Unit 9 Crime never pays
economic problems that offer a great
Lesson aims
Lesson 1 (Two periods)
 Listening and Speaking: Students
practise saying the short /ʊ/ sound.
Practise spelling and syllable stress.
Lesson 2 (Three periods)
 Reading: Students learn how to read and
interpret an advertisement such as the
Su zu kiad .
 Vocabulary: This section provides
information on how to write a list.
 Further reading: This section practises
giving directions.
 Literature: The features of a play are
outlined in the Skills focus box.
Lesson 3 (Two periods)
 Grammar: This section practises the
present continuous tense.
Lesson 4 (Two periods)
 Writing: The Skills focus box in this
section focuses on the different types of
story writing, and how to edit your work.
Lesson 5 (One period)
 Test: This test assesses the students’
understanding of the simple present and
present continuous tenses.
Resources
 Dictionary
 Stu d ent’s B ook(Unit 9)
 W orkbook(Worksheets 18 to 21)
 Student’s notebooks to add new words
and sentences
Teaching notes
A Speaking (Student’s Book p. 73)
1. Crime is part of the students’ life in
the bigger Nigerian cities. Crime is
caused by a number of socio-
discussion topic in class.
2. Invite students to share their
experiences with crime both positive
and negative in class. Let them
discuss solutions to fight or prevent
crime in smaller groups.
3. Afterward they present what they
have discussed.
1 Th e /ʊ/ soun d
1. This unit introduces another sound.
This is a short sound that students
should be able to pronounce fairly
easily.
2. Ask them to look at the pictures and
then read through the words provided.
3. Show them the position of the mouth
when this sound is pronounced and
encourage them to practice
pronouncing the sound in pairs.
2 Spellin g
Read through the list of words at the top of
page 73, emphasising the slightly different
pronunciation on each column. Provide time
for students to practice.
3 Syllab le stress
Section 3 looks in more detail at stress
patterns, that is, stress on the first syllable, or
on the second syllable, and in phrases. The
teacher should give the right stress pattern
and get the pupils to repeat them
immediately after.
B Reading (Student’s Book p. 74)
1 Before you read
Teachers should ask questions relating to
advertisements and to the picture on the
opposite page.
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2 Read th e adv ertisem en t
Following the procedure on reading, tell the
students to read the passage and answer the
questions that follow.
3 Discussion an d opin ion
Possible answers:
1 Normally you take care of a sick person,
or a young child. Here, it means "deal
with them", the sergeant is definitely
going to lock them up and charge them!
2 No, it's only a story in an ad.
3 A matter of opinion.
4 It is a cartoon story (the students could
point out other differences).
4 W rite a list
1. The items of information are as
follows: the machine shown is a
Suzuki; it is powered by a 100 cc
engine; spare parts are available
throughout Nigeria.
2. Does this make them think again
about question 3 above, about how
successful the ad is?
5 Role-playa con v ersation
Tell the students to work in pairs and prepare
any of the two conversation pieces.
6 Types ofw ritin g in stories
Discuss the three kinds of writing with the
students, highlighting the major differences
between them. Get them to pick out more
examples of direct speech from the passage.
(The only piece of narrative is in the box
beginning "In a flash, ...")
Worksheet 19 on page offers some additional
activities to practise direct speech.
Note:
The Workbook has an exercise about the
parts of a motorcycle on page 33 (Worksheet
18); teachers may prefer (if possible!) to
bring in a motorcycle into class and do an
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exercise identifying the different parts of it.
Answers (Section B: Reading)
Comprehension questions
(Student's Book p. 75)
1 Theft (stealing of handbag)
2 “Help! Help!”
3 A narrow lane
4 The police
5 Their car is too wide for the narrow lane
6 immediately
7 Riding through the lane
8 a motorbike
9 He is hitting the thieves
10 The thieves are arrested by the police
11 Thanking Sam
12 He shouldn’t thank him, but his motorbike
Practise narrative paragraphs
(Student's Book p. 76)
saw / saw / pushed / snatched / ran / was / was /
chased / caught/ said / came / thanked / said "Don't
thank me, thank my Suzuki!"
C Grammar (Student’s Book p. 76)
1 Th e presen t con tin uous ten se
1. This tense talks about (a) an action
that is still going on and (b) an action
that is planned for the future.
2. Don't neglect the question forms
(point 5 in the Study focus box) - it is
very important that our students know
how to ask questions!
2 Practice th e presen t con tin uous ten se
1. Get the students to study the relevant
pictures and practise the dialogues in
pairs.
2. Similarly, get them to make both
positive and negative sentences from
Table 2. Tell the students to also make
sentences of their own based on what
is happening around them.
3 M ore practice
Get the students to ask, and answer,
questions about the pictures at the foot of
page 77.
4 Question an d an sw er
This exercise should be carried out in pairs.
5 M im e an d guess
Get some members of the class to perform
different "mystery" actions for the class to
guess what they are doing.
6 W rite a letter
This could be done for homework.
7 Talk ab out th e future
It is important to note that the tense can also
be used to talk about future events that have
been planned.
D Listening (Student’s Book p. 79)
A Police work
1 Before you listen
Before reading the comprehension, ask
students what they think it would be like to
be a police officer. Read through the
common words provided for on page 79.
2 Listen in g com preh en sion (1 )
1. Write the heading "Mary Bankole" on
the board, and underline it.
2. Ask the class to imagine that Police
Constable Mary Bankole has arrived
in the school to give a short talk about
her job as a police officer. Listen
carefully, and answer the questions.
3. For detailed suggestions on how you
might treat this exercise, please refer
to the mini-sample lesson plan in this
Teacher’s Guide, which indicates
ways you can approach the task
flexibly, taking into account the needs
and abilities of your particular class.
3 Sum m ary
1. Students write a summary. Give them
100 words as a target. The teacher
will need to decide how much help
the students in this class need. If
necessary, the teacher provides a
framework as 'scaffolding' to help.
This is where the teacher's skills come
in! Teachers have to calibrate the task
according to their students' ability.
 Some students may need no help at
all.
 Others might need the first sentence
or so only, to get them going. For
example: "The work of the police
varies a lot. Much of it ..."
 Others might need the first sentence,
and the first few words of each
subsequent sentence.
 Others might be given a 'cloze' (blank
filling) exercise, with 10, 12 or 15
words missing.
2. So it's up to the teachers to pitch the
task at the right level!
Possible answer:
The work of the police varies a lot.
Much of it involves routine patrols,
and traffic duty. The police may have
to deal with street theft, or a car
accident, and swing into action. When
dealing with crime, a police officer
may have to wear plain clothes, and
keep watch on a suspect; at other
times, a police officer stays uniform,
and investigates crimes. Sometimes
you have to go on a police raid to
catch thieves, and this of course can
be quite dangerous. Whatever your
duties may be, the ending is always
the same: writing a report! [98
words]
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B The work of the Federal Road
Safety Commission (FRSC)
"FRSC" stands for "the Federal Road Safety
Commission." If your students have access
to the internet, it would be a good idea to get
them to look the FRSC up - and also to find
out more about the United Nations Decade of
Action, by visiting www.decadeofaction.org
2 Listen in g com preh en sion (2)
The text can be found on page 160of the SB.
Tell the class that as they make notes, many
of the answers will begin with an -ingword
e.g. making...red u cing...takingcare ...etc.
The students listen and make rough notes.
3 Practise w ritin g a list
They should then do a fair copy of their
notes, which would look something like this:
The functions of the FRSC
1 Making the highway safe for motorists
and other road users
2 Reducing road accidents
3 Taking care of accident victims
4 Research into causes of motor accidents
and ways to prevent them
5 Educating motorists and the public
6 Clearing obstructions on roads
7 Driver's licenses
8 Deciding who is fit to drive
9 Designing and producing number plates
10 Producing the highway code
11 Deciding speed limits
12 Prosecuting traffic offenders
Answers (Section D: Listening)
Before you listen
(Student's Book p. 79)
TRAFFIC UNIFORM ACCIDENT CRIMINAL
ARREST INVESTIGATE
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Comprehension questions
(Student's Book p. 79)
1 She joined the Nigeria police two years ago.
2 She wanted to avoid sitting in the office.
3 The routine patrols
4 traffic duty
5 the criminal work
6 Sometimes
7 Go back to the police station and write a report.
E Reading (2)(Student's Book p. 80)
1 Un derstan d direction s
Have them read the report, and ask some
quick comprehension questions. Better still,
ask the students to ask the questions - you
choose someone to answer each question!
2 Practise com preh en sion
The students should copy the diagram into
their books, and draw in the position of the
vehicle, the lorry and the motorcycle. It
would be fun to follow this up using the
chalkboard.
3 Un derstan d detailed direction s
This time they have to make up their own
map - no map to help them!
4 Practise com preh en sion
We have not yet examined the passive in
detail in this book, but it is in the syllabus.
Examples of the passive include:was
knocked off / were injured / were taken
This may be omitted if necessary - the
passive will be treated more fully later on in
the year.
F Writing (Student’s Book p. 81)
1 Edit yourw ork
1. Tell the students to re-write the
passage making adequate corrections.
Discuss the corrections with them.
 2. If there is extra time, the students 3. Like all plays, it is really written to be
could complete the writing activities: performed rather than just read, and a
Narrative and description, write a fruitful approach therefore is to act it
report of a crime and fill in the report out scene by scene in class, with the
(see Worksheet 20 and 21 on pages 35 students reading the lines (with full
to 37 of the Workbook) in class or at expression) rather than trying to
home. memorise them.
2 M ore editin g practise 4. There is plenty here to discuss, and a
The final draft to be dictated is as follows: key question is how far the events
depicted could happen in their
Motorbikes are dangerous
community in Nigeria – and
One Sunday afternoon my friends and I tried elsewhere.
to drive a motorbike. It was a small black
motorbike. There were five of us, but none Answers: Test 8
knew how to do it. My friend Ukpe tried (Student’s Book p. 82)
first. Two of us kept the motorbike upright. (1) prays
He got on and started the bike. It went off at (2) Are you visiting
high speed leaving us behind. Ukpe (3) is working
approached a main road, but when he had to (4) Do you travel
stop,he did not know how to. He jumped off, (5) has
and he and the bike fell down right in the (6) visit
middle of the street. He was lucky. No car (7) is talking
was coming. People laughed. He picked up (8) play
the bike and acted as if he hadn't hurt (9) am doing
himself. But he had hurt his foot quite badly, (10) am staying
and went to the hospital.
If your students score less than eight out of ten, you
Skills focus – English outside the
will probably need to give them a revision lesson.
classroom
We hope this will encourage the students to Correct errors
use English outside the classroom, in ways The corrected errors are underlined in the text below.
which reflect their interests. It is not necessary for a student using this book to
speak English like a native English speaker, for
H Literature (Student’s Book p. 81) example from Britain or America. However, it is
hoped that students using this book will learn to
1. Read a play with the class. speak English in such a way that they can be easily
understood by other speakers of the language, of any
2. The example selected here is A sabe nationality. It is also hoped that students will be able
by Adenike Olabisi. It is a very to readily understand anyone speaking English as a
interesting play and the job of the first language.
teacher here is to make the students
want to read it. But the comments
could apply to any play that the
teacher has selected.

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