Unit 14 Dangerous About this unit In this unit, the pupils will look at some wild living in Africa at how to keep safe from them, at the sounds they make and at their natural habitats. The unit links with the previous unit on Animals in the wild (Unit 13). For listening and speaking, the pupils listen to advice about what to do if you meet dangerous. They talk about dangerous and they use words that imitate animal sounds in poems. For reading, the pupils read a text about snake bite serum and answer questions about it. They also write an animal poem that incorporates the sounds make and, as a challenge, they write a traditional story about a dangerous animal of their choice. The pupils learn new vocabulary such as habitat, game reserve, snake-bite serum and fangs. The focus of the language section is on using have and has with verbs in the present perfect tense. Lesson 1 (PB p. 77 78) Listening and speaking:talk about dangerous Listening and speaking:listen to some advice about what to do if you meet some dangerous Pupil s Book; resource books, pictures, posters, newspaper or magazine articles about dangerous Starting off 1. Ask the pupils to work with in small groups and to look at the pictures of dangerous on page 77 of the PB with the following questions in mind (write them on the board): Match each name to the correct animal. Which animal is the most dangerous? Why? 2. The pupils must discuss the pictures in their groups. Walk around and listen to their conversations. After a few minutes, ask for the class' attention. Have a class discussion about which animal is the most dangerous. Explain that the most dangerous of all these is the most harmless looking: the mosquito. Some mosquitoes carry malaria, a disease that has killed many more people than have been attacked by lions or crocodiles or been bitten by snakes. Listening and speaking (PB p. 77 78) 1. Ask the class to listen while you read them some advice about what to do if you see some dangerous. Read the listening script on page 154of the PB, while pupils listen carefully and look at the pictures on page 78. 2. Read the script a second time, while the pupils listen and look at the pictures again to decide which of the pictures show the right thing to do and which show the wrong thing to do if you ever meet a wild animal. 3. Read the script again, if necessary, while the pupils check their answers. Go through the answers with the class. Discuss why the actions in the pictures are right or wrong. 4. Give the pupils a few minutes to copy and complete the sentence in Activity 3 into their notebook. Check the answer as a class. 2. AB C D 3. If you see a wild animal, you should slowly and quietly move away from it. 1. If there is time at the end of the lesson, ask the pupils to work in pairs and see how many words they can make with the letters in hippopotamus. (Examples are: pot, too, stamp, hoop, pith, south, host, thump, Maths, hoot, stomp, map, moth, mouth, thus, pop, hip, hop.) 63
2. You can create a display in your classroom about dangerous. Ask the pupils to help you to find resource book, pictures, posters, newspaper or magazine articles, and information from the Internet about this topic. Add to the display for the duration of the unit. Lesson 2 ((PB p. 78 79; WB p. 30) Reading:Read a text about snake-bite serum and answer questions about it Reading:Read a text about wild and nature reserves, and complete sentences Pupil s Book; Workbook Reading (PB p. 78 79) 1. Before they read, ask the pupils to look at the pictures on page 78of the PB. Test their pre-knowledge of snake bites and serums by asking what you can do to save your life if you are bitten by a poisonous snake. 2. Ask the class to read the text titled Grandfather explains what to do with snake bites on pages 78 79. This can be a silent reading exercise or to ask several pupils to read a few sentences each. 3. Ask the class to listen again, while you read aloud the text with the appropriate fluency, expression, intonation and pronunciation. 4. Ask where a snake has its fangs. Look up fangs as well as serumand stroke in the Newwords box on page 79. Comprehension (PB p. 79) Ask the pupils to answer questions 1 3 on page 79, working on their own and writing the answers in their notebooks. 1. a) false b) The story is about a man who can help people who are bitten by a snake. 2 Snake-bite serum can be given to people who have been bitten by a snake; it can save their lives if given on time. 3. 1 = e) Catch a snake. 2 = d) Get the snake to bite a glass or cup. 3 = b) Catch drops of poison that come out of its fangs in the cup. 4 = a) Give a little bit of poison to a horse every day. 5 = c) Scientists use the horse's blood to make serum. Workbook (WB p. 34) Ask the pupils to complete Exercises 1 and 2. Explain that they must read the passage and then copy and complete the sentences. They can do this for homework or for extension. The pupils can check their answers in pairs afterwards. 2. a) Wild live in many different habitats. b) Zoosand game reserves are places where wild can be kept under control and people can look at them. c) Yankari Game Reserve is a famous game reserve(or natural habitat area) in Nigeria. d) At Yankari, walk freely around the huts where visitors stay. e) If you don't want baboons to steal from your hut, you should lock your door. 1. Ask the pupils to think about or look around their home and the area where they live. Get them to make a list of all the in their surroundings. Which of these are dangerous? Why are they dangerous? 2. Spend the last few minutes of the lesson playing Hangman with the names of wild. See Unit 4 of this Teacher's Guide for instructions on how to play the game. 64
Lesson 3 (PB p. 80; WB p. 35) Grammar: Practise using have orhas with verbs in the present perfect tense Pupil s Book; Workbook Grammar (PB p. 80 81) 1. With the class, read the information in the box About the present perfect tense: using have or has with verbs on page 80. Elicit or give other examples of sentences using haveor has to indicate actions that have started in the past and have continued to the present. Write these examples on the board. 2. Ask the pupils to work in pairs, taking turns to ask and answer the questions in Activity 1. Walk around the classroom and make sure the pupils are using have or has + verb correctly in their answers. For example, in question 1, the answer should be: Yes, I have (seen a mosquito). or No, I have not/haven't/never 3. Ask the whole class the questions in Activity 1 and count the number of pupils who say yes and those who say no to each question. 4. In Activity 3, the pupils must work on their own, copying and completing each sentence with either haveor has. 3. a) She has never seen a snake. b) I have never swung from tree to tree. c) They have never had a banana snatched by a monkey. Workbook (WB p. 35) For further practice on the key vocabulary as well as using haveor has in the present perfect tense, ask the pupils to do Exercises 3 5. They can do this individually and then check answers in pairs. 3. a) A dog barks. b) A cat mews. c) A lion roars. d) A snake hisses. e) A mouse squeaks. 4. a) Have you ever lived in another country? b) We have always lived here. c) I haven tseen Akanni today. Where is he? d) Oji has never come to my house. e) All my brothers have gone to the match at the stadium today. f) Has anyone in your family been to Lagos? g) Has anyone seen my pen? I have lost it. h) Has everyone finished eating? 5. Pupils' own answers. Encourage them to write sentences that show the meaning of each word in context. Ask the pupils to make up more of their own sentences using have orhas in the present perfect tense. They can say these orally to a partner, or write them down in their notebook and read them aloud to a partner. Lesson 4 (PB p. 81) Writing:Complete a poem by filling in animal noises Writing:Make up a poem with different animal sounds Writing:Write a traditional story about a dangerous animal Pupil s Book; pictures of different dangerous from books, newspapers, magazines or the Internet Writing (PB p. 81) 1. Ask the class to copy the poem on page 81 into their notebooks. They must fill in the 65
animal noise words from the box above the poem. Remind the pupils to change the form of the sound verb where necessary. 2. Once the pupils have done this, ask the class to read it out together. Divide the class into two groups. Get one group to read or recite the poem, while the other group makes the animal noise after each line. Listen to the dog barking(auf, auf) Listen to the snake hiss(sssss) Mosquitoes come whining(whee-ee) Doves coo and kiss (cooroo-coocoo) Bees hum and buzz (zzzzz) Lion's roar is proud (raah!) Creatures calling everywhere (mmm-aah!) Soft and loud 3. For Activity 2, ask the pupils to work alone and make up their own short animal poem. Ask them to think of and their noises and behaviour, before starting to write. Tell them you will read their poem when you collect their books for marking. 4. For the final activity in this unit from the PB, ask the pupils if they can think of any traditional stories about dangerous. For example, there is a story which tells how Crocodile's skin became ugly. Another tells about the all getting their tails. You may wish to show the class pictures of different and their distinctive features to stimulate the pupils' thinking about traditional stories they might know. (For example, a leopard with spots, an elephant and its trunk, a hippo with its mouth open wide, etc.) Ask each pupil to think of one story and then write it down. 5. Remind the pupils to work in rough first. They need to read through their work and edit it before writing the final version in their notebooks. Also remind them to start on a new double page in their books, so they can illustrate their story. Assessment suggestion Walk around the classroom and help pupils who cannot think of a story or who cannot remember exactly how it goes by asking prompt questions. Also explain words and expressions if needed. Encourage the pupils to work on their own, using the dictionary if they are stuck with a word or expression. Once the pupils have finished writing and illustrating their work, collect the books for marking. Use some of the criteria in Rubric 5: Writing transactional texts, on the website. Also give marks for creativity, structure and vocabulary. Pupils may have forgotten the exact story and have made up parts. This is acceptable, as long as the story seems original. Show in your comments that their ending worked and that you liked their originality. Lesson 5 (Reader p. 37 39) Reading:Read a story and answer questions about it Reading:Make sentences with new words. Reading:Practise reading aloud the story Reader; pictures, photographs, books, stories, poems and articles about tigers (if available) Reading (Reader p. 37 39) 1. Tell the pupils that in this lesson, they will be reading a story about a tiger. Before reading the story, find out what the class knows about this dangerous animal. For example, where it lives, what it eats, what it looks like, and so on. 2. Ask the class to read the story on pages 37 38 of the Reader as silent reading. Afterwards, you can read the story to the class while the pupils follow the text in their books. Read the story out loud with fluency, expression, intonation and the correct pronunciation. 3. Remind the pupils to work out the meaning of the new words in bold from context. They can check their meanings by looking up new 66
words in a dictionary. Ask volunteers to make a sentence with each new word, showing its meaning in context. 4. Divide the class into pairs or small groups to discuss the questions on page 39 of the Reader. After a few minutes, call the class together and ask for feedback from the pupils. Encourage the pupils to give reasons for their responses. 5. For further reading practice, ask the pupils to practise reading aloud the story with fluency, expression, intonation and the correct pronunciation. They can do this in pairs or small groups, taking turns to read a paragraph or sections each at a time. If time permits, show the class other pictures, photographs, books, stories, poems or articles about tigers that you have found (or ask them to help you find these in the library, at home or on the Internet). Talk about a tiger's appearance, habitat, diet and so on. Explain to the class that, like most wild, a tiger is only really dangerous when it or its offspring are feeling vulnerable. Thus, as with other wild, it is best to view them quietly from afar and not to encroach on their territory. 67