About this unit. Lesson 1. pupils listen. Read it more than once. Draw attention to the new words in coloured text.

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1 Unit 10 About this unit Drug safety This unit deals with buying and using safe drugs, rather than illegally acquiring and abusing fake drugs. It ties in with Unit 9 (Kayode looks after himself) and also with Unit 25 (At the hospital). The pupils listen to and discuss a story about fake drugs, read a conversation about drug safety, and write a composition about tackling drug abuse. They also practise using adverbs of comparison and discriminating between the /f/ and /v/ sounds. The unit also introduces some terms relating to drug safety, such as adverse, fake, side effects, prescription drugsand raid. Lesson 1 (PB p.53 54) Listening and speaking: Talk about the dangers of drug abuse. Listening and speaking: Listen to and discuss a story about fake drugs. Listening and speaking: Practise pronouncing the sounds /f/ and /v/ correctly. Pupil s Book; newspaper or magazine articles, information leaflets, advertisements, pictures or posters about drug safety; small hand mirrors Listening and speaking (PB p.53 54) 1. Ask the pupils to work with a partner and to look at the pictures on page 53with the following questions in mind (write them on the board): What is the D.A.R.E. poster about? What is the family in the second picture doing? What are they talking about? What kind of medicine do you think is in the bottle? The pupils must talk about the picture with their partner. Let them to say the words in the second picture too. After a few minutes, ask a few pupils to share their responses to the questions with the class. 2. Then read aloud the story, Have you heard? Breaking news! on pages53 54, while the pupils listen. Read it more than once. Draw attention to the new words in coloured text. Extension Ask the pupils to collect newspaper and magazine articles, information pamphlets, advertisements, pictures and posters about drug safety. Create a display on the bulletin board in your classroom for the duration of this unit. Pronunciation (PB p.54) 1. Read through the note About different sounds: /v/ and /f/ with the class. Elicit or give further examples of words with these sounds. Write them on the board. 2. Read aloud the words in the box, while the pupils follow in their books. Model the correct pronunciation. Ask the pupils to listen carefully and repeat each word after you. Ask the pupils to work in pairs to practise pronouncing the words. Move around the classroom while they are doing this and model the correct pronunciation if necessary. 3. Hand out small mirrors for the pupils to share (or take them to the school bathroom to look in the mirror). Ask them to look in the mirror and pronounce each sound. Let them explain to their partner what happens to their teeth and lips when they pronounce each sound. (For /f/, your top teeth are on your bottom lip; the air is pushed through the gap and you make a continuous, voiceless sound. For /v/, the position of the teeth and lips is similar, but you make a continuous, voiced sound.) 4. Ask the pupils to listen while you read the list from the box on page 54 of the PB to them. Explain that when they hear a word with /f/, the pupils must clap their hands and say, /f/. When they hear a word with /v/, the pupils must click their fingers and say /v/. 5. Ask the pupils to copy the table, as shown in Activity 2 on page 54, into their notebook. Tell them to write the words in the correct column on the table. When they have finished, check the answers with the class. 42

2 2. /v/ words: van, save, vast, leave, prove, live, of, vowel /f/ words: fan, safe, fast, leaf, proof, life, off, fowl Lesson 2 (PB p.55 56; WB p. 20) Reading: Read a conversation about drug safety and answer questions about it. Pupil s Book; Workbook Reading (PB p.55 56) 1. Before they read, ask the pupils to work with a partner and look at the picture on page 55. Ask them to describe what the family is doing and what they are eating and drinking. After a few minutes, call for everyone's attention and discuss whether the family is following a healthy lifestyle. Ask the pupils to give reasons for their answers. 2. Explain the dialogue before you read it to the class. Tell them that Nonso is telling his family about drug-safety day at his school. The day was marked by activities, including a talk by the Consumer Health Department (CHD) of the Federal Ministry of Health. 3. Now read the dialogue aloud to the pupils, while they follow in their books. Read it more than once. With the class, find the words in coloured text on page 56 and ask the pupils if they can work out what the words mean. The words are explained in the New words box. Comprehension (PB p.56) Ask the pupils to work on their own for the Comprehension activity on page 56. They must answer the questions about the drug safety text in their notebooks. Afterwards, go through the answers with the whole class. 1. a) It was drug-safety day and workers from the Consumer Health Department (CHD) came to talk to the pupils. b) Workers from the CHD talked about the dangers of fake drugs and drug abuse. c) The availability of drugs; the accessibility of drugs; people's awareness of drugs; people's attitude towards drugs. Workbook (WB p. 24) For further practice on the key vocabulary in the reading text, ask the pupils to complete Exercises 1 2. They can do this for homework or for extension. Go through the answers afterwards. 1. a) fake imitation b) prescription drugs: medicine prescribed by a qualified doctor c) side effects: undesirable effect of a drug d) raid: attack suddenly e) adverse: severe 2. Pupils' own answers. The sentences should show the meaning of each word. Extension Let the pupils practise reading the conversation with a partner. Have a class discussion on the following: Are all drugs good? Why/Why not? What advice did the CHD staff give to the school children? What advice did the CHD staff give to the parents? Lesson 3 (PB p.56 57; WB p.24) Grammar: Practise using adverbs of comparison. Pupil s Book; Workbook 43

3 Grammar (PB p.56 57) 1. With the class, look at the box About the comparative form of adverbs. Explain that an adverb describes the action in a sentence, and a comparative adverb indicates the degree to which an action is done. Write examples of comparative adverbs on the board. 2. Read through the boxed comparative adverbs in Activity 2 on page 57. Make sure that the pupils understand the meaning of each one. Ask the pupils to work with a partner and to copy and complete the sentences into their notebook. Walk around the classroom and check their work. 3. Ask the pupils to do Activity 3 on their own. They can check their answers in pairs. 2. a) Some medicine stores act wickedly by selling fake and expired drugs. b) The owner of the store shamelessly collects money from people and gives them bad medicines. c) The onlookers shouted loudly at the boys. d) The police hurriedly reported to NAFDAC. e) The baby's mother quietly informed the police. 3. a) Oktoburu acts more greedily than other medicine dealers. b) The baby's parents talked more quietly than the onlookers. c) NAFDAC responded more promptly than before. Workbook (WB p.24) For further practice on comparative adverbs, ask the pupils to complete Exercise 3. They can do this individually and then check answers in pairs. 3. a) My brother runs more quickly than your brother. b) My grandmother got out of the bus more slowly than usual, because she fell last week. c) I speak to our church minister more politely than to my parents, because I do not know him very well. d) We travel more comfortably in our new car than in our old car, because it has more space. Extension Ask the pupils to make up their own sentences with the adverbs in the box on page 57of the PB. They can say these orally to a partner. Then ask them to repeat their sentences, this time using the word more in front of each adverb. Lesson 4 (PB p.57; WB p. 25) Writing: Write a guided composition on drug safety. Pupil s Book; Workbook Writing (PB p.57) 1. Tell the pupils that they will write a guided narrative composition about drug safety. 2. With the class, read through the instructions and guiding questions on page 57 of the PB. Then divide them into small groups to discuss the questions and share ideas for their stories. After a few minutes, ask a few individuals to share their responses with the whole class. 3. Read through the instructions for Activity 2 on page 57. Emphasise to the pupils that they should follow these guidelines, using ideas from what they discussed in their groups in the previous activity. Remind the pupils to work in rough first, then edit their work before copying it into their notebooks. Assessment suggestion Collect the notebooks for marking. You can use the assessment criteria from Rubric 5: Writing narrative compositions on the website to mark the pupils' work. 44

4 Workbook (WB p. 25) Ask the pupils to complete Exercise 4. They can do this for homework or as an extension or support activity. You may also wish to use the exercise as the focus for the writing activity above. Lesson 5 (Reader p ; WB p. 26) Reading: Read a passage about tackling fake drugs and answer questions about it. Writing: Design a poster about drug safety. Reader; Workbook Reading (Reader p ) 1. Ask the class if anyone has heard about Dora Akunyili. If they have, ask pupils what they have heard about her, and also, what word or words come to their mind when they hear her name. For example, they might say brave, courage,almost got killed. 2. Now tell the class they will be reading a story about this courageous person in today's lesson. The pupils do not have to understand all the new words, as long as they understand the gist (the general idea) of the story. 3. Read the passage out loud while the pupils follow in their books. Ask questions such as, What does "NAFDAC" stand for? (National Agency for Food and Drugs Administration and Control), and Who is Dora Akunyili married to?(dr J.C. Akunyili). 4. Tell the pupils that an untimely death is a death that occurs before it is expected, for instance, if a young and healthy person dies suddenly from unnatural causes. 5. Ask the pupils to find a word that means took(seized). Now ask them to find a word that means the same as fake when used together with the word money (counterfeit). 6. Ask the pupils to find the words in boldand consult the New words on page 27. Ask for a sample sentence with each word. 7. Ask the pupils to complete the sentences in question 1 on page 28, working on their own. 8. Ask the pupils to work in pairs and take turns reading the text to each other. Ask them if there is anything about the text they do not understand, and answer any questions. 1. a) She is angry because many drugs and foodstuffs in Nigeria are fake and adulterated. b) She has said that producing and selling counterfeit drugs is murder and she has closed down big medicine markets across Nigeria and destroyed fake drugs. c) When she stood firm, they shot her in her car. d) Dora Akunyili has not only saved the lives of many Nigerians, but also she has given hope to many and proved to the world that Nigeria has courageous and incorruptible people. Workbook (WB p. 26) If there is time at the end of the lesson, ask the pupils to do Exercise 5 on page 26 of the Workbook (this can also be done for homework). The pupils must design a poster about drug safety. Encourage them to design an eye-catching poster with a clear and bold message about the topic. They can show their work to a partner at the end of the lesson or at the next lesson. 45

5 Project 1 In the first project, pupils will write a brochure about consumer rights in their area. The brochure needs to consist of a main heading, an introduction, three paragraphs about three places where consumer rights should be recognised and what those rights are, as well as three labelled pictures with speech bubbles on consumer rights. The pupils also consolidate key vocabulary from the previous 10 units by putting together beginning and ending parts of words. Project 1 (PB p.58) Writing: Write a brochure about consumer rights. Writing: Make words by matching their beginnings and endings. Pupil s Book, examples of brochures, e.g. tourism brochures (if available);a4 paper, marker pens, coloured pencils Make a brochure (PBp. 58) 1. If possible, show the class examples of different kinds of brochures that you have found. Circulate the examples around the class and draw attention to what they look like and what kinds of information they contain. Point out features such as the main heading, the introduction, paragraphs and illustrations. 2. Go through the instructions for the activity with the class. Refer the pupils back to the information about consumer rights in Unit 5 of the PB. You can ask the class to form small groups to brainstorm information that they could include in their brochure. After a few minutes, call the class together and ask for feedback from groups. List their ideas about consumer rights on the board. Encourage the pupils to refer to these ideas when planning and writing their brochures. 3. Hand out the paper, marker pens and coloured pencils. Show how to fold the paper into three parts to make a brochure. Point out where you could put the main heading, introduction, paragraphs and illustrations. 4. Remind the pupils to plan their brochure in their notebook first. Once they have made a rough draft, ask them to check their spelling, language and punctuation before they can make a final, neat copy on the paper you have given them. Encourage them to draw bright, eye-catching illustrations and to use a bold heading to attract the reader's attention. Assessment suggestion Walk around and help pupils with ideas, vocabulary and language while they are working on their brochures. You may wish to collect their brochures for marking. Use the assessment criteria in Rubric 5: Writing transactional texts, on the website. Give points for presentation too. Afterwards, create a display of their brochures on the classroom wall or bulletin board. Put the words together again (PBp. 58) 1. Go through the instruction for the activity with the class. Demonstrate how to put together one word, as an example. Then ask the pupils to complete the activity on their own. (This may be done for homework.) Check the answers with the class at the end of the lesson or at the start of the next lesson. 2. You may wish to ask the pupils to write a sentence with each word, showing its meaning in context. healthy, vegetables, minerals, vitamin, consumer, purchase, guarantee, exercise 46

6 Term 1 Assessment 1 The first assessment for the Primary 4s in this course may be used at the end of the first term to formally assess some of the key reading, writing, vocabulary, spelling and language skills covered in the past 10 units. You may wish to administer this assessment under formal testing conditions, or you may wish to use it as practice for your own end-of-term formal assessments. Ask the pupils to complete the activities on their own in a limited time (e.g. a lesson). Collect their work afterwards for marking. 1. For Activity 1 on page 59 of the PB, ask the pupils to carefully read through the passage about Maimuna and her family, and then answer the true/false questions on the text. Remind the pupils to number their answers carefully. 2 For Activity 2, ask the pupils to rewrite the words by adding ed and ing. Remind them to check their spelling carefully. 3. In Activity 3, ask the pupils to copy and complete the sentences with the correct adjectives. Remind them to check that each sentence makes good sense. 4. The final assessment activity on page 59 consists of a writing activity. Pupils must write a letter of apology to a friend about things they did not do the previous day, because they were sick. Remind the pupils to use the correct form of the verb when writing about the past, and to use the given phrases in their letter. 5. After they have finished, ask the pupils to reread all their work before they hand in their notebooks for marking. 1. a) false b) true c) true 2. a) slapped, slapping b) tripped, tripping c) zipped, zipping d) fitted, fitting e) shopped, shopping 3. a) Asari is wicked because she does not lend her pencil to Tolu. b) Asari greets her classmates. She is friendly. c) A friend that can be trusted is a good friend. Assessment suggestion 1. Tell the pupils that this term assessment is to give them an indication of how well they have learnt the material covered up to now. By extension, it will give you an indication of areas that have been well learnt and other areas that may need to be returned to, and that may perhaps need to be taught in a different way. 2. Allocate 1 point each for each correct answer in Activities 1 3. When marking Activity 4, you should allocate 2 points for each sentence: 1 for the correct form of the verb used and 1 for language, punctuation and spelling. You may wish to allocate an extra mark for using the correct format for a friendly, personal letter. 47