Professional Documents
Culture Documents
English Grade 5 Part 2 (Teacher's Book)
English Grade 5 Part 2 (Teacher's Book)
English Grade 5 Part 2 (Teacher's Book)
_______________
_______________
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mrs Sazia Bibi MULUNG - Mentor
Vetting Team
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mr Nunkishore NEERGHEEN - School Inspector
Mr Doomanlall MOHANGOO - School Inspector
Mr Krishnaduth OOCHIT - School Inspector
Mrs Taramatee NATHOO - School Inspector
Mr Dahmiasdeho GOWRY - School Inspector
Mrs Dineshwaree RUCHCHAN - School Inspector
Graphic Designer
Mr Isstiac Gooljar
ISBN: 978-99949-40-62-2
© Mauritius Institute of Education (2017)
ii
Table of contents
Page 1 - 44 45 - 88 89 - 133
5 Making the world a 6 Magical hands
Unit 4 The world of films
better place and places
Listening: ‘Mission Mars’ Listening: ‘Mother Teresa’ Listening: ‘Magical hands
and places’
Speaking: Speaking:
Communication Skills • Your favourite film • A person you admire Speaking:
• Poem • The most
interesting job
Reading for
‘A film shoot at school’ ‘The child soldier’ ‘Fiola’s dream job’
Understanding
Reading for Pleasure ‘My superhero- my mum’ ‘Pinocchio, don’t lie!’ ‘The glass blower’
and Appreciation ‘Grandpa’s first 3D film’ ‘José Thérèse’ ‘Going around museums’
iii
iv
Unit 4
The world of films
Unit 4
Teacher’s note
Get pupils to observe the picture. Introduce the theme using the
questions that follow. Then introduce the reading comprehension text
and pre-teach new/difficult vocabulary using different strategies.
cabulary
Vo
Key words:
New expressions:
2
Unit 4
Activity 1b: There is a film shooting at Rawiyah’s school. Read the text below carefully.
The crew was getting the equipment ready. Miss Monica Fair was rehearsing the script with
the other actors. She was playing the role of a teacher in the film. She was wearing the same
type of clothes as their teacher. The pupils noticed that the classroom had new curtains and
lots of colourful charts. They were fascinated by the cameras that were in different places and
started chatting noisily. The film director, Mr. Paul, kindly told them to behave as they normally
did because they would be in the film. They immediately sat down at their desks.
When it was time to shoot the film, Mr. Paul said, “Picture is up!” for the heroine to start acting.
Then he said, “Roll sound!” to the man in charge of the sound, and “Roll camera!” to the camera
operator. After that he shouted, “Action!” and Miss Monica Fair started acting. She stood up and
greeted the class, “Good morning, children.” The pupils stood up and replied, “Good morning,
teacher.” Miss Monica Fair then walked to the teacher’s table, took the whiteboard marker and
started writing on the board. Suddenly the director shouted, “Cut!” as he was not pleased with
her acting. She had to do it again.
After the film shooting, Mr. Paul called out, “Wrap!” Before leaving, he invited the pupils to the
release of the film. They were so thrilled that they shouted with joy.
3
Unit 4
Activity 1c: Read the text again and answer the following questions as you do so.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. Why did Mr. Paul tell the pupils to ‘behave as they normally did’?
__________________________________________________________________________
4
Unit 4
Activity 1d: Choose the correct answer and circle the corresponding letter.
A. her friends playing a role C. the class teacher sitting at her table
B. the film crew getting the D. the headmaster talking to the pupils
equipment ready
3. Miss Monica Fair “was playing the role of their teacher.” ‘Playing the role’
means _____________________________.
A. the film editor did the shooting C. they had to shoot again
B. the camera operator turned D. the director was angry
off the camera
5
Unit 4
Activity 1e: After the release of the film, Rawiyah had a role in another film.
Continue the story in groups and share it with the class. The following
questions will help you.
1. How did Rawiyah feel when she was offered the role? Teacher’s note
2. What role did she play in the film?
Allow pupils to brainstorm in
3. What did her parents tell her? groups for additional questions/
4. What did her friends tell her? ideas to further develop and end
the story. Provide further prompts
5. What did Rawiyah finally decide to do? as required. At the end of the
6. Was Rawiyah happy with her decision? activity, each group shares its story
with the class.
Activity 2: Vocabulary
Activity 2a: Read the meanings of words given below carefully and
use them to complete the table.
Word Meaning
film set
film crew
shooting
heroine
rehearsing
script
wrap
6
Unit 4
Activity 2b: Arvin is a reporter. He is interviewing a famous actor, Rambo, for his
newspaper. Complete the conversation using the following words:
Arvin: Good morning, Rambo. Thank you for being here with us.
Arvin: Who is playing the role of the heroine who helps you to survive in the desert?
Rambo: I’ll be happy when the director says, “__________________!” I’ll know that shooting
is over.
Arvin: Thank you, Rambo and good luck for your film.
7
Unit 4
Activity 2c: Many people work in the film industry. Match the pictures on the left
with the occupation they represent. Discuss these jobs with your
teacher and the class.
sound recorder
scriptwriter
hairdresser
cameraman
make-up artist
Teacher’s note
8
Unit 4
Activity 3a: The pictures on the next page are from the news. Observe them
carefully and tell the story using the vocabulary provided.
Where does it
take place?
How does the
story end?
Composition
3
Who are in
the story?
Why it happened?
What happened?
5 4
Teacher’s note
This writing activity is meant to initiate pupils into picture composition and the process writing
approach. Review vocabulary with pupils. Ask them to brainstorm in groups using the given prompts
and vocabulary. They share their ideas with the class and jot them in a graphic organiser. In groups,
they write the picture composition. Provide necessary support and give feedback to groups on their
work. Organise a session for sharing the best stories. As homework, each pupil works on the feedback
and rewrites the composition in his/her exercise book.
9
Unit 4
blazing sun
children playing
school yard
torrential rain
flooded
scared
fire fighters
leave school
10
Unit 4
Activity 3b: Write your composition using the sentences provided. Make sure you
use the vocabulary given in Activity 3a.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Suddenly, the weather changed and everybody became very anxious. __________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
The pupils were reassured when they heard the sound of the siren. ____________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
11
Unit 4
Activity 4: Quantifiers
Some films
are too long.
12
Unit 4
Activity 4a: Choose the correct quantifiers and fill in the blanks.
soon as she returns home, she eats a ________________ (little, few) biscuits and drinks
_______________ (many, some) milk. She then runs to switch on the TV. She can spend
____________ (little, many) hours in front of the TV if my parents do not switch it off and
send her to her room. I think that she has too ____________ (few, little) homework because
she soon comes out shouting, “I’ve finished! Can I watch TV now?” I wish her teacher
gave her ________________ (a few, many) exercises. I am in Grade 5 now and I have so
13
Unit 4
Activity 4b: Complete the poster by filling in the blanks with appropriate quantifiers.
Teacher’s note
Recipe for a relaxing film session
This can be carried out as a
group activity. Posters may
be produced on bristol paper
______________ good friends and shared with the class.
Make sure that pupils use
different quantifiers and, while
______________ DVDs of your favourite films correcting, point out that there
is a variety of answers.
______________ jokes
______________ noise
Activity 4c: Roll the dice game- Roll the dice and state appropriate nouns
for the quantifiers.
Teacher’s note
Key
Number of dots Quantifier Get pupils to take turns to throw
1 some the dice. The number obtained
indicates the quantifier for
2 few which they have to find an
3 little appropriate noun. Note: the
same noun cannot be used
4 much twice. Jot down a variety
5 many of answers on the board to
reinforce understanding.
6 a quantifier of your choice
14
Unit 4
Examples:
Teacher’s note
Tell pupils to observe the table and help them to derive the rules.
Activity 5a: Read the sentences below carefully and rewrite them in the
appropriate column.
15
Unit 4
Activity 5b: Lisa Simpson and her brother, Bart, never agree. Whenever Lisa says
something, Bart says the opposite. Complete the table by writing the
negative form of what Lisa says. An example is given.
Lisa Bart
Example:
Our parents were having a conversation Our parents were not having a
when we arrived. conversation when we arrived.
16
Unit 4
Activity 5c: In the last episode of ‘Bob Sponge Square pants’, Bob’s friend, Patrick,
lost his memory. He asked Bob a lot of questions to try to remember things.
Read Bob’s answers carefully and write the appropriate questions.
Example:
Patrick: __________________________________________________________________?
Bob: Yes, the inhabitants of Bikini Bottoms were treating us in a friendly way.
Patrick: __________________________________________________________________?
Patrick: __________________________________________________________________?
Patrick: __________________________________________________________________?
Bob: Yes, we were eating a delicious crab snack during our break.
Patrick: __________________________________________________________________?
Patrick: __________________________________________________________________?
17
Unit 4
Activity 6a: Read the text silently and carry out the activity that follows.
My superhero- my mum
Glossary
• battles with lots of work: tries hard to complete all her work
• crashes: breaks into pieces
18
Unit 4
Teacher’s note
19
Unit 4
Teacher’s note
After pupils have read the sentences, elicit the meaning of the words in bold and supplement with
necessary explanations. Let pupils observe and comment on the place of the adverbs of frequency
-after or before the verb. Use the above diagram and examples to illustrate the difference between
adverbs. Highlight that ‘sometimes’ can appear at the start or end of a sentence, or before a verb.
Also draw their attention to the fact that adverbs of frequency can be used with verbs in the past
and present tenses.
20
Unit 4
Activity 7a: The table shows the TV programmes that Daniel Radcliff watches.
Read the information and fill in the blanks below with an appropriate
adverb of frequency.
football football
documentary
2. He _________________ likes to watch the serial ‘Doctor Who’ with his family.
6. He _________________ watches his favourite music show ‘The BBC Proms’ before going
to sleep.
21
Unit 4
Activity 7b: Observe the pictures and read the given words. Write one sentence on
each picture to say how you spend your weekend.
never- wear
often- watch
usually- do homework
sometimes-play
rarely- go
22
Unit 4
Activity 7c: Work in pairs. Ask these questions to your friend who will answer
using an adverb of frequency. Write the answers in the blank spaces.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Teacher’s note
__________________________________________________________________________
23
Unit 4
24
Unit 4
25
Unit 4
Activity 8a: Complete the tables below with appropriate personal pronouns
and reflexive pronouns.
I Myself
__________ Yourself
He __________
__________ Herself
It __________
__________ Ourselves
You __________
__________ Themselves
Reflexive Pronouns
Myself
__________________________
Singular Himself
__________________________
__________________________
Ourselves
Plural __________________________
__________________________
26
Unit 4
Activity 8b: Complete the sentences using reflexive pronouns related to the
words in bold. An example is given.
3. “You two boys will hurt ___________________ if you fall from the tree!” said Mum.
27
Unit 4
Activity 8c: Little Oowais watches a horror film ‘Papa Smurf and the haunted castle’.
Fill in the blanks with the correct reflexive pronouns to find out what it
is about.
Papa Smurf walks into a haunted castle. The gate opens and closes by ______________.
There is no wind and the curtains move by _____________________. Papa Smurf finds
__________________ in a long and narrow corridor. He sees a strange woman. She is looking
“You are putting ________________ in danger,” she tells him. “We _________________ are
not safe.”
Suddenly, it gets dark and begins to rain heavily. Papa Smurf hears thunder booming and sees
lightning flashing in the sky. “I must get out of here,” he tells __________________ but as he
runs out, the door bangs shut and locks _______________________. Someone begins to
laugh loudly…
28
Unit 4
Sheena and Deevesh are two friends. They are talking about their favourite film. Listen
to the conversation and carry out the activities below.
‘Mission Mars’
Teacher’s note
29
Unit 4
Activity 9a: Listen to the conversation again and write True or False.
Activity 9b: Listen to the conversation again and answer these questions.
Activity 9c: Tell your class about your favourite film. You may talk about one or
more of the following:
30
Unit 4
Activity 10a: Read the text silently and carry out the activity that follows.
Dad announced that he would take us to the cinema to watch the 3D film,
‘Dinosaur world’. My brother, Avi, and I jumped up with joy. “Thanks, Dad!” I
cried out hugging him. “I’m so impatient to watch it!”
My father smiled and said, “I have decided to take Grandpa along. Isn’t that
a great idea?”
Avi and I looked at each other in surprise. Grandpa was old and rarely went
out. He often had leg and back pains.
“Dad, are you sure that Grandpa will be able to sit for two hours?”
Avi asked.
Dad replied, “Grandpa has never watched a 3D film and I’m sure that he will
enjoy it.”
We did not know how he did it, but Dad convinced* Grandpa to accompany
us to the cinema. He seemed quite happy to be with
us. When we entered the hall, Grandpa looked around.
“I’m so glad you like it, Grandpa,” I told him. “Avi and I
were not sure you would come.”
31
Unit 4
sunglasses. He did not want to wear them. We explained that we must wear
them to watch 3D movies. As the dinosaurs attacked their prey*, Grandpa
suddenly moved to the side. He thought that they were attacking him.
Several times during the film, he pulled the glasses down his nose and
peered* from above to see the difference.
I was afraid to ask Grandpa how he found the film. Was he enjoying it or was
it painful for him to sit till the end?
Glossary
32
Unit 4
33
Unit 4
Sim’s dream
Sim is my eldest cousin. Her real name is Simla but she likes to be called Sim because it
makes her feel like a star.
“No,” she replies. “I don’t want to become a heroine in films and rehearse long scripts.”
“Why not?” I ask. “You will become very famous. You may even win an award!”
Sim dreams of making documentaries on the lions of Africa, the penguins of Antarctica and
the Golden Eagles of America. She wants people to know about the wildlife of our islands too.
The Pink pigeons of Mauritius, the geckos of Agalega and the Rodrigues Warbler are also
interesting animals. Unfortunately there are only a few documentaries about them.
Making wildlife documentaries is more difficult than making films. Even though you will work
with a crew, you have to travel in jungles and ice cold regions. Often there are no roads or
hotels. You must camp in tents and walk for days carrying heavy equipment. There are dangers
too when you are filming wild animals such as tigers, rhinos and snakes. All this does not scare
Sim because she wants to learn more about nature. She very often follows and records frogs
or butterflies in her garden. She uses her father’s mobile phone for the recording.
She does not reply because she does not want to stop recording.
I hope that one day her dream will come true. How proud we will all be!
34
Unit 4
__________________________________________________________________________
__________________________________________________________________________
(iii) Does Sim want to make documentaries on animals of our islands only? How do you know?
__________________________________________________________________________
__________________________________________________________________________
(iv) Give two reasons to say why it is dangerous to film wild animals.
a. _______________________________________________________________________
b. _______________________________________________________________________
(v) What do you think someone must do for his dream to come true?
__________________________________________________________________________
__________________________________________________________________________
Ex. 1b Choose the correct answer and circle the corresponding letter.
(i) Sim does not want to become an actress because she does not _____________________.
35
Unit 4
(ii) Sim follows and records the animals in her garden because ________________.
A she wants to know more about nature B she likes being in the garden
(iii) Why doesn’t Sim stop the recording when the writer talks to her?
C She is talking to the animals. D She fears the animals will escape.
(iv) At the end, the writer says “How proud we will all be!” Who will be proud of Sim?
Ex. 2 Choose the correct answer and circle the corresponding letter.
A never B always
C rarely D sometimes
2. The two actors _________________ offered their help to complete the film.
A myself B yourself
C themselves D himself
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Unit 4
3. While rehearsing, the actor had to look at the ______________ given by the film director.
A script B paper
C role D diary
A many B much
C more D little
5. The movie _______________ so _______________ that she forgot to change the channel
to watch the news.
6. Marvin is such a busy actor that he __________________ has time to watch TV.
A never B often
C always D sometimes
7. The film ________________ had to look for another location for the film shoot.
A army B crew
C group D herd
37
Unit 4
8. The scriptwriter told his team, “We ____________________ must think of a nice story for
our next film.”
A myself B themselves
C yourselves D ourselves
A a little B many
C a few D much
38
Unit 4
Ex. 3 Writing
Leigh Ann is feeling very happy. She has been chosen to play the role of the heroine’s friend in
a film. On the day of the film shoot, her mother accompanies her on the set. The crew is busy
getting ready for the film. Look carefully at the pictures below and use the words given to write
three sentences (not less than 6 words) on each picture to describe Leigh Ann’s adventure.
__________________________________________________________________________
Leigh-Ann is amazed when she arrives on the set with her mother.
__________________________________________________________________________
__________________________________________________________________________
39
Unit 4
__________________________________________________________________________
shooting – to start
__________________________________________________________________________
__________________________________________________________________________
40
Unit 4
A month later
__________________________________________________________________________
__________________________________________________________________________
silence – to start
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
41
Unit 4
Brenda is talking about her favourite TV programme to her friend, Olivier. Listen to the
conversation and answer the questions.
Teacher’s note
42
Unit 4
A One B Two
C Three D Four
A A monster B An adventure
C A ghost D A place
43
Unit 4
1. Brenda watches her favourite TV programme every week. How do you know?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Ex. 4c Ask your friend about his or her favourite TV programme and why he or
she likes it.
Teacher’s note
Pair up pupils for this assessment task. Give some preparation time. Tell them that they have to
ask at least 4 questions. Assess their ability to ask appropriate questions to each other and to
provide answers using accurate vocabulary, grammar and pronunciation.
44
Unit 5
Making the world
a better place
Unit 5
Activity 1a: Watch the clip ‘Heal the world’ by Michael Jackson and
discuss the following:
• What is the song about and what does the clip show us? Teacher’s note
• Name some countries affected by war.
The song is available at:
• What happens to children in countries affected by war? https://www.youtube.com/
• According to the singer, how can we prevent wars? watch?v=BWf-eARnf6U0
cabulary
Vo
Key words:
New expressions:
46
Unit 5
Activity 1b: Some children are forced to become soldiers in countries at war.
Read the text below carefully.
I was then sent to the SOS Children’s Village in Kigali. I had no news of my family. People told
me that the village had been completely burnt down and nobody survived. As an SOS child, I
had a house, a family and food. It encouraged me to live a normal life again.
I wanted to continue my studies, so I went back to secondary school. At first, I was ashamed
to tell my classmates that I was an orphan. I thought that they would laugh at me. Later, I
was surprised to discover that there were other children who were far worse off. They were
orphans too but they did not have money to go to school. It was the organization SOS Children
that paid my school fees. I was very lucky as I also had the care and love of my SOS mother
and brothers.
I will leave school next year and my dream is to go to the university. I hope to get a good job to
support myself and the other SOS children.
47
Unit 5
Activity 1c: Read the text again and answer the following questions as you do so.
_________________________________________________________________________.
2. How did the children feel when they saw the soldiers at the hospital?
_________________________________________________________________________.
3. What sentence in the text tells us that the writer was not happy to be a soldier?
_________________________________________________________________________.
_________________________________________________________________________.
_________________________________________________________________________.
Activity 1d: Choose the correct answer and circle the appropriate letter.
1. What did the young soldiers have to learn during their training?
48
Unit 5
3. The writer is handicapped but he still wants to study and have a good job. This makes us
A anger B admiration
C surprise D excitement
A healthy B weak
C handicapped D unhealthy
5. How can the writer help the other SOS children when he gets a job?
C He can train them to become soldiers. D He can pay their school fees.
49
Unit 5
Activity 2a: Read the hints below to find the word in the text.
Fill in the crossword.
6.
s
4.
r
3. 5.
w o d d
1.
m d
y
2.
f e
d
Across Down
50
Unit 5
Activity 2b: Find the antonym of the words in bold. Some letters of the antonyms
have been given. You may use a dictionary.
1. Rayman does not like it when his brother has a fight with him. Rayman likes p___a___e.
2. Yonisha likes to wear her green bracelet as she thinks it is lucky for her. She does not wear
any other colour as she thinks it is u___l___c___y.
3. Sheila stays positive during the match as she knows her team will win. She is not a
n___g___t___v___ person.
4. Rohan thought that his results would be worse than last year. To his surprise, they
were b___t___e___.
5. Everybody prayed for the recovery of the sick man as his health
d___t___r___o____a___e d.
6. Suddenly the moon appeared and then it d___s___p___e___r___d again behind the
grey clouds.
7. Fifteen persons survived the bus accident but five persons d___e___.
Activity 2c: Listen to the song ‘Heal The World’ again and identify the solutions
to make the world a better place. What other values do you think are
important to create a peaceful world? In groups, design a poster with
the title ‘Values to make the world a better place.’
Teacher’s note
Brainstorm to generate other values that can make the world a better place. Provide support for
vocabulary as required. Organise a session where pupils present their posters.
51
Unit 5
After recess, the school yard is dirty. Mr. Chand, the Headmaster, tells the pupils that they must
keep their environment clean. Read the instructions he gives them and observe the use of the
words in bold.
52
Unit 5
Demonstrative pronouns can refer to persons, animals or objects. The table below explains
their use.
Teacher’s note
Work out some examples for the use of each demonstrative pronoun with the pupils before moving
on to the activities. When pupils carry out the activities below, encourage them to justify their answers.
53
Unit 5
pupils how to protect the environment. cleaned the beaches during the weekend.
Activity 3b: Sometimes the demonstrative pronoun can replace the noun or
nouns it is referring to. Fill in the blanks with the correct
demonstrative pronoun.
1. (i)
You can’t leave sweets, chocolates,
ice cream and cakes on the table!
54
Unit 5
1. (ii)
You can’t leave _________________________
on the table!
2. (i)
2. (ii)
55
Unit 5
3. (i)
3. (ii)
4. (i)
I will put the plant in the
green corner.
Teacher’s note
To reinforce understanding,
encourage pupils to justify
their answers.
56
Unit 5
Activity 3c: Correct the mistakes. The demonstrative pronouns are wrongly used
in the sentences below. Replace them with the correct ones.
57
Unit 5
Pinocchio was happy and said, “I’m going straight to school.” However, on the
way, he met an evil fox who told him all about a wonderful place called Fun
Island. Pinocchio forgot all about school and gave the fox his spelling book. In
return, the fox gave him a ticket to Fun Island.
“Where are you going, Pinocchio?” asked the good fairy. “I’m on my way to
school,” lied Pinocchio. His nose grew very, very long. He wished he hadn’t
told a lie. Pinocchio was very sorry. He promised never to be naughty again
and went straight to school.
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Unit 5
At school, Pinocchio told his friend all about Fun island. Both of them hurriedly
went on a ship that was going there. They did not know that little boys were
changed into donkeys and had to work very hard. Pinocchio cried and wished
he had not come to the island. He also wished he did not look like a donkey.
The fairy heard his wishes and, with a wave of her magic wand, made his
donkey ears and tail disappear.
Pinocchio sat on the shore sadly, looking at the sea. He wondered* if he would
ever see Geppetto again. Suddenly he saw Geppetto in a boat. A huge whale
was following him. The animal swallowed the old man and his boat. Pinocchio
knew he had to save Geppetto. He jumped into the water and swam as fast as
he could. As he got closer, the whale opened its mouth and Pinocchio swam
right inside. Deep inside the whale’s belly, Pinocchio and Geppetto hugged
each other, happy to be together again.
“We must find a way out,” said Geppetto. “Let’s make a fire from the wood of
my boat.” The smoke made the whale sneeze. They shot out* of the whale’s
mouth and fell back into the sea. Pinocchio and Geppetto swam safely to the
shore. They were so tired that they lay down on the sand and fell asleep.
When Geppetto awoke, Pinocchio had become a real boy thanks to the fairy.
“At last my wish has come true!” cried Geppetto.
Glossary
59
Unit 5
Sarah lives in the village of Chamouny. She sees many happy elderly persons and wants to
know the secret of their long healthy life. Read what the persons tell her.
60
Unit 5
61
Unit 5
Sarah writes the exact words of the persons. Observe how she writes them using the
correct punctuation.
“I have never smoked cigarettes and drunk alcoholic drinks,” said Mr. Arvin Arnasalon.
“I always pray to God to keep me and my family healthy,” said Mrs. Adilah Rafiq.
Mr.Warren Sew Young said, “I never miss my Tai-chi and yoga classes.”
Mrs. Priya Permal said, “I eat vegetables from my garden and local fruits.”
Teacher’s note
Activity 5a: Sarah obtained more information. Read the sentences below and
rewrite them using the correct punctuation.
__________________________________________________________________________
__________________________________________________________________________
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Unit 5
2. our family members enjoy good health as we do things that keep us happy said Mrs. Rafiq
__________________________________________________________________________
__________________________________________________________________________
3. We need to do more physical exercises and practise a sport added Mr. Sew Young
__________________________________________________________________________
__________________________________________________________________________
4. Mrs. Permal explained fast foods are not good for health and we must stop eating them
__________________________________________________________________________
__________________________________________________________________________
63
Unit 5
Activity 5b: Read the article on Adelina Domingues from America. Spot the
punctuation mistakes in the direct speech and correct them.
Adelina Domingues passed away at the age of 114. The staff of the old age home talks
about her.
“She went out and sang Portuguese songs” said Alicia Charles.
“she never smoked and she did not use hearing aids or glasses,” said her nurse
“She has never been to a beauty shop and has never used make-up” added her doctor.
Activity 5c: Find out from some elderly people how to live a healthy life.
Write their sentences below using direct speech.
Teacher’s note
__________________________________________________________________________
Organise a session for pupils
to share their sentences.
__________________________________________________________________________
Ensure that pupils use
appropriate punctuation
marks when using direct
__________________________________________________________________________
speech. Provide necessary
support for pupils to write
their sentences.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 5
Activity 6: Guided composition- Observe the picture below and write a short story
to say what is happening. Questions have been given to help you.
Title of story
Who can you see in the picture? Where are the people?
Who is the old woman? What is she doing? What does she tell the little girl?
What does the little girl do? What does she tell the old woman?
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Unit 5
Teacher’s note
__________________________________________________________________________
The activity can be done as
group work first and then be
__________________________________________________________________________
written down individually. Give
pupils the opportunity to write
more compositions. Provide
__________________________________________________________________________
them with a writing frame.
The tips given are meant to
help them to enhance their
__________________________________________________________________________
compositions. Feedback can
be given on these features.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 5
Two weeks ago, Mrs Ellan, the Grade 5 class teacher asked her pupils to help make the
environment cleaner and safer to live in. Today she asks them what they have done. Read
some of the answers and observe the use of verbs in the Present Perfect Tense.
Teacher’s note
Help pupils to note the significance of the actions in the present. Provide
more examples that are related to them, e.g. ‘You have cleaned the
whiteboard’. The caretaker has brought the register.
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Unit 5
Activity 7a: Complete the table below with the verbs used by the children.
Have planted
To grow
Have cleaned
To ask
Have put
To tell
Have made
To stick
he, she, it
Has + past participle of verb
Example: has planted, has read, has made
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Unit 5
Regular Irregular
Teacher’s note
Help pupils find more examples of the past participle. Start with the
regular form and then move on to the irregular form. Focus on one
category at a time and move on when pupils have understood.
Pupils may consult their textbook to find more examples.
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Unit 5
Activity 7b: Help these pupils to say what they did to make the world a
better place by writing the correct form of the verbs.
environmental club.
to recycling centers.
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Unit 5
Activity 7c: This river was clean 15 years ago but it is now polluted.
Describe what people have done.
Teacher’s note
Provide sufficient oral practice to pupils before they start writing their
sentences. Prompts can be given to pupils in need.
(to throw) rubbish in the water. They ___________________ (to have) picnics on the
banks of the river and _____________________ (to leave) plastic bottles and cans on the
grass. They ___________________ (to wash) clothes and _________________ (to kill)
the fish and shrimps. The people _______________ also _______________ (to light) fires
for a barbecue and ___________________________ (to burn) the grass. Really, they
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Unit 5
Activity 8a: Read the text and carry out the activity that follows.
José Thérèse
Today, the Mo’zar workshop is open to young people from all over the island. Many children
from the Mo’zar Workshop have become musicians. They work in hotels or studios*, or they
perform on stage. Many have represented Mauritius in international music festivals. Some of
José Thérèse’s students even work abroad in hotels or orchestras*. José Thérèse’s message
to his students was that they could succeed in life even though they had failed at school.
José Thérèse received the Oscar of Youth Award in 1998 and was voted Most Outstanding
Person in 2000. Sadly, he is no longer alive today but he is still considered to be an artist with a big
heart. He will always remain in the heart of the children whose lives have become better thanks
to him.
Glossary
Teacher’s note
Brainstorm and elicit answers to the question above.
Then arrange the class in groups to carry out Activity 9(a). Pupils will
have to classify the verbs in the appropriate column. The group which
completes the work first without leaving any mistake is the winner.
Activity 9a: Read the short passage below carefully. Underline the verbs and
classify them in the appropriate column in the table provided.
Last week Anita, a girl of Grade 5, was alone at home with her younger brother, Ashley. Her
parents had an important meeting and they asked Anita to look after Ashley. Anita told Ashley,
“We are alone. You will have to be a nice boy. If you play quietly, Mum will give us lots of cakes
when she returns.”
Unfortunately, Ashley did not sit quietly. Soon, he started to run all around the living room.
What Anita feared happened. Ashley fell and hurt himself. His knee was bleeding. At first
Anita panicked as Ashley was crying loudly. Finally she said to herself, “I am going to call our
neighbour, Mrs Rani. Mum has told me to do this if anything happens.”
Mrs Rani came immediately with her First Aid kit. She applied medicine on Ashley’s wound.
When their parents came, Anita told them about the incident. They praised her for her action.
“You have done the right thing,” her mother said.
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Unit 5
was
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Unit 5
Activity 9b: Complete the crossword below with the correct form of the
verbs in brackets.
Vertical
1. The Headmaster always ___________________ the pupils for their good performance.
(to congratulate).
2. Last week, the teacher ________________________ Ashika for her participation in the
‘Clean our school’ project. (to praise).
3. Jade _____________________ a blind man when her uncle saw her.(to help)
Horizontal
A. The teacher often ______________________ the pupils with sweets. (to reward)
C. The judge did not ___________________________ why the man had attacked the bank
manager. (to understand)
F. Daryll kissed his mother and ____________________ his teddy bear before going to
school. (to hug)
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Unit 5
3. F 4.
2.
E
1.
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Unit 5
Today the children have a presentation on a person they admire. Sameera has prepared
a speech on Mother Teresa. Listen to her and carry out the activities that follow.
Teacher’s note
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Unit 5
Mother Teresa lived among the poor people and helped them.
Teacher’s note
Do not carry out all the oral activities on the same day. Activities
10(b) and 10(c) should be worked out during two different lessons.
Activity 10b: Prepare a short speech on a person you admire and read it to the class.
Teacher’s note
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Unit 5
Activity 10c: Below is a poem by Mother Teresa. Read it aloud with the class and
say how it inspires you.
Mother Teresa
Teacher’s note
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Unit 5
http://hcdg.org/pix/guidedog.jpg
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Unit 5
Some children from different countries are participating in a workshop: ‘Let’s make the
world a better place’. They talk about the problems in their country. Read what they say
and answer the questions below.
Shahan: My country is at war. The fight started with bombs exploding in two buildings. Most of
the people in my locality were wounded and many of them did not survive. Soldiers captured
boys and trained them to become soldiers. Thank God, I was able to flee! My friends were less
lucky than me. They were captured, ill-treated and trained. They didn’t want to use guns but
they had to do so. Later, I heard that some of them had died on minefields. There was no news
about the others.
Xiao Hong: The problem in my country is pollution. Many people are getting diseases like
lung and skin cancer. The environment is also deteriorating. The Government has taken many
actions to reduce pollution. For example, people who smoke in public places have to pay a
fine. People are encouraged to make their own compost using their yard waste instead of using
chemical fertilizers. Environmental organisations are also explaining how we can decrease
pollution. They are telling people to plant more trees and to walk, ride bicycles or use buses
instead of cars.
Fabrice: In my country, school children are becoming more and more violent. Every day there
are cases of bullying at school. The Living Values Education Programme has been introduced
to teach pupils about respect, caring, cooperation, motivation and how to solve problems
without using violence. Hopefully, this Programme will help to create an atmosphere of peace
and harmony at school. Pupils are also taught how to live a healthy life. They can practise
sports for free in sports centres. At school, they learn about good eating habits in subjects like
Health Education.
At the end, the leader of the workshop says, “Thank you Shahan, Xiao Hong and Fabrice.
Well children, in this workshop you’ll learn more about how to make the world a better place
to live in. I hope that when you return to your country, you’ll share what you have learnt with
your friends.”
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Unit 5
(ii) In Xiao Hong’s country, people must pay a fine if they smoke in public places. __________
(iii) The Living Values Education Programme is causing fights among pupils. __________
(iv) The people in Xiao Hong’s country are taught how to decrease pollution. __________
(v) After attending this workshop, pupils will be able to bring positive changes in their
country. __________
Ex. 1b Choose the correct answer and circle the corresponding letter.
C Because he did not want to become D Because he was less lucky than
a soldier. his friends.
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Unit 5
__________________________________________________________________________
__________________________________________________________________________
ii. How can the Living Values Education Programme help to create an atmosphere of peace
and harmony?
__________________________________________________________________________
__________________________________________________________________________
Ex. 2 Choose the correct answer and circle the corresponding letter.
2. Rahil’s grandfather fought in the war. He said that in __________________ days they did
not have enough food.
A this B these
C that D those
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Unit 5
A this B these
C that D those
4. “____________ you ever ________________ your parents at home?” asked the teacher.
A Has…helped B Was…helping
C Have…helped D Are…helping
A health B sick
C recovery D medicine
A survived B wounded
C damaged D broken
7. Many people think that a black cat crossing the road is _____________________.
They believe that something terrrible will happen.
A unlucky B positive
C good D worse
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Unit 5
A I had a happy childhood, said my father. B “I had a happy childhood” said my father.
C “I had a happy childhood,” said my father D “I had a happy childhood,” said my father.
9. The weather is ______________than yesterday. It is raining more heavily and there are
stronger winds.
A better B negative
C worse D positive
10. After the shipwreck, many people did not __________________ and their families were
very sad.
A die B survive
C swim D flee
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Unit 5
Observe the picture carefully and write a composition. Some questions have been given
below to guide you.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 5
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 5
Listen carefully to the beginning of the story and carry out the activity that follows.
Teacher’s note
Ex. 4a Work in pairs to carry out the conversation between my mum and the lady.
Mum: _____________________________________________________________________
Woman: __________________________________________________________________
Mum: _____________________________________________________________________
Woman: __________________________________________________________________
Mum: _____________________________________________________________________
Woman: __________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 6
Magical hands and places
Unit 6
Activity 1a: A dressmaker and a tailor sew different types of clothes like dresses,
shirts and trousers. Do you know what tools and equipment they need
to make these clothes? Tick in the appropriate column.
sewing machine
measuring tape
iron
computer
pin cushion
dummy
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Unit 6
tailor’s chalk
scissors
calculator
thread
Teacher’s note
cabulary
Vo
Introduce the text by eliciting
pupils’ prior knowledge on
dressmakers and tailors. Then
Key words: move on to activity 1(a).
Pupils work in pairs to observe
the pictures, guess and tick
sew measuring tape cloth clothes fit iron in the first two columns. The
last column is to be filled
after reading the text. After
New expressions: completing this exercise, pre-
teach necessary vocabulary
from the passage.
take measurements do with precision create a design
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Unit 6
Activity 1b: Fiola discovers her dream job. Read the text below carefully.
I was born in a family of tailors in Mahebourg. I grew up to the sounds of the sewing machines
and scissors, and among cloths of different colours. One day I saw the cloths and on the
next day they had changed into dresses, trousers, blouses and shirts. This is how I knew that
Grandpa, Dad and my uncles made clothes. I always saw people leaving our place with a
smile. I did not know the reason for their happiness and the importance of their job until I met
Miss Wendy.
It was my youngest uncle’s wedding. All the tailors in my family were very busy sewing clothes
for the event. My mum was very worried because they would not have time to sew my dress.
I would be the bridesmaid and I needed a special dress! My mum and I had already chosen a
model from a magazine. Finally, we went to Miss Wendy, the youngest dressmaker in Curepipe.
My mum was not sure if she would be able to make the dress.
As I entered her shop, I was amazed to see the lovely dresses on the dummies, cloths of
different colours on the shelves, and busy dressmakers working on their sewing machines.
Miss Wendy welcomed us and listened very attentively as my mum explained what she
wanted. She then took my measurements with her measuring tape. She quickly made
calculations and she immediately created a design of the dress on paper using a pencil and
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Unit 6
ruler. She showed it to me and I smiled timidly. Without losing time, she took a picture of me,
made more calculations and changed the design on paper. Then she transferred my photo
and the design on the computer. After that it was just magic! The design and colour changed
several times as Miss Wendy clicked on the icons. When I was satisfied, she told us to sit
and wait.
Miss Wendy called her assistant and they started the work. The assistant used pins to fix the
design on the cloth and started cutting it. Once she had cut the different parts of the dress,
she stitched some parts of the dress by hand. Miss Wendy sewed the rest using the sewing
machine. They did everything quickly but with precision. My eyes moved from the skilled
dressmakers to the dummies wearing beautiful dresses. I did not feel the time pass. I was
observing an iron from which steam was rising when Miss Wendy called me. She exclaimed,
“Your dress is ready, bridesmaid!” They had made the dress in two hours!
I tried the dress to see if it fitted me. It was the most beautiful dress I had ever worn. I left the
place in wonder. My dad was impressed and said, “That dressmaker must be a magician!” All
the tailors in my family wanted to know how Miss Wendy worked.
At the wedding, everybody admired my dress and I felt like a princess. After my uncle’s
wedding, I made the wish to become the best dressmaker in the world.
Activity 1c: Read the story again and fill in the blanks with appropriate
words from the passage as you do so.
Fiola grew up in a family of ___________________. For her uncle’s wedding, nobody had the
time to ________________ her dress. Fiola and her mother went to a _________________.
Miss Wendy and her assistant worked very quickly and with _______________________. They
her dress. After the wedding, Fiola made the ______________________ to become the
best dressmaker.
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Unit 6
Activity 1d: Choose the correct answer and circle the corresponding letter.
1. “My mum was very worried because they would not have time to sew my dress.” When
A excited B sad
C angry D anxious
2. What other word in the story has the same meaning as ‘stitched’?
A saw B sewed
C created D fitted
1. The dressmaker used a computer for her work. How did that help Fiola?
_________________________________________________________________________
_________________________________________________________________________
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Unit 6
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. A dressmaker and a tailor need to have many skills. List five skills they need.
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
5. “All the tailors in my family wanted to know how Miss Wendy worked.” Write two things that
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6. Why do you think a tailor or a dressmaker feels happy about his or her job?
_________________________________________________________________________
_________________________________________________________________________
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Unit 6
Activity 2: Vocabulary
Activity 2a: Observe the picture and fill in the blanks with the correct word or words.
Mrs Reshma takes Ashley to the famous tailor, Mr. Sam, to try his trousers and shirt. Ashley
is excited as he will wear the new ____________ on his birthday. He quickly puts them on
and looks at himself in the mirror. Mrs. Reshma turns to the tailor and exclaims, “The shirt
_____________ Ashley but you did not _____________ the trousers well! They are too long!”
Mr. Sam is surprised. This has never happened before. He replies, “I will take the measurements
again and make them shorter.” Mrs. Reshma continues, “I hope the trousers will look good.
The ____________________ I bought is very expensive.” “Don’t worry, madam. The trousers
will be perfect,” says Mr. Sam. He looks around scratching his head. “But where is my
_________________________?”
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Unit 6
Activity 2b: Spot the correct sentence: each of the expressions below is used
correctly in one sentence and incorrectly in the other sentence. Tick
the correct sentences.
take measurements
2(i) The fisherman throws his line in the water and, without losing time, he pulls it out again.
2(ii) The alarm rings. Without losing time, the firemen rush to their vehicle and set off.
with precision
3(i) Before planting beans, the gardener digs the holes with precision.
3(ii) The doctor stitches the cut on Jonah’s leg with precision.
Teacher’s note
create a design
Get pupils to work in
4(i) The shoemaker creates a design before making the shoes. pairs so that they can
discuss the sentences
and choose the correct
4(ii) The gardener creates a design before watering the plants. ones. Encourage pupils
to justify their answers
during correction time.
5(i) The artist is so engrossed in his painting that he does not feel the time pass.
5(ii) Mila does not enjoy her job. Every day she says that she does not feel the
time pass.
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Unit 6
Activity 2c: Read the conversation between Anna, the customer, and Sheila, the
shop assistant. Then, enact the scene in pairs.
Sheila: Come this way. These are the different styles we have.
Sheila: Yes, of course. Here is the fitting room. (Anna tries the jeans.)
Sheila: You must try a bigger size then. Here you are. (Anna tries the new pair of jeans.)
Anna: This pair fits me very well indeed. How much does it cost?
Sheila: You’re welcome. I hope to see you again. (Anna goes to the counter)
Teacher’s note
Read the conversation aloud demonstrating how to pronounce the words and vary intonation.
Explain the vocabulary highlighted. First, get pupils to read out the dialogue in pairs. Then guide
pupils to produce a short exchange using the vocabulary highlighted. They can change the
choice of clothes.
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Unit 6
Just: He has just come to collect the loaves from the bakery.
Ever: Have you ever seen Ali travelling all over the village with his big baskets?
Never: Ali has never arrived late even when the weather was bad.
Remember:
We use:
Teacher’s note
Supplement with more examples and encourage pupils to attempt to give a few examples
too. Do not teach all time markers at a go if deemed too many. Rather, stagger over 2 or
3 lessons.
99
Unit 6
Activity 3a: Look carefully at the pictures below and fill in the blanks using the
time markers and the Present Perfect Tense of the verbs given.
(already- to prepare)
100
Unit 6
(to hear-since)
Activity 3b: Choose the correct time marker to complete the sentence.
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Unit 6
4. He introduces himself and tells us that he has been a teacher ___________ twenty years.
(for, since)
6. In thirty minutes, he has _______________ revised the topic ‘wild animals’ in an interesting
way. (yet, already)
https://slac.files.wordpress.com/2012/05/actual-mechanic.jpg
A B
Emlyn, the mechanic, is hungry. She has not washed them yet.
The mechanic’s hands are dirty. The mechanic has not repaired them yet.
The car brakes are not functioning. She has not eaten her lunch yet.
The mechanic is still wearing her uniform. They have not got much time.
The clients are always impatient. She has not yet finished her work.
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Unit 6
Activity 3d: At the hairdressing salon – Fill in the blanks with the negative form of
the Present Perfect Tense.
Teacher’s note
1. It is late and Ivan is still busy. He _______________________ the client’s hair yet. (to cut)
5. Ivan is a bit worried. His hair products ____________________________ yet. (to arrive)
7. Mirella has chosen to have a curly hairstyle. She ________ never ___________________
having straight hair. (to like)
8. Everybody is joking and laughing. Spending some time at the hairdressing salon
_________________________ boring. (to be)
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Unit 6
Game rules:
1. Play the game in pairs.
2. Take turns to throw the dice.
3. Move as many squares as indicated by the number of dots.
4. When you meet a snake’s head, you have to go down.
5. When you reach a ladder, you have to climb up.
6. When you reach a square where there is a question, your partner will ask you that
question and you will have to answer.
7. The winner is the one who reaches the finish box first.
34
33 you
have
Where h e rman? Finish
32 a fi s
seen
31
30 21 nt
e pare
29 Whos met
have 22 you y o u
When have hav e
28 ited 23 Where eacock? ool?
you vis ? you a p at sch
ery Have see n
a bak 24 een
ever b nk?
you ba
Have t to the
25 aten a
ever e 20
have
you
s ta urant? Whom
26 a re
19 o rk in g at
w
seen h ?
27 a c
you 18 the be
Have
lked
ever ta 17
to a 16
ian? 7
magic
15
w long 8
For ho How m e you
any
14 e y ou
ha v 9
m e s hav
d in ti
studie 10 visited
the
hool? ark?
this sc C ro c o dile P
11 6
places
12 ver Which y
you e 5 o u r countr
Have ur ave in y to?
13 h t a b out yo Why h y o u been
thoug 4 e r ne to hav e
ri te jo b?
v e y o u e v
? y ou go
favou Ha u s e um a ir port?
3 am the
visited
2
1
Start
104
Snakes & Ladders to practise interrogative form of Present Perfect Tense
28 29 30 31 32 33 34
When have Where have you
you visited seen a fisherman?
a bakery? Finish
27 26 25 24 23 22 21
Have you Have you Have you Where have you Whose parent
ever talked ever eaten at ever been seen a peacock? have you met
to a a restaurant? to the bank? at school?
magician?
14 15 16 17 18 19 20
For how long Whom have you
have you seen working at
studied in the beach?
this school?
13 12 11 10 9 8 7
Have you ever How many
thought about your times have you
favourite job? visited the
Crocodile Park?
1 2 3 4 5 6
Have you ever Have you ever Which places
visited a museum? gone to in your country
Start
the airport? have you been to?
105
Unit 6
Unit 6
Activity 3f: Complete the conversation between Cynthia and her neighbour,
Bernard, who is a mason. Write your questions in the Present Perfect
Tense using the words in brackets
Cynthia: Hello Bernard! Where have you been for the past few
weeks? (to be)
Bernard: I have learnt how they make use of limestone to build houses.
Bernard: I have followed a course and I have learnt new techniques in house building.
Bernard: It has not been easy. We have to work in all weather conditions and lift heavy weights.
But I enjoy working outdoors with my friends and I am well paid.
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Unit 6
Activity 4a: Read the text silently and carry out the activity that follows.
Starlight School
Like a magician pulling objects out of a
hat, the glass blower*, Mr. Manuel, makes
different objects with his blowing pipe.
Sometimes it is a swan. Sometimes it is
a rabbit. It can also be a dodo or a horse.
Mr. Manuel does not need a drawing to
make objects. Like an artist, his fingers
move quickly as he shapes these objects.
Mr. Manuel holds a long tube called the blowing pipe and gets some red melted
glass from the furnace*. The temperature in there is above 2000 degrees Celsius!
Although he works with very hot glass, Mr. Manuel is not afraid of burning himself. He
blows into the pipe so that the glass inflates like a balloon. He then shapes the glass
with precision using different tools. As soon as the glass starts to get cold, he puts
it into another furnace. There it is reheated and he gives it a final shape. The glass
blower leaves the object to cool down until it becomes solid. The object is now ready!
Mr. Manuel has worked at the Glass Gallery for thirty years. Do you know what he
likes most about his job? This is what he told us during an interview: “I’m very proud
of my job as I create beautiful objects using broken glass. We recycle objects that
people have thrown away, like old bottles. We turn them into things that we can
use again.”
If you have not yet visited the Glass Gallery, you must ask your parents to take you
there soon.
Natasha and Melvin, Standard 5 Red
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Unit 6
Glossary
• What did you know about glass blowing before reading the text?
• What do you think about Mr. Manuel’s job?
• Do you agree that he is like a magician and an artist? Why?
• Mr. Manuel likes his job because he recycles useless objects. Can you think of some other
jobs that are special? What is special about them?
Teacher’s note
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Unit 6
Ronish, Marvin and Nabeel are tinsmiths. They need a new tinsmith in the workshop. They talk
about the qualities that he must have.
Teacher’s note
Read what they say and note the words in bold.
Explain the term ‘tinsmith’ before
the activity.
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Unit 6
‘Must’ is used:
• to show that something is necessary
• to indicate that you have to follow a rule.
The opposite of must is ‘must not’.
The short form of ‘must not’ is ‘mustn’t’.
Teacher’s note
After reading these sentences make use of oral questions to elicit the meaning
of ‘must’. Encourage pupils to use ‘must’ and ‘mustn’t’ in sentences. Draw
pupils’ attention to the fact that ‘must’ and ‘mustn’t’ are followed by a verb in
the infinitive.
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Unit 6
Activity 5a: Alain, the new tinsmith, has come to the workshop. Ronish, Marvin and
Nabeel ask him how to make a tin cup. Help Alain by joining the two parts
to form sentences. Then write the sentences on the lines given below.
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
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Unit 6
Activity 5b: Write sentences using must or mustn’t as in the given example.
Keep _________________________
this
place
clean
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
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Unit 6
Teacher’s note
Form groups. Conduct a brainstorming session to help children come up with some examples of
classroom rules using ‘must’ and ‘mustn’t’. Note down essential vocabulary on the board. Pupils work
in groups and design posters on bristol paper. These are placed on the walls of the classroom after
the activity.
Activity 6: Conjunctions
before
as although
however
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Unit 6
Fiola had an exciting day at her mother’s office. Read what she says. Observe how we
link the sentences using conjunctions.
A CONJUNCTION B
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Unit 6
Read some more sentences and observe how they have been linked.
Amy and I are not of the same age however we are best friends.
A CONJUNCTION B
Teacher’s note
Draw pupils’ attention to the fact that some conjunctions can also be placed at the beginning
of a sentence. Highlight the position of sentences in column A and B when conjunctions are at
the beginning.Write examples on the board and highlight the need for a comma after the first
sentence when using conjunctions at the beginning. Do not teach the use of ‘however’ as a
conjunction at the beginning of a sentence.
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Unit 6
Activity 6c: Combine the following sentences using as, although or before.
1. ___________________ some of the boxes were big, the dockers lifted them very easily.
2. _______________________ the containers were huge, the dockers made use of cranes.
3. _____________________ the cranes lifted the containers, the dockers checked them.
Remember
Conjunctions are used to join sentences:
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Unit 6
Activity 7a: Read the text silently and carry out the activity that follows.
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Unit 6
• Maps showing railway routes and the location of old post offices
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Unit 6
• Cameras that have been used in Mauritius since the 19th century
• A petrol-operated projector*
At the end of the day, the pupils knew much more about the history of Mauritius
as well as its flora and fauna. Museums are really interesting places thanks to
historians* and archeologists*.
Glossary
• stuffed specimens: different types of birds that are dead and have been filled
with materials like cotton
• excavation: digging the earth to find old objects or animal bones
• mail vehicles: vehicles which delivered letters from the central post office to
other post offices
• petrol-operated projector: a projector that works with petrol
• historians: people who study the past
• archeologists: people who study remains of old buildings and fossils
Teacher’s note
As a follow-up, ask pupils to find out about famous museums in the world from the
internet (with the help of their parents). Organise a session where they present the
information to the class.
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• Have you ever been to any of these museums? If yes, which one?
• Is there a museum you would like to visit?
• Why are historians and archeologists important?
• Why do you think museums are interesting places?
Rahul and his mother, Mrs. Yeshna, are shopping. While walking, Rahul notices that
his shoes are broken. Fortunately, they see a cobbler sitting on the side of the road.
Observe the picture and write a story of about 100 words.
leather
The questions and the vocabulary given will help you. sole
glue
• What does Rahul’s mother ask the cobbler?
• What does the cobbler say after looking at the broken shoes? hammer
• What materials and equipment does he use to repair the shoes?
nails
• What does Rahul do while the cobbler is working?
• How long does it take to repair the shoes? needle
• How does Rahul feel when the work is completed?
to polish
shine
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“Good morning, Sir,” says Mrs. Yeshna. “Can you please help us?” ______________________
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Activity 9a: Listen to the poem and complete the sentence below.
Teacher’s note
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Activity 9b: Listen to the poem again and tick the box if the person in the
picture is mentioned.
Activity 9c: Listen to the poem again and answer the question.
1. Are the people happy after visiting these places? Write the expression that tells you so.
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Activity 9d: Choose any job mentioned in the poem. Talk about the job you find
the most interesting.
Teacher’s note
After a brainstorming session, allow pupils to prepare their talk at home. Tell them they have to
talk for about one or two minutes. Provide them with feedback in relation to fluency, the use of
appropriate vocabulary, grammar, pronunciation.
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I meet Mr. Agathe at Mourouk, a well-known coastal village in Rodrigues. He sits in the shade of
a filao tree making casiers*. He has done this for so many years that his fingers move quickly
and with precision. Later during the day, he will go out in his boat and place these casiers in the
lagoon. After three days, he will go to get them back. He hopes to catch many fish.
“It is more and more difficult to have a good catch these days,” he tells me sadly. “I have often
lifted my casiers out of the water only to find that they are empty.”
I ask Mr. Agathe why he became a fisherman. “This is the job I have always wanted to do,”
he replies. “I accompanied my grandfather on his fishing trips as soon as I had completed
Standard 6. Since then, I have spent many hours at sea.”
Mr. Agathe remembers that, in those days, fish were in abundance. His grandfather and he
returned in a boat filled with capitaine and licorn, the best fish you can get. There was so much
fish that they had to travel round the coast to find customers. Today, there are many buyers
but less fish.
Mr. Agathe points to some fishing boats approaching the coast. Although they are at a distance,
he knows that Harel and Armand are in them. They left at 5 o’clock in the morning. A small
crowd of buyers is already on the beach waiting impatiently for the boat to come in. There are
different types of fishermen in this region: those who fish in the lagoon, those who go to the
high sea, those who use casiers, those who catch octopus and those who fish at night using a
fishing rod. Mr. Agathe knows them all. They have worked together for years.
Mr. Agathe does not think that the young people are interested in fishing. Although some young
boys enjoy going out at sea with their parents during the weekend, he does not think that they
will make it their job. Very few women become fisherwomen. People now want to work in
an office.
Mr. Agathe plans to fish for many more years. The sea and the waves are his companions and
he will enjoy them for as long as he can.
Glossary
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iii. “It is more and more difficult to have a good catch these days.”
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iv. Why are the buyers waiting for the fishermen impatiently now?
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v. How many types of fishermen does Mr. Agathe mention? Name them.
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Ex. 2 Choose the correct answer and circle the corresponding letter.
1. The tailor uses his ___________________ to find out the breadth of the man’s shoulders.
A scissors B ruler
2. The ____________________ repaired Hans’s favourite shoes using glue, a needle and
thick thread.
A mason B tinsmith
C dressmaker D cobbler
C repaired D is repairing
A ever B never
C yet D since
A must B mustn’t
C has D hasn’t
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years old.
A before B but
C although D as
7. He has worked __________ ten years as a glass blower at the glass gallery.
A since B for
C never D already
8. Anita chooses a beautiful blue _______________________ to make a new dress for her
cousin’s wedding.
A clothes B cloth
C scissors D pin
9. Ryan was happy when he saw that the new shirt _______________ him very well.
A fitted B admired
C dressed D made
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Aisha and her classmates from Grade 5 Blue visited the National Museum
last week.
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Observe the pictures and write a composition of about 100 words about their visit. You
may include the following details:
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A a farmer B a fisherman
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Ex. 4b Listen to the poem again and put a tick (√) if the information is given
in the poem.
Information
Teacher’s note
Ex. 4c Talk about how the job of a fisherman can be difficult. You may talk on
the following:
Teacher’s note
Allow pupils some time to think about what they will say. Each pupil must state at least three
difficulties. Pupils are assessed on the use of appropriate vocabulary, grammar, pronunciation,
and fluency.
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Appendix 1
‘Mission Mars’
Sheena: Hi Deevesh!
Deevesh: Hi Sheena!
Sheena: Mrs Maureen. She was the most intelligent and funniest of all. She is
the best scientist! My teacher is calling me, Deevesh… We’ll talk more about the
film later. Bye.
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Appendix 2
Olivier: Hi Brenda.
Brenda: Hi Olivier.
Brenda: It is about a dog, Scooby, and his four friends. They are Fred,
Daphne, Velma and Shaggy.
Brenda: Scooby and his friends have many adventures. They meet ghosts,
witches or monsters.
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Appendix 3
Mother Teresa
Sameera: Good morning friends. Today I will talk about a person I admire.
She is Mother Teresa.
Mother Teresa was born in Macedonia. Her real name was Agnes. When she
was eighteen, she became a nun. She went to India where she saw many
poor people. She decided to live there and help them. She taught the poor
children by writing on the ground with sticks. She also visited families and
gave them what they needed.
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Appendix 4
One day, my mother and I were leaving the supermarket after shopping. On
reaching the car park, I saw something on the ground. I immediately picked it
up and realised that it was a bank card. The name of the owner was on it. The
card belonged to a woman. My mum returned to the supermarket and gave it
to the cashier. Then we got into our car. We were about to drive out of the car
park when we saw a woman looking for something on the ground. My mum
called her…
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Appendix 5
A magical place where
Broken shoes come with no hope,
Thread, needle and polishing give them a new look,
With the cobblers’ tools and hands.
Clients come to pay and leave all smiles.
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Appendix 6
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