የኢትዮጵያ ፌደራላዊ ዴሞክራሲያዊ ሪፐብሊክ

የትምህርት ሚኒስቴር
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION

General Education Curriculum

Syllabus
for

English Language
Grade 9

Secondary

March 2021
Structure of this syllabus document
A syllabus is a plan for a course of study or a subject to be taught. A syllabus is included for each
unit or theme in the grade covered. The syllabus lists the learning outcomes, minimum learning
competencies (MLCs), content, learning activities and assessment for each unit or theme in this
grade.
Learning outcomes
The syllabus for each unit starts with the learning outcomes. Learning outcomes are not limited to
the achievement of the MLCs and contribute to the realization of core competencies expected to be
developed by all learners at all grades:

 Learning to Learn
 Critical Thinking and Problem Solving
 Creative Thinking and Innovation
 Communication
 Collaboration
 Leadership and Decision Making
 Digital Literacy
 Cultural Identity and Global Citizenship

Minimum learning competencies and content

A minimum learning competency (MLC) indicates the minimum that a student must learn and apply
in each grade level and subject in terms of knowledge, skills and attitudes. The grade-level and
subject specific competencies consist of clear expectations for what each learner is anticipated to
know and be able to do and the basis for assessment. Basic features of MLCs are achievability,
communicability, learning continuum and assessment blueprint.

The full list of minimum learning competences and content flow charts for this stage of education
(primary, middle, secondary) are provided in a separate document.

Glossary
A glossary is provided at the end of this document to clarify the definition of key terms related to
curriculum design. It does not define subject specific terms.
Table of Contents
Syllabus introduction............................................................................................................................3

List of Minimum Learning Competencies for English Language Grade 9..........................................11

Syllabus for English Language - Grade 9..........................................................................................18

Glossary.............................................................................................................................................62

Syllabus developers...........................................................................................................................63
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Syllabus introduction
Grade 9 is the beginning of general high school education; since English is assumed to fully serve
as the medium of communication at school including in the teaching and learning of other subjects,
it plays a determinant role in the academic life of students at this stage. It determines not only the
level of success of students in education but also is the foundation for their future higher education
and careers endeavours. Therefore, in the preparation of this syllabus these academic and career
goals as well as core life skills have been taken into account.

The syllabus consists of 10 theme based units which focus on varied topics and aims at developing
the four macro and other micro language skills. In this syllabus vocabulary development has been
given a separate section in each unit; instead of making it dependent on reading lessons so as to
enable students get ample opportunities to develop their vocabulary stock. In addition, grammar
items are deliberately integrated to speaking and writing skills with the assumption that students
would get ample opportunities to internalize the grammar items they learn through meaningful
practices. The topics selected for developing each unit deal with issues, vocabulary and activities
that are assumed to be important in learning other subjects as well as in their social lives.

Thus, textbook developers, material writers should take these into account these academic and life
skill activities in their works. Teachers who materialise these in the teaching learning process are
advised to focus on the minimum learning competencies outlined under each unit.

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Goals and Objectives of English Language syllabus

The vision of the Ethiopian General Education Curriculum Framework is to cultivate all-rounded,
ethical, self-reliant and responsible lifelong learners who are competitive regionally and globally and
are equipped with 21st century skills instrumental to thrive in a knowledge-based and technology-
led economy as citizens of an interdependent and democratic society.

The study of this subject is intended to contribute to the development of essential competencies and
core life skills by learners. The nature of the subject and their contribution to the profile of learners in
this stage of education are expressed in the subject position paper.

Goals
The goals of teaching first language are to:
 Develop basic literacy skills that can contribute for enhancement of learners’
cognitive, emotional, and social skills.
 Acquaint learners with skills and linguistic knowledge of the language that helps them
develop communication competence so that they express thoughts and feeling in
different context.
 Aware learners about indigenous knowledge and values systems so that they can
use in different social contexts.
Objectives
The main objectives of teaching and learning first language are to:
 Develop literacy skills that make them ready to pursue their future academic
endeavors.
 Understand major language skills that help them enhance their communicative
competence so that they can effectively express thoughts and feelings.
 Recognize sub-skills that can assist them their development of communicative
competence.
 Comprehend linguistic features of the language drawn from scientific researches.
 Develop use of language in academic, social, and economic contexts.
Enhance indigenous language systems presented through different language contents.

Vision and Values

Vision
Teaching and learning of English language is expected to value all the languages of the world so
that each of individuals, especially children, not only speak but also can be educated in a language
that they easily understand. Researches indicate that having a strong foundation of first language
leads to a much better understanding of the curriculum as well as a more positive attitude towards
children schooling. Thus, it is essential that children uphold their first language when they begin
education early, and make progressive efforts through different levels of education.

English language education improves language skills, social and cultural values, learning other
subjects and allows for cognitive developments of children. Bearing in mind, they live in peace and
harmony, Ethiopian children who pass through the first language education will be:

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 proficient in language skill, respecting of culture and identity, creative thinkers,

confident (self-esteemed) , problem solvers, perseverant, concentrative (focusing),
rational, collaborative, dedicative

Values
Values are beliefs about what is important and what is just. Values guide our actions and our
judgments. Therefore, it is believe that present position paper for first language curriculum
should encourage students:

Respecting and using indigenous knowledge, Practicing conflict resolution culture of the society,
Gender equality and equate, Being practical, Essence of helping each other, Culture of tolerance,
National and international heritage, Unity within diversity, Respect each other, Hardworking,
Excelled thinking, Innovation, Solving problem, Taking care for the environment

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Teaching English Language

Teachers of the Ethiopian General Education Curriculum should place equal emphasis on the
development of the individual learner and a fostering a democratic community in their classrooms
and schools. Teaching the Ethiopian General Education Curriculum should:

 raise each student to the highest expectations, ensuring each one is diligent in their studies,
and not giving up on even a single recalcitrant learner

 place every learner at the heart of educational decisions that guide the design and
implementation of learning experiences

 engage every learner focusing on teaching them rather than teaching subjects

 provide each learner with learning experiences which are equitable, inclusive, and engaging

 maximize the potential of the whole person and help them develop the intellect, attitudes and
skills needed for advancement

 adapt teaching pace, approaches and assessment practices to the level of development of
the learner

 cultivate positive teacher-student relationships essential to work for the common good

 guide learners to activate prior knowledge, and assimilate and accommodate new
knowledge through exploration, and interaction with others

 create a miniature Ethiopian society in the classroom which is safe, warm and caring and
where learners are free to speak their minds, blossom and grow together as a democratic
entity

Teaching method
Header 4
Main Text

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List of Minimum Learning Competencies for

English Language Grade 9
1. Living in Urban Areas
Listening
9.1.1 Predict the contents of listening texts using different contextual clues
9.1.2 Identify gist of spoken texts
9.1.3 Identify specific information
9.1.4 guess meanings of some words in the text

Speaking
9.1.5 Use previous knowledge to pronounce new words and structures
9.1.6 Use different language structures based on interaction situations
9.1.7 Express opinions and supports using appropriate language
9.1.8 Express cause and effect
9.1.9 Recount stories using two past tenses

Reading
9.1.10 Predict the content of texts using prior knowledge
9.1.11 Infer meanings of new words using contextual clues
9.1.12 Skim to get the general idea
9.1.13 Scan to obtain specific information
9.1.14 Express their views about what they read

Vocabulary Development
9.1.15 Use dictionary more effectively for understanding meanings of difficult words
9.1.16 Use words related to urban life in contexts
9.1.17 Use phrasal verbs in communication

Grammar
9.1.18 Use ‘Wh’ questions with present simple/present continuous

Writing
9.1.19 Write complex and compound sentences to develop a paragraph
9.1.20 Use basic cohesive devices to write series of sentences
9.1.21 Use words related to urban life in writing
9.1.22 use punctuation marks: period and question mark and capitalization (.), (?) (upper case)
2. Study Skills
Listening
9.2.1 Predict the contents of listening texts using topic clues
9.2.2 Identify gist of a spoken language
9.2.3 Identify main ideas from details
9.2.4 Identify specific information
9.2.5 Identify key content words
9.2.6 Write highlight of listened information

Speaking
9.2.7 Pronounce questions with rising intonation
9.2.8 Express agreement and disagreement

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9.2.9 Express for/counter arguments

9.2.10 Describe an episode in life
9.2.11 Give instructions using structures and sequencing devices

Reading
9.2.12 Predict contents of written texts from titles/headings
9.2.13 Infer meanings of new words using contextual clues
9.2.14 Skim to get the general idea
9.2.15 Transfer specific information from reading sources
9.2.16 Infer underlying meaning of texts

Vocabulary Development
9.2.17 Effectively use words that collocate in their communication
9.2.18 Use phrasal verbs in daily communication

Grammer
9.2.19 Use appropriate connectors in their communication
9.2.20 Use simple and Past pas continuous tense for communication
9.2.21 Adverbs of frequency in communication

Writing
9.2.22 Write compound and complex sentences in the past and past continuous forms
9.2.23 Punctuates sentences using semi colon and colon
9.2.24 Use basic cohesive devices to structure a paragraph
3. Road Traffic Accident
Listening
9.3.1 Predict the contents of listening texts using a variety structural clues
9.3.2 Identify key content words
9.3.3 Retell what they have heard

Seapking
9.3.4 Narrate accident stories and express agree and disagreement
9.3.5 Express counter arguments
9.3.6 Describe the location of places and give medium and complex directions
9.3.7 Give instructions using more structures and sequencing devices
9.3.8 word initial stress

Reading
9.3.9 Predict contents of written texts from their experiences
9.3.10 Infer meanings of new words using contextual clues
9.3.11 Transfer specific information from reading sources
9.3.12 Write summaries of passages

Vocabulary development
9.3.13 Remember and use learnt vocabulary items for communication
9.3.14 Guess meanings from contexts
9.3.15 Use phrasal verbs in oral and written communication

Grammar

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9.3.16 Use more cohesive devices to structure and connect series of sentences in
communication
9.3.17 Use modal verbs effectively when giving pieces of advice

Writing
9.3.18 Use more cohesive devices to structure to connect series of sentences into a coherent
paragraph.
9.3.19 Write a paragraph using series of sentences
9.3.20 Use modal verbs effectively when giving written pieces of advice
9.3.21 Write informal letter
9.3.22 use semicolon (;) and colon (: properly
4. National Parks
Listening
9.4.1 Predict the contents of listening texts using structural clues
9.4.2 Identify gist of a spoken language
9.4.3 Identify main ideas from details
9.4.4 Identify the implied meaning of a listening text
9.4.5 Differentiate homophones

Speaking
9.4.6 Express arguments for/ counter with logical arrangements and reasons
9.4.7 Describe unique places and use varied sentence structures
9.4.8 Talk about an imaginary situation
9.4.9 Talk about themselves, others and their daily lives
9.4.10 Use homophones in oral communication

Reading
9.4.11 Infer meanings of new words using structural clues
9.4.12 Skim to get the general idea
9.4.13 Transfer specific information from reading sources
9.4.14 Take notes from written texts to write summary

Vocabulary development
9.4.15 Analyze and form parts of words (word formation)
9.4.16 , Use sentence structures and contextual clues to guess meanings of words
9.4.17 Use phrasal verbs for communication

Grammar
9.4.18 Use Zero conditionals to express probable conditions

Writing
9.4.19 Identify the differences between topic, title and heading for writing
5. Horticulture Species
Leasing
9.5.1 predict the contents of listening texts using structural clues
9.5.2 Identify gist of a spoken language
9.5.3 Identify main ideas from details
9.5.4 Identify the implied meaning of a listening text

Speaking

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9.5.5 Describe types of horticulture in different places

9.5.6 Talk about cultural foods and their ingredients

Reading
9.5.7 Infer meanings of new words using contextual clues
9.5.8 Skim to get the general idea
9.5.9 Transfer specific information from reading sources
9.5.10 Take notes from written texts to write summary

Vokabulary development
9.5.11 Use more prefixes in writing
9.5.12 Use more derivation words
9.5.13 Use phrasal verbs in interaction situations

Grammar
9.5.14 Describe likes and dislikes (related to foods, social and cultural issues)
9.5.15 Use improbable conditions to express unlikely situations
9.5.16 Use relative clauses to combine related pieces of information

Writing
9.5.17 List points to write a paragraph
9.5.18 Write a topic sentence of a paragraph
9.5.19 Write small coherent paragraphs
6. Poverty
Listening
9.6.1 Predict the contents of listening texts using structural clues
9.6.2 Identify main ideas from details
9.6.3 Identify the implied meaning of a listening text

Seaking
9.6.4 Express opinions with justifications
9.6.5 Explain simple social issues
9.6.6 Talk about their living conditions
9.6.7 Debate on economic matters

Reading
9.6.8 Infer meanings of new words using contextual clues
9.6.9 Skim to get the general idea
9.6.10 Transfer specific information from reading sources
9.6.11 Take notes from written texts to write summary

Vocabulary development
9.6.12 Use suffixes in speaking and writing
9.6.13 Use more derivative words in communication
9.6.14 Use phrasal verbs in interactions

Grammar
9.6.15 Use conditional sentences to express impossible conditions
9.6.16 Use ‘have to/ must have to/don’t have to/mustn’t’ in communication

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Writing
9.6.17 Write topic sentences for series of paragraphs to develop essays
9.6.18 write coherent paragraphs

7. Community Services
Listening
9.7.1 Identify gist of a spoken language
9.7.2 Identify main ideas from details
9.7.3 Identify the implied meaning of a listening text

Speaking
9.7.4 Express their views in social contexts in English with intelligible grammar
9.7.5 Discuss about themselves, others and their community lives in comprehensible English
9.7.6 present issues on forums in English

Reading
9.7.7 Infer meanings of new words using contextual clues
9.7.8 Skim to get the general idea
9.7.9 Transfer specific information from reading sources
9.7.10 Draw conclusion of reading passages

Vocabulary development
9.7.11 Use more suffixes in writing
9.7.12 Use derivations in extended forms
9.7.13 Use phrasal verbs in daily communication

Grammar
9.7.14 Use sentences with ‘if’ in the three forms correctly
9.7.15 Use relative clauses in communication (defining and non-defining)

Writing
9.7.16 Punctuate sentences correctly ((apostrophe and brackets)
9.7.17 Write descriptive essays of 3-5 paragraphs
8. Communicable Diseases
Listening (Listening on covid-19)
9.8.1 Predict the contents of listening texts using structural clues
9.8.2 Identify gist of a spoken language
9.8.3 Identify main ideas from details
9.8.4 Identify the implied meaning of a listening text

Speaking
9.8.5 Express opinion on health issues using comprehensible English
9.8.6 Describe the location of places and give instructions and pieces of advise

Reading
9.8.7 Infer meanings of new words using contextual clues
9.8.8 Skim to get the general idea
9.8.9 Transfer specific information from reading sources
9.8.10 Write summaries of what they listened to and read

Vocabulary development

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9.8.11 Select and use appropriate words in communication (diction for writing)
9.8.12 Use phrasal verbs both in writing and speaking

Grammar
9.8.13 Use present perfect tense for communicating events in the past relevant to the present

Writing
9.8.14 Punctuate sentences correctly using hyphen and exclamation mark
9.8.15 Write stories, tales and medium level expository essays
9. Fairness and Equity
Listening
9.9.1 Predict the contents of listening texts using structural clues
9.9.2 Identify gist of a spoken language
9.9.3 Identify main ideas from details
9.9.4 Identify the implied meaning of a listening text

Speaking
9.9.5 Express arguments for/ counter with reasons
9.9.6 Describe the location of places and give medium and complex directions
9.9.7 Talk about an imaginary situation
9.9.8 Talk about themselves and others on social matters

Reading
9.9.9 Infer meanings of new words using contextual clues
9.9.10 Read off the lines to get the general idea
9.9.11 Transfer specific information from reading sources
9.9.12 Take notes from written texts to write summary

Vocabulary development
9.9.13 Use selected words to communicate both in writing and speaking
9.9.14 Use phrasal verbs in communicative situations

Grammar
9.9.15 Use different forms of present perfect tense different forms

Writing
9.9.16 Exit writing project
9.9.17 Punctuate sentences correctly
9.9.18 Write medium essays of description and narration
9.9.19 Use comprehensible grammar in the written communication
10. The Internet
9.10.1 Predict the contents of listening texts using structural clues
9.10.2 Identify gist of a spoken language
9.10.3 Identify main ideas from details
9.10.4 Identify the implied meaning of a listening text

Speaking
9.10.5 Express arguments for/ counter with reasons
9.10.6 Discuss on social issues
9.10.7 Present the written project at a forum and talk about themselves, others and their
practices using opinion expressions

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Reading
9.10.8 Infer meanings of new words using contextual clues
9.10.9 Skim to get the general idea
9.10.10 Transfer specific information from reading sources
9.10.11 Take notes from written texts to write summary

Vocabularydevelopment
9.10.12 Use appropriate pre, in and suffixes and derivative words to write the exit writing
project
9.10.13 Use phrasal verbs creatively during communication

Grammar
9.10.14 Use past tense and present perfect tense in proper contexts in oral as well as in
writtencommunications

Writing
Exit writing project
9.10.15 punctuate sentences correctly
9.10.16 Write medium essays of description and narration
9.10.17 Use varied grammar and sentence structures and cohesive devices with
comprehensible grammar in the written communication

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Syllabus for English Language - Grade 9

Unit 1 Living in Urban Areas(16 Periods)
Learning outcomes
By the time students complete this unit, they would be able to:

 Listen to a verity of texts with medium level understanding and transfer information
 Interact in English medium in varied communication situations with comprehensible
grammar
 Read medium level reading resources and roughly comprehend contents
 Guess meanings of words using different clues
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Write series of sentences and communicate with readers with a minimum
comprehensible language

Minimum Content Learning activities Assessment

learning
competencies
Listening A.Listening 2. Listening Listening
 predict the 1. Different listening Check task
a) ask students to
contents of texts explaining life accomplishmen
styles in urban predict the
listening texts t
areas (accessible content from: title,
using different
through electronic picture, situation
contextual clues Speaking
materials and of events
 identify gist of Observation of
recording) b) give tasks for first
spoken texts participation on
Eg. Cons and prone listening eg, what
 identify specific classroom
of urbanisation do you think is
information discussions
2. listening texts the theme of the
 guess and
dealing with listening and
meanings of appropriatenes
advantages and other tasks , such
some words in s of grammar
disadvantage of as ‘true/false,
the text urban life c) give fill-in gaps
speaking 3. Simple instructions questions, ticking
 use previous to follow agree/disagree,
knowledge to (maps, roads, etc.) Reading
picture
pronounce new 3. voices expressing Checking
arrangements
words and important words in reading related
which focus on
structures texts with questions
developing
 use different appropriate students’ listening
language (municipality, urban, Writing
strategies and
structures etc.) Writing task
skills.
based on B. Speaking completion
d) Teacher gives
interaction 1. Pronunciation –
tasks for listing
situations rising and falling

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Minimum Content Learning activities Assessment

learning
competencies
 express intonations (question
difficult/ key
opinions and forms with rising and
words to
supports using falling intonation)
understand the
appropriate 2. Issues of
text
language discussion on urban
 express cause life and urban growth 3. Speaking
and effect tuned towards.
a. Teacher selects
C. Reading
 recount stories words that he
1. Reading
using two past thinks difficult
comprehension
tenses from earlier
(passages, articles,
reading newspapers, leaflets, grades and asks
 predict the stories, descriptions, students to
content of texts directions, etc.) pronounce and
using prior 2. Selected correct them
knowledge vocabulary items b. Teacher Gives
 infer meanings D. Vocabulary WH Questionsfor
of new words development practising rising
using contextual 1. Utilisation of intonation
clues dictionaries (hard as c. Teacher gives
 skim to get the well as soft copies) Tasks for asking
general idea 2. passages on urban for information
 scan to obtain development issues eg related to the
specific 3. Phrasal verbs: aim listening text or
at, ask for, ask out, other relevant
information
back down, back off, topic of
 express their
back up, beat up, beef discussion that
views about
up, believe in, bite off lead to use
what they read E. grammar
Vocabulary varies of
1. tag questions
 usedictionary language
(affirmative, negative)
more effectively structures
2. using simple
for d. Teacher
present tense,
understanding provides a topic
present continuous
meanings of on students is
difficult words tense
2. ‘Wh’ questions likely to have
 use words
using present differing reasons
related to urban
life in contexts simple/present or
 use phrasal continuous actions/viewpoint
verbs in E.g. ‘Where are your s eg. Where do
communication parents now, do you you like to live,
Grammar think? urban or rural?
questions 3. ‘yes/no’ questions Why? Causes
use tag 4. questions with and effects of
questions auxiliary verbs urbanization
use ‘Wh’
e. Teacher asks

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Minimum Content Learning activities Assessment

learning
competencies
questions with F. Writing
students to tell
present Describing the
simple/present situations of urban
activities they are
continuous life for talking
engaged in in the
ask ‘yes/no’ using present
year.(use of present
with proper experience
continuous tense)
structure
use questions Period (.) and 4. Reading
with auxiliary question mark (?) a. Teacher asks
verbs to (upper case) brainstorming
produce tag questions on the
questions reading text or
writing gives pre reading
 write complex activities Eg
and compound questions of
sentences to understanding of
develop a gist of a text
paragraph (skimming)
 use basic b. Teacher give word
cohesive guessing tasks
devices to write c. Teacher asks
series of questions on
sentences detailed reading
 use words (taking notes,
related to urban filling in tables,
life in writing charts, maps and
 use punctuation gaps in
marks: period sentences, ticking
and question items (scanning
mark and and reference)
capitalization d. Gives questions
(.), (?) (upper (open ended
case) questions,
ordering/matching
pictures,
true/false),
ordering/ranking
information,
exchanging
information,
matching
definitions)
(inference
questions)
5. Vocabulary

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Minimum Content Learning activities Assessment

learning
competencies

development
1. Train students
how to use
dictionary (hard
as well as soft
copies), use
words related to
urban life in
contexts
2. Provide
students with
urban
development
related
passages for
vocabulary
learning
3. Provide texts
with phrasal
verbs and
students
underline them
6. Grammar
Teacher gives
practice exercises
on Wh’ questions
using present
simple/present
continuous
E.g. ‘Where are
your parents now,
do you think
Which football team
do you support?
Teacher prepares
‘yes/no’ questions
(use questions with
questions)
I am not the best,
auxiliary verbs to
produce tag
am I?
Today isn't Monday,

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Minimum Content Learning activities Assessment

learning
competencies

isn’t it?
We are included,
aren’t we?
She knows the
number, doesn’t
she?
Give other tag
questions with
modal verbs

7. writing
a. Teacher gives
questions in which
students give their
opinion by writing
series of
( complex and
compound)
sentences
b. Gives a task to
show how to use
basic cohesive
devices to write
series of
sentences
c. Give tasks that
help students
practice using
capitalisation,
period and
question marks
mode of
activities
individual, in pair,
group, plenary
activities using
language that is
comprehensible (if
inaccurate, limited
or hesitant) and
which
communicates the
intended

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Minimum Content Learning activities Assessment

learning
competencies

message)

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Unit 2: Study skills(15 Perods)

Learning outcomes
By the time students complete this unit, they would be able to:

 Listen to a verity of texts with medium level understanding and interpret contents
 Interact in English medium in varied communication situations with comprehensible
grammar
 Read medium level reading resources and infer meanings of contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Write simple sentences, paragraphs and letters for academic purposes
 Write different types of sentences and communicate with readers with a minimum
comprehensible language

Minimum Content Learning Assessment

learning activities
competencies
A. Listening
Listening A.Listening Listening
predict the contents 1. Different Ask students to predict Select a text for
of listening texts listening texts the content from: title, revising the listening
using topic clues dealing study picture, situational of skills students learnt
identify gist of a skills (accessible events, etc. what do in the three units
spoken language to mobile you expect from the
identify main ideas recording) text? Speaking
from details 2. listening texts task for first listening Use mini
identify specific dealing with eg, agree/disagree / presentation on
information study problems (skimming) student survey to
identify key content students give questions which check the
words encounter at ask for details of listing interaction level of
write highlight of different levels texts , such as note students
listened information 3. listening texts taking, ‘true/false, Fill-
speaking dealing with in gaps, ticking Reading
pronounce effective study (scanning and Prepare a reading
questions with practices reference questions) text in which
rising intonation B. Speaking Asking inference students use
express agreement 1. Pronunciation questions by taking skimming, scanning
and disagreement – rising notes: agree/disagree, and inference skills
express for/counter intonation eg picture arrangements
arguments questions with which focus on
describe an rising intonation: developing students’
episode in life are you in the listening strategies and
G. writing
give instructions library? skills.
give a paragraph
using structures 2. issues for Teacher gives tasks for
level writing to
and sequencing discussion on listing difficult/ key
check if students
devices study problems words to understand
are able to write
reading tuned towards

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Minimum Content Learning Assessment

learning activities
competencies
the text series of sentences
predict contents of using simple
Asking students to
written texts from past tense and
summarize listening
titles/headings past continuous
using their notes
infer meanings of Talking about
(inferences)
new words using past study
B.Speaking
contextual clues practices
1. Pronouncing
skim to get the Describe
question with rising
general idea partner’s study
intonation (may
transfer specific habit with that of
compare with falling
information from one’s own in the
ones)
reading sources past
2. express counter
infer underlying C. Reading
arguments on
meaning of texts 1. Reading
controversial issues
Vocabulary comprehension
3. give Tasks for asking
development (passages,
for information eg
effectively use research outputs
related to the
words that on study
listening text or other
collocate in their behaviours,
relevant topic of
communication leaflets, stories,
divergent issues on
use phrasal verbs descriptions,
study skills for
in communication instructions, etc.)
discussion that lead
Grammar D. Vocabulary
to use varies of
1. Use appropriate development
language structures
connectors in 1. Collocation
4. provide a topic on
their 2. Reading
students is likely to
communication sources for
have differing
Use simple and practising word
reasons or
Past pas collocation
actions/viewpoints
continuous tense 3. Selected
eg. Let you describe
for vocabulary items
your study habit to
communication 4. List of phrasal
your partners see
Adverbs of verbs: blow away,
the effectiveness
frequency in blow off, below
together (whole
communication out, below up, boil
class mini debate)
writing down to, break
5. ask students to tell
write compound down, break in,
personal stories
and complex break off, break
using notes they
sentences in the out, break through
prepare
past and past E. Grammar
6. Pronunciation
continuous forms Connectors:
Eg practising
punctuates additional markers
beginning stress
sentences using (and, in addition,
comma (,) and furthermore,.. ) B. Reading
semi colon (;) firstly, secondly, .. brainstorming

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Minimum Content Learning Assessment

learning activities
competencies
use basic questions, pre
finally)
cohesive devices reading activities and
always,
to structure a general questions for
sometimes, rarely,
paragraph skimming
…
questions on detailed
Simple and Past
reading (taking
continuous tense
notes, filling in
Adverbs of
tables, charts, maps
frequency
and gaps in
F. Writing
sentences, ticking
1. School based
items,
Student surveys
answering questions
on mates’ study
(open and true/false),
habits
ordering/ranking
2. Keeping diary
information
3. Language of
ordering/matching
agreeing and
pictures, exchanging
disagreeing
information,
4. Informal letter
matching definitions)
5. use basic
inference questions:
cohesive
why, how,
paragraph
etc.
Punctuations: (,)
and (;) C. Vocabulary
development
1. Giving word
games : students
read texts and list
word that collocate
2. Word Collocations:
students are given
words in two
columns and asked
to join words that
often appear
together
Guessing word
meanings using
language structures
s
give a task in which
students act out
some of the phrasal
verbs

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Minimum Content Learning Assessment

learning activities
competencies
D. Grammar
Teacher gives basic
cohesive devices to
structure a
Writing about good
study habit using
Present simple and
present
Teacher gives a
paragraph with blank
spaces to complete
with adverbs of
frequency
E. Writing
1. Giving Dictation
for students to
punctuate a text
2. teacher gives
tasks which help
to write
compound and
complex
sentences in the
past and past
continuous forms
use basic cohesive
devices to structure a
paragraph
Designing a study
plan and describing
the plan
Using Comparatives
and superlatives and
adjectives to explain
the differences to
others’ plan
Give tasks in which
students use (.), (?),
(,) and (;)
F. mode of
practising the
activities
individual, in pair,

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Minimum Content Learning Assessment

learning activities
competencies
group, plenary
activities using
language that is
comprehensible (if
inaccurate, limited or
hesitant) and which
communicates the
intended message
spoken as well as in
written form)

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Unit 3: Traffic Accident(16 Periods)

Learning outcomes
By the time students complete this unit, they would be able to:

 Listen to a verity of texts with medium level understanding and transfer information to
use for different purposes
 Interact in English medium in varied communication situations with comprehensible
grammar
 Read medium level reading resources and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write simple paragraphs for academic purposes
 Write and communicate with readers with a minimum comprehensible language

Minimum learning Content Learning activities Assessment

competencies

Listening A.Listening A. Listening Listening

predict the 1. Different listening Students: Select a text for
contents of texts structurally revising the
1. Work on Tasks
listening texts tailored on Traffic listening skills
dealing
using a variety accents students learnt
structure/
structural clues (accessible to in the three units
arrangement of
identify key mobile recording)
ideas
content words 2. listening texts Speaking
2. Carryout a task
retell what they narrating about a Use mini
for identifying
have heard traffic accident presentation on
important words
speaking 3. listening texts a student survey
from listening
narrate accident traffic issue at to check the
texts (note
stories and global level interaction level
taking)
express agree Traffic accident of students
3. Recollect ideas
and disagreement pictures
from the Reading
express counter B. Speaking
listening lesson Prepare a
arguments 1. Issues for
and discussing reading text in
describe the discussion on the
and traffic which students
location of places nature of traffic
issues in their use skimming,
and give medium problems in
community. scanning and
and complex students’ home
B. Speaking inference skills
directions town using simple
1. Teacher gives
give instructions past tense and past writing
controversial issues
using more continuous on which students give a
structures and Talking about traffic express agreement paragraph level
sequencing devices incidents and disagreement writing to check
word initial stress 2. Expressing counter if students are
Pronunciation:
arguments using able to write
reading ending stress polite expressions
predict contents of Discussion forum (yes but, in my series of
written texts from on traffic safety opinion, I think…) sentences
C. Reading 3. Students explain

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Minimum learning Content Learning activities Assessment

competencies

their experiences 1. Reading steps/ procedures for

infer meanings of comprehension crossing roads
new words using (passages, global 4. Pronunciation :
words with initial
contextual clues research outputs on
stress
transfer specific traffic accidents,
information from leaflets, stories, Eg. initial stress
reading sources descriptions, (ask, people,
write summaries of instructions, etc) student, etc.)
passages 2. Selected 5. Students Narrate
Vocabulary vocabulary items past
development from passage events/accidents
remember and use D. vocabulary 6. Students prepare a
learnt vocabulary development discussion forum on
items for Training resources
traffic safety issues
communication for enabling
A. Reading
guess meanings students learn word 1. brainstorming
from contexts recalling techniques questions/ Pre
use phrasal verbs Phrasal verbs: reading activities
in their daily Break over, bring 2. questions on
communication over, bring up detailed reading
grammar E. Grammar (taking notes, filling
use more cohesive
1. Expressing in tables, charts,
devices to structure
obligations maps and gaps in
and connect series
(shall, should, sentences, ticking
of sentences in
must, etc.) items, answering
communication
2. Making questions (open
use modal verbs
sudden and true/false),
effectively when
decisions ordering/ranking
giving pieces of
(will, have to) information
advice
ordering/matching
writing ‘Do’ and ‘don’t ’
pictures,
use more cohesive Adverbs of frequency
exchanging
devices to structure F. Writing
information,
to connect series of School based
matching
sentences into a Student surveys on
definitions)
coherent paragraph. students’ knowledge
(scanning and
write a paragraph of traffic safety
reference
using series of Keeping diary
questions)
sentences Punctuations marks:
3. writing from reading
use modal verbs (;) and (:)
to summarise a text
effectively when Informal letterwriting
giving written pieces
A. Vocabulary
of advice
development
write informal letter
use semicolon (;) Activities on word

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Minimum learning Content Learning activities Assessment

competencies

and colon (: properly recalling techniques: fill

in the blanks, word
association,
Antonymsand
Synonyms
Teacher gives a
passage with blank
spaces which students
complete
B. grammar
1. teacher gives a
passage with blank
spaces to fill in with
correct cohesive
devices
2. teacher gives advice
tasks in which
students give advice
using modal verbs
Eg whenever I see a
car approaching, I
will walk fast for
safety
You should ….
You shall…

C. Writing
1. Giving texts with blank
spaces in which
students fill in with
appropriate cohesive
devices
2. Giving Dictation for
students to punctuate
a text using full stop
and questions mark
Preparing instructions
on traffic safety using
‘do and don’t’
3. Students conduct
Interview s on public
awareness on traffic
safety measures and
use adverbs of

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Minimum learning Content Learning activities Assessment

competencies

frequency
4. Students practice on
how to keep diary
5. Students write group
report of based on the
interview data
6. Students write informal
letters using a model
to their relatives on
how to be safe from
car accidents
7. Give tasks in which
students use (.), (?),
(,), (;)and (:)

D. mode of
practising the
activities
individual, in pair,
group, plenary
activities using
language that is
comprehensible (if
inaccurate, limited or
hesitant) and which
communicates the
intended message
spoken as well as in
written form)

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Unit 4 : National parks (14 Periods)

Learning outcomes
By the time students complete this unit, they would be able to

 Listen to a verity of texts with intermediate level understanding and use them for
different purposes
 Interact in English medium in varied communication situations with comprehensible
grammar
 Read medium level reading resources and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas
 Write and communicate with readers with a minimum comprehensible language

Minimum Content Learning activities Assessment

learning
competencie
s

Listening A.Listening Listening Listening

predict the 1. Different Students: Select a text for
contents of listening texts 1. Work on Tasks revising the
listening texts structurally tailored dealing structure/ listening skills
using structural on describing arrangement of students learnt in
clues national parks ideas the three units
identify gist of a (accessible to 2. Carryout a task for Speaking
spoken language mobile recording) identifying Use mini
identify main ideas 2. listening texts important words presentation on
from details explaining types of from listening texts student survey to
identify the implied national parks in (note taking) check the
meaning of a Ethiopia 3. State the interaction level
listening text 3. pictures of implications of the of students
Differentiate national parks in listening text Reading
homophones different regions of Prepare a
speaking Ethiopia Speaking reading text in
express arguments B. Speaking 1. Expressing counter which students
for/ counter with 1. Issues for arguments using use skimming,
logical discussion on the polite expressions scanning and
arrangements and natural beauties in on tourist attraction inference skills
reasons students’ areas areas
describe unique 2. Selected known 2. Describing tourist writing
places and use attraction areas attractions in their give a paragraph
varied sentence 3. Selected areas level writing to
structures imaginary places 3. Describing oneself check if students
talk about an 4. Tourist areas in 4. Using if’ sentences are able to write
imaginary situation their places to invite a friend for series of
talk about 5. Homonyms a visit sentences
themselves, others C. Reading 5. Using ‘if’

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Minimum Content Learning activities Assessment

learning
competencie
s

and their daily lives 1. Reading sentences to warn

use homophones comprehension students against
in oral (passages, global harmful wild lives
communication research outputs in tourist sites
reading
on tourism, 6. Students prepare a
infer meanings of
leaflets, stories, discussion forum
new words using
descriptions, on importance of
structural clues
tourist guide visiting tourist
skim to get the
materials, etc) attraction areas
general idea
2. Selected safety issues
transfer specific
vocabulary items in 7. Teacher gives
information from
different passages words that are
reading sources
E. Vocabulary homophones and
take notes from
development students
written texts to
1. List of prefixes: pronounce them
write summary
ante, anti, co, dis, (ayes /eyes,
Vocabulary
en/em, bear/bier, fourth/
development
2. List of phrasal forth…
Analyze and form
verbs: burn up,
parts of words Reading
(word formation) burn out, butt in,
call back call in, 1. brainstorming
Use sentence
structures and call off, call up, questions/ Pre
contextual clues to call, calm down, reading activities
guess meanings of care for, carry out 2. questions on
words Grammar detailed reading
Use phrasal verbs (taking notes, filling
Zero conditionals
in written in tables, charts,
communication to express
probable maps and gaps in
grammar
conditions sentences, ticking
use Zero
conditionals to D. Writing items, answering
express probable questions (open
1. School based
conditions and true/false),
writing Student surveys
ordering/ranking
identify the on students’
information
differences interests to visit
ordering/matching
between topic, title places
pictures,
and heading for 2. Selected
exchanging
writing punctuation marks
information,
3. If clauses (type I)
matching
4. Selected
definitions)
topics ,titles and
3. writing from
headings
reading to

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Minimum Content Learning activities Assessment

learning
competencie
s

5. Spelling summarize a text

Vocabulary
development
 Teacher gives
tasks in which
students guess
meanings of words
from context
 Underlining
prefixes of words
in a text, rewriting
with prefixes
grammar
1. teacher gives if
clauses that
express likely
conditions and
students match the
two clauses
2. teacher gives the
two parts of
phrasal verbs in
two columns and
student to match
them
Writing
prepare group
reports on the
survey
punctuate
sentences and
questions correctly
using colon and
semicolons
identifying the
differences
between topic, title
and heading in
writing using
examples
Differentiate

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Minimum Content Learning activities Assessment

learning
competencie
s

homophones
mode of
practising the
activities
individual, in pair,
group, plenary
activities using
language that is
comprehensible (if
inaccurate, limited
or hesitant) and
which
communicates the
intended message
spoken as well as
in written form)

Unit 5: Horticulture (14 Periods)

Learning outcomes
By the time students complete this unit, they would be able to

 Listen to a verity of texts with intermediate level understanding and use them for
different purposes
 Interact in English medium in varied communication situations with comprehensible
grammar
 Read medium level reading resources and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas
 Write and communicate with readers with a minimum comprehensible language

Minimum Content Learning activities Assessment

learning
competencie
s

Listening A.Listening A. Listening Listening

predict the 1. Different listening Students: Select a text for
contents of texts structurally revising the
1.Work on Tasks
listening texts tailored on listening skills
dealing structure/
using structural describing at students learnt in
arrangement of
clues global level

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learning
competencie
s

identify gist of a (accessible to ideas the three units

spoken language mobile recording) 2. Carryout a task for Speaking
identify main ideas 2. listening texts identifying important Use mini
from details describing types words from listening presentation on
identify the implied of horticultures in texts (note taking) student survey to
meaning of a Ethiopia 3. State the check the
listening text 3. pictures of implications of the interaction level of
speaking different listening text students
describe types of horticulture B. Speaking and Reading
horticulture in resources in grammar Prepare a reading
different places different regions of 1. saying likes and text in which
talk about cultural Ethiopia dislikes (spices) students use
foods and their B. Speaking 2. Describing features skimming,
ingredients 1. list of cultural of selected spices scanning and
reading foods 3. Using relative inference skills
infer meanings of 2. Giving alternative pronouns to link two writing
new words using point of view sentences to give a paragraph
contextual clues Eg on the one hand, describe cultural level writing to
skim to get the but…. foods check if students
general idea C. Reading 4. Health importance of are able to write
transfer specific 1. Reading various spices series of
information from comprehension C. .Reading sentences
reading sources (passages, global 5. brainstorming
take notes from research outputs on questions/ Pre
written texts to tourism, leaflets, reading activities
write summary stories, descriptions, questions on
Vocabulary tourist guide detailed reading
development materials, etc) (taking notes, filling
use more prefixes D. Vocabulary in tables, charts,
in writing development maps and gaps in
use more 1. List of prefixes ex, sentences, ticking
derivation words mis, pre, re, sub, items, answering
use phrasal verbs un, questions (open and
with correct 2. Selected true/false),
combinations vocabulary items in ordering/ranking
grammar different passages information
describe likes and 3. phrasal verbs: ordering/matching
dislikes (related to carry out, carry on, pictures, exchanging
foods, social and catch on, catch up, information,
cultural issues) cheat on, check in, matching definitions)
use improbable check out chicken 2. writing from reading
conditions to out, chop up, clean to summarize a text

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learning
competencie
s

express unlikely out D. .Vocabulary

situations development
use relative grammar 1. Underlining prefixes,
clauses to combine . Definitions and 2. Adding prefixes to
related pieces of sentences with words and check
information (relative clauses), sematic changes
writing relative pronouns 3. Teacher gives
list points to write a D. Writing meanings of the
paragraph 1. School based phrasal verbs and
write a topic Student surveys on writes the first part
sentence of a students’ interests to of the verbs and
paragraph visit places asks students to
write small 2. Selected write the matching
coherent punctuation marks words for each
paragraphs 3. Selected E. .Grammar
topics ,titles and 4. Teacher asks
headings students to express
4. Spelling their attitudes on
Homonyms social issues
5. use relative
pronouns to join two
or more ideas
6. teacher gives
exercises related to
conditional
sentences
F. Writing
7. punctuating
sentences in a
paragraph correctly
(capitalization,
comma, semicolon
andcolon)
8. listing points to
write a paragraph
9. writing a topic
sentence of a
paragraph
10. writing small
paragraphs
mode of practising
the activities

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Minimum Content Learning activities Assessment

learning
competencie
s

individual, in pair,
group, plenary
activities using
language that is
comprehensible (if
inaccurate, limited or
hesitant) and which
communicates the
intended message
spoken as well as in
written form)

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Unit 6: Poverty (16 Periods)

Learning outcomes
By the time students complete this unit, they would be able to
 Listen to a verity of texts with intermediate level understanding and use them for
different purposes
 Interact in English medium in varied communication situations with comprehensible
grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas for a
purpose
 Write and communicate with readers with a minimum comprehensible language

Minimum Content Learning Assessmen

learning activities t
competencie
s

Listening A.Listening Listening Listening

predict the 1. listening texts Students: Select a text for
contents of structurally tailored 1. Work on Tasks revising the
listening texts on describing poverty dealing structure/ listening skills
using structural from different angles arrangement of students learnt in
clues eg, poverty of ideas the three units
identify main ideas developing countries/ 2. Carryout a task for Speaking
from details the developed ones Use mini
identifying important
identify the implied (accessible to mobile presentation on
words from listening
meaning of a recording) student survey to
texts (note taking)
listening text 2. listening texts check the
3. Complete charts
speaking explaining definitions 4. State the implications interaction level
express opinions of poverty of students
of the listening texts
with justifications 3. pictures of the Reading
explain simple ‘haves sad have not’ Speaking Prepare a
social issues B. Speaking and 1. Explaining statistical reading text in
talk about their grammar data/ ‘economy which students
living conditions 1. Poverty/economic matters’ use skimming,
debate on statistical figures and 2. Explaining poverty scanning and
economic matters graphs/pie charts etc. level of the inference skills
reading 2. controversial community
infer meanings of definitions of poverty 3. Discussing on varied writing
new words using that lead to diverging definitions of give a paragraph
contextual clues idea/ inequity poverty or economic level writing to
skim to get the 3. have to/must matters check if students
general idea C. Reading are able to write
transfer specific 1. Reading Reading series of
information from comprehension 1. brainstorming

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Minimum Content Learning Assessmen

learning activities t
competencie
s

reading sources (passages, research questions/ Pre sentences

take notes from outputs on poverty, reading activities
written texts to poverty stories, 2. questions on detailed
write summary poverty alleviation reading (taking
Vocabulary strategy documents, notes, filling in
development etc.) tables, charts, maps
use suffixes in 2. Selected and gaps in
speaking and vocabulary items in sentences, ticking
writing different passages items, answering
use more D. Vocabulary questions (open and
derivative words in development true/false),
communication 1. List of common ordering/ranking
use phrasal verbs words with suffixes information
in interactions like --ate, ----ise/ize, ordering/matching
grammar ---ment,--- esh, --- pictures, exchanging
use conditional tion, and reading information,
sentences to resources matching definitions)
express impossible 2. phrasal verbs: writing from reading
conditions clear up, clog up, to summarize a text
use ‘have to/ must close down, close off,
Vocabulary
have to/don’t have come down, come
development
to/mustn’t’ in about, come across,
Adding suffixes on
communication come apart, come
root words,
writing back, come down
Changing word
write topic
structure using
sentences for E. grammar
suffixes and writing
series of have to/must, ‘you
their meanings
paragraphs to don’t have to /you
Teacher writes all
develop essays mustn’t’
the phrasal verbs on
write coherent F. Writing
the board and cleans
paragraphs 1. narrow topics on
the words on the
the role of hard work
right side and asks
to overcome poverty
students rewrite
Outlines for a
them again
paragraph
grammar
1. teacher gives tasks
(Matching) in which
students write
correct sentences
2. Giving advice
using ;you have to
and you must as well

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Minimum Content Learning Assessmen

learning activities t
competencie
s

as ‘you don’t have

to /you mustn’t’
Writing
give warning
using ;you have
to/you must/ you
don’t have to and
you mustn’t; on what
to do in a serious
situations
punctuating
sentences in a
paragraph correctly
listing points to write
a paragraph
writing a topic
sentence of a
paragraph
writing a complete
paragraph
mode of practising
the activities
individual, in pair,
group, plenary
activities using
language that is
comprehensible (if
inaccurate, limited or
hesitant) and which
communicates the
intended message
spoken as well as in
written form)

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Unit 7: Community services (14 Periods)

Learning outcomes
By the time students complete this unit, they would be able to
 Listen to a verity of texts with upper intermediate level understanding and use
them for different purposes
 Interact in English medium in varied communication situations with
comprehensible grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas for
specific purposes
 Write and communicate with readers with a minimum comprehensible language

Minimum learning Content Learning activities Assessment

competencies

Listening A.Listening A.Listening Listening

identify gist of a 1. listening texts Students: Select a text for
spoken language structurally tailored revising the
1. Work on Tasks
identify main ideas on explain the listening skills
dealing structure/
from details nature of students learnt in
arrangement of
identify the implied community the three units
ideas/sequence
meaning of a services in different
pictures following a
listening text forms (accessible Speaking
listening text
speaking to mobile Use mini
2. Carryout a task for
express their views recording) presentation on
identifying important
in social contexts in 2. listening texts student survey to
words from listening
English with explaining benefits check the
texts (note taking)
intelligible grammar of community interaction level
(reference and
discuss about services of students
textual cohesion)
themselves, others 3.examplary pictures
and their community 3. Complete charts Reading
on community
lives in services 4. State the Prepare a
comprehensible B. Speaking implications of the reading text in
English 1. Discussion on listening texts which students
present issues on identification of Speaking use skimming,
forums in English community scanning and
1. Explaining
reading problems. inference skills
community issues
infer meanings of 2. classification of
using statistical data
new words using community writing
2. Explaining poverty
contextual clues problems and give a paragraph
level of the
skim to get the selection of priority level writing to
community
general idea areas check if students
3. Discussing on varied
transfer specific C. Reading are able to write
social problems
information from 1. Reading series of

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competencies

reading sources comprehension matters sentences

draw conclusion of (passages,
A.Reading
reading passages research outputs
Vocabulary on community 1. brainstorming
development services, questions/ Pre
use more suffixes in communal stories reading activities
writing of support system, questions on
use derivations in etc.)
extended forms detailed reading
2. Selected (taking notes, filling
use phrasal verbs in
social interaction vocabulary items in in tables, charts,
grammar different passages maps and gaps in
use sentences with D. Vocabulary sentences, ticking
‘if’ in the three forms development items, answering
correctly 1. Words with questions (open and
use relative clauses suffixes and texts true/false),
in communication 2. derivative words
(defining and non- ordering/ranking
3. phrasal verbs: information
defining)
drop off, drop in, ordering/matching
dropout, dry off,
writing dry out, dry up, eat 2. pictures, exchanging
punctuate up, empty out, end information,
sentences correctly up fall apart matching definitions)
(apostrophe (‘) and E. grammar 3. writing from reading
brackets()) 1. ‘If …meet to to summarize a text
write descriptive you night ,…will.. A. Vocabulary
essays of 3-5 2. ‘if I had ---- development
paragraphs would do---‘1.: Adding other suffixes
3. If … had… on words with
would do primary suffixes
F. Writing Changing word
A selected structure using
community for suffixes and writing
writing short their meanings
descriptive essay Give matching
A model simple activities by putting
descriptive essay the phrases in
(apostrophe (‘) and columns
brackets(()) A.Grammar
Teacher gives
revision exercises on
conditional clauses
Teacher gives
revision exercises on

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Minimum learning Content Learning activities Assessment

competencies

relative clauses
B.Writing
identify want a
community can do
and ask students to
describe that using
conditional type II)
punctuating
sentences in a
paragraph correctly
using punctuation
marks: (apostrophe
(‘) and brackets (())
listing points to write
a paragraph
writing an outline for
writing a descriptive
essay of three a
paragraphs
writing introductory
paragraph and
summary paragraph
G. mode of
practising the
activities
individual, in pair,
group, plenary
activities using
language that is
comprehensible (if
inaccurate, limited or
hesitant) and which
communicates the
intended message
spoken as well as in
written for

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Unit 8: Communicable Diseases (16 Periods)

Learning outcomes
By the time students complete this unit, they would be able to

 Listen to a verity of texts with upper intermediate level understanding and use them
for different purposes
 Interact in English medium in varied communication situations with comprehensible
grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas
 Write and communicate with readers with comprehensible language

Minimum learning Content Learning activities

competencies

Listening (Listening on covid-19) A.Listening A. Listening

predict the contents of listening 1. listening texts structurally Students:
texts using structural clues tailored on explain the nature of
1. Work on Tasks dealing
identify gist of a spoken language diseases in different forms
structure/ arrangement of
identify main ideas from details (accessible to mobile recording)
ideas/sequence pictures
identify the implied meaning of a 2. listening texts explaining
following a listening text
listening text epidemic diseases
2. Carryout a task for identifying
speaking 3. pictures, charts, diagrams on
important words from listening
express opinion on health issues illnesses
texts (note taking) (reference
using comprehensible English B. Speaking
and textual cohesion)
describe the location of places and 1. Discussion on identification of
3. Complete charts
give instructions and pieces of diseases in community
4. State the implications of the
advise 2. classification of diseases in
listening texts
reading the community
B. Speaking
infer meanings of new words using 3.‘if I had had ---- would have
1. Explaining health issues using
contextual clues done---‘
statistical data
skim to get the general idea C. Reading
2. Explaining poverty and
transfer specific information from 1. Reading comprehension
diseases
reading sources (passages, research outputs on
3. Discussing on varied social
write summaries of what they diseases, disease related
health matters
listened to and read communal stories and support
4. Using ‘if .. had ---- would hav
Vocabulary development system, etc.)
done’ to express impossibility
Select and use appropriate words 2. Selected vocabulary items in
C. Reading
in communication (diction for different passages
1. brainstorming questions/ Pre
writing) D. Vocabulary development
reading activities
Use phrasal verbs in 1. Texts with difficult words for
2. questions on detailed reading
communication activities
(taking notes, filling in tables,
Grammar 2. Texts with phrasal verbs:
charts, maps and gaps in
use present perfect tense for come down to, come down with,
sentences, ticking items,
communicating events in the past come in, come off, come on,

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Minimum learning Content Learning activities

competencies

but relevant to present come out, come over, come up, answering questions (open
come through, come up with and true/false),
Writing D. grammar ordering/ranking information
punctuate sentences correctly Present perfect tense and ordering/matching pictures,
using hyphen and exclamation present perfect continuous exchanging information,
mark tense matching definitions)
write stories, tales and medium Writing 3. writing from reading to
level expository essays 2. Punctuation marks: punctuate summarize a text
sentences correctly using D. Vocabulary development
hyphen, apostrophes and 1. Defining, using L1 to records
exclamation mark word meanings, synonyms,
3. A selected health issue for etc.
writing short narrative essay 2. teacher gives phrases in a
4 A model simple narrative passage and students try to
stories for writing short narrative substitute some phrasal verbs
essays which could mean the same
and follow similar patterns
E. grammar
1. teacher gives student
scenarios that have started
sometimes in the past which
has impacts on present ask
them to report them using
present perfect tense
2. teacher gives students
activities which have started in
the past have been going on
still (use table)

F. Writing
1. gives students to describe a
health problem they face in
past to tell student what they
did not do to save themselves
from the disease using ‘If…
had had …. Would have done
2. punctuating sentences in a
paragraph correctly using
punctuation marks: semi colon
colon hyphen and the
exclamation mark
3. listing points to write a
paragraph
4. writing an outline for writing a

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Minimum learning Content Learning activities

competencies

narrative essay of three to five

paragraphs
5. writing a simple narrative

G. mode of practising the

activities
individual, in pair, group,
plenary activities using
language that is
comprehensible (if inaccurate
limited or hesitant) and which
communicates the intended
message spoken as well as in
written form)

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Unit 9: Fairness and Equity (16 Periods)

Learning outcomes
By the time students complete this unit, they would be able to

 Listen to a verity of texts with upper intermediate level understanding and use them
for different purposes
 Interact in English medium in varied communication situations with comprehensible
grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a series of paragraphs to develop essays
 Write and communicate with readers with a minimum comprehensible language

Minimum learning Content Learning activities Assessment

competencies

A. Listening A..Listening 1. Listening Listening

Students: Select a text for
predict the contents 1. listening texts
revising the
of listening texts structurally tailored 1. Work on Tasks
listening skills
using structural on explain issues dealing structure/
students learnt in
clues related to equity, arrangement of
the three units
identify gist of a equality and ideas/sequence
Speaking
spoken language fairness form pictures following a
Use mini
identify main ideas different angles listening text
presentation on
from details (accessible to 2. Carryout a task for
student survey to
identify the implied mobile recording) identifying important
check the
meaning of a 2. listening texts words from listening
interaction level
listening text pertaining to texts (note taking)
of students
speaking discriminatory (reference and
Reading
express arguments practices and their textual cohesion)
Prepare a
for/ counter with effects on social 3. Complete charts
reading text in
reasons fabrics 4. State the implications
which students
describe the 3. pictures of social of the listening texts
use skimming,
location of places diversity in 2. Speaking
scanning and
and give medium Ethiopia, charts, 1. Discussing on issues
inference skills
and complex diagrams on related to equity and
Writing
directions indicators of fairness
give a paragraph
talk about an inequity and social
level writing to
imaginary situation illnesses 2. Discussing on varied
check if students
talk about B. Speaking social problems
are able to write
themselves and 1. Discussion on matters
series of
others on social alleviation of 3. Using ‘present perfect
sentences
matters practices of tense ’ to express
reading unfairness and activities completed
infer meanings of discriminations. in the past but has
new words using 2. indicators of implications to the

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Minimum learning Content Learning activities Assessment

competencies

contextual clues social inequities present

read off the lines to and priority areas 3. Reading
get the general idea 3.‘present perfect 1. brainstorming
transfer specific tense‘ questions/ Pre
information from C. Reading reading activities
reading sources 1. Reading 2. questions on detailed
take notes from comprehension reading (taking
written texts to write (passages, notes, filling in
summary research outputs tables, charts, maps
Vocabulary on fairness and and gaps in
development equity stories, etc.) sentences, ticking
use selected words D. Vocabulary items, answering
to communicate development questions (open and
both in writing and true/false),
A. Selected
speaking ordering/ranking
vocabulary items in
use phrasal verbs information
different passages
in communication ordering/matching
B. Phrasal verbs: con
grammar pictures, exchanging
into, con out, con
Use different forms information,
out off, count on
of present perfect matching definitions)
count up, cover up,
tense in contexts 3. writing from reading to
crack down, cross
properly summarize a text
off, cut back, cut
down 4. Vocabulary
writing
development
exit writing project E. Writing
1. Writing activities
punctuate Punctuation marks:
using the difficult but
sentences correctly punctuate
learnt words
write medium sentences correctly
2. prepare an
essays of using hyphen,
appropriate task
description and apostrophes and
using one of the
narration exclamation mark
strategies presented
use
above
comprehensible A model simple
grammar in the biography in which 4. grammar
written present perfect  teacher gives
communication tense is used exercises in which
A selected students compare
community for present perfect tense
writing short with past tense
descriptive essay  Use different forms of
present perfect tense
in contexts properly
5. writing
 listing points to write

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Minimum learning Content Learning activities Assessment

competencies

a paragraph
 writing an outline for
developing an essay
of three to five
paragraphs
 writing a simple
narrative in which
present perfect tense
6. mode of practising the
activities
individual, in pair,
group, plenary
activities using
language that is
comprehensible (if
inaccurate, limited or
hesitant) and which
communicates the
intended message
spoken as well as in
written form)

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Unit 10: The internet (17 Periods)

Learning outcomes
By the time students complete this unit, they would be able to

 Listen to a verity of texts with upper intermediate level understanding and use them
for different purposes
 Interact in English medium level proficiency in varied communication situations with
comprehensible grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a series of paragraphs to develop essays
 Write and communicate with readers with a minimum comprehensible language

Minimum Content Learning activities Assessment

learning
competencies

Listening A.Listening 1. Listening Listening

Students: Select a text for
1. predict the 1. listening texts
Work on Tasks revising the
contents of dealing with issues
dealing structure/ listening skills
listening texts related to internet
arrangement of students learnt in
using structural and electronic
ideas/sequence the three units
clues media form pictures following a Speaking
2. identify gist of a different angles listening text Use mini
spoken language (accessible to Carryout a task for
presentation on
3. identify main ideas mobile recording) identifying important
student survey to
from details 2. listening texts words from listening
check the
4. identify the implied pertaining to texts (note taking)
interaction level
meaning of a utilization of social (reference and
of students
listening text media textual cohesion)
Reading
speaking 3. pictures of Complete charts
Prepare a
express arguments internet and State the
reading text in
for/ counter with electronic media implications of the
which students
reasons B. Speaking listening texts
use skimming,
discuss on social 1. Expression for 2. Speaking
scanning and
issues opinion: I think, I Give internet related inference
present the written believe, I presume, controversial topics writing
project at a forum etc. and guide students
give a paragraph
use expressions of
and talk about Discussion on level writing to
opinions
themselves, others development Discussing on using check if students
and their practices internet utilisation internet for are able to write
using opinion 2. issues related to developing own series of
expressions social media and language sentences
reading electronics Debate: expand or
infer meanings of C. Reading ban social media
new words using 1. Reading Discussing on varied

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contextual clues comprehension social problems

skim to get the (passages, matters attributed to
general idea research outputs consequences of
transfer specific on internet internet and modern
information from services, stories, media
reading sources etc.)
3. Reading
take notes from 2. Selected
Pre reading
written texts to vocabulary items
activities
write summary in different
questions on
Vocabulary passages
detailed reading
development D. Vocabulary
(taking notes, filling
Use appropriate development
in tables, charts,
pre, in and suffixes 1. Texts with
maps and gaps in
and derivative varied affixes
sentences, ticking
words to write the which students
items, answering
exit writing project use for practices
questions (open and
Use various 2. phrasal verbs:
true/false),
phrasal verbs in cut off, cut out, cut
ordering/ranking
social interaction up, deal with, do
information
context away with, do
ordering/matching
Grammar over, do with, do
pictures, exchanging
Use past tense and without, doze off,
information,
present perfect dress up
matching definitions)
tense in proper
A. grammar writing from reading
contexts in oral as to summarize a text
1. simple past tense
well as in written 4. vocabulary
2. past contuse tense
communications 5. Breaking words into
3. present perfect
proper parts
tense
writing Eg depart—ment—
4. present perfect
Exit writing project al—ise—ation
continuous tense
punctuate sentences Teacher write the
B. Writing
correctly phrasal verbs and
write medium Punctuation asks students to
marks: all the guess thir meanings
essays of
description and learnt ones 1. Grammar
narration Internet media and Teacher gives tasks
use varied grammar social changes for that include present
and sentence writing exit project
2. Writing
structures and Model essays in
which opinions are students are given
cohesive devices
controversial topic in
with comprehensible expressed politely.
which students give
grammar in the varied opinions in
written writing
communication listing points to
write the exit writing
project
properly punctuate

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the essay
mode of practising
the activities
individual, in pair,
group, plenary
activities using
language that is
comprehensible (if
inaccurate, limited or
hesitant) and which
communicates the
intended message
spoken as well as in
written form)

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Glossary

Word/Phrase Definition

Activity Definition

Assessment Definition

Content Definition

Content flow chart Definition

Core competency Definition

Ethiopian General Definition

Education
Curriculum
Framework (EGECF)

Learning outcome Definition

Learner profile Definition

Life skill Definition

Minimum learning Definition

competency (MLC)

Position paper Definition

Values Definition

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Syllabus developers

Name Affiliation

TibebuShitie (PhD) Asst. prof Jima University

Mellese Gelaneh (PhD) Asst. prof Bahir Dar University

Teshome Mengesha (PhD) Asst. prof Hawassa University

Tsegaye Aregay (PhD) Asst. prof Addis Ababa University

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