English Coursebook

54 Pages·2006·0.87 MB·English

Higher Secondary Course
Class XII
Part I
English Coursebook
Government of Kerala
Department of Education
State Council of Educational Research & Training (SCERT)
Vidyabhavan, Poojappura, Thriuvananthapuram-12, Kerala
2006
CONSTITUTION OF INDIA
Part IV A
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FUNDAMENTAL
DUTIES OF CITIZENS
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ARTICLE 51 A
Fundamental Duties- It shall be the duty of every citizen of India:
(a) to abide by the Constitution and respect its ideals and Institutions, the National
Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for
freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) To promote harmony and the spirt of common brotherhood amongst all the people
of India transcending religious, linguistic and regional or sectional diversities; to
renounce practice derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers,
wild life and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so
that the nation constantly rises to higher levels of endeavour and achievements.
Prepared by State Council of Educational Research and Training (SCERT)
Poojappura, Thiruvananthapuram - 695 012, Kerala.
Website www.scert.kerala.gov.in e-mail [email protected]
Typeset and design by SCERT Computer Lab
© Government of Kerala • Department of Education • 2006
Acknowledgement
Efforts have been made to obtain permission from copyright owners for reproducing the passages included
in this book. Due acknowledgements will be made as and when necessary permissions are obtained.
Director
PLEDGE
India is my country. All Indians are my brothers and sisters.
I love my country, and I am proud of its rich and varied heritage. I
shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect, and treat
everyone with courtesy.
To my country and my people, I pledge my devotion. In their well-
being and prosperity alone lies my happiness.
THE NATIONAL ANTHEM
Jana Gana Mana Adhinayaka Jaya He
Bharatha Bhagya Vidhata
Punjab Sindhu Gujarata Maratha
Dravida Utkala Banga
Vindhya Himachala Yamuna Ganga
Uchala Jaladhi Taranga
Tava Subha Name Jage
Tava Subha Ashisa Mage,
Gahe Tava Jaya Gatha
Jana Gana Mangala Dayaka Jaya He
Bharatha Bhagya Vidhata
Jaya He Jaya He Jaya He
Jaya Jaya Jaya Jaya He.
Foreword
The English Coursebook and its companion volume: the English
Practice Book developed by the SCERT Kerala for Standard XII mark
the culmination of the learner-centred, activity -based and process-
oriented curriculum introduced from Std II onwards.
The main objectives of this curriculum are construction of language
and development of language skills through increased opportunities
for communication and interaction in the classroom.
As a text designed for the terminal stage of school education, the
Coursebook refines and consolidates the language-developing and
knowledge-building measures initiated at the lower level. The basic
premise behind the text is that the learners will read the materials
provided, perform the various language learning activities (individually
and in groups) and become equipped to use English appropriately in
real life situations.
The Coursebook comprises five blocks which introduce the different
genres of literature, encourage aesthetic appreciation, familiarise
different types of writing like profile, letters, notices, newspaper reports,
review and literary appreciation and introduces translation and media
literacy too. The Coursebook forms part of a package that includes a
Practice Book that supplements the activities of the Coursebook and
Source book for teachers. These have been developed in a series of
workshops organised by the SCERT in which a team of teachers from
the Higher Secondary sector, Colleges and Universities participated.
Learning becomes an exciting and enjoyable experience through
interaction between learners, between learner and teacher, and
between learner and the learning materials. The present Coursebook
lends itself to the interactive learning process and enriches the learner's
language resources and sharpens his skills.
Creative criticism and suggestions for improvement are most welcome.
Thiruvananthapuram Dr E Valsala Kumar
24.05.2006 Director
SCERT Kerala
Contents
Block Peaks of Excellence
1
(cid:129) Oh! Public Performance...! 08
(cid:129) Let’s Respond to India’s Call 11
(cid:129) A Nice Citizen 19
(cid:129) Goldmine of Indian Health Traditions 23
Block Heights of Glory
2
(cid:129) Dreams of a Girl 31
(cid:129) An Irish Rose 35
(cid:129) Best Buys for Health 42
(cid:129) The World Renowned Nose 47
Block Wings of Fancy
3
(cid:129) The Open Window 56
(cid:129) The Patriot 63
(cid:129) The King who Limped 67
Block Frames of Culture
4
(cid:129) On Viewing the Television 82
(cid:129) Interview: Adoor Gopalakrishnan 86
(cid:129) The Making of a Film 92
(cid:129) Screenplay: Pather Panchali 94
(cid:129) Making of ‘The Kid’ 100
Block Rhythm of Life
5
(cid:129) Middle Age 107
(cid:129) The Lottery Ticket 111
(cid:129) The Dear Departed 119
Appendix 140
The heights by great men reached and kept
Were not attained by a sudden flight,
But they, while their companions slept,
Were toiling upward in the night.
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Peaks of Excellence
This Block is intended to help you use various forms of
communication, which you use in your day-to-day life.
A variety of related activities such as dialogue, speech,
group discussion, interview, debate, seminar and
writing reports and letters have been included to
achieve this objective.
This Unit comprises a short piece by Richard Wright,
containing autobiographical elements, a speech by
Dr APJ Abdul Kalam, with a powerful message to the
youth of India, a panel discussion on our rich health
tradition and a letter by Abraham Lincoln that evokes
independent thinking.
Higher Secondary [Std XII] • Coursebook - English
Discuss
• Have you ever faced an audience?
• Have you ever felt shy or embarassed in front of them?
• How did you feel when you were first called to give a short
speech to your class?
List out your experiences.
• Now read the extract given below.
• Make a list of the strange experiences of the boy in it.
Oh! Public Performance...!
Richard Wright
But I was still shy and half paralysed1 'Write your name,' the teacher said.
when in the presence of a crowd, and my
I lifted the white chalk to the blackboard
first day at the new school made me the
and, as I was about to write, my mind
laughing stock of the classroom. I was
went blank, empty; I could not remember
sent to the blackboard to write my name
my name, not even the first letter.
and address; I knew my name and
Somebody giggled2 and I stiffened3.
address, knew how to write it, knew how
'Just forget us and write your name and
to spell it; but standing at the blackboard
address,' the teacher prompted4. An
with the eyes of the many girls and boys
impulse5 to write would flash through
looking at my back made me freeze
me, but my hand would refuse to move.
inside and I was unable to write a single
letter.
1. paralysed : unable to move 2. giggled : laughed quietly and repeatedly 3. stiffened : became unable to move (being
terribly nervous) 4. prompted : helped to do something 5. impulse : a sudden wish to do something
8
The children began to titter6 and I Again I turned to the blackboard and
flushed7 hotly. lifted my hand to write, then I was blank
and void10 within. I tried frantically11 to
'Don't you know your name?' the teacher
collect my senses but I could remember
asked me.
nothing. A sense of the girls and boys
I looked at her and could not answer. The
behind me filled me to the exclusion of
teacher rose and walked to my side,
everything. I realised how utterly I was
smiling at me to give me confidence. She
failing and I grew weak and leaned my
placed her hand tenderly upon my
hot forehead against the cold blackboard.
shoulder.
The room burst into a loud and
'What's your name?' she asked. prolonged12 laugh and my muscles froze.
'Richard,' I whispered.
'You may go to your seat,' the teacher
'Richard what?' said.
'Richard Wright.' I sat and cursed myself. Why did I
always appear so dumb when I was
'Spell it.'
called to perform something in a crowd?
I spelled my name in a wild rush of
I knew how to write as well as any pupil
letters, trying desperately8 to redeem9 my
in the classroom, and no doubt I could
paralysing shyness.
read better than any of them, and I could
'Spell it slowly so that I can hear it,' she talk fluently and expressively when I
directed me. was sure of myself. Then why did strange
I did. faces make me freeze? I sat with my ears
and neck burning, hearing the pupils
'Now can you write?'
whisper about me, hating myself, hating
'Yes, ma'am.'
them.
'Then write it.'
6. titter : laugh quietly in a high voice 7. flushed : became red in the face 8. desperately : hopelessly 9. redeem : free
somebody from something 10. blank and void : empty or vacant 11. frantically : in an extremely worried and frightened way
12. prolonged : that continued for a long time
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Higher Secondary [Std XII] • Coursebook - English
About the Author
Richard Wright (1908-1960) was a Negro writer who gained immediate
fame with his first novel Native Son (1940). His other novels include The
Outsider (1945) and The Long Dream (1958). He wrote his autobiography,
Black Boy (1945) in the form of a novel. This work is considered important
for an understanding of the life of blacks in America. His other publications
include An American Hunger (1977), Black Power (1954), White Man,
Listen! (1957) and The God that Failed (1949).
Wright was born near Natchez Miss. After living with his relatives in
several places he moved to Chicago in 1927 and then to New York City
in 1937. His first published fiction was Uncle Tom's Children (1938), a
collection of four long stories. He lived in Paris from 1946 until his death.
Discuss
The boy’s feelings when he was sent to the blackboard.
(cid:122)
The reaction of his classmates.
(cid:122)
Do you appreciate the behaviour of the teacher?
(cid:122)
Can you identify the real problem of the boy?
(cid:122)
The boy hated himself and his friends. Explain the reason.
(cid:122)
Speech
Compare the experiences you listed earlier with the experiences of
the boy and prepare a short speech. Present it to your class.
10