ENGLISH FOR ETHIOPIA

GRADE 5
STUDENT’S BOOK
 English for Ethiopia
Grade 5
Student’s Book

Authors: Dr. Hailemariam Kekeba

Dr. Haregewoin Fantahun
Content Editor: Abebe Tilahun
Curriculum Editor: Dr. Chanyalew Enyew
Language Editor: Dr. Animaw Anteneh
Illustrator: Biniyam Bayou

MINISTRY OF EDUCATION
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

Addis Ababa, Ethiopia

2022

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Table of Contents
Unit One: Holidays ................................................................................................................................................................................... 1
Section 1: Speaking ........................................................................................................................................................................... 2
Section 2: Listening ........................................................................................................................................................................... 4
Section 3: Reading ............................................................................................................................................................................ 6
Section 4: Vocabulary ..................................................................................................................................................................... 14
Section 5: Grammar ........................................................................................................................................................................ 16
Section 6: Writing ........................................................................................................................................................................... 35
Unit Two: Dry Season ............................................................................................................................................................................ 37
Section 1: Listening ......................................................................................................................................................................... 39
Section 2: Reading ......................................................................................................................................................................... 42
Section 3: Vocabulary ..................................................................................................................................................................... 48
Section 4: Grammar in Context ...................................................................................................................................................... 53
Section 5: Speaking ......................................................................................................................................................................... 64
Section 6: Writing ........................................................................................................................................................................... 69
Unit Three: Accidents ............................................................................................................................................................................ 72
Section 1: Listening ......................................................................................................................................................................... 73
Section 2: Reading .......................................................................................................................................................................... 75
Section 3: Vocabulary ..................................................................................................................................................................... 79
Section 4: Grammar in Context ...................................................................................................................................................... 80
Section 5: Speaking: ........................................................................................................................................................................ 91
Section 6: Writing ........................................................................................................................................................................... 93
Unit Four: Minerals ................................................................................................................................................................................ 95
Section 1: Listening ......................................................................................................................................................................... 96
Section 2: Reading ........................................................................................................................................................................ 100
Section 3: Vocabulary ................................................................................................................................................................... 104
Section 4: Grammar in Context .................................................................................................................................................... 109
Section 5: Speaking ....................................................................................................................................................................... 127
Section 6: Writing ......................................................................................................................................................................... 129
Unit Five: Beekeeping ......................................................................................................................................................................... 132
Section 1: Listening ....................................................................................................................................................................... 133
Section 2: Speaking ....................................................................................................................................................................... 135

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 Section 3: Reading ........................................................................................................................................................................ 136
Section 4: Vocabulary ................................................................................................................................................................... 139
Section 5: Grammar in Context .................................................................................................................................................... 140
The Hidden Treasure ................................................................................................................................................................. 141
Section 6: Writing ........................................................................................................................................................................ 156
Unit Six: Water Pollution .................................................................................................................................................................... 159
Section 1: Listening ....................................................................................................................................................................... 160
Section 2: Reading ........................................................................................................................................................................ 163
Section 3: Vocabulary ................................................................................................................................................................... 169
Section 4: Grammar in Context .................................................................................................................................................... 171
Section 5: Speaking ....................................................................................................................................................................... 181
Section 6: Writing ......................................................................................................................................................................... 185
Unit Seven: Good Citizens .................................................................................................................................................................. 187
Section 1: Listening ....................................................................................................................................................................... 188
Section 2: Reading ........................................................................................................................................................................ 191
Section 3: Vocabulary ................................................................................................................................................................... 198
Section 4: Grammar in Context .................................................................................................................................................... 199
Section 5: Speaking ....................................................................................................................................................................... 212
Section 6: Writing ......................................................................................................................................................................... 214
Unit Eight: Healthcare Facilities ......................................................................................................................................................... 216
Section 1: Listening ....................................................................................................................................................................... 216
Section 2: Speaking ....................................................................................................................................................................... 219
Section 3: Reading ........................................................................................................................................................................ 223
Section 4: Vocabulary ................................................................................................................................................................... 230
Section 5: Grammar in Context .................................................................................................................................................... 233
Section 6: Writing ......................................................................................................................................................................... 239
Unit Nine: Living with Differences ..................................................................................................................................................... 242
Section 1: Listening ....................................................................................................................................................................... 243
Section 2: Reading ........................................................................................................................................................................ 245
Section 3: Vocabulary ................................................................................................................................................................... 252
Section 4: Grammar in Context .................................................................................................................................................... 253
Section 5: Speaking ....................................................................................................................................................................... 264

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 Section 6: Writing ......................................................................................................................................................................... 266
Unit Ten: Assistive Technology .......................................................................................................................................................... 267
Section 1: Listening ....................................................................................................................................................................... 268
Section 2: Speaking ....................................................................................................................................................................... 270
Section 3: Reading ........................................................................................................................................................................ 272
Section 4: Vocabulary ................................................................................................................................................................... 280
Section 5: Grammar in Context .................................................................................................................................................... 283
Section 6: Writing ......................................................................................................................................................................... 291

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Unit One: Holidays

Learning Outcomes

Up-on successful completion of this unit, you will be able to:

 introduce yourself and others in English;
 identify main idea/ specific details of a given listening text;
 identify and comprehend specific information in a written text;
 identify main ideas of a reading passage;
 learn holiday-related words and expressions;
 use holiday greeting expressions;
 make correct sentences using the Simple Present Tense;
 describe similarities/sameness with positive degree, i.e.“…as… as…” ;
 use comparative and superlative forms of one-syllable adjectives correctly; and
 write sentences and a short paragraph describing a process.

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Section 1: Speaking
Week 1 Day 1
Lesson 1

Greetings and Introduction

Activity 1: Practise the following dialogue in pairs. You may also use expressions such as Good
afternoon, Good evening, and Happy to meet you.

A: Good morning.
B: Good morning
A: Nice to meet you.
B: Nice to meet you, too.

A B

Activity 2: In pairs, practise this conversation. Take turns to play the roles of A and B.
A: Hello, I’m …………
What’s your name?
B: Hi, my name’s ………….
A: Where are you from?
B: I’m from………...
A: Oh, I’m from ………...

Activity 3: Go around the class and introduce yourself to someone. Don’t forget to use the above
expressions.

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Activity 4: Practise the following conversation in groups of six. Take turns to play the role of each
group member.

Badeg: Huriya, let me introduce you to my friends.

This is Kemal. He’s from Worabe.
This is Hanna. She’s from Addis Ababa.
This is Tut and Obang. They’re from Gambella.
Huria, I think you’re from Assosa.
Huriya: Yes! I’m from Assosa. Nice to meet you all.
Kemal: Nice to meet you, too.
Badeg: Great! All we’re Ethiopians!

Activity 5: Talking about yourself

Read about Koketi below. Then, tell your classmates about yourself.

My name’s Koketi. I’m 10 years old. I live with my parents around Piazza, in Arada Sub-city, Addis Ababa.
I like learning English. I want to speak and write in English very well.

Grammar focus
Contracted forms
I’m =I am …
What’s= What is….
My name’s= My name is …
He’s = He is
She’s = She is
They’re = They are
You’re = You are
We’re = We are

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Section 2: Listening
Week 1 Day 2
Lesson 2

Activity 1: Before you listen to a talk, with a partner, look at the pictures below and answer the
questions that follow.
1. What are these pictures about?
2. What do you think they represent?
3. Can you guess what the talk is going to be about?

Picture A Picture B

Picture C Picture D

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Activity 2: These words are used in the talk you are going to listen to. Can you say them correctly?
With a friend guess their meanings.
holiday celebration commemorate
public religious invading
Christmas epiphany

Activity 3: Listen to the talk and choose the most appropriate statement that contains the major idea
of the talk.
1. The history of Ethiopian holidays.
2. Ethiopia has different public, religious and cultural holidays.
3. Nations and nationalities have similar religions holidays.

Week 1 Day 3
Lesson 3

Activity 1: Listen to the text again and put a tick (✅) against the correct statements.
No Statement Correct Incorrect
1 In Ethiopia, all holidays are national holidays.
2 All religious holidays are celebrated on the same day.
3 Religious holidays are Christian holidays.
4 Ethiopia celebrates three Islamic holidays.
5 Nations and nationalities celebrate their own holidays.

Compare your answers with your partner’s and identify the incorrect ones. Then, rewrite them as
correct sentences.

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Activity 2: In groups of four, choose a holiday or a ritual celebration in your area. Collect information
from your family or neighbours using the following guide. Then, report it to your
classmates

 The name of the holiday or ritual (Ivangadi, Buhe, etc.)

 When it is celebrated (date, month, season)
 Why it is celebrated (child birth, prayers for rain, etc.)
 How the people celebrate it (food, clothes, materials, ritual tools)

Section 3: Reading
Week 1 Day 4
Lesson 4

Activity 1: Look at the picture below and answer the questions that follow. Then, compare and
discuss your answers in groups of four. Share your ideas to the whole class.

1. What do you see in the picture?

2. Look at the new year poem and wish in Amharic in the middle of the picture. Are there similar new
year poems and wishes in your language? Can you say them to the class?

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 3. Do you like the New Year holiday? Why?

Now, read the passage below and do the activities that follow.

The History of the Ethiopian New Year

The Ethiopian New Year, known as “Enqutatash” in Amharic, is a national holiday. It is celebrated on
September 11 (or on September 12 in the leap year when Pagume - the 13th month of Ethiopia - counts six).

The word “Enqutatash” is heavy with symbolism as it not only means ‘the gift of jewels’ but also
represents the end of the rainy season - the time of the year when the Ethiopian mountains and fields are
covered with bright yellow flowers called ‘Adey Ababa’.

The Ethiopian New Year’s celebration is said to date back to the time when the Queen of Sheba returned
home from her visit to King Solomon in Jerusalem in 980 BC (before the Birth of Christ). The Queen
was welcomed back to her country with plenty of jewels made of diamond, also known as ‘enqu’ in
Amharic. The holiday has got its name from the word ‘enqu’, and ‘Enqutatash!’ means ‘you deserve
plenty of ‘enqu’. The holiday has been celebrated since 980 BC and it involves both religious and cultural
elements.
(Adapted from ethiopiaonlinevisa.com, accessed on 11/20/2021)

Activity 2: Choose the correct answer according to the information in the passage
1. Which one is the name of the Ethiopian New Year?
a. Pagume b. enqu c. Enqutatash d. Adey Abeba
2. The Ethiopian New Year is celebrated on the ___________.
a. 12th of October b. 11th of September
c. 14th of September d. 1st of January
3. According to the passage, when did Ethiopia begin to celebrate the New Year?

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 a. before the birth of Christ b. after the birth of Christ
c. When Queen of Sheba visited King Solomon d. not known

Activity 3: Read the passage again and say whether the following statements are True or False.
Compare your answers in pairs.

1. The Ethiopian New Year is celebrated only by Christians.

2. The word Enqutatash symbolises the coming of a new season of sunshine.
3. Adey Abeba blooms only in September.
4. Queen of Sheba was welcomed with plenty of yellow flowers.
5. The Ethiopian New Year has no connection with religion.

Week 2 Day 1
Lesson 5

Activity 1: Look at the words in bold in the passage. What do they refer to? The first one has been
done for you as an example.

1. It (paragraph 1, line 2) refers to ‘the Ethiopian New Year’ or ‘the national holiday’.
2. …it …. (paragraph 2, line 1)
3. …her… (paragraph 4 line 2)
4. … it… (paragraph 4, line 7)

Activity 2: Answer the following questions using information from the passage. Write the answers
in your exercise book.
1. What is a ‘leap year’?
2. When was Queen of Shaba welcomed with plenty of jewels?
3. Do you think celebrating the New Year is important? Why?

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Activity 3: Think of a New Year celebration of an Ethiopian community. First, complete the following
note individually. Then, in groups of three, compare your answers. Then, select a
representative who reports about the New Year to the whole class.

1. The name of the community

2. The name of the new year by the society
3. When the year begins and ends
4. What year it is this year

Week 2 Day 2
Lesson 6

Activity 1: You are going to read another passage on holidays. Before you read the passage, answer
the following questions.
1. Which holiday celebration do you like most? Why?
2. What activities of the New Year celebrations are interesting to you?
3. How do you support your parents during holiday celebrations?

Activity 2: Now, read the passage quickly. What is it about – a, b, or c?

a. Expenses for the Ethiopian New Year
b. Ethiopian New Year festivities
c. Types of Food prepared for the New Year Celebration

Celebration of the Ethiopian New Year

Ethiopia is a country that maintains its traditions because it has never been colonised. Therefore, most of
the popular festivals in Ethiopia have ceremonial connotations. For example, the Ethiopian New Year,
which is celebrated nationwide, involves various festivities.

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The New Year festivities include family gatherings to enjoy the traditional Enqutatash meals and celebrate
together by giving gifts, especially for children. The preparation begins long before the holiday. Each
household has to save money to buy an animal (an ox (in groups), a sheep, a goat and/or a cock or hen) to
slaughter on the day. Parents are also expected to buy clothes for all family members and, if possible, to
renew and furnish their homes with new tables, chairs, and goods. Moreover, mothers need money to buy
different ingredients and kitchen utensils to prepare typical Ethiopian dishes such as ‘doro wat’, ‘dulet’,
‘key wot’, ‘kitfo’, ‘genfo’, etc. for the holiday. They also prepare local drinks such as ‘tej’ and ‘tella’.

Celebrations start on the Eve of Enqutatash. On this day, mostly Orthodox Christians light wooden torches
- ‘chibo’ in Amharic - that symbolise the coming of the new season of sunshine and the end of the rainy
season. They also attend church services and offer prayers ushering in the New Year.

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As in several holiday celebrations around the world, food has a significant place in the celebration of
Enqutatash. Therefore, the following morning, fathers slaughter the animal(s) they have bought for the
holiday. Mothers, with the help of other family members, prepare and serve the meals and the drinks.

Singing and dancing is also common to celebrate the New Year, especially among young girls. Young girls
sing ‘Abeba ayesh woy’ and receive gifts from every household. Young boys also give a bunch of freshly-
picked yellow flowers - ‘Adey Abeba’ - or paintings of flowers that symbolise the arrival of spring.
Nowadays, these traditional gifts are gradually being replaced by greeting cards.

The Ethiopian New Year celebration may last for a week and revolve around family gatherings. It is a time
of fun and joy for people.
(Adapted from ethiopiaonlinevisa.com, accessed on 11/20/2021)

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Activity 3: Based on the information in the passage, choose the correct answers.

1. a. All Ethiopians celebrate the New Year by lighting ‘chibo’.

b. All Christians celebrate the New Year by lighting ‘chibo’.
c. Ethiopian Muslims celebrate the New Year by lighting ‘chibo’.
d. Orthodox Christians celebrate the New Year by lighting ‘chibo’.
2. Which statement is true according to the passage?
a. The poor cannot celebrate the New Year.
b. No New Year is celebrated without sacrificing animals.
c. The New Year celebration is a one-day event.

Activity 4: Read the passage and write true or false according to the information given in the
passage. Compare your answers with a partner’s.

1. Children enjoy and have fun during the New Year celebration because every child is blessed
every year.
2. Very special dishes are served for the New Year.
3. The New Year celebration is expensive and it is a problem for families.
4. Beautifying a home with new furniture every year is a must for every family.
5. All Ethiopians light ‘chibo’ on the evening of the eve of the New Year.

Week 2 Day 3
Lesson 7

Activity 1: Write what the words in bold refer to in the passage.

1. …their …. (paragraph 2, line 6)

2. They …. (paragraph 2, line 9)
3. … on this day …. (paragraph 3, line 1)
4. … these traditional gifts… (paragraph 4, line 5)

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Activity 2: Answer the following questions using the information from the passage. Compare your
answers with a partner’s.
1. What can you say about the New Year expenses?
2. What makes the New Year celebration fun and joyful?
3. Why do you think Ethiopia has its own New Year?

Activity 3: Based on the information in the passages above, write down your opinions about the
following questions. Discuss the answers in groups of three.

1. Should we celebrate holidays? Why? Why not?

2. What are the advantages and disadvantages of the celebration?
3. How should we celebrate holidays?

Activity 4: A New Year Song

a. Have you ever sung any New Year song in your language?
b. How often do you listen to/sing English songs?
Now, sing the following song in rows. Your teacher will help you.

The bells rang

People sang
It’s a new year!
Sing a song
Long and strong
It’s a new year!
Sing along because
We belong together
It’s a new year!

c. Do you like the song? Why?

d. What is its message?

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Section 4: Vocabulary
Week 2 Day 4
Lesson 8

Word meanings in a context

Activity 1: The words in Column A are taken from the first passage. Match them with their
contextual meanings given under Column B.
Column A Column B
1. nationwide A. a lot
2. represent B. to have done something good to earn
something
3. deserve C. feature
4. plenty D. in every part of the country
5. element E. symbolize

Activity 2: Use the words under column A above to fill in the blank spaces.

1. National heroes like Haile and Derartu __________________ Ethiopia wherever they go.
2. There are _______ of flowers in our school garden.
3. The language is spoken ___________________. Almost everyone in the country speaks it.
4. There are a number of ___________________ in a culture of a society. The type of food people eat,
the type of music or dance, and the beliefs they have are some of them.
5. You have worked really hard this term, so you _______________ to stand first in the class.

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Activity 3: The words under Column A are taken from the Passage II. Match them with their
contextual meanings given under Column B.

Column A Column B
1. nationwide A bouquet
2. slaughter B lead
3. ingredients C kill
4. Usher D family
5. Households E across the country
6. Bunch F One of the food items you use to make
a particular dish

Activity 4: Use the right words under Column A above to complete the sentences below.
1. Abel gave a __________ of flowers to his teacher on Parents’ Day.
2. Some cultural holidays are celebrated _________ while some are celebrated by particular
communities.
3. My father often __________________ a sheep for holidays.
4. You can search for the ______________ of the new dish from YouTube.

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Section 5: Grammar
Week 3 Day 1
Lesson 9

Simple Present Tense

i. Affirmative forms

Activity 1: The following sentences are taken from the two reading passages. Read them with a
partner paying attention to the verbs in bold. Then, report what you have noted to the
class.
 The Ethiopian New Year is a national holiday.
 The leap year comes after every four years…..
 The celebration starts on the eve of the New Year.
 Households have delicious dishes.
 Children collect flowers or draw pictures of angels.
Have you noticed that all the verbs in bold are in the Simple Present Tense?

Activity 2: Do this individually. Circle the correct form of the verb to complete each sentence.
1. Doctor Gome love / loves his job.
2. Chala study / studies ants.
3. A salesperson sell/ sells products for a company.
4. Liban and I work / works at weekends.
5. Volunteers help / helps people.
6. We write / writes social science textbooks.
7. Our office close/ closes at 7:00 p.m.
8. Hawi take / takes classes at a business school.
9. They walk / walks to work every day.
10. Banks and clinics start / starts work at 8:00 a.m. every morning.

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Now, compare your answers with your partner’s.

Activity 3: In pairs, look at the picture and read the letter below. Then, answer the questions in
complete sentences.

Dear my friend, Brook,

How are you? I am doing very well. I can’t wait to celebrate the upcoming holiday! Are you as excited as
I am? By the way, do you help your parents in the preparation for the holiday? Well, let me tell you how I
do my part.

I usually help my father bring home the items and the animals bought in the morning. Then, I wash my
clothes for the holiday in the afternoon. You know… in our culture a holiday is very important and mothers
also need our help during holidays. I often go to the market place and support my mom in carrying the
goods she buys. We usually go home late in the evening. Therefore, the eve of a holiday is tiresome and I
feel tired at the end of the day. So, I always go to bed early.

For me, the actual day is my resting day. In the morning, we have our breakfast and go to church. After
the church service, we usually go home and enjoy the holiday together with our neighbours. Since the next
day is most probably a school day, in the evening I study and do my homework. These are my routine
activities on holidays.
What about you? How do you prepare for and pass your holiday?

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Yours,
Samy
1. Who is the writer of the letter?
2. What does Samy do in the mornings, on the eve of holidays?
3. What does he do in the afternoon?
4. Where does Samy’s mom buy goods?
5. What does Samy do the next day of the holiday?

Week 3 Day 2
Lesson 10

Activity 1: Now rewrite the middle two paragraphs with “He” and “They’ to report what Samy
usually does during holidays. The first two sentences have been done for you as examples.

Samy usually helps his father bring home the items and the animals bought in the morning. Then, he
washes his clothes for the holiday in the afternoon.___________________________________________.

Activity 2: Use the above letters as examples and rewrite the text below with the correct Simple
Present forms of the verbs given in the brackets.

The villagers (come) and (prepare) a campfire at the centre of the village once every year. In the
evening, everyone (come) with a lighted ‘chibo’. The eldest of the villagers first (light) the campfire.
He also (pray) for the wellbeing of the community. Then, others (make) circle around the campfire
and (throw) their ‘chibo’ into the campfire. The youngsters (sing) new year songs. Women (bring)
food and drinks and (serve) all the attendants. A girl (make) and (serve) coffee. When the fire (burn)
down, all the villagers (go) home happily and (prepare) themselves for the best New Year possible!

Now, exchange you have written with a partner’s and do peer correction. Then, read your paragraph
to the class.
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Grammar summary
Simple Present Tense:
I/we/you/they + infinitive
or
he/she/it+ infinitive with “s” or “es”
add [s] to the verbs:
close = closes
cover = cover
ask = asks
add [es] to verbs ending in [-sh], [-ch], [s] and [x]
wash = washes
teach = teaches
accuse = accuses
relax = relaxes
change [y] to [i] and add [es] to verbs ending in the constant [y]
carry = carries
copy = copies
study = studies
We often use the Present Simple Tense to describe habits.

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Week 3 Day 3
Lesson 11

ii. Negative forms

Activity 1: With a friend, look at the following example sentences. Pay attention to the underlined
verb forms. Then, discuss the questions that follow.
a. All Ethiopians do not celebrate new year at the same time.
b. Our English teacher does not/doesn’t tolerate cheating.
c. It does not/ doesn’t rain the whole day.
d. We do not/don’t want to be late for school.
e. Rahel is not/ isn’t in Section A.
f. We are not/ aren’t eager to watch the film.
1. What changes have you noticed in these negative statements?
2. Is there any difference between the first 4 statements and the last 2 sentences?

Activity 2: Rewrite the following affirmative statements into negative forms.

Examples:
a. Bizen speaks English very well.
Bizen does not/doesn’t speak English very well.
b. Most elders drive slowly.
Most elders do not/don’t drive slowly.
c. The students are ready to take the test.
The students are not/aren’t ready to take the test.

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 1. Ali and Hanna are absent from class.
2. Many people like to buy new clothes for new year.
3. The woman sells eggs in her new shop.
4. Ato Taye is the principal of our school.
5. We learn English five periods in a week.
6. I am responsible to look after my siblings.

Activity 3: Write five sentences describing that your family, including you, do not do during the
weekends. Then, compare your sentences in groups of three.
Grammar Focus
Contacted forms
do not = don’t
does not = doesn’t
is not = isn’t
are not = aren’t
NB. am not = am not; amn’t is not correct

Week 3 Day 4
Lesson 12

iii. Interrogative forms

Activity 1: In pairs, look at the following examples. Pay attention to the words in bold.
Examples:
1. Heran cleans her room every day.
Does Heran clean her room every day?

21
 2. The children play football on Sundays.
Do the children play football on Sundays?
3. In August, it rains heavily?
Does it rain heavily in August?
4. We pray together.
Do we play together?
5. You learn at Meskerem Primary Schhol.
Do you learn at Meskerem Primary School?
6. The market place is too far.
Is the market place too far?
Now, rewrite the sentences below into interrogative/question forms.
1. Our English teacher gives us homework on Fridays.
2. The sky is clean and bright.
3. Sarah likes reading English stories.
4. There are plenty of flowers in the garden.
5. People buy and sell things in the market.
6. I am your classmate in Section A.
7. We prepare the land to grow vegetables.

22
 Activity 2: Barite and Kelil are Grade 5 students living in the neighbourhood. They have the
following study programme. In pairs, read their programme carefully. Then, take
turns to ask and answer questions about Barite and Kelil.
Study Programme
Monday Tuesday Wednesday Thursday Friday
Pair Study English Mathematics Social Environmental
time Science Science
Barite Mathematics Environment Social Science
al Science
Kelil Environmental Mathematics Social Science
Science

Examples:

A: Do Barite and Kelil study together on Mondays?

B: Yes, they do. / Yes, they study English together on Mondays.
A: Does Kelil study individually on Mondays?
B: Yes, he does. / Yes, he studies Environment Science individually on Mondays.
Now, practise making as many questions and answers as you can from the table.

Activity 3: Negative questions in the Simple Present Tense

1. First look at the examples below. Then, write five negative questions and compare your
sentences with a partner’s.
a. Does Elisa come to class regularly?
Doesn’t Elisa come to class regularly?
b. Do you love watching action films?
Don’t you love watching action films?
c. Am I in the class list?
Am I not in the class list?
Amn’t I in the class list? X
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 2. The following table shows the study plan of Ali and Hanna. Look at the table and answer the
questions that follow. The first three questions have been done for you as examples.
Study Program
Monday Tuesday Wednesday Thursday Friday
Pair Study English Mathematics Social Science Environmental
time Science
Hanna Mathematics Environmental Social Science
Science
Ali Environment Mathematics Social Science English
al Science

1. Does Hanna study English on Tuesday?

Ans: No, she doesn’t. No, she doesn’t study English on Tuesday.
2. Do Hanna and Ali study English together?
Ans: Yes, they do. /Yes, they study English together.
3. Doesn’t Hanna study any local language?
Ans: No, she doesn’t./ No she doesn’t study any local language.
4. Does Ali study Environmental Science alone?
5. Don’t they study Social Science on Mondays?
6. Aren’t Hanna and Ali free on Wednesdays?
7. Do they study all the four subjects together?
8. Does Hanna study English only once in a week?

Activity 4: List down five things that you don’t do. Share your list with your partner. Let he/she
asks you questions using your list, and you answer the questions correctly. See the
examples below.

Your list:
 I don’t eat raw meat.
 I don’t drink alcohol.

24
 Your partner: Don’t you eat raw meat?
You: No, I don’t eat raw meat.
Your partner: Do you drink alcohol?
You: No, I don’t drink alcohol.

Now, it’s your turn to ask what your partner doesn’t do. Remember, you ask him/her a positive or
negative question.

Grammar summary
The Simple Present Interrogative/ Question Form
To change the affirmatives into questions, we use Do… and Does… for
affirmative, Don’t… and Doesn’t… for negative at the beginning and the infinitive
form of the verbs. For statements with am, is, and are, we simply place, these verbs
at the beginning.
Do/Don’t I, we, they, work for a bank?
you learn Geez?
Does/Doesn’t he, she, it Play football every day?

Is/Isn’t he, she, it in this class?

Am/Am…not I hot today?

interested in reading stories?
Are/Aren’t we, you, they,

NB. ‘Am…not’ has not contracted form.

Interrogatives end with question marks.

25
Week 4 Day 1
Lesson 13

Comparison
i. Positive degree
a. ... as + adjective/adverb + as… to describe two people, things or places that are equal, not the
same or not similar
b. …not as + adjective/adverb + as…to describe two people, things or places that are not equal, not
the same or not similar
Activity 1: Look at the students in the picture below and complete the sentences with ‘as + adjective
+ as’. The first is done for you as an example.

a. Amenu is as tall as Beka.

b. Tut is _______________ Amanu.
c. Beka is ________________ Tut.
d. Tut is __________________ Amenu.
e. Amenu is __________________ Beka and Tut.

26
Activity 2: Rewrite the following sentences with “not as + adjective + as” to talk about not equal,
not similar, or not the same. The first one has been done as an example for you.

1. The blue car is (fast) the black car.

Ans: The blue car is not as fast as the black car.
2. Chala is (not tall) Bereket.
3. This copy is (not bad) the other one.
4. Today, it's (not windy) yesterday.
5. The tomato soup was (not delicious) the mushroom soup.
6. Grapefruit juice is (not sweet) lemonade.
7. Silver is (not heavy) gold.

Grammar summary
The positive degree of comparison is constructed:
Subject/ noun + ‘be’ + as + adjective + as…
subject/noun + ‘be’ +not + as + adjective + as +…..
Examples: Helen is as clever as her elder sister.
Babi is not as tall as Mamush.

27
 ii. Degrees of comparison
a. Comparative forms of short regular adjectives (one syllable adjectives)

Activity 1: Look at the table below with a friend. What changes have you seen in the comparative
forms?
Short (one syllable Comparative forms
adjectives)
 tall  taller
 short  shorter
 wide  wider
 nice  nicer
 fat  fatter
 big  bigger
 heavy  heavier

Activity 2: Look at the picture below. Compare the two students and make sentences using the
correct comparative forms of the given adjectives. The first has been done for you as an
example.

Abenezer Jifare
 9 years old  11 years old
 26 k.g.  24 k.g.
 1.4 m. tall  1.6 m. tall

28
 Abenezer Jifare

1. Abenezer is fatter than Jifare.

2. (tall)
3. (thin)
4. (short)
5. (old)
6. (heavy)
7. (young)
Have you noticed that the comparative adjectives are followed by ‘than’?

Activity 3: Complete each sentence with the correct comparative forms of the adjectives given in
brackets. Add than when necessary. The first one is done for you as an example.

1. This bag is nicer than (nice) that one.

2. Very old laptops are a lot (big) the new ones.
3. Summer is (hot) than winter.
4. My new table is (small) the old one.
5. My new school is (close) my previous school.

29
6. Her house is (large) mine.
7. That box is (small) the one I lost last year.
8. Our dog runs (fast) our cat.
9. This sack is (light) that sack.
10. The price of sugar yesterday was (cheap) it is today.

30
Week 4 Day 2
Lesson 14

b. Superlative forms of short regular adjectives (one syllable adjectives)

Activity 1: In pairs, look at the table and compare the comparative and superlative forms. What
changes have you seen?
Short (one syllable Comparative forms Superlative forms
adjectives)
 tall  taller  tallest
 short  shorter  shortest
 wide  wider  widest
 nice  nicer  nicest
 fat  fatter  fattest
 big  bigger  biggest
 heavy  heavier  heaviest

Now, look at the table below and answer the questions that follow. The first is done for you.
Endenge Foziya Bethy
Height 1.65m 1.52 1.61
Weight 31k.g. 28k.g. 30k.g.
Length of 35 c.m. 30c.m. 15c.m.
hair
dress 85c.m. 70c.m. 50c.m.

1. Who is the tallest?

Ans: Endenge is the tallest of all the three girls.
31
 2. Who is the fattest?
3. Who is the shortest?
4. Whose hair is the longest?
5. Whose hair is the shortest?
6. Who wears the shortest dress?
7. Who is the heaviest?

Activity 2: Look at the bio-data of five students in the Table below and answer the questions that
follow.

Points of difference Tufa Petros Belete Halima Hadaro

Age 18 19 21 17 19
Height 1.75 1.25 1.45 1.60 1.70
Weight 57kg 65kg 60kg 55kg 70kg
Size 32 38 35 27 40

1. Show your agreement to the statements in the Table based on the bio-data listed above.
No. Statement Correct Incorrect
1 All of the three students are
below 20 years of age.
2 They are all equally young.
3 Tufa is the tallest of all.
4 Belete is the oldest.
5 Petros is the fattest.
6 Hadero is the thinnest.
7 Halima is the shortest.
8 Halima is the youngest.

32
 2. Now, look at the bio-data again and write five similar correct sentences. Then, compare your
sentences with your partner’s.

Activity 3: Use the data in the Table and answer the questions that follow. The first has been done
for you as an example.

1. Who is the tallest?

Tufa is the tallest.
2. Who is the shortest?
3. Who is the fattest?
4. Who is the youngest?
5. Who is the oldest?
6. Who is the thinnest?

Activity 4: In pairs, answer these questions in complete sentences.

1. Who is the shortest student in your class?

2. Who is the fattest student in your class?
3. Who is the tallest of all students?
4. Who is the thinnest?
Week 4 Day 3
Lesson 15

Activity 1: Choose the correct answer to complete each sentence. Compare your answers with a
partner’s. The first one has been done for you as an example.
1. Mount Everest is the highest mountain (high / mountain) on Earth.
a. Mount Kilimanjaro b. Mount Everest c. Ras Dashen
2. ___________is _____________(fast / animal) in the world.

33
 a. The camel b. The zebra c. The cheetah
3. ___________is ____________(long / river) in the world.
a. The Nile River b. The Amazon River c. The Yangtze River
4. ___________ is ___________ (wide / ocean) on Earth.
a. The Pacific Ocean b. The Atlantic Ocean c. The Indian Ocean
5. __________ is _____________(small / continent).
a. Africa b. Antarctica c. Australia
6. ___________is ___________(large / animal) on Earth.
a. The elephant b. The blue whale c. The giraffe
7. __________is ___________(cold / place) on Earth.
a. Antarctica b. Alaska c. Canada
8. . __________is ___________(close / planet) to the sun.
a. Mars b. Venus c. Mercury

Grammar Summary
Forming regular comparatives and superlatives is easy. The form depends on
the number of syllables in the original adjective. In this section, we have learnt
about one-syllable adjectives. One-syllable adjectives are formed as follows:
1. There are three forms of adjectives used to show varying degrees of
comparison: the positive, the comparative, and the superlative.
 Positive adjective: describes the noun as it is.
o Tilahun is tall.
 Comparative adjective: describes a noun by comparing it to another
noun.
o Firaol is shorter than Ali.

34
  Superlative adjectives: describe a noun by comparing it to two or more
nouns to the highest or lowest degree.
o Obang is the tallest of all students in our class.
2. Add -er for the comparative and -est for the superlative adjectives.
o Firaol is shorter than Ali.
o Obang is the tallest of all students in our class.
3. If the adjective has a ‘consonant + single vowel + consonant’ spelling,
the final consonant must be doubled before adding the ending. For
example, take the adjective big:
o European potatoes are bigger than Ethiopian potatoes.
o The Commercial Bank building is the biggest building in Ethiopia.
4. If an adjective ends in –e, we add –r or –st:
o Daniel is a close friend of mine.
o Daniel is closer to me than Tadu is.
o Daniel is the closest friend I have ever had.
5. If the adjective ends in ‘-y’ followed by a consonant, we change ‘-y’ to
‘-I’, then add ‘-est’.
o This box is really heavy.
o That box is heavier than this one.
o The box over there, in the corner is the heaviest.

Section 6: Writing
Week 4 Day 4
Lesson 16

Explaining a process

35
Note: Every day we perform many activities that are processes-that is, series of steps carried out in a definite
order. In this section, you are going to practise to write a process paragraph.
Activity 1: Rearranging sentences
1. The following sentences describe how Adahis wears his uniform when he goes to school. But, the
sentences are not in the correct order. In pairs, rearrange them.
a. I put on my over wear.
b. I wear my underwear.
c. I wear my shirt.
d. I wear my trousers.
e. I wear my socks.
f. I put on my shoes.
g. I take off my night wears.

2. Using the following sequencing words, rewrite the sentences in a paragraph form. You may also
use some other linking words.
First, Second, Third, Then,
After that , and, Finally

Activity 2: Writing a process paragraph

1. Choose one of the following topics. Then, using the sentences in Activity 1, No. 1 as examples,
write sentences that show what you do from beginning to the end. Then, rewrite them in a
paragraph form to explain the process. Don’t forget to use the right sequencing words.
 Washing your body  Making coffee
 Cleaning a house  Buying something from a shop

2. Exchange your paragraph with a partner’s and do peer correction. Then, improve your paragraph
considering the given corrections.
36
Unit Two: Dry Season

(Source: https://www.mercycorps.org/es/node/3193, retrieved on 09/11/2021)

Learning Outcomes
Upon successful completion of this Unit, you will be able to:
 anticipate topics of listening texts;
 identify specific and main ideas from listening texts;
 talk about dry season farming activities in their areas;
 identify specific and major ideas of a reading passage;
 answer reference and inference questions on a reading passage;
 analyse the message of a poem;
 use appropriate season- and weather-related expressions;
 describe habitual actions with the Present Simple Tense;
 use correct comparative and superlative forms of long adjectives; and
 pronounce weather related adjectives correctly;
37
 talk about weather; and
 write short descriptive paragraphs about weather and seasons.

38
Section 1: Listening
Week 5: Day 1
Lesson 1
Part 1

Activity 1: You are going to listen to a text about Dry Season. Before you listen to the text, answer the following
questions with a partner.

1. What do you know about seasons?

2. What is the difference between dry season and rainy season?

Activity 2: These words and phrases are used in the listening text. In pairs, practise their pronunciation and
guess their meanings.
 climate  bushfires
 temperature  hemisphere
 precipitation  tropics
 weather  tropical rain belt

Activity 3: Now, your teacher is going to read you the listening text. As you listen, complete the sentences below
with the right information.
a. Dry season is a yearly period of the _________________________.
b. The rain belt lies in the northern hemisphere from _________ to _________.
c. During the dry season, ________________ are common.

Activity 4: Listen to the text again and say the following statements True or False.
a. A dry season is characterized by low rainfall and low humidity.
b. The tropical rain belt always lies in the southern hemisphere.
c. Water holes and rivers dry up in the dry season.
d. During the dry season, days are typically cloudy.
39
Activity 5: With a partner, discuss the following questions and report your answers to the class.

a. Write three things you like about the dry season.

b. Write three things you do not like about the dry season.
Part 2
Week 5 Day 2
Lesson 2
Activity 1: You are going to listen to another short text entitled Dry Season in Ethiopia. Before you listen to the
text, answer the following questions in pairs.
a. What main climate seasons does Ethiopia have?
b. What type of season do the pictures below indicate?
c. Are they in urban or rural areas? How do you know?
Picture 1

(Source: https://journeysbydesign.com)

40
Picture 2

(Source: https://journeysbydesign.com)

Activity 2: Now listen to the text attentively and complete the statements with the right information. Then,
compare your answers in groups of three.
a. The main climate seasons Ethiopia experiences are ___________ and _____________________.
b. The dry season in Ethiopia is from _________ to ____________.
c. The temperatures rise again during _______________________.

Activity 3: Listen to the text again and match the phrases under ‘A’ with their right expressions under ‘B’.

‘A’ ‘B’
1. Ethiopia’s rainy season a. December to February
2. Ethiopia’s winter season b. cooler weather conditions
3. lowland areas c. June to August
4. highland regions d. hotter temperatures

41
Activity 4: From Listening to Reflection
You have listened to the text about dry season in Ethiopia. Now, in groups of three, discuss what people can do during
the dry season. Write down your ideas and report them to the class.
a. rural children
b. rural women
c. farmers
d. children in towns and cities

Section 2: Reading

Week 5 Day 3
Lesson 3

Activity 1: The following words are taken from the passage you are going to read. Can you say them
correctly? In pairs, guess their meanings.

a. irrigation
b. utilize
c. reliance
d. cultivate
e. consume
f. investment

Activity 2: With a partner, look at the pictures and read the passage quickly to answer these questions.

1. What do the pictures show?

2. What are the differences among the three pictures?
3. Which of these methods are practiced in your area?
4. What is the main idea of the passage?

42
 Dry Season Farming in Ethiopia

(Sources:https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.hidropolitikakademi.org;
 https://farmersreviewafrica.com/us-350000-granted-for-water-saving-drip-irrigation-in-nigeria/
 https://www.amarujala.com/photo-gallery/bizarre-news/madhya-pradesh-chhatarpur-police-
11/09/2021)

Dry season farming is often described as crop production with irrigation or water
dripping during a dry season. It is practiced usually in regions that receive at least 20
inches (50cm) of annual rainfall, and utilizes the moisture stored in the soil from the rainy
season.

43
Ethiopia has a long history of dry season farming. Dry season farming has been used for
years to cultivate crops like cotton, maize, sesame, sugarcane, vegetables and fruits
around the Afar Region, along the Awash Basin.

Dry season farming improves food availability and ensures better pricing all year long.
It also helps to reduce the country’s reliance on imports as a way of ensuring food
security. Dry season farmers can contribute significantly to the country’s economic
development through exporting food. For example, wheat is a crop that is cultivated in
Ethiopia, and yet a major portion of the wheat consumed in the country is imported
mainly from America and Canada. However, the production of wheat can be increased
by several millions of tones through dry season farming. In recent times, the Ethiopian
government has increased its participation in dry season farming. It especially has
increased its investment in the production of yekola sinde (meaning ‘wheat from dry
areas’).

Activity 3: Decide if the following statements are True or False based on the
information in the passage. Check your answers with your partner’s.

a. Dry season farming is practiced in places that receive much rainfall.

b. Farmers can produce all types of crops during the dry season.
c. Dry season farming is a new practice in Ethiopia.
d. Dry season farming can help to improve food supply.
e. We can decrease food imports by expanding dry season farming.

44
Week 5 Day 4
Lesson 4

Activity 1: With a partner, read the passage Dry Season Farming in Ethiopia again
and find out what the words in bold refer to.

A. It in Paragraph 1, line 2
B. …country’s in Paragraph 3. line 2
C. …its in Paragraph 3, line 9
D. It in Paragraph 3 , line 10

Activity 2: Answer the following questions first individually. Then, compare your
answers with a partner.

1. What do you understand when the writer says, “Ethiopia has a long history of dry
season farming.”?
2. What are the advantages of the dry season?
3. Why do we import the major portion of the wheat we consume?
4. What should we do to produce sufficient wheat?

Activity 3: In the listening and reading texts above, you have learnt a lot about dry
season in Ethiopia. Below is a poem about the winter season, especially
in Europe and North America.
1. Before you read the poem, answer the following questions in pairs.
a. Have you ever read poems in English? How about in your language?
b. What is the difference between a passage and a poem?
c. What do we call a person who writes poems?
2. These words are used in the poem. Could you say them correctly? Try to guess their
meanings?
a. snuggled d. Clutched
b. quilt e. Hibernate
c. Crackle

45
3. Now, take turns to read the poem loudly. Then, answer the questions that follow.
The cold winter winds,
Blowing harshly through the tree,
Snow under my feet,
Bothering my toes.
And my nose,
Which is in deep freeze.
Snuggled under a warm quilt,
Just cannot stay up late,
Crackle of a fire at night,
With hot water bottle clutched to my side.
And I have to get up again
And go out in the cold tomorrow morning…….
I…feel…so sleepy….
How wonderful…. If I could….. also…..
Hibernate!

a. How do the winter winds blow?

b. Which part of the narrator’s body is in deep freeze?
c. What is the poet snuggled under?
d. What does the poet wish?

46
Activity 4: More about seasons in Ethiopia

1. Ethiopia has four seasons: spring, summer, autumn/fall and winter. Write the names of
these seasons in your local language?
2. In pairs, look at the picture, Ethiopian Seasons below. Which months of the year are
the seasons?

3. Can you list some major farming activities that are done during these seasons in
Ethiopia? Report your answers to your class.

Activity 5: Seasons in Ethiopia are also connected with holidays and special festivals,
or with unique plants and crops to grow. With your partner, list down such
unique features of each season and report to your class.

For example in spring:

 Ethiopian New Year's Day - September 11 (during leap year: September 12)
 Meskel (Finding of the True Cross) Holyday - September 27 (leap year: September
28)
 ‘Adey Ababa’ – Flowers blossom and cover the mountains.
 Most of the land is covered with crops and appears green.

47
Section 3: Vocabulary
Week 6 Day 1
Lesson 5

Activity 1: You have studied the meanings of these words in Lesson 3, Activity 1 above.
Now, use them to complete the sentences below.
irrigation cultivate utilize reliance
consume investment

a. _____ on food aid is an obstacle for development.

b. Farmers use _________ to cultivate dry season crops.
c. Increasing ___________ on dry season farming can help to maintain food security.
d. If we __________ our water resources well, we can produce more.

Let’s learn more words related to the dry season

Activity 2: First, practise saying the words under Column ‘A’. Then, use a dictionary
to match them with their meanings in Column ‘B’.

‘A’ ‘B’
1. Arid a. hot and dry
2. semi-arid b. dried
3. scorching c. very dry
4. parched d. partly dry
5. desiccated e. continuous dry climate
6. drought f. an area with little or no rain
7. desert g. very hot

48
Activity 3: Use the correct words or expressions from Column A in the above table to
complete the text below. Then, compare your answers with your partner’s.

Deserts and steppes comprise the regions that are

characterized by dry climates. These are _______ (1)
and _______ (2) areas that have three main
characteristics: very low precipitation, high
evaporation rates that typically exceed precipitation
and wide temperature swings both daily and seasonally.
The lowest rainfall occurs in arid or _______ (3) areas where precipitation
averages less than 35cm (14 inches) per year. Some deserts have years with no
rainfall at all. The _______ (4) climate makes the earth _________ (5) by the
sun. Semi-arid or steppe regions receive slightly more rainfall than deserts.
They can receive up to 70cm (28 inches) per year. These regions usually have
_______ (6) climate and experience ________ (7).

Activity 4: Word Building

In pairs, look at the words in the table and answer the questions below.

Noun Adjective
rain rainy
sun sunny
cloud cloudy
1. What differences do you see in the examples?

2. How are the adjectives formed?

3. Do you know other adjectives that are formed in a similar way? Add some to the list.

49
When we talk about the seasons, we use words such as rain, rainy, sun and sunny.
The words rain and sun are nouns while rainy and sunny are adjectives. We add
‘y’ or double the last consonant add ‘y’ to the nouns to make them adjectives.

Activity 5: Complete each of the following sentences with the correct form of a word
from the box.

cloud wind smog snow

mud smoke fog
1. The Blue Nile Fall is also known as the ______________ water.
2. The weather is very ______________. It may rain soon.
3. It is so __________ that it blows the fallen leaves.
4. I should wear my boots. It rains heavily and the road becomes __________.
5. I like watching ___________ mountains during the rainy season.

Activity 6: In pairs, look at the words in the box and answer the questions below.

Base noun Compound noun

rain rainfall
sun sunshine

1. How are the compound nouns formed?

2. List as many compound nouns as you can with ‘rain’ and ‘sun’. You may use a
dictionary.

50
 Week 6 Day 2
Lesson 6

Activity 1: Antonyms and synonyms

1. The following words are taken from the listening and reading texts above.
With a partner, find their antonyms from those given in the circle.
Example:
The dry season is a yearly period of low rainfall in the tropics.
In this sentence, the antonym of the word ‘dry’ is ‘wet’; and the antonym of the word ‘low’
is ‘high’.

a. sunny
b. clear
heavy cool
c. light
d. hot cold foggy dark
e. warm humid rainy
f. dry

2. Write the synonyms for the following words.

1. hot / warm
2. cold / cool
3. foggy / misty
4. gusty / windy
5. thunder / lightning

51
Activity 2: Work in groups of three. Take a word from the circle above and a word from the box below and
make as many weather-related expressions as you can.

sky weather rainfall temperature

rain season

Examples: clear sky heavy rain

Activity 3: Write five sentences using the compound words you have formed in Activity 2. Then, compare
your sentences in groups of three.
Activity 4: Word Grouping

All of the following words are about the weather. In groups of four, group them under the five topic words in
the table below. You may use a dictionary.

drizzle gloomy gale blustery

warm cloudy sleet hail
breeze cool cold freezing
hurricane blizzard snowflake showers
clear overcast flood downpour
foggy rain

Rain Clouds Cold Wind Temperature

hot
52
gale
showers
Section 4: Grammar in Context
Week 6 Day 3
Lesson 7

The Simple Present Tense to talk about habitual actions

In Unit One, you learnt about the affirmative, negative and interrogative forms of the Simple Present Tense. Now, you
are going to study how the Simple Present Tense is used to describe habitual actions.

Activity 1: Read these short texts. What do the texts talk about?

Ethiopian farmers usually grow vegetables, maize and cotton

with irrigation.

My father is a farmer. He prepares his farmland during the dry

season and he sows the seeds during the rainy season.

Have you noticed that the verbs grow, prepares, and sows are all in the Present Simple Tense and the verbs prepares
and sows are in the third person singular?

Activity 2: With a partner, read the following text. Pay attention to the words written in bold.

I’m Halima Teyib. I’m a doctor. I work in a hospital. My husband, Kemal, is a teacher. He teaches music at a college.
We get up at seven o’clock every morning. Kemal sets the table, and we have breakfast. He likes bread and tea, but
I don’t. I eat scrambled eggs and drink milk for breakfast. Then, we leave home at a quarter past eight.

Have you noticed that the texts in both Activity 1 and Activity 2 express habitual actions? Habitual actions are things
that happen regularly and frequently, as habits.

53
Activity 3: In pairs, read the following text that Hassen has written about himself. Then, rewrite it in the third
person singular – he, and third person plural- they.

Hello! My name is Hassen. I’m 12 years old. This is what I normally do. I love to walk to the mountain. During the
week, I wake up early and go for a small walk on the mountain. I usually go there with my elder brother or with my
cousin. We like to get some fresh air before we start our day. We live in the countryside, far away from the city. We
think that our country life is wonderful because we are away from the noise and pollution of the city. We often walk
for about an hour and then return to our home. After having my breakfast, I always ride my bicycle and arrive at
school at 9:00a.m. This is what I do every morning.

Begin like this:

Hassen is 12 years old. This is what he normally does….

Now, write a similar short paragraph (4-5 sentences) about what you do every day, and read it to the class.
Grammar Summary
As we can see in the above examples, we use the Simple Present Tense to talk about
things that happen continually, like every day, every week, every month, or every
year. We also use the Simple Present Tense for anything that happens often.
Note: In the Present Simple Tense, the 3rd person singulars (he, she, it), add -s, -es,
or -ies to the base form of the verb.
To regular verbs just add an –s.
Examples: travel - travels, give - gives, play - plays.
To verbs that end in -s, -ss, -sh, -ch, -x, and -o, add an –es.
Examples: wash - washes, mix - mixes, go - goes
To verbs that end in ‘y’ after a consonant (any letter that isn’t a vowel), change the
‘y’ to ‘i’ and add -es.
Examples: study - studies, fly - flies
Week 6 Day 4
Lesson 8

Frequency adverbs and time expressions in the Present Simple Tense

54
Activity 1: In groups of four, discuss the differences among the words written in bold.

1. I always study hard for exams.

2. Do you usually speak to him like that?
3. Ben goes to football practice every Tuesday.
4. In general, I believe that all people can live in peace.
5. Do you go to the supermarket every week?

Grammar Summary

The time expressions such as ‘usually’, ‘always’, ‘sometimes’, ‘never’, ‘on

Wednesdays’, ‘every Wednesday’, ‘twice a week’, ‘once a month’, ‘in general’,
and ‘every other day’ are examples of commonly used time expressions to talk
about habitual actions in the Present Simple Tense.

Time expressions such as often, usually, always, never, seldom/rarely, sometimes

are also known as adverbs of frequency.

Activity 2: Put the following adverbs of frequency in the correct order, from the most often to the least often
(1-6).

often usually always never seldom rarely sometimes

Activity 3: Look at the example and the ticks in the boxes below. They show how often you do things. Then
answer the questions.

I never ride my bike.

I sometimes ride my bike.
55
 I often ride my bike.
I always ride my bike.

1. We _____________ walk the dog.

2. I _____________ drink tea.

3. She _________ wears hats.

4. You ________ make your bed.

5. My sister _________ plays tennis.

Activity 4: Rewrite the following sentences with the frequency adverb and the correct form of the verbs in
brackets.

1. Our teacher, Mr. Yohannes, (be/ never) late for lessons.

2. I (often / clean) my bedroom at the weekend.
3. My brother (hardly ever / help) me with my homework.
4. I (be/ sometimes) bored in maths classes.
5. You (be/usually) at the sports centre on Sundays.
6. Sorenie (always / arrive) the school at half past eight.

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Week 7 Day 1
Lesson 9

Positions of frequency adverbs and time expressions in the Simple Present Tense
Activity 1: In groups three, study the following sentences. Pay attention to the places where the frequency
adverbs and the time expressions are placed.
A: She sometimes sits in the front desk.
Mohammed usually walks to school on foot.
Always, the children take a taxi to their school.
B: I am sometimes absent from school.
They are never happy with their housemaid.
Usually, we arrive on time at our work place.
C: We clean our rooms every other week.
The family goes to church every Sunday.
Once in a week, they visit their grandparents.
 They cook dinner every night.
 Dan plays soccer twice a week.
 They cook dinner every night at 7:00.
 They cook dinner at 7:00 every night.
 On weekends, they stay at home.
What are the three positions the time expressions are places in the above sentences?
Grammar Summary
Time expressions made up of one word are placed between the subject and the
verb, or between the auxiliary verb and the main verb.
Time expressions made up of two or more words are commonly placed at the end
of a sentence and usually at the end of questions.
All time expressions except ‘never’ can be placed at the beginning for emphasis.

57
Activity 2: Position of frequency adverbs in sentences: underline the correct one from those in brackets.
1. He (rides sometimes/sometimes rides) a horse.
2. They (usually are/are usually) late for school.
3. She (is always/always is) punctual.
4. You (never listen, listen never) to me.
5. We (make often/often make) mistakes.

Activity 3: Use the frequency and time expressions below to write at least 5 true statements about your habits
or routines in the Simple Present Tense.
Example: once a week _________________________________
You say: I go to the movies once a week.
 always _________________________________________________
 every weekend ___________________________________________
 never __________________________________________________
 once a year _____________________________________________
 at 7:30 in the morning _____________________________________
 in September ____________________________________________
 often __________________________________________________

Week 7 Day 2
Lesson 10

Comparative and superlative degree of two and more syllable adjectives

Remember!
In Unit One, you studied about comparison:
 Positive degree of comparison or similarities with “as + adjective + as”

58
  Comparative and superlative forms of all regular one-syllable adjectives/adverbs
formed by adding ‘-er’ and ‘-est’.
In this unit, you are going to learn about comparative and superlative degree of two and
more syllable regular adjectives/adverbs.

i. Comparative and superlative degree of two-syllable regular adjectives

Activity 1: Look at the pictures and the sentences in the table below in pairs.

 Jar A is heavy.
 Jar B is heavier than Jar A.
 Jar C is the heaviest of all.

Do you know that ‘heavy’ is a two-syllable adjective? Again, look at the comparative and superlative forms of the
two-syllable adjectives in the table below.

Adjective Comparative Superlative

happy happier happiest
simple simpler simplest
busy busier busiest
humid more/less humid most/least humid
titled more/less titled most/least titled
cloudy more/less cloudy most/least cloudy

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 Grammar Summary
 The comparative and superlative degrees of some two-syllable adjectives/adverbs can
be formed by adding ‘-er’ and ‘-est’ at the end;
 Some other two-syllable adjectives/adverbs add the words ‘more’ or ‘less’ before the
adjectives/adverbs to form their comparative forms, and ‘most’ or ‘least’ to form their
superlatives.
 In many cases, either form of the comparatives or superlatives can be used, but there
is generally a ‘most common’ usage.
Note that the comparative adjectives are followed by ‘than’, and the superlative
adjectives follow the word ‘the’.

Activity 2: Complete the following sentences with the comparative forms of the adjectives given in brackets.
1. New cars are (quiet) old cars.
2. Spring is (windy) winter.
3. Last week, the weather was wonderful, but this week’s weather is (wonderful).
4. Ras Dashen is (cloudy) than Mountain Batu.
5. In Ethiopia, August is (rainy) than July.
6. The Awash River is (utilized) than the Baro River for dry season farming in Ethiopia.
7. ‘Adey ababa’ provides (wonderful) scenery to the Ethiopian plateaus than other flowers.

Activity 3: Complete the following sentences with the superlative forms of the adjectives given in brackets.
Then, compare your answers in pairs.
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 1. ‘Kiremt’(Summer) is (busy) season for Ethiopian farmers.
2. This is (quick) method of delivery.
3. That was (easy) mountain I’ve ever climbed.
4. Climbing Mount Everest in a snowstorm is one of (stupid) things you can do. It’s extremely dangerous!
5. This street is one of (pretty) in this city.
6. Yared wants to have (modern) cellphone.

Week 7 Day 3
Lesson 11

ii. Comparative and Superlative Forms of long (three and more syllable) adjectives/adverbs
Activity 1: In groups of four, look at the pictures and the sentences below.

A. 8.5 million birr B. 9.5 million birr C. 7.5 million birr

 House C is expensive, but House A is more expensive than House C.

 House B is the most expensive of all.
 C is the least expensive house.

In such cases, we always add ‘more’ or ‘less’ before a comparative adjective and ‘most’ or ‘least’ before
a superlative adjective. The table below shows the comparative and superlative forms of adjectives that are three and
more syllables/ long adjectives.

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 Adjective Comparative Superlative

beautiful more/less beautiful most/least beautiful

complicated more/less complicated most/least complicated

wonderful more/less wonderful most/least wonderful

Activity 2: Use the comparative forms of the adjectives given in brackets with ‘more’ or ‘less’ to complete the
following sentences correctly. Then, compare your answers in groups of three.

1. This hotel is (expensive) than the last hotel we stayed at.

2. Australia is (populated) than China.
3. Walking is (tiring) than running.
4. Burgers are (healthy) than vegetables.
5. Reading is (interesting) than watching television.
6. I am (worried) about this exam than the last one.
7. The sea here is (beautiful) than the sea in my country.
8. Do you think money is (important) than good health?
9. This map is (confusing) than my mathematics homework.
10. Fuel is so expensive! I want a (efficient) car than this one.

Week 7 Day 4
Lesson 12

Activity 1: In pairs, read and discuss the following sentences. What do you understand from the expressions
written in bold?
1. Spring is the most wonderful season of the year for most Ethiopians.

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 2. Those were the least comfortable couches I have ever sat on.
3. Paris is the most beautiful city I’ve ever seen.

Activity 2: Work with a partner. Use the superlative forms of the adjectives given in brackets with ‘most’ or
‘least’ to complete the following sentences correctly.
1. This watch is (attractive) one in the shop.
2. Cleaning the floor is my (favourite) type of housework.
3. She’s (determined) candidate we’ve seen today.
4. The Present Simple is (difficult) tense in English.
5. It’s (difficult) part of our assignment.
6. My brother is (annoying) person when looking for peace and quiet.
7. We hope to go to (beautiful) Tropical Island.
8. Reading a good book is (leisurely) way to relax.
9. Ted was experienced) mountain climber in the team.

Activity 3: Read the article about the problem on Mount Everest. Then, fill in the blank spaces with the
superlative forms of the adjectives in the brackets. Compare your answers in pairs.
Mount Everest: The Highest Garbage Dump in the World?
Most people know that Mount Everest is the highest mountain in the world. However, there is another
fact that many people don’t know: it has become one of the
(1)______ (dirty) mountains in the world.

Mount Everest is one of the (2)__________ (tough) and

(3)___________ (exciting) mountains to climb on Earth. It is
not the coldest or (4)__________ (windy) place on Earth, but
it comes close! These challenges make it one of the
(5)_________ (attractive) mountains for serious climbers.
Since 1952, over 3500 climbers have reached the top.
Unfortunately, most of them have left equipment and trash on
the mountain.
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 In fact, trash is now one of the biggest threats to the environment on Mount Everest. Local
organizations have brought tons of trash down from the mountain. One of the
(6)____________(interesting) projects handed over more than a ton of tin cans, glass bottles, and old
climbing tools to artists in Nepal. The artists used the trash to create works of art. Then, they sold the
art to raise money for local charities. The (7) ___________ (expensive) work of art cost $17, and the
most expensive one cost $2400.
(Source:NGL.Cengage.com/ELT)

Section 5: Speaking
Week 8 Day 1
Lesson 13

Talking about the weather

Activity 1: We commonly use these words when we talk about the weather. Add as many similar words as you
can to the list. Then, in pairs, take turns to say them loudly.

sunny dry cloudy

rainy snowy smoky
foggy smoggy Windy

Have you noticed that ‘y’ at the end of the above words is pronounced as a vowel?

Activity 2: With a friend, discuss the three expressions below. What differences have you seen among the
sentences?

1. It’s cold today.

2. It’s a rainy day.
3. It’s raining outside.

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 Grammar Focus

We usually use it is when we talk about the weather.

This is normally: It is + adjective OR It is + verb-ing
It is + a + adjective + noun = a description of the weather

 It’s sunny today.

 It's hot and humid today.

We can also say:

It is a + adjective + day (or morning/afternoon/night)

 It's a fine day.

 It's a windy afternoon.

It is + verb-ing = This type of weather is happening now.

 It's drizzling outside.

 It's snowing.
 Take an umbrella; it's raining.

Activity 3: Describing the day’s weather

In pairs, observe and try to sense your surrounding: the sun, the sky, the wind, the temperature, etc. Then, in turns,
make at least three sentences about the day’s weather. Be sure that you use the above expressions.

65
Week 8 Day 2
Lesson 14

Asking about the weather – Role playing

Activities 1 and 2 below are for Role Playing. In pairs, play the roles of A and B.
Let’s Play!

Activity 1: In pairs, practise the following conversation. Take turns to ask and answer.

A: What's it like out (side)?

B: It's miserable out.
A: How's the weather?
B: It's ten below. (-10 degrees)
A: Do you have rain?
B: We haven't had a drop of rain for weeks.
A: What's the temperature there?
B: It's 22 degrees Celsius.
A: It's snowing here, what's it doing there?
B: It's pouring outside. (raining heavily)

66
 A: Beautiful day, huh?
B: We couldn't ask for a better day than this.
A: What's the weather forecast?
B: They're calling for blue skies all week.

Common errors

One common mistake learners make when talking about the weather is mixing up the noun, adjective and verb forms
of weather words. Lookt at the following examples carefully.
1. Example 1: How's the weather?
It is snow (noun). incorrect
It is snowy (adjective). correct
It is snowing (verb). correct
2. Example 2: What's it like out?
It is rain (noun). incorrect
It is rainy (adjective). correct
It is raining (verb). correct
3. Example 3: What's the weather like?
It is sun (noun). incorrect
It is sunny (adjective). correct
The sun is shining (verb). correct

67
Activity 2: With your partner, read the conversation below and complete B’s part with possible responses.
Then, practice the conversation changing your roles as ‘Student A’ and ‘Student B’.
Student A: What is your favourite weather?
Student B: _______________________________________________
Student A: Why do you like this kind of weather?
Student B: ________________________________________________
Student A: I prefer drizzly weather.
Student B: ________________________________________________________
Student A: When it is drizzling and the sky is overcast, I feel relaxed and forget about my everyday problems. I
can listen to music or watch my favourite film in such weather.

Activity 3: It’s time to enjoy yourself!

In groups of three, sing the Weather Song in your own lyrics. Don’t feel afraid about the tune. What’s important
here is practising the weather expressions.

The Weather Song

How’s the weather doin’ baby?

Is there thunder and lightning in your heart?
Is it raining cats and dogs?
Are stormy seas gonna’ keep us apart?

So what’s the temperature today baby?

What’s the outlook on your weather chart?
One minute you’re sunny, then you’re rainy
Then you’re cloudy n’ windy
Then you’re snowy and icy
Blowing hot and cold again
It’s warm, it’s hot, it’s boiling
It’s chilly, it’s cold, it’s freezing

Zero degrees Celsius.

Nothing but hailstones…
Week 8 Day 3

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Lesson 15

Debating
Group your class into Group A and Group B to debate on the following topics. Assign 5 representatives to
debate on behalf each group. Have a short discussion to identify important points. Then, your representatives
can use the ideas while debating.

Group A: Sunny weather is better than rainy weather.

Group B: Rainy weather is better than sunny weather.

Section 6: Writing

Week 8 Day 4
Lesson 16

Writing sentences and paragraphs about the weather/seasons

Activity 1: Writing sentences

Read carefully the following example sentences with the weather adjectives. Some of the pairs are synonyms
and some are antonyms. Then, write your own sentences with the adjectives in each pair below. Exchange your
sentences with a friend for peer correction.

Warm/hot
 When the weather is warm, I prefer light clothing like t-shirts.
 Today’s so hot that I’ve been sitting under the tree all day.
Cold/cool
 On cool days like today, you should be fine with a light jacket.
 Don’t forget your coat; it’s cold outside.

Sunny/rainy
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  On sunny days, I like to take the kids to the park.
 Rainy days are the best time to stay home and read books.
1. Clear/cloudy
2. Dry/humid
3. Foggy/misty

Activity 2: Read the following sample paragraphs carefully.

Sample Paragraph 1

A rainy day cools down the day’s temperature and brings

relief. Washed clean by the rain, everything looks so neat
and shiny. Trees those were till the rain covered in dust,
now look green and beautiful.

Sample Paragraph 2
The Rainy Season, the most joyous of them
all. Calmness like the summers and cool
breeze like the winters. A relaxing time to
spend with the loved ones, relishing the scent
of showers while sipping on hot tea or coffee
is the highlight of the day. From running
water in the streets to aggressively flowing
big rivers in the countryside, this season has
it all.

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Now, writing a similar descriptive paragraph about ‘A Sunny Day’ or ‘The Dry Season’. You may begin your
paragraph as follows.

Sunny days provide more space and

opportunity to play outside the
house…….

During the dry/summer season, almost every day has

so much high temperature………

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Unit Three: Accidents

Learning Outcomes:
Upon a successful completion of this unit, you will be able to:

 listen to and identify information from talks;

 share your experiences of accidents in English;
 comprehend major ideas of a given reading text;
 read and identify details of a given reading text;
 guess meanings of new words;
 analyse the messages of given dialogues;
 identify and used irregular comparatives and superlatives appropriately;
 use accident-related words in writing and in speaking; and
 write a paragraph on the causes and effects of accidents.

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Section 1: Listening
Week 9 Day 1
Lesson 1

Activity 1: Sit in groups of four and look at the pictures below. Then, describe what you see in the pictures.

A. B.

C. D.

E. F.

Activity 2: Discuss the following questions in pairs.

1. What is an accident?
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 2. Have you ever had accidents?
3. Have you ever tried to stop an accident from happening?
4. Guess the meanings of the following words. They are used in the listening text you are going to listen to.
harmful choking poisoning
joint dislocation fractures slips

Activity 3: Listen to a talk again and answer the following questions.

Which of the following can be an appropriate title for the talk?
a. Accidents
b. Accidents on children in the home
c. Accidents in the home and prevention methods
d. Accidents in rural areas

Week 9 Day 2
Lesson 2

Activity 1: Listen to the text again and identify whether the following statements are correct or incorrect.
No Statement Correct Incorrect
1 Accidents happen unintentionally.
2 All accidents may not cause injuries.
3 Accidents take place only at home.
4 Poisoning is always intentional.
5 Not all accidents can be prevented.

Now, correct the incorrect statements according to the information given in the talk and compare your answers
with a partner’s.

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Activity 2: Listen to the text one more time and match protection methods with causes of accidents.
No Protection methods Causes of accidents
1 Keep cooking pots away A. broken bottles
2 Keep away from electrical wires B. hot water
3 Put empty bottles in a safe place C. loose plugs
4 Use knives with great care. D. sharpened
blades
E. drowning
F. falling objects

Activity 3: What should children do to avoid accidents? Use the information from the listening text and the
pictures below to answer this question.

Section 2: Reading

75
Week 9 Day 3
Lesson 3

Activity 1: Look at the picture and tell your friend how you feel about the situations.

1. What do you think happened to the cars?

2. Do accidents happen in your area?
3. Tell your classmates about car accidents you have seen or heard about.
4. What do you think are the causes of car accidents in your area?

Activity 2: The following words are used in the passage you are going to read. In pairs, guess their meanings.

accident traffic accident pedestrian

vehicle congestion traffic jam

Activity 3: Read the text below once and choose an appropriate title to the text.

a. Poor roads in Ethiopia

b. Lack of knowledge about traffic rules
c. Traffic accidents in Ethiopia

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 d. Traffic accidents in the USA

1. Although road traffic accidents are the major global public problems, most of them occur in poor countries
including Ethiopia. Pedestrians and passengers of commercial vehicles are the most vulnerable in Ethiopia. In
contrast, in the developed countries, crashes involve primarily privately-owned vehicles. In this case, people
driving their own cars are mainly the ones that often get injured or killed. In the United States of America, for
instance, car drivers account for 60% of the deaths. But in Ethiopia, they account for only 5% of the deaths. This
means that the number of people who get killed or injured in car crashes in Ethiopia is about 30 times higher than
it is in the US.

2. The major causes of road traffic accidents are five. One is poor road network. The roads are not many in number
and are not adequately interlinked. Secondly, people lack knowledge about road traffic safety. Pedestrians who
walk on traffic roads do not use zebra crossing and do not follow pedestrian rules. On the other hand, drivers drive
with maximum speed. Although most drivers drive at very high speed, the roads are not wide enough to serve two
or more cars at once. As a result, two cars that come from opposite sides are prone to head-to-head collision.
Some drivers are so poor in using hind mirrors that when driving backwards, they could face back-to-back
collision. The seats of some cars are not made to seat travellers back-to-back. Hence, they may encounter back-to-
back collision. Thirdly, Ethiopia uses a mixed traffic flow system. This means that people, animals and cars use
the same roads. Finally, the poor condition of most of the vehicles is another problem. Most of the cars are old.
They move slowly and also break down anywhere on the roads. This creates traffic jams. Traffic jams, in turn, lead
to car accidents.

3. Therefore, in order to solve these problems, Ethiopia has to construct more roads. It should develop a strong traffic
safety law and strictly enforce it.

Week 9 Day 4
77
Lesson 4

Activity 1: Read the passage again quickly and identify the paragraphs that talk about the following topics:
(Write the number of the paragraph in the space provided.)

1. The causes of traffic accidents _________

2. The need for more roads in Ethiopia ___________
3. The vulnerability of pedestrians to car accidents: _______

Activity 2: Read the passage silently and identify the incorrect statements according to the information given
in the passage.

1. The passage is about car accidents in America.

2. In Ethiopia, most deaths happen to private car drivers.
3. There are fewer car accidents in the USA than there are in Ethiopia.
4. Ethiopia has a poor road network.
5. Pedestrians use zebra crossings in Ethiopia.
6. Old cars are often used in Ethiopia.

Correct the incorrect statements and write them in your exercise book.

Activity 3: In groups of four, discuss the following questions and report your answers to the class.

1. What other types of accidents are common in your locality?

2. What problems do these accidents cause?
3. How can such accidents be prevented?

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Section 3: Vocabulary
Week 10 Day 1
Lesson 5

Activity 1: Words in Context

A. Choose the most appropriate meaning for each word according to the information given in the passage.

1. pedestrians
a. runners b. walkers c. jumpers d. toddlers
2. injured
a. bandaged b. stabbed c. wounded d. killed
3. interlinked
a. connected b. detached c. woven d. diverted
4. collision
a. crash b. conclusion c. accident d. confusion
5. vehicles
a. motors b. carts c. bicycles d. cars, buses or trucks

B. Make your own sentences using the words 1-5 above. Then, compare your sentences with a partner’s. Pay
attention to punctuation.

Activity 2: Now, use the words to complete the following sentences.

vehicles back-to-back collision interlinked
injured pedestrians

1. She was slightly ___________in a road accident.

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2. The truck and the bus had a __________________ collision as the truck driver was not able to control the truck
moving backwards.
3. Many rivers are ____________with the canal system.
4. Two ________________were injured when the car skidded.
5. This road is allowed only for motor ______________________.
Section 4: Grammar in Context

Week 10 Day 2
Lesson 6

Present Continuous Tense

Activity 1: Compare the sentences in the first column with those in the second column.
Simple Present Tense Present Continuous Tense
I always read my notes before I go to bed.
I am reading my notes now.
My sister often goes shopping for sugar.
She is buying soap now.
Michael usually finishes his classwork
Today he is doing his classwork fast to be the
last. first to finish.
My friends occasionally visit museums.
They are visiting the National Museum now.
Children seldom ask for help. Listen! The children are crying. What is wrong
with them?
Muslims never wear shoes inside the Look there! They are taking their shoes off
Mosque. outside.

Activity 2: In pairs, complete the following notes. Compare your answers.

1. We use ________________________________ to describe

activities/things that are always true; or situations that exist now and
may continue to exist in the future.

80
 2. We use ___________________________________ to talk about
activities or events that are taking place/going on at the time of
speaking.

Your teacher will give you the appropriate explanation.

Activity 3: In pairs, look at the picture and practise the following dialogue.

Ujulu: Hi, so Guatlack, you are not coming today?

Guatlack: Well, I am not coming; you know I am going to have my final exams starting from Monday.
Ujulu: It’s a pity your exams are scheduled for next week.
Guatlack: Are you having a good eve?
Ujulu: Yes, very good. Let me tell you what we are doing now.
Guatlack: Please, tell me.
Ujulu: Dad is cleaning our compound. He is also waiting for his customer to bring him a fat sheep for us. I see from
his face that he is enjoying the eve of the holiday. You know, it is not raining today.
Guatlack: How about Mom?
Ujulu: I think Mom is now preparing spices. She is also checking if we are doing our part of the chores.
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Guatlack: How about Keriat?
Ujulu: My sister Keriat is washing all the clothes. She is working hard.
Guatlack: What about you? You must be doing something.
Ujulu: Yes, of course, I am cleaning the living room; I am using different cotton wipers to clean the tables and the
chairs. I am trying hard to finish my part. We all are enjoying the Holiday. Oh! What’s that? Ouch, fire!
Fire! Water, water, please!
Guatlack: What?! ……….
Activity 4: Form groups of four. Then, using the picture and the information in the dialogue, answer the
following questions in complete sentences. The first one is done for you as an example.

1. Q: Who is cleaning the compound?

Ans: Dad is cleaning the compound.
2. Q: Who is waiting for his/her client?
3. Q: How is Dad feeling?
4. Q: Is it raining?
No, ___________________________
5. Q: Who is preparing spices?
6. Q: Who is working hard to finish her/his work early?
7. Q: Who is cleaning the living room?

Now, think of any holiday eve. With a partner, discuss what you do or any member of your family does.

Week 10 Day 3
Lesson 7

ii. Negative form

Activity 1: You have read these sentences in Activity 1 above. Remember, all are in the Present Continuous
affirmative forms. Rewrite them in the negative form No. 1 is done for you as an example.

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 1. I am reading my notes now.
Ans. I am not reading my notes now.
2. She is buying soap now.
3. Today he is doing his classwork fast to be the first to finish.
4. They are visiting the National Museum now.
5. Listen! The children are crying. What is wrong with them?
Activity 2: Look around your class and write 5 sentences that students are not doing at present.

iii. Interrogative form

Activity 3: Using the information in the above dialogue in Activity 3 above, answer the following questions.
Then, compare your answers with a partner’s. The first one is done for you.

1. Q: Is Dad cleaning the room?

Ans: No, he isn’t. He is cleaning the compound.
2. Is Dad waiting for a shopkeeper?
3. Is Dad feeling sad on the eve of the Holiday?
4. Is it raining?
5. Is Ujulu’s mother baking Injera?
6. Is Ujulu’s sister cleaning the house?
7. Is Ujulu cleaning the whole house?
8. Is Ujulu using a brush to clean the chairs and the tables?
9. Are Ujulu and his sister sitting idle?
10. Are all the family members feeling sad?

Activity 4: In pairs, practice the questions and answers above. Ask your teacher if you are not sure about the
answers.

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Week 10 Day 4
Lesson 8

Activity 1: Look at the pictures below. Write three sentences about each picture. Read your sentences to your
classmates.
You can start as follows:
A. Beza is giving first aid to an accident victim.
B. A firebrgade group is extinguishing fire flaming on a building.
C. A children play ground is set on fire.
D. Henock is helping Abel.
Picture A Picture B

Picture C Picture D

Activity 2: Write five sentences about what you hear or see in your classroom. Read your sentences to your
partner. Your teacher will give you the words you may need to write the sentences.

Again write three sentences about what is not happening in your class at the moment.

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Grammar Summary

The Present Continuous Tense

The present continuous tense expresses an action or condition that is happening

right now/ at the moment/at the time of speaking.

The affirmative form

The affirmative is formed: subject +am/is/are +verb + ing
Look at these examples:
 I am wearing my clothes.
 Mom is packing my lunch.
 Dad is preparing his documents.
 We are planning to leave early.

The negative form

The negative form expresses that something is not happening at the time of
speaking.
Form: Subject + to be + not + [verb + -ing]
I am not playing.
He is not playing.
She is not playing.
You are not playing.
We are not playing.
They are not playing.

The interrogative/question form

Look at the table below
verb ‘to be’ subject verb-ing question mark
Am I playing ?
Is he playing ?
Is she playing ?
Are you playing ?
Are we playing ?
Are they playing ?

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Week 11 Day 1
Lesson 9

Comparison - Irregular Comparatives and Superlatives

Activity 1: In groups of three, discuss the following sentences and the Grammar Summary below.

 This bus is as big as that one.

 Trains are faster than buses.
 Sometimes, drivers are more careful than pedestrians.
 Traffic accidents become the most serious socio-economic problem of Ethiopia.

These sentences are examples of regular comparison forms. However, some adjectives do not have regular
comparative and superlative forms. Look at the following students with their results of an English exam.

Student A has a good score, but Student B has a better score than Student A. Student C has the best score.

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Grammar Summary
The irregular comparative and superlative forms of adjectives and adverbs, are
not created in the same way as the regular ones, so they should be learned by heart.

The most commonly used irregular adjectives are:

Adjectives Comparatives Superlatives
bad/badly worse worst
far (distance) farther farthest
far (extent) further furthest
good/well better best
little less least
many more most
much more most
old elder/older eldest/oldest

Note: ‘badly’ and ‘well’ are adverbs.

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Week 11 Day 2
Lesson 10

Activity 1: In groups of three, discuss the comparison in the following sentences, and report to the class.

1. The clinic is as far as the school, but the market is not as far as the clinic and the school.
2. Netsanet is a good swimmer, but Dawit is better.
 Sosina is the best swimmer I know.
3. Do you think volleyball is better than tennis?
 Your football team is the best team in the country.
4. My Amharic is worse than my English.
 My worst subject is physical education. I hate it.

Activity 2: Circle the letter of the right form to complete the sentences correctly. Compare your answers with
a partner’s.

1. The weather is ___________ than last week. It’s so windy!

a. the worst b. worse c. bad
2. My house is ______________ from school than yours.
a. far b. farther c. further
3. Milka earns _____________ than Firaol.
a. much money b. more money c. the more
4. This book is ____________ than the last one I read.
a. the best b. better c. good
5. Blen scored ___________ than Solomon in the test.
a. few b. least c. less
6. That’s the ____________ chocolate cake I’ve ever eaten!
a. better b. good c. best

88
 7. Seada won the _____________ prizes in the competition.
a. much b. more c. most
8. Of all the sisters, she has the _____________ patience.
a. less b. least c. lose
9. You are the _________________ driver I know!
a. bad b. worst c. worse
10. Tut ran the ________________ of all the children.
a. farthest b. far c. most far

Week 11 Day 3
Lesson 11

More on Irregular Comparatives and Superlatives

Activity 1: In pairs, complete the sentences with the most appropriate comparative or superlative form of the
adjective/adverb given in brackets.

1. I'm (good) now than yesterday.

2. She's got (little) money than you, but she doesn't care.
3. St. George played (bad) than Ethiopian Coffee yesterday.
4. Two days ago, the weather was (bad).
5. Who got (little) score in the previous test in the class?
6. Let me introduce you to my (old) brother.
7. Who is (old) of the players in your school team?

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Activity 2: Rewriting comparatives

For each question, complete the second sentence so that it means the same as the first. Use no more than three
words. No. 1 is done as an example.
1. His latest book isn't as good as his first one.
His first book is better than his latest one.
2. Her old school was closer than the new one.
Her new school _________________ the old one.
3. I've never played better than I did yesterday.
Yesterday, ___________________ I have ever played.
4. He has never made such a bad decision.
It _______________________ decision he has ever made.
5. The bank is at the very far end of the street.
The bank is _______________________the shop along the street.
6. I didn't think my results would be this much bad.
My results ______________________I had thought.

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Section 5: Speaking:
Talking about Accidents

Week 11 Day 4
Lesson 12

Talkig about causad effect

Activity 1: Match the causes the under column A with their effectes give uder column B. Write your answers
in your exercise book.

Cause A Effect B
1. The rose blosoms A. the aroama is sniffed
2. Coffee is being B. I am tired
roasted
3. It has rained C. The glass window was cracked
4. I stayed up late D. It is wet outside
5. A studet threw a E. A bee lands the rose
stone

Activity 2: Identify the cause and effect in the following sentences. The first is done for you.
1. All shops were closed for the holiday.
Cause: the holiday.
Effect: shops were closed.
2. People are on public rally for better pay.
3. Studennts were outside in the compound as teachers were on a meeting.
4. Our door is open; therefore, Mom is at home;.
5. The dog is barking since a man was standing outside the gate
6. I am hungry because I did not have my reakfast.

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Week 12 Day 1
Lesson 13

First, practise reporting the following accedents to your group by using the words listed in the circle. Then,
complete the notes in the box below about an accident you have seen individually. After that, prepare yourself
to talk about it to your group. Your teacher will guide you how you should tell your story.

because, for, as, since, therefore, hence, as a result, consequently,

due to, because of, as a result of

 The type of accident = over flooding

 Person/People affected by the accident = farmers/ villagers
 The cause of the accident = heavy rain
 The effects of the accident = many houses/farms were distroyed

 The type of accident

 Person/People affected by the accident
 The cause of the accident
 The effects of the accident

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Week 12 Day 2
Lesson 14
Activity 1: Select a chairperson and a secretary and talk about a serious accident that happened in your school
or in your area. Suggest possible ways of preventing such accidents. Then, prepare a poster and put
it up on your class notice board or your school notice board.

OR
Work in groups of five. In your group, choose one of the two topics given below that you support. List the
reasons why you support it. Then, have a debate on the idea.
1. Pedestrian death is due mainly to drivers’ carelessness.
2. Old cars are the major cause of car accidents.

Section 6: Writing
Week 12 Day 3
Lesson 15
In groups of four, do a class survey.
b. Prepare a list of questions about the causes of car, fire, flood or any other accidents you are going to ask your
classmates.
c. Ask at least five students in your class and gather sufficient information.

93
d. Prepare a short report in which you have identified the problem and its major causes. Use the following as a guide.
Present the report to the class in writing.
Type of accident: ______________________
The major cause/s: ______________________
Disasters it has caused: ______________________

Week 12 Day 4
Lesson 16

Now form new groups of five and conduct another survey on how to control or avoid car accidents around
schools. Follow the following guideline:
a. Prepare a list of questions on how to prevent car accidents around schools to ask people in your school.
b. Each group member asks at least three people and gathers important information.
c. Organize your notes together.
 Prepare a short paragraph in which you suggest some possible measures that should be taken to control accidents
around schools.
 Collect information from the following sources:

1. school principals
2. teachers
3. students
4. school traffic police officers
5. school clubs
6. Any other possible source

94
Unit Four: Minerals

Learning Outcomes:
After completing this unit effectively, you will be able to:
 extract specific and main information from listening texts;
 identify major sections of a reading passage;
 point out major ideas and details of a reading passage;
 read maps and pictures to write summaries;
 figure out meanings of new words from the context;
 change the Present Simple and Present Continuous active sentences into passive voice;
 identify and use different types of nouns ;
 talk about types and uses of minerals;
 use correct punctuation marks in paragraph writing; and
 write short paragraphs on the use of minerals.

95
Section 1: Listening
Week 13 Day 1
Lesson 1

Activity 1: You are going to listen to a text about Mineral Resources of Ethiopia. Before you listen to the text,
discuss these questions in groups of three.
a. Have you ever heard or read about minerals? What are minerals?
b. List down the names of minerals you know.
c. Can you match the names of the minerals with the pictures A-H below?

copper gold tantalum coal natural gas

opal platinum emerald

A B C D

F H

G
E

96
Activity 2: The following words are used in the text you are going to listen to. Do you know their meanings?
What is the difference between the words in each pair?

a. renewable - non-renewable
b. organic - inorganic
c. metallic - non-metallic
d. ferrous - non-ferrous

Activity 3: Now, listen to the first part of the text attentively and complete the following sentences with the right
information. Then compare your answers with a friend.

a. Minerals are mostly __________and ___________in nature.

b. Examples of a few organic minerals are gold, _______ and _________.
c. The two major types of minerals are ______________ and ___________.
d. Metallic minerals are divided into _______ and ______ metallic minerals.
e. Examples of non-metallic minerals are limestone, ________, and ______.

Activity 4: Listen to the text again and put a tick only against the sentences you hear in the text.
a. Minerals are renewable natural resources.
b. There are many organic minerals.
c. Metallic minerals are potential sources of metal.
d. Non-ferrous metallic minerals do not contain iron.
e. Limestone, gypsum and mica are examples of non-metallic minerals.

97
Week 13 Day 2
Lesson 2

Activity 1: Listen to the second part of the text. While you listen, answer the questions below. Then, compare
your answers in groups of three.

a. Write the names of the minerals mentioned in the text.

b. Write down where the minerals are found in Ethiopia.

Activity 2: Listen to the text again and match the minerals under Column ‘A’ with their areas of deposit in
Column ‘B’. Then compare your answers with your list for Question 1b above.

Minerals Areas of Deposit

___ 1. emerald A. Ogaden basin, Somali Region
___ 2. platinum B. Adola, Oromia Region
___ 3. opals
C. Wollo, Amhara Region
___ 4. gold
___ 5. natural gas D. Sidama Region, Southern Ethiopia
___ 6. copper E. Benishangul Gumuz, Ormia and Tigray regions
___ 7. tantalum F. Kafa, Sourther Ethiopia
G. Yubdo and Sirba Abay, Oromia Region
H. Shakiso, Oromia Region
I. Jimma, Oromiya

98
Activity 3: This map shows some of the mining areas in Ethiopia. In groups of four, read the map carefully.
Then, name the region where each mining area is found.

(Source: Mappr.com 2021)

Activity 4: Discuss the uses of the minerals you know and report your ideas to the class. You may ask your
Environmental Science or Social Science teacher.

Example:
Gold is a precious metal. It is used for making jewelleries.

99
Section 2: Reading

Week 13 Day 3
Lesson 3

Activity 1: With a partner, answer the following questions.

1. What do you think economic minerals are?

2. Are minerals necessary for our health?
3. Should we mine all minerals at once?

Activity 2: Read the passage quickly, at a glance. Then, match the types of economic minerals in the box
with the pictures and compare your answers with a friend.

construction minerals energy minerals

industrial minerals metals

Picture A Picture B Picture C Picture D

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 Uses of Mineral Resources
Ethiopia produces a wide range of economic minerals including metals, minerals, rocks and solid and liquid
hydrocarbons. Economic minerals are extracted from the earth by mining, quarrying and pumping.

Economic minerals are classified based on their uses into energy minerals, metals, construction minerals and
industrial minerals. Energy minerals are used to produce electricity, fuel for transportation, heating for homes and
offices and in the manufacture of plastics. Energy minerals include coal, oil, natural gas and uranium. Metals have
a wide variety of uses. For example, iron (as steel) is used in cars or for frames of buildings; copper is used in electrical
wiring; and aluminium is used in aircraft and to make drink cans. Precious metals such as gold, silver, and platinum
are used in jewellery and mobile phones. Construction minerals include limestone; marble; sandstone; sand and
gravel; brick clay; and crushed rock aggregates. They are used in the manufacture of concrete, bricks and pipes and
in building houses and roads. Industrial minerals are non-metallic minerals used in a range of industrial applications
including the manufacture of chemicals, glass, fertilizers and fillers in pharmaceuticals, plastics and paper. Industrial
minerals include salt; clays; limestone; silica sand; phosphate rock; talc; and mica.

In addition, minerals are common in vitamin products. They are an important part of human nutrition. Iron,
manganese, selenium, and calcium all provide day-to-day nutrients that our body needs in order to function. Foods
that are full of micronutrients (or vitamins and minerals) can help strengthen cells, fight against harmful viruses, and
boost the immune system.

In general, minerals serve as the backbone for economic and infrastructural development of the country. They are
also very decisive for our health.
(Adapted from “Mining sector in Ethiopia” in 2014/15 EITI Report)

101
Activity 3: Read the passage again quickly and match the main ideas with the numbers of the paragraphs.

Paragraphs Main Ideas

Paragraph 1 a. Nutritious values of minerals

Paragraph 2 b. Emphasizing socio-economic uses of
Paragraph 3 minerals
Paragraph 4 c. Introducing economic minerals
d. Types and uses of economic minerals

Activity 4: Reread the passage and list the five major uses/functions of the mineral resources.
Function 1: ___________________________
Function 2: ___________________________
Function 3: ___________________________
Function 4: ___________________________
Function 5: ___________________________

Week 13 Day 4
Lesson 4

Activity 1: Read the passage again slowly and answer the following questions.

1. What are the three ways of extracting minerals?

2. List the major classifications of economic minerals.
3. What are the precious metals that are used for making jewelleries?
4. Mention some examples of energy minerals and explain their uses.
5. For what purposes do we use industrial minerals?

102
Activity 2: Based on the information in the passage, decide if the following statements are True or False. Then,
compare them with a partner’s.

1. All minerals are economic minerals.

2. Economic minerals are classified based on their uses.
3. Industrial minerals are metallic minerals.
4. Vitamins and minerals can only help our body to develop the immune system.
5. The main use of minerals is for the economic development of a country.

Week 14 Day 1
Lesson 5

Reading a diagram

Activity 1: In groups of four, read the following note and the diagram carefully. Report to your class what you
understand from the diagram.

103
Note: Symbols of minerals
O = Oxygen Mg = Magnesium
C = carbon Ca = Calcium
Si = Silicon Na =Sodium
Al= Aluminium Fe = Iron
K = Potassium Cl = Chlorine

Activity 2: Complete the text with the right information from the diagram. Then
compare your answers with a partner.

Minerals are composed of elements. Eight elements make up the majority of the Earth's crust and mantle.
As you can see in the diagram, ______(1) is the most common mineral; ______(2) is the second, and
__________ (3), ________ (4), ____________ (5), _________ (6), _________ (7), and _________ (8)
make up the other six. These elements can combine in a variety of ways to make different minerals.

Activity 3: In groups of three, discuss the question below:

Why do we care about minerals?

Section 3: Vocabulary
Week 14 Day 2
Lesson 6

Activity 1: Learning word meanings in context

The words on the left are used in the passage and they are written in bold. In pairs, match them
with their meanings on the right.

104
 Words from the Their meanings
passage
1. extracting a. major support
2. mining b. very expensive
3. quarrying c. to make water, gas, air, etc. move in a specified direction
4. pumping d. digging into the ground for minerals
5. manufacture e. basic structures and facilities
6. precious f. process of providing and receiving food
7. nutrition g. producing goods in a large scale
8. backbone h. to take or get something out
9. infrastructure i. extracting stones such as granite, clay stone, etc. from the
earth

Activity 2: Using words in sentences

The words in the box are taken from the listening and reading texts. Use them to complete the sentences below.

mining extracted quarrying

manufacture pumping precious

1. Gold is a ________ metal that is used for making jewellery.

2. The mineral deposits in Ethiopia give wide opportunities for ______ companies.
3. The people are ________ the hillsides to extract granite.
4. Mineral resources such as gas oil, crude oil and water are extracted through ___________.
5. Factories __________ goods such as shoes, cars, mobile phones, etc.
6. Vitamin products are usually _________from different minerals.

105
Activity 3: Word spider

A word spider shows topic-related words. Fill in the empty ovals with the right words from the passage. You
can also add as many ovals as you can.

Calcium copper
Vitamin
Phosphate
products
Energy
Minerals

Mineral
Resources

gold Metals gypsum

Activity 4: Make as many sentences as you can from the word spider. Compare your sentences in groups of
three.

Examples:
 Gypsum and limestone are construction minerals.
 Calcium can be found in vitamin products.

106
107
Week 14 Day 3
Lesson 7

Using a dictionary
Activity 1: How fast can you use a dictionary? Test yourself by putting the words in each group alphabetically.
This will help you find words in a dictionary quickly and easily.

a. gold, diamond, silver, platinum, iron, inorganic

b. minerals, manganese, mica, mining, metals, manufacture
c. organic, opal, precious, ferrous, tantalum, selenium

Activity 2: Put a circle round the word which is NOT in alphabetical order.
a. aluminium, deposits, calcium, energy, emerald, gypsum
b. limestone, phosphorus, nutrition, uranium, vitamin
c. pumping, renewable, resources, quarrying, rocks

Activity 3: Compound nouns such as: mineral resources, energy minerals, construction minerals and industrial
minerals are frequently used in the listening and reading texts.

Have you noticed that these nouns are formed by combining two nouns?

1. Now, write as many similar compound nouns as you can that can go with mineral and resources. You can use a
dictionary.

Examples:
 mineral acid
 mineral salts
 classroom resources
 material resources

2. In pairs, make your own sentences using some of the words from your list for Question No.1.
Example: Classroom resources include teaching-learning materials in a classroom.

108
Section 4: Grammar in Context
Week 14 Day 4
Lesson 8

Present Simple – Passive Voice

Activity 1: In pairs, compare the following groups of sentences. Pay attention to the verb forms in bold.
Sentences 1-3 below are taken from the reading passage.
1. Minerals are extracted from the earth.
2. Economic minerals are classified based on their uses.
3. Energy minerals are used to produce electricity.

a. Mining companies extract minerals from the earth.

b. We classify economic minerals based on their uses.
c. People use energy minerals to produce electricity.

Have you noticed that the verbs in sentences 1-3 are in the Passive Voice, while sentences a-c are in the Active
Voice?

109
Grammar Summary

Present Simple Passive Voice

The Present Simple Passive Voice is formed by using the present verb ‘to be’
followed by the past participle of the verb:
Affirmative = am, is, are + past participle
Negative = am/is/are + not + past participle

Only verbs which take an object (transitive verbs) can have passive forms.

When we change active voice into passive voice, the object of the active sentence
becomes the subject of the passive.
Here are some more examples:
A. Our teacher tells Tadesse to be punctual. (active voice)
Tadesse is told to be punctual (by our teacher). (Passive)
B. People use different cars for transportation. (active)
Different cars are used for transportation. (passive)
C. Farmers grow ‘teff’ in many parts of Ethiopia.
‘Teff’ is grown in many parts of Ethiopia.
D. The gardener doesn’t water the flowers well.
E. The flowers are not watered well.
Note: In the passive voice, sometimes, mentioning the actor or doer of the action
may not be essential or it can be unknown.

110
Activity 2: Rewrite the following sentences using the Passive Voice forms of the verbs in brackets. The first is
done for you as an example. For the past participles of the verbs, look at Appendix 1 at the back
of your text book.
1. Precious metals are used (use) for making jewelleries.
2. I (give) some medicine by the doctor as I am not feeling well.
3. These days, different books (write) for children.
4. The film (not/produce) by the two young girls.
5. The house (make) of concrete.
6. They (invite) to visit the Palace by the Prime Minister.
7. Thomas (elect) to be our monitor.
8. The room (not/clean) every day.

Activity 3: Change the following active sentences in active voice using the passive voice. No. 1 is done for you
as an example. Then, compare your answers in groups of three.
1. We use this room for our guests.
 This room is used for our guests.
2. They don't feed the lions in the zoo every day.
 The lions in the zoo are not fed every day.
3. She opens the bottle with this opener.
4. Too many emails stress people.
5. Poachers kill hundreds of tigers every year.
6. Most African governments protect rhinos.
7. He doesn't expect us to offer him the job.
8. Students write different letters.
9. They don't make these cars in Japan.

111
Week 15 Day 1
Lesson 9

Present Continuous Tense – Passive Voice

Activity 1: In groups of four, read the sentences in the present continuous passive (1-4). Then, compare them
with their active forms (a-d) given below. Pay attention to the verbs in bold.
1. Opals are now being mined in Ethiopia.
2. Trees are being planted in many parts of Ethiopia.
3. English is being taught in Ethiopian schools.
4. I am being told to study hard.
a. In Ethiopia, people are mining opals.
b. We are planting trees in many parts of Ethiopia.
c. Teachers are teaching English in Ethiopian schools.
d. My mom is telling me to study hard.

112
Grammar Summary

The Present Continuous Passive

The Present Continuous Passive is formed by using the present verb ‘to be’
(am, is, are + being) followed by the past participle of the verb.
 Affirmative: am/is/are + being + past participle
 Negative: am/is/are + being + past participle
Here are more examples:

Active: Belay is cleaning the room.

Passive: The room is being cleaned (by Belay).
Active: The teacher is advising the students.
Passive: The students are being advised (by their teacher).
Active: My friend is not supporting me.
Passive: I am not being supported (by my friend).

Activity 2: Complete these sentences with the Present Continuous Passive forms of the verbs in brackets.
Then, compare your answers with a friend. No. 1 is done as an example for you.
1. Look at that! A new shopping centre (build) in this street.
Ans. Look at that! A new shopping centre is being built in this street.
2. Your car will be ready soon. It (wash).
3. You can't see the horses; they (feed) now.
4. What's the problem? The film (not/show) today.
5. Wait a minute, please. Dinner (prepare) for you.
6. Because of the fire, the children (not/teach) at their classrooms.
7. I can't use my computer. A new operating system (install) on it.
8. The pool is now full of hair because swimming caps (not/use) in it.
9. Christmas is coming and many more goods (display) in shops.
10. I'm sorry, it's 10 o'clock. Customers (not//serve) any more.
113
Activity 3: In pairs, change the following Active Voice sentences into Passive Voice. No. 1 is done for you as
an example.

1. She is writing the letter.

 The letter is being written.
2. The boys are watering the flowers.
3. Writers are selling books.
4. They are repairing the road.
5. People are celebrating the holiday.
6. The company is producing modern cars.

Week 15 Day 2
Lesson 10

Let’s Learn about Nouns

Activity 1: Answer the following questions first individually. Then, discuss your answers in groups of three.

1. What are nouns?

2. List out some nouns from the reading passage, ‘Mineral Resources in Ethiopia’.
3. What do you understand from the following groups of words?
a. Tayitu, Kiros, Tsehay, Zeleke, Bontu, Kedija
b. mine, river, factory, Ethiopia, Jigjiga, kitchen
c. gold, mirror, computer, rain, table, jacket,
d. health, illness, pollution, joy, education, science

Grammar Summary

114
 What are nouns?

Nouns are names of persons, places, things or ideas.

We have common nouns which are the names of whole groups of persons, places,
things or ideas. E.g. water, mineral, hospital, cat, and school.

We also have proper nouns, which are the names of particular persons, places,
things or ideas. For example, persons: Abdela, Hirut…; places: Bale, Harrar,
Assosa…; days of the week: Monday, Tuesday …; months of the year: August,
September…; and so on.

Proper nouns always begin with a capital letter.

Activity 2: In pairs, read the following paragraph. Then, list all the nouns in the columns below.

Silfen is a beautiful little girl in village. Her mother is called Fatuma. She is also beautiful. Silfen and her mother are
living in the countryside. Every morning, Silfen and her mother go to the nearby river to fetch water. Fatuma carries
a big jar and Silfen carries a smaller one, but it is too big for her. As a result, the beautiful little girl often slips on the
road and breaks her leg and her jar. Her elder brother, Mohammed, who is living in the nearby town, knows the story.
He has taken Silfen with him and she has begun schooling there. Now, Silfen is a grade 5 student and she is helping
the girls in her class to pursue their learning.

Names of Persons Names of Places Names of Things and Ideas

115
Activity 3: In groups of three, put the nouns in each group into proper and common nouns in the
table below.

1. human, female, Thomas, boy, Helen, girl, women

2. blood bank, health centre, Black Lion Hospital, clinic, hospital
3. lake, Awash River, ocean, sea, Lake Tana, dam
4. school, market, Minilik II Preparatory School, Merkato
5. water, food, mineral, platinum, air, wind, hurricane
6. days, months, years, September, Monday, hours
7. country, nation, Ethiopia, region, town, Asmara

Proper Nouns Common Nouns

116
Week 15 Day 3
Lesson 11

Countable and Uncountable Nouns

117
Activity 1: In pairs, Look at picture above and read the sentences below. Then, list out the underlined nouns
as ‘countable’ or ‘uncountable’ in the table below.

1. My mother uses butter to prepare cakes.

2. We need some glue to fix this vase.
3. The bread my mother bakes is delicious.
4. Drivers must be careful; the road is slippery.
5. I bought three bottles of mineral water for our picnic.
6. I’d like some juice, please!
7. Successful candidates will join the camp later this year.
8. A rise in oil prices is inevitable since there is more demand for energy.
9. The exercises on this website are interesting.
10.I met some nice people when I was walking along the beach.

Countable Nouns Uncountable Nouns

Countable and Uncountable Nouns

We call a noun a countable noun if it can be counted. A countable noun refers

to a single thing, person, or place that can be counted.

e.g. teachers, cities, or pencils.

We call a noun uncountable when it cannot be counted. An uncountable or

non-count noun refers to general things that can’t be counted or made
plural. e.g. water, salt, peace, sand, or joy.

118
Activity 2: ‘How much’ or ‘How many’

Underline the right word in brackets to complete each sentence correctly. Compare your answers with a
partner.

1. How (much/many) cigarettes do you smoke a day?

2. How (much/many) wine do you drink a week?
3. How (much/many) red meat do you eat a week?
4. How (much/many) exercise do you get every week?
5. How (much/many) hours do you sleep every night?
6. How (much/many) salt do you put on your food?
7. How (much/many) coffee do you drink a day?

Week 15 Day 4
Lesson 12

Plurals of Nouns

119
Activity 1: In pairs, discuss how the following plural nouns are formed. Try to write down the rules.

1. dogs, prizes, dreams, circles, stations

2. actresses, brushes, ditches, axes, buzzes
3. solos, halos, studios, photos, pianos
4. heroes, tomatoes, potatoes, echoes, cargoes
5. armies, candies, babies
6. boys, ways, jockeys
7. roofs, chiefs, reefs, beliefs
8. lives, calves, knives, thieves, shelves, loaves

Now, write the singular forms of the nouns in each group.

Grammar Summary

The Plurals of Nouns

A countable noun can be singular or plural. When a noun names one thing, it
is singular. When a noun names more than one thing, it is plural.

 If a noun is singular, we say one dog, one man, one book.

 If a noun is plural, we say two (or three or six or nine, etc.) dogs.

When a noun is changed from singular (just one) to plural (more than one), the
spelling has to be changed. Most nouns add ‘s’.

Examples: toy/toys, book/books, table/tables.

 If the word has a consonant before the ‘y’, then ‘y’ is changed to ‘i’ and
‘es’ is added.
Example: berry - berries

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  If the noun has a vowel (a, e, i, o, u) before the ‘y’, simply‘s’ is added.
Example: toy – toys; boy-boys

The nouns below add ‘es’ when they are plural. Say the words aloud and
pronounce the endings.

Singular Plurals
 box boxes
 dish dishes
 kiss kisses
 lunch lunches
 watch watches
 buzz buzzes

Pay attention to the pronunciation of these plural suffixes.

When nouns end in ‘f’, or ‘fe’, and the ‘e’ is silent, the ‘f’ or ‘fe’ is changed to
‘v’ and ‘es’ is added in plurals. Examples: calf - calves, leaf - leaves, thief -
thieves, knife - knives, wife - wives

When nouns end in ‘f’ or in ‘ve’, the plural is formed by simply adding ‘s’.
Examples: glove - gloves, curve - curves, cliff - cliffs

Tricky spellings: Learn the plural spellings for words ending with ‘o’:

 potato potatoes
 avocado avocados
 mango mangoes
 tomato tomatoes

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Activity 2: Find the six errors in the following short passage. Use the examples above to help you, although
not all the errors appear in the examples!
Everyone collected things for the picnic in the forest: knifes, loaves – and even some scarfs and gloves - in
case it got cold! When they arrived, they found the ground covered in leafs. Everyone was enjoying themselfs,
eating delicious food and feeding the young calfs that walked by. Suddenly, thiefs jumped down from the
cliffs.

Activity 3: Irregular Plurals

Do you know the plural forms of the nouns in brackets? In pairs, write the correct plurals to complete
each sentence.

1. Ato Belay and W/o Sorenie have two (child) aged two and five.
2. I always brush my (tooth) in the morning.
3. Cats like to chase (mouse).
4. Two (half) make a whole.
5. There are several (ox) on the road.
6. Deer and (moose) are still found in the state.
7. There are always more (fish) in the sea than in the lake.
8. My brother is six (foot) and three inches tall.
9. Eagles fly alone but (sheep) flock together.
10.I can see (person) working in the street.

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Irregular plurals

Note that some nouns have the same form for both singular and plural. They must
be memorized.

deer sheep moose salmon trout

Some nouns form their plurals in special ways, by changing their spelling. They
must be memorized.

man - men woman - women goose - geese

foot - feet tooth - teeth mouse - mice
child - children ox - oxen louse - lice

Dictionaries show the plural of a noun if it is formed in an unusual way.

Week 16 Day 1
Lesson 13

Activity 1: Basic Noun-Verb Agreement

In pairs, read the following sentences. Do they make sense? Why?

1. John and Mary is a couple.

2. John are an auto-mechanic. He earn more than $67,000 per year.
3. Mary are a farmer; she have a little lamb farm and get a good tax deduction.

Note that these sentences do not make sense because the nouns and their verbs do not agree in number. Sentences do
make sense when their verbs agree with their nouns in number.

Now, compare the above sentences with the following.

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 1. John and Mary are couple.
2. John is an auto-mechanic. He earns more than $67,000 per year.
3. Mary is a farmer; she has a little lamb farm and gets a good tax deduction.

Grammar Summary
Here are the basic rules for noun-verb agreement:

The number of the noun (singular or plural) determines the form of the verb.

Examples:

 Plural: Some readers complain that books have become expensive, so

they tend to read newspapers.
 Singular: Sofia borrows books from the university library. She reads
different books. Sometimes, she stays in the library, but most of the time
she studies in her dorm.

There may be more than one noun-verb pair in a sentence; you need to make
sure that each pair agrees in number.

Example:

 The children are watching a movie, but their father is watering the
flowers in the garden.

The way the verb agrees with the noun in the Present Simple depends on
whether the verb is regular or irregular.

Agreement - Regular Verbs

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To agree with a singular noun, a regular present-tense verb should end in’s’ or
'es', or have no special ending.

 Michael walks every day, and every day a loose dog turns him into a
marathon runner.
 The dog catcher regularly catches an average of 10 loose dogs per day, of
which at least five add to the odor that pervades the back of the truck.
 "Hey, I don't mind that odor," the dog catcher exclaims. "To me, it's the
sweet smell of success."

To agree with a plural noun, a regular, present-tense verb does not need any
special ending.

 Michael and Mahlet leisurely walk the streets of Addis every morning,
and every day the street-cleaning trucks seem to direct their spray toward
them a bit more aggressively.
 You could say that they regularly catch a shower, which adds to their
strength.
 "Hey, we like to walk, and we really do not mind the wetness," they
exclaim. "It makes others think that we've just completed a long run."
 Mary has a little lamb farm and gets a good tax deduction from
government, so her family doesn't get fleeced on taxes.

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Activity 2: Select the verb in each question that is correct for the sentence.

1. We (wants/want) to go to the store with Mom because, on her own, she never (choose/ chooses) items
we like.
2. Do you know that those people (is/are) our new neighbours?
3. Dogs (like /likes) their food. Cats (does/do), too, but they often are too arrogant to show it.
4. Each time I microwave a stuffed pepper for lunch, members of the office staff (exclaim/ exclaims) "Can we
have some, too?”

Activity 3: Complete the following sentences using an appropriate form of the verb given in the brackets.

1. Man and woman (is/are) complementary to each other.

2. Plenty of mangoes and bananas (is/are) available in this season.
3. Cats and dogs (do/does) not get along.
4. The brothers, as well as their sister, (is/were) good at their studies.
5. A lot of houses (has/have) collapsed in the storm.
6. The children, as well as their mother, (is/are) missing.
7. A large sum of money (was/were) stolen.
Activity 4: Complete these sentences using is or are and the plural form of the noun.

1. There is one plane in the airport. There ______ two ______ .

2. There ______ a red apple in the basket. There _______red ______ .
3. There is a dish on the dining table. There ______ ten ______ on the dining table.
4. He is wearing a watch. They ______ wearing ______ on both their hands.
5. The lady ______ eating an ice cream. The ladies ______ eating ______ .

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Section 5: Speaking
Week 16 Day 2
Lesson 14

Understanding a Conversation

Activity 1: In groups of three, take the roles and practice the following conversation. Then, answer the
questions that follow.

A: Ruth, yesterday we discussed the uses of mineral resources, didn’t we?

B: Yes, Miss. We studied about the types and uses of minerals.
A: That’s great. Could you please mention some of the house objects that are made from minerals?
B: Certainly, Miss. For example, cooking pans, cups, stoves and window glasses are made from minerals.
A: What else, Jebessa?
C: Electronics such as mobile phones, computers and television sets are also made from various minerals.
A: Do you think minerals are important to our body?
C: Of course, Miss. Our body needs vitamin products to function properly.
A: Thank you, Ruth and Jebessa. You’ve revised the important points.
B: My pleasure, Miss.

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Now, answer these questions.
a. What is the dialogue about?
b. How many people are participating in the dialogue?
c. Who are participating in the dialogue?
d. Where are they?
e. Why do you think the teacher is asking the students?
f. Do you think the students have good knowledge of minerals?

Making a speech

Activity 2: Make groups of five. Assign a facilitator and a note-taker. Then, prepare a three-minute talk
for your classmates on Non-renewable Minerals in Ethiopia. Your facilitator or note-taker
will make the speech to your classmates.

When you make the talk, remember the following:

a. Stand properly and look at the audience.
b. Be sure that your voice is audible.
c. Start your talk by greeting your classmates.
Good morning my classmates.
Good afternoon class.
Hello/Hi, my classmates
d. Use introductory phrases, such as:
Today, on behalf of my group, I’m going to talk about …
Now, representing my group, I’m going to tell you about…
In my talk, I’m going to tell you about…
e. When you finish your speech, don’t forget to thank your classmates for listening.
Thank you for listening!
That’s what we have. Thank you for listening to my speech.

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Section 6: Writing
Week 16 Day 3
Lesson 15
Punctuation marks
Punctuation marks such as full stop (.), question mark (?), and exclamation mark (!) are sentence ending
punctuation marks. We use full stop (.) at the end of statements, question mark (?) at the end of interrogatives,
and exclamation mark (!) at the end of exclamatory sentences that express feelings and emotions. Look at these
examples:

 He is my best friend.
 The workers are not working in the factory.
 Do you love watching movies?
 When do you like watching movies?
 How pretty she is!
 Oh! I’m so sorry to hear that!

There are also punctuation marks that are used in and between sentences as in Activity 1 below.

Activity 1: Match the punctuations in Column ‘A’ with the right marks under Column ‘B’.
‘A’ ‘B’
a. apostrophe ;
b. colon :
c. comma ’
d. semicolon “…”
e. inverted commas ,

Note that commas are used in various purposes, such as:

1. to separate items in a list;

2. to separate the name of the person being spoken to from the rest of the sentence;
3. before `yes' and `no' in the beginning of a sentence;
4. when additional information is inserted into a sentence.
Activity 2: Match the examples below with the uses of a comma listed above.
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 a. Yes, Kebede Michael wrote many books about Ethiopian proverbs.
b. Birds, bees, squirrels, fish and butterflies can fly.
c. No, I can’t fly without wings.
d. The bat, a mammal, flies in an expert fashion.
e. Aynalem, did you know that squirrels can fly?
f. The Arctic tern, a bird, flies a distance of 40, 000 km each year.
g. “The flying fish leaps out of the water to escape from enemies,” John said.
h. Nature has designed birds, animals, insects and plants in such a way that they can fly, glide or become
air-borne.

Activity 3: Put the right punctuation mark in the following short text.

What are minerals

Minerals are vital resources for construction manufacturing and energy industries The sustainability of
minerals should be maintained without causing environmental damage Mineral sustainability issues affect
everyone who uses mineral products This includes anyone who lives in a house constructed from stone
bricks or concrete drives a car or rides a bicycle uses a road or railway or consumes electricity

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Week 16 Day 4
Lesson 16
Writing a paragraph

Write a paragraph of 4 - 6 sentences on how minerals such as water, salt, and gas oil are important in our homes.
Follow the following steps.
 First make notes with a partner.
 Then, write your paragraphs individually.
 Finally, compare your paragraphs.
 Check that you have used the right punctuation marks.

Example Notes:

Water

 For drinking
 Sanitation - washing our body, clothes, cleaning our house, washing utensils…
 Growing vegetables

Begin your paragraph like this.

In our homes, we use water for different purposes…_______________________________________

_________________________________________________________________________________

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Unit Five: Beekeeping

(Source: beeculture.com, accessed on 11/20/2021)

Learning Outcomes:
Upon a successful completion of this unit, you will be able to:
 talk about your experiences of beekeeping;
 identify general themes and specific details of a talk;
 answer listening for main ideas and listening for specific questions;
 write a summary of a given listening text;
 talk about the economic values of beekeeping;
 identify the gist of a written text;
 identify specific details of a written text;
 use beekeeping vocabulary in contexts;
 construct affirmative, negative and interrogative forms the Simple Past Tense;
 identify and use personal pronouns correctly; and
 write a comprehensible comparison and contrast paragraph.

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Section 1: Listening
Week 17 Day 1
Lesson 1

Activity 1: In pairs, look at these pictures and answer the questions that follow.

1. What do you know about bees?

2. Do you think all types of bees have the same roles?
3. Have you ever collected honey from a beehive?
4. Have you ever stung by bees?
5. Can you guess what you are going to listen about?

Activity 2: The following words are used in the text you are going to listen to. With a friend, guess their
meanings.

queen beehive drones teamwork

colonies castes mates

Activity 3: Now listen to the text about Honeybees and check if your answers to the above questions are
correct.

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Activity 4: Listen to the text again. Then, put a tick (✅ ) in the box to show your agreement, or (X) to
show your disagreement.
No Statements Correct Undecided Incorrect
1 All honeybees play the same role
in producing honey.
2 Worker bees and drones are
similar in size.
3 Worker bees and drones work in
the same team.
4 All groups of bees do not cross
their set job boundaries.
5 Drones are all males.
6 All bees take part in defending the
bee compound.

Week 17 Day 2
Lesson 2

Activity 1: Listen to the text for the third time attentively and match the types of bees in Column A with
their major activities in Column B. Then, compare your answers with a partner.

Column A Column B
1. queen bees a. fertilize unfertilized eggs.
2. worker bees b. produce fertilized eggs in the colony.
3. drone bees c. mate the queen bees.
d. perform every task in the colony.
e. do not have any task to do.

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Activity 2: The following sentences are taken from the listening text. But they are not in the correct
sequence as they appear in the speech. Listen to the text again and rearrange them in the
order they come in the talk.
1. The queen bee mates with drones to reproduce bees.
2. Honeybees are effective team workers.
3. Drones defend the area of the bee colony by stinging the enemy.
4. Worker bees do all of the necessary activities within a colony.

Activity 3: Now, using the above sentences, write the summary of the text. You may start as follows.

Honeybees are effective team workers. . ………….

Section 2: Speaking
Week 17 Day 3
Lesson 3

Activity 1: Sit in groups of five and choose a group facilitator. Then, discuss about the “teamwork” of
bees and what you learn. Then, let your facilitator make notes and report your ideas to the
class.

Activity 2: In bee colonies, each team focuses on specific duties. What do you learn from their practices?
Discuss how you can practise the experiences in your classroom with a friend. Then, share
your ideas with your class.

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Section 3: Reading
Week 17 Day 4
Lesson 4

Reading 1
Activity 1: In pairs, discuss what these pictures are and how they differ from the picture at the beginning
of the Unit. Then, answer the following questions.

1. What do you know about beekeeping?

2. What do you know about the behaviour of bees?
3. Tell your partners about your experience with bees and their honey.

Now read the passage once and check your answers for the above questions.

Beekeeping
Beekeeping is a practice of caring for colonies of honeybees. Beekeepers, also known as apiarists, raise and care
for honeybees for agricultural and commercial purposes. Honeybees are mainly kept for their honey. They are
also kept for other products such as wax. On top of all these, they are needed for their service as pollinators.

Bees live on flowers of plants. They need plants to produce their food and honey. While searching for food,
they take pollen grains from plant to plant. Through this process, plants are able to produce seeds. Therefore,
there is a natural biological interdependence between bees and plants. That means one cannot exist without the

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other. This does not mean that bees are the only pollinators. Pollination can take place by wind and other animals
and insects. However, it means human beings need both plants and bees. Therefore, if we want to have more
honey products, we need to preserve our natural vegetation. If we want to preserve our natural forest, we have
to work hard on beekeeping.

Beekeeping is classified under farming activities. It involves selecting appropriate sites, choosing the right
hives, populating the hives, and harvesting honey. Therefore, beekeepers construct and clean hives, induct wild
swarms, split colonies, collect honey, and ensure the overall health of the hive.

Firstly, beehives should be placed near a source of water like a river, stream, lake, dam or natural or man-made
ponds. The area should have adequate vegetation, such as coffee, sunflower, mangoes, oranges, bananas and
other wild flowering plants. The site should be fenced to protect bees from people and animals.

Bees can be kept in traditional as well as in modern hives. The traditional hives are ineffective in protecting
the hives from danger. They are also less productive. However, the modern hives are safe and good for
producing neat and large amounts of honey.

To populate bees, you may capture a newly-settled swarm around a branch of a tree, but make sure you wear
protective clothing or gloves. You may use smoker but be careful not to damage both the bees as well as the
hives. Collect the honey on a wide pan and gently brush the bees back into hive.

(Source: Technical Centre for Agricultural and Rural Cooperation (CTA) and Samuel Emmett
McGregor https://www.britannica.com/topic/beekeeping)

Activity 2: Read the passage again and decide whether the following sentences are True or False.
1. Bees are generally divided into three colonies.
2. Beekeeping is an agricultural activity.
3. The passage suggests that bees are the only pollinators of plants.
4. The worker bees are very small in number.

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 5. Worker bees are capable of producing fertilized eggs.
6. Drones are smaller than workers.
7. Bees cannot organised to produce honey without the queen.

Compare your answers with your partner.

Week 18 Day 1
Lesson 5

Activity 1: Read the indicated paragraphs and identify what the words in bold refer to in the passage.
1. “…They are also kept for …. (Paragraph 1, line 2)
2. “On top of all these, they are needed for … (Paragraph 1, line 3)
3. “… this process … (Paragraph 2, line 2)
4. “If we want to preserve …. (Paragraph 2, line 8)
5. “…It involves …. (Paragraph 4, line1)
Now compare your answers with your partner.

Activity 2: If the following sentences are put in the correct order, they summarise the passage. Therefore,
with a partner, rearrange them to write a paragraph that summarises the passage.

a. Bees need flowers to produce their food and honey.

b. Honeybees are mainly kept for their honey.
c. Beekeeping activities involve selecting appropriate sites, choosing the right hives, populating the hives, and
harvesting honey.
d. Bees pollinate plants and plants are able to produce seeds.
Week 18 Day 2
Lesson 6

Discussion and reflection

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Activity 1: Form groups of five. Elect a facilitator and a reporter to discuss and report on the following
questions.

1. From the listening and reading lessons, you learnt about beekeeping. Which form of honey farming is
common in your area? Is beekeeping is a major farming activity in your community?
2. In your opinion, which one is better, the traditional or the modern way? Why?

Section 4: Vocabulary
Week 18 Day 3
Lesson 7

Activity 1: Find the words that have similar meanings with the following words and phrases. The
paragraph numbers are given for easy reference.
1. handling with great attention (Paragraph 1)
2. cross-fertilizers (Paragraph 1)
3. kernels or grains or fruits (Paragraph 2)
4. inter-reliance (Paragraph 2)
5. bee homes or spots (Paragraph 3)
6. flora (Paragraph 4)
7. hazards (Paragraph 5)
8. inhabit (Paragraph 6)

Now compare your answers with your partner.

Activity 2: Sit in pairs and read each description and write the types of the bees described.

a. I am the mother of the colony. My abdomen is very long. I lay more than 1,200 eggs every day. Who am I?
b. I do all the work in the hive. I clean, feed, build, fan, guard, and forage. Who am I?

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c. I have extra-large eyes and a stout abdomen. I do not have a stinger or pollen baskets and I cannot gather
flower nectar using my tongue. I am a male bee. Who am I?

Section 5: Grammar in Context

Week 18 Day 4
Lesson 8

Simple Past Tense

Activity 1: In the listening and reading texts above, you have learnt that bees are examples of hard
workers and cooperation. Now, with a friend, read the following story and find out how the
story is related with the behaviour of bees. The following questions may guide you.

1. What did the father say to his sons?

2. Was there any treasure hidden in the land?
3. Why did the father ask his sons to find the hidden treasure?
4. What is the message of the story?
5. How do you relate the message of the story with the behaviour of bees?

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 The Hidden Treasure
Once, there was an old man who had four sons. All four of them were very lazy.

One day, the old man fell sick and was counting his last days in bed. He worried a lot about his sons’ future as
the young men hesitated a lot to work. The sons believed that luck would favour them.

The old man’s health deteriorated every day and he decided to talk to his sons about their future. However,
his sons did not listen to him.

Finally, the old man decided to play a trick to let his sons realise the importance of work. He called all his sons
and let them sit near him on his bed. He said that he had a treasure box with gold coins and expensive gems for
them and wanted to share the treasure equally among the four of them.

The young men were very happy and asked where their father had placed the treasure. The old man replied, “I
cannot exactly remember the place where I have hidden the treasure. However, the treasure box is buried in our
land. I’m really not sure about the place where I have hidden the treasure box.”

Even though the lazy young sons were happy, they were sad that the old man had forgotten the place where the
treasure was hidden. After a few days, the old man died. The sons decided to dig the land to find the treasure
box.

They worked very hard and dug their land. They could not find any treasure box in the land. Finally, they
decided to dig a spot in their land that was a bit different from the rest of the area. The sons believed that the
treasure was buried in that spot. They dug the specific spot deeply, but got nothing but water.

A passer-by who noticed the land and the water flowing from the spot talked to the sons about farming. Upon
his advice, the four sons sowed vegetable seeds, and planted greens and flowering plants in their land. Since
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the land was very fertile with abundant water, within a few weeks, it became a fertile garden with nutritious
vegetables and greens. The four sons sold the vegetables at a good price and earned a good amount of money.

Then, they realised that it was hard work that was referred to as ‘Treasure Box’ by their father. Gradually, the
four sons overcame their laziness, worked hard, earned more money and lived happily.

Activity 2: With your partner, read the story quickly and list out all the verbs in bold. What do you know
about the verbs? Do they have similar forms? Could you group them? How? Report your
answers to the class.

Week 19 Day 1
Lesson 9
i. Simple past with regular verbs

Activity 1: In pairs, practise the following dialogue. Take turns to ask and answer the questions.

A: Did you attend the tutorial last week?

B: Yes, I attended it from the very beginning.
A: What did the tutor talk about?
B: She talked about how to study.

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A: Did she talk to everyone in the program?
B: Yes, she talked to each of us.
A: Did you ask her any questions?
B: Yes, I asked her to explain the multiplication rules of decimals.
A: Did you like the program?
B: Yes, I liked it very much.
A: Thank you. I will attend it next time.
B: You’re welcome.

Now, change roles and read the conversation again.

Activity 2: Use the above dialogue as your model and answer the following questions between you and
your father. Your father is asking you questions on what you did last a day before.
Father: Hi, Doni. How are you?
Doni: Hi, Dad. I’m fine. And you?
Father: I’m fine. Did you do your homework yesterday?
Doni: Yes, Dad. I did it yesterday morning.
Father: That is very good. Did you complete the worksheet?
Doni: Yes, I (complete)______________________________________________
Father: Did you also wash your shoes for Monday?
Doni: Yes, I (wash)__________________________________________________
Father: How about your clothes?
Doni: Yes, I (wash) _______________________________ all of them in the evening.
Father: Did you collect the money I sent you through the bank?
Doni: Yes, I (collect)______________________ this morning. Thank you very much, Dad.
Father: So, you visited the museum, right?
Doni: Yes, I (visit)__________________________________ yesterday afternoon.

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Father: Good boy! I will call you again next week.
Doni: Thank you, Dad.

Now, sit in pairs and practise the dialogue.

Activity 3: Answer the following questions in complete sentences. Then, compare your answers with a
partner’s.
1. Did you watch the news last night?
Ans: No, ________________________________________________.
2. Did you visit the market this morning?
Ans: No, ________________________________________________.
3. Did you call your mother?
Ans: No, ________________________________________________.
4. Did you play football last night?
Ans: No, ________________________________________________.
5. Did you perform the drama well?
Ans: No, ________________________________________________.

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Grammar summary:

1. Regular Simple Past Tense affirmative form

The Simple Past is used to describe an action that occurred and was
completed in the past. The regular Simple Past is formed by adding ”ed” to
the base form of the verb or the infinitive without to.
Examples:
Base form Base form +ed
(Simple Past)
walk walked
ask asked
push pushed
pull Pulled
help helped
cover covered
enjoy enjoyed

2. Regular Simple Past Tense in the interrogative form

Interrogative sentences in the Simple Past Tense should begin with an auxiliary
verb ‘Did’. This is irrespective of whether the Subject is – he, she, it, we, they, I
or any plural or singular noun. The auxiliary verb is followed by the Subject and
the verb’s first form. The verbs are followed by the Object in the end.
Look at these examples:
 Did she complete the task?
 Did he attend the meeting?
 Did they talk about the mid-semester exam?
 Did you talk to them?
3. Regular simple past tense in the negative form
The Past Simple is the tense used to express situations, events and actions that
happened in the past. When it is expressed in its negative form, the verb
denies something about the Subject. It is formed as: subject +did+ not+
infinitive verb+ …. (he did not come on time)

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Example of affirmative, interrogative and negative forms:
Affirmative form Interrogative form Negative form
He kicked the ball. Did he kick the ball? He did not kick the ball.
He washed his hands. Did he wash his hands? He did not wash his
hands.
Adanu covered the dish. Did Adanu cover the Adanu did not cover the
dish? dish.
Feye returned the book. Did Feye return the Feye did not return the
book? book.
Students pushed the Did the students push The students did not
door out. the door out? push the door out.
We solved the problem. Did we solve the We did not solve the
problem? problem.

Week 19 Day 2
Lesson 10

The Simple Past with Irregular Verbs

Activity 1: With a partner, compare the following pairs of sentences. Pay attention to the verbs written in bold.

 A: He talks to his friend every day.

B: He talked to his friend every day.
 A: I use a pencil in my exercise book.
B: I used a pencil in my exercise book.

Have you noticed that the verbs in turn A are in the Present Simple Tense while the verbs in turn B are in the Past
Simple Tense?

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Remember!

The Past Simple form of regular verbs is formed by adding -ed or -d to the end of a
verb in the Present Tense.

However, we can’t just add -ed or –d for irregular verbs; instead, the whole verb
changes or has the same form of the infinitive. Look at these examples:

 I see my friends at school.

 I saw my friends at school.
 She usually sleeps for hours.
 She slept for hours.
 He cuts the trees.
 He cut the trees yesterday.
Note: Appendix 1 at the back of your Textbook presents the list of English irregular
verbs.

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Activity 2: With a partner, read the story below carefully and answer the questions below.

1. Write out the verbs in bold into Regular Past and Irregular Past verbs. If you find it difficult, refer to Appendix
1 at the back of your textbook.
2. Make your own sentences using at least five of the irregular verbs.

The Bees and the Tortoise (a fable from Mali)

.
The bees had made a new drum, and as bees love dancing, they danced and hummed
for hours in celebration on that day. All the animals heard the noise coming from the
hive and they came along, hoping to be invited to join in, but the bees kept their
celebration all to themselves. The lion, the elephant, the leopard, the hartebeest, the
buffalo, the antelope, the hog and even the tortoise were there.

After listening for a while, the animals grew so fond of the sound of the new drum that
they decided to steal it. First, the lion tried but he was stung by a hundred bees and
had to run away. All the animals tried to steal the drum but none of them succeeded.

Then, at last, the tortoise offered to try. All the animals laughed heartily at this, but the
tortoise went into the hive and told the bees that he was a master drummer. He played
beautifully after the bees had given him permission to drum for a little while. Suddenly,
the drum disappeared! The clever tortoise had hidden it underneath his shell. He
excused himself and walked away quietly. The bees were so angry that they tried to
sting him, but to no avail - he was too well protected by his shell. That is why he had
the confidence to try when everyone else had failed.
(Stories taken from Fables from Africa, collected by Jan Knappert)

3. What have you learnt from the story?

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 a. Why do you think the bees didn’t invite the other animals to join them in their celebration?
b. Why did all the animals laugh heartily at the tortoise?
c. How could the tortoise be confident to steal the drum?

Week 19 Day 3
Lesson 11

More on Irregular Past Verbs:

Do the activities first individually, and then compare your answers in groups of four.
Activity 1: Choose the correct verb form to complete for each sentence correctly.
a. I (find/found) your lost dog this morning.
b. She (speak/spoke) too softly. I couldn't hear her.
c. But we heard everything she (say/said).
d. We went shopping and I (buy/bought) a new pair of jeans.
e. Did you (sleep/slept) well last night?
f. I used to (make/made) a lot of money, but I don't make much now.
g. We were really surprised when we (win/won) the game.
h. We thought we would (lose/lost) for sure.
i. (Do/Did) you meet the movie star?
j. Mom (teaches/taught) our sisters how to cook, but she didn't teach us.

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Activity 2: Put the verbs in brackets in the Past Simple form. Then, compare your answers in pairs.

1. I (blow) out the candles.

2. She (make) her bed.
3. I (draw) a picture.
4. My teacher (tell) me to sit down.
5. He (teach) me a lesson.
6. The baby (hold) his toy.
7. I guess I (catch) a cold.
8. After the bell (ring), we (go) home.
9. My mom (buy) me a new bike.

Week 19 Day 4
Lesson 12

Personal Pronouns
In Unit 4, you studied about nouns. Now, let’s see personal pronouns that can be used in place of nouns.
Activity 1: With a partner, compare the two texts. Pay attention to the words written in bold.
Text A:
When assistive technology is appropriate to the user and the user’s environment, assistive technology is a
powerful tool to increase independence and improve participation. Assistive technology helps individual
children become mobile, communicate more effectively, see and hear well. Assistive technology also
provides the means of access to fully participate in educational, social and recreational opportunities.

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Text B:
When assistive technology is appropriate to the user and the user’s environment, it is a powerful tool to
increase independence and improve participation. It helps individual children become mobile, communicate
more effectively, see and hear well. It also provides the means of access to fully participate in educational,
social and recreational opportunities.

Have you noticed that in Text A the noun ‘assistive technology’ is used repeatedly? However, in Text B the repetition
of the noun ‘assistive technology’ is avoided by replacing it with pronouns.

Grammar Summary
A pronoun is a word used in place of a noun. Pronouns help us avoid
unnecessary repetitions of nouns.
Pronouns that refer to persons are called personal pronouns. These pronouns can
perform all the functions that nouns can do. They can be used in a subject form,
object form and possessive form.
Personal Pronouns Subject Object Possessive
Singular I me my, mine
you you your, yours
he, she, it him, her, it his, her/hers, its
Plural we us our, ours
you you your, yours
they them their, theirs
Look at the example pronouns in the sentences below.
1. Hanna lost one of her contact lenses. She has been looking for it for days.
2. Hanna will find her contact lens. Oh, I’ve found one and certainly it is hers.

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Activity 2: In pairs, choose the right pronoun from those in the brackets to complete each sentence.

1. They took their car with (him, her, them).

2. You and (I, me, mine) will go to the market.
3. She has completed (her, she, hers) assignment.
4. Tomas has taken his documents with (him, his, he).
5. Can you come to the meeting with (we, they, us)?
6. We were waiting for (you, your, yours) reply.
7. Tut gifted (she, her, hers) a watch on her birthday.
8. (It, its, he) was their uncle who took the children to the zoo.
9. Do (your, you, yours) know what happened to them?
10. That’s Abebe; (he, him, his)is my brother.

Activity 3: Complete these sentences with the appropriate pronouns. Compare your answers in groups
of three.

1. Some people hide _______________ feelings.

2. I have decided on _____________ future career.

3. Tolossa took off ________ hat and put ______ on the table.

4. Seada didn’t see the car behind _______________.

5. Don’t wear those boots if ___________ hurt you.

6. Brook left the computer on so Jemal can use ________.

7. Could you hand on the book to me? It’s ____________.

8. The students talked to ______ teacher about the test.

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Week 20 Day 1
Lesson 13

Compound personal pronouns

Activity 1: With a partner, read the following sentences. Pay attention to the underlined personal
pronouns. How do these personal pronouns differ from those in the above table?

 Yusuf himself opened the workshop.

 The workers called the police themselves.
 I myself arranged the dining table.
 My elder sister bought herself a beautiful dress.
Note that a pronoun with ‘–self’ or ‘-selves’ is called a compound personal pronoun.
When a compound personal pronoun is used for emphasis, it is being used
intensively. Look at the list below.
myself ourselves
yourself yourselves
himself, herself, itself themselves

Activity 2: Write the correct compound personal pronouns for each of the following sentences.

Example: The actress thinks of herself as a star.

1. Dana and I wrote the letter __________________.

2. The workers ____________choose their working hours.
3. I cooked this meal by ___________________.
4. Are you going to Adama by _________________, Bekele?
5. We watched ____________________ on TV.
6. Sifen and Tsehay found ___________ in a serious problem.
7. The doctor ______________ became very sick during the corona virus pandemic.

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Activity 3: With a friend, complete the text below with the correct personal pronoun.

Sarah has difficulty walking. She was left indoors with little chance to attend school, to play with other children,
and to accompany ______ (1) family outside home. When _____ (2) got her wheelchair, she began moving
around by _____(3), interacting with others, attending school and participating in family activities. ______(4)
physical and mental health improved as a result of better posture, physical activity and new opportunities. This
reduced _____(5) family members’ stress and worries related to her current and future situation. _____ (6) no
longer had to carry her - a task that had become more difficult as _____(7) grew. This freed up time for ______
(8) to work, rest and otherwise improve the family’s living conditions and quality of life.

Week 20 Day 3
Lesson 12

Possessive pronouns and contractions (short forms)

Activity 1: Which of these sentences are correct? Why?
4. A: The plant lost it’s leaves.
B: The plant lost its leaves.
2. A: Is this you’re radio?
B: Is this your radio?
3. A: The seal balanced on it’s flippers.
B: The seal balanced on its flippers.

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Certain possessive pronouns are sometimes confused with contractions that sound
the same. For example, it’s and its are often confused in a sentence such as the above
ones, in Activity 1. In those sentences the possessive pronouns its, your and its are
correct.

Contractions (short forms) are formed by joining two words and omitting one or
more letters. An apostrophe shows where letters are left out.
it’s = it +is or it + has they’re = they + are
you’re = you + are he’s = he + is, or he + has
These contractions are sometimes confused with the possessive pronouns its, your,
their, and whose. The words sound alike but are spelled differently.
Remember that the possessive pronouns do not use an apostrophe.

Activity 2: Choose and underline the right word from the two in brackets.
1. The movers parked (their, they’re) van in front of the building.
2. (Your, You’re) expecting a call, aren’t you?
3. Is that (her, hers) camera?
4. (Their, They’re) trapped in the collapsed mine.
5. When (it’s, its) mid-day, people are eating (they’re, their) lunch.
6. (Your, You’re) friends are waiting at the station.
7. This is Biniyam. (He’s, His) our classmate.

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Activity 3: If a sentence is incorrect, rewrite it correctly. If a sentence doesn’t contain any error, write
‘Correct’.
1. They’re going swimming in Lake Tana.
2. Ask them if its late to buy a bus ticket.
3. He’s always late for the class.
4. The sign indicates that it’s dangerous to travel at night.
5. Take you’re time on the Paragraph Writing section of the test.
6. The soldiers grew concerned as their water supply decreased.
7. The bear scratched it’s back on a tree.
8. Let me introduce you to my uncle, Gizachew. His is a driver.
9. Some of the food has lost its flavour.
10. Are these they’re books or ours?

Section 6: Writing
Week 20 Day 3
Lesson 15

Activity 1: Writing sentences in Simple Past

1. List all the things/tasks you did yesterday, (ate breakfast; after school helped my mom, studied English with
my friends, did my homework, etc.)
2. Rearrange the things/tasks you did in time order, from the first thing you did to the last.
(e.g. ate breakfast, studied English with my friends, did my homework, after school helped my mom)
3. Write them in complete sentences with correct capitalization and punctuation marks.
E.g. I ate my breakfast.
I studied English.
4. Compare your sentences with a partner and do necessary corrections.

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Activity 2: Sentence to paragraph
Using your sentences for Activity 1, write a paragraph that reports what you did yesterday. While writing
your paragraph, use linking words such as: First, Second, Third, Then, After that, Finally, and so on.
Then, writing your name at the bottom, post your paragraph on your class noticeboard so that your
classmates will read it..

You may begin like this:

Yesterday, I woke up at 6:00 o’clock. Then, ______________________________

Week 20 Day 4
Lesson 16

Ask a member of your family: your father, or your mom, or your brother or sister what he/she did last
Saturday. List the activities in their time order. Then, write a paragraph using your list.

Remember! Your paragraph should be written with He/She and in the Simple Past. You may start as
follows.

Last Saturday, my mom got up early in the morning. She prepared breakfast for the family. Then, she went
to the market to by vegetables………

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Week 20 Day 4
Lesson 16

Activity 1: Your teacher will give you the rules of your school. Take notes and write a message to new
students who would like to join the school. Use the modal verbs above (should, ought to, shall, etc.). You
will put up the message on the noticeboard. Start as follows:
All students should abide by the following rules of our school.
First,____________________________________________________________
Second,__________________________________________________________
Third,___________________________________________________________
Fourth,__________________________________________________________
Therefore,_______________________________________________________

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Unit Six: Water Pollution

Learning Outcomes
Having completed this unit successfully, you will be able to:
 share your experiences about causes and effects of water pollution;
 anticipate the topic of a talk;
 extract specific and detail information from listening texts;
 answer pre-, while- and post-reading questions;
 identify and use antonyms and synonyms of given words;
 work out word meanings from context;
 talk about past habits;
 express abilities and possibilities using appropriate modals;
 ask for and offer permission;
 use water-related proverbs and sayings in your writing and speaking; and
 write a short descriptive paragraph about a polluted water resource in your area.

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Section 1: Listening
Week 21 Day 1
Lesson 1

Activity 1: Before you listen to the text, answer the following questions with a partner.

1. How important is water for humans? Check your answer with the text below.

2. Look at these pictures and guess what the text you are going to listen to is about.

(Source: Pollution at Little Akaki River, Addis Ababa; Yohannes H, Elias E., 2017)

3. What is water pollution?

4. These words are used in the listening text. Your teacher will explain you their meanings.
 ecosystem  pollutant
 contaminate  poisonous
 toxic

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Activity 2: Now, listen to the text about the Causes of Water Pollution attentively. As you listen, write the cause of
water pollution that matches with the pictures from the list below.
sewage oil spill rubbish/ trash solid waste
plastics ships industrial waste

1________________ 2_______________ 3___________

4 _______________ 5________________
6____________

7. _________________
Source: Guizab art, Nov, 10, 2019

Activity 3: Listen to the text again and underline the right information to complete the sentences. Then,
compare your answers with a partner.

a. Water is an essential (human-made/natural) element for humans to survive on earth.

b. Water pollution is the presence of (purities/impurities) in the water.
c. Most of the water pollution is caused by (nature/human) activities.
d. (Silt from construction/ Silt from floods) is a natural cause of water pollution.
e. Water pollution has become a serious (political/environmental) issue around the world.

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Week 21 Day 2
Lesson 2

Activity 1: In groups of three, match the causes of water pollution with their descriptions. Write the letter of
the description against the cause of water pollution.
Causes of water pollution Description
1.livestock excrement a. the act of throwing dangerous substances
2. toxic chemicals b. a chemical used for killing insects
3. insecticides c. farm animals’ solid waste matter
4. dumping d. poisonous chemicals
5. household garbage e. a substance that contaminates air and water
6. contaminants f. waste food, paper, etc. … that we throw away

Activity 2: Make groups of five. Assign a facilitator and a reporter. Then, discuss the following questions and
report your answers to the class.
1. Is water pollution a problem in your area?
2. What are the major causes of water pollution in your area?
3. Who are responsible for the water pollution problem?

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Section 2: Reading
Week 21 Day 3
Lesson 3
Passage 1
Activity 1: Before you read the passage about Effects of Water Pollution below, try to answer the following
questions. Then, compare your answers with a partner’s.

1. What will happen if people drink polluted water?

2. Does water pollution affect animals in water bodies?
3. Does water pollution affect animals on land?
4. Can plants be affected by water pollution?

Activity 2: The following words are used in the reading passage. Can you say them correctly? Do you know
their meanings?

 typhoid /ˈtʌɪfɔɪd/
 hepatitis /ˌhɛpəˈtʌɪtɪs/
 cholera /ˈkɒlərə/
 giardia /jē-ˈär-dē-ə/
 dysentery /ˈdɪs(ə)nt(ə)ri/
 algae /ˈalɡə/

Activity 3: Now read the passage quickly and complete the following sentences with the correct information.

1. Water pollution affects both ______________ and _____________.

2. To live peacefully, __________ needs proper balance for a healthy environment.
3. Water pollution increases ___________significantly in the water bodies.
4. Water pollution spoils the entire _________________.

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 Effects of Water Pollution

Water pollution has a lot of harmful effects on human health and the environment. First, when we drink polluted
water, it causes various health problems such as typhoid, hepatitis, cholera, giardia, and dysentery. Sometimes,
these health problems may become disastrous if the level of pollutants is very high in the water.

Second, our ecosystem requires proper balance for a healthy environment to live peacefully. The ecosystem gets
affected even if a small change occurs. Water pollution affects the environment. It is a very big environmental
problem. It affects the entire balance of the ecosystem. Due to water pollution, the level of pollutants increases
significantly in the water bodies and the aquatic animals like fishes die, unfortunately.

Third, there are various chemicals that pollute water bodies like rivers, ponds, and lakes. When these chemicals get
dissolved with the water, a huge amount of algae grows in the water. This algae growth covers the upper surface of
the water bodies. Due to extreme algal bloom, the level of oxygen decreases in the water, which affects the ecosystem
under the water.

Fourth, the food chain gets highly affected by water pollution. Water animals like fishes and shellfishes consume the
pollutants present in the water. When these animals are eaten by other big water animals, then the pollutants get
transferred. This process continues and eventually affects humans also when they consume these polluted fishes. In
this way, water pollution spoils the entire food chain.

164
(Source:https://www.earthreminder.com/water-pollution-essay-for-kids/11/09/21)

Week 21 Day 4
Lesson 4

Activity 1: Reading for main ideas

In pairs, read the passage again and match the sub-headings with the number of the paragraphs. You may
mention a paragraph more than once.

Sub-headings Paragraphs
1. Illnesses from polluted water Paragraph 1
2. Effects of chemicals polluting water bodies paragraph 2
3. Effects on human health paragraph 3
4. Effects on the food chain paragraph 4
5. Effects on the environment
6. The relationship between ecosystem and healthy
environment

Activity 2: Now read the passage again individually and say if the statements below are True or False.
1. Water pollution affects only human beings.
2. The entire ecosystem can be negatively affected by water pollution.
3. According to the passage, a healthy ecosystem depends upon clean environment.
4. The level of oxygen increases in the water when a lot of algae bloom.
5. The complete food chain can be spoiled by water pollution.

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Week 22 Day 1
Lesson 5

Activity 1: In pairs, discuss the following questions and report your answers to the class.

1. Did you enjoy reading the passage? Why?

2. What lesson(s) have you learned from the passage?
3. What can you tell your family and neighbours about water pollution?

Activity 2: Form groups of four, one interviewer and three interviewees. Then, conduct a small survey and
report your findings to your class. Use the following guide.
The interviewer
1. Ask the three interviewees the following interview questions individually.
2. Take notes/ write down their answers.
3. Together with the interviewees, organize your notes and prepare your short report.
4. Remember, you should write your report in Simple Past Tense.

Interview questions
a. Do you get drinking water at your village?
b. Where do you get it? From a pond, a well, a spring, a river or piped water?
c. Is it clean / free from pollution?
d. If the water is not clean, what do you do to make it clean?
You may start your report like this:

In the group, three students replied to the questions. All of them had drinking water. But two students got drinking
water from a spring. ……………………………………………………………..

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Week 22 Day 2
Lesson 6

Passage 2
Activity 1: Answer the following questions in groups of three.
1. How can we control water pollution?
2. Who is responsible to control water pollution?
3. What can children like you do to prevent water pollution?

Activity 2: Now read the passage individually and answer the questions below. Then, compare your answers
with a friend’s.
1. List out the measures children can take to control water pollution.
2. Who are future environmentalists?
3. What does “FUTURE OF EARTH IN THE HANDS OF OUR KIDS” mean?
4. What do you learn from the picture in the passage?

Measures to Control Water Pollution

We can reduce the harmful effects of water pollution by following some preventive measures. These are some of
water pollution solutions for children.

167
Your first step should be to save water. You can start saving water by doing a few small changes in our daily life. For
example, turn off the taps while brushing your teeth; try to take a small shower; etc. You can tell your parents to avoid
using weed killers or herbicides. Ask them to pull it off from the yard to treat weeds. The other important thing is
sewage treatment. We should treat waste products properly before we dispose them of into the water body to reduce
water pollution effects. Using eco-friendly products is also a very good practice to control water pollution. You can
use eco-friendly households to minimize water pollution. Do not forget to collect your trash whenever you go to visit
any beach. If you leave the trash at the beach, it will ultimately go into the seawater.

168
Finally, you should tell your parents to minimize the use of pesticides or fertilizers for agricultural purposes to control
water pollution. The chemical from these pesticides and fertilizers ultimately goes into water bodies and causes water
pollution.
(Source: https://www.earthreminder.com/water-pollution-essay-for-kids/11/09/21)

Section 3: Vocabulary
Week 22 Day 3
Lesson 7

Activity 1: Learning word meanings from contexts

The words in Column ‘A’ are taken from the reading passages. Match them with their meanings in Column
‘B’. You may refer back to the passages.
‘A’ ‘B’
1. pollutants a. used water and waste substances
2. sewage b. spread or carried by water
3. dispose c. release; send out
4. aquatic d. contaminants
5. consume e. eat/use
6. disastrous f. water/sea
7. discharge g. to avoid; to get rid of

Activity 2: These words are used in the reading passages above. Write their antonyms or opposites.
a. polluted
b. decrease
c. health
d. harmful
e. unsafe

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Activity 3: Use the most appropriate word from the above list to complete each sentence. Then, compare your
answers with a partner.

1. When the level of oxygen in the ocean ____________, the ecosystem under the water will be affected.
2. _________ water can affect humans, plants and animals in water bodies.
3. When the level of pollutants increases, water bodies become __________ the aquatic animals like fishes.
4. Drinking polluted water can cause __________ problems such as cholera, typhoid and dysentery.
Water pollution can have a number of ___________ effects on human health and the environment.

Week 22 Day 4
Lesson 8

Activity 1: The word ‘water pollution’ is a compound word formed from two words - ‘water’ and ‘pollution’.
List other compound nouns with ‘pollution’.

Example: noise pollution

Activity 2: In groups three, prepare a poster that can show topic relationship of the words
in your lists. You can take the Word Spider, Activity3, Week 14, Day 4, Lesson 16, in Unit
Four as an example.

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Section 4: Grammar in Context
Week 23 Day 1
Lesson 9

Modals verbs: ‘can’ and ‘could’

Activity 1: The following Sentences in “A” are taken from Passage 2 above. In groups of three, compare them
with the sentences in “B” and “C”. Do you think the modal verb ‘can’ has the same use in the
three groups of the sentences?
“A”
1. We can reduce the harmful effects of water pollution…
2. You can start saving water…
3. You can tell your parents to avoid using weed killers or herbicides.
“B”
1. We can dance
2. We can speak tree languages.
3. Abeba and Ted can play piano very well.
“C”
7. You can use my ruler to line your paper.
8. Students can sit anywhere they like.
9. You can borrow my phone if your battery is dead.

i. Modal verbs for expressing ability: ‘can’, ‘could’ and ‘be able to’
Activity 2: In pairs, practise the dialogue below.

A: My grandmother is eighty-five years old, but she can do a lot of things.

B: Can she still read and write without eye glasses?

A: Yes, she can read and write without glasses.

171
B: Can she walk outside without any support?

A: Yes, she can go shopping by herself.

B: Can she drive a car?

B: What a strong grandma you have!

A: I am glad she is still strong!

Now, can you tell your partner what any old member of your family can do? Take turns.

Activity 3: Compare the following sentences with the sentences in the above dialogue. What differences have
you noticed?
1. My grandma could speak three languages before she became sick.
2. She could dance very well when she was young.
3. Before two years, she could walk without any support.
4. She could read without eyeglasses.
Now, tell your partner what you grandparents could do in the past but not now.

Note that all the sentences in Activity 1 and 2 can be rewritten with ‘be able to’. Look at these examples and
you can practice the rest out of class.

Examples:
1. Yes, she is able to read and write without glasses.
2. My grandma was able to speak three languages before she became sick.

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Grammar Summary
Modals for expressing Ability

We use ‘can’, ‘could’ and ‘be able to’ to show that someone has (or doesn’t have) an ability to do
something.
Look at these examples:
Present Ability Negative (doesn’t have)
Alemu can swim well. Jerry cannot play piano.
I can meet you after school. We can’t visit the zoo this weekend.
I am able to speak two languages. I am not able to speak Arabic.
Berhanu is able to run quickly. Sisay isn’t able to finish a marathon.
You are able to program a computer. We aren’t able to make coffee tonight.

Past Ability Negative (didn’t have)

Paulos could speak Chinese when he was a child. Mary couldn’t finish her homework last night.
Last night, there were no clouds in the sky and You couldn’t find the website this morning,
they could see all the stars. could you?
When I was a young child, I was able to tie my I wasn’t able to finish my test yesterday.
shoes.
Shimelis was able to complete the assignment. Paulos wasn’t able to pass the exam.

They were able to catch six fish on their trip. You weren’t able to understand the answer,
were you?

Have you noticed that the verbs after “can/could/be able to” are always in the simple form?
(i.e. subject + auxiliary verb + simple verb + ...)

Do NOT change the modal auxiliary OR the main verb for he/she/it subjects. In addition, do not
add “ing” or “ed”.
Alemu can swims well. Wrong!
Alemu can to swim well. Wrong!
Alemu can swimming well. Wrong!
Alemu could swam well. Wrong!

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 Asking questions about ability
Modal auxiliary + subject + main verb + ... ?
 Can she play guitar?
 Could you speak English when you were a child?
BE + subject + able to + main verb + ... ?
 Are you able to understand the homework?
 Were you able to finish the test?
 Was he able to pass the exam?

Week 23 Day 2
Lesson 10

ii. Modals to ask for and give permission: ‘can’, ‘could’ and ‘may’
Activity 1: With a partner, practise the following shot dialogues. Pay attention to the modal verbs
written in bold.
Conversation 1
A: Can I have some cookies?
B: Yes, you can.
A: Can I borrow your pen, please?
B: Sure!
A: Can I use your bathroom?
B: Of course!

Conversation 2
A: Excuse me, could I sit here, please?
B: I’m sorry, but you can’t. This seat is taken.

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 A: Could I have your attention, sir?
B: Sure.
A: Could you tell me the way to the town center, please? –
B: Of course, it’s straight ahead.

Conversation 3
A: May I make coffee for you, please?
B: Oh, sorry. You may not. I have already.
A: May I begin reading the story?
B: Of course.
A: May I have a glass of water?
B: Sure, here you are.

What have you noticed in the three conversations? Do you think the modal verbs, ‘can’, ‘could’ and ‘may’ in
the questions (in A) mean the same? How about in the responses, (in B)?

Activity 2: Using the above dialogues as examples, complete B’s part with appropriate responses In pairs.
1. A: Can I take another biscuit?
B: _______________________________ (Giving permission)
2. A: Could we sit here, please?
B: ________________________________ (Refusing permission)
3. A: May I come in, please, teacher?
B: ________________________________ (Giving permission)
4. A: May I wear your jacket, Ali? It’s so cold.
B: __________________________________ (Refusing permission)
5. A: Couldn’t we stay here for a few minutes, please?
B: _____________________________________ (Giving permission)
Activity 3: Ask for permission in these situations. Use ‘Can/Could I…?’ ‘Can’t/Couldn’t I….?’ or ‘May I…?’
Example: (I want to go to toilet.)
Could I go to toilet?

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You want to…
1. …call your brother using my phone
2. …talk to me about your homework
3. …have some fruits
4. …come with us to the cinema
5. …play football outside

Grammar Summary
Modal verbs for expressing permission
We can use ‘can’, ‘could’ and ‘may’ when we ask for, give and refuse permission.

We often use the modal verb ‘can’ to ask for permission or to make a request. ‘Can‘is the
least formal of these verbs. We use it when we are asking a friend or someone we know
for something in an informal situation; or if we are asking someone we don’t know for
something which is small or unimportant.

‘Could‘ is a little more polite than ‘can’, so we can use it in more formal situations, like
talking to elders, your teachers or a stranger, or to ask for something more important.

The verb ‘May‘is similar to ‘could’ but it is even more polite. It is considered a little
old-fashioned, so people don’t use it very often these days.

We can use modal verbs ‘can’ and ‘may’ (but NOT ‘could‘) to give permission or say
that someone has permission. ‘May‘ is a more formal and polite way of saying that, while
‘can‘ is used in less formal situations.
 You can come with us.
 Students can sit anywhere.

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  You may go home now, if you like.
 Students may travel free.

Notice that we can express refusal of permission using ‘can’t’, ‘couldn’t’ or ‘may not’.
We do not “contract” may + not = mayn’t. Wrong!

Week 23 Day 3
Lesson 11

iii. Modals for expressing possibility: ‘can’, ‘could’, ‘may’ and ‘might’
Activity 1: Look at this conversation with a partner.

A: My mother said that it may rain tomorrow.

B: Really? It might rain! That’s great! I could do my painting or watch a film.

A: Don’t get too excited. If the temperature is low, it may not rain. It may be foggy.

B: Well, I guess I could still go for shopping.

A: Hawi is late today. She may not come.
B: She is ok. She can be here in few minutes.

Have you noticed that the modals in the conversation show the possibility of something to happen, or to be
true?

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Activity 2: Read the conversation below and complete B’s part with possible answers.
A: She’s probably on holiday.
B: Yes, she ________________.I haven’t seen her around.
A: When do you think she will come to class?
B: She ____________________________.
A: Do you know where she lives?
B: She usually takes a train, It ____________________
A: Oh, how could I get her, then?
B: Maybe, you ________________________________.

Week 23 Day 4
Lesson 12

Talking about past habits

Activity 1: Read the following text and answer the questions below it.

My parents used to fetch water from the nearby river. But now they are using tapped water. They used to light up oil
lamps. These days, they use solar power. They also used to grow grains. Now, they grow vegetables.
1. Do the parents fetch water from the river now?
2. Do they use oil lamps now?
3. Do they grow grains now?

Have you noticed that the expression, ‘used to’ is used to talk about past habits that are not true or not happening
anymore?

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Activity 2: Write about things you used to do when you were a child but no longer now. You may use the
following notes to write your past habits. Pay attention to the changes in the verb.
 I looked after the cattle.
 I ate fine potatoes.
 I wore shorts.
 I enjoyed playing with mud.
Remember:
We form this expression by using the words used to and adding the infinitive of a verb (used to + infinitive). For
example:
 I used to watch football match on TV every weekend.
 I used to eat lots of chips when I was younger.

Week 24 Day 1
Lesson 13

Activity 1: Study the following examples and rewrite the sentences below in negative and interrogative forms.
Then, check your answers with a friend.
Examples
 I used to have a garden when I was young. (Affirmative)
I didn't use to have a garden when I was young. (Negative)
Did you use to have a garden when you were young? (Interrogative)

1. I used to go swimming every Thursday when I was at school.

2. My brother used to play tennis when he was in elementary school.

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Activity 2: The following sentences contain errors. Read them carefully and correct them.
1. When I was young, we use to live in a big house.
2. On summer mornings, my brother and I used to went out for a walk.
3. We used have breakfast before 6:00a.m.
4. We didn’t used to fish in a small boat.
5. Did you used to call the names of all students in our class?

Activity 3: Now, write about five things you were doing when you were a kid, but not now any longer. You may
ask your parents about your past habits.

Grammar Summary
Past habits with used to
We can use used to to talk about both past habits, actions, or states of being. Use
the following formula: subject + used to + base form of the verb. For the
negative, use subject + didn’t use to + base form of the verb.
It tells us that there was a repeated action or state in the past which has now
changed. In other words, “used to” is used to talk about a past habit which is no
more a habit now.
Look at these example:
 I used to play football when my feet were normal.
 He/She used to swim.
 We used to ride a bicycle

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Section 5: Speaking
Week 24 Day 2
Lesson 14

Water proverbs and sayings

Have you ever heard your English teachers or other people saying expressions like these? Do you know what they
mean?
 Practice makes perfect.
 Many hands make light work.
 Too many cooks spoil the broth.
 Look before you leap.
Proverbs are short well-known sentences or phrases that state a general truth about life or give
advice. There are a number of water proverbs and sayings in English which we can use when
we express truth and give advice.

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Activity 1: In groups of three, match the water proverbs in Column A with their meanings in Column B.

Column A Column B
1. A fish out of water A. Don't tell private things to people that you
2. Blood is thicker than water. may not be able to trust.
3. Don't make waves B. These two people are absolutely contrasting.
4. To throw water on fire C. In trouble; In a place you are not feeling
5. They are like water and fire. comfortable.
6. It is like drinking a glass of water. D. Don't make trouble; do what others are doing
7. In deep water E. It is very easy to do
8. Dry up your drip. F. Not feeling at home where you are
9. Don't wash your clothes in public. G. To cool down a hot matter
H. Be quiet. Shut your mouth.
I. Family is more important than anyone or
anything else.

Activity 2: Discuss the meanings of the following water proverbs with your partners.

a. hold water
b. like a duck to water
c. make/pass water
d. be in hot water.
e. pour cold water on…
Do you know similar water proverbs and sayings in your language? List some and explain their meaning to
your classmates.

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Activity 3: Below are some proverbs about the wet stuff to help you make your speaking and writing more
interesting. Choose the right one and complete the sentences.
 In hot water  Test the water
 In deep water  Spend money like water
 Blood is thicker than water
 Doesn’t hold water
 To be like oil and water
1. If you don’t finish your science project, you’re going to land __________with Mrs Chernet.
2. The football team is__________; there’s no way they can come back from a 3-1 score to win.
3. Even though I know my brother is annoying, ___________, and I will always defend him when people tell
him to shut up.
4. Daniel told Martha he missed her birthday because didn’t know what time it was, but that
________________. We all heard she told him many times!
5. My birthday party was a failure because my friends from football and my classmates were
__________________.
6. Before deciding on the school play, the drama club _____________ by doing extracts from a range of shows.
7. She got a summer job, so now she’s____________________. She buys new things every day.

Week 24 Day 3
Lesson 15

Dialogue on water pollution

Activity 1: In pairs, practise the dialogue; take turns to play the roles of Solomon and Jemal. Then, answer
these questions.
1. What is the dialogue about?
2. What major points of water pollution do the two friends discuss about?

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Solomon: Hello Jemal! How are you?
Jemal: I am fine. What about you?
Solomon: I am fine too. But I am somewhat worried about water pollution.
Jemal: Yes, it is very alarming that the water of rivers, seas and oceans is getting polluted day by day.
Solomon: Exactly! This polluted water causes much harm to us.
Jemal: But we, people are mainly responsible for water pollution. We pollute water by throwing waste into it.
Solomon:Yes, farmers also use chemical fertilizers and insecticides in their fields. Rain and floods wash away some
of the chemicals.
Jemal: Right you are. And these chemical fertilizers and insecticides get mixed with the water of rivers, seas and
oceans, and thus pollute water.
Solomon: Mills and factories also pollute water by the waste materials.
Jemal: Exactly! Leaking of oil from water vehicles, dead bodies, and rotten debrises of animals and plants also
contribute much to water pollution.
Solomon: Besides, germs of diseases and insanitary latrines are other factors that pollute water.
Jemal: So, it is high time to stop water pollution. But how can we prevent water from being polluted?
Solomon: Water pollution can be prevented in many ways. But the main way is to make people aware of the
importance of pure water.
Jemal: I am agreed with you. There is no alternative to make people aware of the bad effects of water pollution.
Solomon: Thank you very much for discussing such an important issue.
Jemal: You are most welcome. See you again.

Activity 2: In the above dialogue, Solomon and Jemal have agreed that the main way of preventing water
pollution is to make people aware of the importance of pure water. So, let you make your classmates
aware of the importance of pure water.

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 1. First, list 3-4 key importance of pure water
2. Practise with a friend before you speak to your classmates
3. Use one of the following proverbs/sayings or other proverbs of your own in your speech.
 Thousands have lived without love, not one without water.
 Pure Water is the World’s First and Foremost Medicine.
 Clean Water Should be a Necessity.
 Water is Life and Clean Water is Means Health.
 Drink Pure Water. Stay Healthy.
 Improve Your Water. Improve Your Life.

Section 6: Writing

Cause and Effect

Week 24 Day 4
Lesson 16

Activity 1: The following sentences are all about effects of water pollution. Rearrange them to make a
paragraph.
a. Finally, chemicals and heavy metals from industrial and municipal wastewater pollute waterways.
b. Secondly, waterborne diseases caused by pollution are major causes of illness.
c. Water pollution has a lot of effects on human health and the environment.
d. To begin with, any harm to healthy ecosystems can affect the relationship among organisms.
e. In this paragraph only three of them have been discussed.

Activity 2: Write a short paragraph using the following guiding questions. Then, exchange your
paragraph with a partner and do peer-correction. Improve your writing and post it on your
class notice board.

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  Select a polluted water body: a spring, a pond, a well, a river, or a lake, in your area.
 Ask questions to be answered in your paragraph (such as: what it is; where it is; how polluted it is; what
effects it has on the neighbourhood, and what should be done).
 Write all the information on a piece of paper.
 Revise and proofread it; you may add or omit some ideas.
 Write your final draft. You can refer to the sample paragraph below.

Sample paragraph

I am living in a small town known as Tewa. Near our village, there is a big river called Bulbula. We swim and wash
clothes there. We also take our cattle to Bulbula River. People also use Bulbula for irrigation. However, Bulbula is
now highly polluted with chemicals disposed of from a leather factory opened at the side of the river. The water has
become dirty and smells bad. We do not go to the river for swimming and washing anymore; the cattle do not drink
the water, either. Now, we are discussing the problem with our teachers. We are going to talk to the factory owner
not to dispose of the waste to the river.

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Unit Seven: Good Citizens

[Source: https://www.genevacountyschools.com/Page/2732]

Learning Outcomes:
Upon successful completion of this unit, you will be able to:
 answer various listening comprehension questions;
 use citizenship related expressions in their speaking and writing;
 employ varied reading strategies to answer comprehension questions;
 work out meanings of given words from the reading passages;
 use words related to good citizen in their writing and speaking;
 identify antonyms and synonyms of words related to the theme of the unit;
 use the Past Continuous Tense to talk about continuous actions in the past
 ask for and give advice using appropriate modals;
 talk in English about topics related to responsible citizenship; and

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  write biography and life history of people they know very well.

Section 1: Listening
Week 25 Day 1
Lesson 1

Activity 1: With a partner, look at the pictures below and answer the following questions.

1. What are the children doing?

2. Do you think they are good citizens? Why?
3. Which of these activities do you do?
4. From these pictures, can you guess the topic of the listening text?

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Activity 2: These words are used in the listening text you are going to listen to. Can you say them correctly?
Then, listen to your teacher pronouncing them and repeat after him. In pairs, guess their meanings
in your local language.

Citizen care fairness trustworthiness

honesty empathy freedom citizenship
responsibility respect integrity

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Activity 3: First, read the notes below, and then listen to the talk about “Good
Citizenship”. While listening, fill in the missing information to complete the outline.
1. Know their rights, and

a. the right to life, the right to privacy,

b. ____________________________________,
c. the right to organise yourself,
d. ____________________________________, and
e. the right to express yourself.
2. Know their responsibilities:
a. be helpful to others
b. ____________________________________, and
c. have integrity
3. Have a good relationship with others:
a. ____________________________________
b. ____________________________________, and
c. give whatever you have to support others

Activity 4: Listen to the text again and check if you have completed the outline
correctly. Then, compare and improve your notes with a partner.

Week 25 Day 2
Lesson 2

Activity 1: You have listened to the following values of “good citizenship” in the text.
Have you understood their meanings well? Put a tick mark against the
values you practise and compare your answers with a friend.
No Good Citizenship Values I practise
1 caring and empathy
2 Fairness

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 3 honesty and trustworthiness
4 understanding others
5 appreciating diversity
6 Integrity
7 reciprocal respect
8 taking responsibilities
9 respect for human dignity

Activity 2: In groups of four, list out the values and qualities of a good citizen. Then,
prepare a poster; write the names of the group members at the bottom,
and post it on your class noticeboard. You can use ideas from your notes
in Lesson 1.

Section 2: Reading

Week 25 Day 3
Lesson 3

Passage 1
Activity 1: Puzzle: Read the puzzle below and guess who the story is about.
People would call her the Ethiopian Mother Teresa; some would even call her Mother
Teresa of Africa, while all her children call her ‘Emaye”. She brought up thousands of
orphans. Now her children are serving Ethiopia in various professions. She dedicated
her life for orphaned kids and charitable works. For her incredible lifesaving
contributions, she was given an Honorary Doctorate from Jimma University. She died of
COVID-19 in July, 2021 at the age 86. But she remains in the hearts and minds of
Ethiopians. Who is she?

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Activity 2: In pairs, read the poem and look at the picture below. Then, answer the
questions that follow.

The warmth of your embrace

The picture of your smile
The tenderness of your love
I always feel safe and sound
Every time you are around
You’re the best Mom.

1. Do you know the woman with eye glasses?

2. Who wrote the poem, a child to a mom, or a mom to a child? How do you know?
3. How do you describe the picture?

Activity 3: The following words are used in the passage you are going to read. Do
you know their meanings? With a partner, guess their meanings.
pilgrimage drought famine infant alms fabric

Activity 4: Reading for main ideas

Now read the passage and identify the paragraphs that discuss the following main
ideas. Then, compare your answers in pairs.
1. Abebech’s success in life
2. Abebech’s childhood life
3. How Abebech began her humanitarian mission
4. Abebech’s marriage and her duties at the orphanages
5. The charity works of Abebech
Abebech Gobena: Life and Career
Abebech Gobena Heye was born on October 20, 1935, in a small rural village called
Shebel, in the former Showa Province, currently Oromia National Regional State. Her
father was killed during the Second Ethio-Italian War, from 1936 to 1941. Therefore, she
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was raised by her grandparents until the age of nine. At the age of 10, she was married
without her consent, but she ran away to Addis Ababa, the capital of Ethiopia. There,
she managed to get basic education and later worked as a quality controller at a coffee
and grain company. She started living a better urban life and got married again, this time
voluntarily.

However, her new way of life emerged when she was returning from a pilgrimage to the
holy site of Gishen Mariam in South Wello, about 300 miles north of Addis Ababa in
1973. At that time, the area was severely struck by drought, and people were dying of
famine. Abebech’s heart was broken and she was profoundly affected by the situation she
saw there. A woman appeared asleep and her infant daughter was trying to suckle at her
breast. Abebech handed out the little she had, a loaf of bread and a few litters of water.
But Abebech realized that the mother was dead. Without thinking further, Abebech
picked the baby girl up, wrapped her in a piece of cloth and took her home to Addis
Ababa.

Nevertheless, Abebech was not satisfied with that. She returned to the area the next day
with more food and water and brought home 20 more orphans with her. However, her
husband was not happy with her deeds and gave her a challenge - to choose either their
marriage or the children. Abebech chose the children. She sold her jewellery to have
money to feed them and made clothes for them using fabrics from her dresses. For a
period of time, she was forced to live with the children in what she described as ‘a chicken
shed’.

In spite of all the challenges she encountered, with hard work, innovative fundraising,
and aid from different organizations, she built an orphanage that served thousands of
children, providing shelter, sustenance and schooling. She also built a number of schools
and dug water wells for different communities, a hospital for women and children, and
vocational training centres for youngsters.

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Her charity works enabled her to earn the title, “Mother Teresa of Africa”. She became
a renowned humanitarian across the world. She won many international awards and got
an honorary doctorate degree from Jimma University. Regrettably, she passed away due
to complications from COVID-19 on July 4, 2021, at the age of 86.

(Source: Adapted from Wikipedia, the free encyclopaedia and The New York Times,
Aug.04, 2021)

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Week 25 Day 4
Lesson 4

Activity 1: Read the passage again and decide if the statements below are True or
False. Compare your answers with a friend.
1. Abebech was probably from a farming family.
2. Her father was killed during the first Ethio-Italian War.
3. Abebech experienced forced marriage in Addis Ababa.
4. Abebech’s grandparents were not kind to her; they forced her to get married at the
age of 10.
5. Abebech went to Gishen Mariam to attend a religious service.
6. Abebech started an orphanage because she wanted to get money from donors.
7. She was heartbroken to see a mother breast-feeding her child.
8. Abebech brought a total of 21 orphans from the famine-struck area.
9. Her second husband divorced Abebech because he didn’t love her.
10. She died of old age.

Activity 2: Write what the words in bold refer to in the passage.

1. “…she …” (Paragraph 1, line 4)
2. “There, …” (Paragraph 1 line 6)
3. “At that time,… (Paragraph 2, line 3)
4. “…here… (Paragraph 2, line 9)
5. “… them… (Paragraph 3, line 5)

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Week 26 Day 1
Lesson 5

Passage 2

Activity 1: With a friend, read the following story and answer the questions.
1. What was Misale’s dream?
2. Did he fulfil his dream? How?
3. What good citizen values did Misale have?
4. According to the passage, when should we work hard?
5. Why did his teachers use to invite Misale to advise his classmates?

Misale, the Good Citizen

Once, there was a boy called Misale. He was a good student. He loved reading stories
like: `The Wise Father’, ‘The Shield of Kindness’ and many others from Ethiopian
Folktales. But his number one story of all time was, ‘The Grasshopper and the Ant’
(Aesop's Fable). Misale believed, “life is difficult when we are poor; when we cannot
have what we want”. But he always said his best proverb, “When we don’t have what we
like, we must like what we have”. Misale was happy with what he had. He was never
worried about things he did not have. He used to eat and drink what he had; he was
wearing the clothes he had.

Misale believed that one day he would be a famous doctor and help people suffering from
illnesses. He would help the poor; he would share what he had with children who were
orphans. He used to revise his lessons before he slept. He usually stood first from all
sections at his school. When his friends asked him, “Why do you study this much,
Misale”? His answer was, “Because what is hard today will be easy tomorrow; and what
is dark tonight will be light in the morning”. He also said to them, “People who work
hard when they are young will sleep a lot when they become old. But people who sleep
a lot in their young age should work a lot in their old age. They will suffer a lot as they

196
will pay the price tomorrow”. When Misale completed Grade 12, he passed his exam and
joined a university. He succeeded as he believed that “nothing is impossible! If we work
hard, we can get it”.

His teachers used to invite him to advise his classmates. Without hesitating, Misale came
to the front and looked at everyone‘s eyes and said, “My friends, we should listen to our
parents, elders, and teachers; we ought to make books our best friends; we should be
hardworking and responsible. We don’t have to stop working hard till the end because
life is a struggle that we have to win”.

Activity 2: The following proverbs and sayings are taken from the passage: Misale,
a Good Citizen. With your friend, read the passage again and find out
what they mean.

1. ‘…his number one story of all time’

2. “When we don’t have what we like, we must like what we have”.
3. “Nothing is impossible! If we work hard, we can get it”
4. “Because what is hard today will be easy tomorrow; and what is dark tonight,
will be light in the morning”.
5. “…life is a struggle that we have to win”.

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Section 3: Vocabulary
Week 26 Day 2
Lesson 6

Activity 1: The following words in Column A are taken from Passage 1. Match them
with their antonyms given in Column B.
No Column A No Column B
1 raised (paragraph 1) A gave, offered
2 consent (paragraph 1) B brought up
3 handed out (paragraph 2) C question; request
4 infant (paragraph 2) D collecting financial support
5 challenge (paragraph 3) E at personal will, agreement
6 fundraising (paragraph 4) G new-born, baby, kid

Activity 2: Match the words in Column A with their antonyms given in Column B
No Column A No Column B
1 consent (paragraph 1) A agreement, support
2 hand out (paragraph 2) B uncover
3 challenge (paragraph 3) c profitable business
4 wrap (paragraph 3) d against one’s will
5 charity (paragraph 5) e take
f financial support
g Requirement

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Section 4: Grammar in Context
Week 26 Day 3
Lesson 7

Simple Past Passive Voice

Activity 1: In groups of three, study the following sentences taken from Passage 1.
Pay attention to the verbs written in bold.
1. Abebech Gobena Heye was born on October 20, 1935.
2. Her father was killed during the Second Ethio-Italian War.
3. She was raised by her grandparents.
4. She was married without her consent.
5. Abebech’s heart was broken….
Have you noticed that all the verbs written in bold in the above sentences are in the
Simple Past passive voice?

Activity 2: With your partner, compare the following groups of sentences. What do
the verbs in bold show?
A. Abel is told not to come late.
B. I am given a cup of milk.
C. The students are advised to study hard.
a. Abel was told not to come late.
b. I was given a cup of milk.
c. The students were advised to study hard.

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Activity 3: Study the following pairs of sentences. What differences have you seen
between the sentences in each pair?
1. A: The thief opened the door.
B: The door was opened (by the thief).
2. A: The hunter killed the lion.
B: The lion was killed (by the hunter).
3. A: Someone stole the money from the box.
B: The money was stolen from the box.
4. A: The Company produced new cars.
B: New cars were produced (by the company).

Grammar summary
Remember: The Passive Voice can be used in different tenses.
E.g. Aliyu is given a book.
Aliyu was given a book.
We use the Passive Voice:
 when we do not know the doer or when we find it less important
Miju was born in Addis.
 when we want to emphasize the action rather than the doer.
The doors are closed unusually.
The Simple Past passive voice is formed by using:
Affirmative: Subject was/were + past participle (V3) of the main verb
Eg. I was assigned to wash the dishes.
We were assigned to wash the dishes.
Negative: Subject + was/were + not + past participle (V3) of the main
verb…
Eg. I was not assigned to wash the dishes.
We were not assigned to wash the dishes.

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Interrogative = Was/Were + subject + past participle(V3) of the main
verb …
Eg. Was I assigned to wash the dishes?
Were we assigned to wash the dishes?
Negative interrogative: Wasn’t/Weren’t + subject + past participle
(V3) of the main verb…
E.g. Wasn’t I assigned to wash the dishes?
Weren’t we assigned to wash the dishes?
NB. Only sentences with transitive verbs (i.e. when the action transfers
from the doer to the receiver) are changed into passive voice.
Eg. Hiluf was taken to the next room by doctors.
When active voice is changed into passive voice, the object of the active
becomes the subject of the passive, and the main verb is always in past
participle form.
Look at the following sentences:
The boy broke the glass. (active)
a. The glass was broken.
b. The glass was broken by the boy.
In sentence ‘a’ the doer of the action is not identified. But in sentence ‘b’
the doer of the action is identified. So we can call sentence ‘a’ an
‘unidentified passive’ and sentence ‘b’ is an ‘identified passive’.

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Week 26 Day 4
Lesson 8

Activity 1: Complete each sentence with either the passive voice or the active voice
form of the simple past tense of the verb in the brackets.
1. The radio (invent) by Guglielmo Marconi in 1896.
2. In the 19th century, bicycles (ride) along with horses.
3. I (not tidy) my room after the birthday.
4. A famous painting of Afework Tekle (show) in the exhibition yesterday.
5. The electricians (test) the new smoke alarm system last week.
6. All the students in our class (pass) the English exam.
7. Facebook (create) by Mark Zuckerberg.
8. I (pack) my bag all by myself.
9. Dr. Abiy Ahmed (elect) as Prime Minister of the Ethiopia in the 2021 election.
10. Bethlehem (give) a second chance by the school administration.

Activity 2: Rewrite the following sentences in passive voice and check your
answers with a partner. No. 1 is done as an example for you.

1. She sang a song.

Ans. A song was sung by her.
2. Somebody hit me.
3. We stopped the bus.
4. A thief stole my car.
5. They didn't let him go.
6. She didn't win the prize.
7. They didn't make their beds.
8. I did not tell them.
9. Did you tell them?
10.Did he send the letter?

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Activity 3: Rearrange the words to make correct sentences in the Simple Past
passive voice. The first one is done for you as an example.

What happened after the birthday party?

1. Example: (two | break | glasses) = Two glasses were broken.
2. tidy up | the room | not
3. on | sandwiches | the table | leave | some
4. empty | not | waste bin| the
5. with | coke | stain | the sofa
6. plates and forks | everywhere | leave
7. under | empty bottles | the bed | put
8. damage | flowers | some
9. fill | the kitchen sink | dirty dishes | with
10.not | most lights | switch off
11.close | the front door | not
Week 27 Day 1
Lesson 9

Passive voice with two objects

Activity 1: In groups of four study the sentences in each category.

1. We gave a present to our English teacher.
A. A present was given to our English teacher.
B. Our English teacher was given a present.
2. Mom bought me ice-cream.
A. Ice-cream was bought to me.
B. I was bought ice-cream.
3. Mrs. Tizita wrote a letter to the school director.
A. A letter was written to the school principal by Mrs. Tizita.
B. The school director was written a letter by Mrs. Tizita.
Have you noticed that the active sentences have two objects: direct and indirect objects?
So, they have two possible passive forms.
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Activity 2: With your partners, rewrite the following Simple Past active sentences
into passive voice. Remember, all the sentences have two objects: direct
and indirect objects.
1. John gave a bar of chocolate to Ted.
2. I lent a pencil to Gezahegn.
3. Fenet told the truth to Robera.
4. They offered the job to Simon.
5. The boss showed the new computer to the secretary.
6. Haile taught the grammar to the students.
7. I sent the email to John.
8. Lucy threw the ball to the child.
9. Sophia sold the car to a doctor.
10.I asked the question to David.
Grammar Summary

After some verbs, we could find two objects- a direct and indirect objects in
the active voice. In the passive voice, these two objects could have different
roles in the sentence.
Examples:
1. The librarian lent a book to Jessica. (Active voice)
 A book was lent to Jessica (by the librarian).
 Jessica was lent a book (by the librarian)
2. My father sent a letter to the editor. (Active voice)
 A letter was sent to the editor (by my father).
 The editor was sent a letter (by my father).

The passive form of the verbs with two objects is used to put focus either on
the direct object or the indirect object of the sentence in the active form (when
they become the subject of the sentence in the passive form).

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 For example:
♦ “Her aunt gave a doll to the little girl” = In the active form, we can notice
which one is the direct and the indirect object.
 The doll was given to the little girl (by her aunt). = The focus is on the
direct object the doll.
 “The little girl was given a doll (by her aunt).” = The focus is on the
indirect object the little girl.

Week 27 Day 2
Lesson 10

Activity 1: Sit in groups of four and study the following sentences. Report the
differences you have seen to the class.
1. Anyuak and Nuyer languages are spoken in Gambella (by the people)
2. Coffee is grown in most parts of Ethiopia (by farmers).
3. A new president was elected (by voters).
4. My car was stolen (by someone).
5. The picture was drawn by a famous Ethiopian artist.
6. The memo was written by the manager.
7. This picture was drawn with a pencil.
8. The memo was written with a blue pen.

Could you notice that sentences 1-4 can be written without agents, sentences 5-6 with agents,
and sentences 7-8 with instrument?

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Grammar summary
Passive voice without agent or with agents and instruments

The passive voice without agent is used when we do not know the agent,
or when it is not necessary to mention the agent, or when the agent is
obvious, or when we prefer not to mention the agent.

Example: The visitors were expected last week.

The agent is the subject of the active sentence; it is a person or a thing that
performs the action. Most of the time the agent is not mentioned but if it is
mentioned, it is usually preceded by the preposition ‘by:’
Example: The students were ordered to go to class by the vice
principal. (The principal ordered students to go to class)
The instrument is an object that is not the doer of the action but something
that the doer uses in performing the action. If it is mentioned in the passive
sentence, it is preceded by the preposition ‘with’.
Example:
The students were dispersed with the whistle of the principal.
(The vice principal used a whistle to disperse students)

Activity 2: Now, in pairs, complete the following passive voice sentences with ‘by’
or ‘with’.

1. This room is cleaned ________ the students every morning.

2. These windows weren't cleaned ________ warm water and detergent.
3. Is this letter written__________ a ballpoint pen?
4. Sneakers are worn usually _________ young people all over the world.
5. A lot of wooden houses are destroyed _____________fire.

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 6. These potatoes are peeled ________ a knife.
7. The lion was killed _________ a gun.
8. The Mona Lisa was painted ________Leonardo da Vinci.
9. The rat was caught _________metal trap.
10.The Americas were discovered ______Christopher Columbus.
11.The first computer was built ____Charles Babbage.
12.All the trees were cut_______ an axe.

Week 27 Day 3
Lesson 11

Modals of Advice: ‘should’, ‘ought to’ and ‘had better’

Activity 1: In groups of three, study the following sentences taken from Passage:
Misale, a Good Citizen. Please, pay attention to the verbs in bold.
“My friends, we should listen to our parents, elders, and teachers; we ought to make
books our best friends; we should be hardworking and responsible…”
What did Misale do with these sentences? You may refer back to the passage.

1. When you collect honey from the hives, you should be careful not to be stung by
bees.
2. We ought to bring our books to class.
3. I should visit my parents more often.
4. You had better come early; otherwise you will miss the test.

NB. In these sentences, the modals ‘should’, ‘ought to’ and had better are used to give
advice.

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Activity 2: Write what you should do in the following situations. Use phrases from
the list in the right column. No. 1 is done for you.
Situations Tasks
1. When climbing trees a. climb trees carefully
2. When you cross a road b. keep medicines out of the reach of
children
3. When using knives
c. hold it carefully
4. When there are broken bottles
d. look left and right before you cross the
on walk ways or play grounds road.
5. When taking medicines e. play away from the road or the play
grounds.
f. play away from wells and
ponds/rivers/lakes
Example:
a. We should climb trees carefully, otherwise we may fall down.

Activity 3: Read the following text which describes the community rules of Dokose
villagers where Ebsa is assigned as a new teacher. Then, complete the
outline with ‘should’ or ‘ought to’ to advise Ebsa to live in peace with
the villagers. Number 2 has been done as an example for you.

The villagers of Dokose have their own community rules. Anybody who breaks the rules
is not welcomed. In that community insulting one
another is not allowed. Speaking to one another
in bad words is considered offensive. Fighting
each other is totally forbidden. If one is not happy
about somebody else, he/she should appeal to
community elders. Drinking alcohol and getting
intoxicated is prohibited. Cutting trees without
the permission of elders is void. Beating any kind
of animals seriously is not allowed. Personal
hygiene and community sanitation is a rule. Females braid their hairs and males should
cut their hair short.

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 1. About breaking rules.
Ebsa ______ respect community rules.
2. About using offensive words
Ebsa ought to use respectful words.
3. About fighting with a community member
Ebsa ________ not fight with anyone.
4. About drinking alcohol
Ebsa ______ stop drinking alcohol.
5. About cutting tress
Ebsa ________ not cut trees.
6. About hair style
Ebsa _______ cut his hair short.
Now, compare your answers with your partner’s.

Grammar Summary
The modal verbs ‘should’, ‘ought to’ and ‘had better’ are used to express
that we think something is a good (or a bad) idea. “Should” is the most
common way to give advice.
Look at these examples:
Affirmative Negative Interrogative/Question
A: I failed my test. Young I have a problem. Should I call
children shouldn't
B: Really? You should
watch violent TV my parents or my friend?
study harder. shows.

A: It's really cold (“ought to” is not (“ought to” is not common in
outside. usually used in the question form)
B: You ought to wear a negative form)
warm jacket.
A: You had better slow You had better not (“had better” is not usually
down. forget to pay your
tuition. If you do, the used in question form)
You are driving too university will kick you
out!
fast!

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These examples have the same basic advice message, but “had better” is a bit
stronger. It includes the idea of a warning: something bad will happen if you do
not follow my advice. For example:

 You had better not forget to have your ID. If you forget, the principal
will kick you out.
 You had better do your homework. If you do not do your homework,
you will get a low mark.
In the above examples, you can see that the modals are followed by the simple
form of a verb in these patterns.

Subject + modal + basic verb + ... You should study harder.

You should to study harder. Wrong!

You had better slowing down. Wrong!

She ought to to drink more water. Wrong!

Week 27 Day 4
Lesson 12

More on Modals of Advice

Activity 1: Choose the best modal for each sentence and circle the letter of your
choice. Then, check your answers in pairs.

1. A: I think that the mark my teacher gave me on my test is wrong.

B: Really? You ______________ to her after class today.
A. ought to talk B. ought talk C. should to talk
2. I need help, doctor. I don't sleep well. What ________________ ?
A. had I better do B. I should do C. should I do
3. Dave loves chocolate, but he _________________ too much or he will get fat.
A. shouldn't eat B. should eat not C. should eat

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 4. I'm going to visit your country. Where _______________ if I want to go
shopping?
A. should I go B.I should go C. ought to I go
5. My mother isn't feeling well, so I told her that she _______________ to the
doctor.
A. ought to go B. ought go C. ought
6. A: I'm so hot.
B: You _________________ your coat!
A. should to take off B. should put on C. should take off
7. The airline only allows two pieces of luggage. You _________________ pack
too much or you will have to take it out at the airport!
A. had not better B. had better not C.better not
8. It's raining and I don't want to get my dress wet. I _________________ an
umbrella.
A. had better bring B. had better not bring C. had better to bring

Activity 2: Write the best modal of advice to complete the sentences. Then, check
your answers in groups of three.
1. My teacher told me that I ______ review my notes every day. I guess it's a good idea
to look at them after class.
2. Do you think Challi _______ save her money or spend it? She is planning to go to
Dembi Dolo this summer.
3. I'm going to a party tonight. What _______ I wear: a dress or black pants?
4. Our car's fuel tank is almost empty. We _______ fill it up with gas soon or we will
run out of gas!
5. If you are worried about getting fat, you _______ eat at McDonald's every day.
You _______ eat healthy, low-fat foods like fruits and vegetables.
6. It's really raining outside right now. I _______ forget my umbrella or I'll get wet!
7. Where _______ we have lunch today: at home or in a restaurant?

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 8. My doctor feels that I ______ exercise more because I'm out of shape and want to
lose weight. I think he's right.

Section 5: Speaking

Week 28 Day 1
Lesson 13

Activity 1: Talking about a life history

1. Prepare notes to talk about the life history of Abebech Gobena. Reread the listening
and the reading sections for more information. Compare and improve your notes
with a partner.
2. Now, using your notes, tell your classmates about Abebech Gobena.

You may begin like this:

Today, I’m going to tell you about Abebech Gobena. She was also called the Ethiopian
Mother Teresa. She was born in 1938……

Remember! When you tell a story about a person who passed away, you should narrate
it in the past tense.

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Week 28 Day 2
Lesson 14

Retelling a Story

Activity 1: Read the following story and discuss the questios that folllow in pairs.
Advice of The Goat
Once, a villager owned a donkey and a goat. He used the donkey to carry loads
of articles from the village to the city where he would roam around the whole
day selling his articles.

Sometime he could lend his donkey to others on hire when they needed it. As
the donkey worked hard the whole day, the villager used to feed the donkey
more food than he gave to the goat.

The goat felt jealous of the donkey. He advised the donkey, "You work all day
long and hardly get any rest. You must act that you are ill and fall down
unconscious.

This way, you'll get rest for a few days." The donkey agreed to this and acted
as if he was ill. The villager called the doctor. The do ctor said, ''Your donkey
has a strange illness. To cure him, you must feed him the soup made of a goat's
lungs."

The villager at once killed the goat and cooked soup out of his lungs. Then he
fed the soup to the donkey.

The goat had tried to harm the donkey out of jealousy but he had been killed
for his evil nature.

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Now answer these questions.
1. Is the story interesting to you?
2. What did the got advise the donkey?
3. Do you think the donkey would get better after drinking the soup? Why?
4. Which character do you like most? The donkey, the goat, the villager? Why?
5. What do you learn from the behavior of the goat, the donkey and the villager?
6. What is the message of the story?

Activity 2: Now, using information from your discussion, retell the story in your
own words to your classmates. Take time to reharse it with your
partners. Your teacher will guide you on how you would retell the story.
Section 6: Writing

Week 28 Day 3
Lesson 15

Activity 1: Evaluate yourself against the following outline and write about your good
citizenship level.
 proper dressing style
 disciplined
 clever
 help others
 punctual
 honest

Activity 2: Sit in groups of four and select a classmate who shows qualities of good
citizenship. Without mentioning her/his name, write a puzzle describing

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 her or his good qualities. Read out your puzzle to your classmates and
ask them to identify her/him. You can use the following outline
 proper dressing style  help others
 disciplined  punctual
 clever  honest

Week 28 Day 4
Lesson 16

Activity 1: Who is the best teacher in your school? Why is she / he the best teacher?
Then, write a short puzzle describing her/him and post it on your class
notice board. Then, your classmates can read it and find out who the best
teacher is at your school. You may use the following as a guide for your
selection

 caring  helpful
 fair  respectful
 honest  punctual
 hard working
 love all
 neat well dressed

Activity 2: At class level identify the most selected teacher. Then, identify the best
description from the writings of your class. With the help of your teacher prepare
the final report. Then post the report on the class noticeboard. Your teacher will
invite that teacher and surprise him.

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Unit Eight: Healthcare Facilities

Source: (Shuttersock.com)
Learning Outcomes:

Having completed this unit successfully, you will be able to:

 predict the topic of a talk based on pre-listening activities;

 extract specific and detail information from the talk;
 ask for and give advice on health-related problems;
 ask for and give directions;
 answer reading comprehension questions;
 identify synonyms/antonyms of the given words;
 work out meanings of words from contexts;
 form and use health-related compound words;
 use health-related expressions and idioms to talk and write about healthcare
facilities;
 use the Past Continuous Tense correctly; and
 write a persuasive paragraph.

Section 1: Listening
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Week 29 Day 1
Lesson 1

Activity 1: You are going to listen to a text about Healthcare Facilities. Before
listening, discuss the following questions with a partner.

 What is health?
 Should we care about our health? Why?
 Have you ever been ill? If yes, what did you do?
 In your area, when people are sick, where do they usually go? Why?

Activity 2: In pairs, list out the healthcare facilities you see in the picture. Which of
these healthcare facilities are there in your area?

(Source: Rasmussen.edu/degrees/health-sciences/blog-11/09/2021)

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Activity 3: Now listen to the text and fill in the blank spaces with the right
information.

1. Any place where healthcare services are provided is called _____________.

2. ___________ provide more comfortable birth environment to mothers.
3. ____________ store and sort blood into components.
4. A healthcare facility for diagnosis and treatment of outpatients is called
___________.
5. ______________ provide all types of healthcare services.
6. _____________ deal with emergencies, most serious illnesses, and injuries.

Week 29 Day 2
Lesson 2

Activity 1: Listen to the text again and decide whether the following statements are
True or False. Write your answers in your exercise book.
1. Any healthcare facility can provide all healthcare services.
2. Birth centres provide a cost-effective, family-inclusive birth.
3. Blood banks manufacture and supply blood to patients.
4. People with serious illnesses and injuries can be treated at clinics.
5. Hospitals are the highest level of healthcare facilities.
6. The healthcare services hospitals provide can vary greatly depending on their size
and location.

Now, listen to the text one more time and check your answers.

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Activity 2: In groups of three, answer the questions below and report your answers
to the class.
1. List the healthcare facilities in your area.
2. Explain the services they are providing. You can ask health professionals there if
necessary.
3. Report your answers to your classmates.

Section 2: Speaking

Week 29 Day 3
Lesson 3

Asking for and Giving Advice

In Unit Seven, we learnt that we can use should, ought to, or had better when
we want to advise someone. Let’s now have further practice on giving advice.

Activity 1: Role-play: In groups of four, practise the conversation below. Take turns
to play the roles of A, B, C and D.

A: Ouch… I’ve cut my finger! It’s bleeding. What should I do?

B: You should wash it carefully with boiled water.
C: You ought to put a bandage on it.
D: I think you had better go to the clinic.

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Activity 2: Now write a similar conversation, choosing an illness from the list
below. You can also use your own ideas. Then, take the roles and
practice your conversation.
headache fever toothache back pain
broken leg a bad cold sore throat sore eyes

Activity 3: Giving advice on an incident

With your partner, read the text below and answer the questions.
1. If you were at the accident place, what should you do first?
2. If you were Paulos’s friend, what would you advise him?
Paulos was a businessman. He spent most of his time in his shops. Sometimes, he
stayed at work till 10:00p.m. in the evening. One day, while he was driving back
home, he had an accident. As his car crashed against a lorry, he was badly
injured. Many people gathered around the accident place. Some of them wanted
to take him to hospital immediately. Others said a traffic police had to be called.
After an hour of argument among the people, Paulos was taken to a hospital. But
he was in a serious condition as he had bled too much. After a prolonged
hospitalization, he recovered but he had a serious injury on his spine. So, he was
wheel-chaired for the rest of his life.

Week 29 Day 4
Lesson 4

Asking for and Giving Directions

Activity 1: Key words and phrases related to directions

These are important words and phrases you should use when you ask for and give
directions. In pairs, study them, and try add some more.
 Take a right/left
 Go straight
 Got it
220
  Opposite
 Take the first / second / third / right
 Go right / left / straight at the light / corner / stop sign
 Continue straight on
 Turn right / left at the light / corner / stop sign
 I understand
 Do you understand?
 Get on the bus/taxi / train
 Follow the signs for the hospital/school/museum / shopping mall/ exit

Activity 2: Common questions when asking for directions

Practise saying the following common questions that we use when we ask for
directions. Add some more similar questions.

 Is it far? / Is it close?
 How far is it? / How close is it?
 Could you please give me directions?
 Where is the nearest hospital / clinic/ school/ shop?
 Where can I find a clinic / bookstore / bus stop / restroom?
 Is the school/hospital/ bus station / museum / bank / department store near here?

Activity 3: Dialogue practice

Find a new partner and practise this dialogue. Take turns to ask for and give
direction.
Abeba: Excuse me! Is there a hospital near here?
Hemen: Yes, there’s one near here.
Abeba: How far is it to the hospital?
Hemen: It’s not far, maybe about 200 meters.
Abeba: Could you please guide me?

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Hemen: It’s that way. Go straight ahead. Take a right at the junction. This straight road
will lead you to the hospital.
Abeba: Thank you very much.
Hemen: My pleasure, please.
Grammar Summary
Key Grammar Points to Remember when asking for and giving
directions!
Imperative form: we should use the imperative form when providing
directions. The imperative form is comprised of only the verb without any
subject, and it tells someone directly what to do. Here are some examples
of the imperative from the dialogue.

 Take the blue line.

 Continue going straight.
 Change to the grey line.

Asking questions using how: How combines with many adjectives to ask
information about details. Here are some common questions with how:

 How long? Used to ask about the length of time

 How much or many? Used to ask about price and quantity
 How often? Used to ask about repetition

Activity 4: Completing a dialogue

In pairs, complete the following dialogue with appropriate questions and responses.
Then, take turns to practice the dialogue.

Leul: Can you tell me how to get to the bookstore from here?
Helen: I’m sorry. I’m not from here so I don’t know my way around. But I know a
library near here.

222
Leul: How far is it?
Helen: It’s about a mile from here.
Leul: Will you please tell me where the library is?
Helen: Go straight and turn right after the fuel station. Take this road. Go past the car
park and you’ll find the library.
Leul: Going straight and turning left!
Helen: No! Turn left.
Leul: Many thanks.
Now, with a friend, write and practice similar dialogues.

Section 3: Reading
Week 29 Day 1
Lesson 5

Passage 1
Activity 1: In groups of three, try to answer these questions.
1. Have you ever heard or read about these healthcare facilities?
 diabetes education centres
 dialysis centres
 imaging and radiology centres
 orthopaedic centres
2. Are they available in your area?

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Activity 2: Now, read the passage quickly and match the healthcare facilities with
the services they provide.
Healthcare facilities Services they provide
1. Diabetes education centres a. To treat kidney diseases
2. Dialysis centres b. To deal with bones and muscle health
3. Imaging and radiology centres issues
4. Orthopaedic rehabilitation centres c. To manage diabetes and make lifestyle
adjustment
d. To have diagnostic imaging services
e. To services to communities affected by
natural or human-made disasters

Types of Healthcare Facilities

Some people may not think about healthcare facilities unless they are ill. But healthcare
is essential and it’s important to know more about the facilities. So, in this passage you
are going to learn about four more types of healthcare facilities.

Diabetes education centres are one of the most important healthcare facilities. Since
diabetes is so widespread, diabetes education centres help patients to manage their
disease and to help other people at risk of diabetes to avoid it. Diabetes education
centres typically give classes, education, and support to groups. These facilities also
provide different equipment and medicines to help patients manage their diabetes and
live as complication-free as possible.

Another important healthcare facility is dialysis centres. Patients with kidney disease
often need regular treatments of dialysis. Dialysis is a process that filters and cleans the
blood artificially - the work functioning kidneys normally take on. When kidneys aren’t
able to filter the blood, patients might need dialysis as often as three times a week to avoid
serious complications.

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Imaging and radiology centres are also other key healthcare facilities. These facilities
offer diagnostic imaging services to patients. Diagnostic imaging includes X-rays,
ultrasounds, CT scans, MRIs (magnetic resonance images) and more. Hospital facilities
will likely handle imaging for urgent cases, such as an MRI for a brain injury. But any
imaging that can be arranged earlier, such as ultrasounds to monitor a pregnancy, could
take place at any imaging centre.

There are also orthopaedic centres for people having bones and muscle health issues.
For anyone with chronic back or joint pain, these are the types of healthcare facilities to
visit. These facilities deal with many things, including therapy for people recovering from
injuries or with disabilities. You will find treatment, rehabilitation, and prevention of
various bone, ligament, tendons, joints, and muscle-related problems.
(Adapted from Healthcare Business Today Team, 2019)
Week 29 Day 2
Lesson 6

Activity 1: Read the passage again silently. Then, decide whether the following
sentences are True or False.
1. The incidence of Diabetes decreases as the number of diabetes education centres
increases.
2. Dialysis is a natural process that filters and cleans the blood.
3. People with kidney diseases might need dialysis to avoid serious complications.
4. Hospital facilities offer only MRI for brain injury.
5. Anyone with chronic back or joint pain can visit an orthopaedic rehabilitation
centre.
6. Healthcare is so important that every person needs to know about the facilities.

Activity 2: Reading for inference

Read the passage again and choose the right answer to complete the sentences.

225
1. In the first paragraph, the writer gives
a. advice b. information c. warning
2. The purpose of Paragraphs 2 - 5 is
a. giving instructions b. informing c. entertaining

Activity 3: Reading for reference

What do the words and phrases in bold refer to in the passage?
1. ‘…you…’ (in Paragraph 1, Line 3)
2. ‘They…’ (in Paragraph 2, Line 2)
3. ‘These facilities…’ (in Paragraph 2, Line 7)
4. ‘…they…’(in Paragraph 3, Line 5)
5. ‘…these…’ (in Paragraph 5, Line 3)
6. These facilities (in Paragraph 5, Line 6)

Week 30 Day 3
Lesson 7

Activity 3: Reading a diagram

Form groups of four. Read the diagram below carefully and answer the questions
in writing.

(Source: BMC Health Services Research, Volume 19: 127 (2019)

226
 1. How many levels does the Ethiopian health system have? What are they?
2. What healthcare facilities does each level include?
3. Where do you think health posts are found?

Week 30 Day 4
Lesson 8

Passage 2
Read the following story and do the activities that follow.

Health is Wealth!

Once upon a time, there lived a generous and kind-hearted king. But the people
weren’t happy with their king because the king was very lazy and would not do
anything other than eating and sleeping. He spent days and weeks and months in his
bed either eating something or sleeping. The king became a potato couch and the
people started to worry about the king.

One day, the king realized that he couldn’t even move his body, not even his foot.
He became very fat and his enemies made fun of him, calling him ‘fatty king’, ‘bulky
king’ etc. The king invited expert doctors from various parts of his country and
offered them generous rewards to make him fit. Unfortunately, none could help the
king gain his health and fitness. The king spent enormous amounts of money but
everything went in vain.

One fine morning, a holy man visited the country. He heard about the ill-health of
the king, and informed the minister at the palace that he could easily cure the king.
Hearing these promising words, the minister became very happy. He requested the
king to meet the holy man to get rid of his problem.

227
The holy man resided at a distant place. Since the king could not move his body, he
asked the minister to bring the holy man to the palace, but the holy man refused. He
said that the king had to go to him, in order to get cured.

After strenuous efforts, the king met the holy man at the latter’s residence. The holy
man complimented the king saying that he was a good ruler, and said that he would
soon regain his health. He asked the king to come for treatment the next day. He told
the king also that the king would be treated only if he came on foot to the holy man’s
residence.

The King was unable to walk even a few steps on the road, but aided by his followers, he
reached the holy man’s place. Unfortunately, the holy man was not available there and
his devotee requested the king to come and meet him the next day for treatment. This was
repeated for two weeks and the king never met the holy man, and never had any treatment.

Gradually, the king realized that he felt a lot lighter, lost a considerable amount of weight
and felt more active than before. He realized the reason why the holy man asked him to
reach his place by walking. Very soon, the king regained his health, and the people were
very happy in his kingdom.

Activity 1: Based on the information in the story, choose the correct answers.
Then, Report your answers to the class.

1. The main idea of the story is __________________.

a. Wealth is more important than anything.
b. Health is more important than anything.
c. If you are health, you are rich.
2. Why did the holy man ask the king to reach his place by walking?
a. The holy man couldn’t walk.
b. The holy man lived in a distant place.
c. The holy man wanted the king to walk.

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 3. How could the king regain his health and fitness?
a. The holy man gave him medicine.
b. He did exercise while he was walking frequently to the holy man’s home.
c. He stopped eating and sleeping.
4. The story is__________________
a. a true story
b. a fiction
c. a biography

Activity 2: Look at the expressions written in bold in the sentences below. Circle the
letter

1. Once upon a time, there lived a generous and kind-hearted king.

a. lazy and careless b. caring and sympathetic c. cruel and worrier
2. The king became a potato couch.
a. a person who eats too much potato
b. a person who takes little or no exercise and watches a lot of television
3. …his enemies made fun of him, calling him ‘fatty king’, ‘bulky king’ etc.
a. filled with too much fat; heavily built
b. wealthy and generous
c. lazy and unfit
4. Hearing these promising words, the minister became very happy.
a. discouraging b. assuring c. encouraging
5. The holy man complimented the king saying that he was a good ruler
a. admired b. insulted c. ridiculed

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Section 4: Vocabulary

Week 31 Day 1
Lesson 9

Activity 1: The words on the left are taken from the reading passage. With a partner,
match them with their meanings on the right. Use a dictionary if you find
them difficult.

Words from the passage Their meanings

1. essential a. lasting for a long time

2. widespread b. further development of an illness
3. urgent c. identifying the nature of an illness
4. treatment d. extremely important
5. complication e. serious; critical
6. diagnosis f. screening; controlling
7. chronic g. a thing done to relieve or cure an
8. monitor illness
h. distributed over a large area
i. the condition of being in good health

Activity 2: Use the correct word for the list below to complete each sentence
correctly. Then, compare your answers with a partner’s.

 chronic  widespread
 monitor  urgent
 essential  treatment

1. COVID 19 has become a globally _______________ illness killing many people.

2. My grandmother is suffering from a ___________ heart disease.
3. Information is as _____________ as food and shelter.

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 4. Debela needs an __________ treatment, otherwise he may die due to bleeding.
5. The accident victim required immediate ______________.
6. Elisa is pregnant; she has weekly pregnancy ____________.

Week 31 Day 2
Lesson 10

Activity 1: Making compound words

The word healthcare is used in this Unit very frequently. Have you
noticed that it is a compound word formed from ‘health’ and ‘care’?
Similarly, we combine the word ‘child’ and ‘birth’ to form ‘childbirth’,
‘head’ and ‘ache’ to form ‘headache’.

Make as many compound words with ‘care’ and ‘birth’ as you can. You can use a
dictionary.

More examples:

childcare/ carefree birthday

Make your own sentences using at least four of the compound words you have
made.

Example: I am suffering from a severe headache.

Write at least 5 words that go with the word ‘hospital’. You may refer to a
dictionary.

Examples: a hospital doctor

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Activity 2: Health-related expressions/idioms

Idiomatic expressions refer to word combinations that have a different

figurative meaning from the literal meanings of the phrase or each word.

With a friend, study the following examples.

1. Take (someone’s) pulse = to measure the heart beats

2. Sick in bed = remain in bed while being sick
3. Take a sick day = being absent from work and still receive pay
4. Take a turn for the better = to start to improve or get well
5. Use two of these expressions to make your own sentences.

Activity 3: Match the health-related expressions/idioms on the left with meanings

on the right. Compare your answers in groups of three.

Health-related Their Meanings

Expressions/Idioms
1. alive and kicking a. so ill that one may die
2. health farm b. still living, in good health and active
3. die in one’s bed c. to stop breathing for a moment
4. at death’s door d. completely recovered from illness
5. on one’s feet e. feeling great disappointment, fear or
6. sick at heart unhappiness
7. catch one’s breath f. to die of old age or illness
g. a place where people go to improve their
health by eating certain food, exercise, etc.

Make three sentences using any of these health-related sentences.

Example: Your grandma is alive and kicking.

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Section 5: Grammar in Context
Past Continuous Tense

Week 31 Day 3
Lesson 11

i. Past Continuous affirmative

Activity 1: Compare the verbs in the following pairs of sentence and tell their
difference to the class.
1. A: I read this newspaper yesterday.
B: Yesterday morning, I was reading in the library.
2. A: We ate our lunch in the restaurant.
B: We were eating lunch.
3. A: They did their homework.
B: They were doing their homework.
4. A: You watched a nice movie.
B: You were watching a movie.

Note that all the first sentences in the pairs are in the Simple Past Tense. But the second
sentences in the pairs are in the Past Continuous Tense.

Activity 2: Study these sentences as examples. Then, use the past continuous form
of the verbs given in the brackets and complete the sentences that
follow.
At 8 o’clock yesterday evening, I was watching TV. Dad was reading a newspaper. My
sisters were playing a game.
1. The students ____________ (write) their exam.
2. The child ______________(cry) for the toy.
3. The dogs _____________ (bark) loudly.
4. The wind ___________ (blow) fiercely.
5. The birds ____________ (sing) sweetly.
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 6. The farmers ________________ (cut) trees in the field.
7. He _____________ (drive) fast across the bridge.
8. Last night at 6 PM, I __________ (eat) dinner.
9. At midnight, we _______ still _______ (drive) through the desert.
10.Yesterday at this time, I ________ (sit) at my desk at work.

Week 31 Day 4
Lesson 12

Past Continuous negative

Activity 1: With a partner, complete the sentences with the correct verb.

Example:
 Sultan was swimming in the river. (lake)
a. He was not/ wasn’t swimming in the river.
b. He was swimming in the lake.
1. The girls were dancing. (singing)
2. Chaltu was reading a newspaper. (a book)
3. The teacher was drawing a cat. (a tiger)
4. The boys were playing football. (volleyball)
5. The dog was eating meat. (bone)

Past Continuous interrogative

Activity 2: Write the question forms of the following sentences.
Example:
Was she reading a book? (book)
Yes, she was. She was reading a book.
1. ____________________________ (school)
No, they weren’t. They were running to the shop.
2. ___________________ (paper)

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 Yes, he was. He was cutting paper.
3. __________________ (a film)
Yes, I was. I was watching a film.
4. __________________ (grapes)
No, they weren’t. They were eating bananas.
5. _______________(What/you/do) when you broke your leg?
B: I was snowboarding.
6. ______________ (What/you/do) when the accident?
Now, practise similar questions and answers with your partner.

Grammar Summary
The Past Continuous Tense
The Past Continuous Tense is formed as follows:
Affirmative
I was
He/She/It
present participle (V-ing)
We/They/You were
Negative
I was not
He/She/It wasn’t
present participle (V-ing)
We/They/You were not
weren’t
Interrogative
Was I
Wasn’t he/she/it
present participle (V-ing)
Were we/they/you
Weren’t
We use the Past Continuous tense to describe an action that was going on in the
past.

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Week 32 Day 1
Lesson 13
Past Simple and Past Continuous

Activity 1: With a friend, study the following sentences. Pay attention to verbs
written in bold.

1. I was watching TV when she called.

2. When the phone rang, she was writing a letter.
3. While we were having the picnic, it started to rain.
Now read the following story and answer the questions.

The Grasshopper and the Ant (Aesop's Fables)

In a field, one summer’s day, a Grasshopper was hopping about, chirping and singing to
its heart’s content. An Ant passed by, bearing along with great effort an ear of corn; he
was taking it to the nest. “Why not come and chat with me instead of toiling and moiling
away,” said the Grasshopper. “I am helping to lay up food for the winter and I recommend
that you do the same,” said the Ant. “Why bother about winter?” said the Grasshopper;
“we have got plenty of food at present.”

But the Ant went on its way and continued its toil. When the winter came, the
Grasshopper found itself dying of hunger, while it saw the ants were distributing
everyday corn and grain from the stores they had collected in the summer. Then, the
Grasshopper knew…
(https://www.umass.edu/aesop/content.php?n=0&i=1-11/09/21)
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 1. Do you like the story? Why?
2. What do we learn from the behaviour of the grasshopper and the ant?
3. Can you explain similar behaviour of students?
4. What is the message of the story?
5. Now, sort out the verbs into the Simple Past and the Past Continuous tenses.

Remember we use the past continuous to indicate that a longer action in the past was
interrupted. The interruption is usually a shorter action in the simple past. This can be a
real interruption or just an interruption in time.

Activity 2: Complete the sentences with the Past Continuous forms of the verbs in
brackets. Then, check your answers with a partner. The first one is done
for you as an example.
1. I was getting (get) dressed when the doorbell rang.
2. She ___________ (cook) dinner when the guests arrived.
3. The lights went out when the children_________ (do) their homework.
4. Dad _________ (drink) tea when the newspaper boy arrived.
5. I _________(knit) a sweater when my puppy took away the ball of wool.
6. You _________ (listen) to me when I told you to turn the light off.
7. While John _________ (sleep) last night, someone stole his car.
8. The girls _______ (wait) for us when we got off the plane.
9. While I _________ (write) the email, the computer suddenly went off.

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 Note that the Simple Past is used to talk about a completed past action while the
Past Continuous describes a situation that existed at the time in the past.
Look at the structures carefully.
 Someone was doing something when someone did something.
Tadesse was working on his farm when I met him.
 When something happened, something was happening.
When the bomb exploded, the machineries were working.
NB. We usually use the time adverb ‘when’ with the Simple Past and ‘while’ with
the Past Continuous.

Week 32 Day 2
Lesson 14

More on Past Simple and Past Continuous tenses

Activity 1: Rewrite the words to make correct sentences in the Past Simple and
Continuous tenses. No. 1 is done for you as an example.
1. The bus/coming/I crossed the street.
The bus was coming when I crossed the street.
2. She/writing a letter/I called her.
3. The janitor/sweeping the floor/I saw her.
4. The children/studying/their mother arrived.
5. Two students (quarrelling)/the teacher entered class.
6. It/raining/the guests arrived.

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Activity 2: Sit in pairs and write questions for the following responses as in the
example.
Example:
What were you doing when I called you yesterday? (you)
I was going home when you called me yesterday.
1. _______________________________________ (the children)
They were singing when I got home.
2. _____________________________________ (Lemesa)
He was hiding under the table when his boss entered office.
3. ________________________________________ (maid)
The maid was cleaning the house when Mom came home.
4. _______________________________________(the farmers)
The farmers were ploughing when it began to rain.
5. ______________________________________ (the dog)
The dog was barking when the thief jumped over the fence.

Now, practise similar question and answer with your partner.

Section 6: Writing
Persuasive Paragraph Writing

Week 32 Day 3
Lesson 15

We write a persuasive paragraph when we want to persuade/convince others to agree with

us. In this type of paragraph, we just try to get other people to believe that we’re right.
So, we need to have convincing reasons.

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Activity 1: Preparing outline for paragraph writing
With a friend, look at the pictures below and read the sample outlines and
paragraphs for persuasive writing. Then, discuss the differences between the two
paragraphs. What is the position of each writer?

Living in a Village or in a City?

Sample Paragraph 1

Outline

Better to live in cities

In cities:
 Multiple healthcare facilities
 Many doctors
 Fast ambulance and fire trucks service
In villages:
 local clinics or health centres
 a hospital in an emergency may take a lot of time

Cities often have multiple hospitals and many doctors specializing in even rare
conditions. In a city, ambulances and fire trucks may take only minutes to arrive
when accidents happen. Villages may have local clinics or health centres. In
villages, getting to a hospital in an emergency may take a lot of time. Therefore,
cities are much better than villages to live. We can easily access healthcare facilities.

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Sample Paragraph 2

Outline

Better to live in villages:

 Clean and not crowded
 Less epidemic diseases
 Less water and air pollution
 Fewer cars so fewer accidents
 health centres at villages have ambulances

I prefer to live in a village. Villages are relatively clean and not crowded. So the
chance for epidemic diseases is less. There is less water and air pollution in villages;
we can breathe fresh air. Also, as there are fewer cars in villages, there are fewer
accidents. Nowadays, health centres at villages have ambulances to take people with
serious illnesses to the nearby hospitals. For all these reasons, I believe that living
in villages is better than living in cities.

Activity 2: Based on the sample outlines above, prepare outline on one of these
topics.
a. ‘Health is better than wealth.’
OR
b. ‘Wealth is better than health.’
2. Now, discuss your notes and improve them with a friend.

Week 32 Day 4
Lesson 16

Preparing a draft and Writing the final version

1. Using your outline, write your first draft.

2. Exchange your paragraph with a friend and do peer-correction.
3. Review, proof read and write the final version of your paragraph.
4. Give you paragraph to your teacher for correction.

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Unit Nine: Living with Differences

(Source: Different Faces of Ethiopia, Local Guides in Ethiopia, Accessed on 11/16/2021)

Learning Outcomes
Having completed this unit effectively, you will be able to:
 anticipate topics they are going to listen about;
 identify specific and major ideas from a listening text;
 talk about similarities and differences of people in English in a positive way;
 read and comprehend written texts for various purposes;
 identify synonyms and antonyms for given words;
 learn and use new words when writing sentences and paragraphs;
 use the Present Perfect Simple Tense forms correctly;
 identify the differences between the Present Perfect Simple and the Past Simple
tenses;
 talk about their identities and stories; and
 produce paragraphs and posters that can demonstrate ‘Unity in Diversity.

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Section 1: Listening
Week 33 Day 1
Lesson 1

Activity 1: Before you listen to a text about ‘Living with Differences’, choose the
right answer for each question from the list below.
1. What makes people the same?
2. What makes people different?
3. What if we all were exactly alike? What if everyone spoke the same language, had
the same religion, etc.?
4. What does ‘living with differences’ mean? It means:

a. the world would be extremely dull and boring!

b. physical differences in skin colour, languages, religions, traditions, clothes,
foods and special cultural practices.
c. accepting, respecting, and celebrating differences.
d. we are all human beings with the same basic needs and feelings.

Activity 2: The following words are used in the listening text. In pairs, practise
saying them correctly. Also, guess their meanings.

 neighbourhood  aggressive
 merchant  innocent
 garment  rituals

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Activity 3: Copy the following words into your notebook. Then listen to the text and
put a tick mark (√) against the differences mentioned in Ahmed’s family
story.
a. sex f. hobbies
b. religion g. abilities
c. nationality h. education
d. wealth i. work
e. ethnicity j. physical

Now, listen to the text again and check if your answers are correct. After that,
compare your answers with a friend’s.

Week 33 Day 2
Lesson 2

Activity 1: Observe your class

1. List out how you, students are similar to one another. You can list your
differences in terms of:
 classification
 nationality
 group
 cooperation
2. List out how you, students differ from one another. You can list your
differences in terms of:
a. age f. ability
b. sex g. behaviour
c. height h. religion
d. size i. ethnicity
e. colour

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Activity 2: In groups of three, discuss what you can learn from these pictures. What
do these sayings mean to you? Then, one of you shares your ideas to the
class.
3. WE’RE DIFFERENT WE’RE THE SAME.
4. AND WE’RE ALL WONDERFUL.
5. It’s OK to be Different!

(Source: Bobbi Kates and Joe Mathieu, 1992) (Sharon Purtill and Sujata Saha, 2019)

Section 2: Reading
Week 33 Day 3
Lesson 3

Passage 1
Activity 1: With a partner, read the notes on ‘Diversity’. Then, discuss the following
questions.
Diversity recognizes the differences among people. It includes factors
such as age, sexual orientation, religion, beliefs, ethnicity, race, language,
family structure, culture, gender identity, political orientation, social
status, and economic status. Cultural diversity in the classroom involves

245
 celebrating those differences and creating a culture of inclusion and
acceptance among students and the greater school community.

1. What factors does diversity recognize?

2. What types of cultural diversity are there in your classroom?
3. Have you ever heard about ‘Unity in Diversity’? What does it mean to you?
4. What advantages does it have?

Activity 2: Reading pictures

6. In groups of three, discuss the similarities and differences in the following

pictures. Then, answer the questions that follow.

(Source: Elizabeth Cole and Julia Kamenshikova, 2021)

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 7. Based on the messages in these pictures, do you agree or disagree with the
following statements? Why?
a. Diversity is beautiful.
b. Diversity makes life interesting.
c. Diversity gives us strength.
d. Diversity inspires unity.

Activity 3: Now, read the passage carefully and answer the following questions.
Then, compare your answers with your partner.
1. What are the major advantages of ‘Unity in Diversity’?
2. How can Unity in Diversity help to solve various social problems?
3. What is the most important result of Unity in Diversity?

Unity in Diversity
Unity in Diversity is a concept which signifies unity among individuals who have certain
differences among them. These differences can be on the basis of culture, language,
ideology, religion, group, class, ethnicity, etc. People have consistently shown this
praiseworthy behaviour almost everywhere on Earth. The concept has certainly resulted
in the ethical and moral evolution of humanity.

Unity in Diversity has a number of advantages. First of all, following Unity in Diversity
implies an interaction between many types of individuals. These individuals will
probably have certain differences among them. This would occur also in workplaces,

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schools, public places, etc. Most noteworthy, working with diverse people provides an
opportunity for exposure to varied experiences. Furthermore, this interaction would build
up tolerance in people. Hence, people would respect the opinions of others.

Unity in Diversity certainly enhances the quality of teamwork. This is because people
would develop trust and social bond for mutual success. As such, the coordination and
cooperation becomes very efficient. Consequently, the rate of completion of projects
significantly increases.

In the world of business, a new principle is being followed. This principle is to think
globally and act locally. The reason for using this principle by companies is to bring
people together from different social and cultural traditions. This principle is certainly a
victory for promoting the concept of Unity in Diversity. As a result, nowadays, more and
more companies are doing business in different regions of the world.

The concept of Unity in Diversity has now become an effective tool in solving
various social problems. This is possible as diverse people tend to know one another.
Consequently, they come to understand that differences are normal, and this increases
mutual respect among the people.

Unity in Diversity is very useful for a culturally diverse country. Above all, the concept
allows people of different religions, cultures, castes, etc. to live together peacefully. The
belief of Unity in Diversity certainly reduces the chances of riots and disturbances.
(Source: https://www.topper.com essay>)

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Week 33 Day 4
Lesson 4

Activity 1: Read the passage again and decide whether the following statements are
True or False. Compare your answers in pairs.
1. Unity in Diversity emphasises certain similarities among people.
2. There are no differences among individuals within a family.
3. Unity in Diversity makes coordination and cooperation among people very efficient.
4. Unity in Diversity is useful for diverse people, not for diverse countries.
5. Unity in Diversity is a global experience.
Activity 2: In pairs, reread the passage and find out what the words in bold
refer to.
1. ‘…these praiseworthy behaviours…’ (Paragraph 1, line 4)
2. ‘…them…’ (Paragraph 2, line 3)
3. ‘…this principle…’ (Paragraph 4, line 2)
4. ‘…this… (Paragraph 5, line 4)
5. ‘…the concept…’ (Paragraph 6, lines 1-2)

Post- reading activity

Activity 3: In groups of four, discuss how the concept of ‘Unity in Diversity’ works:
b. in your family,
c. in your school, and
d. in Ethiopia.

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Week 34 Day 1
Lesson 5

Passage 2

Activity 1: Read the following statements. Then, read story and answer the
questions that follow.

1. The sons were quarrelling because they didn’t like each other?
2. The old man called his sons to give them their share of the inheritance.
3. The father sent all his seven sons to bring each two sticks.
4. None of the son could break the bundle of sticks.
5. The father promised to give his land and money by advising them to stay in unity.

The Wise Father

Once, an old man in Axum had a large family. He had seven sons. His sons always
quarrelled with one another. Each one wanted to inherit his father’s money and
land.

One day, the old man became very ill. He knew he was going to die soon, so he
sent for his sons. All his sons came. Each one wanted to know what he would
inherit. But the old man gave them nothing. He sent them all into the forest. He
told each son to bring back two sticks, and they went out. Each son returned from
the forest with two sticks. Then the father put the sons in a raw, the oldest son first
and the youngest son last.

The old man said to the oldest son, ‘Put one of your sticks across your knees and
try to break it.’ The boy did that and the stick was broken. Then the old man told
the second son to do the same thing, and the second son broke one of his sticks.

250
The old man continued down the line and repeated his instructions until each son
had broken one of his sticks.

Then the old man said to the oldest son, ‘Now tie seven sticks together to make a
bundle.’ The son made a bundle of all the remaining seven sticks, and the old man
said, ‘Put the bundle across your knees and try to break it.’

The son tried for a long time, but he couldn’t break the bundle of sticks. Then the
second son tried, but he couldn’t break the bundle, either. Then each of the other
sons tried, but none of them could break the bundle of sticks.

Then the old man said, ‘I will give my land and my money to all of you. If you stay
together, you will be strong. But if you do not stay together, you will be weak. Your
enemies will defeat you!’
(Source: Ethiopian Folk-tales, 1972)

Activity 2: With a partner, read the story again and answer the following
questions. Then report your answers to the class.
1. Do you like the story? Why?
2. Why couldn’t the sons break the bundle of sticks?
3. Was the old man a responsible father? How?
4. What have you learnt from the story?
5. How is the story related with unity and diversity?

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Section 3: Vocabulary
Week 34 Day 2
Lesson 6

Activity 1: The words in Column A are used in the reading passage. With a partner,
match them with their meanings in Column B.
‘A’ ‘B’
1. signifies D. development, growth, advancement
2. praiseworthy E. unrests, conflicts
3. evolution F. remarkable, important, significant
4. noteworthy G. shows, indicates
5. tolerance H. success, triumph
6. victory I. exemplary, admirable, worth
7. riots J. conflicts, instabilities, disorders
8. disturbances K. acceptance, patience

Activity 2: The words under column A are taken from the passage. Find their
antonyms (opposites) from the list given under column B.

‘A’ ‘B’
1. diverse a. violent
2. human b. harmful
3. advantage c. alike
4. useful d. animal
5. mutual e. individual, personal
6. peaceful f. dissimilar
g. disadvantage

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Section 4: Grammar in Context
Present Perfect Simple Tense

Week 34 Day 3
Lesson 7

i. Affirmative form
Activity 1: With a partner, look at the following sentences taken from the listening
and reading texts. Pay attention to the verbs written in bold.
 We have given Oromo names to our children.
 People have consistently shown this praiseworthy behaviour almost everywhere
on Earth.
 The concept has certainly resulted in the ethical and moral evolution of humanity.
Here are some more examples:
 Martha has bought a new dress.
 We have finished our assignment.
 He has sent the letter to the manager.
 I think you have lived here for ten years.
Have you noticed that all the verbs in the above sentences are in the Present Perfect
Simple Tense? Have you also seen that all the sentences are in the affirmative (positive)
form and for the third person singular (‘it’ and ‘he’), we use ‘has’?

Activity 2: Now, rewrite the following sentences with the Present Perfect Simple
form of the verbs in brackets.
1. We can go home now. We (finish) our assignments.
2. She (write) a very good essay. Look!
3. You (eat) much of the food!
4. Alemu (bring) us apples; we can have some during lunch.
5. I (make) many new friends. Now I’m happy.
6. My father (go) to Assosa for a few days.

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 7. They (clean) the room very well. It smells good.

Activity 3: Now, make your own sentences in the Present Perfect Simple Tense using
the given subjects and verbs in brackets.
1. Our teacher (tell)
2. The children (play)
3. Taye is rich. He (buy)
4. It (stop)
5. You (cut). It’s bleeding.

Week 34 Day 4
Lesson 8

ii. Negative form

Activity 1: Form groups of four and compare the following sentences. What
changes have you seen in the second sentence of each pair?

1. We have given Oromo names to our children.

 We haven’t given Oromo names to our children.
2. Martha has bought a new dress.
 Martha hasn’t bought a new dress.
3. We have finished our assignment.
 We haven’t finished our assignment.
4. He has sent the letter to the manager.
 He hasn’t sent the letter to the manager.
5. I think you have lived here for ten years.
 I think you haven’t lived here for ten years.

Note that ‘hasn’t’ is the short form of ‘has not’ and ‘haven’t’ is the short form of ‘have
not’.

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Activity 2: Rewrite the following sentences in the negative form. Then, compare
your answers with a partner.
1. Sara has played the piano.
2. The guests have enjoyed their stay at our home.
3. The maid has broken the glasses.
4. You have taken the exam.
5. We have watered the flowers.

Activity 3: The following sentences are about an exam. But the words are not written
in the correct form. Rearrange them to make negative Present Perfect
Simple sentences. The first one has been done for you.

1. The/ started/ exam/ not/ has/ on time.

The exam has not started on time.
2. Their/ not /teacher /has /come /on time.
3. have /students /got /about /clear /not /instruction/ instruction
4. Most of the students/ not/ have/ exam/ the/ finished.
5. Especially /has /Kelil /done/ not /the /second/ part.
6. Jitu/ happy/ has/ not/ about/ the/ disorganised/ been/ lesson.

Week 35 Day 1
Lesson 9

iii. Interrogative forms

Activity 1: Compare the sentences in each pairs. How does the second sentence differ
from the first sentence in each pair?

1. Martha has bought a new dress.

 Has Martha bought a new dress?
2. We have finished our assignment.
 Have we finished our assignment?

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 3. He has sent the letter to the manager.
 Has he sent the letter to the manager?
4. I think you have lived here for ten years.
 Have you lived here for ten years?

NB: All the second sentences in each pair are in the Present Perfect Simple interrogative
forms.

Activity 2: Choose the correct question form for each of the following sentences.
1. Our team has won the game.
A. Have team our won the game?
B. Has our team won the game?
C. Have team our won the game?
2. You have given us the necessary support.
A. Given you have us the necessary
B. Did you give us the necessary support?
C. Have you given us the necessary support?
3. They have been to Dire Dawa.
A. Do they have been to Dire Dawa?
B. Have they been to Dire Dawa?
C. Has they been to Dire Dawa?
4. Alemitu has visited the museum.
A. Did Alemitu visit the museum?
B. Have Alemitu visited the museum?
C. Has Alemitu visited the museum?
5. It has been a wonderful diversity celebration week.
A. Was it diversity celebration a wonderful week?
B. Have it been a diversity celebration day wonderful?
C. Has it been a wonderful diversity celebration day?

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6. They have gone to the USA.
A. Have they gone to the USA?
B. Did they go to the USA?
C. Have they gone to the USA?
7. You have read “War and Peace”.
A. Did you read “War and Peace”?
B. Do you have read “War and Peace”?
C. Have you read “War and Peace”?

Activity 3: Rewrite the following statements into interrogative forms.

1. You have painted the kitchen door.

2. Your brother has done the shopping.
3. Gelana has touched a spider.
4. My father has ridden on a horse.
5. Oppai has asked his parents to pay for his education.
6. You have written the letter.
7. Selam has turned off the TV.
8. You have flown in a helicopter.
9. She has broken the window.
10.You have cooked for your friends

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Week 35 Day 2
Lesson 10

Activity 1: Rewrite the following affirmative questions into negative questions as in

the example.

Example:
 Have you had breakfast?
 Haven’t you had breakfast?
 Have you not had breakfast?
1. Has Tigist come back from Canada?
2. Have we cleaned the room? (The desk is dirty).
3. Have they understood the instruction? (They look confused.)
4. Have I told you about my sister?
5. Has the exam paper been marked?
6. Has the teacher missed classes so far?

Activity 2: In pairs, read the following conversation. In your practice, pay

attention to the use of the Present Perfect Simple Tense.
A: Have you eaten breakfast?
B: yes, I have. Why do you ask me?
B: Well,…..emm… I haven’t.
A: Why not? Is your Mom not at home?
B: No. She has gone to Merkato.
A: Didn’t she leave you something to eat?
B: She hasn’t prepared anything that I could eat.
A: Let’s go out. I have got some money reserved for lunch. We can buy biscuits.
B: Oh! Sorry for bothering you.
A: Not at all. I do have some extra money. Don’t worry. OK?
B: That’s very kind of you.

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Now take turns to practice asking and answering the question.

Week 35 Day 3
Lesson 11

Activity 1: Rewrite these negative questions in the positive question form. No. 1 is
done for you as an example.
1. Haven’t you had breakfast?
 Have you had breakfast?
2. Hasn’t Tigist come back from Canada?
3. Haven’t we cleaned the room? (The desk is dirty).
4. Haven’t they understood the instruction? (They look confused.)
5. Haven’t I told you about my sister?
6. Hasn’t the exam paper been marked?
7. Hasn’t the teacher missed classes so far?
Now, in pairs compare your answers. Then, take turns to ask and answer the above
the questions. Fist, give a positive answer, and then a negative answer.

Grammar Summary
The Present Perfect Simple Tense

A. Affirmative/Positive Form
We use ‘I/We/ The have + past participle’
He/She/It has + past participle
Example: We have played football four times this month.

The Present Perfect Simple affirmative form is often used to express things that
began in the past, but which normally continue into the present. We use
the present perfect tense because the past action still has effects on the present.

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(For example, if he has finished his homework, we can go out for a walk now). It
can also express something that has happened several times up to the present.
Example : She has played for the team for five years.
B. The negative form
It is formed as:
For plural nouns: ‘I/We/ The have not+ past participle’
For singular nouns: ‘He/She/It has not + past participle’
Short forms of the negative form are: I haven’t – you haven’t – she hasn’t…

C. The interrogative form

The present perfect, in its interrogative form, is formed as follows:
Have/Has + subject + past participle + …(object) – (positive question)
Haven’t/Hasn’t + subject + past participle + …(object) – (negative question)
For example:
Has Abebe done his homework?
Hasn’t Abebe done his homework?
The Present Perfect Simple interrogative form is used to ask about completed
actions which occurred in the past and are connected to the present and still have
effects on the present.

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Week 36 Day 2
Lesson 12

Wh-Questions in the Present Perfect Simple

Activity 1: With a partner, study the following sentences.

1. A: Have you finished your homework?

B: Has the new teacher met his students?
C: Have the students taken the test for the second time?
D: Has Brook ever used your umbrella?
2. A: What have you prepared for dinner?
B: When have I ever lied to you?
C: Why has Ted left the country?
D: How much money have you spent so far?

Have you noticed that the questions in No. 1 are YES/NO questions while the questions
in No.2 are Wh-questions?

Wh- questions are questions that require more information in their answers.
Typical Wh- words are what, where, when, why, who, how, how many, how
much, etc.

To create a Wh-question, start with the Wh-word, then add have or has, then the
subject (a person or thing that has done the action), followed by the V3 (Past
Participle) form of the verb and only then add the rest of the sentence.

Activity 2: In pairs, rewrite the following statements into Wh-question form.

1. You have heard the news. (When)
2. Mathew has quitted his job. (Why)
3. We have visited our parents. (When)
4. I have bought dolls. (Who)

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 5. I have eaten bananas. (What)
6. The woman has cleaned the rooms. (How many)
7. They have come by train. (How)

Week 36 Day 1
Lesson 13

Time Expressions in the Present Perfect

Activity 1: In groups of three, study the following notes and examples on time
expressions that are commonly used in the Present Perfect Simple
Tense.

Time expressions such as: since/for, already/just, ever/never/ yet, before, many
times are usually used in the Present Perfect Simple Tense. We use:
 Since and for to show that something started in the past and has continued up
until now.
 since with a specific year or a period in the past, e.g. since 2002 / since I was a
child
 for with a particular length of time, e.g. for twenty years/for a week
 ever and yet in questions and negatives,
 e.g. Have you ever / hasn’t been yet
 already and just in affirmatives , e.g. I’ve already/We’ve just

Where to place these time expressions:

 already and never, just between have/has and the main verb, e.g. has already
finished / have just been
 yet, before and many times, at the end of a sentence or questions, e.g. Have you
been there before?

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Activity 2: Complete each sentence with the right time expression from the list in
the box.

yet before many times since

never ever already just for

1. You have grown___________ last time I saw you.

2. James has not finished his homework __________.
3. A: Have you___________been to Jigjiga before?
B: No, I have ______________ been there.
4. He has ______________ travelled by train before. This is his first time.
5. A: Have you _____________ met Eyob?
B: No. I haven’t met him ________.
6. The rain hasn't stopped___________.
7. She has been in America ____________ six months.
8. My English has really improved _______ I transferred to Grade 5.
9. The guests have not arrived _____________.
10.We have lived in this house _______ the last fifteen years.
11.We have been to Nairobi ________________.
12.I have had a cold _____________ two weeks.

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Section 5: Speaking
Week 36 Day 2
Lesson 14

Celebrating Diversity in the Classroom

Activity 1: Celebrating our diversity: sharing our identities and telling our stories

Form groups of four and learn each other’s names. Take turns to share with your
friends:

 what your name is;

 who gave you your name and why;
 how your name is linked to your local language and culture or religion; and
 how your name is connected to your identity.

Activity 2: Choose the best story of your group and tell it to your class.

Week 36 Day 3
Lesson 15

Events to celebrate diversity in the classroom

Activity 1: In groups of four, discuss what you learn from the pictures below. Are
such events useful to celebrate diversity in the classroom? One of you
reports your ideas to the class.

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 Ethiopian Culture Day at School

UN International Day for the Elimination of Racial Discrimination

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Activity 2: Form groups of five and explore your own stories and cultural traditions.
Choose one area of your culture to focus on and share it with other
students.
You can speak with your families about common sayings or traditions in their cultures,
such as holiday traditions, special stories, cultural foods, clothes, music and dances,
household objects, weapons, etc. For example, try to discover what your classmates call
their grandparents, parents, aunts and uncles. These all are great areas of celebrating
diversity.

Now prepare a mini exhibition and share what you have discovered with the class!

Section 6: Writing
Week 36 Day 4
Lesson 16

Activity 1: In groups of four, choose an area of your culture or heritage to focus on

and ask your family members or elders in your village about it. Sit
together and discuss to identify important points for your paragraph
writing or to prepare a poster.

Then, individually, write a paragraph of 5 - 7 sentences and combine all of your

work into a group portfolio that celebrates diversity; or prepare a picture that can
be part of your group poster.

You may add more information and use the guideline below.
The topic/issue: Where is it celebrated?
Who celebrates it? How is it celebrated in the community?
When is it celebrated? How important is it?

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Unit Ten: Assistive Technology

Learning Outcomes

Upon successful completion of this unit, you will be able to:

 extract essential information from spoken texts;

 answer listening comprehension questions;
 describe different symbols of assistive technologies;
 talk about advantages and disadvantages of assistive devices;
 answer different reading comprehension questions;
 work out meanings of given words using context clues;
 identify antonyms and synonyms of words related to assistive technology;
 use the Simple Future Tense to predict future plans;
 write a well-organized descriptive paragraph about an assistive device.

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Section 1: Listening
Week 37 Day 1
Lesson 1

Activity 1: These words are used in the text Assistive Technology you are going
listening to. Can you pronounce them? With a friend, practise to say
them, and guess their meanings.

assistive disability equipment modified impairments

device hardware software accessibility inclusive

Activity 2: Before you listen to the text, answer the following questions with a
partner.
1. What is assistive technology?
2. Is there any student with disability in your class?
3. Does she/he use a supportive device? What kind?

Activity 3: Now, listen to the text attentively and write the letter of the statement
you have heard in the text. Then, compare your answers with a partner.
a. Assistive technology is anything that enhances the functional capabilities of
children with disabilities.
b. All assistive devices are expensive.
c. There are both hardware and software technologies that assist people with
disabilities in accessing computers.
d. Schools should produce assistive devices.
e. Able-bodied students do not need to worry about assistive technology.
f. Assistive technology supports both teachers and students.

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Week 37 Day 2
Lesson 2

Activity 1: In pairs, read the following table. Then, listen to the text again and match
the disabilities on the left with the right assistive devices on the right.
You may have more than one answer.

Disabilities Assistive technology devices

1. mobility difficulties a. text-to-speech software
2. disabilities in accessing b. text telephone
information technology c. wheelchairs and walkers
3. limited hand function d. keyboard with large keys
4. blindness e. software that enlarges screen content
5. low vision f. computer-generated voice software
6. deafness g. a device that speaks out loud
7. speech impairment h. speech-to-text software
i. hardware, software and peripherals

Activity 2: Reading symbols

1. In groups of three, look at the following symbols of assistive technology and

answer the questions below.
a. Have you ever seen these kinds of symbols before? Where?
b. What do the symbols mean?
c. What kinds of disabilities can be supported with such devices?

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 2. List out the names of the symbols under the headings in the table below.
Hearing Visual Physical Limited hand
impairments impairments disability function

[Source: https://www.open.edu%2Fopenlearn%2Feducation-development%2Fassistive-technologies-and-online-learning]

Section 2: Speaking
Week 37 Day 3
Lesson 3

Activity 1: Form groups three and read the following dialogue carefully. Then, take
a role to practice the dialogue.

A mobile phone
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Selam: Hi, Zekarias. Does a mobile have any advantages?
Zekaias: Yes, it does.
Selam: Can you tell me one advantage?
Zekaias: We can use it to do our homework.
Tullu: Does it have any other advantage?
Zekarias: Yes, we can play games with it.
Selam: That’s very interesting.
Tullu: We can also use it to text one another.
Zekarias: A mobile phone has also disadvantages.
Selam: Can you tell us some of the disadvantages?
Tullu: Some children spend a lot of time on mobile phones; so they can be
addicted.
Zekarias: That means they don’t have time to do their homework; they don’t study and
they don’t read.
Selam: That is very bad.
Tullu: Yes. We should use mobile phones wisely.

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Activity 2: Role-play: What do/can mobile phones do?
In pairs, take turns to ask and answer questions quickly about the uses of mobile
phones. Use words from the list below. You may add your own ideas.
 make calls  receive text messages
 feel ill  take photos
 send voiced messages  record voice
 think  dance
 send text messages  record videos
 laugh  play films/music
 receive voiced messages  make calculation

Examples:
Student A: Can mobile phones make calls?
Student B: Yes, they can.

Section 3: Reading

Week 37 Day 4
Lesson 4

Activity 1: Before you read the text about Assistive Technology for Children, discuss
the following pictures in groups of four.
1. What is the message of each picture?
2. What can you do to help children with disabilities?
3. What can your teacher do to support children with disabilities?

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 Children Using Assistive Devices

An Inclussive Classroom

Happy children run to school together!

[Source: https://www.depositphotos.com%2F303837968%2Fstock-illustration-disabled-
people-kids-vector-illustration.

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Activity 2: These words are used in the reading passage. Can you pronounce them
correctly? Do you know their meanings? Practise with a partner.
 recreational  impairments
 achievement  premature
 institutionalization  disparities

Activity 3: Now, read the following passage quickly and list out the three
major benefits of assistive technology. Compare your answers
with a partner.

Assistive Technology for Children

When assistive technology is appropriate to the user and the user’s environment,
it is a powerful tool to increase independence and improve participation. It helps
individual children become mobile, communicate more effectively, see and hear
well. It provides the means of access to fully participate in educational, social
and recreational opportunities. Assistive technology empowers greater physical
and mental function. It, therefore, impacts on self-image, self-esteem, and a sense
of self-worth by facilitating the participation and inclusion of children with
disabilities in all aspects of life. By improving access to education and increasing

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achievement in school, assistive technology can have positive social and
economic effects on the lives of children with disabilities.
Assistive technology also reduces costs for educational services and individual
support. It reduces costs when it supports early childhood development and
educational achievement, and avoids repetition of learning missed due to
educational barriers. Assistive technology further reduces costs by supporting
independent functioning and access to healthcare, instead of personal support
services, and independent community living, instead of institutionalization.
Assistive technology may reduce the need for formal support services. It also
reduces the time and physical burden for caregivers. It prevents falls, injuries,
further impairments and premature death.

Moreover, assistive technology supports children to access and enjoy their rights
and do things they value. It bridges disparities between children with and without
disabilities. Generally, benefits in areas such as health, mobility, education and
participation have been linked to the use of assistive technology.
(Adapted from Assistive Technology for Children with Disabilities: A discussion
paper, UNICEF & WHO, 2021)

Week 38 Day 1
Lesson 5

Activity 1: Read the passage silently and fill in the blanks with the right
information. Then, check your answers with your teacher.
1. Assistive technology enhances independence and participation when it fits
to ____________ and ______________.
2. By facilitating the participation and inclusion of children with disabilities,
assistive technology helps to build up their __________, ___________,
and___________________.

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 3. Assistive technology also reduces costs for ________________ and
___________________.
4. Assistive technology narrows the difference between ____________ and
________________.
5. Assistive technology allows children with disabilities to access and enjoy
_____________ like any other humans.

Activity 2: In pairs, answer the following questions based on the information given
in the table.
A. Circle the different device in each category.
a. dressing stick, toilet seat, talking book player, feeding robot
b. headphone, task lists, adaptive toys, smartphones with audio recorder
c. communication board, automatic reminder, timer, picture calendar
d. screen reader, Braille chess, white cane, walking frame
e. leg or hand splint, tricycle, magnifier, corner chair
f. sound emitting balls, audio recorder, amplified telephone, eye glasses

B. Explain why the device is different from the others.

Assistive technology for children
Category Example products
Mobility  walking stick, crutch, walking frame, manual and powered
wheelchair, tricycle
 artificial leg or hand, leg or hand splint, clubfoot brace
 corner chair, supportive seat, standing frame
 adapted cutlery and cooking utensils, dressing stick, shower seat,
toilet seat, toilet frame, feeding robot
Vision  eyeglasses, magnifier, magnifying software for computers
 white cane, GPS-based navigation device
 Braille systems for reading and writing, screen reader for computer,
talking book player, audio recorder and player
 Braille chess, balls that emit sound

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Hearing  headphone, hearing aid
 amplified telephone, hearing loop

Communication  communication cards with texts, communication board with letters,

symbols or pictures
 electronic communication device with recorded or synthetic speech
Cognition  task lists, picture schedule and calendar, picture-based instructions
 timer, manual or automatic reminder, smartphone with adapted task
lists, schedules, calendars and audio recorders
 adapted toys and games
(Adapted from Assistive Technology for Children with Disabilities: A discussion
paper, UNICEF & WHO, 2021)

Week 38 Day 2
Lesson 6

Passage 2

Activity 1: Below is a story about a boy called Mamo. Read the story silently and
answer these questions.
1. What did Mamo want to do?
2. What did Mamo do with the money the farmer gave him?
3. What happened to the butter the farmer gave Mamo?
4. What did Mamo tie around the meat?
5. When did Guenet begin to lough?
6. What did the Ras ask Mamo to do?

A boy called Mamo was living in a small village with his mother. His father was
dead. Mamo wanted to help his mother, because she was very poor. He asked a
farmer for a job. The farmer hired Mamo. When Mamo finished his work, the

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farmer gave him some money. On the way home, Mamo threw the money away.
When Mamo reached his home, his mother asked, “Where is your money?”

‘I threw it away,’Mamo answered.

His mother was very angry. ‘Never do this again,’ she shouted. ‘Put it in your pockert.’

On the second day, the farmer gave him some butter. Mamo put the butter in his
pocket. As he walked home, the butter melted. It dripped on him and ruined his
clothes. When Mamo’s mother saw what had happened, she was angry with him.
‘You aren’t helping me’ she said.

Mamo was very sad.’Next time I will be more careful’ he said.

The next day, after Mamo finished working, the farmer gave him some meat. Mamo tied
a piece of string around the meat. He pulled the meat behind him on the ground. Some
dogs took the meat away. When Mamo came home, he had no meat. His mother was very
angry again. She shouted, ‘Next time, carry it on your shoulders!’

The following day the farmer told Mamo to take his donkey to the river. Mamo
remembered his mother’s words, and he put the donkey on his shoulders. On the way to
the river, Mamo passed the home of Ras Demisse. During that time, Ras Demisse’s
daughter, Guenet, was very ill. The doctors were not able to cure her. Every day, she sat
near the window. No one could help her.

When Guenet saw Mamo carrying the donkey, she began to laugh. Soon she began to get
well. Ras Demisse was very happy. He asked Mamo to marry his daughter. They were
married a few days later; and Mamo, Guenet and the donkey lived happily together for
many years.
(Adapted from Ethiopian Folk-Tales (1972)

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Activity 2: Read the story again and answer the following questions. Then, compare
your answers in groups of three.

1.The best title for the story is

A. Mamo the Hard Working Boy

B. Mamo, the Wise Boy
C. Mamo, the Innocent Boy

2. Mamo had __________.

A. physical disability
B. learning disability/mental limitation
C. hearing impairment

3.Mamo was innocent because _________

A. He obeyed his boss’s, the farmer’s orders.

B. He respected his mother.
C. A and B are correct.

4.Mamo was not able to help his mother because

A. he didn’t work hard.

B. His mother didn’t instruct/teach him correctly.
C. The farmer didn’t give him anything.

5.Mamo’s story shows that_______________.

A. Children with disabilities should not work.

B. Children with disabilities cannot learn.
C. Children with disabilities should be taught and supported properly,

Activity 3: Discuss these questions with your partners and share your ideas to your
classmates.

1. Do you find the story interesting? Why?

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 2. Do you find anything surprising in the story? What is it?
3. Does the story end with something sad or good? What is it?
4. Mamo and Guenet got married with Ras Demisse’s will. She was not asked
whether she liked him or not. Do you agree?

Section 4: Vocabulary

Week 38 Day 3
Lesson 7

Working with words

Activity 1: The following words are used in the reading passage and they are written
in bold. With a partner, write their synonyms.
1. independence (Paragraph 1, line 2)
2. mobile (Paragraph 1, line 3)
3. reduces (Paragraph 2, line 1)
4. barriers (Paragraph 2, line 4)
5. linked (Paragraph 3, line 4)

Activity 2: Now, write the antonyms of the above words. The first one is done for
you as an example.
1. Independence - dependence

Activity 3: Use the correct word from those listed in Activity 1 to complete the
sentences below. You may need to change the word form.
1. Children’s educational achievements are __________ with the kind of support they
are provided.
2. Most young people want ______________ from their parents.
3. This classroom is especially designed for children who are less ________.

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 4. Children with physical disabilities use wheelchairs to _______ the
____________ that prevent them from walking.

Activity 4: These words are also used in the reading passage. Make your own
sentences using them.

provide empower inclusion right

Week 38 Day 4
Lesson 8
Let’s learn more about compound nouns
In the previous units, you learnt about compound words such as the following:
Written as one word Written as two words
rainfall health service
sunlight health centre
headache health post
healthcare health facilities
hospital doctor

Activity 1: In pairs, list as many similar compound nouns as you can in the box
below. You may use a dictionary.
Written as one word Written as two words

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In this Unit, you have come across hyphenated compound nouns.
Examples:
 self-image
 self-esteem
 self-worth
Activity 2: Make a list of as many similar hyphenated compound nouns with ‘self’
as you can. You can use a dictionary.
Examples:
 self-respect
 self-confidence
 self-evident

Activity 3: Make sentences using at least five of your hyphenated compound nouns.
Be sure to use the right capitalization and punctuation marks.
Compare your sentences in groups of three.
Example:
 A self-respecting doctor never refuses to treat a sick person.

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Section 5: Grammar in Context
The Simple Future Tense
Week 39 Day 1
Lesson 9

Activity 1: In groups of four, study the following sentences.

 Farah will complete her homework soon.
 Farah will not/won’t complete her homework.
 Will Farah complete her homework?

Activity 2: Make similar sentences in the Simple Future using the given words.
1. they / call / us/will
Affirmative: They will call us.
Negative: They will not/ won’t call us.
Question: Will they call us?
2. she / remember / us
Affirmative: _________________________________________
Negative: ____________________________________________
Question: ___________________________________________
3. you / be / in Adama
Affirmative: _________________________________________
Negative: ___________________________________________
Question: ____________________________________________
4. I / buy / bread
Affirmative: ___________________________________________
Negative: _____________________________________________
Question: _____________________________________________

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Grammar Summary
The Simple Future tense
i. Affirmative/positive
Subject + will/shall + main verb + (object)
e.g. My uncle will come tomorrow.

ii. Negative
Subject + will/shall + NOT – main verb + ( object)
e.g. My uncle will not/won’t come tomorrow.

iii. Interrogative
Helping verb + subject + main verb + object
e.g. Will my uncle come tomorrow.
How to Use ‘will’ and ‘shall’
“Will” and the negative form “will not” or “won’t” is a modal auxiliary verb. It is
followed by the infinitive without ‘to’.
Note: “will” is often abbreviated to ‘ll in spoken English:
“I’ll leave later.”
“He’ll leave later.”
The Simple Future tense is used to indicate events of the future time:
To express future as a fact – will be/shall be
To talk about things which we think or believe will happen in the future – will be
Note that we can use ‘shall’ instead of ‘will’ for first person singular ‘I’ when we:
describe the future very formally; make suggestions; or make offers and promises.

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Week 39 Day 2
Lesson 10
More about Future Simple

Activity 1: Complete the sentences with the future simple form of the verbs in
brackets. Then compare your answer with a partner.
1. The football match __________ after an hour. (begin)
2. I __________ you an email tomorrow. (send)
3. Terfassa __________ the English Language Course next month. (join)
4. Saron __________ around the world next week. (travel)
5. I __________ you to complete the assignment. (help)
6. She __________ for London tomorrow. (leave)

Activity 2: Complete the paragraph using shall/will/won't to talk about uses in

brackets.

__________ you have lunch with us tomorrow?(request) "No, I'm afraid,

I ____________ be able to.(doubt), "I _________ have to meet my doctor in the
morning.(expectation) But I_____________ definitely call you after I meet the
doctor."(promise) "You _________ forget, I hope."(refusal)

Week 39 Day 3
Lesson 11
Predicting the future
Activity 1: Put the verbs into the correct form (Future Simple). Use ‘will’ and the
verbs in brackets. Compare your answers in pairs.

Junedin asked a fortune teller about his future. Here is what she told him:

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 1. You ____________________ (earn) a lot of money.
2. You _________________ (travel) around the world.
3. You __________________ (meet) lots of interesting people.
4. Everybody _________________ (adore) you.
5. You _____________________ (not / have) any problems.
6. Many people _____________________ (serve) you.
7. They __________________ (anticipate) your wishes.
8. There ___________________ (not / be) anything left to wish for.
9. Everything ________________ (be) perfect.
10.But all these things _________________ (happen / only) if you marry me.

Predicting the future weather

Activity 2: In groups of three, discuss the expressions below.

When we talk about the weather in the future, we use it will or will be.
This is normally: It + will + weather verb + future time OR It + will + be + weather
adjective + future time

It will rain in the afternoon. Future with weather verb

It will snow tomorrow.
It will be rainy tomorrow.
Future with weather adjective
It will be snowy tomorrow.

Now, practise to predict tomorrow’s weather in pairs. Complete the sentences.

1. It’s very cloudy today; __________________________.
2. The sky is clear today; ______________________________(not).
3. The coming week (be)________________________________. This week is
dry and windy.
4. It _________________________soon; it’s very chilly now.
5. The humidity is high; the next few days __________________ (be).

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Activity 3: Plan your future: Write five sentences about what you plan to do next
year. You may start like this:

 I will continue my study.

Week 39 Day 4
Lesson 12

Asking about the future

Activity 1: Study the following examples. Then, answer the questions correctly.
Examples:
A. Will you come tomorrow morning?
Ans. Yes, I will. / Yes, I will come tomorrow morning. Or
No, I won’t. / No I will not come tomorrow morning.
B. Will she bring you new shoes next week?
Ans. Yes, she will. / Yes, she will bring me new shoes next week. OR
No, she won’t. / No, she won’t bring me new shoes next week.
5. Will you visit your grandparents on the coming weekend?
6. Will you talk to the director tomorrow? ( you –plural)
7. Will your father buy you an umbrella?
8. Will your elder brother help you with your homework?
9. Will you study English with your friend?

Activity 2: Read the questions below and give correct answers. Then, compare
your answers in groups of three.
1. What will you do tomorrow?
2. What will you eat for dinner this evening?

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 3. What will you do this weekend?
4. What will you wear tomorrow?
5. What will you do when you get home?
6. Who will you meet this weekend?
7. Where will you go on your next vacation?
8. What will you do this evening?

Week 40 Day 1
Lesson 13

‘be going to’

Activity 1: In pairs, read the one -turn exchanges between Musema and
Ayantu. Pay attention to the underlined future verbs.

A. Musema: Are you free tomorrow, Ayantu?

Ayantu: Sorry, I’m going to study for the exam.
B. Musema: Oh! I haven't got enough money to pay.
Ayantu: Don’t worry. I’ll lend you some.
C. Musema: What does the teacher want the keys for?

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 Ayantu: He’s going to lock the door.

What is the difference between ‘will’ and ‘be going to’ in these short exchanges? Below
are some more examples for you.

Examples:

 I’m going to sell my bike.

 She is going to have the best vacation this year.
 We are going to live in Jimma for the coming two years.
Note that we use ‘be going to’ instead of ‘will’ when we talk about our plans
and make up our mind to do something in the future.

e.g. Belete and Maria are going to get married.

We also use ‘be going to’ to talk about planned personal arrangement.

e.g. My father is going to leave for London tomorrow morning.

Time expressions such as tomorrow, next Monday/week/month/year, coming

month, tonight, this afternoon, the day after tomorrow, etc. are used with the
Simple Future tense.

These time expressions are usually put at the end of sentences. But we can also
put them at the beginning of sentences.

Activity 2: In pairs, complete the following sentences with ‘will’ or ‘be going to’,
whichever is more appropriate.

1. A: Look! The sky is covered with very dark clouds.

B: It ____________(rain).

2. A: I’m moving house tomorrow.

B: I ______________________________ (come) and help you.

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 3. A: Have you got any plans for tomorrow?
B: Yes, I________________ (visit) my grandparents.
4. A: Why is she learning Spanish?
B: She __________________ travel to Spain.
5. A: We are thirsty.
B: Wait here. I ___________ get some water.
6. A: Meat or fish?
B: I _______________have some fish, please.
7. A: What do you want the keys for?
B: I _____________ lock the door.
8. A: If you don't take a taxi, you ___________ arrive on time.
9. A: Why do you want so many oranges?
B: I _____________ make an orange juice.
10. A: We need one more player.
B: ______________you play with us tomorrow?
11. A: Why are you switching the TV on?
B: I _______________ watch a football match.

Week 40 Day 2
Lesson 14

Simple Future Passive

Activity 1: Work in groups of three and compare the following active and passive
forms of the Simple Future.
1. A: We will know the results in a few days.
B: The results will be known in a few days.
2. A:The teacher will give us the exam at the end of the month.
B: We will be given the exam at the end of the month.
C: The exam will be given by the end of the month.
3. Rami will buy a car next month.

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 B: A car will be bought next month.
4. A: India will win the match.
B: The match will be won by India.

Note that the active form of the Simple Future is formed by using will + infinitive
without ‘to’. But the passive is formed by using will +be +past participle. Also
remember that when we change active to passive, the object of the active sentence
becomes the subject of the passive form.

Examples:

Active: I will tell Mom that you are leaving.

Passive: Mom will be told that you are leaving.

Activity 2: In pairs, rewrite the sentences below into their Passive forms.

1. The committee will consider the issue in its next meeting.

2. They will present the trophy after the speeches.
3. The police will not announce the information until next week.
4. The company will produce a new car for the coming New Year.
5. Somebody will tell you when you should come to school.

Activity 3: Rearrange the following words to write sentences in the Simple Future
Passive. Then, compare your answers in groups of three.

1. blamed/ be/ for /will/the/I/problem

2. will /children/ the/ demonstrated/ be/game /for the
3. will/ procedure /explained /to /me /the /be
4. by/ The/ building/ will /company/ demolished /be /construction/ the
5. The/ will /clothes /Friday /washed/ next/ be

Section 6: Writing
Week 40 Day 3
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Lesson 15

Writing a descriptive paragraph

Activity 1: Read the following note outline and sample paragraph describing an
assistive device called ‘Walker’.
Outline:
 Walker
 For people with physical disability;
 To maintain balance and stability when walking;
 a frame that is about waist high;
 available in different sizes;
 Modern walkers are height-adjustable.
A Walker
A walker or walking frame is an assistive device for people
with physical disabilities. It helps them to maintain
balance or stability while walking. A walker
consists of a frame that is about waist high,
approximately twelve inches deep and slightly
wider than the user. Walkers are available in
different sizes, such as for children or for heavy
people. Modern walkers are height-adjustable.

Activity 2: Now, prepare a similar outline and compare it in groups of

three.
 You can take any assistive device that people with disabilities use commonly in
your area.
 Take any assistive device you know very well. Or
 Choose one of the following assistive devices:

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 a. Brail
b. White cane
c. Wheelchairs
d. Hearing aid
Week 40 Day 4
Lesson 16
Now, write a similar descriptive paragraph of 4 to 5 sentences.
 Produce your first draft.
 Exchange with a partner for peer-comments.
 Review and write your final draft.
 For better description, you can post the picture.

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Appendix 1: List of Irregular Verbs
List of Irregular Verbs (Source: English-hilfen.de)
No Base Form Past Simple (V2) Past Participle (V3)
1. abide abode abode/abided
2. arise arose arisen
3. awake awoke awoken
4. be was/were been
5. bear bore born(e)
6. beat beat beaten
7. become became become
8. begin began begun
9. bend bent bent
10. bet bet bet
11. bind bound bound
12. bite bit bitten
13. bleed bled bled
14. blow blew blown
15. break broke broken
16. breed bred bred
17. bring brought brought
18. broadcast broadcast broadcast
19. build built built
20. burn burnt/burned burnt/burned
21. burst burst burst
22. buy bought bought
23. can could … (been able)
24. catch caught caught
25. choose chose chosen
26. cling clung clung
27. come came come
28. cost cost cost
29. creep crept crept
30. cut cut cut
31. deal dealt dealt
32. dig dug dug
33. do did done
34. draw drew drawn
35. dream dreamt/dreamed dreamt/dreamed
36. drink drank drunk
37. drive drove driven

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38. eat ate eaten
39. fall fell fallen
40. feed fed fed
41. feel felt felt
42. fight fought fought
43. find found found
44. fly flew flown
45. forbid forbade forbidden
46. forget forgot forgotten
47. forgive forgave forgiven
48. freeze froze frozen
49. get got got
50. give gave given
51. go went gone
52. grind ground ground
53. grow grew grown
54. hang hung hung
55. have had had
56. hear heard heard
57. hide hid hidden
58. hit hit hit
59. hold held held
60. hurt hurt hurt
61. keep kept kept
62. kneel knelt knelt
63. know knew known
64. lay laid laid
65. lead led led
66. lean leant/leaned leant/leaned
67. learn learnt/learned learnt/learned
68. leave left left
69. lend lent lent
70. lie (in bed) lay lain
71. lie (to not lied lied
tell the truth)
72. light lit/lighted lit/lighted
73. lose lost lost
74. make made made
75. may might …
76. mean meant meant
77. meet met met
78. mow mowed mown/mowed
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79. must had to …
80. overtake overtook overtaken
81. pay paid paid
82. put put put
83. read read read
84. ride rode ridden
85. ring rang rung
86. rise rose risen
87. run ran run
88. saw sawed sawn/sawed
89. say said said
90. see saw seen
91. sell sold sold
92. send sent sent
93. set set set
94. sew sewed sewn/sewed
95. shake shook shaken
96. shall should …
97. shed shed shed
98. shine shone shone
99. shoot shot shot
100. show showed shown
101. shrink shrank shrunk
102. shut shut shut
103. sing sang sung
104. sink sank sunk
105. sit sat sat
106. sleep slept slept
107. slide slid slid
108. smell smelt smelt
109. sow sowed sown/sowed
110. speak spoke spoken
111. spell spelt/spelled spelt/spelled
112. spend spent spent
113. spill spilt/spilled spilt/spilled
114. spit spat spat
115. spread spread spread
116. stand stood stood
117. steal stole stolen
118. stick stuck stuck
119. sting stung stung
120. stink stank stunk
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121. strike struck struck
122. swear swore sworn
123. sweep swept swept
124. swell swelled swollen/swelled
125. swim swam swum
126. swing swung swung
127. take took taken
128. teach taught taught
129. tear tore torn
130. tell told told
131. think thought thought
132. throw threw thrown
133. understand understood understood
134. wake woke woken
135. wear wore worn
136. weep wept wept
137. will would …
138. win won won
139. wind wound wound
140. write wrote written

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Appendix 2: Infinitives with ‘to’

English verbs that are used before the infinitive with ‘to’

English verb Example combination

afford afford to buy
agree agree to talk
aim aim to succeed
appear appear to be difficult
arrange arrange to meet
attempt attempt to do
beg beg to tell the truth
care care to have some tea
choose choose to move
claim claim to be the owner
condescend condescend to write
consent consent to use
dare to ask / dare ask
dare
Can also be used without ‘to’.
decide decide to sell
demand demand to know
deserve deserve to be treated well
determined to continue
determine
This verb is mostly used in the passive voice.
endeavour endeavour to carry on
expect expect to receive
fail fail to complete
forget forget to tell
guarantee guarantee to accept

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English verbs that are used before the infinitive with ‘to’

English verb Example combination

happen happen to know
have have to work
help to finish / help finish
help
Can also be used without ‘to’.
hesitate hesitate to make a decision
hope hope to see
learn learn to fly
long long to be
manage manage to organise
mean mean to hurt
need need to drink
neglect neglect to have done
offer offer to help
plan plan to travel
prepare prepare to compromise
pretend pretend to be
proceed proceed to change
promise promise to come
refuse refuse to provide money
resolve resolve to review
seem seem to work out
stop stop to talk
swear swear to stay at home
tend tend to eat too much
threaten threaten to fire someone
trouble trouble to help

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English verbs that are used before the infinitive with ‘to’

English verb Example combination

undertake undertake to meet the cost
volunteer volunteer to assist
vow vow to protect
want want to say
wish wish to study
(Source: english-hilfen.de)

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