English Grade 7 PDF

English for Ethiopia
Student Textbook
Grade 7
Authors
Wagaba William (Phd)
Tarekegn Mekonnen
Fekadu Mulugeta
Tindikahwa Edward
Reviewed by
Getahun Gebremedhin
Ejeta Negeri
Demir Zewdu
Federal Democratic Republic of Ethiopia Setting a New Trend in School Book Publishing
Ministry of Education
Acknowledgement
The development, printing and distribution of this Student Textbook has been funded through the General
Education Quality Improvement Project (GEQIP), which aims at improving the quality of education for
Grades 1 - 12 students in government schools throughout Ethiopia.
The Federal Democratic Republic of Ethiopia received funding for GEQIP through credit/financing from
the International Development Association (IDA), the Fast Track Initiative Catalytic Fund (FTICF) and other
development partners - Finland, Italian Development Cooperation, the Netherlands and UK aid from the
Department for International Development (DFID).
The Ministry of Education wishes to thank the many individuals, groups and other bodies involved -
directly and indirectly - in publishing the textbook and accompanying teacher’s Guide.
© Federal Democratic Republic of Ethiopia, Ministry of Education.
First published 2003
The copyright in all drawings, documents and other materials in the textbooks and teacher guides,
containing data and information furnished to the Purchaser by the Supplier herein shall remain vested in
the Purchaser for a period of five (5) years from receipt of textbooks and teacher guides. Extension of
this period can be negotiated through agreement by both parties as per contract number MoE/GEQIP/
IDA/ICB/07/09-G.
Publisher
MK Publishers Ltd.
MK Book House
P. O. Box 12385 Kampala
Tel : +256 414-269150
Fax : +256 414-269150
website: www.mkpublishers.com
Kampala - Uganda
ISBN: 978-99944-2-241-8
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form by any means (including electronic, mechanical, photocopying, recording or
otherwise) either prior written permission of the copyright owner or a licence permitting restricted copying
in Ethiopia by the Federal Democratic Republic of Ethiopia. Federal Negarit Gazeta Proclamation No.
410/2004 Copyright and Neighbouring Rights Protection Proclamation, 10th year, No. 55, Addis Ababa,
19th July, 2004.
Layout and design - Violet Hilda Nabankema Illustrations - George Kizza

Cover design - Nathan Baryongo Editorial - MK publishers Ltd. Editorial Board
Disclaimer
Every effort has been made to trace the copyright owners of material used in this document. We
apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate
acknowledgement in any future edition.
Table of Contents
Unit 1 : My village/town ............................................................. 1
Unit 2 : Ethiopian languages ..................................................... 19
Unit 3 : Holidays and Festivals ................................................. 33
Unit 4 : I am going to visit Lalibela ............................................ 49
Unit 5 : Adwa ............................................................................. 65
Unit 6 : How is a gabi made? .................................................... 77
Revision Unit One .......................................................................... 95
Unit 7 : Have you ever? ............................................................. 101
Unit 8 : How does it work? ........................................................ 115
Unit 9 : Traditional games ......................................................... 129
Unit 10 : Taking care of animals .................................................. 143
Unit 11 : Say no to early marriages ............................................. 159
Unit 12 : I have already done that.................................................. 171
Revision Unit Two .......................................................................... 184
VOCABULARY .............................................................................. 188

Unit 1:Unit
My Village/Town
1: My village/Town
Grade 7
Objective
In this unit, you will discuss the meanings of places, names and develop your understanding
of African countries.
A Listening and speaking

LESSON one
Introduction and greetings
Using: What is your name? How are you?
Nice/pleased to meet you.
How do you do?
Activity 1
Read and act the conversation.
Ali : Hello! What is your name?
Tola : My name is Tola.
Ali : Nice to meet you, Tola. How are you?
Tola : I am very well, thank you.
Ali : This is Asnaku, my classmate.
Tola : How do you do?
Asnaku : How do you do?
Tola : I am pleased to meet you, Asnaku, Where do you live?
Asnaku : I live in Adwa with Woizero Tirhas Goitom.
Tola : Oh, Adwa! My uncle Ato Kefle works there.
Asnaku : And what do you do, Tola?
Tola : I am a student at Addis Mixed School.
Asnaku : Who is your headmaster?
Tola : My headmaster is Ato Asegid Teshome.
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Unit 1: My village/Town
Grade 7
Talking about ourselves

Activity 2
Work with a partner. Take turns to ask and answer these questions.
1. Do you like listening to music?
2. What sort of music do you like?
3. What are you wearing?
4. What is your teacher wearing?
5. What did you do last night?
6. What will you do tonight?
Exercise: Fill the blank spaces with correct words to complete the sentences.
1. Where ______ you live?
2. ______ she have many brothers?
3. Where ______ you go for Christmas last holiday?
4. What ______ he always do on Sunday?
5. I ______ know how to swim.
LESSON two
Activity 1
Look at the pictures of homes A and B and describe each picture to your partner.
A My village home B My town home
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Grade 7
Exercise 1: Answer these questions about the pictures. Work with a partner.
1. What materials are used to construct houses in your village?
2. Point out some of the differences between houses A and B.
3. Of the two houses, which one is easier to build and why?
4. What materials were used to construct house B?
5. State which house you would prefer to live in and why.
Exercise 2: Draw a picture of the house you would like to live in. Explain to your
partner why you would like to live in such a house.
Listening practice
Activity 2
Your teacher will read out the names of some African countries. Write them in your
exercise book. Look up their capital cities in an atlas and put them in a table.
Example:
Country Capital city
Zimbabwe Harare
LESSON three
Vocabulary Practice
Activity
In groups, discuss what your names mean. Find out the meanings of the names of
your home areas and other places. Compare your findings.
Origins of names and their meaning

Did you know that most names of people and places are given according to people’s
occupations, places of birth, appearances or great events at the time of birth?
A. These are some examples from Britain:
1. The name Cooper was named after the people who made barrels.
2. Cutler referred to those who made knives.
3. The name Fletcher was named after those who made arrows.
4. Sykes meant a very small stream.
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Grade 7
5. Thorpe referred to a small village.

6. Smith referred to those who made things from metal.
B. Here are some examples from Ethiopia:

7. Addis Ababa means new flower.
8. Arba Minch means forty springs.
9. Nechsar refers to white grass.
10. Tarekegn means reconciliation.
Exercise 1: Read the words in the table. Identify the names of countries.
town area Djibouti Uganda Zimbabwe Mogadishu
village Africa Kenya Sudan Nairobi city
countries Tanzania Somalia South Africa surname Mr.
Mrs. pleased Miss Ato
Exercise 2: Fill each gap with the words from the table above.
1. Tola said his _______ was Tadesse.
2. Kenya, Tanzania, Egypt and Uganda are some of the African_______.
3. _______ Shume visited our village last year.
4. What does the name of your _______ mean?
5. _______ hosted the World Cup in 2010.
6. There are a lot of people living in _______ city.
7. I was _______ to travel to Kigali in Rwanda.
8. _______ is found in the North East of Ethiopia.
Lesson four
Using : Does ... / Do ...? Yes ... / No ...
Ask your partner the following questions.
Examples: (a) Do you know the English translation of your village’s name?
No, I don’t.
(b) Does he know all the names of the countries in Africa?
Yes, he does.
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Grade 7
Activity 1
Respond to the following questions using the examples on page 4.
1. Do you know the meaning of your teacher’s name?
2. Does Tura know the name of the country south of Ethiopia?
3. Do you know the meaning of Sof Omor?
4. Does she know the meaning of Nekemte?
5. Do you know the meaning of Gosh Bado?
6. Do you know the meaning of Shashemene?
Activity 2
Work in pairs to match questions from table A with the responses from table B.
Example: Bahiru : Do you know the meaning of the name of your village?
Ali : Yes, I do. / No, I don’t.
Table A
I my village’s
you your town’s
Do we our
know the meaning of city’s name in English?
Does they their
he his street’s
she her road’s
Table B
I do.
you
Yes, don’t.
we
they does.
No,
he
she doesn’t.
Exercise 1: Form questions beginning with the word in brackets.

1. Ali goes to work. (What ...?)
2. They go to the cinema. (Where ...?)
3. Girls visit their grandparents. (Who ...?)
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Grade 7
4. My brother repairs vehicles. (What ...?)

5. Kabede owns that shop. (Who ...?)
6. Our teacher comes by bus. (How ...?)
Exercise 2: Form sentences from these tables and write them in your exercise book.
Do I/we/you/they work? I/we/you/they don’t work.

come? come.
Does he/she/it study? He/she/it doesn’t study.
Grammar Highlight
yy The present simple tense of a verb is the same as the verb’s base form except for the third
person singular which adds -s, -es or -ies, for example: picks, goes, carries.
yy This tense expresses a constant, repeated or historical action or examples.
yy It can also express a general truth or fact: River Nile flows from Lake Victoria.
Lesson five
Grammar practice: Using: Who ... / What ... / When ... / Where ... / Which ...?
Activity 1
In pairs, discuss and answer the following questions.
1. What is the name of your village?
2. Which country lies south of Ethiopia?
3. Where do you expect to spend your holidays?
4. When does your parent take you for a tour?
5. Who teaches you about towns and cities?
Exercise 1: Match the words in A with their responses B.

Table A Table B
Why time is it?
Whose is his new car?
How fast are you laughing?
What brothers and sisters do you have?
How big is your town?
How many coat is this?
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Grade 7
Exercise 2: Match the expressions with their responses. When do we use these expressions?
How are you? Good night.
Hello, Lake! Good morning!
How do you do? I am fine, thank you.
Good night! Pleased to meet you, Desalegn.
Good morning! Not at all.
Hello, I’m Desalegn. Thanks.
Thank you very much. How do you do?
Feel at home Hello, Habiba!
Activity 2
Discuss the different places you know in and around your area. Talk about the location
and anything attractive found there.
1. What makes some places better than others?
2. Give meanings of the names of the places you know.
3. Write the names and their meanings in your exercise book.
Lesson SIX
Poem
Read the poem and answer the questions that follow.
My Village, My Town
My small village,
the meaning?
‘Little cabbages’
My small village
the vegetable basket
of cabbages
My big town,
the meaning?
‘new white gown’
My big town
people wear white and brown
befitting my town’s meaning
(Matthew Kivumbi)
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Grade 7
1. What is the meaning of the small village?

2. Why is the small village referred to as ‘little cabbages’?
3. Do you think the speaker is happy about his or her small village?
4. What colours do people wear in the big town?
5. Why do they wear those colours?
6. Of the small village and the big town, where would you prefer to live? Why?
Activity
Write a poem describing your home, village or town.
B Reading
Lesson Seven
Activity 1
Work with a partner. Study the map of Africa and name the capital cities of at least
twenty countries.
Map of Africa
Source: MK Primary Atlas, 2008
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Grade 7
Activity 2
In a small group, discuss these questions.
1. In which continent do you live?
2. Name the countries to the East and South of Ethiopia?
3. Apart from Africa, name the other continents of the world?
4. What is the largest continent in the world?
Share your answers with other groups.
Activity 3
Read the following passage and answer the questions that follow.
Africa
Africa is one of the seven continents of the world. A continent is a large mass of
land. Asia is the largest continent in the world. The other continents are Europe,
Australia, South America, North America and Antarctica.
Africa is the second largest continent with about 30 million square kilometres. Now
it has 54 countries, Sudan has been the largest followed by Algeria. Africa has a
population of about eight hundred million people.
Nigeria is the most populated country in Africa. It has over one hundred thirty million
people. Cairo, the capital city of Egypt, is the most populated city in Africa.
Ethiopia is a fairly large country. It is bigger than Kenya and Uganda put together.
It is surrounded by five countries, thus, it is a landlocked country. These countries
are Kenya in the South, Somalia in the East and South-East, Djibouti in the North-
East, Eritrea in the North and Sudan in the West.
Africa is divided into six regions: West Africa, East Africa, Northern Africa, Central
Africa and the Horn of Africa.
Egyptians are found in Egypt and the capital city of Egypt is Cairo. Libya’s capital
city is Tripoli and her people are Libyans. Algeria’s capital city is Algiers. Morocco’s
citizens are called Moroccans and the capital city is called Rabat. Some of the
countries in West Africa are Mauritania, Mali, Senegal, Burkina Faso, Ghana, Guinea
and many others.
Kenya is found in the South of Ethiopia. The people are Kenyans and the capital city
is Nairobi, Tanzania is for Tanzanians and the capital city is Dodoma. Uganda is for
Ugandans and the capital city is Kampala. Mozambique is for Mozambicans and the
capital city is Maputo.
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Grade 7
South West African countries are Namibia for Namibians and its capital is Windhoek.
Angola’s people are Angolans and the capital city is Luanda.
The southern part of Africa is comprised of Zimbabwe occupied by Zimbabweans
and the capital city is Harare. Botswana; the capital city is Gaborone, Republic of
South Africa; occupied by South Africans and the capital city is Pretoria, Lesotho’s
capital city is Maseru and Swaziland, the capital city is Mbabane.
1. How many continents form the world?
2. Which countries border Ethiopia?
3. What is Africa’s total population?
4. Which country in Africa is most populated? Discuss why it is so.
5. Why is Cairo unique from all other cities?
6. Name some countries of West Africa.
Exercise 1: The words in A are taken from the passage. Match them with their
meanings in B.
A B
continent country south of Ethiopia
surrounded a large mass of land
landlocked blocked, has no outlet to the sea
comprised made up of different parts
Kenya in the middle of others
Exercise 2: Based on the passage, find facts about the following places and complete
the chart.
Place Fact
Africa It is the second largest continent.
Egypt The capital city is Cairo
Asia
Sudan
Nigeria
Ethiopia
Libya
Kenya
Namibia
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Grade 7
C Writing
Lesson Eight
Language focus: Letter writing
Activity 1
In groups of four, write two letters. One to a friend or a relative telling him/her about
school, and the other one to a head teacher, applying for a job. Discuss and list down
the differences between the two letters.
The way you begin and end a letter depends on who is to receive it. Letters can be
classified into two categories:
1. Formal letters
2. Informal letters
1. Formal letters are professional or business related letters. They are written politely,
respectfully and directly.
2. Informal letters are letters written to close friends and relatives. These letters are
more personal and don’t really have a strict format.
Activity 2
Using letters you wrote in Activity 1, work with the other groups to discuss the beginnings
and endings of the two letters. Use the information to complete the table below.
Formal/
Letter beginning Letter Ending Letter Recipient Informal
letter
someone you don’t
Dear sir yours truly Formal
know
Dear Dad yours affectionately ________ ________
Dear Ato Selasse
yours sincerely ________ ________
and Woizera Yeshi
Dear Roba yours forever ________
Dear Mum with love close relative Informal
Dear Madam your faithfully ________ ________
someone whose name
Dear Ato Ali Abdosh yours sincerely you may know, but are Formal
not close to
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Grade 7
Exercise 1: Read the formal letter below. Complete it with the words or phrases from
the box.
frequently sincerely application form interested in some information
advertisement to hearing However to improve
Belay Zeleke Road,

Your address P. O. Box 11213,
Addis Ababa,
Ethiopia.
The date 29th January, 2011
Estifanos Endaylalu (Principal)
Name and
address of the ABC English School
person you are P. O. Box 55460
writing to Churchill Road
Dear Mr. Estifanos,
Reference RE: YOUR ADVERTISEMENT
Introduction I saw your (1) _______ for English classes in this Week’s
Reporter Newspaper and I am (2) _______ coming to your
school this summer.
Main part I studied English for six years at school and I have to use English
(3) _______ in my Job. (4) _______, I now feel that it is
necessary to continue with my studies. I would especially like (5)
_______ my pronunciation. Please could you send me further
information about your courses, and an (6) _______? I would
also like (7) _______ about accommodation.
Conclusion I look forward (8) _______ from you soon.
Yours (9) _______
Ending signature Timaine Wede
TIMAINE WEDE.
Exercise 2: Look at the different parts of the formal letter above. Compare it with the
formal letters written in the local languages in your region. Are the names,
addresses and the dates in the same place? Do the letters in your local
language have different greetings in beginnings and endings?
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Grade 7
Lesson nine
Informal letters
Activity
Have you ever written a letter to a friend? Tell your partner what you wrote about.
Exercise 1: Read this letter Hailom wrote to Amil and answer the questions that follow.
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Grade 7
1. Who wrote the letter?

2. To whom was he writing?
3. Mention the existing features Hailom saw in Kenya.
4. What attraction sites are found in Adwa?
Exercise 2: Assume you are Amil. Write a reply letter accepting Hailom’s invitation.
Lesson Ten
Guided composition: A formal letter
Activity 1
In pairs, revise the main parts of a formal letter.
Exercise: Use the given words to complete the formal letter below in your exercise book.
organise grateful considered Sir
faithfully 22nd Jan. 2010 Manager Director
Addis International Academy,

P. O. Box 247,
Addis Ababa.
...................................
The General .................,
Addis Touring Services,
P. O. Box 427,
Addis Ababa.
Dear ..................,
RE: TRIP TO NAIROBI
I am writing to find out if your company can ................................ school trips to
countries outside Ethiopia.
I would be .................... if you sent me/provided me with the details of such an
organisation.
My ............... would be willing to pay the required funds.
I shall be grateful if my request is ..................
Yours ....................,
Abel Kebede
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Grade 7
Activity 2
Imagine you are a newly qualified teacher. Write an application letter for a teaching
job to the school Director.
Lesson ELEVEN
Guided composition
Exercise 1: Use the given words to complete the paragraph.
chicken rear relatives happy free
My Village
My village is about five kilometres from Desse Road. Our people are cultivators and
specialise in vegetable production. They also ______ a few goats and ______. The
people are very friendly. My parents are always very ______ when I come home for
holidays. I help them in the garden. In my ______ time, I visit my ______ .
Exercise 2: Write a short paragraph about a place you know in your village or town
and share your paragraph with your partner.
Exercise 3: With a partner, discuss and arrange this jumbled letter. Write the correct
letter in your exercise book.
Hussein Ali
P.O.Box 655, Gulf Africa Ltd, Addis Ababa.
Yours faithfully,
Principal
Re: Supply of printing materials
P.O.Box 563, Addis Ababa, The Data Base Institute
Dear Sir,
24 January, 2011
We look forward to doing business with you should your services be within our
means.
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Grade 7
THE MARKETING MANAGER
Would you urgently let us know whether you have the following products:
96A toner, cartridges, printer ribbons, dusters, chalk, duplicating paper, xerox
photocopying paper, quire 3 imported books (blue cover) and laser printers.
We should be pleased if you send us details regarding prices, mode of delivery,

terms of payment and any other relevant information we ought to know.
Lesson twelve
Debate
Activity
Your teacher will divide you into two groups. One group will propose and the other
will oppose the motion: Town life is better than village life. Assume you are the
debate secretary. Write down the points raised for or against the motion.
Procedure for the debate of one group
1. Your teacher will guide you to choose ten students as the main speakers to take
part in the debate. Five students will agree to the motion and the other five will
go against it.
2. Elect a chairperson, timekeeper and secretary to moderate the debate.
3. Both groups should prepare their speeches. Each group member should carefully
prepare their arguments in advance.
4. Rehearse your speech carefully.
5. Each speaker will talk for three minutes.
6. The other students in the class should discuss their own views and questions to
ask the speakers.
7. The secretary will read a summary of the points and declare the winning group.
8. The chairperson will adjourn the debate.
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Grade 7
Lesson Thirteen
Revision Exercises
Exercise 1: Complete the sentences with correct words from the list. Do the work in
your exercise book.
pleased surprised Cairo

do you do? located Kenya
1. Ethiopia is _________ in the Horn of Africa.

2. She was very _________ to learn that Betru was a pilot.
3. The capital city of Egypt is _________
4. “How _________ ,” Alemu said after being introduced to Aberu.
5. “I am very _________ to see you at such a time,” said John.
Exercise 2: Copy the pie chart on page 18 in your exercise book and fill in the
required information.
Imagine yourself living in a small village/town in the centre of the pie
chart.
1. Name the neighbouring villages in the next circle.
2. Name the different regions that form Ethiopia.
3. In the next circle show the neighbouring countries.
4. Identify the other countries in Africa.
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Grade 7
Other African countries
My neighbouring countries
My country has nine regions

and two administrative regions
Sudan
Nigeria Neighbouring villages
Somal
My village is
ia
________
South Africa
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Unit 2:Unit
Ethiopian
2: EthiopianLanguages
Languages
Grade 7
Objective
In this unit, you will give information about Ethiopian languages and language learning.

LESSON one
Activity
In groups of five. Discuss the advantages of speaking different languages.
The group secretary should write down the main points and report to the whole class
after the discussion.
Exercise1: Discuss the following questions with your partner.
1. Name the different Ethiopian languages.
2. In which regions are these languages mostly spoken?
3. Why are several languages spoken in urban places?
4. Why is English important in our country?
5. Which other international languages can you name?
6. How easily can we learn different languages?
7. How do the deaf and dumb communicate?
Listening practice
Exercise 2: Listen to your teacher and answer the questions.
1. What are the four major language divisions?
2. From what language are many of the other languages believed to have developed?
3. List down the different regions that make up Ethiopia?
4. Why do you think it is important to learn more than one language?
5. Write down any other languages you know.
6. How else can a person communicate to other people?
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Unit 2: Ethiopian Languages
Grade 7
LESSON TWO
Grammar practice: Adverbs of manner
Read these questions and their answers:
1. How did he walk to the classroom? 2. How did he write the letter?
He walked lazily to the classroom. He wrote the letter neatly.
What purpose do the underlined words serve in the sentences?
Exercise 1: Answer the following questions about yourself using the words in the
box. Refer to the above examples.
happily slowly carefully quickly
1. How do you carry your books?

2. How did you come to school today?
3. How does mother welcome guests?
4. How do farmers harvest crops during rainy seasons?
Activity
Work in groups of three. The first person will say an adverb e.g. quickly. The next
person will do an action e.g. walk. The third person will act the adverb by walking
quickly.
Take turns to do different actions using adverbs.
Exercise 2: Write these sentences in your exercise book using the correct adverbial
forms of the words in the brackets.
1. My sister _________ laid the table for lunch. (neat)
2. My mother can speak Amharic _________. (fluent)
3. My brother _________ helps to milk the cows. (usual)
4. Our cousin can _________ fix the wheel. (easy)
5. My father _________ read my report. (happy)
6. My sister _________ talked to the matron. (quiet)
7. We _________ prepared for the family trip. (excited)
8. Grandmother _________ climbed the stairs. (easy)
9. The family members _________ welcomed the visitors. (warm)
10. My aunt _________ carried the baby from the bed. (gentle)
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Grade 7
LESSON THREE
Grammar: Language practice
Present Simple Tense
Activity
Read this dialogue with a partner paying attention to the underlined words.
Examples: (a) Hirut : What do you do every morning?
Ali : I greet my parents.
(b) Timane : What does your father do everyday?
Maria : My father goes to the office.
(c) Anite : What language do you speak at school?
John : I speak English when I am at school.
Make a list of things you and your members do everyday.
Exercise 1: Read the words in the box and use them correctly to complete the paragraph.
finish work be live speak know love start wake up
Herpo ______ in Jigjiga. He ______ a merchant. He is not an ordinary merchant, he

exports cattle and goats to Europe. He ______ about 12 hours everyday. He ______
lots of languages. He ______ more than eight Ethiopian and three foreign languages.
He ______ to learn new things. He has no free time to spend. He ______ early in the
morning and ______ work at 7:00 a.m. He ______ work at midnight.
Exercise 2: Use the word in brackets to make correct sentences.
1. My friend (speak) Amharic when he goes to Addis Ababa.
2. I (talk) to my classmates in English everyday.
3. Tewodros always (try) to learn new languages.
4. Wude (carry) language books everyday.
5. Our teacher (teach) us new words everyday.
6. My sister (write) to me in French every month.
7. Mother usually (talk) to father in Zay language.
8. I sometimes (read) a book in Somali.
9. That man often (watch) English movies.
10. My sister usually (learn) a foreign language quite easily.
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Grade 7
LESSON FOUR
Using: ... can ... ... but ... ... can’t ... , ... both ... and ...
Activity 1
List the languages you can speak and those you can not speak in your exercise book.
Exercise 1: Form correct sentences from the table.

Example: He can speak Somali but he can’t speak Wolayta.
Somali Wolayta.
He read Sidama he can’t read Guragigna.
She can speak Tigrigna but she can’t speak English.
I write Amharic I can’t write Arabic.
Shinasha Afan Omoro.
Activity 2
Study the table below. With a partner, form sentences following the example given below.
Write the sentences in your exercise book.
Example: Abera can speak Somali but he can’t speak English.
Name can can’t

Abera Somali English
Beja Sidama French
Rebika Shinasha Sidama
Mahire Wolayta Japanese
Exercise 2: Form sentences from the table on page 23 and write them in your
exercise book.
Example: She speaks both Somali and Amharic
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Grade 7
He Somali Amharic.
She
Yenew Guragigna
Sule English.
Tiki speaks both Shinasha and
Alemu Tigrigna.
Ayele Wolayta
Ali
French Afan Oromo.
Amil
Lesson five
Using: more/fewer + noun + than ... most + noun
The table below shows languages spoken by some students in Grade Seven.
Exercise: Use the table to answer the questions which follow in complete sentences.
Language spoken
Name of pupil
Amharic Tigrigna Sidama Shinasha Arabic English
Aberu
Koreni
Kello
Ali
Ahaz
Olli
1. Which language is spoken by most students?

2. Which language has fewer speakers?
3. Who speaks more languages, Aberu or Olli?
4. Who speaks most languages?
Activity
Make a table showing the different languages spoken by your classmates.
Your teacher will show you how to put the information on a graph.
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Grade 7
Grammar Highlight
We use much with uncountable nouns:
yy much time, much luck
We do not spend much money.
I do not go out much.
a few = some, a small number:
I have a few friends and we meet quite often.
When did you see Chala? A few days ago.
We use most of + the /this/that/these/my/his/Abebe’s ... etc.
Lesson SIX
Grammar practice Using: should / shouldn’t ... has / have to do /
doesn’t have / don’t have
Activity 1
Work in pairs to form correct sentences from the table about the use of should and
shouldn’t.
I learn other languages.

should waste food.
We grow more trees.
They shouldn’t boil drinking water.
keep money in the bank.
Tura has/have to
eat with dirty hands.
Negewo doesn’t have to burn polythene bags.
Mahiret read books.
don’t have to play on the road.
Segen sit in a dirty classroom.
Exercise 1: Complete these sentences using should / shouldn’t and the correct
form of the word in brackets.
1. Merema _______ the exams. She has been studying very hard. (pass)
2. You are the secretary of our group. You _______ a pen and papers. (bring)
3. We don’t see you enough. You _______ us more often. (visit)
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Grade 7
4. I am in a difficult position. What do you think I _______? (do)

5. I am sorry that I didn’t take your advice. I _______ what you said. (do)
Using: has/have to/doesn’t/don’t have to ...

Activity 2
Work in groups of four. Talk about the activities below. Which ones do you do? Which
ones don’t you do and why?
Examples: I learn English.
I don’t fly a plane.
1. learn Arabic 6. wash your clothes
2. fly an aeroplane 7. drink beer
3. eat food everyday 8. say prayers everyday
4. sleep in class 9. apply for a passport
5. go home late 10. talk to your friends
Exercise 2: Think of the things you have to do in school and those that you don’t
have to do. List them in your exercise book and then make sentences .
For example: I have to wake up early and brush my teeth.
LESSON SEVEN
Expressing opinions (1)
Which of these is a good/bad idea? Give a reason for your answer.
1. We should learn more than one language.
2. We should cut down all trees in the school compound.
Activity
With a partner, decide whether the following ideas are good or bad.
1. People should not go to school.
2. Schools should open twice a week.
3. Hospitals should be open for 24 hours.
4. There should not be any boarding schools.
5. We should play the whole day.
6. Children should not be immunised.
7. All schools should have computers.
8. We should go to school.
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Grade 7
Using: both ... and ...

Exercise: Form sentences using ...both... ...and.... Choose any language you know.
Example: My parents speak both English and Amharic.
(a) your best friend (Amharic/French) (c) your brother (German/Somali)
(b) your sister (English/Shinasha) (d) your uncle (Sidama/Chinese)
In groups of five, discuss the languages most commonly spoken in your area and
discuss the reasons why they are commonly used. Report your findings to the class
in writing.
LESSON Eight
Expressing opinions (2)
Activity
Read and act the dialogue below between Asnaku and Adil.
Asnaku : Good morning, Adil.
Adil : Good morning, Asnaku.
Asnaku : Do you speak any Ethiopian languages?
Adil : Yes, I speak Sidama and Amharic.
Asnaku : Can you speak Somali?
Adil : No, I can’t speak Somali but I can write Wolayta.
Asnaku : Well, I can speak more languages than you.
Adil : How many languages can you speak?
Asnaku : I can speak five languages.
Adil : Which languages are they?
Asnaku : They are Wolayta, Sidama, Afan, Oromo and Shinasha.
Adil : You are lucky. How did you learn all of them?
Asnaku : My uncle who lives in the village speaks many languages. He taught me
each time I visited him during the holidays.
Exercise: Write a similar dialogue.
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Grade 7
LESSON NINE
Poem
Read the poem aloud and discuss the questions that follow.
What a joy it is to live in a country,

Where a variety of languages are spoken,
With beautiful hills, valleys and mountains,
Ethiopia is a wonderful country.
What a joy it is to enjoy,
The variety of music and dances,

wot the national dish from beef
And injera so sweet and tasty
What a joy it is to speak,

Amharic, Arabic, Somali and Afan Oromo,
And English as a foreign language,
To communicate with people from different countries.
Exercise: Answer these questions about the poem.

1. Which country is talked about in the poem?
2. What is so sweet and tasty in the poem?
3. Mention the traditional languages that are mentioned in the poem.
4. Why is English referred to as a foreign language?
5. Give a word which has a similar meaning to the word “sweet”.
6. In groups, discuss the good things mentioned about Ethiopia.
Activity
Write a three-stanza poem about languages in your country.
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Grade 7
B Reading
LESSON ten
Activity
Study the map of Ethiopia and take note of the languages spoken in each area on
the map. In groups, name the regions where each language is spoken.
LANGUAGE DIVISIONS IN ETHIOPIA
Source: MK Primary Atlas, 2008
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Grade 7
Exercise: Write answers to the following questions based on the map.

1. In which regions are most languages spoken?
2. In which regions are fewer languages spoken?
3. Describe the four languages and ethnic groups in the map.
4. With a partner, count and state the total language families in Ethiopia.
5. In which region do people speak xamtanga languages?
Share your answers with a partner.
LESSON eleven
Comprehension
Activity 1
Discuss the following questions in groups.
1. If you were to learn a new language, which one would you learn and Why?
2. How can we learn other languages?
3. What do you think is the most widely spoken language in the world?
Read the passage.

How do we learn languages?
Fatuma and Deborah are great friends. One day, at break time, they discussed how they
could learn different languages. Fatuma speaks more languages than Deborah. She
says that she learns languages from the people in her community. As people speak, she
listens and imitates them. She is always keen to learn new words and expressions.
Deborah says that people should practise speaking the language they want to learn.
Even when they make mistakes, she believes practice makes perfect and that the more
they practise, the faster they can learn a language. Listening to the radio and watching
television can help improve a person’s language skills.
Fatuma says that she reads many books and uses the dictionary. The dictionary
improves her ability to spell words correctly and learn different ways of using them. It
also shows how the words are pronounced.
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Grade 7
Exercise: With a partner, discuss these questions and write the answers in your
exercise book.
1. How does Fatuma learn more languages?
2. What is Deborah’s opinion about learning a language?
3. How can mistakes become a learning tool according to Deborah?
4. How helpful is a dictionary?
5. What are the various ways of learning a language?
6. Why should you listen carefully to the way a language is spoken?
Activity 2
In your opinion, what is the best way to learn a language? Write a paragraph of about
five sentences on the best way to learn a language.
C Writing
LESSON TWELVE
Using: ...and... , ... but ... , ... because ...
Activity
In groups of three, read sentences (a) and (b) and study how they are joined together
in sentence (c).
Examples: 1. (a) Hailu can speak English.
(b) Halima can speak English.
(c) Hailu and Halima can speak English.
2. (a) Jemila can speak Somali.
(b) Jemila can’t write Somali
(c) Jemila can speak Somali, but she can’t write it.
3. (a) Anil speaks many Ethiopian languages
(b) Anil finds communicating very easy.
(c) Anil finds communicating very easy because he speaks many
Ethiopian languages.
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Grade 7
Exercise 1: Join the sentences using and, but, and because

1. Gibre knows a lot of words. She reads a lot of books.
2. We can speak Amharic. We can speak Somali.
3. I asked for an interpreter. I couldn’t understand the language.
4. She couldn’t learn the language. She tried very hard.
5. Aberu is learning Sidama. My sister is learning Amharic.
6. Dana can speak Tigrigna. Dana can’t speak Afanoromo.
7. Hailom wants to go to France. He is already learning French.
8. Ahaz replied in English. Madina asked in Amharic.
Exercise 2: Write your own sentences using and, but and because.
Grammar Highlight
yy and, but, because are conjunctions. They are used to join two words, phrases, clauses or
sentences.
yy Use and to join similar ideas.
yy Use but to join contrasting ideas.
yy Use because to express reason.
Examples: (a) The boy and the girl can speak three languages.
(b) I couldn’t answer the question because I don’t know French language.
(c) They can speak English but they can’t write it well.
LESSON THIRTEEN
Revision Exercises
Exercise 1: Choose the suitable word below to complete the sentences.
and but can can’t both fewer more
1. He speaks English ________ he cannot write it.

2. She can walk quickly ________ she ________ run.
3. You ________ use a dictionary and this book.
4. She speaks both English ________ Amharic.
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Grade 7
5. Aberu ________Tiki are both clever students.

6. Ali speaks ________ languages than Musa.
7. Of the two students, Zebene speaks________ languages.
8. She studied Somali ________cannot spell the words correctly.
9. I know l ________ speak and write Somali very well.
10. I tried hard ________ I couldn’t learn the language.
Exercise 2: Complete the sentences below by adding the correct word from the list
given. Write the answers in your exercise book.
fluently carefully carelessly hurriedly
silently loudly well slowly
1. You should walk ________ when crossing the road.
2. If you behave ________, your parents will be proud of you.
3. Before you can answer the comprehension questions, you need to read the
passage ________.
4. You may cause an accident if you drive ________.
5. Unless you speak ________ people may not hear what you say.
6. You need to learn a language before you can speak it ________.
7. You will not arrive in time if you walk ________.
8. She boarded the bus ________ and sat behind the driver.
Activity
Work with your partner. Answer these questions in complete sentences.
1. What is your mother tongue?
2. What other languages are spoken in your community?
3. Which Ethiopian languages do you speak?
4. Why is it important to learn international languages like English?
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Unit 3 :Unit
Holidays
3: Holidaysand Festivals
and Festivals
Grade 7
Objective
In this unit, you will discuss different holiday celebrations.
LESSON ONE
Activity 1
In groups of four, discuss the importance of having holidays. Let the group secretary
write down the main points and report to the whole class after the discussion.
Exercise 1: Discuss the following questions with your partners.

1. Which festivals do you know?
2. Where do these festivals take place?
3. Which festivals do you celebrate in your school?
4. Why are such festivals celebrated?
5. Which holidays are there in Ethiopia?
6. Which past holiday did you enjoy most and why?
Activity 2
Your teacher will read to you a jumbled list of holidays and festivals that are celebrated
in Ethiopia. Mention the kinds of clothes that are worn at such festivals.
Exercise 2: Complete the table with correct information about holidays and festivals.
Holiday/Festival Date Reason for celebration
In your exercise book write down what you remember about one of the holidays.
Mention only the main things you remember in the holiday.
Exercise 3: Draw some pictures of the festival activities which you know.
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Unit 3: Holidays and Festivals
Grade 7
LESSON TWO
Vocabulary Practice
Activity
These are names of festivals and their related words. Discuss them with a partner.
Use a dictionary to find their meanings.
Mawlid Ramadan celebrate decorate holidays festival Genna
travel Easter gift tour Christmas card present
New Year dance sacrifice congratulate Fasika
Exercise 1: Use some of the words correctly to complete the sentences.

1. ________ is the Holy month for Muslims.
2. ________ is birthday in Arabic. It is a celebration of a holy person’s birthday.
3. ________ is usually celebrated in April.
4. A lot of people ________ during holidays.
5. The Ethiopian Easter is called ________.
6. They usually ________ their homes during Christmas.
7. Kinde had to ________ Sule on New Years’ eve.
8. They received an invitation ________ on ________.
9. Do you know how to play ________?
10. I received a ________from Abenet on Easter.
Exercise 2: Use some of the words in the box above to write a short story about the
holiday you have ever enjoyed most.
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Grade 7
LESSON THREE
Using: What ...? / Which ...? / Where ...? / Who ...? / When ...? / Why ...?
Activity
In a group of three, answer the following questions.
1. What festivals are celebrated in Ethiopia?
2. Name any festival you have celebrated in the last three months?
3. Who attended the festival?
4. When did it start and when did it end?
5. Which activities were carried out during the festival?
6. How long did it last?
Exercise 1: Unjumble the words then find answers to the questions. Write the answers
in your exercise book.
1. we do Which in Ethiopia have holidays?
2. participate activities What you do in?
3. people festivals to invites Who?
4. holidays spend Where you your will next?
5. celebrate New When we do year?
6. next do celebrate festival hope to When your you?
7. festivals end do Why late sometimes?
8. celebrate festivals do Which often you?
Exercise 2: Make questions and answers from the table on page 36.
Examples: Who did you go with?
A workmate
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Grade 7
A b c
Where To the shops.
did you buy?
When This morning
Whom A workmate.
did you go with?
How We drove.
Whose car Ted’s
did you go?
Why To buy some clothes
What A new jacket.
did you go in?
How many Only one
Which one The black leather one
did you pay?
How much $180.99
LESSON FOUR
Dialogue
Activity
With your partner, read the dialogue about holidays and act it in class.
Kinde : How many holidays are there in Ethiopia?
Samuel : There are different holidays in Ethiopia.
Kinde : Which holidays do you enjoy most?
Samuel : I enjoy Christmas holidays.
Kinde : Where do you spend the holidays?
Samuel : I spend my holidays with my grandparents.
Kinde : What do you eat during the holidays?
Samuel : I enjoy eating mutton and injera.
Kinde : What do you do during the holidays?
Samuel : I play Genna.
Exercise: Write five sentences about the activities you do during holidays. Compare
your work with your partner’s.
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Grade 7
LESSON FIVE
Using: ... usually ... /... always ... / ... often ... / ... sometimes ... / ... never ...
Activity 1
In pairs, take turns to form correct sentences from the table orally.
Example: We always play Genna during Christmas.
I hockey
usually
We congratulate Genna
always Mawlid.
You travels abroad
sometimes during Ramadan.
They play myself
often the holidays.
She enjoy upcountry
never
He our neighbours
Exercise 1: With a partner, ask and answer questions from the table.
Examples: A : How often does Ayele listen to music?
B : Ayele usually listens to music.
yy collecting firewood (usually) Fate yy decorating the house (on Saturdays) Aysha
yy reading novels (sometimes) Wede
yy writing letters to pen-pals (usually) Anile
yy grinding millet (once in a day) Kedi
yy playing cards (always) Tomas yy arranging items in groups (daily) Raja
yy watching films (once a while) Redwan yy baby-sitting (never) Zenabu
yy listening to music (usually) Ayele
yy milking cows (seldom) Bekele
yy riding a bicycle (usually) Shewit
yy drying grain (occasionally) Gari
yy touring the countryside (sometimes) Jani
Exercise 2: Answer these questions in your exercise book.

1. Who collects firewood?
2. Who writes letters to pen-pals?
3. Who milks the cows?
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Grade 7
4. Who tours the countryside?

5. Who makes baskets?
6. Who watches films?
7. Who grinds millet?
Activity 2
Work in groups. Think of one festival and describe preparations carried out to
celebrate the festival. Talk about the people involved and their different roles.
LESSON SIX
Using: ... every ...
Activity 1
Take turns to tell your partner the various activities you do:
(a) everyday (b) every week (c) every month (d) every holiday
Which activities are common with your partner’s?
Activity 2
Compare your own activities with these listed below. Which ones are done for yourself
and which ones are done for the community, then for the nation?
1. Merid fetches water everyday.
2. Tesema washes clothes every Tuesday.
3. Barena writes short stories every term.
4. We celebrate Christmas every year.
5. Hunde plays genna every week.
6. The tourists visit the National Park every year.
7. We celebrate new year.
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Grade 7
Exercise 1: Form correct sentences from the table below.

Example: We read novels everyday.
the every week.
We read
countryside
watch every month.
He Eid al-Adha
tour every year.
Shewit the hall
decorate everyday.
novels
They celebrate
films every fortnight.
Exercise 2: Draw a table to include activities you do in these periods.

(a) everyday (c) every month (e) every weekend
(b) every week (d) every year (f) every holiday
Compare your table with your partner.
LESSON SEVEN
The Past Simple Tense
Activity 1
Describe with your partner the activities you did this morning, yesterday, last week
or last term.
Activity 2
Use the same expressions to describe a wedding you either attended or watched on
television.
Using: Last ...

Exercise 1: Form correct sentences from the table. Write them in your exercise book.
Share your answers.
year, harvested maize.

we
month, travelled abroad.
our
Last week,
teachers received presents from friends.
season,
Lemesa attended the Eid-al-Adha Festival.
semeter,
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Grade 7
Exercise 2: The pictures tell a story about Kuma’s holiday at his grandparents’ home.
Write a sentence about each picture. You may use the following phrases.
say good-bye meet parents parents welcome him
his parents play football
get on the bus go back home by bus
You may begin like this: Last year, Kuma visited ...
1 2
3 4
5 6
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Grade 7
Exercise 3: Write a similar story about your previous holidays. Begin with Last year,
I visited ...
LESSON EIGHT
Poem
Read the poem and point out the activities that are done by the writer during the holiday.
A Time to Relax
Whether in town
Or in the village
Holiday time
Is time to relax
from stress and hard work.
Whether with family or friends
it is fun to plan a holiday
To visit camping sites
Or tour leisure parks.
Travelling or touring
Is an opportunity to learn
About the people and places
To enjoy and relax body and mind
Away from home and work.
(Mark Kimbowa)
Activity
Write a similar poem describing how you plan to spend the coming holidays. Work
with a partner.
Exercise 1: Answer these questions about the poem.

1. What should one do before going on a holiday?
2. Why is it necessary to have a holiday?
3. How is it helpful to go for a holiday?
4. Where should one spend a holiday?
5. Explain why you would spend a holiday in a specific place.
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Grade 7
Lesson nine
Punctuation
Activity
Point out the mistakes in the following sentences and rewrite them correctly.
1. yesterday i went with my uncle to buy vegetables onions potatoes and sugar
2. the goat said faine needs to be fed
Punctuation refers to the use of capital letters and other punctuation marks like
commas, full stops etc. in order to read and write in a sensible way.
(a) Comma (,)
A comma is used to separate items on a list. For example; Zeleke put a shirt, a
pair of trousers, a tie and a vest in his suitcase.
A comma is also used after participle phrases. For example: After announcing
the results, the teacher asked the pupils to clap for Mary.
A comma is used after a clause which contains if or although. For example:
1. If I perform well in Grade Six, I will be promoted to Grade Seven.
2. Although Kidist is good at English, she is not the best in her class.
(b) Full stop (.)
Full stops are used at the end of affirmative sentences and in abbreviation.
(c) Question mark (?)
A question mark is used after a question.
(d) Apostrophe (’)
An apostrophe is used to show an omission of letters in words for example
won’t. This is seen in contractions. For example haven’t, won’t. It is used to show
possession; for example; Hassan’s cap is lost. The cat’s eye is swollen.
Exercise : Rewrite the passage in your exercise book. Punctate it correctly.

it was last december when ayele invited me to their country home i was surprised
because although we are friends little did I know he would give such a surprise we
were to travel to dolo to celebrate the new year i was overjoyed of course
the bus took us through spectacular scenery we saw beautiful hills low lying plateau
and herds of goats that grazed peacefully the people seemed calm and relaxed it was
after several hours that we finally reached his home his parents were very overjoyed to
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Grade 7
see us we soon settled down and noticed that everyone was in a jubilating mood a lot of
preparations had been made including slaughtering of sheep goats and chicken
the following day i was asked to roast goat-meat what a surprise i said i have never
done it before
LESSON TEN
A postcard
Activity
Work in groups of three. What is a post card? Have you ever received or sent out a
post card? Why and when do people exchange post cards?
A postcard is a small card used for sending messages through the post office. It is not
sealed in an envelope. It usually has a picture on one side and the message, address
and stamp on the other.
Look at the postcard below. This side shows pictures. Tell your partner what interests
you most and why.
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Grade 7
Below is the other side of the postcard. Read the message and compare it with the
pictures. Was your guess about the message in the picture rhyming with the message
on the card?
Hi Shemsu,
Postage stamp
I hope you are fine. After travelling for about
three days, I reached Konso. The town is
small but beautiful. The people are friendly.
They wear magnificent costumes decorated Shemsu,
with colourful beads. I am sending you a Shambu Junior School,
postcard of the people. I hope you will like it.
P. O . Box 472,
I miss you a lot.
Tori, Ethiopia
Your friend,
Terefe
Exercise: Design a postcard. Draw two rectangles each 12 cm long and 7cm wide.
In the first rectangle, draw a beautiful picture. In the second rectangle,
show the layout of the back of a postcard. Indicate where the message,
stamp and address should be.
B Reading
Lesson eleven
Comprehension
Activity
Discuss the following questions in groups of three.
(a) Which traditional festivals (rituals) are celebrated in your community?
(b) Why are they celebrated?
(c) Briefly tell your group members the major activities done.
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Grade 7
Bull jumping
Read the short passage about Bull Jumping.
The Hamer, Tsemay, Banna and
Besada people share traditions and
rituals. One of the most important
form of their tradition is the ‘jumping
over the bull’.
If a young man wants to marry a girl
of his choice, he will have to jump
over bulls picked by the girl’s family.
He has to run over the backs of about
ten cattle standing side by side four
times. Falling is not allowed.
He is required to jump over them four times: two times in each direction. He is assisted by
friends called the maz; those who have successfully performed the jumping in previous
years. They hold the cattle to prevent the young candidate from falling.
If the jumper falls, it is considered to be a bad sign and he is given another chance a
year later. If the groom-to-be succeeds, he may keep the girl in exchange for cattle
given to her family. For two months, the betrothed couple will share blood and milk
(blood from the cow’s neck is mixed with milk and is drunk).
Source: Adapted from Ethiopian Tourism Commission Newsletter, 2006
Exercise 1: Answer the following questions in your exercise book.

1. Name the people who practise the festival of bull jumping?
2. What does the young man have to do in ‘bull-jumping’?
3. How helpful are the maz?
4. When do young men jump bulls?
5. What will happen if the young man fails to jump over the bulls?
Exercise 2: Find and match the words of similar meaning from this list.
choice required exchange dreaming
substitute condemn expected preference
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Grade 7
C Writing
LESSON TWELVE
Guided composition
Activity 1
The following are words used in certain ceremonies. Read them carefully and discuss
their meaning with a partner.
crucified together fast daisies gathered occasion

celebrated commemorates eve maskel Jesus five
years forgiveness compound feasting Ramadan Eid al-fitr
Exercise: Use the words in the table above to complete the paragraph
The (1)_______ festival is now (2)_______ on September 27th. It has been celebrated for
over, 1,600 (3)_______ It (4)_______ the discovery of the cross on which (5)_______
was (6)_______ On the (7) _______ of Maskel, tall branches are tied (8)_______ and
yellow (9)_______ (Maskel flowers) are put on top. These are then (10)_______ in
front of_______ (11)_______ gates and set on fire. There is dancing, (12)_______
and merry making to mark the (13)_______The Muslims observe the holy month of
____ (14)___. During this time, they ___(15)____ except young children or people
who are sick. They pray together __(16)_____ times a day. Ramadan ends with a
feast called (17)_______ There is a lot of singing and praising to honour Allah.
Activity 2
Think about a festival celebrated in your community. Write a paragraph about what
takes place.
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Grade 7
LESSON THIRTEEN
Revision Exercises
Activity
Tell your partner what activities you did in your previous holidays.
Exercise 1: Rewrite these sentences using the correct form of the adverbs in brackets.
1. I visit my grandparents _________ (day)
2. We get our wages _________ (month)
3. Christmas is celebrated _________ (year)
4. Kidist plays hockey very _________ (good)
5. Zeleke ate all the food _________ (hungry)
Exercise 2: Complete the sentences using the correct form of the verbs in brackets.
1. Ayele always ___________ to Kenya for the Easter holidays. (go)
2. Ali usually ___________ genna during Christmas holidays. (play)
3. Tesema ___________ many postcards to her friends every year. (write)
4. She often ___________ coffee. (drink)
5. He ___________ his new clothes during the Mawlid celebrations. (wear)
6. The teacher ______ us about different holiday celebrations last term. (teach)
7. What ___________ you do during the Idd-El-Fitr celebrations last year? (do)
8. Hogose usually ___________ chicken. (eat)
9. When ___________ Tura visit his grandparents? (do)
10. Tejetu ___________ nice food daily. (cook)
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Grade 7
Exercise 3: In pairs, discuss and complete the puzzle in your exercise book.
Some letters are provided to guide you.
1C 2D 3D
4E 5E
6E
7H
8T A 9S
10 N 11 O
12 G N
13 O
14 C
Clues across Clues down

1. many are played (4) 1. celebrated worldwide
3. twelve hours. (3) on the 25th December (9)
4. refer to the inside (4)
2. make beautiful (8)
7. we rest from work on such days (8)
3. carry out (2)
8. occasion when one pays for
5. fasika (6)
something for someone (6)
10. opposite of or (3) 6. chewed and swallowed (5)
12. popular game (5) 9. posts letter or parcel (5)

13. not young (3) 11. may be used to fry food (4)
14. prepares food (5)
48
Unit 4Unit
: I am going
4: I am going toto visit
visit Lalibela
Lalibela
Grade 7
Objective
In this unit, you will discuss different holiday plans and free time arrangements and give
information about tourist attractions in Ethiopia.

LESSON ONE
Exercise 1: Look at the pictures and describe their appearance to your partner.
Exercise 2: Answer the following questions about the pictures.

1. Name these places.
2. Why is Lalibela and Nejeshi mosque regarded as tourist attraction sites?
3. Which other interesting places have you ever visited?
4. How does Ethiopia benefit from tourist attractions such as Lalibela and Nejeshi
mosque?
Listening practice
Exercise 3: Your teacher will read a story to you. Listen carefully and answer the
questions below.
1. Mention the most attractive places for tourism in Ethiopia?
2. What part of the country would you like to visit during the holidays?
3. What interesting features are you likely to find around Simien Mountains?
49
Unit 4: I am going to visit Lalibela
Grade 7
4. Write a paragraph about why visiting Simien Mountain National Park can be
exciting?
LESSON TWO
Vocabulary practice
Activity
These words describe places of natural beauty. Read them carefully and with a
partner, discuss their meaning.
tourism brochure hiking rift valley tourist
beach itinerary watching famous Lalibela
shoes scenery relaxed beauty
Exercise 1: Use the words to complete these sentences. Do the work in your
exercise book.
1. The ________ industry should be greatly supported.
2. I read about the rift valley from a ________
3. Tsega’s ________ was a bag, a flask, a camera, a diary and hikers’ boots.
4. We were ________ birds from the rift valley.
5. The ________ camped at the shores of the lake.
6. We ________ at the beach in the holiday.
7. Ethiopians are ________ for their hospitality.
8. Lalibela is important for its scenic ________
9. The highland area has a beautiful ________
10. ________ is a good sport.
11. A ________ is a sandy area at the shore.
12. ________ is a place with memorable history.
Exercise 2: The following verbs are related to tourism. Make your own sentences
using each of the words.
admire arrange enjoy plan
relax tour visit watch
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LESSON Three
Grammar Practice: Using: ... can ... / ... is famous for ...
Activity 1
Tell your partner five things you can do at home without anybody’s help. Use this example:
I can be a good cook.
Take turns. Let your partner tell you activities he or she can do at home. Identify the
activities that are common.
Exercise 1: Talk with your partner about what you would like to do in the future.
Activity 2
Ask your partner as many questions as possible about the activities he or she can
do during holidays.
Example: A : What can you do during the holidays?
B : I can visit Lake Wenchi for a tour to the Rift Valley.
Exercise 2: Use the table to make sentences about what the tourist sites are famous for.
Example: Ethiopia is famous for its scenic beauty.
its hospitality.
its scenic beauty.
The Blue Nile
its bird life.
Ethiopia
the smoking water.
The Rift valley its fairly tale castles.
Lake Tana its tourist attractions.
Lalibela is famous for its ancient buildings.
Harar the beaches.
Sof Omar Cave the hyena men.

the beautiful lakes.
Lake Abiata
the great escarpment.
Lake Langano
the echoing caves.
its natural beauty.
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Activity 3
In a group, discuss tourist attraction places in Ethiopia. Say why they are famous.
What can be done in these places? Suggest how these places can be developed
to attract more tourists. Write a paragraph about it and share your work with your
classmates.
LESSON FOUR
Grammar focus: Using: ... (be) going to ... and What are you going to ...?
Activity
Tell your partner what you are going to do after class.
Exercise 1: Construct sentences from the table.

visit the wildlife reserves.
I
see the ancient churches.
We
tour the rift valley.
am
They visit Lalibela.
is going to
My friend drive to Harar.
are
travel to Adwa.
My father/mother
swim in Lake Abiata.
She
explore the town of Gondar.
Using: What are you going to ...?

Exercise 2: With a partner, take turns to ask and answer questions as shown in the
example.
Example: (tomorrow) Not yet.
A : Have you cleaned the car yet?
B : Not yet. I’m going to clean it tomorrow.
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1. Have you cleaned the car yet? Not yet. I’m going to clean it tomorrow.
(tomorrow)
2. Have you phoned your friend?
Not yet _______ (after lunch)
3. Have you done shopping?
Not yet _______ (later)
4. Have you read the paper? Not yet _______ (after dinner)
5. Have you had dinner? (next month) _______
Grammar Highlight
yy ‘I am going to do something’ = I have decided to do it, I intend to do it.
Examples: A : There is a film on television tonight. Are you going to watch it?
B : No, I am tired. I am going to have an early night.
A : I hear Hana has won cash prize. What is she going to do with it?
B : She is going to buy a new car.
LESSON FIVE
Yes/No questions
Activity 1
Your partner will ask you questions about different activities he or she will assume
you do or did. If you do the activity, answer Yes, I do. If you do not do the activity,
answer: No, I don’t.
Examples: (a) Do you sell fish? Yes, I do. / No, I don’t.

(b) Does Taye sleep late? Yes, he does. / No, he doesn’t.
1. Will you come with me?
2. Were you always crying when you were a baby?
3. Have you visited Mt. Kenya?
4. Are you going to visit any national park this holiday?
5. Is this the direction to Awash National Park?
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Exercise: Complete the sentences correctly using, do, does, did, was, were, is, have,
has, will, shall, are.
1. ___________ this the way to Lalibela?
2. ___________ he got my book?
3. ___________ you eat injera?
4. ___________ they sell the house?
5. ___________ he play football?
6. ___________ she taken to hospital?
7. ___________ we given the right picture?
8. ___________ she seen the bottle?
Activity 2
Ask your partner questions about what he or she is going to do in the near future.
Use ‘Yes/No’.
Example: A: Are you going to watch the show at the theatre?
B: Yes, I am./No, I am not.
LESSON SIX
Using: Why ...? ... because ...
Activity 1
In groups of three, choose a tourist attraction site you would like to visit and discuss
reasons why you would like to go there.
Examples: 1. (a) What are you going to do tomorrow?
I am going to Dire Dawa.
(b) Why are you going to Dire Dawa?
I am going to Dire Dawa because l want to visit my aunt.
Exercise: The table below shows destinations different people would like to tour.
Study it carefully and form sentences showing the reasons why the
people want to visit the places.
Examples: Tourists are going to Yabello because they want to buy fabrics.
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Person Destination Reason
Ahaz Bahar Dar view Blue Nile falls.
Tondu Yabello buy fabrics.
Gobene Tigray visit Nejashi mosque.
Atalay Turmi see farming methods.
Mirra Jinka watch bull jumping.
Rashid Gondar visit the Fasiledes castle.
Aberu Hawassa photograph scenic beauty.
Ali Harar watch the hyena men.
Activity 2
Study the table below and form correct sentences using the example provided.
Example: On Monday, I will go to town by bicycle because I want to talk to the tour
guide.
Place Name When Reason Means

Adwa Ruth Saturday talk to veterans bus
Market Gela Friday buy mutton bicycle
Sof Omar cave Alemu holiday tour caves plane
Lake Tana Kinde next week swim car
Rift valley My uncle Sunday view the area plane
Addis Ababa Bizunesh In December buy car bus
Blue Nile Falls Tola Thursday watch smoking water camel
Town I Monday talk to tour guide bicycle
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LESSON SEVEN
Using: ... so am I/... neither am I and so do l/neither do l

Activity 1
Use these examples to respond to the statements below. Do the work with a partner.
Examples: (a) Ali is going to Lalibela.
So am I.
(b) Aberu is not going to Adwa.
Neither am I.
1. Sololiya is not going to fly to Addis Ababa.
2. Abonesh is going to meet the Mursi.
3. Trillo is going to tour the rift valley.
4. Atalay is not going to attend the Timket Festival.
5. Anshebo is going to Gondar.
6. Merga is not going to Axum.
7. Amil is going to Dessie.
8. Mamitu is not going to swim in Lake Tana.
Exercise 1: Form your own sentences using so am I and neither am I.

Exercise 2: Use the examples to respond to the following statements. Do the exercise
Examples: (a) Abonesh always attends the Meskel Festival.
So do I.
(b) Amil never goes swimming.
Neither do I.
1. Zenbe doesn’t usually visit the airport.
2. You sometimes fly to Addis Ababa.
3. Timbo doesn’t eat mutton.
4. That student likes adventure stories.
5. Gadisa often plays genna.
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6. She sometimes climbs the mountain.

7. Maregu never travels by boat.
8. My sister doesn’t like hiking.
Activity 2
Form your own sentences based on the exercise above.
LESSON EIGHT
Using: neither did I/ so did I
Activity 1
Discuss these examples with a partner.
Examples: (a) Dino went to the market yesterday.
So did I.
(b) Koreni didn’t visit Blue Nile Falls.
Neither did I.
Exercise: Form correct sentences to respond to the following statements using the
example above.
1. Sibamo toured the rift Valley.
2. Ferede didn’t make any plans for the holiday.
3. Our class didn’t visit Lalibela.
4. Our sister organised the excursion.
5. We read about all the interesting places.
6. The tourist had a tent to himself.
7. Wondimu didn’t go by bus to Adwa.
8. Gudeta didn’t go to Sodere.
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Activity 2
With a partner, form sentences to complete the phrases using so did I/ neither did I
Examples: (a) She visited the rift valley yesterday.
So did I.
(b) He did not go near the animals in the zoo.
Neither did I.
not plan for the tour last Sunday
read about the tourist sites
not rest after the tour
go to the lake to watch birds
not go near the animals in the zoo
arrive late at the airport
not attend the show on Friday
Lesson Nine
Dialogue: Holiday plans
Activity
Read and act the dialogue with a partner.
Kuma : Hello Abebe, what are you going to do during the holidays?
Abebe : I am going to tour the rift valley. I hope to see the lakes, hot springs and a
variety of wildlife.
Kuma : Oh, whom are you going to travel with?
Abebe : I am going to travel with my uncle and three cousins. My uncle is a tour
agent and has offered to take us on this trip.
Kuma : What do you need for the trip?
Abebe : I need warm clothing, an umbrella, boots, a camera and of course my
diary.
Kuma : What other places, do you hope to visit?
Abebe : It will depend on my uncle’s plans. We may or may not visit other areas.
Kuma : I wish I was part of your group. I have never travelled outside my town.
Abebe : You never know. You could get a chance like mine one day.
Kuma : I wish you the best, Abebe.
Abebe : Thank you.
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Exercise: Make a simple table about your future plans. Show the following: day and
date, places to visit, people to travel with, means of transport, items you
will carry, expected activities. Use the table in Lesson Six of this unit to
guide you.
B Reading
LESSON TEN
Comprehension
Activity 1
Discuss the following questions with your partner.
1. Have you ever visited any tourist attraction?
2. Where do you plan to go for vacation?
3. Write down your plan including the means of transport you plan to use, and
the items you need to travel with.
Read ‘A tourist’s itinerary’.

A tourist’s itinerary
Day 1 : - Fly to Bahar Dar on Lake Tana shores.
- Drive to old bridge.
- Walk across an old century bridge.
- View Tissisat Falls (Blue Nile Falls).
- Take boat across L. Tana the largest
lake in Ethiopia.
- Visit the beautiful Ura Kidane Mehret
monastery, the Orthodox Christian
Church.
- Stay in a hotel in Baha Dar.
Day 2 : - Drive to Gondar, a town founded by
Fasiladas.
- View Medieval Castles.
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- Tour the cultural centre of the “Black Jews” who took a mass exodus to
Israel in 1991. They had pottery skills.
Day 3 : - Fly to Axum on Lake Tana the land of
Queen of Sheba.
- Stay at Yeha Hotel.
Day 4 : - Fly to Lalibela.
- Exploring the mountainous area.
- View great architecture of beauty of dug-out
churches.
- Explore the underground tunnels that
uniquely connect these churches.
- Tour the small town of Lalibela.
- Return to Roha Hotel for the night.
Day 5 : - Fly to Addis Ababa.
- Drive to Bale National Park and see the red fox and other animals.
Day 6: - Stay in a hotel in Robe.
- Visit Sof Omor.
Day 7: - Drive back to Addis Ababa and fly to Dire Dawa then drive to Harari to visit
the hyena man.
Exercise: Complete the chart using the information from the tourist’s itinerary.
Staying Time Activity Area Mode of transport
Day one morning hiking Bahir Dar car
Day two viewing Tissisat Lake Tana plane
Day three
Day four
Day five
Activity 2
Find the meaning of these words in a dictionary and use them in sentences.
century monastery legendary ethnological architecture
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Lesson ELEVEN
A brochure
Activity 1
In small groups, discuss what a brochure is.
Activity 2
Study the brochure below and do the exercise that follows.
Ethiopia: The cradle of civilisation

yy Naturally a beautiful country, a cradle of civilisation:
tourist opportunities.
yy Famous for warm hospitable people.
yy Has a proud history: home of hominid Lucy a 3.2 million
year old skeleton.
Castles of Gondar
yy Lots of historical sites: towering obelisks of Axum,
Lalibela churches and castles of Gondar.
yy Natural beautiful national parks; great ecotourism.
yy Fabulous Tissisat Falls on Blue Nile, Lake Tana at
6,000 feet, the Ura Kinde Mehret Monastery, and
water cruising.
yy Lalibela, located in the mountainous highland with
the magnificent ancient churches; above 8,000 feet. The Jinka-Mursi people
yy Southern region of Ethiopia; The Rift Valley Lakes
Region, bird watching, fishing and plant life are quite
spectacular.
yy Jinka-Mursi; the Highlanders; the Mursi tribe famous
for Lip plates Find out why Lip plates were
adopted.
yy Embark on the tour today to learn more about
Ethiopia; the home of unparalleled natural beauty.
Lucy a 3.2 million year skeleton
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Exercise: In your exercise book, write answers to the questions about the brochure
you have discussed. Compare the answers with your partner.
1. What is Ethiopia famous for?
2. Describe the people of Ethiopia?
3. Why is the Blue Nile a special must-visit location?
4. List the popular historical sites that are found in Ethiopia.
5. What is special about the Mursi Tribe?
6. Where is Lalibela located?
Activity 3
In groups, design a brochure about a place of your interest. Compare your brochure
with those of other groups.
C Writing
Lesson twelve
Composition
Activity
In groups of four, take turns to talk about interesting places you know of.
Exercise 1: Choose the correct words from the list below to complete the paragraph.
beautiful scary torches find Muslim mountain

underground echoing ceilings Wabi famous site Sheikh
Sof Omar cave

Sof Omar is a small village in Bale. There, the Moslem tradition is observed. It is
(1)______ for its amazing complex natural caves. It is cut by the (2) ___________
river as it finds its way from the nearby (3)______. This settlement which is a religious
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(4)______ is named after a local (5) ______. Visitors who come to Sof Omar should
have torches and official maps. (6) ___________ are required because they help
visitors (7)___________ their way (8)______. As one hears the (9) ______________
chambers, they also see high eroded (10)______ and arched portals. It is rather
(11)______ for the first time but I am sure it is as (12) ____________ as Ethiopia
generally. Everyone should visit this great place!
Exercise 2: Write sentences about the places you intend to visit and why.
Example: I am going to visit the national park because I want to see the animals.
LESSON THIRTEEN
Revision Exercise
Exercise 1: Use the words to complete the sentences in your exercise book.
what neither for so nor about because with for about
1. are you going to do tomorrow?
2. I did not go to church and did Amina.
3. My village is famous its beautiful hills.
4. Sarah plays netball and do I.
5. Neither Ali Aberu went to Dolo.
6. What is special Mursi tribe?
7. She is going by car she wants to reach in time.
8. whom are you going to travel?
9. Lalibela is important its scenic beauty.
10. I want to know more the Ethiopian culture.
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Exercise 2: Rewrite the sentences below as instructed in the brackets. Discuss your
answers with a partner.
1. I will go to the National Park. I want to see the animals. (Rewrite as one sentence
using ... because ...)
2. I will not go bird watching. Abdul will not go too. (Rewrite as one sentence
beginning: Neither ...)
3. Ali is planning for a visit. I am planning for a visit. (Rewrite beginning: Both ...)
4. Dereje will carry a map on his journey. He will also carry a torch. (Rewrite using
... and ...)
5. Aberu is not going to tour the rift valley. I am not going to tour the rift valley.
(Rewrite ending: ... neither am I.)
6. I am going to camp at the shores of Lake Tana. Asegid is going to camp at the
shores of Lake Tana. (Rewrite ending: ... so am I.)
7. Musa went to Sodere. I went there too. (Rewrite ending: ... so did I.)
8. I am going to travel with my uncle to Addis Ababa. (Rewrite beginning: With ...?)
9. I will not go to school. I will be away on a tour. (Rewrite as one sentence using: ...
because ...)
10. She will go to the rift valley tomorrow. (Rewrite beginning: When ...?)
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UnitUnit
5 :5:ADWA
ADWA
Grade 7
Objective
In this unit, you will describe historical events.

LESSON ONE
Activity 1
Study the picture and share with your partner what you see. What do you think was
the cause of this situation?
Activity 2
Discuss these questions with your partner.
1. What causes wars?
2. Mention the negative effects of war.
3. How can wars be avoided?
Listening practice
Exercise 1: Your teacher will read a story to you. Listen carefully and answer the questions.
1. How do wars begin?
2. What happens when there is a war?
3. Talk to the class and explain how wars can be avoided?
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LESSON TWO
Vocabulary Practice
Activity
The following words are related to war. Find out their meaning in a dictionary.
staying right weapon win climb visit battle soldiers
destruction lose run watch war shoot losers
more watching guns enemy history
Exercise 1: Use some of the words in the box to complete the sentences correctly.
1. Abera was _______ his uncle in Adwa when the war broke out.
2. _______ who fight battles are brave people.
3. I was _______ a war film while my sister was reading a novel.
4. The army which is stronger will _______ the war.
5. While I was _______ at my aunt’s home, the war broke out.
6. A strong army may not _______ the war easily.
7. The old guns were used to _______ at the _______.
8. A lot of _______ can happen during war.
9. You will learn a lot about Adwa’s past if you read _______ books.
10. Soliders could not use the _______ because they were old and rusty.
Exercise 2: Form sentences using each of the words to show that you understand
their meaning. Share your work with a partner.
LESSON THREE
Using: ‘while’, ‘when’ and ‘as’
Read the sentences in the examples. How many actions are in the sentences? Which
action is affected by the other? With a partner, take turns to make your own sentences.
Examples: (a) While I was visiting Tsega, their grandmother came around.
(b) When she was driving through the city, she heard gun shots.
(c) As the students were writing their last examination, the soldiers
started firing gun shots.
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Exercise 1: Form correct sentences from this table.

visiting Tsega, the commander ran away.
watching a match,
I Ali came in.
walking home,
we my sister shouted.
While writing the notes,
you was
As crossing the road, lights went off.
they were
When having lunch, the telephone rang.
she
riding to school,
he they saw an army vehicle.
fighting,
firing guns many soldiers fled.
Activity
Construct five sentences of your own using ‘while’, ‘when’ and ‘as’ in your exercise
book. Compare your answers with a partner.
Exercise 2: In your exercise book, rewrite these sentences correctly using the words
in brackets.
Example: When Dibaba (come) to town, she met three soldiers.
When Dibaba was coming to town, she met three soldiers.
1. While they (watch) a war film, electricity went off.
2. As they (fight), it started raining heavily.
3. They (plant) cotton when the chief came around.
4. While they (walk) along the road, they were stopped by a policeman.
5. As I (climb) the hill, my shoe got off.
6. While the soldiers (run) downhill, they fell into an ambush.
7. The gardener (trim) the hedge when the visitors came.
8. When he (fix) the radio, he found a golden ring.
9. I (read) the story about Adwa when the teacher entered.
10. While Ali (read) the war story, his mother called him.
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LESSON FOUR
Using: What did ...?
Activity
The table shows what the people did when they visited various places. Study it
carefully and using the information, make sentences as shown in the examples
below.
Example: (a) What did Aberu do when she was visiting Adwa?
Aberu talked to the war veterans when she was visiting Adwa.
(b) What did Selam do when she was visiting Jimma?
When Selam was visiting Jimma, he climbed the hills.
Name Place Activity

Selam Jimma (climb) the hills.
Mamitu Dila (do) voluntary work.
Aberu Adwa (talk) to war veterans.
Ali Dese (visit) historical sites.
Marga Shambu (help) grand parents.
Tadesse Mega (study) people’s culture.
Sofia Addis Ababa (collect) information from the museum.
The baker our school (teach) students about baking.
Exercise: In your exercise book, make sentences using this example:

Example: What did the boy do when we were listening to the radio?
The boy blew the candle when we were listening to the radio.
watching a film writing a letter crossing the road
soldiers fighting reading a newspaper listening to the radio
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LESSON FIVE
Using: What were /was ... doing when ...?
Activity
In groups of three, discuss what you see in each picture. One of your group members
will ask questions and the two students will answer them by looking at the pictures.
Example: What were the students doing when the boy entered the classroom?
The students were reading their books when the boy entered the
classroom.
A B
C D
Exercise: Think about activities that were happening when something else
occurred. Write ten sentences about those activities.
LESSON SIX
Activity 1
In groups, take turns to ask your group members about what you were doing when
something happened.
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Using: When and While

Form correct sentences from the phrases using the example below. Use When, While.
Examples: Deme swimming/an insect biting him.
(a) When Deme was swimming, an insect bit him.
An insect bit Deme when she was swimming.
(b) While Tamane was reading, the light went off.
The light went off while Tamane was reading.
Exercise 1: Write the sentences using when and while, in your exercise book.
Example: When I was having dinner, I heard a loud bang.
1. (have) dinner - (hear) a loud bang.
2. Dereje (check teacher’s desk) - teacher (enter).
3. Tariku (walk) along the road - (meet) his father.
4. Soldiers (fight) - (discover) bodies of enemy soldiers.
5. Boys (read) their notes - girls (start) to shout.
6. Students (listen) to the news - (hear) a loud scream.
Activity 2
Ask your group members questions about what their friend/brother/sister/uncle were
doing when something happened.
Example: (a) What was your sister doing when the fire broke out?
My sister was bathing when the fire broke out.
Exercise 2: Write ten sentences using when and while.
LESSON SEVEN
Jumbled sentences
Activity
In pairs, play a word game. Take turns to jumble up known words and ask your
partner to arrange them correctly. Examples: WADA -ADWA, ATLBTE - BATTLE
Exercise: Rearrange the words to form correct sentences in your exercise book.
Examples: 1. Soldiers/away/while/ran/the/guns/firing/were/they.
They ran away while the soldiers were firing guns.
2. Watching/ movie/we/a/were/telephone/when/the/ rang.
We were watching a movie when the telephone rang.
1. bang/reading/was/Betru/heard/when/he/the.
2. grandfather/staying/was/when/with/I/began/the/ war.
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3. Adwa/father/my living/was/in/when/met/him.
4. men/the young/singing/were/we/met/them/when.
5. reading/Bible/the/when/lights/ got/ off/ was/ I.
6. on river/Tana/while/we/sailing/were/the/boat/almost/capsized
7. celebrating Enkutatash/they/were/ when/visited them/I.
8. wedding/a/attending/were/they when/raining/it/started.
LESSON EIGHT
Using: when / while / as
Exercise 1: In groups of three, form sentences using the phrases when, while and
as. Write the correct sentences in your exercise book.
1. While/ l sweep the compound/my brother/carry the baby.
2. While/men clear the bush/women dig/children look after goats.
3. When/I come to school /meet /man ride a horse/woman ride a motorcycle.
4. As I/watch television/mother prepare dinner/my sister wash utensils.
5. While/we have dinner last night/mother prepare dinner/my sister wash utensils.
6. As/Dereje walk to post office/ our teacher come back/postman lock office.
7. When read/Ali sleep/Tola do his work.
8. While/mother trim my hair/my brother clean windows Fikre wash carpet.
9. As they/write exams/Abera look out of the window/teacher walk towards him.
10. As Gela/have breakfast/ her sister bathe/her brother pack his books.
Exercise 2: Complete the sentences in the past continuous tense in your
exercise book.
1. While he (visit) Adwa, he met a lot of friendly people.
2. We (cross) the road when Ali was knocked down.
3. As Abdoshi (ride) downhill, he fell off the bicycle.
4. I met a friend when I (come) to school.
5. While we (watch) television, our father came in.
6. He fell down as he (try) to lift the heavy weapon.
7. While the soldiers (climb) the hill, they were fired at.
8. Students (stay) at school when the war started.
9. While Dino (milk) the goat, Ali (wash) the can and Fatuma (make) fire.
10. I (talk) to my teacher while Robe (finish) the work and Debabe (hand) in her book.
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LESSON NINE
Dialogue
Activity
In pairs, act out Erjabo and Beferdu’s roles.
Beferdu learns about the battle of Adwa
Erjabo : Hello Beferdu, have you read about the battle of Adwa?
Beferdu : No, but I hear it was a serious war.
Erjabo : How did you learn about it?
Beferdu : My great grandfather fought in that war. My father often tells us stories
about it.
Erjabo : Ah! So he was a veteran. Wasn’t he very old?
Beferdu : Yes, he was.
Erjabo : But the war must have been quite intense.
Beferdu : Oh yes, it was. Ethiopian soldiers were determined. They fought as a
strong force.
Erjabo : How did they manage to win the battle?
Beferdu : The Ethiopian soldiers fought the Italians with all their might. The Italians
were defeated.
Exercise : Write a short dialogue about any historical event. Share your work.
B Reading
LESSON TEN
Comprehension
Activity 1
Study the pictures and answer the questions that follow.
1. What do you see in

the pictures?
2. What shows that the
pictures were taken a
long time ago?
3. What kind of people
do you see in the
pictures?
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Read the passage below and answer the questions that follow.
The Battle of Adwa
In March 1896 when Ethiopia was under the leadership of Emperor Menelik II, it
surprised the world by defeating an Italian army which had been sent to conquer his
empire. This battle, known as the Battle of Adwa took place in Adwa, on 1st March
1896. It is a testimony of how Ethiopians resisted European dominance. Ethiopia is
the only African country that resisted colonisation.
The Italians had established themselves at the Red Sea Port of Massawa in 1885 from
where they began to move to the now Eritrean Highlands. Ethiopian commanders had
to halt this, though not so easily. By 1890, Italians had created the colony of Eritrea
with Asmara as the capital city. They continued to push towards the northern Ethiopian
province of Tigray but Ras Mangasha the ruler of Tigray resisted them from late 1894 to
1895 when they defeated his forces and pursued him northwards.
However, in September 1895, Menelik, King of the province of Shoa, called upon
all Ethiopians to take up arms. He led about 100,000 men northwards to the Italian
occupied areas. He brilliantly decampaigned and outmanoeuvred the Italians.
The Italian army under General Baratieri became demoralised and retreated. The
Ethiopian king tactically deploying 15,000 men who advanced during the night and
occupied led forward positions. This was on 29th February, 1896. One Italian Brigade
marched into the Ethiopian camp. The second Brigade was separately engaged with
Menelik’s forces who defeated them in three separate fights. By the afternoon of March
1st 1896, the Italian forces who were desperate and panicky retreated to Eritrea. This
victory of Adwa led to the unification of Ethiopia and Eritrea and Menelik claimed the
title of Emperor.
Exercise 1: Answer these questions in your exercise book.

1. Why was the world surprised by the Ethiopians?
2. Which army had invaded Ethiopia?
3. Who encouraged and mobilised the Ethiopian army to fight?
4. Where were the Italians by 1885?
5. For how long did Ras Mongasha resist?
6. Who was commander of the Italian army?
7. How did Menelik expose Italian weakness?
8. How can wars be avoided?
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Exercise 2: Match the words in A with their meaning in B.
A B
desperate lost confidence and hope
demoralised withdraw from enemy
retreat move forward
conquer chasing after someone
colony country controlled by another
pursuing to take control of something
advance very worried and angry about something
Activity 2
Work with a partner to discuss the advantages and disadvantages of wars. Write
your findings in your exercise book.
C Writing
LESSON ELEVEN
Ethiopian Historical Event
Activity 1
Read the words in the table below and find the meaning of the difficult ones in a
dictionary.
colonised domination Italians Ethiopians importance location sons
Ethiopia legends born Queen brought covenant
interruption occupied Ethiopian
Exercise: Use the words in the table to complete the paragraph. Do the work in
your exercise book.
It is believed by early traditionalists that Cush, who was one of the (1) of
Ham and therefore a grandson of Noah came to (2) from Mesopotamia.
Old (3) said that Menelik (I) the son (4) to Solomon by the
(5) of Sheba settled in Axum. He (6) with him the Ark of the
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(7) from the temple in Jerusalem. Here he settled and established the (8)
state which stayed without much (9) until 1974. Ethiopia, as a
matter of fact, had the longest monarchies in the world.
The historical (10) of Ethiopia was due to its advantageous (11)

and terrain. By and large, this (12) had quite some influence from outside
countries but was not really fully (13) by any of them.
When the (14) under Benito Mussolini briefly (15) it, they got a
bloody nose from (16) during the battle of Adwa.
Activity 2
Write a short paragraph about a historical event you know in Ethiopia. Share your
story with other members of your class.
Revision Exercise (Home work)

Complete the sentences correctly using the words in the brackets.
1. Soldiers ___________ very well and won the battle. (fight)
2. Italians ___________ the battle many years ago. (lose)
3. Barena usually ___________ war movies. (watch)
4. Many people were ___________ during the war. (shoot)
5. I had ___________ the mountain when the war started. (climb)
6. While Ali was___________ to school, he fell off the bicycle. (ride)
7. As they were ___________ to grandfather’s story, it started raining. (listen)
8. Toleshe was ___________ on Lake Tana when a high wind blew. (sail)
9. They were ___________ the rift valley when they heard the earthquake. (tour)
10. While we were ___________ to the news, our uncle arrived. (listen)
LESSON TWELVE
Activity
In groups of six, perform a play about the Battle of Adwa. Use the reading passage
on page 73 as a guide to get the characters, the causes of the war, the victors and
losers, and the effects of the war.
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LESSON THIRTEEN
Copy and complete the puzzle in your exercise book. Work in groups.
1C 2F 3H
4O
5I 6G 7R
8W
9B 10 A 11 Y
12 V
13 P
14 K 15 N
16 N 17 S
Clues across
Clues down
1. short form for company (2)
1. move up (5)
2. past tense of ‘fight’ (6)
2. goes on in battle (8)
5. short for I am (2)
3. be quick (5)
6. move (2)
4. not two (3)
7. jog (3)
8. used in war (7)
8. battle (3)
10. same as while when (2)
9. war (6)
12. tour a place (5)
11. means ‘you’ (2)
14. relative (3)
13. place (3)
15. at this time (3)
14. ruler (4)
16. first received (4)
17. fire a gun (5)
Exercise: In pairs, use the words you have formed to make meaningful sentences.
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Unit 6 :Unit
How is aisgabi
6: How a gabimade?
made?
Grade 7
Objective
In this unit, you will describe processes of getting products.
LESSON ONE
Activity 1
Study the pictures and describe what you see. Work with a partner.
A B D E
How do you think the product in picture E is finally got.
Listening Practice
Activity 2
Listen to the story read to you by your teacher and answer the questions that follow.
1. Which material is used to make cloth?
2. How is cotton delivered to factories?
3. How is cotton sent to different sections?
4. What other materials are used to make cloth?
Exercise: With your partner, write about different types of clothes and how they
are made.
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Unit 6: How is a gabi made?
Grade 7
LESSON TWO
Vocabulary practice
Activity
The following words are used in describing processes. Read them carefully to find
out their meaning. Look up the difficult words in the dictionary.
cook bake bread flour salt wheat serve bowl
stir dissolve mix fold cover injera teff
Exercise 1: Use some of the words to complete these sentences in your exercise book.
1. _________ the mixture until it _________.
2. _________ is used to make bread.
3. You can eat _________ with chicken stew (dorowot) for lunch.
4. _________ the food when it is ready.
5. You should _________ different ingredients to bake good bread.
6. _________ the food with a plate and put it on the table.
7. _________ needs enough rainfall to grow well.
8. We shall have _________ for breakfast tomorrow.
Exercise 2: Write a list of ten words which are related to processing home
requirements.
LESSON Three
Using: Present simple active and passive voice
Activity 1
In groups of three, discuss these questions and answer them in complete
sentences.
(a) Which products are made from timber?
(b) What juice do we get from pineapples?
(c) What product is made from wheat?
(d) When is cotton harvested?
(e) What crop is common in your area?
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Activity 2
Form correct sentences from the table.
Example: Coffee is grown in Ethiopia.
Coffee Japan.
Ferraris Ethiopia.
Nikon cameras is grown in Hawaii.
Rice are made in Brazil.
Pineapples Italy.
Teff China.
Exercise 1: Rewrite the sentences. Choose the correct word from the words in bold.
1. Where are/is these shoes made from?
2. Coffee are/is carried from the store by the workers.
3. The products are/is sold to other countries.
4. The engineer are/is called to service the machine.
5. Somebody are/is informed about the harvest.
6. All the food are/is prepared at the factory.
Exercise 2: Which of the following sentences are in the active voice and which are
in the passive voice?
1. Shewit bakes bread at the bakery.
2. Delicious food is prepared by the cook.
3. We use ‘teff’ flour to make injera.
4. Tona buys cooking oil from the shop.
5. Hailu eats injera for his lunch.
6. Rice is packed in sacks.
7. Alexander Graham Bell invented the telephone in 1876.
8. The Eiffel Tower is visited by over 5 million people every year.
Exercise 3: Begin these sentences with the words in brackets and rewrite them correctly.
1. My mother mixes (ingredients) to make injera every morning.
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2. Rebika serves (bread) with tea.

3. The baker slices (bread) with a knife.
4. Embet bakes (injera) every weekend.
5. Beyene grinds (teff) from home.
6. Ali grinds (coffee beans) every weekend.
7. Mother cooks (food) everyday.
8. They give (Sofia) bread.
9. Aberu mixes (the ingredients).
10. Tigist shakes (the bottle contents).
LESSON FOUR
The active and passive voice
Activity
Read these sentences and tell your partner how sentences (a) are different from
sentences (b).
Examples: (a) Teff is brought from the market by Tiberu every Friday.
(b) Tiberu brings Teff from the market every Friday.
(a) Injera and spinach are eaten by Roro.
(b) Roro eats injera and spinach.
Exercise 1: Rewrite these sentences beginning with the words in bold.

1. Bread is baked in a hot oven by Robera.
2. Wheat is grown by the farmers in the garden.
3. Coconut is harvested weekly by Lemessa.
4. Pumpkin seeds are planted by farmers during the rainy season.
5. I was cut by a knife while slicing bread.
Exercise 2: Complete the sentences by using the correct form of the words in the
brackets. Share your answers.
1. Lemon juice is _________ at the party. (drink)
2. The horse was _________ by the stable boy. (feed)
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3. The tables are _________ by the waitress. (lay)

4. Rotten pineapples are _________ on the compost heap. (throw)
5. The bottle is _________ on the shelf. (keep)
6. Injera is _________ at the wedding party. (eat)
7. The mixture was _________. (boil)
8. Coffee beans are usually _________ by my brother. (grind)
9. The pan is _________ before the egg is fried. (heat)
10. Cloth is _________ from cotton. (weave)
Exercise 3: Use the words in the box to complete the paragraph on “How injera is
prepared”
poured cooked batter fire days
flat turn mixed injera bottom
Teff is ground and the flour is then (1) _______ with water in a bowl. This mixture is
covered and kept at room temperature. It will bubble and (2) _______ sour. This takes
about three (3) _______. However, the (4) _______ should not be so thick. A large
(5) _______ pan should be then oiled and put on the (6) _______. Starting at the edge
of the flat part, the batter should be (7) _______ in circular movement to cover the pan
(8) ______. The batter should be (9) _______ until when holes form in it and its edges
are lifted from the pan. Now the (10) ______ should then be removed and let to cool.
B Reading
LESSON FIVE
Comprehension
Activity 1
Discuss the process of making tea with your partner. Talk about the ingredients and
equipment needed. While describing the process, use sequence words like: First, I
make a fire.
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Read this passage about the process of making Ethiopian coffee.

The Ethiopian Coffee Ceremony
Ethiopian coffee is very delicious. It is one of the things that visitors enjoy when they
come to our country. It is served to guests in most homes and served at ceremonies
after the meals. The mother also referred to as the woman of the household, is the one
who starts the ceremony.
First, she sits in the corner of the house on a stool near a hot charcoal brazier, on
which she places a pan. Then, she roasts the coffee beans in the pan. When the
beans are ready, she takes them away to the backyard from where she can be heard
pounding them with a mortar and pestle.
After the coffee has been finely ground, she returns to the house with the traditional
clay coffee pot and the ground coffee. She fills the pot with water and puts it on the
stove. When the water boils, she puts the ground coffee into the pot and leaves it to
simmer. When the coffee boils very well, the magnificent and strong aroma of the
coffee is smelt.
Finally the coffee is poured into small cups and served to the guests. Sugar or coffee
is added to each cup, depending on what each one prefers.
Exercise 1: Answer the questions about the passage.
1. Why is Ethiopian coffee enjoyed by many visitors to Ethiopia?
2. When and where is the coffee ceremony held?
3. Who prepares the coffee?
4. To whom is the coffee served and how?
5. Describe the coffee-making process from the time it is roasted to when it is served.
Activity 2
Write the process of making coffee and read your work to the class.
LESSON SIX
How a gabi is made
A gabi is traditional Ethiopian wear. It is made from cotton. It is usually white with
stripes on the sleeves, neck and hem.
Activity 1
Have you ever seen weavers in your area making a gabi? Discuss the process with
your partner.
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Activity 2
In groups, discuss the process of making a gabi using these phrases.
1. Farmers sow cotton seeds.
2. Cotton pods grow and burst open.
3. Farmers harvest the cotton.
4. Cotton threads are made into textile.
5. Different gabi products are made and sold.
Activity 3
The pictures show the process of making a gabi . They are jumbled up. Arrange the
pictures in the correct order to show the process of making a gabi .
A B C
D E F
G H I
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Exercise: Answer the following questions.

1. Where is cotton grown?
2. Who picks the cotton from the farm?
3. What are the threads made from?
4. Who designs the gabi wear?
5. How do women and men dress?
6. Why do they make the gabi wear?
Lesson seven
Activity 1
In groups, discuss the steps taken from planting teff to making teff flour.
s Fields are prepared when the rainy season begins.
s The teff grain is sown.
s As it grows, weeding has to be done.
s After about four months, the ripe grain is harvested, usually in the dry season.
s It is tied in shears and dried in the sun.
s When it is fully dry, the teff grain is threshed and winnowed to separate it from
the chaff.
s The grain is ground into teff flour.
Activity 2
Discuss the process of preparing injera and then read this process to compare with
what you discussed.
s First, teff flour is mixed with water and yeast.
s The mixture is then kneaded to make dough.
s Next, it is covered and then stored away for two to three days in order to ferment.
s A separate mixture of teff and water is boiled, and after it has cooled, it is added
to the fermented dough and kneaded together.
s The dough is then left to rise.
s The dough is cooked on a hot flat iron.
s Finally, it is served with wat, a national dish, which may be chicken, beef, lamb,
vegetables or lentils Berber, a hot spiced stew is also served alongside.
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Activity 3
In groups, discuss these pictures and arrange them in the right order to show the
process of making injera.
A B
C D
Exercise: Using the steps, process and pictures you have discussed in your group,
write a paragraph about the process of making injera.
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C Writing
LESSON EIGHT
Using: How does ...?

How does Sofia bake a cake?
Activity 1
In groups of three, discuss the process of baking a cake.
Equipment:
mixing bowls wooden spoons teaspoon grater
sieve tablespoon baking tin/pan knife
fork or egg-whisk pre-heated oven kitchen scale
Ingredients/Recipe:
s 500 g baking flour
s 1/2 teaspoon baking powder
s 1/2 cup of sugar
s 2 large eggs
s 250 g margarine
s 500 ml milk
s tablespoon vanilla essence or any other flavour of your choice
s grated lemon (peel) rind
s food colour (optional)
Activity 2
The following process of baking cakes is jumbled.
Procedure: Arrange it correctly to guide Sofia on how to bake the cake.
1. Next mix sugar and margarine together and whisk until light and fluffy.
2. Finally you remove the cake and put it on a rack. Leave it to cool before
serving.
3. First sieve the flour, baking powder and salt together into a mixing bowl.
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4. You then add well-whisked egg and continue beating until the mixture is light
and creamy.
5. Then pour the cake mixture into the baking pan and place it inside the hot oven
and bake for 30 - 40 minutes.
6. After add milk in little amounts while continuing to whisk the mixture.
7. Now add grated lemon rind or any other flavouring agent. You may add any food
colouring of your choice if you have any.
8. Then put in the flour and stir the mixture until it is thick and creamy.
Here is Miss Amil. In groups of four, discuss what she is baking using the pictures
(A-F). Write down the process about what she is baking.
A B
C D
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E F
Exercise: What is your most favourite meal? What ingredients are required?
Describe the process of preparing this meal using the words first, next,
then and finally.
Grammar Highlight
Using do/does/did in questions
We usually make questions by changing the word order. We put first the auxiliary verb before
the subject.
yy In present simple questions, we use do/does:
You live do you live?
The film begins does the film begin?
Do you live here?

What time does the film begin? (not ‘What time begins ...?)
yy In forming questions in the past simple tense, we use did.
You sold did you sell?
The accident happened did the accident happen?
Did you sell the house?

How did the accident happen?
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Lesson nine
Dialogue
Activity 1
Read the dialogue and act it out with a partner.
Hailu : Has your group baked any bread yet?
Senait : No, we still have much to learn.
Hailu : Our group has already learnt about the ingredients, weighing, kneading and
shaping. I think we are going to do the actual baking in the next lesson.
Senait : I don’t think so. You will learn something about the oven, temperature and
how to store and sell what you bake.
Hailu : Why do we have to learn about the marketing of the baked products?
Senait : We to learn it because, it is very important especially when one bakes in

order to earn money.
Hailu : That’s right. That means that a baker earns money everyday.
Exercise 1: Compose a short dialogue about any process of baking you have learnt.
Use the example above to guide you.
Activity 2
With a partner, read these sentences and identify the tenses used.
a) She comes to the party every month.
b) Somebody gave me the key.
Exercise 2: Form five sentences in the present simple tense and four sentences in
the past simple tense.
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LESSON TEN
Poem
Read the poem.
The aroma of brown injera
Fresh and hot from the oven
Wafts through the air to my nose
Round and flat like a large pancake
Arouses my appetite for some breakfast
I love to tear pieces of the injera

And swallow mouthfuls of the same
With my little brothers silently giggling
Amused at the speed with which I do it
Mother can never stop making injera

For me to eat at breakfast and lunch
That’s what always makes my day
Injera, injera, food for the day
Exercise 1: Answer the questions in your book.

1. What colour is baked Injera?
2. What shape is the Injera?
3. How does Injera arouse the author’s appetite?
4. Describe the manner in which the author eats Injera.
5. What does this tell us about the author’s character?
6. Who makes the Injera?
7. Write a suitable title for the poem.
Exercise 2: Write a poem about your favourite dish and share your poems in class.
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Lesson eleven
Comprehension
Activity 1
1. What are cash crops?
2. Name the cash crops grown in your community?
3. Of what value are cash crops to our nation?
Read the passage.

Cotton growing
Cotton is one of the several major cash crops grown in Africa. Others are cocoa,
coffee, tea and sugarcane. Cotton grows best on flat land in a hot climate.
When a field is ploughed and ready, the farmer drops two or three cotton seeds in little
holes that are dug in straight rows. The rows are about one metre apart.
It takes up to four days for the seeds to germinate. During the rainy season, the farmer is
kept busy weeding the cotton field and this must be done before the plants start to flower.
Like any other plant, cotton is affected by pests and diseases. The common pest is the
boll-weevil which destroys the boll. However,
with the use of pesticides, mecrus can be
controlled.
With time the flowers die and fall off, leaving
tiny green bolls. The bolls grow bigger and
bigger until they ripen and finally dry up. In
due course the boll bursts open to reveal
beautiful white cotton fibre.
Cotton harvesting takes place in the dry
season. It is a hot tiresome job, especially as the plants themselves have rough spiky
hairs.
The cotton is then spread out on large mats to dry. Next, it is sorted to separate the
white cotton from the brown-looking one. The cotton is then packed into large sacks
and taken to the ginnery where the seeds are separated from the fibre. Seeds, too,
are equally important because out of them, we get cooking oil and animal feeds. The
cotton fibre is spun into thread or yarn and the yarn is spun into cloth.
Source: Adapted from African News, November 2007.
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Exercise 1: Answer the questions.

1. List the major cash crops grown in Africa apart from cotton?
2. Where are the cotton seeds planted and how?
3. How long does the cotton seed take to germinate?
4. Why is weeding done during the wet season?
5. Name the pest that destroys the cotton boll.
6. Explain why cotton harvesting is done in the dry season.
7. Why are cotton seeds important?
Exercise 2: Match these words with their meaning.
germinate chemicals sprayed to kill pests

mature factory where cotton is made
ginnery carefully done to get final product
processed reaping what is mature enough
pesticides old enough for harvesting
harvesting to develop from seed and grow to plant
Activity 2
Describe the steps taken from the time the cotton is harvested to when cloth is
made.
Lesson twelve
Revision Exercises
Activity
Listen to the words read by your teacher and write them correctly.
Exercise 1: Arrange the jumbled up sentences in the right order to show how Ali got
his new uniform.
1. Then, she took Ali’s measurements for a pair of shorts and a shirt.
2. They went there so that Ali could get measured for new clothes.
3. Finally, the father and son went back home.
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4. When the sewing was done, Ali tried his clothes on.
5. Ali’s father then paid the seamstress.
6. After taking the measurements, she started sewing Ali’s clothes.
7. They fitted him very well and he felt good.
8. Ali’s clothes had got worn out.
9. The sewing took about four hours.
10. First, his father went with him to the seamstress.
Exercise 2: Rewrite each sentence beginning with the words in brackets.

1. They planted corn first. (Begin: corn ...)
2. They wove good sweaters. (Begin: Good sweaters ...)
3. Men and women planted cotton. (Begin: Cotton ...)
4. My mother ground the coffee beans. (Begin: The coffee ...)
5. Children drank the coffee. (Begin: The coffee ...)
6. They made the gabi. (Begin: The gabi ...)
7. They dried the seeds. (Begin: The seeds ...)
8. They processed cotton. (Begin: Cotton ...)
9. My mother served us sweet potatoes. (Begin: We ...)
10. The girls bought cooking oil. (Begin: Cooking oil ...)
Exercise 3: Complete the sentences by filling in the correct form of the words in the
brackets.
1. Cotton is in many parts of Africa. (grow)
2. My mother has made a of different ingredients for making bread. (mix)
3. Rice is mainly in wetlands. (plant)
4. A carpenter the chairs and brought them to school. (make)
5. Cakes are in an oven. (bake)
6. The we got about making a gabi was correct. (inform)
7. The teacher the class to use the bread making recipe. (instruct)
8. Musa milk from the dairy every morning. (buy)
9. Harvesting of wheat is during the dry season. (do)
10. My aunt a beautiful basket last Saturday. (make)
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Lesson thirteen
Copy and complete the puzzle in your exercise book. Work in groups.
1B 2S
3L 4B
5P 6
7I 8B
9C 10 T
11 C
12 S
13 C
14 S

1. Bread, buns, cakes are made 1. activity done in a bakery (6)
there (6) 2. stone or concrete cover (4)
3. Short form for laboratory (3) 4. purchasing (6)
5. beg (4) 5. a series of actions used to make a
7. spongy flat bread (6) product (7)
8. lad (3) 6. music note (2)
9. cloth is got from it (6) 10. informs (5)
11. its plural is cakes (4) 11. not very cold (4)
12. storage part of cupboard (5)
13. makes food (5)
14. we use a needle to do it. (3)
Activity
Work in pairs to make sentences using the words formed in the crossword puzzle.
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Revision Unit One
Grade 7
Revision Exercise 1
A. Arrange the words to make sensible sentences.
1. name what? is your
2. you meet to nice
3. teacher’s what your is name.
4. do how you do?
5. John Jinka from is
6. meaning village your the Do you of name know?
B. Complete the dialogue.
Visitor: What ...?
Sofia: My name is Sofia.
Visitor: Where ...?
Sofia: I live in Goba.
Visitor: Do ...?
Sofia: No, I don’t know the meaning of Goba but I will ask my father.
Visitor: What ...?
Sofia: I think Addis Ababa means new flower.
Visitor: Who ...?
Sofia: Our teacher told us its meaning.
Visitor: What....?
Sofia: Arba Minch means forty springs.
C. Arrange these sentences and phrases to write the letter from a headteacher to a
manager of a bookstore.
1. Dear Sir,
2. K.K.Kebede.
3. 20th January 2010.
4. RE : SUPPLY OF DICTIONARIES.
5. Yours faithfully,
6. Waka Bookstore Ltd. P.O. Box 474, Waka
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7. I shall be grateful if I receive them at the earliest time possible

8. The purpose of this letter is to request you to send me four Advanced
Learners’ Dictionaries.
9. For payments, I have enclosed a cheque as you requested.
10. The General Manager,
11. Waka Secondary School, P.O. Box 488, Waka.
Revision Exercise 2
A. Use the words in the brackets to make correct sentences.
1. She (quick) learnt Amharic.
2. Sofia speaks English very (good).
3. (Sad), she couldn’t understand our language.
4. We paid (cheap) to learn Shinasha.
5. Kaleb (humble) talked to the old lady.
6. We (steady) improved our pronunciation.
7. The students (noise) discussed the issue of choosing the national language.
8. She (practical) showed that she was good at debating.
9. We (thank) and clapped our hands when the first lesson ended.
10. He (miserable) read the report which had poor grades.
B. Rewrite the sentences using the instructions in brackets.
1. Ali can speak Shinasha. He can’t speak Amharic. (Use: ... but ...)
2. I am learning English. I am learning Afan Oromo. (Use ... both ...)
3. Sofia can speak Tigrigna, however, she can’t write it. (Use: ... but ...)
4. Tesema can speak Sidama and English. (Use ... both ...)
5. Tiru speaks more languages than Boja. (Use ... fewer ...)
6. Roro knows Afan Dromo. He can translate it into English. (use: ... because. ...)
7. Tiru may speak Amharic. She may speak Arabic. (Use: ... either ... or ...)
8. I didn’t understand what the lady was saying. I didn’t say anything to her.
(Join the sentences using ... because ....)
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C. Fill the gaps with the correct words given below.

both and more don’t have to must most
1. The two girls ________ understand four languages.
2. It is a ________ you should learn the National Anthem.
3. Eshetu ________ Ferede are learning Arabic.
4. I know ________ languages than Abenet.
5. I ________ travel to Adwa next week.
6. Our teacher knows ________ of the languages in Ethiopia.
7. ________ the teacher and the students went to the language conference.
8. All students ________ strictly abide by the school rules.
Revision Exercise 3
A. Arrange the words correctly to form good questions.
1. celebrate Easter do you when?
2. holiday Where you did spend your?
3. much food How did they at party the eat?
4. genna Did play you?
5. are there What holidays Ethiopia in?
B. Use the words in the brackets correctly.
1. She always (visit) her grandmother during the holidays.
2. Sofia usually (hurry) to the football field.
3. Last year she (go) to Lalibela for a tour.
4. We have (attend) the bull jumping function.
5. They had just (eat) their meal when the guest arrived.
6. Have the girls (decorate) the venue for the festival?
7. They (travel) to Metekei next year..
9. Yasin enjoys (swim) during the month of Ramadhan.
10. I can see everyone (dance) to the rhythm of the drum.
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C. Punctuate the sentences.

1. abera sometimes visits ali.
2. he said it is a holiday tomorrow.
3. if abebe comes he will help arrange the seats.
4. did you attend last years masked festival
5. i think tigists postcard is well written.
Revision Exercise 4
A. Use the words in the brackets correctly.
1. We (travel) to Gambela next weekend.
2. Several (tour) were seen climbing the mountain.
3. Have you ever (swim) in Baro river?
4. They (visit) Asosa last holidays.
5. Have the students (pack) their luggage for the trip?
6. Our school has (organise) a trip to Asosa next week.
7. My father has (choose) Nekemte as our next destination.
8. Who will be (drive) the van on this trip?
9. Tourists enjoy (take) photographs of scenic places.
10. (Tour) is a good foreign income earner for our country.
B. Rewrite the sentences as instructed in the brackets.
1. It is interesting. We shall visit the Rift Valley. (Join using: ... because ....)
2. It is famous for its great caves. We shall tour Sof Omar.
(Write as one sentence using ... because ...)
3. The Rift Valley is well known for its scenic beauty.
(Rewrite: using ... famous ...)
4. Our teacher will travel to Ahmar mountains. (Rewrite using ... going to ...)
5. We are going to camp here. It is a scenic area. (Rewrite using ... because ...)
6. Ali is not going to swim. Ahazu is not going to swim.
(Rewrite as one sentence using .... and neither ...)
7. My father usually rides a horse. My uncle usually rides a horse.
(Rewrite as one sentence using .. and so.....)
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8. I went on a tour to the national park. My sister went on the game tour.
(Write as one sentence using ... and so...)
9. Kedir said I will go to Gode in the holidays (Punctuate correctly).
10. The boys have drawn their route on a map. Girls have also drawn their route
on a map. (Write as one sentence using ... and so ...)
Revision Exercise 5
A. Use the words in the brackets to form correct sentences.
1. While we (visit) Adwa, we met a world war veteran.
2. As I (listen) to an old song, my uncle called me.
3. (Write) in my diary when the teacher came.
4. While we (sail) on Lake Langano, the boat engine stopped.
5. She (explain) the war of Adwa when her telephone rang.
B. Arrange the jumbled words to make good sentences.
1. battle where the was fought?
2. disaster can wars cause people to.
3. defeated retreated army that was the very fast.
4. fire guns cowardly soldiers the couldn’t the.
5. battle fierce Adwa the of was ?
6. protect country fight to soldiers their
C. Find a word that means the same as the bold words or groups of words.
1. We shall tour the national parks.
2. Which war are you talking about?
3. Those guns, grenades, bullets, tanks won’t help.
4. The men fighting a war had to take cover.
5. They used magnifying glasses to see words on the map.
6. Where there is a situation without war, people are happy.
7. Did you see the captain giving orders to other soldiers at the front line?
8. War ceased when the Italians were defeated.
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Revision Exercise 6
A. Arrange the following activities in the correct order: Use: first, ...then, ... next, ...
finally, ...
1. I run to school, I wake up, and take my lessons, I take a shower, I have tea.
2. Kemal takes the coffee, he grinds them, he roasts the coffee beans, he
puts the ground coffee in hot water.
3. Sofia pays for the dress, Sofia goes to the shop, Sofia chooses the dress
she wants, Sofia goes home with the dress.
4. The tailor sews the suit, Dino chooses the cloth he wants, Dino goes to the
tailor’s shop, Dino goes to the festival in the new suit.
5. The farmers harvest cotton, cotton is sold to the cotton factory, the clothes
are made from the cotton materials at the cotton factory, threads are made
into cloth materials.
B. Rewrite these sentences beginning with the bold words.
1. They processed the coffee.
2. Garedew drank the tea.
3. They sold the gabi to the chief.
4. Hirut planted barley.
5. Debela planted the cotton.
6. Students made shirts from the cotton material.
7. They ate the loaves of bread.
8. The girl prepared delicious coffee.
9. Farmers irrigated the sorghum.
10. Ali bought a sack of rice.
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Unit 7 :Unit
Have youyou
7: Have ever
ever...?
...?
Grade 7
Objective
In this unit, you will talk about people’s experiences.
Lesson one
Activity
In groups of three, discuss what you see in the picture.
Exercise 1: Answer the following questions based on the above picture.

1. What do you think is taking place in the picture?
2. Mention the equipment one needs for fishing.
3. Name the types of fish caught in our lakes?
4. Describe the people in the picture.
5. How can we protect our water sources from pollution?
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Listening practice
Exercise 2: Your teacher will read to you a story about Kwame Nkrumah (a famous
Ghanaian leader). Listen carefully and answer the questions below.
1. Who was Kwame Nkrumah?
2. What was he famous for?
3. What shows that Kwame Nkrumah was hardworking?
4. What did he do for his country?
5. What do you plan to do for your country?
LESSON TWO
Vocabulary Practice
Activity
Describe a game you have ever participated in the people who were involved and
how the winner came through.
Exercise 1: Use the following words to complete the sentences below.

met been dug arrived swam
driven cooked painted used ridden
1. Have you ever ______ a picture?

2. I ______ late at the lake shores.
3. Rebika ______ a fishing rod to catch fish.
4. The fish that Teshome ______ was tasty.
5. I have ______ in the river several times.
6. Have you ever ______ Afework Tekle?
7. Ferede ______ a hole near the kitchen.
8. She has ______ the ambulance to the hospital.
9. Have you ever ______ a horse?
10. Roro has ______ to Bale twice.
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Exercise 2: Write ten sentences about the activities you have done today either at
home or at school.
LESSON THREE
Using: Present Perfect Tense

Activity 1
Read and act out Tahir and Chala’s dialogue with a partner.
Tahir : Have you ever been to Hawassa?
Chala : No, I haven’t.
Tahir : Have you ever been to Gambela?
Chala : Yes, I have.
Tahir : When did you go?
Chala : Two years ago.
Tahir : Did you like it?
Chala : Yes, it was beautiful.
Exercise 1: With a partner, write down the names of four places in your country that
you have been to. Write a similar conversation like the one above.
Activity 2
In small groups, discuss a living famous person you know. List down the activities
he/she has done.
Example: He/she has written books for children.
He/she has built a dispensary.
Exercise 2: Answer these questions using the example provided.

Example: Have you answered all the questions correctly?
Yes, I have answered all the questions correctly.
1. Has your sister posted the letter/ (No, ...)

2. Have they brought the books? (No, ...)
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3. Has the chief guest arrived? (Yes, ...)

4. Have you written the answers in your exercise books? (Yes, ...)
LESSON FOUR
Activity 1
Work in pairs to tick the correct sentence in each pair.
1. I went to Bonga last year.
I have been to Bonga last year.
2. Have you ever met a famous person?
Did you ever meet a famous person?
3. Turjum’s not here. He went to Arbaminche.
Turjum’s not here. He’s gone to Arbaminche.
4. You have met him when you were six.
You met him when you were six.
Activity 2
With a partner, ask and answer questions about what you have ever done.
Example: 1. Have you ever visited a zoo?
Yes, I have.
2. Have you ever travelled by train?
I have never travelled by train.
Activity 3
Take turns to form correct questions and answers using ever/never from the table.
caught fish from a lake?

you visited Awash Park?
Have
they ever travelled by train?
Has
your brother seen an aeroplane?
made a mistake?
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Exercise: Study these examples with a partner and answer the questions.
Examples: (a) Have you ever seen an aeroplane?
Yes, I have.
(b) Has your brother ever caught fish from a lake?
He has never caught fish from a lake.
1. (a) _____ you ever (visit) Nairobi?
(b) Yes, _____.
2. (a) _____ she ever (prepare) ‘Dorowot’?
(b) She _____ never (prepare) ‘Dorowot’.
3. (a) _____ they ever (write) letters to friends abroad?
(b) Yes, _____.
4. (a) _____ they ever (meet) any of their friends?
(b) They _____ never (meet) any of their friends?
5. (a) _____ you and your brother ever (speak) Amharic?
(b) Yes, _____.
LESSON FIVE
Using: Who ...? / What...? / Whose...? / Where...? / Which...?
Activity 1
Work with a partner to form Wh-questions in A and match them with answers in B.
A B
When ...? six
Where ...? 1991
What ...? Ethiopia
Who ...? because I love him.
Why ...? John
Which ...? some roses
How ...? 50 birr
How much ...? the red ones
How many ...? by plane
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Activity 2
With a partner, take turns to ask and answer questions as in the example.
Example: 1. Where has she taken the books?
She has taken the books to the library.
2. What has she bought from the canteen?
She has bought a pen from the canteen.
Activity 3
In groups, assume the following roles:
l watering the cabbage in the school garden. (Anile)
l cooking beans and rice for supper. (Wede)
l writing a letter to an uncle requesting for fees. (Ali)
l speak to the tailor.
l borrow Herpo’s pen.
l direct
tourists to scenic places.
Answer these questions in complete sentences.
1. Who has watered the cabbage in the school garden?
2. What have you cooked for supper?
3. Why has she written a letter to her uncle?
4. Whom has he spoken to?
5. Whose pen have you borrowed?
6. Which places have the tourists visited?
Exercise: Write five questions using Has and Have. Form their answers.
(a) Who ...? (b) What ...? (c) Whose ...?
(d) Where ...? (e) Which ...?
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LESSON SIX
Dialogue
Activity 1
In groups of three, talk about interesting places you have ever visited:
Name of place, where it is found, what is interesting in that place and why you visited it.
Exercise : In pairs, discuss and complete the dialogue between the journalist (Mulu)
from Ethiopia and a tourist (Ali Hussien).
Mulu : What is ____________?
Hussein : My name is Ali Hussien.
Mulu : Where ____________?
Hussein : I am from Saudi Arabia.
Mulu : Where have you been?
Hussen : I have been to the game park.
Mulu : What did _______________?
Hussein : I saw some red fox, lions, giraffes and birds.
Mulu : When do you __________________?
Hussein : I hope to go back to Saudi Arabia next week.
Mulu : What ____________?
Hussein : Watching birds was the most enjoyable activity in Ethiopia.
Mulu : How ____________?
Hussein : I travelled by Ethiopian Airways.
Mulu : Have you ______________?
Hussein : Yes, I have plans to return to this country.
Activity 2
Write a short paragraph about what you have ever achieved.
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LESSON SEVEN
Post card
Activity 1
Read the post card below. In groups, discuss the questions about it.
Dear Aunt Meseret,
Greetings from my family.
During this school term, my class

has done many things. We have Aunt Meseret
written many compositions, drawn
and modelled handicrafts for sale. Bole Gerji Kebele
We have also learnt how to paint Addis Ababa, Ethiopia.
good pictures and to write letters
and postcards.
I hope to hear from you soon,
Your niece, Rebika.
Activity 2
Discuss these questions.
1. Who wrote the postcard?
2. What shows the writer is a student.
3. Why have they made handicrafts?
4. Why do you think people write postcards?
5. Where does the aunt live?
6. What do you think is missing on the postcard.
Exercise: Imagine you are Aunt Meseret, write a reply to Rebika’s postcard.
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Lesson eight
Activity 1
Read the advertisement carefully and in groups, discuss the questions.
grand sale ! grand sale!
where : Merkato
when : 8th january - 12th january
time : 8:30 am - 5:00 pm
Utensils, used or secondhand blankets, bedsheets, mattresses and cutlery on sale!
hurry while stock lasts
management
5 / jan / 2010
1. What is the advertisement about?

2. When was the advertisement written?
3. When is the closing date for the sale?
4. Mention one item on sale.
5. How long will the sale last?
Activity 2
Discuss different ways of advertising items for sale. Imagine you want to start a
shop, what activities will you do to ensure that your business succeeds?
Exercise: Imagine you are selling something. Write an advertisement to inform

people about it so that they can buy it.
LESSON NINE
Comprehension
Pre-reading activity: Answer the following questions.
1. Have you ever lost anything? When? Where? What was it?
2. Do you know someone who has ever lost and got his /her item back? What was
the item?
3. What would you do if you found something lost?
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B Reading
Read the passage silently.
Lost and found
One Monday morning, the Grade 7 teacher at Hilltop Primary School prepared to take
her class for a picnic. She wanted them to relax as they were about to write their final
exams. She also wanted them to learn more about the geography of their district.
By the time the buses came at 7:30am, all the students were there and ready for the
trip. Each one looked smart in the school uniform. They carried bags, note books,
packed lunch, some fruit juice and mats.
The two buses set off at 8 o’clock. Each bus carried thirty students and two teachers.
At the picnic site where they arrived two hours later, the students were allowed to play
games such as football. They ate their lunch at 1 o’clock and had more fun running
around while some rested in the shady grounds.
After lunch time, Gezahagn realised that he had lost his keys. He asked his friends but
none of them could help him. When he informed the teacher, she asked everyone to
search for the lost keys. Just as they were about to give up, Rebika shouted, “Look! I
have found them!”
The keys had dropped at the entrance of the picnic grounds. “Isn’t that where you were
playing hide-and-seek with your friends?” asked the teacher. “Yes,” replied Gezahagn.
He thanked the class and especially Rebika for finding the keys. The students boarded
the buses and returned to school. Everyone was happy.
Exercise: Answer the questions according to the passage you have read.
1. When did the grade 7 students set off for picnic?
2. What was the purpose of the tour?
3. What were the students supposed to take along?
4. How many people were there altogether on the tour?
5. What did the students do when they got to the picnic site?
6. How did Gezahagn lose his keys?
7. Why did four teachers have to go along?
8. Who found the keys?
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C Writing
LESSON TEN
Using: ... have/has ...

Activity 1
Boasting game
You will play a boasting game in groups.
Talk to your partners about the great things you have done. Show pride and boast
about your game.
Your partners will tell you what they have done.
Exercise 1: Take turns with your partner to read the sentences aloud. Discuss what
you think are realistic situations and those that are not.
1. “I have fought a lion and a tiger”, boasted my friend.

2. “I have flown a jumbo jet,” said Rebika.
3. “l have sat on an elephant,” boasted Ali.
4. “Oh, l have ridden a horse,” said Abel.
5. “And l have climbed Bale mountains,” said Aida.
6. “Ha! my father has toured the whole world,” stated Jorgo.
7. “My mother has bought a train,” whispered Meron.
8. “Our sisters have gone to the North Pole,” said Rahel.
9. “l have sailed on a steamer,” said Mekedem.
10. “Ho! l have been to the moon in a rocket,” boasted Lemma.
Activity 2
In groups, discuss any achievements you have made in the last one year.
Write down ten sentences boasting about what you have done.
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LESSON ELEVEN
Writing sentences in the present perfect tense
Activity
Use have and has to talk about exciting things you have ever done.
Exercise 1: Rewrite the following sentences correctly using the words in brackets.
1. He has (shake) the bottle.
2. I have (write) a long story.
3. Abera has (ride) the bicycle away.
4. Melkitu and Abeba have (drink) all the milk.
5. The teacher has (take) out the books.
6. Boja has (kick) the ball.
7. My mother has (keep) the sharp scissors away from the toddler.
8. Emebet has never (steal) sugar.
9. We have never (draw) good pictures.
10. They have never (be) late for lessons.
Exercise 2: These pictures describe events that have just happened. Form a
sentence for each picture showing what has taken place.
Example: Likelesh has broken the bottle.
A B C
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D E F
LESSON TWELVE
Activity
In pairs, tell your partner the games you have ever participated in.
Exercise 1: Answer the questions. Make complete sentences.

1. Have you ever woven a basket?
2. Have you ever seen an antelope?
3. Have you ever gone to Konso?
4. Have you ever eaten an apple?
5. Have you ever driven a car?
Exercise 2: Form correct questions using the words in brackets.
1. (ride/horse) Have you ever ridden a horse?
2. (be/Addis Ababa) ____________ 6. (watch/war film) ____________
3. (run/marathon) ____________ 7. (read a story/Adwa) ____________
4. (speak/famous person)_________ 8. (commit/crime) ____________
5. (visit/Tsega) ____________ 9. (skip/rope) ____________
10. (see/Getachew) ____________
Exercise 3: Complete the given questions using these words.
what where who whose why when
1. _______ has ever sat on an elephant?
2. _______ have you been since morning?
3. _______ will you go to the swimming pool?
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4. _______ ball is this?

5. _______ hasn’t Demissew come to school?
6. _______ is the name of your father?
7. _______ is your red pen?
8. _______ hasn’t written the work?
9. _______ did you get the book from?
10. _______ are we sitting for the exams?
LESSON THIRTEEN
Activity
In pairs, complete the puzzle in your exercise book.
1O 2F 3R
4E
5R 6D 7V
8C D
9D
10 R 11G
12 S
13 D 14 T

1. opposite of on (3) 2. enjoyable activity (3)
3 ran (5)
3. done it to a bicycle (6)
5. trot (3)
6. done it to a vehicle (6) 4. had a nice time (7)
8. beckoned (6) 5. noted with pen (8)
9. twenty four hours (3)
7. competed for something (4)
10. done it to a bell (4)
12. uttered (4) 11. left (4)
13. accomplished it (4) 12. past tense of sit (3).
14. say (4)
Exercise: Use some of the words in sentences.
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Unit Unit
8 : How
8: Howdoes
does ititwork?
work?
Grade 7
Objective
In this unit, you will describe how simple machines work. You will also be able to tell what
they are used for.
LESSON ONE
Exercise 1: In small groups, look at these pictures and discuss the questions that follow.
1. What are the names of the machines in the pictures above?

2. What is the use of each of the machines above?
3. What other machines do you know? What are the machines used for?
4. Which machine needs electricity to operate?
Activity
Draw a picture of a machine you like most and describe it to your partner.
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Listening practice
Exercise 2: Your teacher will read to you a short story. Listen carefully and answer
the questions that follow.
1. How has man made work easy?
2. Which three things are useful in entertainment?
3. In groups, discuss the various machines you use at home and their work.
LESSON two
Vocabulary practice
Activity
Read the words in the box and find the meaning of the difficult ones in the dictionary.
button radio robot switch off machine switch television mobile phone
pull plug lever fan press power computer
Exercise 1: Use the words above to complete the sentences correctly.

1. Mengistu should press the big ______ to switch on the radio.
2. I have not seen a ______ set as big as that one.
3. When you press the off button, you ______ the radio.
4. You have to pull or push a ______ to make that machine work.
5. In order for a machine to operate, one has to insert a ______ in a socket.
6. A ______ has made communication very easy.
7. Always ______ the right button to switch on the television.
8. A ______ makes work easy.
9. A ______ is used for communication, typing work and storing important information.
10. It is very hot in here. Please, switch on the ______
Exercise 2: Use some of the words in the box above to write five sentences about a
machine you use most at home.
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LESSON three
Grammar: Using: may/might
Activity
In a group, describe an object as others listen. Ask members to guess the object
according to your description. Use It might/may/could be ... to name the object.
Exercise 1: Your partner will tell you the use and function of a machine of his/her
choice. Guess what the machine is, using may/might/could.
Example: (a) It has a keyboard.
(b) It stores information and programs.
What is it? (a) It might be a computer.
(b) It may be a computer.
(c) It could be a computer.
1. It can use batteries or electricity.
It can be switched on or off.
2. It has a receiver.
We use it to communicate with other people.
3. It has buttons and each button bears a letter.
It can be used to enter data into a computer.
4. We use it to send written messages.
The message is transmitted very fast.
Grammar Highlight
yy may and might
These are words that are used to express a possibility that something is true or may happen.
Example: I may visit a factory.
She might acquire a new one.
They may be used in the negative form using “not”.
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Riddles: Using: It is either a ... or a ...

Exercise 2: Guess answers to the following riddles.
Example: (a) It is small in size.
(b) It has a pointed end.
(c) We use it for writing.
Answer: It is either a pen or a pencil.
(a) We use it in our homes.
(b) It is a source of heat.
(c) It also gives us light.
Answer: It is either firewood or electricity.
Work in pairs and share your answer with others.
1. It has an engine.
It is a common means of transport.
It is either a ________ or a ________
2. We use it to cook food.
It also provides us with heat.
It is either a ________or a ________
3. It has buttons and each button bears a letter.
It is either a ________ or a ________
LESSON FOUR
Activity
Read the following sentences with a partner.
Examples: 1. (a) The programme that we watched was interesting.
(b) The machine that I repaired belongs to Abeba.
2. (a) Which button starts the machine?
(b) The button, which is at the top, starts the machine.
3. (a) The radio that Ayele repaired is Hunde’s.
(b) The knife that is on the shelf is blunt.
1. What is the difference between the sentences in (a) and (b)?
2. What is the importance of the words which and that in the sentences? What
meaning do they add to the sentences in (b)?
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Exercise 1: From the table form correct sentences using which and that.
Examples: 1. The switch, which is found at the top, starts the machine.
2. The radio, that we listen to, uses four cells.
switch you gave me starts the machine.

button is used at home can be used at home.
lever can be found at the top uses four cells.
radio is switched on gives clearer images.
which
machine we use helps us to get information.
The , ,
telephone that was repaired makes the work easy.
computer Abebe rides now works perfectly.
pump was replaced is now spoilt.
bicycle was installed can be used to send
messages.
Exercise 2: Your teacher will dictate to you short sentences. Write down the sentences
and join them using which or that.
LESSON FIVE
The Active and Passive Voice
Activity
Read and talk about the meaning of these sentences with a partner.
Examples: 1. Active voice : You switch on the machine.
Passive voice : The machine is switched on.
2 Active voice : They repair radios.
Passive voice : The radios are repaired.
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Exercise : Rewrite the sentences beginning with the bold words.

1. They clean the machines every morning.
2. Bekele repairs the computer.
3. Abenet switches on the machine.
4. They use the crane to lift the load.
5. You use the telephone to call someone.
6. They use robots to do their work.
7. Women use needles to sew clothes.
8. They repair old machines.
9. They use the bicycle to carry goods.
10. We watch television every day.
LESSON SIX
Imperatives
Activity 1
Ask your partner to do the following activities.
(a) Look at the roof. (b) Stand up (c) lean on the wall.
Let your partner make statements and you act them out.
Activity 2
With a partner, match the actions in column A with the machines in column B.
A B
Turn on the cooker.
Switch off the radio.
Insert the plug/cells.
Turn off the television.
Exercise: 1. Write ten sentences expressing orders and instructions in your

exercise book.
2. Suggest other machines and mention how you operate them.
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LESSON SEVEN
Conditional Sentences: Probable conditions: Using if ...
Activity 1
Mention the things you would like to achieve in life and what you should do in order
to achieve them.
Make sentences about them using if.
Example: If you start the machine, it will make noise.
The machine will make noise if you start it.
My father will buy a bicycle for me if I pass my exams.
Activity 2
In the sentences below, the result or outcome is achieved if certain conditions are
fulfilled. Read the following sentences to find out which condition needs to be fulfilled
first before a result is achieved.
(a) Press the button, turn on the machine.
If you press the button, you will turn on the machine.
You will turn on the machine if you press the button.
(b) Raising the lever, load comes down.
If you raise the lever, the load will come down.
The load will come down if you raise the lever.
With a partner write ten situations where a condition has to be fulfilled first before a
result can be achieved.
Exercise: Write correct sentences in your exercise book beginning with if ...
1. (Switch) on the radio, (listen) to the news.
2. (Watch) television, (learn) a lot.
3. (Turn) the power on, the machine works.
4. Power (go) off, machine does not (work).
5. (Turn) off the power, the computer does not (work).
6. (Use) the computer, work (become) easier.
7. (Switch) on the fan, you feel fresh.
8. (Press) the switch, the robot (start) to work.
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LESSON EIGHT
What will you do?
Activity
In groups of five, take turns to mention the different machines that are used at home
and school. Briefly discuss how they work. Explain why some machines fail to work
and what can be done to make them work.
Exercise: Study the examples below and do the given exercise using … will … if …
Examples: (a) What will you do if the computer doesn’t work? (use a typewriter)
I will use a typewriter if the computer doesn’t work.
(b) What will they do if the bus doesn’t come? (walk the distance)
They will walk the distance if the bus doesn’t come.
1. What will you do if the taxi breaks down? (repair it)
2. What will the student do if he fails the exams? (repeat the class)
3. What will she do if the switch is faulty? (call a mechanic)
4. What will you do if the telephone doesn’t work? (write a note)
5. What will the manager do if the workers are late? (caution them)
B Reading
LESSON NINE
Riddles
Activity 1
In pairs, take turns to state what you will do if all the machines you use become faulty.
Exercise : Can you tell what the machine is?

(a) It is simple to handle. It has a rectangular or square shape. It has a view finder.
Through the view finder you can focus on an object. After focusing on the image,
you press a button. The outcome is a photograph.
(b) The machine works depending on the given instructions. All instructions are
given using a keyboard. It processes and stores information and can run different
programs.
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(c) It is a household machine. It requires batteries or electricity to operate. You switch

it on and off when you want to use it or after using it. At times, it has parts attached
to it to play cassettes or compact discs. The latest versions can be operated with
remote controls.
Activity 2
In pairs, discuss the following questions about the riddles.
(a) 1. Describe the shape of the machine.
2. What must you do before you can get a photo?
(b) 1. How does this machine help people?
2. What items can fit this machine?
3. Why should everyone know how to use this machine?
(c) 1. What does this machine use?
2. What happens when you switch on this machine?
Activity 3
Draw the machines described in the riddles. Display your work in the classroom.
C Writing
LESSON TEN
Compound Sentences: Using: ... and ...
Activity
In pairs, read the sentences below and study how they are joined.
Examples: 1. (a) Tura plays netball. Tura swims very fast.
(b) Tura plays netball, and she swims very fast.
2. (a) He speaks English. He sings in Amharic.
(b) He speaks English, and sings in Amharic.
Exercise 1: Join these sentences using: ... and ...
1. I went to Addis Ababa. I met a friend Yabello.
2. She teaches Music. She choreographs dance.
3. He paid my sister. He bought a new car.
4. We drew pictures of hyenas. We took photographs of lions.
5. She bought a typewriter. She repaired the computer.
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Using: ... but ...

Read the sentences and compare sentences (a) with sentences (b).
Examples: (a) Kidist ate the food. She did not get satisfied.
(b) Kidist ate the food, but she did not get satisfied.
(a) Taye ran very fast. He did not win a gold medal.
(b) Taye ran very fast, but he did not win a gold medal.
Exercise 2: With your partner, discuss the meanings of the sentences in (b).
Exercise 3: Join the sentences below using: ... but ...
1. Merid switched on the TV. Merid did not watch the play.
2. The teacher took our books. He did not mark them.
3. We travelled a long journey. I didn’t get tired.
4. We work very hard. We do not get paid.
5. I have been working since morning. I am not tired.
6. Dromo has many clothes. He does not wear them.
Grammar Highlight
yy Using: and
When we join two complete sentences with and the subjects of the sentences are both written,
use a coma before and:
(a) Shopping at the mall is expensive. Parking is hard to find.
(b) Shopping at the mall is expensive, and parking is hard to find.
yy Note that when you join two complete sentences and remove the subject of the second sentence,
don’t use a comma before and.
(a) These days people mail cards. People e-mail electronic cards.
(b) These days people mail cards and e-mail electronic cards.
yy Using: but
When we join two complete sentences with but, you must always use a comma before but:
(a) I didn’t want to send her a present. I sent her one anyway.
(b) I didn’t want to send her a present, but I sent her one anyway.
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Using: ... or ...

Read the sentences.
Example: Abebe went to the market. Abebe went to the shop.
What questions can you form from these statements?
Check whether your guess is correct.
Did Abebe go to the market? Did Abebe go to the shop?
These two questions can be joined together using ... or ... to become:
Did Abebe go to the market or to the shop?
Exercise 4: Form questions from these statements and join them using: ... or ...
1. He paid me. He paid my brother.
2. She talked to the driver. She talked to the conductor.
3. We visited Lalibella. We visited Jimma.
4. I study Mathematics. I study English.
5. We go to the village. We go to the town.
Exercise 5: Join the sentences using the words in brackets. Do the work in your
exercise book.
1. Ayele listened to the radio. Teshome listened to the radio.

(Join the sentences using ... and ...)
2. Merid switched on the television. Sofia switched off the television.

(Join the sentences using ... but ...).
3. The boy may pull the lever. The girl may pull the lever.
(Join the sentences using ...or ...)
4. The secretary used the computer. The director used the computer.
(Join using … and …)
5. I switched on the machines. The machine did not work. (Join using … but ...)
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LESSON ELEVEN
Using: ... because ...
Activity
Read this sentence and discuss its meaning with your partner. Take turns to construct
similar sentences.
Example: She did not go to school because she was ill.
Exercise: Use because to join these sentences.

1. The type writer may not work well. It is broken.
2. This switch needs to be repaired. The wires are loose.
3. The cooker cannot work. We have run out of gas.
4. Workers haven’t used the machines. The machines aren’t working.
5. Bayene has to use the typewriter. The computer broke down.
6. The power is on and off. We can’t switch on the television.
7. Better turn on the generator. We need to work twenty four hours.
8. Sofia switched on the computer and started working immediately. She has only
an hour to finish the work.
LESSON TWELVE
Punctuation
Activity
In groups of four, mention the punctuation marks you know and when they are used.
Write them in your exercise book.
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Exercise 1: Work in groups and punctuate the letter correctly.
addis technology institute

p. o . Box. 347
tori
25th. jan 2010
the general manager
datamine electronics
po box 4784
addis ababa
dear sir
re: supply of computers
with reference to our earlier communication I would be grateful if you could
supply us with 20 (twenty) IBM PC with their printers and stationery
our computer literacy programme will commence next term and it would be of
paramount importance if they were delivered not later than 31st july 2010
enclosed herein is the Bank draft to effect payment we look forward to receiving
the items please reply and let us know when they will be delivered
yours faithfully
Feleke mekonnen
PRINCIPAL
Exercise 2: Imagine you are the General Manager of Datamine Electronics, write
a letter of reply to the Principal of Addis Technology Institute.
LESSON THIRTEEN
Guided composition
Exercise 1: Use the given words in the box to complete the passage.
automatically think limit instructions programmed
computers complicated themselves speeds 1940s
world electronic individual
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Machines with Brains!
Did you know that computers are the most impressive invention of man? The first invention
was in (1) . Computerisation has now moved into almost every area of society.
(2) are fascinating and frightening at the same time. Many people think of them
as machines with “brains” and as machines that (3) . After all, they play music, ask
questions, store a lot of information, sort out data and much more. We are fascinated
and alarmed by their (4) ways and the scientific knowledge on which they are
(5)___.
In fact, computers do not have brains and they cannot really think (6) . They
are basically machines which can do anything. They are (7) manipulated to do
the work of human beings at very high (8) . The actual thinking is done by the
humans who feed them with information and program them to perform given (9) .
Computers are (10) tools that can receive a set of instructions or program, and
then carry out these instructions by calculating on a lot of data or by (11) it together
and comparing with other forms of information.
Computers are available in many forms. They are used in industries, schools and (12)
homes. Imagine the (13) before computers! The modern world of high
technology is a result of the development of the computer.
Exercise 2: Write a paragraph describing a machine of your choice and what it is

used for.
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UnitUnit
9 :9:Traditional Games
Traditional Games
Grade 7
Objective
In this unit, you will describe different types of Ethiopian games.
LESSON ONE
Activity
Look at the pictures and name the games. Discuss with your partner how and when
each game is played.
A B
C D
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Grade 7
Exercise 1: Answer these questions.

1. How is each game played?
2. What equipment are used in each game or sport?
3. Which is your favourite game?
4. What is the objective of the games?
Listening practice
Exercise 2: Listen to the story from your teacher about games and answer the
questions that follow in your exercise book.
1. List other games that you know.
2. Select any one game and describe how it is played.
3. Which game is similar to Gebeta?
4. Identify games in which only one pair participates.
Activity 2
In groups, discuss your favourite games. How are they played? Talk about the
equipment needed, the number of players and rules that govern the games.
LESSON TWO
Vocabulary practice
Activity1
With a partner, form meaningful sentences using each of the words below.
game win loser competitors throw umpire

equipment rules instructions players judge referee
Exercise 1: Use the words above to complete these sentences. Write the
complete sentences in your exercise book.
1. I can play the board ________
2. You need to follow the ________ of the game.
3. One must work hard to ________ a game.
4. The ________ makes the final decision.
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5. Eleven ________ make a football team.

6. Which ________ is used to play the game?
7. You should follow the ________ if you want to be a winner.
8. ________ the ball aiming at the ring in order to score.
9. The ________ is a referee in a game.
10. The ________ blew his whistle.
11. Every game has a winner and a ________
Activity 2
In a group, discuss some traditional Ethiopian games you know. Talk about the rules,
how the games are played, how players participate, how long the games last, where
they are played, etc.
Draw a chart to describe each of the games. Your teacher will guide you.
Exercise 2: List people who have become famous because of excelling in games.
Name the games.
LESSON THREE
Using : How many .../How much ...
Activity 1
With a partner, take turns to be Tola and Senait. Assume that you want to go shopping
for some items: Then act out the dialogue.
Read and act out this dialogue.
Tola : The sign post reads, ‘Milk Here’. Senait, how much milk do we need?
Senait : Two litres.
Tola : And eggs? How many eggs do we need?
Senait : A dozen.
Tola : What about potatoes? How many kilos of potatoes?
Senait : A kilo is enough.
Tola : How about butter? How much of it?
Senait : Just a packet.
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Exercise: Complete the sentences with much or many.

1. Have you got ________ homework?
2. We don’t need ________ eggs. Just half a dozen.
3. Is there ________ traffic in your town?
4. I don’t know ________ students in this class.
5. How ________ people live in your house?
Activity 2
Continue the conversation with your partner about the rest of the items in activity 1.
LESSON four
The Present Simple (instructions)
Activity 1
Instruct your partner to do different tasks using these examples.
1. Open the book and read the words.
2. Throw the dice and read the number.
3. Pick the button and hand it over.
(a) What do you notice about the beginning of these sentences?
(b) How are these sentences different from other sentences like: I opened the
book and read the words?
Exercise: The following instructions are jumbled up. Rewrite them correctly to form
sensible instructions.
Example: then you read/you throw the dice/the number.
You throw the dice, then you read the number.
1. Wait a little bit/then show it to your partner/you pick the card.
2. Then open your eyes/you close the eyes/select the number.
3. Hit it hard/you throw the ball in space/then wait for the return ball.
4. And then hand it over to another colleague/you pick the baton/run with it.
5. Let partners hide/and then look for them afterwards/you close your eyes.
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6. And ask questions/read the paragraph/you open the work page.

7. Then trot until the end of the field/you run fast/wear the sack.
8. Skip for sometime/then leave when tired/you wait for the rope.
9. And then pull each other to the surface of the table/you hold hands tight/place
them on the table.
10. Over take some/and then run towards the finishing line to win/you start off together.
Activity 2
Think of activities for your partner to perform. Give him/her instructions to follow. You
will then change roles.
LESSON Five
Using: ... too ... to...
With a partner, read the following sentences and find out their meaning.
Examples: (a) The referee is too fat to run fast.
(b) The umpire is too strict to accept that goal.

Activity 1
In groups of six, take turns to make sentences orally using ... too ... to ...
Exercise 1: Make correct sentences from the table and write them in your exercise book.
Example: The pitch is too slippery to be used.
player slow run.
opponent strong fight.
The athlete is too ill to compete.
pitch slippery be used.
referee short see inside the hall.
Activity 2
Match the sentences in column A with the corresponding meaning in column B.
Compare your answers with a partner.
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Examples: (a) The bag is too heavy for me to carry.

(b) It is not light enough for me to pick up.
A B
1. The shoes are too heavy for her to (a) He is not polite enough to smile.
wear. (b) He can’t eat it.
2. The boy is too fat to run. (c) They are not light shoes.
3. The linesmen are too tired to run. (d) He is not light enough to run.
4. The captain is too rude to listen. (e) They are not fast enough to run.
5. The food is too hot for him to eat. (f) He is not strong enough to blow the
6. The referee is too tired to blow the whistle.
whistle. (g) She can’t lead well.
7. The choir is too ill-prepared to win. (h) He can’t play any longer.
8. The team is too weak to play. (i) They can’t win the match.
9. The captain is too hungry to play. (j) They can’t sing well enough.
10. The leader is too tough to lead.
Match the expressions in A with their meanings given in B.

Exercise 2: Construct five sentences about games using: ... too ... to ... Do the work
Grammar Highlight
yy The use of the ... too ... to ... expression can be presented by giving two sentences which can
be combined by ... too ... to ...
Example: (a) The referee is very fat.
(b) He can’t run fast.
= The referee is too fat to run fast.
Therefore, a sentence with the too ... to ... expression has a negative result/meaning in column A.
LESSON SIX
Using: ... enough ... to...
Tell your partner the meaning of these sentences.
Examples: (a) The player is not good enough to win.
(b) The dancer is not fit enough to dance.
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Activity
Form five sentences about games using ... enough ... to ... Compare with a partner.
Exercise: Construct correct sentences from the table. Do the work in your exercise book.
ball smart
win the game.
players good
enable us play.
quick
weather catch the ball.
The is not fair enough to
goalkeeper judge the match.
brilliant
referee see the trick.
healthy
beat the opponent.
teacher strong
LESSON SEVEN
Using: ...too ... to... and ...not... enough...
Activity
Discuss with a partner the meaning of the sentence (a) based on the examples given.
Example: (a) They are too weak to win the game.
They are not strong enough to win the game.
(b) He is too slow to finish in time.
He is not quick enough to finish in time.
Exercise: Rewrite these sentences using: ... not ... enough ... in your exercise book.
1. She is too short to reach the ball.
2. The rules are too vague for me to understand.
3. The ball is too heavy to bounce high.
4. The players are too lazy to run.
5. The game is too boring to excite the crowd.
6. The boy is too small to kick the ball.
7. The ring is too small to allow many players.
8. The weather is too cold to enable me play the game.
9. The referee is too slow to blow the whistle.
10. The lake is too rough for the fishermen to row the boat.
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LESSON EIGHT
Using: I think ... I believe ... / In my opinion ...
Activity
Talk about different traditional Ethiopian games.
What is your opinion about these games?
Exercise: Find the meaning of these sentences and then make correct sentences
from the table. Do the work in your exercise book.
Example: (a) I think games are important.
(b) I believe I can play football.
(c) In my opinion, playing cards teaches gambling.
- games are important.

- I can play football.
- volleyball is an exciting game.
I think ... - wrestling is a rough game.
I believe ... - chess should be taught in school.
In my opinion ... - government should give sports equipment to schools.
- every child can play at least one game.
- hide and seek teaches alertness.
- playing cards teaches gambling.
LESSON NINE
Activity
Describe a game you know. Write a list of instructions to show how it is played.
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Poem
Exercise : Read the poem and answer the questions that follow.
I have always wished to play a game
But I can’t remember its name
It is unique in the way it’s played
Unlike football which is thrown or kicked
This game is played on wooden boards
Folded together like an exercise book

Fastened loosely with leather
And played by both the old and young
Gebeta is the name of the game
Played a lot with seeds or stones
In the evening when folks are resting
Now I remember it’s the gebeta game
(Malachi Kanabi)
1. Which game is being talked about?

2. Where is the game played?
3. Who plays the game?
4. What do the folks do in the evening?
5. Apart from ‘Gebeta’ which other game is talked about in the poem?
6. Why does the writer say it is a unique game?
7. Find a suitable title for the poem.
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B Reading
LESSON TEN
Comprehension
Activity: Discuss these questions briefly.
1. How many games can you play?
2. Name your favourite game.
3. Name one famous football player in Ethiopia.
4. Describe any horse-riding game you have ever seen.
5. How many players make up a football team?
Exercise 1: Read the passage and answer the questions that follow.
Gebeta is a traditional game which is played like genna. It is largely played in northern
Ethiopia. It is similar to the game of Wari. The game requires a playing field of
eighteen holes arranged in three rows of
six. The playing board is made up of two
boards with nine holes each (arranged in
a 3-square pattern) which is placed end to
end. On the outer end of each board is a
large extra pocket used as a reservoir for
winnings. The two boards are fastened
loosely with leather thongs, which may be
folded together like a book and carried with
a handle. The game is played with seeds
although stones can also be used.
Gebeta has been carved in certain places common for social gathering. People frequently
sit there to play the game. ‘Gebeta’ boards are kept by families for generations and act
as a symbol for family life for the old and young. In some families when a young man
gets married, his father may carve a board for him to play the game with his bride.
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1. How many holes of a playing board are required?

2. In which part of Ethiopia is Gebeta commonly played?
3. How many holes make up a playing field?
4. Apart from seeds, what else can be used to play the game?
5. Why do families keep Gebeta boards?
6. Where do the children often sit to play Gebeta?
Exercise 2: Based on the passage on page 138, find the meaning of the words below.
Use each of them in a sentence. Do the work in your exercise book.
carved symbol loosely reservoir
winnings Gebeta traditional game
C Writing
LESSON ELEVEN
Guided composition
Group Activity
Write a short passage about a game you like to play. Describe how it is played
and the rules that govern it. Where and when it is played. You may use pictures to
illustrate it.
Exercise : Use the words in the box to complete the passage.

watched spectators scored kits and
beaten referee good defenders dressed
Last evening, I (1) _______ a football match between Buna Football Club (2) _______
St. George Football Team. Buna team was (3) _______ in blue jerseys while the St.
George Team wore red (4) _______ Buna (5) _______ played so well that they did not
lose any ball and the attackers could not go past them. Their goalkeeper too was very (6)
_______ The attackers dribbled so well in the first half that they (7) _______ two goals.
The (8) _______ cheered Buna players excitedly to the end. When the (9) _______ blew
the final whistle, Buna Team had (10) _______ St. George three goals to zero.
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LESSON TWELVE
Revision
Exercise 1: Complete these sentences using the words in the box.
handle awarded two win foul referee
send players kick penalised spectators
1. The _______ controls the game.

2. If you want to _______ a game, you should play well.
3. _______ are the people watching a game.
4. Football is played between _______ teams.
5. A penalty is _______ when you handle a ball in the goal area.
6. Do not _______ your opponent.
7. A football team is made up of eleven _______
8. Do not _______ the ball when in play.
9. You will be _______ when you foul an opponent.
10. The referee has a right to _______ any players off the pitch.
Exercise 2: Use the correct form of the words in brackets to complete the sentences.
1. Gobena _______ football better than Kamil. (play)
2. Who has _______ the ball into the net? (throw)
3. _______ a game depends on the skills of the players. (win)
4. Tura’s ball is _______ than Abdulsemed’s. (big)
5. My school team _______ the game to the visitors. (lose)
6. Players should know the _______ before they begin to play. (rule)
7. The visiting team was _______ dressed. (smart)
8. Ongaye ran _______ than I expected. (fast)
9. Two strong boys will _______ the net to the field. (carry)
10. We _______ when our team scored two goals. (celebrate)
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Exercise 3: Complete the sentences by finding in the correct word.

1. The field is not big _______ to accommodate all the people.
2. Chuchu is too lazy _______ play the game.
3. Traditional games are _______ interesting as modern games.
4. The referee blew the _______ to start the football game.
5. Fraol is _______ an athlete or a footballer.
6. _______ many players form a netball team?
7. That boy is gifted _______ many talents.
8. Students celebrate when their team _______ a game.
9. _______ our team fought hard, it did not win the match.
10. We shall lose the game _______ we work hard.
LESSON THIRTEEN
Exercise 1: Copy and complete this puzzle in your book.
1W 2E 3B 4N
5N 6R Y L
7R 8B 9P 10 R
11 G
12 B 13 L
14 T S
15 E
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Clues across
1. he is not a loser (6)
3. forbid (3)
5. negative (2)
6. tough game played with a ball (5)
7. erase (3)
9. one who takes part in a game (6)
11. game played on a board (6)
12. flying mammal (3)
14. casts a ball (6)
15. finish (3)
Clues down
1. defeat (3)
2. things one needs to do a job (9)
3. lad (3)
4. nothing (3)
8. type of vegetable (4)
10. regulations (5)
11. type of play activity (4)
13. not high (3)
Exercise 2: Form sentences using ten words of your choice from the puzzle.
Do the work in your exercise book.
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UnitUnit
1010:: Taking
Taking carecare of animals
of animals
Grade 7
Objective
In this unit you will describe some animals that are endemic to Ethiopia and give advice
on how to take care of them.

LESSON ONE
Activity
In groups of four, discuss what you see in each picture.
B
A
B D

1. List the domestic and wild animals you know.
2. How can we take care of domestic animals?
3. List and describe the animals that are found in Ethiopia.
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Grade 7
Listening practice
Exercise: Listen to the story read by the teacher. Answer the questions that follow
1. What are the characteristics of living things?
2. How are wild animals denied their rights?
3. Why must we care for wild animals?
4. What do you think is meant by the term environment?
5. What is likely to happen if all wildlife is destroyed?
LESSON two
Vocabulary practice
Activity
Read these words and look up their meaning in the dictionary.
protected endangered preserve habitat hunt traps
giraffe feed spots poachers animal
Exercise 1: Use the words above to complete the following sentences.

1. A zebra is a beautiful ________
2. Wild animals should be ________
3. Lions ________on other animals.
4. A ________ has a long neck and long legs.
5. Poachers ________ animals.
6. A leopard has beautiful ________ on its fur.
7. We should preserve the ________ animals.
8. A forest is a ________ for animals.
9. ________ are set in the bush to kill animals.
10. ________ are not allowed in national parks.
Exercise 2: Use some of the words to write six sentences about your favourite
animal.
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LESSON three
Grammar: Language Practice
Imperatives
Activity
Read the following statements.
Example: Clean the blackboard, will you?
(a) Clean the cutlery, will you?
(b) Stay away from the fire, will you?
(c) Shut the kennel now, will you?
(d) Look after the animals well, will you?
Exercise: Use these verbs to form statements like the examples in Activity 1.
Do the work in your exercise book.
shoot clean protect catch hunt try kill
give feed change fence trap draw throw
Grammar Highlight
yy Imperatives are statements in form of orders, commands, instructions or
directions. For example: Come here! Go back to school!
Lesson four
The Present Simple Tense

With a partner, read the following sentences.
Is the action taking place, does it take place or it took place?
Examples: 1. The lion hunts animals every week.
2. Selam carries the puppies to the kennel everyday.
3. She feeds the animals in the morning.
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Activity 1
Your teacher will describe a game to you. Listen carefully to follow the instructions
of the game.
Exercise 1: Form correct sentences from the table. Do the work in your exercise book.
I the zoo twice a year.

We school everyday.
They go church every Sunday.
to
He goes the mosque every Friday.
She the market everyday.
Taye the national park quite often.
Exercise 2: Complete the sentences using the correct form of the verb from the
brackets. Do the work in your exercise book.
1. Most animals in the bush are (scare) of the lion.

2. Lemessa (smoke) the latrine every week.
3. The boy (sweep) the kennel everyday.
4. She (use) a broom to sweep everyday.
5. The girl (clean) the compound every morning.
6. Endale Tura (brush) his teeth every morning.
Activity 2
Form five sentences of your own in the present simple tense. Compare your answers
with a partner’s.
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Lesson FIVE
Describing animals
Activity 1
Carefully look at the animals in the pictures and describe them. You may use some
of these words to describe the animals.
big small black tall long red blue fierce tough
gentle hairless thin fat slender new old young
Example: Look at the picture of animal E. What does it look like?
It has spots. It has a long neck. It has long legs. It feeds on
plants.
A B C
D E F
G H I
Exercise: Write a sentence to describe each of the animals in the pictures.
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Activity 2
In small groups, discuss these questions.
1. Name the animals and their young ones (refer to the pictures).
2. What does each of the animals feed on?
3. In which ways are wild animals important to our country?
4. Draw any other animals you know that live in the jungle.
5. Describe other animals you know.
Lesson SIX
Using: ... which... / ... that ...

Activity 1
Read these sentences and discuss with your partner how the words which and that
are used in the sentences.
Example: The lion is a fierce animal. It feeds on meat.
(a) The lion is a fierce animal which feeds on meat.
(b) The lion is a fierce animal that feeds on meat.
Exercise : Join these sentences using which/that.

1. A zebra is a striped animal. It takes care of its young ones.
2. A baboon is a fierce animal. It feeds its young ones on milk.
3. A lion is a brave animal. It lives in the jungle.
4. A leopard is a spotted animal. It feeds on flesh of other animals.
5. A hippo is a hairless animal. It lives in water.
6. A giraffe is a gentle animal. It has a long neck.
7. A cheetah is a wild animal. It runs very fast.
8. A zebra is a peaceful animal. It walks gently.
9. An elephant is a big animal. It feeds on grass.
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Activity 2
Your teacher will describe different animals. Listen carefully as the teacher describes
the animals. Make a chart with information describing each of the animals.
Example:
Animal Colour Where it lives What it eats Legs
cow black people’s homes grass four
Lesson seven
Making suggestions: Using should/shouldn’t/must/mustn’t
Activity
In groups of five discuss how you can protect wild animals.
Exercise: Read these sentences about the protection of animals.

Example: (a) Why don’t you plant more trees?
(b) You should stop laying animal traps.
conserve the environment.
Why don’t you
plant more trees.
dig valley dams?
You should treat the animals well.
stop polluting the lake.
You must stop hunting wild animals.
stop laying animal traps.
You must not kill animals.
cut trees.
trap animals?
Don’t
hunt animals in the game park.
Grammar Highlight
yy should and must are modal verbs.
yy must and should are used for emphasising activities that have to be done.
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Lesson EIGHT
Guided composition
Activity
Write about any animal of your choice. Draw it and compare your drawing with your
partner’s.
Exercise: Rearrange the sentences in the right order to form a composition.

Compare your answer with other groups.
1. This is because the lead lion may be too old or sick to chase its prey.
2. But at times the antelope may be lucky to escape.
3. Lions are dangerous animals.
4. Lions usually hunt in groups or pairs.
5. A lion may chase it and fail to capture it.
6. Or if they have cubs to protect.
7. They are more dangerous when they are hungry.
8. They mostly hunt antelopes and other animals.
9. When an antelope is unfortunately captured by a pride of lions.
10. They tear it into pieces with their teeth and claws.
B Reading
Lesson nine
Comprehension
Activity 1
In small groups, talk about the animals’ habitats and how they feed.
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Read the following passage and answer the questions that follow.
The zebra: An Example of endemic Animals
There are many endemic wild animals in the Ethiopian national parks, in the forests
and the mountains. The zebra is one of these animals. Because of its beauty, the
zebra has become one of the biggest tourist attractions. It is a wild animal though it
resembles the domesticated donkey. Zebras can be found in pairs or groups called
herds, grazing peacefully on grass and shrubs.
The zebra has a beautiful white and black striped skin. The stripes help it to camouflage
itself from its enemies.
The unique character about zebra’s stripes is that no two zebras have similar stripes. A
zebra’s stripes are like a thumb print to human beings. A zebra has not only a fantastic
eyesight, but also a powerful sense of smell. This helps it to flee instantly on sensing
danger.
However, if a zebra is attacked by a predator, it will defend itself by kicking fiercely at
the enemy with its hind legs.
1. Why is a zebra a tourist attraction?
2. When you look at zebras, do you think they are all similar?
3. What animal does a zebra resemble?
4. What do zebras feed on?
5. Describe the appearance of a zebra.
6. How do zebras defend themselves from predators?
Word practice
Find the meaning of the following words and make a sentence with each in your exercise
book. Look up the meaning of the words you find difficult in a dictionary.
tourist attraction domesticated camouflage unique

fantastic predator fiercely grazing
Activity 2
In groups, draw and complete a chart with information about a zebra based on:
number of legs, colour, food, habitat, danger facing it, etc.
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Lesson TEN
Activity 1
In a group, discuss the dangerous situations animals face.
How can we protect animals from these dangerous situations?
Share your discussion with other groups.
Poem
Exercise: Read the poem and answer the questions that follow.
I wish I were a lion
I would roar to frighten the hunters
and chase them away
when they shoot at me
I wish I were a baboon

I would fight the poachers
who kill me in hundreds
before I become extinct
I wish I were an elephant

I would run after all enemies
Those who want my ivory and
do not value my life
I wish all the red foxes,

Somali wild asses and mountain Nyala
would join hands with Swayne’s hartebeast
To fight for their survival in the jungles.
(Asaba Praise)
1. What is the writer’s wish in line five?
2. What sound does a lion make?
3. Which enemies are being talked about in stanza two?
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4. What sound does an elephant make?

5. Why do people hunt elephants?
6. What would the elephants do to protect themselves from those people who hunt
them down?
7. Which animals are mentioned in the last stanza?
8. Why should the animals join hands?
Activity 2
Discuss any wild animals you have ever seen. How are wild animals cared for?
Lesson eleven
Activity
Discuss some animals you know very well. Write a guide about taking care of those
animals.
Exercise 1: Read the passage below and answer the questions that follow.
A day at Bale National Park

One day, our class teacher told us that we were going to visit the National Park to learn
more about animals and their habitats. The news was received with great excitement
by all the students. Two weeks earlier, we had learnt about animals and how to care for
them. One Friday morning, the school bus was driven to the parking yard and one by
one we boarded it. The journey took
three hours. We did not get tired
because we were very excited.
At the park entrance, we were

welcomed by a game warden who
gave our teacher a visitor’s book to
sign in. We were then allowed into
the park. At the next entrance, a
tall brown man in a green uniform
welcomed us.
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He introduced himself as the park guide. He then read to us the instructions we were to
follow while in the park. We were told not to shout or to throw anything at the animals.
Next, we boarded a truck which took us on a guided tour through the park. The first
animals we saw were the vervet monkeys. They jumped from one branch of the tree to
another in a skilful way. They were so interesting to watch.
A few metres away was a large herd of buffalo drinking water in a stream. At first we
thought they were cows. As we moved nearer, our guide signalled to the driver to slow
down. He had seen some lions. He pointed to the direction where they were and we
all turned to see them. There was a pride of lions feeding on a bush buck they had just
killed. They were feeding with their cubs. They growled and snarted and briefly glanced
at us as if to welcome us. We branched off the main track on to a dusty road where
shortly after, we found several zebras grazing. The trees and grass here were short and
we could watch for miles. By one o’clock, we were hungry and thirsty, so we drove to a
camping site where we ate lunch and rested.
After lunch, we were driven further into the park where we saw a leopard chasing a
warthog. The warthog disappeared in a thicket where we heard it squealing moments
later. It was getting late by now and we had to go back. We had wanted to see the red
fox, the Chilad baboon and the mountain nyala but we didn’t. Although we were tired,
we had enjoyed ourselves.
As we left the game park, we were each given a brochure. It had information on wild
animals in their habitat and feeding habits. It also listed other game parks in Ethiopia.
1. Why were the students excited by the news?

2. What kept the students from getting tired?
3. Which animals amused the students and why?
4. What was the pride of lions doing?
5. List all the animals the students saw.
6. Why do you think the students enjoyed their tour?
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Exercise 2: Match the words in A with their meaning in B.
A B
national parks it looks like a cow.
excitement tourists visit such places
park guide tall animal with long neck
giraffe helps you move around the national park
flapped swung ears to and fro
graze hunts other animals
lion intelligent, agile apes
baboons glad and full of happiness
buffalo feed on vegetation
C Writing
Leaflet \ Guide
Study the information on this guide about protecting animals.
Protecting animals
yy You should stop human settlement in the park.
yy Poaching of animals should be stopped.
yy Reserve some land for national parks.
yy Stop deforestation!
yy Do not burn bushes where the animals live.
yy Water bodies should not be polluted.
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Posters
Home work
Study the poster.
The Chelad Baboon

yy The Chelad baboons live in the mountains of Ethiopia.
yy They feed on and leaves of trees in the grassland.
yy They live in groups with many females and one male.
yy They feed their young ones on the mother’s milk.
yy Man should not settle in the habitat for the Chelad
baboons. The habitat should be protected.
yy Chelad baboons should not be hunted.
Exercise 3: Choose one endemic animal.

Draw a picture of that animal.
Write briefly about its appearance, habitat, young ones, feeding and defence
mechanism.
What should be done to protect it?
Lesson TWELVE
Adjectives and Adverbs
Activity 1
Read these sentences with a partner.
(a) An elephant is a big wild animal. (c) A cheetah hunts wisely.
(b) A lion is a dangerous wild animal. (d) A tortoise moves slowly.
Now read the sentences without the words in bold.
1. What do the bold words add to the meaning of the sentences?
2. How do sentences (a) and (b) differ from sentences (c) and (d)?
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Exercise: Form correct sentences from this table. Do the work in your exercise book.
Example: A hyena is greedy. It eats greedily.
A zebra is slow.
slowly.
An elephant is gentle. walks
gently.
A lion is quick.
It runs quickly.
A leopard is greedy.
greedily.
A hyena is careful. eats
carefully.
A giraffe is fierce.
Activity 2
Form ten sentences describing animals. Compare your sentences with a partner.
Lesson THIRTEEN
Revision
Exercise 1: Rearrange the following words to write correct sentences.
1. which animal has A giraffe a tall a long neck is.
2. the hunters which The animal escaped shot at unhurt.
3. which feeds is huge on a grass An elephant animal.
4. is an animal which A hippo in on land and water can lives.
5. beautiful tourists which have animals We attract.
Exercise 2: Complete the sentences by filling in the gaps with the correct word. Write
the sentences in your exercise book.
1. The lioness cannot find ____________ cubs.
2. You should not ____________ down trees because they are useful to the
environment.
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3. ____________ is the largest National Park in Ethiopia.
4. We should protect animals ____________ making strict laws.
5. ____________ the red fox is protected, it will become extinct.
6. Neither a baboon ____________ walia ibex is a tame animal.
7. The elephant is too big ____________ a man to lift.
Exercise 3: Use the correct form of the given word in brackets to complete the
sentences in your exercise book.
1. An elephant is ____________ than a colobus monkey. (big)
2. A giraffe has the ____________ neck of all animals. (long)
3. The hunter has ____________ a spear at the animal. (throw)
4. The hunter dogs were ____________ by the hunter. (feed)
5. The Red fox was ____________ last Sunday. (kill)
6. He ____________ at the animal and killed it. (shoot)
7. He ____________ hunting every weekend. (go)
8. Poaching is a ____________ activity. (forbid)
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Unit Unit
11 :11:Say
SayNo toearly
No to early marriages
marriage
Grade 7
Objective
In this unit, you will talk about early marriage in Ethiopia.

LESSON ONE
Activity 1
Tell your partner what you think is taking place in the picture. What is your opinion
about girls getting married at an early age?
Exercise: Based on the picture in Activity 1, answer the following questions in your
exercise book.
1. What ceremony do you think is taking place in the picture?
2. Of what importance is the animal at such a ceremony?
3. Do you think the parents accepted the gift and let their daughter be married?
Give reasons for your answer.
Listening practice
Activity 2
Listen to the story read by your teacher and then answer the questions below.
1. Suggest reasons why parents marry off their children at an early age.
2. In your opinion, when should one get married? Give reasons for your answer.
3. What can we do to stop early child marriages?
4. Why should children stay in school?
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LESSON two
Vocabulary Practice
Activity
Read these sentences and discuss with a partner the meaning of the bold words and
phrases.
1. Students who drop out of school miss great opportunities in life.
2. Girls who don’t engage in sexual activity, maintain their virginity.
3. Parents should not arrange early marriages for their children.
4. All children should go to school to acquire more education.
5. In marriage, a husband should respect his wife.
6. It was a custom for young people to marry at an early age.
7. If one contracts HIV/AIDS, one may die because it has no cure yet.
8. Our headmaster will invite the parents to school to talk about problems of early
marriages.
Exercise 1: Read these words and use a dictionary to find the meaning of the difficult
words. Write the words and their meanings in your exercise book.
dropped out marry brick husband parents marriages problems
grown custom mediator miss arrange virginity virgins
invite HIV/AIDS cause education die opportunities
Exercise 2: Use the words in the above table to complete the sentences. Do the
work in your exercise book.
1. There are a lot of ______ marrying at an early age.
2. The girl who ______ of school is now pregnant.
3. Children miss great ______ in life when they get married too early.
4. Early pregnancies may ______ physical health problems.
5. Young pregnant girls may even ______ while giving birth.
6. Engaging in early sexual activity may lead to contracting ______
7. Early marriage causes students to miss ______
8. Parents who arrange early ______ for their children should stop it.
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Lesson THREE
Using: ...going to ...
Activity
Tell your partner the things you are going to do after class. Mention the activities in
their order of importance.
Example: I am going to sweep my classroom.
The words going to express activities done in the future.
Exercise 1: With a partner, read correct sentences from the table.

get married after finding a job.
I
am finish my education before I think of marriage.
We become a teacher before getting married.
You remain in school until they complete their studies.
are going to
They say no to early marriages.
She avoid bad behaviour from now on.
is educate parents about danger of early marriages.
He
teach families about HIV/AIDS.
Exercise 2: Rewrite the sentences below using: ...going to...
Example: Abdi will get married after he completes school.
Abdi is going to get married after he has completed school.
1. The boys and girls will discuss their future plans.
2. Fatuma wants to talk about the value of education.
3. Kinde plans to complete university before he gets married.
4. Parents want to discuss early marriages next Saturday.
5. Grade Seven boys and girls want to debate about early marriages.
Lesson four
Using: In my opinion ... / I think ... / according to me
Activity 1
Share with your partner your opinions about early marriages.
Examples: (a) In my opinion, a girl should not get married before she completes
her studies.
(b) I think a boy should marry after getting a good job.
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(c) According to me, a girl child should attend school.

Exercise: Form sentences from the table. Do the work in your exercise book.
parents should not marry off underage girls.
According to me, a girl should be left to choose whom to marry.
we should all respect our culture.
I think,
pregnant girls should be supported in school.
In my opinion, every couple should go for a blood test before getting married.
a girl should remain a virgin until marriage.
Activity 2
(a) Discuss the disadvantages of early marriages to the girls.
(b) In your opinion, what should be done to prevent early marriages?
Lesson FIVE
Using: If... / ...when ...
Activity 1
Read these sentences and discuss their meaning with a partner.
Examples: 1. If I complete school, I will get married.
2. When he performs well, he will go to a good school.
Which sentence shows possibility? Which one shows certainty?
Exercise: Write ten sentences about what may/will happen if you get married. Do
the work in your exercise book.
Activity 2
In pairs, read correct sentences from the table.
will not achieve their dreams.
I I may get pregnant.
we we will not finish school.
If get will lose her virginity.
you you
married, will complete school.
they they
When gets may become a doctor.
she she might be in trouble.
he he will not get problems.
may not get a good job.
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Lesson SIX
Using: ...will... / ...shall...
The following phrases show a condition that should be fulfilled for the outcome to occur.
Example: Adem to leave school/ missing getting a good job.
If Adem leaves school, he will miss getting a good job.
Adem will miss getting a good job if he leaves school.
Activity
Work with a partner to form similar sentences. Follow the example above.
Exercise 1: Rearrange the following phrases to form conditional sentences.

1. Girls to get pregnant when young/having problems at giving birth.
2. Sofia to finish school/getting a good job.
3. Dejen to work hard/passing exams highly.
4. I to stop education/facing problems in life.
5. We to finish university/our getting good jobs.
6. My sister to get married now/missing better education.
Exercise 2: Write ten conditional sentences in your book. Compare your answers
with a partner.
Lesson SEVEN
Using: ... should ... / ... shouldn’t ...
The following are suggestions from a community meeting by parents about early
marriage. Read them carefully.
Example: (a) Everyone should discourage early marriages.
(b) Girls shouldn’t get pregnant until they are married.
(c) Parents and teachers should advise girls against early marriages.
(d) We should abstain from sex until marriage.
Are these sentences orders, instructions or pieces of advice?
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Activity 1
Draw a table indicating five points about what girls should or should not do before
getting married. Compare your table with a partner’s.
Should Should not
go to school accept gifts from men
Exercise: In your exercise book, write the points you have made in the table in
complete sentences.
Example: 1. A girl should go to school.
2. She shouldn’t accept gifts from men.
Activity 2
What advice would you give to a parent who wants to force his child into early
marriage? Write it on a chart and display it in class for comparison. Write your points
in complete sentences.
B Reading
Lesson EIGHT
Discussion
Activity
A young girl dropped out of school and got married. These are some of the things
which different people said about her situation. Read the different opinions and then
give your own.
Girl’s sister : Oh, how I wish my sister was still at school. She was doing very
well in her class. Now she is married at such an early age! I miss
her so much. I don’t think she is happy. She is going to miss getting
a good job in future. Besides, she may have complications while
giving birth. Early marriages should stop!
Girl’s father : I think my daughter is old enough to get married. I married her
mother when I was thirty years and she was thirteen! This is our
culture. We must respect it. I don’t see anything wrong with it.
Girls should get married off in order to keep our culture alive. I
think people in towns are getting spoilt. Once a child can read
and write, that’s enough. I don’t even think girls have any right
to tell their parents what to do.
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Girl’s mother : I wanted my daughter to stay in school. The problem is that mothers
can’t change the culture. A girl should not be forced to get married
at whatever age. The world is changing and we too should change.
Children should stay in school and get enough education. They
can then get good jobs in Ethiopia or any other country.
School Director : Girls, like boys, should have equal opportunities in life. They
should stay in school and join universities or other institutions of
higher learning. They should be given a chance to decide what
they want. Culture is only good if it promotes good values! In
my opinion, girls are forced to get married at an early age and
later face lots of problems. I know four cases of young girls who
almost died while giving birth! Let the girls stay at school and
study to enable them to plan well for a bright future.
Exercise: Answer the questions below in your exercise book based on the above
discussion.
1. How was the girl performing at school?
2. What would happen if the girl got married?
3. How old was the girl’s mother when she got married?
4. What is the father’s opinion?
5. Why does her mother think she can’t change culture?
6. Why should children stay in school?
7. What is the opinion of the school director?
8. What is your opinion about the girl’s situation?
Lesson nine
Role play
Activity 1
In groups of five, assume the following roles;
(a) a headmaster (b) a counsellor (c) a student
(d) a married young girl (e) a young girl about to get married
Write your opinions about early marriages.
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Exercise:
1. Write your opinion about a young girl who is about to get married.
2. Write a dialogue to offer personal advice to the young girl.
Activity 2
Act out the dialogue to the class.
C Writing
Lesson ten
Letter Writing: An informal Letter
Activity
In pairs, revise the important parts of an informal letter. Read the letter that Tigist
recently wrote to her family.
Arbaminch Technical school,

P.O. Box 247,
Arbaminch
27 Jan 2010
My dear family members,
I hope everyone at home is alright. I miss each one of you.
Ever since I arrived in my new home, we are still living in my husband’s parents’ house. They want
to know and watch everything we do. Everyone seems to be my master and I find this very strange.
I have to do all the house chores alone. I don’t understand why they can’t help out. What I find most strange
is that my husband doesn’t do any work and is very lazy! He sleeps most of the day!
I miss all my schoolmates! I am sure I should have ended up being an engineer if I hadn’t been
forced to get married at this age. These days I am very weak and I have nausea. My mother-in-law
says it is normal for young brides! I suspect I could be pregnant! I don’t know how I will manage
life in these conditions.
I can only encourage my parents to allow my brother and young sister continue with their studies. I
wouldn’t want them especially my sister to go through my nightmare. Hope to hear from you soon,
With love,
Your daughter, Tigist.
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Exercise: Based on the information in the letter, choose the correct answers.
1. Which word best describes Tigist’s mood?
A happy B sad C jolly D flat
2. Where does the couple live?
A in the husband’s house
B in the in-laws’ house
C in Tigist’s house
D in the neighbour’s house
3. Who seems to be Tigist’s master?
A the husband C none
B: everyone at home D the mother-in-law
4. Her husband does ____________ work.
A a lot of B most of C no D very little
5. What was Tigist’s dream job?
A doctor B teacher C engineer D pilot
6. Does Tigist believe her culture is fair?
A I am not sure B may be C no D yes
7. The symptoms of the sickness she has may be a sign of ____________
A working hard B young age C pregnancy D relaxing
8. What does Tigist wish for her siblings?
A to stay longer in school.
B to stay a short while in school.
C to get married immediately.
D to drop out of school.
9. When did Tigist write this letter?
A in July B in March C in January D in August
10. Tigist is ______________
A only making fuss about her life
B. one of the few lucky girls in Ethiopia.
C: one of the unfortunate girls.
D: living in luxury.
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Lesson eleven
Activity
Design a poster that has messages condemning early marriages and how to
stop them. Share your information with other groups. An example is shown below.
Say No to early marriages

yy Children should stay in school.
yy The girl child should stay in school.
yy Early marriage leads to problems.
yy Stay in school for a better life.
yy Finish University to get a degree.
yy Learn to be patient.
Exercise: Choose the correct answer from the alternatives given. Sometimes, two
answers are possible.
1. We were really surprised ____ he arrived unexpectedly.
(a) if (b) when (c) as soon as
2. I’m really hungry. Let’s go for dinner ____ the film finishes.
(a) before (b) as soon as (c) when
3. Wait ____ you’ve had lunch.
(a) until (b) after (c) when
4. I’m very busy, but I’ll go shopping ____ I have the time.
(a) until (b) when (c) if
5. I’ll have a shower ____ I go to bed.
(a) before (b) after (c) while
6. Oh no! I forgot to feed the cat! I ‘ll do it ____ we get home.
(a) after (b) as soon as (c) when
7. We’ll go skiing this weekend ____ it snows enough this week.
(a) when (b) after (c) if
8. We’re staying in a guest house ____ our new house is built.
(a) until (b) when (c) before
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Lesson twelve
Writing sentences
Exercise 1: Complete the sentences using appropriate words from the list in the box.
equal dropping forced cases school
marriage birth virgin attending practices
1. _______ out of school can lead to missing good chances in life.

2. Girls and boys should remain in _______ for a bright future.
3. After _______ university the girl got a degree in medicine.
4. The young girls are sometimes _______ to get married.
5. In most _______ the parents of the boy find him the girl to marry.
6. To remain a _______ is of great value.
7. Young mothers often face problems at child _______
8. The _______ ceremony lasted several days.
9. Bad cultural _______ should be stopped.
10. Boys and girls should enjoy _______ benefits in school.
Exercise 2: Use the words in brackets correctly to complete the sentences. Write the
1. If Soreti (stay) in school, she will have a bright future.
2. That girl has (go) to school to sit for her examinations.
3. Sofia (get) problems during child birth, she may never have babies again.
4. Woizero Azeb (teach) us the value of education everyday.
5. If Shumi (leave) school now, she will not be happy.
6. Aman always (say) girls education is important.
7. If he (marry) her now, they will have problems.
8. The bride (stay) at her in-laws’ house for sometime after the wedding.
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Lesson thirteen
Activity
Copy and complete the crossword puzzle.
1B 2M 3W 4 5A
6P
7K
8S
9W 10 D 11 G
12 O
13 P 14 R 15 N
16 S
3. you and I (2) 1. a woman recently married (5)
6. mother and father (7) 2. the union of husband and wife (8)
7. young one of a goat (3) 3. you and I (2)
9. marriage function (7) 4. stops (4)
12. belongs to (2) 5. while, when (2)
13. heavy with a baby (8) 8. called out loudly (7)
16. ending (8) 9. women whose husbands died (6)
10. fall off (4)
14. rest in eternal peace (3)
15. not (3)
Exercise: Use the words you have formed to make meaningful sentences in your
exercise book.
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Unit Unit
12 12:
: I’ve
I’ve already done
already done that that
Grade 7
Unit objective
In this unit, you will learn about your roles and responsibilities and your future jobs.

LESSON ONE
Activity 1
Describe to your partner what you see in the picture.
Answer these questions.

1. How many family members can you see in the picture?
2. Talk about what the people in the picture are doing?
3. Mention other activities done by family members.
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Unit 12: I’ve already done that
Grade 7
Listening Practice
Exercise: Listen to the story read by your teacher and answer the questions in
your exercise book.
1. List down the different professions you know.
2. Mention the tools used in those professions.
Use the information in number 1 and 2 to complete the table below.
3. What do you want to be in future?
4. What will you do to get that job?
Profession Materials/ Tools used Title

Teaching books, pens, pencils teacher
Medical stethoscope, syringes physician
Activity 2
Describe the kind of activities you do after school.
LESSON TWO
Vocabulary
Activity
In groups, discuss the activities you participate in at home.
Exercise: Form correct sentences from the table and write them in your exercise book.
done the cow.
I
washed all the work.
milked the compound.
We
cooked our shoes.
You have swept the potatoes.
ironed
the meal.
She has mopped
their clothes.
polished
He the utensils.
peeled
greeted the floor
They their parents.
cleaned
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Grade 7
LESSON THREE
Language Practice: Using: ...already...
Activity
Tell your partner the activities you have already done today.
Example: I have already swept the compound.
Exercise: Use has or have already and the verb in brackets to complete these
sentences.
1. I _________ the dishes. (wash)
2. Desta _________ the water. (boil)
3. The girls _________ the fire wood. (take)
4. Mother _________ our lunch. (cook)
5. Sofia _________ the milk. (drink)
6. Our mother _________ the cakes. (bake)
7. My sister _________ the beds. (make)
8. l _________ the coffee. (grind)
9. My father _________ the milk. (buy)
10. He _________ the goats. (feed)
Grammar Highlight
Already is an expression used for showing that some action has happened shortly before now
or before another point in time.
Example: Don’t tell her, she has already known it.
He has already seen it.
LESSON FOUR
Using: ... just ...
Read this example:
I have just turned on the television set. What does this sentence mean?
Activity 1
In pairs, form similar sentences and discuss them.
173
Grade 7
Exercise 1: Complete this exercise using the above example.

1. Asegid _________ the cows to graze. (take)
2. Boys _________ all the cleaning work. (do)
3. Amil _________ his clothes. (wash)
4. Father _________ his bicycle to go to church. (ride)
5. We our share of the milk. (drink)
Using: ... yet ...

Activity 2
Work in pairs, construct sentences using yet.
Examples: Hirut : Have you fed the goats yet?
Tomes : No, I haven’t fed the goats yet.
Jani : Have you done your homework yet?
Kedir : No, I haven’t done my home work yet.
Exercise 2: In your exercise book, form five sentences using yet.
LESSON FIVE
Activity
In groups of three, take turns to form correct questions and answers from the table
below, use: ... already..., ...just... and ...yet?
Examples: 1. Have you already eaten kitfo?
2. Has he just cleaned the home?
cleaned the house?
Have I
prepared injera?
we
eaten firewood yet?
you already
Has baked bread?
they
swept food?
she
Haven’t just drunk coffee yet?
he
been to the shop?
Dese
cooked the beans?
Hasn’t Ali
gathered washed her uniform?
174
Grade 7
Exercise: Write ten questions and answers using already, just and yet. Do the
LESSON SIX
Activity 1
Discuss activities that your parents/guardians have already or have not done today.
Exercise 1: Form correct sentences from the table.

I already drunk the coffee.
We has seen my mother yet.
just swept the compound.
You
have done housework yet.
She
hasn’t already prepared the meat.
He
just collected the firewood.
Fatuma haven’t washed the uniform yet.
Akilo already cleaned the kitchen.
Exercise 2: Complete these sentences using the correct tense of the word in
brackets.
Example: Genet has already (do) the housework.
Genet has already done the housework.
1. My sister has (forget) to wash the utensils.
2. Have you (see) the housekeeper?
3. Oh, Fatuma hasn’t yet (cook) injera.
4. Who has just (switch) off the radio?
5. My brothers have already (bake) the cakes.
6. We have not (know) what we shall do tomorrow yet.
7. My father has just (repair) the bicycle.
8. Our mother has already (show) us what to cook.
175
Grade 7
Activity 2
(a) With a partner, discuss activities you have/have not done today.
Example: What have you done today?
I have washed the plates.
(b) Name all jobs you know. Discuss with your partner what you would like to do in
the future. What are the reasons for your choice.
LESSON SEVEN
Using: ...would like to become a ... because ...
Activity 1
In groups of three, discuss what you would like to become and why.
Example: I would like to become a nurse because I want to help patients.
Exercise 1: Construct as many sentences as you can from the table below. Write the
I doctor it is well paying.

pilot it is a good job.
We
teacher flying is fun.
You would like to become a nurse because I want to help my parents.

driver I want to help patients.
She writer I love teaching.
He scientist engineers are great.
Activity 2
Work in groups of four, ask each other questions to enable you know more about what
your classmates would like to do.
1. What is your favourite subject in school?
2. Why?
3. What do you want to become in the future?
4. Why?
176
Grade 7
Exercise 2: Draw a table to collect data about your friends.

Name Favourite subject Reason (why?) Dream job (career) Reasons (why?)
1.
2.
3.
4.
LESSON EIGHT
Dialogue
Activity 1
Read the dialogue and act it out to the class.
Okilo : Hello, how do you do?
Sofia : How do you do! I am Sofia. What about you?
Okilo : I am Okilo. I’m pleased to meet you. How are you today?
Sofia : I am very well, thank you.
Okilo : How is school?
Sofia : Well, school is ok. I’ve just finished my exams.
Okilo : What do you plan to do in the holidays?
Sofia : I am planning to help my parents with domestic chores.
Okilo : Have you thought about a future job?
Sofia : In my opinion, I shall do any job I can find.
Okilo : No, you could think about your dream job too!
Sofia : And what about you? What do you want to become in future?
Okilo : I would like to become a medical doctor.
Sofia : That’s great! And why do you want to become a doctor?
Okilo : I want to treat sick people and save their lives.
Exercise : Match the expressions in A with their meanings given in B.

Examples: (a) In my opinion - From my point of view.
(b) Excuse me - I beg your pardon.
(a) I am pleased to meet you. 1. I beg your pardon.
(b) How do you do. 2. May I know your name please?
(c) You could think about it. 3. How happy I am to meet you.
177
Grade 7
(d) It’s nice to see you. 4. From my point of view.

(e) In my opinion. 5. I am happy to see you.
(f) I suppose Dawit goes. 6. I advise you to think about it.
(g) What is your name? 7. I think Dawit should go.
(h) Thank you. 8. said in response to ‘Thank you’.
(i) You are welcome. 9. said to appreciate someone.
(j) Excuse me. 10. said when you meet someone for the first time.
Activity 2
1. Discuss the jobs you know.
2. Which jobs don’t you like?
3. Why don’t you like these jobs?
Lesson nine
Activity 1
Read the dialogue in pairs.
Dawit : Mother, why are you up early today?
Mother : Oh! I woke up early to prepare our breakfast in time.
Dawit : Breakfast? That’s kind of you, mother.
Mother : Thank you. I have already fed the baby of course. Now settle down!
Dawit : Ok mother. Who has washed the dishes?
Mother : I have done so.
Dawit : Who went to the shop, mother?
Mother : Sofia went, I did not go!
Dawit : What other things have you done mother?
Mother : I have sewn a button on your shirt, polished your shoes and ironed the
uniform. I have also made a call to your aunt.
Dawit : Oh! Whose uniform is it mother.
Mother : It is your uniform. Tomorrow, I am taking you to school!
Exercise: List the activities which Dawit’s mother has done or hasn’t done. Do the
178
Grade 7
Activity 2
With your partner, ask and answer questions about what Dawit’s mother has done
using yet and already.
Examples: 1. (a) Has Dawit’s mother woken up yet?
(b) Yes, Dawit’s mother has already woken up.
2. (a) Has Dawit’s mother washed the clothes yet?
(b) No, Dawit’s mother has not yet washed the clothes.
B Reading
LESSON TEN
Who is she/he?
Activity
Using the examples in activity 2 above, describe a person and what she/he does. Let
others guess the person you have described.
Exercise: Read the following paragraphs and guess who these people are.
Write the answers in your exercise book.
1. She is polite, kind and loves her work. She looks after sick people. She knows
a lot about medicine and is always seen at clinics and hospitals. Most people
believe she is a gift to them when they fall sick. Who is she?
2. These are courageous, jolly men and women. They are very intelligent and must
learn to act fast. They undergo serious training and know how to keep passengers
calm during the flight. Who are they?
3. This young man looks after animals that bleat. They include billy goats, kids and
nanny goats. He cares for them and is hardworking. He makes sure his herd is
fed well. Who is he?
LESSON ELEVEN
Activity
Discuss with a partner, various jobs people do. Think about your dream job and
suggest what you need to do to achieve that career.
179
Grade 7
Read the passage and answer the questions about it.

Being a doctor
My name is Halima. I am a doctor at the big international hospital in Addis Ababa. My
dream started long ago when I was a little girl. My mother had fallen sick and I was looking
after her at the hospital. While there I watched and admired the great work doctors were
doing to save lives. They operated on my mother and she became fine. From that time, I
was determined to work hard to achieve my dream of becoming a doctor.
At high school, I passed my exams with good grades and spent five years at the
university training to become a doctor. Hard work and discipline helped me pass my
exams successfully.
At the hospital, my duties include receiving and examining patients. I talk to them to
find out what ailments they have. Sometimes it requires carrying out tests to find the
exact problem.
Once I know the disease to treat, I prescribe the right drug for the patient. As a doctor,
my primary responsibility is to save lives. I am happy to be a doctor.
Exercise 1:
1. What inspired Halima to become a doctor?
2. What is required of a person that wants to be a doctor?
3. Who is a patient?
4. How does a doctor find out a sick person’s ailment?
5. What would you like to become in the future? Why?
Exercise 2: Match the words in A with their meaning given in B.
A B
dream sick people
became fine intention or plan
intelligent one’s duty to do something
prescribe recommend drugs for the sick
admired get what one wants
patients got cured, recovered
responsibility very wise and clever
achieve liked very much
180
Grade 7
LESSON TWELVE
Writing sentences
Exercise 1: Use the correct form of the words in brackets to construct proper sentences.
1. We have already (eat) our food.
2. She has not yet (do) the housework.
3. Tura has not yet (milk) the cow.
4. Tesema has just (go) to collect some water.
5. Our mother has already (take) my sister to the clinic.
6. They have not yet (dig) the well.
7. Ali has just (write) a postcard.
8. Father has already (repair) his car.
C Writing
Letter writing
Activity
Discuss with a partner if these are correct reasons why we write letters.
(a) sending greetings
(b) expressing feelings
(c) sending information about sad occurrences
(d) applying for jobs
(e) giving warnings and summons
(f) appointing people for jobs
Exercise 2: Select the correct words from the list to complete the letter on
page 182.
teacher being fly earn dream
are already discussing hoping
181
Grade 7
Shashemene First Cycle Primary School,

P. O. Box, 274,
Shashemene
24th. January, 2010
Dear Lapiso,
I hope you (1) fine. How are your friends? Hopefully, you are reading hard
to pass your exams. We have (2) finished ours!
As a class, we have been (3) our future goals. As you know, I have always
wished to be a pilot in future. Our (4) says one needs to study Science,
Geography and Mathematics. I am studying very hard and I hope to do well. I am
(5) to be the best of the best.
I like (6) a pilot because it is just wonderful! Imagine flying in the air like a
bird! I would like to be in charge of the cockpit and (7) to different cities of
the world. Of course, pilots (8) a lot of money. I hope one day my dream
will come true. Our class motto is “To fly on your own.” We hope each one of us
will achieve his dream job. Please, reply and tell me what your own (9)
is.
Your friend,
Tizita Belachew
Exercise 3: Use because to make correct sentences.

1. I would like to become an engineer. It is a well paying job.
2. I would like to become a teacher. I love children.
3. Merid would like to become a pilot. He says it is interesting.
4. Asefash would like to become a doctor. He would want to save people’s lives.
5. My brother would like to be a soldier. He wants to defend his country.
6. Our sister would like to be a musician. She enjoys popularity.
182
Grade 7
LESSON THIRTEEN
Activity
Copy and complete the puzzle.
1D 2S
3C 4T
5R 6T
7O
8D 9R
10 I
11 G

3. gather (7) 1. medical officer (6)
5. to go bad (3) 2. its past tense is sent (4)
6. to look after (4) 4. attempts (5)
7. it belongs to (2) 5. putting up a roof (7)
8. they move vehicles (7)
9. we do it to books (4)
10. food made from teff (6)
11. collected (8)
Exercise : Use the words you have made to make correct sentences in your
exercise book.
183
Revision Unit Two
Grade 7
Revision Exercise One

A . Form correct sentences using the words in the brackets.
1. Have you ever (do) such a thing?
2. I have never (ride) a horse in my life.
3. We have (sing) the song very well.
4. Have you ever (fly) to Lalibela?
5. Ali has already (grind) the coffee.
6. Sofia has (throw) away the chaff.
7. Oh no! The water has (freeze).
8. Have you ever (climb) the Ahmar mountain?
9. Those tourists have (swim) in Lake Tana.
10. Abeba has (see) most animals in the park.
B . Complete the sentences by filling in the correct word.
1. We climbed the rocks _________ foot.
2. The tourists flew _________ Addis Ababa in a helicopter.
3. Have you learnt _________ the formation of the rift-valley.
4. The tired traveller has leant _________ a tree to rest.
5. She has always hurried _________ school from home.
6. We have travelled to many places _________ bus.
7. Kene has dived _________ the water.
8. How much have you paid _________ the gabi?
Revision Exercise Two
A. Complete the sentences by filling in the correct words.
1. He bought _________ a radio or a computer.
2. She wanted to _________ to the news, so she switched on the radio.
3. A computer _________ a very useful machine.
4. He could not use a camera to take pictures because he was blind _________
one eye.
5. Using a computer _________ work easier.
6. The television set _________ was repaired yesterday has broken down again.
7. _________ is a wheelbarrow used for?
8. Sarah _________ her friend are learning how to use a computer.
9. The mechanic was very tired, _________ he slept the whole day.
10. We got all the instructions _________ ; we could not operate the machine.
11. Typewriters _________ used by secretaries to type work.
184
Revision Unit Two
Grade 7
B. Punctuate the given sentences correctly.

1. a radio a computer and a television are useful machines.
2. mohammed said i know how to ride a bicycle.
3. who has switched off the machine
4. what a wonderful invention this is
5. tsegaye dema and abiot are students in our school
C. Rewrite the sentences as instructed in the brackets.
1. The machine is old. It has been repaired. (Rewrite as one sentence using
which).
2. Herpo will type the letter. (Begin : The letter...)
3. He could have used a typewriter. He could have used a computer. (Rewrite
as one sentence using either).
Revision Exercise Three
A. Fill in the gaps with the correct words.
1. _________ many Ethiopian traditional games can you play?
2. Is ‘Gebeta’ played _________ two people?
3. I think he is _________ slow to play that game.
4. They are not strong _________ to climb the hill.
5. How many balls _________ each team need?
6. The captain _________ clear instructions to his team.
7. _________ traditional game is more popular?
8. Megersa and Soressa are famous _________ their sporting abilities.
9. She is not good _________ to train our team.
10. Light balls _________ used in netball.
B. Use the correct form of the words in the bracket to complete the sentences.
1. He _________ before he was told to do so. (move).
2. Our school could have ________ the match if we had played harder. (win)
3. The goalkeeper _________ for the ball. (dive).
4. If the national team _________ this game, it will be disqualified. (lose)
5. She _________ so well that she is admired by many people. (play)
C. Rewrite the sentences as instructed in brackets.
1. Birhane plays tennis. Molla plays tennis. (Rewrite as one sentence using: and)
2. He is young. He can’t ride a horse. (Rewrite as one sentence using: enough)
3. They are very rough. They cannot be allowed in the game. (Rewrite using: too)
185
Revision Unit Two
Grade 7
Revision Exercise Four

A. Use the words in brackets correctly.
1. Our animals need to be (protect).
2. (Kill) animals in the park is prohibited.
3. We heard a lot of (shoot) in the valley.
4. Animals in the game park should be (care) for.
5. (Trap) animals is forbidden in national parks.
6. The poachers who were (arrest) are now in prison.
7. Sadly, some animals get (kill) by poachers.
8. All Ethiopians should be (educate) about the importance of game parks.
9. Our game parks are a major (tour) attraction.
10. The men who were (feed) hyenas must be brave!
B. Join the sentences using which or that.
1. We saw the animals. They were rescued by game-rangers.
(Join as one sentence using ... which....)
2. The man educates the community. He is well informed.
(Join as one sentence using ....that....)
3. It is the red fox. It lives in the Bale mountains.
(Join as one sentence using ... which....)
4. The lioness roared fiercely. It had four cubs.
(Join as one sentence using ... that ....)
C. Punctuate the sentences correctly.
5. he asked did you go to the forest
6. baboons and monkeys can be found in ethiopia
7. ali said animals are a resource to the country
8. foxes lions hyenas and tigers can be deadly
Revision Exercise Five
A. Use the words in brackets correctly.
1. If she gets (marry) at this age, she will miss great opportunities.
2. She has (refuse) to marry an old man.
3. (Stay) in school is very important.
4. The girl who (drop) out of school is now pregnant.
5. All children should be (encourage) to stay in school.
6. Parents should stop (marry) off their young daughters.
7. My brother has (choose) to study medicine.
8. Early marriages should be (stop).
186
Revision Unit Two
Grade 7
B. Complete the sentences with suitable words from the list below.
rights teachers forcing education parents pregnant drops
1. If one _________ out of school, the chances of getting good jobs are lost.
2. The girl who got _________ had complications while giving birth.
3. Our _________ must know that culture has to change.
4. A girl child should exercise her _________ to choose what she wants.
5. _________ is good for all the children in our country.
6. _________ a girl to get married should be considered a criminal act.
7. _________, parents and children should work together.
C. Use the words in brackets correctly.
1. Goshu has already (wash) the utensils.
2. The boys have not yet (take) their coffee.
3. Has your mother (buy) the required books?
4. I have already (write) a letter to my sister.
5. Fida has not yet (fly) to Nairobi.
6. My young brother has already (go) away.
7. Has your mother (learn) how to drive a car yet?
8. They have already (plant) cotton.
9. She has not yet (give) me the ticket for the show.
10. We haven’t yet (sow) the seeds.
D. Use the words to complete the letter.
first hope great shall elder Faine already circus If come
Dear ............... ,
I have the pleasure to inform you that I have ............... bought the tickets for the
............... show. ............... you have finished your assignment, you can ...............
over to the show.
My ............... brother will drive us to the show. I ............... wait for you at home.
Let’s ............... that we shall have ............... time. You know it’s the ...............
time I will be going to one.
Yours truly,
Shito
187
VOCABULARY
Grade 7
Holiday, festivals Machines Games Fruits & vegetables Other nouns Other verbs
ceremonies switch winner grapefruit surname watch
travel lever instruction coconut Mr meet
Moulid button equipment pineapple Mrs spend
Ramadan machine rule lemon family name wear
Easter robot move spinach life water
Christmas invention throw lettuce container drop out of
New Year pull hunt pumpkin Body part get pregnant
Feast press catch Food chest plant
Festival insert shoot mutton lip Conservation
gift program turn beef stomach protect
present power spice shoulder habitat
dance turn on Job injera Adjectives endangered
sacrifice turn off guard crops kind endemic
decorate torn off watchman generous preserve
Animals and
congratulate waiter hardworking catch
itinerary Household duties insects
waitress friendly kill
brochure lay the table cockroach
dentist trap
tourist mopping the floor crow
footballer shoot
beach wash dishes flea
typist African
postcard cook vulture
secretary Countries
marriage serve hippopotamus
Kenya
wedding lizard
Somalia
War pigeon
Djibouti
weapon Semien fox
Sudan
battle park
skin Eritrea
Tanzania
Uganda
Zimbabwe
South Africa
Egypt
188

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What is the textbook about?

What is the textbook about?

What subjects does the textbook cover?

What subjects does the textbook cover?

English for Ethiopia

Layout and design - Violet Hilda Nabankema Illustrations - George Kizza

Unit 2 : Ethiopian languages ..................................................... 19

Unit 3 : Holidays and Festivals ................................................. 33

Unit 4 : I am going to visit Lalibela ............................................ 49

Unit 5 : Adwa ............................................................................. 65

Unit 6 : How is a gabi made? .................................................... 77

Revision Unit One .......................................................................... 95

Unit 7 : Have you ever? ............................................................. 101

Unit 8 : How does it work? ........................................................ 115

Unit 9 : Traditional games ......................................................... 129

Unit 10 : Taking care of animals .................................................. 143

Unit 11 : Say no to early marriages ............................................. 159

Unit 12 : I have already done that.................................................. 171

Revision Unit Two .......................................................................... 184

VOCABULARY .............................................................................. 188

A Listening and speaking

Talking about ourselves

A My village home B My town home

Origins of names and their meaning

5. Thorpe referred to a small village.

B. Here are some examples from Ethiopia:

Exercise 1: Form questions beginning with the word in brackets.

4. My brother repairs vehicles. (What ...?)

Do I/we/you/they work? I/we/you/they don’t work.

Exercise 1: Match the words in A with their responses B.

1. What is the meaning of the small village?

Source: MK Primary Atlas, 2008

Belay Zeleke Road,

1. Who wrote the letter?

Addis International Academy,

THE MARKETING MANAGER

We should be pleased if you send us details regarding prices, mode of delivery,

pleased surprised Cairo

1. Ethiopia is _________ in the Horn of Africa.

Other African countries

My country has nine regions

A Listening and speaking

happily slowly carefully quickly

1. How do you carry your books?

Herpo ______ in Jigjiga. He ______ a merchant. He is not an ordinary merchant, he

Exercise 1: Form correct sentences from the table.

Name can can’t

Example: She speaks both Somali and Amharic

1. Which language is spoken by most students?

I learn other languages.

4. I am in a difficult position. What do you think I _______? (do)

Using: has/have to/doesn’t/don’t have to ...

Using: both ... and ...

Exercise: Write a similar dialogue.

What a joy it is to live in a country,

The variety of music and dances,

What a joy it is to speak,

Exercise: Answer these questions about the poem.

Source: MK Primary Atlas, 2008

Herpo in Jigjiga. He a merchant. He is not an ordinary merchant, he

8. They received an invitation on .