English for Ethiopia

Teacher Guide
Grade 5 Book 2

International Consultant:
Mary W. Spor, PhD
National Consultants:
Fekadu Mulugeta, PhD
Jemal Mohammed, PhD
Authors:
Alima Jibril
Chot Pal
Jafar Mohamed
Jami Mohamed
Seifu Gebeyehu
Contributer
Dawit Micheal
Editor:
Fisseha Motuma

Federal Democratic Republic of Ethiopia

Ministry of Education
Acknowledgments
The book was produced with financial and technical support of the American People through the
United States Agency for International Development (USAID) in collaboration with the Ministry
of Education, Regional States Education Bureaus and READ TA Project. The printing expense is
covered by the General Education Quality Improvement Program (GEQIP II).

The Ministry of Education wishes to thank the American people and individuals and groups who were
directly or indirectly involved in writing, reviewing and publishing this teacher’s guide.

Copyright 2017 © FDRE, MoE

ISBN: 978-99944-2-665-2
 English I Grade 5 I Teacher Guide

Foreword
Education and development are closely related endeavours. This is the main reason why it is said
that education is the key instrument in Ethiopia’s development. The fast and globalised world we
now live in requires new knowledge, skills, attitudes and values on the part of each individual. It is
with this objective that the curriculum, which is a reflection of a country’s education system, must be
responsive to changing conditions.
It is more than fifteen years since Ethiopia launched and implemented the Education and Training
Policy. Since then our country has made remarkable progress in terms of access, equity and relevance.
Vigorous efforts also have been made, and continue to be made, to improve the quality of education.
To continue this progress, the Ministry of Education has developed a framework for Curriculum
Development. The framework covers all pre-primary, primary, general secondary and preparatory
subjects and grades. It aims to reinforce the basic tenets and principles outlined in the Education and
Training Policy, and provides guidance on the preparation of all subsequent curriculum materials –
including this teacher guide and the student textbook that comes with it, to be based on active learning
methods and a competency – based approach.
Publication of a new framework and revised textbooks and teacher guides are not the sole solution to
improving the quality of education in any country. Continued improvement calls for the efforts of all
stakeholders. The teacher’s role must become more flexible ranging from lecturer to motivator, guide
and facilitator. To assist this, teachers have been given, and will continue to receive, training on the
strategies suggested in the framework and in this teacher guide.
Teachers are urged to read this guide carefully and to support their students by putting into action the
suggested strategies and activities. The guide includes possible answers for most of the exercises in
the student textbook and alternative ways of addressing some of the language items.

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English I Grade 5 I Teacher Guide

General Introduction

This grade 5 English textbook is designed to Ethiopian students who learn English as a foreign lan-
guage. The contents in the book are arranged in themes and topics which are contexts to present the
language contents to be imparted. A theme is relatively a broader context which has three topics under
it. That means a week lesson is under a topic and a three consecutive weeks lessons is termed as a
theme or a unit. Briefly, a topic is a week lesson, whereas a theme is to be taught in three weeks. The
number of weeks which are needed to cover the book is 30, of which 15 are for the first and the rest
15 for the second semester. Every week has 5 periods having 40 minutes each.

The textbook follows new approaches in language content, organization of the contents, classroom
methodology, teachers’ and students’ roles and techniques of assessment.

I. Language Contents
The language contents in the book are grouped into 8 major components which are common for each
week. These are word study, reading comprehension, vocabulary, listening comprehension, speaking
skills, grammar, reading fluency and writing skills.

The word study part deals with different techniques about how words are formed with the intention of
developing learners’ ability to identify words, their parts and their pronunciation. The main objective
of the session is to help students to develop their reading ability. The main strategies that are intro-
duced are blending, segmenting and compounding. In vocabulary part, learners are provided with the
activities that encourage them to identify word relation and contextual meaning of words. Thus, most
of the words, especially those which demand meaning, are presented in texts which reflect various
contexts relating to the themes.

The reading and listening comprehensions are presented in each week following relatively the same
pattern. They demand the teacher to attend similar procedures such as pre-reading, while- reading
and post-reading for reading comprehension and pre-listening, While-listening Activity and Post-lis-
tening Activity for listening comprehension. The activities are also designed for each stage; hence,
students would have good opportunity to practice them.

The main contents in the speaking skills are role plays, debates, dialogues and oral presentations. The
focus is to help students to use the language items they learned in the week in the real like context in
a classroom. The class needs to be more interactive and learners should be encouraged to be free to
reflect their views based on the procedures indicated in this guide.

Grammar, which is the other major component, is presented in a context so as to let students notice
how the forms are used in wider range of communicative contexts. The activities are meant to help
students develop their understanding of using appropriate forms given in the unit/ lesson.

Similarly, reading fluency is another component in the book which is basically intended to develop

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the students reading ability. This component specifically aims at helping the students improve their
fluency with in a given period of time. Though the strategies to be used in different lessons are similar,
the type of texts which the students are exposed to is typically different. This is used intentionally to
help them to read texts of various genres fluently.

Finally, the book contains writing skills. This part has two sub contents: writing conventions and
writing composition. The writing convention constitutes contents on spelling, punctuations and cap-
italization. The composition writing presents different levels of writing such as, sentences and para-
graphs with their accompanying features (elements of sentences, types of sentences, types of sentenc-
es in a paragraph, elements of a paragraph etc.).

II. Organization of the contents

Organization of contents refers how the contents are sequenced in the text. The contents are organized
based on their relationship. In some cases, two components/ contents are expected to be covered in
one period.

For this grade level, 5 periods are allocated per week. In the first period, two components, Word
Study and Reading Comprehension, are to be treated. The essence behind this combination is that
different features of some of the words in the reading text are to be practiced before the actual reading
session. This facilitates the reading comprehension as some of the words are going to be familiar to
the learners. In the second day, period 2, Vocabulary and Listening Skills are arranged to be taught in
combination. This is intended to make the listening skills manageable through teaching the meanings
of some of the words related to the topic that learners are going to practice listening comprehension.
Thus, learners should be encouraged to engage in the vocabulary activities actively as they create
appropriate context for listening comprehension practice. Then, Speaking and Grammar are sched-
uled to be treated in the third day (period 3). This is done to motivate students to practice speaking in
pairs and groups. Then, the grammar section provides clue to learners how their speech is guided by
grammatical rules and principles. Then after, the fourth day comes having Reading Fluency and Vo-
cabulary Practice. The reading fluency is intended help the learners to improve their reading expres-
sion, rate and accuracy. As they practice the same text in the reading comprehension part for fluency,
it will be so smooth for them to practice the second vocabulary activity. Vocabulary is scheduled in
two different periods to bring due attention since words are foundations for language skills. The last
day, day five, is for Writing Skills. Learners are provided with activities to have better understanding
of the writing conventions and to practice writing composition.

III. Techniques of Assessment

Teachers are advised to assess students learning progress continuously. Thus, continuous assessment
technique is recommended to be used to this level. Continuous assessment provides information that
is important for lesson planning, getting feedback and sorting learners in various categories. More-
over, it provides clues whether additional support or remedial classes are needed for concepts to be

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internalized. Below are some informal and formal continuous assessment techniques to be imple-
mented in this level.

- Observation: A teacher circulates through the room and writes notes during a lesson as
students work in groups, or individually, to assess learning.

- Exit cards: Small slips of paper cards that students hand over to the teacher, or leave near the
door, as they leave the classroom. Students write their names and respond to a question or
summarise their understanding.

- Rising words: Students write answer(s) on a small slate and place it in front of them for the
teacher to see how they responded individually.

- Turn and talk: Students turn and share their responses and reactions with one or two students
nearby sharing their predictions, making connections to their own experiences, etc. The
teacher moves around the class to monitor progress.

- Informal monitoring: The teacher moves around the room to understand which students need
support.

- Graphic organisers: Students organise information, make connections, and note relationships
through the use of various graphic organisers.

- Presentation: Students have an opportunity to demonstrate their developing understanding to

the teachers and/or to the class.

- Summaries and reflections: Students stop and reflect, make sense of what they have heard or
read, derive personal meaning from their learning experience.

- Formal continuous assessment: Class work, homework, quizzes, tests and examination

- Enrichment: Some students may perform beyond the expected level of performance. Once
identified, some additional challenging tasks could be provided.

IV. Students with Special Education Needs

It is very clear that classrooms are very diverse in nature. Therefore, students may have diverse learn-
ing needs. Some students are visual learners, whereas, others are auditory learners. And still, some
are kinesthetic/tactile learners. There are also students who are gifted and talented (linguistic, mathe-
matical, logical, musical, spatial and others). We may also find students with intellectual or physical
impairments.

As a teacher, you need to consider these diverse situations in your classroom. For example, for stu-
dents with visual impairment, visual prompts are not suitable. Apart from getting support from a
braille expert (if any), it is recommended to adapt the activities in the way they fit with those learn-
ers’ needs. For instance, pictures could be described orally. A partner could read the text aloud when

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students work in groups or pairs. Similarly, for students with a hearing impairment, in addition to the
support they may get from a sign language expert, audio prompts could be changed to visual prompts.
In addition, opportunities should fairly be given to those students during classroom participation.
Teachers should also give attention to those students and support them to cope up with the classroom
environment, in general and with the lesson at hand, in particular.

Regarding issues related to gender, avoid assigning roles that are traditionally believed to be the role
of only one sex (stereotyping).

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 Table of Contents
Unit 6 Likes and Dislikes 1
Which Season Do You Like? 1
Sports We Like 5
What Would You Like to Be? 9

Unit 7 Health and safety 1

Personal Hygiene 14
Preventing Disease 18
How to Avoid Danger 22

Unit 8 Past Events 26

My Childhood 26
A Famous Ethiopian Athlete 31
Summer Vacation 36

Unit 9 Animals 40
Domestic Animals 40
Animals in the Forest 45
National Parks in Ethiopia 50

Unit 10 Art and Literature 54

Animal Fables 54
A Singer 58
Works of Art 62
Syllabus 68

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UNIT 6 Likes and Dislikes

Unit Objectives
At the end of the unit, students will be able to: :
• Identify word syllables and pronounce words correctly;
• Read and extract main ideas of a text;
• Identify and use new words from the text;
• Listen to the text and identify the main and specific information;
• Describe their likes and dislikes orally;
• Identify and use comparative sentences;
• Read the given paragraph fluently, and
• Write a short informative paragraph.

Which Season Do You Like?

2. Reading (30 min)
Week 16 Day 1
Pre-reading Activity (5 min)
Daily Contents • Tell students to discuss the given questions
• Word Study in pairs.

• Reading Comprehension • Encourage the students to participate in

discussion and predict the contents of the
reading text.
1. Word Study (10 min)
• they can write a few words they expect to
• Tell the students to blend the given
read in the text.
syllabically segmented words and write
them in their exercise book. While-reading Activity (15 min)
• Then, encourage them to read the words • Tell students to read the reading text silently
aloud. and independently.
• Listen to their reading and give feedback. • Tell them read the text with purpose to
answer the comprehension questions.

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English I Grade 5 I Teacher Guide

• Encourage them to respond to the questions • Tell students to first work out their meanings
while they are reading the text. contextually in the reading text.
• Then, tell them to fill in the blanks with an
Answers:
appropriate word.
1. There are four seasons in a year.
• Ask them to compare their answers with
2. Summer, Autumn, Winter and Spring
their partners.
3. Summer is a rainy season.
• Give corrections and feedback.
4. Winter is a dry season.
5. In Autumn, the leaves of trees change Answers:
colour. 1. seasons 5. Snow/Ice
• Then tell the students to re-read the text. 2. raining 6. blowing
• Ask them to match the seasons under column 3. stream 7. surrounding
‘A’ with their corresponding months under 4. fall 8. dry
column ‘B’.
Answers: 4. Listening (25 min)
1. B 3. A Pre-listening Activity(5 min)
2. D 4. C • Tell students to discuss the given questions
with their partners.
Post-reading Activity (10 min)
• Encourage them to participate in the
• Arrange your students in a group of three
discussion and predict the contents of the
to discuss the questions, applying their
listening text.
knowledge of the reading text.
• Encourage them to participate in the While-listening Activity(10 min)
discussion and report their answers. • Tell the students the purpose of listening
• Ask a few groups to report their answers. text to answer questions under activity 2.

• Accept all sensible contributions. • Read the listening text with appropriate
speed and pause.
Week 16 Day 2 • Repeat reading to help students check
their answers.
Daily Contents Berhanu’s Favourite Season
• Vocabulary
Season changes in a year. Berhanu and his
• Listening
brother do not feel the same in every season.
Their feelings change with seasons. This is
3. Vocabulary (15 min) because, some seasons are very cold, rainy and
• The lists of words under activity 1 are taken frosty for a month or more. Some are windy and
from the reading passage: Seasons. dusty. Other seasons are warmer and hotter.

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 English I Grade 5 I Teacher Guide

Of all four seasons, Berhanu’s favourite is

Spring. He likes Spring because it is the season Week 16 Day 3
when the rain starts to come and the surrounding
environment turns green. The leaves on the Daily Contents
trees change their colour to green. Flowers
• Speaking
bloom and grasses regain their green colours,
• Grammar
too. Berhanu loves the beautiful spring flowers.
Berhanu enjoys looking at the surrounding
environment when things renew themselves or
5. Speaking (20 min)
start to grow. Therefore, Spring is the season he • Put students in pairs to read the given
likes more than any other season. dialogue.

Berhanu’s brother, on the other hand, likes • Ask them to notice the use of ‘I like, I
the rainy season more than Spring. While it is don’t like, I dislike and Do you like..’ in the
raining, he enjoys running in the rain. He also dialogue.
likes to play with mud and flowing rain water. • Encourage them to use these expression in
He calls his friends and they play together. their own dialogue to describe the weather
Berhanu’s brother thinks the rainy season is the conditions they like and dislike.
best. • Go around the class and listen to students
Answers: discussing their preferences.
1. Spring is Berhanu’s favourite season
6. Grammar (20 min)
2. Berhanu enjoys looking at the spring
• Revise comparisons using the example.
(green) environment.
• Then, tell the students to do exercise 1 in
3. Flowers bloom in Spring.
pairs.
4. Berhanu’s brother’s favourite season is
• Tell them to discuss and compare their
the rainy season.
answers.
5. Berhanu’s brother likes running and
• Check their answers.
playing with his friends in the rain.

Answers:
Post-listening Activity(10 min)
1. longest 4. hotter
• Tell students to discuss the given questions
in groups of three. 2. longer 5. hot

• Let a few groups report their answers. 3. hottest 6. colder

• Accept all sensible answers. • Read through the Grammar Spot with
students. Make sure they understand it.
• Tell students to do the given question
individually.
• Check one or two answers and give feedback.

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English I Grade 5 I Teacher Guide

• You can give some questions as homework.

Answers:

Answers: 1. weather 4. experiencing

1. coldest, hottest 4. coldest, hottest 2. extremely 5. cooler

2. hotter 5. heavier 3. windy 6. spend

3. colder 6. cooler, coolest

Week 16 Day 5
Week 16 Day 4
Daily Contents
Daily Contents • Writing Conventions

• Reading Fluency • Composition Writing

• Vocabulary
9. Writing (40 min)
• Revise the previous grammar lesson about
comparison. Writing Conventions (10 min)
• Then, check the homework you gave to the • Revise the uses of punctuations marks such
students. as full stops, commas, question marks and
capital letters at the beginning of sentences
• Give feedback.
and at the beginning of a name of a person.
7. Reading Fluency (25 minutes) • Then, tell the students to do the exercise
• Tell them to read the second paragraph of the individually.
passage ‘Seasons’ with speed expression and • Tell them to compare their answers with
accuracy. their partner.
• First model the paragraph for your student. • Check their answers.
• Listen for the students’ reading and take
Answers:
notes to give feedback later.
Dear Nardos,
8. Vocabulary (15 min) Hi! How are you? I am having a great time
• Tell students to find the listed words in the at camp. Every day I swim, play basket
reading text independently and work out ball, and sing songs. I have made many new
their meanings contextually. friends.
• Tell them to complete the given paragraph How is your Summer? I can’t wait to see
with appropriate words. you in the Autumn.
• Check their answers and give feed back. Your friend,
Soresa

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 English I Grade 5 I Teacher Guide

Writing Composition (30 min)

• Encourage the students to write a short
Week 17 Day 1
descriptive paragraph based on the weather
information in the table. Daily Contents
• Ask a few students each to read one sentence • Word Study
form their report as if they were speaking on • Reading Comprehension
the radio.
1. Word Study (10 min)
• Tell students to blend the segmented words.
• Encourage them to read them aloud
accurately.
Sports We Like
• Listen to their reading and correct
pronunciation.

Week Objectives Answers:

Segmented Blended
At the end of the week, students will be
able to: 1. rect-an-gu-lar rectangular

• identify syllables and blend them into 2. ma-noeu-ver-ing manoeuvering

words; 3. ner-vous-ness nervousness
• read and understand the main point of a 4. in-ten-tion-al-ly intentionally
given text;
5. en-ter-tain-ment entertainment
• work out the meaning of new words in
context; 2. Reading (30 min)
• listen and understand the listening text;
Pre-reading Activity (5 min)
• describe and use adverbs of frequency
• Tell students in pairs to discuss the given
with simple present tense;
questions.
• read the given paragraph fluently; and
• Encourage them to use their prior knowledge
• write a short descriptive paragraph. to answer the questions.
• Help them predict the contents of the reading
passage.

While-reading Activity (15 min)

• Tell students to read the passage silently and
individually.

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English I Grade 5 I Teacher Guide

• Tell them the purpose of the reading passage

1. entertainment 4. score
to answer comprehension questions.
2. favourite 5. manoeuvre
• Ask them to compare their answers with
their partners. 3. teams 6. determined

• check their answers.

4. Listening (25 min)
Answers: Pre-listening Activity(5 min)
1. B 5. D • Tell students to discuss the given questions
2. D 6. C in groups of three.
3. B 7. C • Encourage them to participate in the
4. A discussion and predict the content of
listening text.
Post-reading Activity (10 min) • Tell students to be ready before you start
• Organize the students in groups of three. reading the text.

• Encourage them to discuss the given • They are to answer the questions individually.
questions . • Then, read the text with appropriate speed
• Ask some groups to report back their and pauses.
discussion points to the class. • Repeat reading.
• Tell them to check their answers and
Week 17 Day 2 complete the exercise.
• Check their answers.
Daily Contents
• Vocabulary
While-listening Activity(10 min)

• Listening Athletics
Athletics is a collection of sports events. Like
3. Vocabulary (15 min) any other types of sport, athletics has its own
• Tell the students the words in the box are rules. Athletics consists of different types of
taken from reading passages. sports. The most common types of athletics
competitions are track and field, road running,
• Tell students to work out their meanings
cross country running and race walking.
contextually.
First let us consider track and field. Track events
• Tell them to fill in the blanks by choosing a
are various races run around the track and field
word from the list.
events are jumping and throwing competitions
• Tell them to compare their answers with
on the field. Jumping events includes long
their partners.
jump, triple jump, high jump, and pole vault,

Answers:

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 English I Grade 5 I Teacher Guide

whereas the most common throwing events are Post-listening Activity(10 min)
shot-put, javelin, discus and hammer.
• Arrange the students in groups of three to
The second type of athletics competition is discuss the given questions
road running. It is also called long-distance
• Tell a few groups to report their answers at
running or marathon. The distance ranges from
the end.
5 kilometers to 42.5 kilometers. the longer
races start outside the stadium and finish inside. • Try to get a variety of answers from students
The three most common long-distances running by asking groups to volunteer different
events are 10 kilometer runs, half marathons and points of view.
marathons. they often involve large numbers of
runners. Week 17 Day 3
The third type is race walking. It is a long-
distance competition of walking on foot. It is
Daily Contents
different from regular running in that, one foot • Speaking
must be in contact with the ground at all times • Grammar
while running. It is held on either roads or
on running tracks. The distances vary from 3
5. Speaking
kilometers up to 50 kilometers.
• Tell students to read the dialogue in pairs.
The fourth type is cross-country running. It is a
Listen to them as you walk around the
sport in which teams and individuals run a race
classroom.
in the open-air, over natural terrain such as
grass, woodland and hills. The distance is varies • Give feedback.
from short to long. Sometimes, the runners are • Tell students to list different types of games
referred to as harriers. Both men and women they know.
of all ages compete in cross-country running. It • Tell them to sort the listed games into games
usually takes place during Autumn and Winter. they like and dislike as in the given table.
• Help them to talk about games they like
Answers
and dislike in small groups, basing their
Sport type Activities
comments on the dialogue.
Track and field, road
1 Athletics running, cross country 6. Grammar (20 min)
running and walking race
Adverbs of frequency
2 Field events Jumping and throwing
Jumping Long jump, triple jump, • Revise the use and form of adverbs of
3 frequency.
events high jump and pole vault
Long distance 10km, half marathon and • Explain the given examples to your students.
4
running marathon • Tell them to do activity A with their partner
5 Race walking 3km to 50km and the activity B individually for homework.

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English I Grade 5 I Teacher Guide

• Ask a few students to report their answers. to • Give feedback by correcting common
the activity A. pronunciation mistakes, speed and
expression.
Answers:
8. Vocabulary (15 min)
Peter always wakes up early. He goes to
• Tell the students to match the words under
school everyday. He often plays football. He
column ‘A’ with their definitions under
sometimes goes to swimming. He usually
column ‘B’.
performs all of his activities successfully.
Answers:

Answers: 1. f 5. g

1. always plays 4. often plays 2. e 6. h

2. sometime run 5. rarely watches 3. d 7. b

3. usually enjoy 4. c 8. a

Week 17 Day 4 Week 17 Day 5

Daily Contents Daily Contents
• Reading Fluency • Writing Conventions

• Vocabulary • Composition Writing

Homework 9. Writing (40 min)

• Revise the previous lesson about adverbs of Writing Conventions (10 min)
frequency.
• Revise the use of full stop, comma and
• Check the given homework and give capital letters in sentences and paragraphs.
feedback.
• Tell them to correct the given paragraph
7. Reading Fluency (25 minutes) accordingly

• Model reading the third paragraph of the • Check their answers and give feedback.
reading passage by yourself with good
Answers:
speed, accuracy and expression.
• Then, tell them to read the same paragraph
alternately and give each other feedback.
• Move around the classroom and take notes
while they are reading.

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 English I Grade 5 I Teacher Guide

I have a dog. He is black colour. He wags

his tail and licks my face when he is happy.
He loves going for walks and chasing his red
ball. I take him to school sometimes. Once, What Would You Like to
he saw a black cat and wanted to chase her
too. But, I didn’t let him. Was he mad at
Be?
me? I don’t know. I love my dog very much,
because he always obeys me and follows me
Week Objectives
everywhere.
At the end of the week, the students will
Writing Composition (30 min) be able to:
• Encourage the students to discuss the two • identify and blend suffixes;
famous football players, Cristano Ronaldo
• read and understand the main message and
and Lionel Messi.
details of the reading passage;
• Then, tell them individually to write
• identify new words and use them in
sentences about the two players and organize
different contexts;
them into paragraph.
• listen and identify the specific and main
• Tell them to use adverbs of frequency in
information of a text;
their paragraph, as in the example.
• state what they would like to be in the
future, giving reasons;
• use can and can’t to describe ability;
• read the given paragraph fluently; and
• write a short paragraph about their chosen
profession.

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English I Grade 5 I Teacher Guide

• Encourage them to predict the contents of

Week 18 Day 1 the reading passage.

Daily Contents While-reading Activity (10 min)

• Tell students to answer the questions
• Word Study
individually as they read the passage.
• Reading Comprehension

1. Word Study
• Ask students to blend the suffixes of
segmented words from the reading passage.
• Encourage them to read the words aloud
accurately.
• Listen while they are reading the words and
give feedback.
Answers:
Segmented Blended
1. sick – ness sickness
2. competi – tion competition
3. interest – ing interesting
4. great – er greater
5. medic-al medical

2. Reading (30 min)

Pre-reading Activity (5 min)
• Tell students to discuss the given questions
in pairs.

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 English I Grade 5 I Teacher Guide

Answers: Answers:
1. Roman wants to be a rural medical doctor, 1. interest 5. dream
because she wants to serve her country. 2. care 6. majority
2. She is studying hard to get admission to a 3. reason 7. achieve
medical college.
4. sick
3. The majority of Ethiopians live in rural
area. 4. Listening (25 min)
4. It is because she wants to move to the
Pre-listening Activity(5 min)
countryside and because there is a greater
need for doctors in the rural areas. • Tell the students the purpose of the listening
text before you start reading.
Post-reading Activity (10 min) • Put them in groups of three to discuss the
• Organize the students in a group of three. Pre-Listening Activity questions.
• Encourage them to discuss the questions • Ask some groups to report back to the class.
under Exercise 3. • Read the passage twice to help the students
• Ask several students how they answered the answer the given questions individually.
questions. • Tell them to compare their answers in their
groups of three.
Week 18 Day 2
While-listening Activity(10 min)
Daily Contents Dawit wants to be an Engineer
• Vocabulary People have different aims in life. Having an
• Listening aim is very important. Some want to be rich and
others want to be famous. Having an aim can
make us work hard to be successful in our life.
3. Vocabulary (20 min)
Dawit has set his own aim. His aim is not to get
• Tell students to work individually to find the
wealth or fame. But, he wants to have a noble
words from the list in the reading text.
profession. his aim is to become an engineer.
• Tell them to work out their meanings He wold like to be an engineer because he
contextually. wants to use his skills for the benefits of society.
• Then, encourage them to choose the Dawit wants to participate in the construction
appropriate words to fill in the blanks. of roads, bridges, railways and buildings.
• Walk around the classroom to monitor Engineering is Dawit’s personal choice and his
students. parents are also happy with his decision. He is
• Check students’ answers. making great efforts to achieve his goal. Dawit
wants to study engineering at a university. This
is because he wants to get better knowledge and

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English I Grade 5 I Teacher Guide

a job with better pay after he has completed his 6. Grammar (20 min)
studies.
• Explain the given example about the use of
‘can’ and ‘can’t’.
Answers:
1. Dawit’s aim is to be an engineer. • Tell students to fill in the blanks in activity.

2. Dawit wants to participate in the • Tell them to check their answers with their
construction of roads, bridges, railways partners.
and buildings. • Check answers.
3. Dawit wants to study at a university
Answers:
because he wants to get better knowledge
and a better paid job. 1. can’t 4. can’t
2. can 5. can’t
Post-listening Activity(10 min)
3. can’t 6. can
• Arrange the students in groups of five and
7. can’t/can 10. can’t
tell them to discuss the given questions.
8. can 11. can
• Tell some groups to report their answers.
9. can/can’t
• Accept all sensible contributions.
• Go through the Grammar Spot with students
Week 18 Day 3 about can and can’t.

Daily Contents Week 18 Day 4

• Speaking
Daily Contents
• Grammar
• Reading fluency
• Vocabulary
5. Speaking (20 min)
• Tell students to role play the dialogue in pairs,
7. Reading Fluency (25 minutes)
taking the parts of Masho and Mishame to
describe their future aims. • Tell students to take turns to read the fourth
paragraph of the reading text: Roman wants
• Then they should create a similar dialogue
to be a doctor.
about their own future aims, using the
expressions. “would like to be ...” & “want • Encourage them to read accurately and at a
to be...” good speed.

• Encourage them to use would you like… I • Walk around the class to monitor and give
would like to... I want to... encouragement.

• Ask a few pairs to perform their dialoglue

for the class.

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 English I Grade 5 I Teacher Guide

8. Vocabulary (15 min) Answers:

• Tell students individually to do the matching I sleep in a big, tall, comfortable bed.
exercise.
• Check their answers. Answers:
1. It was a cold, bright, snowy day.
Answers:
2. His new, expensive, attractive car gives
1. D 5. G him lots of pleasure.
2. E 6. B 3. Tilahun was a brave, honest, wise man.
3. A 7. H 4. My father lives in a beautiful, warm,
sunny country.
4. F 8. C
5. Our teacher was a friendly, talkative, well-

Week 18 Day 5 dressed man.

Writing Composition (30 min)

Daily Contents • Tell students individually to choose from
• Writing Conventions the list the profession they want to be.
Encourage the students to state reasons why
• Composition Writing
they would choose that profession.
• Then, ask them to compose a short paragraph
9. Writing (40 min)
about their aim, using the example as a guide.

Writing Conventions (10 min)

• Tell students to insert commas into the
sentences to correct them.
• Remind them that commas separate two or
more adjectives before a noun.

13
UNIT 7 Health and safety

Unit Objectives
At the end of the unit, the students will be able to:
• identify and blend word segments;
• read and understand the reading passage;
• identify the meaning of new words and use tem in new contexts;
• listen and identify the main and specific information from the text;
• tell what they should and shouldn’t do;
• read the given paragraph fluently; and
• write a short instructive paragraph.

Personal Hygiene
Blend the following segmented words and
Week 19 Day 1 read them aloud.

Daily Contents Answers

Segmented Blended
• Word Study
1. hy-giene hygiene
• Reading comprehension
2. main-tain-ing maintaining
3. ac-cu-mu-la-tion accumulation
1. Word Study (10 min)
4. in-fec-tion infection
• Ask students to blend the words from the
reading passage separated into syllables. 5. ev-ery-body everybody

• Encourage them to read the words aloud 2. Reading

accurately.
• Listen to them while they are reading and Pre-reading Activity
give feedback. • Organize the students and Tell students to
discuss the given questions in groups of five.

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 English I Grade 5 I Teacher Guide

• Encourage them to reflect on their experience

regarding the contents in the reading text. Week 19 Day 2
Reading Passage (15 min) Daily Contents
• Tell students to read the given passage
• Vocabulary
silently and independently.
• Listening
• Tell them to do questions
• Help them to answer the questions by
3. Vocabulary (15 min)
walking around the class.
• Tell students to find the given words in the
• Finally, give them feedback.
reading text.
Answers: • Tell them to work out their meanings
1. They wash their body, hand, face, feet, contextually.
and hair, brush their teeth, clip their nails, • Finally, tell them to use the correct words to
wash their clothes etc. fill in the blanks.
2. It minimizes (reduces) the accumulation
of bacterial in their mouth. It avoids tooth Answers:
decay. It helps to maintain strong and 1. hygiene 5. odour
health gums.
2. necessary 6. habit
3. It helps to prevent the development and
3. care 7. decay
spread of infections, illnesses and bad
4. disease 8. clipping
odours etc.
4. It prevents hang-nails and infection of the 4. Listening (25 min)
nail bed.
5. It gives them confidence to associate Pre-listening Activity(5 min)
freely with other people. • Encourage students to discuss on the given
questions in their groups.
Post-reading Activity
• Guide them to discuss the given questions While-listening Activity(10 min)
under activity in their group of five. • Tell the students the purpose of the listening
• Take some groups to present their discussion text before you start reading.
to whole class. • They are to answer the questions individually
as they listen .
• Read twice to help the students answer the
given questions under activity B.
• Tell them to compare their answers.

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English I Grade 5 I Teacher Guide

A Healthy Environment Post-listening Activity(10 min)

A healthy environment is one in which • Tell the students in their groups of five to
everything is clean, healthy and well kept. discuss the given questions
It includes everything else that exists in our • Tell a few groups to report their answer at
surroundings such as air, water, land, plants, the end.
homes, schools other buildings and public • Accept all sensible contributions and make
spaces. A healthy environment is created by the only necessary corrections.
people who live in it.
One of the means to keep our environment clean Week 19 Day 3
and healthy is using toilets. Homes, schools and
any other social environments must have toilets. Daily Contents
All students at schools, little children at home
• Speaking
and all other people should use the toilets. The
toilets should be kept clean. • Grammar

The other means of keeping our environment

clean is to dig holes for rubbish. Every home, 5. Speaking (20 min)
roadside, schools and other public areas must • Tell students to read the dialogue between
have garbage bins. Grassy areas around homes mother and son in pairs.
and schools should be cut and cleared. Homes, • Inform them to identify and underline should
compounds, roads and driveways need to be and shouldn’t in the dialogue.
swept regularly. Water passageways, pipes,
• Tell them to use should and shouldn’t to talk
pumps or tunnels also need to be cleaned.
about how they keep their personal hygiene.
Nobody needs or is expected to throws rubbish
on the roads or around homes and schools. 6. Grammar (20 min)
To create a healthy and clean environment,
everybody should play her or his own roles. Indefinite Pronouns
• Tell students to read the dialogue in pairs and
Answers: see how the indefinite pronouns are used.
1. An environment where everything is
• They should decide together which word to
clean, healthy and well kept.
insert in each blank.
2. Keeping our environment clean and
• Check their answers.
healthy using toilets and rubbish holes,
cutting grass, sweeping, etc.. Answers:
3. Everybody. 1. nobody/ no one
4. In garbage bins. 2. everybody/everyone
3. somebody/someone
4. anybody/anyone
5. nobody/no one

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 English I Grade 5 I Teacher Guide

• Read through the Grammar Spot with

students and make sure they understand it. Week 19 Day 5
• You can give them this exercise for
homework. Daily Contents
• Writing Conventions
Answers:
• Composition Writing
1. somebody 3. somebody
2. nobody 4. anybody 9. Writing (40 min)

Week 19 Day 4 Writing Conventions (10 min)

• Revise indefinite pronouns
Daily Contents • Give them an example.
• Reading Fluency
Example:
• Vocabulary
Whose pen is this?
It is somebody’s pen from this class.
Homework
• Check students work. • Tell students to complete the exercise
individually.
7. Reading Fluency (25 minutes)
• They can then check their answers with their
• Model to students reading the second partner.
paragraph of the reading passage: Personal
hygiene with good expression, accuracy and Answers
speed. 1. somebody 2. somebody
• Tell students to practise reading the paragraph
2. Everybody. 4. anybody.
with good expression, accuracy and speed.
Writing Composition (30 min)
8. Vocabulary (15 min)
• Tell students to think about their daily
• Help students to work out meanings of some
hygiene.
words from the reading passage.
• Help them to fill he chart about their daily
• they can work out the rest individually.
hygiene.
• Tell them to match the name of the personal
• Tell them to write a paragraph of advice on
hygiene items to the parts of the body they
personal hygiene for their younger brother
help to keep clean.
or sister, based on the the chart.
Answers: • They can finish this for homework
1. C 3. B 5. E
2. D 4. F 6. A

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English I Grade 5 I Teacher Guide

Blend the following segmented words and

read them aloud.
Answers

Preventing Disease Segmented Blended

1. phar – ma – cy pharmacy
2. shiv – er - ing shivering
Week Objectives 3. ap – pe –tite appetite
4 am – bu - lance ambulance
At the end of the week, the students will
be able to: 5. tu – ber – cu – lo-sis tuberculosis

• identify and blend word segments;

2. Reading (30 min)
• read and understand the given passage;
• work out the meaning of new words Pre-reading Activity (5 min)
in context and apply them to different • Tell students in groups of five to discuss the
contexts; given questions.
• listen and understand the listening text; • Encourage them to use their prior/
• describe and use modal verbs: should and background knowledge to answer them
shouldn’t, must and mustn’t; • Tell them to predict the contents of the
• read the given paragraph fluently; and reading text.

• write short instructive paragraph. • They can each suggest one word that will be
used in the text.

While-reading Activity (10 min)

Week 20 Day 1
• Tell students to read the passage silently and
individually.
Daily Contents
• Tell them the purpose of reading the passage
• Word study
is to answer the comprehension questions.
• Reading comprehension
• Ask them to compare their answers in their
group.
1. Word Study (10 min)
• Tell students to blend segmented words.
• Encourage them to read the words aloud
accurately.
• Listen to their reading and give helpful
correction.

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 English I Grade 5 I Teacher Guide

• Tell them to match the words from the

Answers:
reading passage under Column ‘A’ with their
1. The sick boy was the woman’s son. similar meanings under Column ‘B’
2. She convinced the boy to take the tablets. • Tell them to compare their answers with
3. The boy’s cough persisted because he their partners.
didn’t get proper medical care.
Answers:
4. The woman and the boy travelled to
hospital by ambulance. 1. G 5. C

5. We should get medical treatment when we 2. H 6. D

fall sick. 3. A 7. E
4. B 8. F
Post-reading Activity (10 min)
• The students in groups of five should discuss 4. Listening (25 min)
the given questions.
Pre-listening Activity(5 min)
• Let few groups present their discussion
points to the class. • Tell students to discuss the given questions
in pairs.
• Add to their comments if you see a need to
widen their understanding. • Encourage them to participate in the
discussion and predict the theme of the

Week 20 Day 2 listening text.

While-listening Activity(10 min)

Daily Contents • Tell students to answer the questions
• Vocabulary individually as they listen to you reading the
• Listening poem.
• Read it twice, so they have time to complete
3. Vocabulary (15 min) their answers.

• The given lists of words are written in • Check their answers.

bold in the reading passage. Tell students
Life
individually to work out the meanings of the
words contextually. There’s nothing as good as life,
There’s nothing as dear as life,
Your health is your wealth, indeed,
So, protect your wealth,
By practising good health habits.

There’s nothing as pleasant as life,

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English I Grade 5 I Teacher Guide

There is no other thing more precious. 5. Speaking (20 min)

Protect the environment. A. Tell students in pairs to read the given
Protect yourself. dialogue, role playing the parts of A and B.

From the danger of germs and sickness. • They should then create their own dialogue.

There’s so much you can do daily: • Tell them to use must and mustn’t in their
dialogue.
Soap and water are good for your health.
• Ask some pairs to perform and give positive
Make it a habit to boil drinking water,
feedback.
Take a broom and sweep your room,
B. Tell students to work in their group of three.
A mosquito net can save your life.
• They are to use must and mustn’t in their
Answers: own conversation to give advice on disease
prevention and problem-solving.
1. Visiting the doctor as soon as you fall sick.
• Tell them what role each student should
2. When you are healthy, you can do the
play,as a doctor, a father and a patient.
work that can bring you wealth.
3. The major enemies of life are germs, and 6. Grammar (20 min)
sickness. • Revise the use and form of modal verbs
4. We should use soap and to wash our (should and shouldn’t).
bodies, clothes and home utensils, keep • Explain the given examples to your students.
our surroundings clean, boil drinking
• Tell them to do Exercise 1 with their partners.
water and sleep under a mosquito net.
• Ask few students to report their answers.

Post-listening Activity(10 min) • Read through the Grammar Spot with

students.
• Arrange the students in their groups of five
to discuss the given questions . Answers:

• Tell them to report their answers at the end. 1. B 4. F

• Again, add to their discussion points if you 2. E 5. D

think they have missed something important. 3. C 6. A

Week 20 Day 3 • Tell students to to fill should or shouldn’t in

the gaps.

Daily Contents • You can give exercise two as home work.

• Check their answers and give feedback.
• Speaking
• Grammar

20
 English I Grade 5 I Teacher Guide

• Ask a few groups to present their work.

Answers:
1. shouldn’t 4. should
Week 20 Day 5
2. shouldn’t 5. shouldn’t, should
3. should Daily Contents
• Writing Conventions
Week 20 Day 4 • Composition Writing

Daily Contents Writing (40 min)

• Reading fluency
Writing Conventions (10 min)
• Vocabulary
• Tell students individually to rearrange the
• Revise the previous lesson about giving words to write correct heath messages.
advice and commands. • Check their answers and give feedback.
• Check the given homework and give
feedback. Answers:

1. Avoid going to lonely, unsafe places.

7. Reading Fluency (25 minutes)
2. Don’t walk alone at night.
• Model reading the third paragraph of the
reading passage yourself with good speed, 3. Don’t play with sharp instruments.
accuracy and expression. 4. We can prevent AIDS.
• Then, tell the students to read the paragraph 5. Your health is your wealth.
in pairs chorally.
• Move in the classroom and take notes while Writing Composition (30 min)
they are reading. • Encourage the students to discuss how
• Give feedback by giving correction people in their area prevent malaria.
on pronunciation mistakes, speed and • Tell them they can ask health workers in
expression. their school or a nearby clinic for additional
information about malaria prevention.
8. Vocabulary (15 min)
• Tell them to organize the information
• Tell students to list in their groups different they receive and write a short instructive
diseases in the community. paragraph.
• They should think about how they can be
prevented and cured.
• Tell them to draw a table like the one given
in the text book to help them organize their
information.

21
English I Grade 5 I Teacher Guide

• Tell them to copy the activity into their

exercise book.
• Help them to read the words aloud.
• Finally check their work and give feedback.
How to Avoid Danger
2. Reading (30 min)
Pre-reading Activity (5 min)
Week Objectives
• Tell students to be in groups of three.
At the end of the week, the students will • Give them directions on how to discuss the
be able to: Pre-reading Activity questions.
• identify and blend word segments; • Tell them to report back on the questions
• read and understand a reading text; orally in the class.

• work out the meanings of new words While-reading Activity (15 min)
from the reading text and apply them to
• Guide students to read the questions before
different contexts;
they read the text individually.
• use social expressions ‘should’ and
• Tell them to answer the questions as they
‘shouldn’t’ to give advice;
read.
• listen a text and identify the main and
• Tell them to compare their answers in pairs.
specific points;
• Give them feedback.
• construct imperative sentences; and
• read the given reading text fluently. Answers:
1. Ayele was bored because he was alone at
home. He had nobody to talk to or play
with.
Week 21 Day 1 2. Ayele screamed when he saw the snake.
3. They gathered stones to hit the snake.
Daily Contents
4. Ayele jumped off the branch.
• Word Study
5. They threw stones at the snake.
• Reading Comprehension

Post-reading Activity (10 min)

1. Word Study (10 min)
• Tell students to discuss the questions in
• Tell students to look at the examples groups, in the light of the story they have
given about segmented and blended words just read.
properly.

22
 English I Grade 5 I Teacher Guide

Safety at Home and School

Week 21 Day 2
Safety and danger are inseparable. Everybody
should care about his or her safety. This is
Daily Contents
because without safety, people do their daily
• Vocabulary work with tension and live their daily life in
• Listening fear.
People at schools and at home should always
3. Vocabulary (15 min) be safe and secure. They must not go to places
• Tell students to find the meanings of the where they may be harmed. Going out alone
words from the reading text. without telling someone where you are going is
not safe. So, always, tell your parents or friends
• Tell them to copy the activity and match the
where you are going.
words with their meanings.
Climbing, for instance on trees, roofs, ladders
• Give feedback.
and the like is not always safe. You must be very
Answers: careful when you climb on anything. Moreover,
you must not play on the street. This is because
1. C 4. B
there are vehicles that may cause you harm.
2. F 5. D
Electricity and fire can be extremely dangerous.
3. E 6. A To use them, first you must know how to handle
them. If not, they are likely to cause injury to
4. Listening (25 min) you and others.

Pre-listening Activity(5 min) Crossing the street carelessly is never safe. You
must wait for the pedestrian light and cross the
• Tell students to discuss the questions before
street on zebra marks. When crossing the street
they listen the text.
where there is no traffic light, look to the right
• Walk around in the class and listen to them and left and make sure there is no car or any
while they are discussing the questions. vehicle coming towards you before you cross.
• Take feedback from a few groups. Always remember, you must be careful when
doing something that may result in harm. Don’t
While-listening Activity(10)
be in hurry when crossing the roads. Climb
• Tell the students the purpose of the listening
on things carefully. Be careful when handling
text before you start reading.
electricity or fire and keep yourself and others
• Read twice to help the students answer the safe from all sorts of danger.
given questions individually.
Answers:
• Tell them to compare their answers with
their partners. 1. safety and danger 4. street
2. safe and secure 5. traffic light
3. fire

23
English I Grade 5 I Teacher Guide

Post-listening Activity(10 min) Answers:

• Tell students to form a group of five students. 1. Take a shower after playing sports.
• Guide them to discuss the questions. 2. Don’t stand too near the fire.
• Tell some groups to present to the whole 3. Don’t drive that car. You’re too young.
class what they discussed in their group.
4. Be careful. Don’t climb too high.

Week 21 Day 3 5. Take care. Don’t touch that electric wire.

6. Don’t walk in the bush alone. There are
Daily Contents snakes.

• Speaking • Give students this exercise as homework.

• Grammar
Week 21 Day 4
5. Speaking (20 min) Daily Contents
• Review the use of ‘must/mustn’t’ to describe • Reading Fluency
obligation or necessity. • Vocabulary
• Give them examples of what they must and
mustn’t do to keep safe. 7. Reading Fluency (25 minutes)
• Organize them in groups of five and tell • Guide students to read the first paragraph of
them to talk on. the previous passage.
• Encourage them to describe different • While they read, check their accuracy and
dangers that may happen if they don’t take speed.
the necessary care.
• Ask some groups to report their discussion. 8. Vocabulary (15 min)
• Help students to work out the meanings of
6. Grammar (20 min) vocabulary from the reading context.

Imperatives • Check their work and give feedback.

• Discuss what imperative means and its

Answers:
function.
1. B 5. D
• Give further examples in addition to the ones
2. A 6. B
given in the students’ text.
• Help them as they do the activities 3. C 7. A
individually. 4. A 8. C
• Go over the answers with students.

24
 English I Grade 5 I Teacher Guide

• Tell students to write five sentences warning

Week 21 Day 5 about common dangers and ways of keeping
these dangers.
Daily Contents • Tell some students to read out their warnings
• Writing Conventions in class.

• Composition Writing Writing Composition (30 min)

• Tell the students to use the modals should
9. Writing (40 min) and shouldn’t to express what they should
and shouldn’t do. in case of a kitchen fire.
Writing Conventions (10 min)
• Guide them time to write.
• Explain the use of exclamation marks in
command sentences. • Give feedback.

• Explain the given examples by comparing

the pairs of sentences.

25
UNIT 8 Past Events

Unit Objectives
At the end of the unit the students will be able to:
• identify and blend segments of compound words;
• read and understand a reading text;
• work out the meaning of the new words from the reading passage;
• listen and identify specific and main information in a listening text;
• use simple past tense and adverbs of time to describe their own childhood activities;
• use simple past tense to express their own ideas;
• read the given paragraph fluently; and
• write a narrative paragraph about their childhood activities.

My Childhood
Segment the following compound words and
Week 22 Day 1 read them aloud.

Daily Contents Answers:

Blended Segmented
• Word Study
• Reading Comprehension 1. childhood child-hood
2. indoors in-doors
1. Word Study (10 min) 3. outdoors out-doors
• Tell students that the words under activity A 4. household house-hold
are compound words taken from the reading
passage. 2. Reading (30 min)
• Inform them that the first one is done as an
Pre-Reading Activity (5 min)
example. Tell them to segment the others
• Tell the students to discuss the given
into word parts.
questions in pairs.
• Check their answers and give feedback.

26
 English I Grade 5 I Teacher Guide

• Tell them to use their previous knowledge to

answer the questions. Week 22 Day 2
• Encourage them predict the contents of the
reading passage. Daily Contents
• Ask a few pairs to report back to the class. • Vocabulary
• Give them feedback. • Listening

While-reading Activity (15 min)

3. Vocabulary (15 min)
• Tell students to read the given passage
• Ask the students to work out the meaning of
silently and independently.
the bolded words contextually in the reading
• Tell them the purpose of the reading passage; passage.
is to understand the passage and answer
• Tell them to fill in the blanks from the list of
comprehension questions.
words given.
• Ask students to compare their answers with
• Tell them to compare their answers in groups.
their partners.
• Give feedback. Answers:
1. basic 4. responsibilities
Answers:
2. honest 5. aggressive
1. D 4. C
3. worry 6. interact
2. C 5. A
3. B 4. Listening (25 min)
Post-reading Activity (10 min) Pre-Listening Activity(5 min)
• Tell students to discuss the given questions • Tell the students to discuss the given
in groups of five. questions in their groups.
• Encourage them to apply their personal • Tell them to predict the contents of the
knowledge to the knowledge they acquired listening text.
from the reading passage to discuss the
questions.
While-listening Activity(10 min)
• Tell them the purpose of the listening
• Ask a few groups to report their discussion
text is to understand the text and answer
points orally to the whole class.
comprehension questions.
• Accept all sensible answers.
• Read the listening text aloud with pauses.
• Repeat the reading to help students complete
and check their answers.

27
English I Grade 5 I Teacher Guide

• Tell them to check their answers with their Answers:

partner.
• Review answers. 1. In the rural area of Wolayta.
2. He went to the river with his friends to
Tona’s Childhood swim.

My name is Tona. I was born in the rural area 3. His father

of Wolayta. When I was a child, my mother 4. his father
took great care of me. She never allowed me 5. She took care of him and protected him.
to play outdoors rather she encouraged me to
play indoors with my siblings.
Post-listening Activity(10 min)
One day, I went out with some of my friends
• Tell students to discuss the questions under
to swim in a river near our village. I did
in their group.
not inform my parents. And, I still had not
returned home by the time it grew dark. By • Ask few groups to report their answers.
then my parents were very nervous. They
searched for me everywhere, but they could Week 22 Day 3
not find me.
At last, when my father saw me coming Daily Contents
home late at night, he yelled at me and • Speaking
asked me, “Tona, where have you been?” I
• Grammar
could not say a word. I was shivering and
frightened. He came and got hold of my arm
firmly. When he tried to beat me, my mother 5. Speaking (20 min)
came out to save me. When I realized that • Using wh- questions explain the example for
my mom was on my side, I calmed myself your students.
down and I felt a little bit better. Shortly • Remind them of the use of wh- questions to
afterwards, my parents sat me down to talk ask personal questions.
to me seriously. They told me never to go
• Tell them to read the dialogue in a group of
out anywhere without their permission, ever
five.
again.
• They should then ask each other about their
I accepted that. They were right. They
childhood activities using wh- questions.
reminded me of the danger I had been in.
• Ask a few groups to report their questions
Then, I was sorry and apologised to them.
and answers orally.

28
 English I Grade 5 I Teacher Guide

6. Grammar (20 min) Answers:

The Past Simple Tense 1. The doctor treated all the patients for TB
A. Ask students in pairs to respond to the given last week.
questions orally. 2. The students cleaned the compound
• Tell them to use the simple past tense to yesterday morning.
answer the questions. 3. When we were kids we enjoyed playing in
• Ask some pairs to demonstrate the questions our compound.
and answers. 4. Last week my parents advised me to study
• Remember that the students can answer in hard.
different ways. 5. In grade 1 my teacher showed me how to
• Explain the use of simple past tense, referring behave in class.
to the Grammar Spot.
C. Encourage the students to use the simple past
B. After they completed activity A, Tell them to forms of the given verbs to fill in the blanks.
do activity B.
• Tell them to identify the appropriate verb
• First, explain the given example by and then insert the simple past form.
comparing simple present tense and simple
• Do the first sentence with them and give
past tense.
them the others to do at home.
• Inform them of the uses of adverbs of
• Check their answers and give feedback.
frequency with simple present tense and
adverbs of time with simple past tense.
Answers:
• Tell them to use adverbs of time such as
1. stayed 4. needed, asked
yesterday, last time, week, year…, the
2. played 5. started
previous month or week or year, ago and so
on while they are changing simple present 3. liked, jumped
tense into past tense.
• Ask the students to answer the questions.
• Check their answers.

29
English I Grade 5 I Teacher Guide

Week 22 Day 4 Week 22 Day 5

Daily Contents Daily Contents
• Reading Fluency • Writing Conventions
• Vocabulary • Composition Writing

• Revise the use and form of simple past tense

9. Writing (40 min)
and adverbs of time.
• Check the given homework and give Writing Conventions (10 min)
feedback. • Tell students to change the given verbs into
their simple past forms.
7. Reading Fluency (25 minutes)
• Ask them to compare their answers with
• Tell students to read the second paragraph of
their partners.
the passage: The Importance of childhood in
turns. Answers:
• Observe students while they are reading and Present Simple past
take notes to give feedback later.
1. talk talked
8. Vocabulary (15 min) 2. live lived
• Tell students to work out the meanings of the 3. wait waited*
words in column ‘A’ from their context in 4. finish finished
the reading text.
5. kill killed
• Tell them individually to match the words
6. repeat repeated*
with their synonyms in column ‘B’.
7. decide decided*
• Tell them to compare their answers in groups.
8. push pushed
• Give corrections and feedback.
9. need needed*
Answers:
10. thank thanked
1. E 3. A 5. C 7. H
• Help them to pronounce the verbs correctly,
2. F 4. B 6. D 8. G
reminding them that only for numbers 3, 6
and 9 do they pronounce the -ed as a second
syllable. All others are pronounced as a
single syllable

30
 English I Grade 5 I Teacher Guide

Writing Composition (30 min)

• Encourage students to recall their childhood
activities.
A Famous Ethiopian
• Ask them to write their childhood activities
in note form. Athlete
• Then, tell them to organize the notes into a
paragraph.
Week Objectives
• Tell them to use simple past tense and
adverbs of time in their paragraph. At the end of the week, the students will
• Ask them to check for spelling and be able to:
punctuation errors. • identify segments and affixes;
• Ask a few students to read their paragraph to • read and understand the reading passage;
the whole class. • identify and use the contextual meaning of
• Give general feedback and corrections based new words;
on the paragraphs presented. • listen and identify specific information of
the text;
• use simple past irregular verbs;
• read the given paragraph fluently; and
• write a short comparative paragraph.

31
English I Grade 5 I Teacher Guide

While-reading Activity (15 min)

Week 23 Day 1 • Tell students to read the given text silently
and independently.
Daily Contents
• Tell them to fill in the gaps in the sentences
• Word Study as they read the text.
• Reading Comprehension • Help them to answer the questions and give
feedback.
1. Word Study (10 min)
Answers:
• Ask students to blend the separated words
by their affixes from the reading text. 1. 1932 4. wheelchair

• Encourage them to read the words aloud 2. Rome 5. Mexico City

accurately. 3. two Olympics 6. Abebe Bikila
• Listen to them while they are reading and
give feedback. Post-reading Activity (10 min)
• Organize the students in group of five.
Answers:
• Guide them to discuss the given questions in
Segmented Blended their group.
1. Ethiopia-n Ethiopian • Ask some groups to present their discussion
2. un-usual-ly unusually to the whole class.

3. operat(e)-ion operation
Week 23 Day 2
4. run-n-er-s runners
5. follow-ing following Daily Contents
6. compet(e)-it-ion competition
• Vocabulary

2. Reading (30 min) • Listening

Pre-Reading Activity (5 min) 3. Vocabulary (15 min)

• Tell students to discuss the questions in pairs. • Tell students to find the given words in the
• Encourage them to predict the contents of reading text.
the passage. • Tell them to work out their meaning
contextually.
• Tell students to match the words from the
reading passage in column ‘A’ with with
their synonyms in column ‘B’.

32
 English I Grade 5 I Teacher Guide

Answers:A
Tirunesh Dibaba
1. D 3. G 5. E 7. F
2. A 4. B 6. C Tirunesh Dibaba is a long-distance runner.
She is known as the flying princess. She
was born in Arsi, but she lives and does her
Answers: B
training in Addis Ababa. She often runs and
1. famous 4. career does training with her sister, Ejigayehu. Her
2. medals 5. history sister is also a long-distance runner.
3. success 6. victory Tirunesh becomes a famous Ethiopian
athlete by doing something that no other
4. Listening (25 min) Ethiopian runners had ever done. At the age
of 17, she won the 5,000 meter race in Paris,
Pre-Listening Activity(5 min) France at the 9th World Championships. She
• Tell students in groups of three to discuss the became the youngest world champion at that
given questions. time.
• Tell them to write down three things they At the 10th World Championships in Helsinki,
know about tenese and three they would like she again did what no other Ethiopian athlete
to know about her. had done before. She won both the 5,000 and
the 10,00 meter races.
While-reading Activity
No wonder that this famous Ethiopian athlete
• Tell the students the purpose of the listening
is described as The Flying Princess.
text before you start reading.
• Read the text twice to help the students
Answers:
answer the given questions Tell them to
compare their answers. 1. Tirunesh’s is a long-distance runner.

• Discuss the answer together. 2. With her sister, Ejigayehu Dibaba.

3. The distances that Tirunesh won were
5000 and 10, 0000 meters.
4. At the age of 17, she won the 5000 metres
race in Paris. She was the youngest world
champion at that time.
5. Because she won two gold medals at both
5,000 and 10,000 metres.

33
English I Grade 5 I Teacher Guide

Post-listening Activity(10 min) 6. Grammar (20 min)

• Tell the students to discuss the given
questions in groups of five. Simple Past Tense using Irregular
Forms
• Tell a few groups to report their answers at
the end. A. Go through the Grammar Spot with students.
• See how many forms the students already
Week 23 Day 3 know.
• They will need to know additional irregular
Daily Contents verbs before they tackle the exercises: tell-
told; do-did; sleep-slept; come-came; have-
• Speaking
had.
• Grammar
• Tell them to read the given dialogue in pairs
or groups.
5. Speaking (20 min)
• Remind them that they should use ‘did’ in
‘So do I’ and ‘Nor do I’ the question and negative forms.

‘So do I’ is used to show agreement with • Have a few students read the dialogue aloud.
someone’s positive idea whereas ‘Nor do I’
Answers: A
shows the agreement with someone’s negative
idea. 1. I didn’t hear. I was.

• Tell students to read the given examples 2. My uncle told me about her..

• Ask them to tell the difference between the 3. I went. Didn’t you want? Yes, I did. Did
use of ‘So do I’ and ‘Nor do I’. you visit Harar?

• Explain the uses of these expressions to the 4. I had. I didn’t see.

students. 5. Did she forget?
• Tell the students to work in pairs or groups 6. I didn’t know
to do the activity that follows the given
B. Tell students to do activity B for homework.
example
Answers: B
• Take answers from some groups.
1. was 5. took
Answers: 2. didn’t 6. went
1. So do I. 4. Nor do I. 3. slept 7. spent
2. Nor do I. 5. Nor do I. 4. came
3. So do I. 6. So do I.

34
 English I Grade 5 I Teacher Guide

Week 23 Day 4 Week 23 Day 5

Daily Contents Daily Contents
• Reading Fluency • Writing Conventions
• Vocabulary • Composition Writing

7. Reading Fluency (25 minutes) 9. Writing (40 min)

• Model to students reading the first paragraph
Writing Conventions (10 min)
of the passage: ‘Abebe Bikila’ with good
speed, accuracy and expression. Tell • Revise how to change present verb forms
students to follow your way of reading and into regular past forms.
practise reading the paragraph with good • Tell students to write five sentences about
speed, accuracy and expression tings they did in the past at the given times.
• Ask a few students to read their sentences.
8. Vocabulary (15 min).
• Give feedback.
• Help students to work out meanings of some
words from the reading passage. Writing Composition (30 min)
• Tell them to select a suitable word to fill each • Tell students to read the information in the
gap in the paragraph. table and fill in the gaps in the sentences
Answers: below the table.

1. D 4. E • Check their Answers.

2. C 5. B Answers:
3. A 1. author, IlluAbabor
Tell students to match the new words under 2. Aklilu Lema, Harar
Column ‘A’ with their definitions in Column
3. singer, Gonder
‘B’.
4. G/egziabher G/M., Hawozen
Answers: 5. Meselech Melkamu, devremarkos
1. career 4. performance • Tell students to think about any two famous
2. coach 5. win Ethiopians of any occupation.
3. rigorous • Then, tell them to organize their ideas and
write a paragraph comparing the two.
• Tell a few students to read their paragraph in
the class.

35
English I Grade 5 I Teacher Guide

• Listen to them while they are reading and

give feedback.
Segmented Suffixes Blended
1. relax-ation -ation relaxation
Summer Vacation
2. examin(e)-ation -ation examination
3. accidential -al accidental
4. success-ful -ful successful
Week Objectives
At the end of the week, the students will 2. Reading (30 min)
be able to:
Pre-Reading Activity (5 min)
• identify suffixes and blend segmented
• Tell students to discuss the given questions
word to say the whole word;
in pairs.
• read and understand a reading passage;
• Encourage them to reflect their experiences
• identify the contextual meaning of new
in their discussion.
words and use them in different contexts;
• listen and identify specific information of While-reading Activity (15 min)
the text; • Tell students to read the given passage
• use simple past irregular and question silently and independently.
form; • Tell them to answer the questions as they
• read the given paragraph fluently; and read.

• write a short narrative paragraph about • Help them to answer the questions.
summer vacation • Finally, give them feedback.

Answers:

1. Visit new places and relatives.

Week 24 Day 1 2. The students set relaxation time and
recover from all pressure.
Daily Contents 3. They spend in different geographical areas
• Word Study and cultures.
• Reading Comprehension 4. Two months.
5. Some students attend summer classes to
1. Word Study (10 min) study and get better knowledge.
• Ask students to blend the given words. 6. Vacation
• Encourage them to read the words aloud
accurately.

36
 English I Grade 5 I Teacher Guide

Post-reading Activity (10 min) 4. Listening (25 min)

• Organize the students in group of five.
Pre-Listening Activity(5 min)
• Guide them to discuss the given questions in
• Tell students to discuss the given questions
their groups.
in groups of three.
• Select a few groups to present their discussion
to the whole class. While-listening Activity(10 min)
• Accept all sensible contributions. • Tell the students the purpose of the listening
text before you start reading.
Week 24 Day 2 • Read the passage twice to help the students to
understand and answer the given questions.
Daily Contents • Tell them to compare their answers.
• Vocabulary
Mihiret’s Vacation Plan
• Listening
Mihret is a thirteen-year-old girl. She learns
how to plan her activities from her parents. She
3. Vocabulary (15 min) does everything according to plan. She knows
• Tell students to find the given words in the that doing things according to schedule helps a
reading passage. person to be successful. She always plans her
• Tell them to work out their meaning summer vacation before summer comes.
contextually. When Mihret started planning this year’s
• Tell them to use the list of words in the box summer vacation, she made a list of activities.
to fill the gaps in the dialogue. The list included playing with her friends,
watching films, attending summer classes and
Answers:
travelling to visit relatives and distant places.
1. C 3. E 5. F
Based on the lists, she prepared the first draft.
2. D 4. B 6. A Then, she shared her plan with her parents to
• Tell students to match the words in column see their reactions.
‘A’ with their synonyms in column ‘B’. Mihret’s parents appreciated their daughter’s
plan. They told her that they had already
Answers:
decided to send her to visit her aunt in the
1. travelled 5. vacation countryside at the end of the vacation, but only
2. spend 6. idea. for a week. They also told her they wanted her
3. opportunity 7. attend to prepare herself seriously for summer classes.
Mihiret gladly accepted her parents’ suggestion
4. town
to attend summer classes and make a visit to
her aunt.

37
English I Grade 5 I Teacher Guide

• Encourage the students to do the given

Answers:
activity
1. thirteen 4. summer classes
2. parents 5. aunt Answers:

3. summer classes 1. Did Hareg spend her summer vacation in

Bishoftu?
Post-listening Activity(10 min) 2. Did Ethiopian athletes win long distance
• Tell students in their groups of five to discuss race?
the given questions. 3. Did Hadis Alemayehu write Fikir eske
• Tell a few different groups to report their Mekabir in 1965?
answers. 4. Did grade five students visit the sport field
• Again, it is important to encourage them by yesterday?
accepting their contributions and correcting 5. Did Mamo Wolde run with Abebe Bikila
only major inaccuracies. in Rome?

Week 24 Day 3 • After the students complete the activity, tell

them to look at the given examples on the
text book.
Daily Contents
• Speaking Grammar Spot
• Grammar • Simple past tense is used to describe action
that happened in the past. In simple past
5. Speaking (20 min) tense, the simple past form of the verb is
used.
• Tell students to read the dialogue.
• In simple past tense, an auxiliary verb ‘did’
• Tell them to act out the dialogue in pairs
is used to change statements into question
• Tell them to talk about their last vacation and negative form.
based on the given model dialogue.
• Tell them to use simple past tense. Example:
Simple Past
6. Grammar (20 min) Question Negative
Tense
I wrote a Did I write a I didn’t write
Simple Past: Question Form letter. letter? a letter.
• Tell the students to look at the given examples Did she sit She didn’t sit
She sat down.
carefully. down? down.
• Then, explain the given example by focusing They tried Did they try They didn’t’
on the function of ‘Did’ to form question hard. hard? try hard.
He threw a Did he throw He didn’t
about the past.
ball. a ball? throw a ball.

38
 English I Grade 5 I Teacher Guide

We played Did we play We didn’t Answers:

football. football? play football.
1. C 4. E
In the above examples, the underlined verbs are 2. A 5. F
in simple past form.
3. B 6. D
Notice the use of auxiliary verb ‘did’ in
question and negative form constructions.
Week 24 Day 5
Week 24 Day 4
Daily Contents
Daily Contents • Writing Conventions

• Reading Fluency • Writing Composition

• Vocabulary
9. Writing (40 min)
7. Reading Fluency (25 minutes) Writing Conventions (10 min)
• Read the first paragraph of the reading • Tell the students to arrange the given
passage ‘Summer Vacation’ with a good disordered sentences to make coherent
speed, accuracy and expression. paragraph.
• Tell students to be in groups of five, let them • Tell students to compare their work with
take turns to read aloud the second paragraph partners.
of the passage.
Answers:
• Observe and take notes while the students
3, 5, 1, 2, 4.
are reading.
• Give feedback on an individual or general
Writing Composition (30 min)
basis.
• Tell students to think about their past
8. Vocabulary (15 min) summer.

• Tell the students to find the new words in the • Help them to start their paragraph using
reading passage. simple past verbs.

• Help them to match the words under column • Give them homework to finish their
‘A’ with their antonyms under column ‘B’. paragraph.

• Tell them to compare their answers with • Tell them to read their paragraph to their
their friends. partner.

• Give feedback. • Ask few students to share their work with

the class.

39
UNIT 9 Animals

Unit Objectives
At the end of the unit, the students will be able to:
• identify segments and prefixes;
• read and understand a reading passage;
• link words from the passage using a word spider;
• use the expression ‘What am I?’ in an animal quiz;
• listen to a text and identify the main points;
• use comparative and superlative degree of adjectives;
• read the given paragraph fluently; and
• write a short descriptive paragraph.

Domestic Animals

Week 25 Day 1 Answers:

Segmented Blended

Daily Contents 1 un-import-ant unimportant

• Word Study 2 un-friend-ly unfriendly

• Reading Comprehension 3 destruct-ive destructive

4 trans-port-ation transportation
1. Word Study (10 min)
• Write the example on the blackboard.
2. Reading (30 min)
• Read both the segmented and blended word Pre-Reading Activity(5 min)
to the students. • Give students directions on how to discuss
• Tell students to read the words aloud. the Pre-Reading Activity questions in pairs.
• Give feedback to the students. • Tell students to reflect on the questions orally
in the class.

40
 English I Grade 5 I Teacher Guide

While-reading Activity (15 min)

• Tell students to answer the While-reading
Week 25 Day 2
Activity questions individually.
Daily Contents
• They can then compare their answers in their
pairs. • Vocabulary

Answers: • Listening

1. The names of the domestic animals are

3. Vocabulary (15 min)
cows, oxen, sheep, goats, camels, hens,
cocks, dogs, cats, donkeys and horses. • The diagram is called “Word Spider”. It
helps students to learn vocabulary and retain
2. People get foods such as meat, eggs, milk
information through word relationships.
and milk products such as butter, cheese
and lactose from hens, cows, sheep, goats • Tell them to form groups.
and camels. • Tell them to complete the diagram with
3. Cats are very important to people because words related to domestic animals.
they kill and eat rats and defeat snakes. • Tell them to share their work in the whole
4. The products that are made of pure hide class.
are called leather goods. • Give them feedback.
5. The names of the products that are made Answers:
from hide are clothes, shoes, belts, wallets, There are 8 spider legs and 9 possible answers.
bags, furniture (and any other products the
horses
students may name correctly). donkeys cows

Post - Reading Activity (10 min) camels

• Tell students to form groups of five.

Domestic
• Tell them to discuss the Post-reading Activity sheep
animals
questions in their groups.
• Tell students to reflect on the questions dogs
goats
• Ask a few groups to report their ideas to the
oxen
class.
hens
• Give feedback.

41
English I Grade 5 I Teacher Guide

4. Listening (25 min) Yogurt and butter provide multiple benefits for
our body. They help protect us from diseases
Pre-Listening Activity(5 min) such as heart diseases, high blood pressure and
• Introduce the listening text: The Importance vitamin deficiency. They also contain calcium
of Dairy Products. that strengthens our bones and teeth. Butter, for
• Tell them to discuss the Pre-Listening example, can aid digestion and combat acidity
Activity questions in pairs. in our body.

• Encourage the students to work out the Cheese and ice cream are also valuable foods.
contents of the listening text. Cheese contains casein, fat, some vitamins and
both soluble and insoluble salt, all of which are
While-listening Activity(10 min) important to our body. It is a source of proteins.
• Tell the students the purpose of the listening that repair our body muscles and tissues.
text (to understand the text and respond to Dairy products, such as cheese and ice cream
the questions under activity B are not only delicious, they have nutritional
• Read the text aloud slowly to help students value, especially for growing children.
answer the given questions.
Answers:
• Read the text again, with pauses to help the
1. True 4. True
students check their answers.
2. True 5. False
• Tell them to compare their answers with
their partners. 3. False 6. True

• Give feedback
Post-listening Activity(10 min)
The Importance of Dairy • Arrange the students in groups of five to
Products discuss the given questions.
Dairy products are very important sources of • When they discuss, tell them they may
food. People get these products from mammals. use local language for the names of milk
such as cows, camels, sheep and goats. products which are not commonly used in
Dairy products include milk and milk products English.
such as yogurt, cheese, butter, and ice cream. • Ask some groups to report the results of their
They are sources of fats and proteins and discussion to the whole class.
provide our body with essential nutrients such
as vitamins and minerals: calcium, magnesium
and zinc. .

42
 English I Grade 5 I Teacher Guide

Game 3
Week 25 Day 3 A. I am an animal.
I cannot greet people easily.
Daily Contents
But I live with them.
• Speaking
I have very sharp claws and scratch when
• Grammar fighting.
I kill and eat rats, snakes and lizards.
5. Speaking (20 min)
I cannot allow them to live in the house.
• Explain to the students they are going to play
I chase them away from my home.
an animal guessing game entitled “What am
I?” Who am I?

• Explain to the students how the game is B. You’re a cat

played.
6. Grammar (20 min)
• Tell them to try game 1, and the text book.
let one students reading the clues and the Comparative and Superlative Degree
other guessing the animal. A. Revise the use and form of comparative
• Encourage them to play the game according adjectives.
to the given example. • Tell students to use the information in the
• You can use the following games as extra table to complete the sentences.
examples. • Do the example together with them.
Game 2 • Tell them to make their own sentence for
A. I am an animal. number 5.
I live at home.
Answers:
I eat meat and bones.
1. bigger 4. smaller
I respect my master.
2. taller 5. (students’ own ideas)
I greet by wagging my tail.
3. faster
I bark at night to protect myself and my
home. B. Students are to do the second exercise in
pairs.
I bite when angry and in fighting.
Who am I?
B. You are a dog.

43
English I Grade 5 I Teacher Guide

students textbook to help them organize the

Answers:
information.
1. taller 4. fatter
• Tell them to put the words in their correct
2. faster 5. smaller category.
3. bigger • Finally, give them feedback by drawing the
• Tell students to compare the animals given word spider on the board and ask students
in the table. where to place the words.

• Tell them to construct superlative sentences. Answers

• This can be given as homework Complete the following diagram by choosing

appropriate words from the given lists.
• Accept students sentences as long as they
liver beef
are sensible.
mutton chicken

Week 25 Day 4 lamb Meat

products.
kebab
shoe
cap/hat wallet
Daily Contents
Products butter
• Reading Fluency Hide
belt we get from
products
domestic.
• Vocabulary
furniture jacket

7. Reading Fluency (25 minutes) lactose

Milk
products.
ice-cream

• Model reading the third paragraph of the

cheese milk
reading passage by yourself with good yoghurt
speed, accuracy and expression.
• Tell students to read the third paragraph in
groups of five chorally.
• Move around the classroom and take notes
while students are reading.
• Give feedback by correcting pronunciation
mistakes, speed and expression.

8. Vocabulary (15 min)

• Organize the students in groups to discuss the
products people get from domestic animals.
• Then, tell students to individually draw
a word spider like the one given in the

44
 English
EnglishI Grade
I Grade
5 I5 Unit 9 I Week
I Teacher 25
Guide

• Select some students to present their work to

Week 25 Day 5 the whole class.
• Give feedback.
Daily Contents
• Writing Conventions
• Composition Writing

9. Writing (40 min)

Animals in the Forest
Writing Conventions (10 min)
• Revise the use of capitalization, comma (,),
question mark (?) and full stop (.). Week Objectives
• Explain that the passage is to be correctly
capitalized and punctuated. At the end of the week, the students will
be able to:
• Tell students to read the passage and rewrite
it by employing capitalization, commas (,), • identify segments and suffixes;
full stops (.) and question marks. • read and understand a reading text;
• Finally, check their answers and give them • work out the meanings of vocabularies
feedback. from the reading text;

Answers: • listen to a text and identify the main and

specific points;
My friend, do you have a dog? I have a dog.
Its name is Jack. Jack is very beautiful. Its • talk about wild animals using ‘do’ and
body is covered with soft white fur. Its eyes ‘does’;
are large and dark. My dog is very active, • use simple present tense to describe an
funny and playful. Do you know what Jack
action that is regular, true or normal;
eats? Jack eats rice, biscuits, meat and other
types of food. Jack guards our house at night. • read the given reading text fluently;
I love my dog very much. Very often, I play • write a short paragraph.
with Jack and take it for walk.

Writing Composition (30 min)

• Then, tell students to study the picture and
jot down some points about.
• Tell them to organize their information to
write a paragraph.
• Encourage them to bring in ideas on domestic
animals they have learned in this topic.

45
English I Grade 5 I Teacher Guide

• Ask them to contribute their main points to

Week 26 Day 1 the class.

Daily Contents While-reading Activity (15 min)

• Tell them to read the text silently and
• Word Study
individually.
• Reading Comprehension
• Tell them the purpose of the reading text is
to fill in the table with information from the
1. Word Study (10 min) passage.
• Tell the students to look at the given examples • Ask them to compare their answers
carefully.
Answers:
• Tell them to copy the exercise and do it in
Names of
their exercise book individually according to Their Foods
the Animals
the given examples.
Herbivores walia grasses and fruits
• Tell them to read the words aloud and give
elephant
them feedback.
buffalo
Blend the following segmented words and
read them loud. antelope
zebra
Answer: Carnivores lion only meat
Segmented Blended tiger
1. big(g)-est biggest fox
2. climb-ing climbing Omnivores monkey fruits and meat
3. animal-s animals ostrich
4. domestic-ate-d domesticated bear
5. ordinar(i)-ly ordinarily pig

2. Reading (30 min) Post-reading Activity (10 min)

• Organize the students in group of five.
Pre-Reading Activity (5 min)
• Then, encourage them to discuss the given
• Give students directions on how to discuss
questions under Exercise 3.
the Pre-Reading Activity questions in pairs.
• Ask a few groups to report the main points
• Tell them they are to reflect on the questions
of their discussion.
orally with their partners.
• Encourage them to use their prior knowledge
to answer the given questions.

46
 English I Grade 5 I Teacher Guide

• Then, read the text with appropriate speed

Week 26 Day 2 and pauses.
• Repeat reading for them to check and
Daily Contents complete their answers.
• Vocabulary • Tell students to compare their answers with
• Listening their partners.
• Check their answers.
3. Vocabulary (15 min)
• The given words are written in bold in the
African Elephants
reading passage. African elephants are the biggest animals
• Tell students to work out their meanings which live in the forest. They have a huge,
contextually. heavy body. They have long useful trunks.
They have big ears and strong, thick legs.
• Then, tell students to match the words from
the reading passage under Column ‘A’ with An elephant’s trunk is attached above its
their antonyms under Column ‘B’. mouth. It is a sort of long nose that is used
not only for breathing but also for feeding,
• Tell them to compare their answers with
bathing, expressing emotions and fighting.
their partners.
Elephants eat leaves and the fruits of plants
Answers: using their long trunks. Their trunk is flexible
1. B 3. A 5. F 7. H and strong. They have two long sharp horns
called tusks on each side of their trunk.
2. D 4. C 6. E 8. G
African elephants are a little bigger in
4. Listening (25 min) size and darker in colour than the Asian
elephants. They have larger ears than the
Pre-Listening Activity(5 min) Asian elephants. People say that the African
• Tell the students to discuss the given elephant’ s ear are shaped like the map of
questions in pairs. Africa and the Asian elephants ears are
• Encourage them to participate in the shaped like the map of India.
discussion and predict the contents of the Elephants like to live in a herd and are very
listening text. fond of water. They love to bathe and can also
swim well. They are known as intelligent
While-listening Activity(10 min) animals with a long memory. People love to
• Tell the students to be ready before you start watch elephants.
reading the text. Unfortunately some people hunt and kill
• Tell them the purpose of listening text is to these fine animals, as their tusks are very
answer questions under Exercise 2. valuable. They can be carved to make
decorative objects and jewellery. For this
reason, elephants often live in protected
areas.

47
English I Grade 5 I Teacher Guide

• Tell them to work with their partners to

Answers:
change the words in brackets into correct
1. the forest
form of simple present tense.
2. mouth
• Check their answers and give feedback.
3. bigger, darker
Answers:
4. intelligent
1. is 4. catches
5. valuable
2. is 5. has
6. decorative objects, jewellery
3. guards 6. love
Post-listening Activity(10 min)
• You can give questions under activity B as
• Tell students to discuss the given questions homework.
in groups of five.
Answers:
• Tell some groups to report to the class.
1. is 5. resembles 9. is
• Encourage them to express their personal
2. has 6. eats 10. are
views.
3. does not 7. does not 11. roars

Week 26 Day 3 4. is 8. is

Daily Contents Week 26 Day 4

• Speaking
Daily Contents
• Grammar
• Reading Fluency
• Vocabulary
5. Speaking (20 min)
• Tell students to talk in pairs about any wild
animals that they know .
7. Reading Fluency (25 minutes)
• Give students the fourth paragraph of the
• Tell them to use the given questions in their
text to read in group of five.
discussion.
• While they are reading, check their speed,
• Ask some to perform their discussion for the
accuracy and expression.
class.
• Encourage them to give each other feedback.
• Give feedback.

6. Grammar (20 min) 8. Vocabulary (15 min)

• Help students to predict the sounds of
• Revise the use and form of simple present
different wild animals.
tense, using the Grammar Spot.
• Explain the given examples for your students.

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 English I Grade 5 I Teacher Guide

• Tell them to match the wild animals under

Answers:
column ‘A’ with their sounds under column
‘B’. Wild animals, such as elephants, lions,
• Ask them to compare their answers in leopards, giraffes and foxes are very
groups. important for tourism. Wild animals often
live in wildlife parks, where they are
• Give corrections and feedback.
protected from hunters. Sadly, these rare
Answers: animals are killed for their body parts, such
1. E 3. G 5. C 7. D as tusks, horns and leather, as these can be
sold for a high price.
2. F 4. H 6. A 8. B

Week 26 Day 5 Writing Composition (30 min)

• Encourage your students to list some wild
animals they know.
Daily Contents
• Ask them to write about one of the wild
• Writing Conventions
animals they know most about.
• Composition Writing
• Tell them to note some important facts such
as the name of animals, type of food they
9. Writing (40 min) eat, their unique behaviours, size and their
interest to human beings.
Writing Conventions (10 min)
• They should then organize their notes into an
• Tell students to rewrite the paragraph using
interesting paragraph.
capital letters, commas and full stops.
• Tell them to use simple present tense.
• Ask them to compare their answers with
their partners. • Choose a few students to read their
paragraphs to the whole class.
• Give feedback and corrections based on
their work.

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English I Grade 5 I Teacher Guide

• Encourage them to read the words aloud

accurately.
• Listen to their reading and give correction
National Parks in Read aloud and blend the following
Ethiopia segmented words.

Answer
Week Objectives Segmented Blended
1. high-land highland
At the end of the week, the students will
be able to: 2. in-fra-struc-ture infrastructure

• identify and blend segments; 3. cul-ti-vat-ed cultivated

• read and understand a reading passage; 4. grass-land grassland
• work out the meanings of new words; 5. moun-tain mountain
• listen and understand the listening text;
2. Reading (30 min)
• use could/couldn’t to express what they do
and do not do; Pre-Reading Activity (5 min)
• read the given paragraph fluently; and • Tell the students to discuss the given
• write short paragraph about wildlife in questions in groups of five.
their area. • Encourage them to use their previous
knowledge to answer the questions.

While-reading Activity (15 min)

Week 27 Day 1
Tell students to read the text silently and indi-
vidually.
Daily Contents
• Tell them the purpose of the reading passage
• Word Study
is to find the answers to the given questions.
• Reading Comprehension
• Ask them to compare their answers in their
group.
1. Word Study (10 min)
• Tell the students to blend the segmented
words.
• Inform them that the words are segmented
based on their syllables.

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 English I Grade 5 I Teacher Guide

Answers: Answers:

1. The name of highest mountain in Ethiopia 1. C 4. D

is Ras Dashen which is 4,620m high. 2. E 5. B
2. The wild animal found in Semien 3. A 6. F
Mountains National Park are Baboons,
Ibexes, Ethiopian wolves, birds…etc. 4. Listening (25 min)
3. There are 50 different species of birds in
Pre-Listening Activity(5 min)
the Semien Mountains National park.
• Tell the students to discuss the questions in
4. Tourists get access to the park by the
pairs.
permission of the park rangers.
• Encourage all students to participate in the
5. Simien Mountains National Park was
discussion and to predict the contents of the
primarily created to protect endemic
listening text.
animals such as Walia Ibex.
While-listening Activity(10 min)
Post-reading Activity (10 min) • Tell the students the purpose of the listening
• Tell students in their groups to discuss the text is to understand the text and answers the
questions. while - listening questions.
• Encourage groups to bring points into a • Tell them to get ready before you start
wider whole class discussion. reading the text.
• Read the text aloud and at a good speed to
Week 27 Day 2 help students answer the given questions.
• Re-read the text with pauses to help the
Daily Contents students check their answers.
• Vocabulary • Tell them to compare their answers with
• Listening their partner.
• Give the correct answers.
3. Vocabulary (15 min)
A Day at Bale National Park
• Inform students that the words in column ‘A’
are written in bold in the reading passage. One day, we planned to visit Bale National Park
to learn more about animals and their habitats.
• Tell them to work out their meanings from
The news was received with great excitement
the context.
by all the students.
• They can then match the words with their
On Friday morning, the school bus drove us to
synonyms.
the park. The journey took three hours. We did
• Tell them to compare their answers with
not get tired because we were very excited.
their partner.

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English I Grade 5 I Teacher Guide

At the entrance, a tall man in a green uniform

welcomed us. He introduced himself as the park Week 27 Day 3
guide. He then read us the instructions we had
to follow while we were visiting the park, but Daily Contents
we were told not to shout or to throw anything
• Speaking
at the animals.
• Grammar
The first animals we saw were vervet monkeys.
They jumped from one branch to another in a
skillful way. A few meters away was a large
5. Speaking (20 min)
herd of buffalo drinking water from a stream. • Tell students in pairs to read the given
dialogue.
We branched off the main track onto a dusty
road. We found several nyala, endemic baboons • Then, encourage them to role play the parts
and antelopes grazing. The trees and grass here of Abdi and Solomon.
were short. By mid-day, we were hungry and • Tell them to create their own dialogue using
thirsty, so we drove to a camp site where we ate the verb forms ‘may’ ‘might’ and ‘could’
lunch and rested. to describe what they ‘should do’ and
We were lucky to see a small family of wolves ‘shouldn’t do’ in a park.
near the road as we left the park. • Ask some pairs to perform their dialogue.

Answers: • Give feedback.

1. excitement 4. shout/throw 6. Grammar (20 min)

2. three 5. monkeys
Simple Past Tense
3. uniform 6. buffalo
• Revise how to form and use simple past
tense.
Post-listening Activity(10 min)
• Explain the activity to students and tell them
• Tell the students to be in groups of five and
to do it individually.
let them discuss the given questions under
activity C. • Guide them and give feedback.

• Tell a few groups to report their answers at Answers:

the end.
1. got 6. was
2. washed 7. saw
3. brushed 8. watched
4. went 9. made
5. walked 10. destroyed

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 English I Grade 5 I Teacher Guide

Week 27 Day 4 Week 27 Day 5

Daily Contents Daily Contents
• Reading Fluency • Writing Conventions
• Vocabulary • Writing Composition

7. Reading Fluency (25 minutes) 9. Writing (40 min)

• Tell students to read the second paragraph
Writing Conventions (10 min)
of the text in turn in their groups of three.
• Discuss how to use prefixes and give students
• They should give each other constructive
some examples.
feedback.
• Tell them to do the exercise individually.
8. Vocabulary (15 min) • Tell them to compare their answers with
• Tell students to use a dictionary to define the their partner.
given words under activity, column ‘A’. • Give feedback.
• Students are then to match each word with
its definition given under column ‘B’. Answers:

• Check their answers. 1. irregular 5. illegal

2. misunderstand 6. preschool
Answers:
3. inactive 7. antibody
1. D 4. A
4. disagree 8. imbalance
2. C 5. E
3. B Writing Composition (30 min)
• Encourage the students to discuss the
importance of wild animals in their area.
• Tell them to make notes about the animals.
• Help them to organize their notes and write
a paragraph.
• Give some students a chance to read their
paragraph in the classroom.

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UNIT 10 Art and Literature

Unit Objectives
At the end of the unit the students will be able to:
• identify and blend segments;
• read and understand a reading text;
• work out the meanings of new words from the reading text;
• compare animals using comparative and superlative adjectives;
• listen to a text and identify the main and specific points;
• describe and use simple past tense;
• read the given reading text fluently; and
• write a short story about a well known animal story.

Animal Fables

Week 28 Day 1 Answers:

Segmented Blended Number of
syllables
Daily Contents
1. shiv-er-ing shivering three
• Word Study
2. starv-ing starving two
• Reading Comprehension
3. love-ly lovely two

1. Word Study (10 min) 4. gath-er-ing gathering three

• Tell the students to look at the examples 5. laugh-ed laughed one

carefully.
2. Reading (30 min)
• Tell them to copy the exercise.
• Help them to pronounce the words correctly. Pre-Reading Activity (5 min)
• Give feedback. • Tell students to discuss the pre-reading
questions. in pairs .

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 English I Grade 5 I Teacher Guide

• Tell them to report back on the questions

orally in the class. Week 28 Day 2
While-reading Activity (15 min) Daily Contents
• Guide students to read the reading passage
• Vocabulary
silently and independently.
• Listening
• Tell the students to answer the comprehension
questions.
3. Vocabulary (15 min)
• Tell them to compare their answers in their
• Tell students to find the words in the reading
groups.
text.
• Give them feedback.
• Tell them to match them with their definitions.
Answers: • Ask individual students to give their answers.
1. The grasshopper called the ant to sing and • Give feedback.
dance. Answers:
2. The ant raised heavy kernels of corn onto 1. C 3. F 5. A 7. B
its shoulder.
2. D 4. G 6. E
3. The grasshopper jumped about all over
the field singing happily. 4. Listening (25 min)
4. The ant responded: “I have no time to
sing. I am gathering food for the coming
Pre-Listening Activity(5 min)
winter.” • Tell students to discuss the questions in pairs
before they listen to the text.
5. The grasshopper would have food; it
would not be freezing, shivering and • Walk around the class and monitor them
starving. while they are discussing the questions.

6. He suggested that the grasshopper should

While-listening Activity(10 min)
gather food for the coming winter.
• Tell the students to be ready before you start
reading the listening text.
Post-reading Activity (10 min)
• Tell them the purpose of the listening text is
• Tell students to discuss the comprehension
to answer the while - listening questions.
questions in their groups.
• Read the text with appropriate speed and
• Tell a few groups to report back their
pauses.
discussion.
• Repeat reading while they check and
• Give them feedback.
complete their answers.

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English I Grade 5 I Teacher Guide

• Tell students to compare their answers with

Answers:
their partners.
1. Mango tree 4. Wish
• Check their answers at the end.
2. Fruits 5. Jumped,trust
A Clever Monkey 3. To dinner

Once up on a time, a clever monkey lived on a

Post-listening Activity(10 min)
mango tree. It was a friend of a foolish crocodile
that lived in the river. • Tell students to discuss the questions in
groups of four.
The monkey shared the fruits of the tree with
the crocodile every day. The crocodile’s wife • Tell few groups to report back their answers
learned about their friendship. She asked the at the end.
crocodile to bring her the monkey’s heart, which • Accept all sensible contributions.
would be sweeter than the fruits of the tree. The
couple invited the monkey to dinner and planned Week 28 Day 3
to eat the monkey’s heart. The crocodile offered
the monkey its back, so that, they could cross Daily Contents
the river to reach the crocodiles’ home.
• Speaking
On their way, the foolish crocodile mentioned
• Grammar
his wife’s wish to taste the monkey’s heart. The
monkey was quick to understand its friend’s
intentions and tricked it by saying; “Oh, but I 5. Speaking (20 min)
left my heart at home. Please take me back, so • Explain the use of comparative and
we can get it.” As soon as they reached the river superlative to compare animals.
bank, the monkey jumped off the crocodile’s • Give them examples how to compare
back and promised never to trust it again. different wild animals using adjectives.
The crocodile came back home without the • Tell them to work in pairs to make sentences
monkey’s heart. His wife asked him where comparing wild animals to one another.
was the monkey and where was the heart.
• Ask few pairs to read out their sentences.
The crocodile answered that the monkey got
back to his own home by fooling him. The • Give feedback to make necessary corrections.
crocodile’s wife shouted at him. The monkey
6. Grammar (20 min)
stopped going to the crocodile’s house and the
crocodile lost a good friend. • Discuss the use of simple past tense to report
a completed activity that happened in the
past.
• Give examples in addition to those given in
the student book.
• Help them as they do the activities
individually.

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 English I Grade 5 I Teacher Guide

• While they are reading, check their speed,

Answers: A
accuracy and expression and give feedback.
1. took 6. laughed
2. saw 7. did 8. Vocabulary (15 min)
3. bought 8. jumped • Tell students to read the letter.

4. ate 9. rode • Tell them to complete the letter from the

given list of words.
5. drank 10. had
• Ask them to compare their answers with
• Explain the Grammar Spot to students. their partners.
• Tell them to complete the sentences using • Check their answers.
positive or negative simple past tense.
Answers:
• You can give questions under activity B as
homework. 1. sent 5. burrowed

• Check their answer and give feedback. 2. hot 6. freezing

3. gather 7. advise
Answers: B
4. nest
1. took 4. didn’t sleep
2. didn’t enjoy 5. didn’t eat
3. went 6. flew
Week 28 Day 5
Daily Contents
Week 28 Day 4
• Writing Conventions

Daily Contents • Writing Composition

• Reading Fluency
• Vocabulary 9. Writing (40 min)
Writing Conventions (10 min)
7. Reading Fluency (25 minutes)
• Explain the use of question marks in
• Give students the third or fourth paragraph
sentences.
of the passage: The Ant and the Grasshopper
to read. • Write the given examples on the board and
tell students to identify the punctuation
marks.

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English I Grade 5 I Teacher Guide

• Encourage them to rewrite each sentence by

using the quotation marks and the necessary
punctuation marks.
Answers:
A Singer
1. Habtamu said, “I think we should go to
the hospital.”
2. Gemechu asked, “What time is it?” Week Objectives
3. “I never met a man I didn’t like,” said
Emma. At the end of the week, the students will
be able to:
4. “Thank you for the nice present!” said
Ahmed. • identify segments and suffixes;

5. Bekele asked his wife, “Do you want to • read and understand the given reading
come to the market with me?” passage;
• work out the meaning of new words in the
reading passage contextually;
Writing Composition (30 min)
• listen to a text and understand the main
• Tell the students to write one popular or
and specific information;
common short animal story that is known in
their area. • use social expressions to express an
opinion;
• Encourage a few students to read the story
to the class. • identify and construct sentences using the
interrogative form of simple past tense;
• read the given paragraph fluently, and
• write a short paragraph about a famous
musician.

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 English I Grade 5 I Teacher Guide

Week 29 Day 1 Answers:

1. Ali Birra was born in Dire Dawa, Ganda
Kore in 1947.
Daily Contents
2. He joined ‘Afran Qollo’ to promote the
• Word Study
Oromo culture and music.
• Reading Comprehension
3. People gave him a nickname ‘Ali Birra’
when he sang the song ‘Birra dha Barie’.
1. Word Study (10 min)
4. The languages Ali uses in singing are
• Revise how to segment words using suffixes. Amharic, Arabic, Harari, Somali and Afan
• Give students examples. Oromo.
• Tell them to do the exercise individually. 5. Ali Birra produced his first album in 1971.
• Check answers. 6. The pronoun ‘He’ refers to Ali Birra.

Blended Segmented Suffixes

Post-reading Activity (10 min)
1 singer sing-er - er
• Tell students to be in groups of three to
2 Ethiopian Ethiopia-n -n discuss the comprehension questions.
3 dramatically drama-tic-al-ly tic-al-ly • Give them a chance to present their work.
4 successful success-ful -ful • Give them feedback on their work.
5 composer compos(e)-er -er
Week 29 Day 2
2. Reading (30 min)
Daily Contents
Pre-Reading Activity (5 min)
• Vocabulary
• Tell students to discuss the questions in
groups of three. • Listening

• Give a chance for some groups to present

their views. 3. Vocabulary (15 min)
• Direct their attention to the reading passage. • Discuss the meaning of some words from
the reading passage.
While-reading Activity (15 min) • Tell students how to insert the given
• Tell students to read the passage about Ali vocabularies properly into the blank spaces.
Birra. • Give feedback.
• Tell them to answer the questions while they
are reading.
• Finally, give feedback.

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English I Grade 5 I Teacher Guide

Answers:
Aster Aweke
1. born 4. promoted
Aster Aweke is an Ethiopian singer. She was
2 went 5. released
born in 1961 in Gondar. She was raised in
3. learned 6. famous
Addis Ababa. Aster began singing publicly
as a teenager. By the age of thirteen, she
4. Listening (25 min) determined to become a musician and began
her career at ‘Hager Fikir Theatre’ in Addis
Pre-Listening Activity(5 min)
Ababa.
• Tell students to discuss the questions in pairs.
Starting in her late teen, she was performing
• Walk around the classroom to listen to them
in clubs and bands such as the Continental
as they discuss.
Band, Hotel D’Afrique Band, Shebele Band
• Give feedback. and Ibex Band. It was since this time Aster
has become popular.
While-listening Activity(10 min)
In 1981, Aster went to the United States.
• Tell the students to copy the questions.
There, she has become increasingly popular
• Show them how to fill in the gaps using an within the Ethiopian community, performing
example. in restaurants and clubs. Aster has also
• Tell them to check one another’s answers in remained popular in Ethiopia.
pairs. Aster has been preforming in very big
• Give feedback. concerts since 1997. She performed in a two-
part concert series to raise funds for relief
and school initiatives in Ethiopia. Aster has
been very successful in her musical career.

Answers:
1. 1961 4. popular
2. teenager 5. concerts
3. United States

Post-listening Activity(10 min)

• Guide students in groups of five to summarise
the main idea of the listening text.
• Tell a few groups to present their summary
to the class.

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 English I Grade 5 I Teacher Guide

B. Discuss how to change the given sentences

Week 29 Day 3 into questions using ‘did’ and how to respond
in the positive and negative forms.
Daily Contents • Tell students to do the exercise for
• Speaking homework.

• Grammar • Give feedback.

Answers:
5. Speaking (20 min)
1. A Did she learn acting by herself?
• Discuss how to express an opinion using
B. Yes, she did
social expressions such as, I think and In my
No, she didn’t
opinion.
2. A Did Abel go to the concert?
• Help the students to read the dialogue in
pairs. B Yes, he did.

• Let them give their opinion on the singer No, he didn’t

they admire most in a similar dialogue. 3 A Did Thomas go to the celebration?
• Follow and give feedback as they practise B. Yes, he did.
the language.
No, he didn’t
Grammar (20 min) 4. A. Did the singer sing a new song last
night?
Simple Past Tense: Interrogative B. Yes, they did.
A. Explain the interrogative form of simple No, they didn’t.
past tense.
• Give examples and discuss them clearly.
Week 29 Day 4
• Tell students to copy the exercises in their
exercise books.
Daily Contents
• Follow their work while they do, and help
• Reading Fluency
them.
• Vocabulary
• Give feedback.

Answers: 7. Reading Fluency (25 minutes)

• Model reading the third paragraph of the
1. Did Ali Birra play guitar?
reading passage by yourself with good
2. Did she throw a ball? speed, accuracy and expression.
3. Did Dawit go to the concert? • Tell them to read the paragraph chorally.
4. Did the singers entertain the mass?
5. Did she practise piano?

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English I Grade 5 I Teacher Guide

• Move around the classroom and take notes Writing Composition (30 min)
while they are reading. • Encourage students to discuss any famous
• Give feedback by correcting pronunciation, musician’s works.
speed and expression. • Tell them to ask anyone at home for
information.
8. Vocabulary (15 min)
• Tell them to organize the information to
• Tell students to discuss in pairs the meanings write a short paragraph.
of the words listed under activity A.
• Then, tell them individually to write their
own sentences using the given words.
• Let the student share their sentences with
their partner and give each other feedback.
Works of Art
Week 29 Day 5
Week Objectives
Daily Contents
At the end of the week, the students will
• Writing Conventions
be able to:
• Writing Composition
• identify segments and suffixes;
• read and understand the given reading
9. Writing (40 min)
text;
Writing Conventions (10 min) • work out the meanings of words from
• Revise the use of apostrophe to show their context;
possession. • listen to a text and identify the main and
specific points;
• Give the students some examples to help
them to use ‘s and s’ in the sentences properly. • give a verbal invitation;

• Tell them to do the exercise individually. • explain and use simple present
interrogative (question form);
• Check their answer and give feedback.
• read and develop reading fluency, and;
Answers:
• write a short descriptive paragraph.
Our school’s musical club calls for
registration. My friend and I love music. I
always sing Tilahun Gessese’s song. I really
like artists’ work. Last week, the students’
concert was conducted. I participated in the
students’ concert.

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 English I Grade 5 I Teacher Guide

While-reading Activity (15 min)

Week 30 Day 1 • Tell students to read the text silently and
individually.
Daily Contents
• Tell them the purpose of the reading passage
• Word Study is to answer comprehension questions.
• Reading Comprehension • Ask them to compare their answers with
their partners.
1. Word Study (10 min) • Then, finally give feedback.
• Tell the students to look at the example
Answers:
properly.
• Tell them to copy the exercise and do it 1. Painting broadens people’s thinking,
individually. influences people’s perceptions and also
• Finally, give feedback. develops people’s confidences.

Blend the following words and read aloud. 2. Types of painting are action painting, land
scape painting and finger painting.
Answers
3. People express their imagination, ideas
Segmented Suffixes Blended and feelings through painting.
1. paint-ing -ing painting 4. I expect to see a picture of natural features
2. imagin(e)-ation -ation imagination such as rivers, valleys, mountains, trees,
forests, sky, weather and sun.
3. educat(e)-ive -ive educative
5. The materials are oil paints, pigments,
4. equip-ment -ment equipment
brushes of different sizes and shapes,
5. perform-ed -ed performed sponges, scissors, knives and palate.
6. creat(e)-tiv(e)-ity -iv-ity creativity

Post-reading Activity (10 min)

2. Reading (30 min)
• Organize the students in groups of four to
Pre-Reading Activity (5 min) discuss the given questions.
• Tell students to be in pairs to discuss the Pre- • Ask a few groups to share their discussion
Reading Activity questions. points with the class.
• Tell them to reflect on the questions orally
in the class.

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English I Grade 5 I Teacher Guide

While-listening Activity(10 min)

Week 30 Day 2 • Tell students they are going to listen to you
reading the listening text.
Daily Contents
• Tell them to be ready before you start reading
• Vocabulary the text.
• Listening • Explain to students they are going to fill in
the gaps while you are reading the text.
3. Vocabulary (15 min) • Then, read the text naturally with appropriate
• Tell students to work out the meanings of the speed.
given words contextually. • Repeat reading for them to check their
• Tell them to complete the paragraph by answers.
choosing the appropriate words from the • Tell students to compare their answers with
given list. their partners.
• Tell them to compare their answers with their • Check their answers.
partners.
Children and Acting
• Finally, give them feedback.
Acting is the profession of performing various
Answers:
roles of characters in a play, movie or another
1. art 4. execute theatrical productions. It is creative work
2. creative 5. equipment needing many talents.

3. subject 6. broaden Children learn and benefit a lot from acting.

It provides them with many useful skills
4. Listening (25 min) and knowledge. It develops children’s self-
confidence. This is because acting teaches
Pre-Listening Activity(5 min) children how to read and understand a script;
• Tell the students to discuss the given how to rehearse it, act it out and finally present
questions in pairs. it.

• Encourage them to participate in the In addition, acting teaches children how to

discussion and predict the contents of the control their vocal level while speaking during
listening text. a performance. It helps them to know and to
control where and how to stand, when to move
and where to go. Children learn how to be
humorous. They learn timing from acting. It
also helps children to develop teamwork and
communication skills.
Accordingly, acting is very important for
children’s versatility and skill development.

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 English I Grade 5 I Teacher Guide

Children learn how to read, listen, speak and 6. Grammar (20 min)
even write from acting. Children learn not
only perform actions but also how to discipline Simple Present Interrogative
themselves. • Revise the use and form of simple present
interrogative form using the Grammar Spot.
Answers:
• Tell students to do activity in pairs.
1. character/theatre 4. performance
• Explain the given examples for your students.
2. talents 5. discipline
• Tell them to choose any sentence from the
3. knowledge
paragraphs given below and change it into
question form.
Post-listening Activity (10 min)
• Ask few students to report their answers.
• Arrange the students in groups four
• Tell them to discuss the given questions. Model Answers:

• Tell a few groups to report to the class. 1. She always travels by plane from Jimma
to Harar.
Week 30 Day 3 Does she travel by plane from Jimma to
Harar?
Daily Contents 2. She often enjoys the flight.
• Speaking Does she enjoy the flight?
• Grammar 3. She never sleeps in the plane.
Does she sleep in the plane?
5. Speaking (20 min) 4. They usually invite her to Jugol.
• Tell students to read the given dialogue in
Do they invite her to Jugol?
pairs.
• Encourage them to role play the parts of
Alemu and Senay.
• Tell them to use social expressions such as
Would you like and I would like in their own
dialogue.
• Ask a few pairs to present their dialogue to
the whole class.
• Give feedback.

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English I Grade 5 I Teacher Guide

Week 30 Day 4 Week 30 Day 5

Daily Contents Daily Contents
• Reading Fluency • Writing Conventions
• Vocabulary • Composition Writing

7. Reading Fluency (25 minutes) 9. Writing (40 min)

• Model reading the second paragraphs of the
Writing Conventions (10 min)
reading passage yourself with good speed,
• Tell students to work in groups of
accuracy and expression.
three. Give them some misspelled words in
• Tell the student to read the paragraph a few sentences. Tell them to identify the
chorally in their groups. misspelled words and rewrite them correctly.
• Move around the classroom and take some • Give them examples such as ‘sopnegs’ to
notes while they are reading. write it into its correct form ‘sponges’.

• Give feedback by giving corrections on • Then, tell them to do the exercise individually.
pronunciation, speed and expression. • Give feedback.

8. Vocabulary (15 min) Answers:

• Organize students in groups of five and tell

1. My brother is good at painting.
them to remember as many words as possible
2. Alemitu bought two brushes for me.
from the reading passage and listening text.
3. I like theatre better than painting.
• Then, tell them to copy the table into their
exercise books. 4. Gatluak will be a good actor.

• Tell them to identify words and write them 5. Before you go on stage, please read the
under their correct heading. script.

- Finally, give them feedback.

Writing Composition (30 min)
Answers
• Tell the students to look at the sample
Painting Acting picture and read the paragraph about it as an
example.
brushes clay character
• Then, tell them to draw any picture they like
landscape finger painting theatre
and write one or two descriptive paragraphs
picture colour act about their picture.
splashed manuscript • Tell them to exchange their exercise book
with a partner and read each other’s work.
play
• Let their partners give feedback when they
read their partner’s paragraph.

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 English I Grade 5 I Teacher Guide

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Grade 5 English Syllabus

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Grade 5:English Syllabus
Language Syllabi

Theme MLCs Language items and Vocabulary Learning activities Assessment Learning
social expressions and resources outcomes

1. Activities Listening Self-introduction: Resources: Students listen to a Listen and

1.1. Free  Listen and respond E.g. Good morning. My text/telephone talk about
Games, field, swim, Audio-visual records, conversation
Time to information that name is … I am …etc. favourite, film, their own or
relate to their own or picture books, stories, record/dialogue …
Activities competition, playing, other
people’s free time fables, myths, science about free time
Introducing Others: exciting, watching, people’s
activities fiction, realistic fiction, activities and answer
1.2. E.g. Mr. Moses this is … movie, music, free time
 Listen to a short singing, dancing, poems, biographies, questions.
Everyday and Mother this is … activities.
recorded text and running, skipping, autobiographies, etc.
Activities -How do you do?
1.3. answer questions. -Goodbye/see you visit,
Classroom later/tomorrow? Learning activities
Activities  Students in pairs
Telephone listen to their friends
 conversations: who talk about their
E.g. Hello, good l activities
morning/ good afternoon  Students listen to a
can I speak to, is that ..?, text (read by a
can I …, Whom may I
say I’m speaking to?) It teacher) and answer
is….Hold on. Goodbye questions.
What do you do in your  Students listen to a
free time? dialogue and tell
what people are
Parting/Departural doing.
Greeting:  Students listen to a
E.g. Goodbye, bye-bye, simple telephone
see you later …etc. conversation. (
teacher dictates a
Asking for telephone
repetition/clarification: conversation script
E.g. Can you repeat it? ), then describe what
What does that mean? the characters are
Sorry, what do you doing

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Speaking  Talk about personal mean by that?  Being in pairs and/ or

activities they do in groups, students greet
their free times. Simple present tense: and introduce
 Introduce E.g. I read …, she themselves and their
themselves to other works…etc. friends to others
students  Students in pairs ask Presentations.
 Make simple Adverbs of frequency: their partners Students have an
telephone (always, sometime, etc.) regarding their free opportunity to Talk about
conversation time activities demonstrate what what they
 Talk about what  Students look at they have learnt. usually do
Preposition of time: or other
people are doing and pictures and tell -talk about or
(on, in, at,) people do in
what they usually do what people are describe what they or their free
in their leisure times. Use prepositions of time doing
with days, months, other peoples always times.
 Students practice the do/are doing/their
years, seasons, weeks, expressions used to
etc. E.g. in summer, or daily activities/
ask questions and
(Use next, last, this, to, leisure time activities.
give clarifications
to talk about time that
need no prepositions.
E.g. last night, week,
month, this year,
today…etc.)

Present continuous
tense:
E.g. (is, are, am + verb
– ing)

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5 English Language Syllabus

Read and
understand a
text about
what people
are doing
and usually
do.

Reading Read a text having 3-  Students read a text Summaries and

4 (200-250 words) on leisure time Reflections. Students
paragraphs to find the activities and report reflect, make sense of
main idea(s) and to the class. what they have read,
specific information  Students read a text derive personal
and answer on everyday activities meaning from their
comprehension and arrange sentences learning experiences.
in a logical order, Write a
questions These require that paragraph
answer inference
students use target about their
questions, and guess
Vocabulary. own or other
the meanings of people’s
words from the  Students read a
two paragraph of hobbies.
passage using textual
clues. descriptive text
about daily
activities and
answer questions

Writing  Write short guided Exit Cards:

paragraphs about  Students fill in blank Small slips of paper

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their free time spaces in a guided card that students

activities paragraph related to hand to the teacher.
 Write the spellings their daily activities Students have written
of 10 new words  Students practice their names and have
 Write simple writing the spellings responded to
sentences in a of words vocabulary exercise
composition (i.e.,  Students fill in blank  Write correctly
guided or gap spaces using present about their daily
filling activity.) and present routine in a guided
using daily routine continuous tense paragraph.
verbs forms of daily routine  Write simple
verbs sentences about
 Students practice their hobbies
writing spellings of
words

Theme MLCs of the language Language items and social vocabulary Learning activities and Assessment Learning
skills expressions resources outcome

2.Family Listening  listen to short Possessive: (have/has/had) Resources: Listen and give Listen and
text Apostrophes: (‘s and s’) reflections about summarize the
describing a E.g. My sister’s baby Extended-family, Family stories books what they have
2.1 My main points
given family “What’s your brother nuclear-family, Magazines, News papers, listened
Family about family
and answer like?” young, old, Family pictures/tree
handsome, relations roles
2.2. Family questions Comparatives/superlatives
beautiful, aunt, Learning activities: and
relationship :
E.g. younger/older; uncle, daughter, relationship
 Students listen to a teacher
shorter/taller; son, grandfather, describing his/her family
2.3.mother’
fatter/thinner; more cousin, nephew, and answer questions.
s role
handsome/more beautiful; niece, marry,
 In-turn student takes a
the oldest/youngest; the divorce, lady,
chance; talk about his or her
tallest/shortest; more sister-in-law, family relationship/roles
children brother-in-law,
and others listen and ask
questions.

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Speaking  Ask for and Adverbs of degree: etc.  Students ask and answer
give details (Quite, very well, not at all, questions about their Talk and
about family etc). family-tree, using Presentation:
Students describe
members E.g. My sister speaks apostrophe+s(‘s) to show
demonstrate their clearly about
English quite well. possession.
understandings their family’s
E.g. Who is your mother’s
niece? Who is your about what they relation,
Possibility and Certainty:
father’s sister? She is have learnt, then importance,
Modal verbs use for Mekdes. My grandparents’ ask and answer and
possibility: (may, might, children are …etc. questions. responsibilitie
could)  Students do gap-fill s.
E.g. I might come tomorrow. sentences distinguishing
between the two
Certainty: apostrophes before and
(must to, can’t …etc). after ‘S’ (’s and s’).
 Students talk about their
family members using
comparatives and
superlatives
E.g. My brother Sisay is
the oldest. My mother is
taller than her sister.
 In groups students find the
shortest, tallest, youngest,
oldest etc. amongst them.
My partner(name) is the
shortest person in our
group.
 Students play ‘find
someone who’ e.g. they
have to find someone who
has 3 brothers, who
doesn’t have an uncle, etc.
 Teacher draws a picture
on the board and covers
some of it, students have
to guess what it is.
Students do the same in
pairs.

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 The teacher describes

something, students have
to guess what it is
 Students talk about the
role and responsibility of
their family
Reading  Read 3-4  Students look at a family Students read a text Read a text
short tree and read the passage and answer about their
paragraphs about one family member. questions. family
and report And complete the tree relations; roles
the message using the information they
and
 Read simple get in the passage.
summarize the
story  Students guess the
meaning of 10 words in main points.
the passage. They find
synonyms for these words
from a list of 15.
 Students read a story
about a family and put the
pictures in order (Note
that students pass through
the pre-, while- and post-
reading stages).
Writing  Write words,  Students put the words in Write correctly Write
phrases and order to make sentences. punctuated sentences or
simple E.g. Tolosa Abaynesh to sentences about paragraph
sentences is married = Tolosa is their family. about their
about family married to Abaynesh.
family
roles and  Students fill in blank
relationship relations and
spaces with the correct
words responsibilitie
 Students compare pictures s.
of people (stick people)
orally and then in writing
using comparatives and
superlatives
 Make a vocabulary
network for family
 male/female

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E.g. uncle/aunt: brother/sister

 Students complete an
extended family tree for
themselves
 Write sentences and a
paragraph about the role
of their families

Theme MLCs of the language skills Language items and vocabulary Learning activities and Assessment Learning
social expressions resources outcome
3.School: Listening  Listen to information Suggestions and School, playground Resources: Students listen and Listen and
about rules and obligations , Class, room, School’s map, rules templates, repeat what they identify the
3.1.Rules regulations of a rules and
Modal verbs (must, compound, sanitary tools, have heard or
and school. regulations of
ought, should, etc.) beautiful, clean, Learning activities: listened.
regulations  Listen and take notes the school.
of the E.g. You must come to dirty, bell,
on what people are school on time. blackboard,  Students in pairs/groups
school going to do and why bookshelf, desk, listen to a description about
they do it. laboratory, library, the rules and regulations of a
3.2.Let’s Social Expression:
Expressions use for notes board, fence, given school.
make our
school making suggestions exit, entrance,  Students listen to a
beautiful E.g. Why don’t you…?, primary school, description of a school and
You should… Let’s, rules, regulation, label the buildings on a map
3.3. What etc. punishment, duty,  Students listen to a dialogue
is your obligation, right, between the head teacher
future and a member of the school
Present simple: late, early etc.
plan? board. The school principal
What your school like? is describing how he/she is
My school has going to improve the school
(Number)…buildings. e.g. we’re going to paint the
In this room/building, classroom block because it’s
we…There is/are… dirty; we are going to buy
more books for the library
Simple Future:
because ... Students tick off
(Use ‘going to’ and what he/she is going to do
‘will’) to express future

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plans or intentions. on a list. After listening

students make sentences
E.g. We are going to about what the head is going
paint the buildings. I to do.
will come to school
tomorrow. What are
you going to do this
afternoon/at the
weekend? etc.

Adverbs of Reason:
Use (‘because, for, as,
since’…etc.) for
expressing reason.
E.g. Because you came
late, teacher did not
Speaking  Talk about the rules allow you to got into
and regulations of a the class.  Describe the rules and Presentation: Talk about
school. regulations of their school Students reflect on their school
 Use social  Students walk around the and their
what they have
expressions for school and name the future plans.
learnt by asking
making suggestions buildings and describe the and answering
 Take part in guided activities that take place
questions about
oral activities there
school and their
 Role-play: students act as
own future plans.
guides/visitor to their school.
The guides describe the
school and the visitors ask
questions.
 Students draw a picture of
their school campus and
describe it
 Students ask and answer
questions about their future
plans.
 Students discuss what they
are going to do when they
are older (using picture

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prompts). E.g. I’m going to

be a pilot; I’m going to build
a house etc.
 Students use language to
give ideas orally to
director/teacher for
improving their school in the
future. E.g. Why don’t you
paint the classroom
 In groups students plan how
they would change the
school. They report back to
the class with their plans
(We’re going to ….)
Reading  Read 3-4 short  Students bring their Students read Comprehend
paragraphs and background knowledge to the jumbled sentences what they
find the facts text by answering pre-reading and put them in the have read and
 Infer the meaning questions right order apply the
of new words  Students read the report and experiences
from context identify the differences in Students read a into their own
plans between the report and text and complete daily
the conversation (see a table and infer the activities.
speaking and listening). meanings of some
 Students guess the meaning selected words
of 6 words from context.
They match them to a
definition.
Writing  Write5-8 Exit Card:
sentences about  Students write simple Students write from
their school and sentences in paragraphs about dictation and read it
its surroundings the regulations of their to the class.
 spell check their school.
writing  Students fill in blank space Write about what
 Write suggestions using appropriate words in a they must or must
or plans using guided paragraph about the not do in the
words, pictures rules and regulations of a
school.
and symbols school.
 Students use information in
a given diary to write

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sentences using ‘going to’ Write correct

 In pairs, students the spelling sentences or
of given words and cross- paragraph
check with their partners. about their
 Students write a paragraph daily activities
describing their school in school.
 Students take ideas from
reading text and make a
poster (drawings and phrases)
expressing their ideas for
beautifying their school e.g.
We’re going to plant new
trees, we’re going to burn the
rubbish
 Students write vocabulary
network for school buildings
(e.g. classroom), activities
(e.g. study), people (e.g.
teacher), adjectives (e.g.
difficult
 Students practice writing the
spellings of words

Theme MLCs
MLCsof the language skills Language itemsitems
Language and and social
Vocabulary
vocabularyLearning activities
Learning and resources
activities and Assessment
Assessment Learning
Learning outcomes
socialexpressions
expressions resources Outcomes

4. Food Listening  Listen to Social expressions: Shops, food, Resources: Students answer Listen to a
information and Polite request ( May, can meat, vegetable, Pictures of foods, questions based on text
4.1. Why tick a list. I have… please) fruit, cereal, a a given listening concerning
do we eat  Listen to a I want/need/would like… box of, a kilo of, Learning activities text. different
food? dialogue and please. a litre of, a packet  Students listen to a dialogue and types of food
answer questions Thank you, you are well of ), sell,/buy, tick items in the conversation and identify
4.2.
come. give, bring, want, looking at pictures. the names of
Shopping
 Students listen to the

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for food cheap, expensive, conversation again and match food items.
cost, maybe, the containers/counters
4.3. Food Quantifiers: mentioned to the items ticked
interest, price,
for health ( a lot of, a few, a little, in the pictures
flour, sack,
much, many, most, some,  Students see a map of different
supermarket, box,
enough, a number shops and then listen to a
metre, paper,
of…etc)Use quantifiers to person talking about what
describe number/amount he/she needs to buy and number
of things ( How many? the shops on the map in the correct
How much? ) order ( e.g. first I need some loaf of
E.g. How much is a kilo bread- students number “bakery”
of sugar? =1).

Nouns:
Speaking  Talk about Types of nouns(countable  To recycle words in small In pairs, students Talk about
buying and and uncountable) groups, students form oral chain ask and answer different
selling of sentences, for example, I want questions by using types of food
different food an orange; I want an orange and social expressions that are being
items in a shop Articles: a banana; I want an orange, a
Types of articles that are used for used in their
or market. banana, and an apple, etc. buying and selling surrounding
(Definite and indefinite-  Students practice countable and
‘a’, ‘an’ and ‘the’) food items. or locality.
uncountable forms of nouns
using a substitution table
Request:
 Students play bingo/counting
Use (‘may’, ‘would’ and
games
‘could’) to make a polite
 Students makeup and act out a
request. role play between a shopkeeper
Could you…? May I …? and a customer E.g. A: May/Can
Would you…?Yes, I I have a kilo of sugar, please?
could / No, I wouldn’t B: Yes, here you are/it is.
.Thanks! A; Thanks
B: You are welcome
Ability:
Use (can/can’t) to express  Teacher builds up a simple
ability, inability, telephone conversation for
permission, etc. invitations on the blackboard
E.g. Can you read?  Students practise the dialogue
Yes/sure I can (ability). (back to back as on the
I’m sorry, I telephone) as teacher gradually

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can’t(inability) erases it from the blackboard
 In pairs students role-play
Invitations: inviting friends to do something
Expressions for inviting on the telephone; they accept/
and responding to decline
invitations
(I would like to invite you
to…, Could you …, I was
wondering if you could …
etc)
E.g. Could you come and
have a lunch with us
please? Sure! Or I’m
sorry I can’t make it now.
I have got another
appointment. Thank you!

Reading  Read 3-4  Students predict, the content of Students read a Read a
paragraphs and the text based on the title and their short text about paragraph, a
find the main background knowledge before food and answer text, or a
ideas, particular they read the passage questions. story about
pieces of  Students read the text on food
foods and in
information and and answer questions
facts. mind,
 Students put a mixed up dialogue
 Read jumbled in a logical order construct a
sentences and  Students read and practice with meaning out
put them in a the expressions used for inviting of it.
logical order and responding to invitations
 Infer the  Students guess meanings of words
meaning of new from the context
words from
context
Writing  Correctly write  Students practice writing the  Students write Write a short
the spellings of spellings of 10 words correctly the descriptive
10 countable  Write simple sentences from spellings of paragraph
and the given jumbled words some words about types
uncountable  Students write a shopping list related to the of food you
nouns when (for role-play) shopping. know.

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they are plural (  Students write words in  Students write

e.g. Baby – appropriate groups simple
babies (food/drink/containers) invitation
 Students write  Students complete a gap fill letters to their
sentences from dialogue between a shopkeeper friends.
jumbled words and customer (incorporating
 Students write vocabulary for containers, food
simple items, social expressions, how
invitation much/many?)
letters  Students practice writing simple
 Students invitation letters
complete blank  Students match the pictures of
spaces in different kind of food to the
guided texts/ words that describe them best.
dialogues  Write sentences about food
items
 Rearrange jumbled sentences
related to the food items

Theme MLCs of the language Language items and vocabulary Learning activities and resources Assessment Learning
skills social expressions outcome

5.Processes Listening Listen and respond Imperatives: Words related to Resources: Listen and Listen and
to instructions and Uses to describe a mood Process: Food making instructional manuals describe orally the describe a
5.1. Making explanation about or form of a verb that A recipe/step-by-step guide process of making simple
the process. expresses command or Process, gradual, process.
tea tea.
request. slow, quick, fast, Learning activities
E.g. The verb form: adhere, cut, pour,  Teacher reads a description of a
5.2. Baking
‘come’ and ‘sit’ are stir, press, push, process; students listen and put
Bread
imperatively form: Come pull, put, add, pictures of process in correct
here! Sit down! avoid, wash, boil, order.
5.3. Making
Speaking Give instructions look after, serve,  Teacher chooses a process. One
a Table
about how things Recipes: put, pick up , student gives first step, next Presentations:
are made or made up of, Talk about
It is an instruction for student second step etc. Student describes
prepared within a the
Students do the same activity in

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Language Syllabi

given situation. making something, consist of , a cup groups. the ingredients components
especially a food dish. of (may depend  One student mimes a process, parts of a or ingredients
E.g. Cut/pour/stir/press what process is rest of group guess what the particular thing that are
/push, etc. chosen), process is. and then involved in
demonstrates how making or
Sequencing  One student gives instructions, preparing
Active and Passive another student physically it is prepared or
Voices: words: something.
responds to instructions. made.
Use simple present First, second,
 Students describe to each other
passive to report or then, next,
how to make a typical regional
describe something that is finally, etc. dish/drink or how to operate a
done by someone simple machine (use pictures as
regularly/everyday as Words related to prompts)
Reading  Read a passage expected. the activities:  Students read a recipe and put Students read a
E.g. Active: The gardener Read a
and arrange or waters the flowers every
Watch, wash, pictures of process in correct text about paragraph
put pictures of evening. run, wake-up, order morning activities about making
the given Passive: The flowers are awake, read,  Students read the passage and and answer of furniture,
process into watered by the gardener every questions.
evening.
study, write, complete gap-fill sentences with list the
their right order. listen, speak, eat, correct verbs/nouns and procedures,
 Read and Sequencing words: drink, walk, etc. sequencing words ( Students and
complete Are signal words which bring their background summarize it.
sentences with show transition in time: knowledge to the text before
missing words. These are: First, next, they read it)
then last, finally, second,  Students guess the meaning of 6
soon, now, after, etc. words from context. They match
them to definitions.
Writing  Write  Students practise spelling 10 Exit Cards: Write the
instructions words from the theme. Students write on procedures
about how  Students look at pictures, put a piece of paper involving in
things are made them in correct order of process describing how a the
or prepared. and write a sentence for each certain thing is preparation
 Write processes picture e.g. First you….; next prepared. Or or making of
using passive you…; then you…; finally describing what things.
forms of verbs. you… they do every
 Students write an illustrated
morning.
leaflet/step-by-step guide
showing foreigners how to make
Ethiopian tea (comic strip with
captions and short phrases

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/instructions)
 Students practice changing
active forms of verbs to passive
forms e.g. The student cleans the
blackboard- The blank board is
cleaned by the man
 Students complete blank spaces
using sequencing words in a
guided writing activity

Theme MLCs of the language skills Language items and Vocabulary Learning activities and resources Assessment Learning
social expressions outcome
6. Likes Listening Listen and respond Likes and Dislikes: Words related to Resources: Listen to a short Listen and talk
and to information Use social expressions seasons: Seasonal Books, diagrams, pictures, text about about seasons
Dislikes about animals’, that are used for Autumn, spring, sports books, invitation cards, seasons and and sports
people’s likes and describing what person summer, winter, postcards, etc. sports and they like or
6.1. dislikes. likes/dislikes. (I like… I year, month, identify the dislike.
Which don’t like… etc. Do you week, day, hour, Learning activities: names of
season do like… No I dislike…) etc.  Students listen to a conversation seasons/animals
you like? Likes: about likes/dislikes and then they like and
Ask and talk about Words related to model it by talking about their dislike.
6.2.Sports what you or other sports: football, own likes and dislikes.
we like people like. athletics, tennis,  Teach students a song or poem
E.g. I like reading basketball, about seasons. Then, students
6.3. What different books. Do you jumping, sing in groups and finally sing
would you like reading? Yes, I swimming, player, individually.
like to be?
love it! team, referee,
Dislikes: field, kick,  Students match first half of
Ask and talk about sentences to second half.
what you or other Words related to  Students guess the meaning of 6
people dislike. the professions: underlined words and then
E.g. I don’t like Teacher, doctor, match them to synonyms
Students report the main message

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Syllabi

smoking cigarette. engineer, pilot, from each paragraph

What about you? I lawyer, architect,
don’t like it either! mechanic, tailor,
tourist, fisher,
Comparisons: president,
Use comparisons(-er, politician,
than, more, etc.) to find musician,
similarities and physician, actor,
differences between actress, trader,,
two or more soldier,
things/people astronomer,
/animals etc. author, writer,
E.g. The winter is journalist, etc.
colder than summer.
Expressing Ability
Can/can’t:
E.g. I can come to your
party. I’m sorry I can’t
come.
Would+be:
Use ‘would be’ to talk
about what you desire
or hope to do or
achieve in your future.
E.g. What would you
like to be? I like to be
a teacher.

Speaking  Talk about likes  Students describe what they can Show a picture Describe their
and dislikes. see in pictures/photos related to /name of a objectives and
sports or seasons. season/animal seasons/anima
 Students ask and answer and let student ls they like
questions about seasons they constructs many and dislike.
like. Students say what they do sentences as
or did in those seasons. Then, let possible as they
them compare seasons. can.
 Students do group surveys about

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favourite seasons/sports and

report them orally to the class.
 In group, let students discuss
about what they like to be in the
future, then individually present
their idea to the whole class.
 Teacher builds up a simple
telephone conversation for
invitations on the blackboard;
students practise the dialogue as
teacher gradually erases it from
the blackboard. In pairs, students
role-play inviting friends, they
accept/ decline.
Reading Read a text about  Students match seasonal words Read and identify Read and
seasons , weather to pictures and draw appropriate the main ideas of identify what
condition, sports, activities for each season. the text. Then they like and
and professions  Students read a text describing rewrite the text dislike.
they aspire sports and then summarize it using your own
using their own words. language.
Writing Write about  Students put jumbled words in Students write Write clearly
seasons, sportsand the correct order. correct sentences about their
professions.  Students write a short paragraph about seasons, objectives,
about their favourite sports animals and sports/seasons
 Students write a postcard future plan. they like or
describing the current season. dislike.
 Students carry out a class
survey, asking and writing down
what their classmate likes or
dislikes. Then, report the finding
to the whole class.

heme MLCs of the language Language items and vocabulary Learning activities and Assessment Learning
skills social expressions resources outcome
7. Health Listenin  Listen to short texts Present simple: Diseases related Resources: Students listen to a Listen and
and Safety g giving information Indefinite Pronouns: words: Hygiene books, pictures, short descriptive text restate the
about hygiene, E.g. about personal main points

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disease, and Anybody/somebody/ Headache, fever, Disease prevention books, hygiene and answer of the text
7.1.Personal dangers, and everybody abdominal-pain, diagrams, posters, questions based on using their
hygiene answer questions health, recover, magazines, news papers, the text. own words.
about them. Modal verbs: shiver, painful, etc.
7.2.Preventi  Listen and respond E.g. Should/shouldn’t, painkillers, aspire,
ng disease to a variety of must/mustn’t, etc. illness, injure, Learning activities:
instructions and patient, tablet, stress,
7.3.How to explanations. Imperatives:  Students listen to the
pharmacy, earache, teacher talk about
avoid (positive and negative)
toothache, mosquito- malaria and complete a
dangers E.g. Can/can’t
net, symptom, insect, chart using symptoms of
Do, do not/don’t
vomiting, etc. malaria, ways of getting
malaria and ways of
Words related to preventing malaria.
danger and safety:  Students listen to a story
Accident, take-care, about when a person
danger, accident, was in danger and
emergency, bandage, answer questions.
 Teacher practises
cleanliness, hurt, etc.
numbers through
number dictation.
Words related to Students give each other
hygiene: number dictations in
Wash, clean, brush, pairs.
comb, etc.
Speakin  Take part in guided  Students discuss in Presentations: Describe
g oral activities about groups what malaria is, Students some
keeping one’s how it occurs and how demonstrate what common
healthy, preventing they can stop its they have learnt methods of
disease, and spreading about personal getting rid of
lowering  In pairs, students state a hygiene and disease dangers,
frequencies of list of what they should prevention. keeping
dangers. and shouldn’t do in personal
order to prevent disease hygiene, and
illness. preventing
 Teacher tells students the outbreak
what they should do to of disease.
stay healthy. Students
mime the actions.

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Students do the same in

pairs.
 Teacher builds a
dialogue between a
doctor and a patient.
Students practise the
dialogue and make up
their own based on the
model.
 Students act out stories
highlighting the dangers
of disease and how it
can be prevented.
 Students practise giving
advice/making
suggestions for
health/medical
scenarios.
 Students look at some
common symbols and
say what they mean.
 .
 In pairs, students create
new symbols, they show
them to other pairs, and
the last pairs say what
they mean.
 Teacher teaches
numbers
(thousand/million)
including how to
pronounce numbers
Readin  Read 3-4 short  Students answer pre- Read a paragraph
g paragraphs to find reading questions. about personal
particular pieces  Students read the hygiene,
of information on passage and identify minimization or
hygiene, disease, what certain numbers prevention of the
and danger. Read and get
refer to. Students read danger and disease,

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 Read the passage again and and answer the meaning

labels/instructions complete a simple chart questions based on of what they
to find particular Students read the text. have read and
information. instructions on apply the
 Read and interpret labels/packages and information
simple diagrams. answer questions. E.g. to their daily
medicine bottle labels:
life.
“Take 3 times a day
after meal.”
 Students read a diagram
and interpret it.
 Students read a text and
complete the missing
information in a table.
Writing  Write correct  Students practise spelling Students write well
sentences or 10 words from the unit connected sentences
paragraphs about  Students fill in gaps with and paragraphs on
hygiene, danger, anybody safety rules,
and disease. /somebody/everybody personal hygiene,
 complete and nobody based on and disease Write
sentences using simple information from prevention. logically
appropriate words the reading passage. constructed
 write instructions  Students create an paragraphs
using words, illustrated leaflet or poster about
pictures or highlighting the main
personal
symbols points (pictures, phrases,
hygiene,
 write vocabulary slogans) about safety
measures disease
network for health
 Students make a preventions,
vocabulary network for and dangers
health minimizatio

Theme MLCs of the language skills Languageitems

Language itemsand
andsocial vocabulary
vocabulary Learning
Learning activities
activities and
and Assessment
Assessment Learningoutcomes
Learning
social expressions
expressions resources
resources outcomes

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Listening  Listen to a text Past tense: Ago, last, before, Resources: Students listen and Listen and talk
8. past Events and identify main Was/were after, once upon a Story/Fables, give answer to the about their life
points and details Ago, before, after, last time, autobiography, biographies, questions. stories, what
in passages about year/week etc. autobiography, Diary, sport they did in
8.1. My places, times and books/magazines, children
history, event, their previous
Childhood dates. Regular verbs: books, etc.
past, beginning , grade, and
 Listen and take -past simple
8.2. A famous famous, known, famous
notes. E.g. He/she lived, Learning activities:
Ethiopian familiar, Ethiopian
 Listen and answer worked, etc.  Students listen and
Athlete outstanding, athlete they
questions. Irregular verbs: pronounce cardinal and
brave, clever, know and
-past simple ordinal numbers
lazy, good, bad, admire.
E.g. She/he taught including pronouncing
8.3. Summer guy, person, etc.
English. years.
Vacation
 Teacher reads a text and
Question Forms: students in groups of 3
-Past simple have a question sheet
E.g. Where did he/she developed based on the
live? Where did she/ he passage and they fill in
work? as many answers as they
can.
Prepositions of place:  Teacher reads the text
(on, in, at, etc.) again and students
should know which
Adverbs of Time: information to listen out
(yesterday, last week, in to complete their sheets.
2000, etc.)  Students identify the
main verbs from the
passage. Teacher
highlights different
pronunciation of ‘-ed’.
 Students describe “a
famous athlete’s” life.
Speaking  Use cardinal and  Students give each other Presentations: Tell their
ordinal numbers number dictations in Students friends about
appropriately pairs. E.g. I was born in demonstrate their their life
 Talk about past 2000/ I have three understanding and stories and
activities using the brothers/ this book has ask and answer what they did
simple past tense 100 pages. questions. in the past.

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 Students order by date –

oldest, first, second,
third, etc.
 Students use substitution
table to talk about the
past lives of other
people.
 Students ask and answer
questions using the past
simple based on a
famous athlete’s life
history and the
substitution table.
Reading  Read short texts  Students predict the Students read a Read and tell
and answer content of the passage text about the stories about
comprehension from pre-reading biography of a themselves or
questions activities and the title of famous Ethiopian other people.
the text and answer
 Students read the story comprehension
and identify the questions.
them/main idea and the
specific pieces of
information of the text
 Students read the story
again and discuss
whether they like or
dislike the text and
provide their reasons
 Students read a simple
and short autobiography
about a famous athlete
and answer inference
and reference questions
 Students read the
autobiography again and
infer the meanings of
some selected words
from it

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Writing  Put birth dates of  Students put a list of Students write a Students will
historical figures birth date and years of summary of what be able to
in a chronological historical figures using they have read and identify past
order chronological orders. their own life forms of verbs
 Write short and  Students write history, and past time
simple sentences sentences using the adverbs in a
using the past past simple tense using the
narrative text
simple about some famous autobiographies
or story
 Write a short athletes’ and graphic
paragraph what autobiography, e.g. organizers to
they did last week Abebe Baikal’s life scaffold their
 Write the history writing
spellings of 10  Students write a
new words related short paragraph
to the theme about the story they
have read in the
reading section of
this theme. (The
teacher will tell
them to use past
tense and simple
sentences while
writing.)
 Practice writing the
spellings of words
related to the theme

Theme MLCs of the language skills Language items and vocabulary Learning activities and Assessment Learning outcome

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social expressions resources

9.Animals Listening  Listen and Present tense Animal, jungle, Resources: Listen and ask and  Listen to a text
describe animals’ E.g. Does it eat some wild, domestic, Animal stories books, answer questions about animals in
behaviour, what endemic, endanger, magazines, news paper, Ethiopia, talk about
91.Domestic grass? No it doesn’t/ about what
elephant, climate, animals they know
Animals they eat, and those yes it does. What does national geography animals.
frog, eagle, lion, and where they can
endemic to it eat? Etc. giraffe, forest, channels, postcard, etc. be found.
9.2.Animals Ethiopia. -Future tense grass, leaf, lizard,
in the Forest Speaking  Talk about animals Comparison: flower, fire, Learning Activities:
using the past Comparatives and monkey, gazelle,  Teacher reads out the  Talk about wild
simple insect, mosquito, first sentences aloud and Answer different animals, what they
9.3.National Superlatives: snake, tortoise, , kinds of questions
students match it to the eat, and where they
parks in science laboratory, pictures. orally about are found.
Ethiopia Describe animals etc.
 Students in small groups animals.
using comparatives
and superlatives present their work
E.g. faster/slower; regarding what animals
taller/shorter; more eat to the class.
dangerous; the  In pairs, students choose
one animal and describe
fastest/heaviest;
his/her day in the jungle.
Then, in different pairs
Do’s and Don’ts for they ask and answer
national park ‘wh’ and ‘yes/no’
questions about the
 :
animals’ days.
 Students talk about parks
and animals found
particularly in Ethiopia.
Reading  Read and  Student guess the Students read a text
arrange content of the text using and complete blank
sentences in a their background  Read a text about
spaces using animals and
logical order knowledge of the topic specific describe their
 Read 3-4 short for the text information in the behaviours
paragraphs to  Students read the short text.
find particular paragraphs and answer
information true/false questions
with justifications
 Based on the ‘dos and
don’ts’ model from the

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reading, students make

safety guide in pairs
using illustrations and
signs to help
understanding.
 Students put sentences
into the right order.  Write and present
Writing  Write simple  Students practice writing  Students write clearly about
sentences about the spellings of 10 correct sentences animals.
animals. thematic words. about what
 Write guided animals eat.
 Students find the
sentences about  Write at least a
opposites and synonyms
what animals’ few sentences
for given words.
do/activities. paragraph about
 Write descriptive  Students put the where animals
paragraph sentences in the correct live.
order using the clues
such as ‘when we
arrived’, ‘the next
morning’ etc.
 Students match 15 verbs
to irregular past tense.
 Students fill in the gaps
in sentences with the
correct verb (from a list)
in the past tense
 Students imagine they
are a visitor to Ethiopia
from England. They
should write a postcard
home, describing what
they visited.

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Theme MLCs of the language Language items and social Vocabulary Learning activities and Assessment Learning
skills expressions resources outcome

10.Arts Listening  Listen to a story Past simple: Animals’ Resources: Students listen Listen and tell a
and and retell it. Listen and tell a Names: Animal Pictures, animal stories to a short story.
literature story(narrative) using books descriptive
simple past verbs Fox, hyena,
story about
E.g. Verb-to-be: ( was, lion, elephant, Learning activities:
10.1. animals and
were, ) ostrich, bat,  Students listen to a short
Animal retell the story
E.g. Regular verbs monkey, story about animals and
fables to the class.
(adding –ed- to the verb- giraffe, bird, identify the characters in the
walked) & Irregular nest, lizard, story
10.2. A verbs: (felt, went, gone,
Speaking  Tell stories about beak,  Students look at the hidden Tell stories using
Singer etc).
endemic animals chameleon, pictures privately and tell a their own
Possession hare, dove, language/words
10.3 found in Ethiopia story about it and finally then
or/and a famous bark, roar, yell, teacher shows the picture to
Works of
Ethiopian artists etc. the class
art
 Students tell any traditional
Others: stories about animals which
is known to them
Art, literature,
 Students look at pictures of
animal, artist,
animals and compare and
famous, fable, contrast them orally
Ethiopian,  Groups of students get 3
fiction, different descriptive stories
newspaper, about famous Ethiopian artist
magazine, etc. each, read them silently and
retell the stories to the class
turn by turn

Reading  Read 3-4  Students read a passage about Students read Read a text,
paragraphs and animals & answers questions a story about identify the main
find the main idea that follow. animals or or specific ideas,
and particular E.g. Which animal is the fastest famous artist and explain the
pieces of animal? A. Cheetah B. Lion C. and explain facts about the

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information Ostrich D. Elephant the facts and story.

 Read different  Students read the titles of main ideas of
stories related to stories and predict the events it
animals, famous of the story and finally match
artists and literary with written paragraphs.
texts  Students read different
 Read the Ethiopian animal stories [or
beginning and Aesop’s fables/ “How the
end of a story elephant got its trunk (by
and Rudyard Kipling)”] and
report the main message (and
tell the stories) to their
friends
 Students read the beginning
and the end of a story and
predict what happened in the
middle of the story.
 Students read out their middle
parts to the class.
Writing  Correctly spell  Students practise spelling 10 Write a Write correct
10 new words words from the unit paragraph sentences.
related to the  Students label pictures of about
theme animals and write short Ethiopian
 Write short and sentences about animal using artist or
simple their own words. endemic
sentences. animals in
Ethiopia.

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