Class 6 -Subject English

Class 6 - Video Program

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Unit # 1 - Lesson - Nicobobinus

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?