Government Of Karnataka KTBS ENGLISH Re Published

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

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

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

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

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

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

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