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 and Designer: Binyam Bayou

MINISTRY OF EDUCATION
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
Addis Ababa, Ethiopia
2022 G.C/ 2014 E.C.
 Table of Content
Unit One: Holiday
Section 1: Speaking 2
Section 2: Listening 3
Section 3: Reading 6
Section 4: Vocabulary 12
Section 5: Grammar 14
Section 6: Writing 32
Unit Two: Dry Season
Unit Two: Dry Season
Section 1: Listening 34
Section 1: Listening 34
Section 2: Reading 36
Section 2: Reading 36
Section 3: Vocabulary 41
Section 3: Vocabulary 41
Section 4: Grammar 44
Section 4: Grammar 44
Section 5: Speaking 54
Section 5: Speaking 54
Section 6: Writing 58
Section 6: Writing 58

Unit Three: Accidents

Section 1: Listening 62
Section 2: Reading 64
Section 3: Vocabulary 67
Section 4: Grammar 68
Section 5: Speaking 78
Section 6: Writing 81
Unit Four: Minerals
Unit Four: Minerals
Section 1: Listening 84
Section 1: Listening 84 Section 2: Reading 87
Section 2: Reading 87 Section 3: Vocabulary 91
Section 3: Vocabulary 91 Section 4: Grammar 94
Section 4: Grammar 94 Section 5: Speaking 108
Section 5: Speaking 108 Section 6: Writing 110
Section 6: Writing 110
Unit Five: Beekeeping
Section 1: Listening 114
Section 2: Speaking 116
Section 3: Reading 120
Section 4: Vocabulary 123
Section 5: Grammar 124
Section 6: Writing 137
 Table of Content
Unit Six: Water Pollution
Section 1: Listening 140
Section 2: Reading 143
Section 3: Vocabulary 149
Section 4: Grammar 151
Section 5: Speaking 160
Section 6: Writing 164

Unit Seven: Good Citizens Unit Seven: Good Citizens

Section 1: Listening 167 Section 1: Listening 167
Section 2: Reading 169 Section 2: Reading 169
Section 3: Vocabulary 175 Section 3: Vocabulary 175
Section 4: Grammar 176 Section 4: Grammar 176
Section 5: Speaking 187 Section 5: Speaking 187
Section 6: Writing 189 Section 6: Writing 189

Unit Eight: Healthcare Facilities

Section 1: Listening 192
Section 2: Speaking 194
Section 3: Reading 198
Section 4: Vocabulary 205
Section 5: Grammar 208
Section 6: Writing 214

Unit Nine: Living With Differences Unit Nine: Living

Section 1: Listening 217
With Differences
Section 2: Reading 220 Section 1: Listening 217
Section 3: Vocabulary 226 Section 2: Reading 220
Section 4: Grammar 227 Section 3: Vocabulary 226
Section 5: Speaking 238 Section 4: Grammar 227
Section 6: Writing 240 Section 5: Speaking 238
Section 6: Writing 240
Unit Ten: Assistive Technology
Section 1: Listening 242
Section 2: Speaking 245
Section 3: Reading 246
Section 4: Vocabulary 254
Section 5: Grammar 256
Section 6: Writing 265
Appendix : 267
 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;
• use holiday-related words and expressions;
• use holiday greeting expressions;
• use the Simple Present Tense to talk about holidays;
• describe equality, similarities/sameness with positive degree;
• use comparative and superlative forms of one-syllable adjectives
correctly; and
• write sentences and a short paragraph describing a process.
 Unit 1| HOLIDAY

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 ………...
A: Happy New Year!
B: Happy New Year to you, too.

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.

Hanna: Great! We’re all Ethiopians!

Tut: Yes! Happy New Year to you all!

Obang: Oh! Thank you, Huriya. The same to you.

Activity 5: Talking about yourself

Read what Koketi tells us about herself 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 Summary
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, look at the pictures and answer
the questions below with a friend.
1. What are these pictures about?
2. What kind of holidays do the pictures represent?
3. Can you guess what you are going to listen about?

Picture A Picture B

Picture C Picture D

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

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Activity 3: Listen to the talk and choose the most appropriate statement that
contains the main 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 mark (√ ) 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 friend’s and identify the incorrect ones. Then,
rewrite them as correct sentences

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 (e.g. Ivangadi, Buhe, etc.)
• When it is celebrated (date, month, season)
• Why it is celebrated (child birth, prayers for rain, etc.)
• How people celebrate it (food, clothes, materials, ritual tools)

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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. Read 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?
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, is a national holiday. It is celebrated on September 11 (or
on September 12 in the leap year.

The leap year comes after every four years that is when Pagume - the 13th month of
Ethiopia - is counted six. In this case, it is celebrated on September 12th.
The New Year is commonly called Enkutatash in Amharic but has different names
in other languages. The word “Enqutatash” is heavy with symbolism. It means ‘the
gift of jewelleries’. It also represents the end of the rainy season. The time is when
the Ethiopian mountains and fields are covered with bright yellow flowers called
‘Adey Ababa’.
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The Ethiopian New Year’s celebration is associated with the myth 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
jewelleries 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’. (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 usually 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?
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 written in bold in the passage. What do they
refer to? The first one is 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)

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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. Why is celebrating the New Year important?

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.
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 hoy’ and receive gifts from every household.

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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)

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.

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

Activity 2: Answer the following questions using the information from

the passage. Compare your answers with a friend’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?

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 Unit 1| HOLIDAY

Now, sing the following song in rows. Your teacher will help you.

The bells rang c. Do you like the song? Why?

People sang
It’s a new year! d. What is its message?
Sing a song
Long and strong
It’s a new year!
Sing along because
We belong together
It’s a new year!

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 in column A above to complete the sentences below.
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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 Unit 1| HOLIDAY

Section 5: Grammar

Week 3 Day 1
Lesson 9
NB. Tense is a verb-based method used to indicate the time, and sometimes
the continuation or completeness, of an action or state in relation to the time
of speaking. Verb forms help us make time reference through their tense.
Tense shows whether an action or a state took place in the past or takes place in
the present. English has about 12 different tenses and you learn them gradually.
Simple Present Tense
i. Affirmative forms
Activity 1: The following sentences are taken from the two reading passages.
Read them with a friend paying attention to the verbs in bold.
Then, explain 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 activity 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.
Now, compare your answers with your friend’s.
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 HOLIDAY | Unit 1
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?
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?

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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 friend’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 = covers
ask = asks
add [es] to verbs ending in [-sh], [-ch], [s] and [x]
wash = washes
teach = teaches
kiss = kisses
relax = relaxes
change [y] to [i] and add [es] to verbs ending in the constant [y]
carry = carries
copy = copies
We often use the Present Simple Tense to describe habits.

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.

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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.
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
Contracted 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

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Week 3 Day 4

Lesson 12
iii. Interrogative forms
Activity 1: In pairs, look at the following examples. Pay attention to the words
written in bold.
Examples:
1. Heran cleans her room every day.
Does Heran clean her room every day?
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 School.
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.

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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
P a i r English Mathematics Social E nvir onmental
Study Science
Science
time
Barite Mathematics Environmental Social Science
Science
Kelil Environmental M a t h e - Social Science
matics
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 friend’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 are
done for you as examples.
Study Program
Monday Tuesday Wednesday Thursday Friday
P a i r English Mathematics Social Environmental
Study Science
Science
time
Hanna Mathematics Environmental Social
Science
Science
Ali Environmental Mathematics Social English
Science
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?

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Activity 4: List down five things that you don’t do. Share your list with your
friend. 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.
Your friend: Don’t you eat raw meat?
You: No, I don’t eat raw meat.
Your friend: Do you drink alcohol?
You: No, I don’t drink alcohol.
Now, it’s your turn to ask what your friend 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/you work for a bank?

Does/Doesn’t He/she/it learn Geez?
Play football every day?
Is/Isn’t He/she/ it in this class?
Am/Am…not I hot today?
Are/Aren’t We/you/they
interested in reading
stories?

NB. ‘Am not’ has no contracted form. We say ‘Am I not…’

Interrogatives end with question marks.

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 HOLIDAY | Unit 1

Week 4 Day 1
Lesson 13
Degrees of Comparison

NB. Degrees of Comparison are the comparisons between two or

more persons or things according to their or its Quantity, Number or
Quality. There are three degrees in
English: Positive, Comparative and Superlative In this unit, you are
going to study the positive degree and the comparative degree of one
syllable (short) adjectives.
i Positive degree
Activity 1: Look at the three students in the picture below and read the
sentences on the right.
Alemu is tall.
Beka is tall.
NB. Amenu and Beka are
equally tall.

Activity 2: Complete the sentences with ‘as + adjective + as’.

The first is done for you as an example.

a. Amenu is as tall as Beka.

b. Beka is ________________ Tut.
1. Beka is __________________(fat) Amenu.
2. Almaz is __________________(beautiful) Blen
3. Nahom is________________ (clever) Yeron.
4. Jaguar is ____________ (fast) Chevrolet.
5. This house is __________ (wide) that one.

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Unit 1| HOLIDAY

Activity 3: Rewrite the following positive comparison sentences

with ‘so + adjective + as’. The first one is done for you.

1. He is as happy as Rami.
Ans: He is so happy as Rami.
2. Hawasa is as hot as Bahir Dar.
3. Abdul is as strong as his brother.
4. This stone is as big as that stone.
5. The house is as old as the village.
Activity 4: Rewrite the following sentences with “not as +
adjective + as” and ‘not so + adjective + as”. The first one is done
for you as an example.

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

Ans: The blue car is not as fast as the black car.

The blue care is not so 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.

24 Ethiopian Grade 5, English Student Book

 HOLIDAY | Unit 1

Grammar summary
The positive degree:  
When two persons or things are said to be equal in respect of some quality, we use
the positive degree. The positive degree is the simplest form of the adjective. It is
used when no comparison is meant; As ,

1. Rahel is a tall girl.

2. This is a sweet mango.
3. This boy is as fat as his elder brother.

In the above sentences, tall, sweet and fat are the simplest form of adjective.
So all these adjectives are in positive degree.
Note :

• No suffix (such as: -er , -est ) will be added to the adjective in the positive
degree. Besides, there is nothing like “ than ” or “ the ….. of ”
• We can also use “ as/so + adjective + as” with the positive degree, that is
the simplest form of the adjective to show equality and sameness.

Example: This boy is as tall as she is.

This boy is so tall as she is.
However, we can use ‘not as/so + adjective + as, the positive degree with negative
verb to show that two persons or things are not equal or not the same.

• Helen is not as/so clever as her elder brother.

• Babi is not as/so short as Mamush.

Ethiopian Grade 5, English Student Book 25

 Unit 1| HOLIDAY
ii. The comparative degree
Comparative forms of one syllable (short) regular adjectives (adjectives)

Activity 1: 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

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 2: 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

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 HOLIDAY | Unit 1
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.
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.

Grammar Summary

Comparative Degree
When two persons or things are said to be unequal in respect of some quality,
we use the comparative degree. As ,

Rahel is taller than Rehana.

The mangoes of Asosa are sweeter than the mangoes of Arba Minch.

The boy is fatter than his elder brother.

In the above sentences, the words taller, sweeter and fatter are in the compara-
tive degree.

Notes :

• In Comparative Degree generally [ -er ] is added to the adjectives if the

adjective is of one syllable (mono-syllabic word)
• In the Comparative Degree, the adjective is normally followed by ‘than’.

Ethiopian Grade 5, English Student Book 27

 Unit 1| HOLIDAY

Week 4 Day 2

Lesson 14
iii. The Superlative
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 hair 35 c.m. 30c.m. 15c.m.

dress 85c.m. 70c.m. 50c.m.

1. Who is the tallest?

Ans: Endenge is the tallest of all the three girls.
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?

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 HOLIDAY | Unit 1
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.

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

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Unit 1| HOLIDAY
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 friend’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.

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

30 Ethiopian Grade 5, English Student Book

 HOLIDAY | Unit 1

Grammar Summary
The superlative degree:
The superlative degree is used when comparison is intended between
more than two things or persons or between two sets of things or persons
surpassing all other persons or things of the same kind. As,
1. She is the tallest of the three girls.
2.This is the sweetest of all the mangoes.
3.Rami is the laziest student in the class.
In the above sentences, all the adjectives, tallest, sweetest and laziest are in
the superlative degree.
Notes : In Superlative Degree generally [ -est ] is added to the adjectives if
the adjective is of one syllable [ mono-syllabic word] .
In the Superlative Degree we normally use “the…of”, “the…”, “…of”.
Example: This is the sweetest of all the mangoes.
Spelling changes:
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.
•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.
•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.

Ethiopian Grade 5, English Student Book 31

 Unit 1| HOLIDAY

Section 6: Writing
Week 4 Day 4
Lesson 16
Explaining a process
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. e. I wear my socks.

b. I wear my underwear. f. I put on my shoes.
c. I wear my shirt. g. I take off my night wears.
d. I wear my trousers.

1. 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
• Cleaning a house
• Making coffee
• Buying something from a shop
2. Exchange your paragraph with a friend’s and do peer correction. Then,
improve your paragraph considering the given corrections.

32 Ethiopian Grade 5, English Student Book

 UNIT TWO

DRY SEASON
Learning outcomes
Up-on successful completion of this unit, you will be able to:
• predict 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 about the winter season;
• use appropriate season- and weather-related expressions;
• use the Simple Present Tense to describe habitual actions and what
happens in the dry season;
• employ comparative and superlative forms of adjectives to describe the
weather and seasons;
• pronounce weather related adjectives correctly;
• talk about the present weather; and
• write short descriptive paragraphs about weather and seasons.
Unit 2| DRY SEASON

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, discuss the following questions
with a friend.

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, listen to the text and 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.
Activity 5: With a friend, discuss the following questions and report your
answers to the class.
a. What are three things you like about the dry season?
b. What are three things you do not like about the dry season?
34 Ethiopian Grade 5, English Student Book
 DRY SEASON | Unit 2

Week 5 Day 2

Lesson 2
Part 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)

(Picture 2: Source: https://journeysbydesign.com)

Ethiopian Grade 5, English Student Book 35

Unit 2| DRY SEASON
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 temperature is high 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

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 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

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 DRY SEASON | Unit 2

Activity 2: With a friend, 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?
Dry Season Farming in Ethiopia

(Source: https://farmersreviewafrica.com/us-350000-granted-for-water-saving-drip-irrigation-in-nigeria/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.
Ethiopia has a long history of dry season farming. It has been used for years to
cultivate crops like cotton, maize, sesame, sugarcane, vegetables and fruits around
the Afar Region, along the Awash Basin.
Ethiopian Grade 5, English Student Book 37
Unit 2| DRY SEASON
Dry season farming improves food availability and ensures better pricing all year
long. It also helps to reduce the country’s dependence 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 most 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’), especially in the Afar Region.
Activity 3: Decide if the following statements are True or False
based on the information in the passage. Check your answers with
your friend’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.

Week 5 Day 4
Lesson 4
Activivty 1: With a friend, 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 friend.
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?

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 DRY SEASON | Unit 2

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
b. quilt
c. Crackle
d. Clutched
e. Hibernate
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?

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Unit 2| DRY SEASON
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 connected with agricultural

activities. In pairs, list down the agricultural activities carried out
in each season and report to your class.

For example in Spring:

• Sowing grains such as lentils and chickpeas

• Weeding crops
• harvesting

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 DRY SEASON | Unit 2

Section 3: Vocabulary
Week 6 Day 1
Lesson 5
Activity 1: You have studied the meanings of the following 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 a. dried
3. scorching b. very dry
4. parched c. partly dry
5. desiccated d. continuous dry climate
6. drought e. an area with little or no rain
7. desert f. very hot

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 friend’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.
Ethiopian Grade 5, English Student Book 41
Unit 2| DRY SEASON
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).

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 friend, 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 ‘rainy’; and the antonym of the
word ‘low’ is ‘high’.
a. sunny
b. clear
c. light heavy cool
d. hot cold foggy dark
e. warm humid rainy
f. dry high
g. low

2. Write the synonyms for the following words.

1. hot
2. cold
3. foggy
4. gusty
5. thunder
42 Ethiopian Grade 5, English Student Book
 DRY SEASON | Unit 2

Activity 2: Forming season related compound nouns

In pairs, look at the nouns in the box and answer the questions
below.

Base noun Compound noun

rain rainfall
sun sunshine
winter wintertime

1. How are the compound nouns formed?

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

Activity 3: 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

Have you noticed that the compound nouns in Activity 3 are written as one word
while the words in Activity 4 are written as two words?

Activity 4: Write five sentences using the compound nouns you

have formed in Activity 2. Then, compare your sentences in
groups of three.

Ethiopian Grade 5, English Student Book 43

Unit 2| DRY SEASON

Section 4: Grammar
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 friend, 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.

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.

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 DRY SEASON | Unit 2
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

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Unit 2| DRY SEASON
Lesson 8
Frequency adverbs and time expressions in the Present Simple Tense
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.

  I often ride my bike.

  I always ride my bike.

1. We _____________ walk the dog.

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 DRY SEASON | Unit 2

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.

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.
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Unit 2| DRY SEASON
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.

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.

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 DRY SEASON | Unit 2

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
i. Comparative and superlative degree of two-syllable regular
adjectives
• Jar A is heavy.
• Jar B is heavier than Jar A.
• Jar C is the heaviest of all.

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

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
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.
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Unit 2| DRY SEASON

Grammar Summary

• The comparative and superlative degrees of some two-syllable adjectives can

be formed by adding ‘-er’ and ‘-est’ at the end;
• Some other two-syllable adjectives add the words ‘more’ or ‘less’ before the ad-
jectives/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.

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.

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Week 7 Day 3

Lesson 11
ii. Comparative and Superlative Forms of long (three and more
syllable) regular adjectives
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.
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.

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

Activity 2: Work with a friend. 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.

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Grammar Summary

• The comparative degree of all three and more syllable adjectives are formed by
using ‘more’ or ‘less’ + addictive + than
• The superlative degree of all three and more syllable adjectives are formed by
using ‘the most’ or ‘the least’+ adjective

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. Howev-
er, 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 chal-
lenges 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.
In fact, trash is now one of the biggest threats to the environment on Mount Ever-
est. 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 chari-
ties. The (7) ___________ (expensive) work of art cost $17, and the most expensive
one cost $2400.
(Source:NGL.Cengage.com/ELT)

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Unit 2| DRY SEASON

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 smoggy
rainy cloudy
foggy smoky
dry Windy

snowy
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.
Grammar Summary
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: Talking about the day’s weather
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 DRY SEASON | Unit 2
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.

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)
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.

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Common errors
One common mistake learners make when talking about the weather is
mixing up the noun, adjective and verb forms of weather words. Look 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

Activity 2: With your friend, 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.

StudentB: _______________________________________________

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.

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Activity 3: Let’s sing the weather song!

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

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 on your topic. 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.
NB. While debating, you can use expressions such as:

• Good morning class. In our group, we say Sunny weather is better than
rainy weather because….
• Thank you for listening.
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Unit 2| DRY SEASON

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

• 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

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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
which 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.
Now, write a similar paragraph describing ‘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…….

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Unit 2| DRY SEASON

During the dry/summer

season, almost every day
has so much high tem-
perature………

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 UNIT THREE

ACCIDENTS
Learning outcomes
Up-on 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.
Unit 3| ACCIDENTS

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.

Activity 2: Discuss the following questions in pairs.

1. What is an accident?
2. Have you ever had an accident? What and When?
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

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 ACCIDENTS | Unit 3
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. put a tick mark (√) against the correct
statements.
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 friend’s.
Activity 2: Listen to the text one more time and match the protection methods
with the causes of accidents.

No Protection methods Causes of accidents

1 Keep cooking pots away A. broken bottles
2 Keep away from electrical B. hot water
wires
3 Put empty bottles in a safe C. loose plugs
place
4 Use knives with great care. D. sharpened blades
E. falling objects
F. drowning

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Unit 3| ACCIDENTS
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
Week 9 Day 3

Lesson 3
Activity 1: Look at the picture and tell your friend how you feel about the
situation.

1. What 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 are the causes of car accidents in your area?

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 ACCIDENTS | Unit 3

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
d. Careless Drivers
1. Although road traffic accidents are the major global public problems, most of
them occur in poor countries like Ethiopia. Pedestrians and passengers of public
transportation are the most exposed to traffic accidents in Ethiopia. They account
for 95% of the deaths while drivers account for only 5% of the deaths.
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 very high 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 alike 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 sit 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.

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Unit 3| ACCIDENTS

Week 9 Day 4

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 exposure 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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 ACCIDENTS | Unit 3

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 friend’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.
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 ______________________.
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Unit 3| ACCIDENTS

Section 4: Grammar
Week 10 Day 2

Lesson 6
Present Continuous Tense
i. Affirmative forms

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 I am reading my notes now.
to bed.
My sister often goes shopping for She is buying soap now.
sugar.
Michael usually finishes his Today he is doing his classwork fast to be
classwork last. the first to finish.
My friends occasionally visit They are visiting the National Museum
museums. 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.

Your teacher will give you the appropriate explanation.
1. We use ________________________________ to describe activities/things
that are always true; or situations that exist now and may continue to exist
in the future.
2. We use ___________________________________ to talk about activities
or events that are taking place/going on at the time of speaking.

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 ACCIDENTS | Unit 3
Activity 3: In pairs, look at the picture below 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.
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?! ……….

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Unit 3| ACCIDENTS
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 friend, 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.

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?

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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 friend’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 friend. 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.
• 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/She/It is not
You/We/They are not

The interrogative/question form

Look at the table below
verb ‘to be’ subject verb-ing
Am I playing ?
Is he/ she/it
Are You/we/they

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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/lesser least
many more Most (number)
much more Most(quantity)
old elder/older eldest/oldest
late Later/latter Latest/last

Note: ‘badly’ and ‘well’ are adverbs.

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.

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Activity 2: Circle the letter of the right form to complete the

sentences correctly. Compare your answers with a friend’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

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

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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?
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
Week 11 Day 4

Lesson 12
Talking about cause and effect

Activity 1: Asking and answering questions

1. In pairs, look at the six pictures below. One of you ask What is
happening in Pictures A-C, and your partner asks about Pictures
D-F. You may use questions such as:
a. What do you see in Picture A?
b. Can you tell me what the children are doing in Picture A?
c. What are the Children in Picture A doing?
2. Now, Discuss the following questions.
1. Where, do you think all the children are?
2. Do you think they could risk any accidents?
3. Which of the incidents may result in accident? Why?
4. What would your advice to the children in each picture?

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Activity 2: With your friend, take a topic for each of you from the
flowcharts below. Then, tell each other about the cause and effect
relatiionships. You can use the following verbs and the sample
speech as an example. Finally, share your talk with the class.
leads to results in causes
comes from brings results from
due to because so therefore

Sample Speech
Good morning, class. Now, I’m going to tell you about the effects of having many
children.

Having many children results in shortage of food. Shortage of food brings under-
nourishment. Under-nourishment leads to poor growth or early death.Therefore, we
should learn to plan the number of childern we want to have in the future.

Thank you for your attention.

tobacco production ↔ tobacco selling ↔ smoking cigarrattes
lung cancer ↔ short life/death
no tobacco production ↔ no tobacco selling ↔ no smoking cigar-
rattes ↔ no lung cancer ↔ healthy life/long life

Week 12 Day 1
Lesson 13
Form groups of five. Each of you take one of the following flowcharts.
Then, prepare a short speech and present it to your group. Choose
the best and present it to the class. You may use the above example.

1. deforstation ↔ lack of rain ↔ drought ↔ lack of food ↔ starvation/ death and

suffering
2. poor economy ↔ poor roads ↔ car accidents/ death or injury ↔ poverty
3. poor fire use ↔ fire accident ↔ property destruction ↔ poor life ↔ starvation
↔ death and suffering
3. good economy ↔ good resources ↔ good production ↔ good health ↔ wealth/
richness
4. good education ↔ skilled humanpower ↔ productivity ↔ wealth ↔ good
health

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Week 12 Day 2
Lesson 14
Talking about likes and dislikes
In groups of four, talk about your likes and dislikes. Choose a means of
transportation you like, and another you don’t like to use from the lists below.
Then, tell your friends why you like/dislike to use them. You can follow the
example below.

A. Camel, mule , horse, donkey

B. Cart, bicycle, motor cycle
C. Taxi, bus, train, private car

Sample talk

Hi my friends. Let me tell you about my likes and dislikes of using transportation.
I like to use a bicycle because once I have it, no need of fuel and no need to pay. I
can ride by myself whenever I want and it has less accident. Moreover, I can use my
bicycle even on poor roads. But, I don’t like to use buses because they are crowded
and suffocated.

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Section 6: Writing
Week 12 Day 3
Lesson 15
Asking for information and writing a short paragraph.
Ask one of your classmates about an accident that usually happens in his/her
area and write a short paragraph. It can be a dog bite, a car, a fire, a flood,
falling down, or any other type of accident.

Be sure that your classmate has sufficient information about the accident.
Use the following questions to collect the information.

1. What type of accident do you see/hear about in your area?

2. Where does the accident happen?
3. When does the accident happen?
4. What is the cause of the accident?
5. What happens as a result of the accident?
6. Can the accident be avoided?
7. What should be done to avoid the accident?

Now, organise the information you have got into a short report. You may use
the following as an example.

A Fire Accident
In Boshe village, fire accident happens frequently because of wildfire caused by
honey hunters. Usually, in October and June, honey collectors burn fire to smoke
their hives and avoid the bees to collect honey. But they forget to extinguish the
fire when they leave the area. Before they reach their homes, the fire expands and
destroys forests, harvested crops and houses in the surrounding area. To control
the wildfire, honey collectors should use fire very carefully. They must be sure to
extinguish the fire before they leave the place.

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Week 12 Day 4
Lesson 16
Form groups of five and identify two major accidents you have faced or seen at
or around your school. Then, write a paragraph describing the accidents and
how to avoid them. Present your paragraph to your class. You can use the some
of the following guidelines and expressions.

Guidelines:

1. Major types of accidents at our school

2. Main causes of the accidents
3. Effects of the accidents
4. What the school should do to avoid the accidents
5. What students should do to avoid the accidents
Preventing accidents is easy when you know what to do.
• Be alert whenever playing/driving ...
• Watch your friends carefully. …
• Avoid sharpen materials in /around play grounds. …
• ALWAYS wear your safety shoes/belt. ...
• Avoid excessive speed. ...
• Never use cell phone while crossing a road/driving

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MINERALS
Learning outcomes
Up-on successful completion of this unit, you will be able to:
• anticipate the topic of the talk
• extract specific information and main ideas from listening texts;
• identify major sections of a reading passage;
• answer reading for details questions;
• read maps and pictures to write summaries;
• figure out meanings of new words from the context;
• employ the Present Simple and Present Continuous passive voice to
talk and write about minerals ;
• identify and use different types of nouns ;
• talk about types and uses of minerals;
• use correct punctuation marks in paragraph writing; and
• write a short paragraph on the uses of minerals.
Unit 4| MINERALS

Section 1: Listening
Week 13 Day 1
Lesson 1
Activity 1: You are going to listen to the first part of 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?

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 ______ minerals.
e. Examples of non-metallic minerals are limestone, ________, and ______.

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Activity 4: Listen to the text again and circle the letter of the
sentences you have heard 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.

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. List 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 1a and b above.

Minerals Areas of Deposit

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

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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: In groups of three, discuss the uses of a

mineral you know well and report your ideas to the class.
You may ask your Environmental Science teacher for
more information. An example is given below.

Example:

Gold is a precious metal. It is used for making jewelleries. Gold is also used for
exchange of currency.

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Section 2: Reading
Week 13 Day 3

Lesson 3
Activity 1: With a friend, 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. 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

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

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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)

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
b. Emphasizing socio-economic uses of
Paragraph 2
minerals
Paragraph 3 c. Introducing economic minerals
Paragraph 4 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: ___________________________

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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?
Activity 2: Based on the information in the passage, decide if the following
statements are True or False. Then, compare them with a friend’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.
Note: Symbols of minerals
O = Oxygen Mg = Magnesium

C = carbon Ca = Calcium

Si = Silicon Na =Sodium

Al= Aluminium Fe = Iron

K = Potassium Cl = Chlorine

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Activity 2: Complete the text with the right information

from the diagram. Then compare your answers with a
friend’s .
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 and reflect your ideas.

Why do we care about minerals?

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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. They
are written in bold so you can find them easily. In
pairs, match them with their meanings on the right.

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
5. manufacture d. digging into the ground for minerals
6. precious e. basic structures and facilities
7. nutrition
f. process of providing and receiving food
8. backbone
g. producing goods in a large scale
9. infrastructure
h. to take or get something out
i. extracting stones such as granite, clay stone, etc. from the
earth

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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.

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.

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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.
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.

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Section 4: Grammar

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?

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.

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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.
A. Note: In the passive voice, sometimes, mentioning the actor or doer of the
action may not be essential or it can be unknown.

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.

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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.

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 written 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.

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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.

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.
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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

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Grammar Summary
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

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

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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

Week 15 Day 3
Lesson 11
Countable and Uncountable Nouns

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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

Grammar Summary

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.

Activity 2: ‘How much’ or ‘How many’

Underline the right word in brackets to complete each

sentence correctly. Compare your answers with a friend.

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

2. How (much/many) wine do you drink a week?
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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

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.

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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

• 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’:
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• potato potatoes
• avocado avocados
• mango mangoes
• tomato tomatoes

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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Grammar Summary

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.

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.
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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
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.”

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•Mary has a little lamb farm and gets a good tax deduction from government,
so her family doesn’t get fleeced on taxes.

Activity 2: Choose the correct verb for each sentence.

1. The children (wants/want) to go to the shop with their

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 Yared (see / sees) Mahlet, he (exclaim/exclaims) ‘How she is
beautiful!

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.

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Activity 2: Match the examples below with the uses of a comma
listed above.

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

Week 16 Day 4
Lesson 16
Writing a paragraph that explain uses of a mineral
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 friend.
• Then, write your paragraphs individually.
• Finally, compare your paragraphs.
• Check that you have used the right punctuation marks
.

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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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BEEKEEPING
Learning outcomes
Up-on 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 comparison and contrast paragraph.
Unit 5| BEEKEEPING

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 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.

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 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 com-
pound.

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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 friend.
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.

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. . ………….

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Section 2: Speaking
Week 17 Day 3
Lesson 3
Telephone Conversation
Speaking on the telephone can be difficult because you can’t see the other person.
But it’s actually easier than you think if you learn the appropriate language. So, first
let’s learn some essential telephone vocabulary and expressions, and then you’ll
practise examples of formal and informal telephone conversations.

A. Telephone vocabulary
There are different types of phones.
• Cell phones or mobile phones (a cell phone with more advanced capabilities is
called a smartphone)

• Pay phones or public phones are used by everyone at public places, especially
around airports, bus and train stations.

• The regular telephone you have in your house is called a landline - to

differentiate it from a cell phone.

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B.Telephone expressions
Introducing Yourself

Once the call is connected, you want to introduce yourself to the person on the
other end of the line. Here are some expressions you can say.
• Hello, my name is…… (formal and informal)

• Hello, allow me to introduce myself. (formal)

• Hello, this is (name). (formal)

• It’s (name) speaking. (informal)

Asking To Speak To Someone
If you require speaking to a specific person, you will need to request that they are put
on the line. You can do this by using one of the following phrases.
• May I speak with (name), please?(formal)

• Is (name) there? (informal)

• Would (name) be available to take my call? (formal)

Activity 1: Read the telephone conversation and answer the following questions
in complete sentences.

1. Who was calling?

2. What was the caller’s telephone number?
3. Where was Mike?
4. Why did the caller call?
5. Did the caller want Mike to call him back?

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Calling a friend

A: Hello.
B: Hello, may I speak to Mike?
A: I’m sorry, but he’s out to play football right now. Would you like to leave a
message?
B: Yes please. Would you please tell him that Halefom has called to ask if he
would like to do our homework with me? I think it’s good to study together.
A: Well, al-right. Could you spell your name, please?
B: Ok. Halefom, it’s spelled H...A…L…E...F…O…M, Halefom.
A: Got that. Could I have your telephone number, please?
B: Yes. It’s 011 6 45 8167
A: So, it’s 0116458167. Shall I have him call you back later today?
B: Yes, please. Thank you so much!
A: No problem. Bye.
B: Bye.
Now, in pairs practise the following conversation. Take turns to exchange the
roles of ‘A’ and ‘B’

Activity 2: In pairs, practise the following conversations. Change your roles as

Helen and Rediet.
Conversation 1:
Helen: Hello, Rediet.

Rediet: Hello, Helen. I want to talk to you about our group work.

Helen: That’s great! You know Rediet, bees work cooperatively to produce the
sweet honey. We should also come and work together to obtain better
results.

Helen: That’s a good idea. When and where shall we meet?

Rediet: Our group members are waiting for us in the school compound. Would you
come please quickly?
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Helen: Of course. I’ll be there in minutes. Our school compound is suitable for
group work.

Rediet: Hence, see you there.

Helen: See you, too.

Conversation 2:
Helen: Hi, Rediet.

Rediet: Hi, Helen. Talk to you about our group work.

Helen: Great! Better to work together like the bees to get better results.

Helen: Good idea. When and where to meet?

Rediet: Friends are waiting for us in the school compound. Come quickly?

Helen: Yeah. In minutes!

Rediet: Really!

Helen: Certainly.

Now, look at the expressions the two speakers use in the two conversations.
What difference do you observe?

Activity 3: Conversation completion

Sit in pairs and complete the following telephone conversation

with appropriate expressions. Then, practise and present it to
your class.

Kemiso: (1) ________, (2)____________________

Jalal: Hi Kemiso, where are you? I hope you’re ready for our Sunday program.
Kemiso: Well, I’m at home now. I have collected some money for our purpose.
Jalal: (3)_________________________. (4) __________________________?
Kemiso: Oh, only 200 Birr.
Jalal: That’s a very big money. I have got (5) ____________ so far. I hope I will
make it 300. There are some promises from my neighbourhoods.
Kemiso: You’re half way through. Keep it up! Together we will have 500.

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Jalal: It is enough for us to (6) ________________________________ to clean our
school compound.
Jalal: Yes, I hope we will make our school very clean and surprise our teachers on
Monday.
Kemiso: Right. Two of my friends are also voluntary to join us. If we always work
cooperatively, we will be successful in our life.
Jalal: (7) __________________________________. I am glad to see them there.
Kemiso: See you then.
Jalal: (8) ____________________________________.

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 friends 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.
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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
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)

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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.
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 friend.

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 friend.

Activity 2: If the following sentences are put in the correct order,

they summarise the passage. Therefore, with a friend, 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
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Lesson 6
Discussion and reflection

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 friend.

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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?
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
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?
NB. The story narrates about something happened in the past and all the
verbs are in the Simple Past tense.
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.
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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 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 friend, 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.

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Week 19 Day 1

Lesson 9
A. 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.

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?

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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.

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 friend’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)
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 dish? Adanu did not cover the dish.
Feye returned the book. Did Feye return the book? Feye did not return the book.

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Students pushed the door out. Did the students push the The students did not push the
door out? door out.
We solved the problem. Did we solve the problem? We did not solve the problem.

Week 19 Day 2

Lesson 10
The Simple Past with Irregular Verbs
Activity 1: With a friend, 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.
• A: Babies sleep for a long time.
B: The babies slept for hours.

Have you noticed that the verbs in A are in the Present Simple Tense while the
verbs in B are in the Past Simple Tense? Also, have you noted that ‘talked’ and
‘used’ are regular past while ‘slept’ is irregular past?

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 friend, 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.
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.

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.

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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 friend, compare the two texts. Pay
attention to the words written in bold.

Text A:

Honey is a thick and sweet fluid. Honey is produced by bees from plant nectars.
Honey is commonly used as a sweetener in food, but should be avoided in infants.

Text B:

Honey is a thick and sweet fluid. It is produced by bees from plant nectars. It is
commonly used as a sweetener in food, but should be avoided in infants.
Have you noticed that in Text A the noun ‘honey ’ is used repeatedly? However,
in Text B the repetition of the noun ‘honey ’ is replaced with the pronoun ‘it’.

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.

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Personal Pronouns Subject Object Possessive

Singular I me my, mine
you you your, yours
he, she, it him, her, his, her/hers,
it 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.

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.

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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.

Week 20 Day 1
Lesson 13
Compound personal pronouns
Activity 1: With a friend, 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 ___________________.

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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.

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

Sarah has difficulty in 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 2
Lesson 12
Possessive pronouns and contractions (short forms)
Activity 1: Which of these sentences are correct? Why?
1. 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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Grammar Summary
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.

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.

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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 the Simple Past Tense

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.

Examples: I ate my breakfast.

I studied English.
1. Compare your sentences with a friend and do necessary corrections.

Activity 2: Sentences 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, _______________________.

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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 note.
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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 UNIT SIX

WATER POLLUTION
Learning outcomes
Up-on successful completion of this unit, you will be able to:
• guess the topics of the listening texts;
• listen for major themes 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 contexts;
• talk about past habits;
• express abilities and possibilities using appropriate modals;
• ask for and offer permission;
• talk about water resources in your area;
• 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.
Unit 6| WATER POLLUTION
Section 1: Listening

Week 21 Day 1

Lesson 1
Activity 1: Before you listen to the listening text, answer the follow-
ing questions with a friend.
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
• contaminate
• toxic
• pollutant
• poisonous

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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 each picture from the list below.
sewage oil spill rubbish/ trash solid waste
plastics ships industrial waste

1________________ 2_______________ 3___________

5____________
4 _______________ 6____________

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

Activity 3: Listen to the text again and underline the right infor-
mation to complete the sentences. Then, compare your answers
with a friend.

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 round
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
b. a chemical used for killing insects
2. toxic chemicals
c. farm animals’ solid waste matter
3. insecticides d. poisonous chemicals
4. dumping e. a substance that contaminates air and water
f. waste food, paper, etc. … that we throw
5. household garbage
away
6. contaminants

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 friend’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 environ-
ment.
3. Water pollution increases ___________significantly in the water bodies.
4. Water pollution spoils the entire _________________.

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Reading1:

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

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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 envi-
ronment

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 pollu-
tion.
3. According to the passage, a healthy ecosystem depends upon clean envi-
ronment.
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 inter-

viewees. 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
Reading 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?

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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.

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.

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)

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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

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

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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

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”
1. You can use my ruler to line your paper.
2. Students can sit anywhere they like.
3. 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.
B: Can she walk outside without any support?
A: Yes, she can go shopping by herself.
B: Can she drive a car?

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B: What a strong grandma you have!
A: I am glad she is still strong!
Now, can you tell your friend 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 friend 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 Mary couldn’t finish her homework
a child. last night.
Last night, there were no clouds in the sky You couldn’t find the website this
and they could see all the stars. morning, could you?
When I was a young child, I was able to I wasn’t able to finish my test
tie my shoes. yesterday.
Shimelis was able to complete the Paulos wasn’t able to pass the
assignment. exam.

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

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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?

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
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Grammar Summary

Modal verbs for expressing permission

We can use ‘can’, ‘could’ and ‘may’ when we ask for, give and refuse permis-
sion.

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 situa-
tions, 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.

• 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!

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Week 23 Day 3

Lesson 11
III. Modals for expressing possibility: ‘can’, ‘could’, ‘may’ and ‘might’

Activity 1: Look at this conversation with a friend.

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?

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 find her, then?

B: Maybe, you ________________________________.

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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?

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.

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Week 24 Day 1

Lesson 13

Activity 1: Study the following examples and rewrite the sen-

tences 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.

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.
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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 nega-
tive, 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

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
2. Blood is thicker than water. you may not be able to trust.

3. Don’t make waves B. These two people are absolutely con-

trasting.
4. To throw water on fire
C. In trouble; in a place you do not feel
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
7. In deep water are doing
8. Dry up your drip. E. It is very easy to do
9. Don’t wash your clothes in public. F. Not feeling at home where you are

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 prov-
erbs with your friends.

a. hold water
a. like a duck to water
b. make/pass water
c. be in hot water.
d. pour cold water on…

Do you know similar water proverbs and sayings in your language? List
some and explain their meanings 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
• in deep water
• blood is thicker than water
• doesn’t hold water
• to be like oil and water
• test the water
• spend money like 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 al-
ways 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 do-
ing 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 wa-
ter 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 debris
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.
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.

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• 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

Writing about 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 munici-
pal 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
friend and do peer-correction. Improve your writing and
post it on your class notice board.

• Select a polluted water body: a spring, a pond, a well, a river, or a lake, in your
area.
• Ask questions 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 the answers you have got on a piece of paper.
• Arrange, revise and proofread your note;
• Write your final draft. You can use the sample paragraph below as an example.

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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
Learning outcomes
Up-on 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;
• ask for and giving directions;
• retell stories of good citizens;
• talk in English about topics related to responsible citizenship; and
• write biography and life history of people they know very well.
 GOOD CITIZENS | Unit 7

Section 1: Listening
Week 25 Day 1
Lesson 1
Activity 1: With a friend, 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?

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:
f. be helpful to others
g. ____________________________________, and
h. have integrity
3. Have a good relationship with others:
i. ____________________________________
j. ____________________________________, and
k. 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 friend.

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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
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.

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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?

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 friend, 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

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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 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)

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.

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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)

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.

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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 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 synonyms 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: The following words in Column A are taken from

Passage 2 above. Match the words in Column A with their
antonyms given in Column B

No Column A No Column B
1 believed (paragraph 1) A determined
2 like (paragraph 1) B healthiness
3 happy (paragraph 1) C doubted
4 illnesses (paragraph 2) D lose
5 poor (paragraph 2) E sad
6 hard (paragraph 2) F dark
7 light (paragraph 2) G uncaring
8 responsible (paragraph 3) H easy
9 win (paragraph 3) I challenge
10 hesitating (paragraph 3) J detest
K financial support
L Well to do

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Section 4: Grammar
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 friend, 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).

Grammaer 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.
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?
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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’.

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.

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Activity 2: Rewrite the following sentences in passive voice and

check your answers with a friend. 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?

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

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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.

Activity 2: With your friends, 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.

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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).

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.

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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?
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)
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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.
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
c. hold it carefully
3. When using knives d. look left and right before you cross the
4. When there are broken road.
bottles on walk ways or e. play away from the road or the play
grounds.
play grounds
f. play away from wells and ponds/rivers/
5. When taking medicines 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.
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 friend’s.
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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 com-
mon 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
B: Really? You should children shouldn’t
watch violent TV my parents or my friend?
study harder. shows.
A: It’s really cold (“ought to” is not usual- (“ought to” is not common in
outside. ly used in the negative question form)
B: You ought to wear a form)
warm jacket.
A: You had better slow You had better not for- (“had better” is not usually
down. get to pay your tuition.
If you do, the university used in question form)
You are driving too fast! will kick you out!
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!

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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
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

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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?
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 friend.
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 doctor 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.

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?
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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
friends. 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 • help others

• disciplined • punctual

• clever • 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 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

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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 • respectful
• fair • punctual
• hard working
• honest • neat well dressed
• love all
• helpful

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
Learning outcomes
Up-on successful completion of this unit, you will be able to:
• use your prior knowledge to predict the topic of a talk;
• answer listening for specific and detail information questions;
• ask for and give advice on health-related problems;
• ask for and give directions to healthcare facilities;
• answer reading comprehension questions;
• use synonyms/antonyms of the given words in sentences;
• learn 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 appropriately; and
• write a persuasive paragraph.
Unit 8| HEALTHCARE FACILITIES

Section 1: Listening
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 friend.

• 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)
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.

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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.

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.

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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.

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 friend, 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?

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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 • Continue straight on

• Go straight • Turn right / left at the light / corner /

stop sign
• Got it
• I understand
• Opposite
• Do you understand?
• Take the first / second / third / right
• Get on the bus/taxi / train
• Go right / left / straight at the light /
corner / stop sign • Follow the signs for the hospital/
school/museum / shopping mall/ exit

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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 friend 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?

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.

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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: ______________________________________________________?
Helen: I’m sorry. I’m not from here so I don’t know my way around. But I know a
library near here.
Leul: How far is it?
Helen: ___________________________________.
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: _________________________.
Leul: Many thanks.
Now, with a friend, write and practice similar dialogues.

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Unit 8| HEALTHCARE FACILITIES

Section 3: Reading
Week 30 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?

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

issues
3. Imaging and radiology centres
c. To manage diabetes and make lifestyle
4. Orthopaedic rehabilitation
adjustment
centres
d. To have diagnostic imaging services

e. To services to communities affected by

natural or human-made disasters

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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.

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 30 Day 2
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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.

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
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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)

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?

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Week 30 Day 4

Lesson 8
Reading 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.

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.

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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.
1. 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.
2. 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.
3. The story is__________________
a. a true story
b. a fiction
c. a biography

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Activity 2: Look at the expressions written in bold in the sentences

below. Circle the letter of your choice that best explains the words/
Phrases in bold
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
c. the king became potato seller
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
4. 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 friend, 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 ill-
8. monitor ness
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 friend’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.
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 ____________.

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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

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.

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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
4. at death’s door c. to stop breathing for a moment
5. on one’s feet d. completely recovered from illness
6. sick at heart
e. feeling great disappointment, fear or
7. catch one’s breath
unhappiness

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
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.
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.

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Week 31 Day 4

Lesson 12
ii. Past Continuous negative
Activity 1: With a friend, 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)
iii. 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)
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 friend.

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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.

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.

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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 theAnt 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)

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.

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Activity 2: Complete the sentences with the Past Continuous

forms of the verbs in brackets. Then, check your answers with a
friend. 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.

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.

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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.

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 friend.

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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.

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.
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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.

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.’
1. 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

Learning outcomes
Up-on successful completion of this unit, you will be able to:
• answer pre-listening questions that will help you be ready to listen;
• do listening for specific information activities;
• identify major ideas from a listening text;
• talk about similarities and differences of people in English;
• read and comprehend written texts for various purposes;
• use synonyms and antonyms for given words in sentences;
• learn and use new words related to unity and diversity while writing
sentences and paragraphs;
• make sentences in the Present Perfect Simple Tense;
• use the right time expressions with the Simple Present Tense; and
• talk about your identities and stories; and
• produce paragraphs and posters that can demonstrate ‘Unity in
Diversity.
 LIVING WITH DIFFERENCES |Unit 9

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?

1. What makes people different?

2. What if we all were exactly alike? What if everyone spoke the same language,
had the same religion, etc.?

3. 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
• merchant
• garment
• aggressive
• innocent
• 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.

• sex • hobbies
• religion • abilities
• nationality • education
• wealth • work
• ethnicity • 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:
• age
• sex
• height
• size
• colour
• ability
• behaviour
• religion
• ethnicity
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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)

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Section 2: Reading
Week 33 Day 3
Lesson 3
Reading 1

Activity 1: With a friend, 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 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

1. In groups of three, discuss the similarities and differences
in the following pictures. Then, answer the questions that
follow.

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(Source: Elizabeth Cole and Julia Kamenshikova, 2021)

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 friend.
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?
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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, 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.

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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>)

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)

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Post- reading activity
Activity 3: In groups of four, discuss how the concept of ‘Unity in
Diversity’ works:

a. in your family,
b. in your school, and
c. in Ethiopia.

Week 34 Day 1

Lesson 5
Reading 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.

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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. 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)

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Activity 2: With a friend, 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?

Section 3: Vocabulary
Week 34 Day 2

Lesson 6

Activity 1: The words in Column A are used in the reading

passage. With a friend, match them with their meanings in
Column B.
‘A’ ‘B’
1. signifies A. development, growth, advancement
2. praiseworthy B. unrests, conflicts
3. evolution C. remarkable, important, significant
4. noteworthy D. shows, indicates
5. tolerance E. success, triumph
6. victory F. exemplary, admirable, worth
7. riots G. conflicts, instabilities, disorders
8. disturbances H. acceptance, patience

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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

Section 4: Grammar
Present Perfect Simple Tense
Week 34 Day 3

Lesson 7
i. Affirmative form

Activity 1: With a friend, look at the following sentences taken from

the listening and reading teaxts. 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.
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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.
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.
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• 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’.

Activity 2: Rewrite the following sentences in the negative form.

Then, compare your answers with a friend.

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.

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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?
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 our te-am 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?

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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?

6. They have gone to the USA.

A. Have they gone to the USA?

B. Did they go to the USA?
C. Have they went 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.
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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

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.

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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.
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.

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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. (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 35 Day 4

Lesson 12
Wh-Questions in the Present Perfect Simple
Activity 1: With a friend, 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)
5. I have eaten bananas. (What)
6. The woman has cleaned the rooms. (How many)
7. They have come by train. (How)

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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.

1. James has not finished his homework __________.

2. A: Have you___________been to Jigjiga before?

B: No, I have ______________ been there.

3. He has ______________ travelled by train before. This is his first time.

4. A: Have you _____________ met Eyob?

B: No. I haven’t met him ________.
5. The rain hasn’t stopped___________.
6. She has been in America ____________ six months.
7. My English has really improved _______ I transferred to Grade 5.
8. The guests have not arrived _____________.
9. We have lived in this house _______ the last fifteen years.
10. We have been to Nairobi ________________.
11. 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.

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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.

UN International Day for the

Ethiopian Culture Day at School 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:
Who celebrates it?
When is it celebrated?
Where is it celebrated?
How is it celebrated in the community?
How important is it?

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 UNIT TEN

ASSISTIVE TECHNOLOGY
Learning outcomes
Up-on 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;
• comprehend the messages of reading passages;
• answer various reading comprehension questions;
• figure 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 the future situation,
• talk about your future plans; and
• write a well-organized paragraph describing an assistive device.
Unit 10| ASSISTIVE TECHNOLOGY

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 hard-
ware software accessibility inclusive

Activity 2: Before you listen to the text, answer the following questions with a
friend.

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 friend.

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 infor- b. text telephone

mation 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 disability Limited hand function

impairments impairments

[Source: https://www.open.edu%2Fopenlearn%2Feducation-development%2Fassi+stive-technologies-and-online-learning]

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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 practise the
dialogue.

A mobile phone

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 • laugh • dance
• feel ill • receive voiced • record videos
• send voiced messages messages • play films/music
• think • receive text • make calculation
• send text messages messages
• take photos
• record voice

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?

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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.

3. What can your teacher do to support children with disabilities?

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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
friend.
• 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 friend.

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 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.
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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___________________.

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.

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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
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)

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Week 38 Day 2

Lesson 6
Reading 2
In passage 1, we have read about assistive devices for children with physical, visual,
hearing and communication difficulties. Such difficulties are visible and students
with such problems can get supports from their family, teachers, friends and other
people. But there are children with difficulties or disabilities which are not visible.
Such children may not be easily understood by others. Do the following activities to
learn about such children.

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 Genet begin to laugh?
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 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.
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Mamo was very sad. ’Next time I will be more careful’ he said.
The next day, after Mamo finished the day’s work, the farmer gave him a goat.
Mamo let the got to walk home with him. Unfortunately, the goat ran away and
Mamo arrived home with his empty hands. When he mother saw him, he was afraid
of her, and “He said the got ran away.”
His mother …. And she said, “My boy, you had to tie it with a string.”
On the fourth day, the farmer gave Mamo some meat. Mamo tied the meat with a
piece of string and pulled it 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 by the home of Ras Demissie. During that time, Ras
Demissie’s daughter, Genet, was very ill. She didn’t talk and laugh at all. The doctors
were not able to cure her. Ras Demissie promised, “If anyone could make and talk
my daughter, I would let him marry her.” Every day, Genet sat near the window but
no one could help her.
When Genet saw Mamo carrying the donkey, she began to laugh. Soon she began
to get well. Ras Demissie was very happy. He asked Mamo to marry his daughter.
They were married a few days later; and Mamo, Genet and the donkey lived happily
together for many years.

(Adapted from Ethiopian Folk-Tales (1972)

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 Hardworking Boy
B. Mamo, the Wise Boy
C. Mamo, the Innocent Boy
2. Mamo had __________.
A. physical disability
B. low thinking ability/intellectual limitation
C. hearing impairment
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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 understand what his mother said to him because
A. he didn’t work hard.
B. His mother didn’t instruct/teach him appropriately.
C. The farmer didn’t give him anything.

5. The story tells us that children with disabilities _______________.

A. should not work.
B. cannot learn.
C. should be taught, trained and supported in the right way.

Activity 3: Discuss these questions with your friends and share your ideas to
your classmates.

1. Do you find the story interesting? Why?

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 Genet got married according to Ras Demissie’s wish. She
was not asked whether she liked him or not. Do you think this is a good
practice?

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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 friend, 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 ________.
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

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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 Written as two words
word
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 Written as two words
word

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

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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.

Section 5: Grammar
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: ____________________________________________
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4. I / buy / bread

Affirmative: ___________________________________________
Negative: _____________________________________________
Question: _____________________________________________
Grammar Summary

The Simple Future tense

i. Affirmative/positive

Subject + will/shall + main verb + (object)

e.g. My uncle will come tomorrow.

i. Negative

Subject + will/shall + NOT – main verb + ( object)

e.g. My uncle will not/won’t come tomorrow.

ii. 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
friend.

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)

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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:

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.

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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).

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.
1. Will you visit your grandparents on the coming weekend?
2. Will you talk to the director tomorrow? ( you –plural)
3. Will your father buy you an umbrella?
4. Will your elder brother help you with your homework?
5. Will you study English with your friend?
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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?
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?
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.

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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.

Grammar Summary
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 Sim-
ple 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.

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.

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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.
B: A car will be bought next month.
4. A: India will win the match.
B: The match will be won by India.

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Grammar Summary
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

264 Ethiopian Grade 5, English Student Book

 ASSISTIVE TECHNOLOGY |Unit 10

Section 6: Writing
Week 40 Day 3
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.

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Unit 10| ASSISTIVE TECHNOLOGY

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:
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 friend for peer-comments.
• Review and write your final draft.
• For better description, you can post the picture.

266 Ethiopian Grade 5, English Student Book

 Appendix
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

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Appendix
36 drink drank drunk
37 drive drove driven
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 tell lied lied
the truth)
72 light lit/lighted lit/lighted
73 lose lost lost
74 make made made
75 may might …
268 Ethiopian Grade 6, English Student Book
 Appendix
76 mean meant meant
77 meet met met
78 mow mowed mown/mowed
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
Ethiopian Grade 6, English Student Book 269
Appendix
117 steal stole stolen
118 stick stuck stuck
119 sting stung stung
120 stink stank stunk
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

270 Ethiopian Grade 6, English Student Book

 Appendix
Appendix 2: Infinitives without ‘to’
Verbs + Infinitives without ‘to’
We use the Infinitive without ‘to’ after the following:
1. After auxiliaries/modals: can, could, may, might, must, mustn’t, needn’t, shall, should, will,
would
He can/ could run very fast.
I may/ might fly to Africa this summer.
I must/ mustn’t go now.
You need/needn’t pay the bill.
We shall/should sing a song.
She will/would cook a meal for his birthday.
2.After the auxiliary do
I don’t know.
She doesn’t work
3. After some structures such as: had better, would rather, would sooner, why not, why should
we, why should we not
You had better clean up your room.
Susan would rather study for her exam tomorrow.
I would sooner read a book than watch this film.
Why not ask your neighbour for help?
Why should we go by car?
Why should we not go by car?
4. After verbs of perception + object (action has finished): feel, hear, notice, see, watch
She felt the rain fall on her face.
I heard Peter sing a song.
Mandy noticed the boy climb the tree.
They saw him climb up the roof.
He watched the thieves steal a car.
5. After ‘let’: let + object, let’s
Sifen let her child go out alone.
The mother let her daughter decide on her own.
Let’s go for a walk through the park.
6. After ‘make + object: make
She made Solomon and Martha clean the room.

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Appendix

Appendix 3: 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
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

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 Appendix
English verbs that are used before the infinitive with ‘to’
English verb Example combination
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
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)

Ethiopian Grade 6, English Student Book 273

2 |Pg.No.