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áşááŤá
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đáááąáˇáĄáá˝ááş ááášááááşááąáŹááşáĄááźá
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đááťá˝ááşááąáŹáşáááŻáˇ áá°áˇááąáŹááşááąáŹááážáŹ ááťážáąáŹááşáážááşá¸áá˛áˇáĄá፠"ááŹá" áááŻáá˛áˇ á
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áşááŻáážáŹ ááąáŹááŽááąá¸áᏠáĄáąáŹááşááźááşáážáŻáĄáá˝ááş "áážááşáááşáá˛áˇ ááŹá" áááşááąáŹááşáĄááąá¸ááźáŽá¸ááźáąáŹááşá¸ ááááˇáşááźáŹá¸áá°á¸ááŤáááşá
đĄ áá°ááąáŹááşááąáŹááá˝ááş áĄáąáŹááşááźááşáááş "ááŹá" áááŻáĄááşáááŹá¸?
đááŻááşáá˛áˇá áááŻáĄááşááŤáááşá
đ ááŤááąáá˛áˇ áĄá˛ááŽááŹááᏠáá°áá
áşááŤá¸ááᯠáážáááşááťáá˛áˇá ááąáŹááşááŹáá˛áˇ "áĄááŻáááŻááşááŹá" áááŻááşáá˛
đáááááááŻááşááᯠáááşáááŻá¸ááŹá¸áá˛áˇ "ááŻáááŻááşáááşá ááŹá" (áááŻáˇáááŻááş) "ááŹááááŹá¸áá˛áˇ áĄááźáŻáááąáŹááąáŹááşáá˛áˇá
á˝ááşá¸áĄáŹá¸" ááźá
áşáááŤáááşá
đááŤááąáŹáášáááťáŻááşáááŹááąáŹáşááŻááŹá¸ááźáŽá¸ ááąáŹááźáŹá¸ááąáŹáşáá°áá°á¸áááşáážáŹ -
đ¤ˇ"ááąáŹááážáŹ ááźáŽá¸áá˝áŹá¸ááťááşáááşá áĄáąáŹááşááźááşááťááşáááş ááŹááááşá¸ áážáááááşá
𤡠'áá°ááąáŹááş ááŻááşáááŻááşááąá¸ááŹá á፠ááŹáááŻáˇ áááŻááşáááŻááşááážáŹáá˛' áááŻáá˛áˇ á
áááşááťááŻá¸á áááááááŻááşááᯠááŻáśááźááşáážáŻáážááá˛áˇá
áááşááťááŻá¸áᏠáĄáąáŹááşááźááşáážáŻáá˛áˇ áĄááąáŹááşá¸áĄáááşáá˛á"
đáá áĄáŹá¸ááťá
áááşáážáá
áşáááˇáş ááźááŻá¸á
áŹá¸ááźááşá¸
đ§âđŤáá°áá
áşááŤá¸ áĄáąáŹááşááźááşááąááŹááᯠááźááşáá˛áˇáĄá፠áááŹáááŻááźá
áşááŹáááŻááşáᲠ"áá°áˇáážáŹáááşá¸ áá°áˇáĄáááşááášááŹá ááŤáˇáážáŹáááşá¸ áá°áˇáĄáááşááášááŹáá˛á
đ¤ˇáá°ááŻááşáááŻááşáááş ááŤáááşá¸ ááŻááşáááŻááşááááş" áááŻááźáŽá¸ áááááááŻááşááᯠáá˝ááşá¸áĄáŹá¸ááąá¸áá˛áˇ ááąáŹááşáá˝ážáŹá¸ááźááşá¸áááŻááşááąáŹ ááŹá (Self-esteem) áááş ááááᯠáááŻá¸áááşá
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đáá áĄááśáˇáááśááąáŹ á
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đáááážáŹ áĄáááşáĄáá˛áá˛áˇ ááźáŻáśáá˛áˇáĄááŤá áĄáąáŹááşááźááşáážáŻáá˝áą áá˛ááźááŻáá˛áˇáĄá፠"á፠ááŽááąáŹááşáá˛áˇááąáŹáˇ áĄáážáŻáśá¸áááąá¸áá°á¸" áááŻáá˛áˇ ááŹááᏠáá°ááᯠááźááşáá°áááşááąá¸áááŻááşáá˛áˇ á
á˝ááşá¸áĄáŹá¸ááźá
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áááşááŹááşááťáá˝ááşááźáŽá¸ áĄáąáŹááşááźááşáážáŻáá˛áˇ ááąá¸áá˝áŹáá˝áŹá¸áááşááŤáááşá
â ď¸ áááááźáŻáááş (ááášááĄááźááş)đŚ
đáááŹááąáŹáşááŻááŹá¸ááźáŽá¸ áááşá¸áá˝ážááşááá˛áˇáááŻáˇ ááŹáááᯠáĄááŻáśá¸ááťááŹáá˝ááş ááťááşá¸ááźáąáŹááşá¸ááąá¸áá
áşááŻááąáŹáˇ áááááŹá¸áááŤáááşá
đáĄááźáŻáááąáŹááąáŹááşááąáŹááŹá:
đ áááááááŻááşááᯠááŻáśááźááşááźáŽá¸ áĄáááşáĄááťááşá¸áááŻá¸áááşáĄáąáŹááş ááźááŻá¸á
áŹá¸ááźááşá¸á
đ (áááĄáąáŹááşááźááşááźáąáŹááşá¸)đ
đáĄááťááşáááąáŹááąáŹááşááąáŹááŹá:
đ¤ˇ"ááŤááŹááťážááş áĄááąáŹáşááŻáśá¸á áá°áá
áşááŤá¸áá˝áąá ááŹáážáááŻááşáá°á¸" áᯠáážáááşááťáááşááśááźááşá¸á
đŚ(ááááťááşááźáąáŹááşá¸)đŚ
đ´ááťáŻááşáááŻááşáááąáŹáş -
đď¸ááąáŹááŽáááşá¸áááŽá¸áá˝ááş áĄáąáŹááşááźááşááťáąáŹáşááźáŹá¸áááşáĄáá˝ááş áááááááŻááşááᯠáááşáááŻá¸ááŹá¸ááźááşá¸á ááážáŻáśá¸ááááˇáşáááŻááźááşá¸áááŻáááˇáş "ááŹá" (Self-confidence/Pride) áĄáŹá¸ááŹááşááᯠáááŻáĄááşáááᯠáĄááŻáśá¸ááťááźáŽá¸á áá°áá
áşááŤá¸áĄááąáŤáşáá˝ááşáá° áážáááˇáşááťááąáŹ "ááááŤá" áááŹá¸ááźááˇáş ááťážáá
á˝áŹ ááąáááŻááşáááşááźááŤá
áąááźáąáŹááşá¸ áááąáˇáĄáá˝ááş ááášááááşááąáŹááşáĄááźá
áş ááťážááąáááŻááşáááŤáááşá
#ááŤááąáŹáášáááťáŻááşáááŹááąáŹáşááŻááŹá¸ááźáŽá¸ #áááŹá¸áááşááąáŹááş #ááášááá #áááĄáąáŹááşááźááşááąá¸ #áĄáá˝áąá¸áĄááźááş
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đĽđĽđĽđĽđĽđĽđĽđĽđĽđĽđĽđĽđĽ
đEnglish Version đ
đ Wishing All Dhamma Friends a Blessed and Auspicious Day!
đ As todayâs Dhamma gift, I would like to share an invaluable and thought-provoking core teaching by the Most Venerable Rector Sayadaw Bhaddanta Dr. NandamÄlabhivamsa regarding life and success.
đ When navigating our human society, the word "pride" (Mana) is typically viewed in a negative light by most people.
đ However, the Rector Sayadaw once delivered in a discourse how crucial a "correct sense of pride" is for worldly success.
đĄ Is "Pride" Necessary to Succeed in Society?
đ Yes, it is necessary.
đ However, this pride must not be an "unwholesome pride" (Akusala Mana) that looks down upon or treats others with arrogance.
đ Instead, it must be a "wholesome pride" (Kusala Mana)âa self-cherishing attitude, or the positive, constructive power of pride.
đ As the Most Venerable Rector Sayadaw once preached:
𤡠"If you want to prosper and succeed in this world, you must possess a certain degree of pride. A mindset that says, 'If they can achieve it, why can't I?'âthis kind of self-belief is the fundamental currency of success."
đ 1. Striving Through Inspiration
đ§âđŤ When witnessing others succeed, instead of feeling envious, one should reflect: "They possess a human life and body, and so do I. If they can do it, I must be able to do it too." This non-arrogant form of pride (Self-esteem) acts as a driving force that elevates one's life.
đ 2. An Unyielding Spirit
đ When facing adversity or when success crumbles, the pride that asserts, "I will not give up this easily," becomes the very strength that lifts a person back up. Without this inherent element of pride in worldly matters, one can easily become disheartened and drift away from success.
â ď¸ Points to Note (From a Dhamma Perspective) đŚ
đ In utilizing pride as guided by the Rector Sayadaw, we must be mindful of a very fine line.
đ Positive Pride:
đ Believing in oneself and striving to improve one's abilities.
đ (The path to success in life) đ
đ Negative Pride:
𤡠Treating others with contempt, thinking, "I am the best, and others are nothing."
đŚ (The path to ruin in life) đŚ
đ´ In Conclusion:
đď¸ To achieve success and distinction on life's worldly journey, we need to effectively harness the strength of "pride" (Self-confidence / Productive Pride) in the form of self-worth and resilience. Concurrently, we should interact with others through the virtue of "Nivata" (humility). May you all live a balanced life with this today's Dhamma gift.
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đď¸Key Words & Vocabularyđ´
đŚHere is a bilingual breakdown of the key concepts used in the text for quick reference:
đ´English Term
đMyanmar Meaning
đContextual Explanation
đ´Thought-provoking
đáĄáá˝áąá¸áá˝áŹá¸á
ááŹááąáŹááşá¸ááąáŹ
đStimulating deep thoughts
đ´Worldly success
đááąáŹááŽááąá¸áᏠáĄáąáŹááşááźááşáážáŻ
đ Achievement in everyday life/career
đ´Wholesome pride
đááŻáááŻááşáááşá ááŹá / áĄááźáŻáááąáŹááąáŹááşááąáŹ ááŹá
đPride that drives positive self-improvement
đ´Unwholesome pride
đáĄááŻáááŻááşááŹá / áĄááťááşáááąáŹááąáŹááşááąáŹ ááŹá
đArrogant pride that looks down on others
đ´Self-esteem
đ áááááááŻááşááᯠáááşáááŻá¸ááŹá¸áážáŻ
đ Confidence in one's own worth or abilities
đ´Self-confidence
đ áááááááŻááşááᯠááŻáśááźááşáážáŻ
đA feeling of trust in one's abilities and judgment
đ´Unyielding spirit
đáĄááśáˇáááśááąáŹ á
áááşááŹááş
A resilient attitude that refuses to give up
đ´Adversity / Hardship
đ áĄáááşáĄáᲠ/ áĄááťááşáĄáááşá¸
đDifficulties or misfortune faced in life
đ´Envious
đáááŹáááŻááźá
áşááąáŹ / áá
ášááááááźá
áşááąáŹ
đ Feeling or showing jealousy towards someone else's success
đ´Humility (Nivata)
đ ááááŤááááŹá¸ / áážáááˇáşááťááźááşá¸
đ The quality of being humble and free from arrogance.
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Messenger (áááŻáˇáááŻááş) ááŻááşá¸ááśááŤááşáážááááˇáş áĄááŻáᲠáááşáá˝ááşá
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đ§âđťTr Chell Layy
đ(20-Year Experienced Teacher)đ
Founder, Instructor & Translator
Chell Layy Education Centre (CLEC)
đAcademic Qualificationsđ
đď¸Bachelor of Arts (English)
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đProfessional Certificationsđ
đď¸Certificate in Tour Guide Training Course (MOHT)
đď¸Certificate in Capacity Building and Training of Trainers on Pedagogy (YUOE)
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đď¸Certificate in Training of Trainers on Pedagogy (YUOE)
đď¸Certificate in Research Methodology & Statistics (YUOE)
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áááşááážáááźááşá¸á
đ Level 2
đźáááŻáááŻááťááşááźááˇáşááąáŹ ááąáŤááŹáááťáŹá¸ (ááášááŹáááŻááşáĄá
áááşáĄáááŻááşá¸ááťáŹá¸á áĄáááşáĄá
áŹá¸ááťáŹá¸á ááŻááˇáşááťáŹá¸)
đźPresent Simple Tense (áĄááąáˇáĄáááťáŹá¸ááᯠááźáąáŹáááŻááźááşá¸)
đźááąáˇá
ááşááŻáśá¸á
ááŹá¸ááťáŹá¸ (áááşášáááŹááŤá ááťáąá¸áá°á¸áááşááŤáááş)
đźáĄáááŻááťáŻááşááźáąáááŻáááŻááşááźááşá¸
đźáááŻá¸áážááşá¸ááąáŹ ááŤááťááťáŹá¸ááźááˇáş áááşáá˝ááşááźáąáŹáááŻáááŻááşááźááşá¸ (áĽááᏠ- I like apples. This is my book.) đźá
áŹáááşá
á˝ááşá¸áááş áááŻá¸áááşááŹááźááşá¸á
đźááŹááşááŻáśááźááˇáşá ááŹááşáááşá¸áááŻááťáŹá¸ ááźááşááźáąáŹáááŻááşááźááşá¸á
đ Level 3
đź áĄááááşááŹá (Past Simple) á áĄááźáąááś (was/were, regular verbs)
đź áĄááŹáááşáĄáá˝ááş "be going to" - ááąáŤááŹááĄáá
áşááťáŹá¸ (ááźááŻáˇááźááąáááťáŹá¸á áĄááŻááşáĄáááŻááşááťáŹá¸á ááŹááŽáĽááŻ)
đź áážááŻááşá¸áážááşááźááşá¸ (áááŻááźáŽá¸áááşá áááŻááąá¸áááş)
đź ááááşááĄáá˝áąáˇáĄááźáŻáśááťáŹá¸ááᯠáááŻá¸áážááşá¸á
á˝áŹ ááťážááąáááŻááşááźááşá¸ (áĽááᏠ- Yesterday, I played football.)
đź á
áŹááźáąáŹááşá¸áááŻááťáŹá¸ááᯠáááşá
ááşáááşááŹááźááşá¸ (and, but, because)
đź á
áŹáááşááŹá¸áááşáážáŻá
á˝ááşá¸áááş áááŻáááŻááąáŹááşá¸áá˝ááşááŹááźááşá¸á
đ Level 4
đźPast Simple Tense ááᯠáááŻáááŻáááşáážááŻááşá¸á
á˝áŹ (irregular verbs)
đź Present Continuous Tense (áááŻááźá
áşááąááąáŹ áĄááŹ)
đźModal Verbs (can, could, must, should)
đź ááąáŤááŹááĄáááˇáşááźážááˇáşáááşááźááşá¸ (á
áááşááśá
áŹá¸áážáŻááťáŹá¸á áááŽá¸áá˝áŹá¸ááźááşá¸)
đźáĄááááşáĄááźáąáŹááşá¸ áááŻáááŻáážááşá¸áááşá¸á
á˝áŹ ááźáąáŹáááŻáááŻááşááźááşá¸á
đźáĄááźáśááąá¸ááźááşá¸á áá˝ááˇáşááźáŻááťááşááąáŹááşá¸ááźááşá¸á áááŻáĄááşááťááşááťáŹá¸ááᯠááąáŹáşááźáááŻááşááźááşá¸á
đźá
áŹáááŻááşáááŻááťáŹá¸ááᯠááąá¸ááŹá¸áááŻááşááŹááźááşá¸ (áĽááᏠ- ááąáˇáááşá
áŹá
áŹá¸áá˛áˇááŻáś)á
đ Level 5
đźPresent Perfect Tense á áĄááźáąááś
đźConditional Sentences (First Conditional)
đź Relative Clauses (who, which, that)
đź áĄááźáąáŹááşá¸áĄááŹáááŻáááŻáážáŻááşáá˝áąá¸ááąáŹ ááąáŤááŹáááťáŹá¸ (áááášááśá áááşáááşá¸ááťááşá ááášááŹááŻáśá¸áááŻááşááŹááá
ášá
áááşááťáŹá¸)
đźáĄáá˝áąáˇáĄááźáŻáśááťáŹá¸áážááˇáş ááááşááťáŹá¸ááᯠáá˝áąá¸áá˝áąá¸áááŻááşááźááşá¸á
đźáážáŻááşáá˝áąá¸ááąáŹ áĄáá˝áąá¸áĄááąáŤáşááťáŹá¸ááᯠááąáŹáşááźáááŻááşááŹááźááşá¸á
đźáĄááźáąáŹááşá¸áĄááŹáá
áşááŻáĄááźáąáŹááşá¸ á
áŹáááŻááąá¸ááťáŹá¸ ááąá¸ááŹá¸áááŻááşááźááşá¸á
đ Level 6
đźFuture Tenses ááťááŻá¸áá˝á˛ááťáŹá¸ (will, be going to, present continuous for future)
đźSecond Conditional
đźPassive Voice á áĄááźáąááś
đźááááşá¸á
áŹáážááˇáş ááášááááşá¸áááŻááşáᏠááŹááŹá
ááŹá¸
đźáĄááŹáááşáĄá
áŽáĄá
ááşááťáŹá¸ááᯠáá˝á˛ááźáŹá¸á
á˝áŹ ááąáŹáşááźáááŻááşááźááşá¸á
đźáĄááźáąáĄááąááťáŹá¸áážááˇáş ááŽáĄááŻááŽááťáŹá¸ááᯠáá˝áąá¸áá˝áąá¸áááŻááşááźááşá¸ (If I had money, I would... )
đźáĄááźáąááśááááşá¸á
áŹááąáŹááşá¸ááŤá¸ááťáŹá¸ááᯠááŹá¸áááşáááŻááşááźááşá¸á
đźáĄáááşáĄáááşáááşá¸á
Ꮰ(Intermediate) áááŻáˇ ááťáąáŹááąáŹá
á˝áŹ áá°á¸ááźáąáŹááşá¸áááŻááşááźááşá¸á
đŠľđŠľđŠľđŠľđŠľđŠľđŠľđŠľđŠľđŠľ
â¤ď¸âđĽYoung Learners English áááşáá°ááźááşá¸á á
áŻá
áŻááąáŤááşá¸ áĄááťááŻá¸ááťáąá¸áá°á¸ááťáŹá¸
đŚ1. ááŹááŹá
ááŹá¸á
á˝ááşá¸áááş áááŻááşááŹá
áąááźááşá¸ - áĄááśáá˝ááşá ááášááŤá ááąáŤááŹááážááˇáş áááşáá˝ááşááźáąáŹáááŻáážáŻáááŻááşáᏠáááŻááşááŹááąáŹ áĄááźáąááśáĄáŻááşááźá
áşááᯠáááşááąáŹááşááąá¸ááŤáááşá
đŚ2. ááťáąáŹááşá¸á
áŹáá˝ááş ááŹáá˝ááşá
áąááźááşá¸ - ááášááŹáá
áşáážááşá¸áážá ááťáąáŹááşá¸ááťáŹá¸áá˝ááş áĄááşášáááááşá
áŹáááş áĄáááááŹááŹáááşááźá
áşáááźááˇáş ááźááŻáááşááźááşáááşááŹá¸ááźááşá¸ááźá
áşáááşá
đŚ3. ááŻáśááźááşáážáŻáážáá
áąááźááşá¸ - áááşáá˝ááşá
ááşááááşá¸á áĄáŻááşá
áŻáááşááťáŹá¸áá˝ááş áĄááşášáááááşááᯠááźáąáŹáááŻáá˝áąá¸áá˝áąá¸áá˝ááˇáşáááźááşá¸á ááŻáśááźááşáážáŻááᯠáááşááąáŹááşááąá¸ááŤáááşá
đŚ4. ááášááŹááŻáśá¸áááŻááşáᏠáážáŻááąáŹááˇáşááťáŹá¸ ááážáá
áąááźááşá¸ - áĄááşášáááááşá
áŹáááş ááášááŹááŻáśá¸ááŹááŹá
ááŹá¸ááźá
áşáááˇáşáĄáá˝ááş ááá°ááŽááąáŹáááşááťáąá¸áážáŻááťáŹá¸ááᯠááŹá¸áááşááŹá
áąááŤáááşá
đŚ5. áĄááŹáááşáĄáá˝ááş áĄáá˝ááˇáşáĄáááşá¸ááťáŹá¸ - áĄáááˇáşááźááˇáşáááŹááąá¸á áááŻááşááśáááŹáĄááŻááşáĄáááŻááşááťáŹá¸áĄáá˝ááş ááśááŤá¸áá˝ááˇáşááąá¸ááŤáááşá
â¤ď¸âđĽáááąá¸áááşááťáŹá¸áĄáá˝ááş Young Learners English áááşáááşá¸ááťáŹá¸áááş ááťáąáŹáşáá˝ážááşá
ááŹááąáŹááşá¸ááźáŽá¸ á
áááşáĄáŹá¸áááşáááşá
ááŹááąáŹááşá¸ááąáŹ áĄáá˝áąáˇáĄááźáŻáśáá
áşááŻááźá
áşáᏠáááşá¸áááŻáˇá áááĄááŹáááşáĄáá˝ááş áĄáááŻá¸áááźááşáááŻááşááąáŹ áááşáááşááááááŹáá
áşááŻááᯠáááşááąáŹááşááąá¸ááąááźááşá¸áá˛ááźá
áşááŤáááşá
đŠáááŻááźáąáŹááˇáş áááşáááşá¸áĄááşááťááşááąáŹáááááťáŹá¸...đŠ
Chell Layy -English Language Centre
Chell Layy - Education Centre
Chell Layy - English Teachers Training Centre
đŠááťááˇáşáááşáááşá¸ááťáąáŹááşá¸áážáŹ
đŠYL Online Phonics Course ááᯠLevel 1/2/3/4/5 ááşáŻááźáŽá¸ level 5 áᯠááŻáśá¸ááąáŹ
đŠYL Four Language Skills Online Course Level 1/2/3/4/5/6 ááťáŹá¸ááąáŹ
áá˝ááˇáşááŹá¸ááŹáááŻáˇ á
áŻáśá
ááşá¸áĄááşáážáśáááŻááşááŤáááşá
đłáá˝ááşáááşá
á˝áŹááťážááąáááŻááşááŤáááşáđł
âCopy áá°á¸áá°áá˝ááˇáşáááźáŻááŤáâ
âď¸Reference: Internet Sources and Own Creation
Chell Layy
Chell Layy - English Teachers Training Centre
Chell Layy -English Language Centre
Chell Layy - Education Centre #
đOne-on-one, One by one áá˛áˇ One-to-one áááşáááŻáá˝áŹááá˛?
đ§âđŤáĄááşášáááááşá
ᏠááąáˇááŹáá˛áˇáĄááŤáážáŹ áááşáá°áááŻá¸áážáŹá¸ ááźá
áşáááşáá˛áˇ ááŽáĄááŻáśá¸áĄáážáŻááşá¸ (á) ááŻáá˛áˇ áá˝áŹááźáŹá¸ááťááşááᯠááąááťáŹááááŹá¸áááş áááŻááźáŽá¸ ááŽááźááşáá˛áˇ áĄááşášáááááşá
ááŹá¸ááᯠááźáąáŹáááŻáááŻááşáážáŹ ááźá
áşááŤáááşá
đ§âđŤ1. One-on-one (áá
áşááąáŹááşááťááşá¸á
ᎠááŽá¸áááˇáş)
ááŤá áá°áážá
áşááąáŹááşááźáŹá¸ áááŻááşáááŻááşáááá˝áąáˇáááşááśáᏠ(Interaction) ááᯠáááŻáááŻááŹááŤá
đ§âđŤáĄáá°á¸áááźááˇáş áááŹáá˛áˇ ááááˇáşá áĄááŻááşáážááşáá˛áˇ áĄááŻááşáááŹá¸ ááŽá¸áááˇáşáá˝áąá¸áá˝áąá¸ááŹááťááŻá¸áážáŹ ááŻáśá¸ááŤáááşá
đ§âđŤContext: Personal attention / Direct interaction.
đ´Example: "I prefer one-on-one teaching because I can focus more."
đ˘(ááťá˝ááşááąáŹáşá áá
áşááąáŹááşááťááşá¸áááşááŹááᯠáááŻáááąáŹááťáááşá ááŹáááŻáˇáá˛áááŻááąáŹáˇ áááŻááźáŽá¸ áĄáŹááŻáśá
ááŻááşáááŻáˇááááŻáˇááŤá)
đ§âđŤ2. One by one (áá
áşááąáŹááşááźáŽá¸áážáá
áşááąáŹááş)
ááŤá áĄá
áŽáĄá
ááş (Sequence) ááᯠááźáąáŹááŹááŤá
đ§âđŤáá°áĄááťáŹá¸ááźáŽá¸áá˛áááž áá
áşááźááŻááşáááşáááşá¸áááŻááşáᲠáĄá
ááşáááŻááş ááŻááşááąáŹááşááŹááᯠáááŻáááŻááŤáááşá
đ§âđŤContext: Order / Sequence.
đ´Example: "The students left the classroom one by one.
đ˘ (ááťáąáŹááşá¸ááŹá¸áá˝áąá áĄáááşá¸áá˛áááą áá
áşááąáŹááşááźáŽá¸áá
áşááąáŹááş áá˝ááşáá˝áŹá¸ááźáááşá)
đ§âđŤ3. One-to-one (áá
áşááŻááťááşá¸á
ᎠáááŻááşáááŻááşááťáááşáááşáážáŻ)
đ§âđŤááŤá áĄááťááŻá¸áĄá
áŹá¸ (Ratio) ááŤáážáááŻááş Relationship ááᯠááźááŹááŤá
đŚ(UK English áážáŹááąáŹáˇ one-on-one áĄá
áŹá¸ one-to-one ááᯠáĄááŻáśá¸ááťáŹá¸ááŤáááş)á
đ§âđŤContext: Direct match / Proportion.
đ´Example: "The school has a one-to-one laptop program for students."
đ˘(ááťáąáŹááşá¸áážáŹ ááťáąáŹááşá¸ááŹá¸áá
áşááąáŹááşááᯠLaptop áá
áşááŻáśá¸á
ᎠáááŻááşáááŻááşááąá¸ááŹá¸áá˛áˇ áĄá
áŽáĄá
ááş áážáááŤáááşá)
đđđđđđđđđđđđđ
âď¸ Practice Exercises (ááąáˇááťááˇáşáááşá¸)
áĄáąáŹááşááŤáá˝ááşááąáá˛áˇ ááąááŹáá˝áąáážáŹ one-on-one, one by one, ááŤáážáááŻááş one-to-one ááᯠáážááşáááşáĄáąáŹááş ááźááˇáşá
á˝ááşááźááˇáşááŤá
đŚ(Answers áá˝áąááᯠáĄáąáŹááşááŻáśá¸áážáŹ á
á
áşááąá¸áááŻááşááŤáááş)
đThe teacher called the students to her desk __________ to check their homework.
đI need to have a __________ chat with you about your performance.
đEach person is unique, so there isn't always a __________ relationship between effort and success.
đPlease put the apples into the basket __________, not all at once!
đSmall classes provide more __________ time with the instructor.
â
Answer Key (áĄááźáąááťáŹá¸)
đone by one (áá
áşááąáŹááşááźáŽá¸áážáá
áşááąáŹááş ááąáŤáşáá°ááźááşá¸ááźá
áşáááŻáˇ)
đone-on-one (áážá
áşááąáŹááşááťááşá¸ ááŽá¸áááˇáşá
ááŹá¸ááźáąáŹááťááşááŹááźá
áşáááŻáˇ)
đone-to-one (ááźááŻá¸á
áŹá¸áážáŻáá˛áˇ áĄáąáŹááşááźááşáážáŻ áĄááťááŻá¸áĄá
áŹá¸ááᯠááźáąáŹááŹááźá
áşáááŻáˇ)
đone by one (áá
áşááŻááťááşá¸á
ᎠáĄá
ááşáááŻááşáááˇáşáááŻááşá¸ááŹááźá
áşáááŻáˇ)
đone-on-one (áááŹáá˛áˇ ááááˇáş áááá˝áąáˇáááşááśááťáááşááᯠááźáąáŹááŹááźá
áşáááŻáˇ)
18/05/2026
đ¸ áááşááźáŽá¸ááŻáśá¸ááŤá¸ááąá¸ááž ááťáąáŹáşáá˝ážáŹá¸áááŻáˇ áááŹááąáŹáşááŻááŹá¸ááźáŽá¸á áááşá¸áá˝ážááşááťááş đ¸
đááąáŹááážáŹ ááśááŤáááŻáááᯠááźáŻáśáá˝áąáˇááááşáá˛áˇ áááşááźáŽá¸ á ááŤá¸ááźá
áşáá˛áˇâ
đ´áá ááášááášáááááş (áááşáááşááąá¸áááŻá¸ááťáŹá¸)
đ´áá ááąáŹááášáááááş (áá°á¸á
ááşááąáŹááŤááąá¸áááŻá¸ááťáŹá¸)
đ´áá ááŻáášáááášááášáááááş (áááşáá˝ááşááąáŤááşá¸ááŤá¸áážáŻááąá¸áááŻá¸ááťáŹá¸) ááźáąáŹááˇáş á
áááşáážááŻáśá¸ áážááŻá¸áážáááşáá°áááşááąááźááá˛áˇ áĄááťáááşááťááŻá¸áážáŹ...
đááťáąá¸áá°á¸ááąáŹáşáážááş ááŤááąáŹáášáááťáŻááşáááŹááąáŹáşááŻááŹá¸ááźáŽá¸ ááąáŤááşááŹááášáááŹááŹááááśá áááşá¸áá˝ážááşááŻáśá¸áááąáŹáşáá°áá˛áˇáá˛áˇ áááŹá¸ááąáááŹááąáŹáşááťáŹá¸áĄá đ"ááąá¸áĄáášáááŹááşáááŻáᏠáĄááźáąáŹááşá¸áá˛áˇááźá
áşááŹááŹáááŻááşáᲠáá°áá˝áąáá˛áˇ á
áááşááŹááşáá˛áˇ áĄááťááˇáşá
áŹáááášá ááťááşááźáŹá¸ááŹáážáŻ (áĄááášá) áááŻá¸áá˝áŹá¸ááŹááźááşá¸ááźáąáŹááˇáş" áááŻáˇ áááážááşáááŤáááşá
đŚááŤááźáąáŹááˇáş ááŽáááşáááŻá¸ááźáŽá¸áá˝áąáááą ááťáąáŹáşáá˝ážáŹá¸áá˝ááşááźáąáŹááşááźáŽá¸ ááąá¸áĄáášáááŹááşáááşá¸ááąá¸á
áąáááŻáˇáĄáá˝ááş áááááááŻáˇáááşá áĄááźáąááśááŹá¸ááźáŽá¸ áááŻááşááŹááťááˇáşááźáśááááˇáş áááşá¸áá˝ážááşááťááş (á) ááťááşááᯠááźááşáááşááťážááąááąá¸ááťááşááŤáááşá
đŚáá á
áááşááŹá¸ááᯠááźážááˇáşáááşá፠(ááąáášááŹáá˝áŹá¸ááťáŹá¸ááźááşá¸)
đ´ááąá¸ááŻáášááá˝áą ááźáŻáśááŹááá˛áˇáĄá፠ááąáŤáá ááᏠáá˛áˇ á
ááŻá¸ááááşá
áááşáá˝áą áá˝ážááşá¸áááŻá¸áááşááŤáááşá áááŹááąáŹáşááŻááŹá¸ááźáŽá¸ áááşá¸áá˝ážááşááááŻáᲠáááááááŻááşáááŻááşáá
ááźáŽá¸ ááąáŹáááŹá¸áĄáŹá¸ááŻáśá¸áĄááąáŤáş á
á
áşáážááşáá˛áˇ "ááąáášááŹá
áááş" ááŹá¸áážáááźááşá¸ááᏠáĄáá°ááŽá¸áá˝áąááᯠááźáááşá¸áĄáąá¸á
áąáááŻááşáá˛áˇ áĄááąáŹááşá¸ááŻáśá¸ áááŻááşá¸áááşáááşááźá
áşááŤáááşá
đŚáá áĄááťááˇáşááŽáááᯠá
áąáŹááˇáşááááşá¸á፠(ááášáááźááˇáş ááŻááśááźááşá¸)
đ´"ááášááąáŹ áááą ááášááá ááášáá
áŹááŽ" - áááŹá¸á
áąáŹááˇáşáá°ááᯠáááŹá¸áááźááşá
áąáŹááˇáşááŤáááşá áááááááŻáˇáá˛áˇ ááŹáááśá áá
áŽááśá áááąáŹááśáá˝áąááᯠááŻáśááźáŻáśáĄáąáŹááşááááşá¸ááááşá¸ááźáŽá¸ ááŤá¸ááŤá¸ááŽáááᯠááźá˛ááźáśá
á˝áŹ ááąáŹááşáááşááźááşá¸á ááąá¸áĄáášáááŹááşáážááşáááťážááᯠááťáąáŹáşáá˝ážáŹá¸áááŻááşáá˛áˇ áĄá
á˝ááşá¸áááşááŻáśá¸ á
á˝ááşá¸áĄááşáá
áşáᯠááźá
áşááŤáááşá
đŚŕĽŠá ááááá˛áˇ áááŹááᯠáááşáááŻááşááŹá¸ááŤ
đ´áááşáážáááźá
áşááąáŤáşááąáá˛áˇ áĄááźáąáĄááąáá˝áąáĄááąáŤáşáážáŹ á
ááŻá¸ááááşá
áááşáá˝ááşáá˛ááźáŽá¸ ááŻááşáážáŻááşáááąáá˛á "ááá" áá˛áˇ "áááŹ" áĄááŻáśá¸ááťáᏠáĄáąá¸ááťááşá¸áááşááźáááşá
á˝áŹ ááźáąáážááşá¸ááťáąáŹáşááźááşááźáááŤáááşá
đĄ áááŹááąáŹáşááŻááŹá¸ááźáŽá¸á áážááŻáśá¸ááŹá¸áááş áážááşááŹá¸áá˝ááş ááźááŤá
đ´"ááąáŹááážáŹ áĄááąá¸ááźáŽá¸ááŻáśá¸á áĄááášáááąáŹááşááᯠááááŻááşáᲠááášááááşáážáŹ áááşáááşáááŻáˇááŤáá˛á áá°áá˝áąáá˛áˇ á
áááşááŹááşáá˝áą áĄáąá¸ááťááşá¸ááźá°á
ááşááŹáááş ááąáŹáááźáŽá¸áááşá¸ áááŻááşááźáŽá¸ áĄáąá¸ááťááşá¸ááŹááŤááááˇáşáááşá"
đ´ááᯠááźáŻáśáá˝áąáˇááąááá˛áˇ ááąá¸áááŻá¸á áááşáááŻá¸ áĄáááşáĄáá˛áĄáŹá¸ááŻáśá¸ááᯠáááááááŻáˇáá˛áˇ ááąáášááŹáááŹá¸á ááŽááááŹá¸á áááŹáááŹá¸áá˝áąáá˛áˇ áĄáąáŹááşááźááşá
á˝áŹ ááťáąáŹáşáá˝ážáŹá¸áááŻááşááźááŤá
áąááźáąáŹááşá¸ ááŻáá˝ááşááąáŹááşá¸ááąáŹááşá¸áĄááşááŤáááşáážááşá đâ¨
#ááŤááąáŹáášáááťáŻááşáááŹááąáŹáşááŻááŹá¸ááźáŽá¸ #áááŹá¸áĄááááźááˇáşááťáąáŹáşááźááşááźááşá¸ #áááşááźáŽá¸ááŻáśá¸ááŤá¸ááąá¸áážáááşá¸ááąá¸ááŤá
áą #ááášáááááş #á
áááşáá˝ááşáĄáŹá¸ááźááˇáşáááŹá¸
đđđđđđđđđđđđđ
đ¸ Overcoming the Three Great Calamities: Guidance from the Most Venerable Sayadaw đ¸
đ In this world, we occasionally encounter the Three Great Calamities (áááşááźáŽá¸ á ááŤá¸). During times when our hearts are heavy and anxious due to these disasters, we can find comfort and direction in the Dhamma:
đ´ 1. Sattanthara-kappa (ááášááášáááááş): The calamity of weapons and warfare.
đ´ 2. Roganthara-kappa (ááąáŹááášáááááş): The calamity of infectious diseases and pandemics.
đ´ 3. Dubbhikkhanthara-kappa (ááŻáášáááášááášáááááş): The calamity of famine and starvation.
đ According to the Dhamma teachings of The Most Venerable Rector Sayadaw, Dr. Nandamalabhivamsa, we learn that "Dangers and disasters do not happen without a cause; they arise because of the decline in human spirit and morality, and the rise of unrighteousness (Adhamma)."
đŚ Therefore, to overcome these calamities and remain safe, here are three fundamental guidelines we should personally practice and cultivate:
đŚ 1. Elevate Your Mind (Cultivating Loving-Kindness)
đ´ When facing disasters, anger, fear, and anxiety tend to overwhelm us. As the Sayadaw guides, starting with ourselves and radiating genuine "Loving-kindness" (Metta) toward all living beings is the ultimate shield that can extinguish the fires of suffering.
đŚ 2. Guard Your Morality (Defending with Dhamma)
đ´ "Dhamma_ha_we rakkhati dhammacari" â The Dhamma protects those who protect the Dhamma. Keeping our physical actions, speech, and thoughts pure by firmly establishing the Five Precepts (Sila) is one of the most powerful energies to overcome any danger.
đŚ 3. Hold Fast to Mindfulness and Wisdom
đ´ Instead of panicking or being overwhelmed by anxiety regarding current situations, we must use "Mindfulness" (Sati) and "Wisdom" (Panna) to face and solve these challenges calmly and peacefully.
đĄ A Memorable Advice to Keep in Our Hearts
đ´ "The most important thing in this world is not to follow unrighteousness (Adhamma), but to stand firmly on the side of righteousness (Dhamma). If human minds become peaceful and pure, the world will naturally become peaceful too."
đ´ May you all successfully overcome all current dangers, calamities, and difficulties through the power of loving-kindness, morality, and wisdom. đâ¨
đ Bilingual Key Vocabulary Guide
To help you study the terms side-by-side, here is the vocabulary layout in both languages:
đMyanmar (Burmese) Pali / Romanized English Translation
đ´áááşááźáŽá¸ááŻáśá¸ááŤá¸
đKap-kyi-thone-par
đThe Three Great Calamities
đ´ááášááášáááááş
đSatthanthara-kappa
đCalamity of weapons / warfare
đ´ááąáŹááášáááááş
đRoganthara-kappa
đCalamity of epidemic / disease
đ´ááŻáášáááášááášáááááş
đDubbhikkhanthara-kappa
đCalamity of famine / starvation
đááŤááąáŹáášáááťáŻááşáááŹááąáŹáş Par-mauk-kha-choke đSayadaw Rector Sayadaw (High-ranking Monk)
đááášá Dhamma Righteousness / Truth / Virtue
đáĄááášá Adhamma Unrighteousness / Injustice / Vice
đááąáášáᏠMetta Loving-kindness / Goodwill
đááŽá Sila Morality / Virtue / Five Precepts
đááá Sati Mindfulness / Awareness
đááᏠPanna Wisdom / Insight
đááźááŤá Owada Admonition / Spiritual Guidance
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áááşá¸ááťáŽáááşáááşá¸ áĄááşááťááşááąáŹ ááąááąááťáŹá¸ áĄááşááźááˇáááŤááźáŽáážááˇáşđĽ°
18/05/2026
đĽ°
đž "A grain of rice" áááŻáᏠááźááşááŹááᯠááŹáá˛? đž
đžEnglish á
áŹáážáŹ Word to Word (áá
áşááŻáśá¸ááťááşá¸) ááŹááŹááźááşááŻáśáá˛áˇ áááźááˇáşá
áŻáśáᲠContext (áĄááźáąáĄááą) áĄáááŻááş áĄáááášááŹááş áá˝á˛ááźáŹá¸áá˝áŹá¸áááşáá˛áˇ á
ááŹá¸ááŻáśá¸áá˝áą áážáááŤáááşá áĄá˛ááŽáĄáá˛áááž "A grain of rice" áá˛áˇ áĄááŻáśá¸áááşááŻáśáá˛áˇ áá˝á˛áááş Collocations ááąá¸áá˝áąááᯠááťážááąááąá¸ááťááşááŤáááşá
đĄ áá ááźááşááŹááᯠáĄáááášááŹááş (Meaning)
Context ááąáŤáşáá°áááşááźáŽá¸ áĄáááášááŹááş (á) ááťááŻá¸ áá˝ááşáááŻááşááŤáááş -
đžá
ááŤá¸áá
áşá
áąáˇ (á
ááŤá¸áá˝áśááá˝ážáŹáááąá¸ááąáŹ áĄá
áąáˇ)
đžáááşáá
áşá
áąáˇ (ááťááşááźáŻááşáááş áááşáĄááźá
áş áĄá
áąáˇ)
đžááááşá¸áá
áşááŻáśá¸ / ááááşá¸áá
áşá
áąáˇ (ááťááşááźáŽá¸ááŹá¸ áĄááźáąáĄááą)
đĄ áá áĄááŻáśá¸ááťáŹá¸áá˛áˇ á
ááŹá¸ááŻáśá¸áá˝á˛ááťáŹá¸ (Useful Collocations)
đžá
áŹááąá¸ááŹá¸ááŹáážáŹ áááŻáááŻááŽááźááşá
áąáááŻáˇ "A grain of rice" áá˛áˇ ááŽáááŻááąá¸áá˝áą áá˝á˛ááŻáśá¸áááŻááşááŤáááş -
đžA single grain of rice (áááşáá
áşá
áąáˇáááşá¸ / áááşá
áąáˇááąá¸áá
áşá
áąáˇ) [áĄááŻáśá¸áĄááťáŹá¸ááŻáśá¸]
đžAn uncooked grain of rice (áááťááşáááąá¸áá˛áˇ áááşáá
áşá
áąáˇ)
đžA cooked grain of rice (ááťááşááźáŽá¸ááŹá¸ ááááşá¸áá
áşááŻáśá¸)
đžExamine a grain of rice (áááşáá
áşá
áąáˇááᯠááąááťáŹá
á
áşááąá¸ááźááˇáşáážáŻáááş)
đžCarving on a grain of rice (áááşá
áąáˇááąáŤáşáá˝ááş á
áŹááŻáśá¸/áĄááŻááş ááŻáá
áşááźááşá¸)
đĄ áá á
áŹááźáąáŹááşá¸áá˝ááşá¸ áĄááŻáśá¸ááźáŻááŻáś ááá°áᏠ(Example Sentences)
đ Every single grain of rice reflects the hard work of farmers.
đž(áááşáá
áşá
áąáˇááťááşá¸á
áŽáááŻááşá¸áážáŹ ááąáŹááşáá°áááşáááŹá¸áá˝áąáá˛áˇ áááşáááşá¸áááşá¸áá˛áážáŻáá˝áą áĄááááşáááşááąááŤáááşá)
đ The artist wrote a whole poem on a grain of rice.
đž(áĄááŻáááŹáážááşá áááşáá
áşá
áąáˇááąáŤáşáážáŹ áááťáŹáá
áşááŻááşááŻáśá¸ááᯠááąá¸áá˝ááşá¸áá˛áˇááŤáááşá)
đ A computer chip can be as small as a tiny grain of rice.
đž(áá˝ááşááťá°áᏠááťá
áşááşááźáŹá¸áá
áşááŻáᏠááąá¸áááşáá˛áˇ áááşá
áąáˇááąá¸áá
áşá
áąáˇááŽá¸ááŤá¸áĄáá ááąá¸áááşáááŻááşááŤáááşá)
đ Vocabulary Note:
đžPaddy / Rough Rice = á
ááŤá¸
đžUncooked Rice / Raw Rice = áááş
đžCooked Rice = ááááşá¸
đžáááááááŻáˇáá˛áˇ Writing Skill áááŻá¸áááşáááŻáˇáĄáá˝ááş
"A single grain of rice" ááᯠááŻáśá¸ááźáŽá¸ áááŻááşáááŻááş Sentence ááąá¸áá˝áą Comment áážáŹ ááąá¸áá˛áˇááąá¸áŚá¸ááąáŹáşá đâ¨
đđđđđđđđđđđđđđđ
đááąáŹááşáááşáĄááąá¸á
áááşáááşááąáˇááŹááťááşáááş
áĄáąáŹááşáážáŹ Patterns áá˝á˛áážááşááźáŽá¸ Collocationááąá¸áá˝áąáá˝á˛áážááşááąáˇááŹááźááˇáşááŤááąáŹáşá
đáá Verbs + A grain of rice (ááźáááŹáá˝á˛ááťáŹá¸)
đžPick up a grain of rice
đ(áááşáá
áşá
áąáˇááᯠááąáŹááşáá°áááşá)
đžDrop a grain of rice
đ(áááşáá
áşá
áąáˇááᯠááźáŻááşááťáááşá)
đžSwallow a grain of rice
đ(áááşáá
áşá
áąáˇááᯠááťááŻááťáááşá)
đžExamine a grain of rice
đ(áááşáá
áşá
áąáˇááᯠááąááťáŹá
á
áşááąá¸ááźááˇáşáážáŻáááşá - áĽáááŹ- áááşáĄáááşáĄáá˝áąá¸ááźááˇáşááŹááťááŻá¸)
đáá Adjectives + A grain of rice (ááŹáááááąáááá˝á˛ááťáŹá¸)á+A single grain of rice
đž(áááşáá
áşá
áąáˇáááşá¸ / áááşá
áąáˇááąá¸áá
áşá
áąáˇ - áĄááŻáśá¸áĄááťáŹá¸ááŻáśá¸ááŤá áĄááŹááášááŻáá
áşááŻáá˛áˇ áááşá¸ááŤá¸áážáŻ ááŤáážáááŻááş áááşáááŻá¸áážááážáŻááᯠáĄááąá¸áĄáááşááźáŻááťááşáááş single ááᯠáááˇáşááŻáśá¸ááŤáááşá)
đžAn uncooked grain of rice
đ(áááťááşáááąá¸áá˛áˇ áááşáá
áşá
áąáˇ)
đžA cooked grain of rice
đ(ááťááşááźáŽá¸ááŹá¸ ááááşá¸áá
áşááŻáśá¸/ááááşá¸áá
áşá
áąáˇ)
đžA tiny grain of rice
đ(ááąá¸áááşáážáá˛áˇ áááşá
áąáˇááąá¸áá
áşá
áąáˇ)
đáá Art & Idioms (áĄááŻáááŹáážááˇáş áááşá
áŹá¸áážáŻáááŻááşáᏠáá˝á˛ááŻáśá¸ááťáŹá¸)
đžMicro-engraving on a grain of rice
đ(áááşáá
áşá
áąáˇááąáŤáşáážáŹ áĄááŻááźá°áĄááŻááᏠáĄáášáááŹááŻáá
áşááźááşá¸)
đžCarving on a grain of rice
(áááşá
áąáˇááąáŤáşáá˝ááş áĄááŻááş/á
áŹááŻáśá¸ áááŻá¸ááźááşá¸)
đĄ á
áŹááźáąáŹááşá¸áá˝ááşá¸ áĄááŻáśá¸ááźáŻááŻáś áĽáááŹááťáŹá¸
(Example Sentences)
đžEvery single grain of rice reflects the hard work of farmers.
đ(áááşáá
áşá
áąáˇááťááşá¸á
áŽáááŻááşá¸áážáŹ ááąáŹááşáá°áááşáááŹá¸áá˝áąáá˛áˇ áááşáááşá¸áááşá¸áá˛áážáŻáá˝áą áĄááááşáááşááąááŤáááşá)
đžThe artist wrote a whole poem on a grain of rice.
đ(áĄááŻáááŹáážááşá áááşáá
áşá
áąáˇááąáŤáşáážáŹ áááťáŹáá
áşááŻááşááŻáśá¸ááᯠááąá¸áá˝ááşá¸áá˛áˇááŤáááşá)
đžA computer chip can be as small as a tiny grain of rice.
đ(áá˝ááşááťá°áᏠááťá
áşááşááźáŹá¸áá
áşááŻáᏠááąá¸áááşáá˛áˇ áááşáá
áşá
áąáˇááŽá¸ááŤá¸áĄáá ááąá¸áááşáááŻááşááŤáááşá)
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Chell Layy -English Language Centre
Chell Layy - English Teachers Training Centre
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Chell Layy English Language Centre
Chell Layy Education Centre
Chell Layy
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North Okkalapa
Yangon