HDEC - CLB TIẾNG ANH HÀ ĐÔNG *** The only place where you can know how important you are *** THE 2

Ok vụ thiết lập kỷ luật sắt thu 5K/1 người đi muộn sẽ được tiến hành. Chỉ mong là mọi người có thể chấp hành và duy trì được thôi. Kể ra cũng khó vì c đi nhiều clb thấy ở đâu cũng cao su thế cả, có người đến trước, có người đến sau chẳng mấy khi đúng giờ

Linh Bằng tuổi BIển ơi!

Được thang87 sửa chữa / chuyển vào 12:11 ngày 23/04/2008

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Ok vụ thiết lập kỷ luật sắt thu 5K/1 người đi muộn sẽ được tiến hành. Chỉ mong là mọi người có thể chấp hành và duy trì được thôi. Kể ra cũng khó vì c đi nhiều clb thấy ở đâu cũng cao su thế cả, có người đến trước, có người đến sau chẳng mấy khi đúng giờ
[/quote]
Đấy! Khó thế thì làm sao mà bắt mọi người đúng giờ được. Mà đến lúc đi thu cũng khó. Theo thiển ỹ của mỗ chúng ta nên có thêm hình thức phạt khác. Như là ai đi muộn thì phải hát, phải nhảy hay là làm theo điều người khác nói (e bị một lần ,vẫn cú lắm).Tất nhiên là ai mà có tiền thì cứ nộp.

Thêm hình thức phạt theo cấp độ đi. Ai đi muộn nhiều thì phải phạt nặng hơn chứ. Ai muộn nhiều quá, làm cả nhà rỗi , tốt nhất cho nghỉ. HE he.CHẹp, nghĩ đến mà đau lòng quá!.

CHỉ có bây nhiêu thôi. Lúc nào mình nghĩ được thêm cái j thì lại post tiếp vậy. Đói quá, đi ăn cơm cái vậy!

"I Love You" in Different Languages
Afrikaans : Ek is lief vir jou
Ek het jou lief
Albanian : Te dua
Amharic : Afekrishalehou
Arabic : Ana Behibak (to a male)
Ana Behibek (to a female)
Basc : Nere Maitea
Bavarian : I mog di narrisch gern
Bengali : Ami tomAy bhAlobAshi
Berber : Lakh tirikh
Bicol : Namumutan ta ka
Bulgarian : Obicham te
Cambodian : kh_nhaum soro_lahn nhee_ah
Bon sro lanh oon
Cantonese : Ngo oi ney
Catalan : T''''''''estim (mallorcan)
T''''''''estime (valencian)
T''''''''estimo (catalonian)
T''''''''estim molt (I love you a lot)
Chinese : Wo ie ni (Manderin, Cantonese)
Croatian : Volim te (most common), or
Ja te volim (less common)
Czech : miluji te
Danish : Jeg elsker dig
Dutch : Ik hou van jou
Estonian : Mina armastan sind
Esperanto : Mi amas vin
Persian (Farsi) : Tora dust midaram
Flemish : Ik zie oe geerne
Finnish : Mina" rakastan sinua
French : Je t''''''''aime
Friesian : Ik bin fereale op dy
Ik ha^ld fan dy (Most commonly used phrase) (the ^ is above the a)
Gaelic : Ta gra agam ort
German : Ich liebe Dich
I mog Di ganz arg! (Suebian: South German dialekt.)
Greek : S'''''''' ayapo
Gujarati
(a dialect of India) "Tane Prem Karoo Choo"
Hausa : Ina sonki
Hebrew : aNEE oHEIVET oTKHA (female to male)
aNEE oHEIV otAKH (male to female)
Ani ohev at (man to woman)
Ani ohevet atah (woman to man)
Hindi: Mein Tumse Pyar Karta Hoon
Hokkien : Wa ai lu
Hopi : Nu'''''''' umi unangwa''''''''ta
Hungarian : Szeretlek te''''''''ged
Icelandic : ?g elska Yig
Indonesian : Saya cinta padamu
Saya Cinta Kamu
Aku tjinta padamu
Saja kasih saudari
Italian : Ti amo ( cái này quen quen nhỉ??? thật không nhỉ??)
Irish : taim i'''''''' ngra leat
Japanese : Kimi o ai ****eru
Kazakh : Men seny jaksy kuremyn
Kiswahili : Nakupenda
Korean : Tangsinul sarang ha yo
Kurdish : Ez te hezdikhem
Latin : Te amo
Vos amo
Lao : Khoi huk chau
Latvian : Es Tev milu
Lingala : Nalingi yo
Lithuanian: Ash miliu tave
Luo : Aheri
Madrid lingo : Me molas, tronca
Malay/Indonesian : Saya cintakan awak(awak=kamu=you)
Aku sayang engkau (engkau=kamu=you)
Malay : Saya cintamu
Saya sayangmu
Maltese: Inhobbok!
(Added by Christine )
Mandarin : Wo ai ni
Mohawk : Konoronhkwa
Navajo : Ayor anosh''''''''ni
Ndebele : Niyakutanda
Norwegian : Jeg elsker deg (Bokmaal)
Eg elskar deg (Nynorsk)
Pakistani : Muje se mu habbat hai
Persian : Tora dost daram
Pilipino : Mahal Kita
Iniibig Kita
Polish : Ja Cie Kocham or Kocham Cie (Pronounced Yacha kocham)
Portuguese : Eu te amo
Romanian : Te iu besc
Russian : Ya lyublyu tebya
Ya vas lyublyu
Scot Gaelic : Tha gradh agam ort
Serbian : Volim te (most common), or
Ja te volim" (less common)
Shona : Ndinokuda
Sioux : Techihhila
Slovak : lubim ta
Slovene : ljubim te (??????)
Spanish : Te amo
Swahili : Nakupenda
Swedish : Jag a"lskar dig
Swiss-German : Ch''''''''ha di ga"rn
Tagalog : Mahal kita
Taiwanese : Gwa ai lee
Tamil Naan Unnai Kadhalikiren (Entry by krishna connexions@theoffice.net)
Thai : Phom Rak Khun
Ch''''''''an Rak Khun
Tunisian : Ha eh bak
Turkish : Seni seviyorum!
Urdu : Mujhe tumse muhabbat hai (Entry by Magsemail@aol.com)
Vietnamese : Anh ye^u em (man to woman)
Em ye^u anh (woman to man)
Toi yeu em
Vlaams : Ik hou van jou
Welsh : ''''''''Rwy''''''''n dy garu di.
Yr wyf i yn dy garu di (chwi)
Yiddish : Ikh hob dikh lib
Zazi : Ezhele hezdege (sp?)
Zuni : Tom ho'''''''' ichema

Được nobitacn sửa chữa / chuyển vào 12:50 ngày 23/04/2008

How to õ?Ư run a successful English Club
This is based on Interclub, an English club in Radom run by Ma,gorzata Zdybiewska and Danuta Goc,awska who share their experience with you here and give illustrations from its activities
What is an English Club?
An English Club is a place/forum/organisation where students learning English as a foreign language are offered a chance to use English in an interactive, personal and communicative way.
What is its fundamental aim?
An English club aims to promote genuine communication and develop the learnerõ?Ts communicative and cultural competence, thus making it a valuable ad***ion to the more systematic and theoretical teaching that takes place at schools.
Who is it for?
The Club should be open to anybody willing to speak English and participate in the club activities. The members may be recruited from among the students attending language courses in both state and private schools.
Why should I include it in our busy schedule?
An English Club is extremely beneficial to both students and teachers. It provides an exciting and unique opportunity for the student to explore aspects of their personality in a legitimate and safe atmosphere while building on the focus of their learning process. For the teacher itõ?Ts a chance to shed much of the heavy baggage a teacher/student relationship can hold without losing sight of the focus of learning.
As an alternative to a language classroom environment where the teaching of English is mostly limited to the manipulation of grammatical forms the English Club offers an opportunity to broaden cultural and language horizons.
And, above all, the Club is õ?~funõ?T.
How often does an English Club take place?
The frequency of Club meetings and õ?~Eventsõ?T obviously depends on organisational factors such as willingness, time and space availability etc. Having said that it is important to note that although õ?~eventsõ?T taken in isolation are beneficial, the full benefits of the Club lie in its continuity. Regular meetings of diverse, exciting õ?~eventsõ?T within a constant structure at a regular time and, if possible, a regular place lends the Club an õ?~identityõ?T that binds the students and teachers to the experience. It also makes the Club more manageable for everyone involved.
A simple example might have the õ?~Eventsõ?T being held once a month in a designated space (other than a classroom if at all possible) and advertised on a school board, school newsletter or the Internet. (Advertising is one example where the Club could offer interested participants an opportunity to involve themselves in its running.)
What makes up an English Club õ?~Eventõ?T?
An English õ?~Eventõ?T is made up of three stages:
A Preparatory Session
A Club õ?~Eventõ?T
A Follow-up
The Preparatory Session
Here the teachers and learners decide upon the form of the meeting and prepare all necessary materials. It takes the form of an informal and relaxed discussion. It may have the form of a brainstorm but it should end up with a pretty detailed scenario of a club õ?~Eventõ?T It is an excellent opportunity for free exchange of teaching and learning ideas. It ought to be stressed that the Club should not be run by teachers for the learners. The Club should be a neutral ground on which students and learners interact. It is only through the joint effort and co-operation of both the students and teachers that the potential of the enterprise can fulfil its enormous potential.
Topics of a Club õ?~Eventõ?T: These may reflect the general interest of the club members and so cover a large area: from pop music and film to history and literature. The subject of relevance to the learnerõ?Ts interests is indispensable for stimulating an authentic exchange of ideas: if the subject is attractive and provocative enough communication usually takes place in a natural way.
An example: For over ten years Interclub has run an English Club. The Club meetings devoted to Christmas and New Year have always been a success because foreign guests who usually come have been willing to share their experience with the Club members who in return have been eager to talk about the corresponding Polish tra***ions. These meetings have been also important from another point of view: they have given the learners a sensible and realistic purpose for using their English.
The Club õ?~Eventõ?T
Atmosphere: In our club we have always taken care to create an atmosphere as different as possible from the usual and sometimes boring classroom routine. We use visual aids, theatrical prompts, lighting effects and background music.
The elements of fun, enjoyment and humour act as wonderful stimulants accelerating language acquisition. The relaxed atmosphere of friendly competition in the club is a positive factor that helps to build motivation.
An example: In November this year our English Club held a Halloween party. We prepared Jack-o-Lanterns by scooping out the inside of pumpkins and cutting holes for the eyes, nose and mouth. After putting lighted candles into the pumpkins and dimming the lights the atmosphere in the Club became very eerie indeed. As part of the evening our native teacher had written a short play about a precocious childõ?Ts meeting with ghosts for a group of our younger learners. Rehearsals were brief and mainly practice movements and look at the English language to see how tone, gesture and rhythm helped communicate the story to an audience. Simple, effective costumes and supernatural make-up were put together by the pupils, making the õ?~Eventõ?T special and helped build the excitement.
Games, competitions and activities all followed. Attention to detail helped give the evening such an effective atmosphere and helped make an enjoyable and beneficial õ?~Eventõ?T.
The Follow-up
This is essential for motivation. It allows time for consolidating knowledge and developing further interest. The Follow-up may take the form of relevant reading materials, discussion in the classroom or may even lead to the organising of a new club meeting following the needs/interests of the club members.
Sometimes the products of the club meetings are displayed so that other students can see and perhaps be encouraged to take part in the club activities. That was the case with the event called õ?oReporters at Workõ? During the club meeting the learners and teachers acting as journalists, e***ors and artists produced to competing magazines: õ?oTimeõ? (sic!) and õ?oNot Yet the Timeõ? which were later displayed on a school notice board.
What other things happen at an English Club?
Club Activities: These include song-learning sessions, language games, quizzes, poetry-reading and writing, drama, role-play, group projects, video shows, talks and mini lectures. All learner-centred activities are welcome. Recently in our Club drama has become one of the most enjoyable activities. It has involved a large number of students and teachers (many of them having just discovered their acting skills!). It must be noted that õ?~Actingõ?T came as a consequence of willingness, enthusiasm and co-operation together with the nature of the activities and is not the focus in itself.
What is the teacherõ?Ts role?
The teacherõ?Ts role: In the English Club the rules of teacher dominance are broken down and there is emphasis on interaction and co-operation amongst Club members, as well as between teacher and students. The teacherõ?Ts role changes because in the Club they become language advisors rather than masters of the language correcting mistakes and giving marks. They become actors or producers in theatrical projects for example. The teachers may also participate in games as assistants or act as hosts to guests visiting the club .
Teacher development: There is no place for one central dominant teacher-figure in the Club as there is usually a team of teachers helping and assisting each other. The fact that the teachers involved in the Club work as a team is an extremely important element in their professional development. You can learn a lot by observing your fellow teachers at work and by exchanging teaching ideas. Through the Club the range of teaching techniques and materials in the classroom naturally broadens. The successful ones find their ways into the stock repertory of the teachers, expanding and improving their teaching skills.
Conclusions for learners and teachers
An English Club offers a challenge to learners:
it helps them realise that they are learning a living language and therefore various forms of oral communication are valuable
it helps to cross the threshold between grammatical competence that is so difficult to pick up in the classroom alone;
it broadens the exposure of the learners to the foreign language due to the multimedia activities in the Club;
it has great educational value as it provides an extensive
cultural background to the language studied;
- it is an excellent forum for cross-cultural comparisons;
it is a place where students can meet their friends and enjoy themselves.
The Club is equally important for the teachers:
it provides field practice for young teachers who would like to acquire some experience in managing larger groups of various language levels;
It allows for sharing of the teaching experience and testing new techniques;
It is a break from classroom routine;
It helps to produce some teaching materials like board games or cur cards;
It teaches how to work in a team;
And, of course, it is an excellent opportunity to make friends as you learn!

HDEC ---------------- TOPIC

OUR FAMILY õ?" OUR PARENTS
õ? Many people think that women make better parents than men and that is the reason why they have greater role in raising children in most societies. Howerer nowadays many married women work and not at home to care for their children.
Other claim that men are just as good as women at bringing the children up.
Howerer the fact that many parents now have little time for their children, and perhaps itõ?Ts the reason of many social problems.
- What do you think about this problem ?
- Should women give up their jobs and go back to their tra***ional role of home - maker in order to reduce unemployment ?
- Can you give your point of view ?
õ? On the other hand, young people now also spend little time for their parents. Most time of them is used for their friends, lovers and social activitiesõ?Ư Many parents claim that their children arenõ?Tt open with them, eventhough donõ?Tt care about them. Itõ?Ts seem to have a distance between them, although they are living together in a house. And it often makes them feel very sad.
But it doesnõ?Tt like they think. Young people donõ?Tt spend much time for them, it doesnõ?Tt mean they donõ?Tt care about them, they donõ?Tt love them. Perhaps, they live in different generations, so they donõ?Tt have common thought. Thatõ?Ts the reason why they often have conflicts when they talk together and young people donõ?Tt want their parents toe be the listeners of them.
But they still care about them and love them very much. Their feelings for their parents are always put at the highest position in their heart. The problem is they donõ?Tt know how to show their feelings for their parents.
- I think that many of us also donõ?Tt know how to make our parents understand us.
- What should we do to make them understand us, to make them feel happy and proud of us ????

WARMLY WELCOM ALL OF YOU !!!!!!!!!!
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PS : BE ON TIME and Bring money ( 60 k /1 person ) for grass ski trip if you want to join ^__*



Mỏằi ng xem có lỏằ-i j thơ correct cho e cĂi nha'''''''' !!!!!!!!!!!!!
Được pippo_nguyen sửa chữa / chuyển vào 18:56 ngày 23/04/2008

to Hải : Đưa cho Hà hay Giang topic để Hà hay Giang xem lại rồi hẵng post em ạ,
to Hà,Giang : Các em cố gắng giúp mọi người sửa topic trước khi post nhé
À mọi người nhớ post cùng với nền topic của CLB nhé

Tỏằ> 'ang sỏằưa nhặng mà bài cỏằĐa ỏƠy nói cỏÊ 2v'ỏằ chỏÊ bưt sỏp xỏp thưa nào nỏằa. Tẵ tỏằ> post lỏĂi topic nhĂ

Ok vụ thiết lập kỷ luật sắt thu 5K/1 người đi muộn sẽ được tiến hành. Chỉ mong là mọi người có thể chấp hành và duy trì được thôi. Kể ra cũng khó vì c đi nhiều clb thấy ở đâu cũng cao su thế cả, có người đến trước, có người đến sau chẳng mấy khi đúng giờ
[/quote]
Đấy! Khó thế thì làm sao mà bắt mọi người đúng giờ được. Mà đến lúc đi thu cũng khó. Theo thiển ỹ của mỗ chúng ta nên có thêm hình thức phạt khác. Như là ai đi muộn thì phải hát, phải nhảy hay là làm theo điều người khác nói (e bị một lần ,vẫn cú lắm).Tất nhiên là ai mà có tiền thì cứ nộp.

Thêm hình thức phạt theo cấp độ đi. Ai đi muộn nhiều thì phải phạt nặng hơn chứ. Ai muộn nhiều quá, làm cả nhà rỗi , tốt nhất cho nghỉ. HE he.CHẹp, nghĩ đến mà đau lòng quá!.

CHỉ có bây nhiêu thôi. Lúc nào mình nghĩ được thêm cái j thì lại post tiếp vậy. Đói quá, đi ăn cơm cái vậy!
[/quote]
Biết khó nhưng mà vẫn làm e à. Khó mới phải làm, dễ thì nói làm gìThắng bị phạt đi muộn lần nào nhỉ? Sao chị không nhớ. Thế hôm đấy bị làm gì