English Grade 5

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 Dahmiasdeho GOWRY - School Inspector
Mrs Taramatee NATHOO - School Inspector
Mrs Dineshwaree RUCHCHAN - School Inspector
Mr Doomanlall MOHANGOO - School Inspector
Mr Krishnaduth OOCHIT - School Inspector
Mr Henrio Douglas POTIÉ - Supervisor (The Arts)
Mr Nunkishore NEERGHEEN - School Inspector
Mr Raj-Kumar BEEDASSY - School Inspector
Layout and illustrations
Graphic Designer
Mr Isstiac Gooljar
ISBN: 978-99949-40-63-9
© Mauritius Institute of Education (2017)
ii
Foreword
We have the pleasure to offer you a brand new collection of textbooks as from 2016. These
textbooks have been written by a team of experts and supported by experienced Educators,
advised by Inspectors, Mentors and Deputy Head Masters. We have done our best to ensure
that children undergo a pleasant learning experience.
We have taken care to align the textbooks with very clearly defined learning outcomes and
objectives set for the subject. This present textbook provides clear indications of the diverse
skills that children should master at each stage. We would request teachers to use the
techniques and pedagogical approaches suggested in the teacher’s manual so that children
make optimal use of the textbook and materials provided.
We are extremely thankful to all those who have provided us with constructive feedback,
thereby enabling us to make this curriculum development endeavour come to fruition. We are
also thankful to the artists who carried out the illustrations, and to our graphic artists, who have
tried their best to create the right layout for the books. The authors and the curriculum team,
under the guidance of Professor Vassen Naeck, also deserve our thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director
Mauritius Institute of Education.
iii
Preface
The Grade 5 English textbook is based on the reviewed National Curriculum Framework
2015. It aims at further developing the four language skills namely listening, speaking,
reading and writing of pupils in a gradual and integrated manner. Pupils are exposed to the
language in a contextualised manner which allows them to meaningfully learn and practise
the language. More explicit emphasis is being put on developing the pupils’ oral skills. Further,
the cross-curricular approach enables links with other subject areas like Science, ICT, History
and Geography.
The textbook constitutes 6 units with different themes that are directly or indirectly related to
learners’ lives or interests. The units consist of the following sub-sections:
A reading comprehension text that has pre-reading, while-reading and post-reading activities
with the aim to develop the reading skills of pupils;
A vocabulary section consisting of different activities to help pupils understand and use new
words/ expressions and hence extending their repertoire of words;
A range of grammar tasks which take into account both the need to revise some main
grammar points and to introduce new grammatical features that are relevant to the
communicative needs of the learners. The inductive approach has been favoured with
exercises ranging from controlled to free practice;
A writing activity where pupils produce different types of texts of varying length with or without
a writing frame;
A specific section for listening where pupils are exposed to different aural texts and tasks so
as to gradually develop their listening competencies;
A section specifically dedicated to communication skills with a given context that requires
pupils to use their prior knowledge on the theme to engage in short exchanges;
Two reading texts that promote independent silent reading for pleasure and appreciation
followed by the sharing of ideas;
A ‘Did you know?’ section which aims to sustain the interest of the pupils on the theme
by encouraging them to carry out further research with the help of family members
or/and Educators;
An end-of-unit section where reading, writing, communication skills (listening & speaking),
grammatical and vocabulary accuracy of pupils are evaluated.
We hope that the Educators and pupils will enjoy working with this new textbook.
The writing team.

iv
To the teacher
Textbooks are essential tools in the classroom but their effectiveness in making learning
experiences successful is greatly dependent on the way in which they are implemented. All
classes are made up of learners having different profiles and needs, and it is necessary to take
these into account while teaching. Teacher’s notes are interspersed in the Teacher’s book in
order to provide specific guidelines where required. This section details the various components
of the textbook and provides more comprehensive information to better support the teaching
process. Nevertheless, it must be brought out that the suggestions regarding teaching strategies
have to be considered and adapted in the light of the learners’ needs.
Communication Skills
The development of the listening and speaking skills are catered for through two or more
activities in each unit. These are entitled Communication skills: Listening activity,
Communication skills: Speaking activity, and Communication skills: Listening activity
and Speaking activity.
During the listening activity, pupils listen to an aural text that has been recorded – or that may be
read aloud by the teacher – and carries out a while or post listening activity. In the pre-listening
phase, introduce the text and pre-teach difficult vocabulary. It is recommended that pupils
listen to the text three times – the first time to familiarize themselves with the content, the
second time to carry out the while listening activity and the third time to check their answers.
However, the number of times they listen to the text may vary according to their level. The
duration of the listening phase may also be determined by the teacher: if the text is deemed
to be too long, it may be tackled in two parts. Transcripts are provided in the Appendix in
the Teacher’s Book.
The speaking activity requires pupils to express themselves on specific topics or in specific
situations. It is important to scaffold pupils by pre-teaching vocabulary and language
structures, as well as brainstorming on the topic/situation so that pupils can carry out the
activity successfully. It must be pointed out that communication skills are also developed
through a spectrum of oral activities in the other components and we strongly recommend
that these be carried out as indicated. It is understood that teachers with big classes face the
challenge of ensuring that all pupils have the opportunity to participate in oral activities. It is
suggested that these activities be staggered over several days, when required, so that a few
pupils at a time carry these out while their peers are engaged in reading or writing tasks.
Reading
The development of the reading skills takes place through reading comprehension texts entitled
Reading for understanding and texts that are meant to be read silently and/or aloud for
pleasure and appreciation.
Reading comprehension texts are accompanied by pre, while and post reading activities.
v
Through these activities, the development of different reading strategies are targeted. It is to
be noted that the activity that appears just after the reading text is a while reading activity
which encourages the pupil to go to and fro for a better understanding of the text. Post reading
activities develop inferential and critical skills. Oral activities support this attempt and urge pupils
to relate the theme to themselves.
Two texts, each of a different genre, are included in each unit to help pupils enjoy reading and
to develop a taste for it. Oral activities, where they share their views about the text, allow them
to dig further into the theme and apprise themselves of similar or divergent views. This is an
important aspect of reading and pupils must be made aware that all readers do not react to texts
in the same way and that one must respect the opinion of others.
Vocabulary
Each unit has three vocabulary activities. The first two activities focus closely on the vocabulary
in the reading comprehension passage while the third activity extends the pupils’ vocabulary
related to the theme. Here too the activities may be written or oral. Through these activities,
pupils are encouraged to use different strategies to find out the meaning of the words, e.g. prior
knowledge, contextual clues, root words, synonyms, opposites and use of a dictionary.
The box indicating key words and new expressions that appears before the reading
comprehension text is indicative of vocabulary items related to the theme but is by no means
an indication of the only vocabulary items to be pre-taught. This will once again depend on
the needs of the learners. Given that all activities in the different units are related to a particular
theme, pupils will inevitably acquire more vocabulary while engaged in these. A glossary
has been included to support pupils and encourage them to become independent readers.
Nevertheless, additional support may be required, such as the use of a dictionary.
Writing
Writing is developed in a gradual and sustained manner, starting from short texts requiring
less input from pupils to texts that become slightly more demanding as they progress to later
units. Pupils learn to produce different types of texts. It is important to draw their attention to
the fact that the content and nature of a text vary according to whom it is being addressed.
Use pre-writing sessions to equip them with necessary vocabulary and language structures
and as well as ideas. Encourage them to draw from information obtained in the unit too. Writing
strategies may even be modelled out or shared writing sessions may be conducted to make
pupils confident enough to work out the activities. Publish their works on the notice board or
classroom walls, or provide them with the opportunity to read it to their peers to motivate them.
vi
Grammar
This component both reinforces grammar points taught previously and introduces new ones.
Here too, a range of written and oral activities have been given. Approximately three activities
per grammar point have been included in line with the presentation, practice, consolidation
approach but these will inevitably have to be supplemented with further explanations and tasks
as and when required. It is recommended that pupils move from oral to written work.
Did you know?
Learning is a fruitful experience when pupils enjoy the process and are motivated to go further.
It is in this spirit that this short component has been included in the textbook. It is hoped that the
little fun facts make pupils sit up and think, and engage in further research on the topic so that
they use the English language in a more informal and pleasant context.
End of unit exercises
The set of activities included at the end of every unit serves the purpose of formative
assessment for oral, reading and writing skills as well as grammar and vocabulary. With
respect to communication skills activities, it is again recommended that this be staggered to
allow for individual attention. Regarding the assessment criteria for the speaking activity, pupils
will initially be assessed on the basis of their willingness to participate, their ability to use
appropriate vocabulary, correct pronunciation and the relevance of the content. The focus will
gradually extend to the ability to develop ideas and fluency. The assessment criteria for the
listening activity comprises pupils’ ability to listen with understanding and grasp the gist of or
specific information from an aural text.
vii
Table of contents
Page 1-34 35 - 72 73 - 104
Unit 1: Let’s go to Africa 2: Games and toys 3: Islands
Speaking: Introducing Speaking: Chain story Speaking: Survival kit
oneself activity
Listening: ‘Mr Romi’
Communication Skills Speaking: Conversation Listening: ‘Come and fly to
my island’
Listening: ‘Sammy’s
holidays’
Reading for ‘The Physical
‘Safari in Kenya’ ‘My beloved island Agalega’
Understanding Education Class’
Writing Postcard Email Informal letter
Match words with Fill in the blanks Match words with

their meaning their definition
Find the meaning of words
Fill in the blanks with Match island with
Vocabulary
key vocabulary Find the root words nationality of islanders
Relate vocabulary to Find the synonym

the theme
Nouns in the plural form Past Simple Tense Past Simple Tense
Collective Nouns Past Continuous Tense Past Continuous Tense

Grammar
Present Simple Tense Adjectives - Comparative & Adjectives - Comparative &
Superlative forms Superlative forms
Present Continuous Tense
Using ‘and’ & ‘but’ Using ‘and’ & ‘but’
Phrasal verbs
Adjectives in the
Comparative and
Superlative forms
Prepositions (during, at,

towards, to & on)
Determiner ‘the’
‘The Kruger National Park’ ‘My childhood toys’ ‘Robinson Crusoe’

Reading for Pleasure
and Appreciation
‘Nelson Mandela’ ‘Playing with Grandma’ ‘Fiji’
Did you know? Animal fact Sports fact Island 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
‘Come and fly to my island’
‘Bryan’s new toy’
Appendices ‘Sammy’s holidays’ (Appendix 4)
(Appendix 2)
(in Teacher’s Book) (Appendix 1) ‘My island Mauritius’
‘Mr Romi’ (Appendix 3)
(Appendix 5)
viii
Learning Outcomes for
Grade 5 English
At the end of Grade 5, pupils should be able to:
Listening
• Show appreciation for a wider range of aural texts

• Understand and respond to aural input/texts with increasing confidence and appreciation
• Follow discussion on topics being taught
• Recognise variations in register
• Begin to recognise variations in register
• Begin to infer meaning from the texts
• Listen to and respect divergent views on topic
Speaking
• Communicate with growing confidence and clarity on familiar topics

• Use different forms of sentences
• Use a wider range of vocabulary correctly
• Relate events/incidents from everyday life in a coherent manner
• Willingly participate in a variety of oral activities in class
• Self-correct and attempt to rephrase utterances
• Ask and answer open-ended questions
• Support opinions by giving simple reasons or examples
• Show awareness of the need to change register and tone according to the situation
Reading
• Show interest in reading a variety of genres and media

• Engage in silent reading spontaneously, more frequently and for longer periods
• Understand texts without illustrations
• Derive meaning from different types of texts
• Further develop word attack skills
• Understand complex sentences
• Read-on despite the presence of unfamiliar words
• Follow development of ideas in texts
• Derive meaning from grammatical items
• Vary tone, intonation and pace when reading aloud
Writing
• Show increasing interest in writing

• Begin to produce extended texts with/without the help of a writing frame
• Engage in individual or shared writing activities
• Produce different texts using appropriate format
• Start to follow stages of process writing
• Use simple cohesive devices to structure writing
• Use a range of vocabulary appropriate to the situation and topic
• Begin to use the computer to type short texts, spell check and edit work
ix
x
Unit 1
Let’s go to Africa
Unit 1
Activity 1: Reading for understanding
Activity 1a: Listen to the song and discuss the following:
• Do you know the name of the film?

• Do you know where the story takes place?
• Where is Kenya found?
• In Kenya, tourists like to go on a safari. What do you think they do?
cabulary
Vo
Key words:
tourists safari blazing charges dragging hunted
New expressions:
a herd of buffaloes a flock of birds playing around
2
Unit 1
Activity 1b: Sammy is spending his holidays in Kenya. Read the text below carefully.
Safari in Kenya
Sammy is in Kenya. Today he is going on a safari where he will see many wild animals. He
sets off in a jeep along with his parents and other tourists. The sun is blazing and it is very hot,
but many animals, such as tigers, lions, giraffes, rhinos and zebras are walking about. A herd
of buffaloes is grazing peacefully. A flock of birds is flying high up in the blue sky.
The guide drives the jeep along the golden grasslands to where a mother elephant is standing
with her child. He stops the vehicle at a distance. Sammy catches his breath as the mother
elephant suddenly charges at them. When she arrives within five feet of the jeep, she suddenly
stops, turns and goes away. The guide reassures the passengers. “She is just playing around,”
he laughs. He switches on the engine and they drive on. After a
while, they see a lion dragging the body of an antelope which
it has just hunted. Sammy feels so sorry for the antelope.
At the end of the trip, they reach a river where different animals
are drinking the cool water. Everyone in the jeep sits quietly,
admiring the peaceful scene in front of them.
3
Unit 1
Activity 1c: Read the text again and answer the following questions as you do so.
1. Where does the story take place?
__________________________________________________________________________
2. In what vehicle do Sammy and the tourists go on the safari?
__________________________________________________________________________
3. (a) How many animals are mentioned in the story? _______________________
(b) Name them: ___________________________________________________________
__________________________________________________________________________
4. According to the guide, why doesn’t the elephant attack the passengers in the jeep?
__________________________________________________________________________
__________________________________________________________________________
5. “Sammy feels so sorry for the antelope.” What has happened to it?
__________________________________________________________________________
__________________________________________________________________________
4
Unit 1
Activity 1d: Choose the correct answer and circle the appropriate letter.
1. Even though the sun is ‘blazing’, many animals can be seen
because ________________.
A. they want to see the tourists C. they are used to the heat
B. they are feeling cold D. they are bored
2. The grasslands are ‘golden’ because of __________________________.
A. gold found in Africa C. the rivers found there

B. the blazing sun D. the rains
3. When mother elephant ‘charges at’ the jeep, Sammy catches his breath. This tells us that
Sammy is ____________.
A. tired C. ill
B. happy D. afraid
4. Why has the lion killed the antelope?
A. Lions hate antelopes C. For fun

B. The lion is angry D. For food
5. The scene at the lake is ‘peaceful’ because ____________________________ .
A. everyone in the jeep is tired C. the animals are not attacking

B. the animals are drinking the passengers
water quietly D. the passengers are not fighting
5
Unit 1
Activity 1e: Share your ideas and discuss.
1. Would you like to go on a safari ? Say why.

2. How would you feel to be so close to wild animals?
3. Do you think animals are cruel when they kill other animals?
Activity 2: Vocabulary
Activity 2a: Find the words in the text and match them with their meaning.
Word Meaning
tourists Very hot
Pulling something that is

safari
heavy on the ground
People who visit other countries

blazing
during their holidays
charges A trip to observe wild animals
dragging Caught and killed an animal
hunted Rushes towards something to attack
6
Unit 1
Activity 2b: Fill in the blanks with the correct words.
safari hunt blazing tourists charge drag
In summer, many ____________________ come to Mauritius because of the beaches. They
sit in the _______________ sun to sunbathe. I do not want to go to the beach. I want to go on
a __________________ to see many wild animals. I will not ______________ them because
it is cruel to kill animals. My younger brother thinks that it may be dangerous. He says that
wild animals can ________________ at my jeep and _________________ me into the jungle.
“What a joke!” I tell him.
Activity 2c: Say whether the items below are related to safaris.
snake binoculars first aid kit
torch passport camera
7
Unit 1
Activity 3: Communication skills: Speaking activity
During the safari, Sammy meets other tourists. He introduces himself.
Hello. My name is Sammy. I am nine years

old. I come from Rodrigues. This is my first
trip to Kenya.
Activity 3a: Imagine you are on holidays and you meet other tourists. Introduce
yourself to them as Sammy does.
Hello. My name is ……...……………….......
8
Unit 1
Activity 4: Writing a postcard
Sammy writes to his friend, Ravi, and tells him about his holidays. Help Sammy to complete
the postcard.
10 December 2015
Dear Ravi,
I’m having a great time in Kenya. I went on
a safari and ________________________
__________________________________
_________________________ . To: Ravi Ramdahin
________________________________
I also went water rafting. It was fun.
________________________________
__________________________________
______________________________. ________________________________
________________________________
I will tell you more about my
holidays__________________________.
See you soon.

Love,
Sammy
9
Unit 1
Grammar
Activity 5: Nouns in the plural form.
Do you still remember the plural form of

nouns? Let’s have a quick revision.
Activity 5a: Complete the table by writing the plural form of the nouns.
Noun Types Example
Most singular nouns One table: Many tables
One apple: ______________________
One van: _______________________
10
Unit 1
Noun Types Example
One box: Many boxes
One dish: _________________
End with x, sh, ss, ch and s. One class: ________________
One bench: ________________
One bus: ________________
One volcano: Many volcanoes
One potato: ________________
One buffalo: ________________

End with o
One rhino: Many rhinos
One photo: ________________
One radio: ________________
One family: Many families
One city: ________________
One lorry: ________________
End with y
One boy: Many boys
One monkey: ________________
One day: ________________
11
Unit 1
Activity 5b: Here are other types of nouns. Complete the table by writing them
in the plural form.
Noun Types Example
End with fe One knife: Many knives
One life: ________________
One wife : ________________
End with f One half: Many halves
One wolf: ________________
One loaf: ________________
Irregular One man: Many men
One foot: ________________
One child: ________________
One tooth: ________________
One mouse: ________________
One person: ________________ or
________________
Unchanging One sheep: Many sheep
One deer: Many ________________
A piece of furniture:
Some ___________________
Species: A few ________________
12
Unit 1
In Kenya, I visited a museum. I learnt a

lot about African rainforests.
Activity 5c: Fill in the blanks with the plural form of the nouns in brackets.
African rainforests
African rainforests are home to many animals. While walking in the bush,
visitors may see blue ____________ (monkey), white ___________ (rhino) and
________ (gorilla). Sadly, some ___________ (person) hunt animals to sell
their meat.
The rainforests have a high amount of rainfall and so numerous ___________
(insect) and ___________ (mosquito) are also found there.
Visitors can discover eight _____________ (thousand) plant ____________
(species) in the rainforests. In fact, ___________ (scientist) often go there
to study these plants. Unfortunately, _________ (man) are destroying the
rainforests. If this continues, many plants will disappear and animals will lose
their homes.
13
Unit 1
Activity 6: Collective nouns
Remember: A collective noun is a name

for a group of people, animals or things.
Activity 6a: Read the sentences below and find the collective nouns.
1. The shepherd is watching his flock of sheep.
2. A colony of ants is walking up the wall.
3. The camels are hiding in a clump of trees.
4. A herd of cattle is grazing in the field.
5. The dog was barking at a crowd of people.
6. A swarm of bees is chasing the greedy bear.
7. We could hear a pack of wolves howling all night.
8. He runs down the flight of stairs because he is late.
14
Unit 1
Activity 6b: Use the dictionary to complete the grid. The missing words are provided.
team pack forest family army crowd class
an ____________________.
soldiers
a ____________________.
people
a ____________________.
trees
a ____________________.
football players
a ____________________.
pupils
a ____________________.
cards
a ____________________.
mother, father, daughter
15
Unit 1
Activity 7: Reading for pleasure and appreciation
Activity 7a: Read the text silently and carry out the activity that follows.
The Kruger National Park
Have you heard about the Kruger National Park

in South Africa? It is one of the largest animal
reserves* in Africa. I was very excited to go there
with my family during my last holidays. We stayed
in a lodge* and a guide took us on a safari.
I will never forget that safari! Do you know why?

That’s because I saw so many wild animals for
the first time in my life. I saw lions, white rhinos,
buffaloes, leopards, hyenas, cheetahs, antelopes,
giraffes and zebras.
We went for a walk in the bushes. We saw lots

of different birds from the region and trees that
we had never seen before, such as the baobab,
fever, marula and mopane. We spent the night in
a camp. I was quite afraid that a wild animal would
attack us. The guide laughed and told me that we
were safe. It was strange to sleep in a tent but I was so tired that I soon fell asleep. We woke
up before sunrise and went for a mountain bike trail*. That was quite difficult as we had to go
up a mountain by bicycle but we really enjoyed ourselves. The view from the top was splendid.
My stay at the Kruger National Park is something I will never forget. These were the best
holidays I have had so far!
Glossary
• animal reserves: places where animals are kept safe

• lodge: house made of wood
• bike trail: path made for bicycles
16
Unit 1
Activity 7b: Share your ideas about the text.
• What did you like in the text?

• Would you like to spend your holidays at the Kruger National Park? Why?
• Which activity would you like to try out?
• Would you be afraid of being attacked by wild animals?
• Tell your friends about your best holidays.
Activity 8: Present Simple Tense
Do you still remember the Present Simple

and Present Continuous Tenses?
Let’s revise with me while I am at the
Wonderful Safari Park.
17
Unit 1
Friends, guess who we are going

to meet at the safari park? The
animal keeper. She is playing
with the animals. Do you want to
know more about her job? Read
our conversation.
Activity 8a: Read the conversation and fill in the blanks with the verbs in the
Present Simple Tense.
Sammy: Hello. My name is Sammy. May I ask you some questions about your work?
Veronica: Hello. My name is Veronica. Yes, you may.
Sammy: At what time do you wake up?
Veronica: I wake up at six o’clock every day.
Sammy: Do you look after all the animals?
Veronica: I take care of the mammals while Adisa, the other animal keeper, ____________
(to look) after the reptiles.
Sammy: Do you have to work every day?
18
Unit 1
Veronica: Yes, the animals need us every day but every Saturday, I leave work early
and my friend stays here.
Sammy: ______________ the tiger _______________ (to like) you?
Veronica: I __________________ (to be) sure it likes me because I play and chat with it.
Sammy: What ______________ you ________________ (to do) when an animal is sick?
Veronica: I ___________________ (to travel) with the sick animals to the veterinary.
Every day I check if the animals are healthy.
Sammy: When do you give the animals food?
Veronica: We ______________ (give) them food at ten in the morning and at six in the
evening. We ______________ not _____________ (to forget) to give them water.
Sammy: Does the snake bite the other animals?
Veronica: It ______________ not ________________ (to bite) them.
Sammy: Do you do any other work?
Veronica: My friend __________________ (to sweep) the enclosures and I scrub the
places where the animals live.
Sammy: ______________ (to be) you tired at the end of the day?
Veronica: I am a little tired but I love my job and the animals.
Sammy: Thank you, Miss Veronica.
Veronica: You are welcome. Here is a picture of the safari park for you.
Sammy: Thank you, Miss Veronica.
19
Unit 1
Do you know why Miss Veronica

uses the Present Simple Tense to
talk about her job? Because she
is talking about her daily activities.
Do you want to ask her some
more questions about her job?
Activity 8b: Read Miss Veronica’s answers and write Sammy’s questions as
given in the example.
Sammy: At what time do the animal keepers prepare food for the animals?
Veronica: The animal keepers prepare food at eight o’clock.
Sammy: _____________________________________________________________
Veronica: At one o’clock I talk to visitors.
Sammy: _____________________________________________________________
Veronica: On Saturdays Adisa builds new enclosures.
Sammy: _____________________________________________________________
Veronica: We carry sick animals in a van.
Sammy: _____________________________________________________________
Veronica: Yes, animal keepers work in all weather conditions.
20
Unit 1
Let’s recapitulate
Present Simple Tense with ‘to be’
Pronouns Affirmative Negative Interrogative Wh-questions
I am I am not... Am I….? Where am I?
He/She/It is He is not... Is he….? Why is he…?
You/They/We are You are not... Are you….? What are you...?
Present Simple Tense with verbs like play, sleep, drink, wash, watch, etc.
I play.
I I do not play. Do I play ….? Where do I play?
I wash...
He plays. Does he Why does he

He/She/It He does not wash...
He washes... wash….? wash…?
You play.
You/They/We You do not play. Do you play? What do you play?
You wash...
Activity 9: Present Continuous Tense
Here is a picture of Wonderful Safari Park. Let’s

revise the Present Continuous Tense by playing
a guessing game.
21
Unit 1
Activity 9a: Observe the picture below and answer Sammy’s questions. Write
the verbs in brackets in the Present Continuous Tense as in the
example below.
Sammy: What do you think the long snake is doing near the hole. (to search)
E.g ______________________: The long snake is searching for food.
Sammy: Why is the lion making such a loud noise? (to chase away)
______________: …………………………………................................................………………..
Sammy: What is the tiger doing? (to sleep)
______________________: …………………………..............................………………………..
Sammy: Why are the cheetahs running so fast? (to play)
______________________: …………………………..............................………………………..
22
Unit 1
Sammy: Why is the hippo moving in the lake? (to enjoy)
______________________: …………………………..............................………………………..
Sammy: Where is the graceful leopard hiding? (to hide)
______________________: …………………………..............................………………………..
Sammy: What are the enormous elephants doing? (to eat)
______________________: …………………………..............................…………………….....
We use the Present Continuous Tense

to say what is happening at the time
we are speaking. Continue the guessing
game with your friend.
Activity 9b: In pairs, take turns to ask and answer questions using the Present
Continuous Tense. Say three things about each animal in the picture.
• What are the tall giraffes doing near the tree?

• What are the creepy crocodiles doing?
• Why is the leopard hiding in the tall tree?
• What are the big ostriches doing?
23
Unit 1
Let’s recapitulate: Present Continuous with verbs like play, sleep, etc.
Where are
I I am playing. I am not playing. Am I playing?
you playing?
He is When is
He/She/It He is playing. Is he playing?
not playing. he playing?
You are What is

You/They/We You are playing. Are you playing?
not playing. he playing?
Activity 10: Communication skills: Speaking activity
Veronica loves taking care of the

animals. She makes sure they are
well-fed and in good health.
Activity 10a: Imagine a conversation between Veronica and the animals, and carry
out a role play. One of you can be Veronica and the others the lions,
ostriches, etc. Here are some ideas to help you:
Veronica (to the lions): Hello, my brave lions.
Lions: Hello, Veronica. We are happy to see you.
Veronica: Did you like the special lunch today?
Lions: Yes, we did. It was tasty! We love meat.
Veronica (to the cheetahs): _________________________
24
Unit 1
Nelson Mandela
Nelson Mandela is one of the most well-

known persons in South Africa. He was
born on 18th July 1918 and was named
‘Rohlihlahla’. When he was studying
at a missionary school*, his name was
changed to ‘Nelson’. During those days,
South Africa was occupied by the British.
It was common for African students to
be given English names.
When Nelson Mandela grew up, he

became a politician. He was very unhappy because the black people were thought to be
inferior* to the white people. They could not go to the same school or travel in the same bus. This
system was called ‘apartheid’*. Nelson Mandela wanted apartheid to end so that black South
Africans could have the same rights as the white. He fought against the government and was
imprisoned for 27 years. However, Nelson Mandela did not give up* his fight against apartheid.
Thanks to him, apartheid came to an end. Now, the black and white South Africans have the
same rights.
For his achievement, Nelson Mandela won the Nobel Peace Prize in December 1993. He
even became the first black President of South Africa in May 1994. Around the world, people
celebrate ‘Nelson Mandela International Day’ on 18th July. Nelson Mandela died on 5th
December 2013.
Glossary
• missionary school: school run by priests from England

• inferior: not as good as
• apartheid: when some people are considered to be inferior
and not given their rights
• did not give up: continued
25
Unit 1
Activity 11b: Discuss the following with your friends:
• Did you know about Nelson Mandela before reading this text?
• According to you, what type of person was he?
• How does it feel when someone is treated as being inferior?
• Is there someone that you admire? Tell your friends about that person.
Activity 12: Communication Skills: Listening activity
Sammy’s holidays
Sammy is back from Kenya. He tells his friends about his

trip. Listen to Sammy and carry out the activity below.
Activity 12a: Listen to Sammy and tick the correct answer while listening.
1.Sammy is talking to his friends parents .
2.He is talking about his school holidays .
3.Sammy travelled to Kenya by airplane jeep .
4.Sammy almost fell into the river lake when he went rafting.
5.There were two many flamingoes in Lake Nakuru.
26
Unit 1
Did you know?
Elephants can get sun burnt. They throw sand

on their backs and heads to protect themselves
from the sun.
Find out more amazing facts

about animals with the help of
your teacher or parents!
27
Unit 1
End of unit activities
Ex. 1 Read the text below and answer the questions.
Mysterious creatures in the river
The summer sun is blazing. All the animals in the forest are sweating and feeling very
uncomfortable. The best place to be on such a day is in the cool refreshing river but there is
only one river. The buffaloes want to reach it first. They charge in the direction of the river so
that they can have enough space for the herd. There, they see two hippos already in the river!
The clever hippos have taken the best place. They are in the shade under a clump of trees.
The buffaloes go in the middle of the river.
The creepy crocodiles are also there and they are swimming. They do not want to put their
heads out of the water. Suddenly, one of the crocodiles feels something biting its tail. It tells its
friend, “I think there’s something in the water. It’s biting me. I want to get out of the river.”
The other crocodile says, “Don’t be silly! The best place to be is in the water.”
After a few seconds, the second crocodile feels something pricking its tail. “Something is
pricking me but I can’t see it.”
The buffaloes and hippos also feel something pinching them sharply. They look around but
they can’t see anything.
“I’m telling you there is something in this river. It’s an invisible dragon,” says the oldest buffalo.
“I’m not staying in this river. Let’s go away.” The parents drag the baby buffaloes out of the
water. All the animals swim to the bank. They watch dark, long and thin shadows moving in
the river.
“Do you see those shadows?” the crocodile asks the hippos. “They are dragons and they are
swimming away.” All the animals leave the river disappointed and scared. After two hours, one
hundred water snakes come out of the water.
1(a). Write True or False.
(i) The story takes place in a safari park. _____________
(ii) The animals go to the river because it is too hot. _____________
(iii) The buffaloes reach the river first. _____________
(iv) The animals leave the river happily at the end of the story. _____________
(v) There are water snakes in the river. _____________
28
Unit 1
1(b). Choose the correct answer and circle the corresponding letter.
(i) “The parents drag the baby buffaloes out of the water.” What does ‘drag’ mean here?
A swim B pull
C see D bite
(ii) The animals say that something is “pinching them sharply”. What do they feel?
A happiness B pain
C joy D hunger
(iii) All the animals do not see the snakes because _________________________________.
A the snakes are invisible B the animals have an eye problem
C the snakes are not in the water D the snakes hide very well in the water
1(c). Answer the questions below.
(i) Why are the animals disappointed when they leave the river?
__________________________________________________________________________
(ii) Why do you think the snakes are biting all the animals?
__________________________________________________________________________
29
Unit 1
Ex. 2 Choose the correct answer and circle the corresponding letter.
1. Sam ___________________ the sick dog to the veterinary now.
A takes B will take
C is taking D are taking
2. _______________________ come to Mauritius because of the calm blue lagoons and
sandy beaches.
A Pedestrians B Hunters
C Traders D Tourists
3. The guide __________________ a picture of the safari park to visitors after each visit.
A give B gives
C is giving D gave
4. A _________________ of people is waiting at the entrance of the park.
A army B team
C crowd D class
5. “What _________ the elephants ______________ in their enclosure at this moment?”
Sammy asks.
A will do B must do
C is doing D are doing
30
Unit 1
6. The children had lots of fun playing with so many ______________.
A monkeys B monkeyes
C monkies D monkey
7. An experienced ________________ guide showed us many rare birds during our trip.
A boating B safari
C pilot D walking
8. Every morning the animal keeper ________________ with the animals in the park.
A are playing B is playing
C plays D played
9. In the African rainforest Sammy did not see _________________.
A wolfs B wolfes
C wolf D wolves
10. The children ran as fast as they could when they saw the ___________ of bees.
A clump B swarm
C herd D pack
31
Unit 1
Ex. 3 Writing
You are in Kenya spending your holidays with your parents. During your stay you go on a
safari. Complete the postcard below to tell your best friend about that wonderful adventure.
You may wish to include details about the animals and natural features you saw, or an incident
that amazed you during the safari.
Date: _______________
Mombasa,
Kenya
Dearest ___________________, To:

I hope you are fine. We are having a
_________________________
wonderful time in Kenya though it is
very hot. _________________________
________________________
Yesterday we went on a safari and I will never
________________________
forget that adventure. I saw _____________
________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
__________________________________
__________________________________
___________________________________
32
Unit 1
Ex. 4 Communication skills
You have been on a safari during your holidays. Tell your friends about it, e.g. where you went;
what you did; what you saw; and how you felt. Use the pictures below for ideas.
33
Unit 1
34
Unit 2
Games and toys
Unit 2
Activity 1a: Observe the picture and discuss the following:
• Where are the children?

• What are they doing?
• What games do you like to play?
• With whom do you play?
cabulary
Vo
Key words:
racket shuttlecock bat goal post engrossed
New expressions:
strike the ball score a goal
36
Unit 2
Activity 1b: Read the text below carefully.
The Physical Education class
The bell rang. “Hoorah!” shouted the pupils. “It’s time for our
PE class!” Mr. Romi, their PE teacher, was waiting. “Hello,” he
greeted them. “We’ll have fun playing games today. You may
choose any game. For some of them you will have to play in
teams. I have brought all this equipment for you: a football,
a volleyball, badminton rackets, shuttlecocks, table tennis
bats, tennis rackets, and balls. I also have skipping ropes.”
The children quickly formed teams. Jeff, Anu, Issaac, Rishabh,

Rani, Eric, Nikhil and Mikael were in the football team. Other
children joined them and they had eleven players in each
team. Mr. Romi taught them techniques to score goals.
Rishabh and Eric, the goal keepers, had to stop the ball from
entering the goal posts.
Camille, Ashish, Mira, Sarah, Shameem, Neelesh, Reena

and their friends played volleyball. Each team had six
players. Mr. Romi taught them how to throw the ball over
the net.
The pupils who chose tennis had never played that game.
Before they began, Mr. Romi taught them the rules. “Every
game has its rules and you must follow them,” he said. He
then showed them how to strike the ball with their racket.
Mr. Romi walked around teaching the pupils and watching

them play. All the children were so engrossed in the game
they were playing that they did not feel the time pass. They
were disappointed when the bell rang.
37
Unit 2
1. What class did the pupils have?
__________________________________________________________________________
2. What did Mr. Romi bring for the pupils?
__________________________________________________________________________
3. W
. hat did Mr. Romi teach the football players?
__________________________________________________________________________
4. What did the pupils who chose tennis have to learn before playing?
__________________________________________________________________________
5. What did Mr. Romi do during the class?
__________________________________________________________________________
38
Unit 2
Activity 1d: Choose the correct answer and circle the corresponding letter.
1. When it was time for the PE class, the pupils were _________________.
A. surprised C. excited
B. unhappy D. afraid
2. The children formed teams quickly because ____________________________________.
A. they wanted the class to end C. they wanted to go home

B. they were impatient to start playing D. they had a test
3. Which of the following is true?
A. You do not play games in teams. C. All games have the same rules.
B. You need special equipment to D. Boys and girls cannot play the
play games. same games.
4. Why is it important to learn the rules of a game before we play it?
A. To become a PE teacher. C. To hurt our friends.

B. To make mistakes. D. To play the game well.
5. “All the children were so engrossed in the game they were playing that they did not feel the
time pass.” What does ‘engrossed’ mean here?
A. bored C. interested
B. encouraged D. discouraged
39
Unit 2
Activity 1e: Discuss the following in groups and share your ideas with the class.
1. Is it important to follow the rules when we play a game?

2. How must we behave when we play in a team?
3. Is playing or winning more important? Why?
Activity 2a: Read the conversation and fill in the blanks with the words provided.
40
Unit 2
goal posts teams strike score techniques
Jenita and Jason are watching a football match on television.
Jenita: Jason, why are some players wearing red T-shirts while others are wearing
blue T-shirts?
Jason: That’s because they belong to two different _______________.
Jenita: Oh! That’s why I can see two _____________________ at opposite ends of
the football ground.
Jason: Can you see Robertson, the famous football player?
Jenita: Yes, look to the right. He is about to _______________ the ball.
Jason: I’m sure he is going to ______________ a few goals as he does in all the
football matches he plays. He has good ____________________.
Jenita: Hoorray! You were right, Jason. Robertson just did it!
The two children are so excited that they start to jump and cheer.
41
Unit 2
Activity 2b: This is a song that Mr. Romi’s pupils sing on sports day. Sing it along
with your teacher and complete the table.
Always Winners
We are winners,
We are winners.
We never think of ourselves as losers,

We never think of ourselves as losers.
Our coach trains us,

Our fans cheer us,
Our team is the best.
We are winners,
Our parents are proud of us,

Our teachers encourage us.
We are winners,
We are winners in defeat,

Defeat makes us stronger,
Defeat makes us better.
We are winners,
We are winners in victory,

Victory makes us stronger,
Victory makes us better.
We are winners,
We are winners.
We never think of ourselves as losers,

42
Unit 2
My pupils do not understand the meaning

of some words. Let’s help them. Use your
dictionary to find the meaning of each word
and draw a symbol to remember it. The
first one has been done for you.
winner loser
Meaning: Person who wins a competition Meaning: ___________________________
Draw symbol Draw symbol
coach trains
Meaning: ___________________________ Meaning: ___________________________
fans cheer
Meaning: ___________________________ Meaning: ___________________________
defeat victory
Meaning: ___________________________ Meaning: ___________________________
43
Unit 2
Activity 2c: Fill in the boxes with the root words.
Root words are words from which

other words are obtained.
E.g player-play.
winner
loser
stronger
sweeter
Activity 3: Writing
Your school will set up a sports club. The poster gives you the information about it.
Open to pupils from Grades 1-6
44
Unit 2
Write an email to your friend and tell him or her about the sports club. The writing frame will
help you.
From: _________________@yihii.com
Subject: Sports club at school
Dear ________________,
I hope you are feeling better now. Everyone in class misses you.
Our school is setting up a sports club. I’m sure you would like to join it. Here is some
information. The club is named _________________________________________.
Members will have the opportunity to play several games such as _________________
_______________________________________. Pupils from all classes can join. If you
want to become a member ________________________________________________
______________________________________________________________________
_____________________________________________________________________.
I want to become a member. I hope to see you there too.
I wish you a quick recovery.
Love,
___________________________
45
Unit 2
Activity 4: Communication Skills: Listening and speaking activity
Activity 4a: Chain story: Listen carefully to the beginning of the story.
Then complete it by taking turns to add one sentence at a time.
Bryan’s new toy
46
Unit 2
Activity 5: Grammar - Past Simple Tense
Activity 5a: Read the text below and observe the verbs in bold.
Soon it would be Christmas. Shaad and Yona were very excited. They hoped to receive many
gifts. The supermarkets and shops sold different toys and games. When Shaad and Yona went
shopping with their parents, they stopped by the toy section and looked around in admiration.
This was really a magical place! “What can we ask our parents for?” they thought. “You must
decide soon or you will have nothing for Christmas!” their mother told them. “Finally,” Shaad
said, “I would like a football, please.” “What about you, Yona?” their mother asked.
“I would like a badminton set, please,” Yona replied.
The verbs in bold are in

the Past Simple Tense.
Complete the table below with verbs in the Past Simple

Tense from the text. Add more examples.
Regular verbs Irregular verbs
Infinitive Past Simple Tense Infinitive Past Simple Tense
to hope hoped to be were
47
Unit 2
Activity 5b: Complete the text by writing the verbs in brackets in the
Past Simple Tense.
On Christmas morning, the children quickly ___________________ (to unwrap) their presents
and rushed out to play. Shaad kicked the ball in the garden. He shouted with joy every time he
scored a goal. Suddenly, Shaad’s ball ___________________ (to roll) through the open gate
towards the road. “Oh no!” he __________________ (to cry out), running after it as fast as he
could. “I hope a vehicle does not drive over it.” He ____________________ (to see) many cars
drive past but __________________ (to see) not _______________ his ball.
“Is this what you are looking for?” someone asked. Shaad ________________(to see) a boy
of his age holding his ball. “Yes, it is,” Shaad ______________ (to say), happy to have his ball
back. “Thank you very much. This is my Christmas gift and I was afraid I had lost it.”
He then asked the boy, “What did you receive for Christmas?” “Nothing,” __________________
(to reply) the boy. “My parents don’t have enough money to buy us toys.
They ________________ (to give) us ten rupees. I’m going to buy some sweets for my sister.
I want Christmas to be special for her.”
Shaad ____________________ (to feel) very sorry for the
boy and his sister. “Please come and play with me and my
sister. We have toys that make us happy but sharing them
with you will make us happier. Games are more fun when
we play with friends!”
48
Unit 2
Activity 6: Past Continuous Tense
Activity 6a: Read the text below carefully and observe the verbs in bold.
Last Saturday my parents and I were travelling along the coast when we came across a
park. Everybody was having a great time. Some children were running here and there.
Others were skipping. A few women were chatting and eating under a tree while the
men were playing cards. A boy was flying his kite while his friends were watching
him. At a distance, some other boys were playing football. We were looking at the
kite when we heard a loud noise. We saw two girls. They were chasing a boy who was
riding a bicycle. Everybody stopped what they were doing. They wanted to know what
was happening.
The verbs in bold are in the Past Continuous Tense.

This is how this tense is formed:
I, he, she, it was + (Verb+ing)
We, You, They were + (Verb+ing)
49
Unit 2
The Past Continuous Tense is used for an action that went on for
some time in the past. It is used:
1. when two or more actions were happening at the same time in
the past;
2. after or before a verb in the Past Simple Tense to refer to an
action that was going on when something else happened.
Activity 6b: Write two examples from the text to illustrate each use of the
Past Continuous Tense.
1.
Two or more actions happening at the

same time
2.
1.
Action going on when something

else happened
2.
50
Unit 2
Activity 6c: Read the next part of the text and fill in the blanks with the verbs in
brackets in the Past Continuous Tense.
The boy _______________________ (to cycle) very fast. The girls looked tired. While they
_____________________________ (to run), the other people ____________________
(to stand) and _________________________ (to watch) them. They wanted to help. They
___________________ (to follow) the boy too when suddenly, the boy and the girls stopped.
Then they started to laugh. The people realised that they ______________ (to play) a game.
They all went back to their activities.
51
Unit 2
Activity 6d: Yesterday, Mr. Romi took a photograph of the pupils during the recess.
Describe what they were doing using the Past ContinuousTense.
The questions will help you.
Merisha Jean
Ravin
Adrien
Delvin
Alisha Kushal
Reema Ali
Daryl
Amina
Avishen
1. What were Adrien and Ravin doing?

2. What was Jean doing?
3. What were Alisha and Reema doing?
4. What was Amina doing?
5. What were Daryl and Avishen doing?
6. What were Ali, Delvin and Kushal doing?
7. What was Merisha doing?
Activity 6e: Write your sentences and underline the verbs in the Past
Continuous Tense.
During recess yesterday, Adrien and Ravin ________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
52
Unit 2
My childhood toys
When I opened the little bag,

round and colourful balls were glowing*.
Smooth and solid they were.
I loved the sound of the marbles

Knocking against each other.
I loved the sound of the marbles Glossary
Dropping on the wooden table.
I loved the sound of the marbles
• glowing: shining
Rolling on the tiled floor.
• shooter marble: marble
White, blue, black, green, purple marbles that is thrown by the player
became my favourite toys since then. • lit up our childhood days:
Hours I spent holding them,
made our childhood
playing with them
And throwing them here and there. more joyful
I took them to school.

What a great show for my friends,
With marbles dancing and dancing on the ground!
My friends did not have shiny marbles.

These little crystal balls
Made us close
As we played the ring game:
Five colourful marbles placed in a circle

Waiting for the shooter marble*.
There it came!
Three colourful marbles rolled out of the circle

and they were in my friend’s hands.
Marbles moved from hand to hand.

Marbles lit up our childhood days*.
53
Unit 2
Activity 7b: Discuss the following with your friends.
• Have you ever seen and touched marbles? How does it feel when you touch them?
• Would you like to receive marbles as toys? Why?
• Do you like sharing your toys? Why?
• What is your favourite toy? Who gave it to you? Why is it your favourite toy?
Activity 8: Adjectives
Activity 8a: This is what the pupils are saying in the P.E class. Find the adjectives in
their sentences.
The football is new.
These tennis rackets are heavy.
Anu is a good
volleyball player.
Mr. Romi is the best teacher.
54
Unit 2
Adjectives in the comparative form
Activity 8b: Read and observe the use of adjectives in the comparative form.
Kawshik and Leshika are in a toy shop. Kawshik wants an action figure. He sees two action
figures: Spiderman and Batman. He compares both of them and decides what to buy.
Rs 500 Rs 800
• Batman is tall but Spiderman is taller.

• Batman’s clothes are nice but Spiderman’s clothes are nicer.
• Spiderman is better than Batman.
• Spiderman’s clothes are more attractive than Batman’s clothes.
• Spiderman is less expensive than Batman.
• Batman gets angry but Spiderman gets angrier.
Finally Kawshik buys Spiderman.
We use adjectives in the comparative form to compare two people,

two things, or two animals.
55
Unit 2
Activity 8c: Complete the table below with adjectives that Kawshik has used. The first
one has been done for you.
Adjective Comparative form
tall taller
How are adjectives in the comparative

form obtained?
56
Unit 2
Activity 8d: Read and observe the use of adjectives in the superlative form.
It is now Keshika’s turn to decide which toy she will buy. Keshika wants a Barbie doll
but she sees three types of dolls: Birthday Princess Barbie, Entrepreneur Barbie and
Talking Barbie.
Birthday Princess Barbie Talking Barbie Entrepreneur Barbie
Rs 550 Rs 450 Rs 350
• Birthday Princess Barbie and Entrepreneur Barbie are pretty but

Talking Barbie is the prettiest.
• They are all kind but Talking Barbie is the kindest.
• Entrepreneur Barbie and Birthday Princess Barbie have a sweet
smile but the smile of Talking Barbie is the sweetest.
• Talking Barbie is wearing the most beautiful dress.
• Entrepreneur Barbie has the least attractive pair of shoes.
• Everybody likes Talking Barbie the most.
Finally Keshika buys the Talking Barbie.
We use adjectives in the superlative form to compare three or more people,

things, or animals.
57
Unit 2
Activity 8c: Complete the table below with adjectives Keshika has used. The first
one has been done for you.
Adjective Superlative form
pretty prettiest
How are adjectives in the superlative

form obtained?
58
Unit 2
Activity 9: Joining sentences with ‘and’ and ‘but’.
Fei and Juliano are two friends. Fei lives in Mauritius and Juliano lives in Rodrigues. They
communicate by email.
Activity 9a: Read Juliano’s email and observe the sentences. Share your
observations with the class.
From: juliano@yihii.com
Subject: Christmas gifts
Hi Fei,
How are you? I’m fine. I did not write earlier because I was busy at school.
I got many gifts last Christmas. My mother gave me the new playstation 4. I was very happy.
My father did not buy the green football shoes. He got the red ones. I was unhappy with him on
Christmas. Now I like the shoes. I wear them every day.
Grandpa came on the 26th of December. He bought a racing car for me. I love it. Grandma did
not come. She sent her gift. It was a blue T-shirt again! It fits me well. I do not like the colour. I did
not tell her.
Write to me soon to tell me about your gifts.
Bye!
Love
Juliano
59
Unit 2
Activity 9b: Read Fei’s e-mail and observe the sentences. Share your observations
with the class.
From: fei@yihii.com
Subject: Christmas gifts
Hi Juliano,
I am fine and I am very happy to hear from you. I did not receive many gifts but I
am happy.
Mum gave me three ‘Horrid Henry’ books and they were the ones I wanted to read.
Dad was not in the country but he sent me an e-mail with lots of love. He also sent an e-card and
he promised to be home next Christmas.
My grandparents did not come from Rodrigues but they promised to send my gifts. They were
sick and mum asked them not to travel. They are not telling me anything about the gifts and I am
very curious.
I will give you more news in my next e-mail.

Bye!
Lots of love
Fei
Did you note that we use ‘and’

and ‘but’ to join sentences which
are related?
We use ‘and’ to join sentences with

similar information.
We use ‘but’ to join sentences with
opposite ideas.
60
Unit 2
Activity 9c: Help Juliano to rewrite his sentences by filling in the blanks with
‘and’ or ‘but’.
1. My mother gave me the new playstation 4 ______________ I was very happy.
2. My father did not buy the green football shoes _______________ he got the red ones.
3. I was upset with him on Christmas. Now I like the shoes _________________ I wear
them every day.
4. Grandpa came on the 26th of December _______________ he bought a racing car for me.
5. Grandma did not come ______________ she sent her gift.
6. It was a blue T-shirt again _____________ it fits me well.
7. I do not like the colour ______________ I did not tell her.
61
Unit 2
Playing with Grandma
The doorbell rang. Mrs. Natasha was pleased to see her mother and welcomed her. To her
amazement*, the children, Nelly and Noel did not come to greet Grandma but were staring*
at the screens of their consoles. She was about to scold them when Grandma told her, “Don’t
worry dear. I will take care of them.”
“Hello children. Can’t you see Grandma?”

The children stopped playing and said, “Sorry, Grandma. We did not see you coming.”
“Here are some chocolates for you! Do you want them?” asked Grandma.
“Yes, yes, Grandma,” yelled* the children at the same time.
“But we cannot eat before we play the game,” said Grandma.
“Why not? And what game are you talking about, Grandma?” asked the children.
“I have dominos but I have no-one to play with,” said Grandma. “When I was young, the family
used to play together. My mother, father, sisters and brothers played cards, dominos or carom
together after dinner,” Grandma narrated sadly.
“What are these games, Grandma? We have never heard of them. I think they are boring.”
“Let’s play domino together and then you can tell me if it is boring,” said Grandma.
The children decided to please Grandma. They were sure that the game would be boring but
they did not want their grandmother to be sad.
To their suprise, they began to find the game exciting. They did not understand why Grandma
always won. They were trying so hard to beat her that they even forgot about the chocolates.
“Grandma, you need to teach us the tricks!”

shouted the children.
By now the children had forgotten their consoles

and video games, and were excited to learn the
tricks of the game to beat Grandma. The latter
smiled at Mrs. Natasha who was watching them.
62
Unit 2
“Grandma, after we play dominos, we will teach you how to play games on our consoles,” said
Nelly joyously. “I am sure you will not be able to beat us!”
Glossary
• amazement: surprise
• staring: looking at something for a long time
• yelled: shouted in excitement
Activity 10b: Discuss the following with your friends
1. Do you play video games or do you play games like dominos?

2. Do you think it is important to play games with family members? Why?
3. What other activities do you enjoy doing with your family?
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Unit 2
Activity 11: Communication skills: Listening activity
Rishabh tells us about his PE teacher, Mr. Romi. Listen to Rishabh and carry out the
activity below.
Mr. Romi
Activity 11a: Listen to the text again and tick the correct answer while listening.
1. Mr. Romi was a teacher an athlete before working at Starlight
Government School.
2. He won many competitions exams .
3. Mr. Romi goes jogging in the afternoon morning .
4. He also plays volleyball football .
5. He tells his pupils to practise sports so that they remain
happy healthy .
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Unit 2
Did you know?
Fishing is the sport with the greatest

number of participants in the world.
Find out more amazing sports facts with

the help of your teacher or parents!
65
Unit 2
End of unit Activities
Ex. 1 Read the email below and answer the questions.
From: greta@yihii.com
Subject: Birthday party
Dearest cousin Francesca,
I hope you are feeling better now. We missed you a lot at Freddy’s birthday which was
held at Flic-en-Flac beach.
While our parents were engrossed in the preparations for the party, we were happily
playing games. We played balloon volleyball. We had to strike the balloon over a string
without bursting it. I missed the balloon a few times and my team lost by four points.
Robin, Brenda and Shema were upset with me. We also played dolphins in the water.
This was a new game that we played in pairs. I was the ‘tail’ of the dolphin and Robin was
the ‘fins’. We then had a swimming competition. Robin swam using his arms and I had to
hold his waist and kick. It was such fun! We swam together so well that we easily won.
We received a badminton racket and shuttlecock as prize.
Amazingly, we had a birthday cake hunt! Freddy’s father told us that the party would not
start if we did not find the birthday cake. Usually the birthday cake is on the table but this
time we had to hunt for it. We followed clues written on paper. We played in teams of four
again. We searched everywhere, asked people on the beach, and even looked in the
boats on the shore.
We were running in all directions and wanted to be the winners. The prize for the winning
team was a trip in a glass-bottom boat. Can you guess where the cake was and who
found it? Little Winnie found it in a sand castle! It’s unbelievable but our six -year old
cousin beat us all and made her team win!
That was the most wonderful birthday party that I have ever been to! I really enjoyed
myself and I wish we have such parties again.
I will tell you more when I meet you. Get well soon so that we can play our favourite
games.
Lots of love,
Greta
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Unit 2
1(a). Write True or False.
(i) Greta wrote the email. ___________________
(ii) Francesca and Greta are cousins. ___________________
(iii) The birthday party took place at Freddy’s house. ___________________
(iv) Games were organised during the party. ___________________
(v) Greta and Winnie were in the same volleyball team. ___________________
1(b). Choose the correct answer and circle the corresponding letter.
(i) “I wish we have such parties again.” Which one of these sentences is true?
A. Greta does not like birthday parties.
B. Greta does not enjoy beach birthday parties.
C. Greta does not like boring birthday parties.
D. Greta does not like children’s birthday parties.
(ii) “We had to strike the balloon over a string without bursting it.” What does the word ‘strike’
mean in this sentence?
C. Hit
A. Play
D. Catch
B. Push
1(c). Answer the following questions.
(i) Why were Robin, Brenda and Shema upset with Greta?
__________________________________________________________________________
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Unit 2
(ii) Why were clues about the cake given to the children?
__________________________________________________________________________
(iii) What was the reaction of the other cousins when Winnie found the cake? Why?
__________________________________________________________________________
__________________________________________________________________________
Ex. 2 Choose the correct answer and circle the corresponding letter.
1. While playing badminton, Serena uses her racket to hit the ____________________.
A. bat B. ball
C. shuttlecock D. rope
2. Last week my sister _______________ a talking doll for her birthday.
A. was getting B. get
C. got D. will get
3. Of the two boys, Kushal is the ___________________.
A. fast B. faster
C. fastest D. more fast
4. Anita loves playing tennis ___________ she practises everyday.
A. but B. and
C. also D. both
5. The children __________________ video games when their father arrived.
A. will play B. played
C. are playing D. were playing
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Unit 2
6. Ryan is really a wonderful ___________________ as he often stops the other team from
scoring goals.
A. player B. referee
C. football player D. goal keeper
7. Bala ________________ the ball out and his team lost the match.
A. kicks B. kicked
C. will kick D. was kicking
8. The inspector came in when the teacher ___________________ the rules of the game.
A. explained B. explains
C. was explaining D. is explaining
9. My father is old __________ he is still a good tennis man.
A. but B. and
C. also D. so
10. As Darshinee is his favourite niece, Uncle Parmesh chooses the _______________
skateboard for her.
A. expensive B. more expensive
C. most expensive D. cheaper
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Unit 2
Ex. 3 You received some toys and games on your last birthday. You want to tell
a friend about them. Complete the email below to give your friend some
details about the toys and how to play the games.
To: _____________yihii.com
Subject:Toys and Games
Dear ____________________,
I hope you __________________________________________________________.
I was very happy on my birthday last Saturday. The guests gave me nice gifts and I
thanked all of them. The toys and games I received are the best.
I received _____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Write to me and tell me when we can meet to play together. We will have fun with these
new games and toys.
Love,
________________________________
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Unit 2
Ex. 4 Communication skills: Speaking activity
Ex. 4(a) Fishbowl activity: Pick up a question from the fishbowl and answer it.
What is the most popular game in your

school? Why do you think it is popular?
What is the most boring game?

Why do you think it is boring?
What game do you play with your family?

Do you enjoy playing it?
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Unit 2
72
Unit 3
Islands
Unit 3
Activity 1a: Before reading the text, show what you know about Agalega by
writing‘Yes’, ‘No’or ‘Don’t know’ in column 2. Fill column 3 after
you have completed all the activities on the story.
Statement Before reading After reading
Agalega consists of
two islands.
Only small aircrafts can land
on Agalega.
We can go there by ship from
Mauritius.
In Agalega, people do not
pay for electricity.
People drink rainwater
without filtration.
There are no factories on
the island.
The islands are famous for
their coconuts.
The islands are known for
the Day Gecko.
The islands do not have a
harbour.
The islands consist of
three villages.
cabulary
Vo
Key words:
foodstuffs islanders luxuries sand dunes alert anchor
New expressions:
felt isolated woke up to the sound of
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Unit 3
Activity 1b: In this story, Sophia describes her life and an important event on the
islands of Agalega. Read the story carefully.
My beloved island Agalega
I was one year old when we left Mauritius. My mother worked as a teacher on the south island
of Agalega. My childhood in Agalega was full of adventures in the village of Sainte Rita.
I felt isolated from the rest of the world. My island made me dream of becoming either a painter
or a singer to show people how beautiful my island was. I always woke up to the sounds of
the waves and chirping of birds. When it rained, I woke up to the sound of rainwater on the
corrugated iron sheets of our house. The Day Gecko, our famous lizard, was a daily morning
visitor. Its arrival was a sign that it was time to get up. The village was very quiet because there
were no factories and only a few vehicles on the islands.
My mother prepared tea from the rainwater that was collected in a plastic container. On many
days, we did not have bread or rice. During those times, my mother was a genius and prepared
something that I had never tasted before. I am still amazed by how she saved flour, maize,
sugar, rice and other foodstuffs and mixed them to make a tasty dish.
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Unit 3
All the islanders waited impatiently for the arrival of the ship, the ‘Mauritius Pride’. Nobody
went to work on such a day. We woke up early as usual and waited for the van of Uncle
Richard. He was the only one who had a means of transport on the south island. If we did not
see him, we walked along the sand and coral paths.
My friends and the few other villagers went together as a family. We chatted all the way and
even played our musical instruments. As children, we dreamt of the luxuries like toys, cakes,
books, biscuits, the latest gadgets and new clothes that the ship carried. As the tides were high,
we had to travel by boat to the north island where the ship would anchor.
We were always early, so we had to wait. The two hundred islanders of the villages of Vingt-
Cinq and La Fourche were already on the beach. The children were busy making sand dunes
with sand, shells and seawater. Our parents brought coconut water for us. On that day we did
not feel hungry.
When we heard the horn of the ship, all our ears were alert. We stopped whatever we were
doing. We stood up, jumped and shouted with joy. We could see the ‘Mauritius Pride’! We
were all excited. The ship had finally reached our shores but it anchored in deep waters at
high sea. We looked at it for many hours. The ship was the Santa Claus of the children!
1. Where did Sophia and her mother live? _______________________________________.
2. Normally Sophia woke up to the sounds of the _______________ and _______________.
3. (i) What was a special event on Agalega? _____________________________________.
(ii) On which island did it take place? _________________________________________.
4. Who was the only person having a van on the south island? _______________________.
5. How did the people travel from one island to the other when the tides were high?
___________________________________
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Unit 3
Activity 1d: Choose the correct answer and circle the appropriate letter.
1. Sophia thought her mother was a genius because __________________.
A. she knew how to prepare tea
B. she was able to make bread
C. she was able find rice
D. she cooked delicious new dishes
2. ‘I felt isolated from the rest of the world.’ The word ‘isolated’ tells us that Sophia
felt_________________.
A. close to other people
B. far from others
C. abandoned
D. happy
3. Why didn’t the ship come very close to the sea shore?
_________________________________________________________________________
_________________________________________________________________________
4. Why was the ship like Santa Claus for the children?
_________________________________________________________________________
_________________________________________________________________________
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Unit 3
5. Suggest two ways in which the islands of Agalega are different from Rodrigues
or Mauritius.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Activity 1e: Imagine what happened after the ship had anchored at sea. Continue
the story and share with the class. The questions below will help you
to get started:
• How were goods unloaded and transported to the island?
• What provisions were there on the ship?
• How did the islanders help?
If you want to know more about my island,

watch the clip of ‘Zenfan L’ocean Agalega’ at
www.youtube.com/watch?v=WyqMtSOxYJE
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Unit 3
Activity 2a: Find the words that match the definitions by choosing from the list
of words given. You may use a dictionary.
anchor foodstuffs islanders alert luxuries sand dunes
a. Things that can be eaten: __________________.
b. Small piles of sand: __________________.
c. Stop from moving away with a heavy metal object: __________________.
d. People who live on an island: __________________.
e. To be attentive: __________________.
f. Things that the islanders could not easily get: ________________________.
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Unit 3
Activity 2b: Match the name of the island with the nationality of the islanders.
Column 1 Column 2
Madagascar Maldivian
Rodrigues Mauritian
Seychelles
Malagasy
Mauritius Rodriguan
Agalega Seychellois
Maldives Agaleen
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Unit 3
Activity 2c: Find a synonym for each word. An example has been provided. You
may use a Thesaurus.
A synonym is a word that has the same

meaning as another word.
Word Synonym of word
isolated separated
famous
amazed
chatted
seashore
genius
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Unit 3
Activity 3: Writing
Activity 3a: Neha is spending her holidays in the Maldives. She writes a letter to
her friend, Julie, and tells her about the different activities she has
been doing. Complete the letter with the help of the pictures.
Parasailing Canoeing
Water skiing Snorkelling
Golf Shopping for souvenirs
Maldivian food Seaplane flight
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Unit 3
15 November 2015
Canareef Resort,
Maldives.
Dear Julie,
I hope you are fine. I am spending my summer holidays in the Maldives. I’m enjoying
myself a lot. I have been doing many things since I arrived.
Immediately after my arrival, I did some water sports…
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
I wish you were here too. We would have had much fun together! I’m bringing lots of
photographs to show you.
See you soon.
Your friend,
Neha
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Unit 3
Activity 4: Adjectives in the comparative and superlative forms
Activity 4a: Gulnaz is a young Mauritian and her penfriend, Sharmeen, from
France, has come to visit her.Complete the conversation below
with the correct form of the adjectives in brackets.
Gulnaz: Tomorrow we’ll visit the places with the ___________________ (good) scenery in
our country.
Sharmeen: I’m impatient to see them. In France, of course, we have the ________________
(many) wonderful places.
Gulnaz: That’s for sure. But, though my island is small, it has the ______________________
(beautiful) beaches.
Sharmeen: It is really small. I couldn’t see it on the world map. It’s really hot here.
Gulnaz: Yes, it is. Is it true that you have summers with scorching heat in France? I heard that
it can be ______________ (bad) than in Mauritius. Your winters can be very cold as well.
Sharmeen: That’s because we are ________________ (far) from the equator than you. I’ve
heard about the sega dance. What is it?
Gulnaz: It’s our traditional dance. My friend, Brenda, is the ________________ (good) sega
dancer in her family.
Sharmeen: Will you teach me the sega dance and how to speak Creole? I see that
______________ (much) of the people speak Creole here.
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Unit 3
Gulnaz: You’ll learn it easily. It’s a lot like French.
Sharmeen: I’m sure I’ll enjoy myself.
Gulnaz: You will. I’ll take you to visit the ______________ (old) member of my family. His name
is Uncle Naushad. He’ll tell you some great stories.
Sharmeen: Waoh! All this is _______________ (exciting) than I thought. I’m glad I came.
Activity 5: Prepositions
Activity 5a: Jane writes about her holidays in her diary. Read what she says paying
attention to the prepositions given in bold.
Diary
Day by Day
on: indicates the date

Date: Monday 18th April when Jane celebrated
her birthday
to: indicates the
place where Jane I celebrated my birthday on 27th
was going March. Dad offered me a special
during: indicates the
gift: a trip to the Seychelles.
towards: indicates the period of time when
direction in which the I had a wonderful time during Jane had fun.
plane was going the holidays and visited many
places. At the hotel, the staff
was friendly and the food was
delicious. As the plane flew at: indicates the place
where the staff is.
back towards Mauritius, I was
sad that my holidays were over.
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Unit 3
Let’s recapitulate what the prepositions indicate.

On: exact day or date when something happens
During: period of time during which something happens
To: place where someone is going
At: place where someone is or something is happening
Towards: direction in which someone or something is going
Activity 5b: In the Seychelles, Jane meets Shawn. Read this short text about
Shawn and say whether the prepositions indicate: (i) the time,
(ii) the place or (iii) the direction.
Shawn is Seychellois. He goes to Mahe Government School. At school, he has many friends.
They often meet during the weekend and go to the beach. When he is at home, Shawn plays
with his dog, Tuffy. Tuffy loves his master. Whenever Shawn walks towards him, Tuffy wags
his tail happily. During the holidays, Shawn goes to Praslin island and spends a few days at
his grandparents’ house.
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Unit 3
Activity 5c: Here is another diary entry by Jane. Fill in the blanks with the
appropriate prepositions.
during on to towards at
Diary
Day by Day
Date: Wednesday 6th April
Today we visited Silhouette Island. On our way

_____________ the island, we admired the corals
and fish that we could see through the clear water.
Some fish even swam _____________ the boat.
_____________ the short boat trip, the friendly
boatman told us many interesting stories. As soon as we
reached the island, my brother and I jumped off the boat
and ran __________ the white sandy beach. We then
went ______________ Silhouette National Park.
___________ the park, we were excited to see giant
tortoises as well as rare plants, animals and birds. There
were many things to do ____________ the whole day:
we played on the soft sand, swam in the warm sea and went
snorkelling in the lagoon. When we were back __________
the hotel, I had a good rest.
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Unit 3
Activity 6: Phrasal verbs
Activity 6a: Sawara and Westley live in Jamaica. They are good friends. Read
Westley’s message to Sawara, paying attention to the words in bold.
“Turn off the lights,” said my father. I am tired of turning off the
lights, television and radio for others. I get up and look for my
shoes. I cannot see them. I turn on all the lights but I cannot see
my shoes. “Billy put on your shoes and got on the plane. He is
flying to Trinidad,” says my sister. The plane takes off in one hour.
My shoes are gone! How will Billy give me back my shoes? This
is great news! I don’t need to look after Billy now! I am too young
to look after someone. I am only ten years old and Billy is five!
But how will I play without my shoes? Sawara, the match is put off
until next Saturday.
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Unit 3
From Westley’s message, find phrasal verbs that match with the meanings given in the
table below. You may use a dictionary.
Phrasal verb Meaning
get out of bed
board
return something
take care of
search
started flying
wore
change the date
switch off
switch on
When a verb is used with a preposition, it

becomes a phrasal verb. I have written a
message to Westley. Tell me if the phrasal
verbs are correct.
89
Unit 3
Activity 6b: Identify the phrasal verbs that are incorrect and rewrite them correctly.
I got on at six o’clock and was ready to meet you for the competition. I got the message
that the match had been put on. I am not happy.
How will you give me back my racket and ball? Can you get up the bus and meet me near
the National stadium? Did you look into your old shoes?
My teachers say it is good to turn on lights, television and the radio when you don’t need
them. I think you need to listen to your parents. You also need to look on your things.
Next time we won’t put off the competition!
Activity 6c: Pair up and tell each other about one of the following:
• Pets, plants or persons that you look after at home.
• The time you get up on a week day, during the weekend and during the holidays
and why you do so.
• Things you look for when you are at the beach or on the internet.
• Things you turn on or off at home and when you do it.
• Clothes and accessories you put on for different occasions.
• Events in the school calendar that cannot be put off.
• Things you need to give back to your sister/brother/cousin/friend.
90
Unit 3
Robinson Crusoe
Robinson Crusoe loved to travel to distant lands. At the age of

nineteen, he went to Brazil and became a rich farmer. One day,
Robinson had to go to Africa on business. On the way, there
was a terrible storm and his ship was wrecked*. Robinson was
washed* to a lonely, uninhabited* island.
Robinson explored the island for any sign of human life but
there was none. With great difficulty, he built a home. His
experience in farming helped him and he started growing rice.
For meat, he hunted the wild goats. Robinson Crusoe tamed*
a few of these goats for milk. From the milk, he made butter and cheese.
Twenty six years passed in this lonely way for Robinson Crusoe. One day, he saw footprints
on the beach. He followed them and saw some men eating other humans. They were cannibals
from a nearby island. The cannibals left the island after a few days.
One morning, Robinson Crusoe saw the wreck of a ship. He ran to it and saw that it was a
Spanish ship. In it was a survivor – a man. Robinson took the man to his hut, and gave him
some food and water. When the man recovered his health*, he helped Robinson Crusoe with
his work. Robinson called the man Friday as he had rescued* him on a Friday. Friday did not
know English but, as time went by, he learnt a few words.
One morning, Friday was missing. Robinson Crusoe went to look for him and found him just
as the cannibals were about to kill him. Robinson rushed towards them. He fired at all the
cannibals with his gun and saved Friday.
Robinson Crusoe and Friday found the boat of the cannibals and sailed back to Brazil. They
carried enough food and water for the journey. Robinson Crusoe had spent thirty five years
on the island.
(Adapted from ‘Robinson Crusoe’, by Daniel Defoe.)
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Unit 3
Glossary
• wrecked: destroyed
• washed: carried by the waves
• uninhabited: no-one lived on the island
• tamed: made them become domestic animals
• recovered his health: was in good health again
• rescued: saved
Activity 7b: Discuss the following with your friends.
• What do you think about the adventures of Robinson Crusoe?

• According to you, what could Robinson Crusoe have done to leave the island before?
• How do you think Friday felt when Robinson saved him?
• Robinson killed the cannibals in the story. What could he have done instead of killing
them? How should we treat people who are different from us?
• How did Robinson and Friday feel when they finally left the island?
Activity 8: Communication Skills: Speaking activity
Activity 8a: Survival kit activity: The ship in which you are will soon wreck. You
can take only 3 items before you jump into the rescue boat. In groups,
decide what those items will be and tell the class why you chose these.
Food (biscuits, Water Mobile phone Map

chocolate, fruits)
Money Playstation Umbrella Paper/pen

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Unit 3
In our survival kit, we have…
We think that this is important because…

We will need it to…
We can use it for…
Activity 9: Determiner ‘the’
Activity 9a: Mr. Paul is an old explorer and he has visited many places in the world.
Here are some of his notes on his travels. Read the sentences carefully
and explain when we use ‘the’.
I visited an island called the Bishop Rock.

The island is very small.
The sun rises early in summer.
93
Unit 3
Many tourists visit the Seychelles. Some of the

best beaches are found there.
Port Louis is the capital of the Republic of Mauritius.
The first country I visited is the United States of America.
The Moka Range is not as high as the Himalayas.
We use ‘the’:
• When we talk about someone or something

that has already been mentioned
• When there is just one person, place or thing
• When we talk about geographical areas such

as a group of islands, rivers, mountain ranges,
and oceans
• When we talk about countries with ‘republic’,

‘united’, or ‘states’ in their name
• Before an adjective in the superlative form
• Before an ordinal number
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Unit 3
Activity 9b: Write at least five sentences with ‘the’ about your island. Make sure that
in each sentence, ‘the’ has a different use.
1. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Unit 3
Activity 10a: Read the text and carry out the activity that follows.
Fiji
The sand beneath my feet

I’m finally here
It’s Fiji I finally meet.
Surrounded by palm trees –

The leaves are swaying gently* in the warm breeze*.
I see the Fijian people.
I eat the spicy and warm Fijian food.
I’m now in a good mood. Glossary
The sun is shining bright
Releasing so much warmth. • swaying gently:
moving slowly from side
Sandals, shorts, and T-shirts are the clothes to side
• breeze: light wind
We wear to go to the beach
• bonfire: large fire
Where there is a bonfire*. made outside
We dance like crazy • majestic: very beautiful,
In front of the majestic* sunset splendid
Resting beneath the still-warm sky. • bloomed flowers: flowers
that are open
Palm trees are all over the place.
Beaches, rainforests and the hot sun
Take up most of the space.
Beautifully bloomed flowers*
Are everywhere.
It’s the beautiful and wonderful place of Fiji!

The warmest and most comfortable place
I can think of.
(Adapted from: http://allpoetry.com/poem/468183-Fiji-by-hereonearth)
1. Would you like to visit the Fiji Islands? Why?

2. Do you find the Fiji islands similar to or different from Mauritius?
3. Apart from the sunset, what can be majestic on an island?
4. What are the disadvantages of living on an island?
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Unit 3
Activity 11: Communication skills: Listening activity
Activity 11a: Listen to the poem and fill in the blanks.
Come and fly to my island
Come and fly to my island,
To my _______________ in the sun
Where butterflies and bees
Buzz around in the _______________.
Come and run to my island,
To a cliff under a _______________
Where we can stare at the stars
In the dark and magic night.
Come and sing to my island.
We’ll stroll on the white sand
And dance to a ________________
In the warm summer sunset.
Come and ________________ to my island.
We’ll be living merrily
On the ________________ golden sea
A place to enjoy life.
A place to enjoy life.
97
Unit 3
Did you know?
Iceland and the Faroe islands are

the only countries in the world
where there are no mosquitoes.
Find out more amazing island facts with

the help of your teacher or parents!
98
Unit 3
End of unit Activities
Ex. 1: Bella meets her friend, Axel. He has spent two weeks on one of the small
Maldives islands, which has about 300 islanders. Bella wants to know
everything about Axel’s stay. Read the conversation below before answering
the questions.
Bella: How happy I am to meet you! Did you enjoy your stay on Maldives Island?
Axel: I love water sports and it was great. I often went fishing. We just let the line drop and
the ‘captain’ took the boat around until we caught a fish. This took no more than five minutes!
There is also a big football ground that is used at night. Those who enjoy indoor activities
played chess. This is the favourite game of the islanders.
Bella: Did you take photos?
Axel: Of course! The lagoon is like a huge swimming pool. The reefs are really magnificent.
Translucent crabs cover the seashores.
Bella: What did you eat there?
Axel: Fresh fish, coconuts and plenty of local fruit and vegetables.
Bella: That’s all? Didn’t you get other foodstuffs in the shops there?
Axel: There is only one small general store that has a refrigerator for chocolates, ice cream,
bottled water, and soda as it is very hot there. The boat brings foodstuffs once a week and you
may order special things from the main island.
Bella: How do people live there?
Axel: It’s like a very big family. Everyone knows everything about everyone. They share
everything they grow with their neighbours.
Bella: Did you have time to visit the whole island?
Axel: I did. It’s a small island. You can walk from one side of the island to the other in less than
fifteen minutes. There are no cars and only a few bicycles. The great disadvantage is that there
are lizards, spiders, and bats hanging in trees all day. There are also mosquitoes everywhere.
Bella: Grrr! I don’t think I would like a live on that island.
Axel: The island is so beautiful and the people so friendly that I’m sure you will forget about
the insects!
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Unit 3
Ex. 1(a): Write True or False.
(i) Axel enjoyed his stay in the Maldives. ________________
(ii) There are only outdoor activities on the island ________________
(iii) There are many vehicles on the island. ________________
(iv) There are only advantages on the island. ________________
(v) Bella would like to visit the island. ________________
Ex 1(b): Choose the correct answer and circle the corresponding letter.
(i) “Playing chess” is a favourite activity on the island. Which picture shows the chess game?
A B C D
(ii) Why, according to you, are there no vehicles on the island?
A. The island has good roads. B. The islanders are too poor.
C. The island is very small. D. The islanders like to walk.
(iii) ‘Captain’ in the passage refers to _________________________________.
A. the name of a fish B. the person controlling the fishing boat
C. the pilot of the plane D. the person who has the shop
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Unit 3
Ex 1(c): Answer the following questions.
(i) How can insects affect people’s stay on an island?
_________________________________________________________________________
_________________________________________________________________________
(ii) Would you like to live on that island? Give a reason for your answer.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Ex 2: Choose the correct answer and circle the corresponding letter.
1. ________ her stay in Mauritius, Sandra learnt to play golf at the Belle Mare Plage hotel.
A. At B. Towards
C. During D. In
2. On hearing that a cyclone was approaching, the __________ started consolidating

their houses.
A. islanders B. tourists
C. visitors D. guests
3. Being the ___________ of the four children, he took care of the family after his
parents’ death.
A. elder B. eldest
C. old D. older
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Unit 3
4. ______the hotel where he was staying, he made lots of friends who came from
different countries.
A. To B. At
C. During D. On
5. “Oorshia, ________ your swimming suit fast!” called out her mother.
A. put on B. turn off
C. get on D. give up
6. In the Maldives, one can buy miniatures of _______________ boats called ‘Dhoni’.
A. Mauritian B. Malagasy
C. Rodriguan D. Maldivian
7. Look! Camille is in her speed boat and she is going _______ Coin de Mire island.
A. during B. into
C. towards D. in
8. During my stay in Agalega, I had to _____________ my little sister as mother was ill.
A. turn off B. get up
C. put on D. look after
9. Many tourists from ______________ United Kingdom like to visit islands having calm blue
lagoons and sandy beaches.
A. a B. the
C. some D. an
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Unit 3
10. Every morning, I wake up _______ the sound of birds chirping.
A. with B. to
C. for D. on
Ex. 3 Your friend lives on an island. He or she invites you to come and spend some time
there. He or she asks you to write about the things that you want to do on the
island. Complete the letter to your friend. You can talk about the food you want to
eat, places you want to visit and things you want to buy.
29 May 2015
____________________________________
____________________________________
____________________________________
Mauritius.
Dear __________________________________
I hope you are fine. I thank you for your invitation. I am very happy to come to
_____________________________. I heard a lot of interesting things about your island.
I think I will come during ______________________________.
When I come, I want to __________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I am impatient to visit your island. See you soon.
Your friend,
________________________________
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Unit 3
Ex. 4: Listen to the poem and fill in the blanks with the correct words.
My island Mauritius
A small island in the Indian Ocean,
A little dot on the world ________________,
This is my island, Mauritius.
Beautiful sandy beaches,
Calm _______________ lagoons,
Green sugar cane fields,
And many _______________ people –
All this you will find
On my island, Mauritius.
I love my island, Mauritius.
This is where my _______________ is;
This is where my friends are;
This is the _______________ place to be;
My island, Mauritius.
Ex. 5 Communication Skills: Speaking activity
Tell your friends what you like best about your island:
• the climate
• the people
• the places
• the food
104

English Grade 5

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The English panel

Mauritius Institute of Education

bureau de l’education catholique

Layout and illustrations

The writing team.

Did you know?

End of unit exercises

Writing Postcard Email Informal letter

Match words with Fill in the blanks Match words with

Relate vocabulary to Find the synonym

Collective Nouns Past Continuous Tense Past Continuous Tense

Prepositions (during, at,

‘The Kruger National Park’ ‘My childhood toys’ ‘Robinson Crusoe’

Did you know? Animal fact Sports fact Island fact

Reading Comprehension Reading Comprehension Reading Comprehension

At the end of Grade 5, pupils should be able to:

• Show appreciation for a wider range of aural texts

• Communicate with growing confidence and clarity on familiar topics

• Show interest in reading a variety of genres and media

• Show increasing interest in writing

Activity 1: Reading for understanding

Activity 1a: Listen to the song and discuss the following:

• Do you know the name of the film?

tourists safari blazing charges dragging hunted

a herd of buffaloes a flock of birds playing around

1. Where does the story take place?

2. In what vehicle do Sammy and the tourists go on the safari?

3. (a) How many animals are mentioned in the story? _______________________

(b) Name them: ___________________________________________________________

1. Even though the sun is ‘blazing’, many animals can be seen

2. The grasslands are ‘golden’ because of __________________________.

A. gold found in Africa C. the rivers found there

4. Why has the lion killed the antelope?

A. Lions hate antelopes C. For fun

5. The scene at the lake is ‘peaceful’ because ____________________________ .

A. everyone in the jeep is tired C. the animals are not attacking

Activity 1e: Share your ideas and discuss.

1. Would you like to go on a safari ? Say why.

tourists Very hot

Pulling something that is

People who visit other countries

charges A trip to observe wild animals

dragging Caught and killed an animal

hunted Rushes towards something to attack

Activity 2b: Fill in the blanks with the correct words.

safari hunt blazing tourists charge drag

In summer, many ____________________ come to Mauritius because of the beaches. They

“What a joke!” I tell him.

snake binoculars first aid kit

torch passport camera

Activity 3: Communication skills: Speaking activity

During the safari, Sammy meets other tourists. He introduces himself.

Hello. My name is Sammy. I am nine years

Hello. My name is ……...……………….......

Activity 4: Writing a postcard

a safari and ________________________

_________________________ . To: Ravi Ramdahin

See you soon.

Activity 5: Nouns in the plural form.

Do you still remember the plural form of

Noun Types Example

Most singular nouns One table: Many tables

One apple: ______________________

(gorilla). Sadly, some ___ (person) hunt animals to sell

Visitors can discover eight _ (thousand) plant