English LOT 8, Grade 8, Sq. No 2

ENGLISH FOR ETHIOPIA
ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA

STUDENT’S BOOK STUDENT’S BOOK
GRADE 8 GRADE 8
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GRADE 8
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

MINISTRY OF EDUCATION MINISTRY OF EDUCATION
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English for Ethiopia
Student’s Book
Grade 8
Authors
Dr. Cherie Mesfin Bahir Dar University
Dr. Dawit Amogne Bahir Dar University
Editors
Dr. Mulugeta Teka Bahir Dar University
Dr. Berhanu Abera Addis Ababa University
Mrs.Rahel Abraham Hawassa University
Illustrator
Mr. Workineh Negasa Hawassa University
Designer
Mr. Lijalem Mulugeta Hawassa University
Federal Democratic Republic of Ethiopia

Ministry of Education
Acknowledgements
We sincerely thank the authors of various materials and resources whose

works are used for the development of the textbook. We also owe a debt
of thanks to the Ministry of Education and collaborators who have guided
and supervised the developments of the textbook and the teacher’s guide.
Table of Contents
UNIT 1: ECONOMIC ACTIVITIES IN RURAL AREAS......1
UNIT 2: TYPES OF CALENDARS.............................................12
UNIT 3: TRAFFIC RULES AND REGULATIONS............24
UNIT 4: ANIMAL CONSERVATION........................................38
UNIT 5: LIVESTOCK FARMING................................................59
UNIT 6: AFFORESTATION...........................................................74
UNIT 7: CHARITY................................................................................91
UNIT 8: PERSONAL HYGIENE...............................................108
UNIT 9: GENDER EQUALITY.....................................................118
UNIT 10: COMPUTER TECHNOLOGY..................................131

Unit 1 Economic Activities in Rural Areas Grade 8
UNIT 1: ECONOMIC ACTIVITIES IN RURAL AREAS
Unit Objectives At the end of this unit, you will be able to:
• listen to a text and identify important details;

• talk about common economic activities in your village;
• read a text and identify main ideas;
• transfer information from a reading text to a table;
• use words to describe economic activities in your village;
• describe your daily routines in simple present tense; and
• write five sentences about the main economic activities in your area.
SECTION ONE: Listening

Lesson One
Pre-listening
Activity 1.1: Read the following words and expressions, and study their meanings.
average national income contributes forest
Activity 1.2: Match the pictures (A-E) with the descriptions (1-5) below.
Picture A Picture B
Picture C Picture D
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Picture E
Descriptions of the pictures
1. fishing
2. planting
3. farming
4. sewing/stitching
5. mining
While-listening
Listening Comprehension
Activity 1.3: Listen to the text your teacher reads aloud. Then, match the types of economic
activities with their descriptions. Do it individually and compare your answers with your
partner’s.
Types of economic activities Descriptions

_____1. Manufacturing A. It is a process of getting minerals.
_____2. Mining B. It is being used in construction and manufacturing.
_____3. Fishing C. It employs 80 percent of the labor force.
_____4. Planting D. It uses waterpower and forests as main sources.
_____5. Agriculture E. It is being practised in freshwater lakes.
_____6. Energy F. It includes food and beverage products.
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Activity 1.4: Listen to the text and complete the blank spaces with the appropriate words/
expressions.
1. Agriculture is the country’s most promising _______________________.

2. Many other economic activities depend on agriculture, including ________, _________and
_______ of agricultural products.
3. Forest products are mainly logs used in ________________________.
4. Ethiopia’s fisheries are entirely freshwater rivers, as it has no marine coastline, and are a
small part of the ____________.
5. ______________ and _________________ are Ethiopia’s main energy sources.
Lesson Two
Post-Listening
Activity 1.5: Talking about one’s economic sector (economic activity) preferences
Discuss which economic sectors (economic activities) that you want to work for after finishing
your middle school education. Explain your reasons for choosing a particular economic sector.
Activity 1.6:Individually, rank-order the importance of each economic sector as:
• “Most Important” or
• “Important” or
• “Least Important”.
Then, compare your rating with your partner’s.
1. Agriculture 2. Mineral and mining 3. Transport
4. Forestry and fishing, 6. Energy 7. Telecommunication
8. Textile industry. 9. Manufacturing 10. Tourism
SECTION TWO: Speaking

Lesson Three
Interviews
Activity 1.7: Remember an interview that you have watched or heard recently on a TV or a
radio programme. What was the topic of the interview? Discuss with your partner the ques-
tions which you remember from the interview.
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Activity 1.8: Be in pairs and interview each other about the major economic activities people
do in your area. Below are sample questions you may use. While interviewing, you may also
ask your own questions.
1. What are the economic activities people do in your village?

2. Which economic activities do you like most? Why?
3. Which of the economic activities do you think are more profitable or less profitable?
4. Which economic activities employ more people in your area? Give examples.
Lesson Four
Role-play
Activity 1.9: Below is a conversation between Akelo and Lucy about Lucy’s part- time job.
Be in pairs and answer the following questions. Then, act out the sample conversation.
1) What question did Akelo ask Lucy?

2) Why does Akelo ask Lucy some questions?
Akelo: Hi, Lucy! How’s is it going?
Lucy: Fine, thanks, and you?
Akelo: Just fine. Where are you going?
Lucy: To the library. I have to finish the assignment for tomorrow’s class.
Akelo: Why don’t you do it at home?
Lucy: I have a part-time job in the evening so when I get home, I’ll be too tired to do an assign-
ment.
Akelo: Where do you work?
Lucy: I work in a café.
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Akelo: Why do you like the job?
Lucy: It’s interesting. I really enjoy working with people and get extra money.
Akelo: How is the pay?
Lucy: The pay’s alright. I get 15 Birr an hour. I would like to earn more as I need a lot of money
to buy a new laptop and a smartphone.
Akelo: And how would you do that?
Lucy: I’ll try to pick up as many extra shifts as I can.
Akelo: What about your studies? How would you manage your time?
Lucy: Well, I don’t know yet. I might consider taking fewer courses next semester.
Akelo: I wouldn’t do that if I were you. You should make your studies the first priority. What if
your parents know about it?
Lucy: Ugh. You’re right. Thanks for your advice, Akelo. I’ve got to go now. See you later.
Akelo: See you, Lucy
SECTION THREE: Reading

Lesson Three
Pre-reading
Activity 1.10: In groups, discuss the following points.
• Tell your group members about the source of income of your family.
• Discuss the differences you observe between the economic activities in Picture A and
Picture B.
• Which set of pictures represents on-farm activities and which one represents off-farm
activities?
Picture A
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Picture B
Read the following passage and answer the questions that follow.
1. Rural people have diversified their livelihood means and income earnings across farm, non-
farm and off-farm activities. Thus, non-farm income generating activities have become an essen-
tial component of livelihood strategies among rural households. Farmers particularly, the rural
farm families usually engage in different non-farm income generating activities apparently to bal-
ance the shortfall of income due to the seasonality of primary agricultural production and create a
continuous stream of income to cater for the various household needs.
2. Non-farm income generating activities include all economic activities in rural areas except
agriculture, livestock, fishing and hunting. It includes all off-farming activities, processing, mar-
keting, manufacturing, wage and causal local employment in the rural villages. It encompasses all
economic activities except the conventional crop production and livestock rearing. Rural non-farm
income sector as described by Kazungu and Guuroh (2014) include: household and non-household
manufacturing, trade, handicrafts, repairs, constructions, processing, transportation, communica-
tion, mining, and quarrying, as well as community and personal services in rural areas.
3. Rural non-farm income generating activities are considered an essential component of live-
lihood strategies among rural households. The reasons for diversification to non-farm activities
include declining farm incomes and desire to insure against agricultural production risk. House-
holds are pulled into the rural non-farm activities when returns from non-farm income activities
are higher and less risky than in agriculture. Most households in the rural communities engage in
non-farm activities in order to enhance an economic base.
4. Non-farm income generating activities are generally classified into two broad
categories: ‘high-labour-productivity that leads to high-income activities and low-labour-produc-
tivity activities that serve only as a residual source of income. The low-labour-productivity activ-
ities are common among the poor. Such employment may be, nevertheless, very essential from
a social welfare perspective. Some families of the rural population, who do not have options for
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agricultural employment, work on rural non-agricultural employment opportunities. Though the

latter are not highly remunerative, households who do not possess farmland make a difference in
their life. (Slightly adapted from Bassie Yizengaw, 2014.)
While-reading
Activity 1.11: Match the main ideas of each paragraph in Column A with the paragraph
number in Column B.
Column A Column B
_________1. Rural non-farm sources of income have been A. Paragraph 1
becoming more important than ever.
_________2. It describes types of non-farm sources of income B. Paragraph 2
generating activities.
_________3. Rural people have been increasing their liveli- C. Paragraph 3
hood income earnings.
_________4. It talks about classifications of non-farm income D. Paragraph 4
generating activities
Lesson Six
Activity 1.12: According to the reading passage, identify whether each of the following sen-
tences is True or False. Write your reasons for your answer.
_______1.Rural people are increasing their income.

_______2.Non-farm economic sources are important for rural people.
_______3.The seasonality of agricultural production makes rural households to focus on non-
farm activities.
_______4.Agriculture, livestock, fishing and hunting are examples of non-farm economic activi
ties.
_______5.Non-farm activities generate high income.
_______6.Rural households do not own adequate land work on non-agricultural income earnings.
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Activity 1.13: Answer each of the following questions based on the reading passage.
1. What are the two non-farm income generating activities?

2. Why do an increasing number of rural families work in different non-farm income gen
erating activities (Paragraph 1)?
3. What are the two reasons that have contributed to rural households’ non-farm activities?
4. What are the two broad categories/types of non-farm activities (Paragraph 3)?
5. What is the main idea of the reading passage?
Lesson Seven
Activity 1.14: Choose the correct answer to each of the following questions based on the
reading passage.
1. What does the word diversified in Paragraph 1 refer to?

A. livelihood B. income C. mean of income. D. increased
2. The word balance in Paragraph 1 means _____________.
A. equalise B. compensate C. equilibrium D. shortfall
3. Which one of the following is a non-farm income generating activity?
A. agriculture B. livestock C. fishing D. marketing.
4. Households who do not have enough farmlands can work on _____________________ .
A. agricultural employment B. non-agricultural employment
C. low-productive activities D. B and C are correct answers.
Pre-reading
Activity 1.15: Answer the following questions based on the reading passage.
1. Summarise the reading passage in two sentences.

2. On which of the on-farm activities would you like to engage in? Why?
3. Which of the off-farm activities are practised most in your area?
SECTION FOUR: Vocabulary

Lesson Eight
Activity 1.16: In groups, read and discuss the extended definitions given to each of the farm-
ing activities.
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Shifting cultivation
It is a form of agriculture, used especially in tropical Africa, in which an area of ground is cleared
of vegetation and cultivated for a few years and then abandoned for a new area until its fertility
has been naturally restored.
Nomadic farming
Nomadic farming is farming is done by peoples who are not permanent residence of an area and
who keep on moving. Nomadic farming includes rearing of cows, goat, sheep, various cattle, in
herd. People take from one place to another wherever they travel.
Livestock ranching
Ranching is the activity of running a large farm, especially one used for raising cattle, horses, or
sheep.
Commercial plantation
Commercial farming includes commercial grain farming, mixed farming and plantation agricul-
ture. Examples of commercial crops include coffee, cotton, sugarcane, tea, tobacco, oilseeds etc.
Mixed Farming
It is the growing of food or cash crops, feed crops, and livestock on the same farm. The main
characteristics of the mixed farming are that farms produce both crops and livestock and the two
farming activities are integrated.
Subsistence farming
Subsistence agriculture occurs when farmers grow food crops to meet the needs of themselves and
their families on small lands. Subsistence agriculture is practiced for survival and for mostly local
needs, with little or no surplus.
Dairy farming
Dairy farming is the practice of raising animals such as cows, goats, buffalos and camels and using
their milk to feed humans. Dairy products include cheese, butter, yogurt, ice cream, and milk.
Arable farming
It means that only crops are grown on a farm and then used or sold by farmer according to his/her
needs. The arable farming needs balanced moisture and human resources to work.
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Lesson Nine
Activity 1.17: Use each of the expressions of farming activities in the box and complete the
text.
Nomadic farming Livestock ranching/farming Commercial plantation/agriculture

Mixed farming Subsistence farming Dairy farming
Arable farming
Shifting cultivation is commonly practised in the tropics. It involves forest clearance through
burning and slashing. __________________ is the practice of keeping and grazing animals on
natural pastures. It is common in the arid and semi-arid regions such as certain parts of Saudi
Arabia, northern Africa and northern parts of Eurasia. ________________ focuses on rearing ani-
mals. Unlike nomadic herding, farmers do not move from one place to another in search of pasture
and water, but live in settlements. Also known as tree crop farming, industrialized agriculture or
plantation farming, _________________ covers large land areas. Even if practised on a smaller
piece of land, the activity has a high commercial value. It involves the cultivation of tropical
crops such as tea, rubber, coffee, coconut, cocoa, grapes, apples, spices, oranges, avocado, man-
goes and palm oil. Also known as grain and livestock farming, ________________ involves the
growing of crops and rearing of animals. It has its origins in the humid, mid-latitudes, excluding
Asia. ________________ involves growing crops and keeping animals for the sole purpose of
feeding the farmer and his family. It involves the use of simple farm tools on small pieces of land.
_______________ involves the rearing of cattle for milk. With its origins in Europe, the activity
is highly developed in Sweden and Denmark. ______________, unlike pastoral or mixed farming,
involves the growing of crops without keeping animals. It can be practised on a large, commercial
or small scale.
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Lesson Ten
Activity 1.18: Individually, write one sentence using each of the following words. Then, com-
pare your answers with your partner’s.
1. income 5. bonus
2. profit 6. benefit
3. expense 7. loss
4. fee 8. payment
SECTION FIVE: Grammar

Lesson Eleven
Simple Present Tense: Active and Passive
Daily Routines
Activity 1.19: Use the examples given in the table below and re-group the present simple
sentences into their active and passive voice and study their difference.
1. Crops and cereals are sold by farmers.

2. Farmers sell crops and cereals.
3. Farmers’ sons and daughters are taught about farming activities by their fathers.
4. Fathers teach their sons and daughters about farming activities.
5. Beehives are kept by farmers.
6. Farmers keep beehives.
7. Cows give milk.
8. Milk is given by cows.
9. The smallest income is earned by daily labourers.
10. Daily labourers earn the smallest income.
11. Farmers sow seeds on time.
12. Seeds are sown on time by farmers.
13. Spices are sown in between the onions and peppers.
14. We sow spices in between the onions and peppers.
15. My uncle sows soybean every year.
16. Soybean is sown every year by my uncle.
17. I ride a horse.
18. A horse is ridden by me.
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Unit 2 Types of Calendar Grade 8
UNIT 2: TYPES OF CALENDARS

• listen and comprehend a text about calendars;

• talk about different local calendars;
• work out the contextual meanings of new words;
• use the newly learned words in spoken or written sentences;
• apply comparative adjectives for different communicative purposes;
• use expressions of comparison while comparing calendar types; and
• write a well-developed paragraph.
SECTION ONE: Listening

Lesson One
Pre-Listening
Activity 2.1: In your groups, discuss the following questions.
a) What subjects do you study on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays a
school and at home after school?
b) What is a calendar? How many types of calendars do you know?
c) What is the relationship between calendars and human activities?
Activity 2.2: Read the following words and study their meanings with the help of your teacher.
design accord
Activity 2.3:
While-Listening
Information Completion
Complete the table below by writing one specific description for each calendars. Before you listen
to the text, read the information in the given table. As an example, the last one is done for you.
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No. Type of calendar Descriptions

1. Purely Lunar Calendars
2. Purely Solar Calendars
3. Lunisolar calendars
4. Solilunar calendars
5. Lunistellar calendars
6. Other calendars (a) These calendars do not have relationships with
the cycles of the moon and the sun.
Lesson Two
Listening for Details
Activity 2.4: Based on the listening text, answer the following questions and compare your
answers with your group.
a) What is the main idea of the listening text?

b) What is the relationship between the movement of the sun and academic calendars?
c) How do other calendars that have little relations with the cycles of the moon and the sun
work?
d) How do many calendars work other than other calendars?
e) Why are solilunar calendars more successful in tracking the lunar cycle than the seasonal
cycle.
Lesson Three
Post-Listening
Activity 2.5: Rewrite the listening text by using your own words. You may refer to your notes.
Then, compare your version of the text with your partner’s.
Activity 2.6: Get the mainstream Ethiopian calendar. Read the calendar and discuss the fol-
lowing questions in groups.
1. What important dates are there on the Ethiopian mainstream calendar?

2. Which of the dates are more important to you? Why?
3. What categories of dates can you make?
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Lesson Four
Talking about a special date in a family

Activity 2.7: Sit in your groups and talk about a special date in your family. In your talk,
include the following points.
1. Which date is it?

2. Why is it special?
3. What do you do on this date?
4. If this date were not celebrated, what would happen to your family?
Lesson Five
Activity 2.8: Below are two pictures on the Ethiopian and the Gregorian calendar. Form
groups and discuss the following questions.
1. What does Picture A show?
2. What does Picture B show?
Picture A Picture B
Activity 2.9: Read the poem below and answer the questions that follow. Compare your an-
swers with your partner’s.
Months of the Year

Thirty days has September,
April, June and November,
All the rest have 31 days,
Except February alone,
This has 28 days clear.
But 29 in each Leap Year.
a) What type of calendar is it?

b) Which month of the year has 28 days?
c) Which months of the year have 31 days?
d) Which months have 30 days?
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Lesson Six
Activity 2.10:In pairs, act out the following dialogue between a teacher and a student on the
uses of calendars.
Student: Good morning, Sir.
Teacher: Good morning. How are you?
Student: I am fine. Thank you, sir. How are you?
Teacher: I am also fine. Thank you.
Student: Sir, would you please tell me how to use a calendar?
Teacher: Of course. Look at the calendar. What do you see?
Student: Names of months and days.
Teacher: Nothing else?
Student: There are dates also. Some are in black colour and some others are in red colour.
Teacher: You have almost learned. The dates and days tell you what date each day is.
Student: Colour of dates?
Teacher: The red colours are holidays, but the black ones show working days.
Student: Thank you, sir.
Teacher: Thank you, too.
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Lesson Seven
Pre-reading
Activity 2.11: In groups, discuss the following questions.
1) What makes the Gregorian calendar different from other calendars?

2) How are days and months named?
3) For what purposes do we use it?
Activity 2.12: Practise pronouncing the following words and study their meanings with your
teacher.
a) goddess - a female god b) evolve– develop gradually
While-reading
Read the passage and answer the questions that follow.
History of the Gregorian Calendar

The Gregorian calendar, also known as the solar calendar, is the time table that is being used in
the present times. The contemporary calendar has been changed many times, from the original
calendar that began the daily dairy. Apart from serving as the present day international civil cal
endar, the Gregorian calendar also regulates the ceremonial cycle of the Roman Catholic and
Protestant churches. As a matter of fact, the calendar was originally aimed for ecclesiastical pur
poses. Though many other calendars are also in use today, they are mostly restricted to particular
religion and cultures.
The history of the Gregorian calendar can be traced to the times when Rome was ruled by the
empire of Roumulus. In those times, the days and months of the Roman calendar were set a
cording to the cycles of the sun and the moon. Rather than the 12 months in a year today, the Ro
man calendar was considered to be ten months long. The New Year commenced in Spring, on
March 1, and ended in December. A new calendar was introduced by Numa, the new ruler who
succeeded Romulus.
The new calendar had 12 months and ended in February. The beginning of the year was later
changed from March 1 to January 1. This was marked as the beginning of the civil year. The num
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ber of days in the civil year was 365. However, a new Julian calendar was introduced by Julius
Caesar, the famed Roman ruler. The Julian calendar began from the 1st of January, in the year 45
B.C. Finally, a new version of Gregorian calendar was introduced by Pope Gregory XIII in the year
1582. This was the calendar that evolved into the present day Gregorian calendar that we use.
In the Gregorian calendar, Sunday was originally named after the sun. Monday was originally
called the moon. The next day to Monday was named after mars, the warrior god of Rome. How
ever, the name was later changed to Tiu’s day for the Teutonic warrior god. Tiu’s Day gradually
evolved into Tuesday, as we call it today. The day after Tuesday was called Wotan’s day, for the
Roman god of peace. This was later changed to Woden’s day, today known as Wednesday, after a
Teutonic god. Thursday, originally was called the Jupiter’s Day, tracing its name to the Roman god
of thunder and lightning. Later, the name was changed to Thor’s Day, after the ancient thunder
god, which finally evolved into Thursday.
The six day of the week was named after the Roman goddess, who was symbolic of spring. Later,
it became the Frigg’s day, after the Scandinavian goddess of love. Finally, Frigg’s day became
Friday, as we know it today. There was no major change in the seventh day of the week, as it was
already known in the Gregorian calendar as the Saturn’s day, named after the Roman goddess of
harvest. As time passed, it evolved into the present day Saturday. The months in the Gregorian
calendar were borrowed from the Julian calendar. For instance, January was named after Janus,
the god of beginnings.
In the calendar, February came from Februa, a big feast. March was named after the god of war,
Mars. April derived its name from the name of Greek goddess, Aphrodite. The month of May was
named after another goddess, known as Maia. June’s name was derived from Juno, an ancient
goddess. The months of July and August were named after Julius Caesar and Augustus, who suc
ceed Caesar’s throne. The last four months of the year were named according to the numerical
placement in the year. The old names of all the months in the Gregorian calendar evolved over
time, to assume their modern names.
Slightly adapted from http://lifestyle.iloveindia.com/lounge/history-of-gregorian-calen
dar-6545. html
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Direct Questions
Activity 2.13: Read the above passage carefully and answer the questions that follow.
(1) Where does the contemporary calendar originate from?

(2) What is the main reason for the wider use of the Gregorian calendar in the present time?
(3) Write down the two purposes of the other calendars in use today?
(4) What marks the beginning of the civil year, Paragraph 3, line 3?
(5) By whom was the last version of the Gregorian calendar developed?
(6) Write down the expressions used to refer to September, October, November and December,
Paragraph 6?
Lesson Eight
Inferential questions
Activity 2.14:Answer each of the following questions individually and compare your answers
in groups.
1. What do we mean by ecclesiastical purposes?

2. What was the difference between the Gregorian calendar which was proposed by Roumulus
and the new form of the same calendar that was introduced by Numa, Paragraph 2?
3. How were Sunday and Friday named?
4. Why do you think that names of months such as February, March and April named are named
Greek Goddess?
5. Why does the author/writer suggest that the present names of months have not been identified
at once?
6. What impressions does it give when the author says that March has been named after the god
of war?
7. How were the months of July and August named?
Lesson 9
Reading for main ideas
Activity 2.15: Write the main ideas to each of the six paragraphs you have read above. As an
example, the main idea of the first paragraph has been written for you. Then, discuss your
answers with members of your group.
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1. Paragraph 1 is about the Gregorian calendar which is used by the Catholic and Protestant
churches.
2. The main idea of Paragraph 2 is ________________________________________________
4. Paragraph 4 discusses ________________________________________________________
Lesson 10
Activity 2.16: In your small group, guess the meanings of the following words and expres-
sions as they have been used in the reading passage. Then, compare your answers with any
of the other groups.
1) What does the word “contemporary” mean?

2) What do these words refer to/mean?
• Gregorian
• New Year
• …the god of beginnings
• in those times ….
• commenced
• …present day…
• the old names….
• …over time
• …. placement
Lesson 11
Post-reading
Activity 2.17: In your groups, discuss the following questions.
(1) For what purposes do people in your community use calendars?

(2) Why do many countries of the world use the Gregorian calendar?
(3) What would happen if the calendars of the world disappeared?
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Lesson 12
Activity 2.18: Refer to the reading passage and guess the meaning of the following words.
1. ‘…time table…’ Paragraph 1, Line 1 _____________________________________________

2. ‘…ceremonial…’ Paragraph 1, Line 4 _____________________________________________
3. ‘…empire…’ Paragraph 2, Line 2 ________________________________________________
4. ‘…ruler…’ Paragraph 2, the last line _____________________________________________
5. ‘…version…’ Paragraph 3, Line 5 ________________________________________________
6. ‘…evolved…’ Paragraph 4, Line 4 _______________________________________________
7. ‘…tracing…’ Paragraph 4, the 3rd line from the last _________________________________
8. ‘…present…’ Paragraph 5, Line 5 ________________________________________________
9. ‘…Februa…’ Paragraph 6, Line 1 _______________________________________________
10. ‘…placement …’ Paragraph 6, Line 6 ___________________________________________
Activity 2.19: From the reading passage, find a word that has a similar meaning to each of
the following words. Then, make one sentence of your own using each word. Compare your
answers with your group members’.
a) timetable b) original c) ceremonial
d) ecclesiastical e) symbolic

Lesson 13
Comparative Adjectives
• Wide/wider … than, more … than

The comparative adjectives are used to compare two nouns or pronouns. For one syllable adje
tives and for two syllable adjectives that end in y, add –er. (Change the y to I and add er: (happy
– happier). For one-syllable adjectives that end in consonant-vowel-consonant (CVC), double the
consonant and add er (big – bigger). For adjectives that end in e, just add an r to form the compara-
tive (fine-finer). For long adjectives (two syllables or more), use more + adjective. The adjectives
are followed by than in the comparative form.
In Ethiopia, June has shorter nights than other months.
In autumn, children are happier than adults.
Autumn is more attractive than winter.
20
Activity 2.20: In groups, study the following sentences, identify the comparative adjectives
and copy them in your exercises books.
1. The Gregorian calendar is used wider than the Ethiopian calendar.

2. The Gregorian calendar is used more than the Ethiopian calendar in Ethiopia.
3. The Gregorian calendar is older than the Ethiopian calendar.
4. The Ethiopian calendar has greater number of months than the Gregorian calendar.
5. The Ethiopian calendar is seven/eight years younger than the European calendar.
Note:
• We use than after comparatives (older than, more expensive than, etc.).
• We usually say: than me, than him, than her, than us, than them.
Activity 2.21: Construct a complete sentence using each of the comparative adjectives. The
first one has been done for you as an example.
.Many people look more wonderful during holidays than the usual days.
… happier than…. … crazier than…
…more wonderful than…… … more foolish than…
… more excited than … … more expensive than …
Lesson 10
Activity 2.22: Based on the sample sentences given below, write three sentences on the sim-
ilarities between the Ethiopian and the Gregorian calendars. Then, compare your answer
with your partner’s.
… as + adjective + as … or not as + adj+ as

a) The names of the weeks in Ethiopian calendar are the same as the names of weeks in the
Gregorian calendar.
b) The number of weeks in the Ethiopian calendar are the same as the number of weeks in the
Gregorian calendar.
c)
d)
e)
21
Activity 2.23: In pairs, study the following sentences.
• …not as …as …
a) The festivity dates of the Ethiopian Christmas and Easter are not the same as the festivity
dates of the European Christmas and Easter.
b) The months in the Ethiopian main stream calendar are not as many as the months in the Gre-
gorian calendar.
c) The types of seasons in the Ethiopian calendar are not the same as the types of seasons in the
Gregorian calendar.
SECTION SIX: Writing

Lesson 15
Basics of paragraph writing
Activity 2.24: In pairs, list down those writing activities/assignments you do during your
English lessons.
Check if the following are among the list of the English writing activities you do in your En-
glish classes.
a) Writing notes
b) Writing assignments
c) Combining sentences
d)
e)
f)
g)
h)
i)
What is a Paragraph?
In groups, study the following text.
The warm weather allows me to play outside. I play on the ground with my brother. We run
through the water and scream each time. At night, I play hide and seek with my friends. I usally
hide behind a big bush. I love it when the weather is warm.
22
Notes:
• The text in the box is a simple paragraph.
• A paragraph is a group of related sentences as shown in the above paragraph.
• The first sentence has the main idea and the other sentences support this main idea.
Lesson 16
Activity 2.26: Helen is a Grade 8 student who uses a timetable to do her daily activities. The
information in the box shows her schedule for next week. Use the information below and
write a complete paragraph.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
study clean the study mathematics go shopping do assign- wash play with
English house ments cloths her friends
You may use the sentences given below to begin your paragraph.
Helen does many things next week. She studies English on Monday. …
23
Unit 3 Traffic Rules and Regulations Grade 8
UNIT 3: TRAFFIC RULES AND REGULATIONS
• listen to a text on traffic rules in Ethiopia;

• talk about common traffic rules to their classmates;
• conduct a role-play based on a dialogue;
• learn the meanings of vocabulary items related to traffic rules;
• use modals (should/ought to, have to, may, might, can, could…) while
giving and receiving advice;
• comprehend a reading text;
• give and receive advice on the subject of the use of traffic rules and reg-
ulations using modals; and
• write a letter to a friend.
SECTION ONE: LISTENING
Lesson 1
Pre-Listening
Activity 3.1: In groups, answer each of the following questions.
1. What do we mean by rules?
2. What are the classroom rules which you and your classmates respect? Why do you respect
these rules?
3. What are traffic rules?
Activity 3.2: Study the meanings of the following words with the help of your teacher and
make a sentence.
pedestrian sidewalks buckling
While-Listening
Activity 3.3: Answer each of the following questions based on the listening text. Before you
listen to the text, read the questions.
24
1. What is the title of the listening text you have heard?

A. New Traffic Rules in Addis Ababa B. New Traffic Rules
C. Top 5 Most Helpful New Rules D. The New Laws Have Good Intentions
2. Some of the cars should not be allowed to give transport services because ________________.
A. they have mechanical problems B. they have engine problems
C. they are killers D. all are correct answers.
3. In contrast to the developing countries, Addis Abeba’s traffic problems are ______________ .
A. worth worrying B. dangerous ones
C. not worrying about D. worth talking about
4. In Addis Ababa, ____________________________________________________________ .
A. sidewalks are used by pedestrians B. sidewalks are available
C. sidewalks are not used by pedestrians D. sidewalks are not available
5. Who violates traffic rules?
A. Pedestrian B. Taxi-drivers
C. Mini-bus drivers D. All are correct answers.
6. What was the good news about?
A. The revised traffic law B. Foot-travelers
C. Traffic laws D. Drivers
Lesson 2
Activity 3.4: According the listening text, complete the following sentences with the appro-
priate words, or expressions. Discuss you answers with your partner’s.
1. Addis Ababa is continuously ____________ and the number of cars on the road is growing
on a _________________.
2. Some of the cars should not be allowed to be on the road at all as they could be potential
__________________.
3. Many of the ________, especially cabs, that transport people, had _______________ and
___________ problems.
4. However, the recent traffic law changes in ____________ triggered me into writing this
_______________.
5. For some reason, pedestrians like to share the _____________ with _________________ .
6. Yes, I agree that the new rules are _____________________________ .
7. _________ _________ are compulsory for driver and front seat passenger.
8. These new set of rules are great if followed by all ____________ and ______________.
9. I hope that all will obey these rules and as a result, the roads of Addis Ababa will be _______
_________.
25
Lesson 3
Post-Listening
Activity 3.5: Read the traffic rules in the table below and rate each of them based on your
beliefs as:
a) “Most Important” or
b) “Important” or
c) “Least Important”.
Discuss your ratings and reasons with your group members’.
Importance of the Traffic Rules
Importance
Reasons for
No. Traffic Rules
Most Im- Least Im- your choice
Important
portant portant
Always wear a seat-
1
belt.
Respect the speed
2
limits.
3 Follow traffic signals.
Do not drink alcohol
4
if you drive.
Cross the road at the
5
Zebra Crossing.
Always walk on the
6
pavement.
SECTION TWO: SPEAKING
Lesson 4
Auxiliary Verbs (can, should, must)
Asking for Advice on Using Traffic Lights
26
Activity 3.6: Act out the dialogue in pairs and study how advice is requested and given.
At the Traffic Lights and Signs
A: What should I do if the traffic light turns red?

B: You must stop. You must not cross on any of the crossing lines.
A: What should I do when red arrow goes out, leaving only a green light?
B: You may proceed if it is safe to do so by observing other pedestrians crossing the road you are
entering.
A: Should I cross when the traffic light turns yellow?
B: You should not cross, for it indicates that the lights are about to change to red. You should
not cross unless you are so close to the zebra-crossing and should do the crossing soon.
A: Should I cross when the lights turn a yellow arrow?
B: This arrow indicates that the lights are about to change to red. You must prepare to stop and
not enter the road beyond the stop line unless you are able to cross safely. You may cross if
the yellow arrow goes out leaving only a green light. You will do this if it is safe to do so, but
beware of oncoming vehicles.
A: Can I cross the road when the traffic lights turn green?
B: Green Lights? You can cross, if it is safe to do so.
Lesson 5
Pre-reading
Activity 3.7: Do the following questions in your groups.
1. Have you ever seen or heard about a car accident? Tell your group members about it.
2. Write causes for car accidents. Compare your list with your partner’s.
3. How does it damage the life of human beings and their properties?
Activity 3.8: Read the following words and learn their meanings with the help of teacher.
devastating gravity
Read the passage and answer the questions that follow.
27
Road traffic accident: a major public health problem in Ethiopia
1. A secondary data collected by the Amhara National Regional State Police Commission from
2007-2011 shows that road traffic accidents are serious, but neglected health problems in Ethi-
opia. Fatalities due to traffic accidents are reported to be among the highest in the world.
According to the World Health Organisations’ global status report on road safety, the road
crash fatality rate in Ethiopia was at least 114 deaths per 10,000 vehicles per year. This is only
10 in the UK and Ireland and 60 across 39 sub-Saharan African countries. In addition, the
number of people injured or killed in one crash in Ethiopia is about 30 times higher than that
in the US. Furthermore, it is sad to note that fatalities due to road traffic accidents are higher
among pedestrians in countries like Ethiopia than in developed countries. For instance,
60% of the fatalities in the US account to the car drivers, while in Ethiopia only about 5% ac-
count to drivers. This is also supported by a recent study where the majority of fatalities were
pedestrians (87%) followed by passengers (9%) and drivers (4%), among a total of 25,110
accidents and 3415 fatalities during the period 2000-2009 in Addis Ababa.
2. The economic implications of traffic accidents are highly devastating especially for developing
countries, since deaths due to these causes are highest among the most economically active
population whose ages are between 15-59 years. A study has estimated the total health and
life-related cost of motor vehicle injuries in Addis Ababa in 2010 to be about 31,692,892 Ethi-
opian Birr, which shows the seriousness of the problem.
3. In spite of the fact that road traffic accident is a huge public health development problem in
Ethiopia with significant impact on morbidity, mortality as well as devastating economic ef-
fects; proportionate measures have not been taken to address the problem. According to the
WHO’s global status report mentioned above, even though Ethiopia has put in place relevant
laws on traffic speed limits, the effectiveness of their overall enforcement was only 2 (in a
scale of 0-10) in 2009. There are some laws on road safety management and on major risk
factors in the country. However, they seem to be largely nominal, as the country neither strictly
enforces speed limits on urban roads nor controls blood alcohol levels in drunk-driving.
4. Overall, the gravity of the problem is getting worse from time to time, approaching a crisis level
and requiring urgent and multi-pronged actions. Multi-sectorial and combined enforcement
strategies are the most efficient way to respond to the crisis. In addition, there is an urgent
need for interventions that can address risk factors such as speeding, improper use of lanes,
and drunk-driving, which have important public health implications as large proportion of
traffic injuries are attributed to them
Slightly Adapted from Ethiopian Journal of Health and Development, 2014:28.
28
Lesson 6
While-reading
Direct questions
Activity 3.9: Identify whether each of the following sentences is true or false. Write your rea-
sons for your answer and discuss them in groups.
1. Ethiopia stands first in the word in the traffic road accident.

2. The road traffic accident fatalities in Ethiopia were approximately 11 times greater than the
UK.
3. The major traffic accident fatalities were drivers.
4. The active population of Ethiopia was the most affected by the road traffic accidents.
5. Ethiopia has succeeded in implementing its traffic laws.
6. Ethiopian drivers were not grouped from the majority of fatalities.
7. The majority of traffic injuries in Ethiopia are due to speeding, improper use of lanes and
drunk driving.
8. Ethiopia practices controlling of drunk-driving and speed limits
Lesson 7
Activity 3.10: Individually, answers each of these questions and then discuss your answers
in groups.
1. Where did the writer get the information about the road traffic accident, Paragraph 1?
2. Why does the writer label speeding, improper use of lanes, and drunk-driving as risk factors,
Paragraph 4?
3. How many years of road traffic accident report did the writer use while writing this text,
Paragraph1?
4. What was the road accident fatality rate in Ethiopia in the years 2009, Paragraph1?
5. What was the road accident fatality rate in UK, Ireland and the Sub-Saharan Africa in the
same year, Paragraph1?
6. What does the estimated 31,692,892 Ethiopian Birr of the life-related cost of motor vehicle
injuries in Addis Ababa in 2010 indicate, Paragraph 2?
7. What is the contradiction mentioned by the author/write in Paragraph 3?
8. Why has Ethiopia not succeeded in decreasing traffic road accidents, Paragraph 3?
29
Lesson 8
Activity 3.11: In pairs, answer each of the following questions. Then, discuss in your groups.
1. Why did the author sequentially mention evidence from the WHO’s 2009 global status report
and the recent study?
2. What has hindered Ethiopia from implementing its relevant laws it has approved on traffic
speed limits, road safety management and major risk factors?
3. Why did the write conclude that the economic implications of traffic accidents are highly dam-
aging in developing nations?
4. Why did the road traffic accident solutions require multi-sectorial and combined enforcement
strategies?
5. What were the solutions suggested by the writer to solve the risk factors?
Lesson 9
Referential questions
Activity 3.12: Individually, write out what each of the following words refers to. Then, check
your answers with your partner’s.
1. The word ‘…secondary…’, in Paragraph 1, Line 1 refers to ___________________________

2. In Paragraph 1, the 4th line from the last, the pronoun, ‘This…’refers to __________________
3. In Paragraph 2, Line 2, the pronoun, ‘…these…’ refers _______________________________
4. In Paragraph 2, the last line, the phrase, “…the problem…” means ______________________
5. The words, ‘…laws…’ in Paragraph 3, Line 4 and ‘…laws….’ in Paragraph 3, line 6 refers to
______________________________________ and _________________________________
6. ‘The problem…’ in Paragraphs 3, Line 6 means _____________________________________
7. The pronoun, ‘….they…’ in Paragraph 3, the 2nd line from the last
means_________________
8. The pronoun, ‘….them’ in Paragraph 4, the last line refers to __________________________
30
Lesson 10
Activity 3.13: Based on the reading passage, what do the following words and expressions
refer to? Check your answers with your partner’s.
1. In Paragraph 1, Line 2, the word, ‘…neglected …’ roughly means ______________________

2. The word, ‘…rate…’ in Paragraph 1, Line 5, means__________________________________
3. In Paragraph 1, Line 7, the phrase, ‘…30 times…’ means _____________________________
4. The word, ‘…pedestrians…’ in Paragraph 1, Line 9 __________________________________
5. Roughly, the verb phrase ‘…accounts for …’ in Paragraph 1, the 5th line from the last, ______
6. The phrase, ‘…active population’ in Paragraph 2, Line 2-3, approximately means __________
7. The word ‘…enforcement…’ in Paragraph 3, Line 5, means ___________________________
8. In Paragraph 3, the 2ndline from the last, , ‘nominal…’ roughly means ___________________
9. The word, ‘…implication…’ in Paragraph 4, the last, means ___________________________
Lesson 11
Post-reading
Activity 3.14: In your groups, answer the following questions.
1. Discuss major causes of road traffic accidents in Ethiopia.

2. List down solutions that can help to reduce traffic accidents? Then, compare your list with
your partner’s.
3. If you were a minister of transport what would you do to minimise the road traffic accidents in
Ethiopia?
Lesson 12
Activity 3.15: Based on the given sample, write a sentence using each expression. Then, dis-
cuss your sentences with a partner’s.
31
Example:
Traffic rules
Knowing traffic rules is important for safety.
Speed limit
Knowing the speed limit for all the roads is important for safe driving.
Driving rules
Knowing driving rules is important for safe driving.
old vehicles traffic jam traffic-laws traffic light

traffic restrictions traffic accident traffic regulations
Lesson 13
Asking for and giving advice on traffic tights and turn signals
Uses of Modal verbs:
• must/must not,
• can/ cannot, and

• should/should not.
Notes:
• We use can to say something is possible or allowed. Somebody has the ability to do it.
Example: I can cross the road when the traffic light turns green.
• We use must to say that we believe something is certain.
Example: we must not cross the road when the traffic light turns red.
• We use should to mean it is a good thing or the right thing to do.
Example: we should use a zebra-crossing.
32
Activity 3.16:Based on the given situations (1-6) below, choose the appropriate form (s) of
modal verbs: must/must not, can/ cannot, and should/should not.
Traffic Lights and Traffic Symbols
Situation 1: At the Red Light
1. A red light means you (must, can, should) stop. You (must, can, should) stop as close as
possible behind the ‘stop’ line.
Traffic light showing red signal
Situation 2: At the Yellow (Amber) Light
2. A yellow (amber) light means you (must, can, shall) stop. You (can, must, shall) only go
through a yellow light if you (cannot, must not, shall not) stop safely before the ‘Stop’ line.
You (should not, could not, had not) stop suddenly, and you (should not, could not, had not)
speed up to get through a yellow light.
Situation 3: At the Green Light
(3) A green light means you (can, shall, must) go through the intersection if it’s safe to do so. You
(must, can, shall) also follow these rules for temporary traffic lights at roadworks.
Traffic light showing green signal
33
On the Use Turn Signals
Situation 4: The Red Arrow
A red arrow means you must not turn. You (must, can, shall) stop behind the ‘Stop’ line until the
arrow turns green or disappears.
Traffic light showing a green light and a red right arrow indicate that you (must not, cannot, shall
not) turn right - you (can, must, shall) go straight ahead or turn left.
Situation 5: The Green Arrow
A green arrow means you (can, must, shall) turn in that direction.
Situation 6: The Yellow (Amber) Arrow
A yellow (amber) arrow means you (must, can, shall) stop. You (can, must, shall) only go
through a yellow light if you cannot stop safely before the ‘Stop’ line.
When a yellow (amber) arrow is flashing, this means you (can, must, shall) turn in that direction.
You (must, can, shall) give way to pedestrians crossing the road you’re turning into.
Traffic light showing a flashing yellow right arrow, indicates that you (can, must, shall) turn right
as long as you give way to pedestrians.
34
Lesson 14
Activity 3.17: For questions 1 - 10, choose one of the most appropriate modal axillaries given
in the boxes below. Check your answers with your group members’.
may may not shall must not can
have do not have to should should not cannot
1. If you drive a car, you (should, must, can) ____ have a driving license.
2. You (shouldn’t, mustn’t, don’t have to) ____ drink a lot and drive.
3. When you are in a car, you (should, must, may) ____ wear a seatbelt.
4. When driving a car, you (shouldn’t, mustn’t, can’t) ____ listen to the radio.
5. You (should, must, have) ____ to pay road tax if you own a car.
6. You (should, must, have) ____ stop at a red traffic light.
7. When you ride a motorbike you (should, must, have) ____ wear a helmet.
8. You (should, must, can) ____ smoke while you are driving.
9. If you own a car, you (should, must, can) ____ have insurance.
10. You (shouldn’t, mustn’t, don’t have to) ___exceed the speed limit.
Lesson 15
A friendly letter
Activity 3.18: Based on the letter given below, answer each of the following questions. Dis-
cuss your answers in groups.
a) When was the letter written? b) Who wrote the letter?

c) To whom was the letter written? d) Write words and expressions you do not know.
e) Identify the main message of the letter. f) What is the purpose of this letter?
35
Irispins International School

B.O. Box 202020
Kebele 14, Minilik II Sub- City, Bahir Dar
5th September 2021
Dear Barsanat,
Hi! I hope you got the letter. Your exams are cancelled. But I am going to tell you one good thi
today.
Nowadays, many accidents are taking place in every city. The main reason is violating traffic rules.
We should follow traffic rules while driving. Otherwise, it is very dangerous for you and for your
family.
Tell this to all your friends and families.
Thank you.
(Signature)
Maryamawit
Lesson 16
Activity 3.19: In your group, compare Picture A with Picture B below and discuss the follow-
ing questions.
a) In which of the pictures have people violated traffic rules? Why?

b) In which of the pictures have people respected traffic rules? Why?
c) What do you tell people who have violated traffic rules?
Picture A Picture B
36
Activity 3.20: Be in groups and list down three cautions/cares school children have to do
when they cross roads. Write three rules that school children should respect.
School children must respect the following three traffic rules to keep themselves safe from traffic
accidents. Firstly, _____________________________________________.Secondly, _________
______________________________________________________________.Thirdly, ________
_____________________________________________________________________________
__________.Finally, ____________________________________________________ .
37
Unit 4 Animal Conservation Grade 8
UNIT 4: ANIMAL CONSERVATION
• listen a text for specific information;

• speak about endangered animal species in Ethiopia;
• read a text for a specific information;
• use words and expressions related to animal conservation in their writ-
ing;
• use past continuous tense to describe past activities;
• apply expressions of sympathy and anger while communicating; and
• write a paragraph on an endangered animal.
Lesson 1
Pre-Listening
Activity 4.1:Tick or put a right mark (✓) in the boxes in front of the names of each animals
which you are familiar with and a cross mark (X) in the boxes in front of the names of the
animals you are not. Check your answers with your partner’s.
1. List of some of the wild animals found in Ethiopia.
No. Name of the Animal I am familiar with I am not familiar with

1. Ethiopian Wolf
2. Walia Ibex
3. Mountain Nyala
4. Gelada Baboon
5. Buffalo
6. giraffe
7. Zebra
8. Tiger
9. Lion
10. Nubian Ibex
11. Gazelle
38
Activity 4.2: In your group, study the meanings of the following words with the help of your
teacher.
lush track stunning
While-Listening
Activity 4.3: Based on listening text, match each of the names of the animals (1-5) in Column
A with the appropriate description of each animals in Column B. Check your answers with
your group members’.
Name of the Animal Description of the Animal
_____1. The Ethiopian Wolf A. It is affected by poaching and habitat loss.

_____2. The Walia Ibex B. One of the Earth’s rarest canid species
C. They are very social animals, and will typi-
_____3. Somali Wild Donkey
cally be spotted in huge family groups.
_____4. Gelada Baboons D. They are native to Ethiopia.
_____5. The Black Lion E. They are found in the Afar lowlands.
Lesson 2
Post-Listening
Expressing Agreement and Disagreement
Activity 4.4: Individually, rate each of the causes for animal endangerment/extinction as
either most important or important or least important by putting a tick mark (✓) in the boxes
below.Then, compare your rating with your partner’s and give reasons for your ratings.
Importance
No Cause for animal extinction Most Least Explanation
Important
Important Important
1. Hunting
2. Habitat degradation/ruin
3. Human-wild-life interaction
4. Loss of Habitat
5. Climate change
6. Pollution
7. Disease
39
Activity 4.5: In pairs, study the following three sets of expressions given in the table below
while discussing endangered animals.
Expressions of:
No.
agreement disagreement partial agreement
I agree up to a point, but
1 That’s right! I don’t agree!
...
2 Absolutely! I totally disagree! Let me agree to disagree.
3 Exactly! Absolutely not! I see your point, but ...
4 Yes, I agree! That is not right! That’s partly true, but ...
I'm not so sure about
5 I totally agree! I am not sure about that.
that.
6 I couldn’t agree more!
7 I see exactly what you mean!
8 You're right. That's a good point.
Lesson 3
Activity 4.6: In your group, discuss the following questions.
a) What are the advantages of protecting the endangered animals?

b) Do you agree or disagree with each of the reasons for protecting endangered animals given
below? Why?
• For a healthy environment,
• For agriculture and farming,
• For preserving rich bio-diversity,
• For recreation/tourism,
• For livelihood of individuals, and
• For aesthetical value.
40
Lesson 4
Activity 4.7: In pairs, read the story below and talk about the following questions.
1. Have you ever read a story about ducks and foxes? If yes, when was it?
2. Are they friends or enemies? Why?
3. Where does a duck live?
4. Where do foxes live?
5. What do we call baby foxes?
6. What do we call baby ducks?
The Fox and the Duck
A mother duck and her little ducklings were on their way to a lake one day. The ducklings were
very happy following their mother and quack-quacking along the way.
All of a sudden, the mother duck saw a fox at a distance. She was frightened and shouted, “Chil
dren, hurry to the lake. There is a fox.” The ducklings hurried towards the lake. The mother duck
wondered what to do. She began to walk back and forth dragging one wing on the ground.
When the fox saw her, he became happy. He said to himself, “It seems that she‘s hurt and can’t
fly! I can easily catch and eat her!”. Then he ran towards her. The mother duck ran, leading the
fox away from the lake. The fox followed her. Now he wouldn’t be able to harm her ducklings.
The mother duck looked towards her ducklings and saw that they had reached the lake. She was
relieved, so she stopped and took a deep breath.
The fox thought she was tired and he became close, but the mother duck quickly spread her wings
and rose up in the air. She landed in the middle of the lake and her ducklings swam to her.
41
The fox stared in disbelief at the mother duck and her ducklings. He could not reach them because
they were in the middle of the lake.
Note: Dear children, some birds drag one of their wings on the ground when an enemy is going to
attack. In this way they fool their enemies into thinking they are hurt.
Adapted from series of stories compiled by Nkansah
Lesson 5
Activity 4.8: Now that you have read the story, one of you summarise the story using your
own words and re-tell it to your partner. Your partner should write as many questions as he/
she wants to ask you about the story.
Useful Summarising Expressions
In the beginning of the summary

a) First, the writer writes that ……
b) At the beginning the story tells that ….
c) In the introduction, it has been narrated that …
d) In the first part, …
In the middle of the summary
a) In the next part,
b) In the second part, the writer tells about …
c) Then the writer/story presents that …
d) In addition, the writer discusses …
In the end of the summary
a) In the end, the writer emphasises/focuses ….
b) At last, …
c) Finally, …
d) As a conclusion, the writer concludes that
Below are sample questions your partner might ask.

a) Why did the mother duck drag one of her wing? Guess what would happen if she did not drag
of her wing?
b) Which of the animals was wise? Why?
c) If you were a fox or a mother duck what would you do something different?
d) Were the purposes of the mother duck and the fox same or different? Why?
e) How does the story end?
42
Lesson 6
Pre-reading
Activity 4.9: In groups, discuss the following questions.
1. What is meant by the term endemism?

2. Why did we protect wild animals in Ethiopia?
3. What would happen if we did not protect animals?
Activity 4.10: Study the following words with the help of your teacher and use them in your
own sentences.
hikers indiscriminate predominantly
Read the passage below and answer the questions that follow.
The five endemic animals of ethiopia
WALIA IBEX (CAPRA WALIE)
Endemic to Ethiopia, Walia Ibex, formerly widespread in the northern mountain massifs, but now
restricted to the Simien Mountains National Park, where it is uncommon but quite often seen by
hikers.
The Walia Ibex is a type of goat that lives on narrow mountain edges and can be recognized by
the large curved horns of adults of both sexes. However, the males’ horns are larger than the fe
males’ and may measure in excess of one meter. The presence of carved shrines in Yeha and Axum
indicate that it was once considerably more widespread than it is today.
43
MOUNTAIN NYALA
Ethiopia’s one fully endemic antelope species is the Mountain Nyala (Tragelaphus Buxtoni)
The mountain Nyala is similar in size and shape to the Greater Kudu but it has smaller horns
with only one twist as opposed to the greater Kudu’s two or three. The shaggy coat of the
Mountain Nyala is brownish rather than plain grey, and the striping is indistinct. This elegant
and handsome antelope live in herds of five to ten animals in juniper and hagenia forests in the
southeast highland.
The Mountain Nyala has the distinction of being the last discovered of all African antelopes,
the first documented specimen was shout by one Major Buxton in 1908 and described formally
two years later. The main protected population is found in the northern part of Bale Mountains
National Park, around Dinsho, the Bale Mountains National Park headquarters and Mount
Gaysay.
MINILIK’S BUSHBACK
44
Belonging to the same family as the Mountain Nyala, the Bushbuck shares with them the
family characteristic of shy and elusive behavior. Over forty races of Bushbuck have been
identified, which vary considerably both from the point of view of coloration and from the
type of habitat they frequent. Most of them are forest living animals inhabiting dense bush,
usually near water, though this is not an essential, as some of them have been known to go
without drinking for long periods when necessary. No accurate estimate has been made of their
total population because of their nocturnal and furtive habits. Like the Mountain Nyala, they
are easier to observe in the Bale Mountains National Park where they are fully protected and
therefore a little less shy.
MINILIK’S BUSHBACK
This beautiful animal was once widespread over the Ethiopian plateau lands and was often
observed by travelers with its fine red coat shining in the sun, making it easy to spot against
the greens and browns of the grasslands. Its frightening decline in numbers is due not only to
indiscriminate shooting, but also to outbreaks of rabies, which certainly decimated its numbers
in the Simien area. In this part of Ethiopia it is now extremely rare, even rarer than the Walia
Ibex, but it has another stronghold, in Bale, which the Walia has not. Its restriction to these two
areas is not fully understood, as it is not considered that it was so extensively hunted through-
out its range that it should have been unable to survive in the thousands of hectares of suitable
“fox country” available.
Slightly Adapted from https://overlandethiopiatours.com/attraction-in-ethiopia/natural/en-

demic-mammals-of-ethiopia/
45
Activity 4.11: Based on the reading passage, decide whether each of the following sentences
is true or false. Give reasons for your answer.
Reading for a specific information
1. In the past Walia Ibex lived in many highland places of Ethiopia other than where it lives
now.
2. The Mountain Nyala belongs to the antelope families.
3. Many of the Nyala population are found in the Bale Mountains and its vicinity.
4. Both the Minilik’s Bushbuck and Mount Nyala are shy and live in herds.
5. Living in forests near water bodies is the main characteristics of the Minilik’s Bushbuck.
6. The Ethiopian wolf is the rarest of the five endemic animals.
7. Mostly, the Ethiopian wolf feeds on giant mole rat.
8. The Ethiopian wolf is the most friendly of all its types.
9. Outbreaks of rabbis and indiscriminate shooting are the two causes for the declining number
of the Ethiopian wolf.
10. Mountain Nyala belongs to antelope families.
Lesson 7
Activity 4.12: In groups, answer each of the following questions.
1. Why did the writer conclude that the Walia Ibex once lived other places other than the Si
mein Mountains?
2. How does the author/writer describe Mountain Nyala in terms of size?
3. How does the author or writer describe the protected population of Mountain Nyala?
4. What is the similarity between the Mountain Nyala and the Minilik’s bushbuck?
5. Why does the writer not take the bushbucks’ living near water bodies as their main charac
teristics?
6. Why was it difficult to guess the accurate numbers of the bushbucks?
7. What makes the Ethiopian wolf easily noticeable?
8. Why is the number of the Ethiopian wolf declining from time to time?
9. How does the writer contrast the Ethiopian wolf with the dog and jackal?
46
Lesson 8
Activity 4.13: Based on the reading passage, write one description about the habitat each
wild animal is found in the boxes below. Check your answers with your group members’ and
write the paragraph where the description is found.
The paragraph where the

Name of the wild animal Habitat
answer is found
The Walia Ibex
Mountain Nyala
Minilik’sBushback
The Ethiopian Wolf
Referential questions
Activity 4.14: Based on the reading passage, guess what the following words/expressions
refer to. Check your answers with your group members’.
1. The verb, ‘…restricted…’ in Paragraph 1, Line 2, means _____________________________

2. The pronoun, ‘…it…’ in Paragraph 1, Line 2, refers to _______________________________
3. The phrase ‘…fully endemic…’ in Paragraph 3, Line 1, refers to _______________________
4. In Paragraph 4, Line 2, the verb phrase, ‘…shout by ...’ refers to _______________________
5. In Paragraph 5, Line 4, the pronoun, ‘…them…’refers to _____________________________
6. In Paragraph 5, 2nd line from the last, the pronoun, ‘…they… refers _____________________
7. In Paragraph 6, Line 1, the pronoun, ‘this…’ means__________________________________
8. In Paragraph 2, Line 4, the pronoun, ‘it…’ means____________________________________
9. In Paragraph 3, Line 2, the pronoun, ‘it…’ means____________________________________
10. In Paragraph 6, Line 5, the expressions, ‘in this part of Ethiopia…’ means______________
47
Lesson 9
Post-reading
Project work
Activity 4.15: In your groups, you are going interview concerned local/district authorities,
or your geography/biology teacher about the present conditions of one of the endangered
animal in your areas. First, prepare your interview questions and then conduct the interview.
Then, organize a short report and present it to your class. Finally, answer questions and ac-
cept comments.
(While interviewing, you may use some of the following interview questions.)
a) Tell me about the wild animals found in your district?

b) Do people in your area protect wild animals? Why/Why not?
c) Do people in your area hunt wild animals? Why/why not?
d) What solutions do you suggest to protect the endangered wild animals?
e) What would happen if we did not protect the disappearing wild animals?
Notes:
• Your oral presentation will have three parts: introduction, body (details) and conclusion.
• Below are some of the useful language expressions for structuring your oral re
port.
• Good morning and welcome. Let me introduce myself ... We’ll take five minutes to present
your group report.
• Today I’m/we’re/my group is going to talk about ...
• This morning/afternoon, I’d/we’d like to explain ...
• The purpose of my presentation today is to ...
• First I/we will discuss ... Secondly I/we would like to look at how ... Then, I will concentrate
on ...
• Lastly, I/we will look at ... before moving on to ... and then I’d/we’d like to talk about how
this impacts upon ...
• If you have any questions please leave them until the end, when I’ll/we’ll do my best to an
swer them.
48
Lesson 10
Activity 4.16: In groups, find words and expressions from the reading passage that have the
opposite meaning to the following words and expressions.
1. ‘…found everywhere…’ in Paragraph 1 __________________________________________

2. ‘…overlooked…’ in Paragraph 2 ________________________________________________
3. ‘…ungraceful…’ in Paragraph 3 ________________________________________________
4. ‘…similarity…’ in Paragraph 4 _________________________________________________
5. ‘…important…’ in Paragraph 5 _________________________________________________
6. ‘… ugly…’ in Paragraph 6 _____________________________________________________
7. ‘…selective…in Paragraph 6 ____________________________________________________
Activity 4.17: Individually, complete this text with the appropriate forms of words given in
the boxes below. Then, compare your answers with your partner’s.
threat trees destroying reduced animals endangered
pollution hors drop hunted shortage settlement
Many animals living on earth today are _________, which means they are at risk of becoming
extinct (dying out) on earth. Endangered _______ include tigers, rhinoceroses, orangutans, tur-
tles, and many more. Their numbers have already been greatly _________ and only a few now
live in the wild. The biggest ________ to animals comes from humans. People are _______
animals’ habitats, such as rainforests. They are using the _______ to support our growing hu-
man population and replacing the rainforest with farmlands or human settlement. As human
__________ take up more of the planet, it leaves less room for wild animals, which may face
a shortage of food or places to raise their young. This causes numbers to ______. Many wild
animals are also _______ by humans, for example for their fur or _______. Others are killed
by ___________ and global warming, which changes the climate and affects animals’ survival
rates.
49
Lesson 11
Extended definitions
Activity 4.18: In groups, using the sample extended definitions, write one extended definition
to each of the given words.
Conservation is the preservation of threatened wildlife habitats. Wildlife conservation aims to

protect plant and animal species as the human population encroaches on their resources.
A buffer zone is an area that is managed in order to increase the protection provided to a Protected
Area. An effective buffer zone can prevent negative edge effects from impacting the core area,
including the incursion of non-native species, hunting, and climatic changes such as reduced hu-
midity in rainforests.
The ecology of an area refers to all the living organisms in that area, their interactions with each
other, and with their physical environment. The word also refers to the scientific study of organ-
isms, their interactions and environments.
An ecosystem is a community of all living organisms within a particular area, their interactions
with each other and with their physical environment. Some of the most bio-diverse ecosystems
include coral reefs and tropical rainforests. Major ecosystems are also referred to as biomes.
Endemic
A species is said to be endemic to an area, if it is not found anywhere else. For example, the Walia
Ibex belongs to a got family endemic to Ethiopia.
a)Habitat b/ Prey c) Predator
Lesson 12
Activity 4.19: Fill in the blank spaces with the correct from of the words given in the table
below. Use each word only once.
Decrease interrelated habitat hunting changes endangered re-establish
threatened extinct adapt pollute environment survive reproduce
50
1.___________________ is where an animal lives; where it finds food, shelter, water, etc.
2.___________________ keeps healthy populations of game animals at manageable levels.
3. Instead of increasing in number or remaining steady, some endangered animals continue to
______________ .
4. Plants and animals are_____________; which means they need each other.
5. Some ___________are natural, others are made by people. They may result in plants and
animals becoming endangered.
6. A __________________________ species may continue to fall in number and
be placed on the endangered species list.
7. ___________________ means there are no more of this species.
8. When we misuse pesticide, we _______________our _________________.
9. When an animal or plant is put on the _____________ specialist, it means there is still time
for it to ________________if we care.
10. Some species can _____________ better than others to changes we make to the environ-
ment.
11. Biologists have tried to _________, or bring back species like antelope, elk, turkey, sharp-
tailed grouse and swallow- tailed kites to Kansas where they once lived. They hope the animals
will —————————— and raise their young here so.
Lesson 13
Past simple tense
Activity 4.20
1) What could you tell about the above picture?

2) How many animals did you see in the above picture?
51
Activity 4.21: Individually, read the following story about “The Lion and the Rabbit”. Then,
in pairs, identify those actions happed in the past. Write down the sentences written in simple
past in your exercise book and study their meanings in pairs.
The Lion and the Rabbit

A cruel lion lived in a jungle. It would kill and eat the animals all day. All the animals re-
quested the lion not to kill them and eat them in this way. They proposed a plan. Each day
one animal would come to the lion one by one, so that they would be saved from fear of being
killed at random by the lion. The lazy lion felt that this was a good way to get a tasty treat
every day. In this way, the lion had already eaten many animals. It was finally the turn of a
smart rabbit to go to the lion as a meal. It reached the lion’s den quite late. The lion roared in
anger, “Why are you late?” The rabbit replied, “There is another lion in the jungle. It stopped
me.”
It said, “I am the king of the jungle.”

“Another lion? I will kill it. Show me where it,” roared the lion angrily. The rabbit took the
lion to a well. The lion peered into the well and roared, “Who is there?” The roar echoed
back. It saw its own reflection in the water of the well. It roared again, “You stupid, come out.
I will kill you.” Saying so, the lion jumped into the well and was drowned. All the animals in
the jungle felt happy and safe.
Activity 4.22: Study the simple past sentences given below that are taken from the above
story.
1. A cruel line roared in the jungle.

2. All the animals requested the lion not to kill them and eat them in this way.
3. They proposed a plan.
4. The lazy lion fell.
5. It was finally the turn of a smart rabbit to go to the lion as a meal.
6. It reached the lion’s den quite late.
Activity 4.23: Write general rules for the past tense forms of all verbs based on the grammar
highlights given below.
Notes:
When we use simple past, we are referring to something at a specific time in the past.
Sample rule:
• Regular verbs are used in past tense form by adding ‘d’ or ‘ed’ to the root verb.
52
Example:
- play – played,
- study – studied,
- live – lived
• There are irregular verbs which do not follow this rule. The past tense forms of these verbs
are formed differently.
Example:
- go-went,
- eat-ate,
- break-broke,
- sleep-slept
Regular Verbs
• Add -ed to the regular verb. look - looked, watch – watched.
• Some verbs you need to change a bit.
Verb ending in … Add ... Example

-e only add - d live - lived
date - dated
Consonant +y Change y to i an add -ed carry – carried, cry – cried

1 vowel + 1 consonant Double consonant and stop - stopped
add -ed
Irregular Verbs
• Some verbs are not regular. You have to learn them by heart.
Example: Simple Past tense - irregular verbs:
begin - began fall - fell

break - broke forget - forgot
come - came get - got
drink – drank speak - spoke
53
To be - Simple past
Example: Simple Past tense - irregular verbs: to be

Simple present Simple past
I am I was
you are you were
he/she/it is he/she/it was
we are we were
you are you were
they are they were
Lesson 14
Activity 4.24: Write the simple past forms to the verbs given below and write one simple
sentence using the simple past form of each verb.
Simple Present Form Simple Past Form
roar
reply
stop
take
peer
see
jump
feel
Activity 4.25: In pairs, study the following expressions of time in the past. Use them in sen-
tences of your own. Below are some of the common expressions of time in the past and ex-
ample sentences.
yesterday last week a month ago in 2010 this morning
54
Example
1. I saw a lion in the zoo yesterday.
2. Last week, the tourists spent a night in the park.
3. A month ago,_________________________________________________
4. __________________________________________________ in 2010.
5. This morning, _______________________________________________.
Activity 4.26: Based on the examples given below, write the question forms for the following
simple past sentences.
Affirmative/sentence forms Question forms
A cruel lion roared in the jungle. Did the cruel lion roar in the jungle?
The lion chased the rabbit. Did the lion chase the rabbit?
The dog licked Hailu’s leg. Did the dog lick Hailu’s leg?
1. All the animals requested the lion not to kill them and eat them in this way.
______________________________________________________ ?
2. The hyena killed the cow.
______________________________________________________ ?
3. The lazy lion fell in the ditch.
______________________________________________________ ?
4. It was finally the turn of a smart rabbit to go to the lion as a meal.
______________________________________________________ ?
5. It reached the lion’s den quite late.
______________________________________________________ ?
Lesson 15
Past simple tense
Activity 4.27: In your groups, read the following examples and study their meanings. How
many actions are mentioned in joined/combined sentences? Which action happed first?
Which action happened next?
55
Examples:
1. The gazelles were grazing. The lion saw the gazelles.
While the gazelles were grazing, the lion saw them.
2. The bear was grazing from the forest grass for long. The bear slept.
After the deer was grazing from the forest grass for long, it slept.
3. The Cheetah was running fast. The cheetah caught the hyena.
The hyena was running fast before it caught the hyena.
4. The tiger was hunting for the gazelle. The Tiger caught the zebra.
The tiger was hunting for the gazelle, but it caught the zebra.
5. The giraffe was running away from the lions. The lions killed the giraffe.
The giraffe was running away before the lions killed it.
Activity 4.28: In your group, refer to the five examples given above and write the rule for past
continuous tense and its use.
Activity 4.29: Based on the examples given below in the boxes, write the question form for
the following past continuous sentences.
No Affirmative/sentence forms Question forms
1 The apes were climbing on the tree. Were the apes climbing on the tree?
2 The gazelle was grassing. Was gazelle grazing?
1. The cheetah was running fast.

______________________________________________________ ?
2. The tiger was hunting for the cheetah.
______________________________________________________ ?
3. The giraffe was running away from the lion.
______________________________________________________ ?
4. The foxes were jumping over the dogs.
______________________________________________________ ?
5. The crocodile was crawling.
______________________________________________________ ?
6. The rabbits were hopping.
______________________________________________________ ?
56
Lesson 16
Activity 4.30: Read the story below and write out the sentences written in simple past tense
in Column A and the sentences in past continuous in the Column B in the table given below.
In pairs, study their meanings.
“The sun was shining and the birds were singing as the elephant came out of the jungle. The
other animals were relaxing in the shade of the trees, but the elephant moved very quick-
ly. She was looking for her baby, and she didn’t notice the hunter who was watching her
through his binoculars. When the shot rang out, she was running towards the river...
No Sentences in simple past forms Sentence in past continuous forms

Activity 4.31: Look at the words and phrases below. Rearrange them to form meaningful
sentences. In pairs, write the correct form of each sentence. For example, the first one has
been done for you.
Example:
- hardly / dears are / ever drink / animals that / water

- Dears are animals that hardly ever dink water.
(a) water supply / they get / they eat / from / all their / the leaves
(b) inhabited / tree leaves / so, / by koalas / in areas / on / is high / demand
(c) one group / it takes / to support / several acres / of koalas / of trees
(d) can eat / every day / each / one and a half kilograms / adult koala / up to / of leaves.
57
Activity 4.32: Look at the sentences below. Rearrange them to form meaningful paragraph.
In your group, write the correct forms of the paragraph. The first sentence (introductory
sentence) and the last sentence (concluding sentence) of the paragraph have been done as an
example. Below are the disordered/scrambled forms of the paragraph.
a) The desert provides a harsh environment in which few mammals are able to live.
b) Of these hardy creatures, the kangaroo rat is possibly the most charming.
c) Able to live in some of the most arid parts of the southwest, the kangaroo rat neither sweats nor
pants to keep cool. Its specialized kidneys enable it to survive on a minuscule amount of water.
d) Unlike other desert creatures, the kangaroo rat does not store water in its body but instead is
able to convert the dry seeds it eats into moisture.
e) Its ability to adapt to such a hostile environment makes the kangaroo rat a truly amazing crea-
ture.
Below is the incomplete paragraph with its beginning and ending sentences.
The desert provides a harsh environment in which few mammals are able to live. ______________
_______________________________________________________________.___________
__________________________________________________________________________.
_____________________________________________________________________._____
__________________________________________________________________________
__________________________________________________________________________
__________________. Its ability to adapt to such a hostile environment makes the kangaroo
rat a truly amazing creature.
58
Unit 5 Livestock Farming Grade 8
UNIT 5: LIVESTOCK FARMING
• listen to a text for specific information;

• use livestock-related words in context;
• use correct expressions to speak about their preferred jobs;
• apply common expressions while conducting a debate on advantages
and disadvantages of livestock farming;
• comprehend a text on livestock farming;
• use action verbs to describe the behavior of farm animals.
• write a memo; and
• evaluate a memo.
Lesson 1
Pre-Listening
Activity 5.1: Discuss the following questions in your group.
a) What does livestock mean?
b) What do you call people who keep cattle?
c) Have you seen or heard about people who raise/keep animals such as goats and sheep in
your area? Why do they keep these animals?
Activity 5.2: In pairs, read the following words and study their meanings.
ruminant meadows
Listening for Specific information
While-listening
Listen to the text your teacher reads aloud. Then, answer questions below.
59
Activity 5.3:Answer the following questions individually. Then, compare your answers with
your partner’s.
1. What do people produce by livestock farming?

They produce ________________, _________________, _______________
____________________, and _______________________
2. What are the animal products humans eat for food?
i. ___________________ ii. ___________________
3. Which people get their complete food from animals?
________________________________________________________________________
4. What does a ruminant animal mean?
________________________________________________________________________
5. Give two examples of ruminant animals?
_______________________________________________________________________
6. List the two forms of livestock farming?
________________________________________________________________________
Activity 5.4:Based on the listening text, write true or false for each of the following state-
ments.
1. Ruminant animals convert non-proteins into proteins.

2. The rise of population increases the number of farm animals.
3. Standard of living and livestock production rate do not have any associations.
4. Livestock farming benefits only individuals; countries cannot benefit from livestock prodution.
5.The world’s farmland which is covered by meadows and pasture is below 60 percent.
Lesson 2
Post-Listening
Activity 5.5: Answer the following questions individually. Next, check your answers with
your group members’.
a) If you were an adult person, would you raise animals? Why?/Why not?
b) What do you advise someone who likes to raise animals. Think of at least three pieces of a
advice and write them down.
c) In your opinion, what makes livestock farming different from other farming activities such as
dairy farming, plaughing, bee-keeping, etc.
60
SECTION TWO: SPEAKING
Lesson 3
Activity 5.6: This is a pair work. Ask your partner the following questions. Then, keep a re-
cord of the answers in notebook as shown in the the boxes.
a) Do you advise your classmates to become livestock farmers? Tell to your partner your reasons.
b) If you were a farmer, what would you like to produce? Why?
c) If you had a lot of livestock, for what purposes do you plan to use it?
d) List down some of the economic benefits of livestock farming? Why are they important?
No. Questions Immediate answer Reasons/Explanations
These days, working on

1 Do you like to be a farmer? Yes or No the farm has become a
profitable job.
If you were a farmer, what
2 I’d like to produce ……
would you like to produce?
i. ………….
If you had a lot of livestock,
ii. ………….
3 for what purposes do you
iii. ………
plan to use it? Explain each.
i. ………
List some of the economic
4 ii. ………
benefits of livestock farming.
iii. ………
Lesson 4
Oral presentation
Activity 5.7: Based on the information you have collected, make a five-minute presentation
to the whole class. An example of how you may begin your presentation is given below. Your
presentation must address the above four questions ypu have done in activity 5.6.
My partner’s name is _________. She likes to be a farmer because she wants to become rich. ...
61
Lesson 5
Pre-Reading
1. Mention some animals that farmers raise/keep in your area. What is the use of each of
these animals?
2. Why do you think farmers feed these animals?
3. See the following picture. What is this man doing? Why is the man doing this?
While-reading
Read the text below and answer the questions that follow.
Most farms are businesses that raise animals and produce food to be sold to individuals, restau-
rants, supermarkets, and other businesses. This type of business is also called animal hus-
bandry. Some of the food grown on farms also feeds the animals on a farm. A visit to a farm
might include meeting many different animals that live there including cows, chickens, horses,
sheep, goats, and donkeys.
Cows are usually raised to produce milk or beef. Dairy farms usually keep many cows and
milk them two or three times each day and then sell the milk. A cow may eat up to 100 pounds
of food each day and drink about 50 gallons of water.
Goats are another animal kept on farms and raised for their meat and milk. They eat hay or
grass and may spend time in a fenced pasture during the day.
The chickens on farms are used for either eggs or meat. Chickens on a farm are kept in a chick-
62
en house but do have an outdoor area for wandering. Female chickens are called hens and will
produce eggs collected by the farmer and sold to markets. A male chicken is called a rooster
and is needed for a farmer who decides to raise chicks.
Sheep may be raised by farmers for their meat and wool. They need hay or grass to eat and lots
of fresh, clean water to drink, plus special minerals to help keep them healthy. Farmers should
shear sheep during spring season so they can get a good amount of wool. The shearer uses a
special shear to give the sheep a haircut for removal of the wool to sell it.
Horses live on farms but are not used for producing milk or meat. The horses live in a pasture.
The farmer takes care of horses feeding them and keeping them clean. Those that live in the
pasture are in a natural setting and eat and run around in a large fenced area. Farmers still check
on the horses in the pasture to make sure they stay healthy. A horse can help farmers with
many chores and can be used for transportation on the farm.
An animal that resembles a horse is the donkey. However, they have needs and behaviors.
Donkeys on farms often have a friendly personality. Some farmers use them to guard the farm
because the donkeys often feel protective of other farm animals. Donkeys eat hay and grass.
In summary, there are many kinds of animals that live on a farm. Most are used by farmers to
produce food such as meat, milk, eggs, and wool. Other animals such as horses and donkeys
can be used to help the farmer with the chores.
Lesson 6
Reading comprehension
Activity 5.9: Based on the passage, choose the best answer to each of the following questions.
Give explanation for your choice.
1. Which one of the following can be an appropriate title to the reading passage?
A) Animals
B) Animal farming
C) Donkeys and their use
D) Animal food
2. Which of the following farm animals are used for their wool?
A) Goats and cows
B) Chicken
C) Sheep
D) Horses
63
3. Which of the following farm animals are used for both meat and eggs?
A) Goats
B) Cows
C) Pigs
D) Chickens
4. Which of the following farm animals resemble a horse?
A) Donkey
B) Goat
C) Sheep
D) Cow
5. Which of the following types of chicken produces eggs?
A) Hen
B) Rooster
C) Both A and B
D) Neither A nor B
Lesson 7
Activity 5.10: According to the reading passage, decide whether each of the following state-
ments is true or false? Give explanation for your answers.
1. It is possible for a farmer to make money out of farming animals.

2. A cow may be raised without food or drinks.
3. Goats are the main sources of wool.
4. A farmer can make milk and meat from horses.
5. Horses and donkey help farmers with chores.
6. Horses have friendly personality.
Activity 5.11:Give a short answer to each of the following questions.
1. How often are cows milked?

2. What do goats eat?
3. What kind of behavior do donkeys have?
4. Give an example of how horses can help farmers with chores.
5. Write one use of donkeys which other animals do not give.
64
Lesson 8
Activity 5.12: Refer to the reading passage and see how each of the words in bold are used.
Guess the meanings of the words and write their meanings using definitions, pictures or
examples.
1) animal husbandry
2) produce
3) dairy
4) hay
5) hens
6) rooster
7) sheep-shearing
8) pasture
Lesson 9
Activity 5.13: Match the major ideas of paragraphs in Column A with paragraph number in
Column B. Give explanation for your answers.
Main Idea Paragraph number Explanation

_____1. It describes animals used for food and A. Paragraph 1
transportation.
_____2. It primarily focuses on animals used B. Paragraph 2
for managing farm activities.
_____3. It states reasons for raising horses. C. Paragraph 3
_____4. It describes reasons for raising sheep. D. Paragraph 4
_____5. It talks about the reasons for keeping E. Paragraph 5

chicks.
_____6. It tells reasons for keeping goats. F. Paragraph 6
_____7. It tells about the reasons for keeping G. Paragraph 7

cows.
_____8.It describes reasons for working on H. Paragraph 8
animal husbandry.
65
Lesson 10
Activity 5.14: Study the following definitions and examples given to each of the words. Com-
pare your attempts with these explanations.
1. animal husbandry
Definition: breeding and feeding farm animals

Example: My uncle is doing an animal husbandry business; he is selling a lot of milk
2. produce
Definition: to manufacture things to be sold or to bring into existence

Example: Farmers raise cows to produce milk and meat.
3. dairy
Definition: a place where milk is kept
Example: The dairy makes a lot of money from selling milk.
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4. hay
Definition: grass that has been cut and dried and is used as food for animals
Example: This is an example of hay.
5. hen
Definition: a female chicken
Hens lay eggs.
6. rooster
Definition: a male chicken
Example: A rooster cannot lay eggs because it is male.
7. shear 8. pasture
Definition: to cut wool of sheep Definition: land covered with grass that is suit-
Example: You can shear the sheep’s wool able for animals
when it is thick. Example: The pasture was good, so the cattle
were able to feed on it.
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Lesson 11
Activity 5.15: Now, write compete sentences using each of the following words. You may use
more than one sentence to show the meanings of the words.
1) animal husbandry
2) produce
3) dairy
4) hay
5) hens
6) rooster
7) sheep-shearing
8) pasture
Activity 5.16: Use the names of farm animals to complete each of the following sentences.
horses mouse sheep pigs cows

ducks
cats chickens dogs rabbits goat
1. Many people have ________ at home. They like to catch mice and sleep a lot.
2.__________ have thick fur (hair). Farmers can use their fur or meat.
3. Many people eat eggs from ______________________ .
4.__________are large and have four legs. They can run very fast.
5.__________ are popular pets. They move their tail when they are happy.
6.__________ look fat and can eat both plants and meat.
7.__________ are small. They have big back feet and can run very fast.
8.__________ are birds that can swim and fly.
9. If there is a __________ in your house, you can get a cat to catch it.
10. Many farmers have __________ to get their milk.
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Lesson 12
Action verb vocabulary: at the farm
Activity 5.17: Below are some action verbs we use at the farm to describe the behavior of
animals. Use the correct action form of the verb and complete the sentences.
lick fly cuddle wag explore run

roll sit kick jump play
1. A friendly cow may ___________________________ a nice person on the face.

2. The cow likes to ______________________________ hide-and-seek games.
3. Happy cows may _______________and ____________ with their hind legs.
4. In nature, turkeys use their wings to ____________________55 kilometers an hour.
5. Wild turkeys can ______________________________8 kilometers an hour.
6. Pigs like to _______________________________using their good sense of smell.
7. Pigs ___________________________________ around in water or mud to cool off.
8. Chickens sometimes _________________________in trees to roost.
9. Happy sheep _______________________________their tails when they get petted.
10. The sheep liked to _________________________when they felt safe and happy.
Lesson 13
Activity 5.18: Study the following examples in pairs.
The Simple Past (I did) versus the Present Perfect (I have done)
A. Study this example situation:

Temesgen is looking for his key. He can’t find it.
He has lost his key. (present perfect)
This means that he doesn’t have his key now.
Ten minutes later:
Now Temesgen has found his key. He has it now.

A: Has he lost his key?
B: No, he has found it.
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A: Did he lose his key?

B: Yes, he did.
He lost his key (past simple)
but now he has found it. (Present perfect)
The present perfect (something has happened) is a present tense. lt always tells us about the
situation now. Temesgen has lost his key’= he doesn’t have his key now.
The past simple (something happened) tells us only about the past. If somebody says Temesgen
lost his key’, this doesn’t tell us whether he has the key now or not. lt tells us only that he lost his
key at some time in the past.
Do not use the present perfect if the situation now is different. Compare:
• They’ve gone away. They’ll be back on Friday. (they are away now)
They went away, but I think they’re back at home now. (not ‘They’ve gone’)
• It has stopped raining now, so we don’t need the umbrella. (it isn’t raining now)
It stopped raining for a while, but now it’s raining again. (not ‘lt has stopped’)
B. You can use the present perfect for new or recent happenings:
• ‘I’ve repaired the washing machine. lt’s working OK now.’ ‘Oh, that’s good.’
• ‘Selam has had a baby! lt’s a boy.’ ‘That’s great news.
Usually, you can also use the past simple:
• I repaired the washing machine. lt’s working OK now.
Use the past simple (not the present perfect) for things that are not recent or new:
• Mozart was a composer. He wrote more than 600 pieces of music.
(not has been ... has written)
• My mother grew up in Italy. (not has grown)
Compare:
• Do you know that somebody has invented a new type of washing machine?
• Who invented the telephone? (not has invented)
C. We use the present perfect to give new information. But if we continue to talk about it. We
normally use the past simple:
• A: Ow! I’ve burnt myself.
B: How did you do that? (not have you done)
A: I picked up a hot dish. (not have picked)
• A: Look! Somebody has spilt something on the sofa.
B: Well, it wasn’t me. I didn’t do it. (not hasn’t been ... haven’t done)
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Lesson 14
Activity 5.19: Put the verb into the correct form, present perfect or past simple. The first one
has been done as an example.
e.g. It _____________ (stop) raining for a while, but now it’s raining again.
It stopped raining for a while, but now it’s raining again.
1. The town is very different. It ______________(change) a lot.
2. I studied some Ge’ez language at school, but I ______________ (forget) most of it now.
3. The police ___________(arrest) three people, but later they let them go.
4. What do you think of my English? Do you think it _______________ (improve)?
5. I ________________ (apply) for a job as a tourist guide, but I wasn’t successful.
6. A: Where’s my bike?
B: It __________________(be) outside the house, but it’s not there now.
7. Look! There’s an ambulance over there. There _________________(be) an accident.
8. A: Do you know about Samrawit?
B: She ______________(give up) her job.
9. I don’t know where Lelise is. _____you ____________(see) her?
10. When I ___________(get) home last night, I __________(be) very tired and I ____________
(go) straight to bed.
11. Chala _____________ (work) in a bank for 15 years. Then he gave it up.
12. Molla lives in Arba Minch. He _______________(live) there all her life.
13. My grandfather __________(die) before I was born. I ___________ (never meet) him.
14. I don’t know her husband. I ______________(never meet) him.
15. Albert Einstein ____________(be) the scientist who ______________(develop) the theory of
relativity.
Lesson 15
Activity 5.20: Put the verb in the present perfect or simple past.
1. A: Have you ever been (you/ever/be) to Bishoftu?

B: Yes, we went (go) there on holiday two years ago.
A: ___________________________ (you/have) a good time?
B: Yes, it ______________________ (be) great.
2. A: Where’s Abdi? ______________________ (you/see) him?
B: Yes, he ________________________ (go) out a few minutes ago.
A: And Rahel?
B: I don’t know. I ______________________ (not/see) her.
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3. Roza’s mother works in a factory. She _________________ (work) there for six months. Be
fore that she ________________ (be) a waitress in a restaurant. She ______________ (work)
there for two years, but she __________________ (not/enjoy) it very much.
4. A: Do you know Henok’s sister?
B: I _______________ (see) her a few times, but I _________________ (never/speak) to her.
__________________ (you/ever/speak) to her?
A: Yes, I _________________ (meet) her at a party last week. She’s very nice.
Lesson 16
A MEMO
A memo is (memorandum) is a short official note that is circulated within the same company
or organization. A memo’s purpose is often to inform, but it occasionally includes an element
of persuasion or a call to action.
Activity 5.21: Study the following template. What are the components of a memo? What is
the purpose of this memorandum?
Memorandum
To: Recipients’ names and job titles

From: Writers’ names and job titles
Date: Complete and current date
Subject: Description of what memo is about
Begin with a brief introductory paragraph that contextualizes the memo for your readers and
describes the main point or course of action that readers should take after reading the memo.
The introduction should not have a heading.
After the introductory paragraph, the body of the memo should be broken into sections with
informative headings at the start of each section.
Remember that if there are others who will receive copies of memo, aside from the recipi-
ents, add cc: after the memo subject line with the names of those individuals.
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WRITING A MEMO
Activity 5.22: Write a memo up to three paragraphs for the following scenario. Decide who
the memo should be sent to and what the subject of the message is. Add your own informa-
tion to the body of the memo.
Situation
You are an administrative assistant to a livestock company. Your company has planned to com
puterise its operation. However, you have assessed that some employees are not good at using
computers. You want to tell 10 employees about an upcoming computer training seminar. You need
to inform them of the following:
• background information about the company’s plan;
• the problem;
• what is intended (you may include information on why the training is required); and
• where the training will be held, including the date and time.
EVALUATING MEMOS
Activity 5.23: In pairs, study the following memo and answer the questions that follow.
Memorandum
To: Grade 8 Students
From: Grade 8 English Teacher
Date: September 21, 2021
Subject: Memo Writing
I’d like for you to learn how to write memos correctly. You should get right to the point in any
memo. Be personal by using “I,” “you,” and “we.” Write as if you were having a real conversation.
If you speak in contractions, write in contractions. You’ll notice a difference in tone.
Don’t use really spiffy technical language that will convolute the reader’s mind. Don’t tack on
fancy endings to simple words that will cause a delay in the conveyance of your message.
Keep paragraphs short and to the point, but never make errors.
Close with a “call to action” requiring the reader to do something. I ask that you write professional
memos.
a) What is the purpose of the memo?

b) Write are the pieces of advice the writer has given to memo writers?
c) How does the memo writer end his/her memo?
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Unit 6 Afforestation Grade 8
UNIT 6: AFFORESTATION
• Listen to a text about advantages of afforestation;

• Express their agreement and disagreement about plants;
• Appreciate a poem about trees;
• Recognize meanings of words from a text.
• Use prefixes and suffixes;
• Use relative clauses appropriately;
• Write a summary of a text.
SECTION ONE
Lesson 1
Pre-Listening
Activity 6.1:
1. What differences do you see between Picture A and Picture B? Discuss in groups.
2. What is the reason for the differences?
Picture A Picture B
Activity 6.2: Do the following questions, and compare your answers with your partner’s.
1. How do you differentiate reforestation from afforestation?

2. Why do people plant trees?
3. Can you think of some advantages of afforestation?
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While-Listening
Activity 6.3: Your teacher will talk about the advantages of afforestation. Listen to the talk,
and answer the questions below. See the questions below before you listen to the talk.
1. What is afforestation?
2. How does afforestation differ from reforestation?
3. Write down the three advantages of afforestation.
4. What happens to the amount of carbon dioxide when people cut down trees?
5. What did Ethiopia do in 2019?
6. What does ecosystem mean?
Lesson 2
Post-Listening
Activity 6.4: Why do you think people plant trees? Ask information about this from your
parents or anyone in your area. Then, write down the reasons. Use complete sentences to
report to the whole class.
Lesson 3
Agreeing and Disagreeing
Activity 6.5: To what extent do you agree or disagree with the following idea?
The wealth of any country is its plants.
► Write notes. Give reasons for either agreeing or disagreeing with the statement. Tell your class-
mates about your reasons for agreeing and disagreeing.
Some phrases for expressing agreement or disagreement are the following:
• I agree with the idea …
• I do not agree with the idea…
• That is partly true, but …
• agree because I think that ... (explain your reason)
For more on expressions
Use the following table to list down your reasons.
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Reasons for agreeing Reasons for disagreeing
Lesson 4
Pre-Reading
Activity 6.6: See the picture of a tree below. Discuss the use of trees.
Activity 6.7: Answer the following questions. Compare your answers with your partne’s.
1. Can people and animals live without trees? Give your reasons.
2. Do you know the meanings of the following words?
• Afforestation
• Reforestation
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While-Reading
Activity 6.8: Read the following poem about plants.
Trees
Trees are the kindest things I know,
They do, they simply grow
And spread a shade for sleepy cows,
And gather birds in their branches.
They give us fruit in leaves above,

And wood to make our houses of,
And leaves made for medicine

And in the Spring new buds of green.
They are first when day’s begun
To hold the beams of morning sun,
They are the last to hold the light
When evening changes into night.
And when a moon floats on the sky

They hum a drowsy lullaby
Of sleepy children long ago...
Trees are the kindest things I know.
But we are cutting down trees,

Neither making afforestation plans,
To create new forests,
Nor making a reforestation of depleted lands,
To replace the lost ones.
We all should take care,
Of our mother nature.
- Slightly adapted from Harry Behn
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Lesson 5
While-reading
Activity 6.9: Based on the poem, answer the following questions. Discuss your answers in
your group.
1. Write down five facts which prove evidence of the kindness of trees towards others. Com
pare your list with your partner’s.
2. Identify from the poem lines that create a picture in your mind.
3. Why are trees called harmless? Explain with examples.
4. In ‘But we are cutting down trees’, who does the word ‘we’ refer to?
5. In the last line of the poem, the author wrote ‘mother nature’. Why is this expression used?
Activity 6.10: Are the following statements true or false? Give reasons.
1) Trees are unkind to human being.

2) Trees offer shelter to birds.
3) Birds sing a lullaby.
4) Trees are kind because the sun is kind to them.
5) Trees go to sleep before the sun set.
6) Trees are first to welcome the sun.
Lesson 6
Post-reading
1. How do you see the relationship between planting trees and climate change?
2. What other things should people do to reduce global warming? Should this worry you? Why?/
Why not?
3. If people stopped planting trees, what would happen?
4. Write a short poem about trees.
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Lesson 7
Vocabulary
1. Based on the poem you have read, match the words on the left with the definitions on the
right.
A B
1. afforestation a. Planting trees in an area where there used to be a forest
2. deplete b. Planting trees to form a new forest
3. spring c. Damage or injury
4. beam d. To consume a limited resource

5. harm e. The season between winter and summer when plants begin to grow
6. kind f. A line of light
7. reforestation g. Caring about others
2. Write meaningful sentences of your own using each of the words under column A.
Activity 6.13: Read the poem presented again. Find words that describe the following. Then,
write the meanings of the phrases.
e.g. depleted lands (The word ‘depleted’ describes ‘lands’).

i) ____________ cows
ii) _____________ things
iii) ______________ buds
iv) _______________ sun
v) ____________ lullaby
vi) _____________ children
3. Write sentences using the expressions, and compare it with your partner’s.
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Lesson 8
Affixes: Prefixes and Suffixes
Brainstorming: Study how the following words are formed.
• afforestation (a-forest-ation) [originally from add-forest]

• deforestation (de-forest-ation)
a. The two words differ in meaning. Why do they have different meanings?
b. What is the meaning of the prefix de- in ‘deforestation’?
Prefixes are a letter or a group of letters that are added before a word to change its mean-
ing.
Example: misuse
‘mis-’ means ‘wrongly’.

Suffixes are word endings to change the word classes.
Example: selfish
‘-ish’ means ‘like’.
Prefixes: changing meanings
o With adjectives
Prefixes, e.g. un-, dis-, im-, can be added to some adjectives to give the opposite meaning.
happy (feeling or honest (tells the

unhappy dishonest
showing pleasure) truth)
possible (that can be
impossible correct (right) Incorrect
done)
regular (following legal (allowed by
irregular illegal
pattern) law)
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o With verbs
With some verbs, these prefixes can have particular meanings.
I disagree with the others. [don’t agree/ have the

dis- [the opposite of something]
same opinion]
I couldn’t unlock the door this morning. [open
un- [the opposite of an action]
the door using a key, opposite= lock]
The bank overcharged me. [asked me to pay
over- [too much]
too much money]
I misunderstood what the teacher said. I am
mis- [do something incorrectly]
sorry, my English is not very good.
re- [again] The teacher has asked me to rewrite my essay.
o With Nouns
co- joint co-founder, co-owner, co-descendant

dis- the converse of discomfort, dislike
sub- below subset, subdivision
tele- distant telecommunications,
Activity 6.14: Read the poem presented again. Find words that describe the following. Then,
write the meanings of the phrases.
a. Can you name some more?

b. Make a sentence using some of the words.
Lesson 9
Activity 6.15: In each of the following dialogues, B agrees with A using different words. Com-
plete the blank spaces from the list of words given in the box below.
dishonest illegal undressed

incorrect unlucky unlikely
unexpected unfair unfit
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1. A: That is a strange name.

B: Yes, it’s very unusual.
2. A: It’s against the law, isn’t it?
B: Oh yes, it’s _____________________.
3. A: You mean he took off all his clothes!
B: Yes, he got completely _____________________.
4. A: He probably won’t get back in time for the meeting.
B: I agree. It’s very _____________________.
5. A: A lot of the answers were wrong _____________________.
B: Yes, I’m afraid they were nearly all _____________________.
6. A: He doesn’t look in very good condition; he’s a bit overweight.
B: I know. He looks terribly _____________________.
7. A: Nobody thought this would happen.
B: Yes, it was completely _____________________.
8. A: They never tell the truth.
B: I know. They’re both _____________________.
9. A: His business always seems to lose money, and it’s not his fault.
B: I know. He’s very _____________________.
10. A: Semira always gives more attention to Kibru than she does to Befekadu.
B: Yes, it’s very _____________ on poor Befekadu.
Lesson 10
Suffixes
Verb + noun suffix

Suffixes are used at the end of words; they often tell you if a word is a noun, a verb, an adjective
or an adverb. Two suffixes which form nouns from verbs are -ion and -ment.
Verb Noun
invent [produce or design something completely new] invention
discuss [talk about something seriously] discussion
translate [change from one language to another] translation
relax [rest, and feel calm and comfortable] relaxation
improve [get better] govern [control the affairs of a city or country] improvement
manage [direct or control a business] management
develop [grow or change and become more advanced] development
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Examples:
• His latest invention is a new board game.
• The management has to change.
• We need an improvement in the weather.
Activity 6.16: Make sentences using discussion, translation, relaxation, and development.
• Adjective + noun suffix

• The suffixes -ness and -ity often form nouns from adjectives.
weak (opposite: strong) weakness

happy happiness
ill [sick, not well] illness

fit [in good condition, usually because of exercise] fitness
stupid (opposite intelligent, clever) stupidity
popular [liked by a lot of people] popularity
similar [almost the same; opposite: different] similarity
Able ability
Examples
• What is his main weakness as a teacher?
• Fortunately, it wasn’t a serious illness.
Lesson 11
Activity 6.17: Write down meaningful sentences using happiness, fitness, stupidity, popular-
ity, similarity, and ability.
• -er, -or and -ist

• These suffixes can be added to nouns or verbs. They often describe people and jobs.
-er -or -ist

foreigner director scientist
footballer actor artist
pop singer translator economist
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Activity 6.18: Write down the names of the people who do these things as a job.
• Example: sing music singers

1. act in films ________________________________
2. important managers in a company _____________________________
3. change words from one language into another __________________________
4. play football _______________________________
5. dance in ballets __________________________________
6. paint pictures _____________________________________
7. work in science ____________________________________
Activity 6.19: Complete the dialogues.
Example: A: He hasn’t been well at all, has he?

B: No, it’s quite a serious illness .
1. A: Are they almost the same?
B: Yes, the __________________ is amazing.
2. A: Has anyone made anything like this before?
B: No, it’s a brand-new__________________ .
3. A: Is her new novel going to be published in other languages?
B: Yes, someone is working on a __________________ right now.
4. A: Does your daughter enjoy drawing too?
B: Yes, she’s a very good __________________ .
5. A: Javier gets tired after he’s been playing for about ten minutes.
B: I know. If he wants to be in the team, he’ll have to improve his__________________ .
6. A: Do you think the organization can still grow?
B: Yes, I think there is an opportunity for further __________________
Lesson 12
Suffixes: forming adjectives
Common suffixes that form adjectives include: -able (comfortable), -al (musical), -y (cloudy), -ous
(famous) and -ive (attractive).
A) –al
Adjectives ending -al are usually formed from nouns, and often mean ‘relating to the noun’, e.g.
a musical instrument (from music), a political issue (from politics), an electrical fault (related to
electricity), a personal opinion (the opinion of one person).
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B) -able
This suffix forms adjectives from nouns and verbs, and the prefix un- often forms the opposite:
• an enjoyable party
• a comfortable chair (opposite: uncomfortable)
• a suitable word or phrase [right/correct for a particular situation; opposite: unsuitable]
• a reliable service; reliable information [able to be trusted or believed; opposite: unreliable]
• fashionable clothes [popular now with many people; opposite: unfashionable]
• a reasonable decision or price [fair; not a bad decision or price; opposite: unreasonable]
• a sociable person [enjoys being with people; opposite: unsociable]
• a forgettable experience; opposite an unforgettable experience [something that cannot be
forgotten]
• a believable story; opposite: an unbelievable story [something that is very surprising and very
difficult to believe]
-ful and -less
The suffix -ful often means ‘full of.
e.g. A colourful room has a lot of colour in it.
A helpful person gives a lot of help.
A peaceful place is calm and quiet.
The opposite meaning is sometimes formed by adding the suffix -less to the noun.
e.g. a useful machine [having a lot of uses]; opposite: a useless machine]
a painful injection [giving pain and being unpleasant; opposite: a painless injection]
a careful driver [drives with care and attention; opposite: a careless driver]
Lesson 13
Activity 6.20: Match the words on the left with the words on the right.
1. a national d a. injection
2. a useful____________ b. mistake
3. a painful___________ c. price
4. fashionable_________ d. holiday
5. a careless__________ e. man
6. an electrical________ f. bit of advice
7. an unsociable_______ g. clothes
8. a reasonable________ h. fault
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Activity 6.21: Complete the sentences by adding suffixes to the following words.
Careful useless unbelievable

Helpful unforgettable painful
Suitable traditional
Annual personal
Reasonable reliable
E.g. You must be very careful when you drive in wet weather.
1) She told us an _____________________ story about a dog that could speak.
2) The tourist information office was very ____________________, and told us everything
we needed to know.
3) The festival is an _____________________ event, held on the first Monday in September.
4) It was very _____________________ when I hit my leg against the corner of that table.
5) This bag is _____________________; it’s too small for me to put anything in it.
6) We’ve never had any problems with ourTVin ten years; it’s been very ____________________.
7) Most people agreed with it, so I think it was a _____________________ decision.
8) This is just my _____________________ opinion; others may not agree.
9) Travelling round Hawassa and Arba Minch was an _____________________ experience.
10) Children perform _____________________ dances at the ceremony, as they have done for
hundreds of years.
11) Do you think this dress is _____________________ for a wedding?
SECTION FOUR: Grammar
Lesson 14
Relative Clauses
I met a girl. She can speak six languages.
[Two sentences]
She who
I met a girl who can speak six languages.
[One sentence]
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Kedir is reading a book. The book is about physics.
[Two sentences]
The book which/that
Kedir is reading a book which is about physics.
or
Kedir is reading a book that is about physics.
[One sentence]
Activity 6.22: Based on the context presented above, answer the following questions.
a. What is the function of the underlined parts?
b. Write the name of your friend. Write also her/his one characteristic. Then, put the infor
mation together as follows.
_________________ (name of your friend) who _________________________ (a char
acteristic) is my friend.
Study this example situation.
Last week, we had a party, and a lot of people came. Everybody enjoyed it.
Everybody who came to the party enjoyed it.
What is the function of the clause ‘who came to the party’
♦ A relative clause tells us which person or thing (or what kind of person or thing) the
speaker or the writer means.
e.g. The woman who lives next door to me (‘who lives next door to me’ tells us which woman
√ Who is used for people (not things)
e.g. The student who is sitting beside me is very friendly.
√ That is for things or people.
e.g. An airplane is a machine that flies.
The people that work in this school are kind.
√ Which is for things (not for people)
e.g. An airplane is a machine which flies.
√ Whose is to refer to the person or thing something belongs to.
Hawi, whose daughter stood first, is a policewoman.
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Activity 6.23: What differences do you see between the two sentences?
a. My father, who is 50 years old, is a businessman.

b. People who commit crimes should be arrested.
Discuss your answers with your partner.
Defining relative clauses
1) The house that we were thinking of buying has been sold.
2) The girl who was hit by the bike wasn’t seriously hurt.
3) The award was given to Hana, whose scores were impressive.
Sentences 1, 2, and 3 are defining relative clauses (also called restrictive relative clauses).
• These relative clauses give the information that directly identifies what is being talked about.
• Without the relative clause, we don’t know what was being talked about.
Non-defining relative clauses

1) Chechebsa, which is my favourie food, is expensive.
2) My aunt gave me her number, which I wrote on a piece of paper.
3) Abera’s father, who is 78, runs five kilometres every day.
4) The Prime Minister, whose speech is impressive, has gone to Kenya.
Sentences 1, 2, 3, and 4 are non-defining relative clauses (also called non-restrictive relative
clauses).
• Non-defining relative clauses give us extra information about someone or something. It is not
essential for understanding who or what we are talking about.
• We always use a relative pronoun to start a non-defining relative clause: who, which, whose,
when or where (but not that). We also use commas to separate the clause from the rest of the
sentence.
Places and times

We can use which with a preposition to talk about places and times.
Examples:
a. Sheger Park, which is found in Addis Ababa, is a beautiful place.
Sheger Park, where my parents celebrated their birthday, is an attractive place..
b. September, which Ethiopian New Year is celebrated in, is a bright month.
September, when Ethiopian New Year is celebrated, is a bright month.
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Lesson 15
Activity 6.24: Make one sentence from two sentences. See the example below.
Example: A man phoned. He didn’t give his name.

• The man who phoned didn’t give his name.
1. A woman opened the door. She was wearing a yellow dress.
• The woman ___________________________________________ a yellow dress.
2. Some students took the exam. Most of them passed.
• Most of the students________________________________________________
3. The policeman stopped our car. He wasn’t very friendly.
• The policeman __________________________________________
Activity 6.25: Fill in the blank spaces with either who or which.
e.g. I met a woman who can speak six languages.

1. What’s the name of the man ______________ has just started work in your office?
2. What’s the name of the river ______________ flows through the town?
3. Where is the picture ______________was hanging on the wall?
4. Do you know anybody______________ wants to buy a car?
5. You always ask questions ____________ are difficult to answer.
6. I have a friend ______________is very good at repairing cars.
Activity 6.26: Complete the sentences according to the information given in brackets.
Example: My brother is an architect. (He lives in Mekelle.)

My brother, who lives in Mekelle, is an architect.
1. The strike at the factory has now ended. (The strike began ten days ago.)
The strike at the factory ____________________________________________.
2. I was looking for a book this morning. (I’ve found it now.)
I’ve found ______________________________________________________.
3. I’ve had my car for 15 years. (This car has never broken down.)
My car ________________________________________________________.
4. A lot of people applied for the job. (Few of them had the necessary qualifications.)
Few of _________________________________________________________.
5. Haimanot showed me a picture of her brother. (Her brother is a police officer.) Haimanot
showed me _____________________________________________.
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SECTION FIVE: Writing
Lesson 16
Summarizing a text
Activity 6.27: Read the following text. Write a brief summary of the text in one or two sen-
tences.
► Do not attempt to copy directly from the text. Use your own words and expressions.
The Amazon forest covers five million square kilometers, an area as big as the whole Europe
excluding Russia. It contains one third of the world’s trees. However, the trees are disappear-
ing. By 1974, a quarter of the forest had already been cut down. In the following year, 1975,
four per cent of the remaining trees disappeared. If the destruction of the forest continues at the
same rate, there will be nothing left in a few years.
What will happen if more of the Amazon forest is cut down? According to climatologists if the
Amazon forest disappears, there will be less oxygen and it will be difficult for us to breathe.
The temperature will rise. The ice-caps at the North and the South poles will melt. Even the sea
level will rise. Therefore, seaside cities will be flooded.
All scientists agree that if we destroy the Amazon forest, it will be an environmental suicide.
Life on earth will become difficult.
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Unit 7 Chariy Grade 8
UNIT 7: CHARITY
• Listen and comprehend a story;

• Tell a story;
• Read and comprehend a story;
• Add new words to their word store and use them in context;
• Apply past tense verb forms to narrate a story about the past;
• Write a narrative paragraph.
Lesson 1
Pre-Listening
1. Do you know people who do not have food to eat and clothes to wear?
2. Do you know people who help such poor people? How do they help them?
While-Listening
Activity 7.2: Listen to the story that your teacher tells you about. Then answer the questions
below briefly. Preview the questions below.
1. Who is the story about?

2. What do you understand by the word ‘charity’?
3. How old was Hanna when she saw a man eating from garbage can?
4. Why was Hannah inspired to help people?
5. Hannah began by learning all she could about _________________ and _____________.
6. What did Hannah do at age 8?
7. At what age did Hannah found the Ladybag Foundation?
8. What does the Ladybag Foundation do?
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Lesson 2
Post-Listening
Activity 7.3: Answer the following questions.
1. What have you learnt from the story of Hannah Taylor? Share the lessons you have got with
your partner.
2. Retell the story of Hannah Taylor to your group members.
Lesson 3
Agreeing and disagreeing
Here are some expressions you can use to agree and disagree.
Agreeing Disagreeing Partly agreeing

√ That’s right! √ I don’t agree! √ I agree up to a point, but ...
√ Absolutely! √ I totally disagree! √ I see your point, but ...
√ Exactly! √ Absolutely not! √ That’s partly true, but ...
√ Me too! √ That’s not right! √ I’m not so sure about that.
√ Yes, I agree! √ I’m not sure about that.
√ I totally agree!
√ I couldn’t agree more!
√ I see exactly what you mean!
√ You’re right. That’s a good point.
1. ‘Charity begins at home.’ Discuss the meaning with your group members.
Do you agree with the saying? For example should people begin to help their own family
members? Why?/why not?
2. The rich should help the poor. Do you agree? Why/why not?
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Lesson 4
Activity 7.5: Do you know someone who devoted her/his life for charity? Ask information
from your parents or another person in your area. Gather information on the following
points.
• The name of the person

• How the person started charity
• When she/he started the charity
• What she/he did.
Then, make an oral presentation about the life of the person.
Lesson 5
Volunteering to help special needs children
Pre-reading
Activity 7.6: In pairs, discuss the following questions.
1. Look at the picture of the three students presented above. Which student needs a special help?
How can others help this student?
2. How do you or your friends help students with disabilities?
3. What can you benefit from helping others?
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While-reading
Read the following passage and answer questions that follow it.
Sometime ago, there was an event for students with disability problems to work with other stu-
dents in our school. My teacher asked me to take part in volunteerism helping children with
special needs. I was happy because I had the opportunity to help students with physical dis-
ability with schoolwork, art projects, and everyday activities. I realized that the students with
physical disability enjoyed and leaned by working with us. Our teacher showed us about how
we had to help each other. At the beginning of the program, I thought it would be difficult to
work with students having disabilities, but later on I realized that these unique students taught
me about.
My teacher asked me to help a blind student. Reading stories was my favourite activity. I read
so many interesting stories for the student. I also read stories aloud for other students. I felt
good to see the children’s smile.
That experience has greatly shaped me. Although I am studying at college now, I still help
individuals with special needs. I provide transport support. I organize sports festival. I also
mobilize other students to give home-based education to disabled people.
My experience which began at school has greatly changed my way of life. Now, I feel that
my life can best be defined when I help others. Helping others and collaborating with disabled
people is more than anything. I advise you to be open-hearted to people with all kinds of dis-
abilities.
Activity 7.7: Choose the correct answer.
1. The main idea of the above passage is:

a) disabled children helping themselves
b) school activities in the afternoon
c) the future of community service
d) working with special needs children
2. The writer of this article is a __________
a) college student
b) teacher
c) disabled child
d) mother of a disabled child
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3. The word ‘take part’ means

a) break into
b) start
c) participate
d) stop
4. How did the writer help in the classroom?
a) She took the children on trips
b) She helped at schoolwork, art projects, and everyday activities
c) She taught the children when their teacher was not there
d) She took the children home at the end of the day
5. The word unique means
a) happy
b) similar
c) different
d) ordinary
6. The writer felt good because
a) She saw the children’s failure
b) She saw the children’s smile
c) She likes doing art projects
d) She likes to help the teacher at school
7. The word ‘favourite’ means
a) Liked more than others
b) Unfairness
c) Happy
d) Hated
8. Which one of the following is false about the writer?
a) Her life has changed due to her work with disabled people
b) She believes that helping others is more than anything.
c) She advises readers to be open-hearted towards special needs people.
d) She thinks other people collaborate with special needs people
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Lesson 6
Activity 7.8: Complete the following sentences according to the text.
1. The teacher asked the writer to take part in _________________________

2. How did the students with physical disability enjoyed and leaned?_______
3. The writer discovered that working with children with special needs __________
4. How did the writer help the blind student? _____________
Lesson 6
Post-Reading
Activity 7.9: Work individually and then share your answers to the following questions with
your group members.
1. Who would you like to help? Why?

2. How would you like to help them?
► Jot your answers down and make an oral presentation to your classmates.
Lesson 7
Activity 7.10: What do you see in each of the following pictures? Use short phrases to de-
scribe each.
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Study the words that are written in bold in the following text.
* Charities are organizations that help others, for example, UNICEF. You can help charities
by giving your time, money, or things that you own. Charities usually help homeless people,
orphans (children who lost their parents), and others who are helpless.
* Volunteering is when you give your time to help others. Some ways of volunteering are join-
ing a cleaning campaign in your area and visiting old people to help them or talk to them.
* Fundraising is when you collect money to help others. Some ways of fundraising are making
bread to sell, doing a sponsored activity, and so on.
* Donating is when you give your things to help others. An example of donating is giving your
old books to a library. One should be generous to give his/her things to others.
Activity 7.11: Make your own sentences using the words that are written in bold in the box
above.
Activity 7.12: Based on the short reading above, do the following.
What is it called under each situation?

1. Matewos is always willing to give his time or money. He is ___________.
2. School students are generating money to help the poor by making handicrafts and selling
them. ___________________
3. School students are cleaning their village during their vacation. _________
4. A group of people established an organization for helping people in need. They established
a ____________
5. When people have no house to live in, they are called ____________________
6. When you are unable to do things without the help of others, you are _________________.
Lesson 8
The Past Simple and the Past Continuous
The Past Simple
Activity 7.13: Read the following story about an Ethiopian woman.
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Abebech Gobena was born in 1938 in a small rural village in Shewa called Shebel. Her father died
during the second Ethio-Italian war. So her grandparents raised her until the age of nine. Then, she
moved to Addis Ababa at the age of 10. She went to Gishen Mariam, Wollo, in 1973. At that time,
there was famine in the area. In a feeding center, Abebech saw a child next to her dead mother.
Then, she took the child along with another orphan to her home in Addis Ababa. In one year, she
brought 21 children to her home. She founded AGOHELMA, which is a charity. Abebech died
on July 4, 2021 at the age of 83.
Activity 7.14:
i. Study the verbs underlined and written in bold. What kind of verbs are they?
ii. Why are they used in this form?
Activity 7.15: Work in pairs. Complete the following dialogue.
A: When was Abebech Gobena born?

B: She was born in 1938.
A: When ____________________________________?
B: Her father died during the second Ethio-Italian war.
A: Who raised her?
B: ______________________________________
A: At what age ___________________________________to Addis Ababa?
B: She moved to Addis Ababa at the age of nine.
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A: When was Abebech Gobena born?

B: She was born in 1938.
A: When ____________________________________?
B: Her father died during the second Ethio-Italian war.
A: Who raised her?
B: ______________________________________
A: At what age ___________________________________to Addis Ababa?
B: She moved to Addis Ababa at the age of nine.
Lesson 9
Very often the past simple ends in -ed or -d (regular verbs):
Example:
• She moved to Addis Ababa at the age of 10.
• Her grandparents raised her until the age of nine.
• She founded AGOHELMA.
• Abebech died on July 4, 2021 at the age of 83.
But there are many irregular verbs. In the irregular verbs, the past simple does not end in
-ed or -d.
For example:
• She went to Gishen Mariam, Wollo, in 1973.

• At that time, there was famine in the area.
• She took the child.
• She brought 21 children to her home.
See appendix for a list of irregular verbs.
In questions and negative sentences, did/didn’t + infinitive (go/take/enjoy, etc.)
Example:
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Abera: Did you enjoy the birthday party?

Yasin: Yes, I enjoyed it a lot. (Yes, I did)
Ejeta: No, I didn’t enjoy it. (No, I didn’t.)
The past of be (am/is/are) is was/were.
Example:
a)
Last summer was a very cold season.
b) A: Did you eat your dinner last night?

B: I was not hungry, so I didn’t eat anything.
Lesson 10
Activity 7.16: WRead the text about Abeba, and complete the questions about her.
I usually get up at 7 o’clock and have a big breakfast. I walk to school.

I start class at 8.o’clock. I help my parents in the evening. I read for 2
hours in evening. I don’t usually go out.
Abeba
Yesterday was a typical day for Abeba. Write what she did or didn’t do yesterday.
1. Abeba got up at 7:00 o’clock.
2. She ____________________________ a big breakfast.
3. She ____________________________ to school.
4. She ____________________________ her parents yesterday evening.
5. She ____________________________ for 2 hours yesterday evening.
6. She ____________________________ out yesterday evening.
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Lesson 11
Past continuous tense
Time: 10:30
Yesterday, Yonas and Teklay played football. They stared at 10 o’clock and finished at 11:30.
So, at 10:30, they were playing football.
They were playing = They were in the middle of playing. They started but did not finish.
He/She/It Was Playing
We/You/They were playing
* I was doing something = I was in the middle of doing it at a certain time. The action or situation
started before this time, but had not finished:
Study the following situation.
They were walking when the car crashed.
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See also the dialogue between a mother and her son.

Mother: Why couldn’t you clean the house?
Son: I was reading.
Compare the following:
I was doing (= in the middle of an action) I did (= complete action)
o We were walking home when I met Kahsay. o We walked home after school yesterday
(= in the middle of walking home)
You can say that something happened (past simple) in the middle of something else (past
continuous):
o My uncle phoned while we were having dinner.
o It was raining when I got up.
o While I was studying, I suddenly felt sleepy.
► The following diagram can help you understand how these verb forms are used with time ex-
pressions.
6:30 – 7: 30 p.m. Time: 10:30
I was eating dinner. He called me.
• I was eating dinner when he called me last night. Or

• When he called me last night, I was eating dinner.
Note: Some verbs (e.g. know and want) are not normally used in continuous forms.
We knew each other. (correct)
We were not knowing each other. (incorrect)
Such verbs are state verbs. See some examples of state verbs in the Appendix.
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Lesson 12
Activity 7.17: Complete the blank spaces by choosing from the following verb forms. The
first one is done for you as an example.
was wearing was working wasn’t listening weren’t looking

was snowing was looking were sittting were you going
1. Today, Mulunesh is wearing a skirt. Yesterday, she was wearing trousers.
2. A: What did he say?’
B: I don’t know. I _____________________________________
3. We ________________________________ at the back of the theatre. We couldn’t hear
very well.
4. This time last year, Hassen ____________________________ on a farm.
5. They doidn’t see me. They _____________________ in my direction.
6. The weather was bad. It was very cold and it _________________________.
7. I saw you in your car. Where _________________________________?
8. I saw Betelhem a few minutes ago. She _____________________ for you.
Activity 7.18: Match the beginning of the sentence on the left with its complement on the
right.
_f__1. When I got to the cafe a. when she was living in Rome.
____2. We fell asleep b. she was working in a clothes
____3. Amy learnt Italian shop.
____4. Tom didn’t come out with us c. when I was driving home.
____5. The car began to make a strange noise d. but nobody was watching it.
____6. The TV was on e. while we were watching a film.
____7. When I first met Jessica f. my friends were waiting for me.
g. because he wasn’t feeling well.
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Lesson 13
Activity 7.19: Look at the picture, and complete the blank spaces in the following story with
the correct forms of the verbs given in brackets.
I ___________(see) Sara in town yesterday, but she __________________ (not/see) me. She
___________________ (look) the other way.
I _______________________ (cycle) yesterday when a man ______________ (step) out into the
road in front of me.
I __________________ (go) quite fast, but luckily I ________________ (manage) to stop in time,
and I _____________________ (not/hit) him.
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Activity 7.20: Read Helen’s story. Complete the text with simple past or past continuous
form of the verbs in brackets.
I ____________________(work) in Gambella when I _________________(decide) to do volun-

tary work.
After my training, I ___________________________ (go) to the place. On the bus,
I __________________ (meet) another volunteer teacher called Markos, and we
______________________ (become) good friends. We ________________________
(visit) a lot of places together at the weekends while we _________________________
(live) in Gambella. The work was not easy, but I _______________ (have) a great time
while I ______________________ (teach) in a high school in Gambella. My students
____________________ (prepare) for their exam. So they were very busy.
Lesson 8
Telling a story
Activity 7.21: Write about what you did yesterday.
1. E.g. I washed my clothes.

2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
6. _____________________________________
Activity 7.22: Study the following story about a man. Pay attention to the words and phrases
written in bold.
Last week, I visited Mekedonia. While I was there, I decided to visit the fundraising activi-
ties. To start off, the bus was delayed. Next, the I forgot my luggage in the bus, so I had to wait
for two hours at the bus station.
As soon as they found my luggage, I found a taxi and rode into town. During the ride into
town, the driver told me about his last visit to Mekedonia. After I had arrived safely, every-
thing began to go smoothly. The visit was interesting. Finally, I caught my bus back to Asosa.
Luckily, everything went smoothly. I arrived home just in time.
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Read the following tips about telling a story.

Sequencing Steps
Beginning your story
Create the beginning of your story with these expressions. Use a comma after the introductory
phrase.
• First of all,
• To start off with,
• Initially,
• To begin with,
Examples of these beginning phrases in use include:
• To start off with, she decided to help poor people.
• Initially, she thought it was a difficult idea.
Continuing the story
When using a time clause, use the past simple after the time expression, such as:
• Then,
• After that,
• Next,
• As soon as / When + full clause,
• ...but then
• Immediately,
Examples of using these continuing phrases in a story include:
• Then, they started to get worried.
• After that, they knew that there would be no problem!
• Next, they decided on their strategy.
• As soon as they saw the children, they felt sad.
Interruptions and adding new elements to the story
Examples of using these interrupting phrases or turning to a new element include:
• Suddenly, a child fell on the ground.
• Unexpectedly, the mayor did not allow them.
Ending the Story
Mark the end of your story with these introductory phrases:
• Finally,
• In the end,
• Eventually,
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Examples of using these ending words in a story include:

• In the end, he decided to postpone the project.
• Eventually, we became tired and returned home.
Lesson 15
Activity 7.23: Provide an appropriate sequencing word to fill in the blank spaces.
My friend and I visited Lalibela last summer. (1) ________, we drove from Axum. It was fantas-
tic! (2) _________ we arrived in Lalibela, we (3) ______ went to the hotel and took a long nap.
(4) ________, we went out to find a great restaurant for dinner. (5) ________, a motorcycle ap-
peared out of nowhere and almost hit me! The rest of the trip had no surprises. (6) __________,
we began to explore the Rock-Hewn Churches. (7) ________ the afternoons, we visited ruins
and museums. At night, we wandered the streets. One night, (8) ________ I was getting some
kolo, I saw an old friend from elementary school. Imagine that! (9) _________, we returned
home to Axum. We were happy.
Lesson 16
Activity 7.24: Write a story about a person who did a volunteerism work. Gather informa-
tion about the following:
• when and where the person was born

• what his/her dream was
• how he/started volunteerism
• what he/she accomplished
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Unit 8 Personal Hygiene Grade 8
UNIT 8: PERSONAL HYGIENE
• Listen and answer questions correctly;

• Speak on the meaning and importance of personal hygiene;
• Answer comprehension questions correctly based on the reading passage;
• Work out meanings of words from the reading text contextually; and
• Use adverbs of frequency appropriately to speak/ write about frequent
events.
Lesson 1
Pre-Listening
Activity 8.1: Before you listen, please discuss the following questions in pairs.
1. What does health mean? In a pair, list the signs of a healthy person and the signs of unhealthy
person.
2. What is hygiene?
3. What is the problem if people are not clean? Discuss this point with your partner in your pair.
While-Listening
Activity 8.2: Write True or False to each of the following sentences.
1. The condition where all parts of the body function well is called health.
2. No matter how the body is, if one has a mental health, he/she is healthy.
3. Unhealthy person is likely to live longer than a healthy person.
4. Constant stress is a sign of unhealthiness.
5. Cleanliness leads generally to better health.
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Activity 8.3: Fill in the blank spaces.
1. ____________, _______________, and ___________ make it a priority for people to main-

tain their health and hygiene.
2. ______________ is a positive state where every part of the mind and body is in harmony.
3. According to _______________________, health is not only the absence of disease.
4. ____________________ includes disposal of sewerage and cleanliness.
5. If you have a clean body and clean clothes, ______________________________.
Lesson 2
Post-Listening
Activity 8.4: In your group, discuss the following questions. Then, make a report of the points
of the group.
1. Do you wash your hands frequently? Why?/Why not?

2. Doctors advise people to wash hands and keep themselves clean at all times. Should people
ccept this? Why?/Why not? Discus your answer with your partner.
3. In a group, discuss the consequences of absence of personal hygiene in a family? Present your
report to the class.
Lesson 3
Interviewing
Activity 8.5: Ask your partner the following questions and take notes. Have you got complete
answers to all the questions? You may add your own questions.
1. Tell me your name.

2. What is the meaning of personal hygiene?
3. How important is personal hygiene for you?
4. What is your personal hygiene routine? (What do you do every day?)
5. What changes do you plan to make in your hygiene habit?
Lesson 4
Activity 8.6: Compare your notes with your partner’s. What are the things you are different
from your partner?
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Activity 8.7: Now make an oral report to the class. Your presentation should answer the
questions you have raised to your partner.
Lesson 5
Pre-Reading
Activity 8.8: See the following picture. Work individually, and then discuss your answers the
following questions in your group.
1. What do you see in the picture?

2. Why do you think the person is doing this?
3. What other things do people do in order to keep themselves healthy?
Read the following passage and answer questions that follow it.
PRINCIPLES OF PERSONAL HYGIENE
Learning to properly take care of your body is one of the most important life skills. Proper per
sonal hygiene requires you to take care of your body to prevent illness and keep your body healthy
and clean. Practicing good personal hygiene can also prevent the spread of germs to others. Per
sonal hygiene does not always refer to keeping your body clean, but also extends to the spaces
where you live and work.
Skin
Shower every day to cleanse the skin using a mild soap. The skin is the largest organ of your body
and needs to be washed and moisturized frequently. Cleansing the skin will wash away bacteria
and prevent infections. Everyday moisture will keep the skin soft and healthy. Use a mild cleanser
to wash your face twice a day. Your face is more likely to dry out if you use a harsh soap. Also use
moisturizer on your face, depending on your skin type.
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Hair
It is not necessary to wash your hair every day, as washing too often removes the natural oils that
are essential for keeping the hair healthy. If your daily activities cause excessive sweating, then
daily washing is recommended. Choose a shampoo that is recommended for your hair type. For in
stance, don’t use shampoo made for dry hair if your hair is oily. When washing your hair, massage
the scalp to stimulate healthy growth and wash away dirt, oil, and dandruff. Use a gentle, condi
tioner at least twice a week. Keeping the scalp and hair clean prevents any excess oil.
Teeth
Studies estimate that 75 percent of people in the world suffer from some form of dental disease.
Brushing daily and flossing can reduce the risk of any permanent damage, including tooth loss.
Brush your teeth at least twice a day. Your teeth are exposed to harmful foods and beverages every
day that cause tooth decay. These acidic foods and beverages break down the enamel that protects
your teeth. Brushing your teeth will give you fresh breath and a confident smile.
Personal surroundings
Wash your bedding every week. Bedding can absorb sweat when you sleep and germs can foster.
Do not sleep on a dirty sheet. Clean your home because having a clean home makes you more
relaxed and productive.
Lesson 6
Activity 8.9: Based on the passage, choose the correct answer.
1. What does personal hygiene require you to do?

A. To take care of your body to prevent illness
B. To keep your body and clean
C. To prevent the spread of germs
D. All
2. Which part of the body should not be washed daily?
A. skin
B. hair
C. teeth
D. all
3. What happens if you wash your hair very frequently?
A. You lose your natural oil from your head
B. You become healthy
C. You lose your hair immediately.
D. You can have good health condition
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4. What percentage of people in the world have dental health problem?

A. 25
B. 50
C. 75
D. 100
5. Tooth decay occurs because of one of the following?
A. food
B. beverage
C. water
D. A and B
Lesson 7
Activity 8.10: Based on the reading passage, are the following statements true or false?
1. The spread of germs can be stopped by exercising hygiene.

2. Personal hygiene is only about keeping your body clean.
3. You should brush your teeth once a week.
4. Unwashed bed sheet has brings a health problem.
5. Personal hygiene makes you healthy and happy.
Activity 8.11: Give short answers to the following questions
1. What is the problem with washing your face using harsh soap?
2. How often do you need to wash your bedding?
3. What is the advantage of brushing your teeth?
4. Why is it important to wash the scalp? Explain.
5. What do you need to do if your daily activities cause excessive sweat?
Lesson 8
Post-Reading
1. What do you do to keep your personal hygiene? List them down and compare your answers
with your partners’.
2. Do you know people who are good at personal hygiene? What do you like about them?
3. Do you know people who are not good at personal hygiene? What do you dislike about them?
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Lesson 9
Activity 8.13: Go back to the reading passage and and guess the meaning of the words that
are written in bold. Write the meanings of the words.
Word Possible meaning from the context

Harsh
personal hygiene
Spread
Shower
take care
mild
Bacteria
Removes
tooth decay
Brush
Lesson 10
Activity 8.14: Fill in the blanks in the text about personal hygiene using the words below.
Harsh tooth decay Shower bacteria mild bacteria

personal
Removing smell Brush spread take care
hygiene
_________________ (1) is all about keeping your body clean. If you ______________(2) of your
body, then you can be healthy and happy.
When you get up in the morning, you should ______________ (3)your teeth. Proper oral hygiene
practices will go a long way in the prevention of __________________(4) which may cause tooth
damage.
Take a ___________________ (5)every day. Wash your body with______________(6) soap to

keep your skin smooth, and put on clean clothes. Do not use ____________(7) soap because it
hurts your skin.
Keeping your body clean and __________________(8) the dirt away will stop the _______________
(9) of harmful ____________________(10) that may cause diseases. (10)
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Lesson 11
Adverbs of Frequency
Study the following dialogue between Aster and Daniel.
Aster: How often do you wash your body?

Daniel: I usually wash my body.
Aster: How often do you wash your hair?
Daniel: I rarely wash my hair.
Activity 8.15: Fill in the blanks in the text about personal hygiene using the words below.
i. What is the meaning of the words in bold?

ii. What can you say about the word order?
Adverbs of frequency showing how often things happen.
always all of the time
usually most of the time
often much of the time
sometimes some of the time
hardly ever
rarely almost never
seldom
Never not at any time
► With most verbs, we put the adverb before the main verb.
e.g. I never take a shower at night.
► With the verb be, we put the adverb after the verb.
e.g. I am always slow when I wash my hair.
► When a verb has two parts (e.g. has eaten), the adverb of frequency occurs between the two
parts (e.g. has never eaten).
► The word ‘sometimes’ can occur in all three places: in front of the sentence, in the middle, of a
sentence, or at the end of a sentence. Sometimes we practice together. We sometimes practice
together. We practice together sometimes.
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► To ask about the frequency of an action, use ever or How often.

e.g. Do you ever brush your teeth?
How often do you brush your teeth?
► Negative adverbs such as rarely, seldom, and never should be used with an affirmative verb.
Double negatives are not possible.
Adverbs of frequency showing how often things happen.
Every Day
once/twice/thrice week
four/five times a month
We usually put these phrases at the end of the sentence.

e.g. She cleans her teeth twice a day.
We go swimming every week.
But we can also put them at the beginning of a sentence.
e.g. Once a week, Hanna goes out for a physical exercise.
Lesson 12
Activity 8.16: Use the adverb and the correct form of the verbs in brackets.
1. Our teacher, Mrs Bezawit, ______________ (never / be) late for lessons.
2. I ______________ (often / clean) my bedroom at the weekend.
3. My brother_________________ (hardly ever / help) me with my homework.
4. I_________________ (sometimes / be) bored in the maths lessons.
5. We _________________ (rarely / watch) football on TV.
6. You and Ojulu _________________ (never / play) computer games with me.
7. You _________________ (usually / be) at the sports centre on Sunday.
8. The school bus _________________ (always / arrive) at half past eight.
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Lesson 13
Activity 8.17: Read each situation, and then answer the questions.
• Ahmed usually does his homework.

• Yabtsega always does his homework.
• Kifle never does his homework.
1. Who is the best student? ______________________
The weather is rarely cold in Semera.
The weather is sometimes cold in Addis Ababa.
The weather is usually cold in Debre Birhan.
2. If you don’t like cold weather, which city might be good for you to live in? ___________
• I usually put sugar in my tea.
• Rahel sometimes puts sugar in her tea.
• Zahara always puts sugar in her tea.
3. Who uses sugar most frequently? _____________________
• Betelhem usually watches films in English.
• Bontu seldom watches films in English.
• Kedija always watches films in English.
4. Who probably hears much English? ________________________
• Mr. Kebede is seldom late to work.
• Mrs Lemlem is usually late to work.
• Mr Jafar is always late to work.
5. Who will the boss most likely give a warning to? ______________________
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Lesson 14
Activity 8.18: Write a new sentence using an adverb of frequency word in place of the infor-
mation in brackets.
1. My family eats breakfast together. (This happens every morning.)

My family always eats breakfast together.
2. My sister Mahlet makes scrambled eggs for breakfast. (This happens for most of the time)
3. My family does not start the day without having breakfast together. (This does not happen at
any time.)
4. Hussien drinks a cup of milk. (This occurs almost never.)
5. Petros rides a bicycle. (This happens much of the time.)
Lesson 15-16
Activity 8.19: Study the pictures together with the notes under each. Imagine that each pic-
ture is about you. Write a paragraph about your personal hygiene. Use an adverb of frequen-
cy to describe each.
You may begin as follows:
I take a shower every day.
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Unit 9 Gender Equality Grade 8
UNIT 9: GENDER EQUALITY
• Listen and comprehend;

• Research and speak with evidence;
• Answer comprehension questions;
• Use new words in context;
• Write or talk about possibility; and
• Write a composition.
Lesson 1
Pre-Listening
Activity 9.1:
1. Have you ever heard about gender equality or inequality issues?
2. Do females and males have equal roles in your area? What have you observed?
3. What activities are commonly practiced by men and boys? What activities are
practiced by women and girls?
While-Listening
Activity 9.2: Write if each statement below is true (T) or false (F). Explain why.
1. It could be centuries before women achieve equal pay with men.

2. The Global Gender-Gap Forum produced a report.
3. Women earn around 25 per cent less than men worldwide.
4. There is a lack of women in senior management positions.
5. Inequalities between the sexes closed by a lot last year.
6. Researchers found the smallest gender gap to exist in politics.
7. The report said it was critical that women contribute equally to society.
8. The report says society can afford to lose out on the skills of humanity.
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Lesson 2
Activity 9.3: Based on the listening text, choose the correct answer among the alternatives
given
1) There is still a long way to go before women achieve economic ______

a. equality with man
b. equality within men
c. equality with men
d. inequality with men
2) It would take more than 200 years before women and men worldwide have ______
a. economics parity
b. economic purity
c. economics purity
d. economic parity
3) The report found many areas in which women ______ today
a. lags far behind
b. lagged far behind
c. lagging far behind
d. lag far behind
4) Earn about 20-30 per cent less on average than their ______
a. male counter ports
b. male counterparts
c. male country parts
d. male country ports
5) Women still encounter significant obstacles in taking on managerial or ______
a. senior official rolls
b. senior official roles
c. senior official reels
d. senior official rails
6) Closed by only a small amount in the past year, since the last report ______
a. was publish
b. was published
c. was publishing
d. was publisher
7) ...and no country has yet fully closed political ______
a. in power meant gaps
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b. empower mint gaps

c. in power mint gaps
d. empowerment gaps
8) Other wide gaps still exist in healthcare and ______
a. educational opportunities
b. education opportunity
c. education opportune cities
d. education opportunities
9) women and men in this process of deep economic and societal ______
a. transform nation is critical
b. transformation is critical
c. transformational is critically
d. transformations critical
10) societies cannot afford to lose out on the skills, ideas and perspectives of ______
a. halve of humanity
b. half of humanity
c. half off humanity
d. half of human city
Activity 9.4:
1. What is the name of the report mentioned in the article?

2. What “huge area” did the report say women lagged far behind in?
3. How much less do women earn than men?
4. Where did the report say women “encounter significant obstacles”?
5. By how much has inequalities been reduced in the past year?
6. How many countries have “fully closed political empowerment gaps”?
Lesson 3
Prost-Listening
Activity 9.5: Answer the following questions. Then, discuss your answers with your part-
ner.
1. Do you think there is gender equality in your family? Describe the situation in your family.
2. From your observation, who is more powerful in the community? Men or women? Explain.
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Lesson 4
Role play
► Choose one of the following situations to act before class.

► Identify the reasons that can support your position.
► Present your argument.
Role play
Role A – Pay
You think pay is the most important gender gap to be reduced. Tell the others three
reasons why. Also, tell the others that pay is the most important thing to be ad-
dressed (and why), compared to politics, education, or healthcare.
Role B – Politics
You think politics is the most important gender gap to be reduced. Tell the others
three reasons why. Also, tell the others politics is the most important thing to be
addressed (and why), compared to pay, education, or healthcare.
Role C – Education
You think education is the most important gender gap to be reduced. Tell the others
three reasons why. Education is the most important thing to be addressed (and why),
compared to politics, pay or healthcare.
Role D – Healthcare
You think healthcare is the most important gender gap to be reduced. Tell the others
three reasons why. Also, tell the others that healthcare is the most important thing to
be addressed (and why), compared to politics, pay or education.
Lesson 5
Activity 9.6: Make an interview with anyone among the members of your family or commu-
nity. Ask them the following questions. You may do the interview either in English or in your
own language.
► Does equality between males and females exist? What are the manifestations for the equality
or inequality?
► What measures should be taken to bring equality?
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Lesson 6
Activity 9.7: Then, take down notes and make a brief oral report of the answers you have
gathered to the questions.
Lesson 7
Pre-Reading
1. Walk around the class and talk to other students about the gender gap.
2. What can you say about the gap between males and females? Do they have equal roles?
Why?/ Why not?
3. Do you think men and women are equal in the following areas? Explain your reason.
Area Men or women? Explanation
Economic equality
Politics
Education
Healthcare
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Lesson 8
While-Reading
Activity 9.9: Read the following passage and answer questions that follow it.
Growing up equal
Most parents want their sons and daughters to have equal
chances of success when they grow up. Today, equality of the
sexes is largely mandated by public policy and law. However,
old-fashioned ideas and a lot of prejudice are still part of our
culture and present challenging questions for parents.
Gender stereotypes are rigid ideas about how boys and girls
should behave. We all know what these stereotypes are: A
“feminine” girl should be insecure, accommodating and a little illogical in her thinking. A “mas-
culine” boy should be strong, unemotional, aggressive, and competitive. How are children ex-
posed to these stereotypes? According to the researchers David and Myra Sadker of the American
University of Washington, D.C., boys and girls are often treated differently in the classroom. They
found out that when boys speak, teachers usually offer constructive comments. When girls speak,
teachers tend to focus on the behavior. It’s more important how the girls act rather than what they
say.
The emphasis on differences begins at birth and continues throughout childhood. For example,
few people would give pink baby’s clothes to a boy or a blue blanket to a girl. Later, many of us
give girls dolls and miniature kitchenware, while boys receive action figures and construction sets.
There is nothing wrong with that. The problem arises when certain activities are deemed appro-
priate for one sex but not the other. According to Heather J. Nicholson, Ph.D., director of the Na-
tional Resource Center for Girls, Inc., this kind of practice prevents boys and girls from acquiring
important skills for their future lives.
“The fact is,” says Nicholson, “that society functions as a kind of sorting machine regarding gen-
der. In a recent survey, fifty-eight percent of eighth-grade girls but only six percent of boys earned
money caring for younger children. On the other hand, twenty-seven percent of boys but only
three percent of girls earned money doing lawn work.” If we are serious about educating a gener-
ation to be good workers and parents, we need to eliminate such stereotypes as those mentioned
previously.
Gender stereotypes inevitably are passed to our children. However, by becoming aware of the
messages our children receive, we can help them develop ways to overcome these incorrect ideas.
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To counteract these ideas, parents can look for ways to challenge and support their children, and
to encourage confidence in ways that go beyond what society’s fixed ideas about differences of
sex are.
- Slightly adapted from https://en.islcollective.com/
Activity 9.10: Choose the correct answer from the alternative given to each of the following
questions.
1. Which of the following could be the main idea of the passage?

A) Deep-seated stereotypes about genders and their effects
B) Different prejudice about how girls and boys should behave and be treated
C) The role of culture in the behavior of different genders
D) The influence of education and society on gender stereotypes
2. According to the passage, David and Myra Sadker of the American University of Washington,
D.C. found that
A) schoolboys and schoolgirls are treated equally in the classroom
B) teachers often concentrate on boys’ behavior and girls’ manner
C) boys are commented usefully whereas girls are paid attention to behavior
D) girls are taught to be insecure, accommodating and illogical while boys are strong, un-
emotional, aggressive, and competitive
3. According to the passage, which of the following is not true about gender stereotypes?
A) Male and female children are expected to behave the same as what adults think they
should
B) The distinctions in treatment to boys and girls commence when they were given birth
C) It is beneficial for children to practice fundamental skills if they are treated unequally
quite early
D) Children are differently treated not only at homes but also at schools
4. The results of a recent survey showed that the number of girls at the age of eight paid for
babysitting was
A) 58%
B) 27%
C) 6%
D) 3%
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5. What can be inferred from the passage?

A) Parents are able to help reduce the influence of gender stereotypes on their children
B) Teachers and parents have to join hands to encourage children’s confidence in social ac-
tivities
C) Society functions often categorize jobs regardless genders.
D) The problems males and females get when they are adults may originate from gender
stereotypes.
Lesson 9
Activity 9.11: Write TRUE or FALSE. Justify your answers. Work individually, and then
compare your answers with your partner’s.
1. Equality of the sexes is largely discouraged by law.

2. It is all right to give dolls to girls and construction sets to boys.
3. Researchers David and Myra Sadker found out that boys and girls are treated equally by the
teachers.
4. 58% of eight-grade girls and 6% of boys made money taking care of younger children.
5. 27% of boys and 3% of girls earned money doing lawn work.
Post-Reading
Activity 9.12: Answer the following questions.
1. Do you believe that men and women should share equal responsibilities? Why?
2. Summarize the reading text in one paragraph.
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Lesson 10
Activity 9.13: Refer to the reading passage and match the words on the left with the correct
definitions on the right.
1. old-fashioned (a) abilities
2. gender (b) to obtain; to gain
3. stereotype (c) to be considered
4. to acquire (d) to arrange according to kind, rank, etc.

(e) image, idea, character, etc., that has become fix in a conven-
5. skills
tional form without considering individuality
6. to sort (f) the division of male or female; sex
7. to be deemed (g) old or no longer in use
Lesson 11
Activity 9.14: Write meanings of the words below as they are used in the reading passage.
Then, write sentences using them.
1. stereotype
2. equality
3. inequality
4. aware
5. eliminate
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Lesson 12
Conditionals I and II
Emebet and Tirhas are friends. They are reading for their test next week.
Emebet: What do you expect?
Tirhas: If we cover the topics, we will pass the test.
Meaning: For Tirhas, it is possible that they will cover the topics and pass the test.
First conditional
We use the first conditional when we talk about future situations we believe are real or possible.
e.g. If it doesn’t rain tomorrow, we will go to the library.
(I know it does not rain)
Structure: In the if-clause, use present simple, and in the main clause, will + infinitive.
It is also common to use this structure with unless, instead of if…not.
Second conditional
Ayantu is a good student, but she thinks she cannot cover the
topics for tomorrow’s exam.
Ayantu says: If I covered the topics, I would pass the exam.
[Meaning: Now Ayantu is not going to cover the topics and she
does not expect to pass the exam.]
The second conditional is used to imagine present or future sit-

uations that are impossible or unlikely in reality.
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e.g. If I won a lot of money, I would buy a big house.

I wouldn’t worry if I were you.
What would you do if you were bitten by a snake?
The structure: In the if-clause, past simple, and in the main clause would + infinitive.
When if is followed by the verb be, it is grammatically correct to say if I were, if he were, if she
were and if it were. However, it is also common to hear these structures with was, especially
in the he/she form.
e.g. If I were you, I wouldn’t mention it.
If she was prime minister, she would invest more money in schools.
Note: Could and might are also possible:
• If I won a lot of money, I might buy a house. (= it is possible that I would buy a house)
• If it stopped raining, we could go out. (= we would be able to go out
Lesson 13
Activity 9.15: What do you say in these situations?
Example: Of course you don’t expect to win the lottery. Which do you say?
a. If I win the lottery, I’ll buy a big house.
b. If I won the lottery, I’d buy a big house. (b is correct)
1) You’re not going to sell your car because it’s old and not worth much. Which do you say?
a. If I sell my car, I will not get much money for it.
b. If I sold my car, I wouldn’t get much money for it.
2) You often see Hana. A friend of yours wants to contact her. Which do you say?
a. If I see Hana, I will tell her to call you.
b. If I saw Hana, I would tell her to call you.
3) You don’t expect that there will be a fire in the building. Which one do you say?
a. What will you do if there is a fire in the building?
b. What would you do if there was a fire in the building?
4) You’ve never lost your passport. You can only imagine it.
a. I don’t know what I will do if I lose my passport.
b. I don’t know what I would do if I lost my passport.
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5) Somebody stops you and asks the way to a bank. Which do you say?
a. If you go right at the end of this street, you’ll see a bank on your left.
b. If you went right at the end of this street, you’d see a bank on your left.
6) You’re in a lift. There is an emergency button. Nobody is going to press it. What do you say?
a. What will happen if somebody presses that button?
b. What would happen if somebody pressed that button?
Lesson 14
Activity 9.16: Write sentences beginning ‘If … .’
See the example given below.

Example: We’re not going to take the 10.30 bus. (we / arrive too early)
If we took the 10.30 bus, we’d arrive too early.
1. We’re not going to stay at a hotel. (it / cost too much)
If we _________________________, it ____________________________.
2. There is no point in telling you what happened. (you / not / believe me)
If I ___________________________________________________________.
3. Selam has no plans to leave her job. (it / hard to find another one)
If she _________________________________________________________.
4. Kibrom is not going to apply for the job. (he / not / get it).
______________________________________________________________.
Lesson 15
Activity 9.17: Fill in the blank spaces with the correct form of the verb. Then, write the
meaning of each of the sentences
1. If I bought flowers, I _______________ yellow ones. (choose)

2. If I were you, I______________ a coat. (wear)
3. If my leg _____________, I will not play football. (hurt)
4. If the students ____________ hard, they will pass the exam (study)
5. If I were tall, I ______________ the ceiling. (touch)
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Activity 9.18: Imagine what you would like to do if you won a lot of money. Then, tell your
group members about your dreams.
If I won a lot of money, ……………………………………………………
Lesson 16
Activity 9.19: List six conditions for gender equality. Three of them are likely to happen, but
the rest three are not. Write a paragraph about conditions for gender equality. Once you
have drafted your paragraph, revise it and show it to your partner.
You may begin like this:

• If people were aware about the roles of men and women, there would be gender equality.
(meaning= people are not aware)
• If we work hard, gender gap will be narrowed. (Meaning= We work hard)
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Unit 10 Computer Technology Grade 8
UNIT 10: COMPUTER TECHNOLOGY
• Listen and take notes;

• Compare and contrast data from a table
• Make an oral argument for/against a proposition
• Transfer information from a reading text into a table;
• Use words contextually;
• Use adverbs and adjectives in communicative contexts
• Write an expository paragraph.
Lesson 1
Pre-Listening
Activity 10.1: In pairs, discuss the following questions in pairs.
1. Have you ever used computers or seen people using computers?
2. What do people do using computers?
3.What else do you think computers can be used for?
4. What do you imagine about computer evolution? How do you think computers changed
over time?
While-Listening
Activity 10.2: Write True if the statement is correct and False if the statement is incorrect,
according to the information presented in the listening text.
1. Sixty years ago, a computer was as big as a house.

2. Computers in the old days were very cheap.
3. In the 1950s and 1960s, companies wanted to own computers because they had a good reason
to do so.
4. The size and cost of computers was gradually reduced.
5. Today, it is common to see individuals who own computers.
6. PC has changed everything we do today.
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Lesson 2
Activity 10.3:Provide brief answers to the questions below.
1. What did IBM do?

2. When was PC introduced?
3. What does PC mean?
4. List the types of PCs.
5. What are the new types of computers?
6. Compare the computers developments in the following three periods. Write at least two fea-
tures under each period.
Lesson 3
Post-Listening
1. The preparation of this textbook was possible because of the use of computers. What else can
we use computers for? How can computers help you
2. Do you see harms or advantages if people continue to use computers for everything?
Lesson 4
Activity 10.5: Copy the information you filled in from Activity 10.3 into your exercise book.
Make a comparison between the three periods.
1940s 1950s and 1960s 1970s and 1980s
Then, identify the main features in each period. Then, describe what each period looked like.
132
► You may use the expressions below to compare and contrast the data in the three periods.
Phrases of Comparison and Contrast

Comparison Contrast
one similarity one difference
another similarity another difference
both conversely
like in contrast
likewise unlike
similarly while
in a similar fashion whereas
Example: While computers were as big as small apartments in the 1940’s, their size became small
er in years ahead.
Lesson 5
Activity 10.6: Make a presentation to the whole class about the following topic.
“Most people cannot imagine living without computers.”

Do you agree? Why?/Why not? Support your position with specific examples.
Lesson 6
Pre-reading
1. How often do people use computers? What do they use computers for?
2. List some examples of how computers are used in everyday life.
3. How are computers similar to or different from other machines.
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While-reading
Activity 10.8: Read the following passage and answer questions that follow.
Machines with Memories

Computers and calculators are a revolutionary development in the history of technology. They are
fundamentally different from all other machines because they have a memory. This memory stores
instructions and information.
In a calculator, the instructions are the various methods of arithmetic. These are permanently re
membered by the machine and cannot be altered or added to. The information consists of the num
bers keyed in.
A calculator requires an input unit to feed in numbers, a processing unit to make the calculation, a
memory unit, and an output unit to display the result. A calculator also needs a memory unit to
store the arithmetic instructions for the processing unit, and to hold the temporary results that oc
cur during calculation.
The input unit has keys for numbers and operations. Pressing a key closes the contacts and sends
a signal along a pair of lines in the circuit board to the processing unit, in which the binary code for
that key is stored in the memory. The processing unit also sends the code to the display. Each key is
connected by a different pair of lines to the processing unit, which repeatedly checks the lines to
find out when a pair is linked by a key. The memory unit stores the arithmetic instructions. Storage
cells in the memory unit hold the binary codes for the keys that have been pressed.
Parts of a computer or a calculator
A computer contains the same basic four elements as a calculator. It differs in that its memory can
be given a different set of instructions called a computer program for different tasks. A program
can turn a computer into, for example, a game player, a word processor, a paint box, or a musical
instrument. It instructs the processing unit how to perform the various tasks, and stores scores,
words, pictures, or music.
Computer programs consist of long sequences of instructions that individually are very simple. A
computer knows because you tell it what to do. It is also told how to multiply, which it does by
adding the first number to itself by the second number of times. Computers can perform millions
of instructions in a matter of seconds.
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Activity 10.9: Based on the text presented above, choose the correct answer.
1. The most important difference between computers and other machines is that computers ______.
a) are faster
b) have a memory
c) can print words
d) can play a game
2. A computer needs a memory so that it can __________________.
a) display results
b) understand numbers
c) make calculations
d) store instructions
3. A computer is different from a calculator because a computer can ___________.
a) be programmed to do different things
b) do more difficult operations
c) complete a task faster
d) remember instructions
4. What can be inferred about machines that are not calculators or computers?
a) They have simple memory and processing units.
b) They cannot store information in a memory.
c) They are less expensive than computers.
d) They are older than computers.
5. What is the main purpose of the passage?
a) To explain how computers and calculators work
b) To summarize the history of technology
c) To discuss innovative developments in the technology
d) To compare computers and calculators with other machines
6. According to the passage, one function of the memory unit is______.
a) to send codes to the display unit
b) to store temporary results during calculation
c) to alter basic arithmetic instructions
d) to control the keyboard
7. Which of the following statements is NOT TRUE about calculators?
a) Sending codes takes place only in the memory unit of a calculator.
b) Calculators require a lot of instructions to operate quickly.
c) Calculators and computers have a memory.
d) Pressing a key activates a calculator.
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Lesson 7
Activity 10.10: Answer the following questions briefly individually. Then, discuss your an-
swers with your group members.
1. What do storage cells in the memory unit hold?

2. What does a computer program do?
3. Does a computer do things on its own? Explain.
4. Describe the functions of each of the parts of a computer or a calculator
Lesson 8
Pre-reading
Activity 10.11: In your group, discuss the following questions. Report your answers through
the group representative.
1. What do people use computers for in your area?

2. If you were a computer engineer, what would like computers to do? Discuss your answers
with other group members’.
3. What computer technology revolutions do you expect to happen in the future? Why do you
say so?
Lesson 9
Activity 10.12: Read the sentences below and determine the meaning of each of the under-
lined words from the context. Use your own knowledge and experience besides what you
have learnt from the reading passage.
1. Today we are on a quest for revolutionary ideas that can change the world tomorrow.
‘revolutionary’ means:___________________________________________
Explain why computers are a revolutionary development.

2. When we came to Jimma, the hotel was our temporary home until we bought our own house;
now we have a permanent home.
‘temporary’ means:___________________________________________
‘permanent’ means:___________________________________________
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In a computer, what kind of information is permanent and what kind is temporary?
3. His suit did not fit properly, so he asked a tailor to alter it.
‘alter’ means:___________________________________________
Why would someone want to alter a computer program?
4. In a movie theatre a motion picture is displayed on a large screen.
‘displayed’ means:___________________________________________
Give a few examples of “output units” that different computers use to display results.
5. People key in new information into a computer by pressing keys with numbers, letters, and
other symbols, arranged on a keyboard (or a keypad on a calculator).
‘Key in’ means: ________________________________________________
What other instruments have keys and keyboards?
6. The months in a calendar are arranged from January to December in a sequence, one month
following the other.
‘sequence’ means:___________________________________________
Give another example of something arranged in a sequence.
7. Computer programs can change the sounds into texts.

‘Computer programs’ means: ______________________________________
What else can you do using computer programs?
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Lesson 10
Activity 10.13: Write sentences using the words below. Then, show your sentences to your
partner.
1) revolutionary
2) temporary
3) permanent
4) alter
5) displayed
6) key in
7) sequence
8) computer programs
Lesson 11
Adjectives and Adverbs
Study the following examples:
i. We had a get-together party. Though it was beautiful, it was too short; the time passed
very quickly.
ii. There was a car accident yesterday. Two people were seriously injured in the accident.
Activity 10.14:
1. How are the words written in bold formed in the above examples?
2. What is the function of these words?
3. How are these words used?
Note: ‘quickly’ and ‘seriously’ are adverbs. Many adverbs are adjective + -ly:
► Adjective: quick serious careful bad heavy terrible
► Adverb: quickly seriously carefully badly heavily terribly
Not all words ending in -ly are adverbs. Some adjectives end in -ly too, for example: friendly,
lovely, elderly, and lonely.
• Our boss is a friendly person. He is known for his fatherly advice.
Adjectives of this type are formed by adding –ly to nouns
138
Noun Adjective
friend friendly
brother brotherly
love lovely
heaven heavenly
e.g. It was a lovely day.
► Adjectives (e.g. quick, careful, etc.) tell us about a noun (somebody or something). We use
adjectives before nouns.
o Mamo is a careful driver.
(not a carefully driver)
o We didn’t go out because of the heavy rain.
► Adverbs (e.g. quickly, carefully, etc.) tell us about a verb (how somebody does something or
how something happens):
o Mamo drove carefully along the narrow road. (not drove careful)
o We didn’t go out because it was raining heavily. (not raining heavy)
Compare:
- Million speaks perfect English. – Million speaks English perfectly.
adjective + noun verb + noun + adverb
► We can also use adverbs before adjectives and other adverbs:
reasonably cheap (adverb + adjective)
incredibly quickly (adverb + adverb)
Study how the expressions written in bold below sequenced?
• It is a reasonably cheap restaurant, and the food is extremely good.
• Hawa learns languages incredibly quickly.
• The exam was surprisingly easy.
► An adverb can also be used before a past participle.
o Two people were seriously injured in the accident.
► fast, late, hard, early are adjectives and adverbs.
e.g. He is a fast runner.
He can run fast.
► The adverb ‘hardly’ has a negative meaning. (We hardly know each other. Meaning: We
don’t know each other.
► good (adjective) well
Your English is very good. You speak English very well.
► But well is also an adjective (= not ill, in good health):
A: ‘How are you?’
‘I am very well, thank you. And you?’
139
Lesson 12
Activity 10.15: Look at the pictures and complete the sentences with these adverbs.
angrily badly dangerously fast heavily quietly
1. It’s raining ____________________.

2. He sings very __________________.
3. They came in __________________.
4. She shouted at me _____________.
5. She can run very _______________.
6. He was driving _________________.
Activity 10.16: Put in the correct word from the alternatives given in brackets.
1. Kenenisa drove _____________ along the narrow road. (careful / carefully)

2. I think you behaved very ________________. (selfish /selfishly)
3. The weather changed ______________. (sudden / suddenly)
4. There was a ______________ change in the weather. (sudden / suddenly)
5. Halima fell and hurt herself really _____________. (bad / badly)
6. I think I have flu. I feel ____________. (awful / awfully)
7. Omod is ____________ upset about failing the exam. (terrible / terribly)
8. I could sit in this chair all day. It’s very ___________. (comfortable / comfortably)
9. I explained everything as ______________ as I could. (clear / clearly)
10. Be careful on that ladder. It doesn’t look very____________ . (safe / safely)
140
Lesson 13
Activity 10.17: Complete the sentences by choosing two words, one from each box. The first
one has been done as an example.
come know sleep win carefully clearly hard well
explain listen think work carefully easily quickly well
1. I’m going to tell you something very important, so please listen carefully.
2. They ________________________. At the end of the day they’re always tired.
3. I’m tired this morning. I didn’t ________________________________ last night.
4. You play tennis much better than me. When we play, you always __________.
5. _______________________ before you answer the question.
6. I’ve met Alice a few times, but I don’t her very ___________________
7. Our teacher doesn’t______________ things very________________. We never understand
him.
8. Helen! I need your help______________________________!
Lesson 14
Activity 10.18: Write good or well in the following sentences. The first one has been done for
you as an example.
1. Your English is very good. You speak it very well.

2. James did very _____________ in his exams.
3. The party was very _____________. We enjoyed it very much.
4. Markos has a difficult job, but he does it________________.
5. How are your parents? Are they_________________?
6. Did you have a ____________ holiday? Was the weather______________?
141
Lesson 15
Activity 10.19: Think of the advantages and disadvantages of doing things using computers.
List down them in the following table:
Advantages Disadvantages
Activity 10.20: Based on the information you have listed down in the above table, write a
short paragraph about the advantages and disadvantages of doing things using computers.
Your writing may begin as follows:
Doing things using computers may have advantages and disadvantages.
142
APPENDIX
I. Regular and Irregular Verbs
To form the past and perfect tense and to form passive voice, add -ed or -d to a regular verb:
Present Past
like liked (if verb ends in e, only add d)
carry carried (if verb ends in y and is preceded by a
consonant, drop the y and insert ied)
drop dropped (c-v-c rule: double final consonant
before adding ed)
remember remembered
stew stewed
walk walked
frown frowned
► Many verbs are irregular; the past and perfect tenses are not controlled by strict patterns:
Irregular Verbs
Base Form Simple Past Tense Past Participle

awake awoke awoken
be was, were been
bear bore born
beat beat beat
become became become
begin began begun
bend bent bent
beset beset beset
bet bet bet
bid bid/bade bid/bidden
bind bound bound
bite bit bitten
bleed bled bled
143
Base Form Simple Past Tense Past Participle

awake awoke awoken
be was, were been
bear bore born
beat beat beat
become became become
begin began begun
bend bent bent
beset beset beset
bet bet bet
bid bid/bade bid/bidden
bind bound bound
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burn burned burned
burst burst burst
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
cut cut cut
deal dealt dealt
dig dug dug
dive dived/dove dived
do did done
draw drew drawn
dream dreamed/dreamt dreamed/dreamt
drive drove driven
drink drank drunk
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
144
fight fought fought

find found found
fit fit fit
flee fled fled
fling flung flung
fly flew flown
forbid forbade forbidden
forget forgot forgotten
forego (forgo) foregone foregone
forgive forgave forgiven
forsake forsook forsaken
freeze froze frozen
get got gotten
give gave given
go went gone
grind ground ground
grow grew grown
hang hung hung
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
kneel knelt knelt
knit knit knit
know knew know
lay laid laid
lead led led
leap leaped/leapt leaped/leapt
learn learned learned
leave left left
lend lent lent
let let let
lie lay lain
light lighted/lit lighted
lose lost lost
make made made
mean meant meant
meet met met
misspell misspelled misspelled
mistake mistook mistaken
mow mowed mowed/mown
145
overcome overcame overcome

overdo overdid overdone
overtake overtook overtaken
overthrow overthrew overthrown
pay paid paid
plead pled pled
prove proved proved/proven
put put put
quit quit quit
read read read
rid rid rid
ride rode ridden
ring rang rung
rise rose risen
run ran run
saw sawed sawed/sawn
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
sew sewed sewed/sewn
shake shook shaken
shave shaved shaved/shaven
shear shore shorn
shed shed shed
shine shone shone
shoe shoed shoed/shod
shoot shot shot
show showed showed/shown
shrink shrank shrunk
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slay slew slain
slide slid slid
sling slung slung
slit slit slit
smite smote smitten
sow sowed sowed/sown
146
speak spoke spoken

speed sped sped
spend spent spent
spill spilled/spilt spilled/spilt
spin spun spun
spit spit/spat spit
split split split
spread spread spread
spring sprang/sprung sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
stink stank stunk
stride strode stridden
strike struck struck
string strung strung
strive strove striven
swear swore sworn
sweep swept swept
swell swelled swelled/swollen
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
thrive thrived/throve thrived
throw threw thrown
thrust thrust thrust
tread trod trodden
understand understood understood
uphold upheld upheld
upset upset upset
wake woke woken
wear wore worn
weave weaved/wove weaved/woven
wed wed wed
weep wept wept
wind wound wound
win won won
147
withhold withheld withheld

withstand withstood withstood
wring wrung wrung
write wrote written
Irregular Verbs
love
hate
like
see
hear
sound
think (meaning “have an opin-
ion”)
mind (meaning “care about”)
recognize
seem
have (meaning “own”)
prefer
doubt
consist of
mean
want
need
know
realize
understand
believe
suppose
remember
belong
fit
contain
consist
seem
148

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ENGLISH FOR ETHIOPIA

ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

This textbook is the property of your school.

Here are 10 ways to help you take care of the book:

Federal Democratic Republic of Ethiopia

We sincerely thank the authors of various materials and resources whose

UNIT 1: ECONOMIC ACTIVITIES IN RURAL AREAS......1

UNIT 2: TYPES OF CALENDARS.............................................12

UNIT 3: TRAFFIC RULES AND REGULATIONS............24

UNIT 4: ANIMAL CONSERVATION........................................38

UNIT 5: LIVESTOCK FARMING................................................59

UNIT 8: PERSONAL HYGIENE...............................................108

UNIT 9: GENDER EQUALITY.....................................................118

UNIT 10: COMPUTER TECHNOLOGY..................................131

UNIT 1: ECONOMIC ACTIVITIES IN RURAL AREAS

• listen to a text and identify important details;

SECTION ONE: Listening

average national income contributes forest

Descriptions of the pictures

Types of economic activities Descriptions

1. Agriculture is the country’s most promising _______________________.

Activity 1.6:Individually, rank-order the importance of each economic sector as:

SECTION TWO: Speaking

1. What are the economic activities people do in your village?

1) What question did Akelo ask Lucy?

Akelo: Hi, Lucy! How’s is it going?

Lucy: Fine, thanks, and you?

Akelo: Just fine. Where are you going?

Akelo: Why don’t you do it at home?

Akelo: Where do you work?

Lucy: I work in a café.

Akelo: Why do you like the job?

Akelo: How is the pay?

to buy a new laptop and a smartphone.

Akelo: And how would you do that?

Lucy: I’ll try to pick up as many extra shifts as I can.

your parents know about it?

Akelo: See you, Lucy

SECTION THREE: Reading

agricultural employment, work on rural non-agricultural employment opportunities. Though the

_______1.Rural people are increasing their income.

1. What are the two non-farm income generating activities?

1. What does the word diversified in Paragraph 1 refer to?

1. Summarise the reading passage in two sentences.

SECTION FOUR: Vocabulary

has been naturally restored.

farming activities are integrated.

needs, with little or no surplus.

Nomadic farming Livestock ranching/farming Commercial plantation/agriculture

SECTION FIVE: Grammar

1. Crops and cereals are sold by farmers.

UNIT 2: TYPES OF CALENDARS

• listen and comprehend a text about calendars;

SECTION ONE: Listening

Activity 2.1: In your groups, discuss the following questions.

No. Type of calendar Descriptions

Listening for Details

a) What is the main idea of the listening text?

1. What important dates are there on the Ethiopian mainstream calendar?