3

Book 5

Writing Short Paragraphs on Science and Health-Physical Education

This book mainly aims to improve the writing of short paragraphs on selected topics in
Science, and Health and Physical Education, and also to vividly demonstrate effective methods to
develop writing skills. During these lessons, the students of The English Program (EP) and The
Mini-English Program (MEP) can apply the content which is taught in English from their other
subjects; Science, and Health and Physical Education to each writing task. Therefore, you will first
be assigned to learn the writing process of a short paragraph, and then to practice writing short
paragraphs on the selected topics in Science, and Health and Physical Education. Lastly, a few
topics will be additionally given for students to practice.

Objectives
1. To use English grammar and structure to make a sentence and a short paragraph.
2. To use vocabulary, phrases and sentences to make a short paragraph.
3. To search for, collect, and write short paragraphs about information or contents
related to other learning areas.

Contents
5.1 The Writing Process of a Short Paragraph
5.2 Writing Short Paragraphs: Topics in Science
5.3 Writing Short paragraphs: Topics in Health and Physical Education

5.1 The Writing Process of a Short Paragraph

Most people cannot write perfect paragraphs on their first try. Perfect paragraphs can be
successfully written by using the effective process of writing. The three main steps; prewriting,
writing and revising are accepted among most writers, especially if they want to start their
paragraphs on specific topics in some areas such as Science. They have to prepare well the contents
or details of their interested areas. Consequently, good paragraphs will be accomplished.
Therefore, if you want to be a good writer, you must follow these methods to prepare yourselves
well. In this topic, you will first be provided with the three steps of the writing process; prewriting,
writing, and revising, and then followed by the exercises and topics to practice by yourselves
skillfully.

5.1.1 Meaning

A writing process is an effective way to help writers develop their writing and paragraphs.
The writers’ professional process is called the five-step process; prewriting, writing, revising,
editing, and publishing. However, the three-step process is accepted as an effective tool for most
beginners. The three steps are prewriting, writing, and revising.
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5.1.2 The Writing Process

This chapter will discuss the three steps of the writing process that are correct for beginners
to practice their writing skills. Prewriting, writing, and revising will be explained clearly. For this
topic, freewriting, which is one of the most effective methods used to generate ideas will be
demonstrated in the following examples.

*1. Prewriting: the first step to get ideas about the title is done by brainstorming and
freewriting. But in this topic, freewriting will be discussed step by step. You can write whatever
sentences come into your mind about the title, and do not worry about grammar, spelling or
punctuation. The important goal is to keep writing without stopping for about- ten minutes until
you can run out of ideas. In this step, the forms A to C will easily help you prepare your ideas
correctly.
Title

A B
Generating General Ideas Grouping Ideas
………………………………………………… ………………………………………………….
write as Ideas as
…………………………………………………
many possible e Select the ideas related to the title
.…………………………………………………
………………………………………………… ..…..……………………………………………
=

………………………………………………… …………………………………………………
…………………………………………………
<
…………………………………………............

Topi
C
Sentenc Organizing Ideas:

%- - Title: ………………………………
Main point: ………………………………………………………..……
Supporting ideas:
-……………………………………………………………………….……...…
-…………………………………………………………………………………
-………………………………………………………………………………… Listing –Order Signals:
-…………………………………………………………………………………
Concluding Signal:

In these forms, box A is the step for generating general ideas by freewriting your
ideas without stopping and worrying about grammar and mechanics. After that, your written ideas
will be relevantly grouped onto box B. Finally, box C is for organizing the ideas into the main
point and its supporting ideas correctly. The forms of the prewriting steps will help you generate
and prepare your ideas easily for the next step.
 5

2. Writing: the second step is the way to put your ideas or sentences into a
paragraph. It is your first writing onto the format of a paragraph, so this paragraph is called “the
rough paragraph”. Your mistakes may appear while writing. They will be checked and rewritten
in the third step of revising. Effectively, this given form is to organize a paragraph that will be
your model.

Title: …………………..……………
……………………………………………………………………………….………….....
A Topic Sentence
The Topic Sentence
…………………………………………………………………….…………………………………..
The First Supporting
TheSentence
First Supporting Sentence
……………………………… …………………………………..……………………...…………
The Second Supporting Sentence
The Second
………………………….................. Supporting Sentence
…………………………………………………………......
The final Supporting Sentence
…………………………….. ………………………………………………………………………..
The Concluding Sentence

This form contains the three relevant components. The topic sentence is indented
and written in the first sentence. The supporting sentences are started by listing-order signals first,
second, and till final. You can add each supporting sentence to support the topic sentence by your
needs. Lastly, the concluding sentence is placed at the final part to end the paragraph. This form
can guide and organize your writing into a paragraph correctly.

3. Revising: the last step is to correct and improve your paragraph. In this step, you
can use the checklist form and the two steps:
1) check your whole rough paragraph by the checklist form for its
organization, capitalization, punctuation, grammar, spelling, and so on.
If you find some mistakes on those, they will be corrected in the next
step. Here is the checklist form:

Revising Checklist Yes No

1. Is the first sentence of the paragraph indented?
2. Does each sentence begin with a capital letter?
3. Does each sentence end with the correct punctuation?
4. Does each sentence use the correct grammar?
5. Does each word use the correct spelling?
6. Does each new sentence begin next to the one before it
7. Is the meaning of this paragraph clear?

2) write your new paragraph called the revised paragraph. In this step,
all found mistakes are corrected completely. However, you refer to
the form of a paragraph to organize your paragraph again.
 6

5.1.3 The Examples

This topic will introduce the examples of the three-step writing process. Firstly, the title
“The Beach” will be used in these examples. Then, how to freewrite for generating general ideas
will be presented clearly. Lastly, making your revising step is the last step for checklisting
completely. Here are the three steps:

1) Step 1: Prewriting: the freewriting

A B
Generating General ideas Grouping the ideas
Title: The Beach Title: The Beach
-Children loves going to the -Children loves going to the beach
beach to play in the sand. to play in the sand.
-people of all ages have fun - people of all ages have fun at
at the beach. the beach.
-Teenagers enjoy water sports -Teenagers enjoy water sports
such as surfing and boardsailing. such as surfing and boardsailing.
-Children, teenagers, and adults -Children, teenagers, and adults
are all happy at the beach = [.] are all happy at the beach = [.]
-Adults like walking along the -Adults like walking along the
beach and enjoying the sunshine. beach and enjoying the sunshine.

In short C
Organizing the Ideas
To Listing-Order
UpR
SUM
Title: Beach Signals you use:
Main Point: people of all ages have fun at the beach.
In conclution Supporting ideas:
-First, Also,
Lastly
-First, children loves going to the beach to play in the sand.
-Also, teenagers enjoy water sports such as surfing and boardsailing.
-Lastly, adults like walking along the beach and enjoying the sunshine. Conclusion
-In brief, children, teenagers and adults are all happy at the beach[.] Signals you use:
· -In brief

(*Details from Alice Oshima and Ann Hogue, 2014:39)

The freewriting process helps you to keep writing without stopping, worrying about any
mistakes or until running out of your ideas of this title “The Beach”. Importantly, the mistakes can
be seen in this step.[all mistakes are bold in red.] For the results, the sentences in box A are the
important goals by this method. Next, in box B, they will be grouped by selecting one main point
and its relevant supporting ideas. Finally, in box C, all sentences will be organized into the correct
order by listing-order signals and concluding signals. Eventually, all of them are well prepared
before moving to the second step of writing.
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2) Step 2 : Writing

Title: The Beach

people of all ages have fun at the beaches. First, children loves going to
A Topic Sentence The First Supporting Sentence

the beach to play in the sand. Also, teenagers enjoy water sports
The Second Supporting Sentence

such as surfing and boardsailing. Finally, adults like walking along

The Third Supporting Sentence

the beach and enjoying the sunshine. In brief, children, teenagers and
A Concluding Sentence

adults are all happy at the beach = [.]

(Adapted from Alice Oshima and Ann Hogue, 2014:39)

The second step is the step to do your writing by using the details in box C from the last
step. The paragraph organization form can be additionally used to help you while writing. The
form contains the three components; a topic sentence, its supporting sentences, and its concluding
sentence. Use it as your model to write your paragraph correctly. Make sure that all supporting
sentences are started by list-order signals; first, also, and finally while “In brief” the conclusion
signal is used in the concluding sentence to end this paragraph. Remarkably, some mistakes still
appear, but they will be corrected in the proper forms in the next step of revising.

3) Step 3: Revising
In this step, this checklist form will be used with your rough paragraph from the
last step. This form comes with seven items to crosscheck the paragraph. You have to do the two
steps carefully by:

1) Checking the whole rough paragraph by the checklist form from

the first item to the last. They are about organization, capitalization,
punctuation, grammar, spelling, and so on. Finally, after checklisting,
the incorrect findings are shown here.

Revising Checklist Yes No

1. Is the first sentence of the paragraph indented? /
2. Does each sentence begin with a capital letter? /
3. Does each sentence end with the correct punctuation? /
4. Does each sentence use the correct grammar? /
5. Does each word use the correct spelling? /
6. Does each new sentence begin next to the one before it? /
7. Is the meaning of this paragraph clear? /
 8

After using this form, the four mistakes have been found. First, in the first sentence you
must indent it, and then the word “people” must be capitalized because it comes first in the
sentence. Third, in the first supporting sentence the word “love” does not need “s” because of its
plural subject “children”. Finally, the concluding sentence must have a period after the word
“beach” to end the sentence. Eventually, the revised paragraph will be finished completely.

capitalization Title: The Beach grammar

People of all ages have fun at beaches. First, children love

indented A Topic Sentence The First Supporting Sentence

going to the beach for playing in the sand. Also, teenagers enjoy water
The Second Supporting Sentence

sports such as surfing and boardsailing. Finally, adults like walking

The Third Supporting Sentence

along the beach and enjoying the sunshine. In brief, children, teenagers
A Concluding Sentence
and adults all have fun at the beach. the period
(Ibid, 39)

The paragraph shows the correct form that makes it complete. It is a meaningful paragraph
because the topic sentence is supported relevantly by the three supporting sentences. And it ends
by the concluding sentence that summarizes the topic sentence. Lastly, the grammar, punctuation
and capitalization are used correctly.
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Exercises of the Writing Process of a Short Paragraph

Exercise A : Practice the step of freewriting creatively.

A.1 : Study the topic given and freewrite onto :

- box B for grouping ideas that contain only one main point with
its three supporting ideas and its one concluding idea.
- box C for organizing ideas that present how to correctly order
one main point, the three supporting ideas, and one concluding idea, and
additionally put your listing-order signals and conclusion signal
to specify each.
The Title: Improve Your Class with a Smartphone

A B
Generating General ideas Grouping the Ideas

- It is expensive.
- All are good reasons why schools ………………………………………………………
allow children to use it.
- Some teachers do not like it. ………………………………………………………
- It consumes a lot of battery energy.
- It allows teachers to do online tasks. ………………………………………………………
- It encourages students to learn widely.
- Students should be responsible. ………………………………………………………
- It can boost participation.
- It is fashionable among friends. ………………………………………………………
- It creates the way to link learning
sources easily. ………………………………………………………
- A Smartphone can do a lot of things
in learning and teaching. ………………………………………………………
 10

C
Organizing the Ideas Listing-Order
Signals you use:
Title: …………………………………………………...

Main Point: ………………………………………………………………. Conclusion

Signals you use:
Supporting Ideas:

..………………………………………………………………………….……………….

……..……………………………………………………………………………………..

..………………………………………………………………………….………………..

…………….……………………………………………………………….……………...
 11

A.2 : Freewrite correctly by using the given topic onto box A to C.

- In box A, you can generate your general ideas related to the title freely.
- In box B, you can group ideas by selecting one main point
with its three supporting ideas and its one concluding idea.
- In box C, you have to organize ideas into the correct order; one main point,
its three supporting ideas, an its one concluding idea. Additionally, you have to
put your listing-order signals and conclusion signal in front of each one.

The Title: Our Debsirintravas Temple

A
Generating General Ideas
…………………………………………………
C B
………………………………………………… Organizing the Ideas Grouping the Ideas
………………………………………………………
Title: …………………………..………………………...
…………………………………………………
………………………………………………………
Main Point: ………………………………………………………………....
………………………………………………….
………………………………………………………
Supporting Ideas:
…………………………………………………
………………………………………………………
..………………………………………………………………………….……………….
…………………………………………………
………………………………………………………
……..……………………………………………………………………………………..
…………………………………………………
………………………………………………………
..………………………………………………………………………….………………..
…………………………………………………
………………………………………………………
…………….……………………………………………………………….……………...
…………………………………………………

Listing-Order
Signals you use:

Conclusion
Signals you use:
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Exercise B : Practice the second step of writing correctly.

B.1 : Write a paragraph by using the details in box C of A.1.

……………………………………….……………..

………………………………………………………………………………..……….………….....
The Topic Sentence

…………..………………………………………………………………….…………………………………..
The First Supporting Sentence

……………………………… …………………………………..…………………………….....…………
The Second Supporting Sentence

………………………….................. ………………………………………...…………………………......
The Third Supporting Sentence

………………………… ……………...…………………………...............................................................
The Concluding Sentence

…………………………………………

B.2 : Write the paragraph by using the details in box C of A.2.

……………………………………….……………..

………………………………………………………………………………..……….………….....
The Topic Sentence

…………..………………………………………………………………….…………………………………..
The First Supporting Sentence

……………………………… …………………………………..…………………………….....…………
The Second Supporting Sentence

………………………….................. ………………………………………...…………………………......
The Third Supporting Sentence

………………………… ……………...…………………………...............................................................
The Concluding Sentence

…………………………………………
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Exercise C : Practice the third step of revising correctly.

C.1 : Read the paragraph and identify the mistakes by using the given form.

Why Do People Move into Big Cities?

There is many reasons why people move into big cities. First, they move to
find better jobs, or to advance their careers. they also hope to live in better
places. Next they want comfortable transportation. Finally, they need safe
homes. In brif, for these reasons, every year millions of people move to new
places. What about you.
(Adapted from Karen Blanchard and Christine Root, 2010:11)

Revising Checklist Yes No

1. Is the first sentence of the paragraph indented?
2. Does each sentence begin with a capital letter?
3. Does each sentence end with the correct punctuation?
4. Does each sentence use the correct grammar?
5. Does each word use the correct spelling?
6. Does each new sentence begin next to the one before it?
7. Is the meaning of this paragraph clear?

C.2 : Write the revised draft correctly after checklisting in C.1.

Why Do People Move into Big Cities?

……………………………………………………………………………………..…….…………

………………………………………………………………………………………….……..……

……………………………………………………………………………………..….…….……..

………………………………………………………………………………………..……………

……………………………………………………………………………………….…..………..

……………………………………………………………………………………….……………

……………………………………………………………………………………….…..………..

……………………………………………………………………………………….……………

……………………………………………………………………………………….…..………..
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5.2 Writing Short Paragraphs: Topics in Science

This topic provides the material and the effective methods to practice writing short
paragraphs. And, again the three-step writing process; prewriting, writing, and revising will
practice you skillfully here. Surely, you can write your paragraphs by yourselves. Additionally,
this allows you to use your knowledge of Science by the three steps. As for the examples, how to
write paragraphs about selected topics of Science in Mattayomsuksa1 is the main goal of this topic.

5.2.1 Meaning

Topics in Science are topics selected from the lessons, contents, or details of Science in
Mattayomsuksa 1. They are designed for and assigned to the students. Generally, vocabulary and
technical terms of Science will be used. Additionally, the students can apply their knowledge from
their lessons, contents, or details to write short paragraphs correctly.

5.2.2 Three-Step Uses

The selected topics in Science will be assigned to develop the students’ writing process
and skills through their knowledge of Science. Therefore, it is the way to encourage the students
to use their lessons of Science in their writing. In this topic, the three steps of the writing process
will be presented clearly again before writing. They are prewriting, writing, and revising. The
listing method will be used effectively in prewriting for generating your general ideas. It is suitable
for the subject of Science. Here are the three steps of the writing process.

1. Prewriting, the first step is purposed to generate general ideas before writing. In
this step, you can use the ways of listing to prepare the vocabulary, technical terms and details
from your subject of Science. Importantly, the form of generating ideas can help you to develop
your thinking and listing skills rapidly. In general, the listed ideas are always done and presented
by words and phrases. In this step, you may find some mistakes while generating them, as you do
not need to worry about them, because they will be seen and then checked again in the third step.

2. Writing, the second step is to do your writing by putting your ideas through
words, phrases and sentences into a paragraph of your first draft. Actually, the form of paragraph
organization can guide you to form and write your rough paragraph easily.

3. Revising, the final step is to revise and rewrite. In this step you have to do two
steps; checklisting your rough paragraph as a whole by using the checklist form, and writing it into
a better paragraph. Eventually, the “revised” paragraph will be done. Clearly, the checklist form is
an important tool to identify where the mistakes are.
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5.2.3 The Examples

This topic will present the examples of the three-step writing process in Science. These
three steps; prewriting, writing and revising will be used together with the selected topic in Science
“The Scientific Method”. The listing method will be used in the first step of prewriting. Let us
study the examples carefully.
The Title: The Scientific Method
1) Step 1 – Prewriting: the listing

A B
Generating General Ideas Grouping the Ideas
Title: The Scientific Method Title: The Scientific Method

- finding a laboratory - there are seven steps.

- identifying the problem - identifying the problem
- doing the experiment - doing the experiment
- reporting results - reporting results
- analyzing and interpreting data - analyzing and interpreting data
- there are seven steps. - planning an experiment
- planning an experiment - making a conclusion
- making a conclusion - forming a hypothesis
- publishing a report
- forming a hypothesis
- explaining the process

C
Organizing the Ideas
Title: The Scientific Method

- there are seven steps in the scientific method.

- First, identifying the problem
- Second, forming a hypothesis
- Third, planning an experiment Listing-Order Signals:
- Fourth, doing the experiment. -First, Second, Third,
- Fifth, analyzing and interpreting data Fourth, Fifth, Fifth,
- Sixth, making a conclusion Sixth, Finally
- Finally, reporting results
- In short, the seven steps in the scientific Conclusion Signals:
method need to be followed step by step. - In short,

(*Details from Udom Thipparach, 2015:8-10)

The listing process is mainly used in the first step of the prewriting to generate your general
ideas. Vocabulary, technical terms, and knowledge of Science can be used relevantly to the topic.
According the title “The Scientific Method”, box A contains general ideas. Then, they will be
grouped onto box B by selecting the main point and its supporting ideas. Do not forget to underline
the main point for the special remark. Next, the main point and its supporting ideas in box B will
 16

be organized orderly into box C. And it is better if its concluding sentence is created. Carefully,
the listing-order signals and the conclusion signal should be prepared and used correctly in this
step. Apparently, in box C, the paragraph components should be kept in mind; a topic sentence,
supporting sentences and a concluding sentence. They can help you to organize your ideas orderly
and relevantly. This way is to prepare ideas before writing in the second step.

2) Step 2 – Writing

Title: The Scientific Method

Capitalization
there are seven steps of the scientific method in Science.
(The Topic Sentence)
First, identifying the problem is the way to think what you want to
(The First Supporting Sentence)
know or find out. Second, forming a hypothesis is the step to make
(The Second Supporting Sentence)
a guess for explaining the problem. Third, planning an experiment
(The Third Supporting Sentence)
is how to design an experiment and the way to find results of the
Punctuation
experiment? Fourth, doing the experiment is an important step to
(The Fourth Supporting Sentence)
carry out and control the experiment. Fifth, for analyzing and
(The Fifth Supporting Sentence)
interpreting data, you have to check, find out data, and prove your
Grammar Use
hypothesis relevant. Sixth, making a conclusion is the method to
(The Sixth Supporting Sentence)
state if your hypothesis is true or not. Finally, reporting results is
(The Seventh Supporting Sentence)
the last step of writing a report on the results of the experiment.
Spelling
In short, the seven steps in the sciencetific method need to be
(The Concluding Sentence)
followed step by step.
(*Details from Udom Thipparach, 2015:8-10)

In the step of writing, you use the details of listing from box C to write your first draft,
called “a rough paragraph”. In this step, your knowledge of Science will be added clearly and
correctly. Because the listed ideas are presented in phrases, you have to add your content and then
write them into sentences. However, you should flow your writing smoothly although some errors
of grammar, spelling, and mechanics may appear. [All yellow remarks are mistakes found in this
rough paragraph.] Do not worry about them because they will be checked again in the next step of
revising.
 17

3) Step 3 – Revising
The revising step can help you to prove whether your writing is correct or it is not
correct. In this step, the checklist form will be used to recheck your writing. It helps you to identify
where its errors or mistakes are, and then to correct them. For presenting how to do this, you have
to do the two steps with your rough paragraph of the second step by:
1) Checklisting the whole paragraph by this checklist form.
Revising Checklist Yes No
1. Is the first sentence of the paragraph indented? /
2. Does each sentence begin with a capital letter? /
3. Does each sentence end with the correct punctuation? /
4. Does each sentence use the correct grammar? /
5. Does each word use the correct spelling? /
6. Does each new sentence begin next to the one before it? /
7. Is the meaning of this paragraph clear? /
From this checklist form, we see the incorrect findings:
1) In the topic sentence “there” is not begun by a capital letter, you have to
correct it to “There”.
2) In the third supporting sentence, the question mark [?] incorrectly ends this
sentence, but the correct way is ended by the period[.].
3) We find that “relevant” is incorrect grammar, so we have to correct it into
an adverb ending with [ly] “relevantly” to modify the verb “check,
find out and prove”.
4) The incorrect spelling of the word “sciencetific” must be changed into
the correct word “scientific”.

2) Write the revised paragraph correctly.

Title: The Scientific Method

There are seven steps of the scientific method in Science. First,
identifying the problem is the way to think what you want to know, or to
find out. Second, forming a hypothesis is the step to make a guess for
explaining the problem. Third, planning an experiment is how to design an
experiment and the results of that experiment. Forth, making the
experiment is an important step to carry out and control the experiment.
Fifth, for analyzing and interpreting data, you have to check, find out data,
and prove your hypothesis relevantly. Sixth, making a conclusion is the
method to state your hypothesis true or not. Finally, reporting results is the
last step of writing a report on the results of the experiment. In short,
the seven steps in the scientific method need to be followed step by step.

In this step, you start to rewrite your rough paragraph from the second step. Basically, you
begin to correct the four incorrect remarks into their correct form. Secondly, you have to gather all
contents of Science and of the paragraph lessons you have learned to complete the revised
paragraph correctly. Lastly, to make sure you have to recheck it yourself again and again.
 18

Exercises of Writing Short Paragraphs: Topics in Science

Exercise A : Practice writing short paragraphs on Science.

A.1 : Study on the given title in Science and do the method of listing onto :
1) box B for grouping ideas that contain only one main point with
its three supporting ideas and its one concluding idea.
2) box C for organizing ideas that present how to correctly order
one main point, its three supporting ideas and its one concluding idea,
and additionally put your listing-order signals and conclusion signal
to specify each one.

The Title : Different Stages of a Thunderstorm

A B
C
Generating GeneralOrganizing
Ideas the Ideas Grouping the Ideas
Title: Different a
Stages of Stages
Title: Different Title: Different Stages of a Thunderstorm
of a Thunderstorm
Thunderstorm
-It damages houses and all things.
……………………………………………………………….... ………………………………………………………
-the last stage is the dissipating stage.
-It is very dangerous.
..……………………………………………………………….. ………………………………………………………
-the mature stage
-There……..…………………………………………………………..
are three stages to a ………………………………………………………
thunderstorm’s life cycle.
-Types of wind
..……………………………………………………………….. ………………………………………………………
-the cumulus is the initial stage.
-those…………….…………………………………………………...
are stages of a thunderstorm ………………………………………………………
that we have to learn.

Listing-Order Signals
you use:
-First, Second, Finally

Conclusion
Signals you use:
-To sum up

(*Details from Tio Mie Ling (B1), 2015:144-145)

Remarks: The textbook of Science can be used freely.

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A.2 : Write your rough paragraph by using details of box C from A.1.

……………………………………….……………..

………………………………………………………………………………..……….………….....
The Topic Sentence

…………..………………………………………………………………….…………………………………..
The First Supporting Sentence

……………………………… …………………………………..…………………………….....…………
The Second Supporting Sentence

………………………….................. ………………………………………...…………………………......
The Third Supporting Sentence

………………………… ……………...…………………………...............................................................
The Concluding Sentence

…………………………………………

A.3 : Practice the revising step by using details of A.2.

1) Checklist the rough paragraph of A. 2 correctly :

Revising Checklist Yes No

1. Is the first sentence of the paragraph indented?
2. Does each sentence begin with a capital letter?
3. Does each sentence end with the correct punctuation?
4. Does each sentence use the correct grammar?
5. Does each word use the correct spelling?
6. Does each new sentence begin next to the one before it?
7. Is the meaning of this paragraph clear?
 20

2) Write your revised paragraph correctly by using A.2 and A.3.1

…………………………………………

…………………………………………………………………………………………………

……………………………………………………………………………………..………….

………………………………………………………………………………………………..

……………………………………………………………………………………..………….

………………………………………………………………………………………………..

……………………………………………………………………………………..…………

……………………………………………………………………………………..…………

Exercise B : Practice writing short paragraphs on Science after reading the text given.

The Basic Help Observers

A microscope is used
(Adapted from to see
Karen objects that
Blanchard are too Root, 2010: 11)
and Christine
small for human eyes. It is the optical microscope that
uses light to image the sample. The normal type can
magnify 10 to 100 times while a professional microscope
can magnify up to 1,000 times. Most Cells can be seen by this.

A telescope is an instrument that aids in the

observation of remote objects. It has the ability
to make faraway objects appear much closer. It is
suitable for viewing stars, moon, and space.

A stethoscope is a medical device for listening to

internal sounds of an animal or a human body. It is proper
for lung, heart sounds and blood pressure. It reports
the “lub-lub” sound that can be heard by doctors.

(Adapted from Tio Mie Ling, 2015: 15)

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B.1 : Complete the first step of the prewriting after reading the given text
by using the method of listing. Do its three steps onto:
1) box A for generating general ideas, you can generate your ideas freely.
2) box B for grouping ideas that contain only one main point with
its three supporting ideas.
3) box C for organizing ideas that present how to correctly order one main
point, and its three supporting ideas. And additionally:
a) create one concluding idea by yourself.
b) put your listing-order signals and conclusion signal to specify them.

The Title: ......................................................................

BA
Grouping General
Generating the IdeasIdeas

…………………………………………
…………………………………………………
C
…………………………………………
………………………………………………… Organizing the Ideas

………………………………………… ………………………………………………………………...
…………………………………………………

………………………………………… ………………………………………………………………....
………………………………………………….

………………………………………… ..………………………………………………………………..
…………………………………………………

………………………………………… ……..…………………………………………………………..
…………………………………………………

……………..………………………..… ..………………………………………………………………..
…………………………………………………

………………………………………… …………….…………………………………………………...
…………………………………………………
……

…………………………………………
……

Listing-Order
Signals you use:

Conclusion
Signals you use:
 22

B.2 : Write your rough paragraph by using details of box C from B.1.

……………………………………….……………..

………………………………………………………………………………..……….…………......
The Topic Sentence
…………..………………………………………………………………….…………………………….……...
The First Supporting Sentence
……………………………… …………………………………..……………………………......………..…
The Second Supporting Sentence

……………………… ………………………………………...…………………….....……………….....
The Third Supporting Sentence

………………………………………...……………………………………….........................
The Concluding Sentence

B.3 : : Practice the revising step by using details of B.2.

1) Checklist the rough paragraph of B. 2 correctly :

Revising Checklist Yes No

1. Is the first sentence of the paragraph indented?
2. Does each sentence begin with a capital letter?
3. Does each sentence end with the correct punctuation?
4. Does each sentence use the correct grammar?
5. Does each word use the correct spelling?
6. Does each new sentence begin next to the one before it?
7. Is the meaning of this paragraph clear?

2) Write your revised draft from B.2 and B.3

…………………………………………

……………………………………………………………………………………………………….

……………………………………………………………………………………..……………..…

……………………………………………………………………………………………………....

……………………………………………………………………………………..………………..

………………………………………………………………………………………………………

……………………………………………………………………………………..………………..
 23

Exercise C : Write your short paragraphs by using the assigned topics on Science, and :
1) do the three steps of the writing process by on your own.
2) search freely about the details of the topic from your Science textbook.
3) present your revised paragraph onto the forms of C.1 to C.3. with
each containing one topic sentence, its three supporting sentences and
one concluding sentence.

C.1 : Write about “The Types of Plants”.

…………………………………………

……………………………………………………………………………………………………….

……………………………………………………………………………………..……………...…

…………………………………………………………………………………………………….…

……………………………………………………………………………………..………………..

………………………………………………………………………………………………….....…

……………………………………………………………………………………………..………..

…………………………………………………………………………………………………….…

C.2 : Write about “The Basic Five Senses and Their Limited Measuring”.

…………………………………………

……………………………………………………………………………………………………….
(Adapted from Karen Blanchard and Christine Root, 2010: 11)
……………………………………………………………………………………..……………...…

…………………………………………………………………………………………………….…

……………………………………………………………………………………..………………..

………………………………………………………………………………………………….....…

……………………………………………………………………………………………..………..

…………………………………………………………………………………………………….…
 24

C.3: Write about “How to Reduce Global Warming”.

…………………………………………

……………………………………………………………………………………………………….

……………………………………………………………………………………..……………...…

…………………………………………………………………………………………………….…

……………………………………………………………………………………..………………..

………………………………………………………………………………………………….....…

……………………………………………………………………………………………..………..

…………………………………………………………………………………………………….…

(Adapted from Karen Blanchard and Christine Root, 2010: 11)

 25

5.3 Writing Short Paragraphs: Topics in Health and Physical Education

This topic aims to provide the material and another effective method to practice students’
writing short paragraphs step by step. The three-step writing process will be used as a tool through
the writing of topics of other fields; such as Health and Physical Education. To practice more
skillfully, you are assigned to write more paragraphs, and are encouraged to use your lessons of
Health and Physical Education for creating your paragraphs. Clearly, the examples of this topic
present how to write paragraphs from the selected contents of Health and Physical Education in
Mattayom Sueksa 1.

5.3.1 Meaning

Topics in Health and Physical Education are the topics selected from the lessons, contents,
or details of Health and Physical Education in Mattayomsuksa1. They are designed and then
provided to the students. Basically, the students can use vocabulary, technical terms, and details
or contents of Health and Physical Education to write short paragraphs correctly.

5.3.2 The Three Steps

In this topic, the three-step writing process will be reviewed, and in the first step of
prewriting, “clustering” which is another selected method will be presented. It is a method that
effectively helps students to generate their general ideas creatively and easily. Also, it is the
shortest and fastest method that presents its connections visually and relevantly. Apparently, it
helps to develop the students’ writing skills and adapting their knowledge and some lessons of
Health and Physical Education together to write their short paragraphs. Therefore, this topic will
practice the students to use their lessons of Health and Physical Education to correctly write
paragraphs by these three steps:

1. Prewriting, the first step to generate your ideas can be done by clustering. It is
the fastest method to prepare your ideas because words and phrases are suitably used in this
method. Making them is easier than creating sentences. In this step, vocabulary, technical terms
and knowledge of Health and Physical Education are necessary to do the clustering. Importantly,
the forms of generating, grouping, and organizing ideas are needed to easily prepare them for the
next step.

2. Writing, the second step of writing can be started by putting your ideas from the
first step into a rough paragraph. In this step, you have to add more details to expand your
clustering ideas from words or phrases into sentences. In general, most students are worried about
their mistakes or errors that appear in the paragraph. Sincerely, do not worry about that, but
smoothly flow your writing until you finish it. Then the paragraph format will guide you to write
your paragraph correctly and easily.

3. Revising, the purpose of the final step is to revise your rough paragraph from the
second step by the checklist form. Next, your mistakes will be found, and then you have to correct
them. Eventually, your revised paragraph will be finished.
 26

5.3.3 The Examples

The examples will explain the three steps; prewriting, writing and revising and how to do
them clearly by clustering through this topic “How to Maintain the Nervous System” selected from
Health and Physical Education. Let us study the examples carefully.

The Title – How to Maintain the Nervous System

1) Step 1 – Prewriting: the clustering.

Enough rest
Exercise
Five food groups
regularly
How to Maintain
the Nervous
System
No addictive
substances Beware of
accidents

Listing-order signals : First, Second, Third, Fourth, Finally

Conclusion signal : In brief,

(*Details from Angsana Subsin and Others (B2), 2015:12)

The clustering method can be done effectively in the first step of prewriting for
generating your ideas of the Topic in Health and Physical Education. From this topic, it directly
shows how to cluster by presenting the general ideas into words or phrases. Therefore, they are
put onto each circle. The centre circle contains the main idea that can be changed into the topic
sentence. And the five circles connected around it are called the supporting ideas that will be
written into the supporting sentences. Additionally, the listing-order signals and the concluding
signal in the box should be selected, and then will be used when writing in the second step of
writing.
 27

2) Step 2 – Writing

Title: How to Maintain the Nervous System

capitialization
there are five ways to maintain the nervous system.
(The Topic Sentence)
First, we should eat the five food groups properly. Second, enough
(The First Supporting Sentence) (The Second Supporting Sentence)
rest should be had about eight hours a day. Third, you must exercise
spelling (The Third Supporting Sentence)
regularly to keep mustle systems normal and nervous systems stable.
grammar
Fourth, you must beware of accidents that lead to permanent
(The Fourth Supporting Sentence)
disabilities. Finally, no addictive substances such as drugs should be
(The Fifth Supporting Sentence)
consumed strictly. In brief, these five ways, we must follow to
(The Concluding Sentence)
maintain our nervous system.
(Adapted from Angsana Subsin and others (B2), 2015: 12)

In the second step of writing, the given topic “How to Maintain the Nervous System” is
directly used into the topic sentence of this paragraph. But, the five ideas in their circles will be
given more details and then written into the five sentences called “the supporting sentences”.
Importantly, its one concluding sentence will be created correctly after getting the topic sentence
and its five supporting sentences. The concluding sentence can be easily made by restating its topic
sentence. Eventually, the rough paragraph will be made by its three components; the topic
sentence, its five supporting sentences, and its one concluding sentence. It will be checked and
then corrected again in the third step of revising.

3) Step 3 – Revising
The revising step is the way to prove whether your writing is correct or it is not
correct. This checklist form can be used to check your rough paragraph. It directly lets you know
where some mistakes or errors are, and then correct them rightly. In this step, you have to :

1) checklist your rough paragraph by this form.

Revising Checklist Yes No

1. Is the first sentence of the paragraph indented? /
2. Does each sentence begin with a capital letter? /
3. Does each sentence end with the correct punctuation? /
4. Does each sentence use the correct grammar? /
5. Does each word use the correct spelling? /
5. Does each new sentence begin next to the one before it? /
6. Is the meaning of this paragraph clear? /
 28

From this checklist form, the incorrect findings are:

1) In the third supporting sentence, the incorrect spelling can be met by the
word “mustle ”, you have to spell it correctly into “muscle”.
2) In the fourth supporting sentence, “must be beware of” is changed into
its correct use “must beware of” because “be” is not put here.
3) In the concluding sentence, the word “We” must be changed correctly
into “we” because the capitalization is not needed here.

2) Write your revised paragraph correctly.

Title: How to Maintain the Nervous System

There are five ways to maintain the nervous system. First, we

should have five-group food properly. Second, enough rest should be had
about eight hours a day. Third, you must exercise regularly to keep
muscle systems normal and nervous systems stable. Fourth, you must be
beware of accidents that lead to permanent disabilities. Finally, no
addictive substances such as drugs must be consumed strictly. In brief,
these five ways, we must follow to maintain our nervous system.

(Ibid,:12)

After checklisting and correcting, you should start your revised paragraph by rewriting. In
this step, you have to gather all knowledge of a paragraph writing and contents you have learned,
and especially in this form of a paragraph to help you write easily into the correct form of a
paragraph. Finally, the revised paragraph is done completely.
 29

Exercises of Writing Short Paragraphs: Topics in Health and Physical Education

Exercise A : Practice your writing of short paragraphs in Health and Physical Education.

A.1 : Research the given topic and details in Health and Physical Education, and
do the method of clustering in the prewriting step by:
1) putting these given details onto the form relevantly and correctly.
2) choosing your listing-order and conclusion signals to use.

The given title : The Four Results of Exercising to Lose Weight

The given details : - Balance energy
- Easy exercises
- Strong body
- Cold heart
- Firm muscles
- Stable health
- Reduce food intake
- High blood pressure

Listing-order signals you use :

Conclusion signal you use :

Remarks: Textbook of Health and Physical Education can be used freely.

 30

A.2 : Write your rough paragraph and create one concluding sentence by using details of
A.1 and contents from your textbooks of Health and Physical Education.

…………………………..……….………….....

………………………………………………………………………………..……….………….....
The Topic Sentence
…………..………………………………………………………………….…………………………………..
The First Supporting Sentence
…………………… ……………..…………………………………………………...………….....…………
The Second Supporting Sentence
……………………….. …………………………………………………………………………………..…
The Third Supporting Sentence
………………………………………… …………….…………………………………………..…………
The Fourth Supporting Sentence
…………………………..... …………………………………………………………………………………
The Concluding Sentence
…………………………………………………..

A.3 : Practice the revised step by using details of A.2.

1) Checklist the rough paragrap of A.2 correctly by using this form :
Revising Checklist Yes No
1. Is the first sentence of the paragraph indented?
2. Does each sentence begin with a capital letter?
3. Does each sentence end with the correct punctuation?
4. Does each sentence use the correct grammar?
5. Does each word use the correct spelling?
5. Does each new sentence begin next to the one before it ?
6. Is the meaning of this paragraph clear?

2) Write your revised paragraph correctly by using A.2 and A.3.1.

…………………………………………

………………………………………………………………………………………………………..

……………………………………………………………………………………..…………………

…………………………………………………………………………………………………..……

……………………………………………………………………………………..………….……..

……………………………………………………………………………………………………..…

……………………………………………………………………………………..………………...
 31

Exercise B : Practice writing short paragraphs in Health and Physical Education

after reading the text given.

Specific Food Types for Special Groups

Pregnant Women need a lot of nutrients to support
baby growth in the womb. Iron should be added because
it can support bone structure of the baby and maintain
blood for both mother and baby. And, iodine is important
for baby’s brain development.

Athletes need more carbohydrates and

protein than other people. These nutrients provide
energy and help support their muscles.

Sick people should take extra care of food

because each person has different medical needs.
For example, people with hypertension should avoid
having salty food. Others with diabetes should avoid
sweet food.

(Ibid, 64)

B.1 : Complete the first step of the prewriting after reading the given text by clustering,
writing words or phrases onto the following form.

The Title : ………………………………………

Listing-order signals you use : ……………………………………..

Conclusion signal you use : ……………………………………..
 32

B.2 : Write your rough paragraph ,and create a topic sentence and a concluding sentence
by using details of B.1.

……………………………………….……………..

………………………………………………………………………………..……….………….....
The Topic Sentence

…………..………………………………………………………………….…………………………………..
The First Supporting Sentence

……………………………… …………………………………..…………………………….....…………
The Second Supporting Sentence

………………………….................. ………………………………………...…………………………......
The Third Supporting Sentence

………………………… …………….…………………………………………..…………………………
The Concluding Sentence

………………………….....

B.3 : Practice the revising step by using details from B.2.

1) Checklist the rough paragraph of B.2 correctly by this form :

Revising Checklist Yes No

1. Is the first sentence of the paragraph indented?
2. Does each sentence begin with a capital letter?
3. Does each sentence end with the correct punctuation?
4. Does each sentence use the correct grammar?
5. Does each word use the correct spelling?
5. Does each new sentence begin next to the one before it?
6. Is the meaning of this paragraph clear?
 33

2) Write your revised paragraph correctly by using B.2 and B.3.1.

…………………………………………

……………………………………………………………………………………………………..

……………………………………………………………………………………..………………

………………………………………………………………………………………………….…

……………………………………………………………………………………..………….…..

………………………………………………………………………………………………….…

……………………………………………………………………………………..……………...

Exercise C : Write short paragraphs by using the given topics on Health and Physical Education,
and:
1) complete the three steps of the writing process by clustering yourself.
2) search (Adapted
freely about theKaren
from detailsBlanchard
of the topics
andfrom your Root,
Christine textbook of 11)
2010:
Health and Physical Education.
3) present your revised paragraph onto the forms of C.1 to C.3 with each
containing one topic sentence, its three supporting sentences and
one concluding sentence.

C.1 : Write about “The Ways to Lose Weight”.

…………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………………..…………….....

………………………………………………………………………………………………………

……………………………………………………………………………………..………………..

………………………………………………………………………………………………….......

……………………………………………………………………………………………..………..

………………………………………………………………………………………………………
 34

C.2 : Write about “Moving a Patient with a Stretcher”.

…………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………………..…………….....

………………………………………………………………………………………………………

……………………………………………………………………………………..………………..

………………………………………………………………………………………………….......

……………………………………………………………………………………………..………..

………………………………………………………………………………………………………

C.3 : Write about “Suitable Foods for Teenagers”.

…………………………………………
(Adapted from Karen Blanchard and Christine Root, 2010: 11)
………………………………………………………………………………………………………

……………………………………………………………………………………..…………….....

………………………………………………………………………………………………………

……………………………………………………………………………………..………………..

………………………………………………………………………………………………….......

……………………………………………………………………………………………..………..

………………………………………………………………………………………………………

(Adapted from Karen Blanchard and Christine Root, 2010: 11)

 36

Bibliography
A team of Malaysian teachers.2013. FOCUS SMART. Bangkok: Pelangi.
Alice Oshima and Ann Hougue.2014. Longman Academic Writing Series 3.
U.S.A.:Pearson Education, Inc.
Angsana Subsin and others.2015. Health and Physical Education. (Book2). Bangkok:
Aksorn Charoen Tat Press.
Institute of Academic Development.2015. Occupations and Technology.
Bangkok: Institute of Academic Development.
Institute of Academic Development.2015. Health and Physical Education 1.
Bangkok: Institute of Academic Development.
Institute of Academic Development.2015. Health and Physical Education 3.
Bangkok: Institute of Academic Development.
Jay Withgott.2011. Environmental Science. New York: Prentice Hall.
Jonathan Chan and Choy WaiTse Kelly.2007. Computer Applications Secondary 2.
Singapore: Pearson Education South Asia.
Karen Blanchard and Christine Root.2010. Ready to Write 1 First Composition Text.
U.S.A.: Pearson Education, Inc.
Pietro Alongi and others.2015. Maximize Your Writing. New Jersey: Pearson Education.
Pornsuk Hunnirun and others.2014. Health and Physical Education.
Bangkok: Aksorn Charoen Tat Press.
Malinee Thammasiri.2015. Science 1A. Bangkok: Aksorn Charoen Tat.
Manuel Dos Santos.2012. Sprint Students’ Book 1. Bangkok: Emphan Press.
Warinton Tepnurak.2015. Science 1B. Bangkok: Aksorn Charoen Tat.
Tio Mie Ling.2015. New Century Science Book 1. Bangkok: Tunnatha Asia Group.
Udom Tipparach.2015. Discovering Science. Bangkok: PADA Education.
 เอกสารประกอบการเรียน
รายวิชาพระพุทธศาสนา 2 (ส21104)

ชื่อ-สกุล………………………………………………………………………………………
ด.ช.
ฏ ธนกฤ รมว
ศพ

ชั้น………………………..เลขที
1/
ม. 4
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12
ฐ์
ณั
 หลักธรรมในการดำรงชีวิตแบบพอเพียง และการดูแลรักษาสิ่งแวดล้อม
ปรัชญาเศรษฐกิจพอเพียง
หมายถึง แนวทางในการดำเนินชีวิตที่เน้นย้ำไปที่การพัฒนาตนเองบนหลักแนวคิดในการพึ่งพา
ตนเอง เพื ่ อ ให้ เ กิ ด “ความพอดี พอมี พอใช้ ” โดยอาศั ย ความพอประมาณ การคำนึ ง ถึ ง เหตุ ผ ล
และการสร้ า งภู ม ิ ค ุ ้ ม กั น ให้ ต ั ว เอง รวมทั ้ ง ให้ ก ารพั ฒ นาเป็ น ไปอย่ า งมี ข ั ้ น ตอนตามหลั ก ความรู้
และมีคุณธรรมเป็นกรอบในการปฏิบัติ และดำเนินชีวิต
กรอบแนวคิดปรัชญาเศรษฐกิจพอเพียง

ความพอประมาณ

ความ เห การ ี ค้มกน

ม ั

ภายใต้เงื่อนไข

เ อนไขคว วา เ อนไข ณธ
ป

รอบ ู้ รอบคอ บ ระ ดร ความ อ ต จ ต ความเ

นำไปสู่

ความสมดุล ความมั่นคง และความยั่งยืน

ของชีวิต ชุมชน สังคม และสิ่งแวดล้อม
มี
คุ้
สุ
งื่
ภู
งื่
ริ
มิ
ตุ
คุ
รู
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ซื่
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ย์
 1. ความพอประมาณ
ความพอ ไ ่มากไ อยเ
………………………………………………………………………………………………………………………………………………………………………………………………………
ม

………………………………………………………………………………………………………………………………………………………………………………………………………

2. ความมีเหตุผล
การใ เห ผลในการ ดสินใใจและการ ู้เ า รกระท ขอ
………………………………………………………………………………………………………………………………………………………………………………………………………
ผ นกา ง วเอ

………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………

3. การมีภูมิคุ้มกัน
รพ อ อม บ อ อการเป แปลง ้งใน จ
………………………………………………………………………………………………………………………………………………………………………………………………………
กา ่ยน

………………………………………………………………………………………………………………………………………………………………………………………………………

การดำเนินชีวิตตามหลัก 3 ประการข้างต้น เป็นไปภายใต้เงื่อนไข ………………… และ …………………

ความร
ณธรร

เงื่อนไขความรู้
1. ความรู้
ความร เ ง ช รและประสบการณ์ เ ่อใ เ ิดความรอบ รอบค
………………………………………………………………………………………………………………………………………………………………………………………………………
ากา

………………………………………………………………………………………………………………………………………………………………………………………………………

2. คุณธรรม
ความ อ ต จ ต, เ อเ ้อเพือแ
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………

ความพอเพียงดังกล่าวมีความสอดคล้องกับหลักธรรมทางพระพุทธศาสนาที่สำคัญอยู่ 3 ข้อ
ช มาป ปทา า , โย โสมนส
ประกอบด้วย………………………………………………………………………………………….
การ
แล ะ

เงื่อนไขคุณธรรม
1. มัชฌิมาปฏิปทา
คือ………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………….
ตั
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2. โยนิโสมนสิการ คือ……………………………………………………… แบ่งออกเป็น 2 ลักษณะ

• วิธีคิดแบบคุณค่าแท้-คุณค่าเทียม
คือ……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………….
ตัวอย่าง
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………….
• วิธีคิดแบบคุณ-โทษ และทางออก
คือ……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………….
ตัวอย่าง
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
3. อัปปมาทะ
คือ………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
ตัวอย่าง
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………….
 กระบวนการคิดเห็นเป็นภาพ (Visual Thinking)

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 หลักธรรมเพื่อการปฏิบัติตนอย่างเหมาะสมต่อบุคคลต่าง ๆ
มนุษย์ถือเป็นสัตว์ส ังคมที่จำเป็นต้องมีการพูดคุยติดต่อสื่อสารกับเพื่อนร่วมสังคมอยู่เสมอ
ดังนั้นมนุษย์จำเป็นที่จะต้องเรียนรู้หลักในการปฏิบัติตนในการอยู่ร่วมกับผู้อื่น ในทางพระพุทธศาสนา
มีหลักในการอยู่ร่วมกันกับผู้อื่นที่สำคัญอยู่ คือ สังคหวัตถุ 4 และ พรหมวิหาร 4
1. สังคหวัตถุ 4
หมายถึง………………………………………………………………………………………………………………………………………
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1. ทาน คือ……………………………………………………………………………………………………………………………
2. ปิยวาจา คือ………………………………………………………………………………………………………………………
3. อัตถจริยา คือ…………………………………………………………………………………………………………………….
4. สมานัตตตา คือ…………………………………………………………………………………………………………………
2. พรหมวิหาร 4
หมายถึง………………………………………………………………………………………………………………………………………
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1. เมตตา คือ…………………………………………………………………………………………………………………………
2. กรุณา คือ………………………………………………………………………………………………………………………….
3. มุทิตา คือ………………………………………………………………………………………………………………………….
4. อุเบกขา คือ………………………………………………………………………………………………………………………
กระบวนการคิดเห็นเป็นภาพ (Visual Thinking)
กระบวนการคิดเห็นเป็นภาพ (Visual Thinking)
 วันสำคัญและเทศกาลสำคัญทางพระพุทธศาสนา
วันสำคัญทางพระพุทธศาสนา
วันมาฆบูชา
เป็นวันที่พระพุทธเจ้าทรงแสดง “โอวามปาติโมกข์ ” อีกทั้งยังมีเหตุการณ์ที่สำคัญเกิดขึ้น ถึง
4 เหตุการณ์พร้อมกัน เรียกว่า จาตุรงคสันนิบาต โดย 4 เหตุการณ์ประกอบด้วย
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วันวิสาขบูชา
เป็นวันที่เกี่ยวข้องกับ 3 เหตุการณ์ที่สำคัญของพระพุทธเจ้า คือ
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ข้อมูลที่ควรรู้ วันวิสาขบูชาถือเป็นวันสำคัญสากล
เนื่องจาก……………………………………………………………………………………………………………………………………………………………………………………
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วันอัฐมีบูชา
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วันอาสาฬหบูชา ถือเป็นวันที่เกิดเหตุการณ์สำคัญ 3 ประการขึ้น
1. ……………………………………………………………………………………………………………………………………………………………………………………
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เทศกาลสำคัญทางพระพุทธศาสนา
วันธรรมสวนะ
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วันเข้าพรรษา
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ข้อควรปฏิบัติในวันเข้าพรรษา
ชาวพุทธมักทำบุญ ตักบาตร ฟังธรรม งดอบายมุขต่าง ๆ รวมถึงการถวายสิ่งต่าง ๆ ให้แก่พระสงฆ์
เช่น ดอกไม้ ธูปเทียน ผ้าอาบน้ำฝน ฯลฯ
วันออกพรรษา
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ข้อควรปฏิบัติในวันออกพรรษา
ชาวพุทธมักเน้นทำบุญ รักษาศีล และฟังธรรมเป็นพิเศษ อีกทั้งยังมีการตักบาตรที่เรียกว่า ตักบาตร
เทโว ด้วยเช่นกัน บ้างก็ทำในวันขึ้น 15 ค่ำ เดือน 11 บางก็ทำวันแรม 1 ค่ำ เดือน 11
วันเทโวโรหณะ
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ประวัติวันเทโวโรหณะตามตำนาน
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กระบวนการคิดเห็นเป็นภาพ (Visual Thinking)
กระบวนการคิดเห็นเป็นภาพ (Visual Thinking)
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