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Class 6 - 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.
All Lectures || English Lectures
The Old Brown Horse
What happens to farm animals when they get too old to work? How are they cared for, if indeed they are cared for
at all? A touching poem about an old horse put out to pasture may lead to thoughts about animals in general and
the relationship they have with humans.
A Understanding the poem
1. Answer the following questions.
a. We learn that the horse is weary, old, shaggy, not very well cared for, and a bit sad; but the horse responds to human touch.
b. Stop for a word or two and touch him softly.
c. The horse feels good when a passer-by strokes its mane and shaggy coat.
These questions are more difficult. Discuss them first.
d. The horse is old; time has passed and brought new methods of transport such as the motor car.
e. The master. Because he is busy driving his motor car.
f. Pupils will think of ways to make the horse’s last years comfortable.
2. Mark these statements as true (T) or false (F).
a. F
b. T
c. F
d. F
****************************
3. Answer the following questions with reference to context.
a. ‘Oh, thank you, friend, for the kindly thought For a horse who has had his day.’ The underlined phrase means: c. has now grown old
4. Do you think there is a rhyming pattern in the poem? What is it? The odd lines rhyme: a b c b d e f e
5. Which words and expressions tell us that the poet cares about the horse?
The poet makes the horse sound pitiable, and resigned to its fate through these words expressions:
‘I’m simply watching’,
‘Nobody seems to mind...
a horse who is lame and half-blind’,
‘makes him feel quite sad’,
‘gives a little sigh’,
‘once as full of life as you’, etc.
The Old Brown Horse
1 21 B Working with words
Here are some words from the poem: they may be used when speaking about horses and riding.
Students talk about the words. What do they mean?
Here are some other words. Which words may be added to the list above? Circle them. If you don’t know the meanings, look them up in a dictionary.
The following words are connected with horses and riding. Ask the pupils to find out how they are related by looking in a dictionary. Why have the other words been excluded from the list? What do they mean?
race stirrup fetlock saddle rein jump
gallop canter Shetlandpony shoe hoof
C Learning about Language
Revise what pupils know about subject and predicate. The text gives the basic information. 1. Add suitable predicates to the following to make sentences.
The pupils will write their own sentences—ensure that they use some imagination to produce interesting sentences.
2. Underline only the main noun and the main verb.
a. The boy walked along briskly.
b. His dog followed closely behind.
c. The long electric train crashed into the back of a goods train.
d. Saima and Alina are playing in the garden.
e. We heard them crying.
f. The elephant has large ears.
g. Parvez and Shahid live in Multan.
D Listening and Speaking
Vowel sounds
In English there are five vowels, ‘a’, ‘e’, ‘i’, ‘o’, and ‘u’. In most languages, the vowel sounds always remain the same, but in English this does not happen. For example, take the words put and but. The ‘u’ sound in put is like the ‘oo’ sound in foot. The ‘u’ sound in but is like the ‘u’ in mud, hut, and gum. Read this list of words aloud. Note how ‘e’ at the end of the word changes the sound of the previous vowel.
This is a phonic exercise to distinguish between long and short medial vowel sounds. It may seem like an easy exercise and be dismissed by some, but it is well worth drilling. Correct pronunciation of words helps with good understanding of what is being said. E Composition
1. Activity Here are some suggestions, but allow the pupils to make their own lists first. Appearance Sounds Movement The sea blue, green, white (surf),
black lap, crash, roar, gentle, rough, rush, flow, eddy, tide, swirl, creep 22 1
The rain clear, sparkling, silver, grey, muddy
pitter-patter, drum, splash, squelch
slashing, pouring, cats and dogs, draining
A river blue, green, grey, reflecting sunshine, silver
trickle, roar, lapping, tinkling, gushing
swirling, washing, tumbling, cascading
A storm dark, black, purple, grey, gloomy
thunder, rumble, lightning, crack, crash
wind howling, roaring, blowing through the trees, swaying, bending, flapping, clouds scudding
A hot, sunny day clear, bright, dazzling, yellow, orange, red
stillness, birds, buzz, hum, laughter
very little mind; a faint breeze; wind, a crow cawing
2. Write a poem.
Pupils will use words from their table to compose a poem. Share the poems in class.
Workbook: pages 16–20 A Subject and Predicate: revision
1. Underline the main nouns (subjects) and the main (active) verbs in the following.
Note that in some sentences there is more than one active verb (huffed, puffed; dismounted, lay, sat,).
These make up other independent clauses in the sentence. Take each sentence at a time and discuss it.
It (The day) was a sunny day. The children huffed and puffed as they rode up the hill on their bicycles.
When they got to the top they dismounted, (they) lay their bicycles on the grass and (they) sat on some large rocks beside the road. Far below them they could see a river winding its way past a small village. All the human figures below looked minute, like tiny toys in a make-believe land. 2. Rewrite the sentences in the table below.
Pupils should do this on their own. Discuss their answers.
Subject Predicate
(active) verb everything else!
a. children huffed/puffed The and
b. They lay their bicycles on the grass
c. They could see far below them a river
d. It was winding its way past a small village
e. figures looked The human minute
B Looking good
Read and discuss the story. Two pupils can take the parts and read some of it as a dialogue.
1. Answer these questions.
a. The man was happy because he had lots of money, lots of time, and not a care in the world.
b. The man stopped his car just before a bridge.
c. The first words the farmer spoke were, ‘She doesn’t look good and she’s not for sale.’
d. The farmer sold the horse because the rich man wanted her, and he was offered a good price.
e. The man called the farmer a rogue.
f. The farmer meant that the horse could not see well.
1 23 2. Write synonyms for the following: you will find them in the passage.
good—fine willing—prepared working—toiling rich—wealthy happy—merry appeared—emerged
3. Find examples of each of the following in the passage you have just read. Write them in the space provided.
Examples:
a. She doesn’t look good and she’s not for sale.
b. Keep your money.
c. Why, you rogue!
d. Surely you’ll sell her for Rs 80,000?
4. Rewrite the following statements as questions.
a. Did the farmer sell the horse for Rs 90,000?
b. Is the rich man happy and content?
c. Did the man whistle and wave to some people?
d. Isn’t it for sale? (Is it not for sale?)
e. Will the farmer bring the horse tomorrow?
f. Didn’t he want to sell the horse?
5. Punctuate the following. Start new speech on a new line.
‘Keep your money,’ said the man. ‘She’s not for sale.’
‘But the horse looks fine,’ insisted the rich man. ‘I’ll give you Rs. 90,000 for her.’
‘Well,’ replied the farmer, ‘I’m telling you she doesn’t look good.’
6. Do you know a good joke or story? Share it with the others in class.
The pupils will have a good store of jokes, undoubtedly. If one tells a joke, the others might like to explain how and why it is funny. What makes a story, or a statement, or even a word, funny?
Lesson Plans
For detailed suggestions, refer to pages 20–23.
Lesson 1
Textbook Time: 40 min
Aims:
• To expand vocabulary
• To read a poem with expression and feeling
• To build comprehension skills
• To identify the rhyming pattern of a poem
Task Time
1. Reading of the poem and understanding of the unfamiliar words 15 min
2. Begin with Exercise A, Question 1. 15 min
3. Continue with Exercise A, Questions 2, 3, and 4. 10 min
24 1 Lesson 2
Textbook Time: 40 min Aims: • To expand vocabulary • To develop keen/careful observation skills • To complete sentences by adding predicates • To identify nouns and verbs Task Time 1. Attempt Exercise A, Question 5. 10 min 2. Attempt Exercise B. 10 min 2. Exercise C, Question 1 should be attempted. 10 min 3. Continue with Exercise C, Question 2. If the exercise cannot be completed in class, it can be given as homework. 10 min Lesson 3
Textbook Time: 40 min Aims: • To develop listening and speaking skills
• To practise correct pronunciation
• To develop directed writing skills
• To follow a set of instructions
Task Time
1. Attempt Exercise D. 15 min
2. Attempt Exercise E. A few minutes can be spent on discussion of the topic. 20 min
3. Recap of the previous lesson. 5 min
Lesson 4
Workbook Time: 40 min
Aims:
• To revise subject and predicate
• To read and discuss a story
• To answer in complete sentences
Task Time
1. Attempt Exercise A, Questions 1 and 2. 15 min
2. Continue with Exercise B, Question 1; reading and discussion of the story. 15 min
3. Exercise B, Question 2 should be attempted and completed for homework. 10 min
1 25 Lesson 5
Workbook Time: 40 min Aims: • To find synonyms for given words • To practise statements, commands, exclamations, and questions • To practise correct punctuation
• To develop oral presentation skills and confidence
Task Time
1. Attempt Exercise B, Questions 3 and 4. 15 min
2. Attempt Exercise B, Questions 5 and 6. 15 min
3. Attempt Exercise B, Question 7. 10 min
A Understanding the poem
1. Answer the following questions.
a. We learn that the horse is weary, old, shaggy, not very well cared for, and a bit sad; but the horse responds to human touch.
b. Stop for a word or two and touch him softly.
c. The horse feels good when a passer-by strokes its mane and shaggy coat.
These questions are more difficult. Discuss them first.
d. The horse is old; time has passed and brought new methods of transport such as the motor car.
e. The master. Because he is busy driving his motor car.
f. Pupils will think of ways to make the horse’s last years comfortable.
2. Mark these statements as true (T) or false (F).
a. F
b. T
c. F
d. F
****************************
3. Answer the following questions with reference to context.
a. ‘Oh, thank you, friend, for the kindly thought For a horse who has had his day.’ The underlined phrase means: c. has now grown old
4. Do you think there is a rhyming pattern in the poem? What is it? The odd lines rhyme: a b c b d e f e
5. Which words and expressions tell us that the poet cares about the horse?
The poet makes the horse sound pitiable, and resigned to its fate through these words expressions:
‘I’m simply watching’,
‘Nobody seems to mind...
a horse who is lame and half-blind’,
‘makes him feel quite sad’,
‘gives a little sigh’,
‘once as full of life as you’, etc.
The Old Brown Horse
1 21 B Working with words
Here are some words from the poem: they may be used when speaking about horses and riding.
Students talk about the words. What do they mean?
Here are some other words. Which words may be added to the list above? Circle them. If you don’t know the meanings, look them up in a dictionary.
The following words are connected with horses and riding. Ask the pupils to find out how they are related by looking in a dictionary. Why have the other words been excluded from the list? What do they mean?
race stirrup fetlock saddle rein jump
gallop canter Shetlandpony shoe hoof
C Learning about Language
Revise what pupils know about subject and predicate. The text gives the basic information. 1. Add suitable predicates to the following to make sentences.
The pupils will write their own sentences—ensure that they use some imagination to produce interesting sentences.
2. Underline only the main noun and the main verb.
a. The boy walked along briskly.
b. His dog followed closely behind.
c. The long electric train crashed into the back of a goods train.
d. Saima and Alina are playing in the garden.
e. We heard them crying.
f. The elephant has large ears.
g. Parvez and Shahid live in Multan.
D Listening and Speaking
Vowel sounds
In English there are five vowels, ‘a’, ‘e’, ‘i’, ‘o’, and ‘u’. In most languages, the vowel sounds always remain the same, but in English this does not happen. For example, take the words put and but. The ‘u’ sound in put is like the ‘oo’ sound in foot. The ‘u’ sound in but is like the ‘u’ in mud, hut, and gum. Read this list of words aloud. Note how ‘e’ at the end of the word changes the sound of the previous vowel.
This is a phonic exercise to distinguish between long and short medial vowel sounds. It may seem like an easy exercise and be dismissed by some, but it is well worth drilling. Correct pronunciation of words helps with good understanding of what is being said. E Composition
1. Activity Here are some suggestions, but allow the pupils to make their own lists first. Appearance Sounds Movement The sea blue, green, white (surf),
black lap, crash, roar, gentle, rough, rush, flow, eddy, tide, swirl, creep 22 1
The rain clear, sparkling, silver, grey, muddy
pitter-patter, drum, splash, squelch
slashing, pouring, cats and dogs, draining
A river blue, green, grey, reflecting sunshine, silver
trickle, roar, lapping, tinkling, gushing
swirling, washing, tumbling, cascading
A storm dark, black, purple, grey, gloomy
thunder, rumble, lightning, crack, crash
wind howling, roaring, blowing through the trees, swaying, bending, flapping, clouds scudding
A hot, sunny day clear, bright, dazzling, yellow, orange, red
stillness, birds, buzz, hum, laughter
very little mind; a faint breeze; wind, a crow cawing
2. Write a poem.
Pupils will use words from their table to compose a poem. Share the poems in class.
Workbook: pages 16–20 A Subject and Predicate: revision
1. Underline the main nouns (subjects) and the main (active) verbs in the following.
Note that in some sentences there is more than one active verb (huffed, puffed; dismounted, lay, sat,).
These make up other independent clauses in the sentence. Take each sentence at a time and discuss it.
It (The day) was a sunny day. The children huffed and puffed as they rode up the hill on their bicycles.
When they got to the top they dismounted, (they) lay their bicycles on the grass and (they) sat on some large rocks beside the road. Far below them they could see a river winding its way past a small village. All the human figures below looked minute, like tiny toys in a make-believe land. 2. Rewrite the sentences in the table below.
Pupils should do this on their own. Discuss their answers.
Subject Predicate
(active) verb everything else!
a. children huffed/puffed The and
b. They lay their bicycles on the grass
c. They could see far below them a river
d. It was winding its way past a small village
e. figures looked The human minute
B Looking good
Read and discuss the story. Two pupils can take the parts and read some of it as a dialogue.
1. Answer these questions.
a. The man was happy because he had lots of money, lots of time, and not a care in the world.
b. The man stopped his car just before a bridge.
c. The first words the farmer spoke were, ‘She doesn’t look good and she’s not for sale.’
d. The farmer sold the horse because the rich man wanted her, and he was offered a good price.
e. The man called the farmer a rogue.
f. The farmer meant that the horse could not see well.
1 23 2. Write synonyms for the following: you will find them in the passage.
good—fine willing—prepared working—toiling rich—wealthy happy—merry appeared—emerged
3. Find examples of each of the following in the passage you have just read. Write them in the space provided.
Examples:
a. She doesn’t look good and she’s not for sale.
b. Keep your money.
c. Why, you rogue!
d. Surely you’ll sell her for Rs 80,000?
4. Rewrite the following statements as questions.
a. Did the farmer sell the horse for Rs 90,000?
b. Is the rich man happy and content?
c. Did the man whistle and wave to some people?
d. Isn’t it for sale? (Is it not for sale?)
e. Will the farmer bring the horse tomorrow?
f. Didn’t he want to sell the horse?
5. Punctuate the following. Start new speech on a new line.
‘Keep your money,’ said the man. ‘She’s not for sale.’
‘But the horse looks fine,’ insisted the rich man. ‘I’ll give you Rs. 90,000 for her.’
‘Well,’ replied the farmer, ‘I’m telling you she doesn’t look good.’
6. Do you know a good joke or story? Share it with the others in class.
The pupils will have a good store of jokes, undoubtedly. If one tells a joke, the others might like to explain how and why it is funny. What makes a story, or a statement, or even a word, funny?
Lesson Plans
For detailed suggestions, refer to pages 20–23.
Lesson 1
Textbook Time: 40 min
Aims:
• To expand vocabulary
• To read a poem with expression and feeling
• To build comprehension skills
• To identify the rhyming pattern of a poem
Task Time
1. Reading of the poem and understanding of the unfamiliar words 15 min
2. Begin with Exercise A, Question 1. 15 min
3. Continue with Exercise A, Questions 2, 3, and 4. 10 min
24 1 Lesson 2
Textbook Time: 40 min Aims: • To expand vocabulary • To develop keen/careful observation skills • To complete sentences by adding predicates • To identify nouns and verbs Task Time 1. Attempt Exercise A, Question 5. 10 min 2. Attempt Exercise B. 10 min 2. Exercise C, Question 1 should be attempted. 10 min 3. Continue with Exercise C, Question 2. If the exercise cannot be completed in class, it can be given as homework. 10 min Lesson 3
Textbook Time: 40 min Aims: • To develop listening and speaking skills
• To practise correct pronunciation
• To develop directed writing skills
• To follow a set of instructions
Task Time
1. Attempt Exercise D. 15 min
2. Attempt Exercise E. A few minutes can be spent on discussion of the topic. 20 min
3. Recap of the previous lesson. 5 min
Lesson 4
Workbook Time: 40 min
Aims:
• To revise subject and predicate
• To read and discuss a story
• To answer in complete sentences
Task Time
1. Attempt Exercise A, Questions 1 and 2. 15 min
2. Continue with Exercise B, Question 1; reading and discussion of the story. 15 min
3. Exercise B, Question 2 should be attempted and completed for homework. 10 min
1 25 Lesson 5
Workbook Time: 40 min Aims: • To find synonyms for given words • To practise statements, commands, exclamations, and questions • To practise correct punctuation
• To develop oral presentation skills and confidence
Task Time
1. Attempt Exercise B, Questions 3 and 4. 15 min
2. Attempt Exercise B, Questions 5 and 6. 15 min
3. Attempt Exercise B, Question 7. 10 min
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Class 6 - 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.
