LAXMI PUBLICATIONS (P) LTDLAXMI PUBLICATIONS (P) LTD BANGALORE x CHENNAI x COCHIN x GUWAHATI x...
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Transcript of LAXMI PUBLICATIONS (P) LTDLAXMI PUBLICATIONS (P) LTD BANGALORE x CHENNAI x COCHIN x GUWAHATI x...
LAXMI PUBLICATIONS (P) LTDBANGALORE CHENNAI COCHIN GUWAHATI HYDERABAD
JALANDHAR KOLKATA LUCKNOW MUMBAI RANCHI
NEW DELHI BOSTON, USA
IntegratedSKILL-ENHANCER
IN
ENGLISH LANGUAGECLASS VIII
(Based on New C.C.E. Pattern, Issued by Central Board of Secondary Education, Delhi)Including Multiple Choice Questions
By
Dr R.S. Mallik Vijay Chabra
Former Prof. & Head M.A. (English), B.EdP.G. Dept. of English Head of Department
C.R.A. College, Sonepat Sambhu Dayal Modern SchoolM.D. University Rohtak Sonepat
(Haryana) Haryana
FEATURES AT A GLANCE :
— Topics with Explanations
— Marking Scheme
— Unit Assignments
Reading Writing Grammar
— Integrated Super Assignments (With Space)— Integrated Super Test Assignments (Without Space)
Published by :
LAXMI PUBLICATIONS (P) LTD113, Golden House, Daryaganj,
New Delhi-110002Phone : 011-43 53 25 00
Fax : 011-43 53 25 28www.laxmipublications.com
Copyright © All rights reserved with the Publishers. No part of thispublication may be reproduced, stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical, photocopying,recording or otherwise without the prior written permission of the publisher.
Price : `̀̀̀̀ 225.00 Only. New Edition
OFFICES :
Bangalore 080-26 75 69 30 Jalandhar 0181-222 12 72Chennai 044-24 34 47 26 Kolkata 033-22 27 43 84Cochin 0484-237 70 04, 405 13 03 Lucknow 0522-220 99 16Guwahati 0361-251 36 69, 251 38 81 Mumbai 022-24 91 54 15, 24 92 78 69Hyderabad 040-24 65 23 33 Ranchi 0651-221 47 64
TSE8-8504-225-INT SKIL-ENH ENG LANG VIII C—5926/012/011
Typeset at : Excellent Graphics Printed at : Ajit Printing Press, Delhi
PREFACE
Integrated Skill-Enhancer in English Language is for Class VIII students. Its endeavours to help youngscholars acquire good language habits and communicative skills in such a way that they can read, write andunderstand English in its right perspective. Securing good marks is not the only objective of it but it alsomakes them confident of their learning this language in its proper context. It aims at improving the students’skills in such a way that they can face the real life situations very perfectly.
IMPORTANT FEATURES OF THE BOOK
(a) It is revised as per latest NCERT/CBSE and CCE (Continuous and Comprehensive Evaluation)guidelines.
(b) Unitwise Illustrations and Marking Patterns have been given.
(c) Unitwise Assignments. Reading, Writing and Grammar
(d) Reading Passages as per latest CBSE Guidelines and Sample Papers have been given.
(e) Formats of various types of composition (Short and Long) based on verbal and visual stimulushave thoroughly been dealt with, and adequately explained.
(f) Grammar Activities as per latest CBSE Guidelines and Sample Papers have been given.
(g) Practice Exercises have been so framed that young children will easily identify themselves withthem.
(h) Integrated Super Assignments (with space) have also been incorporated to consolidate
comprehensive language habits.
(i) Integrated Super Test Assignments (without space) present a complete view of Test
Assignments for practising for the final examination.
(j) It is a complete Practice-cum-Study and Learning Material.
All efforts have been made to make the book a useful tool for learning English. Further, we invite yoursuggestions and views in order to improve the book in the light of your suggestions.
—AUTHORS
CONTENTS
Chapters Pages
Preface ... (v)
1. Section A : Reading ... 1—38
Comprehension : An Introduction ... 2
Unit Assignment A.1 ... 5
Unit Assignment A.2 ... 7
Unit Assignment A.3 ... 9
Unit Assignment A.4 ... 11
Unit Assignment A.5 ... 13
Unit Assignment A.6 ... 15
Unit Assignment A.7 ... 17
Unit Assignment A.8 ... 19
Unit Assignment A.9 ... 21
Unit Assignment A.10 ... 23
Unit Assignment A.11 ... 25
Unit Assignment A.12 ... 26
Unit Assignment A.13 ... 27
Unit Assignment A.14 ... 28
Unit Assignment A.15 ... 29
Unit Assignment A.16 ... 30
Unit Assignment A.17 ... 31
Unit Assignment A.18 ... 32
Unit Assignment A.19 ... 33
Unit Assignment A.20 ... 34
Unit Assignment A.21 ... 35
Unit Assignment A.22 ... 36
Unit Assignment A.23 ... 37
2. Section B : Writing ... 39—156
I. Short Composition ... 41
(i) Notice ... 41
(ii) Messages ... 47
(iii) Diary Writing ... 53
(iv) Postcard ... 57
(v) Profiles (Biographical Sketch) ... 61
(vi) Dialogue Writing ... 69
(vii) Description ... 75
II. Long Composition ... 85
(i) Letters ... 86
(ii) E-mail ... 111
(iii) Articles ... 121
(iv) Speeches ... 131
(v) Debates ... 145
(vi) Story Writing ... 149
3. Section C : Grammar ... 157—282
1. Determiners ... 159
2. Tenses ... 173
3. Subject-Verb Concord ... 189
4. Non-Finites ... 193
5. Clauses ... 203
6. Sentence Connectors ... 215
7. Conditionals ... 219
8. Degrees of Comparison ... 223
9. Nominalisation ... 231
10. Modals ... 237
11. Active and Passive Voice ... 249
12. Direct and Indirect Speech ... 261
13. Prepositions ... 269
Integrated Exercises : ... 283
— Gap Filling (Paragraph Completion) ... 283
— Gap Filling (Cloze) ... 289
— Sentence Completion ... 293
— Dialogue Completion ... 297
— Sentence Reordering ... 301
— Editing–I ... 305
— Editing–II ... 308
— Omissions ... 311
— Sentence Transformation (Reported Speech) ... 315
— Sentence Transformation (News Headlines) ... 319
— Sentence Transformation (Procedure) ... 323
Integrated Super Assignments (With Space) ... 327—362
Super Assignment 1 ... 327
Super Assignment 2 ... 339
Super Assignment 3 ... 351
Integrated Super Test Assignments (Without Space) ... 363—380
Super Test Assignment 4 ... 363
Super Test Assignment 5 ... 369
Super Test Assignment 6 ... 375
Chapters Pages
LIST OF OUR PUBLICATIONSFor Classes VI to VIII
1. Integrated Skill Enhancer English Language
2. Academic Map Work in Social Science
3. Academic General Knowledge
4. Academic Prayogik Sanskrit Vyakaran
5. Academic Activity in Mathematics
6. Comprehensive Lab Manual Science
7. Comprehensive Practical Science (Notebook) (Hindi Medium)
8. Comprehensive Workbook in Science
9. Vyakaran Tarang (Hindi Vyakaran)
10. Vishesh Hindi Vyakaran and Rachna
S
A
ectionS
A
ectionS
A
ection
ReadingReading
1
2 Integrated SKILL-ENHANCER IN ENGLISH LANGUAGE-VIII
SECTION A : READING
EXAM SPECIFICATIONS
Two unseen passages with a variety of comprehension questions including questions onword-attack skills such as word formation and inferring meaning.
Q. No. 1 Passage IQ. No. 2 Passage II
2
COMPREHENSION : AN INTRODUCTION
Comprehension means understanding something fully. However, in language teaching, it is anexercise given to students to test how well they understand a piece of spoken or written language. Apassage given for comprehension tests a student’s ability to understand it thoroughly and then answercertain questions clearly, concisely and correctly in his own words. Thus, a student should have theability both to understand and explain the contents of the given text.
A student should remember the following points while attempting questions on comprehension :1. Read the passage carefully to understand it thoroughly.2. Then carefully read the questions given at the end of the passage to know what is being asked.3. Underline the portions of the passage that contain the answers to the questions.4. Answer the questions clearly and concisely and in your own language.5. The answers should strictly be based on what is said in the passage. Do not give personal
opinions or comments.6. Give the answers in complete sentences. If, for example, the question is ‘Why did you punish
him ?’, the answer should not be, ‘Because he was making mischief’, instead it should be : ‘‘Ipunished him because he was making mischief’’.
7. After answering all the questions, go through the answers to see if there is any mistake of grammar,spelling, etc. Correct them if there is any.
Marking Scheme
— So far as the marking is concerned there is no set pattern or prescribed marking scheme.Different schools or organisations set their own pattern. But here in this book we followthe pattern set for the Board Examinations so that the students can develop their skills ina proper direction.
— The main objective of this section is to enrich the learners’ skill in reading and understandinga given text (Prose or Poetry).
Assignments
— The practice material in this section has been given in the form of Unit Assignments.
— Sufficient space for answers has been provided for the students to write their answersclearly.
— A space for the marks obtained has been given at the end of every Assignment. It wouldhelp teachers to post their marks conveniently and distinctly so that the students can seeclearly the marks given to them.
READING 3
SOLVED EXAMPLES
TYPE I
1. Read the passage given below and answer the questions that follow :
When we speak of unemployment, we mean that there are people who have no jobs. In Indiathere are lakhs of men and women, both educated and uneducated, who are unemployed. Thisis so either because there are no jobs for these people at all, or because they are unfit for the fewjobs that are available. Then there is also the problem of under employment, that is lakhs of otherpeople being jobless for a part of the year. Some rural people, for example, have little to dobetween cropping seasons, and remain largely idle during that time of the year. They producehardly anything and the result is more poverty. Unemployment and under-employment are sourcesof social evils. When young people go without steady and suitable jobs, because of frustrationthey fall into evil practices. Anticipating this kind of jobless condition, our students begin to behavein a violent manner and to indulge in antisocial activities. At the root of this situation is theunfortunate fact that our population is growing faster than jobs, and we have to spend crores ofrupees from our foreign reserves on importing foodgrains. Thus we can import less machinesthan we require and therefore create fewer jobs than we ought to.
1. What does unemployment mean ?(a) People without jobs (b) People without children(c) People doing jobs (d) People without literature.
2. Why are people in India jobless ?(a) Non-availability of jobs (b) People not fit for the available jobs(c) Both (a) and (b) (d) None of the above.
3. Why are some rural people poor ?(a) Because of attitude (b) Non-availability of work between the cropping seasons(c) Because they shirk work (d) They do not have agricultural land.
4. What are the causes of unemployment and under employment ?(a) Social rituals (b) Social evils(c) Superstitious beliefs (d) None of the above.
5. Give the synonym of the word ‘unfortunate’(a) Regrettable (b) Frustration(c) Unemployment (d) Influence.
Answers
1. (a) People without jobs 2. (c) Both (a) and (b)3. (b) Non-availability of work between the cropping seasons4. (b) Social evils 5. (a) Regrettable.
4 Integrated SKILL-ENHANCER IN ENGLISH LANGUAGE-VIII
TYPE II
1. Read the passage given below and answer the questions that follow :
Whether in the long run Gandhi’s gospel of ahimsa—love and peace—will triumph is a differentmatter. Gandhi’s attitudes were too spiritual to be generally adopted in India or any other country.Under Nehru, since 1947, India has championed ‘neutralism’ between the West and the CommunistEast but hardly ‘non-violence’ in a Gandhian sense. She has welcomed foreign capital and pursuedFive Year Plans of industrialization very far from Gandhi’s spinning wheel. Yet Gandhi’s influenceand importance were enormous. First, it is very doubtful if without him the transfer of power couldhave been affected without a break-down into a prolonged civil war. Second, the example ofIndia’s freedom from British rule, which he led, acted as a powerful stimulus to the other peoplesof Asia and Africa to demand freedom from ‘Colonialism’—one of the most significant movementsof our time. Third, inside India great social reforms, and above all the decline of untouchability,stem directly from Gandhi’s campaigns. No other statesman of this century has left behind himsuch a weight of love and respect. His name in India is a legend, and outside India his greatnessgrows as the years recede. He loved and he called himself a nationalist ; but more important, heloved God and man ; and most surprising, really did forgive his enemies. The twentieth centuryhas seen many successful revolutionaries and many greatmen. It has not seen many who were,in addition, simply and powerfully good.
Answer the following questions :
1. Gandhi’s attitudes were too spiritual ...................................................................................................2. India has been a champion of..............................................................................................................3. India has welcomed foreign capital and .............................................................................................4. Gandhi played an important role in ...................................................................................................5. Find out the opposite of ‘fail’ from the passage.
Answers
1. to be generally adopted at home or abroad.2. ‘neutralism’ between the West and the Communist East.3. pursued Five-year Plans to industrialise the country.4. in getting us freedom5. triumph
READING 5
Read the passage carefully and answer the questions that follow : 5
Character is formed by a variety of minute circumstances, more or less under the regulationand control of the individual. Not a day passes without its discipline, whether for good or for evil.
The best sort of character, however, cannot be formed without effort. There needs the exerciseof constant watchfulness, self-discipline, and self-control. There may be much faltering, stumbling,and temporary defeat—difficulties and temptations manifold to be battled with and overcome ;but if the spirit be strong and the heart upright, no one need despair of ultimate success.
The man of character is conscientious. He puts his conscience into his work, into his words,into his every action. He is also reverential. The possession of this quality marks the noblest andhighest type of manhood and womanhood : reverence for things consecrated by the homage ofgenerations : for high objects, pure thoughts, and noble aims and for the great men of formertimes, and the highminded workers amongst our contemporaries. Reverence is alike indispensableto the happiness of individuals, of families, and of nations. Without it there can be no trust, nofaith, no confidence either in man or God, neither social peace nor social progress.
1. The best sort of character is formed by(a) constant watchfulness, self-discipline and self-control(b) improving others’ character(c) criticizing the mistakes of fellow human beings(d) none of the above.
2. Temptations and difficulties can be overcome if(a) one gets depressed(b) one feels agitated(c) the spirit is strong and the heart is upright(d) one leads a comfortable and relaxed life.
3. A man of character puts his conscience into(a) his work (b) his words(c) his every action (d) all the above.
4. A person who has good character is(a) reverential and conscientious (b) arrogant(c) haughty (d) proud.
5. Reverence breeds(a) trust (b) faith(c) confidence (d) respect.
UNIT AssignmentName :
Class : Section : Roll No. :
A.1
Type I : 5 Marks
Date :
Grade :
6 Integrated SKILL-ENHANCER IN ENGLISH LANGUAGE-VIII
SPACE FOR ANSWERS
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A.1
Total/5
SPACE FOR ROUGH WORK
READING 7
Read the extract carefully and answer the questions that follow : 5
National Highway 4 ran through Nasik, linking Mumbai and Agra, two great cities. For fourpeople who sat down recently to lunch, it was a memory so dear that those who revisited the citysaid it was better not to return, for the change was deeply unsettling. We went there as childrenand some of us were even born there. The economic boom was still about 30 years away andthe small town’s fame, such as it was rested largely on the legend of an epic exile. A GermanMNC was headed by a quick-to-temper German, whose imptience with mediocrity was matchedonly by his pursuit of perfection. The highway was critical for the 12 houses of a colony that thecompany had requisitioned for families from all over the country. Several people from Bangalorestayed there in forced conviviality.
The highway was interesting for children. A left took us to Green View restaurant, which wasreally a dhaba ; a right to Hotel Dwaraka, a traffic junction so busy for a small town that becamea landmark. For us in the colony, the dhaba was a place we could walk to for birthdays andsundry other celebrations. On the highway, we kids waited for buses that ferried us from schools.Huge trucks roared by on their way to somewhere Iaden with goods.
1. National highway 4 ran through(a) Mumbai (b) Nasik(c) Agra (d) Jaipur.
2. The economic boom was still about(a) twenty years away (b) thirty years away(c) forty years away (d) fifty years away.
3. The highway was interesting for(a) children (b) boys(c) men (d) women.
4. On the highway, we kids waited for(a) buses (b) cars(c) trains (d) three-wheelers.
5. ‘Mediocrity’ means(a) a fairly low quality (b) a middle standard(c) a good medicine (d) a high quality.
UNIT AssignmentName :
Class : Section : Roll No. :
A.2
Type I : 5 Marks
Date :
Grade :
cont inue
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