This book can be purchased from
SCITECH PUBLICATIONS (INDIA) PVT. LTD.
Plot No.52, O;No.2/128, N.No.2/619
First Main Road, VGN Nagar
Iyyappanthangal, Chennai 600 056
land line: 044 43806928, 044 43806929
This was published in 2012.
The syllabus of 2008 has been treated with a new design and in a new format.
The listening and reading content is theme-based: communicating, environment, resources, gender, travel, health, sports, disaster management, technology and energy. Every learning experience has a set goal.
Theme-based content experiences will hopefully engage the learner and the teacher in meaningful interactive exchanges and also lead the learner to know more about the topics dealt with under each theme.
Besides treating syllabus items in some depth, the book presents the learner with exposure to new areas of learning: form concepts, discuss life—use interesting quotes, categorise human relations, analyse technical texts, role-ply, learn telephone etiquette and basic sentence types and patterns etc.
Much more is available: two alphabetised lists of words with equivalent Thamizh expressions (to help Thamizh medium students to understand the concepts behind those words), word games, anagrams, collocations.
The workbook contains tips for life skills: staying fit, personal presentation skills, commitment, stress management, self-esteem, being organised, assertiveness, learning skills, problem solving, communication, reliability, integrity, motivation.
Information 1—To which category do you belong?
¾¸Åø 1 Information 1
þôÒò¾¸ò¾¢ø ¯ûÇ ¸üÀ¾ü¸¡É Read this before your open
¦ºÂø¾¢Èý¸¨Ç ¦ºöÂ ÓÂøÅ¾üÌ your Coursebook to undergo
ÓýÀ¡¸ þ¨¾ô ÀÊì¸×õ. Learning experiences it
¸£ú ¸¡Ïõ ãýÚ Å¨¸Â¢Éí¸Ç¢ø To which category do you
¿£í¸û ±ó¾ Å¨¸¨Âî §º÷ó¾Å÷? belong?
1. Ð¡¢¾ §¿Ãò¾¢ø ¸üÀÅ÷ You may be a ‘quick learner’.
«¾¡ÅÐ ´ý¨Èì ¸üÚì¦¸¡ûÇ That is, you may respond to
Ì¨Èó¾ §¿Ãõ §¾¨ÅôÀÎÀÅ÷ the learning experiences in
far much less time than your
2. ºÃ¡º¡¢ §¿Ãò¾¢ø ¸üÀÅ÷ You may be an ‘average
«¾¡ÅÐ Ð¡¢¾ §¿Ãò¾¢ø ¸üÀÅ¨Ã learner’. That is, you may
Å¢¼ º¢È¢Ð «¾¢¸ §¿Ãõ §¾¨Åô respond to the learning
ÀÎÀÅ÷ experiences in far more
time than your ‘quick’
3. «¾¢¸ §¿Ãõ ±ÎòÐ ¸üÀÅ÷ You may be a ‘slow learner’
«¾¡ÅÐ ºÃ¡º¡¢ §¿Ãò¾¢ø ¸üÀÅ¨Ã Å¢¼ That is, you may take more
º¢È¢Ð ÜÎ¾ø §¿Ãõ §¾¨Åô ÀÎÀÅ÷ than the ‘average learner’.
¿£í¸û ãýÈ¡ÅÐ Å¨¸¨Âî §º÷ó¾ÅÃ¡¸ If you belong to category 3
þÕó¾¡ø, ¦Åð¸ôÀ¼ò §¾¨ÅÂ¢ø¨Ä; there’s no shame in it; you
¯í¸û ÀûÇ¢ì ¸øÅ¢ À¡¼í¸¨Ç belong there because you
¬í¸¢Äò¾¢ø ¸ü¸¡¾Ð¾¡ý ¸¡Ã½õ. þ¨¾ haven’t had a school
º¡¢ì¸ð¼ ¯í¸Ù¼ý ÀÊìÌõ ¬í¸¢Äò¾¢ø education in the English
À¡¼í¸¨Çì ¸üÈÅ÷¸¨Ç ¿ñÀ÷¸Ç¡¸ medium. Initially you may
¬ì¸¢ì ¦¸¡ûÇ§ÅñÎõ. ¿¡õ¾¡ý Ó¾ÄÊ not be willing to take help
±ÎòÐ ¨Åì¸ §ÅñÎõ. ¾Âì¸Á¢øÄ¡Áø from your classmates. But
«Å÷¸û ¯¾Å¢¨Â ¿¡ÊÉ¡ø «Å÷¸û you’ll learn faster if you do.
¿¢îºÂÁ¡¸ ¯¾Å¢ Ò¡¢Å¡÷¸û. þ¾É¡ø Do take their help, and soon
¸¡§Äˆ À¡¼í¸¨Ç ¬í¸¢Äò¾¢ø ±Ç¢¾¢ø you can do on your own.
¸ü¸ ÓÊÔõ. þÃñ¦¼¡Õ Á¡¾í¸Ç¢ø,
¿£í¸Ç¡¸§Å ¦ºÂøÀÎõ ¾ýÉõÀ¢ì¨¸
¿£í¸û Ó¾Ä¡ÅÐ Å¨¸¨Âî §º÷ó¾ÅÃ¡¸ If you belong to category 1
þÕó¾¡ø ¿£í¸û «ÎòÐ ¾ÃôÀðÎûÇ your ego needn’t bloat; you
ãýÚ Å¢¾Á¡¸×õ ¦ºÂøÀÎÅ£÷¸û ±ýÈ may consider one or all the
¿õÀ¢ì¨¸ ±í¸ÙìÌ ¯ñÎ: the three choices:
Ó¾Ä¡Å¾¡¸, þôÒò¾¸òÐ¼ý þ¨½ì¸ô The first one is to take up
ÀðÎûÇ À¡¼ôÀÂ¢üº¢ ²ðÊø (workbook) the challenge you’ll meet
¯í¸Ùì¦¸ýÚ ¾ÃôÀðÎûÇ ÀÂ¢üº¢¸¨Ç in the exercises given in the
ÓÂüº¢ ¦ºöÐ À¡÷ì¸Ä¡õ (ºÃ¡º¡¢ §¿Ãò¾¢ø workbook (even average
¸üÀÅüÌõ ÀÂ¢üº¢¸û ¾ÃôÀðÎûÇÉ); learners have exercises). The
þÃñ¼¡Å¾¡¸, ¸üÀ¾üÌ «¾¢¸ §¿Ãõ ±ÎìÌõ one is to help ‘slow
¿ñÀ÷¸ÙìÌ ¯¾Å¢Â¡¸ þÕì¸Ä¡õ. þ¾ý learners by helping them
ãÄÁ¡¸ «Å÷¸Ç¢ý ¾ýÉõÀ¢ì¨¸¨Â with the learning experiences
ÅÇ÷ì¸Ä¡õ. ãýÈÅ¾¡¸, ¸½¢¾õ, ¦¸Á¢Šð¡£, so they gain confidence
·À¢z¸Š, þïº¢É¢Â¡¢í¸ À¡¼í¸Ç¢ø ÅÕõ in themselves and in you
technical ¬í¸¢Ä Å¡÷ò¨¾¸ÙìÌ but weed them gradually
´ôÀ¡É ¾Á¢ú Å¡÷ò¨¾¸¨Ç ´Õ ÀðÊÂÄ¡¸ from depending on you.
¾Â¡¡¢òÐ ¾ÃÄ¡õ. The third is to prepare
a bilingual list of technical
terms (in Thamizh and
English) in maths, physics,
¿ýÈ¢. Thank you.
Information 2—What does this Book do for you?
¾¸Åø 2 Information 2
þó¾ô Òò¾¸õ ¯í¸ÙìÌ ±ýÉ What does this Book do
¾Õ¸¢ÈÐ? for you?
þó¾ô Òò¾¸ò¾¢ø ¯ûÇ 10 À¢¡¢×¸Ùõ The ten Units in this Book
ÁÉ¢¾÷¸Ç¡¸¢Â ¿õ¨Áô ÀüÈ¢ò¾¡ý are about us, human beings.
¦º¡øÖ¸¢ýÈÉ. ¿õÓ¨¼Â ±ñ½í¸¨ÇÔõ, About how we use
¯½÷×¸¨ÇÔõ, ¯½÷îº¢¸¨ÇÔõ English to communicate
±ôÀÊ ¬í¸¢Äò¾¢ø ¦ÅÇ¢ôÀÎòÐÅÐ (express) our thoughts,
ÀüÈ¢Ôõ, þÅü¨È §¸ð¸×õ, §Àº×õ, to share our feelings and
±Ø¾×õ, ÀÊì¸×õ (communication), emotions, to listen, to speak
§Á¡ºÁ¡¸¢ì¦¸¡ñÊÕìÌõ Å¡É¢¨Ä¨Â to read and write these
±ôÀÊ «ÏÌÅÐ, ºÁ¡Ç¢ôÀÐ, À¢Ä¡ŠÊì communications. About
¸¡Ä¡É ¦À¡Õð¸¨Ç ±ôÀÊ ¾Å¢÷ôÀÐ what we should do
±ýÀÅÉôÀüÈ¢Ôõ (environment), ¿ÁìÌ regarding climate crisis
Á¢¸ò§¾¨ÅÂ¡É ¯½×, ¾ñ½£¨Ãô and about the need to
ÀüÈ¢Ôõ (resources), À¡Ä¢Éõ, ¿õÓ¨¼Â avoid use of plastics
¦º¡øÄ¢Öõ, ¦ºÂÄ¢Öõ ¬¨½ ¯Â÷ò¾¢Ôõ (environment). About
¦Àñ½¢Éò¨¾ ¾¡úò¾¢Ôõ ¦ºÂøÀÎÅÐ food and water--two
±ýÀÅ¨Éô ÀüÈ¢Ôõ (gender), ÀÂ½õ essential resources for
(travel), þ¨¾ôÀüÈ¢Â ±ñ½í¸¨Çô our sustenance. About
ÀüÈ¢Ôõ, ¯¼ø, ÁÉ ¿¢¨Ä (health), gender and recognizing
þÅü¨È ±ôÀÊ À¡Ð¸¡ôÀÐ ±ýÀ¨¾ô the bias towards the male
ÀüÈ¢Ôõ, ¿õ Å¡úì¨¸Â¢ø Å¢¨ÇÂ¡ðÎ and how we can remove
Û¨¼Â ¦ºÂøÀ¡ðÊý Å¢¨Ç×¸¨Çô it from our thoughts and
ÀüÈ¢Ôõ (sport), ¿õ Å¡úì¨¸Â¢ø ¦¾¡Æ¢ø expressions. About how we
ÑðÀò¾¢ý (cloning and information look at travel, how we can
technology) ¾¡ì¸ò¨¾ô ÀüÈ¢Ôõ, deal with situations related
þÂü¨¸Â¡Öõ, ÁÉ¢¾É¡Öõ ¯ÕÅ¡ì¸ô to it. About our health—both
ÀÎõ §À¡¢¼÷¸û (disaster), þÅü¨È mental and physical—and
±ùÅ¡Ú ±¾¢÷¦¸¡ûÅÐ, ¦ÅøÖÅÐ we can cope with it so we
±ýÀÉÅü¨Èô ÀüÈ¢Ôõ ¬Ìõ. stay healthy. About what
sport is all about, what role it plays to keep life meaningful, and how we can use its myriad activities, to enjoy them, if not participate in them. About the impact of technology in terms of ‘cloning’ and IT. About disasters—both natural and man-made—and how we can deal with it so we can continue to co-exist with nature. About energy sources and their conservation. In other words, about life and how we deal with everything and everyone around us, using the English language.
A representative sample page:
This Unit is about us, human beings. About us and our relationships. About our relationships and how to express them in words and actions. Using the English language.
This Unit is about helping you to understand relationships (formal, semiformal, informal) and how to communicate (express) them through your behaviour.
This Unit is about learning to
· understand relationships and thus people
· communicate verbally and nonverbally
· use English (its lexis and structure) and body language effectively as a medium.
Learning experience 2
goal—listen, analyse and speak (=respond)
Listen to the dialogue and answer these questions in the workbook:
Learning experience 3
· simple oral interactions, seeking and giving information
Here are four pairs of dialogues. ‘a’ conversations contain errors for which ‘b’ contains corrections.
You take one role, say, in the dialogues in ‘b’ in such a manner that the conversation sounds real.
They contain the ‘techniques’ that you need to use. They are simple oral interactions, seeking and giving information.
fluency 1a accuracy 1b
The underlined expressions in 1a are 1b helps you to save time by giving you
not wrong for a beginner like you. You the right expressions when ‘introduction’
are clear in what you want to say. And takes place.
that is very important when you’re In fact, all dialogues with ‘b’ help save time.
beginning to speak. They contain the right expressions.
Message comprehension, oral interaction, communicating process, paragraph structure, device description, flow chart, author quotes, nonverbals, relationship expressions and categories, role play, learning to read technical passages, using affixes, understanding voice, practising cloze reading
Listening for specific information, sharing information, scanning a passage, forming life-related concepts, using charts, identifying marks of punctuation, compound nous,
Listening and taking notes, identifying instructions, sentence structures, making oral reports, learning to persuade, learning basic sentence patterns
Discussing concepts, topics creatively, expressing future plans, reading critically, practising rearranging jumbled sentences, understanding anagrams, writing about future plans, summarising, accepting and declining invitations, learning concord, identifying errors
Using general knowledge, identifying ‘old’ vehicles, analysing a passage, debating, developing analytical skills, using quotes for life, visit to an industry, expressing cause and effect, using gerunds and infinitives, express probability with ‘if’
Applying general knowledge, listening to technical topics, group discussion, negotiating strategies, strategies for public speaking, reading about health facts—junk food, visiting websites, using articles, writing circulars, notices, agenda and minutes, playing games, learning prepositions and substitutions
Checking knowledge about various sports, writing ads, describing a process, writing formal letters, discussing life concepts
Unit III—disaster management
Comprehending an interview, presenting reports, making oral presentation, critiquing, reporting direct speech, listening to a passage
Reading analytically, writing arguments, writing a CV, email writing, preparing checklists, descriptive writing, collocations, connectives, listening to a passage
Brainstorming, looking at case studies, writing essays and proposals, answering general exercises