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English Reader ENGLISH READER HIGHER SECONDARY - FIRST YEAR PART II - ENGLISH Untouchability is a sin Untouchability is a crime Untouchability is inhuman TAMILNADU TEXTBOOK CORPORATION College Road, Chennai – 600 006. © Government of Tamilnadu First Edition - 2004 Reprient - 2006 Chairperson Dr. S. SWAMINATHA PILLAI Former Director School of Distance Education Bharathiar University, Coimbatore Overall Reviewer Thiru S.GOMATHINATHAN Special Officer, ELT / Reader, D.T.E.R.T. (Retired), W – 5 (Old 302), 19th Street, Annanagar Western Extension, Chennai - 600 101. Reviewers : Dr. V. Saraswathi Dr. Noor Jehan Kother Adam Former Professor of English Reader in English University of Madras, Chennai. Ethiraj College for Women, Chennai. Authors : Ms. Priscilla Josephine Sarah S. Researcher in ELT W-5 (Old 302), 19th Street, Anna Nagar Western Extension, Chennai. Dr. A. Joseph Dorairaj Thiru. S. Muthukrishnan Reader in English Principal Gandhigram Rural University Jaigopal Garodia Vivekananda Vidyalaya Gandhigram Matriculation Higher Secondary School Dindugul District. Annanagar, Chennai. Ms. Nirmala Jairaj Thiru. K.V. Renganathan Language Consultant Former Principal 5/36, 13th Avenue, Harrington Rd. Govt. Muslim Teachers’Training Institute Chetpet, Chennai. Triplicane, Chennai. Price : Rs. 18.00 This book has been prepared by The Directorate of School Education on behalf of the Government of Tamilnadu. This book has been printed on 60 G.S.M. paper. Printed by Offset at : SENTHIL OFFSET PERINTERS, SIVAKASI - 626 123. THE NATIONAL ANTHEM FULL VERSION Jana-gana-mana-adhinayaka jaya he Bharata-bhagya-vidhata. Punjaba-Sindhu-Gujarata-Maratha- Dravida-Utkala-Banga Vindhya-Himachala-Yamuna-Ganga Uchchhala-jaladhi-taranga Tava Subha name jage, Tava Subha asisa mage, Gahe tava jaya-gatha. Jana-gana-mangala-dayaka jaya he Bharata-bhagya-vidhata. Jaya he, jaya he, jaya he Jaya jaya, jaya, jaya he. SHORT VERSION Jana-gana-mana-adhinayaka jaya he Bharata-bhagya-vidhata. Jaya he, jaya he, jaya he Jaya jaya, jaya, jaya he. AUTHENTIC ENGLISH TRANSLATION OF THE NATIONAL ANTHEM Thou art the ruler of the minds of all people, Thou dispenser of India’s destiny. Thy name rouses the hearts of the Punjab, Sind, Gujarat and Maratha, of Dravid, Orissa and Bengal. It echoes in the hills of the Vindhyas and Himalayas, mingles in the music of the Yamuna and Ganges and is chanted by the waves of the Indian Sea. They pray for Thy blessings and sing Thy praise The saving of all people waits in Thy hand, Thou dispenser of India’s destiny. Victory, Victory, Victory to Thee. iii THE NATIONAL INTEGRATION PLEDGE “I solemnly pledge to work with dedication to preserve and strengthen the freedom and integrity of the nation.” “I further affirm that I shall never resort to violence and that all differences and disputes relating to religion, language, region or other political or economic grievances should be settled by peaceful and constitutional means.” INVOCATION TO GODDESS TAMIL Bharat is like the face beauteous of Earth clad in wavy seas; Deccan is her brow crescent-like on which the fragrant ‘Tilak’ is the blessed Dravidian land. Like the fragrance of that ‘Tilak’ plunging the world in joy supreme reigns Goddess Tamil with renown spread far and wide. Praise unto ‘You, Goddess Tamil, whose majestic youthfulness, inspires awe and ecstasy. iv PREFACE In your hands is the new English book prepared in accordance with the latest syllabus as part of the competency-based curriculum for school education introduced in the year 2003-2004. The two-year higher secondary education is crucial in the educational system in vogue in Tamilnadu, if not in India. From the more-or-less terminal educational programme of secondary education (upto Standard X) this spell of two years (Stds. XI and XII) is intended to prepare the secondary school leavers both for general and professional higher education. Further, this interlocking subsystem overlaps four different state systems such as State Board, Matriculation, Anglo-Indian and Oriental schools and two different central systems such as Central Board and all-India Secondary Schools. The outcomes of these six systems have their confluence in the higher secondary education in Tamilnadu. However the two central systems have their own spell of two years for Stds. XI and XII in which a few outputs of the State systems may also join. Envisaging these eventualities of secondary education, the new higher secondary education curriculum is designed and developed to cater to such diverse entries to follow a joint regulated path towards coaxial development of the most vulnerable and placid stage of adolescent children of the age-group 16+ to 18+ years. This book taking its thread from Std. X aims at developing communicative competence rather than achieving simple and straight objectives. Not merely achievement but more importantly proficiency in English is the focus of all the lessons and tasks provided in this book. High scores in the examination in the subject should in effect correspond with independent ability to use English for academic, occupational and even social purposes. Gradually moving away from the traditional evaluation tied to the textual information this book guides the learners to apply the linguistic competence developed through this book in communicative contexts in real life, academic or professional. The following approach is adopted in this book: I. Cognitive competence A. Language 1. Vocabulary elements 2. Grammar II. Psychomotor competence B. Language 3. Listening skills 4. Speaking v 5. Reading 6. Writing C. Communication 7. Study skills skills 8. Occupational skills 9. Strategic(social) skills III. Affective competence D. Creative skills 10. Self-expression Prose lessons are extracted from existing literature in Indian life of today, but include the British tradition too. Poems selected are in some way or other related to the prose lessons. The suggested work following the lessons comprises a number of tasks, rather than the traditional exercises. A task is more a real-life activity for the learners to gain direct language experience. Unlike the conventional exercises which are repetitive in nature tending to develop in the learners as a habit, the tasks are intended to provide opportunities for the learners to use English as a dynamic creative tool. The teachers are expected to understand the significance of this communicative approach to language learning and the learners to realise the importance of this approach in enriching their language experience for individualistic application in natural life. The teachers may develop additional parallel tasks to suit the learners of different levels entering into this subsystem. The teacher resources will embark upon novel strategies of classroom transaction adopting interactive teaching techniques to inculcate in the learners the spirit of cooperative learning. The sections on self-evaluation given at the end of each lesson, prose or poem or even non-detailed text, guide the learners to prepare for responding to different types of questions which may constitute the question paper. Parents will do well if they lend adequate support to this approach so that their wards will be well-equipped to take part in competitive and entrance examinations which have become the order of the day in this world of tight but multiple opportunities for the self-reliant and self-confident youth. - The Team vi CONTENTS Unit Title Page I PROSE – BON VOYAGE 6 (compiled by S. Priscilla Josephine Sarah) POEM – OFF TO OUTER SPACE TOMORROW MORNING 40 II PROSE – MERCY AND JUSTICE 53 (from ‘Merchant of Venice’) (edited by Dr. A. Joseph Dorairaj) POEM – SONNET NO: 116 86 III PROSE – THE FARMER 97 (from Takazhi Sivasankara Pillai’s short story) (edited by Ms. Nirmala Jairaj) POEM – THE SOLITARY REAPER 133 IV PROSE – ALICE MEETS HUMPTY DUMPTY 142 (from ‘Through the Looking Glass’) (edited and compiled by S. Priscilla Josephine Sarah ) POEM – IS LIFE, BUT A DREAM? 175 V PROSE – THE ROAD TO SUCCESS 183 (extracted from ‘Dale Carnegie’) (edited by K.V. Renganathan) POEM – BE THE BEST 214 VI PROSE – VISION FOR THE NATION 218 (from ‘India 2020’) (edited by S. Muthukrishnan) POEM – O CAPTAIN! MY CAPTAIN! 246 vii READER viii UNIT I COMPETENCIES A LISTENING: Listening to rhythmic pattern in English sentences B SPEAKING: Participating in dialogues at school Conversing at the doctor’s C READING: Skimming Reading aloud meaningfully D VOCABULARY: Using words related to computers, media, business, sports and games, and weather Identifying words in their extensive reading and relating them meaningfully E STUDY SKILLS: Using the dictionary independently to identify the whole gamut of a word including usage Editing/drafting. F GRAMMAR: Using tenses in relevant contexts Differentiating between tenses of the same time Using different tenses for a specific time aspect G WRITING: Writing a paragraph Writing catchy slogans for advertisements H OCCUPATIONAL COMPETENCY: Preparing a report I STRATEGIC COMPETENCY: Expressing beliefs on language learning J CREATIVE COMPETENCY: Writing an essay on a given topic Writing a dialogue 1 A. Listening I. The teacher will read a couple of lines from a nursery rhyme and another couple of lines from a poem. Listen carefully. (The teacher reads) II. Did you notice anything in common between the nursery rhyme and the poem? The teacher will read again. Listen. (The teacher reads) III. Now the teacher will read a few nonsense syllables followed by the lines. Listen again. (The teacher reads) Did you notice that the rhythm
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