standard 5 english essay exercise

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Fifth Grade Essay Writing Worksheets and Printables

EnglishForEveryone.org

Writing practice worksheets terms of use, finish the story writing worksheets.

• Beginning Finish the Story - The Snow Day
• Beginning Finish the Story - The Fair
• Beginning Finish the Story - Summer Camp
• Beginning Finish the Story - The Birthday Party
• Beginning Finish the Story - The Halloween Costume
• Beginning Finish the Story - The 4th of July
• Intermediate Finish the Story - The Beach Trip
• Intermediate Finish the Story - The Great Find
• Intermediate Finish the Story - Which Way?
• Intermediate Finish the Story - Finding Muffin
• Intermediate Finish the Story - The Zoo
• Advanced Finish the Story - The Troublemaker

Question Response Writing Worksheets

• Beginning Question Response - Your Favorite Color
• Beginning Question Response - Your Favorite Day
• Beginning Question Response - Your Favorite Number
• Beginning Question Response - In Your Family
• Beginning Question Response - Your Favorite Sport
• Beginning Question Response - Your Favorite Clothes
• Beginning Question Response - Your Favorite Music
• Beginning Question Response - How You Relax
• Beginning Question Response - Lunch Time
• Beginning Question Response - With Your Friends
• Beginning Question Response - Collecting Stamps
• Beginning Question Response - Your Birthplace
• Beginning Question Response - Starting Your Day
• Intermediate Question Response - Your Favorite Food
• Intermediate Question Response - Your Favorite Movie
• Intermediate Question Response - Your Favorite Song
• Intermediate Question Response - TV Programs
• Intermediate Question Response - Your Favorite Time
• Intermediate Question Response - Which Country?
• Intermediate Question Response - The Wisest Person
• Intermediate Question Response - Someone You Admire
• Advanced Question Response - A Great Accomplishment
• Advanced Question Response - The Most Exciting Thing
• Advanced Question Response - Oldest Memory
• Advanced Question Response - The Most Productive Day of the Week
• Advanced Question Response - An Interesting Person
• Advanced Question Response - What Have You Built?
• Advanced Question Response - What You Like to Read

Practical Writing Worksheets

• Beginning Practical - Grocery List
• Beginning Practical - TO Do List
• Beginning Practical - At the Beach
• Beginning Practical - The Newspaper
• Intermediate Practical - Absent From Work
• Intermediate Practical - Your Invitation
• Intermediate Practical - Paycheck
• Intermediate Practical - The New House
• Advanced Practical - Soccer Game Meeting
• Advanced Practical - Note About Dinner
• Advanced Practical - A Problem
• Advanced Practical - A Letter to Your Landlord
• Advanced Practical - A Product

Argumentative Writing Worksheets

• Intermediate Argumentative - Cat, Star, or Book?
• Intermediate Argumentative - Soccer or Basketball?
• Intermediate Argumentative - Giving and Receiving
• Intermediate Argumentative - Does Practice Make Perfect?
• Advanced Argumentative - Five Dollars or a Lottery Ticket?
• Advanced Argumentative - The Most Important Word
• Advanced Argumentative - An Apple
• Advanced Argumentative - Too Many Cooks

Writing Worksheets

• Beginning Writing Worksheet
• Intermediate Writing Worksheet
• Advanced Writing Worksheet

Using Precise Language

• Using Precise Language - An Introduction
• Using Precise Language Practice Quiz

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Essay for Class 5 in English | List of Essay Topics for Grade 5 Students

Essay Writing is a great piece of work to teach or Improve your Child’s Writing Skills. We are with you in this and compiled Essay for Class 5 in English covering frequently asked essay topics from different categories. Increase your vocabulary and develop a strong command over English by reading and practicing various Essay Writing Topics. The Content in the Sample Essays for 5th Std Students is written in a simple and easy to understand language. You can access both Short and Long Essays on the Most Common Topics and use them as a part of your competitions or speeches.

Essay Topics List for Class 5 Children

All the Essay Topics for Grade 5 Students are written in a simple language keeping in mind the student’s level of understanding. Access the Essay Writing Topics & Ideas for 5th Standard Children available through the quick links and tap on the respective topic you wish to see. By reading and writing using the Class 5 Essays you can improve your vocabulary as well as get uniqueness to write an essay on your own. By doing so you can learn how to put your thoughts into words.

• My School Essay for Class 5
• Essay on Earth for Class 5
• Rainy Season Essay in English for Class 5
• Essay on Holi for Class 5
• Essay on Christmas for Class 5
• Essay on My Mother for Class 5
• Essay on My Country for Class 5
• Essay on Television for Class 5
• Short Essay on Pollution for Class 5
• Essay on Discipline for Class 5
• Essay on New Year Resolution for Class 5
• Essay on Mahatma Gandhi for Class 5
• Essay on Republic Day for Class 5
• Happiest Day of My Life Essay for Class 5
• My Birthday Party Essay for Class 5
• Honesty is the Best Policy Essay for Class 5
• Essay on Earthquake for Class 5
• Essay on Flood for Class 5
• Essay on Water Pollution for Class 5
• Essay on Environment for Class 5

FAQs on Essay for Class 5

1. What is the best and simple way to write an essay?

The best way to write an essay is to jot down what you are going to write beforehand. Not just the Essay make sure you have a structure too in mind. This really helps and is the simplest thing to write an essay.

2. Where do I find Some Good Descriptive Essay Topics for Grade 5 Students?

You can find some Good Descriptive Essay Topics for Grade 5 Students on our page.

3. What Should a Good Essay Have?

A good essay should have a bang-on opening statement that draw’s the attention of the users followed by a thesis statement and then a conclusion or a closing statement supporting your ideas. The Idea of each paragraph should be well explained and try considering examples too in between.

Final Words

We believe the knowledge shared regarding the Essay Writing Topics for Class 5 has shed some light on you. If you have any other queries or want us to add more such topics do leave us your suggestions and we will look into them. Stay in touch with our site to avail latest updates on Essays for the Most Common Topics of Students belonging to Different Grades.

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Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

5th Grade CCSS: Writing

For fifth graders, this Common Core area helps students gain mastery of writing skills by working collaboratively and producing written texts, understanding syntax and vocabulary, and organizing their ideas. Among the complete standards for this grade, fifth graders will be asked to: write opinion pieces, explanatory texts, narratives, be able to effectively write introductions, supporting details, developed ideas, reasons, and conclusions to fully realize a piece of writing, properly use illustrations, formatting, and multimedia to enhance a text, use dialogue, and descriptions, and pacing to develop experiences and to show the response of characters to situations, use appropriate technology to publish writing, demonstrate keyboarding skill, understand writing for specific audiences, summarize or paraphrase information in notes and finished work, and provide sources, draw evidence from literary or informational texts to support writing, go through the process of writing, editing and revision for their written work.

Autumn: The Scarecrow’s Surprise Writing Prompt

Students will further develop their creative writing skills with this Autumn writing prompt activity. This is a great worksheet to keep your students’ creativity flowing!

Classroom Reporter: Interview with a Classmate

“Classroom Reporter: Interview with a Classmate” is the perfect way to introduce students to their classmates and learn more about one another.

Father’s Day Writing Prompt: He’s the Best

Your students will have fun writing about their father in this “He’s the Best” writing activity.

Fourth of July Writing Prompt: What Freedom Means to Me

Teach your students about freedom in America with this fun Fourth of July Writing Prompt printable worksheet.

Haiku: Write Your Own!

This worksheet features the Japanese poetry style haiku.

Kwanzaa Candles: Who Lights First? Writing Prompt

It’s the first night of Kwanzaa and the entire Thompson family has gathered for the celebration. It’s almost time to light the candles, and the question comes up: who should light the candles tonight? Write a story about how the Thompson family decides who will light the candles. This printable holiday writing prompt is ideal for 3rd – 5th grade, but can be used where appropriate.

Main Idea Tree

Use this image of a large tree to help your students understand the components of a paragraph. With this worksheet, students will be asked to write a main idea and follow it with three supporting details. What a great way for students to visualize the importance of the main idea in a paragraph!

My Goals for the New Year

This writing prompt about New Year’s goals is a wonderful way to help your students practice their writing skills.

Native American Heritage: Create Your Totem Pole

In the box on the worksheet, design your own totem pole. Make sure it represents you and your interests. Then in the writing space, describe your totem pole and explain how it illustrates you. This printable Native American Heritage Month activity is ideal for 3rd – 5th grade, but can be used where appropriate.

New Year’s Reflections

Encourage your students to look back on the events of the past year and look forward to the ones ahead with this New Years reflection worksheet.

The Lost Dreidel Writing Prompt

The Goldberg family has lost their Hanukkah dreidel! Write a story and tell how you think the Goldberg family should solve their problem. This printable Hanukkah writing prompt activity is perfect for keeping students engaged in class while learning about the holiday.

Using Story Elements: Plan a Story

Planning a story can be tough. This activity helps students break things down so that it’s easier to envision and write the story. A great beginning writing activity for 3rd – 5th graders.

What Happens Next? Halloween Surprise Activity

Keep learning fun during the holidays with this Halloween Reading Comprehension Activity. Students will be asked to read a passage and then answer the given questions about the story. This worksheet is great for use both at home and in the classroom.

Write a Description: Melting Snowman

With this unique winter activity, help your students further develop their writing skills.

Write Rhyming Couplets

Time for some poetic rhyming couplets!

Writing Limericks

This activity lists opening lines for two limericks. Students write the other lines to complete the limerick, remembering which lines that need to rhyme.

Writing Prompt: A New Plant in Spring

Students choose from the letters on a Spring flower and write words that start with a vowel. A fun way to practice vocabulary and anticipate the warm days to come!

Writing Prompt: She’s the Best

Students write about a special sister, grandmother, mother, or friend!

Abraham Lincoln Bio Poem

Your students will write a bio poem about Abraham Lincoln.

Back to School Diamante Poem

Teach your students a fun way to write diamante poems using our new back to school worksheet.

English Essay Writing For Class 5 Format, Examples, Topics, Exercises

Writing essays in English is an essential skill that students develop to express their thoughts, ideas, and opinions effectively. For Class 5 students, mastering this skill at an early age can lay a strong foundation for their academic and personal growth.

Understanding The Format Of An English Essay Writing For Class 5:

Before beginning the process of writing an essay, it is critical to comprehend the fundamental format. A typical Class 5 English essay is divided into three sections: introduction, body paragraphs, and conclusion.

1. Introduction: The introduction should catch the reader’s attention and express the point clearly. It establishes the tone for the essay and introduces the topic to be covered in depth. 2. Body paragraphs: The body paragraphs expand on the primary themes presented in the introduction. Each paragraph should concentrate on a single point or argument, with supporting evidence, examples, or anecdotes. 3. Conclusion: The conclusion summarizes the important ideas presented in the body paragraphs and closes up the essay. It should restate the thesis statement and conclude with a thought or call to action.

Also Read: English Writing Lines For Class 1

Examples Of English Essay Writing For Class 5:

When it comes to selecting essay topics for Class 5 students, it’s important to choose subjects that are relatable and age-appropriate.

1. My Favorite Season 2. The Importance of Friendship 3. A Memorable Family Vacation 4. The Benefits of Reading Books 5. My Dream Job

Topics For The English Essay Writing For Class 5:

1. The Importance of Effective Communication Skills in English 2. How to Write a Descriptive Essay in English for Class 5 3. Exploring Narrative Writing: A Guide for Class 5 Students 4. The Power of Persuasive Writing: Tips for Class 5 Essays 5. Writing an Informative Essay in English: Class 5 Edition 6. Developing Strong Argumentative Writing Skills for Class 5 Students 7. Reflective Writing: Exploring Personal Experiences in English Essays 8. Creative Writing Prompts for Class 5 English Essays 9. Understanding Expository Writing: A Guide for Class 5 Students 10. The Art of Writing a Captivating Introduction for Class 5 Essays 11. The Role of Vocabulary in Enhancing English Essay Writing for Class 5 Students 12. Effective Techniques for Organizing Ideas in Class 5 English Essays 13. Overcoming Writer’s Block: Tips for Class 5 Essay Writers 14. The Importance of Proofreading and Editing in English Essay Writing for Class 5 15. Developing Time Management Skills for Class 5 Essay Writing Assignments

Exercises To Enhance English Essay Writing For Class 5 Students:

To develop strong essay writing skills, Class 5 students can engage in the following exercises:

1. Free writing: Set aside dedicated time to write without any specific topic or prompt. This exercise encourages creativity and helps students become more comfortable with expressing their thoughts. 2. Topic analysis: Analyze various essay topics and practice outlining the main points and supporting details. This exercise improves critical thinking and organization skills. 3. Peer review: Exchange essays with classmates and provide constructive feedback to enhance each other’s writing. This exercise fosters collaboration and helps students identify strengths and weaknesses in their writing.

Conclusion On English Essay Writing For Class 5:

English essay writing is an essential skill for Class 5 students, providing them with a platform to express their thoughts and ideas effectively. By understanding the format, practicing with examples and exercises, and following valuable tips, students can enhance their essay writing abilities and develop a strong foundation for future academic success.

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5th Grade Reading Comprehension Passages

Reading passages, questions & answers - fifth grade.

Below you’ll find 5th grade reading comprehension passages along with questions and answers and vocabulary activities. These printable 5th grade practice activities are helpful for struggling readers or students who just need extra comprehension practice!

Hurricanes, Typhoons, and Cyclones: A World of Difference

Have you ever been watching when a tv weatherperson points to a large, white spiral of storm clouds spinning over the Earth on their video screen? If so, then you’ve gotten a small look at what the most powerful storm in the world looks like: a tropical cyclone. Tropical cyclones start as…

A Pirate’s Life for Me

Most babies’ first words are something like “Dada” or “Mama” or “ball.”  Mine was “Ahoy!” But that was considered normal when you’re born and raised on a pirate ship. My father was the first mate on the fearsome sailing ship known as the Salty Dog. He was the trusted friend…

Primary Source: Comanche, the Army Horse and Hero

On June 25, 1876, the U.S. Army 7th Calvary under the command of Lt. Colonel George Armstrong Custer engaged in battle with Native Americans, including the Lakota, the Dakota, and the Arapaho tribes.  The army troops were vastly outnumbered. All the soldiers with Custer when the battle began, totaling five…

Friendship in a Bottle

Ari was a lonely lad who lived on a large island called Iceland. His village was a fishing hamlet along the green, rugged coastline, and Ari often wondered what lay beyond the horizon. The days were long and cold, and he spent many hours of silence in his tiny cottage…

The Early Bird Catches the Worm

The little bird perched itself on the tree branch outside Vanessa’s bedroom window. It trilled an energetic song as the first pale yellow rays of sunshine peeked over the horizon. “Oh my gosh, what is that noise?” she complained to herself, pulling her bed sheets over her head in an…

Duck and Cover

DING. DING. DING. DING. Peter and the rest of his 4th grade class dove under their desks and covered their heads with their arms. After a few minutes, the bell rang again. DING. DING. DONG. DING. DING. DONG “Okay class, you can come out now,” said their teacher. Peter dusted…

Literary Lessons

In “Little Women,” readers follow the four March sisters as they grow up through the Civil War. Meg, Jo, Beth, and Amy are quite different from each other, but love each other dearly. As this passage starts, Meg is now married, Beth has recovered from a serious illness, Amy is…

Primary Source: Mother’s Day Oberved All Over America

While the roots of a day to honor mothers began earlier, when Anna Jarvis’ mother died in 1905, Jarvis dedicated herself to promoting the idea of one day to recognize mothers. She started in Philadelphia, and the movement grew quickly. This is a newspaper article from the Boston Herald on…

The Witch Tells Fortunes

Hallowe’en at Merryvale is a book about a group of boys who attend a Halloween party at the home of one of the boys. It takes place in the early 20th century in a small town called Merryvale. The boys are good friends,and most have nicknames: Reddy, Toad, Fat, etc.…

Biography: Dorothea Lynde Dix

Dorothea Dix (1802-1887) was born in Massachusetts. Her early childhood with her parents was unhappy. When she was 12 years old, she went to live with her wealthy grandmother in her house called Orange Court. That is where the passage begins. —————————— At Orange Court, Dorothea was allowed no time…

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Essay for Class 5

Essays in english for class 5.

English can be a challenging language; however, with practice, children can improve their writing skills, and one important tool to help them improve their English is reading and English essay writing for class 5. 

An essay is a short piece of writing about a specific topic, which includes information about the topic along with the writer’s opinions, sometimes. Often, an essay is used in academics to test a student’s knowledge on a specific subject, apart from being served as a way of encouraging students to develop their writing skills.

Writing essays also helps children communicate their thoughts and ideas effectively. To write good essays in English for class 5, students must know the correct structure, use proper grammar and vocabulary, and ensure the writing is well-organized, which they will learn in this article.

Here are a few types of essays, each serving its purpose and function.

Narrative Essays - They detail a story from a particular point of view and include a set of characters, a location, a good plot, and a climax to the story. This type of essay includes the use of fine details. 

Descriptive Essay - A descriptive essay describes a topic in great detail. Use of imagery is widely used in this style of essay. 

Expository Essay - This essay explains an idea by giving information and an explanation, along with a variety of viewpoints on the subject being discussed.

Argumentative Essay - In this essay, the writer is trying to convince the reader about an opinion or point of view. There is a use of facts and data to back up any claims made within the essay.

English Essay Format for Class 5

1. introduction.

Overview of the topic

Attention-grabbing headline and introduction

Maximum 100 words

Present your arguments in a chronological order

Systematic flow

Two or more short paragraphs; not more than 100 words each

3. Conclusion

Summarising the main topic and subtopics

Lesson learnt or moral, if applicable

List of Essay Topics For Class 5

Given below is a list of some popular essay topics for class 5. Reading these essays on Vedantu will help the students develop their essay-writing skills. They can also practice these topics to become proficient in essay writing for class 5.

My Mother Essay

Education Essay

Social Media Essay

Science Essay for Students in English

Newspaper and It’s Current Value

Children’s Day

Republic Day

Writing Tips for Essay for Class 5

Here are some common tips that class 5 students should remember before they begin writing essays in English for class 5.

Always first outline your thoughts in rough and then start essay writing for class 5. 

Before beginning, ensure that you have understood the essay topic for class 5.

There should always be an interesting and appropriate title to the essay to draw attention and pique the curiosity of the reader.

An ideal essay should be between 300-500 words. 

An essay with concise information in simple-to-understand language, is the best, as complicated and difficult words break the reading flow of the reader.

Ensure that your essay doesn’t contain any grammatical mistakes, as it distracts the reader from the main content.

We hope this informative article on essays for class 5 must have helped you know the importance of essay writing in English and that you will start writing essays now. Download the PDFs by clicking on the links provided to start practising essay writing for class 5.

FAQs on Essay for Class 5

1. Where can I find free essay topics for class 5 to practice?

Students can head to Vedantu’s website to avail a plethora of free essay-writing topics for all classes. Students can click on the respective topics to download the free PDFs of essay topics and can practice whenever they want. 

2. Write the names of some popular essayists for kids.

Some famous essayists are: Mark Twain, Maya Angelou, Charles Lamb, Leo Tolstoy, Roald Dahl, J.K. Rowling, Gene Luen Yang, Beatrix Potter, C.S. Lewis, Madeleine L'Engle, etc.

3. What is the purpose of writing an essay?

The purpose of writing an essay is for kids to express their ideas, thoughts, and opinions on a specific topic and improve their writing skills.

4. How to start writing an essay for beginners?

To start writing an essay, students must first choose a topic of their choice and can ask a teacher to provide them with one. Start with penning down your thoughts in the form of points. Then write a short and interesting introduction, followed by the body content. End the essay with a summarising conclusion. Remember to check your essay for spelling and grammar mistakes.

5. What are the characteristics of an essay in English?

An essay is short in length, like a short story. 

An essay can cover a wide range of subjects, no matter how short.

It is used as a tool for the expression of a writer's personality, as an essay is the representation of the writer's view on a subject.

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Grade 5 Grammar & Writing Worksheets

Fifth grade language arts .

Grade 5 grammar worksheets covering the parts of speech and writing worksheets and prompts covering sentences, punctuation and the writing of longer texts.

Adjectives and adverbs

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Grade 5 Grammar Worksheet

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English STD 5 Pupils' Textbook

Description: english std 5 pupils (2.12.15), read the text version.

No Text Content!

STANDARD 5 Name: _______________ _______________ Professor Vassen NAËCK - Head Curriculum Implementation, Textbook Development and Evaluation The English panel Mauritius Institute of Education - Panel Coordinator, Associate Professor Dr (Mrs) Aruna Ankiah-Gangadeen - Lecturer Ms Kamini MOTEEA Ministry of Education and Human Resources, Tertiary Education and Scientific Research Mrs Sazia Bibi MULUNG - Mentor bureau de l’education catholique - Deputy Head Mistress Mrs Patricia LAVIOLETTE Acknowledgements Vetting Team Ministry of Education and Human Resources, Tertiary Education and Scientific Research Mr Dahmiasdeho GOWRY - School Inspector Mrs Taramatee NATHOO - School Inspector Mrs Dineshwaree RUCHCHAN - School Inspector Mr Doomanlall MOHANGOO - School Inspector Mr Krishnaduth OOCHIT - School Inspector Mr Henrio Douglas POTIÉ - Supervisor (The Arts) Layout and illustrations Graphic Designer Mr Isstiac Gooljar ISBN: © Mauritius Institute of Education (2015)ii ForewordWe have the pleasure to offer you a brand new collection of textbooks as from 2016. Thesetextbooks have been written by a team of experts and supported by experienced Educators,advised by Inspectors, mentors and Deputy Head Masters. We have done our best to ensurethat children undergo a pleasant learning experience.We have taken care to align the textbooks with very clearly defined learning outcomes andobjectives set for the subject. This present textbook provides clear indications of the diverseskills that children should master at each stage. We would request teachers to use thetechniques and pedagogical approaches suggested in the teacher’s manual so that childrenmake optimal use of the textbook and materials provided.We are extremely thankful to all those who have provided us with constructive feedback,thereby enabling us to make this curriculum development endeavour come to fruition. We arealso thankful to the artists who carried out the illustrations, and to our graphic artists, who havetried their best to create the right layout for the books. The authors and the curriculum team,under the guidance of Professor Vassen Naeck, also deserve our thanks.We hope that you enjoy this material and wish you lots of success.Dr O. Nath VarmaDirectorMauritius Institute of Education. iii PrefaceThe Standard 5 English textbook is based on the reviewed National Curriculum Framework2015. It aims at further developing the four language skills namely listening, speaking,reading and writing of pupils in a gradual and integrated manner. Pupils are exposed to thelanguage in a contextualised manner which allows them to meaningfully learn and practisethe language. More explicit emphasis is being put on developing the pupils’ oral skills. Further,the cross-curricular approach enables links with other subject areas like Science, ICT, Historyand Geography.The textbook constitutes 6 units with different themes that are directly or indirectly related tolearners’ lives or interests. The units consist of the following sub-sections:A reading comprehension text that has pre-reading, while-reading and post-reading activitieswith the aim to develop the reading skills of pupils;A vocabulary section consisting of different activities to help pupils understand and use newwords/ expressions and hence extending their repertoire of words;A range of grammar tasks which take into account both the need to revise some main grammarpoints and to introduce new grammatical features that are relevant to the communicativeneeds of the learners. The inductive approach has been favoured with exercises ranging fromcontrolled to free practice;A writing activity where pupils produce different types of texts of varying length with or withouta writing frame;A specific section for listening where pupils are exposed to different aural texts and tasks soas to gradually develop their listening competencies;A section specifically dedicated to communication skills with a given context that requirespupils to use their prior knowledge on the theme to engage in short exchanges;Two reading texts that promote independent silent reading for pleasure and appreciationfollowed by the sharing of ideas;A ‘Did you know?’ section which aims to sustain the interest of the pupils on the themeby encouraging them to carry out further research with the help of family membersor/and Educators;An end-of-unit section where reading, writing, communication skills (listening & speaking),grammatical and vocabulary accuracy of pupils are evaluated.We hope that the Educators and pupils will enjoy working with this new textbook.The writing team.iv To the teacherTextbooks are essential tools in the classroom but their effectiveness in making learningexperiences successful is greatly dependent on the way in which they are implemented. Allclasses are made up of learners having different profiles and needs, and it is necessary to takethese into account while teaching. Teacher’s notes are interspersed in the Teacher’s book inorder to provide specific guidelines where required. This section details the various componentsof the textbook and provides more comprehensive information to better support the teachingprocess. Nevertheless, it must be brought out that the suggestions regarding teaching strategieshave to be considered and adapted in the light of the learners’ needs.Communication SkillsThe development of the listening and speaking skills are catered for through two or moreactivities in each unit. These are entitled Communication skills: Listening activity,Communication skills: Speaking activity, and Communication skills: Listening activityand Speaking activity.During the listening activity, pupils listen to an aural text that has been recorded - or that may beread aloud by the teacher - and carries out a while or post listening activity. In the pre-listeningphase, introduce the text and pre-teach difficult vocabulary. It is recommended that pupils listento the text three times- the first time to familiarize themselves with the content, the second timeto carry out the while listening activity and the third time to check their answers. However, thenumber of times they listen to the text may vary according to their level. The duration of thelistening phase may also be determined by the teacher: if the text is deemed to be too long, itmay be tackled in two parts. Transcripts are provided in the Appendix in the Teacher’s Book.The speaking activity requires pupils to express themselves on specific topics or in specificsituations. It is important to scaffold pupils by pre-teaching vocabulary and language structures,as well as brainstorming on the topic/situation so that pupils can carry out the activity successfully.It must be pointed out that communication skills are also developed through a spectrum of oralactivities in the other components and we strongly recommend that these be carried out asindicated. It is understood that teachers with big classes face the challenge of ensuring that allpupils have the opportunity to participate in oral activities. It is suggested that these activitiesbe staggered over several days, when required, so that a few pupils at a time carry these outwhile their peers are engaged in reading or writing tasks.ReadingThe development of the reading skills takes place through traditional reading comprehensiontexts entitled Reading for understanding and texts that are meant to be read silently and aloudfor pleasure and appreciation.Reading comprehension texts are accompanied by pre, while and post reading activities.Through these activities, the development of different reading strategies are targeted. It is to v be noted that the activity that appears just after the reading text is a while reading activitywhich encourages the pupil to go to and fro for a better understanding of the text. Post readingactivities develop inferential and critical skills. Oral activities support this attempt and urge pupilsto relate the theme to themselves.Two texts, each of a different genre, are included in each unit to help pupils enjoy reading andto develop a taste for it. Oral activities, where they share their views about the text, allow themto dig further into the theme and apprise themselves of similar or divergent views. This is animportant aspect of reading and pupils must be made aware that all readers do not react to textsin the same way and that one must respect the opinion of others.VocabularyEach unit has three vocabulary activities. The first two activities focus closely on the vocabularyin the reading comprehension passage while the third activity extends the pupils’ vocabularyrelated to the theme. Here too the activities may be written or oral. Through these activities,pupils are encouraged to use different strategies to find out the meaning of the words, e.g. priorknowledge, contextual clues, root words, synonyms, opposites and use of a dictionary.The box indicating key words and new expressions that appears before the reading comprehensiontext is indicative of vocabulary items related to the theme but is by no means an indication ofthe only vocabulary items to be pre-taught. This will once again depend on the needs of thelearners. Given that all activities in the different units are related to a particular theme, pupilswill inevitably acquire more vocabulary while engaged in these. A glossary has been included tosupport pupils and encourage them to become independent readers. Nevertheless, additionalsupport may be required, such as the use of a dictionary.WritingWriting is developed in a gradual and sustained manner, starting from short texts requiringless input from pupils to texts that become slightly more demanding as they progress to laterunits. Pupils learn to produce different types of texts. It is important to draw their attention tothe fact that the content and nature of a text varies according to whom it is being addressed.Use pre-writing sessions to equip them with necessary vocabulary and language structuresand as well as ideas. Encourage them to draw from information obtained in the unit too. Writingstrategies may even be modelled out or shared writing sessions may be conducted to makepupils confident enough to work out the activities. Publish their works on the notice board orclassroom walls, or provide them with the opportunity to read it to their peers to motivate them.GrammarThis component both reinforce grammar points taught previously and introduce new ones.vi Here too, a range of written and oral activities have been given. Approximately three activitiesper grammar point have been included in line with the presentation, practice, consolidationapproach but these will inevitably have to be supplemented with further explanations and tasksas and when required. It is recommended that pupils move from oral to written work.Did you know?Learning is a fruitful experience when pupils enjoy the process and are motivated to go further.It is in this spirit that this short component has been included in the textbook. It is hoped that thelittle fun facts make pupils sit up and think, and engage in further research on the topic so thatthey use the English language in a more informal and pleasant context.End of unit exercisesThe set of activities included at the end of every unit serves the purpose of formativeassessment for oral, reading and writing skills as well as grammar vocabulary. With respectto communication skills activities, it is again recommended that this be staggered to allow forindividual attention. Regarding the assessment criteria for the speaking activity, pupils willinitially be assessed on the basis of their willingness to participate, their ability to useappropriate vocabulary, correct pronunciation and relevance of content. The focus will graduallyextend to ability to develop ideas and fluency. The assessment criteria for the listening activitycomprises pupils’ ability to listen with understanding and grasp the gist of or specific informationfrom an aural text. vii Table of contentsPage 1-34 35 - 72 73 - 104Unit 2: Games and toys 3: Islands 1: Let’s go to Africa Speaking: Chain story Speaking: Survival kit Speaking: Introducing activity oneself Listening: ‘Mr Romi’ Listening: ‘Come and fly toCommunication Skills Speaking: Conversation my island’Reading for Listening: ‘Sammy’s ‘The Physical ‘My beloved island Agalega’Understanding holidays’ Education Class’ E-mail Informal letterWriting ‘Safari in Kenya’ Fill in the blanks Match words with their definition Postcard Find the meaning of words Match words with Match island with their meaning Find the root words nationality of islandersVocabulary Fill in the blanks with key vocabulary Relate vocabulary to Past Simple Tense Find the synonym the theme Past Simple Tense Nouns in the plural form Collective Nouns Past Continuous Tense Past Continuous TenseGrammar Present Simple Tense Adjectives - Comparative & Adjectives - Comparative & Present Continuous Tense Superlative forms Superlative forms Using ‘and’ & ‘but’ Using ‘and’ & ‘but’ Phrasal verbs Adjectives in the Comparative and Superlative forms Prepositions (during, at, towards, to & on)Reading for Pleasure ‘The Kruger National Park’ ‘My childhood toys’ Determiner ‘the’and AppreciationDid you know? ‘Nelson Mandela’ ‘Playing with Grandma’ ‘Robinson Crusoe’End of Unit Activities Animal fact Sports fact ‘Fiji’ Reading Comprehension Reading Comprehension Island fact Writing Writing Vocabulary Vocabulary Reading Comprehension Grammar Grammar Writing Communication Skills Communication Skills Vocabulary Grammar Communication Skillsviii Unit 1Let’s go to Africa Unit 1 Activity 1: Reading for understanding Activity 1a: Listen to the song and discuss the following: • Do you know the name of the film? • Do you know where the story takes place? • Where is Kenya found? • In Kenya, tourists like to go on a safari. What do you think they do? VocabularyKey words: blazing charges dragging huntedtourists safariNew expressions: a flock of birds playing arounda herd of buffaloes 2 Unit 1Activity 1b: Sammy is spending his holidays in Kenya. Read the text below carefully. Safari in KenyaSammy is in Kenya. Today he is going on a safari where he will see many wild animals. Hesets off in a jeep along with his parents and other tourists. The sun is blazing and it is veryhot, but many animals, such as tigers, lions, giraffes, rhinoes and zebras are walking about. Aherd of buffaloes is grazing peacefully. A flock of birds is flying high up in the blue sky.The guide drives the jeep along the golden grasslands to where a mother elephant is standingwith her child. He stops the vehicle at a distance. Sammy catches his breath as the motherelephant suddenly charges towards them. When she arrives within five feet of the jeep, shesuddenly stops, turns and goes away. The guide reassures the passengers. “She is justplaying around,” he laughs. He switches on the engine andthey drive on. After a while, they see a lion dragging the bodyof an antelope which it has just hunted. Sammy feels so sorryfor the antelope.At the end of the trip, they reach a river where different animalsare drinking the cool water. Everyone in the jeep sits quietly,admiring the peaceful scene in front of them. 3 Unit 1 Activity 1c: Read the text again and answer the following questions as you do so. 1. Where does the story take place? __________________________________________________________________________ 2. In what vehicle do Sammy and the tourists go on the safari? __________________________________________________________________________ 3. (a) How many animals are mentioned in the story? _______________________ (b) Name them: ___________________________________________________________ __________________________________________________________________________ 4. According to the guide, why doesn’t the elephant attack the passengers in the jeep? __________________________________________________________________________ __________________________________________________________________________ 5. “Sammy feels so sorry for the antelope.” What has happened to it? __________________________________________________________________________ __________________________________________________________________________ 4 Unit 1Activity 1d: Choose the correct answer and circle the appropriate letter.1. Even though the sun is ‘blazing’, many animals can be seen because ________________.A. they want to see the tourists C. they are used to the heatB. they are feeling cold D. they are bored2. The grasslands are ‘golden’ because of __________________________.A. gold found in Africa C. the rivers found thereB. the blazing sun D. the rains3. When mother elephant ‘charges’ at the jeep, Sammy catches his breath. This tells us that Sammy is ____________.A. tired C. illB. happy D. afraid4. Why has the lion killed the antelope? C. For fun D. For food A. Lions hate antelopes B. The lion is angry5. The scene at the lake is ‘peaceful’ because ____________________________ .A. everyone in the jeep is tired C. the animals are not attackingB. the animals are drinking the passengers water quietly D. the passengers are not fighting 5 Unit 1 Activity 1e: Share your ideas and discuss. 1. Would you like to go on a safari ? Say why. 2. How would you feel to be so close to wild animals? 3. Do you think animals are cruel when they kill other animals?Activity 2: VocabularyActivity 2a: Find the words in the text and match them with their meaning. Word Meaning tourists Very hot safari blazing Pulling something that is charges heavy on the ground People who visit other countries during their holidays A trip to observe wild animals dragging Caught and killed an animal hunted Rushes towards something to attack6 Unit 1Activity 2b: Fill in the blanks with the correct words.safari hunt blazing tourists charge dragIn summer, many ____________________ come to Mauritius because of the beaches. Theysit in the _______________ sun to sunbathe. I do not want to go to the beach. I want to go ona __________________ to see many wild animals. I will not ______________ them becauseit is cruel to kill animals. My younger brother thinks that it may be dangerous. He says thatwild animals can ________________ at my jeep and _________________ me into the jungle.“What a joke!” I tell him.Activity 2c: Say whether the items below are related to safaris.snake binoculars first aid kittorch passport camera 7 Unit 1 Activity 3: Communication skills: Speaking activity During the safari, Sammy meets other tourists. He introduces himself. Hello. My name is Sammy. I am nine years old. I come from Rodrigues. This is my first trip to Kenya. Activity 3a: Imagine you are on holidays and you meet other tourists. Introduce yourself to them as Sammy does. Hello. My name is ……...………………....... 8 Unit 1Activity 4: Writing a postcardSammy writes to his friend, Ravi, and tells him about his holidays. Help Sammy to completethe postcard. 10th December 2015 To: Ravi RamdahinDear Ravi, ________________________________I’m having a great time in Kenya. I went on ________________________________a safari and ________________________ __________________________________________________________________ _________________________________________________________ .I also went water rafting. It was fun.________________________________________________________________.I will tell you more about myholidays__________________________.See you soon.LoveSammy 9 Unit 1 Grammar Activity 5: Nouns in the plural form. Do you still remember the plural form of nouns? Let’s have a quick revision.Activity 5a: Complete the table by writing the plural form of the nouns. Noun Types ExampleMost singular nouns One table: Many tables One apple: ______________________ One van: _______________________10 Noun Types Unit 1 ExampleEnd with x, sh, ss, ch and s.End with o One box: Many boxes One dish: _________________End with y One class: ________________ One bench: ________________ One bus: ________________ One volcano: Many volcanoes One potato: ________________ One buffalo: ________________ One rhino: Many rhinos One photo: ________________ One radio: ________________ One family: Many families One city: ________________ One lorry: ________________ One boy: Many boys One monkey: ________________ One day: ________________ 11 Unit 1Activity 5b: Here are other types of nouns. Complete the table by writing their plural form. Noun Types ExampleEnd with fe One knife: Many knives One life: ________________ One wife : ________________ End with f One half: Many halves Irregular One wolf: ________________ One loaf: ________________ Unchanging One man: Many men12 One foot: ________________ One child: ________________ One tooth: ________________ One mouse: ________________ One person: ________________ or ________________ One sheep: Many sheep One deer: Many ________________ A piece of furniture: Some ___________________ Species: A few ________________ Unit 1In Kenya, I visited a museum. I learnt alot about African rainforests.Activity 5c: Fill in the blanks with the plural form of the nouns in brackets. African rainforests African rainforests are home to many animals. While walking in the bush, visitors may see blue ____________ (monkey), white ___________ (rhino) and ________ (gorilla). Sadly, some ___________ (person) hunt animals to sell their meat. The rainforests have a high amount of rainfall and so numerous ___________ (insect) and ___________ (mosquito) are also found there. Visitors can discover eight _____________ (thousand) plant ____________ (species) in the rainforests. In fact, ___________ (scientist) often go there to study these plants. Unfortunately, _________ (man) are destroying the rainforests. If this continues, many plants will disappear and animals will lose their homes. 13 Unit 1 Activity 6: Collective nouns Remember: A collective noun is a name for a group of people, animals or things. Activity 6a: Read the sentences below and find the collective nouns. 1. The shepherd is watching his flock of sheep. 2. A colony of ants is walking up the wall. 3. The camels are hiding in a clump of trees. 4. A herd of cattle is grazing in the field. 5. The dog was barking at a crowd of people. 6. A swarm of bees is chasing the greedy bear. 7. We could hear a pack of wolves howling all night. 8. He runs down the flight of stairs because he is late.14 Unit 1Activity 6b: Use the dictionary to complete the grid. The missing words are provided. team pack forest family army crowd class an ____________________.soldiers a ____________________.people a ____________________.trees a ____________________.football players a ____________________.pupils a ____________________.cards a ____________________.mother, father, daughter 15 Unit 1 Activity 7: Reading for pleasure and appreciation Activity 7a: Read the text silently and carry out the activity that follows. The Kruger National Park Have you heard about the Kruger National Park in South Africa? It is one of the largest animal reserves* in Africa. I was very excited to go there with my family during my last holidays. We stayed in a lodge* and a guide took us on a safari. I will never forget that safari! Do you know why? That’s because I saw so many wild animals for the first time in my life. I saw lions, white rhinos, buffaloes, leopards, hyenas, cheetahs, antelopes, giraffes and zebras. We went for a walk in the bushes. We saw lots of different birds from the region and trees that we had never seen before, such as the baobab, fever, marula and mopane. We spent the night in a camp. I was quite afraid that a wild animal would attack us. The guide laughed and told me that we were safe. It was strange to sleep in a tent but I was so tired that I soon fell asleep. We woke up before sunrise and went for a mountain bike trail*. That was quite difficult as we had to go up a mountain by bicycle but we really enjoyed ourselves. The view from the top was splendid. My stay at the Kruger National Park is something I will never forget. These were the best holidays I have had so far! Glossary • animal reserves: places where animals are kept safe • lodge: house made of wood • bike trail: path made for bicycles16 Unit 1Activity 7b: Share your ideas about the text.• What did you like in the text?• Would you like to spend your holidays at the Kruger National Park? Why?• Which activity would you like to try out?• Would you be afraid of being attacked by wild animals?• Tell your friends about your best holidays.Activity 8: Present Simple TenseDo you still remember the Present Simpleand Present Continuous Tenses?Let’s revise with me while I am at theWonderful Safari Park. 17 Unit 1 Friends, guess who we are going to meet at the safari park? The animal keeper. She is playing with the animals. Do you want to know more about her job? Read our conversation. Activity 8a: Read the conversation and fill in the blanks with the verbs in the Present Simple Tense. Sammy: Hello. My name is Sammy. May I ask you some questions about your work? Veronica: Hello. My name is Veronica. Yes, you may. Sammy: At what time do you wake up? Veronica: I wake up at six o’clock every day. Sammy: Do you look after all the animals? Veronica: I take care of the mammals while Adisa, the other animal keeper, ____________ (to look) after the reptiles. Sammy: Do you have to work every day?18 Unit 1Veronica: Yes, the animals need us every day but every Saturday, I leave work earlyand my friend stays here.Sammy: ______________ the tiger _______________ (to like) you?Veronica: I __________________ (to be) sure it likes me because I play and chat with it.Sammy: What ______________ you ________________ (to do) when an animal is sick?Veronica: I ___________________ (to travel) with the sick animals to the veterinary.Every day I check if the animals are healthy.Sammy: When do you give the animals food?Veronica: We ______________ (give) them food at ten in the morning and at six in theevening. We ______________ not _____________ (to forget) to give them water.Sammy: Does the snake bite the other animals?Veronica: It ______________ not ________________ (to bite) them.Sammy: Do you do any other work?Veronica: My friend __________________ (to sweep) the enclosures and I scrub theplaces where the animals live.Sammy: ______________ (to be) you tired at the end of the day?Veronica: I am a little tired but I love my job and the animals.Sammy: Thank you, Miss Veronica.Veronica: You are welcome. Here is a picture of the safari park for you.Sammy: Thank you, Miss Veronica. 19 Unit 1 Do you know why Miss Veronica uses the Present Simple Tense to talk about her job? Because she is talking about her daily activities. Do you want to ask her some more questions about her job?Activity 8b: Read Miss Veronica’s answers and write Sammy’s questions as given in the example. Sammy: At what time do the animal keepers prepare food for the animals? Veronica: The animal keepers prepare food at eight o’clock. Sammy: _____________________________________________________________ Veronica: At one o’clock I talk to visitors. Sammy: _____________________________________________________________ Veronica: On Saturdays Adisa builds new enclosures. Sammy: _____________________________________________________________ Veronica: We carry sick animals in a van. Sammy: _____________________________________________________________ Veronica: Yes, animal keepers work in all weather conditions.20 Unit 1Let’s recapitulatePresent Simple Tense with ‘to be’Pronouns Positive Negative Interrogative Wh-questions I am I am not... Am I….? Where am I?He/She/It is He is not... Is he….? Why is he…?You/They/We are You are not... Are you….? How are you?Present Simple Tense with verbs like play, sleep, drink, wash, watch, etc.Pronouns Positive Negative Interrogative Wh-questionsI I play. I do not play. Do I play ….? Where do I play? I wash...He/She/It He plays. Does he Why does he He does not wash... wash….? wash…? He washes...You/They/We You play. You do not play. Do you play? What do you play? You wash...Activity 9: Present Continuous Tense Here is a picture of Wonderful Safari Park. Let’s revise the Present Continuous Tense by playing a guessing game. 21 Unit 1 Activity 9a: Observe the picture below and answer Sammy’s questions. Write the verbs in brackets in the Present Continuous Tense as in the example below. Sammy: What do you think the long snake is doing near the hole. (to search) E.g ______________________: The long snake is searching for food. Sammy: Why is the lion making such a loud noise? (to chase away) ______________: …………………………………................................................……………….. Sammy: What is the tiger doing? (to sleep) ______________________: …………………………..............................……………………….. Sammy: Why are the cheetahs running so fast? (to play) ______________________: …………………………..............................………………………..22 Unit 1Sammy: Why is the hippo moving in the lake? (to enjoy)______________________: …………………………..............................………………………..Sammy: Where is the graceful leopard hiding? (to hide)______________________: …………………………..............................………………………..Sammy: What are the enormous elephants doing? (to eat)______________________: …………………………..............................……………………..... We use the Present Continuous Tense to say what is happening at the time we are speaking. Continue the guessing game with your friend.Activity 9b: In pairs, take turns to ask and answer questions using the Present Continuous Tense. Say three things about each animal in the picture.• What are the tall giraffes doing near the tree?• What are the creepy crocodiles doing in the river?• Why is the leopard hiding in the tall tree?• What are the big ostriches doing? 23 Unit 1 Let’s recapitulate: Present Continuous with verbs like play, sleep, etc.Pronouns Positive Negative Interrogative Wh-questionsI I am playing. I am not playing. Am I playing? Where are you playing?He/She/It He is playing. He is Is he playing? When is not playing. he playing?You/They/We You are playing. You are Are you playing? What is not playing. he playing?Activity 10: Communication skills: Speaking activityVeronica loves taking care of theanimals. She makes sure they arewell-fed and in good health. Activity 10a: Imagine a conversation between Veronica and the animals, and carry out a role play. One of you can be Veronica and the others the lions, ostriches, etc. Here are some ideas to help you:Veronica (to the lions): Hello, my brave lions.Lions: Hello, Veronica. We are happy to see you.Veronica: Did you like the special lunch today?Lions: Yes, we did. It was tasty! We love meat.Veronica (to the cheetahs): ____________________________24 Unit 1Activity 11: Reading for pleasure and appreciationActivity 11a: Read the text silently and carry out the activity that follows. Nelson MandelaNelson Mandela is one of the most well-known persons in South Africa. He wasborn on July 18, 1918 and was named‘Rohlihlahla’. When he was studyingat a missionary school*, his name waschanged to ‘Nelson’. During those days,South Africa was occupied by the British.It was common for African students tobe given English names.When Nelson Mandela grew up, hebecame a politician. He was very unhappy because the black people were thought to beinferior* to the White people. They could not go to the same school or travel in the same bus. Thissystem was called ‘apartheid’. Nelson Mandela wanted apartheid* to end so that black SouthAfricans could have the same rights as the White. He fought against the government and wasimprisoned for 27 years. However, Nelson Mandela did not give up* his fight against apartheid.Thanks to him, apartheid came to an end. Now, the black and white South Africans have thesame rights.For his achievement, Nelson Mandela won the Nobel Peace Prize in December 1993. Heeven became the first black President of South Africa in May 1994. Around the world, peoplecelebrate ‘Nelson Mandela International Day’ on 18th July. Nelson Mandela died on 5thDecember 2013. Glossary • missionary school: school run by priests from England • inferior: not as good as • apartheid: when some people are considered to be inferior and not given their rights • did not give up: continued 25 Unit 1 Activity 11b: Discuss the following with your friends: • Did you know about Nelson Mandela before reading this text? • According to you, what type of person was he? • How does it feel when someone is treated as being inferior? • Is there someone that you admire? Tell your friends about that person. Activity 12: Communication Skills: Listening activity Sammy’s holidays Sammy is back from Kenya. He tells his friends about his trip. Listen to Sammy and carry out the activity below.Activity 12a: Listen to Sammy and tick the correct answer while listening.1.Sammy is talking to his friends parents .2.He is talking about his school holidays .3.Sammy travelled to Kenya by airplane jeep .4.Sammy almost fell into the river lake when he went rafting.5.There were two many flamingoes in Lake Nakuru.26 Unit 1 Did you know?Elephants can get sun burnt. They throw sandon their backs and heads to protect themselvesfrom the sun. Find out more amazing facts about animals with the help of your teacher or parents! 27 Unit 1 End of unit activitiesEx. 1 Read the text below and answer the questions. Mysterious creatures in the riverThe summer sun is blazing. All the animals in the forest are sweating and feeling veryuncomfortable. The best place to be on such a day is in the cool refreshing river but there isonly one river. The buffaloes want to reach it first. They charge in the direction of the river sothat they can have enough space for the herd. There, they see two hippos already in the river!The clever hippos have taken the best place. They are in the shade under a clump of trees.The buffaloes go in the middle of the river.The creepy crocodiles are also there and they are swimming. They do not want to put theirheads out of the water. Suddenly, one of the crocodiles feels something biting its tail. It tells itsfriend, “I think there’s something in the water. It’s biting me. I want to get out of the river.”The other crocodile says, “Don’t be silly! The best place to be is in the water.”After a few seconds, the second crocodile feels something pricking its tail. “Something ispricking me but I can’t see it.”The buffaloes and hippos also feel something pinching them sharply. They look around butcan’t see anything.“I’m telling you there is something in this river. It’s an invisible dragon,” says the oldest buffalo.“I’m not staying in this river. Let’s go away.” The parents drag the baby buffaloes out of thewater. All the animals swim to the bank. They watch dark, long and thin shadows moving inthe river.“Do you see those shadows?” the crocodile asks the hippos. “They are dragons and they areswimming away.” All the animals leave the river disappointed and scared. After two hours, onehundred water snakes come out of the water.1(a). Write True or False.(i) The story takes place in a safari park. _____________(ii) The animals go to the river because it is too hot. _____________(iii) The buffaloes reach the river first. _____________(iv) The animals leave the river happily at the end of the story. _____________(v) There are water snakes in the river. _____________28 Unit 11(b). Choose the correct answer and circle the corresponding letter.(i) “The parents drag the baby buffaloes out of the water.” What does ‘drag’ mean here?A swim B pullC see D bite(ii) The animals say that something is “pinching them sharply”. What do they feel?A happiness B painC joy D hunger(iii) All the animals do not see the snakes because _________________________________.A the snakes are invisible B the animals have an eye problemC the snakes are not in the water D the snakes hide very well in the water1(c). Answer the questions below.(i) Why are the animals disappointed when they leave the river?__________________________________________________________________________ (ii) Why do you think the snakes are biting all the animals? __________________________________________________________________________ 29 Unit 1Ex. 2 Choose the correct answer and circle the corresponding letter.1. Sam ___________________ the sick dog to the veterinary now.A takes B will takeC is taking D are taking2. _______________________ come to Mauritius because of the calm blue lagoons andsandy beaches.A Pedestrians B HuntersC Traders D Tourists3. The guide __________________ a picture of the safari park to visitors after each visit.A give B givesC is giving D gave4. A _________________ of people is waiting at the entrance of the park.A army B teamC crowd D class5. “What _________ the elephants ______________ in their enclosure at this moment?” Sammy asks.A will do B must do D are doingC is doing30 Unit 16. The children had lots of fun playing with so many ______________.A monkeys B monkeyesC monkies D monkey7. An experienced ________________ guide showed us many rare birds during our trip.A boating B safariC pilot D walking8. Every morning the animal keeper ________________ with the animals in the park.A are playing B is playingC plays D played9. In the African rainforest Sammy did not see _________________.A wolfs B wolfesC wolf D wolves10. The children ran as fast as they could when they saw the ___________ of bees.A clump B swarmC herd D pack 31 Unit 1 Ex. 3 Writing You are in Kenya spending your holidays with your parents. During your stay you go on a safari. Complete the postcard below to tell your best friend about that wonderful adventure. You may wish to include details about the animals and natural features you saw, or an incident that amazed you during the safari. Date: _______________ Mombasa, Kenya _________________ Dearest ___________________, To: I hope you are fine. We are having a _________________________ wonderful time in Kenya though it is _________________________ very hot. ________________________ ________________________ Yesterday we went on a safari and I will never ________________________ forget that adventure. I saw _____________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ __________________________________ __________________________________ ___________________________________32 Unit 1Ex. 4 Communication skillsYou have been on a safari during your holidays. Tell your friends about it, e.g. where you went;what you did; what you saw; and how you felt. Use the pictures below for ideas. 33 Unit 134 Unit 2Games and toys Unit 2 Activity 1: Reading for understanding Activity 1a: Observe the picture and discuss the following:• Where are the children?• What are they doing?• What games do you like to play?• With whom do you play?VocabularyKey words: engrossedracket shuttlecock bat goal post New expressions: strike the ball score a goal36 Unit 2Activity 1b: Read the text below carefully. The Physical Education classThe bell rang. “Hoorah!” shouted the pupils. “It’s time for ourPE class!” Mr. Romi, their PE teacher, was waiting. “Hello,” hegreeted them. “We’ll have fun playing games today. You maychoose any game. For some of them you will have to play inteams. I have brought all this equipment for you: a football,a volleyball, badminton rackets, shuttlecocks, table tennisbats, tennis rackets, and balls. I also have skipping ropes.”The children quickly formed teams. Jeff, Anu, Issaac, Rishabh,Rani, Eric, Nikhil and Mikael were in the football team. Otherchildren joined them and they had eleven players in eachteam. Mr. Romi taught them techniques to score goals.Rishabh and Eric, the goal keepers, had to stop the ball fromentering the goal posts.Camille, Ashish, Mira, Sarah, Shameem, Neelesh, Reenaand their friends played volleyball. Each team had sixplayers. Mr. Romi taught them how to throw the ball overthe net.The pupils who chose tennis had never played that game.Before they began, Mr. Romi taught them the rules. “Everygame has its rules and you must follow them,” he said. Hethen showed them how to strike the ball with their racket.Mr. Romi walked around teaching the pupils and watchingthem play. All the children were so engrossed in the gamethey were playing that they did not feel the time pass. Theywere disappointed when the bell rang. 37 Unit 2 Activity 1c: Read the text again and answer the following questions as you do so. 1. What class did the pupils have? __________________________________________________________________________ 2. What did Mr. Romi bring for the pupils? __________________________________________________________________________ 3. W. hat did Mr. Romi teach the football players? __________________________________________________________________________ 4. What did the pupils who chose tennis have to learn before playing? __________________________________________________________________________ 5. What did Mr. Romi do during the class? __________________________________________________________________________38 Unit 2Activity 1d: Choose the correct answer and circle the corresponding letter.1. When it was time for the PE class, the pupils were _________________.A. surprised C. excitedB. unhappy D. afraid2. The children formed teams quickly because ____________________________________.A. they wanted the class to end C. they wanted to go homeB. they were impatient to start playing D. they had a test3. Which of the following is true? C. All games have the same rules. D. Boys and girls cannot play the A. You do not play games in teams. B. You need special equipment to same games. play games.4. Why is it important to learn the rules of a game before we play it?A. To become a PE teacher. C. To hurt our friends.B. To make mistakes. D. To play the game well.5. “All the children were so engrossed in the game they were playing that they did not feel the time pass.” What does ‘engrossed’ mean here?A. bored C. interestedB. encouraged D. discouraged 39 Unit 2 Activity 1e: Discuss the following in groups and share your ideas with the class. 1. Is it important to follow the rules when we play a game? 2. How must we behave when we play in a team? 3. Is playing or winning more important? Why? Activity 2: Vocabulary Activity 2a: Fill in the blanks in the conversation with the words provided.40

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How to Write a Five Paragraph Essay

Written by tutor jackie d..

Have you ever opened up a document to sit and stare at the blank pages for awhile, not even knowing how to start writing a five-paragraph essay that’s due soon? Most of us have. Essay writing can seem overwhelming at times, but breaking it down into sections helps most people write a great essay. Let’s see how.

First, figure out what subject matter will be about. Is this an assignment your teacher gave you with a specific topic, or do you have to find a topic of your own?

When you decide on the topic, ask yourself the following five W questions: Who is this about? What is this about? When and where did this happen? Why is it important? And, last but not least, how did it happen?

Second, research facts that backup your thesis, the argument or point of your essay. Research facts and figures, as well as anecdotal, or interesting supplemental, material that will bring life to your essay.

Third, start the actual writing process by creating a simple outline. This will help you organize your thoughts so writing will be all the easier for you. This is where you can figure out how much information you have researched, as well as determine how you want to go about fleshing out your essay’s argument.

For instance, an outline would look similar to this one I used in writing this essay:

I.     Tips on how to write a five-paragraph essay A. Research topic:

i. Read what other Wyzant tutors have written about this topic ii. Read what other writers have written about this topic online iii. Start jotting down my own tips that I’ve used to teach other students about writing essays B. Determine thesis: i. Writing a five-paragraph essay is not difficult once the writer has streamlined his or her research and thoughts C. Write outline i. This is my outline! D. Write essay

i. Introduction – one paragraph introducing the subject and why it’s an important topic for the reader. It establishes

the who, what, when, and where.

ii. Body – three paragraphs backing up the introduction. This part establishes the how and the why. iii. Conclusion – one paragraph tying together the essay’s argument.

Introduction of the Essay

I recommend writing a brief introduction to start. This sets the stage for your essay. For the first draft, your introduction does not need to be spectacular. It only needs to answer three of the four W questions, who, what, where and when. You can elaborate more with the introduction after writing the body.

Body of the Essay

The body is sometimes the easiest part of the essay to write. In the body, it’s throwing in all the research you’ve found. Thankfully, with Microsoft Word and other related programs, you can throw in all the research you’ve done and then move around sentences that make a better. Think of it as throwing all the ingredients in a stew, and then adding, removing, and mixing ingredients as you need.

The key for writing the body is to think of it in three separate parts. The first paragraph should explain one or two facts with backup research. The second paragraph should pick one or two more related facts. The third paragraph follows the same recipe.

To start with the first body paragraph, pick a fact or statement that seems most important for your essay’s thesis. This is one that you feel most passionately or strongly about, one that makes complete sense to you. This is one that’s usually easiest to write because you have somehow connected with this fact or statement and know it to be true for the purpose of your essay.

Write one or two sentences about this fact, then provide evidence in two more sentences that back up the introduction and provide a simple yet effective argument. Do the same for the second and third paragraphs. But in this case, the second argument should contain the second most important argument or point, and the third paragraph the third most important argument or point. By this time, you will have completed the body of your essay.

Pretty simple, right?

Conclusion of the Essay

The concluding paragraph is little more than a revised version of your introduction. It should not make any new statements, but instead only serve to reaffirm or re-strengthen your thesis statement that you made in the introduction. The conclusion is the place to make one last effort to explain your thesis and sum up the points you made in the body of your essay. The last sentence should be a very concise and simple statement that puts a point at the end of the essay. It may even be something like a call to action in a persuasive essay like this one here.

When you break down how to write the essay, it will no longer seem as overwhelming to write. It’s just about taking the time to collect not only your thoughts, but also the research and the outline, of your paper. A blank page is only the start of the writing process. Think of it as a canvas to paint your words. It’s about expressing yourself through writing in a very practical yet easy manner. You can do it, so now let’s get to it!

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A Sample Five-Paragraph Essay

The Benefits of Regular Exercise

by Bette Latta, Professor of English, University of Tennessee

Importance of Exercise Essay

500 words essay on exercise essay.

Exercise is basically any physical activity that we perform on a repetitive basis for relaxing our body and taking away all the mental stress. It is important to do regular exercise. When you do this on a daily basis, you become fit both physically and mentally. Moreover, not exercising daily can make a person susceptible to different diseases. Thus, just like eating food daily, we must also exercise daily. The importance of exercise essay will throw more light on it.

Importance of Exercise

Exercising is most essential for proper health and fitness. Moreover, it is essential for every sphere of life. Especially today’s youth need to exercise more than ever. It is because the junk food they consume every day can hamper their quality of life.

If you are not healthy, you cannot lead a happy life and won’t be able to contribute to the expansion of society. Thus, one needs to exercise to beat all these problems. But, it is not just about the youth but also about every member of the society.

These days, physical activities take places in colleges more than often. The professionals are called to the campus for organizing physical exercises. Thus, it is a great opportunity for everyone who wishes to do it.

Just like exercise is important for college kids, it is also essential for office workers. The desk job requires the person to sit at the desk for long hours without breaks. This gives rise to a very unhealthy lifestyle.

They get a limited amount of exercise as they just sit all day then come back home and sleep. Therefore, it is essential to exercise to adopt a healthy lifestyle that can also prevent any damaging diseases .

Benefits of Exercise

Exercise has a lot of benefits in today’s world. First of all, it helps in maintaining your weight. Moreover, it also helps you reduce weight if you are overweight. It is because you burn calories when you exercise.

Further, it helps in developing your muscles. Thus, the rate of your body will increases which helps to burn calories. Moreover, it also helps in improving the oxygen level and blood flow of the body.

When you exercise daily, your brain cells will release frequently. This helps in producing cells in the hippocampus. Moreover, it is the part of the brain which helps to learn and control memory.

The concentration level in your body will improve which will ultimately lower the danger of disease like Alzheimer’s. In addition, you can also reduce the strain on your heart through exercise. Finally, it controls the blood sugar levels of your body so it helps to prevent or delay diabetes.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of Importance of Exercise Essay

In order to live life healthily, it is essential to exercise for mental and physical development. Thus, exercise is important for the overall growth of a person. It is essential to maintain a balance between work, rest and activities. So, make sure to exercise daily.

FAQ of Importance of Exercise Essay

Question 1: What is the importance of exercise?

Answer 1: Exercise helps people lose weight and lower the risk of some diseases. When you exercise daily, you lower the risk of developing some diseases like obesity, type 2 diabetes, high blood pressure and more. It also helps to keep your body at a healthy weight.

Question 2: Why is exercising important for students?

Answer 2: Exercising is important for students because it helps students to enhance their cardiorespiratory fitness and build strong bones and muscles. In addition, it also controls weight and reduces the symptoms of anxiety and depression. Further, it can also reduce the risk of health conditions like heart diseases and more.

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Ultimate guide to writing a five paragraph essay.

Are you struggling with writing essays? Do you find yourself lost in a sea of ideas, unable to structure your thoughts cohesively? The five paragraph essay is a tried-and-true method that can guide you through the writing process with ease. By mastering this format, you can unlock the key to successful and organized writing.

In this article, we will break down the five paragraph essay into easy steps that anyone can follow. From crafting a strong thesis statement to effectively supporting your arguments, we will cover all the essential components of a well-written essay. Whether you are a beginner or a seasoned writer, these tips will help you hone your skills and express your ideas clearly.

Step-by-Step Guide to Mastering the Five Paragraph Essay

Writing a successful five paragraph essay can seem like a daunting task, but with the right approach and strategies, it can become much more manageable. Follow these steps to master the art of writing a powerful five paragraph essay:

• Understand the structure: The five paragraph essay consists of an introduction, three body paragraphs, and a conclusion. Each paragraph serves a specific purpose in conveying your message effectively.
• Brainstorm and plan: Before you start writing, take the time to brainstorm ideas and create an outline. This will help you organize your thoughts and ensure that your essay flows smoothly.
• Write the introduction: Start your essay with a strong hook to grab the reader’s attention. Your introduction should also include a thesis statement, which is the main argument of your essay.
• Develop the body paragraphs: Each body paragraph should focus on a single point that supports your thesis. Use evidence, examples, and analysis to strengthen your argument and make your points clear.
• Conclude effectively: In your conclusion, summarize your main points and restate your thesis in a new way. Leave the reader with a thought-provoking statement or a call to action.

By following these steps and practicing regularly, you can become proficient in writing five paragraph essays that are clear, coherent, and impactful. Remember to revise and edit your work for grammar, punctuation, and clarity to ensure that your essay is polished and professional.

Understanding the Structure of a Five Paragraph Essay

When writing a five paragraph essay, it is important to understand the basic structure that makes up this type of essay. The five paragraph essay consists of an introduction, three body paragraphs, and a conclusion.

Introduction: The introduction is the first paragraph of the essay and sets the tone for the rest of the piece. It should include a hook to grab the reader’s attention, a thesis statement that presents the main idea of the essay, and a brief overview of what will be discussed in the body paragraphs.

Body Paragraphs: The body paragraphs make up the core of the essay and each paragraph should focus on a single point that supports the thesis statement. These paragraphs should include a topic sentence that introduces the main idea, supporting details or evidence, and explanations or analysis of how the evidence supports the thesis.

Conclusion: The conclusion is the final paragraph of the essay and it should summarize the main points discussed in the body paragraphs. It should restate the thesis in different words, and provide a closing thought or reflection on the topic.

By understanding the structure of a five paragraph essay, writers can effectively organize their thoughts and present their ideas in a clear and coherent manner.

Choosing a Strong Thesis Statement

One of the most critical elements of a successful five-paragraph essay is a strong thesis statement. Your thesis statement should clearly and concisely present the main argument or point you will be making in your essay. It serves as the foundation for the entire essay, guiding the reader on what to expect and helping you stay focused throughout your writing.

When choosing a thesis statement, it’s important to make sure it is specific, debatable, and relevant to your topic. Avoid vague statements or generalizations, as they will weaken your argument and fail to provide a clear direction for your essay. Instead, choose a thesis statement that is narrow enough to be effectively supported within the confines of a five-paragraph essay, but broad enough to allow for meaningful discussion.

By choosing a strong thesis statement, you set yourself up for a successful essay that is well-organized, coherent, and persuasive. Take the time to carefully craft your thesis statement, as it will serve as the guiding force behind your entire essay.

Developing Supporting Arguments in Body Paragraphs

When crafting the body paragraphs of your five paragraph essay, it is crucial to develop strong and coherent supporting arguments that back up your thesis statement. Each body paragraph should focus on a single supporting argument that contributes to the overall discussion of your topic.

To effectively develop your supporting arguments, consider using a table to organize your ideas. Start by listing your main argument in the left column, and then provide evidence, examples, and analysis in the right column. This structured approach can help you ensure that each supporting argument is fully developed and logically presented.

Additionally, be sure to use transitional phrases to smoothly connect your supporting arguments within and between paragraphs. Words like “furthermore,” “in addition,” and “on the other hand” can help readers follow your train of thought and understand the progression of your ideas.

Remember, the body paragraphs are where you provide the meat of your argument, so take the time to develop each supporting argument thoroughly and clearly. By presenting compelling evidence and analysis, you can effectively persuade your readers and strengthen the overall impact of your essay.

Polishing Your Writing: Editing and Proofreading Tips

Editing and proofreading are crucial steps in the writing process that can make a significant difference in the clarity and effectiveness of your essay. Here are some tips to help you polish your writing:

1. Take a break before editing: After you finish writing your essay, take a break before starting the editing process. This will help you approach your work with fresh eyes and catch mistakes more easily.

2. Read your essay aloud: Reading your essay aloud can help you identify awkward phrasing, grammar errors, and inconsistencies. This technique can also help you evaluate the flow and coherence of your writing.

3. Use a spelling and grammar checker: Utilize spelling and grammar checkers available in word processing software to catch common errors. However, be mindful that these tools may not catch all mistakes, so it’s essential to manually review your essay as well.

4. Check for coherence and organization: Make sure your ideas flow logically and cohesively throughout your essay. Ensure that each paragraph connects smoothly to the next, and that your arguments are supported by relevant evidence.

5. Look for consistency: Check for consistency in your writing style, tone, and formatting. Ensure that you maintain a consistent voice and perspective throughout your essay to keep your argument coherent.

6. Seek feedback from others: Consider asking a peer, teacher, or tutor to review your essay and provide feedback. External perspectives can help you identify blind spots and areas for improvement in your writing.

7. Proofread carefully: Finally, proofread your essay carefully to catch any remaining errors in spelling, grammar, punctuation, and formatting. Pay attention to details and make any necessary revisions before submitting your final draft.

By following these editing and proofreading tips, you can refine your writing and ensure that your essay is polished and ready for submission.

Tips for Successful Writing: Practice and Feedback

Writing is a skill that improves with practice. The more you write, the better you will become. Set aside time each day to practice writing essays, paragraph by paragraph. This consistent practice will help you develop your writing skills and grow more confident in expressing your ideas.

Seek feedback from your teachers, peers, or mentors. Constructive criticism can help you identify areas for improvement and provide valuable insights into your writing. Take their suggestions into consideration and use them to refine your writing style and structure.

• Set writing goals for yourself and track your progress. Whether it’s completing a certain number of essays in a week or improving your introductions, having specific goals will keep you motivated and focused on your writing development.
• Read widely to expand your vocabulary and expose yourself to different writing styles. The more you read, the more you will learn about effective writing techniques and ways to engage your readers.
• Revise and edit your essays carefully. Pay attention to sentence structure, grammar, punctuation, and spelling. A well-polished essay will demonstrate your attention to detail and dedication to producing high-quality work.

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