You Did What? A Confident Communicator's Guide PDF Free Download

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  • Pro Tip: If you get past these first hurdles, your verbal communication and nonverbal communication will soon get tested at the interview! To be sure you use the right body language, eye contact, hand gestures, and other communication signals in your upcoming interview, check out our complete guide on the Best Interview Tips & Advice.
  • Speakers too, should visualize success. As you practice, visualize yourself presenting with confidence to a receptive audience. “See” your relaxed facial expressions and “hear” your confident tone of voice. Imagine yourself moving gracefully, complementing what you say with expressive gestures. Imagine the audience reacting.

You did what you needed to do and you can’t do anything more. Adequate preparation significantly increases self-confidence. For example, if you have an important meeting, read the agenda, think of appropriate questions and then go to the meeting. You’ll feel confident knowing that you’ve done what you need to do. BUILD A POSITIVE SUPPORT.

Hi! I’m Dixie. GRADE 4 I’m Pixie! We’re twins! Draw a picture of yourself.Name:Class:
Professor Vassen NAËCK - Head Curriculum Implementation, Textbook Development and Evaluation THE ENGLISH PANEL MAURITIUS INSTITUTE OF EDUCATION Ms Hélina HOOKOOMSING - Panel Coordinator, Lecturer Mrs Mangala JAWAHEER - Panel member, Lecturer MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH Mr Jagdish KORLAPU-BUNGAREE - Deputy Head Master Mrs Marie Françoise CONSTANCE - Deputy Head Master Mrs Anne-Marie CASELIN - Deputy Head Master Acknowledgements VETTING TEAM MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH Mrs Taramatee NATHOO - Senior School Inspector Mrs Dineshwaree RUCHCHAN - School Inspector Mr Dahmiasdeho GOWRY - School Inspector Mr Krishnaduth OOCHIT - School Inspector Mr Doomanlall MOHANGOO - School Inspector Mr Rajkumar BEEDASSY - School Inspector Illustration and layout GRAPHIC DESIGNER Ms Gaëlle LI TO LUN ISBN : 978-99949-44-28-6 © Mauritius Institute of Education (2017)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
Preface The Grade 4 Let’s Learn English textbook is based on the reviewed National Curriculum Framework 2015. It aims at further providing pupils with adequate opportunities to actively engage in the use of the English language and develop their listening, speaking, reading, and writing skills in a gradual and integrated manner. The activities in the textbook enable pupils to learn and practise the language in a contextualized and meaningful way, focusing on key areas of language and literacy development, with an emphasis on the development of oral skills. Additionally, a cross-curricular approach has been adopted which enables links to be made with other subject areas like Science, History and Geography, The Arts, and ICT. The textbook constitutes 8 units with different, but interrelated, themes that are directly or indirectly related to learners’ lives or interest. The units consist of the following sub-sections: Oral –The listening and speaking activities in each unit encourage pupils to build their confidence in a fun and informal way. These activities are interspersed throughout each unit and they provide some key vocabulary related to each theme; Reading comprehension - The reading activities introduce the main theme and some theme-based vocabulary of a unit. The text is followed by post-reading activities to develop the reading skills of pupils and to help gauge their understanding; Vocabulary - Each unit consists of theme-based vocabulary activities to help pupils extend their repertoire of words. For the reading comprehension, a box of keywords is found below each passage. Though it is by no means exhaustive, the box of keywords is indicative of specific vocabulary items to be pre-taught. This will naturally depend on the needs of the learners. Specific oral and written activities in different units link to the vocabulary items and further encourage pupils to understand the words in context and also use new words and expressions; Grammar - The range of grammar activities provide opportunities for pupils to revise some main grammar points and also to introduce new grammatical features, thus extending pupils’ essential notions of English grammar for accurate language production both orally and in writing; Writing - These activities enable pupils to produce different types of texts of varying lengths with or without the support of a writing frame or model; Phonics - A specific section for phonics activities help to further build and reinforce pupils’ phonological and phonemic awareness in an explicit manner to develop their spelling, word recognition, and decoding skills; hence, steadily leading them to read and write with confidence; End of Unit - This section consists of a variety of activities to evaluate pupils’ reading, writing, grammatical, phonics, and vocabulary accuracy. Each unit is accompanied by a short literacy story which complements the theme. The literacy stories are presented as a separate collection to encourage pupils to enjoy reading in English, enable them to develop their own personal library, and inspire them to begin reading with some independence; albeit with continued assistance and support from the teacher as needed. While the focus is mostly on developing literacy skills in English, concepts from other areas such as History, Geography, Values and Citizenship Education, are also integrated.iv
We hope that the Educators and pupils will enjoy with this new textbook.The writing team To the teacherTextbooks are essential tools in the classroom but their effectiveness in making learning experiencessuccessful depends largely on the way in which they are implemented and the teachers who willhave to facilitate learning; and supplement the textbook with explanations, further resources, andadditional activities as per the different profiles and needs of the pupils in their class. Much effort hasgone into grading the content of the Grade 4 Let’s Learn English textbook and to include as manyvisuals as possible to support learning. Additionally, Teacher’s Notes are interspersed throughout theTeacher’s Book to provide specific guidelines and offer more detailed information about activitieswhere required. These notes should not be considered as prescriptive. Teachers have the scope andflexibility to adapt all activities in the textbook to suit the levels and needs of their learners.The sections below provide more comprehensive information on various components of the textbookto better support the teaching and learning process. Nevertheless, it is important to emphasize thatthese are some general suggestions for conducting activities, and that teachers have to carefullyconsider their learners’ needs regarding choice of teaching strategies in the classroom.ReadingThe development of reading skills takes place through traditional reading comprehension textsentitled ‘I read a short story’ and the Let’s Read literacy collection, which is intended to be read forpleasure, appreciation, and discussion.Pre-reading phaseEngage in a listening and speaking activity or brainstorming before targeting the text directlyto build upon pupils’ prior knowledge and encourage them to relate the theme to themselves.Wherever possible, provide opportunities for pupils to indulge in the games, songs, poems, andrhymes that involve movement as this will make learning more enjoyable and motivating. Makeuse of the illustrations and pictures in the textbook to stimulate discussion and support learning.Encourage pupil participation in English and provide adequate support to gradually lead pupilsto express themselves using simple sentences in English. This phase should be used to reinforcerelevant vocabulary that has been previously learned and to pre-teach key vocabulary that willfacilitate understanding of the reading passage that follows. Use teaching aids and visual resourceswhenever possible, especially for vocabulary acquisition.While reading phaseRead the text aloud a first time for pupils to listen and to familiarise them with the theme and content.The use of strategies like demonstration, enacting/miming, and varying the reading intonation andtone will help to retain pupils’ interest and promote understanding of the text. Scaffold learningand encourage pupils to read the text aloud more independently. Vary the choice of while-readingstrategies so the text is rendered more enjoyable and for a better understanding of the content. Forexample, combine the reading activity with the use of creative drama strategies such as selectingdifferent pupils to read as narrator and as assorted characters, including movement or mime.
PrefacePost reading phaseThe post reading activities develop understanding of the explicit content of the comprehension aswell as leading pupils to begin developing inferential skills, which is an important aspect of reading.Carry out the post-reading activities orally first to check pupils’ understanding; then scaffold learningand help them to complete the written exercises. Given that the vocabulary varies in the differentunits, create a word wall in the classroom so that pupils are exposed to new words in a sustainedmanner for the duration of the unit. Draw pupils’ attention to these words regularly to consolidatevocabulary acquisition.PhonicsExplicit phonics instruction provides pupils with the opportunities to further develop their speaking,reading, and writing skills. Phonics instruction is a strategy that teaches learners to connect letterswith sounds, segment (break) words into sounds, and blend sounds into words. These are all essentialdecoding skills; learners then use this knowledge to become more confident readers and writers.Frequent exposure and practice are necessary to develop these skills and, like vocabulary acquisition,phonics must be taught in a sustained manner. It is necessary to go beyond the activities providedin the textbook and support learning by supplementing with additional exercises to draw pupils’attention to the sounds, letter-sound associations in words, and how to blend and segment soundsand syllables in words.Practice can be made engaging and enjoyable by encouraging pupils to create nonsense words,utterances and sentences.GrammarThe emphasis of the grammar activities in the textbook is on grammar usage and developing anawareness of the grammar points; though explanations have been included wherever deemednecessary, the focus is not on the memorization of rules. Carry out the activities orally first to engagepupils with use of the grammar point in context and to check pupils’ understanding; then help themto complete the written exercises. Though an introduction and some explanation to the grammarpoints have been included, it may be necessary to extend explanations depending on the profileand needs of pupils. Scaffold learning, and use anecdotes and examples related to the pupils to makegrammar learning meaningful.Bearing in mind that it is not possible to tailor textbooks to specific pupils or classrooms, the Let’sLearn English textbook has been structured in a way that allows the teacher to use it in a flexiblemanner. Units 1 and 2 serve to consolidate concepts and language acquired during Grade 3. Units 3to 7 introduce and teach language and concepts to be acquired at Grade 4 level and these are thenreinforced in Unit 8. The teacher can thus adapt the activities in this textbook, and the pace at whichthey progress through it, as per the needs of their pupils.It is hoped that the teacher will fully exploit all the sections and activities in view of enhancing theteaching and learning of English language and literacy in Grade 4.
Phonetics chart
Phonetics chart
Content pagesPages 1- 17 19 - 37 39 - 58 59 - 78 Unit 1 Unit 2 Unit 3 Unit 4Theme My Our capital city The seaside RodriguesOral neighbourhood - Poem : - Tongue twister - Poem: Rodrigues - Song : The My capital city. - Communication: my beautiful island people in your Picture description neighbourhood - Communication: I talk about my neighbourhood /e/Phonics A kind neighbour Uncle Ted visits A day in Grand Bay Consonant culsutersReading Port -Louis <str> and <spr> An invitation to go on holidayWriting Email Fact Sheet Short story Postcard - Common nouns and proper nouns - Prepositions - Countable and - Interrogative (against, from, to) uncountable nouns form - Personal pronouns - Plural forms (s, - Quantifiers - Punctuation: as object es, ies) referring to question mark countable and - Adjectives of shape, - Simple past tense uncountable nouns - Interrogative colour, texture (which, how, why)Grammar - Adjectives - Irregular plural - Negative (is/are of age, size, forms - Adverbs of not, do/does not) temperature manner - Prepositions - Present tense - Article ‘the’ (above, below) - Comparative and superlative forms - Prepositions (before, after, between)Literacy A Helpful Neighbour Dippy visits The Mermaid in the A Visit to Rodriguessession Port Louis Shell
My neighbourhood Unit 1My neighbourhood 1 Unit one 1
Unit 1 My neighbourhood Oral Activity 1 – I describe my neighbourhood. We have just moved to a new neighbourhood. A neighbourhood is an area within your town or city where you live. 1. Where do you live? 2. What colour is your house/apartment? 3. Who is your neighbour? 4. What places can you find in your neighbourhood? 5. What two things do you like about your neighbourhood? 2
My neighbourhood Unit 1 ReadingActivity 2 – I read a short story. A kind neighbourPixie and Dixie are very excited. They have just moved to their new neighbourhood and theyare very happy as they have some friendly neighbours.Their favourite neighbour is Mrs Ringo. She is a kind, old lady who lives with her son Tony.They have two big dogs called Milo and Tilou. They live in the house next door. Mrs Ringo hasa beautiful garden full of red, yellow and pink flowers. She also has a huge lychee tree.When Pixie and Dixie go to school, she waves to them and says with a smile:“Good morning Pixie. Good morning Dixie. Have a good day at school.”When Mrs Ringo bakes delicious cakes, she sends a piece of cake for the children. In summer,she gives Pixie and Dixie ripe, sweet lychees.Every year, Mrs Ringo and her son go on holiday to visit her daughter Sara in Australia. Whenthey are away, Pixie and Dixie look after their two dogs. Their mother cooks dinner for Milo andTilou and their father gives the food to the dogs. Pixie and Dixie love to play with them.When Mrs Ringo and Tony return, they always bring a souvenir of Australia for Pixie and Dixie.Pixie and Dixie like Mrs Ringo very much and they feel lucky to have such a wonderful neighbour.Keywords: lucky wonderful next door souvenirkind ripe hugeholiday friendly delicious 3
Unit 1 My neighbourhood Activity 2(a) – I shade the correct box if the answer is true or false. 1. Mrs Ringo is a kind, old lady. T F 2. Mrs Ringo does not live next door to Pixie and Dixie. T F F 3. Mrs Ringo and Tony go on holiday to Australia every month. T F F 4. Pixie and Dixie play with the two dogs when Mrs Ringo is on holiday. T 5. Pixie and Dixie do not like their neighbour. T Activity 2(b) – I choose the correct words to complete the sentences. 1. Mrs Ringo has ________________ dogs. (two/three) 2. Mrs Ringo has a ________________ lychee tree. (small/huge) 3. The ripe lychees are ________________ (sour/sweet) 4. Mrs Ringo and Tony go to a different ______________ for their holiday. (country/town) Activity 2(c) – I answer the questions below in simple sentences. 1. What can Pixie and Dixie see in Mrs Ringo’s garden? _______________________________________________________________________… 2. In which season do we have ripe lychees? _______________________________________________________________________ 3. Why do Pixie and Dixie like Mrs Ringo? _______________________________________________________________________4
My neighbourhood Unit 1Activity 3 – I choose and write the correct preposition. Grammar before after between(a) I have dessert ____________ dinner.(b) The letter ‘e’ is found ____________ the letter ‘g’(c) The little boy stands ____________ his parents. Mrs Ringo’s lychee tree is found between her house and my house.OralActivity 4 – I listen to and read a poem. The people in your neighbourhood Who are the people in your neighbourhood? Who are the people in your neighbourhood? A friend next door is a person in your neighbourhood, In your neighbourhood, in your neighbourhood. A friend next door is a person in your neighbourhood, A part of your community! Who are the people in your neighbourhood? Who are the people in your neighbourhood? The postman is a person in your neighbourhood, In your neighbourhood, in your neighbourhood. The postman is a person in your neighbourhood, A part of your community! 5
Unit 1 My neighbourhood Writing Activity 5 – I complete the email below. Pixie and Dixie are sending an email to Tony to invite him to their birthday party. Can you help them complete their email? Hi __________________, We are sending you this _____________(email/letter) to invite you to our birthday party which will take place on _____________(day) _____________(date) at _____________ (time). We have invited many friends. Mother will prepare lots of delicious ________________ ____________________to eat and ___________________________to drink. After cutting our _________________ cake, we are going to play different games, such as _____________________________________________________________________. Afterwards, we can ______________________________________________________ _____________________________________________________________________. Please confirm if you _______________________ (are coming, are not coming). We hope to _______________________ (sea you, see you). Your friends, _____________ and _____________6
My neighbourhood Unit 1 honicsˆActivity 6 – I read a rhyme. I underline the words with the / / sound.On Sunday, Pixie and Dixie go to their local English Club. They meet their friend Bucky. He ispractising a funny rhyme. The sun goes up Up, up, up! The sun goes up. Us, us, us! Give us a cup. Bug, bug, bug! It jumps into a jug! Slug, slug, slug! It rubs on the rug! Bus, bus, bus! We all run! Mud, mud, mud! This is fun! Crumb, crumb, crumb! I feed the duck! Thumb, thumb, thumb! Wish uncle luck! Thunder, thunder, thunder! Hide in the hut! Under, under, under! The umbrella is shut! 7
Unit 1 My neighbourhood Now, Pixie, Dixie and Bucky are learning new words with their friends at the English Club. Activity 7(a) – I say the words aloud. alien tray rain eight rake steak Activity 7(b) – I write the words in the correct columns below. Read the words in the box carefully. Write each word in the correct column. One has been done for you! age, clay, spray, paid, afraid, eighteen, alien, weigh, bake, grape, chase, plane, brave, great, break, ape, today, neighbour, snail a ay ai a_e ei ea age8
My neighbourhood Unit 1GrammarActivity 8 – I learn: Proper and common nouns.Proper nouns are words to name specific items such as people and places. They always startwith a capital letter.Pixie and Dixie are going to watch a film at Bagatelle.What film are we going to watch ?The famous film “Frozen”. The film is made by Disney.After the film, we will have lunch at Kando restaurant.Complete the table below. Proper nouns Frozen Common nouns filmThere are some more proper nouns like days of the week, months of the year, names ofmountains, rivers, lakes and festivals. 9
Unit 1 My neighbourhood Activity 8(a) – I fill in the blanks with the correct letters. I match each word with its corresponding picture. A B ____ anuary (J, j) ___ og (D, d) ___ hristmas tree (C, c) ___ lower (F, f) ___ ochester falls (R, r) ___ orry (L, l)Activity 8(b) – I underline the proper nouns and circle the common nouns in the text below.Bruno lives in the village of Moka. He goes to St Mary’s Primary School. Every Saturdaymorning, Bruno goes to Maryse Justin Stadium to play football. He meets his friend Ali andRama near Telfair University. They take the bus to join some other friends in Réduit. On theirway to the stadium, they stop at Miam Snack to buy water and juice.10
My neighbourhood Unit 1Activity 9 – I learn : Personal pronouns as objects. Look carefully at the underlined words.Dixie : Pixie, Pixie ! Can you hear me?Pixie : I am waiting for you in the yard.Dixie : Jim and Dana will come to play with us.Pixie : Are you going to wait for them?Dixie : Yes, Dana will bring some toys with her.Pixie : Can you ask Jim to bring his ball with him?Dixie : No, our dog will bite it. These are personal pronouns used as objects.Activity 9(a) – I fill in the blanks with the correct personal pronouns as objects. me you her him it us them(a) Please pick up this piece of paper and throw _________ in the bin.(b) Our teacher will give _________ our homework tomorrow.(c) My best friend always plays with _________(d) Here are the shells. Keep _________ with you.(e) Shena always keeps her doll with _________(f) I will never go on holiday with _________ again.(g) This is Paul’s book. It belongs to _________ 11
Unit 1 My neighbourhoodActivity 10 – I revise the simple present tense.Look at the pictures carefully and read the sentences.Every morning the children Evan plays football intake their breakfast the afternoon. Nikita usually washes the dishes. Activity 10(a) – I complete the sentences with the simple present tense of the verbs. 1. Every day you _____________ a new book. (to read) 2. Dylan always ______________ at school early. (to arrive) 3. Sometimes the fisherman _____________ big fish. (to catch) 4. Farah often ______________ the clothes. (to wash) 5. We ______________to the church on Sundays. (to go) 6. The sun always __________ in the east. (to rise)12
My neighbourhood Unit 1Activity 11 – I revise adjectives of colour, texture and shape. GrammarFill in the blanks and then say the sentences aloud!1. Dixie wears a _________ shirt. 2. Pixie wears a _________ dress.3. The lychee seed is ________. 4. The sponge is _________.5. This ribbon is _________. 6. The rock is _________.7. This is a __________ football pitch. 8. I want to buy a ________ orange.Remember Adjectives are descriptive words that give information about nouns such as people, animals, places, things and ideas. These adjectives describe colour, texture and shape. 13
Unit 1 My neighbourhoodActivity 11(a) - I make a poster with different pictures to show adjectives of colour, texture and shape. You will need: Glue or cellotape Lentils Scissors Cotton wool Coloured pencils or crayons1. I draw and colour a rainbow with its seven colours: red, orange, yellow, green, blue, indigo and violet.2. I draw a rabbit and stick some cotton wool to make it fluffy.3. a) I draw an oval Easter-egg with square shapes on it. b) I colour the square shapes in turquoise.4. I stick some hard lentils to decorate my Easter-egg.14
My neighbourhood Unit 1 15
Unit 1 My neighbourhood 1 Unit 1 End of unit Unit oneActivity 1: Put the letters in the correct order to write the correct word.1. S ……………………. (S,m,r,u,m,e)2. D …………………….(D, g,a,t,u,h,r,e)3. L……………………..(L,c,e,y,h,s,e)4. S …………………… (S,u,v,o,i,e,r,n)6. P………………………(P,m,t,o,n,s,a)8. N……………………….(N,b,i,g,o,r,h,u,s,e)Activity 2: Colour the proper nouns yellow and the common nouns in blue. neighbour Fred truck bakery Pixie pharmacy Blue Bay market headmaster Pizza Hut girl Cathedral Port Louis hospital Milou locality16
My neighbourhood Unit 1Activity 3: Choose the correct personal pronoun as object.1. I see ________________ (they, them ) every day.2. Paul sits near ________________ (I, me) in class.3. Sandra goes with ________________ (us, we) to the seaside.4. I like ________________ (she, her) very much.5. Mr Samy teaches ________________ (we, us) a beautiful song.6. Pixie gives ________________ (him, he) many presents.7. Can ________________ (him, you) help Pixie and Dixie do their homework?Activity 4: Write the given verbs in the simple present tense.Every afternoon, when Rico ………………………. (to come) back from school, he………………..(to watch) cartoons on television with his little brother. Afterwards, Rico ………………… (togo) to the football ground with his friends. The friends…………………… (to play) footballuntil sunset. “It ……………………………..(to be) late”, Rico ……………………… (to say). He……………………… (to wave) goodbye and ……………………… (to return) home.Activity 5: Clap your hands when you hear the /eI/ sound.alien box bedhead chain Aprilcake pail breadeight jam platechair rain sand 17
Unit 1 My neighbourshood18
Our capital city Unit 2Our capital city 2 Unit two 19
Unit 2 Our capital city Oral This is a poem about our capital city. Let’s read it together.Activity 1 – I listen to and read a poem. My Capital City When I visit my capital city, I feel very happy. While walking in the crowded market, I see mouthwatering fruits and vegetables in big baskets. It’s a pleasure to eat dholl puri, It’s full of delicious curry. When I see the skyscrapers so high, It seems like they touch the sky. I can see the ships and boats in the harbour, I see the calm and blue water. At the Natural History Museum I see different collections, This place is a great attraction. Champs de Mars is a huge place, This is where horses race. Port Louis, my Capital City, It is so busy, lively, and full of beauty.20
Our capital city Unit 2 ReadingActivity 2 – I listen to and read a story. Uncle Ted visits Port LouisLast Friday, Dixie, Pixie and their parents went to the Sir Seewoosagur Ramgoolam InternationalAirport. The twins were excited to meet Uncle Ted who had come on holiday from Canada. Thefollowing day, the family decided to go to Port Louis. Uncle Ted was surprised to see how the capitalcity had changed.“Wow! There are many skyscrapers and the streets are wider. Look at all these vehicles!”exclaimed Uncle Ted excitedly.They first stopped at the Aapravasi Ghat, which is a World Heritage Site.“Uncle, last year my friends and I came here with our teachers,” Pixie said. “Our teachers saidthat the immigrants stayed here for two days before going to the Sugar Estates.”“Yes, this is a part of our history,” replied Uncle Ted.After visiting the Aapravasi Ghat, they went to Caudan Waterfront to have lunch. Uncle Tedwas delighted to find so many shops, restaurants, hotels, offices and cinemas. After lunch,Uncle Ted bought some local crafts from the “Craft Market.”“Look uncle, there are many ships in the harbour!” Dixie shouted.They admired the ships for a while. Then, they all went to Champs de Mars to watch horse races.Pixie and Dixie were glad that their favourite horse had won the race. It was a wonderful day. Keywords: wider delighted harbour Aapravasi Ghat World Heritage Site glad immigrants Sugar Estates skyscrapers admired Craft Market 21
Unit 2 Our capital city Activity 2(a) – I write the correct answers in simple sentences. 1. When did Pixie and his family go to the airport? 2. Where did uncle Ted come from? 3. Who stayed at the Aapravasi Ghat before going on the Sugar Estates? 4. What did the family see at Caudan Waterfront? 5. How did uncle Ted find the streets in Port Louis? 6. What did uncle Ted buy at the “Craft Market”? 7. Why did the family go to Champs de Mars?22
Our capital city Unit 2VocabularyActivity 3 – I match each underlined word with its correct meaning.. Can you help me find the meaning for each underlined word. B A road congestion ancient 1. Dippy was surprised to see so many people. port 2. There are many skyscrapers in the city. astonished 3. Tourists like to visit the historic place. tall buildings 4. Pixie can see ships in the harbour. 5. The drivers are stuck in the traffic jam. 23
Unit 2 Our capital city Grammar Activity 4 – I revise the plural forms of nouns: ‘s’, ‘es’, ‘ies’. Dixie, look at this photograph that Uncle Ted took during his visit to Port-Louis. It is a photo of mum and Aunty Sheela. 1. There are four ……………………………. 2. I can see three………………………. in the vase. 3. The …………………… are sitting next to each other in the restaurant. 4. There are two………………….. of juice on the table. 5. The…………………… are painted white. Activity 4(a) – I choose two words from Activity 4 and I write simple sentences. 1. 2.24
Our capital city Unit 2Activity 5 – I write the verbs in the simple past tense.Let’s revise the simple past tense for regular and irregular verbs.1. Yesterday, we ………………….the football match on T.V. (watch)2. I ………………..a big piece of cake at Sophia’s birthday party last week. (eat)3. My aunt and my cousin ………………Casela Nature Park last year. (visit)4. Two days ago, we………………so happy when Dad brought a puppy home.(to be)Activity 5(a) – I write the words in red in the simple past tense. I rearrange the words to make simple sentences.1. Pixie up Yesterday and wake Dixie late.2. Friday Port Louis Ted uncle Last visit. 3. a Uncle give Ted last and Dixie week. Pixie present 25
Unit 2 Our capital city WritingActivity 6 – I complete a fact sheet. Let’s complete the fact-sheet by writing more information. You can choose from the box of words given below the fact-sheet or add your own words. COME AND VISIT THE PORT LOUIS CENTRAL MARKET The Central Market is a ______________ place. The market is divided into ______________ parts. In one part of the market we can buy _____________________________ _____________________________ We can also have delicious drinks such as _____________________ ____________________________________________________________ In another part of the market, there are _____________________________ _____________________________ _____________________________ _____________________________ Tourists can also buy ___________________. fresh fruits and vegetables alouda hats baskets spices busy herbs crafts decorative objects several26
Our capital city Unit 2honics This is one of the puzzles from our book.Activity 7(a) – I complete the table with the correct words.While shopping in Port Louis, Pixie and Dixie bought a big book of games and puzzles. Canyou help them fill in this table? ir ur shirt, girl, fur, bird, hurt, burn, birthday, church, purse, first, turtle, dirtActivity 7(b) – I write the missing letters to complete the words. I copy the words. _ u r_ _ i r_ _ _ _ i r_ _ _ i r_ _ _ _ _ i r _ _u r_ _ _ _u r_ _ _i r_ _ _ _ _ u r_ _ _u r_ 27
Unit 2 Our capital city GrammarActivity 8 – I learn: Adjectives of age, size and temperature. Do you remember we learnt about adjectives in Unit 1, Dixie? There are some adjectives that give information about age, size and temperature. Grandfather is an old man! This is a huge sweet! Port-Louis was hot yesterday!Activity 8(a) – I fill in the blanks with correct adjectives.1. In winter, the weather is …………….( cold, warm)2. Marbles are ………………in size. ( tiny, massive)3. The Aapravasi Ghat is an ……………….(new, ancient) building.4. My grandfather is an ……………..( young, elderly) person.5. The historical vase from the museum is ……………….. ( new, antique)6. A whale is a …………………….mammal. ( gigantic , minuscule)7. The fan gives ……………air. (cool, hot)28
Our capital city Unit 2Activity 8(b)– I find the adjectives that describe size in the word-search.a d l o s w w d q b s bigl h u u o m w a i w e youthfulh n g r f o a g m i v smallb t a z r h v l q d i oldz r m r w e t v l e s massivec u a b k a m u b j s widej n c d g k x i o i a narrowe l u c s u n i m y m juniorr z t k r r x l p e y minusculeb n a p p r l x c a jj u n i o r r s b b oActivity 9(a) – I circle the correct words with the sound / dʒ/. honics Let’s play a game on sounds. One has been done for you. airplane helicopter jet car van jeep 29
Unit 2 Our capital city trousers jeans shirt jungle forest wood shark jellyfish crab jaguar tiger lion man giant boy30
Our capital city Unit 2Activity 9(b) – I name and colour the items with the sound /dʒ/. Wow, you are really good at identifying the /dʒ/ sound ! Can you help us name the items with this sound and colour them? JamActivity 9(c) – I underline the /dʒ/ sound in each word.Can you underline the /dʒ/ sound in the words Pixie and Dixie have learnt? page cage badge 31
Unit 2 Our capital city GrammarActivity 10 – I learn: Prepositions ‘from’ and ‘to’.Pixie, Dixie and their family are enjoying their visit in Port Louis. The words ‘from’ and ‘to’ are prepositions. ‘From’ can be used with verbs that show movement. It can also be used with verbs that do not show movement, such as be from and come from.They walk from the parking space to Caudan Waterfront. Caudan WaterfrontUncle Ted goes to the Craft Market. The others go to a restaurant. RestaurantAfter some minutes, Uncle Ted joins the others. “I got this souvenirfrom the Craft Market,” he says happily. The preposition ‘to’ shows the direction of the movement or the destination.32
Our capital city Unit 2Activity 10(a) – I complete the sentences with the correct words. Find the correct path for each character. One has been done for you! 1 235 6 71. Uncle Ted walks from the Waterfront to the Craft Market.2. Pixie runs ______ the garden ___ her __________.3. The airplane flies _______ Mauritius ___________ ___________.4. The boy cycles _________ his house_________ the __________.5. The bus driver drives ______ Port Louis ___ the ____________.6. The turtle swims _____ the sea ____ the _____________. 33
Unit 2 Our capital city Activity 11 – I learn: Preposition ‘against’. Pixie and Dixie are playing a game. They are giving each other instructions. Let’s play too! Put your bag against the wall. Sit against the big blue box. Put the small chair against the sofa. Lean against the table.34
Our capital city Unit 2Activity 3: Fill in the blanks using the adjectives below. young, strong, cold, old, tall, hot, small, blue1. The colours of the Mauritian Flag are red, ……………………., yellow and green.2. Yesterday, my father bought a ………………………..bicycle for my little brother.3. In summer, Mala likes to drink ………………………. juice.4. I am eight years old. I am very ………………………………5. In January, the temperature is ………………………………6. The …………………………………. man is carrying a heavy basket.7. The woodcutter cut a ………………………. tree in the forest.8. The ……………………… woman did not have any teeth.Activity 4: I write a tongue twister using the words below.For example: She dances in circles wearing a purple skirt.skirt circle birdpurple nurse circusthirsty church surf 37
Unit 3 The seaside38


06 Oct Secrets of a Confident Communicator

Posted at 20:08h in Blog, Communication, Confidence, Relationships, Skills

Authored by: Emily Roberts

It’s not always easy to talk to others, especially when emotions are running high. Many people try to avoid the conversation altogether, or get so frustrated that they say things they later regret. The way we communicate with others, especially during emotionally intense situations, contributes to our overall level of confidence. With the right skills, and some practice, you could be communicating with your family members, frustrating colleague, or friend with ease.

Communication and confidencego hand in hand. When you are able to express your feelings and needs effectively, you feel better afterwards. Even if the other person responds in a way that is disrespectful, you can walk away from the situation knowing you did your best. With increased awareness of, and acceptance about, our role in communication mishaps, we are more likely to avoid these frustrating experiences, making us more confident in our ability to express ourselves.

Before You Say a Word

Chill out. Get out of your tunnel vision of frustration and “I must be right” mentality. Distracting yourself, even for a minute could save you from responding in an emotional way. Get mindful in the moment; even if you have to get mindful of how many tiles are on your floor (yes count), the lyrics to a song, or some other seemingly trivial thing. Just stop thinking for one minute about the interaction you hope to have and the emotions that come with it. Obsessing about the outcome of a future event will only heighten your anxiety and make you less confident.

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Be mindful of the other person. Trying to have a conversation during someone’s favorite TV show or after what appears to be a tough day is not generally the best idea. Interrupting, or being neglectful of others’ time, is a big button pusher for many people. It’s invalidating and can make others feel as though you don’t care about what they are doing or their mood. If you don’t know when a good time would be, ask.

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Confident Communication Skills

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Avoid sarcasm. Sarcasm makes others feel disrespected, not to mention you might appear insecure and defensive. Sarcasm tells others you can’t tolerate them or the conversation. While you may feel it diffuses uncomfortable feelings, in reality it makes others frustrated, and often wanting to avoid future interactions.

Stay Calm. No matter how heated the situation, confident communicators are able to stick to the facts and express their feelings with words rather than behaviors. No yelling, door slamming, threatening, or emotionally unregulated outbursts. They compartmentalize their emotions in hopes that they can be heard.

Listen and validate. Let the other person know he/she is being heard, offering the same respect you hope to receive. Validation doesn’t mean you have to agree with the person; rather you are attempting to understand where he/she is coming from. Phrases such as: “That must have been terrible. I’m sorry that happened.” are examples of how to validate another’s experience. It shows your listening to more than words; you hear how they are feeling.

Avoid the word “but”; use “and” instead. In any situation try to avoid “but” at all costs. It invalidates others and often causes the other person to feel defensive. “You did a great job on that project, but you should check your proof reading next time.” Wow, what a back-handed complement! The listener doesn’t even hear the praise, as he/she is focused on what he/she did wrong. Using the word “and” potentially changes the way feedback is heard, and internalized. “You did a great job on that presentation, and you should check your proof reading next time.” Both ideas can be held in one’s head at the same time: the compliment (validation) and the action (problem solving). The listener can feel good about needing to do something different, especially as the emotion and effort was recognized.

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Avoid all or nothing words. The words, always and never, especially when accompanied by “you”, are generally not effective when trying to make a point. “He is always late or never on time” is not true. We are generalizing in an internal attempt to make someone feel empathy for our frustration. It may be true that they are rarely on time. However, use a word that doesn’t have as much heat to it. Try “Often it feels like” or “Recently, I have noticed”. They are not all or nothing; they are more subjective, effective terms.

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Do it face-to-face. In potentially complicated or highly emotional situations, confident communicators try and make discussions happen in-person. Text messages, instant messages and email may only complicate things more. Is it easier, and quicker for sure, yet tone is often compromised, and you have to infer a person’s true emotions (emoticons don’t count). If you care about the other person, try to communicate in a way that allows both of you to be heard.

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Communications skills can be learned, and implemented, at any age. Confident communicators keep these highlighted strategies in mind, using them to their advantage in relationships with others. If you communicate effectively, not only will you feel good about it, your relationships will be stronger, as well.