English (Grade 11) Government of Nepal Ministry of Education, Science and Technology Curriculum Development Centre Sanothimi, Bhaktapur Publisher: Government of Nepal Ministry of Education, Science and Technology Curriculum Development Centre Sanothimi, Bhaktapur © Publisher Edition: 2077 BS (2020 AD) Printing: Preface The National Curriculum Framework (NCF) advocates for the promotion of skill- oriented, life skill-based, employment-driven and value-based school education. It envisions developing the human capital dedicated to nation, nationality, national integrity and Nepali specialty. English textbook for grade 11 has been prepared following the spirit of NCF 2076 and Secondary Level Curriculum 2076 (Grade 11 and Grade12). An attempt has also been made to incorporate the emerging needs of learners. The book includes the contents to develop all four language skills blended in the tasks and activities with contextual grammar and related vocabulary. The book has two sections: language development and literature. The language development section includes a range of contemporary issue-based local and global thematic texts intended to develop intensive reading skills and foster competence in grammar, vocabulary, speech and writing of different types. The literature section includes genre-based literary texts for both intensive and extensive reading so as to enable the learners to discern different aspects of the literary texts and practise creative writing. Each text is followed by adequate exercises to foster creativity and critical interpretation in the learners along with interactive skills and sensitivity about the culture and tradition. This textbook was written by Mohan Singh Saud and edited by Prof. Dr. Bal Mukunda Bhandari, Dr. Ganga Ram Gautam, Dr. Gopal Prasad Pandey and Prof. Dr. Jiba Lal Sapkota. Director General Keshab Prasad Dahal, Dr. Lekh Nath Poudel and Director Tuka Raj Adhikari also contributed in shaping the book in this form. Several experts and practitioners that include; Nim Prakash Singh Rathaur, Shankar Adhikari, Nabin Kumar Khadka, Matrika Subedi, Ramesh Dhakal, Passhupati Pandey and Ananda Dhungana contributed to the revision and development of the tasks particularly in the language development section. Similarly, Gangadhar Hada, Rani Jha, Purna Bahadur Lamichhane, Mahendra Kumar Shrestha, Hari Prasad Kafle, Hari Prasad Dhakal, Dipendra Regmi and Tanka Nath Acharya provided suggestions and feedback. The Illustration of the book was done by Dev Koimee and the layout was designed by Khados Sunuwar. The Curriculum Development Centre (CDC) extends sincere thanks to all of them. The centre would like to acknowledge all the sources from where the texts, audios and tasks are borrowed and adapted. The centre always welcomes constructive feedback for the betterment of its publications. 2020 Curriculum Development Centre Sanothimi, Bhaktapur Table of Contents Section I: Language Development Speaking Unit Reading Vocabulary Writing Grammar Listening Project Work Page (Function) 1. Education and Education First Dictionary Personal narra- Word classes Conversation Expressing Poster presen- 3 Humanity use Alphabet- tives good wishes tation ical order Contracted forms of verbs 2. Communication Freewriting Position of Paragraph Position of Conversation Expressing Hobby Cards 13 adverbs writing adverbs agreement/ disagreement 3. Media and Social Media: Prepositional Paragraph Prepositions Television Pro- Giving di- Facebook 22 Society Its Infl uence verbs writing of direction gramme rections and survey and Control instructions over People’s Lives 4. History and Qin Dynasty Stress Email Past simple Documentary Narrating Comparative 31 Culture Limericks Table interpre- events chart tation 5. Life and Love Th e Looking Word forma- Paragraph Will and be Conversation Expressing deci- Drawing a 42 Glass tion going to sions, intentions picture and and plans presentation 6. Health and You may Suffi xes Essay Subject-verb Conversation Describing Mini research 53 Exercise scoff … Silent Instruction agreement places 7. Ecology and Foresters with- Prefi xes Personal letters Transitive, Interview Asking about Speech 62 Development out Diplomas Essay intransitive opinions/giving and linking opinions verbs 8. Humour and A Few Kind Derivation Argumentative Present sim- Conversation Suggesting and Interviewing 71 Satire Words for Collocation essay ple present advising Superstition with verbs continuous Speaking Unit Reading Vocabulary Writing Grammar Listening Project Work Page (Function) 9. Democracy and Nelson Man- Pronuncia- Short biogra- Should, had Conversation Persuading Collecting 79 Human Rights dela's 1994 tion of -d/ed phy better and present- Inauguration and -s/es Speech ing informa- Speech tion 10. Home Life Th e Tattered Spelling Writing a diary Connectives Conversation Expressing Newspaper 88 and Family Blanket Syllable reactions Article Relationship 11. Arts and Creation Why is the Idioms and Essay Relative Th e Talk Show Describing Making a 99 Renaissance phrasal verbs clause (who/ people profi le Important? that/which) 12. Fantasy Down the Rab- Consonants Narrating Wish Speech Expressing Book review 109 bit Hole /s/ and//, /s/ events regrets and /z/ 13. Career and Mahabir Pun: Irregular Email Present per- Speech Narrating Interviewing 118 Entrepreneurship A visionary plurals Communique fect experience and and writing social entrepre- Past simple achievements short biogra- neur phy 14. Power and Napoleon Compound Paragraph May, might, Speech Expressing Description 130 Politics Bonaparte noun phrases Essay must, can’t certainty and of a person probability 15. War and Peace Shall there Be Essay Sentence Conversation Encouraging/ Picture story 137 Peace? functions discouraging 16. Critical Th inking What is the Critical writing Used to Narration Comparing past Writing sum- 145 Soul? and present mary habits 17. Globalisation and What Lost Collocation News story Infi nitive and Documentary Expressing Newspaper 152 Diaspora Identity?: Th e gerund obligations article Diaspora and Globalisation Speaking Unit Reading Vocabulary Writing Grammar Listening Project Work Page (Function) 18. Immigration and Identity Crisis Homophones Book/fi lm Reported Film review Reporting Report writ- 162 Identity in Immigrants review speech ing (book review) 19. Travel and Discovering sk, sp, st Travelogue Voice Documentary Expressing Preparing 172 Tourism West Nepal clusters Essay compliment brochure – the Wild Frontier 20. Science and Taking my Commonly Interpreting pa- Articles Documentary Requesting and Oratory 181 Technology Son to Col- confusing ra-orthographic off ering contest lege, where words texts Technology has Replaced Serendipity Section II : Literature Unit 1 Short Stories 1. The Selfish Giant by Oscar Wilde 193 2. The Oval Portrait by Edgar Allan Poe 200 3. God Sees the Truth but Waits by Leo Tolstoy 206 4. The Wish by Roald Dahl 215 5. Civil Peace by Chinua Achebe 220 6. Two Little Soldiers by Guy de Maupassant 227 7. An Astrologer’s Day by R. K. Narayan 235 Unit 2 Poems 1. Corona Says by Vishnu S. Rai 241 2. A Red, Red Rose by Robert Burns 245 3. All the World's a Stage by William Shakespeare 248 4. Who are you, little i? by E. E. Cummings 251 5. The Gift in Wartime by Tran Mong Tu 253 Unit 3 Essays 1. Sharing Tradition by Frank LaPena 256 2. How to Live Before You Die by Steve Jobs 261 3. What I Require from Life by J.B.S. Haldane 268 4. What is Poverty? by Jo Goodwin Parker 274 5. Scientific Research is a Token of Humankind’s Survival by Vladimir Keilis-Borok 280 Unit 4 One Act Plays 1. Trifles by Susan Glaspell 285 2. A Sunny Morning by Serafin and Foaquin Alvarez Quintero 302 3. Refund by Fritz Karinthy 316 Section One Language Development Unit 1 Education and Humanity “The roots of education are bitter, but the fruit is sweet.” - Aristotle Reading Education First Before you read a. Who are these people? b. What are they known for? How did education contribute to their success in life? Discuss with a partner. c. What do you think the text is about? Now read the speech by Malala delivered at the United Nations Youth Assembly on 12 July 2013. Today, it is an honour for me to be speaking again after a long time. Being here with such honourable people is a great moment in my life.I don't know where to begin my speech. I don't know what people would be expecting me to say. But first of all, thank you to God for whom we are all equal and thank you to every person who has prayed for my fast recovery and a new life. I cannot believe how much love people have shown me. I have received thousands of good wish cards and gifts from all over the world. Thank you to all of them. Thank you to the children whose innocent words encouraged me. Thank you to my elders whose prayers strengthened me. I would like to Malala in her childhood English: Grade 11 3 thank my nurses, doctors and all of the staff of the hospitals in Pakistan and the UK and the UAE governments who have helped me get better and recover my strength. I fully support Mr. Ban Ki-moon, the Secretary-General in his Global Education First Initiative and the work of the UN Special Envoy Mr. Gordon Brown. And I thank them both for the leadership they continue to give. They continue to inspire all of us to action. There are hundreds of human rights activists and social workers, who are not only speaking for human rights, but who are struggling to achieve their goals of education, peace and equality. Thousands of people have been killed by the terrorists and millions have been injured. I am just one of them. So here I stand, one girl among many. I speak not for myself, but for all girls and boys. I raise up my voice – not so that I can shout, but so that those without a voice can be heard. Those who have fought for their rights: Their right to live in peace. Their right to be treated with dignity. Their right to equality of opportunity. Their right to be educated.