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English Reader
A Coursebook in English
STANDARD IX
(Third Language)
Maharashtra State Board of Secondary and
Higher Secondary Education, Pune 4

© Maharashtra State Board of Secondary and Higher
Secondary Education, Pune -411 004
All rights reserved
First Edition: 2012
No parts of this book may be reproduced or transmitted in any form or by any means, CD Rom/
Audio Video Cassettes or electronic mechanical device including photocopying, recording or by any
information storage and retrieval system, without permission in writing from the Secretary of the
Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004
As laid down by the Maharashtra State Board of Secondary and Higher Secondary Education, Pune,
the committee of Editors prepared this book under the guidance of the Board of Studies.
The Board of Studies
Dr. Pradhan Umesh D.
(Convener)
Members:
Smt. Shailaja Mulay
Mr. Chandrakant D. Mohod
Mr. Shankar G. Kulkarni
Mr. Bhalchandra S. Kendhe
Mr. Sahebrao I. Darekar
Mr. D. S. Mistry
Mr. Shantaram M. Sonar
Mr. Jnanesh P. Bawikar
(Co-ordinator)
Publisher
Shahaji Dhekane, Secretary,
Maharashtra State Board of
Secondary and Higher Secondary
Education,
Pune 411004
Production and Distribution
MaharashtraStateBureauofText-
book Production and Curriculum
Research, Pune 411004.
Liaison and Research officer
Govardhan Sonawane
Production:
Shri. Vivek Uttam Gosavi, Controller
Shri. Sacchidanand Aphle, Chief Production Officer
Shri. Rajendra Chinderkar, Production Officer
Shri. Rajendra Pandloskar, Production Assistant
Paper: 70 gsm creamwove
Typesetter: Baladev computers, Dadar, Mumbai-28
Printer:
Print Order:
Writers/ Editors
Shri. Dipak P. Damodare
Shri. Sahebrao B. Mahajan
Shri. Paul G. Bhingardive
Smt. Vishakha B. Jitkar
Smt. Shraddha Walimbe
Artist:
Shri Ghanashyam Deshmukh

TheConstitution of India
Preamble
WE, THE PEOPLE OF INDIA, having
solemnly resolved to constitute India into
a SOVEREIGN SOCIALIST SECULAR
DEMOCRATIC REPUBLIC and to secure
to all its citizens :
JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief,
faith and worship :
EQUALITY of status and of opportunity;
and to promote among them all :
FRATERNITYassuring the dignity of the
individual and the unity and integrity of
the Nation ;
INOURCONSTITUENTASSEMBLYthis
twenty-sixth day of November, 1949, do
HEREBY ADOPT, ENACT AND GIVE TO
OURSELVESTHISCONSTITUTION.

Acknowledgments
The Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 4 has approched the
following for their permission to reproduce copyright material. Their permission is awaited. Efforts are
being made to obtain permission. Acknowledgements will be made in subsequent reprint.
1. Reader’s Digest, Mumbai for ‘Laughter : Lighter side of life’
2. Sadhana Publication Pune for ‘Action, a way of worship’
3. National Book Trust of India, New Delhi for ‘The tiger and the dried persimmons’
4. Bombay Natural History Society, Mumbai for ‘Meeting an Elephant’
5. The editor, ELLE magazine Mumbai for ‘She’s Gunning for More!’
6. Macmillan India, Chennai for ‘My Dog’
7. Westland Ltd. Chennai for ‘Hariya’
8. Penguin Books of India New Delhi - 110007 for ‘Honesty Comes from the Heart’

The new curriculum of English at the Secondary level was developed as per the decision
of the Government of Maharashtra. While reframing the syllabus, efforts were made to study
and compare the syllabi of English with CBSE, ICSE and some of the State Boards in India. The
views of the teachers in the field were also considered to know the needs of the students.
This resulted into making of the syllabus turning out to be at par with the National standards.
The coursebook is based on the recommendations of National Curriculum Framework (NCF)
2005 and State Curriculum Framework 2010.The recommendations and the expectations as
envisaged in the above documents are considered to the fullest extent. The reason why the
revised coursebook looks different is mainly due to the approach that it has adopted. It’s a
pleasure to have a look at the new edition of English Reader, which is going to be introduced
from June 2012.
The new coursebook intends to make the learners better users of English. The lessons
are presented in theme based units which consist of interesting reading passages and poems.
Language learning opportunities are created through variety of activities. The activities would
keep the learners occupied to help them develop better understanding of English. It is strongly
believed that the coursebook would help the students in Maharashtra to become better users
of English. The teachers need to know clearly about the changes and rationale behind it. Habits
die very hard, but it is the need of the time that the teachers accept the challenges of the
modern days. The e-book following the coursebook would help the learner enjoy the text
without any stress. The students, parents and the teachers should make use of it to become the
effective learners of English. The matter presented and the methodology used throughout the
coursebook is full of interactive mode, where pair and group work is going to be of utmost help.
The illustrations used would make teaching and learning of English enjoyable. The teachers,
students and all the stakeholders would definitely welcome the coursebook and follow to the
utmost level of progress.
The Board is thankful to the Convener and the members of the Board of Studies in English,
the writers/editors of the coursebook and the co-ordinator for their innovative work completed
with meticulous efforts. The Board thanks Miss Havovi Kolsawala of British Council, Mumbai
for arranging the visit of the British expert Prof. Mike Scholey for giving the initial thoughts for
developing the coursebook. The Board is also grateful to Dr. Kirti Kapoor of Dept. of Languages,
N.C. E. R. T. New Delhi, Dr. Z. N. Patil of E. F. L. University, Hyderabad, Dr. Bajarang Korde Dept.
of English, University of Pune, and expert teachers teaching English at the Secondary and Higher
Secondary level for their detailed scrutiny and review of the manuscript of the coursebook. Their
careful reading and criticism has been of great help in making the coursebook flawless.
The Board is also thankful to Shri Deshmukh, the artist for impressive illustrations. Thanks
are due to the Maharashtra State Bureau of Textbook Production and Curriculum Research for
timely production of this book in an excellent form.

(Sarjerao Jadhav)
Chairman,
Maharashtra State Board of Secondary
& Higher Secondary Education, Pune 4
FOREWORD
Pune
Date : 24-04-2012

Objectives : The major objective of teaching English at the Secondary level is to consolidate and extend
the language abilities already acquired. In the course of two years, students are expected to develop a
broad-based conceptual understanding (cognition) of the idiom of English and to learn to make effective
use of English in real life contexts (application).The syllabus at this stage envisages the following general
objectives of teaching and learning English as a second or third language.
To enable the student to
1. learn to use English appropriately.
2. understand spoken English, used in and outside the school.
3. speak with confidence using appropriate vocabulary, grammatical forms and acceptable
pronunciation.
4. comprehend written texts in English (both textual and non-textual).
5. write in simple and acceptable and reasonably correct English.
6. acquire the necessary communication skills required for their day to day social interaction.
7. cultivate a broad, human and cultural outlook.
8. facilitate self-learning.
INTRODUCTION
The new edition of ‘English Reader’ is new in various aspects. The teachers, parents, students and
the other stakeholders of the Coursebook need to know about the novelty of the course as well as
the philosophy behind having such a change. The change is not just in the presentation of content and
exercises but in the ‘treatment’ given to the content, the exercises framed and the overall approach
towards teaching and learning of English at this level. Of course at the back drop are the efforts done at
the Primary level. The changes need to continue at the Secondary level with the gradual development.
The new coursebook is based on the revised syllabus. While continuing with the changes introduced
in the earlier editions of the coursebook the revised edition introduces new things at the various
levels. Each unit consists of three reading passages. A poem is followed by a literary piece and a formal
write up. Efforts are made to give learning experience of variety of uses of English that the students
are most likely to need in their everyday life. The topical design of the units is continued.
To understand the coursebook in a better way look at the syllabus of English (Std. IX Third Language).

Listening skill
1. enjoy and appreciate various types of poems read aloud.
2. understand meanings of words, phrases and sentences in context.
3. guess meanings of new words and phrases.
4. understand statements,questions, commands, requests and other such sentences.
5. understand and respond appropriately to directive language, e.g. instructions, advice, requests and
warnings.
6. maintain his/her attention for a reasonable length of time.
7. listen for a global understanding so as to be able to give main points.
8. Follow simple narrative, descriptive and other such prose texts read aloud, so as to answer questions
set on them.
9. enjoy and appreciate stories, short plays and short narrations read out in the class.
10. take dictation keeping pace with the speed of the speaker.
11. understand and interpret spontaneous spoken discourse in familiar social situations.
12. listen with understanding news, commentaries, short speeches and such other programmes on Radio/
TV/tapes/CDs, etc.
13. listen with understanding to telephonic conversation.
14. understand nuances conveyed through stress and intonation.
15. infer a speaker’s attitude/intention and the message given in his speech.
Speaking skill
1. enjoy reciting poems with appropriate rhythm.
2. make meaningful use of words, phrases and sentences in context.
3. use a variety of words and phrases in different contexts.
4. learn to speak fluently and intelligibly on a given topic for a reasonable period of time.
5. answer orally the questions set on narrative and descriptive passages.
6. produce simple statements, questions, commands and requests.
7. converse appropriately in formal and informal contexts.
8. express his/her ideas coherently and logically.
9. narrate events, stories and experiences in brief.
10. describe state and process that he/she observes.
11. participate in discussions, debates and conversations.
12. use variety of expressions for complimenting, requesting, apologizing, etc.
Look at the skill wise specific objectives

Reading skill
1. read aloud effectively with correct pronunciation, stress and intonation.
2. read aloud with appropriate pace and pauses showing awareness of punctuation.
3. read aloud poems with appropriate rhythm.
4. read silently with reasonable speed, depending on the type of text.
5. read silently textual and non-textual material for overall/global understanding (skimming), for finding
specific information (scanning), for detailed understanding (intensive).
6. guess/predict appropriately while reading.
7. deduce the meaning of words, phrases with the help of context.
8. read informative material such as notices, advertisements, road signs and news headlines.
9. learn to chunk or group sentences into appropriate sense groups/grammatical groups.
10. learn to use a dictionary and such other reference material.
11. read to understand themes, ideas, emotions, expressed in the text and to respond appropriately.
12. understand logical sequence of sentences in the text.
13. read for pleasure extensively the texts within the range of his/her imagination.
Writing skill
1. master the mechanics of writing including the use of punctuation marks, capital letters and spellings.
2. write correctly, neatly and legibly with a reasonable speed.
3. write grammatically acceptable and situationally appropriate forms of English.
4. write answers to questions on textual/non-textual reading material.
5. frame statements, questions, commands and requests for their appropriate use in different contexts.
6. develop a paragraph on a given theme considering coherence, logical sequence and connective
devices.
7. write formal and informal letters with the help of given points.
8. develop a story with the help of given outline/points.
9. write short imaginary write-ups e. g. personal essays, compositions with the help of guidelines.
10. write short reports based on interviews, events and talks.
11. write a short conversation with the help of given guidelines.
12. transfer the information from nonverbal to verbal forms such as from tables,
charts and maps to write-ups.
13. fill in a variety of forms in given formats such as admission form and bio-data form.

Features of the Coursebook
A4 size of the book: The book is now in easy to handle size. Big font and illustrations are possible
because of the size of the book. The size makes it different from the traditional sort of a textbook.
4 colours: The coursebook is made colourful so as to create interest and make the book a fun for the
students to handle. Coloured presentation gives an impression of a magazine, a story book rather than
a typical textbook.
Coverpage and the backpage: The attractive and meaningful coverpage explains the themes included
in the coursebook. The backpage throws light on the techniques and the methodology that the teacher
is expected to follow in a classroom. Coverpages are meaningful and not just a colourfully decorated
piece.
Unit map: Summary of the unit which informs about the source of the material, values involved in the
text, skill focused through different activities, language support (grammar items covered),writing skill
involved in the activities, communication skill activities and the activities that can develop thinking skill
of the students. The map clearly indicates the focus and the teachers can plan accordingly. The letter
‘A’ stands for activities and the number indicates its serial number within the text.
Web-sites and use of internet: In the days of fast growing technology using it for learning would be
truly beneficial. Therefore, at several places web addresses or URL are given so that the students may
apply their reference skill and collect required additional information. Project work can be done with
the help of information collected through internet. Activities are designed to take the students beyond
the textbook to the real world outside the classroom.
Unique presentation: The units and the lessons are presented differently. Each box contains different
activity and not just a set of typical wh- questions which develops a fear of testing all the while.
Children enjoy getting involved in activities and it would make their learning informal and constructive
in the true sense. The activities are deliberately not sequentially arranged with a definite purpose.
More lengthy lessons are presented in parts for easy handling by the teachers and the learners. Words
included in the glossary are underlined in the text. Glossary is given a different treatment for the quick
reference.
Less number of lessons, more activities: The number of lessons are reduced. There are more activities
instead. There would be more effective learning if there is more interaction.
Minimising the gap between L1 and L3: In Maharashtra students learn English as a compulsory subject
right from Std. I. It is learnt at two levels: as a first language or second/third language. When they enter
in Std. XI they learn it as a uni-level subject. The coursebook has done deliberate efforts to minimize
the gap in these two courses.
Integrated approach: The learning experiences provided through different lessons touch different
subjects. There is interlinking of Arts, History, Geography, Science, etc. for English to be used for
learning them. One of the reasons, here, is to learn how to learn.
Going beyond the text: Efforts are made to take the learners beyond the textual experiences. Web-
sites and libraries help the students to develop reference skills.
Full of meaningful and purposeful illustrations: The book is full of images, pictures, photographs,
etc. These are not just for the decorative purpose but are purposeful and meaningful. There are
activities based on them and they intend to boost up language interaction.
Environment Education: The topics of environment are infused throughout the Coursebook
in a unique manner. Learning about environment through English would be an enjoyable
experience. Efforts are made not only to create awareness but activate the learners.

Grammar:
1 Enquiry based approach to learning of Grammar
2. Self learning attitude by answering questions
3. Innovative exercises in testing grammatical ability
4. Examples from the real life to understand the real use of grammar
5. Thought provoking questions to generate enquiry based learning
6. Grammar is more functional and communicative
7. Starting with the context of the passage, grammar learning moves towards more free context.
Hallo Teachers,
Understand your changed role. You are not just the teacher of English but far more than that. You are not
expected to be just a provider of knowledge. The multiple role of a teacher helps the students learn easily
and acquire the skills of language. The Coursebook expects you to know your own role.
Planner: Since the Coursebook contains lot of activities you will have to plan for many things. For
example, time management, requirements for conducting the activities, planning for the lessons, seating
arrangement of the students, classroom activities and testing.
Guide: You act as a guide when you help the learner by giving hints or tips. Providing readymade solutions
and answers will discourage learning.
Learner: Unless you learn you cannot teach. If you stop learning you stop teaching. Learn new things so
that the learners will get something fresh and different.
Creator: Learners always want something new and something different from their day to day experiences
and observations. You are expected to give scope for imagination and creation so that the change can take
place around us.
Facilitator: When you easify and simplify the content by providing clues, using aids, putting the matter
in a simple manner you act as a facilitator. Remember not to be the hindrance in the process of learning.
Diagnostician: You should be in position to diagnose the problems with the students, find where they go
wrong and plan your strategy so that the learners will develop their language abilities and skills.
Artist and Dramatist: Your little bit skill of drawing would help in making the learning task interesting and
effective. Learning is expected to be an enjoyable act and bit of dramatization would help learn in a better
way.
Administrator: Be the administrator for conducting the activities. The effective administration will
help to realize our objectives effectively.
?
, ; ‘’ ! :

Hallo students,
Active participant: You should be no more just passive learners but actively take part in the activities in
the class. In a classroom you have to be involved and interactive.
Listener: You have to be active listener and not just passive listeners. Give training to ears. Develop a
proper sense of listening. If you are a better listener you can be a better speaker, reader and writer.
Speaker: You have to be effective user of English. The Coursebook provides opportunities for you to speak
with your classmates and your teachers.
Writer: You should be a good writer of English. Variety of exercises will prepare you for the real life.
Accept the challenges and be a good and effective writer.
Planner: You have to plan your studies and prepare for the variety of tests. Plan how you are going to
solve your exercises. More you plan more successful you can be in your activities.
Creator: You have many ideas that are creative. Your imagination and creation can only bring about a
change around us, otherwise we will be continuing with the traditional aspect.
Dreamer: Imagine about your future. Plan and prepare to reach your goal. Find your dreams from
the Coursebook.
Your Classroom!
Classroom
Interactions
learner
learner
learner
learners
learner
teacher
learner
material

22
INSIDE
1.1One Inch Tall
- Shel Silverstein
3
1.3 The Tiger and the
Dried Persimmons
- Korean folk tale
9
2.1 A World of Machines
-David Ronald Bruce Pekrul 15
2.3 What is the
Internet?
Unit Two: Science and Technology
3.1 Growth of a Tree
- Meish Goldish
29
3.3 Meeting an Elephant
38
3.2 Why the Evergreen Trees
Never Lose Their Leaves
- Florence Holbrook 31
2.2 Yummy, but Harmful
- Dinsha Sachan 18
1.2 Laughter:
the Lighter Way
of Life
5
Unit Three: Environment
Unit One: Humour

Unit Four: People
4.1 A Teacher
for all Seasons
-F Joanna
45
4.3 Breathtaking Feat
- Sudhesh Malhotra
55
4.2 The Sadhu of
Modern India
- Dr Taher Kagalwala 48
Unit Five: Sports and Adventure
63 74
5.3 Eternal Glories:
Kite Flying
-internet
5.1 Playgrounds
- Berley Doherty
5.2 She’s Gunning for More!
-Vivek Kamath
67
Unit Six: Birds and Animals
9285
6.1 My Dog
- E. Lewis
6.3 Birds Need
Our Support
- Prabhakar Kukdolkar
6.2 Hariya
- Purani Pinakin L. 88

Unit Seven: Human Values
7.1 The Gift
- Rabindranath Tagore
7.2 Honesty Comes
from the Heart
- Sudha Murthy
Unit Eight: Maharashtra
Rapid Reading
1. The Thief
Compiled by Lewis Rawson
3. The Photograph
Ruskin Bond
99
7.3 Action, a Way of
Worship
- Prof. G. P. Pradhan 109
102
8.3 Melghat
Sanctuary
-a leaflet 125
135
8.2 Picknicking
in the Hills
- Preety Modi 120
4. Lady Luck and
the Beggar 141
132
2. The Hare in
the Moon
Retold by Ganga Somany
138
8.1 My Farmer Father
- Jasmine N. Swantz
117

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