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12th Class Text Books

The final year of the intermediate is very crucial for the students as they are trying to achieve maximum marks by getting their hands on 12th class text books timely in order to start their preparation before the session.  The students are advised to stop wasting their precious time while going on the hunt of books all over the book stores and stay at home and start gaining benefits from online books. 

Our website is serving the purpose of providing 2nd year textbooks pdf to the students which are free to download all over Pakistan at the time that suits best to the students. In this article, you will find the books related to your subject groups and the way to download them.

12th Class Books for ICS, ICOM, and FSC:

In order to download 12th class text books , all you have to do is VISIT our website campus.pk and get registered. You will receive a warm welcome from the already present members. Now you can easily find PTB Textbooks for your ease. Students of I.Cs and I.Com are informed here that their subject group textbooks like Accounting , Finance, and Economics , etc. are also available here along with the Science group books.

Download 2nd year Books According to Your Subject Groups:

When the students have passed the 11th class board exam, they have already chosen their subject groups as per the combinations provided by their respective boards. PTB books are available on our website and the students can download free books by just one click e.g. F.Sc books free download is being done frequently from our website. 

The students who have chosen the Science group can find 2024 textbooks here for downloading and include the following subjects:

• Physics 

• Chemistry

• Biology

• Mathematics

• English

• Urdu

• Pakistan studies

• Islamiat

The students who have chosen the Fine arts group, computer science and I.Com can find the following subject books here:

• Statistics

• Persian

• Islamiat elective

• Fine arts

• Commercial geography

• Computer science

• Principle of accounting

• Civics

• Sociology

• Islamic history

• Business statistics

• Economics

• Punjabi

• Education

• Psychology

• Banking

So get ready to enjoy the vast range of free textbooks right now!

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BA ADP Recommended Books in Pakistan 2024

BA ADP preparation for the final exam is very important, therefore students require good BA ADP Books and you will find all the latest BA books on this page. Books provide more in-depth knowledge that students cannot obtain from attending tuition and would require extra effort to obtain the desired benefits from ba preparation books.

BA ADP Books 2022

Some of the recommended BA english books are skill worker by surriya shafi, a selection of modern english essays by sajjad sheikh, a new anthology of english poetry by shoaib bin hassan, the old man and the sea by earnest hemmingway and among others. The context of all preparation books may vary but their main idea or knowledge remains the same among all educational boards of pakistan.

BA ADP Books Value

Students can also check recommended BA ADP books, that are advised by prospective student's teachers or lecturers in their college or university. Recommended study material and books on BA or associate degree programs can also be obtained through their college bookshop or library. Students who wish to pass their final exam with high marks can acquire or obtain recommended study books through senior students who have completed their studies. Students can obtain their desired ba/adp books in pdf format through the following links available on this page. Books in PDF will be available, soon.

BA ADP Compulsory Subjects Recommended Books

Here you can check the complete detail of associate degree program or BA program recommended books of compulsory subject. Check the adp recommended books  with author name now:

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Hi SoftSolutions

Balochistan University Announced BA/BSc Examination Schedule 2022

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NCERT Books

B.Ed Books & Notes PDF Download for All 2 Years – Bachelor of Education Reference Books for All 4 Sems

B.Ed Books & Study Materials in PDF for All Semesters: B.Ed Full form is Bachelor of Education, which is an undergraduate academic course. This type of teaching course was controlled by the legislative body i.e., National Council for Teacher Education. The B.Ed course is the UG degree necessary for teaching in higher primary schools and high schools. So, Download B.Ed 1st, 2nd year Books & Notes PDF for free from the provided links below.

Also Refer: B.Sc Books

B.Ed Books PDF – B.Ed Course Structure and Syllabus for All Years

Bachelor of Education Course (B.Ed) can also be studied via Correspondence or Distance Learning which is usually of 2 Years duration. Here, you can find all years B.Ed Course Syllabus and Structure for kick off your exam preparation and score highest marks in the exams.

Subjects or Topics Studied in B.Ed. 

• Education, Culture, and Human Values
• Philosophy of Education
• Educational Evaluation and Assessment
• Holistic Education
• Educational Psychology
• Guidance and Counselling

List of B.Ed Courses

• B.Ed. (Maths)
• B.Ed. (Natural Science)
• B.Ed. (Home Science)
• B.Ed. (Physical Science)
• B.Ed. (Social Science)
• B.Ed. (Biological Sciences)
• B.Ed. (Computer Science)
• B.Ed. (Business Studies)
• B.Ed. (Information Technology)
• B.Ed. (Accounts)
• B.Ed. (Commerce)
• B.Ed. (Economics)
• B.Ed. (Geography)
• B.Ed. (English)
• B.Ed. (Sanskrit)
• B.Ed. (Arabic)
• B.Ed. (Malayalam)
• B.Ed. (Tamil)
• B.Ed. (Vocational)
• B.Ed. (Special Education)
• B.Ed. (Special Education – Locomotor and Neurological Disorder)
• B.Ed. (Special Education) (Learning Disability)
• B.Ed. (Special Education) (Mental Retardation)
• B.Ed. (Education of Handicapped)
• B.Ed. (Special Education) (Visually Impaired)
• B.Ed. (Child Development)

Download B.Ed Books & Notes in PDF for All Semesters – 1st Year & 2nd Year

Students can Download Books, Notes & Study Materials of B.Ed Course in PDF formats from the following download links attached here in this below table.

B.ed Textbooks

• Basics in Education
• Pedagogy of Science: Physical Science Part I
• Pedagogy of Science: Physical Science Part II
• Pedagogy of Mathematics
• Class VI Science Teacher’s Handbook
• Additional content in Chemistry based on Revised syllabus
• Additional content in Mahts based on Revised syllabus
• Additional content in Bio based on Revised syllabus
• Online Chemistry book part 1
• Project books on Environmental Education
• Four Decades of National Science Exhibition for children
• Vigyan Shikshakshastra Bhautik Vigyan Part 1
• Vigyan Shikshakshastra Bhautik Vigyan Part 2

B.Ed Reference Books & Authors for 1st & 2nd Year

Below is the list of some Reference Books for the Bachelor of Education (B.Ed) course for the students who are pursuing B.Ed 1st year and 2nd year UG degree to start their preparation. Also, we have given its author details along with B.Ed Reference Books for all course subjects here. So, refer to them and read all B.Ed Syllabus before exams.

• Russel, J., (2004), Teaching of Mathematics, Campus Book International, New Delhi.
• Rusk: The Philosophical Bases of education.
• Agarwal, J.C.: Essentials of Educational Technology.
• Oad.L.K.: Shiksha K; Darshanik Evam Samaj Shastriya Pristhabhoomi.
• Misra, K.S.: Shiksha Manovigyan Ke Naye Kshitij
• Pandey R.S.: Shiksha Darshan.
• Hurlock E.P.: Child Development.
• Ruhela S.P.: Shikhsa ka Samajshastra.
• Singh. A.K.: Shiksha Manovigyan.
• Psychology: Anmol Publishers.
• Pandey R.S. Shiksha Manovigyan.
• Dandapani S.: A Textbook of Advanced Educational
• Gary, K. & Kingsley, H. L.: Nature & Conditions of Learning
• Agarniai, J.C.: Principles & Methods of Teaching.
• Kochhar, S.K.: Methods & Techniques of teaching.
• Sidhu, K.S. (1982), Teaching of Mathematics, Sterling Publisher Pvt. Ltd. New Delhi.

Top Colleges List offering Bachelor of Education (B.Ed)

• Bangalore University, Bangalore
• Annamalai University, Cuddalore
• Panjab University – PU, Chandigarh
• Amity Institute of Education, New Delhi
• Indira Gandhi National Open University – IGNOU, Delhi

Check the Following Links for more information,

• B.Tech Books

We’ve shared B.Ed books and notes pdf download links for all semesters above along with Bachelor of Education Reference Books for core subjects. Hoping that these B.Ed Notes & Reference Books will helpful for you at the time of your exam preparation.

Any university and affiliated college students can download provided Notes and study materials for the B.Ed course from here for free of cost. Also, share this article with other B.Ed candidates who are looking for Bachelor of Education Books in PDF for all semesters and assist them to prepare for the examinations.

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BA Part 2 all subjects notes PDF

B.a part 2 english complete notes, b.a 4th year economics notes, ba 4th year punjabi notes, b.a part 2 education notes, ba civics notes pdf, b.a education notes 4th year, b.a islamiat notes pdf part 2, ba 4th year sociology imraniat notes, b.a 4th year persian notes, 5 comments:.

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Using Graphic Novels In Education: March: Book Two

Welcome to Using Graphic Novels in Education , an ongoing feature from CBLDF that is designed to allay confusion around the content of graphic novels and to help parents and teachers raise readers. In this column, we examine graphic novels, including those that have been targeted by censors, and provide teaching and discussion suggestions for the use of such books in classrooms.

March: Book Two is the second volume of Representative John Lewis’s graphic novel memoire, co-written with his aide Andrew Aydin and illustrated by Nate Powell. March: Book One was a critically acclaimed bestseller and received the 2013 Coretta Scott King Honor Book Award from the American Library Association and was named one of the best books of 2013 by USA Today, The Washington Post, Publishers Weekly, Library Journal, School Library Journal, Kirkus Reviews, The Horn Book, Comics Alliance , and others. Book Two promises equal success .

March: Book Two details the real-life heroes of the 1960s, from the Civil Rights leaders of SNCC and the SCLC to the black and white protesters who risked life and limb for what was right. In Book Two , Lewis’s story continues with the events that took place on November 10, 1960, in Nashville, Tennessee, as “…our young organization had successfully ended segregation at the lunch counters downtown and turned its attention to fast food restaurants and cafeterias using the same strategy.” It then continues with events that took place in the South between 1960 -1963, culminating with the March on Washington on August 28, 1963.

March: Book Two begins with the SNCC’s success at integrating lunch counters in Nashville and their plans to go further. Through Lewis’s recollections, Aydin’s direction, and Powell’s art, we literally become active viewers as the following events unfold:

• Nashville’s nonviolent protests trying to enter movie theaters;
• CORE (Congress of Racial Equality) sponsored Freedom Ride to demonstrate how effectively the Supreme Court Decision of Boynton v. Virginia — which outlawed segregation and racial discrimination in busses and bus terminals in the previous year — was being upheld (or not);
• SNCC (Student Nonviolence Coordinating Committee)’s “Operation Open City,” designed to promote free employment practices;
• SNCC’s decision (after discussions with Attorney General Robert Kennedy) to register Black voters;
• SNCC’s change in leadership and conflicts over tactics;
• Dr. Martin Luther King, Jr.’s SCLS Birmingham Campaign; and
• the March on Washington on August 28, 1963

In Book Two , we also meet some wonderful — and not-so-wonderful — people. Civil Rights leaders highlighted in this volume include:

• Attorney General Robert Kennedy and his aide, John Seigenthaler (to whose memory the book is dedicated);
• Bayard Rustin, organizer of the March on Washington;
• A. Philip Randolph (founder of The Brotherhood of the Sleeping Car Porters and influential Civil Rights and Labor organizer),
• Dr. Martin Luther King, Jr.,
• Roy Wilkins of the NAACP,
• Jim Farmer of CORE,
• Whitney Young of the Urban League, and
• John Lewis of SNCC.

March: Book Two is beautifully written and illustrated. We read, see and feel, the tension in the South and in Washington as events unfold. As Lewis and Aydin narrate Lewis’s story, the power of these events and the tumultuous emotions and reactions they evoked are relayed through Powell’s powerful images. Lewis’s decision to tell his story in graphic novel form is used here to his advantage. The interplay of language, art, and design (choice of panel, font, and use of space) make the story come alive. As readers, we literally feel like we are there, observing, hurting, feeling, and cheering our heroes on.

The language alone is worthy of discussion (see below for details). The story weaves back and forth almost effortlessly between events of the 1960s and the historic inauguration of Barak Obama. Lewis shares famous quotes and snippets of speeches, while relaying his story with quotes, metaphors, and descriptions. The art and page design are instrumental in weaving the story pieces together as a whole and making this tumultuous period in our history come alive.

Finally, while Lewis introduces us to the giants of the Civil Rights Movement, he never loses touch with the fact that the real heroes were those who sacrificed their goals, their times, and sometimes their lives to advance civil rights. Furthermore, while Lewis was a key player, he modestly downplays his own role in the events. As a result, the book feels real and we feel like we are there with the participants, looking on and urging them forward.

Lewis’s Story in March: Book Two

March: Book Two begins where Book One left off with the inauguration of President Obama. It is now 10:17 a.m. and Lewis is greeted by a colleague in the House of Representatives before heading to the dais. In this opening scene, we’re hit with our first metaphor, as Representative Lewis is told to hurry, to which he replies, “There’s no need to hurry – I’ll end up where I need to be.” As he then proceeds to the dais, we turn the page and find ourselves in Nashville in 1960, being introduced the members of SNCC and their agenda.

As Lewis’s life unfolds in March: Book Two, we learn that with the success of the nonviolent protests at the Nashville lunch counters, the SNCC decides to expand their protests to fast food restaurants and cafeterias and then on to movie theaters. We see that their use of nonviolence is met with increasing uses of violence — from brutal beatings to being subjected to fumigation “used only for killing pests.” And we learn that after a march at a local movie theater, Lewis (along with 25 others) spent his 21st birthday (February 21, 1961) in jail.

In the next episode, Lewis details his role in the CORE Freedom Ride that was held one year after the Supreme Court Decision of Boynton v. Virginia . The ride was intended to determine whether Southern states were upholding the desegregation of busses and bus stations. Lewis notes that those accepted on the ride (there was an application process), “…learned local and state laws. Lawyers lectured us on our rights under the Boynton Decision, and what could be done if those rights were denied.” A few pages later, we learn that they decided, “If there is an arrest. We will ACCEPT that arrest, and if there is violence we will ACCEPT that violence without responding in kind…[BUT] We will NOT pay fines because we feel that, by paying money to a segregated state, we would help it perpetuate segregation.” Over the following pages, we learn of the numerous incidents of violence that protestors faced, including brutal beatings, explosions, and incarceration as they rode from Washington, D.C. toward New Orleans.

During the Freedom Ride campaign, which started out from Washington D.C. on May 4, 1961, we meet Attorney General Robert Kennedy and his aide John Seigenthaler and learn to what extent they worked to protect the Freedom Riders’ rights and to uphold the Boynton Decision. We also meet Dr. Martin Luther King, Jr. as he came down to Montgomery, Alabama, to join the protesters holed up in Ralph Abernathy’s First Baptist Church on May 21, 1961. We then follow the Freedom Riders through more violence and their arrest and imprisonment on June 15, 1961 at the Mississippi State Penitentiary, a.k.a. “Parchman Farm… the stuff of legends — dark legends.” Lewis notes that at “the Farm,” they were told to take off their shoes and clothing. “It was dehumanizing, as was our being forced to shave all of our facial hair as part of an effort to strip away our dignity — our very HUMANITY.”

From the Freedom Ride, we then get a peak at the SNCC and the growing pains it was enduring. As Lewis notes, “Our cause remained the same, but our methods were in question…More than a few of the 250 SNCC representatives in Atlanta that weekend argued that it should be acceptable to strike back if you’re hit.” He later notes — using an awesome visual metaphor in which the text is written inside a balled-fist punching Lewis in the face — that, “By the end of 1962, you heard people questioning whether SNCC should even BE a multi-racial organization.”

It was Lewis’s leadership role with the SNCC, however, that got him an invitation to go to the White House with other leaders to discuss President Kennedy’s proposed Civil Rights Bill. The administration’s concerns about the impending March on Washington were also discussed. Lewis’s SNCC leadership role meant he was included among the “Big Six,” along with A. Philip Randolph, Dr. Martin Luther King, Jr., Roy Wilkins of the NAACP, Jim Farmer (CORE), and Whitney Young (of the Urban League). It was the Big Six, along with Bayard Rustin, who organized and led the March on Washington. Book Two ends with snippets of speeches and of the controversy John Lewis’s speech caused.

To help readers more fully feel and understand those times, Lewis, Aydin, and Powell sensitively relate how painful this period was for everyone. As in the first book, Lewis narrates the pivotal events in his life through gentle conversation, while Aydin’s direction and Powell’s art enable us to interpret and feel his emotions and the resulting consequences.

Throughout March: Book Two , Lewis, Aydin, and Powell relay:

• The effects of segregation and the painful and all-too-gradual upheaval of the Jim Crow laws in 1960s;
• The power and struggles of social gospel and non-violent protest in times of civic unrest;
• The growing pains of the Civil Rights Movement, during which some wanted to meet violence with violence, forgoing their earlier nonviolent dictum;
• The fights fought and barriers overcome by Black and White champions of the Civil Rights;
• The power of the peoples’ voice in a democratic republic;
• The powers and limits of local and national government, especially in times of civic unrest;
• The different ways people find the courage to stand up and fight for their rights;
• The power words can have, be they in print or oratory, as well as the power image can play in communicating passions, events, and perspectives.

TEACHING/DISCUSSION SUGGESTIONS:

• What was gained?
• What was lost?
• What were the costs to states/cities/individuals?
• What were the pivotal decisions made that helped shape the changing political and social landscapes?
• Research the Supreme Court Decision in Boynton v. Virginia . Compare Lewis’ account to accounts found in newspapers and magazines of the time.
• What participants went through just to get there;
• Different ways people reacted and reported this incident (newspapers, magazines, personal accounts).
• What were some of the social and political issues that city officials faced as the Riders approached their jurisdiction?
• James Farmer (CORE);
• Freedom Riders: Joe Perkins, Jim Peck, Elton Cox, Dr. Walter Bergman, Jimmy McDonald, Charles Person, Ed Blankenheim, Genevieve Hughes, Albert Bigelow, Hank Thomas, Paul Brooks, Jim Swerg, and Salynn McCollum;
• Attorney General Robert Kennedy;
• Robert Kennedy’s aide, John Seigenthaler (to whom the second book was dedicated);
• Dr. Martin Luther King, Jr.;
• Ralph Abernathy and his First Baptist Church;
• Fred Shuttleworth;
• Stokely Charmichael;
• A. Philip Randolph, founder of the Brotherhood of Sleeping Car Porters;
• Roy Wilkins of the NAACP;
• Whitney Young of the Urban League;
• Bayard Rustin.
• Eugene “Bull” Connor;
• Alabama Governor John Patterson;
• Alabama Governor Corely George Wallace, Jr.;
• Fred Jones, Superintendent Mississippi State Penitentiary (a.k.a. “Parchman Farm”);
• Mississippi Governor, Ross Barnett (1960 – 1964);
• South Carolina Senator Storm Thurmond;
• the Ku Klux Klan.
• Theater protests in the 1960s;
• CORE’s Freedom Ride;
• The trial of E.H. Hurst, member of the Mississippi State Legislature who shot a local black farmer named Herbert Lee, and the resulting protest led by Bob Moses, Charles McDew, and Bob Zellner;
• The summer protest at the swimming pool in Cairo, Illinois, and the powerful photograph taken for the SNCC by Danny “Dandelion” Lyon;
• Protest march at Zion Hill Baptist Church in Birmingham, Alabama, on April 12, 1963, which was led by Dr. Martin Luther King, Jr. and led to his imprisonment and his “Letter from Birmingham Jail”;
• Jim Bevel and the SCLC’s Birmingham Children’s March on May 2-3, 1963.
• Read, evaluate and debate the merits and demerits of President Kennedy’s Civil Rights Bill, keeping in mind the social and political environments in which is was proposed.
• Read, evaluate, compare, and contrast the six speeches made at the March on Washington

• Analyze how the book’s different characters dealt with racism. Ask students how they might deal with racist comments, practices and restrictions.
• Discuss what it must have felt like to be excluded from busses, shops, and from receiving community services.
• Discuss different options and means of protest. How have these options changed today, if at all, compared to the options Lewis and his colleagues had in the 1960s?
• Research, present, and discuss the personal backgrounds, public struggles, and the articles and speeches of local and national figures of the Civil Rights Movement.
• Discuss the different instances of discrimination and racism presented throughout the book. Discuss instances of racism today on local, national, and international scenes.
• How is racism the same / different across time and geographic locations (nationally and / or internationally)?
• Discuss how hurtful racism can be to those targeted as well as to the general population.
• Discuss how racism has influenced, shaped, and determined national and international policies and politics.
• Discuss what can be done today to fight racism and discrimination and ways students can help.
• Research and compare the incidents and strategies of the White Citizen’s Council versus the Ku Klux Klan.
• Debate the effectiveness or the destructive qualities of each.
• On page 109, as the Freedom Ride campaign continued, Lewis writes, “By the end of the summer, dozens more busses carried the nation’s daughters and sons into the heart of the Deep South to carry on the work we began. The fare was paid in blood, but the Freedom Rides stirred the national consciousness and awoke the hearts and minds of a generation… We were becoming a national movement.” Discuss how and why national movements “become.”
• The populations of various Black and White populations in Southern states in the 1960s and now.
• The populations and proportions of Black and White populations in Southern States that were registered voters.
• Discuss if / how things have changed and why / why not.
• Toward the end of the book, at the March on Washington, many had issues with Lewis’s original speech. As a result, he was pressured to cut out passages he felt quite passionate about. Discuss and debate the needs of compromise in public offices and speeches as well as in legislation.

• On pages 6-7, as the U.S. House Representatives line up for President Obama’s inauguration (2009), a colleague approaches John Lewis, telling him he should hurry to get to the front, and John Lewis replies, “There’s no need to hurry, I’ll end up where I need to be.” This then segues into Lewis’ past. Discuss the use of text and image to create this metaphor.
• On page 91, Lewis recounts Dr. Martin Luther King Jr.’s statement when explaining why he would not be joining the Freedom Riders, “…I think I should choose the time and the place of my Golgotha.”
• On page 99, “Parchman (Farm, Mississippi State Penitentiary) was the stuff of legends — dark legends. 21,000 acres of bullwhip-wielding guards and human bondage.”
• On page 109, as the Freedom Ride campaign continued, Lewis writes, “By the end of the summer, dozens more busses carried the nation’s daughters and sons into the heart of the Deep South to carry on the work we began. The fare was paid in blood, but the Freedom Rides stirred the national consciousness and awoke the hearts and minds of a generation… We were becoming a national movement.”
• On pages 140-141, in President Kennedy’s address, Lewis notes, “…The events in Birmingham and elsewhere have so increased the cries for equality that no city or state legislative body can prudently ignore them. The fires of frustration and discord are burning…It is time to act… A great change is at hand, and our task — our obligation — is to make that revolution, that change peaceful and constructive for all.”
• On page 171, in his March on Washington speech, Lewis notes, “By the force of our demands, our determination, and our numbers, we shall splinter the segregated South into a thousand pieces, and put them together in the image of God and democracy…”
• On page 172, Lewis notes about Dr. Martin Luther King Jr.’s speech, “His words carried through the air like arrows… moving to a climactic refrain the world would never forget.”
• Compare and contrast the language used in the various speeches given at the March on Washington August 28, 1963.
• You may have students write two versions of these stories as a means of reflecting on language use and idioms that are time or era specific.
• Have them write one version as if they are there in the 1960s, as a first-person narrative; and then writing it now, reflecting back. How does the language and the story differ?

Critical Thinking and Inferences

The authors make many inferences in this book both with language use and through imagery. You may want to discuss the following uses of inference:

• On page 22, Lewis recalls a conversation with the SNCC’s Central Planning Committee, debating whether nonviolent protests should be halted in response to the increasing violence that met them. Lewis notes that Reverend Will Campbell argued, “How can it be the right thing to do, to continue putting young people in harm’s way?” Lewis replies adamantly that they’re going to march regardless, and Campbell responds, “What it comes down to is that this is just a matter of pride to you. This is about your own stubbornness. Your own sin.” Debate the pros and cons on continuing non-violent protest when it’s met with violence, and discuss Campbell’s intent in what he said. Was he correct? Why or why not?
• Discuss the merits and intent of the Freedom Riders’ strategy (p. 36): “We will accept that arrest and if there is violence we will accept that violence without responding in kind We will NOT pay fines because we feel that, by paying money to a segregated state, we would help it perpetuate segregation.”
• Discuss Dr. King’s word to President Kennedy when he says (pg.95): “It’s difficult to understand the position of oppressed people. Ours is a way out — creative moral, and nonviolent. It is not tied to Black Supremacy or Communism, but to the plight of the oppressed. It can save the soul of America.”
• Discuss Dr. Martin Luther King’s intent when he wrote: “…I submit that an individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for law” in his Letter from Birmingham Jail.
• At the Birmingham Children’s March on May 2-3, 1963, we see a police officer asking a young girl (p. 135), “What do you want?” She responds, “F’eedom.” Discuss Lewis’ comments as he notes, “It was an embarrassment to the city.”

In graphic novels, images are used to relay messages with and without accompanying text, adding additional dimension to the story. Compare, contrast, and discuss with students how images can be used to relay complex messages. Powell is a master at combining text, image, shading, and design work to communicate passions, events, and powerful messages. Here are lesson suggestions to help students learn and appreciate this skill:

• Discuss how effortlessly the transitions are made between past and present. Analyze how this is done.
• On pages 70-71, Lewis relays how Attorney General Robert Kennedy arranged for the Freedom Ride to continue through Alabama. Evaluate and discuss how this is done through images, text, and panel design.
• On pages 79-82, the reader goes from the past, to the present, and then back to the past, with “My Country ‘Tis of Thee” sung throughout the transitions, adding multiple layers of meaning. Discuss how this is done and the intent of the authors in doing this.
• On page 115, Lewis recalls the incident in Liberty, Mississippi, where a local Black farmer, Herbert Lee, was shot dead by E.H. Hurst. Discuss how Powell’s use of gray on black relays the events.
• On page 123, discuss the powerful image in which Lewis is punched in the face with the text, “By the end of 1962, you heard people questioning whether SNCC should even BE a multi-racial organization.”
• On page 130 ,the authors relay a powerful passage from Dr. King’s Letter from Birmingham Jail. Discuss the use of black, white, and gray as well as the page design to brilliantly relay the lighter message of hope from the dark depths of prison.
• Have students hunt for visual and verbal examples of racism, discrimination, and / or segregation, comparing how they are relayed through language and how they are relayed through image. Discuss the impact of these various forms of communication.
• For parts of the story, Powell relays his images against a black background while others are relayed against a white background. Chart when he does each, and discuss why this might be. Discuss how page design and backgrounds help communicate the story and its messages.
• Compare and contrast how the authors help us distinguish between words that were sung, spoken, preached, and / or heard over the radio.
• Discuss how Powell uses art between pages 60-63 to relay the passage of time in Lewis’ life and narrative.

Suggested Prose Novel and Poetry Pairings

For greater discussion on literary style and/or content here are some prose novels and poetry you may want to read with The Silence of Our Friends

• March : Book One (August 2013): A graphic novel by Congressman John Lewis, Andrew Aydin, and Nate Powell. This first volume spans Lewis’ youth in rural Alabama, his meeting with Dr. Martin Luther King Jr., the birth of the Nashville Student Movement, and their battle against segregation. NOTE: This book has an awesome teacher’s guide too.
• King by Ho Che Anderson (Fantagraphics, 1993; reprint edition 2010): A beautifully illustrated award-winning biography integrates interviews, narrative, sketches, illustrations, photographs, and collages that piece together an honest look at the life, times, tragedies, and triumphs of Martin Luther King, Jr. For King, Anderson won the Harvey Award for Best New Talent (1991), Best Graphic Album (1993), and Parents’ Choice Award (1995).
• The Silence of Our Friends by Mark Long, Jim Demonakos, and Nate Powell (First Second Books, 2012): A semi-autobiographical story of Mark Long’s childhood experiences in Houston, Texas, centering around the Texas Southern University student boycott after the Student Nonviolent Coordinating Committee (SNCCC) was banned from its campus in 1968.
• P.S. Be Eleven by Rita Williams-Garcia: Winner of the Loretta Scott King Award (2013) and sequel to One Crazy Summer (Newbery Honor Book) that reveals race, gender, and political issues of the late 1960s.
• I Have a Dream: Writings and Speeches That Changed the World by Martin Luther King, Jr.: Martin Luther King’s “ – text of his famous speech (see link below).
• Martin’s Big Words: The Life of Dr. Martin Luther King Jr. by Doreen Rappaport and Bryan Collier (illustrator): An extraordinary picture-book biography incorporating narrative, famous quotes from Dr. King and powerful collage and watercolor illustrations introducing King’s words and legacy to younger readers.

Common Core State Standards:

March: Book Two is full of advanced vocabulary, simile, slang, idioms, and oratory. It promotes critical thinking, introduces multiple national American heroes, and is a coming of age story laden with issues of identity, justice, and friendship. Furthermore, in graphic novel format, it provides verbal and visual story telling that addresses multi-modal teaching, and meets Common Core State Standards. As this book can and should be used by students in middle grades through high school, we relate below how it meets the Common Core Anchor Standards:

• CCSS.ELA-Literacy.CCRA.L.3
• CCSS.ELA-Literacy.CCRA.L.4
• CCSS.ELA-Literacy.CCRA.L.5
• CCSS.ELA-Lieteracy.CCRA.L.6
• CCSS.ELA-Literacy.CCRA.R.1
• CCSS.ELA-Literacy.CCRA.R.2
• CCSS.ELA-Literacy.CCRA.R.3
• CCSS.ELA-Literacy.CCRA.R.4
• CCSS.ELA-Literacy.CCRA.R.5
• CCSS.ELA-Literacy.CCRA.R.6
• CCSS.ELA-Literacy.CCRA.R.7
•   CCSS.ELA-Literacy.CCRA.R.8
• CCSS.ELA-Literacy.CCRA.R.9
• CCSS.ELA-Literacy.CCRA.R.10
• CCSS.ELA-Literacy.CCRA.W.7
• CCSS.ELA-Literacy.CCRA.W.8
• CCSS.ELA-Literacy.CCRA.W.9
• CCSS.ELA-Literacy.CCRA.SL.1
• CCSS.ELA-Literacy.CCRA.SL.2
• CCSS.ELA-Literacy.CCRA.SL.3
• CCSS.ELA-Literacy.CCRA.SL.4
• CCSS.ELA-Literacy.CCRA.SL.6

This book and related discussions also cover the following themes identified by The National Council for the Social Studies :

• Culture and Cultural Diversity — “…students need to comprehend multiple perspectives … to consider the strengths and advantages that this diversity offers to the society in general and to their own growth…to analyze the ways that a people’s cultural ideas and actions influence its members…”
• Time, Continuity, and Change — “…facilitate the understanding and appreciation of differences in historical perspectives and the recognition that interpretations are influenced by individual experiences, societal values, and cultural traditions… examine the relationship of the past to the present and extrapolating into the future… provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment…”
• Individual Development and Identity — “…describe how family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self…have learners compare and evaluate the impact of stereotyping, conformity, acts of altruism, discrimination, and other behaviors on individuals and groups…”
• Individuals, Groups, and Institutions — “…help learners understand the concepts of role, status, and social class and use them in describing the connections and interactions of individuals, groups, and institutions in society…analyze groups and evaluate the influence of institutions, people, events, and cultures in both historical and contemporary settings…identify and analyze examples of tensions between expressions of individuality and efforts of groups and institutions to promote social conformity…”
• Power, Authority, and Governance — “…understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary American society… enable learners to examine the rights and responsibilities of the individual in relation to their families, their social groups, their community, and their nation… examine issues involving the rights, roles, and status of individuals in relation to the general welfare…explain conditions, actions, and motivations that contribute to conflict and cooperation within and among nations…challenge learners to apply concepts such as power, role, status, justice, democratic values, and influence…”
• Civic Ideals and Practices — “…assist learners in understanding the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law…analyze and evaluate the influence of various forms of citizen action on public policy…evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision-making…”

ADDITIONAL RESOURCES:

• March: Book One Teacher’s Guide can be downloaded at http://www.topshelfcomix.com/contact/teachers-guidehttp://www.topshelfcomix.com/contact/teachers-guidehttp://www.topshelfcomix.com/contact/teachers-guide
• PBS’ American Experience: Civil Rights Movement Non-Violent Protests — contains related videos, photographs, interviews, press coverage and primary sources, milestones, reflections, notes for teachers, and more
• Martin Luther King, Jr. I Have a Dream speech (text and audio)
• http://www.loc.gov/teachers/classroommaterials/themes/civil-rights/exhibitions.html — multimedia resources from the Library of Congress that support the teaching about civil rights
• Historical places of the civil rights movement — We Shall Overcome: A National Register of Historic Places Travel Itinerary with an introduction, itinerary maps, list of sites and links to learn more
• http://www.academicinfo.net/africanamcr.html — civil rights history resource
• http://www.pbs.org/teachers/thismonth/civilrights/index1.html — teaching ideas for teaching the civil rights movement in American literature (all grade levels)
• http://www.crmvet.org/poetry/poemhome.htm — poems of the Freedom Movement
• Notes and brochures of the SCLC’s Crusade for Citizenship found now at the King Center.
• For a more interactive link on the Freedom Rides , a production of “American Experience and PBS offers links retracing the route of the ride; first-person accounts of the rides through biographies, photos and film clips; a timeline of the events; and a discussion of the issues.
• Overview of the Freedom Rides from the History Channel
• Birmingham’s Children’s March via pbs.com with a video and outstanding audio reports (with detailed history background and personal testimonies and recollections of individual marchers) and additional links.
• Birmingham’s Children’s Crusade — Outstanding link with video and very powerful photos, background and personal accounts, and additional links by Kim Gilmore at biography.com
• PBS explores Project C and the Birmingham Campaign with photos and film clips; provides President Kennedy’s response to the violence in Birmingham, a segment on Birmingham and the Children’s March, and more.
• A transcript of President Kennedy’s press conference regarding “An Ugly Situation in Birmingham ” May 1963.
• The History Channel’s interactive link on The March on Washington — With video clips of King’s “I Have a Dream” speech, the March from Selma to Montgomery, background on the March on Washington, and information on how King’s speech became an impromptu addition.
• An Oral History of the March on Washington with interviews by Michael Fletcher and videos by Ryan R. Reed through Smithsonian.com
• A guide for students on how to conduct oral history interviews with samples of American slave narratives and other primary resource sets
• http://www.history.com/search?q=civil+rights+movement&x=0&y=0 – History channel list of links and resources
• http://www.goodreads.com/shelf/show/civil-rights-movement and http://www.slj.com/2013/01/books-media/collection-development/focus-on-collection-development/civil-rights-everyday-heroes-focus-on-january-2013/ – provides extensive lists for further reading on the civil rights movement for students of varying ages and reading levels.

Meryl Jaffe, PhD teaches visual literacy and critical reading at Johns Hopkins University Center for Talented Youth OnLine Division and is the author of Raising a Reader! and Using Content-Area Graphic Texts for Learning . She used to encourage the “classics” to the exclusion comics, but with her kids’ intervention, Meryl has become an avid graphic novel fan. She now incorporates them in her work, believing that the educational process must reflect the imagination and intellectual flexibility it hopes to nurture. In this monthly feature, Meryl and CBLDF hope to empower educators and encourage an ongoing dialogue promoting kids’ right to read while utilizing the rich educational opportunities graphic novels have to offer. Please continue the dialogue with your own comments, teaching, reading, or discussion ideas at [email protected] and please visit Dr. Jaffe at http://www.departingthe text.blogspot.com .

Help support CBLDF’s important First Amendment work in 2015 by visiting the Rewards Zone ,  making a donation , or  becoming a member  of CBLDF!

All images (c) John Lewis, Andrew Aydin, and Nate Powell.

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Professor Vassen NAËCK - Head Curriculum Implementation, Textbook Development and EvaluationThe English panelMauritius Institute of Education - Panel Coordinator, Associate ProfessorDr (Mrs) Aruna Ankiah-Gangadeen - Senior LecturerDr Pascal Nadal Ministry of Education and Human Resources, Tertiary Education and Scientific ResearchMrs Sazia Bibi MULUNG - MentorMs Anoucheka Gangabissoon - EducatorService DiocÉsain de l’Éducation catholiqueMrs Patricia LAVIOLETTE - Deputy Head Mistress AcknowledgementsVetting TeamMinistry of Education and Human Resources, Tertiary Education and Scientific ResearchMr Dahmiasdeho GOWRY - School InspectorMrs Taramatee NATHOO - Senior School InspectorMrs Dineshwaree RUCHCHAN - School InspectorMr Doomanlall MOHANGOO - School InspectorMr Krishnaduth OOCHIT - School InspectorMr Raj-Kumar BEEDASSY - School InspectorLayout and illustrationsGraphic DesignersMr Isstiac GooljarMrs Nishi manicMiss Vedita jokhunISBN: 978-99949-44-00-2© Mauritius Institute of Education (2017)ii

Grade 6 Part 1 - Erratumpg. 5: last paragraph – “reply her parents” instead of “replied”.Pg. 23: last line – “Thank you, Sir!” instead of “sir”.Pg. 35: Activity 9b (ii) – “…phrasal verbs from the table in Activity 9a” instead of “activity 8a”.Pg. 68: paragraph 2 – “My brother, Tom, and I” instead of “My brother Tom and I”Pg. 93: First line: “It was the 21st of June” instead of “It was the 21st June”.Pg. 95: No. 1 – “”On the 21st of June” instead of “On the 21st June”.Pg. 128: “To learn – learnt/learned – learnt/learned” “To bear – bore – borne”Pg. 129: “To spin – spun – spun” “To shake – shook – shaken” iii

Table of contentsPage 1 - 42 43 - 84 85 - 116 4: The world of books 5: Ingenious inventions 6: Fascinating mythsUnit and print Reading comprehension ‘A special lesson’Reading forUnderstanding ‘The book fair’Vocabulary Add the missing definitions Tick the correct definition Find the missing words Tick the correct picture Complete the interview Tick the correct meaning Fill in the blanks Word families Cross out the odd words Classify the booksWriting Rewriting fairy tales Composition Picture Composition Listening: ‘The World of Listening: ‘New inventions’ Listening: ‘Hercules fights the monster’Communication Bookworms’Skills Speaking: Attending an Speaking: Talk about Led Speaking: Share your views Slippers event Formation of adjectives Quantifiers Nouns with no articlesGrammar Using the comma Conjunctions: ‘either---- Using ‘Might’ and ‘Might not’ or’, ‘neither---nor’, ‘so that’, Word Formation – revision Conjunctions: ‘because’, ‘therefore’ and ‘if’ Giving directions ‘as’, ‘for’, ‘where’ and ‘while’Reading for ‘Why I love to read’ ‘A trip to the Museum of ‘A delightful dream catcher!’Pleasure and Inventions’Appreciation ‘The mystery of the missing ring’ ‘The importance of vaccines’ ‘The Rainbow Serpent’Did you know? Amazing book fact Amazing invention fact Amazing myth factEnd of Unit Reading Comprehension Reading Comprehension Reading ComprehensionActivities Grammar and vocabulary Grammar and vocabulary Grammar and vocabulary Writing Writing WritingAppendix Communication Skills Communication Skills Communication Skills Practice papers Phrasal verbs Past Simple Tense and Past Participle of irregular verbsiv

Unit 4The world of books and print

6EnglishGRADE Activity 1: Reading for understandingActivity 1a: Observe the picture below and discuss.• Where are the people?• What are they doing?• Would you like to be there? Why? Key words: banner illustration board book autograph publish Key expressions: wear and tear bookworm Idioms: reach for the stars judge a book by its cover2

Unit 4 ― The world of books and printActivity 1b: Amir and Harry visit a book fair on World Book Day. Read the textbelow carefully.The book fairThe Municipal Council of Port-Louis is organising a book fair on the 23rd of April. It is theday on which World Book Day is celebrated. Amir is very excited to attend the openingwith his parents. After the traditional ribbon-cutting ceremony, the famous author ofchildren’s books, Miss Anoucheka, talks about the importance of reading. She endsher speech by saying, “Reading will help you reach for the stars.” After that, a littlegirl disguised as Snow White offers Miss Anoucheka a bouquet and invites her to visitthe exhibition.Amir is fascinated by the colourful banners and posters that create a joyful atmosphere.Suddenly, he hears someone calling him, “Hi Amir! What a pleasant surprise!” He sees hisclassmate, Harry. “Let’s go to the stalls where there are picture books,” Harry says. There,Harry takes a book titled ‘The Cat in the Hat’, written by Dr. Seuss. He looks at the illustrations.“Have a look at this, Amir,” he says pointing to the picture of a tall cat wearing a hat and abow tie. Just then, Harry feels a tap on his shoulder. He turns around and is surprised to seesomeone dressed exactly like the cat in the book. On seeing Harry’s astonished expression,people around him start laughing.Both friends then walk to the stall whereboard books are displayed. Thesebooks have bright and colourful picturesto attract very young readers. The pagesare very thick to prevent wear and tear.Amir and Harry go through the booksenthusiastically. The two boys suddenlyhear a little girl laughing as she turns thepages of a board book. She seems to findthe illustrations funny. Her father looks ather and smiles.As they notice a crowd of children at another stall, the two boys are curious to know what ishappening. They hurriedly go there and they see different types of books, such as sciencefiction, fairy tales, folk tales, mystery, and informational. Amir takes a book, looks at itscover and immediately says, “I don’t like this book.” “Don’t judge a book by its cover,”he hears someone telling him. Amir’s cheeks turn red with embarrassment as he seesthat the person talking to him is Miss Anoucheka. Amir apologises and takes a closer look 3

6EnglishGRADEat the book. Miss Anoucheka tells him, “You must read different types of books to get ideasand new vocabulary.” “Yes, Madam,” replies Amir. Before Amir and Harry leave that stall,they ask Miss Anoucheka for an autograph. To their delight, she immediately signs one foreach of them. The two boys thank her. They will proudly show this to their friends wheneverMiss Anoucheka publishes a new book.Amir and Harry leave the book fair carrying two bags full of books. The two bookwormsenjoyed spending the whole day surrounded with authors and books.Activity 1c: Read the text again and number the boxes correctly as you do so.• The boys meet the famous author, Miss Anoucheka.• The two friends leave the fair with many books that they will enjoy reading.• He meets his friend, Harry, and together they go to the stall for picture books.• Amir visits a book fair that is organised by the Municipal Council of Port-Louis.• At the stall for board books, a little girl laughs as she looks at the illustrations.Activity 1d: Answer the following questions:1. On what occasion is the book fair organised?________________________________________________________________________2. How does Harry feel when he sees Amir?________________________________________________________________________3. Who taps Harry on his shoulder?________________________________________________________________________4. Why do young readers enjoy reading board books?________________________________________________________________________5. Why will the boys be proud to show their friends Miss Anoucheka’s autograph?________________________________________________________________________4

Unit 4 ― The world of books and printActivity 1e: Book character costumesYour class will participate in the book fair. All the pupils must be dressed as different bookcharacters. Tell your friends about the costume you will wear on that occasion and why.Some pictures are given below to guide you.Alice costume from ‘Alice Harry Potter costume in Wonderland’ Activity 2: VocabularyActivity 2a (i): Missing definitions – Some dictionary entries have been left out.Complete them by adding the appropriate definitions from the list below.Hint: The pictures will help you.[noun] A long strip of cloth or plastic on which a message is written.[verb] To print and sell books, magazines, newspapers, etc.[noun] A book with thick pages like cardboard.[noun] The signature of someone famous.[noun] A picture in a book or magazine. 5

6EnglishGRADE author: [noun] Someone who writes books. Thanks fboororke.ading myA autograph: _______________________ Anoucheka autumn: [noun] The season between summer and winter. bank: [noun] A place where people keep their money. banner: _________________________ barber: [noun] Someone who cuts men’s hair.B board: [noun] A long flat strip of wood. board book: ______________________ boat: [noun] A small vessel used to travel in water. illustrate: [verb] To add pictures in a book or magazine. I illustration:_______________________ illustrator: [noun] Someone who draws pictures for books or magazines. public: [adjective] Something which can be used by everyone.P publish: _________________________ pudding: [noun] A sweet food made with flour, butter, milk, sugar and eggs.6

Unit 4 ― The world of books and printActivity 2a (ii): Tick the pictures that illustrate the meaning of theexpressions and idioms.(i) wear and tear(ii) bookworm(iii) reach for the stars(iii) to judge a book by its cover The new pupil does not look kind. I will not be his friend. 7

6EnglishGRADEActivity 2b: Fill in the blanks by choosing the words, expression or idiom from thebox below. reach for the stars wear and tear banner published illustrations board books autographThe ‘bibliobus’ is coming to town!Every month, a special library comes to town. It is the ‘bibliobus’ ̶ a bus that has been madeinto a library. This special vehicle was donated by the Government of China. A picture ofthe Chinese President with his _________________ can be seen as you enter the bus. Toremind the children to get their books ready, a _________________ is placed in front of theprimary school a few days before.Every time the bus comes along, the children can borrow new books that have just been_________________. Last month, the younger children were excited to see a collectionof _________________ with colourful and attractive ________________. Fortunately,because of the books’ thick pages, there will be less ______________________________.The librarian, Mr. Ram, always tells the children, “Read, read, and read! This will help youto _________________________________.” Thank you, Mr. Ram, for this precious advice!8

Unit 4 ― The world of books and printActivity 2c: Read about the different types of books in the poster below.Mystery Fairy Tales FablesStories about Children’s stories in which Short tales that teachmysteries to magical things happen. These a moral lesson. They be solved. stories often have fairies and often have animals imaginary characters. as characters. Science Folk Tales Informational Fiction Stories that are passed from one Books that give detailsStories about a future generation to another. about places, people,world with advanced animals, objects or technology. other topics. 9

6EnglishGRADEObserve the book covers and write the titles in the appropriate rows. Type of book Title Fairy Tale Mystery Fable Science Fiction Folk Tales Informational10

Unit 4 ― The world of books and print Activity 3: Rewriting fairy talesDo you remember the fairy tale ‘The Three Little Pigs’? Rewrite it in a different way. Ideasare given below.Ideas for rewriting the story:• Make it happen in today’s world: e.g. The little pigs call the police when the wolf huffs and puffs to demolish their house…• Make the wolf tell the story: e.g. He is not bad. He wants to befriend the pigs but they run away…• The little pigs have magical powers: e.g. Describe how they protect themselves from the wolf…Start your story as follows:The three little pigs“Once upon a time there were three little pigs…” 11

6EnglishGRADE 5. What happens to the 1. Name and describe pigs and the wolf in the three pigs the end? Conclude the story with a happy or 2. Name and describe sad ending. the wolf4. Did the wolf try to 3. Where do they all live? eat the pigs? Did Describe the place. he catch them by surprise? Did the pigs trick the wolf? How?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________12

Unit 4 ― The world of books and print Activity 4: Communication Skills – Listening and Speaking ActivitiesActivity 4a: Listening activity – Listen to the text carefully and carry out the activitiesthat follow .The World of BookwormsGrand opening of the new bookshop,‘The World of Bookworms’, on the 14thof November!It has all types of books for all ages. Itis a modern bookshop with audio books,ebooks, and a children’s corner.Come to visit us at Port Mathurin (next tothe bus station). There will be great salesfrom the 14th to the 21st of November. Buy two of your favourite books and get one free!Be ready to discover ‘The World of Bookworms’ on the14th of November! There’ll be manyspecial activities for you on that day.Activity 4b: Listen to the text again and find the correct answers for the following:1. What type of text is it? A. An advertisement B. A story C. A letter2. What is it about? A. The latest ebook B. The opening of a new bookshop C. The closing down of a bookshop 13

6EnglishGRADE3. The bookshop sells books for __________________________________. A. adults only B. children only C. both adults and children4. The bookshop is modern because it has _________________________________. A. free books B. favourite books C. ebooks5. Where is the library situated? _________________________________. A. Next to the market B. Near the bus station C. On the main roadActivity 4c: Speaking activity – You will be attending the event. Say why.You may talk about the following:• Books that you would like to buy. Why?• The advantages of buying books there.• Activities that you would like to do there.14

Unit 4 ― The world of books and printActivity 5: Formation of Adjectives Remember: Adjectives are words which describe nouns. They give us more information about people, objects, animals and places. The diagram below shows the types of information that adjectives provide. colour sizeshape adjectives numbers appearance feelings 15

6EnglishGRADEActivity 5a: Read the newspaper article below and observe the words in bold. Daily News 16 July 2017 p.3 Students help accident victims Yesterday, 15 July, five college The group helped the students were on their way passengers until the to a school party in a brand police arrived. The injured new car. Suddenly a greyish passengers were taken to the van swerved in a dangerous nearby hospital. When they manner in front of them. It hit a were questioned about their tree and overturned. The skillful heroic actions, one of the car driver applied the brakes at students said, “It was a horrible once. The passengers of the experience which we will never van were crying and trying to get forget. The passengers were out. The courageous students lucky and thankful that we rushed to help them. One of were there to help them.” them kicked the blocked door open. They went inside to free the passengers. A child was stuck under one of the seats. The car driver was careful when he pulled the child out.16

Unit 4 ― The world of books and printWhat type of words are the wordsin bold? They are adjectives. Theyhave been formed by addingsuffixes -ible, -ful, -ic, -ish, -ed,-ous or -y to verbs or nouns.In groups, complete the table below with the correct nouns or verbs from which theadjectives have been formed. An example is given. Nouns or Verbs Adjectives grey greyish_______________________ dangerous_______________________ skillful_______________________to _____________________ courageousto _____________________ blockedto _____________________ careful_______________________ injured_______________________ heroic_______________________ horribleto _____________________ lucky thankful 17

6EnglishGRADEActivity 5b: Form adjectives with the suffixes given in the boxes and completethe sentences. An example is given. - ish - icIt is a childish drawing. (child) The girl looks ___________________. (athlete)The girl’s dress is __________________.(yellow) There is _________________ proof that sports is good for health. (science)Although the girl is _________________,she is happy. (fever) Many people are really ______________ about sports. (enthusiasm)The girl is _______________. She doesnot want to share her sweets. (self) Some ________________ exercises are necessary for everybody. (base) - ful - alSnow White is a ________________ girl. The picture shows a ________________(beauty) landscape. (nature)She lives in a ________________ house The view is really ___________. (magic)in the woods. (to wonder) It is not in an ______________ area.The dwarfs make her _______________. (industry)(cheer) Pollution is a ______________________However, she is not _______________ problem. (universe)when she meets the witch. (to care)18

Unit 4 ― The world of books and print - ly -yThis is a ___________________ room. The weather is ________________.(to love) (to rain)The furniture seems to be The playground seems _____________.________________. (to cost) (mud)The owner often has ________________ The children’s clothes arevisits. (friend) _________________. (dirt)The servant cleans the house twice Many children find it ___________to play______________. (day) in the rain. (fun) - ous - able / ible This ring is very __________________.We must be careful as some plants can (to value)be __________________. (to poison) The tiny stones around the diamond areOther plants have __________________ __________________. (vision)properties. (mystery) The ring looks very ________________.Some plants can be ________________. (fashion)(danger) It would be __________________ toMany researchers became lose this ring. (horror)__________________ thanks to plants.(fame) 19

6EnglishGRADEActivity 5c: Poets use adjectives to help readers imagine what they aredescribing. Complete the poem with adjectives formed from the words givenin brackets.Here I am with my treasure, a ______________________ book in my hands. (to wonder)__________________ in my armchair, I open the book and walk in carefully. (to comfort)Now, I am no more ____________________, no-one can find me. (vision)I leave everything behind:my ________________ house, my _________________ parents. (to welcome, attention)I’m wearing a dark robe and I put on a __________________ ring. (mystery)I swallow a ____________ potion and everything turns______________. (magic, giant)I fight with a ____________ dragon and dance with a ___________ prince. (fury, to cheer)I meet some good friends and share their tears and laughter.I follow tortuous roads* with their ________________ bends. (number)I have a ____________________ life ever after. (marvel)I lift my head and come out of an ___________________ adventure. (enjoy)No dark robe to cover my shoulders.Around me, I see the usual walls and furniture.Everything is just the same.Now, however, I have a book alive in my heart.(Adapted from the poem ‘The book’, by Julia Donaldson) Glossary tortuous roads: that are not straight but have many bends20

Unit 4 ― The world of books and print Activity 6: Reading for pleasure and appreciationActivity 6a: Read the poem and carry out the activity that follows.Why I love to read Books take me to another world: A world of wonder and excitement A world of magic and mystery A world of horror and fantasy. Books also make me meet Boys and girls of my age Living in a world like mine, Eager to know what tomorrow will be like. Be it ‘Harry Potter’, ‘Goosebumps’, ‘Horrid Henry’ or ‘The Famous Five’ You’ll find them all in my bookcase*. Comics are what I like best. Morning, afternoon or night, You’ll always find one in my hands. On Asterix and Obelix, or the Avengers, On Lucky Luke or Disney’s characters, Shoot any question And I’ll give you the answer. 21

6EnglishGRADE Nothing is more interesting Than reading about our world, Its landscapes and oceans, Its fauna and flora. In my mind I travel to distant places ─ Mount Kilimanjaro, the Dead Sea or Alaska ─ And to feed my imagination*, Geography magazines Are my favourite. I agree that nothing is better than reality ─ Great people and great lives: Nelson Mandela, Mahatma Gandhi and Bill Gates Shakespeare, Pocahontas and Einstein In them I find the inspiration*. To be the best that I can. Glossary bookcase: furniture with shelves to keep books feed my imagination: give me things to think about inspiration: motivation or encouragement Activity 6b: Carry out the following:(i) Four pupils read the text aloud.(ii) In groups, discuss why the children love to read. Provide additional reasons for which reading is good for us.(iii) Use the poem as a model and write a short one to say why you like or do not like to read.22

Unit 4 ― The world of books and printActivity 7: Using the comma When do we use a comma?To separate items on a list. Example: My favourite books are ‘Treasure Island’, ‘Black Beauty’, ‘The Little Mermaid’, and ‘Robinson Crusoe’.To give more information onsomeone or something. Example: J.K Rowling, the author of ‘Harry Potter’, is very famous.Commas are used after wordslike ‘therefore’ and ‘however’. Example: Gulliver discovered many places during his travels. However, he was always happy to return home. 23

6EnglishGRADE When we use direct speech. Example: The cruel Queen asked the magic mirror, “Who is the fairest of us all?” When we address someone. Example: “Cinderella, you must come back home before midnight.” Here is another use of the comma: when we write addresses. Harry Potter 4, Privet Drive, Little Whinging, Surrey. England.24

Unit 4 ― The world of books and printActivity 7a: The inattentive author forgot to include commas! Help her by addingthem where needed. Hint: 8 commas are missing.Incredible Mrs. Dee Strait!Mrs. Dee Strait’s mobile phone rang. It was Ronny her son calling. She answered and said“Ronny I can’t talk now. I’m driving.” However Ronny insisted.His mum was annoyed. She told him, “How can I drive look at the road and talk to you at thesame time? I’ve already left the supermarket and I’m almost at 10 Dreamy Avenue. I’ll behome soon. Can’t you wait?”Ronny replied, “I’m calling to tell you that you forgot me at the supermarket!”Activity 7b: Tikulu is always solving mysteries and helping people. Help himremove ten unnecessary commas from the letter on the next page. 25

6EnglishGRADE 7 July 2017 12, Rue des Corsaires 97419, La Possession Reunion. Hello Tikulu! How are you? Here things, are not so good. Do you remember I once told you about, that horrible witch who troubles my family, and I? Unfortunately, she has started again… Every night she comes out of the volcano, Piton de la Fournaise, to play bad tricks on us. At night she turns into a big black, bird and flies over the houses, in our locality. She has cast a spell, on our family. Since then, everyone has either fallen ill or had an accident. Tikulu, please come to help us. I know you are brave, enough, for this new mission. Please reply, soon. Your, friend Lalie (Adapted from: ‘Tikulu versus Grandmother Kal’)26

Unit 4 ― The world of books and printActivity 8: Reading for pleasure and appreciationActivity 8a: Read the comic strip and carry out the activity that follows.The mystery of the missing ring. Sam was brushing his teeth when… On Saturday, Sam woke up at nine o’clock. What’s the Umm! What a matter? Who’s lovely day! I’m sure everything shouting? will be fine today.Sam got dressed and rushed down the stairs. Hi, Mrs. Lana! Oh Sam, Are you fine? I’m desperate! I must find out Someone has who was shouting Were you stolen my ring. shouting earlier? and why. I was getting ready to go shopping Let me check and I put my ring on the windowsill.* whether it has However, it’s no longer here. fallen in the grass. Glossarywindowsill: the edge of the window 27

6EnglishGRADE Sam looked everywhere but could When the boy saw Sam looking at him, he took not find anything. Suddenly, he saw his bicycle and rode away somebody behind the lamp post. Hey you there, wait! I must talk to you. A few seconds later…Sam quickly caught up with the boy. I waited there for thirty minutes. GIVE ME BACK THE RING YOU No-one came near her house except a STOLE! crow which It’s not me. flew out. I was just waiting for Mrs. Lana’s son. EUREKA! I think I’ve found the thief. Only a crow came out of the house. What does that mean?28

Unit 4 ― The world of books and printSam placed a ladder against the YES! I’ve found it!mango tree in Mrs. Lana’s yard. The ring is indeed in the crow’s nest. Let mesee whether I’m right.Activity 8b: Imagine the end of the story and write the dialogue in the empty bubbles.Illustrator: Charles Xavier 29

6EnglishGRADE Activity 9: ConjunctionsRishabh, the author of ‘Little Writer’ magazine, is interviewed by Tanya. Read hisinterview and observe the words in bold.Tanya: How does it feel to know that your magazine is the most popular one among children?Rishabh: I’m really excited because many children read my magazine. This motivates me towrite more.Tanya: Can you tell us how you became a writer?Rishabh: I’ve always read a lot as my mother bought many books for me. I learnt towrite by reading.Tanya: What does your family think of your writing?Rishabh: They seem to like it for they are always the first to buy my magazines. WLitrtlieter Little Writer Little Writer30

Unit 4 ― The world of books and print Note that: • The words in bold are conjunctions. • We use conjunctions to join sentences. • We use ‘because’, ‘as’ and ‘for’ when we state a cause or a reason.Activity 9a(i): Fill in the table with sentences taken from the interview.An example is given.Result Conjunctions Cause / ReasonI’m really excited because many children read my magazines. as for 31

6English GRADEActivity 9a(ii): Read the second part of the interview. The words in bold areconjunctions. Guess their purpose!Tanya: What topic do you like to write about in your magazine?Rishabh: I like writing about different topics.Tanya: What do you do when you don’t have new ideas?Rishabh: I go to a place where I can get ideas. I sit down quietly while I am there.I also note down my ideas for I may forget them.Tanya: Would you like to have new writers in your team?Rishabh: Yes, of course. I’m giving this interview so as to invite children to write formy magazine.Tanya: Do you have a message for your readers?Rishabh: Yes, I do. They should read a lot because this will help them to begood writers.Complete the table by classifying the conjunctions according to their functions. Reason Conjunctions Duration Place____________________ ____________________ _______________________________________ ___________________ ___________________32

Unit 4 ― The world of books and printActivity 9b: Ashish would like to join Rishabh’s team of writers.Help him to write his letter by filling in the blanks with the appropriate conjunctions.for while as where because7 August 2017Dear Mr. Rishabh,I would like to thank you for your magazine _________ it is whatwe children wait for every month. Your magazine is found in all the places__________ children are present: homes, libraries, bookshops, andclassrooms. My mum always buys your magazines ___________ Ireally enjoy reading them.I would like to write for the ‘Little Writer’ magazine and I have lots ofideas for short stories. I am a very creative writer. You will be impressed tolearn that I am also a poet. Last year, I participated in a poetry competitionand I won the first prize. ____________ writing the story, I can dothe illustrations _____________ I am also good at drawing.I hope that you will give me the opportunity to write for your magazine.Thanking you,Yours faithfully,Ashish Robinson 33

6EnglishGRADEActivity 9c: Before leaving, Rishabh gives some tips for story writing. To find out whatthey are, join the sentences using the conjunctions given.1. Write a lot. Practice will help you to improve. (because)________________________________________________________________________2. Write about what children like. They want stories that interest them. (as)________________________________________________________________________3. You are writing a story. You must add details to make it interesting. (while)________________________________________________________________________4. Participate in workshops for writers. You will learn how to write different types of stories. (where)________________________________________________________________________5. Never rush to write a story. You can spoil it. (for)________________________________________________________________________ Did you know? eBooks are electronic versions of printed books which can be read on a computer, a smart phone or a tablet. Thousands of ebooks are now available at a click. Find out more amazing facts about books!34

Unit 4 ― The world of books and printEnd of unit activitiesEx. 1 Read the text below carefully.Alive School MagazineVisiting a floating bookshop ‒a unique experienceLast December, ‘Sea Dreams’, the gigantic The ‘Sea Dreams’ was a lively place asship with a bookshop, came to Mauritius. many people visited the ship. DifferentThere was something magical about being activities had been organised. On the topin a bookshop on a ship. It was like entering deck of the ship, some people were enjoyinganother world. Members of the crew, dressed a concert and poetry slams. A documentaryin their uniform, greeted visitors warmly. about life on the ship was also attractingInside a vast room, a wide collection of many people. School children werebooks was lined on wooden bookshelves. listening to fairy tales from an audio bookThe smell of new books was very pleasant. and reading ebooks. There was also aThere were many books for children of cafeteria where families could enjoy teaall ages and they were placed in different and snacks. Some people were talkingcategories such as: board books, mystery to members of the crew, who werebooks, fiction, comics and fairy tales. entertaining them with stories about life onSome young children were looking the ship. Alicia, one of them, told us thatexcitedly at the book covers with colourful she recently joined the ship. She had aillustrations. Older children were reading wonderful time on board, meeting peoplethe summary on the back cover before from all around the world, making friends,choosing a book. There were also and learning new things.books on arts, medicine, travel, as wellas encyclopaedias and dictionaries. Visiting the ‘Sea Dreams’ was indeed aBookworms were busy choosing books by great adventure. I hope that it will soontheir favourite authors. As the books were come to our island again so that morenot expensive, many visitors had filled their people can have the opportunity to visit it.baskets. Members of the crew were readyto help, advise, and answer the questions Shekina Grade 6 Pinkof visitors. Alive Primary School 35

6EnglishGRADEEx. 1a Fill in the blanks with appropriate words found in the text on page 35.Shekina, a Grade 6 pupil, wrote a magazine article on a special ship which_________________ to the island. On the ‘Sea Dreams’ there was a ________________where people could buy different types of books. Young children were particularly attractedby the _________________ on the book covers. Members of the ________________ werevery helpful to visitors. Apart from buying books, other _________________ had beenorganised for visitors, like watching a documentary or listening to music. Shekina thoughtthat visiting the ship had been a great adventure and she hoped that, in the future, morepeople would get the _______________________ to go on board the ‘Sea Dreams’.Ex. 1b Choose the correct answer and circle the appropriate letter.1. Why do we read the summary on the back cover of a book? A. To know about the content of the book. B. To see whether the illustration is appropriate. C. To see the autograph of the author. D. To know the end of the story.2. An audio book allows you to _______________________________. A. read a story B. listen to a story C. write a story D. invent a story3. Ridwaan is always curious to learn about inventions and discoveries. What type of books will interest him? A. Comics B. Mystery C. Encyclopaedias D. Fairy tales36

Unit 4 ― The world of books and printEx. 1c Answer the following questions.1. How did the crew help the visitors?________________________________________________________________________________________________________________________________________________2. If you were a visitor on board the ‘Sea Dreams’, apart from visiting the bookshop, what other activity would you choose? Why?________________________________________________________________________________________________________________________________________________3. Would you like to be a member of the ‘Sea Dreams’ crew? Give a reason for your answer.________________________________________________________________________________________________________________________________________________Ex. 2 Choose the correct answer and circle the corresponding letter.1. Even though Steve is fifteen years old, he is so ___________________ that he reads board books. A. childish B. childhood C. child D. children2. The Prince danced with Cinderella __________________ she was the most beautiful girlat the ball.A. so thatB. becauseC. whereD. while 37

6EnglishGRADE3. We met with a ______________________ accident. A. horror B. horrify C. horrified D. horrible 4. While reading, Nawsheen felt something ____________________ happening to her. A. magical B. magic C. magician D. magically 5. The ‘bibliobus’ goes to places _________________ there are no libraries. A. while B. but C. where D. and6. ‘Reading gives you super powers’ was written on the ___________________ designed for the book fair. A. autographs B. board books C. books D. banners7. Which of the following has the correct punctuation? A. My sister likes to read ‘Harry Potter’, ‘Goosebumps’, and ‘Heidi’ B. My sister likes to read ‘Harry Potter’, ‘Goosebumps’, and ‘Heidi’. C. My sister likes to read ‘Harry Potter’ ‘Goosebumps’ and ‘Heidi’. D. My sister likes to read, ‘Harry Potter’. ‘Goosebumps’ and ‘Heidi’.38

Unit 4 ― The world of books and print8. On World Book Day, Sharda and her friends had an _____________________ time reading poems and short stories during the morning assembly. A. enjoyable B. enjoyably C. enjoyment D. enjoy9. _________________ Anousha was writing a story for the book, Stephen was working on its illustrations. A. So as B. Where C. For D. While10. The ____________________ on the cover of this book is very colourful. A. wear and tear B. illustration C. banner D. bookwormEx. 3 WritingWrite about your favourite storybook. You may write about the following:• What is the title of the storybook?• What is it about?• How did you find out about the storybook?• Why is it your favourite storybook?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 39

6EnglishGRADE________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Ex. 4 Communication SkillsEx. 4a Listen to the advertisement carefully and carry out the exercises that follow.Celebrating World Book DayA special event will be organised on World Book Day for the first time in the North ofthe island!Come and join us at Happy Kids Primary School in Anse aux Anglais on the 2nd of Marchfrom 9.00 a.m to 3.00 p.m. You will enjoy various activities on that special day:• Storytelling by famous authors• Dress up like your favourite book character• A trip to fairy land• Workshop on writing a story bookBooks for children will also be on sale!Come with the whole family and enjoy a day in the world of books.Don’t forget: Join us on the 2nd of March in Anse aux Anglais!40

Unit 4 ― The world of books and printEx. 4b Listen to the advertisement again and tick the correct answer for each ofthe following.1. The text is an advertisement about ___________________________________ a book ship activities on World Book Day2. The event is being organised for the first time in _______________________________ the south of the island the north of the island3. The event will be held at ______________________________________ Happy Kids primary school Happy Kids pre-primary school4. The event will last from _________________________________ 10.00 a.m. to 6.00 p.m. 9.00 a.m. to 3.00 p.m.5. One of the activities will be _______________________________ dress up like a book author dress up like a book characterEx. 4c You plan to attend the event. Tell the class about it. You may talk about:• Why you will attend the event. With whom you will go.• What activities you will participate in. Why you have chosen these.• Whether you would like to buy books. Which books? Why? 41

6EnglishGRADE42

Unit 5Ingenious inventions

6English GRADE Activity 1: Reading for understandingActivity 1a: Observe the pictures below and discuss. Picture 1 Picture 2• What can you see in picture 1?• Imagine where cavemen lived and how.• What dangers did they have to face?• Look at Picture 2 and describe how the life of modern men is different from that of cavemen.• What do you think made these changes possible?• “Necessity is the mother of all inventions.” Discuss the meaning of this proverb. New words: invent survival online Key expressions: stand on my feet at one go Idiom: to reinvent the wheel44

Unit 5 ― Ingenious inventionsActivity 1b: Alan and his family talk about inventions. Read the text below carefully.“Mum,” said Alan after dinner, “fortunately you have a machine to wash clothes.”“Oh yes,” said his mother, “I work so hard during the day that I’m exhausted at night. I canhardly stand on my feet. Appliances, like the washing machine, help us a lot in our daily life.”“How was the washing machine invented?” Alan continued.“Necessity is the mother of all inventions,” his mother replied. “People made clothes toprotect themselves from the heat in summer and from the cold in winter. The cavemenmade stone tools and weapons for their survival as they had to hunt for food and defendthemselves. Now, scientists invent machines that people need. Do you remember themachine that you saw in the sugar cane field the other day? Didn’t you see how it cut all thesugar cane at one go? Before, labourers took many days to do that. All these inventionsmake life easier.”Alan looked at his father, who was working on his laptop, and said, “Another useful inventionis the laptop.” 45

6EnglishGRADE“Well yes, Alan!” his dad said. “I can store all my work on my laptop and I can easily getany information I need. Today, people cannot live without technology. Thanks to electricity,we can listen to the radio and watch television. With our mobile phones, we can contactsomeone immediately. The internet is very useful when we have to find informationabout anything.”“That’s true!” Alan exclaimed. “I learnt so much about Earth and the human body whileworking on my projects!”Alan’s sister, Sara, asked him, “Do you know that we can buy items from other countriesonline?” She added, “We can also contact our friends and relatives through Facebookand Skype.”“It’s really amazing!” exclaimed Alan. “How did these changes happen?”“Inventions do not happen suddenly. They take place gradually,” his dad explained.“Many inventors work hard so that we can live more comfortably,” his mum added.“And it’s not over,” said Sara. “Scientists are still inventing newer and better things tohelp us.”“Wow!” cried out Alan. “I know what I’ll be when I grow up: I’ll be an inventor!”“Be careful not to reinvent the wheel!” laughed Sara.Activity 1c: Read the text again and find the appropriate words to fill in the blanksas you do so.Alan, Sara, and their parents talked about inventions and how these make our lives______________. Inventions started when men made _______________ to protecttheir body in different weather conditions. They also made tools and weapons to_____________ for food. Since then, there have been lots of inventions in different areas,such as the home, agriculture, work, and communication. The internet helps people tofind_______________________ on various subjects and to ______________ friends and46

Unit 5 ― Ingenious inventionsrelatives anywhere in the world. We can even buy things from other countries. Now, wecan no longer imagine life without _______________________, that is, without television,mobile phones or computers. Alan wants to become an ___________________ when hegrows up.Activity 1d: Choose the correct answer and circle the corresponding letter.1. Thanks to machines, it takes _____________________ time to cut sugar cane. A. more B. same C. much D. less2. Alan’s father found the laptop useful as he could ______________________________ _____________. A. save his work and find information easily B. do research work for projects C. buy things he likes from other countries D. contact relatives and chat with them3. After listening to Sara, Alan said, “That’s amazing!” This shows that he was _________________. A. sad B. angry C. disappointed D. surprised 47

6EnglishGRADE4. An appropriate title for the text is: A. Useless inventions B. Helpful inventions C. Old inventions D. Future inventions Activity 1e: Answer the following questions.1. Sara says that “Scientists are still inventing newer and better things to help us.” Give two examples of these inventions.________________________________________________________________________________________________________________________________________________2. According to you, why does Alan want to become an inventor?________________________________________________________________________________________________________________________________________________ Activity 1f: Group project – Find out about one invention and share the information with the class.You may talk about:• The inventor’s name• When it was invented• How it was invented• Its use• Whether it has remained the same or been improved48

Unit 5 ― Ingenious inventions Activity 2: VocabularyActivity 2a: Guess the meaning of the words, expressions and idiom written in boldin the sentences below and tick ( ) the correct definition.1. Dr. Nopollux, a famous scientist, wants to invent a ‘Pollution Detector’ to know if pollutants are present in the air. Make something that does not exist Make something that already exists 2. Astronauts travelling to space need oxygen for their survival. To die To remain alive3. Online shopping has become very popular as you can buy things from all around the world from your home. Buying on the internet Buying from a shop4. “I walked up all these stairs because the lift is not working, and now I can’t stand on my feet,” says the exhausted woman. Have lots of energy Have no energy left 49

6EnglishGRADE6. After school, Zyna usually does all her homework at one go and then plays on the laptop. By stopping many times Without stopping7. Eric wanted to invent a school bus locator, but his parents told him not to reinvent the wheel as someone had already invented this. Create a product that already exists Create a new productActivity 2b: Ashley interviews Shakeel, a young inventor, for the schoolmagazine. Complete the conversation using the following words: online at one go survival stand on my feet invent reinvent the wheelAshley: Good afternoon, Shakeel. Thank you for accepting our invitation. Tell us aboutyourself and how you became an inventor.Shakeel: Good morning, Ashley. I’m twelve years old and I’ve just won the ‘Inventor KidsInternational Competition’. I’ve always wanted to __________________ something whichwould be useful to people.Ashley: Was it easy to win that competition?50

Unit 5 ― Ingenious inventionsShakeel: No, it wasn’t. I worked day and night for many weeks. In the end, I was reallyexhausted and I could hardly ______________________________________.Ashley: Did you work on your project _____________________ or did you stop sometimes?Shakeel: I did the work gradually as I also had to study and do my homework.Ashley: Do you think that it is important to invent new things?Shakeel: Yes, I do. New inventions make our lives more comfortable. Some are evenessential for our _________________ .Ashley: Is your product being sold?Shakeel: Yes, it’s being sold ______________________so you can buy it from home.Ashley: What would you like to say to other young inventors?Shakeel: I would like to tell them to create new things. They must not _____________________________________________ as that would be a waste of time and energy.Ashley: Thank you, Shakeel. I wish you good luck for your next invention.Activity 2c: Word familiesCan you think of a group of Madam, some words are:words that are formed from ‘invented’, ‘inventor’ andthe same word. ‘invention’. Well done, Sophia. These words belong to the same word family as they are from the word ‘invent’. 51

6EnglishGRADEThe words given below are from the same family. Fill in the blanks with thecorrect one.1. Judy is doing an ________________ on her calculator. A add B addition C added2. Have you ___________________ what you will invent next? A decided B decide C decision3. The little girl danced with ___________________ when her father bought a laptop. A joyful B joy C enjoy4. The only__________________________ of the plane crash contacted his family with his mobile phone. A survivor B survive C survival3. Chimney filters were invented to decrease __________________________. A pollute B polluting C pollution52

Unit 5 ― Ingenious inventions Activity 3: CompositionYour father gives you a smart phone. Write a composition of about 120 words todescribe it to your best friend. Some guidelines are given below. 1. What does it look like?6. Conclusion 2. Why is it important for you to have it?5. Are there any problems 3. In what other ways will the about using the phone? phone be useful to you? 4. How do you feel about your new phone?Note: Use your senses and a variety of adjectives to make your compositionmore vivid and interesting. The box below contains useful vocabulary that peoplegenerally use when they talk about their smart phones. GREAT SATISFIED ESSENTIAL HANDY HELPFUL WONDERFUL IMPORTANT FANTASTIC COMFORTABLE NECESSARY EXCELLENT USEFUL NECESSITY EXPENSIVE AMAZING COMPLICATED EMERGENCY FUN COOL ANNOYING TERRIFIC 53

6EnglishGRADEYou may start as follows:My father gifted me a smart phone on my eleventh birthday last week. It is ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________54

Unit 5 ― Ingenious inventions Activity 4: Communication Skills – Listening and Speaking ActivitiesActivity 4a: Listening activity – Listen to the text carefully and carry out the activitiesthat follow.New inventionsBefore we end the news, let’s have a look at some inventions that scientists havepresented today at the Science Fair.The first invention is a shower microphone. The sponge used to clean yourself is madein the shape of a microphone. So, while having a shower, you can pretend to be agreat singer!The second invention is a special lunch bag that prevents bullies from stealing otherchildren’s food. The lunch bag is produced with a special material. It makes the breadinside look rotten and so, the bully does not take it.The third invention is a band that you place around your head. You can then stick remotecontrols onto it using a special material. With this invention, you will never lose your remotecontrols again!That’s all we have for today. I’ll see you for the news again tomorrow at the same time.Good night. 55

6English GRADEActivity 4b (i): Listen to the text once again. Match the pictures with the correctboxes as you do so. Invention 1 Invention 2 Invention 3Activity 4b (ii): After listening to the text, tick the appropriate column. Invention 1 Invention 2 Invention 3Which invention will be most useful at school?Your father is always losing things.Which invention will be most helpful to him?Your sister has a wonderful voice and she isalways singing. Which invention would she likethe most?2.Circle two adjectives that best describe these inventions.useful comfortable ugly mysterious ingenious lively3. Which invention do you like the most? Say why.________________________________________________________________________________________________________________________________________________________________________________________________________________________56

Unit 5 ― Ingenious inventionsActivity 4c: Speaking Activity: Share your views.The picture below shows another invention called the Led Slippers.Tell the class what you think about this invention. This is what you may talk about:• Why it was invented, according to you.• How useful it is.• Who can use such an invention.• Disadvantages of this invention.• How the invention can be improved. Activity 5: Quantifiers – both, all, enough, less, and moreScience and literature are important in life. Benjamin Franklinwas successful in both areas. Thanks to his inventions anddiscoveries, we have more knowledge about electricity.Observe the use of the words in bold in the sentences above.Note that:• ‘both’ and ‘more’ are placed in front of nouns• they give us more information about the nouns• they indicate quantity.Other quantifiers that can be used before nouns are ‘all’, ‘enough’ and ‘less’. They can beused in front of both countable and uncountable nouns.Examples:• All pupils must sit down before the presentation on Benjamin Franklin!• There are enough chairs for everyone.• Please make less noise. 57

6EnglishGRADEActivity 5a: Maya and Rony are talking about the modern equipment found inclassrooms nowadays. Fill in the blanks with the appropriate words.Maya: My parents tell me that we’re lucky as there are _____________ (both, more)resources in the classroom, compared to long ago.Rony: They’re right. We have the projector and the interactive whiteboard. Thanks to these,teachers spend ________________ (enough, less) time copying on the board.Maya: That’s good as they now have ______________ (enough, all) time to explain thingsto us and correct our work.Rony: So, we can say that technology helps ___________ (both, less) teachers and pupils!Maya: That’s true. Just think of the Internet. It helps us to do research on ___________(more, all) the topics we can think of. Life would be so difficult without technology!Activity 5b: Oops! Maya and Rony have not used the quantifiers correctly.Help them to do the appropriate changes.Thank you, space explorers!Many of the things we use everyday were invented for spaceexploration. For example, the filters that purify tap waterwere invented so that astronauts have all (__________)drinking water when they go on a mission. Scientistslearnt how to use solar power so that shuttles have less(____________) the energy they need to reach space. Thanks to this, we now spend more(______________) money to buy fuel for our vehicles. And guess what! The exercisingmachines that more and both (_______________) people use nowadays were first usedby astronauts to keep fit during their stay in space. Finally, communication has also improvedbecause of space exploration. Now, enough (_______________) time and energy aresaved, as we do not need to travel from one place to another to talk to people!58

Unit 5 ― Ingenious inventionsActivity 5c: Complete the following sentences and share them with your friends.An example is given.1. I want more time because my invention is not ready.2. Unfortunately I don’t have enough ___________________ to ___________________.3. I need both ____________ and ______________________ to ________________.4. I like all __________________________ because ____________________________.5. I think I must get less _______________________ as ________________________. Activity 6: Reading for pleasure and appreciationActivity 6a: Read the comic strip and carry out the activity that follows.A trip to the Museum of InventionsMuseum of Inventions Evolution of wheelsI’m really excited about So am I. I’m surevisiting the museum. we’ll learn many interesting things about inventions. 59

6English GRADE The first wheel was invented by Sumerians* Look at that! The first That’s amazing. about 3500 B.C*. It was used by potters to wheel was not used for I didn’t know that! make clay jars. vehicles. First wheel for transport Two-wheeled cart The ‘wheel’ was improved and became a two-wheeled cart. The first wheel for transport was made with a log by Sumerians. How ingenious the Yes, they did not have Sumerians were! the modern tools we have nowadays.60

Unit 5 ― Ingenious inventions Those who invented I’ve just read about the first airplanes were aviation accidents. The very brave. Flying those first one was the fatal* planes was really risky! crash of a balloon in 1785 in France. Unfortunately Airplanes the inventor lost his life. AirplanesThe Aerial Steam Carriage, The 1905 Wright Flyer IIIby William Henson in 1843 The Aerial Steam Carriage, The 1905 Wright Flyer III by William Henson in 1843These are more They have powerful We’ve got a lot of Look! There is amodern planes. engines and carry information for our project section about useless more people over on inventions. I’m glad we inventions. I didn’t longer distances. came here. know there were any.Useless inventions Glossary Sumerians: People who lived in a country that is now known as Iraq. 3500 B.C: 3500 years before the birth of Jesus Christ fatal: deadly 61

6EnglishGRADEActivity 6b: Reflect on the following and share your ideas with your friends.• Jeff and Benita are amazed to learn how Sumerians designed the wheel long ago. Do you feel the same? Say why.• Why do you think some inventors are ready to risk their lives to design or improve their inventions?• The museum also has a section on useless inventions. Why do you think inventors create such items?• Complete the last box with inventions you believe are useless. Tell the class why you believe these inventions are useless. Activity 7: Conjunctions: ‘either… or’, ‘neither… nor’, ‘so that’ or ‘therefore’Activity 7a (i): Using ‘either… or’Your father wins a gift voucher of Rs 20 000 at ADDL shopping centre and takes youshopping. Unfortunately, you cannot buy everything you want. Your father asks you tochoose between two items.Use the model given to practise the use of ‘either…or’. The left column indicatesitems you have to choose from.62

Items that you have to Unit 5 ― Ingenious inventions choose from a tablet You: Dad, can you buy me a tablet and a smart a smart phone phone? a camera Dad: No, dear. You cannot have both. You can have either the tablet or the smart phone. a video game console You: I’ll have the smart phone. Thank you, Dad. a bicycle You: ___________________________________ rollers _______________________________________ Dad: __________________________________ _______________________________________ You: ___________________________________ _______________________________________ You: ___________________________________ _______________________________________ Dad: __________________________________ _______________________________________ You: ___________________________________ _______________________________________ 63

6EnglishGRADE an Mp3 player You: ___________________________________ _______________________________________ Dad: __________________________________ _______________________________________ You: ___________________________________ _______________________________________ a smartwatch Note: We use ‘either …or’ when we have to choose between two persons, animals, things, etc. e.g. You can have either the bicycle or the rollers. I will either watch the 3D film or go swimming. Either the dog or the cat will have the pet toy. Either Paul or Ravi will erase the whiteboard.64

Unit 5 ― Ingenious inventionsActivity 7a (ii): Using ‘neither… nor’Your father also wants to buy gifts for the whole family, but you do not find the things hechooses interesting.Use the model given to practise the use of ‘neither… nor’. The left column indicatesitems you have to choose from.Items that you have to Dad : What do you think your mum would prefer: choose from a dishwasher or a high- pressure cleaner? A dishwasher You: Dad, I’m sure Mum would want neither the dishwasher nor the high-pressure cleaner. They are both quite expensive and we don’t need them.A high-pressure cleaner Dad: __________________________________ a home cinema _______________________________________ a stereo set _______________________________________ You: ___________________________________ _______________________________________ _______________________________________ 65

6EnglishGRADE Items that you have to Dad: __________________________________ choose from _______________________________________ _______________________________________ A clothes dryer You: ___________________________________ A breadmaker _______________________________________ an electric organ _______________________________________ a karaoke machine Dad: __________________________________ _______________________________________ _______________________________________ You: ___________________________________ _______________________________________ _______________________________________ Note: We use ‘neither … nor’ in sentences that are in the negative form. e.g. You can have neither the bicycle nor the rollers. I will neither watch the 3D film nor go swimming. Neither the dog nor the cat will have the pet toy. Neither Paul nor Ravi will erase the whiteboard. When we use ‘neither…nor’ in sentences, we do not use ‘no’, ‘not’, ‘never’.66

Unit 5 ― Ingenious inventionsActivity 7b: Finally an Xbox 360 catches your Dad’s attention.He asks a salesman to give him more information about it.The Xbox 360 is a wonderful gift for the whole family.It allows users to:• download video games and play games online• listen to music, watch television programmes and films• store movies, photos, TV shows and videos• go on Facebook.Tick the boxes where ‘either…or’ and ‘neither…nor’ are used correctly.Dad chooses an Xbox360 which is Dad chooses an Xbox360 which iseither grey or white. It is black. neither grey nor white. It is black.The Xbox360 costs either Rs.12 000 or The Xbox360 costs neither Rs. 12 000Rs. 13 000. It costs Rs. 14 000. nor Rs. 13 000. It costs Rs.14 000.The Xbox360 will be delivered onSaturday either by Mr. Jay or The Xbox360 will be delivered onMr. Pierre. They both deliver Saturday neither by Mr. Jay norgoods on that day. Mr. Pierre. They both deliver goods on that day.My parents will use the Xbox360 either My parents will use the Xbox360 neitherto listen to music or to watch films. These to listen to music nor to watch films.are there favourite activities. These are their favourite activities.We decide to put the Xbox360 either We decide to put the Xbox360 neitherin my room or in my parents’ room. We in my room nor in my parents’ room. Wewill put it in the living room where will put it in the living room whereeverybody can use it. everybody can use it. 67

6EnglishGRADEActivity 7c: Using ‘so that’ and ‘therefore’Read the sentences below carefully, paying attention to the words in bold. Dad took me to ADDL shopping centre so that I could buy a gift. He told me that I could not have two items, therefore I had to choose one. Note: ‘so that’ and ‘therefore’ are used to join sentences. We use ‘so that’ to state the cause or reason. We use ‘therefore’ to show the consequence, that is when something happens as a result of the first action.Activity 7c (i): Read the two parts of the sentences carefully. Use either ‘so that’ or‘therefore’ to join them. Write the sentences in the space provided. I wanted to find information on so that I went on the internet. space crafts therefore we could keep warm in winter. I bought an electric blanket we could dry our clothes My mother bought a easily in winter. clothes dryer he used his smart phone to My brother was lost while find his way. driving in Cape Town they could observe the The children went to the Rajiv eclipse. Gandhi Science centre the doctor prescribed some Malini had terrible headaches medicines for her.68

Unit 5 ― Ingenious inventions1.______________________________________________________________________________________________________________________________________________2.______________________________________________________________________________________________________________________________________________3.______________________________________________________________________________________________________________________________________________4.______________________________________________________________________________________________________________________________________________5.______________________________________________________________________________________________________________________________________________6.______________________________________________________________________________________________________________________________________________Activity 7c (ii): Complete the two sentences below.1. Bina buys an oven so that _______________________________________________________________________________________________________________________2. Barry missed his flight therefore ___________________________________________________________________________________________________________________ 69

6EnglishGRADE Activity 8: Reading for pleasure and appreciationActivity 8a: Read the text and carry out the activities that follow.The importance of vaccinesLeela looked at her mother with tears in her eyes. Her mother firmly said, “You’ll have to goto school tomorrow!”“But, Mum, the nurses will hurt me,” mumbled Leela.“Come on, Leela. You’ll have to get yourself vaccinated against Tetanus!”“What’s the use of a vaccine? I’m healthy and don’t have any diseases!” Leela insisted.“Come with me, Leela. I’ll show you something,” her mother said. “Vaccines have beeninvented to save lives. Do you know that hundreds of thousands of people died from adisease called smallpox before the vaccine was invented?”She switched on the computer and went to the ‘Educational Encyclopaedia for kids’. Shethen told Leena, “Read why vaccines are important for human beings.”70

Unit 5 ― Ingenious inventionsVaccines________________________________________________________________________Your body gets an infection* because of bacteria are present in soil, dust, andgerms or bacteria. Vaccines help your manure. A person can be infected by thebody to fight the infection. They prevent bacteria if he has wounds caused by nailsyou from getting sick. There are vaccines or knives. The bacteria then travel in thefor different infections. Vaccinations are an blood to the brain. Usually, children whoeasy and very safe way of protecting you. are ten years old are vaccinated against Tetanus.It is important for you to get vaccinated.This is not just for your own protection, but Scientists took many years to find a vaccinealso to make sure that you do not spread for Tetanus. A powerful vaccine wasan infection to someone else who has not produced in 1924 by a French biologistbeen vaccinated, such as a baby. called Gaston Ramon and his friend Pierre Descombey. This has helped to saveTetanus is a disease that is so dangerous many lives.that a person can take months to get well.Sometimes, if the infected persons are nottreated, they can even die. The Tetanus________________________________________________________________________“Now, Leela, do you see why you need to be Glossaryvaccinated?” asked Leela’s mother.“Yes, Mum,” Leena replied. “I’m sorry I behaved infection: disease caused by germsbadly. Vaccines are very important inventions. prevent: stopThey help us to remain in good health!”(Adapted from http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=285&id=1691) 71

6EnglishGRADEActivity 8b: Discuss the following:1. What have you learnt from the text?2. Do you agree that vaccines are important?Activity 8c: Life without inventions.Try to imagine life in Mauritius a long time ago when vaccines and many other inventions,which you have learnt about in this unit, were not yet available. Imagine that you wereliving at that time. Write about ten lines to describe ONE DAY of your life. Share yourwriting with the class. Activity 9: The conjunction ‘if’Mr. Edison is a great inventor. Read his thoughts and observe the words in bold. 1. I will invent many new things 2. If I find the right filament, I if I have a laboratory. will create a bulb that will light for many hours.4. If I invent these bulbs, I will distribute them 3. I will not create the around the whole country. bulb if I do not find the filament. Note: • The sentences are joined by the conjunction ‘if’. • ‘If’ is used to state a condition. • The verb in the part of the sentence that contains ‘if’ is in the Present Simple Tense. • The verb in the other part of the sentence is in the Future Simple Tense. • When the sentence starts with ‘if’, a comma separates the first part of the sentence from the second part.72

Unit 5 ― Ingenious inventionsActivity 9a: Mr. Edison continues to think about his future projects. Complete hissentences using the appropriate forms of the verbs.1. If I design a rocket to travel to Mars, many tourists _______ ___________ (to buy) tickets to visit the planet.2. If I ____________________ (to produce) a magic potion, I will become the invisible man.3. If I invent shoes with an engine, people _______ ________ ___________ (not to get) tired walking.4. People ________ __________ (to live) in the desert if I ______________ (to manage) to grow plants there.5. I _________ ___________ ___________(not to become) famous if I ______________ _____________ ____________(not to invent) anything.Activity 9b: Make sentences using ‘if’ as in the example given.Example: Cai Lun - invent paper - people use it to writeCai Lun says, “If I invent paper, people will use it to write.”1. Galileo ─ not invent a telescope ─ people believe world flatGalileo’s friend tells him, “If you _____________________________________________________________________________________________________________________.”2. The Wright Brothers ─ people travel long distances ─ design new aircraftThe Wright Brothers tell themselves, “People________________________________if we_______________________________________________________________________.” 73

6EnglishGRADE3. Blaise Pascal ─ not invent the calculator ─ people not do calculations rapidlyVarsha tells Blaise Pascal, “If you ____________________________________________________________________________________________________________________.4. Louis Braille ─ Blind people not able to read ─ not develop Braille SystemLouis Braille tells himself, “ Blind people_____________________________________ if I_______________________________________________________________________________________________________________________________________________.”5. Francis Richards ─ create envelope machine ─ print eighty thousand envelopesper dayFrancis Richards tells himself, “If I __________________________________________________________________________________________________________________________________________________________________________________________.”Activity 9c: The Conditional Chain Game.A model of a Conditional Chain Game is given below. Start a new game similar to itusing your own conditional sentences. If I get four toy wheels, I will make a toy car. If I make a toy car, I will play with it the whole day. If I play with it the whole day, I will not concentrate on my studies…74

Unit 5 ― Ingenious inventionsDid you know?Did you enjoy watch the movie ‘Transformers’? If yes, you willbe happy to know that a company has manufactured a real lifetransforming robot.Discover it on: Real http://www.livescience.com/56244-company-builds-real-life-transformers.html Find out other inventions that were inspired from movies. 75

6EnglishGRADEEnd of unit activitiesEx. 1 Read the text below carefully.A delicious inventionIt was a fine Saturday afternoon. The Chung family was having a picnic at the beach. Aftertheir swim, the two children, Kenny and Louise, were having some snacks with their parents.Just then, an ice cream van drove past.“Dad, may I have a vanilla popsicle?” asked Louise.“It’s so hot. I want one too,” said Kenny. “But I prefer one with chocolate flavour,” he added.“Alright,” said Dad. “Popsicles for everyone!”He came back with four popsicles: one for Louise, one for Kenny, and two strawberryflavoured popsicles for himself and for Mum.“Yummy,” said the children as they ate theirs. “The popsicle is one of the best inventions.The one who thought of this delicious food deserves an award.”“I wonder who came up with this invention,” said Dad thoughtfully.“Well, let’s find out,” said Kenny.He took his father’s smartphone and went on the Internet to find the information. “Wow!”he said after a few minutes. “You won’t believe how the popsicle was invented. Listen tothis: The Popsicle was accidentally invented in 1905 by Frank Epperson, when he was only11 years old. On a very cold night in San Francisco, Frank mixed some soda powder andwater in a glass. He stirred the mixture with a small wooden stick. However, he forgot themixture outside and it remained there the whole night. The next morning, he discoveredthe first-ever popsicle in the glass. He placed the glass in hot water and pulled the popsicleout with the help of the wooden stick. Out of curiosity, he licked it and found it tasty. FrankEpperson named the popsicle ‘Epsicle’. He manufactured many more and sold them aroundthe neighbourhood.”“Wow!” exclaimed Louise. “An eleven-year old boy! Who would have thought it possible?”“Well, who knows? Anything can happen!” said Mum. “One of you may invent anotherdelicious summer treat! We’ll call it Kensicle or Lousicle!”Everyone looked at her and burst out laughing. They spent a pleasant afternoon atthe beach.76

Unit 5 ― Ingenious inventionsEx. 1a Write True or False.i. Kenny and Louise had snacks first, then they went for a swim. __________ii. Dad immediately agreed to buy popsicles for everyone. __________iii. Kenny found information on popsicles from his laptop. __________iv. Frank Epperson created the world’s first popsicle after much research. __________v. It was warm on the night that Frank Epperson left the popsicle mixture outside. __________Ex. 1b Choose the correct answer and circle the corresponding letter.1. “I wonder who came up with this invention,” said Dad thoughtfully. What is Dad trying to know? A. Who invented the popsicle. B. Who ate the popsicle. C. Who bought the popsicle. D. Who liked the popsicle.2. Frank Epperson’s mixture turned into a popsicle as it ____________________________. A. melted without the stirring stick in it B. froze with the stirring stick in it C. melted with the stirring stick in it D. froze without the stirring stick in it3. On learning who had invented the popsicle, Louise cried out “Wow!” This shows that shewas ______________________________.A. sickB. disappointedC. sadD. surprised 77

6EnglishGRADEEx. 1c Answer the following questions.1. Why do you think Frank Epperson named his invention ‘Epsicle’?________________________________________________________________________________________________________________________________________________2. Do you think that the popsicle is a useful invention? Why?________________________________________________________________________________________________________________________________________________Ex. 2: Choose the correct answer and circle the corresponding letter.1. You will not become famous with such an invention because you have simply ___________________. A. repaired the wheel C. replaced the wheel B. reinvented the wheel D. removed the wheel2. As I had all the information I needed, I completed my science project _______________. A. suddenly C. with much delay B. with much difficulty D. at one go3. Cavemen used weapons for their ____________________. A. protection C. communication B. invention D. information4. Until now, man has explored ____________ Jupiter ________ Venus. A. either or C. either nor B. neither nor D. neither or78

Unit 5 ― Ingenious inventions5. You are the one who invented this product, and ______________ nobody else has theright to sell it.A. therefore C. neitherB. nevertheless D. if6. She needs a Tetanus injection __________ her injury does not get infected.A. until C. so that B. unless D. therefore 7. ____________ scientists find the cure to cancer, they will save many patients.A. And C. IfB. However D. Although8. Machines help us to save ________________ time and energy.A. all C. eitherB. both D. neither9. We must use natural sources of energy as there is not _________________ petrol forall our needs.A. enough C. lessB. more D. both10. Not _______________ inventions are helpful to man. Some are totally useless.A. both C. lessB. more D. all 79

6EnglishGRADEEx. 3 Write a composition of about 120 words on the following: ‘Rescue Operationat Sept Cascades’.One Sunday morning, you and your father went to Sept Cascades. Unfortunately, you felland hurt yourself. Your father could not save you because of the steep slope and densebushes. Describe how you were saved thanks to your mobile phone and other inventions.Some guidelines are given.• How did you fall?• What were your thoughts and feelings as you fell?• Whom did you call on your phone? Your father? The police?• How did you or your father use your phones to guide the rescuers?• What equipment did they use? A rope? A helicopter? Radar equipment?• What happened in the end?You may start your composition as follows:Last Sunday, I survived a very difficult situation. I went to_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________80

Unit 5 ― Ingenious inventions________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 81

6EnglishGRADEEx. 4 Communication SkillsEx. 4a Listen carefully to the text below and carry out the activities that follow.Little inventors!In 2015, a famous British inventor asked children to draw the objects that they wanted toinvent. He chose 60 interesting drawings and asked manufacturers to make the objects.Here are a few inventions:One invention is the tooth-o-matic. It is a toothbrush with atoothpaste tube in the handle. All you need to do is pressthe bottom of the handle and toothpaste comes on thebrush.Another invention is an alarm clock that looks like a spider,and that hangs right above the bed. If you do not wakeup to switch it off when it rings, the spider clock falls onyour face!A third invention is a fork with a tiny fan inside thehandle. The fan helps to cool the food while youare eating.(Adapted from http://www.boredpanda.com/kids-inventions-turned-into-reality-inventors-project-dominic-wilcox/)82

Unit 5 ― Ingenious inventionsEx. 4b Listen to the text again and tick the correct answers as you do so.(i) The event organised by the inventor was for adults children .(ii) Participants had to invent something draw something they wanted to invent .(iii) The inventor selected 6 60 drawings.(iv) The children’s parents Manufacturers made the objects from the drawings.(v) How many of the inventions mentioned could be useful to people who are late inthe morning? One TwoEx. 4c Answer the following questions.(i) Which one of the three inventions do you prefer and why?________________________________________________________________________________________________________________________________________________Ex. 4d What would like to create? Think about it, draw it, and then tell theclass about it. 83

6EnglishGRADE84

Unit 6Fascinating myths

6EnglishGRADE Activity 1: Reading for understandingActivity 1a: Observe the picture below and discuss. Hermes Zeus Diana• What are the pupils and the teacher doing?• Do you think that the pictures on the whiteboard are from modern times? Why?• Have you heard stories about or seen these characters in films or cartoons? If yes, share what you know about them. Key words: chorus dethrone thunderbolt spear New expressions: shake their heads true to her word shake with laughter Idiom: once in a blue moon86

Unit 6 ― Fascinating mythsActivity 1b: Grade 6 Blue learns about Greek mythology. Read the textbelow carefully.A special lessonLast week, Mrs. Anna, the teacher of Grade 6 Blue, had promised to tell the class storiesfrom Greek mythology.“What’s Greek mythology?” the pupils had asked.“They’re stories about ancient Greek gods and goddesses,” Mrs. Anna had replied. “Haveyou ever heard about them?” she had asked. The pupils had shaken their heads. “I havean interesting book. I’ll bring it on Monday and read some stories for you,” Mrs. Annahad said.This morning, the pupils are very excited. True to her word, Mrs. Anna has brought herbook. The whole class is silent as she shows them pictures of different gods and goddesses:Zeus, Hermes, Diana and many others.“Tell us some stories,” the pupils say in a chorus.“I’ll tell you the story of Zeus, the king of all gods,” says Mrs. Anna. “Zeus was the son ofCronos. He had two brothers, Poseidon and Hades. One day, the three brothers dethronedtheir father. They then shared his kingdom: Zeus became the king of gods and ruled overthe universe; Poseidon became the king of the seas; and Hades became the king of theUnderworld, which was called the world of the dead. Zeus was the greatest of the gods andcontrolled the weather. His weapon was the thunderbolt and he threw it like a spear atthose who made him angry.”The pupils are surprised to hear that.“Don’t look so worried,” Mrs. Anna tells them. “I’m sure it happenedonce in a blue moon.” Then she continues the story, “Zeus hadthree daughters who were called the three Fates. ‘Fate’ means‘destiny’ and so his daughters decided about the future of all thegods and human beings. Zeus had another daughter, Athena. It issaid that when she was born, she was dressed in an armour! Thecity of Athens, in Greece, is named after her. 87

6EnglishGRADEGenerally, Zeus was wise but he could sometimes be selfish and cruel. One day, aTitan ̶ that is someone from the family of giants ̶ called Prometheus stole fire and gave it tohuman beings so that they could keep themselves warm and cook their food. Zeus was soangry that he tied Prometheus to a rock and made an eagle eat his liver everyday. What ahorrible punishment!”The children are fascinated as they listen to the stories.“We want more stories,” they say when Mrs. Anna closes the book.“Time for work now,” laughs Mrs. Anna. “I’ll read more stories tomorrow.”“Don’t make Mrs. Anna angry,” says a little voice from the back of the classroom, “or she’llthrow her thunderbolt at you!”The class shakes with laughter.Activity 1c: Read the text again and tick the correct option for each sentenceas you do so.1. From the title, we know that the lesson is _________________________ other lessons. the same as different from 2. Mrs. Anna is the _______________________________ in Grade 6 Blue. teacher pupil3. Mrs. Anna’s book is __________________________________. a storybook an atlas4. Zeus was ___________________________________ in Ancient Greece. a Titan the king of gods88

Unit 6 ― Fascinating myths5. Zeus, Poseidon, and Hades _________ their father’s kingdom ___________________ and divided it among them.took … by force got … as a gift6. Prometheus _________________ human beings.punished helpedActivity 1d: In groups, complete the family tree of Zeus. Cronos Zeus: ___________________ ___________________King of gods King of the seas King of the Underworld The three ______________________________________ 89

6EnglishGRADE Activity 1e: Answer the following questions.1. Give two examples from the text to show that the ancient Greek gods were cruel.________________________________________________________________________________________________________________________________________________2. Athena was born “dressed in an armour”. What does this tell us about Athena?________________________________________________________________________________________________________________________________________________3. Do you think that Zeus was right to punish Prometheus? Why do you say so?________________________________________________________________________________________________________________________________________________ Activity 2: Vocabulary Activity 2a: Observe the pictures and read the definitions below. Then find the missing words. Hint: the words are found in the text. together, in unison in a c ___ ___ ___ ___ s a weapon that is a flash of lightning a t ___ ___ ___ ___ ___ ___ ___ ___ ___ t90

Unit 6 ― Fascinating myths weapon made with a long piece of wood and a sharp point. a s ___ ___ ___ r to take away a king’s power by force to d ___ ___ ___ ___ ___ ___ eActivity 2b: Choose and tick the correct meaning for the expressions and idiomin bold.1. Ares’s parents shook their heads in despair when they heard that he wanted to start another war.They moved their head from They moved their headside to side to show that they from side to side to showdid not agree. their happiness.2. It was so funny to see the slave chasing the fearful lion in the arena that the spectators shook with laughter.The spectators saw the body of The spectators laughed a lot.the slave shaking.3. Zeus had promised to punish his enemies. True to his word, he did it.Zeus said a true word. Zeus did as he had said.4. It was only once in a blue moon that the gods left their kingdoms to visit humans.Very rarely When the blue moon appeared 91

6English GRADEActivity 2c: Most of the words below are related to mythology.Cross out the odd words.1. thunderbolt spear missile armour2. seas beach universe underworld3. Harry Potter Zeus Poseidon Cronos4. gods teachers Titans human beings5. thunder fire oven lightning Activity 3: Picture compositionObserve the pictures carefully and read the guidelines provided. Then write acomposition of about 120 words on ‘Hercules’.Pritika and Aditya – favourite film, Hercules very strong – kills two snakes‘Hercules’ when still a baby92

Unit 6 ― Fascinating mythsadventures of Hercules – kills ferocious dirty stables – not cleaned for thirtylion – makes coat with lion’s fur – helmet years – Hercules changes course of riverwith head to wash away dirt The Endcaptures fierce bull – it had damaged How do the children feel when thecrops and houses – approaches bull film ends?silently –takes it by surprise Had they enjoyed it? Would they like to watch it again?For more ideas to write your composition, watch the animated film on Hercules onhttps://www.youtube.com/watch?v=MH6f_UMGd94You may start as follows:On Sunday afternoon, Pritika and Aditiya sit in front of the television excitedly. They areimpatient to watch their favourite film, ‘Hercules.’_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 93

6EnglishGRADE_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________94

Unit 6 ― Fascinating myths Activity 4: Communication Skills – Listening and Speaking ActivitiesActivity 4a: Listen to the text carefully and carry out the activity that follows.Hercules fights the monsterOne day, Hercules heard a man crying for help. He ran to find out what was happening.He saw a ferocious monster attacking a man. The man appeared very frightened, soHercules rushed to help him. Hercules shouted, “Monster, leave the poor man alone. I willfight you!”The monster turned to face Hercules. He looked very angry. Hercules waved the swordthat he was holding in his right hand. The man ran to hide in the cave that was behind themonster. He was glad he had escaped. The monster looked at the tree that was on its leftand saw a little bird flying over it. While it was looking at the bird, Hercules chopped offits tail. The monster roared with pain. The man clapped and cheered. Hercules becamehis hero. 95

6EnglishGRADEActivity 4b: Listening activity ̶ Listen to the story again and stick the items inthe correct place in the picture below.96

Unit 6 ― Fascinating mythsEx 4c: Speaking activity ̶ Share your views about the fight between Hercules andthe monster.You may talk about:• How the two looked• How they felt• What the man was thinking• How the story ends Activity 5: Nouns with no articleGrade 6 Blue worked on a project and found information about Pandora.They found the following:• Zeus created Pandora with clay.• Pandora was very beautiful and was good at sports.• Epimetheus fell in love with Pandora and married her.• Zeus gave Pandora a box and told her not to open it.• Pandora thought there were dresses and gold coins in it.• She opened it and out came poverty, death, and sadness!• Fortunately, hope also flew out to help humans. We do not use an article with proper nouns: e.g. Zeus, Nishi, David Countable nouns in the plural form may be used without articles: e.g. dresses, books, pupils Abstract nouns may be used without articles: e.g. love, happiness, courage 97

6EnglishGRADEActivity 5a: Dylan has left some mistakes in his work. Help him to find andcorrect these. An example is given.1. A long time ago, people from the Greece (Greece) wrote wonderful stories about their gods and goddesses.2. These stories were called the myths.3. They were full of adventures and spoke about the love, the disobedience and revenge.4. Greeks built a temples and offered a sacrifices to their gods.5. The most powerful god was called a Zeus.6. Greece also had the heroes like the Hercules and Achilles.7. The stories of Hercules fighting the evil are very popular.8. Children enjoy watching the films about the Greek heroes.Activity 5b: Write a few sentences using nouns that do not take an article.E.g. I enjoy doing activities with my friend, Amy._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________98

Unit 6 ― Fascinating mythsActivity 6: Using ‘Might’ and ‘Might not’.Prometheus, promise to Zeus, give men fireobey me always and I and I might promise.might reward you. If I give men fire, you might forget your promise.Note:We use ‘might’ to show that there is a possibility that something happens.E.g. Look at those clouds. It might rain later. The car has a breakdown. I might be late for school.The negative form of ‘might’ is ‘might not’.E.g. Patrick might not watch the movie ‘Hercules’ as he knows the story. Serena does not like Greek myths. She might not act as Pandora in the play. 99

6EnglishGRADEActivity 6a: In pairs, practise the use of ‘might’ and ‘might not’ by tellingyour friend about your plans for the weekend.I might go to I might not go tothe cinema. the restaurant. Activity 7: Reading for pleasure and appreciation Activity 7a: Read the text and carry out the activities that follow. A delightful dream catcher! Lania sat down on her bed looking at the gifts around her. She had just turned eleven and her parents had organised a party for her. As she unwrapped her gifts, she saw toys, clothes and books that the guests had offered her. Suddenly, she saw something weird* called a ‘Dream Catcher’. On a little note found in the gift box, she read, “According to Native American traditions, the night air is filled with good dreams and bad dreams. Keep the dream catcher above your bed. It will catch all the good dreams and you will have a blissful* night. The bad dreams will be trapped in the dream catcher and will be destroyed at dawn.” Lania did not really believe in all this and threw the dream catcher across her room. She did not notice that it had got caught in the pendant light* above her bed and stayed there all night. Lania slept very peacefully that night and dreamt that she was visiting other countries100

Unit 6 ― Fascinating mythswith new friends. She told her mother about her dream in the morning.“What a nice dream. It must be thanks to your new dream catcher,” her mother said.“It was only a dream, Mum,” said Lania. “I don’t believe in dream catchers. I’m going now orI’ll be late for school!”Later that morning, during the English lesson, the teacher told the whole class, “I havean announcement to make. Do you remember the Essay Writing Competition you allparticipated in, last term? Well, the results are out and guess what? The winner fromMauritius is someone in this class!”All the pupils cheered loudly and started looking around the classroom to guess who thewinner was. The teacher waited for them to quieten down before saying, “I’m pleased to saythat the winner is Lania! Congratulations, my dear. You’ve won a trip to France along withother winners. You will be given more information about it later today by the Headmistress.”Lania was shocked. While her classmates were congratulating her, all she could think of washer dream and the dream catcher. Glossary weird: strange blissful: wonderful pendant light: light hanging from the ceilingActivity 7b: Discuss the following in groups.1. Do you believe in the powers of dream catchers?2. Would you like to have a dream catcher? Why?3. If the dream catcher could make one of your dreams come true, which one would it be?4. Is there a nightmare that you would wish the dream catcher to destroy? Which one is it?Activity 7c: The dream catcher at work.Imagine that you are the dream catcher in Lania’s room. Talk about the dreams that youcatch and the nightmares that you destroy. Work in groups and share with the class. 101

6English GRADE Activity 8: Word Formation – RevisionActivity 8a: Complete the table with the missing words. An example is given. Verbs Noun Adjective to lose loss lost to determine ____________________ determined ____________________ satisfaction satisfied friendship / friend to befriend ____________________ to excite ____________________ exciting to succeed success ____________________ to beautify ____________________ beautiful to please pleasure ____________________ pollution ____________________ polluted ____________________ possessive to possess to encourage courage ____________________ ____________________ care careful ____________________ creation creative disappointment to disappoint livelihood ____________________ ____________________ lively to protect ____________________ protective to motivate motivation ____________________102

Unit 6 ― Fascinating mythsActivity 8b: Write the correct form of the words given in brackets.The magical rocks – A myth about AresAres was the god of war. As he was not a _____________________ (friend) person, nobodyliked him.Once, there was a war between the Greeks and their neighbours, the Macedonians. TheMacedonians wanted to take _________________ (to possess) of Greece. Ares was________________ (excite) and shouted with ___________________ (to enjoy) as thesoldiers died during the battle. Athena was full of _______________ (sad) when she sawthis. She threw a rock at Ares. It hit him and he fell unconscious. Everyone thought that Areshad been hit by a magical rock!Two brothers were _________________________(determination) to stop the war. They collecteda pile of rocks and waited for Ares with much_________________ (impatient). One day, to theirgreat ________________________ (to satisfy),they saw Ares. They threw rocks at him and they________________ (success) in hitting him andmaking him unconscious.They then put him in a vase where he stayed for a very long time.Meanwhile, the Macedonians and the Greeks became ___________________ (befriend).(Adapted from Ancient Myths & Folktales for Kids at: http://greece.mrdonn.org/greekgods/ares.html) 103

6EnglishGRADEActivity 8c: Word Formation Card GamePlay in pairs or groups. Draw a card from your set of cards, roll the dice and then form a wordor say a sentence depending on the number obtained. The key is given below. For eachcorrect answer you score 1 point.Number on dice Key 1 or 2 Action 3 or 4 5 or 6 Form a noun Form an adjective Form a noun or an adjective and use it in a sentence. Activity 9: Reading for pleasure and appreciation Activity 9a: Read the text and carry out the activities that follow. The Rainbow Serpent Every Friday, Grade 6 Yellow has a lesson during which they share myths* and tales from their island or other countries. The pupils enjoy this lesson as they hear many interesting stories. All of them try hard to find stories that their classmates will like. “Camille,” said Mr. Joy last Friday, “it’s your turn today. What do you have for the class?” “I’ll share an Aboriginal* myth with the class, Sir. It tells us how the world was created,” Camille replied.104

Unit 6 ― Fascinating myths“How do you know about this myth?” Mr. Joy asked Camille.“I have a friend in Australia. His name is Neil. We became friends when I was visitingAustralia with my parents last year. We often email each other and share our school projectsand ideas. I asked Neil for a myth from Australia.”“That’s good. We don’t often hear about Aborigines and their myths. Well done, Camille.You may now start,” Mr. Joy said.Camille began, “At the very beginning, the time was known as the ‘Dreamtime’. Nothinglived on Earth. Nothing moved and nothing grew. Then, one day, the Rainbow Serpentwoke up and came out of her underground nest. She travelled all over the world andwhen she grew tired, she curled up and slept. When she woke up, she called to the frogs,“Come out!” The frogs came out slowly because their bellies had filled with water while theywere sleeping. The Rainbow Serpent tickled their stomachs to make the frogs laugh and,when they did so, they released the water. This created the lakes and rivers.From the water, grass and trees grew. All the other animals woke up from their sleep.They came out from underground and followed the Rainbow Serpent everywhere. TheRainbow Serpent made laws that they all obeyed. However, some animals becamequarrelsome and fought among themselves. To end these quarrels, the Rainbow Serpentsaid, “Those who obey my laws will be rewarded. I’ll turn them into human beings. Thosewho break my laws will be turned into mountains and hills.”The Rainbow Serpent gave each of them their tasks. Humans and animals lived togetherand all of them respected the Rainbow Serpent, who was known as the Mother of Life.”All the pupils clapped at the end. They had enjoyed the myth.(Adapted from story on: http://www.expedition360.com/australia_lessons_literacy/2001/09/dreamtime_stories_the_rainbow.html) Glossary myths: legends or traditional stories aboriginal: coming from the Aborigines, who are the native inhabitants of Australia 105

6English GRADEActivity 9b (i): Think about the following and share your views with the class.1. (i) Something new that you learnt from the story. (ii) Something that you found interesting. (iii) Something that surprised you.2. Do you know another story that tells us about the creation of the world? If yes, tell the class about it.Activity 9b (ii): Continue the story.In groups, add a few lines to the story, describing how humans and animals lived togetherin their new surroundings. Some ideas are given below:• What activities did they do?• Did they live together peacefully?• How did they survive?Activity 10: Giving directionsThanks to a travel machine you have the opportunity to travel to the past and visit AncientGreece. Unfortunately, you do not know the way. Use the map below and follow theinstructions to find your way.Map of AthensMount D Greeki AOlympus a Temple t Statue ofKarpathos h Athena ArchillionResidence of n e Palacethe gods n a a R Phoebe Road R Midas Road o o a a d d The Arena River Styx Bridge The farm BridgeUnderworld Hermes Road Garden of Hesperides Zeus’s palace106

Unit 6 ― Fascinating myths1. You are at the farm. Cross Hermes Road. Walk along the bridge up to Athena Road. Go past the Arena then turn right into Midas Road. Go straight ahead. The building in front of you is_______________.Karpathos The Greek Temple Archillion Palace2. You are in the Arena. You walk along Athena Road. You turn left into Phoebe Road. Go straight ahead. Turn right into Diana Road. On your left you will see _______________.Mount Olympus Karpathos The Underworld3. You are in Archillion Palace. Walk along Midas Road. Turn right into Athena Road. On your right you will see ______________________.Karpathos The statue of Athena The Greek Temple4. You are in the Gardens of Hesperides. Turn left into Hermes Road. Walk straight ahead. Cross the bridge. You will find the ____________________ in front of you.The Underworld River Styx The Arena5. You are in the Greek Temple. Walk down Diana Road. Turn left into Phoebe Road. Turn left into Athena Road. On your right you will see______________________.The statue of Athena The Arena Zeus’s Palace6. You are in Karpathos, the residence of the gods. Cross Diana Road and walk into Phoebe Road. Turn right into Athena Road. Then cross the bridge to reach Hermes Road. The building between the farm and the gardens of Hesperides is _________________.Zeus’s Palace Archillion Palace The Greek Temple 107

6EnglishGRADE Activity 11: Verbs- Revision Activity 11a: Write the correct form of the verbs in brackets. Every term, our teacher, Mrs. Juliette, _____________________ (to give) us a new project. Last term, we ___________________________ (to have) a project on ‘mythology’. After Mrs. Juliette _____________ __________________(to announce) the topic, the pupils _____________ __________________ (to look) at one another in surprise and _________ ______________ (to say), “We _______ _______ _________________ (not to know) anything about mythology!” “Don’t worry. I _________ __________________ (to go) to give you lots of ideas and you __________ ______________ (to enjoy) this project. Look, I ________ _____________ (to bring) some books for you. If you read them, you _____________ _______________ (to find) lots of information.” Activity 11b: Imagine that you are a mythological character with super powers. Draw yourself and then tell your friends about you by completing the following sentences. Make use of appropriate verb tenses. 1. My name (to be) ______________________________________________________. 2. When I was a baby, I (to discover) ________________________________ superpowers. 3. My friends and I often (to play) ________________________________. One day, while we (to run) ________________________________. 4. The best gift that I (to receive) ____________________________________. 5. Be careful! If you attack me, I (to fight) __________________________________. 6. Once, Raptor the beast (to come) _________________________________________. After he (to destroy) ________________, I (to kill) ____________________________.108

Unit 6 ― Fascinating mythsActivity 11c: Fill in the blanks with the appropriate phrasal verbs. Choosefrom the box below. Use your dictionary for additional support.gave up sit down cut off find out go away got out look out picked up threw away fell down1. The teacher said, “_____________________ and I’ll tell you stories.”2. When Cronos was attacked by his sons, he _____________________ his throne.3. Hercules attacked the beast and ____________________ its head.4. ______________________! There comes Zeus with his thunderbolt!5. When Pandora opened the box, terrible evils ________________________ .6. Athena __________________________ a rock and threw it at Ares.7. When he was hit by the rock, Ares ________________________ unconscious.8. Poseidon shouted, “________________________!” as he saw the eagles approaching.9. The pupils were surprised to ______________________ that some myths are true.10. Mira _____________________ the dream catcher as she did not believe in its powers. Did you know? There are myths about fruits too. Here is one about breadfruit, which Mauritians enjoy eating. In Hawaii, there was once a great famine. A man named Ulu died in the famine and was buried beside a spring. In the morning, his family found a breadfruit tree growing near the spring. It was the fruit from the tree that saved them from famine. Find more myths related to fruits and share them with the class. 109

6EnglishGRADE End of unit activities Ex. 1 Read the text below carefully. How the bear lost his tail Long ago, the bear and the kangaroo were good friends. They hunted together and were very proud of their long tails. Once, there was a drought all over Australia. Water was very scarce and the two friends had to drink water from a pond to survive. At sunset, dark clouds would float across the sky and everyone hoped that it would rain, but at sunrise, the sky would be as bright and clear as before. At last, the pond was dry and the two friends were desperate. They were afraid they would die of thirst. After some time, the kangaroo spoke and said, “When I was a baby, I remember such a drought as this. My mother travelled far with me over the mountains and down by the river bed. She travelled slowly as hunger and thirst had made her very weak, and I was heavy to carry. When she finally reached a sandy river bed, she dug a deep hole which slowly filled with cool, clear water. I’ll take you to that place and we’ll try to find some water.” The bear said, “Yes! Let’s both go there. I have very strong arms and will help you.” True to his word, the kangaroo took the bear to the river. When they reached, the sun was very hot and they were very tired. The bear asked the kangaroo to start digging as he knew more about the place. The kangaroo dug for a long time. Finally, he was so exhausted that he asked the bear to help him. But the bear was very cunning and, shaking his head, said, “I’m sorry I can’t help you. I’m feeling very ill.” The kangaroo was sorry for his friend and set to work again. At last the kangaroo found water and told his friend, “I’ve discovered water and will bring some to you.” But the bear was only pretending to be sick. He immediately rushed to the hole, without even replying to the surprised kangaroo, and started to drink. The kangaroo, who understood that the bear had lied to him, was furious. He cut off the tail of the drinker to punish him. This is how the bear lost his tail. (Adapted from “How The Native Bear Lost His Tail” on: http://www.sacred-texts.com/aus/mla/mla21.htm)110

Unit 6 ― Fascinating mythsEx. 1a Fill in the blanks with the appropriate words.Long ago, the bear and the kangaroo were ________________________. Once, there wasa ___________________ and they needed water. The kangaroo recalled that his motherhad taken him to a river when he was a _________________. Both friends set off to findit. When they reached the place, the bear _____________________ to be ill and did nothelp the kangaroo to dig a _________________. However, when the kangaroo finally foundwater, the bear quickly ran to ________________________the water. The kangaroo was____________________ because the bear had ________________. He ______________the bear’s tail.Ex. 1b Answer the following questions.1. What did the bear and the kangaroo do to survive at first?________________________________________________________________________2. Was it easy for the kangaroo’s mother to travel with him? Copy a sentence that tells you so.________________________________________________________________________________________________________________________________________________3. Why is the bear described as being “cunning”?________________________________________________________________________4. Is the kangaroo a good friend? Why do you say so?________________________________________________________________________________________________________________________________________________5. Do you think that the kangaroo was right to cut off the bear’s tail? Why?________________________________________________________________________________________________________________________________________________ 111

6English GRADEEx. 2 Choose the correct answer and circle the corresponding letter.1. Zeus smiled with ___________________ when he heard that Epimetheus had married Pandora. A. satisfy C. satisfaction B. satisfied D. satisfactory2. After Jupiter_____________________ the bee’s honey, he gave some of it to his wife. A. had tasted C. tastes B. tasted D. has tasted3. There were rumours that a magical rock _________________ have hit Ares. A. might C. will B. shall D. has4. From the documentary we ______________ that Apollo was the god of music, medicine and poetry. A. found in C. found about B. found up D. found out5. Mars, the god of war in Ancient Greece, could not have used a __________________ to kill his enemies. A. gun C. spear B. thunderbolt D. armour6. In Ancient Greece, some gods thought that fighting was a ________________ activity. A. pleasant C. please B. pleasure D. pleased7. The king made sure there was peace and __________________ in his kingdom. A. a justice C. the justice B. an justice D. justice112

Unit 6 ― Fascinating myths8. Zeus kept his promise. _____________________, he found a way to punish humans.A. Shaking with laughter C. True to his wordB. Once in a blue moon D. Shaking his head9. In Greece, people ________________in the arena, didn’t they?A. fight C. had fought B. fought D. will fight10. I am opposite the Greek Temple. I must _________________ the road to reach it.A. cross C. go straight ahead B. walk along D. turn leftEx. 3. WritingWrite a composition of about 120 words on the following: Your parents took you tothe bookshop to buy a book. You chose one on mythology. The guidelines belowwill help you:• On what occasion did your parents take you to the bookshop?• What did you see there?• Why did you choose the book on mythology? (attractive, interesting, etc.)• What did the book look like? (size, illustration on cover, etc.)• What did you expect to find in it? (stories, adventures, pictures, etc.)• Did you enjoy reading it? Why?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 113

6EnglishGRADE ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________114

Unit 6 ― Fascinating mythsEx. 4 Communication SkillsEx. 4a Listen to the story of a mythological beast and carry out the activitiesthat follow.Beware of the beast!The Hydra was a very fierce beast that looked like a dragon with many heads. It lived bothon land and in water. It often remained hidden under water and only came out to kill its prey.It had killed many humans and cattle.People feared this very cruel beast because they thought it was unbeatable and immortal.Every time one of its heads was cut off, two other heads immediately replaced it.Hercules fought the Hydra. He was worried when he saw the Hydra growing fiercer andstronger every time one of its heads was cut off. But fortunately for Hercules, his nephew,Iolaus, was there to help him. Every time Hercules cut one of the Hydra’s heads, Iolausset fire to the neck so that other heads could not grow. When they finally killed the Hydra,Hercules hid its body under a big rock.Ex. 4b Listen to the text again and tick the characters and items in the storywhile doing so.Athena Hydra dragon cattleHercules sun lolaus cavehorse tree bird big rock 115

6EnglishGRADE Ex. 4c Tell your class about a beast you saw on TV or read about in a book. You may consider the following points: (i) Where did you see this beast? Was it on TV, in a book, or somewhere else? (ii) What was its name and where did it live? (iii) What did the beast look like? (iv) Was it a nice or a fierce beast? Did it help or harm others? (v) What happened to the beast in the end?116

Practice Paper 1 Grammar and VocabularyQuestion 1 (10 marks)For each item, circle the letter which shows the correct answer.Example:You are ________________. The examination has already started.A. late C. early B. on time D. regular1. Yesterday, the police _________________ the robber.A catches C. will catchB. caught D. had caught2. Since Noah is a very hardworking pupil, he does his homework by ______________.A. him C. himselfB. he D. his3. “Look, Dad!” shouted Lara. “My kite has gone _____________ the clouds!”A. down C. aboveB. outside D. along4. Diya is a strange girl. She is always hungry ____________ she eats a lot.A. although C. ifB. even D. because5. My sister is sick. I will visit _____________ tomorrow.A. she C. it B. him D. her 117

Practice Paper 16. I did not buy anything because I _______________ my purse at home.A. left C. have leftB. had left D. will leave7. “I wonder _____________ will win this dance competition,” thought Maria.A. whose C. whoB. whom D. which8. This bakery sells the ___________________ cakes in Mauritius.A. tasty C. as tastyB. tastier D. tastiest9. We laughed so much at Neerah’s jokes last night, _______________?A. didn’t we C. aren’t weB. didn’t he D. isn’t he10. The teacher _______________ us the test results tomorrow.A. will give C. has givenB. gives D. gaveQuestion 2A (5 Marks)Read the definitions and find the missing words. An example is given.(i) You use it to write. pencil(ii) You eat it for lunch at school. b__ __ __ __(iii) You use it to talk to someone who is far away. t __ __ __ __ __ __ __ __(iv) Somebody who plays a role in a film. a __ __ __ __(v) Another word for something which is costly. e__ __ __ __ __ __ __ __(vi) How someone feels when he has not eaten for a long time. h __ __ __ __ __118

Practice Paper 1Question 2B (5 marks)For each item, circle the letter which shows the correct answer.1. Dan is very __________________. He gave that homeless man five hundred rupees.A. funny C. generousB. expensive D. selfish2. The spectators shouted so _____________ that my ears hurt.A. quickly C. loudlyB. slowly D. quietly3. The shop is found on the opposite side of the road. You must _________________________the road.A. jump C. walkB. run D. cross4. “I’m not thirsty. I don’t want to drink __________________,” said Mira.A. anything C. nobodyB. nothing D. everyone5. Jena needs a _____________ to have her soup.A. plate C. spoonB. fork D. knife 119

Practice Paper 1Question 3 (10 marks)Find the synonyms of the words in brackets from the box below and write them downin the blanks. An example is given. fight furious guest joyful costume cruelDo you remember the wolf in ‘The Little Red Riding Hood’? I am Rick, his grandson. Mygrandfather, the (unkind) cruel wolf, was killed by the hunter who had saved Red RidingHood. I was really (angry) ___________________ and decided to take revenge for hisdeath. I wore a sheep’s (disguise) _____________ and went to meet Red Riding Hood’sgranddaughter. She was a (cheerful) ___________ young girl called Pink Riding Hood. Ihad planned to eat her up, but Pink Riding Hood invited me into her house as a (visitor)_______________. She offered me lunch and chatted with me happily. Finally, instead ofeating her, I took off my disguise and ended our (quarrel) _____________________. Now,we have become good friends! ReadingQuestion 4 (5 marks)Match the sentence parts on the left with those on the right to complete the notices.An example is given.Smoking is prohibited fierce dogs!Please switch off Exams in progress.Beware, at the counter.Leave your bags in this building.Silence please! to keep your environment clean.Use bins your mobile phones.120

Practice Paper 1Question 5 (10 marks)Read the text below.Room 234,Hotel De Luxe,Hawaii.5 December 2017Dear Amit,How are you? I hope you are enjoying your summer holidays. I am very well as I amspending my vacations with my parents in Hawaii. We are enjoying the beautiful beachesand the warm weather. Hawaii is such a lovely island, just like Mauritius.Everyday I wake up at eight o’clock. Then I have breakfast at the hotel restaurant. Afterthat, I go to the children’s corner where I enjoy myself playing tennis with other children.There is also a swimming pool where I learn swimming and diving. The coach, Laurent, isreally cool!I love Hawaiian food. It is very different from what we eat in Mauritius. My favourite dishhere is the Lomi Lomi Salmon. It’s really delicious and I always want to have more. As fordesserts, I prefer the Hawaiian Dream Cake. It is soft and creamy and melts in the mouth.I will miss Hawaii when the holidays are over, but I will be very happy to see you again. Iwill return in three weeks with a surprise gift for you.Your friend,Kevin 121

Practice Paper 1Now complete the following. One example has been done for you.1. Who has written the letter? : _____K_e_v_i_n____2. To whom is the letter addressed? : __________________3. Where is Kevin spending his holidays? : __________________4. Hawaii is an ________________________ just like Mauritius.5. Name three activities that Kevin does everyday? (i)_____________________________ (ii)_____________________________ (iii)_____________________________6. What is the name of Kevin’s coach? : __________________7. Kevin’s favourite Hawaiian dish is : __________________8. Kevin’s favourite Hawaiian dessert is : __________________9. When will Kevin be back in Mauritius? : __________________Question 6 (15 marks)Read the text below. snout Crocodiles are large reptiles that live in some parts of the world. They are mainly found in Africa, Asia, America and Australia. Many people believe that crocodiles and alligators are the same but there are many differences between them. Crocodiles have long, narrow, V-shaped snouts, while alligators have wider and U-shaped snouts. These differences indicate the type of food that each species prefers.The wide snout of the alligator enables it to catch and eat large prey like turtles. On the otherhand, the narrow snout of the crocodile allows it to eat smaller animals like fish.122

Practice Paper 1The jaws of crocodiles and alligators are also different. The upper and lower jaws of thecrocodile are of the same width. So, even when their mouth is closed, their teeth can beseen. The alligators, however, have a wider upper jaw, so their teeth are hidden. Alligatorsand crocodiles are also of slightly different colours. Generally crocodiles are brown, whilealligators are almost black.In Mauritius, Nile Crocodiles live in captivity at La Vanille Crocodile Park. The Nile Crocodilesare the largest species of crocodiles and they come from Africa and Madagascar. Most ofthe males are about five metres long while most of the females are about four metreslong. However, some crocodiles may grow to a maximum length of seven metres. The NileCrocodile can live up to one hundred years.(Adapted from: http://www.wisegeek.org/what-is-the-difference-between-a-crocodile-and-an-alligator.htm)Now answer the following questions.1. Indicate whether the following statements are True or False by writing ‘T’ or ‘F’ in the given boxes.(i) Crocodiles are mammals.(ii) The snouts of alligators and crocodiles look alike.(iii) Crocodiles can eat larger preys than aligators.(iv) Nile Crocodiles are the smallest of their species.(v) The maximum length a Nile Crocodile can grow to is four metres. 123

Practice Paper 1 Choose the correct answer and circle the corresponding letter. 2. What do you understand by “They are mainly found in Africa, Asia, America and Australia.” A. Most of the crocodiles are found there. B. A few crocodiles are found there. C. No crocodiles are found there. D. The main crocodiles are found there. 3. The Nile Crocodiles in Mauritius _________________________________. A. live freely and have their origin in Mauritius B. live in captivity and have their origin in Mauritius C. live freely and come from Africa D. live in captivity and come from Africa 4. The ________________ of the crocodiles and alligators shows what they eat. A. snout B. jaw C. size D. origin 5. Name three differences between alligators and crocodiles given in the passage. (i) __________________________________________________________________ (ii) __________________________________________________________________ (iii) __________________________________________________________________124

Practice Paper 16. Are male and female crocodiles of the same length? Copy the sentence that tells you so.________________________________________________________________________________________________________________________________________________________________________________________________________________________7. Do you think crocodiles are dangerous? Say why.________________________________________________________________________________________________________________________________________________________________________________________________________________________Question 7Complete the following text by writing one suitable word in each blank space.For Part A, you can choose from the list of words already given.Part A (5 Marks)cold empty bored back haunted The haunted houseLast year, during the winter holidays, I had a horrible experience. My friend, Bina, wasfeeling ____________________ at home. “I’ve been sitting and watching television the wholeday,” she complained. “Let’s go for a walk around town.” Even if it was _____________outside, I agreed to accompany her.We walked from my house to the Town Library. From there, we went towards the shoppingcentre. We had to pass by an old and ___________ house. “My brother told me this house is__________________,” said Bina. “He had seen shadows moving at night when he walkedpast to get __________ home after work. He had also heard someone laughing.” 125

Practice Paper 1 Complete the text with an appropriate word Part B (5 Marks) “But everyone knows that ______________ lives here,” I told her. “This house has been empty for nearly five years now.” “Let’s __________ in and see for ourselves then,” said Bina. Without giving me any time, she pulled my arms towards the house and opened the gate. We stepped into the yard and could hear our _____________ beating as we were very scared. We got into the house and walked around the empty rooms. “You see,” whispered Bina, “_______________ don’t exist! My brother is a fool! Come, let’s go!” We walked out of the house. Just as we were closing the gate, we heard a strange ____________ say, “I hope you have enjoyed your visit. Please come back again!” Writing Question 8 (10 Marks) Write sentences (i) by adding the correct punctuation. my dad bought my new bicycle yesterday ________________________________________________________________________ (ii) by putting the adverb in the right place The car was moving up the hill. (slowly) ________________________________________________________________________126

Practice Paper 1(iii) by putting in the interrogative formMy aunt’s favourite hobby is swimming.________________________________________________________________________(iv) using the following wordsfishing – to enjoy – family________________________________________________________________________Question 9 A (5 Marks)The following sentences are not in the correct order. Put them in order by writing theright number (1, 2, 3, 4, 5) in the given boxes. Then add one sentence to continue thetext.• The bus stop was full of people, but Dave managed to hop on a bus.• Just then, Dave’s alarm clock rang and he woke up. “Thank God it was just a nightmare,” he said.• “Oh no,” shouted Dave, as he woke up on Monday morning and saw that it was seven o’clock. “I’m late!”• He ran into the examination room and saw that the examination had already started!• As quick as lightning, he got dressed and rushed out of the house.________________________________________________________________________________________________________________________________________________ 127

Practice Paper 1 Question 9B (5 marks) Use the connectives in brackets to join the given sentences. Remember to make all the changes needed. Example: You must avoid drinking soft drinks. Your teeth may decay. (as) You must avoid drinking soft drinks as your teeth may decay. 1. We enjoyed our trip to the zoo. It was raining. (although) ________________________________________________________________________ 2. I set my alarm at 6.30 in the morning. I do not want to be late for school. (as) ________________________________________________________________________ 3. They want to eat an ice cream. They forgot their purse at home. (but) ________________________________________________________________________ 4. You do not wash your hands before eating. You might get sick. (if) ________________________________________________________________________ 5. Mum bought me a book. Mum bought me a doll. (and) ________________________________________________________________________128

Practice Paper 1Question 10 (10 marks)Observe the picture carefully and write a story of about 120 words to say whathas happened. Communication SkillsListeningAssessment Objective: Demonstrate ability to listen with understanding.Competency: Follow a conversation.You will hear two short conversations. Listen carefully.You will hear each conversation twice.For each conversation there is a question. Choose the right answer.Conversation 11. What is the name of the girl?________________________________________________________________________2. Why does she want to have a dog?________________________________________________________________________3. Why does she want to have a tablet?________________________________________________________________________ 129

Practice Paper 1 Conversation 2 1 At what time does the party start? A. Six o’clock B. Quarter to six C. Quarter past six 2. Why is Yan taking so much time? A. He cannot find his tie. B. He cannot wear his tie. C. He does not know which tie to choose. 3. How should men dress for the party? In ___________________. A. A suit and shirt B. Jeans and shirt C. A suit and tie 4. What did Manisha decide to do in the end? A. Call Harry for help B. Not go to the party C. Tell Yan not to wear a tie Scripts for listening tasks. Text 1 “Dad, if I pass my exams with flying colours, what will you give me?” asked Sophie. “What would you prefer, a pet or a tablet?” “Hmm I don’t really know. I would love to have a dog. I love dogs but all my friends have tablets, so, I want to have one as well.”130

Practice Paper 1“Think about it and decide. I’ll give you what you want but you must get very goodresults!”“Ok, Dad! Thanks a lot!”Text 2“Hurry up, Yan!” said Manisha impatiently. “We’ll be late! The party starts at sixo’clock and it’s already a quarter to six!”“Just give me five more minutes!” pleaded Yan. “I can’t wear my tie properly!”“Didn’t Harry show you how to wear it?”“He did, but I forgot how to!”“Do you have to wear a tie? You could go to the party without one.”“That’s not possible. It was clearly written on the invitation card that men have to wearsuits and ties.”“Oh dear! I’ll call Harry and see if he can come to help you!”“Yes, please do.” 131

Practice Paper 1 Speaking Assessment Objective: Demonstrate ability to produce spontaneous speech Competencies: Describe a picture and express views Task: Picture description and expressing views Procedure: Pupils observe the picture and describe it in as much detail as they can. Prompts are given to help them respond to what they see and express their views on the topic. 1. What can you see in the picture? 2. Have you ever seen any of these animals? If yes, which ones and where? 3. Which animals do you prefer? Why?132

Practice Paper 2 Grammar and Vocabulary1. Choose the correct answer and circle the corresponding letter. (10 marks)1. Shekina and I are friends. ________ always play together.A. We C. TheyB. You D. She2. Mount Everest is the ______________ mountain in the world.A. high C. higherB. highest D. height3. How ____________ money do you have in your pocket?A. many C. muchB. few D. little4. Asha is wearing _________ brand new dress.A. his C. ourB. her D. its 5. My brother, Bill, painted that wonderful scenery by _______________.A. himself C. herselfB. itself D. yourself6. Father is a vegetarian. He eats neither chicken ________ mutton.A. or C. andB. neither D. nor7. If you read a lot, you ___________________ a rich vocabulary.A. have C. will haveB. had D. are having8. Thieves broke ______________ my neighbours’ house and stole all their jewellery.A. out C. inB. into D. off 133

Practice Paper 29. While I ____________________ television, the phone rang.A. am watching C. watchedB. have watched D. was watching10. _____________________ Darsh is fat, he runs very quickly and wins the race.A. Although C. SoB. But D. However2A. Read the list of words below and complete the crossword with the category towhich they belong. (5 marks)1. pumpkin, eggplant, carrot, cucumber2. hide and seek, dominoes, cards, sapsiway3. suits, dresses, skirts, trousers4. tennis, swimming, football, volleyball5. English, French, Science, Mathematics 1V G 23 4 G S B MO5 JC134

Practice Paper 22B. Choose the correct answer and circle the corresponding letter. (5 marks)1. Dad called a ________________ to repair the broken pipe.A. teacher C. plumberB. blacksmith D. baker2. The film was so funny that we all burst into _______________.A. laughter C. tearsB. panic D. silence3. The lion ______________ when it sees the strangers coming towards it.A. barks C. mewsB. roars D. buzzes4. At noon, my Dad comes to have _____________ at home.A. breakfast C. supperB. dinner D. lunch5. Brandon was so ____________ that he went to bed very early.A. tired C. hungryB. thirsty D. excited 135

Practice Paper 2 3A. Correct the mistakes in the text below. The first one has been done for you. (5 marks) Last week, the pupils of grade six (go) went on an educational outing. When Vanisha and Keira reached the school yard, all the other pupils were already (here) _____________. They all queued up to (entered) ______________ the buses. After choosing (our) _____________seats, they started to chat excitedly about the trip and the places they (was) _______________ going to visit. The teachers checked that all the (pupil) _____________ were on board so that the journey could begin. 3B. Write the correct form of the words in brackets. (5 marks) As the bus was (comfort) comfortable, the pupils had a nice trip. Their teacher pointed out (interest) ______________ features to them and they observed these with great (attentive) _______________. Some time later, they reached their destination, the Black River Gorges. The pupils were enthralled by the (wonder) _________________ scenery in front of them. They could also see some endemic birds flying gracefully over the gorges. There was a feeling of (peaceful) __________ in their hearts. It was with great (sad) ________________ that they finally left the site to continue the trip.136

Practice Paper 2 ReadingQuestion 4 (5 marks)Match the picture with the correct sentence. An example is given.Mr. Ben is taking his dog for a walk.The pupils are listening attentively to the teacher.Mrs. Alinia bakes delicious cakes for her grandchildren.The family is going to the airport by car.The dentist is examining Meera’s teeth.Barry and his father are fishing happily. 137

Practice Paper 2Question 5 (10 marks) Read the text below.In the centre I am Arvin, the I travel as fast as lightning from oneof Port-Louis. superhero. place to another to save people and planet Earth. Yesterday, I Arvin has saved many stopped an people. He has helped asteroid* from to capture thieves and hitting planet other criminals. Earth. People love me so much. I am really famous. Hi Arvin! Arvin ! Arvin ! Come and visit us soon. Suddenly….. an Arvin feels a sharp airplane hits the pain as he falls from poor superhero. the bed and his head hits the floor. Aie!! It was only a dream! AIE !!OUCH !! *asteroid: giant rock in our solar system. Illustrator: Charles Xavier138

Practice Paper 2Complete the following:1. The boy’s name is ____________________________.2. The story takes place in the city of ________________________.3. Arvin dreams that he is a ________________________.4. In his dream, Arvin moves as fast as ______________________.5. The means of transport which finally stops Arvin is an ______________________.6. State two ways in which Arvin, the superhero, helped the world. a. _________________________________________________________________ b. _________________________________________________________________7. According to you, how does Arvin feel when he realises that it is only a dream? Tickthe correct answer. Happy, because he is a superhero. Sad, because he is not a superhero.8. State two adjectives to describe Arvin, the superhero.a. ___________________________ b. ____________________________ 139

Practice Paper 2Question 6 (15 marks)Jane Constance is a young Mauritian girl of fifteen who won an internationalsinging competition in 2015. Although Jane is blind, she worked very hard, andher wonderful voice makes Mauritians proud. Read her interview carefully.Interviewer: What did you want to become when you were small?Jane: I wanted to become a teacher like my mother.Interviewer: Did you ever think that you would become a singer?Jane: Not at first, although I always loved to sing and I admired some singers.Interviewer: Who are your favourite artists?Jane: Whitney Houston and Andrea Bocelli.Interviewer: Is there a song that you particularly like?Jane: ‘The prayer’ is my favourite song. It’s beautiful and it brings me luck every time I sing or hear it.Interviewer: How did you feel when you walked on the stage of ‘The Voice Kids’?Jane: It was a magical moment, as in a fairy tale. I couldn’t believe that I was singing in France, for the final of an international competition. I even cried when I won ‘The Voice Kids’! It was an unforgettable moment.Interviewer: After that wonderful experience, what are you planning to do?Jane: I am actually working on my first song album which will be launched in October in Paris. I may also sing for the final of the third season of ‘The Voice Kids’. Also, as I am now in Form 5, I am preparing my School Certificate exams. My dream is to140

Practice Paper 2 become a lawyer and to defend disabled persons, among others. I also wish to become a psychologist as I like to listen to people and give them advice. And, of course, I will continue to sing.Interviewer: Is there anyone who encouraged you to sing?Jane: When my parents discovered that I was blind, they wanted me to develop other skills and they sent me for singing courses. Now, singing is my passion.Interviewer: Do you plan to participate in any other competitions now that you have won ‘The Voice kids’?Jane: No, I don’t want to take part in any other competition. I prefer to concentrate on my studies and on the launching of my first album.Interviewer: What message do you have for the future generation for anyone who is talented?Jane: Believe in yourself, be brave, and never give up. Do your best to make your dream come true.1. Write True or False in the box next to each sentence.(i) Jane is deaf. (ii) The song ‘The Prayer’ brings Jane luck.(iii) After the competition Jane decided to become a teacher. 141

Practice Paper 2Choose the correct answer and circle the corresponding letter.2. Jane won a _________________ competition in France.A. singing C. drawingB. dancing D. acting3. What, according to Jane, was an unforgettable moment?A. When she became a lawyer C. When she took singing lessons.B. When she launched her first album D. When she won ‘The Voice Kids’ competition.4. What are her plans for her singing career? C. Launch an albumA. Participate in another competition D. Abandon her studiesB. Become an actress 5. According to Jane, why will she be a good psychologist?A. She is a good listener. C. She will help disabled people.B. She is a good singer. D. She is talented.6. The main objective of Jane Constance is________________________.A. to participate in other competitions C. to succeed in her studiesB. to go to Paris D. to meet Andrea Bocelli7. When Mauritians learnt that Jane had won ‘The Voice Kids’, they were______________ of her.A. proud C. surprisedB. sorry D. sad8. Why did Jane’s parents send her for singing courses?____________________________________________________________________________________________________________________________________________9. Why does Jane want to become a lawyer?____________________________________________________________________________________________________________________________________________142

Practice Paper 210. Circle two adjectives which show how someone must be in order to succeed,according to Jane.determined funny famous brave talkative11. Would you like to meet Jane one day? Say why.____________________________________________________________________________________________________________________________________________Question 7A (5 marks)Choose the correct words from the list below to fill in the blanks. started coat succeeds stronger wayThe Wind and the Sun were discussing to find out which of the two was the________________. Suddenly, they saw a traveller wearing a thick ______________walking down the road. The Sun said, “I think I’ve found a ____________ to find outwho is stronger. The one who ___________________ in making the traveller removehis coat will be the winner. Do you agree Wind?” The Wind agreed and the competition__________________.Question 7B (5 marks)Complete the rest of the story by filling in the blanks with the correct words.They decided that the wind would be the ____________ to try. So, the Sun went to hide_____________ the clouds, and the wind started to _____________ as hard as it could.Unfortunately, the harder it blew, the tighter the traveller wrapped his coat around him.Finally, the wind had to give ______________ in despair. Then, the sun came out andshone brightly upon the traveller. Soon, the latter felt too _____________ to walk with hiscoat on and took it off. The Sun was the great winner. 143

Practice Paper 2 WritingQuestion 8 (10 marks)Write the sentences.(i) by removing the surplus word.Many of children were playing in the yard._______________________________________________________________________(ii) by separating the words.Someboyswereplayingfootball._______________________________________________________________________(iii) by putting the words in order.La Marelle – girls – playing – three – were_______________________________________________________________________(iv) by putting in the interrogative form.The pupils were having fun._______________________________________________________________________(v) using the following words.bell – to ring – classroom_______________________________________________________________________144

Practice Paper 2Question 9A (5 marks)Use the words in brackets to join the given sentences. Make the necessarychanges.Eg. The weather was fine. The family decided to spend the day at the seaside. (as)As the weather was fine, the family decided to spend the day at the seaside.1. Mother was busy preparing lunch in the kitchen. Sonia was busy preparing lunch inthe kitchen. (and)___________________________________________________________________2. The family was ready. They set off for Flic-en-Flac beach. (When)___________________________________________________________________3. The beach was crowded. They managed to get a shady place to sit. (although)___________________________________________________________________4. The children changed into their swimming suits. They wanted to swim. (as)___________________________________________________________________5. David waved to his father. His father was reading a book in the shade of a filao tree. (who)___________________________________________________________________ 145

Practice Paper 2 Question 9B (5 marks) Write a short paragraph of not more than five lines on the picture below. flying a kite – suddenly – kite stuck in a tree – boy sad ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________146

Practice Paper 2Question 10 (10 marks)It was Sunday morning and the sun was shining brightly. “What a perfect day for a bicycleride!” Ameera said to herself. She asked for her mother’s permission and headed happilytowards the door. She wore her helmet and set off on her brand new bicycle.Now, in about 120 words, continue the story…How was the trip at the beginning?An incident occurred. What happened?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 147

Practice Paper 2 _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________148

Practice Paper 2 ListeningAssessment Objective: Demonstrate ability to listen with understandingCompetencies: Identify different types of texts Show understanding and appreciation of different types of textsListen to the text carefully. You will hear it twice.Listen to the text once more. Choose the correct answer and circle thecorresponding letter as you do so.1. What type of text is this?A. A weather forecast.B. A conversation.C. A recipe.2. It is about making ______________________.A. faratasB. pancakesC. pizzas3. Some ingredients which are used to make pancakes are __________________.A. flour, eggs, sugar, and baking powder.B. flour, eggs, baking powder, and oil.C. flour, sugar, eggs, and oil.4. To cook the pancakes, one needs a ___________________.A. panB. bowlC. pail5. How do we know that the pancake is ready?A. It turns brown.B. It is burnt.C. It becomes greasy. 149

Practice Paper 2 Script for listening task Making pancakes Ingredients • 1 egg • 3⁄4 cup of milk • 2 tablespoons of melted butter • 1 cup of flour • 1 tablespoon of sugar • 1 teaspoon of baking powder • 1⁄2 teaspoon of salt Directions Beat the egg until fluffy. Add the milk and melted butter. Add the flour, sugar, baking powder and salt. Mix well. Heat a frying pan and grease it with a little butter. When the pan is hot enough, pour a small amount of the mixture into it. Spread the mixture with a spoon. When one side becomes brown, turn over and cook the other side. When the pancakes are ready, serve with honey, chocolate or jam.150

Practice Paper 2 SpeakingAssessment Objective: Demonstrate ability to produce planned andspontaneous speech.Competency: Participate in a role playYou are sick and you go to visit a doctor. In pairs, imagine a conversationbetween you (the patient) and the doctor.The following prompts may help you to prepare the conversation.How, when and where did you start to feel sick?What symptoms do you have?Have you taken any medicine or done anything else to feel better?What does the doctor do?What is the doctor’s advice?Does he prescribe any medicine? 151

Phrasal verbs with different verbs Get in It’s raining! Get in the house. out Look up Get out of the room! It’s on fire. Come on I usually get up late during the weekend. Take off Sara got on the bus and sat next to her friend, Lydia.152 back Do not get off the bus at this bus stop. The policeman will get back home quite late tonight. along Rishabh and Nikhil always play together. They get along well. for Anisha helped Pierre André look for his book. They after found it on the bench. out up My parents look after me when I am sick. Look out! There’s a ferocious dog there! You can see beautiful clouds when you look out of the airplane window. Look up the word in the dictionary to find its meaning. in Don’t stand at the door! Come in. out A new horror movie has come out last week. across up with I was walking along the beach when I came across an old friend. The explorers did not know how to get out of the cave when one of them came up with a brilliant idea. up Brandon has decided to take up painting as a off new hobby. after The airplane will take off for Rodrigues in five minutes. back Nazeera takes after her mum. They really look alike. Mum will take back the new T-shirt as it is not the right size.

Phrasal verbs for different themes Grow up Family Look after Bring up When I grow up, I want to be a teacher. Take after Reena looks after her younger brother when her parents Get on are not at home. After the death of her mother, Sati was brought up by Dress up her aunt. Kick off Ryan takes after his father. They look alike. Try on Put on My sisters and I never fight. We get along very well. Eat out Dress Warm up Peel off Pat’s birthday party will be grandiose. I will dress up as Chop up a Queen. My new shoes are hurting my toes. I can’t wait to get home Check in so that I can kick them off.Look around Jason tried on many shirts before he decided to buy one. Take off Go back Kapil put on his favourite shirt for the party. Food Last Friday, we had a very tiring day at work. The whole family therefore decided to eat out at the restaurant. The food is cold. Warm it up before you eat. Dad peeled off the skin of the apples before making the fruit salad. Mum chops up the vegetables before cooking them. Travel Please wake up early tomorrow. We have to check in for the flight at 4.00 a.m. While you are in Venice, take the time to look around. Venice is one of the most beautiful places on Earth. Leela is leaving for South Africa. Her plane will take off in five minutes. Jimmy enjoyed his holidays so much that he did not want to go back home. 153

Past Simple Tense and Past Participle of irregular verbsInfinitive Past Tense Past Participle Infinitive Past Tense Past Participle To feed To arise arose arisen To feel fed fed To fight To awake awoke awoken To find felt felt To flee To be was/were been To fly fought fought To forget To bear bore borne To forgive found found To freeze To beat beat beaten To get fled fled To give To become became become To go flew flown To grow To begin began begun To hang forgot forgotten To have To bend bent bent To hear forgave forgiven To hide To bite bit bitten To hit froze frozen To hold To bleed bled bled To hurt got got To keep To blow blew blown To kneel gave given To know To break broke broken To lay went gone To lead To bring brought brought To leap grew grown To learn To build built built To leave hung hung To lend To burn burnt/burned burnt/burned To let had hadTo buy bought bought heard heardTo catch caught caught hid hiddenTo choose chose chosen hit hitTo cling clung clung held heldTo come came come hurt hurtTo cost cost cost kept keptTo cut cut cut knelt kneltTo deal dealt dealt knew knownTo dig dug dug laid laidTo dream dreamt dreamt led ledTo do did done leapt/leaped leapt/leapedTo draw drew drawn learnt/learned learnt/learnedTo drink drank drunk left leftTo drive drove driven lent lentTo eat ate eaten let letTo fall fell fallen154

Past Simple Tense and Past Participle of irregular verbsInfinitive Past Tense Past Participle Infinitive Past Tense Past ParticipleTo lie (down) lay lain To sleep slept sleptTo lie lied lied To spend spent spentTo light lit lit To spin spun spunTo lose lost lost To spoil spoilt spoiltTo make made made To spit spat/spit spat/spitTo mean meant meant To stand stood stoodTo meet met met To steal stole stolenTo mistake mistook mistaken To stick stuck stuckTo pay paid paid To sting stung stungTo put put put To swear swore swornTo ride rode ridden To sweat sweat/sweated sweat/sweatedTo ring rang rung To sweep swept sweptTo rise rose risen To swim swam swumTo run ran run To swing swung swungTo say said said To take took takenTo see saw seen To teach taught taughtTo seek sought sought To tear tore tornTo sell sold sold To tell told toldTo send sent sent To think thought thoughtTo set set set To throw threw thrownTo sew sewed sewn To tie tied tiedTo shake shook shaken To wake woke wokenTo shine shone shone To weave wove wovenTo shoot shot shot To wear wore wornTo show showed shown To weep wept weptTo shrink shrank shrunk To win won wonTo sing sang sung To withdraw withdrew withdrawnTo sink sank sunk To wring wrung wrungTo sit sat sat To write wrote writtenTo spell spelt spelt To understand understood understoodTo steal stole stolen 155

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