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1 ENGLISH [Reader and Supplementary Reader]HIGHER SECONDARY - SECOND YEARPART II - ENGLISHR evised based on the recommendation of the Textbook Development CommitteeA Publication under Government of Tamilnadu Distribution of Free Textbook Programme(NOT FOR SALE)Untouchability is a sinUntouchability is a crimeUntouchability is inhuman TAMILNADU TEXTBOOK AND EDUCATIONAL SERVICES CORPORATION College Road, Chennai 600 Government of Tamilnadu Revised Edition - 2007 Reprint - 2017 ChairpersonDr. S. SWAMINATHA PILLAIF ormer DirectorSchool of Distance EducationBharathiar University, CoimbatoreOverall ReviewerThiru Officer, ELT / Reader, (Retired)W 5 (Old 302), 19th Street, Annanagar Western ExtensionChennai - 600 101 Reviewers :Thiru. R. Venkata Krishnan Prof. R. Sankara SubramanianPrincipal Department of School Govt.

2 Arts College (Autonomous)Ambattur, Chennai - 600 053 Nandanam, Chennai - 600 035 Reviewer / Author : Author ( ENGLISH Reader) Josephine Sarah S Dr. DorairajResearcher in ELT Reader in EnglishW-5 (Old 302), 19th Street Gandhigram Rural UniversityAnna Nagar Western Extension Gandhigram,Chennai - 600 101 Dindugul Premalatha Rajan Mrs. Nalini ParthibanAsst. Professor of ENGLISH Principal (Rtd.)Dept. of Humanities and Social Vanavani Matric. Hr. Sec. SchoolSciences, Anna University IIT Campus,Chennai ChennaiThis book has been prepared by The Directorate ofSchool Education on behalf of the Government of Tamilnadu This book has been printed on 60 PaperPrinted by Web Offset at : iii THE NATIONAL ANTHEMFULL VERSION Jana-gana-mana-adhinayaka jaya he Bharata-bhagya-vidhata.

3 Punjaba-Sindhu-Gujarata-Maratha- Dravida-Utkala-Banga Vindhya-Himachala-Yamuna-Ganga Uchchhala-jaladhi-taranga Tava Subha name jage, Tava Subha asisa mage, Gahe tava jaya-gatha. Jana-gana-mangala-dayaka jaya he Bharata-bhagya-vidhata, Jaya he, jaya he, jaya he, Jaya jaya jaya jaya VERSION Jana-gana-mana-adhinayaka jaya he Bharata-bhagya-vidhata. Jaya he, jaya he, jaya he, Jaya jaya jaya jaya ENGLISH TRANSLATION OFTHE NATIONAL ANTHEM Thou art the ruler of the minds of all people, Thou dispenser of India s destiny.

4 Thy name rouses the hearts of the Punjab, Sind, Gujarat and Maratha, of Dravid, Orissa and Bengal. It echoes in the hills of the Vindhyas and Himalayas, mingles in the music of the Yamuna and Ganges and is chanted by the waves of the Indian Sea. They pray for Thy blessings and sing Thy praise. The saving of all people waits in Thy hand, Thou dispenser of India s destiny. Victory Victory, Victory to NATIONAL INTEGRATION PLEDGE I solemnly pledge to work with dedication to preserve and strengthen the freedom and integrity of the nation. I further affirm that I shall never resort to violence and that all differences and disputes relating to religion, language, region or other political or economic grievances should be settled by peaceful and constitutional means. INVOCATION TO GODDESS TAMIL Bharat is like the face beauteous of Earth clad in wavy seas; Deccan is her brow crescent-like on which the fragrant Tilak is the blessed Dravidian land.

5 Like the fragrance of that Tilak plunging the world in joy supreme reigns Goddess Tamil with renown spread far and wide. Praise unto You, Goddess Tamil, whose majestic youthfulness, inspires awe and The trend continues unabashed! Our aim was to produce and present a neat comprehensive course book that is acceptable to all sections of the student community the privileged, the not so privileged and the less privileged. Why has not the ENGLISH language become an effective communicative tool? we wanted to diagnose the root cause of this problem. Before we started our work on XI book we worked with cross sections of students, a variety of teachers and professionals who matter in material production and enriched our experience to find the cure to strike at the very root of this problem. This experience has found proper expression in the book.

6 The book covers a wide range of skills to help students develop their overall knowledge of ENGLISH and use the language effectively for their academic requirement and social mobility. In short through these skills the students will learn to create with ENGLISH and express their ideas and thoughts appropriately, accurately, clearly and convincingly without relying on rote memory. The ability to express clearly and convincingly depends on(i) constant practice in understanding and making active use of a wide range of vocabulary (words, phrases, idioms)(ii) a sound knowledge of grammar, (word order, structural features) to enable to create whatever sentence to express oneself(iii) a pronunciation that is clear and correct(iv) the linguistic confidence that is developed by ample practice(v) constant practice to understand skills like speaking,reading, writing, study, occupational, creative and strategic, to appreciate the language better.

7 The teachers and students have to work through the parts of the units systematically and progressively to consolidate what the students have learnt over the years. There may be some overlap between units, which can t be helped. Would it not be nice if our students spoke and wrote ENGLISH well! The Soldier in David Copperfield said, What a useful work a dictionary is! What a necessary work! The meanings! If only our teachers and students would say the same thing about this book!- Overall reviewerNote: For the sake of variety, the patterning of questions under the Reading Text of each Unit is not uniform. The items are spread over the six TO THE SUPPLEMENTARY READER There is a great deal of difference between the eager man who wants to read a book and the tired man who wants a book to read . Aren t you an eager young person who wants to read books in pursuit of learning and knowledge? The purpose of prescribing an extensive reader is to expose you to the world of books, and the delight and pleasure the offer and instil in you the habit of reading and create a passion for the same.

8 After all Reading is to the mind what exercise is to the body. This supplementary reader contains seven pieces-each by all time great authors whose books have stood the test of time and the vagaries of human cross cultures and feelings. You may at some point of time either have read or been told about the stories prescribed in this reader. But still, there is not a dull moment while reading such stories, no matter how many times you do it. How we wish you enjoyed saying as often as possible to inspire your younger ones- Knowing I love my books, he furnished meFrom mine own Library with volumes, thatI prize above my Dukedom. - Shakespeare-Overall ReviewerviiCONTENTSUnitTitlePageIPROSEPO EM JULIUS CAESAR A PSALM OF LIFE539 IIPROSEPOEM THE CEASELESS CRUSADER WOMEN S RIGHTS4874 IIIPROSEPOEM TO THE LAND OF SNOW A NOISELESS PATIENT SPIDER81109 IVPROSEPOEM A DICTIONARY OF THE ENGLISH LANGUAGE ENGLISH WORDS115148 VPROSEPOEM THE MARK OF VISHNU SNAKE155185 VIPROSEPOEM HIROSHIMA THE MAN HE KILLED193223 APPENDIX225viiiSUPPLEMENTARY READER No Title Page 1 THE SELFISH GIANT 235 - Oscar Wilde 2 THE LOTTERY TICKET 240.

9 Anton Chekhov 3 THE LAST LEAF 246 - O Henry 4 HOW THE CAMEL GOT ITS HUMP 253 - Rudyard Kipling 5 TWO FRIENDS 257 - Guy de Maupassant 6 THE REFUGEE 265 - Pearl S Buck 7 OPEN WINDOW 270 - Saki 1 UNIT ICOMPETENCIESA LISTENING: Listening and dividing utterances/sentences into tone groups B SPEAKING: Acting out a play or scenes from a play with proper expression and gesturesC READING: Making notes on a textD VOCABULARY: Using the dictionary independently Using/ identifying the whole gamut of a word, including usage Identifying differences between British and American ENGLISH Using the thesaurus to find synonyms and antonyms E STUDY SKILLS: Using the library effectively to develop reference skillsF GRAMMAR: Using/identifying sentence patternsG WRITING: SummarisingH OCCUPATIONAL COMPETENCY: Writing a report on an eventI STRATEGIC COMPETENCY: Assessing one s language proficiencyJ CREATIVE COMPETENCY: Writing an essay Preparing the script for a cartoon stripA.

10 ListeningListen to the extract from Funeral Oration of Nehru s delivered a few hours after the assassination of Gandhiji on January 30, 1948. The teacher will read it. (The teacher reads from Appendix on page 225 Unit - 1)Answer the following questions:1. While reading the extract, did your teacher pause or stop anywhere?2. Where did he/she pause?3. Why did he/she do it?How long can you hold your breath? 10/20/30 seconds?The teacher will read the following sentence. Listen carefully. (The teacher reads without any pause or stop.) As Caesar loved me I weep for him as he was fortunate I rejoice at it as he was valiant I honour him but as he was ambitious I slew him When the teacher read without any pause did it sound meaningful to you?2 We realise that pauses are essential because we need to breathe. But these pauses have to be intelligent and meaningful. In other words, we cannot pause or stop arbitrarily, , wherever we like.