English ReaderA Coursebook in English

STANDARD IX

(Third Language)

Maharashtra State Board of Secondary and Higher Secondary Education, Pune 4

© Maharashtra State Board of Secondary and Higher Secondary Education, Pune -411 004

All rights reserved

First Edition: 2012

No parts of this book may be reproduced or transmitted in any form or by any means, CD Rom/Audio Video Cassettes or electronic mechanical device including photocopying, recording or by any information storage and retrieval system, without permission in writing from the Secretary of the Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004As laid down by the Maharashtra State Board of Secondary and Higher Secondary Education, Pune, the committee of Editors prepared this book under the guidance of the Board of Studies.

The Board of Studies Dr. Pradhan Umesh D. (Convener)Members:Smt. Shailaja MulayMr. Chandrakant D. Mohod Mr. Shankar G. Kulkarni Mr. Bhalchandra S. KendheMr. Sahebrao I. DarekarMr. D. S. MistryMr. Shantaram M. Sonar Mr. Jnanesh P. Bawikar (Co-ordinator)

Publisher Shahaji Dhekane, Secretary, Maharashtra State Board of Secondary and Higher Secondary Education, Pune 411004Production and Distribution Maharashtra State Bureau of Text-book Production and Curriculum Research, Pune 411004.Liaison and Research officer Govardhan Sonawane

Production: Shri. Vivek Uttam Gosavi, ControllerShri. Sacchidanand Aphle, Chief Production OfficerShri. Rajendra Chinderkar, Production Officer Shri. Rajendra Pandloskar, Production Assistant Paper: 70 gsm creamwoveTypesetter: Baladev computers, Dadar, Mumbai-28

Printer:

Print Order:

Writers/ Editors

Shri. Dipak P. Damodare

Shri. Sahebrao B. Mahajan

Shri. Paul G. Bhingardive

Smt. Vishakha B. Jitkar

Smt. Shraddha Walimbe Artist: Shri Ghanashyam Deshmukh

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The Constitution of India

Preamble

WE, THE PEOPLE OF INDIA, havingsolemnly resolved to constitute India intoa SOVEREIGN SOCIALIST SECULARDEMOCRATIC REPUBLIC and to secureto all its citizens :

JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief,faith and worship :

EQUALITY of status and of opportunity;and to promote among them all :

FRATERNITY assuring the dignity of theindividual and the unity and integrity ofthe Nation ;

IN OUR CONSTITUENT ASSEMBLY thistwenty-sixth day of November, 1949, doHEREBY ADOPT, ENACT AND GIVE TOOURSELVES THIS CONSTITUTION.

Acknowledgments

The Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 4 has approched the following for their permission to reproduce copyright material. Their permission is awaited. Efforts are being made to obtain permission. Acknowledgements will be made in subsequent reprint.

1. Reader’s Digest, Mumbai for ‘Laughter : Lighter side of life’

2. Sadhana Publication Pune for ‘Action, a way of worship’

3. National Book Trust of India, New Delhi for ‘The tiger and the dried persimmons’

4. Bombay Natural History Society, Mumbai for ‘Meeting an Elephant’

5. The editor, ELLE magazine Mumbai for ‘She’s Gunning for More!’

6. Macmillan India, Chennai for ‘My Dog’

7. Westland Ltd. Chennai for ‘Hariya’

8. Penguin Books of India New Delhi - 110007 for ‘Honesty Comes from the Heart’

The new curriculum of English at the Secondary level was developed as per the decision of the Government of Maharashtra. While reframing the syllabus, efforts were made to study

and compare the syllabi of English with CBSE, ICSE and some of the State Boards in India. The views of the teachers in the field were also considered to know the needs of the students.

This resulted into making of the syllabus turning out to be at par with the National standards. The coursebook is based on the recommendations of National Curriculum Framework (NCF) 2005 and State Curriculum Framework 2010.The recommendations and the expectations as envisaged in the above documents are considered to the fullest extent. The reason why the revised coursebook looks different is mainly due to the approach that it has adopted. It’s a pleasure to have a look at the new edition of English Reader, which is going to be introduced from June 2012.

The new coursebook intends to make the learners better users of English. The lessons are presented in theme based units which consist of interesting reading passages and poems. Language learning opportunities are created through variety of activities. The activities would keep the learners occupied to help them develop better understanding of English. It is strongly believed that the coursebook would help the students in Maharashtra to become better users of English. The teachers need to know clearly about the changes and rationale behind it. Habits die very hard, but it is the need of the time that the teachers accept the challenges of the modern days. The e-book following the coursebook would help the learner enjoy the text without any stress. The students, parents and the teachers should make use of it to become the effective learners of English. The matter presented and the methodology used throughout the coursebook is full of interactive mode, where pair and group work is going to be of utmost help. The illustrations used would make teaching and learning of English enjoyable. The teachers, students and all the stakeholders would definitely welcome the coursebook and follow to the utmost level of progress.

The Board is thankful to the Convener and the members of the Board of Studies in English, the writers/editors of the coursebook and the co-ordinator for their innovative work completed with meticulous efforts. The Board thanks Miss Havovi Kolsawala of British Council, Mumbai for arranging the visit of the British expert Prof. Mike Scholey for giving the initial thoughts for developing the coursebook. The Board is also grateful to Dr. Kirti Kapoor of Dept. of Languages, N.C. E. R. T. New Delhi, Dr. Z. N. Patil of E. F. L. University, Hyderabad, Dr. Bajarang Korde Dept. of English, University of Pune, and expert teachers teaching English at the Secondary and Higher Secondary level for their detailed scrutiny and review of the manuscript of the coursebook. Their careful reading and criticism has been of great help in making the coursebook flawless.

The Board is also thankful to Shri Deshmukh, the artist for impressive illustrations. Thanks are due to the Maharashtra State Bureau of Textbook Production and Curriculum Research for timely production of this book in an excellent form.

(Sarjerao Jadhav)Chairman,

Maharashtra State Board of Secondary & Higher Secondary Education, Pune 4

FOREWORD

Pune

Date : 24-04-2012

Objectives : The major objective of teaching English at the Secondary level is to consolidate and extend the language abilities already acquired. In the course of two years, students are expected to develop a broad-based conceptual understanding (cognition) of the idiom of English and to learn to make effective use of English in real life contexts (application).The syllabus at this stage envisages the following general objectives of teaching and learning English as a second or third language.

To enable the student to

1. learn to use English appropriately.

2. understand spoken English, used in and outside the school.

3. speak with confidence using appropriate vocabulary, grammatical forms and acceptable pronunciation.

4. comprehend written texts in English (both textual and non-textual).

5. write in simple and acceptable and reasonably correct English.

6. acquire the necessary communication skills required for their day to day social interaction.

7. cultivate a broad, human and cultural outlook.

8. facilitate self-learning.

INTRODUCTIONThe new edition of ‘English Reader’ is new in various aspects. The teachers, parents, students and

the other stakeholders of the Coursebook need to know about the novelty of the course as well as the philosophy behind having such a change. The change is not just in the presentation of content and exercises but in the ‘treatment’ given to the content, the exercises framed and the overall approach towards teaching and learning of English at this level. Of course at the back drop are the efforts done at the Primary level. The changes need to continue at the Secondary level with the gradual development.

The new coursebook is based on the revised syllabus. While continuing with the changes introduced in the earlier editions of the coursebook the revised edition introduces new things at the various levels. Each unit consists of three reading passages. A poem is followed by a literary piece and a formal write up. Efforts are made to give learning experience of variety of uses of English that the students are most likely to need in their everyday life. The topical design of the units is continued.

To understand the coursebook in a better way look at the syllabus of English (Std. IX Third Language).

Listening skill

To enable the student to1. enjoy and appreciate various types of poems read aloud.

2. understand meanings of words, phrases and sentences in context.

3. guess meanings of new words and phrases.

4. understand statements,questions, commands, requests and other such sentences.

5. understand and respond appropriately to directive language, e.g. instructions, advice, requests and warnings.

6. maintain his/her attention for a reasonable length of time.

7. listen for a global understanding so as to be able to give main points.

8. Follow simple narrative, descriptive and other such prose texts read aloud, so as to answer questions set on them.

9. enjoy and appreciate stories, short plays and short narrations read out in the class.

10. take dictation keeping pace with the speed of the speaker.

11. understand and interpret spontaneous spoken discourse in familiar social situations.

12. listen with understanding news, commentaries, short speeches and such other programmes on Radio/TV/tapes/CDs, etc.

13. listen with understanding to telephonic conversation.

14. understand nuances conveyed through stress and intonation.

15. infer a speaker’s attitude/intention and the message given in his speech.

Speaking skill

To enable the student to

1. enjoy reciting poems with appropriate rhythm.

2. make meaningful use of words, phrases and sentences in context.

3. use a variety of words and phrases in different contexts.

4. learn to speak fluently and intelligibly on a given topic for a reasonable period of time.

5. answer orally the questions set on narrative and descriptive passages.

6. produce simple statements, questions, commands and requests.

7. converse appropriately in formal and informal contexts.

8. express his/her ideas coherently and logically.

9. narrate events, stories and experiences in brief.

10. describe state and process that he/she observes.

11. participate in discussions, debates and conversations.

12. use variety of expressions for complimenting, requesting, apologizing, etc.

Look at the skill wise specific objectives

Reading skill

To enable the student to

1. read aloud effectively with correct pronunciation, stress and intonation.

2. read aloud with appropriate pace and pauses showing awareness of punctuation.

3. read aloud poems with appropriate rhythm.

4. read silently with reasonable speed, depending on the type of text.

5. read silently textual and non-textual material for overall/global understanding (skimming), for finding specific information (scanning), for detailed understanding (intensive).

6. guess/predict appropriately while reading.

7. deduce the meaning of words, phrases with the help of context.

8. read informative material such as notices, advertisements, road signs and news headlines.

9. learn to chunk or group sentences into appropriate sense groups/grammatical groups.

10. learn to use a dictionary and such other reference material.

11. read to understand themes, ideas, emotions, expressed in the text and to respond appropriately.

12. understand logical sequence of sentences in the text.

13. read for pleasure extensively the texts within the range of his/her imagination.

Writing skill

To enable the student to1. master the mechanics of writing including the use of punctuation marks, capital letters and spellings.2. write correctly, neatly and legibly with a reasonable speed.3. write grammatically acceptable and situationally appropriate forms of English.4. write answers to questions on textual/non-textual reading material.5. frame statements, questions, commands and requests for their appropriate use in different contexts.6. develop a paragraph on a given theme considering coherence, logical sequence and connective

devices.7. write formal and informal letters with the help of given points.8. develop a story with the help of given outline/points.9. write short imaginary write-ups e. g. personal essays, compositions with the help of guidelines.10. write short reports based on interviews, events and talks.11. write a short conversation with the help of given guidelines.12. transfer the information from nonverbal to verbal forms such as from tables, charts and maps to write-ups.13. fill in a variety of forms in given formats such as admission form and bio-data form.

Features of the CoursebookA4 size of the book: The book is now in easy to handle size. Big font and illustrations are possible because of the size of the book. The size makes it different from the traditional sort of a textbook.

4 colours: The coursebook is made colourful so as to create interest and make the book a fun for the students to handle. Coloured presentation gives an impression of a magazine, a story book rather than a typical textbook.

Coverpage and the backpage: The attractive and meaningful coverpage explains the themes included in the coursebook. The backpage throws light on the techniques and the methodology that the teacher is expected to follow in a classroom. Coverpages are meaningful and not just a colourfully decorated piece.

Unit map: Summary of the unit which informs about the source of the material, values involved in the text, skill focused through different activities, language support (grammar items covered),writing skill involved in the activities, communication skill activities and the activities that can develop thinking skill of the students. The map clearly indicates the focus and the teachers can plan accordingly. The letter ‘A’ stands for activities and the number indicates its serial number within the text.

Web-sites and use of internet: In the days of fast growing technology using it for learning would be truly beneficial. Therefore, at several places web addresses or URL are given so that the students may apply their reference skill and collect required additional information. Project work can be done with the help of information collected through internet. Activities are designed to take the students beyond the textbook to the real world outside the classroom.

Unique presentation: The units and the lessons are presented differently. Each box contains different activity and not just a set of typical wh- questions which develops a fear of testing all the while. Children enjoy getting involved in activities and it would make their learning informal and constructive in the true sense. The activities are deliberately not sequentially arranged with a definite purpose. More lengthy lessons are presented in parts for easy handling by the teachers and the learners. Words included in the glossary are underlined in the text. Glossary is given a different treatment for the quick reference.

Less number of lessons, more activities: The number of lessons are reduced. There are more activities instead. There would be more effective learning if there is more interaction.

Minimising the gap between L1 and L3: In Maharashtra students learn English as a compulsory subject right from Std. I. It is learnt at two levels: as a first language or second/third language. When they enter in Std. XI they learn it as a uni-level subject. The coursebook has done deliberate efforts to minimize the gap in these two courses.

Integrated approach: The learning experiences provided through different lessons touch different subjects. There is interlinking of Arts, History, Geography, Science, etc. for English to be used for learning them. One of the reasons, here, is to learn how to learn.

Going beyond the text: Efforts are made to take the learners beyond the textual experiences. Web-sites and libraries help the students to develop reference skills.

Full of meaningful and purposeful illustrations: The book is full of images, pictures, photographs, etc. These are not just for the decorative purpose but are purposeful and meaningful. There are activities based on them and they intend to boost up language interaction.

Environment Education: The topics of environment are infused throughout the Coursebook in a unique manner. Learning about environment through English would be an enjoyable experience. Efforts are made not only to create awareness but activate the learners.

Grammar: 1 Enquiry based approach to learning of Grammar

2. Self learning attitude by answering questions

3. Innovative exercises in testing grammatical ability

4. Examples from the real life to understand the real use of grammar

5. Thought provoking questions to generate enquiry based learning

6. Grammar is more functional and communicative

7. Starting with the context of the passage, grammar learning moves towards more free context.

Hallo Teachers,Understand your changed role. You are not just the teacher of English but far more than that. You are not expected to be just a provider of knowledge. The multiple role of a teacher helps the students learn easily and acquire the skills of language. The Coursebook expects you to know your own role.

Planner: Since the Coursebook contains lot of activities you will have to plan for many things. For example, time management, requirements for conducting the activities, planning for the lessons, seating arrangement of the students, classroom activities and testing.

Guide: You act as a guide when you help the learner by giving hints or tips. Providing readymade solutions and answers will discourage learning.

Learner: Unless you learn you cannot teach. If you stop learning you stop teaching. Learn new things so that the learners will get something fresh and different.

Creator: Learners always want something new and something different from their day to day experiences and observations. You are expected to give scope for imagination and creation so that the change can take place around us.

Facilitator: When you easify and simplify the content by providing clues, using aids, putting the matter in a simple manner you act as a facilitator. Remember not to be the hindrance in the process of learning.

Diagnostician: You should be in position to diagnose the problems with the students, find where they go wrong and plan your strategy so that the learners will develop their language abilities and skills.

Artist and Dramatist: Your little bit skill of drawing would help in making the learning task interesting and effective. Learning is expected to be an enjoyable act and bit of dramatization would help learn in a better way.

Administrator: Be the administrator for conducting the activities. The effective administration will help to realize our objectives effectively.

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Hallo students,Active participant: You should be no more just passive learners but actively take part in the activities in the class. In a classroom you have to be involved and interactive.

Listener: You have to be active listener and not just passive listeners. Give training to ears. Develop a proper sense of listening. If you are a better listener you can be a better speaker, reader and writer.

Speaker: You have to be effective user of English. The Coursebook provides opportunities for you to speak with your classmates and your teachers.

Writer: You should be a good writer of English. Variety of exercises will prepare you for the real life. Accept the challenges and be a good and effective writer.

Planner: You have to plan your studies and prepare for the variety of tests. Plan how you are going to solve your exercises. More you plan more successful you can be in your activities.

Creator: You have many ideas that are creative. Your imagination and creation can only bring about a change around us, otherwise we will be continuing with the traditional aspect.

Dreamer: Imagine about your future. Plan and prepare to reach your goal. Find your dreams from the Coursebook.

Your Classroom!

Classroom Interactions

learner

learner

learner

learners

learner

teacher

learner

material

22

INSIDE

1.1One Inch Tall- Shel Silverstein

3

1.3 The Tiger and the Dried Persimmons - Korean folk tale 9

2.1 A World of Machines -David Ronald Bruce Pekrul 15

2.3 What is the Internet?

Unit Two: Science and Technology

3.1 Growth of a Tree - Meish Goldish

29

3.3 Meeting an Elephant 38

3.2 Why the Evergreen Trees Never Lose Their Leaves- Florence Holbrook 31

2.2 Yummy, but Harmful - Dinsha Sachan 18

1.2 Laughter: the Lighter Way of Life 5

Unit Three: Environment

Unit One: Humour

Unit Four: People

4.1 A Teacher for all Seasons

-F Joanna45

4.3 Breathtaking Feat - Sudhesh Malhotra 55

4.2 The Sadhu of Modern India - Dr Taher Kagalwala 48

Unit Five: Sports and Adventure

63 745.3 Eternal Glories:

Kite Flying -internet

5.1 Playgrounds - Berley Doherty

5.2 She’s Gunning for More! -Vivek Kamath 67

Unit Six: Birds and Animals

92856.1 My Dog - E. Lewis

6.3 Birds Need Our Support- Prabhakar Kukdolkar

6.2 Hariya- Purani Pinakin L. 88

Unit Seven: Human Values

7.1 The Gift - Rabindranath Tagore

7.2 Honesty Comes from the Heart

- Sudha Murthy

Unit Eight: Maharashtra

Rapid Reading

1. The ThiefCompiled by Lewis Rawson

3. The PhotographRuskin Bond

997.3 Action, a Way of Worship - Prof. G. P. Pradhan 109

102

8.3 Melghat Sanctuary -a leaflet 125

135

8.2 Picknicking in the Hills

- Preety Modi 120

4. Lady Luck and the Beggar 141

1322. The Hare in the MoonRetold by Ganga Somany

138

8.1 My Farmer Father - Jasmine N. Swantz 117