alled upon to turn in their work.
I think, the reason for doing this is that teaching from the Literature Reader (LR) is more like traditional English teaching and hence the teacher can avoid getting too much out of his or her comfort zone, for the demands of teaching a communicative course are many in terms time and class management.
In a communicative course, the appreciation of literature is not the primary aim. The primary aim is the use of language in real-life situations. Teaching literature first is born from a distorted perception of the communicative course. Such a perception is inadvertantly passed on to the students.
One learns first to use a language, and is only then ripe for appreciation of the literature of that language. This is the correct perception.
Under a situation of distortion of the purposes of the prescribed course, a student's problems are inevitable. To this, if you also add a student's lack of motivation, then the problems increase two-fold.
He or she should...
Try to perceive exercises not as "error" or "omission" exercises, but as exercises on grammatical points that figure in these errors and omissions, such as: subject-verb concord, verb forms, non-finites, modals, prepositions, etc.
Make a checklist of these grammatical points, if possible, with the help of your English teacher.
Begin time-bound preparation of these topics FIRST. These are the most important things to learn. After this go into the other material.
If you live in Kannur, you may want to attend my Writing and Grammar Classes for CBSE students (IX to XII). You can contact me here for this.