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stress, rhythm and intonation. It is intended, on the other hand, to facilitate the skill
of speech primarily on its use, the language function.
Speech is the most spontaneous and natural mode of communication, and the
exercises are mostly conversations that we come across in real life situations.
Not to be republished
c. Reading
The section on reading supplements the textual material. Usually, what is read
in the text after some period of time becomes so familiar that the learners tend to
memorize it, and reproduce it in the terminal examination. This over-emphasis on
the content of the text comes in the way of the acquiring finer Reading skills like
©KTBS
skimming, scanning and interpreting visuals. So, to focus more on the acquisition
of Reading skill, sufficient and varied types of material like visuals, maps, ads and
charts are provided in this section.
d. grammar

Practically, grammar is being taught and tested as if it were the basis of language
learning. Of course accuracy cannot be sacrificed, but this should not be at the risk
of ignoring appropriacy and spontaneity. so, integrated, meaning-oriented language
exercises are provided to enable the learners to discern the underlying rules of structure
on their own, though at a steady rate of progress.
E. Writing
We know that the skill of writing is the most exacting to achieve. Keeping this
in view, writing exercises, at the beginning, are rendered easy with a lot of clues
and guidance. Repeated attempts have got to be made before the learners come out
with the final, polished drafts. At the later stages, constructive and creative writing
will be practised. Writing includes the ability to refer to Dictionary, Thesaurus and
Encyclopaedia. 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 aspects
i) Content- if it is culturally alien, or if the text itself is very complex
ii) Language-
a) Grammatical rules if they are not easily within the reach of
the learners
b) Vocabulary-words which are highly register-based, colloquial or
culture-specific
The Committee hopes that the learners and teachers make the best use of the
Package. Constructive suggestions are welcome.
The Committee is thankful to all the experts, scholars, teachers and students
who have contributed to make this venture possible. It places on record the valuable
suggestions and guidance offered by Sri G.S Mudambadithaya, the Co-ordinator of the
Committee of Text book Revision. Also thanks for the untiring help offered throughout
by the Managing Director and staff of the Text Book Committee.
Wishing all the stakeholders of the package a rewarding experience.
srinath P.n
Chairman
VIII standard
II language English Text-book committee

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