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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.
Unit # 1 - Part 1 -
THE WORLD IN A WALL
1 The World in a Wall
Inform the pupils that there is a dramatic and funny incident in this story and that Durrell’s books are full of such stories from his childhood. He was an avid collector of animals from a young age. His family did not always appreciate this habit! You could find out about, and tell the pupils about, other funny incidents from Durrell’s childhood. When reading the story, make sure you convey to them that the chaos and pandemonium is meant to be a funny anecdote!
Note that here, and elsewhere in this book, the answers to the comprehension questions are to help you judge what points should be mentioned by the pupils in their answers. They should be allowed to answer the questions in their own words and not rigidly follow the words given in these answers. Be flexible.
Suggestions and answers
A Comprehension
1. Answer the following questions.
a. Gerald hunts for animals in an ancient, crumbling wall that surrounds his garden. It is a good place to find animals because many different creatures live in the cracks of the wall and under the bulges of the old plaster. b. Animals that Gerald finds:
i. in the day: hunting wasps, caterpillars, spiders, flies, dragon-flies, wall lizards
ii. at night: toads, geckos, crane-flies, moths
c. Pupils should be encouraged to search and make notes before sharing them with the class.
i. Larry: Gerald’s older brother; he talks a lot; he is an adult; he smokes and thinks the matchbox that Gerald has used is one full of matches; he flings his arm out when he sees the scorpion; he does not share Gerald’s love of animals; the shock of the incident makes him scared of matchboxes.
ii. Roger: a pet dog; Gerald likes him and feeds him at mealtimes even though he is not supposed to; he barks wildly when the incident happens; Gerald takes him on walks - he is a companion to Gerald.
d. Gerald thinks the female scorpion is wearing a pale fawn (brown) fur coat. All her babies are clinging to her back which is what creates the impressions that she is wearing a fur coat.
e. Gerald forgets about the scorpions because he gets busy with feeding his dogs lunch.
f. Gerald’s mother is soaked by water after Margo tries to throw it at the scorpions and misses.
Gerald’s mother is so shocked that she is left gasping and unable to speak.
g. Gerald stays away from the family in the afternoon because he knows they blame him for the incident that happened earlier, at lunch, and wants to keep out of their way.
h. The repercussions of the incident are that Gerald develops a phobia of matchboxes and his mother decides to stop Gerald from exploring the animal world by getting him a tutor.
These questions are more difficult. Discuss them first. i. The chapter is called ‘The World in a Wall’ because Durrell describes a whole ‘world’ of animal life which lives in it. There are many different creatures co-existing in it.
2 1 j. Encourage the pupils to talk about the second paragraph of the extract and sort the creatures into two lists: prey and predators. The time they spend thinking and discussing is more important than getting the answers in the Venn diagram right!
Prey: crane-flies, moths, beetles, caterpillars, flies
Predators: lizards
Both: spiders, toads, geckos, hunting wasps, dragon flies
While reading: Pupils will say why they find it funny, or why they do not. Encourage them to give reasons for what they think. Durrell’s anecdotes are meant to be humorous.
Challenge: Gerald likes scorpions, he knows they can be dangerous but he is fascinated by them and sympathetic towards them. Pupils should pick out any three descriptive phrases about scorpions from the passage. There are lots of phrases to choose from. Encourage pupils to consider what we learn about the scorpion or Gerald’s feelings about them from their selected phrases.
2. Answer the following questions with reference to context.
I completely forgot about my exciting new captures.
a. Gerald forgot because lunch distracted him.
b. He captured the creatures because he was enraptured by them, and because he wanted to see the young scorpions grow up.
c. The captured creatures were in a matchbox.
d. Larry thinks that the matchbox is full of matches, he opens it while talking, and the scorpion climbs out on to his hand. He gets a big shock and flings the scorpions onto the table which makes everyone panic and things become chaotic.
B Working with words
1. Use the following words in sentences of your own to show that you understand what they mean. You will find the words in the story.
Encourage pupils to use a dictionary to check the meanings and the usage of the words. They should try to find out what type of word
(verb, adjective, adverb, noun) each one is before using them in sentences of their own. Remind them that some of the words can be used in different ways so they need to look at them in context.
(Their stomachs bulged. - verb; The wall had a bulge on it. - noun; There was a bulging wall in the garden. - adjective; etc.)
a. bulging: swelling outwards; sticking out; (verb)
b. reluctantly: with hesitation; unwillingly (adverb)
c. enraptured: extremely pleased by (verb)
d. surreptitiously: secretively, sneakily (adverb)
e. oblivious: unaware (adjective)
f. inhabitant: a person or animal that lives in a place (noun)
g. dawdling: being slow (verb)
h. confetti: small pieces of coloured paper traditionally thrown on birthdays and marriage ceremonies (noun)
Pupils will make their own sentences. Make sure the sentences are interesting and their own. Pupils
may certainly find the words in the text and see how they are used, but they should not copy the
sentences. Do not accept sentences that are like this: The bag was bulging. He moved reluctantly.
We threw confetti. etc. These do not tell us much about the words or give us an idea of what is being said (unless there is some other explanation of context). In the first example above, the pupils may just as well have written: The bag was full. The bag was swollen. The sides of the bag were sticking 1 3 out. ‘Bulged’ in these contexts does not tell us anything about the word. Much better would be: The children had stuffed so many sweets into the bag that now it was bulging and they began to fear that it would burst open.
2. There are some common collective nouns. Can you match them correctly, and write them in your notebook?
Note that in the second set, litter refers to puppies, but it can also refer to other mammals. Herd, however, only refers to cows (buffaloes, etc.) and not to puppies. Needless to say, we also use the word ‘herd’ for other cattles: goats, oxen, etc. We can say a deck of cards or a pack of cards. Note also: a flock of sheep
a range of hills a litter of puppies
a colony of ants a school of fish
a heap of stones a deck of cards
a flock of sheep a bunch of keys
a herd of cows a pack of wolves
a pack of hounds
C Learning about language
Revise the eight parts of speech with examples on the board. Pupils will get a chance to recall the parts of speech when they tackle the written exercises below. However, you may first note how much they remember.
1. Remind yourself about the first seven parts of speech. Try to give an example of each. Pupils will give their own examples. Discuss what they have suggested, and write their suggestions on the board. Accept suggestions of all kinds; if some are incorrect, so much the better. They can be discussed and slotted in the correct category. (Pupils will remember this much better, than being told by someone else.) Do not give them the examples in the first instance. Examples: nouns: bed, train, sandwich, tree pronouns: you, me, him, they adjectives: big, attractive, tiny, stiff, fluffy verbs: think, sleep, went, showed, plays adverbs: quietly, loudly, sweetly, shakily prepositions: to, in, on, behind, in front of conjunctions: and, but, though, or, because interjections: What! Hey! Wow! Yummy! 2. Make lists of nouns, pronouns, and adjectives in the following passage.
Nouns:
day, Merlin, Wizard, valleys, Wales, stoneway, London, man, way, London, bishops, meeting, Abbey Church, Church, Church, stone, stone, anvil, anvil, sword (These may be sub-divided into proper nouns and common nouns, if you like.) Pronouns: he, one (person), him, he, he, they, everyone Adjectives: one, deep, green, famous, great, great, shining 4 1
Review interjections. A whole sentence may be an interjection (or exclamation): these do not have to be one word. E.g. What a load of rubbish he speaks!
3. Find six interesting verbs and six interesting adverbs in the story. Pupils will find their own examples. Discuss what they have chosen so that they can add to their lists and correct each other if needs be. 4. Underline the interjections in the following. a. Whew! b. Alas! c. Ugh! d. Hurrah! 5. Find three interjections in the story. ‘Eek!’ ‘Bah!’ ‘Oh no!’ 6. Make a list of any interjections that you can think of. You may find some more in the story. Ask the pupils to look out for more examples in their own reading and speech.
D Listening and speaking
1. Work in a pair and take turns to ask each other some of the following questions. Answer each other in detail. Listen to your classmate’s answer carefully. You can help your classmate give details by asking them about their response. Pupils should work in pairs, discussing each question in turn. They need to be prepared to give good reasons for their choices and can help each other to develop their reasons. Although their answers are important, concentrate more on the way in which the pupils present their conclusions and state their case.
E Composition
Imagine that you were present in the dining room during the scorpion incident. Write a paragraph about what you thought and felt about the incident. Think about: how you felt during the incident; how you feel about Gerald’s interest in animals; what should happen to Gerald … OR Pick out the descriptions of the scorpions from the story. Add to that description, and write a paragraph about scorpions. Draw a picture to go with it. Pupils should choose one of the tasks. The first is a more creative, but with clear guidance about what to include. The second task involves information retrieval and development of that information as well as the opportunity to draw a picture. Discuss both tasks first so that the pupils are aware of the expectations in each case. PROJECT:
MAKING A PRESENTATION
Do some research about ONE OR TWO of these dangerous animals. BOX JELLYFISH, GOLDEN POISON DART, FROG FUNNEL, WEB SPIDER, BLACK MAMBA, HIPPOPOTAMUS, CASSOWARY MOSQUITO Prepare a presentation covering the points given below: • What makes it dangerous to humans? • what it looks like (limbs, horns, tail, claws… colour, size, body covering: skin, fur…) • whether it has a backbone and skeleton (or something else) • whether its young are born or hatch from eggs • what its mouth is like
1 5 • what it eats (Is it a carnivore, herbivore, or omnivore?) • and, anything else you can find out. If there is time (and you have the resources needed) to dedicate a lesson to the research project, this could be beneficial. Otherwise, this can be set as homework. Workbook: pages 2–6
A Parts of speech
There are revision exercises based on the language component in the Student Book. Pupils should have no difficulty with this, so allow them to work on their own. Use this as a kind of test. If mistakes are made, review parts of speech again, or create some supplementary exercises for those who require practice. 1. Can you remember the eight parts of speech you have learnt about? Write the names here: Pupils can write these in any order. a. noun b. verb c. adjective d. adverb e. conjunction f. preposition g. pronoun h. interjection 2. Tick the correct answer. a. ii b. ii c. i 3. Make lists of the following: Pupils will give their own examples. a. Three common nouns: girl, boy, dog, hat, tree, etc. (Pupils can write any.) b. Three proper nouns: Karachi, England, Faizan, Asia, Mount Everest, etc. (Pupils can write any.) c. Four adverbs: quickly, slowly, sweetly, rudely, etc. d. Four adjectives: attractive, ugly, round, ancient, etc. e. Five conjunctions: and, but, who, which, because, etc. f. Five prepositions: at, in, on, by, through, etc.
B Punctuation
1. Name the following punctuation marks: a. question mark b. comma c. semicolon d. full stop e. inverted commas f. apostrophe Also, draw other marks on the board and ask what they are: exclamation mark, colon, dash, hyphen. Help the pupils practise putting in these punctuation marks by writing sentences on the board without punctuation marks.
C Brush up your English
1. Can you read the poem without making a mistake? A completely different sort of poem, and one that may prove difficult to read. The children should have fun trying to sort out the correct pronunciation. They should be reminded to try and read this again from time to time. (For pronunciation see 2. below.) 2. Make lists of all the strange (rhyming) words in the poem. The rhymes are in the couplets. Pupils can list these because they will then get an idea about the spelling. Do they know what all the words mean? If not, ask them to look in a dictionary. Do not give 6 1
them the meanings yourself. Let them do the work. The exercise is mainly about trying to pronounce words in the English language—by no means an easy task. Pronunciation:
tough — as in ‘cuff’ bough — cow cough — toff (ee) dough — slow hiccough — ‘hick-up’ thorough — ‘thur-e (r)’ lough — lock (an old word for a loch or lake in Scotland) through — ‘throo’ heard — bird beard — feared, reared bead — deed, seed meat — meet (suite) great — grate (straight) threat — ‘thret’ (debt) dose — close (s not z) rose — ‘roze’ (z) lose — ‘looz’ (z) goose — ‘goos’ choose — ‘chooz’ cork — ‘cawk’ work — ‘wu(r)k’ (The ‘r’ is not pronounced.) card — ‘kaa(r)d’ ward — board sword — sawed thwart — ‘thwort’, fort
D Using the dictionary
Some pupils may find this very easy. Set them a problem of this kind, of your own, and time them to see how fast they can put the words in order. They should write all the words, and put their hand up when they have finished. What is the difference in time between the first and the last pupil to complete the exercise? Putting words in order makes the reader concentrate on the spelling, the order of the letters, and sounds. If they can recognize all these quickly, they will also be able to find words in a dictionary quickly and with ease.
1. Putting words in alphabetical order is easy. Try these: costume, extreme, feeble, probable, success, trouble 2. Now try these: cartridge, censor, chisel, corporal, crescent, culprit 3. It is more difficult to put these in order. Try them. decimal, decree, dreamer, drill, drizzle, due, dye, dynasty 1 7
4. Put a circle round the word which is NOT in alphabetical order. a. basket, carpet, paint novel , stitch, week. b. rock, round, ruin, rum, run, rubbish . c. proceed, problem , produce, professor, prolong, provide. d. lie, light, live , limit, linger, link. e. deduct, dental, due , dove, drowsy, dry. Give the pupils additional lists of words, placing one of the words out of alphabetical sequence. This will help them search more quickly for words in the dictionary. When pupils have doubt about the meaning of a word, ask them to search for it in the dictionary rather than giving them the meaning yourself.
5. Find two meanings for each of these words in your dictionary. Write two sentences for each word. Examples: a. The boy was able to catch the ball that I threw. The fisherman showed me his catch of wriggling fish. b. Sameer wore a sweater to keep his chest warm. The king’s iron chest was full of gold pieces. c. The ground shook when the elephant stamped its foot. My mother ground the spices. E A herd of words? Pupils have already put together a number of collective nouns with the things they quantify. Here are some more. We never say ‘a bunch of wolves’. Bunch goes with flowers, grapes, etc; and wolves move around in packs. This is well known.
1. Here is a list of phrases, but they are not correct. With the correct ones.
a. a bunch of grapes b. a pack of wolves c. a clump of trees d. a nest of ants e. a swarm of bees
2. Here are some more collective nouns. Write the correct phrases. a. a litter of kittens b. a band of musicians c. a troop of monkeys d. a regiment of soldiers e. a gang of thieves f. a set of china g. a sheaf of corn h. a shoal of fish i. a suite of furniture j. a group of islands Also introduce other collective nouns: e.g. a set of cutlery, a bundle of newspapers, a fleet of taxis, etc.
3. Now fill in the blanks. Some of the collections are not on this page. You have read about them before. a. a flock of sheep b. a bunch of keys c. a herd of elephants d. a pack of cards e. a library of books f. a clump of trees g. a pack of hounds h. a litter of puppies Do not forget others: a pride of lions, a bunch of flowers, etc. 8 1 Lesson plans For detailed suggestions, refer to pages 1–7.
Lesson 1 Textbook Time: 40 min Aims: • To read and appreciate an interesting tale • To develop comprehension skills • To improve vocabulary and sentence structure Task Time 1. Reading of the text and explanation of the unfamiliar words 20 min 2. Attempt exercise A, Questions 1 and 2. Exercise 2 can be completed for homework. 20 min
Lesson 2 Textbook Time: 40 min Aims: • To practise using a dictionary • To expand vocabulary by introducing collective nouns • To revise different parts of speech • To introduce interjections Task Time 1. Continue with Exercise B, Questions 1 and 2. Question 1, sentence composition can be given for homework. 20 min 2. Attempt Exercise C, Questions 1, 2, 3, 4, 5, and 6. 20 min
Lesson 3 Textbook Time: 40 min Aims: • To develop thinking, speaking, and listening skills • To develop writing skills Task Time 1. Exercise D should be introduced and attempted. 20 min 2. Exercise E should be discussed and begun. The task can then be given as homework. 20 min 1 9 PROJECT: EXTRA LESSON OR SET AS TWO WEEK HOMEWORK PROJECT
Lesson 4 Workbook Time: 40 min Aims: • To revise and reinforce the parts of speech • To revise punctuation • To practise correct pronunciation of the given words Task Time 1. Attempt Exercise A, Questions 1, 2, and 3. 15 min 2. Attempt Exercise B. 5 min 3. Attempt Exercise C, Questions 1 and 2. 15 min 4. Quick recap of the content of the unit 5 min
Lesson 5 Workbook Time: 40 min Aims:
• To practise using a dictionary • To revise collective nouns Task Time
1. Attempt Exercise D, Questions 1, 2, 3, and 4. 15 min 2. Continue with Exercise D, Question 5 10 min 3. Attempt Exercise E, Questions 1, 2, and 3. 15 min
Inform the pupils that there is a dramatic and funny incident in this story and that Durrell’s books are full of such stories from his childhood. He was an avid collector of animals from a young age. His family did not always appreciate this habit! You could find out about, and tell the pupils about, other funny incidents from Durrell’s childhood. When reading the story, make sure you convey to them that the chaos and pandemonium is meant to be a funny anecdote!
Note that here, and elsewhere in this book, the answers to the comprehension questions are to help you judge what points should be mentioned by the pupils in their answers. They should be allowed to answer the questions in their own words and not rigidly follow the words given in these answers. Be flexible.
Suggestions and answers
A Comprehension
1. Answer the following questions.
a. Gerald hunts for animals in an ancient, crumbling wall that surrounds his garden. It is a good place to find animals because many different creatures live in the cracks of the wall and under the bulges of the old plaster. b. Animals that Gerald finds:
i. in the day: hunting wasps, caterpillars, spiders, flies, dragon-flies, wall lizards
ii. at night: toads, geckos, crane-flies, moths
c. Pupils should be encouraged to search and make notes before sharing them with the class.
i. Larry: Gerald’s older brother; he talks a lot; he is an adult; he smokes and thinks the matchbox that Gerald has used is one full of matches; he flings his arm out when he sees the scorpion; he does not share Gerald’s love of animals; the shock of the incident makes him scared of matchboxes.
ii. Roger: a pet dog; Gerald likes him and feeds him at mealtimes even though he is not supposed to; he barks wildly when the incident happens; Gerald takes him on walks - he is a companion to Gerald.
d. Gerald thinks the female scorpion is wearing a pale fawn (brown) fur coat. All her babies are clinging to her back which is what creates the impressions that she is wearing a fur coat.
e. Gerald forgets about the scorpions because he gets busy with feeding his dogs lunch.
f. Gerald’s mother is soaked by water after Margo tries to throw it at the scorpions and misses.
Gerald’s mother is so shocked that she is left gasping and unable to speak.
g. Gerald stays away from the family in the afternoon because he knows they blame him for the incident that happened earlier, at lunch, and wants to keep out of their way.
h. The repercussions of the incident are that Gerald develops a phobia of matchboxes and his mother decides to stop Gerald from exploring the animal world by getting him a tutor.
These questions are more difficult. Discuss them first. i. The chapter is called ‘The World in a Wall’ because Durrell describes a whole ‘world’ of animal life which lives in it. There are many different creatures co-existing in it.
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2 1 j. Encourage the pupils to talk about the second paragraph of the extract and sort the creatures into two lists: prey and predators. The time they spend thinking and discussing is more important than getting the answers in the Venn diagram right!
Prey: crane-flies, moths, beetles, caterpillars, flies
Predators: lizards
Both: spiders, toads, geckos, hunting wasps, dragon flies
While reading: Pupils will say why they find it funny, or why they do not. Encourage them to give reasons for what they think. Durrell’s anecdotes are meant to be humorous.
Challenge: Gerald likes scorpions, he knows they can be dangerous but he is fascinated by them and sympathetic towards them. Pupils should pick out any three descriptive phrases about scorpions from the passage. There are lots of phrases to choose from. Encourage pupils to consider what we learn about the scorpion or Gerald’s feelings about them from their selected phrases.
2. Answer the following questions with reference to context.
I completely forgot about my exciting new captures.
a. Gerald forgot because lunch distracted him.
b. He captured the creatures because he was enraptured by them, and because he wanted to see the young scorpions grow up.
c. The captured creatures were in a matchbox.
d. Larry thinks that the matchbox is full of matches, he opens it while talking, and the scorpion climbs out on to his hand. He gets a big shock and flings the scorpions onto the table which makes everyone panic and things become chaotic.
B Working with words
1. Use the following words in sentences of your own to show that you understand what they mean. You will find the words in the story.
Encourage pupils to use a dictionary to check the meanings and the usage of the words. They should try to find out what type of word
(verb, adjective, adverb, noun) each one is before using them in sentences of their own. Remind them that some of the words can be used in different ways so they need to look at them in context.
(Their stomachs bulged. - verb; The wall had a bulge on it. - noun; There was a bulging wall in the garden. - adjective; etc.)
a. bulging: swelling outwards; sticking out; (verb)
b. reluctantly: with hesitation; unwillingly (adverb)
c. enraptured: extremely pleased by (verb)
d. surreptitiously: secretively, sneakily (adverb)
e. oblivious: unaware (adjective)
f. inhabitant: a person or animal that lives in a place (noun)
g. dawdling: being slow (verb)
h. confetti: small pieces of coloured paper traditionally thrown on birthdays and marriage ceremonies (noun)
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We threw confetti. etc. These do not tell us much about the words or give us an idea of what is being said (unless there is some other explanation of context). In the first example above, the pupils may just as well have written: The bag was full. The bag was swollen. The sides of the bag were sticking 1 3 out. ‘Bulged’ in these contexts does not tell us anything about the word. Much better would be: The children had stuffed so many sweets into the bag that now it was bulging and they began to fear that it would burst open.
2. There are some common collective nouns. Can you match them correctly, and write them in your notebook?
Note that in the second set, litter refers to puppies, but it can also refer to other mammals. Herd, however, only refers to cows (buffaloes, etc.) and not to puppies. Needless to say, we also use the word ‘herd’ for other cattles: goats, oxen, etc. We can say a deck of cards or a pack of cards. Note also: a flock of sheep
a range of hills a litter of puppies
a colony of ants a school of fish
a heap of stones a deck of cards
a flock of sheep a bunch of keys
a herd of cows a pack of wolves
a pack of hounds
C Learning about language
Revise the eight parts of speech with examples on the board. Pupils will get a chance to recall the parts of speech when they tackle the written exercises below. However, you may first note how much they remember.
1. Remind yourself about the first seven parts of speech. Try to give an example of each. Pupils will give their own examples. Discuss what they have suggested, and write their suggestions on the board. Accept suggestions of all kinds; if some are incorrect, so much the better. They can be discussed and slotted in the correct category. (Pupils will remember this much better, than being told by someone else.) Do not give them the examples in the first instance. Examples: nouns: bed, train, sandwich, tree pronouns: you, me, him, they adjectives: big, attractive, tiny, stiff, fluffy verbs: think, sleep, went, showed, plays adverbs: quietly, loudly, sweetly, shakily prepositions: to, in, on, behind, in front of conjunctions: and, but, though, or, because interjections: What! Hey! Wow! Yummy! 2. Make lists of nouns, pronouns, and adjectives in the following passage.
Nouns:
day, Merlin, Wizard, valleys, Wales, stoneway, London, man, way, London, bishops, meeting, Abbey Church, Church, Church, stone, stone, anvil, anvil, sword (These may be sub-divided into proper nouns and common nouns, if you like.) Pronouns: he, one (person), him, he, he, they, everyone Adjectives: one, deep, green, famous, great, great, shining 4 1
Review interjections. A whole sentence may be an interjection (or exclamation): these do not have to be one word. E.g. What a load of rubbish he speaks!
3. Find six interesting verbs and six interesting adverbs in the story. Pupils will find their own examples. Discuss what they have chosen so that they can add to their lists and correct each other if needs be. 4. Underline the interjections in the following. a. Whew! b. Alas! c. Ugh! d. Hurrah! 5. Find three interjections in the story. ‘Eek!’ ‘Bah!’ ‘Oh no!’ 6. Make a list of any interjections that you can think of. You may find some more in the story. Ask the pupils to look out for more examples in their own reading and speech.
D Listening and speaking
1. Work in a pair and take turns to ask each other some of the following questions. Answer each other in detail. Listen to your classmate’s answer carefully. You can help your classmate give details by asking them about their response. Pupils should work in pairs, discussing each question in turn. They need to be prepared to give good reasons for their choices and can help each other to develop their reasons. Although their answers are important, concentrate more on the way in which the pupils present their conclusions and state their case.
E Composition
Imagine that you were present in the dining room during the scorpion incident. Write a paragraph about what you thought and felt about the incident. Think about: how you felt during the incident; how you feel about Gerald’s interest in animals; what should happen to Gerald … OR Pick out the descriptions of the scorpions from the story. Add to that description, and write a paragraph about scorpions. Draw a picture to go with it. Pupils should choose one of the tasks. The first is a more creative, but with clear guidance about what to include. The second task involves information retrieval and development of that information as well as the opportunity to draw a picture. Discuss both tasks first so that the pupils are aware of the expectations in each case. PROJECT:
MAKING A PRESENTATION
Do some research about ONE OR TWO of these dangerous animals. BOX JELLYFISH, GOLDEN POISON DART, FROG FUNNEL, WEB SPIDER, BLACK MAMBA, HIPPOPOTAMUS, CASSOWARY MOSQUITO Prepare a presentation covering the points given below: • What makes it dangerous to humans? • what it looks like (limbs, horns, tail, claws… colour, size, body covering: skin, fur…) • whether it has a backbone and skeleton (or something else) • whether its young are born or hatch from eggs • what its mouth is like
1 5 • what it eats (Is it a carnivore, herbivore, or omnivore?) • and, anything else you can find out. If there is time (and you have the resources needed) to dedicate a lesson to the research project, this could be beneficial. Otherwise, this can be set as homework. Workbook: pages 2–6
A Parts of speech
There are revision exercises based on the language component in the Student Book. Pupils should have no difficulty with this, so allow them to work on their own. Use this as a kind of test. If mistakes are made, review parts of speech again, or create some supplementary exercises for those who require practice. 1. Can you remember the eight parts of speech you have learnt about? Write the names here: Pupils can write these in any order. a. noun b. verb c. adjective d. adverb e. conjunction f. preposition g. pronoun h. interjection 2. Tick the correct answer. a. ii b. ii c. i 3. Make lists of the following: Pupils will give their own examples. a. Three common nouns: girl, boy, dog, hat, tree, etc. (Pupils can write any.) b. Three proper nouns: Karachi, England, Faizan, Asia, Mount Everest, etc. (Pupils can write any.) c. Four adverbs: quickly, slowly, sweetly, rudely, etc. d. Four adjectives: attractive, ugly, round, ancient, etc. e. Five conjunctions: and, but, who, which, because, etc. f. Five prepositions: at, in, on, by, through, etc.
B Punctuation
1. Name the following punctuation marks: a. question mark b. comma c. semicolon d. full stop e. inverted commas f. apostrophe Also, draw other marks on the board and ask what they are: exclamation mark, colon, dash, hyphen. Help the pupils practise putting in these punctuation marks by writing sentences on the board without punctuation marks.
C Brush up your English
1. Can you read the poem without making a mistake? A completely different sort of poem, and one that may prove difficult to read. The children should have fun trying to sort out the correct pronunciation. They should be reminded to try and read this again from time to time. (For pronunciation see 2. below.) 2. Make lists of all the strange (rhyming) words in the poem. The rhymes are in the couplets. Pupils can list these because they will then get an idea about the spelling. Do they know what all the words mean? If not, ask them to look in a dictionary. Do not give 6 1
them the meanings yourself. Let them do the work. The exercise is mainly about trying to pronounce words in the English language—by no means an easy task. Pronunciation:
tough — as in ‘cuff’ bough — cow cough — toff (ee) dough — slow hiccough — ‘hick-up’ thorough — ‘thur-e (r)’ lough — lock (an old word for a loch or lake in Scotland) through — ‘throo’ heard — bird beard — feared, reared bead — deed, seed meat — meet (suite) great — grate (straight) threat — ‘thret’ (debt) dose — close (s not z) rose — ‘roze’ (z) lose — ‘looz’ (z) goose — ‘goos’ choose — ‘chooz’ cork — ‘cawk’ work — ‘wu(r)k’ (The ‘r’ is not pronounced.) card — ‘kaa(r)d’ ward — board sword — sawed thwart — ‘thwort’, fort
D Using the dictionary
Some pupils may find this very easy. Set them a problem of this kind, of your own, and time them to see how fast they can put the words in order. They should write all the words, and put their hand up when they have finished. What is the difference in time between the first and the last pupil to complete the exercise? Putting words in order makes the reader concentrate on the spelling, the order of the letters, and sounds. If they can recognize all these quickly, they will also be able to find words in a dictionary quickly and with ease.
1. Putting words in alphabetical order is easy. Try these: costume, extreme, feeble, probable, success, trouble 2. Now try these: cartridge, censor, chisel, corporal, crescent, culprit 3. It is more difficult to put these in order. Try them. decimal, decree, dreamer, drill, drizzle, due, dye, dynasty 1 7
4. Put a circle round the word which is NOT in alphabetical order. a. basket, carpet, paint novel , stitch, week. b. rock, round, ruin, rum, run, rubbish . c. proceed, problem , produce, professor, prolong, provide. d. lie, light, live , limit, linger, link. e. deduct, dental, due , dove, drowsy, dry. Give the pupils additional lists of words, placing one of the words out of alphabetical sequence. This will help them search more quickly for words in the dictionary. When pupils have doubt about the meaning of a word, ask them to search for it in the dictionary rather than giving them the meaning yourself.
5. Find two meanings for each of these words in your dictionary. Write two sentences for each word. Examples: a. The boy was able to catch the ball that I threw. The fisherman showed me his catch of wriggling fish. b. Sameer wore a sweater to keep his chest warm. The king’s iron chest was full of gold pieces. c. The ground shook when the elephant stamped its foot. My mother ground the spices. E A herd of words? Pupils have already put together a number of collective nouns with the things they quantify. Here are some more. We never say ‘a bunch of wolves’. Bunch goes with flowers, grapes, etc; and wolves move around in packs. This is well known.
1. Here is a list of phrases, but they are not correct. With the correct ones.
a. a bunch of grapes b. a pack of wolves c. a clump of trees d. a nest of ants e. a swarm of bees
2. Here are some more collective nouns. Write the correct phrases. a. a litter of kittens b. a band of musicians c. a troop of monkeys d. a regiment of soldiers e. a gang of thieves f. a set of china g. a sheaf of corn h. a shoal of fish i. a suite of furniture j. a group of islands Also introduce other collective nouns: e.g. a set of cutlery, a bundle of newspapers, a fleet of taxis, etc.
3. Now fill in the blanks. Some of the collections are not on this page. You have read about them before. a. a flock of sheep b. a bunch of keys c. a herd of elephants d. a pack of cards e. a library of books f. a clump of trees g. a pack of hounds h. a litter of puppies Do not forget others: a pride of lions, a bunch of flowers, etc. 8 1 Lesson plans For detailed suggestions, refer to pages 1–7.
Lesson 1 Textbook Time: 40 min Aims: • To read and appreciate an interesting tale • To develop comprehension skills • To improve vocabulary and sentence structure Task Time 1. Reading of the text and explanation of the unfamiliar words 20 min 2. Attempt exercise A, Questions 1 and 2. Exercise 2 can be completed for homework. 20 min
Lesson 2 Textbook Time: 40 min Aims: • To practise using a dictionary • To expand vocabulary by introducing collective nouns • To revise different parts of speech • To introduce interjections Task Time 1. Continue with Exercise B, Questions 1 and 2. Question 1, sentence composition can be given for homework. 20 min 2. Attempt Exercise C, Questions 1, 2, 3, 4, 5, and 6. 20 min
Lesson 3 Textbook Time: 40 min Aims: • To develop thinking, speaking, and listening skills • To develop writing skills Task Time 1. Exercise D should be introduced and attempted. 20 min 2. Exercise E should be discussed and begun. The task can then be given as homework. 20 min 1 9 PROJECT: EXTRA LESSON OR SET AS TWO WEEK HOMEWORK PROJECT
Lesson 4 Workbook Time: 40 min Aims: • To revise and reinforce the parts of speech • To revise punctuation • To practise correct pronunciation of the given words Task Time 1. Attempt Exercise A, Questions 1, 2, and 3. 15 min 2. Attempt Exercise B. 5 min 3. Attempt Exercise C, Questions 1 and 2. 15 min 4. Quick recap of the content of the unit 5 min
Lesson 5 Workbook Time: 40 min Aims:
• To practise using a dictionary • To revise collective nouns Task Time
1. Attempt Exercise D, Questions 1, 2, 3, and 4. 15 min 2. Continue with Exercise D, Question 5 10 min 3. Attempt Exercise E, Questions 1, 2, and 3. 15 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.
