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Class 5 - Video Program
All students follow these given video lectures. These lectures start from class one to class right. Hopefully you will find these lectures helpful.
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Stopping by woods on a snowy Evening
Questions & Answers
Stopping by Woods on
a Snowy Evening
The content of the poem: There are many questions to ponder, apart from those that are set. On one level this is a beautiful poem about a rider stopping by some woods and looking into them. The snow lies all around. Although he likes stopping to gaze at this scene, the horse shakes its harness bells and reminds him that he has a home to go to. He has an obligation somewhere else (promises to keep) and he has a long way to go before he can rest. Frost himself explains that he was up all night once, writing, and suddenly realized it was dawn. He went outside for some fresh air, and the snow was falling. He beheld a beautiful sight, and it inspired him to write a beautiful poem, although he had other obligations to meet and a lot of work to do.
On another level, some see this as the poet saying that death, signified by the dark woods (unknown, untravelled, yet attractive), seems like a satisfying option; and yet life has to be lived because there are obligations to be met. Pupils need not be aware of this second, underlying, meaning, but it is good to note that poems are not always what they seem. The literary critic might try to see such a message in the poem. For the pupils, it is enough for them to read and enjoy it.
The metre and rhyming scheme of the poem: The pupils have learnt about rhyming, but not a lot about metre. The feet are iambic (a short, unstressed syllable, followed by a long, stressed syllable). The metre in the poem (number of syllables for each line) is perfect. There are eight syllables for each line, and the rhyming scheme is a a b a; the last stanza is a a a a.
For more information about Robert Frost: http://en.wikipedia.org/wiki/Robert_Frost
Suggestions and answers
A Understanding the poem
1. Answer the following questions.
a. The woods belong to a man who lives in the village.
b. No.
c. Winter. It is snowy. The ‘darkest evening of the year’ could be a reference to the longest night of the year. (Winter ..... December.) solstice in the northern hemisphere is usually the 21/22nd December).
d. Mysterious, raises questions; thoughtful/quiet, the snow and being alone (apart from the horse and its bells); let pupils think about this question and give their own views, with reasons for them.
These questions are more difficult. Discuss them first. e. The rider stopped by the woods to watch them fill up with snow. Pupils may come up with other suggestions.
f. The horse was puzzled because they had stopped in the woods without a farmhouse near, on the darkest evening of the year.
g. Pupils will answer this question in their own words. Who knows? The repetition of the line gives the impression that there really is a long way to go before the narrator sleeps. It is similar to saying, ‘it is a very, very, long way.’ (Repetition is used for emphasis.)
1 11 2. Refer to the text, and answer the questions.
He gives his harness bells a shake
To ask if there is some mistake. a. The horse
b. The leather straps and belts used to control a horse
c. The horse was wondering why the man had stopped by the woods. Had he become lost? Had he forgotten to head for home? It was dark (and cold) and the snow was falling all around. The horse wonders whether the rider has made some mistake in all this.
B Working with words Suffixes Illustrate on the board how words may be changed in this way. There are many suffixes in English. Pupils will get many exercises in which they have to add suffixes and thereby change the meaning of a word, or change it from one part of speech to another. Only a few words have been given in each exercise here. You may give the pupils additional words. Try these (but note the spelling changes): haze, dirt, craze, clay, glue, mouse, pink, yellow, blow, ease, dusk, nose, drowse, dog, stick, sun, snow, weight, thorn. Also, note that some words do not take the suffix.
1. Add the suffix -y to these words, and then use the new words you have made in sentences of your own. Be careful with the spelling!
a. fluffy b. funny c. leafy d. sugary e. bendy Pupils will use the words they have formed in sentences of their own. 2. Add the suffix -y to the following, where possible. Not all the words can take the suffix -y, so check in a dictionary. And be careful about some spelling changes. a. red (ruddy) b. runny c. shady d. close (x) e. shout (x) f. thorny g. weighty h. cold (x) i. snowy j. sunny 3. Abbreviations Note: The word abbreviation comes from the Latin word ‘brevis’ meaning short. Usually, it consists of a letter or group of letters taken from the word or phrase. Sometimes abbreviations are formed from syllables, for example, did you know that Interpol is an abbreviated form of International Police? The punctuation of abbreviations can be problematic. Differences exist between the UK and US systems, and various institutions adopt their own methods. The one point to bear in mind is to be consistent, whichever system one wishes to employ. Full stops are less frequently used these days. a. M.Sc (M.Sc.) b. HM c. MP d. MA (M.A.) e. SLC f. MD g. TU h. PhD (DPhil.) i. SE j. BEd (B.Ed.) 4. Write the short form (contractions) for the following. a. I’m b. haven’t c. they’ve d. we’re e. can’t f. they’ll g. shan’t h. it’s i. they’re j. won’t k. I’d l. she’ll Pupils should use this form when using direct speech in dialogue. This is closer to what people actually say. In written prose, however, the full form is generally more common. Also practise other contracted forms. For example: I’ve, we’ve, can’t, they’ll, he’d, they’d, you’re, you’ve… 12 1
C Learning about language NOUNS AND VERBS Determining the part of speech of a word depends on its function in the sentence. If a word tells us about an action, it is a verb; however, the same word can indicate an object, in which case it is a noun. Some words that may be used as nouns or verbs. 1. Use the words in sentences of your own—once as a noun and once as a verb. Pupils will make their own sentences. Ask them to find the words in a dictionary and to read the meaning of each word as a verb and as a noun. Examples: a. Line your shelves with paper to protect your books. (v) The man was standing on the line in the middle of the road. (n) b. He surfaced from his dive near the side of the pool. (v) The surface of the water was cut by the shark’s fin. (n) c. I water the garden every day. (v) The water in the lake is clear and sparkling. (n) d. The people could sense that the shark was near, but could not see it. (v) Some people have no sense. (n) e. A potter can shape clay into pots. (v) The shape of a pot is not always the same. (n) f. The taste of mangoes is delicious. (v) Afzal tasted the lime juice and found it was sour. (n) g. ‘Let’s all go for a swim,’ shouted Aamer. (n) We like to swim in the sea. (v) 2. State whether the underlined words are nouns or verbs. a. Time should not be wasted. (n) b. We can easily time how long it will take by using a stopwatch. (v) c. The flies settled on the piece of bread. (n) d. He flies to many different countries each year. (v) e. She pays rent for her apartment. (n) f. We rent an apartment. (v)
D Listening and speaking 1. Say the following aloud, clearly and slowly. The pupils should practise saying the lines a number of times so that they can pronounce them clearly and confidently. They are not easy to say and should not be rushed. Ask pupils to practise at home as homework. 1 13
E Composition Write a paragraph or two about where the rider might have been going. What work did he do? Who was he going to see? Did anything happen to him? This requires creativity and imagination. Ask the pupils to shut their eyes, then tell them the following: Imagine a wood. It is dark. It is cold. There is a horse and rider in front of the wood. The horse has stopped. In the distance there is a dim light coming from the window of a solitary farmhouse. Smoke is rising from the chimney, so someone must be in. Is the rider heading there? What is the rider thinking? Where is he going? What is he going to do? Ask the pupils to continue to keep their eyes shut for a minute. Then they can open their eyes, and write. Workbook: pages 7–10
A Nouns, verbs, and adjectives 1. Here are some words that can be used as nouns or verbs. Use them in sentences of your own, once as a noun and once as a verb. Examples only: The pupils will write their own sentences and, hopefully, theirs will be more exciting than the ones below. The words used as nouns: a. The gas caused the people a lot of harm. b. The cow has a black mark on its head. c. It is a shame to cut down trees that give shade. d. My mother gave me a present for my birthday. e. The donkey was carrying a heavy load. The words used as verbs: a. Be careful! Do not harm the baby squirrel. b. Do not mark your book again; it is scruffy enough already. c. Don’t shame him into doing his work. d. The headmaster will present the prizes. e. Help me to load the truck with these sacks of corn. 2. Here are two more words. Use them as nouns, verbs, and adjectives.
Nouns:
a. The thief had to pay a fine.
b. When she saw my work, the teacher had a fit!
(This suit is a good fit.)
Verbs:
a. The thief was fined by the court.
b. The snake was able to fit in the hole.
Adjectives:
a. Today, the fine weather means we can have a picnic.
b. The fit man ran faster than the bus.
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B Story writing
1. Look at these pictures carefully. Discuss them in class. Before you discuss the pictures, look briefly at the plan of the story and allow the pupils to describe orally what they see in the pictures. It might be useful to give the characters names right away to avoid having to say ‘this man’ and ‘the other man’, etc. Pupils can rename them when they write their own stories. The plan or ‘key’ on page 9 of the Workbook is only an outline of ideas; the dashes do not stand as blanks to be filled in. The story should be embellished, conversation added, and adjectives and adverbs used freely. 2. Use this page to write some notes to use in your story. Give the characters names; use adjectives and some conversation. What kind of ending can the story have? Give your story a title. Allow the pupils to do this on their own. They should put down initial words and ideas; add to these on a sheet of paper or in their notebooks if they have lots of ideas. When they have finished, discuss some of the points they have put down. 3. Now write the story in your notebook. Allow the pupils to write the story on their own. Read aloud, or ask the pupils to read, some of the stories. Display their work.
Lesson Plans For detailed suggestions, refer to pages 10–14.
Lesson 1 Textbook Time: 40 min Aims: • To read and appreciate a poem • To enhance vocabulary by reading • To develop comprehension skills Task Time 1. Read the text and discuss the unfamiliar words. 20 min 2. Attempt Exercise A, Questions 1, 2, and 3. 20 min
Lesson 2 Textbook Time: 40 min Aims: • To add suffixes to nouns to form adjectives • To practise using a dictionary • To identify some common abbreviations • To revise contractions 1 15 Task Time 1. Begin with Exercise B, and attempt questions 1 and 2. 15 min 2. Continue with Exercise B, Questions 3 and 4. 15 min 3. Recap the lessons taught so far. 10 min
Lesson 3 Textbook Time: 40 min Aims: • Further practice with nouns and verbs • To develop thinking skills • To practise pronunciation • To develop directed writing skills Task Time 1. Attempt Exercise C, Questions 1 and 2. 15 min 2. Attempt Exercise D. Set as homework. 5 min 3. Attempt Exercise E. A brief discussion should precede the written work. 20 min
Lesson 4 Workbook Time: 40 min Aims: • To familiarize the students with words that can be used as nouns or verbs • To enhance English language and grammatical skills • To be able to identify words as nouns, verbs, and adjectives Task Time 1. Attempt Exercise A, Questions 1 and 2. 20 min 2. Attempt Exercise B, Questions 1 and 2. Question 3—the task can be given as home assignment. 20 min
The content of the poem: There are many questions to ponder, apart from those that are set. On one level this is a beautiful poem about a rider stopping by some woods and looking into them. The snow lies all around. Although he likes stopping to gaze at this scene, the horse shakes its harness bells and reminds him that he has a home to go to. He has an obligation somewhere else (promises to keep) and he has a long way to go before he can rest. Frost himself explains that he was up all night once, writing, and suddenly realized it was dawn. He went outside for some fresh air, and the snow was falling. He beheld a beautiful sight, and it inspired him to write a beautiful poem, although he had other obligations to meet and a lot of work to do.
On another level, some see this as the poet saying that death, signified by the dark woods (unknown, untravelled, yet attractive), seems like a satisfying option; and yet life has to be lived because there are obligations to be met. Pupils need not be aware of this second, underlying, meaning, but it is good to note that poems are not always what they seem. The literary critic might try to see such a message in the poem. For the pupils, it is enough for them to read and enjoy it.
The metre and rhyming scheme of the poem: The pupils have learnt about rhyming, but not a lot about metre. The feet are iambic (a short, unstressed syllable, followed by a long, stressed syllable). The metre in the poem (number of syllables for each line) is perfect. There are eight syllables for each line, and the rhyming scheme is a a b a; the last stanza is a a a a.
For more information about Robert Frost: http://en.wikipedia.org/wiki/Robert_Frost
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1. Answer the following questions.
a. The woods belong to a man who lives in the village.
b. No.
c. Winter. It is snowy. The ‘darkest evening of the year’ could be a reference to the longest night of the year. (Winter ..... December.) solstice in the northern hemisphere is usually the 21/22nd December).
d. Mysterious, raises questions; thoughtful/quiet, the snow and being alone (apart from the horse and its bells); let pupils think about this question and give their own views, with reasons for them.
These questions are more difficult. Discuss them first. e. The rider stopped by the woods to watch them fill up with snow. Pupils may come up with other suggestions.
f. The horse was puzzled because they had stopped in the woods without a farmhouse near, on the darkest evening of the year.
g. Pupils will answer this question in their own words. Who knows? The repetition of the line gives the impression that there really is a long way to go before the narrator sleeps. It is similar to saying, ‘it is a very, very, long way.’ (Repetition is used for emphasis.)
1 11 2. Refer to the text, and answer the questions.
He gives his harness bells a shake
To ask if there is some mistake. a. The horse
b. The leather straps and belts used to control a horse
c. The horse was wondering why the man had stopped by the woods. Had he become lost? Had he forgotten to head for home? It was dark (and cold) and the snow was falling all around. The horse wonders whether the rider has made some mistake in all this.
B Working with words Suffixes Illustrate on the board how words may be changed in this way. There are many suffixes in English. Pupils will get many exercises in which they have to add suffixes and thereby change the meaning of a word, or change it from one part of speech to another. Only a few words have been given in each exercise here. You may give the pupils additional words. Try these (but note the spelling changes): haze, dirt, craze, clay, glue, mouse, pink, yellow, blow, ease, dusk, nose, drowse, dog, stick, sun, snow, weight, thorn. Also, note that some words do not take the suffix.
1. Add the suffix -y to these words, and then use the new words you have made in sentences of your own. Be careful with the spelling!
a. fluffy b. funny c. leafy d. sugary e. bendy Pupils will use the words they have formed in sentences of their own. 2. Add the suffix -y to the following, where possible. Not all the words can take the suffix -y, so check in a dictionary. And be careful about some spelling changes. a. red (ruddy) b. runny c. shady d. close (x) e. shout (x) f. thorny g. weighty h. cold (x) i. snowy j. sunny 3. Abbreviations Note: The word abbreviation comes from the Latin word ‘brevis’ meaning short. Usually, it consists of a letter or group of letters taken from the word or phrase. Sometimes abbreviations are formed from syllables, for example, did you know that Interpol is an abbreviated form of International Police? The punctuation of abbreviations can be problematic. Differences exist between the UK and US systems, and various institutions adopt their own methods. The one point to bear in mind is to be consistent, whichever system one wishes to employ. Full stops are less frequently used these days. a. M.Sc (M.Sc.) b. HM c. MP d. MA (M.A.) e. SLC f. MD g. TU h. PhD (DPhil.) i. SE j. BEd (B.Ed.) 4. Write the short form (contractions) for the following. a. I’m b. haven’t c. they’ve d. we’re e. can’t f. they’ll g. shan’t h. it’s i. they’re j. won’t k. I’d l. she’ll Pupils should use this form when using direct speech in dialogue. This is closer to what people actually say. In written prose, however, the full form is generally more common. Also practise other contracted forms. For example: I’ve, we’ve, can’t, they’ll, he’d, they’d, you’re, you’ve… 12 1
C Learning about language NOUNS AND VERBS Determining the part of speech of a word depends on its function in the sentence. If a word tells us about an action, it is a verb; however, the same word can indicate an object, in which case it is a noun. Some words that may be used as nouns or verbs. 1. Use the words in sentences of your own—once as a noun and once as a verb. Pupils will make their own sentences. Ask them to find the words in a dictionary and to read the meaning of each word as a verb and as a noun. Examples: a. Line your shelves with paper to protect your books. (v) The man was standing on the line in the middle of the road. (n) b. He surfaced from his dive near the side of the pool. (v) The surface of the water was cut by the shark’s fin. (n) c. I water the garden every day. (v) The water in the lake is clear and sparkling. (n) d. The people could sense that the shark was near, but could not see it. (v) Some people have no sense. (n) e. A potter can shape clay into pots. (v) The shape of a pot is not always the same. (n) f. The taste of mangoes is delicious. (v) Afzal tasted the lime juice and found it was sour. (n) g. ‘Let’s all go for a swim,’ shouted Aamer. (n) We like to swim in the sea. (v) 2. State whether the underlined words are nouns or verbs. a. Time should not be wasted. (n) b. We can easily time how long it will take by using a stopwatch. (v) c. The flies settled on the piece of bread. (n) d. He flies to many different countries each year. (v) e. She pays rent for her apartment. (n) f. We rent an apartment. (v)
D Listening and speaking 1. Say the following aloud, clearly and slowly. The pupils should practise saying the lines a number of times so that they can pronounce them clearly and confidently. They are not easy to say and should not be rushed. Ask pupils to practise at home as homework. 1 13
E Composition Write a paragraph or two about where the rider might have been going. What work did he do? Who was he going to see? Did anything happen to him? This requires creativity and imagination. Ask the pupils to shut their eyes, then tell them the following: Imagine a wood. It is dark. It is cold. There is a horse and rider in front of the wood. The horse has stopped. In the distance there is a dim light coming from the window of a solitary farmhouse. Smoke is rising from the chimney, so someone must be in. Is the rider heading there? What is the rider thinking? Where is he going? What is he going to do? Ask the pupils to continue to keep their eyes shut for a minute. Then they can open their eyes, and write. Workbook: pages 7–10
A Nouns, verbs, and adjectives 1. Here are some words that can be used as nouns or verbs. Use them in sentences of your own, once as a noun and once as a verb. Examples only: The pupils will write their own sentences and, hopefully, theirs will be more exciting than the ones below. The words used as nouns: a. The gas caused the people a lot of harm. b. The cow has a black mark on its head. c. It is a shame to cut down trees that give shade. d. My mother gave me a present for my birthday. e. The donkey was carrying a heavy load. The words used as verbs: a. Be careful! Do not harm the baby squirrel. b. Do not mark your book again; it is scruffy enough already. c. Don’t shame him into doing his work. d. The headmaster will present the prizes. e. Help me to load the truck with these sacks of corn. 2. Here are two more words. Use them as nouns, verbs, and adjectives.
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B Story writing
1. Look at these pictures carefully. Discuss them in class. Before you discuss the pictures, look briefly at the plan of the story and allow the pupils to describe orally what they see in the pictures. It might be useful to give the characters names right away to avoid having to say ‘this man’ and ‘the other man’, etc. Pupils can rename them when they write their own stories. The plan or ‘key’ on page 9 of the Workbook is only an outline of ideas; the dashes do not stand as blanks to be filled in. The story should be embellished, conversation added, and adjectives and adverbs used freely. 2. Use this page to write some notes to use in your story. Give the characters names; use adjectives and some conversation. What kind of ending can the story have? Give your story a title. Allow the pupils to do this on their own. They should put down initial words and ideas; add to these on a sheet of paper or in their notebooks if they have lots of ideas. When they have finished, discuss some of the points they have put down. 3. Now write the story in your notebook. Allow the pupils to write the story on their own. Read aloud, or ask the pupils to read, some of the stories. Display their work.
Lesson Plans For detailed suggestions, refer to pages 10–14.
Lesson 1 Textbook Time: 40 min Aims: • To read and appreciate a poem • To enhance vocabulary by reading • To develop comprehension skills Task Time 1. Read the text and discuss the unfamiliar words. 20 min 2. Attempt Exercise A, Questions 1, 2, and 3. 20 min
Lesson 2 Textbook Time: 40 min Aims: • To add suffixes to nouns to form adjectives • To practise using a dictionary • To identify some common abbreviations • To revise contractions 1 15 Task Time 1. Begin with Exercise B, and attempt questions 1 and 2. 15 min 2. Continue with Exercise B, Questions 3 and 4. 15 min 3. Recap the lessons taught so far. 10 min
Lesson 3 Textbook Time: 40 min Aims: • Further practice with nouns and verbs • To develop thinking skills • To practise pronunciation • To develop directed writing skills Task Time 1. Attempt Exercise C, Questions 1 and 2. 15 min 2. Attempt Exercise D. Set as homework. 5 min 3. Attempt Exercise E. A brief discussion should precede the written work. 20 min
Lesson 4 Workbook Time: 40 min Aims: • To familiarize the students with words that can be used as nouns or verbs • To enhance English language and grammatical skills • To be able to identify words as nouns, verbs, and adjectives Task Time 1. Attempt Exercise A, Questions 1 and 2. 20 min 2. Attempt Exercise B, Questions 1 and 2. Question 3—the task can be given as home assignment. 20 min
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Class 5 - Video Program
All students follow these given video lectures. These lectures start from class one to class right. Hopefully you will find these lectures helpful.
Here you can find Math, English , Islamiyat , Urdu , Computer, Science and Social Studies lectures.
learners and student can watch and learn from this videos.
