GQVJ

Name:
_______________
_______________
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation
The English panel
Mauritius Institute of Education

Dr (Mrs) Aruna Ankiah-Gangadeen - Panel Coordinator, Associate Professor
Ms Kamini MOTEEA - Lecturer
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mrs Sazia Bibi MULUNG - Mentor
bureau de l’education catholique

Mrs Patricia LAVIOLETTE - Deputy Head Mistress

Acknowledgements
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
Layout and illustrations
Graphic Designer
Mr Isstiac Gooljar
ISBN: 978-99949-40-63-9
© 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
Writing Guided picture composition Guided composition Guided composition
Complete table with Crossword Fill in the blanks

meaning of words
Antonym of words Tick correct sentences
Complete conversation with
Vocabulary
words given Design a poster Reading aloud:
Conversation
Match picture with
occupation
Quantifiers Demonstrative pronouns Present Perfect Tense- Time
Markers, Negative and
Past Continuous Tense- Punctuation in Direct Speech Interrogative Forms
Grammar Negative and Interrogative
Forms Present Perfect Tense Using ‘Must’ and ‘Must not’
Adverbs of Frequency Verbs- Revision Conjunctions: as, although,

before, however
Reflexive Pronouns
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’
Did you know? Film fact Facts on organisations Job fact
Reading Comprehension Reading Comprehension Reading Comprehension

Writing Writing Writing
End of Unit Activities Vocabulary Vocabulary Vocabulary
Grammar Grammar Grammar
Communication Skills Communication Skills Communication Skills
Appendix 1: ‘Mission Mars’ Appendix 3: ‘Mother Teresa’ Appendix 5: ‘Magical hands

Appendices and places’
(in Teacher’s Book) Appendix 2: ‘Brenda’s Appendix 4: ‘The lost card’
favourite TV programme’ Appendix 4: ‘The sea is
my life’
iii
iv
Unit 4
The world of films
Unit 4
Activity 1: Reading for understanding
Activity 1a- Observe the picture and discuss the following:
• What are the people doing?

• Name the apparatus they are using.
• Have you ever seen such an event?
• Would you like to be in the place of any one of these people? Which one? Why?
cabulary
Vo
Key words:
film set shooting crew rehearsing script heroine
New expressions:
play a role release of a film
2
Unit 4
Activity 1b: There is a film shooting at Rawiyah’s school. Read the text below carefully.
A film shoot at school
After the morning assembly, Rawiyah and

her classmates entered the classroom.
They were surprised to see Miss Monica
Fair, a well-known actress, sitting at
the teacher’s table. The classroom had
become a film set and there were many
people. Rawiyah’s friend, Anoushka, told
her that they were shooting a film for the
International Short film Festival in July.
Rawiyah was excited to learn this.
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.
1. Who did the pupils see in the classroom?

__________________________________________________________________________
2. How was the classroom different on that day?
__________________________________________________________________________
3. When would the film be shown?
__________________________________________________________________________
4. What were the actors doing?
__________________________________________________________________________
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.
1. Who told Rawiyah about the film?
A. Her friend C. A teacher

B. The heroine D. The headmaster
2. In the classroom, Rawiyah saw ________________________.
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. playing a game C. working in the school

B. acting as the teacher D. replacing the teacher
4. As the director was not pleased with the acting, ___________________________.
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. The pupils were thrilled about the film release as ___________________________.
A. the class would receive gifts C. they would be paid

B. they were going to act in D. they were invited to it
another film
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?
2. What role did she play in the film?
3. What did her parents tell her?
4. What did her friends tell her?
5. What did Rawiyah finally decide to do?
6. Was Rawiyah happy with her decision?
Activity 2: Vocabulary
Activity 2a: Read the meanings of words given below carefully and
use them to complete the table.
• the recording of a film

• practising a role
• the actress with the most important role
• a place prepared for a film shooting
• word used at the end of shooting
• the story of a film
• group of people who work together
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:
shooting role script wrap film actress
Arvin: Good morning, Rambo. Thank you for being here with us.
Tell me about your new ____________________.
Rambo: Its title is ‘Seven days in the desert’.
Arvin: Are you playing the ________________ of a pilot who

crashes in the desert?
Rambo: That’s right. The ______________________ is ready
and we have already started rehearsing.
Arvin: Who is playing the role of the heroine who helps you to survive in the desert?
Rambo: It is Jennifer Jones, the well-known ___________________.
Arvin: So when will you start ____________________?
Rambo: We will start next week.
Arvin: You must be very happy!
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
8
Unit 4
Activity 3: Guided Picture Composition
Activity 3a: The pictures on the next page are from the news. Observe them
carefully and tell the story using the vocabulary provided.
Tips to write a good composition:
When does the story

take place? 2
6
Where does it
take place?
How does the
story end?
Composition
3
Who are in
the story?
Why it happened?
What happened?
5 4
9
Unit 4
blazing sun
children playing
school yard
torrential rain
flooded
scared
fire fighters
pump water out
leave school
10
Unit 4
Activity 3b: Write your composition using the sentences provided. Make sure you
use the vocabulary given in Activity 3a.
It was a normal school day. ____________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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
A group of pupils is chatting during recess.

Observe the use of the words in bold in the sentences below.
I watched many films

during the holidays.
Me too. I liked most of them

but a few were boring. You should not watch
too much TV.
Some actors get

much money but
others get only
a little.
Some films
are too long.
12
Unit 4
We use some, many and a few with countable

nouns such as films and actors.
We use some, little and much with uncountable

nouns such as money.
Activity 4a: Choose the correct quantifiers and fill in the blanks.
My younger sister watches _______________ (many, much) cartoons after school. As
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
________________ (many, much) work!
13
Unit 4
Activity 4b: Complete the poster by filling in the blanks with appropriate quantifiers.
Recipe for a relaxing film session
______________ good friends
______________ DVDs of your favourite films
______________ delicious popcorn
______________ tasty snacks
______________ fruit juice
______________ comfortable seats
______________ jokes
______________ noise
Activity 4c: Roll the dice game- Roll the dice and state appropriate nouns
for the quantifiers.
Key
Number of dots Quantifier
1 some
2 few
3 little
4 much
5 many
6 a quantifier of your choice
14
Unit 4
Activity 5: Past Continuous Tense- Negative and Interrogative forms.
Examples:
Personal Pronouns Positive form Negative form Interrogative form
She was not

She was watching Was she watching
I / he / she / it watching cartoons
cartoons on TV. cartoons on TV?
on TV.
They were chasing They were not Were they chasing

You / we / they
the thief. chasing the thief. the thief?
Activity 5a: Read the sentences below carefully and rewrite them in the
appropriate column.
1. Obelix was not drinking the magic potion.

2. Was Billy watching the film ‘Transformers’?
3. Elsa and Anna were playing with their best friend, Olaf.
4. Most passengers of the Titanic were having a nice time when the ship hit an iceberg.
5. Was your mother crying when the student in ‘3 idiots’ died?
6. In some episodes, Tom was not chasing Jerry.
7. Were they discussing last night’s film when you arrived?
8. Harry Potter was flying on his magical broom to escape from Voldemort.
9. Spiderman and Batman were not fighting each other.
Positive form Negative form Interrogative form
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
Positive form Negative form
Example:
Our parents were having a conversation Our parents were not having a
when we arrived. conversation when we arrived.
1. We were watching an interesting

science documentary.
2. The cat was sleeping peacefully in

its basket.
3. My teacher was telling us about a

fantastic historical event.
4. I was helping Dad when Mr. Burns called.
5. Maggie, the baby, was crying when

we arrived.
6. Mum and Dad were enjoying their

holidays in the Maldives.
7. Our neighbours were making a lot of

noise during the party.
8. We were hiding under the bed while

playing hide and seek.
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: Were we working at the Krusty Krab together?
Bob: Yes, we were working at the Krusty Krab together.
Patrick: __________________________________________________________________?
Bob: Yes, the inhabitants of Bikini Bottoms were treating us in a friendly way.
Patrick: __________________________________________________________________?
Bob: Yes, I was feeding my snail, Gary, when you fell.
Patrick: __________________________________________________________________?
Bob: Yes, you were living under a big rock.
Patrick: __________________________________________________________________?
Bob: Yes, we were eating a delicious crab snack during our break.
Patrick: __________________________________________________________________?
Bob: Yes, everyone was using furniture made of sand.
Patrick: __________________________________________________________________?
Bob: Yes, our neighbour, Carlo, was shouting at us.
17
Unit 4
Activity 6: Reading for pleasure and appreciation
Activity 6a: Read the text silently and carry out the activity that follows.
My superhero- my mum
She wakes up with the sun

But sleeps after it has set.
All day long she battles with lots of work*.
Like Superwoman, she rushes through the house
Sweeping, mopping, washing and cooking;
Like Spiderman, she goes from window to window
Cleaning and wiping;
Up the tree she climbs,
To save a little bird that fell from its nest.
Like Hulk, she lifts up beds and tables
To hunt for my shoes, toys – and sometimes textbooks!
Like Batgirl she fights evil,
By teaching me to be good.
Elastic girl she is,
Stretching her arm to catch the glass before it crashes* on the floor
Or running up the stairs to hold me before I fall.
Wonder woman she is too,
Also finding time to do a job she really loves;
Listening, explaining, correcting, and helping.
No other superhero gives me as much joy
As when I see my mum, my superhero!
Glossary
• battles with lots of work: tries hard to complete all her work
• crashes: breaks into pieces
18
Unit 4
Activity 6b- Discuss the following with your friends:
• What are the qualities of superheroes?

• Who is your favourite superhero? Why is he or she your favourite?
• Do you agree with the writer that a parent can be a superhero? Why?
• Describe the persons who take care of you.
Activity 7: Adverbs of frequency
Read the text and observe the words in bold.
Daniel Radcliffe is an English actor who plays the role of Harry

Potter. He always loved acting. He acted in his first film when
he was ten years old. His life has never been the same since
he acted in ‘Harry Potter’. He became very famous and had
fans all over the world. Surprisingly, when he went to school, his
classmates often made fun of him. As Daniel Radcliffe is very rich,
he usually does charity work to help poor children and people with
disability. Sometimes, he watches cricket. They rarely say on TV
that he has a disease. When he is sick, he cannot tie his shoelaces
or write.
19
Unit 4
The words in bold are called adverbs of frequency.

They tell us how often something happens. Read the
examples given below.
always I always greet my friends and teachers.
usually I usually reach school at 8.30 a.m.
often I often chat with my friends.
sometimes I sometimes read a story in the bus.
rarely I am rarely late for school.
never I never miss my school bus.
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.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
news news news news news news news
football football
documentary
cartoons cartoons cartoons cartoons
serial serial serial
Music Music Music Music Music Music

show show show show show show
1. Daniel Radcliff _________________ watches the news at seven thirty.
2. He _________________ likes to watch the serial ‘Doctor Who’ with his family.
3. He _________________ enjoys watching cartoons in the afternoon.
4. He _________________ has time to watch a documentary.
5. He _________________ watches cookery programmes as he does not like them.
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.
What you do Sentence

always-wake up
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.
1. How often do you drink milk?
__________________________________________________________________________
2. How often do you play outside when it is raining?
__________________________________________________________________________
3. How often do you stay awake till midnight?
__________________________________________________________________________
4. How often do you go to the cinema during the weekend?
__________________________________________________________________________
5. How often do you use the computer?
__________________________________________________________________________
6. How often do you exercise?
__________________________________________________________________________
7. How often do you help your parents at home?
__________________________________________________________________________
8. How often do you eat chocolates?
__________________________________________________________________________
9. How often do you clean your shoes?
__________________________________________________________________________
10. How often do you forget to do your homework?
__________________________________________________________________________
23
Unit 4
Activity 8: Reflexive Pronouns
Read the conversation of the Smurfs.
When I was younger, I did all

my work myself.
I know that you built

your house yourself.
I was not like your brother. He does

not even make himself a sandwich!
Here’s Nani Smurf coming

with a big cake for you papa.
She made it herself!
Oh! The cake is so big that it

seems to be moving by itself.
24
Unit 4
We will eat the whole cake ourselves.
You will eat the whole cake yourselves?

What about us then?
Don’t worry. I’ll talk to them. They

themselves will give you a big slice
of cake to eat.
Remember: We use reflexive pronouns when the

subject and the object of the sentence refer to
the same persons or things.
25
Unit 4
Activity 8a: Complete the tables below with appropriate personal pronouns
and reflexive pronouns.
Personal Pronouns 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.
1. Rani and Rawshia saw themselves in the mirror.
2. The cat cleans ___________________ with its tongue.
3. “You two boys will hurt ___________________ if you fall from the tree!” said Mum.
4. Divya and I bought film tickets for ___________________ .
5. The strange woman was talking to ___________________ on the road.
6. I am going to offer ___________________ a nice gift for my birthday.
7. Ali hurt ___________________ when he fell off his bicycle.
Well done! Let’s practise

some more.
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
at ___________________ in a mirror. The mirror changes colour by ____________________.
“Who sent you here?” she asks Papa Smurf.
“No-one sent me. I came by __________________ ,” he replies.
“You are putting ________________ in danger,” she tells him. “We _________________ are
not safe.”
“Who lives here?” Papa Smurf asks.
“My sister and I,” replies the woman as she vanishes.
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
Activity 9: Communication Skills- Listening and Speaking Activities.
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’
29
Unit 4
Activity 9a: Listen to the conversation again and write True or False.
1. Sheena and Deevesh are talking about a French film. _________________
2. The film was about life on Earth. _________________
3. Sheena did not like the story. _________________
4. Sheena liked Mrs. Maureen. _________________
5. Mrs. Maureen was a scientist in the film. _________________
Activity 9b: Listen to the conversation again and answer these questions.
1 (i) Where are the two friends? ________________________________________________
(ii) How do you know? _______________________________________________________
Activity 9c: Tell your class about your favourite film. You may talk about one or
more of the following:
• The story
• The characters
• The dialogues
• The suspense
• The place
30
Unit 4
Grandpa’s first 3D film
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.
“This is nice,” he said. “When I was young, the seats

were not so soft and comfortable, and there was no
air conditioning.”
“I’m so glad you like it, Grandpa,” I told him. “Avi and I
were not sure you would come.”
When I gave him the glasses*, he thought they were
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
• convinced: made him agree to go with them

• glasses: special spectacles to watch 3D films
• prey: animals they eat
• peered: looked
32
Unit 4
Activity 10b: Discuss the following with your friends.
• How did you find the story?

• Do you think that the father was right to take Grandpa to watch the film? Why?
• How do you think he convinced Grandpa to accompany them?
• According to you, how did Grandpa find the film? Add a few sentences to complete
the story.
Did you know?
During the 1940’s in Mauritius, there

were no television sets. People
watched black and white films at the
cinema. Films lasted about three
hours and a ticket cost 5 to 10 cents.
With the help of your teacher, parents

or grandparents, find out more amazing
facts about films in the past.
33
Unit 4
End of unit activities
Ex. 1 Read the text below and answer the questions.
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.
“Do you want to become an actress?” I ask her.
“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!”
“I want to win an award for my documentaries on wildlife animals,” says Sim.
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.
“Are you making documentaries?” I call out to her.
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
Ex. 1a Answer the following questions.
(i) Why does Simla like to be called Sim?
__________________________________________________________________________
(ii) What job would she like to have?
__________________________________________________________________________
(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 _____________________.
A want to win an award B like films
C want to practise long scripts D like travelling
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
C she has a mobile phone D she will become famous
(iii) Why doesn’t Sim stop the recording when the writer talks to her?
A She does not hear the writer. B She is not busy.
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?
A The animals B Sim’s family
C Filmmakers D The writer and Sim
Ex. 2 Choose the correct answer and circle the corresponding letter.
1. As John is a habitual latecomer he is __________________ late for his shooting.
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
36
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
4. Suzy always complains as she has _______________ time to rehearse.
A many B much
C more D little
5. The movie _______________ so _______________ that she forgot to change the channel
to watch the news.
A has interesting B was interesting
C is interesting D had interested
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
9. I am allowed to watch only _________________ cartoons during the weekend.
A a little B many
C a few D much
10. _________________Tom __________________Jerry when the latter had an accident?
A Is chasing B Had chased
C Will chase D Was chasing
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.
amazed – to arrive – set
__________________________________________________________________________
Leigh-Ann is amazed when she arrives on the set with her mother.

cameramen – to prepare – equipment
__________________________________________________________________________
make-up artist – to help – actors
__________________________________________________________________________
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Unit 4
actors – to rehearse – scripts
__________________________________________________________________________

shooting – to start
__________________________________________________________________________
children – to play – to sing
__________________________________________________________________________
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Unit 4
A month later
cinema – parents – release of the film
__________________________________________________________________________

crowd – cinema hall
__________________________________________________________________________
silence – to start
__________________________________________________________________________
Now write two sentences of your own to complete the story.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 4
Ex. 4 Communication skills – Listening & Speaking Activities.
Brenda is talking about her favourite TV programme to her friend, Olivier. Listen to the
conversation and answer the questions.
Brenda’s favourite TV programme
42
Unit 4
Ex. 4a Listen again and circle the correct answer.
1. What is Brenda’s favourite TV programme?
A A film B A music show
C A cartoon D The news
2. At what time does Brenda watch the programme? At _____________________.
A seven o’clock B eight o’clock
C nine o’clock D ten o’clock
3. How many friends does Scooby have?
A One B Two
C Three D Four
4. What is each episode about?
A A monster B An adventure
C A ghost D A place
5. Brenda likes the programme because of _______________________.
A the adventures B the friends
C the dog D the ghosts
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Unit 4
Ex. 4b Listen again and answer this question.
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.
44
Unit 5
Making the world
a better place
Unit 5
Activity 1: Reading for understanding
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?
• Name some countries affected by war.
• What happens to children in countries affected by war?
• According to the singer, how can we prevent wars?
cabulary
Vo
Key words:
flee ordered wounded minefield recovery survived
New expressions:
far worse off to support myself
46
Unit 5
Activity 1b: Some children are forced to become soldiers in countries at war.
Read the text below carefully.
The child soldier
I live in Rwanda. I was in secondary school when the fight

started. It was April 1994. Many children’s lives changed
after that.
We were playing football on the village playground when

soldiers appeared with guns. A group of people was leaving
the village and they told us to flee too. We could not inform our
parents where we were going and went to hide in a hospital.
There, some soldiers came and divided us into small groups.

We were frightened and started to cry but they did not care.
They wanted to train us to become soldiers. After training with
them for three weeks, they took us to the field to fight. They ordered us to fight around Kigali.
I did not want to do this and kept praying that one day somebody would save me.
On 25 June 1994, I was seriously wounded on a minefield. They drove me to a hospital in

Byumba where I stayed for two months. They took me to a camp after my recovery. As I was
handicapped, the soldiers did not want me.
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.
(Adapted from: http://www.child-soldier.org/Rwanda)
47
Unit 5
Activity 1c: Read the text again and answer the following questions as you do so.
1. Where did the story take place?
_________________________________________________________________________.
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?
_________________________________________________________________________.
4. Name the organisation that helped the writer.
_________________________________________________________________________.
5. What will the writer do if he gets a good job?
_________________________________________________________________________.
Activity 1d: Choose the correct answer and circle the appropriate letter.
1. What did the young soldiers have to learn during their training?
A How to live a normal life. B How to study.
C How to use a gun. D How to help others.
2. How was the writer wounded during the war?
A Another soldier shot him. B An animal attacked him.
C He fell and hurt himself. D A bomb exploded near him.
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Unit 5
3. The writer is handicapped but he still wants to study and have a good job. This makes us
feel _________________ for him.
A anger B admiration
C surprise D excitement
4. The soldiers wanted to train _____________ young boys to fight.
A healthy B weak
C handicapped D unhealthy
5. How can the writer help the other SOS children when he gets a job?
A He can play with them. B He can send them to the camp.
C He can train them to become soldiers. D He can pay their school fees.
Activity 1e: Share your ideas and discuss.
1. What are your feelings after reading the text?

2. How can organisations help victims of war?
3. Would you like to become a member of such an organisation when you grow up?
Say why.
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
1. a dangerous place: ________________ 4. to get well after being sick:
2. escape: ________________ ______________________
3. to be hurt: ________________ 5. commanded: ________________
6. did not die: ________________
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Unit 5
Antonyms are words with opposite meanings.

e.g. War-peace; rich-poor; small-big
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.’
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Unit 5
Activity 3: Demonstrative Pronouns- this, that, these, those.
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.
Put this skipping rope in the box!
Throw these plastic bags in the dustbin!
Take that ball to the office!
Put those bottles in the recycling bin!
52
Unit 5
Demonstrative pronouns can refer to persons, animals or objects. The table below explains
their use.
singular plural use
i. Refers to people or things that

are near.
This These
ii. Refers to something that has just
happened.
i. Refers to people or things that

are far.
That Those
ii. Refers to something that
happened a long time ago.
Activity 3a: Fill in the blanks as indicated.
This or these? That or those?
____________________new pupil keeps his _________________ person won the ‘best
desk tidy. garden’ prize last year.
World Environment Day is celebrated every

________________________ truck driver is
year. On ______________ day last year, we
throwing away rubbish on the road side.
did a project on pollution.
__________________ trees were planted to In _______________ countries, people who
stop erosion. smoke in public places are punished.
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Unit 5
This or these? That or those?
__________________ teacher teaches her The members of _________________ club
pupils how to protect the environment. cleaned the beaches during the weekend.
_________________ leaves can be used to _______________ writer’s book is about the
make compost. most beautiful places in the world.
_________________ dogs were abandoned

________________ factories pollute the air.
when they were puppies.
____________________ mosquitoes can ________________ beach was eroded two
cause malaria. years ago.
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)
Throw the plastic bag in the dustbin.
2. (ii)
Throw____________ in the dustbin.
55
Unit 5
3. (i)
In the days when I was young, there

was no pollution in Mauritius.
3. (ii)
In ____________ days, there was

no pollution in Mauritius.
4. (i)
I will put the plant in the
green corner.
4. (ii)
I will put ______________ in the
green corner.
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Unit 5
Activity 3c: Correct the mistakes. The demonstrative pronouns are wrongly used
in the sentences below. Replace them with the correct ones.
That girl is crossing the road at the

right place but this boy isn’t.
These are stray dogs but those dogs

are my pets.
I was born in 1936. At this time,

there were few factories.
These man is planting

a mango tree.
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Unit 5
Pinocchio, don’t lie!
Arnav does not like going to school. Every morning he lies

so that his parents do not send him to school. To make him
stop lying, his grandfather tells him the story ‘Pinocchio,
don’t lie!’
Many years ago, there was a poor man named Geppetto.

He made puppets from pieces of wood. He called his
favorite puppet Pinocchio. “I would love to be the father
of a real boy,” he wished. That night, a fairy cast a magic
spell* over Pinocchio. The next day, Geppetto was very
happy to see that Pinocchio could walk, sit and talk. Geppeto was poor but
he wanted to send Pinocchio to school. He therefore sold his coat for a book
and bag. “Now you can go to school like a real boy,” said Geppetto waving
goodbye to Pinocchio.
On the way to school, Pinocchio stopped to watch a puppet show in a town.

“Would you like to join my puppet show?” asked the evil puppet master*.
Pinocchio happily agreed but the evil puppet master locked him inside his
caravan. Pinocchio wished he was at home with Geppetto. The good fairy
heard Pinocchio’s wish and set him free.
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.
(Adapted from: http://subhan6.blogspot.com/2011/10/pinocchio.html)
Glossary
• cast a magic spell: used magic to make the puppet move

• puppet master: the owner of the puppets
• wondered: asked himself
• shot out: went out with force
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Unit 5
Activity 4a: Discuss the following with your friend:
• What does the story of Pinocchio teach us?

• Why does Pinocchio become a real boy in the end?
• Is it easy or difficult to speak the truth? Why?
• Why is it important to speak the truth?
• Do you think that Arnav will stop lying after listening to the story? Why?
Activity 5: Punctuation in Direct Speech.
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.
I have never smoked cigarettes and

drunk alcoholic drinks.
Name: Mr. Arvin Arnasalon

Age: 93
I always pray to God to keep me and

my family healthy.
Name: Mrs. Adilah Rafiq

Age: 89
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Unit 5
I never miss my Tai-chi and

yoga classes.
Name: Mr. Warren Sew Young

Age: 91
I eat vegetables from my garden and

local fruits.
Name: Mrs. Priya Permal

Age: 98
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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.”
Here are the rules for direct speech:
open inverted commas close inverted commas
“ I have never smoked cigarettes , ” said Mr Arvin Arnasalon .
capital letter comma full stop
Activity 5a: Sarah obtained more information. Read the sentences below and
rewrite them using the correct punctuation.
1. Mr. Arnasalon said I drink lots of water and fresh juice
__________________________________________________________________________
__________________________________________________________________________
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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
__________________________________________________________________________
__________________________________________________________________________
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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 was very special, said Rebecca Williams.
“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.
Adapted from http://www.sandiegouniontribune.com
Activity 5c: Find out from some elderly people how to live a healthy life.
Write their sentences below using direct speech.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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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?
What is the little girl’s name? Why is she crying?
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?
What happens in the end?
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Unit 5
Tips to make compositions more interesting:

• Give the persons a name and give some information about them, e.g. Mrs. Lucy,
my neighbour…
• Describe the place and the people using adjectives, e.g. Edith Cavell Street, a very busy
street in Port-Louis; Mrs. Lucy, my kind neighbour…
• Say how the people feel, e.g. Mrs. Lucy was sad to see a frightened little girl in tears.
• Use direct speech when you have a conversation, e.g. Mrs Lucy said, “Don’t worry, dear.”
• Find an appropriate title for your story!
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 5
Activity 7: Present Perfect Tense
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.
I have planted a garden and I have

grown vegetables and flowers.
Next to my house there is a river. My

friends and I have cleaned that river.
We have asked people to stop throwing
rubbish in it.
I have put a big dustbin in my yard. I

have told my family members to use it.
I have made a poster and my father has

stuck it on the wall. It says: Keep your
environment clean!
• The Present Perfect Tense is used for an action that

started in the past and still continues.
• The Present Perfect Tense is also used for an action
that is still important in the present.
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Unit 5
Activity 7a: Complete the table below with the verbs used by the children.
Present Perfect Tense Infinitive
Have planted
To grow
Have cleaned
To ask
Have put
To tell
Have made
To stick
Formation of the Present Perfect Tense
he, she, it
Has + past participle of verb
Example: has planted, has read, has made
I, you, we, they

Have + past participle of verb
Example: have planted, have read, have made
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Unit 5
How is the past participle of verbs formed?
Formation of past participle
Regular Irregular
Add ‘d’ Add ‘ed’ Change Unchanged
to change - changed to walk - walked to make - made to put - put
to admire - admired to jump - jumped to say - said to come - come
to observe - observed to cook - cooked to be - been to hit - hit
to arrange - arranged to plant - planted to go - gone to run - run
Find more examples of the past participle

and add two verbs in each column.
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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.
I _______________________ (to make) a compost area in
my yard to put yard waste and fruit peels. I _____________
also ___________________ (to become) the member of an
environmental club.
I _______________________ (to ask) my father to install solar
panels on the roof. He _______________________ (to go) to
enquire about them.
As there was stagnant water on the road, I __________________
(to phone) inspectors from the Ministry of Health.
They __________________________ (to spray) insecticide on it.
My brothers and I _______________________ (to sort) out the
waste and my parents _______________________ (to send) them
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.
People _______________________ (to pollute) the river. They _______________________
(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
__________________________ (to spoil) this beautiful place.
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Unit 5
Activity 8: Reading for pleasure and appreciation.
Activity 8a: Read the text and carry out the activity that follows.
José Thérèse
José Thérèse lived ten years in Denmark, studying

music and working. He came back to Mauritius
on holiday in February 1996. He was shocked to
see many children walking about in the streets of
Cité Roche Bois. These children had left school
as they had not passed the CPE exams. Some
of them were smoking, stealing, and taking drugs.
José Thérèse did not return to Denmark but stayed

back to help these children. He wanted to give
them hope and make their lives better through music. He taught them to play the saxophone so
that they could earn their living* by becoming musicians. José Thérèse also opened a music
school with the support of some social workers* and musician friends. He named it the Mo’zar
workshop. There, students learnt to compose music, write songs or play an intrument. They
even took the exams set by the Royal School of Music in England.
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
• earn their living: get a job

• social workers: people who help others without asking for payment
• studios: rooms where artists work
• orchestras: groups of musicians who perform together
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Unit 5
Activity 8b: Discuss the following with your friends:
• What kind of person was José Thérèse?

• How did he save the children from a bad life?
• Do you think we need more people like José Thérèse in the world? Why?
• Can you do something to help others? What is it?
Activity 9: Verbs- revision
Let’s revise the verb tenses. Do you still

remember when we use the Past Tense,
Present Tense and Future Tense?
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
Infinitive Past Present Future
Past Past Present Present Present Future

Simple Continuous Simple Continuous Perfect Simple
Tense Tense Tense Tense Tense Tense
was
74
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)
4. My father ________________ already ________________ me as he loves me. (to forgive)
Horizontal
A. The teacher often ______________________ the pupils with sweets. (to reward)
B. When you become the Prime Minister everybody ____________________________ you.

(to respect)
C. The judge did not ___________________________ why the man had attacked the bank
manager. (to understand)
D. At this moment Grandma _________________________ to her favourite radio programme.

(to listen)
E. The little girl always _________________________ her pets. (to cherish)
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.
76
Unit 5
Activity 10: Communication Skills- Listening and Speaking Activities.
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.
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Unit 5
Activity 10a: Listen to Sameera again. While listening, number the

sentences correctly.
Mother Teresa won awards.
Mother Teresa became a nun and went to India.
Mother Teresa was born in Macedonia.
Mother Teresa lived among the poor people and helped them.
Activity 10b: Prepare a short speech on a person you admire and read it to the class.
Tips to write your speech:
• Say who the person is.

• Where does he or she live?
• Why do you admire him or her? Give examples of the things the person has done.
• What do other people think about that person?
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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.
Life is an opportunity, benefit from it.

Life is beauty, admire it.
Life is bliss, taste it.
Life is a dream, realise it.
Life is a challenge, meet it.
Life is a duty, complete it.
Life is a game, play it.
Life is a promise, fulfil it.
Life is sorrow, overcome it.
Life is a song, sing it.
Life is a struggle, accept it.
Life is a tragedy, confront it.
Life is an adventure, dare it.
Life is luck, make it.
Life is too precious, do not destroy it.
Life is life, fight for it.
Mother Teresa
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Unit 5
Did you know?
Canines for Disabled Kids (CDK)

in America is an organisation that
gives assistance dogs to children
who have brain disorders (autism) or
have hearing or physical disabilities.
http://hcdg.org/pix/guidedog.jpg
Find out more about other organisations

that make children’s life better!
80
Unit 5
Workshop on ‘Let’s make the world a better place’
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
Ex. 1a Write True or False.
(i) The country where Shahan lives is very peaceful. __________
(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.
i. Why does Shahan say, “Thank God, I was able to flee!”
A Because he was not afraid of the soldiers. B Because he wanted to be a soldier.
C Because he did not want to become D Because he was less lucky than
a soldier. his friends.
ii. The environment is ‘deteriorating’. Xiao Hong means:
A The environment is better. B The environment is more polluted.
C The environment is cleaner. D The environment is in the same

state as before.
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Unit 5
Ex. 1c Answer the questions below.
i. Why are people not allowed to smoke in public places?
__________________________________________________________________________
__________________________________________________________________________
ii. How can the Living Values Education Programme help to create an atmosphere of peace
and harmony?
__________________________________________________________________________
__________________________________________________________________________
1. The children _______________ just ______________ their classroom.
A are cleaning B have cleaning
C have cleaned D was cleaning
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
3. “It is ______________________ door which needs to be repaired,” said the Headmaster

opening it.
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
5. The doctors said that my grandmother’s ____________________ will be quick as the

injury is not serious.
A health B sick
C recovery D medicine
6. As the bird was __________________ in its leg, Joseph carried it home.
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
8. Which of the following has the correct punctuation?
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
Ex. 3 Picture composition
Observe the picture carefully and write a composition. Some questions have been given
below to guide you.
Where are the children?

What are they doing?
Why is the little boy crying?
What do the other pupils tell the little boy?
What will the teacher do?
What happens in the end?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 5
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 5
Ex. 4 Communication skills – Listening & Speaking Activities.
Listen carefully to the beginning of the story and carry out the activity that follows.
Ex. 4a Work in pairs to carry out the conversation between my mum and the lady.
Mum: _____________________________________________________________________
Woman: __________________________________________________________________
Mum: _____________________________________________________________________
Woman: __________________________________________________________________
Mum: _____________________________________________________________________
Woman: __________________________________________________________________
Ex. 4b Write four sentences of your own to complete the story.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 6
Magical hands and places
Unit 6
Activity 1: Reading comprehension
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.
I know after reading

Tool/Equipment I know I don’t know
the story
sewing machine
measuring tape
iron
computer
pin cushion
dummy
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Unit 6
I know after reading

Tool/Equipment I know I don’t know
the story
tailor’s chalk
scissors
ruler, pencil, eraser
calculator
thread
cabulary
Vo
Key words:
sew measuring tape cloth clothes fit iron
New expressions:
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.
Fiola’s dream job
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 took her ________________ and created a ______________________. Then
Miss Wendy and her assistant worked very quickly and with _______________________. They
made a beautiful dress for Fiola. At the wedding, everybody __________________________
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
you are worried, it means you are _________________.
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
3. “I left the place in wonder.” Why did Fiola feel so?
A The dressmaker had taken B The dressmaker listened to what

her measurements. her mother had said.
C The dressmaker had used a D The dressmaker had made a

sewing machine. beautiful dress in a short time.
Activity 1e: Answer the following questions.
1. The dressmaker used a computer for her work. How did that help Fiola?
_________________________________________________________________________
_________________________________________________________________________
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Unit 6
2. Why didn’t Fiola feel the time pass?
_________________________________________________________________________
_________________________________________________________________________
3. Why did Fiola want to become a dressmaker?
_________________________________________________________________________
_________________________________________________________________________
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
Fiola told them.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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.
sew measuring tape cloth clothes fits iron
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
_________________________?”
“It is near the _________________,” Mrs. Reshma tells him.
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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
1(i) The mason takes measurements before placing the tiles.
1(ii) The doctor is taking measurements of the sick man.
without losing time
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.
create a design
4(i) The shoemaker creates a design before making the shoes.
4(ii) The gardener creates a design before watering the plants.
not feel the time pass
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: Good afternoon, madam. May I help you?
Anna: Yes, please. I’m looking for a pair of jeans.
Sheila: Come this way. These are the different styles we have.
Anna: Can I try this one, please?
Sheila: Yes, of course. Here is the fitting room. (Anna tries the jeans.)
Anna: It’s too tight.
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: Rs 500 madam. I’ll take it to the counter for you.
Anna: Thank you.
Sheila: You’re welcome. I hope to see you again. (Anna goes to the counter)
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Unit 6
Activity 3: The Present Perfect Tense
In the previous unit we had learnt about the

Present Perfect Tense. There are some Time
markers that we use with this tense. Read
the sentences below and observe the words
in bold.
Yet: Ali, the bread seller, hasn’t arrived yet.
Already: He has already delivered some loaves at the supermarket.
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.
Since: I have known Ali since I was very young.
For: Ali has worked as a bread seller for forty-nine years.
Remember:
We use:
ever – for the interrogative form
never – for the negative form
yet – for the interrogative & negative forms
since – when we know the specific time
for – to indicate how long an event lasts
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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.
The villagers __________ _________ _________
__________ when Ali comes to deliver his loaves.
(just- to wake up)
Most of them __________ __________ _________
their basket to put the hot loaves in.
(already- to prepare)
My father __________ __________ _________
to the bakery as Ali always brings our bread in the
morning. (never- to go)
________ anybody ________ _____________
about Ali’s loaves? (ever – to complain)
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Unit 6
Everybody in the village _________ _________
Ali ________ a very long time. ( to know- for)
People _________ ___________ the bell of his
bicycle __________ five o’clock in the morning.
(to hear-since)
Although the sun ________ _________ ________
_________, Ali has completed his job. He goes
back home for a nice cup of tea.
(not to rise – yet)
Activity 3b: Choose the correct time marker to complete the sentence.
1. Mrs. Annick, our teacher, hasn’t arrived _________________.

(yet, already)
2. Mr. Clifford, the replacement teacher, has ________________

entered our classroom. (ever, just)
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Unit 6
3. He has ______________ come to our class before. ( ever, never)
4. He introduces himself and tells us that he has been a teacher ___________ twenty years.
(for, since)
5. “Have you __________________ seen a hippo?” he asks us. (ever, yet)
6. In thirty minutes, he has _______________ revised the topic ‘wild animals’ in an interesting
way. (yet, already)
Let’s look at the negative form of the

Present Perfect Tense.
Activity 3c: Read and match the sentences below.
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.
Look carefully at the words in bold. They are in the negative

form. We obtain the negative form of the Present Perfect Tense
by adding not between has/have and the past participle of the
verb. The short forms are ‘hasn’t’ and ‘haven’t’.
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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.
1. It is late and Ivan is still busy. He _______________________ the client’s hair yet. (to cut)
2. There is a power cut. We ___________________________ the sound of the hair dryer.

(to hear)
3. Ivan’s assistant is washing Joyce’s hair. She ____________________________ out all

the shampoo yet. (to wash)
4. The clients will have to wait. They _______________________________ a lot fortunately.

(to complain)
5. Ivan is a bit worried. His hair products ____________________________ yet. (to arrive)
6. Aisha is so happy. Ivan _________________________________ her with the new

hairstyle. (to disappoint)
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
Let’s learn the Interrogative Form of

the Present Perfect Tense.
Activity 3e: Play the Snakes and Ladders game.
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?
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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 was working in Port Mathurin.
Cynthia: For how long _______________ you _______________

there? (to work)
Bernard: I have worked there for two months.
Cynthia: ______________ you __________________ working there? (to enjoy)
Bernard: Of course, I have enjoyed working with the Rodriguans a lot.
Cynthia: ______________ you ___________________ anything new from the Rodriguans?

(to learn)
Bernard: I have learnt how they make use of limestone to build houses.
Cynthia: What _________________ you _______________ to become a mason? (to do)
Bernard: I have followed a course and I have learnt new techniques in house building.
Cynthia: _____________________ your life _________________ easy as a mason? (to be)
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 8: Activity 8: Reading for pleasure and appreciation.
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.
The Glass Gallery is one of the most

exciting places to visit. There, visitors can buy beautiful glass objects such as vases,
bowls, animal sculptures and lampshades. They can also visit the workshop to see
the glass blowers at work. Visitors stand behind a barrier and watch them in action.
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
• glass blower: person who blows glass to make objects

• furnace: very hot oven
• recycle: to transform and use old and broken objects again
• 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?
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Unit 6
Activity 5: Using ‘must’ and ‘must not’.
Ronish, Marvin and Nabeel are tinsmiths. They need a new tinsmith in the workshop. They talk
about the qualities that he must have.
Read what they say and note the words in bold.
He must be precise when using his tools.
He must be a very creative person.
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Unit 6
He must be good at planning his work.
He must not be afraid to work

with sharp objects.
He must not be scared of fire.
He must have good

communication skills.
‘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’.
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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.
To make a cup put the two ends together.
a mixture of tin and lead to join the

The tinsmith must then
two ends.
He must use touch the metal because it is hot.
the tinsmith must bend a small

He mustn’t
sheet of metal to form a cylinder.
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
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Unit 6
Here are some signs. Observe them and

carry out the activity.
Activity 5b: Write sentences using must or mustn’t as in the given example.
You mustn’t smoke. _________________________
Keep _________________________
this
place
clean
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
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Unit 6
Activity 5c: In groups, make a poster on classroom rules using

must and must not.
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.
1. Mother took me to her office.

I was on holiday.
Mother took me to her office as I was on holiday.
2. We reached Port-Louis late.

We had left home early.
We reached Port-Louis late although we had left home early.
Activity 6a: Use the appropriate conjunction to join sentences in column A

with sentences in column B.
A CONJUNCTION B
1. My mother’s office was

1. We saw the port and
on the tenth floor of
harbour very well.
as the building.
2. The dockers were
2. It was raining heavily.
unloading a cargo ship.
3. There were many tourists 3. They were boarding
at the harbour. although a cruise ship.
4. We could not see
4. There were many ships.
many sailors.
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Unit 6
Read some more sentences and observe how they have been linked.
1. I phoned my best friend, Amy.

We left home.
I phoned my best friend, Amy, before we left home.
2. Amy and I are not of the same age.

We are best friends.
Amy and I are not of the same age however we are best friends.
Activity 6b: Use the appropriate conjunction to join sentences in column A

with sentences in column B.
A CONJUNCTION B
1. The security guards were 1. They could enter

checking the vehicles. the port.
2. There were many
however 2. It was too early for them
passengers at
to get on the ship.
the harbour.
3. Only few of them
3. We saw many sailors.
were working.
before
4. We took some pictures
of the harbour on our 4. We left the office.
mobile phones.
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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.
4. ___________________ we wanted to know what was in these huge containers, we asked

my mother about it.
5. _______________________ there were many containers, the dockers completed their

work very quickly.
6. _______________________ they left, the dockers met their supervisor.
Remember
Conjunctions are used to join sentences:
As: To state the reason/s for something
Although: To express opposing ideas
Before: To refer to an earlier time when

something happened or was done
However: The same function as ‘but’
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Unit 6
Activity 7: Reading for pleasure and appreciation.
Going around museums
During their educational trip, Shirley

and her classmates visited some of the
museums in Port-Louis. The first museum
the class went to was the Mauritius
Natural History Museum, the oldest one
in the country. There, the children were
amazed to see:
• Stuffed specimens* of birds from different parts of the world
• A variety of fish species and models of sharks
• Collections of sea shells
• Bones and skulls of extinct tortoises
• A unique complete skeleton of the dodo
• A video clip on the excavation* of dodo bones
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Unit 6
Then the class walked to the Mauritius

Postal Museum. They learnt that the
museum is an 18th century building and
that it was the Civil Hospital in the past. At
the museum they saw:
• Maps showing railway routes and the location of old post offices
• The famous red and blue penny stamps
• Photographs of old post offices and mail vehicles* of the island
• A collection of stamps from the 19th century
After lunch the class set off for the

Mauritius Photographic Museum. It
is the only photography museum in the
country and it opened in the 1960s. The
pupils walked around and saw:
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Unit 6
• One of the first photographs taken in Mauritius in 1840
• Cameras that have been used in Mauritius since the 19th century
• A petrol-operated projector*
• The printing machine that printed the first newspaper in Mauritius
• A variety of books about photography
• Postcards and photo albums
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
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Unit 6
• 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?
Activity 8: Guided Composition
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
120
Unit 6
Start your story as follows:
“Good morning, Sir,” says Mrs. Yeshna. “Can you please help us?” ______________________
_________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
121
Unit 6
Activity 9: Communication skills – Listening & Speaking Activities.
Activity 9a: Listen to the poem and complete the sentence below.
122
Unit 6
1. The poem is about ______________________________________.
A the work of the glassmaker B the tools of the cobbler
C the hands of the dressmaker D the workplace of

different people
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.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
123
Unit 6
Activity 9d: Choose any job mentioned in the poem. Talk about the job you find
the most interesting.
You may choose to talk about the following:

• the work the person does
• his place of work
• the tools and equipment the person uses
• the people who visit the worker
Did you know?
Some people get paid to test water slides!

These people test water slides in hotels and
often spend a lot of time travelling in planes
from hotel to hotel.
Find out more amazing facts about jobs!
124
Unit 6
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
• Casiers: cages made of bamboo to catch fish.

• Captaine and licorn: types of fish.
125
Unit 6
1. Fill in the blanks with appropriate words.
Mr. Agathe is a ___________________. He is very skillful at making _______________. He
started this job after completing _______________________. He accompanied his grandfather
on fishing ________________ and together they caught ___________________ fish. Now, he
often finds his casiers _____________________. Unfortunately, the ____________________
people do not want to become fishermen. They prefer to work in an ____________________.
2. Answer the following questions.
i. What does Mr. Agathe do with his casiers?
__________________________________________________________________________
__________________________________________________________________________
ii. How does he feel when he finds his casiers empty?
__________________________________________________________________________
__________________________________________________________________________
iii. “It is more and more difficult to have a good catch these days.”
What does ‘a good catch’ mean?
A many octopus B many fishermen
C many fish D many boats
126
Unit 6
iv. Why are the buyers waiting for the fishermen impatiently now?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
v. How many types of fishermen does Mr. Agathe mention? Name them.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
vi. According to you, why aren’t there many fisherwomen?
__________________________________________________________________________
__________________________________________________________________________
vii. Why do you think people want to work in an office now?
__________________________________________________________________________
__________________________________________________________________________
127
Unit 6
1. The tailor uses his ___________________ to find out the breadth of the man’s shoulders.
A scissors B ruler
C measuring tape D thread
2. The ____________________ repaired Hans’s favourite shoes using glue, a needle and
thick thread.
A mason B tinsmith
C dressmaker D cobbler
3. The mechanic _______________________ the brakes of the sports car yet.
A has repaired B has not repaired
C repaired D is repairing
4. My friend, Vicky, has ____________________ visited the Louvres museum in France.
A ever B never
C yet D since
5. To avoid accidents, pedestrians ___________________ walk in the middle of the road.
A must B mustn’t
C has D hasn’t
128
Unit 6
6. Grandfather still works in his workshop as a tinsmith _______________ he is now eighty
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
10. _____________________ ever met a woman mechanic?
A Can you B Will you
C Did you D Have you
129
Unit 6
Ex. 3 Guided Composition.
Aisha and her classmates from Grade 5 Blue visited the National Museum
last week.
130
Unit 6
Observe the pictures and write a composition of about 100 words about their visit. You
may include the following details:
• Their feelings before their visit to the museum welcome

• What they saw paintings
• What they did
• How the teacher or guide helped them sculptures
• Their conversation with other people
pamphlets
• How they felt at the end of their visit
information
Start your composition as follows:
Last week, Aisha and her classmates ____________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
131
Unit 6
Ex. 4a Listen to the poem and complete the sentence.
The sea is my life.
1. The poem is about _______________________________________.
A a farmer B a fisherman
132
Unit 6
Ex. 4b Listen to the poem again and put a tick (√) if the information is given
in the poem.
Information
The fisherman wakes up early.
The fisherman has breakfast before leaving home.
The fisherman hears the sea from far.
The fisherman uses different fishing equipment.
The fisherman greets his friends with a song.
The fisherman returns home at 6 pm.
Ex. 4c Talk about how the job of a fisherman can be difficult. You may talk on
the following:
• Time they leave for work

• How their family feels during their absence
• Days when fishing is not allowed due to bad weather
• Dangers at sea
• Things they have to do when they get back from fishing
133

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The English panel

Mauritius Institute of Education

bureau de l’education catholique

Layout and illustrations

Writing Guided picture composition Guided composition Guided composition

Complete table with Crossword Fill in the blanks

Adverbs of Frequency Verbs- Revision Conjunctions: as, although,

Did you know? Film fact Facts on organisations Job fact

Reading Comprehension Reading Comprehension Reading Comprehension

Appendix 1: ‘Mission Mars’ Appendix 3: ‘Mother Teresa’ Appendix 5: ‘Magical hands

Activity 1: Reading for understanding

Activity 1a- Observe the picture and discuss the following:

• What are the people doing?

film set shooting crew rehearsing script heroine

play a role release of a film

A film shoot at school

After the morning assembly, Rawiyah and

1. Who did the pupils see in the classroom?

2. How was the classroom different on that day?

3. When would the film be shown?

4. What were the actors doing?

1. Who told Rawiyah about the film?

A. Her friend C. A teacher

2. In the classroom, Rawiyah saw ________________________.

A. playing a game C. working in the school

4. As the director was not pleased with the acting, ___________________________.

5. The pupils were thrilled about the film release as ___________________________.

A. the class would receive gifts C. they would be paid

• the recording of a film

shooting role script wrap film actress

Tell me about your new ____________________.

Rambo: Its title is ‘Seven days in the desert’.

Arvin: Are you playing the ________________ of a pilot who

Rambo: That’s right. The ______________________ is ready

and we have already started rehearsing.

Rambo: It is Jennifer Jones, the well-known ___________________.

Arvin: So when will you start ____________________?

Rambo: We will start next week.

Arvin: You must be very happy!

Activity 3: Guided Picture Composition

Tips to write a good composition:

When does the story

pump water out

It was a normal school day. ____________________________________________________

A group of pupils is chatting during recess.

I watched many films

Me too. I liked most of them

Some actors get

We use some, many and a few with countable

We use some, little and much with uncountable

My younger sister watches _______________ (many, much) cartoons after school. As

________________ (many, much) work!

Recipe for a relaxing film session

______________ good friends

______________ DVDs of your favourite films

______________ delicious popcorn

______________ tasty snacks

______________ fruit juice

______________ comfortable seats

Activity 5: Past Continuous Tense- Negative and Interrogative forms.

Personal Pronouns Positive form Negative form Interrogative form

She was not