Higher Secondary Course ENGLISH CLASS - XI
Higher Secondary CourseENGLISHCLASS - XIGovernment of KeralaDEPARTMENT OF EDUCATIONState Council of Educational Research and Training(SCERT), Kerala2016
THE NATIONAL ANTHEMJana-gana-mana adhinayaka jaya ngaUchchala-Jaladhi-tarangaTava subha name jage,Tava subha asisa mage,Gahe tava jaya gathaJana-gana-mangala-dayaka jaya heBharatha-bhagya-vidhataJaya he, jaya he, jaya he,Jaya jaya jaya, jaya he!PLEDGEIndia is my country. All Indians are my brothers andsisters.I love my country, and I am proud of its rich and variedheritage. 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 myhappiness.Prepared by :State Council of Educational Research and Training (SCERT)Poojappura, Thiruvananthapuram 695012, KeralaWebsite : www.scertkerala.gov.in e-mail : scertkerala@gmail.comPhone : 0471 - 2341883, Fax : 0471 - 2341869Typesetting and Layout : SCERT Department of Education, Government of KeralaTo be printed in quality paper - 80gsm map litho (snow-white)
FOREWORDThe objectives of teaching and learning English at the secondaryschool level have undergone radical changes. A paradigm shift inapproach has given equal emphasis to the development of literaryand communicative competence. Hence, the learners are to beprovided with ample opportunity for the constructive use and furtherenrichment of language and literary skills.The English Reader for Class XI has been developed on the basis ofthe Revised Curriculum introduced in the state of Kerala. ThisTextbook is activity-based, process-oriented and learner-centred. Itis aimed at realizing and refining the language potential developed inthe lower classes.The basic premise of the Textbook is that the learners will read thematerials provided, perform various language-learning activitiesindividually and in groups and become well-equipped to use Englishmost effectively in real life situations. To this end, the Textbook hasbeen divided into six units, each of which explores a common themeand provides space for the desired outcome.The individual literary pieces included in this Textbook have beenselected judiciously to engage the imagination of the secondary schoolstudents and to enrich their aesthetic appreciation. Attempts havealso been made to establish a link between the learning expectationsand the learning outcomes.The Textbook has been developed in a series of workshops organizedby the SCERT in which a team of teachers from various HigherSecondary Schools, Colleges and Universities was involved. We extendour gratitude to them for their creative contribution and whole-heartedsupport.Constructive criticism and creative suggestions regarding this bookare most welcome.Dr P. A. FathimaDirectorSCERT, Kerala
Textbook Development TeamMembersDr Bindu S. V.HSST (English), JPHSS, Ottasekharamangalam, Thiruvananthapuram.Smt. Beena Sebastian K.HSST (English), St. Joseph’s Girls' HSS, Changanasserry.Sri. Mohammed Shiyas M. V.HSST (English), GHSS, Beypore, Kozhikode.Smt. Jyolsna P. K.HSST (English), Sree Ramakrishna Mission HSS, Kozhikode.Sri. Rakesh R.HSST (English), SRKGVM HSS, Puranattukara, Thrissur.Sri. Vasanthakumaran Nair K.HSST (English), Govt. Girls HSS, Cotton Hill, Thiruvananthapuram.Sri. Bitter C.HSST, Govt. HSS for Girls, Nedumangad, Thiruvananthapuram.Sri. Anand Kumar S.HSST (English), Govt. Model HSS, Varkala, Thiruvananthapuram.Sri. SatheeshHSST (English), HSS Chempazhanthi, Thiruvananthapuram.Sri. Haridasan N. K.Art Teacher, GHSS, Azhiyoor, Kozhikode.ExpertsDr K. Reghunathan PillaiProfessor of English (Rtd.), University College, Thiruvananthapuram.Dr Thomas KuruvillaPrincipal, Govt. Victoria College, Palakkad.Dr Beena GopinathPrincipal (Rtd.), Govt. College, Attingal.Dr D. Radharamanan PillaiProfessor of English (Rtd.), NSS College, Nilamel.Prof. S. Bindu SasibhooshanProfessor of English (Rtd.), University College, Thiruvananthapuram.Academic CoordinatorDr S. Raveendran NairHead, Department of Curriculum, SCERT, Kerala
CONTENTSUNIT 1rrrrGLIMPSESGREATNESSOFPages 07 - 37His First FlightI will FlyQuest for a Theory of Everything If (Poem)-UNIT 2WORDSANDDEEDSr And then Gandhi Camer The Price of Flowersr Death the Leveller (Poem)UNIT 3BEYONDTHEHORIZONr Sunrise on the Hills (Poem)r The Trip of Le Horlar The Sacred Turtles of KadavuUNIT 4BRAVINGTHEHAZARDSLiam O’FlahertyDr A. P. J. Abdul KalamKitty Gail FergusonRudyard KiplingPages 38 - 71- Jawaharlal Nehru- Prabhat KumarMukhopadhyay- James ShirleyPages 72 - 100- H. W. Longfellow- Guy de Maupassant(A Fijian Legend)Pages 101 - 129r Disasters and DisasterManagement in India- Anjana Majumdarr The Serang of Ranaganjir The Wreck of the Titanic (Poem)- Dr A. J. Cronin- Benjamin Peck KeithUNIT 5HARMONYOFLIFEr Gooseberriesr To Sleep (Poem)r Going out for a WalkUNIT 6LEAPSANDr The Cyberspacer Is Society Dead?r Conceptual FruitBOUNDSPages 130 - 161- Anton Chekhov- William Wordsworth- Max BeerbohmPages 162 - 182- Esther Dyson- Andrew Sullivan- Thaisa Frank
Unit1‘Success is not final, failure is not fatal: it is the courage tocontinue that counts.’- Winston ChurchillAbout the UnitSuccess is undoubtedly the fruit of perseverance. The greatachievements of others can inspire us, and we, in turn, can bean inspiration to many. The first unit of this textbook ‘Glimpsesof Greatness’ highlights the personality traits of some greatpeople. It throws light on the qualities that are to be developedso as to become successful in life.This unit includes an anecdote from the life of Abraham Lincoln-- ‘Abe’s First Speech,’ a story by Liam O’ Flaherty -- ‘His FirstFlight,’ a speech by Dr A. P. J. Abdul Kalam -- ‘I will Fly,’ a profileof Stephen Hawking -- ‘Quest for a Theory of Everything’ and apoem by Rudyard Kipling -- ‘If’. It aims at equipping the learnersto face the challenges of life with courage, confidence andperseverance, and to become unique in their own ways. Whiledoing so, they must uphold the values of life. The unit also aimsat building confidence in learners to use English effectively andto help them acquire a strong linguistic foundation that willimprove their application of the language in other contexts.
Textbook for Class XI - ENGLISHLet’s begin1. ‘Some are born great; some achieve greatness; some have greatnessthrust upon them.’ -- William Shakespeare (Twelfth Night).Is greatness an innate trait? Is it acquired by the successful orthrust upon them? Discuss.2. What qualities make people great? Discuss with your friends andwrite them in the boxes below.Hard workGreatnessPerseverance3. We strive to reach heights, achieve greatness and be successfulin life. But at times, it seems difficult.Now, look at the picture given below.mWhat thoughts and feelings does it evoke in you?mGive a suitable caption to the picture.mHave you had any similar experience? If so, share it with yourfriends.8
Unit - 1 GLIMPSES OF GREATNESS4. Read and discuss:r Abraham Lincoln is one of the greatest of American statesmen. He isknown for his celebrated speeches. Here is the story of his first speechas a little boy.ABE’S FIRST SPEECH‘Abe’ made his first speech when he was a boy, going barefoot, histrousers held up by one suspender, and his shock of hair stickingthrough a hole in the crown of his cheap straw hat.Abe, in company with his rail-splitting* companion Dennis Hanks,attended a political meeting, which was addressed by a typical stumpspeaker**-- one of those loud-voiced fellows, who shouted at the topof his voice and waved his arms wildly.At the conclusion of the speech,which did not meet the views eitherof Abe or Dennis, the latter declaredthat Abe could make a better speechthan that. Whereupon, he got a drygoods box and called on Abe to replyto the campaign orator.Little Abe threw his old straw hat onthe ground, and, mounting the drygoods box, delivered a speech whichheld the attention of the crowd, andwon him considerable applause. Even the campaign orator admittedthat it was a fine speech and answered every point in his own ‘oration’.Dennis Hanks, who thought Abe was the greatest man who everlived, was delighted, and he often spoke of how young Abe got thebetter of the trained campaign speaker.(From ‘Abe Lincoln’s Anecdotes and Stories’ by R. D. Wordsworth.)Think and respond:m What made little Abe stand on the dry goods box and deliver thespeech?m Do you think good dress, appearance, position in society, etc.,are needed to present yourself before the public for a speech?m What is the role of Dennis in bringing out the best in young Abe?r Do you think that everybody has some potential in them? Somepeople take the initiative, while others do not dare to showcasetheir talents. What do you think are the reasons for this? Writedown your views.m Lack of opportunitymLack of confidencem***mLincoln has often been portrayed as a ‘rail-splitter,’ wielding a heavy axe and splittinglogs to make rail fences.A stump speech was a speech addressed to the general public during a political orsocial campaign, where political candidates stood upon tree stumps to deliver a speech--- the custom in 19th century America.9
Textbook for Class XI - ENGLISHI. Read and reflect:Let’s read the story of a young seagull that was afraid to make itsfirst flight, and how its parents goaded it into action and therebyequipped it to face the challenges of life.HIS FIRST FLIGHTLiam O’FlahertyThe young seagull wasalone on his ledge. Histwo brothers and hissister had already flownaway the day before. Hehad been Why was the young seagullafraid to flyafraid to fly?with them.Somehow, when he hadtaken a little runforward to the brink of the ledge and attempted to flap hiswings, he became afraid. The great expanse of seastretched down beneath, and it was such a long way down— miles down. He felt certain that his wings would neversupport him; so he bent his head and ran away back tothe little hole under the ledge where he slept at night.Even when each of his brothers and his little sister, whosewings were far shorter than his own, ran to the brink,flapped their wings, and flew away, he failed to muster upcourage to take that plunge which appeared What did the parents do toto him so desperate. His father and mothermotivate the young birdwhen it failed to muster uphad come around calling to him shrilly,enough courage to fly?scolding him, threatening to let him starve onhis ledge, unless he flew away. But for the life of him, hecould not move.That was twenty-four hours ago. Since then, nobody hadcome near him. The day before, all day long, How did the parentssupport and encourage thehe had watched his parents flying about withyoung seagull’s brothershis brothers and sister, perfecting them in theand sister?art of flight, teaching them how to skim thewaves and how to dive for fish. He had, in fact, seen hisolder brother catch his first herring and devour it,standing on a rock, while his parents circled aroundraising a proud cackle. And all the morning, the whole10
Unit - 1 GLIMPSES OF GREATNESSfamily had walked about on the big plateau midway downthe opposite cliff, laughing at his cowardice.The sun was now ascending the sky, blazing warmly onhis ledge that faced the south. He felt the heat becausehe had not eaten since the previous nightfall. Then, hehad found a dried piece of mackerel’s tail atthe far end of his ledge. Now, there was not a Cite an instance whichshows the patheticsingle scrap of food left. He had searched everycondition of the younginch, rooting among the rough, dirt-cakedbird.straw nest where he and his brothers andsister had been hatched. He even gnawed at the driedpieces of eggshell. It was like eating a part of himself.He then trotted back and forth from one end of the ledgeto the other, his long gray legs stepping daintily, trying tofind some means of reaching his parents without havingto fly. But on each side of him, the ledge ended in a sheerfall of precipice, with the sea beneath. And How did the bird try toreach its parents withoutbetween him and his parents, there was ahaving to fly?deep, wide crack.Surely he could reach them without flying if he couldonly move northwards along the cliff face? But then, onwhat could he walk? There was no ledge, andhe was not a fly. And above him, he could see Why could the seagull notnothing. The precipice was sheer, and the topsucceed in its attempt?of it was, perhaps, farther away than the seabeneath him.He stepped slowly out to the brink of the ledge, and,standing on one leg with the other leg hidden under hiswing, he closed one eye, then the other, and pretended tobe falling asleep. Still, they took no notice of him. He sawhis two brothers and his sister lying on the plateau dozing,with their heads sunk into their necks. His father waspreening the feathers on his white back. Only his motherwas looking at him.She was standing on a little high hump on the plateau,her white breast thrust forward. Now and again, she toreat a piece of fish that lay at her feet, and then scrapedeach side of her beak on the rock. The sight of Do you think that the youngthe food maddened him. How he loved to tearseagull’s parents werecruel?food that way, scraping his beak now and again11
Textbook for Class XI - ENGLISHto whet it! He uttered a low cackle. His mother cackledtoo, and looked at him.‘Ga, ga, ga,’ he cried, begging her to bring him Can you justify the attitudeof the parents?over some food. ‘Gawl-ool-ah,’ she screamed Your parents sometimesback mockingly. But he kept calling plaintively,behave in the sameand after a minute or so, he uttered a joyfulmanner. They may seemscream. His mother had picked up a piece ofcruel and unrelenting.Does it mean that they dofish and was flying across to him with it. Henot love you?leaned out eagerly, tapping the rock with hisfeet, trying to get nearer to her as she flew across. Butwhen she was just opposite to him, abreast of the ledge,she halted, her legs hanging limp, her wings motionless,the piece of fish in her beak almost within reach of hisbeak.He waited a moment in surprise, wondering What prompted the youngseagull to fly finally?why she did not come nearer, and thenmaddened by hunger, he dived at the fish. With a loudscream, he fell outwards and downwards into space. Hismother had swooped upwards. As he passed beneath her,he heard the swish of her wings.Then a monstrous terror seized him and his heart stoodstill. He could hear nothing. But it only lasted a moment.The next moment, he felt his wings spread Why was the young birdoutwards. The wind rushed against his breastterrified? How did itovercome its fear?feathers, then under his stomach and againsthis wings. He could feel the tips of his wings cuttingthrough the air. He was not falling headlong now. He wassoaring gradually, downwards and outwards. He was nolonger afraid. He just felt a bit dizzy. Then, he flapped hiswings once and he soared upwards.He uttered a joyous scream and flapped them again. Hesoared higher. He raised his breast and banked How did the family supportthe seagull?against the wind. ‘Ga, ga, ga. Ga, ga, ga.’ ‘Gawlool-ah.’ His mother swooped past him, herwings making a loud noise. He answered her with anotherscream. Then, his father flew over him screaming. Then,he saw his two brothers and sister flying around him,soaring and diving.Then, he completely forgot that he had not always beenable to fly, and commenced to dive and soar, shriekingshrilly.12
Unit - 1 GLIMPSES OF GREATNESSHe was near the sea now, flying straight over it, facingout over the ocean. He saw a vast green sea beneath him,with little ridges moving over it; he turned his Why couldn’t the youngseagull stand on the greenbeak sideways and crowed amusedly. Hissea?parents and his brothers and sister had landedon this green floor in front of him. They were beckoning tohim, calling shrilly. He dropped his legs to stand on thegreen sea. His legs sank into it. He screamed with frightand attempted to rise again, flapping his Do you think that the bird’sparents loved him? Why?wings. But he was tired and weak with hungerand he could not rise, exhausted by the strangeexercise. His feet sank into the green sea, and then hisbelly touched it and he sank no farther.He was floating on it. And around him, his family wasscreaming, praising him, and their beaks were offeringhim scraps of dog-fish.He had made his first flight.Your teacher will help you watch thevisualisation of the story.Glossary:About the Authorledge (n)Liam O’Flaherty (18961984) was an Irish novelistand a short-story writer.His works are noted fortheir psychological insightinto life’s problems and theways of overcoming them.His First Flight relates the importanceof independence and self-confidence,as well as the need to remain involvedin family life. Through the story of thebirds, the writer conveys the importanceof self-esteem and self-reliance.: a narrow horizontalprojection from a verticalsurfacemuster up (v): gatherskim (v): glidetrot (v): run at a moderate paceprecipice (n): very steep rock face/cliffpreen (v): cleanwhet (v): sharpenplaintively (adv) : sadlymonstrous (adj) : frighteningActivity I (Read and respond)m What is the theme of the story?m What do you think is the real crisis faced by the young bird?m What is your impression of the reaction of the parents in thestory?13
Textbook for Class XI - ENGLISHmIdentify the words or expressions used in the story to expressthoughts, attitudes, movements, sounds, emotions, appearance,descriptions of the birds/ places, etc.e.g. description of the young seagull's legs as ‘long gray,’ the ledge as‘a sheer fall of precipice,’ its walk as ‘trotted back and forth,’ etc.mDo you think such expressions make the narrative more effectiveand engage your interest and attention?mWhat is the message of the story?Activity II (Review)r Based on the discussion, prepare a review of the story.Activity III (Tree diagram)r Read the story once again. Identify the factors that preventedthe seagull from flying and those that favoured his flight. Now,complete the tree diagram.Seagull’s lifefailurefearsuccessneedActivity IV (Think and respond)m Do you believe that you also can fly high in your life?m What sort of support do you expect from your family?m Can their support alone help you in fulfilling your ambition?m What do you think are the requirements to attain success in life?Write them below:14mmmmmm
Unit - 1 GLIMPSES OF GREATNESSII. Read and reflect:Let’s examine what Dr A. P. J. Abdul Kalam has to tell us aboutbeing successful and unique.I WILL FLYDr A. P. J. Abdul KalamDear friends,When I wish upon a star,Makes no difference who I am.Anything my heart desiresWill come to me.I realize how the contributions of the youth in the pasthave continuously contributed to the world of today inmany fields. I would like to assert that no youth todayneeds to fear about the future. Why? The Why does Dr. Kalam sayignited mind of the youth is the most powerful that ‘No youth needs to fearabout the future’?resource on the earth, under the earth, andabove the earth. Dear young friends, I would like to talkto you on the topic ‘I am born with wings.’Last year, I went to a village to inaugurate a programmecalled Sasthrayaan, which means ‘the propagation ofScience’. The mission of Sasthrayaan was to What was the mission ofensure the preparation of about two thousand ‘Sasthrayaan’?students from different schools, towardsmaking them eligible to be engineers, scientists, doctors,qualified managers, and civil servants. Thisaction would, in turn, empower about two Dr Kalam’s talk was on thethousand families of the village. My inaugural topic ‘Science Empowersthe Nation.’ How doesaddress to a mixed audience, consisting of five science empower thethousand students and their family me
WORDS AND DEEDS BEYOND THE HORIZON r His First Flight - Liam O’Flaherty r I will Fly - Dr A. P. J. Abdul Kalam r Quest for a Theory of Everything-Kitty Gail F erguson r If (Poem) - Rudyard Kipling r And then Gandhi Came - Jawaharlal Nehru r The Price of Flowers - Prabhat Kumar Mukhopadhyay r Death the Leveller (Poem) - James
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