Unit 20 Our national values

Unit 20 Our national values About this unit In this unit pupils will talk about and read a passage on national values. They will practise intonation (mainly related to the intonation used when asking questions) and write an informal letter on the duties and responsibilities of a citizen. Lesson 1 (Pupil's Book p. 153; Reader p. 70) Listening and speaking: Talk about national values. Chalkboard Reader A copy of Nigeria's national anthem Starting off 1. Write out the words of the national anthem on the board before the pupils arrive in the classroom. Read through what you have written with the pupils and then ask the class to read aloud through the anthem at the same time. When they have finished, discuss the national anthem in terms of national values. What are national values? What does the anthem say about Nigeria s national values? 2. Highlight new words from the national anthem and ask them to write these words down in their notebooks. They can look up the definitions in their dictionaries. Pupils write this new vocabulary into their notebooks. Listening and speaking (Pupil's Book p. 153) 1. Pupils turn to page 153 and look at the four pictures at the top of the page. These pictures outline different situations through which people can learn about values. 2. Ask pupils to discuss what the people in the pictures are doing. Volunteers can provide their answers to the class. 3. Ask pupils: What are values? What values do you believe in/abide by? Where did you learn your values? 4. In groups, pupils can brainstorm different situations through which they can learn about values. They should write a list in their notebooks and then have a representative from the group share these ideas with the class. 5. Explain to them that Nigeria also has a set of national values (refer back to the anthem that they read earlier). Ask them to brainstorm ideas about what Nigeria s national values may be. 6. While they discuss these ideas in groups, listen to their pronunciation of words and correct them where necessary. Assessment You can use Checklist 5: Teacher's assessment of group work on page 131 of the Teacher's Guide to assess the pupil's work. Help pupils with difficult words and concepts in the national anthem. Ask them to look up terms in the dictionary to help them understand these terms better. Extension (Reader p. 70) Pupils read the report on page 70 and, if there is time, complete the comprehension questions that follow. Direct them to the New words box on this page as well. 1. He is a Nigerian policeman. 2. He returned money to a bank that had accidentally overpaid him. 3. He is a spokesman for the Nigerian federal police. 4. They are going to reward him for his honesty and for being an example of the national values that Nigeria would like to uphold. 5. Pupils answers will vary. Some possible descriptions include: honest; lawabiding. 79

Lesson 2 (Pupil's Book p.154) Reading: Read a passage on our national values. Answer questions based on the passage. Chalkboard Starting off (Pupil's Book p. 154) 1. In the previous lesson, pupils learnt about values (both personal values and national values). In this lesson, they will learn more about national values and some of the infringements on national values. Pupils turn to page 154 and look at the first picture at the top of the page. Explain to them that every country has a flag and that this picture shows Nigeria s national flag. Ask pupils why they think it is important for a country to have a national flag. 2. Pupils draw Nigeria s flag in their notebooks and colour it in correctly (white and green). Reading (Pupil's Book p. 154) 1. Open to the dialogue on page 154. This is an example of a teacher discussing the idea of national values with her pupils. Read the sections that pertain to the teacher and ask a volunteer to read the parts that pertain to the pupil, while the other pupils listen. 2. When you have finished reading, ask the class what they understand by values. Explain what the word value means. Do they think values are good or bad? What are some of the things that people who have no respect for values do? What values are important in Nigeria? 3. Ask pupils to get into pairs and discuss what the dialogue was about. 4. Pupils then answer the comprehension questions. They should work together, but each pupil should write the answers in their notebooks. 5. Discuss the answers as a class. Encourage all pupils to contribute to the discussion. 1. Values are the beliefs and standards that are important to us and that make us behave the way we do. 2. Examples of Nigerian national values from the dialogue: Respecting elders; speaking the truth; studying hard to become useful; being kind; being punctual; not being wasteful. 3. The country expects young people to study hard so that they can become useful. The country also expects young people to be kind to others, punctual and not wasteful. 4. Some people use violence to destroy other people s things or cheat people in business. 5. People can learn values at home, in churches and mosques and in schools through our parents, religious leaders and teachers. Pupils may struggle with the new words introduced in the dialogue that was read. Ask them to pick out key words and to look them up in the dictionary and write down their definitions. This will aid their understanding of the terms. Extension Ask pupils to think of ways that they can uphold the national values of Nigeria at home, with their friends and at school. They can also try to learn the words of the national anthem. Lesson 3 (Pupil's Book pp. 155 156; Workbook 49) Listening and speaking: Practise normal and variation of intonation. Grammar: Learn about verbs and the past simple tense. Chalkboard Workbook 80

Starting off Write some of the dipthong sounds on the board for pupils to revise. Say the sound and ask pupils to think of words that use that sound. Write these words on the chalkboard under the dipthong symbol and practise them as a class. Listening and speaking (Pupil's Book p. 155) 1. Pupils form groups and read the words in Exercise 1 on page 155 to each other, correcting each other where necessary. Walk around the classroom as pupils practise and listen to their pronunciation. Praise them when they pronounce words correctly. 2. Revise the concept of intonation with the class (they learnt about this in Unit 7). Provide an example sentence to them (e.g. Where are you going?) and use intonation to show how the emphasis on a particular word can change what you are asking. Where are you going? vs. Where are you going? vs. Where are you going? Pupils should be able to hear that when you place stress on different words you can change the meaning of the sentence. 3. Then speak more specifically about how different intonation is used for different types of questions. Explain that we use falling intonation for wh questions and rising intonation for yes/no questions. Provide a few examples for the class and ask them to listen carefully. 4. Pupils turn to Exercise 3 and practise these with a partner. Listen to their pronunciation. Grammar (Pupil's Book p. 156; Workbook p. 49) 1. Read through the About box on page 156 with the class. 2. Write example sentences on the board for pupils to practise, based on the information in the box. Write two sentences in the simple past tense, leaving out the word have in the first sentence and has in the second sentence. Ask pupils in which sentence each word should go. 3. Pupils complete the activities on page 156 and write the answers in their notebooks. 1. Pupils' answers will vary here: I went/have been to school/to the market today/yesterday. Atinuke went to school/to the market today/yesterday. Atinuke has been/went to school/to the market today/yesterday. 2. a) Last Friday, Grace spoke about values. b) To this day, we have always kept our classroom tidy. c) Ola and John walked from school yesterday afternoon. d) My mother (has) baked me a cake. 3. Pupils answers will vary for this section. Some possible answers include: Did you go/do ; Have you been/done? 4. Pupils complete Exercise 1 and 2 on page 49 of the WB. Explain to pupils that there is more than one option for some of the sentences in Exercise 2. Ask them to write down all the possible options when they complete the sentences. Pupils' answers will vary, but below see some examples containing the words that they need to create sentences with: 1. a) Ogochukwu is studying at the moment. b) I am eating breakfast. c) He isn t including everyone in the ball game. d) We are going to the shops later today. e) They are not able to come to the picnic later. 2. a) My mother has given/gives us food every day. b) My mother gave us food yesterday. c) My mother has given/is giving us food today. d) My mother gave us food the other day. e) My mother has given/gives/gave us food every time. Provide more example sentences for pupils to complete. This will reinforce what they have 81

learnt in this grammar section. Use examples such as have/has and adding ed / t. Extension (Pupil's Book p. 157) Pupils form groups and complete Exercise 4 on page 157. Listen to their pronunciation and correct them where necessary. Remember to praise them for their good work. Lesson 4 ( pp.157 159) Writing: Write an informal letter. Notebook Starting off Start off the lesson by writing an example of an informal letter on the chalkboard. Point to different sections of the letter and discuss the attributes of informal letters. Ask pupils what they think the differences are between formal letters and informal letters. Who would one usually write a formal letter to and who would one usually write an informal letter to? Writing (Pupil's Book pp. 157 159) 1. Ask pupils to look at the writing section on page 157 of the PB. 2. Tell them that they are going to write an informal letter on the duties and responsibilities of a citizen. They should refer to the example letter on page 158. 3. Ask them to read the letter on their own, noticing the attributes that you highlighted in the letter that you previously wrote on the board (for example: the writer s address is on the right-hand side, the greeting is informal, there is a line open between the greeting and the first paragraph and the person s first name is used). 4. Pupils turn to page 159 and complete Exercise 3. 5. Completed letters can be displayed in the class. Provide a framework for those pupils who struggle to write an informal letter. Remind them to use a friendly tone and to add the address of the person they are writing to. For example: Dear Introductory paragraph Two/three main paragraphs Concluding paragraph Your friend, (Name) Extension Pupils create a second informal letter using the same principles that they have learnt in this lesson. Lesson 5 ( pp.160 163) Assessment: Complete the term assessment. Notebook Assessment 1. Explain to the pupils that they must complete the assessment without reference to their notes or PB. Tell them this is provided as exam practice and hence they must apply those conditions. 2. Remind them that they must look at the entire assessment before they start so that they can work out how much time they will need for each section. 82

Assessment 2 Comprehension (Pupil's Book p. 160) 1. Pupils need to arrange events from the comprehension in the correct order. D: Yesterday morning at 10 o clock an armed gang drove up to a bank in the city centre in a white four-door pick-up van. H: Four men entered the bank. A: One of the gang overpowered the guard. J: Another fired shots and shouted instructions to the customers in the bank. F: The other two jumped over the counter. C: They forced the cashiers to hand over the money. B: A small boy screamed. K: The gang panicked and started shouting at each other. G: They left the bank firing shorts as they went out the door. I: They drove off in the pick-up. E: They abandoned the pick-up. Grammar (Pupil's Book pp. 161 162) 1. Pupils need to complete sentences, using questions. a) What is your name? The police asked me what my name was. b) Where do you live? The police asked me where I lived. c) Are you a student? The police asked me if I was a student. d) What did you see? The police asked me what I saw. e) Do you know any of the robbers? The police asked me if I know any of the robbers. 2. Pupils need to fill in the missing words which and who in a paragraph. Expa Samuel is a young man who loves designing things. His first design, which was a 66 go-for-it, was displayed at the State Technical College. He has taken his bicycle to Europe on a trip which was paid for by a bank. Now, an international company, which has a project called Sky Biking, has asked him to design bicycles for them. The bicycles will help pupils who have to walk a long distance to school. 3. Pupils are asked to complete sentences with the correct form of the verb in brackets. a) If pupils had bicycles, they would not need to walk to school. b) If the bank lent Expa money, he would start his own business. c) If he designed a new kind of kettle, I am sure it would sell well. d) If everyone bought things that are made in this country, there would be more jobs for people. e) If I had a bicycle, I would not take the bus to school. 4. Pupils are asked to fill in a word in each sentence with a word that is nearly opposite in meaning to an underlined word in the sentence. a) The boy is proud while his sister is ashamed. b) They were unfriendly/horrible to the dog while their parents were friendly to it. c) The man is stubborn while his wife is agreeable/flexible/accommodating. d) They arrived at school late though they were advised to be early. e) His journey was successful while his test was unsuccessful. 5. Pupils need to complete sentences using the words from the box provided. a) I haven t got any money today. b) Would you like some mango juice? c) I have two brothers. They are both tall. d) We must buy some flour as there isn t much left, only about a cupful. e) We have only a few carrots, about three or four. 83

Listening and speaking (Pupil's Book p. 162) Pupils need to prepare a short speech on the topic How to stay healthy by creating a list of points. Tell them to refer to Unit 19 for help. Pupils answers will vary for this exercise. Assessment You can use Checklist 2: Letters on page 129 of this Teacher's Guide as a reference point for marking the letter. Writing (Pupil's Book pp. 162 163) Pupils need to read a letter and then write their own letter to a newspaper, outlining why they disagree with the letter they read. Make sure to tell them that this should be a formal letter. They can look up the differences between a formal and an informal letter in their PB. Ensure that they follow the correct format for constructing their letter (i.e. opening paragraph, followed by two or three main paragraphs and then a closing paragraph). 84