Reading Pali Canon in English Page 145 of 186 1. Noun This part of a speech refers to words that are used to name persons, things, animals, places, ideas, or events. Nouns are the simplest among the 8 parts of speech, which is why they are the first ones taught to students in primary school. Examples: ▪ Tom Hanks is very versatile. ▪ The italicized noun refers to a name of a person. ▪ Dogs can be extremely cute. ▪ In this example, the italicized word is considered a noun because it names an animal. ▪ It is my birthday. ▪ The word “birthday” is a noun which refers to an event. There are different types of nouns namely: ▪ Proper– proper nouns always start with a capital letter and refers to specific names of persons, places, or things. ▪ Examples: Volkswagen Beetle, Shakey’s Pizza, Game of Thrones ▪ Common– common nouns are the opposite of proper nouns. These are just generic names of persons, things, or places. ▪ Examples: car, pizza parlor, TV series ▪ Concrete– this kind refers to nouns which you can perceive through your five senses. ▪ Examples: folder, sand, board ▪ Abstract- unlike concrete nouns, abstract nouns are those which you can’t perceive through your five senses. ▪ Examples: happiness, grudge, bravery ▪ Count– it refers to anything that is countable, and has a singular and plural form. ▪ Examples: kitten, video, ball ▪ Mass– this is the opposite of count nouns. Mass nouns are also called noncountable nouns, and they need to have “counters” to quantify them. ▪ Examples of Counters: kilo, cup, meter ▪ Examples of Mass Nouns: rice, flour, garter ▪ Collective– refers to a group of persons, animals, or things.
Reading Pali Canon in English Page 146 of 186 ▪ Example: faculty (group of teachers), class (group of students), pride (group of lions) This great list of nouns can help you explore more nouns. 2. Pronoun A pronoun is a part of a speech which functions as a replacement for a noun. Some examples of pronouns are: I, it, he, she, mine, his, hers, we, they, theirs, and ours. Sample Sentences: ▪ Janice is a very stubborn child. She just stared at me and when I told her to stop. ▪ The largest slice is mine. ▪ We are number one. The italicized words in the sentences above are the pronouns in the sentence. 3. Adjective This part of a speech is used to describe a noun or a pronoun. Adjectives can specify the quality, the size, and the number of nouns or pronouns. Use this link to get a list of adjectives. Sample Sentences: ▪ The carvings are intricate. ▪ The italicized word describes the appearance of the noun “carvings.” ▪ I have two hamsters. ▪ The italicized word “two,” is an adjective which describes the number of the noun “hamsters.” ▪ Wow! That doughnut is huge! ▪ The italicized word is an adjective which describes the size of the noun “doughnut.” 4. Verb This is the most important part of a speech, for without a verb, a sentence would not exist. Simply put, this is a word that shows an action (physical or mental) or state of being of the subject in a sentence. Examples of “State of Being Verbs” : am, is, was, are, and were
Reading Pali Canon in English Page 147 of 186 Sample Sentences: ▪ As usual, the Stormtroopers missed their shot. ▪ The italicized word expresses the action of the subject “Stormtroopers.” ▪ They are always prepared in emergencies. ▪ The verb “are” refers to the state of being of the pronoun “they,” which is the subject in the sentence. 5. Adverb Just like adjectives, adverbs are also used to describe words, but the difference is that adverbs describe adjectives, verbs, or another adverb. The different types of adverbs are: ▪ Adverb of Manner– this refers to how something happens or how an action is done. ▪ Example: Annie danced gracefully. ▪ The word “gracefully” tells how Annie danced. ▪ Adverb of Time- this states “when” something happens or “when” it is done. ▪ Example: She came yesterday. ▪ The italicized word tells when she “came.” ▪ Adverb of Place– this tells something about “where” something happens or ”where” something is done. ▪ Example: Of course, I looked everywhere! ▪ The adverb “everywhere” tells where I “looked.” ▪ Adverb of Degree– this states the intensity or the degree to which a specific thing happens or is done. ▪ Example: The child is very talented. ▪ The italicized adverb answers the question, “To what degree is the child talented?” 6. Preposition This part of a speech basically refers to words that specify location or a location in time. Examples of Prepositions: above, below, throughout, outside, before, near, and since Sample Sentences:
Reading Pali Canon in English Page 148 of 186 ▪ Micah is hiding under the bed. ▪ The italicized preposition introduces the prepositional phrase “under the bed,” and tells where Micah is hiding. ▪ During the game, the audience never stopped cheering for their team. ▪ The italicized preposition introduces the prepositional phrase “during the game,” and tells when the audience cheered. 7. Conjunction The conjunction is a part of a speech which joins words, phrases, or clauses together. Examples of Conjunctions: and, yet, but, for, nor, or, and so Sample Sentences: ▪ This cup of tea is delicious and very soothing. ▪ Kiyoko has to start all over again because she didn’t follow the professor’s instructions. ▪ Homer always wanted to join the play, but he didn’t have the guts to audition. The italicized words in the sentences above are some examples of conjunctions. 8. Interjection This part of a speech refers to words which express emotions. Since interjections are commonly used to convey strong emotions, they are usually followed by an exclamation point. Examples of Interjections: Sample Sentences: ▪ Ouch! That must have hurt. ▪ Hurray, we won! ▪ Hey! I said enough! The bold words attached to the main sentences above are some examples of interjections. Final Thoughts You must familiarize yourself with the different parts of speech discussed in this article because they are among the most fundamental concepts that you will
Reading Pali Canon in English Page 149 of 186 encounter throughout your study of grammar. An in-depth knowledge of this topic will not only make you a better writer, but an effective communicator as well. English Sentence Patterns 1.Basic English Pattern [from English grammar complete book;TGRE] The structure of English grammar is essential for translating the language into another. The basic English pattern is like the key to open the door of the structures of the English sentences 1. Subject + Verb (S + Vi) = I go. Note : S + Vi.+ adv. = I go slowly. s + Vi+ Adv. phr. = I sleep under the tree S + Vp + adv. = I wake up early. S + V + Ving = I stop talking. S + V + to + V = I go to work. 2. Subject + Verb + Object (S + Vt. + O)= I love you. Note : S + Vt. + O + adv. = I love you very much. S + Vt. + O + Ving = I keep him waiting. S + Vt. + O + To V1 = I force him to talk. S + Vt. + O + V1 = I make him talk. 3. Subject + Verb + Indirect Object + Direct Object (S + V + In.D + D.O) = I give her money. Subject + Verb + Direct Object + to+ Indirect Object (S+ V + D.O + Ind.O + to + D.O) = I give money to her. 4. Subject + Verb + Subjective Complement (S + V + S.C) = I am a monk. Note : S + V-be + Adj. / Nouns = She is beautiful. S + Linkig V. + Adj. / Nouns. = She looks nice. Linking Verbs : appear, become, seem, feel, smell, taste, continue, sound+adj. Full Verbs: break, come, fall, make, prove, remain, run. stay, turn, wear, work+ Adj. 5. Subject + Verb + Object + Objective Complement (S + V + O + O.C) = I call her Marina
Reading Pali Canon in English Page 150 of 186 Note : S + V + O + Adj. = The jury found the prisoner guilty. + Noun = We chose him a leader. + Pronoun = + Adverb = + Participle = + Infinitive = My mother asked me to study hard. + Phrase = His threats filled her with terror. + Clause = You have made me what i am. 6. Adverb + Verb + Subject (Adv. + V + S) : Under the tree sleeps he. (Adv. , S + V ) : Under the tree, he sleeps. (emphasis) 2. Basic English Sentence Patterns Sentence relationships define the functions of the 8 parts of speech: nouns, verbs (including auxiliary verbs), adjectives, adverbs, articles, conjunctions, pronouns, and prepositions). Prerequisite knowledge: What is a noun? What is a verb? What is a sentence? There are six basic or simple sentence patterns: 1 Subject/Predicate, Action Verb 2 Subject/Predicate, Action Verb/Direct Object 3 Subject/Predicate, Action Verb/Adverb 4 Subject/Predicate, Linking Verb/Predicate Nominative 5 Subject/Predicate, Linking Verb/Predicate Adjective 6 Subject/Predicate, Action Verb/Indirect Object/Direct Object Examples of the six basis sentence types: 1. Subject/Predicate, Action Verb • The class studied. • The students and the teacher read. • The students sat and read. • The students and the teacher sat and read. Sandie BarrieBlackley
Reading Pali Canon in English Page 151 of 186 2. Subject/Predicate, Action Verb/Direct Object • The class took a test. • The class took a test and a quiz. 3. Subject/Predicate, Action Verb/Adverb • The class worked carefully. • The students sit here. • The class worked like a team. • Before school, in the gym, the class worked like a team. • In the gym, the class worked like a team before school. • Like a team, the class worked before school in the gym. 4. Subject/Predicate, Linking Verb/Predicate Nominative • The teacher is Mr. Soto. • The teachers are Mr. Soto and Ms. Lin 5. Subject/Predicate, Linking Verb/Predicate Adjective • The teacher is kind. • Ms. Kin is kind and helpful. 6. Subject/Predicate, Action Verb/Indirect Object/Direct Object • The teacher gave the class a test. • Mr. Soto gave Kim and John a test. 3. Writing Center Basic Sentence Patterns Subject + intransitive verb Elizabeth swims. Dolphins leap. Subject + transitive verb + direct object John hated lima beans. Books convey ideas. Subject: + linking verb + subject complement The sea is beautiful. You seem worried.
Reading Pali Canon in English Page 152 of 186 Subject + transitive verb + indirect object + direct object The writer sold his publisher a three-part story. The pitcher threw the catcher a curve ball. Subject + transitive verb + direct object + object complement Samantha called her sister a baby. The king made Gawain a knight. Verb + subject + verb… [questions] Can Sherry play with us? Will this train leave on time? Verb + (other) [commands] Leave this room immediately. Give your exams to the proctor. Subject (working as object) + transitive verb [passive voice] The queen was laid to rest. Books were read to the children. Dinner is served at eight. 4. 7 Basic Sentence Patterns The English language has seven basic sentence (or clause) patterns. Examples are: 1 John / laughed. (SV)* 2 John / kissed / Jane. (SVO) 3 John / is / tall. (SVC) 4 John / gave / Jane / a present. (SVOO) 5 John / made / Jane / angry. (SVOC) 6 John / sat / up. (SVA) 7 John / put / the bag / down. (SVOA) Most simple and complex (but not compound) clauses are of one of these patterns no matter how long the clauses are. For example, the following two sentences are essentially of the same pattern. 8 Jane / bought / fruit. (SVO) 9 My long lost sister Jane / has been buying / a variety of fruit. (SVO)
Reading Pali Canon in English Page 153 of 186 * There are five sentence class terms: S = subject, V = verb, O = object, C = complement, and A = adverbial. The slash (/) denotes the boundary between syntactic terms. Reference: Everyday Grammar by John Seely. Sentence patterns33 Just about all sentences in the English language fall into ten patterns determined by the presence and functions of nouns, verbs, adjectives, and adverbs. The patterns are most easily classified according to the type of verb used: Verb of being patterns (1, 2, 3) use a form of the verb to be as the main verb in the sentence. is are was were has been have been had been Linking verb patterns (4, 5) use one of the linking verbs as the main verb in the sentence. The linking verb is followed by a noun or adjective functioning as a subjective complement. smell taste look feel seem become appear grow Action verb patterns (6, 7, 8, 9, 10) use one of the many action verbs as the main verb in the sentence. The action verb may be either transitive (take a direct object) or intransitive (not take a direct object). see jump embrace write imagine buy plummet think etc. Terms used to identify various parts of each sentence pattern include the following: • NP = noun phrase This abbreviation refers to a headword noun and its modifiers ("noun phrase") functioning as a subject, direct object, indirect object, subjective complement, or objective complement. • NP1, NP2, NP3, etc. = designations for different noun phrase functions Numbers in sequential order are used with each NP to designate its difference from or similarity to other NPs before and after it. • V-be = verb of being https://webapps.towson.edu/ows/sentpatt.htm [15 Sept.2561] 33
Reading Pali Canon in English Page 154 of 186 • LV = linking verb • V-int = intransitive verb • V-tr = transitive verb • ADV/TP = adverbial of time or place • ADJ = adjective THE TEN SENTENCE PATTERNS 1. NP1 + V-be + ADV/TP The verb of being is followed by an adverb indicating where or when. The adverbial indicating where or when may be a prepositional phrase. 2. NP1 + V-be + ADJ The verb of being is followed by an adjective that functions as the subjective complement. The adjectival functioning as the subjective complement may be a prepositional phrase. 3. NP1 + V-be + NP1
Reading Pali Canon in English Page 155 of 186 The verb of being is followed by a noun that functions as the subjective complement. Note: The second NP receives the same numerical designation as the first NP because the second NP, the subjective complement, is the same as the subject (Mr. James = teacher). 4. NP1 + LV + ADJ The linking verb is followed by an adjective functioning as a subjective complement. The adjectival functioning as the subjective complement may be a prepositional phrase. 5. NP1 + LV + NP1 The linking verb is followed by a noun functioning as a subjective complement.
Reading Pali Canon in English Page 156 of 186 Note: The second NP receives the same numerical designation as the first NP because the second NP, the subjective complement, is the same as the subject (Joan = Buddhist). 6. NP1 + V-int The action verb takes no direct object. Even if the action verb is followed by a prepositional phrase, the verb is still intransitive as long as it does not take a direct object. 7. NP1 + V-tr + NP2 The action verb is followed by a direct object. Note: The second NP, the direct object, receives a different numerical designation (NP2) because it is not the same as the subject (NP1). 8. NP1 + V-tr + NP2 + NP3 The action verb is followed by an indirect object and then a direct object.
Reading Pali Canon in English Page 157 of 186 Note: The indirect object and the direct object each receive a new numerical designation because each is different from the other and both are different from the subject. 9. NP1 + V-tr + NP2 + ADJ The action verb is followed by a direct object. The direct object is followed by an adjective functioning as an objective complement. Note: The second NP, the direct object, receives a different numerical designation (NP2) because it is not the same as the subject (NP1). 10. NP1 + V-tr + NP2 + NP2 The action verb is followed by a direct object. The direct object is followed by a noun functioning as an objective complement. Note: The second NP, the direct object, receives a different numerical designation (NP2) because it is not the same as the subject (NP1). The third NP, the objective complement, receives the same numerical designation as the direct object (NP2) because it is the same as the direct object (Jacobsen = friend). syllable A syllable is a unit of organization for a sequence of speech sounds. For example, the word water is composed of two syllables: wa and ter. A syllable is typically made up of a syllable nucleus (most often a vowel) with optional initial and final margins (typically, consonants).
Reading Pali Canon in English Page 158 of 186 Word /wərd/ noun: word; plural noun: words a single distinct meaningful element of speech or writing, used with others (or sometimes alone) to form a sentence and typically shown with a space on either side when written or printed. Word From Wikipedia, the free encyclopedia Jump to: navigation, search This article is about the unit of speech and writing. For the Microsoft Office word processor, see Microsoft Word. For other uses, see Word (disambiguation). In linguistics, a word is the smallest element that can be uttered in isolation with objective or practical meaning. This contrasts deeply with a morpheme, which is the smallest unit of meaning but will not necessarily stand on its own. A word may consist of a single morpheme (for example: oh!, rock, red, quick, run, expect), or several (rocks, redness, quickly, running, unexpected), whereas a morpheme may not be able to stand on its own as a word (in the words just mentioned, these are -s, -ness, -ly, -ing, un-, -ed). A complex word will typically include a root and one or more affixes (rock-s, red-ness, quick-ly, run-ning, un-expect-ed), or more than one root in a compound (black-board, sandbox). Words can be put together to build larger elements of language, such as phrases (a red rock, put up with), clauses (I threw a rock), and sentences (He threw a rock too, but he missed). The term word may refer to a spoken word or to a written word, or sometimes to the abstract concept behind either. Spoken words are made up of units of sound called phonemes, and written words of symbols called graphemes, such as the letters of the English alphabet.
Reading Pali Canon in English Page 159 of 186 Phrases What Is a Phrase? A phrase is a group of words that stand together as a single unit, typically as part of a clause or a sentence. A phrase does not contain a subject and verb and, consequently, cannot convey a complete thought. A phrase contrasts with a clause. A clause does contain a subject and verb, and it can convey a complete idea. Here Are Some Examples of Phrases Here are some examples of phrases in a well-known quote by Shirley Temple: • I stopped believing in Santa Claus when my mother took me to see him in a department store, and he asked for my autograph. (Shirley Temple) • (This phrase acts like a noun. It is the direct object of the verb stopped. This phrase is a gerund phrase.) • • I stopped believing in Santa Claus when my mother took me to see him in a department store, and he asked for my autograph. • (This phrase acts like a noun. It is the subject of the adverbial clause when my mother took me to see him in a department store.) • I stopped believing in Santa Claus when my mother took me to see him in a department store, and he asked for my autograph. • (This phrase acts like a noun. It is the object of the preposition for.) • • I stopped believing in Santa Claus when my mother took me to see him in a department store, and he asked for my autograph. (This phrase acts like an adverb. It tells us where the activity took place. It is an adverb of place.) The Hierarchy of Word Units The hierarchy of word units is:
Reading Pali Canon in English Page 160 of 186 • Word (e.g., Shark) • (A word is the smallest meaningful unit.) • Phrase (e.g., A seven-foot tiger shark) • (A phrase is a single piece of information made up of more than one word. It will not contain a subject and a verb.) • Clause (e.g., When a seven-foot tiger shark arrived...) • (A clause is a single piece of information made up of more than one word which contains a subject and a verb.) • Sentence (e.g., A seven-foot tiger shark arrived.) • (A sentence conveys a complete idea. It must contain at least one clause. Note: A clause that stands alone as a sentence is known as an independent clause.) • Complex Sentence (e.g., When a seven-foot tiger shark arrived, the crew stopped fishing.) • (A complex sentence is an independent clause supported by at least one other clause.) • Compound Sentence (e.g., A seven-foot tiger shark arrived, and the crew stopped fishing.) (A compound sentence is a sentence made up of at least two independent clauses.) Phrase Examples34 A phrase is a group of words that express a concept and is used as a unit within a sentence. Eight common types of phrases are: noun, verb, gerund, infinitive, appositive, participial, prepositional, and absolute. Noun Phrases A noun phrase consists of a noun and all its modifiers. Here are examples: • The bewildered tourist was lost. • The senile old man was confused. • The lost puppy was a wet and stinky dog. • The flu clinic had seen many cases of infectious disease. http://examples.yourdictionary.com/phrase-examples.html, [13 Sept.2561] 34
Reading Pali Canon in English Page 161 of 186 • It was a story as old as time. • The sports car drove the long and winding road. • Saturday became a cool, wet afternoon. Verb Phrases A verb phrase consists of a verb and all its modifiers. Here are examples: • He was waiting for the rain to stop. • She was upset when it didn't boil. • You have been sleeping for a long time. • You might enjoy a massage. • He was eager to eat dinner. Gerund Phrases : (Ving = Noun; singular) A gerund phrase is simply a noun phrase that starts with a gerund. Examples include: = Noun • Taking my dog for a walk is fun. • Walking in the rain can be difficult. • Strolling along a beach at sunset is romantic. • Getting a promotion is exciting. • Signing autographs takes time. • Going for ice cream is a real treat. • Singing for his supper was how he earned his keep. • Getting a sore back was the result of the golf game. • Pulling an all-nighter did not improve his test scores. • Sailing into the sunset was the end of the book. Infinitive Phrases : (To V1= Nouns, Adjectives or Adverbs) An infinitive phrase is a noun phrase that begins with an infinitive. Here are some examples: • Everybody loves to watch movies. (adv.)
Reading Pali Canon in English Page 162 of 186 • To make lemonade, you have to start with lemons. (adv.) • I tried to see the stage, but I was too short.(adv.) • She organized a boycott to make a statement. (adj.) • To see Niagara Falls is mind-boggling. (adv.) • He really needs to get his priorities in order. (adv.) • The company decided to reduce hours for everyone. (adv.) • To donate time or money is an honorable thing. (Noun) • I went to Spain to study the language and culture. (adj.) Appositive Phrases : (Noun+modifiers…= Adjective) An appositive phrase restates a noun and consists of one or more words. Examples are: • My favorite pastime, needlepoint, surprises some people. • Her horse, an Arabian, was her pride and joy. • My wife, the love of my life, is also my best friend. • A cheetah, the fastest land animal, can run 70 miles an hour. • His goal, to retire at 40, is unrealistic. • My idea, to recycle the paper, was accepted by the boss. • The Florida panther, the state animal of Florida, is an endangered animal. Participial Phrases : (Present participle =V-ing or Past participle = V3 : Adjectives or Adverbs) A participial phrase begins with a past or present participle. Examples are: • Washed with my clothes, my cell phone no longer worked.(adv.) • Knowing what I know now, I wish I had never come here. (adv.) • I am really excited, considering all the people that will be there. (adv.) • We are looking forward to the movie, having seen the trailer last week. (adv.) • Grinning from ear to ear, she accepted her award.(adv.) • The happy dog ran the entire length of the park, pausing only to sniff the dandelions. (adv.) • Painted a brilliant white, the small room appeared bigger. (adv.)
Reading Pali Canon in English Page 163 of 186 • The lake, frozen over all winter, was finally thawing. (adj.) Prepositional Phrases (Preposition: at; in; on+nouns =Adjectives or Adverbs) A prepositional phrase begins with a preposition and can act as a noun, an adjective or an adverb. Examples are: • The book was on the table.(adv.) • We camped by the brook.(adv.) • He knew it was over the rainbow.(adv.) • She was lost in the dark of night. (adv.) • He was between a rock and a hard place.(adv.) • I waited for a while. (adv.) • She smelled of strawberries and cream. (adv.) • He won the challenge against all odds. (adj.) Absolute Phrases : (Nouns + Ving or V3 = Adverb) An absolute phrase has a subject, but not an acting verb, so it cannot stand alone as a complete sentence. It modifies the whole sentence, not just a noun. Examples are: • His tail between his legs, the dog walked out the door. • Picnic basket in hand, she set off for her date. • The guys attacked the pile of nachos, their fingers getting the last bit of cheese off the plate. • Their heads hanging down, the whole group apologized. • The entire team, their uniforms muddy and stained, shouted for joy. These are examples of all of the eight different kinds of phrases.
Reading Pali Canon in English Page 164 of 186 Clauses35 What Are Clauses? A clause is a group of words that includes a subject and a verb. Form : 1. (R)+s+v + (o)… V + (O) 2. S + v +(o) +( R) + (S) + v + (o) cat (a word) a little boy (a phrase) on the table (a phrase) I say. ( sentence) 1. What I say is true. which one i bought yesterday is good. how you make. why you are angry me. what … where when which who whom whose whether ( or not)… There are three functions in the sentences; Noun (noun clause), Adjective(adjective clause), Adverb (adverb clause) Relative ( R ): subordinate conjunction : Question words, that, whether…(or not) http://www.grammar-monster.com/glossary/adverbial_clauses.htm,[ 15 Sept.2561] 35
Reading Pali Canon in English Page 165 of 186 A clause can be distinguished from a phrase, which does not contain a subject and a verb (e.g., in the afternoon, drinking from the bowl). An independent clause can express a complete thought (and can be a standalone sentence). A dependent clause is usually a supporting part of a sentence, and it cannot stand by itself as a meaningful proposition (idea). Examples of Independent Clauses Here are some examples of independent clauses (shaded): • Tara ate a cheese roll after she watched the news. • (Tara ate a cheese roll is an independent clause. It works as a standalone sentence.) • Even though his mother was a driving instructor, my cousin failed his driving test six times. • A computer once beat me at chess but was no match for me at kick boxing. (Louis Hector Berlioz) Examples of Dependent Clauses Here are the same examples with the dependent clauses shaded: • Tara ate a cheese roll after she watched the news. • (The clause after she watched the news is a dependent clause. It does not work as a standalone sentence.) • Even though his mother was a driving instructor, my cousin failed his driving test six times. • A computer once beat me at chess but was no match for me at kick boxing. These three dependent clauses (or subordinate clauses as they're also called) could have been independent clauses. However, the opening word(s) (in these examples after, Even though, and but) turned them into dependent clauses. The opening words are known as dependent words, the main type of which is subordinating conjunctions. How Are Clauses Used in Sentences?
Reading Pali Canon in English Page 166 of 186 Clauses can play a variety of roles in sentences. A clause can act as a noun, an adjective, or an adverb. Noun Clauses (that) • I cannot remember what I said last night. • (In this example, the clause acts like a noun.) Compare the example above to this: • I cannot remember my speech. • (speech = noun) What Are Noun Clauses? A noun clause is a clause that plays the role of a noun. For example (noun clauses shaded): • I like what I see. (obj.) • I know that the tide is turning.(obj.) • I've met the man who won the lottery. (Not all agree this is a noun clause. See Note on the right.) Compare the three examples above to these: • I like cakes. • I know London. • I've met Madonna. The words in bold are all nouns. This shows that shaded clauses in the first three examples are functioning as nouns, making them noun clauses. Like any noun, a noun clause can be a subject, an object, or a complement. In a sentence, a noun clause will be a dependent clause. In other words, a noun clause does not stand alone as a complete thought. Functions of Noun clause 1.Subject of a Verb : What the announcer said was not clear. 2. Object of a Verb : I know that she was here. 3. Complement : This is what I think.
Reading Pali Canon in English Page 167 of 186 4. Object of Preposition : He worried about how ill she was. 5. In apposition to a Noun or a Preposition : My hope that you may succeed is very strong. 6. Object of Infinitive or participle : He asked her to read what he had written. Examples of Noun Clauses Here are some examples of noun clauses: • A person who trusts no one can't be trusted. (Jerome Blattner) • (This noun clause is the subject of the sentence.) • (Not all agree this is a noun clause. See Note on the right.) • That he believes his own story is remarkable. (Jerome Blattner) • (This noun clause is the subject of the sentence. Be aware that starting a sentence with a noun clause starting That is acceptable, but it grates on lots of people's ears. As a result, many writers prefer to precede it with "The fact…".) • Ask your child what he wants for dinner only if he's buying. (Fran Lebowitz) • (This noun clause is the direct object of ask.) • He knows all about art, but he doesn't know what he likes. (James Thurber, 1894-1961) • (This noun clause is the direct object of know.) • It is even harder for the average ape to believe that he has descended from man. (H L Mencken, 1880-1956) • (This noun clause is the direct object of believe.) • I never know how much of what I say is true. (Bette Midler) • (This noun clause is an object of a preposition.) • Man is what he eats. (Ludwig Feuerbach) • (This noun clause is a subject complement.) • My one regret in life is that I am not someone else. (Woody Allen) • (This noun clause is a subject complement.) • An economist is a man who states the obvious in terms of the incomprehensible. (Alfred A Knopf) • (This noun clause is a subject complement.) • (Not all agree this is a noun clause. See Note on the right.) Adjective Clauses
Reading Pali Canon in English Page 168 of 186 • My dog, who usually refuses to go near the water, dived in the canal to chase a water vole. • (In this example, the clause acts like an adjective.) Compare the example above to this: • My water-shy dog dived in the canal to chase a water vole. • (water-shy = adjective) What Is an Adjective Clause? (with Examples) When we think of an adjective, we usually think about a single word used before a noun to modify its meanings (e.g., tall building, smelly cat, argumentative assistant). However, an adjective can also come in the form of an adjective clause. An adjective clause usually comes after the noun it modifies and is made up of several words which, like all clauses, will include a subject and a verb. when - Time : at which, on which where- Place : in which why- Reason : for which How- Method : by which But- who (which)… not the same…as s+ v Antecedent Function of Relative Relative man subject who, that man object whom, (that) man prepositional object Prep.whom, (that)prep. man possessive whose animal, thing subject and object which, that animal, thing prepositional object Prep.which, (that) prep. animal, thing possessive of which
Reading Pali Canon in English Page 169 of 186 such… as s + v such… that s + v. Examples: I remember the day when she first wore the pink dress. The place where Macbeth met the witches was secret. I know the reason why he was so angry. She knew the way how you played the trick. There is not a man but would like to be in your place. Please do the same way as i do. I have never heard such stories as he tells. Examples of Adjective Clauses Here are some examples of adjective clauses: • The carpets which you bought last year have gone moldy. • The film which you recommended scared the kids half to death. • The follies which a man regrets most in his life are those which he didn't commit when he had the opportunity. (Helen Rowland, 1876-1950) • Bore: a person who talks when you wish him to listen. The Components of an Adjective Clause An adjective clause (which can also be called an adjectival clause or a relative clause) will have the following three traits: • It will start with a relative pronoun (who, whom, whose, that, or which) or a relative adverb (when, where, or why). • (This links it to the noun it is modifying.)(Note: Quite often, the relative pronoun can be omitted. However, with an adjective clause, it is always possible to put one in. There is more on this below.) • It will have a subject and a verb. • (These are what make it a clause.) • It will tell us something about the noun. (This is why it is a kind of adjective.) Look at the three traits in this example:
Reading Pali Canon in English Page 170 of 186 Quite often, the relative pronoun is the subject of the clause. Look at the three traits in this example: The Relative Pronoun Can Be Omitted It is common for the relative pronoun to be omitted. Look at these examples: • The carpets which you bought last year have gone moldy. • The film which you recommended scared the kids half to death. • The follies which a man regrets most in his life are those which he didn't commit when he had the opportunity. (Helen Rowland, 1876-1950) This is not always possible though: • Bore: a person who talks when you wish him to listen. Commas or No Commas around an Adjective Clause? The big question with an adjective clause is whether to offset it with commas or not. The rule is this:
Reading Pali Canon in English Page 171 of 186 • Don't use commas if your clause is essential; i.e., it is required to identify its noun. (This is called a restrictive clause.) • Do use commas if your clause is just additional information. (This is called a non-restrictive clause.) This is a good test: If you would happily put brackets around it or delete it, then use commas. Here is an example of a non-restrictive clause: • My brother, who claimed to have a limp, sprinted after the bus. • (This clause is not required to identify My brother. It is just additional information.) • My brother (who claimed to have a limp) sprinted after the bus. • (As it's just additional information, you can put it in brackets.) • My brother sprinted after the bus. (As it's just additional information, you can even delete it.) Compare this to a restrictive clause: • The tramp who claimed to have a limp sprinted after the bus. • (This clause is required to identify The tramp. Without it, we don't know which tramp we're talking about.)
Reading Pali Canon in English Page 172 of 186 • The tramp (who claimed to have a limp) sprinted after the bus. • (This sentence is only appropriate if we know which tramp we're talking about.) • The tramp sprinted after the bus. (This sentence is only appropriate if we know which tramp we're talking about.) If an adjective clause could be removed without wrecking the sentence (i.e., it just adds additional information), then it should be offset with commas. (You could equally use brackets or dashes.) A clause which can be safely removed is called a nonrestrictive clause. A restrictive clause, on the other hand, is one which cannot be removed because it's essential to the sentence. Restrictive clauses are not offset with commas. For example: • The man who lives next door is getting ruder. • (This is an example of a restrictive clause. You cannot remove it. There are no commas.) • Councillor Simon Smith, who lives next door, is getting ruder. (This is an example of a non-restrictive clause. You can remove it. It's just additional information. That's why there are commas around it.) Adverbial Clauses • He lost his double chin after he gave up beer. • (In this example, the clause acts like an adverb.) Compare the example above to this: • He lost his double chin recently. • (recently = adverb) What Are Adverbial Clauses? An adverbial clause is a group of words which plays the role of an adverb. (Like all clauses, an adverbial clause will contain a subject and a verb.) For example: • Keep hitting the gong hourly. • (normal adverb) • Keep hitting the gong until I tell you to stop. (adverbial clause)
Reading Pali Canon in English Page 173 of 186 In the examples above, the normal adverb and adverbial clause both tell us when the gong is to be hit. They are both adverbs of time. All adverbs (including adverbial clauses) can usually be categorized as one of the following: Adverbs of Time An adverb of time states when something happens or how often. An adverb of time often starts with one of the following subordinating conjunctions: after, as, as long as, as soon as, before, no sooner than, since, until, when, or while. Here are some examples: • After the game has finished, the king and pawn go into the same box. (Italian Proverb) • I stopped believing in Santa Claus when my mother took me to see him in a department store, and he asked for my autograph. (Shirley Temple) • As soon as you trust yourself, you will know how to live. (Johann Wolfgang von Goethe) Time : when เมอ whenever เมอไหรกตาม while ในขณะท since ตงแต before กอน after หลง until จนกระทง as long as ตราบใดท as soon as ทนทท etc. Adverbs of Place An adverb of place states where something happens. An adverb of place often starts with a preposition (e.g., in, on, near) or one of the following subordinating conjunctions: anywhere, everywhere, where, or wherever. Here are some examples: • In a world where there is so much to be done, I felt strongly impressed that there must be something for me to do. (Dorothea Dix)
Reading Pali Canon in English Page 174 of 186 • I am not afraid of the pen, the scaffold, or the sword. I will tell the truth wherever I please. (Mother Jones) Place : where ทไหน wherever ทไหนกด, ทไหนกตาม as far as ไปถงเพยงแค Adverbs of Manner An adverb of manner states how something is done. An adverb of manner often starts with one of the following subordinating conjunctions: as, like, or the way. Here are some examples: • He acts like it is a joke. • We don't have conversations. You talk at me the way a teacher talks to a naughty student. • Except for an occasional heart attack, I feel as young as I ever did. (Robert Benchley) Manner : as อยางท, อยาง as if ราวกบวา, ประหนงวา as though ราวกบวา, ประหนงวา Adverbs of Degree or Comparison An adverb of degree states to what degree something is done or offers a comparison. An adverb of degree often starts with one of the following subordinating conjunctions: than, as...as, so...as, or the...the. Here are some examples: • A vacuum is a hell of a lot better than some of the stuff that nature replaces it with. (Tennessee Williams) • He is as smart as he is tall. • She is not so bright as she thinks she is. Sometimes, the verb in an adverb of degree is understood (i.e., not present). For example: • You are taller than I.
Reading Pali Canon in English Page 175 of 186 • (In this example, the verb am has been omitted. This is permissible.) • You are taller than I am. • (This is the full version.) • You are taller than me. (This is the colloquial version. This version might irk some of your grammar-savvy readers, but it is acceptable.) Read more about choosing between than I and than me. Comparison : as …+ adj. or adv. + as บอกเลา no so (or as)…+ adj. or adv. + as ปฏเสธ adj.+er than more + adj. than Adverbs of Condition An adverb of condition states the condition for the main idea to come into effect. An adverb of condition often starts with if or unless. Here are some examples: • If the facts don't fit the theory, change the facts. (Albert Einstein) • If the English language made any sense, a catastrophe would be an apostrophe with fur. (Doug Larson) • If all the rich people in the world divided up their money among themselves, there wouldn't be enough to go around. (Christina Stead, 1903-1983) Condition : if ถา if only ถาเพยงแตวา supposing สมมตวา on condition that โดยมเงอนไขวา unless นอกจากวา as long as ตราบใดท so long as ตราบใดท provided that ถาหากวา etc.
Reading Pali Canon in English Page 176 of 186 Adverbs of Concession An adverb of concession offers a statement which contrasts with the main idea. An adverb of concession often starts with one of the following subordinating conjunctions: though, although, even though, while, whereas, or even if. Here are some examples: • Although golf was originally restricted to wealthy, overweight Protestants, today it's open to anybody who owns hideous clothing. (Dave Barry) • A loud voice cannot compete with a clear voice, even if it's a whisper. (Barry Neil Kaufman) Concession : although ถงแมวา though ถงแมวา even though แมวา even if แมวา however อยางไรกตาม whatever อยางไรกตาม in spite of the fact that ทงๆท Adverbs of Reason An adverb of reason offers a reason for the main idea. An adverb of reason often starts with one of the following subordinating conjunctions: as, because, given, or since. Here are some examples: • I don't have a bank account, because I don't know my mother's maiden name. (Paula Poundstone) • Since you are like no other being ever created since the beginning of time, you are incomparable. (Brenda Ueland) Properties of an Adverbial Clause Here are the properties of an adverbial clause: •An adverbial clause is an adjunct. This means it can be removed without the sentence being grammatically wrong.
Reading Pali Canon in English Page 177 of 186 •An adverbial clause is a dependent clause. This means it cannot stand alone as meaningful sentence in its own right. •An adverbial clause usually starts with a subordinating conjunction (e.g., although, because, if, until, when) •An adverbial clause will contain a subject and a verb. (This is what makes it a clause as opposed to a phrase.) Sentence36 Definitions and Examples of Basic Sentence Elements The Mastering the Mechanics webinar series also describes required sentence elements and varying sentence types. Please see these archived webinars for more information. Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font = prepositional phrase Independent clause: An independent clause can stand alone as a sentence. It contains a subject and a verb and is a complete idea. ◦ I like spaghetti. ◦ He reads many books. Dependent clause: A dependent clause is not a complete sentence. It must be attached to an independent clause to become complete. This is also known as a subordinate clause. ◦ Although I like spaghetti,… ◦ Because he reads many books,… Subject: A person, animal, place, thing, or concept that does an action. Determine the subject in a sentence by asking the question “Who or what?” ◦ I like spaghetti. ◦ He reads many books. https://academicguides.waldenu.edu/writingcenter/grammar/sentencestructure,[ 15 Sept.2561] 36
Reading Pali Canon in English Page 178 of 186 Verb: Expresses what the person, animal, place, thing, or concept does. Determine the verb in a sentence by asking the question “What was the action or what happened?” ◦ I like spaghetti. ◦ He reads many books. ◦ The movie is good. (The be verb is also sometimes referred to as a copula or a linking verb. It links the subject, in this case the movie, to the complement or the predicate of the sentence, in this case, good.) Object: A person, animal, place, thing, or concept that receives the action. Determine the object in a sentence by asking the question “The subject did what?” or “To whom?/For whom?” ◦ I like spaghetti. ◦ He reads many books. Prepositional Phrase: A phrase that begins with a preposition (i.e., in, at for, behind, until, after, of, during) and modifies a word in the sentence. A prepositional phrase answers one of many questions. Here are a few examples: “Where? When? In what way?” ◦ I like spaghetti for dinner. ◦ He reads many books in the library. English Sentence Structure The following statements are true about sentences in English: • A new sentence begins with a capital letter. ◦ He obtained his degree. • A sentence ends with punctuation (a period, a question mark, or an exclamation point). ◦ He obtained his degree. • A sentence contains a subject that is only given once. ◦ Smith he obtained his degree. • A sentence contains a verb or a verb phrase. ◦ He obtained his degree. • A sentence follows Subject + Verb + Object word order. ◦ He (subject) obtained (verb) his degree (object).
Reading Pali Canon in English Page 179 of 186 • A sentence must have a complete idea that stands alone. This is also called an independent clause. ◦ He obtained his degree. Simple Sentences A simple sentence contains a subject and a verb, and it may also have an object and modifiers. However, it contains only one independent clause. Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font =prepositional phrase Here are a few examples: • She read. • She completed her literature review. • He organized his sources by theme. • They studied APA rules for many hours. Compound Sentences A compound sentence contains at least two independent clauses. These two independent clauses can be combined with a comma and a coordinating conjunction or with a semicolon. Key: independent clause = yellow, bold; comma or semicolon = pink, regular font; coordinating conjunction = green, underlined Here are a few examples: She completed her literature review, and she created her reference list. He organized his sources by theme; then, he updated his reference list. They studied APA rules for many hours, but they realized there was still much to learn. Using some compound sentences in writing allows for more sentence variety.
Reading Pali Canon in English Page 180 of 186 Complex Sentences A complex sentence contains at least one independent clause and at least one dependent clause. Dependent clauses can refer to the subject (who, which) the sequence/time (since, while), or the causal elements (because, if) of the independent clause. If a sentence begins with a dependent clause, note the comma after this clause. If, on the other hand, the sentence begins with an independent clause, there is not a comma separating the two clauses. Key: independent clause = yellow, bold; comma = pink, regular font; dependent clause = blue, italics Here are a few examples: • Although she completed her literature review, she still needed to work on her methods section. ◦ Note the comma in this sentence because it begins with a dependent clause. • Because he organized his sources by theme, it was easier for his readers to follow. ◦ Note the comma in this sentence because it begins with a dependent clause. • They studied APA rules for many hours as they were so interesting. ◦ Note that there is no comma in this sentence because it begins with an independent clause. • Using some complex sentences in writing allows for more sentence variety. Compound-Complex Sentences Sentence types can also be combined. A compound-complex sentence contains at least two independent clauses and at least one dependent clause. Key: independent clause = yellow, bold; comma or semicolon = pink, regular font; coordinating conjunction = green, underlined; dependent clause = blue, italics • She completed her literature review, but she still needs to work on her methods section even though she finished her methods course last semester.
Reading Pali Canon in English Page 181 of 186 • Although he organized his sources by theme, he decided to arrange them chronologically, and he carefully followed the MEAL plan for organization. • With pizza and soda at hand, they studied APA rules for many hours, and they decided that writing in APA made sense because it was clear, concise, and objective. • Using some complex-compound sentences in writing allows for more sentence variety. • Pay close attention to comma usage in complex-compound sentences so that the reader is easily able to follow the intended meaning. What Is a Sentence? 37 A sentence is a group of words giving a complete thought. A sentence must contain a subject and a verb (although one may be implied). A More Formal Definition of Sentence A sentence is a set of words that is complete in itself, typically containing a subject and predicate, conveying a statement, question, exclamation, or command, and consisting of a main clause and sometimes one or more subordinate clauses. Oxford Dictionary The Four Types of Sentence There are four types of sentence. • A declarative sentence. • A declarative sentence states a fact and ends with a period / full stop. For example: ◦ He has every attribute of a dog except loyalty. (Thomas P Gore) ◦ I wonder if other dogs think poodles are members of a weird religious cult. ◦ (Remember, a statement which contains an indirect question (like this example) is not a question.) https://academicguides.waldenu.edu/writingcenter/grammar/sentencestructure, [15 Sept.2561] 37
Reading Pali Canon in English Page 182 of 186 • An imperative sentence. • An imperative sentence is a command or a polite request. It ends with an exclamation mark or a period / full stop. For example: ◦ When a dog runs at you, whistle for him. (Henry David Thoreau, 1817-1862) • An interrogative sentence. • An interrogative sentence asks a question and ends with a question mark. For example: ◦ Who knew that dog saliva can mend a broken heart? (Jennifer Neal) • An exclamatory sentence. • An exclamatory sentence expresses excitement or emotion. It ends with an exclamation mark. For example: ◦ In Washington, it's dog eat dog. In academia, it's exactly the opposite! (Robert Reich) The Four Sentence Structures A sentence can consist of a single clause or several clauses. When a sentence is a single clause, it is called a simple sentence (and the clause is called an independent clause). A sentence must contain at least one independent clause. Below are the four types of sentence structure (with their independent clauses shaded: • A Simple Sentence. • A simple sentence has just one independent clause. For example: ◦ You can't surprise a man with a dog.(Cindy Chupack) • A Compound Sentence. • A compound sentence has at least two independent clauses. For example: ◦ Cry "Havoc," and let slip the dogs of war. (William Shakespeare, 1564-1616) • A Complex Sentence. • A complex sentence has an independent clause and at least one dependent clause. For example: ◦ Diplomacy is the art of saying "nice doggie" until you can find a rock. (Will Rogers, 1879-1935) ◦ When you're on the Internet, nobody knows you're a dog. (Peter Steiner)
Reading Pali Canon in English Page 183 of 186 • A Compound-Complex Sentence. • A compound-complex sentence has at least two independent clauses and at least one dependent clause. For example: ◦ When a dog bites a man, that is not news because it happens so often, but if a man bites a dog, that is news. (John B Bogart)
Reading Pali Canon in English Page 184 of 186 Effective Strategies for Teaching Reading KWL Plus SQ4R K (Know) W (Want to Know) L (Learned) Plus The pre-reading stage The purpose -setting stage The post-reading stage To engage in a writing activity to express their learning To indicate what students want to know more about a topic of the reading passage To guide to their reading To tell what they learned after reading the text S = Survey Q = Question 4 R Look at pictures, photos, maps, bold print, captions, and headings to help you form an idea of the topic and purpose of written Pretend you are interviewing the author(s) of the written text. Based upon what you surveyed, what questions do you want to ask the author(s)? Write your questions next to the picture, photos, maps, bold print, captions and headings 1.Read : Read the text. Use a pen to pmark the text.(Do not use a highlight marker). Underline,star, or vocabulary words or ideas that you think are important 2. Respond : AS you read, try to fi n d t h e a n s w e r s t o t h e q u e s t i o n s y o u a s k e d . Remember, as your read, you might ask more questions. Be sure to write your answers in the margins. 3. Review : When you finish reading, review the written text. Can you answer the questions that you asked? Do you understand everything about the written text? If the author(s) were sitting next to you, what other questions would you ask?
Reading Pali Canon in English Page 185 of 186 4. Reflect : Close the text. Think about what your have read. Discuss the main points with someone. Do you agree or disagree with the author(s)? What surprised you about the written text? What did you find to be interesting? What did you find to be confusing? What did you learn?
Reading Pali Canon in English Page 186 of 186 ประวตผเขยน (Biography) ชอ : พระมหาสมพงษ ปญญาธโร (ประภาวะนง) เกด : วนท ๒๘ ตลาคม พ.ศ. ๒๕๐๙ ณ บานโนน ตบลขามปอม อเภอวาปปทม จงหวดมหาสารคาม บรรพชาอปสมบท : วนท ๑๓ มกราคม พ.ศ. ๒๕๓๒ ณ พทธสมาวดมงคลทบคลอ ตบลทบคลอ อเภอทบคลอ จงหวดพจตร การศกษา : พ.ศ. ๒๕๒๘ จบการศกษาสายสามญ ม.๖ ณ โรงเรยนพระปรยตธรรมวดโพธตาก จงหวดอบลราชธาน : พ.ศ. ๒๕๒๕ จบนกธรรมชนเอก ณ โรงเรยนพระปรยตธรรม วดโพธตาก จงหวดอบลราชธาน : พ.ศ. ๒๕๓๒ จบเปรยญธรรม ๔ ประโยค ณ วดมงคลทบคลอ ตบลทบคลอ อเภอทบคลอ จงหวดพจตร : พ.ศ. ๒๕๔๐ จบปรญญาตร ศกษาศาสตรบณฑต (ศษ.บ) มหาวทยาลยสโขทยธรรมาธราช จงหวดนนทบร : พ.ศ. ๒๕๔๖ จบปรญญาตร พทธศาสตรบณฑต (พธ.บ) มหาวทยาลยมหาจฬาลงกรณราชวทยาลย รนท ๔๖ : พ.ศ. ๒๕๔๙ จบปรญญาโท ศลปศาสตรมหาบณฑต (ภาษาองกฤษ) มหาวทยาลยนเรศ วร จงหวดพษณโลก ตแหนงงานปจจบน : อาจารย ประจ มหาวทยาลยมหาจฬาลงกรณราชวทยาลย วทยาเขตขอนแกน จงหวดขอนแกน ทอยปจจบน : สนกสงฆมหาจฬาอาศรม หนองดนด ตบลบานเปด อเภอเมอง จงหวดขอนแกน
xi TQF 03 (Thailand Qualification Framework 03) Unit 1 : General Information Unit 2 : Purpose and Objectives Institution Mahachulalongkornrajvidyalaya University Campus /Faculty/ Major Khon Kaen Campus / Humanities / English 1. Subject Code and Name of the Subject/Course 302302 Reading Tipiṭaka in English การอ่านพระไตรปิฏกภาคภาษาอังกฤษ 2. Number of Credit 2 Credits 2(2-0-4) 3. Degree and Course Buddhist Graduate Degree Major : English 4. Name of Instructor : Phra Maha Somphong Paññãdharo 5. Semester / Graduate Level / Year Second Semester /Second Year 6. Pre-requiste N/A 7. Co-requisites N/A 8. Location / Place of study Mahachulalongkornrajvidyalaya University, Khonkaen Campus 9. Latest Date of Curriculum Revision 16 November BE 2566 /2023 1. Course Focus/Purpose Students know the background, the important elements and signification of Tipiṭaka in both Thai and English. 2. Objectives of Course Revision Develop and improve the course content in a clear fashion making it consistent with course focus/purpose and leading to proficient learning and teaching that would enable students to acquire reading Tipiṭaka in English and prompt responsiveness meeting the requirement of the TQF.
xi Unit 3 : Procedural method Unit 4 : Students’ Learning Development 1. Course Syllabus To study the provided Reading Tipiṭaka in both Thai and English, Students know the background, the important elements and signification of Tipiṭaka and introduce the sourse of Pali Canon to the interesting persons and improve the skill of reading in the future. 2. Teaching Hours per semester Lecture : Lecture 45 hours per semester Extra/ Supplementary : Supplementary teaching as per requirement of individual student’s need Practical/field work/training : Interview native speaker Self - access learning : Reading in Library 3. Hours for individual consultation or academic advice 1 hour/week (depending on the student’s need 1. Moral and Ethics 1.1 Moral and ethics that need to be developed (1) Moral, ethics, values and honesty (based on the main responsibility in TQF 02) 1.2 Teaching Methods (1) Whle taching , morals, ethics, social values and honest related to the course contents are taught (consistent with the main responsibility 01, item 1.1). 1.3. Evaluation (1) The student’s behaviors showing their morals, ethics, social valuaes and honesty will be observed throughout the semester. 2. Knowledge 2.1 Knowlage that needs to be provided: 1) Knowledge, understanding in relation to the principles and contents of Reading Tipiṭaka in English (based on the main responsibility in TQF 02). 2.2 Teaching Methods: 1) Lecturing on the contents, educational principles, critical thinking in order to provide the students wiht an understanding of the core contents, principles, theories of the course (consistent with the main responsibility 01, item 2.1).
xi 2.3 Evaluation 1) Test, mid-term examination and final examination 2) Assessments of the students’ knowledge and undstanding of the principles, theories and core contents by assigning them to present some topics of the principle. 3. Intellectual Skills 3.1 Intellectual skills that need to be developed: 1) The ability to search, analyze, make understanding and apply the knowledge they learn in the course. 3.2 Teaching Methods: 1) Give the students assignment requiring them to search for more information in different sources, and later have them present their research results by showing their understanding of the assigned topics and the ways to apply the knowledge they learned (consistent with the main responsibility 01, item 3.1). 3.3 Evaluation: 1) Checking the correctness of the contents of the students’ presentation, referencing, reasoning and the ways to apply knowledge. 4. Interpersonal Relation Skills and responsibility 4.1 Inter-person relation skills and responsibility that needs to be developed: 1) Raise self and social responsibility. 4.2 Teaching Methods: 1) Individual assignments such as individual report. (Consistent with the main responsibility 01, item 4.1 in the aspect of self-responsibility) 2) Group assignment and presentation (consistent with the main responsibility 01, item 4.1 in the aspect of social responsibility). 5. Numeric, Communicative, Technology Skills 5.1 Numeric, Communicative, technology skills that needs to be developed: 1) Communicative skills in Thai language (as main responsibility in TQF2) 2) Communicative skills in foreign language (as sub-responsibility in TQF2) 5.2 Teaching Methods: 1) Assign the students to present their individual and group work in Thai language (consistent with the main responsibility 01,item 5.1 in TQF2). 2) Using the English materials, media and regularly teaching them English grammar related to the teaching contents and methods to present their works in English (consistent with the sub-responsibility 01,item 5.1 in TQF2).
xi Unit 5 Instructional Plan and Evaluation 5.1 Instructional Plan 5.3 Evaluation: 1) Evaluate clarity of Thai language usage in terms of its comprehensiveness, correctness of academic language usage. 2) Ask the students to practice their English language in communication by using the course material and present their works in English when possible. Wee l Topic / Details Hou r Learning / Teaching Activity and Media (if any) Lecturer 1 Introduction 1.1 Introduction on Teaching Plan 1.2 Description of subject 1.3 Objective of subject 1.4 Methods of evaluation 1.5 Learning activities 1.6 Assignment 1.7 Attendance 1.8 Pre-test 2 Lecture Course book Illustration Work sheet Power Point Projector Phra Maha Somphong Paññãdharo 2-3 Pali canon or tipitaka 1.1 Meaning and definition of Tipiṭaka : What is Tipiṭaka (or Pali Canon)? 1.2 The Classification of Tipiṭaka, (Pali Canon) 1.3 From Dhamma and Vinaya to Tipiṭaka 1.4 From the Oral tradition to the scripture of palm leaves 4 Lecture Course book Illustration Work sheet Power Point Projector 4 The significance of the Pali Canon 1.The Pali Canon and the Triple Gem 2. The Pali Canon and Four Assemblies 3. The Pali Canon and three true doctrine 4. The Pali Canon and Threefold Training 2 Lecture Course book Illustration Work sheet Power Point Projector 5-6 Vinaya Pitaka 3.1 What is Vinaya Pitaka? 3.2 Significance of Vinaya Tipiṭaka 3.3 Books of Vinaya Tipiṭaka 3.4 Commentary of Vinaya Tipiṭaka 4 Lecture Course book Illustration Work sheet Power Point Projector
xi 5.2 Learning Result Evaluation 7 Suttanta Tipiṭaka 4.1 What is Suttanta Tipiṭaka? 4.2 Significance of Suttanta Tipiṭaka 4.3 Books of Suttanta Tipiṭaka 4.4 Commentary of Suttanta Tipiṭaka 2 Lecture Course book Illustration Work sheet Power Point Projector MID-TERM TEST 2 8-9 Abhidhamma Tipiṭaka 5.1 What is Abhidhamma Tipiṭaka? 5.2 Significance of Abhidhamma Tipiṭaka5.3 Books of Abhidhamma Tipiṭaka 5.4 Commentary of Abhidhamma Tipiṭaka 4 Lecture Course book Illustration Work sheet Power Point Projector 10- 11 Saṅgãyanã : Rehearsal 1st -6 th Rehearsal 4 Lecture Course book Illustration Work sheet Power Point Projector 12- 13 The important discourse from Tipiṭaka 4 Lecture Course book Illustration Work sheet Power Point Projector 14- 15 Review & Conclusion Presentation Assignments 4 Lecture Course book Illustration Work sheet Power Point Projector 16 FINAL TEST 2 No. Learning Results Evaluation Method Week Percentage 1 1.1, 1.2, 5.1 Midterm Examination 8 20% 2 1.1, 1.2, 5.1 Final Examination After 16 30%
xi Unit 6 : Learning Resource 3 3.1, 4.1, 5.1 Individual Assignment 12 10% 4 3.1, 4.1, 5.1 Group-Assignment/ Presentation(20) minute each) 6-16 20% 5 1.1, 4.1 Class Attendance Participation in Group Discussion 1-16 20% 1. Documents / main textbook 1) Phra Maha Somphong Paññãdharo, Reading Tipiṭaka in English (302302). (Khonkaen : MCUKK Press, 2018).
xi 2. Documents/ main textbook 1) U Ko Lay, Guide to Tipitaka.Buddha Dharm Education Association Inc.1984. Ven. Narada, Thera, An Elemenary Pali Course. Buddha Dharm Education Inc, 1952. 2) P.A Payutto, The Pali Canon, What a Buddhist Must Know,Translated into English by Dr. Somseen Chanawangsa: Bangkok, 2002. 3) Crystal, David. A Dictionary of Linguistics and Phonetics. The Third Edition, 1991. 4)DOU Liaison Office, The History of Buddhism, Translated by Dr. Anunya Methmanus, Bangkok : Thailand, 2555. 5) DOU Liaison Office, Sciences as Explained in the Buddhist Scriptures ( Tripitaka). Bangkok: Thailand, 2556. 6) Nancy Douglas, David Bohlke, National Geographic Learning, Reading Explorer 3, second Edition,USA. 2015 7) เศรษฐวิทย์,How to overcome reading obstacles, พิมพ์ครั้งที่ ๘, กรุงเทพมหานคร :โรงพิมพ์เม็ดทราย,๒๕๔๕ 3. Web sites https://en.wikipedia.org/wiki/Pāli_Canon http://www.accesstoinsight.org/tipitaka/ http://www.palicanon.org http://www.buddhanet.net/e-learning/history/s_theracanon.htm http://www.tipitaka.org http://buddhism.about.com/od/thetripitaka/a/tripitakahistor.htm http://www.budakoda.ee/en/a-selection-of-articles-by-vaddhaka/an-introduction-to-the-pali-canon/ http://www.religionfacts.com/tripitaka http://www.dharmanet.org/lcsutrastherv.htm https://crossrivermeditation.com/pali-canon-buddha-taught/ http://www.mahamevnawawinnipeg.org/sutta-pitaka.html http://www.urbandharma.org/udharma2/tipmap.html http://www.buddhanet.net/pdf_file/tipitaka.pdf http://www.accesstoinsight.org/tipitaka/an/an03/an03.065.than.html http://www.buddhanet.net/ipp.htm http://www.accesstoinsight.org/lib/authors/nanamoli/PathofPurification2011.pdf https://www.scribd.com/document/139118668/111183940-Vimuttidhamma-From-Chakra-to-Dhammachakra http:// www.buddhanet.net 3. Internet Documents/ textbook/ Resources about Tipiṭaka ๑. http://www.dhammathai.org/buddhism/tripitaka.php ๒.https://th.wikipedia.org/wiki/พระไตรปิฎก ๓. http://www.84000.org ๔. http://tripitaka-online.blogspot.com/2016/09/tpd-main.html ๕. http://www.tipitaka.com
xi Unit 7: Course Evaluation and Improvement 1. Evaluation Strategy of Course Effectiveness by Students - Group discussion by lecturer and students - Class observation - Online course evaluation: Facebook, Line 2. Instruction Evaluation - Observation - Consideration of examination result - Revision ot the students results 3. Instructional Improvement - Using online -resources is one of the most effective waya to keep the learning content to be updated. - For self-study, students are asked to explore more Dhamma books in Englsih online and try to use teh electronic applications such as Google Translate, Mobile Egnlish-Thai Dictionary to get better comprehension of the learning contents. - Additional topics for improving English proficiency such as grammars and vocabulary are provided for students; this supports the better outcmes of their learning; however, all topics are altered into Buddhist context which can be seen in section A of all chapters. - Think-Pair-Share’ is used in Before Reading of all chapters; this enables students to have an opportunity to practice their critial thinking skill. - Before class summary, in the final final quater of the class, students are allowed to raise their questions on what they have learned and their classmates are allowed to participate in answering the questions.