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Move the different muscle names to match with the correct muscle. 

Amati simulasi PhET The Moving Man, isilah tabel berdasarkan hasil pengamatan, kemudian jawab pertanyaan yang tersedia sesuai dengan data yang diperoleh.

(Everyone turns.)

Gillian: Who are you?

Zoe: Do you have brains?

(Ad-libbed responses: “Fair enough,” “Good idea,” “Safer that way,” etc.)

William: De’Ath? Don’t you mean Death?

Gillian: Murder? Hang on, why aren’t you scared of us? Boo!

Bella: Slightly? We’re dead, and you’re having a chat like it’s tea time!

Winnie: Zoe likes open minds too—different reason though.

Malcolm: Of course I am!

Bella: (Fake sobbing.) Oh, Victor! My darling! Who could do this to you?

Winnie: Ernest.

Gillian: (Hands De’Ath the card.)

Bella: Don’t forget Patti.

Zoe: Patti the Poltergeist.

Malcolm: Well, technically, we all did.

William: Wait. You said murder? You can’t mean this is murder!

Bella: Oh, must this take long? If Victor—or Ernest or whatever—stays dead, I’ll need a new potential husband. They’re all dressed so splendidly… clearly wealthy enough to keep me in the manner I deserve.

Zoe: Basingstoke?

Gillian: True. I became a ghost immediately after dying. Didn’t even have time to dry off.

Winnie: Unless the CCTV shows nothing, it’s unclear who did it.

(A beat.)

Zoe: Oh, shame—I wanted to watch this on YouBoo.

Malcolm: Zoe, you don’t need to watch—you’re here.

Winnie: Just a minute, Inspector. If one of us is nicked, how do you punish a ghost?

Gillian: Why me?

Winnie: Because you’re easiest to imagine not being there.

Zoe: What? No! I done nothing.

Bella: That’s just how she talks, Inspector. She don’t know no different.

De’Ath: So one or more of you is responsible for the deaths of Professor Ernest Jones and Patti the Poltergeist. I intend to find out who!

Zoe: And then what?

De’Ath: Then the guilty will face consequences.

Malcolm: Consequences! Missed that one.

Zoe: (To Gillian) What did he say?

Gillian: You’ll be nicked.

Zoe: But I didn’t do nothing!

(All groan.)

Gillian: Life? Are you sure?

Zoe: We’re already dead… haha.

Malcolm: A week in Basingstoke?

Gillian: (To audience.) We have a murder to solve. So, ladies and gentlemen, let us see if we can, between us, solve these crimes, as we open up the floor to questions from the audience.

(Audience questions – see production notes.)

Scene 2 – The Reveal

Winnie: Her real name was Sharon.

Zoe: Sharon?

Winnie: Yes, she told me while I was doing her hair before we came out tonight.

William: She didn’t have any ingredients for potions.

Bella: Oh, well surmised, Inspector! Bravo!

Malcolm: (To Gillian) So we can go?

Zoe: What? Me? No! I liked Patti. She was my friend.

Malcolm: That doesn’t sound like Zoe. She only pulls hair off if she’s going to eat their… B-R-A-I-N-S.

William: Real wine!

Winnie: What? Me? No, don’t be silly. Why would I want to kill Victor? And why would I want to kill Patti? I helped her get ready for tonight, for goodness’ sake. I helped her with her hair!

William: So that’s why you wanted me to spend time with Patti! You wanted her sneezes to use in your spells! She and Gillian are the only ones who are officially spooks!

Winnie: Yes, yes, OK. I stabbed him, but I didn’t know then he wasn’t a vampire. He accused me of shoddy spells.

Zoe: Is that near Cognito?

Bella: Yes Zoe, yes, it is. Just down the road.

Gillian: Look, Inspector – Victor, or Ernest, whoever he was, must have known the risks when he came to live with us. Anyone could have found out at any time he wasn’t a vampire. It wouldn’t have taken a genius.

William: Keeping up standards, Winnie, good girl.

Malcolm: Zoe, I’m sorry to say, the house belonged to Victor, I think we’re all going to have to move to… (braces himself) Basingstoke!

(All except De’Ath.) Nooooooo!

(Curtain.)

(Everyone turns.)

Gillian: Who are you?

Zoe: Do you have brains?

(Ad-libbed responses: “Fair enough,” “Good idea,” “Safer that way,” etc.)

William: De’Ath? Don’t you mean Death?

Gillian: Murder? Hang on, why aren’t you scared of us? Boo!

Bella: Slightly? We’re dead, and you’re having a chat like it’s tea time!

Winnie: Zoe likes open minds too—different reason though.

Malcolm: Of course I am!

Bella: (Fake sobbing.) Oh, Victor! My darling! Who could do this to you?

Winnie: Ernest.

Gillian: (Hands De’Ath the card.)

Bella: Don’t forget Patti.

Zoe: Patti the Poltergeist.

Malcolm: Well, technically, we all did.

William: Wait. You said murder? You can’t mean this is murder!

Bella: Oh, must this take long? If Victor—or Ernest or whatever—stays dead, I’ll need a new potential husband. They’re all dressed so splendidly… clearly wealthy enough to keep me in the manner I deserve.

Zoe: Basingstoke?

Gillian: True. I became a ghost immediately after dying. Didn’t even have time to dry off.

Winnie: Unless the CCTV shows nothing, it’s unclear who did it.

(A beat.)

Zoe: Oh, shame—I wanted to watch this on YouBoo.

Malcolm: Zoe, you don’t need to watch—you’re here.

Winnie: Just a minute, Inspector. If one of us is nicked, how do you punish a ghost?

Gillian: Why me?

Winnie: Because you’re easiest to imagine not being there.

Zoe: What? No! I done nothing.

Bella: That’s just how she talks, Inspector. She don’t know no different.

De’Ath: So one or more of you is responsible for the deaths of Professor Ernest Jones and Patti the Poltergeist. I intend to find out who!

Zoe: And then what?

De’Ath: Then the guilty will face consequences.

Malcolm: Consequences! Missed that one.

Zoe: (To Gillian) What did he say?

Gillian: You’ll be nicked.

Zoe: But I didn’t do nothing!

(All groan.)

Gillian: Life? Are you sure?

Zoe: We’re already dead… haha.

Malcolm: A week in Basingstoke?

Gillian: (To audience.) We have a murder to solve. So, ladies and gentlemen, let us see if we can, between us, solve these crimes, as we open up the floor to questions from the audience.

(Audience questions – see production notes.)

Scene 2 – The Reveal

Winnie: Her real name was Sharon.

Zoe: Sharon?

Winnie: Yes, she told me while I was doing her hair before we came out tonight.

William: She didn’t have any ingredients for potions.

Bella: Oh, well surmised, Inspector! Bravo!

Malcolm: (To Gillian) So we can go?

Zoe: What? Me? No! I liked Patti. She was my friend.

Malcolm: That doesn’t sound like Zoe. She only pulls hair off if she’s going to eat their… B-R-A-I-N-S.

William: Real wine!

Winnie: What? Me? No, don’t be silly. Why would I want to kill Victor? And why would I want to kill Patti? I helped her get ready for tonight, for goodness’ sake. I helped her with her hair!

William: So that’s why you wanted me to spend time with Patti! You wanted her sneezes to use in your spells! She and Gillian are the only ones who are officially spooks!

Winnie: Yes, yes, OK. I stabbed him, but I didn’t know then he wasn’t a vampire. He accused me of shoddy spells.

Zoe: Is that near Cognito?

Bella: Yes Zoe, yes, it is. Just down the road.

Gillian: Look, Inspector – Victor, or Ernest, whoever he was, must have known the risks when he came to live with us. Anyone could have found out at any time he wasn’t a vampire. It wouldn’t have taken a genius.

William: Keeping up standards, Winnie, good girl.

Malcolm: Zoe, I’m sorry to say, the house belonged to Victor, I think we’re all going to have to move to… (braces himself) Basingstoke!

(All except De’Ath.) Nooooooo!

(Curtain.)

Move unit 4 page 27 

Look at each picture carefully.

Observe how the character moves in each scene.

Draw a line to connect the picture with the word (to, into, or onto) that best matches the movement you see.

There is no explanation needed yet — focus on the pattern of movement shown in the pictures.

Instruction: Addition With and Without Regrouping
Read the numbers carefully.
Start adding from the ones column.
Always add from the right side first.
Addition without regrouping
Add the digits in each column.
If the total is 9 or less, write the answer under the line.
Move to the next column (tens, then hundreds).
Addition with regrouping
If the total in a column is 10 or more, regroup.
Write the ones digit under the line.
Carry the extra ten to the next column.
Add the carried number to the next column.

Task 1. 

Match the sales terms with their definitions:

1.  
2. 1. Prospect
3. 2. Close the deal
4. 3. Upsell
5. 4. Cross‑sell
6. 5. Objection
7. 6. Follow‑up
8. 7. Pipeline

      A. A potential customer who has shown interest in your product.
B. The process of moving a potential customer through the sales stages.
C. A person or company that might become a customer.
D. To finalize a sale and get the customer’s agreement.
E. A customer’s concern or reason for not buying.
F. To sell an additional, related product to an existing customer.
G. To offer a higher‑end version of the product the customer is considering.
H. Contacting a customer after the initial interaction to check satisfaction or offer more.

Task 2. Handling Objections 

You are a sales manager at a tech store. Your customer has the following objections. Respond politely and persuasively (2–3 sentences per reply). Use phrases like:

I understand your concern…

That’s a great question…

Let me explain how…

Actually, this feature helps you…

This laptop is too expensive. I can find a cheaper one online.
Your reply: _________________________________________________________________________________________

_________________________________________________

_________________________________________________

I’m not sure this software will work with my current system»
Your reply: _________________________________________________________________________________________

_________________________________________________

_________________________________________________

I need more time to think about it
Your reply: _________________________________________________________________________________________
_________________________________________________
_________________________________________________

Task 3. Writing: Sales Email 

Task. Write a short sales email (80-100 words) to a potential

client. Use the template below and include:

1) a clear subject line

2) a greeting.

3) 1–2 sentences about your product/service

4) 1 benefit for the client.

5) call to action (e.g., «Let’s schedule a call…»).

6) A polite closing.

Template:

Subject: ___________________________________________________________________________________________

Dear (Client’s Name),

__________________________________________________________________________________________________
__________________________________________________________________________________________________

I believe this solution will help you ______________________________________.

Would you be available for a quick call next week to discuss 

further?

Best regards,
(Your Name)
(Your Position)

Task 4. Discussion Questions 

Answer 2 of the following questions in 2–3 sentences. 

Use professional vocabulary from Part 1.

1.  
2. What are the most important qualities of a successful salesperson? Why?
3. How can technology (e.g., CRM systems) improve the sales process?
4. Why is follow‑up important after closing a deal?

Your answers:

1. ______________________________________________________________________________________________
2. ______________________________________________________________________________________________
3. _____________________________________________________________________________________________________________________________________________

Evaluation Criteria:

Vocabulary: Accurate use of sales terms (Task 1, 4).

Communication: Polite, persuasive language (Task 2, 3).

Structure: Clear organization in writing (Task 3).

Fluency: Logical, concise answers (Task 4).

We all have to do it, so we might as well learn how to talk about it!

In this episode, we open the cleaning cupboard and take out the essential vocabulary for housework. Moving from B1 to B2 means stopping saying "I cleaned the room" and starting to use specific phrasal verbs like "clear out," "put away," and "wipe down."

You will learn how to:

• Talk about organization and removing clutter.
• Use phrasal verbs for specific cleaning actions.
• Describe the level of cleanliness (idioms and adjectives).
• Express the effort required to maintain a home.

Includes: 15 essential vocabulary chunks (B1-B2 level) regarding chores and home maintenance + a full PDF worksheet.

GRAMMAR

Match the questions to the correct answers.
Move the text to the correct places in the story.

Match the beginnings to the ends of the sentences.

Keep moving forward

จงเลือกข้อที่ถูกที่สุด

Keep moving forward

Keep moving forward

drag and drop

The moving average in technical analysis, calculates the average price over a specified time period, enabling trend identification and filtering out fluctuations. These are also referred to as MA.

Traders use this tool to identify price fluctuations, recognize market trends, and determine optimal entry and exit points.

Price action refers to the movement of an asset's price over time. In this approach, traders make decisions based on trend analysis, key levels, chart patterns, and candlestick formations.

The goal of Price Action is to understand market behavior without relying on indicators such as moving averages or oscillators.

1. Read the text and match the abstracts with the gaps.

Science and technology are subjects that fascinate many people, especially students eager to learn about the latest advancements. Today, we are often at the cutting edge of scientific discovery, witnessing innovations that were once considered impossible.

Gap 1 ________________

One of the most exciting aspects of modern technology is that it is often the brainchild of talented individuals who dared to dream. These innovators push the right buttons to create products and services that can change our daily lives.

Gap 2 __________________

However, the road to advancement can sometimes be difficult. Occasionally, projects can be thrown a spanner in the works due to unforeseen challenges. In these cases, teams must work together to oil the wheels of progress, ensuring that everything runs smoothly.

Gap 3 ______________________

Despite these hurdles, we continue to move forward. Some technologies may initially seem like they are light years away from our reach, but with persistent effort and creativity, we can bring them closer.

Gap 4 ________________________

As students of science and technology, you have the opportunity to set the wheels in motion for your future careers. Embrace the challenges, learn from every experience, and who knows?

Gap 5 _______________________

Abstracts

A It is crucial not to reinvent the wheel when we have excellent foundations to build on. Each innovation is just a cog in the machine of progress; together, they contribute to enhancing our lives.

B While some discoveries seem extraordinary, it's important to remember that it’s often not rocket science. Many innovations stem from simple ideas that have been tweaked and improved upon.

C For example, new reports about breakthrough technologies are hot off the press every week, capturing our attention and sparking our imagination.

D You might be the next person to push boundaries and make incredible contributions to the world around us.

E If a device is on the blink or failing to function properly, finding a solution becomes necessary.

2. Read the statements and define whether they are true or false.

1. True or False: Science and technology are often seen as subjects that are difficult to understand for most students.
2. True or False: The text suggests that many innovations in technology originate from simple ideas that have been improved over time.
3. True or False: The phrase "throwing a spanner in the works" refers to the ease of implementing new projects.
4. True or False: The text implies that students in science and technology have the potential to make significant contributions to future advancements.
5. True or False: According to the text, all technological advancements are complex and require advanced mathematical understanding.

3. Choose the only right option for each question.

1. What is one of the key aspects of modern technology mentioned in the text?
   • A) It is often based on complex theories.
   • B) It is primarily developed by large corporations.
   • C) It often originates from simple ideas that are improved upon.
   • D) It is solely the result of government funding.
2. According to the text, what can sometimes hinder progress in technological advancements?
   • A) Lack of interest from students.
   • B) Unforeseen challenges that disrupt projects.
   • C) Insufficient funding for research.
   • D) Overcomplicated theories in science.
3. The phrase "throw a spanner in the works" is used in the text to describe:
   • A) A tool used in scientific experiments.
   • B) A situation that complicates progress.
   • C) A method of innovation.
   • D) A successful project outcome.
4. What does the author suggest about the relationship between innovations and existing ideas?
   • A) Innovations should always be completely original.
   • B) Innovations can build on excellent existing foundations.
   • C) Innovations are often unnecessary.
   • D) Innovations are a waste of time.
5. What opportunity do students of science and technology have, according to the text?
   • A) To avoid challenges and focus on simple tasks.
   • B) To set the wheels in motion for their future careers.
   • C) To rely solely on past discoveries.
   • D) To wait for others to innovate.

4. Answer the following questions:

1. What role do individual innovators play in technological advancements, according to the text? Provide specific examples from the passage.
2. How does the text describe the relationship between simple ideas and significant innovations? What does this imply about the nature of creativity in technology?
3. Identify and explain the metaphor used in the phrase “throwing a spanner in the works.” How does it relate to the challenges faced in scientific projects?
4. What does the text suggest about the importance of teamwork when encountering unforeseen challenges in technological development? Support your answer with evidence from the text.
5. Discuss the significance of the phrase “not to reinvent the wheel” in the context of the text. How does it reflect the approach to building upon existing knowledge in science and technology?
   1. Read the text and match the abstracts with the gaps.

   Science and technology are subjects that fascinate many people, especially students eager to learn about the latest advancements. Today, we are often at the cutting edge of scientific discovery, witnessing innovations that were once considered impossible.

   Gap 1 ________________

   One of the most exciting aspects of modern technology is that it is often the brainchild of talented individuals who dared to dream. These innovators push the right buttons to create products and services that can change our daily lives.

   Gap 2 __________________

   However, the road to advancement can sometimes be difficult. Occasionally, projects can be thrown a spanner in the works due to unforeseen challenges. In these cases, teams must work together to oil the wheels of progress, ensuring that everything runs smoothly.

   Gap 3 ______________________

   Despite these hurdles, we continue to move forward. Some technologies may initially seem like they are light years away from our reach, but with persistent effort and creativity, we can bring them closer.

   Gap 4 ________________________

   As students of science and technology, you have the opportunity to set the wheels in motion for your future careers. Embrace the challenges, learn from every experience, and who knows?

   Gap 5 _______________________

   Abstracts

   A It is crucial not to reinvent the wheel when we have excellent foundations to build on. Each innovation is just a cog in the machine of progress; together, they contribute to enhancing our lives.

   B While some discoveries seem extraordinary, it's important to remember that it’s often not rocket science. Many innovations stem from simple ideas that have been tweaked and improved upon.

   C For example, new reports about breakthrough technologies are hot off the press every week, capturing our attention and sparking our imagination.

   D You might be the next person to push boundaries and make incredible contributions to the world around us.

   E If a device is on the blink or failing to function properly, finding a solution becomes necessary.

    

   2. Read the statements and define whether they are true or false.

6. True or False: Science and technology are often seen as subjects that are difficult to understand for most students.
7. True or False: The text suggests that many innovations in technology originate from simple ideas that have been improved over time.
8. True or False: The phrase "throwing a spanner in the works" refers to the ease of implementing new projects.
9. True or False: The text implies that students in science and technology have the potential to make significant contributions to future advancements.
10. True or False: According to the text, all technological advancements are complex and require advanced mathematical understanding.
11.  

    3. Choose the only right option for each question.

12. What is one of the key aspects of modern technology mentioned in the text?
    • A) It is often based on complex theories.
    • B) It is primarily developed by large corporations.
    • C) It often originates from simple ideas that are improved upon.
    • D) It is solely the result of government funding.
13. According to the text, what can sometimes hinder progress in technological advancements?
    • A) Lack of interest from students.
    • B) Unforeseen challenges that disrupt projects.
    • C) Insufficient funding for research.
    • D) Overcomplicated theories in science.
14. The phrase "throw a spanner in the works" is used in the text to describe:
    • A) A tool used in scientific experiments.
    • B) A situation that complicates progress.
    • C) A method of innovation.
    • D) A successful project outcome.
15. What does the author suggest about the relationship between innovations and existing ideas?
    • A) Innovations should always be completely original.
    • B) Innovations can build on excellent existing foundations.
    • C) Innovations are often unnecessary.
    • D) Innovations are a waste of time.
16. What opportunity do students of science and technology have, according to the text?
    • A) To avoid challenges and focus on simple tasks.
    • B) To set the wheels in motion for their future careers.
    • C) To rely solely on past discoveries.
    • D) To wait for others to innovate.
17. 4. Answer the following questions:
18. What role do individual innovators play in technological advancements, according to the text? Provide specific examples from the passage.
19. How does the text describe the relationship between simple ideas and significant innovations? What does this imply about the nature of creativity in technology?
20. Identify and explain the metaphor used in the phrase “throwing a spanner in the works.” How does it relate to the challenges faced in scientific projects?
21. What does the text suggest about the importance of teamwork when encountering unforeseen challenges in technological development? Support your answer with evidence from the text.
22. Discuss the significance of the phrase “not to reinvent the wheel” in the context of the text. How does it reflect the approach to building upon existing knowledge in science and technology?

The Displacement Move in the ICT methodology is fundamental in analyzing market structure, identifying the impact of liquidity flow and Smart Money entry. This movement happens when price braeks significant levels.

Verbs: rest, fry, dry, decide, worry, move.

The Forex Correlation Tool presents a table displaying the relationship between the prices of 72 currency pairs at a given time. In this table, the correlation value ranges from -100% to 100%, where +100% indicates that two symbols move in complete alignment, while -100% signifies that the two symbols move in opposite directions.

The Smoothed Relative Strength Indicator (Smoothed RSI) is an advanced version of the original RSI designed for the MetaTrader 4 (MT4) platform. This metaTrader4 oscillator uses a smoothed moving average to reduce the extreme fluctuations of the RSI, enabling more precise analysis for traders.

One of the critical features of this indicator is the oscillator color change when entering overbought and oversold zones: it displays green in the oversold zone and orange in the overbought zone. Additionally, the indicator issues alerts upon entering these zones, keeping traders informed of potential positions for improved trading decisions.

The Keltner Channel Indicator is one of the MetaTrader 5 indicators used in trend-following trading strategies. This channel uses an Exponential Moving Average (EMA) to detect uptrends, downtrends, or range-bound markets, while the ATR (Average True Range) calculates the channel's volatility range.

The upper channel band equals the EMA plus two times the ATR, and the lower is EMA minus two times the ATR. These bands can act as dynamic support and resistance levels, providing traders with entry and exit points when broken.