DOCSLIB.ORG

Advanced Tagalog Reader. INSTITUTION Hawaii Univ., Honolulu

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME ED 257 308 FL 014 983 AUTHOR Ramos, Teresita V. TITLE Advanced Tagalog Reader. INSTITUTION Hawaii Univ., Honolulu. Dept. of Indo-Pacific Languages. f 4S AGENCY Office of Postsecondary Education (ED), Washington, DC. PUB DATE [85] GRANT G00-83-02114 NOTE 472p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Guides - Classroom Use -Materials (For Learner) (051) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Adult Education; *Advanced Courses; *Creative Writing; *Cultural Education; Foreign Countries; Glossaries; *Reading Comprehension; Reading Materials; *Tagalog; *Vocabulary Development; *Writing Exercises IDENTIFIERS *Philippines ABSTRACT A Tagalog reader designed for adult students beyond the intermediate level contains 30 lessons in agriculture, art, economics, education, history, language, literature, medicine, music, political science, religion, and sociology. Each unit contains four sections: (1) a reading passage with numbered paragraphs and underlined vocabulary words, for later reference; (2) two word lists containing general and specialized or technical vocabulary, defined as used in the text, with parts of speech, countryof origin if borrowed, synonyms and variants if appropriate, and accents noted; (3) comprehension questions, primarily recall, with some comparative, free-response, and experience-related; and (4) exeLlises for vocabulary expansion, text analysis, discussion, and creative writing. (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** (:)o-83-0Q //f 1141e. YE,ifeA,/fes ADVANCED TAGALOG READER PRINCIPAL INVESTIGATOR TERESITA V. RAMO% Pam DEPT, OF INDo-PACIFIC LANGUAGES UNIVERSITY OF HAWAII Project funded by the International Research and Studies Program (Title VI) of the U.S. Department of Education (September 1, 1983 December 31, 1984) U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION 11 EDUCATIONAL RESOURCES INFORMATION CENTER (MCI (:)1" This document has been reproduced as 43'"" A received from the person or organization -7-'. originating it Minor changes nave been made to improve 0 reproduction quality 11 Points of view or opinions stated in this docu. ment do not necessarily represent official NIE LL position or policy ACKNOWLEDGMENTS Valuable consultant service is recognized from Dr. Rosita Galang of the University of San Franciso. The writer thanks Romulo Esteban. Rowena Pilapil and Grace Ontalan for their skillful assistance in preparing the manuscript. It is a special pleasure to acknowledge the sources of the reading passages and the authors of the selections that appear in the text. Agoncillo. Teodoro. "Pugad ng Kagitingan". fiagialui (July. 1976) . 13-17. Agoncillo. Teodoro."Si Magallanes sa Filipinas". Eagan= (May-June. 1977). 10. Agoncillo. Teodoro. "Ang Tao't KLlikasan".Eiliuin kola Mahal. (Manila. 1981) . 3-15. Agoncillo. Teodoro "Ang Sinaunang Rabihasnane. Rilipiam kiana maw, (Manila. 1981) . 19-32. Agoncillo. Teodoro "Buhay-Buhar. kang Mahal. (Manila. 1981). 109-127. Arceo. Liwayway. "Engalog o Taglish.... Pilipino 0 Filipino". =jam (February. 1976) . 7. Bennagen. Ponciano. "Bawang. Barya at taigas: Mga Ritual sa Bagong non". &Laing (January. 1979). 49-50. ii Edroza-Matute. Genoveva. "Dalawang Wika.Tsang Diva". figiatgag (November, 1975), 14-18. Garcia. Fanny. "Sa Bayan ng mga Panata". figigingsg (April. 1976). 46-49. Guzman, Gloria. "Nagbihis ang Kanayunan', fiAglami (March- April, 1978). 41-48. Licsi-Espino. Federico Jr. "Rung Baga sa.Salamin May Pinturang Pandekorasyon at May Pinturang Tagapagsiwalat ng Buhay". agamm (October. 1975). 39-42. Licsi-Espino. Federico Jr. "Mga Gamot na Walang Resets*. SAWA= (October. 1976). 7-9. Lumbera. Bienvenido. "Simula atKatapusan ng Nobyembrew. &minim (November. 1979). 4. Magno. A. R. and F. D. Rillon Jr. "Pag-aaral Tungo sa Kamangmangans. Sap gag (June. 1979). 15-18. Mangahas. Fe. "Pagkatapos ng Halalan". finglgAg (May- June. 1978). 9-12. Miraflor. Norma. "Sulat Mula sa Pritil". Wujingm 14 1311AUGUA4 Ganteigggia= Litesatuza (Manila. 1978). 63-69. Nofuente. Valerio. "Alisin 'Ka Mo ang Dyipni?". &plug (May-June. 1978). 5-10. Nofuente. Valerio. "Ang Epiko ni Labaw Donggon". Amami (June. 1979). 32. iii 4 Palma. Rafael. "Ang Awit ng Pasyon",Aguas=(January- February. 1978). 20. Perez. Rodolfo. "Sining ng Nagsisikipna Dinding". SAW.=(August. 1975). 4042. Reyes. Edgardo. "Di Maabot ng Rawalang Malay". Rgadinas is lillingual Ciantanummt Fhil neigattemui=s. (Manila. 1978). 162-167. Rill°. F.D. Jr. "Rung Makisama ang mga Pilipino". milldam(July. 1979), 5-6. Rillo. F. D. Jr. "Ang Hospitalidad ng mga Pinoy". BIWA= (May. 1979). 5-6. Tiongson. Nicanor. "Bagong Rristosa AtingPanahon". Sagisaa (April. 1976). 54-55. Yu. Rosario. "May Binubuhay ang Napaloloko".SMOAK (September. ',7'9). GENERALINTRODUCTION It would not be an exaggeration to say that most students taking Tagalog la the United Statesare not Tagalog majors. Most of them are in anthropology. linguistics. history. ethnomusicology. political science. Asian studies and some other related disciplines. Tagalog for these students is usually a tool to be used for research. While several books exist for the beginning and intermediate levels these are mostly conversational texts or their focus is on the oral mastery of the language. The situation gets critical in the area of reading where teachers have to scrounge around for supplementary materials whenever the need arisess. The result is that advanced language classes are beirg relegated to the study of the literature of the target language. a task more suitable for native speakers, or reduced to mere line by line translationof the text. These classes become long hours of tedious word-for-word dictionary work for the students rather thana smooth transition to progressively complex speaking. reading and writing skills. What is needed is a reader designed for adults who are interested in strengtheningtheir reading skills for academic or career purposes. The Admilagad uguada smagz AVAILABLE BESTCOPY (ATR) was developed for this purpose.It presents reading materials representative of current Tagalog that cover a wide range of subject matter(i.e. ,anthropology. ethnomusicology. art. history. literature and other related disciplines) in order to expose the reader to various content demands of general reading material. The aim of the text is to develop and expand the students' vocabulary repertoire as 'fell as to further train them in reading comprehension. It is expected that the materials will cover enough ground so that the students will also be able to see a comprehensive picture of Philippine life and culture. Design The Aduagaga Tiumigg Buds& is tailored to meetthe needs of the students who have gone beyondthe intermediate stage of language learning and whose fields of study include those mentioned above. An consists of thirty lessons. The format is as follows: Each chapter begins with a reading passage on a specific topic. for instance. agriculture. It will be immediately followed by a glossary of new terms oridiomatic expressions. To check the students' comprehension. a set of questions will follow.Since this is an advanced reader, thequestions will alsobe directed toward understanding vi 7 the passage. through implications or by reading between the lines. and the cultural phenomena unique in Philippine society. The fourth part of the chapter will be exercises on vocabulary expansion. more exercises on understanding the reading passage. discussion questions and creative writing activities. Materials The writer went through well-written Tagalog magazines (i.e. aniing) and books to look for interesting and suitable materials for the text. Then the selected materials were excerpted and cut to not more than 13 pages each. Advanced students of Tagalog were asked to read the material to check for readability. difficulty level and cohesiveness. Thirty essays were selected. excerpted and classified under 12 disciplines: Agriculture (1); Art (3); Economics (2); Education (1); History (5); Language (2); Literature (3); Medicine (1); Music (1); Political Science (1); Religion (2); and Sociology (8). BEST COPYAVAILABLE vii 8 BEST COPYAVAILABLE Format Each unit is divided into four sectionsas follows: a, Reading Riggings (Babasahin) Each selection is categorized as one of the 12 disciplines listed above. Each paragraph is numbered on the righthand side of the margin for easy access when specific paragraphsare referred to in analyzing ideas or concepts as well as guide toanswers to comprehension questions. Words defined in the vocabulary list are underlined in the text for easy reference. b. mug Last (Bokabularyo). The word list section consists of two sets of words -- general vocabulary and technical or specialized vocabulary. These words are defined as used in the text with parts of speech. country of origin. if borrowed. synonyms (optional). variants (if these exist) indicated. The words are accented. Verb entries are followed by their verb roots enclosed in parentheses. c. canzabeasima Smostlana Olga Tanong). Each unit consists of six to fifteen questions based on the text. Most of the questions are recall-type questions with specific answers found in the text while the rest are comparative. free response and experience-related type questions. To guide the students, when specific responses are called for. the number of the paragraph
Recommended publications
  • Rules and Options

    Rules and Options

    Rules and Options The author has attempted to draw as much as possible from the guidelines provided in the 5th edition Players Handbooks and Dungeon Master's Guide. Statistics for weapons listed in the Dungeon Master's Guide were used to develop the damage scales used in this book. Interestingly, these scales correspond fairly well with the values listed in the d20 Modern books. Game masters should feel free to modify any of the statistics or optional rules in this book as necessary. It is important to remember that Dungeons and Dragons abstracts combat to a degree, and does so more than many other game systems, in the name of playability. For this reason, the subtle differences that exist between many firearms will often drop below what might be called a "horizon of granularity." In D&D, for example, two pistols that real world shooters could spend hours discussing, debating how a few extra ounces of weight or different barrel lengths might affect accuracy, or how different kinds of ammunition (soft-nosed, armor-piercing, etc.) might affect damage, may be, in game terms, almost identical. This is neither good nor bad; it is just the way Dungeons and Dragons handles such things. Who can use firearms? Firearms are assumed to be martial ranged weapons. Characters from worlds where firearms are common and who can use martial ranged weapons will be proficient in them. Anyone else will have to train to gain proficiency— the specifics are left to individual game masters. Optionally, the game master may also allow characters with individual weapon proficiencies to trade one proficiency for an equivalent one at the time of character creation (e.g., monks can trade shortswords for one specific martial melee weapon like a war scythe, rogues can trade hand crossbows for one kind of firearm like a Glock 17 pistol, etc.).
  • Swords and Sabers During the Early Islamic Period

    Swords and Sabers During the Early Islamic Period

    Gladius XXI, 2001, pp. 193-220 SWORDS AND SABERS DURING THE EARLY ISLAMIC PERIOD POR DAVID ALEXANDER ABSTRACT - RESUMEN The present article offers a discussion on early swords and sabers during the Early Islamic Period, from the Topkapí Sarayi collection to written, iconographic and archeological sources. El presente artículo trata las espadas y sables utilizados en los primeros tiempos del Islam a partir de la co- lección del Topkapí Sarayi y de las fuentes escritas, iconográficas y arqueológicas. KEY WORDS - PALABRAS CLAVE Swords. Sabers. Islam. Topkapí Sarayi, Istambul. Espadas. Sables. Islam. Topkapí Sarayi. Estambul. SWORDS DURING THE EARLY ISLAMIC PERIOD The recent discovery in Spain of a ninth century sword represents a remarkable advance in our knowledge of early Islamic swords. This archaeological find is discussed in detail by Alberto Canto in this volume, the present article offers a discussion of early swords and sa- bers in general. Reference is also made to the so called saif badaw^ used in the investiture of ¿Abbasid caliphs under the Mamluks; and to the origins of the saber which represents an eastern influence on the Islamic world A sword is a weapon with a straight double-edged blade, generally pointed at its tip, and can be used for both cutting and thrusting; the hilt of a sword is generally symmetrical in form. A s ab er ca n b e de fi n ed a s a we a p on wi th a s i ng le - ed ge d b la de , s omet i me s s ha rp en e d a dd it io n al ly al on g t he l o we r pa r t of it s ba c k ed g e, d es i gn ed fo r cu t ti ng an d sl a sh in g .1 Al th ou g h s ab er s a re u s ua ll y c ur ve d , ea rl i er e x ampl es ar e l es s so an d s ome ar e v ir t ua ll y s tr ai g ht .
  • Star Channels Guide, June 25-July1

    Star Channels Guide, June 25-July1

    JUNE 25 - JULY 1, 2017 staradvertiser.com Jesse Custer (Dominic Cooper), his gun-toting ex, Tulip (Ruth Negga) and Irish vampire Cassidy (Joe Gilgun) continue their mission in season 2 ON A of Preacher. The supernatural drama is based on the comicbook of the same name and follows Custer and his friends as they set out to fi nd God. MISSION Premieres Sunday, June 25, on AMC. TH SUNDAY, JUNE 25 | 8:30PM | CHANNEL 53 ANNUAL From Scottish bagpipes and ukuleles to hula and dance performances, watch this showcase of incredible talents LEEWARD performed by the people of the Leeward side. ALSO AVAILABLE ON VIDEO ON-DEMAND CHANNEL 52, 7 49 52 53 54 55 MUSIC FESTIVAL ������������������������������ www.olelo.org ON THE COVER | PREACHER Praise prime time Gritty comicbook series Ennis’ graphic novel to the screen is extraor- ister organization out to get Custer. However, dinary,” Collier said. “We look forward to more producers have been keeping mum about who ‘Preacher’ returns to AMC time with these unforgettable characters, be it will play this season’s big bad. With a large por- in heaven, hell, Texas or beyond.” tion of the regular cast wiped out by the end By Kyla Brewer In the series, a disillusioned Custer has been of last season thanks to a massive explosion TV Media possessed by a mysterious entity known as that destroyed Annville, Texas, there are sev- Genesis, which gives him the power to compel eral new cast members hopping on board for here is no such thing as typical television others to do exactly what he wants.
  • SUITS HALE's Fu T Sala Iitmfhthtrr Lewntttg Hrraliir

    SUITS HALE's Fu T Sala Iitmfhthtrr Lewntttg Hrraliir

    *, w - V. 'WSDN18DAT, ATTcnrar t, ifit The Weather Avsngu DoOy Nut Pi e «U . a VNaUm rbv Om Mtulh e l M l aot to grant alda. a la r g a ----------- — - — Ib a a ii Awatts Placement Possible Drop ba plaaad on tba loaal 9,465 aaS ifiatag; ctaaSy toeigbli AA No Eitfly Hwrr^ To Study Need TIM state aid grant asUawtad iitmfhTHtrr lEw ntttg Hrraliir About Town 'From ParkiBK Meters tar tbla yaar flgnras In tba a o M In Taxes Seen hudgat at lin jS S , and tbla bae M ametieelor - i City o f Village Charm Of New Bank not yat boon nwda a eortabity w iu t . C b lU r r A5MU1; Hactangular cardboard beet' as in which Manohaatar*s new tba nvamw alda. Tba bOl iael«diag la oharM e« th« tbla aid waa vatoad by Oeva---- (SIXTEEN PAGES) PRICE POUR CKNTB M n iot ^ w m in* at T:>0 at tba parking meUrs wars daUvarfd Badfet Adopted by 1H- m 9sm M) MAMCHB8TSK, OONNm THURSDAY, AUGUST 4, 1949 Formal Inspection to Bowlsa dnrlnc tba Isgfalattva Charch of tha Nawana. hare been placed over the In­ -rectors May Mean Cut stalled meters. CWof of Police tia just pafaad. R la axpaetad Be Made on Next Wed­ a apaeial I msIm bi Um faB Tba Dtaablad War Vatar^* Herman Schendal said thla O f Mill in Rate AmUUry. Ma IT, will ®aat thta morning that tha action nesday, I s ^ p o r t agatn taka up tha piaMw . Oawsty T b » B o n eto P id t •VMtac at al*ht o’clocli • t t t a V.
  • Knife Dealer Guidance Notes

    Knife Dealer Guidance Notes

    Knife Dealers’ Licences Guidance Orkney Islands Council Civic Government (Scotland) Act 1982 Form KD4. These notes are for guidance only and are not an authoritative statement of the procedures and provisions relating to applications for licences and licences issued under the Civic Government (Scotland) Act 1982 (the 1982 Act). Any person who requires further information should consult the Head of Legal Services, as undernoted, or a solicitor. 1. Introduction. 1.1. The Civic Government (Scotland) Act 1982 (the 1982 Act) was amended by the Custodial Sentences and Weapons (Scotland) Act 2007, which introduced a new mandatory licensing scheme for knife dealers. 1.2. It is a criminal offence to operate a business dealing in knives or swords in Scotland without a knife dealer’s licence. What is a licence needed for? 1.3. A knife dealer’s licence is required for anyone carrying on business as a dealer of the following articles: • knives (other than those designed for domestic use) • knife blades (other than those designed for domestic use) • swords • any other article: o which has a blade; or o which is sharply pointed and which is made or adapted for use for causing injury to the person. 1.4. The legislation does not define “domestic” or “non domestic” knife. Orkney Islands Council (the Council) interprets “domestic” as being: • “any knife, tool or blade used or habitually used in accommodation used as family homes”. 1.5. Anyone dealing in knives which do not fall into the definition of “domestic”, or anyone dealing in swords, sports, hunting or battle weapons, will require to apply for a knife dealer’s licence.
  • Japanese Mythology a to Z

    Japanese Mythology a to Z

    Japanese Mythology A to Z SECOND EDITION MYTHOLOGY A TO Z African Mythology A to Z Celtic Mythology A to Z Chinese Mythology A to Z Egyptian Mythology A to Z Greek and Roman Mythology A to Z Japanese Mythology A to Z Native American Mythology A to Z Norse Mythology A to Z South and Meso-American Mythology A to Z MYTHOLOGY A TO Z Japanese Mythology A to Z SECOND EDITION 8 Jeremy Roberts Contents 8 Acknowledgments vii Introduction ix Map of Japan xx Map of Asia xxi A-to-Z Entries 1 Major Shinto Gods and Goddesses 130 Major Buddhist Deities 132 Selected Bibliography 133 Index 134 Acknowledgments 8 I would like to thank my editors and the production staff at Chelsea House for their help. Debra Scacciaferro provided valuable research and organizational assistance. I would like to thank as well the people and ancestors of Japan for their inspiration. My humble effort is unworthy of their majestic spirit. vii Introduction 8 Where do we come from? What will happen to us when we die? How should we live our lives? We still ask these questions today. In fact, the desire to ask them may be one of the things that makes us human. All societies ask these questions, but not every society answers them in the same way. In most ancient human societies, the means of answering these important questions was religion. One way that ancient religions tried to answer basic questions about life and what it means to be human was through telling stories, specifically myths.
  • Download?Re=2&Info Id=32 Marcoux, A

    Download?Re=2&Info Id=32 Marcoux, A

    ISSN: 2187-476X ISSN: 2187-476X iafor The Asian Conference on Ethics, Religion and Philosophy 2011 Official Conference Proceedings 2011 Contents Five Replies to Kant's Moral Despair Argument against Atheism Stijn Van Impe p. 1 The Impact of Confucianism on Chinese Family and Marriage Law Ruiqiao Zhang p. 10 Keeping a part for human nature: On the concept of Concealment for Kin Huang Yan p. 19 Urban Biodiversity, Economics & Ethics Ulas Basar Gezgin p. 28 The Need to Incorporate "Akinnah" Concept as a Strategic and Holistic Module for Human Capital Development Programs for Engineering Students Abdul Kamil Jamaludin Tuan Sidek Tuan Muda Azizan Ramli p. 43 The Study of Moral Games in Educational Markets in Secondary Schools – the Comparison of Taiwan and the United States of America, the United Kingdom, Singapore and Australia Nai-Ying Whang p. 52 Muslim Students in Non-Muslim Land: Strategies to Overcome Challeges in New Environment among Malay Muslim Postgraduate Students Siti Salina Bint Abdullah p. 77 Bioethics and the Rights of the Child Battogtokh Javzandolgor p. 88 The Taking of Life: Killing Someone In The Name Of Preserving Another Eray Yaganak p. 93 The Person in the Market: Threats and Possibilities Willard Macaraan p. 99 Daoism without Dao in ancient Japan Xiaoling Mo p. 111 Islamic Business Ethics and its Impact on Strategic Business Decision Making Process of Muslims Zeynep Kara p. 123 The Moral Superiority of Passive Euthanasia – The Myth Madhumita Mitra p. 137 The Problem of Scientific Truth (An epistemic Perspective) Galip Veliji p. 149 Religious Rights of Prison Inmates Chapla Verma p.