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’ 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 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 1 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 [...]... wonderful(+++) 15 IV ORAL PRACTICE Fill in the blanks choosing the appropriate word front the ones given in brackets and practise the conversations: 1 A : Do you (enjoy/want) reading English novels? B : Yes, I (like/want) to read English novels But I prefer Tamil fiction A : Who do you (love/like) talking to? B : I like talking to children 2 A : Do you ever bake? B : Yes, my mother taught to bake A : ... Negative responses: No, don’t bother No, thanks I can manage Fillers: Words and phrases like ‘OK’, ‘You see’, ‘Well’ are used as fillers to help the speaker think before answering These fillers add to the communicative strategy in conversations n Phonology n Sentence stress I have a test in Maths tomorrow n 11 In the above sentence, the words have, test, Maths and tomorrow are stressed because they carry... stressed words, one will take an extra stress depending on the intention of the speaker in a particular context This is called prominence Of the two stressed syllables in the above sentence, crest 1 is higher than crest 2, because the speaker of this sentence gives more importance to the meaning of the word delicious rather than tasty Among the stressed words in a sense group, when one word in given... (Greeting) What can I do for you? (Offering to help) May I borrow it? (Asking for permission) Could I borrow the book? (Making a polite request) Thank you (Thanking) 7 • Phonology We need to say words in English with stress that is, giving a little extra breath force to a particular syllable in a word We often don’t stress the correct syllable or we stress the wrong syllable The words used in the conversation... identify the functions dealt with in this unit and write dialogues for each function Classify them as format, informal and neutral 16 UNIT - V I WARM UP ‘ Thank you’ is probably the most beautiful phrase in English By saying it, you make so many faces smile II LET’S ROLE PLAY Let’s listen to the conversation: Srinath : Good morning, Sir (greeting-formal) Headmaster : Prabhu : Srinath : Prabhu : Headmaster... expresses his regret to you TASK 4: 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 26 ENGLISH FOR SOCIAL PURPOSES COMMUNICATION FOR ALL PURPOSES AND SEASONS Ever since man started living in groups, he has felt the need to communicate Communication might have begun with gestures It might . 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. 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. 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