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CHAPTER – VI

CONCEPT OF EVER EXPANDING TEXTBOOK

6.1. Introduction

This chapter endeavours to envisage a model for the development of a

comprehensive learning material for the benefit of the First year B.Tech

students in Andhra Pradesh. The dissemination and preservation of

knowledge are the fundamental features of every instructional material. The

whole teaching-learning process involves three aspects namely method,

material and evaluation. Those aspects are not watertight compartments

since each of the aspects depends on the other. If any serious academic rises

a question whether material depends on methodology followed or shall

methodology be adopted according to the material, such an enquiry may not

offer a straight and positive answer since the needs of the learners and the

conditions under which a particular course is offered, the kind of materials

that are incorporated into the curriculum have a symbiotic relationship.

6.2 From Deskilling to Re-skilling – The Ever Expanding Textbook

There has been certain academic thought and investigation into the

influence of textbooks on the curriculum, learners and more importantly on

the teachers. As has been discussed in the previous chapter, some of the

views are extreme and confining. It is common understanding that textbooks

play a key role in the teaching-learning process and hence, the influence that

they exert on the teacher is of significance. The involvement of commercial

textbooks has been coming down the generations and there are classic

statements supporting such books like ―[Commercially] prepared materials

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are, as a rule, more skill-fully organized and are technically superior to those

developed daily in classrooms. Because they follow a sequential plan, the

chance for so called ‗gaps in learning‘ is greatly reduced‖ (Gray, cited in

Richards) 1. On the other hand, it is put forward by Shannon that commercial

books resort to deskilling the teacher because of the reduction of cognitive

skill involved in teaching caused by the textbook2. Various factors are

involved in the process starting from reification to the overdependence. The

conception of the researcher is that the textbook should not indulge in

reducing the role of the teacher even in learner-centred situation. There

should not be any reduction in the processing the pedagogic decisions

characterised by cognitive processes. The teacher should hold the position of

a facilitator of activities that make him or her execute the pedagogic

decisions. The researcher feels that a multi-layered textbook only can make

this possible. On other hand, through such a textbook ‗Reskilling‘ also takes

place for the teacher. From the global perspective, if at all any deskilling has

taken place because of overdependence on any of the textbooks or course

books for any of the teachers, the multi-perspective, multi-layered

mechanism helps ‗re-skilling‘ the linguistic and cognitive potential.

__________________________________________________________________

1 Jack. C. Richards, ―Beyond the Textbook: The Role of commercial

Materials in Language Classroom‖. 1993.

<sunzi1.lib.hku.hk/hkjo/view/10/1000053.pdf>

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6.3 The model:

Even though it is not overtly stated, any textbook is a crystallized

document prepared for apprising the prospective readers of certain elements

regarding the subject or a sub-area thereof. The researcher recognises the

presence of certain course books which are prepared specifically for making

the readers acquire specific or examination oriented understanding. It is also

observed that some of the instructional materials present description or

meta-language of certain linguistic phenomena. At this juncture, it is also to

be pointed out that the use of authentic materials has been confined to the

textual exercises. In the light of this, the researcher would like to present a

multi-layered and a multi-perspective model which takes up the presentation

of items with a hetero-balancing approach to planning the curriculum. The

proposed model presents exercises representing a host of domains like

philosophy, history, political science, agriculture, civil engineering,

communication technology, personality development, health awareness,

literature, sociology, life sciences etc. The exercises are of different varieties

ranging from the traditional vocabulary learning to layered pyramid

discussions, awareness raising activities to multi-semanticity exercises.

Layers are presented for the student to develop with the help of the teacher.

For example, a letter of complaint with persuasion is given, along with a letter

of complaint with mere prayer. Conceptual integration involved socio-political

perspective also .For example ‗I have a Dream‘ speech of Martin Luther King

and Victory speech President Obama are juxtaposed. Interpretations that can

stand the test of times and confined interpretation are presented in another

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exercise. Knowledge extension exercises are incorporated into the process.

The perceptions towards vocabulary as form words -content words are

presented through illustrations. Integration of script writing and role play is

presented with human values based on the elements of J.C.Bose‘s legendary

letter to Rabindranath Tagore. Representation of Development ethos from

Roosevelt (a statesman), Dr.Bush (administrator) and Dr.Abdul kalam

(Technologist and statesman) are welded into one. The syntactical elements

are processed from the basic level of English language keeping in view the

students from regional medium background with rural or semi-urban origin

to advanced phenomena. The exercises accorded almost an equal

involvement of all the basic language skills, in addition to other soft skills.

The materials are classified into 4 varieties.

1 Items of classroom/ laboratory instruction and interaction

2 Self-instructional materials

3 Semi-self instructional materials

4 Teacher resources

The researcher specifically feels that there need not be any separate teacher‘s

book and student‘s book. An integration of the materials that operate at

different levels serves the purpose in a more authentic fashion since the

instructional materials prepared and processed with a hetero-balancing

orientation turn out to be dynamic in nature in the sense that they unfold

themselves in a multi-layered manner and disentangle themselves from the

confines of the conceptual frame work. The concept of Ever Expanding

Textbook envisages the integration of concepts and domains, styles and

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models, in addition to the exploration of different kinds of exercises, with and

without syntactically and semantically operationalised controls. Mini-projects

are also incorporated into some of the selections. The researcher humbly

submits that the process is not an invention but an innovation, a redefining

and reassertion of the processes of integration. Since language component is

introduced into the second year, third or final year of different institutions

depending on their requirements and opportunity, the researcher would like

to put forward the concept of Progressive Intensification of Specificity by

submitting that the first year curriculum may focus on developing scientific

temper or developing scientific method of functioning or in other words the

scientific orientation to conducting one‘s activities. The abilities like

classification, stratification, selection, gradation, piloting, proposal making,

argumentation leading on to convergence, group dynamics etc mould an

individual as a rounded professional. The researcher humbly submits that

introducing items without preparing the learner cognitively is of little avail. In

addition to thinking of learner-preparedness at the pedagogic level,

preparing one cognitively is also a significant phenomenon.

6.4 A Micro-cosmic representation of the model:

The aims and objectives of the model happen to be those that have

been discussed at length in different chapters, including the current one. The

word lesson is employed to represent a contextualized-multi focused unit of

pedagogic processing. There are 40 lessons with 120 tasks covering about

500 items. There are 90 working days per semester and there will be 12-13

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weeks of instruction for the students1. If 6 classes are allotted per week, there

will be around 72-78 classes including the internal assessment. On the

whole, if a student spends half an hour on an average on the tasks, it takes

about 60 man hours for the exercises. It is to be noted that self-instructional

materials sometimes will be discussed by the students. The constraints

related to grammar explanation have to be encountered by the teacher in the

particular classroom environment. Role of teacher increases in the process of

enabling and realizing the progressive attrition of linguistic inhibitions of the

students. Even though the Text becomes the base and many exercises are

conversional or deliberative exercises. This model integrates the conceptual

mechanism of Beyond the textbook without a total departure from

Textocracy- Texography. The evaluation shall be formative and summative as

far students are concerned and illuminative for pedagogic practitioner with

reflective orientation.

___________________________________________________________________

1In supersession of Notification No. F.1-117/83(CP) dated 25th November 1985,

Notification No.F.1-117/83 (CPP) dated 30th May 1986 and Notification No.F.1-117/83 (CP)

dated December 1998)

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The researcher feels that aspects like introduction of technical report

writing without any preliminary aspects like proposals and comparative

statements and loose-knit use of the term group discussion are of little avail

since the students tend to learn them in a mechanical manner, because the

items involve certain cognitive gap for the students coming from Intermediate

or +2. In addition to the above, those students do not have immediate

relevance for them. Considering the above, the researcher submits that

students shall be given proposal writing, cartographical study and study of

graphs with comparative study. In line with the above, the researcher feels

that training in item level convergence shall be given before conceptual

convergence with higher levels of argumentation.

‗Pyramid discussions‘ with single or multi-level tasks, ‗Positive-Negative

and Important facts‘ and such other exercises can be introduced. Likewise, it

is also submitted that Jumbled sentences which are Discourse re-

composition exercises only but with the syntactic control. But it is submitted

that the decomposition may be shown to the student and ask him/her to

recompose without losing the meaning i.e. without syntactic control helps the

learner in two ways. Re-composition is learnt faster and construction of

sentences is done in a natural manner to a large extent. The researcher

submits that the model is a conceptual framework intended to expand the

repertoire of the learner with an integrated input and knowledge extension

exercises. The researcher submits that the model exercises can be integrated

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into computer assisted English Language Learning mode provided the

platform used by the teacher allows extension of linguistic phenomena.

The syllabus should incorporate the items that develop scientific

temper. As it is stated in the title of the project, it is a step ‗Towards‘ the Ever

expanding textbook and it is humbly submitted that there is a lot of scope for

further exploration.

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LESSON-1

Reflections

To 26/06/2007

Prof.Y.VenkataRao

Principal,

Yedakula Subba Rao Engg. College,

Kakinada.

Dear Sir,

Last night, when I had ventured down the memory lane, the

reminiscences of the last ‗one year‘ unfolded themselves emanating forth with

brightened hues, dyes ……. What not ……. With all the pomp, all the glory

and all the lustre ‗treading myself‘ on to the cloud 9 which had a

manifestation of raptures and an experiential predicament of the sense of

belonging. An insider assuming the charge of being the Head of the

institution, creating HISTORY ……. Refuting the apprehensions ….

Disproving the prognosis of ‗Jehovah‘s witnesses‘ & rekindling the hopes of

loyal collegians WAS THE MOST MOMENTOUS OF THE MILESTONES of the

times.

Harping on to the classical lute ‗how soon hath time ……‘ one year ‗has‘

elapsed …. Wielding the responsibility, outplaying the unfounded disruptions

was ceremoniously realized.

The conscientious continence of paroxysms on one hand and the

pertinacity in dexterously spearheading the professional obligations on the

other have pragmatically been balanced and maintained in many a task

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undertaken, in many a challenge faced and in many decisions taken during

the last one year. I am glad to state that you are gentle in countenance,

subtle but agile in performing your duties and bright in disposition. One can

never forget those unending evenings……… discussions, points… counter

points… the hermeneutic euphoria and the academic eugenics during the

autonomy acquisition process which ended on an ecstatic note ushering in an

era… an era that put the institution on the academic map of the nation as an

entity to reckon with in the region.

The contradicting corollaries, the corroborative contradictions and the

synergistically sardonic simulacra and silhouettes are a part of every

institution. The institution has experienced growth in almost all the facets of

its functioning during the period, a fact which is beyond any shadow of

doubt. You innovative ideas like common farewell to final year students,

department level freshers‘ day and grand organization of national festivals in

our college really commanded respect.

I hereby congratulate you on your successful completion of one year in

the office of the Principal and I wish you all the glory and success in the years

to come.

Thank you,

Yours sincerely,

(Dr.K.Rudraditya)

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I.POINTS TO PONDER

1. What did you understand from the piece of communication?

2. Is it a mere letter of appreciation or a real note on reflections?

3. identify the date on which Prof.Venkata Rao took charge as principal

4. Understand the intension of the writer in putting single inverted

comma for has.

5. Do you find any redundancies in the letter?

6. The writer named certain things ‗Innovative‘ which happen to be just

the reversal of regular practices. Do you agree with the author?

7. Identify the idiomatic expressions used

8. Can you identify any democratic processes in the institution from the

text?

9. Is there any inconsistency in stating ‗academic map of our nation‟ – ‗to

reckon with in the region‟

10 Can you redraft the piece of writing using plain English?

II Identify the form words and content words in the piece of

Communication

Form words are like cement and content words are the bricks

Form words are those that act as lubricating items of the sentences and

content words are the components of a gadget.

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Observe the following example:

‗Logic is the poor hors devour of the feast of philosophy and epistemology is

its rich dessert‘

‗Logic is the poor hors devour for the feast of philosophy and epistemology is

its rich dessert‘ (content words Italicised)

‗Logic is the poor hors devour of the feast of philosophy and epistemology is

its rich dessert‘ (form words Italicised)

A Note of caution:

Please do not go by the word category to decide whether a word is a form

word or a content word. It is the context and meaning that decide the matter.

For example

I have decided to quit my job since I have many offers on hand.

Identify the difference:

Have-1: Form word as it acts as an auxiliary verb

Have-2: Content word as it denotes possession.

How many of the words used in the piece of writing are known to you based

on which, prepare three lists.

Thoroughly familiar

Semi-familiar

Unfamiliar

Keep in view that good language learner is one who has the least semi-

familiar count.

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LESSON-2

A PERSONAL MISSION STATEMENT

Stephen.R.Covey1

The most effective way I know to begin with the end in mind is to

develop a personal mission statement or philosophy or creed. It focuses on

what you want to be (character) and to do (contributions and achievements)

and on the values or principles upon which being and doing are based.

Because each individual is unique, a personal mission statement will

reflect that uniqueness, both in content and form. My friend, Rolfe Kerr, has

expressed his personal creed in this way:

‗Succeed at home first.

Seek and merit divine help.

Never compromise with honesty.

Remember the people involved.

Hear both sides before judging.

Obtain counsel of others.

Defend those who are absent.

Be sincere yet decisive.

Develop one new proficiency a year.

__________________________________________________________________

1Stephen.R.Covey. Seven habits of highly effective people: Powerful

lessons in personal change. London: Simon& Schuster. 106-109. Plan

tomorrow‟s work today.

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Hustle while you wait.

Maintain a positive attitude.

Keep a sense of humor.

Be orderly in person and in work.

Do not fear mistakes-fear only the absence of creative,

constructive, and corrective responses to those mistakes.

Facilitate the success of subordinates.

Listen twice as much as you speak.

Concentrate all abilities and efforts on the task at hand, not

worrying about the next job or promotion‟.

A woman seeking to balance family and work values has expressed her

sense of personal mission differently:

„I will seek to balance career and family as best I can since both are

important to me.

My home will be a place where I and my family, friends, and guests find

joy, comfort, peace, and happiness. Still I will seek to create a clean and

orderly environment, yet livable and comfortable. I will exercise wisdom in

what we choose to eat, read, see, and do at home. I especially want to teach

my children to love, to learn, and to laugh-and to work and develop their

unique talents.

216

I value rights, freedoms, and responsibilities of our democratic society. I

will be a concerned and informed citizen, involved in the political process to

ensure my voice is heard and my vote is counted.

I will be a self-starting individual who exercises initiative in

accomplishing my life‟s goals. I will act on situations and opportunities,

rather than to be acted upon.

I will always try to keep myself free from addictive and destructive

habits. I will develop habits that free me from old labels and limits and

expand my capabilities and choices.

My money will be my servant, not my master. I will seek financial

independence over time. My wants will be subject to my needs and my

means. Except for long-term home and car loans, I will seek to keep myself

free from consumer debt. I will spend less than I earn and regularly save or

invest part of my income.

Moreover, I will use what money and talents I have to make life more

enjoyable for others through service and charitable giving.‘

You could call a personal mission statement a personal constitution.

Like the United States Constitution, it‘s fundamentally changeless. In over

two hundred years, there have been only twenty-six amendments, ten of

which were in the original Bill of Rights.

The United States Constitution is the standard by which every law in

the country is evaluated. It is the document the President agrees to defend

and support when he takes the Oath of Allegiance. It is the criterion by

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which people are admitted into citizenship. It is the foundation and the

center that enables people to ride through such major traumas as the Civil

War, Vietnam, or Watergate. It is the written standard, the key criterion by

which everything else is evaluated and directed.

The Constitution has endured and serves its vital function today

because it is based on correct principles, on the self-evident truths

contained in the Declaration of Independence. These principles empower

the Constitution with a timeless strength, even in the midst of social

ambiguity and change. ―Our peculiar security,‖ said Thomas Jefferson ―is in

the possession of a written Constitution.‖

A personal mission statement based on correct principles becomes the

same kind of standard for an individual. It becomes a personal

constitution, the basis for making major, life-directing decisions, the basis

for making daily decisions in the midst of the circumstances and emotions

that affect our lives. It empowers individuals with the same timeless

strength in the midst of change.

People can‘t live with change if there‘s not a changeless core inside

them. The key to the ability to change is a changeless sense of who you are,

what you are about and what you value.

With a mission statement, we can flow with changes. We don‘t need

prejudgments or prejudices. We don‘t need to figure out everything else in

life, to stereotype and categorize everything and everybody in order to

accommodate reality.

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Our personal environment is also changing at an ever-increasing pace.

Such rapid change burns out a large number of people who feel they can

hardly handle it, can hardly cope with life. They become reactive and

essentially give up, hoping that the things that happen to them will be good.

But it doesn‘t have to be that way. In the Nazi death camps where

Victor Frankl learned the principle of proactivity, he also learned the

importance of purpose, of meaning in life. The essence of ―logotherapy,‖ the

philosophy he later developed and taught, is that many so-called mental

and emotional illnesses are really symptoms of an underlying sense of

meaninglessness or emptiness. Logotherapy eliminates that emptiness by

helping the individual to detect his unique meaning, his mission in life.

Once you have that sense of mission, you have the essence of your own

proactivity. You have the vision and the values which direct your life. You

have the basic direction from which you set your long and short term goals.

You have the power of a written constitution based on correct principles,

against which every decision concerning the most effective use of your time,

your talents, and your energies can be effectively measured.

I Points to Ponder

1. Did you ever attempt at a mission statement for yourself?

2. To what extent you agree with the underlying concept of rigidity akin to

that of American constitution?

3. Which one of the Statements presented in the essay do you think is

more rational?

4. To what extent do you think the statements seem to be practical?

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5. Identify the salient points in each of the statements and compile a

comparative statement of the persona.

6. Do you find any self-defeating statements in the essay?

7. The identity of the compiler is disclosed for one of the statements and it

is not disclosed for the other. What do you think is the reason? Do you

think the compilation is a concocted statement compiled for the

purpose of presenting it as an example? Give your reasons.

Tasks

I- Individual- Develop your mission statement

II- Pair Work- Discuss the following points with your partner

a) Find out the conceptual similarities and differences

b) The amount of time taken by you to compile and the time taken

by your friend

c) Vocabulary you have used to describe yourself and the

vocabulary used by your friend to describe himself/ herself.

d) The items or individual with whom you have compared yourself

and the comparisons your friend traced to himself/herself.

e) How many times you began your sentences in the same fashion

and what about your friend?

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Mini-project

Choose any three of the following items:

Prepare mini-projects on Thomas Jefferson,

Constitutions-USA, Britain, Ireland and India,

Nazis, Civil War, Vietnam war & Watergate scandal

Additional discussion

1. ‗Never compromise with honesty‘ is one of the statements made in one of

the mission statements.

If some body states that honesty operates at three levels:

Financial honesty, Ideological honesty and Intellectual honesty

What do you say? Do you support it or not? Do you have any reservations in

accepting the presentation?

Discuss the concept of honesty in the light of modern developments.

2. What do you feel?

Do you feel whether the following words deliberate or involuntary?

Informed, Empowers, Allegiance, criterion, proactivity, self-starting,

effectively, proficiency, attitude, creed and self-evident

Step-1: Identify whether the word is used deliberately or not at the

point

Step-2: If you feel deliberately used, present your opinion and

justification for the use

Step-3: if involuntarily used, suggest an alternative.

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A sandwich Task:

Discuss the differences between the philosophy, periodicity or context and

orientation of Mission Statement and Autobiography with your friends and

write an essay not exceeding 500 words on the possibilities of making one‘s

mission statement the autobiography in the long run and the strategies to be

employed for it.

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LESSON-3

Ancient Insights and Modern Man

Nani.A.Palkivala 1

The values which have been taught in India over the last 5,000 years

have great relevance to the times we live in. And yet so few Indians are

aware of our priceless heritage.

It has been my long-standing conviction that India is like a donkey

carrying a sack of gold-the donkey does not know what it is carrying but is

content to go along with the load on its back. The load of gold is the

fantastic treasure -- in arts, literature, culture, and some sciences like

Ayurvedic medicine --which we have inherited from the days of the splendour

that was India. Adi Sankaracharya called it ―the accumulated treasure of

spiritual truths discovered by the rishis.‖ Rabindranath Tagore said, ―India

is destined to be the teacher of all lands.‖

The golden voices of ancient India have come to us down the ages in

unbroken continuity through countless rishis and saints – some of them

world famous and some of them nameless. Our culture which is primarily

concerned with spiritual development is of special significance in our age

which is marked by the obsolescence of the materialistic civilization.

____________________________________________________________________

1 Nani. A Palkhivala, We, the Nation- The Lost Decades. New Delhi:

UBSPD, 1994.

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Sri Aurobindo said, ―India of the ages is not dead, nor has she spoken her

last creative word; she lives and has still something to do for herself and the

human race.‖

India is eternal, everlasting. Though the beginnings of her numerous

civilizations go so far back in time that they are lost in the twilight of history,

she has the gift of perpetual youth. Her culture is ageless and is as relevant

to our twentieth century as it was twenty centuries before Christ. Dr. Arnold

Toynbee, after surveying the story of the entire human race observed:

It is already becoming clear that a chapter which had a Western

beginning will have to have an Indian ending if it is not to end in the self-

destruction of the human race….. At this supremely dangerous moment in

human history, the only way of salvation for mankind is the Indian way –

Emperor Ashoka‘s and Mahatma Gandhi‘s principle of non-violence and Sri

Ramakrishna‘s testimony to the harmony of religions. Here we have an

attitude and spirit that can make it possible for the human race to grow

together into a single family-and, in the Atomic Age, this is only alternative to

destroying ourselves.

Toynbee echoes the ideal placed before mankind by India‘s ancient

rishis – Vasudhaiva Kutumbakam – ―The World is One Family‖.

The most fundamental of all fundamental principles is that a spirit,

supreme and unchanging, pervades the entire universe and the material

world is merely a manifestation of that spirit. Thousands of years ago, India

perceived this principle even more clearly, and understood its implications

even more deeply, than the most highly civilized nations today. It is precisely

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because the spirit alone is the everlasting reality that the infinite mystery of

the material world can never be explained merely in material terms. The

vastest knowledge of today cannot transcend the buddhi of the rishis; and

science, in its most advanced stage, is closer to Vedanta than ever before.

It would be hard to improve upon the sense of values which made

ancient India so great. Our old sages judged the greatness of a State not by

the extent of its empire or by the size of its wealth, but by the degree of

righteousness and justice which marked the public administration and the

private lives of the citizens. Their timeless teaching was that man‘s true

progress is to be judged by moral and spiritual standards, and not by

material or physical standards. Sacrifice was far more important than

success; and renunciation was regarded as the crowning achievement. The

citizen ranked in society, not according to wealth or power, but according to

the standard of learning, virtue and character which he had attained. The

finest example of that is the well-known story of Emperor Ashoka, a true

follower of Buddha, making it an invariable practice to bow in reverence

before Buddhist monks. His

Minister Yasha thought that it was wrong and improper for a great Emperor

to bow before monks. Ashoka‘s answer was:

After all, I am doing obeisance to them as a mark of my deep respect for

their learning, wisdom and sacrifice. What matters in life, Yasha, is not a

person‟s status or position, but his virtues and wisdom. The finest minds and

hearts may be hidden in ugly mortal frames. Only when you have raised

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yourself up from ignorance can you recognize the greatness of a few in a sea of

humanity, just as a good jeweler alone can spot a gem among worthless

pebbles.

The Sanskrit word dharma cannot be easily translated into English. It

has within it elements form the different concepts of law, righteousness,

duty, and basic morality.

India has had an unrivalled tradition of religious freedom and

tolerance. That tradition was born of the consciousness that truth can never

be the monopoly of any one sect or creed. The words of the Rig Veda are

world famous:

―Let noble thoughts come to us from every side.‖

The rishis realized that each man has to work out his own salvation

and that everyone‘s own spiritual experience is vital to the attainment of the

ultimate state of the soul‘s evolution. A blind obedience to authority is the

surest prescription for spiritual paralysis. Mere acquiescence, even in the

dictates of the sruti, is not enough. There is nothing like salvation on the

cheap. There is no spiritual enrichment which money can buy. There are no

fixed formulae, no rules of thumb, no prescriptions as in a pharmacopoeia.

The path of the spirit is narrow and there are yawning abysses on either side.

In the words of the Kathopanishad:

Sharp as a razor‟s edge and hard to traverse is that difficult path, so the

sages say.

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Realization of the Divine is possible through meditation and

contemplation. The inner spirit must dwell serene on the heights of eternity.

However, action can be as efficacious as contemplation. The way to salvation

may be through prayer or it may be through action or through knowledge.

Men like Sri Aurobindo are examples of the mysterious reconciliation of

incessant work and uninterrupted rest in one and the same person. That is

the ideal which the Bhagavad Gita sets before us: ―He who sees rest in

activity and activity in rest – he is wise among men, he is a yogi and a

thorough man of action.‖

In his famous book, Karma Yoga, Swami Vivekananda describes the

scope of Vedanta so as to include also all seekers of truth who are outside

the pale of formal religion:

Karma-yoga is a system of ethics and religion intended to attain freedom

through unselfishness and by good works. The karma-yogi need not believe in

any doctrine whatever .He may not believe even in God.

The doctrine of Brahman, the Ultimate Reality, must necessarily involve

tolerance and understanding, peace and goodwill, and recognition of the

immense variety of paths by which the soul can fulfill its ultimate destiny.

Ahimsa, peace and non-aggression were the hallmarks of Indian

culture. In her crowded history of over five thousand years during which she

had thrown up vast and puissant empires, India never practiced military

aggression on countries outside her borders. Thanks to our ethos, even

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today the Indian people patiently suffer miseries and endure injustices which

would result in devastating explosions in any other country.

In these days of spiritual illiteracy and poverty of the spirit, when

people find that wealth can only multiply itself and attain nothing, when

people have to deceive their souls with counterfeits after having killed the

poetry of life, it is necessary to remind ourselves that civilization is an act of

the spirit. Material progress is not to be mistaken for inner progress. When

technology outstrips moral development, the prospect is not that of a

millennium but of extinction. Our ancient heritage is a potent antidote to the

current tendency to standardize souls and seek salvation in herds.

Centuries have gone by but the luster of that heritage remains

undimmed. Invading forces have descended on this country but its culture

has remained indestructible.

―The East bow‘d low before the blast,

In patient, deep disdain.

She let the legions thunder past,

And plunged in thought again.‖

C.Rajagopalachari observed: ―If there is any honesty in India today, any

hospitality, any chastity, any philanthropy, any tenderness to the dumb

creatures, any aversion to evil, any love to do good, it is due to whatever

remains of the old faith and the old culture.‖

The old faith and the old culture referred to by Rajaji are not merely for

Hindus, not merely for Indians, but for the whole world. Schelling, in his old

age, thought the Upanishads contain the maturest wisdom of mankind.

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Today that wisdom is essential not only for the rebirth of the Indian nation

but also for the re-education of the human race.

Points to Ponder

1. How far do you agree with the author?

2. Do you perceive any chauvinistic ideas in the author?

3. How many of people referred to by the author are known to you?

4. What is the conclusion of the author?

5. Are you satisfied with the organization of the passage? Given a

chance do you make any changes in the arrangement of

paragraphs?

6. Can you collect information about the author?

7. Do you find any parallel between the statements rationality,

positive thinking and such other modern concepts and the ideals

presented by the author?

8. What soft skills can you learn from the passage?

9. Author presented so many references to substantiate the concept

that Indian culture is lofty, but not even single example is

presented to prove that there is ‗spiritual illiteracy and poverty of

the spirit‘. What would have been the reason?

Is it because it is self-evident or because it is contemporary?

Can you think of different reasons?

10 ‗…even today the Indian people patiently suffer miseries…‘

Identify the intention of the author in making the statement

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Tasks

Individual- Make notes while your teacher presents the passage.

Consolidate them into a paragraph without reproducing the

sentences verbatim

Present your answers for the questions stated above

Pair work- Exchange answer books with your partner to understand

his/her line of thinking. Identify the points of disagreement and take

up a discussion.

Group Work- As students of Science& Technology; discuss the

contribution of India to science and relevance of the contribution to

the modern day.

Point-Counter point exercises-

1. Attributing scientific reasons to every act of tradition is nothing

but intellectual bigotry.

2. Since Indians take pride in other‘s achievements only, Indian

science could not flourish much.

3. As a nation we take pride in our heritage, but as individuals we

abhor our culture.

Reading Ease- Self Check:

Read the passage- Identify the following points

1. Which of the paragraphs has gone in a smooth manner for you?

In other words, ‗in which paragraph, you did not face any trouble?‘

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2. Which of the paragraphs has posed highest problems for you?

What were your problems?

3. Because of vocabulary you could not have understood some

sentences. Are there any sentences which are not understood after

your knowing the meanings of words used in those sentences?

Remedial Exercise- Question preparing exercise

Prepare a set of comprehension questions based on the passage.

Questions should be of different kinds.

Mini-project

Choose one of the items

1. ―The East bow‘d low before the blast…‖ Identify the source of the

lines. Discuss the significance or relevance of the lines with your

teacher and prepare a 500 word document with illustrations and

your arguments.

2. The word ‗Pharmacopeia‘ must be known to you. Find out the

relation between IP, BP and USP printed on strips of medicines and

prepare a note on the health conditions in our country utilizing any

20 of the 55 words given below.

Fitness, healthiness, heartiness, robustness, soundness, wellness,

wholeness, wholesomeness, maim, inoculation, immunity, surgery,

nourishment, malnourishment, imbalance, fettle, shape;

cleanliness, hygiene, hardiness, lustiness, ruggedness, squalor,

stamina, strength, toughness, vigor, vitality; bloom, flush,

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flushness; activeness, agility, liveliness, spryness; weal, welfare,

well-being, Debility, decrepitude, feebleness, frailness, infirmity,

lameness, weakness; ailment, condition, disease, disorder, malady,

trouble, illness, sickness, unhealthiness, unsoundness (55 words)

Pre-compilation Process:

To learn the meanings thoroughly:

1 Refer to a dictionary.

2 Take the help of your teacher

3 Construct a sentence using the words learnt

4. Write the same sentence using a synonym of the words and

present the sentence to your teacher.

5. Collect related words and understand the hierarchy or difference

in the style or contextual occurrence.

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LESSON-4

Macaulay‟s Minute revisited

RAMACHANDRA GUHA 1

THOMAS BABINGTON MACAULAY died a hundred and forty-seven

years ago, but in India he is still widely remembered, revered by some and

reviled by others. In his four years in this country, he made two notable

contributions. One was to draft the Criminal Procedure Code, which,

according to legend, he wrote in one inspired week spent in the Ootacamund

Club. This aspect of his legacy remains relatively uncontentious, for, a

traditional society entering the modern age needed a rational legal system,

and someone had to provide it. Still, Macaulay might have been amused by

the fact that of his vast and complex Code, perhaps only two sections are

known to most Indians. These are Section 144, which prohibits gatherings of

more than five people whenever the Government perceives a threat to "law

and order"; and Section 420, which defines what is counterfeiting. Indeed, the

latter section, rendered in the vernacular, has even become a verb: so that we

can now call a trickster of our acquaintance a "char sau bis".

_____________________________________________________________________

1Ramachandra Guha. “Macaulay's Minute revisited” Sunday, Feb 04,

2007 The Hindu, Chennai.

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Macaulay's second, and more controversial contribution, was a Minute

he wrote in February 1835, which recommended that English be promoted as

both a lingua franca and the medium of education in India. This Minute is

reviled by nativists, who think it condemned India and Indians to centuries of

mental servitude; but revered by modernists, who argue that it allowed

Indians to take advantage of the modern economy and thus emancipate

themselves from the burdens of a traditional and hierarchical society.

Most-quoted words

The words most often quoted from Macaulay's Minute are his claim that "a

single shelf of a good European library was worth the whole native literature

of India and Arabia". This is undeniably both arrogant and illiterate, for,

Macaulay himself did not read a single Arab or Indian language. However,

there are other moments in the Minute where the writer appears not as an

insolent colonialist but rather as a far-seeing democrat.

The context for Macaulay's Minute was the existence of a fund "to be

employed as Government shall direct for the intellectual improvement of the

people of the country". It was felt that this improvement could not be

conducted in India's many native tongues, as these did not yet have the

capacity to convey complex scientific terms and information. The available

alternatives were those two classical languages, Arabic and Sanskrit, and

modern English.

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Macaulay opted for English because it had the necessary vocabulary for

teaching modern science, philosophy, law, and history. He conceded that

Oriental languages might have produced great poetry, yet "when we pass from

works of imagination to works in which facts are recorded, and general

principles investigated, the superiority of the European [languages] becomes

absolutely immeasurable". Still, he thought that in time English might come

to be supplanted (at least in part) by tongues indigenous to India. Thus

Macaulay predicted that as an Indian intelligentsia arose, it would work to

"refine the vernacular dialects of the country, to enrich those dialects with

terms of science borrowed from the Western nomenclature, and to render

them by degrees fit vehicles for conveying knowledge to the great mass of the

population".

Something like this has indeed happened. Far from being destroyed, the

vernacular languages have flourished and developed, in colonial times

through the advent of the printing press, and since Independence through the

creation of linguistic States. But English remains indispensable for technical

education and as a means of inter-State communication. The software

revolution in India might never have happened had it not been for Macaulay's

Minute. And India might not have still been united had it not been for that

Minute either. For, it was the existence and availability of English that

allowed the States of South India to successfully resist the imposition of

Hindi upon them.

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And so, a century and more after he left this earth, Indians continue to have

strong opinions about Macaulay. In his native Britain, however, Macaulay is

remembered for altogether different reasons. He is remembered as an

outstanding liberal, who resisted the encroachments of religion on the State

and the encroachments of the State on its citizens. And he is remembered as

a great historian, and a master of the English language, whose works can still

be read for education and for profit.

POINTS TO PONDER

1. What kind of person Macaulay was?

2. How do you understand the role of Criminal Procedure Code?

3. Do you feel that it is written in a hurry?

4. Write a note about Cr PC based on the passage.

5 write a note about the role of English education in our country

Monitored symposium

It is stated in the very beginning of the passage that there are people who

revere and the otherwise of the person in question. Form yourselves into

groups of six students and deliberate upon the matter openly and take a

group stand after which you will be made into groups of eight to deliberate

with teacher monitoring. Then, two students in each group should note down

Positives, Negatives and Facts. After a spell of discussions, identify how many

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facts contributed to positive elements, how many facts contributed to negative

elements. Please understand that views are different from facts. Facts make

us develop views. Take up the process till all students get their turn.

Theme plays

1. You have read Macaulay‘s sweeping statement‘ "a single shelf of a

good European library was worth the whole native literature of India and

Arabia". Now form yourselves into groups of four and act as if you were

advocating oriental learning and occidental learning. Every repetition (either

point or word) has two penalty points. By the next day prepare a draft and

then enact the roles- find the difference in your performance. Please do not

forget utilising the knowledge acquired in the previous lesson.

2. Imagine that Macaulay is felicitated by you in India and by your

friend in Britain and present two citations- one as your own and the other as

your friend. (Refer to Lesson1 for insights, not for the format but for the style)

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LESSON-5

Extending Solidarity

DEPARTMENT OF ENGLISH

YEDAKULA SUBBA RAO ENGINEERING COLLEGE

(AUTONOMOUS)

KAKINADA-533 004

Dt: 03.09.07 SUBMITTED TO THE PRINCIPAL

The Department of English is highly elated over beloved Principal

Dr.Y.VENKATA RAO‘s well-informed and sagacious stand on the pedagogic

awareness and the high-end services that teachers are rendering in imparting

learning to the students.

The Department expresses its happiness over the just and objective

analysis of the Principal in stating that Campus interviews are not the full

scale measure of an individual‘s talent and those selection processes are only

confined seekers and motive driven investigations into one‘s talents. It is an

established fact that even now the research undertaken in many of the areas

by the academic institutions is far better than the R & D units of many of the

corporate units and area specific research organizations. For instance, AIIMS

has been presenting better research in certain areas than the 58 affiliates of

ICMR; IITs and IIMs are second to none in their respective fields of activity.

Even some of the members of faculty serving private institutions have been

recognized as worthy contributors to their respective fields.

The Department expresses its indebtedness to the Principal for

expressing his capital confidence of the pedagogic excellence of teachers and

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for denouncing the ill- founded, stilted and fractured views expressed by

some crippled visionaries and the corporate nouveau-riche´.

With warm regards

Yours sincerely,

The members of faculty

Points of Discussion

1. Do you find any special features of this piece of communication?

2. What exactly would have been the stand of the Principal?

3. Do you find any inconsistency in content and in involving different

issues- Pedagogic excellence, Research and campus interviews?

4. Do you find the piece of communication logical?

5. Identify the positive and negative adjectives used in the

communication?

6. Do you consider this a letter or memorandum or anything else?

7. If you call it a letter, what are general features which are missing?

8. There are certain points of substantiation for an argument-Identify.

9. Do you think whether Principal‘s stand a single point formula or multi-

point one? Are there any clues for it?

10 Imagine that you do not agree with the ideas presented in the

Communication and prepare counter communication?

11 Is there any room for a ‗rejoinder‘ here?

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Mini-Project:

Develop Profiles of the following:

Indian Institutes of Technology

Indian Institutes of Management

All India Institute of Medical Sciences

Indian Council of Medical Research

Indian Council of Agricultural Research

The profile shall contain the following aspects:

1. Year of establishment

2. Line of activity

3. People currently at the helm of affairs

4. Notable achievements

5. Collaborative activities

6. Service oriented activities

Develop Vocabulary clusters

Step-1- Learn the meanings of the following words

Step-2 – Write down on a sheet of paper the following sets of words

Write down all those words that have come to your mind whether

synonyms or antonyms or their variables.

Elated, well-informed, sagacious, pedagogic, awareness, rendering,

imparting, high-end, just, objective, analysis, confined, capital

confidence, denouncing, ill- founded, stilted ,fractured, crippled,

visionaries and nouveau-riche´(20 words)

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LESSON-6

Issue based representation

DEPARTMENT OF ENGLISH

YEDAKULA SUBBA RAO ENGINEERING COLLEGE

(Autonomous)

KAKINADA-53304

05-12-2008

SUBMITTED TO THE PRINCIPAL

Sir,

I invite your kind attention to the following.

As a loyal and committed employee, I feel pained to write this letter.

But, instead of keeping mum with a heavy heart, I feel, it is better for me to

put forward my agony without any fear or favour. As a conscientious teacher,

I could not keep quiet when injustice is being meted out to the students.

Yedakula Academy is known for its service to the cause of education. While

Yedakula Foundation and Yedakula Subba Rao Trust have been rendering

yeoman services to the poor and needy, commercial organizations have

unnecessarily been promoted in our college, at least indirectly, in the name of

training and placement.

I am totally dissatisfied with the way the Training and Placement

operations have been taken up. In addition to the number of students getting

selected, we should also think of or look at the prestige of the institution. I

understand that some commercial organizations have been invited to the

college on contract basis for offering training for campus interviews for the

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last two or three years. I learnt that such contracts have been given to

different organizations without continuing any one organization for a couple

of years on the grounds of their performance. By this one can understand

that none of the organizations invited to train our students recorded a worthy

performance or could achieve the required feedback from the students.

I understand that the training and placement cell has gone to the

extent of announcing that the names of those students that do not take

training would be deleted from the list of campus interview candidates this

year. Also, such students have been asked to submit an undertaking attested

by their parents on a twenty rupee- non-judicial stamp paper stating they are

not interested in campus placements.

The fundamental question here is the Very validity of such a course

offered by a commercial coaching centre. The course is not run by the college

and hence the institution does not have any control over the content,

methodology, illustrations and specific evaluation of the teaching items. It

may not be an exaggeration to state that most of the members of faculty for

such courses offered by such organizations happen to be either industrial

/institutional refugees/rejects or some people who are currently not in the

regular teaching at any officially ratified bodies whose ideas, knowledge and

exposure would be outdated/ obsolete.

On the contrary , when our institution is well and better equipped with

human resources to sufficiently train the students for facing any formidable

academic and professional challenge , what is the necessity for our college

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to invite some external agency to undertake the task certainly inferior to

the way the insiders can perform . For the last couple of years the student

attendance for the courses offered by the said commercial organizations was

poor to the core and never bright. You may make any investigation or seek

referendum to ascertain the information regarding the lukewarm response

that those courses were attracting.

In the light of this, we cannot attribute the success of the students in

the campus interviews conducted for the last couple of years entirely to those

commercial organizations. At the cost of being extremely harsh, let me submit

that not allowing those students that do not register themselves for the

courses run by those organizations to the campus interview and asking

those students and their parents to submit an undertaking in the manner

mentioned supra are not only awful but also atrocious. Another point is

that the so called concession, i.e. according permission to those students that

produce some certificate issued by any organization regarding the so called

campus recruitment training is, I think, more baneful than the said

draconian rule. The ingenuity (and validity) of the certificates mentioned is a

matter of conjecture.

There would be rationality if a student is not allowed to the interview

for want of Distinction or 65% marks .But, how can one be prevented because

that individual has not attended a course run by a commercial organization.

I may be permitted to state that the current mechanism may be

dispensed with and even though such courses are continued, they can be

optional. I humbly submit that an in-house mechanism can be developed

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utilizing the existing/ available resources with little fortification. Whether one

accepts it or not, most of the students have been responding to such courses

offered by commercial organizations in the college not out of inquisitiveness

to learn but out of fear that they would not be allowed to attend the campus

interviews.

This letter is not to find fault with any individual but submitted in the best

interests of the institution.

Thank you

Yours Sincerely

(K.Ram Chandra)

Copy to HOD

All the Heads of the Departments

T&P officer

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Read the following letter which is similar principle, different in form and

approach, greater in reach.

From

K. Ram Chandra,

S2, kaveri Apartments,

Vijayawada-10.

To

The Station House Officer

4 Town Police Station

Surya rao peta

Vijayawada-520002.

Sir,

Sub: Lodging Complaint…… Theft of moped….. Reg.

This is to bring to your kind notice that my Moped-TVS 50XL bearing

Registration No.AP16R 9310 was stolen yesterday at about 8.30 pm near

Ramaiah Mess, Governor peta, Vijayawda.

In this connection, I hereby request you to see that it is recovered. A

favourable action may be taken in this regard at the earliest.

Thank You,

15-03-2005 Yours Sincerely

Vijayawada

(K.Ram Chandra)

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Exercises

Points to ponder

Answer the following questions after reading the letter thoroughly

1. What is the immediate cause of the letter?

2. Is it an open letter or a confidential one?

3. According to the compiler of the letter what makes him eligible to write

this letter?

4. Are there any open challenges in the letter?

5. Do you feel whether the statements made by the writer an expression

of confidence or over-confidence?

6. What do you feel about the criticism leveled against the teachers at

commercial coaching centres- is it criticism for criticism‘s sake or

objective analysis?

7. Does the writer present any courtesy at an over all scale?

8. Are there any redundancies in the presentation?

9. What are the differences you found between the pieces of

communication?

10 Which is representation with persuasion and which is

Mere complaint with prayer?

Task:

1. Imagine that you are the Training and Placement officer of your college

and prepare a rejoinder.(general writing task)

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2. Prepare a list of skills, you feel; you require in order to get selected in

campus interview or in any other selection procedure.( projection

writing task)

3. Did you ever come across ‗a twenty rupee- non-judicial stamp paper‘?

Collect information on different kinds of stamp papers available in our

country? Learn the concept of Stamp Duty at a general level.(extend

your knowledge task)

Mini-Project:

The word ‗refugee‘ is often heard in our country. Prepare a 1000 word draft

on Problem of Refugees in our country.

Enrich Your Vocabulary:

Learn the following words and use them in your own sentences

Agony, injustice, meted out, conscientious, yeoman, exaggeration,

refugees, ratified, referendum, lukewarm, harsh, supra, awful,

atrocious, concession, baneful, draconian, ingenuity, conjecture,

rationality, prevented, fortification, inquisitiveness, existing,

formidable, dispensed with, optional, exposure, illustrations and

mechanism(30 words)

Prepare a parameter chart with word variables

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LESSON-7

Life Is a Balancing Act1

Jack Canfield and

Mark Victor Hansen

Imagine a tightrope walker in a circus. He is on a rope suspended a

few feet above the straw-covered floor. His purpose is to walk the rope from

one end to the other. He holds a long bar in his hands to help him maintain

his balance. But he must do more than simply walk. On his shoulders he

balances a chair. And in that chair sits a young woman who is herself

balancing a rod on her forehead, and on top of that rod a plate.

The tightrope artist doesn‘t begin until all the elements above him are

aligned. Only then does he move forward, carefully, slowly, across the rope.

If at any time one of the items should start to drift off balance, he must stop

until he can get all of them in perfect alignment again. For the tightrope

artist, balance is everything. Should his balance fail him, he will surely fall.

___________________________________________________________________

1 Canfield, Jack and Mark Victor Hansen. Dare to Win. Mumbai:

Magna Publishing Company Limited,1998.

248

Life on a Tightrope

We suggest that life is very much a balancing act and that we are

always just a step away from a fall. We are constantly trying to move forward

with our purpose, to achieve our goals, all the while trying to keep in balance

the various elements of our lives.

Getting Out of Balance

Many of us get out of balance with regard to money. If we don‘t have

sufficient money, then our lives become a money chase. We constantly

devote our energies toward improving our finances. In the process we tend to

take energy away from our families, our mates, our spiritual and mental

needs, even our health. More important, we don‘t move forward toward our

life purposes. We don‘t proceed along the tightrope. We think that only when

we get our finances straightened out can we devote our energies to all the

other aspects of our lives and then proceed with our purposes.

Other areas of our lives could be out of harmony. It could be a

relationship with a wife or husband. It could be a spiritual emptiness that is

gnawing at our insides. It could be lack of appropriate social contact. It

could be illness. If any aspect of our lives draws a disproportionate amount

of energy, we have to shortchange the other aspects. This throws us off, and

we are unable to more forward on life‘s tightrope until a balance can be

reestablished.

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Getting in Balance

Our first priority, therefore, is getting our life in balance. We need to

deal with any areas that are taking too much energy and put them in

perspective, align them so that we have energy available for all areas.

We need to create a balance of winning identities as father or mother,

lover, husband or wife, son or daughter, worker, participant, finisher and so

forth. Only when each identity is fulfilled will that area be functioning and

not overdrawing our energy.

But it doesn‘t happen by itself. Achieving a balanced life is a choice

that each of us continually makes second by second, thought by thought,

feeling by feeling. On the one hand, we can simply exist. But on the other,

we can choose to pack our seconds and create valuable minutes in all aspects

of our lives.

It‘s important here to understand that others cannot do this for us.

Only we can be us and only you, you. No one can think, breathe, feel, see,

experience, love or die for any of us. Inside, we are what we are. We all come

into life without a map, an operating manual or a definition of ourselves,

other than male or female. It‘s up to us to discover who we are and who we

can be. It‘s up to us to balance all the different aspects of our lives. We can

do it by pushing the ―decide‖ button in our lives.

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Making an Assessment

At first it‘s important to stop and assess how we‘re doing. We should

look at all the various aspects of our lives that we are constantly juggling,

constantly trying to keep in balance.

These include:

Marriage and family

Finances

Health and physical fitness

Social contact

Emotional growth

Spiritual development

Mental growth

Are we able to devote ample energy to all areas? Or are we tipped off to

one side, unbalanced in one direction?

Making It Happen

To us, an example of a person who has worked hard his whole life to

get his life in balance is Sylvester Stallone. He is a magnificent example of a

man who learned to balance on a tightrope.

As a child, Stallone grew up a loner, hyperkinetic and emotionally

tormented. He was in and out of several schools. At Drexel University he

was tested and told that his future calling was as an elevator repairman! His

father frequently beat him up, telling him he was no good and advising him to

develop his body because he didn‘t have any brains-a line he used later in

Rocky.

251

When he decided on acting, his life was out of balance in many

respects, from financial to emotional. And these imbalances resulted in early

failure. Early in his acting career, he suffered failure after failure. But he

worked at learning. In a magazine article Mark read, Sly said: ―If I‘d

succeeded right away in acting, I wouldn‘t have sought out writing.

Eventually writing became more interesting to me than acting. You see,

success is usually the culmination of controlling failure. Through my failure I

found different ways to reverse my problems and get into the mainstream of

Hollywood. If I‘d made it right away as an actor, I would have stopped at a

certain level and stayed there, probably as a character actor.‖

Over a period of years, Stallone learned how to balance the emotional,

physical and mental aspects of his life. Then one night he watched

Muhammad Ali fight Chuck Wepner and heard the thrill of the crowd

watching the underdog go the distance. Deeply inspired, he wrote the script

for Rocky in only three-and-a-half days. He then told producers that the

script was only for sale with him as the lead. And early on, most producers

turned him down. The rest is history. Rocky grossed more than $ 100

million.

With Stallone‘s finances assured, he still had imbalance in his life. He

didn‘t feel sufficient love in his life and went through a divorce. He built his

body from being in good shape to being in peak shape. He developed his

mind and developed his spiritual beliefs.

His personal transformation took him many years, but it eventually

resulted in a balance that has brought him unparalleled success. Today he

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has a long-term contract offering him $20 million a picture plus a percentage

of the profits. Stallone is a living example of what bringing balance to an out-

of-balance life can do.

This is the shortest chapter in this book, but probably the most

important. It says succinctly what we consider to be the ultimate message.

What remains is figuring out just what is out of balance and how to put it

into alignment.

EXERCISES

Task-I

Draw the picture of tight rope walk at least as a general sketch and write the

words that come to your mind, for example balance, imbalance, trampoline,

swift, tact etc. If you do not get many take the help of your teacher. Compile a

technical note and a general note.

For instance you get the word balance to your mind write on centre of gravity

or forces that make you balance and write your general experience in cycling.

Likewise prepare at least 10 items i.e. you have to 20 sentences.

Task-II

Try to fit those sentences into a meaningful paragraph. Check how many of

your sentences came to your help. Do not leave the unused sentences.

Reconstruct them so as to fit into the paragraph. Even then some sentences

are left over try to construct another paragraph with those sentences.

Complete both the levels in 8 minutes and give your book to your neighbour

and discuss whether there any differences in technical information. Your

253

teacher give make all of you tell the words you worked on and sentences you

constructed and offer better sentences.

TASK-III

Concept building through picture response

Source: en.wikipedia.org/wiki/Rocky

www.afaqs.com/perl/news/story.html?sid

How do you describe the pictures? Do you see any relationship between any

two of the pictures? Do the pictures depict heroic people or resolute people?

Task-IV

Collect 25 Sports related words- not just the names of games or sports.

For example, amateur, athlete, challenger, arena, rookie and dribbling.

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LESSON-8

Right Brain vs. Left Brain

Definition

This theory of the structure and functions of the mind suggests that

the two different sides of the brain control two different ―modes‖ of thinking.

It also suggests that each of us prefers one mode over the other.

Discussion

Experimentation has shown that the two different sides, or

hemispheres, of the brain are responsible for different manners of thinking.

The following table illustrates the differences.

Description of the Left-Hemisphere Functions:

Constantly monitors our sequential, ongoing behavior

Responsible for awareness of time, sequence, details, and order

Responsible for auditory receptive and verbal expressive strengths

Specializes in words, logic, analytical thinking, reading, and writing

Responsible for boundaries and knowing right from wrong

Knows and respects rules and deadlines

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Description of the Right-Hemisphere Functions:

Alerts us to novelty; tells us when someone is lying or making a joke

Specializes in understanding the whole picture

Specializes in music, art, visual-spatial and/or visual-motor

activities.

Helps us form mental images when we read and/or converse

Responsible for intuitive and emotional responses.

Helps us to form and maintain relationships

Which of your neurological hemispheres is more active?

Cognitive-Style Quiz

Choose the one sentence that you feel more rational. Do not leave any blanks.

1. A) It's fun to take risks.

B) I have fun without taking risks.

2. A) I look for new ways to do old jobs.

B) When one way works well, I don't change it.

3. A) I begin many jobs that I never finish.

B) I finish a job before starting a new one.

4. A) I'm not very imaginative in my work.

B) I use my imagination in everything I do.

5. A) I can analyze what is going to happen next.

B) I can sense what is going to happen next.

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6. A) I try to find the one best way to solve a problem.

B) I try to find different answers to problems.

7. A) My thinking is like pictures going through my head.

B) My thinking is like words going through my head.

8. A) I agree with new ideas before other people do.

B) I question new ideas more than other people do.

9. A) Other people don't understand how I organize things.

B) Other people think I organize well.

10 A)I have good self-discipline.

B ) I usually act on my feelings.

11 A ) I plan time for doing my work.

B ) I don't think about the time when I work.

12 A) With a hard decision, I choose what I know is right.

B) With a hard decision, I choose what I feel is right.

13 A ) I do easy things first and important things later.

B ) I do the important things first and the easy things later.

14 A ) Sometimes in a new situation, I have too many ideas.

B ) Sometimes in a new situation, I don't have any ideas.

15 A ) I have to have a lot of change and variety in my life.

B ) I have to have an orderly and well-planned life.

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16 A ) I know I'm right, because I have good reasons.

B ) I know I'm right, even without good reasons.

17 A ) I spread my work evenly over the time I have.

B ) I prefer to do my work at the last minute.

18 A) I keep everything in a particular place.

B) Where I keep things depends on what I'm doing.

19 A ) I have to make my own plans.

B ) I can follow anyone's plans.

20 A ) I am a very flexible and unpredictable person.

B ) I am a consistent and stable person.

21 A ) With a new task, I want to find my own way of doing it.

B ) With a new task, I want to be told the best way to it.

To Score

1. Give yourself one point for each time you answered "A" for questions: 1,

2, 3, 7, 8, 9, 13, 14, 15, 19, 20, and 21.

2. Give yourself one point for each time you answered "B" for questions: 4,

5, 6, 10, 11, 12, 16, 17, and 18.

3. Add all points. Totals imply:

0-4: strong left brain

5-8: moderate left brain

9-13: middle brain

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14-16: moderate right brain

17-21: strong right brain

The Alert Scale of Cognitive Style, by Dr. Loren D. Crane, Western

Michigan University, 1989. . Cited in

www2.scholastic.com/browse/article.jsp?id=3629

www.funderstanding.com/content/right-brain-vs-left-brain

Language Development

The root word of Hemisphere is Hemi. There are nearer roots which operate in

a different fashion.

―Prefixes HEMI, DEMI & SEMI nearly mean HALF. However, there is a

difference in the interpretation which each one has of the word. When we say

Hemisphere we don‘t really mean half of the sphere, we mean one side, right

side or left side. When we say DEMI we mean less or not quite, as

DEMImillionaire. When we say SEMI we mean partly, as SEMI civilized &

SEMI barbarous.‖

1. Hemialgia : HEMI algia (hem i al‘ ji a) n.

Pain on one side of the head

2. Hemilhedron : HEMI hedron (hem i bed‘ ron) n

A crystal having half of the usual number of faces

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3. Hemiepilepsy : HEMI epilepsy (hem i ep‘ i lep si) n.

Convulsions on one side only

4. Hemiplegia : HEMI plegia (hem i plee‘ jee a) n.

Paralysis on one side only

5. Hemisphere : HEMI sphere (hem‘ i sfir) n.

Half of the globe

6. Hemi dystrophy: HEMI dystrophy (hem i dis‘ tro fi) n.

One half of body less developed than the other

7. Demimillionaire : DEMI millionaire (dem i mil‘ yun are) n.

One having less than a million

8. Demivoice : DEMI voice (dem i vois) n.

Less than full voice

9. Demimonde : DEMI monde (dem‘ ee mond) n.

A woman of doubtful reputation

10. Demitone : DEMI tone (dem i tone) n.

Halftone; semitone

11. Demisemitone : DEMI semitone (dem‘ i sem i tone) n.

Quartertone

12. Demisuit : DEMI suit (dem‘ i sute) n.

Half suit (dem‘ i sute) n. Half armor; not all parts protected

13. Demitasse : DEMI tasse (dem‘ e etas) n.

A very small cup, usually for after dinner coffee

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14. Semiautomatic : SEMI automatic (sem i ot o mat‘ ic) adj.

Not completely automatic

15. Semicircle : SEMI circle (sem‘ i sir k‘l) n. A half circle

16. Semi civilized : SEMI civilized (sem i siv‘ i lized) adj.

Only partly civilized

17. Semi diapason : SEMI diapason (sem i die a pay‘ zon) n.

A diminished octave

18. Semimonthly : SEMI monthly (sem i months‘ lee) adj.

Twice in a month

www.english-for-students.com/hemi.html

Exercise

Task-I

Check the following whether are standard or not: Semigod, demi-

success, semi-professional, hemi-skimmed, demivowel, semi-skilled,

hemi-tropical, demi-precious and construct sentences using the correct

form of the words.

Task-II

Based on the outcome of the quiz, write a note on yourself and check to what

extent your personal mission statement prepared in Lesson-2 is realistic.

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LESSON-9

Analyse the Scenario

As you are aware, the whole world is experiencing the worst ever

economic meltdown regarding which some graphs are presented. Analyse the

graphs. Graph 1 is for the finances in general, Graph2 is of crude oil and

Graph 3 is regarding software market.

Source: www.globalresearch.ca/index.php?context=va&aid=10268

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NASDAQ (1994-2008)

The following words can be of help to you presenting your observations

Colossal, elevated, eminent, flying, formidable, giant, gigantic, grand,

great, huge, immense, large, lofty, long, soaring, steep, towering,

tremendous, altitudinous, high rise, high-reaching, hovering, sky-high,

sky-scraping, costly, dear, excessive, exorbitant, expensive,

extraordinary, extravagant, grand, great, high-priced, lavish, luxurious,

precious, rich, sharp, special, steep, stiff, strong, unusual, intensified,

below, beneath, bottom, deep, depressed, flat, inferior, low-key, lesser,

level, little, lowering, minor, nether, profound, prostrate, shallow, small,

squat, stunted, subjacent, sunken, under, bottommost, crouched,

decumbent, ground-level, low-hanging, low-lying, low-set, rock-bottom,

squatty, substantial and subsided (80 words)

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LESSON-10

Diabetes1

WHAT IS DIABETES?

Diabetes is a chronic disease that occurs when the pancreas does not

produce enough insulin, or alternatively, when the body cannot effectively use

the insulin it produces. Insulin is a hormone that regulates blood sugar.

Hyperglycaemia, or raised blood sugar, is a common effect of uncontrolled

diabetes and over time leads to serious damage to many of the body's

systems, especially the nerves and blood vessels.

Type 1 diabetes (previously known as insulin-dependent or childhood-

onset) is characterized by a lack of insulin production. Without daily

administration of insulin, Type 1 diabetes is rapidly fatal.

Symptoms include excessive excretion of urine (polyuria), thirst

(polydipsia), constant hunger, weight loss, vision changes and

fatigue. These symptoms may occur suddenly.

<www.who.int/topics/diabetes_mellitus/en/ >

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Type 2 diabetes (formerly called non-insulin-dependent or adult-onset)

results from the body‘s ineffective use of insulin. Type 2 diabetes

comprises 90% of people with diabetes around the world, and is largely

the result of excess body weight and physical inactivity.

Symptoms may be similar to those of Type 1 diabetes, but are

often less marked. As a result, the disease may be diagnosed

several years after onset, once complications have already arisen.

Until recently, this type of diabetes was seen only in adults but it

is now also occurring in obese children.

Gestational diabetes is hyperglycaemia which is first recognized

during pregnancy.

Symptoms of gestational diabetes are similar to Type 2 diabetes.

Gestational diabetes is most often diagnosed through prenatal

screening, rather than reported symptoms.

Impaired Glucose Tolerance (IGT) and Impaired Fasting Glycaemia (IFG) are

intermediate conditions in the transition between normality and diabetes.

People with IGT or IFG are at high risk of progressing to type 2 diabetes,

although this is not inevitable.

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FACTS ABOUT DIABETES

The World Health Organization (WHO) estimates that more than 180

million people worldwide have diabetes. This number is likely to more

than double by 2030.

In 2005, an estimated 1.1 million people died from diabetes.1

Almost 80% of diabetes deaths occur in low and middle-income

countries.

Almost half of diabetes deaths occur in people under the age of 70

years; 55% of diabetes deaths are in women.

WHO projects that ‗diabetes deaths‘ will increase by more than 50% in

the next 10 years without urgent action. Most notably, diabetes deaths

are projected to increase by over 80% in upper-middle income countries

between 2006 and 2015.

WHAT ARE COMMON CONSEQUENCES OF DIABETES?

Over time, diabetes can damage the heart, blood vessels, eyes, kidneys, and

nerves.

Diabetic retinopathy is an important cause of blindness, and occurs as

a result of long-term accumulated damage to the small blood vessels in

the retina. After 15 years of diabetes, approximately 2% of people

become blind, and about 10% develop severe visual impairment.

Diabetic neuropathy is damage to the nerves as a result of diabetes, and

affects up to 50% of people with diabetes. Although many different

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problems can occur as a result of diabetic neuropathy, common

symptoms are tingling, pain, numbness, or weakness in the feet and

hands.

Combined with reduced blood flow, neuropathy in the feet increases the

chance of foot ulcers and eventual limb amputation.

Diabetes is among the leading causes of kidney failure. 10-20% of

people with diabetes die of kidney failure.

Diabetes increases the risk of heart disease and stroke. 50% of people

with diabetes die of cardiovascular disease (primarily heart disease and

stroke).

The overall risk of dying among people with diabetes is at least double

the risk of their peers without diabetes.

WHAT IS THE ECONOMIC BURDEN OF DIABETES?

Diabetes and its complications impose significant economic consequences on

individuals, families, health systems and countries.

WHO estimates that over the next 10 years (2006-2015), China will lose $ 558

billion in foregone national income due to heart disease, stroke and diabetes

alone.

HOW CAN THE BURDEN OF DIABETES BE REDUCED?

Without urgent action, diabetes-related deaths will increase by more than

50% in the next 10 years.

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To help prevent type 2 diabetes and its complications, people should:

Achieve and maintain healthy body weight.

Be physically active - at least 30 minutes of regular, moderate-intensity

activity on most days. More activity is required for weight control.

Early diagnosis can be accomplished through relatively inexpensive blood

testing.

Treatment of diabetes involves lowering blood glucose and the levels of other

known risk factors that damage to blood vessels. Tobacco cessation is also

important to avoid complications.

Interventions that are both cost saving and feasible in developing countries

include:

Moderate blood glucose control. People with type 1 diabetes require

insulin; people with type 2 diabetes can be treated with oral

medication, but may also require insulin;

Blood pressure control;

Foot care.

Other cost saving interventions include:

Screening for retinopathy (which causes blindness);

Blood lipid control (to regulate cholesterol levels);

Screening for early signs of diabetes-related kidney disease.

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These measures should be supported by a healthy diet, regular physical

activity, maintaining a normal body weight and avoiding tobacco use.

WHO‘S ACTIVITIES TO PREVENT AND CONTROL DIABETES

WHO aims to stimulate and support the adoption of effective measures for the

surveillance, prevention and control of diabetes and its complications,

particularly in low and middle-income countries. To this end, WHO:

Provides scientific guidelines for diabetes prevention;

Develops norms and standards for diabetes care;

Builds awareness on the global epidemic of diabetes; including

partnership with the International Diabetes Federation in the

celebration of World Diabetes Day (14 November);

Conducts surveillance of diabetes and its risk factors.

The WHO Global Strategy on Diet, Physical Activity and Health complements

WHO's diabetes work by focusing on population-wide approaches to promote

healthy diet and regular physical activity, thereby reducing the growing global

problem of overweight and obesity. The Strategy calls upon all stakeholders to

take action at the global, regional and local levels and aims to lead to a

significant reduction in the prevalence of diabetes and other chronic diseases.

WHO's work on diabetes is integrated into the overall WHO chronic disease

prevention and control framework of the Department of Chronic Diseases and

Health Promotion. The strategic objectives of the Department are to raise

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awareness about the global epidemic of chronic diseases; create healthy

environments, especially for poor and disadvantaged populations; slow and

reverse trends in common chronic disease risk factors such as unhealthy diet

and physical inactivity; and prevent premature deaths and avoidable

disability due to major chronic diseases.

___________________________________________________________________

1 This would underestimate the true burden from diabetes .Although

people may live for years with diabetes, their underlying cause of death is

usually recorded as heart disease or kidney failure. An alternative estimate,

taking into account deaths in which diabetes was a contributory condition,

suggests that approximately 2.9 million deaths per year are attributable to

diabetes.

Source: www.who.int/topics/diabetes_mellitus/en/

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Points to ponder

1. Is Diabetes Contagious?

2. What is the incidence of the disease?

3. Write a technical note about the disease

4. Did you encounter any diabetic in your real life?

5 What are to be done for preventing diabetes?

6 How do you respond for the word ‗Life style disease‘?

Task-I

Imagine that you are on a mission to create awareness against diabetes and

you are asked to prepare an advertisement, a caption, a lecture and a

technical paper. You are asked to prepare them with little time interval.

For example: ‗Keep the junk food at bay, Drive diabetes away‘.

Task-II Prepare a list of technical words used in the passage in order to

prepare the paper.

Task-III

Discuss the other diseases that have been alarming like diabetes

In India and from a global perspective.

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LESSON-11

Expressions1

Human being has different expressions. Since face is the index of human

mind in most of the cases others understand our feeling through facial

contortions. Following are eight of the most frequent or prevalent expressions

that human beings have.

STEP-I

Look at the facial expressions depicted above. Write the corresponding letter

that represents your interpretation of each of the following emotions: HAPPY, DISGUST, CONCERNED, SURPRISED, SUSPICIOUS, SAD, HORRIFIED &

ANGRY. Prepare Chart of your preferences.

1< www.viewzone.com/bicam.html >

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STEP-II

1. Collect at least two synonyms and two antonyms of each of the

Expressions

2. Collect the word categories of the words and collect variables

of those words.

3. Construct sentences using those words as the base words.

4 How many of the feelings you have regularly

5 write down your recent happiest, saddest moments and your

Responses.

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LESSON-12

Voicing their strength

Martin Luther King, Jr.

"I Have a Dream"

Delivered 28 August 1963, at the Lincoln Memorial, Washington D.C

I am happy to join with you today in what will go down in history as the

greatest demonstration for freedom in the history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand

today, signed the Emancipation Proclamation. This momentous decree came

as a great beacon light of hope to millions of Negro slaves who had been

seared in the flames of withering injustice. It came as a joyous daybreak to

end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred years

later, the life of the Negro is still sadly crippled by the manacles of segregation

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and the chains of discrimination. One hundred years later, the Negro lives on

a lonely island of poverty in the midst of a vast ocean of material prosperity.

One hundred years later, the Negro is still languished in the corners of

American society and finds himself an exile in his own land. And so we've

come here today to dramatize a shameful condition.

In a sense we've come to our nation's capital to cash a check. When the

architects of our republic wrote the magnificent words of the Constitution and

the Declaration of Independence, they were signing a promissory note to

which every American was to fall heir. This note was a promise that all men,

yes, black men as well as white men, would be guaranteed the "unalienable

Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that

America has defaulted on this promissory note, insofar as her citizens of color

are concerned. Instead of honoring this sacred obligation, America has given

the Negro people a bad check, a check which has come back marked

"insufficient funds."

But we refuse to believe that the bank of justice is bankrupt. We refuse to

believe that there are insufficient funds in the great vaults of opportunity of

this nation. And so, we've come to cash this check, a check that will give us

upon demand the riches of freedom and the security of justice.

We have also come to this hallowed spot to remind America of the fierce

urgency of Now. This is no time to engage in the luxury of cooling off or to

take the tranquilizing drug of gradualism. Now is the time to make real the

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promises of democracy. Now is the time to rise from the dark and desolate

valley of segregation to the sunlit path of racial justice. Now is the time to lift

our nation from the quick sands of racial injustice to the solid rock of

brotherhood. Now is the time to make justice a reality for all of God's

children.

It would be fatal for the nation to overlook the urgency of the moment. This

sweltering summer of the Negro's legitimate discontent will not pass until

there is an invigorating autumn of freedom and equality. Nineteen sixty-three

is not an end, but a beginning. And those who hope that the Negro needed to

blow off steam and will now be content will have a rude awakening if the

nation returns to business as usual. And there will be neither rest nor

tranquility in America until the Negro is granted his citizenship rights. The

whirlwinds of revolt will continue to shake the foundations of our nation until

the bright day of justice emerges.

But there is something that I must say to my people, who stand on the warm

threshold which leads into the palace of justice: In the process of gaining our

rightful place, we must not be guilty of wrongful deeds. Let us not seek to

satisfy our thirst for freedom by drinking from the cup of bitterness and

hatred. We must forever conduct our struggle on the high plane of dignity

and discipline. We must not allow our creative protest to degenerate into

physical violence. Again and again, we must rise to the majestic heights of

meeting physical force with soul force.

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The marvelous new militancy which has engulfed the Negro community must

not lead us to a distrust of all white people, for many of our white brothers,

as evidenced by their presence here today, have come to realize that their

destiny is tied up with our destiny. And they have come to realize that their

freedom is inextricably bound to our freedom.

We cannot walk alone.

And as we walk, we must make the pledge that we shall always march ahead.

We cannot turn back.

There are those who are asking the devotees of civil rights, "When will you be

satisfied?" We can never be satisfied as long as the Negro is the victim of the

unspeakable horrors of police brutality. We can never be satisfied as long as

our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels

of the highways and the hotels of the cities. We cannot be satisfied as long as

the negro's basic mobility is from a smaller ghetto to a larger one. We can

never be satisfied as long as our children are stripped of their self-hood and

robbed of their dignity by signs stating: "For Whites Only." We cannot be

satisfied as long as a Negro in Mississippi cannot vote and a Negro in New

York believes he has nothing for which to vote. No, no, we are not satisfied,

and we will not be satisfied until "justice rolls down like waters, and

righteousness like a mighty stream."¹

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I am not unmindful that some of you have come here out of great trials and

tribulations. Some of you have come fresh from narrow jail cells. And some of

you have come from areas where your quest -- quest for freedom left you

battered by the storms of persecution and staggered by the winds of police

brutality. You have been the veterans of creative suffering. Continue to work

with the faith that unearned suffering is redemptive. Go back to Mississippi,

go back to Alabama, go back to South Carolina, go back to Georgia, go back

to Louisiana, go back to the slums and ghettos of our northern cities,

knowing that somehow this situation can and will be changed.

Let us not wallow in the valley of despair, I say to you today, my friends.

And so even though we face the difficulties of today and tomorrow, I still have

a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true

meaning of its creed: "We hold these truths to be self-evident, that all men are

created equal."

I have a dream that one day on the red hills of Georgia, the sons of former

slaves and the sons of former slave owners will be able to sit down together at

the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering

with the heat of injustice, sweltering with the heat of oppression, will be

transformed into an oasis of freedom and justice.

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I have a dream that my four little children will one day live in a nation where

they will not be judged by the color of their skin but by the content of their

character.

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with

its governor having his lips dripping with the words of "interposition" and

"nullification" -- one day right there in Alabama little black boys and black

girls will be able to join hands with little white boys and white girls as sisters

and brothers.

I have a dream today!

I have a dream that one day every valley shall be exalted, and every hill and

mountain shall be made low, the rough places will be made plain, and the

crooked places will be made straight; "and the glory of the Lord shall be

revealed and all flesh shall see it together."2

This is our hope, and this is the faith that I go back to the South with.

With this faith, we will be able to hew out of the mountain of despair a stone

of hope. With this faith, we will be able to transform the jangling discords of

our nation into a beautiful symphony of brotherhood. With this faith, we will

be able to work together, to pray together, to struggle together, to go to jail

together, to stand up for freedom together, knowing that we will be free one

day.

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And this will be the day -- this will be the day when all of God's children will

be able to sing with new meaning:

My country 'tis of thee, sweet land of liberty, of thee I sing.

Land where my fathers died, land of the Pilgrim's pride,

From every mountainside, let freedom ring!

And if America is to be a great nation, this must become true.

And so let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania.

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvaceous slopes of California.

But not only that:

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi.

From every mountainside, let freedom ring.

And when this happens, when we allow freedom ring, when we let it ring from

every village and every hamlet, from every state and every city, we will be able

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to speed up that day when all of God's children, black men and white men,

Jews and Gentiles, Protestants and Catholics, will be able to join hands and

sing in the words of the old Negro spiritual:

Free at last! Free at last!

Thank God Almighty, we are free at last! 3

______________________________________________________________________________________________________

¹ Amos 5:24 (rendered precisely in The American Standard Version of the

Holy Bible)

2 Isaiah 40:4-5 (King James Version of the Holy Bible). Quotation marks

are excluded from part of this moment in the text because King's rendering of

Isaiah 40:4 does not precisely follow the KJV version from which he quotes

(e.g., "hill" and "mountain" are reversed in the KJV). King's rendering of Isaiah

40:5, however, is precisely quoted from the KJV.

3At:http://www.negrospirituals.com/news-ong/free_at_last_from.htm

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Barack Hussain Obama‟s Victory speech

5th November 2008

"Hello, Chicago.

"If there is anyone out there who still doubts that America is a place where all

things are possible, who still wonders if the dream of our founders is alive in

our time, who still questions the power of our democracy, tonight is your

answer.

"It's the answer told by lines that stretched around schools and churches in

numbers this nation has never seen, by people who waited three hours and

four hours, many for the first time in their lives, because they believed that

this time must be different, that their voices could be that difference.

"It's the answer spoken by young and old, rich and poor, Democrat and

Republican, black, white, Hispanic, Asian, Native American, gay, straight,

disabled and not disabled, Americans who sent a message to the world that we have never been just a collection of individuals or a collection of red states

and blue states.

"We are, and always will be, the United States of America.

"It's the answer that led those who've been told for so long by so many to be

cynical and fearful and doubtful about what we can achieve to put their

hands on the arc of history and bend it once more toward the hope of a better

day.

"It's been a long time coming, but tonight, because of what we did on this

date in this election at this defining moment, change has come to America.

"A little bit earlier this evening, I received an extraordinarily gracious call

from Senator McCain.

"Senator McCain fought long and hard in this campaign. And he's fought even longer and harder for the country that he loves. He has endured sacrifices for

282

America that most of us cannot begin to imagine. We are better off for the

service rendered by this brave and selfless leader.

"I congratulate him; I congratulate Governor (Sarah) Palin for all that they've achieved. And I look forward to working with them to renew this nation's

promise in the months ahead.

"I want to thank my partner in this journey, a man who campaigned from his

heart, and spoke for the men and women he grew up with on the streets of

Scranton and rode with on the train home to Delaware, the vice president-

elect of the United States, Joe Biden.

"And I would not be standing here tonight without the unyielding support of

my best friend for the last 16 years, the rock of our family, the love of my life,

the nation's next first lady Michelle Obama.

"Sasha and Malia I love you both more than you can imagine. And you have

earned the new puppy that's coming with us to the new White House.

"And while she's no longer with us, I know my grandmother's watching, along

with the family that made me who I am. I miss them tonight. I know that my

debt to them is beyond measure.

"To my sister Maya, my sister Alma, all my other brothers and sisters, thank

you so much for all the support that you've given me. I am grateful to them.

"And to my campaign manager, David Plouffe, the unsung hero of this

campaign, who built the best - the best political campaign, I think, in the

history of the United States of America.

"To my chief strategist David Axelrod who's been a partner with me every step

of the way. To the best campaign team ever assembled in the history of politics, you made this happen and I am forever grateful for what you've

sacrificed to get it done.

"But above all, I will never forget who this victory truly belongs to. It belongs

to you. It belongs to you.

"I was never the likeliest candidate for this office.

"We didn't start with much money or many endorsements.

"Our campaign was not hatched in the halls of Washington. It began in the backyards of Des Moines and the living rooms of Concord and the front

porches of Charleston.

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"It was built by working men and women who dug into what little savings

they had to give 5 and 10 and 20 to the cause.

"It grew strength from the young people who rejected the myth of their generation's apathy, who left their homes and their families for jobs that

offered little pay and less sleep.

"It drew strength from the not-so-young people who braved the bitter cold and

scorching heat to knock on doors of perfect strangers, and from the millions

of Americans who volunteered and organised and proved that more than two centuries later a government of the people, by the people, and for the people

has not perished from the Earth.

"This is your victory.

"And I know you didn't do this just to win an election. And I know you didn't

do it for me.

"You did it because you understand the enormity of the task that lies ahead. For even as we celebrate tonight, we know the challenges that tomorrow will

bring are the greatest of our lifetime - two wars, a planet in peril, the worst

financial crisis in a century.

"Even as we stand here tonight, we know there are brave Americans waking up in the deserts of Iraq and the mountains of Afghanistan to risk their lives

for us.

"There are mothers and fathers who will lie awake after the children fall

asleep and wonder how they'll make the mortgage or pay their doctors' bills or

save enough for their child's college education.

"There's new energy to harness, new jobs to be created, new schools to build,

and threats to meet, alliances to repair.

"The road ahead will be long. Our climb will be steep. We may not get there in

one year or even in one term. But, America, I have never been more hopeful

than I am tonight that we will get there.

"I promise you, we as a people will get there.

"There will be setbacks and false starts. There are many who won't agree with every decision or policy I make as president. And we know the government

can't solve every problem.

"But I will always be honest with you about the challenges we face. I will

listen to you, especially when we disagree. And, above all, I will ask you to

join in the work of remaking this nation, the only way it's been done in

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America for 221 years - block by block, brick by brick, calloused hand by

calloused hand.

"What began 21 months ago in the depths of winter cannot end on this

autumn night.

"This victory alone is not the change we seek. It is only the chance for us to

make that change. And that cannot happen if we go back to the way things

were.

"It can't happen without you, without a new spirit of service, a new spirit of

sacrifice.

"So let us summon a new spirit of patriotism, of responsibility, where each of us resolves to pitch in and work harder and look after not only ourselves but

each other.

"Let us remember that, if this financial crisis taught us anything, it's that we

cannot have a thriving Wall Street while Main Street suffers.

"In this country, we rise or fall as one nation, as one people. Let's resist the temptation to fall back on the same partisanship and pettiness and

immaturity that has poisoned our politics for so long.

"Let's remember that it was a man from this state who first carried the

banner of the Republican Party to the White House, a party founded on the

values of self-reliance and individual liberty and national unity.

"Those are values that we all share. And while the Democratic Party has won

a great victory tonight, we do so with a measure of humility and

determination to heal the divides that have held back our progress.

"As Lincoln said to a nation far more divided than ours, we are not enemies

but friends. Though passion may have strained, it must not break our bonds

of affection.

"And to those Americans whose support I have yet to earn, I may not have

won your vote tonight, but I hear your voices. I need your help. And I will be

your president, too.

"And to all those watching tonight from beyond our shores, from parliaments and palaces, to those who are huddled around radios in the forgotten corners

of the world, our stories are singular, but our destiny is shared, and a new

dawn of American leadership is at hand.

"To those - to those who would tear the world down: We will defeat you. To

those who seek peace and security: We support you. And to all those who

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have wondered if America's beacon still burns as bright: Tonight we proved

once more that the true strength of our nation comes not from the might of our arms or the scale of our wealth, but from the enduring power of our

ideals: democracy, liberty, opportunity and unyielding hope.

"That's the true genius of America: that America can change. Our union can

be perfected what we've already achieved gives us hope for what we can and

must achieve tomorrow.

"This election had many firsts and many stories that will be told for generations. But one that's on my mind tonight's about a woman who cast

her ballot in Atlanta. She's a lot like the millions of others who stood in line to

make their voice heard in this election except for one thing: Ann Nixon

Cooper is 106 years old.

"She was born just a generation past slavery; a time when there were no cars

on the road or planes in the sky; when someone like her couldn't vote for two

reasons - because she was a woman and because of the colour of her skin.

"And tonight, I think about all that she's seen throughout her century in America - the heartache and the hope; the struggle and the progress; the

times we were told that we can't, and the people who pressed on with that

American creed: Yes we can.

"At a time when women's voices were silenced and their hopes dismissed, she lived to see them stand up and speak out and reach for the ballot. Yes we

can.

"When there was despair in the dust bowl and depression across the land,

she saw a nation conquer fear itself with a New Deal, new jobs, a new sense

of common purpose. Yes we can.

"When the bombs fell on our harbour and tyranny threatened the world, she was there to witness a generation rise to greatness and a democracy was

saved. Yes we can.

"She was there for the buses in Montgomery, the hoses in Birmingham, a

bridge in Selma, and a preacher from Atlanta who told a people that 'We Shall

Overcome'. Yes we can.

"A man touched down on the moon, a wall came down in Berlin, a world was

connected by our own science and imagination.

"And this year, in this election, she touched her finger to a screen, and cast

her vote, because after 106 years in America, through the best of times and

the darkest of hours, she knows how America can change.

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"Yes we can.

"America, we have come so far. We have seen so much. But there is so much

more to do. So tonight, let us ask ourselves - if our children should live to see the next century; if my daughters should be so lucky to live as long as Ann

Nixon Cooper, what change will they see? What progress will we have made?

"This is our chance to answer that call. This is our moment.

"This is our time, to put our people back to work and open doors of

opportunity for our kids; to restore prosperity and promote the cause of

peace; to reclaim the American dream and reaffirm that fundamental truth, that, out of many, we are one; that while we breathe, we hope. And where we

are met with cynicism and doubts and those who tell us that we can't, we will

respond with that timeless creed that sums up the spirit of a people: Yes, we

can.

"Thank you. God bless you. And may God bless the United States of

America."

Points to Ponder

1. Do you understand the rationale behind placing the speeches together?

2. What are the similarities that you have found in the speeches?

3. Do you understand the difference in the circumstances between the

speeches?

4. Do you find antagonism to any particular system or race or are they

proclamations of self-respect?

5. Do you see obama‘s lecture as a realisation of Martin‘s voice?

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Understand the Expressions

..Came as a great beacon light of hope to millions

…Seared in the flames of withering injustice

…Joyous daybreak to end the long night of their captivity.

Still sadly crippled by the manacles of segregation and the chains of

discrimination.

…lives on a lonely island of poverty in the midst of a vast ocean of material

prosperity.

Likewise almost every sentence is a power studded one. Identify and learn the

meanings of those concepts linguistically and conceptually also.

Language through Histrionics

The teacher may ask six pairs of students to take up each of the tasks.

Step-1 Recite (a part of it)

Step-2 Recite while enacting (based on the time)

Step-3 Prepare their own scripts and enact (Those need not be as lofty as the

great speeches)

Step-4 Redraft the scripts after first performance

Step-5 Exchange of scripts between and among students

The teacher may check the differences that result in because of the lack of

familiarity and suggest the malady specific remedy.

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LESSON-13

A Great Day

Sandhya was feeling both excited and nervous. During her sankranthi

vacation she had been assisting a visiting diplomat. Now she had been asked

to attend a get-together at the embassy and this was definitely going to be a

great occasion. A part from everything else, the embassy was a wonderful

house with a great expanse of lawns going down to a river. Her friends told her

that she must describe the occasion in great detail to them after the event was

over. At first she had told them that she was too nervous to go since great

people from different countries would be there. However, they had told her not

to be a great fool but to go to the party and enjoy it. 'The great thing', said her

friend sirisha, is first to be your natural self‘. As she was about to leave for the

party, her friends came to wish her luck and tell her that she was looking

great. On arrival at the party sandhya, who was a great film enthusiast, was

amazed and delighted when she was introduced to one of her favorite film

stars. Being an enthusiastic tennis player, she was even more delighted to

meet two people who had been great tennis players a decade ago. After the

party, sandhya had to admit that she had a great time. She was extremely

glad that her friends had persuaded her to go. As promised, she told them all

about it.

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Know the meaning

GREAT (Adjective)

1. (An event, occasion) splendid, grand, magnificent

2. (of land etc.) large, extensive, vast

3. (Amount) considerable, substantial

4. (of a person) top, eminent, distinguished

5. (of a person) complete, utter, absolute

6. (of a situation) vital, crucial

7. (With reference to appearance) beautiful, sensational, wonderful

8. (of a person) enthusiastic, eager, denoted

9. (of a person) skilful, ace, expert

10. (of an occasion) enjoyable, marvelous, splendid

Exercise

Rewrite the following sentences, replacing the words in bold with a suitable

alternative.

1. Sekhar is a great idiot to risk his neck for a stranger.

2. Saranya looked great in her Kanchipuram saree.

3. A great banquet was to be held at the Prime Minister‘s residence

4. Many of the teenagers are great followers of the local cricket-team.

5. There was a great stretch of water in the city.

6. Leela is a great swimmer and easily won the gold medal in the butterfly

Stroke.

7. Jagan‘s actions caused great trouble for the family.

8. We saw a really great show at the stadium.

9. Many of the great people in the city were invited to the function.

10. The great thing is to remember that we will easily win the match.

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LESSON-14

Water Bridge in Germany 1

EVER SEEN A WATER BRIDGE? Water Bridge in Germany... What a feat! Six

years, 500 million euros, 918 meters long. Now this is engineering! This is a

channel-bridge over the River Elbe and joins the former East and West

Germany, as part of the unification project. It is located in the city of

Magdeburg, near Berlin. The photo was taken on the day of inauguration.

Water Bridge Germany

To those who appreciate engineering projects, Taking six years to build and

costing around half a billion euros, the massive undertaking will connect

Berlin's inland harbor with the ports along the Rhine river. At the center of

the project is Europe's longest water bridge measuring in just shy of a

kilometer at 918 meters. The huge tub to transport ships over the Elbe took

24,000 metric tons of steel and 68,000 cubic meters of concrete to build.

_____________________________________________________________________

1 www.funonthenet.in/content/view/223/31

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The water bridge will enable river barges to avoid a lengthy and sometimes

unreliable passage along the Elbe. Shipping can often come to a halt on the

stretch if the river's water mark falls to unacceptably low levels.

Identify the date on which the photograph is taken

Identify different kinds of bridges built over different rivers

What do you mean?

Technical vocabulary exercise

1-Bridge - a structure used by people and vehicles to cross areas that are

obstacles to travel.

2-Truss bridges- supported by frameworks called trusses. The parts of the

trusses are arranged in the form of triangles.

3-Load - a mass or weight that is lifted or supported

4-Arch bridges - structures in which each span forms an arch.

5-Suspension bridges -have a roadway that hangs from steel cables that are

supported by two high towers.

6-Span - The distance between two adjacent supports

7-Compression - pressed together or condensed

8-Cantilever - a structure that extends outward from a support

9-Vertical lift bridges - the entire bridge span lifts up

11-Abutments - supports at each end of a bridge

12-Tension - the force that pulls an object

13-Pier - a support for the spans of bridges

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14-Voissoir - a wedge-shaped brick or stone used to build arches in bridges

15-Keystone-the brick at the top center of arch bridges

www.ref.uz/download.php?id

Check your learning

Which word means pressed together? Which bridge has a roadway that hangs

from steel cables that are supported by two high towers?

Which word means the distance between two adjacent supports?

Which word means a structure used by people and vehicles to cross areas

that are obstacles to travel?

Which bridge has triangles to form part of its framework?

Tasks II

1.World without bridges – an imaginary write up with alternatives.

2.students are asked to present their alternatives

3 Teacher identifies a student to note down all the alternatives suggested by

the fellow students.

4. Identify three most quoted alternatives and arrive at consensus.

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Lesson-15

World's Largest Vegetables and Fruits1

10 of the largest fruits and vegetables! These people have managed to grow

humongous varieties of potatoes, cabbages, jackfruits and more!

World's Biggest Sweet Potato (24.9 Lbs or 11.2 Kg)

Lebanese farmer Khalil Semhat, from the southern city of Tyre, couldn't

believe his peeled eyes when he discovered he had grown a massive potato

weighing 11.3 kilos (24.9 pounds), setting a record for the world's largest

potato.

Worlds Largest Marrow (113 Lbs or 65 Kg)

1 nachofoto.com/.../10_of_the_World_s_Largest_Vegetables_and_Fruits-1

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Grown by Ken Dade in Norfolk, the 65kg (113lbs) vegetable needed two men

to carry it to a stand at the National Amateur Gardening Show in Somerset.

The voluptuous vegetable has entered the Guinness World Records book,

beating the previous world title holder by 3kg.

World‟s Heaviest Jackfruit (76 Lbs or 34.4 Kg)

The sweet tasting fruit weighed 34.6kg (76lb 4.4oz), measured 57.46 cm

(22.625in) long and had a circumference of 121.28 cm on 8 August 2003. It

was grown by George and Margaret Schattauer of Captai Cook, Hawaii, USA.

Native to Western India, the fruit spread throughout South East Asia and first

came to Hawaii in 1888.

World's Largest Green Cabbage (76 Lbs or 34.4 Kg)

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John Evans, a mechanical designer who lives 40 miles north of Anchorage in

Palmer, Alaska, holds seven world records for giant vegetables. One of them is

this Green Cabbage, who weighted over 76 lb, making it a world record in

1998.

World's Largest Watermelon (268.8 Lbs or 122 Kg)

Weighting 268.8 pounds, this watermelon made the cut as the world's largest

watermelon. Grown at the Hope Farm Store by Lloyd Bright, his family has a

long history with watermelons: they set world records in melon size in 1979

with a 200 pound melon and again in 1985 with one that weighed 260

pounds.

World's Heaviest Carrot (18.9 Lbs or 8.5 Kg)

Presented by John Evans in 1998, this 18.985 pound (8.61 kg) carrot is the

heaviest ever.

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World‟s Largest Pumpkin (1689 Lbs or 766 Kg)

Grown in Rhode Island, the world‘s biggest pumpkin was shown at the

Topsfield Fair of Massachusetts in 2007, weighing 1689 lbs.

World‟s Longest Cucumber (36.1 in or 0.9 mts)

The 36.1in cucumber was grown by Alf Cobb who beat his own record of

35.1in at the National Amateur Gardening Show, from the Bath and West

Showground in south-west England.

World's Largest Cauliflower (31.25 Lbs or 14.1 Kg)

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Also grown by Evans, this Cauliflower weighted 31.25 lb, making it Alaska's

largest one in 1997.

World's Heaviest Broccoli (35 Lbs or 15.8 Kg)

In what was John Evans' first World record in 1993, this Broccoli weighted

over 35 lb, making it a world record.

Exercises

Activities

1. Check how many of the words learnt in LESSON-9 are of help here in

describing the vegetables

2. Discuss with your friend- Why India is not able to produce like the given in

the lesson?

3. Change the mode of presentation into tabular form with S.No,

Vegetable, current record, Place of growth, name of the farmer,

previous record, any other piece of information worth recording.

4 Did you ever come across Land reclamation and soil conservation?

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5 Prepare a draft proposal for reengineering the agriculture in our

country with the help of three sources

a) Your Teacher b) By reading a couple of agricultural magazines

c) With your own insights if you hail from an agricultural

Background or eliciting information from your friend who hails from

the agricultural background

6 Prepare a checklist of items to be focused. Discuss with your teacher

to prepare the list

7 Learn the following words and use them in sentences entirely different

from the current context.

Humongous- Huge or enormous

Voluptuous -full of delight or pleasure to the senses : conducive to or

arising from sensuous or sensual gratification

Giant – Very big

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LESSON-16

CHANGES IN THE PATTERN OF FAMILY ORGANISATION1

With the advent of industrial civilization and with the advancement of

technology, new factors of social transformation began to accumulate, which

were potent enough to cause devastating social changes and in time

shattered many of the old foundations of family life. The factors involved in

its causation are mentioned below

1. Economic changes: The old size of the family and the scope of

economic security it could provide have almost vanished. Family is

gradually becoming the smallest unit of human association which is

essential for the primary acts of social building. Similarly large family

has become, in most cases, an economic liability instead of being as

asset. The disintegration of old family system is brought to notice and

increase in the juvenile delinquency, in the rate of divorces and in the

multiplication of deserters.

2. Mobility brought by science: One of the most striking features

brought out by science is the mobility of life. This mobility explains

inevitable law of social continuity.

__________________________________________________________________

1 Singh, K. Principles of Sociology. Lucknow: Prakashan Kendra,

1991.

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The effect of this continuity and mobility is better explained by Mac Iver

and page ‗the mobility of life so characteristic of the united states and

particularly of the west has weakened the sense of continuity.

It weakens also the external pressure of public opinion. Physical

mobility, such as movement from one residence to another within a city

or between communities, tends to release individuals from group

control various studies indicate that when family as a whole or one or

the other of the married partners move about a good deal for

occupational or other reasons, a strain is placed upon the group with a

tendency towards its break-up. Under these circumstances difficulties

between partners which in other countries, such as England or France,

would be adjusted or tolerated are sufficient to disrupt the family‘

3. Social changes: As has been stated, the economic foundations of old

family, the scope of social and economic stability that it could provide

have become things of the past. Under such a state of affairs which

mostly are the outcome of the historical process of social evaluation,

the old organization and nature of family cannot remain intact, and

because family is the oldest and almost unbreakable institution of

man, the accelerated pace of social changes has caused the widest

cracks in family structure. Family is the most human of the

associations of the mankind; it is there that persons of different

personalities come face to face with one another. One aspect of our

industrial civilization is that it is predominantly scientific. Scientific

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approach to many health problems has accelerated the population

growth so that it has come to be regarded as one of the major social

problems of our era. Science has brought many changes in the social

set up causing change in the perceptions and habits of many people

leading on to the disintegration of families

4. Material culture and modern industries: All such changes in social

set up and the necessity of further changes in it has chiefly arisen

out of the requirements of the modern society

Activities

1. Do you think that the piece of writing is complete? If yes, identify the

conclusion. If no, attempt at your conclusion

2 Is the author in favour of the science?

3 There is a point related to population growth effected by science- the

population explosion- Is population a liability for the nation or an asset in the

form of Human resource?

4 Form yourselves into groups of 5 members and 2 members write positive

points of joint families, two members write the negative points about the joint

families and the fifth member consolidates the points. Another Group does

the same activity for nuclear families and after 8 minutes of deliberations, the

teacher asks you to give your lines of thinking and debate goes on a point

which is least represented.

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Prepare brief pieces of writing using the following items as the lead concepts.

‗…potent enough to cause devastating social changes‘

‗ …move about a good deal for occupational or other‘

‗…Increase in the juvenile delinquency‘

A NOTE:

‗Juvenile delinquency‘ means crime by children; delinquency is crime

delinquent is a criminal, juvenile means young

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LESSON-17

What to do when you are trapped in a lift...??1

First - Quickly press all buttons in the lift. When the emergency electricity

supply gets activated, it will stop the lift from falling further.

Second - Hold on tight to the handle (if there is any).

It is to support your position and prevents you from falling or getting hurt

when you lose your balance.

Third - Lean your back and head against the wall forming a straight line. Leaning against the wall is to use it as a support for your back/spine as

protection.

Fourth - Bend your knees. Ligament is a flexible, connective tissue. Thus, the

impact of fractured bones will be minimised during fall.

Activities

1 Which of the words can you use in the situation „Capture, clasp, claw,

clench, captured, entangled, bound, enslaved, indentured; subdued,

subjugated‟

2 Deafening noise.. creaky…cranky….. jerky…bumpy, alone in the elevator…..shut down or break down.. not known…….. Compile a piece of

writing not exceeding 250 words and narrate (imaginary incident) to your

friends. Please do not use the same sentences in written and spoken

expressions.

3. As a student of science, how do you look at the instructions given above

and can you add any more instructions and

4. Develop the instructions into a paragraph.

1 www.qaizer.com/content/view/64/

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LESSON-18

Selections from the Citizen of the World

LETTER XXI Oliver Goldsmith

The English are as fond of seeing plays acted as the Chinese; but there is a

vast difference in the manner of conducting them. We play our pieces in the

open air, the English theirs under cover; we act by day-light, they by the

blaze of torches. One of our plays continues eight or ten days successively; an

English piece seldom takes up above four hours in the representation

My companion in black, with whom I am now beginning to contract an

intimacy, introduced me a few nights ago to the play-house, where we placed

ourselves conveniently at the foot of the stage. As the curtain was not drawn

before my arrival, I had an opportunity of observing the behaviour of the

spectators, and indulging those reflections which novelty generally inspires.

The rich in general were placed in the lowest seats, and the poor rose above

them in degrees proportioned to their poverty. The order of precedence

seemed here inverted; those who were undermost all the day, now enjoyed a

temporary eminence, and became masters of the ceremonies. It was they who

called for the music, indulging every noisy freedom, and testifying all the

insolence of beggary in exaltation.

They who held the middle region seemed not so riotous as those above them,

nor yet so tame as those below; to judge by their looks, many of them seemed

strangers there as well as myself. They were chiefly employed during this

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period of expectation in eating oranges, reading the story of the play, or

making assignations.

Those who sat in the lowest rows, which are called the pit, seemed to

consider themselves as judges of the merit of the poet and the performers;

they were assembled partly to be amused, and partly to show their taste;

appearing to labour under that restraint which an affectation of superior

discernment generally produces. My companion, however, informed me, that

not one in an hundred of them knew even the first principles of criticism; that

they assumed the right of being censors because there was none to contradict

their pretensions; and that every man who now called himself a connoisseur,

became such to all intents and purposes.

Those who sat in the boxes appeared in the most unhappy situation of all.

The rest of the audience came merely for their own amusement; these rather

to furnish out a part of the entertainment themselves. I could not avoid

considering them as acting parts in dumb show [i.e., mime], not a curtsy or

nod, that was not the result of art; not a look nor a smile that was not

designed for murder. Gentlemen and ladies ogled each other through

spectacles; for my companion observed, that blindness was of late become

fashionable; all affected indifference and ease, while their hearts at the same

time burned for conquest. Upon the whole, the lights, the music, the ladies in

their gayest dresses, the men with cheerfulness and expectation in their

looks, all conspired to make a most agreeable picture, and to fill a heart that

sympathizes at human happiness with an inexpressible serenity.

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The expected time for the play to begin at last arrived, the curtain was drawn,

and the actors came one. A woman, who personated a queen, came in

curtsying to the audience, who clapped their hands upon her appearance.

Clapping of hands is, it seems, the manner of applauding in England: the

manner is absurd; but every country, you know, has its peculiar absurdities.

I was equally surprised, however, at the submission of the actress, who

should have considered herself a queen, as at the little discernment of the

audience, who gave her such marks of applause before she attempted to

deserve them. Preliminaries between her and the audience being thus

adjusted, the dialogue was supported between her and a most hopeful youth,

who acted the part of her confidant. They both appeared in extreme distress,

for it seems the queen had lost a child some fifteen years before, and still

keeps its dear resemblance next her heart, while her kind companion bore a

part in her sorrows.

Her lamentations grew loud. Comfort is offered, but she detests the very

sound. She bids them preach comfort to the winds. Upon this her husband

comes in, who seeing the queen so much afflicted, can himself hardly refrain

from tears or avoid partaking in the soft distress. After thus grieving through

three scenes, the curtain dropped for the first act.

Truly, said I to my companion, these kings and queens are very much

disturbed at no very great misfortune; certain I am were people of humbler

stations to act in this manner, they would be thought divested of common

sense. I had scarce finished this observation, when the curtain rose, and the

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king came on in a violent passion. His wife had, it seems, refused his

proffered tenderness, had spurned his royal embrace; and he seemed resolved

not to survive her fierce disdain. After he had thus fretted, and the queen had

fretted through the second act, the curtain was let down once more.

Now, says my companion, you perceive the king to be a man of spirit, he feels

at every pore; one of your phlegmatic sons of clay would have given the queen

her own way, and let her come to herself by degrees; but the king is for

immediate tenderness, or instant death: death and tenderness are leading

passions of every modern buskined hero; this moment they embrace, and the

next stab, mixing daggers and kisses in every period.

I was going to second his remarks, when my attention was engrossed by a

new object; a man came in balancing a straw upon his nose, and the

audience were clapping their hands in all the raptures of applause. To what

purpose, cried I, does this unmeaning figure make his appearance; is he a

part of the plot? Unmeaning do you call him, replied my friend in black; this

is one of the most important characters of the whole play; nothing pleases the

people more than the seeing a straw balanced; there is a great deal of

meaning in the sight; and a fellow possessed of talents like those is sure of

making his fortune.

The third act now began with an actor, who came to inform us that he was

the villain of the play, and intended to ‗do‘ strange things before all was over.

He was joined by another, who seemed as much disposed for mischief as he;

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their intrigues continued through this whole division. If that be a villain, said

I, he must be a very stupid one, to tell his secrets without being asked; such

soliloquies of late are never admitted in China.

The noise of clapping interrupted me once more; a child of six years old was

learning to dance on the stage, which gave the ladies and mandarines infinite

satisfaction. I am sorry, said I, to see the pretty creature so early learning so

very bad a trade; dancing being, I presume, as contemptible here as in China.

Quite the reverse, interrupted my companion; dancing is a very reputable and

genteel employment here; men have a greater chance for encouragement from

the merit of their heels than their heads. One who jumps up and flourishes

his toes three times before he comes to the ground, may have three hundred

a year; he who flourishes them four times, gets four hundred; but he who

arrives at five is inestimable, and may demand what salary he thinks proper.

The female dancers too are valued for this sort of jumping and crossing; but

the fourth act is begun, let us be attentive.

In the fourth act the queen finds her long lost child, now grown up into a

youth of smart parts, and great qualifications; wherefore she wisely considers

that the crown will fit his head better than that of her husband, whom she

knows to be a driveller. The king discovers her design, and here comes on the

deep distress; he loves the queen, and he loves the kingdom; he resolves,

therefore, in order to possess both, that her son must die. The queen

exclaims at his barbarity; is frantic with rage, and at length overcome with

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sorrow, falls into a fit; upon which the curtain drops, and the act is

concluded.

Activities

Points to ponder

Task-I

1. Do you like the speaker or his companion? Give reasons

2 What are the new words you learnt? Make a list of them.

3 Did you ever come across the word Mandarin?

4 Did you ever watch a stage play? If yes, give the differences between

a movie and the play

5 What are your opinions about dance?

6 King is called a drivel by the speaker. Do you think so?

Task II

‗Clapping of hands is… the manner of applauding in England: the manner is

absurd‘- USE antonyms of Absurd - logical, rational, reasonable, sensible

and wise to counter the statement.

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Lesson-19

Mysteries of the Bermuda Triangle: Fact or Fiction?

A Note to learners: There are two articles on the Mystery of Bermuda

Triangle in this chapter. Read both the articles.

The Bermuda Triangle has been a topic of hot discussion and interest

for many years because so many strange occurrences have taken place in this

area of the world that lies between the southern eastern coast of the United

States and the islands of the West Indies. Basically, if you draw a line from

Miami to Puerto Rico and Puerto Rico to Bermuda and then Bermuda back to

Miami you would have the area that is known as the Bermuda Triangle. Many

boats, airplanes, and ships have mysteriously disappeared in the Bermuda

Triangle with no explanation for what happened to the crafts or the

individuals on board. In the past 100 years, more than 1000 lives have

vanished in the Bermuda Triangle. For many years individuals attributed the

disappearances and strange events to extraterrestrials or aliens because there

simply was no other explanation for what was happening in this area of the

world. In fact, in 1974 Charles Berlitz wrote about the mysterious Bermuda

Triangle in a book that sold almost 20 million copies in more than 30

languages. This is because the entire world is intrigued by the unknown that

is the Bermuda.

However, the unknown of the Bermuda Triangle does have some explanations

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other than extraterrestrials or aliens flying down and snatching up boats,

ships and airplanes. Some simply say that accidents happen and while some

of those accidents occurred in what is known as the Bermuda Triangle, many

more have occurred outside of it. Then, there are those looking for something

more substantial to answer the questions of the Bermuda Triangle.

One such result is that methane gas hydrate is the explanation for the

disappearances of boats and planes over the years. In 1981 a geochemist by

the name of Richard McIver introduced his theory of the role methane gas

hydrate plays in the disappearances in the Bermuda Triangle. His theory was

that to the North of the Bermuda Triangle huge landslides occur on the

continental shelf, which results in large stones and sludge falling rapidly to

the sea floor and ultimately rupturing the sea floor which covers a layer of gas

hydrate. When the seafloor is ruptured the hydrate is released rapidly as well

as methane within the hydrate causing a huge surge of gas which erupts

from the surface of the water with no warning.

When this happens, any ship, airplane, or boat within the vicinity will

be in immediate peril because the water and air no longer have the same

density, causing the vessels to sink rapidly and lie to rest covered by sludge

on the floor of the ocean.

While this is a somewhat viable theory, most people prefer to believe in

something more extraordinary that happens in the Bermuda Triangle.

Because of its triangular shape and strange events many individuals believe it

is a portal to another world, outer space, or even the Lost City of Atlantis.

Also, people claim to have an unusual feeling when they are in the Bermuda

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Triangle, as if something is calling to them from another place and time.

Many claim there is something strange about the Triangle because it is the

only place on earth where the compass points true north. There are no

definitive answers as to which theory is the truth behind the Bermuda

Triangle, or if the extraordinary Bermuda Triangle is simply a myth that has

been created over the years. However, no matter whether you choose to

believe in one myth or other, or a combination, or simply believe the Bermuda

Triangle is nothing more than a lot of hype, you will probably still be

apprehensive when traveling in the area simply because of the question,

―What if.‖ So, until more concrete information is found that points to one

solid answer behind the disappearances of boats, ships, planes and people in

the Atlantic‘s Bermuda Triangle it is up to you to decide if the Bermuda

Triangle‘s disappearances are simply accidents played up into something

dramatic or whether there truly is something otherworldly about the

Bermuda Triangle. So, what do you think? Are the Bermuda Triangle myths

fact or fiction?

The Bermuda Triangle Mystery

In an article in the Sunday Times, Norman Miller has stated that the

conditions responsible for the mystery of the Bermuda Triangle which lies

between the West Indies islands and the south-eastern coast of USA could

provide the answer to the world‘s energy crisis. The energy source is methane

gas and there are no alien spaceships or suburbs of Atlantis here. The myth

of the Bermuda Triangle, the mysterious disappearances and strange events,

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has generated much interest all over the world through the years. Charles

Berlitz‘s book on the subject, published in 1974, sold nearly 20 million copies

in 30 languages. Ships, boats, and even aero-planes are all said to have

disappeared in this area and all the mystery has been attributed to

extraterrestrials. But scientists now have an explanation for these

phenomena and the cause is not extraterrestrial but chemical. It goes by the

name of methane gas hydrate, which is methane (created by decomposing

organic debris) that has been entombed in an ice crystalline. Conditions are

ideal for the formation of this gas in areas of permafrost. Another area is the

deep sea floor where the pressure and the temperature are right for the

creation of this gas.

It was only in 1981 that a geochemist, Richard McIver, went public on a

link between methane gas blowouts and the Bermuda Triangle myth. He

stated that massive landslides often occur along the North American

continental shelf, which lies to the north of the Bermuda Triangle. Such land

slumps can occur over a large area bringing down huge boulders which

rupture the layer of gas hydrate beneath the sea floor, freeing the gas that is

trapped beneath the hydrate ‗cap‘ and also liberating huge amounts of

methane trapped within the hydrate itself. The moment a methane gas pocket

ruptures, a vast reservoir of gas suddenly surges from the seabed rising up in

a huge plume before erupting on the surface within seconds and without

warning. A ship caught in such a blowout would be doomed; the water

beneath it would suddenly become much less dense, sinking it in a matter of

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moments. The vessel would plunge into the depths, where it would be covered

as sediment disturbed by the blow out settles back on the sea floor. In fact,

planes too could fall prey to such a deadly fallout. The US geological Survey

has estimated that just two small areas off the coasts of North and South

Carolina, which are a part of the Bermuda Triangle, contain about 70 times

the quantity of gas consumed annually in USA. The sea bed and the areas of

permafrost are therefore storehouses of a great energy source. It has been

estimated that just 1% of gas hydrate is equivalent to half the present

conventional gas reserves. But the bad news is that methane is a greenhouse

gas and it is vulnerable to blowouts when drillings go wrong. It is only stable

under narrow temperature and pressure conditions and would decay due to

global warming. We will have to wait and see whether it gives us energy to

burn or it burns us up instead!

Task-I Compare-contrast Exercise

1 Identify the differences between the two articles. If you are asked to compile

a technical paper which one helps you better and can you prepare 20

sentences based on the information culled from the articles.

Task-II Identify the triangle through cartographical study

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Task-III

Clustering skills Task: Prepare Three Charts-

1. Technical elements

2. Historical and other elements

3 About individuals

Task-IV Organisation Analysis

Pieces of writing can be broadly classified into three varieties, namely

Pyramids, Inverted pyramids and Flat presentations. Pyramids have broad

base and pointed end and inverted pyramids have pointed base and broad

end and flat presentations start and conclude in the same form. So, Pyramid

writings start with a general note and become specialised as the piece

progresses and inverted pyramids behave on the contrary. Identify whether

the pieces are pyramids or inverted pyramids or flat. Sources:

http://www.grantchronicles.com/bermuda_triangle.jpeg

edugreen.teri.res.in/explore/renew/bermuda.htm

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Lesson-20

An Open letter

DEPARTMENT OF ENGLISH

YEDAKULA SUBBA RAO ENGINEERING COLLEGE

(Autonomous)

Kakinada-533004

11-12-2008

ATTENTION: FINAL YEAR STUDENTS

A Fatherly Piece of Advice

Hi folks,

I hope you are enjoying the last quarter of your course. I understand

that you have been entertaining many a plan for your future. While

congratulating those students that have been placed in campus interviews

and extending best wishes to yet to be placed, I advise you to be on the look

out for public sector announcements related to recruitment.

I understand that the public sector has revised its pay packages. Not

only the PSUs but also nationalized banks are going to have recruitment

drives in a great measure. I think you are aware of the on-going economic

recession which is expected to continue to show its influence for some more

time. At this juncture, for quite sometime, Public sector may also be a worthy

option.

In addition to the above, all those students that have ability and

affordability may consider executing their higher studies since by the time the

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recession is blown away those would be better qualified and may not just be a

part of lakhs of graduates.

Also, you should not relax up grading you technical skill set e.g. Java,

Linux etc, along with your soft skills. You can also attempt at generating self-

employment in the form of Mini-projects. I heard there are certain Web sites

that help students in this regard and I understand there are many ―open

forums‖ for different companies. I do not know how many of you are members

in those fora.

Anyway, do not be relaxed, nonchalant and overconfident.

GOD BLESS YOU My Dear Children!

RAM CHANDRA To

All the Heads of Departments

With a request to see that this open letter is Read in the classrooms and displayed in the notice boards.

Exercise

Task-I Individual

Points to ponder

1 How many avenues are discussed in the letter?

1 What is the tone of the letter in the sense that authoritative or

prescriptive, persuasive, submissive, request?

2 What is the message of the writer?

3 Is there any monetary angle in the letter?

4 Imagine that you are the student representative and give a reply to

the teacher.

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Task-II

Group task

Step-1

Dawn the roles of students who advocate different avenues, namely Banks &

other public sector agencies and self-employment. Make yourselves into

groups of five members each and have discussion among the members of

your group

Step-2

Consolidate points of your group

Step-3

Two groups should face each other and one member should go to the

blackboard to represent the group. When points are being presented the

representatives should note them down vertically.

Step-4

Audience also should make a note of the points and two from the audience

will be called by the teacher to summarise the discussion.

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Lesson-21

Nuclear and Chemical Accidents

Though nuclear power is a good source of energy and is generally

not a threat, there have been instances when security measures have

failed. Nuclear meltdowns can cause dangerous radiation to escape into

the surrounding environment.

1952 Dec. 12, Chalk River, nr. Ottawa, Canada: a partial

meltdown of the reactor's uranium fuel core resulted after the

accidental removal of four control rods. Although millions of gallons of

radioactive water accumulated inside the reactor, there were no

injuries.

1953 Love Canal, nr. Niagara Falls, N.Y.: was destroyed by

waste from chemical plants. By the 1990s, the town had been cleaned

up enough for families to begin moving back to the area.

1957 Oct. 7, Windscale Pile No. 1, north of Liverpool,

England: fire in a graphite-cooled reactor spewed radiation over the

countryside, contaminating a 200-square-mile area. South Ural

Mountains: explosion of radioactive wastes at Soviet nuclear weapons

factory 12 mi from city of Kyshtym forced the evacuation of over 10,000

people from a contaminated area. No casualties were reported by Soviet

officials.

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1976 nr. Greifswald, East Germany: radioactive core of reactor

in the Lubmin nuclear power plant nearly melted down due to the

failure of safety systems during a fire.

1979 March 28, Three Mile Island, nr. Harrisburg, Pa.: one of

two reactors lost its coolant, which caused overheating and partial

meltdown of its uranium core. Some radioactive water and gases were

released. This was the worst accident in U.S. nuclear-reactor history.

1984 Dec. 3, Bhopal, India: toxic gas, methyl isocyanate, seeped

from Union Carbide insecticide plant, killing more than 2,000 and

injuring about 150,000.

1986 April 26, Chernobyl, nr. Kiev, Ukraine: explosion and fire

in the graphite core of one of four reactors released radioactive material

that spread over part of the Soviet Union, eastern Europe, Scandinavia,

and later western Europe. 31 claimed dead. Total casualties are

unknown. Worst such accident to date.

1987 Sept. 18, Goiânia, Brazil: 244 people contaminated with

cesium-137 from a cancer-therapy machine that had been sold as

scrap. Four people died in worst radiation disaster in Western

Hemisphere.

1999 Sept. 30, Tokaimura, Japan: uncontrolled chain reaction

in a uranium-processing nuclear fuel plant spewed high levels of

radioactive gas into the air, killing two workers and seriously injuring

one other.

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2004 Aug. 9, Mihama, Japan: nonradioactive steam leaked from

a nuclear power plant, killing four workers and severely burning seven

others.

2007 July 17, Kashiwazaki, Japan: radiation leaks, burst

pipes, and fires at a major nuclear power plant followed a 6.8

magnitude earthquake near Niigata. Japanese officials, frustrated at

the plant operators' delay in reporting the damage, closed the plant a

week later until its safety could be confirmed. Further investigation

revealed that the plant had unknowingly been built directly on top of

an active seismic fault.

2008 February 7, Port Wentworth, Georgia: an explosion

fueled by combustible sugar dust killed 13 people and injured several

others at the Imperial Sugar plant near Savannah.

www.infoplease.com/ipa/A0001457.html -

Activities

1 Classify the accidents continent-wise

2 Classify the accidents gravity-wise i.e. in terms of loss

Very grave, Tolerable and minor

3 Prepare a chart involving the processes involved and

Substances involved for each of the accidents.

4 The word worst is used many times in the lesson- can you suggest an

alternative? – awful, ruinous, distressful, disastrous, catastrophic, perilous,

destructive, unpleasant, undesirable, dreadful, lethal, fatal, frightening,

bewildering and pathetic (15 words

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LESSON 22

GOING HOME FOR DIWALI

Read the passage carefully, paying attention to the words in bold.

Sirisha and Murali were on their way to spend Diwali with Sirisha‘s parents

and were bearing many gifts for everybody. Sirisha had spent many hours

wrapping the gifts and attaching the tags to them bearing the names of the

recipient. Having spent a lot of money on the gifts, she was happy that Murali

was bearing the cost of the Diwali crackers. A few miles back Murali had

announced that he was already tired and could not bear the thought of

another Diwali. Sirisha had told him that he had better not say that to her

father, who was a deeply religious person. In fact, Murali much preferred

Sirisha‘s mother to her father. Having borne and raised four children Vikas,

Varun, Malathi, as well as Sirisha, Mrs. Annapurna was not surprised or

offended by anything that young people said or did. Despite the fact that she

had a lot of pain to bear, having been suffering from arthritis, she was almost

always good humored. All had not always been well between Murali and

Sirisha‘s father because one of the students from the University had borne

tales to him about Murali‘s rather wild ways. Certainly bore Murali no obvious

grudge. On the way home, they passed apple trees which were bearing lots of

apples; this certainly cheered Murali up, as Sirisha told him to bear right at

the round about to get to her parents‘ house.

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Know the meaning Bear (v)

1. Bring take, transport

2. Carry, display, exhibit

3. be responsible for, shoulder

4. Tolerate, endure, abide

5. give birth to, produce

6. Experience, undergo

7. Carry, transmit

8. Bold, harbor

9. Produce, Yield

10. Veer, turn

Exercise

Rewrite the sentences, replacing bear or its variables with a suitable

alternative.

1. Swathi‘s mother bore five children, two girls and three boys.

2. Raju had to bear the loss of his parent.

3. The paramedics bore the patient along on a stretcher.

4. Jayakar seemed to bear no feelings of vengeance towards his attacker.

5. The letter bore his parents‘ signature.

6. The pear trees will not bear a crop this year.

7. The college authorities are bearing the expense of the farewell dinner.

8. I don't know whether one should bear right or left from the market.

9. Anand cannot bear people who smoke.

10. Sandeep accused his sister of bearing untrue tales about him to his

parents.

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LESSON 23

THE HOME ASSIGNEMENT

Srinu‘s English home assignment was due to be handed in next day, but it

was clear that it could not be finished by then. Usually he enjoyed writing

and did his assignments quickly. This one, however, was different, this

teacher was very keen on Ibsen's plays, often reading literary renderings from

them in clear tones, and had asked srinu and his fellow students to write a

clear account of the plot of the Pillars of society. Srinu, who found Ibsen

boring, had not paid much attention when the play was explained in the class.

Despite the fact that he was a clever student who was capable of clear

thinking, he found the play confusing. Although the class had been given five

clear days to do the English assignment, srinu had only just begun. He

wished now that he had not spent time playing cricket. The weather had been

so clear for the time of year that he and his friends could not resist organizing

at least a couple of matches. Srinu had a clear recollection of playing on the

clear surface of the freshly done up cricket grounds. Unfortunately, his way

back from the cricket grounds had taken a long time. There has been an

accident and srinu and his friends had to wait for the road to be clear. This

meant that it was late when he started doing his assignment and now he

could not think of anything to say. He went on staring at his clear plastic

folder which should have contained his homework.

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Know the meaning

1. Obvious, unmistakable

2. Distinct, audible

3. Coherent, lucid, comprehensible

4. Astute, discerning, perceptive

5. Entire, complete

6. Bright

7. Vivid, definite

8. Crystal - clear, transparent

9. Unobstructed, Unblocked

10. Transparent, Translucent

Exercise

Rewrite the sentences, replacing clear with a suitable alternative.

1. We should book tickets at least ten clear days before the date of journey.

2. I have a very clear memory of going there as a child.

3. The police were given a clear indication of kamal's innocence.

4. The sea was so clear that we could see the fish swimming in the deep blue

water.

5. The speaker did not have a very clear diction.

6. The road was covered with gravel yesterday, but it is clear.

7. Jayanthi said that this is a clear account of the incident but it is very much

muddled.

8. The sheets were made of clear plastic.

9. He is easily confused; we need someone with a clear mind for the job.

10. On a clear day we can see the Himalayas from the aircraft.

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LESSON 24

THE COUNTRY SIDE

‗The Gupta family had taken a holiday cottage in a very remote part of the

country. Many of their friends thought it was a wild idea and urged them to

get a house nearer the city. 'It is wild country out there‘, said Sanjiv Gupta's

friend Amar. Sanjiv replied, ‗we want some- where really quiet where the

children can be as wild as they like.‘ The Gupta‘s knew little about the area,

having taken a wild guess about where would meet their requirements. When

the parents told their kids, Rhea and Ankit about the holiday, they all went

wild with delight. Rhea was even more pleased because she was allowed to

take along her friend, Esha and Esha was wild about anything to do with

nature. Ankit who was only five years old, wanted to know if there would be

wild tribes where they were going. 'It‘s not that remote, the local people will be

much like us‘, said his mother. Ankit looked disappointed until his father said,

'Never mind! There are sure to be some wild animals there'. It was time to set

off. When they arrived at their holiday house, it was a really wild night with

heavy rain and strong winds. When they got out of the car, Esha's hair quickly

became a wild mess but she said, 'I don't care! I'm going to forget about

worrying what I look like up here!' Sanjiv replied, 'Good idea', and they all went

to admire their home for the summer.‘

Know the meaning

Wild (adj)

1. Foolhardy, crazy, rash

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2. Desolate, uncivilized

3. Unrestricted, unrestrained

4. Random, haphazard

5. Frantic, hysterical

6. Enthusiastic

7. Savage, barbaric, primitive

8. Undomesticated, untamed

9. Blustery, turbulent

10. Disheveled, untidy

Exercise

Fill in each blank with a suitable alternative of the word wild.

The Guptas had bought a holiday cottage in a very remote part of the

country. Many of their friends thought it was a 1 ........... idea, its a 2. ...........

Country out there, said their friends. Sanjiv replied that he wanted a place

where the kids could be as 3. ........... as possible. The Guptas knew little-

about the area, having taken a 4. ........ guess about Where would meet their

requirements. When the parents told the kids about it, they were 5 .........

with Joy. Rhea was delighted because she was allowed to take her friend

Esha along with them. Esha was 6. ......... about nature. Ankit, wanted to

know if there would be 7.........tribes where they were going. Anyway, they

were hopeful that there would be some 8. .......... animals there. They arrived

at the holiday home on a really 9. .......... night. Esha's hair had become

really 10. ........ due to the stormy weather.

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LESSON 25

THE GRAPHIC DESIGNER

Suresh had just come out of his tutor's class looking unhappy. Partha had

told him that he would really have to work if he was going to pass the final

exams. Although he had not done much studying, suresh was anxious to

pass the exam so that he could go to University and get qualifications that

would enable him to work in graphic design. His father wanted him to learn

the family textile business and start in the factory. However, Suresh hated

it when he had to work the factory machinery, partly because it was noisy.

He hated it even more when the machinery stopped working and he had to

try to repair it. Last time a part had come loose, and he had been unable to

work it back into position. He knew his father's plan was that he would

work his way up through the ranks of the firm, but Suresh was determined

that this plan would not work. Some how, he simply had to work things so

that he could go to the University. It went without saying that he had to

study hard, but something more was required. Every time he mentioned not

going to the factory, his father's face started working into a rage. After a

while, he thought he had the answer. Because his younger sister, Suneetha

was good at charming her father into doing what she asked, he would ask

her to work of her magic on his behalf.

Know the meaning

Work (Verb)

1. Exert, slog 2. Be employed, have a job 3. Operate

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4. Function 5. Maneuver, Manipulate 6. Progress

7. Succeed 8. Manage, Arrange 9. Twitch, twist

10. Employ, apply.

Exercise

Fill in each blank with a suitable alternative of the word 'work'.

Suresh had just come out of his tutor's class looking glum. Partha had

told him that he would really have to 1. ........ hard if he was going to pass

his exams. Suresh was anxious to pass in order to qualify himself for the

University levels that would enable him 2......... in graphic design. His

father wanted him to join the family business. However, Suresh hated it

when he had 3. ........ the factory machinery. He hated it even more when

the machinery stopped4. .......... and he had to try to repair it. Once a part

had come loose and he had been unable to5. ....... it back into position. He

knew his father's plan was that he 6. ........ his way up through the ranks.

Suresh was determined that this plan would not 7. ........ somehow, he

simply had 8. ...... things to go to the University. Every time he mentioned

not going to the factory, his father's face started. 9. .......... with rage.

Possible answer to this is asking his sister suneetha to 10. .......... her

magic on their father on his behalf.

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LESSON 26

„WIN THROUGH YOUR ACTIONS NOT THROUGH ARGUMENT‟1

Judgment

Any momentary triumph you think you have gained through an argument is

really a pyrrhic victory: the resentment and ill will you stir up stronger and

last longer than any momentary change of opinion. It is much more powerful

to make others agree with you through your actions, without saying a word.

Demonstrate, do not explicate.

Keys to power

In the realm of power you must learn to judge your moves by their long term

efforts on other people. The problem in trying to prove a point or gain a

victory through argument is that you can never be certain how it affects the

people you are arguing with: they may appear to agree with you politely, but

inside they may resent you. Or perhaps something you said inadvertently

even offended them- words have that insidious ability to be interpreted

according to the other person‘s mood and insecurities. Even the best

argument has no solid foundation, for we have all come to distrust the

slippery nature of words. And days after agreeing with someone, we often

revert to our old opinion out of sheer habit.

Understand this: words are a dime on dozen. Everyone knows that in the

heat of an argument we will all say anything to support our cause.

1Greene, Robert. 48 laws of power. New Delhi, Viva Books, 2004.

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Action and demonstration are much more powerful and meaningful. They

are there, before our eyes, for us to see. There are no offensive words, no

possibility of misinterpretation. No one can argue with a demonstrated

proof. As Baltasar Gracian remarks, ―the truth is generally seen, rarely

heard‖.

Sir Christopher Wren was England‘s version of the Renaissance man.

He had mastered the sciences of Mathematics, Astronomy, Physics and

Physiology. Yet during his extremely long career as England‘s most

celebrated architect he was often told by his patrons to make impractical

changes in his designs. Never once did he argue or offend. He had other

ways of proving his point.

In 1688, Wren designed a magnificent town hall for the city of

Westminster. The Mayor, however, was not satisfied; in fact he was nervous.

He told Wren he was afraid the second floor was not secure, and that it could

all come crashing down on his office on the first floor. He demanded that

Wren add two stone columns for extra support. Wren, the consummate

engineer, knew that these columns would serve no purpose, and that Mayor‘s

fears were baseless. But build them he did and the Mayor was grateful. It

was only years later that work men on high scaffold saw that the columns

stopped just short of the ceiling.

They were dummies. But both men got what they wanted: the Mayor

could relax, and Wren knew posterity would understand that his original

design worked and the columns were unnecessary. The power of

demonstrating your idea is that your opponents don‘t get defensive and

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therefore more open to persuasion. Making them literally and physically feel

your meaning is infinitely more powerful than argument. When aiming for

power or trying to conserve it, always look for be indirect root. And also

choose battles carefully. If it does not matter in the long run whether the

other person agrees with you-or if time and their own experience will make

them understand what you mean-then it is best not even to bother with a

demonstration. Save your energy and walk away.

Exercises

Task-I

i. Identify the difference between ‗Effect‘ and ‗Affect‘

ii. What does a pyrrhic victory mean?.

iii. Contrast-‗Demonstrate‘ ‗explicate‘

iv. Does the author stick to his own statement in presenting

some arguments to make his point clear?

v. ‗Choose battles carefully‘- what does the author mean?

Task-II

Learn the meanings of italicised words and identify their

variables

e.g. Triumph- victory Triumphant, triumphal, triumphalism

Advice: Learn the transcription and pronunciation as directed by your

teacher but not through unorganised and self-directed ways.

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LESSON 27

Scientific expedition

Pyramid discussion

Imagine that you are on a scientific expedition to the Himalayas.

You will definitely take:

Tent

Sleeping bag

Clothing (except waterproofs and overcoat)

Enough money for travel and basic food supplies

Cooking stove

Matches

Plastic plates/dishes/knives/forks/spoons/cups

A saucepan/a frying pan/ a kettle

Toilet paper

towel

The teacher also gives out a list from which you can select only ten items

. Think carefully which you will most need and prepare your list:

Compass torch sun glasses

Camera radio sun cream

Swimming costume sticking plaster aspirin

Mirror books to read map

Rope binoculars a bottle of brandy

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Umbrella overcoat hot water bottle

Pen-knife chess set a piece of string

Portable TV soap disposable bags

Antiseptic flannel insect repellant

Lamp raincoat hammer

Stage 2 Pair list –two students discuss their lists and prepare a separate list

Stage 3 First level team list- two pairs form a team and team list is prepared

Stage4 Second level team list- two teams form a new team of 8 and prepare

a list after due deliberations

Stage-5 Third level team list- two teams of 8 members each form a 16

member team and prepare a list

Stage6 Fourth level team list- teams of 16 each have a debate on the points

of disagreement

Stage7 convergence and still if the points of disagreement persist teacher

intervenes and checks the rationality to decide over the list.

Written integration: A synergy shall be had with points of substantiation

and points of refutation by the students.

Teachers are requested to monitor the entire process and intervene

when irrational or irrelevant argumentation is resorted to by the

students. Please be time-conscious to the core for this exercise.

LESSON 28

335

Know about skin1

The skin is composed of several layers. There are two basic ones, the

epidermis, which is the outside layer, and the corium, which is the inside

layer, but both of these could be subdivided.

The epidermis is composed of a hard and dry outer layer, which is

continually being worn away. The scurf which is found on an animal is

composed of the dead cells of this layer. The second layer of the epidermis is

moist and deeper and consists of several layers of cells which are used to

replace the ones which are worn away. It is this inner layer which

possesses the pigment which gives the skin its colour. There are no blood

vessels in the epidermis but there are small nerve endings.

The corium is a mixture of fibrous tissue and elastic fibres which

allow the skin to stretch but, at the same time, keep it in place. This is the

layer of skin which contains the sweat glands, the sebaceous glands (or

glands producing oil), the hair follicles, and a complex system of small blood

vessels and nerves which are associated with sensations such as pain,

temperature, and touch. In addition, it possesses a certain amount of muscle

fibre.

___________________________________________________________________

1 Widdowson, H.G. Explorations in Applied Linguistics: Oxford:

Oxford UniversityPress.1979.

Discourse decomposition

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1. The skin is composed of several layers.

2. There are two basic layers in the skin.

3. The outside layer of the skin is called the epidermis.

4. The inside layer of the skin is called the corium.

5. The layers can be further subdivided.

6. The epidermis has an outer layer and an inner layer.

7. The outer layer of the epidermis is hard and dry.

8. The outer layer is being continually worn away.

9. Scurf is composed of the dead cells of the outer layer.

10. Scurf is found on animals.

11. The second layer of the epidermis is deeper than the outer layer.

12. The second layer of the epidermis is moist.

13. The second layer of the epidermis consists of several layers of cells.

14. The cells in the second layer of the epidermis are used to replace other

cells.

15. Cells in the outer layer of the epidermis are worn away.

16. The second layer of the epidermis possesses pigment.

17. Pigment gives skin its colour.

18. There are no blood vessels in the epidermis.

19. There are small nerve endings in the epidermis.

20. The corium is the inside layer of the skin.

21. The corium is a mixture of fibrous tissue and elastic fibres.

22. The elastic fibres allow the skin to stretch.

23. The elastic fibres keep the skin in place.

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24. The corium contains the sweat glands.

25. The corium contains the sebaceous glands.

26. The sebaceous glands produce oil.

27. The corium contains hair follicles.

28. The corium contains small blood vessels.

29. The corium contains nerves.

30. Small blood vessels and nerves make a complex system.

31. The nerves are associated with sensations.

32. Pain, temperature, and touch are sensations.

33. The corium contains a certain amount of muscle fibre.

Task-I Activities

Recompose the decomposed discourse. In the process, do not use the

same sentences.

For example ‗Oil is produced by the sebaceous glands‘ but not

‗small blood vessels contain the corium‘

Task-II

The word contain is used repeatedly .can you replace it with some others

like accommodate, comprehend, comprise, consist of, embody, embrace,

enclose, encompass, have, hold, incorporate, involve, seat, subsume. And do

you know word contain has some other meaning? If no, identify.

LESSON 29

338

A Real Researcher‟s Agony

J C Bose’s letter to Rabindranath Tagore1

(In context of his 1901 lecture at the Royal Society, 17th May 1901)

A short time before my lecture, a multi-millionaire proprietor of a very

famous telegraph company2 telegraphed me with an urgent request to meet

me. I replied that I had no time. In response he said that he is coming to meet

me in person and within a short time he himself arrived with patent forms in

hand. He made an earnest request to me not to divulge all valuable research

results in today's lecture: "There is money in it-- let me take out patent for

you. You do not know what money you are throwing away" etc. Of course, ―I

will only take half share in the profit -- I will finance it" etc.

This multi-millionaire has come to me like a beggar for making some

more profits. Friend, you would have seen the greed and hankering after

money in this country, - money, money - what a terrible all pervasive greed! If

I once get sucked into this terrible trap, there wont' be any escape! See, the

research that I have been dedicated to doing, is above commercial profits. I

am getting older - I am not getting enough time to do what I had set out to do

-- I refused him.

1 J. C. Bose to Rabindranath Tagore, Personal Letter, 17th May 1901,

Archives of Rabindra Bhavan, Visva Bharati, University, Santiniketan, West

Bengal, India. 2 It is believed that the said proprietor is Major Stephen Flood Page, the

Managing Director of the Marconi's Wireless and Telegraph Company.

web.mit.edu/varun_ag/www/bose_real_inventor.pdf

Exercises

Individual Tasks:

339

I. Learn the meanings of the following words and construct sentences using the word

Multi-millionaire, Earnest, Valuable, Greed, Pervasive

II. Prepare a script for the following involving Major Page and JC Bose

1. A telegraphic message

2. A telephone conversation 3. A Role play

III. Imagine that you are Gurudev Rabindranath Tagore and write a reply to J.C.Bose. Ways

Pair Work:

IV. Enact a role play with the characters without looking at the prepared

script.

4 pairs 3 minutes each

Mini-project:

V. Refer to ‗Friend, you would have seen the greed and hankering after money

in this country‘ in the letter and identify the country being referred to and

prepare a reflective note on the contemporary conditions. The project report

should not exceed 500 words. The following items may be incorporated into

the project.

1. Life and Times of JC Bose

2. Controversy regarding Marconi‘s wireless receiver.

3. Socio-economic conditions.

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Lesson-30

Vision for a nation

LETTER OF TRANSMITTAL1

OFFICE OF SCIENTIFIC RESEARCH AND DEVELOPMENT 1530 P Street, NW.

Washington 25, D.C.

JULY 25, 1945

DEAR MR. PRESIDENT:

In a letter dated November 17, 1944, President Roosevelt requested my recommendations on the following points:

(1) What can be done, consistent with military security, and with the prior approval of the military authorities, to make known to the world as soon as

possible the contributions which have been made during our war effort to

scientific knowledge?

(2) With particular reference to the war of science against disease, what can be done now to organize a program for continuing in the future the work

which has been done in medicine and related sciences?

(3) What can the Government do now and in the future to aid research

activities by public and private organizations?

(4) Can an effective program be proposed for discovering and developing scientific talent in American youth so that the continuing future of scientific

research in this country may be assured on a level comparable to what has

been done during the war?

It is clear from President Roosevelt's letter that in speaking of science that he had in mind the natural sciences, including biology and medicine, and I have

so interpreted his questions. Progress in other fields, such as the social

sciences and the humanities, is likewise important; but the program for

science presented in my report warrants immediate attention. In seeking answers to President Roosevelt's questions I have had the assistance of

distinguished committees specially qualified to advise in respect to these

subjects. The committees have given these matters the serious attention they deserve; indeed, they have regarded this as an opportunity to participate in

shaping the policy of the country with reference to scientific research.

________________________________________________________________

1www.nsf.gov/od/lpa/nsf50/vbush1945.htm

341

They have had many meetings and have submitted formal reports. I have been in close touch with the work of the committees and with their members throughout. I have examined all of the data they assembled and the

suggestions they submitted on the points raised in President Roosevelt's

letter. Although the report which I submit herewith is my own, the facts, conclusions, and recommendations are based on the findings of the

committees which have studied these questions. Since my report is

necessarily brief, I am including as appendices the full reports of the

committees.

A single mechanism for implementing the recommendations of the several committees is essential. In proposing such a mechanism I have departed

somewhat from the specific recommendations of the committees, but I have

since been assured that the plan I am proposing is fully acceptable to the

committee members.

The pioneer spirit is still vigorous within this nation. Science offers a largely

unexplored hinterland for the pioneer who has the tools for his task. The

rewards of such exploration both for the Nation and the individual are great. Scientific progress is one essential key to our security as a nation, to our

better health, to more jobs, to a higher standard of living, and to our cultural

progress.

Respectfully yours,

(s) V. Bush, Director THE PRESIDENT OF THE UNITED STATES,

The White House,

Washington, D. C.

PRESIDENT ROOSEVELT'S LETTER

THE WHITE HOUSE

Washington, D. C.

November 17, 1944

DEAR DR. BUSH: The Office of Scientific Research and Development, of

which you are the Director, represents a unique experiment of team-work and

cooperation in coordinating scientific research and in applying existing scientific knowledge to the solution of the technical problems paramount in

war. Its work has been conducted in the utmost secrecy and carried on

without public recognition of any kind; but its tangible results can be found in the communiqués coming in from the battlefronts all over the world. Some

day the full story of its achievements can be told.

There is, however, no reason why the lessons to be found in this experiment cannot be profitably employed in times of peace. The information, the

techniques, and the research experience developed by the Office of Scientific

Research and Development and by the thousands of scientists in the

universities and in private industry, should be used in the days of peace

342

ahead for the improvement of the national health, the creation of new

enterprises bringing new jobs, and the betterment of the national standard of living.

It is with that objective in mind that I would like to have your recommendations on the following four major points:

First: What can be done, consistent with military security and with the prior approval of the military authorities, to make known to the world as soon as

possible the contributions which have been made during our war effort to

scientific knowledge?

The diffusion of such knowledge should help us stimulate new enterprises,

provide jobs for our returning servicemen and other workers, and make

possible great strides for the improvement of the national well-being.

Second: With particular reference to the war of science against disease, what

can be done now to organize a program for continuing in the future the work which has been done in medicine and related sciences?

The fact that the annual deaths in this country from one or two diseases alone are far in excess of the total number of lives lost by us in battle during

this war should make us conscious of the duty we owe future generations.

Third: What can the Government do now and in the future to aid research

activities by public and private organizations? The proper roles of public and

of private research, and their interrelation, should be carefully considered.

Fourth: Can an effective program be proposed for discovering and developing

scientific talent in American youth so that the continuing future of scientific

research in this country may be assured on a level comparable to what has been done during the war?

New frontiers of the mind are before us, and if they are pioneered with the same vision, boldness, and drive with which we have waged this war we can

create a fuller and more fruitful employment and a fuller and more fruitful

life. I hope that, after such consultation as you may deem advisable with your associates and others, you can let me have your considered judgment on

these matters as soon as convenient - reporting on each when you are ready,

rather than waiting for completion of your studies in all.

Very sincerely yours,

(sd.) FRANKLIN D. ROOSEVELT

Dr. VANNEVAR BUSH, Office of Scientific Research and Development,

Washington, D. C.

343

Three Visions for India1

In 3000 years of our history, people from allover the world have come

and invaded us, captured our lands, conquered our minds. From Alexander

onwards. The Greeks, the Portuguese, the British, the French, the Dutch, all

of them came and looted us, took over what was ours. Yet we have not done

this to any other nation. We have not conquered anyone. We have not

grabbed their land, their culture, their history tried to enforce our way of life

on them. Why? Because we respect the freedom of others. That is why my

first vision is that of FREEDOM.

I believe that India got its first vision of this in 1857, when we started the war

of independence. It is this freedom that we must protect and nurture and

built on. If we are not free, no one will respect us.

My second vision for India is DEVELOPMENT.

For fifty years we have been a developing nation. It is time we see ourselves as

a developed nation. We are among top 5 nations of the world in terms of GDP.

We have 10 percent growth rate in most areas. Our poverty levels are falling,

our achievements are being globally recognized today. Yet we lack the self-

confidence to see ourselves as a developed nation, self reliant and self

assured. Isn't this right?

_________________________________________________________________

1www.abdulkalam.com/kalam/jsp/display_hints.jsp?menuid=23&menuname

=Vision%

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I have a third vision. The India must STAND UP TO THE WORLD. Because I

believe that unless India stands up to the world, no one will respect us. Only

strength respects strength. We must be strong not only as a military power

but also as an economic power. Both must go hand-in-hand.

Task-I Activities

1. Do you find any official roles in the pieces of communication?

2. In what way do you visualise Roosevelt – like Abdul Kalam or like

Pundit Nehru or like any other leader of our country

3. Make a list of the facts presented in the communications.

4. Do you find any difference in development priorities between US and

India?

5. Whose style is simpler for you?

Task-II Mock Parliament

The teacher is requested to conduct a mock parliament to discuss the

implementation of the concepts presented.

Students shall be divided into Treasury benches and Opposition

Task-III Preparing project proposals

Imagine that your college has been selected as a nodal centre for non-

conventional sources of energy and as a part of which your college invited

proposals from students for Primary level technical projects. Submit a

proposal for generating Bio-diesel.

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Stage-I -write it like a letter

Stage-II -develop it with technical data available with you

Stage-III - divide it into introductory letter and the data part

Stage-IV - organize the data into sections like technical section,

Finance section, timeline etc.

Stage-V - Go for references and understand precedents

Stage- VI – Prepare the first draft and show it to your teacher

Stage-VII- Refine it and submit.

A Special note: Even if you refer to some proposals given as models, try not

to copy as it is or replace it data. Such activity can never be called

compilation. Work on your own in spite of all the initial challenges.

Lesson-31

CANDIDATE’S CARD1

SETTING: Hospital

PATIENT: An elderly person who is recovering from a stroke (CVA).

Patient is making slow progress in learning to walk again.

TASK: Talk to the patient about the following pieces of equipment

A wheelchair

A walking frame

A walking stick

Explain the advantages and disadvantages of each one. You

would like the patient to be as independent in his or her

movements as possible. You feel the frame is not suitable. You

346

want the patient to have a stick. You do not want the patient to

have a wheel chair at this stage.

ROLEPLAYER‟S CARD

SETTING: Hospital

PATIENT: You are an elderly person who is recovering from a stroke. You

feel you are making painfully slow progress, and don‘t really

expect to be able to walk again.

You feel you should be allowed to have a wheelchair.

____________________________________________________________________

1McNamara, T. Measuring Second Language Performance. London:

Longman, 1996.

TASK: Ask the physiotherapist when you will be given a wheelchair.

Insist on your need for this equipment. Explain that you feel that

the painful exercises you are doing at the moment are pointless,

and that you are pessimistic about your chances of making real

progress.

Be difficult!

(Ibid: 108)

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LESSON 32

Acid rain

Acid rain is a problem facing many countries at the moment and a

global solution is required. One of the most concerning elements of the

problem is that it disturbs the natural balance of lakes and rivers, poisoning

fish and wildlife, and it even corrodes metal and stonework. In parts of

Scandinavia, thousands of lakes are so polluted that they can no longer

sustain fish life. Acid rain isn‘t an entirely new phenomenon its effects

started around the time of the industrial revolution of the 19th century – but

it‘s getting worse. Britain contributes to the pollution problems in Denmark,

Holland, Sweden and Germany, and at present we produce as much sulphur

dioxide in the UK as France, Germany, Sweden, Norway, Denmark, Austria,

Switzerland, Luxembourg and the Netherlands, all put together. Most of this

pollution is caused by power stations, which have emerged as a result of

Britain‘s rich coal deposits. But France, on the other hand, derives three-

quarters of its electricity from nuclear power. But there are things we can do

to help the situation, by reducing the amount of chemical pollutant we

release into the atmosphere. And in Japan, Germany and the United States,

power stations use a lime filtering process which removes around 90% of

sulphur emissions.

348

COUNTRY

Which countries are

affected by Britain‘s

pollution?

Which country

relies heavily on

nuclear power?

Which countries

use lime filtering to

reduce the amount

of chemical pollutant released

into the

atmosphere?

Australia

Belgium

Denmark

France

Germany

Holland

Japan

Sweden

USA

(University of Cambridge Local Examinations Syndicate: 8)

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LESSON 33

Semi-Technical Report

You are on a business trip to the Netherlands, because your company

is interested in setting up business there. You have been asked to write a

report in English for your company‘s magazine on the wage situation in the

Netherlands.

In writing the report you should:

(a) explain the differences between the wage level in the old and the new

federal states

(b) Explain the employers‘ situation and their aspirations.

(c) Explain what is happening to wage levels in comparison with

productivity.

You may use the knowledge obtained in the lesson-9 to develop the

graphic representation and for international developments

350

LESSON 34

Does it happen only India?

351

Source:

www.smashits.com/music/remix/.../it-happens-only-in-india.html

352

Activities Points to ponder

1. In one of our previous lessons we had a discussion population and one of

the lines of thinking is population is asset and do you stick to your ideas after

seeing the picture one? Write a critical note on all the pictures

2 Does India deserve democracy? Speak in a minute (JAM)

3 ‗Man is solitary, poor, nasty, brutish and short‘ says Thomas Hobbes, a

great political philosopher but ‗What a piece of work is a man! How noble in

reason! How infinite in Faculty! in form and moving how express and

admirable ! in action how like an angle ! in apprehension how like a god! the

beauty of the world !the paragon of animals!‖1 says Shakespeare. Which one

do you see in the pictures, if you can see both which is more?

Right to be wrong

1. Tell positive about picture-3

2 Deceit is valour

3 Poverty is conservation

4. Crowd is comfort

5 Teasing pleases

_____________________________________________________________________________

1The former is from Leviathan of Hobbes(xiii) and later is from Hamlet Act II,

scene 2

353

Lessson35

Mobile communications

GSM (Global System for Mobile communications: originally from Groupe

Spécial Mobile) is the most popular standard for mobile phones in the world.

Its promoter, the GSM Association, estimates that 80% of the global mobile

market uses the standard. GSM is used by over 3 billion people across more

than 212 countries and territories. Its ubiquity makes international roaming

very common between mobile phone operators, enabling subscribers to use

their phones in many parts of the world. GSM differs from its predecessors in

that both signaling and speech channels are digital, and thus is considered a

second generation (2G) mobile phone system. This has also meant that data

communication was easy to build into the system.

The ubiquity of the GSM standard has been an advantage to both consumers

(who benefit from the ability to roam and switch carriers without switching

phones) and also to network operators (who can choose equipment from any

of the many vendors implementing GSM GSM also pioneered a low-cost (to

the network carrier) alternative to voice calls, the Short message service

(SMS, also called "text messaging"), which is now supported on other mobile

standards as well. Another advantage is that the standard includes one

worldwide Emergency telephone number, 112. This makes it easier for

international travellers to connect to emergency services without knowing the

local emergency number.

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Newer versions of the standard were backward-compatible with the original

GSM phones. For example, Release '97 of the standard added packet data

capabilities, by means of General Packet Radio Service (GPRS). Release '99

introduced higher speed data transmission using Enhanced Data Rates for

GSM Evolution (EDGE).

Code division multiple access (CDMA) is a channel access method utilized

by various radio communication technologies. It should not be confused with

the mobile phone standards called cdmaOne and CDMA2000 (which are often

referred to as simply "CDMA"), which use CDMA as an underlying channel

access method.

One of the basic concepts in data communication is the idea of allowing

several transmitters to send information simultaneously over a single

communication channel. This allows several users to share a bandwidth of

frequencies. This concept is called multiplexing. CDMA employs spread-

spectrum technology and a special coding scheme (where each transmitter is

assigned a code) to allow multiple users to be multiplexed over the same

physical channel. By contrast, time division multiple access (TDMA) divides

access by time, while frequency-division multiple access (FDMA) divides it by

frequency. CDMA is a form of "spread-spectrum" signaling, since the

modulated coded signal has a much higher data bandwidth than the data

being communicated.

355

An analogy to the problem of multiple access is a room (channel) in which

people wish to communicate with each other. To avoid confusion, people

could take turns speaking (time division), speak at different pitches

(frequency division), or speak in different languages (code division). CDMA is

analogous to the last example where people speaking the same language can

understand each other, but not other people. Similarly, in radio CDMA, each

group of users is given a shared code. Many codes occupy the same channel,

but only users associated with a particular code can understand each other.

en.wikipedia.org/wiki/GSM

en.wikipedia.org/wiki/CDMA

Activity

Tasks I

1. Imagine that you are -----business conference promoting your products,

enact like--- the representative of reliance communications, and other groups.

Promote the products---- CDMA, GSM

2. You received a call from a company present student paper in their

conference on Mobile communications. Imagine that you have this lesson as

the source of information and you are required present a power point

presentation. You are given 8 minutes for presentation and five minutes for

discussion. Take up the task.

356

Please remember:

1. Visibility is the most important aspect

2. Do not write long sentences

3. Place points only and explain

4. Use simple and clear font

5. Adjust the luminosity of the screen

6. Let the background be as simple as possible

7. Do not use unnecessary or distracting graphics

8. Leave at least 30% of screen empty i.e. do not put more than 8 lines in

normal font size under any circumstances.

9. Your Slide presentation or reading process should not tell on your

explanation time to avoid which you may restrict the number of slides

may be between 12-15 depending on the nature of presentation and

time for explanation.

10. Try not to restrict your analytical vocabulary to the slide vocabulary

alone.

357

LESSON 36

Learn and enjoy thorough finest flowers of linguistic creation

This lesson presents two legendary poetic pieces which reflect two

different processes of presentation

1. Opening Lines of Paradise Lost present synoptic or micro-cosmic view.

The story that runs into 12 books was deftly presented by Milton. This is one

of study skills called Abstract Preparation skills. Because what all we are

going to present is introduced properly in a nutshell or it is the crystallised

representation of the concept.

There is an Indian parallel to this phenomenon in the form of Bala

Ramayana written by Valmiki which runs into 100 slokas was written prior to

the compilation of 24000 sloka volume.

2. The red wheel barrow is a cryptic presentation

Piece-I

‗Of Man‘s First Disobedience, and the Fruit

Of that Forbidden Tree, whose mortal taste

Brought Death into the World, and all our woe, With loss of Eden, till one greater Man

Restore us, and regain the blissful Seat,

Sing Heavenly Muse………‘

358

Observe prepositional phrases and thought structuring also

Task-I

Identify:

Preposition – Nominal particle

Of Disobedience

Piece-II

So much depends

upon

a red wheel

barrow

glazed with rain

water

beside the white

chickens

(William Carlos Williams)

So much depends upon –what

On which item so much depends

The red wheel barrow – Why should so much depend upon a wheel barrow?

Do you think the surface meaning is the real meaning?

If yes give reasons and if no what it would have been….

Is wheel barrow a symbol for something?

359

Here are two projections for the meaning of wheel barrow in this context

1. Lord Sun on whom the entire life is based, who glazes with rain water

beside small astral bodies

2 Erstwhile USSR, the red wheel barrow, with rain fed river systems beside

white Chickens- European Nations

The second interpretation does not have any significance politically at present

and task for you is to identify the meaning of wheel barrow in this context.

Task-II

1. Comment on the interpretations presented

Task -III

Develop abstract writing by the observing piece-1.

The following tasks help you

Take an abstract of a paper in a subject you have knowledge and try to write

in your own paper and write an abstract for your paper and comp-are the

two. You yourself will understand if there is any deficiency.

360

LESSON 37

Chemical Pollution 'Harms Children's Brains'1

Jeremy Laurence

Chemical pollution may have harmed the brains of millions of children

around the world in what scientists are calling a "silent pandemic The world

is bathed in a soup of industrial chemicals which are damaging the

intellectual potential of the next generation and may increase the incidence of

conditions such as Parkinson's disease, they say.

One in every six children has a developmental disability, such as autism,

attention deficit disorder or cerebral palsy, the effects of which may be life-

long. The role of low-level pollutants, such as lead and mercury, on the

growing brain has been recognised for decades and measures taken to reduce

exposure to a minimum. But scientists from the Harvard School of Public

Health, in Boston, say at least 202 chemicals are known to have the capacity

to damage the brain and their effects at low levels of exposure are unknown.

They say limits for exposure to chemicals should be set for pregnant women

and young children, recognising the unique sensitivity of the developing

brain, which is much more susceptible to the toxic effects of chemicals.

1www.commondreams.org/headlines06/1108-08.htm

361

Philippe Grandjean, visiting professor at Harvard and lead author of the

review, published in the online Lancet, said: "The human brain is a precious

and vulnerable organ. Even limited damage may have serious consequences.

It probably is going to be difficult [to set exposure limits] but this is a

classical case where there really is a lot at stake. We are talking about the

brain development of future generations. There will be an enormous cost of

not regulating exposure."

Critics accused the scientists of scaremongering and said their claim of a

silent pandemic was a "gross overstatement".

The 202 chemicals listed by the authors have been shown to cause serious

accidents when ingested, or have been used in suicide attempts. They include

chemicals used in household products, such as aluminium in saucepans and

soft-drink cans, and acetone in nail-polish remover. The main exposure to the

pollutants is through contamination of the environment during manufacture,

when the chemicals seep into ground water, are carried in air or contaminate

food.

Commenting on the review, Professor Nigel Brown, dean of medicine at St

George's School of Medicine, University of London, said: "This is a

campaigning article. In their enthusiasm, the authors verge on

scaremongering.

362

"[Their claim] of a silent pandemic is a gross overstatement. It is possible that

there is a problem, we should be aware of this and we should study it but

there is currently not a shred of evidence of a pandemic."

What chemical pollution can do?

Acrylamide

It is used in adhesives, printing ink and agricultural sprays. It can cause

drowsiness and hallucinations.

Cyclohexane

It is used to make nylon, paint and resin removers, and fungicides. It can

cause headaches and convulsions.

Acetone

It is used in nail-polish remover and to make plastics, fibres and drugs.

Breathing it over long periods can cause light-headedness and confusion.

Methanol

It is used as a petrol additive and in spray paints. It can cause an effect

similar to drunkenness followed by severe stomach, leg and back pain.

363

Trichloroethylene

It is used in dry cleaning. Breathing it for long periods may cause dizziness,

poor co-ordination and difficulty concentrating.

Aniline

It is used to make pesticides, dyes and rubber. Breathing in small amounts

over several years may cause cancer.

Styrene

It is used in making plastics. Breathing small amounts over long periods

causes alterations in vision, hearing loss and slower reaction times.

Activities

Task-I

―World is bathed in a soup of industrial chemicals..‖

―The 202 chemicals listed by the authors have been shown to cause…‖

Observe the sentences and identify whether any other sentences which have

the same verb structure.

Task-II

Identify how many of the chemicals are being used through different

commodities in your house and prepare a tabular form; the table should

364

incorporate S.No, Chemical or its equivalent or substitute, commodity. If the

commodity you are using contains chemicals other than these, are those

pollutants or not.

Important notes:

Autism is a brain development disorder characterized by impaired social

interaction and communication, and by restricted and repetitive behavior

“Attention deficit disorder is a persistent pattern of inattention or

hyperactivity—impulsivity that is more frequently displayed and more severe

than is typically observed in individuals at a comparable level of

development.‖

“Cerebral palsy (CP) is an umbrella term encompassing a group of non-

progressive, non-contagious conditions that cause physical disability in

human development.‖

“Parkinson's disease is a chronic and progressive degenerative disease of the

brain that impairs motor control, speech, and other functions‖

Hallucination, in the broadest sense, is a perception in the absence of a

stimulus. In a stricter sense, hallucinations are defined as perceptions in a

conscious and awake state in the absence of external stimuli which have

qualities of real perception, in that they are vivid, substantial, and located in

external objective space

(en.wikipedia.org/wiki)

Contaminate-pollute to make impure, infected, corrupt, radioactive, etc. by

contact with or addition of something; defile, sully, taint

(www.yourdictionary.com)

365

LESSON 38

Crack the Crux

Task-I

A sandwich task

1. Sentence completion

2. Identification of rationale

1 Aristotelian perilous resort adamantine restoring subjected

Oh! What an ----- reversal of fortune! Great leaders who ----- to their nations from the --- chains of------predicaments get assassinated. Lincoln,

Mahatma Gandhi and Indira Gandhi were ------to this unjust law of nature.

2. Amply music food amorous sublime scintillating gamut

‗If be----- the ----for love, Play on‘ is the zetetically----- and experientially ------

observation in the whole--- of---- ideas which can be --------found in the golden voice of Mukesh.

3 Stewardship History influential unification

-------successfully repeated itself under the-------- of this Iron man of India

whose popular and-------------- strategies lead to the--------------- of princely states into the Indian union on the lines of Bismarck in Germany.

4 Engrossment crestfallen ensuing resilience mercenary apprehensions fatalistic punctuating deferment tempestuous herald

The--------------- of an individual in about-------- his/her achievements will

land him being -----------, with oddities------------ his life with -------------weighing or subjecting him/her down to be a. Lifting one‘s head above the

tide and gaining -----------to master over-------------and -------------destiny will

the warrior in one. (V. R. Siddhartha Engg. College, Internal exams 2006)

5. Demagogues execute fissiparous machinations.

----------often indulge in-------------- tendencies to------- their

6 Ecclesiastical heretics didactic pronouncements feudalistic observations have always been objected to by the since it is claimed that the

are subjected to tendencies.

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Lesson 39

Exploring treasure in the Amazon forest

MULTI-LAYERED PYRAMID DISCUSSION

Five persons of various origins acquired the maps of hug treasure hidden in

the Amazon forest. Those are

1. Eskimo

2. An Aborigine of North America

3. Mongolian

4. Pigmy

5. Indian

Task -1 for the students

They have to select one person from the given five. The person-select should

convince the other four of how his being the leader will lead them to the

treasure.

Task – 2 After the above, the students should select only

Five tools from the following list that shall assist these explorers of treasure

1. A spade

2. A crow bar

3. A pen

4. A Nail cutter

5. Hair-dye

6. The Bible

7. The Rifle

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8. A pair of scissors

9. Folding char

10.A knife

11.A Hipper containing

12.A wine Bottle

13.A flask

14.Fruit cutter

15.A needle

16.A wound of thread

Task – 3 The next task for the students is to select five people whose

knowledge, skill and expertise shall assist these people on adventure to reach

the treasure

1. A Hooligan 8. A Doctor

2. A shrew 9. A cowherds man

3. A patient dying of Leukemia 10. A Lawyer

4. A carpenter 11. A politician

5. An Engineer 12. A Hypnotist

6. A pick pocketer 13. A psychologist

7. An Anthropologist 14. A soothsayer

The lists should be- Individual list, Pair list, first level team list, second level

team list, third level team list and the list of convergence.

Written Integration-

368

The points of difference shall be noted down and arguments for the points

shall be given. After exchange of books a written synergy shall be arrived at

with the help of the teacher.

Lesson-40

Film scripts

Persona script – Dialogue Transcript

www.script-o-rama.com/...scripts/.../persona-script-transcript-ingmar-

bergman.html

Voila! Finally, the persona script is here for all fans of the Ingmar Bergman

movie. This script is a transcript that was painstakingly transcribed using

the screenplay and/or viewings of persona. I know, I still need to get the cast

names in there and I‘ll be eternally tweaking it, so if you have any

corrections, feel free to drop me a line. You won‘t hurt my feelings. Honest.

Swing on back to Drew‘s script-o-Rama afterwards for more free movie

scripts!

Persona script

You wanted

to talk with me, doctor?

Have you been to see

Mrs. Vogler yet, Sister Alma?

No, not yet.

Let me explain her situation

369

and the reason why

you have been hired to care for her.

Mrs. Vogler is an actress.

As you know.

During her last performance

of Electra.

She fell silent

And looked around as if in surprise

She was silent

For over a minute

She apologized afterward,

Saying she had got the urge to laugh.

The next day the theater rang,

As Mrs. Vogler

Had not come to rehearsals.

The maid found her still in bed.

She was awake

But did not talk or move.

370

This condition has now lasted

For three months.

She has had all sorts of tests.

She‘s healthy

Both mentally and physically.

It‘s not even some kind

Of hysterical reaction.

Any questions, Sister Alma?

Well, then,

You can go to Mrs. Vogler now.

How do you do, Mrs. Vogler?

I am sister Alma.

I‘m here to take care of you.

May be I should tell you

A little about myself.

371

I‘m years old and engaged.

I graduated from nursing school

Two years ago.

My parents have a farm

In the country.

My mother was also a nurse

Until she got married.

I should go get

Your dinner tray.

Fried liver and fruit salad.

It looked tasty.

Another pillow?

Is that good?

Sister Alma

What‘s your first impression?

372

I don‘t know

What to say, doctor,

Her face looks soft,

Almost childish

Then you see her eyes….

She has mean look, I think.

-I don‘t know. I shouldn‘t …

-What were you going to say?

I thought I should say no

To this case.

Why?

Did something frighten you?

No, not exactly.

Perhaps Mrs. Vogler

Needs an older person

With more life experience.

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-I might not be able to handle her.

-Handle? In what way?

-Mentally.

-Mentally?

If Mrs. Vogler‘s silence

And immobility are her decision…

Well?

That shows great mental strength.

I might not be able to cope.

Activities

1. Identify the characters

2. Identify the importance of the characters

3. Identify the differences between the normal conversations and the

script given to you.

4. Can you redraft it without losing the meaning?

5. Which one of the developments in the course of presentation did you

like?

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Self-Instructional materials

Functional Grammar

Introduction:

Learning grammar is a process of standardization of language use. As we

discussed in the Reflections-Lesson-1, the word categories have different

functions. When a particle undergoes a syntactic change, its use in a sentence

gets changed.

E.g. People like Rama since he is candid.

People like Rama for his candor.

As has been learnt, the sentences can be constructed in certain specified ways

called patterns. Certain Rules and Principles govern the usage.

Following are some of the very significant Rules and Principles.

I. CONCORD

The Head noun and Main verb are considered the most vital elements in a

sentence. In other words, the purpose of any sentence can be realized through

the Head noun and the main verb. Hence, there shall be agreement between

the two.

In a general sense, concord means 'agreement'. In this particular context, we

have to understand that 'concord', also called 'verb-concord', is something

that ensures agreement between the head noun and the main verb or tense-

carrying element.

To understand this concept clearly, one has to understand the features of

nouns & Verbs

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(a) Features of Nouns

'n' stands for number i.e. singular or plural

'p' stands for person i.e. First, second or third

'g' stands for gender i.e. masculine, feminine or neuter.

'c' stands for case.

Note:

It has to be learnt that case is context dependent. Every Nominal particle has

all these features.

(b) Features of verb:

All the finite verbs have the following features.

Tense, Mood and Aspect

As has been pointed out, there shall be agreement between the Head noun

which acts as the subject and the main verb or the tense carrying element of

the sentence (When an auxiliary verb acts as the first element of the verb

phrase, it is specifically called the tense carrying element of the sentence.

Otherwise, the main verb alone carries the tense).

Even though Particles other nominal particles also act as subjects of

sentences, nominal particles take the lion‘s share in acting as subjects.

Principles of Concord

I. NUMBER - PERSON – GENDER AGREEMENT

e.g. 1. I does not like it - wrong

I don't like it - right.

376

2. We does not go there - wrong

We don't go there - Right

3. He go there without Preparation - Wrong

He goes there without preparation - right

4. You likes it very much - wrong

You like it very much - Right

5. She give a lot of importance to her attire - wrong

She gives a lot of importance to her attire - Right

6. Rama do not require any external help - wrong

Rama does not require any external help – Right

7. Krishna like her wife very much – wrong

Krishna likes his wife very much – right

8 Rama wants to see movies along with her wife- wrong

Rama wants to see movies along with his wife- right

The illustrations presented above can be summed up thus:

I do He does

We do She does

You do It does

They do

II. Distance Principle:

When the head noun & main verb are placed side by side, there may not be

any problem or confusion. But, when certain distance gets created between

the head noun and the main verb, the user may get confused.

377

Sometimes certain distance gets created between the head noun and the main

verb with the occurrence of prepositional phrases, adjectival clauses, the

coordinating elements etc. In spite of the distance between the head noun and

the main verb, there shall be agreement between the two.

e.g. 1. The sum of all the evils lead to poverty - Wrong

The sum of all the evils leads to poverty - Right.

2. The study of languages are interesting - Wrong.

The study of languages is interesting - Right.

3. The emission of protons, neutrons and electrons lead to chemical

variation - wrong

The emission of protons, neutrons and electrons leads to chemical

variation- right

4. An understanding of phonetic transcription based on different models

standardize the pronunciation of an individual - Wrong.

An understanding of phonetic transcription based on different models

standardizes the pronunciation of an individual - Right.

5. An old fashioned terrace constructed thirty years ago have been

electrified.

An old fashioned terrace constructed thirty years ago has been electrified.

The illustrations presented above put forward the concept that in spite

of the distance between the head noun and the main verb, there shall be

concord.

The following steps make you practice the principle well.

378

Step I : Identify the head noun or subject immediately on looking at a

sentence

Step II: Identify the verb phrase.

Step III : Ascertain whether there is concord or not.

III. Proximity principle or Rules of Proximity:

Proximity means 'nearness'. Proximity principle operates at different levels.

(a) In basic sentence structure, with special reference to description:

The process of description primarily takes the nearest particle(s) in to

account.

e.g.:

1. "Wanted a nurse for an infant of twenty years" - Wrong.

"Wanted a nurse of twenty years for an infant‖.- Right.

2. "Wanted a harmonium for a gentleman with carved legs - Wrong.

"Wanted a harmonium with carved legs for a gentleman" - Right.

3. "I hereby request that I may be granted casual leave for two days since I

would like to go to my native place to dispose of my property along with my

children" - Wrong.

"I hereby request that I may be granted casual leave for two days since I

would like to go to my native place, along with my children to dispose of my

property - Right.

Even though all the sentences given above are grammatical, first

sentence in each of the sets is wrong because of wrong placement of words.

The prepositional phrases were placed in a wrong manner. In other words, the

379

meanings or the semantic relations of those prepositional phrases were taken

up with the nearest particles which made the sentences project wrong

meanings.

Hence, when we use words or phrases, we have to see that correct

meanings get projected.

e.g. The guide dropped the candle in water which spluttered and went out.

i) Who dropped the Candle?

The guide

ii) What did the guide drop?

The Candle

iii) In which substance did the guide drop the candle?

Water

iv) What did splutter & go out?

Candle

v) But, what did the sentence say?

The sentence reads, water spluttered and went out which is far from reality.

Hence, the sentence shall be restructured.

i) The candle spluttered and went out when the guide had dropped it in water.

ii) The guide dropped the candle in water which made the latter splutter and

go out.

Maharastra is one of those states which has adequate power.

In the sentence given above, the adjectival clause i.e. the clause starting

with ‗which‘ should attach itself to "states" but not to 'Maharastra'.

380

Hence, the sentence should be "Maharastra is one of those states which

have adequate power".

The examples given above make you learn that the particle nearer to the

descriptive elements have to be properly attended to.

b) In Coordination:

When more than one nominal particles get coordinated or subordinated using

either or, neither nor, not only but also etc., the verb or the tense carrying

element of the sentence should be in agreement with the nearest nominal

particle to it.

e.g.

1. Either Rama or I am / have to attend the meeting.

2. Neither the Principal nor the students were seen at the seminar.

3. Neither the policies nor the implementation has been satisfactory.

In the examples presented above, the nearest nominal particle got precedence

in establishing concord.

iv. Use of Coordinators:

In addition to the basic conjunctions, some other particles also perform

coordinating function. 'And' as a word is the most basic coordinator. 'And' is

used basically to put things together. When 'and‘ is used, two entities are

combined. In spite of being put together, those entities continue to maintain

separate stature in some sentences. In some other sentences, single idea /

whole is presented.

381

Differentiate between the two:

e.g.

1. Rama and Krishna

2. Bread and Butter

3. Polity and Economy

4. Slow and steady

1 and 3 belong to one type

2 and 4 belong to another type.

'Rama and Krishna'- Rama is an entity and Krishna also is an entity.

Bread and Butter forms single entity.

There are some coordinators which behave in a special manner. When

coordinators like "with", "along with", ―together with‖, "as well as",

"accompanied by", "In association with," "Under the auspices of" etc. are used,

the verb or the tense carrying element of the sentence should be in agreement

with the head noun only.

Consider the following examples:

1. (a) Rama and his Friends are planning a party.

(b) Rama, along with his friends, is planning a party.

2. (a) The Principal and twenty teachers have visited the first year classes

(b) The Principal, along with twenty teachers, has visited the first year

classes.

382

The sentences (a) in both sets present that the actions are joint activity of the

two agents irrespective of the sequence. But sentences (b) in those sets

present that agency-1 gets focus, even though it is a joint activity.

Let's have some more examples:

1. The minister, accompanied by his party men, has visited the town.

2. Our college, in association with the Institution of Engineers, has been

organizing many events.

3. Our teacher, with all his colleagues, has been on the forefront of academic

explorations.

4. Our Literary club, under the auspices of Kendra Sahitya Parishad, has

undertaken a project on contemporary literary developments.

5. ―The rhetoric [of the Justices], as well as the reasoning, is appreciated‖

The examples given above make you assimilate the concept that when certain

co-coordinators are used, the verb or the tense carrying element of the

sentence should be in agreement with the head noun. In other words, this

aspect falls under the arena of the distance principle. Since the phrase

isolates itself as far as syntax is concerned (Meaning- wise it has its

contribution), there shall be agreement between the head noun and the main

verb.

v. Use of collective nouns:

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Collective nouns are those nominal particles that represent collections or sets

of individual things. Collective nouns are considered singular in nature. The

following are the fundamental reasons for their singular nature.

1. Since they have their own plurals

e.g. Cabinet - Cabinets, Team - Teams, Committee - committees.

2. Since they represent collections

Sometimes certain plurals are deliberately used for collective nouns.

e.g. people - peoples, audience - audiences.

Consider the following sentences:

(a) People of the world think alike.

(b) Peoples of different tastes and preferences have been encouraging many a

current trend.

When we use peoples, we project people of different nationalities.

(b) This movie attracts the attention of the audiences.

When we say audiences, we are trying to make a reference to people of

different age groups or people with different mind sets or tastes.

In order to establish concord, the following steps have to be undertaken.

1. Ascertaining the address being made by the collective noun in the sentence.

2. Number orientation.

3. Understanding the kind of sentence and making contextual modification, if

required.

The following rule helps us in performing the tasks stated above.

Rule 1: - Collective nouns shall be taken collectively or as a whole since they

represent collections. This can be done when the collection is addressed to.

384

But when the address is made to the individual constituents of the

phenomenon, the verb or the tense carrying element of the sentence shall be

employed in such a way that it goes with a plural noun.

Observe the following sentences: -

Set i:

(a) The committee meets today

(b) The committee are divided in their opinions on the issue.

Set ii :

(a) This team has won the match

(b) The team have received their medals

Set iii :

(a) This crew is considered the best in the world.

(b) The crew were taken prisoners.

In the illustrations presented above, we have understood that when the

individual constituents of a collective noun are addressed to, the verbs or

tense carrying elements go plural.

Rule 2:- When collective nouns are used in complex, compound or complex

compound sentences, the address shall be made either to the collection or to

the individual constituents in a uniform manner in all the clauses. In other

words, parallelism shall be maintained.

Consider the following sentences:

1. An audience likes to be entertained but they object to being bored. (wrong

sentence)

385

Explanation: 'An audience' suggests the address to the collection and 'they'

refers to the individual constituents.

Suggested corrections:

a) An audience likes to be entertained but it objects to being bored

(grammatical but not a practical sentence)

b) Audience like to be entertained but they object to being bored (a better

sentence)

The use of Pronouns

As has already been introduced, pronouns are those particles that perform

substitution and referential functions. Pronouns are case based nominal

particles. In other words, case is fixed for those particles.

Examine the following explanation:

Differentiate between these two

Rama (a Noun)

me (a pronoun)

Rama can be used in subject case and Object case. But 'Me' can be

used only in the object case in normal everyday use.

Case based personal pronoun chart:

Subject case Object case Possessive case Adjectival

I me mine my

You you yours your

We us ours our

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He Him His His

She Her Hers Her

They Them Theirs Their

It It Its Its

The adjectival pronouns presented above are basically possessive

adjectives.

Reflexive Pronouns

+ Self particles - myself, yourself, yourselves, himself, herself, themselves,

ourselves, itself.

Functions of reflexive pronouns

1. When something reverts.

2. When something is emphasized

3. Concept of inclusion.

Consider the following examples:

(a) He hurt himself.

(b) I can do it myself.

(c) They themselves have gone there.

In examples presented above, the following shades of meaning can be

understood.

1. Nobody did hurt him and he alone is the reason for getting

himself hurt.

2. It is not only an expression of confidence but also an expression

that shows that the speaker does not need any extraneous help.

3. This sentence gives us two meanings.

387

(a) They could go, with out any help from anybody else.

(b) In spite of their not getting invited they went there.

Concept of Inclusion:-

When a unified singularity has been shown to be a part of a set without losing

its focus, such a singularity shall be designated using a reflexive pronoun. A

unified singularity means a unit to which neither similarity nor dissimilarity

can be traced.

Consider the following examples.

(a) I am one of those 5 members of the committee.

(b) In addition to me, there are 4 members in the committee.

(c) There are 5 members in the committee including myself.

(d) There were 10 singers in the concert including myself.

Explanation: The sentences that have including myself indirectly place the

speaker in the lead role. A note of caution is that the concept of inclusion can

be used sparingly. The difference between those sentences that have including

and those that are constructed without direct inclusion is very much

structural and it has semantic overtones. Here, the focus on the item used

with inclusion is more when compared to other structures.

A note: Reflexive pronouns shall not be used as Subject case particles.

Rama and myself have gone there –Wrong

Rama and I have gone there-Right

388

Distributive & Indefinite pronouns:

Each, Every, Either and Neither

Someone, No one, every one, Somebody, Nobody, Anybody and Everybody

Important

These pronouns are singular except in co-ordination.

Observe the following sentences:

(a) Neither of the boys suspected in the bank robbery case has been arrested.

(b) Neither of the miscreants suspected in the missing girl case has been

taken into custody.

(c) Each boy and girl is ready to engineer the destiny of this nation.

In the illustrations presented above, it is understood that these pronouns are

singular.

Demonstrative pronouns

This, That, These and Those

These particles act as demonstrative adjectives also.

e.g.:- This is the house that jack built.

This - nominal use

That - adjectival use.

Reciprocal Pronouns

Each other, one another

Consider the following examples:

(a) Rama & Krishna exchanged gifts each other.

(b) Rama and his friends exchanged gifts one another.

389

III DEGREES OF COMPARISON

Adjectives and Adverbs change in form to express comparison i.e., they

have Degrees of Comparison .Such Degrees are three in number- the Positive,

the Comparative and the Superlative

e.g.

Great- greater- greatest

Good-better-best

Beautiful - more beautiful- most beautiful

Observe the following

. Ram is as clever as Krishna. -Positive degree

Krishna is not cleverer than Rama. -Comparative degree

1) Comparison between two persons or things has no superlative.

2) Notice the interchange of subjects in changing the degree, from positive to

comparative or from comparative to positive. Generally, the subject of the

main clause takes the place of the subject which is after as or than and vice

versa.

Note the formulae in the construction of :

Positive degree: As + adjective or adverb + as not so or not as + adjective

or adverb + as

Comparative degree: Comparative adjective or adverb + than.

(c) In the positive degree, the construction 'as-as' is always used in

affirmative sentences; 'so---as' is normally used in negative sentences but 'as---

as' can also be used. "Not so ---as" and "not as ---as" both are correct in

390

modern English. Comparative adjectives or adverbs are generally followed by

than.

1. Rama works harder than Krishna --Comparative.

Krishna does not work so hard as Rama --Positive.

2. Hari was not better than Gopal --Comparative.

In changing the Degree of comparison of affirmative sentences, from positive

to comparative or from comparative to positive, ‗not‘ is to be used. 'Not' is

dropped in changing the degree of negative sentences. Superlative:

The elephant is the largest of all animals. or The elephant is the largest

animal.

Comparative: The elephant is larger than all other animals.

or The elephant is larger than any other animal.

Positive: No other animal is so (as) large as the elephant.

Notice the formulae in the construction of the above sentences:

Superlative: ... the + superlative adj. + of all + plural noun.

or......the + superlative adj + singular noun.

Comparative.....Comparative adj.+ than all other + plural noun.

or ......Comparative adj. + than any other + singular noun.

Positive: No other + singular noun + verb + so (as) + positive adj. + as.

Important points

1. 'The' is generally used before superlative adjectives. 'The' is not generally

used before comparative adjectives.

391

2. Comparative adjectives are normally followed by ‗than‘.

3. In the comparative degree and in the positive degree 'other' is used (than

any other or than all other; No other). 'All other’ is followed by a plural

noun,, any other or 'no other' by a singular noun.

4. In using the positive degree (a) the noun qualified by the superlative

adjective or comparative adjective should be placed at the beginning of the

sentence after the words 'No other' (b) If a plural noun is given, use its singular

after 'No other' (c) If there is a phrase after the noun, it also goes along with

the noun. eg., cleverest boy in the class, No other boy in the class... (d)

The subject of the sentence should be put after as i.e., it becomes the last part

of the sentence.

Study the example given below:

Superlative: Rabindranath is one of the greatest poets of modern

India

Comparative: Rabindranath is greater than most other poets of

modern India

Positive : Very few poets of modern India are as great as

Rabindranath

Notice the formulae in the construction of the three sentences given above.

Superlative... One of the + superlative + plural noun.

Comparative... Comparative + than most other + plural noun

Positive : Very few + plural noun + verb + as + positive adj. + as ----

'One of the‟ in the superlative.

392

'Than most other‟ in the comparative

'very few' in the positive.

'very few' requires the verb to be plural.

A note: The formulae are only for basic understanding and the students

can be successful only when they take up regular practice.

Please pronounce the words with a lot of care with an insight into the

change in the accentuation.

(Source: CIEFL Learning Materials)

1. de`crease (v.)/ `decrease (n.)

a Make sure our `sales `don`t de`crease.

b. Our `sales have `shown a `decrease presently.

2. de`sert (v.)/ `desert (n.)

a. `Why did you de`cide to de`sert your `family?

b. The Sa`hara is the `world‘s `largest `desert.

3. in`crease (v.)/ `increase (n)

a. He`s trying to in`crease his `wealth.

b. The `increase in food production is en`couraging.

4. in`sult (v.)/ `insult (n.)

a. `Why did you in`sult him?

b. I `take that as an `insult.

5. re`fuse (v.)/`refuse (n.)

a. I re`fuse to `go to this `party.

b. B. You have `turned the `street into a refuse sump.

393

6. sub`ject (v.)/ `subject (n.)/ `subject (adj.)

a.Don‘t sub`ject yourself to bad `influences.

b. `What is the ‗subject for next week‘s de`bate?

c. We are `no longer `subject to `foreign `rule.

7. pro`duce (v.)/ `produce (n,)

a. We `ought to pro`duce more `food.

b.Agri`cultural `produce is `brought here from `villages.

8. pro`gress (v.)/ `progress (n.)

a. The `patient didn‘t progress as we ex`pected.

b. Our `progress on the journey was `very `slow.

9. re`cord (v.)/ ‗record (n.)

a. We should `like to re`cord this `programme.

b. There‘s a `record of it in the `library.

10. ob`ject (v.)/ `object (n.)

a. I `must ob`ject to this pro`posal.

b. `Look at that `distant `object.

A) present (v.) = (accented on the second syllable)

1. `Please present your `case.

2. The `Dean will pre`sent the graduates to the `Chancellor.

3. `Please pre`sent yourself at `nine o‘`clock.

4. We`ll pre`sent a `vase to the `outgoing `Principal.

B ) present (adj.) =`present (accented on the first syllable)

5. `What is the present po`sition?

6 . Who is the `present Di`rector?

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7. He was `present at the `lecture

Improve your Reading skill

Reading is the most researched on and the least understood skill of all

the skills. Many researchers made umpteen efforts to understand the

intricacies involved in the process. Following are some of the points that

one has to ponder over in order to improve one‘s ability to read faster and

better.

1) The current average reading speed

2) Variance scale in the reading speed with different levels of familiarity

with the given piece of writing.

3) The number of spells of reading per day/per week/per month in the

target language

4) The average time frame for the spells of reading

5) Problems being encountered

6) The strategies of reading

Check yourself*

Before reading Good or mature

readers

Poor or immature

readers

Activate prior

knowledge

Start reading without

preparation

Understand the task and set the purpose

Read without knowing the actual purpose

Choose the

appropriate strategies

Read without

considering how to

approach the material

During reading Focus attention Are easily distracted

Anticipate and predict Read to get done

Use fix-up strategies

when lack of understanding occurs

Do not know what to

do when lack of understanding occurs

Use contextual

analysis to understand new terms

Do not recognize

important vocabulary

395

Use text structure to

assist comprehension

Do not see any

organization

Organize and integrate new information

Add on, rather than integrate, new

information

Self monitor comprehension by

Knowing

comprehension is occurring;

Knowing what is being

understood

Do not realize that they do not

understand

After reading Reflect on what was read

Stop reading and thinking

Feel success is a result

of effort

Feel success is a result

of luck

Summarize major ideas.

Seek additional

information from outside sources

*Reflections from Pegasus learning Materials

Certain tips to improve the skill

1) Enhancing eye span: This means, attempting at reading more number of words at one go. One can experiment by holding a text little farther

from the normal distance and attempt at looking at the lines at one go

till a point one‘s eye does not get strained. There is another technique to improve the eye span.

Step 1: Take a plain sheet of paper

Step 2: Take two small card board slips cut neatly in rectangular shape

that can cover three lines in text.

Step 3: Hold each one of those card board slips with each of the hands

and put them nearer to each other.

Step 4: Take them away slowly in order that the space on the page gets

visible to the eyes.

Step 5: Don‘t force your eyes on the space, but look at the space in a

relaxed manner

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Step 6: The space shall be increased slowly in order to make our ‗glance

space‘ gets increased.

Step 7: Undertake the process 21 times a day for 14days. The time spent

per day on this exercise should not exceed 7 minutes. A note of caution:

The researcher advises that the students with any sort of eye problems

should undertake these techniques only after consulting an ophthalmologist. The author is not responsible for any medical problems

that arise because of the wrong administration of the techniques

suggested.

Semi-self instructional materials

EXERCISES (Mixed bag)

Note: The meanings are from Oxford Advanced Learner‟s, Longman‟s

Dictionary of Contemporary English and Webster‟s Dictionaries.

Set-1

1. Depreciation: deflation, depression, devaluation, fall, slump

2. Deprecate: feel and express disapproval

3. Incentive: thing one encourages one to do (stimulus)

4. Sacrilege: Sinning against divine

5. Innovation: make changes or introduce new things

6. Intermittent: externally stopping and then starting

7. Detrimental: harmful

8. Conciliation: make less angry or friendlier

9. Orthodox: conventional or traditional

10. Fallible: liable to error

11. Volatile: ever changing

12. Manifest: clear and obvious

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13. Connotation: suggest or implied meaning of expression

14. Reciprocal: reverse or opposite

15. Agrarian: related to agriculture

16. Vacillate: undecided or dilemma

17. Expedient: fitting proper, desirable

18. Simulate: produce artificially resembling an existing one.

19. Access: to approach

20. Compensation: salary, something that is given esp. in the form of money

in lieu of something that is damaged.

21. Truncate: shorten by cutting

22. Adherence: stick

23. Heterogeneous: non similar things

24. Surplus: excessive

25. Assess: determine the amount or value

26. Cognizance: knowledge

27. Retrospective: review

28. Naive: innocent, rustic

29. Equivocate: tallying on both sides, lie, mislead

30. Postulate: frame a theory

31. Latent: dormant, secret

32. Fluctuation: wavering

33. Eliminate: remove or get rid off

34. Affinity: strong liking

35. Expedite: hasten

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36. Console: to show sympathy

37. Adversary: opponent

38. Affable: lovable or approachable

39. Decomposition: rotten

40. Egregious: apart from the crowd, especially bad

41. Conglomeration: group, collection

42. Aberration: deviation

43. Augury: prediction

44. Creditability: ability to common belief, quality of being credible

45. Coincident: incidentally

46. Constituent: element, ingredient

47. Differential: having or showing or making use of difference

48. Litigation: engaging in a law suit

49. Moratorium: legally or officially determined period of delay before fulfillment of the agreement

50. Negotiate: discuss or bargain

51. Preparation: act of preparing

52. Preponderant: superiority of power or quality

53. Relevance: quality of being relevant

54. Apparatus: appliances, implements

55. Ignorance: blindness, inexperience

56. Obsession: complex enthusiasm

57. Precipitate (v): make esp. something bad happen quicker than it should

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58. Corroborative: giving support to a statement

59. Obnoxious: objectionable

60. Sanction: acceptance

61. Empirical: experimental

62. Aborigine: original people living in the country (esp. Australia)

63. Corpulent: possessing excess body fat, obese

64 Abnegate = renounce

65. Merry = gay

66 Antidote = a remedy to counteract the effects of poison

67 instigate = incite

68 Dispel = dissipate (dismiss)

69 Adage = proverb

70 belief = conviction

71 Covet= crave, desire

72 belated = too late

73Solicit = seek, invite

74 brim = edge or rim

75 Subside = settle, abate

76 renounce= reject

77 Hover = to be in an undecided or uncertain state

78 divulge = reveal

79 Heap = to pile (collect)

80 adhesive = an agent that binds

81 Veer = diverge (turn)

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82 hamper = obstruct

83 Caprice = whim

84 to merit= to deserve

85 Stifle = suffocate, smother

86 inert = passive

87 Lampoon = a writing or drawing that makes fun of a person

88 gas-guzzler = a car that require a lot of petrol or gas

89 Concur = acquiesce (accept)

90 momentary = transient

91 Tranquil = serene (calm)

92 overt = obvious

93 Lethargy = stupor, lazy

94 volume = quantity

95 Furtive= stealthy, secretive

96 meager = scanty

97 Cargo = freight

98 baffle = frustrate

99 Efface = obliterate (wipe out)

100 misery = distress

Set-2

1. Harbinger – forerunner, portent, indication 2. Cacophony – dissonance, disharmony

3. Verbatim- word for word

4. Clutch – grasp, grab, clasp, and hold 5. Acronym – short form, contraction

6. Illustrious – memorable, well–known, famous

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7. Prolific – productive, abundant

8. Divergent – different, deviating, conflicting 9. Jaded – world-weary, tired, lackluster, worn-out, exhausted, bored, fed

10. Mien – appearance, demeanor

11. Mitigate – alleviate, ease, lessen, soften, allay, moderate 12. Ambitious – determined, grand, striving

13. Aberration – deviation, abnormality, eccentricity, oddness

14. Foray – raid, sortie, incursion, attack, venture

15. Denounce – condemn, accuse, criticize 16. Ponderous – heavy, tedious, cumbersome

17. Mundane – ordinary, dull, monotonous, dreary

18. Icon – image, idol, emblem, symbol 19. Brackish – salty, briny

20. Mollify – placate, pacify, calm, appease, soothe

21. Debacle- disaster, fiasco, complete failure 22. Equanimity – composure, poise, calmness, self-control

23. Gist – general idea, substance, essence

24. Gaudy – garish, flashy, extravagant, loud, showy, colorful 25. Awry – skewed, crooked, wrong

26. Repartee –word play, a quick and witty reply

27. Boisterous – energetic, animated

28. Ungainly – clumsy, awkward, ungraceful, miserly, mean, inelegant, gawky

29. Whimsical – fanciful, unusual, quirky, capricious

30. Asperity – roughness, severity, brusqueness 31. Cavil – quibble, complain, and carp

32. Quixotic – idealistic, romantic, dreamy, unrealistic, impracticable

33. Profound – deep, intense, thoughtful, reflective, philosophical, weighty, insightful

34. Incorrigible - incapable of being corrected or amended

35. Irk – displease, vex, annoy, trouble, bother, nag, rile 36. Interdict – prohibit, veto, injunction, bar, embargo

37. Cohere - hold together

38. Rupture - break

39 Décolleté – low necked 40. Callow – inexperienced, immature, youthful

41. Balmy – mild, clement, pleasant

45. Recalcitrant – unruly, disobedient, obstinate, stubborn 46. Censure – fault, criticize

47. Optimum – best, most favorable

48. Candid – frank, open, blunt, upfront, & forth-right 49. Cite – quote, name, mention and refer to

50. Effusive – demonstrative, fussy, talkative, overenthusiastic,

vociferous, extroverted

Set-3

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1. Merry - Gay, Happy

2. Blasphemy-abusing or showing disrespect towards divine 3. vicissitudes- sudden changes in fortune

4. Heap- To pile

5. Quagmire- a difficult situation from which it is hard to escape 6. Voluble – articulate, vociferous, talkative

7. Banal – commonplace, trivial, predictable, trite, hackneyed,

unoriginal

8. Standing – rank, permanent, position, duration, status, reputation, eminence

9. Nascent – budding, emerging, blossoming, embryonic

10.Clandestine – secretive 11. Generic – general, basic, common

12.Empirical – experimental, pragmatic, practical

13. Anomaly – irregularity, glitch, difference 14.Circuitous – roundabout, twisty, meandering, indirect, winding,

tortuous

15.Surveillance – observation, watch, shadowing 16.Objective – aim, impartial, real, purpose, goal

17.Raucous – rough, wild, hoarse, guttering

18.Voracious – insatiable, avid, hungry, big, rapacious, greedy

19.Pedigree – rare-breed, full-blooded, lineage 20.Fidelity – loyalty, reliability

21.Augment – supplement, boost, add to, bump up

22.Precarious – unstable, shaky, risky, uncertain 23.Derogatory – disparaging, critical, insulting, offensive

24.Onus – responsibility, burden, obligation, duty

25.Analogous - similar, akin, related 26.Expatriate –a person living in a foreign country esp. one who has

renounced his or her native country

27.Compliance – fulfillment, obedience 28.Diffident – shy, insecure, timid

29.Plaintive – mournful, sad, melancholic, nostalgic, lamenting

30.Insinuate – imply, suggest, make-out

31.Misdemeanor – wrong, sin, crime, offense 32.Exonerate – clear, forgive, absolve

33.Gregarious – outgoing, extroverted, sociable, expressive,

unreserved 34.Benign – kind, benevolent, compassionate

35.Attenuate –to make less in amount, force, or value

36.Sonorous – loud, deep, resonant, echoing 37.Bolster – boost, strengthen, reinforce, encourage

38.Heterodox – unorthodox, dissenting, contrary to accepted belief,

heretical, deviating 39.Restiveness – impatience, restlessness, nervousness

40.Effigy – image, statue, model

41.Retrograde – retrospective, traditional, conservative

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42.Sacrosanct – sacred, holy, revered

43.Dangle – hang down, sway, droop, swing, suspend 44.Cryptic – mysterious, enigmatic, puzzling, hidden

45.Debilitate – incapacitate, weaken, hamper, encumber, hinder

46 .Spendthrift – wastrel, squanderer, compulsive shopper 48.Indigenous –native, original, local

49.Erroneous – mistaken, flawed, incorrect

50.Minion – follower, subordinate, underling

Set-4

1) Choleric = Hot Tempered, Irritate

2) Waif = Urchin, Abandoned Person

3) Florid = Ornate, Showy

4) Servility = Surrender

5) Tepid = Luke warm, Half hearted

6) Melee = Fight, Combat

7) Aplomb = Self-confidence, composure

8) Mawkish = Over emotional, having a weak often

unpleasant taste

9) Voracious = Hungry, eager, greedy

10) Cliché = Commonplace, Truism

11) Pithy = Strong and to the point

12) Celibacy = Chastity, State of not being married

13) gourmand = glutton, a person who enjoys eating more

14) Foil = metal sheet, Layer of aluminum paper

15) Chaste = Pure, Modest

16) fecundity = being prolific

17) Paradox = Contradiction

18) Alacrity = Eagerness, Readiness

19) Remiss = Careless

20) Repartee = Witty Report

21) Mundane = Normal

22) Moribund = Dying, Expiring

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23) Bandwagon = a popular movement or activity that attracts

growing support

24) Tarry = Delay

25) Misapprehension = Improper Understanding

26) Cleft =Partially Split

27) Virulent = Poisonous, Dangerous

28) Indulgent = Obliging, Complaint

29) Tantamount = Equivalent

30) Repudiate = Reject, Deny, Renounce

31) Reprobate = Degenerate

32) proclivity = natural tendency of a human being to do

something wrong

33) Baneful = Destructive, Harmful

34) Chide = Scold

35) Circumlocution = evasion in speech

36) Churlish = Brutish, Cruel, Rude

37) Languid = lacking spirit

38) Jettison = throw away, get rid of

39) Lascivious = lustful, lewd

40) Vicarious = serving or acting for another

41) Mountebank-trickster, a boastful dishonest pretender

42) Crestfallen-dejection

43) Debonair-courteous

44) Cartel-syndicate

45) Archipelago- a group of islands

46) Diabolic-dangerous, fiendish

47) Vivacious- full of life and good spirits

48) Emulate- to try to be like or better than

49) Euphony- pleasing or sweet sound

50) Euphemism- a mild or pleasant expression so substituted

Set-5

1. Pillage – steal , loot , plunder

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2. iconoclast - breaker of images

3. Brazen - bold , shameless 4. Agony-intense pain of mind or body, outburst

5. bewilder- to confuse especially with a great many things to worry about

6. Defection - desertion 7. Ensue - follow

8. Avid - keen, eager

9. profligacy - wasting time, money and energy

10. Gauche - clumsy, vulgar 11. Intrinsic - essential

12. Gaudy – flashy , showy

13. Hidebound – narrow minded 14. zealot-fanatic

15. Phobia - fear

16. Contraband – illegal trade 17. Voracious – avid, hunger, greedy

18. Seedy – sleazy

19. Omniscience – knowing all 20. Diatribe – attack, criticism

21. Slack - loose, relaxed

22. Felicitous - very well suited or expressed

23. Relish – enjoy, savor 24. Aloofness – unfriendliness, remoteness

25. Anachronism – the placing of persons, events, objects, or customs in

times to which they do not belong 26. Baleful – threatening, malevolent

27. doleful – painful

28. Gambol - skip 29. High handed – dominant, imperious

30. Retrospection – act of recalling past

31. Genuflect – kneel, bow in respect 32. Indubitably – undoubtedly, certainly

33. Extraneous – irrelevant, unrelated

34. mayhem-confusion and fear

35. Transient – momentary 36. Spurious – false, fake

37. Whimsical - fancy

38. Braggart– a person who boasts of himself 39. Callow – inexperience, naive

40. Menial – unskilled, boring

41. Indigenous – native, original 42. Ambidextrous- to be able to use both the hands

43. Foil – frustrate, halt

44. serendipity-dirty, vile 45. garrulous- talkative esp. unimportant things

46. dilettante- an admirer of arts

47. Boorish-rude

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48. fortitude-courage

49. chivalrous- having or showing honor, generosity and courtesy 50. trivial- insignificant

Be Accurate

SET-I

1 I can't see my pen nowhere.

I can't see my pen anywhere or I can see my pen nowhere.

2 . No other man could not do the work

No other man could do the work.

3. I have no any relations there

I have no relations there (or) I haven't any relations there.

4. Neither Rama or I is clever

Neither Rama nor I am clever

5. Neither Sunday nor Monday were suitable

Neither Sunday nor Monday was suitable

6. Neither of the two brothers are here.

Neither of the brothers is here.

7. Neither his father nor his mother known English.

Neither his father nor his mother knows English.

8. Neither of the teams have scored the goal.

Neither of the teams has scored the goal.

9. Neither the dog nor the donkey have been fed.

Neither the dog nor the donkey has been fed.

10. His wife never goes to movies, neither he goes.

His wife never goes to movies, neither does he.

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11. I won‘t come unless you don‘t invite me.

I won‘t come unless you invite me.

12. It was enough cold to freeze our fingers.

It was cold enough to freeze our fingers.

13. Pease talk to the concerned clerk.

Please talk to the clerk concerned.

14. If the baby does not thrive on fresh milk, it should be boiled.

If the baby does not thrive on fresh milk, the latter be boiled. (the milk

be boiled)

15. The policeman had seen the stranger when he was passing the

bank.

The policeman had seen the stranger when the latter was passing the

bank.

16. The trails and tribulations of life are like a Hurricane which leaves a

trail of destruction before it.

The trials and tribulations of life are like a hurricane which leaves a

trail of destruction behind it.

17. They did not and could not have won the match.

They did not win and could not have won the match.

18. He is standing in the centre of the street.

He is standing in the middle of the street.

19. His father dying intestate put his brothers to loggerheads.

His father‟s dying intestate put his brothers at loggerheads.

408

20. This book is as good if not better than anything that many of the

celebrated British linguists have written on the language.

This book is as good as, if not better than anything that many of the

celebrated British linguists have written on the language.

21. A three minutes call anywhere in our country costs less than five

rupees when you dial it yourself.

A three minute call anywhere in our country costs less than five

rupees when you dial it yourself.

22. Each of the architects were convinced that the building was not

properly planned.

Each of the architects was convinced that the building was not

properly planned.

23. Each river contribute to the overall development of the nation.

Each river contributes to the overall development of the nation.

24. Dance is one of the most popular manifestation of Indian heritage and

culture.

Dance is one of the most popular manifestations of Indian heritage

and culture.

25. I met one of my friend yesterday.

I met one of my friends yesterday.

26. Everyman is selfish, some more and some less.

Everyman is selfish, some are more and some less.

27. He smokes daily.

He smokes everyday.

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28. I saw a strange dream last night.

I had a strange dream last night.

29. Such comments neither contribute nor detract from the

reputation.

Such comments neither contribute to nor detract from his reputation.

30. Sitting by the window, a car rushed past with great speed and crashed

into a tree.

When I was sitting by the window, a car rushed past with great speed

and crashed into a tree.

31. Riding through the country today, the fields were beautiful in

their white blanket of snow.

When I was riding through the country today, I saw the fields that

were beautiful in their white blanket of snow.

32. Flattery both corrupts the receiver and giver.

Flattery corrupts both the receiver and giver.

33. The waters of the Godavari are not only used for navigation but

also for irrigation.

The waters of the Godavari are used not only for navigation but also

for irrigation.

34. Cricket is both played by men and women.

Cricket is played both by men and women.

35. He not only bought a home but also a car.

He bought not only a house but also a car.

36. Not only he complained about the food but also refused to pay.

410

Not only did he complain about the food but also refused to pay.

37. The forest ranger needed men to clear the forest badly.

The forest ranger badly needed men to clear the forest.

38. A saved penny is a gained penny.

A penny saved is a penny gained.

39. Hardly I had sat down, the calling bell rang again

Hardly had I sat down when the calling bell rang again.

40. No sooner he opened the door when his son rushed out to greet him.

No sooner did he open the door than his son rushed out to greet him.

41. English as well as French are taught here.

English, as well as French is taught here.

42. Hardly had he got the salary than he spent it.

Hardly had he got the salary when he spent it.

43. He can't scarcely see in the light.

He can scarcely see in the light.

44. One should fight for his rights.

One should fight for one‟s rights.

45. There is something to choose between they.

There is something to choose between them.

46. Who of the two boys is the cleverest?

Which of the two boys is the cleverer?

47. I have answered all the received memos.

I have answered all the memos received.

48. He is a greedy man for money.

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He is a man greedy for money.

49. All these are worthy matters of attention.

All these are matters worthy of attention

50. Pt. Nehru was an anxious Prime Minister for his people's

welfare.

Pt. Nehru was a Prime Minister anxious for his people‘s welfare.

Note: WHEN THE ADJECTIVE IS FOLLOWED BY A PREPOSITIONAL

PHRASE, IT COMES AFTER THE NOUN THAT IT QUALIFIES.

SET-II

51. Ten miles are a long distance.

Ten miles is a long distance.

52. 70% of the people in that country farmers although only 10% of the

land is in cultivation.

70% of the people in that country are farmers, although only 10% of

the land is in cultivation.

53. He hanged the picture on the wall.

He hung the picture on the wall.

54. He is good in English.

He is good at English.

* Good to people, good for a purpose

Bad at, clever at, poor at, quick at, hopeless at, terrible at, skillful at,

but weak in

55. Rama is so miserly that he can't part from single pie.

Rama is so miserly that he can‘t part with a single pie.

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56. It is too hot in summer here.

It is too hot to live in summer here or It is very hot in summer here.

57. He is too weak.

He is very weak or He is too weak to stand.

58. I have been searching my watch for about a week.

I have been searching for my watch for about a week.

* search for -> looking for a thing that is lost (in order to) search

(without preparation) look through look in.

The police searched the criminal.

59. He asked for the way to the museum.

He asked the way to the museum.

60. He asked my calculator.

He asked for my calculator.

* Ask for -> something that is given (a pen, a book, a loan etc.)

61. He is cured from his disease

He is cured of his disease.

62. I prefer walking than jogging.

I prefer walking to jogging.

63. We prefer to use credit cards than to pay cash.

We prefer using credit cards to paying cash.

64. The conduct of Olympics has no other aim but ensuring universal

brotherhood.

The conduct of Olympics has no other aim than ensuring Universal

brotherhood.

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65. She is always fond express herself.

She is fond of expressing herself.

66. The conservative colleges cultivate general academic and intellectually

abilities rather than technical or Professional development oriented

skills such as soft skills.

The conservative colleges cultivate general academic and intellectual

abilities rather than technical or Professional development oriented

skills such as soft skills.

67 Rodents are extremely destruction to natural vegetation and are often

responsible for land erosion.

Rodents are extremely destructive to natural vegetation and are often

responsible for land erosion.

68. Surya lived in Seattle between 1998 to 2006.

Surya lived in Seattle between 1998 and 2006.

69. Hypnosis is sometimes employed as a means of helping people to quit

to booze

Hypnosis is sometimes employed as a means of helping people to quit

boozing.

70. Diabetes, a nightmarish dysfunction of the Vegas nerve, is often

associated with elderly people, but can afflict young as well.

Diabetes, a nightmarish dysfunction of the Vegas nerve, is often

associated with elderly people, but can afflict the young as well.

71. Castles of Germany are more magnificent than England.

Castles of Germany are more magnificent than those of England.

414

72. Mumbai is more commercial than any city in India.

Mumbai is more commercial than any other city in India.

73. A widower is the husband of a widow.

A widower is a person whose wife is dead.

74. Towns and districts of the Arctic Circle are uninhabited.

Regions in the Arctic Circle are uninhabited.

75. In a wrestling bout it is advantageous to be farther away from the rival

than he is from you.

In a wrestling bout it is advantageous to be farther away from the rival.

76. Stretch this rope between each pole.

Stretch this rope between the two poles.

77. Fine for parking (a notice).

Fine will be imposed for parking.

78. Only low talk permitted (a notice in a library).

Talks only in low tone are permitted.

79. May the troubles of this newly married couple be little ones (a blessing).

May the trouble, of this newly married, be trifling!

80. He bought a going concern.

He bought a flourishing concern.

81. The old doctor made me to wait for a long time.

The old doctor made me wait for a long time.

82. Please help to prevent fire.

Please help prevent fire.

83. Ask how old Ms.Malathi is

415

Ask how, old Ms.Malathi is

84. The Sun‘s tip dips; the stars rush out.

The Sun‟s rim dips; the stars rush out.

85. The air pinches agonizingly; it is very cold.

The air bites agonizingly; it is very cold.

86. Untimely death lays its a warm hands on many of the rulers.

Untimely death lays its icy hands on many of the rulers.

87. It emerged like a thunder bolt from the gun.

It emerged like a thunder bolt from the sky.

88. Sethusamudram turns out to be the key through which flows the trade.

Sethusamudram turns out to be the key which opens the trade.

89. The Petrochemical industry is on its last legs till it puts its house in

order it cannot survive.

The petrochemical industry is on its last legs; till it recovers it cannot

survive.

90. His life up to this time had been a calm voyage but now he is

confronted by an avalanche of troubles.

His life till now had been a calm voyage but now he is confronted by a

tempest of troubles.

91. The student will certainly prosper who studies sincerely.

The student who studies sincerely will certainly prosper.

92. His explanation represents a consensus of opinion.

His explanation represents a Consensus.

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93. The pragmatism of the institution will greatly be bolstered by the

recognition, you suggest as well as its vision for greater achievements.

The pragmatism of the institution as well as its vision for greater

achievements will be greatly boosted by the recognition you suggest.

94. Many people who live near the Ocean depend on it as a source of food,

recreation and to have economic opportunities.

Many people who live near the Ocean depend on it as a source of food,

recreation and economic opportunities.

95. The arrangement of keys on the keyboard of a personal computer is

almost the same as those on a standard typewriter.(Unnecessary use of

words)

The keyboard of a personal computer is almost the same as that of a

typewriter.

96. He is a highly emotive person and has been known for his nature of

bursting in to tears while making a speech.

He is a highly emotional person and has been known for his nature of

bursting in to tears while making a speech.

97. Under an authoritative regime, citizens don‘t have the freedom to act as

they wish.

Under an authoritarian regime, citizens don‘t have the freedom to act as

they wish.

98. As we were crossing the dessert, a sand storm caught us unaware.

As we were crossing the desert, a sand storm caught us unawares.

99. Mr. Govind is an ill tempered, pig headed, hard hearted pawn broker.

417

Mr. Govind is an ill-tempered, a pig-headed, hard-hearted pawn

broker.

100. He made so many mistakes and errors that the teacher asked

him to repeat the exercise again.

He made so many mistakes that the teacher asked him to repeat the

exercise.

SET-III

After a mixed bag of constructions, let us have certain exposure to some

areas in which many of the second language learners make errors.

MODIFIERS

Correct the following modifiers:-

1. Satish apologized for being forgetful and then handed his wife a bouquet of

flowers, flashing a huge smile.

2. A man was escorted out by the security guard who was drunk and

disorderly. (homepages.cambrianc.on.ca/tutorial/.../modifier_confusion.htm)

3. I had almost watched the entire movie when the main in front of me

suddenly shouted, "The butler did it."

4. To be considered by good companies, your resume must look professional.

5. Raging and surging from the south, we had a fierce storm on Sunday.

6. Readers of all ages enjoy Joseph Conrad‘s novels today, an author who did

not receive much attention until after he died.

7. Although tired, the music was so good that we danced until midnight.

8. Running quickly makes her breathless.

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(www.pagalguy.com/.../29266-grammar-for-cat-08-beyond-71.html)

9. I can play balls delivered by the fastest of bowlers easily.

10. I heard that my friend intended to deceive me while I stood outside his

bedroom window.

11. Trained in classical music, it is easy to captivate a discerning audience.

12. Relieved of your responsibilities at work, your home should be a place to

enjoy. (owl.english.purdue.edu/owl/resource/597/01)

13. When purchasing a computer, that wide variety of configurations and

features overwhelms many people.

14. To improve his results, the test was taken again.

15. He writes so good that he has been asked to submit a manuscript of his

poems.

16. She accepted responsibility for the accident, and felt badly about it

months afterwards.

17. The management voted to, before it came out with the new product,

launch a publicity campaign. (www.pagalguy.com/.../29266-grammar-for-

cat-08-beyond-71.html -)

18. Stating your terms clearly strengthens your proposal.

19. By accident, I poked the little boy with my finger in the eye.

(www.pagalguy.com/.../29266-grammar-for-cat-08-beyond-71.html)

419

TENSES

Correct the following sentences:-

20) The nature of enterprise technology sales is such that the decision

process is involving multiple people.

(www.sandhill.com/opinion/daily_blog.php?id=29&post)

21) This phytolith, which was extracted from fossilized dinosaur dung

unearthed in India, indicates that the reptiles dine on grasses.

(www.thefreelibrary.com/Ancient+grazers:+find+adds+grass+to+dinosaur+me

nu)

22) Having refused our offer, he is not to be joining office from tomorrow.

23) The best things usually came in small packages.

(www.answers.com/.../the-best-things-come-in-small-packages)

24) We are going to be organizing a picnic near the edge of the forest.

25) By the time the troops arrive, the combat group will spend several weeks

waiting. (www.scribd.com/doc/12278416/English-Tenses)

26) Before the budget cuts were put into effect, the students participated in

many extracurricular activities.

27) By the year 2020, scientists will be studying the cosmos for more than

200 years.

28) The surgeon is going to be performing the first bye- pass in August.

29) There were many ways one can die.

30) May be he will be returning to classes tomorrow, and I can ask him then.

31) If both of us get roles in the play, we are performing several scenes

together.

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32) She is always bringing nice presents for us.

33) The process of evolution has gone on since millions of years.

34) They will be thinking about whether to go see the new movie or not for

half an hour by the time it begins tonight.

SET-IV

1. The government controls the number of children that a couple can bear.

2. Political stability provides the base for economic development.

(findarticles.com/p/articles/mi_7109/is_7.../ai_n28552384)

3. Although I enjoyed my stay in the USA, but I was still glad to come home.

4. I am staying in a small town by Mumbai.

5. Being locked up is a punishment by itself.

(books.google.co.in/books?isbn=0756508851...)

6. The atomic bomb has given man the capacity of self-destruction.

7. I have to catch up all the lessons I missed.

8. She has that rare character - the ability to listen to people.

(en.wikipedia.org/wiki/Inkspell)

9. There is also a library where you can choose among a wide range of books.

(www.library.nuigalway.ie/.../VLC_Resource_Guides.html -)

10. The story circulates around his career in the army.

11. She is one year younger than I.

(answers.yahoo.com/question/index?qid)

12. We usually take breakfast in the kitchen

421

13. The last test I had was a disaster. (dev.amette.eu/tiki-

view_blog_post.php?...)

14. She describes her as a journalist.

15. The news are never good nowadays.

16. The number of heavy smokers are decreasing

(www.informaworld.com/index/714072437)

17. A large number of cars was parked outside the school.

(www.hindu.com/2007/12/19/.../2007121951010200.htm)

18. I didn't recognize her but we've known each other for a long time.

(www.humanity.org/voices/folklore/mermaids/twin_sister)

19. All the students carried their own baggages.

(www.tsa.gov/travelers/.../permitted-prohibited-items.shtm)

20. He's thinking to make another trip to Greece.

(www.fodors.com/.../starting-to-plan-a-trip-to-greece---a-few-

questions.cfm)

Directions for questions 21 to 26: Read through the passage below and then

add the appropriate linking word or phrase from the items given below.

In any case, another important point is that, however, despite, for this

reason, furthermore, because of, in fact

A number of writers have claimed that Asian youth are now as free as their

western counterparts in the aspects of love marriage. (21) _______ the average

Indian does not really have the same freedom to choose the spouse if he/she

belongs to a conservative family. Statistics clearly show that in the west, it is

youth, relatively independent in attitude and finances, who initiate most

422

marriages. (22) ______ many Indian youth still depend financially and

emotionally on their families and, (23) _______ they may have to endure an

unhappy marriage. (24) -------some countries do not permit love marriage

and, even if the youth are prepared to live in relative poverty, they are likely

to suffer from social problems related to marriage. (25) _______ the problems,

the love marriage rate in India is slowly increasing, as is the tendency to

remain single. In different places, there are numerous ‗unmarried young

men‘. They are mostly unworried about their single status; they have

interesting work and money and (26) ________ prefer freedom to a forced or

bad marriage. (doi.wiley.com/10.1111/j.1741-2005.1924.tb03291.x)

Directions for questions 27 to 31: Choose the correct option

27. (a) My dog was stolen (capetown.gumtree.co.za/c-Community-lost-and-

found-MY-DOG-SKY-STOLEN)

(b) My dog was robbed.

(www.safecampusesnow.org/scn_PersonalStories_myassgot.htm)

28. (a) I was injured in a car accident

(www.experienceproject.com/...Injured-In-A-Car-Accident/2316)

(b) I was wounded in a car accident

29. (a) She finally succeeded to do it.

(b) She finally succeeded in doing it.

30. (a) He managed to solve the problem

(b) He managed to solving the problem

31. (a) You can't avoid thanking him, even though his gift was terrible.

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(b) You can't avoid to thank him, even though his gift was terrible.

SET-V

Correct the following sentences:

1. This is a good example of the cooperation among left and right

hemispheres in many of the most difficult and highly valued human

activities.

2. How long are you living in this city?

3. The exercise group had significantly improved aerobic and strength

fitness, increase in lean body mass, and decreased general and

abdominal obesity.

4. Believing something to be true because of faith and knowing that

something is true because of empirical testing is fundamentally

distinct.

5. Sales wise, the company did extremely well this year.

6. The initial diagnostic approach begins with analysis of clinical history,

reviewing of medications, and physical examination.

7. The first few chapters of the book go rather heavily, but the pace

gradually picks up.

8. She definitely possesses a much more unique personality than her

sister.

9. I found it very difficult to do my work, for I was continuously

interrupted by the telephone.

424

10. So under many state laws, everything, from name-calling, controlling

the household finances, and even making certain facial expressions,

now qualify as abuse.

11. As regarding your recommendations about the upcoming project, we

plan to act on them soon.

12. It was a historical moment when the Indian team lifted the world cup.

13. The reason I cried is because I was frustrated.

14. Mani says an increasing number of pet owners are looking up to their

employers to provide this as a benefit available with a group discount,

even though they pay the entire cost on their own.

15. Recently, the Reserve Bank of India probe had found that in several

cases, refund money was credited directly into the broker's accounts.

16. I am talking about the condition of politics in India and you are going

off at a tangent.

17. In the last chapter of the Ascent of Man, Bronowski confessed himself

as saddened "to find myself suddenly surrounded in the west by a

sense of terrible loss of nerve, a retreat from knowledge".

18. While computer viruses, which are broad-based and largely senseless

attacks, are still common, many hacker groups now zero down on

particular companies or types of data.

19. He is the one whose ultimately going to take us to the fair.

20. This policy should be brought into immediate affect.

PRONOUNS

425

Correct the errors in the following sentences:

21. NTR is the actor who everyone loves to talk about

22. When the portals to the nether world were opened, we found that it

were too small to admit all of us.

23. The two young men were surprised to learn that neither was their

father's sole heir.

24. I have this student in my class who is very intelligent.

25. Everyone cried until the play was over, and then he got up and left.

26. Ram, however, was the teammate which seemed the most emotionally

affected by the loss.

27. Older patients also have less muscle mass and more body fat than

younger patients, that increases their risk of cardiovascular disease.

28. The professor appointed Raj, Krish, Deepak and myself to the

committee.

29. Hemoglobin is derived from the entire population of red blood cells, all

with a life span of approximately 120 days.

30. Still, dinosaurs‘ generally gigantic size and obvious reptilian affinities

heavily colored conclusions about its biology.

31. They aimed the insult at both herself and others.

32. Despite all the troubles between them, they really do love each another.

33. Some of us who also worked in Japan, often in the same localities with

the same colleagues, can vouch for satya‘s realistic descriptions of

what it is like to conduct research there.

426

34. The league of extraordinary gentlemen has decided to lay down their

weapons for good.

35. Queens held a range of secular and religious titles, were property

owners with land, and wore a number of distinctive crowns that linked

themselves to the king and various deities.

SUBJECT - VERB AGREEEMENT

Choose the appropriate verb.

36. Mumps (is, are) not common among adults

37. Viruses from third world countries (is, are) a major concern.

38. Most of the sand (is, are) wet from the high tide.

39. Either the two kittens or the puppy (sits, sit) in my lap while I watch

television.

40. A subject of great interest (is, are) rainforests.

41. Hansel and Gretel (is, are) a famous children's story.

42. The team members (is, are) arguing over the defense tactics.

43. The economics of the trip (was, were) pleasing.

44. Why (is, are) your parents going to Australia for a vacation?

45. The mayor and the governor (hopes, hope) that the bill will soon

become a law.

46. Sastri and Pravin (comes, come) to my house every Friday for lunch

47. There (is, are) time to watch the movie.

48. My friends who are in the band (wants, want) me to play a musical

instrument.

427

49. My father or my brothers (is, are) coming with me to the ball game.

50. Everyone (needs, need) time to relax.

51. That bag of oranges (looks, look) fresh.

52. The badminton team (hopes, hope) to win the tournament next week.

53. Your trousers (needs, need) to be cleaned.

54. Some of the books on the shelf (is, are) dusty.

55. Even though the students like the class, a few (thinks, think) that it is

too complicated.

PARALLELISM

Correct the errors in the following sentences:

56. An actor knows how to memorize his lines and getting into character.

57. Tell me where you were, what you were doing, and your reasons for

doing it.

58. Kranthi‘s daily exercises include running, swimming, and to lift

weights.

59. To donate money to the old age home is helping people stay warm in

the winter.

60. Amith not only likes working outside but also getting dirty.

61. We followed the path through the woods, over the mountain and we

went across the stream.

62. The artist was brilliant but a recluse.

63. After the party, we want to either go to a movie or the diner.

64. She told Jagannath to take out the trash, to mow the lawn, and be

listening for the door bell.

428

65. Mamatha studied for the list by reviewing her class notes and she read

her textbook.

66. It is easier to tell the truth than lying to people you like.

67. The witness described the suspect as short, dark-skinned, and with a

beard.

68. This plan is creative but a risk.

69. Managing your resources well is to be prepared for the future.

70. Mira wanted to scare us by telling us a ghost story and she showed us

a horror serial.

IDIOMS

Correct the errors in the following sentences, if any, and make them

idiomatically correct.

71. He's having trouble with his mother - in-law because she likes to

control everything rather like a back seat driver.

72. We all have our crosses to hold so I should be grateful if you would

stop complaining all the time.

73. We don't really get on with the new manager but he has some good

ideas so we must give the devil his privilege.

74. You should really look through that agreement carefully before you

sign because the devil is in the detail.

75. It wouldn't take much for me to cancel that trip in fact for two pins I

think I will.

76. She certainly had an eye for art, which explains, of course, why she

was a successful art dealer.

429

77. As a novelist, he has no political axe to grind.

78. Sita had a tough time growing up, so she's got a bit of a chip on her

shoulder.

79. I hate to jump the boat, but I do think we need to rewrite this report.

80. We are under the sun to get this project finished at work.

81. "I thought I could finish this report within a month, but I bit off more

than I could chew".

82. "You know I'm always here to help you and would go out on a limb if

you asked me to".

83. We hoped that after he left college he'd paddle his own canoe.

84. He's a nice guy, always ready to walk the extra mile for his friends.

85. If she goes public with her story, the school's reputation will suffer.

SET-VI

One word substitutes and words in context

Mark the appropriate word for the definition provided in the question:

1. An orator who appeals to the passions and prejudices of his audience.

a) Demagogue b) pacifier c) peacemaker d) panelist

2. One who accepts pain and pleasure equally

a) Stoic b) Spartan c) austere d) passionate

3. Disdainful of intellectual or artistic values.

a) Callow b) pagan c) philistine d) Gauche

4. One who rejects all theories of morality or religious belief

a) Nihilist b) pugilist c) pacifist d) vandal

5. A guide who conducts and informs sight seers.

430

a) Anchorite b) roustabout c) cicerone d) extroversive

6. A person who argues to defend or justify some policy or institution

a) Apologist b) attorney c) prosecutor d) referee

7. Something which is conspicuously offensive

a) Opulent b) egregious c) servile d) indolent

8. A crafty person

a) Capricious b) malleable c) disingenuous d) dogmatic

9. One with an amateurish understanding of a field of knowledge

a) Eclectic b) dilettante c) virtuoso d) stoic

10. Something that softens or soothes

a) Emollient b) benign c) benevolent d) alleviate

Read the passage carefully and mark the word nearest in meaning to the

word in the questions below:-

books.google.co.in/books?isbn=185326024X

‗Ham peggotty, who went to the national school, and was a very dragon at his

catechism, and who may therefore be regarded as a credible witness, reported

next day, that happening to peep in at the parlour-door an hour after this, he

was instantly descried by miss Betsey, then walking to and fro in a state of

agitation, and pounced upon before he could make his escape. That there

were now occasional sounds of feet and voices overhead which he inferred the

cotton did not exclude, from the circumstance of his evidently being clutched

by the lady as a victim on whom to expend her superabundant agitation

when the sounds were loudest. That, marching him constantly up and down

by the collar (as if he had been taking too much laudanum), she, at those

431

times, shook him, rumpled his hair, made light of his linen, stopped his ears

as if she confounded them with her own, and otherwise tousled and

maltreated him. This was in part confirmed by his aunt, who saw him at half

past twelve O' clock, soon after his release, and affirmed that he was then as

red as I was.‘

11. Catechism

a) questioning b) argument c) aggression d) Endeavour

12. Credible

a) equivocal b) Gullible c) plausible d) reasonable

13. Descried

a) tormented b) scolded c) Spotted d) hit

14. Expend

a) spend b) splurge c) target d) consume

15. Agitation

a) anxiety b) concern c) unrest d) chafe

16. Rumpled

a) soiled b) shoddy c) disheveled d) crinkle

17. Confounded

a) befuddle b) confront c) encounter d) mess up

18. Tousled

a) disarrange b) blandish c) stroke d) swipe.

Mark the appropriate form of the pronoun

432

19. It is important for a reporter to keep his/their informers‘ records

confidential.

20. Everybody ran to his/their car/s and drove away.

21. The music the band played made Rama and I/me very sad.

22. Madhavi and I/me laughed all through the movie.

23. Neither Ravi nor us/we would race in a marathon.

24. We have decided that Arun and I/me will race against Rakesh and Mani.

25. This is definitely a piece of art that you and I/me should know

26. Manohar threw the ball at us/we.

27. Are you confident that it was they/them that stole the money?

28. My brother loved to tease Sashi and I/me

29. Gurunath and we/us were in charge of keeping the house clean.

30. All the facts proved it was I/me who was smartest in the class.

31. I could not have been I/me who lost your keys.

32. Who/whom did Devi give the apple pie to?

33. For who/whom was the gift bought?

34. Who/whom owns the fertilizer factory in Kakinada?

35. Who/whom got the first rank in the class?

36. Who/whom did the teacher give the best grade to in the class?

37. The officer has no reservation about us/our using a radar detector.

38. You girls go a head and enjoy yourself/yourselves at the park.

Rewrite the following sentences to correct the errors in the parallel

structure.(Pegasus Learning materials)

39. What I said or my actions upset everyone in the room.

433

40. The instructor advised me to use the rearview mirror often and I should

observe the speed limit.

41. Good sense and being thoughtful are two valuable assets.

42. Original, imaginative, and seeming almost fantastic describe the

techniques of the Khujaraho art.

43. The maid was supposed to feed the children, wash the dishes, and do

some dusting in the living room.

44. Reading philosophical discourses, exercising in the park and crossword

puzzles occupy a great deal of my retirement time.

45. We enjoyed water skiing much more than when we swam in the lake.

Conclusion:

One of the fundamental aspects of worthy communication is accuracy.

Hence, we should possess considerable understanding in the way sentences

get constructed. Functional grammar includes contextual occurrence of

words and such other pragmatic details. To illustrate the phenomenon, one

word substitutes have been enshrined here. Students are expected to have a

conscious eye for the syntactic occurrences in the sentences in order make

their language use better and praiseworthy.

434

Sources for the exercises other than internet sources

Lester, Mark & Beason, Larry. The Tata McGraw Hill Handbook of

English Grammar and Usage. New Delhi: Tata McGraw Hill,

2005. Sarma, B.S. Structural Patterns and Usage in English. Kakinada:

Poosha Series: 1972 (3rd ed.1991).

Cholij, Mark & Nagraj, Geetha. English basics, a companion to grammar and writing. Cambridge: Cambridge University Press,

2004.

Ashraf Rizvi,M. Effective Technical Communication. New Delhi: Tata

McGraw Hill, 2005.

Rogers, Bruce. Peterson‘s TOEFL Success. Princeton: Peterson‘s, 1999.

Jain, Akanksha Garg. De‘Fine GRE, Gateway for Success. Delhi: JBA Publishers, 2007.

Chopra, Dr.Ravi. CAT (Common Admission Test for IIMs). New Delhi: Galgotia Publications, 2002.

435

Resources for Teachers

Answers

A GREAT DAY THE COUNTRYSIDE

1. Immense 1. fantastic

2. Breathtaking 2. uninhabited

3. Ample 3. boisterous

4. Complete 4. imprudent

5. Huge 5. berserk

6. Electrifying 6. Highly enthusiastic

7. Endless 7. barbaric

8. Exhilarating 8. savage

9. August 9. tempestuous

10. Prominent 10. unruly

GOING HOME FOR DIWALI THE GRAPHIC DESIGNER

1. Beget 1. Endeavour

2. Endure 2. career

3. Carry 3. operate

4. Entertain 4. functioning

5. Sign 5. repair/put back into action

6. Yield 6. proficiency

436

7. Support 7. accomplish

8. Proceed in a specified direction 8. manipulate

9. Cannot tolerate 9. arouse

10. To transmit at large 10. influence/effect

THE HOME ASSIGNMENT

1. Definite

2. Distinct

3. Coherent

4. Limpid

5. Lucid

6. Unimpeded

7. Intelligible

8. Translucent

9. Discerning

10 Bright

437

Key to Functional Grammar exercises

SET-III

1. Flashing a huge smile, satish apologized for being forgetful and then

handed his wife a bouquet of flowers. (The modifying phrase flashing a

huge smile is a misplaced modifier in the sentence because it is

wrongly modifying a bouquet of flowers, instead of Satish).

2. The security guard escorted out a man who was drunk and disorderly.

(The modifying clause who was drunk and disorderly is wrongly

modifying the security guard it should modify a man)

3. I had watched almost the entire movie when the man in front of me

suddenly shouted, ―The butler did it.‖ (The adverb almost is incorrectly

modifying watched, when it should be modifying the entire)

4. You must have a professional-looking resume to be considered by good

companies. (To be considered by good companies is a dangling modifier

that is incorrectly modifying your resume. The pronoun you is required

in place of your) OR To be considered by good companies, you must

have a professional-looking resume.

5. Raging and surging from the south, the storm on Sunday was fierce.

(Raging and surging from the south is wrongly modifying we in the

sentence, instead of the storm)

6. Today, readers of all ages enjoy the novels of Joseph Conrad, an author

who did not receive much attention until after he died. (The phrase, an

438

author who did not receive much attention until after he died, should

modify Joseph Conrad rather than readers or Joseph Conrad‘s novels.)

7. Although we were tired, the music was so good that we danced until

midnight. (Although tired is wrongly modifying music in the sentence.

It should modify we)

8. Running fast makes her breathless.

Or

Soon after she starts running, she becomes breathless. (The modifier

here, quickly, is a squinting modifier because it could be modifying

either Running or makes.

9. I can easily play balls delivered by the fastest of bowlers. (In general,

you should place single-word modifiers near the word or words they

modify; easily modifies play)

10. While I stood outside his bedroom window, I heard that my friend

intended to deceive me. (The modifying clause while I stood outside his

bedroom window is misplaced, and should be placed closer to the

modified word.)

11. For a person trained in classical music, it is easy to captivate a

discerning audience.

Or

Since I have training in classical music, I can easily captivate a

discerning audience. (The introductory phrase in the sentence

looks as if it is meant to modify a person or persons, but no one is

439

mentioned. Trained in classical music is a dangling modifier,

which is wrongly modifying it in the sentence)

12. Relieved of your responsibilities at work, you should be able to enjoy at

home. (It seems as if your home is relieved of your responsibilities at

work. You should be modified by Relieved of your responsibilities at

work.)

13. When purchasing a computer, many people become overwhelmed by

the wide variety of configurations and features. (The configurations and

features aren‘t purchasing computers. People purchase computers.)

14. He improved his results by taking the test again. (This sentence says

that the test was trying to improve its own results. The sentence

should be corrected to make clear the modified word.)

15. He writes so well that he has been asked to submit a manuscript of his

poems. (The adverb well is correct because it modifies the verb draws)

16. She accepted responsibility for the accident, and felt bad about it

months afterwards. (The adjective bad is correct because it is modifying

the pronoun she, not the verb felt.)

17. The management voted to launch a publicity campaign before it came

out with the new product. (Here, the modifying clause, before it came

out with the new product, is splitting the infinitive to launch. Avoid

placing long, disruptive modifiers between the ―to‖ and the verb of an

infinitive.)

18. Stating your terms will clearly strengthen you proposal.

440

Or

A clear statement of your terms strengthens your proposal. (The

modifier used here, clearly, is a squinting modifier, i.e. it is an

ambiguously placed modifier that can modify either the word

before it or the word after it. The meaning has been made clearer in

the corrections.)

19. By accident, I poked the little boy in the eye with my finger. (in the eye is

a misplaced modifying phrase in the sentence. In the correction, it

has been put closer to the word it modifies.)

20. The nature of enterprise technology sales is such that the decision

process involves multiple people. (The present continuous tense

should be replaced by the simple present tense. So, ‗is involving‘

should be replaced by ‗involves‘)

21. This phytolith, which was extracted form fossilized dinosaur dung

unearthed in India, indicates that the reptiles dined on grasses.

(Because the sentence talks of dinosaurs, a species that got

extinct millions of years ago, the verb should be in the past tense.

So, it should be ‗dined‘ instead of ‗dine‘)

22. Having refused our offer, he will not join office from tomorrow. (The

present continuous tense should be replaced by the past tense. So,

‗will not join‘ should replace ‗is not to be joining‘.)

23. The best things usually come in small packages. (Because a widely

accepted statement is being referred to, the present tense should be

used. So, ‗come in‘ should replace ‗came in‘.)

441

24. We are going to organize a picnic near the edge of the forest. (‗to

organize‘ should replace ‗to be organizing‘)

25. By the time the troops arrive, the combat group will have spent several

weeks waiting. (The simple future tense should be replaced by the

future perfect tense. So, it should be ‗will have spent‘ instead of ‗will

spend‘)

26. Before the budget cuts were put into effect, the students had been

participating in many extracurricular activities. (The past perfect

continuous tense should replace the simple past tense. So, it

should be ‗had been participating‘ instead of ‗had participated‘)

27. By the year 2020, scientists will have been studying the cosmos for

more than 200 years. (The future perfect progressive tense should

replace the future continuous tense. So, it should be ‗will have

been‘ instead of ‗will be‘.)

28. The surgeon is going to perform the first bypass in August, (‗perform‘

should replace ‗to be performing‘)

29. There are many ways one can die. (The simple present tense should

replace the past tense, because a generalization that holds across all

times is being talked about.)

30. Maybe he will be returning to classes tomorrow, and I could ask him

then.(‗can‘ should be replaced by ‗could‘)

31.If both us get roles in the play, we will be performing several scenes

together. (‗will be performing‘ should replace ‗we are performing‘,

442

because the future continuous tense, rather than the present

continuous tense, is correct here.)

32. She always brings nice presents for us. (The simple present tense is

more appropriate here, rather than the present continuous. So,

‗always brings‘ should replace ‗is always bringing‘)

33. The process of evolution has been going on since millions of years.

(Because a process that is still going on is being talked about, the

present perfect continuous tense rather than the present perfect one

should be used. So, it should be ‗has been going on‘ instead of

‗has gone on‘)

34. They will have been thinking about whether to go see the new movie or

not for half an hour by the time it begins tonight. (The future

perfect progressive tense, rather than the future continuous, is

correct. So, ‗will have been thinking‘ should replace ‗will be

thinking‘)

SET-IV

1. The government controls the number of children that a couple can

have.

(‗bear‘ is used only in formal styles and refers to the physical process of

giving birth. The subject of ‗bear‘ is always a woman.)

2. Political stability provides the basis for economic development.

(base-means the lowest part whereas ‗basis‘ means the very important

thing from which something else develops or is made possible).

443

3. Although I enjoyed my stay in USA, I was still glad to come home.

( If the first clause begins with ‗although‘, do not keep the second

clause with ‗but‘ or ‗yet‘)

4. I am living in a small town near Mumbai.

(by/next to or very close to something, is used when talking about the

position)

5. Being locked up is a punishment in itself.

(‗by‘ is used when talking about the position)

6. The atomic bomb has given man the capacity for self-destruction.

(we use capacity ‗for‘ something)

7. I have to catch up on all the lessons I missed.

(One ‗catches up‘ on things that one has to do)

8. She has that rare characteristic - the ability to listen to people.

(when you mean ‗a feature of someone‘s character‘, use characteristic

or quality)

9. There is also a library where you can choose from a wide range of

books.

(we choose ‗from‘ a large number of possibilities)

10. The story revolves around his career in the army.

(‗circulate‘ means to spread by passing around and ‗revolve‘ means to

be about.)

11. She is one year younger than I am /me.

(In comparisons use than me / them… (object pronouns) or than I am

/he is …

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12. We usually have breakfast in the kitchen.

(Use ‗have‘ for eating)

13. The last test I took was a disaster.

(We always ‗take‘ tests)

14. She describes herself as a journalist.

(If the subject and the pronoun refer to the same person, use herself,

himself etc.)

15. The news is never good nowadays.

(‗news‘ is a collective noun and is used with a singular verb.)

16. The number of heavy smokers is decreasing.

(‗The number of‘ is used with a singularl verb.)

17. A large number of cars were parked outside the school.

(‗A large number of‘ is used with a plural verb.)

18. I didn‘t recognize her although we‘ve known each other for a long time.

(After although we use a subject + verb)

19. All the students carried their own baggage.

(Baggage is an uncountable noun, we say: How many pieces of baggage

do you have?)

20. He‘s thinking about making another trip to Greece.

(When we are talking about possible future action we think about or

something.)

21. However

22. Another important point is that

23. For this reason

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24. However

25. Despite

26. In fact

27. (a) When something is taken away without permission, it is stolen.

28. (a) You can only be wounded by a weapon of some kind, but you can

be injured in all other kinds of accidents.

29. (b) Succeed cannot be followed by to.

30. (a) Manage must be followed to + infinitive verb

31. (a) Avoid must be followed by a verb in gerund form.

SET-V

1. This is a good example of the cooperation between left and right

hemispheres in many of the most difficult and highly valued human

activities.

(only the conjunction ‗between‘ can be used when two things are

compared or juxtaposed. ‗Among‘ is used when more than two

things are involved.

2. How long have you been living in this city?

(the present perfect continuous tense of the verb is the correct one,

because, as is the case here, it refers to something that began in

the past and is still going on in the present)

3. The exercise group had significantly improved aerobic and strength

fitness increased lean body mass, and decreased general and

abdominal obesity. (‗increased‘ should be used instead of ‗increase

446

in‘, because ‗increased‘ goes with ‗improved‘ and ‗decreased in the

sentence.)

4. Believing something to be true because of faith and knowing that

something is true because of empirical testing are fundamentally

distinct.

(it should be ‗are fundamentally distinct‘, not ‗is fundamentally distinct,

because there ‗are‘ refers to the multiple subjects ‗believing‘ and

‗knowing‘.)

5. The company did very well in sales this year.

(‗wise‘ is never used as a suffix after ‗sales‘. So the sentence has to be

restructured)

6. The initial diagnostic approach begins with analysis of clinical history,

review of medications, and physical examination.

(‗review‘ should be used instead of ‗reviewing‘, for ‗analysis‘ and

‗examination‘ are also nouns.)

7. The first few chapters of the book are rather heavy going, but the pace

gradually picks up.

(‗heavy going‘ is the idiom used to refer to a book. ‗go rather heavily‘ is

an awkward construction.)

447

8. She definitely possesses a much more distinctive personality than her

sister.

(‗unique means ‗one of a kind‘ and it cannot be modified by ‗much

more‘. On the other hand, ‗distinctive‘ can be modified.

9. I found it very difficult to do my work, for I was continually interrupted

by the telephone.

(‗Continually‘ means ―again and again‖, whereas ‗continuously‘ means

‗without stopping‘)

10. So under many state laws, everything, from name-calling, controlling

the household finances, and even making certain facial expressions

now qualifies as abuse.

(it will be ‗qualifies‘ instead of ‗qualify‘, because ‗everything‘ is the

subject here , and it is singular)

11. As regards your recommendations about the upcoming project, we plan

to act on them soon.

(the idiom used here is ‗as regards‘, and it cannot be changed to ‗as

regarding‘)

12. It was a historic moment when the Indian team lifted the World Cup.

(Historic and historical have different usages, ‗historic‘ refers to what is

important in history: to something that has great importance or has

been influential in the past. ―Historical‘, on the other hand, refers to

anything that existed in the past, whether important or not.)

448

13.The reason I cried is that I was frustrated or I cried because of

frustration

(‗because is never used after ‗reason‘)

14.Mani says an increasing number of pet owners are looking to their

employers to provide this as a benefit available with a group discount,

even though they pay the entire cost on their own.

(‗looking to‘ means ‗to expect or plan to do something‘, whereas ‗looking up

to‘ means ‗to admire or respect someone‘. Here, the former is

appropriate.)

15.Recently, a Reserve Bank of India probe had found that in several cases,

refund money was credited directly into the broker‘s accounts.

(Here, ‗a‘ and not ‗the‘ should be used, because the article refers to ‗probe‘.

Had it been referring to ―Reserve Bank of India‘, ‗the‘ would have been

correct.)

16. I am talking about the condition of politics in India and you are going

off on a tangent.

(the preposition ‗on‘ is used her, not ‗at‘)

17. In the last chapter of The Ascent of Man, Bronowski confessed himself

saddened ―to find myself suddenly surrounded in the West by a sense

of terrible loss of nerve, a retreat from knowledge‖

(‗as‘, should not be used, because ‗saddened to‘ does not require any

preposition before it.)

449

18. While computer viruses, which are broad-based and largely senseless

attacks, are still common, many hacker groups now zero in on

particular companies or types of data.

(‗zero in‘, which means ‗to direct attention to something or someone‘,

should be used. ‗zero down‘ is incorrect)

19. He is the one who‘s ultimately going to take us to the fair.

(‗whose‘ is the possessive form of ‗who‘. ‗who‘s is the contraction of

‗who is‘)

20. This policy should be brought into immediate effect.

(‗effect‘ is a noun which means ‗result‘, whereas ‗affect‘ is a verb which

means ‗to have an influence or to act upon someone‘s emotions‘. The

latter is inappropriate here)

PRONOUNS

21. John is the actor whom everyone loves to talk about.

(The object form of the pronoun has to be used here, thus, ―whom‘, and not

‗who‘, is correct.)

22. When the portals to the new world were opened, we found that they

were too small to admit all of us.(‗they‘ should be used in stead of ‗it‘

because ‗portals‘ is plural.)

23. The two young men were surprised that neither was his father‘s sole

heir (Singular antecedents require singular pronouns and the

antecedent is ‗neither‘. Hence, the pronoun will be ‗his‘).

450

24. I have a student in m y class who is intelligent. (The word ‗this‘ is a

pronoun that is employed to refer to things. So, it requires an

antecedent. Thus the pronoun should be replaced by the article ‗a‘.)

25. Everyone cried until the play was over, and then they got up and left.

(even though ‗everyone‘ is singular, when the pronoun referring has to

be in the subjective or objective, it can be plural, for ‗he‘ is not

appropriate here.)

26. Ram, however, was the teammate that seemed the most emotionally

affected by the loss.

(‗which‘ is normally used with non-restrictive clauses, cannot be used

here. ‗that‘ is appropriate here, for the clause is restrictive.)

27. Older patients also have less muscle mass and more body fat than

younger patients, which increases their risk of cardiovascular disease.

(‗that‘ is inappropriate in this sentence, because ‗which‘ introduces a

non-restrictive clause.)

28. The professor appointed Raj, Krish, Deepak and me to the committee.

(The reflexive form of the pronoun cannot be used here. The objective

form is

the correct one.

29. Haemoglobin is derived from the entire population of red blood cells,

each with a lifespan of approximately 120 days.

(it will be ‗each‘ instead of ‗all‘, because it refers to a single cell.)

30. Still, dinosaurs‘ generally gigantic size and obvious reptilian affinities

heavily coloured conclusions about their biology.

451

(‗their‘ should be used instead of ‗its‘, for ―dinosaurs‖ is plural).

31. They aimed the insult at both her and others.

(‗her‘ should be used instead of ‗herself‘, because the objective case

rather than the reflexive one, is appropriate here)

32. Despite all the troubles between them, they really do love each other.

(it will be ‗each other‘ or ‗one another‘ not ‗each another‘)

33. Those of us who also worked in China, often in the same localities with

the same colleagues, can vouch for Satya‘s realistic descriptions of

what it is like to conduct research there.

(it will be ‗those of us‘, not ‗some of us‘.)

34. The league of extraordinary gentlemen has decided to lay down its

weapons for good.

(‗its‘ will be used instead of ‗their‘, for the pronoun is referring to a

singular antecedent, which is league.

35. Queens held a range of secular and religious titles, were property

owners with land, and wore a number of distinctive crowns that linked

them to the king and various deities.

(the objective case is more appropriate here, rather than the reflexive

one.)

452

SUBJECT – VERB AGREEMENT

36. is 37. are 38. is

39. sits 40. is 41. is

42. are 43. was 44. are

45. hopes 46. come 47. is

48. want 49. are 50. needs

51. looks 52. hopes 53. need

54. are 55. think

PARALLELISM:

56. An actor knows how to memorize his lines and get into character.

(coordinating conjunctions)

57. Tell me where you were, what you were doing, and why you were doing

it. (elements is a series)

58. Kranthi‘s daily exercises include running, swimming, and lifting

weights. (elements in a series)

453

59. To donate money to the old age home is to help people stay warm in

the winter. (elements joined by a linking verb)

60. Amith likes not only working outside but also getting dirty (elements

joined by a correlative conjunction).

61. We followed the path through the woods, over the mountains, and

across the stream. (elements in a series)

62. The artist was brilliant but reclusive. (coordinating conjunctions)

63. After the party, we wan to go to either a movie or the diner (elements

joined by a correlative conjunction)

64. She told Jagannath to take out the trash, to mow the lawn, and to

listen for the door bell. (elements in a series)

65. Mamatha studied for the test by reviewing her class notes and reading

her textbook. (coordinating conjunctions)

66. It is easier to tell the truth than to lie to people you like. (elements

being compared)

67. The witness described the suspect as short, dark skinned, and

bearded. (elements in a series)

68. The plan is creative but risky. (co-coordinating conjunctions)

69. Managing your resources well is being prepared for the future.

(elements joined by a linking verb)

70. Mira wanted to scare us by telling us a ghost story and by showing us

a horror serial. (co-coordinating conjunctions).

454

IDIOMS

71. No error, ‗Back seat driver‘, this idiom comes from the habit many

people have of giving too much advice ( unwanted advice) to the driver

of an automobile from the backseat, this idiom means ‗someone who

watches and criticizes‘

72. ‗Crosses to bear‘ is correct, it means something you must do even

though you do not like or want to do it.

73. ‗Give the devil his due‘ is the correct idiom, it means to admit it when

there is some good even in a person you dislike.

74. ‗The devil is in the detail‘ is correct, refers to a catch hidden in the

details

75. No error, ‗For two pins‘, refers to a very small quantity.

76. No error, ‗to have an eye for something ‗ means to be good at noticing a

particular type of thing.

77. No error, ‗Have an axe to grind‘ means to have an ulterior motive. A

visitor once asked Ben Franklin how his grindstone worked. Franklin

sharpened the person‘s axe for him when demonstrating; this is

probable what was intended in the first place.

78. ‗Chip on his shoulder‘ this idiom simply means to carry a grudge. It

dates back to the 19th century.

Fighters would put a chip on their shoulder and dare others to

knock it off.

455

79. ‗Rock the boat‘, is the correct idiom, it means to destabilize a situation

by making trouble.

80. ‗Under the gun‘ is the correct idiom, it means to be working under

tremendous pressure.

81. No error, ‗bit off more than I could chew‘, means to take on a

responsibility which is too large to manage.

82. No error, ‗go out on a limb‘, the idiom refers to taking a risk in order to

support something or someone. It could have originated from the risk

of climbing onto the limb of a tree.

83. No error, ‗‘paddle his own canoe‘, means to be independent and self-

reliant.

84. Incorrect, ‗To go the extra mile‘ is the correct idiom, means to make

more effort than is expected of you.

85. No error, ‗goes public – to go public‘ means to make something known

that was a secret before.

SET-VI

ONE WORD SUBSTITUTES:

1 a 2 a 3 c 4 a 5 c 6 a 7 b 8 c 9 b

10 a 11 a 12 c 13 c 14 d 15 a 16 d 17 a 18 a

456

19. his 20. his 21. me

22. I 23. we 24. I

25. I 26. us 27. they

28. Me 29. we 30. I

31. I 32. whom 33. whom

34. who 35. who 36. whom

37. our 38. yourselves

39. What I said or what I did upset everyone in the room. (Or) My words or

my actions upset everyone in the room.

40. The instructor advised me to use the rearview mirror often and (to)

observe the speed limit.

41. Good sense and thoughtfulness are to valuable assets (sense is a noun

that can‘t be parallel to thoughtful, adjective)

42. Original, imaginative and almost fantastic describe the techniques of

Khajuraho art.

43. The maid was supposed to feed the children, wash the clothes and dust

the living room.

44. Reading philosophical discourses, exercising in the park and solving

crossword puzzles occupy a great deal of my retirement time.

45. We enjoyed water skiing much more than swimming in the lake.

457

Matthew Arnold‘s Obermann Once More

(Ancient man selection)

‗The East bow‘d low before the blast

In patient, deep disdain;

She let the legions thunder past,

And plunged in thought again

Model for acquiring insights

The model makes the teachers understand the way a teacher has to train

oneself before uttering a word in the class.

Aspects and Uses of „It‟

Excerpts from C.Maxwell Churwards‟s “Structural uses of It”

ELT Selections 2 edited by W.R.Lee . London: OUP 110-117

1967(Reprinted 1970)

By the structural uses of the word ‗it‘ let us understand those uses in

which its function, or its principal function, is to contribute to the

structure of the sentence rather than to take the place of a noun.

Such uses are of at least three different kinds, which may be distinguished

and described as expletive, anticipative, and discriminative, respectively.

Examples:

458

(a) ‗It was raining.‘ Here the pronoun is expletive, merely filling a

vacancy. It serves as the formal but more or less meaningless

subject of a verb which would otherwise be without a subject

(dummy subject).

(b) ‗It was impossible to go.‘ Here the pronoun is anticipative. It

anticipates, or represents in advance, the infinitive to go. The

meaning is ‗To go was impossible‘ or ‗It, namely to go, was

impossible.‘ (To go is in apposition to it.)

(c) ‗It was Rama that helped me most.‘ Here the pronoun is

discriminative. It serves to give special prominence to the word

Rama and thereby to discriminate between Rama and others. It

was Rama– not Krishna, Gopal or Hari – that helped me most.

Practically the same meaning could have been conveyed by

saying ‗The one that helped me most was Rama‘ or (with

emphasis on the name) ‗Rama was the one that helped me most.‘

More about the Expletive Use of ‗It‘

2. When it is expletive, as in para. 2(a), we are usually thinking either of

atmospheric conditions, of time or distance, or of the general situation

(or some part or aspect of it). examples:

459

(a) Atmospheric conditions. ‗How dark it was at five o‘clock this

morning!‘ ‗I hope it will be fine tomorrow.‘ ‗It‘ll be hot this

afternoon.‘

(b) Time or distance. ‗It was past midnight when they arrived home.‘

‗It is three years since we met,‘ ‗It is just a month to Christmas.‘

‗It‘s a long way to Dublin.‘

(c) The general situation. ‗It can‘t be helped.‘ ‗As it happened they

had gone out for the day.‘ ‗If it hadn‘t been for you, I should have

been killed.‘ ‗It‘s my turn now.‘ ‗If it were not for the expense, I

would go with you.‘ And similarly in such expressions as ‗so it

seems‘ and ‗as it were.‘

The researcher would like to give a list of resources for the benefit of teachers The researcher requests the teachers to equip themselves acquire the

insights from these sources and present them after processing as per the

requirements.

faculty.mc3.edu/RDGREENW/precis/presentation.html -

www.thepaperexperts.com/essays_types.shtml -

www.bartonccc.edu/mees/home/english/compIIpacket/preciswriting.htm -

www.uta.fi/FAST/US1/REF/usgbdiff.html

en.wikipedia.org/wiki/American_and_British_English_differences

Keith Enevoldsen's Think Zone www.trussel.com/eding.htm -

460

http://faculty.washington.edu/dillon/PhonResources/vowels.htmlwww.phon

etics.ucla.edu/course/chapter1/vowels.html -

oregonstate.edu/dept/eli/buswrite/sample_memos.html

www.perfectyourenglish.com/exercises/comparison-exercise.htm -

www.snitchseeker.com/harry-potter-news/woman-breaks-deathly-hallows-

speed-reading-world-record-56999/ -

www.tezu.ernet.in/dcompsc/alumni_inputs/HRInterviewQuestions.doc -

www.taos.com/resumetips.html

John A. Kline, Speaking Effectively Maxwell AFB, Ala.: Air University

Press, 1989.