, 'You'll grw fatter,'
He answered, 'What matter?'
That globular Person of Hurst.
Limerick
There was an Old Lady of Chertsey,
Who made a remarkable curtsey;
She twirled round and round,
Till she sunk underground,
Which distressed all the people of Chertsey.
Limerick
There was an Old Man with a gong,
Who bumped at it all day long;
But they called out, 'O law!
You're a horrid old bore!'
So they smashed that Old Man with a gong.
Limerick
There was an Old Man in a tree,
Who was horribly bored by a Bee;
When they said, 'Does it buzz?'
He replied, 'Yes, it does!'
'It's a regular brute of a Bee!'
Limericks by Edward Lear
Limerick
There was a Young Person of Smyrna,
Whose Grandmother threatened to burn her;
But she seized on the cat,
And said, 'Granny, burn that!
You incongruous Old Woman of Smyrna!'
Limerick
There was an Old Person of Chili,
Whose conduct was painful and silly,
He sate on the stairs,
Eating apples and pears,
That imprudent Old Person of Chili.
Limerick
There was an Old Man on a hill,
Who seldom, if ever, stood still;
He ran up and down,
In his Grandmother's gown,
Which adorned that Old Man on a hill.
Limerick
There was a Young Lady whose chin,
Resembled the point of a pin;
So she had it made sharp,
And purchased a harp,
And played several tunes with her chin.
Limericks by Edward Lear
Limerick
There was a Young Lady whose bonnet,
Came untied when the birds sate upon it;
But she said: 'I don't care!
All the birds in the air
Are welcome to sit on my bonnet!'
Limerick
There was an Old Man of Madras,
Who rode on a cream-coloured ass;
But the length of its ears,
So promoted his fears,
That it killed that Old Man of Madras.
Limerick
There was a Young Lady of Ryde,
Whose shoe-strings were seldom untied.
She purchased some clogs,
And some small spotted dogs,
And frequently walked about Ryde.
Limerick
There was an Old Man of Peru,
Who never knew what he should do;
So he tore off his hair,
And behaved like a bear,
That intrinsic Old Man of Peru.
Limericks by Edward Lear
Limerick
There was an Old Man of Moldavia,
Who had the most curious behaviour;
For while he was able,
He slept on a table.
That funny Old Man of Moldavia.
Limerick
There was an Old Man in a boat,
Who said, 'I'm afloat, I'm afloat!'
When they said, 'No! you ain't!'
He was ready to faint,
That unhappy Old Man in a boat.
Limerick
There was a Young Lady of Portugal,
Whose ideas were excessively nautical:
She climbed up a tree,
To examine the sea,
But declared she would never leave Portugal.
Limerick
There was an Old Man with a nose,
Who said, 'If you choose to suppose,
That my nose is too long,
You are certainly wrong!'
That remarkable Man with a nose.
Limericks by Edward Lear
Limerick
There was an Old Man of Kilkenny,
Who never had more than a penny;
He spent all that money,
In onions and honey,
That wayward Old Man of Kilkenny.
Limerick
There was an Old Person of Ischia,
Whose conduct grew friskier and friskier;
He dance hornpipes and jigs,
And ate thousands of figs,
That lively Old Person of Ischia.
Limerick
There was an Old Person of Dover,
Who rushed through a field of blue Clover;
But some very large bees,
Stung his nose and his knees,
So he very soon went back to Dover.
Limerick
There was an Old Man of Marseilles,
Whose daughters wore bottle-green veils;
They caught several Fish,
Which they put in a dish,
And sent to their Pa' at Marseilles.
Limericks by Edward Lear
Limerick
There was an Old Person of Basing,
Whose presence of mind was amazing;
He purchased a steed,
Which he rode at full speed,
And escaped from the people of Basing.
Limerick
There was an Old Person of Cadiz,
Who was always polite to all ladies;
But in handing his daughter,
He fell into the water,
Which drowned that Old Person of Cadiz.
Limerick
The was a Young Lady of Bute,
Who played on a silver-gilt flute;
She played several jigs,
To her uncle's white pigs,
That amusing Young Lady of Bute.
Limerick
There was an Old Man of Quebec,
A beetle ran over his neck;
But he cried, 'With a needle,
I'll slay you, O beadle!'
That angry Old Man of Quebec.

Limericks by Edward Lear

Shopping at the minimarket from the British Council

Submitted by joanna_adkin on 17 February, 2010 - 15:08

This speaking activity reviews uncountable and countable nouns (food), some/any and prices and is suitable for pre-intermediate 9 -11 year olds. Students draw their own shop and contents and write lists of things they want to buy. The teacher elicits a dialogue and then students mingle to go shopping at the shops to try to buy everything on their list.

The activity also contains an element of mathematics as students add up how much they spend at the shops. The activity could be adapted for different kinds of shops (e.g. clothes).

To set up the activity requires quite a lot of preparation. However, this activity can be repeated over future lessons as a review (using new shopping lists) and develops a number of skills (CLIL) and creates an appropriate context for students to communicate at this age.

Materials
Shopping at the minimarket student worksheet (1 per student)

Colouring pencils

Procedure

  • Draw a big diagram of the shop on the board or large piece of paper (see outline on students worksheet) but don’t tell students what it is yet. Draw yourself in the shop. Draw a table and a cash till on it. Ask the following questions.
  • Who is this? (you)
  • What’s this (a cash till)
  • So where am I? (in a shop)
  • What is my job? (shop assistant)
  • Whose shop is it? (mine).
  • What does the shop sell ? (food)
  • Can you think of a name for my shop? (e.g. Jo’s mini-market)
  • Write the name of the shop in the top box.
  • Draw some shelves and tables. Draw some apples on a table and elicit what is in the shop (e.g. There are some apples). Elicit from the students what is in the shop (e.g. there are some pears, there is some milk etc) and draw them in the shop until the shop is full. However, leave a space so that you have room to draw an extra person – see stage 6).
  • (Optional activity: Give students 2 minutes to memorise what is in the shop. Hide or cover the shop. In teams students tell you what was in the shop (There are some/There aren’t any ….s). Give points for correct answers. Uncover/reveal the shop to check the answers.
  • Give out worksheet and tell students to draw their own shops. Remind them to draw themselves as the shop assistant, fill up the shelves, and give the shop a name. Students can draw as few or as many different items in the shops. It is good for the shops to be quite varied as it will help with the effectiveness of the mingle activity.
  • Tell the students there is a problem with the shop. Elicit what the problem is. (There are no prices.) Elicit some prices for some of the foods in the shop. Students then add prices to their own shops.
  • Get students to put their own shops away.
  • On Board draw a second person in the shop. Ask:
  • Who is this person?’ (the customer)
  • What does he want to do? (Buy something in the shop)
  • Tell students he is very forgetful and needs help to remember what he wants to buy. Ask ‘what has he got to help him remember?’ A list. Draw a list on the board and elicit 5 items that he wants to buy. At this point try to elicit the kinds of containers that items come in e.g. 3 bottles of milk, 1 bag of sugar etc. Write them on the list.
  • Ask the students ‘Who speaks first in the shop?’ (The shop assistant). Elicit what he/she says and write it up on the board. Continue to elicit the whole dialogue (see dialogue example) until you have a whole dialogue on the board. (Alternatively, you could chop up the dialogue worksheet and the students put it in order). Drill the dialogue.
  • Tell students that they are going to come to your shop to buy some food. Students complete their shopping lists on the worksheet. Remind them to try to include the amount (e.g. 3 bags of sugar).
  • Ask the class as a whole ‘Can I help you?’ and encourage them individually to shout out ‘Yes, please. Have you got any ….. ? / I’d like some ….. .’ Go through the dialogue. At this point it is important that they get practice of the dialogue. Keep checking pronunciation and that they are using the correct forms of some/any etc. Then hand over the role of shop assistant to a student and repeat.
  • Split the class in two. Half of them are shop assistants in the shop. The other half are customers. Position the shop assistants around the class. The customers go to all the shops to try to buy the items on their shopping list. Demonstrate this first with your own shopping list. Highlight how when they buy something they need to write down how much it costs on their shopping list.
  • Students mingle. Set a time limit for as long as you feel appropriate. Students swop roles. (Students may worry about the mathematics and slow down the activity. Monitor and tell students they can invent the approximate price if necessary).
  • The first time the students mingle they may need the support of the dialogue on the board ; as students become more and more confident with the dialogue they can do it unsupported in future lessons.
  • Give students time to add up the total cost of what they bought.
  • Feedback on what the students bought and how much they spent. Was there anything they couldn’t buy? Which shop was the most expensive?

Picture dictation techniques from the British Council

Submitted by TE Editor on 23 June, 2002 - 13:00

This is a low preparation fun activity that works well with large classes, especially with young learners and teens. All your students need is a blank piece of paper and all the teacher needs is a little bit of imagination.

Procedure

  • First of all explain to the students that they are going to do a picture dictation, that you are going to describe a picture to them and that all they have to do is simply listen and draw what they hear you describe.
  • You then describe a simple and easy-to-draw picture to them and they draw it. To help you with your first picture dictation you can use the picture on the accompanying worksheet and the description below it as a guide. It is a very simple picture for a low-level beginner's class but this kind of activity can be adapted to any level of student. Simply change the content of the picture accordingly.
    Picture and description 69k pdf
  • When you are describing the picture it is best to describe one object at a time slowly and to repeat each description two or three times.
  • Make sure you give students enough time to finish drawing one object before you move onto the next object and it is a good idea to walk around and look at the students' drawings as they are drawing them so that you can see how well they are understanding your descriptions and then you can adjust them accordingly and give them any support they need.

Tips for making the activity work well
  • Before starting the activity you may want to draw a square or rectangle to represent a piece of paper on the board and elicit vocabulary from the students that they will need to know for the activity, such as in the middle of the piece of paper, in the top/bottom/right-/left-hand corner of the piece of paper, in front of, behind, on top of etc.
  • For lower levels, you may even want to draw pictures of the things, the house, the hill, clouds, birds and children skipping etc. that will appear in the picture on the board before starting the activity to review vocabulary. How much pre-teaching of vocabulary and language you do will depend on the level of your students.

Variations
  • Get students to colour the pictures in afterwards like a colour dictation, for example, colour the roof of the house green, colour the door of the house red, or get students to label different objects by writing the name of the object underneath it, such as house, bird etc.
  • You can also get students to write a description of the picture afterwards.
  • Another good variation is to give students a list of objects and get them to draw their own pictures with all those objects in them.
    • The students then work in pairs. One student describes their picture to their partner and their partner draws what they hear.
    • They then swap roles and afterwards they compare the pictures they drew with their original drawings pointing out the differences and usually having a giggle.

Picture Dictation Worksheet


Picture Dictation Worksheet

Example: This is just a skeleton description, you can make it more descriptive by adding lots of adjectives such as colours etc. or you can simplify it even more for lower-level students if necessary.

• In the middle of the picture there is a big house.

• The house has a door and two windows.

• On the roof of the house there is a chimney.

• In the top right hand side of the picture there is a very big sun.

• Beside the house and under the sun there is a little hill.

• On top of the hill there is a big apple tree.

• In front of the hill there is a little girl and little boy skipping.
• In front of the house there is a little garden path.

• In the left hand side of picture there is a big pond.

• There is a small toy boat in the pond.

• There is long grass all around the pond.

• In the top left hand side of the picture there are two clouds.

• Below the two clouds there are two big birds flying.

Tuesday, April 27, 2010

Facebook speak: Teenagers create secret online language

Teenagers on social networking sites such as Facebook and Bebo are creating a secret language to stop adults knowing what they are up to, researchers say.

The teens are using it to stop parents and employers judging them by their social activities such as partying and drinking.

Instead of writing they are drunk, teens post 'Getting MWI' - or mad with it.

Being in a relationship is known as 'taken' or 'Ownageeee', and 'Ridneck', a corruption of redneck, means to feel embarassed.

Meanwhile, girls posting 'Legal' are indicating that they are above 16 and legally allowed to have sex.

Lisa Whittaker, a postgraduate student at the University of Stirling, who studied teens aged 16-18 on Bebo in Scotland, said the slang had been created to keep their activities private, and cited the example of one young girl who was sacked after bosses found pictures of her drinking on the website.

"Young people often distort the languages they use by making the pages difficult for those unfamiliar with the distortions and colloquialisms.," she said.

"The language used on Bebo seems to go beyond abbreviations that are commonly used in text messaging, such as removing all the vowels.

"This is not just bad spelling, which would suggest literacy issues, but a deliberate attempt to creatively misspell words.

"The creation and use of their own social language may be a deliberate attempt to keep adults from understanding what is written on the page.

"By doing this they are able to communicate with their in-group and conceal the content from the out-group. This further adds to their online identity."

She said that one reason for encoding their messages was to keep adults in the dark about their drinking or smoking.

She is due to present her research at a seminar at the Wales Institute of Social & Economic Research, Data and Methods in Cardiff on Tuesday.