This document provides an overview of basic grammar concepts including cardinal and ordinal numbers, countries and nationalities, and uses of the verb "to be" in positive, negative, and interrogative forms. It introduces foundational topics like numbers, nationalities, and the verb "to be" with examples of using it in the affirmative, negative, and interrogative and encourages practicing exercises to reinforce learning.
The document lists cardinal and ordinal numbers from 1 to 100. It provides the spelling of each cardinal number, such as one, two, three, etc. and its corresponding ordinal number, such as first, second, third, etc. For example, 1 is one and its ordinal is 1st, which is first. It then discusses how dates are written in English using ordinal numbers and provides examples of writing out dates in words.
This document provides an overview of basic grammar concepts including cardinal and ordinal numbers, countries and nationalities, and uses of the verb "to be" in positive, negative, and interrogative forms. It introduces foundational topics like numbers, nationalities, and the verb "to be" with examples of using it in the affirmative, negative, and interrogative and encourages practicing exercises to reinforce learning.
The document lists cardinal and ordinal numbers from 1 to 100. It provides the spelling of each cardinal number, such as one, two, three, etc. and its corresponding ordinal number, such as first, second, third, etc. For example, 1 is one and its ordinal is 1st, which is first. It then discusses how dates are written in English using ordinal numbers and provides examples of writing out dates in words.
Dad try to teach the prime graphically, it become a pretty square or not.
Fumi proposed,
A pretty square is aligned.
1 is not the prime, because it become a pretty square.
This document contains information about cardinal numbers from 1 to 1,000,000, ordinal numbers from 1st to 1,000,000th, the English alphabet, months of the year, working days of the week, weekend days, colors, classroom objects, and basic classroom commands. Examples are provided to demonstrate how to write out numbers in word form.
The document lists the floors that different animals live on in a building. The cow lives on the third floor, the dog on the sixth, the turtle on the eighth, and the pig on the first. The rabbit lives on the seventh floor, the cat on the second, and the spider on the tenth. The mouse lives on the fifth floor, the bee on the ninth, and the sheep on the fourth floor.
This document discusses assessing team members' skills and motivation using a grid, with skills on the horizontal axis and motivation on the vertical axis. It prompts the reader to consider where their team members fall on this matrix and whether their skills or motivation can realistically be improved. It also asks about challenges that may be posed by team members who are highly skilled but lack motivation, or who are highly motivated but lack skills.
This document discusses ordinal numbers and their order in a sequence. It provides examples of ordinal numbers from 1st to 10th place, and asks questions about which numbered position various cars occupy in a line, from 1st place to 9th place. Students are asked to match cars to their correct ordinal number positions.
This document provides information about ordinal numbers and dates. It lists the days of the week and months of the year. It also shows cardinal and ordinal numbers from 1 to 31. It provides examples of writing and saying dates, including the third of April 2004 and the fourteenth of September 1998. Finally, it demonstrates how to write out dates in full sentences, such as "It's the thirtieth of July, nineteen twenty-six."
The document lists the cardinal and ordinal numbers from 1 to 100. The cardinal numbers are written out, such as one, two, three, etc. The corresponding ordinal numbers are also written out and include the suffix of st, nd, rd or th, such as first, second, third, etc. This mapping of cardinal and ordinal numbers continues from 1 to 100.
1. The document discusses the development and use of an operator skill matrix to improve productivity in a garment factory.
2. An operator skill matrix tracks each operator's efficiency at different operations over time and is used to select the best operators for balancing production lines.
3. The factory studied found a 30-40% increase in daily production after implementing an operator skill matrix and selecting operators for lines based on their recorded skills rather than randomly. This led to more effective use of workforce skills.
A Skills Matrix is one of the most simple, but highly effective, tools available to assess training needs.
It is easily reviewed and updated, and presents the skills of team members in a single chart.
Definition- A Skills Matrix is a table that clearly shows the skills held by individuals in a team, and the skills gaps within a team.
The document provides information about days, months, numbers, and how to write and say dates in words. It includes cardinal and ordinal numbers, months, and examples of writing and saying dates out loud. It also shows how to write years and provides examples of writing out dates from the past.
The document provides an overview of 7 management tools: Affinity Diagram, Interrelationship Diagraph, Tree Diagram, Matrix Diagrams, Prioritization Matrix, Process Decision Program Charts (PDPC), and Activity Network Diagrams. It defines each tool, explains how to use it through examples, and illustrates the tools with diagrams. The tools are designed to help structure thinking, simplify complex problems, improve analysis, and facilitate planning and decision making.
The document discusses matrix organizations and how to create a productive one. A matrix organization has employees report to both functional and project managers. Key points:
- Matrix organizations emerged in the 1960s aerospace industry and are well-suited for project-driven environments.
- There are different types like balanced, functional, and project matrices that determine how authority is shared.
- Creating clear roles, communication processes, training programs, and addressing challenges like department loyalty can make a matrix organization more productive.
- Scenarios and strategies are provided for a project manager meeting their first cross-matrix team with various issues. Focusing on goals, roles and building trust are emphasized.
This document defines tasks, skills, and multi-skilling. It explains that a task is a piece of work assigned to a person, while a skill is the ability to perform something well through knowledge and practice. Multi-skilling involves training employees in more than one skill, which can be either related or across different functions. The document outlines categories of multi-skilling and key elements of a multi-skills training program, and discusses benefits like reduced job insecurity and better career prospects for employees, as well as increased flexibility and quality for organizations. It also notes potential disadvantages like lower productivity during training.
The document discusses the 9 box model for classifying employees based on their performance and potential. The 9 box model assesses people on two dimensions: demonstrated performance on their current role and their long-term potential. It places employees into 9 categories within a grid based on these dimensions to help identify high potentials, develop employees, and ensure they are placed in roles that suit their skills. Each category is described in terms of the typical employee attributes and recommended actions for development or placement. The overall purpose is to accurately assess individuals to match their development plans to maximize their contribution to the organization.
The document describes a 9 box performance-potential matrix used to evaluate employees. The matrix compares an employee's current performance against their potential and places them into one of 9 boxes ranging from "outstanding performance/high potential" to "poor performance/limited potential". Each box provides definitions of the employee type and what behaviors and characteristics indicate they belong in that particular box.
2. Number 犖犖園硯犢犖ム犖÷元犖犖ム顕犖∇犖犖巌犢犖犢犖
Cardinal number 犢犖ム犖犖橿犖о犖犖園
Ordinal number 犢犖ム犖ム験犖犖園犖犖朽
Fraction 犢犖ム犢犖犖犖犢犖о
Decimal 犢犖ム犖犖犖犖巌権犖
House Number 犢犖ム犖犢犖橿
Telephone Number 犢犖ム犖犖÷験犖∇犖犖犖犖園犖犢
Interesting Number 0 犢犖ム 0 犖犖朽犖犢犖橿肩犖犢犖
Mathematics 犖犖園硯犢犖ム犢犖犖朽犖∇硯犖犖園犖犖犖巌犖犖橿肩犖犖犢
3. CARDINAL NUMBERS 犢犖ム犖犖橿犖о犖犖園 (犢犖犢犖犖園犢犖ム犖犖園犖о 犢犖)
1 one
2 two
3 three
4 four
5 five
6 six
7 seven
8 eight
9 nine
10 ten
11 eleven
12 twelve
13 thirteen
14 fourteen
15 fifteen
16 sixteen
17 seventeen
18 eighteen
19 nineteen
犖犖迦犢犖ム 13-19 犖犖∇顕犖犖犢犖犢犖迦権犖犖萎犖犢犖 teen 犢犖犖÷賢
犖犢犖о犖犖∇顕犖犖犢犖犖犢犖迦賢犢犖迦犢犖犖÷厳犖犖 4,5,6.........
4. 犖犖橿犢犖ム 13 犖犖謹 19 犖犖∇験犖犖犢犖犢犖橿権犖犖萎犖犢犖 teen 犢犖犖÷賢 犖犢犖о犖犖∇験犖犖犢犖犖犢犖
犖犢犖橿犢犖犖÷厳犖犖 4 , 5, 6.....
101 one hundred and one
1,000 one thousand
10,000 ten thousand
100,000 one hundred
thousand
1,000,000 one million
1,000,000,000 one billion
20 twenty
30 thirty
40 forty
50 fifty
60 sixty
70 seventy
80 eighty
90 ninety
100 one hundred
犖犖橿犢犖ム 2-9 犖犢犖橿犢犖犖∇硯犖巌犖朽犖犖橿犖園硯犢犖ム one, two, three 犖犖犖÷犖園 ty
犢犖犢犖 21 twenty + one = twenty-one 犖犖橿犖о 犖犖園犖犢犖犢 20 犖犖謹犖犢犖
犢犖÷厳犢犖犢犖犖橿犖園硯犢犖ム one, two, three.. 犖÷験犖犖犖÷犢犖犖犖÷元 hyphen (-)
犖犖園犖犢犖犖÷賢
6. Ordinal number 犢犖ム犖ム験犖犖園犖犖朽
21st twenty - first
22nd twenty - second
23rd twenty third
24th twenty - fourth
25th twenty - fifth
30th thirtieth
40th fortieth
50th fiftieth
60th sixtieth
70th seventieth
80th eightieth
90th ninetieth
100th one hundredth
1,000th one thousandth
10,000th ten thousandth
100,000th one hundred
thousandth
1,000,000th one millionth
7. 犖犖橿牽犖犢犖橿犢犖ム犖犖橿犖о犖犖園 Cardinal Numbers
1. 犢犖ム 0 犖犢犖迦犖犢犢犖犖犖о顕犖÷見犖÷顕犖∇犖犖巌犖犖迦肩犖犖犢 犢犖ム鍵犖犖伍犖犖犖項検犖巌犖犢犖犢犖迦犖о犖 zero (犖犖巌犖)
犢犖犢犖
* It is eight degree below zero. (犖犖伍犖犖犖項検犖巌献犖 8 犖犖犖犖)
2. 犢犖ム 0 犖犢犖迦犖迦検犖迦犖犢犖犖園犖犖÷顕犖∇犖ム犢犖犖犖犖園犖犢 犢犖犢犖犢犖迦犖о犖 犢犖 犢犖犢犖
* Dial 02-547-8972 (犖犢犖迦犖о犖 oh two five four seven eight
nine seven two)
3. 犖犖迦硯犢犖 hundred, thousand 犢犖ム鍵 million 犢犖犢犢犖犢犖犖犖項犢犖犖犖犖犖犢
犢犖÷厳犢犖犖÷元犖犖迦犖о犖犖園犖犖迦見犖犢犖迦犖犖犖迦鍵犖犖迦犖犖ム犖迦犖朽犖犢犖迦犖犢犢犖犢犢犖犢犖犖犖伍犖犖園犖犢 犢犖犢犖
* Three hundred students 犖犖園犖犖謹犖犖300 犖犖 (犖犖∇犖迦犖犢 three
hundreds student)
* Five million hens 犢犖犢犖犢犖迦献犢犖迦犖犖園硯 (犖犖∇犖迦犖犢 five millions hen)
8. 犢犖犢犖犢犖迦犖迦犖園犖 3 犖犖朽犖犖迦検犖迦犖犢犖犖∇犖迦犖犖迦犖迦検 犢犖ム鍵犖犖迦検犖犢犖о権 of 犖犖萎犖犢犢犖犢犖犖犖項犖犖犖項犖犖犢犢犖犖÷賢
* I have reminded you of this case hundreds of times.
(犖犖÷犖犢犢犖犖劇賢犖犖犖伍犢犖犢犖犖巌犖犖謹犢犖犖劇賢犖犖犖朽犖犖園犖犖犖ム顕犖∇牽犢犖犖∇犖犖園犖犢犖ム犖о犖)
* There are thousands of foreigners to visit here every year.
(犖÷元犖犖迦硯犖犢犖迦犖犖犖萎犖犖犖犖ム顕犖∇犖園犖犖犖÷顕犢犖犖朽犖∇硯犖犖朽犖犖朽犖犖伍犢 犖 )
* Millions of people are unemployed each year.
(犢犖犢犖ム鍵犖犖朽検犖朽犖犖犖犖犖迦犖犖ム顕犖∇献犢犖迦犖犖)
4. 犢犖ム犖犖迦犖о犖犖園犖犖園犖犢犖犢 100 犖犖謹犖犢犖 犢犖犢犖犢犖迦犢犖犖∇犖犢 and 犖÷顕犢犖犖劇犖犖 犖犢犖о犖犖迦犖о
犖犖ム険犖犖犖巌 犖犖園犖犢犖犢 21-99 犢犖犢犢犖犢 hyphen (-) 犖÷顕犖犖園犖 犢犖犢犖
21 = twenty-one
335 = three hundred and thirty-five
1,586 = one thousand five hundred and eighty-six
9. 5
five
6
sixty -
2
two hundred and
4
four thousand
7
seventy-
4
four hundred and
5
five million
6
sixty - five million four hundred and seventy - four
thousand two hundred and sixty - five
3
three hundred and sixty - five million four hundred
and seventy - four thousand two hundred and sixty -
five
5
five billion
10. 5. 犢犖÷厳犢犖犢犖ム犖犖園犖 Cardinal 犢犖ム鍵 Ordinal 犖÷顕犖犖∇顕犖∇犖迦検犖犖犢犖犖÷犖園犢犖犢犢犖犢
Ordinal 犖犖迦見犖犢犖
Cardinal 犢犖犖÷賢 犢犖犢犖
* The first three students are Americans.
(犖犖園犖犖謹犖犖 3 犖犖犢犖犖犢犖犢犖犖犖迦硯犖犢犖÷牽犖巌犖園)
* The last two pictures are very ugly.
(2 犖犖迦犖犖伍犖犢犖迦権犖犖園犖犖犢犖迦犖犖ム元犖∇犖÷顕犖)
6. 犖犖犢犖迦見犖犖園犖犖劇賢 (page) 犖犖犖劇賢犖犖犖犖朽 (lesson 犖犖犖劇賢 chapter)犢犖犖犖犖園犖犖劇賢犢犖犢犖犢犖迦
犢犖犖犖犖迦犖о犖犖園犖犖犖犖÷犖 犢犖犢犖
* page 10 = page ten
* lesson 8 = lesson eight
* part III = part three
犢犖犢犖犖萎犖犢 the first lesson, the fifth chapter, the second part 犖犢犢犖犢
11. 7. 犖犖迦牽犖犢犖迦犖犖劇犖犖犖犖萎検犖犖迦犖犖園犖犖巌権犢 犖犖犖萎牽犖迦犖巌犖 犖犖犖劇賢犖犖犖萎肩犖園犖犖萎犖迦犖 犖犢犖犖犖犢犖迦
犖犖∇犖迦 Ordinal 犖ム顕犖犖園犖犖朽犖犖ム賢犖犢犖 犢犖犢犖
King Rama V = King Rama the fifth
犖犖犖萎牽犖迦犖迦犖巌犖犖朽犖朽 5
Queen Elizabeth II = Queen Elizabeth the second
犖犖犖萎牽犖迦犖巌犖朽犖犖ム鹸犖犖迦犖犖犖犖朽 2
12. 犖犖園犖犖橿献犖犖朽 犢 King Rama the Sixth
犖犖園犖犖橿献犖犖朽 犢
King Bhumibol Adulyadej
King Rama the Ninth
the Chakri Dynasty
16. Note 犖犢犖犖犖園犢犖犖
犖犖迦検犖迦牽犖犢犖犢 a 犢犖犖 one 犢犖犢 犢犖犢犖
遜 犖犖迦犖犢犖迦犖о犖 a half 犖犖犖劇賢 one half 犖犢犢犖犢
1/100 犖犢犖迦犖о犖 a hundred 犖犖犖劇賢 one hundred
犖犢犖 犢犖犖犖÷顕犖犖犖о犖迦見犖犖謹犖 犢犖犢犢犖犖巌検 s 犖犖朽犢犖ム犖犢犖о犖犖ム賢犖犢犖 犢犖犢犖
= two - thirds
= five - eights
17. 犖犢犖橿犖犖犖÷元犖犖園硯犢犖ム犖犖園犖犢犖犢犖犖犖犖犖園硯犖犖謹犖犢犖 犖犖犖劇賢犖犖園犖犢犖犢犖犖ム険犖犖犖巌犖犖謹犖犢犖 犖犖巌権犖÷犖犢 over 犢犖犖
hyphen (-) 犖犖萎見犖о犖橿犢犖犖犢犖ム鍵犖犢犖о 犢犖犢犖
32/51 = thirty-two over fifty-first
749/4000 = seven hundred and forty-nine
over four thousandths
犖犢犖 犢犖犖犖犖園硯犖犖園犖犖÷元犖犖橿犖о犖÷験犖犖犖о検犖犖∇弦犢犖犢犖о権 犖犖犖劇賢犢犖犢犖犢犖犖犖犢犖о犖犖橿犖о犖犖ム鍵 犢犖犢犖犢犖橿
犖犖橿犖о犢犖犢犖÷犢犖犖犖犢犖о権犢犖ム犖犖橿犖о犖犖園犖犖犖犖÷犖 犢犖ム犖 犖犖謹犖犖橿検犖犢犖о権 and 犢犖ム犖 犖犖謹犖犢犖橿
犢犖犖犖犢犖о犖犖橿検犖犖ム険犖犖犖橿牽犖犢犖橿犖犖犖犖 犢犖犢犖
4 1/2 = four and a half
8 1/4 = eight and a quarter
5 8/14 = five and eight fourteenths
18. Decimal 犢犖ム犖犖犖犖巌権犖
犢犖ム犖犖犢犖橿犖伍犖犖犖犖巌権犖 犖犢犖橿犢犖犖 犢犖ム犖犖橿犖о犖犖園犖犖犖犖÷犖
犖犖伍 犖犢犖橿犖о犖 Point
犢犖ム犖犖ム険犖犖犖伍 犖犢犖橿犖犖朽献犖萎犖園硯 犢犖犢犖
1,547.035 犖犢犖迦犖о犖 one thousand, five hundred and
forty-seven point oh three five
0.125 = zero point one two five
0.33 = zero point three three
2.3 = two point three
19. House Number (犖犖迦牽犖犢犖迦犢犖ム犖犢犖迦)
犢犖ム犖犢犖橿犖犖犖犖巌犖巌権犖÷賢犢犖橿犢犖犖朽権犖犖犖園硯 犖犢犖о犢犖ム犖犖項犖∇犢犖犢犖犖犖犢犖犖朽権犖犖о犖 oh
犢犖ム鍵犖犢犖橿犖ム犖犢犖橿犖犖園犖犖÷元犖犖園 (/) 犖犖萎犖犢 slash 犖犖犖劇賢 stroke 犖犢犢犖犢 犢犖犢犖
650 = six five oh
276/3 = two seven six slash/stroke three
犖犢犖橿犖ム犖犢犖橿犖犖園犖犖÷元犢犖ム犖犖謹犖犖ム険犖犖犖園 犖犖巌権犖÷賢犢犖橿犢犖犢犖犖犖橿犖о犖犖ム険犖犖犖朽献犖萎犖項 犢犖犢犖
3250 = thirty-two fifty
4326 = forty-three twenty-six
20. Telephone number (犢犖ム犖犖÷顕犖∇犖犖犖犖園犖犢 )
犢犖犖迦犖犢犢犖ム犖犖迦犖о犖犖園犖犖犖犖÷犖 (Cardinal Number) 犢犖犖犖迦牽犖犢犖迦犢犖ム
犖犖÷顕犖∇犖犖犖犖園犖犢 犖犖謹犖犖犖萎賢犢犖迦犢犖犖朽権犖犖犖園硯犢犖 犢犖ム 0 犖犖萎賢犖犖犢犖犖朽権犖犖о犖 oh 犖犖犖劇賢
zero 犖犢犢犖犢
犢犖犖犖犖犖朽犖朽犢犖ム犖犖÷顕犖∇犖犖犖犖園犖犢犖ム犖犢犖迦権犖犢犖о権犢犖ム犖犖項犖∇犖犖犖犖犖園硯 犖犖萎賢犢犖迦犢犖犢犖
double oh 犖犖犖劇賢犖犢犖迦犢犖犖朽権犖犖犖迦検犖犖犖犖巌犢犢犖犢 犖犖犖劇賢犖犢犖迦犖ム犖犢犖迦権犖犢犖о権
hundred 犖犖犖劇賢 thousand 犖犢犢犖犢
Tel. 037-321430 = oh three seven three two
one four three oh
Tel. 0-2546-2500 = oh two five four six two
five hundred (five double oh)
21. Interesting Number 0
犖犖橿牽犖犢犖橿犢犖ム 0
0 犖犢犖迦犖о犖 oh 犢犖犖犖犖犖朽犖朽
1. after a decimal point 犖犖ム険犖犖犖伍犖犖犖犖巌権犖 犢犖犢犖
9.02 犖犢犖迦犖о犖 nine point oh two.
2. in bus or room numbers 犢犖ム犖犖÷顕犖∇牽犖犖犖犖萎犖迦犖迦 犢犖ム鍵犢犖ム犖犢犖犖 犢犖犢犖
Bus 602 犖犢犖迦犖о犖 Bus six oh two.
Room 101 犖犢犖迦犖о犖 Room one oh one.
3. in phone number 犢犖ム犖犖÷顕犖∇犖犖犖犖園犖犢 犢犖犢犖
0-2548-3147 犖犢犖迦犖о犖 oh two five four eight three one four seven.
4. in year 犖犖 犖.犖. 犢犖犢犖
1906 犖犢犖迦犖о犖 nineteen oh six.
22. 0 犖犢犖迦犖о犖 nought 犢犖犖犖犖犖朽犖朽犖犖∇弦犢犖犢犖犖犖犖伍犖犖犖犖巌権犖 犢犖犢犖
0.06 犖犢犖迦犖о犖 nought point oh six.
0 犖犢犖迦犖о犖 zero 犢犖犖犖犖犖朽犖朽
1. in temperature 犢犖犢犖犢犖迦犖犖伍犖犖犖項検犖 犢犖犢犖
-10 C 犖犢犖迦犖о犖 10 degree below zero.
2. for the number 犢犖犢犖犖園犖犖園硯犢犖ム
0 犖犢犖迦犖о犖 zero
0 犖犢犖迦犖о犖 nil 犢犖犖犖犖犖朽犖朽 犢犖犢犖犖園犢犖犖÷肩犢 football 犢犖犢犖
Chelsea 2 Manchester United 0 犖犢犖迦犖о犖
Chelsea two Manchester United nil.
0 犖犢犖迦犖о犖 love 犢犖犖犖犖犖朽犖朽犢犖犢犖犖園犖犖迦牽犢犖ム犖犖犖朽謙犖 犢犖犖犖犖巌肩 犢犖犢犖
40-0 犖犢犖迦犖о犖 forty love.
23. Mathematics
+ plus 3 + 4 = 7 three plus four is seven.
- minus 12 - 8 = 4 twelve minus eight is four.
multiplied by 15 x 7 = 35
five multiplied by seven is thirty - five.
歎 divided by 10 / 5 = 2 ten divided by five is two.
= equal to dozen = 12 a dozen is equal to twelve.
< less than 10 < 12 ten is less then twelve.
> greater than 20 > 10 twenty is greater then ten.