Communicative English: higher secondary - First year

COMMUNICATIVE

ENGLISH

HIGHER SECONDARY - FIRST YEAR

Untouchability is a sin

Untouchability is a crime

Untouchabililty is inhuman

TAMILNADU

TEXTBOOK CORPORATION

College Road, Chennai - 600 006

© Government of Tamilnadu

First Edition -2004

Chairperson

Rev. Dr. FRANCIS M. PETER S J

Secretary & Correspondent

Loyola College, Chennai - 600 034,

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

Thiru R. Sankara Subramanian Thiru R. Venkatakrishnan

SG Lecturer in English, Principal

Govt. Arts College, Nandanam, T.I. School

Chennai - 600 035 Ambattur. Chennai - 600 053

Authors

Ms. Priscilla Josephine Sarah S. Mrs. Nalini Parthiban

Researcher in FIT Principal

c/o, S. Gomathinathan Vanavani Matric. Hr. Sec. School

Chennai-600 101 IIT Campus, Chennai - 600 036.

Tmt. Meera Ravishankar M. Arappan

16,Karpagam Flats, Professor Emeritus

Thiruvengadam Street, Satchidananda Jothi Niketan

R.A. Puram, Chennai - 600 028 Kallar, Mettupalayam.

K.V. Renganathan Mrs. Anna George

Former Principal Principal

Govt. Muslim TTI AMM Mai. Hr. Sec. School

Triplicane, Chennai-600005. Kotturpuram, Chennai-600 085.

Price : Rs. 24.50

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 Web Offset at:

Paari’s Printers, Chennai - 600 002.

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 tavajaya-gatha.

Jana-gana-mangala-dayaka jaya he

Bharata-bhagya-vidhata.

Jaya he, jaya he, jaya he

J aya 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.”

“1 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’

i s

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

v

PREFACE

English language has functioned in India for two hundred years.

In spite of it, language teaching and learning have made a poor show.

There has been an appreciable fall in the standard of English. A student

passes out of the school with nine years and in some cases twelve

years of English in his kit, stutters and stumbles when it comes to effective

communication (spoken and written) using English. Those who think

they are better off cannot even indicate the functional difference between

such ordinary forms as it’s and its, or conscience and conscious. In

most cases either they don’t communicate or when they speak they

talk like old books. Writing is still worse. Their writing is full of infelicities

and illogicalities like ‘I am in very good health and hope you are also in

the same boat’. Such ignorant usages as “he denies me to get’ and I’ll

tell you cut and right’ are universal and flourishingly enough to be worth

mentioning as we could see the marked deterioration in the use of this

language.

There is neither facility nor accuracy in both forms of the language

’ (spoken and written). Their grammar is shaky, pronunciation is sloppy

and they fell challenged and threatened because they think, which is

true, that their personal vocabulary, which includes phrases and idioms

is inadequate for interacting with people belonging to different fields

and to convey their requirements and needs through writing.

The students are not to blame, nor the teachers, faulted. The

system and perhaps the syllabus and the source books have failed them.

Good communication is more than a matter of grammar, structure and

combination of words. The skills have not been adequately provisioned.

They are given hypothetical, abstract sentences far removed from their

real life and language world. We have given our children everything in

language except the one thing they need most - Communicative Ability.

It is high time we set the record right.

In this highly competitive and complex world, the difference

between success and failure is often their ability to communicate clearly

and effectively. If you have no communicative ability I don’t think

whatever else you do will matter much.

The specific fields may read a little technical. That should not

deter the teachers and students from concentrating on these units.

For certain words (passive vocabulary) the meanings have

been given. The students should infer the meaning from the context in

which they have been used

This book has been made in consultation with cross sections of

teachers and students and after assessing their linguistic requirement in

specific fields.

In this book the children are given enough input in language skills

so as to help them deal effectively in society in all possible situations

and with all professionals. A special feature of this book is that it deals

elaborately with the ‘registers’ belonging to different fields. Hope this

book will provide the children with the necessary motivation to improve,

refine and consolidate and build on whatever language they already

have with them. Both the teachers and the students are in for an exciting

but exacting linguistic journey through the book.

Note : Teachers are requested to refer to the Appendix for the

listening tasks given under English for specific fields and purposes.

- Overall Reviewer

vi

CONTENTS

MAIN MODULES Page

1. ENGLISH FOR SOCIAL PURPOSES

• Functions in English 1

• English for all purposes and seasons 27

(Glossary and Pronounciation) 66

• English for Specific purposes and Fields 74

(Pronounciation) 194

2. ENGLISH FOR ACADEMIC PURPOSES

• Within the Classroom 199

• Communicative Grammar 217

3. ENGLISH FOR OCCUPATIONAL

PURPOSES 247

4. ENGLISH FOR CREATIVE PURPOSES 273

SUPPLEMENTARY MODULES 292

1. Letters 293

2. Usage 308

3. Phrasal Verbs 330

4. Phonetic Symbols 341

APPENDIX 343

vii

MAIN MODULES

ENGLISH FOR SOCIAL

PURPOSES -

FUNCTIONS IN ENGLISH

Communicative English:

The phrase ‘Communicative English’ refers to that English which

helps us to communicate effectively with people using language functions.

What are Language Functions?

Language functions are the purposes for which we use specific

expressions /utterances / phrases when we speak or write. Some

examples of language functions are: Asking someone for his/her likes and

dislikes, expressing our thanks to one who has helped us, etc. For

making a request, we may use one of the following expressions:

Could you tell me where the post office is?

or

Tell me where the post office is.

Both these sentences convey the message. The first one carries

something of the speaker’s cultured behaviour, that is, being polite.

Thus, the expressions we use speak about the culture of the speaker.

There are a number of expressions for a particular function. For

inviting someone to a party, we can use one of the following expressions:

1. I’d like you to attend my birthday party this evening.

2. Why don’t you attend my birthday party this evening?

3. I should be delighted if you could attend my birthday party

this evening.

Of the three expressions, the first one can be used to a person

just known to you, a sort of neutral situation: the second your intimate

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friend, an informal situation and the third to your employer or someone highly

respectable, a formal situation.

Along with these three kinds of situations we need to consider the

following four main factors before using an expression:

The setting: Where you are and when you speak

The topic: What you are talking about

Your social relationship: Who you are talking to

Your social relationship: Who you are talking to

Your attitude: What you feel about the topic or the other person

All the four factors combine to influence the way we speak. The

table below shows how these four factors match with the tree situations:

INFORMAL NEUTRAL FORMAL

Setting restaurant; bus-stop; shop principal’s

reception room/

ceremonial

occasion

Topic cricket match; weather; travel important

a TV comedy official matter

Social friend/child/close stranger/co- senior

Relationship colleague passenger/taxi colleague/

driver department

head

Attitude relaxed/light- no strong very serious

hearted feeling either

way

Language Thanks Thank you, It’s very kind

Thanks a lot of you, Sir.

I’m immensely

grateful to you,

Ma’m.

2

FUNCTIONS DEALT WITH IN THIS MODULE

• Greeting

• Introducing oneself

• Introducing others and responding to introduction

• Taking leave of thers

• Wishing others on various occasions

• Congratulating

• Thanking and responding to thanks

• Regretting and responding lo regret

• Offering and accepting

• Expressing likes and dislikes

3

UNIT-I

1. WARM UP

• What is the first step to promote fraternal feelings among

people?

• Shall we introduce one another?

II. LET’S ROLE PLAY

Listen to Nagesh introducing his cousin Suresh to

Benjamin:

Nagesh : Hello Suresh, how are you? (greeting)

Suresh : Fine, Thank you. How are you?

Nagesh : I am fine too. (responding to greeting)

Benjamin, meet

Mr.Suresh, my cousin. Suresh, meet my friend,

Benjamin.

Suresh : How do you do? (responding to first introduction)

Benjamin : How do you do?

Nagesh : Benjamin, yesterday I saw your brother going to

St.Martha’s hospital. What’s the matter?

Benjamin : My father has been admitted there. He had a mild

heart attack.

Nagesh : How sad! It’s very unfortunate. (expressing

sympathy)

Suresh : Oh! How is he now?

Benjamin : He’s still in the ICU. But the doctor says that there is

nothing to worry.

Suresh : Thank God! (expressing relief)

Nagesh : I wish him a speedy recovery. Hope he’ll get well

soon.

Benjamin: I hope so too. See you later.

Suresh : See you. Bye!

Nagesh : See you again. Bye! (taking leave)

4

III. FOCUS ON COMMUNICATION

The following two expressions do not mean die same

1. ‘How are you?’ and 2. ‘How do you do?’

1. While speaking to a familiar person, we ask, ‘How are

you?’ and the response will be ‘I am fine’.

2. When a person is introduced to a stranger he/she will say

’How do you do?’ The response is also ‘How do you do?

Other-ways of strangers greeting each other is to say ‘glad’

/’pleased’ /’nice to meet you’.

• When someone is in distress, we say, ‘How sad!’

When someone is sick, we say, ‘Wish you/him speedy

recovery’.

• Between Iriends. saying ‘How are you?’ itself becomes a

form of greeting.

IV. ORAL PRACTICE

Amit : Ramesh, have you met Mr.Praveen?

Praveen, this is Ramesh, my classmate.

Praveen : Pleased to meet you, Ramesh.

Ramesh : Nice to meet you, Praveen.

Shruthi : I’d like you to meet Miss Sarala. She’s a teacher

at Vidya Nikethan.

Vimala : Pleased to meet you. My name is Vimala.

Sarala : It’s niceiomeet you.

Akhil : Let me introduce my friend Kumar to you

Kumar, meet Mr. Sekar, my business partner.

Kumar : How do you do?

Sekar : How do you do?

Rajni : Have you met Balu before?

Mohamed : I don’t think I have met him.

5

6

Rajni : Balu, this is Mohammed, my colleague.

Balu : Pleased to meet you.

Mohammed : Pleased to meet you.

TASK 1: You and your brother meet Mr. Shankar, your father’s

colleague, and his wife while shopping. You introduce

Mr.Shankar to your brother and, he introduces his wife

to you. Write a conversation for this situation and

practise it.

TASK 2: With the help of your teacher identify the functions

dealt with in this unit and write dialogues for each

function. Classify them as formal, informal and

neutral.

UNIT - II

I. WARM UP

Discuss the answers for the following questions:

• How will you request your teacher to explain a point again?

• You are visiting Delhi for the first time. How will you ask a

policeman where the Parliament House is.

• How will you ask your friend for the date of reopening of

his/ her school?

II. LET’S ROLE PLAY

Listen to the conversation:

At the Library

Praveen : Good afternoon, Madam, (greeting)

Librarian : Good afternoon, Praveen. What can I do for you?

(offering to help)

Praveen : I need to get some information on animal cells.

Librarian : What is it for, Praveen?

Praveen : I have to make a presentation of animal cells in the

seminar next week.

Librarian : That’s fine. (appreciating a proposal)

Praveen : Could you tell me where I can get it, Madam?

(making a polite request)

Librarian : Look at that last cupboard. It’s marked

REFERENCE.

Praveen : Do you mean the one next to the LITERATURE

cupboard?

Librarian : Exactly! There are a number of encyclopaedias in that

cupboard. You will find there ‘Children’s Science

Encyclopaedia’. That’s the right book for your

reference.

Praveen : Oh, I see. May I borrow it for a day or two?

(asking for permission)

Librarian : Sorry, the reference books are not for lending.

Praveen : There is no place around. May I sit here and take notes?

Librarian : Yes, you may. (granting permission)

Praveen : Thank you, Madam. (thanking)

Librarian : Welcome. (responding to thanks)

III. FOCUS ON COMMUNICATION

l Other functions

I this unit the primary focus is on ‘Making a polite request’.

The other functions involved are also given in brackets after the relevant

expressions. Here, we incidentally learn one way of greeting and thanking.

1. Good afternoon, Madam. (Greeting)

2. What can I do for you? (Offering to help)

3. May I borrow it? (Asking for permission)

4. Could I borrow the book? (Making a polite request)

5. Thank you. (Thanking)

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