Government Of Karnataka KTBS ENGLISH Re Published

Transcription

Government of Karnataka Kbe TBre SpublishedENGLISHSECOND LANGUAGE(Revised)8NottoEIGHTH STANDARDKARNATAKA TEXTBOOK SOCIETY (R)100 Feet Ring Road, Banashankari 3rd stageBengaluru-85I

Textbook CommitteeChairpersonSri. P.N Srinath, ELT Professional Kbe TBre SpublishedTextbook Committee Members1. Sri. A.P. Gundappa, State Resource Person2. Sri. H.M Basavaraj, Retired Subject Inspector3. Sri. K.R. Shankar Prasad , Asst. Master , Malladihalli, Holalkere,Chitradurga4. Sri. K.N. Krishna Prasad, Asst. Master, Sadvidya High School,Mysuru5. Sri. Altaf H. Jahangir, Asst. Master, G.H.S. Devasugur, Raichur6. Sri. Jayaram, Artist, V.V.S. High School, Rajajinagar, BengaluruAssistance in the Workbook Preparation1. Smt. S.M. Shobha, Head Mistress, G.H.S Minakanagurki,Gowribidanur2. Sri. Ekanath, BRP, B.E.O. Office, ChitradurgaScrutinizerDr. H.V. Vamadevappa, Lecturer, M.M. College of Education,DavanagereNottoEditorial Board Members1. Prof. G. Rajgopal, Department of ESL StudiesThe English and Foreign Languages University, Hyderabad2. Prof. Victor, Principal, Nitte First Grade College, YelahankaChief Co-ordinatorSri. G.S.Mudambadithaya, Curriculum Revision and TextbookPreparation, Textbook Society, BengaluruChief AdvisorsSri. Nagendra Kumar, Managing Director, Karnataka Textbook Society, BengaluruSmt. Nagamani.C, Deputy Director, Karnataka Textbook Society,BengaluruProgramme Co - ordinator :Smt. Sowmya. N.S, Asst. Director, Karnataka Textbook Society,BengaluruII

PrefaceedThe Textbook Society, Karnataka, has been engaged in producingnew textbooks according to the new syllabi prepared which in turn aredesigned, based on NCF – 2005, since June 2010. Textbooks are preparedin 11 languages; seven of them serve as the media of instruction. Fromstandard 1 to 4 there is the EVS and 5th to 10th there are three coresubjects namely, Mathematics, Science and Social Science.NCF – 2005 has a number of special features and they are: Kbe TBre Spublish Connecting knowledge to life activities Learning to shift from rote methods Enriching the curriculum beyond textbooks Learning experiences for the construction of knowledge Making examinations flexible and integrating them with classroomexperiences Caring concerns within the democratic policy of the country Make education relevant to the present and future needs. Softening the subject boundaries integrated knowledge and thejoy of learning. The child is the constructor of knowledgeThe new books are produced based on three fundamental approachesnamely,toConstructive Approach, Spiral Approach and Integrated ApproachNotThe learner is encouraged to think, engage in activities, master skillsand competencies. The materials presented in these books are integratedwith values. The new books are not examination oriented in their nature.On the other hand they help the learner in the total development ofhis/her personality, thus help him/her become a healthy member ofa healthy society and a productive citizen of this great country India.Language textbooks are designed to help learners mastercommunicative competencies, excellent comprehension, meaningfulexpression and efficient reference skills.III

English is studied by most students as the second language.Teachers have to keep in mind the three fundamental approaches basedon which the Readers have been designed, and adapt their teachingmethods and help learners master language skills and competenciesand help them become excellent users of English. Kbe TBre SpublishedSchools in Karnataka offer seven languages as media of instructionand eight as first languages and ten languages are offered as thirdlanguage. The objective is to help the learners to use these languagesefficiently at the communicative level. It is hoped that at least a crosssection of learners, achieve competencies to use these languages at thecreative level.Teachers are expected to adapt their teaching methods not to makethese textbooks just feed materials for examinations, but help learnersmaster language competencies such as communication, comprehension,expression in writing and necessary reference skills.toThe Textbook Society expresses grateful thanks to the chairpersons,writers, scrutinisers, artists, staff of DIETs and CTEs and the membersof the Editorial Board and printers in helping the Text Book Society inproducing these textbooks.Prof. G S MudambadithayaNotCo-ordinatorCurriculum Revision and Textbook PreparationKarnataka Textbook Society Sri Nagendra KumarManaging DirectorKarnataka Textbook Society Bengaluru, KarnatakaBengaluru, KarnatakaIV

A Note on the PackageIntroduction :This new package of English Course being introduced in the academic year 201213, has been conceived and designed broadly on the Principles and guidance speltout in the ‘National Curriculum Framework for School Education-2005’ as also onrelevant specifications made in the subsequent documents of the Karnataka StateText Book Committee.edThe objectives : Kbe TBre SpublishThe main objective of the course material is to enable the student to use Englishfor effective communication, academic improvement and acquisition of linguistic,socio-cultural and Strategic competencies.The Principles :The Package is designed on the basic Principles of Second language learning,namely, learning language through use, that is, the ability to listen and to read withcomprehension, to speak with fluency, to write with accuracy and effetiveness,and also to use it for study purpose. learning language through communication suited to the requirement,audience and situation. learning mainly through interaction in Pairs and in groups while dealingwith the text in most of its aspects in the class. learing being most effective with teaching and testing going hand-in-hand. self-learning, and learning how to learn, being the ultimate goal of allPedagogical acrivities.The Package :The course package consists of:toI. The Main Course BookI The Main Course BookThe Main Course book has two units.Not1. Detailed Text2. Supplementary Reader1. Detailed TextThis part of the Detailed Text has 8 Units, each unit having a Prose piece(or a play) anda poem. The Prose piece and the Poem in a Unit are in a way thematically related. The selectionof these Pieces is made not just on their lingustic potentialities, but also on the values theyreflect, and in turn, motivate the learners to imbibe those values in their roles inactual life.The Poems are drawn from different genres. They are supposed to be read mainlyfor enjoyment through appreciation of such aspects as rhythm, imagery and figuresof speech.V

Text Format Introductory Listening Activity (ILA) or/and Introductory Reading Activity (IRA) A note on the writer/author Main text with paragraphs numbered Comprehension exercises at different levels Glossary Vocabulary Exercises Kbe TBre SpublishSuggested ReadingedEach piece of the Prose has the following sections: Each poem has the following sections: A note on the poet The text of the poem with stanzas numbered Glossary Comprehension questions at different levels Additional Reading wherever desirable Suggested ReadingThe Supplementary ReaderThis unit consists of four pieces of writing; an episode from the epic theMahabharata; a folk tale; a biographical sketch of an eminent person; and the sagaof a daring space traveller. Once again, the objective of this Part is to pave the wayfor an enjoyable and instructive reading as a habit, and also as a skill.Salient features:toThe book is prepared to facilitate learning of language skills, competencies anduse-language functions-through meaningful tasks and activities. This Part has eightunits. Each unit comprises the following linguistic sections.Listen and SpeakD.Language (grammar)B.Spoken EnglishE.WritingC.ReadingNotA.A. Listen and SpeakListen and Speak section is designed in such a way that the learners, aftersufficient practice, will be familiar with the basic sounds of English. A word of cautionhere may not be out of place. That is, attempts should not be directed just to writePhonemic symbols to the exclusion of oral practice. For, it is the aural - oral drillingthat is emphasized, not the ability of phonetic transcription in writing. So, the morethe oral practice, the better will be the fluency of speech. Note that the listening scriptfor each unit is given at the end of the text. Teachers read the script; students listenand answer the questions.B. Spoken EnglishThis section addresses not just supra segmental features of speech such asVI

stress, rhythm and intonation. It is intended, on the other hand, to facilitate the skillof speech primarily on its use, the language function.Speech is the most spontaneous and natural mode of communication, and theexercises are mostly conversations that we come across in real life situations.C. Reading Kbe TBre SpublishedThe section on reading supplements the textual material. Usually, what is readin the text after some period of time becomes so familiar that the learners tend tomemorize it, and reproduce it in the terminal examination. This over-emphasis onthe content of the text comes in the way of the acquiring finer Reading skills likeskimming, scanning and interpreting visuals. So, to focus more on the acquisitionof Reading skill, sufficient and varied types of material like visuals, maps, ads andcharts are provided in this section.D. GrammarPractically, grammar is being taught and tested as if it were the basis of languagelearning. Of course accuracy cannot be sacrificed, but this should not be at the riskof ignoring appropriacy and spontaneity. so, integrated, meaning-oriented languageexercises are provided to enable the learners to discern the underlying rules of structureon their own, though at a steady rate of progress.E. WritingWe know that the skill of writing is the most exacting to achieve. Keeping thisin view, writing exercises, at the beginning, are rendered easy with a lot of cluesand guidance. Repeated attempts have got to be made before the learners come outwith the final, polished drafts. At the later stages, constructive and creative writingwill be practised. Writing includes the ability to refer to Dictionary, Thesaurus andEncyclopaedia. Exercises are graded to facilitate this also.Most of the tips and guidance given in the book are suggestive, not prescriptive.Attempt has been made to clarify difficulties mainly on the following aspectsContent- if it is culturally alien, or if the text itself is very complexLanguagea) Grammatical rules if they are not easily within the reach ofthe learnersb) Vocabulary-words which are highly register-based, colloquial orculture-specifictoi)ii)NotThe Committee hopes that the learners and teachers make the best use of thePackage. Constructive suggestions are welcome.The Committee is thankful to all the experts, scholars, teachers and studentswho have contributed to make this venture possible. It places on record the valuablesuggestions and guidance offered by Sri G.S Mudambadithaya, the Co-ordinator of theCommittee of Text book Revision. Also thanks for the untiring help offered throughoutby the Managing Director and staff of the Text Book Committee.Wishing all the stakeholders of the package a rewarding experience.Srinath P.NChairmanTextbook Committee.VII

About the Revision of TextbooksNotto Kbe TBre SpublishedHonourable Chief Minister Sri Siddaramaiah who is also theFinance Minister of Karnataka, in his response to the public opinionabout the new textbooks from standard I to X, announced, in his2014-15 budget speech of constituting an expert-committee, to lookinto the matter. He also spoke of the basic expectations there in, whichthe textbook experts should follow: “The textbooks should aim atinculcating social equality, moral values, development of personality,scientific temper, critical acumen, secularism and the sense of nationalcommitment”, he said.Later, for the revision of the textbooks from class I to X, theDepartment of Education constituted twenty seven committees andpassed an order on 24-11-2014. The committees so constituted weresubject and class-wise and were in accordance with the standardsprescribed. Teachers who are experts in matters of subjects and syllabiwere in the committees.There were already many complaints and analyses about thetextbooks. So, a freehand was given in the order dated 24-11-2014to the responsible committees to examine and review text and evento prepare new text and revise if necessary. Eventually, a new orderwas passed on 19-9-2015 which also gave freedom even to re-writethe textbooks if necessary. In the same order, it was said that thecompletely revised textbooks could be put to force from 2017-18instead of 2016-17.Many self inspired individuals and institutions, listing out thewrong information and mistakes there in the text, had sent themto the Education Minister and to the Textbook Society. They wererectified. Before rectification we had exchanged ideas by arrangingdebates. Discussions had taken place with Primary and SecondaryEducation Teachers’ Associations. Questionnaires were administeredamong teachers to pool up opinions. Separate meetings were held withteachers, subject inspectors and DIET Principals. Analytical opinionshad been collected. To the subject experts of science, social science,mathematics and languages, textbooks were sent in advance and latermeetings were held for discussions. Women associations and sciencerelated organisations were also invited for discussions. Thus, on theVIII

Notto Kbe TBre Spublishedbasis of inputs received from various sources, the textbooks have beenrevised where ever necessary.Another important aspect has to be shared here. We constitutedthree expert committees. They were constituted to make suggestionsafter making a comparative study of the texts of science, mathematicsand social science subjects of central schools (NCERT), along withstate textbooks. Thus, the state text books have been enriched basedon the comparative analysis and suggestions made by the experts. Thestate textbooks have been guarded not to go lower in standards thanthe textbooks of central schools. Besides, these textbooks have beenexamined along side with the textbooks of Andhra Pradesh, Kerala,Tamil Nadu and Maharashtra states.Another clarification has to be given here. Whatever we have donein the committees is only revision, it is not the total preparation of thetextbooks. Therefore, the structure of the already prepared textbookshave in no way been affected or distorted. They have only been revisedin the background of gender equality, regional representation, nationalintegrity, equality and social harmony.While doing so, the curriculum frames of both central and statehave not been transgressed. Besides, the aspirations of the constitutionare incorporated carefully. Further, the reviews of the committeeswere once given to higher expert committees for examination and theiropinions have been inculcated into the textbooks.Finally, we express our grateful thanks to those who strived inall those 27 committees with complete dedication and also to thosewho served in higher committees. At the same time, we thank all thesupervising officers of the Textbook Society, who sincerely workedhard in forming the committees and managed to see the task reachits logical completion. We thank all the members of the staff whoco-operated in this venture. Our thanks are also to the subject expertsand to the associations who gave valuable suggestions.Prof. Baraguru RamachandrappaChairman-in-ChiefState Textbook Revision CommitteesKarnataka Textbook Society (R)Bengaluru.H.N. GopalakrishnaManaging DirectorKarnataka Textbook Society (R)Bengaluru.IX

REVISION COMMITTEEChairman-in-Chief:Prof. Baraguru Ramachandrappa, State Textbook Revision Committees, KarnatakaTextbook Society, Bengaluru.Chairperson:Dr. N. Shantha Naik, Dean and Chairman, Department of English, VijayanagaraSrikrishnadevaraya University, Ballari.edMembers: Kbe TBre SpublishSmt. Vijaya.S , Asst. Teacher, Govt. High School, Sonnashettihalliy, Chintamani,Chikkaballapur.Dist.Smt. A. Anantha Padma Priya, Asst. Teacher, Govt. Girl’s High school, Hosakotetown, Bengaluru Rural Dist.Sri Vishwanatha. N.Y. Asst. Teacher Govt. High school, Mandikal,Chikkaballapur, Dist.Sri Manukumar. H.M. Education Co. Ordinator B.E.O. Office, Shivajinagar,Bengaluru- North-3.Dr. Komala D.R. Lecturer, Govt.P.U. College, Hadli Circle, Malavalli (Tq),Mandya Dist.Smt. Dilshad Begum. Lecturer, Govt. Polytechnic College, Ballari.Artist:Sri Venkatesh, Drawing teacher, Govt. High School, Urumarakesalagere,Mandya South, Mandya Dist.High Power Review Committee Members:NottoDr. G.Rajagopal, Professor (Rtd) #716, Prashanathnagar, Bogadi,2nd Stage- South, Mysuru.Sri M.G.Hegde, Professor, Department of English , Dr.A.V. Baliga Arts andScience College, Kumta, Uttara Kannada Dist.Sri Kannan, Professor, Department of English , P.G Center, Karnataka StateWomen’s University,Vijayapura.Dr.Ramaprasad, Professor, Department of English , Kuvempu University,Gnanasahyadri, Shankarghatta, Shivamogga , Dist.Dr.Mallikarjun Patil, Professor, Department of English , Karnataka University,Dharwad.Chief Advisors:Sri H.N. Gopalakrishna, Managing Director, Karnataka Textbook Society,Bengaluru.Sri K.G. Rangaiah, Deputy Director, Karnataka Textbook Society,Bengaluru.Programme Co- ordinator:Smt. Hemalatha B.V. Assistant Director, Karnataka Textbook Society, Bengaluru.X

XI1.2.3.4.8.7.6.5.4.3.The Story of DharmavyadhaThe Earth quakeLal Bahadur ShastryThe First Woman in SpaceThe Axe in the WoodCoromandel FishersThe Emperor’s New ClothesMachineLuther BurbankNo Men Are ForeignThe Boy Who Asked ForMoreFor A Five Year oldThe Swan And The PrincesSomebody’s MotherAll The world Her StageJamaican FragmentThe Little Busy BeeListening/i:/ and /1/Work BookReadingWarning signsNewspaperStarting a conver- Maps and TablessationSpoken EnglishGreetingSYLLABUS NETWORKVIII std English II LanguageRequesting/U//u://ə:// ɔ/Diphthongs /aɪ//eɪ//ɔɪ/-PrepositionsFraming QuestionsPresent continuousformTense Past PerfectformCritical readingInferringedPassive VoiceReported SpeechCreative WritingPunctuationDescriptive WritingLetter ming sentencesTense SystemReading for infor- Degrees of CommationparisonScanningSkimmingSUPPLEMENTARY READERAn episode from the epic ‘Mahabharata’A folktaleA biographical sketchA daring saga of a womanReportingSeeking informationComplainingIntroducing oneself and others/ə//ɜ://ʌ//ɑ:/Words that describePhrases and Idioms Diphthongs/ɪə//eə//ʊə/Collocative Words Diphthongs /əʊ//aʊ/SpellingParts of SpeechAntonymsSuffixesHomonymsCompound words/e/ and /æ/WritingChoice of wordsLanguageDeterminersto Kbe TBre SpublishReaderText BookUnitTitleVocabulary1A Day in The AshramAntonymsBeautyPrefixes, Suffixes2.Sir C. V RamanOppositesNot

123456ProseA Day in the Ashram- C.F. AndrewsPageNoPoetry1PageNoBeauty (Memorization)E-Yeh-Shure14 Kbe TBre SpublishUnitedContentsSir C.V. Raman- Edited17The Little Busy Bee- Isaac Watts (Memorization)31Jamaican Fragment- A.L. Hendricks35No Men are Foreign- James Kirkup57The Boy Who Asked forMore- Charles Dickens60For a Five Year Old Boy- Fleur Adcock72The Swan and the Princes- Edited75Somebody’s Mother- Mary Dow Brine91All the world Her Stage- NBT96Coromandel Fishers- Sarojini Naidu (Memorization)109114Machine- Rudyard Kipling1348Luther Burbank- Daniel Miller139The Axe in the Wood(Memorization)- Clifford Henry Dyment1509Supplementary Reader155169Listening Passages170174Additional Glossary175178Phonetic Symbols179180NottoThe Emperor’s New Clothes[Play based on a folk tale]710XII

Unit–1EDUCATION FOR LIFEquestions. Kbe TBre Spublish1. Why did Sangappa feel sad?edILA Your teacher reads a passage. Listen to it. Then answer these2. What was his son doing?3. What did the headmaster say about learning?4. Does learning mean only reading books and preparing for theexamination?Share your views with your partners in theclass.IRA Some statements are given below. If you agree tick [Yes].If not tick [No].Yes No2. We should play in the evening.Yes No3. I learn a lot while I am outside the classroom.Yes No4. Learning must be an enjoyable experience.Yes No5. Singing, praying, practising yoga and drawing areYes NoNotto1. I love to get answers to all the questions by heart.also some of the ways of learning.Do you want to know that there exists a school where children learnwith joy and freedom? If so, read the text silently.1

PROSEA DAY IN THE ASHRAM Kbe TBre SpublishC.F. Andrews - Charles Freer Andrews[1871–1940] was an English priest of theChurch of England. He was an educator andIndian freedom fighter. He became MahatmaGandhi’s closest friend and associate.ed- C.F. AndrewsAndrews reveals his experience while hestayed in the Ashram. Shantiniketan wasfounded by Rabindranath Tagore. It is a schoolwith a difference, where students learn withgreat joy.C.F.Andrewsto1. Words cannot picture to youthe beauty of Shantiniketan.Our own poet and teacher, whomwe call Gurudeva, has named itin his song, “The darling of ourhearts,” and it is worthy of thename. All who have visited theAshram, old and young alike,have felt its inner beauty growingmore and more upon them.ShantiniketanNot2. If I were to describe to youone day in the Ashram with the boys, that would perhaps best bringhome to you its inner beauty. Long before sunrise, like the birds inour own amloki groves, our boys are awake. The choristers are thefirst to rise, and they go round the Ashram, singing their morninghymn. You can hear the voices in the distance, drawing nearerand nearer; and then the sound dies away, as the choir passes onto another part of the Ashram, and then again it comes nearer andnearer. The beauty of the sound in the silent morning air and thesense of joy and reverence which it brings, give peace to the soul.2

3. After an interval, each boy takes his asan, his square of carpet, intothe fields and sits down on it to meditate in his own place alone.Later on, before the school work begins, the boys all stand togetherin the shade of the trees and sing their hymn. Kbe TBre Spublished4. Till about half past ten the work of the school goes on. We have noclassrooms. The boys sit with their teachers, in the open air, underthe trees. There are no larger classes. A group of eight or ten boysare seated round the teacher, asking him questions. Very few booksare used. A greater part is carried on through conversation. Theboys soon learn to open out all their difficulties to their teachers,and the teachers get keenly interested in the boys’ questions andanswers. Such living education can never be dull.C1 Answer the following questions and share your responseswith your partner.1. Who named the school ‘Shantiniketan’ ?2. When does the day in Shantiniketan begin?3. What is termed by Gurudeva as, ‘the darling of our hearts’?4. Which phrase used in paragraph 1 means ‘both the old andthe young people’?5. The boys in Shantiniketan get up early in the morning.Who else are the early risers?Now read on silently.Notto5. When the morning work is over, the boys bathe and go to their meal.About two o’ clock in the afternoon the classes begin again; but atthis time the work is chiefly with the hands as well as with the mind.Handiwork is practised, and the boys’ own natural tastes are verysoon discovered. Some prefer carpentry; others prefer mechanicalwork; others enjoy spinning and weaving; others become skilleddraftsmen or painters; others are musicians.6. There is very little book-work in the afternoon. School is over at aboutfour o’clock, and then there is a rush to get first into the great openfields for football. Our Shantiniketan boys are famous everywherefor their sports and games.7. In the evening, at sunset, they return from the fields and sit downonce more, for a short time, to meditate in silence.3

8. As night comes, fairy tales are told; short dramas are recited; ourGurudeva’s songs are sung; and different school gatherings are held.Work in pairs. Answer the following questions and shareyour responses with your partners.1. What kind of work do the boys practise in the afternoon?2. What are Shantinikethan boys famous for?3. How do the boys spend their evenings before they go to bed?4. Read the second paragraph carefully. What it describes is : Kbe TBre SpublishC2ed9. By nine o’clock all are glad to retire to rest; and again the choristersgo round the Ashram singing their last evening hymn. There can beno question as to the happiness of the life of our boys. Their facestell the story of their joy and their freedom. There is no freer life inIndia than the life of our children at Shantiniketan.a)the greatness of the teacherb)the song of the choristersc)the lessons taught in the Ashramd)the silent meditation of the inmates[Choose the right answer]Glossary and Notes :: Rabindranath Tagorechoristers: members who sing in the choir of a churchchoir: a group of singers singing hymnshymn: a song of praise to Godamloki: a tree, like a mango treereverence: respectmeditate: to pray silentlydraftsman: a designer or one who makes plansrecite: sing [a poem or a story] from memoryNottoGurudeva4

Read and write :C3Read and discuss your responses with your partner. Thenwrite.1. What is the effect of the song of the choristers on the listeners?2. How are the classes held in the afternoon in Shantiniketan?ed3. How do the boys spend their evenings in Shantiniketan? Kbe TBre Spublish4. How are the classes at Shantiniketan different from the classesin other schools?5. How does Shantiniketan prepare the boys for life?C4The writer has used the phrase ‘living education’ to describethe experience in Shantiniketan. Some features ofeducation are given below. Classify them into the categoriesof ‘living education’ and ‘unimaginative instruction’. Discussin groups.Unimaginative instructione.g. Punishing learnerstoLiving Educatione.g. Open discussionNotMemorizing, meditating, punishing learners, learning outside innature, dictating notes, open discussion, students asking questions toteachers, students passively listening, experimenting, creative thinking,identifying students’ natural taste, bookish learning.C5Write a paragraph describing your idea of a good school.C6Write a few lines about your school using the following clues:Name of the SchoolLocationSchool buildingFacilities – about teachers, laboratory, library, sports etc. 5

Vocabulary :V1 Observe the use of nearer and nearer in the following example.e.g. You can hear the voices in the distance, drawing nearer andnearer [near].edFill in the blanks in each of the following sentence with the help of theclues given in brackets.1. When you blow air into a balloon it becomes and [big] Kbe TBre Spublish2. As the train approaches the station, the sound of its whistlebecomes and [loud]3. If you practise harder and harder, you will feel and[much] confident to solve the problems.4. Man has been constructing and [tall] buildings inthe cities.5. As you move away from a tree it looks and [small]V2 Fill in the blanks using some and others.e.g. Some prefer carpentry, others prefer mechanical work.1. You can see shining objects in the sky at night. of themare planets, are stars.2. There are many fruits in the basket. of them are mangoes,are bananas.3. After the bell, boys went out to play, went home.to4. There are a few books on the table. of them are textbooks, are not.Not5. of the apples in the basket are good. are bad.V3 Fill in the blanks choosing the appropriate words from the wordsgiven in brackets.Last [week, weak] I went to a shop to [by, buy] a pairof trousers. I bought one and returned home. When I tried to[wear, ware] it, I found that it was rather [loose, lose]. So I went tothe shop in fury. But the shopkeeper was out. So I had to [wait,weight] for half an hour. When he returned. I shouted at him, “See,how big it is. It fits an elephant”. He replied coolly looking at my potbelly, “Therefore we offered it to you, Sir”.6

V4 Fill in the blanks using the antonyms of the words underlined.1. Krishna was a rich king, while his friend was a man.2. Madanika is tall but her brother is3. Radhika is strong but her sister is5. I can remember stories but lessons.Classify the following into prefixes and suffixes: Kbe TBre SpublishV5ed4. Silk is soft ; iron isre, less, ful, mis, non, anti, ment, able, ish, in, ex, ion, ship, multi,sub, ive. One example for each is given.PrefixesSuffixesre-V6-lessFill in the blanks with the appropriate prefixes choosing from theones given above [V5] :1. The school opens on June 1.2. Manish eats meat. He is a vegetarian.3. Terrorists are social.to4. Bakra Nangal is a purpose project.5. Plastic chairs are expensive.Fill in the blanks with appropriate suffixes choosing from theones given above [V5]:NotV71. He was comfort in his seat on the train.2. He was acting in a very child way.3. She looked at her reflect in the mirror.4. India has won the Champion at Sharjah.5. The rate of employ in India has been rising steadily.7

A. Listen and SpeakVowels /i:/ and /I/fillheathitsleepslipgreengrin Kbe TBre SpublishfeeledTask 1. Your teacher will say these pairs of words. Listen and repeat.What difference in sound were you able to listen to between the twowords in each pair? Yes, the sounds are different. The first word in eachpair has a long vowel sound. The second has a short vowel sound. Thesevowel sounds are phonetically represented as /i:/ and /I/ respectively.Task 2. Your teacher will say these words. Listen and write them intwo different columns. A few examples are given :tolead, seek, clean, fit, mist,kit, priest, read, grin, speed,mix, meet, breed, sheet,win,

English is studied by most students as the second language. Teachers have to keep in mind the three fundamental approaches based on which the Readers have been designed, and adapt their teaching methods and help learners master language skills and competencies and help