English for Arts and Social Sciences

English for arts and social sciences

TAMIL NADU STATE COUNCIL FOR HIGHER EDUCATION (TANSCHE)

SYLLABUS

PROFESSIONAL ENGLISH FOR ARTS & SOCIAL SCIENCES

OBJECTIVES:

• To develop the language skills of students by offering adequate practice in professional contexts. • To enhance the lexical, grammatical and socio-linguistic and communicative competence of first year physical sciences students • To focus on developing students’ knowledge of domain specific registers and the required language skills. • To develop strategic competence that will help in efficient communication • To sharpen students’ critical thinking skills and make students culturally aware of the target situation.

LEARNING OUTCOMES:

• Recognise their own ability to improve their own competence in using the language • Use language for speaking with confidence in an intelligible and acceptable manner • Understand the importance of reading for life • Read independently unfamiliar texts with comprehension • Understand the importance of writing in academic life • Write simple sentences without committing error of spelling or grammar

(Outcomes based on guidelines in UGC LOCF – Generic Elective)

NB: All four skills are taught based on texts/passages.

UNIT 1: COMMUNICATION

Listening: Listening to audio text and answering questions - Listening to Instructions Speaking: Pair work and small group work. Reading: Comprehension passages –Differentiate between facts and opinion Writing: Developing a story with pictures. Vocabulary: Register specific - Incorporated into the LSRW tasks

UNIT 2: DESCRIPTION Listening: Listening to process description.-Drawing a flow chart. Speaking: Role play (formal context) Reading: Skimming/Scanning- Reading passages on products, equipment and gadgets. Writing: Process Description –Compare and Contrast Paragraph-Sentence Definition and Extended definition-

Free Writing. Vocabulary: Register specific -Incorporated into the LSRW tasks.

UNIT 3: NEGOTIATION STRATEGIES

Listening: Listening to interviews of specialists / Inventors in fields (Subject specific) Speaking: Brainstorming. (Mind mapping). Small group discussions (Subject- Specific) Reading: Longer Reading text. Writing: Essay Writing (250 words) Vocabulary: Register specific - Incorporated into the LSRW tasks

UNIT 4: PRESENTATION SKILLS

Listening: Listening to lectures. Speaking: Short talks. Reading: Reading Comprehension passages Writing: Writing Recommendations Interpreting Visuals inputs Vocabulary: Register specific - Incorporated into the LSRW tasks

UNIT 5: CRITICAL THINKING SKILLS

Listening: Listening comprehension- Listening for information. Speaking: Making presentations (with PPT- practice). Reading : Comprehension passages –Note making. Comprehension: Motivational article on Professional Competence, Professional Ethics and Life Skills) Writing: Problem and Solution essay– Creative writing –Summary writing Vocabulary: Register specific - Incorporated into the LSRW tasks

Contents

Units Page No.

Unit 1 8 – 29

Unit 2 30- 52 Unit 3 53-69 Unit 4 70-81 Unit 5 82-106

PREFACE

The textbook on Professional English envisioned under the leadership of the Hon. Chief Minister of Tamilnadu, Thiru. Edappadi K.Palaniswami by the Honorable Minister for Higher Education Thiru. K.P. Anbalagan, and Principal Secretary to Government, Department of Higher Education, Selvi. Apoorva, I.A.S., is a pioneering venture and strategic intervention in higher education in Tamil Nadu. It has been prepared with the unstinted support of Thiru. Vivekanandan, I.A.S. Member Secretary, TANSCHE (Tamil Nadu State Council for Higher Education)

Tamil Nadu has the distinction of having the highest GER (Gross Enrolment Ratio) of 49%, in higher education in the country: this figure attests to the efforts of the government to empower the youth of the state by enhancing access to higher education.

After duly examining the challenges faced by students in learning their subjects and with a vision to equip them to compete in a global scenario, four textbooks, English for Physical Science, English for Life Sciences, English for Arts and Social Sciences and English for Commerce and Management have been prepared.

As language is an essential tool with regard to the learning process, a textbook which uses subject/discipline based content to leverage language learning is an ideal approach and fulfills the dual objective language proficiency and professional competence.

This book is bound to fulfill its destiny as teachers and students work in tandem: teachers as facilitators and learners as highly motivated stakeholders.

DISCLAIMER

Some of the passages given for Listening, Speaking, Reading and Writing lend themselves to the teaching of Grammar items. However, testing and evaluation does not include Grammar. This material is not for publication: it is only for training purposes.

UNIT 1

COMMUNICATION

Syllabus

Listening - Listening to audio text and answering questions - Listening to Instructions

Speaking – Pair work and small group work.

Reading – Comprehension passages –Differentiate between facts and opinion

Writing – Developing a story with pictures.

Vocabulary: Register specific - Incorporated into the LSRW tasks

Preparatory Activity

Ask the students to read the following quotes and choose the one they like the most. They have to give reasons for their choice.

1. Our greatest glory is not in ever falling, but in rising every time we fall. (Confucius) 2. Those who do not remember the past are condemned to repeat it. (George Santayana) 3. People without their knowledge of their past history, origin and culture is like a tree without roots. (Marcus Garvey) 4. History will have to record that the greatest tragedy of this period of social transition was not the strident clamour of the bad people, but the appalling silence of the good people. (Martin Luther King Jr.) 5. The more you know of your history, the more liberated you are. (Maya Angelou)

Pre-Listening Activity

Match the words in Column A with their meanings in Column B

Column A Column B

(1) Medieval Settle and establish control over a place and its people

(2) Post-colonial Process of dividing history into periods

(3) Subaltern A line of hereditary rulers of a country

(4) Colonise Relating to Gandhi’s character or values

(5) Pre-historic Old-fashioned

(6) Dynasty Belonging to a very distant past

(7) Periodization Occurring after the colonial rule

(8) Gandhian Bringing a place or people to a 9

stage of social and cultural development

(9) Civilizing Period before written records

(10)Ancient Someone who has been marginalized or oppressed

LISTENING:

A. Listen to the talk on Periodization of History and answer the questions given below:

Transcript of the Listening Passage:

Periodization of History As all disciplines have divisions, History does have its own divisions and these divisions are

known as Periodizations. History is periodised as Pre-History, Ancient, Medieval, Modern, Colonial, Post-Colonial and Subaltern, etc., This periodization is not uniform and its varies from

country to country. This periodisation was done by the European Historians and was accepted by

all. Pre-History is the history of society where there is no written evidence to know their life style. By the end of the 16th and early 17th century European Historians brought the timeline in History

as Ancient, Medieval and Modern. With the rise of Islam in the 7th century, Islam gave its own time-line starting from the Hijri era. Hijira is the flight of Prophet Muhammad from Mecca to

Medina in 622. This event is taken as the beginning of Islam. But the Hijra era was restricted to the

Islamic World. The vastly used periodization of Indian History is not done by us but by the British. When the British colonised India they also decided to colonise the body and the mind of the

natives. In order to legitimise their political power and to show their presence as civilizing missions, James Mill in 1818 provided a Tripartite periodization of Indian history, where he

divided the history of India into Hindu, Muslim and British period. The early Indian nationalist historians replaced the tripartite division based on the dynastic histories as Ancient, Medieval, and

Modern, that is, Hindu, Muslim, and British. The periods have their own sub divisions such as the

period of 1919-1947 in the Modern period is known as the Gandhian Phase or the Gandhian era.

Post-Listening Activity

1. Based on the passage you listened to state whether the following statements are True or False:

a. The periodization of Indian history into Hindu, Muslim and British was done by Indian scholars b. Pre – history predates ‘writing’: it has no written records c. The Prophet Muhammad took flight from Medina to Mecca d. Colonisation by the British was more than colonization of territory: the mind and body are also colonized e. The Gandhian age began after 1947

2. Complete the table based on the talk you heard:

Periodization according to European historians is

Timeline followed by Islamic countries was

Tripartite periodization is

Gandhian phase is

3. Compete the timeline about Mahatma Gandhi – Birth, Education, Marriage, South Africa, Freedom Fight, and Death.

Born at Porbundar ,

Gujarat Assassinated

1869 1948

B. Listen to the following instructions given before examination.

Transcript for Listening: Instructions to candidates before the Competitive Examination

➢ Write your roll number, ticket number, date, time and venue for the examination as

given in the Admission Certificate. ➢ Do not be late for the exam. Report half an hour before the exam. Latecomers will

not be allowed to write the exam. ➢ Bring your admission certificate with photographs.

➢ Do not bring mobile phones, pagers or calculators inside the exam hall.

➢ Use black ink pen or ball point pen for filling up your answer sheet. ➢ Do not leave the hall before you complete filling up all your answers.

➢ Hand over the answer sheet with extreme care and keep it dust-free. ➢ Do all your rough work in the test booklet.

➢ Return your test booklets along with your answer sheets. ➢ Mark all your answers only in the answer sheet, not in the test booklet.

Imperatives

Imperatives are verbs used to give orders, commands, warning or instructions. At times even modals (like should, must etc.) are used to for giving instructions. But the use of imperatives helps in the clarity of instructions.

Post-Listening Activity

(1) In the list of instructions you heard, every instruction starts with an imperative verb. List out the imperative verbs you heard: ______

(2) Write a list of five instructions you would give to your younger brother who is going to write his board exam. Your instructions should start with imperative verbs.

(a)______(b) ______(c)______(d)______(e)______

SPEAKING – Preparatory Activity

1. Look at the following smiley images and write what do they express – fear? Anger? Or any other emotion?

2. Vocabulary

Look at the new words and their meanings for your reference

New words Meanings

Adaptive changing/adapting ones’ attitude

Physiology/Physiological reaction in the body

Psychology/Psychological affecting, or arising in the mind; related to the mental and emotional state of a person.

Acceptance the act/attitude of accepting

Anticipation expecting/predicting an arrival

Read the following passage on different emotions and answer the following questions:

ELEMENTS OF EMOTION

Adaptive Emotion can be adaptive and help us deal with changing environment or stress, by repressing emotion (diluting its intensity or significance) or by over-reacting (working faster and harder, seeing stress as a challenge).

Physiological changes It is involuntary reaction of the body. Changes within the body are a major element of fear, anger, joy, and other emotions. These include changes in heart rate, blood pressure, perspiration, and other bodily stirrings. Most of these reactions are caused by release of adrenaline into the bloodstream. Adrenaline is a hormone that stimulates the sympathetic nervous system, which in turn activates the body.

Emotional expressions Outward signs of what a person is feeling - communication. These are another major element of emotion. Hands tremble, face contorts, posture becomes tense and defensive when intensely afraid. Emotion is also revealed by marked shifts in voice tone or modulation. Other signs of emotion range from shrill rage to the surprisingly subdued last words on flight recorders after air disasters (a common last word is "Damn," spoken calmly). Expressions of emotion are important because they communicate emotion to others.

Emotional feelings A person's private emotional experience determines how he or she will respond to a situation.

Primary Emotions Robert Plutchik (1980) concluded from research that there are 8 primary emotions, and each can vary in intensity (anger may vary from rage to annoyance) : fear, surprise, sadness, disgust, anger, anticipation, joy, acceptance.

Mixed Emotions Plutchik felt that adjacent emotions can be mixed to yield a third, 14 more complex emotion. And other mixtures are also possible. A child about to eat a stolen cookie may feel both joy and fear. The result? Guilt. Awe - mixture of Fear and Surprise Disappointment - mixture of Surprise and sadness Remorse - mixture of Sadness and disgust Aggression - mixture of Anger and Anticipation Jealousy - mixture of love, anger, and fear. Optimism - mixture of Anticipation and Joy Contempt - mixture of Disgust and Anger Submission - mixture of Acceptance and Fear Love - mixture of Joy and Acceptance

With that said, here are 10 of the most universal emotions and what they mean: Happiness which is one of the first core emotions we all experience, Sadness, Anger, Anticipation, Fear, Loneliness, Jealousy and Disgust.

Speaking Activities:

1. Language game - Enacting an Emotion

Students are divided into groups with 5-8 students in each group. Each group will choose one emotion from the passage and enact it in front of the class without uttering a single word. Seeing the body language and facial expressions, other groups should guess the emotion. The group that gets it right will be awarded marks.

2. Role play

Students can choose either one of the scenario for enacting the role play.

(a) A student has forgotten to submit his assignment for second time. The teacher is very angry. The student should try to persuade the teacher to give him more time.

(b) Two students are caught by the teacher for copying in the exam hall. They are taken to the principal room by the teacher. Students have to escape the situation with humour.

Students can decide their roles, write down the dialogues, practice it with each other and then when called, should enact it in front of the class. There should be a minimum of six exchanges between them. 15

Situation 1:

Teacher: Where is the English Assignment?

Student: Isn’t the deadline to submit tomorrow mam? Teacher: (angrily) ______

Student: ______

Teacher: ______Student: ______

Teacher: ______

Student: ______

READING ACTIVITY

Pre-reading Activity

A. Pair Activity Look at the picture below and guess what is it about? Discuss the picture with your neighbor and frame one sentence each about the picture

B. Choose the right word for the given meanings from the list of words given below:

Commercial, coined, inaccessible, nausea, fatigue, prestige, controversial, survive, excrement, ascents

(i) Making up something - (ii) Extreme tiredness - (iii) Something that is debatable - (iv) Feces - (v) Anything that is used to make money - (vi) Reputation or stature - (vii) Stay alive - (viii) Difficult to reach - (ix) Scaling - (x) Vomiting –

Reading Passage 1

Read the passage and answer the following questions:

MOUNT EVEREST

Mount Everest is the tallest mountain on Earth-it’s peak is almost 30,000 feet above sea level, or almost as high as commercial airplanes fly. The mountain is part of the Himalayas mountain range, and located on the border between Nepal and China. The Mountain is known by various names by the local people who live around it. The name ‘Everest’ was coined in 1865 by Andrew Waugh, who was the British Surveyor General of India-as India was a British colony at the time, Andrew chose ‘Everest’ as it was the last name of the man who held his position before him, Sir George Everest.

Everest has been difficult to climb for several reasons, aside from the actual distance there is to climb. The first is weather-the mountain is inaccessible for half of the year because of heavy snow and wind. The second is altitude. The mountain is so high that the air at the top is much thinner than the air at the bottom. This means that people climb higher up than 80,000 feet can get altitude sickness. Symptoms of altitude sickness include headaches, nausea, dizziness, sweating, nosebleeds, fatigue, and insomnia. This is because the air is so thin that the heart does not have enough oxygen to fuel the muscles. More serious cases of altitude sickness can even result in death. The reason for climbing Everest was prestige, especially national prestige. The British wanted to show that they were masters of the world by climbing its tallest mountain. The first recorded attempt to climb Everest was by British mountaineers in 1921, though they climbed to only 22,000 feet. A controversial attempt took place in 1924, George Mallory and Andrew Irvine set out to scale the mountain and disappeared. Only Mallory’s body was discovered in 1999. It is possible that Mallory and Irvine were the first to reach the peak of Everest, but as they did not survive to tell the tale, it remains a mystery.

The first group, Tom Bourdillon and Charles Evans, both British, got within 300 feet of the peak but were forced to turn back. The second group, made up of Edmund Hillary, from New Zealand, and Tenzing Norgay, a Sherpa climber from Nepal, climbed up next. Bourdillon and Evans had planted supplies and found a route up the mountain, and these supplies helped Hillary and Norgay on their trip up. They climbed the peak in 1953. They took photos, buried some items in the snow to prove they were there, and made the trip down. More than 4000 people have reached the top since 1953. These climbs have increased the

18 problems of pollution. It is reported that 26000 pounds of human excrement is left behind on the mountain each year. Apa Sherpa, and Phurba Tashi, both Nepalese, are tied for the record of most times climbed Everest-with 21 ascents to the top.

Answer the following questions based on the passage given above: (1) Where is Mt.Everest located? (a) India (c) Nepal (b) Between India and Nepal border (d) Between Nepal and China border

(2) Everest is so named because (a) It means ‘highest peak’ (c) of a British official who was Surveyor General (b) British liked to give English names (d) British Surveyor wanted his name to be given

(3) According to the passage, which one of the following is NOT a factor that contributes to the difficulty in climbing Mt.Everest? (a) The very cold weather with heavy snow and winds prevail in the region. (b) The grizzlies are dangerous to people who climb these mountains. (c) The distance to climb is not a short one. (d) Nausea and dizziness are some of the effects when one climbs a high mountain.

(4) What makes people to climb such high mountains? ______19

______

(5) Who are Sherpas? ______

______

(6) Who was the first person to climb Mt.Everest? ______

(7) Complete the table based on the passage and if possible, collect more information from online resources or books etc.

Name of the person The country he / she Did the person who climbed belongs to succeed or not? Mt.Everest

(8) You and your friends are planning to climb a small mountain near your place. As the captain of the team, write a set of five instructions to be followed by your friends while climbing the mountain. Start your instructions with imperative verbs.

The first one is given as an example. Write the rest of the instructions.

(i) Bring torch and first aid materials while climbing. 20

(ii) ______. (iii) ______. (iv) ______(v) ______

Reading Passage 2

Pre-reading Activity

During lockdown, apart from cleaning their houses, people spent their time reading books, watching TV, browsing websites, using social media, gaming etc. How did you spend your days during lockdown?

Draw a pie chart to describe a day in lockdown. It should depict what you usually do in those lockdown days. After completing your pie diagram, share it with your friend and see how long each one has spent in using electronic gadgets? Report to the classroom to see who has spent the most number of hours in using electronic gadgets like TV, mobile phone, laptop etc.

An Average Day during Lockdown

Reading

Impact of Internet Addiction on Academic Performance

There have been many research studies conducted on how Internet addiction would impact on academic performances. Post-covid era, using technology and online resources have become a necessity for all people around the world. In the early 2000s, Internet usage was not that high in India but it has been steadily increasing in the past few years and post-covid times, it has zoomed very high. Today online communication has become an accepted form of information exchange and networking among working professionals, students and others. We have homemakers having their own YouTube channels where they upload their cooking or Giving Tips videos. These tips can be for beauty, health, and environment or even on political issues. Internet has given voice to common people and they are utilizing it to the maximum. But even a good thing can remain good only if it is used judiciously. When the usage becomes extreme, then it becomes an addiction. Though it impacts everyone, in case of students the impact is visible in their academic performance.

Researchers have said that Internet addiction could impact academic performance; early detection is crucial. This was the finding about Internet Addiction (IA) which was published in peer-reviewed journal in 2018. According to the research there is a positive correlation between IA and psychological distress. The article further states that, if Internet Addiction is not detected early, it will affect academic performance of the students. Various studies were conducted by healthcare institutions and other leading Psychological institutes in Southern Indian states. It proved that IA leads to psychological distress (depression) among students. The study was conducted among professional students who did medicine and engineering. Likewise, it was also conducted among large group of students undergoing undergraduate courses in south India.

Internet has become the best friend and guide to majority of the people around the world. Still, one major downside is that it causes severe mental health condition among students. In fact, researchers reveal that students suffer from psychological distress and their long- term career goals are affected by this addiction. Steps need to be taken in the early stage to control this problem. A. Vocabulary Find the contextual meaning of the words taken from the passage. You can use dictionaries for this purpose.

1. Addiction 2. Impact 3. Homemaker 4. Utilizing 5. Judiciously 6. Extreme

7. Correlation

8. Distress 9. Crucial

10. Downside

B. What are the problems the author feels1. Internet addiction would lead to? 2. 1.

C. In the above passage which items are facts and which ones are opinions of the author. Differentiate between fact and opinion in the table below:

FACTS OPINIONS

D. Group Work: Do you agree with the author that Internet addiction is bad for students in particular? If yes, can you suggest some ways to address this problem? If no, give reasons for your viewpoint. Discuss these in groups and present your findings to the class.

WRITING

Pre-Writing Activity

A. Look at the pictures below and try to find who they are and what are they famous for?

B. Now look at the following pictures. Can you guess the historic event shown in these pictures? What do you think is depicted in these pictures?

The Storming of the Bastille

People guillotined

Read the following passage on French Revolution and answer the questions given below:

A Revolution that lasted 10 years

The French Revolution lasted from 1789 to 1799. It began on July 14, 1789 when revolutionaries stormed a prison called the Bastille. The revolution came to an end 1799 when the famous General, Napoleon overthrew the revolutionary government and established the French Consulate and he became its leader.

The Three Estates

Prior to the revolution, the people of France were divided into social groups called "Estates." The First Estate included the clergy (church leaders), the Second Estate included the nobles, and the Third Estate included the commoners. Most of the people were members of the Third Estate. Sadly, it was the Third Estate which paid most of the taxes, while the nobility lived lives of luxury and got all the high-ranking jobs. This was totally unjust.

The formation of The Directory

Representatives from the Third Estate established the National Assembly where they demanded that King Louis XVI give them certain rights. This group soon took control of the country. They changed names over time to the Legislative Assembly and, later, to the National Convention. After the Reign of Terror, a new government was formed called the Directory. The Directory ruled until Napoleon took control.

Reign of Terror

The darkest period of the French Revolution is called the Reign of Terror which lasted from 1793 to 1794. During this time, a man named Robespierre led the National Convention and the Committee of Public Safety. He wanted to stamp out any opposition to the revolution, so he called for a rule of "Terror." Laws were passed that said anyone suspected of treason could be arrested and executed by guillotine. Thousands of people were executed including Queen Marie Antoinette and many of Robespierre's political rivals.

Political Clubs

Many of the new political ideas and alliances of the French Revolution were formed in political clubs. These clubs included the powerful Jacobin Club (led by Robespierre), the Cordeliers, the Feuillants Club, and the Pantheon Club. 26

Outcome

“Liberty, Equality, Fraternity” was the motto of the French Revolution: it completely changed the social and political structure of France. It put an end to the French monarchy, feudalism, and took political power from the Catholic church. It initiated the decline of monarchy and the trend towards establishment of democracies. It brought new ideas to Europe including liberty and freedom for the commoner as well as the abolishment of slavery and the rights of women. Although the revolution ended with the rise of Napoleon, the ideas and reforms did not die. These new ideas continued to influence Europe and helped to shape many of Europe's modern-day governments.

A. The discontent with the French monarchy and the poor economic policies of the King was the cause for French Revolution. Nobilities lived a life of luxury and common people lived in poverty. Make three comparative statements about life of luxury and a life of poverty and complete the following table.

Life of Luxury Life of Poverty

B. In France, at the time of the Revolution, there were “three estates”. Based on this terminology, there is a “fourth estate” in modern society. Find out what is the “fourth estate” and write a few lines about it. ______

______

C. Why was one period called as ‘Reign of Terror’? ______

D. What do you know about slavery? Was it restricted only to France? What role did Abraham Lincoln play in the topic of slavery? ______

E. Look at the following pictures and develop a story based on these pictures:

UNIT 2

DESCRIPTION

Syllabus

Listening - Listening to process description.-Drawing a flow chart.

Speaking – Role play (formal context)

Reading – Skimming/Scanning -

Reading passages on products, equipment and gadgets.

Writing – Process Description –Compare and Contrast

Paragraph-Sentence Definition and Extended definition-

Free Writing.

Vocabulary: Register specific - Incorporated into the LSRW tasks

Preparatory Activity

Online Shopping

The process of buying a product online is given in sentences which are jumbled in the box. Rearrange them in the right order so that it forms a meaningful description of the online buying process.

6. Next, search for the product you want to buy within the website.

7. Select credit card/ debit card / net banking option.

8. After you enter the card / bank details, OTP will be generated which has to be submitted in the respective section.

9. You will receive your confirmation message in your email and phone which has to be saved for further transaction.

10. Add the product to your cart and then click on the cart image. 11. Once your OTP is submitted, your payment process is confirmed.

12. First, open the e-commerce website that sells the product you want to

buy. 13. Next step is to choose the payment option.

14. Give the necessary details in your bank page or card details in the 31 respective section. 15. Choose the variety you want from the listed products. LISTENING:

C. Listen to the talk on Cartographic Process and answer the questions given below:

Transcript of the Listening Passage:

The Cartographic Process

Maps have played a significant role in the advancement of civilisation. They played an important role in navigation and voyages of discovery by sea.

Cartography was an art that required a scientific mind and an artistic hand.

Today, however, maps can be produced with online tools. Maps are used in a wide range of activities (from urban planning, through geological exploration or

environmental management, to trip planning and navigation). Cartography, though now easier than in ancient times, is still the domain of professionals with

expertise in mapping or in the phenomena being depicted on the maps. It has been said that cartography is as a process that links map makers, map users, the

environment mapped, and the map itself.

The cartographic process is a cycle that begins with a real or imagined

environment. Data is collected from the environment (through technology and/or remote sensing). These experts then use their perception to detect patterns in

the data collected and subsequently prepare the data for map creation (i.e., they

think about the data and its patterns as well as how to best visualize them on a map). Next, the map maker uses the data and attempts to signify it visually on a

map (encoding), applying generalization, symbolization, and production methods that lead to a depiction that can be interpreted by the map user in keeping with

the purpose which the map maker intended. Next, the map user reads, analyzes, and interprets the map by decoding the symbols and recognizing patterns.

Finally, users make decisions and take action based upon what they find in the

map. Through their provision of a viewpoint on the world, maps influence our spatial behavior and spatial preferences and shape how we view the

environment.

While -Listening Activity

A. Complete the flowchart as you listen to the Cartographic Process

Speaking

Read the following extract from ‘Hard Times’ written by Charles Dickens

He was a rich man: banker, merchant, manufacturer, and what not. A big, loud man, with a stare, and a metallic laugh. A man made out of a coarse material, which seemed to have been stretched to make so much of him. A man with a great puffed head and forehead, swelled veins in his temples, and such a strained skin to his face that it seemed to hold his eyes open, and lift his eyebrows up. A man with a pervading appearance on him of being inflated like a balloon, and ready to start. A man who could never sufficiently vaunt himself a self-made man. A man who was always proclaiming, through that brassy speaking-trumpet of a voice of his, his old ignorance and his old poverty. A man who was the Bully of humility. A year or two younger than his eminently practical friend, Mr Bounderby looked older; his seven or eight and forty might have had the seven or eight added to it again, without surprising anybody. He had not much hair. One might have fancied he had talked it off; and that what was left, all standing up in disorder, was in that condition from being constantly blown about by his windy boastfulness. In the formal drawing-room of Stone Lodge, standing on the hearthrug, warming himself before the fi re, Mr Bounderby delivered some observations to Mrs Gradgrind on the circumstance of its being his birthday. He stood before the fi re, partly because it was a cool spring afternoon, though the sun shone; partly because the shade of Stone Lodge was always haunted by the ghost of damp mortar; partly because he thus took up a commanding position, from which to subdue Mrs Gradgrind. ‘I hadn’t a shoe to my foot. As to a stocking, I didn’t know such a thing by name. I passed the day in a ditch, and the night in a pigsty. That’s the way I spent my tenth birthday. Not that a ditch was new to me, for I was born in a ditch.’ Charles Dickens

Pair Work:

Discuss the answers for the following questions with your partner:

(1) Based on the passage, how old do you think Mr.Bounderby is?

(2) In the above passage, choose four words or phrases which suggest that Mr.Bounderby is a very unpleasant man. Explain how the expressions give that suggestion.

(3) Which line shows us that Mr.Bounderby as a bully?

(4) What kind of childhood did Mr.Bounderby had?

(5) Choose two phrases or expressions from the passage that suggest that the author is making fun of Mr.Bounderby.

Role Play According to Cambridge English Dictionary, role play is defined as the act of “pretending

to be someone else, especially as part of learning a new skill.” It is the act of imitating the behaviour of someone or placing oneself in an imaginary situation especially as part of a

training exercise or a language learning activity. It is a fun theatrical exercise that is a

cross between improvisation and performing in a play. It blends creativity with structure to help actors hone their craft and is an important skill for an actor to develop. There are four

types of role-play: conflict roleplay co-operative role play, information gap role play and task-based role play.

Sample 1

Given below is a role play between a student and faculty. David is a student who wishes to clarify certain doubts about a seminar presentation with his Professor of English. David: Good Morning Sir. English Professor: Good morning David. How can I help you? David: I have some doubts with regard to my seminar presentation. Can I work on the Theme of Nature in Wordsworth’s Poetry?

English Professor: Yes, it sounds good to me. Do be specific on the poems you wish to discuss. David: Can I get a week for preparation? Is the presentation for 15 minutes? English Professor: Yes, take a week. The maximum time duration allowed is 15 minutes. David: And one more thing, can I make a power point presentation Sir? English Professor: A power point presentation is allowed. David: Thank you Sir. English Professor: You are welcome. All the best.

Explanation about Sample 1 In the above given role play, David, a student approaches his English professor and has his doubts clarified about his presentation. Modifications in the above role play are possible with different replies and responses. The learners can get creative and explore the possibilities and thus improve their fluency and vocabulary. This is more of task-based role play.

Sample 2 Given below is a role play between a Tourist guide and a tourist. Mr. Manish Singh is a tourist visiting Mahabalipuram and Mr. Ravi is his tourist guide. Mr. Ravi: Hello Sir. I am Ravi your tourist guide. Shall we begin our tour? Mr. Manish Singh: Hello Mr. Ravi. Yes, I am looking forward to seeing this historical place. Mr. Ravi: Mahabalipuram, is a town in Chengalpattu district in the south- eastern Indian state of Tamil Nadu. It is a UNESCO heritage site. Mr. Manish Singh: Interesting! So, it is a historical site. Mr. Ravi: Yes, it is. Neolithic burial urn, cairn circles and jars with burials dating to the 1st century BCE have been discovered near Mamallapuram, which is another name for Mahabalipuram. 36

Mr. Manish Singh: That is information to me Mr. Ravi. Mr. Ravi: The temples of Mamallapuram, portraying events described in the Mahabharata, were built largely during the reigns of King Narasimhavarman and his successor Rajasimhavarman and show the movement from rock-cut architecture to structural building. The city of Mamallapuram was founded by the Pallava king Narasimhavarman I in the 7th century AD. Now that we have reached the site, let us see it in person. Mr. Manish Singh: Yes, Indeed! Thank you.

Explanation about Sample 2 In the above given role play, Mr. Ravi, tourist guide is sharing information about Mahabalipuram with Mr, Manish Singh, tourist from Punjab. The role play can be engaging and interesting as it progresses and it can lead to information sharing and language learning. It can be either information gap role play or task based role play.

Role play Activity

Divide the class into groups of 5 or 6 students each. Ask them to choose either one of the following situations and design a role play. Each one should take one responsibility. If there are only 2 or 3 roles to enact, others should contribute in scripting and storytelling process.

a. A mentor expressing concern over the poor performance of his ward to him. b. As the MLA of a constituency, debate over poor drinking water availability in your locality in the legislative assembly c. Persuade the Bank Manager to increase the amount of the loan extended to you. d. Discuss with your friends about the health hazards of smoking. e. Insist to your peers the need to submit assignment on time.

READING

Pre-Reading Activity

Look at the bar chart below and write five sentences that you can infer from the bar chart. The first sentence is given as a sample for you.

Percentage of people using social

media site 50

40 30

20 Percentage of people using social media site

0 No Sites Only one Two sites 2-4 Sites More site than 4

Inference from the bar chart 1. The percentage of people using more than two social media sites are the highest which shows that in spite of many social media sites available, people are not using all those sites. 2. ______3. ______4. ______5. ______

Reading Passage 1

Read the following passage and make notes of the important points of the paragraph in the margin against each passage. After reading the passage, answer the questions given below:

SPSS STATISTICS SOFTWARE Notes Section

SPSS Statistics is a software package used for interactive statistical analysis. The expansion of SPSS is “Statistical Package for Social Sciences.” It was produced originally by SPSS Inc. In 2009, IBM acquired it. It is used not only in the social sciences but also by health researchers, survey companies, government, education researchers, marketing organizations, data miners. The original SPSS manual (Nie, Bent & Hull, 1970) has been described as one of "sociology's most influential books" for allowing ordinary researchers to do their own statistical analysis. In addition to statistical analysis, data management (case selection, file reshaping, creating derived data) and data documentation (a metadata dictionary is stored in the datafile) are features of the base software.

This base software includes

• Descriptive statistics: Cross tabulation, Frequencies and Descriptive Ratio Statistics

• Bivariate statistics: Means, t-test and Nonparametric tests.

• Prediction for identifying groups: Factor analysis, cluster analysis

• Geo spatial analysis, simulation

SPSS Statistics places constraints on internal file structure, data types, data processing, and matching files, which together considerably simplify programming. SPSS datasets have a two-dimensional table structure, where the rows typically represent cases (such as individuals or households) and the columns represent measurements (such as age, sex, or household income). Only two data types are defined: numeric and text (or "string"). All data processing occurs sequentially case-by-case through the file (dataset). Files can be matched one-to-one and one-to- many, but not many-to-many. In addition to that cases- by-variables structure and processing, there is a separate Matrix session where one can process data as matrices using matrix and linear algebra operations

Post- Reading Activities

1. Based on the notes you made, write the main idea of the passage in not more than three sentences.

______

2. What are the uses of SPSS software?

______

3. What are the main features of basic SPSS software?

______

4. List three major limitations of using this software. ______

5. Based on the passage, who do you think would benefit from this software?

______

Reading Passage 2

Pre-reading activity A. Vocabulary – Pair work Each pair of students should take two words from the table and find the meaning from dictionary. Make one sentence each for each word. All words should be distributed among students. After they finish, each word meaning can be discussed in class so that all students are able to write the meaning of all given words.

Consume Vary Scarce Monetary Sacrifice Allocation Apportion Generates Assumptions Efficiency Rationality Proportion Interpretation Consumption Aggregated Influenced

B. Look at the title of the passage Fundamentals of Economics What do you think the passage is about? Put down your ideas about the theme of the passage before reading it. ______

Now read the passage thoroughly and try to answer the following questions:

Fundamental Economics What is Economics? Economics is concerned with how choices are made about the use of resources: what should be produced and who should consume it. The need to make such decisions arises because economic resources are scarce. Making decisions involves the sacrifice of benefits that could have been obtained from using resources in an alternative course of action. This sacrifice is known as the opportunity cost of an activity.

Economics as a social science

Economics studies the ways in which society decides what to produce, how to produce it, who to produce it for and how to apportion it. We are all economic agents, and economic activity is what we do to make a living.

Economists assume that people behave rationally at all times and always seek to improve their circumstances. This assumption leads to more specific assumptions.

➢ Producers will seek to maximise their profits. ➢ Consumers will seek to maximise the benefits (their 'utility') from their income. ➢ Governments will seek to maximise the welfare of their population.

Both the basic assumption of rationality and the more detailed assumptions may be challenged. In particular, we will look again later at the assumption that businesses always seek to maximise their profits. A further complication is that concepts such as utility and welfare are not only open to interpretation, but also that the interpretation will change over time.

The way in which the choices about resource allocation are made, the way value is measured, and the forms of ownership of economic wealth will also vary according to the type of economic system that exists in a society.

(a) In a centrally planned (or command) economy, the decisions and choices about resource allocation are made by the government. Monetary values are attached to resources and to goods and services, but it is the government that decides what resources should be used, how much should be paid for them, what goods should be made and, in turn, what their price should be. This approach is based on the theory that only the government can make fair and proper provision for all members of society.

(b) In a free market economy, the decisions and choices about resource allocation are left to market forces of supply and demand, and the workings of the price mechanism. This approach is based on the observable fact that it generates more wealth in total than the command approach.

(c) In a mixed economy the decisions and choices are made partly by free market forces of supply and demand, and partly by government decisions. Economic wealth is divided between the private sector and the public sector. This approach attempts to combine the efficiency of the market system with the centrally planned system‘s approach to fair and proper distribution.

In practice, the industrialised countries in the developed world have mixed economies, although with differing proportions of free market and centrally planned decision-making from one country to the next. In such economies, the government influences economic activity in a variety of ways and for a variety of purposes.

(a) Direct control over macroeconomic forces can be exercised through policy on tax, spending and interest rates. (b) Taxes, subsidies and direct controls can affect the relative prices of goods and services. (c) Government-owned institutions such as the National Health Mission (NHM) can provide goods and services directly, free or at low cost at the point of consumption. (d) Regulation can be used to restrict or prevent the supply of goods and services. (e) Incomes can be influenced through the tax and welfare systems.

Microeconomics is the study of individual economic units; these are called households and firms.

Macroeconomics is the study of the aggregated effects of the decisions of economic units. It looks at a complete national economy, or the international economic system as a whole.

1. What is economics? 2. What does the author mean when he uses the word assumptions? 3. According to the author what will change over time? 4. What kind of economic activity happens in a free market economy? 5. What kind of economy do developed nations have? 6. What are the different ways government can exercise control over economy? 7. List two major differences between free economy and centrally controlled economy. 8. What kind of economy does our country have?

WRITING

Writing definitions

In the above passage, look at the following lines: Microeconomics is the study of individual economic units. Macroeconomics is the study of the aggregated effects of the decisions of economic units. These are called as Definitions. Dictionary meaning is that it is the act of defining, or making something definite, distinct or clear. A formal definition consists of three parts: 1. The term (word or phrase) to be defined 2. The class of object or concept to which the term belongs 3. The unique characteristics that distinguish it from all others of its class

Examples: 1. A license is a contractual arrangement in which one firm (the licensor) provides access to some of its patents, trademarks, or technology to another firm in exchange for a fee or royalty.

In the above definition, the word ‘license’ is the term being defined. The phrase ‘contractual agreement’ is the group it belongs to. And the last part of the sentence is its unique feature suitable to only license. This is a formal definition of ‘license’. 2. Plutocracy is a government or state in which the wealthy class rules. 3. Bipolar disorder is a serious mental illness in which common emotions become intensely and often unpredictably magnified with mood swings. 4. Experimental psychology is a branch of psychology that uses experimental methods to study psychological issues. 5. A Seismograph is an instrument that measures and records details like force and duration of earthquake

Writing definitions

Write definitions for the following terms. Use dictionary for reference.

1. Algorithm 2. Bank 3. Reservoir rock 4. Poverty 5. Patriarchal society

Extended Definition 45

The above given definitions are single sentence definition. An extended definition, on the other hand, is a one or more paragraphs that attempt to explain a complex term. Especially, while writing reports, you may often discover that you need to explain certain basics before discussing the main subject matter. The key to writing a good extended definition is to choose the sources of definition to help readers understand the term being defined.

Checklist for writing extended definition for any terminology:

➢ Description ➢ Process narration ➢ Additional definition ➢ Historical background ➢ Cause and effects ➢ Problems and solutions ➢ Statistical data ➢ Uses & applications ➢ Similarities and differences ➢ Examples ➢ Future developments ➢ Advantages and disadvantages

Based on the checklist, try writing extended definition for the following: ➢ Aristocracy ➢ Psychokinesis ➢ Industrialization ➢ Migration ➢ Holocaust Read the following passage and answer the following questions:

Open AccessArticle The historical reconstruction of the 1755 earthquake and tsunami in downtown Lisbon, Portugal

46 by Angela Santos 1,*,Mariana Correia 1,Carlos Loureiro 2,Paulo Fernandes 2,3 andNuno Marques da Costa 1 https://doi.org/10.3390/jmse7070208 The 1 November 1755 earthquake triggered a tsunami that hit the entire Portuguese coastline. According to the historical records previously analyzed in Lisbon municipality, the combined effects of the earthquake, tsunami, and fire caused significant damage to the city’s buildings. However, the administrative limits of Lisbon municipality have been changing over time, which has been one of the limitations in the interpretation of this historical event in the city. Still, it is known that the disaster killed more than 10,000 people in the municipality, which in 2010 had 54 civil parishes. Moreover, the 18th century census data show that before the earthquake Lisbon city had 109,754–157,192 residents (older than 7 years). As a result, the fatalities due to the 1755 disaster correspond to 6.4%–9.1% of the Lisbon city resident population. The recovery process started immediately after the disaster. Nevertheless, only on 12 May 1758 was the Reconstruction Law of Lisbon approved. It established a five-year period to conclude the reconstruction project. On the other hand, although the historical accounts are quite vast providing a general overview of the disaster in the Lisbon municipality, details remain unknown, especially in the downtown area. In addition, the 1755 event has been largely discussed among the public, stakeholders and scientific community; however, the authors did not find any published detailed analysis of the disaster in the Lisbon municipality. Therefore, the aim of this research is to understand and reconstruct the impact of the 1755 event in downtown Lisbon, which includes earthquake, tsunami, and fire damage and the number of victims, as well as tsunami parameters (travel times, number of waves and inundation area). The study area is presented in Figure 1, corresponding to a stretch of coastline of about 1.8 km, including only 5 civil parishes (out of 54 administrative limits of Lisbon city in 2010). This area was selected due to available data and relevance to the comprehensive analysis of the tsunami. Furthermore, this research is a collaboration between academia and the Museum of Lisbon, which is quite

47 innovative in Portugal. With this research, the authors hope to contribute to a clearer and objective understanding of this historical event in downtown Lisbon and to advance the general knowledge about this historical event that has not been properly addressed or discussed.

Figure 1. Geographical setting of the study area: (a) Location of Portugal and the Lisbon municipality; (b) location of the study area; (c) details of the study area, which in 2010 had 5 civil parishes.

Answer the following questions:

1. Match the words in column A with their meanings in column B

Column A Column B

(1) Parish (a) Death toll

(2) Triggered (b) Interested party

(3) Fatalities (c) Significance

(4) Stakeholder (d) Community

(5) Relevance (e) Activated 48

2. Write single line definitions for the words taken from the passage.

(a) Tsunami (b) Earthquake (c) Research project (d) Historical event (e) Census 3. According to the author, what is the aim of this research study? 4. What does the Figure 1 depict? 5. What was the event that forms the basis for this research?

6. Pair work: Earthquake and Tsunami are two natural disasters that have occurred on earth. There are similarities and differences between them. Discuss with your friend about both Tsunami and Earthquake. Use the clues given in the diagram and write a short paragraph comparing both these disasters. In your paragraph, use connectives like To show similarity To show differences Similarly Whereas Likewise On the other hand In addition However In the same way Unlike Also But, although Both Instead of, in contrast

Tsunami Earthquake

Tectonic plates Tsunami, Epicentre, Tidal waves Seismic, Environment, Destruction Magnitude, Disaster, Floods , Earthquake Richter scale, Tremor, Evacuation Displacement, Landslide Geological, Crack, Volcano Energy, Rupture, Underwater Aftershocks Indian tsunami 49

Writing Captions

Every picture need a suitable caption to describe what is in the picture. A good caption is essential for a picture. A picture without caption is like headless visual. It does not make any sense.

Houses damaged after an earthquake of magnitude 6.5 struck the coastal Bangkok

As given above, try writing caption for the following visuals:

Figure 1: ______

Figure 2: ______

Figure 3: ______

Figure 4: ______

Describing a picture

Read the following description of Figure 2 given above:

The above picture shows an aerial view of a devastated city which has been prey to a great flood. It shows the houses that are submerged in the water. The worried expression of the soldier, who views the effects of the flood, reveals the tragedy that has befallen the city. The city has been a beautiful place with houses interspersed with greenery that consisted of well grown trees and playgrounds. Further, the arrangement of the houses shows a well-planned and constructed city with spacious roads and streets. The picture shows just one electrical post, implying the loss of electricity and the city’s loss of connectivity with the world.

The above paragraph describes the visual in detail and gives a coherent picture of what has happened. Descriptive writing uses powerful adjectives to show what is in the visual. It is very important to show not tell the readers what is in the visual. We need to use appropriate words to create that effect.

Now try describing the following picture using the earlier description as a model. Also, give a suitable caption to the picture. Your description should not exceed 150 words.

UNIT 3: NEGOTIATION STRATEGIES

Listening - Listening to interviews of specialists / Inventors in fields

(Subject specific)

Speaking – Brainstorming. (Mind mapping).

Small group discussions (Subject- Specific)

Reading – Longer Reading text.

Writing – Essay Writing (250 words)

Vocabulary: : Register specific - Incorporated into the LSRW tasks

LISTENING

Listening Skill is essential to become a fluent speaker in English. Strong listening skills need to be developed. It not only helps to understand what people say but also helps to speak clearly. Informational, critical and empathetic and comprehensive are the four main types of listening which help to face listening in various situations. To attain perfection in Listening,

Be attentive Understand the Ideas Face the speaker and maintain eye contact. Be attentive and relaxed. Keep an open mind. Listen to the words. Don't interrupt Don't impose suggestions Wait for the speaker to pause. Ask questions only to ensure understanding. Try to feel what the speaker is feeling. Give regular feedback. Pay attention to nonverbal cues.

An Interview With Gandhi1

Source: The Labour Monthly, Vol. 14, April 1932, No. 4 pp. 217-224, (3,338 words) Transcriptionp: Ted Crawford HTML Markup: Brian Reid Public Domain: Marxists Internet Archive (2009). You may freely copy, distribute, display and perform this work; as well as make derivative and commercial works. Please credit “Marxists Internet Archive” as your source.

[The interviewer was Charles Petrasch, who was in London while Gandhi was staying there. He was able to have a long

54 interview with the Indian leader and to put to him a number of questions which he had prepared.]

My Indian friends and I had drawn up a list of questions which we wished to put to Gandhi before his departure from London, and we wrote down his replies as the interview went on.

The questions and answers which follow show exactly Gandhi’s role in Indian politics.

The first questions put to the Mahatma were on general social matters.

In your opinion, what is the method by which the Indian princes, landowners, industrialists and bankers acquire their wealth?

At present by exploiting the masses.

Can these people enrich themselves without exploiting the Indian workers and peasants?

Up to a certain point, yes.

Have these people any social right to live better than the simple worker or peasant who performs the labour from which they draw their wealth?

Gandhi was silent for a moment. Then he replied: “No right. My social theory is that, although we are all born equal, that is to say, that we have a right to equal opportunities, nevertheless we have not all the same abilities. By the nature of things it is impossible that we should all be of an equal stature, that we should all have the same colour of skin, the same degree of intelligence and consequently it is natural that some of us should be more fitted than others to acquire material gain. Those who are 55 capable wish to acquire more, and they bend their abilities to this end. If they use their abilities in the best spirit they will be working to the benefit of the people. These people will be ‘trustees’ and nothing more.

“I should allow a man of intelligence to gain more and I should not hinder him from making use of his abilities. But the surplus of his gains ought to return to the people, just as the earnings of the children who work go to the common family fund. They are only the ‘trustees’ of their gains, and nothing else. I may be sadly disappointed in this, but that is the ideal which I uphold, and that is what is understood in the declaration of fundamental rights.”

Would you demand a higher reward for intellectual work?

In an ideal state no one can demand a higher reward for his intelligence. He who acquires more ought to use it for social ends.

We asked Gandhi if he did not believe that one of the principal causes of the poverty of the Indian peasants and workers lay in the appropriation of the fruit of their labour by the landlords and capitalists, since only a minute portion of the profits of the latter class go to the Government.

Gandhi agreed.

Don’t you think that the Indian peasants and workers are right in throwing themselves into a class struggle in order to secure their social and economic freedom and to rid themselves once and for all of the burden of supporting the parasite classes?

The Mahatma said no: “I myself am making the revolution for them without violence.”

What would be your attitude in face of a revolution of the peasants and workers against the princes, landlords, capitalists and their ally, the British Government? And also, 56

what would be your attitude if such a revolution occurred in an independent India, in an India under a Protectorate, in an India with Dominion status, or in an India in no matter what kind of circumstances?

Gandhi replied quietly: “My attitude would be to convert the better-off classes into trustees of what they already possessed. That is to say, they would keep the money, but they would have to work for the benefit of the people who procured them their wealth. And for doing this they would receive a ‘commission.’”

Activities: 1. What is Gandhiji’s response to the question, “How do Indian princes, landowners, industrialists and bankers acquire their wealth? 2. Gandhi says, “My social theory is that all of us are born equa…..nevertheless we do not have the same abilities.” How does he explain that idea or theory? 3. What is Gandhiji’s idea of “revolution”? 4. Should people who do intellectual work get higher pay? What is Gandhiji’s view on this. 5. What, according to Gandhiji, should the rich do with their wealth>

***********************

SPEAKING: BRAINSTORMING (MIND MAPPING) Brainstorming: Brainstorming is a process carried out to generate ideas within a group which is done in the initial stages of a project. It paves way to unleash many creative ideas in a non-judgemental environment. An effective brainstorming session will last anywhere between 15 and 45 minutes. An ideal time frame would be 30 minutes. The size of a group may vary from four to eight members. Instructions to be followed during brainstorming: 1. Articulate the research topic clearly to the group members. 2. Encourage the generation of creative ideas. 3. Accept every idea discussed in the group. 4. Do not abstain from any idea. 5. Do not criticize or evaluate ideas. 6. Try to build upon the ideas. 7. Record ideas accurately. 8. Evaluate the brainstorming session.

Mind Mapping: Mind Mapping is one of the effective forms of Brainstorming. A mind map gives a visual representation to our ideas and concepts. This visual tool will 7 help us structure our ideas in an enhanced way. The visual representation of ideas will promote a better analysis, comprehension and synthesis of the ideas. The use of different words, images, colours to highlight or to differentiate the ideas will give a visual appeal to our thought. Mind Map can be created on a paper or digitally using different visual mapping softwares. There are many websites that help us construct mind map digitally. Instructions to generate a Mind Map: 1. Write the research topic in the centre of a blank sheet. 2. Jot down the sub topics around the research topic. 3. Repeat the same process for generating the associated ideas to the subtopics. 4. Do not filter out ideas. 5. Keep the topics and ideas as short as possible. 6. Determine how the ideas are associated with the subtopics and how the subtopics are linked to the given research topic. 7. Identify the relationships between the ideas and between the subtopics and the research topic with lines or arrows. 8. Use of images and different colours will add effect to your mind map. 9. Reorganise the ideas using the identified relationships.

Here is a mind map about what it takes to be a good teacher

Source: https://www.flickr.com/photos/phploveme/4683410057 Task 1: Sketch mind maps for the following: 1. Social hierarchy 2. Personality types 3. Resolving the problems of farmers in India.

SMALL GROUP DISCUSSION:(3-4 memebers )

https://freesvg.org/group-wor

Source: https://freesvg.org/ As you know, the objective of this Unit 3 of your textbook is to achieve “Negotiation Strategies”. When you discuss in a small group, you can brainstorm. Discussion in small groups is a great way to improve your speaking skills Learning in small groups is beneficial because: 59

• It is a building block to help you gain confidence to speak in larger groups. • You get feedback for your ideas • You learn teamwork.

The following passage on Earth hour can form the basis for a small discussion:

Pretask Find out the meanings of these words/expressions Grassroots approach Degradation Catalyst Legislative Harnessing Collective action Redressed Unprecedented Concerted effort Imminent

The idea of “Earth Hour” was generated in 2007 by WWF and partners as a symbolic lights-out event in Sydney in 2007. Today, Earth Hour is a movement which has spread all over the globe. Held every year on the last Saturday of March, Earth Hour engages millions of people in more than 180 countries and territories, switching off their lights to show support for our planet. There is more to Earth hour than the symbolic switching off of lights. It is a grassroots approach to creating awareness about environmental degradation and has become a catalyst for change, having driven major legislative changes purely by harnessing the power of the people and collective action. The Earth Hour movement is open to all who would be willing to lend their support to this cause. From its beginnings in 2007, the issues facing planet earth still need to be redressed - the climate crisis remains, made worse by another urgent threat: the rapid loss of biodiversity and nature.

Natural systems are vital for all our futures – and yet, the rate of global loss of 60 nature during the past 50 years is unprecedented in human history. Nature not only provides us food, water, clean air, and other services. It is also one of our strongest allies against climate change. The onus to protect nature lies on the human race. A concerted effort is required to avert the crises that is imminent through climate change. Earth Hour aims to spark global conversations on protecting nature not only to combat the climate crisis, but to ensure our own health, happiness, prosperity and even survival. Task: 1. Having read the passage, get into small groups and discuss what activities can be a part of the “Earth Hour” campaign 2. Earth hour sensitizes us to our use of “energy” (Lights, fans etc) and how it is important to conserve energy. Discuss how each of us can be more careful in our use of energy on a daily basis.

READING COMPREHENSION Source Passage 1: Pre Task Acquaint yourself with the meaning of these words before you read the passage:

Traditional Hindrance Authoritarian Capitalism

Economic Systems There are different types of economic system. These include: the traditional, the command/socialist economy, pure capitalism, and mixed economic systems.

• The traditional economy. This is the type of economy in which the organization of production and distribution is frequently governed by tribal rules or customs. This type existed mostly in the early stages of development where the economy is strongly linked to the social structure of the community and people perform economic tasks for non- economic reasons. In the traditional economy, economic matters are largely determined by social or religious customs and traditions. For example, women may plough 61

fields because that is their customary role and not because they are good at doing so. Traditional economic systems are often found in less developed countries, where they may be a hindrance to economic progress.

• The command economy. In the command economy, an authoritarian central government calls the tune. It operates on instruction from those in power. In this type of economy, decisions in connection with the functions of an economic system are taken on a collective or group basis. There is collective ownership of factors of production. The group that owns the factors of production and takes decisions may be some government body. A command economy is a centrally planned economy. There is typically very little freedom of choice. The occupation of workers, the quantities of which type of commodity to be produced, and the distribution of income are determined by the central planners plus making arrangements for future economic growth. Cuba, North Korea, Russia, and Iran are examples of economies that are closest to perfect command economies.

• Pure capitalism. Pure capitalism is an economic system based on private ownership and the freedom of individuals to conduct their economic affairs without interference from government bodies or other groups. Capitalist economic systems are characterized by a great deal of freedom of choice exercised by consumers and business firms in the market for commodities and resources. The capitalist economy is also known as the free exchange economy or market economy. The essence of pure capitalism is freedom. There is freedom to own property, freedom to buy and sell, and freedom from government interference in the economic

aspect of each individual‘s life. Capitalism is best characterized by the economy of the United States, even though it is not a purely capitalist economy.

• Mixed economy. Many economies are best described as mixtures of capitalistic and command systems. The United States and other countries where markets are heavily relied on to allocate resources and distribute output are known as mixed capitalistic systems. The characteristics of free enterprise system are manifested in most of its economic activities. However, some of its economic decisions of the mixed economy are taken on collective basis and some of the productive resources or goods are owned by a governmental body. In the mixed capitalistic economic system, both government and private decisions are important.

Task 1

1. Traditional economy is an ancient practice. How did it operate?

2. What is the disadvantage of a “command economy”?

3. What is the essence of “pure capitalism”?

4. What kind of economy do we have in India?

Reading Comprehension

Source Passage: 2 The Art of Loving

If we want to learn how to love we must proceed in the same way we have to proceed if we want to learn any other art…

The practice of any art has certain general requirements, quite regardless of whether we deal with the art of carpentry, medicine or the art of love. First of all, the practice of an art requires discipline. I shall never be good at anything if I do not do it in a disciplined way; anything I do only if “I am in the mood” may be a nice or amusing hobby, but I shall never become a master in that art. But 63 the problem is not only that of discipline in the practice of that particular art, but it is that of discipline in one’s whole life. One might think that nothing is easier to learn for modern man than discipline. Does he not spend eight hours a day in a most disciplined way at a job which is strictly routinized? The fact, however, is that modern man has exceedingly little self-discipline outside of the sphere of work. When he does not work, he wants to be lazy, to slouch or, to use a nicer word, to “relax”. This very wish for laziness is largely a reaction against the routinization of life. Just because man is forced for eight hours a day to spend his energy for purposes not his own, in ways not his own, but prescribed for him by the rhythm of the work, he rebels and his rebelliousness takes the form of an infantile self-indulgence. In addition, in the battle against authoritarians he has become distrustful of all discipline, of that enforced by irrational authority, as well as of rational discipline imposed by himself. Without such discipline, however, life becomes shattered, chaotic, and lacks in concentration.

That concentration is a necessary condition for the mastery of an art is hardly necessary to prove. Anyone who ever tried to learn an art knows this. Yet, even more than self-discipline, concentration is rare in our culture. On the contrary, our culture leads to an unconcentrated and diffused mode of life, hardly paralleled anywhere else. You do many things at once; you read, listen to the radio, talk, smoke, eat, drink. You are the consumer with the open mouth, eager and ready to swallow everything—pictures, liquor, knowledge. This lack of concentration is clearly shown in our difficulty in being alone with ourselves.

A third factor is patience. Again, anyone who ever tried to master an art knows that patience is necessary if you want to achieve anything. If one is after quick results, one never learns an art. Yet, for modern man, patience is as difficult to practice as discipline and concentration. Our whole industrial system fosters exactly the opposite: quickness. All our machines are designed for quickness: the car and airplane bring us quickly to our destination -- and the quicker the better. The machine which can produce the same quantity in half the time is twice as good as the older and slower one. Of course, there are important economic reasons for this. But, as in so many other aspects, human values have become determined by economic values. What is good for machines must be good for man – so goes the logic. Modern man thinks he loses something – time – when he does not do things quickly; yet he does not know what to do with the time he gains -- except kill it.

Eventually, a condition of learning any art is a supreme concern with the mastery of the art. If the art is not something of supreme importance, the apprentice will never learn it. This condition is as necessary for the art of loving as for any other art. …

One more point must be made with regard to the general conditions of learning an art. One does not begin to learn an art directly, but indirectly, as it were. One must learn a great number of other – and often seemingly disconnected --- 64 things before one starts with the art itself. An apprentice in carpentry begins by learning how to plane wood; an apprentice in the art of piano playing begins by practicing scales; an apprentice in the Zen art of archery begins by doing breathing exercises. If one wants to become a master in any art, one’s whole life must be devoted to it, or at least related to it….With regard to the art of loving, this means that anyone who aspires to become a master in this art must begin by practicing discipline, concentration and patience throughout every phase of his life.

From The Art of Loving by Erich Fromm, German Psychologist.

VOCABULARY AND COMPREHENSION TASKS

1. What does the psychoanalyst Eric Fromm mean by the word discipline in the line “…the practice of an art requires discipline”? a. Distraction b. Train (someone) to obey rules or a code of behavior c. A branch of knowledge

2. Bring out the meaning of routinized used in the text. a. Make something into a habit or routine b. Prolong something c. Annual

3. What does Eric Fromm mean by the word ‘slouch’? a. Slow walking b. Active c. To relax

4. Describe the meaning of ‘rebelliousness’. a. To agree b. To protest or rebel c. To laugh

5. In the reading passage what is the contextual meaning of ‘infantile self- indulgence’? a. Immature and childish behaviour b. Childhood days c. Mature person

6. Give the meaning of authoritarian 65 a. Autocrat or strict disciplinarian b. Lazy person c. One who authors a book

7. Give synonyms for chaotic a. Pandemonium b. Fixed c. Orderly

8. Pick out the antonyms given in the passage. Two examples are done for you. (i) Rational x Irrational (ii) Connect x Disconnect Find out the other antonyms from the given reading passage

9. What is the meaning of apprentice? a. A trainee b. A veteran c. One who suffers from appendicitis

10. According to Eric Fromm what are the qualities necessary to practice any art? a. Talent and opportunities b. Concentration, patience and discipline c. Riches

______

ESSAY WRITING Why learn the skill of writing an essay? What do you do with information gained through a class lecture or by reading articles and books or browsing the internet? Do you verify its legitimacy? Do you dig in deep to confirm the data analysed and statistical ‘facts’ presented? We live in a time of misinformation where fake news travels fast through Whatsapp University and Facebook College. While information is power, misinformation is an utter disaster. It can ruin people’s lives and career. Therefore it is our responsibility to learn how best information can be used to build lives and benefit the society. Information, when properly utilized gets transformed into knowledge. The key to learning how to process information into knowledge can be learnt through the timeless art of essay writing. Who writes an essay in this age of digital communication you may ask. But the fact is, every scientific progress and development that ever existed was written as a research paper. You may be brilliant in comprehending the world around you. Innovation can ooze from your very being. But, unless you learn how to present your thoughts

66 and creative ideas in the form of a well composed essay, all your brilliance may only be a former shadow that will soon disappear into the night. So buckle up. Let us journey through the process of converting information into knowledge through essay writing. First things first Before you begin to write your essay you need to ask yourself three questions: To whom am I writing? Why am I writing? What am I going to say? Bearing these questions in mind will keep your writing focused and avoid digressions. Form and content A well composed essay has a beginning, middle and an end or an introduction, the body of the essay and a conclusion. What you are going to say will be your core or the central idea. This should appear in the first paragraph which is the introductory paragraph. Why? This will set the purpose of your essay and will attract your reader. So you need to make this part as interesting and captivating as possible. The introductory paragraph sets the reader in anticipation for what is to follow. So make sure that you include the main points of discussion in this paragraph. The rest of the composition will focus on expanding, explaining, arguing, comparing, contrasting, describing or substantiating your core idea through valid points that you had already mentioned in the introductory paragraph. To make things smooth for your readers, you will have to devote one paragraph for one idea. Depending on the word limit you may have the required number of paragraphs. Remember the golden rule of paragraph writing: One idea is equal to one paragraph. Give leverage to your writing by adding quotations in order to substantiate your statements. Provide examples, facts, quotations and any other form of proof that can validate a stronger emphasis to your ideas. Leave your emotions bottled up for the time being and focus on how you may evolve objectivity in your writing. Then you can sprinkle the flourish of your emotions in subtle places to add the element of pathos wherever appropriate. This will connect your essay with your readers. Read and reread your essay and check if the cohesive devices are put to good use. Check for coherence within each paragraph, i.e. check if each paragraph explains one idea. If your essay looks like a seed slowly grown into a tree then it is good to go. If you feel it looks like a flower garden trampled upon and all over the place then you would have to go over your ideas to see how you have developed them. Reinforce and summarize your arguments at the end of every paragraph in one sentence so that it will provide that connectivity and seamless flow of thoughts. Edit your essay and proofread it to avoid gaining negative popularity among your critics. Now that you have journeyed your readers through the body of the essay you need to gently let them dock. Otherwise you have lost the readers in an ocean of ideas not knowing where it all leads to. Compose a conclusion that will enable your reader to retrace your ideas and connect it to the core idea with which your journey began. You need to gently lead them on to the shore where they will relish memories of a pleasant journey with you. At the end of this

67 endeavour you would have gained the skill to transform information into knowledge. This is the learning outcome of the essay writing process. STRONGER TOGETHER AND A NEW WORD FOR US: SOLIDARITY - Srishti Bhatia, Modern Public School, Delhi Topper, UNESCO Pan India Online Essay Contest 2020 https://en.unesco.org/sites/default/files/week_2_winners.pdf “When I is replaced by We, even Illness becomes Wellness.” - Malcolm Solidarity is a commonly used word but has today gained a real recognition, meaning, and significance as the globe has endorsed ‘solidarity’ as the foremost and vital weapon in the battle to safeguard humanity. This has been brought to our conscience through a message given by Dr. Tedros Adhanom, the Director- General of WHO, who has made ‘solidarity’ a constant message of the global public health response to COVID-19 pandemic. Solidarity is not only a word, but also a realization that we are all in this together; not a feeling of indefinite compassion, but a firm and persevering determination to commit oneself to the common good, to strengthen the community and to promote a just society. It is clear that strength lies in unity, and ‘Unity is Strength’. Our unified objectives, sympathies, and actions tie us together as one with the strings of solidarity, while striking the chords of unity, cooperation, and unanimity. The world is tussling with an issue of large scale and massive human impact, the pandemic of COVID-19. Antonio Guterres, the ninth Secretary-General of the United Nations also said, in an interview, “COVID-19 is above all a human crisis with severe health and socio-economic consequences.” This virus is unexpected in our lifetime and requires an unmatched response. Once the battle is over, there will be ample time to look back and completely understand how it emerged, evolved, and caused devastation in our entity. That time has not come yet. Now is the time when the globe is in the thick of health, and when the international community must unite in its common struggle with solidarity to combat this virus and its shattering consequences. The WHO is working in solidarity with many countries to implement a comprehensive approach to educate, empower, and engage communities to slow down transmission. It is securing lives and buying time for the development of vaccines and treatments. An international large-scale study is in place to generate reliable data to show which treatments are the most effective. The WHO has called it ‘Solidarity Trial.’ Although political borders have been closed, scientists are creating a global collaboration unlike any other in history. Several experts in so many nations are focusing simultaneously on a single topic with great urgency. Another example is the lockdown followed by the respectable citizens like faithful teammates following the instructions of the government with loyalty. In turn, all doctors, healthcare workers, and civil workers have been fearless warriors working persistently round the clock for the good of the world. The globe is worth fighting for to secure such an invaluable jewel: humankind. We are in the midst of unpleasant circumstances of the most serious kind. We 68 have before us long months of struggle. It is the necessity to move forward with the spirit of harmony to fight this terrible catalog of human sufferings. ‘Let us stand in solidarity, not to a specific country, race, or religion but rather to humanity.’ “United we stand, divided we fall.” The little poetess inside me wants to sum up my thoughts with the following piece of poetry: Alone we are droplets, together an ocean, when we drink unity’s potion. Alone we are bricks, together a building, and so ourselves we are shielding. Alone we are branches, together a tree, grown with the seeds of solidarity. Alone we are people, together a team, with cooperation supreme. Alone we are humans, together humanity standing together with unity and unanimity.

OBSERVATIONS: ✓ The sample essay has a catchy Title with focus on “Solidarity” which will be dealt with throughout the essay. ✓ The Introductory paragraph foregrounds the agenda of this essay. ✓ Quoting the Director-General and Secretary-General of WHO adds great significance to the authenticity of the argument which the writer puts forth. ✓ Ideas are put forth cohesively in paragraphs, as one idea in one paragraph. ✓ The writer ends the essay with a clarion call to humanity towards “solidarity”. Until the end of the essay the focus was maintained and clarity and cohesion upheld.

TASKS:

Following the tips we learnt now, write a simple essay on “Your experience under Covid-19 Lockdown” Out of all essays you have read so far in life, which essay has touched you the most? Write 5 reasons on how and why the essay appealed to you. Through this, let the writer in you learn how to write a good essay which would inspire people.

UNIT 4: PRESENTATION SKILLS

Listening - Listening to lectures.

Speaking –Short talks

Reading – Reading Comprehension passages

Writing - Writing Recommendations

Interpreting Visuals inputs

Vocabulary: Register specific -Incorporated into the LSRW tasks

Listening: Listening to lectures. Read the transcript of APJ Kalam’s speech and answer the questions given below.: APJ Abdul Kalam’s speech at IIT Madras 2010 Friends, before I begin my address I want to share a thought with all the youth present here. I have met, so far, 11 million youth like you in a decade’s time, in India and abroad. I have seen their hopes, experienced their pains, walked with their aspirations and heard through their despair. All this experience made me learn something about them, which I would like to share with you: I learnt, every youth wants to be unique, that is, YOU! But the world all around you, is doing its best, day and night, to make you just "everybody else". Being like everybody else is convenient at the first glance, but not satisfying in the long vision. The challenge, therefore, my young friends, is that you have to fight the hardest battle, which any human being can ever imagine to fight; and never stop fighting until you arrive at your destined place, that is, a UNIQUE YOU! Being unique will require excellence, let us understand what is excellence in more detail. Excellence is a self-imposed self-directed life-long process. Excellence is not by accident. It is a process, where an individual, organization or nation, continuously strives to better oneself. The performance standards are set by themselves, they work on their dreams with focus and are prepared to take calculated risks and do not get deterred by failures as they move towards their dreams. Then they step up their dreams as they tend to reach the original targets. They strive to work to their potential, in the process, they increase their performance thereby multiplying further their potential and this is an unending life cycle phenomenon. They are not in competition with anyone else, but themselves. In this context, I will talk to you about four important aspects in life with my experiences. Aim in life, Acquiring Knowledge, Working Hard towards your

71 dream even in the times of difficulty and then finally how to manage failures and success in life. 1) What does the author mean when he says I have seen their hopes…. Heard through their despair? 2) What does the author mean by “UNIQUE YOU”? 3) What does the world around you wants you to be according to the passage? 4) How according to the author APJ Abdul Kalam, the pursuit of excellence achieved? 5) What is the “unending life cycle phenomena”, that the author is referring to?

______Further references: https://speakola.com/motivate/apj-abdul-kalam-iit-madras- 2010

SPEAKING: SHORT TALKS The following is a transcript of a short talk on ‘Poverty and the Need to Alleviate It’ Poverty is a world over concern. Even the developed countries are wrestling with this problem. As the socialists would like to call it, poverty is not an issue of non-availability but an issue of sharing existing resources with all. As a wise man once said there are enough resources in the world for every one’s need, but not for every one’s greed. Therefore, socialists would call this a problem of distribution of income and wealth. On the other hand, capitalists would call it a matter of reward for the efforts put in. The more a person strives the more he gets and the less his effort the less will be his share and therefore less his income and wealth.

However, most welfare economies have come to the conclusion, which is shared by all in the modern times, that, irrespective of the source of the problem, there is a need to alleviate it. Poverty today is defined as lack of access to good health care (particularly important in these days of pandemic), good education, clean air and living conditions minimum wages etc. In fact, nations today agree that poverty is not non-availability food, clothing and shelter alone: it is much more than that. Therefore, governments the world over have started targeted programs whereby specific groups of people are aided to reach the minimum standards required in the nation or even pass on the skills to have an opportunity to break out of the vicious cycle of poverty. All said and done it is an unpleasant reality, which is morally uncomfortable to live with and economically and politically an avoidable evil. Governments agree that something needs to be done and right away and in a focused manner to alleviate this malady. Task 1 Having listened to the short talk on poverty, answer the following questions: 1. Comment on the statement, “There are enough resources in the world for everyone’s need, but not for everyone’s greed” 2. Does the speaker sympathise with capitalists? 3. How does a welfare economy define poverty and respond to it?

READING PASSAGE 1: Institutions

For any individual or group to survive it is important that certain human functions are kept in mind, like the function of controlling the process of reproduction. For the society to exist it‘s important that the members of this society itself keep supplying societal members with a nurturing environment. And this is possible only through reproduction. And these reproduced

members exist as a part of the institution of the family which again is a part of the larger institution which is the society. Other functions include law and order because these are what guide the families to live in an orderlyfashion. To make sure that the members of the family and society can support their and their family‘s financial requirements, the economic institution is created. This depends on the education of the person for which education is supplied through the educational institution. In this way, many institutions exist with the aim of providing the specific details required to live.

Meaning of Institutions

Institutions are established ways of doing things. It refers to those rules and regulations which in their abstractness focus on the practicality of them by maintaining social interaction and regulated behaviour pattern. It involves discipline and curbing human emotions and behaviour. Recognized usage and procedures are known as institutions of Sociology. These established rules help create unity among the members which takes the institution forward. There are norms set for and by every society. Even though these norms differ from society to society, the members of a particular society stick to their norms. Only then can the institution prosper. If each one will focus only on themselves then the essence of the institution will be lost and there could be chaos. Say the parents need steady support without which they cannot look after their children because the institution of a family does not teach one that it is their responsibility to look after their children. It is a natural drive and instinct. This is what makes the generation and institution forward else it might collapse. Everyone had to understand their role, reversal of which may alter the 74

peace of the society and it‘s members ingeneral. Because of the presence of organized ways of livelihood, there‘s not much competition else many people would have found difficult to survive. In a way, society is helped by the institutions in order to function and are the pillars of society. Without one the other cannot function properly. It is a combined supplication so they are interdependent. If the economic condition is good, automatically a good family can be established. Similarly for a good family to live in a good way, financial strength is necessary. How well the family will run, depends on how educated its members are. Thus the concept of Institution is important to study many social sciences. Every person might have their ownidea of aninstitution. Characteristics of Institutions

A cluster of social usage: A cultural system exists and all follow the same cultural practices andtraditions. The relative degree of permanence: The beliefs are laid out and tried and tested over time. If they sustain then they become the fundamental beliefs of the institution and gain a permanentrecognition. Well-known defined Objectives: The Objectives resonate with the cultural norms. It is kept in mind that the people are made to understand the difference between the Objectives and thefunctions. Cultural Objects of UtilitarianValue.

Institutions are Transmitters of Social Heritage.

They are resistant to social changes due to the rigidity ofbeliefs.

Functions of Institutions

• They simplify the actions and work of the individual.

• They provide a means to control society and people who constitute it.

• Every individual is assigned a role depending on which he can achieve and regulate his status. • They help to maintain the order in society.

• They act as stimulants by giving the required freedom.

• Create harmony and unity amongst the members of society. Reading Activity

• Topic: Social Institutions

• Read the given passage and explain how social institutions work?

• Write in your own words about any of the social institutions you come across.

• Identify the characteristics of social institutions

PASSAGE 2:

M N Srinivas

Mysore Narasimhachar Srinivas was born in 1916 in Mysore. He was one of the best Indian sociologists. He received many honours for his contribution to the field of sociology. His studies are prominent in the area of caste and its other classifications, Sanskritization and many other topics that revolve around caste itself. He acquired his knowledge and doctorate in sociology in the University of Bombay. In the late forties, Srinivas went to the University of Oxford for his further studies. There he played a significant role and started bringing up ideas for sociology……… In brief the topics which were of great importance to Srinivas were:

Sanskritization is as the process in Hinduism in which the low caste Hindu person or group tries to acquire values, ideologies, and rituals of higher caste Hindu. 76

Westernization applies to Indian culture undergoing change on account of Indian people borrowing the culture of the West. Secularization in India is a process in which all the religion existing in India will be treated as equal and neutral. These are some of the social changes which Srinivas emphasized on. Religion and caste: He emphasized on many topics related to religion and village. How religion plays an important role to formulate Indian society. Religion, therefore, carries caste system which again produces subdivision of these castes. He later discusses how these castes affect different caste groups differently. Each caste carries its position in society and treated on the basis of those ranks. He further talks about how these caste differences bring out more differences among people differences like occupational differences, a hierarchy in society, the system of pure and impure, caste panchayats and assemblies.

Dominant caste: according to Srinivas any caste that has three main powers of numerical strength, political power, and economic power is said to be a dominant caste. Now he arises a new concept of dominant caste it does not talks about how castes are ranked in society. If only concerns with if one has numerical strength, political power and economic power irrespective of

whether he belongs to low or high caste. ANSWER THE FOLOWING QUESTIONS: 1. What is ‘Sanskritization’? 2. Explain the connection between religion and caste? 3. What is meant by ‘Dominant Caste’? EXERCISE :

Oral presentation on the ideologies of M.N.Srinivas

WRITING

WRITING RECOMMENDATIONS

Recommendations are guidelines to be followed in formal occasions. A company or an organisation uses recommendations in order to increase work perfomance and efficiency. Recommendations or guidelines issued in advance by any organisation also ensures that nothing untoward happens in a workplace.

Recommendations are normally made by committees chosen for that purpose. These committees analyse in depth the problem at hand and offer workable solutions. They also read literature on similar problems and gather data before offering guidelines. Since a lot of thought goes into writing recommendations, strong words are often used. You will come across words such as “must”, “should”, “ought” and phrases such as “it is recommended”, “strictly adhered to” etc in recommendations. Recommendations are normally written as short statements and they are written using bullet points.

For most formal occasions we are required to follow a set of guidelines in order to ensure a peaceful and hassle-free experience. Recommendations are a milder form of instructions. While recommendations give us suggestions, instructions are imperative. Recommendations suggest that it would be really nice if we can follow instructions whereas instructions are mandatory. They must be followed.

How to write a Recommendation:

1. Recommendations are usually written in passive voice. 2. The statement begins with the object in focus. 3. It usually follows one of the following sentence patterns a. Object+shouldbe+verb (participle) b. Object+mustbe+verb (participle) c. Object+canbe+verb (participle)

d. Object+need to be+verb (participle) e. Object+ought to be+verb (participle)

Sample Recommendations: 1. Recommendations to be followed by the Public while visiting a Museum:

•Visitors must not touch works of art •Visitors ought to keep a safe distance from the work of art •Silence must be maintained while inside the museum •Visitors must use only pencil for taking notes as an accidental pencil mark on art can be removed. •Visitors must not lean on objects and artefacts kept on display. •Visitors must strictly avoid bringing food, drink or chewing gum inside art galleries. •Visitors can wear coats but cannot carry it with them for the sake of the safety of the art. •Visitors are strictly prohibited from carrying any kind of weapons. •Running, pushing and rough behaviour is not allowed inside the premises. •Visitors may take photograghs or videos of art works for their personal use only. Recommendations for visiting a National Park or Reserved Forest: •Visitors must always listen to the instructions of the guide as he knows the forest better. •Visitors must not approach animals too closely or try to distract them. •It is recommended that visitors carry back their litter with them. •Visitors should strictly avoid carrying plastic bottles or covers with them. •Visitors cannot go off the designated trial or path. •Visitors should resist the temptation to take selfies with animals. Their privacy must be respected. •Visitors should avoid bringing small children, babies and pets to the National Park.

•Use of alcohol and smoking is strictly prohibited as this is a reserved forest. •Visitors should not use cellphones. •It is recommended that visitors wear comfortable walking shoes and travel light. • Wildlife photography is permitted in the premises. It is advisable to carry one camera per family. •Visitors must take the permission of local tribes before taking pictures with them.

Writing Tasks: 1. Write Recommendations for visiting a World Heritage Site. 2. Write recommendations for visiting a Shopping Mall in the midst of the Covid 19 pandemic. 3. Write recommendations for kindergarten children’s safety in school as well as in commuting to school and back.

INTERPRETING VISUALS TASK 1

Take a close look at the map given below and answer the following questions

1. Which continent has the lowest literacy rates? 2. Where do you find the highest literacy? 3. Which continent has 100% literacy? 4. What does the map say about literacy in India? 5. Comment on literacy in South America

TASK 2

1. What does the picture represent? Write a paragraph on the issue

represented.

UNIT 5: CRITICAL THINKING SKILLS

Listening - Listening comprehension- Listening for information.

Speaking – Making presentations (with PPT- practice)

Reading – Comprehension passages – Note making.

Comprehension: Motivational article on Professional Competence,

Professional Ethics and Life Skills.

Writing – Problem and Solution essay- Creative writing- Summary writing

Vocabulary: Register specific - Incorporated into the LSRW tasks

LISTENING Listening to live, audio lectures to understand meaning, syntax and information

Source passage:

• Intelligence

SPEAKING Source passage

• Power point slideshow in

classrooms

READING Source passage • Space Exploration - Voyagers 1

and 2

• Self medication

• professional competence, professional ethics and life skills •

WRITING Source passage • Global warming

• Floating Away by Jamie Holweger

LISTENING: LISTENING FOR INFORMATION

Aim

To enable learners to gain subject related vocabulary and use it in context

Pre-Task:

New Words or Concepts introduced / Vocabulary Enrichment

Intelligence

Quantitative thinking

Behaviour

Adaptability

Ask preliminary questions to draw the attention of the students

The following is a transcript of a passage on ‘Intelligence’

Definitions of Intelligence

In popular understanding, intelligence means mental abilities enabling one to think rationally, learn readily, act purposefully, and deal effectively with one's environment. In psychological testing, it is a term that has been given many different technical meanings concerned with mental abilities such as verbal reasoning, quantitative thinking, abstract analysis, manipulation of geometric shapes, recognition of similarities and differences between pictured objects.

Intelligence also implies "intellect" as

Capacity : Capacity or power of the mind for thinking and knowing in contrast to those mental faculties by which the individual feels or wills.

Figurative : Figurative references to individuals with marked capabilities for thought, or to thinking powers, in general.

According to the Dictionary of Psychology, 'Intelligence' refers to the ability to function effectively with problems, whereas 'intellect' refers to the rational thought functions of the human mind.

Intelligence as ability to adjust: According to one group of psychologists, intelligence is the general mental adaptability to new problems and new situations of life. Some definitions that come under this group are as follows. Binet (1905): ―Intelligence is the ability of an individual to direct his behaviour towards a goal‖. William James

(1907):

―It is the ability to adjust oneself successfully to a relatively new

situation‗. J. Piaget (1926):

―Intelligence is an adaptation to physical and social environment‖. F. N.

Freeman (1937);

―Intelligence is represented in behaviour by the capacity of the

individual to adjust himself to new situations to solve new

problems, to learn.

Intelligence as ability to Learn: This group of definitions of

Intelligence stresses the ability to learn. The more intelligent the

86 person, the more readily and extensively he is able to learn and enlarge his field of activity and experience. Buckingham

(1921)―Intelligence is the learning ability. Superman (1927)

―Intelligence may be thought of in terms of two abilities i.e. ‗g‗ or general ability and ‗s‗ or ‗specific ability‗. Thurstone (1946) defines

‗intelligence in terms of five primary abilities i.e. ‗S‗ or Space factor,

‗N‗ or Number factor, ‗V‗ or Verbal Comprehension factor, ‗W‗ or

Word Fluency factor and ‗M‗ or memory factor.‗

Intelligence as the ability to do abstract reasoning:

This group of definitions maintains that intelligence is the ability to carry on abstract thinking. This implies the effective use of ideas and efficiency in dealing with symbols, specially numerical and verbal symbols. L. M. Terman (1921): ―An individual is intelligent in proportion as he is able to carry on abstract thinking. P. E. Vernon

(1927): ―Intelligence is an allround thinking capacity or mental deficiency. E. L. Thorndike (1931): ― define intelligence in general as the power of good responses from the point of view of truth or fact.

Henry Garret (1946):

―Intelligence is the ability demanded in the solution of problems

which require the comprehension and use of symbols i.e. words,

numbers diagrams, equations, formula.

Theories of Intelligence

Apart from defining "intelligence", psychologists have been concerned to know the structure of intelligence. They have made analyses in an effort to determine its underlying factors. The purpose of these analyses has been to discover if possible the elements or components of intelligence, not only for a better theoretical understanding of this complex process but also to learn what might be the implications for the design and construction of mental tests.

Theories of Multiple Intelligences

Gardner‘s theory – intelligence is best thought of as multiple abilities that come in packages. The multiple intelligence theory is that people possess eight types of intelligence: linguistic, logical, spatial, musical, motor ability, interpersonal, intrapersonal and naturalistic intelligence.

The eight kinds of intelligence Gardner described are:

• Visual-spatial intelligence.

• Verbal-linguistic intelligence.

• Bodily-kinesthetic intelligence.

• Logical-mathematical intelligence.

• Interpersonal intelligence.

• Musical intelligence. • Intrapersonal intelligence.

• Naturalistic intelligence In Psychology, there are two types of intelligence, as identified by

American psychologists Raymond Cattell and John Horn: fluid intelligence and crystallized intelligence. Their theory holds that an

88 individual's overall intelligence is a result of different skills and abilities mixing and interacting together.

TASK 1

State whether True or False

1.Intellect is not figurative

2. It is the ability to adjust oneself successfully to a relatively new situation.

3. L. M. Terman (1921) gave the definition, An individual is intelligent in proportion as he is able to carry on abstract thinking

4. Intelligence is not represented in behaviour by the capacity of the individual to adjust himself to new situations to solve new problems, to learn.

TASK 2

Match the following:

An individual is intelligent E. Vernon (1927) in proportion as he is able to carry on abstract thinking.

Intelligence is an all round thinking E. L. Thorndike (1931) capacity or mental deficiency.

Intelligence in general is the power Garret (1946) of good responses from the point of view of truth or fact

TASK 3

Answer in one or two sentences the following terms:

1.Intelligence

2. Qualitative thinking.

3. Intellect as Capacity and Figurative

4. Gardener’s eight kinds of intelligence

SPEAKING

Pre-Task: New Words and Concepts.

Powerpoint

Electronic media

Slide

Slideshow

Audiovisual

Animation

Data

POWERPOINT SLIDESHOW IN CLASSROOMS

Power point presentations came into the education scenario more than a decade ago. One of the cardinal principles of effective communication is the use of audio visual aids. In times past, charts and models were used to capture the attention of listeners. With the advent of electronic media and advance in computer programming and computer literacy, classrooms and lecture halls are equipped with facilities for power point presentations. Pictures, videos, music, graphs can be included on the slides as required. For instance, heart beat can be depicted with an animated image of a heart. Video clips of events and phenomenon can also be inserted onto a powerpoint slide. PPTs can be created with voice over by recording narration for each of the slides. The running of the

PPTs can also be set by recording a slideshow with rehearsal timings. With audio recordings working in sync with the slides (pictures, videos, graphs, data and text) powerpoints prove to make an indelible impact on listeners.

POWER POINT – DOS AND DON’TS

1. Do not put up too much of text matter on the slide. Only the point and not a whole paragraph

2. Do not read what is on the slide. The slide is only a memory trigger. You should use it only to remind you/guide you as to the course of your speech

3. For a professional or academic presentation do not have designs or make it too colorful

4. Use pie charts and graphs when discussing any quantitative analysis

5. Use photographs or pictures when necessary. There is a saying, “A picture says a thousand words” Photos and pictures speak volumes.

6. Don’t use visuals that distract the audience from the topic and avoid flashy transitions.

7. The presentation should be progressive.

8. Don’t use multiple fonts and stick to a readable font style and size

9. When you complete your presentation, do a recap of all thepoints you have made in your power point

TASK 1

Choose which of the following in the list should in included in a good

Power Point presentation and which should be not. Write P for present,

N for not present

Big, readable Progressive Excessively Consistent Clarity text presentation colourful

Too many Elaborate Jarring Colors which The 6x7 rule fonts slide images are

templates contrasting

Differences Bullet points Flashy Too detailed Visuals which

92 which distract transitions distract

Extra Maximum Precision Simplicity Too many animation three to four styles

slides per

Numbers for Variety of Huge font Visuals to Differences lists with sound effects size support which imply sequences importance

TASK 2

Say whether the following statements are true or false, giving reasons.

1. Using only uppercase letters in the slides is a good idea.

2. Sans seriff is a clear font.

3. Size implies importance.

4. Sound effects can be distracting.

5. One must follow the KISS principle.

TASK 3

Arrange them in correct order, keeping the factor of maximum importance first

Planning

Using visuals to enhance the presentation

Selecting proper channel/ Mode of presentation

Starting with a bang

Summarizing

Preparation

Knowing your audience

Follow up- Having room for questions

Setting the Environment

Watching the body language, making it impressive

Following the KISS principle

TASK 4

Create a PPT following the above rules and make a presentation in class. Share the interesting moments and challenges faced while creating a PPT.

READING

READING COMPREHENSION & NOTE MAKING

NOTE TAKING AND NOTE MAKING

Have you ever wondered how to clarify notes from class, connect ideas together, and revise for exam in an easy way? Then try this important study skill – NOTE TAKING AND NOTE MAKING. Do ‘Note Taking’ and ‘Note Making’ mean the same? Or, Is there any difference between them?

Note-taking is a process that involves writing or recording what you hear or read in a descriptive way. This is often the first stage of the process of 94 producing effective notes. Note-making is an advanced process that involves reviewing, synthesizing, connecting ideas from the lecture or reading and presenting the information in a readable, creative way that will stick in your mind.

You listen to lecture or read a book and take notes. Taking notes can be bit elaborate. Making notes is different as they are the resources you create yourself. They tend to be more concise.

Why Note Taking / Note Making is important? The importance lies in the fact that it - ➢ Promotes active listening / reading ➢ Provides a framework for revision ➢ Improves understanding

Note-taking and making are skills and, like all skills, can be mastered through practice. How you take and make notes will depend on the subject, context and the way you work best. You will need to reflect on your skills as you progress.

What format of Note Taking / Note Making suits you best? This may depend on your learning preference. Are you best visually? Auditorily? Kinaesthetically? A mixture of more than one? Have a think about the easiest way for you to produce and review your notes. The structure of the lecture should help you to organise the content, so it is important to work on that as well. Whatever format you decide on (and it might be different for different lectures) the general principles are the same: ➢ Use your own words. ➢ Be concise. ➢ Use abbreviations, phrases and key words, not sentences. ➢ Date and reference notes clearly. ➢ Number pages and points. ➢ Use headings and subheadings. ➢ List details. ➢ Use boxes, underlining, colour coding, CAPITALS and highlighting. ➢ Use arrows to show links between sections. 95

➢ Use diagrams and drawings. ➢ Leave a margin and plenty of space between sections. ➢ Use a well-spaced layout.

https://in.pinterest.com/pin/389561436524014933/

Formats for Notes 1. Outline Method or Linear notes This is the simplest and therefore the most common style of notes, both for reading and listening. The word linear is the adjective of the word line, which indicates that these notes are written down the page, one line after the other.

2. Cornell Method The Cornell notes is a notes taking system that was invented back in 1950s by Walter Pauk. The Cornell notes taking method ensures to divide a single page in three sections namely Main idea, Notes, and Summary Section. 3. Mind Maps This is a pictorial way of organizing your thoughts and ideas. The visual nature of the notes can make it easier to understand and remember information. You can use colour, diagrams, pictures, and symbols.

4. Sketch notes Method Sketchnotes (sketch + notes) are visual notes, so more than just the regular text notes we all are used to take. When sketchnoting you enhance your regular notes with visual elements such as small drawings, frames, arrows, letterings etc. https://www.verbaltovisual.com/what-is-sketchnoting/

5. Annotation Method Annotation is an important part of note- taking. You annotate printed materials by marking up the text - writing in the margins, highlighting text, etc. Annotating is useful when you want to identify key passages so you can find them quickly later. https://in.pinterest.com/pin/358880664055306524/

Read the passages carefully and take notes from it, keeping in mind the heading and the subordinate points. The first one is worked out for you.

• Occasional self medication has always been part of normal living. The making and selling of drugs has a long history and is closely linked, like medical practice itself, with belief in magic. Only during the last hundred years or so has the development of scientific techniques made diagnosis possible. The doctor is now able to follow up the correct diagnosis of many illnesses-with specific treatment of their cause. In many other illnesses of which the causes remain unknown, he is still limited, like the unqualified prescriber, to the treatment of symptoms. The doctor is trained to decide when to treat symptoms only and when to attack the cause. This is the essential difference between medical prescribing and self-medication

Self Medication and Medical Prescription a) Occasional self medication practiced in past b) Medical diagnosis recent-100 yrs. approx. c) Difference between a prescribed medicine and self medication I. Doc. trained –knows when to treat symptoms & when to treat cause. II. Indiv. doing self medication ignorant abt. above.

2. Who knew that chimpanzees love to dance? They also like to clap along to music, and nod their head, tap their feet and move in time with the rhythm. A new study shows that chimpanzees could appreciate music. The researchers are from Kyoto University in Japan. They say their study could help us understand how early humans developed an interest in music. Researchers Dr Yuko Hattori and professor Masaki Tomonaga conducted tests on seven chimps. They played the apes six two-minute songs on a piano for six days. The researchers said the chimps had a definite sense of rhythm and it changed their mood. The male chimpanzees seemed to respond to the melodies more than the females. The researchers wrote that chimpanzees could have passed on a liking for music and dance to early humans millions of years ago. This could have happened via a common ancestor around six million years ago. The researchers said the study suggested that our love of dancing was deep inside the earliest humans. Dr Hattori said: "Chimpanzees dance to some extent in the same way as humans." She added: "In humans, listening to music causes rhythmic movement, suggesting a close connection between the auditory and motor areas in the brain." She believes the research could shed light on the evolution of dancing in humans and why we love melody and rhythm so much.

READING PASSAGE 2

PROFESSIONAL COMPETENCE, PROFESSIONAL ETHICS AND LIFE SKILLS

Youth is a period of life that has been described as “salad days”: this is a Shakespearean expression meaning a youthful time, accompanied by the vibrancy, enthusiasm, idealism, innocence and freshness to absorb new ideas and experiment. This colourful phase of life with its alacrity makes young people proactive and resourceful. It is also the time to equip oneself to face the vagaries of life and career. The scope of professional competence, professional ethics and life skills bring in a perfect blend of IQ(Intelligence quotient), 98

EQ(Emotional quotient) and SQ(Social and Spiritual Quotient). These important parameters of life are the beacon light which will light up the lives of youth right from their childhood to youth hood to adulthood. Hence is important for educational stakeholders like parents and teachers to inculcate ethics and life skills into the curriculum. Finding your métier Life is full of hills and valleys and it is indeed an uphill task to discover yourself so that you get into the perfect profession or occupation based on your passion, talent and merit. The famous quote of philosopher Socrates, “ To know thyself is the beginning of wisdom”, is the essential fulcrum on which our personality revolves. In psychology, the Johari window opens itself to know aspects of oneself known and unknown to ourselves and to others. As American transcendalist writer Ralph Waldo Emerson writes in his essay ‘Self- Reliance’, “Trust thyself: every heart vibrates to that iron string”, so the most essential and foremost step in finding your métier is to discover yourself, trust yourself, know your strengths and weaknesses. As philosopher Rene Descartes says, “I think, therefore I am” (Cogito Ergo Sum). This thinking and discovering yourself will lead you to discover your passion towards the subjects that you study and the profession that you pursue. Finding your mentor In the challenging society that we live in, and with the statistical data pointing at the danger of many youth committing suicide or facing depression, it is a good proposition to have a mentor who can be your friend, philosopher and guide”. As the English poet, John Donne puts it, “no man is an island”. So in this web of relationships, it is important for students to have role model mentors in the form of parents, teachers or even friends. This will boost your confidence when you feel low and you can strive to be a blessing to others. Abraham Lincoln attributed his greatness to his parents; so also Thomas Alva Edison. Dr. S. Radhakrishnan, the philosopher- President of India and Dr. A.P.J. Abdul Kalam acknowledged the role played by their elders and teachers in shaping their personality. What is true of mentoring for Lincoln, Edison, Dr. Radhakrishnan or Dr. Abdul Kalam is true for us also. Friendships based on shared interests and intellectual companionship is stimulating intellectually, emotionally, socially and spiritually. Habits and Routine In the words of Sean Covey, an American business executive, “depending on what they are, our habits will either make us or break us. We become what we repeatedly do”. It has been proved that anything we do continuously for twenty one days, becomes a habit. Our personality is basically an amalgamation of our habits. To quote John Irving, “good habits are worth being fanatical about.” Sigmund Freud’s psychoanalytic personality theory speaks of id, ego and super ego which gives the character traits of a person. Super ego tries to perfect and civilize our behavior based on moral right or wrong. Ego deals with the reality, trying to meet the desires of the ‘id’ in a way that is socially acceptable in the world. So the values like punctuality to your class and exams, honesty and integrity, loyalty to your subjects and educational institution and nation, faithfulness to your duty as a student, determination to be ‘high on task and 99 high on people’, tolerance to fellow human beings and God’s creations, generosity- all can be etched in your ego and super ego right from your student days to your professional years and even in your societal and family life. Tenacity The value of tenacity or perseverance, even in the face of adversity or failure is an important life skill to possess. This determination to achieve success against all odds is important. Not everything will work according to our liking. But the tenacity to hold on, to persevere, and not to be defeated is important. The best example is the character of Santiago in Ernest Heming way’s novel The Old Man and the Sea, where,in spite of his hardships syas, “Man can only be killed, but not defeated.” History is replete with examples of rulers trying to achieve their goal. We need to keep in mind that achieving our goal with tenacity is good provided we achieve it through honest and meritorious methods. Professional Ethics Professional ethics is a term widely used in the academic and professional circles. The word ethics comes from the Greek word ethos and means moral philosophy. In academics, knowledge devoid of ethics leads to plagiarism in your assignments, paper presentation, and publication of your research paper or dissertation. It is unethical to copy is an examination or copy someone’ else’s ideas or words verbatim without acknowledging the source. Honesty and humility are the hallmarks of professional ethics. The principles which Mahatma Gandhi enunciated in his book my experiments with truth, is worthy enough to be emulated in our life. Professional ethics also includes a balanced life-oriented and contemporary relevant pedagogy. The methodology of the teaching-learning process should be learner-centred and gender balanced. Rote learning and examination oriented education is out of the purview of professional ethics. The ultimate aim of professional ethics is academic integrity and holistic development of the body, mind and spirit. A student moulded thus will indeed carry this integrity in his/her career and will be a part of his/her personality. Learning- a life-long companion Learning is a never ending joy and the thrill of learning something new is a fascinating journey and a life-long process. It is often said that once a student, you are always a student. For learning to be pleasurable, a thirst for knowledge coupled with its connection to the real and practical life is vital. Life experiences add colour and vibrancy to our life and every subject that is there in the curriculum is a learning curve. Nature is a great teacher. The great English romantic poet William Wordsworth brings out the pantheism where nature brings aching joys and dizzy raptures or John Keats who said,” a thing of beauty is a joy for ever”. The philosophical content in Thirukkural infuses us with enlightment and practical wisdom. Every subject discipline - Economics, Political Science, Literature, Philosophy, Sociology, History, Anthropology, Social Work- is fraught with great treasures to make you a disciplined, holistic person. Literature makes you see life in totality through the various characters in novels, short stories, poems, biographies etc. history and anthropology gives us a continuum about the past. 100

Economics teachers us the beginning and evolution of economy. Political Science deals with the nuances of governance. Sociology and social work gives us insights about philanthropy and advocacy on social issues. An interesting aspect of enjoying your learning process is the bonus of giving you freedom to choose your hobby or areas of specialization, through the various subjects that you study. A student could take up hobbies like travelling, visiting museums, historical or tourist places, numismatics philately, reading, theatre activities or street theatre to spread social awareness or volunteering in social service projects associating with various NGO’s. all the hobbies, co- curricular and extra-curricular activities makes learning a holistic life-long process, outside the walls of the classroom. Task 1. How do you plan to make the best use of your undergraduate course? 2. What do you plan to do after your undergraduate programme? 3. Do you have any passion/hobby related to your subject area?

WRITING

PROBLEM SOLUTION ESSAY

We analyze the question by thinking about three things: keywords micro- keywords action words. Keywords are the words that tell us what the general topic is. Micro-keywords identify which part of the general topic the examiner wants you to talk about. They often give an opinion, qualify the statement or talk about a sub-category of the bigger general topic. Action words tell us what the examiner wants us to do.

SOURCE PASSAGE I

Global warming is one of the biggest threats humans face in the 21st

Century and sea levels are continuing to rise at alarming rates.

What problems are associated with this? Cite some possible solutions.

101

If we look at this question we can see that the keywords are ‘global warming‘.

This is our general topic. We are going to write about this, but we cannot write about any problems associated with global warming. If we do this, we have not answered the question properly. We therefore need to look at the micro- keywords.

The micro-keywords are ‘humans‘ and ‘sea level rise‘. So instead of writing just about the huge topic of global warming and any problems associated with that

(such as increased storms, extinction of certain animals, erosion of soil) , we have to talk about how particularly sea level rises will affect humans. If for example, we talked about the problems affecting the ‘planet’ or ‘animals’ or the

‘atmosphere’, we would not be answering the question.

The action words are problems and solutions. Our task is therefore to write about that and only that. It does not ask our opinion or about the disadvantages and advantages or about the causes, just the problems and solutions. If we talked about the causes of sea level rise, then we would not be answering the question.

There are several problems and solutions including:

Problem: flooding of people’s homes and businesses - Solution: build flood barriers or move to higher areas

Problem: loss of agricultural land and starvation - Solution: switch to more suitable crops

102

Problem: displacement of millions of people - Solution: move people in a planned and orderly way before the floods

Problem: ground water undrinkable - Solution: build desalination plants

Paragraph 1- Introduction, Paragraph 2- Problems, Paragraph 3-

Solutions, Paragraph 4- Conclusion

Climate change is among the principal dangers facing people this century and ocean levels are increasing dramatically. This essay will first suggest that the biggest problem caused by this phenomenon is the flooding of homes and then submit building flood protection as the most viable solution.

The foremost problem caused by sea levels creeping up is the flooding of peoples’ residences. Millions of people all over the world live in coastal areas and if the sea rises by even a few feet, they will be inundated with water and lose their property. Shelter is one of the most basic of human needs and widespread flooding would cause millions of people to become homeless, not to mention losing all of their possessions. The devastation brought about by this was clear for all to see during the 2011 Tsunami in Japan, in which millions of people were displaced.

A possible solution to this problem would be to build flood barriers. Flood defences, such as dikes, dams and floodgates could be built along coasts and waterways, thereby stopping the water reaching populated areas. The

Netherlands is one of the most populated areas in the world and also one of the

103 most vulnerable to flooding and they have successfully employed various flood defence systems.

To conclude, stemming the rising tides caused by increasing global temperatures is one of the foremost challenges we face and it will ultimately lead to many of the worlds’ cities being left underwater, but a possible solution could be to utilise the flood prevention techniques already used by countries like

Holland. It is predicted that more and more countries will be forced to take such measures to avoid a watery catastrophe.

TASK 1

Work in pairs and attempt to find solutions for the following problem:

Nowadays many people have access to computers on a wide basis and a large number of children play computer games. What are the negative impacts of playing computer games and what can be done to minimize the bad effects?

TASK 2

List the problems in the current education system and try to give creative solutions as students of the contemporary generation.

CREATIVE WRITING

Creative writing is writing that allows you to express your thoughts and emotions in a purely personal way. This style of writing is usually imaginative and unique to particular writer.

Some points to remember while attempting a creative writing

1. Be original.

104

2. Use powerful words and suggestive phrases that give a clear image.

3. Use adjectives and adverbials.

4. Use of unusual and expressive combination of words.

5. The language’s grammatical rules and use of tenses can be altered.

SOURCE PASSAGE II

Henry Mince‟s eyes popped open as his father, Theodore, shouted for him to get out of bed. Henry sat up, groggy, dreaming it was morning and his mother had just come in to wake him. He opened his eyes, looked around the room and realized yes, he had been dreaming. She always had woken him softly and slowly, not with a shout, like his dad. He crept out of bed, his feet cold against the wood floor. He came out of his room just in time for his father to say a quick goodbye before he was out the door for work, leaving Henry to fend to himself until supper time. Henry shuffled around the house, getting ready for the day. He walked to the bathroom for his morning shower, his feet creaking on the floorboards, the only noise in the house. He finished up in the bathroom, brushing his hair and teeth, and made way for the kitchen to have some breakfast. He was still so sleepy; he could almost close his eyes remembering when the house would be filled with the aroma of bacon on the skillet. He walked in to the room, his mouth instantly beginning to salivate with the fond memory, only to open his eyes to an empty room. No bacon, no parents, just cold, hard cereal in a ceramic bowl for Henry this morning. After breakfast,

Henry wandered around the house, bored to death. He passed by his fathers‟ room and saw with contempt that the bed remained unmade. In fact, upon a second 105 glace, Henry saw that the entire house was in need of a good cleaning. Towels lined the bathroom floor, dishes piled up in the kitchen sink, and all sorts of crummies scattered along the wood floors of the entire house. I have got to get out of here…, Henry thought to himself. He shivered; the mere thought of being alone in there all day was beginning to make him antsy. I think I’ll head down to the park, he decided. And with the swift decision, Henry grabbed his backpack containing his wallet as well as other various items and set off from the house. Henry practically sprinted to the park and was there in no time. He looked around seeing clear blue sky, white fluffy clouds and just the slightest breeze to cool the skin. In fact, it was so beautiful that Henry was not the only person to come there that day. Several people were strewn about playing

Frisbee, having picnics and just enjoying themselves. As Henry walked toward his favorite bench, he noticed a vendor near the water’s edge selling balloons.

That’s just what I need today, Henry thought to himself. He quickly calculated the money he had with him and walked toward the vendor, wondering if he would have enough to buy a balloon.

TASK 3

Identify and underline the descriptive words from the above passage.

Use your creativity to continue the story and give an interesting end.

SUMMARY WRITING.

A summary is a shortened version of a letter, a passage, a report, an article, a chapter or a book, written in the summarizer’s own words. Summarizing includes reading, understanding, analyzing, selecting important points and using note-making skills and rewriting. 106

POINTS TO REMEMBER

• Write the summary in your own words, making sure that you have

covered all the main points of the original.

• Do not add any detail or comment not found in the original.

• The summary should have the same tone as the original, and it should

not reflect the author’s attitude towards the subject.

• Make use of connectives for coherence.

• The language of the précis should be free from slang and colloquial

expression. Avoid using idiomatic phrases or fixed expressions.

107

READ, IMAGINE, CREATE

The following books and channels are recommended for you to widen and expand your learning experience:

Books:

1. Jawaharlal Nehru - Glimpses of World History 2. Erich Segal – Love Story 3. Khushwant Singh – Train to Pakistan 4. Khalil Gibran – The Prophet Short Stories

Authors Recommended: Leo Tolstoy, Guy De Maupassant, Somerset Maugham, O’Henry

Channels

The History Channel

Rick Steves (Travel videos on YouTube. The videos have subtitles)

108

109

English for Arts and Social Sciences Semester II

Tamil Nadu State Council for Higher Education(TANSCHE) Syllabus Second Semester Professional Communication Course for Arts and Science Colleges Hours: 60 Objectives: The Professional Communication Skills Course is intended to help Learners in Arts and Science colleges, • Develop their competence in the use of English with particular reference to the workplace situation. • Enhance the creativity of the students, which will enable them to think of innovative ways to solve issues in the workplace. • Develop their competence and competitiveness and thereby improve their employability skills. • Help students with a research bent of mind develop their skills in writing reports and research proposals. Unit 1- Communicative Competence Listening – Listening to two talks/lectures by specialists on selected subject specific topics -(TED Talks) and answering comprehension exercises (inferential questions) Speaking: Small group discussions (the discussions could be based on the listening and reading passages- open ended questions Reading: Two subject-based reading texts followed by comprehension activities/exercises Writing: Summary writing based on the reading passages. Grammar and vocabulary exercises/tasks to be designed based on the discourse patterns of the listening and reading texts in the book. This is applicable for all the units. Unit 2 - Persuasive Communication Listening: listening to a product launch- sensitizing learners to the nuances of persuasive communication Speaking: debates – Just-A Minute Activities Reading: reading texts on advertisements ( on products relevant to the subject areas) and answering inferential questions Writing: dialogue writing- writing an argumentative /persuasive essay. Unit 3- Digital Competence Listening to interviews (subject related) Speaking: Interviews with subject specialists (usingvideo conferencing skills) Creating Vlogs (How to become a vlogger and use vlogging to nurture interests – subject related) Reading: Selected sample of Web Page (subject area) Writing: Creating Web Pages Reading Comprehension: Essay on Digital Competence for Academic and Professional Life. The essay will address all aspects of digital competence in relation to MS Office and how they can be utilized in relation to work in the subject area Unit 4 - Creativity and Imagination Listening to short (2 to 5 minutes) academic videos (prepared by EMRC/ other MOOC videos on Indian academic sites – E.g. https://www.youtube.com/watch?v=tpvicScuDy0) Speaking: Making oral presentations through short films – subject based Reading: Essay on Creativity and Imagination (subject based) Writing – Basic Script Writing for short films (subject based) - Creating webpages, blogs, flyers and brochures (subject based) - Poster making – writing slogans/captions(subject based) Unit 5- Workplace Communication& Basics of Academic Writing Speaking: Short academic presentation using PowerPoint Reading & Writing: Product Profiles, Circulars, Minutes of Meeting. Writing an introduction, paraphrasing Punctuation(period, question mark, exclamation point, comma, semicolon, colon, dash, hyphen, parentheses, brackets, braces, apostrophe, quotation marks, and ellipsis) Capitalization (use of upper case) Outcomes of the Course At the end of the course, learners will be able to, • Attend interviews with boldness and confidence.

• Adapt easily into the workplace context, having become communicatively competent.

• Apply to the Research &Development organisations/ sections in companies and offices with winning proposals.

Contents

Units Page No.

Unit 1 08

Unit 2 34

Unit 3 66

Unit 4 95

Unit 5 113

Preface

The textbook on Professional English envisioned under the leadership of the Hon. Chief

Minister of Tamilnadu, Thiru. Edappadi K.Palaniswami by the Honorable Minister for Higher

Education Thiru. K.P. Anbalagan, and Principal Secretary to Government, Department of Higher

Education, Selvi. Apoorva, I.A.S., is a pioneering venture and strategic intervention in higher education in Tamil Nadu. It has been prepared with the unstinted support of Thiru.

Vivekanandan, I.A.S. Member Secretary, TANSCHE (Tamil Nadu State Council for Higher

Education)

Tamil Nadu has the distinction of having the highest GER (Gross Enrolment Ratio) of

49%, in higher education in the country: this figure attests to the efforts of the government to empower the youth of the state by enhancing access to higher education.

After duly examining the challenges faced by students in learning their subjects and with a vision to equip them to compete in a global scenario, four textbooks, English for Physical

Science, English for Life Sciences, English for Arts and Social Sciences and English for

Commerce and Management have been prepared.

The book is bound to fulfill its destiny as teachers and students work in tandem: teachers as facilitators and learners as highly motivated stakeholders.

DISCLAIMER

Some of the passages given for Listening,

Speaking, Reading and Writing lend themselves to the teaching of Grammar items. However, testing and evaluation does not include Grammar. This material is not for publication: it is only for training purposes.

Unit I

Communicative Competence

Listening : Listening to two talks/lectures by specialists on selected subject specific topics -(TED Talks) and answering comprehension exercises (inferential questions) Speaking : Small group discussions (the discussions could be based on the listening and reading passages- open ended questions Reading :Two subject-based reading texts followed by comprehension activities/exercises Writing: Summary writing based on the reading passages.

Introductory Exercise

Read the quotes given below and select the one you like very much. Give reasons for selecting it. 1. The truth is like a lion; you don’t have to defend it. Let it loose; It will defend itself.(St.Augustine) 2. Never discourage anyone who continually makes progress, no matter how slow. (Plato) 3. Life is very short and anxious for those who forget the past, neglect the present, and fear the future. (Seneca) 4. Happiness is when what you think, what you say and what you do are in harmony. (Mahatma Gandhi) 5. To succeed in your mission, you must have single minded devotion to your goal. (APJ.Abdulkalam)

Pre-Listening Exercise

Match the words in column A with their meanings in column B

Column A Column B

1. Psychology the study of societies and social behaviour

2. Economics the study of the past based on objects or parts of buildings found in the ground

3. Political Science reflection of life in various forms of writing like short story, novel, poetry etc

4. Sociology the branch of study dealing with the state and systems of government

5. Archaeology the branch of study concerned with the production, distribution and consumption of things

6. Literature the study of the mind and behavior Listening

A. Listen to the speech by Martin Luther King Jr on Emancipation of Negroes.

Transcript of the Listening passage

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Five score years ago, a great

American*,in whose symbolic shadow we stand today, signed the emancipation proclamation.

This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundredyears later, the Negro lives on a lonely island of poverty. I have a dream that one day this nation will rise up and live out the true meaning of its creed. “We hold these truths to be self-evident that all men are created equal. I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississipi, a state sweltering with the heat of injustice, sweltering with the heat of oppression will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin but by the content of their character. I have a dream today, that one day, down in Alabama with its vicious racists, with its Governor having his lips dripping with the words of “interposition” and

“nullification”. One day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today that one day every valley shall be exalted and every hill and mountain shall be made low, the rough places will be made plain and the croocked places will be made straight and the glory of the Lord shall be revealed. This is our hope and this is the faith that I go back to the south with.Withthis faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to play together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. And this will be the day when all of God’s children will be able to sing with a new meaning. And if America is to be a greatnation, this must become true. And also let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of

New York. Let freedom ring from the snow-capped rockies of Colorado. Let freedom ring from the heightening Alleghenies of Pennsylvania. Let freedom ring from every hill and molehill of

Mississipi. From every mountainside, let freedom ring. And whenthis happens and when we allow freedom to ring, when we let it ring from every village and hamlet, we will be able to speed up that day when all of God’s children, black men and white men, Jews and gentiles , protestants and catholics will be able to join hands and sing in the words of the old Negro spiritual. Free atlast.

*Former president of America, Abraham Lincoln issued the Emancipation proclamation on January1, 1863. The proclamation declared “that all persons held as slaves within the rebellious states shall be free”.

1. Based on Martin Luther King’s speech, state whether the following observations are true or false.

a. Martin Luther King delivered a historically important speech for the liberation of Negros in America. b. Martin Luther King did not fight for the freedom of black people in America c. Slavery never prevailed in the history of America d. Martin Luther King did not dream that one day the sons of slaves and slave owners will be able to sit together at the table of brotherhood. e. Abraham Lincoln issued the emancipation proclamation in 1863.

2. Fill in the table based on your understanding of Martin Luther King’s speech Martin Luther King commended Abaham Lincoln’s emancipation proclamation because

Martin Luther King’s dream with regard to the state of Mississipi is

Even a century after Abraham Lincoln’s emancipation proclamation, the blacks continued to be

According to Martin Luther King, the life of the Negroes is crippled by

3. Explore the evolution of thought in Martin Luther King’s speech and the succession of dreams with regard to various states of America given below

a. red hills of Georgia

b. the state of Mississipi

c. the state of Alabama

d. transformation of the jangling discords of the nation into

e. after freedom, all of God’s children

4. I. Find out the synonyms for the following words a. emancipation b. seared c. sweltering d. nullification e. jangling II. Give the antonyms for the words given below. a. rebellious b. slavery c. prodigious d. poverty e. justice B.Listening Excerise Dan Gilbert’s Speech on The psychology of your future self (Transcript)

At every stage of our lives we make decisions that will profoundly influence the lives of the people we're going to become, and then when we become those people, we're not always thrilled with the decisions we made. So young people pay good money to get tattoos removed that teenagers paid good money to get. Middle-aged people rushed to divorce people who young adults rushed to marry. Older adults work hard to lose what middle-aged adults worked hard to gain. On and on and on. The question is, as a psychologist, that fascinates me is, why do we make decisions that our future selves so often regret? Now, I think one of the reasons -- I'll try to convince you today — is that we have a fundamental misconception about the power of time. Every one of you knows that the rate of change slows over the human lifespan, that your children seem to change by the minute but your parents seem to change by the year. But what is the name of this magical point in life where change suddenly goes from a gallop to a crawl? Is it teenage years? Is it middle age? Is it old age? The answer, it turns out, for most people, is now, wherever now happens to be. What I want to convince you today is that all of us are walking around with an illusion, an illusion that history, our personal history, has just come to an end, that we have just recently become the people that we were always meant to be and will be for the rest of our lives. Let me give you some data to back up that claim. So here's a study of change in people's personal values over time. Here are three values. Everybody here holds all of them, but you probably know that as you grow, as you age, the balance of these values shifts. So how does it do so? Well, we asked thousands of people. We asked half of them to predict for us how much their value would change in the next 10 years, and the others to tell us how much their value had changed in the last 10 years. And this enabled us to do a really interesting kind of analysis, because it allowed us to compare the predictions of people, say, 18 years old, to the reports of people who were 28, and to do that kind of analysis throughout the lifespan.

Here's what we found. First of all, you are right, change does slow down as we age, but second, you're wrong, because it doesn't slow nearly as much as we think. At every age, from 18 to 68 in our data set, people vastly underestimated how much change they would experience over the next 10 years. We call this the "end of history" illusion. To give you an idea of the magnitude of this effect, you can connect these two lines, and what you see here is that 18-year-olds anticipate changing only as much as 50- year-olds actually do. Now it's not just values. It's all sorts of other things. For example, personality. Many of you know that psychologists now claim that there are five fundamental dimensions of personality: neuroticism, openness to experience, agreeableness, extraversion, and conscientiousness. Again, we asked people how much they expected to change over the next 10 years, and also how much they had changed over the last 10 years, and what we found, well, you're going to get used to seeing this diagram over and over, because once again the rate of change does slow as we age, but at every age, people underestimate how much their personalities will change in the next decade. The bottom line is, time is a powerful force. It transforms our preferences. It reshapes our values. It alters our personalities. We seem to appreciate this fact, but only in retrospect. Only when we look backwards do we realize how much change happens in a decade. It's as if, for most of us, the present is a magic time. It's a watershed on the timeline. It's the moment at which we finally become ourselves. Human beings are works in progress that mistakenly think they're finished. The person you are right now is as transient, as fleeting and as temporary as all the people you've ever been. The one constant in our life is change.

I. Based on Dan Gilbert’s Speech on the psychology of your future self, answer the following questions

PART A:

1) What do you think is the field of the speaker? 2) What is the regret of the speaker as regards our past decisions? 3) How does the speaker express his opinion about the pace of change of people in relation to their age?

4) Which components are presented as the five dimensions of & human personality? 5) How does “Time” impact upon people and their decisions?

PART B: Based on Dan Gilbert’s Speech on The psychology of your future self, state whether the following statements are true of false.

(i) People usually underestimated how much change they would experience over the next 10 years.

(ii) Every one of you does not know that the rate of change slows down in people as they age.

(iii) Every ten years there seem to come changes in people’s inclination towards various aspects of human life like music, dress, and food and so on.

(iv) Time is not a powerful force. (v) The passing of years reshapes our values and alter our personalities

PART C: Match the following words and their meanings:-

Sl.No. PART - A PART - B i Misconception Increasing at a fast pace ii Gallop Wrong understanding of something iii Neuroticism The quality of being energetic and not

shy iv Extraversion The tendency to experience negative emotions v Retrospect Deeply vi Profoundly A survey or review of past course of action Post Listening Activity Do’s and Don’ts of Interview

➢ Do your homework properly ➢ Be careful to make a first good impression ➢ Listen and respond accordingly ➢ Be prepared for smart, open ended questions from the interviewers ➢ Sell your strengths and experience ➢ Don’t speak poorly about your present or former employers ➢ Don’t falsify information ➢ Don’t speak irrelevantly

Answer the following questions

1. How would you do your homework for an interview? 2. What would you do to make a first good impression? 3. Sell your strengths and experience- Explain 4. What types of questions would you expect from the interviewers? 5. How will you conduct yourself when an interviewer poses a series of questions?

Speaking

A. The importance of “speaking” can be learnt from the fact that language is primarilyspoken.

Speaking skills play a very important role in the learning of any language. Along with writing, it is considered to be an active/productive skill. The passiveskills are: listening and reading. For the acquirement of active skills, passive skills provide inputs. All the four skills are equally important. In this section, the emphasis is laid on speaking skill.

1. Speaking –Preparatory Activity Illustrate in your own words, the following states of mind (i) Joy (ii) Melancholy (iii) Despair (iv) Disgust (v) Jubilation

2. Match the following words with their meanings

Words Their meanings i adaptability to legally take another person’s child into your family and take care of him or her as your own child

ii adoption change oneself according to situations

iii stationary writing materials

iv stationery not moving, not changing

v Ideal not working; being lazy

vi Idle the best possible; perfect

The Concept of “Society” and its Characteristics

Key Concepts – (Society, Community, Culture, Institutions) Society The term society is derived from a Latin word socius. The term directly means association, togetherness, gregariousness, or simply group life. The concept of society refers to a relatively large grouping or collectivity of people who share more or less common and distinct culture, occupying a certain geographical locality, with the feeling of identity or belongingness, having all the necessary social arrangements or institutions to sustain itself. ‘Man is a social animal’, said Aristotle centuries ago. Man needs society for his living, working and enjoying life. According to MacIver, “Society is a web of social relationship” . According to Lapiere, “The term society refers not to group of people, but to the complex pattern of the norms of interaction, that arise among and between them”. According to Ginsberg, “A society is a collection of individuals united by certain relations or modes of behavior which marks them off from others who do not enter into the relations or who differ from them in behaviour”. Characteristics of Society • Society depends on Likeness. The principle of likeness is essential for society. Likeness refers to the similarities. Society exists among those who have the similarities with regard to their needs, goals, outlook, values etc. • Society rests on Differences too. If men are exactly alike, their social relationships would be very much limited. There would be little give and take, or little reciprocity, if there would be no differences. • Co-operation: Society is based on Co-operation. It is the essential part of our social life. Co-operation arises when men realize that they have common interests. It refers to the mutual working together for the attainment of a common goal. • Interdependence. Social relationships are characterised by Interdependence. One depends upon the other for the satisfaction of one’s needs. • Society is Dynamic: Change is ever present in society. No society can ever remain constant for any length of time. Changes may take place slowly and gradually or suddenly. • Culture: Each society is unique because it has its own way of life, called culture. Culture is not society, but an element of society. Human society constitutes interacting people; while cultureis patterning of their behaviour. According to Tylor, “culture includes knowledge, law, morals, customs or any other capabilities and habits acquired by man as a member of society”. • Mutual Interaction and Mutual Awareness: Society is composed of people. Without people there can be no society, no social relationships and no social life at all. Individuals are in continuous interaction with other individuals of society. Society is understood as a network of social relationships. But all relations are social relations. Social relationships exist only when the members are aware of each other. Social interaction is made possible because of mutual awareness. • Social Control: Society has its own ways and means of controlling the behaviour of its members. Along with co-operation, competition and conflict exist in society. Hence, the behaviour and activities of people are to be regulated by informal and formal means of social control. Community A community is a social unit that shares common values, or a group of interacting living organisms sharing an environment. Communities may share a sense of place situated in a given geographical area (e.g. a country, village, town, or neighbourhood) or in virtual space through communication platforms. According to Bogardus, “Community is a social group with some degree of ‘we feeling’ and living in a given area”. According to Kingsley Davis, “Community is the smallest territorial group that can embrace all aspects of social life”.

Vocabulary

Culture : the customs, ideas, beliefs etc. of a particular society, country etc.

Interaction : an occasion when two or more people communicate with each other

Reciprocity : behaviour in which two people or groups of people give each other help and advantages

Territory : an area of land that belongs to one country.

Community : people of one particular area considered as a unit because of their common interests

Custom : a way of behavior which a particular group or society has had for a longtime Speaking Activities

1. Students can be asked to have group discussion on the following topics a) Present Status of Indian Economy b) Panchayat Raj System c) American Independence Struggle d) Role of Indian Women Freedom Fighters e) Modern Psychologists – Sigmund Freud and Carl Jung.

2. Students can be put in the following context and asked to structure their conversation accordingly.

a) As a social awareness exercise, students are divdeded into two groups and discuss ways and means for the regular maintenance of channels and water bodies for resolving drinking water issues and overcoming cyclone caused damages.

Group I – Improper maintenance of water channels is the reason for inundation of dwelling areas and breaching of water bodies – Don’t you think so?

Group II - Yes. You are absolutely right. we the students have the responsibility to ensure that there is no encroachment on channels and water bodies. So that we can curb people’s miseries during monsoon. What do you think are the measures to prevent it? Group I - ______

Reading Activity

Warm up

A. Think about our country. What are its specialities? (i) Biggest democracy in the world (ii) Unity in diversity (iii) Motherland of ancient greats like Astronomers Aryabhata, Varahamihira and Physician Sushruta. (iv) The country with the Longest Written Constitution (v) Land of colourful festivals and celebrations

B. Match the following words with their meanings

Words Their meanings i Democracy people are equal and should share equally the resources of the country

ii Communism a system in which the government of a country is elected by the people

iii Belief in or Support for government by Autocracy elected representatives of the people rather

than government by a king or queen

government by a single person or small group that has unlimited power or iv Republicanism authority

v Socialism the set of beliefs that states that all the

political system in which the state owns and controls all factories, farms, services etc

Reading

Passage 1 Peruse the following passage and answer the following questions

Crop Groups

1. Kharif Crops: Also called the summer crops, they are sown before the onset of the rainy season from May to July and harvested after the rains in September and October. Rice and millets are major kharif crops of India. 2. Rabi Crops: Also called the winter crops, they are sown in the beginning of the winter season from October to December and harvested before the summer season from February to April. Wheat, barley and oilseeds (mustard) are rabi crops. 3. Zaid Crops: These are the short duration crops grown after the harvest of thekharif or rabi crops before the next major season. The crops sown in February to April and harvested by June and July are called the ZaidRabi crops. Green vgetables are main crops of this season. Similarly, after the harvest of the kharif crops in September are grown some crops to be harvested before sowing the rabi crops in November and December. They are called zaidkharif crops. Oil seeds and some pulses are grown in this season. 4. Food crops: These are the crops that serve as food, and all food grains and pulse and most oilseeds are included here. They can be further divided as food grains, pulses, oil seeds and beverages. 5. Food grains: These are grains consumed in variousforms by man. The most importantfood grains in India are rice, wheat, maize, jowar and bajra. 6. Pulses: The important pulses grown in India include gram, mung, urad and masur. They are also grain crops but they are not the stable food of the people. 7. Oilseeds: These crops yield seeds from which oil is expelled. Mustard, rapeseed, groundnut, linseed and castor are the examples. 8. Beverages: The most important beverage crops of India are tea and coffee. 9. Subsistence Crops: These crops are grown primarily for own consumption by farmers and only a small portion enters the market. Cultivation of rice in west Bengal is an example of subsistence cropping. 10. Commercial crops: Also called the cash crops, they are grown mainly for the market. Cotton and sugarcane are important commercial crops. 11. Plantation Crops: In some cases, the crop is planted once and it provides yield for many years. Such plantations are managed like an industry. Tea, coffee, rubber, coconut and spices are examples of such crops. 12. Spices: Pepper, cardamom, red chilly and turmeric are examples of spices. 13. Fibre Crops: Also grown as cash crops, this group includes the plant that yield fibres; Jute and cotton are fibre crops. 14. Fodder Crops: These are crops harvested generally when green and used as cattle fodder. Berseem is one example of such a crop. Answer the following questions based on the passage given above 1. When do farmers raise kharif crops? 2. How are Rabi crops called? 3. When does the cultivation of Rabi crops take place? 4. Which is the cultivation period of zaid crops? 5. Which crops come under Food crops? 6. Give a few examples for Indian food grains. 7. Which pulses are grown in India? 8. Explain “Subsistence crops” and Differentiate it from “commercial crops” 9. What are the benefits of raising plantation crops? 10. Which are called Fodder crops? And What are they used for?

Reading Passage 2 Pre-Reading Activity It is generally said that the heartbeat of a nation is heard in its literature. Study of literature both teaches and delights. Reading of literary texts greatly helps people improve their language skills and it provides them with happiness as well. There are many interesting literary genres like poetry, short story, novel, drama and so on. Which writers’ works have you read? What are the interesting aspects of those works? Which writer or poet impresses you very much and why. After the reading of a literary work, be it novel or poetry or short story, discuss its various aspects with your friend. Reading: State and Government Government is often used as a synonym for the ‘state’.But both the government and the state are two different entities. There are differences between the state and the government. State 1. State consists of population, territory, government and sovereignty. 2. State possesses original powers. 3. State is permanent and continues forever. 4. State is abstract and invisible.

Government 1. Government is part of the state. 2. Powers of the government are derived from the state. 3. Government is temporary. It may come and go. 4. Government is concrete and is visible.

Branches of Government and Their Functions. According to Prof. Laski, law- making is not the only function of the legislature but its real function is to watch the process of administration to safeguard the liberties of citizens. The legislature of the union is called the parliament in India. It consists of two chambers Loksabha and Rajyasabha. There are 545 members in Loksabha and 260 members in Rajyasabha.Loksabhagets dissolved every five years but Rajyasabha is permanent. The term of a Loksabha MP is five years whereas in the case of Rajyasabha it is six years. The first speaker of Independent India is Mavalankar.

Powers and Functions of the Executive Enforcing law and maintaining peace and order, maintaining friendly relations with other states, making appointments to higher posts, convening the sessions of the legislature and conducting business, issueing ordinances whenever the legislature is not in session. Powers to grant pardon, reprieve or remission of punishment are the important functions of the Executive. Powers and Functions of the Legislature The primary function of all legislatures is the making of law. In most systems, however, legislatures also have other tasks, such as selection and criticism of the government activities, supervision of administration, appropriation of funds, ratification of treaties, impeachment of executive and judicial officials, acceptance or refusal of executive nominations, determination of election procedures, and public hearings on petitions. Hence, legislatures are not simply law- making bodies. According to Laski, the British parliament is said to be 'the mother of parliaments'. It is the oldest legislature in the world. In size, the British House of Commons, with more than 600 members, is among the largest; in contrast, numerous small island countries have legislative bodies with fewer than 20 members. Bicameral legislatures are common in many countries, particularly those with a federal system of government, such as the United States, Australia, Brazil, Canada, Germany, and India. Unicameral legislatures are typical in small countries and in those with a unitary system of government, such as New Zealand and Denmark. The functions of legislature are enacting laws, overseeing administration, passing the budget, hearing public grievances, and discussing subjects like development plans, national policies, and international relations. Powers and Functions of the Judiciary Judiciary is the important organ of the government. Its main function is to interpret laws and to administer justice. The welfare of citizens depends to a larger extent upon the judiciary. Judiciary is the most important pillar of democracy. Its interpretation of law ensures justice, equality and liberty to all its citizen. An independent and impartial judiciary is an essential requisite of a democratic setup. The Supreme Court of India consists of a Chief Justice and other judges. The Supreme Court has its permanent seat in Delhi. States in India have High Courts. There are District Courts and so on. The verdict of Supreme Court is ultimate. ImportantFunctions of Judiciary 1. Administration of justice. 2. To determine what is law and what is the scope and meaning of it. 3. To give advisory opinion on matters referred to it.

Types of Governments

Parliamentary and Presidential

In a democracy, the Government may be either parliamentary or presidential depending on the relation between the executive and the legislature. If the executive of cabinet is drawn from the legislature and when the two departments work in union in maintaining harmony, such a form of government is known as cabinet or parliamentary form. When the two departments remained independent of one another but at the same time provision is made for points of contact between the two by the one checking the other so as to maintain the balance, such a form of government is known as presidential. The best example of parliamentary types of government is known as presidential. The best example of parliamentary type of government is known as presidential. The best example of a parliamentary type of Government is provided by Britain and India for Presidential, the U.S.A. “Mother of Parliament” is a title often given to the British parliament. In India the president is considered to be supreme commander of the three armed forces.

Constitution

Every country has its own constitution, and the term ‘constitution’ means to establish; thus a constitution is established as the basis of Government either by the Constituent Assembly or by the process of evolved one by customs, British Constitutions is an evolved one by customs, tradition and conventions. Now we shall discuss the definition and meaning of constitutions. Gettle has said that the constitution consists of those basic principles which determine the form of a state. It is the most important legal document of the state, as constitution helps to maintain law and order in the state. According to A.V Dicey, constitution refers to “all the rules which directly or indirectly affect the distribution of the exercise of sovereign power in the state”.

These constitutions are referred to as the fundamental law of the land, rule of the state and corner stone of the state system; constitutions also determine the relationship between the people and the state. It prescribes the right of the citizen; hence, Laski observed that a constitution is known by the rights it provides to the citizen. Hence, it is obvious that a state small or big, strong or weak must have a constitution of its own.

Purpose of the Constitution The purpose of the constitution is to ensure an orderly establishment, it also guarantees fundamental rights to the citizens, defines the power and functions of executive,legislature and judiciary. It also regulates the relationship between the state and the associations existing under it.

A. Vocabulary Executive : Administrative using of the government Legislature : Enactment of Law Judiciary : Administration of Justice Press or Media: Dissemination of Information for the public through broadcasting and telecasting. B.(i) Which is considered to be the mother of parliaments? (ii) What are the two bodies of Indian parliament?How many members are there in each body? (iii)Which is considered to be the most important pillar of democracy? (iv)What are the functions of the constitution? (v) Who in India is considered to be the supreme commander of the armed forces?

C. compare “State” and Government” State Government i

iii

D. State whether the following statements are true or false (i) Loksabha gets dissolved every five years. (ii) Rajyasabha is not a permanent body. (iii) The verdict of supreme court is ultimate. (iv) The first speaker of free India is Sarojini Naidu (v) The press needs to play the role of a watch dog.

Writing

Pre-Writing

A.Find out the meanings of following Idioms and make sentences by using them . i. Build Castle in the air – To indulge in day dreaming without doing any work. Eg: Without doing any work, if you want to attain progress, it will be like building castle in the air ii. Bring home the bacon -- To earn money to take care of one’s family.

Eg: Mary stays at home and takes care of her children and her husband John brings home the bacon. Exercise:

1. White Elephant 2. Leviathan 3. Make much ado about nothing 4. Silver Tongue 5. Man of letters

B. Look at the following pictures related to Egypt. Do you know their historic significance? Write about them briefly.

Mummy

Cairo City – Capital of Egypt Pyramid

Suez Canal Nile River

C. Make a summary of the following passage

Egypt has one of the longest histories of any nation in the world. The ancient Greek historian Herodotus called Egypt “the Gift of the Nile.” The valley of the Nile River was one of the birthplaces of civilization, and for more than 2000 years Egypt was one of the richest and most civilized lands in the ancient world. Much of what we know about this great civilization has been learned from its art and architecture. In particular, the ruins of tombs and temples have provided a valuable record of Egyptian life.

The Egyptians were extremely religious, and their belief in life after death was an important part of their culture. They believed that, for the spirit to live on, the dead person’s body had to be preserved, or mummified and buried, along with supplies of food and drink, tools and utensils, valued possessions – all the things the person had needed or enjoyed on earth. Kings and other wealthy persons had elaborate tombs built. Sculptures and wall paintings in the tombs were also created for use in the next life.

The Step Pyramid was the first stone building in history and the first of the many pyramids to appear in the next 1000 years. The Step Pyramid was designed as a tomb for King Zoser and members of his family. It was an unusual pyramid because of its broad terraces or steps. The form of the pyramid that we are familiar with developed soon thereafter. The most important and famous pyramids are the three Great Pyramids at Giza, on the west bank of the Nile River. These pyramids were meant to house the Pharaohs’ bodies and serve as reminders of their almighty power. The giant statue known as the Sphinx – part human and part beast – has mystified and fascinated travellers for centuries.

Cairo, the capital of Egypt is the largest city in Africa. Situated on both banks of the Nile, it is Egypt’s commercial and cultural centre as well as the seat of government. Egypt’s second largest city Alexandria, is a busy port on the Mediterranean Sea. Port Said situated at the northern end of the Suez Canal, is one of Egypt’s principal ports. The ancient city of Luxor is one of the country’s major tourist attractions. Its historical sites include the Temple of Luxor, the temple of Karnak and the Valley of the Kings.

A. Write creatively about the following pictures in a few sentences.

Unit -2

Persuasive Communication

Listening : listening to a product launch- sensitizing learners to the nuances of persuasive communication Speaking : debates – Just-A Minute Activities Reading : reading texts on advertisements ( on products relevant to the subject areas) and answering inferential questions Writing : dialogue writing- writing an argumentative /persuasive essay.

1. Listening

Preparatory Activity

A. Identify the brand names

B. Listen to the pronunciation and meanings of the words given below Steering : the device of a vehicle that controls its movement and directions

Accelerator : also known as gas pedallocated on the floor on the far- right and it controls the amount of gas being fed into the engine and thereby controls the speed of the vehicle.

Speedometer : an instrument on a vehicle's dashboard indicating its speed. Product launch : a planned effort to bring a new product to market.

Professional Ethics : adoption of fairness in business.

Air bag : a safety device fitted inside a road vehicle, consisting of a cushion designed to inflate rapidly and protect passengers from impact in the event of a collision.

Engine CC : the size of an engine referring to the total volume of air and fuel being pushed through the engine by the cylinders. It's measured in cubic centimetres (cc). For example, a 1,000cc engine can displace one litre (1,000 cubic centimetres) of this air-fuel mixture.

Listening

Listening to a product launch

The launch of a new product into the market can be the beginning of a wonderful journey or a total fiasco. It is a key moment that requires seller’s full care and attention. The launch has to take place in such a way that the buyers’ or consumers’ interest is fully drawn towards the product.

The following ideas need to be kept in mind while launching a product.

i. Thorough analysis of the competition. ii. Aim for the ideal customer iii. Creation of a unique value proposition iv. Defining marketing strategy and tactics v. Testing marketing approaches vi. Rolling out the campaign vii. Awareness about the product’s lifestyle

The Launch of Apple iPad Air (2020) Wi-Fi

Apple iPad Air (2020) Wi-Fi tablet was launched on 15th September 2020. The tablet comes with a 10.90-inch touchscreen display with a resolution of 2360x1640 pixels at a pixel density of 264 pixels per inch (ppi).As far as the cameras are concerned, the Apple iPad Air (2020) Wi-Fi on the rear packs 12-megapixel camera. It sports a 7-megapixel camera on the front for selfies.

Apple iPad Air (2020) Wi-Fi packs 64GB of inbuilt storage. The Apple iPad Air (2020) Wi-Fi measures 247.60 x 178.50 x 6.10mm (height x width x thickness) and weighs 458.00 grams. It was launched in Green, Rose Gold, Silver, Sky Blue, and Space Gray colours. Connectivity options on the Apple iPad Air (2020) Wi-Fi include Wi-Fi 802.11 a/b/g/n/ac. Sensors on the tablet include accelerometer, ambient light sensor, barometer, gyroscope, and compass/ magnetometer. As of 1st December 2020, Apple iPad Air (2020) Wi-Fi price in India starts at Rs. 54,900.

A. Apple iPad Air (2020) Wi-Fi Full Specifications i. General

Brand Apple Model iPad Air (2020)Wi-Fi Release date 15th September 2020 Dimensions (mm) 247.60 x 178.50x 6.10 Weight (g) 458.00 Removable battery No Colours Green, Rose Gold, Silver, Sky Blue, Space Gray

ii. Display Screen size (inches) 10.90 Touchscreen Yes Resolution 2360x1640 pixels Pixels per inch (PPI) 264 iii. Hardware Processor make Apple A14 Bionic Internal storage 64GB Expandable storage No iv. Camera Rear camera 12-megapixel Front camera 7-megapixel v. Connectivity Wi-Fi Yes Wi-Fi standards supported 802.11 a/b/g/n/ac Bluetooth version 5.00

vi. Sensor Compass/ Magnetometer Yes Accelerometer Yes Ambient light sensor Yes Gyroscope Yes Barometer Yes Task II

A. Match the following items:

A B

i. Model 7 Megapixel ii. Removable Battery iPad Air (2020)Wi-Fi iii. Touch Screen 64 GB iv. Internal Storage Yes v. Front Camera No

B. Fill in the blanks i. Apple iPad Air (2020) Wi-Fi tablet was launched on ______ii. The phone was launched in colours such as ______and ______iii. Apple iPad Air (2020) Wi-Fi price in India starts at ______iv. With regard to connectivity, apart from Wi-Fi and Wi-Fi standards supported, the other facility available is ______v.______is the screen size of display. Nuances of Persuasive Communication

The general purpose of persuasion is to change people’s thinking or behaviour. You should have a specific purpose in mind. After you have decided on your specific purpose, think about the types of language and details that will help you accomplish it.

Definition of Persuasive Speech

A persuasive speech is a specific type of speech in which the speaker has a goal of convincing the audience to accept his or her point of view. The speech is arranged in such a way as to hopefully cause the audience to accept all or part of the expressed view. Though the overarching(overreaching)goal of a persuasive speech is to convince the audience to accept a perspective, not all audiences can be convinced by a single speech and not all perspectives can persuade the audience. The success of a persuasive speech is often measured by the audience’s willingness to consider the speaker’s argument.

Key Terms

• Persuasion : the process aimed at changing a person’s (or a group’s) attitude or behaviour. • Logos : logical appeal to the audience; does the speaker’s argument make sense? • Pathos : emotional appeal to the audience. • Audience Analysis : the speaker’s understanding of the audience’s knowledge, personal experience and proximity to a topic • Ethos : credibility of the speaker, assigned to him by the audience. Key Points

• Persuasive speeches can come in many forms, such as sales pitches, debates, and legal proceedings. • Persuasive speeches may utilize the three modes of persuasion: ethos, pathos and logos.

• Ethos is the most important appeal in a persuasive speech.

• Factors such as body language, the willingness of the audience, and the environment in which the speech is given, all affect the success of a persuasive speech.

• Audience Analysis is important in a persuasive speech, as the audience will be convinced for their own reasons, not for the speaker’s reasons.

The Sales Pitch

An example of a persuasive speech is a sales pitch. During a sales pitch, the speaker is trying to convince the audience to buy his or her product or service. If the salesperson is successful, the audience (the person being sold to) will choose to purchase the product or service.

However, salespeople understand that just because someone does not make a purchase after the first sales pitch does not mean the pitch failed. Persuasion is often a process. People may need multiple persuasive pitches and a lot of outside information before they are ready to accept a new view.

Task I

A. Answer the following questions in a sentence or two i. What is a persuasive speech and what are the uses of it? ii. Explain Ethos and Pathos in persuasion iii. What is the indication of the success of a persuasive speech? iv. What else is important in persuasion apart from the words of your speech? v. Write about the importance of audience analysis in persuasion. Task II

For the effective persuasion, you need to be aware of ideas both for and against your stand. Use of a pros-and- cons chart for the arrangement of views both in support of and against your position. This helps improve your persuasive skills.

A model pros-and-cons chart on “Standardised tests” is given below.

Eg: Topic: Standardized Tests

Pros Cons Recognized by colleges and universities Unfair to students who do not test well on these kinds of tests. Test all students on the same body of Test knowledge that may not have been knowledge taught Test in broad categories Too much weight placed on the results

B. Based on the model pro-and-con chart, prepare two charts for the following topics. i. “Is sports a must”? ii.“Profit or Ethics in Business”

2. Speaking

Preparatory Activity I Give vocal descriptions of the following pictures for about three minutes. Mullai Periyar Dam

Coconut Grove

Joint Winners of Nobel Prize for Economics – 2020

Paul R. Milgrom(USA) Robert B. Wilson(USA)

Keeladi Archaeological Excavation in Sivagangai District

Preparatory Activity II

Match the following words with their meanings given below

A B

1. Argument : Stable 2. Disagreement : Refusal 3. Consensus : Contradiction 4. Rebuttal : Wordy exchange of ideas 5. Consistency : Agreement

What is a debate? (https://www.pinterest.com/pin/83316661846747777/) A debate is a formal argument in which there are two sides that take opposing or supportive viewpoints and discuss them in an organized discussion of opposite views. A judge listens to both sides of the debate and decides which side made the better organized and supported argument.

The Basic Debating Skills

Style

Style is the manner in which you communicate your arguments. This is the most basic part of debating to master. If the debater’s articulation lacks confidence the content and strategy will be of little value.

Speed

It is vital to talk at a pace which is fast enough to sound intelligent and allow you time to say what you want, but slow enough to be easily understood. The debater needs to strike a balance between being too fast and too slow. The speed of the debater should be such that it allows him or her the space to fully express his ideas.

Tone

Varying tone is what makes you sound interesting. Listening to one tone for an entire presentation is boring. Articulation in the same tone for long will make the audience feel monotonous and uninterested. The tone needs to be decided based on the nature of the idea being presented.

Volume

Speaking quite loudly is sometimes a necessity, but it is by no means necessary to shout through every debate regardless of context. There is absolutely no need to speak any more loudly than the volume at which everyone in the room can comfortably hear you. Shouting does not win debates. Speaking too quietly is clearly disastrous since no one will be able to hear you.

Clarity

The ability to concisely and clearly express complex issues is what debating is all about it. The main reason why people begin to sound unclear is usually because they lose the “stream of thought” which keeps them going. It is also important to keep it simple. While long words may make you sound clever, they may also make you incomprehensible.

Use of notes and eye contact

Notes are essential, but they must be brief and well organized to be effective. There is absolutely no point in trying to speak without notes. Of course, notes should never become obtrusive and damage your contact with the audience, nor should they ever be read verbatim. Most people sketch out the main headings of their speech, with brief notes under each heading.

When writing notes for rebuttal during the debate, it is usually better to use a separate sheet of paper so that you can take down the details of what the other speakers have said and then transfer a rough outline onto the notes you will actually be using.

Eye contact with the audience is very important, but keep shifting your gaze. No one likes to be stared at.

Content

Content is what you actually say in the debate. The arguments used to develop your own side’s case and rebut the opposite side’s. The final logistics of how long you will be debating, how many people will be in your group, and how the debate will unfold (ie: which team speaks first etc.), will all be decided by your tutorial leader.

What do the debaters do?

❖ Assume that there is a right answer and they have it ❖ Combative participants attempt to prove that the other side is wrong ❖ Concentrate on winning the debate ❖ Listen to find flaws and make counter arguments ❖ Defend their assumptions as truth ❖ Seeing two sides of an issue ❖ Defend one’s own views against those of others ❖ Searching for flaws and weaknesses in others’ positions ❖ Create a winner and loser, discourage further discussions ❖ Seek a conclusion that satisfies their position

Structure of a debate:

There are always two sides in a debate.

Affirmative/Supporting Negative/Opposing First speaker -Defines the subject of debate, -Defines the subject, introduces the team and what introduces the team and what each member will argue each member will argue -Presents their argument -Presents their argument -Rebuts first speaker’s affirmative points Second speaker -Rebuts first speaker’s negative -Rebuts second speaker’s points affirmative points -Presents their argument -Presents their argument Third speaker - Rebuts the whole negative -Rebuts the whole team’s argument affirmative team’s argument -presents a final smack-down -Presents a final smack-down point point

Then the leaders of both the teams present their closing argument: no new points are made.

Vocabulary for Debate

To open an argument

➢ Well, I think that… ➢ The first point I would like to raise is this… ➢ Our position is the following… ➢ Here’s the main point I want to raise… ➢ I would like to deal with two points here. The first is… ➢ Our opponents have still not addressed the question we raised a moment ago… ➢ The other side has failed to answer our point about… ➢ Notice that the affirmative side has not addressed our main point. ➢ Let me just restate my position. ➢ Just to be clear, here is what I mean…

Vocabulary for transition of points

✓ I’m listening to the other side… ✓ I see your point, but I think… ✓ Yes, I understand but my opinion is that… ✓ That’s all very interesting, but the problem is that… ✓ I’m afraid I can’t quite agree with your point. ✓ I think, I’ve got your point, let me respond to it… ✓ We can see what you’re saying. Here’s my reply…

To Conclude

o So finally, we… o To sum up, here are the main points our opponents have not addressed… o We pointed out that… o Our opponents have claimed that… o To recap the main points… o Let’s sum up where we stand in this debate. o Let me summarize our position in this debate. o In summary, we want to point out that… o Let’s see which arguments are still standing. o Let’s take stock of where we are in this debate. Task I

Students can be divided into groups to organize a debate on the following topics:

1) Online games are harmful to children 2) Reality shows on Television 3) Student’s participation in curriculum design

Task II

A. Answer the following questions.

i. What do you think is the purpose of debate? ii. Illustrate the significance of debates in democracy. iii. What components should be focussed in debates? iv. What is meant by rebuttal? v. Shed light on the importance of body language in debates.

B. Form two teams with your classmates as members and make a debate on the following topics.

i. Industrialisation vs Preservation of Nature.

ii. Mobile Phone : A boon or a bane.

Just a Minute

What is Just a Minute? (http:// images.app.goo.gl/YGuyvP4RcuXrZ6TFA)

Just a Minute is a one minute or less extempore speech that is carried out without any preparation . It is conducted in order to improve the communication skills. It helps the introvert and shy students to take initiative and speak on the topic for a minute.

How to do?

▪ Skip all the ‘thank yous’ and ‘good mornings’ in the beginning ▪ Focus only on one message ▪ Compress the ideas ▪ Know the audience and craft the speech accordingly ▪ Avoid dramatic or tricky approach ▪ Avoid filler words ▪ End with the main message

Rules

In Just a Minute, the panellists talk on a given subject, but obey three rules while doing so. They must avoid:

Repetition : Originally, this meant not being able to repeat a certain idea or concept. However, due to challenges over time, it now means not being able to repeat words or even letters (For example, 'BBC' is considered repetition because of the two B's). Certain words such as 'The' or 'And' are usually allowed except under extreme circumstances (say, when repeated five or six times). The given subject on the card is however allowed to be repeated.

Hesitation : The speaker must speak continuously, without any pause. Even if the audience is laughing, you have to continue talking.

Deviation : Originally this meant deviating too far from the subject in question. Now the concept is considered in a broad context. Examples include deviation from the English language, grammar, truth or logic.

Task I

The students can be given relevant topics for Just a Minute. Following topics are only samples.

1) Digital world 2) Bio-life 3) Social behaviour

Task II

A. Answer the following Questions i. Distinguish between “Debate” and “Just a Minute.” ii. What are the key components of Just a Minute? iii. What do you think should be done to improve one’s skills to excel in Just a Minute?

Task III

B. Make a speech on the following topics for Just a Minute i. Indian Society ii. Contemporary World Economy iii. Nobel Prize iv. Ancient History

3. Reading

Read the advertisements given in preparatory activities I & II and observe the language and other components used.

Preparatory Activity I

Preparatory Activity II

Reading Texts on Advertisements

Introduction

Advertisements are very essential for selling any product. Its role is of most vital one in the success of any business. Advertisements are made in such a way that they reflect the uniqueness, distinct features and special qualities of a product. Advertisers need to be possessed of attributes like fine language skills, rich creativity and profound imagination so that they will be able to draw the attention of the consumers towards their products.

The aim of advertising is always to sell the product or let the people know the various facilities made available to them, either at the market or at their doorstep. When a product is being advertised, we are able to gather more information such as its name, price, benefits and availability. In short, it is a brief factual account of itself. But sometimes the drafted messages tend to be fictional too, owing to either exaggeration or false claims made by the advertiser. Viewed objectively, the advertising message must act as a salesperson and do its best to convince the consumer of the merits of the product or service described.

Advertisements have a two-fold purpose to serve. They have a message to convey and they attempt to evoke a desirable response in the buyer. As a result, the product becomes a popular one; the demand increases and the manufacturer, distributor and dealer reap a bountiful harvest. So, basically, an advertisement should communicate effectively.

To read advertisements will strengthen one’s language skills, fortify their creativity and reinvigorate their imagination which are all essential for becoming an effective and impressive communicator.

Reading Texts on Advertisement

Model

Read the passage carefully and answer the following questions:-

It is almost impossible to escape from advertisements. Large hoardings stare down at you from the sides of the roads; neon signs wink above shops; in magazines and newspapers advertisements take up more room than the reading material. All these are twentieth-century developments which have grown side by side with the spread of education and technical advances. Advertising affects not only our ears and eyes but also our pockets. Some critics point out that advertising actually raises the cost of products. Whenever you buy an advertised brand, about 25% of what you buy may represent the cost of advertising the name.

But there are a few things to be said in its favour. Although some things cost more because of advertising, other things cost less. Newspapers, magazines, radio and television all carry advertisements, and money received from the advertisers helps to lower the cost of production. In this way, we get information and entertainment at lower prices than would otherwise have been charged. It gives rise to competition among manufacturers which benefits the customer by offering him a wider choice.

A. Based on your understanding of the passage, complete the following sentences:

(a) The three ways of advertising the author refers to in the passage are______

(b) The advertisements cause a loss for the buyers as______

(c)As advertisements in (i) ——————-reduce the cost of production, we benefit by (ii) —— ———–provided by the (iii) —————-

(d) Another advantage of advertisements is ———————————-

Answers

(a)(i) Large hoardings put up on roadsides (ii) Neon signs above shops(iii)Advertisements in magazines and newspapers.

(b) they assault the ears, eyes and pockets of the buyers.

(c) (i) newspapers, magazines, radio and television … (ii) getting information and entertainment (iii) manufacturers and advertisers.

(d) that it offers the customer a wide choice in the selection of what he buys.

Exercise I

B. Read the following advertisement and do as directed.

A. Answer the following questions.

i. What is the advertisement about? ii. How many intakes are there for the course per year? iii. What is the climate of the class? iv. Is the study tour available for the course?

B. State whether the following statements are true or false

i. There are no optional programmes. ii.The cost of the course is $1000 AUD for ten weeks.

iii. Accommodation is unavailable for the course.

Read the text below carefully and observe a few Classified Word Ads and their features.

AUTOMOTIVE- SELLING

IMMACULATE CONDITION Mercedez Benz imported in 2019. Single owner, 2019

Model. Left hand drive, brand new tyres. No Brokers. Contact : 610244

RENTAL-RESIDENTIAL

MODERN INDEPENDENT two-bedroom house 800 sq.ft. with attached bath, portico at 75, Teresa Street, Bally Gunj, Calcutta-35. Contact: 429463 within two days. Company Lease preferred.

FOR SALE

IMMEDIATE SALE wooden cabinets, a study table, doors &windows with frames & show case. Lump sum payment preferred. Contact: Today & Next Sunday. A -15, Shanthiniketan Marg, Janakpuri, Delhi-110058

Salient Features

1. In all the above advertisements you find the caption in Block letters in a box. The box can be either at the centre or to the left. So, you must learn to provide a suitable caption in block letters and box it either at the centre or to the left, close to the margin. 2. Advertisements placed under RENTAL could be specified COMMERCIAL or RESIDENTIAL as the case may be. Again, under AUTOMOTIVE it may be for selling or buying. 3. The first two words are in capitals and are darkened to strike the reader’s eye. 4. The name of the object advertised or the kind of service available usually occurs in the first line. This should be followed by its special features. If it is a car or cycle, the model, the colour, the working condition and the nature of the ownership are mentioned. 5. The last sentence mentions where the advertiser should be contacted. Some advertiser may prefer to have a quick settlement, so they mention their telephone numbers, while in certain cases, both the parties may like to discuss particulars at length, so the address is provided. 6. The advertisement need not be in correct grammatical sentences. Phrases and expressions suffice.

Exercise II

Draft suitable Classified word ads, bearing in mind the details provided below:

1. A reputed company requires canvassing agents. Attractive commissions are offered. So, frame an advertisement quoting Box No. 2. A leading company requires posh bungalows on company lease as guest houses. Provide the telephone no. and specify the area preferred. 3. You wish to sell your second hand scooter for Rs.35,000/.- It is in excellent condition.

4. Writing

Preparatory Activity I

A few patterns for Seeking, Giving and Refusing Permission in dialogues

A. Seeking Permission

i. Could I use your car for a day, please? ii. Can I take your book, please? iii. May I stay in your room tonight, please? iv. Is it all right if I come with my parents to meet you?

B. Giving Permission

i. Yes, of course ii. Certainly iii. You are welcome iv. Please bring them

C. Refusing Permission

i. Sorry, it is not possible ii. I am afraid it is not possible iii. I am sorry, I don’t have the authority to let you iv. I am sorry I am not supposed to let you

Dialogue Writing

A dialogue means conversation between two or more people and it is also defined as a verbal exchange between two or more characters. If only one person talks, then it is monologue. This part focuses on the development of conversational skills of learners by acquainting them with many different types of dialogues. Enhancement of articulation skills will enable one to participate in conversations and dialogues with confidence.

There are some measures on the development of dialogue skills.

i. Strengthen your basic language skills. ii. Articulate your ideas confidently. iii. Keep your speech brief but effective iv. Don’t be overbearing in the dialogue v. Avoidance of inappropriate expressions and slangs vi. Keep in mind the stature of the person you talk to and structure your conversation accordingly.

The dialogue between a stranger and a native of Madurai

Stranger : Hello sir, I am from Trichy. I want to go to Madurai Kamaraj University. Which bus should I take to go there?

Native : Hello sir, you are welcome to Madurai. You can board 18B bus from Periyar Bus station to go to the university.

Stranger : Thanks for your information sir. How long will it take to reach the university?

Native : By bus, you can reach the university within 45 minutes from bus station.

Stranger : Is it so sir? Is train facility available for the university?

Native : No, sir. There is only bus transport for the university. May I know why you visit the university? Please don’t mistake me for this question. Just out of curiosity. I am an old student of the university.

Stranger : That is fine. I am happy that you are an old student of the university. I wish to pursue Ph.D. in the university. In this regard, I would like to meet the Head of the department of English.

Native : Is it so, my best wishes to you.

Exercise I

Based on the exercise given above, fill in the blanks in the following dialogue between a I Year History and an Economics student in a college.

History Student : Hello friend. Nice to meet you. Which course are you doing?

Economics Student : ______Economics. Have your classes started for this semester?

History Student : ______last week. How do you find the subject of economics?

Economics Student : ______. Like Economics, I hope your subject history also will be interesting to study. Can you say some basic things about history?

History Student : ______. I have shared with you the basic facts about history. Now, I am eager and enthusiastic to know something about your subject. Can you please tell me something about it?

Economics Student : I will be very happy to share with you some foundational ideas of Economics. ______is considered to be the father of Economics. ______is India’s economy. Study of Economics is divided into two types: ______and ______.

History Student : Thank you friend. With your help, I have learnt some basic matters about Economics.

Exercise II

A. Write a dialogue between a Sociologist and Political Scientist on the need for strengthening democracy.

Writing Persuasive/ Argumentative Essay

Introduction:

It is a piece of writing of moderate length on a particular subject. The objective of a persuasive essay is to get the readers to accept the ideas, views and opinions of the writer. The central function of a persuasive essay is to bring about a change or a kind of transformation in the readers in tune with the stand of the writer. For the fulfilment of this purpose, convincing viewpoints on the topic should be presented in a way that impacts upon the readers. The two essential characteristics of a persuasive essay are collection of necessary ideas and convincing presentation.

For instance, when an essay needs to be written on Preservation of Historical Monuments, places and objects, the benefits of the protection of historical remains are to be presented. The essay should also focus on the negative consequences of failure to protect the objects and places of historical importance.

Such an essay on the need for the protection of historical objects should consist of three parts – Introduction, Body of the Essay and Summation. The introductory part should cast light on necessity of the preservation of such objects and also the efforts taken both nationally and internationally for their protection. The introductory part should further illustrate that when a society wants to move forward and attain progress, it is necessary for it to have the knowledge of its past. Be it an individual or a society, if they lack the knowledge of their history, culture and civilization, it would face difficulties in marching ahead. Unless a society looks back into its history and learns lessons from it, its onward march will be crippled. Having explained the significance of preservation of historical monuments and objects, the essay can move to the next part called – Body. The Body of a persuasive essay on this topic should lay emphasis and stress on the ways and means for the conservation of it. It can make analysis of modalities for protection of ancient monuments and can also propound a series of recommendations. It can include the need for the sensitisation of the general public to preserve it. This part of the essay can explain in its recommendations that governments, NGOs and the general public need to act in co-ordination with one another towards safeguarding ancient monuments so that the glorious past way of life of the country will be made known to the world. Another suggestion it can make is that Educational Institutions from schools to universities should be pressed into action to safeguard the ancient monuments.

The summation part can give in a nutshell all that has been presented in the earlier parts of the essay, besides stressing the necessity for the continuous efforts at the protection of ancient monuments.

Model for Persuasive / Argumentative Essay

Necessity for Study of Literature Introduction:-

This essay focuses on the importance of study of literature. Literature is described as the reflection of life. As there are a number of nations and languages in the world, there are a number of Literature. The significance of literature is so great that it cannot be considered as a mere repository of fables and parables. Literature is found in various genres such as Poetry, Prose, Play, Fiction, and so on. This essay puts forth the reasons why study of literature should be given priority. Literature as the Identity of a Society Language and Literature are considered to be the identity of a society or a nation. It is a documentation of the way of life, values and ethics, social and religious beliefs of the bygone ages. Over and above, the reading of literary works will also illustrate what types of political systems and governance existed in the past. Literature plays a very predominant role in the sustenance of a society’s traditions and conventions. Not only that, it transfers them to the successive generations. Without the perusal of literary of works, it would be difficult for one to acquire knowledge about one’s forefathers. As a result, they may be left without any idea of their own roots. Wherever people migrate in search of greener pastures, they will be eager to carry with them, their way of life and culture and they will also make endeavours in the earnest to enlighten their children about their roots. For keeping the identity of a society alive and vibrant, and also transmitting it to successive generations, the role of literature is of most vital importance, For example, Sangam Tamil Literature helps us learn about the art, culture, civilization, warfare and martial skills of ancient Tamils who lived over two thousand years ago. Akananooru, Purananooru and Tamil Epics help in a very big way to fathom the cultural richness, glory and heritage of our forefathers. Since Literature offers identity to us, it should never be ignored. Literature as a Force of Unification: The previous part expatiated upon Literature as an identity provider. This part explicates the fact that it can also serve as a unifying force. Ancient Tamil poet Kaniyan Poonkundranar articulates the view that Yathum Oore Yavarum Kelir; Theethum Nandrum Pirarthara Vara (Every Landscape is intimate to my heart scape, Entire humanity is my fraternity, Good and Evil none will bring). Literature aims at unifying people. Given the fact that the world is inhabited by humans and literature provides a portrayal of human passions and sentiments, the dictum that literature is one and humanity is one gains currency. Literature as an Instrument of Morality: Reading of literary works offers delight and knowledge to readers. It makes them forget about their anguish and agony and provides them with composure and tranquillity. Further, it is also perceived as an instrument of morality. One can learn from literature what to do and what not, whom to befriend and whom not and how to live and how not. For example, Elankovadikal’s Sliapadhikaram highlights the fact that if anyone, be it an ordinary civilian like Kovalan or a king like Nedunchezhiyan, walks away from the path of righteousness and honesty, they will have to pay a heavy price for it. But at the same time, it elevates the female protagonist Kannaki into the position of god because of her chastity. In addition to that, Thiruvalluvar’s Thirukkural, the woman poetess Avaiyar’s Aathisoodi and other works like Kondraivendhan and Naladiyar offer both enlightenment and ecstasy. Since literature is perceived as a force of morality, perusal of literature will make one ethical, upright, scrupulous and benevolent. Those who develop inclination or leaning towards literature will abstain from vices and evilness. To develop orientation towards literature will enhance one’s stature. Literature that teaches moral values is called didactic literature.

Literature for Language Development Ornamental articulation is defined as a feature of Literature. The difference between ordinary language and literary language is that the former simply gets across the message or information to the listeners whereas the latter because of its depth would make a profound impact upon the readers. For one to become an effective communicator, love of language is essential. If learners routinise the habit of reading any literary works, their language skills will increase manifold. Such people will never allow communication gap in their deliveries which occurs due to inadequate or improper expression. Summation: This essay has presented the nature and central functions of literature. Being reflective of mankind is the nature of Literature. It offers identity to a society and as an instrument of morality, it prevents people from making mistakes, committing crimes and sins and so on. It depicts the fact that the role of literature is of great value in the creation of an Ideal Society. Furthermore, it also provides language empowerment for people. Considering the fact that literature is an integral part of human life, we cannot afford to bring down its importance.

Exercise A) Fill in the blanks in the following sentences:- (i) Study of literature offers ------and ------to readers. (ii) Literature is not a mere ------of fables and parables. It is much more than that. (iii) The role of literature is vital in ------of a society’s traditions and conventions. (iv) Transfer of a society‘s way of life takes place through ------

(v) ------is defined as a feature of literature.

B) Find out the meanings of the following words and make sentences on your own by using them:-

(i) Repository (ii) Pastures (iii) Endeavours (iv) Earnest (v) Expatiate upon

(vi) Dictum

C) Answer the following questions:-

1) What are the subjects that Literature highlights? 2) What does Kaniyan Poonkundranar voice in his poem? 3) Write about the moralizing aspect of literature and what is the term used to refer to literature of moral values? 4) Give two examples from Tamil literature for didactic literature. 5) How does study of literature improve one’s language competency?

Task I Write an argumentative essay on the significance of social harmony.

Task II

1. Attempt persuasive essay on ways and means to strengthen democracy.

Unit 3 Digital Competence Listening to interviews (subject related) Speaking: Interviews with subject specialists (usingvideo conferencing skills) Creating Vlogs (How to become a vlogger and use vlogging to nurture interests – subject related) Reading: Selected sample of Web Page (subject area) Writing: Creating Web Pages Reading Comprehension: Essay on Digital Competence for Academic and Professional Life. The essay will address all aspects of digital competence in relation to MS Office and how they can be utilized in relation to work in the subject area.

Unit 3 Digital Competence

LISTENING

Listening Skills:

Listening is about paying careful attention to the speaker’s speech, comprehending its language and idea aspects and finally obtaining the central message of the speech without any loss of meaning. Listening is very essential for the enhancement of language skills of learners because it provides the learners with the much-required language inputs with which the learners can very well standardize and finetune their language/ Listening is a passive language skill but it actively strengthens learner’s language.

Techniques for inculcating Active Listening:

1. Pay careful attention to the speaker’s lecture or speech without any distraction of concentration. 2. Develop zeal for learning the language, particularly pronunciation of words which can be attained only through active listening. 3. While listening, make use of non-verbal signs like smiling and participatory eye-contact. 4. Ensure your active participation in listening to a speaker’s articulation by raising questions every now and then.

5. Allow the speaker to complete his or her articulation and then express your ideas.

6. Never deviate from the subject under discussion by posing irrelevant questions.

7. Observe the non-verbal signs of the speaker and attempt to understand what nuances of meanings they get across.

8. Express your clear comprehensionof the speech by your apt, appropriate and relevant responses.

Interview Skills

An interview is an oral examination conducted by an interviewer or more than an interviewer for assessing the subject knowledge, communication skills, Intelligent and emotional quotients and leadership qualities of the interviewer. One who conducts an interview is called an “Interviewer” and one who attends the interview is called an “Interviewee.” Interviews are conducted for a wide array of purposes such as giving admission to courses of study (Master degrees and Ph.D. programme) and for employment and so on. For excelling well in interviews, one needs to be possessed of sound language skills. The interviewees who speak confidently at the interviews will make it in the interview.

Interviews are an important dimension od selection process both in private and public sector. Only consistent endeavours at the enhancement of language skills alone will stand the listeners in good stead to perform well at the interviews. Further, shedding inhibition, anxiety, tension and restlessness is also very vital for one’s success at the interviews.

Preparatory Exercises:

Vocabulary:

1. Telecom Revolution : In August 1984,Rajiv Gandhi hailed as the “Father of Information Technology and Telecom Revolution established the Centre for Development of Telematics (C- Dot) to develop telecommunication technology in India. 2.Green Revolution: The Green Revolution in India was initiated in the 1960s by introducing high-yielding varieties of rice and wheat to increase food production in order to alleviate hunger and poverty.

3. White Revolution: One of the biggest dairy development movements by the Indian government to develop and help dairy industry sustain itself economically by developing cooperative, to provide employment to poor farmers in 1970.

4. Orbit - a regular and repeating path that an object takes around another one.

6. Static Weaponry - A static mount is a non-portable weapon support component either mounted directly to the ground, on a fortification, or as part of a vehicle.

7. Missile program - The Integrated Guided Missile Development Program (IGMDP) is a programme initated by the Indian Ministry pf Defence Program for the research and development of the comprehensive range of missiles.

8. PURA – abbreviation for Providing Urban Amenities in Rural Areas, a programme or concept conceived by Dr.APJ Abdul Kalam to address the employment issues related to people migrating from rural to urban areas.

9. e-governance- Electronic governance or e-governance is the application of IT for delivering government services, exchange of information, communication transactions

Listen to the interview of APJ Abdul Kalam to KnowledgeAtWharton about the Indian Economy on the event of Wharton Indian Economic Conference 2008 held in Philadelphia based on the theme “India Imagine.” https://www.youtube.com/watch?v=laGZaS4sdeU

TASKS:

1. This Task can be conducted in pairs. Each pair should create a script for subject related interview and enact it before the class. During each pair’s performance, the rest of the class should listen to it and take notes on the same. After the performance, each pair will question the class based on their script to check whether everyone in the class has understood their concept.

2. Prepare another set of transcripts for interview skills and record it and submit it to the teacher. The teacher will play it in class, while everyone listens to each transcript and prepare questions based on the transcript. The teacher can give some time after each video for the students to prepare the questions. These questions must be circulated in class and a mock test/class test can be conducted on the same.

Vocabulary:

I Find out the synonyms (one word meaning) and extended definition (single line meaning) for the following words:

1. Creative 2. Integrated 3. Strategic 4. Structured 5. Transparent 6. Grid 7. Connectivity

II Match the following words in Group A with their Antonyms in Group B:

Group A Group B 1. Traits (a) Limited 2. By passed (b) Incompetent 3. Defeat (c) Usualness/Normal 4. Multiple (d) Continue 5. Self sufficiency (e) Success

III Find out the opposites present in the interview. IV Answer whether the following statements are TRUE or False.

1. Abdul Kalam has not witnessed the Green and White Revolution. 2. Leaders should work with integrity and succeed in integrity. 3. The President should be constantly in touch with people. 4. Sathish Dhawan took the responsibility for the failure of team mates. 5. A leader should not hand over the success of the team to his/her teammates.

V Answer the following questions in a sentence or two.

1. What according to Dr.Kalam is knowledge? 2. What are the qualities of a leader? 3. Who are the visioners that Dr.Kalam had worked with? 4. What are three types of PURA? 5. What are the three types of Societal Grid?

Speaking

What is Video Conferencing?

It is a technology or visual communication through which two or more users or individuals from different locations can conduct face-to-face meetings. Video conferencing enables any individual to manage and save time and money. It is used to conduct official meetings, seminars, interviews, training programs, board meetings and for educational purposes. Informal video conferences are called “video call” or “video chat.” The quality of any video conferencing application/software depends on the network strength and speed. Through video conferencing application/software users can converse with each other and will create similar experience like that of direct meeting or a face-to-face meeting. A good Video Conferencing application should be credible and would provide high quality video and helps the users to instantly connect with their audience (Team, Officials, Students, etc.,).

Tools/Equipment required for Video Conferencing:

1. Smartphones / Laptop/ Tablets/ Desktop Computers 2. Web Camera 3. Wifi or Data Connection

Applications/Software used for Video Conferencing:

1. Zoom 2. Google Meet 3. join.me 4. Cisco Webex 5. GoTo Meetings 6. Slack 7. BigBlueButton 8. Skype 9. BlueJeans 10. Whereby 11. Blackboard Collaborate

Uses of Video Conferencing

1. It allows companies or organisations with many branches to connect instantly with each other and work effectively. 2. Video Conferencing helps to save time and money required to attend meetings in person (Direct Meetings). It helps to schedule meetings instantly. 3. It provides features like screensharing, Live Chats/Sessions, White Boards/annotations, etc., 4. It facilitates virtual meetings.

Video Conferencing Skills:

1. Check data connectivity and strength of the network signal. 2. Select a good Video Conferencing Application or Software that cater to your professional needs/purpose. 3. Maintain proper dress code. 4. Familiarise yourself with Video Conferencing Application/Software for better performance. 5. Avoid chaotic situations or distractions around you. 6. Allow others to convey their opinions before expressing your views. (Listen carefully to others opinions and thoughts. Never interrupt anyone during meetings. 7. Set your workplace with laptop/mobile in a clear background with proper lighting which is essential for a good quality video. 8. Always be conscious about your Body language. Maintain eye-contact during official and professional meetings, seminars, Job interviews, etc. Try to communicate with your audience through gestures, facial expressions etc. 9. Users should respond immediately to any questions posed and provide sincere feedbacks and opinions. This will motivate and encourage others and helps to boast their confidence as well. 10. Check Video and Audio clarity before starting a video conference. 11. Prepare the contents/materials for presentation prior to the online meeting. The contents should be drafted in a concise and precise manner. 12. Conduct a mock video conference with friends and family prior to any important meetings or conferences. Speaking: Preparatory Activity: 1. Setting up a Video Conference call using GoogleMeet. a. Sign in to your Gmail account. If you don’t have an account, create one. b. If you are using an iPhone or Android Phone, Sign In to your gmail account and download GoogleMeet App. c. If you are using a laptop or desk computer, you can create the link by scheduling the meet in the GoogleMeet Apps that is represented by nine dots right next to your email Id Icon or enter into google calender and create a new event and click on to Add Video Conferencing call option and set the date, time and Occasion of the meet and Save it. d. A Google meet link will be generated. e. Right click on the event information (that you created) that appears on your google calendar. A dialog box with more information of your event with edit, send and delete option appears. f. Click on to the mail icon and send a mail to the participants of the meet with the Google Meet link.

Try to create a similar meeting links using other apps (any one listed above) for Video Conference and write a set of instructions on how to set up a Video Conference using that Particular app.

Listen to the Interview with Shashi Tharoor through Video Conference.

https://www.youtube.com/watch?v=QZnRLhP1flo TASK 1:

Students should prepare a script for the following scenarios and enact it in pairs or as a group using Video conferencing skills. a. You are given an opportunity to interview a subject specialist belonging to your field of study. Prepare a script for the above situation and enact it. b. Your Team is in a do-or-die situation, where you all are given a deadline to finish a project in a day’s time. Being the Team Head, how would you motivate your team to finish this on time?

Finally, Students can be asked to give a feedback (talk about) on the performance of each team.

Vocabulary:

1. Identify the imperatives used in the above content. 2. Prepare 5 Question Tags related to video conferencing skills. (Refer to the passage given above) 3. Identify the gerund and infinitives present in the above transcript. 4. Identify the Adjectives present in the above transcript.

Vlog

What is a Vlog?

The letter V in the term “Vlog” stands for Video and the word “Log” refers to a Logbook or a Journal entry where people usually record their day-to-day routine or happenings through formal and informal means. In a formal Logbook, people register their Official records, appointments and Schedules in Calendar, maintain official notes and list of work to be done on a particular day. In the Informal Log, people note down their personal experiences in form of diaries and journal, schedule personal appointments in Calendar or Individual or personal things to be completed at home. Hence, a Vlog is an informal video recording of an Individual’s personal and every day activities or routine. It captures each and every minute of the individual’s life and therefore can be considered as the story of an Individual.

A Vlog is usually treated as a video form of a blog, where people express their personal opinions, thoughts, emotions, and ideas related to a particular topic. Vlogging means “Video Blogging” where people generally tell a story with special focus on the story of their life.

How to Create a Vlog?

1. The Individual has to identify his/her / Identify the area of interest. (Never choose content which is not your cup of tea) Eg. Food, Photography, Fashion, Traveling etc., 2. Choose the target audience and create the content that would capture their attention. (It should sweep the audience of their feet and bowl them over). 3. Conduct a thorough background study of other Vlogging channels available in YouTube and other Social Networking sites to understand the nuances, techniques of creating a Vlog. 4. A knowledge of already available Vlogs will help the individual to think creatively and come up with a Unique, Original Vlogging style and avoid repetition, where it appears to be a mere copy or imitation of another Vlog. 5. Create a Youtube Channel and Popularise it by following innovative advertising strategies. For Example, create a short movie clip or trailer or preview about the Vlogging Channel. 6. Prepare the essentials or tools for Vlogging. • Camcorder/ Camera/ Smartphones (choose equipment/gears which records high resolution video) • Microphones • Tripods 7. Prepare a Script and record the contents. 8. Edit it using free apps like Windows Movie Maker or purchase other available software. Apps available in iPhone and Androids can also be used for editing. 9. Provide attractive, alluring title for the Vlog with captivating Thumbnail (“A Screenshot from the video”). 10. Upload it in platforms like YouTube, Facebook, Instagram Live, Stories, IGTV, Twitch IRL, Dailymotion, Vimeo, Flickr, etc. Choose a Platform that is ideal for your vlog (weigh the pros and cons of each platform before uploading the Vlog).

How to become a Vlogger? How to use Vlogging to nurture Interest?

A Vlogger does not randomly record each and every event/minute in their life. A Vlog is similar to shooting a film/making a movie. The individual films a movie every day – A movie on the journey of their life. The Vlogger should not merely follow along rather must choose a storyline, and should have a clear idea about what the content of the vlog and also on how to present it. Vlog is more about telling a story through a plot with a proper beginning, middle and end. Therefore, it is necessary to prepare and plan the structure of the plot before shooting the video/vlog. The Vlogger should never feel like a fish out of water in between the shooting of the vlog, so it is mandatory for the vlogger to choose a topic which he/she is comfortable with. As the Vlog is the movie of the Vlogger’s life, he or she should be natural before the camera and never develop a cold foot while recording the vlog. Here, the key lies with the vlogger filming himself or herself. They should find creative ways to talk in front of the camera, for example, talking among the crowd, placing the camera on top of a wall or tree or placing it down on the floor. etc. The Camera is not only a tool to connect with the audience, it should be treated as audience (especially while filming a vlog) and hence, the vlogger should directly address the audience and actively engage themselves with the audience.

A Vlogger should not be conscious about his/her surrounding while shooting a vlog. They should focus on themselves and should not be conscious about others’ perceptions. They should be confident and believe in themselves. In a nutshell, the Vlogger should not get/develop a cold foot to film the contents of the vlog especially when he or she is shooting it outdoors.

The Vlogger should have a knowledge about various cinematic techniques to film, editing process and a thorough understanding about the workings or functions of the platform (eg. YouTube – YouTube Creator Studio, Tube Buddy, etc.) that they have chosen to upload their videos so that the content would appear more professional. Creativity is the key for vlogging. The Vlogger would find different ways to keep the audience glued to the vlog. The vloggers should film as many videos as possible where each video should convey a “micro- story” (which is essentially a story within a story concept). He/she should have more footages with such micro-stories with a proper structure.

Editing Vlogs:

1. Bring all the footages together and go through each footage to be familiar with the videos. 2. Choose videos that are connected to your storyline. Avoid using videos that donot fit your story. 3. Look out for captivating and interesting videos (running for not more than 10-15 seconds) to capture audience’s attention. 4. Familiarise yourself with the editing software. Place all the chosen videos in the timeline of the videos. 5. View the videos objectively to produce better content. 6. Select titles which are relevant to the topic/content of the vlog. Title should not be obscure or vulgar or irrelevant to the topic. (Some channels use irrelevant titles to attract audience as a means to increase the number of views for the vlog but often end up getting negative feedbacks for the same.) 7. Should learn different techniques to advertise their vlog/Vlogging Channel. 8. Check YouTube Analytics and Google Analytics to understand the audience’s pulse about how long they watch the video for in order to improvise on the quality of the vlog content. 9. Schedule the vlog and post them regularly (eg. Once a week) to gain more viewer base. 10. Should constantly update themselves on improved upgraded technical features or versions of online platforms, editing software, gadgets etc. – Keep up with the trends related to vlogging.

REFERENCES: “How To Create A Vlog.” WordPress.comwordpress.com “How To Start A Vlog - Step by Step Guide For 2020 - Make A Website Hub” .makeawebsitehub.com “What is Vlogging? - YouTube.” www.youtube.com “How to VLOG - Beginners Guide.” https://www.youtube.co/watch?v=_qmgl8vhrf4

Preparatory Exercises:

1.Prepare a Short creative Script of your own.

SUGGESTED VIDEOS https://www.youtube.com/watch?v=4qZaDp2PwO8&t=2s https://www.youtube.com/watch?v=plWGxQ73pKs&t=834s https://www.youtube.com/watch?v=nBn1JdHwiIg&t=58s TASK:

Students can write and present their reviews and analyse the exercises given below.

1. Create a Vlog capturing events that happen in “One day/hour in your Life.” 2. Write a review on the vlogs created by your classmates. 3. Choose a Vlogging Channel and write a detail report on it. 4. Compare two different vlogs (different vlogging channels) belonging to the same genre. Review the advertising strategies used by both the vloggers to gain popularity and credibility. 5. Compare two or more vlogs posted at the same period of time and analyse the success rate of both vlogs – list down the reasons for their success or low rate/level of viewers.

READING:

Vocabulary:

New Words Meaning Cultural Relativism ability to understand a culture on its own terms and not to make judgments using the standards of one's own culture Ethnocentrism evaluation of other cultures according to preconceptions originating in the standards and customs of one's own culture. Acculturation assimilation to a different culture, typically the dominant one Assimilation the process of taking in and fully understanding information or ideas. Syncretism the amalgamation or attempted amalgamation of different religions, cultures, or schools of thought.

Multiculturalism the co-existence of diverse cultures, where culture includes racial, religious, or cultural groups and is manifested in customary behaviours, cultural assumptions and values, patterns of thinking, and communicative styles Toponyms the name of a place

Sample Web Page 1:https://researchguides.dartmouth.edu/human_geography

Sample Web Page 2: https://geographyeducation.org/2020/04/06/geography-and-the- coronavirus/

Sample Web Page 3: https://geographyeducation.org/thematic/03-cultural-patterns-and- processes/

Sample Web Page 1:

B. A SHORT DEFINITION FOR HUMAN GEOGRAPHY: C. Human geography is concerned with the study of the interrelationships between people, place, and environment, and how these vary spatially and temporally across and between locations,whereas physical geography concentrates on spatial and environmental processes that shape the natural world and tends to draw on the natural and physical sciences for its scientific underpinnings and methods of investigation. Human geography concentrates on the spatial organization and processes shaping the lives and activities of people, and their interactions with places and nature. Human geography is more allied with the social sciences and humanities, sharing their philosophical approaches and methods (see physical geography for a discussion on the relationship between human and physical geography; environmental geography).

Human geography consists of a number of sub-disciplinary fields that focus on different elements of human activity and organization, for example, cultural geography, economic geography, health geography, historical geography, political geography, population geography, rural geography, social geography, transport geography, and urban geography. What distinguishes human geography from other related disciplines, such as development, economics, politics, and sociology, is the application of a set of core geographical concepts to the phenomena under investigation, including space, place, scale, landscape, mobility, and nature. These concepts foreground the notion that the world operates spatially and temporally, and that social relations do not operate independently of place and environment, but are thoroughly grounded in and through them.

With respect to methods, human geography uses the full sweep of quantitative and qualitative methods from across the social sciences and humanities, mindful of using them to provide a thorough geographic analysis. It also places emphasis on fieldwork and mapping (see cartography), and has made a number of contributions to developing new methods and techniques, notably in the areas of spatial analysis, spatial statistics, and GIScience.

The long-term development of human geography has progressed in tandem with that of the discipline more generally (see geography). Since the Quantitative Revolution in the 1950s and 1960s, the philosophy underpinning human geography research has diversified enormously. The 1970s saw the introduction of behavioural geography, radical geography, and humanistic geography. These were followed in the 1980s by a turn to political economy, the development of feminist geography, and the introduction of critical social theory underpinning the cultural turn. Together these approaches formed the basis for the growth of critical geography, and these served as the introduction of postmodern and post-structural thinking into the discipline in the 1990s. These various developments did not fully replace the theoretical approaches developed in earlier periods, but rather led to further diversification of geographic thought. For example, quantitative geography continues to be a vibrant area of geographical scholarship, especially through the growth of GIScience. The result is that geographical thinking is presently highly pluralist in nature, with no one approach dominating.

Sample Web Page 2:

The following concepts illustrate the relationship between Humans and Geography in the backdrop of COVID-19 outbreak.

MAPPING:

It helps to refer to the places where the corona virus infection has happened. Mapping of infected zones can be differentiated in different colours. Mapping is about denoting the pockets of the infection and it helps contain the infection and save lives. ENVIRONMENT: There are a host of unintended consequences in natural systems, and when one part of the system, gets altered, there are some down-stream impacts. This article in the

Atlantic discusses some of the environmental impacts of the mass shutdown of normal human activities (1-less pollution, 2-less seismic activity, 3-quiter urban environments).

DEVELOPMENT: The impacts of COVID-19 are clearly uneven; countries and cities that are the most globally connected might benefit usually economically from these connections, but are facing one of the times that this connectivity is a threat to the community. India, by and large through March 2020, managed to avoid making global headlines, but as the world’s second largest population with some incredibly dense megacities, many are asking how the Coronavirus will impact India in the coming years.

URBANIZATION:

High density of population in larger cities is cited as a reason for the fast spread of

COVID-19 infection. But at the same time small towns with lesser populations have also been hit hard by the infection. Nevertheless, largest cities of the world like London, Washington and

Paris have been very severely affected by the corona virus, with many thousands in each city specified above losing their lives to the killer virus.

CULTURE:

Apart from seeing “wearing of masks” as health care parameter against COVID-19, it is also perceived as a cultural issue. There are certain social cultures which perceive wearing of masks as a taboo and which are totally uncomfortable with wearing of masks. People who belong to such cultures need to be educated about the importance of putting on masks.

DIFFUSION:

For the sake of research on COVID-19, its origin was examined and found out that it emanated from Wuhan in China. Too much concentration and emphasis on the place of origin of

COVID-19 would lead to the alienation of a certain class of people. It also runs the risk of arousing racial feelings against them. It was fortunate that the place of origin of the virus was not blown out of proportion. The slogan “stay home” and “stay safe” was popularized so widely that the population of the world began to adhere to it with a great sense of responsibility. As a result, humanity combated this virus with diligence and attempts to come out of it safely. When the battle against the virus is over, mankind will have become far more resolute and firmer than ever before.

Sample Web Page 3:

03-Cultural Patterns and Processes

THREE: CULTURAL PATTERNS & PROCESSES

3.1 Introduction to Culture

• Culture comprises the shared practices, technologies, attitudes, and behaviors transmitted by a society.

• Cultural traits include such things as food preferences, architecture, and land use.

• Cultural relativism and ethnocentrism are different attitudes toward cultural difference.

3.2 Cultural Landscapes

• Cultural landscapes are combinations of physical features, agricultural and industrial practices, religious and linguistic characteristics, evidence of sequent occupancy, and other expressions of culture including traditional and postmodern architecture and land-use patterns.

• Attitudes toward ethnicity and gender, including the role of women in the workforce; ethnic neighbourhoods; and indigenous communities and lands help shape the use of space in a given society.

3.3 Cultural Patterns • Regional patterns of language, religion, and ethnicity contribute to a sense of place, enhance placemaking, and shape the global cultural landscape.

• Language, ethnicity, and religion are factors in creating centripetal and centrifugal forces.

3.4 Types of Diffusion

• Relocation and expansion—including contagious, hierarchical, and stimulus expansion—are types of diffusion.

3.5 Historical Causes of Diffusion

• Interactions between and among cultural traits and larger global forces can lead to new forms of cultural expression; for example, creolization and lingua franca.

• Colonialism, imperialism, and trade helped to shape patterns and practices of culture.

3.6 Contemporary Causes of Diffusion

• Cultural ideas and practices are socially constructed and change through both small-scale and large-scale processes such as urbanization and globalization. These processes come to bear on culture through media, technological change, politics, economics, and social relationships.

• Communication technologies, such as the internet and the time-space convergence, are reshaping and accelerating interactions among people; changing cultural practices, as in the increasing use of English and the loss of indigenous languages; and creating cultural convergence and divergence.

3.7 Diffusion of Religion and Language

• Language families, languages, dialects, world religions, ethnic cultures, and gender roles diffuse from cultural hearths. • Diffusion of language families, including Indo-European, and religious patterns and distributions can be visually represented on maps, in charts and toponyms, and in other representations.

• Religions have distinct places of origin from which they diffused to other locations through different processes. Practices and belief systems impacted how widespread the religion diffused.

• Universalizing religion, including Christianity, Islam, Buddhism, and Sikhism, takes place through expansion and relocation diffusion.

• Ethnic religions, including Hinduism and Judaism, are generally found near the hearth or spread through relocation diffusion.

3.8 Effects of Diffusion

• Acculturation, assimilation, syncretism, and multiculturalism are effects of the diffusion of culture.

TASKS:

Divide the Class into groups or pairs. Allot a topic (Choose important terms or geographical terminologies from the above given samples) or ask the students to choose a topic of their choice. Students should write short notes on the terms in a paragraph or two together as group – makes notes (note-making format) first compiling the points given by each and every team member and write short notes based on the notes. Each team should read out their content and should present a minimum of five words on how to pronounce them.

Vocabulary:

1.List down the synonyms

1. Hierarchical 2. Stimulus 3. Contagious 4. Accelerate 5. Diffusion 6. Relocation 7. Hearths 8. Convergence 9. Divergenc 10. Indigenous 2. Pick out words as examples for prefix and suffix from the above samples.

3. Arrange the following production of Sugarcane crops in order.

Reading Comprehension: Read the passage given below and answer the questions following it: Digital Competence for Academic and Professional Life

Introduction: Technology oriented/based skills are one of the most requisite qualifications for any job opportunity. The contemporary life conditions with its tremendous technological development have made it impossible for any graduates or job seekers to overlook the need for digital competence skills. Job aspirants are expected to stay abreast of latest technological developments. They cannot afford to be out dated or lag behind as regards advancements in the demain of technology. Origin and Definition of Digital Competence: The term “Digital” refers to the numerical data or information feed and stored in Digital or data processing machines especially computers. Liisa Illomaki, Anna Kantosalo and Minna Lakkala in their essay “What is digital competence?” have cited an “OECD project’s definition of Digital Competence that “A Competency is more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context.” (OECD, 2005, p.4). Digital Competence requires a confident, critical, logical, efficient, and effective use of electronic media for personal, professional, academic, social purposes. It also includes an individual’s ability to collect and assess information, retrieve and interpret it to either produce or reproduce information by presenting it effectively to share, exchange and communicate the information or data through digital platform. Liisa Illomaki, et.al also state that there are various synonyms like “Technology Skills, Information Technology Skills, 21st Century Skills, Information Literacy, Digital literacy, etc.,” which are attributed to the term “Digital Competence” and the existence of these allied terms strongly emphasise on the inevitable nature of technology is to change. Hence, these interrelated concepts are susceptible to constant transformation depending on the changing needs of the society especially in terms of “the practices and the necessary competences.” In short, each and every revolution in technology coincides and is influenced by the ever-growing demands socio-economic-political changes.

Attributes of Digital Competence: It is an all-exclusive term which is not restricted to acquiring IT skills and Knowledge but also involves “social and emotional aspects” for comprehending and utilising the “digital device” in an effective way. Dr.Riina Vuorikari in her essay on “Becoming digitally competent: A task for the 21st – century citizen” mentions the five attributes of “digital savvy,” as stated by The European Digital Competence Framework for Citizens (DIGCOMP) that is, “Information Processing, Communication, Content Creation, Safety and Problem Solving.” She also claims that digital competence becomes “transversal competence” where it enhances an individual’s “skills in Communication, language, Mathematics and Science.” MS Office: Among many other Applications and Software, it is MS Office skills which are considered basic and fundamental skill and knowledge that has become a necessity and essential requirement for any job specifications. The website titled goskills.com claims that Microsoft Office is a set of applications used for any Office work. Microsoft Office involves applications like Word (creates text files), Excel (creates financial spreadsheets), PowerPoint (creates presentation), OneNote (organises notes), Outlook (program for email and scheduling), Access (database program), Publisher (desktop publishing) and SharePoint (creates websites). An individual who is an expert in MS Office would gain better job opportunity, productivity, and gain universal affinity whereby it is not restricted to a specific job orientation but can be utilised in any job specialisation. Use of MS Office by Sociologist at Workplace: For Example, according to the article on “Computer Applications in Sociology” published in the website on Encyclopedia of Sociology, Sociologists use MS Office Software (Word) mainly for “Writing and Publishing” research documents. They use it to prepare Charts, graphs, tables, “typesetting” numerical data or “mathematical equations,” designing or “resizing Objects.” Apart from using Word Processing for writing and publishing scholarly papers and books it also helps to enhance and improve tools associated with gathering information (data collection) specifically “Questionnaires and codebooks, which allows for rapid production of alternative forms and multiple drafts.” In the recent years, MS Word or word processors are upgraded to the extent that documentation has become a very easy process in form of HTML (Hypertext Markup Language) which is easily available online and can be installed as a separate Website. HTML consists of hypertext links which instantly connects us to various types of materials and information available around the global “in a single click” and this happens to be one of the most innovative methods of publishing online.

Any scholarly article or paper in Sociology can be scanned and converted to other forms of text like Optical Character Recognition (OCR). OCR enhances the quality of writing and publishing whereby it will comparatively reduce the possibilities for errors or mistakes in texts or document with constant upgradation in future.Voice recognition software “automatically” records formal interviews, transcriptions (dictations), and notes documented in field works “into computer text files.” The translation software records the vocalised sounds and translates it to another language as required by the sociologist (user).

Conclusion Thus, the article on “Computer Applications in Sociology” claims that apart from using MS Office for writing and publishing, Sociologists have developed and used computer software over the years for various other purposes starting with “communicating electronically (E-mail); for “Statistical Computing and Data Analysis; Accessing, Retrieving and Managing Data; Computer; Computer based Content Analysis, Computer based Simulation Models (which includes computer supported models for social process), Computer consisted data collection, Visualization and Graphics and for Teaching and Learning.”

REFERENCES: "Computer Applications in Sociology." Encyclopedia of Sociology. Encyclopedia.com. 16 Oct. 2020 . “What is Digital Competence?” IGI Global: Publisher of Timely Knowledge.https://www.igi- global.com/dictionary/teaching-digital-competence-and-scholarly-communication/7585 Bartlett, Beth. “What are MS Office Skills?” https://smallbusiness.chron.com/ms-office-skills- 52465.html

“Digital Competence: The Vital 21st Century Skill for Teachers and Students.” School Education Gateway: Europe’s Online Platform for School Education. 17 Jan. 2020. https://www.schooleducationgateway.eu/en/pub/resources/tutorials/digital-competence- the vital.htm#:~:text=Digital%20competence%20is%20essential%20for,how%20to%20 help%20develop%20it. Illomaki,Liisa, Anna Kantosalo and Minna Lakkala. “What is digital competence?”In Linked Portal. Brussels: European Schoolnet. http://linked.eun.org/web/guest/in-depth3 Exercises: I.Answer the following questions in a sentence or two: 1. Define the term “Digital.” 2. What is Competence? 3. Define Digital Competence. 4. List down the synonyms or concepts associated with the term Digital Competence.

5. Difference between Digital Competence and Skills. 6. What is MS Office and how is it used? 7. What are benefits gained by any individual through their expertise in MS Office?

8. How is MS Office applied by Sociologist at workplace? 9. What are the other related softwares used with MS Office? 10. What are the other purposes for which Sociologist use Computer applications?

II. Based on your reading of the text given above, state whether the following statements are true or false. a) The present day job seekers cannot afford to be computer illiterates. b) Knowledge of MS office is expected from job aspirants as a basic qualification. c) There are many synonyms like “Information Literacy” “Digital Literacy” Information Technology Skills” etc., for Digital competence. d) MS office is not used for writing and publishing

Match the Following:

1.Word (a) desktop publishing

2. Excel (b) organises notes

3. PowerPoint (c) creates websites

4. OneNote (d) creates financial spreadsheets

5. Outlook (e) creates text files

6. Access (f)program for email and scheduling

7. Publisher (g)creates presentation

8. SharePoint (h) database program

Writing:

What is a Web Page?

Web pages involves feeding, loading and updating data or substantial materials as a document or text in a Web site. A website usually contains more web pages which are designed using HTML coding.

The Website titled Technopedia defines Web Page as a text or “document” available in World Wide Web which is often recognised through a URL (Unique Uniform Resource Locator). A Website consists of or is made up of many web pages. A Web Browser in a computer or a laptop is used to create a web page. Other tools or features available in the web page are “Style Sheets, Scripts and Images for Presentation.” Hypertext links are available to direct, go (navigate) to other Web Pages.

Technopedia briefs that “A Web page is a representation of a document that is actually located at a remote site. The information on a Web page is displayed online with the help of a Web browser such as Internet Explorer, Mozilla Firefox or Google Chrome. The Web browser is connected to the Web server, where the website’s contents are hosted through HTTP. Every Web page corresponds to various types of information presented to the visitor in a visual and readable manner.”

The Purpose of creating a Web Page:

A Web Page is usually designed to present and furnish data to the audience or viewers which consists of images or video content used to elaborate or explain a central idea or concept. It is also utilised as a means to promote a product or services to the audience.

Basic HTML Coding:

Any HTML document begins with the tag . Each and every tag is placed between the greater and the lesser sign or symbol <>. Each tag consists of an Opening and Closing tag eg. and . The closing tag wraps all the other tags in a text or document. Each Document/text consists of two segments which is the HEAD and BODY. The Head segment is used to highlight the title of the web page which will be displayed in the title bar of the web browser and is often represented by the symbol or is coded as (opening and closing tag) in a HTML document. The Body segment provides all the information, data, materials that should be displayed in the web browser when one views the page. It is often represented by the tag (Opening and Closing Tag).

Basic Tags/template to create any HTML document:

Open Note Pad and enter the following tags as presented below.

Example for including Paragraph or essay in Web Page

Codes in notepad

Essay on Psychology

Essay on sychology!

Psychology has become a very important and popular subject today. It deals with many problems of everyday life. Psychology helps us to understand the behaviour of people around us, to find out why they behave differently and what forces are responsible to make them so different from others.

It tries to explain wide array of factors involved in what we human beings do. The principles explained by psychology give us a rational basis of understanding of what we and others do. Psychology has been defined in many ways. In ancient days people were analysing the behavioural aspects on the basis of philosophy. They believed that there is a soul in every individual and this is responsible for all our activities.

This view led to the opinion that the subject matter of psychology must be the study of soul. But this definition could not answer the questions regarding the existence of soul and its accessibility for study. This condition led to a new definition by Greek philosophers who defined psychology as a science of mind. But this definition was also rejected on the same grounds as soul was rejected.

Later, Wilhelm Wundt a psychologist who established the first psychological laboratory at the University of Leipzig in Germany defined psychology as the study of consciousness. EB Titchener the disciple of Wundt, proposed the method of Introspection to study consciousness. But because of its subjectivity and unscientific method of study, this definition was also rejected.

Gradually, as a result of the development of scientific outlook people started thinking on scientific basis and began to define psychology as a science of behaviour. Finally, it is JB Watson (1913) defined psychology as a science of behaviour of human as well as animal beings.

Exercises:

1. Design a Web Page related to any topic of your choice pertaining to your subject area.

2. Describe the following in a paragraph or two.

https://in.pinterest.com/pin/608197124663251502/ 3. Write a set of instructions to be followed by a psychologist

(a) to identify the symptoms for depression

(b) the treatment for depression

4. Write an Essay on the causes and effects of stress on the body/ the impact of stress on body/health. Make Notes (note-making) based on the essay that you have written. Finally, create a Mind Map out of the Essay and Notes (note-making) that you have prepared.

5. Write a set of recommendations for patients (a) on how to reduce Anxiety OR (b) on how to control eating disorders.

Unit 4 Creativity and Imagination Listening to short (2 to 5 minutes) academic videos (prepared by EMRC/ other MOOC videos on Indian academic sites – E.g. https://www.youtube.com/watch?v=tpvicScuDy0) Speaking: Making oral presentations through short films – subject based Reading: Essay on Creativity and Imagination (subject based) Writing – Basic Script Writing for short films (subject based) - Creating webpages, blogs, flyers and brochures (subject based) - Poster making – writing slogans/captions(subject based)

UNIT4. 1. Creativity and Imagination

Academic listening

Task : In pairs, discuss your responses to the following questions.

1. How do microbes benefit the environment?

2. Do you think we can live without microbes?

3. Imagine what would happen if all microbes were destroyed from the environment?

I. Pre-listening Task: Associate your ideas with the word ‘micro’ along with the pictures given below and list it in the blanks given:

1.______2. ______

3.______4. ______

5.______6. ______

While Listening: What is academic listening?

Academic listening is a special kind of listening skill, which helps the learnersto encounter, understand, learn, discuss, and remember new ideas.Academic listening consists content with different forms of multimedia like audio tracks, video clips, web pages and

activities like tasks, games, experiments, surveys in order to make listening more engaging and more motivating for the students in an integrated manner with elaborated style of thinking.

II. Activity: Listen to this academic video prepared by EMRC:

https://www.youtube.com/watch?v=XlOHEumNf4U

Post Listening Task 1:Recall the information presented in the video.

III. Task 2: State whether the statements are true or false from the above listened video clip.

1. Microbes are not present on the surface of our body, inside of a body, in the food we eat, in the water we drink and the air we breathe. 2. Microbes used food and fermentation industries. 3. Immunology is the study of nervous system 4. Growing of animal cells on artificial medium in a controlled environment is done to understand the functioning of cells. 5. Microbiology does not touch our lives in all dimensions.

4. 2. Speaking: Making oral presentations through short films

In this globalized world, every profession is involved in some aspects of communication which usually involve gathering, analysing, and distributing scientific and/or technical information efficiently and accurately for specific audiences.Making oral presentations through short films links all four aspects of communicative skills (LSRW).Short films act like a bridge between language study and language use. It demonstrates one’s potential to communicate through real- world experience between the audience and the presenter. It helps to build creativity, critical thinking and teach life-long skills both personally and professionally.

What is a short film?

A short film is any motion picture that runs from fifteen seconds to forty five minutes in length. It expresses a single concept with unique ending.

Basic instructional design for oral presentation through short films:

➢ Plan-Plan the topic with important events with focus to your presentation. An oral presentation should never be a monologue, but an active dialogue in verbal communication. Firstgreet the audience andintroduce yourself.Explain the purpose of your talk.Start by introducing the topic.Outline the main points.State your purpose and announce the outline of your presentation in very simple and precise language.

➢ Structure – The information in the body needs to be well-structured. State main ideas clearly. Use visual aids to engage the interest of your audience. It could be in chronological order, theme or order of importance.

➢ Prepare–The first thing to be done when preparing a spoken presentation is to identify the audience as precisely as possible. Prepare the oral presentations with key points within time limit. The presentation can have one of these aims: to inform, to persuade, to teach.

➢ Present - Shape the presentation by organizing and selecting the arguments or pieces of information within the time allotted. Introduce appropriate visual aids to impose its effect on the audience. During the presentation a presenter need to face the audience - maintain eye contact with the audience as much as possible.Use natural hand gestures,look presentable and speak in a clear and audible voice.

➢ End - Prepare a closing summary with main points and give a strong concluding remark that reinforces why your information is of value. It reaffirms the connection between the audience and the material presented. Invite questions from the audience at the conclusion of your presentation. Respond to questions politely and briefly.

PROCESS RECAP

Choose a Present it Have eye Concept precisely contact

Conclude the Collate relevant Use effective message materials visual aids strongly and politely

Develop an overall story Be audible line

Activity:

Watch BABY –An Experimental Short Film about the beginning of life https://www.youtube.com/watch?v=eYSu2ochlE4

Task 1:

• Discuss in pairs about how did the film make you feel? • What aspect of the film did you most engage with? • What will you remember? • What does it make you think about? • Would you watch it again? Why/why not? • How would a second viewing be different? • What would you focus on? • How would different people view this film differently (dependent on gender, age, ethnic background, worldview, etc)?

Task 2

Prepare a power point presentation with inclusion of pictures and videos of about 5-8 minutesof your own interest based on your subject.

IV. Source: https://www.youtube.com/watch?v=selYsj94RQg(A video on how to record a PowerPoint Presentation with Voice-Over Narration and Saving it as a Movie File)

UNIT 4. 3 - Creativity and Imagination

Introduction: Creativity surrounds us and expresses itself in the form of innovative ideas in our everyday life. It is a skill that can be practiced daily to solve life's problems as well as discover its opportunities. In fact, it is the ability to apply reason and logic to new or unfamiliar ideas, opinion or situations.

Creativity Defined: There is a common misconception that creativity belongs to a few gifted individuals, or it pertains to the field of arts. As a result, many who do not consider themselves as the artistic type neglect the development of their creative skills. Let’s look at what defines creativity. To be creative means turning new and imaginative ideas into reality. The Dictionary defines creativity as ‘the ability to transcend traditional ideas, rules, patterns, relationships, or the like, and to create meaningful new ideas, forms, methods and originality” It is also defined as ‘ progress, or imagination’. As a matter of fact, creativity is characterized by the ability to see the world in new ways, to make connections between seemingly unrelated phenomena and to generate solutions. As we have seen earlier, creativity should not be tied to a specific discipline or a craft, it is indispensable everywhere. It is pertinent in arts, entertainment, business, mathematics, engineering, medicine, social sciences, and physical sciences and is the cornerstone of civilization. Reflections on Creativity: It is important to define creativity because it can mean different things to different people. If you refer to the thesaurus, you will find the following synonyms for the word ‘creativity’:

Cleverness imagination imaginativeness ingenuity inspiration genius inventiveness originality resourcefulness talent vision

The word ‘creative’ is associated with being

inventive imaginative innovative original artistic expressive inspired visionary productive prolific talented gifted resourceful quick-witted ingenious clever smart unconventional unorthodox a genius

Difference between Creativity and Imagination:

Have you ever wondered how creativity manifests itself? Do you know how the inventions come into existence? What is the basis for creative thinking? Creativity relies on imagination, the conscious representation of what is not immediately present to the senses. Remember your imagination is not only an artistic influence but can inspire you as a person or others to add development to your lifestyle, business or work ethic. While imagination is the process of seeing the world in new ways and finding the hidden patterns.Creativity helps in converting your new and imaginative ideas into reality. People who believe in imagination cross the boundary of “usual” and “normal” are able to think outside the box. More importantly, if you have ideas, but don’t act on them, you are only imaginative but not creative.

Students of science classes usually get the idea that involve careful observation and analysis of data to test hypotheses. One thing that remains shrouded in mystery, is how scientists decide on the particular question and give anexact answer? You might be surprised to know that they involve in creativity and come out with logical reasoning. The natural world is highly complex, and really big. Interesting scientific problems (like curing cancer) are usually too difficult to solve directly. The art of being a scientist involves continually re-imagining these big problems, mentally breaking them down into smaller, solvable parts, and then speculating about which of these smaller parts might be key to cracking open the whole subject. In other words, a scientist must imagine, in advance, possible outcomes from different observations, and design a research study that might help to decide between different hypotheses.

How is creativity possible in science?

Logical thinking is always a part of the creative process in any field, from art to science to business. Creativity is not only the ability to come up with new ideas, but also narrowing down those new ideas to focus on one that can be elaborated. Creative people in any field come up with new ways of looking at the world.They constantly ask, "What if...?" But it doesn't stop there. After a creative person asks "What if...?" they then go on to logically think through the consequences.

Science is creative in much the same way as art, music, or literature are creative.In Science discipline, individuals have to use their imagination to come up with explanations. The explanations should be well informed.They must not be mere guesses. As Peter Medawar explained, "Scientists are building explanatory structures, telling stories which are scrupulously (carefully) tested to see if they are stories about real life" (Medawar, 1984, p. 133, emphasis in original). By "telling stories," Medawar does not mean that scientists’ are just making things up out of nothing. He means that scientists’ piece together bits of information in a way that makes sense, the way writer’s piece together characters and events. But a scientist's job doesn't end there. The story they've told is rigorously tested to see if it makes sense in the context of real life.

Conclusion:

Success in science requires a creative mind. Some of the most important questions in science are either too large or too complex to answer directly.So scientists break them down into smaller, solvable questions. Scientists use creativity to determine which questions are likely to yield results or and which will not. They imagine possible answers to their questions, and devise ways to test those answers. To be creative, science students should be curious to know what will happen next throughtheir creativity and imagination through experiments,show interest in their observation and finally try to bring their creative brilliance in reality .

Suggested Reading

1. Bono, Edward de. 1990. Lateral Thinking: A Textbook of Creativity. London: Penguin Books. 2. Hussain,S. 1988. Creativity, Concept and Findings. Patna: Motilal Banarasidass. 3. Clear,James. Creativity: How to Unlock Your Hidden Creative Genius. .https://jamesclear.com/creativity 4. Medawar, P. B. (1984). Pluto's republic: Incorporating the art of the soluble and induction and intuition in scientific thought. Oxford: Oxford University Press.

Task 1: Answer ALL the questions:

1. Explain the difference between creativity and imagination. 2. How do scientists find solutions with logical reasoning? 3. Why creativity and imagination is important for science students? 4. What is Medawar’s explanation on “telling stories”? 5. Creative people in any field come up with new ways of looking at the world. Explain.

Task 2:Complete the incomplete circles using your creativity and imagination. First circle has been done for you:

Task 3: Read on how Rene Theophile Hyacinthe Laënnec invented the stethoscope.

UNIT 4 – 4.Script Writing

Source: https://www.masterclass.com/articles/how-to-write-a-film-treatment-in-6-steps

A short film is just a short movie with a clear, compelling story.It is an excellent fun side- project for the beginners. A short film can be live-action, animated, or computer generated. Like feature films, short films tell closed-ended stories with a distinct beginning, middle, and end. The best short films have a clear focus and are economical with their storytelling, utilizing only one or two locations and few characters.

Scientific Script Writing for short films:

1.Brainstorm. Jumpstart your creativity remembering any images or events from your childhood. Fix the genre or the style that you want to write. Once, the idea is fixed write down whatever comes to your mind.

2. Research – It is the vital aspect for Sciencebased genre. The film maker has to research the fact in order to give accurate data for the audience.

3.Outline -Begin to outline the idea for the film. Like feature films, short films too have a beginning, middle, and end. This brings the overall structure of the film.

4.Write your first draft - Now that you know the shape of your story, start writing the first draft of your short film script with screenplay structure.

5.Rewrite the script- When you start writing the second draft, you might find to restart the process and create a new outline. Once the story is solid, start refining the dialogue for the scenes.

6.A picture is worth a thousand words - As you write, think creativeimages and captions. Science offers beautiful and unusual images that can help readers visualise what you are writing about. Spend time on catchy and informative captions — they are indispensable entry points into your story. V. Task 1: Watch the video Science and Storytelling | Lucy Hawking | TEDxSalfordhttps://www.youtube.com/watch?v=E7K-qlQVpgE

What is a web page?

A web page (or webpage) is a specific collection of information written in HTML (hypertext markup language) and are translated by your Web browser. Web pages can either be static or dynamic. Static pages show the same content each time they are viewed. Dynamic pages have content that can change each time they are accessed. Each web page is identified by a distinct Uniform Resource Locator (URL).

Please note: Webpage is from Website. A Website is a collection of pages. A Webpage is an individual HTML document.

How to create a web page?

Open notepad Type the tags and save it with (.html extn)

Format Click format tab

Font tab Edit & paste Save Open and select font Edit and paste the font Type and save the file name

Source: https://www.youtube.com/watch?v=ejdY-ef_Yf0

Activity: Design a webpage on your own with creative titles. Task 1: Creative people look at things differently.Write a script based on extinct species. Blogs:

A blog, an online journal in which you share your thoughts about a particular subject with readers. How to start writing science blogs?

▪ Exactly what is it that you have found out? ▪ What methods have you used? ▪ Why is this research important, and why should my target audience be interested? ▪ What environmental benefits might this research bring? ▪ Will this research lead to more sustainable technology? ▪ Will it lead to less expensive and/or safer technology? ▪ What is your or your group’s contribution to this field internationally? ▪ What is needed for this technology to be applied/commercialised? ▪ Is this project relevant to others in the industry? Will it enable us to attract new clients and win new projects?

How to create a blog?

Go to Open gmail Click account and google.com - blogger.com type Blogger your mail ID

Type blogger Confirm your Continue name profile name

Click create Type the title, blog address Post your blog blog & theme

Source: https://www.youtube.com/watch?v=X2-v-NnZrVE

Activity: Create, write and post your desired topics in your blog.

Task 2: Write about the importance blog creation and its uses.

What is a Flyer?

A Flyer is usually a single, unfolded printed sheet that is used to draw attention to an event, service, product or idea. A flyer usually contains a very simple message that can be conveyed quickly.

https://www.postermywall.com/index.php/posters/search?s=science%20fair%20flyer

How to make flyers?

1. Include the basics

Make sure your flyer states the who, what, where, and when of what you're trying to communicate.

2. Go for eye-catching imagery

Flyer design is important, and images speak for themselves and can go a long way to communicating tone and feel. You can use your own imagery or choose from thousands of royalty-free photos we provide for you

3. Keep it brief

When it comes to text, less is more. Be brief. Be concise. Be powerful with your words. Choose your words carefully and make each one count.

4. Take theme into account

Think about what feeling you want to evoke with your flyer. Be mindful of the thematic elements of what you’re trying to promote. The images, colours, text you use in your flyer should be theme-appropriate.

5. Let readers know what to do next

Include links, contact information, or a strong call-to-action to let readers know how to learn more.

Source:https://www.youtube.com/watch?v=dGqpurykz3w

Task 3: Make a flyer for science exhibition to be conducted in your department.

Brochure: A Brochure is a single foldable sheet used by marketers to highlight a product, company or service. They are one of the most common and effective tools used by businesses and organizations for relaying information or announcements to a wide audience. Brochures are distributed in many different ways: as newspaper inserts, handed out personally, by mail or placed in brochure racks in high traffic locations especially in tourist places.

Source: https://in.pinterest.com/pin/448811919100082233/

How to make a brochure? Write concisely. Your brochure should focus on one product or service. A trifold brochure only has space for about 350-450 words, so keep words, sentences and paragraphs short. Include only the most relevant information, leaving some white space and images. Science Brochures: While making science brochure design, follow three elements:

1. Target audience / people. Be clear for whom you are creating a brochure. Think about marketing concept, what makes an ordinary people while reading your scientific articles. To test, whether you understand your client’s needs, ask yourself a simple question: “For what a person really ready to pay money?”. 2. USP (unique selling proposition).You must clearly understand your positioning, how to differ from competitors. It should be something that distinguishes you from rivals for the better. 3. Target action. The target action is what the user must do after reading. If you don’t offer people any action, the customer could close your science brochure design ideas and leave it.

This is what your brochure for science should convey.

Source: https://www.youtube.com/watch?v=Gjev8RkqO1k

Task 4: Design a brochure for your science lab.

POSTER

Poster is another visual to reach the people with specific message. Posters are usually displayed at a height that makes it visible to viewers. So, content and structure are important in a poster.

Source: https://www.amazon.in/Tamatina-Health-Posters-Coronavirus-Precautions/dp/B085ZZQRJJ

Instructions to create a poster.

• Decide on the size of the poster • Make sure it is readable from a distance. • Create Some Contrast. • Consider the location of display. • Let the image be large and catchy. • Make good use of space in the poster.

Scource: https://www.youtube.com/watch?v=AwMFhyH7_5g

Task 5: Design a poster with effective slogans on the importance of cleanliness

Professional English – Life Science – Teachers manual

UNIT – 4 - 1. Academic Listening

II. Pre-listening Task: Associate your ideas with the word ‘micro’ along with the pictures given below and list it in the blanks given:

1. Microscope 2. Microbes (different types) 3. Microinjection 4. Microflora 5. Microfauna 6. Micronuclei

Post Listening Task 1:Recall the information presented in the video.

Ask the students to recall the information that they saw in the video.

VI. Task 2: State whether statements are true or false from the above listened video clip.

1. False 2. True 3. False 4. True 5. False. 4.2. Speaking: Making oral presentations through short films

Task 1:

Encourage and provoke the students to speak about their thoughts through above mentioned questions.

Prepare a power point presentation with inclusion of pictures and videos of about 5-8 minutes of your own interest based on your subject.

Ask the students to follow these steps to prepare the task 2. Source: https://www.youtube.com/watch?v=selYsj94RQg (Recording a PowerPoint Presentation with Voice-Over Narration and Saving it as a Movie File)

UNIT 4. 3 - Creativity and Imagination

Task 1: Complete the incomplete circles using your creativity and imagination:

Task 2: Task 1: Answer ALL the questions:

6. Explain the difference between creativity and imagination. 7. How do scientists find solutions with logical reasoning? 8. Why creativity and imagination is important for science students? 9. What is Medawar’s explanation on “telling stories”? 10. Creative people in any field come up with new ways of looking at the world. Explain.

Task 3: Read on how Rene Theophile Hyacinthe Laënnec invented the stethoscope.

Suggest some more names of the scientists, related to your subject to your students.

UNIT 4 – 4.Script Writing

Task 1: Creative people look at things differently.Write a script based on extinct species Kindle the interest of the students to write on their own, imagining themselves as a scientist. Task 2: Write about the importance blog creation and its uses.

Task 3: Make a flyer for the conference to be conducted in your department.

Task 4: Design a brochure for your science lab.

Task 5: Design a poster with effective slogans on the importance of cleanliness

Unit 5 Workplace Communication& Basics of Academic Writing

Speaking: Short academic presentation using PowerPoint Reading & Writing: Product Profiles, Circulars, Minutes of Meeting. Writing an introduction, paraphrasing

Punctuation(period, question mark, exclamation point, comma, semicolon, colon, dash, hyphen, parentheses, brackets, braces, apostrophe, quotation marks, and ellipsis) Capitalization (use of upper case)

UNIT-5

Listening

Preparatory Activity I

Listen to the teacher who reads out the mock interview carefully and note down a few key words

https://www.thebalancecareers.com/job-interview-questions-and-answers-2061204

Listening to Interviews

A carefully structured interview is purposed to select applicants who may be predicted to be the best assets for the growth of an organization. This is what makes an interview vital. In addition to gaining basic information about the prospective employee it also is the platform to decide whether the candidate can be considered for further processing.

Types of Interview

There are several types of interview;

1. Unstructured (Nondirective) Interview.

2. Structured (Directive) Interview.

3. Situational Interview.

4. Behavioural Interview.

5. Job-related Interview.

6. Stress Interview.

7. Panel Interview (Board Interview).

8. One-On-One Interview.

9. Mass Interview (Group Interview),

10. Phone Interview

Unstructured (Nondirective) Interview

In unstructured interviews, there is generally no set format to follow which means that the interview can take various directions. Here there is a scope for the interviewer to ask questions beyond the focus areas allowing the space to build on the answers. Probing and open- ended questions are asked, and the questions may be customized based on the candidate’s responses.

Structured (Directive) Interview

In a structured interview, the questions are decided beforehand and marks are allotted for the acceptable responses. These questions are mostly job related and will be the same for all the participants. Model Interview Pertaining to World Economy

1.Can you mention some global trends which will shape the economy of the world in the next five years?

The answer should analyse the link between global trends and economic impact which requires the candidate’s critical thinking skills. Contemporary examples may be drawn from politics, energy, or technology.

2. How can economic date be communicated effectively??

For this question, the data should be visualized in the form of a pie chart or a bar diagram or a graph. This kind of visualization will be the best way to communicate data to the listener.

3. What is the most important quality that an economist must have according to you?

Since the economist should be able to express theoretical ideas in a way that it is practically relevant, the ability to convert complex ideas into simpler forms is an important skill.

4. Do you have the habit of reading? How often do you read? What is the book that you are at present engaged in?

You must be prepared to take on a question such as this. Reading is very important habit for an economist. You should read anything from current affairs to history books. This will give you a comprehensive understanding of the big picture of economics.

5. What are your weaknesses? Was there a time you mad a huge mistake due to your weakness? How did you overcome or address this?

Identify three weaknesses that you have and interpret how they can be detrimental to a situation. Then evolve your answer to show how one weakness proved to be your strength. Select a good example from your life for this question as this is again a common interview question.

A. Answer the following questions based on the Interview given above. 1. What is the significance of the first question of the interviewer? 2. What is the connection between global trends and economic impact? 3. What is presented as the most important quality of an economist? 4. How should you be prepared to answer the question about reading? B. Fill in the blanks. 1. The first question of the candidate is related to ______,______and_____. 2. The candidate’s answer regarding problem solving skills is pertaining to ______. 3. The candidate considers ______to be important to excel in the field of economics. 4. ______is a very important attribute of an economist.

Exercise I

Listen to the Interview being read by the teacher

Interviewer : Good Morning, Ravi. I am Anand.

Interviewee : Good Morning.

Interviewer : How are you doing?

Interviewee : I am doing fine. Thank you.

Interviewer : Anand, let us start the interview. Are you ready?

Interviewee : Yes, I am.

Interviewer : First, let me properly introduce myself. I am the Finance Department Manager. There is a position opening in my department which needs to be filled immediately.

Interviewee : Please, tell me a little bit about the position.

Interviewer : It is an entry-level position. The new employee will be working with the Accounting department and the bank.

Interviewee : What type of qualifications do you require?

Interviewer : I require a four-year college degree in Finance. Some work experience would be helpful.

Interviewee : What kind of experience are you looking for?

Interviewer : Doing office work is good. I do not require a lot of experience since this is an entry-level position. I am willing to train the new person. Interviewee : That is great!

Interviewer : John, tell me a little bit about yourself.

Interviewee : I was a student at Madras University, and I just graduated with a Bachelor’s degree in finance. I have two years of experience as a payroll staff.

Interviewer : What are you looking for in a job?

Interviewee : I have learned a lot of Finance theories at school, and now it is time for me to put them into practice.

Interviewer : Anything else?

Interviewee : I also hope that it will help me grow in my field.

Interviewer : What are your strengths? Why should I hire you?

Interviewee : I am a hard-working person and a fast learner. I am very eager to learn, and I get along fine with people.

Interviewer : OK. Now for some pertinent questions about your work culture. You do not mind workinglong hours, do you?

Interviewee : No, I do not.

Interviewer : Can you handle pressure?

Interviewee : Yes, I can. When I was going to school, I took quite a few courses each semester while working at least twenty hours every week. And, I handled that situationpretty well.

Interviewer : Do you have any questions for me?

Interviewee : No, I think I have a clear understanding of the job. I believe that I can handle it with ease, and I hope to have the opportunity to work for you.

Interviewer : Anand, nice meeting you. Thank you for coming.

Interviewee : Nice meeting you too. Thank you for seeing me.

A. Answer the following questions.

1. What is the interview for? 2. How far should the candidate be qualified for the job? 3. Is prior experience required for the job? 4. Is there any mention about salary in the interview? If so, how much? 5. What qualities does the candidate present as his strengths?

Speaking

Preparatory Activity I

Speak about the basics of your subject for about three minutes:

• History • Economics • Sociology • Psychology • Political Science • Literature Mock Interview

What is a mock interview?

A mock interview is a simulation of a real interview. A mock interview involves acquainting potential job candidates with various interview settings and helping them to prepare their responses to commonly asked interview questions.

The real-life scenarios of an interview that takes place in person or in a group or via telephone can be realized in a mock interview. You will be able to make a note of how you perform and what you can do to improve both your verbal and non-verbal communication skills.

Any one can be asked to conduct a mock interview for you but having a professional to conduct a mock interview will be of great benefit. You need to contact professionals and student counsellors help you experience a mock interview. Just be prepared to accept criticism when it is warranted and work at rectifying your shortcomings.

What are the benefits of mock interviews? The main purpose of a mock interview is to get accustomed to the environment of an interview. This will help you to deal with the stress that is associated with a real interview. You will familiarize yourself with the common questions asked in an interview and will be prepared to tackle the different responses in a real situation. This exercise will prepare you to answer any question in a natural conversation like manner without expressing nervousness or stress.

Model Mock Interview

HR: Hi Prema, thanks for coming today. I’mVijayaIllia. Nice to meet you.

Prema : Hello, I’mPrema Nanda. Nice to meet you, too.

HR: Are you familiar with the information related to this job?

Prema : Yes, I read the details and it sounds interesting.

HR: Tell me something about your education.

Prema : I have a master’s degree in commerce from the University of Madras.

HR: Great. Could you tell me more about your experience?

Prema : At present I work in the department of sales and I have completed several projects of which I was the team head in one. I am engaged in networking with customers.

HR: For how many years have you been in sales?

Prema : I’ve been in this position for two years and later moved on to marketing.

HR: Tell me something about your hobbies and interests.

Prema : I read a lot. I am a voracious reader. I also have a blog where I write my thoughts on pertinent topics. I am also a fitness freak, so I spend my free time learning yoga and doing exercise. HR: Why do you think you will be the right candidate?

Prema : I enjoy marketing as it involves using all your expertise and experience to market and sell your products. That is an accomplishment worth working for.

HR: Thank you Prema. Nice talking to you. We will get back to you soon.

Prema: Thank you.

Exercise I

A. Complete the following dialogue considering it a mock interview for a job.

Personnel manager : Hi Arun, thanks for coming today. I’m Nidhi. Nice to meet you. Candidate : Hello, I’m Arun. Nice to meet you, too. Personnel manager : How did you come to know about this offer? Candidate : Well, it was through LinkedIn that I came to know about this and it sounded very interesting. Personnel manager : Tell me something about your education? Candidate : ______Personnel manager : ______

Candidate : ______Personnel manager : ______

Candidate : ______

Personnel manager : ______

Candidate :______Personnel manager : ______

Power Point Presentation

Preparatory activity

Look at thefollowing Power Point Slides and observe the presentation of key ideas.

https://slidesgo.com/theme/revolution-history-lesson

https://venngage.com/blog/presentation-design/

https://www.google.com/search?q=ppt+slides+images+for+economics&tbm=isch&ved=2ahUK EwjFzrnRmrTtAhWkHLcAHZ6KDNwQ2- cCegQIABAA&oq=ppt+slides+images+for+economics&gs_lcp=CgNpbWcQAzoCCABQpME EWKvgBGD14QRoAHAAeACAAakBiAHjEpIBBDAuMTaYAQCgAQGqAQtnd3Mtd2l6LWlt Z8ABAQ&sclient=img&ei=gRvKX4WKBaS53LUPnpWy4A0&bih=610&biw=1280

Short Academic Presentation Using Power Point Presentation

Power Point is full featured presentation programme that is used by millions of people around the world. It is used to design presentations and it is available in MS Office Package. It is used to make presentations in a wide array of fields. It uses components such as images, animations, videos, and audios.

Benefits of Power Point Presentation

• Power Point Presentation, shortly called PPT,provides a greater visual effect • PPT helps improve the level of understanding of the audience • It makes the presentation more effective, impressive, and interesting • It enhances the interactive involvement of both the presenter and audience • It aids the presenter to be concise and elaborative on the content and with more clarity

FOR EFFECTIVE PRESENTATION

Dos:

1. Use key phrases, sentence fragments that include only essential information.Limit the number of words in each slide. 2. Enhance readability using bigger fonts. The content presented should not be cluttered with too much information. It should be clear enough to be read. 3. Limit the number of slides also. It is apt to aim for one slide per minute. 4. Use bright and contrasting colours for text and background 5. Use no font size smaller than 24 point. 6. Check the spelling and grammar. 7. Avoid long sentences. 8. Avoid abbreviations and acronyms. 9. Limit punctuation marks.

Don’ts:

1. Do not read from your slides. The content in the slides is for the audience and not for the presenter. 2. Do not speak to your slides. Facing the audience maintain eye contact and actively engage the audience. 3. Do not clutter the slide with too much information or infographics. 4. Don’t cramp too many sentences. Line spacing can be 1.15 or 1.5 spacing

You can learn from the given exercise how central ideas can be chosen for Power Point Presentation.

Ashoka’s Empire (250 BC)

Land Tax, the main item of revenue was quite high and was levied at the rate of one sixth of the produce, though the Greek account puts at the rate of one fourth. Agricultural resources were obtained through share cropping wherein seeds, oxen etc. were provided by the State along with arable land for cultivation. In this kind of situation, the peasants probably gave half of the produce to the state. There weremany customary dues that the peasants had to pay. For example, a tax called Pindakarawas paid by those practising animal husbandries. It was levied on groups of villages. Villages also were expected to provide food and other provisions whenever the royal army passed through their territories. This was burdensome for the villages. There was another tax known as Hiranya, the exact nature of which is not known. Hiranya means gold so it refers to taxes paid in cash. Bali, the traditional known levy from the Vedic times continued under the Maurays.

All these taxes have burdened the peasantry considerably, still Kautilya, in the Arthasastra, goes on to recommend that in case the State still falls short of its needs, several other fiscal measure for periods of emergency could be made use of. A unique measure was called the Pranya which means a gift of affection. Although this tax was mentioned by Panini it was elaborated in the Arthasastra. It amounts to one-third or one -fourth of the produce according to the nature of the soil. It is usually interpreted as a voluntary gift but once put into practice, it might have become obligatory.

During times of emergency the cultivators were also forced to raise more than one crop. The importance of these measures was constantly emphasized, and the country did face famines. During these bleak periods, the level of revenue collection must naturally have fallen. The Anthasastra is also careful in defining the different types of villages to be taxed as the fertility of the soil varied from place to place. Interestingly the revenue collectors and assessors were also divided into special categories. Thus, the Mauryan state, at least in its core areas, must have ensured a substantial land revenue collection without which it would have been difficult to maintain the Government machinery and the Army.

Ideas for Power Point Presentation

• During Ashoka’s regime,Land tax was the main item of revenue and it was very high • Share cropping was another way by which the state collected agricultural resources • Many customary dues like Pindakorawere to be paid to the people • In addition to the above taxes, another type of tax was Hiranya. Little is known about it. • Kautilya’sArthasastraspeaks about other taxes levied on people during emergency in the regime of Ashoka • The cultivators were forced to raise two crops

Glossary

Emperor : a ruler of an empire

Regime : a particular form of government or a system or method of government

Peasant :asmall farmer

Bleak : dull

Fiscal : relating to government revenue , especially taxes.

Model Slides

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Model II

The Chief Minister and the Council of Ministers

In the Parliamentary form of government, the Chief Minister, and the Council of Ministers (CoM) possess the real executive powers and form the nucleus of administration of the state.

The Chief Minister is the head of government. He is accorded with the status of ‘The First Among the Equals’ in relation with other ministers in the council.Though the CoM is a multi-membered body, it functions as a single unit under the guidance and directions of the Chief Minister.

Powers and Functions of Chief Minister

The Chief Minister being the real executive authority holds a wide range of powers and diverse functions that include recommending the Governor the persons who can be appointed as ministers.He allocates portfolios between the minister and instils the principle of responsibility upon the council of ministers.He can recommend to the Governor to dissolve the State Legislative Assembly and conduct new elections.He advises the Governor on summoning and proroguing of the sessions of the State legislature.Duringan emergency the Chief Minister acts as the chief crisis manager of the state.

Glossary

Council :committee that governs

Proroguing : extension of time

Portfolios : responsibilities of a cabinet minister

Accord : agreement, concurrence

Crisis : a time of difficulty or danger

Slides

Slide I

Slide 2

Slide 3

Slide 4

 Recommends to the Governor to dissolve the State Legislative Assembly and conduct new election.  Advises the Governor on summoning and proroguing of the sessions of the State legislature.  Acts as the chief manager of the state during emergency situation.

Model III

EARTHQUAKES

The shaking of the earth’s crust or tremors is called an earthquake. While most earthquakes result from natural causes like faulting,folding and volcanic eruptions, some result from human actions like blasting of rocks. Large reservoirs are also believed to make an area more prone to earthquakes. The intensity of an earthquake is measured on a Richter Scale. An increase in the magnitude of an earthquake by one on the Richter Scale implies ten times more amplitude or intensity of the earthquake and 32 times more energy. A new measurement scale now used by the United States Geological survey is called the moment magnitude scale. The seismograph is used to record the tremors caused by earthquakes. A Seismograph, a 24-hour record of earthquake waves, is called as Seismogram. The point of origin of an earthquake in the earth’s interior is called seismic focus. The point on the surface where an earthquake is felt first is called its epicentre. Lines on a map joining places that experienced an earthquake at the same time are called coseismal lines. Lines joining places experiencing the same intensity of an earthquake are called isoseismal lines.

Ideas for Power Point Presentation on Earthquakes

1.Definition of earthquake

2.Causes of earthquakes

3.Instruments to measure earthquake

4. Earthquakes measured using Seismograph

5.An earhquake wave of 24 hour record-Seismogram

6. Point of origin of earthquake-seismic focus.

7. Coseismal lines and isoseismal lines 8.Surface point where earthquake felt-epicentre.

Glossary

Seismograph : instrument to measure earthquake

Seismogram :graphical output of an earthquake

Tremor : shake or vibration

Magnitude :a measure of energy released by an earthquake

Eruptions : a sudden release of pressure

Slides

Slide 1

Slide 2

Slide 3

 Definition of earthquake.

 Causes of earthquake.

 Instruments to measure earthquake.

Slide 4

Slide 5

Task

1. Make power point presentation slides on Casteless, Clash-less and ClasslessSociety. 2. Make power point presentation slides on Austrian Psychoanalyst Sigmund Freud’s Classification of the Human Psyche. 3. Prepare power point slides on Personal Finance Economics

Reading & Writing

Preparatory Activity I

Vocabulary Founder :

Year of establishment :

Nature of Products :

Clients :

Manufacturing Unit :

Headquarters :

Branches :

Service Outlets :

Definition of Company Profile:

It is a summary or collection of information on persons, companies, and its products. Here in the context of a company, it includes details such as founder, year of establishment, types of products, land mark achievements and so on.

Helping Hands

https://www.wellbeing.com.au/mind-spirit/mind/the-benefits-of-lending-a-helping- hand.htmlAlcoholism, diseases, poverty define everyday struggles of Chennai's pavement dwellers as govt refuses to count them as homeless - India News , Firstpost

City pavement dwellers demand night shelters (freepressjournal.in)Teach English for orphan child - SCCN | Volunteering in Nepal (savechildrennepal.org)

Helping hands is a philanthropic organization based in Amaravathipudhur, Sivagangai District in Tamil Nadu. It renders invaluable service to orphans and other needy people for their survival and development. Mr. Palaniappan founded this Non-governmental social service organization in 1980 with an objective of helping people in distress such as orphans and destitute. When Mr. Palaniappan was in the prime of his youth, he happened to see a weak and wailing baby girl outside a hospital with no one to care for it. Mr. Palaniappan avowed to look after the baby in a rented house and within a year there came 40 boys and girls to be sheltered. The Helping Hands was registered the next year. Today it accommodates hundreds of children and aged people and extends humane gestures to all. From new-born children to old people who are counting their days, it fosters them by giving a fresh lease of life to all the needy. The organization provides individual care, medical assistance, treatment, rehabilitation, education, and empowerment. It is said that Helping Hands are better than praying hands. Wouldn’t you like to be a person of helping hands?

Glossary

Invaluable : of much value; also used as valuable

Distress : suffering

Prime : important stage

Destitute : people who have no support

Exercise I

Based on the understating of the Organization profile answer the following questions

1. What is philanthropy? 2. What kind of services does the organization provide? 3. Expand NGO. 4. Who is the founder of the organization? 5. When was the organization founded?

Writing

Preparatory Activity I

Word Power Circular : a printed letter or notice sent to many people

Minutes : the written record of what was said at the meeting

Ephemeral :temporary

Fate : destiny

Mighty : powerful

Monarch : King

Summon : Call

Bane : Curse

Monuments : structures raised in remembrance

CIRCULAR

Pre- Writing Activity

What do you think about this form of letter?

Circular: Definition

A circular is a brief letter conveying specific and important information which is a viable tool of communication channel in an organization. Since it is brief it may also contain marketing information and may be used for inter-departmental communication and advertising. Its wider reach is the main feature of a circular.

Advantages of a circular

• It is simple and precise making the communication effective

• It is written and therefore a documentary evidence that prevents miscommunication

• It is also quite inexpensive and therefore cost-effective

• Circulars are also a time-saving method of communication as it reaches many people in a short time

• They are a great advertising and marketing tool that can help create a new market and educate people about the product or services

• It helps customers gain confidence about the product or service

Components of a circular

https://www.wikihow.com/Write-a-Letter-of-Recommendation#/Image:Write-a-Letter-of- Recommendation-Step-1-Version-2.jpg

Difference between Memo and a circular

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.wordcountjet.com%2Fdifferenc es-between-official-memos-and-circulars-a-managerial- perspective&psig=AOvVaw2WGg90wo4RJnz7lgR6ISNT&ust=1608025177404000&source=im ages&cd=vfe&ved=0CAIQjRxqFwoTCIihgN-Wze0CFQAAAAAdAAAAABAD

Model of a Circular

Circular Regarding an Appointment in the Organisation

Raja Motors Private Ltd., Madurai. 7.12.2020

This is to inform the various departmental heads that S. Krishnan has joined the organisation in the capacity of Vice-President. He comes with experiences that will be of a great asset to the organization. His managerial skills will be his greatest strength in his team. He joins the organisation on 10.12.2020 and the various General Managers are requested to have a meeting with him and apprise him of the situation.

Wishing him all the best we believe he will offer his expertise to tackle the changes in the market.

Exercise 1

Fill in the blanks, choosing the correct answer

1. A circular is an ______communication (official/ informal) 2. A circular reaches _____ audience ( larger/smaller) 3. Memos are intended for ____ audience (larger/selective) 4. Circulars are _____(expensive/ inexpensive)

Exercise 2

1. As a Managing Director of a Motor company, draft a circular to the employees of your organisation about the launching of a new brand of a vehicle. 2. As a Principal of a school, prepare a circular for teachers and students regarding Republic Day celebrations in your school. 3. Read the following circular and answer the questions given below

RRG College of Arts and Science, RRG Nagar, Kovilpatti 8.12.2020

In view of the impending cyclone which was continuing since 4.12.2020 andthe irregular bus services following it, the college authority has decided to postpone the exams from 10.12.2020 to 14.12.2020. All the students are requested to meet their respective class teachers and note down the changes in the Exam schedule at the earliest in order to avoid inconvenience at the last moment. The revised dates for practical exams for the science students may be obtained from the respective department heads.

8.12.2020 Principal

Kovilpatti

Circular Regarding Exams

Answer the following questions:

1. Where is the college located? 2. What is the circular about? 3. Why do they post-pone the exams? 4. Who has sent the circular? 5. The exams have been postponed to ____ Minutes Definition Minutes of meeting is a documented record of the proceedings of an official meeting which contains the list of attendees, the absentees, the points of discussion and the decisions taken. The word ‘minutes’ is derived from the Latin phrase ‘minuta scriptura’ which literally means ‘small writing’ or ‘rough notes’. Purpose Every organization may have its own rules of the content that is recorded in the minutes. It should record what was done and not what was said. They are not a record of the transcript. They are official documents that hold evidence about the important decisions taken in the meeting. Creation Minutes may be recorded during the meeting in shorthand or in the form of notes and later elaborated. The minutes should be circulated among the participants. In some instances, the meeting may be audio or video recorded and the minutes may be prepared later. There are also minutes recording software to help prepare minutes. Steps to record minutes The steps to record minutes are: • Pre-planning • Record-taking • Writing or transcribing the minutes • Sharing meeting minutes •Documenting and filing Tips for taking notes •Prepare yourself for the meeting by having an outline. As the meeting goes on the items in the outline can be filled. This will ensure that important details are not missed. •The list of participants may be noted right at the beginning of the meeting •Decisions and actions should be recorded accurately •Clarifications may be sought about decisions taken since the recorded minutes must be accurate •Conversations need not be noted down. Actions and decisions should be carefully taken down. •Recording the minutes using smart phone may be helpful for future clarifications. Before recording the participants must be informed that they are being recorded Format of Minutes of Meeting The general format of the minutes of a meeting is as follows: • Name of the organization in the top-left corner • Date and time in the top-right corner • Title in the centre •Name and designation of the attendees •Name of absentees, designation, and reason for absenteeism •Amendments made to previous minutes •Meeting Agenda •Issues discussed •Suggestions made •Decisions taken •Voting details •Action plan and roles and responsibilities given •Motions addressed and motions carried over to next meeting •Schedule of the next meeting In addition to the above format each organization will have specific details to be included according to the purpose of the meeting. These requirements need to be well understood before preparing to take down the minutes. After the meeting

As soon as the meeting is over the minutes need to be written:

•Minutes should be written immediately after a meeting while the ideas discussed are still fresh in the mind •Review the format and the information recorded so that all important details are included

•Depending on the meeting the explanation of the details must be given. In a board meeting or a corporate meeting more details and explanation must be included for the actions taken and the reasons for the actions taken must be enumerated.

•The minutes should also be revised and should be clear and concise without any ambiguity

Writing tips:

• Language should be objective and not biased • Write in passive voice and use the same tense • Names must not be mentioned unless it is vital, and it is associated with an important decision taken • Personal comments should not be made. Minutes should be based on facts and not feelings • Other documents that are circulated during the course of the meeting must be mentioned in the meeting and enclosed along with the final draft of the minutes

Conclusion

Minutes should be vetted by the chair of the meeting and in some cases by more members before it is circulated among the participants of the meeting. This gives scope for the minutes to be revised and approved for circulation. This final process is what makes the minutes an official record. This will be approved during the next meeting.

Writing an Introduction

The constituent parts of an introduction are attention grabber, topic description, explanation of the topic’s relevance, an outline of the main points and the central ideas of the subject under discussion.

Definition of Paraphrase It is a simplified form of a piece of writing. It captures the central, significant, and important ideas of a text and presents it in an easily readable, and understandable way. It is a rewording or a restatement of the meaning of a text or a phrase.

Model

All human things are subject to Decay

When Fate summons monarchs must obey

- Dryden

These lines given above speak about the uncertainty indefiniteness and ephemeral nature of human life. The poet Dryden states that all human things pertaining to this world have a short life. None in this world can live here for an indefinite period. These lines further explain that even if people are very mighty and powerful like kings, if they receive a call from fate, they cannot escape it. They will have to bow before fate. The central idea is that fate is far superior to and far more powerful than humans.

Task I

Let none admire

That riches grow in Hell; that soli may best

Deserve the precious bane. And here let those

Who boast in mortal things, and wondering tell

Of Babel, and the works of Memphian kings,

Learn how their greatest monuments of fame,

And strength, and art, are easily outdone

By Spirits reprobate,

Explanation:

Having described the materialistic greed of Mammon and of the human beings who fall under Mammon’s influence, Milton tells us that, under Mammon’s directions, a batch of fallen angels dug out gold from the interior of hell. In the lines here Milton says that people should not feel surprised to learn that riches (gold etc.) exist in the infernal regions. The soil of hell may perhaps be most appropriate for that coveted evil, namely gold. Milton then goes on to give us another idea. There are people who boast of human achievements. These people describe, with a feeling of wonder, the Tower of Babel, and the Pyramids of Egypt as great architectural works. But let such people learn how the greatest monuments which have been built by human strength and skill and which have become famous, can easily be surpassed by the work of worthless Spirits (that is, the devils).

Exercise

Paraphrase the following text.

National Emergency

Under Article 352, the President can declare National Emergency on the entire territory of India or a part of it when the security of the entire country or a part of it is challenged by war or external aggression or armed rebellion. When the National Emergency is proclaimed because of war or external aggression, it is called External Emergency and when it is proclaimed because of armed rebellion, it is called Internal Emergency.

VII. WRITING SKILLS

VIII. Punctuation and Capitalization

https://www.teachstarter.com/au/blog/26-punctuation-resources-activities/

Punctuation

The system of signs or symbols, such as full stop, comma, and exclamatory mark, used in written language is called Punctuation. Punctuation marks show a reader how a sentence is constructed and how it should be read. Every sentence should include a capital letter at the start, and a punctuation mark at the end.

IX. Why Punctuation matters? Life would be confusing without proper punctuation.

Look at these sentences

1. some people find inspiration in cooking their families and dogs

Vs.

Some people find inspiration in cooking, their families and dogs.

2. lets eat grandpa

“Let’s eat, Grandpa!”

The sentences convey totally different things as per the proper usage of punctuations.

For the sake of family members and Grandpa’s life, use proper punctuation. Punctuation saves lives and keeps people alive!

3. Now, this is a big one. Consider the following sentences. Note how the meaning changes drastically when the position of the comma changes. a woman without her man is nothing

“A woman, without her man, is nothing.” (A woman’s success is because of a man)

Now, let’s change up where we’re placing the punctuation:

“A woman: without her, man is nothing.” (A man’s success is because of a woman)

Here is an infographic on various punctuations used in English

CAPITALIZATION

Capitalization is one of the most basic and important elements of writing. Capitalization draws the reader’s attention to names, titles, and more. Capitalization also marks the start of new sentences and new paragraphs, provides signals to the reader, and helps to create a structure and a hierarchy in written language.

Basic Capitalization Rules

1. Capitalize proper nouns.

• To indicate the names of people, such as Vijay, David, or Anwar. • To denote the names of months and days, such as January, August, Sunday, Thursday • To denote days of national/international importance, such as Independence Day, Women’s Day • Finally, proper nouns also include the names of buildings, landmarks, and companies, such as the Leaning Tower of Pisa, the Statue of Liberty, or Verizon

2. Use capitalization with proper adjectives. • Indian, American, Italian, German 3. Capitalize titles of works. • A Tale of Two Cities, Titanic, Ode To A Nightingale, Beats

4. Use a capital at the beginning of a sentence. The first word of every sentence should be capitalized, regardless of what kind of word.

5. Capitalize the first word of a full sentence in a quotation. Sentences appearing within quotes also should have a capital letter in the beginning. She said to me “Do you feel alright?”

6. Use capitalization when referring to a period or an event. • The Chola Period.

7. Capitalization with the pronoun “I.” One of the most notable words to make sure to capitalize is the pronoun “I.” I refer to oneself. This is a unique and specific usage.

8. Capitalize family relationships. • Aunt Preethi" or "Cousin Ajith."

9. Capitalize people’s titles. • Mr. Ms. Miss, and Dr.

Remember these punctuation rules while writing:

X. Activity 1

XI. Analyse the Story given below and list down the various punctuations mentioned in the story and write their definition.

E.g.

1. Comma – Used for pausing; took its place between words; without the break commas provide,

words run amok, becoming jumbled, unwieldy, and confusing; a well-placed comma can change the meaning of a sentence.

The Day Punctuation Came to Town

1. Written by Kimberlee Gard | Illustrated by Sandie Sonke

The Punctuations had just moved to Alphabet City and the kids—Exclamation Point, Question Mark, Period, and Comma—were excited about their first day of school. Exclamation Point was in a rush to get there. “‘We are going to have so much fun!’” he said. He “was always excited about something.” Question Mark was a little more subdued. She wondered if the other kids would be nice and even pondered whether they were walking in the right direction. “Comma kept pausing,” and Period said she would let her siblings know when to stop.

When they got to school and introduced themselves, the student letters were confused. They’d never seen anyone like the Punctuations before. As the letters practiced forming words, Exclamation Point joined W, O, and W; Question Mark helped out W, H, and O; and “Period brought each sentence to a tidy end.” For Comma, though, it wasn’t so easy. As he tried to squeeze in between letters, he began to feel as if he was just a bother. Undetected, he tiptoed away.

Meanwhile, in the classroom, Exclamation Point had all the letters scrambling to make more and more exciting words. There was a lot of cheering and booming, ducking, and running. Question Mark asked if maybe they shouldn’t all quiet down a bit, but no one was listening. Even Period couldn’t get them to stop. Pretty soon, there was a huge word pileup. In the next moment it came crashing down and all the letters “tumbled through the door, spilling into the hall.” There, they found Comma, who just stared in disbelief. His siblings wondered why he was in the hall instead of in the classroom. Comma told them how he felt. But, “‘Comma, without you, things become a disaster!’” Exclamation Point said. Period and Question Mark agreed.

Then his siblings gently reminded little Comma about how each member of their family has a certain purpose. They told him, “‘we all work together to help letters and the words they make.’” Once everyone had gone back into the classroom, the letters continued making words. But now Comma took his place between them. When the letters looked confused, he explained that it was his job to keep order and that words and punctuation needed each other to make good and clear sentences.

For children just learning about sentence structure and how punctuation and words fit together to create meaning, Kimberlee Gard’s lively story helps them visualize and understand the different roles of each punctuation mark. Coming at the end of a sentence and accompanied by vocal clues, exclamation points, question marks, and periods are more familiar to kids. But what about that comma, which seems to float around here and there? Gard demonstrates that without the break commas provide, words run amok, becoming jumbled, unwieldy, and confusing. Readers will respond to the classroom setting, where the letters work and play together during lessons, and they will be eager to make friends with the Punctuation family themselves.

If any readers think learning about punctuation is dry and dull, Sandie Sonke’s vibrant colors and cartoon characters will change their minds. The Punctuations (and their butterfly friend Apostrophe) is sweet and earnest, wanting to fit into the class and make a difference. As the letters form words, the purple Punctuations are easy for kids to pick out, allowing for discussion of their distinct roles. The tangled piles of letters invite kids to make words from the muddle. After Comma realizes his importance and the letters embrace him, the story ends with a familiar and funny example of just how a well-placed comma can change the meaning of a sentence.

Image copyright Sandie Sonke, 2019, text copyright Kimberlee Gard, 2019. Courtesy of Familius. https://celebratepicturebooks.com/tag/writing-resources-for-kids/

XII. Activity 2

Explore the following websites and complete the Punctuation Marks Graphic Organizer.

Punctuation Tree: http://guidetogrammar.org/grammar/marks/marks.htm

English Club:https://www.englishclub.com/writing/punctuation.htm

Grammar Book:https://www.grammarbook.com/english_rules.asp

Punctuation Marks Graphic Organizer Write the rules for using each of the punctuation marks below. Each row represents a different rule. In the right-hand column, provide an example of the rule in use. Symbol (!?, etc.) Punctuation Rule Example of Rule in Use Name

Communicative English

(For Students of Arts & Science Colleges)

Semester 1

TAMILNADU STATE COUNCIL FOR HIGHER EDUCATION

(TANSCHE)

CONTENTS

Semester 1

Units Page Unit I (20 hours) 5 - 57

1. Listening and Speaking a. Introducing self and others 6 - 18 b. Listening for specific information c. Pronunciation (without phonetic

symbols)

i. Essentials of pronunciation

ii. American and British pronunciation iii. 2. Reading and Writing 19 - 31 a. Reading short articles – newspaper reports / fact based articles i. Skimming and scanning ii. Diction and tone iii. Identifying topic sentences b. Reading aloud: Reading an

article/report

c. Journal (Diary) Writing

3. Study Skills - 1 32 - 34 a. Using dictionaries, encyclopaedias, thesaurus 4. Grammar in Context: 35 – 57 Naming and Describing • Nouns & Pronouns • Adjectives

Unit II (20 hours) 58 - 122

1. Listening and Speaking 58 - 67 a. Listening with a Purpose b. Effective Listening c. Tonal Variation d. Listening for Information e. Asking for Information f. Giving Information

2. Reading and Writing 1. a. Strategies of Reading: 68 - 93 Skimming and Scanning b. Types of Reading :

Extensive and Intensive Reading c. Reading a prose passage d. Reading a poem e. Reading a short story

2. Paragraphs: Structure and Types a. What is a Paragraph? b. Paragraph structure c. Topic Sentence d. Unity e. Coherence f. Connections between Ideas: Using Transitional words and expressions g. Types of Paragraphs

3. Study Skills II: 94 - 101 Using the Internet as a Resource a. Online search b. Know the keyword c. Refine your search d. Guidelines for using the Resources e. e-learning resources of Government of India f. Terms to know

4. Grammar in Context 102 – 122 Involving Action-I a. Verbs b. Concord

Unit III (16 hours) 123 - 157

1. Listening and Speaking a. Giving and following instructions 124 - 132 b. Asking for and giving directions c. Continuing discussions with connecting

ideas

2. Reading and writing 133 - 144 a. Reading feature articles (from newspapers and magazines) b. Reading to identify point of view and perspective (opinion pieces, editorials etc.) c. Descriptive writing – writing a short descriptive essay of two to three paragraphs. 3. Grammar in Context: Involving Action – II

• Verbals - Gerund, Participle, 145 – 157 Infinitive • Modals

Unit IV (16 hours) 158 - 198

1. Listening and Speaking 159 - 163 a. Giving and responding to opinions 2. Reading and writing 164 - 189 a. Note taking

b. Narrative writing – writing narrative

essays of two to three paragraphs

3. Grammar in Context: 190 - 198 Tense • Present • Past • Future

Unit V (18 hours) 199 - 231

1. Listening and Speaking 199 - 203 a. Participating in a Group Discussion 2. Reading and writing a. Reading diagrammatic information 204 - 216

– interpretations maps, graphs and

pie charts

b. Writing short essays using the language of comparison and contrast 3. Grammar in Context: Voice (showing the 217 - 231 relationship between Tense and Voice)

PREFACE

This textbook on Communicative English envisioned under the leadership of the Hon. Chief Minister of Tamilnadu, Thiru. Edappadi K.Palaniswami by the Honorable Minister for Higher Education Thiru. K.P. Anbalagan, and Principal Secretary to Government, Department of Higher Education, Selvi. Apoorva, I.A.S., is a pioneering venture and strategic intervention in higher education in Tamil Nadu. It has been prepared with the unstinted support of Thiru. Vivekanandan, I.A.S. Member Secretary, TANSCHE (Tamil Nadu State Council for Higher Education)

Tamil Nadu has the distinction of having the highest GER (Gross Enrolment Ratio) of 50 %, in higher education in the country: this figure attests to the efforts of the government to empower the youth of the state by enhancing access to higher education.

The Communicative English textbook has been prepared with a view to enrich and equip the student entering college: having the wherewithal to cope with the demands of education in an institution of higher learning and making the most of the opportunity of tertiary education, with the learning tools provided in the textbook should prove to be a life transforming experience for the students entering college and set them on the path to realizing their full potential.

The confluence of the stakeholders’ (students’) motivation and the facilitators’ (teachers’) dedication is bound to produce amazing results.

Unit I (20 hours) 1.Listening and Speaking

a. Introducing self and others

b. Listening for specific information

c. Pronunciation (without phonetic symbols)

i. Essentials of pronunciation

ii. American and British pronunciation

2.Reading and Writing

d. Reading short articles – newspaper reports / fact based articles

i. Skimming and scanning

ii. Diction and tone

iii. Identifying topic sentences

iv. Reading aloud: Reading an article/report

v. Journal (Diary) Writing

3. Study Skills - 1

e. Using dictionaries, encyclopedias and thesaurus

4. Grammar in Context:

Naming and Describing

• Nouns & Pronouns

• Adjectives

1. LISTENING AND SPEAKING 1. INTRODUCING YOURSELF AND OTHERS

INTRODUCING SELF How do you introduce yourself in college? The first impression is the best one! You have heard this popular adage, haven’t you? You would want to make a good impression whenever you meet people the first time, wouldn’t you? The first thing you would do is introduce yourself. Let’s see what we need to say and how we can say it in several different ways depending on where and whom we are meeting. Imagine you are meeting a group of fellow students in college for the first time and the instructor/teacher asks you to introduce yourself.

What to include in your introduction:

Your name My name is Murgesh Vadivel. My name’s Ragini Pillai. I’m Suresh Gopinathan I’m Ismail. I’m Priyanka Sundar…. I’m Rajalakshmi, people call me Raji. Never say, “Myself Rajiv”. This is wrong.

The school you studied in I studied at GRT school. I have completed my schooling at MMT, Vellore. I studied in the prestigious Vivekananda Vidyalaya in Coimbatore. I studied in a famous school in Mysore, the Sri Vidyalaya. I am a proud product of the Chennai School. I studied in the same school in which our former President, APJ Abdul Kalam studied.

The place you live/come from I’m from Vellore. I live in T Nagar I live in Gopal Nagar while my home town is in Trichy. I come from Madurai. I’m put up in the hostel on campus I come from Delhi. I am staying at my aunt’s I come from Meenakshi’s abode, Madurai. I come from the mango district, Salem. (Remember not to use My native place is)

A little about your hobbies I’m deeply interested in football, I was part of my school team I love playing the sitar I take a special interest in philately and I have 2000 stamps of 175 countries. Folk music has always fascinated me. I have been learning Karagattam for the past five years. I like watching tennis and cricket: they are my favourite sports.

A few details of your family We are six at home, including me I have two siblings. I have a sister, who is older to me I have a brother younger than I. I have a brother and two sisters. All my siblings are older than me. I have four siblings, I am the youngest. I am the only child. I live with my grandparents.

How to Introduce Yourself: Remember to wish people first. Formal ways of greeting are:

• Good day! • Good Morning! • Hello!

Informal Greeting: Hi!

Activity Speak about yourself for about a minute or two. You may want to write it down, just to get the sequence right and it will give you a lot of confidence before you start speaking. Relax and smile when you present yourself!

A few hints about formal and informal situations: You cannot speak the same things and in the same manner with everybody. Depending on the people and purpose of the meeting, you can broadly classify the instances as formal, casual and informal. When you are with your family and friends an informal approach is acceptable. However, in the communication between a teacher and a student, a service provider and customer, an employer and an employee, the engagement is a formal one. A casual tone is used among peers and also among people who are familiar with each other. So depending on whom you are meeting and why you are meeting them, you need to be selective about what you say about yourself.

Remember a rule of thumb, the more formal the situation, the less personal details you should share as an introduction. • Do not talk about your family when you are speaking about yourself at a conference, meeting or a job interview. • Do not talk about your hobbies/ special interest in an interview, unless asked to do so. • Do not talk about your ambitions when you meet people at a party, meeting or official get-togethers.

There will be several occasions in college when you will have to introduce yourself. The following are a few instances on the campus when you will have to introduce yourself when you meet people for some work. In all likelihood, the Principal or your HOD may not recognise you. It is always better to make a brief introduction before you request them to do something for you.

Example: 1.With the HOD: Good afternoon Sir/Madam I’m Priya from II year BSc Physics, I wish to enrol in the Science Quiz being conducted by our department. 2.With the Principal: Good evening Sir, I’m Rajesh from the department of Chemistry. I am in the first year. I am applying for a scholarship. Sir, could you please attest my application form? Task 1 Choose any two instances from the list below and make notes (based on the examples given above) of what you would be saying and then present it to the class: 1. With the language teacher in the staffroom 2. With a fellow student in the canteen 3. With students/ volunteers of your club, team, group etc. 4. With the chief librarian 5. At a competition registration desk 6. With a guest at college Task 2 There are several other instances when you might have to speak about yourself. So gear up, and choose any two of the following as an exercise in introducing yourself. Remember to greet the person you approach and give appropriate details: 1. At the Bank Manager’s 2. At the hotel reception 3. At a ticket booking counter 4. With a new neighbour 5. At a conference, where you are presenting a paper

Many a time you may have to send an email or a text message from your mobile phone to a person whom you are meeting/contacting for the first time. Here again, you have to introduce yourself. Task 3 1. Draft a text message that you will be sending through WhatsApp to a guest whom you wish to invite for an event organised by your club. This is the first message you are going to send him/her.

2. Compose a message to your English teacher seeking clarification of a doubt with regard to the lesson taught in class. Tips on Composing Your Bio-note There might be occasions when you have to speak about yourself/ provide a small write-up (bio-note) to help a programme compere introduce you to an audience. For this purpose you need to acquaint yourself with writing a bio note. Example: Arun is a well-known wildlife photographer and also has a trekking club. To join his trekking programmes you need to book well in advance. Here is Arun’s bio-note on his web page:

Task 4 1. Write a bio-note about yourself to publish on your blog in about 120 words. 2. Write a short note about yourself to add to your profile on social media like Facebook and Twitter in about 160 characters. 3. Write a bio note that you would send along with an article/poem/short story that you would like to publish. How to use an “attention grabber” in introducing yourself: You can be a little innovative by starting with an attention-grabber. People who use this method do not start with their name. Instead, they begin with

• A story/anecdote • A joke • A fact about a place/period in history Here is an example of providing information about a place and using that to introduce yourself:

This is a familiar story: There was a time when two eagles

soared above a Shiva temple which was atop a hill. They

would come every day at lunch time, and the priest at the

temple would give them food. It became a ritual. According to legend, these eagles were not ordinary eagles, but two rishis whom a curse had transformed into birds.

You must have guessed which place I am referring to. Yes, it is Thirukalukundram. Kazhugu as you know is the Tamil word for ‘eagle’. I come from this place, Thirukalukundram. My name is Loganathan.

Task 5 Use an attention grabber – a story/anecdote/joke to introduce yourself.

B.SPEAKING ABOUT OTHERS: INTRODUCING OTHERS While introducing a friend or a classmate include the person’s name in full, avoid nicknames or short names that you address them with. State some nice things about the person but never speak about their personal likes and dislikes. Again, depending on the context, include relevant information.

For Example, While introducing a classmate or friend :- Good morning, meet my friend/classmate, Krishna. He is an ace football player and he is a part of the college team.

When you need to introduce a guest at a formal gathering :- Good Morning. It gives me immense pleasure to introduce Ms Valli Damodaran, the CEO of Star Alliance, a prestigious business amalgamation. She has been with Star Alliance for the past 15 years and has held several responsibilities…

When you need to introduce a resource person Good Afternoon, I am pleased to introduce Prof. Ganesh, Head, Department of Indian Theatre, University of Texas….

Pre Task a. Introduce a friend/classmate to others in the class. b. Imagine a guest/resource person is visiting your class and introduce him/her. Task 1 a. Write down a formal introductory note on a famous personality, who is visiting your college for an event. This introduction will go on the brochure/ notice board with the schedule of events b. You are on the editing board of a college e-mag, write a bio note on the contributors of articles, poems and short stories.

LISTENING FOR SPECIFIC INFORMATION Listening is a significant component of the skill set which comprises the four skills: listening, speaking, reading and writing. It is akin to one of the important tools in a toolkit. Listening involves paying close attention to what is being said. While hearing is an involuntary and casual activity, listening is a voluntary and serious activity and therefore has to be planned deliberately. What observation is to “seeing”, “listening” is to hearing. You must have heard the expression, “Observe. Keep your eyes wide open”. So also you need to “keep your ears wide open” or have “sharp ears” to pick up what is being said.

Before listening • Think about the topic of the text you are going to listen to. What do you already know about it? What could possibly be the content of the text? Which words come to mind that you already know? Which words would you want to look up? • If you have to do a task on the listening text, check whether you have understood the task correctly. • Think about what type of text you are going to listen to. What do you know about this type of text?

While listening • It is not necessary to understand every single word. Try to ignore those words that you think are less important. • If there are words or issues that you don't understand, use your ‘general knowledge’ as well as the context to find out the meaning. • If you still don't understand something, use a dictionary to look up the words or ask someone else for help. • Focus on key words and facts. • Take notes to support your memory. • Paying attention to “intonation” (rising and falling tone) and “stress” (words which the speaker lays stress on) can help you understand what you hear. • Try to think ahead. What might happen next? What might the speakers say? Which words might they use?

After listening • Think about the text again. Have you understood the main points? • Remember the speculations you made before you listened. Did you predict right? • Review your notes. • Listen again to difficult passages.

Listening challenges There are many difficulties an individual may face in understanding a talk/ lecture or conversing in a second language. The speaker, the situation and the listener can all be the cause of these difficulties. Contributing factors include the speaker talking quickly, background noise, a lack of visual clues, the listener’s limited vocabulary, lack of knowledge of the topic, and an inability to distinguish individual sounds. Students should listen and be able to understand the main idea of what is said, as well as specific details. Here are some of the main skills involved in listening, together with a brief description of what each skill involves.

1. Predicting content Our knowledge of the world helps us anticipate the kind of information we are likely to hear. When we predict the topic of a talk or a conversation, all the related vocabulary stored in our brains is activated to help us understand what we are listening to. Depending on the context – a news report, a university lecture, an exchange in a supermarket, one can often predict the kind of words and style of language the speaker will use. If you are taking a listening test, skim through the questions first and try to predict what kind of information you need to listen out for. A question beginning ‘How many..?’ will require you to listen for a specific number or quantity of something. For example, imagine you have just turned on your TV. You see a man in a suit standing in front of a large map with the symbols of the sun, clouds and thunder. What is he about to say? Most likely, this is going to be a weather forecast. You could expect to hear words like ‘sunny’, ‘windy’ and ‘overcast’. TASK 1 Watch or listen to a recorded TV program or clip from YouTube. Pause after every few sentences. Try to predict what is going to happen or what the speaker might say next.

2. Listening for the gist Information comes in a sequence and in that sequence of information, there are content words such as nouns, adjectives and verbs that can help you form a picture and we often call this listening for the gist. For example, words like ‘food’, ‘friends’, ‘fun’, ‘park’ and ‘sunny day’ have their own meanings, but when you hear the words in sequence, they help form the context of a picnic. Mind maps are one of the best ways to jot down information while listening to get the gist of it.

Pre Task Find a short video with subtitles on a topic that interests you. Use the title to help you predict the content and then listen for content words. Go back, and

14 listen again with the subtitles. How much did you understand the first time? Return to the video a week later and try again.

3. Listening for details When listening for details, you are interested in a specific kind of information, perhaps a number, name or object. Anything that does not sound relevant can be ignored. This helps to narrow down your search and get specific details. In a listening test, if you are asked to write down the age of a person, listen for the words related to age like old, young, years, date of birth, etc. or a number that could represent that person’s age. If it is a conversation, wait to hear someone begin a question with ‘How old…?’

Pre Task Listen to a weather report to get details about the weather, or you could follow the sports news to find out the latest scores.

4. Inferring meaning Imagine you are a tourist in a country unaware of the foreign language. In a restaurant, you hand over a credit card to pay the bill, but the server seems to say something apologetic in response. Even though you don’t understand his words, you can probably conclude that the restaurant doesn’t take credit cards, and you need to pay with cash instead. This is the technique of inferring meaning: using clues and prior knowledge about a situation to work out the meaning of what we hear. Similarly, we can infer the relationship between people from the words they use, without having to find out directly. For example, read the following conversation: A: Shyam, did you do your homework? B: I did, sir, but left my notebook at home. A: That’s a terrible excuse. You’ll never pass your exams if you are careless.

We can infer from the use of the words ‘homework’ and ‘exams’ that this is a conversation between a student and his teacher. By using contextual clues and our knowledge of the world, we can guess what is being said, who is speaking and what is taking place.

Tasks 1. Choose a short audio track that presents information that may be easily summarized, like a news report. Summarize the main points in one or two sentences. It is not important to deliver details, like numbers, names or statistics but rather express the main point in a concise manner. 2. Listen to a biographical documentary. A number of them are available on YouTube and prepare a short list of questions like what, when, where, how type. Listen for these details and report the answers after listening. (On YouTube you will find interesting and brief biographies of eminent people, in a series titled Mini Bio. For example, https://www.youtube.com/watch?v=Y94s85-Crew is about the explorer Ferdinand Magellan.)

NB: https://www.esolcourses.com/content/topicsmenu/listening.html is a valuable link where you can access free online listening tests used for IELTS training purposes

PRONUNCIATION (WITHOUT PHONETIC SYMBOLS) i. Essentials of Pronunciation Pronunciation in the English language could be a challenge to non-native speakers as it is different from our Indian languages where there is a direct correspondence between the letter and the sound. For example, we don’t understand why “tough” has this spelling, when it could be easier for us to pronounce if it were spelt as “tuf”. There are three aspects to the sounds of the English language, they are consonant sounds, vowel sounds and diphthongs (vowel glides). Why is it important to work on one’s pronunciation? First of all, correct pronunciation makes you sound good. Also, it makes communication more effective.

Minimal Pairs and Diphthongs As you are aware of consonant and vowel sounds, a brief note on diphthongs and minimal pairs will be helpful with regard to “sounding good” The following pairs of words are examples of minimal pairs: Pin, Bin Mine, Nine Uncle, Ankle It is important to be trained in proper articulation of sounds through an exercise in minimal pairs as this will guard us from wrong pronunciation. There are times when people pronounce typhoid (pronounced as typhoid) as ‘typoid’. Sometimes ‘pant’ is pronounced as ‘fant’. These errors in pronunciation can be avoided. Some of the common pitfalls in pronunciation tend to be the interchanging of the ‘p’ and ‘b’ sound. How would the words ‘Post’ and ‘Pin’ sound if the ‘p’ sound is interchanged with ‘b’. It would sound like ‘boast’ and ‘bin’.

Diphthongs Diphthongs are also called ‘vowel glides’ because during their articulation there is a movement from one vowel to another. Notice the vowel glide in the following words:

Here wait tourist boy rear

Show my few align

Cow hair fate fake few

Listen (on the internet) to the way these words are pronounced. You will find that there is a music to it. Native speakers of English articulate the diphthongs unconsciously and they sound good! On the other hand Indian speakers tend to cut short the vowel glide. Practice vowel glides if you want to sound really good! (Please note that practising vowel glides is not a slavish imitation of native speakers, but a genuine appreciation of the music of the language).

Short Vowels and Long Vowels Regard and appreciation for the music of the English language can be seen in one’s interest in understanding the difference between short vowels and long vowels.

(The above chart with symbols is for the teachers’ reference only) Long vowel sounds are denoted by a marker which looks like a colon (:).

The difference in the way the vowels are pronounced in the following pairs of words is the difference between short and long vowels:

Kiss keys Ship sheep Good ` food Bull boon Imagine replacing the short vowel in ‘good’ with a long vowel sound: it sounds awful. If you replace the long vowel sound of ‘sheep’ with a short vowel sound, it will sound like ‘ship’

Commonly mispronounced words • ‘Tier’ sounds the same as ‘tear’ (shedding tears when you cry). It is wrongly pronounced as ‘tyre’ (i.e. the tyre of a car/bike) • Pronunciation (It is pr-nun-ciation. People often say pr-noun-ciation, which is not correct) • Buffet (it is boo-fey. ‘Boo’ as in ‘loose’ and ‘fey’ as in ‘fake’)

What if you mispronounce? Here are a few illustrations to show you that you could convey the wrong meaning if you don’t pronounce correctly. 1.Dessert and Desert: When you order a sweet dish after a meal, you are ordering dessert(dizz-urt). On the other hand, if you travel to a country in the Middle East, you are going to a desert (dez–urt). Notice the difference in spelling as well. 2. Scrap and Scrape: Be careful about how you pronounce these two words. In ‘scrap’ the ‘rap’ rhymes with ‘tap’ and in ‘scrape’ the ‘rape’ rhymes with ‘tape. Often people complain that a course which is not good should be “scraped”, when they actually mean that it should be “scrapped”. “Scrap” and “scrape” are two different words which differ in pronunciation. “Scrape” means ‘to drag’ or ‘pull’ a hard or sharp implement across. Example: Remove the green tops from the carrots and scrape them. 3. Suite: A suite is a set of rooms designated for one person’s or a family’s use or for a particular purpose. For example, “Book a suite at the Taj.” This word sounds exactly like “sweet”, but those who are not aware of the correct pronunciation, pronounce it as “suit” (as in “suitcase”).

i.American and British Pronunciation Differences in American and British pronunciation could be listed as follows: DIFFERENCES IN STRESS IN BRITISH AND AMERICAN ENGLISH ▪ adult ▪ ballet ▪ brochure ▪ garage ▪ vaccine ▪ advertisement ▪ hospitable SOME WORDS ENDING IN -ILE ARE DIFFERENT IN BRITISH AND AMERICAN ENGLISH ▪ agile ▪ fertile ▪ hostile ▪ mobile ▪ versatile

IN SOME WORDS, THE LETTER “A” IS PRONOUNCED DIFFERENTLY IN BRITISH AND AMERICAN ENGLISH ▪ bath ▪ laugh ▪ class ▪ chance ▪ ask ▪ after ▪ can’t ▪ example

THE SOUND OF “R” IS STRONGER IN AMERICAN ENGLISH ▪ hard ▪ were ▪ ear ▪ pure ▪ more ▪ chair ▪ bar

THE -IZATION ENDING IS DIFFERENT IN BRITISH AND AMERICAN ENGLISH ▪ civilization ▪ organization ▪ authorization ▪ globalization

THE LETTER “T” IN THE MIDDLE OF A WORD CAN BE PRONOUNCED LIKE A FAST “D” IN AMERICAN ENGLISH ▪ better ▪ water The whole idea of working on your pronunciation is ▪ hated to ▪ writing SOUND GOOD ▪ bottom ▪ native ▪ artificial ▪ notice

READING AND WRITING

READING AND WRITING: READING SHORT ARTICLES – NEWSPAPER REPORTS/FACT BASED ARTICLES The focus of this lesson on reading comprehension is to give you a few tips to ensure that you don’t miss the point/s being made in any article that you are reading. With regard to reading a newspaper report/fact based article, you need to hone your skills in relation to i) Skimming and scanning ii) Diction and tone iii) Identifying topic sentences Read the newspaper article given below. While you read, practice the skills of skimming and scanning. Skimming refers to the process of reading only the main ideas within a passage to get an overall impression of the content of a reading selection. With reference to this article you can skim with the following guidelines: Note the title of the article Read the introduction or the first paragraph Read the first sentence of every other paragraph Read the summary or the last paragraph

Scanning Is there specific information you are looking for? Anticipate how the answer will appear and look for clues that might help you locate the answer. For example, if you are looking for a date, you can scan the paragraph for numbers. The article given has a couple of dates.

Having engaged successfully with this article with the tips you have been taught on skimming and scanning, could you answer the following questions? 1. Where did the anthropologists find the prehistoric Eskimo tools? 2. In the vicinity of which river were these tools located? 3. What is the timeline of this excavation project?

A Note on Diction and tone: Diction in writing is the word choice used in a piece of writing. It can give a particular tone to the writing, depending on the specific words chosen. Aside from individual word choice, the overall tone, or attitude, of a piece of writing should be appropriate to the audience and purpose. The tone may be objective or subjective, logical or emotional, intimate or distant, serious or humorous. The newspaper article given is related to a research project. The tone is formal and objective.

Identifying Topic Sentences: Every paragraph should include a topic sentence that identifies the main idea of the paragraph. A topic sentence also states the point the writer wishes to make about that subject. Generally, the topic sentence appears at the beginning of the paragraph. It is often the paragraph’s very first sentence. Could you identity the topic sentences of the newspaper article on Pre Historic Tools?

With your newly acquired skills in reading (skimming and scanning), read the article given below:

Syria Deeply

Dona

December 21, 2012

In January 2009, Al Jazeera launched a pioneering initiative: At the time, restrictions imposed by the Israeli military in Gaza prevented international news outlets from reaching the Strip and reporting from within. Al Jazeera, which had the advantage of being the only news outlet with a correspondent on the ground, came up with a creative solution by making its exclusive footage available to be used, remixed, translated and re-broadcasted by everybody, including competitors.

Three years later, a similar situation is happening with Syria. Shortage of news is dramatic and reports from within the country are rare and often require that journalists’ lives are put at risk in order to gather information. This is why it is key to have initiatives such as Syria Deeply, a news aggregator launched two weeks ago by a team of journalists and technologists headed by seasoned reporter Lara Setrakian.

Syria Deeply is a news platform that aims to redesign the user experience of the Syria story, for greater understanding and engagement around a complex global issue.

This is a major step in crisis reporting and will allow a wider audience to become more aware of the dramatic situation in Syria, fostering a better understanding of a complex issue by adding context and historical information to the headlines.

“I believe technology is the key to getting more and better news to a broader audience,” says Setrakian. Open licensing can support this process and spread more and better understanding on Syria-related issues.

(https://creativecommons.org/2012/12/21/syria-deeply-cc-licensed-news- aggregator/)

Now, answer the following questions: 1. What is noble about the initiative of Al-Jazeera in a world where “competition” is the name of the news industry? 2. Explain the term “news aggregator”. 3. Why is technology “the key to getting more and better news to a broader audience”?

READING ALOUD: READING A PIECE OF WRITING/AN ARTICLE/ REPORT Reading Aloud: Where it begins Children love a bedtime story. Most parents narrate stories to theirchildren. It is a wonderful practice. However, from the point of view ofdeveloping language/communication skills, reading aloud to children has great benefits. As Carl Sagan says, “One of the greatest gifts adults can give – to their offspring and to their society – is to read to children.”

A brief note on reading aloud to children/students:

1. Develops stronger vocabulary Language is acquired primarily through listening. When you read aloud, the listener has the opportunity to hear new words in new contexts and this helps in building vocabulary and a stronger awareness of how to use the language for self-expression.

2. Builds connections between the spoken and written word When you read aloud the learner begins to see how printed words are closely connected to spoken words. It is not always the case that the printed word reflects the spoken word. But there are occasions where sound and sense are connected. The listener is also able to come up with a string of words which rhyme with the spoken word: though these rhyming words are not connected to each other in terms of meaning, listing them is also a great way to build vocabulary.

3. Provides enjoyment Both children and adults enjoy being read to. The auditory impact of words is relished when someone reads aloud and this practice lights the spark of a lifelong love of reading.

4. Increases attention span It might be beneficial to note that unlike watching television, reading or being read to, promotes a slower unfolding of events and ideas. This enhances the listening skill, i.e. the ability to pay attention and concentrate: repeated exposure to “listening” has an influence on increasing one’s overall attention span.

5. Influences ways of thinking A well written book exposes you to sophisticated language: When you are regularly exposed to sophisticated language or a well-crafted piece of writing, your way of thinking also undergoes a change because words are basically concepts.

IMPROVING FLUENCY BY READING ALOUD The practice of reading aloud has a bearing on your fluency. You might wonder how this happens. Silent reading doesn’t exercise your vocal organs (lips, tongue, and throat). Reading aloud does that. The practice of reading aloud, is not only for school children. Even adults can benefit from the exercise of reading aloud. Coming to the question of the correspondence between reading aloud and improving your fluency, here are some points:

1. It brings clarity to your voice 2. It improves pronunciation 3. It boosts confidence and reduces hesitation 4. It is the training ground for public speaking. 5. It is a practice ground for the most important aspects of effective speech, i.e. intonation, pause, emphasis and pace.

How often should you read aloud? You can devote five or ten minutes a day to reading aloud.

How do I go about this daily exercise? • The first question is, “What should you read?” You can choose a passage from the newspaper or a short story. You could search the internet for “anecdotes” or “motivational quotes” (you can prepare a list of motivational quotes on a given topic, and read them aloud). You can read aloud a list of quotes in the manner suggested below:

I have listed a few quotes on bravery:

Mahatma Gandhi said, “Bravery is not a quality of the body: it is of the soul.”

According to Robert Anthony, “The opposite of bravery

is not cowardice, but conformity.”

Thomas Fuller wrote, “Fear can keep a man out of danger, but only courage can support him in it.”

You may add more quotes to the list given.

• Check online for the correct pronunciation of words if you have doubts regarding pronunciation • Use the voice recorder on your mobile phone to record your voice. • List the areas where you need to improve with regard to the following: ➢ Pronunciation ➢ Intonation ➢ Pause ➢ Emphasis ➢ Pace (not too fast and not too slow)

How often should I read out loud? ➢ You can start with a session of five minutes per day.

➢ Increase it to two sessions of five minutes per day.

➢ Settle into a 10 minute per day session on a regular basis.

Exercise:

In the classroom a group of students can volunteer to read aloud this motivational poem:

Don't Quit by John Greenleaf Whittier

Voice 1: When things go wrong as they sometimes will, Voice 2: When the road you're trudging seems all up hill, Voice 3: When the funds are low and the debts are high Voice 4: And you want to smile, but you have to sigh, Voice 5: When care is pressing you down a bit, ALL: Rest if you must, but don't you quit. Voice 1: Life is strange with its twists and turns Voice 2: As every one of us sometimes learns And many a failure comes about Voice 3: When he might have won had he stuck it out; Voice 4: Don't give up though the pace seems slow— Voice 5: You may succeed with another blow. ALL: Success is failure turned inside out— Voice 1: The silver tint of the clouds of doubt, Voice 2: And you never can tell just how close you are, Voice 3: It may be near when it seems so far; Voice 4: So stick to the fight when you're hardest hit— ALL: It's when things seem worst that you must not quit

Reading Short Articles, Newspaper Reports and Fact Based Articles.

The best role models you can have when it comes to reading aloud are from newsreaders. Their job requires presence of mind, good pronunciation and command of the language.

Some practical tips for reading from the newsroom:

• Read your script and get familiar with it before you read aloud.

• Do not stare into the page while you read. Take in a couple of words at a glance and look at the audience to which you are presenting the text. Repeat this activity, with every group of words you “take in at a glance.” In other words, this is the three-step process which you have to repeat:

Take in words at a glance

Look up and present to the audience

Take in the next set of words at a glance

Voice Modulation and Intonation are of utmost importance. Without mastery of these two aspects, your listeners will find you boring. Voice Modulation is when you control or adjust the volume of your voice to softer and louder tones in order to make an impact and the attention of your listeners to what you are trying to convey. Intonation is the rise and fall of your voice,

27 arising from the words/syllables that are stressed and not stressed in your utterance.

Exercise:

1. Select a brief newspaper report and read it aloud 2. Select a small passage on an achiever in the field of sports/medicine/any other and read it aloud. 3. Prepare a list of quotes on any topic of your choice and read them aloud.

A Little Theatre

Taking part in dramas and plays is a great way of building your ability to read aloud or speak in a public forum. Theatre activities help you to hone your voice modulation, intonation and pronunciation. Read this excerpt (a modern version of a famous passage) from Shakespeare’s As You Like It. It is a conversation between Orlando and Rosalind (who are lovers) about Time: ORLANDO : Why didn’t you say “the swift steps” of time instead of the “lazy foot”? Wouldn’t that have been just as appropriate?

ROSALIND : No. Not at all, sir. Time travels at different speeds for different people. I can tell you who time strolls for, who it trots for, who it gallops for, and who it stops cold for.

ORLANDO : Okay, who does it trot for?

ROSALIND : Well, it trots for a young woman between the time she gets engaged and the time she marries: the time that’s passed may only be a week, but it always feels like seven years.

ORLANDO : Who does time amble for?

ROSALIND : For a priest who doesn’t know his Latin or a rich man who is free

from the gout. The one sleeps easily because he isn’t up late studying and the other lives merrily because he’s free from pain. The first lacks the burden of intense, exhausting study, and the second is spared the burden of heavy, exhausting poverty. Time ambles for both men.

ORLANDO : Who does it gallop for?

ROSALIND : For a thief on his way to the gallows. Such a man walks as slowly as possible and, even so, gets there too soon.

ORLANDO : Who does it stand still for?

ROSALIND : For lawyers on vacation, because they sleep their holidays away, with no sense of how time moves.

JOURNAL (DIARY) WRITING

Picture: Diary entry by Anne Frank (https://commons.wikimedia.org/wiki/File:Anne_Frank_Diary_at_Anne_Fra nk_Museum_in_Berlin-pages-92-93.jpg)

Journal/diary writing is of great significance in human life. The Diary of a Young Girl also known as The Diary of Anne Frank proved to be an invaluable document and moving story of the Holocaust, occasioned by Hitler’s agenda to exterminate the Jews. Anne Frank was a Jewish teenager, who with her family was in hiding for two years during the Nazi (Hitler’s forces) occupation of the Netherlands. They were soon caught by the Nazi’s in 1944. Anne died of typhus in a Nazi concentration camp. The only survivor in this family was her father Otto Frank. A person named Miep Giles found Anne’s diary and gave it to her father after World War II was over. The diary has been published in more than 60 languages. With regard to developing our own writing skills, diary writing could play crucial role. Diary entries should not only be about routine activities like: • I woke up at 5 am today • I had a bath • I prayed to God • I had my breakfast • I went to college………………………. and so on. Apart from these entries, the journal should reflect your thought-life or what you feel about the happenings in your world. Here is an excerpt from the diary of Anne Frank. This was written from her place in hiding:

November 19th 1942: Mr. Dussel has told us much about the outside world we’ve missed for so long. He had sad news. Countless friends and acquaintances have been taken off to a dreadful fate. Night after night, green and grey military vehicles cruise the streets. They knock on every door, asking whether any Jews live there. If so, the whole family is immediately taken away. If not, they proceed to the next house. It’s impossible to escape their clutches unless you go into hiding. They often go

around with lists, knocking only on those doors where they know there’s a big haul to be made. They frequently offer a bounty, so much per head. It’s like the slave hunts of the olden days……..I feel wicked sleeping in a warm bed, while somewhere out there my dearest friends are dropping from

exhaustion or being knocked to the ground. I get frightened myself when I think of close friends who are now at the mercy of the cruelest monsters ever to stalk the earth. And all because they’re Jews.

(https://alphahistory.com/holocaust/anne-frank-diary-1942-44/)

https://alphahistory.com/holocaust/anne-frank-diary-1942-44/ 30

There is a difference between reading about the Holocaust through a history textbook and “feeling” the reality through the diary entries of Anne Frank. Please get yourself a copy of this wonderful life-changing book. How can you begin writing your diary? As mentioned earlier, merely entering routine activities like the time you woke up/prayed/ate/what you ate doesn’t help with regard to developing your power of expression. Your teacher can guide you in the early stages of your venture in writing your diary. Teachers who encourage students to hone their writing skills through the practice of diary writing encourage the students to document/write their experiences by giving them some thought-provoking questions like: • Did you have any experience that upset you? Did you feel like writing about it? • Did you witness something on the road/in your neighbourhood that made you think about human life/ society? • Did something in the natural world (birds, squirrels, trees, sky….) catch your attention? Did you reflect on the beautiful/soul-stirring sight? • What were the thoughts that crossed your mind when you watched the news on TV? Write your response to any piece of news that made you think deeply. Alluding once again to the Diary of Anne Frank, we see that she expressed her feelings of sadness about what was happening to the Jewish people in Hitler’s regime. What is a diary in your life’s journey? Your diary is an important document, if not for society, for you in your individual journey. You can look back on your entries and see how far you have come. You can revisit happy and sad moments in your life. You can be strengthened by the lessons you learnt from your experiences. Here are some quotes about the practice of keeping a diary: • Keep a diary and someday it will keep you – Mac West

• What is a diary as a rule? A document useful to the person who keeps it. Dull to the contemporary who reads it and invaluable to the student, centuries afterwards, who treasures it. - Walter Scott • I have often been downcast but never in despair; I regard our hiding as a dangerous adventure, romantic and interesting at the same time. In my diary, I treat all the privations as amusing - Anne Frank • One advantage in keeping a diary is that you become aware with reassuring clarity of the changes which you constantly suffer. - Franz Kafka

STUDY SKILLS – I : USING DICTIONARIES, ENCYCLOPAEDIAS & THESAURUS

Dictionaries A dictionary is of immense value in building your vocabulary. A learner’s dictionary such as the Oxford Learner’s Dictionary or the Oxford Advanced Learner’s Dictionary (OALD) is recommended. The OALD provides ➢ Synonyms ➢ Collocations (words which go together) ➢ Phrasal verbs and idioms ➢ Topic dictionaries ➢ Wordlists ➢ Guided activities to improve your writing 1. The Oxford Learner’s Dictionary of Academic English (OLDAE) is useful for students as the meanings of words vary when used in the technical sense. For example, the OLDAE defines the word ‘significance’ in the context of statistics as ‘the extent to which a result is different from what would be expected from random variation or errors’. This is a technical definition. When required, you can use subject labels pertaining to your discipline to help you skip quickly to the meaning that fits your context. For example, the meaning of ‘reaction’ under the subject label ‘chemistry’ is more technical than the general meaning.

If you are looking for a bilingual dictionary, ensure that you go in for a standard one. The Oxford English-English-Tamil Dictionary is used not only by learners but translators as well. Use the Thesaurus A thesaurus is a type of dictionary in which words with similar meanings are arranged in groups. A thesaurus provides a list of synonyms. A synonym is a word or phrase that means exactly or nearly the same as another word or phrase. For example, shut is a synonym of close. A thesaurus is also handy in finding antonyms

(the opposite). When you write reports or articles, a thesaurus will come to your aid and help you to avoid repeated use of a word. You will also realize as you get familiar with using the thesaurus that you will get into the habit of using the most appropriate word for what you wish to express. Encyclopaedia: The best way to begin research You must have heard that “smart work” is as important as “hard work”. Using an encyclopaedia is “smart work”. You must have guessed by now why an encyclopaedia is the place to begin your research. In short, it is a time- saver and helps you to a wider range of resources. If you have to map what an encyclopaedia can do for you, your map will look like the central nervous system. The encyclopaedia can connect you so extensively and so intrinsically. These are the reasons why the use of an encyclopaedia is highly recommended when you embark on an assignment or project. • Encyclopaedias are catalogues of topics. • Most encyclopaedia articles are short (saving you time!). • Subject experts have condensed it down, usually to one or two pages. (on the other hand the same topic might be covered in 900 pages in a book). • The information is authentic vis-à-vis, information on many open sources on the internet such as Wikipedia.

• Encyclopaedia articles mention and define search terms you can use in database searches (concepts, names, processes).

• Online encyclopaedias have hyperlinks to related subjects and that is why it is like the central nervous system! The connections are intricate and extensive, encompassing all knowledge.

• Encyclopaedias give you a list of references /further reading.

GRAMMAR IN CONTEXT: NAMING AND DESCRIBING

NOUNS& PRONOUNS Lesson 1 Nouns, as you know are “naming words”. Before we explore how we can enrich our knowledge of nouns and their use, lets engage with a motivational story: Motivational Text: The Potatoes, The Eggs and The Coffee Beans “Once upon a time a daughter complained to her father that her life was miserable and that she didn’t know how she was going to make it. She was tired of fighting and struggling all the time. It seemed just as one problem was solved, another one soon followed. Her father, a chef, took her to the kitchen. He filled three pots with water and placed each on a high fire. Once the three pots began to boil, he placed potatoes in one pot, eggs in the second pot, and ground coffee beans in the third pot. He then let them sit and boil, without saying a word to his daughter. The daughter, moaned and impatiently waited, wondering what he was doing. After twenty minutes he turned off the burners. He took the potatoes out of the pot and placed them in a bowl. He pulled the boiled eggs out and placed them in a bowl. He then ladled the coffee out and placed it in a cup. Turning to her he asked. ‘Daughter, what do you see?’ ‘Potatoes, eggs, and coffee,’ she hastily replied. ‘Look closer,’ he said, ‘and touch the potatoes.’ She did and noted that they were soft. He then asked her to take an egg and break it. After pulling off the shell, she observed the hard-boiled egg. Finally, he asked her to sip the coffee. Its rich aroma brought a smile to her face. ‘Father, what does this mean?’ she asked. He then explained that the potatoes, the eggs and coffee beans had each faced the same adversity– the boiling water. However, each one reacted differently. The potato went in strong, hard, and unrelenting, but in boiling water, it became soft and weak. The egg was fragile, with the thin outer shell protecting its liquid interior until it was put in the boiling water. Then the inside of the egg became hard. However, the ground coffee beans were unique. After they were exposed to the boiling water, they changed the water and created something new. ‘Which are you,’ he asked his daughter. ‘When adversity knocks on your door, how do you respond? Are you a potato, an egg, or a coffee bean?’ (Source: https://www.moralstories.org/struggles-of-our-life/)

Exercise 1 As the focus of this lesson is ‘naming’ (i.e. use of nouns) and describing (use of adjectives), can you list the nouns and adjectives in the story you have read?

Exercise 2 Using the nouns you are familiar with from the passage given, complete the following sentences 1. A person for whom cooking is a profession is known as a ______2. There is a proverbial expression which says, “Don’t add fuel to the ______” 3. This endless argument is like asking, “Which came first, the chicken or the_____?” 4. The empowered woman doesn’t spend her life in the ______: just cooking and cleaning _____ and pans. 5. You should be emotionally strong in times of ______Exercise 3 Using the adjectives you are familiar with from the passage given, complete the following sentences 1. Having lost her wallet, she felt ______2. Handle with care: ______glassware inside. 3. ______garam masala is sprinkled before serving. 4. There are two types of water, ______water and _____water. 5. He complained of______fever.

NOUNS Nouns are naming words. They could be names of people, animals, places, things, ideas, feelings and concepts. TYPES OF NOUNS Proper Noun and Common Noun Karthik is an intelligent boy (proper noun) Karthik is an intelligent boy (common noun) Chennai is a city (proper noun) Chennai is a city (common noun) Concrete Noun and Abstract Noun The artist has his brush and paint (concrete noun) There is fish in the tank (concrete noun) When adversity knocks on your door, how do you respond? (abstract noun) The egg had lost its fragility (abstract noun) Collective Noun The police controlled the mob I live with my family The crowd gathered Countable Noun and Uncountable Noun I have many books (countable noun: plural allowed )

You have a lot of knowledge (uncountable noun: no plural) Apples are good for health (countable noun: plural allowed) Milk is also good for health (uncountable noun: no plural) Exercise 4 List some of the nouns that you already know Proper Common Concrete Abstract Collective Countable Uncountable Nouns Nouns Nouns Nouns Nouns Nouns Nouns

Enrich Your Vocabulary: In the motivational story, The Potatoes, The Eggs and The Coffee and The Beans, there are two key words (nouns) – ‘chef’ (a professional) and ‘adversity’ (a circumstance), which is also an abstract noun. Here are some words from the world of a chef • Related to food preparation and varieties: cuisine, menu, gourmet, ingredients, dishes (food items) • Action words – heat, bake, grill, sauté, roast, knead (dough), stir, fry, chop, mince, boil, grind, powder, garnish • Words related to taste: spicy, bland, tangy, sour, tasty, insipid, crunchy, soft, palatable ‘Adversity’ is a circumstance. Find the synonyms for ‘adversity’ and ‘prosperity’ Make a list of ten abstract nouns (For example: love, childhood, bravery)

Express Yourself 1. Describe some of the cuisines (in India or other parts of the world) (Suggestion: The teacher can divide the class into zones and each can choose a cuisine of a region. For example, North Indian cuisine, South Indian cuisine, Greek cuisine, Thai cuisine, Italian cuisine etc. The students can explore different types of cuisine and make a group presentation before the class)

Work in pairs 1. Describe to your partner, your favourite dish, how it is prepared and how it tastes. 2. Talk to your partner about any one of the abstract nouns you have listed.

LESSON 2 Motivational text: “To become really good at anything, you have to practice and repeat, practice and repeat, until the technique becomes intuitive.” Paolo Coelho ASPECTS OF NOUNS In this section we will be considering the following aspects of nouns namely, ‘number’, ‘gender’ and ‘case’.

Number S.No How to form the Singular Plural Plural 1. By adding ‘s’ after the Book, pen, lamp Books, pens, lamps noun 2. By adding ‘es’ after church, bus, brush, Churches, buses, sibilant sounds of ‘ch’,’s’, box, brushes, boxes, ‘sh’ and ‘x’ 3. By substituting ‘y’ when City, county, country Cities, counties, it is ’preceded by countries consonant with ‘ies’ 4. By adding ‘s’ to a word Boy, toy, joy Boys, toys, joys which ends with ‘y’ and is preceded by a vowel sound 5. By substituting ‘fe/fe’ Wife, thief Wives, thieves with ‘ves’ when the ‘f/fe’ ending is preceded by a vowel 6. By adding’s’ for a word Roof Roofs ending with ‘f’ and where ‘f’ is preceded by a vowel 7. By adding ‘s’ or ‘es’ to a Disco, tomato Discos, tomatoes word ending with’o’ 8. Irregular plural forms Man, child, mouse, Men, children, tooth, goose, foot, ox mice, teeth, feet, oxen 9. Precede these words A pair of scissors (scissors, trousers, A pair of trousers

shorts) which always A pair of shorts have a plural form with “a pair of” 10. Certain collective nouns People, cattle are always used as plurals 11. Some nouns have the Sheep same form in both singular and plural 12. The case of compound Daughter-in-law Daughters-in-law nouns like daughter-in- Son-in-law Sons-in-law law, son-in-law

No Singular Form & No Plural Form No Singular Form No Plural Form Cattle News Trousers Information Scissors Measles Pliers Furniture Police Baggage Glasses/Spectacles Advice Pants Knowledge Shorts Rubbish Task 1 Fill in the blanks from the list of words given above (No Singular Form & and No Plural From) 1. My mother is a good seamstress. She needs a new pair of ______2. You can cut the wire. I have a pair of ______in my tool kit 3. I’ll be going to the beach in a pair of ______4. I am not able to read without my ______5. The television is awash with ______about the President’s visit 6. Of the new ______we got for our home, I like the sofa. 7. Some people do not listen to the ______given by their well-wishers. 8. The ______is on the notice board. 9. The flight arrived on time. But our ______came late. 10.The ______are the law enforcing agency. Task 2 Fill in the blanks with the Singular/Plural Singular Plural Feet Knife

Baby Watch Teeth Media Shelf Dictionary Taxes Industry

Gender In human beings Masculine form of noun Feminine form of noun Father Mother Husband Wife Son Daughter Nephew Niece Uncle Aunt

Among animals S.No. Animal Male Female Young 1. Ass Jackass Jenny Ass Foal of an ass 2. Chicken Rooster/Cock Hen Chick 3. Deer Buck Doe Fawn 4. Dog Dog Bitch Pup 5. Sheep Ram Ewe Lamb 6. Goose 7. Whale 8. Swan 9. Horse 10. Rabbit

Complete the list given above (Fill in the blanks from S.No.6 to10) Case Subjective Case/ Objective Case/ Possessive Case (By Nominative Case Accusative Case adding apostrophe) Senthil likes Vijayan Senthil likes Vijayan This is Senthil’s pen (Who likes Vijayan?) (Whom does Senthil like?) (Whose pen?) The lion attacked The lion attacked the deer This is the lion’s den the deer (What did the lion attack?) (Whose den?) (What attacked the

41 deer?)

• When a noun is used as ‘subject’, it is in the ‘subjective/nominative case’ and answers to the questions ‘who’ and ‘what’ • When a noun is used as ‘object’, it is in the ‘objective/accusative case’ and answers to the questions ‘whom’ and ‘what’ • Guidelines for forming the possessive case are as follows: - By adding apostrophe + s to singular nouns, e.g. Senthil’s pen, lion’s paws, boss’s room - By adding apostrophe + s to plural nouns, e.g. men’s college, women’s college - By adding only apostrophe after the ‘s’ in plural nouns, e.g. boys’ school

Enrich Your Vocabulary: The motivational text at the beginning of Lesson 2 states, “To become really good at anything, you have to practice and repeat, practice and repeat, until the technique becomes intuitive.” (Paolo Coelho). 1. What is meant by “intuition”? 2. Explore how you can use these words: vision, foresight, astute, perceptive, acumen

Express Yourself: 1. Gender is one of the aspects of nouns. Even the animal world (in most cases) has different names for male and female of the same species (E.g. lion, lioness). The human world is also divided into ‘man’ and ‘woman’. Does the human world have a gender divide which cannot be bridged? Share your views.

LESSON 3 Motivational text: “A boss says, “Do that”. A leader says, “Let’s do this.” - Jeremy Kingsley

PRONOUNS Pronouns are used instead of nouns. For example, “Mohan is a cricketer. He plays for the state.”. Here “he” is a pronoun because it refers to Mohan. I. Personal Pronoun The pronouns, I, We, You, He, She, It, are called personal pronouns because they refer to the particular person(s) discussed in that sentence. Different forms (Cases) of the personal pronoun are used according to the position of its usage, like that is j

Subject form Object Form Possessive Possessive Adjective form Pronoun form (Possessive (Genitive Case) Case) First person I am a student The teachers This is my class Mine is like me This is our interesting class Ours is interesting We are The teachers students like us Second Person You are a The teachers This is your Yours is student like you class interesting

Third Person He is a student The teachers It is his class His is large like him She is a The teachers It is her class Hers is large student like her It is a cat Children like it This is its tail Its is white They are The teachers It is their class Theirs is large students like them Nouns are always Third person Balu is a The teachers It is Balu’s bag Balu’s is red student like Balu Question Words (Interrogative Pronouns) Who Whom Whose --- What Where Which ---

From the above chart you can infer that pronouns take different forms in different positions. Consider the sentence, “He is a good student, and the teachers like him.” Both ‘he’ and ‘him’ refer to the same person, but different forms and cases are used because ‘He’ is a subject and ‘him’ is an object. Not only personal pronouns, but other types of pronouns (given below), have cases depending on the structural position of their usage in a sentence.

II. Reflexive Pronouns: They are the pronouns used as objects in sentences wherein the action of the subject reflects upon the subject itself as illustrated below: I hurt myself We hurt ourselves You hurt yourself You hurt yourselves He hurt himself They hurt themselves

She hurt herself It hurt itself

III. Emphatic Pronoun/Intensive Pronoun: They are the pronouns used to refer to the subject itself for emphasis as illustrated below:

I myself prepared the food. I prepared the food myself.

We ourselves prepared the food. We prepared the food ourselves.

You yourself prepared the food. You prepared the food yourself

You yourselves prepared the food. You prepared the food yourselves.

He himself prepared the food. He prepared the food himself.

She herself prepared the food. She prepared the food herself.

They themselves prepared the food. They prepared the food themselves.

IV. Reciprocal Pronouns When there is an exchange of some kind between two people, the reciprocal pronouns ‘each other’ and ‘one another’ are used. There is very little difference between ‘each other’ and ‘one another’ and we can normally use them in the same places. Love one another/ Love each other We phone each other/one another regularly We’ve known each other/one another for twelve years.

V. Demonstrative Pronouns: Demonstrative pronouns are ‘pointers’: they point out/point to something as seen in the examples given below: This is interesting These are interesting

That is wonderful Those are wonderful

VI. Indefinite Pronouns: Indefinite pronouns can refer to everybody/everything of a group of nouns in a general way as illustrated below: Everybody likes a good meal You cannot trust anybody (Everybody is used in a positive sentence and ‘anybody’ here is used to convey a negative message) Somebody will be interested in it. Nobody can do this Everything will be done He cannot do anything (Everything conveys a positive meaning here and anything in this sentence conveys a negative meaning) Something is going to happen Nothing can stop him One should have hope None can be so good All are singing Some are good You can meet any of them Each may donate as they please Few will object to this Many will appreciate this.

Other indefinite pronouns include the following: enough, fewer, less, little, much, several, more, most, both, either and neither Some of these pronouns like ‘few and many’ are used for countable nouns and other others like ‘little and much’ for uncountable nouns.

VII. Distributive Pronouns Distributive pronouns refer to all persons/things in a group of nouns but one at a time as illustrated below: I will give you a chocolate, each Each of them will get a chocolate We can buy apples at Rs.20/- each We can buy each apple for Rs.20/- Either of them can participate. I like neither of them.

VIII. Interrogative Pronouns: When the possible question of words of pronouns, namely ‘who, whom, whose, what and which,’ are used in questions, they are called interrogative pronouns.

IX. Relative Pronoun: Relative pronouns are similar to interrogative pronouns, but used in clauses.

Exercise 1

Imagine that Ravi is your friend and that you are relating something about him to an acquaintance. Choose the correct personal pronoun from the one given in brackets to complete what you have to say about Ravi: Ravi and I have been buddies for ages. Now ____(I/my/me) am a Professor at Chemistry at Guru Nanak College and ______(he/his/him) is a Professor of Chemistry at Vivekananda College. _____(We/ us) met two decades ago. Our families also became friends. ____(he/his/him) father and my father were colleagues at the Southern Railway office. ____(We/us) lived in the Railway Quarters and so did _____(they/their/them). When ______(they/their/them) bought ______(they/their/them) own house, they moved out of the quarters. A few years later ______(we/us) bought our own house and went to live there. ____(Our/we/us) friendship didn’t fade. Both of ______(we/us) joined the same college and the same course as well! I used to share my class notes with _____(him/he) when he couldn’t make it to college. He also shared ______(he/his/him) with me, whenever required. We studied together, but did_____(our/we/us) projects independently. He got the first prize for ____(he/his/him) and I got the second prize for ______(me/mine). When Ravi congratulated me, he said, “I like _____(you/your) project. ____(it/its) awesome.” I replied, “I think ______(you/yours) is the best. You deserve the first prize.”

Exercise 2 Fill in the blanks with a suitable reflexive pronoun or emphatic pronoun: 1. I ______learned painting 2. I taught ______painting. 3. They put ______into unnecessary trouble by fighting with their neighbours 4. She blamed ______for her poor performance 5. The dog hurt ______

Exercise 3 Fill in the blanks with suitable reciprocal pronouns: 1. At the end of the tennis match the players congratulated ______2. Friends should support ______3. Love ______4. Siblings should care for ______5. In a crisis we should be there for ______

Exercise 4 Fill in the blanks with suitable demonstrative pronouns, indefinite pronouns or distributive pronouns. Choose the appropriate form from the list given below.

all, anybody, each, either, everybody, everything, few, many, neither, nobody, none, nothing, one, somebody, such, that, this, these, those. 1. You should not give it to ______2. ______is welcome. 3. ______are welcome. 4. ______father nor mother responded to the call from the Principal. 5. ______parent can sign to acknowledge receipt of the report card. 6. Donate your books to the Book Bank or Library. They might be useful to ______. 7. Give _____child a notebook and a pencil. 8. Buddha gave up ______for his spiritual quest. 9. ______is my wife and ______are my children. 10. The mangoes on ____tree are not as good as ______from the other tree.

Enrich Your Vocabulary 1. The motivational text, “The boss says, “Do that”. A leader says, “Let’s do this.” is an insight into what makes a person a good leader. You can add to this word list of the qualities of a good leader: i. Respectful ii. Responsible iii. Systematic iv. Organized v. Transparent

2. Refer to Martin Luther King Jr’s “I Have a Dream” speech (https://www.americanrhetoric.com/speeches/mlkihaveadream.htm) and observe his use of ‘I’ and ‘We’. Make two lists of sentences - one list of sentences where he uses ‘I’ and the other list showing his use of ‘We’

Express Yourself 1. Read this story and comment on the moral of the story: It’s Not My Job This is a story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but nobody did it. Somebody got angry about that, because it was Everybody’s job. Everybody thought that Anybody could do it, but nobody realized that Everybody wouldn’t do it. In the end Everybody blamed Somebody when Nobody did what Anybody could have done! (https://www.englishclub.com/grammar/pronouns-notmyjob.htm)

2. An egotist often uses the pronoun ‘I’. Often an egotist is jokingly referred to as an “‘I’ specialist.” S/He boasts about himself/herself and ‘I’ occurs frequently in their speech. Write five sentences which form the speech of an egotist.

ADJECTIVES Adjectives, as you might already know, are words that are used to describe or modify nouns or pronouns. Adjectives give more information about a noun or pronoun.

Listen to this song from the famous film The Sound of Music. Sing along and enjoy it. https://www.youtube.com/watch?v=urCTUyKzTzc Raindrops on roses And whiskers on kittens Bright copper kettles and warm woolen mittens Brown paper packages tied up with strings These are a few of my favorite things Cream-colored ponies and crisp apple strudels Doorbells and sleigh bells And schnitzel with noodles Wild geese that fly with the moon on their wings These are a few of my favorite things Girls in white dresses with blue satin sashes Snowflakes that stay on my nose and eyelashes Silver-white winters that melt into springs These are a few of my favorite things When the dog bites When the bee stings When I'm feeling sad I simply remember my favorite things And then I don't feel so bad Raindrops on roses and whiskers on kittens Bright copper kettles and warm woolen mittens Brown paper packages tied up with strings These are a few of my favorite things Cream-colored ponies and crisp apple strudels Doorbells and sleigh bells and schnitzel with noodles Wild geese that fly with the moon on their wings These are a few of my favorite things Girls in white dresses with blue satin sashes Snowflakes that stay on my nose and eyelashes Silver-white winters that melt into springs These are a few of my favorite things When the dog bites When the bee stings

When I'm feeling sad I simply remember my favorite things And then I don't feel so bad

(Songwriters: Oscar Hammerstein / Richard Rodgers)

Can you recognize the “favourite things” depicted in the picture? (Hint: The images are in the same order as they are in the song)

Exercise 1 List the ‘describing words’ in the song Favourite Things 1. List the phrases where there is only one adjective before the noun. (Examples: favourite things, white dresses…….)

2. In some phrases, two adjectives precede a noun as in “bright copper kettles”. You should be able to spot four such phrases. 3. There are two hyphenated adjectives. One is “cream-coloured”. Spot the other one. 4. Raindrops is a noun and a compound word. Can you spot the other two compound nouns in the song? 5. In these expressions “feeling sad” and “feel bad” the words “sad” and “bad” are adverbs/adjectives (Tick the right answer) Exercise 2 1. “These are a few of my favourite things” is a refrain in the song. What is the difference between “These few are my favourite things” and “These are a few of my favourite things”?

2. The song says, “When I’m feeling sad, I simply remember my favourite things and then I don’t feel so bad.”

Substitute the word sad with other adjectives from the list given below and form more sentences of your own in the following structure: When I’m feeling ______, I ______. (for example: When I’m feeling lonely, I listen to music.)

lonely happy unhappy angry excited anxious bored

3. Fill in the blanks with words which describe the “favourite things” or “favourite” people young children, teenagers and adults turn to when they feel sad. The first one is done as an example. Young Children Teenagers Adults Cuddly toys _____food _____books _____games _____music ____TV programmes _____dress (girl child) _____friends _____food _____friend ______mother/father _____friends _____sweets _____brother/sister ______dress _____parent ______games ______companion

If you would like to strengthen your knowledge of adjectives and the place of an adjective/s in a sentence, you have to explore the following: 1. Where adjectives go in a sentence 2. Adjectives with ‘-ing’ and ‘-ed’ 3. Adjective order 4. Adjectives of quantity (many, much, few, little)

5. Comparative and superlative adjectives 6. Intensifiers

1. Where adjectives go in a sentence Most adjectives can be used in front of a noun: Deepak and his wife have a beautiful house. They saw a very exciting film last night. Or after a link verb like be, look or feel: Their house is beautiful. That film looks interesting. Exercise 3 In some of the sentences given below the adjective is in the wrong place. Correct those sentences • I saw a really good movie last night. • My brother has got two young children. • I didn't know your mother Chinese was. • Are you OK? You look terrible! • I've just bought a new printer. • This food doesn't very good smell. How old is it? • They're building a factory big next to our home. • Russia can be a country very cold in the winter. • Sorry, can you stop the car? I feel sick. • I'd like to see that new Hindi film. It interesting sounds.

Adjectives with '-ing' and '-ed' A lot of adjectives are made from verbs by adding –ingor-ed:

-ing adjectives The commonest –ing adjectives are: amusing, annoying, boring, exciting, disappointing, interesting shocking, surprising, frightening, tiring, worrying, Examples: I saw a very interesting programme on TV today. That film was absolutely boring.

-ed adjectives The commonest –ed adjectives are: annoyed, excited, bored, frightened, closed, tired, delighted, worried, disappointed Examples: We had nothing to do. We were really bored. I didn't really enjoy the film. Most of the time I was bored.

Exercise 4 Choose from the ‘-ing’ and ‘-ed’ adjectives’ given in the box delighted, annoying, boring, frightening, amusing, exciting, frightened, excited, bored, annoyed,

When we travelled this summer, in the same compartment, there was a family travelling with their little girl. We enjoyed her company. She was ______ing. We were ______ted to listen to her. On the other hand, there were a few people who spoilt our journey. They were ______ing because they talked loudly after 9 pm (which is bedtime). We were ______ed with them and so were the others who travelled in that compartment. The train passed through the Western Ghats. It was ______ning when we travelled through tunnels. It was also ______ing. That is what adventure is. We are ______ned when it is scary and ______ted when it is over. There’s one thing, we can say forsure. The journey was not______ing. We were not ______red even for a moment. Adjective order: i). Two adjectives: We often have two adjectives in front of a noun: a beautiful young woman a fierce black panther that intelligent young man

Exercise 5 Match the adjectives and the noun: Adjectives Noun lazy little Bread poor old mango crazy young strawberry big old soup creamy white mansion tasty red artist sweet juicy beggar old stale boy

ii) Two adjectives which are hyphenated: part-time, long-term, second-hand, half-hearted, far-fetched, time- consuming, well-known, hand-made, good-looking, world-famous, hard- working, broad-minded, bad-tempered, broken-hearted, self-confident, low-paid.

Exercise 6 Find as many associations as you can for each of the hyphenated words given: (the first one has been done for you) Adjective Associated Noun broken-hearted lover, friend, mother, brother, father, sister, wife, self-confident hard-working bad-tempered low-paid world-famous time-consuming well-known broad-minded long-term

Some adjectives give a general opinion. To describe almost any noun, we can use the following adjectives: good, nice, awful, bad, beautiful, important, lovely, brilliant, wonderful, strange, excellent, nasty He's a good/wonderful/brilliant/bad/dreadful person That's a good/wonderful/brilliant/bad/dreadful book.

Some adjectives give a specific opinion. We only use these adjectives to describe particular kinds of noun, for example: Food Furniture Buildings People Animals delicious comfortable tall clever, intelligent, fierce tasty uncomfortable lofty friendly, hostile clever tasteless regal spacious benevolent, intelligent sumptuous expensive impressive cantankerous friendly bland, spicy cheap imposing venomous hostile cold, warm old, new stately vindictive, helpful, ferocious impressive old unhelpful, kind, huge,large, new unkind, dependable small, big, responsible, generous, aggressive,assertive arrogant, audacious annoying, irritating smart

We usually put a general opinion in front of a specific opinion: a nice tasty soup a nasty uncomfortable armchair a lovely intelligent animal

We usually put an opinion adjective in front of a descriptive adjective: A nice red dress a silly old man those horrible yellow curtains Adjectives after link verbs We use some adjectives only after a link verb: For example: The bus was late The following adjectives are used after a link verb: afraid, ill, alive, alone, asleep, content, glad, ready, sorry, sure, unable, well For instance, 1. The child was afraid 2. He is content with what he earns.

Some of the commonest –ed adjectives are normally used only after a link verb: annoyed, bored, finished, pleased, thrilled : Our teacher was ill. My uncle was very glad when he heard the news. The policeman seemed to be very annoyed.

Sometimes we have three adjectives in front of a noun, but this is unusual: a nice handsome young man a big black American car that horrible big fierce dog It is very unusual to have more than three adjectives.

Adjectives usually come in this order: 1 2 3 4 5 6 7 8 The rest of the sentence General Specific Size Shape Age Colour Nationality Material opinion opinion

That Handsome young joined the nice man army

The Tall black Arabian turned out to horse be the winner

Comparative adjectives We use comparative adjectives to show change or make comparisons: This bike is certainly better, but it’s far more expensive. I'm feeling healthier now. We need a bigger house. We use than when we want to compare one thing with another: Sneha is two years older than I (“Sneha is two years older than me” is also correct) Delhi is much bigger than Bangalore. He is a better player than Ganguly. Australia is a bigger country than New Zealand. When we want to describe how something or someone changes we can use two comparatives with and: The balloon got bigger and bigger. Everything is getting more and more expensive. Grandfather is looking older and older. We often use the with comparative adjectives to show that one thing depends on another: The sooner you do your work, the better for us. (= When you do your work soon, it is better.) The higher they climbed, the colder it got. (= When they climbed higher, it got colder.)

Superlative adjectives We use the with superlative adjectives: It was the sunniest day in December. Everest is the highest mountain peak in the world. That’s the best film I have seen this year. I have three sisters: Rekha is the oldest and Anjali is the youngest.

How to form comparative and superlative adjectives We usually add –er and–est to one-syllable words to make comparatives and superlatives: Cold Colder Coldest

Old Older Oldest If an adjective ends in –e, we add–ror–st: nice Nicer Nicest large Larger Largest

If an adjective ends in a vowel and a consonant, we double the consonant: big bigger Biggest fat fatter Fattest

If an adjective ends in a consonant and –y, we change –y to –i and add –er or–est: happy happier Happiest silly sillier Silliest

We use more and most to make comparatives and superlatives for most two syllable adjectives and for all adjectives with three or more syllables: Careful more careful most careful Interesting more interesting most interesting

However, with these common two-syllable adjectives, you can either add –er/–r and –est/– stor use more and most: common narrow cruel pleasant gentle polite handsome simple likely stupid

He is certainly handsomer than his brother. His brother is handsome, but he is more handsome. She is one of the politest people I have ever met. She is the most polite person I have ever met. The adjectives good, bad and far have irregular comparatives and superlatives: good Better Best bad Worse Worst far farther/further farthest/furthest

• Intensifiers We use words like very, really and extremely to make adjectives stronger:

It's a very interesting story. Everyone was very excited. It's a really interesting story. Everyone was extremely excited. We call these words intensifiers. Other intensifiers are: amazingly particularly exceptionally remarkably incredibly unusually We also use enough to say more about an adjective, but enough comes after its adjective: If you are seventeen, you are old enough to drive a car. I can't wear those shoes. They're not big enough.

Intensifiers with strong adjectives Strong adjectives are words like:

We do not normally use very with these adjectives. We do not say something is very enormous or someone is very brilliant. very big Enormous, huge very small Tiny very clever Brilliant very bad Awful, terrible, disgusting, dreadful very sure Certain very good Excellent, perfect, ideal, wonderful, splendid very tasty Delicious

With strong adjectives, we normally use intensifiers like: absolutely really completely quite exceptionally totally particularly utterly

The film was absolutely awful. He was an exceptionally brilliant child. The food smelled really disgusting.

◦ Intensifiers with comparatives and superlatives We use these words and phrases as intensifiers with comparative adjectives: much a great deal far a good deal a lot a good bit quite a lot a fair bit

He is much older than me. (“He is much older than I” is also correct) New York is a lot bigger than Boston. We use much and far as intensifiers with comparative adjectives in front of a noun: France is a much bigger country than Britain. He is a far better player than Ronaldo. We use these words as intensifiers with superlative adjectives: easily, by far, much: The blue whale is easily the biggest animal in the world. This car was by far the most expensive.

Unit II

1. Listening and Speaking

a. Listening with a purpose b. Effective Listening c. Tonal Variation d. Listening for information e. Asking for Information f. Giving Information

2. Reading and Writing

1. a. Strategies of Reading:

Skimming and Scanning

b. Types of Reading:

Extensive and Intensive Reading

c. Reading a prose passage

d. Reading a poem

e. Reading a short story

2. Paragraphs: Structure and types

a. What is a Paragraph?

b. Paragraph structure

c. Topic Sentence

d. Unity

e. Coherence

f. Connection between Ideas: Using Transitional words

and expressions

g. Types of Paragraphs

3. Study Skills II:

Using the Internet as a Resource

a. Online search:

b. Know the keyword:

c. Refine your search:

d. Guidelines for using the Resources:

e. e-learning resources of Government of India

f. Terms to know

4. Grammar in Context

Involving Action-I

a. Verbs

b. Concord

1.Listening and Speaking

Warm up: ➢ What is your response when your friend cracks a joke? ➢ When your lecturer is teaching a lesson, how do you listen? ➢ As a listener did you listen in the same way to the joke and the lecture? Obviously not. ➢ Is there something about the way we tune in as listeners in different contexts? a. Listening with a purpose: Your way of listening varies according to the purpose for which you listen. Look at the purpose for listening and the ways of listening: Purpose of Listening Way of Listening Listening for enjoyment You maintain eye contact, show you understand and react to what is being said Listening to learn something new Focus on ideas that are new and think about what you already know To understand the speaker's point Listen carefully, observant to find an of view, and share your ideas opportunity to share your ideas To solve a problem Listen closely and identify goals and problems; build on those ideas To follow directions Listen for words such as first, second, finally; take notes b. Effective Listening: Make a conscious effort to tune in to the speaker ➢ focus on the content ➢ look for familiar words ➢ Identify the "chunks" of words that give the core meaning of the utterance. There are four strands of Oracy: Physical (voice and body language), Linguistic (vocabulary, right language use), Cognitive (content, reasoning and structure) and Social and Emotional (audience awareness, confidence in speaking, listening and responding, working with others). 61

Take a look at the voice element of the Physical. It refers to ➢ Tonal variation ➢ Fluency & pace of speaking ➢ Clarity of pronunciation ➢ Voice projection The speaker's intonation and pausing assist you while you listen. Pay attention to the tonal variations. c. Tonal Variation: Speech without tonal variation is incomplete and monotonous. So improve your ability to recognise tonal variation. It is associated with the pitch variation of the voice. A 'tone' is a certain pattern in the pitch of a person's voice which is meaningful in any discourse. It reflects the moods and attitudes of the speaker -- confident, hesitating, agreeing, disagreeing, referring, proclaiming etc., and this helps the listener in deducing the speaker's intended meaning. Falling tone: Convey information in a matter-of-fact way: I live in Tamil Nadu He is twenty years old. Wh-questions asked in a casual or neutral way: Where do you live? When did you come? Commands: Close your books and listen. Take it away. Exclamatory: How nice of you! What a pity! Tag questions - When the speaker expects the listener to agree with him: It's good, isn't it?

They are pretty, aren't they? Rising tone: In general questions: Have you read the novel? Would you please pass the salt? Wh-questions when asked with involvement and interest: When did you arrive? What did you say? Yes/No and questions seeking information with polite deference: Did you like the gift? Why didn't you join us at lunch? Falling-Rising Tone: Doubt or uncertainty (i.e. when you are uncertain what the answer might be) Have we nearly finished? Did he know she was there? Implied meaning in a statement Well I remember her face (but not her name) Activity 1: Listen to the following utterances and identify the tone associated with each of these. 1. What a wonderful surprise! 2. Do you have white sheets? 3. They are heavy, aren't they? 4. Shut the door. 5. Where do you work? 6. Did they ever tell him the truth? (uncertain) 7. Turn left at the junction. 8. Keep quiet. 9. Leave this column blank.

10. What did the manager say? (with polite deference) Activity 2 Practice the above utterances and check if you are using the right tone. d. Listening for information Listen to the following conversation:

Sneha: Hi, I just came to give you the cake I made... Rajan: Wow, looks yummy...thank you... Sneha: What's the hurry? Are you going somewhere? Rajan: Yeah, I'm planning to go to the College Readers' Club. Sneha: Oh, I didn't know about it.... Where is it? Rajan: It's on the Trunk Road, near the Hill StationMall... There's so much reading and fun there. Sneha: Is the club open on all days? Rajan: No, only on weekends, from 3 p.m. to 7 p.m. Sneha: What sort of reading taste does it cater to? Rajan: A wide range - fiction, non-fiction, travelogues, fantasy.... you can even find newly published books. Sneha: Can we borrow books? Rajan No lending: You are permitted to read in the library……. There’s more to it than the library: they have film screening, group discussions and Quiz programmes which provide us an enjoyable learning experience... Even if you miss going there for a week, no worries, you will find the events updated on the Club webpage. Sneha: I wish I were a member there... Rajan: Anyway, it's not too late. All that you need is your college ID card for getting a membership. Sneha: Is there any membership fee? Rajan: No, only the College ID card ... It's mandatory.

Sneha: Fine then. Let me quickly go home and get my ID... I’ll be back in five minutes....Wait for me... I'll join you. Rajan: Sure.

Exercises: A). Complete the following sentences: 1. Rajan was getting ready to go to ______. 2. Sneha hasn't joined the Club yet, because she ______. 3. ______is mandatory to get membership in the Club. 4. The Club gives an ______learning experience. 5. The Club functions on weekends from ______. B). State whether true/false: Sneha brought a cake for Rajan. Sneha's house is very far from that of Rajan's. When Sneha came, Rajan was taking a nap. Sneha decides to join the Club immediately. The Club asks for a membership fee of Rs. 200. C). Answer the following questions: 1. Where is the College Readers' Club located? 2. Does the library lend books? 3. What are the events that are held in the Club? 4. What sort of books can one find in the library? 5. If a member has not visited the Club for a month, how will he/she know about the events? e. Asking for Information Phrases used: In ordinary conversation 1. Do you know..... ? 2. Do you happen to know.....? 3. Can/Could you tell me ....?

4. I’d like to know.... 5. Do you have any idea.....?

Formal Occasions 1. I wonder if you could tell me .... 2. I should be interested to know.... 3. I hope you don’t mind my asking, but..... Very Informal (among close friends): 1. Any clue....? 2. Any idea.....?

Activity 1: Frame five questions using the above phrases. f. Giving Information:

You can start with one of the following phrases • Formal: I’d be happy to answer that. It’d be a pleasure to help you. • Informal: Sure. No Problem Let me see. If you have no information to help with, you can indicate your inability by using one of the phrases given below:

• Formal: I’m afraid I don’t have the answer to that. I’d like to help you. Unfortunately, I don’t know about it”. • Informal Sorry, I can’t help you out. Sorry, but I don’t know that.

Activity 2

There is an Exhibition of homemade products being held in the city. Vandhana asks the salesman who comes to distribute sample products for information about the products.

Fill in the gaps and complete the conversation:

Vandhana: ______Sir, how long will the exhibition go on?

Salesman: It's open till October 30th. ______Sundays too Ma'am.

Vandhana: Oh Good. What ______?

Salesman: We've got a range of homemade items, utility products, homemade masalas, indigenous health drinks and other such items.

Vandhana: ______

Salesman: We sell organic products too.

Vandhana: Nice to know. ______herbal plants?

Salesman: Yes, a few plant varieties, we do have. But the point is, they get sold out very fast... so if you need to buy herbal plants, please don't delay.

Vandhana: Sure sir. ______to know if Kokum is available?

Salesman: Yes, ______and we have ordered for more, as the stock is getting over.

Vandhana: ______Kokum rinds per Kg?

Salesman: Just a minute, please. (He looks at the catalogue) It's Rs.300/- per Kg.

Vandhana: Thank you. ______some tangy Jamun, Hmm.... blackberry squash. Is it available?

Salesman: Yes, it's the ______. (He hands over a packet to

Vandhana)... Kindly accept this sample of homemade snacks. All that we have is of great quality. Do not miss the opportunity Ma'am. We appreciate your patronage. Vandhana: Thank you .... I'll definitely make it this Sunday.

Activity 3:

Role play: Ask for information about

1. The procedure to apply for a College ID card.

2. A programme in which you wish to participate.

3. A new product that you wish to buy.

Take turns and continue the activity with you being the respondent.

2.READING AND WRITING

Skill: Reading

Warm-up:

➢ What kind of books do you enjoy reading? ➢ Are there any books that you found boring? ➢ How do you go about reading your textbooks? Do you find them easy to read and comprehend?

1. a. STRATEGIES OF READING: SKIMMING AND SCANNING

Skimming and Scanning are useful skills of reading that will help the reader in reading effectively and comprehending the needed information precisely.

In an academic setting, when a book is prescribed, readers tend to skim through description as well as unimportant information, and focus on the passage which is most relevant to the assignment or a term paper on hand. The required information will then be read intensively.

Hence the function of skimming is to get an overall grasp of the text and to gather the required information

Skimming Methods

When you are reading using skimming skills, you will predominantly use the following

Titles, subtitles or the headlines

Contents

Introduction

Synopsis

Chapter beginnings

Paragraph

Bold/Italicised words

Review questions

Conclusion

This strategy of skimming will be useful when you have to write a term paper for which you have to consult a large number of books. Using the above said methods of skimming you will be able to select the books that you might use. Also skim for titles and subtitles to narrow down to your academic requirement. When you are skimming through various books and websites for your assignment, remember to make a note of the sources either in a notebook or in a document on your computer.

Activity 1

Group activity: The teacher pairs the students in the class. In each pair, one is A and the other B. A reads through the text for 7-10 minutes silently and writes a title for each paragraph. The maximum time given to A is 15 minutes. The passage worked upon by A (with titles for paragraphs), should be read by B. Time allotted to B is only 3-5 minutes. The following passage can be used for this activity.

Questions and instructions to the students in ‘A’ category:

1. What is the main topic of the passage?

2. Give a suitable title to the passage given.

3. Give a subheading for each paragraph?

4. What difficulties did you face while reading?

SAY NO TO DRUGS

(https://pixabay.com/vectors/no-drugs-sign-healthy-forbidden-156771/)

Drug usage often escalates into abuse. How this happens is not surprising. At a very basic level this happens when the person concerned feels a desperate need to deal with stress or to get a momentary high or to just ‘fit in‘ with his/her peers (which is often the case of youngsters). It soon reaches a stage where it becomes a crutch on which the person is dependent: it reaches a stage where the person begins to believe that his/her survival depends on drugs.

Popular media is one of the major influences on youngsters who have resorted to doing drugs: it is glorified in some television serials and films. Quite often great artists and intellectuals are depicted as people who were misfits in the world system and indulged in drugs to rise above their frustrations with conservative society. For youngsters it becomes a thrilling and seductive affair: they are easily misguided easily because of their relative lack of experience in life. At times, the knowledge of risk factors related to drug abuse can also lure people into using these harmful substances. In certain instances people gain this knowledge from their own families or immediate surroundings and are obviously driven – due to some reason or the other – to give it a try and before they know it, it becomes an addiction.

Brain damage is one of the fallouts of drug abuse and this consequentially affects every other aspect of life of the person who is addicted. The communication system of the human brain is primarily affected: the ways in which nerve cells send, process and receive information is disturbed. One of the ways in which drugs achieve this is by copying the natural chemical messengers of the human brain and over stimulating the brain‘s reward circuit. Drugs such as heroin and marijuana are structured in the same way as chemical messengers known as neurotransmitters.These neurotransmitters are produced naturally by the human brain. As a result of this similarity, the drugs can fool the receptors of the human brain and activate the nerve cells in such a way that they send some abnormal messages.

Drug abuse is associated with euphoric behaviour, which is why users keep on repeating the same action of drug abuse. When this pattern continues the brain tries to adapt to the usage by reducing its own dopamine production as well as dopamine receptors. The user tries to adapt to this

71 through drug abuse so that his/her dopamine production level can be brought back to a level that seems normal to him/her.

The old adage “Prevention is better than cure” applies to drug abuse as well. Medical practitioners are quite positive about the effectiveness of prevention programmes. According to medical experts and practitioners, it is one affliction which can be easily prevented. Prevention programmes involving families, schools and the immediate communities are important in this regard. Media also has to behave like a responsible power – the media ought to understand its’ role in this context and play a positive role by resisting the urge to earn millions by romanticising and glorifying drug abuse. It needs to highlight the alarming and abysmal consequences of drug abuse. It is important that the youth are made to feel that drug usage itself is harmful in every conceivable way and only then will they stop using them and prevent others in their peer group from doing the same.

While “prevention” work is necessary, it is also necessary to reach out to people who have already gone down the road of drug abuse and are highly into it. The treatment for a drug abuser normally depends on the kind of drug that the person has been using. It is said that the best treatments normally emphasise on phenomena related to the individual‘s life. This includes areas such as medical, psychological and work-related needs as well as issues in relationships with other people in the person‘s life.

Questions to individual students in ‘B’ category:

1. Did the title and sub headings help you read faster?

2. Did they help you in understanding the content better?

3. What are the main issues in the above passage?

4. Were you able to grasp the meaning of the passage in five minutes?

NB: The passage given is only a sample. For effective use of the exercise, the teacher may select and distribute copies of a passage that the students have not seen.

SCANNING

This is a reading skill used for finding out a specific piece of information in a text which has a lot of information. It is a reading strategy where a reader discards a lot of unwanted information, but searches for very specific

72 information. In skimming an entire text is read fast to get the general information of the text: in scanning the text is used to extract specific information.

Steps to effective Scanning

The reader has to first ascertain how information in a particular text has been classified. This is an effective step in scanning for information from a source.

In some texts information is presented chronologically, as in history books: some texts arrange the information topically, that is the ‘Contents’ are based on the topics: reference books and edited books are classified topically.

TYPES OF READING: EXTENSIVE AND INTENSIVE READING

Extensive Reading

By definition, extensive reading is “reading for pleasure”. Those who love to spend hours with a book are said to engage in extensive reading. In this practice of reading, the reader does not stop to look at the meaning of every unknown word as it hinders the flow of reading. However, the practise of extensive reading is known to improve fluency.

While extensive reading can help in learning English as a second language, learners tend not to go in for extensive reading primarily due to the length of books. For a beginner who sets out to read, it is best to start with short stories that are easily understandable. For example O. Henry‘s short stories have a very interesting twist in the end. Rabindranath Tagore is also one of the finest short story writers. His stories are filled with humanism and pathos. Choose a good short story to start with and this will slowly help you read novels.

Intensive Reading

Intensive reading happens when a reader reads a text, carefully and intently with absorbed concentration with a view to extract specific information. Intensive reading helps different readers in various contexts. For a person who is learning English as Second Language this becomes an effective tool to learn grammar from a short text or a poem. For those who aspire to clear competitive exams, the practice of intensive reading goes a

73 long way: these exams test ones’ ability to grasp ideas and as well as the ability for logical thinking and reasoning.

A researcher does intensive reading when he/she has to do a review of literature for their research work. A humanities researcher reads through research articles and tries to find a research gap and also find a theoretical framework for her research. A science researcher looks at the findings of earlier researches, studies the scientific methods and then decides on his/her field of research inquiry.

Exercise 1: Read the following passage and answer the questions. One of the most popular literary figures in American literature is a woman who spent almost half of her long life in China, a country on a continent thousands of miles from the United States. In her lifetime she earned this country's most highly acclaimed literary award, the Pulitzer Prize, and also the most prestigious form of literary recognition in the world, the Nobel Prize for Literature. Pearl S. Buck was almost a household name throughout much of her lifetime because of her prolific literary output, which consisted of some eighty - five published works, including several dozen novels, six collections of short stories, fourteen books for children, and more than a dozen works of nonfiction. When she was eighty years old, some twenty - five volumes were awaiting publication. Many of those books were set in China, the land in which she spent a great part of her life. Her books and her life served as a bridge between the cultures of the East and the West. As the product of those two cultures she became (as she described herself), "mentally bifocal." Her unique background made her an unusually interesting and versatile human being. As we examine the life of Pearl Buck, we cannot help but be aware that we are in fact meeting three separate people: a wife and mother, an internationally famous writer and a humanitarian and philanthropist. One cannot really get to know Pearl Buck without learning about each of the three. Though honoured in her lifetime with the William Dean Howell Medal of the American Academy of Arts and Letters, in addition to the Nobel and Pulitzer prizes, Pearl Buck as a total human being (not only a famous author) is a captivating subject of study.

1. What is the author's main purpose in the passage? (A) To offer a criticism of the works of Pearl Buck. (B) To illustrate Pearl Buck's views on Chinese literature

(C) To indicate the background and diverse interests of Pearl Buck (D) To discuss Pearl Buck's influence on the cultures of the East and the West

2. According to the passage, Pearl Buck is known as a writer of all of the following EXCEPT (A) novels (B) children's books (C) poetry (D) short stories

3. Which of the following is NOT mentioned by the author as an award received by Pearl Buck? (A) The Nobel Prize (B) The Newberry Medal (C) The William Dean Howell Medal (D) The Pulitzer Prize

4. According to the passage, Pearl Buck was an unusual figure in American literature in that she (A) wrote extensively about a very different culture (B) published half of her books abroad (C) won more awards than any other woman of her time (D) achieved her first success very late in life

5. According to the passage, Pearl Buck described herself as "mentally bifocal" to suggest that she was (A) capable of resolving the differences between two distinct linguistic systems (B) keenly aware of how the past could influence the future (C) capable of producing literary works of interest to both adults and children (D) equally familiar with two different cultural environments

6. The author's attitude toward Pearl Buck could best be described as (A) indifferent (B) admiring (C) sympathetic (D) tolerant (Passage taken from TOEFL Practice Test 47- January 1993)

Exercise 2:

Let us now try and do an intensive reading of Emily Dickinson’s poem which is both simple and complex at the same time. Answer the questions given below.

“HOPE” IS THE THING WITH FEATHERS “Hope” is the thing with feathers -

That perches in the soul -

And sings the tune without the words -

And never stops - at all -

And sweetest - in the Gale - is heard -

And sore must be the storm -

That could abash the little Bird

That kept so many warm -

I’ve heard it in the chillest land -

And on the strangest Sea -

Yet - never - in Extremity,

It asked a crumb - of me.

(https://www.poetryfoundation.org/poems/42889/hope-is-the-thing-with- feathers-314, accessed 30.05.20)

Grammar

1. In what tense is the poem written? 2. Pick out the helping verbs? 3. List out the main verbs. 4. Pick out the adjectives. 5. What is the conjunction used very often?

Vocabulary

Find out the meaning of the following words and write what part of speech they belong to.

1. perches

2. gale

3. sore

4. storm

5. abash

Comprehension Questions

a) Look up the meaning of the word, “metaphor” and explain how metaphor is used in the poem?

b) What does the poem say about the way the bird sings?

c) Identify a pair of synonyms in the poem.

d) How are the words, “chillest”, “strangest” and “Extremity” connected in the poem?

e) Does hope ask for anything in return?

READING A SHORT STORY

THANK YOU, MA'M by LANGSTON HUGHES

Pre-reading Activity:

➢ Think of the last kind act that you did – a random act of kindness. It may be a simple thing, like that of opening the door for someone who

had luggage in both hands ➢ How did you feel and what was the reaction of the other person? ➢ Think of any act of kindness which you've seen ➢ Volunteer to share these incidents with the class

Know the author:

Langston Hughes is an African American writer, whose poems, plays and novels made him popular in the 1920's. He is often called the “Poet Laureate of Harlem”. Harlem is a section of New York City in northern Manhattan. Hughes wrote on the experiences of African Americans.

“When people care for you and cry for you, they can straighten out your soul” Langston Hughes

THANK YOU, M’AM

Langston Hughes

She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she

78 reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.

After that the woman said, “Pick up my pocketbook, boy, and give it here.” She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she said, “Now ain’t you ashamed of yourself?”

Firmly gripped by his shirt front, the boy said, “Yes’m.”

The woman said, “What did you want to do it for?”

The boy said, “I didn’t aim to.”

She said, “You a lie!”

By that time two or three people passed, stopped, turned to look, and some stood watching.

“If I turn you loose, will you run?” asked the woman.

“Yes’m,” said the boy.

“Then I won’t turn you loose,” said the woman. She did not release him.

“I’m very sorry, lady, I’m sorry,” whispered the boy.

“Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?”

“No’m,” said the boy.

“Then it will get washed this evening,” said the large woman starting up the street, dragging the frightened boy behind her.

He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.

The woman said, “You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry?”

“No’m,” said the being dragged boy. “I just want you to turn me loose.”

“Was I bothering you when I turned that corner?” asked the woman.

“No’m.”

“But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.”

Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half-nelson about his neck, and continued to drag him up the street. When she got to her door, she dragged the boy inside, down a hall, and into a large kitchenette- furnished room at the rear of the house. She switched on the light and left the door open. The boy could hear other roomers laughing and talking in the large house. Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room.

She said, “What is your name?”

“Roger,” answered the boy.

“Then, Roger, you go to that sink and wash your face,” said the woman, whereupon she turned him loose—at last. Roger looked at the door—looked at the woman—looked at the door—and went to the sink.

Let the water run until it gets warm,” she said. “Here’s a clean towel.”

“You gonna take me to jail?” asked the boy, bending over the sink.

“Not with that face, I would not take you nowhere,” said the woman. “Here I am trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe, you ain’t been to your supper either, late as it be. Have you?”

“There’s nobody home at my house,” said the boy.

“Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to snatch my pocketbook.”

“I wanted a pair of blue suede shoes,” said the boy.

“Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs. Luella Bates Washington Jones. “You could of asked me.”

“M’am?”

The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next. The door was open. He could make a dash for it down the hall. He could run, run, run, run, run!

The woman was sitting on the day-bed. After a while she said, “I were young once and I wanted things I could not get.”

There was another long pause. The boy’s mouth opened. Then he frowned, but not knowing he frowned.

The woman said, “Um-hum! You thought I was going to say but, didn’t you? You thought I was going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say that.” Pause. Silence. “I have done things, too, which I would not tell you, son—neither tell God, if he didn’t already know. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable.”

In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind her on the day-bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye, if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now.

“Do you need somebody to go to the store,” asked the boy, “maybe to get some milk or something?”

“Don’t believe I do,” said the woman, “unless you just want sweet milk yourself. I was going to make cocoa out of this canned milk I got here.”

“That will be fine,” said the boy.

She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boy anything about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed open late, what the work was like, and how all kinds of women came in and out, blondes, red-heads, and Spanish. Then she cut him a half of her ten-cent cake.

“Eat some more, son,” she said.

When they were finished eating she got up and said, “Now, here, take this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else’s— because shoes come by devilish like that will burn your feet. I got to get my rest now. But I wish you would behave yourself, son, from here on in.”

She led him down the hall to the front door and opened it. “Good-night! Behave yourself, boy!” she said, looking out into the street.

The boy wanted to say something else other than “Thank you, m’am” to Mrs. Luella Bates Washington Jones, but he couldn’t do so as he turned at the barren stoop and looked back at the large woman in the door. He barely managed to say “Thank you” before she shut the door. And he never saw her again.

(https://archive.org/stream/ThankYouMam/ThankYouMam_djvu.txt accessed on 01.07.20)

GLOSSARY:

Pocketbook: purse or handbag

Slung: Hung or thrown loosely

Frail: lacking in strength; weak

Ain't: a short form of am not, is not, are not, has not, or have not. The characters speak in a dialect, a different form of English

Willow-wild: slender, graceful, and flexible like a willow tree

Half nelson: a wrestling hold using one arm

Kitchenette: furnished room -- a room with a small kitchen

Blue suede shoes: men's shoes made of soft leather; stylish shoes

Presentable: fit to be acceptable; suitable to be seen by others

Mistrusted: doubted

Barren: empty; bare; having no life; dull or uninteresting.

RESPONDING TO THE TEXT:

Exercise 1

Here is a list of words that refer to the actions/reactions of Mrs. Jones and Roger. Tabulate these in the corresponding columns. The first one is done for you.

Dragged shook bending over the sink

snatched struggled jerked

whispered frightened went behind the screen

sweat popped out left the door open looked at the door

Mrs. Jones Roger Dragged

Exercise 2

Choose the correct answer: 1. Roger tries to snatch Mrs. Jones's pocketbook because a. he is hungry b. he wants to buy blue suede shoes c. he wants to buy a shirt

2. Mrs. Jones works a. in a hotel beauty shop b. at a restaurant c. in a library 3. Why doesn't Mrs. Jones call the police? a. Roger returned the pocketbook b. she wants to help Roger change his ways c. Roger is afraid of the police

4. Roger offers to go to the store for Mrs. Jones because a. Mrs. Jones wants cake b. he wants to get her dinner c. he wants to show her that he can be a good person and be trusted

5. Mrs. Jones doesn't ask Roger about himself because a. she doesn't care for him b. she is tired after work and wants to rest c. she doesn't want to embarrass him.

Exercise 3: RECALL:

1. What was Mrs. Jones's initial reaction when the boy tried to snatch her pocketbook?

2. What does she say she would teach Roger?

3. What do Mrs. Jones and Roger talk about during their meal?

MAKING INFERENCES: 1.When Mrs. Jones makes dinner, Roger sits far away from her purse. Why? 2. What does Roger say when he leaves the apartment? Why can't he say more? 3. Identify the details to support Roger's poverty and his rough home life. INTERPRETING: 1. Why does Mrs. Jones say that she has “done things too”? 2. What is meant by the expression “Shoes got by devilish ways will burn your feet”? 3. What more does Roger want to say, other than just “Thank you”?

EVALUATIVE: 1. How does Mrs. Jones's kindness to Roger change him? Provide evidence from the text.

CRITICAL THINKING: Point of view refers to the perspective or vantage point from which a story is told. When a story is told in the first person, the narrator is a character in the story. In a third-person narration, the narrator stands outside the story. The story 'Thank You, M'am' uses third person point of view. 1. How do you think Roger would tell the story of his meeting with Mrs. Jones?

APPLYING:

1. Read through the quote given near the author's picture. How do you relate the quotation and the story?

PARAGRAPHS: STRUCTURE AND TYPES

Every form of writing, except poetry and drama, is presented in paragraphs.

What is a Paragraph?

A paragraph has a group of sentences and all these sentences are usually related to a common idea. As a sentence is insufficient to explain an idea, there is a necessity to compose a paragraph. Usually, a paragraph is composed keeping in mind one main idea. To compose paragraphs easily, students can adopt the "One para, One idea" formula.

Structure:

A paragraph can be structured in many ways depending on various purposes. But, normally, any paragraph should have three important components. Firstly, at the beginning of any paragraph, the main idea of the paragraph should be stated or introduced. Secondly, the main idea should be explained. Thirdly, supporting details should be included to strengthen the explanation or the main idea.

Read the following paragraph to see whether all three components are present:

Busyness is a great enemy of relationships. We become preoccupied with making a living, doing our work, paying bills and accomplishing goals as if these tasks are the point of life. They are not. The point of life is learning to love—God and people. Life minus love equals zero.

Look at the beginning of the paragraph, that is, the first sentence of the paragraph.

"Busyness is a great enemy of relationships."

This sentence is the most important one in the paragraph because it introduces or states the main idea or theme or the subject of the paragraph. All the other sentences revolve around the main idea: busyness is a great spoiler in relationships.

Here, the first sentence of the paragraph is said to be the topic sentence as this sentence states or introduces the topic or subject or main idea of the paragraph. Usually, the topic sentence comes at the beginning of a paragraph. That is, the first sentence of the paragraph happens to be the topic sentence most of the time. A good topic sentence should be concise and emphatic.

Secondly, many activities that keep us busy all the time lead to the sacrifice of relationships and these are explained in the paragraph.

Thirdly, as a result of busyness, how loving others and God is affected is stated and it serves as the supporting point of the main idea.

Unity

A paragraph should have unity. The sentences in a paragraph are connected, both in meaning and structure. In a good paragraph all the supporting sentences work together to develop the main idea. Unity of a paragraph can be achieved by meaningful sequencing of sentences. Each sentence should lead logically to the next and they should be in the best order.

Coherence:

Coherence means the correct fitting of ideas in a paragraph. That is, coherence belongs to the relationship of its ideas. To have genuine coherence of ideas, these three factors are very important: relevance, right

87 order and inclusiveness. Relevance means every idea or point must be related to the topic. No irrelevant idea is included.

The presentation of points in the correct order is the second important factor. The ideas or points may be relevant in a paragraph. But, if they are not arranged in the right order, then the paragraph cannot be coherent. The relevant sentences in a paragraph should be well organised and arranged in such a way that the ideas should be placed in the paragraph in the order of relative importance. That is, place the idea in the best possible place in the paragraph.

Inclusiveness means all the vital points or ideas must be included, and on any account, they should not be omitted.

Flow is a matter of style and it can be seen on the surface. That is, it is visible in the explicit words and phrases and the grammatical patterns that link one sentence to another.

The following paragraph is a good example of good flow:

There are three kinds of book owners. The first has all the standard sets and best-sellers-unread, untouched. (This deluded individual owns wood pulp and ink, not books.) The second has a great many books—a few of them read through, most of them dipped into, but all of them as clean and shiny as the day they were bought. (This person would probably like to make books his/her own but is restrained by a false respect for their physical appearance. The third has a few books or many—every one of them dog eared and dilapidated, shaken and loosened by continual use, marked and scribbled in from front to back. (This man owns books.)

Connections between ideas: Using transitional words and phrases

Transitional words and phrases function as connectors between ideas and serve as a means to achieve coherence. They are the words and phrases that make a transition from one idea to another. The following table includes some frequently used transitional words and phrases.

Place Time Importance Cause God Contrasting Comparing ideas ideas. above before First as a result although Also down after inside at last Last because in spite of Another next at Similarity across once Mainly consequently on the other Too here first hand over thereafter More so that but to eventually around finally important instead since before next still under meanwhile Then however around then To begin therefore in with yet

……..

Types of Paragraphs:

Paragraphs are composed in different ways, depending on the purposes for which they are composed. The following are some of the important types of paragraphs. In each model, the central idea is the Olympics, but it is treated in different ways, depending on the purpose – description, sequence, comparison and contrast, cause and effect, persuasion, argumentation. We will set out to acquaint ourselves to address each of these purposes.

Description:

Description forms a very important part of writing. We may have to describe a sunset, an instrument or a machine, an accident, a character, and so on. The following paragraph describes the Olympic symbol:

The Olympic symbol consists of five interlocking rings. The rings represent the five continents – Africa, Asia, Europe, North America and South America – from which athletes come to compete in the games. The rings are coloured black, blue, green, red, and yellow. At least one of these colours is found in the flag of every country sending athletes to compete in the Olympic games.

This paragraph begins with a topic sentence. As the paragraph is about the Olympic symbol, the first sentence introduces the Olympic symbol and then states that the symbol consists of five interlocking rings. And then the next sentence goes on to say that these five rings represent five continents from which athletes come to compete. The next sentence says about the colours of the rings. Finally, the connection between the colour of the ring and the flag of the country is pointed out in the paragraph. This is a well-knit paragraph. It is written in a lucid style.

Sequence: Sometimes, we will have to present certain things sequentially, that is, in a logical order or sequence. For instance, writing a biography, describing an accident and writing about manufacturing a product which involves a process. All these writings follow a logical or chronological order or a sequence of presentations. Read the following paragraph:

The Olympic Games began as athletic festivals to honour the Greek gods. The most important festival was held in the valley of Olympia to honour Zeus, the king of the gods. It was this festival that became the Olympic Games in 776 B.C. These games were ended in A.D. 394 by the Roman Emperor who ruled Greece. No Olympic games were held for more than 1,500 years. Then the modern Olympics began in 1896. Almost 300 male athletes competed in the first modern Olympics. In the games held in 1900, female athletes were allowed to compete. The games have continued every four years since 1896 except during World War II.

You can find from your reading that all the events starting from the origin of the Olympic Games to the present development have been presented sequentially. The order of events has been maintained strictly. The appearance of the years in ascending order - 776 B.C., A.D. 394, 1896, 1900- indicates that the paragraph sticks to the chronological order.

Comparison and Contrast:

Comparison plays a vital role in one's life. Drawing a comparison between two things that are alike is unavoidable. In any comparison, we talk about things that are similar whereas in contrast, we speak of the dissimilarities between the things or objects of comparison. For example, we can compare and contrast the ocean and a lake.

Here is a paragraph in which a comparison is made between the ancient and the modern Olympic games:

The modern Olympics is very unlike the ancient Olympic games. Individual events are different. While there were no swimming races in the ancient games, there were chariot races. There were no female contestants and all athletes competed in the nude. However, the ancient and modern Olympics are also alike in many ways. Some events, such as the javelin and discus throws, are the same. Some people say that cheating, professionalism, and nationalism in modern games are a disgrace to the Olympic tradition. But according to the ancient Greek writers, there were many cases of cheating, nationalism, and professionalism in their Olympics too.

After going through the paragraph, you may have noticed the writer's analysis of the similarities and differences between the ancient and modern Olympic games. A careful reading of the paragraph points to the fact that the writer devotes the first half of the paragraph to discuss the dissimilarities between the modern and ancient Olympic games and the second half focuses on the similarities between them.

This very paragraph can be composed differently. That is, devoting the first half to speak of the similarities between the ancient and modern Olympic games and the second half to the dissimilarities between them.

Cause and Effect:

"What we sow, we reap." is a familiar proverb. According to the proverb, sowing is the cause and reaping is the effect or result. Cause and effect are inseparable. If a student spends many hours daily to study his/her lessons, he/she will score good marks. Hard work is the cause and scoring good marks is the result.

The paragraph given below is a good example to illustrate cause and effect:

There are several reasons why so many people attend the Olympic Games or watch them on television. One reason is tradition. The name Olympics and the torch remind people of the ancient games. People can escape the ordinariness of daily life by attending or watching the Olympics. They like to identify with someone else's sacrifice and accomplishment. National pride is another reason, and an athlete's or a team's hard-earned victory becomes a nation's victory. There are national medal counts and people keep track of how many medals their country's athletes have won.

This paragraph lists various reasons or causes for people attending or watching Olympic games on television and the benefits that they get.

Persuasion:

There are many occasions where we have to persuade others for a good cause or their good. Read the following paragraph and analyse how the writer has composed the paragraph effectively:

Our school has arranged a big Food Festival on Monday. Every year the proceeds of the festival are given to charities such as home for the aged, orphanages, home for the physically and/or mentally challenged and cancer hospitals. A student of the 7th standard approaches his/her neighbour to get some food tokens so that their financial assistance will be of great help to the needy and underprivileged. He/she succeeds in his/her attempt to sell some food tokens.

The persuasive power of the writer can be seen in this paragraph.

Argumentation:

In any argumentative paragraph, the writer presents his/her viewpoints providing evidence in support of his/her stand. Various reasons, facts, statistical data, research results and personal experience may be brought in as evidence.

A powerful paragraph of argumentation is presented below:

There is a notion that people who have money, beauty, coveted position and popularity are the happiest and the most fortunate. But the following declarations disprove the commonly-held notion. A Texas millionaire confided: "I thought money could buy happiness—I have been miserably disillusioned." A famous film star broke down: "I have money, beauty, glamour and popularity. I should be the happiest woman in the world, but I am miserable. Why?" A top British social leader said, "I have lost all desire to live, yet I have everything to live for. What is the matter?" The reason is there are better and nobler things than these that give us purpose in life and lasting happiness.

Exercise 1 Answer the following questions: 1. What is a topic sentence? 2. Write a note on the structure of a paragraph. 3. Mention at least two types of paragraphs. 4. Give at least one example to explain cause and effect. 5. What are the transitional words/phrases that indicate comparison of ideas? Exercise 2 Write a paragraph on the following topics: 1. My dream home 2. Ban of plastics 3. A stitch in time saves nine.

Study Skills II: Using the Internet as a Resource Warm up:

Time Flies! It really does! You are a college student now! Till just a month ago, you were in a School for Boys/Girls. Today you are in a college for Men/Women. You’ve taken a leap from one world to another. In your new world, college, you will listen to lectures, present assignments and seminars. Your teachers in college will have higher expectations of you. Especially with regard to your assignments and seminars you will be expected to do independent work. Moreover, you ought not to keep your mind like a blank slate before a lecture. A good student always prepares ahead for the lecture.

Pxfuel.com

The Internet is a definite resource you can turn to. The Internet is a global computer network which not only offers excellent communication facilities but also serves as a source of a vast range of information. When online one can interact and share information. There are a plenty of websites which one can view and access. Search Engines make it easier for the user to find the relevant websites. The popular Search Engines are Google, Bing, Yahoo, DuckDuckGo, Baidu and Internet Explorer.

Let us learn how to access the information from the websites.

Online search:

• Choose the word or words that best describe the topic you're looking for. • Go online and type the chosen keyword or keywords into the search field and press the Enter key. • Search results will appear. A list of possible leads from websites with web addresses appears. • Click on the required entries and the link will take you automatically to those web pages. Know the keyword:

• Be clear about what you are looking for and decide on the key search word • If you choose a general keyword, the search result will be a huge list • Choose specific word/words Activity 1:

Search for the keyword(s) given below:

a. Mask b. Computer c. Tamil Nadu Refine your search: Narrow your search by including more keywords. This will fetch you more relevant results. For example, if you enter the word 'cooker' you will find many number of sites with information on 'cooker'. With more keywords in the search string such as 'solar cooker' , 'box type solar cooker' and 'box type solar cooker Tamil Nadu', you find that fewer pages are listed and relevant results are displayed.

Check if the keyword you've chosen occurs in any field other than the one that you are working on. If that is the case, use at least one keyword that applies specifically to your topic. For example, if you are looking for the word 'crane' – the machine, how will you go about it? The word 'crane'-- belonging to two different fields --- that of Zoology and Construction, refers to a particular bird and a particular machine. Your search string should include at least one keyword from the field of construction. It can be 'Truck crane'. This will show the information only with regard to crane used in building construction.

Activity 2:

a. Search for the keyword(s) given below and note down the number of entries displayed cooker solar cooker box type solar cooker box type solar cooker Tamil Nadu b. Search for the keyword(s) given below and check if you get the relevant information crane Truck crane c. If you are looking for 'crane' from the field of Zoology, how will you refine your search?

Extend your search. By using the word 'OR ' inserted between the two keyterms you can extend your search.

Example, if your search is 'Computer OR TV', the search result will

show you pages that include only the keyword Computer, pages that include the word TV and also the pages that include both of your keywords Computer and TV.

Limit your search By typing the word 'AND' between two keywords you can limit your search and get relevant pages. For example, with the same keywords used above, search for Computer AND TV. You will get the pages that include both Computer and TV and not the pages that contain only of one these keywords.

Be precise in your search use double inverted commas “ ” to be more specific. For example, “types of solar cooker” will only list pages where these words appeared together.

Activity 3: a. Search for the keywords given for the tasks above b. Search using the following keywords Mango OR pickle Mango AND pickle “Mango pickle” Guidelines for using the Resources: You have learnt how to access information from the internet, but that is not the end of it. You should also know how to use the information. Reference and reading will help you to understand your topic better. Surf the net for information but acknowledge your source. If you use someone else's material without crediting the source, it amounts to plagiarism. Plagiarism is totally unacceptable. By definition, “Plagiarism is presenting someone else’s work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement. All published and unpublished material,

whether in manuscript, printed or electronic form, is covered under this definition. Plagiarism may be intentional or reckless, or unintentional. Under the regulations for examinations, intentional or reckless plagiarism is a disciplinary offence. (https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism?wssl=)

Now that you are sensitised to the issue of plagiarism, here is a checklist of what you should do when you use information:

• Acknowledge every source of information either as a quote or in reported speech citing the source of information.

• When you take information from the internet, it should be a reliable source (a published article). For. e.g. Wikipedia is not a source which can be quoted.

• Provide the Bibliography.

• Expressing your thoughts and point of view is important. Originality is the key to a successful presentation.

• Reference work is essential. When you refer to books on the subject, you will see that some of your thoughts have already been expressed.

• Every piece of writing should have three parts – Introduction, Body and Conclusion

• Focus on the information you are looking for. You don’t have to read a reference book from cover to cover. If the 'Contents' page does not have what you are looking for, check the Index and you will find the page number of the subject/topic of interest to you. e-learning resources of Government of India

Audio-Video e-content

1. SWAYAM offers courses from Class 9 to Post Graduation with rich e-learning content in the form of e-Tutorial, Audio, Video and Virtual labs.

https://swayam.gov.in/

2. NPTEL (National Programme on Technology Enhanced Learning)

Largest online repository for web and video courses in engineering, basic sciences andselected humanities and social sciences subjects

http://nptel.ac.in/

3. CURRICULUM CLASSES offers digital content in 87 UG subjects as per model syllabi of UGC ; Visual, web and text based learning material ; Self- paced learning opportunity

http://cec.nic.in/cec/curricul um_class (You tube Channel https://www.youtube.com/user/cecedusat)

4. DIKSHA (Digital Infrastructure for Knowledge sharing) provides video courses and practise tests for students and teachers of Class I to Class XII. School curriculum based courses prepared by NCERT, CBSE, State boards etc.

https://diksha.gov.in/

5. e-skill india provides online courses across all sectors ranging from Beauty, Agriculture to IT-ITES and BFSI.

https://www.eskillindia.org/

Digital content: access journals and e-books

6. National Digital Library of Indiaoffers learning content for users from Primary to Post Graduate Levels across all disciplines Content available in multiple formats (Audio, Video, Web, Dataset, Report, Book, Thesis, Album etc.

https://ndl.iitkgp.ac.in/

7. e-Pathshala offers e-textbooks and supplementary books of NCERT for all subjects for Classes I to XII in English, Hindi & Urdu Offers e-Resources like audios, videos, interactive images, maps, question banks etc. in English and Hindi

http://epathshala.nic.in

100

8. e-PG Pathshalais a gateway to all Post graduate courses. Offers curriculum based, and interactive e-content in 70 subjects across all disciplines of social sciences, arts, fine arts, and humanities, natural & mathematical sciences

https://epgp.inflibnet.ac.in/#

9. Sakshat is a one stop education Portal that offers: Learning content across disciplines in the form of audiovisual tools, web, e-books, ejournals etc. Educational material to learners from Kindergarten to PhD.

http://media.sakshat.ac.in/n meict/econtent.html#

10 e-kalpa offers distance e-learning programs on Design. It also offers Digital Design Resource Database including the craft sector.

(Information accessed from www.dsource.in&www.ncs.gov.in - National Career Service Portal on 15.07.20)

TERMS TO KNOW

Blog: A web-based log or a website that is maintained by an individual or a small group who update the site with their own observations and opinions. Blogs contain posts that are informal in nature.

Copyright: It refers to the exclusive and assignable legal right given to the originator over the created work, for a fixed number of years.

Podcast: Audio files or audio visual files which are published on the Internet in a fileformat. It can be downloaded and listened offline.

URL: (Uniform Resource Locator) It refers to the unique location/address associated with every web page or a website that is displayed on the Internet. Example:https://www.ielts.org/about-the-test.

QR code: Quick Response code, represented as a pattern of small black and white squares, contains information encoded in it. When one scans it with one's cell phone, the information it contains can be deciphered. If

101

Static URL Code is encoded, one will be taken tothe web site immediately.

Website – It refers to a collection of related web pages identified under a single domain name.

WWW – The World Wide Web – usually called the Web – refers to a collection of websites that one can access through the Internet.

Activity 4:

Read the following and fill the check list box with a √ if yes, and with a × if No.

□ Plagiarism is a disciplinary offence.

□ Acknowledging the source used is not necessary.

□ Checking the Index of a book will not help in selecting a book of reference.

□ Copyright protections apply even to the images posted online.

□ Swayam is one of the e-learning resources of Government of India

□ e-Pathshala offers e-resources likes audios and videos.

□ Podcast means recommended books

□ QR code is star-shaped

□ Blogs are formal in nature

□ Bibliography means booklovers.

102

GRAMMAR IN CONTEXT

Involving Action - 1

Verbs

Verbs, as you know are action words. But before we get to talk about it, let us go to places where the action is. First of all, are you hungry? Then let us head for the bakery and see how they make yummy pastry.

Making Puff Pastry:

Puff pastry is made from hundreds of paper-thin layers of butter trapped between hundreds of paper-thin layers of dough. In the oven, the liquid in both the butter and the dough rapidly evaporates, puffing the individual layers skyward. The butter melts into the dough, turning it golden and crispy.

Getting to this end result takes a little work. First, you make a “lean” dough

103 of just flour and water — it’s considered lean because it contains no fat. Then you wrap this dough around a block of cold butter. Roll it out, fold it up like a letter, roll it out, fold it up, and repeat. At the end of this whole process, you will have created all the paper-thin layers that make puff pastry puff.

Task :-

Fill in the blanks with suitable verbs underlined in the above passage:-

1. Chapati is _____ of wheat flour.

2. A cat survived after being ______underwater in an air pocket for nearly four hours.

3. Water ______as gas on heating.

4. The chimney was ______out clouds of smoke.

5. Great heat _____ iron.

6. Vasanth’s hair is ______gray.

7. You can't _____ an omelette without breaking eggs.

8. _____ all your glasses in newspaper.

9. She was chomping on a bread ____.

10. _____ the paper along the dotted line.

11. I'm sorry-could you ______that?

12. The boom has created job opportunities.

104

Do you love riding your bike? Hope you enjoy reading this excerpt from a biker’s diary.

I hardly need to state that biking is a passion: The first tiny touch of counter steer to initiate the turn, feeling rather than seeing the road as it curves in from the left and then dipping a shoulder into my own turn as it starts, shadowing the road’s moves, squeezing in power, feeling it tighten, feeling the grip from the tyre as surely as running the palm of a gloved hand along the tarmac.

I think all biker’s will agree. This is not about going from point A to B. I’m not going anywhere, in the sense that the point of this journey is the journey. It’s Sunday morning and the weather is pleasant. This is going out for a ride just for the sake of the ride.

Task :-

You can select from the verbs given in the box to narrate the experience of riding/driving (either your experience or someone else’s), a bike, car, or cycle.

viewing, slowing down, manoeuvring, shifting gear, seeing, racing, speeding, accelerating, applying the brake, cruising, stopping, pedalling, watching, crossing, turning

105

Action Words or Verbs

A verb is a word that describes action or a state of being. The second part of this definition is important, as many believe that verbs are always action words that can be visualized. This is true of action verbs: run, walk, play, jump, sing, scream, etc.

However, there are also linking verbs, and these types of verbs do not express action; instead, they express identity, classification, or existence. (The following are the most common linking verbs: is, am, was, were, are, and verb phrases ending in be, been, being.)

Verbs often change their form as different endings are added to them. These endings are changed to show a verb’s relationship to time. This is referred to as verb tense.

Revising writing to include verbs that are lively and express action is a fantastic way for students to improve their prose. Consider what the actions are in a sentence and choose the most expressive, powerful verbs to convey those actions. For example:

The band appeared on the scene.

The band erupted onto the scene.

Regular and Irregular Verbs

A regular verb is one that follows the pattern of taking –ed for the simple past and past participle (or –d if the verb ends in –e; smoke smoked).

Irregular Verbs

A verb in which the past tense is not formed by adding the usual -ed ending. Examples of irregular verbs are feel (felt); and go(went).

Infinitive Present Past Perfect

Be Is Was Been

Become Becomes Became Become

106

Begin Begins Began Begun

Break Breaks Broke Broken

Bring Brings Brought Brought

Buy Buys Bought Bought

Catch Catches Caught Caught

Choose Chooses Chose Chosen

Come Comes Came Came

Cost Costs Cost Cost

Cut Cuts Cut Cut

Dig Digs Dug Dug

Do Does Did Done

Draw Draws Drew Drawn

Drink Drinks Drank Drunk

Drive Drives Drove Driven

Eat Eats Ate Eaten

Fall Falls Fell Fallen

Find Finds Found Found

Fly Flies Flew Flown

Forget Forgets Forgot Forgotten

Get Gets Got Got

Give Gives Gave Given

Go Goes Went Gone

Have Has Had Had

Know Knows Knew Known

Let Lets Let Let

107

Lie Lies Lay Lain

Make Makes Made Made

Pay Pays Paid Paid

Put Puts Put Put

Read Reads Read Read

Run Runs Ran Run

Say Says Said Said

Sell Sells Sold Sold

Sit Sits Sat Sat

Speak Speaks Spoke Spoken

Spend Spends Spent Spent

Stand Stands Stood Stood

Teach Teaches Taught Taught

Tell Tells Told Told

Take Takes Took Taken

Write Writes Wrote Written

Task 1

Fill in the blanks with the correct past tense form of the verb

(irregular verbs)

1. I ______(lose) my wallet in the train compartment.

2. David ______(not injure) his ankle.

3. While playing cricket, Raghu hit a ‘sixer’ and it ______(break) a window.

4. Sheila’s new handbag ______(not cost) a lot of money.

108

5. He ______(get) this book from the district library.

6. The complex had a basement parking where we ______(park) our car.

7. Ann ______(cut) her wrist.

8. The vase ______(fall) off the table.

9. The porcelain cup ______(not break).

10. We ______(sell) our brand new car.

11. We ______(buy) a second-hand car.

12. The telephone ______(not ring).

13. The children ______(go) to school.

14. The fielder ______(catch) the ball.

15. The woman ______(not kneel) down.

16. Our dog ______(run) onto the road.

17. Jyoti ______(not write) a letter.

18. I ______(buy) a new mobile phone last week.

19. We ______(drive) to a theme park yesterday.

20. Yesterday Dad ______(not take) me to the mall.

21. Erum ______(give) Aarthi a chocolate.

22. Jagan and Jaya______(not go) to the temple.

23. Her ring ______(cost) ten thousand rupees.

24. The diabetic man______(not add) sugar to his coffee.

25. She ______(not throw) the ball over the net.

109

Task 4

Verbs in Proverbs

Read the following proverb. Write down all the verbs in it. Then explain in your own words what the proverb means. For example, “You cannot prevent the birds of sorrow from flying over your head, but you can prevent them from building nests in your hair.”

Verbs

1. Cannot prevent 2. Flying 3. Can prevent 4. Building

Explanation of proverb

People cannot stop bad/sad things from happening to them, but they have control over how long they allow the bad/sad things to make them feel sad.

1. “People who live in glass houses should not throw stones.” 2. “Hope for the best, but prepare for the worst.” 3. “Don’t bite the hand that feeds you.” 4. “A penny saved is a penny earned.” 5. “You can lead a horse to water, but you can’t make him drink.”

Verbs and their synonyms

In Unit 1 you were encouraged to use the dictionary and the thesaurus. A thesaurus helps you with synonyms. As most of us are connected to the internet, it is easy to find synonyms with the help of an online thesaurus. You must note that synonyms are don’t mean exactly the same thing. Some words are suited to some contexts. For instance, “look” and “peer” are synonyms. But both don’t mean exactly the same. So, if you are looking for a word which syncs exactly with what you have in mind, you should consult a thesaurus.

110

1. Blink: to look at with disbelief, dismay, or surprise or in a cursory manner

2. Browse: to look at casually

3. Consider: to look at reflectively or steadily

4. Contemplate: to look at extensively and/or intensely

5. Dip (into): to examine or read superficially

6. Eye: to look at closely or steadily

7. Fixate (on): to look at intensely

8. Gape: to look at with surprise or wonder, or mindlessly, and with one’s mouth open

9. Gawk: see gape

10. Gawp: see gape (generally limited to British English)

11. Gaze: to look steadily, as with admiration, eagerness, or wonder

12. Glare: to look angrily

13. Glimpse: to look briefly

14. Gloat: to look at with triumphant and/or malicious satisfaction

15. Glower: to look at with annoyance or anger

16. Goggle: to look at with wide eyes, as if in surprise or wonder

111

17. Leer: to look furtively to one side, or to look at lecherously or maliciously18. Observe: to look carefully to obtain information or come to a conclusion, or to notice or to inspect

19. Ogle: to look at with desire or greed

20. Outface: to look steadily at another to defy or dominate, or to do so figuratively

21. Outstare: see outface

22. Peek: to look briefly or furtively, or through a small or narrow opening

23. Peep: to look cautiously or secretively; see also peek (also, slang for “see” or “watch”)

24. Peer: to look at with curiosity or intensity, or to look at something difficult to see

25. Peruse: to look at cursorily, or to do so carefully

26. Pore (over): to look at intently

27. Regard: to look at attentively or to evaluate

28. Rubberneck: to look at in curiosity

29. Scan: to look at quickly, or to look through text or a set of images or objects to find a specific one

30. Skim: see scan

31. Stare: to look at intently

32. Stare (down): to look at someone else to try to dominate

33. Study: to look at attentively or with attention to detail

34. Watch: to look carefully or in expectation

35. Wink: to look at while blinking one eye to signal or tease another person

Source: https://sites.google.com/site/dailystoryspider/some-informative- articles/writing-help/35-synonyms-for-look

112

Task 5

List 3 to 5 synonyms of your choice for the following verbs:

1. Buy 2. Prepare 3. Smile 4. Create 5. Grow

CONCORD

The synonyms for concord include accord amity calmness

chime

comity concert consensus friendship

goodwill peace placidity rapport

serenity tranquility tune unanimity

unison

Explore the use of these words.

You will find that they are associated with

• Music (harmonious, pleasant music) as in “chime” • Peaceful relationships as in “friendship”, “goodwill”, • Good vibes in teamwork as in “rapport”, “unanimity”, “consensus”, “amity” • The feeling of peace as in “tranquillity”, “serenity”, “placidity”, “calmness”

113

• Working together is invoked in “concert” (as in “concerted effort” to make something successful • Speaking with one voice as in “unison” (“singing in unison”, “cheering in unison”, “shouting in unison”)

This picture denotes peace and harmony

The antonyms of concord are

agitation disagreement discord disharmony

disturbance hatred hostility disunity

The Cambridge English dictionary defines ‘concord’ as “agreement and peace between countries and people”. It also states that in language it is “the

114

situation in which the words in a sentence matcheach other according to the rules of grammar, for example, when the verb is plural because the subject of the sentence is plural.” Concord in Grammar means the agreement between the subject and the verb or the agreement between a verb/predicate and other elements of clause structure.

When there is ‘disharmony’ in sentence construction, it is jarring and most unmusical. Spoken or written English should be characterised by ‘Concord’.

Examples of lack of ‘Concord’ (presence of discord)

• The boys comes to the market everyday • I knows her very well • The government have implemented.

There are three types of concord: 1. Grammatical concord 2. Proximity concord 3. Notional concord

Grammatical concord refers to the agreement in number between a verb and its subject. A singular subject takes a singuar verb and a plural subject also takes a plural verb e.g. a. Rekha loves Rumi b. They love her

Proximity concord as the term suggests, means "nearness or closeness". Hence, proximity concord is a situation where two nouns (one singular and the other plural) are likened by "OR" or "NOR". In this case the verb agrees with the noun that is nearer to it. E.g. a. The individual player or the 'members' of the team 'are' to be blamed. b. The members of the team or the individual 'is' to be blamed.

Notional concord, as the name implies, is about the notion of the user base on his previous knowledge about the meaning or conventional use of the word or expression. It usually applies when the speaker uses a plural verb

115 with a collective noun or singular verb with a subject that has plural features. Notional concord is based on meaning rather than form.E.g. a. Australia are playing with India next week. b. My family are not supportive of this venture. c. Pearl’s admiration and love for her lover is boundless.

The examples above are based on the notion of the speaker i.e. what he means and not how the sentence is formed. For instance, in example 'b' above, the speaker may mean that the collection of his family members are present which the speaker considers each of them separately to form a plural subject.

Let us study these three types of Concord in depth:

Grammatical Concord

The basic rule of subject-verb concord is that a singular subject takes a singular verb and a plural subject takes a plural verb. And it is needful to establish this fact that singular verbs are inflected with suffix ‘-s’ while plural verbs maintain the base form. Simply put, a singular verb ends with an ‘s’ and a plural verb has no ‘s’.

Verb

Singular Plural Reads Read Looks Look Climbs Climb

Rules of grammatical concord:

1. Singular subjects take singular verbs.

• A critical situation calls for a brave approach. • The period between baggage checking and boarding is sometimes stressful. • Anxiety breeds disaster.

2. Plural subjects take plural verbs.

• The students wake up late on holidays. • Serious issues call for serious approaches. • The budding cricketers on the pitch play • What you see and how you react determine the result.

116

• My father and his friend believe in smart investment.

Note: The focus is on the subject of the verb, not what comes in between the subject and the verb.

3. When a subject is joined to another noun by subordinator, focus on the first noun and disregard the subjoined noun or noun phrase.

• The Director alongside other members visits the Centre for Children regularly. • The College Union President, as well as, other students never follows the rules. • From the examples above, we have two nouns in each subject slot as highlighted below:

• The Director alongside other members … • The College Union President, as well as, other students…

The subjoined nouns are members, and students. Going by the rules, the focus of the expression is on Director, and College Union President Hence, they determine the nature of the verbs. Moreover, the sentence can be restructured thus for further clarity:

• Alongside other members, the Director visits the Centre for Children regularly. • Along with other students, the College Union President, never follows the rules.

So, the main subject determines the status of the verb.

Other examples:

• The man with his children attends to customers. • The soldiers as well as the vigilante team watch over the small community.

4. When more than one is used as a subject of a verb in simple present tense, the verb should be singular because the headword is one.

• More than one woman was in the queue. • More than one fruit was shared among the children.

5. When two nouns refer to one person at the subject position, the verb should be singular, of course, because it is one person.

117

See these:

• My husband and partner never goeslate for meetings.

Here the speaker’s husband is also her partner. So, one pre- modifier us is there for both nouns as it is one person. Compare, “My husband and my partner never go late to meeting”. Here, the speaker is referring to two different people.

• The President and Commander-in-chief of the armed forces defendsthe country. • The class captain and best student of our set is just too proud.

Note: Always check for the pre-modifier when you have two nouns in the subject slot. When the nouns refer to one person, we use one pre-modifier.

6. When an indefinite pronoun pre-modifies a subject or acts as the main subject, the verb should be singular.

• Everyone loves to be acknowledged. • Every boy and girl loves his or her parent. • Nobody cares for everybody’s job. •

7. Some nouns end with ‘s’ but they are singular. You need to be careful because they are meant to go with singular verbs.

• Measles is dreadful. • Mathematics was a problem in my school days. • Statistics was the only course available.

8. When a relative/adjectival clause qualifies a noun, the verb in the relative/adjectival clause works with the noun it qualifies.

For instance, ‘One of the boys that sit in the front row has been suspended’. ‘sit’ in the relative clause agrees with ‘boys’ as the relative clause, ‘that sit in the front row’ qualifies the noun, ‘boys’. Then, the main verb in the sentence ‘has’ agrees with ‘one’.

The meaning here is: Of the many boys who sit in the front row, only one has been suspended.

Other examples:

118

• Algebra is one of the topics that confuse • Dr.Arun is one of the lecturers who teach well

9. When a generic reference is used with the definite article ‘the’ as a subject of the verb, the verb should be plural.

Generic reference is used when you make a reference to all the members of a class of people or things.

Examples:

• The rich also cry. • The less privileged look after one another. • The young dream • The wise don’t talk too much.

10. When a result of a survey is issued or reported, caution should be exercised to avoid error of overgeneralization.

For instance,

• One in ten prefer coffee to tea’; Not, ‘One in ten prefers coffee to tea’. • One in every five boys go to the local cinema.

11. When an uncountable noun is introduced with a quantifier or percentage, it attracts a singular verb. In the same vein, when a countable noun is introduced in percentage, it goes with a plural verb.

• A quarter of the land is occupied by squatters. • Two cups of wheat flour is enough for the chapathi. • Only ten percent of people in the world actually believe in superstitions. • A two-third of the IPKF forces were involved.

12. When a modal auxiliary verb precedes a main verb, the verb maintains the base form.

• The child might come • She came in so that we could discuss the issue. • The matter should go to court.

13.Mandative Subjunctive: Mandative Subjunctive is used to express a demand, requirement, request, recommendation or suggestion. When it is

119 used with either the singular or the plural subject, the verb takes the base form:

• I recommend he attend the seminar alone. • I pray she come early tomorrow. • The board suggests the chairman resign immediately.

Proximity Concord

Proximity concords are a type of subject-verb agreement in which we have two or more subjects in a sentence joined together by ‘either…..or, neither……nor, not only……..but also’. The rule of proximity concord states that the verb in the sentence should always agree with the subject closer to the verb hence the name proximity concord. Remember what I told you about proximity? It means nearness in distance.

Let us look at the examples of proximity concord below:

• Either Jyoti or her children are in the house. From the sentence above you can see that we have two subjects ‘Jyoti’ and ‘children’. The first subject ‘John’ is singular whereas the second ‘children’ is plural. We have a plural verb ‘are’. The reason we used a plural verb ‘are’ is because of the fact that we are dealing with a proximity concord here, and the rule of proximity concord states that verb in the sentence should always agree with the subject closest to it. Of the two subjects we have in the sentence ‘John’ and ‘children’ you can clearly see that ‘children’ is closer to the verb ‘are’ than ‘John’ is. So we make sure that the plural subject ‘children’ agrees with the plural verb ‘are’.

Some other examples of proximity concord:

• Either the boys or the girl goes to school. • Neither Jagan nor the laborers are at work. • Not only the students but also the teacher is unhappy about the results.

120

• Neither the principal, nor the teacher, nor anyone else likes the result.

From the examples above, the subjects of the various sentences have been made bold. The verbs have also been indicated in italics. Each verb agrees with the subject that is closer to it. If the subject is plural then the verb automatically is plural; if the subject is singular then the verb is also singular.

Notional concord

Here under notional concord we consider the relationship between collective nouns (e.g. committee, team etc.) and their verbs. With collective nouns, the context determines whether the verb is singular or plural. If the noun is taken as a unit, then the singular verb will be used but if the members in the group are seen as separate. Then, the plural will be used.

Examples:

• The committee meets once in a year. • The committee contribute to relief work. • The jury vote according to their consciences. • The jury was dissolved after the case.

Exercises

A) In each of the following sentences supply a verb in agreement with its subject: 1. The cost of vegetables_____risen. 2. That night every one of the drama troupe ____overjoyed. 3. One of those people ______stolen the jewellery. 4. No news _____good news. 5. An entrepreneur and a humanitarian_____passed away. 6. Three-fourths of the city _____flooded. 7. Three Men in a Boat _____written by Jerome K. Jerome.

121

8. The Financial Advisor and accountant _____been summoned for enquiry. 9. The ebb and flow of tides____influenced by the moon. 10. Each of the talented dancers _____awarded a cash prize.

B) Fill in the blanks with the correct form of the verb given in brackets:

Vivek has gone to the bank. He ______(want) to take out some money. First he ______(have) to fill in a form for a new cheque book as all the cheques leaves in the old book _____(has) been used. He needs to _____(make) out a cheque for the amount he ______(have) to pay as rent. The manager as well as the counter clerks ______(try) to persuade him to use an ATM card.

C) Choose the correct form of the verb that agrees with the subject.

1. Jyotsna and her brothers (is, are) at school.

2. Either my brother or my father (is, are) coming to the meeting.

3. The rats and the cats (is, are) ancient enemies.

4. Either my shoes or your gloves (is, are) always on the floor.

5. Ganesh and Thanesh (doesn't, don't) want to see that movie.

6. Bertilla (doesn't, don't) know the answer.

7. One of my sisters (is, are) going on a trip to Benares.

8. The man with five dogs (live, lives) on my street.

9. The movie, (take, takes) about three hours to watch.

10. The players, as well as the coach, (want, wants) a break.

11. Either answer (is, are) acceptable.

12. Every one of those books (is, are) expensive.

122

13. Nobody (know, knows) the trouble I've been through to get here.

14. (Is, Are) the news on at nine or ten?

15. Statistics (is, are) John's favorite subject, while Mathematics (is, are) Aruna’sfavorite subject.

16. Hundred rupees (is, are) the price of a movie ticket these days.

17. (Is, Are) the stationery in this cupboard?

18. Your pants (is, are) at the laundry.

19. There (was, were) fifteen lemons in that basket. Now there (is, are) only one left!

20. The committee (decides, decide) these matters.

123

Unit III (16 hours)

1. Listening and Speaking a. Giving and following instructions b. Asking for and giving directions c. Continuing discussions with connecting ideas

2. Reading and writing a.Reading feature articles (from newspapers and magazines) b. Reading to identify point of view and perspective (opinion pieces, editorials) c.Descriptive writing – writing a short descriptive essay of two to three paragraphs.

3. Grammar in Context: Involving Action – II • Verbals - Gerund, Participle, Infinitive • Modals

124

1.LISTENING AND SPEAKING a.Giving and following instructions Giving instructions: When you instruct someone to do something step by step, you would use the following structures: First, you… Then, you… Next, you… Lastly, you…

Starting out: When your emphasis is on how to begin a process/procedure, you can use the following structures: The first thing you do is… Before you begin, (you should…) The best place to begin is… I would start by…

Continuing: After that, The next step is to… The next thing you do is… Once you’ve done that, then… When you finish that, then…

Finishing: The last step is… The last thing you do is… In the end,… When you’ve finished,… When you’ve completed all the steps,…

125

b. Asking for and giving directions

(https://www.tes.com/lessons/KkiShW1MYrJddw/asking-and-giving- directions-places) Using Imperatives in giving directions: Some of the imperatives used in a sentence while giving directions are:

Go to Turn right Go straight on

Walk along Go down

Go up Walk up Go along

Go through Go round Go over

Go across Stop at Here is a sample of English sentences used when giving directions to a place:

Salma: Please tell me how to get to your house? Radhika: Are you coming by bus or by train? Salma: I am coming by train. Could you tell me the easiest way of getting to your house? Radhika:Board the Thiruvallur (Fast) at Central Station. It will reach Perambur Station in 10 minutes. Get off at Perambur Station. Outside the station you will find a ‘Share-Auto’ stand. These autos ply in two directions:

126 one towards Vyasarpadi and the other towards Madhavaram. Board the one going to Madhavaram and ask for Lakshmi Talkies. The auto driver will charge you twenty rupees for this stretch (Perambur Station to Lakshmi Talkies) Salma: From Lakshmi Talkies, how do I get to your place? Radhika: When you alight from the ‘share-auto’, you will see “Lakshmi Talkies”, an old movie theatre. Salma :Okay Radhika: Adjoining Lakshmi Talkies is ThirumuruganKoil Street. Enter this street and turn into the fifth street on your right. It is called Nathan Street. Salma: Is that where your house is? Radhika: Not exactly. Salma: Could you send me the location on Google maps, please? I don't know the area. Radhika: Sure. But don’t panic. It is easy to locate. After you enter Nathan street, you will find Cheerios Bakery on the right. My house is right above Cheerios Bakery. Salma: Sounds delicious. Thank you. By the way, the landmarks are interesting (Lakshmi Talkies and Cheerios Bakery). I’m sure I can find the place! Exercise 1 Fill in the blanks given in the sentences below choosing a suitable imperative from the selection given below:

Go to Turn right Go straight on Walk along Go

down Go upWalk up Go along Go through Go round Go over Go across Stop at

1. Can you tell me how to reach the nearest hospital?

127

------the street corner and on your left is the hospital

2. I need to buy a pen. Where is the stationery shop in this area?

There is a stationery shop if you ------Gandhi road, next to the fruits shop.

3. Is there a temple nearby?

No. But there is one when you ------the hill 15kms from here.

4. Does this train go to Yercaud?

No. All trains ------Salem.

5. Have you travelled by train from Mumbai to Pune?

Yes. All trains ------the tunnel on that route.

6. Is there a library in this block?

Yes, if you ------to the first floor, it’s on your right.

7. My friend has hurt herself. Is there a nurse’s room in this school?

______to the Reception. The attender will take you.

8. Aruna’s parents want to meet the warden. Can you tell me where to find her?

------the corridor till you reach the Hostel Mess. She is there.

9. Excuse me, Can you tell me the way to the nearest bank?

------the street, the bank is between the Photo studio and the Opticals.

10. How far is the train station from here?

------to the Cake shop, its two blocks from there.

128

Exercise 2 Fill in the blanks choosing an appropriate word from the list given:

can’t miss straight turn take on

1. If you go up to the fifth floor, you'll find his office ____ your right as you come out of the elevator. 2. Go to the end of the road and ____ left by the traffic lights. 3. _____ a right just after the supermarket. 4. You ____ his house, it's painted bright pink! 5. Go ____ up to the end of the road.

Exercise 3 Match the words and phrases given in the columns below, form meaningful sentences. The first one is done for you: The boys are dancing to the music.

The boys are dancing out of the space They is flying along the street The players is walking across the fence The girls is passing over the stadium The bird are coming round the bridge The boat are going past the volcano He is coming under the bus stop They is jumping through the music The dog are riding from the forest Lava are running to the sky c. Continuing discussions with connecting ideas Connectives are used in and between sentences. They allow us to be more precise about the relationships between statements in a sentence or between sentences. Particular phrases and words serve different functions in connecting ideas and arguments. Different clauses or words can signal or

129

‘signpost’ additional or similar information, opposition or contrast, concession, cause or effect, emphasis, clarification, or a relationship in time or sequence. Some useful examples of each are categorised by function in the following section. Note that most of these terms can also be used to start new paragraphs. However, some of them need to be incorporated into fuller sentences to be effective as paragraph openers. For example, if you use “notwithstanding” as a paragraph opener you may have to add other words to provide more information as in “Notwithstanding a lack of natural resources, the region has …” Addition – to add an idea additionally, and, also, apart from this, as well (as), in addition, moreover, further, furthermore, too Condition – to provide a condition if, in that case, provided that, unless For comparison – to show how things are similar: correspondingly, equally, for the same reason, in a similar manner, in comparison, in the same way, on the one hand, similarly, too… For contrast – to show how things are different alternatively: although, but, conversely, despite, even so, even though, however, in contrast, in spite of, instead, on the contrary, contrary to, nevertheless, nonetheless, notwithstanding, on the other hand, rather, still, though, yet, whereas, while… For emphasis – to put forward an idea more forcefully again: in fact, interestingly, indeed, it should be noted (that), more important(ly), most importantly, to repeat, (un)fortunately, unquestionably… For illustration – to provide examples: a further instance of this is..., an example of this is…, for example, for instance, such as, thus, as follows… Connecting sentences

A common way to link sentences is with the basic words - and, but, so and because.

130

Academic language offers alternative words and phrases to ensure your sentences flow well.

And – in addition, additionally, moreover, apart from this, as well (as), further, furthermore

But – alternatively, conversely, despite, although, even though, however, on the other hand, in contrast, on the contrary, nevertheless, nonetheless

So – accordingly, as a result/consequence, consequently, for this reason, hence, therefore, thus

Because – due to, a/the consequence of, the result of, for, since, the effect of

Most of these words join two independent clauses, and they follow similar punctuation and grammar rules.

Connecting ideas A strong essay links ideas in a way that a reader can follow the progression of an argument without losing focus or becoming confused. Sometimes information needs to be repeated to highlight the angle being developed. At other times, concepts must be explained or clarified by providing examples.

To repeat/simplify – in other words, simply put, to put it differently / another way

To show similarities – similarly, in a similar manner, correspondingly, in the same way, equally, for the same reason

To give examples – for example, for instance, a further instance of this is…, an example of this is…, such as

To contrast – although, even though, however

To show emphasis – interestingly, indeed, it should be noted (that), (un)fortunately, more important(ly), most importantly, unquestionably

131

Cause and Effect: Hence, therefore, thus, so, because, due to, consequently and as a result. • Lalita never studied for her exams therefore she couldn’t pass. • Everyone loves spring because colourful flowers bloom. • Ram usually eats at home, because he likes home cooked meals.

Addition: Along with, moreover, also, too, as well as that, besides. • It is too early now. Besides, it is raining heavily. • Ramya is intelligent; moreover, she is very hardworking.

Contrast: Unlike, nevertheless, nonetheless, in contrast (to), whereas, alternatively, even so. • My sister is completely unlike me. • Whereas the animals suffered due to the flood, the humans were rescued.

Summary: To summarize, in short, briefly, in conclusion, to sum up, altogether, in summary and to conclude. • In conclusion the meeting was a failure. • The officer addressed the safety issue briefly in the meeting.

Comparison: Similarly, just like, equally, likewise, just as, same as, compare to, in the same way. • Football is a physical activity in the same way as chess being a mental activity. • Compared to the health benefits of Yoga, walking as an exercise has limited benefits. He is very clever, further, his father is very rich. I think apples are good. Likewise, i think oranges are good. Lots of animals, like for example lions eat meat. You can be both mother and business woman. What do you like besides the apple? I think you should eventually change your style.

Exercise 1 Using the examples given above, frame sentences with list provided to form sentences using the connective words

132

Fill in the blanks using the wordlist given below:

therefore instead in spite of despite likewise

otherwise though furthermore

nonetheless whereas unless

• Please call your grandmother on her birthday, ______she’ll get upset.

• Her son looks a lot like his father, ______her daughter looks like her.

• We enjoyed ourselves, ______the bad weather.

• I’m no athlete: ______I’m terrible at sports

• ______streaking and tinting one’s hair seem trendy nowadays, they have actually been around since ancient times, and are practiced in many cultures.

• I'll phone you if I receive any more information and you can do ______.

133

READING AND WRITING

READING AND WRITING a. READING FEATURE ARTICLES (FROM NEWSPAPERS AND MAGAZINES) Here is a feature article. Observe how it is written. Harmony in Diversity: A Tribute to Gadag

(Picture: https://indiarailinfo.com/arrivals/gadag-junction-gdg/507) Gadag, a small town in the Gadag district of Karnataka shines a beacon of light in today’s world where divisiveness makes headlines. The people of Gadagare an epitome of religious harmony. The VeeranarayanaJumma Masjid Trust of Gadag, (the name says it all) is a shining example of communal harmony which has lasted for 70 years.

The trust handles celebrations for all the Hindu and Muslim festivals, and also other activities run by both communities in the city. It manages the Veeranarayana temple as well as the Jumma Masjid. Members of the trust management belong to both the communities, with Hindus and Muslims taking turns to manage it each year. The members take decisions about how to jointly celebrate the festivals of both the religions in a grand manner, with everyone joining in the festivities for Eid, Deepavali, Ganesh Chaturthi, Dasara and other occasions.

134

The influence of the VeeranarayanaJumma Masjid Trust is salutary, spreading to neighbouring places: people from surrounding towns and districts come here to see the Ganesha festival, wherein many Muslims carry the deity’s idol, chanting, “Ganeshabappamoraya”. Every year on ShivajiJayanti, Muslim youths serve lemon juice to hundreds of Hindus who take out a procession on the main streets of Gadag. Dasara is also celebrated in a unique way here. It begins with the trust president worshipping the Banni tree, after which hundreds of people belonging to both the religions exchange ‘banni’ and take out a rally. The functions also involve distribution of food to everyone. Donations pour in for these interfaith celebrations. One of the trustees stated, “It’s a unique organisation, and I am happy to be a part of it. Over the past seven decades, there have been no issues or quarrels among us, as our ancestors have showed the perfect path to follow”. The Jumma Masjid is built between Veeranarayana temple and Trikuteshwara temple. The latter is located 1 km away from the Veernarayana temple, and the mosque is situated very close to the Trikuteshwara temple. “While the Veeranarayana temple follows the Vaishnava tradition, the Trikuteshwara temple follows the Shaiva tradition, and the Jumma Masjid is sacred for Muslims. They have a common trust for administration and organisational purposes, which is a rare thing to find in the whole world,” Though the trust was registered in 1949, people here have been working for preserving the heritage and communal harmony for centuries. “We are proud to say that we are united in Gadag. We have a mosque situated between two historic temples. We all get together during Hindu and Muslim festivals. During Ramzan and Eid, we call our Hindu brothers, and give them Sheer Khurma, which is called Surkumbha here. It

135

resembles ‘shavigepayasam’ but we add more dried fruits,” he explains, talking about how they learnt the mutual way of celebration from their ancestors. “It is a normal thing for us. But people residing in other towns are surprised to know about this,” says Abdul, a social worker in this town. Another social worker, Bharath, agrees, saying, “People from neighbouring districts have a shocked look after seeing the communal harmony here. During Shivaji Jayanthi, 20-30 Muslim youths distribute panaka (sweet lemon juice) to their Hindu brothers. During Ramzan, many Hindus observe a fast, and they eat together during Iftar. The younger generation is also following this tradition. Hindus of the area also organize Ayyappa pooja with the help of their Muslim brethren, who sponsor 25 Ayyappas for their tour to Sabarimala,” Winning accolades three years ago, a tableau depicting the message of communal harmony of Gadagwas selected among 40 participants to bag the first prize in the Mysuru Dasara festival competition. The tableau depicted the models of the Veeranarayana temple, Trikuteshwar temple and the Jumma Masjid, along with figures of a Hindu and Muslim hugging each other. At the front was displayed the message, ‘Stop hating and start loving’. Artist Ravi Shishuvinahalli, who led the tableau-making team in 2017, says, “We decided on the theme of communal harmony as Gadag has a history about it.”

Answer the following questions: 1.How is the Veeranarayana Jumma Masjid Trust different from other religious trusts? 2. What is the writer’s perspective on religious harmony?

136

Some tips on writing feature articles: Here are some basic tips for people who are new to feature writing: • Cover the essential elements of who, what, when, where, how and why

• Put the most important things at the beginning, preferably in the first paragraph

• Plan out what you are going to say beforehand

• Look at your chosen theme carefully. Consider the questions suggested and attempt to answer some of them

• But remember: you need an "angle" - a way to focus your feature. You can't answer all of those questions. This is journalism, and journalism needs to be new and original. That's why an "angle" is important: even if your topic has been covered in the past, there will always be something new to say.

• You need quotes. But if these quotes have been gathered by someone other than you, and in particular if they have already been published, you MUST say where they came from. If you don't, this is plagiarism and you will be disqualified.

(Source: https://www.theguardian.com/global-development- professionals-network/2013/mar/27/tips-for-writing-a-features-article) NB: The Guardian is a good online resource to improve your knowledge on various subjects.

Task: Write a feature on “unorganised labour” (sellers in markets, vendors, small entrepreneurs) in the Indian context OR Write a feature on the culture of physical fitness which is gaining ground (gyms, yoga centres, early morning/evening scene on the road with joggers, parks and beaches that are venues for fitness activities).

137

b. READING TO IDENTIFY POINT OF VIEW AND PERSPECTIVE (OPINION PIECES, EDITORIALS ETC.) Here is a piece of editorial writing. Make a note of the topic and the style in which it is presented.

Refugees, Legality and Humanity The circumstances surrounding the death of a Sudanese man, whose body was found on a beach near Calais, is a reminder of what is at stake for migrants trying to cross the Channel and enter Britain. The refugee, Abdufatah Hamdallah, was trying to reach England in a dinghy, using shovels for oars. His makeshift boat capsized and he was found dead on the beach at Calais. French authorities announced his death with “great sadness”. As fate would have it, his request for asylum was rejected by France and was the reason for the risky journey he undertook across the Channel. Sadly, immigration policies seem to lump traffickers, smugglers and asylum seekers together. Another instance of asylum seekers perishing is that of at least 45 people who died in a shipwreck off the coast of Libya. Among them were five children. The same plight was faced by another boat of refugees near the Canary Islands. These stories are a grim reminder of the hazards faced by those who flee their homes and countries in search of a better life for themselves and their children. The plight of the Rohingya refugees is closer home. While religious intolerance and internecine warfare make “home” a place of terror, people who have the pluck and daring to flee and make their journey across hazardous terrain in search of another homeland, often pave their path with tears and blood. It is obvious that the claim to humanitarian help is shelved by conjuring ghosts of traffickers and smugglers. Heaven knows that the immigration

138

authorities and the government can distinguish between these categories. But, isn’t it easy to take cover under legality? Whither humanity!

Answer the following questions: 1. Why do people seek “asylum” in foreign lands? 2. Do immigration authorities make an error of judgement in relation to asylum seekers or do they “take cover under legality”?

Understanding what an editorial is all about: Having engaged with that heart-wrenching editorial on the plight of refugees, let us turn our thoughts towards the essentials of writing an editorial. What is an editorial? An editorial expresses your opinion about any current topic or issue, aiming to persuade readers to see the world from your perspective. The nice thing about editorials is that—unlike other types of formal writing— you are entitled to presenting your point of view. That doesn’t mean that you don’t need evidence. To form a compelling argument, you have to include proof to back up your bold claims

How do you put together an editorial? Here is a step-by-step guideline on how to put together an editorial. The essential Parts of an Editorial Editorial topic Title Intended audience Purpose of your editorial Topic sentence Supporting details (facts, opinions, analogies/examples, statistic data, etc.) Opposing viewpoints Weaknesses of opposing viewpoint Conclusion

As a reader, how do you approach an editorial? To form opinion on an editorial, the following aspects need to be considered Topic Introduction

139

Stance Proof Opposing argument Solution

Task: Write a brief editorial on how COVID 19 has impacted the employment scenario OR Write a brief editorial on merits and demerits of the online classroom. d. Descriptive writing – writing a short descriptive essay of two to three paragraphs. Look at the following snippets of “descriptive writing” • My dog's fur felt like silk against my skin and her black colouring shone, absorbing the sunlight and reflecting it back like a pure, dark mirror. • The sunset filled the sky with a deep red flame, setting the clouds ablaze. • The waves rolled along the shore in a graceful, gentle rhythm, as if dancing with the land.

Did you notice that these descriptions are “evocative”? They evoke images/scenes/create pictures in your mind. You are able to feel the dog’s fur and visualize the sunset and the waves.

Descriptive writing is a literary device in which the author uses details to paint a picture with words. This process provides readers with descriptions of people, places, objects, and events through the use of suitable details. The author also uses descriptive writing to create sensory details as a means of enhancing the reading experience. If done effectively, the reader

140

will be able draw a connection through the use of sensory details that include seeing, hearing, smelling, touching, and tasting. These techniques will assist you in becoming not only a better writer, but will also make your writing more engaging for readers.

Descriptive Writing Techniques • The primary objective of descriptive writing is to provide a clear picture of the place, people or thing in the reader’s mind. The writer provides enough details to evoke the senses. A reader can feel the environment of the text through senses like seeing, hearing, smell, taste, and touch. Descriptive writing may be found in travel writing, biographies, poetry, diary writing, nature writing, memoirs and novels. • Some types of descriptive writing present information in chronological order. If you are describing a person, start with his appearance, nature, and background. If you are describing a place, tell your readers about the atmosphere, environment, which part of day or night and such small but interesting pieces of information: these small things are very useful to make a text excellent and keep readers engaged. • When we talk about ideal descriptive writing, it should have nouns, adjectives and strong action verbs. These three things bring life to the text and only then a writer can create images in the mind of readers. Most of the forms of descriptive writing are colourful and hold a vivid description of sensory details. These details play a key role in forming the image in the reader’s mind. For the reader it could prove to be an escape from the drudgery of daily life: this escape is through art – a piece of descriptive writing.

Use of figures of speech: • Last but not least is the use of simile, metaphor, and analogy. These

141

things are like the final touch-up to the writing. Without them, a piece of descriptive writing will remain incomplete. Using the most appropriate words: Finding a word which matches what you actually have in mind is not easy. That is why you need to use a thesaurus (explained in Unit 1 of this book) The first words that occur are not always the best. For example the use of "nice" and "really" in these sentences: "We had a really nice dinner," Sounds better when you say, "We enjoyed a tasty meal" "The children had a great time at the circus" Sounds better when you say, “The children shared a thrilling night at the circus". Variety makes writing interesting: adjectives are only one way of improving descriptions. Careful choice of verbs can help too. What do you want to describe? As you get started on your descriptive essay, it's important for you to identify exactly what you want to describe. Often, a descriptive essay will focus on portraying one of the following:

• a person

• a place

• a memory

• an experience

• an object Ultimately, whatever you can perceive or experience can be the focus of your descriptive writing. Why are you writing your descriptive essay? Example: Imagine that you want to write a descriptive essay about your

142

grandfather. You've chosen to write about your grandfather's physical appearance and the way that he interacts with people. However, rather than providing a general description of these aspects, you want to convey your admiration of his strength and kindness. This is your reason for writing the descriptive essay. To achieve this, you might focus one of your paragraphs on describing the roughness of his hands, roughness resulting from the labor of his work throughout his life, but you might also describe how he would hold your hands so gently with his rough hands when having a conversation with you or when taking a walk. Planning your descriptive essay:

• What or who do you want to describe?

• What is your reason for writing your description?

• What are the particular qualities that you want to focus on? Drafting your descriptive essay:

• What sights, sounds, smells, tastes, and textures are important for developing your description?

• Which details can you include to ensure that your readers gain a vivid picture given from your perspective? Revising your descriptive essay:

• Have you provided enough details and descriptions to enable your readers to gain a complete and vivid perception?

• Have you left out any minor but important details?

• Have you used words that convey your emotion or perspective?

• Are there any unnecessary details in your description?

• Does each paragraph of your essay focus on one aspect of your description?

• Are your paragraphs ordered in the most effective way? Consider these two descriptions of a room:

143

➢ "The room was square with a window along one side. It had four chairs and a TV and video. There was a drinks cabinet and computer in the corner. The carpet was red and the ceiling cream." ➢ "The room was brightly lit by a large window and housed several modern pieces of electrical equipment but the effect was softened by a drinks cabinet and a warm red carpet." A Sample of Descriptive Writing There is a forest at the outskirts of the village. We have received two hundred acres of land in the forest as a grant from the government of Orissa to run the Post-Basic School, out of which thirty acres have been levelled with the help of bulldozers. Now, the brick-laying activity is going on. The students are assisting the labourers in these activities. The school for the time being, is being run in a three-roomed house and a tent. During the morning hours, we lay bricks and collect firewood from the forest for the oven. In the afternoon, we study our lessons under the shade of a Mahula tree beside the house. It is very cold here, even more than at Angul. The students do not have enough warm clothes. While returning from the forest we collect roots and stumps of dead trees. We light a bonfire in the courtyard with those stumps. Towards the last part of the night, when it is too cold to have any more sleep, the children warm themselves around this bonfire. The natural beauty of the place fills our tough living conditions with the requisite sweetness. The hills surround us like a blue wall. We get a lot of food for thought while roaming under the open sky and clean air. At present, the forest wears a dishevelled look with lopped up trees, bushes and weeds. Someday a school building will be built here, housing a library and the laboratories for science and agricultural sciences. (Excerpt from Letters From a Forest School,by Hittarranjan Das,

144

pages 1-2) Observations about the descriptive passage:

• The sequence of events is described: land granted by the government and brick-laying activity which has commenced • The make-shift school is described • The daily routine of the people involved in this project is described • The climatic conditions are described • The raw and untamed natural beauty of the place is described • A picture of how this place will change with the coming of buildings is described.

Task Write a descriptive piece on a favourite dish (food item) OR Write a descriptive piece on the produce (fruits, vegetables, eggs, etc) sold at your local market

145

Involving Action – II VERBALS – GERUNDS, PARTICIPLES, INFINITIVES Before we get into the subject of Verbals, let us meet the Happies/ the Happy Family

Eating is a favourite pastime of the Happies. They love to camp outdoors and have a barbeque. Planning an excursion comes easily to Mr. and Mrs. Happy. Mr. Happy is the family chef. Working on the menu for their outdoor family time is his job. He loves to cook for his family. While Mr. Happy is a foodie, Mrs. Happy is a fitness freak. Trekking is her passion. She selects the place for their excursion. Packing up the gear for trekking is her part of the planning and getting the food supplies ready is Mr.Happy’s job. Mrs. Happy is a good singer. While rocking baby Bonny to sleep, she sings for him. She is also a great storyteller. While sitting around the campfire, she tells everyone beautiful stories about great adventures. The children, Joy, Twinkle, Rocky, Luna, Bobby and baby Bonny have a rollicking time with the outings planned by their parents.

146

Observe the following expressions Eating…..is a pastime Planning an excursion Working on the menu These are gerund phrases Notice these expressions While rocking While sitting These expression are called participles And finally, look at the structure of these expressions: To camp To cook These expressions are called “infinitives” You will now learn what goes into the making of a gerund, a participle and an infinitive.

Verbals:- There are certain applications of nouns which may sound like verbs, but actually function as nouns. These are called “verbals” or verbal nouns. They are gerunds, infinitives, and participles. Let’s discuss them here. Gerunds A gerund is a verbal that ends with “-ing” and functions as a noun. The “-

147

ing” is attached is a verb, but the application is such that the total word becomes a noun. Compare the following sentences 1. Rajini is gardening 2. Rajini’s hobby is gardening. In the first sentence, the word “gardening” is clearly the main verb in the sentence and is talking about the action of gardening. But in the second sentence, the word “gardening” is treated as the name of Rajini’s hobby. So if we were to construct questions in such a manner that the sentences mentioned above become answers to them, the questions will be − 1. What is Rajini doing? 2. What is Rajini’s hobby? As you can see, the first question asks for the action (What is Rajini doing?), but the second question asks for the name of Raj’s hobby (What is Rajini’s hobby?). In the second sentence, the action becomes the noun.

• Reading is a good pastime. (Gerund — traveling)

• They complimented me on my cooking. (Gerund — cooking)

• His favourite hobby is painting. (Gerund — painting)

• He has been booked for drunk driving. (Gerund — drunk driving) A gerund phrase is a group of words that function as a gerund. In the following sentences, the underlined phrases are gerund phrases−

• Climbing Mount Everest is easier than what we are climbing right now.

• Talking to my dog is more soothing to me than having a bowl of ice- cream. Important A gerund cannot be used in a sentence that doesn’t have a main verb and the gerunds never use punctuations.

148

Infinitives An infinitive is a verbal noun that functions either as a noun, adjective, or adverb and is formed by adding “to” + a verb in its simple form. Compare the following sentences

• Binoy hates to wait.

• Binoylikes to paint. In these two sentences, you can see that the main verbs are “hates, likes” but the parts “to wait, to paint” are infinitives. The gerund form of both the sentences −

• Binoy hates waiting.

• Binoy likes painting. Important

• In other words, taking away the “-ing” part of a gerund and adding a “to” before it makes it an infinitive.

• If the infinitive or infinitive phrase is used in the beginning of a sentence, it uses a comma. For Example

• To arrive on time, Shyam took the metro.

• To master your aim, you must practice daily. Participles A participle is a verbal that is used as an adjective and uses either “-ing”, “-ed”, “-en”, “-d”, “-t”, “-n”, or “-ne" as per the root word. A participial phrase is a group of words consisting of a participle and nouns or pronouns that together function as participles −

• Removing her shoes, Annie jumped into the river.

• Ayesha noticed her dog running along the road. Important

149

If a sentence begins with a participial phrase, a comma should be placed after the phrase. Also, a participial phrase must be placed as close to the noun it describes, to prevent confusion.

• While talking to Sanjay, I smiled at Radha.

• I smiled atRadha, while talking to Sanjay. In these sentences, it’s not clear who is talking to Sanjay if we miss the commas, hence when it comes to participial phrases, we need to use it as close to the noun that is doing the action.

Exercise 1:- Use the appropriate Gerund or Infinitive: 1. Would you mind ______me the sauce. (pass) 2. The doctor promised ______the report as soon as possible. (read) 3. I had a hard time ______the situation to my boss. (explain) 4. Jansi had some problems ______without glasses. (read) 5. My schoolmates were happy ______me at the reunion. (see) 6. My grandchildren are likely ______up at any time. (show) 7. The woman denied ______the crime. (commit) 8. Their memories of ______in the hills will stay with them forever. (travel) 9. Gladys has always been afraid of ______. (fly) 10.______is good for your health. (swim)

Exercise 2:-

150

Complete the sentences with the correct form of GERUNDS and INFINITIVES. 1. She suggested ______(go) to the museum. 2. They plan ______(start) college in the December. 3. I don’t want ______(leave) yet. 4. Jay decided ______(study) medicine. 5. Some girls dislike ______(sew). 6. I promise ______(meet) you tomorrow. 7. We discussed ______(go) to the beach, but in the end we stayed at home. 8. She agreed ______(bake) the cake. 9. I don’t recommend ______(take) a flight: it’s too expensive! 10. We hope ______(visit) our children next month. Exercise 3:- Combine the following pairs of sentences by using participles. 1. His handwriting was illegible. His children couldn’t figure out what he had written. 2. We make some friendships in our travels. They are over with the journey. 3. The sun had risen high. The birds stopped their morning chorus. 4. I walked along the road. I saw a mongoose. 5. Shekar lost all his money in gambling. He became a pauper. 6. I took the cue from the prompter. I was able to carry on with my part in the play. 7. The thieves stole the jewellery. They escaped. 8. We met a girl. She was travelling in our compartment. 9. The wedding hall was decorated with flowers. It looked beautiful.

151

10. The motorist was over-speeding. The cops caught him. 11. The cat found the door open. It crept inside. 12. The police saw the fugitive. He was standing on the banks of the river. 13. He cried at the top of his voice. He rushed down the stairs. 14. We had worked for several hours. We came out of the office. 15. The troops routed the enemy. They marched home triumphantly.

MODALS

Modals (also called modal verbs, modal auxiliary verbs, modal auxiliaries) are special verbs which behave irregularly: they are different from normal verbs like "work, play, visit..." They give additional information about the function of the main verb that follows it. They have a great variety of communicative functions.

Here are some characteristics of modal verbs: • They never change their form. You can't add "s", "ed", "ing"... • They are always followed by an infinitive without "to" (that is, the bare infinitive.) • They are used to indicate modality - allow speakers to express certainty, possibility, willingness, obligation, necessity, ability

Here is a list of modal verbs:

can, could, may, might, will, would, shall, should, must

The verbs or expressions dare, ought to, had better, and need not behave like modal auxiliaries to a large extent and may be added to the above list Use of modal verbs: Modal verbs are used to express functions such as:

152

a. Permission b. Ability c. Obligation d. Prohibition e. Lack of necessity f. Advice g. possibility h. probability

(Except for “Prohibition”, modals play a significant role in refining conversation and making our expressions polite)

We use can to ask for permission to do something: Can I ask a question, please? Can we go home now? could is more formal and polite than can: Could I ask a question please? Could we go home now? may is another more formal and polite way of asking for permission: May I ask a question please? May we go home now? We use can to give permission: You can go home now if you like. You can borrow my pen if you like. may is a more formal and polite way of giving permission: You may go home now, if you like. We use can to say that someone has permission to do something: We can go out whenever we want. Students can travel free. may is a more formal and polite way of saying that someone has

153

permission: Students may travel free.

POLITE WAYS OF SPEAKING Compare

Polite More direct

It’s kind of cold in here, isn’t it? It’s cold in here. Could we close the window? Let’s close the window.

Could you just turn the radio Turn down the radio. down a little, please?

Your playing could possibly You must improve your be improved. playing.

You may need to spend more time You need to spend more time working a little bit on the rhythm. working on the rhythm

Task 1 Make the following sentences more polite by using- Please/ can you/ could you/ would you/ would you mind/ • Fill in this form. • Bring us some water. • Send them an email. • Shut the window. • Switch off your cell phones.

154

Examples of modal verbs Here is a list of modals with examples: Modal Verb Expressing Example

Strong obligation You must stop when the traffic lights turn red. Must Logical conclusion / He must be very tired. He's been certainty working all day long.

Prohibition You must not smoke in the must not hospital.

Ability I can swim.

Can Permission Can I use your phone please?

Possibility Smoking can cause cancer.

Ability in the past When I was younger I could run fast.

Could Polite permission Excuse me, could I just say something?

Possibility It could rain tomorrow!

155

Permission May I use your phone please? May Possibility, probability It may rain tomorrow!

Polite permission Might I suggest an idea? Might Possibility, probability I might go on a holiday to Australia next year.

Lack of I need not buy tomatoes. There need not necessity/absence of are plenty of tomatoes in the obligation fridge.

Advice You should / ought to revise your lessons

logical conclusion He should / ought to be very tired. He's been working all day long.

had better Advice You 'd better revise your lessons

Exercise 1: Fill in the correct modal verb: a. Jaguars _____run really fast. (can/might/may) b. I _____go for the wedding reception, but I’m not sure. (might/can/must) c. I think you ______go out and meet new people. (should/mustn’t/must) d. You ______come with us if you don’t want to. (mustn’t/don’t have to/mightn’t) e. This is a secret between you and me, so we ____tell anyone. (mightn’t/don’t have to/ mustn’t) f. It's dangerous to go into deep water if you ____swim. (cannot/may not/ shouldn’t ) g. I feel miserable, so I _____stay at home (can/may/have to) h. I ____go out later with my parents but I don't really know. (might/should/can’t) i. All passengers ____(needn’t/ can/ mustn’t) remain in their seats and ______(mustn’t/ might not/ don’t have to) use their mobile phones. j.To get a driving license you______be over 18. (may/can/have to)

156

Exercise 2: Choose the most appropriate answer for expressing the idea specified in parentheses. 1. I speak to Mr.Shyam, please? (Formal polite request)

Can May Would Would you mind if 2. you open the window, please? It's hot in here. (Polite request)

Could Couldn't Won't Wouldn't 3. Would you mind if I your dictionary for an hour or so? (Polite request)

borrowed will borrow would borrow 4 . Would you mind if I come to your party? (Asking for permission)

didn't won't wouldn't 5. Could I use your cell phone, please? – Sorry, you . (Permission not given)

can't couldn't mustn't won't Exercise 2 Fill in the appropriate modal 1. If you are the owner of this purse, you ______be able to tell us how much money is there in it. (should/ shall/ need) 2. I ______do something to help my family. (ought / must / need) 3. ______you come with me? (shall / may/ will) 4. The traveller felt that he ______be going on, but pity held him back. (need/ / will/ought to ) 5. ______I open the window? (Should/ will/ ought to ) 6. If they started last evening, they ______be here soon. (should/ can/ must) 7. In the not-so-distant future, sparrows ______become extinct.( should/ could/ need) 8. You ______work overtime to make up for it.( must/ ought/ would)

SUMMING UP

157

158

Unit IV (16 hours)

1. Listening and Speaking

a. Giving and responding to opinions

2. Reading and writing

a. Note taking

b. Narrative writing – writing narrative essays of two to three

paragraphs

3. Grammar in Context:

Tense

• Present

• Past

• Future

159

1. LISTENING AND SPEAKING j. GIVING AND RESPONDING TO OPINIONS Pre Task Read the following exchange aloud, playing the roles of the characters. I. An exchange between friends: THOMAS: I think Adyar Ananda Bhavan has the best masala dosa in all the city. Wouldn’t you say so? AYESHA: I disagree. I think Saravana Bhavan serves the best masala dosas. The idlis in Adyar Ananda Bhavan are heavenly though. RITHIKA: I feel both of you are wrong. There is a small restaurant called Dosa Corner at the corner of my street. I really believe the dosas there are really tasty. And their masala dosas are yum. THOMAS: Ah yes, Rithika, I agree with you. I have eaten at Dosa Corner once and I really liked their dosas. Ayesha, I think you once told me you have eaten there. Don’t you remember? AYESHA: Yes, of course. I completely agree with both of you. The dosas were very tasty. I have also eaten idlis in Babu Mess that’s right next to it; the idlis were extremely soft and tasty.

II. An exchange in the marketing department of a company SARIKA: The reports on this ad campaign have been very positive. I believe it would be a good idea to continue with it for some more time. What do you all feel? DAVID: I agree with Sarika. Since the reports have been positive, I don’t think we should remove the campaign and spend more money in making a new one. KAMINI: In my opinion, I feel we should remove the campaign soon. While the reports have been positive, there is also a feeling that the ideas in it are old-fashioned. DAVID: From my perspective, the positive aspects are greater than the negative ones. Our company cannot afford to spend money on a new campaign. What are your thoughts on that, Sarika?

160

SARIKA: I couldn’t agree more with you, David. The company just cannot afford to spend money on a new campaign. Perhaps once our revenue has picked up, we can think of a new campaign.

Use the dictionary to find the meanings of the following words. Some of the words/ phrases may have more than one meaning. (1) Ad campaign (2) afford (3) perspective (4) revenue

Identify phrases from the above dialogue that are used (a) while asking for an opinion (wouldn’t you say so?/ What do you all feel?/ What are your thoughts on that?) (b) before / while giving an opinion (I think/ I feel/ I really believe/ In my opinion/ From my perspective) (c) while agreeing or disagreeing with another’s opinion (agreeing: I agree with you/ I completely agree with you/ I couldn’t agree with you more) (disagreeing: I disagree/ I feel both of you (d) are wrong)

TASK 1 Read the exchanges once again. Do you notice that the kinds of phrases used in the two conversations are different from each other? The first conversation is between friends and is informal in nature. The second conversation takes place in an official set up and is formal in nature. Because of this difference, the kinds of phrases used are also different. Below you will find common formal and informal phrases used for the three aspects related to asking, giving and responding to opinions. In the blanks provided, add some more phrases you can think of.

(a) Phrases used while asking for opinion Formal Informal What are your thoughts on…. What do you say? Would you say that….. What do you feel? Would you agree,….. Sarika? (using the name of the person from whom you are asking for the opinion) Do you think it’s a good idea Do you think it’s a good idea to… to… Where do you stand on the Do you agree?

161

issue of Can you share your opinion on…

(b) Phrases used while giving an opinion

Formal Informal In my opinion… I feel that.. I firmly believe that… I really think that… It is my (humble) opinion that… I believe… From my perspective/ point of I would say that… view… In my view… It seems to me that…

(c) Phrases used while agreeing / disagreeing Formal Informal Agreeing Yes, I agree with you… I agree with you… I think you’re right You’re right I couldn’t agree more I couldn’t agree more Me too Definitely Of course

Disagreeing I’m afraid I don’t agree with Oh, no. I feel you I have to disagree with you No, you’re wrong. I think I’m sure you’re right, but I Yeah, but… feel… I beg to differ Don’t you think it might be better …..

162

You would have already noticed that some phrases can be used in both formal and informal contexts. For example: “Do you agree?” or “I think …”

TASK 2 Complete the following using phrases for asking for, giving opinions and agreeing and/ or disagreeing with opinions. 1. Arpita: You have been away from your family for a long time. ______you should move back home with your family.

Bhaskar: ______. I really miss my wife and daughter.

2. Press reporter: ______about the government’s decision to hike fuel prices? Opposition Leader: ______that the move is wrong. ______that the fuel prices should be cut.

3. Sahana: ______Switzerland is the best place to visit for our summer vacation.______? Tarun:______. Why should we go all the way to Switzerland? We have lovely hill stations in India. Dinesh: ______. We can go to Missouri or Dehradun instead.

4. Activist 1: ______it is important to treat all creation with respect and ______believe it is wrong to test cosmetics on animals. Entrepreneur: ______. Animals are different from us. And how else can we find out if the cosmetics are safe for us? Activist 2: ______with that point of view. Science has grown so much. ______

163

believe we can find a more humane way of finding out how safe cosmetics are.

Use the dictionary to find the meanings of the following words. Again, some words may have more than one meaning. Identify which meaning is used in the dialogue above. (1) hike (2) move (3) entrepreneur (4) humane Asking for, giving opinions and agreeing and/ or disagreeing with opinions- II You would have noticed that when you are giving your opinion or agreeing with or disagreeing with others’ opinions, you can do so with varying degrees of firmness. For example, we can either say “I agree with you” or “I really agree with you” or “I fully agree with you”. You can see that the last two expressions are stronger than the first in expressing agreement. Other ways of adding strengths to views are: • I strongly believe… • I truly feel… or • In my honest opinion… • I firmly believe… • I simply cannot agree with you. • Do you really think… Can you think of more ways of adding strength to your views? Activity Work in groups of four and have a debate on the following topics. Make sure that you use the phrases we have studied for asking for, giving, agreeing and disagreeing with opinions. Also make sure that there are at least two people agreeing to the topic and two people disagreeing. Remember that you don’t need to come to a conclusion. Finish the discussion in about ten minutes.

1. Is animal testing on cosmetics necessary? 2. Are Indian systems of medicine better than allopathy? 3. Should children be taught only in the mother tongue? 4. Should village cuisine be promoted in cities? 5. Should food delivery services be encouraged?

164

READING AND WRITING a. NOTE TAKING - I Most of us take notes when we read our text books or any reference book. If the book is our own, we may make notes on the margins; if the book is borrowed from the library, we will make notes in our notebooks.

Think about how you take notes—what do you include when you make notes? How do you write? What do you do with the notes you have made?

Pre Task From the following list, place a tick against sentences that are true about note taking. 1. We use full sentences. 2. We use abbreviations. 3. We put down in short sentences everything that is there in the passage. 4. We put down only the important points. 5. We make use of our notes to plan an essay. 6. We throw away our notes as soon as we make them.

As you would have noticed, sentences 2, 4 and 5 are true about note-taking.

TASK 1 Read the following passage:

William Shakespeare, the famous British dramatist and poet lived from 1564 to 1616. He was born in a village called Stratford-upon-Avon and moved to London where he wrote plays for a theatre group called Lord Chamberlaine’s Men. His plays were performed in a theatre called The Globe and were very successful. Later in his life, Shakespeare returned to Stratford-upon-Avon where he died quite a rich man. Shakespeare wrote 39 plays, five narrative poems and 154 sonnets. He wrote three kinds of plays—comedies, tragedies and histories. Among his famous comedies are The Comedy of Errors, As You Like It, Twelfth Night and A Midsummer Night’s Dream. Hamlet, Othello, Romeo and Juliet and King Lear are some of his tragedies while Richard II, Henry IV, Henry V and Richard III are history plays. Apart from these, he also wrote plays based on Roman history like Anthony and Cleopatra and Julius Caeser. His plays have been translated into many languages and are still performed the world over.

165

After reading the passage, 1. Underline the words/ phrases you think are important. 2. What kind of a passage do you think it is? a. It describes a process b. It gives facts c. It gives opinions

Once you know what the important points in the passage are, it is time to arrange them in a way that will make it easy to read and reuse. Since the passage given above has a lot of facts, there are at least two formats on which you can put down the notes you have taken on the passage. The outlining method In this method, points are grouped according to relationship and importance. To do this, • First list the main points o Then indent the related points under it (to indent means to add extra space between the margin and the place where the line starts. The bullet point above is indented)

Below you will find notes based on the passage. Some parts have been done for you. Fill in the blanks using the model.

William Shakespeare • Life o 1564-1616 o Born and died: Stratford-upon-Avon • Career—plays o Perf. in London ▪ At ______o written for ______Men • Works o 39 plays ▪ Comedies • Example: As You Like It, A Midsummer Night’s Dream ▪ Tragedies • Example: Hamlet, King Lear ▪ Histories • Example: ______▪ Roman plays • Example: ______o Five narrative poems o ______

166

It is important to make it clear what the main point is and what the points being grouped under it are. For this, use specific kinds of symbols—you can use I, II, III etc. for the main points and for further groupings, you can use 1, 2, 3…/ i, ii, iii…. / a, b, c etc. This means the third heading of the note above will look like this:

III. Works 1. 39 plays a. Comedies i. Eg: As You Like It, A Midsummer Night’s Dream b. Tragedies i. Eg: Hamlet, King Lear c. Histories i. Eg: ______d. Roman plays i. Eg: ______2. Five narrative poems 3. 154 sonnets I. Mapping Method In this method, arrows are used to connect ideas to a central point. Using this method, notes to passage on Shakespeare would look something like what is given below. Fill in the blanks provided to complete the notes.

Shakespeare

life works

1564-1616 ______Comedies ______Eg.______Tragedies ______career Eg. ______POINTS TO REMEMBER ______Perf. In London at Part of Lord The Globe Theatre Chamberlaine’s Men

167

• Notice that the passage is not divided into sections such as ‘life’, ‘career’ and ‘works’. This is something we can do to better organise our notes. • Also notice that no full sentences are used in the notes. • Not all examples given in the passage are reproduced in the notes. • Notice also that ‘eg.’ is used instead of example and perf. is used instead of performed. These are abbreviations or short forms. We can use a number of short forms while making notes, but it is always a good idea to use universally used abbreviations. Below is a list of such abbreviations that you can use. Add any more that you can think of. Remember that when you are using an abbreviation, you need to put a fullstop at the end of the abbreviation—eg.,perf., etc.

a. & for and b. >, < for greater than or less than c. = for equal to d. etc. for etcetera e. Govt. for government f. Lib. For library g. Lab for laboratory h. Ad for advertisement i. ______j. ______k. ______l. ______m. ______

IMPORTANT TIPS • Read the passage fully first before beginning to make notes on it. • While reading the passage, it helps to underline important points. • It may also help if you divide the passage into categories—like we did in the passage on Shakespeare • Do not copy sentences from the passage. Always rewrite them in your own words. • Make sure your notes are focused and organised—you will be using your notes to write essays or study for exams.

TASK 2 Now read the following passages and make notes from it. You can use either of the formats discussed above.

The World Health Organization began a DDT spraying program which virtually eliminated malaria. But other things began to happen. Besides

168 killing mosquitoes, the DDT killed other insects that lived in the houses, such as flies and cockroaches. These insects were the favourite food of geckos (small lizards). And so when the geckos ate the dead insects, they died from DDT poisoning. Similarly, the house cats ate the dead geckos and cockroaches, and they too died from the DDT poisoning. As a result, the rat population rose sharply, and the human population of Borneo began to die from a type of plague carried by fleas on the rats. In order to deal with the emergency, thousands of cats were parachuted into the island, in what was called ‘Operation Cat Drop’. (adapted from: https://www.who.int/mediacentre/news/releases/2006/pr50/en/)

Note Taking - II The passage from which you made notes in the previous task was fact based. We will now look at how we can make notes from other kinds of passages.

TASK 1 Read the following passage describing how chocolate is made:

How is chocolate made? Have you ever wondered where chocolate comes from? Well, chocolate is made from beans which grow in pods on the Theobroma cacao tree. These trees grow in several different countries and the flavour of the beans varies depending on where they come from. The beans also vary in flavour, depending on the age of the tree.

(Picture:https://commons.wikimedia.org/wiki/File:%C3%81rbol_Cacao.JPG) After the beans have been collected and dried, they are transported to chocolate factories. There, the beans are weighed and separated by type so

169 that the manufacturer knows exactly what kind of cacao is going into the chocolate. This ensures the flavour of the chocolate is consistent over time. Some manufacturers use up to twelve types of cacao, depending on the flavour of chocolate they want to create.

(Picture: https://www.needpix.com/photo/1211899/cocoa-cacao-chocolate- food-sweet-brown-ingredient-plant-tropical)

Once weighed, the cacao beans are roasted in large ovens for up to two hours. The heat not only dries and darkens the beans, but also brings out their flavour. Next, the cacao beans are cracked, and then winnowed – that is, the broken shells are blown away, which leaves the crushed pieces of cacao beans, called ‘nibs’. These are edible but do not taste very pleasant. The cacao nibs are then crushed and ground into a thick paste called chocolate liquor. This is bitter and not very smooth or creamy. To improve the flavour, the manufacturer mixes in things like sugar, vanilla and milk. You could eat this mixture, and it would taste pretty good, but it wouldn’t quite have the right texture. So the manufacturer runs the mixture through steel rollers and then it is ‘conched’. This is a process which involves putting the mixture in a machine that mixes and mashes the chocolate. Conching can last a few hours for cheaper chocolate, and up to six days for more expensive types. Finally, we have chocolate! (passage sourced from Cambridge International Examination Question Paper 2015. © UCLES 2015)

170

Use the dictionary to find out the meanings of the following words. Some of the words have more than one meaning. Identify the meaning that is relevant in the passage. Once you have found out the meanings of the words, make sentences of your own with these words. (a) Ensure (b) flavour (c) edible (d) quite (e) pretty

When you need to make notes from a passage such as this, a flowchart model is helpful. This is because a flowchart allows you to place the various components of a process in the correct place. Within each of the boxes in the flowchart, you can also add bullets or numbered points to add related information. Part of the notes made on this passage using the flowchart model could be like what is given below. Complete the flowchart.

HOW CHOCOLATES ARE MADE

Beans collected from Theobroma Cacao tree • Grow in several countries • Varied flavors based on o Place grown o Age of tree

Beans transported to chocolate factories

Beans separated by type • Ensures consistency of flavour

Beans roasted in large ovens • Done for two hours • To dry, darken beans • To bring out flavour

171

TASK 2 Read the following passage on tea:

(Picture:https://pixabay.com/photos/search/green%20tea%20plantation/)

Tea is the common name for a family of mostly woody flowering plants, and for one of its important genera. The tea plant itself is a native of Southeast Asia. The tea brewed from the dried leaves of this plant has been drunk in China since perhaps the 28th century BC and certainly since the 10th century BC, from which time written records of its use survive. It was first brought to Europe by the Dutch in the early 17th century AD. After the introduction of tea there in 1657, England became the only European country of tea drinkers rather than coffee drinkers. Tea was introduced into North America by early settlers but was heavily taxed by the British, eventually resulting in the well-known Boston Tea Party of 1773, and it has never competed successfully with coffee as the staple beverage. Tea is drunk by about half of the world's population; China, India, Indonesia, Sri Lanka, and Japan are the main producers.

172

Leaf buds and young leaves are used in making tea, the age of the leaves determining the taste and name of the particular commercial variety. Thus, orange pekoe is made from the youngest leaves, and souchong from the fourth leaves. After picking, the leaves either are dried immediately and completely to produce green teas - such as pan-fired, basket-fired, hyson, and gunpowder - or are partially dried and then allowed to ferment to produce various kinds of black teas, such as orange pekoe, pekoe, congou, and souchong. Oolong tea is partially fired and then steamed, thus being intermediate between green and black teas. After being sorted, all grades of tea are packed in foil-lined chests to prevent the absorption of unpleasant odors or the loss of aroma during shipment. In China, tea is sometimes allowed to absorb the scent from various flowers; jasmine is a particular favourite. (Source: http://www.uefap.net/reading/reading-note-taking/639-reading- note-taking-taking-notes-example3)

As you can see, this passage includes a process as well as a lot of facts. When making notes from such a passage, it helps if we can combine the outlining/ mapping method with the flowchart. Notes made from the above passage may look like this:

TEA • native to SE Asia • drunk in China since C10th BC, C28 BC ?, • brought to Europe by Dutch C17 • intro to USA - Boston Tea party 1773 • main producers China, India, Indonesia, Sri Lanka, Japan • Making tea:

(Source: http://www.uefap.net/reading/reading-note-taking/639-reading- note-taking-taking-notes-example3)

173

TASK 3 Read the following passage and make notes from it. You can use any of the formats we have discussed so far. You can also use a combination of the formats. OILS There are three main groups of oils: animal, vegetable and mineral. Great quantities of animal oil come from whales, those enormous creatures of the sea which are the largest remaining animals in the world. To protect the whale from the cold of the Arctic seas, nature has provided it with a thick covering of fat called blubber. When the whale is killed, the blubber is stripped off and boiled down, either on board ship or on shore. It produces a great quantity of oil which can be made into food for human consumption. A few other creatures yield oil, but none so much as the whale. The livers of the cod and the halibut, two kinds of fish, yield nourishing oil. Both cod liver oil and halibut liver oil are given to sick children and other invalids who need certain vitamins. These oils may be bought at any chemist's. Vegetable oil has been known from antiquity. No household can get on without it, for it is used in cooking. Perfumes may be made from the oils of certain flowers. Soaps are made from vegetable and animal oils. To the ordinary man, one kind of oil may be as important as another. But when the politician or the engineer refers to oil, he almost always means mineral oil, the oil that drives tanks, aeroplanes and warships, motor-cars and diesel locomotives; the oil that is used to lubricate all kinds of machinery. This is the oil that has changed the life of the common man. When it is refined into petrol it is used to drive the internal combustion engine. To it we owe the existence of the motorcar, which has replaced the private carriage drawn by the horse. To it we owe the possibility of flying. It has changed the methods of warfare on land and sea. This kind of oil comes out of the earth. Because it burns well, it is used as fuel and in some ways it is superior to coal in this respect. Many big ships now burn oil instead of coal. Because it burns brightly, it is used for illumination; countless homes are still illuminated with oil-burning lamps. Because it is very slippery, it is used for lubrication. Two metal surfaces rubbing together cause friction and heat; but if they are separated by a thin film of oil, the friction and heat are reduced. No machine would work for long if it were not properly lubricated. The oil used for this purpose must be of the correct thickness; if it is too thin it will not give sufficient lubrication, and if it is too thick it will not reach all parts that must be lubricated. (http://www.uefap.net/reading/reading-note-taking/636-reading-note- taking-taking-notes-example1)

174

Note Taking - III

A third kind of passage you are likely to come across are passages that compare two or more items. It is useful to use tables when making notes from such passages.

TASK 1 Read the following essay and use the table provided to fill in notes from it:

PAPER BOOKS AND E-BOOKS There is a growing concern that mass media and digital technologies have decreased the time spent on reading. Still, people all over the world still like books. Reading is a great pleasure because you have a chance to immerse into the exciting world and learn something new. Thousands of new books are published every year, and given the number of already existing books, every person has unlimited opportunities in selecting some interesting pieces of literary work. During the past several years, e-books have gained immense popularity around the world. Due to their accessibility and convenience, they easily won over the market and now successfully compete with traditional paper books. This essay will explore differences and similarities between e-books and paper books. Despite all their visible differences, digital versions and paper books are similar in many ways. First, they both have the same text structure including the cover, title page, copyright page, table of content, chapters, etc. Second, they have the same function – provide readers with new information. Irrespective of the form, all readers use paper books and e- readers for the same purposes, that is, to study, relax, work, and learn. At the same time, there are many differences between them too. E- books are sleek and thin, which makes them easier to carry. They have a huge capacity, meaning that users can download thousands of books in one gadget and spare themselves of the necessity of carrying large volumes. Some opponents of e-books claim that contrary to regular books, electronic devices are not so pleasant to smell and touch. They are made of plastic and metal that have no smell, whereas traditional books smell of paper, ink, dust, someone’s perfumes, and many other things related to their history. Some people love old library books for this unique, authentic smell that cannot be compared to the coldness and impersonality of digital devices. Another important difference relates to books’ durability. Traditional paper books can stand the test of time. They easily withstand heat, falls, moisture, tearing, and so on, which allows to keep them for hundreds and even thousands of years. E-readers do not have this amazing quality. They are easier to carry and hold, yet they may break at any time; files kept in gadgets can be damaged by computer viruses. Besides, as technologies

175

develop, some e-book models come out of use, which means that a person will have to buy new models to be able to download and use digital books. The cost is another point of comparison. While e-books themselves can be expensive, users can save much money by buying electronic versions of printed books. They often cost half the price of traditional books and can be downloaded immediately. Paper books, especially rare ones, can be very expensive and hard to find. Moreover, buying many paper books to use for a limited period of time (e.g., for studying) is impractical. At the same time, the value of some paper books may increase with time, which allows collecting and reselling them later for much profit. To conclude, the selection of a form depends on the purpose, readers’ taste, financial resources, etc. E-books and traditional books have their similarities and differences, and it seems there is no better choice. Ultimately, it is information that matters, so everything works as long as you can get it. (adapted from https://scoobydomyessay.com/blog/paper-books-and-e- books-compare-and-contrast/)

Use the dictionary to find out the meanings of the following words: (a) Concern (b) accessibility (c) irrespective of (d) durability (e) impractical

PAPER BOOKS AND E-BOOKS I. Similarities: a. ______b. ______c. ______d. ______II. Differences: Paper Books E books Looks

Durability

Cost

176

Note Taking – IV (Longer passages) TASK 1 Now that you have learnt different methods of making notes, it is now time to move on to making notes from longer passages. Read the following passages and make notes from them using any or a combination of the formats discussed.

I. THE ACACIA TREE

(Picture: https://www.google.com/search?q=the+acacia+tree&tbm) Few exotic trees are as widely cultivated and versatile as the Acacia tree. While its unique shape and blossoms are eye-catching, the Acacia’s appearance reveals just a hint of its functions. The Acacia’s distinctive leaves make the tree highly distinguishable. While there are more than 800 species of the Acacia trees around the world, most feature small, finely divided green leaflets that give the stalk a fernlike appearance. Meanwhile, in other species, which grow in the desert and see very little rain, leaves are absent altogether. Instead, the stalks perform the functions of leaves and can appear as sharp spines or large thorns. Most Acacia trees have short lifespans of 15 to 30 years. Consequently, they tend to grow quickly and can reach heights in excess of 40 feet. In addition to the stunning yellow and white blooms, the Acacia produces a dry seedpod as its fruit. Each pod is about three inches long and contains five to six brownish black seeds. The

177 combination of its feathery leaves, globular flowers and dry seedpods creates a dramatic appearance during the tree’s peak growing years. The Acacia is one of the largest species of trees in the world with more than 800 different types growing in warm, tropical and desert-like regions of both hemispheres. The flat-topped Acacia is typically found on the savannahs of South Africa. The top of these trees resemble a ledge. The Swollen-thorn Acacias thrive in Central America; its seed pods form a notable symbiotic association with ants. Native to Hawaii, the Koa Acacia tree is known for its dark hardwood and is prized for its variety of grains which ranges from plain, to curly, to deep fiddleback. There are two types of flowering Acacias. The baileyana species of Acacias are known for their yellow flower clusters. The farnesiana species is known its spiny shrub-like appearance which contains many fragrant blossoms that attract numerous insect pollinators. In the Indian subcontinent one of the species of acacia called Acacia Catechu is known as `Khair`. It is a medium sized deciduous tree with crooked and forked truck. Its growth can be traced in both natural and plantation forms in most parts of the nation up to an elevation of 1300 meters above sea level. In India the Acacia Catechu is categorized mainly into three divisions: Catechu, Catechuoides and Sundra. In India the Acacia Catechu is widely found in Uttar Pradesh, Jammu, Punjab, Himachal Pradesh, Madhya Pradesh, Bihar, Orissa and Andhra Pradesh. The other species known as Acacia Catechuoides is found in the terrain region of Sikkim, West Bengal and Assam whereas the third variety also known as the `red catechu` or `lalkhair` is prevalent in Gujarat, the Deccan, Rajasthan and southern parts of Maharashtra. The Acacia tree has an storied past, from its introduction in Europe by a herbalist to Henri IV in 1601 to its addition to various botanical gardens throughout North America in the late 1960s. The tree’s eye-popping white and yellow blossoms were made popular by the early American Indians, who used them as gifts to woo unsuspecting females. The Acacia tree thorns house stinging ants who live off the tree’s nectar. While giraffes and cattle love to chew on its leaves, butterflies are attracted to Acacia trees. The thorns of the Central American Bullhorn Acacias are commonly strung into necklaces and belts. (Source: http://www.portghalib.com/news/2017/3/acacia-tree/18/)

178

Task 2 The climate of a coniferous forest depends upon where it is located. In general, the farther north the latitude, the cooler the climate. The presence of mountain ranges and oceans also affects the climate of an area. In Japan, for example, Siberian air masses bring severe winters to some forests, while other forests are influenced by warm ocean currents, and have a more tropical climate. The most severe climate is found in the boreal forest, or taiga, where temperatures are below freezing for more than half of the year. Winter temperatures range from -65˚ to 30˚F (-54˚ to -1˚C), and summer temperatures from 20˚ to 70˚F (-7˚ to 21˚C).However, because the taiga is a land of extremes, temperatures can drop as low as -76˚F (-60˚C) in winter or climb as high as 104˚F (40˚C) in summer. Most of the precipitation (rain, snow, or sleet) in the boreal forest comes from summer rain, which averages 12 to 33 inches (30 to 85 centimeters) per year. Mountain forests face cold, dry climates and high winds. The higher the elevation, the harsher the conditions. Scientists estimate that for every 300 feet (91 meters) in elevation, the temperature drops more than 1˚F. On Alaskan mountains, temperatures in January average about 8˚F (-13˚C) and in July only 47˚F (8˚C). In general, northern hemisphere forests found on the northern side of mountains are shaded from the sun and the air is cooler. The forests receive more rainfall and have denser stands (groups) of trees and other plants. Forests on the southern side of mountains are drier, warmer and have less vegetation. The redwood and Pacific Northwestern forests have a climate that is moderated by the Pacific Ocean and the coastal mountain ranges. In the Olympic Rain Forest in Washington, for example, the temperature is always above freezing in winter and is seldom higher than 85˚F (29˚C) in summer. Up to 145 inches (368 centimeters) of rain fall annually. In the Mediterranean and parts of California, winters are warm and wet, while summers are hot and dry. Droughts (extremely dry periods) may be common. In the Mediterranean region, for example, winter temperatures usually do not fall below freezing. The climate in the Southern Hemisphere forests varies, depending upon where the forests are located. In the tropics (the regions around the equator), where the forests are at higher elevations, clouds of mist may blanket them creating cool and damp conditions. In more temperate regions, such as in the mountains of Chile, conditions are drier and colder. (adapted from UXL Encyclopaedia of Biomes: Volume I, by Marlene Weigel)

179

Task 3 THE NEW MUSIC The new music was built out of materials already in existence: blues, rock’n’roll, folk music. But although the forms remained, something wholly new and original was made out of these older elements - more original, perhaps, than even the new musicians themselves yet realize. The transformation took place in 1966-7. Up to that time, the blues had been an essentially black medium. Rock’n’roll, a blues derivative, was rhythmic, raunchy, teen-age dance music. Folk music, old and modern, was popular among college students. The three forms remained musically and culturally distinct, and even as late as 1965, none of them were expressing any radically new states of consciousness. Blues expressed black soul; rock, as made famous by Elvis Presley, was the beat of youthful sensuality; and folk music, with such singers as Joan Baez, expressed anti-war sentiments as well as the universal themes of love and disillusionment. In 1966-7 there was a spontaneous transformation. In the United States, it originated with youthful rock groups playing in San Francisco. In England, it was led by the Beatles, who were already established as an extremely fine and highly individual rock group. What happened, as well as it can be put into words, was this. First, the separate musical traditions were brought together. Bob Dylan and the Jefferson Airplane played folk rock, folk ideas with a rock beat. White rock groups began experimenting with the blues. Of course, white musicians had always played the blues, but essentially as imitators of the Negro style; now it began to be the white bands’ own music. And all of the groups moved towards a broader eclecticism and synthesis. They freely took over elements from Indian ragas, from jazz, from American country music, and as time went on from even more diverse sources (one group seems recently to have been trying out Gregorian chants). What developed was a protean music, capable fan almost limitless range of expression. The second thing that happened was that all the musical groups began using the full range of electric instruments and the technology of electronic amplifiers. The twangy electric guitar was an old country-western standby, but the new electronic effects were altogether different - so different that a new listener in 1967 might well feel that there had never been any sounds like that in the world before. The high, piercing, unearthly sounds of the guitar seemed to come from other realms. Electronics did, in fact, make possible sounds that no instrument up to that time could produce. And in studio recordings, multiple tracking, feedback and other devices made possible effects that not even an electronic band could produce live. Electronic amplification also made possible a fantastic increase in volume, the music becoming as loud and penetrating as the human ear could stand, and thereby achieving a ‘total’ effect, so that instead fan audience of passive

180 listeners, there were now audiences of total participants, feeling the music in all of their senses and all of their bones. Third, the music becomes a multi-media experience; a part of a total environment. In the Bay Area ballrooms, the Fillmore, the Avalon, or Pauley Ballroom at the University of California, the walls were covered with fantastic changing patterns of light, the beginning of the new art of the light show. And the audience did not sit, it danced. With records at home, listeners imitated these lighting effects as best they could, and heightened the whole experience by using drugs. Often music was played out of doors, where nature - the sea or tall redwoods - provided the environment. (source: http://www.uefap.net/exercises/writing/report/music.htm b. Narrative writing – writing narrative essays of two to three paragraphs WRITING NARRATIVE ESSAYS – I

NUMBER OF SESSIONS: 3 Session 1 Do you remember the last time someone told you a story? Or when you told someone a story? Did you enjoy the experience? What kinds of stories did you hear? What kinds of stories did you tell others? Telling stories about ourselves and others, whether they are real stories or imagined ones, is something almost all of us like. There is something in people of all ages that enjoys a good narration. ‘Narrative Essays’ refers to essays that tell a story. By ‘story’ we do not always mean an imaginary one. We can narrate something that happened to us as a story. For example, if I had an interesting experience on my way to college today, I will narrate it to my friends or I can write it down as an interesting narrative essay.

Read the following narrative essay and consider the questions that follow.

My knees were shaking, my heart was beating fast, and I had butterflies in my stomach. I had never given a presentation in front of a whole class. Why had the teacher made it the final term project? How well I remember that day three weeks ago when she had told us about it!

181

"For your final term project, you will all do some research on some aspect related to plants and make a presentation on it. The presentations should be unique and original. " We had all groaned and tried to talk our teacher out of this. But she had just stood there smiling. “If you don’t try it,” she had insisted, “you will never know if you can do it or not.” I had tried my best since that day to overcome my fear. I have always been afraid of speaking in front of people. If there were too many guests at home, I would make some excuse or the other to avoid speaking to them. How on earth was I going to make a presentation in front of the whole class? I had tried to make myself feel better by finding a topic as interesting as possible about plants. I finally chose plant communication. The topic was new to me—I had never thought plants could communicate in any way. So I thought it would be interesting enough to hold the class’s attention even if I got cold feet and couldn’t talk well. But now that I had to talk in front of the class, I began to sweat. I was sure I would forget what I had to say. I was even ready to tell my teacher that I had fever and avoid giving the presentation. Listening to the others make their presentations before me only made me feel worse. Their topics seemed so much better. At that moment I glanced at the water plant I had brought with me in a bottle to show during my presentation. The leaves were bright green and the flowers a beautiful shade of purple. Something about the plant suddenly gave me courage. So when the teacher called out my name, I went up feeling much more confident than I had in the past three weeks. “This plant,” I began, “just told me not to be scared. It did not use English to speak to me, but it used a language I understand.” Every head in the class looked up, interested. I had got their attention. That first presentation I made in front of my class not only helped me overcome my stage fright and gave me more confidence; it also made me realise that we can find inspiration in places we might never have thought of. 1. Why do you think the essay was written? 2. Who is the narrator? 3. What do you think is the function of the first paragraph of the essay?

182

4. Who are the characters you meet in the essay? What do you know about them? 5. Where does the incident take place? 6. What do you think is the function of the last paragraph of the essay?

As you would have noticed, the essay has a purpose. It was written not only to narrate an event but also because the incident was important in some way. The last paragraph of the essay tells us that the narrator learnt an important lesson from the incident. It is not always necessary that we should learn some lesson from an incident we write about; we can write about an incident that has affected us deeply, perhaps because it was very funny or scary or surprising. In any case, the central incident in a narrative essay has to have some significance for the narrator.

TASK 1 Think of an incident that happened to you that (a) surprised you the most (b) scared you the most (c) left you very happy (d) left you very confused (e) taught you a valuable lesson

The essay given above is narrated by the person to whom the incident happened. This is called first person narration. Narrative essays are almost always written from the first person point of view. If you use the third person point of view—he/ she/ they etc.—the essay reads like a short story and therefore becomes more a piece of creative writing than a narrative essay. Narrative essays are essays in which you narrate an incident that happened to you and that is important for you. You would also have noticed that the first paragraph of the essay creates the atmosphere. Look at the phrases used—shaking knees, heart beating fast and the idiom ‘butterflies in my stomach’ (this idiom means being scared; you will learn about idioms in another lesson).

183

TASK 2 Write down words to describe the following atmospheres. The first one is done for you. 1. Scary spooky dark gloomy eerie 2. Happy ______3. Confused ______4. Surprise ______

This is just one way of starting an essay. There are other ways in which you can start essays. (a) You can begin by telling the readers the lesson you learnt from the incident. In the essay you just read, this comes in the last paragraph, but you can also begin with it. The essay could also have begun like this: It was when I gave my very first class presentation that I learnt that inspiration can come from any place. The presentation also gave me the self-confidence I needed so badly. (b) You could also begin an essay by asking a question: Would you ever have thought that a plant could instil self- confidence in anyone?

Even though the incident given above is narrated in the first person, there is at least one other person involved: the teacher. What do we know about the teacher?

184

We know that the teacher is a woman and that she can be very persuasive. However, she does not appear to be unkind--she does not scold the children for asking her to change her mind. She only encourages them smilingly. We hear her speak, but we are not told anything about how she looks or how her voice sounded. Adding these details can bring the teacher to life and make the essay more interesting. For example, instead of ‘We had all groaned and tried to talk our teacher out of this. But she had just stood there smiling. “If you don’t try it,” she had insisted, “you will never know if you can do it or not.” we can write: ‘We had all groaned and tried to talk our teacher out of this. But she had just stood there smilinggently, her short hair falling over her forehead. “If you don’t try it,” she insisted in a sweet voice, “you will never know if you can do it or not.” Both dialogue and description are important in a narrative essay. They add details and make it easier for the reader to imagine the events being described.

TASK 3 In the essay given above, you can add a bit of description to the plant. Go ahead and try it. What plant was it? What kind of container was it kept in? ______

It is obvious that the incident narrated is taking place in a classroom. But the essay itself does not give us any idea of how the classroom looks or feels. The classroom is the setting for the narrative essay. Adding details to the setting, like adding details to the characters, makes the essay more interesting.

TASK 4 Include some details about the classroom in the essay above. ______

185

______

Session 2

Writing Narrative Essays – II Since a narrative essay revolves around an incident, it is very important to use the correct verbs and adverbs in them. As you already know, verbs are action words and adverbs qualify verbs. Adding adverbs to verbs is like adding adjectives to nouns—they give more information and bring the incident to life. For example, in the essay given in Session 1 instead of saying: “So when the teacher called out my name, I went up feeling much more confident than I had in the past three weeks”, we can say: “When I heard my name being called, I walked to the front of the class with firm steps”; ‘with firm steps’ indicates confidence.

TASK 1 Add relevant adjectives to the following verbs. The first one is done for you. 1. Walk slowly fast (remember: not fastly) jauntily hesitatingly with a spring to my step (an idiom meaning happily) happily 2. Sit ______

3. Think ______

186

______

4. Sleep ______5. Wait ______

A very important aspect we need to remember when writing a narrative essay is the tense we are using. Most often, narrative essays are written in the past tense. This is natural, because we usually write about an incident only after it has happened. But we can use different forms of past tense. You have already studied the simple, continuous and perfect forms of all tenses.

Writing Narrative Essays - III TASK 1 Go back to the sample essay given in Session 1 and identify what forms of the past tenses are used and when they are used. For example, the first sentence is written in simple past tense. But when the narrator remembers the time when the teacher had given the task, past perfect tense is used. When you write your narrative essay, you can use this as a guide to choose what form of past tense to use.

TASK 2 Go back to Task 1 in Session 1 and pick any two of the incidents you had identified. You will now write a narrative essay based on these.

Write down a list of people involved in each of these incidents. Remember you need to write a short essay. So make sure you don’t have more than three or four people, including yourself, in your essay. Once you have identified the people, write down brief descriptions for each one of them.

187

INCIDENT 1 Person 1 Description

Person 2

Person 3

Person 4

INCIDENT 2 Person 1 Description

Person 2

188

Person 3

Person 4

TASK 3 Write the opening paragraph of two narrative essays based on the two incidents you have picked. Each opening paragraph needs to be of a different kind (we have discussed the kinds of opening paragraphs in Session 1) and must have only two to three sentences.

Session 3 Go back to the sample narrative essay given in Session 1 and notice how the writer has developed the essay. You will observe that the essay begins in the classroom, with a description of the narrator’s emotions in the first paragraph. After this, the writer gives some background about the incident as well as her/ his sense of fear; so the essay goes backward in time. Once that is done, the essay returns to the classroom where it began. There are at least two ways in which you can develop a narrative essay. You can

189

(a) Narrate the events in the order in which they happened: In this case, the essay given in session 1 will begin with the teacher announcing the project (b) Narrate an event as a flashback. The essay could have been written when the narrator became a teacher and remembered the first time s/he gave a class presentation It is important that for any kind of organisation, you use the correct form of the verbs.

TASK 1 Develop the two first paragraphs you wrote in Session 2 into narrative essays. Each essay should not exceed 500 words.

190

3. GRAMMAR IN CONTEXT: Tense • Present • Past • Future SIMPLE TENSES Most often when your assignment/test paper is corrected, you will notice that your teacher circles/underlines mistakes in relation to tense. Mastery of tense will help you to express, explain or narrate without making mistakes. Study this passage to understand the use of the simple present in describing facts: Of all the birds, the eagle is the only one which loves the storm. The eagles get excited when clouds gather. The eagle uses the wings of the storm to rise and is pushed up higher. How does it do this? The eagle instinctively finds the wing of the storm: once that happens, the eagle stops flapping and uses the pressure of the raging storm to soar and glide. It can actually rest its wings now. During such storms, all other birds hide in the leaves and branches of the trees. We can use the storms of our lives (obstacles, trouble, etc) to rise to greater heights. Achievers relish challenges and use them profitably. Note the relationship between the subject and the verb Example: The Eagle...... loves, clouds...... gather, the eagle finds) (You can complete the above list) Exercise 1 The Simple Present is used to state facts such as • The sun rises in the east • The earth revolves around the sun Make a few sentences stating well known facts Exercise 2 Describe the process by which a caterpillar becomes a butterfly (Use Simple Present Tense) OR Describe the process by which a tadpole becomes a frog (Use Simple Present Tense) The Simple Present is also used to describe habitual actions/ fixed procedures

191

Exercise 3 Can you describe your daily routine? Exercise 4 Give a recipe/ describe the preparation of a dish. For example: It is easy to prepare a cup of tea. To prepare one cup of tea, take one cup of water and bring it to a boil. Add ½ a teaspoon of tea leaf. Let it boil for a few seconds and turn off the flame. Strain the tea. Add hot milk and sugar according to your requirement. In a similar fashion you can explain how to conduct an experiment. SIMPLE PAST Here is yet another inspiring story! You will notice that the simple past and the past continuous tense are used in this passage.

Hang in There Nicolo Paganini was a well-known and gifted nineteenth century violinist. He was also well known as a great showman with a quick sense of humour. His most memorable concert was in Italy with a full orchestra. He was performing before a packed house and his technique was incredible, his tone was fantastic, and his audience dearly loved him. Toward the end of his concert, Paganini was astounding his audience with an unbelievable composition when suddenly one string on his violin snapped and hung limply from his instrument. Paganini frowned briefly, shook his head, and continued to play, improvising beautifully. Then to everyone's surprise, a second string broke and shortly thereafter, a third. Almost like a slapstick comedy, Paganini stood there with three strings dangling from his Stradivarius. But instead of leaving the stage, Paganini stood his ground and calmly completed the difficult number on the one remaining string. Paganini’s performance is an illustration of not giving up and “hanging in there”. (Source of Paganini story: https://www.pantagraph.com/lifestyles/faith-and- values/)

The Simple Past is used to express any action completed in a specific time in the past.

192

Exercise 1 Do you have an unforgettable experience like Paganini’s? Narrate your experience. FUTURE TENSE Read this excerpt from the famous speech of Dr. Martin Luther King Jr. I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal." I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today!

The Future Tense is used for actions that will take place in the future. Make a note of what Dr. Martin Luther King Jr says about the future. He uses “will” in talking about the future The use of “will” and “shall” “Shall” is used to express certainty/determination E.g. 1. If you do not save me, I shall drown 2. I shall be twenty next year (“I will be twenty next year” is also correct)

In relation to the Future Tense “shall” is used only with the first person, i.e. I/We shall.

Activity 1 Sing this familiar song We shall overcome (2) We shall overcome some day

193

Oh deep in my heart I do believe We shall overcome some day.

Activity 2 Do you have a dream? Speak about your dream.

PRESENT PERFECT TENSE A) Make suitable sentences using the PRESENT PERFECT TENSE, the first one has been done for you.

1. Bhavya’s hair was dirty. Now it’s clean. (wash) Answer: Bhavya has washed her hair.

2. Murugan was 80 kg. Now he’s 70. (lose weight) Answer: ……………………………………………..

3. Chetan was injured yesterday. Now he can’t walk; his leg is in plaster. (break) Answer: ………………………………………………………………………

4. Mary Anne is looking for her little puppy. (lose) Answer: ……………………………………………………

5. Megala is on holiday in Goa. (go) Answer: ………………………………………………………..

6. Mr.Hirachand was in Shimla last week. He’s back in Chennai now. (be) Answer: ……………………… …………………………………………….

7. Look! Our appa’s bag is carrying a bag full of mangoes. (buy) Answer:……………………………………….

8. I can’t eat anything now. (eat too much) Answer: ………………………………………………….

9. Amma is very tired. (clean / house)

194

Answer: …………………………………………………

10. Sheldon and Shreya need a holiday. (work / hard / this year) Answer: ……………………………………………

B) Use the Present Perfect tense: In the example given below a new sentence (in the present perfect tense) is created with the inclusion of “because”. Follow this pattern to complete the given exercise.

Example: She can’t go to the party. (catch a cold) She can’t go to the party because she has caught a cold.

1. He can’t move around. (hurt / leg) ……………………………………………………………………………… 2. My son can’t get into the house. (lose / key) ……………………………………………………………………………………………… 3. I know this story very well. (read the book) ……………………………………………………………………………………………… 4. I can’t post the letter. (not put / stamp / on it) ……………………………………………………………………………………………… 5. He can’t drive immediately. (eat too much) ……………………………………………………………………………………………… 6. They can’t go to their village. (not save / money) ……………………………………………………………………………………………… 7. I know her. (meet him before) ……………………………………………………………………………………………… 8. We don’t know how she is. (not hear from him) ……………………………………………………………………………………………… 9. He won’t accept a cigarette. (give up smoking) ……………………………………………………………………………………………… 10. She can’t attend the interview. (lost original documents) ………………………………………………………………………………………………

A) Use the Present Perfect Tense:

195

In the example given below a new sentence (in the present perfect tense) is created as a response to an imperative (Bring the newspaper in, please)by using the phrase “have already.” Complete the exercise by providing responses to the injunctions/requests.

Example: Bring the newspaper in, please Response: I have already brought it in.

1. You must find the files soon Response:……………………………………………………….. 2. Turn the TV down, please. Response: ………………………………………………………… 3. Get the guest room ready. Response: ……………………………………………………….. 4. Could you pick up some groceries on the way back? Response:…………………………………………………………. 5. Why don’t you see an ophthalmologist? Response ………………………………………………………... 6. You are suffering with a back ache. I think you should stop driving. Response: ……………………………………………………………………………………... 7. Why don’t you clean the backyard? Response: ……………………………………………………….. 8. Clean your shoes, will you? Response: ……………………………………………………….. 9. We have guests today. Shall we make biriyani? Response:…………………………………………………………… 10. We should invite Ancy to the party. Response: …………………………………………………………..

D) Follow the example and do the same using YET: Example: She has been in the shop. (buy anything) - She has been in the shop but she hasn’t bought anything YET. 1. I’ve written to them three times. (not reply) ……………………………………………………………………………………………... 2. I’ve asked you again and again. (not do it) ……………………………………………………………………………………………... 3. I lent him one thousand rupees

196 last month. (not give it back) ……………………………………………………………………………………………... 4. He lost his wallet three days ago. (not find it) ……………………………………………………………………………………………... 5. He borrowed my book last month. (not give it back) ……………………………………………………………………………………………... 6. She went to Los Angeles six months ago. (not return it) ……………………………………………………………………………………………... 7. She gave me twenty rupees a week ago. (not return it) ……………………………………………………………………………………………... 8. I finished reading my library books a long time ago. (not change them) ……………………………………………………………………………………………... 9. She went to the bus-stop half an hour ago. (the bus / not come) ……………………………………………………………………………………………... 10. He’s still studying that lesson. (not learn it) ……………………………………………………………………………………

E) Fill in the blanks with ALREADY or YET: 1. He hasn’t called us ………………………………. 2. They have ………………………………… sent the letter. 3. Samson has ……………………………… bought the tickets for the cricket match. 4. We have ……………………………….. been to Trichy three times. 5. You haven’t visited Tokyo ………………………………… . 6. Has Rahim bought a new car ………………………………….. ? 7. The train has …………………………… left. 8. Has she done it …………………………….. ? No, not …………………………. . 9. A: Haven’t they arrived ………………………………. ? B: Oh, yes. They have ………………………………… arrived. 10. Hurry up! The programme has ……………………………… started. 11. Be careful! They have ………………………………… painted the door. 12. Haven’t you seen the movie ………………………………. ?

F) Follow the example and do the same using JUST: Example: he / go out - What has he JUST done? - He has JUST gone out.

197

1. She / returned from the USA ……………………………………………………………………………………………… 2. they / watch the news ……………………………………………………………………………………………… 3. I / finish preparing dinner ……………………………………………………………………………………………… 4. he / put on the coat ……………………………………………………………………………………………… 5. he / catch a fish ……………………………………………………………………………………………… 6. he / call a cab ……………………………………………………………………………………………… 7. you / write a letter ………………………………………………………………………………………

G) Put the verbs in the correct tense. Use the SIMPLE PAST or the PRESENT PERFECT: 1. ……………………….. Ria………………………. (finish) her work yet? 2. They ……………………………………. (just / go) out. 3. …………………… you …………………………. (send) the letters yet? 4. They ………………………………………. (not / see) the film yet. 5. The plane ……………………………………………… (just / arrive). 6. ………………………. you ……………………………. (ever / be) in a recording studio? 7. I ………………………………………. (lose) my purse. I can’t find it anywhere. 8. My handbag isn’t here. Somebody ……………………………………………. (take) it.

H) Rewrite the following sentences twice, using SINCE and FOR: Example: I haven’t seen you. (Christmas / 3 days) a) I haven’t seen you SINCE Deepavalli. b) I haven’t seen you FOR 3 days. 1. We’ve been here. (an hour / 4 o’clock) a) …………………………………………………………………………

198

b) ………………………………………………………………………… 2. She hasn’t spoken to me. (2 weeks / last / last week) a) ………………………………………………………………………… b) ………………………………………………………………………… 3. They’ve lived in this street. (1970 / a long time) a) ………………………………………………………………………… b) ………………………………………………………………………… 4. I haven’t had time to do it. (last Monday / a few days) a) ………………………………………………………………………… b) ………………………………………………………………………… 5. We haven’t bought a new one. (ages / many years) a) ………………………………………………………………………… b) …………………………………………………………

199

Unit V (18 hours)

1.Listening and Speaking

a. Group discussion

2.Reading and writing

b. Reading diagrammatic information – interpretations

maps, graphs and pie charts

c. Writing short essays using the language of comparison

and contrast

3.Grammar in Context: Voice (Show the relationship between Tense

and Voice)

200

GROUP DISCUSSION Where it begins: Group Discussion need not be daunting. Just go back to the times when you sat around the table in a restaurant and discussed matters of interest with your friends. Even at home, sitting with family and sharing a meal could also be a time for interesting discussions.

(Picture: https://www.needpix.com/photo/598828/classroom-cooperative- learning-discussion-group-work-school-students-teaching) Formal Discussions: As you get ready for professional life, you should be able to participate in a discussion. Discussion is the lifeline of creative and progressive organisations. Being creative and innovative is important. But equally important is your ability to communicate your ideas in a group without feeling inhibited or without being too aggressive and offending others in the group. Participation in group discussion is indeed a skill. While arguments due to disagreements might be accepted and forgiven by friends and family, it is totally unacceptable in formal discussion.

201

What is Group Discussion? Group Discussion (GD) is a methodology or in a simple language it may be called an interview process or a group activity. It is used as one of the best tools to select prospective candidates for a job or seat in an institute of higher learning. How is a GD conducted? In this methodology, a group of candidates is given a topic or a situation, given a few minutes to think about the same, and then asked to discuss the topic among themselves for 15-20 minutes. It is a very useful tool to screen a candidate’s potential and skills. How does GD work in terms of assessment? Group discussion is handy because the evaluation is on a comparative basis. In a one-to-one interview or pen-to-paper test, this kind of comparative evaluation is not so easy. GD as a methodology is effective in gauging whether the candidate has the required personality traits andskills. GD evaluation is done by the subject experts based on the discussions. At the end of the discussion, a report is prepared based on the observations of the experts. Some of the personality traits the GD is trying to gauge may include: *Communication skills *Interpersonal Skills

202

*Leadership Skills *Motivation *Team-Building Skills *Analytical/Logical Skills *Reasoning ability *Thinking out of the box *Initiative *Assertiveness *Flexibility *Creativity *Ability to think on one’s feet Why do organizations prefer GD as a method of testing and evaluation? After putting a candidate through a session where the candidate’s technical knowledge and conceptual skill is tested, institutesput the candidate through the next level of testing, which is the GD. The objective is to get to know the candidate as a person and gauge how well s/he will fit in their institute, because, whatever a person’s technical skill might be, s/he has to be a team player: GD evaluates how you can function as a part of a team. As a manager or as a member of an organization you will always be working in teams. Therefore how you interact in a team becomes an important criterion for your selection. Managers have to work in a team and get best results out of teamwork. That is the reason why management institutes include GD as a component of the selection procedure. To summarise, companies conduct group discussion after the written test to assess your *Interactive Skills (how good you are at communication with other people)

203

*Behaviour (how open-minded are you in accepting views contrary to your own) *Participation (i.e. if you are an active speaker and fully involved in the discussion) *Contribution (i.e. whether you put the group objective above your own) *Verbal Communication (fluency and command of the language) *Non-verbal behaviour (your body language) *Confirmation to norms (whether you will abide by the rules of the organisation) *Decision-making ability * Cooperation Activity: The class teacher may divide the students into groups and choose some of the following topics for discussion: 1. Safety of industrial and construction workers 2. Making healthcare available to all 3. Using renewable energy to reduce pollution 4. Promoting the fitness culture 5. Consumer awareness 6. Wasteful expenditure at weddings 7. Nature cures versus allopathy 8. Child labour

204 a. READING DIAGRAMMATIC INFORMATION: INTERPRETING CHARTS, GRAPHS AND MAPS

AIM: By the end of the lesson, the learners will be able to interpret charts, graphs and maps. They will also be able to use appropriate vocabulary to describe them.

Pre Task Let us now discuss in the class about, the kinds of data that can be represented by graphs and charts and further, the different kinds of charts and graphs (bar graphs, pie-charts etc.) Let us brainstorm to arrive at the words commonly used while talking about such data. It is possible that these words in the textbox are on your classroom board as well.

cricket scores trends in sales existing green cover decreasing change in green cover Increasing marginal rise steep drop remain steady Changes in trend go up a little fluctuate

Task 1 Given below are five graphs depicting the run rate of the Indian cricket team in each match in a tournament. Match the graphs with the sentences that best describe them.

a b

d c

205

1. The run rate fluctuated through the match.

2. The run rate was very low in the beginning but it rose sharply and then remained steady. 3. They began very badly, then improved marginally and suddenly showed tremendous improvement. 4. The run rate was a bit poor in the first few overs, then it showed a sharp rise before falling. 5. They began with a high run rate but soon the run rate showed a sharp fall and remained bad for a few overs. After this, it rose sharply.

Once you have worked out the depiction of the ‘run-rate’, please turn your attention to Task 2

Task 2

Given below is a pie-chart depicting the percentage of people watching the various categories of TV channels in Chennai. Read the pie-chart and answer the questions.

1. Which category of channels has the least viewership? 2. Discovery Culture is a new channel that deals with the art, culture and heritage of different places in the world. What percentage of viewership does the category it belongs to have?

206

3. Sirippoli, the Tamil comedy channel, belongs to a category that has ______percentage of viewership. 4. Ramya’s grandmother finds it difficult these days to make a trip to Velankanni. So she prefers to watch the Mass being telecast live on TV. Which category of channels will she watch? What is the viewership percentage of that category?

Task 3 Read the graph depicting average rainfall and temperature of a city through a year and answer the questions that follow.

1. Which month has recorded the highest temperature? 2. Which month has the highest amount of rainfall? 3. The peak monsoon season for this city is from ______to ______. 4. The driest months of the year are: 5. What is the range of the average temperature?

207

6. Is the temperature the same all year round? If it is different, how many seasons does the location experience? 7. Which monthsare the warmest and which are the coldest? 8. Which months do you think the city will be most uncomfortable to live in and why? 9. With the rainfall and temperature information, briefly describe the climate of the city between May and August.

208

Pre Task Let us discuss the different uses to which maps can be put. Now write these down on the blackboard/ notebook. Some of the phrases we use in relation to making a journey are: ‘finding our way,’ gauging distances’ and ‘identifying directions’ ‘finding alternate routes’, ‘finding specific places’ (such as hotels, petrol bunks etc.). You can also list the words and phrases you have heard while using Google maps. These words should be listed out, either on the blackboard or your notebook (or both)

When you use Google maps you will come across Words / phrases such as:

Go straight for 2 km, turn right on Cathedral Road, turn left at Saidapet Signal etc. Task: 2 Jot down all that you think “Google maps” would tell you if you sought its help to journey to another city (Bangalore/Kanchipuram)

Pre Task • Let us discuss the various components of a map and put these down on the blackboard. Legend, scale and directions are a few components. We can also engage our minds to seek out vocabulary related to positions – words such as adjacent to, parallel to, opposite to should emerge from this. It is important to use these phrases correctly. Let us now steer the discussion tothe four directions (East, West, North and South) and the four intermediate directions (North East, South West, South East and North West). • You can also take out your college handbooks and open the page which has the College map. You can workin pairs, and complete the following activities.

Task 1 Answer the following questions. I. a. Are there roads adjacent to the College? If so, name them. b. What is the name of the building to the East of the Main Block? c. Which is the building in the College farthest from the gate? d. Which part of the College is closest to the main road? e. How would you describe the location of the college hostel?

Task 2 Read the following map of India showing the movements of different winds over the country and answer the questions.

209

1. When does the monsoon usually start in Pakistan? 2. Hyderabad can expect rains to start from ______. 3. The city at the southernmost point, as seen in the map, is ______. 4. Arrange the following places in the chronological order of the onset of monsoon Varanasi Karachi Hyderabad Trivandrum 5. Name the river that flows between Madras and Hyderabad. 6. The monsoon that brings rains to Calcutta moves in which of the following directions? a. Northern b. Eastern c. Western d. Southern

210 b. WRITING SHORT ESSAYS USING THE LANGUAGE OF COMPARISON AND CONTRAST

Have you heard the expression, there are two sides to every coin?

The expression is metaphorical and conveys that with regard to any issue/product there are merits and demerits, positive and negative aspects. One of the benefits of college education is analytical and critical thinking. College education is not only about making you employable, but also about the making of an intellectual. Thinking patterns are nurtured and honed in the college environment through thought-provoking assignments, debates, oratorical competitions and essay writing contests. The art of “using the language of comparison and contrast” comes in handy for effective presentation of intellectually stimulating ideas. It is an excellent academic/intellectual exercise. Moreover, it is a cogent way of expressing. To compare is to examine how things are similar, while to contrast is to see how they differ. A compare and contrast essay takes into consideration the similarities between two or more objects and the differences as well. In the academic context, with regard to college assignments and exam questions, you are often called upon to “compare and contrast”. This type of essay writing assignment is the teachers’ way of testing your understanding of theories, methods, historical periods, characters in a novel etc.

211

Structure There are two main ways to structure a compare and contrast essay, namely using a block or a point-by-point structure. For the block structure, all the information about one of the objects being compared/contrasted is given first, and all the information about the other object is listed afterwards. This type of structure is similar to the block structure used for cause and effect and problem-solution essays. For the point-by-point structure, each similarity (or difference) for one object is followed immediately by the similarity (or difference) in the other. Both types of structure have their merits. The former is easier to write, while the latter is generally clearer as it ensures that the similarities/differences are more explicit. The two types of structure, block and point-by-point, are shown in the diagram below.

Block

Introduction

Object 1 - Point 1

Object 1 - Point 2 Object 1 - Point 3 Transition sentence/paragraph Object 2 - Point 1 Object 2 - Point 2 Object 2 - Point 3 Conclusion

212

Point-by-point

Introduction

Point 1

Object 1 – Object 2

Point 2

Object 1 – 2

Point 3

Object 1 – Object 2

Conclusion

Compare and Contrast Structure Words Compare and contrast structure words are transition signals which show the similarities or differences. Below are some common examples. Compare

• Similarly

• Likewise

• also

• both... and...

• not only... but also...

• neither... nor...

• just like (+ noun)

• similar to (+ noun)

• to be similar (to)

• to be the same as

• to be alike

• to compare (to/with) Examples

213

• Computers can be used to communicate easily, for example via email. Similarly/Likewise, the mobile phone is a convenient tool for communication.

• Both computers and mobile phones can be used to communicate easily with other people.

• Just like the computer, the mobile phone can be used to communicate easily with other people.

• The computer is similar to the mobile phone in the way it can be used for easy communication. Contrast

• However

• In contrast

• In comparison

• By comparison

• On the other hand

• while

• whereas

• but

• to differ from

• to be different (from)

• to be dissimilar to

• to be unlike

Examples

• Computers, although increasingly small, are not always easy to carry from one place to another. However, the mobile phone can be carried with ease.

214

• Computers are generally not very portable, whereas the mobile phone is.

• Computers differ from mobile phones in their lack of portability.

• Computers are unlike mobile phones in their lack of portability.

Criteria for comparison/contrast When making comparisons or contrasts, it is important to be clear what criteria you are using. Study the following example, which contrasts two people. Arun and Varun differ in four ways. The first difference is height. Arun is tall, while Varun is short. A second difference is strength. Arun is strong. In contrast, Varunis weak. A third difference is appearance. Arun, who is average looking, differs from Varun, who is handsome. The final difference is intelligence. Arun is of average intelligence: Varun, on the other hand, is very intelligent. Can you see that the writer has established 4 criteria to show how Arun and Varun differ from each other?

Example essay Below is a compare and contrast essay. This essay uses the point- by-point structure. Question: Compare and contrast methods of communication used today with those of yesteryears. Answer: A few decades ago letters and telephone were the means by which people communicated over long distances. Nowadays we have a whole range of

215 communication tools, ranging from email to instant messaging and video calls. While similarities exist between the present and previous means of communication, they differ with regard to their speed and the range of tools available. One similarity between current and previous methods of communication relates to the form of communication. In the past, written forms such as letters were frequently used, in addition to oral forms such as telephone calls. Similarly, people nowadays use both these forms. Quite similar to the communication in the past, written forms of communication are prevalent even today, i.e. the email and text messages are ‘electronic’. In addition, oral forms are still used: these include speaking over telephone, mobile phone and voice messages which are instant messaging services. However, there are clearly many differences in the way we communicate over long distances, the most notable of which is speed. This is most evident in relation to written forms of communication. In the past, letters would take days to arrive at their destination. In contrast, an email arrives almost instantaneously and can be read seconds after it was sent. While letters and telephone (booking trunk calls and later STD) were the only tools available fifty years ago, there are today vast arrays of communication methods available. These include not only the telephone, letter, email and text messages already mentioned, but also video conferences via software such as Skype or mobile phone apps such as WeChat, and social media such as

216

Facebook and Twitter. In conclusion, methods of communication have greatly advanced over the past fifty years. While there are some similarities, such as the forms of communication, there are significant differences, chiefly in relation to the speed of communication and the range of communication tools available. There is no doubt that technology will continue to progress in future, and the advanced tools which we use today may one day also become outdated.

Exercises:

1. Compare and contrast the economies of India and China

2. Evaluate education of women before and after Indian Independence

3. Compare and contrast online teaching and real-time classroom teaching.

217

GRAMMAR IN CONTEXT

THE RELATIONSHIP BETWEEN TENSE AND VOICE

Since you have already learnt(in your lesson on Verbs), about how the verb undergoes a change with tense, we can now observe another dimension, namely the relationship between ‘voice’ and ‘tense’ Let us revise what we have learned about the relationship between ‘verb’ and ‘tense’ from the example given below:

Present Tense

Verb Person Simple Present Present Present Present Continuous Perfect Perfect Continuous Read I/We I read I am reading I have I have been read reading We read We are reading We have We have been read reading

You You read You are You have You have reading read been reading He/She/It He/She/It He/She/It He/She/It He/She/It has reads is reading has read been reading

They They read They are They have They have reading read been reading

Past Tense

Verb Person Simple Present Present Present Present Continuous Perfect Perfect Continuous

218

Read I/We I read I was I had read I had been reading reading We read We were We had We had been reading read reading

You You read You are You have You have reading read been reading He/She/It He/She/It He/She/It He/She/It He/She/It read was reading had read had been reading They They read They were They had They had reading read been reading

The above examples are in the ACTIVE VOICE. The object in these expressions is implied. The whole sentence could be:

I read a book

I read a magazine

I read the newspaper

(Interestingly ‘read’ appears to be the same in print, whether in present or past tense. The pronunciation of ‘read’ is, as you might already know, different in the present and past tense.)

TENSE AND VOICE: SOME OBSERVATIONS

1. The position of the subject and object is interchanged when a sentence is

changed from active voice to passive voice

I read a book (Active voice)

219

A book is read by me (Passive voice)

He ate mangoes (Active voice and past tense)

Mangoes were eaten by him (Passive voice and past tense)

I cook a meal (Active voice and Present tense)

A meal is cooked by me (Passive voice and Present tense )

I cookeda meal (Active voice and Past tense)

A meal was cooked by me (Passive voice and Past tense )

Did you notice how the ‘verb’ undergoes a change with change in voice?

2. The ‘verb’ phrase undergoes a change when the sentence is changed

from active voice to passive voice

E.g. I cook a meal (Active & present tense) &

A meal is cooked by meal (Passive& present tense)

EXERCISE I

Complete the following text using ACTIVE or PASSIVE forms of the verbs in the parentheses. Be careful about using the correct tense.

This is a journal entry of a Bulgarian girl. She is explaining her concerns about chicken flu. A couple of weeks ago, in Romania, chicken flu ______

(discover). I______(think) that it ______(come) from Turkey,

220 which______(locate) only a couple of hundred miles south of Romania.

Now, people______(give) injections, and a lot of chickens

______(kill) for the purpose of keeping the virus from spreading. No reports of human victims ______(report) until now. A case like that definitely presents a big problem for everybody. In a society such an event may even cause mass panic. The reason I'm concerned is because my homeland of Bulgaria is a country that______(separate) Romania and

Turkey. It is really easy for the disease to find its way out of those two countries. Then the danger may become real because viruses like that can spread like wild fire and therefore get out of control long before anybody even takes notice. We all ______(know) the movie "Outbreak". The situation with the chicken flu virus cannot get that bad obviously, but it can definitely cause some damage. Therefore, precautionary matters

______(should / take) immediately in all the neighbouring countries of

Romania and Turkey, plus the nations that ______(import) chickens from

Turkey.

The following charts will help you understand all the nuances of changing from ‘active’ to ‘passive’ voice:

Verb Person Voice Simple Present Present Perfect

Present Continuo Perfect Continuou

221

us s

Active I play the I am I have I have been Play First Voice keyboard playing played the playing the person: the keyboard keyboard I/We keyboard

Passive The The The Voice keyboard is keyboard keyboard played by is being has been me played by played by me me

Active We play We are We have We have Voice the playing played the been keyboard the keyboard playing the keyboard keyboard

Passive The The The Voice keyboard is keyboard keyboard played by is being has been us played by played by us us

You Active You play You are You have You have Voice the playing played the been keyboard the keyboard playing the keyboard keyboard Passive The The The Voice keyboard is keyboard keyboard played by is being has been you played by played by you you

He/She/ Active He plays He/She/It He/She/It He/She/It It Voice the is playing has has been keyboard the played the playing the keyboard keyboard keyboard Passive The The The Voice keyboard is keyboard keyboard

222

played by is being has been him/her/it played by played by him/her/it him/her/it .

PRESENT TENSE

EXERCISE I Read this dramatic poem and notice the many sentences/phrases which are in active voice. They have been underlined for you. Try to change the underlined expressions from active to passive voice. (Read “ye” as “you”: “Ye” means “you” in old English)

He Fell Among Thieves

(By Sir Henry Newbolt)

'Ye have robb'd,' said he, 'ye have slaughter'd and made an end,

Take your ill-got plunder, and bury the dead:

223

What will ye more of your guest and sometime friend?'

'Blood for our blood,' they said.

He laugh'd: 'If one may settle the score for five,

I am ready; but let the reckoning stand til day:

I have loved the sunlight as dearly as any alive.'

'You shall die at dawn,' said they.

He flung his empty revolver down the slope,

He climb'd alone to the Eastward edge of the trees;

All night long in a dream untroubled of hope

He brooded, clasping his knees.

He did not hear the monotonous roar that fills

The ravine where the Yassinriver sullenly flows;

He did not see the starlight on the Laspur hills,

Or the far Afghan snows.

He saw the April noon on his books aglow,

The wistaria trailing in at the window wide;

He heard his father's voice from the terrace below

Calling him down to ride.

He saw the gray little church across the park,

The mounds that hid the loved and honour'd dead;

The Norman arch, the chancel softly dark,

224

The brasses black and red.

He saw the School Close, sunny and green,

The runner beside him, the stand by the parapet wall,

The distant tape, and the crowd roaring between,

His own name over all.

He saw the dark wainscot and timber'd roof,

The long tables, and the faces merry and keen;

The College Eight and their trainer dining aloof,

The Dons on the daïs serene.

He watch'd the liner's stem ploughing the foam,

He felt her trembling speed and the thrash of her screw;

He heard the passengers' voices talking of home,

He saw the flag she flew.

And now it was dawn. He rose strong on his feet,

And strode to his ruin'd camp below the wood;

He drank the breath of the morning cool and sweet:

His murderers round him stood.

Light on the Laspur hills was broadening fast,

The blood-red snow-peaks chill'd to dazzling white;

He turn'd, and saw the golden circle at last,

Cut by the Eastern height.

225

'O glorious Life, Who dwellest in earth and sun,

I have lived, I praise and adore Thee.' A sword swept.

Over the pass the voices one by one

Faded, and the hill slept.

EXERCISE II

Rewrite the following sentences active voice:

1. The bill has been paid by Rohit.

2. A special dosa has been eaten by me.

3. Five miles have been cycled by us.

4. The present has been opened by me.

5. The book has not been read by them.

6. The parcel has not been sent by you.

7. This issue has not been agreed to by us.

8. The thieves have not been caught by them.

9. Have we been noticed by them?

10.The job has not been appreciated by the boss.

PAST TENSE

Verb Person Voice Simple Past Past Perfect past continuous perfect continuous

226

Repair First Active I I was I had I had been person repaired repairing the repaired repairing the the car car the car car I Passive The car The car was The car was being had been repaired repaired by repaired by me me by me WE Active We We were We had We had been repaired repairing the repaired repairing the the car car the car car Passive The car The car was The car was being had been repaired repaired by repaired by us us by us

Second Active You You were You had You had been person repaired repairing the repaired repairing the You the car car the car car Passive The car The car was The car was being had been repaired repaired by repaired by you you by you Third Active He/she/r He/she/ He/she He/ she had person epaired was repairing had been the car the car repaired repairing the He/she/it the car car Passive The car The car was The car was being had been repaired repaired by repaired by him/her by him/her/ him/her it

EXERCISE I

Fill in each blank with either the passive voice or the active form of

the simple past tense of the verb in the brackets.

227

1. The radio ______by Guglielmo Marconi in 1896. (invented / was invented)

2. In the 19th century, bicycles along with horses_____ (were ridden/ rode)

3. I ______my room after the birthday. (didn’t tidy/ wasn’t tidied)

4. A famous painting of Ravi Varma ______in the auction yesterday.

(sold/was sold)

5. The electricians ______the new smoke alarm system last week.

(were tested/ tested)

6. All the students in our class ______the Tamil exam. (passed/ were passed)

7. Google______by Sundar Pitchai. (is headed/ are headed)

8. I ______my bag all by myself. (packed/ was packed)

9. Donald Trump______as President of the United States in the

November 8, 2016 election. (elected/was elected)

10. Joyce ______a second chance by the school administration.

(gave/ was given).

EXERCISE II

Change the following sentences into the passive voice and underline the modified verb

1. Megha was writing a poem.

2. She made a third attempt.

228

3. The boy asked a difficult question.

4. She wrote an award-winning novel.

5. The terrorists blew up the bridge.

6. The police caught the thief.

7. The woman was washing clothes.

8. The masons were building the house.

9. Mother was making a cake.

10. The girl was painting a picture.

FUTURE TENSE

Verb Person Voice Simple Future Future Perfect future continuous perfect continuous Write First Active I I will/shall I I will/shall person will/shall be writing a will/shall have been write a poem have writing a I poem written poem a poem Passive A poem A poem I will/shall will/shall would/should be have have been written been writing a by me written poem by me We Active We We We We will/shall will/shall will/shall be will/shall have been write a writing a have writing a poem poem written poem a poem Passive A poem A poem a poem will/shall will/shall would/should be have have been written been written by us by us written by us

229

Second Active You You You You will/ person will/shall will/shall be will/shall shall have write a writing a have been writing You poem poem written a poem a poem Passive A poem A poem A poem will be will/shall would/should written have have been by you written written by by you you

Third Active He/she/ He/she will He/she He/she person - be writing a will would will/shall poem have /should have He/she/it write a written written a poem a poem poem

Passive A poem A poem A poem will/shall will/shall would/should be have have been written written written by by by him/her him/her him/her

EXERCISE I

Change the passive tenses into active

1. He will be helped by me.

2. The invitation will be accepted by them.

3. Mark will be invited by Jane to the party.

4. The puzzle will be solved by her.

5. The fee will be paid by him.

6. Two tickets will be booked by me.

7. Her piano will be brought by her.

230

8. A new car will be bought by me.

9. They will be visited by her.

10. He will be killed by them.

EXERCISE II

Read the short story and answer the following questions using the future perfect tense

Shawn is in the army. Tomorrow, he will leave home to join his troops overseas for 18 months.

He will have trained for 8 months by the time he leaves. He will have worked very hard by the time he comes. By the time he returns, he is going to have been gone for eighteen months. His wife will have worried about him all that time. They will have written many letters by the time he comes home. She will be happy when he safely returns.

1. For how many months will Shawn have trained by the time he leaves

to go overseas?

2. By the time he returns, for how long would he have been gone?

3. What would they have written by the time S

4. hawn comes home?

COMMUNICATIVE ENGLISH SEMESTER-II

Tamil Nadu State Council For Higher Education (TANSCHE) 2

CONTENTS Unit Pages Unit I (18 hours) 1. Listening and Speaking a. Listening and responding to complaints (formal situation) b. Listening to problems and offering solutions (informal) 2. Reading and writing a. Reading aloud (brief motivational anecdotes) b. Writing a paragraph on a proverbial expression/motivational idea. 3. Word Power/Vocabulary a. Synonyms & Antonyms 4. Grammar in Context ● Adverbs Prepositions

Unit II(20 hours)

1. Listening and Speaking a. Listening to famous speeches and poems b. Making short speeches- Formal: welcome speech and vote of thanks. Informal occasions- Farewell party, graduation speech 2. Reading and Writing a. Writing opinion pieces (could be on travel, food, film / book reviews or on any contemporary topic)

b. Reading poetry b.i. Reading aloud: (Intonation and Voice Modulation) b.ii. Identifying and using figures of speech - simile, metaphor, personification etc. 3. Word Power a. Idioms & Phrases 4. Grammar in Context Conjunctions and Interjections

Unit III (18 hours) 1. Listening and Speaking a. Listening to Ted talks b. Making short presentations – Formal presentation 3

with PPT, analytical presentation of graphs and reports of multiple kinds c. Interactions during and after the presentations 2. Reading and writing a. Writing emails of complaint b. Reading aloud famous speeches 3. Word Power a. One Word Substitution 4. Grammar in Context: Sentence Patterns

Unit IV (16 hours) 1. Listening and Speaking a. Participating in a meeting: face to face and online b. Listening with courtesy and adding ideas and giving opinions during the meeting and making concluding remarks. 2. Reading and Writing a. Reading visual texts – advertisements b. Writing a Brochure 3. Word Power a. Denotation and Connotation 4. Grammar in Context: Sentence Types

Unit V (18 hours) 1. Listening and Speaking a. Informal interview for feature writing b. Listening and responding to questions at a formal interview 2. Reading and Writing a. Writing letters of application b. Readers’ Theatre (Script Reading) c. Dramatizing everyday situations/social issues through skits. (writing scripts and performing) 3. Word Power a. Collocation 4. Grammar in Context: Working With Clauses

PREFACE

This textbook on Communicative English envisioned under the leadership of the Hon. Chief Minister of Tamilnadu, Thiru. Edappadi K.Palaniswami, by the Honorable Minister for Higher Education Thiru. K.P. Anbalagan, and Principal Secretary to Government, Department of Higher Education, Selvi. Apoorva, I.A.S., is a pioneering venture and strategic intervention in higher education in Tamil Nadu. It has been prepared with the unstinted support of Thiru. Vivekanandan, I.A.S. Member Secretary, TANSCHE (Tamil Nadu State Council for Higher Education)

Having achieved the highest GER (Gross Enrolment Ratio), of 50% in higher education in the country, a key indicator of horizontal growth/access to higher education, Tamil Nadu endeavours to fortify this achievement with vertical growth, i.e. by focusing on quality/excellence in higher education. Given the fact that language proficiency is integral to the learning process, the Communicative English courses for Semester 1 and II have been designed to address the competencies that every student needs to acquire in the first year of the undergraduate programme itself.

Communicative English(Semester II) has built on the competencies developed in Semester 1 and has much to offer the progressive student and the committed teacher.

Unit I (18 hours)

1. Listening and Speaking

a. Listening and responding (to complaints – formal situation)

b. Listening to problems and offering solutions (informal)

2. Reading and writing

a. Reading aloud (brief motivational anecdotes)

b. Writing a paragraph on a proverbial

expression/motivational idea.

3. Word Power/Vocabulary

a. Synonyms & Antonyms

4. Grammar in Context

● Adverbs

● Prepositions

LISTENING AND SPEAKING

In the Listening and Speaking section of this unit the focus is on listening to “complaints” (in a formal context) and listening to “problems and offering solutions” (informal). “Complaints” call for “action” to be taken after the facts have been ascertained. With regard to listening to

“problems”, the listener has to practice active listening and “offer solutions” or “suggest ways” by which the problem can be solved. The onus to solve the problem is not on the listener. Decision-making rests with the one who shares the problem and seeks solutions.

Listening and responding to complaints (formal situation)

Complaints could be made in a forum or individually

Making Complaints in a Forum

The healthy practice of listening and responding to complaints is deeply ingrained in the administrative system of our country. The village panchayat is a forum where complaints are received and issues resolved. Such meetings take place even in a modern office environment. Here again the aim of the meeting is to discuss issues raised and sort out problems.

Complaints could also be made by individuals over the phone. The complaints made over the phone usually pertain to products and services. In case you have a problem with an item you have purchased online, you could call the customer care centre of that company and make your complaint. With services provided by the government such as electricity and water, there are numbers designated for receiving complaints from the public. Here are two samples of conversations pertaining to lodging complaints.

1. In A Forum

The Councillor of Washermanpet visits his ward. The meeting has

been arranged by the residents of Alwarnagar of Washermanpet.

Examine the conversation given below to learn phrases and

expressions used in making complaints and responding to

complaints. They are in italics.

Alwarnagar Secretary: Vanakkam, residents of Alwarnagar. It is our

privilege to have with us Thiru.Venkatesan, the Councillor of our

ward. He has responded to our letter in which we have expressed 8

all the needs of our nagar. He has visited our nagar today to listen to us and address all the outstanding issues.

Councillor: Thank you Thiru. Srinath, Secretary of the Alwarnagar

Welfare Association. I have made time to get a first hand account of the issues you are facing and will do my best to solve them.

Arunkumar (Resident): Vanakkam sir. I am Arunkumar, residing at

12th Cross Street. I would like to bring to your attention the drains that are blocked: that is why rainwater stagnates in the street. If you had done some work on preparedness for the monsoon, by clearing these drains, we wouldn’t have faced this problem.

Councillor: Sir. You have rightly pointed out one of the causes for flooding of the streets. I would also like to inform you that prior to the arrival of the monsoon, clearance of storm drains was undertaken. You, who have lived in this area for more than twenty years know that many of the old independent houses are replaced by residential apartments. This a major reason for the flooding of this locality. We should work towards increasing the capacity of these drains. 9

Ramesh (Resident): Sir, first of all let me congratulate you on becoming the Councillor. Sir. I have a complaint to make regarding our ration shop. The queue at the ration shop is endless. It is pathetic to see people standing in long queues. Could you use your good offices to get one more ration shop for our nagar and more staff in each ration shop so that the disbursement is quick?

Councillor: Mr. Ramesh, I agree with you. I shall make arrangements for an additional ration shop in this locality and post additional staff. Quick disbursement will solve the problem of long queues

Sudha (Resident): Sir, I would like to bring to your notice that our nagar has not received the flood relief package. Other localities have received the money as well as the materials for flood relief.

Councillor: Madam, this relief is given only to areas designated as

BPL (Below the Poverty Line). I’m afraid, this locality doesn’t fit into that category.

President: Madam, I also made enquiries and I fully agree with the statement made by our Councillor. I also wish to add that we received the relief given in Phase 1. I understand that in Phase 2 10

the government has restricted the supply of money and materials

only to BPL areas.

Friends, our Councillor has made time to be with us this morning.

As he has another meeting in 15 minutes from now, he will take

leave of us. Please feel free to bring the civic needs of our

Alwarnagar to me and my fellow office-bearers. Thank you.

(Councillor waves goodbye and leaves)

Making a Complaint over the phone:

Cool Net Service: Hello,this is Cool Net Customer Service. How can I help you? Customer: I want to register a complaint regarding my internet service. Cool Net Service: What is the problem sir(madam)? Customer: My connection snapped suddenly. I happened about 30 minutes ago. Cool Net Service: Could you give me your customer number? Customer: Yes, my customer number is 7654-321. Cool Net Service: Let me check to see ifwe have already received a report. Well……It hasn’t been reported sir (madam). Give me a moment. Could you be on the line? I will check it out. The windy weather could have caused some disruption. Customer: Yes, I will wait Cool Net Service: I got in touch with the operator in your area. He says that a lot of trees have fallen due to the storm. The technical team will be at the site in a few minutes. They’ll fix things up soon. You should be able to get your connection in an hour’s time. 11

Customer: Thank you.

Here is a list of expressions used in making a complaint:

I’m sorry to say this but… I have a complaint to make… There seems to be a problem with… I’m afraid there is a slight problem with… Sorry to bother you but… I’m not satisfied with… Wouldn’t be a good idea to… There appears to be something wrong with… I was expecting… but… Sorry to bother you but… I want to complain about… I’m afraid I’ve got a complaint about… I have to make a complaint about… I don’t understand why… Excuse me but there is a problem… Would you mind…?

Some expressions used in accepting a complaint:

I’m so sorry, but this will never happen again. I’m sorry, we promise never to make the same mistake again. I can’t tell you how sorry I am. I wish it had never happened.

Rejecting a complaint:

Sorry, there is nothing we can do about it. Sorry but it’s not our fault. I’m afraid there isn’t much we can do about it. 12

Activities: 1. Work in pairs for the following conversations: a) Between a resident of an area and the EB office regarding power failure b) Between a customer and an online service provider regarding a product (clock/mobile phone/any other), which has not arrived c) Between a diner at a restaurant and the hotel manager about the food that is not of a good quality. d) Between a customer and a furniture shop owner about a defect in a new piece of furniture discovered by the customer when the piece arrived. e) Between a parent and a teacher. The parent complains that the teacher is too harsh with the child for not learning mathematics. The teacher complains that the child is not cooperating with the teacher. NB: The above exercises may also be taken as exercises in dialogue writing.

Listening to Problems and Offering Solutions (Informal)

Being a good listener can take you far in your career and relationships.

In the context of college life, you might be required to listen to the problems of a classmate or friend. Later, when you move into professional life, you might have to listen to clients. If you choose social work or counselling as a profession, your ability to “listen to problems and offer solutions” will determine your success with people who seek your help. 13

Understanding what a person is trying to convey requires the skill of active listening. Active listening is the process of listening attentively while someone else speaks, paraphrasing and reflecting back what is said.

Active listening involves more than just hearing someone speak. When you practice active listening, you are fully concentrating on what is being said. You listen with all of your senses and give your full attention to the person speaking. Some of the features of active listening are:

• Being neutral and non-judgmental

• Listening with patience

• Giving verbal and nonverbal feedback, i.e. signs of listening (e.g., smiling, eye contact)

• Asking questions (but not too often and only at the right moment)

• Reflecting back what is said

• Asking for clarification

• Summarizing

In this way, active listening is the opposite of passive hearing.

With regard to language proficiency, our focus is on the diction used in offering solutions. The responses of the person listening to another’s problems could be categorised as

A) Expressions showing understanding and sympathy B) Expressions used when one gently disagrees C) Expressions to show that you have grasped the problem being shared D) Expressions used in offering solutions E) Expressions used as positive reinforcement. 14

Expressions showing understanding and sympathy could include:

• I understand what you are going through • I sympathise with you • This is what anyone in your place would feel • This is indeed a difficult situation.

Expressions used when one gently disagrees:

• You have a point. But could you look at it from a different angle? • I’m afraid that might not be a helpful approach. • I’m afraid that you won’t get far with that approach. • Do you think that would solve your problem?

Expressions which show that you have grasped the problem being shared

• I get what you are saying • Allow me to sum up what you have said

Expressions used in offering solutions

• I would suggest that you……. • Why don’t you…….. • Since you have worked out the options, you must now choose one of them • You need to take a decision/step • You must refrain from taking this step/doing this • That decision would be most ill-advised. I hope you will reconsider. • Considering the merits and demerits, the options before us are…….

Comprehension:

1. Explain what is meant by “active listening”. 15

Exercise:

A person who is deep in debt shares his problem with a friend. The following paragraph is an excerpt from the advice given by his friend.

Refer to the expressions listed in the lesson and fill in the blanks with suitable expressions:

You have incurred this heavy debt. I understand ………….through. You say that you have taken the loan for your brother’s wedding and that all your family members should share this burden. You have a ……….. But could you look at it from a different…………? You have just said that none of your family members are concerned about the loan which you have taken in your name. To take another loan on higher interest to settle your debts would be most ……………………. You must ………….taking this step. However, you need to take a …………….to settle your loans. You said that you have some jewellery and some land as well. Since you have worked out the……………., you must now choose one of them.

READING AND WRITING

Reading

You must have known the basic techniques of effective reading based on the exercises and tasks given last term. So, let us do a bit of loud reading in order to enunciate language effectively and to comprehend the meaning.

Read the passage below as a group activity. Five people can read this as there are five characters and each can read a part. The entire class can read the passage in five groups, each group taking one part.

The Seasons of Life 16

There was a man who had four sons. He wanted his sons to learn not to judge things too quickly. So he sent them each on a quest, in turn, to go and look at a pear tree that was a great distance away. The first son went in the winter, the second in the spring, the third in the summer, and the youngest son in the fall. When they had all gone and come back, he called them together to describe what they had seen. The first son said that the tree was ugly, bent, and twisted. The second son said, “No – it was covered with green buds and full of promise.” The third son disagreed, he said it was laden with blossoms that smelled so sweet and looked so beautiful, it was the most graceful thing he had ever seen. The last son disagreed with all of them; he said it was ripe and drooping with fruit, full of life and fulfilment. The man then explained to his sons that they were all right, because they had each seen but one season in the tree’s life. He told them that you cannot judge a tree, or a person, by only one season, and that the essence of who they are – and the pleasure, joy, and love that come from that life – can only be measured at the end, when all the seasons are up. If you give up when it’s winter, you will miss the promise of your spring, the beauty of your summer, and the fulfilment of your fall. Don’t judge a life by one difficult season. Don’t let the pain of one season destroy the joy of all the rest.

(https://livelifehappy.com/live-life-happy-stories/, accessed on 13.12.20 )

Tasks from the passage read.

1. Highlight the words for which you do not know the meaning. 17

2. Before referring to the dictionary, read the passage again and see whether you can guess the meaning of the unknown word and then check with the dictionary. 3. Read the passage more than once.

Exercises: 1. Find out the pronunciation of “pear.” (Use an online aid) 2. Find out the difference between dropping and drooping. 3. Write a condensed version of the story and read it aloud. 4. Which season of life would you prefer and why?

WRITING

Writing a Paragraph on Proverbial Expressions

PARAGRAPH WRITING

Parts of a Paragraph • Topic Sentence • Supporting Sentences • Concluding Sentence

The topic Sentence is the first sentence of the paragraph. It states the main idea reflecting the topic of the paragraph. The topic sentence should also convey what the rest of the paragraph will be about. The Supporting Sentences that follow the topic sentence provide details, explanations or examples to support the topic sentence. These sentences expand on the main idea and are connected in a logical manner. Transition words and phrases are used to emphasise the interrelatedness of ideas. The Concluding Sentence sums up the main idea and the supporting ideas presented. It is almost similar to the topic sentence but expressed in different words stating the conclusion. 18

Writing paragraphs on proverbial expressions:

Proverbs What ornaments are to attire, proverbial expressions are to speech. They are great accessories. They lend style and charm to one’s way of speaking.

What are Proverbs? Proverbs are the traditional sayings of a country; short sentences that offer wisdom and are considered as advice to lead a good life. Sometimes proverbs are used in everyday communication to convey a meaning or a message to the listeners. Proverbs are like moral teachings in short sentences to convey the importance of values essential for achieving success and happiness in life. There are proverbs that are specific to a place which reflect the lifestyle or customs of that place. Thus, proverbs based on different cultures and regions inform about diversity in humanity as well as uphold universal values of truth, self- discipline, honesty, personal integrity, kindness, the importance of hard work, and so on. Proverbs are also used for effective communication as sayings in a single sentence instead of using long speeches for moralising. The advantage of using a proverb also lies in giving a message in a nutshell. Example: Write a paragraph on the proverb given, in about eight to 10 lines: The proverb, “As you sow, so will you reap” can be explained thus: The metaphor of sowing the seed in agriculture is used here, to indicate the personal involvement and hard work of farming as labour which is essential to get a good harvest to reap. This proverb has two interpretations. Firstly, it conveys the message that if you work hard, you will get good results. Whether it is wealth or intellectual enrichment, it is important to put in enough efforts to ensure good results. The benefit of a 19

good harvest for monetary benefits is emphasised here. Similarly, in any life situation that requires personal dedication and hard work, the reward is assured depending on the intensity of one’s efforts. The other meaning is that, whatever we do to others will come back to us as well. If we wish good for others and have good will for others, we will also get good will from others. If a person helps another person who requires help, according to the proverb, he or she will also be helped at the right moment when the help is required. The virtue of being kind and compassionate towards other human beings is emphasised through this proverb. When a person commits evil against another person, someday that evil will be returned to him or her. A list of the common proverbs used in everyday communication is given below. Proverbial Expression Meaning 20

The early bird catches the worm Do things promptly. If you are late, you will be a loser. Make hay while the sun shines Make best use of the opportunity

Rome wasn’t built in a day Work consistently (regularly)

All that glitters is not gold Don’t be fooled by appearances

A stitch in time saves nine Attend to problems immediately(If the tear is not mended immediately it will expand and become bigger) A rolling stone gathers no moss. Positive meaning: Keep moving. Don’t stop

Negative meaning: If you keep moving, you will gather nothing. Empty vessels make more noise Those who are not capable make the most noise. Look before you leap Check before you take a step

Time and tide wait for no man Time keeps moving. It doesn’t stop for anyone. Two wrongs don’t make right Justifying the wrong deed by doing something to approve of it, doesn’t make it right. A friend in need is a friend in deed A friend who helps you in your hour of need is a true friend Haste makes waste If you do things in a hurry, you could create more loss. You can lead the horse to the You can advise a person about what water, but you cannot make it drink is good for him/her, but you cannot (This expression is often used by make the person do it. 21

parents and teachers!) The pen is mightier than the sword The written word is very powerful. When in Rome, be a Roman When you live in a certain place, adopt the culture of that place. Tough times don’t last: tough Bad times are not forever. But people do strong people survive bad times No man is an island. We cannot isolate ourselves. Life is such that we should be connected with others (family, neighbours, colleagues and so on)

The following is a brief write-up on the proverbial expression, “Better safe than sorry" Better Safe Than Sorry

We live in times when we often hear the expression, “better safe than sorry”. The expression is also used in relation to safety measures like installing a fire extinguisher in buildings. In the event of a mishap, like an accident or contracting a disease because one was not careful, we end up regretting the consequences of not taking precautions. The same principle applies to wearing a helmet while driving. In relation to Corona virus, we are cautioned time and again to wear masks, use sanitizers and practice physical distancing. (The phrase “social distancing” is not quite accurate as we are socially connected through the online mode and the distance between us is “physical” and not “social”). 22

Task 1 Complete the following paragraphs written on the proverbs selected, in your own words, adding about five lines: 1.Make hay while the sun shines. The given proverb means that one should make use of the opportunity available in order to make one’s life better. The importance of using the sunshine to finish the process of making the hay is emphasised to indicate how one should never miss an appropriate chance given to one to accomplish one’s dream. Therefore…

2. Where there is a will, there’s a way. The given proverb talks about the importance of perseverance. As an important virtue, individuals are always encouraged to believe in their willpower. In other words, self-confidence and determination always make an individual overcome the difficulties and struggles in life. Therefore…

Task 2 Write a paragraph on any two of the proverbs given in the list above in not more than eight lines. Use the plan suggested below: 1. Explain or express your understanding of the given proverb 2. Comment on how the proverb conveys a moral value or a basic philosophy to follow in one’s life. 3. Summarise your ideas and insights in realising the positive effects of the proverb for the good of the society. 4. Conclude by making a personal statement about your belief in the effectiveness of the proverb.

WORD POWER: SYNONYMS AND ANTONYMS Read the following exchanges out loud. Pay special attention to the words italicised. What do you think connects them?

1. RAVI: I think the rava dosas in Saravana Bhavan are very tasty. What do you feel, Ahmed? AHMED: I agree. Those rava dosas are yummy. In fact,all their dosa varieties are delicious. 23

PETER: Mmmmm… yes, but have you tried the new Dosa Joint at the corner of the street? Those dosas are simply mouth-watering.

2. RAMYA: How did you find the question paper today? I thought it was very difficult. SARA: Yes, I too found it tough. TARA: You’re both right. I found it challenging as well.

The words yummy, tasty, delicious and mouth-watering are synonyms. The same observation applies to the words difficult, tough and challenging.

The word “synonym” is borrowed from the Latin word (synōnymum) which in turn was borrowed from the Greek word synōnymon: “syn” meaning, “together/similar/alike” and -ōnymmeaning, “name”

We use synonyms for a number of reasons. Very often, we use synonyms when we want to stress a point. In both the exchanges above, every new word re-emphasises the first point. In the first exchange, “yummy” and “mouth-watering” add to what Ravi is saying about the dosas in Saravana Bhavan; in the second, “tough” and “challenging” do the same to what Ramya says about the question paper.

Another reason for using synonyms is to avoid repeating the same words. Especially, when we write, it is a good practice not to use the same word or phrase too often. Using synonyms will make sure that our writing is elegant. For example, consider the following paragraph:

The audience found the film very interesting. Many ofthem said that the story was very interesting and that the suspense also made themovieinteresting.

This can be rewritten in the following way:

The audience found the film very interesting. Many of them said that the story was very absorbing and that the suspense kept them glued to their seats.

As you can see, synonyms can either be a single word (one synonym of interesting is absorbing) or a phrase (another synonym of interesting is keeping people glued to their seats). If the word “very” substituted with synonyms we could have “extremely interesting” and “absolutely absorbing”. 24

If we are looking for synonyms for a word, the best available source for reference is a thesaurus – a physical one or an online one. A thesaurus is a book that gives the synonyms of words along with some other information. Almost all major dictionary publishers also publish thesauruses – Oxford, Merriam Webster, Roget etc. all have very good thesauruses we can use. Nowadays, many of these have their own websites are online. For example, https://www.merriam- webster.com/thesaurus is the link for the Merriam Webster thesaurus. The Advanced Oxford Dictionary is also available as an app that you can download on your devices. Keeping a thesaurus ready for use is always helpful when we write.

Most thesauruses have a number of synonyms for a single word. Which of these synonyms should we use? That will depend entirely upon the context in which you are using the word. For example, in the second exchange between Ramya, Sara and Tara, different synonyms of the word “tough” are used. As the context of this word is a question paper of an examination, relevant words such as “difficult “and “challenging” can be used. However, “strenuous” and “arduous” are also synonyms of “difficult” or “tough”. But it will not make sense that the question paper was arduous or strenuous; these are words that can be used in the context of a work that is undertaken. We can say that a journey was arduous or that carrying the heavy box upstairs was strenuous. So, before choosing the appropriate synonym, make sure that you use it in the right context.

Activity 1

For each of the following phrases, choose the word from the list that comes closest in meaning to the word in italics. The first one is done as an example for you. Use a thesaurus wherever needed.

1. Arduous journey (a) difficult (b) easy (c) interesting (d) using a vehicle 2. Ability to perform (a) ease (b) capability (c) difficulty (d) machine 3. An articulate person (a) beautiful (b) artistic (c) eloquent (d) irritating 4. Doggedly (a) dog-like (b) animalistic (c) with a bark (d)determinedly 5. Vibrant session (a) full of energy (b) enjoyable (c) interesting (d) boring 25

6. Precious metal (a) necessary (b) regular (c) valuable (d) dangerous 7. To assist someone (a) help (b) threaten (c) meet (d) stand with 8. To share a unique bond (a) typical (b) simple (c) hard (d) special 9. A vicious animal (a) large (b) deliberately harmful (c) friendly (d) small in size 10. To startle (a) starry (b) surprise (c) terrify (d) upset

Activity 2 In each of the following sentences, a word or phrase is italicised. From the list of words/phrases given in brackets, choose the correct one that can replace the italicised word/phrase. The first one is done as an example. Again, use a thesaurus if needed.

1. The firmament was beautiful; looking up, we were amazed at the beauty all around us. (a) sky (b) ceiling (c) roof (d) tall tree 2. The new game looks interesting. I’m going to give it a try. (a) ignore it (b) attempt it (c) talk about it (d) play 3. Their mansion is enormous. (a) very large (b) very small (c) well-built (d) ugly 4. The GDP of the country shrunk after the lockdown. (a) increased(b) decreased (c) became famous (d) produce 5. The scientist established that his idea had been correct all along. (a) decided (b) worried (c) proved (d) wrote 6. I met her when I was taking a stroll in the park. (a) move (b) jog (c) walk (d) run 7. The man in the orange robe warned me that the journey to the top of the mountain could be perilous. (a) easy (b) difficult (c) interesting (d) dangerous 8. I was contemplating calling my friend when she arrived. (a) thinking about(b) trying to(c) beginning to (d) ignoring 9. My sister was being very candid about herself when she admitted that she used to be addicted to gaming. (a) angry (b) sad (c) truthful (d) slow to speak 10. The minister declined the industrialist’s invitation to attend the ceremony. (a) agreed to(b) got angry with(c) refused(d) disagreed with

Activity 3 Some words in the following passage are italicised. Replace each of the italicised words with a suitable synonym from the list given at the end. The passage is an excerpt from “The Case for Samosa as a National Snack” by Nasir Salam

There was a debate recently on what should be India’s national dish or item of food. Someone came up with the tasteless (pun intended) idea of khichdi. Really? This flavourless, colourless mishmash of rice and lentils as our national food? All it does is to remind you of those days when you were sick in bed and advised by doctors and members of your family to consume it because it is “light” and “easily digested”.

On the one hand you are bed-ridden with no contact with the outside world and not much to look forward to for the day, and then comes khichdi. A watery mixture of overcooked cereals, that still tastes bland even after adding huge amounts of desi ghee and heaps of mango achaar. I refuse to vote for khichdi!

… as a north Indian I am deeply biased and my vote is for the samosa, a triangular piece of pure happiness! This deep-fried packet of potatoes and peas wrapped in kneaded dough is an absolute delight. As soon as you take a bite it melts in your mouth, with a combination of crispy dough and mushy mixture of potatoes and peas exploding in your mouth like fireworks.

Samosa is the comfort food one can rely on anytime. Whether it is a summer afternoon, rainy August or wintry December, samosa never disappoints. You can be an overworked employee, a tired mother, a stressed-out student—samosa always provides comfort. One bite and all your worries melt away. Consume it with tea or coffee, with chutney or ketchup, with friends or colleagues, and it always works. The love for this deep-fried delight has been exported to other countries as well by the Indian diaspora.

(Source: https://www.thehindu.com/opinion/open-page/the-case-for- the-samosa-as-national-snack/article22384690.ece Published in The Hindu Open Page on 7 January 2018 and accessed on 30 Nov 2020)

Argument Transported HotchpotchCrunchy Anticipate Flat Bursting Chips Taxed Prejudiced Utter BlandAsked Instructed MélangeBusy See in front Eat 27

Antonyms

While you were looking up the thesaurus to find synonyms for words, you would have noticed another set of words below the synonyms marked ‘ant.’ or ‘antonyms’. If you had looked at the words you would have guessed that an antonym is a word that is opposite in meaning to any given word.

Just like synonyms, we need to choose antonyms also carefully, keeping in mind the context of the sentence. Let us re-read the same two exchanges as we did for our last session; this time, instead of agreeing with each other, the speakers will have different and opposite opinions.

1. RAVI: I think the rava dosas in Saravana Bhavan are very tasty. What do you feel, Ahmed? AHMED: Oh no. Those rava dosas are tasteless. In fact all their dosa varieties are vapid.

PETER: You’re being very harsh, Ahmed. but have you tried the new Dosa Joint at the corner of the street? Those dosas are simply mouth-watering.

2. RAMYA: How did you find the question paper today? I thought it was very difficult. SARA: Really? I’m surprised. I thought it was quite easy. TARA: I wouldn’t say it was exactly easy, Tara. I found it a bit tough too.

In these exchanges, you will notice that when one person disagrees, s/he uses the antonym of the word used by the previous speaker. For example, tasteless and vapid are antonyms of tasty and mouth-watering. Similarly, easy is an antonym of difficult and tough.

The word antonym comes from two Greek words – ‘anti’ meaning “against” and “onuma” meaning, “name”

Activity 1

Use the thesaurus to find the antonyms of the following words.

1. Lengthen 2. Depart 3. Become visible 4. Enormous 28

5. Persuade 6. Make clear 7. Darken 8. Angelic 9. Cruel 10. Hardworking Activity 2

In each of the following sentences, a word or phrase has been underlined. From the choices given, select the closest antonym for it.

1. The detectives found the evidence very illuminating. (a) delightful (b) unclear (c) too many (d) sad 2. My physics teacher used an interesting experiment to teach us that magnetic like poles repel. (a) rebel (b) go away (c) attract (d) mix 3. The plane could not take off at the scheduled time. (a) taken in (b) give off (c) give on (d) land 4. The edges of the furniture were smooth. (a) rough (b) silky (c) spiky (d) sharp 5. The explorer undertook a very arduous journey. (a) difficult (b) dangerous (c) easy (d) long 6. The doctor was very concerned about that patient. (a) worried (b) careful (c) indifferent (d) careless 7. The high pressure in the bogs preserved the specimen. (a) destroyed (b) saved (c) coloured (d) whitened 8. The class made sure that they included the special student in all their activities. (a) added (b) liked (c) excluded (d) played with 9. My uncle used to own a very vicious dog. (a) gentle (b) cruel (c) friendly (d) good 10. The young girl obeyed everything her grandmother told her. (a) agreed with (b) ignored (c) liked (d) enjoyed Activity 3

In the following passage, some words are italicised and some are underlined. From the list given at the end, replace the italicised words with suitable synonyms and the underlined words with suitable antonyms.

The fact that everybody enjoys a good mystery explains why magicians are such popular entertainers. We all know that a magician does not really depend on ‘magic’ to perform his tricks, but on his ability to act at great speed. However, this does not prevent us from enjoying 29

watching a magician produce rabbits from a hat or swallow countless eggs.

Probably, the greatest magician of all time was Harry Houdini who died in 1926. His real name was Ehrich Weiss, but he adopted the name Houdini after reading a book which greatly influenced him. This had been written by a famous magician called Robert-Houdin. Houdini mastered the art of escaping. He could free himself from the most difficult locks in seconds. No one knows how he did this. But there is no doubt that he had made a close study of every type of lock invented. He would carry a small needle-like tool tied to his leg. He used this tool as a substitute for a key.

Houdini once asked the Chicago police to lock him in prison. They tied him in chains and locked him up, but he freed himself in a short time. The police accused him of having used a tool and locked him up again. This time, there were chains around his neck, waist, wrist, and legs—but again, he escaped in a few minutes. Houdini had probably hidden his ‘needle’ in a wax-like substance and dropped it on the floor in the passage. As he went past, he stepped on it so that it stuck to the sole of his foot. His most famous escape, however, was altogether surprising. He was tied and enclosed in a wooden box. The lid of the box was nailed. The box was dropped into the sea in the New York harbour. In one minute, Houdini had untied himself and was able to come up to the surface of the sea. When the box was brought up and opened, the chains were found inside.

depth absolve simple placed inside totally examination had an effect replacement

charged became proficient in clarifies picked up slowly competence rely certainly inside disliked discharged permit

GRAMMAR IN CONTEXT

Adverbs and Prepositions

Adverbs

Read the passage given below and make a note of the words highlighted:

Sports Day at GAC

Our college is often referred to as GAC. There is no need for expansion of this abbreviation. Everyone in the city and around know that it is Government Arts College. Sports Day in our college is a spectacular event. After every Sports Day, the local newspapers are awash with colourful photographs of the event and a report highlighting the sports talent in our college.. Usually, a distinguished personality, most often a high-ranking IPS officer is the Guest of Honour.

Though it is Sports Day, there is also a cultural extravaganza showcasing traditional folk arts like karagam and poikal kuthurai. They also have demonstration of yoga. Silambam, a traditional sports is also presented. Apart from these, the students make exciting presentations and formations through aerobics. The karagam performers move rhythmically to the music.

While watching the aerobics performance, my heat skipped a beat, when the students daringly performed the act of jumping through the ring of fire. They bravelyperformed the act of fire-breathing.

In Silambam, the sticks are wielded dextrously. The ability to move swiftly is most basic to all sports performances. The aerobics demonstration was performed energetically: the transitions from one exercise to another were done quickly. One of the sportsmen in our college is a national champion in rifle- shooting. He gave a scintillating performance by rapidly firing at 100 air balloons 31

and he was right on target for all 100. Our college also has a champion in tight-rope walking. Without faltering the tight-rope walker slowly and steadily performed the act. The gymnasts also held the audience spell- bound as they gracefully displayed their skills.

Did you notice that the words highlighted are related to actions? These words are adverbs.

An adverb by definition is a word that describes or gives more information about a verb, adjective, adverb, or phrase.

Let’s enrich our knowledge of adverbs by learning

• Adverbs of Manner • Comparative and superlative adverbs Adverbs of manner are usually formed from adjectives by adding –ly: In the passage Sports Day at GAC, the adverbs highlighted are adverbs of manner. Here are some more examples of adverbs of manner:

1. They are badly affected by the virus 2. We can easily move the cupboard to the other end of the room 3. The doctor gently told them that their father’s condition was worsening. 4. Carefully go through the accounts. 5. He spoke angrily A few adverbs of manner have the same form as the adjective: Example: They all worked hard. She usually arrives late/early. I hate driving fast. 32

Exercises:

Choose the appropriate adverb from the options given:

1. The aeroplane landed______on the runway. (shyly/safely/delightfully) 2. The judge told him to answer the questions ______. (truthfully/sleepily/casually) 3. The cab driver drove______. I was scared. (gently/recklessly/funnily) 4. If you want to be fit, eat______. (greedily/healthily/frugally) 5. Misers save money by living ______. (frugally/lavishly/cheerfully) 6. Spendthrifts live ______. (frugally/slowly/lavishly) 7. Models and film actors dress ______. (simply/stylishly/shabbily) 8. The beggar was ______dressed. (stylishly/interestingly/shabbily) 9. It was a grand wedding. The venue was decorated ______. (exquisitely/cheaply/badly) 10. The doctor who is an expert, examined the patient______. (thoroughly/painfully/badly)

Comparative and Superlative Adverbs:

Before you engage with comparative and superlative adverbs you can get acquainted with (or refresh your knowledge of) “Degrees of Comparison” which are shown in the table below:

Positive Comparative Superlative

He is a good athlete He is a better athlete He is the best athlete

It is a cold day It is a colder day It is the coldest day

An expression like “more slowly” (formed from the adverb, “slowly”) is a comparative adverb. Comparative adverbs are used to show change or make comparisons

Examples: • I drink water more often in summer. 33

• I am working harder after my failure in the last exam. • She spoke more quickly as her temper was going up.

Superlative Adverbs:

An expression like “most carefully” (formed from the adverb “carefully”) is a superlative adverb. It is used to show who (or what) has performed an action in a specific manner to the greatest or least degree.

Examples:

He spoke most convincingly He was least interested. Exercises:

1. They arrived ______• more early than we • earlier than us • earlier than we

2. Could you please drive ______• more slowly • slowlier • most slowly 3. I forget things ______nowadays • More often • Oftenly • Often more 4. The students are working______as the exam is approaching • Hardly • Harder • Lazily 5. We sanitize our hands ______in these days of the pandemic • much less • much more often • much 6. Since you are my best friend, I will do this______for you, • more happily • most happily • quite happily 34

7. The prisoner went into his cell______• more willingly • most unwillingly • more joyfully 8. I will bring the cakes for the party as I live ______to the bakery • Closest • Closer • Close 9. One who ______wins the race • works • works hardest • works enough 10. The eagle ______during a storm • soars highest • soars nearer • flies lower

The use of than with comparative adverbs:

We often use than when it comes to comparative adverbs

Elderly people remember their youth more than the recent past.

Make a note of the intensifiers and mitigators that are used with comparatives. The expressions listed below are intensifiers.

Some intensifiers are:

Much, far, a lot, a great deal, quite a lot.

Example:

I forget things much more often nowadays.

The following expressions are mitigators (to “mitigate” means to make something less severe or difficult. In other words, to lower or reduce) a bit, slightly, rather, a little, a little bit, just a little bit.

Example: 35

She began to walk a bit more quickly.

Words and phrases as intensifiers with superlatives: The following words serve to intensify a superlative adverb. Note that we often put “the” in front of the adverb. Example: In our class, Hema works by far the hardest. Of the three brothers, Balu easily runs the fastest.

Exercises:

Fill in the blanks with the appropriate word:

1. She is ______the sweetest of the four girls (by chance/by far/by and by) 2. Of the three businessmen, Suraj is ______the wealthiest (easier, easiest, easily) 3. After her parents arranged individual tuition she learnt______quickly (a bit more, little, nicely) 4. You can cook ______quickly if you have a three-burner stove. (far, far more, far and more) 5. You can make it ______more interesting with visuals. (a great deal/ deal/ great)

PREPOSITIONS

Everything about Life is Relational

From the moment of birth to final breath, relationships comprise our lives. A child is born into the world. He/she is born toparents. If the child has siblings he/she grows along with them. When a person leaves the world he goes to the grave. Apart from relationships, we also know that everything in the world exists in relation to something else: For instance the fruit is on the tree. The tree is rooted in the ground. The branches of a tree are above the ground and they seem to branch into the sky. You might have learnt about the food chain in your biology class.

The sun shines on the earth. The moisture rises up from the earth into the atmosphere, where clouds are formed and the rain which from the clouds falls on the earth, nourishes the grass and herbs. Herbivores feed on grass and plants, while carnivores in the forest feed on these herbivores and other creatures.

The words highlighted in this passage are prepositions.

A preposition is a word that indicates the relationship between a noun and the other words of a sentence. They explain relationships of sequence, space, and logic between the object of the sentence and the rest of the sentence. They help us understand order, time connections, and positions.

Let’s look at the use of prepositions today! 37

Let’s begin with the Preposition of time

When did it happen?

Think about an important event in your life and begin writing about it. You can begin your paragraph by supplying the details in the template below and continue to complete it and share it with your class.

I was at/on/in ______(place) when it happened. It was at ______(time) on ______(day). It was in ______(month), in ______(year). I remember that I felt ______(how did you feel?). ______

Preposition Explanations Example

of time

On Days Many shops don't open on Sundays.

In months / seasons / year I visited Italy in July, in spring, in 1994 morning / evening / afternoon In the evenings, I like to relax. period of time This is the first chocolate I've had in three years.

At Night It gets cold at night.

weekend (British English) What did you do at the weekend? used to show an exact or a particular time: There's a meeting at 2.30 this afternoon / atlunch time.

Since from a particular time in England have not won the the past until a later time, World Cup in football since or until now 1966

For used to show an amount of I'm just going to bed for time. an hour or so.

Ago back in the past; back in The dinosaurs died out 65 time from the present: million years ago.

Before at or during a time earlier She's always up before than dawn.

To used when saying the time, It's twenty to six. to mean before the stated hour

Past telling the time Fivepast ten

To until a particular time, It's only two weeks to 39

marking end of a period of Christmas. time

From used to show the time The museum is open from when something starts 9.30 to 6.00 Tuesday to Sunday. till / until up to (the time that) We waited till / until half past six for you.

By not later than; at or before She had promised to be back by five o'clock.

Fill this College Times questionnaire:

Answer the questions. Write a time, day, month or year. The first one is done for you.

• When do you leave for college? I leave for college at 8.00 am. • When do you get back home? ______• What time do you eat lunch?______• What days don’t you go to college? ______• When do you have your holidays? ______• When did you last take a day off? ______• When do you have to take your exams? ______• When did you first come to this college? ______• When is the busiest time of the year for you? ______• When is the slowest time of year for you? ______

Here are some commonly used prepositions and their uses. In a. We often use in with the morning, the afternoon and the evening. I usually wake up early in the morning. There is no flight to Mumbai in the afternoon. Jyothi goes to work in the evening. b. We use in with the names of months, seasons, years and centuries. Shivani is leaving for France in January. She knows that France will be cold in winter. 40

She first went to France in winter in January. She is studying Indo-French relations in the twentieth century. c. We also use in when we refer to a specific week. We may not be in London in the last week of November. d. We usually use in with spaces that have three dimensions – length, breadth and depth. A: Have you seen my phone? B: I think you have left it in the car. A: Where is Arin? B: He is in the school. On a.We use on with the names of days and specific dates and before phrases such as Wednesday morning, Saturday evening and … the morning of. I think they are leaving on Monday morning. We are meeting them on the fourth of September. People woke up on the morning of January to see all around. At a. The preposition at has many uses. One of its common uses is to indicate time. Let’s leave at ten. The train is expected at 10.00 pm. We will speak at lunchtime. b. We use at when we use “the end”. The story has a sudden twist at the end. c. We use at to say where something or somebody is or where something happens. Mom is not at home. She is already at work. We had to change at Pune. d.We also use at to say where a person works or studies. Imaya has been at Wipro for 3 years. He is at Johns Hopkins University, USA. 41

e. We use at with words that describe specific events or places where the events happen. Everyone was quiet at breakfast. We had lunch at the new restaurant. f. We use at with the beginning, the end, the top, the bottom and the side. At the beginning of the ceremony, all of us stood up for prayer. My name was at the top of the list. g. We use at to state the age at which somebody does something. I left my village at the age of 16. She learnt swimming at 10. h. We also use at to specify the rate of speed. The car was going at 100 kms per hour. The wind blew at a speed of 200 kms per hour.

Use this to mind mapto remember a few preposition of time and place

Task 1

Fill in the blanks with “in/on/at”. 1. When you are______the road, obey traffic rules. 2. Stop ______traffic junctions, when the signal turns red. 3. Do not touch any un-attended baggage ______the rail or bus stations. 4. He is ______Kerala at the moment. 5. Why don’t you sit ______the floor? 6. We met her ______the IIT in New Delhi. From/till/until a. We use from to indicate the beginning and to /till/until to indicate the end of an action.

Children started playing cricket from 3 p.m.

Children played cricket from 3 p.m to 6 p.m.

We started swimming in the pool from 2 p.m.

The crowd cheered until the end of the game.

Goodbye till we meet again.

We swam in the pool from 2 pm till the sunset.

By a.We use by to mean not later than the time mentioned.

Can you return the book by Monday?

By 11 a.m, we had crossed Chennai. b. We use by to mean near, at the side of or beside somebody or something.

She sat by the phone and waited for the call.

He stood by the door.

The little boy slept by his mother. (=beside) 43

An old woman sat by me. (=beside) c. We use by to show who or what does, causes or creates something. This is usually done in passive constructions.

The fire was caused by a short circuit.

The play is an adaptation of Macbeth by Shakespeare. d. We use by to show how or in what way something is done.

This part of the building is powered by solar energy.

Can I pay by card?

She goes to work by the metro.

Task 2

Complete the sentences using until or by.

1 )Can you mail the report to me ______Monday morning?

2) Let us wait ______Dad comes back home.

3) Would you like to wait in this cabin ______the manager is in?

4) I don’t think I can reach you ______8 p.m.

Task 3

Write a sentence about each ruler using from..to / till/ until.

1)1526-1530 Babur. Babur ruled from 1526- 1530.

2)1530-1540 Humayun. ______.

3)1556-1605 Akbar. ______.

4)1605-1627 Jehangir. ______.

Since a. One of the common uses of since is to mean from a point of time in the past until a later point of time in the past or until now.

How long have you been in Pune? 44

I have been here since 2009.

What a terrible weather!

It has been like this since Monday. b. We use since after the present perfect tense or the present perfect continuous tense. After since we always use a specific point of time such as 10 p.m , Sunday, July 2010 and 15th century.

Our M.D. has been in town since Tuesday.

It has been raining since ten this morning.

Schools have been closed since last Friday.

For a. One of the common uses of for is to indicate a period of time during which something happened. It tells us how long an action lasted.

I will be away for just 2 days.

Deepthi has been living in Kerala for six years.

She is going to Delhi for five days.

Note: For is used after any tense.

Task 4

Correct the mistakes.

1) It has not rained since a week. 2) The repair work will last since a month. 3) I haven’t slept well since two days. Task 5

Write sentences using since.

1) He met with an accident. His fever started then. He has had fever since he met with an accident.

2) I moved into this house in 2009. I have lived in this house then onwards. 45

3) He left for the US in January. We have not heard from him after that.

Before, after and during a. We use before to mean “earlier than somebody or something”.

Always wait for people to exit an area before you enter.

In case of fire, exit the building before you SMS your friends about it. b. We use after to mean “later than something”.

They left soon after dinner.

We met again after nine years. c. We use during to mean “all through” or “at some point in a period of time”.

Please do not use your mobile phones during the lecture.

I met him during my summer internship.

Note: Before, after and during are always followed by a noun phrase: before Diwali, after the flood, during the journey.

While a. We use while to connect two sentences. So, it is also a conjunction. We use while to mean during the time that something is happening.

I was watching T.V. The power went off.

The power went off while I was watching T.V.

The prepositions before and after and the conjunction while can be followed by an –ing form of a verb.

Before leaving the aircraft, please check your belongings.

After speaking to the doctor, she went out and bought the medicines.

Task 6

Complete each sentence using before, after or while and a verb from the box.

Before, after, while leaving home doing the dishes parking the car taking the picture sleeping turning at the sharp curves entering the bank

a) The road is slippery. Be careful while turning at the sharp curves. b) ______,we went into the mall. c) ______, I checked all the doors and windows. d) He snores loudly ______e) She went to have a shower ______f) ______, I checked my wallet. g) ______, the photographer checked the intensity of light.

below, above, under, over, in front of, behind, opposite, between, among a. We use these prepositions to talk about the position of a person or a thing in relation to another person or thing. b. We use below and above to mean to a lower or higher level or position than somebody or something.

The water is below knee level.

The water is aboveknee level. c. We use opposite to mean on the other side of somebody or something, usually facing them. We use in front of to mean outside but not opposite.

The two cars are opposite each other.

The small car is in front of the big car.

The cars are in front of the house. d. We use under to mean “a position below something”. We use over to mean “a position higher than but not touching something or somebody”.

The mechanic is under the car.

He jumped over the hurdle. 47

e. We use behind to mean “at the back of somebody or something”. We use between to mean in the space separating two or more points, objects, people, etc.

The old man is behind the wall.

The man is standing between the two pillars. f. We use among to mean with many things or people.

She was sitting among the children

Task 7

Complete the sentences using above, below, opposite, under, over or between.

1) The baby elephant is ______the two big elephants.

2) There is a painting ______the T.V.

3) The aircraft is flying ______the clouds.

4) The man is standing ______the aircraft.

5) We made the shelves in the space ______the window.

6) The two men are pulling in the ______direction.

across, along, down, into, off, over, out of, past, round, though, under, up a. All these prepositions indicate the direction of movement.

The children are walking across the road. The girl is jogging along the road.

He is bending down. The kids are jumping into the water.

The fish is coming out of the water. The naughty boy is looking through a keyhole.

The bus is going off the road. The car is going past a red light. 48

The woman is walking under a ladder. The dogs are jumping over the fence.

Task 8

1) Fill in the blanks with the correct prepositions. a) A monkey walked ___ my living room when I was reading the newspaper. Suddenly the steam ______the pressure cooker went _____. The monkey got scared and ran ______of the room ______the rear door. b) Last summer we made a trip ______Darjeeling. The journey ______the hills ______the toy train was exciting. A few children got scared when the train went ______tunnels. The train became slow as it started climbing _____. I could see a few people jumping _____ the train and getting ______it again at the next curve. It was indeed a sight to see the train going _____ sharp curves.

about, with, of a. We use about to mean “on the subject of somebody or something”. This preposition is usually used with verbs such as hear, know, speak, talk and think.

Did you hear about the accident?

I knew nothing about it until I reached Bangalore.

I want to speak to you about something important.

They love to talk about partying all the time.

I think we should think about moving to a better house. b. We use with to mean “in the company or presence of somebody or something”.

She went on a trip with her friends. c. We use with to mean using something.

I lost my key. I managed to open the lock with a wire. d. We use with to mean having or carrying something. 49

I want to buy a jacket with a hood.

He looked at me with a sense of guilt. e. We use of to mean belonging to , relating to , or connected with.

The highlight of the show is at the end.

I always dreamed of being rich and famous. f. Of is used to indicate reference.

This is a picture of my family. g. Of is used to indicate an amount or number

I drank three cups of milk.

Task 9

Fill in the blanks with the correct prepositions.

1) I was ______a few of my colleagues.

2) Do you have any news _____ the match?

3) I’m calling ______my order Number.120.

4) Can we talk ______next week’s reception?

5) She bought two packets ______sweets.

Task 10

Choose the correct prepositions.

1) We are late. So you think we should go in /by a taxi?

2) She is living by/with an old classmate of hers.

3) Are you looking for a jar by/with a handle?

4) The dog sat at/by the fireplace.

5) The water level in the dam rose at/by 2 cms every hour.

6) Do you know anything of/about their plan? 50

Task 11

Practise the prepositions in the diagram with your teacher using the objects in your classroom.

Unit II

(20 hours)

Listening and Speaking

a. Listening to famous speeches and poems

b. Making short speeches- Formal: welcome speech and vote of thanks. Informal occasions- Farewell party, graduation speech

1. Reading and Writing

a. Writing opinion pieces (could be on travel, food, film / book reviews or on any contemporary topic)

b. Reading poetry

b.i. Reading aloud: (Intonation and Voice Modulation)

b.ii. Identifying and using figures of speech - simile, metaphor, personification etc.

2. Word Power a. Idioms & Phrases

3. Grammar in Context

Conjunctions and Interjections

LISTENING AND SPEAKING 1. Listening and Speaking

a. Listening to famous speeches and poems

Lesson One

A speech is usually a formal address delivered to an audience. Great speeches are excellent examples of ideas well expressed. Listening to speeches by people from various walks of life on variety of subjects will not only increase your vocabulary but will also make you familiar with the different ways in which one uses ones tone and body language to communicate ideas effectively.

Kinds of Speeches:

A speech is given at both formal and informal occasions, to inform, persuade, or entertain. Speeches by historians and scientists are largely informative. A speech which is meant to persuade an audience could be made by managers during a sale’s pitch or by politicians to encourage people to vote in favour of something or take some actions. Entertaining speeches are given at informal gatherings like dinner parties,team parties and weddings to raise a toast and these are not meant to teach anything to the audience. The speeches rely heavily on anecdotes and humour whilethe other kinds of speeches may be used sparingly.

There is no hard and fast rule that one needs to adhere to while preparing a speech. However, to fulfil ones purpose and to communicate effectively one should equip oneself to both prepare and deliver speeches. You would come across several occasions both now, while in college and later in your career, when you may have to deliver a speech. For instance, you may have to prepare a speech for an event in college – a welcome speech or deliver the vote of thanks, or a speech to share the concept note of an event,or for an oratorical competition. Most of you would make a seminar presentation in the classroom or summarise your project at a viva-voce.

Types of Speeches

Based on the type of delivery, speeches could be classified as:

1. Speech from memory 2. Delivery based on a manuscript 3. Extempore 4. Impromptu 53

Although speeches could be composed and delivered in different ways, they generally follow a common format. The introduction contains a hook to draw the audience’s attention. It highlights what would be spoken about in the speech, the purpose and prepares the audience to pay attention to what is to follow. The hook may be an anecdote, a joke, or interesting facts or statistics that is gripping. The body has the main points supported by details, real time examples, or statistics. In a persuasive speech the speaker presents arguments and counterarguments to convince the audience in believing their point of view. The conclusion summarises the key points made and ends with a powerful thought. The speaker makes an appeal for a specific action or motivates the audience to decide in the concluding remarks of a persuasive speech.

The easiest way to learn to make a good speech is to learn from examples. History is filled with remarkable speeches made by world’s top leaders and performers.

Activity 1

Research on the internet to make a list of a few famous orators and the occasions at which they made their most popular speech.

Example:

Jawaharlal Nehru – A tryst with Destiny -Delivered on the eve of India’s Independence

Activity 2

Pre-Listening Activity: 1. Search on the internet and find out who is Malala? 2. In which year was she awarded the Nobel Prize? 3. Discuss some qualities of Malala, the young achiever, that you would like to emulate.

Listening Practice: Listen to the Nobel Peace Prize acceptance Speech by Malala Yousafzai The transcript of the speech is given below. https://www.youtube.com/watch?v=c2DHzlkUI6s

Activity 3: Familiarize yourself with the key components of a good speech by analysing one.

Discuss these questions which would help you analyse the speech and familiarise you to some important elements of a well-structured and confidently delivered speech. 1. What type of speech is it? 2. Do you think Malala has prepared the entire speech in advance? 3. Based on your listening to the speech, do you think Malala had an idea about her audience? Explain your stance. 4. Is she reading out every line from a manuscript? 5. Has she memorised every line that she has spoken? 6. Does Malala use any anecdote in her speech? 7. Identify if there is a clear structure to the speech? 8. What does she say in the introduction? 9. Identify words and phrases that suggest it is an introduction. 10. What supporting points does she use in the body of her speech? 11. Are there phrases that suggest that she is referring to another speaker who has probably preceded her presentation? 12. List out words and phrases Malala repeats. Why do you think she uses repetition? 13. Pick out phrases and sentences in the speech that point out that Malala has used humour in her speech. 14. Identify the rhetorical questions that Malala uses in her speech and explain why she use these devices. 15. How does she conclude her speech? Transcript of Malala’s Speech

Bismillah hir rahman ir rahim.

In the name of God, the most merciful, the most beneficent.

YourMajesties, Your royal highnesses, distinguished members of the Norwegian Nobel Committee. Dear sisters and brothers, today is a day of 55

great happiness for me. I am humbled that the Nobel Committee has selected me for this precious award.

Thank you everyone for your continued support and love. Thank you for the letters and cards that I still receive from all around the world. Your kind and encouraging words strengthen and inspire me. I would like to thank my parents for their unconditional love. Thank you to my father for not clipping my wings and for letting me fly. Thank you to my mother for inspiring me to be patient and to always speak the truth – which we strongly believe is the true message of Islam. And also thank you to all my wonderful teachers, who inspired me to believe in myself and be brave.

I am proud, well in fact, I am very proud to be the first Pashtun, the first Pakistani, and the youngest person to receive this award. Along with that,I am pretty certain that I am also the first recipient of the Nobel Peace Prize who still fights with her younger brothers. I want there to be peace everywhere, but my brothers and I are still working on that.

I am also honoured to receive this award together with Kailash Satyarthi, who has been a champion for children’s rights for a long time. Twice as long, in fact, than I have been alive. I am proud that we can work together and show the world that an Indian and a Pakistani, they can work together and achieve their goals of children’s rights.

Dear brothers and sisters, I was named after the inspirational Malalai of Maiwand who is the Pashtun Joan of Arc. The word Malala means grief stricken”, sad”, but in order to lend some happiness to it, my grandfather would always call me Malala – The happiest girl in the world” and today I am very happy that we are together fighting for an important cause.

This award is not just for me. It is for those forgotten children who want education. It is for those frightened children who want peace. It is for those voiceless children who want change.

I am here to stand up for their rights, to raise their voice… it is not time to pity them.It is time to take action so it becomes the last time, so it becomes the last time that we see a child deprived of education.

I have found that people describe me in many different ways.

Some people call me the girl who was shot by the Taliban.

And some, the girl who fought for her rights. 56

Some people, call me a “Nobel Laureate” now. However, my brothers still call me that annoying bossy sister. As far as I know, I am just a committed and even stubborn person who wants to see every child getting quality education, who wants to see women having equal rights and who wants peace in every corner of the world.

Education is one of the blessings of life—and one of its necessities. That has been my experience during the 17 years of my life. In my paradise home, Swat, I always loved learning and discovering new things. I remember when my friends and I would decorate our hands with henna on special occasions. And instead of drawing flowers and patterns we would paint our hands with mathematical formulas and equations.

We had a thirst for education, because our future was right there in that classroom. We would sit and learn and read together. We loved to wear neat and tidy school uniforms and we would sit there with big dreams in our eyes. We wanted to make our parents proud and prove that we could also excel in our studies and achieve those goals, which some people think only boys can.

But things did not remain the same. When I was in Swat, which was a place of tourism and beauty [and which] suddenly changed into a place of terrorism, I was just ten then. More than 400 schools were destroyed. Women were flogged. People were killed. And our beautiful dreams turned into nightmares.

Education went from being a right to being a crime.

Girls were stopped from going to school.

When my world suddenly changed, my priorities changed too.

I had two options. One was to remain silent and wait to be killed. And the second was to speak up and then be killed. I chose the second one. I decided to speak up.

We could not just stand by and see those injustices of the terrorists denying our rights, ruthlessly killing people and misusing the name of Islam. We decided to raise our voice and tell them: Have you not learnt, have you not learnt that in the Holy Quran Allah says: if you kill one person it is as if you kill the whole humanity? Do you not know that Mohammad, peace be upon him, the prophet of mercy, he says, do not harm yourself or others”. 57

And do you not know that the very first word of the Holy Quran is the word Iqra”, which means read”?

The terrorists tried to stop us and attacked me and my friends who are here today, on our school bus in 2012, but neither their ideas nor their bullets could win.We survived. And since that day, our voices have grown louder and louder.I tell my story, not because it is unique, but because it is not. It is the story of many girls.

Today, I tell their stories too. I have brought with me some of my sisters from Pakistan, from Nigeria and from Syria, who share this story: My brave sisters Shazia and Kainat who were also shot that day on our school bus. But they have not stopped learning. And my brave sister Kainat Soomro who went through severe abuse and extreme violence, even her brother was killed, but she did not succumb.

Also my sisters here, whom I have met during my Malala Fund campaign: my 16-year-old courageous sister, Mezon from Syria, who now lives in Jordan as refugee and goes from tent to tent encouraging girls and boys to learn. And my sister Amina, from the North of Nigeria, where Boko Haram threatens, and stops girls and even kidnaps girls, just for wanting to go to school.

Though I appear as one girl, one person, who is 5 foot 2 inches tall, if you include my high heels. (It means I am 5 foot only) I am not a lone voice, I am not a lone voice, I am many.

I am Malala. But I am also Shazia.

I am Kainat.

I am Kainat Soomro.

I am Mezon.

I am Amina. I am those 66 million girls who are deprived of education. And today I am not raising my voice, it is the voice of those 66 million girls.

Sometimes people like to ask me why should girls go to school, why is it important for them. But I think the more important question is why shouldn’t they, why shouldn’t they have this right to go to school.

Dear sisters and brothers, today, in half of the world, we see rapid progress and development. However, there are many countries where 58

millions still suffer from the very old problems of war, poverty, and injustice.

We still see conflicts in which innocent people lose their lives and children become orphans. We see many people becoming refugees in Syria, Gaza and Iraq. In Afghanistan, we see families being killed in suicide attacks and bomb blasts.

Many children in Africa do not have access to education because of poverty. And as I said, we still see, we still see girls who have no freedom to go to school in the north of Nigeria.

Many children in countries like Pakistan and India, as Kailash Satyarthi mentioned, many children, especially in India and Pakistan are deprived of their right to education because of social taboos, or they have been forced into child marriage or into child labour.

One of my very good school friends, the same age as me, who had always been a bold and confident girl, dreamed of becoming a doctor. But her dream remained a dream. At the age of 12, she was forced to get married. And then soon she had a son, she had a child when she herself was still a child – only 14. I know that she could have been a very good doctor.

But she couldn’t … because she was a girl.

Her story is why I dedicate the Nobel Peace Prize money to the Malala Fund, to help give girls quality education, everywhere, anywhere in the world and to raise their voices. The first place this funding will go to is where my heart is, to build schools in Pakistan—especially in my home of Swat and Shangla.

In my own village, there is still no secondary school for girls. And it is my wish and my commitment, and now my challenge to build one so that my friends and my sisters can go there to school and get quality education and to get this opportunity to fulfil their dreams.

This is where I will begin, but it is not where I will stop. I will continue this fight until I see every child, every child in school.

Dear brothers and sisters, great people, who brought change, like Martin Luther King and Nelson Mandela, Mother Teresa and Aung San Suu Kyi, once stood here on this stage. I hope the steps that Kailash Satyarthi and I have taken so far and will take on this journey will also bring change – lasting change. 59

My great hope is that this will be the last time, this will be the last time we must fight for education. Let’s solve this once and for all.

We have already taken many steps. Now it is time to take a leap.

It is not time to tell the world leaders to realise how important education is – they already know it – their own children are in good schools. Now it is time to call them to take action for the rest of the world’s children.

We ask the world leaders to unite and make education their top priority.

Fifteen years ago, the world leaders decided on a set of global goals, the Millennium Development Goals. In the years that have followed, we have seen some progress. The number of children out of school has been halved, as Kailash Satyarthi said. However, the world focused only on primary education, and progress did not reach everyone.

In the year 2015, representatives from all around the world will meet in the United Nations to set the next set of goals, the Sustainable Development Goals. This will set the world’s ambition for the next generations.

The world can no longer accept, the world can no longer accept that basic education is enough. Why do leaders accept that for children in developing countries, only basic literacy is sufficient, when their own children do homework in Algebra, Mathematics, Science and Physics?

Leaders must seize this opportunity to guarantee a free, quality, primary and secondary education for every child.

Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger.

Dear sisters and brothers, the so-called world of adults may understand it, but we children don’t. Why is it that countries which we call “strong” are so powerful in creating wars but are so weak in bringing peace? Why is it that giving guns is so easy but giving books is so hard? Why is it, why is it that making tanks is so easy, but building schools is so hard?

We are living in the modern age and we believe that nothing is impossible. We have reached the moon 45 years ago and maybe will soon land on Mars. Then, in this 21st century, we must be able to give every child quality education. 60

Dear sisters and brothers, dear fellow children, we must work… not wait. Not just the politicians and the world leaders, we all need to contribute. Me. You. We. It is our duty.

Let us become the first generation to decide to be the last, let us become the first generation that decides to be the last that sees empty classrooms, lost childhoods, and wasted potentials.

Let this be the last time that a girl or a boy spends their childhood in a factory.

Let this be the last time that a girl is forced into early child marriage.

Let this be the last time that a child loses life in war.

Let this be the last time that we see a child out of school.

Let this end with us.

Let’s begin this ending … together … today … right here, right now. Let’s begin this ending now.

Thank you so much.

Activity 4

Listen to the following speeches and analyse them. While listening to them pick out phrases, words and sentences that you may wish to use while preparing a speech of your own.

1. Sundar Pichai Inspirational Video https://www.youtube.com/watch?v=m050iy5_2ng

2. BTS speech at the United Nations https://www.youtube.com/watch?v=oTe4f-bBEKg

Lesson Two

Listening to Poems

Listening to a poem read aloud is both a source of entertainment and learning. A poem is meant to be reading aloud reveals the poems rhythmic, melodic, and alliterative qualities. 61

Listening to authors read their own work brings us very close to the work’s tone. Listen to recordings of poems to read along with them. It will help you to tune in with the appropriate rhythm to reveal the meaning of the poem.

Activity 1

Listen to the “The Road Not Taken” BY ROBERT FROST read by Dana Gioia and discuss it. https://www.poetryoutloud.org/competing/listen-to-poems/

Activity 2

Listen to any poem of your choice and practice reading it and present it aloud in your class.

You will find the audio of a variety of poems at Poetry Foundation.org https://www.poetryfoundation.org/poems/browse#page=1&sort_by=rece ntly_added&filter_poetry_audio=1

Making Short Speeches

Welcome Speech

A Welcome speech signals the commencement of any event or occasion that requires a formal opening. A meeting, a conference, a workshop, or a celebration could be officially opened with a welcome speech. Being the first item in a programme, the welcome speech has to be planned with extra care as it sets the tone of the day’s proceedings.

How will you structure a welcome speech? Here is the sequence that you should adopt:

1. Greet everybody 2. Acknowledge and welcome important guests 3. Welcome all the guests, mention the name of the event/occasion and its host and thank them for being there 4. Present a brief introduction of the host - the institution, the organization, the founder 5. Introduce the occasion 6. Introduce the Chief guest 7. Conclude with a remark that makes everybody feel comfortable and look forward to what is in store.

A few tips that you could follow while preparing a welcome speech:

1. Brevity: Keep it short! A welcome speech should not be long. It is recommended that one does not speak for more than three minutes. 2. Prepare a list of names and designations of people who have to be welcomed. Make a list of groups of people who have to be thanked and welcomed. 3. Practise pronouncing the names of guests, organisations and places that you not familiar with. 4. Introduce the event and highlight its significance both for the organisers and those who are participating. 5. Introduce the chief guest and special invitees. 6. Thank the organisers, sponsors and others and welcome all. 7. Avoid redundancy like , “one and all present here”, “on my own behalf”. 63

8. Do not use too many adjectives, for example, “ it is a great privilege to have amidst us the super star of the ceremony, the shining and dazzling and ever bright Mr Manimaran”.

Expressions for Welcoming:

• a warm welcome… • hearty welcome… • cordial welcome… • delighted to welcome…

We are honored to have… We are honoured with the presence of .... A long pending desire has been fulfilled today with the presence of Mr...... in our midst, I welcome you, sir

Vote of Thanks

A “vote of thanks” speech is a concluding speech at an event. It is proposed by the host to thank all the people who helped to organise the event, the guests and people who have participated. Generally, it is a speech made to express gratitude. However, one could express very briefly a few concluding remarks about the event’s proceedings. Remember this is probably the last item of the event so keep it short and sweet.

Structure of a Vote of Thanks

1. Greet everybody 2. Briefly talk about the successful completion of the event 3. Thank the important guests and speakers 4. Thank the hosts of the event/occasion 5. Thank all the members who helped organize the event – the team behind the scenes 6. Thank the sponsors 7. Thank all the participants 8. Include any concluding remark Some useful Expressions for Vote of Thanks

On behalf of the college, I thank…

I extend my heartfelt thanks to…

Our gratitude is due to… 64

I cannot thank everyone enough…

I specifically thank….

We are grateful to…

Making Short Speeches: Informal Occasions

Speeches grace occasions, whether they are formal or informal. Informal occasions are like birthday parties, wedding anniversaries, farewell parties (at the college or workplace), to name a few.

Sample Speeches

1. Birthday Felicitations

On this happy occasion of the celebration of the 40th birthday of our dear friend Sudhir, I have been asked to say a few words. First of all, let me congratulate Sudhir on maintaining his youthful appearance after completing four decades. Birthdays are also occasions for thanksgiving. We thank God for Sudhir who is a gift to his parents, his wife and friends. As, Sudhir’s friend, I would like to share a few words about his unique personality. I have the privilege of knowing him for 35 years. Our association goes back to 1st standard at the Government school at Dindivanum. We lived in the same village and went to the same school. Sudhir’s parents. Thiru and Tmt. Soundirarajan have earned the respect of the entire village because they brought up their son very well. Rarely can you find people who have studied together from class 1 to graduation. But Sudhir and I have that rare privilege. It is a big challenge to encapsulate 35 years of friendship in three minutes. Nor do I wish to dampen the celebratory spirit of this occasion with a long speech. But, as I said earlier, I would like to say a few words as thanksgiving, both to God and the wonderful people in Sudhir’s life. Sudhir and I come from a humble background. But today, we are holding good positions, thanks to the gift of education which both of us valued. We were study partners, always doing each day’s homework together, when we were children. We prepared together for the engineering entrance exams and both of us got through. Sudhir opted for architecture (B.Arch), and I for Mechanical engineering. Sudhir’s artistic talent led him in this direction. He is gifted with spatial perception – both outdoors and indoors - which 65

has made him the celebrated landscape artist, architect and interior designer that he is. He has been blessed with a wife who shares his interest in design, only with this difference, that she is a fashion designer. The common denominator for Sudhir and his wife Anu is creativity. They are an ideal couple. I am so grateful that Sudhir’s parents, Thiru.and Tmt. Soundirarajan understood his talents and guided him in the right path. They made many sacrifices to help their son realise his dreams. Today, at 40, he is a fulfilled man. I wish Sudhir Many Happy Returns of the Day! Let’s give Sudhir a big hand ! (Applause)

What are the points to be kept in mind while making an informal speech?

• Mention the occasion • Mention your association/connection with those who have asked you to speak • If it is a felicitation of an individual, mention the good qualities of the person. • Conclude with greetings and wishes pertinent to the occasion (birthday, farewell on promotion or retirement and so on)

Activity 1: Speaking

Prepare a two-minute welcome address for the following formal events and present it.

1. Sports Day 2. Independence day Celebrations 3. A workshop organised by your department 4. Teacher’s day celebrations 5. An intercollegiate competition 6. A guest lecture in your department 7. An award giving ceremony in an international event

Activity 2: Speaking

Prepare a two-minute speech to be given on the following informal occasions

1. The 25th Wedding Anniversary of a relation 2. To your juniors at a Farewell organised by them. 66

3. At the retirement function of a friend.

NB: The above “speaking” activities could also be given as written work.

READING AND WRITING Writing Opinion Pieces The ability to articulate your opinion is one of the skills required of social and professional life. One cannot make rash or baseless statements. The ability to articulate one’s opinion with clarity of thought and good diction is one of the marks of an educated mind: writing which is based on one’s power of observation and analytical thinking is very powerful. This unit on writing opinion pieces will teach you to express yourself on any subject of your choice like travel, food, films and books.

What do you mean by opinion?An opinion is considered • A thought or a feeling about someone or something. • A judgement made about something or someone. • A view or a point of view… • A belief or a value

You might recall that in Semester 1, you had a lesson on Diary Writing. The points emphasised in that lesson were that you could maintain a journal (diary) and express your thoughts and feelings about events that occurred in your day. Diary writing gives you an opportunity to describe events of the day or write your reflections on them.

Writing opinion pieces builds on the practice you have with diary writing. However, writing an opinion piece, while having a strong personal orientation, is writing that comes from a reflective and well-informed mind.

You might have come across the Op-Ed section of a newspaper. Do you know what Op-Ed stands for? Op-Ed is the short form of “opposite the editorial.” The Cambridge English dictionary defines Op-Ed as “a piece of 67

writing that expresses a personal opinion and is usually printed in a newspaper opposite the page on which the editorial is printed”

Today the term is used more widely to allude to a column that represents the opinion of a writer on an issue of relevance, which could range from lifestyle (like interest in travel, cuisine, fitness) to more serious writings expressing opinions on social trends and politics.

What are some of the distinguishing characteristics of an opinion piece?

• It is short – not more than 750 words (this is short when compared to the lengthy editorials in newspapers) • It has a clearly defined point of view and is characterised by “clarity” in thinking. • The topic is usually stated in the first paragraph • It is well/adequately researched. Even though it expresses a personal standpoint, the writer does adequate background study to substantiate his/her point of view. The research might involve fieldwork – going to the scene, interviewing people and such work or, using library and reliable internet resources. Though it is an opinion piece, the writer has the obligation to write responsibly. • An opinion piece carries the “voice” of the writer. “Voice” here refers to the writer’s beliefs and convictions. It also refers to the style of writing, which could be descriptive, humorous, or informative, among other possibilities.

Sample Opinion Piece Child Health: A Nation’s Priority

Our country is home to the largest child population in the world. A substantial 41 per cent, around 450 million, are children. However, only 4 percent of the GDP is spent on their education, health and protection. Children should be recognised as a priority and the necessary budgetary allocations should be made. 68

It was observed that of the patients visiting government hospitals, 70 per cent were child labourers. These children are constantly exposed to smoke, dust, noxious gases, chemicals and high temperatures. As a resultthe lungs, eyes, and other vital organs of children are affected. The moral responsibility for the plight of these children rests with manufacturers who exploit them as inexpensive labour. If exploitation of this kind continues, we will be left with a great national liability. The working children of today are virtually the liabilities of tomorrow. A large portion of the government’s budgetary allocation will have to be accorded for health care and reparations in the foreseeable future. This will have a crippling effect on the development agenda. Such oversight should be condemned strongly by all opinion holders. The statistics in relation to children is alarming. The health indicators of children in India are among the worst in the world with only 65.3 per cent of the under-five children fully immunised. Eighty per cent of the children under three years of age are anaemic and every 3 out of 5 children are malnourished. Over nine lakh children in India die before their first birthday.

Data also suggest that India accounts for nearly 50 per cent of child brides in the world who are married before the age of 15 — threatening their personal well-being, development and, most often, their fundamental rights to health, education and freedom. What’s more, the air quality in northern India has reached an alarming stage. There is a strong link between pollution and children’s cognitive function. Early exposure to toxic air has lifelong consequences for them. The Ministry of Health needs to work in collaboration with the Ministry of Women and Child Development, Labour, Education, and other agents involved with children if they have to be effective in achieving child health.

(Adapted from Op-Ed article Healthy Children Build Healthy Nations (Kailash Satyarthi https://www.thehindu.com/sci-tech/health/Healthy- children-build-healthy-nations/article16668437.ece) 69

Read the following Op-Ed articles

1. The Book in My Hand (by Ramachandra Guha). https://www.thehindu.com/books/The-book-in-my- hand/article16443755.ece 2. Coordinates of Safety. (https://www.thehindu.com/opinion/op- ed/Coordinates-of-safety/article16643102.ece)

Write opinion pieces on the topics given below 1. Organic farming 2. Fitness Culture 3. “Reading Maketh a Full Man”: The Benefits of Cultivating the habit of Reading 4. Extravagant Indian Weddings: A Waste of Money 5. Peer Pressure: A Major Distraction for Youth.

Reading Poetry

Reading poetry is certainly a different experience from reading a simple story. What makes poetry? Poetry normally employs linguistic devices like rhetorical questioning, figures of speech like simile, metaphor, and personification. Sometimes poetry can be understood at the first reading but in many cases the reader has to read deeper and also know the meanings of words which are not obvious. A seemingly simple poem may not be that simple.

Harlem By Langston Hughes

What happens to a dream deferred?

Does it dry up

like a raisin in the sun?

Or fester like a sore—

And then run?

Does it stink like rotten meat?

Or crust and sugar over— 70

like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?

(https://www.poetryfoundation.org/poems/46548/harlem, accessed on 13.12.20)

This poem looks very simple yet it is not. Let the readers read the poem aloud.

The key word is “deferred,” and let the students look up the dictionary and try to make sense of the poem.

Task 1

Making the student find meaning of key words and help them explore the meaning themselves.

Task 2

Reading poetry.

The first line is a question and all the other lines also are questions except for the last line.

The questions are always read with a rising intonation. So this poem with its many questions gives ample scope to practise how to read.

Task 3

Learning the figures of speech.

Simile is an explicit comparison with words “like,” “as,” and so on.

Metaphor

A comparison that is made literally, either by a verb (for example, John Keats' "Beauty is truth, truth beauty" from his "Ode on a Grecian Urn") or, less obviously, by a combination of adjective and noun, noun and verb, etc. (for example, Shakespeare's sonnet on the "the marriage of true minds"), but in any case without pointing out a similarity by using words such as "as," "like," or "than." (https://rpo.library.utoronto.ca/glossary#letter_m accessed on 14.12.20) 71

Points of Discussion

Here the key term is “dream deferred,”

1. What are the similes present to portray the dream deferred?

Example : What dries up like the raisin in the sun?

The phrase “like a raisin in the sun” is a simile.

2. Is there a rhyme scheme in the poem?

3. How many similes are there?

4. Why is the phrase, “or does it explode,” italicized by the poet?

Task 4

The students can see the meaning of the title of the poem, “Harlem.” It is a proper noun, (name of a place). If students stop with this they will not learn about the historical background.

The implication of the place Harlem has to be probed. Harlem was the cultural centre and refuge for African Americans who were discriminated against. Langston Hughes was an African American poet who lived during dark times for African Americans, whose dreams were not allowed to see the light of day. The final comparison he uses in the poem is like that of a big sand bag that sags him down. So when you are reading poetry explore the deeper meanings that are evident in the presented text.

WORD POWER: IDIOMS AND PHRASES

In the sentences given below, some phrases are underlined. What do you think these phrases mean? Try to guess the meaning from the context.

1. Susanna was on cloud nine when she found that she had won the scholarship. 2. When his father asked Dennis who ate the cookies, Dennis spilled the beans and said that his brother had done it. 3. It is raining cats and dogs outside; the roads are completely waterlogged. 4. My sister is so busy that I get to see her only once in a blue moon. 72

5. Shanta was the apple of her grandmother’s eye; the elderly woman would do anything the little girl wanted. In each case, the literal meanings of the phrases is not the correct one. Susanna obviously did not climb up to cloud number nine and Dennis did not take a packet of beans and spill them. The underlined phrases are idioms.

An idiom is a phrase or a group of words that has only a metaphorical or figurative meaning. The meanings of these groups of words have become an accepted part of language. For example, ‘on cloud nine’ means to be very happy, ‘to spill the beans’ is to reveal something before it is supposed to be revealed, to ‘rain cats and dogs’ means to rain very heavily etc. Almost every language has idioms.

Why do we use idioms?

Idioms make our writing interesting and vibrant. ‘I see my sister once in a blue moon’ reads better than ‘I see my sister very rarely’; using the idiom makes it clear just how rarely I see my sister.

Also, using idioms makes our writing nearly less formal and more sophisticated. Saying that Shanta was the apple of her grandmother’s eye is a more sophisticated and personal way of saying that Shanta’s grandmother adored her.

Where can we find idioms? There are a number of dictionaries of idioms such as the Oxford Dictionary of English Idioms. www.theidioms.com and www.idioms.online have a large collection of idioms. We can use any of these, or any other online or physical resource that we have access to in order to find the meanings of idioms.

Very often, we get confused between an idiom and a proverb. The major difference between an idiom and a proverb is that a proverb gives advice, while an idiom does not. Grammatically, proverbs are often complete sentences, whereas idioms are most often phrases that need to be included within a sentence (of course, there are idioms that can function as complete sentences too – like “curiosity killed the cat”. But, “Honesty is the best policy” is a proverb: it is a complete sentence and gives useful advice. “Once in a blue moon” is an idiom – it is a phrase and does not give any kind of advice. 73

Activity 1

Guess the meaning of the underlined idioms from the context. After that, check an online or physical resource to see if your guess was correct.

1. Winning the competition was a piece of cake for Rahul – he made it seem so effortless. 2. Tanya’s parents never had a problem with cleanliness; her room was always in apple-pie order. 3. Our quiz team was on a roll that day; we hardly got a question wrong. 4. In order to finish studying all the portions for the exam, we had to burn the midnight oil. 5. Sanaaya is as good a singer as her mother – she is a chip off the old block. Activity 2

Each of the following pictures represents an idiom. Identify the idiom and then find out its meaning and use the idiom in a sentence. The first one is done for you. (Unless otherwise attributed, the pictures have been sourced from creative common licenses).

1 Not my cup of tea. The idiom refers to something the speaker does not like. Sitcoms are not my cup of tea; I’d rather watch detective shows.

(Picture source: https://tidusminolists.wordpress.com/2018/12/17/etymology-bury-the- hatchet-the-meaning-and-origin-of-phrase/) 75

Activity 3

In each of the following sentences, replace the underlined phrases with a suitable idiom. Choose the idiom from the list given at the end.

1. She has been having a difficult time with her health; be a little lenient with her. 2. The family did not know what to do when the ship carrying their cargo went missing; it was completely unexpected and they were not at all prepared for it. 3. Sarayu’s fever has subsided and her body pain has also vanished. She is perfectly fine now. 76

4. We can’t always blame only the person who takes bribes; the one who gives is also responsible. The blame lies on both sides. 5. My mother who is a workaholic keeps telling me to take breaks; she is criticizing me when she is just as bad as me. 6. I have to speak at a Conference on New Methods of Teaching English. I want to prepare well for it. I don’t want to tell them what they already know. 7. Let us not worry about problems before they have happened; we will deal with them when we face them. 8. There are so many Swaminathans in our College. Finding out the address of one student named Swaminathan from among all others is going to be a very difficult task. 9. That session influenced him so much that he has completely reformed. 10. When the teacher asked Sharad if he had copied, he did not give her a straight answer; he kept avoiding the question.

cross the bridge when we come to it turned over a new leaf it takes two to tango chip off the old block carry coal to Newcastle fit as a fiddle cut her some slack bolt from the blue beat around the bush looking for a needle in a haystack pot calling the kettle black

GRAMMAR IN CONTEXT

CONJUNCTIONS

Listen to the following conversation between a mother and her children:

Mom: Its getting late. Vicky, will you have Dosai for breakfast?

Vicky: Yes ma.

Mom: What about you Raji?

Raji: I will have Dosai too ma.

Mom: Rinku, where are you.... is dosai okay for you?

Rinku: Hmm...

Mom: Quick, tell me, dosai or bread and butter?

Rinku: Bread and butter ma.

Mom: So Vicky and Raji will have dosai. I'll make it ready after

I prepare bread and butter for Rinku.

In the above conversation we find that

1. Rinku wants to have 'bread and butter'.

2. Vicky and Raji want to have dosai.

3. The mother asks Rinku if she wants dosai or bread and butter.

Look at the first sentence.

Rinku wants to have 'bread and butter'.

The word 'and' is used to join the words 'bread' and 'butter'.

Take a look at the second sentence.

Vicky and Raji want to have dosai.

Again in this sentence the word 'and' is used.

What idea does the sentence express? The sentence expresses two ideas: 78

Vicky wants to have dosai.

Raji wants to have dosai.

The ideas of the above two sentences are related. The sentences seem repetitive. Hence the word 'and' is used to join these two sentences. and the same idea is expressed in a single sentence.

This makes the sentence compact.

Look at the third sentence.

The mother asks Rinku if she wants dosai or bread and butter.

Here the word 'or' is used to express and join the two choices.

The words 'and' and 'or' are joining words or conjunctions. They make sentences more direct while retaining the meaning.

Conjunctions are words that join words, groups of words, or sentences.

Some commonly used conjunctions are

and yet or when but though although because unless while after since before

CLASSES OF CONJUNCTIONS

Conjunctions are divided into two classes: Co-ordinating and Subordinating

A Co-ordinating Conjunction joins together clauses of equal rank or importance.

What is a clause?

A clause has a subject and a verb. Look at the group of words in italics in the following sentences:

1. He can't succeed without hard work.

2. He can't succeed unless he works hard.

In the first sentence look at the group of words, 'without hard work". It does not make complete sense. It does not contain a finite verb. It has no subject and predicate of its own. Hence it is a phrase. A Phrase is a group of words that is used as a single part of speech and does not contain a Subject and Predicate of its own.

In the second sentence the group of words, 'unless he works hard', contains a subject (he) and a predicate (works hard). A group of words which forms part of a sentence, and contains a Subject and a Predicate of its own, is called a Clause.

The chief Co-ordinating Conjunctions are

And, but, or, for, nor, either.... or, neither.....nor

The conjunction 'and' is used to join words and sentences that have related or similar ideas.

It means the same, similar or equal; without contrast For example 80

1. It's cold and windy today.

2. He put on his cap and went out. .

3.Raji and Mahesh are neighbours.

The conjunctions 'but' is used to join words and sentences that have opposite ideas.

1. He wants to watch the film but he has to complete his project.

2. She read the mail but she did not reply.

The conjunction 'but' is also used to express something that is unexpected and to express the idea of difference.

1. They played well but they lost the match.

2. Sindhu is right-handed but her brother is left-handed.

In the first sentence the idea that they would lose the match is unexpected because they played well. The conjunction 'but' makes this clear.

In the second sentence the conjunction 'but' expresses the idea of difference.

Conjunction 'or' is used to connect words and sentences in order to show choice. It is used before an alternative.

1. Would you have coffee or tea?

2. Shall we go out or shall we stay at home?

When a conjunction connects a group of three or more items (words, phrases or clauses), it is usually placed before the last member of the group.

1. He boarded the bus, got the ticket and took a seat.

2. What would you like to have? Coffee, tea or fruit juice?

Some Conjunctions are used in pairs.

Either ---- or Neither ----- nor Both ------and Not only ------but also

whether ----- or

Conjunctions which are thus used in pairs are called Coorelative Conjunctions or Correlatives.

When conjunctions are used as correlatives, each of the correlated words should be placed immediately before the words to be connected.

He visited not only Delhi, but also Mumbai. --- Correct

He not only visited Delhi, but also Mumbai ----- Incorrect

either ...... or Either-- Raju or Peter will take you home. neither ...... nor --- He was neither smart nor hard-working.

SUBORDINATING CONJUNCTIONS

Subordinating conjunctions are used to combine a main clause and a subordinate clause. A Subordinating conjunction joins a clause to another on which it depends for its full meaning. It begins a subordinate clause and connects it to an independent clause.

The crop failed because there was no rain.

Main clause Subordinating clause

The word 'because' is used as the subordinating conjunction. It combines the main clause with the subordinating clause.

The sentence contains two clauses one of which, 'because there was no rain', is dependent on the other. Hence, the Conjunction introducing the dependent or subordinate clause is called a Subordinating Conjunction.

Notice how the subordinating conjunctions are different from co- ordinating conjunctions.

The subordinate conjunctions are part of the subordinate clauses they introduce. But the co-ordinating conjunctions are not part of either of the clauses they join together.

For example,

1. She was angry /but/ she listened quietly.

main clause 1 main clause 2

2. Although she was angry, /she listened quietly.

subordinate clause main clause

The chief Subordinating Conjunctions are:

After before because if though although till thatunless as when wherewhile

Subordinating Conjunctions may be classified according to their meaning, as follows:-

Time, Cause or Reason, Purpose, Result or Consequence, Condition, Concession and Comparison

Time before --- Come home before it gets dark. till ---- We shall wait till she gets the key. after -- She entered the class after the attendance was taken. when -- You may join us when you are ready.

Cause or Reason

Since -- Since there was power shutdown, we didn't complete the work.

As --- As he was in a hurry, he took an auto. because -- She did not go to college, because she was not feeling well.

Purpose that, so that, in order that that --- We work hard that we may succeed in life. so that --- Iwill send the documents by speed post so that you will get it tomorrow.

that ..... in order that -- The pamphlet was given in order that all might know the usage rules. 84

Result or Consequence so .... that --- He is so weak that he cannot move about. such .... that -- It is such a good movie that you can watch more than once.

Condition if -- If you will fill in these columns, I can sign the form. unless-- Do not answer unless you are sure.

Concession though --- She listened to me patiently though he was angry. although--- Although they played the match well, they did not win.

Comparison than ---- He works harder than his brother does.

EXERCISE 1: Fill in the blanks with suitableconjunctions -- and, or, but, although, till, because, though

1.Prem called out to her to stop, ______she continued walking.

2. How does the fruit taste? sweet ______sour?

3. Is Rani playing _____ studying?

4. John ______David went to the library yesterday.

5. I lost the prize ______I tried my best

6. Can you buy for me pens, pencils _____ notebooks?

7. They reached late ______their train was delayed.

8.He played well ______scored two goals.

9. ______he was poor he came forward to help the poor.

10. Will you wait _____ I return? 85

EXERCISE 1:

Combine the sentences using conjunctions given in brackets:

1. You will pass. Work hard. (if) 2. I will call you. I finish my work. (when) 3. He will buy a bike. He will buy a car. (either...or) 4. He will cook. He will wash clothes. (neither ..... nor). 5. Sheela is a good singer. she is also a good dancer.(not only....but also) 6. He waited. The train arrived. (till) 7. You will be late. You hurry. (unless) 8. It was dark. I couldn't find my bag. (so....that) 9.He sold the car. He was in need of money. (because) 10. He ran fast. He missed the train. (though) 11. Go to the port. You can visit the light house. (if)

THE INTERJECTION

Listen to the conversation between two friends Dinesh and Sam. Dinesh has come from abroad and is meeting Sam after many years. First readconversation 'A' and then conversation 'B'.

A B Dinesh:Sam, how are you? Dinesh:Hi ! How are you Sam? Sam: Aren’t you Dinesh? Sam:Hey, Aren't you Dinesh? Dinesh: Yes. Dinesh: Yeah, its me ... Sam:When did you return from Sam : How nice! When did you abroad? return from abroad. Dinesh:Last week Dinesh: Just last week Sam : Are you getting a Sam :So what have you picked painting? up? Dinesh : Yes,I picked up this one. Dinesh: This painting by Ravi Sam : Its nice. Varma. Sam : Wow! Its beautiful

Which conversation expresses the feeling of surprise? It is conversation B Look at the words that are in italics. Such words are Hi! Hey,Wow! etc., are called Interjections. Interjections are a part of speech used to express sudden emotions like happiness, surprise, grief and sympathy.

An Interjection is not grammatically related to the other words in a 86

sentence. An interjection is set off from the rest of the sentence by an exclamation mark or a comma. An exclamation mark indicates strong emotion. A comma indicates mild emotion.

An Interjection is a word which expresses some sudden feeling or emotion.

Here is a list of a few Interjections in use:

Hi Hurrah Alas Hush Ah Hey Well Wow Oh Ouch Gosh

Examples:

Hello ! What are you doing there? Ah ! Have they gone? Oh ! I got a fright. Ouch! That hurts! Well, I think that is my argument.

Here is a list of Interjections and what they express----

Hurrah ! huzza ! -- Joy Aah ! --- Call for help / when scared Ahh! ---- Realization / acceptance Uh --- Indicates a pause / need for more time bravo ! --- Approval Er --- Not knowing what to say Hmm --- Thinking / hesitating about something Hmph ---- Indicate displeasure ha ! what ! --- Surprise Eww --- Dislike or disgust Oops --- When do something by mistake alas ! --- Grief Shh ---- An indication for silence Whew --- Amazement and/or relief Wow --- Surprise or admiration Yeah --- strong affirmation or approval

Certain groups of words are also used to express some sudden feeling or emotion: Ah me! ------Ah me, where shall I go? For shame! --- For shame, leave that poor man alone. Well done! ---- Well done! You have done a good job.

Activity 1: 87

Fill in the blanks with suitable interjections: 1. ______We have won! 2. ______, Mithun! How are you? 3. ______He is dead. 4. ______Now I understand! 5. ______That's really a great news! 6. ______That's the winning goal! 7. ______The baby is sleeping. 8. ______We've lost the battle. 9. ______my young friends, play the game. 10. ______that feels wonderful.

Actvity 2: Write two sentences each using interjections to express 1. Surprise 2. Joy 3. Attention 4. Grief 5. Silence 6. Dislike 7. Think about something 8. Do something by mistake 9. Admiration 10.Strong affirmation

Unit III

(18 hours)

1. Listening and Speaking

a. Listening to TED talks

b. Making short Formal presentation with PPT

c. Interactions during and after the presentations

2. Reading and writing

a. Writing emails of complaint

b. Reading aloud famous speeches

c. Reading longer fictional / non-fictional pieces in which all the reading skills can be brought into play

d. Preparing short assignments

3. Word Power a. One Word Substitution

4. Grammar in Context

Sentence Patterns

LISTENING AND SPEAKING

a. Listening to TED Talks:

TED talks can be found on YouTube. They are on a wide range of subjects ranging from science to art and sport. TED Conferences LLC is an American media organization which was only a conference originally. However it broadened its perspective to include talks on many scientific, cultural, political, humanitarian and academic topics. TED Talks carries the slogan, “Ideas Worth Spreading”. The most unique thing about TED talks is that they are not only informative, but also highly motivational. Listening to a TED talk infuses you with positive energy and positive thinking. In short, you are ‘inspired’!

Activity:

Watch the following videos and listen carefully to understand how the information is properly arranged and shared:

1. The Rise of Cricket, The Rise of India by Harsha Bhogle https://www.youtube.com/watch?v=LbIXYEW9CSQ 2. A Well-Educated Mind Versus a Well-Formed Mind by Sashi Tharoor. https://www.youtube.com/watch?v=kcW4ABcY3zI 3. Your Body Language May Shape Who You Are by Amy Cuddly

Exercise:

1. Note how the speakers begin and end the TED talks 2. Go through the following beginning and ending phrases of TED talks and prepare a TED-talk on the topic of your interest using the following beginning and ending phrases:

A few opening phrases/sentences used in Ted Talks

• I want to interact with you about why we need to work harder to achieve today.…

• Few weeks back I saw something that I thought I would never tell anyone but I feel obliged to discuss it here…

• You will have a chance to add a few months of life span as you watch this talk… 90

• When I was in the boy scouts, I got a chance to meet a rare and exquisite creature…

• Albert Einstein said that ….

• Do you think it is possible to overcome procrastination just by blindly working…

• Imagine yourself ten years from now…

Closing phrases/sentences

• …this is how I made it possible and I use this opportunity to send out a call for action on your part.

• …now this is the big picture I have been discussing all along

• … let me up sum up

• …Recognize and understand these things as early as possible to avoid them and to live a peaceful life. Thank you.

• … all you need is to recall these few minutes everyday and say them to yourself b. Making Short Formal Presentations with PPT:

What is a Presentation?

Presentation is a formal communication that uses both verbal and non-verbal language. There are various forms of oral presentation and they have different functions to perform. Usually short presentations are given within 15-20 minutes duration in academic and professional environment where a subject expert generally delivers the presentation to give information about the chosen topic.

Tips to make a good presentation:

• A presentation should have a definite purpose • Prepare the content of the presentation well in advance • Know your audience well • Change the content and style of the presentation 91

• Collect adequate information and assimilate

A successful presentation lies in the efficient use of textual content, verbal content and visual content. The preparation of the textual content is the first step in the preparation of presentation. The textual content refers to the verbal content. To prepare the verbal content 5Ws and 1H formula is the best method. The 5Ws are

• What – the main idea that you are likely to present • Why – the purpose of the presentation • Whom – age and socio-cultural environment of the audience • When - the time of your presentation • Where – the venue of the presentation • How - involvement of verbal and visual contents

Exercise:

Prepare the verbal and visual content for short presentations on the following topic:

a. Pro and Cons of modern media culture

b. How to learn second language in an easy way?

c. What is feminism in the modern era?

d. How does 80s parenting differ from current parenting

e. Green Campus is the need of the hour

f. Evolution of lifestyle in the internet era

g. How to clean a house : Smart way

Common Barriers for Effective Presentation:

• Inadequate presentation • Poor organization of the content 92

• Improper time management • Length of the presentation • Lack of practice • Inadequate and inefficient use of visual aids are the common barriers for the effective presentation. Overcome these barriers to make an effective presentation.

Activity:

1. Make small presentation on the following topic to identity the problems that they encounter during the presentation like stage fright, inability to coordinate the verbal and visual content.

How to start a presentation?

In making a presentation, the beginning/opening remarks are as important as the content of the presentation.

• Soon after the greetings, make sure to establish the relevance and importance of the topic in the contemporary context. You can begin with expressions like a. In the current scenario…, b. It’s high time to think the importance of … • You may begin the presentation with the anecdote. All the world’s a stage, said Shakespeare in his As you like it. Today I am going to talk about the role of integrity and consistency in making a human being in this digital era….. • You may begin with telling a story relevant to the topic a. During the 1960s in India… b. In the mid 18th Century India had …. • You may also quote an article that you read yesterday/couple of weeks ago/ a month earlier etc a. In an article that I read in The Hindu yesterday… b. In a conference that I attended last year on …. 93

c. When India was struck by the Tsunami in December 2004….. • Make use of quotations for beginning a speech: a. “If Winter comes, can Spring be far behind” said Shelley once. These words by Shelley are most apt to begin our reflections on the importance of positive thinking.

Tips to prepare an effective Power Point Presentation (PPT):

Do’s:

• Use proper font that is easier to read on the screen • Check the spelling • Include info-graphics that is easy to understand • Include key point alone to highlight • Let the slide be simple and elegant

Have a look at the following slide for preparing an effective PPT

https://lacstraining.wordpress.com/2012/04/26/presentations-tips-for- effective-powerpoint-design/

Don’ts: 94

• Don’t underline and add hypertexts for short presentations • Don’t use smaller size smaller than 24 • Avoid graphic background • Don’t use animation

For instance, have a look at the following slides:

https://interactive.america.gov/webchat-tips/

https://24slides.com/presentbetter/bad-powerpoint-examples-you- should-avoid/

https://interactive.america.gov/webchat-tips/

https://www.emaze.com/2020/08/22/6-worst-presentation-slides-ever/

There is a common enemy for presentation. That is “Stage Fright”.

There are few signs that will confirm the presence of stage fright in an individual. They are:

• Shaking legs • lack of focus • negative thoughts about a performance • “butterflies” in the stomach • shaky voice • dry mouth • sweaty hands • racing heart • hyperventilation • muscle tension • fidgeting

How to overcome the stage fright?

• The first step to overcome the problem is to accept that you have stage fright. • Practice more: Adequate amount of practice will increase self- confidence. Practice in front of your friends, family members and mirror. • Reach the venue well in advance and make yourself familiar with the stage and audience. • Take a deep breath if you feel anxious • Above all the best way is to IGNORE the symptoms and focus more on the content of the presentation.

Activity:

Watch the following videos: 97

Academic skills – presenting effectively https://www.youtube.com/watch?v=qFLL-XB56UU

Problem – Solution Presentation https://www.youtube.com/watch?v=rtljk2C_laQ

Designing effective scientific presentations https://www.youtube.com/watch?v=Hp7Id3Yb9XQ

Techniques of Delivering the Speech:

Techniques of delivering a presentation is similar to methods of making the effective speaking. A brief revisiting of the same is presented here:

• Maintain a relaxed upright posture • Don’t rush through the presentation. Pace your presentation with pauses in reasonably regular intervals. • Make sure of your pronunciation and enunciation • Avoid high pitched voice • Ensure the pronouncing of the last syllable of every word. • Avoid monotony of voice • Follow interactive method • Read the mind of the audience through their body language • Strictly avoid reading from the slide but explain the main points covered in the slide • Finally presence of mind and natural humour will add spice to your presentation.

C. Interactions during and after Presentation:

As effective presentations require sufficient skill, even interacting during and after presentation require adequate skill and awareness. Both the presenters and the listeners are expected to interact during and after presentation. 98

As a presenter, you may interact with the audience during the beginning of the presentation to build a rapport with them. For example you make use the following questions to the audience without intimidating them:

• Put your hands up if you are familiar with the incident I just said. • How would you feel if you stood on the stage? • What kind of experience did you gain after listening to the presentation?

To make your presentation more lively encourage your audience to ask questions and answer them politely. It is one of the ways to assure them that they are valued. During interactions you may use the following expressions when you respond.

1. Well, it’s great question… 2. Yes, I agree with you. I think I have highlighted the same in slide no: 9… 3. Sure, I will explain… 4. No, though the idea sounds noble, it cannot be taken into consideration, because…. 5. Great, I think it’s time for 5 minute break…

As listeners, when there is a need for clarification on the topic, make sure to inform the presenter that you are in need of clarification by raising you hand. You can also make use of the following phrases:

1. Excuse me, Could you please explain the idea that….. 2. It is an amazing presentation. But I have certain doubts regarding…. 3. Congratulations for your fantabulous presentation! I have few ideas to complement to discussion… 4. Could you explain Whatyou mean by ... 5. It is a wonderful venture, but could you please highlight how relevant your ideas will be after five years?

READING AND WRITING WRITING EMAILS OF COMPLAINT How to write an email of complaint: Following points to be noted: 2. Be precise and concise 3. Use simple and polite language 4. Avoid sarcasm or threatening language 5. Add all references, documents, receipts etc. 6. Be clear about the exact intention of the complaint 100

Sample Email of Complaint From: name@service provider Subject: Complaint Reference: Details of receipts with date, etc. To:name@serviceprovider Body of the email: Dear Sir/Madam, I wish to complain about the ------(name of the product or service, with serial number or account number) that I purchased on ------(date and location of transaction). The product ------(name), ------(mention the nature of fault/misfunction) Kindly respond regarding your plan of action, if a replacement of the ------(product or service) is possible. If not, kindly make arrangements for a refund of the payment made towards the purchase. Copies of the receipt and warranty details are attached for your reference. Please do the needful at the earliest. Yours sincerely, ------Tasks Write an email of complaint about any two of the following issues: 1. To an electronic accessory company about a faulty printer delivered 2. To a Fibernet service provider regarding an intermittent internet connection 3. To an online clothing company regarding an error in the size of a dress ordered and paid for 4. To a mobile phone company regarding excessive post-paid billing received 5. To a courier service complaining regarding the delay in the delivery of a product couriered

101

READING ALOUD FAMOUS SPEECHES One effective way of developing language skills is reading aloud. Even if you are not sure about the pronunciation, just read. After you overcome inhibitions about reading aloud, you can turn your attention to pronunciation practice. There are many ways of learning pronunciation. have a practice of reading, there are many ways of learning pronunciation. Firstly the pronunciation of most of the words can be accessed as sound files in the internet. So you can search and learn the pronunciation. Secondly listen to speeches or news reading in English. This will help you learn how to pause and read, proper pronunciation, right intonation etc. (These points were emphasised in Semester I as well).

Read the passages loudly.

Passage 1

If you want to change the world, start off by making your bed by Admiral H. Mcraven

If you make your bed every morning you will have accomplished the first task of the day. It will give you a small sense of pride, and it will encourage you to do another task and another and another. By the end of the day, that one task completed will have turned into many tasks completed. Making your bed will also reinforce the fact that little things in life matter. If you can't do the little things right, you will never do the big things right.

And, if by chance you have a miserable day, you will come home to a bed that is made — that you made — and a made bed gives you encouragement that tomorrow will be better.

If you want to change the world, start off by making your bed.

…….

It is on Wednesday of Hell Week that you paddle down to the mud flats and spend the next 15 hours trying to survive the freezing cold mud, the howling wind and the incessant pressure to quit from the instructors. As the sun began to set that Wednesday evening, my training class, having committed some “egregious infraction of the rules” was ordered into the mud.

The mud consumed each man till there was nothing visible but our heads. The instructors told us we could leave the mud if only five men would quit — just five men — and we could get out of the oppressive cold. Looking 102

around the mud flat it was apparent that some students were about to give up. It was still over eight hours till the sun came up — eight more hours of bone-chilling cold.

The chattering teeth and shivering moans of the trainees were so loud it was hard to hear anything. And then, one voice began to echo through the night, one voice raised in song. The song was terribly out of tune, but sung with great enthusiasm. One voice became two and two became three and before long everyone in the class was singing. We knew that if one man could rise above the misery, then others could as well.

The instructors threatened us with more time in the mud if we kept up the singing but the singing persisted. And somehow the mud seemed a little warmer, the wind a little tamer and the dawn not so far away.

If I have learned anything in my time traveling the world, it is the power of hope. The power of one person — Washington, Lincoln, King, Mandela and even a young girl from Pakistan, Malala — one person can change the world by giving people hope.

So, if you want to change the world, start singing when you're up to your neck in mud.

(https://jamesclear.com/great-speeches/make-your-bed-by-admiral- william-h-mcraven accessed on 14.12.20)

Listen to the above speech at this link : https://www.youtube.com/watch?v=3sK3wJAxGfs

After listening to the speech, read the passage aloud again.