Professor Vassen Naëck

- Head Curriculum Implementation, Textbook Development and Evaluation

ENGLISH PANEL

Dr Yesha Mahadeo-Doorgakant - Panel Coordinator, Lecturer, MIE

Suryakanti Fulena - Lecturer, MIE
Kamini Moteea - Lecturer, MIE
Divyashali Sowdagur - Lecturer, MIE
Iqrah Azam - Educator
Rajini Dusoruth - Educator
Marie Josée Edouard Speville - Educator
Yasvina Ghoora-Gopalsing - Educator
Nipti Rajni Kamal Gopaul - Educator
Westley Puven Valaydon - Educator

Design
Vedita Jokhun - Graphic Designer

© Mauritius Institute of Education (2019)

ISBN : 978-99949-44-87-3

Acknowledgements
The English textbook panel wishes to thank:
- Dr Aruna Ankiah-Gangadeen (Associate Professor, MIE) and Radha Rani Baichoo (Associate Professor, MIE), for proof
reading and vetting.

Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
 Foreword

As the first cohort to embark on the Nine Year Continuous Basic Education at secondary level, we are
pleased to offer you a new series of Grade 8 textbooks. These textbooks have been designed in line
with the National Curriculum Framework (NCF) and syllabi for Grades 7, 8 and 9 − documents that
offer a comprehensive notion of learning and teaching with regard to each subject area. These may be
consulted on the MIE website, www.mie.ac.mu.

This set of textbooks builds upon the competencies acquired at Grade 7 level. As per the philosophy
propounded by the NCF, the content and pedagogical approach as well as the activities allow for an
incremental and continuous improvement of the learners’ cognitive skills. The content is contextual
and based on the needs of our learners which is constructed on a spiral basis. The comments and
suggestions of a variety of stakeholders have been kept in mind. We are especially appreciative of those
made by educators who have been part of our validation panels, and whose suggestions emanate from
long standing experience and practice in the field.

The production of this series of textbooks continue to be a challenge for the writers who have ensured
that the learners’ experience is further enriched. I would therefore wish to thank all those who have
been part of the whole process, for the time they devoted to it and their ability to maintaining the high
standard and quality of the textbooks, while ensuring that the objectives of the National Curriculum
Framework are skilfully translated in the content.

Every endeavour involves a number of dedicated, hardworking and able staff whose contribution
needs to be acknowledged. Professor Vassen Naeck, Head Curriculum Implementation and Textbook
Development and Evaluation, who has provided the guidance with respect to the objectives of the NCF,
while ascertaining that the instruction designs are appropriate for the age group being targeted. I also
acknowledge the efforts of the graphic artists for putting in much hard work to ensure the quality of the
MIE’s publications. My thanks go equally to the support staff who ensured that everyone receives the
necessary support and work environment which is conducive to a creative endeavour.

I am thankful to all those who provided the support and to the Ministry of Education, Human Resources,
Tertiary Education and Scientific Research for giving us the opportunity to be part of the whole reform
process.

Wishing plenty of joy and success to all students.

Dr O Nath Varma
Director
Mauritius Institute of Education

III
 Preface
The Grade 8 English Textbook is based on the reviewed National Curriculum Framework (2016)
and adheres to the English Teaching and Learning Syllabus (2017). In line with the Nine-Year
Continuous Education policy, it builds upon the competencies, attitudes and behaviour that
have been taught at primary level and in Grade 7. Moreover, it is aimed at equipping learners to
use the English language with growing proficiency.

The textbook constitutes the following components:

Communications skills
Simple listening activities have been conceptualised to develop a multiplicity of listening
competencies: to listen to identify specific information, to listen to show appreciation and to
listen critically. Educators are encouraged to prepare appropriate pre-listening activities as a
lead-in to the recordings. Speaking activities have been designed to help students gradually
develop ease, fluency and confidence while expressing themselves in English.

Reading comprehension
For Grade 8, a choice has been made to work with different types of reading texts to develop
and build upon the wide array of reading competencies that are engaged in a reading
exercise. Instead of one main reading text, we are proposing two different types and levels
of reading texts to cater for a range of students. Moreover, the varied themes, lay-out and
content of the texts provide a rich context for the development of effective reading strategies
that will make the learners become independent readers. To that end, pre-reading, while-
reading and post-reading activities have been provided, taking into account the different
levels of learners.

Just For Fun

The ability to read for enjoyment cannot be undemined as it contributes to the overall
development of reading skills. Each unit, therefore, includes one text that students will read
for pleasure and appreciation. A glossary has been included to promote reader autonomy
and post-reading activities have been suggested to provide a platform for sharing and
discussion.

Writing
For Grade 8, we emphasise on the production of different types of texts to develop students’
awareness that the function, lay-out and register of text vary according to the purpose,
reader and situation. Hence, they will develop the ability of varying the style and language
to suit the context. Moreover, the writing activities designed in the textbook work towards

IV
 developing the creativity and originality of students. Furthermore, each unit ends with an
additional creative activity aimed at developing competencies in writing different types of
sentences.

Vocabulary
Vocabulary development is an inescapable part of language learning and each unit provides
an array of vocabulary tasks to enrich the learners’ repertoire. The thematic approach of the
textbook allows for the development of vocabulary across the units rather than limiting it to
specific activities. Oral and written activities permit the students to use words learnt, thereby
reinforcing their knowledge, and use of the English language.

Grammar
Grammar is also a significant aspect of language learning and a knowledge of grammar
rules is essential for effective communication. The learners must view grammar as a means
to express themselves correctly and with precision, rather than an end in itself. Thus, while
there is some attention drawn to the rules at secondary level, usage has to be promoted
rather than rote learning. Educators are encouraged to provide supplementary grammar
practice exercises as per their students’ needs and to review the use of grammar to reinforce
acquisition.

In addition to instructions for all the activities, Teaching Tips have been included where
necessary to provide guidelines or suggestions for implementation. Nevertheless, the
teaching approach will have to be adapted in line with the level and needs of the learners. It
is understood that all students do not learn at the same pace and that the use of additional
examples/samples/resources are always beneficial to the learning experience. A CD is provided
for the listening activities to help students develop familiarity with a variety of speakers and
accents. Nevertheless, Educators could read the texts aloud, if deemed appropriate. To that
end, all transcripts have been included in the Appendix.

It is hoped that both Educators and students enjoy working with the textbook and find the
process enriching.

V
TABLE OF CONTENTS

Activity 1: Communication Skills

Listening – Listening for specific information
Speaking –Presenting your best friend
Activity 2: Reading Comprehension
“Being on my own”
Activity 3: Vocabulary
Activity 4: Grammar

1
Present Perfect Continuous Tense
Activity 5: Grammar
Prepositions
Activity 6: Just For Fun
“The New Friendship”
Activity 7: Grammar
Expanding Nouns into Noun Phrases
Let’s Bond

Activity 8: Writing
Storyboard
Poem
Activity 9: Sentence Writing
Compound Sentences

Page 1 – 31

Activity 1: Communication Skills

Listening – Listening for a purpose
Speaking – Telling a joke

Activity 2: Reading Comprehension

“Humour”
Activity 3: Vocabulary
Activity 4: Grammar
Past Perfect Continuous Tense

2
Activity 5: Grammar
Ellipsis
Activity 6: Just For Fun
“The Wise Boy”
Activity 7: Grammar
Direct Speech
Let’s Laugh

Activity 8: Grammar
Articles
Activity 9: Writing
Tongue Twister
Activity 10: Sentence Writing
Complex Sentences

Page 33 – 60

VI
 TABLE OF CONTENTS

Activity 1: Communication Skills

Listening – Listening critically
Speaking – Discussion
Activity 2: Reading Comprehension
“The Explorers”
Activity 3: Vocabulary

3
Activity 4: Grammar
Interrogative Pronouns
Activity 5: Grammar
Adjectives ending with -ed and -ing
Activity 6: Just For Fun
“Mysterious places of the World”
Let’s Explore

Activity 7: Grammar
Reported Speech
Activity 8: Writing
Food Review
Activity 9: Sentence Writing
Simple, Compound and Complex Sentences

Page 61 – 88

Activity 1: Communication Skills

Listening – Listening for appreciation
Speaking – Role play
Activity 2: Reading Comprehension
“The World of Theatre”
Activity 3: Vocabulary
Activity 4: Grammar
Active and Passive voice

4
Activity 5: Grammar
Adverbs expressing Probability
Activity 6: Grammar
Adverbs of Duration
Activity 7: Just For Fun
“A Day at a Cosplay Convention”
Let’s Create

Activity 8: Grammar
Transforming nouns and adjectives into verbs
Activity 9: Writing
Descriptive Writing
Activity 10: Sentence Writing
Using Reported Speech in Sentences

Page 89 – 117

VII
TABLE OF CONTENTS

Activity 1: Communication Skills

Listening – Interpreting Auditory and Visual Cues
Speaking – Storytelling
Activity 2: Reading Comprehension
“The Storyteller”
Activity 3: Vocabulary
Activity 4: Grammar
Adverbs of Purpose

5
Activity 5: Grammar
Transforming Verbs and Nouns into Adjectives
Activity 6: Grammar
Modals
Activity 7: Just For Fun
Let’s Imagine

“The Story of Victoire, the Ghost”

Activity 8: Grammar
Past Conditional Tense
Activity 9: Writing
Story Writing
Activity 10: Sentence writing
Using different types of Complex Sentences

Page 119 – 145

Activity 1: Communication Skills

Listening – Listening with empathy
Speaking – Debate
Activity 2: Reading Comprehension
“Being Different“
Activity 3: Vocabulary
Activity 4: Grammar
Let’s Respect Each Other

Convert Adjectives into Adverbs

6
Activity 5: Grammar
Conjunctions
Activity 6: Grammar
Gerunds
Activity 7: Just For Fun
“The days of Apartheid”
Activity 8: Grammar
Phrasal Verbs
Activity 9: Writing
Magazine Article
Activity 10: Sentence Writing
Using Passive Voice in Sentences

Page 147 – 171

Ap p e nd ices Page 172 – 177

VIII
 Unit 1 I Let’s Bond

Unit Let’s Bond

1 Looking Forward

This unit aims at helping you bond with yourself,

other people, animals and nature.

You will listen:

• to a conversation between a boy and his
new friends

You will speak:

• about your friend and present him/her to
the class
• your opinions without arguing

You will read:

• Facebook status updates

You will write:

• a story to create a storyboard
• stanzas of a given poem

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Unit 1 I Let’s Bond

ACTIVITY 1: Communication Skills

1a. Listening - Listening for specific information

Listen carefully to the short conversation between Neeraj, a new student and two of his
classmates.

Teaching tip:
As a pre-listening activity, you can get the students to discuss how they make new friends. Get the students to
listen to the extract at least twice for them to be able to answer the questions that follow. There is one person
who is mentioned in the conversation who does not speak. Get the students to notice this.

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 Unit 1 I Let’s Bond

Listen to the conversation again and circle the correct answer.

1. What is the topic of the conversation?

A going on a school trip

B making new friends

C playing games

D recess time

2. How many people are speaking?

A 4 B 2 C 3 D 5

3. What are the names of the people participating in the conversation?

A Neeraj B Dan C Pierre D Pierre

Pierre Pierre Dan Dan
Dan Neeraj Paul
Paul Neeraj
Dinesh

4. According to Pierre, why is playing games during lessons wrong?

A They won’t be able to concentrate on their game.

B They won’t be able to concentrate on their lesson.

C They won’t have time to finish the game.

D They will have nothing to do during recess.

5. Who does Neeraj choose as a friend?

A Pierre

B Dan

C Paul

D Dinesh

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Unit 1 I Let’s Bond

1b. Speaking - Presenting your friend

Neeraj wrote about his new friend, Pierre, in his diary. Read it carefully.

Name: Pierre Poivre

Nickname: Poivron

Address: 15, Main Street, Royal Road, Terre Rouge

Birthday: 2 November 2005

Hobbies: Playing football, swimming and reading.

Favourite Food: Pizza

Favourite place: Pizzaria

Qualities: Friendly, kind and hardworking

Best memory together: First day at school

Teaching tip:
Get the students to brainstorm about qualities that their friends possess before filling the grid.
Students may present the information on their friends in the form of a poem or a slam.

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 Unit 1 I Let’s Bond

Fill the grid below with information that describes your friend. Take turns in presenting
your friend to the class.

Name: ___________________________________________________

Nickname: ________________________________________________

Address: __________________________________________________

Birthday: _________________________________________________

Hobbies: _________________________________________________

Favourite Food: ____________________________________________

Favourite place: ____________________________________________

Qualities: _________________________________________________

Best memory together: _____________________________________

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Unit 1 I Let’s Bond

ACTIVITY 2: Reading Comprehension

2a. Below you will find a Facebook status update box. Write a few lines to describe how
you spent your lunchtime yesterday.

Teaching tip:
Get the students to discuss what a Facebook update status is and how to use it. Discuss what they
usually do during lunchtime and guide them to write a short status update.

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 Unit 1 I Let’s Bond

2b. Study the picture below. In pairs, discuss what you see.

While discussing, consider the points below:

• What are the people doing?
• Why are they using technology while travelling? Is it a good way to spend time?
• How do you spend your time when you travel?
• Look at the girl who is looking out of the window. What could she be thinking?
• If you were alone, would you be able to sit without doing anything?

Teaching tip:
Get the students to discuss:
• why people use their mobile phones when they are alone.
• whether they like being on their own without doing anything.

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Unit 1 I Let’s Bond

2c (i) Read the text below carefully.

Being on my own

Make Post Photo/Video Album Live Video

Laura 16:06

Today, my best friend, Vijaya, did not come to school and I found
myself all alone during lunchtime. I looked around at the girls and
boys chatting with their friends in the big school yard. I have only one
friend at school and I usually spend lunchtime with her. Today, when
she was absent, I felt annoyed and did not know what to do all by
myself as I was not friends with my other classmates. I quickly shuffled
through my bag and pulled out my mobile, a gift from Dad.
I logged in my Facebook account and checked whether I had any new
notifications and messages. I then scrolled through the newsfeed and
checked the newsfeed for new posts posted by my Facebook contacts.
A few of them were engrossing. I spent some time going through
them and then I saw Vijaya’s post. She had posted that she was feverish
and was in bed. I opened my Messenger application and sent her a get
well soon message. Then, I looked at the pictures posted by some of
my contacts. I felt extremely bored. I grew pensive and missed having
Vijaya around. I put my phone down and watched the other students
around me. They all seemed to be happy chitchatting, gossiping,
sharing jokes and laughter. I felt dejected about being all alone.

Photo/Video Feeling/Activity …

News Feed Only me

Your Story Friends

Post

8
 Unit 1 I Let’s Bond

2c (ii) Below is a Messenger conversation between Vijaya and Laura. Fill in the missing
messages with information given in the text.

16:32

Laura

Hi Laura.
16:13
Vijaya
Hi Vijaya.
How are you feeling now?
16:15 Laura

I am still unwell. How was it at

school today without me?
16:16

16:17

I am sad to hear about that. Why

didn’t you talk to our classmates?
16:19

16:21

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Unit 1 I Let’s Bond

What did you do to pass the time?

16:22

16:25

What did you find interesting on

Facebook? 16:27

16:28

Thank you for your message. How

did it feel spending time online? 16:30

16:31

2c (iii) Going deeper in the text: Read the text again and answer the following questions.
1. Laura did not like being alone. Do you think that being alone is a problem? Say why.
2. What could Vijaya be thinking while watching the other students happily talking to
each other?
3. What do you understand by the expression ‘shuffled through’?

2d. Imagine that you are sitting under a tree during lunchbreak. In groups, discuss what
you see as you are sitting. You can also talk about your feelings.
Teaching tip:
You can take the students out to sit under a tree to carry out this activity and you could also get them
to draw what they see. Pre-teach vocabulary which you think would be tough for the students.

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 Unit 1 I Let’s Bond

2e. Read the text below carefully.

Make Post Photo/Video Album Live Video

Laura 15:54

Vijaya did not come today either. During lunchtime, I felt extremely
lonely and sad and did not know what to do. I thought of taking out my
mobile phone, but then I remembered how frustrated and bored I had
been yesterday. I glanced at my classmates, all seemingly delighted.
As I looked around the school compound, I spotted an unoccupied
corner near the back gate. There was a small, shabby tree in the school
yard with weak yellowing leaves and it stood alone by itself. I walked
towards it, sat down cross-legged and basked in the cool shade it gave
me. It was strangely refreshing and I felt serene, although I was alone.
I took out my bread and started munching, enjoying the tangy taste of
the spicy curried chicken that mum had put in my bread. I listened to
the melodious rustling of the leaves. I cast a look at the horizon and saw
the beautiful peppery blue sky. The sun was shining warmly. I did not
feel solitary anymore.

Photo/Video Feeling/Activity …

News Feed Only me

Your Story Friends

Post

11
Unit 1 I Let’s Bond

2f. Below is a Messenger conversation between Vijaya and Laura. Fill in the missing
messages with information given in the text.

17:46

Vijaya

Did you know that there was a

tree in the school compound? 17:21
Laura
Really! I never noticed it.
Where is that tree?
17:24 Vijaya

17:25

How did you spend the

day without me today?
17:27

17:29

What did you do there?

17:30

17:31

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 Unit 1 I Let’s Bond

How did it feel sitting

alone under the tree?
17:33

17:34

I see that you didn’t miss me

that much today. That’s good.
17:37

I did but I really loved being on my

own too. Bye. Talk to you soon. 17:40

Bye Laura. See you soon.

17:42

2g. Going deeper in the text: Answer the following questions.

1. Explain what is meant by ‘tangy’ and ‘melodious rustling’.

2. Laura writes that her classmates looked “seemingly delighted”. What does this tell
you about Laura’s way of thinking?

3. ‘I cast a look at the horizon and saw the beautiful peppery blue sky. The sun was
shining warmly. How do you feel after reading these lines?

4. Imagine that you are the shabby tree with the weak yellowing leaves. Write your
thoughts and feelings.

13
Unit 1 I Let’s Bond

ACTIVITY 3 : Boost your vocabulary

3a (i) Read the Twitter update post below. Fill in the blanks using an appropriate synonym
from the textbox.

irritated thoughtful joyful peaceful

interesting miserable relaxing lonely

Tweet

Alia
@alia

Yesterday, I went to watch the film “The Black Panther”. The film was very

____________________ (engrossing) and I felt really ____________________

(annoyed) when a boy and girl started fighting. The cinema owner had to intervene

and ask them to leave. I got ________________________ (pensive) as to why

they had been fighting. The boy was looking very ___________________(dejected)

. The film ended and I left the cinema, ____________________ (basking) in the

silence of the night as I strolled to my house. I was ____________________ (solitary)

but I felt ____________________ (serene) as I looked up at the sky filled with

the merry stars. Suddenly, I saw the two youngsters who had been fighting, looking

____________________ (delighted) as they ran along the sidewalk, laughing

loudly. It seemed as if they had already resolved their problem and were reconciled.

13 25

11:24

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 Unit 1 I Let’s Bond

3a (ii) Posting Instagram pictures: Imagine that the persons in the pictures below will
be updating their Instagram page. Write their page updates using the appropriate
words from the textbox below. The first one has been done for you.

annoyed pensive delighted serene

engrossing dejected basking solitary

Teaching tip:
Expose students to Instagram picture updates and accept multiple answers for the given pictures.

70 likes
Relaxing at the beach #serene #basking

45 likes

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Unit 1 I Let’s Bond

70 likes

70 likes

70 likes

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 Unit 1 I Let’s Bond

70 likes

70 likes

70 likes

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Unit 1 I Let’s Bond

3b. Empathy Game: In groups, discuss how you would feel if ever you faced the
situations below. Describe your feelings by choosing the appropriate words from
the textbox.

compassionate thrilled elated grouchy

terrified remorseful apprehensive caring

2.
1. 3.
Lying to your parents,
Awaiting your exam Giving food to a
and feeling bad about
results. beggar on the streets.
it.

4. 5.
Waking up in the Looking forward to
morning with an going on a school
aching tooth. outing.

6.
7. 8.
Getting extremely
Waking up after a Looking after a sick
good results for your
nightmare. friend.
exams.

Teaching tip:
Check students’ understanding of the key vocabulary. This activity can be carried out as a game. Copy
the different situations on strips of paper and get each group to choose one and describe how they
would feel. They could use emoticons or other props to portray their feelings. Accept any justified
answer.

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 Unit 1 I Let’s Bond

ACTIVITY 4 : Present Perfect Continuous Tense

4a. Read the conversation below between Sheena and Dylan. Observe the words in
bold.

Sheena: What’s wrong, Dylan? Have you been feeling low recently?
Dylan: Hi, Sheena. I have been wondering how to make my dad proud of me. He has been
scolding me a lot lately and he has been complaining that I don’t work hard enough.
Whatever I do, I don’t score the highest marks in my subjects! It’s like it’s never good enough.

• The verbs in bold are all in the Present Perfect Continuous Tense.
• The Present Perfect Continuous Tense (also known as the Present Perfect
Progressive Tense) shows that something started in the past and is continuing
in present time.
• The Present Perfect Continuous is formed in the following way: Has / have +
Past Participle of verb ‘to be’ (been) + Present Participle (verb + ing)

4b. Complete the following conversation between Sheena and Dylan by writing the
verbs in the Present Perfect Continuous Tense.

Sheena: You are not a disappointment! Look at all the positive things you _______________
(to do) recently! You _________________ (to behave) nicely with everyone. You
_____________ (to get) appreciation from the teachers. You________________(to
make) great friends everywhere you have been. There are so many things!

Dylan: You are right. Maybe I am too negative about myself. It’s true that I have had great
moments at school. My marks have improved in all subjects as well.

Sheena: Maybe your father _________________(to go) through something rough.

Dylan: Hmm, true. He ________________ (to work) a lot lately and his boss _______________
(to call) him every time. Due to that he _________________ (not to give) me time like
before.

Sheena: You see! I am sure this is why he _______________(to give) you a hard time.

Dylan: Yes! You are right. Thanks for making me feel better.

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Unit 1 I Let’s Bond

4c. Below is an email that Dylan sent to Sheena to tell her about how things have been at
his place after he talked to his father. Complete the email using the Present Perfect
Continuous Tense.

New email

To Sheena@gmail.com

Subject My relationship with my father

Dear Sheena,

Hope you are ok. I talked to my Dad and he told me that he ______________ (to have) a lot

of problems at work. He knows he ______________ (to behave) angrily towards me and he

______________ (feel) bad about this. He apologised. Since I spoke to him, I ______________

(to study) better . I ______________ (to participate) in many extra-curricular activities and

______________ (to perform) quite well in them. Moreover, I ______________ (to talk) to my

friends who are having the same issue and ______________ (give) them the same support.

Thank you for helping me.

Dylan

sans serif

send

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 Unit 1 I Let’s Bond

ACTIVITY 5 : Prepositions

5a. Observe the pictures below. Match the pictures with the appropriate description by
paying attention to the use of prepositions.

The parents are spending a day

with their children at home.

The family is having lunch at

noon.

Alisha and her mum are walking

towards the garden.

Dylan and his dad are taking

toys out of a box.

REMEMBER Teaching tip:

Use other pictures in relation
to the theme of the unit to
Remember that the words in red are called prepositions of do a recap on the different
time, place and direction. types of prepositions, using
appropriate questions.

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Unit 1 I Let’s Bond

5b. Read the text below carefully and observe the words in bold.

Parents and babies bond by spending time together. The closeness makes parents want to
shower their baby with love, in this way, protecting their little ones. Bonding makes them
attentive to the babies wide range of cries. Being parents is a tough job, whether one is a
biological parent or an adoptive one. Adoptive parents are just like biological parents. They
both care for their children.

The words in bold are also prepositions. They are prepositions of manner which
express the manner/condition in which a task is carried out.

5c. Fill in the blanks below with the appropriate preposition of manner. You may use
one preposition more than once in a sentence.

1. Be appreciative. Let your parents know that you are thankful for all they have done for you

______________ saying a simple ‘thank you’ to reconnect ______________ them. (on, with,

by)

2. Be respectful. Even if you do not agree ______________ what they say all the time, be polite

to your parents. (by, with, on)

3. Communicate. Talk to your parents ______________ you would talk to a friend. This will

help build trust ______________ your relationship. (in, like, with)

4. Keep your sense of humour. Laughter can help you handle stress when you are dealing

______________ people who you care for. Sharing a joke ______________them can lighten

the mood. (with, by, on)

Teaching tip:
Encourage students to add sentences of their own using the appropriate prepositions.

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 Unit 1 I Let’s Bond

ACTIVITY 6 : Just For Fun

6a. Read the text below.

The New Friendship

Have you ever thought what it is like to be on your own,
without friends, in a country destroyed by war? Heena’s story
will surely give you an idea.
The eleven-year old had lost her whole family in the war.
She had no one left. To overcome the feeling of not having
a normal life, Heena would walk down isolated streets. She
would enter vandalised shops to look for unusual items and
these made her boring days slightly brighter.

She would often gather scraps that were interesting enough

and played with them for a few hours. However, one day, she
got into a gardening shop where the only things that were
left were little bags of flower seeds. The picture of the flower
was so attractive, a sight that was quite unusual for Heena.
Although she did not quite know what she could do with
that, she put it in her bag and set off for home.

On her way, she came across a plot of land. It was jealously

guarded by Mrs. Felix, an old, rich and selfish lady, and her
grandson, Chris. It was the only place where Heena could think of planting her newfound seeds.
The hope of seeing some colours around was so overwhelming that the little girl came up with a
risky idea. She would sneak into Mrs. Felix’s property and dig a secret garden of her own.

Heena was looking forward to start her project. She could not even sleep. She suddenly got an idea.
She would dig the holes for her seeds when it was night. Yes! She would be invisible at night and
this would make her task much easier.

So out she went, creeping under the fence, holding her little bags tightly. She used a fork she found
during her previous errands and started digging tiny holes. Little did she know that Chris was
watching her from his window. In fact, the little boy was as lonely as Heena. He gazed at the stars
and talked to them to forget his solitude as his grandmother would not let him have any friend.

The darkness of the night was also a golden opportunity for Chris. He gathered his courage and
tiptoed downstairs to go to the garden and meet Heena. The meeting between these two was the
beginning of a long and flowery friendship.

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Unit 1 I Let’s Bond

GLOSSARY

overcome: get over

vandalised: damaged
overwhelming: irresistible, very strong, intense
sneak: move secretly
errands: short trips
solitude: loneliness

6b. Discuss the following in groups:

1. Imagine you are Heena and you have no friends. How would you feel?
2. According to you, how would the secret garden of Heena look like? Draw the secret garden
and describe it to the class.
3. What could Chris have told Heena when he first met her at night? How do you think she
reacted? In pairs, role play the scene between Chris and Heena.

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 Unit 1 I Let’s Bond

ACTIVITY 7 : Expanding Nouns into Noun Phrases

7a. Dylan and Sheena are playing a game. Adarsh is observing them and trying to
understand the game. In pairs, discuss what you understand.

the dog

the neighbour’s dog

the neighbour’s
white dog

the neighbour’s white and

well-trained dog

the neighbour’s white and well-trained

dog is my best friend

Did you notice how they were making the sentence parts longer? They were
adding different parts of language such as:
• articles [the, a, an]
• possessives [neighbour’s, his, ours]
• adjectives [white, well-trained]
You can expand a phrase or sentence to make it more interesting.

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Unit 1 I Let’s Bond

7b. Adarsh was given a word to expand. Help him complete his pyramid.

my
granny

Teaching tip:
Get the students to play the game orally in pairs or groups while focusing on the addition of articles,
possessives and adjectives. Other words may be given to the students for more practice.

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 Unit 1 I Let’s Bond

ACTIVITY 8 : Writing - Storyboard/ Poem

8a. Look at the storyboard below. Write a few sentences in the spaces provided to
narrate what you see happening in the different pictures. The first line of the story
is given.

Teaching tip:
Get the students to brainstorm on the pictures before completing the storyboard.

The story starts as such: As both his parents worked long hours, Harsh was usually left
alone at home.

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Unit 1 I Let’s Bond

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Unit 1 I Let’s Bond

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Unit 1 I Let’s Bond

8b. Below is a poem that Harsh is writing about his new dog, Rex. Fill in the blanks by
choosing the appropriate words from the following list: play, loneliness, cuddles,
and cheer. Add two stanzas of your own to help him complete the poem.

Teaching tip:
Get the students to discuss the different activities people can do with a dog. Explain to students how
to write a stanza, without expecting rigid conventions.

My Best friend

My best friend till the very end you will be.

For you drive away my _________
By always being by my side.
We take countless trips to the park
To walk. To run. To ________.

My best friend till the very end you will be.

For you ________ me up
By always listening to my sorrows.
Not through words but through ________
You make me feel warm inside again.

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

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 Unit 1 I Let’s Bond

ACTIVITY 9 : Sentence Writing

Compound Sentences

Work in groups to write compound sentences on ONE of the following topics:

• Bonding through hobbies (eg. sport, books, music, games, etc.)

• Bonding through food (eg. favourite food or restaurants, eating with friends or family, etc.)
• Bonding through special events (eg. birthdays, religious ceremonies, sports events, parties,
etc.)

Here’s an example:

Today is my friend’s birthday and I need to choose a gift for him. I can buy something for him or
I can make something by hand. He loves to draw, so I will make a crayon case for him. He will
love the crayon case, for his crayons are always getting lost.

Teaching tip:
Provide coordinating conjunctions to students for them to write sentences.
Monitor and provide support (vocabulary, grammar, etc.) when necessary. Students read aloud their sentences
and feedback is given.

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Unit 1 I Let’s Bond

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 Unit 2 I Let’s Laugh

Unit Let’s Laugh

2 Looking Forward

This unit aims at making you laugh, through the

sharing of jokes and funny texts.

You will listen:

• to a radio programme

You will speak:

• to share jokes and will tell your own jokes

You will read:

• infographics
• a funny story

You will write:

• tongue twisters

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Unit 2 I Let’s Laugh

ACTIVITY 1 : Communication Skills

1a. Listening - Listening for a purpose

Listen to the one-liners from a radio programme. In groups, discuss which you found
funniest and explain why.

Teaching tip:
Explain the term ‘one-liners’ to students before they listen to the recording.
Get the students to discuss what makes the one-liners funny.

1b. Speaking - Telling a joke

Read the poster below which was on the school notice board.

Best Joke
Contest
Friday 13th June

Venue: Multimedia Room

Winner: Cash prize of Rs 1000

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 Unit 2 I Let’s Laugh

(i) Imagine you are participating in the Best Joke Contest. Prepare a short joke of
your own. You can use the tips below:

• It can be one or two lines.

• It can also be a riddle.
• Say one line and wait to see the reaction of the audience before giving the answer
or punch line.

Teaching tip:
Explain the idea of a punch line. Students can also be given time to prepare at home and read their
jokes in class.

(ii) In groups of 3 or 4, discuss the importance of sharing jokes. The questions below
will help you:

• Are jokes important or are they a waste of time?

• What would you consider to be a bad joke?
• Can jokes have bad consequences?
• How do you react when you do not like a joke?

Teaching tip:
Teachers can get students to reflect on why jokes are important and how to joke without making fun
of someone’s appearance, personality traits and life choices.

ACTIVITY 2 : Reading Comprehension

2a. Facts are general truths. In pairs, read the statements below and discuss which ones
are facts.

• Elephants are the only animals that cannot jump.

• Pandas are green.
• Fish make the best pets.
• A giant tortoise can live to be over 150 years old.
• A cheetah runs faster than a dog.
• Crocodiles can live both on land and in water.

Teaching tip:
Explain what is understood by a fact. Introduce students to the concept of infographic before they
attempt activity 2b.

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Unit 2 I Let’s Laugh

2b. Below is an infographic. Use the facts from Activity 2a to fill the infographic. The
first one has been done for you.

Elephants are the only

animals that cannot jump.

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 Unit 2 I Let’s Laugh

2c. Study the infographics to guess the correct words which are hidden among the
jumbled letters. Write the word in the space provided, as in the first example.

Example 1

Q U I Z Z I C A L
I I L Q C Z
L Z A Y U E

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Unit 2 I Let’s Laugh

P U D U E S
S O T I R G

H T A T P U
W G O I B D

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 Unit 2 I Let’s Laugh

R A G I P N
S C W Q L U

A B B B B Y
A Y L U P K

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Unit 2 I Let’s Laugh

S O N W A G
I U S O T C

S I I C K L
T D H P L B

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 Unit 2 I Let’s Laugh

2d. Read the infographic below carefully.

Humour
DID YOU KNOW?

Gelotology

01
The science of laughter is called Gelotology. Doctors often recommend
laughter as a medicine.

Women laugh more than men

02
Women tend to spend more time with people and hence have more
opportunities to laugh.

Laughter is contagious

03
Your brain responds to the sound of laughter which is why when someone
laughs, you laugh too.

Rats are ticklish

04
Studies have found that rats squeal, laugh and jump when wiggling
fingers move over their body.

Smile! Don’t frown.

05
It takes 42 facial muscles to frown but only 17 muscles to smile!

Benefits of Laughing

06
Laughing boosts the immune system as it increases the number of
antibodies that help fight diseases.
A good chortle helps to decrease stress levels. Sharing a hearty laugh
with someone can make a person feel relaxed.
Laughing strengthens relationships as couples who laugh together stay
together longer.

Laughing gas

07
Nitrous oxide, also known as “laughing gas” is used to make people laugh.

Tickling and clowns

08
In Ancient China, tickling was used to torture high class people as it left
no marks.
Egyptians kept Africans, who wore leopard skins and strange masks as
clowns, to amuse the Pharaohs.
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Unit 2 I Let’s Laugh

2e. Circle the correct answer based on information from the text.

1. What is the science of laughter called?

A Biology
B Gelatology
C Geology
D Gelotology

2. Why do women laugh more than men?

A Women are funnier than men.
B Women spend more time with people.
C Women have nicer smiles.
D Men do not like to laugh.

3. Why is laughter contagious?

A It is a disease.
B It is transmitted by touch.
C The brain responds to laughter.
D There is no medicine against laughter.

4. What do rats do when they are tickled?

A They sleep.
B They cry.
C They jump and laugh.
D They bite.

5. Tickling was used to _____________________________ in China.

A amuse people
B torture people
C attack people
D sadden people

2f. Going deeper in the text: Answer the following questions.

1. Explain the following terms as they are used in the text: ‘wiggling’ and ‘chortle’.
2. According to the text, what is easier, smiling or frowning? Quote the line that tells you
so.
3. Is laughing good for health? State two reasons.
4. Suggest two ordinary things that can make people laugh.
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 Unit 2 I Let’s Laugh

2g. Read the text below carefully.

Teaching tip:
The teacher can start off with a discussion on the different types of jokes that exist.
Students may also be asked to share jokes to discuss the reactions on their classmates.

Ryan: Knock knock.

Annie: Who’s there?

Ryan: Harry.

Annie: Harry who?

Ryan: Harry up, it’s cold out here!

Everyone in the classroom started laughing, except Luco who watched his bubbly friends
quizzically. Luco was not the cheerful type, he was studious and some might even say
that he was uptight. Luco had a worried expression as he knew it was his turn. Some of his
friends were already exchanging some naughty grins as they knew that Luco was a serious
boy. Annie, whose idea it had been to organise this joke telling contest, was grinning from
ear to ear.
Luco: Knock knock.

Annie: Who’s there?

Luco: Annie.

Annie: Annie who?

Luco: Annie body going to open the door already?

A silence followed Luco’s joke as he watched his friends expectantly. Then Annie started
laughing and they all followed her in fits of laughter. Annie, still laughing her head off, said,
“Good one, Luco. Good one.”

2h. Read the text again and answer the questions below.
1. What was the group of friends doing?
2. Who remained silent while everyone was laughing?
3. Which two adjectives did Luco’s friends use to describe him?
4. Who had organised this contest?
5. Suggest a suitable title to the text.

2i. Going deeper into the text: Answer the following questions.
1. What is funny about Ryan’s joke?
2. Explain what you understand by the expression ‘laughing her head off’?
3. Why were some of the friends exchanging naughty looks?
4. Was Luco’s joke successful? How do you know?
5. Why do you think everyone was silent after Luco’s joke?

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Unit 2 I Let’s Laugh

ACTIVITY 3 : Boost your Vocabulary

3a (i) In pairs, read the following statements and then explain your understanding of
them.

(i) Fever is a contagious disease.

(ii) The soles of our feet are normally ticklish.
(iii) The hero looked quizzically at the villain, wondering if he was not lying.
(iv) Before exams, most students are studious as they spend their time revising.
(v) The rector is very uptight about school rules and regulations. All students who are
caught misbehaving are punished.
(vi) Children are bubbly whenever they see a clown.
(vii) A clown has a wide grin on his face to amuse his audience.

3a (ii) Use the words in bold above to write sentences of your own.

3b. Match the expressions with their appropriate definitions.

Crack a joke a professional clown

Hilarious the object of mockery

Joke fell flat tell a joke

Guffaw extremely funny

Laughing stock laugh loudly

Jester joke was not funny

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 Unit 2 I Let’s Laugh

ACTIVITY 4 : Past Perfect Continuous Tense

4a. Read what Mr Beanie had been doing before going to the shop and pay attention
to the verbs in bold.

Before going to the shop, I had been thinking what

to cook for dinner. I had been pacing my room and
had been asking for advice from my teddy bear.
I had been writing many shopping lists but was
dissatisfied with them. Finally, I gave up, threw all the
lists in the bin and went to the nearby shop.

Teaching tip:
Elicit and draw students’ attention to the fact that the actions happened before the
scene in the picture.

• The Past Perfect Continuous is used when:

- the action started and continued before a specific time in the past.
- the action was done several times in the past.

• The Past Perfect Continuous Tense is formed as follows:

Had been + verb in ‘ing’

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Unit 2 I Let’s Laugh

4b. Irma met Mr Beanie for his birthday. Fill in the blanks using the Past Perfect
Continuous Tense to find out how he got ready for the birthday dinner.

Menu
The

(i) He ____________________________ (to shower) for one hour.

(ii) He _______________________________(to choose) what to wear and was very confused.

(iii) He ____________________________ (to call) Irma several times to ask her what he could

wear.

(iv) He _____________________________ (to look) for his socks and shoes everywhere and

found them in the bin.

(v) He ______________________________ (to style) his hair for so long that it got messy.

(vi) He _________________________ (to think) whether to take his teddy or a magazine along

with him.

(vii) He _____________________________( to check) the clock several times before realising

that it wasn’t working.

(viii) He ____________________________ (to search) for his umbrella as it had started to rain.

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 Unit 2 I Let’s Laugh

4c. In pairs, imagine what Irma had been doing, thinking and feeling before the
birthday dinner. Write a funny scenario using the Past Perfect Continuous Tense
and share it with the class.

You may start with any of the following:

Before going to the birthday dinner, Irma had been…
Some hours before, Irma had been…
Since the morning, she had been…

Teaching tip:
Carry out a whole class brainstorming on possible scenarios. Allow students to use
their imagination and be humorous. Encourage them to write some sentences using
the Past Perfect Continuous Tense. Monitor and provide support when required. Allow
pairs to read their sentences aloud.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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Unit 2 I Let’s Laugh

ACTIVITY 5 : Ellipsis

5a. Enact the following funny conversation between an Art teacher and a student.
Observe the use of the three dots (…) and discuss why they have been used.

Teaching tip:
Model reading, by the teacher, will make the use of the ellipsis more evident for
students. Then the teacher can put forth its function in the text.

Art Teacher: Let me see what you are drawing, Stephan.

Stephan: No…no! Sir…it isn’t ready.
Art Teacher: I see only blue and green…[teacher is interrupted by another student] What
does the painting show?
Stephan: It’s a cow eating grass.
Art Teacher: But uh…I can’t see grass…uh…where is the …grass?
Stephan: The cow has eaten all the grass.
Art Teacher: But I can’t see a cow…uh…where is the…cow then?
Stephan: It has gone to look for more grass.
Art Teacher: Stephan, your drawing is…nice but next time show me the cow before it eats
all the grass. It would have been better for…[teacher is interrupted by a knock
at the door]

The three dots are called ELLIPSIS. In the conversation, ellipsis is used:
• to show hesitation or a pause while a person is speaking.
• to show that the conversation has been interrupted.

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 Unit 2 I Let’s Laugh

5b. In pairs, read the conversation below and decide where you could use ellipsis to
show that someone is hesitating or the conversation has been interrupted.

Rector: Marianne, why are you still crying at school?

Marianne says in a hesitating tone: I don’t like the school.

Rector: Why don’t you [the Rector receives a phone call] like our school?

Marianne: I don’t want to stay at school until I am eighteen.

Rector: All students need to be at school until they are eighteen.

Marianne: It’s seven more years at school, Sir. I don’t think [interrupted by a knock at the
door]. I don’t think I will manage for so long.

Rector: Don’t let that worry you, Marianne. I have to stay at school until I am sixty-five.

Teaching tip:
Answers for the use of the ellipsis to mark hesitation might not be the same for all the
pairs. Reading aloud of the text for correction can be a good way to allow the students
to understand the impact of their choices.

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Unit 2 I Let’s Laugh

ACTIVITY 6 : Just For Fun

6a. Read the text below carefully.

The Wise Boy

There was once a boy named Pakolo who lived in the village of Trois Coco.
Although he was merely thirteen years old, Pakolo was among the wisest in
the village. He was so intelligent that the village chief used to consult him
before taking any decision. Pakolo was often summoned to the council to
solve tricky cases presented to the chief.

Once, a farmer and his neighbour came to the council with a complaint. “Sir,
I bought a well from him,” said the farmer, pointing to his neighbour, “and
now he wants me to pay for the water.”

“That’s right, Sir!” said the neighbour. “I sold him the well but not the water!”
The chief, who got confused, could not solve the matter. He called Pakolo and
asked him to settle the dispute.

Pakolo, who was a very patient boy, listened carefully to both and then he
asked the farmer’s neighbour, “So you sold your well to this farmer, which
means it belongs to him now, doesn’t it?”

“Yes, that’s right but the water in the well is still mine,” said the neighbour.

“Really!” said Pakolo, smiling mischievously, “So it seems that you have kept your water in the
farmer’s well. In that case, you will have to pay him a rent or take your water out at once.”

The neighbour realised that he had been outwitted. He quickly apologised and left. Everyone
congratulated Pakolo for handling the matter intelligently.

However, there was a self-proclaimed scholar in the village who was jealous of Pakolo’s popularity.
One day, the scholar came to the council and challenged Pakolo to answer his questions and thus
prove that he was smarter.

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 Unit 2 I Let’s Laugh

He asked Pakolo: “Would you prefer to answer a hundred easy questions or just a single difficult
one?” Pakolo thought carefully and then answered, “Ask me one difficult question”.

“Well, then, tell me,” said the scholar, “which came first, the chicken or the egg?”

“The chicken,” replied Pakolo.

“How do you know?” asked the scholar, a note of triumph in his voice.

“We had agreed you would ask only one question and you have already asked it, “ said Pakolo and
he walked away leaving the scholar gaping and the crowd in laughter.

GLOSSARY

Consult: seek information or advice

Summoned: ordered someone to be present
Dispute: disagreement or argument
Outwitted: proved to be smarter
Self-proclaimed: give yourself a particular name/title
Scholar: intellectual
Triumph: victory
Gaping: staring open-mouthed
Challenged: confronted

6b (i) In groups, enact the council scene where the scholar asks Pakolo questions to test
his intelligence.

Teaching tip:
Students can prepare some questions. They can then enact the court scene, taking
turns to play Pakolo. They can dress up and bring props.

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Unit 2 I Let’s Laugh

6b (ii) Below is a character head of Pakolo. Fill the head with character traits to describe
him. One example has been given already.

a rt
s m

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 Unit 2 I Let’s Laugh

ACTIVITY 7 : Direct Speech

7a. Read the conversation between Miss Farha and her students. Pay attention to the
use of the double inverted commas.

Miss Farha asked, “Children, do you know what the chicken gives?”

Reema replied, “Eggs!”

“That’s good! What does the sheep give?” asked Miss Farha.

“Wool!” answered Shawn.

“Excellent! And what does the cow give?” asked Miss Farha.

Shirish murmured an insulting joke out aloud and the class burst out laughing while the teacher
looked hurt.

• Direct speech is when you speak directly to a person.

• Direct speech is usually placed within double inverted commas to show
the exact words used by the speaker.

7b. Read the conversation between Shirish and his friend, Joanne. Complete the
conversation by adding the double inverted commas.

Joanne said, This is such a rude joke, Shirish.

Hey! I found it so funny. You should have seen her face, replied Shirish.

No, I don’t think it is funny when you make fun of someone. I think that it is nasty and mean, said
Joanne.

What do you mean by that? asked Shirish.

Joanne explained, Calling someone names is not good, Shirish.

Shirish asked, Why? What is wrong with that?

Joanne asked, Have you thought how your teacher must have felt at that time? Was she laughing
with the rest of the class?

Shirish answered, No. She was the only one who was quiet. Her face was red.

Joanne added, You must have hurt her by poking fun at her. How would you feel if someone joked
about you?

Shirish realised his mistake and said, I never thought of that. I will apologise tomorrow. Thanks
Joanne for making me think of this.

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Unit 2 I Let’s Laugh

7c . Shirish sent Miss Farha a message to apologise. Rewrite the following conversation
between Shirish and Miss Farha using the direct speech. Pay attention to the use of
other punctuation marks.

________________________________
MF i
Miss Farha ________________________________

________________________________
Hello, Madam
________________________________
Hello, Shirish ________________________________

________________________________
I would like to apologise for
what I did yesterday ________________________________

________________________________
What do you mean?
________________________________

________________________________
I am sorry for having insulted you.
I have realised that it is not nice to ________________________________
make fun of people.
________________________________
It’s good you realised that
________________________________
all jokes aren’t nice, Shirish.
I accept your apologies. ________________________________

Thank you madam. ________________________________

________________________________

________________________________

________________________________

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 Unit 2 I Let’s Laugh

ACTIVITY 8 : Articles

8a. Read the tongue twisters below and observe the use of the article ‘the’ for the
underlined words. Discuss your observations and note them in the box below.

1. Walter wants water and the water that Walter wants is well water.
2. Kelly cooks crumbly chocolate chip cookies but she says, “The cookies aren’t crumbly
enough for my cat, Kenny”
3. Where can Belina buy butter to make the butter chicken, butter cookies and butter icing
for the Better Family?
4. Gael loves green grapes and she gobbles up the rest of the green grapes before greedy
Green comes.
5. Honey loves sweet honey and asks, “Would you pass the honey?”

Teaching tip:
Allow students to discuss their observations and derive the rule regarding the use and
absence of the article. They can practise the above sentences orally.

• I think we use “the” when:

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Unit 2 I Let’s Laugh

ACTIVITY 9 : Writing - Tongue Twister

9a. Here are some funny tongue twisters. Practise them with a classmate. It may seem
difficult but try to read them quickly and correctly.

• She sells sea shells on the sea shore.

• A proper copper coffee pot was put by Potter.
• Red lorry, yellow lorry, red lorry, yellow lorry…
• A big black bug bit a big black bear.
• Peter Piper picked a peck of pickled peppers. Where’s the peck of pickled peppers Peter
Piper picked?

9b. Let us write a tongue twister on our own.

Choose one letter and write a sentence with each word starting with the same letter.

Teaching tip:
Get students to form groups of 4. They decide on the letter they will focus on.

Our silly tongue twister

Step One:

Our Letter: ___________________________

Step Two: Our tongue twister

Student 1: Think of a noun that starts with the letter.

Student 2: Think of a verb that starts with the letter.
Student 3: Think of an adjective to describe the noun, with the same letter.
Student 4: Think of an adverb that starts with the same letter.

Step Three: Write 8 words we know that start with that letter.

1. __________________________________ 5. __________________________________

2. __________________________________ 6. __________________________________

3. __________________________________ 7. __________________________________

4. __________________________________ 8. __________________________________
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 Unit 2 I Let’s Laugh

Step Four: Write your tongue twister, using at least five of the words above.

Here are some examples:

Tom threw Tim three thumbtacks.
I saw Susie sitting in a shoe shine shop.
Where she sits she shines, and where she shines she sits.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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Unit 2 I Let’s Laugh

ACTIVITY 10 : Sentence Writing

10a. Complex Sentences

You will be given a simple sentence. You have to add words to it from the given list to
build a complex sentence.

Instructions: No words can be left out. However, you can move the words around.

1. Ink, on, an, stream, read, when, the, shoots, black, it, a, I, that, Internet

An octopus gets angry.

When an octopus gets angry, it shoots off black ink.

When an octopus gets angry, it shoots off a stream of black ink.

I read on the internet that when an octopus gets angry, it shoots off a stream of black ink.

Teaching tip:
Explain how complex structures are formed.

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 Unit 2 I Let’s Laugh

2. Told, my, caves, they, always, when, their, leave, that, teacher, us

Bats turn left.y

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Unit 2 I Let’s Laugh

3. The, more, said, watched, energy, that, the, save, faster, they, documentary, a, I, that

The kangaroos hop.

Teaching tip:
Students can take turns to add extra words to make the sentences. Other simple
sentences and words can be given to students for practice.

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 Unit 3 I Let’s Explore

Unit Let’s Explore

3 Looking Forward

This unit aims at exploring travelling around the

world and in space.

You will listen

• to an advert

You will speak

• as an astronaut

You will read

• Pinterest boards
• a travel blog

You will write

• a food review

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 Unit 3 I Let’s Explore

ACTIVITY 1 : Communication Skills

1a. Listening - Listening critically

Listen to the advert.

A space agency is currently recruiting astronauts for future missions. The agency is inviting
applications from interested candidates. Listen to the advert.

wanted: ASTRONAUT!

Do you have what it takes to #Be An Requirements

Astronaut?
Teaching tip: o Ability to work as part of a team
Set the context and pre-teach the difficult vocabulary before playing the cd.
o You must be physically fit o Have problem-solving skills
o You need at least three years’ o Be able to work under pressure
experience in space research o Knowledge of Maths and Science
o Age is not a restriction o Be ready to undergo extensive
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Listen again and answer the following questions.

1. Identify the skills that are needed to be recruited as an astronaut.

2. Do you have the required skills to be an astronaut? Justify your answer.

1b. Speaking - Discussion

Interview of an astronaut

Here is an extract from an astronaut’s interview. Read the interview aloud with a friend. Discuss the
astronaut’s experience in space.

NR: News Reporter A: Astronaut

NR What’s the view like from space? wash ourselves. Used food containers
are crushed and thrown away. The
A The first time you look out the window toilet uses a flow of air instead of water
once you’re in space, you go “Wow!”. to flush away human waste.

NR What is life like in a spacecraft? NR How do you sleep?

A Food is okay. It does not taste great. A Astronauts attach their sleeping bags
Every drop of water in space is precious. to a wall or a ceiling, so as not to float
We use only a damp, soapy cloth to around and bump into something.

Teaching tip:
Use other visual images to get students to imagine space before discussing.

1c Imagine you are an astronaut and have travelled into space. In groups, share your
experience of travelling in space. You can consider some of the following:

• The view from space

• Daily routine in space

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ACTIVITY 2: Reading Comprehension

2a. Travel Personality Quiz

Take the quiz to know what type of traveller you are and discuss your results with a classmate.

1. If you had the choice, with whom would you like to travel?

B
A
A group of people who have the same
Family members or close friends
interest as I do

C D
A group of strangers with different Alone
interests

2. Which image appeals to you most?

A Ship B Plane

C Hitchhiking D Bike

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3. How would you spend your time once at your destination?

A
B
Relaxing and doing things that my family
Doing adventurous and thrilling activities
or friends are doing

C D
Collecting different artefacts, tasting the Depending on my mood, I might like to
food, discovering music and learning as go for a walk and explore the area
much as I can about the culture

4. Which of the following do you prefer?

A Basking in the sun B Bungee Jumping

C Exploring fairs and festivals D I can entertain myself alone

5. What excites you most about travelling?

A B
Getting away from routine Creating new memories

C D
Making new friends abroad, discovering Taking pictures to share on social media
new culture, food, lifestyle and places

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Count the number of As, Bs, Cs, or Ds that you have. If you have scored more than
three of one letter, you fall under the listed category
A – You are the typical traveller who loves to take a break from routine but would not
be too happy with too many changes.
B – You are the thrill-seeker, daring and ready to try the adventures that give high
excitement.
C – You are the curious learner. You want to explore the place’s culture, people, arts,
music and increase your knowledge about the place.
D – You are the pioneer explorer. You don’t mind getting lost as long as you discover
something new and interesting. You are more interested in exploring a place.
Compare your results with your partner.

2b. Read the text below carefully.

The Explorers
Contact Layouts Map Shortcodes Pinboard TRAVEL BLOGGERS

SAMANTHA CARLY, MY THE DAREDEVIL

THE ALASKA MOTO EXTRAORDINARY Rick Dave, the Australian
GIRL WALK sailor who set sail and
The adventures of the Carlos Bill, the British travelled around the world
Alaska Moto Girl, who man who beat all odds at the age of 18.
rode around the world on and travelled alone on foot
bike at the age of 30. around the world when he
was 29.

THE DAUNTLESS
SAILOR
Cherryll Bekker, from
Netherlands, broke all
records as she became the
youngest sailor at the age
of 16.

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2c. Fill the profile sheet for each travel blogger using the appropriate information from
the text.

Name of Travel Blogger:

Age:

Country of Origin:

Type of travelling preferred:

One characteristic trait:

Name of Travel Blogger:

Age:

Country of Origin:

Type of travelling preferred:

One characteristic trait:

Name of Travel Blogger:

Age:

Country of Origin:

Type of travelling preferred:

One characteristic trait:

Name of Travel Blogger:

Age:

Country of Origin:

Type of travelling preferred:

One characteristic trait:

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2d. Going deeper into the text: Answer the following questions.

1. What does the expression ‘beat all odds’ mean?

2. Suggest two difficulties the youngest sailor might have faced at sea.
3. Which travel blogger is inspiring to you? Explain why.
4. Imagine you are a travel blogger. Below is the pinboard of your travel blog. Give a title to
your blog and write a small caption to talk about how you like travelling.

Teaching tip:
Get students to discuss how they like travelling and to choose an appropriate picture to use for their pinboard.

Picture

Title

Caption

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2e. This is an extract from an interview of Rick Dave and Cherryll Bekker which appeared
in ‘Sailors’ Mag’. Read the text below.

HOME FEATURES LIFESTYLE TRAVEL MUSIC ABOUT US CONTACT US

Sailors’ Mag’
YOUNG SOLO SAILORS
Setting sail to see the world at a young age is indeed a daring decision to take. In some cases,
these youngsters who are thirsty for adventures, even go against their parents’ wishes and set
out on their expedition. The one thing that Rick and Cherryll had in common was a dream
to fulfill. Their dreams would allow them to sail around the world. It would satisfy their
wanderlust and they also wanted to become the youngest persons to sail around the world.

“I became the hero of Australia, my native

country, when I completed my seafaring
journey in 1996. My trip was not a bed of
roses. Indeed, I had to deal with bad weather,
mechanical breakdowns and food poisoning.
But I had a dream and this spurred me to
keep going on and reach my destination
victoriously. I still remember that, during this
voyage, my boat had a breakdown and I had
to accept help from the British Royal Navy.
Sadly enough, because of this, my exploit
never got the recognition it should have and I
could not win the title of the youngest sailor.”
- Rick Dave

“I was over the moon when I won the title

of the youngest sailor at the age of 16. I
made Netherlands proud of me by being
better than all previous sea explorers. Since
I was still a teenager, when I expressed the
desire to set sail, the government refused to
give me permission. But later, I was granted
permission and I could venture alone
around the world by sea in 2011.”
- Cherryll Bekker

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2f. Read the text and answer the questions below.

1. What did Rick and Cherryll have in common?

2. What happened when Rick finished his trip around the world in 1996?
3. State two problems that Rick faced during his voyage around the world.
4. Why couldn’t Rick become the youngest sailor?
5. Who won the title of the youngest sailor?

2g. Going deeper into the text: Answer the following questions.

1. Explain what you understand by the term ‘bed of roses’.

2. How do you think Cherryll felt when she won the title of the youngest sailor?
3. Why do you think the government refused to give Cherryll the permission to sail around the
world alone?
4. Both Rick and Cherryll had a dream. Do you have a dream like them? Share your dream with
your class.

ACTIVITY 3: Boost your Vocabulary

3a (i) Circle the correct definition for each word below, as it is used in the texts.

1. Expedition
a journey undertaken for a specific purpose b speed in doing something

2. Wanderlust
a desire to stay in one place only b strong desire to travel

3. Seafaring
a by sea b by vehicles

4. Spurred
a encouraged someone to do something b struck something

5. Exploit
a use selfishly for one’s own ends b accomplishment

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6. Explorers
a persons who travel to unknown regions b instruments used in exploring

7. Venture
a travel into the unknown b business deal

8. Dauntless
a cowardly b determined and fearless

3a (ii) Fill in the blanks using the appropriate word from the textbox below.

expedition wanderlust seafaring spurred

exploit explorers venture dauntless

I met many _______________ as I was travelling the world on my motorbike. They were

_______________ by the same _______________ I had to explore worlds that I had never seen

before. Thus, like me, many _______________ out to discover places that are unknown to them.

I met one such _______________ sailor in a café once who had left his country to go on a

_______________ journey. His name was Rick Dave and he had achieved the _______________

of travelling the world by sea at the age of 18. Like him, many of us set out on an _______________

to be able to fulfill our quest for adventures and seeking the unknown.

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3b. Explain the expressions below and write a sentence to make its meaning clear. An
example has been given.

In the driver’s seat

Definition in control/in charge of things

As long as I am in the driver’s seat and taking care of all things, you
Example
should not worry about things going wrong.

Itchy feet

Definition

Example

Travel light

Definition

Example

Jet lag

Definition

Example

Globetrotter

Definition

Example

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ACTIVITY 4 : Interrogative Pronouns

4a. A group of friends went camping in the forest and some of them lost their belongings.
Read the information below and answer the questions.

Teaching tip:
Activity 4a can be done orally, in pairs, as a question-answer game. After students
complete this activity, draw their attention to the use of ‘whose’ to ask questions. Then
they complete activity 4b.

Lina

Nicola

Wendy

David

Martin

Fezal

Waiza

Darren

1. Whose mobile phone got lost? _______________________

2. Whose wallet got lost? _______________________
3. Whose earrings went missing? _______________________

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4b. Write questions of your own for the other missing items using ‘whose’ .

1. _______________________________________ ? David’s watch got lost.

2. ________________________________________ ? Martin’s glasses went missing.

3. ________________________________________ ? Fezal’s notebook was stolen.

4. ________________________________________ ? Waiza’s bottle was missing.

5. ________________________________________ ? Darren’s Ipad had disappeared.

We use ‘whose’ in questions to find out who owns something.

4c. Read the converstation between the police officer and Darren and pay attention to
the use of ‘whom’.

Teaching tip:
This text can be used to practise reading aloud and expose the students to the use of ‘whom’ in very formal contexts.

Darren: I want to lodge a complaint about my missing Ipad.

Police Officer: Where did it get lost?

Darren: In the forest.

Police Officer: With whom were you?

Darren: I was camping with my friends.

Police Officer: Do you think it was stolen?

Darren: Yes, because I had kept it in my bag. Now it’s not there anymore.

Police Officer: With whom did you leave your bag?

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ACTIVITY 5 : Adjectives ending with –ed and –ing.

5a. Below is a postcard sent by Gregory to his friend. Read the postcard and pay
attention to the words in bold.

Dear friends,
I’m currently in Mykonos, Greece. It is an
interesting city and I am very interested in
the different attractions. I finally saw the Sameer Ali,
amazing city of Mykonos. I was amazed by 27 New Street,
its sheer size and elegance.
Royal Road,
It’s time for me to go now. I’m excited as I’m Quatre-Bornes.
going to see the exciting Greek islands.

See you soon,

Love,
Gregory

The words in bold are adjectives ending with either –ed or –ing.
Adjectives ending with –ed are used to talk about a person’s feelings or opinions.
Adjectives ending with –ing are used to describe things, people, places or activities.

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5b. Gregory is travelling around the world and he sends postcards to his friends.
Complete the following postcards by choosing the appropriate adjectives provided
in brackets.

Cano Cristales is a
________________________
river found in Columbia. I was
________________________
by the myriad of colours of the
water. (surprising, surprised)

My visit to Mendenhall Ice Caves in Alaska was very _________________________.

The cave was being submerged by water. I was very much ______________________
by the experience. I don’t think I’ll do it again. (frightening, frightened)

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I’m currently on the Great

Wall of China. I am completely
_________________________
as the long walk on the wall was
_________________________.
(exhausted, exhausting)

After a long camel ride, I reached the great pyramid of Giza. I was _______________
to discover the talent of the Egyptians. The pyramid is truly an _______________
achievement. (astounding, astounded)

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Unit 3 I Let’s Explore

I was ________________ by my visit

to Sagano Bamboo Forest in Japan.
The Bamboo shoots were very spooky
and _________________ . (fascinating,
fascinated)

Istanbul was a _________________

experience. I was absolutely
__________________ to see the Arabic
architecture. (thrilling, thrilled)

Watching gladiators fight in the Roman Colosseum was very ____________________.

Pretending to be a gladiator kept me ____________________. (entertaining,
entertained)

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ACTIVITY 6 : Just For Fun

6a. Read the text below carefully.

Mysterious places of the world

The Bermuda Triangle is well-known for the number

of stories about ships, aircrafts and humans that have
disappeared around it. It is also known as the Devil’s
Triangle and there are lots of stories as to why it is feared.
If ever you want to get lost, the Bermuda Triangle is the
place.

iangle,
The Bermuda Tr
Atlantic Ocean

In the midst of a normal forest in Poland, there are 400

curved pine trees and there is absolutely no scientific
reason as to how come these trees look the way they
do. There has been a number of stories as to why the
trees look this way. Some of them say that these trees are
this way because of natural calamities whereas others
state that the trees have simply grown in this manner. Croo
ked
Whatever be the story behind the appearance of this F
Pola orest,
forest, it is one of the weirdest places on Earth. nd

The Eternal Flame Falls, true to its name, is a flame that is

found in a creek. It is a real mystery as to how the flame
never goes out despite the fact that water splashes on it.
One cannot help but look at this meeting of water and fire
in wonder.

Eternal Flame Fall,

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Unit 3 I Let’s Explore

In the middle of the huge Sahara Desert lies the Richat

Structure which, if looked at from the sky, appears to
be whirling and churning and turning over itself like
a cyclone. For centuries, scientists have been puzzled
at the existence of such a form. Some believed that it
was created by the impact of a meteorite that had fallen
on earth, centuries ago. Others believe that it has been
created by aliens, when they visited the planet.
Richat
Struc
Maurit ture,
ania

Lake Petrifying is found in Tanzania and is strange

because of one main reason. Most animals that are
dead in this lake become statues, through the process
of calcification. Given that the lake has a lot of sodium
bicarbonate in it, the animals which die in the lake turn
into mummies. This is indeed a petrifying sight. Do you
want to have a swim in it?
rifying Lake,
Lake Natron-Pet
Tanzania

Yonaguni Monument is a 5000 years old monument

found underwater in Japan. Many believe that the
mysterious shapes found there could be the remnants
of a sunken city. Some still think that these have been
formed geologically.
Yon
agun
iM
Jap onum
an ent
,

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GLOSSARY

Creek: a small stream or rivulet

Churning: tossing to and fro
Meteorite: a mass of stone or metal which has reached earth from outer space
Calcification: hardening or solidifying
Petrifying: scary
Remnants: remaining parts of something
Sunken: lost beneath the surface
Geologically: natural changes of the earth’s structure

6b. In groups, discuss the following:

1. Would you like to visit any of these places? If yes, where would you like to go? Say why you
would want to visit that place.
2. It is believed that aliens came on earth and created the Richat Structure. Do you think that
aliens exist? Do you believe that aliens have ever visited earth?

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ACTIVITY 7 : Reported Speech

7a. An astronaut, Mrs Nelson, shares her personal experience about being on the moon.

Teaching tip:
Teach the Reported Speech by highlighting the necessary changes for the given tense.

Being on the moon is great. I have to

hop in order to move. I feel light as a leaf
and I just want to hop away on the lunar
craters. I feel very proud that I am on the
moon.

7b. Aslam later recounts Mrs Nelson’s experience to his best friend, Marie-Anne. Fill in
the blanks with the correct tenses.

Mrs Nelson said that being on the moon was

great. She____________ to hop in order to
move forward. She ____________ light as
a leaf and she just __________________
to hop away on the lunar craters. She
_______________ very proud that she
______________ on the moon.

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Aslam uses the Reported Speech to recount what was told by Mrs Nelson. The
Reported Speech is used to tell or report what another person has said. Some
changes are made to the original sentence:
• A reporting verb is used, e.g. ‘said’.
• The tenses change.
• The pronouns change.
• The relative pronoun ‘that’ is used after the reported verb.

7c. Using the prompts given below, write five sentences in Reported Speech about the
difficulties Mrs Nelson encountered when she returned to earth. Remember to use
correct verb tenses.

• Readapting to gravity is hard

• Every movement is an effort
• Trouble walking and standing
• Difficulty sleeping
• Harder to lift light objects

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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ACTIVITY 8 : Writing - Food Review

8a. A tourist travelled to your country and loved some of the food items. Fill the graphic
organiser below with the most appropriate phrases from page 85 to describe the
food items. An example has been given.

Food Phrases

• Filled with nutritious vegetables, corn and

mushrooms

Meefoon Soup

Fruit Salad

Alouda

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• Grated agar agar strips

• Freshly cut pineapples
• Full of nutritious vegetables, corn and mushrooms
• Strawberry-flavoured
• Mixed with salt and crushed red chillies
• Aromatic smell of freshly cut spring onion
• Topped with tamarind sauce
• Delicious basil seeds floating on top
• Thinly sliced cucumbers
• Sliced ripe mangoes
• Seasoned with pepper and soy sauce

Teaching tip:
Brainstorm on the pictures before starting the activity. Explain the given vocabulary,
if necessary. Provide additional vocabulary and grammar support, if required, before
students engage in the drafting process.

8b. Use the vocabulary in the graphic organiser to write a review of one of the food
items that the tourist tasted.
Teaching tip:
Teachers can model out/show different types of food reviews before doing this
activity.

A good review has the following:

• It describes the opinion of the writer on the food.
• It gives exact and relevant details on the food, e.g. how it tastes, smells, looks, is cooked, etc.
• It uses descriptive words and expressions.
• It makes the reader feel like tasting the food.
• It can include pictures of the food.

You may start like this:

• When you go to Mauritius, you must taste…
• Are you thinking of what food to taste when you go to Mauritius?

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ACTIVITY 9 : Sentence Writing

Simple, Compound and Complex Sentences

Teaching tip:
Research about Turkey before completing the activity.

9a. Below is the map of Turkey. On it, draw a square around the name of the place you
encounter in each simple sentence. Draw a circle around the name of the place that
is used in compound sentences and draw a triangle around the name of the place in
complex sentences.

1. Istanbul is a large city.

2. There is a museum in Ankara and travellers say it is beautiful.
3. Ephesus has a street made of marble, but unfortunately many people do not go to see it.
4. While Kas is world-famous for its water sports, it is a great place for shopping too.
5. Egirdir actually means “wrong” or “crooked” in Turkish.
6. Because Urgup is found in Cappadocia, many visitors go there for hot air balloon rides.

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URGUP

Olympos

MEDITERRANEAN SEA
EGIRDIR

KAS
Ephesus

Teaching tip:
Using their notes,students may write other sentences and continue the activity as a game.

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9b. Imagine you are travelling to Turkey. Write a small paragraph using the different
types of sentences to talk about which places you have visited.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Unit Let’s Create

4 Looking Forward

This unit aims at exploring different types of art.

You will listen:

• to a poem

You will speak:

• in character in a role play

You will read:

• factsheets
• a factual text

You will write:

• a descriptive essay

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ACTIVITY 1 : Communication Skills

1a. Listening - Listening for appreciation

Listen to the following poem.

Poem

Identify a few expressions from the poem that you like. Comment on them.

Teaching tip:
Get your learners to engage with how they feel and what they think about the
selected expressions. You can get them to reflect on the use of language.

Expressions from the poem Personal Comments

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1b. Speaking - Role Play

Read the following text.

Mag | Interview

Encounter with Stelio Pierre Louis:

A young Rodriguan Artist
Interview with Stelio
What is your aim as an artist?
As an artist, I aim at spreading positive
feelings in the world.
Why is being an artist so important to
you?
Art helps me vent out my stress. I live
through my art.
Do you think that the Arts have their place
in the life of a youngster?
Of course! The Arts are a great means to help
people combat social ills. The Arts sensitise
Stelio Pierre Louis became an artist at a youngsters about a number of issues. Today,
very young age. He started singing when there are lots of opportunities to allow artists
he was taking care of his goats with his to develop their talent. There are art schools,
cousins. He was the first slam artist to art centres and schemes especially designed
represent the Republic of Mauritius at the for artists. A number of people are making a
International Slam Poetry Competition in career out of their talent.
France. Today, Stelio works as Arts Officer What do you think are the biggest
at the Commission for Arts and Culture in challenges of being an artist?
Rodrigues. He is also a founder and coach of
It is a challenge to make oneself known and
a school of arts in Rodrigues.
continue to be creative throughout one’s
career.
What message would you give
youngsters who would wish to become
an artist?
I would advise youngsters to make education
their priority. I would also advise everyone
who wants to be an artist to concentrate fully
on their creative talent and try to do their
best as artists.

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In pairs, take turns to roleplay the above interview.

Teaching tip:
Students can be asked to interview a local artist of their your choice. They may
also add questions of their own.

ACTIVITY 2 : Reading Comprehension

2a (i) Look at the picture below and brainstorm about it.

Teaching tip:
Get the students to brainstorm and share what they know about theatre. You
can use additional pictures if you want.

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2a (ii) Fill the first two columns of the table with information gathered from the
brainstorming session.

Theatre

What did you learn after

What do you know? What do you want to know?
reading the text?

Teaching tip:
Students fill the third column after reading the text.

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2b Read the text below carefully.

The World of Theatre

Theatre originated from a religious ceremony called

‘dithyramb’, in ancient Greece. For this ceremony, a chorus
of men dressed in goat skin.

‘Theatre’, originates from a Greek verb which means ‘to

behold’.

The audience in Ancient Greece would stamp their feet

instead of clapping their hands to applaud at the end of a
play.

World Theatre Day was first celebrated on 27 March 1962,

on the day the “Theatre of Nations” season opened in Paris.

The 27 O’Clock Players in the USA gave the longest

continuous dramatic performance on 27 July, 2010. It
lasted 23 hr 33 min 54 sec.

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Aristotle believed that the plot is the most important

aspect of a play.

The oldest play that still exists is ‘The Persians’ by

Aeschylus. It was written in 472 BC.

At the Palace Theatre, in London, two seats are kept open

for the theatre ghosts to sit in.

Once, William Shakespeare, the famous playwright, had

to play a female character.

Molière died on stage while he was acting in one of his own

plays.

Until 1660, women were not allowed to enact on the

English stage.

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2c. Fill the fact sheet below with information from the text. You can use more than one
word.

1 ‘Dithyram’ is ____________________________________celebrated in Ancient Greece. Men

used to _____________________________ in a ‘dithyram’.

2 Theatre _____________________ from ‘dithyram’.

3 The audience in Ancient Greece had a special way of applauding at the end of a play. They

_________________________________________.

4 ____________________________ is celebrated on 27 March.

5 The longest play was performed by _____________________________ and it lasted _____

______________________________________.

6 The oldest play that exists is ________________________. It was written in

___________________.

7 ________________________________ sat in the two seats kept open for them at the Palace

Theatre.

8 William Shakespeare enacted the role of ______________________________.

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2d. Going deeper into the text: Answer the following questions.

1. Explain the terms ‘originated’ and ‘opened’ as used in the text.

2. Why do you think women could not act on the stage before 1660?

3. How do you think the audience felt upon seeing Moliere collapse on the stage?

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2d. Read the text below carefully.

Simon cannot believe his eyes. On the stage, his favourite character, the blue horse,
one of Eric Carle’s beautiful illustrations, has come to life. Can this be magic? His
mum is seated by his side and as he casts a glance at everyone around him, he can see
the same wonder on their faces. Simon is watching a scene from his favourite book,
‘The artist who Painted a Blue Horse’. The experience of seeing one of his favourite
books on stage is extraordinarily magical for him. For children, seeing a play is an
encounter with magic.

There is a lot of debate as to whether it is healthy to allow children to dwell in a world

of magic and fantasy. It is believed that it is important that children are taught to be
skeptical. Others think that fairytales can allow children to disentangle reality from
fantasy.

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Live theatre on stage actually offers children the opportunity to differentiate between
reality and fantasy. As they watch the characters come alive on stage, the audience
will feel the characters’ emotions: crying, laughing and gasping. In so doing, the
audience develop empathy as they experience the emotion that is present in a scene.

When Simon looks at his blue horse and sees the wonder on the face of the people
around him, he feels that, like him, everyone believes in magic. Therefore, he feels
safe for believing in magic and feels that he belongs to an exciting world.

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2d. Write ‘agree’ or ‘disagree’ next to each of the following statements.

1. Simon is watching a movie at the cinema. ________________

2. Simon’s favourite character is the blue horse from the book, “The Artist who Painted the

Blue Horse”. _____________________

3. Simon is feeling bored. _____________________.

4. Around him, all the people are enthralled as they are watching the scene._______________

5. It is believed that children should be taught to be skeptical. _____________________.

6. Live theatre allows children to understand the difference between what is real and what is

fantasy. ________________________.

7. A play is thrilling because it allows people to share the emotions that they feel as they

watch it. __________________________.

8. Simon believes in magic.________________________.

2e. Going deeper into the text: Answer the following questions.

1. Why cannot Simon believe his eyes?

2. How would you feel if you saw your favourite character on stage? Explain why.

3. Explain the following terms:

(i) “skeptical”

(ii) “disentangle”

4. Why does Simon feel that he belongs to an exciting world?

5. What can children learn from live theatre?

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ACTIVITY 3 : Boost your Vocabulary

3a (i) Tick the correct meaning of the words as used in the text.

Dramatic performance

To mime The act of presenting a play

Plot

A plan A story

Playwright

A person who acts well A person who writes plays

Stage

An area where actors perform To organise an event

Illustrations

Examples Pictures

Scene

Embarrassing moment A section in a play

Fantasy

Imagination Real life

Empathy

Sympathy Share the feelings of someone

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3a (ii) Two friends watched a play and they are talking about it. Fill in the blanks with
the missing words from the textbox and enact the scene.

dramatic performance stage fantasy

plot illustrations empathy
playwright scene

Joey: Hi Stacy! How did you find the play?

Stacy: Hi Joey! What a wonderful _________________________________ !

The _________________ wrote a great ________________ that was liked by the

audience.

Joey: Which part did you like best?

Stacy: I loved the ________________where the dragons talked about their emotions to the

children.

Joey: Did that scene make you cry?

Stacy: It did. The whole audience showed __________________ for the dragons in the play.

Joey: I remember when it was time for the dragons to leave the ____________________ , the

audience stood up to clap.

Stacy: It makes me want to read that book again to get back into the world of

_________________.

Joey: I would love to read it too. I remember the vivid ________________ where the dragons

seemed so real.

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3b. Below is a poster for a drama competition. Look for the meaning of the words below
and fill in the poster.

• Cast
• Costume
• Pantomime
• Comedy
• Tragedy

Do you like ACTING?

Do you enjoy performing on STAGE?
Do you want to perform before a national AUDIENCE?
Can you write your own PLAY?

National Drama Competition

On the 23rd of August 2019
At Serge Constantin Theatre

You can choose between __________________________ or

________________________ .

_____________________________ shows are also accepted.

Come with your ____________________ for a 15-minute audition on the 15th of May.

Selected schools will get a cash voucher for ______________________________.

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ACTIVITY 4 : Active and Passive Voice

4a. Observe the following posters and discuss the differences.

1. Active Voice

Shoemaking Art History

Museum

invites you

to its

annual exposition

Date: 10 June 2018

Venue: Municipal Hall
of Vacoas
Time: 10hrs - 17hrs

2. Passive Voice

You
are invited
to
Shoemaking Art

History Museum's
annual exposition
Date: 10 June 2018
Venue: Municipal Hall
of Vacoas
Teaching tip:
Time: 10hrs - 17hrs Elicit relevant changes when
sentences are rewritten in
the passive voice. Provide
more examples.

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4b. Read the following sentences and indicate whether they are in the Passive or Active.

Teaching tip:
This can be done as an oral activity.

1. Shoemaking was 2. The first professional 3. The cut of the

passed on from shoemakers are materials is
mother to daughter. known to be considered to
Egyptians. be important in
shoemaking.

4. The moon knife was 5. Shoes with heels 6. The person who
used by workers to for men were makes the final
cut out leather. affordable to the product is called
rich only. the ‘bespoke
shoemaker’.

4c. Rewrite these sentences using the passive voice.

Info and tips from Professional Shoemaking Craftsmen

1. Shoemakers use the best leather.

2. Stores sell mass-produced shoes.
3. Stylists consider shoes as an important accessory.
4. ‘Pattern cutting’ determines the look of the shoe.
5. Professionals recommend wearing black shoes at work.

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ACTIVITY 5 : Adverbs expressing Probability

5a. Read the following article from the famous ‘People`s mag’ and focus on the
highlighted words.

People’s Mag

Pablo Picasso:
A Legendary Hero
Pablo Picasso is probably one of the most
influential artists of the 20th century. He
obviously became famous when he contributed
in introducing Cubism. Cubism clearly changed
European painting and sculpture. Perhaps no
artist has been as famous as him during his
lifetime.

Some of his paintings are known to be the

most expensive ever sold like “Les Demoiselles
d’Avignon”. Pablo Picasso is certainly a great
painter and will maybe remain an inspiration for
painters for many years to come.

The words in bold are called adverbs of probability. They are used to show how
sure one is about a situation or event.

5b. Use the adverbs in brackets to rewrite the following sentences.

(i) Yan is too tired to attend his usual art class. (perhaps)
(ii) Juanita was emotional when she managed to sell her first painting as an artist. (clearly)
(iii) Mangala misunderstood the instructions that were given to her in her ballet class and
tripped over while making a pirouette. (obviously)
(iv) Shane is going to the arts exhibition as his favourite painter is exhibiting his paintings.
(certainly)

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(v) Gaston, the apprentice shoemaker, did not know that he should consider the cut of the
material to make shoes (maybe).
(vi) Charisma went to the arts centre to meet the local artists giving a concert there. (probably)

5c. Write a sentence using each of the following adverb:

(i) Probably

___________________________________________________________________________

(ii) Obviously

___________________________________________________________________________

(iii) Clearly

___________________________________________________________________________

(iv) Perhaps

___________________________________________________________________________

(v) Certainly

___________________________________________________________________________

(vi) Maybe

___________________________________________________________________________

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ACTIVITY 6 : Adverbs of Duration

6a. Read the conversation between a teacher and student following an art class project
on famous artists.

Teacher: Jim, you chose to research on Leonardo da Vinci. Briefly, share the information you
gathered about him.
Jim: Leonardo da Vinci will be forever remembered for his masterpiece, ‘Mona Lisa’. He
contributed to the world as a painter, scientist, architect and engineer. Leonardo
was so great because of his curious nature. He tried to understand everything that
temporarily evoked his curiosity.
Teacher: Well done, Jim! Da Vinci`s achievements will permanently be a source of inspiration.

The words in bold are called adverbs of duration. They tell us how long
something happened.

6b. Complete the speech by using the words given in the textbox.

shortly temporarily forever long permanently

God`s gift

The renowned musician, Shekhar, once said in an interview, “Life is a gift to be enjoyed and not a

problem to be solved. Though we live ____________________________ in this world, we have to

make the most out of it. We may be sometimes very busy but let`s find time to thank the Lord for all

his blessings. No one knows how long we will live. Some die ____________________________

after birth, while others live ____________________________ enough to be with their loved

ones. We won`t stay here ____________________________ . We will all leave this world, sooner

or later. Nobody knows! But our memories will ____________________________ live in the

hearts of our loved ones.”

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ACTIVITY 7 : Just For Fun

7a. Read the text below carefully.

A Day at a Cosplay Convention

The big Municipal Hall was teeming with people. Wolverine,
Deadpool, the X-Men, Naruto, The Justice League and Batman…
or rather Batmen. Everyone was here. It was a dream come true for
Djamel and Rayhaan.

“Wow! Look there, it’s Wonderwoman…and there’s Iron Man!” said

Djamel.

Rayhaan’s excitement was dampened by his hot and stuffy Spiderman

costume. He could hardly see through his Spiderman mask. He was
beginning to regret his character choice.

“Did you know that Cosplay was launched by the Japanese with
college students dressing up as their favourite characters to attend
conventions? Cosplay is actually the combination of costume and
play,” Djamel said as he fitted his Captain America shield.

“Uh-uh,” grunted Rayhaan.

“Don’t you think it is fun to dress up as your character and be as

cool as them?” Djamel added.

“There are actually famous cosplayers who are working as cosplay

characters.”

Rayhaan, trying desperately to locate other Spiderman cosplayers,

solemnly said, “For me, cosplaying is more like acting. You are not
simply wearing the costumes of the character. You are the character!”

“But do you think we are better than those guys? Do you think
people will know who I’m supposed to be?” asked Djamel.

“Relax! You look fantastic!” answered Rayhaan.

Suddenly, a little Thor, who was about 6 years old, came running. He
stopped to gaze at the two friends.

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“Spiderman! You are my favourite superhero! Maybe we could be the Avengers together!” shouted
the little Thor, waving his cardboard hammer.

Suddenly, Djamel didn’t find his costume so uncomfortable after all and Rayhaan thought he
noticed a smile behind that striped mask of his.

GLOSSARY

Teeming: full of people, crowded

Dampened: lessened
Launched: started
Convention: meeting
Fitted: adjusted
Grunted: mumbled
Solemnly: in a serious manner
Gaze: look with admiration
Striped: marked with long lines

7b. What character would you like to cosplay as? Say why.

7c. “For me, cosplaying is more like acting. You are not simply wearing the costumes of
the character. You are the character!” What do you think about what Rayhaan said?

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ACTIVITY 8 : Transforming Nouns and Adjectives into Verbs

8a (i) Read the following extract on the art of paper quilling while paying attention to the
words in bold.

Paper quilling is the simple technique of

rolling narrow strips of paper into tight coils.
They are then arranged to form a decorative
pattern. To simplify the task, specific tools
and materials are used to tighten them. The
beauty of decorations created out of paper
quilling is praiseworthy.

Quilling paper: It usually comes in different

colours to beautify your work further.

Quilling Tool: The quilling tool is used to

wind the strips of paper into coils.

8a (ii) Categorise the words in bold in the table below. Discuss what you notice with
your friends.

ADJECTIVES NOUNS VERBS

REMEMBER

A verb is an ‘action’ word. You can change adjectives and nouns into verbs by
adding suffixes or prefixes.

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8b. Form the appropriate verb using the nouns and adjectives in brackets.

Making a Basic Quilled Butterf ly

To ____________________________ (personal) our butterfly, we will have six parts: four wings

and two antennae. With time, you will ____________________________ (improvement) your

techniques and ____________________________ (attraction) your audience too. You may add

more parts if you want to ____________________________ (creative) your own design later on.

1. ____________________________ (tight) two large coils

and two small coils for the wings.

2. Shape the wings and arrange them to form the shape of

a butterfly.

3. Use two small strips of quilling paper to balance the

antennae.

4. ____________________________ (usage) a small

amount of glue to hold all the pieces together.

5.
Add some quilled flowers to

____________________________ (decoration) the

frame.You can also add some leaves around the butterfly

to ____________________________ (intense) the look

of your masterpiece. It’s that easy!

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ACTIVITY 9 : Writing - Descriptive Writing

9a. Recently, Anjali visited the Valley Arts Centre and was enthralled by what she
discovered there. Below are images of different venues that Anjali discovered.
Write a few lines to describe the images below.

Teaching tip:
Get the students to interact with the pictures and to use appropriate vocabulary.

A musical hall

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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An exhibition gallery

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

A huge theatre

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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A literary café

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

A library

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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9b. Imagine that you have visited the Valley Arts Centre. Write an essay of approximately
200 words to describe your visit. You may start as follows:

My visit to the Valley Arts Centre was ...

Teaching tip:
Use the pre-writing activity to guide the students towards the while-writing
activity.

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ACTIVITY 10 : Using Reported Speech in Sentences

Jenny writes for a cultural magazine. She has been asked to summarise the interview
of Stelio Pierre Louis, the Rodriguan slam poet. Rewrite the prompts below to complete
Jenny’s rubric by using the Reported Speech. You may add some ideas of your own.

Mag | Interview

Stelio Pierre Louis,

the Rodriguan slam
poet

Stelio Pierre Louis stated that his aim as an artist was to spread positive feelings in the
world…

• Art helps me vent out my stress.

• I live through my art.
• The Arts are a great means help people combat social ills.
• A number of people are making a career out of their talent.

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Unit Let’s Imagine

5 Looking Forward

This units aims at making you discover the world of

stories.

You will listen:

• to different sounds to guess the context

You will speak:

• as a storyteller

You will read:

• stories

You will write:

• creative stories

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ACTIVITY 1 : Communication Skills

1a. Listening - Interpreting Auditory and Visual Cues.

Study the image below and listen to the audio.

Teaching tip:
Get students to focus on the sounds played on the audio.

Listen again and answer the questions.

(i) What time of the day is it?

(ii) What do you think is happening?
(iii) Where do you think this scene is taking place?

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1b. Speaking - Storytelling

Read the story narrated by Mbaku.

Do you know why the bat only comes out at night? No? Two good
friends, a bat and a rat always ate together. The rat wanted to know the
ingredients of the bat’s delicious soup.
The mischievous bat told the rat that
he boiled himself in the soup water
and that his sweet flesh made the soup
tasty.

At home, the rat asked his wife to boil some water to make some soup. Then, when his wife was
not looking, he jumped into the boiling water and was soon dead.

The rat’s wife was very angry and went to the King. The King wanted the bat as prisoner. The
bat flew away into the bush and hid himself. All day long everyone tried to catch him. Finally,
he had to change his habits. He only came out to feed himself when it was dark. That is why you
never see a bat during the day.

In his story, Mbaku uses a creative tale to explain a fact.

In groups of 4, tell a similar story on one of the following questions:

• Why is the sea blue?

• Why does the zebra have black and white stripes?
• Why is the earth at Chamarel multi-coloured?
Teaching tip:
Encourage students to come up with questions of their
own and creative stories.

ACTIVITY 2 : Reading Comprehension

2a. Below is a list of new words you will find in the text. Match the meanings of these
words to their synonym. You can use the dictionary to help you find the meanings of
these words.

Words Synonyms
modest upset
stealthily tiptoed
aggrieved ordinary
sneaked secretly
compelled forced

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2b. Read the text below carefully.

The Storyteller
Once upon a time, in a faraway city, there lived Rashid, a popular storyteller and
his wife, Soraya. They lived in a modest house with their son, Haroun. Actually,
Rashid was unique because he had a secret boon: his fantastic stories came from
an unusual source, Storyland. Haroun’s mother was a spy and she felt heavy-
hearted about hiding this truth from her family. One day, she disappeared for a
mission.

STOP AND PONDER

According to you, what was Soraya’s mission?

Their neighbour, Mr. Sen, saw her leaving stealthily. The unkind neighbour didn’t
lose time to spill his poison. As soon as Rashid reached home, Mr. Sen jumped
on the opportunity and told him that Soraya had left forever. The poor storyteller
broke down in tears. Time had stopped for Rashid and Haroun.

The following day, Rashid went to one of his gatherings to tell stories. A crowd
was waiting eagerly to listen to his marvellous tales. Rashid opened his mouth to
tell a story. “Arrk…arrk...” Not a sound came out of his mouth. Rashid ran away
in tears. Haroun was terribly aggrieved to see his father like this.

STOP AND PONDER

According to you, will Rashid be able to tell a story one day?

That night, Rashid finally slept. Yet, his son was still awake. He wanted to help
his dad. Suddenly, he heard a noise. A small creature was in the room! Haroun
sneaked behind him and jumped on him. The creature was compelled to
introduce himself. He was Iff, the story genie and told Haroun that he was there
to disconnect Rashid’s story supply…

STOP AND PONDER

According to you, what will happen next?

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2c (i) Fill in the blanks with information from the text by using the number of words
indicated in the brackets.
Teaching tip:
Get your students to answer using the number of words indicated.

1. The name of Haroun’s father is _________________________ (One word).

2. The family lived in a _________________________ (Two words).
3. Soraya left _________________________ (Three words).
4. Mr. Sen broke the news to Rashid as soon _________________________(Four Words).
5. When Rashid learnt about his wife’s departure, _________________________ (Five words).
6. There was a huge crowd at the gathering so as _________________________ (Six words).

2c (ii) Use the answers from the above activity to fill the word pyramid below.

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2d. Going deeper into the text: Answer the following questions.

1. Explain the word ‘boon’ as it is used in the text.

2. According to you, what is Storyland?
3. Why did Soraya feel bad?
4. Using your own words, describe Mr. Sen.
5. According to you, why did no sound come out from Rashid’s mouth?

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2e. Read the text below carefully.

Haroun begged to be taken to whoever had decided to cut off his father’s story
supply as he wanted to solve the problem. Iff agreed to take him to Silent City
in Storyland. He even gave him a bottle of Wish-Water in case he wanted to ask
for a boon. Haroun discovered something that was beyond his wildest dream.
The overwhelming Storyland was an undiscovered moon. All stories in the
world were twisting and changing.

However, he also came to know that someone called Finished was opposed to
story-telling. His devious plan was to put a plug in the source of stories and
spread darkness in Storyland.

Haroun travelled through many hurdles and came to the Silent City where
he found a factory spilling poison into Storyland. The city was in the dark.
Haroun confronted Finished and asked him why he hated stories.

Finished replied, “I wish to control the world by putting an end to stories.”

Luckily, Haroun had one weapon: the bottle of Wish-Water. Therefore, he
wished that Finished would disappear. After the disappearance of Finished,
everyone was on cloud nine as the sun shone on Storyland again.

Rashid’s supply of stories returned and he told stories again. They went home
to find another surprise. Soraya, whose mission was to put an end to Finished’s
mischief, had finally returned home for good.

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2f. Read the following text and answer the questions below.

1. What did Iff give to Haroun?

2. Where was Storyland situated?
3. Why did Haroun travel to Storyland?
4. What was the plan of Finished?
5. What was the factory spilling into Storyland?
6. How did Haroun save everyone from darkness?
7. What happened to Haroun’s family at the end of the story?

2g. Going deeper in the text: Answer the following questions.

1. Using your own words, describe Finished.

2. What kind of ‘hurdles’ do you think Haroun could have faced during his journey?
3. According to you, what happened to Iff after Haroun saved Storyland?

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ACTIVITY 3: Boost your Vocabulary

3a (i) Haroun is learning how to make magic potions. Use the synonyms of the words in
brackets from the textbox to complete the recipe.

Twisting overwhelming hurdles devious confronted to

How to make somebody fly How to make someone super

strong

If you have an -_____________(irresistible)

If you are ____________ (faced with)
desire to fly, pour some spider juice in your
a bad person, you may wish to fight
shoes.
courageously.
Add a snail to stop unexpected

Look for a ____________ (winding) creeper

_______________ (obstacles) that you

from which you cut off a metre.

cannot handle.

But if you wear sandals and face difficult Pocket it and add 3 worms and 1 spider.

battles, repeat the previous step and fly Jiggle your pocket and earn some muscles

over your ____________ (tricky) enemies. power.

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3a (ii) Imagine you are Haroun and are facing an evil witch. Using the words in the
textbox on page 129, write some sentences to narrate your encounter with him.
You may start with the following sentences:

Cruella, the witch, had an overwhelming desire to end all magic practices in the world. She wanted

to be the only witch ______________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3b. Write the meaning of the idioms in Haroun’s Idiom Booklet.

To feel heavy-hearted

My Idiom

Booklet Meaning:
By: Haroun

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To spill his poison To jump on the opportunity

Meaning: Meaning:

Being a life-saver Everyone was on cloud nine

Meaning: Meaning:

To break down into tears Beyond his wildest dreams

Meaning: Meaning:

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ACTIVITY 4 : Adverbs of Purpose

4a. Read the following extract and observe the words in bold.

A long time ago, in China, lived a girl whose name was Mulan. Since
Mulan’s father was too old to fight, he taught Mulan the art of fighting.
Hence, Mulan knew how to use a sword and ride a horse. Although
at that time, girls were not usually taught these skills, Mulan’s father
believed that everyone should learn how to fight. Therefore, he
trained Mulan to become a strong warrior.
Disney Sunday’s “Mulan”

The words in bold are called adverbs of purpose. Adverbs of purpose are words
that express the reason or the aim (target) of an action. ‘Since’ and ‘hence’
are adverbs of purpose.

4b. Complete the story by filling in the blanks using the adverbs of purpose from the
textbox.

Since therefore hence

______________ there was going to be a war, government officials sent warriors to Mulan’s

village to recruit men for the army. As Mulan’s father was too old to survive another war,

Mulan decided to take his place. She had no choice __________ her brother was too young.

______________, Mulan announced her decision to the government officials. But the army

did not want girls. On the day that the army was going to war, Mulan wore her father’s armour,

________________ disguising herself as a man. ________________ she resembled her father,

the warriors recruited her.

4c. In a few sentences of your own, say what happened after Mulan joined the army.
Use adverbs of purpose in your sentences.

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ACTIVITY 5 : Transforming Verbs and Nouns into Adjectives

5a. Read the following extract and pay attention to the words in bold.

After polishing his lamp, Aladdin was surprised to

see an impressive genie appearing. He got the
impression that the genie was very powerful. The
genie had so much power that he empowered
Aladdin by granting him a wish. Aladdin became rich.

Disney’s “Aladdin”
The genie had impressed him.

5b. Fill the table below by putting the words in bold in the right column. Discuss how
adjectives are formed.

Teaching tip:
Teachers can remind students how adjectives are formed.

Nouns Verbs Adjectives

REMEMBER

An adjective is a word that describes a noun by giving information about a

noun`s shape, size, age, colour, feelings, condition, appearance and quantity.

The most common way to form an adjective out of a noun or verb is to add a
suffix at the end of it.

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5c. Work in groups to complete the table below.

Nouns Verbs Adjectives

beauty

to help

rebellious

strength

to love

scary

to sweeten

harmful

5d. Fill in the blanks by forming the correct adjectives from the nouns or verbs given in
the brackets.

The Once upon a time, there was a __________________

Princess (beauty) princess who had a __________________ (gold)

and the ball. She lived in a palace with her __________________

Frog (adore) father, the King, and her seven __________________

(elegance) sisters. At the end of the garden, there was a

__________________ (depth) dark lake. When the weather

was __________________ (heat), the princess liked playing

near the lake. Unfortunately, one day she dropped her ball

into the water. She was very __________________ (sadden),

and started to cry. Suddenly, she heard a voice telling her

not to cry. She opened her eyes and saw a big green frog.

She asked the frog to help her get the ball. But the frog

accepted to do so only upon the condition that he would be

allowed to live with the princess in the __________________

(amaze) palace.

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ACTIVITY 6 : Modals

6a. Read the conversation between Merlin and Jack, The Pirate.

Could you pay before we start?

I am not sure I can do that.

Oh, you should pay before we start.

I will pay after we finish. I don’t

want to be fooled.

We should reach a compromise. You

could pay first, then we can start.

In that case, could you take

sugar candies as payment
instead of gold coins?

Indeed, I can do that.

We use modals to indicate if something is a request or an obligation.

• Could is used to express possibilities and make suggestions.
• Should is used to express obligations.

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6b. Read the extract below and fill in the blanks with either ‘could’ or ‘should’.

“Close the door behind you,” Cinders’ grandma shouted.

Cinders froze at the door.

“________________________ you please close the door behind you?” Grandpa repeated.

Cinders turned slowly and tried to close the door.

“You ________________________ stop being so nice to him,” Grandma grumbled.

Grandma said, “Your school called and said that you were absent today. Where were you? You

________________________ have got us into trouble!”

“Grandma, I was ...” Cinders felt tears coming up.

“Oh, stop it, Maddy! You ________________________ be soft on the motherless child!” Grandpa

snapped at his wife.

Cinders thought that he ________________________ be nice to Grandpa. He had been nice to

him ever since he came here.

Cinders muttered, “I wanted to get mum some flowers but I ________________________ not

find the way to her new home.”

“Alright, but you ________________________not do this again! Next time, ask us first!” Grandma

said sternly.

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ACTIVITY 7 : Just For Fun

7a. Read the text below carefully.

The Story of Victoire, The Ghost

Granny, would you

please tell us a story?
Let me tell the story of
Victoire, the ghost.

One day, I went to Cascade Victoire to look for

acacia seeds. Few people dared to venture there!

Tell us why! Tell us why, granny!

The region was thought to be haunted by a

young slave called Victoire. It was said that
Victoire had disappeared there.

Oh! Really!

That day, I had climbed the highest trees and

got lots of seeds. I was so happy thinking of the
amount of money I’d get. Suddenly it started
raining.

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What did you do then?

I quickly ran into a cavern to seek shelter from

the rain. I was frightened to death when I saw
a big fire and heard eerie wails.

Who was wailing?

At first, I could see no one and only heard the

wails. Then, by the fire, I spotted a strange
shadow.

What did you do?

I looked at the shadow and my heart skipped

a beat. It seemed to be hovering over the fire.

Who was it?

It was Victoire! I dropped everything I had and

ran from the cavern. I never set foot there again!

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7b. Imagine you are Victoire, the ghost. Write your story in the diary entry below.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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ACTIVITY 8 : Past Conditional Tense

8a. Read the first part of the story below and pay attention to the words in bold.

Teaching tip:
Guide students to read the first part of the story and ask them to share their
observations regarding the grammar structure and use of the Past Conditional.
Provide additional examples and explanations, if necessary.

The Stonemason’s Wishes

Once there was a stonemason carving a block of stone in

the sun. As it was getting hotter, he lost his temper and said
to himself, “If I were the sun, I would not have to sweat like
this.”

Suddenly, he noticed some clouds. They covered the sun

and he realised that the sun was not that powerful. He
wondered, “If I were the clouds, I could cover the sun.”

Suddenly a strong wind blew. He was so happy on seeing

the winds bending the trees. He changed his wish and said,
“If I had the powers of the wind, I would be the strongest
in the world.”

Past Conditional Tense:

We use If + past simple and could/ would + verb to express dreams, desires, wishes that

can never be fulfilled in the present moment.

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8b. Continue reading the story and fill in the blanks with the appropriate tenses.

It was not long before the Stonemason changed his wish again. He saw that the winds could
not move a huge stone.

“If I __________________ (to be) the stone, no one _____________________ (can move) me.’’

He suddenly remembered that he was a stonemason and that he had the tools to shape stones.

“If I _______________________ (to have) the powers of a hammer, I

_________________________ (can break) everything.”

He realised that the hammer would not be able to do anything without the Stonemason.

Surprisingly, he was not disappointed as he had learnt his lesson. To amuse himself, he made a

list of wishes, hoping that one day one of them would come true!

“If I _________________________ (to have) children, they ______________________ (will help)

me in my job.”

“If I ______________________________ (to know) how to sing, I _________________________

(will change) my job.”

“If I _____________________________ (to own) a ship, I __________________________ (will

go) on a world tour.”

“If I _______________________________ (to have) a magic wand, I ____________________

(will turn) everybody into robots.”

(Adapted from: http://chinese-story-collection.blogspot.com/2010/12/stonemason-wish-taoism-

story.html)

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ACTIVITY 9 : Writing - Story Writing

Choose a story element from each column. Once you have all the elements, use them to
create your story!

Teaching tip:
Get students to pick the different elements by drawing lots, to allow for a creative mix of
elements. Get them to create a plot, then guide them to write their own story.

Helper (characters Antagonist

Scenario (the plot of
Protagonist (YOU) that help you in (Villains/Problems
your story)
your journey) encountered)

A Prince/Princess Chikara, the Centaur Fiery dragon

On a quest to find
a lost treasure or
magical jewel.

A Warrior Panchi , Wicked Witch

the Hippogriff
On a mission to save
the world from a
terrible sorcerer.

A Superhero (with Duba, the good Elf Evil leprechaun

super powers of your
choice) On a mission to
rescue the kidnapped
King/Queen.

A beast under curse Oba, the lion Basilisk

On a search for an
exciting adventure.

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A Pirate Serena, the mermaid Troll

On a mission to find
your lost family.

An ordinary boy/girl Feya, the fairy Cerberus

On a quest to find the 3-headed dog
a cure for a terrible
curse/calamity that
has befallen your
country/kingdom.

Example of a storyline: You are an ordinary girl on a mission to rescue the king. You get help
from a fairy to fight a fiery dragon.

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ACTIVITY 10 : Sentence Writing

10a. Using different types of Complex Sentences.

Jumbled Sentence Writing. Match the parts of the sentences together to read part of the
story of the ‘Little Girl with the Matches’.

It was a cold
as snow was falling.
winter’s night

she had lost them

Along the street, whilst running
across the street.

Since her slippers she did not have

were too large, money.

walked a poor, small

Her feet were all blue girl, wearing no
shoes.

Given that she had

sold no matches because of the cold.
since the morning,

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she walked through

Although she felt the streets as she
very cold, had not sold any
matches yet.

enveloping her in
She felt so cold
cold again.

that she decided

To keep herself
to sit between two
warm,
houses

As its light was so

she lit a match.
bright and hopeful

Suddenly, the light she felt as if she

went out, was sitting in front
of a fire.

10b. How do you think the story ended? Write the ending, using different types of
complex sentences.
Teaching tip:
Teacher can narrate the story of the ‘Little Girl with the matches’ to the students and get
them to conceive alternative endings. Teacher can also get students to predict the ending.

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 Unit 6 I Let’s Respect Each Other

Let’s Respect
Unit Each Other
6 Looking Forward

This unit aims at exploring how to respect differences.

You will listen

• to a speech

You will speak

• about gender differences and debate about
it

You will read

• a poster

You will write

• a magazine article

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ACTIVITY 1 : Communication Skills

1a. Listening - Listening with Empathy

Listen to the speech of Michael.

Listen again and discuss the following in groups:

1. What is the message of this text?
2. How would you feel in the place of Michael when he was bullied?
3. Do you think being different is wrong? Explain your answer.

Teaching tip:
Get students to share opinion on bullying before they listen to the audio.

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1b (i) Speaking - Debate

Read the following conversation between two siblings, Jenna and Brian, who are
discussing their toys.

Brian, look at my castle! I’m so happy Mom

and Dad gifted me my dream house!

Wow! Your castle is lovely. I got trucks. Again!

Trucks for Christmas, cars for birthday, guns
for New Year…

I thought you liked your toys. Didn’t you ask

for them?

Yes, I did, but I’m bored now. I want a castle

too.

You want to play with my castle? I will be the

dad and you can be the mum. Dads always
work. So, I will go to work. You will stay in,
cook and look after the babies.

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Unit 6 I Let’s Respect Each Other

In pairs, share your opinions on the following:

• Should boys and girls have different types of toys? Why do you think so?

1b (ii) Let’s debate

Jenna says, “Dads always work”. Do you agree? In different groups, debate Jenna’s statement.

Teaching tip:
Explain the rules of debating to students. Brainstorm on the statement before
you get the students to debate in groups.

ACTIVITY 2 : Reading Comprehension

2a. Look at the comic strip below. Write a few lines to describe what you see.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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2b. Read the text below carefully.

Being Different

Educational
Outing

“…Jiavesh, Eshan, Zaina, Gael, Anais, Aron and Mei-Lin,” called out Mrs Sheela.

“I didn’t hear my name, Madam,” said Stella, timidly.

“I’m afraid you won’t be going for the educational outing,” said Mrs Sheela, hesitantly.

“Why?” asked Stella.

“ We will be visiting the museum and the nature park. You won’t be able to accompany us because
you are disabled.”

Stella, a wheelchair user, looked at everyone. She felt sad that she was being confined and would
not be able to go for the educational outing. She could not understand why she could not go.

“Why can’t Stella go?” Jiavesh asked the teacher.

Gael, one of their classmates, blurted out, “Stella can’t walk!”

Half of the class laughed loudly. Zaina added that Stella would be slowing the class down. At these
disparaging remarks, tears started rolling down Stella’s cheeks.

Anais, in a firm tone, recited one of the school’s pledges, “Respect each other by giving equal
opportunities to everyone to participate in academic/extra-curricular activities.”

Anais added, “Don’t you know that Stella is our friend? She is also the pride of our school as she is
among the best performers. How can her wheelchair be a problem, then?”

Jiavesh agreed with Anais, “We should not hesitate to help Stella move around. After all, we all have
an equal right to education!”
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Unit 6 I Let’s Respect Each Other

2c. After reading the passage, answer the following questions.

1. Tick the box to indicate whether the following statements are true or false. Quote a sentence
from the passage to justify your answer.

(i) Mrs Sheela allowed Stella to go on the outing. T F

______________________________________________________________________________

(ii) The class was going to the seaside. T F

______________________________________________________________________________

2. Why was Stella not allowed to go for the educational trip?

3. How did Stella feel upon learning that she would not be going on the trip?
4. How did Jiavesh and Anais support Stella?
5. Choose an appropriate title for the passage.
a The School Outing
b Stella’s Adventure
c Respect each other’s difference.

2d. Going deeper into the text: Answer the following questions.

1. According to you, should Stella be allowed to go on the outing? Why?

2. If you had been in Stella’s place, how would you have felt?
3. “After all, we all have an equal right to education!” What do you think about this statement?
4. Do you think it is important to respect each other’s differences?

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2e. Read the text below carefully.

We’re Superheroes
LDTV launched a new advertising campaign some days before the opening of
Singapore 2016 Olympic Games for athletes with a disability. The campaign was
called ‘We’re Superheroes’.

It is a three-minute advert which celebrates the abilities of people with a range of

impairments. These people are capable of doing both extraordinary and everyday
tasks as well as any able-bodied person can. There are inspirational scenes where a
mother with no arms holds her baby with her feet and children with prosthetic limbs
run, jump, and play football.

Disabled people face a lot of discrimination. They are very often excluded. Maria,
director at LDTV, states that she hopes the advert will change the way people think
about disability. “Look at the dictionary definition of disability! It’s very negative.
And we want to do something to change this attitude!”

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Unit 6 I Let’s Respect Each Other

2f. Answer the following questions.

1. In which year was the campaign ‘We’re Superheroes’ launched?

2. Who created the campaign?
3. Where were the Olympic Games for handicapped athletes held?
4. Why was the campaign launched?
5. What did Maria expect the advert to do?

2g. Going deeper into the text: Answer the following questions.

1. Explain the following expressions as used in the passage: ‘able-bodied’ and ‘prosthetic’.
2. Discuss in groups and give a few examples of discrimination against people with
disabilities.
3. Have you ever witnessed any inspirational scene as described in the text? Give some
examples.
4. What will you do if you witness the shaming of someone disabled?
5. Do you think the meaning of the word ‘disability’ is negative? Explain why.

ACTIVITY 3 : Boost your Vocabulary

3a (i) Complete the crossword.

1 2

4 5

ACROSS
4 Prevented someone from taking part in something
Teaching tip:
6 Diminished in function or ability.
Draw students’ attention to vocabulary
7 Unjust treatment of people, because of race, age, or gender differences.
used in the two comprehension texts.
DOWN
1 A person having a physical or mental condition that limits their movements, senses, or activities.
2 A feeling of admiration for someone.
3 Mocking.
5 Inability to leave one’s bed, home, or a wheelchair because of illness or disability.

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3a (ii) Read the song below and fill in the blanks with the appropriate vocabulary from
the crossword.

For the crime of being different,

For the crime of being slow

For the crime of having an _______________________________

For the crime of being _______________________________ to a chair,

we sentence you to go

Where you will be with others

Where you will be _______________________________

out of sight and out of mind

Where you will be a victim of _______________________________

The sentence is quite final,

there can be no appeal

You have no right of protest,

You can only listen to the _______________________________ remarks

Tears well up in your eyes

You are not given the _______________________________ that you deserve

For the crime of being different,

For the crime of being disabled

we sentence you to go
ne and on
oro ef
To places where you will have no access f
or
ll
A

Where you be subject to discrimination

all

Where your difference will not be appreciated and loved.

Adapted from Jeff Moyer’s “For The Crime of Being Different”

Teaching tip:
Get students to discuss the intentions of the singer.

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3b. Match the following words with their definitions.

Special education unable to move part of the body

Paralysed accomodating students with disabilities in

classrooms

Learning difficulty having the same rights and treatment as

everyone

Equality instruction for students having special

needs

Inclusion having a condition that makes learning hard

ACTIVITY 4 : Convert Adjectives into Adverbs

4a. Read the following charts and observe the words that are in bold and underlined:

Our classroom charter Our classroom charter

We want the atmosphere in our We want the atmosphere in our
class to be a positive one. class to be a positive one.
• Be courteous • Behave courteously
• Be respectful • Behave respectfully
• Be fair • Treat everyone fairly

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The words in bold in the first charter are called adjectives. Adjectives can be
converted into adverbs (words underlined in the second charter) by adding
the suffix -ly at the end of the adjectives.

4b. Complete the following classroom charter by converting the adjectives in brackets
into adverbs. The first one has been done for you.

Our classroom charter

• We want our class to be a place where students cohabit happily (happy)

• Greet our friends _____________________ (warm)

• Treat everyone ___________________________ (equal)

• Follow instructions _____________ (careful) and __________________ (close)

• Listen ________________________ (attentive)

• Work ___________________________ (serious)

• Work ______________ (quiet) without interrupting others

• Speak_____________ (respectful) and ___________ (polite) to friends and

teachers

• Help and support each other_____________________ (mutual)

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ACTIVITY 5 : Conjunctions

5a. Read the following text, paying attention to the words in bold.

HOME FEATURES LIFESTYLE TRAVEL MUSIC ABOUT US CONTACT US

Travel Blog
Whenever I fly to a new country, I do as much research as I can about that country. Wherever
you go in Chile, if you eat with your fingers, people think that you are rude. Whenever
you are in India, you should remember to use your right hand when you are eating. It is
considered dirty to eat with the left hand. Wherever you go in the world, you should try to
learn about the culture of the country you are visiting and show respect towards that culture.

The words in bold, ‘whenever’ and ‘wherever’, are subordinating conjunctions

and are used to connect parts of a sentence.
Whenever means every or any time something happens.
Wherever means to/in any or every place.

5b. Fill in the blanks of the conversation below with either ‘whenever’ or ‘wherever’.

________________ you are in China, you should

not blow your nose in public. Did you know that
people will think you are rude if you do that?

Really? I never thought that this could be

considered rude. How should I behave if I go to
China?

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________________ you go to visit someone’s

home in China, you should remember to remove
your shoes as not removing your shoes will be
considered a sign of disrespect.

I did not know that! Do you know that different

countries over the world have different cultures
and ________________ we are visiting a new
country, we should learn about the culture of
that country.

Yes! ________________ I will go now, I will

research on the culture.

You know, even in our country, there are

different cultures. ________________ there is a
Catholic funeral, people wear black because they
are mourning. But ________________ there is a
Hindu funeral, people wear white clothes.

I did not know that colours have different

meanings for different cultures.

5c. It is your turn now to carry out research on a country and its culture. Share what you
have discovered using the conjunctions ‘whenever’ and ‘wherever’.

Teaching tip:
This can be done as a written or an oral activity. Get students to work in pairs
or groups.

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ACTIVITY 6 : Gerunds

6a. Read the text below to find the ‘mystery’ about the man’s job.

Telling my children about my job, was impossible for me. I did not
want them to feel ashamed. When my youngest daughter asked me
what I did, I told her that I was a messenger. Taking a bath in the public
toilets helped me hide the truth. People always humiliated me but I
only wanted to send my daughters to school. I never wanted anyone
to laugh at them. Cleaning the public toilets and clearing the rubbish
were what I did. I was a cleaner.

The words in bold are verbs ending with -ing but they are not used as verbs.
Here, they are used as nouns.
These nouns, formed from verbs, are called gerunds.

6b. Fill in the blanks with the missing gerunds.

It was the day to pay my daughter’s college

admission fees, but I could not manage to get
them. I could not work that day. ____________[sit]
beside the rubbish, __________ [try] hard to hide
my tears, I sat heartbroken. ______________ [look]
at me, the other cleaners did not know what to tell
me. I would not be able to face my daughter. After
work, all the cleaners came. _________ [squat]
beside me, they asked if I considered them as brothers. Before I could answer, they each handed
me some money. When I refused, they got up _________________ [say], “We will starve today if
needed, but our daughter has to go to college.” I couldn’t reply. That day, I did not take a shower;
I went back to my house as a cleaner.

Teaching tip:
Draw attention to the use of double consonants for some verbs in the formation of the gerunds.

6c. Write a few lines, using gerunds, to end the story.

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ACTIVITY 7 : Just For Fun

7a. Read the text below carefully.

The days of Apsrtheid

As a white young boy growing up in South Africa,
I saw many strange things happening to the Blacks
around me.

I lived in the white suburbs. I remember the days

I could hear loud whistles and shrieks of running
people! Then, ugly trucks carrying the police would
come. They would stop with a screech. The policemen
would rush out with batons and whips in hands,
running after terrified Blacks, mostly old women.
They would be caught and violently put in the trucks.
The police were going around searching for Blacks
who did not have passes to be in White areas.

I remember the day I wanted to play jazz with

the gardener who was a jazz musician. He said he
couldn’t because he was Black. According to the laws
of Apartheid, Blacks could not socialise with Whites
where the Whites lived. I remember being extremely
angry and confused.

The turning point in my life came when I was still a

young boy. After teasing my Black nanny one night,
when she was babysitting us, I called her a ‘Kaffir.’ As
long as I live, I shall always be ashamed of what I said
to her. I knew at that time that the word was bad, but
I used it to hurt. And when I saw pain in her eyes, I
felt as though someone had broken my heart. It hurt,
and when I think about it today, it still brings back
that pain.

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GLOSSARY

Suburbs: the borders of a city

Shrieks: screams
Screech: loud piercing sound
Batons: sticks
Jazz: a type of music that came from African-American communities
Socialise: interact with others
Kaffir: an insulting term for a black African

7b. Imagine and write the conversation between the boy and the gardener when they
talked about why they could not play music together.

Teaching tip:
You can get students to brainstorm about what each character might be thinking and feeling
before filling the speech bubbles. You can get them to roleplay the conversation after.

7c. In groups, carry out research on Apartheid and its effects. Share your findings with
the class.

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ACTIVITY 8 : Phrasal Verbs

8a. Read the poem and fill in the blanks with the prepositions given below.

Up out down along

Because I’m different, my classmates don’t hang _________ with me,

Because I’m different, they shut me ______________,

Because I’m different, they push me ______________,

But I don’t give _______________.

I say,

“I’m different but I can get _______________ with those you can’t.

I’m different but I can speak ________________ for those who can’t.

I’m different but I can cheer _________________ those who feel _____________.”

Teaching tip:
After completing the exercise, students can be encouraged to read the poem
aloud with expression.

REMEMBER

Do you remember what the expressions formed are called?

They are called Phrasal Verbs.
Phrasal Verbs consist of a verb and a preposition or adverb.
The preposition or adverb can change the meaning of the verb.

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8b. Complete the sentences by using the most appropriate phrasal verbs that you have
learnt in activity 8a. Use the Simple Present Tense.

(i) We are not ashamed to _________________________ with our classmates who are different.

(ii) Our teachers always _________________________ the students who are discouraged by

disparaging remarks.

(iii) As a prefect, I don’t _________________________ and I continue to fight against

discrimination at school.

(iv) Many students ___________________________ when they are not treated equally and get

depressed.

(v) We make an effort to ____________________________ with the new student who is not

like us.

(vi) People who are exploited must be encouraged to _______________________.

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ACTIVITY 9 : Writing - Magazine Article

9a. Write a magazine article on the following topic: Stop Child Labour.
In groups, organise your ideas in the graphic organiser below before writing your
article.

Teaching tip:
Allow students to discuss this issue to generate ideas. Provide instructions on
how the magazine article must be written (layout, length, writing style, etc.)
before they start working on it.

What does
the term ‘child
labour’ mean?
Give a few
examples of child Why do
labour. children
work?

Stop Child
Labour

Do you think
What are the children
effects of need to work
child labour? instead of
going to
school?

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You may start as follows:

Mag

Stop Child Labour

Child labour refers to adult work that is carried out by children. Many children begin working
at an early age, as young as 4 years old.

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ACTIVITY 10: Sentence Writing

10a. Using Passive Voice in Sentences.

Below you will find some information on some Nobel Peace prize winners and laureates.
Rewrite the sentences below using the passive voice.

“You should never let your fears prevent

you from doing what you know is right.”
~ Aung San Suu Kyi

i
Aung San Suu Ky
ace - 1991
Nobel Prize of Pe

(i) The dictator, U Ne Win, put Aung San Suu Kyi under house arrest for 15 years because
she spoke for human rights in Burma.

_______________________________________________________________________

_______________________________________________________________________

“Our lives begin to end the day we become

silent about things that matter.”
~ Martin Luther King

Martin Luther King Jr

Nobel Prize of Peace - 1964

(ii) Martin Luther King Jr had created a nonviolent resistance movement against racism.

_______________________________________________________________________

_______________________________________________________________________

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“Education is the most powerful weapon

which you can use to change the world.”
~ Nelson Mandela

Nelson Mandela
Nobel Prize of Peace - 1993

(iii) Nelson Mandela brought an end to apartheid in South Africa.

_______________________________________________________________________

_______________________________________________________________________

“When the whole world is silent, even one

voice becomes powerful.”
~ Malala Yousafzai

Malala Yousafzai
ace - 2014
Nobel Prize of Pe

(iv) Malala Yousafzai won the Nobel Peace Prize in 2014, when she was only seventeen
years old. The Taliban shot Malala Yousafzai in 2012 because she was fighting for the
rights of girls’ education.

_______________________________________________________________________

_______________________________________________________________________

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10b. Ask students to carry out research on other such inspiring personalities and write
sentences using the Passive Voice about them.

Teaching tip:
Get students to bring in class pictures of the inspiring personalities and a
famous quote as well.

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Ap p e nd ices
Appendix 1:
Unit 1: Let’s Bond

Activity 1 Listening

Transcript

Neeraj: Hi, is anyone sitting next to you?

Pierre: No, you are most welcome to sit here. What’s your name?
Neeraj: I’m Neeraj, and you?
Pierre: Nice to meet you, Neeraj. I’m Pierre. Welcome to our school.
Neeraj: Thank you. I’m so excited to be here! Everything is so new and refreshing. I’m looking
forward to making a lot of new friends.
Dan: Ha! Only for today, I’m sure your opinion will soon change. Not everything is nice here.
Pierre: Don’t discourage him, Dan! Our school is very nice.
Neeraj: Yes, I’ve taken a tour of the school. It is indeed very nice.
Dan: Ok. As you wish. Neeraj, come sit with me and Paul at the back. The next lesson is going
to be very boring ! We can play games! No one will know.
Pierre: Dan! If you play games during the lesson and don’t follow, then you will definitely find
it boring.
Neeraj: No thank you, Dan. I prefer sitting next to Pierre. I believe I should pay attention to
the teacher rather than play during a lesson. You should follow too. Maybe we can
play during recess.
Dan: Fine!
Pierre: Come, Neeraj. I think we’re going to be very good friends.

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Ap p end ices
Appendix 2:
Unit 2: Let’s Laugh

Activity 1 Listening

Transcript

Sameer, the Radio Jockey: Hello, boys and girls! Welcome to your favourite programme, ‘Let’s
Laugh at Funny One-liners’! Here are some of the jokes received from our listeners:
• I received a call from the school telling me that my son is constantly lying. I said “Tell him
he’s a good liar. I don’t have a son.”
• Why did the students eat their homework? Because the teacher said that it was a piece
of cake.
• Teacher: “Are you sleeping in my class?”. Student: “Well, now I´m not but if you could be
a little quieter, I may.”
• What is the difference between a teacher and a train? One says, “Spit out your gum,” and
the other says, “Choo choo choo!”
• Why did the teacher jump into the water? She wanted to test the water!
Ok, boys and girls! Now send a message to let me know which one liner you found funniest.

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Ap p e nd ices
Appendix 3:
Unit 3: Let’s Explore

Activity 1 Listening

Transcript

wanted: ASTRONAUT!
Do you have what it takes to #Be An Requirements
Astronaut? o Ability to work as part of a team
o You must be physically fit o Have problem-solving skills
o You need at least three years’ o Be able to work under pressure
experience in space research o Knowledge of Maths and Science
o Age is not a restriction o Be ready to undergo extensive
training

Do you have curiosity to find new things?

Do you want to be part of history?
If yes, then you should become an astronaut! Where the sky is
no longer the limit…
Join us for your #DreamJob now! #BeAnAstronaut

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Ap p end ices
Appendix 4:
Unit 4: Let’s Create

Activity 1 Listening

Transcript

Let your life be your art.

The way you move your body
As you work, on the street, in the forest, in the kitchen.
Allow your hands to dance as you prepare dinner,
Rhythmically chopping, and stirring, and mixing,

And performing magic.

Let your life be your art.

The way your feet lovingly graze the earth
Like paint-strokes on a canvas
Sketching the soil, each step with a brilliant palette
Of gentleness, care, lightness.

Adapted from Alix Koloff’s poem, “Let your life be your art”

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Ap p e nd ices
Appendix 5:
Unit 5: Let’s Imagine

Activity 1 Listening

Transcript

The sounds of crickets chirping

The sound of drums
The sound of the rattles
Loud voice shouts, “Oye!Oye! Let’s meet around the campfire and listen to Mbaku!”
Giggling and cheering of the children
Thumping steps
Crackling fire

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Appendix 6:
Unit 6: Let’s Respect Each Other

Activity 1 Listening

Transcript

Actually, as I grew up, I was bullied. I looked different. I tried my best to fit in, by acting like
everyone else. I always feared disappointing people around me. But I did not succeed in being
like everyone else.

I used to pretend everything was fine, because I thought no one would understand me. I never
shared my pain. You only ask for help if you believe someone can help you. And I didn’t.

I kept believing that no one would care about me. But one day, finally, I realised that I was
wrong. I thought if even one person listens to my story, it is worth speaking out. I thought I
could help someone even if no one had helped me.

Let me send a message to that kid who is being bullied. There is someone watching, listening
and caring. I want to tell that kid or teenager or adult that he or she is loved, and they are not
alone.

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