Centre Development Curriculum

1 C. ur ric ul um D. ev el op m en tC. en tre UNIT ONE. ENGLISH. Class 10. tre en tC. en m op C. el D. Bishow Raj Joshi C. ev Parbati Dhungana Chandra Kanta Pandit D. um ul ric ur C. Government of Nepal Ministry of Education Curriculum Development Centre Publisher: Government of Nepal Ministry of Education Curriculum Development Centre Sanothimi, Bhaktapur ISBN: tre Publisher en tC. First Edition: 2017. en Printed at: Janak Education Materials Centre Ltd. Sanothimi, Bhaktapur m op C. el CD. ev D. um ul ric ur C. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any other form or by any means for commercial purpose without the prior permission in writing of the Curriculum Development Centre .

2 Preface The Curriculum and curricular materials have been developed and revised on a regular basis with the aim of making education objective-oriented, practical, relevant and job oriented. It is necessary to instill the feelings of nationalism, national integrity and democratic spirit in the students and equip them with morality, discipline and self-reliance, creativity and thoughtfulness. It is essential to develop in them the linguistic and mathematical skills, knowledge of science, tre information and communication technology, environment, health and population and life skills. It is also necessary to bring in them the feeling of preserving and en promoting arts and aesthetics, humanistic norms, values and ideals.

3 It has become the need of the present time to make the students aware of respect for ethnicity, gender, disabilities, languages, religions, cultures, regional diversity, human rights tC. and social values so as to make them capable of playing the role of responsible citizens. This textbook has been developed in line with the Secondary Level English en Curriculum , 2071 (2014) by incorporating the recommendations of various education commissions and the feedback obtained from various schools, workshops and seminars, interaction programs attended by teachers, students and parents. m In bringing out the textbook in this form, the contribution of the Executive op Director of the Curriculum Development Center (CDC) Baburam Poudel, C.

4 Prof. Dr. Chandreshor Mishra, Prof. Dr. Bal Mukunda Bhandari, Dr. Rishi Ram el CD. Rijal, Ganga Dhar Hada, Sita Sharma, Homnath Amgain and Arun Kumar Rai is highly acknowledged. The subject matter and language of this textbook were ev edited by Chandra Kanta Bhusal and Ramesh Prasad Ghimire. The Curriculum Development Center (CDC) extends sincere thanks to all those who have contributed D. to developing this textbook. This textbook contains a variety of materials from various genres and the engaging um exercises which help learners to achieve the competency and learning outcomes set in the Curriculum . Each unit deals with all the language skills and aspects in an integrated manner.

5 An attempt has been made to make this textbook as much user ul friendly as possible. The students, teachers and other stakeholders are expected to ric make constructive comments and suggestions to make it a more useful learning material. ur 2017 Government of Nepal Ministry of Education C. Curriculum Development Centre CONTENTS. Unit 1: Giving, Withholding and Reporting Permission 1. Unit 2: Reporting Statements 13. Unit 3: Reporting Questions 23. tre Unit 4: Reporting Commands 34. en Unit 5: Giving Advice and Warnings 48. tC. Unit 6: Expressing Conditions (I) 59. en Unit 7: Expressing Conditions (II) 71.

6 Unit 8: Asking for Reasons, Purposes and their Responces 83. m op Unit 9: Expressing Unexpected Results 94. C. el Unit 10: Describing Events 107. C D. ev Unit 11: Expressing Preferences 119. D. Unit 12: Talking about Personal Experience 133. um Unit 13: Talking about the Past (I): Narrating Past Events 145. Unit 14: Talking about the Past (II): Interrupted Continuous Action 154. ul ric Unit 15: Talking about the Past (III): Comparing Past and Present 165. ur Unit 16: Con rming and Denying 174. C. Unit 17: Agreeing and Disagreeing 183. Unit 18: Indicating time and Motions 192. Unit 19: Interpreting Tables and Charts 203.

7 Glossary 216. UNIT ONE. GIVING, WITHHOLDING AND REPORTING PERMISSION. Reading A. Engage yourself tre 1. Look at the pictures below, and answer the following questions. en tC. en a. m Where are these people from? op b. How do they greet each other? C. 2. Describe your dining etiquette. Is it different from the Japanese el people? CD. ev B. Study time Read the following text quickly, and answer these questions. D. a. How do the Canadians greet each other? um b. How long does it take for Latin Americans to complete their lunch? c. Where do people take off their shoes when entering a restaurant? ul A World Guide to Good Manners: How not to Behave Badly Abroad ric Travelling to all corners of the world is getting easier and easier.

8 We live in a global village, but this doesn't mean that we all behave in the same way. ur Different people of different countries have their own way of life. Greetings C. How should you behave when you meet someone for the rst time? An American or Canadian shakes your hand rmly while looking you straight in the eyes. In many parts of Asia, there is no physical contact at all. In Japan, you should bow, and the more you respect the person, the deeper you should bow. In Thailand, the greeting is made by pressing both hands together at the chest, as if you are praying, and bowing your head slightly. In both countries, eye contact is avoided as a sign of respect.

9 ENGLISH, Class 10 1. Clothes Many countries have rules about what you should and should not wear. In Asian and Muslim countries, you should not reveal the body, especially women, who should wear long sleeved tops. In Japan, you should take off your shoes when entering a house or a restaurant. Remember to place them together facing the door you came in. This is also true in China, Korea, Thailand and Iran. Food and drink tre In Italy, Spain, and Latin America, lunch is often the biggest meal of the day, and can last two or three hours. For this reason many people eat a light en breakfast and a late dinner.

10 In Britain, you might have a business lunch and do business as you eat. In Mexico and Japan, many people prefer not to discuss tC. business while eating. Lunch is a time to relax and socialise, and the Japanese rarely drink alcohol at lunchtimes. In Britain and the United States, it is not en unusual to have a business meeting over breakfast, and in China it is common to have business banquets, but you should not discuss business during the meal. Doing business m op In most countries, an exchange of business cards is essential for all C. introductions. You should include your company name and your position in el CD.