|
|
Class 6 - Video Program
|
|
|
1. Answer the following questions.
a. We learn that Nicobobinus is an extraordinary child who stuck his tongue out at the prime minister.
We also learn that he lives in Venice and that he could do anything!
*********************
b. Rosie is Nicobobinus’s best friend.
*********************
c. People don’t pay attention to what Rosie says because she is always having wild ideas.
*********************
d. Rosie suggests that she and Nicobobinus should pull up every weed on his doorstep and discover
the Land of Dragons.
*********************
e. The children go on their adventure the next morning, when it is just starting to get brighter. They
take buns and lemonade with them.
*********************
f. They meet the Nightwatchman and a dog on their journey. The Nightwatchman tries to stop them
from going on their adventure. Rosie trips over the dog and it barks at them until it notices the
buns and starts to eat them.
*********************
g. Nicobobinus escapes from the Man in the orchard by doubling himself up and going backwards as
fast as he could, instead of trying to run away, so the man’s legs are knocked from under him, and
he lands in a pile of leaves. Then he hides in a shed.
*********************
h. He squirms through a long, narrow passage made of stone.
These questions are more difficult. Discuss them first.
*********************
i. This line that shows the man is reluctant to break the door down is: ‘Right! I’m going to break this
door down!’ said the Man. And then, because he knew he’d have to repair the door himself, he
added: ‘Do you hear?’ Also, he bangs on the door and shouts, but does not break it down.
*********************
j. The thoughts Nicobobinus has as he is falling down the well, and some suggestions for what he is
feeling (pupils may come up with other plausible ideas) are:
1. ‘Bother!’ He is annoyed/shocked.
2. ‘a rather unkind thought about his best friend, who had instigated the whole expedition, and it
involved her dangling over a snake pit, while numerous fierce dragons flew at her chanting’: -
he blames his friend and wants to get back at her.
3. ‘Suppose it’s a well? A deep, unused well, with slimy, slippery sides that you could never
climb, and icy water at the bottom that...’ - he is starting to feel worried and frightened.
While Reading: Pupils will give their own opinions after thinking and discussing amongst
themselves. This is a good opportunity to reinforce messages about how to stay safe!
Challenge: Write three statements, questions, and exclamations about the story you have just read.
*********************
2. Write the lines of speech below. Put the name of the speaker after each line.
a. ‘Ah ha! I’ve got you now!’ The Man
b. ‘Let’s pull up every single weed on your doorstep.’ Rosie
*********************
8 1
c. ‘It’s one of the best ideas I’ve ever had!’ Rosie
d. ‘Ow!’ Nicobobinus
e. ‘Open this door at once, d’you hear?’ The Man
f. ‘You’ll think of something!’ Rosie
B Working with words
Look at this list of words and phrases from the story. Find where they have been used. Pick out any four
examples from above and use them in sentences of your own.
Allow time for the pupils to find the words in the story so that they can look at them in context. Encourage
them to be creative when they use the four they choose in sentences of their own.
*********************
C Learning about language
1. Write questions for these answers. (Note: variations are possible!)
Pupils will write their own sentences. Here are some possible examples for a:
What was her job? Who was Mrs X? Why did she live in the Secretariat?
Discuss the pupils’ responses.
*********************
2. Make up a statement, command, question, and exclamation.
Pupils will write their own sentences. Here is an example for a.
statement — The cat is near the door.
command — Let that cat out through the door.
question — Is the cat behind the door?
exclamation — That cat! It has scratched the door!
Discuss the pupils’ responses.
2. Convert the following exclamations into statements.
a. That is a lovely dress.
b. You are very brave.
c. She is angry.
d. It is a fine day.
Again, pupils will write their own sentences based upon the story.
Idiomatic language/Phrasal verbs
Discuss the text and examples. Get the pupils to make up oral sentences of their own, using the
idiomatic expressions. Give further examples like:
This puncture is going to set us back one hour.
1. Now set to, and write one sentence of your own for each of the phrases above.
Pupils will write their own sentences. Discuss them in the class.
*********************
D Listening and speaking
Read the passage at the back of the student book twice to the pupils. Read it clearly and slowly. The
pupils should listen with their student books closed. When you have finished reading, ask them to answer
the questions in Exercise D. Set a time limit. When they have finished, read the passage again and allow
them to mark their work. (Alternatively, get them to exchange their exercise books and mark each other’s
work.)
*********************
1 9
1. Listen to the description of Venice and answer the questions.
Mark the correct answers with a tick.
a. Venice is a city in i. Italy.
b. The city is like a i. maze.
c. Venice is famous for its ii. architecture.
d. The city is in danger of: iii. sinking.
e. Venice has lots of i. museums and cafés.
2. Write five detailed sentences about where you live. Then, in a small group, take turns to read out
your work. Make notes on what you hear from others. Next, take turns to ask questions about
what you read out. How much information did your classmate record?
Pupils will write their own sentences. Discuss.
E Composition
‘A panel suddenly slid open, and Nicobobinus stepped through into the most amazing room he’d ever seen.’
What would the most amazing room you have ever seen look like? Write a description of the room
and its contents.
Encourage the pupils to write an imaginative description. Then they can read their work to their classmates.
This can be given as homework or completed in a separate lesson if time allows.
*********************
Workbook: pages 6–10
A Statements, Questions, Commands and...!
Convert the exclamations into statements or commands by changing the order of the words and
adding or omitting any words you wish. Do not change the meanings of the sentences.
a. It is a great nuisance.
b. It is strange to see you here.
c. We are having such wonderful weather.
d. After walking 20 miles we were tired.
e. You are talking (a lot of) nonsense.
f. Please pay attention.
g. You must run quickly and fetch your brother.
h. You are a wonderful person.
*********************
|
|
|
B Dictionary work
Put the following words into alphabetical order and write a definition for each.
The alphabetical order is: bold, completely, comrade, remind, summer, undergrowth.
Pupils should be encouraged to use a dictionary. They will need to condense the definitions into their own
words. Some of the words have multiple meanings and pupils should choose one definition.
*********************
C Language
Oral: Use some of your own statements (complete and incomplete sentences) and ask the pupils to tell
you why they are incomplete. Do they have a subject and a predicate? Do they have a finite verb?
*********************
10 1
1 Some of the following are not complete sentences. Can you say why they are not complete?
a. There is no finite verb in the sentence.
b. Complete.
c. No finite verb, no predicate. The sentence would have been complete if a finite verb had been
added: The runners... valleys, stopped to drink some water.
d. Nothing to qualify ‘when’. This is a dependent clause, but we don’t have an independent/a main
clause.
e. Nothing to qualify the ‘if’. We don’t know what will happen ‘if we don’t go’.
f. Complete.
g. Complete.
h. Complete. (The subject ‘You’ or other proper name is understood.)
2. Rewrite the incomplete sentences.
Note that there are many possibilities. Pupils should understand that the sentence must make sense,
otherwise it is incomplete in some way and the meaning will not be clear.
a. The boy (is) speaking to my brother and sister sitting on the swing. Possible alternatives are: The
boy speaking to my brother and sister sitting on the swing is my best friend. The boy speaking to
my brother and sister is sitting on the swing.
c. The runners were tired and thirsty after their long race over the hills and through the valleys.
d. When we change around the letters of a word or a phrase to make another word or phrase, we call
these anagrams! Or simply: we change around the letters of a word or a phrase to make another
word or a phrase.
e. If we don’t go to the police station now, they will come here. If we don’t (do something), go to the
police station now.
f. Complete.
g. Complete.
h. Complete. (The subject ‘You’ or other proper name is understood.)
*********************
|
|
|
D Idioms
Match the following to form some well-known idioms. Use them in sentences of your own.
a. for better or for worse b. black and blue c. cut and dried
d. dead and gone e. by fair means or foul
Pupils should use these in sentences of their own.
*********************
E Word families
1. Cross out the word that does not belong in each group. Can you name the groups?
a. Holland — languages
b. teak — metals
c. pencil — containers
d. river — roadways
e. friend — relations (family)
f. egg — meats
g. cinema — habitations/dwellings
h. plain — (not, plane) tools
*********************
1 11
Pupils can have fun trying to make their own word-family puzzles. Some can be more obscure than
others. In each list, however, one word must be different for some reason (spelling, type of object, type
of word: verb, noun, adjective, etc.).
2. Compare your answers with a partner. Give reasons for your choice of word. Can you make
similar word-family puzzles?
The pupils should do this exercise in pairs or in groups.
*********************
F Articles
1. Fill in the blanks (where necessary) with a, an, the, or some.
In the picture on the next page, you can see Nicobobinus in a shed in an orchard. Poor boy, he’s
stuck now and needs to find a way to escape from the shed. He has dirt on his clothes from ()
climbing over a wall and from bumping into a tree. He is here because he is hiding a/the man outside.
The man is very angry with him because Nicobobinus was going to take some apples from the
orchard. The man is threatening to break down the door. The big bolt is closed but the hinges are
creaking and the door is shaking. In the/a corner of shed there is a garden fork, an axe and a spade.
On the/some shelves are some boxes and a pair of gloves. The window is covered in dirt and there
are some large cobwebs on it. In the middle of a large cobweb there is a big spider that has caught a
fly. The wooden walls of the shed have some hooks on them. One has a rope on it and another has a
saw hanging on it. Some apples lie on the floor. A mouse is looking out of a hole at an apple.
Nicobobinus is leaning back on a/the lawn-roller that he has pushed against the door. The noise and
the shaking from behind the door don’t seem to be bothering the boy because he has a small grin on
his face. He has spotted the catch of a trapdoor in floor. This might be a way out of the shed, away
from the angry man, and on to freedom or a new adventure.
2. When you have finished, read the passage aloud to a friend. Does it sound correct?
The pupils should do this exercise in pairs or in groups.
*********************
|
|
|
Lesson Plans
For detailed suggestions, refer to pages 7–11.
Lesson 1
Textbook Time: 40 min
Aims:
• To read a story
• To expand and enjoy vocabulary
• To build reading skills
• To practise comprehension skills
• To answer in complete sentences
Task Time
1. Read the text—the pupils should be encouraged to read aloud in turns. 15 min
2. Discuss the unfamiliar words and ask questions orally. 5 min
3. Attempt Exercise A, Question 1. 20 min
*********************
12 1
Lesson 2
Textbook Time: 40 min
Aims:
• To extend vocabulary
• To enhance thinking skills
• Further practice of statements, commands, questions, and exclamations
Task Time
1. Continue with Exercise A, Question 2. 10 min
2. Attempt Exercise B, Question 3. 15 min
3. Attempt Exercise C, Question 1. 15 min
*********************
Lesson 3
Textbook Time: 40 min
Aims:
• Further practice of statements, commands, questions, and exclamations
• To extend vocabulary
Task Time
1. Exercise C, Question 2—some sentences should be attempted in class; the exercise can
then be given as homework.
15 min
2. Attempt Exercise C, Question 3. 10 min
3. Continue with Challenge. Incomplete work can be continued in the next lesson. 15 min
*********************
Lesson 4
Textbook Time: 40 min
Aims:
• To extend vocabulary
• To introduce and practise idiomatic language/phrasal verbs
• To use idiomatic language/phrasal verbs in sentences
Task Time
1. Complete the work from the previous lessons 10 min
2. Continue with Exercise C—Phrasal verbs, oral discussion. 10 min
3. Exercise C—Idiomatic language/phrasal verbs, Question 1. Any unfinished work can be given
as homework.
20 min
*********************
1 13
Lesson 5
Textbook Time: 40 min
Aims:
• To develop concentration and memory
• To develop reading, writing and speaking skills
• To develop directed writing skills
Task Time
1. Recap of the previous lessons. 5 min
2. Attempt Exercise D, Questions 1 and 2. 20 min
3. Attempt Exercise E. Any unfinished work can be given as homework. Alternatively, a
separate lesson can be dedicated to completing Exercise E and the PROJECT.
15 min
Lesson 6
Workbook Time: 40 min
Aims:
• To revise statements, questions, commands, and exclamations
• To develop vocabulary
Task Time
1. Attempt Exercise A. 15 min
2. Exercise B, Questions 1 should be set as homework 5 min
3. Attempt Exercise C, Questions 1 and 2. Any unfinished work can be given as homework. 15 min
4. Attempt Exercise D, Question 1. 5 min
*********************
Lesson 7
Workbook Time: 40 min
Aims:
• To develop language skills
• To classify words in categories
• To practise the use of the articles a, an, the, and some
• To revise the concepts introduced in the unit
Task Time
1. Attempt Exercise D, Question 2. 10 min
2. Attempt Exercise E. 15 min
3. Attempt Exercise F. 10 min
4. Give a recap of the unit—reference to context, synonyms, statements, questions,
commands, etc., phrasal verbs, articles, and the formation of complete sentences.
5 min
|
|
|
