English For Today chapter 12: Roots

English For Today
Textbook pages 151-163
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19,733 characters of context

Textbook (verbatim transcription): Roots

Verbatim transcription of the printed NCTB textbook pages.

Contents29

Unit Twelve
Learning outcomes
Lesson 1: My Roots
A. How do you feel looking at the photo?
B. Read the following text.
C. Read the text in the speech bubbles. Make questions based on the bubbles and then compare them in pairs.
D. Fill in the grid with appropriate information from the text above.
E. Work in pairs. Talk about these questions.
F. Make a classroom survey and present in a chart the types of roots your classmates have.
Lesson 2: My Roots -2
A. Read the following remarks and find out who is like you.
B. Read the above statements of different in A people again and make two lists—one stating what they like and the other stating their dislikes.
C. Do you agree/disagree with their statements? Write down why.
D. Read the following text.
E. Work in pairs. If you are given a chance to meet Mr. Islam, what questions would you ask him? Make both wh-questions and yes/no questions.
F. Read the statements in columns A and B. Then match them to make complete sentences.
G. Do you like Mr. Islam? Why/ Why not? Write down some reasons in favour of your opinion and share with your partner.
Lesson 3: The Return of the Native
A. Read the following text.
B. Write notes about Madhusudan under the following headings. One is done for you.
C. Read some more information on Madhusudan. Make questions for those statements.
D. Work in pairs and decide how the story of Madhusudan is related to the unit theme Roots.
E. Read the sentences carefully and identify the logical sequence of events in Mikhail Naimy's life. Then rearrange the sentences in the correct order to form a meaningful paragraph.
Lesson 4: In Search of Identity
A. Do you ever read the Problem Page in magazines or newspapers? What kinds of problems do people often write about?
B. Here are two letters from the problem page in the Daily Bangladesh. Read them and discuss with a partner what you think the content of the letters is. Use a dictionary to check any new words.
C. Look at the texts. Say who/what they, their, this, that, it refer to in the following sentences.
D. Work in pairs. First, write two problem letters. The problems can be personal or of your locality as in B. Read your partner's problem and give suggestions.
E. Work in groups. Take roles as a TV Anchor, Mojnu Mia, Fazlur Rahman, and Nilima Chowdhury as given in the following text. Put suitable verb form into each gap of the text related to your role. Then, act out the talk show.

Printed page 151

Unit Twelve

Roots

Learning outcomes After we have studied the unit, we will able to participate in conversations and debates exchange personal information narrate incidents and events in a logical sequence present own ideas, give and ask for information write letters to newspapers lodge complaint present information in a chart. Printed page 152

Lesson 1: My Roots

A. How do you feel looking at the photo? Figure : People rush to their roots on different occasions Description: Four photographs of crowds. Top left: a dense crowd inside a station-like space. Top right: a launch on water, its decks crowded with passengers. Bottom left: a large crowd on a riverside embankment. Bottom right: a dense crowd under a roofed shelter.

B. Read the following text. Eid is the main religious festival of the Muslims in Bangladesh. Eid means happiness. Everyone wants to share this happiness with near and dear ones. So most of the people, who are living outside their homes for different reasons have a strong desire to get back home during the Eid vacation. As a result, there is a mad rush to board buses, trains, or launches for going home. This often causes transport accidents that take away many lives. However, these cannot stop people from going home to meet their family, in-laws, or friends. What makes people rush for their homes in spite of serious hazards? This is nothing but people's desire to return to the roots. Do human beings have roots like the trees? The answer is 'yes' but unlike the roots of the trees they are invisible, they lie in our minds. It's these roots that make a bond between us and family Printed page 153 members, in-laws, friends, neighbours or even between us and the land where we were born and grow up. In that sense our families, our land of birth, relatives, our culture, traditions, or surroundings are our roots. And wherever we stay, we feel the power of our roots. It's our roots that develop our identity making us what we are. When we lose that bond, we become rootless. Human beings who do not have any roots are a non-entity. In other words, they do not have an identity. They don't know where they are from, and/or where they are heading to. This often makes them feel empty and lost.

C. Read the text in the speech bubbles. Make questions based on the bubbles and then compare them in pairs. Eid is the main religious festival of the Muslims in Bangladesh. Eid means happiness. In that sense our families, our land of birth, relatives, our culture, traditions, or surroundings are our roots. It's our roots that develop our identity making us what we are. Printed page 154

D. Fill in the grid with appropriate information from the text above. That makes our roots The problems of a rootless person 1. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots 1. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots 2. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots 2. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots 3. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots 3. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots 4. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots 4. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots 5. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots 5. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots

That makes our roots	The problems of a rootless person
1. …………………………………	1. …………………………………
2. …………………………………	2. …………………………………
3. …………………………………	3. …………………………………
4. …………………………………	4. …………………………………
5. …………………………………	5. …………………………………

E. Work in pairs. Talk about these questions. Do you have any root other than the place where you are living now? If yes, where is it and who live there? If not, why not? How do you label your roots? I have my roots in ☐ a remote rural village ☐ a village ☐ a semi-urban area (upazila) ☐ a small town ☐ a midsize city ☐ a suburb ☐ a city Do you feel any attraction for your roots? How do you nourish your roots? What, according to you, are the reasons why people become rootless?

F. Make a classroom survey and present in a chart the types of roots your classmates have. Printed page 155

Lesson 2: My Roots -2

A. Read the following remarks and find out who is like you. I simply just can't bear the people who don't have any respect for their roots. - Haridas Soren We have a moderately big house in a town but we frequently go to our village home as well. I always feel so at home when I visit my village and stay with my near ones. - Bidisha Yasmin I live in a small apartment with my mom, dad, and my little sister. Most of my relatives live in a village. I seldom go over there as I don't like village life. - Ifti Mahmud Some people are so eager to leave their own homes, friends, and everything behind only to be a part of the city life. They are not for me. - Antara Gomes To be frank, I don't get used to visiting my relatives in the village. - Jhilik Ahsan I live in a city but I never forget my parents are from a tiny but beautiful village. I know I have my roots there and I'm so proud of that. - Anupom Chakma I just can't stand the people who have grown up in the village but forget it once they are out from there. - Debashish Biswash Now make your own statement about your roots. \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots \dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots\dots Printed page 156

B. Read the above statements of different in A people again and make two lists—one stating what they like and the other stating their dislikes.

C. Do you agree/disagree with their statements? Write down why.

D. Read the following text. Mainul Islam is a qualified farmer in Naogaon. Mr.Islam was very brilliant as a student. He took his higher education from Bangladesh Agricultural University in Mymensingh. He then came back home and started advanced farming. He has two other brothers who are graduates in different disciplines. The specialty of the Islam family is that they all are living in their village and all are renowned in their own fields. Mr. Islam's younger brother, who is a Rajshahi University graduate, is a science teacher in a local school. His youngest brother is a social science graduate who likes to start a local NGO to work for this area. When asked "What makes you decide to stay here in this village?" Mr Islam smiled and said, "Look, it's true that we could leave this village for city life. I could be banker or my brothers could be bureaucrats. But it didn't attract us. We are sons of this soil. Yes, we have education but does education prepare a person only to be an officer? Don't we have any obligation to the soil that has made us what we are?" He also added that not every educated individual should be a job seeker. He added that since his discipline was agriculture, after his education he took the occupation of a farmer. In response to a question whether they had any frustration living in a village, he confirmed that they were indeed very pleased with their life. He said, "I work in my own farm, stay with my family members, pass time with my old friends, and sleep at my own home. All these count a lot." Mr. Islam is right. Many people go to cities and forget or loosen their roots knowingly or unknowingly. Mr Islam and his brothers are great—they haven't forgotten their roots. They not only stuck to their own roots, they have been torch bearers for others to be respectful of their roots.

E. Work in pairs. If you are given a chance to meet Mr. Islam, what questions would you ask him? Make both wh-questions and yes/no questions. Printed page 157

F. Read the statements in columns A and B. Then match them to make complete sentences. Column A Column B 1. Mr. Islam a. if anyone has education she/he must have a job. 2. The specialty of Islam's brothers is b. has multi- faceted opportunities. 3. Mr. Islam never believes that c. graduated from Bangladesh Agricultural University. 4. Mr.Islam also believes d. in the duty toward roots. 5. Staying with the roots e. that city life couldn't attract them.

Column A	Column B
1. Mr. Islam	a. if anyone has education she/he must have a job.
2. The specialty of Islam's brothers is	b. has multi- faceted opportunities.
3. Mr. Islam never believes that	c. graduated from Bangladesh Agricultural University.
4. Mr.Islam also believes	d. in the duty toward roots.
5. Staying with the roots	e. that city life couldn't attract them.

G. Do you like Mr. Islam? Why/ Why not? Write down some reasons in favour of your opinion and share with your partner.

Lesson 3: The Return of the Native

A. Read the following text. Michael Madhusudan Dutt, was a celebrated 19 th century Bangalee poet and dramatist. He was born in Sagordari on the bank of the Kopotaksho River, a village in Keshabpur Upazila under Jashore district. From an early age, Michael aspired to be an Englishman in form and manner. Though he was born in a sophisticated Hindu family, he converted to Christianity as a young man, much to the ire of his family, and adopted the first name Michael. In his childhood, he was recognised by his teachers as a precious child with a gift of literary talent. His early exposure to English education and European literature at home and his college inspired him to imitate the English in taste, manners and intellect. Since his adolescence, he started believing that he was born on the wrong side of the planet, and that his society was unable to appreciate his talent. He also believed that the West would be more receptive to his creative genius. Printed page 158 Madhusudan was an ardent follower of the famous English poet Lord Byron. So after adopting Christianity, he went to Europe and started composing poems and plays in English. They showed his higher level of intellectual ability. However, he failed to gain the right appreciation. To his utter frustration he found that he was not esteemed as a native writer of English literature. Out of his frustration, he composed a sonnet in Bangla "Kopotaksha Nad" which earned him huge reputation in Bangla. Gradually he could realise that his true identity lay in Bengal and he was a sojourner in Europe. Afterwards, he regretted his fascination for England and the West. He came back to Bengal and devoted himself to Bangla literature from this period. He has written the first Bangla epic Meghnad Badh Kabya .

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