Grade 6 English TG

ENGLISH FOR ETHIOPIA
TEACHER`S GUIDE
GRADE 6
English for Grade 6
Teacher`s Guide
Authors: Dr. Abebe Damtew
Dr. Hailu Gutema

Content Editor: Abebe Tilahun
Curriculum Editor: Dr. Chanyalew
Enyew Language Editor: Dr.
Animaw Anteneh Illustrator:
Biniyam Bayou
Designer: Dereje Tesfaye

Introduction
The rationale for learning English has to do with the fact that English is the
world’s most widely spoken foreign language. Hence, English language teachers
have a formidable task ahead of them/us helping their students become
communicatively efficient through a development of the English language skills
and sub-skills.
Philosophy of teaching English
In the teaching of English at any level, we follow principled eclecticism. The eclectic
method is a combination of different methods of teaching and learning approaches. It
involves the use of a variety of language learning activities, each of which may have
very different characteristics and objectives.
Goals and objectives
The revised English language syllabus for Ethiopian primary schools has a goal of
developing basic English language competence so that learners can communicate in
predicted social contexts and are able to understand and use expressions to satisfy
their needs and interests of various kinds.
Teaching English Language Skills

Each skill and sub-skill of the target language learnt/practiced has to constitute the
testing and assessment practices of the teacher. Developmentally appropriate
assessment calls for the use of a range of assessment strategies because English
language learners need a variety of ways to demonstrate their understanding.
We suggest that we carefully control the ways we present and practice language.
Thus, when listening to the teacher presenting new language in context, when
practicing drills, and when carrying out various kinds of oral practice, students are
learning grammar in a controlled way. We also suggest grammar learning should
be largely covert and implicit, rather than overt and explicit.
Essential matters
The habit of using the target language
We believe that the teacher needs to have a habit of using the target language for
various communicative purposes as much as possible. From the moment teachers
walk into the class to the moment they walk out, all that is spoken is the language
the teacher is trying to teach and the students are trying to learn. Teaching also has
to be interactive; all learners should contribute to the teaching in their endeavors to
share their ideas/experiences in the target language.
A judicious use of mother tongue
The more children are exposed to English, the more they will begin to understand.
You need to use the mother tongue judiciously, making it a means to an end, rather
than an end in itself.
Assessment in Teaching English Language Skills
During assessment, it is important to be aware of considerations such as what the

student can do and where he/she requires support. It is important to be able to
determine when a student has a skill and when he/she has the language as well as the
skill.
Washback effect
The assessment to be used and/or the test ought to mirror the skills and sub-skills
taught. If this is not practiced, the assessment scheme is at the cost of the syllabus.
Negative washback occurs.
Washback effect in language testing underscores that every skill taught has to be
assessed and tested so as to create the perception and impression that each and every
skill and sub-skill is valuable or important. One way to avoid negative washback is
through instructional planning that links teaching and testing. By selecting an
assessment that reflects the instructional and program goals, you can more closely
align testing with instruction.
The structure and organization of the textbook
The overall structure of this textbook is topic-based. In the topic-based structure, we

focus on helping the students to develop a range of language skills (at macro and
micro levels) which they learn by doing them.
In each unit, the language skills are practiced. To help the students understand what
they will be expected to achieve in each unit, in terms of measureable outcomes, the
first page of the unit provides an outline of learning outcomes. A unit has the main
components of developing language skills: listening skills, reading skills, speaking
skills, vocabulary, grammar, and writing skills.
UNIT ONE: TRADITIONAL GAMES (20 Periods)
Learning outcomes
At the end of this unit, learners will be able to:
 list out traditional games of their surroundings in English;

 express their favorite game(s);
 guess the names of traditional games based on their description;
 make meaning from the listening texts;
 construct meaning from reading texts;
 identify the form, meaning and use of the Simple Present and Present
Continuous Tense;
 write their own sentences using unfamiliar words in the listening and
the reading texts;
 write a short paragraph on traditional games
Section One: Listening
Lesson 1
Activity 1 & Activity 2: Tell the students to answer the questions using their
background knowledge. Move round the class and encourage them to discuss
their ideas in pairs. Invite some pairs to report their ideas to the class. Pre-teach
some new vocabulary and encourage the students to guess the meanings of
some unfamiliar words before they listen to the listening text.
Activity 2: Answers
1. match: a game or competition in which people or teams compete against

each other in a particular sport:
2. scores: gains a point, a goal, etc.in a competitive game
3. tie: equal scores or points in a competitive game
Activity 3
Get students to be ready to listen to the text about Qillee/Genna. Read the listening
passage to the class three times. Read slowly for the first time. Tell students to listen
carefully without writing the answers. Before you read the text for the second time,
tell students to be ready to write their answers to the questions in Activity 2. Read the
text and check they are taking notes as you read. Now read the text for the last time
and inform the class to check and revise their answers. Get them to compare their
answers with their partner.
Listening Transcript
Genna/Qille is the oldest game practiced in Ethiopia. It has been practiced for
centuries; however, the exact history and the time of its creation are not known.
Every team has at least 7, but not more than 10, players. One of them is a
goalkeeper. Players can be replaced at any time by somebody from up to 5 people
waiting on the bench. The tennis-size ball is made of tree roots and decorated so its
colors improve its visibility. The stick, on the other hand, is made of eucalyptus and
other tree branches and rounded at the end. It is slightly longer than the player’s
own shoulder.
The playing field is 300 meters long and 200 meters wide. To get a point, players need
to hit the ball to the opponent’s goal. At the beginning, two players from different
teams face each other in the middle of the field; they contact their sticks 3 times and
then fight over a ball. The game is divided into two 30-minute halves, and the winner
is the team that scores more goals. There is also a 10-minute break after the first 30
minutes. In the event of a tie, there is 20-minute overtime. The game is believed to be
good for the body, mind and spirit of players, as it initiates healthy competition
between them.
Activity 3: Answers
1. For centuries
2. At least 7 and at most 10 players
3. Tree roots
4. 300 meters long and 200 meters wide
5. Extra twenty minutes will be added.
Lesson 2
Activity 4
Move around and check students are working in pairs. Invite some pairs to read the
completed summary of the listening talk to the whole class.
Question 2: Answers (Or refer to the text)
Qille/Genna is played between two teams. Every team has at least seven, but not
more than ten players. One of these players is a goalkeeper. Players need a tennis-
size ball, a stick and a playing field to play the game. To get a point, players need to
hit the ball to the opponent’s goal. The game is divided into two halves. There is a
10-minute break before the second half starts. If the game ends in a tie, 20-minute
overtime will be added to identify the winner. The winner is the team that scores
more goals.
Section Two: Reading
Lesson 3
Activity 1
This is a pre-reading activity. Let students think about the two questions individually
and then discuss them in pairs. Get some students from different pairs to tell their
answers to the whole class. Then explain the picture to the students, or preferably,
show them the real Gebeta/Saddeqa equipment. Try to pre-teach some words such as
‘snowing’.
Activity 2
This is a while reading activity. Let the students read the text silently and
answer the questions in writing. Ask some students to read their answers to the
class and make sure that students have the right answers to all the questions.
Give additional explanations where necessary.
Activity 2: Answers
1. Both adults and children

2. A board made of wood or stone, or just simply digging holes in the earth
3. Seeds, beans, stones, or any other small objects
4. To capture more seeds than the opponent
5. It us phasing out and being replaced with electronic devices.
Activity 3: Answers
1. B. a hole with seeds

2. C. Gebeta/Saddeqa
3. A. more seeds than the opponent
4. D. 2 or 4 rows
Activity 4: Answers
1. Gebeta/Saddeqa
2. an inner row and an outer row
3. the opponent
4. placing seeds
5. a hole with seeds
Lesson 4
Vocabulary: Guessing meaning from context
Explain the idea of ‘guessing meaning from context’ to students using examples.
Guessing from context is a technique of finding the meaning of a new word from the
clues (context) given in a sentence or in a paragraph.
Activity 5: Answers
a. popular
b. equipment
c. control
d. variance
e. reflects
Activity 6: Answers
Sadeka/Gebet’a is one type of traditional games that are mostly played in Ethiopia as
a cultural computational game. It is believed that the game was started in the Stone
Age. Traditionally, it is played by making holes on stone as a board and putting in
each hole equal number of pieces of sand. It is named after the pieces of sands used in
each hole called ‘Sadeka’. The word ‘Saddeqa’ is derived from Afan Oromo. Its
corresponding English meaning is ‘sand’. The game involves two players because it
has only two sides.
There are twenty holes on the board, ten holes for each side (players). In the middle
of the ten holes on each side, there is one hole as a home. There is the same number of
sands in each hole including the home hole. Nowadays, people in towns and villages
play the game by preparing it from different plastics and woods (or woods and
plastics) in a modernized way.
Section Three: Vocabulary Lesson 5
Activity 1: Answers
The words are all taken from the listening text (about Qille/Genna) and reading text
(about Gebet’a/Saddeqa) in Unit One. The odd word is the one used in relation to one
game, and not to the other game.
1. row 2. field 3. stone 4. Break 5. ball
Activity 2: Answers
1. player 2. good 3. especially 4. prefer 5. Can
Activity 3: Answers
Make sure that students can spell the names of the months correctly.
1. January 2. February 3. March 4. April
5. May 6. June 7. July 8. August
9. September 10. October 11. November 12. December
Activity 4
Get students to complete sentences individually and then compare their answers
with their partners. The answers for questions 1—4 should be left to individual
students. Saturday and Sunday are the answers for questions number 5.
Activity 5
Encourage students to read the short text and work out the meaning of the words
written in bold in the text. Then get them to match the words with their meanings
under column B.
Answers
1. like 2. gained 3. defeated; finished first
4. famous 5. exceeded; surpassed

Section Four: Grammar
Lesson 6
Activity 1
Ask students to read the short text about Daniel and the Farm Animals and write down
the Simple Present verbs used in the text. Encourage them to write as many as they
can, not necessarily all of the verbs.
Example: loves
Activity 1: Answers (underlined)
Daniel is eleven years old. He has got an uncle. His Uncle’s name is Mulat. He
loves his uncle. He goes to his uncle‘s big farm every summer. There are many
animals in the farm. First, Daniel feeds the horse. Then, he milks the cow with
his uncle. He takes pictures of the sheep, goats, and chickens. He also collects
the white chicken‘s eggs. Daniel likes the farm animals very much but he
doesn’t like the ox because the ox is very big and mad.
Activity 2
Encourage students to write down their answers to the questions about themselves.
Check that they understand how to answer the questions. Move around and help those
who need your help. You may also give examples about yourself, if necessary.
Answers vary from students to students.
Activity 3
The paragraph may vary slightly from student to student. Make sure that students use
the Simple Present tense verbs. Here is a sample paragraph.
My name is Mame. I am 12 years old. I am Grade 6 student at Makko Billi School. I

usually get up at 60:00 in the morning. Then I take a shower and wear/put on my
school uniform. After that I eat/have breakfast at 7 o’clock. Then I leave for school at
7:30. I often walk to school with my friends. We start school at 8:30 in the morning.
There are 50 students in our section. I eat lunch at school with my friends. By 3:30 in
the afternoon, I return from school. After school, I often watch my favorite TV
programs. I also play with my friends. After that, I do my homework.
Activity 4
Tell the students to complete the following sentences using a verb from the box
individually and then compare their answers with their partners. Make sure they use –s
or –es when necessary.
Answers
1. drink 2. buys 3. flies 4. Smokes

5. eats 6. live 7. finish 8. sell
Activity 5: Answers
This is activity helps students to practice the Simple Present negative form. Give brief
explanation about this form if students seem to have difficulty. Demonstrate with
some examples by taking different persons (first, second, and third) both singular and
plural.
1. She does not work in a bank. (She doesn’t work in a bank.)
2. I do not play the piano.
3. Kibrom does not listen to the radio.
4. We do not speak French at all.
5. You do not listen to me most of the time.
6. My car does not work these days.
7. My father does not like sugar in his coffee.
8. They do not understand a single word of Arabic.
Lesson 8
Activity 6
The purpose of this activity is get students to practice the Present Simple question
form. If students have difficulty, demonstrate the form with your own examples. Do
not go into detailed explanation about the form as that may be even more confusing to
students.
Answers
1. c 2. a 3. e 4. d 5. b
Activity 7
Organize the class into pairs with student A and student B in each pair and get
them to practice asking questions and answering questions by taking turns.
Inform them they have to answer the questions with their own ideas by using
‘yes’ or ‘no’.
Activity 8
This activity deals with the wh-question form of the Simple Present. Organize
the class into pairs with student A and student B in each pair and get them to
practice asking the wh-questions and answering them by taking turns. Inform
them they have to answer the questions with their own ideas. Make sure they are
able to use the Simple Present correctly in their answers as shown in the
example. Move around the class and help struggling students.
Lesson 9
Present continuous Tense
Activity 1
Encourage students to write what the person in each picture is doing. Ask them some
questions orally and elicit correct responses. Then get them to write their sentences
about each picture. For example:
You: What is the boy in the first picture doing?
Student: He is eating a loaf of bread. (The boy is eating a loaf of bread.)
Answers
1. The boy is eating a loaf of bread.

2. The children are playing in the field.
3. The girl is reading a book.
4. The girl is riding a bicycle.
5. The boy is running to school.
6. The man is driving a car.
7. The boy is washing clothes.
8. The teacher is teaching English.
9. The woman is typing/writing on a computer.
10. The cat is chasing a mouse.
Activity 2
The activity helps students to practice Present Continuous tense by asking and answering
wh-questions that contain the tense. Students can first do the activity individually by
writing down their answers to each question. Then they can work with their partner and
practice asking and answering questions using the tense under consideration.
Answers
1. I am reading in the library.

2. They are studying English.
3. We are cleaning the house.
4. It is sleeping on the sofa.
5. They are writing on the board.
6. They are playing in the garden.
Activity 3
Let students work in pairs and write their answers to the questions. Then they should
take turns to be student ‘A’ and student ‘B’ and practice asking and answering the
questions with the Present Continuous tense.
Answers
1. A: What are Leyla and Yusra doing?
B: They are doing their assignment.
2. A: What are you and Robsan doing?
3. B: We are playing in the school compound.
4. A: What is Alem doing?
5. B: She is helping her mother with the housework.
6. A: What is the dog doing?
7. B: It is barking at a stranger.
8. A: What is Bonse doing?
B: She is riding a bicycle.
Activity 4: Answers
(1) is shining (2) are sitting (3) am drinking (4) are not swimming
(5) are watching (6) are travelling (7) is reading (8) am writing
Activity 5
This is a combination of the Present Simple and Present Continuous tenses. Make sure
students use the verbs given in parentheses in the correct tense as shown in the example.
1. I am playing traditional games at the moment. I usually prefer to play

Gebeta/Saddeqa.
2. They do not usually go to the field to play Qille/Genna. They are watching the
Gebeta/Saddeqa game at the moment.
3. Usually, I drink tea in the morning, but today I am having tea.
4. He always plays Gebeta/Saddeqa after school, but he is playing Qille/Genna now.
5. She does not answer her telephone. I think she is taking a bath.
6. I am having dinner at the moment. I like fish for my dinner.
Section Five: Speaking
Lesson 10
Activity 1
Engage students in a pair work. Make sure that they understand what to do. As the
purpose of the activity is to engage students in using English, encourage them to add
more information about the games both in the questions and the answers.
No What game is it? Your answer

1 You need a board to play the game. Gebeta/Seddeqa
2 It is played by at least 7 players. Qille/Genna
3 You need a ball to play the game. Qille/Genna
4 The player who has collected more seeds is the Gebeta/Seddeqa
winner.
5 It is divided into two halves. Qille/Genna
6 Beans or stones or seeds are used in the game. Gebeta/Seddeqa
7 It is played by two rival persons. Gebeta/Seddeqa
8 Players can be replaced at any time. Qille/Genna
Activity 2
Organize the class into groups of four students each. Groups discuss the rules of
Qille/Genna and Saddeqa/Gebeta games based on what they have learned in this unit
and using their previously acquired knowledge about the games. They write down
their rules as shown in the table. The group secretary will report the rules to the class.
As groups may have the same or similar rules in most cases, avoid repeating the same
rules. Invite only groups who have different rules.
Activity 3
Get students to work in a group of four. Group members will tell their group about
their favorite traditional game (s) by using the suggested questions and their own
ideas. Invite some confident students to talk to the whole class about their favorite
traditional game(s).
Section Six: Writing
Lesson 11
Activity 1
Encourage students to write eight questions by using the words in the table. Accept
any meaningful and sensible question. Then tell them to ask each other about their
daily activities. This activity integrates both writing and speaking.
Activity 2
Let students answer the questions individually and use their answers to write a similar
paragraph to the paragraph about Kelem. Do not insist on exact similarity between the
two paragraphs. Remind them to be guided by their answers rather than by the
example paragraph. They may do the activity as a home-take assignment. Invite some
students to read their paragraphs to the whole class. Do not forget to appreciate their
efforts.
Grade 6 English Teacher’s Guide
UNIT TWO: SEASONS AND HUMAN ACTIVITIES (20 Periods)
Learning Outcomes:
 take notes of the main ideas and details from the listening text;
 construct meaning from the listening text;
 identify main ideas and details from the reading text;
 guess the meaning of new words as used in the reading/listening text;
 use the Simple Past tense and Past Continuous tense to describe actions/events and
habits;
 talk about seasons and related human activities;
 write their own sentences using the words from the listening and reading texts, and
 write a short paragraph on human activities in seasons
Lesson 1
Activity 1
Ask students to tell whatever they know about the meanings of the adjectives used for
describing the weather. Ask them different questions that require the use of some of the
words in the list. Example: What is the weather like today? Students may reply using
suitable adjectives depending on the weather of the day. Then draw their attention to the
meaning of the words.
1. hot / warm 4. dry/humid

2. cold / cool 5. gusty/windy
3. sunny/rainy 6. clear/cloudy
Possible answers
1. hot / warm
When we say it’s hot, we’re referring to a very high temperature; when it is warm the
temperature is pretty high but bearable (a fairly or comfortably high temperature).
2. cold / cool
Both cold and cool indicate a lower temperature. Cold refers to a low temperature, close
to freezing. Cool shows a lower temperature than cold.
3. sunny/rainy
Sunny weather means there’s lots of sunshine. Rainy means that lots of rain.
4. dry/ humid
When it’s dry, there’s no rain or moisture in the air. When it’s humid, the air is moist
and contains a large amount of water vapor. Humid weather usually makes us perspire
(sweat) more.
5. gusty/ windy
These adjectives describe the wind. Gusty refers to a sudden, brief, and strong rush of
the wind. Windy weather is stronger than normal wind blows.
6. clear/ cloudy
A clear day is bright and there are no clouds on the sky. Cloudy weather is when the
skies are filled with clouds with little or no sun.
Activity 2
As much as possible, elicit relevant responses from the class to the five pre-listening
questions. Don’t insist on their correct responses as the purpose of the activity is to
engage students and prepare them for the while-listening and post-listening activities.
Ask students what farmers do during various seasons and what they think is the best
time to grow crops/plants in their area. Encourage them to mention the importance of
farmers.
Activity 3
This is a while-listening activity. Inform students to do the activity as they listen to the
text. As you read the text, check they are listening and taking notes. Write the title of the
listening talk on the board and read the script/text twice (or three times if you find it
necessary).
Listening Script
Farming through the Seasons
Today, I would like to talk to you about Seasons in Ethiopia.
Have you heard of the words spring, summer, autumn, and winter? These are the four
divisions of the year based on weather patterns. As you know, the weather changes
during the year in many parts of the world. These changes are called seasons. Ethiopia
has four seasons: spring, winter, autumn, and summer.
The spring season includes the months of September, October, and November. It is
sometimes known as the harvest season. Winter is a dry, windy, and sunny season in
Ethiopia. It usually runs from December to February. The short rainy season, autumn,
includes the months of March, April and May. This is then followed by the summer
season. Summer is a long rainy season and it covers the months of June, July and August
which are characterized by heavy rain falls.
As summer sets in, many farmers are busy with preparation to sow seeds. They prepare
their farms to plant their crops. They prepare seeds and fertilizers. Then they sow their
harvest when there is enough rain. As the summer advances, the little sprouts come out of
the ground and begin to grow. This is the time when farmers get rid of the weeds that
grow with the crops. By the end of the summer, crops begin to ripen and get ready for
harvest.
In the spring too, in many places of Ethiopia, the farmers weed their plots and get ready
to harvest their crops. Spring is a harvest time for crops like wheat, barley, ‘teff’ and
beans. Farmers usually work together to harvest their crops.
Winter is not a busy farming season for most farmers. However, in some parts of
Ethiopia, farmers still continue working in their fields. They prepare for the short rainy
season, autumn. They grow crops such as corn. Many Ethiopian farmers think it is good
to plant corn in this season.
Answers to Activity 3
1. summer, autumn, spring and winter 4. short rains
2. harvest 5. little cooler climate
3. June, July, and August
Activity 4
1. C 2. B 3. C 4. A 5. D
Lesson 2
Activity 5
This is a post-reading activity. Let students some minutes to prepare their answers to
the questions individually. Then organize the class into small groups and get them to
discuss the questions and their answers. Invite some group members to report their
answers to the class and give feedback as necessary.
Activity 6
Allow the students to fill out their own responses in the table and compare their answers
with a partner.
Lesson 3
Listening 2
Activity 7
This Encourage students to do the pre-listening activity before you proceed to the while
listening activity. Elicit various responses as much as possible. Do not spend much time
on the activity.
Activity 8
Inform the students to read the questions before they listen to you. Then read the popular
song about seasons to the class twice. Make sure they are doing the activity as you read
out the song. Then get them to read the song to their partners.
Seasons come, seasons go,
Some bring rain and some bring snow

Some bring wind and some bring sun
Which is your favorite one?
In the spring, there’s lots of rain.
All the flowers come out again.
In thesummer, there’s no school.
We go swimming in the pool!
In autumn, all the leaves fall down,
Red and yellow, orange and brown.
Lesson 4
Activity 1
Ask students to do the pre-listening activities (1-3) first individually. Then get them to
compare their answers with their partner. Accept as many appropriate answers as
possible.
Activity 2
This is a while-reading activity. Tell students to read the passage silently and do the
comprehension questions. Elicit answers randomly.
Answers
1. D 2. B 3. D 4. C 5. D
Activity 3: Answers
1. False 2. True 3. False 4. True 5. False
Lesson 5
I. Vocabulary
Activity 4:
Allow students enough time to do the matching activity individually. Ask them to
compare their answers in pairs.
Answers
1. D 2. G 3. E 4. F
5. C 6. H 7. A 8. B
Activity 5
Ask students to re-read the text and do the reference questions.
Answers
1. Three distinct seasons

2. Autumn
3. Highland regions
4. Spring
5. Farms
Lesson 6
Explain the meaning and intention of the two questions to students if they do not
understand. Ask them to discuss the questions under your supervision after individual
work. You can then ask some pairs to present what they have discussed to the whole
class.
Section Three: Speaking

Lesson 6
These activities of this section are accuracy and fluency focused activities.
Pyramiding technique is also employed: Individual work, pair work, and small group
work. The aim is to engage students in practicing the language. As much as possible,
encourage students to express themselves freely using whatever English they have.
Avoid discouraging them by not emphasizing language accuracy.
Lesson 7
Describing Seasons and Activities
Activity 2:
Let students in pairs and do the matching activity. Encourage them also to describe the
pictures.
Answers
Activity Picture/Image
A. Tilling Picture 3
B. Sowing Picture 6
C. Growing crops Picture 5
D. Threshing and winnowing Picture 4
E. Reaping/Harvesting Picture 1, 2
F. Weeding Picture 7
G. Mowing Picture 1
H. Trimming Picture 8
Section Four: Vocabulary

Lesson 8
Activity 1
1 WinnowA. to blow the chaff (the outer coverings) from grain before it can be
used as food
2 Plough B. turn up the soil with a plough before sowing crops; preparing the
field for crop growing by cultivating it
3 Sow C. Plant (seeds) by scattering on or in the earth
4 Mow D. cut down grass, garden plants, etc. to remove irregular parts
5 Grow E. (of a plant) germinate and develop; produce crops by
cultivation
6 Thresh F. separate grain from the rest of a crop such as corn or wheat using a
tool or a machine or draught animals
7 Harvest G. Gather or collect crops from field; reap
8 Weed H. remove weeds from an area of ground
Blank –filling
Activity 2: Answers
1. Some farmers do not till the farm with a pair of oxen. They use tractors.
2. The fields were being ploughed for growing winter wheat.
3. It is time to sow beans for an early crop.
4. He mows the lawn every now and then.
5. They don’t buy vegetables. They grow their own vegetables in their garden.
6. After the wheat is reaped, it will be threshed in a threshing field.
7. As we sow, so shall we reap.
8. Winter wheat is planted in the autumn and harvested in early summer.
9. You should weed the garden before supper.
10.Someone is trimming the grass outside with shears.
Section Five: Grammar
Lesson 9
A. Simple past tense

Activity 1
Give a brief explanation about the Simple Past based on the examples given. Do not go
into details. Encourage the students to do the activity. Remind them that these are regular
verbs that take -d/-ed in their Simple Past from.
Answers
1.arrivied 4. planned 7.finished
2.studied 5.invited 8. chatted
3.phoned 6.carried
Activity 2
After they have done the activity, remind the class that these are irregular Simple Past
verbs. They do not add –d/-ed. They take different forms.
Answers
1. slept 4. paid 7. wore
2. began 5. broke 8. read
3. took 6. went
Activity 3
Explain to the class briefly about the meaning of ‘used to’ and how to use it by giving
your own additional examples, if necessary, or by referring students to the examples
given for this activity.
Answers
1. used to swim 4. used to be 7. used to live
2. didn’t use to eat 5. didn’t use to like 8. didn’t use to enjoy
3. Did they use to have 6. did you use to go
Lesson 10
II. The past continuous Tense

Activity 4
Give a brief explanation about the Past Continuous based on the examples given. Do not
go into details as there are many uses of the tense in various contexts. Encourage the
students to do the activity.
Answers
1. were playing 5. Were … shouting

2. was cooking 6. was working … were swimming
3. were playing 7. was not playing … I was also
studying
4. was not studying … was playing 8. were you doing
Activity 5: Answers
1. We were watering … was mending ….

2. … was raining … was travelling ….
3. … it was raining … were playing ….
4. … was not studying … was cooking ….
5. … was she doing … were studying?
6. … was watching … were playing ….
7. … were you doing … was crying?
8. … was not listening … was telling ….
Activity 6: Answers
It was a Saturday afternoon in May. The weather was hot and the sun was shining. We
were having a picnic by Langanno Lake, which was our favorite place for a picnic. My
father and many other people were swimming in the lake. My brothers were walking
along the shores of the lake for bird watching. Some people were sunbathing on the
sloping sandy beaches. Others were taking a boat trip. My mother and I were sitting by
the shore of the lake and we were watching the scene. I was really enjoying that trip.
Activity 7
Inform the class this is mixed activity and they have to use the simple past or past
continuous form of the verbs in parentheses.
Answers
1. … was sitting … called

2. … turned back … saw ….
3. … were playing … was studying ….
4. … was walking … saw ….
5. … were working … broke/was breaking ….
6. … were they doing …?
7. … was … lived/ used to live ….
8. … did not know … was watching ….
9. … arrived … was/were…?
10. … was not feeling … visited ….
Lesson 11
Activity 1
This activity integrates speaking and writing. Encourage the students to interpret the
pictures in pairs. Accept various responses from the class. Do not worry if the responses
are not appropriate. What is more important is their engagement in doing the activity
using the language. Guide them to reasonable interpretations of the pictures.
More importantly, encourage students to write at least two sentences about each picture.
The sentences may not be grammatically correct, but it is okay if they are meaningful.
Feedback (not exactly correct answers)
1. Picture 1: Winter in lowland area (possible in Borena or Afar area)

2. Picture 2: Rainy season (summer).
3. Picture 3: Addis Ababa during the summer
4. Picture 4: This seems a cold season (winter) in Bale Mountains.
5. Picture 5: Lowland part in Ethiopia (maybe in Borena) during a dry (winter) season.
UNIT THREE: TRAFFIC POLICE OFFICERS (20 Periods)
Learning Outcomes: At the end of this unit, learners will be able to:
 take notes of the main ideas and details from the reading and the listening texts;
 tell the meaning of words as used in the reading and listening texts;
 respond to the information in the reading and listening texts;
 Identify the form, meaning and use of the present perfect tense;
 write their own sentences using new words learnt from the listening and the
reading texts, and
 write a short paragraph about the responsibilities of traffic police officers
Lesson 1
Activity 1
Activity 1, 2 and 3 are pre-listening activities. Inform students to discuss the pictures in
Activity 1 in pairs. Elicit responses as much as possible. Accept any sensible response.
Do not spend much time on the activity as it is similar to Activity 2.
Activity 2
This is an extension of Activity 1.Students should be able to match the words with the
pictures with no or less difficulty.
Answers
1. D 2. A 3. C 4. E 5. F 6. B
Activity 3: Encourage students to work in pairs and discuss their answers to the
questions. Answers will vary to some extent.
Activity 4
This is a while-listening activity. Check students are ready for listening and know what to
do as they listen. Allow them about two minutes to look at the table and get familiar with
the activity. Explain how to do the activity. Then read the story two or three times and get
student to fill in the table with correct information from the story. See the answer key
after the listening script.
Listening Text
Today I will talk to you about a female traffic officer. Frehiwot is a young policewoman
of only 25 years of age. She’s of medium height and weight. She spends her day in the
various streets of Addis Ababa by controlling the movement of people and vehicles on
the street.
Every day she gets up at twelve o’clock in the morning. She takes a shower, brushes her
teeth and puts on her clothes. Then she eats her breakfast and leaves for work. She takes
any means of transport, private or government, to the traffic police station found in
Eastern Addis Ababa/Finfinne, Bole sub-city.
Frehiwot starts work at half past one in the morning. She puts on her uniform— a dark
blue trouser, light blue shirt with white sleeves and a dark blue cap. She also wears light-
weight, bright-lemon green reflector vest.
Along with her colleagues, she patrols on foot, or by a motor bicycle or in a vehicle. As a
traffic officer, she tries to minimize accidents and traffic jams so that people can move
easily and freely. There are traffic signals such as traffic lights on important roads, bends
and junctions. She makes sure drivers and pedestrians do not break traffic rules.
Sometimes she searches the drivers whether they have their licenses. Sometimes she
conducts traffic stops and a check on passengers’ identification. Sometimes she helps
pedestrians such as women, children, and old people cross the road safely at zebra
crossings.
Firehiwot’s work is tiring, but she enjoys her work very much. She is a hardworking,
punctual, and well-mannered traffic officer.
Activity 4: Answers
Name Firehiwot
Occupation Traffic police officer (policewoman)
Age 25
Time she gets up twelve o’clock in the morning
Her workplace Bole sub-city (Addis Ababa/Finfinne)
Clothes she wears Uniform: trousers, a shirt, a cap, and a vest
How she patrols on foot, or by a motor bicycle or in a vehicle.
Her major duty is to control movement of people and vehicles on the street.
Lesson 2
Activity 5
Read the story again to the class once or twice. Students should be able to match the
words and phrases taken from the listening text with their meanings.
Answers
1. D 2. F 3. E 4. C 5. A 6. B
Activity 6: Answers
1. gets up 2. Put on 3.speed limits 4.emergency

5. passengers 6. traffic 7.zebra crossing … pedestrians 8.license
9. plate 10. colleagues
Activity 7
This is a post-listening activity. Organize the class into groups for discussion. Encourage
mini debates within groups especially on the second and third questions. Take time to get
some group members to present their opinion to the class.
Lesson 3
Activity 1
1. Get student to work in pairs and what the traffic officers in the pictures are doing.
Draw their attention to the words/phrases given to help them do the activity. Giving
them additional support as needed.
2. Check students make intelligent guessing, rather than blind guessing, by using various
clues and what they have done so far in this unit. Ask them to cite the clues they have
used for their answers.
3. Inform students to read the text individually and silently to check their answers and to
do subsequent comprehension and vocabulary activities.
Activity 2
The activity demands students to read for main ideas of the passage. Remind them not to
look for details. When they finish, ask them to compare their answers with their partners.
Answers
1. What are traffic officers? C. Paragraph 1

2. What do traffic officers do? B. Paragraph 2,3,4, 6
3. What does a traffic officer need in order to be a good officer? A. Paragraph 5
Activity 3
This is a scanning activity that involves reading for specific information. Inform the class
to read for this purpose. They don’t have to read the whole passage to answer each
question. Instead, they have to scan the text and search for the specific information they
are looking for. Get them to compare their answers with their partner (s).
1. by moving in cars or on motorcycles and also waling in pairs

2. pedestrians, motorists, cyclists and drivers
3. They regulate it manually.
4. to draw the attention of the drivers and passers-by
5. They stop vehicles and allow passers-by to cross the road safely. They also signal
stopping vehicles with their hands to start moving on.
Activity 4
1. False
2. True
3. True
4. False
5. False
Activity 5
This is a post-reading activity. It is a typical activity that integrates various skills.

Inform students to prepare their answers in writing individually and then discuss their
answers in groups. Encourage them to write a group advice sheet as much as they can.
Visit various groups and monitor and help them as necessary. Then invite some groups
to read out their advice sheet to the whole class. Provide feedback on essential points
only.
Section Three: Vocabulary

Lesson 4
Activity 1: Answers
1. Passersby Picture G
2. whistles Picture C
3. motorist Picture H
4. traffic Picture A
5. traffic police officer Picture B
6. cyclist Picture F
7. police officer Picture E
8. driver Picture D
Activity 2
1. disobey 2. traffic laws 3. obey 4. alert 5. traffic

6. rides 7. suspects 8. traffic signs 9. Goes out 10. keep an eye on

Lesson 5
Activity 1
Get students to read the text paying attention to the underlined verb structures. Help them
with any question or difficulty they have. Briefly explain the grammar highlight in the
box, but do not go into details. This will prepare them for Activity 2.
Activity 2
Make sure that students are able to use present perfect verb forms correctly in their
answers.
1. They have been busy helping our mother with the housework.
2. They have done some activities already.
3. Ali has cleaned the house and the garden.
4. She has cleaned the kitchen.
5. She has also done the washing-up.
6. She has cooked lunch so far.
7. No, she hasn’t bought coffee and sugar yet.
8. She has told them to wash their uniforms.
9. No, they haven’t washed their uniforms yet.
10. They are going to wash them after they have had their lunch.
Activity 3
This activity helps students to practice affirmative, negative, and question (both yes/no
and wh-question) forms of the present perfect tense. Let students compare their
answers with their partners and report their answers to the class. The contacted from is
more natural in spoken English than the full form. Accept answers both in short and
full forms, but point out the difference briefly to the students. Also accept possible wh-
questions. Bring to the attention of the students any other changes that take place when
changing from one form to another (e.g. ‘already’ in affirmative sentences changes to
‘yet’ in negative sentences; ‘some’ changes to ‘any’ etc.).
Answers
1. Yomi and Ali have done some activities already.

 Negative: Yomi and Ali haven’t done any activities yet.
 Yes/No Question: Have Yomi and Ali done some activities already?
 Wh-Question: What have Yomi and Ali done already?
Who have done some activities already?
2. Ali has cleaned the house and the garden.
 Negative: Ali hasn’t cleaned the house and the garden.
 Yes/No Question: Has Ali cleaned the house and the garden?
 Wh-Question: What has Ali cleaned?
Who has cleaned the house and the garden?
3. Yomi has cleaned the kitchen.
 Negative: Yomi hasn’t cleaned the kitchen.
 Yes/No Question: Has Yomi cleaned the kitchen?
 Wh-Question: What has Yomi cleaned?
Who has cleaned the kitchen?
4. Yomi has done the washing-up.
 Negative: Yomi hasn’t done the washing-up.
 Yes/No Question: Has Yomi done the washing-up?
 Wh-Question: What has Yomi done?
Who has done the washing-up?
5. Yomi and Ali’s mother has cooked the lunch.
 Negative: Yomi and Ali’s mother hasn’t cooked the lunch.
 Yes/No Question: Has Yomi and Ali’s mother cooked the lunch?
 Wh-Question: What has Yomi and Ali’s mother cooked?
Who has cooked the lunch?
6. She has told them to wash their uniforms.
 Negative: She hasn’t told them to wash their uniforms.
 Yes/No Question: Ha she told them to wash their uniforms?
 Wh-Question: What has she told them to do?
What has she told them to wash?
Who has told them to wash their uniforms?
Activity 4
Allow students to work with their partners and underline the present perfect verb
structures as follows. Take answers from different students for different verb structures.
Our school arranged a trip to Bishoftu last week. We have been to many interesting lakes
there. We have visited the Bishoftu Lake. The view of this lake is very beautiful. We
have also been to the Hora Lake. We have seen many birds in the trees, and we have
heard them singing and chirping. We have visited the Babogaya Lake as well. It has a
very spectacular view. We have seen people taking a boat trip on the lake. Finally, we
have been to Dr. Artist Lemma Guya’s Art Gallery. It is full of the artist's great works of
creativity. All in all, we have enjoyed our trip to Bishoftu so much.
Activity 5: Answers
We have been to Hawasa for a trip recently. We have visited many places in the city such
as the Hawassa Lake, Tabor Mountain, and a park. The Hawassa Lake is located at the
city. We have seen a lot of boats and tourists. Our teacher has told us that there are hippos
in the lake, but we have not gone to where the hippos are found. At the lake, we have
enjoyed the fish market, and we have also eaten fresh fish. Right on the lake, there is a
park where we have watched some animals and birds. A local man has trained some
monkeys to sit on the shoulders of tourists and eat cookies. The Tabor Mountain is found
in the middle of the city. We have not walked up the mountain though. A local boy
has informed us that there is a church at the top of the mountain.
Activity 6
Arrange the class into pairs and inform them to play the role of student A and student B.
They may need to write down their ideas first. Tell them to take turns to be student ‘A’
and student ‘B’. Above all, check that they are using the present perfect tense in their
dialogue. The ideas and the language to be used may vary from students to students. Get
some pairs to demonstrate their dialogue to the whole class.
Activity 7: Answers
1. Up to now I have visited Bishoftu and Hawasa. (visit)

2. Have you ever eaten ‘Ancote’? (you ever eat)
3. I haven’t written to Muna since September. (not write)
4. I saw her in May, but I haven’t seen her ever since. (not see)
5. Abdi has never ridden a bicycle. (never ride)
6. I have known them for many years. (know)
7. My father has travelled all over the country. (travel)
8. We have had lots of exciting experiences in Bishoftu. (have)
9. Sifan still hasn’t answered my letter. (not answer)
10.Has Yusuf already left for Harar? (already leave)
Activity 8
This is a mixed activity of the simple past tense and present perfect tense. Show the class
the difference between the two tenses by referring to the given example and using your
own examples, if necessary. Don’t go into the differences between the two tenses other
than the difference indicated in the example sentences. Remember that there are several
other differences. Treating all differences at once can be demanding and confusing for
students. Get students to do the activity with their partners and practice the dialogue.
Take sample answers from some pairs and give feedback.
Answers
1. A: Have you played any game recently? (play)
B: Yes, I have. I played football last week. (play)
2. A: Can you finish your assignments before you go to sleep?
B: I have already finished them. I finished them an hour ago.
3. A: Have you ever seen traffic lights?
B: Yes, I have. I saw them in Finfinne last year.
4. A: I guess your sister lives in Finfinne. Have you met her during your stay
there? (meet)
B: Yes, of course. I stayed at her home for two days. (stay)
5. A: We are going to watch the new movie in the afternoon. Would you like to
join us?
B: Thanks, but I have already seen it. I watched it a few months ago.

Lesson 6
Telephone Conversations
Activity 1
Encourage students to answer the questions in this opening activity, especially the fourth
question. Lead them to acceptable responses but avoid giving correct answers at this
stage.
Activity 2
Arrange students in pairs and tell them to practice the telephone conversation. Inform
them to take turns to be speaker ‘A’ and speaker ‘B’.
Activity 3
Get the class to study the list of useful phrases given in the box. Make sure that they
understand their meanings as well. Tell them to read through the conversation first. Then
inform them to complete and practice the conversation with their partner.
A: Hello?
B: Hello. May I speak to Firomsa, please?
A: Sorry, he's not here. Who's calling, please?
B: This is Amir speaking, Firomsa's friend.
A: Hi, Amir. Can I take a message?
B: No, thank you. I'll call back later.
A: Okay, bye.
B: Bye
(After a few hours)
A: Hello?
B: Hello? Can I speak to Firomsa?
A: Speaking.
B: Hi, Firomsa. This is Amir.
A: Hi, Amir. What's up?
B: Let's play football at the school pitch.
A: Sounds good. What time?
B: How about at two?
A: Okay! See you at two.
B: Bye.
Activity 4
Focus on students’ practice of some useful phrases in telephone conversation rather than
expecting them to give correct answers.
Answers
1. D 2. E 3. F 4. A 5. B 6. C
Activity 5
This is an activity that provides further practice on important vocabulary items and
phrases related to telephone communication. Allow students enough time to read through
the text and fill in balks in the text with suitable phrases. Alternatively, you can give this
activity as homework and discuss it in the next class.
Answers (underlined)
When someone calls you, the phone makes a sound; we say the phone is ringing. If you
are available, you pick up the telephone or answer the telephone, in order to talk to the
person.
When you want to make a phone call, you start by dialing the number. Let us imagine
that you call your friend, but she is already on the phone with someone else. You will
hear a busy signal, a beeping sound that tells you the other person is currently using the
phone.
Sometimes, when you call a company, they put you on hold. This is when you wait for
your call to be answered - usually while listening to music. Finally, when you have
finished with the conversation, you will hang up.
Lesson 8
Activity 1
This is a preparation activity for a guided writing activity. Remind the students to draw
on information from the listening and reading texts in this unit and their own knowledge
about traffic officers. Do not insist on getting full information from the students.
Normally, their responses to the questions may be limited. Tolerate this and welcome any
sensible answer. Accept answers from some students and give general feedback that can
guide the rest of the class.
Sample answers
1. Traffic police officers are employed people who direct traffic in towns and cities and
ensure that traffic laws are respected by road users.
2. They mostly operate in towns and cities.
3. They are responsible for directing traffic movement and ensuring traffic rules are
applied properly by road users. They also direct pedestrians, monitor the behavior of
road users, and conduct traffic stops and a check on passengers.
4. They patrol in cars or on motorcycles. They also walk usually in pairs.
5.
 He/She must have full knowledge and understanding of laws and regulations
related to vehicle traffic.
 He/She must stay vigilant and alert for any illegal act against traffic rules and
regulations.
 He/She needs to be excellent drivers as well, in order to be able to chase and detain
suspects who attempt to escape.
Activity 2 and Activity 3
Explain these activities to students and assign them for homework. In the subsequent
class, get students to work in pairs or small groups and compare their paragraphs. Also
encourage them to exchange comments. Finally, get some students to read their
paragraphs to the entire class. Provide feedback as required.
UNIT FOUR: FARM ANIMALS (20 Periods)
Learning Outcomes:

 take notes for details in the listening texts;
 construct meanings from the listening texts;
 identify the main ideas of the reading text;
 write their own sentences using unfamiliar words from the listening and the
reading texts;
 write a short paragraph about farm animals;
 identify function and meanings of modals and use them appropriately;

Lesson 1
Activity 1
With the help of questions given at the beginning of this unit, first, let students activate
their prior knowledge of the topic. Help them know key words related to the theme of the
listening text by using the questions raised and the activity about Honey Bees.
To enable the students learn from others by asking or referring sources like dictionary,
make them do the activity at their own pace. You can inform them to complete the
activity in the table as homework and discuss their answers in groups of three in the next
class.
Finally, summarize what they report in ways they fit into what you have planned to teach.
You also need to treat some key words mentioned in the textbook before reading the text.
Then, allow the students to refer to questions to be answered so that they know what to
focus on as they listen. Next, read the listening text with moderate speed only twice and
allow the students to complete the activities within the time limit given in your lesson
plan.
Possible Answers
Lesson 1
Activity 1
1. Yes, honey bees are related to farm animals because like farm animals, they are raised
or kept in a farm for economic and consumption purposes. What the honey bees
produce are consumed by the farmers and sold as one means of income generation.
Even though the bees are insects, they share the above features which farm animals have.
So, they can be called farm animals.
2.
a. The bee in picture 1 is a queen which is the longest in the bees’ colony. She has a
long abdomen that extends beyond the tip of her wings. This structure gives her the
appearance of having short wings. Her back, too, is different from that of most
worker bees. She has a shiny, black hairless back, while workers tend to have fuzzy
(not smooth or shiny) backs.
b. The bee in picture 2 is a worker which is a female. The Worker bee is shorter and
more slender than drones and the queen. Her back legs have special baskets to help
her collect pollen. Her abdomen is also fully covered with her wings.
c. The bee in picture 3 is a drone which is male. He is larger and heavier than a worker
bee. His shape is more like a barrel and his eyes are huge that seem to cover his
entire head. Like the worker bee, his abdomen is fully covered with his wings.
3. The bees in pictures 5-7 are collecting pollen grain, nectar and water. All are worker
bees.
4. The bees in picture 8 are the queen and the drone bee. They are mating while they are
flying. As can be seen from the picture, the queen is beneath (under) the drone.
5. Pictures 9 and 10 communicate where the bees’ colony live. They are man-made
beehives which are traditional (picture 9) and modern (picture 10).
6. Picture 11 shows bees’ colony which includes the queen, the worker and drone bees.
Picture 12 shows the honeycomb which is a structure of rows of six-sided wax cells
made by worker bees to hold their honey, eggs or pollen.
7. The life cycle of the bees shows that the bees pass through four stages of
development: egg, larvae, pupa and adult.
Activity 2
Help students to understand meanings of the following key words:
1. Caste means class.

2. Forage is nearly the same as search for.
3. Colony is the same as group of honey bees living together.
4. Sustain means to allow to continue
5. A grub is a soft thick wormlike larva of an insect as shown in the life cycle of
bees.
6. Perform means do.
7. Ventilate means cool.
8. Function means purpose.
9. Limited means restricted.
10.Outdoors means outside the beehive.
11.Stinger is a sharp organ at the end of the bee's abdomen used to inject venom
(poisonous substance secreted by the bee).
12.Diversity means variety.
13.Sting means to wound with a poisonous substance.
14.Eject is nearly the same as remove.
Allow the students to read the question section so that they will be able to concentrate
while they are listening.
Before you start reading the text, check that the students are settled and ready to listen. It
is also important that you ensure that there is no noise disturbance that may affect the
students’ listening. Advise the students not to be worried if they miss something during
their first listening for they will have a second opportunity to listen to.
Then, read the listening text twice only at a moderate speed.
Here is the listening text.
Unit Four: Farm Animals
In this part, you are going to listen about bees. You will be listening to the speaker twice.
Try to have a fair understanding of the listening text so that you will be able to respond to
questions set for you in your textbook.
Honey Bees
There are many species of bees in the world. But this listening text focuses on the honey
bees because they are the most studied insects.
Honey bees are social insects that live in a colony which consists of a single queen,
hundreds of drones and 20,000 to 80,000 female worker bees. All these members of the
colony pass through four specific life stages: the egg, larvae, pupa and adult. The larvae
are legless grubs that shed their skin several times before they enter the pupa stage. After
another molt, the pupae will emerge as adult honey bees that begin to perform specialized
task for the colony.
Now let us move to talk what each caste of bee performs in the colony.
First, let us talk about what the queen does in the colony. The queen bee is the only
member of the colony which can lay fertilized eggs. Thus, the queen takes the
responsibility of producing the young by laying eggs. She does this by mating with six or
more drones early in life and store up millions of sperm in her body. Then, she lays
fertilized eggs which may reach up to 2,000 within a single day. By passing through the
life cycles mentioned, the eggs develop into female workers, new queen and drones.
Now, let us move to talk about the worker bees. These bees perform a number of tasks
for the bee colony. Some of the workers are nurses. These workers stay in the beehive
and control what goes inside. They clean and ventilate the hive, feed the larvae, the queen
and the drones. They also build honeycomb in which eggs are laid, honey, pollen grain or
nectar is packed. Others are soldiers that defend the colony from enemies. These soldiers
stand at the gate and check what is going around the beehive. They defend the colony by
stinging an enemy and die after attacking. This happens for their barbed stingers are torn
from their abdomens and remain attached to the victim’s skin. Some are hunters. These
are experienced bees that can go out to field and forage for pollen grain, nectar and water
which are used in the preparation of food for the colony.
At the end, let you listen about what the drones do. These are male honey bees without
stingers. They gather neither nectar nor pollen and are unable to feed without assistance
from worker bees. Their function is limited to mating with the queen. They mate with the
queen outdoors usually in the midair and die soon after mating. In addition, when food
for the colony becomes limited, some of the drones are ejected by the worker bees.
Thus, for survival, the colony depends upon diversity of population in which each caste
of bee performs different specific tasks which are mainly done by worker bees. You may
wonder about how these small worker bees communicate to accomplish such complex
activities. Their major means of communication is dance, especially with respect to
showing directions of source of food. The type of dance they perform varies according to
the distance of food resource from the beehive.
In this talk, we’ve tried to see how division of labor takes place in the bee colony. The
female workers play major roles for the well-being of the colony by doing jobs like
housekeeping, guarding and hunting for pollen, nectar and water. The queen takes a
general responsibility of sustaining the future generation of the colony by laying eggs
which turn into the young after passing through different stages of development
Activity 3
1. A bee colony has three kinds of classes: workers, the queen and drones.
2. A drone does not gather pollen and nectar. It only mates with the queen bee.
3. The worker bees communicate about food source through dance.
With the help of information from the listening text, allow students to complete activity
in the table.
Activity 4
Division of Labor among Honey Bees
N Types of tasks to be performed Performer ( Who

o Performs)
1 Cleaning the hive, feeding the queen, the young and Nurses (worker bees)
drones
2 Collecting pollen, nectar and water experienced bee workers
3 Defending the colony from enemy soldiers (worker bees)
4 Keeping the bees’ generation to continue queen
Activity 5: True False and Multiple Choice Questions

Based on the information in the listening text, answer the following by underlining
either True or False.
1. Each member in a bee colony performs specific task. (True, False)

2. The drone is the largest of all bees in the colony? (True, False)
3. Usually, there is one queen in a bee colony. (True, False)
4. The queen bee always mates with drones of her own colony. (True, False)
Activity 6: Answer the following questions by choosing from the alternatives.
Let students show their answers in their exercise book by writing the letter that represents
their choice.
1. The nurse bees are:
c. The workers
2. The stages in the life cycle of bees are:
a. four
Lesson 2
Activity 7: Opinion Questions
Based on their experiences and hints they get from the listening text, allow the students to
be in groups of three and answer the following questions and report to class.
1. What good lessons have you learnt from the bee colony?
 Dying for the well-being and survival of others
 The importance of hard work
2. How can farmers assist the bees with their honey production?
 By supplying the bees with adequate pollen grain, nectar and water
 Supplying the bees with man-made honeycomb so that the bees directly begin
filling it with pollen, honey, or nectar.
3. How can the lives of the bees be sustained?
 Minimizing the use of pesticide for it kills the bees
 Preparing a modern beehive for the bees
 And other related answers are possible. Elicit as many answers as you can from the
students for the purposes of such opinion questions are to make the students speak
English Language freely.

Lesson 3
Activity 1
1. Animals that are raised for food (meat, milk, egg, etc.) or sale are called farm animals.
2. They live with human beings because there are tamed and owned.
Farm Animals and Their Utilization
Picture Animal’s What it is used for

No Name
1 cattle milk, meat, tilling, clothing (leather), transport, draught

(pulling heavy load)
2 goats milk, meat, fleece ( the woolly covering of a sheep or goat)
3 sheep milk, meat , fleece
4 chicken meat, eggs
5 horses transport, riding, racing and tilling
6 donkeys carrying, pulling loads (draught)and tilling
7 camels transport, meat, tilling and milk
8 mules or transport
hinnies
Activity 2: Multiple Choice and Reference Questions
1. This passage mainly discusses about (c)Why farm animals are raised
2. According to the passage, what do you find on a dairy farm? (b) milk
3. Which statement is true?
b. Goats are milked.
4. Which animal is mainly raised for its hair? (b) sheep

5. Which paragraph summarizes the main points in the passage? (c ) 9
What do the following words refer to?
6. there in paragraph 1 line 4 refers to farm.
7. they in paragraph 2 line 4 refers to cattle.
8. who in paragraph 5 line5 refers to farmer.
9. them in paragraph 6 line 3 refers to sheep.
Lesson 4: Vocabulary
Activity 3
Words in Column A below are taken from the reading passage students have read about
“Farm Animals”. Let them match these words with their corresponding meanings given
in Column B. They should copy the table into their exercise book and do the matching by
writing the meanings against words in Column A.
Matching
No Column A: Words Column B: Meaning
1 Hen d a. male chicken
2 Shear f b an area of land where crops and animals are grown
3 Rooster a c examine
4 Farm b d female chicken
5 Sow i e look like
6 Check on c f cut hair
7 Resemble e g male pig
8 Reside l h tasks
9 Boar g i female pig
10 Raised n k meat of a cow
11 Beef k l live
12 Chores h m meat of a pig
13 n grown
Lesson 5: Opinion Questions
Activity 4
Allow students to express their opinion as freely as possible. Answers to these questions
are experience specific. There may not be one specific answer for each of them. So, let
students share their feelings to the class. You may condense their responses at the end
and give them feedback.
1. Are there similarities and difference between the way farm animals are raised in the
passage and in the countryside of Ethiopia? Comment on this and share your views
with your classmates.
2. Would you like to exercise “raising farm animals” as one source of income generation
in your life in the future? If so, why? If not, why not?
3. In your opinion, of all farm animals discussed in this passage, which one or ones best
serve man? Why?
Section Three: Modal Verbs
Lesson6
Activity 1
1. Verbs in bold in sentences 1-10 communicate the following.

Here are the example sentence taken from the listening and reading texts.
2. The queen bee is the only member of the colony which can lay fertilized eggs.
(ability)
3. [The queen] lays fertilized eggs which may reach up to 2,000 within a single day.
(possibility)
4. Experienced bees … can go out to field and forage for pollen grain, nectar and water.
( ability)
5. You may wonder about how these small worker bees communicate to accomplish
such complex activities. (possibility)
6. A visit to a farm might include meeting many different animals…. (possibility)
7. Horses may also reside on a farm…. (possibility)
8. A cow may eat up to 100 pounds of food each day …. (possibility)
9. An average pig can grow to weigh between 600 and 900 pounds, but some can weigh
as much as 1,000 pounds. (possibility)
10.… Once large enough, a farmer will sell the pig. (certainty)
11.A horse can help farmers with many chores and can be used for transportation on the
farm. (ability)
The above verbs in bold in sentences 1- 10 have the following features.
1. They have two parts.

2. The first part is a helping verb. In this case, it is the modal verb that functions as a
helping verb. Modal verbs are helping verbs. They always stand with other main
verbs. They cannot stand alone.
3. The modal verb is followed by bare infinitive ( infinitive without to)
4. The modal verb does not change for number (plural or singular) and for person (first,
second or third person). The modal verb is commonly used across all number and
person without variation. Look at example sentences 1-10 above with reference to
these answers.
5. Check students’ responses and provide correct feedback.
Activity 2: Matching
Let students copy the table into their exercise book and do the matching activity.
Matching Activity
No Context Column A: Sentences Column B:

Constructed Language
Functions: to
express
It is an exam day. You are in need of the Teacher, may I call
exam coordinator’s help. Your student is the exam coordinator
1 asking you to call the exam coordinator for for you? (offer) a possibility
you.
It is Sunday on which your friend visits
2 you. Somebody is knocking at the door. It may be my friend. b promise
You are not sure who the person is. But (possibility)
before opening the door, you talked to
yourself saying:
You are talking to your friend aboard where I will buy and send
lap top is cheaper. At one moment, he you a new brand lap
3 informed you to buy and send you a lap top top. c permission
for you. He said: (promise)
Your teacher is making a sitting Teacher, may/can I
4 arrangement for the class. You want to sit sit with my friend? d offer
with your close friend and ask the teacher (Permission)
to allow you that. You said:
5 You are in a restaurant to eat your lunch. Could I have the
You want to know the types of meal menu, please? ( e certainty
available. You asked the waiter saying: request)
6 During break and after school, you observe You should not eat so f request
some students eating so much chocolate. much chocolate. It is
You are informing them not to do that not good for you. (
saying: advice)
7 The cinema was frequently closed on I could see film last g
Sundays. But last Sunday, you were able to Sunday because the advice
see film because it was open. You share this cinema was not
to your classmates saying: closed.
(ability)
8 This semester you have studied well and In this semester, I will
you are thinking of getting good grades. get good grades. h suggestion
You said: (certainty)
9 You are now at home after school. Your Shall I make you tea? i ability
sister is asking you saying: (offer)
10 You and your brother have planned to leave Shall we leave now? k deduction
for Addis at 8:00 am. It is now 1:45. You (suggestion)
said:
11 Your mother is preparing for a holiday. She Shall we invite your
is asking you saying: friends to lunch on
the holiday?
(suggestion)
12 This, there is good rain throughout the We may have good
country. Thus, farmers say: harvest this year.
(deduction)
Activity 3: In sentences 1-7, indicate the functions of the verbs in bold by underlining one
from the options given.
1. If the waiter at a restaurant asks you saying, “Would you like some more tea?” what is he
expressing? (invitation, offer, request, suggestion)
2. Would you let me know as soon as possible? This is ______________ (invitation,
request, offer, suggestion)
3. Would you mind if I open the windows? This is ______________ (invitation, request,
permission, offer)
4. I will cook tonight. It is my turn. This is __________. (invitation, offer, request,
suggestion)
5. Can you speak Afan Oromo? This is _________.(Permission, request, ability,
suggestion)
6. These figures look odd. There may be a mistake. (possibility, permission, ability,
suggestion)
7. Shall we visit some historical places during vacation? ( permission, offer, suggestion,
invitation)
Activity 4
Complete the following sentences with correct modal verbs of deduction (must, can’t,
couldn’t, should, may (not), might (not), can or could). Where possible, a word may be
used more than once.
1. In big cities like Addis Ababa, the cost of living can be very high.
2.
Guest: Where is the director’s office, please?
Guard: It is over there. But it is closed. He must be around because his car is parked near
the gate.
3. The guests left 20 minutes ago. They can’t/couldn’t be in Addis yet. It takes an hour to
drive there.
4. It is the eve of a holiday. Many students may not/might not go to school.
5. I took my car to the mechanic yesterday. He said that he would fix the problem within a
day. So, my car should be ready by now.
6. She's not answering. She could/may/might be in class.
Section Four: Speaking
Let students get prepared on the speaking activity as a home work and present their talk
to class. You can use this activity as an opportunity to assess students’ speaking skill.
Advise students to limit their talk to 3-5 minutes and rehears it before coming to class.
They may check their preparation in terms of core points suggested in this material.
Since the main focus is enabling students to get their message across others, encourage
them to speak as convincingly as possible so that they will be able to win the attention of
their audience. Since you may not have enough time to allow all students to present,
some who do not get the opportunity can present the speaking activities in other units of
this material.
You may set criteria with which you can evaluate their speech out of 10%. You use the
following as initial points:
a. Content (2.5%): How far the contents included in their talk are convincing? You should
treat this in line with the students’ grade level.
b. How fluent are they when delivering their talk? (2.5%) Regardless of the grammar they
are using, how understandable are their ideas?
c. How audible is their voices? Do they speak clearly in a way they can be heard in class?
(2%)
d. Orientation: Do they stand naturally and convey their message? (1%)
e. Eye-contact: Do they glance at their audience while speaking? (1%
f. Time Use: Do they finish their talk with the time limit given? (1%)
Before their presentation, let them know these criteria so that they will get prepared and
act accordingly.
After presentation, give feedback to the presenters and inform the score they get for their
presentation. This will help them know things they should improve in the coming similar
activity.
Section Five: Writing
Activity 1
The focus of this activity is on accuracy. With the help of this activity, students are
expected to practise functions of modals. Each context given leads students to the use of
some sort functions of modal verbs. So, you can use this activity as a means to evaluate
students’ knowledge and ability of using modal verbs. Each sentence might be corrected
out of 1%. They may do this activity as a home work.
Before submitting their sentences, allow students to exchange what they have done with a
person sitting next to them and comment on each other’s work. They can make
amendments where necessary and submit what they have finalized to you. But aware
them that copying from one another is strictly forbidden. Tell them that copying may
result in penalty.
Though there could be variation in the way ideas are communicated, the following
answers could be taken as guiding points with regard to what is being aimed through
contexts 1-9.
1. My hens are not laying eggs regularly. What shall I do to increase their egg laying
capacity?
2. Mum, you should not give sweets to children. They are not good for their health.
3. Sorry, I am in class. I will call you later.
4. My sister did not feel well yesterday. She couldn’t eat anything.
5. I might give you some money.
6. I can’t move this table. Could you help me, please?
7. Excuse me; may/could I take a picture of yours?
8. Students, you should study well for your test.
9. Farmers should take care of their cows properly.
Note: For each context, other related responses are acceptable.

Activity 2
This is a guided writing activity in which students write a paragraph about farm animals.
They are expected to use their answers to questions raised in the students’ textbook under
this activity.
Help students to draft their paragraph in ways suggested in their textbook.

To inform the reader what the paragraph is about, it is important that the students begin
with a leading sentence at the beginning of the paragraph. Then, they may point out the
type of farm animals raised in their areas and support this with evidenced. They can go
on expressing their own feelings about the farm animal/animals that best serve human
beings. They can also reason out why they prefer that animal/animals more than others.
They can also reflect whether or not they are happy with the way the farm animals are
raised in their area. Finally, they can conclude by giving suggestions for farmers on ways
of improving the lives of their farm animals.
You can use this activity as a means of evaluating students’ writing skills out of 10%.
You may use the following as criteria for your evaluation.
a. Content: How relevant are the contents in the paragraph? (3%)
b. Coherence: Is there smooth flow of ideas in the paragraph? (3%)
c. Language Use: Are words and grammar used appropriate? (2%)
d. Use of punctuation marks (1%)
e. Use of capitalization (1%)
Let students try this writing at home and share ideas in pairs when they come to class.
You should support them with things necessary. Give them feedback on how to begin
writing the paragraph, how to use proper capitalization and punctuation marks like
comma, question mark, full stop and exclamation mark for they may have little
knowledge on these areas.
Advise students not to copy from each other.

Note:
When making the activity, treat everything according to the level of students.
Give feedback after correction so that students will do better in the coming activities.
UNIT FIVE: POULTRY (20 Periods)
 identify and extract the main ideas and details from the reading and the listening
texts;
 tell the meaning of a word as it is used in the reading and listening texts;
 produce written responses based on the information in the reading and listening
texts;
 use appropriate vocabulary and grammar in speaking;
 express themselves fluently and accurately;
 use information from a listening and reading text to summarize;
 based on textual information, write a short paragraph about honey bees and
chicken;
 identify the difference between the modal verb must and have to /has to and need to
and use them in appropriate context;
 participate in whole class and small group discussion in English.
Section 1: Listening
Lesson 1
Activity 1
Encourage the class to answer the three questions .Accept as many and
appropriate answers as possible.
Pre-teach the basic vocabulary: Take the students attention to the pictures and give brief
explanation.
Activity 2: Vocabulary
1 D 2 E 3 G 4 B 5 C 6 A 7 F
Definitions:
 cock: an adult male chicken
 cockerel: a young domestic cock
 hen: a female bird, especially of a domestic fowl
 egg: an oval or round object with a shell laid by a female hen
 chicks: a domestic chicken especially those which are newly hatched; baby chicks
are small, yellow and fluffy
 brood: a group of newly hatched chicks
 pullet: a young female hen
Let students copy numbers 1-12 in the diagram into their exercise book and be
ready to listen. As they listen to the text about external body parts of a chicken, let
them write the words or phrases these numbers stand for. Read the listening text at
a moderate speed twice only.
Listening 1
External Body Parts of a Chicken
The Listening Transcript
Chickens which are generally been called hens are domestic birds. They are raised for
eggs, meat or sale purposes. In this talk, you are going to listen about some external body
parts of a hen.
One of the external body parts of the hen is a comb. It is a soft fleshy ornament on top of
its head. It helps the hen to adjust its body temperature in the heat. Moving down the
head, you find eyes. They are set on either side of the hen’s head.
The body part found on the front side of the hen’s head is the beak. This is the hen’s
mouth which is made of horn like material. It is very strong and usually a yellowy color.
It has two parts: upper and lower beak which is used for eating, feeding the young and
fighting an enemy. The body part hanging below the beak is Wattles. They are two red
fleshy skins which cool and indicate the health and sexual maturity of the hen.
A hen has a set of wing feathers on either side of its body which helps the hen to fly. But
a hen cannot fly very well. It can flap its wings sufficiently to raise itself about three
meters off the ground. It cannot fully fly for its wings are short and its body is heavy.
Next to the feathers on the wing, you find the tail feathers which are found at the back
part of the hen’s body. A hen’s tail feathers point upwards while a cock’s tail feathers get
curved down like a sickle.
Now let us talk about the body parts around the leg. A hen has a pair of leg and every leg
consists of a thigh, hock, shank and toes. The thigh is the upper part of the leg which is
attached to the main body of the hen. Down the thigh, there is a hock which is a joint
between the thigh and the shank. The shank is the portion of hen’s leg below the hock
and above the toes. The lower parts of the leg are the toes. There are four toes with sharp
claw on each toe. Three of the toes point forward while one toe points back for balancing
purpose. The toes help the hen to stand and walk. They also help the hen to scratch the
soil for food and to fight an enemy.
As a whole, in this talk, you have listened about the external body parts a hen. You have
also been informed what the body parts look like and their functions. The descriptions
given also may have helped you to write what numbers 1-10 in the diagram stand for.
Activity 3: Answers
1 toes 2 comb 3 tail feathers 4 beak 5 hock

6 wattles 7 thigh 8 wing 9 eye 10 shank
Activity 4
Try to elicit students’ opinions on the five questions in this activity and give feedback.
Now, listen to the text on the Chicken’s Life Cycle. Then, answer the questions
in complete sentences.
Chicken Life Cycle
Chickens are the most common bird on earth. There are about 60 different breeds.
Chickens like to live in a group and the groups are called flocks. Each flock has some
chicks, some hens and a rooster. Chickens eat worms, insects, seeds, grains, fruits,
vegetables, and lots more.
Chickens don’t have teeth; they swallow their whole food into a part of their stomach
called the gizzard that has tiny stones which help to grind up their food.
Now, let us move to talk about what happens during the first stage of the chicken life
cycle.
In the first cycle, the hens lay eggs. They can do this without cockerels. The
unfertilized eggs are what humans bake cakes and other foods with and eat cooked as
boiled, fried, poached or scrambled eggs. Only if the egg is fertilized by a cockerel, can
it become a chick. Chickens lay more eggs when it’s warmer. The laid eggs can be
brown, white, blue, bluish green or pink. The hen incubates the eggs by sitting on them
to keep them warm.
Thus, in the second life cycle, when the eggs are ready, the hen hatches the baby
chickens called the chicks. The hen pecks a hole in the shell with a bump on its beak
called an egg tooth. When the chicks first hatch, they are covered with tiny, soft,
fluffy feathers called down, but they are wet at first. Down feathers keep them warm.
In the third life cycle, the chick grows up and changes over time into a chicken.
Chickens can live between 10 and 15 years. They are raised for their meat and eggs.
Female chickens are called hens while male chickens are called cockerels. Cockerels
are bigger and more colorful than the hens. They do a little dance to impress the hens.
Cockerels protect the hens and the hens protect their chicks. Hens are ready to lay their
first eggs when they are around 6 months old. When the hen lays and incubates an egg,
the chicken life cycle starts all over again! Hens can lay around 300 eggs every year.
Activity 5
1. There are about 60 different breeds.

2. Chickens eat worms, insects, seeds, grains, fruits, vegetables, and lots more.
3. The gizzard; it grinds up the food with the tiny stones in it.
4. Chicken eggs can be brown, white, blue, bluish green or pink.
5. The three types of cooked eggs are boiled, fried, poached or scrambled eggs.
6. The hen incubates the eggs by sitting on them.
7. The chick’s egg tooth is for pecking a hole in the shell with a bump on its beak.
8. The chicks’ feathers are tiny, soft, and fluffy. The feathers keep the chicks warm.
9. They do a little dance to impress the hens.
Activity 6
 Elicit answers from the students on the life cycle of chicken and implications for
raising chicken.
 Randomly ask the students to share their answers with the whole class. The picture on
The Life Cycle of Chicken is self-explanatory. Invite them to describe it.
Activity 1
Ask the students to briefly tell their answers after the pair. You may also call their
names randomly …Encourage them to tell their expectations based on questions
number 2 and 3.
Activity 2
1 False 2 False 3 False 4 True 5 True 6 False
Activity 3
1 A 2 B 3 A 4 B 5 C
Ask students to read the reading text again and do the questions in the textbook.
Activity 4: Answers
1. Domesticated chickens are in captivity because they are kept in a in a place such as
man- made houses or live together with human beings , park or zoo instead of living
in their natural environment. As a result, their overall movement is not free rather it
is restricted.
2. The three general categories of breeds of poultry are laying breeds, meat-producing
breeds and dual-purpose breeds.
3. The two benefits of poultry farming are economic gains/supplementary income and
nutritional support.
Activity 5: Answers
1 I 5 H 9 P 13 D
2 O 6 K 1 G 14 C
0
3 N 7 J 1 F 15 B
1
4 M 8 L 1 E 16 A
2
Activity 6
1 feed 5 captivity 9 docile 13 hatch
2 return 6 molt 10 plumage 14 rooster
3 gains 7 booming 11 terrific 15 fetch
4 lay 8 breed 12 domesticated 16 rear
Activity 7
As questions in this activity are open-ended, try to accept as many answers as possible.
Allow students to report their opinions on the questions raised and give them feedback by
condensing their responses.
Activity 8: Word Study
A hen B Cock/rooster C chicks D flock E Rooster and hen
Activity 9: Answer
1 comb 6 flocks
2 wattles 7 pecking order
3 claw 8 nest
4 wings 9 broody hen
5 roost 10 hatch
Section Three: Grammar
Activity 1
Make students report their answers to the class for discussion. As the main aim is to help
the students learn the grammar through functions, help them understand the forms. Help
them to draw the grammar rules for themselves. You can give them feedback by writing
the rules on the blackboard or whiteboard. After they report their answers, draw their
attention to the notes given in the textbook. This may help students to have a deeper
understanding of the language items in focus.
Activity 2: Answers
1. Must, have to and need to are followed by infinitive without to (bare infinitive).
2.
2.1In terms of form, with third person singular number, have to and need to change
their forms while modal verb “must” remains the same as in:
a. I/we/you/they have to/ need to…( in the affirmative form)
I/we/you/they don’t have to/ don’t need to… (in the negative form)
b. He/she hast to/ needs to… ( in the affirmative)
He/she doesn’t have to/ doesn’t need to … (in the negative form)
c. I/we/you they/he/she must …( in the affirmative form)
I/we/you they/he/she mustn’t … (in the negative form)
d. I/we/you/they/he/she needn’t …
Needn’t is the negative form of need to. It is followed by bare infinitive and used for
all persons (first, second and third person) and number (singular and plural) without
variation. Don’t need to and doesn’t need to are other versions of needn’t. Needn’t is
the contracted form. Help students to understand these. They are synonyms, but
needn’t is more formal and common than don’t need to or doesn’t need to in the
preset.
2.2In terms of meaning,
a. with must, the obligation comes from the speaker.
b. with have to, the obligation is external: the order comes from an external body.
c. “Need to” does not imply obligation; it rather communicates importance. Someone
does something because it is important for him/her, not because it is obligatory.
He/she does it because he/she benefits from doing it.
3. Needn’t/ don’t need to communicates absence of obligation. It is used to give
permission to someone not to do something because that action is not necessary.
4. Like needn’t, don’t have to communicates absence of obligation. The action not
required but one can do it if he/she wants to.
Activity 3: Answers
Context: It is a school opening day. The school director reminds students some of their
responsibilities and rights. Some of the modal verbs are from unit four. Remind them
students to revise them if necessary.
1. A student (has to, must, need to) be punctual. It is a requirement.

2. A student who hasn’t worn a uniform (can’t, may not, needn’t) enter the school
compound. It is forbidden.
3. During free period, a student (doesn’t have to, mustn’t, can’t) sit idle. He/she could go
to the library and read there. He/she (mustn’t, doesn’t need to, may not) roam in the
school compound and shout. This is not allowed. However, he/she (may, has to, must)
go to the football field and play there.
4. Unless told by subject teachers, students (needn’t, mustn’t, couldn’t) bring textbooks
for which they do not have periods.
5. During your study time, you (should, have to, might) help each other. It is a good
practice to be encouraged.
6. A student (mustn’t, needn’t, doesn’t have to) to use his mobile phone during exam.
Using mobile phone creates access for the student to text exam answers for others.
7. With the school’s permission, you (might, must, have to) invite your parents to visit
the school.
8. A student (shouldn’t, doesn’t have to, needn’t) tell lies to teachers and his classmates.
9. You (must, could, may) complete classroom activities within the time limit given.
Postponing classroom activities for other time is not helpful.
10.During lunch break, you (don’t have to, mustn’t, couldn’t) stay at school; you can go
out.
11.You (need to, can, might) keep your cleanliness by bushing you teeth, washing your
hands, cutting your hair, etc. It is important for your health.
12.A student (should, may, might) respect teachers, other staff in the school and his
school mates. This is another quality of a good student.
13.Along these rules, you (can, must, have to) exercise your rights, asking what you
don’t understand, for example.
14.Above all, a student (needs to, has to, might) read widely for knowledge and updated
(current) information. This helps him/her to become a resourceful person.
Activity A: Guiding Answers
1. Drivers must stop when the traffic light is red.

2. You don’t have to go to school on Monday. There is a staff meeting.
3. We must submit our group works on Wednesday.
4. Mum, my sister needn’t buy me a birthdate gift.
5. You don’t have to attend the School Sport Club meeting. It is not obligatory.
6. Dad, my sister has to be involved in one of the school clubs. It is a requirement.
Inform the students to get prepared on the talk at home. Tell them to use guide points
given in their textbook and their own ideas in the preparation of their talk. Let them
rehearse the talk before they come to class. Allow those who did not get the opportunity
to be engaged in speaking activity to present to class for about 3-5 minutes.
You can use the evaluation criteria suggested in unit four of this text and evaluate the
students who present out of 10%. Use suggestions include in unit four as point of
reference in the evaluation.
Help students to use points of comparison and contrast given in the table of their
textbook. They can add ideas of their own from what they know regarding honey bees
and chicken.
Then allow the students to write a compare and contrast paragraph about Honey Bees and
Chickens.
In the initial position of the paragraph, let students have leading sentence that tells the
reader what the paragraph is about. Then, let them compare and contrast Honey Bees and
Chickens point by point using the ideas in the table. Finally, let students finish their
paragraphs by summing up the main points just in a sentence.
You can use this writing activity to evaluate the students writing skills. Evaluation
criteria suggested in unit four of this Teachers Guide can be used. Other ideas suggested
for supporting the students with their writing can also be used.
UNIT SIX: WATER POLLUTION (20 Periods)
 take note for details in the listening text;

 make meaning from the listening text;
 comprehend details of the reading text;
 write their own sentences using the unfamiliar words in the listening and the
reading texts;
 write a short paragraph about Water Pollution;
 identify the form, meaning and use of simple present passive voice

Lesson 1
Activity 1
Let students understand meanings of the following words by doing the matching
activity given. You need give feedback to students so that they would be able to
understand meanings of these before you read them.
No Word Definition( Meaning)
D1 environment A land on the edge of bed of a river or stream
K2 pollution B a building equipped with machinery for grinding grain
into flour
F3 fertilizer C inland waterway
I 4 insecticide D Surroundings in which people, animal or plants live.
C5 canal E a small body of still water formed naturally or by artificial
means
E6 pond F a chemical or natural substance added to soil to increase
its fertility
B7 mill G motorized means of land transportation on land or sea
G 8 vehicle H dirt ( solid waste)
H 9 filth I a substance used for killing insects
L 10 dump J toilet where one urinates or discharge feces (waste
matters)
J 11 latrine K the introduction of harmful of poisonous substance into
the environment
A 12 bank L deposit or dispose of (rubbish, waste, or unwanted
material)
Activity 2
Before listening to the text, allow the students to complete these questions and report
their answers to you as freely as possible. By giving feedback, help the students to
understand the questions and their possible answers.
Then, draw the students’ attention to activity 3 so that they will concentrate on them
while listening. Let them do questions in this activity in their exercise book. Read the
listening text at a moderate speed twice only.
Activity 3
Summary of the Listening Text
Water is:
1. polluted by chemical fertilizers and insecticides washed away into it by the rain;
2. contaminated with poisonous chemicals and waste products from mills and factories;
3. poisoned by water vehicles that dump oil, food waste and human waste into it;
4. poisoned by latrine that stands nearby its bank;
5. Polluted by drains that carry garbage into it when it is rainy.
Listening Transcript
Water Pollution
“Water is life” and it is well known to all of us. It is a vital element of our
environment. But water is getting polluted day by day. Our water is being contaminated
in different ways. In this talk, you will listen about water pollution, its major causes and
ways of preventing it.
Water pollution is the contamination of water. There are many causes of water pollution.
But this talk focuses on people who are the major cause of water pollution.
First of all, farmers use chemical fertilizers and insecticide in their fields to grow more
food. When rain and floods wash away some of these chemicals into rivers, canals, and
ponds, they get mixed with water and contaminate it consequently. Secondly, mills and
factories also throw their poisonous chemicals and waste products into rivers and pollute
water. Thirdly, water vehicles also pollute rivers by dumping oil, food waste, and human
waste into them. Moreover, unsanitary latrines standing on the banks of rivers, ponds and
canals also pollute the water. In these ways, water is contaminated by various kinds of
waste and filth. Besides, the drains running into the rivers and canals cause water
pollution too. So, water polluted in these ways is harmful for it causes death threatening
diseases like diarrhea, cholera, giardia, typhoid, etc.
Water pollution, however, can be prevented in many ways. First of all, people should be
made aware of the fact that water is important next to air. It is called life. So we should
not allow fertilizer, chemicals, and pesticides to be mixed with river water, canal water,
and pond water. Mills & factories should not throw the waste materials and unused
products into rivers and canals. Water vehicles and even sailboats should not throw oil,
food waste, and human waste into the rivers and canals. Unsanitary latrines should not be
built on the banks of the rivers and canals. In conclusion, awareness should be created in
the public.
Slightly adapted from: Water Pollution Paragraph for class 4, 5, 6, 7, 8, 9, 10, 11, 12 -
wikilogy (Aprill 30, 2022)
Lesson 2
Accept as many answers as you can. Let other students reflect on some selected answers
students report.
Lesson3
Activity 1
Accept as many answers as possible and give feedback by condensing them.
Activity 2: Answers
No Column A Column B
D1 Using fewer cars is one way of reducing air pollution. A live
J 2 Crude (unprocessed ) oil is changed into useable B clean water, not salty
petroleum products in an oil refinery
A3 Who do you reside with, your parents or with some other C Exposed to …
people?
B4 How many per cent of Ethiopians get fresh water? D contamination
G5 Groundwater is found under Earth's surface in soil pore E a natural mined mineral
spaces and in the fractures of rock formations salt, not processed
H6 Surface water pollution is caused by human activities like F interdependence of
agriculture, mining, factory effluent, landfills, human or people, animals,
animal waste. plants…with their
environment
C7 Groundwater is less vulnerable to pollution than surface G cracking
water.
F 8 Water pollution from any origin and source … affects H liquid waste
both humans and the ecosystem
E 9 Groundwater is contaminated with gasoline, oil, road I Substances that
salts, and chemicals that enter the ground. contaminate something
I 10 Pollutants like metals, plastics( solid), oil ( liquid), J an industrial installation
carbon dioxide ( gaseous ) cause water, land and air that processes crude oil
pollutions.
Activity 3: Answers
Now, answer these questions
1. The water pollution discussed in these passage is mainly allotted to

a. Human being
b. When rainfall gets into the ground and settles there, it creates,
c. Groundwater
2. Which paragraph discusses effects of water pollution?
a. Paragraph 4
b. Which paragraph presents suggestions regarding measures to be taken on water
pollution?
d. Paragraph 5
3. What do the following words or phrases in the reading passage refer to?
a. It (paragraph 2) refers to source of pollution.
b. that ( paragraph 2 ) refers to agricultural area.
c. which (paragraph 2) refers to body of water.
d. This water (paragraph 3) refers to groundwater.
e. which ( Paragraph 3 ) refers to human activities.
f. that (paragraph 4) refers to fishes.
g. that ( paragraph 5) refers to pollutants
4. According to messages in the passage, which one of the following is true?
d. Water pollution can be controlled if people are aware and determined to fight it.
5. According to paragraph 2, which one of the following is true?
a. Pollutants from non-point source reach water body by flood.
Activity 4: Answers
No Column A: Words or Column B: Contextual meaning as used in

phrases the passage
F1 sewage A wetland, marsh land
I2 toxic B release
A3 swamp C get rid of
H4 garbage D carried away
C5 dispose of E live
B6 discharge F excrement
L7 reside G cracking
D8 washed away H rubbish or waste
G9 fracture I poisonous
K 10 pollutant J hollow container for liquid
J 11 vessel K a substance the pollutes water, or air
N 12 oil spill L move
L 13 transfer M cattle
M 14 livestock N a leakage of oil into water body
Lesson4

Accept as many answers as possible and give appropriate feedback.
Lesson 5: Vocabulary in Context
Activity 5: Answers
1. Releasing sewage into a nearby water body should be banned by law for it poisons
lives of individuals and animals.
2. Smoking is dangerous for health because the cigarette contains toxic substance.
3. Crops or vegetables grown in polluted soil can have higher concentrations of toxins.
4. Throwing garbage everywhere attracts insects and rodents such as rats. It also serves
as a shelter for parasites like worms that cause illness. So it should be disposed of
properly.
5. In areas where plants are grown properly, minerals are not easily washed away. The
roots of the tree keep the soil strong.
6. People whose life depends on livestock suffer most during drought season. They have
to move from one place to another in search of water and food for their cattle.
7. A cup is a vessel with which you drink tea.
8. A swamp is a low-lying land where water collects. People who settle there are usually
affected by flood.
9. Oil spill poisons water body and aquatic animals in it. It occurs by accidents like
collusion (hitting) of oil tankers, fire or thunderstorm.
10.Teaching and learning becomes effective when both teachers and students discharge
their duties.
11.Pond water is one example of surface water. To be used for drinking, it should be
filtered.
12.To get grains grinded, in the Ethiopian context, it is women who often go to mill. It is
not clear why men do not participate.
13.If you are given the choice, which one do you ravel by, vehicle or plane?
14.In Ethiopia, to prevent soil erosion, people make a campaign during rainy season to
plant seedlings on mountainous areas and river banks.
15.Do you know how typhoid is transmitted? It is transmitted through contaminated food
and water. So, it good to check the cleanliness of food and water we consume.
16.Crude (unprocessed) oil is changed into useable petroleum products in an oil refinery.
17.Who do you reside with, your parents or with some other people?
18.How many per cent of Ethiopians get fresh water?
Lesson6
Activity 1
Note:
The subject of each sentence is the object. The form is be + past participle. When there is
modal verb, it is modal + be+ past participle.
You need to explain to the student concepts like doer (actor) and object (receiver). The
doer or actor does the action while the object receives the action. The object or receiver is
affected by the action of the doer.
There could be active sentence in which we find the doer (actor) without the object
(receiver). Verbs in this kind of sentence are called intransitives which do not pass the
action from the doer to someone or something else. Such sentences cannot be
transformed into passive for they do not have objects (receivers).
For example, in the sentence “I sing well”, we have the doer or actor “I” standing as a
subject without an object or receiver. He does the action which does not pass from him to
something else. In other words, there is no receiver. So, the verb sing is an intransitive
verb. You cannot transform this sentence for it does not have an object.
Thus, when you are teaching a passive sentence, you are indirectly teaching transitive
verbs which take one or two objects which are called direct and indirect objects. It may
not be time to talk about direct and indirect objects now. But it is an important concept
which we should be aware of.
In an active sentence, the focus is on the doer. Who does the action is more important
than what is done. Due to this, the doer is made subject of the sentence. But in a passive
sentence, the reverse is true. Emphasis is on the object. What happens is more important
that who does it. In this way, the doer is brought to the front position of a sentence to act
as a subject.
I real conversation, it is the active sentences that are frequently used. Passive sentences
are rarely used when situations require like giving emphasis to what happens, when the
doer is unknown or it is not important to mention the doer. Due to such purposes within
the passive sentences, the doer is introduced with the by phrase only when contexts
demand. The doer can be left out from the passive sentence as reflected in the summary
table below.
Draw the students’ attention to how passive sentences are constructed with modal verbs.
Remind them the modal verbs they previously learnt in the simple present tense that there
is no inflection. That is, there is no change in the form of the verb like adding “-s or-es”
on the main verb in the active voice. Similarly, with a passive sentence, modal + be +
past participle of the given verb is used with all subjects without variation.
Extend the example given with the modal verb can to other modal verbs like could, may,
might, shall, should, will, would and must and use them when the need arise. Try to view
the summary in the table below with these notes in mind so that you would be able to
support your students who may raise related questions.
Before students get feedback from you, let them report their answers to you. Their
answers will help you to organize appropriate feedback.
Here is the summary of answers for activity 1.
Example: Summary
No Object as a subject verb form Doer of the Addition

action words
1 water is contaminated by various kinds
of waste and
filth
2 Polluted water is washed away by rain
Receiver stands as be + past participle If important, the
subject doer is introduce
with the by
phrase
3 Water pollution can be prevented in many ways
on the banks
4 Unsanitary latrines should not be built of the rivers
and canals.
5 Fishes can be eaten by other big
animals and
human beings.
Receiver stands as Modal +be + past If important, the
subject participle doer introduce
with the by
phrase
Activity 2: Answers
You may use this activity as an opportunity to assess students grammar knowledge
1. On holidays, a lot of oxen are slaughtered.

2. Football is a popular ball game. It is plaid in most countries.
3. Coffee is made from coffee beans.
4. Fruits and vegetables are eaten for they are source of vitamins and minerals.
5. We can pollute our surrounding if we throw garbage everywhere.
6. In the Ethiopian context, a mother does the housework. It is not clear why a father is
not involved.
7. A: What does a coach do?
8. B: A coach selects the best players.
9. Student: Are there tutorial classes in this week, teacher?
10.Teacher: I am afraid there aren’t. I am occupied with marking your exam papers.
11. Student A: I think we did our group work well, didn’t we?
12.Student B: Yes, we did. As a group organizer, you may be invited to present. So, be
prepared.
13.Teacher: What do we do with a washing machine?
14.Student A: We keep clothes in it.
15.Student B: We use it for washing clothes.
16.Teacher: that’s right. It is use for washing clothes.
17.On school days, we are rarely allowed to watch television at home? Mother wants us
to focus on our studies.
18. A: Who drives you to school?
19. B: It is father. Mother hasn’t a driving license.
20. Tea is made from the leaves of a tea bush.
21.On school days, mother waters the flowers. On weekends, I do it myself.
22.Wood is used to make houses and furniture.
23. Hardworking students are appreciate by their teacher.
24. They are surprised by our early arrival.
25. Students should be advised to use their study time properly.
Lesson 6
Use this speaking lesson as an opportunity to assess students’ speaking skills.

Use the evaluation criteria indicated in unit four of the teacher’s guide.
Section Five: Writing about Water Pollution
Lesson 7
Use this writing activity as an opportunity to evaluate students’ writing skills.
At the drafting stage, let students use general sentence that can introduce the main idea of
the paragraph. Let the students write the causes in few sentences followed by the effects
of the pollution. Finally, let them write how the effects can be minimized. In final
sentence, let students rephrase cause of water pollution, their effects and remedies.
UNIT SEVEN: HARD WORK (20 Periods)
 identify main ideas and important details from the listening text;
 identify the main ideas and supporting details of the reading text;
 produce a written response based on textual information(listening and reading
texts);
 discriminate meanings of words as used in the texts( listening and reading);
 define /tell new words related to hard work.
 Write their own sentences using the unfamiliar words in the listening and the
reading texts;
 Write a short paragraph about a famous person they know;
 Use simple future tense correctly.
Lesson 1
Activity 1
Accept as many answers as possible for question 1 and give feedback.
For question 2, try to give answers by comparing what is happening in picture A with B,
C with D and E with F.
In picture A, a thirsty crow is drinking water from a vessel using other material as a
device. This is an example of smart work. You can see how the bird reaches the water.
But in B, he is still trying to reach the water which seems impossible. He hasn’t used his
talent to get access to the water. This is an example of hard work. He is doing with
commitment but he is not doing it creatively.
You can see similar context in picture C and D. In C, the individuals are using all their
energy to drive the cow forcefully. But in D, though it seems funny, you see how the
individual is able to drive the cow easily. So, you understand which one to be hard work
and which one smart work.
You observe a similar practice in pictures E and F. In picture E, you see a man moving
the heavy load using a wheeled material. But in F, he is staggering with the heavy load
for it is difficult for him to carry it with ease.
What the man in picture E doing is, therefore, an example of smart work whereas the one
in picture F is hard work.
In this connection, you can advise your students to study hard by being smart.
You can also arouse the students’ interest and make them sense what they see in the
pictures at the beginning of this unit, the Renaissance Dam. Make them sense how the
Dam workers achieved their goals by working with commitment creativity.
Activity 2: Answer
Let students understand meanings of the underlined words for they are used in the
listening lesson to come next.
Match each underlined word in column A with its corresponding meaning in column B.
No Column A:Words in Context Column B:

Definition
C 1 The robber denied stealing the money. A Shortest way
F2 Domestic work like cooking is tedious for me. B inventively
D3 What optimum temperature do plants need to grow? C refused to accept
A4 Take a shortcut to school; otherwise, you will travel D maximum
long distance and be late for class.
B5 Time is precious. We have to use it creatively. E fulfill
J6 Before missing class, you should ask for permission F boring
in advance.
I7 Whenever you answer questions in an exam, you G interconnected
should stick to instruction. Don’t deviate.
G8 Hard work and smart work go together. They H wise
are interlinked.
E9 If you plan and work with commitment, you will I follow
achieve your goal.
H 10 Intelligent guess of meanings of words from context j before the time
helps you to develop your vocabulary.
Listening Text Transcript
Hard Work and Smart Work
In this talk, you are going to listen about hard work and smart work. First, you
be informed what hard work and smart work mean. Then, you will be told what
their differences and importance are. Third, you will listen about people’s
perception of hard work and smart work. Finally, you will listen how you go
from one to another when you accomplish a given task.
To begin with, hard work means spending long hours to complete a job without
any shortcut. Smart work means thinking creatively in advance, planning and
doing a job with less effort and time. The two are always interlinked to achieve
success in any task. You cannot stick to one and leave the other.
The difference between hard work and smart work is how a goal is achieved.
Working hard involves a lot of tedious work that is done traditionally. It
cannot be denied that people must work hard to create great achievements.
However, if they work intelligently, they can do the same amount of work
more quickly and efficiently with more results than before.
On many occasions, people consider smart work as a shortcut to success and consider it
to be unfair means. Instead, smart work should be taken in a positive manner. Smartness
is using brilliance to achieve the target. To achieve success one needs to have smart ideas
and should be willing to work hard to implement those smart ideas to action.
Smart work does not mean the lack of necessity to hard work. It is often a misconception
that hard work is not required if the individual knows how to perform smart work. Hard
work always remains the basis of smart work. Smart work comes by knowledge and
intellect. One needs to input sufficient amount of hard work to gain the knowledge for
working smartly. Precisely, a success story comes from the unique blend of hard work
and smart work in optimum quantity.
The question is how you go from one to another. You can go from hard work to smart
work through perfect combination of the two. Before going from hard work to smart
work, you should think creatively and make prior preparation. Doing this can help you to
reach your goal faster than before. For example, you can lift a 100 kg object with your
hands. If you look for a tool that allows you to lift the same weight more easily, you are
doing a smart work. That is, you are facilitating the process in which you do the work by
using your mind as a tool. Your creative thinking and good preparation can save you a lot
of work time later. So, to go from hard work to intelligent work, you need to acquire
skills by studying, reading, and practicing. Your skills and life experiences will save you
time in the long run.
Adapted from: Hard work or smart work (careerride.com) and Hard Work Vs Smart
Work with Short Stories - Uplifting and Inspiring Content
Activity 3
As you listen, Match statements in column “A” either with hard work in column “B” or
with smart work column “C”. Write the letter that represents your correct choice in the
space provided in column B and C.
Concepts Hard Work Smart

Work
A It takes longer time. 1 A ______
B It requires creative thinking and preparation. 2 ______ B
C It is tedious. 3 C ______
D It is intelligently done with less energy. 4 ______ D
E It is a source of experience and knowledge. 5 E ______
F It should be done with less time. 6 ______ F
G It is done traditionally. 7 G ______
H It is modern way of doing something. 8 ______ H
Activity 4
Based on the information in the listening, answer the following questions by writing true
or false.
1. Hard work and smart work are inseparable. true

2. The difference between hard work and smart work is the way they are done.
true
3. Smart work is a shortcut to success. False
4. In smart work, there is lack of necessity to hard work. false
5. The speaker is of the opinion that both hard work and smart work contribute to
the success of an individual. True
Lesson2
Accept as many answers as possible and give feedback.
Activity 6: Vocabulary in Context
1. Some of the tasks of a student at school are being smart in his/her studies, attending
classes regularly, obeying the ruse of the school and respecting others.
2. Being able to pass from one grade level to the next with good grades is an example of
success.
3. To be efficient in their learning, students need to focus on their lessons, ask questions
they do not understand and program their studies.
4. Bringing goods into the country illegally is an unfair act for it affects the income of the
country.
5. For people in the rural area, a mule or a horse is essential to travel by. Similarly, a car
is a necessity for people in a city.
6. The idea that smart work is a shortcut to success is a misconception. It is rather an
intelligent way of doing things faster without wasting much energy.
7. Teachers are sources of input. Through their questioning, discussions and lecture, they
help us to avoid our doubt; they enrich our knowledge and build our skills.
8. To be successful in his/her learning, a student should allocate sufficient time for
his/her study.
9. Combining hard work and smart work is important. It is a blend of the two that lead to
success.
10. In this student textbook, at the beginning of each lesson, you are given questions
which you should answer using your prior knowledge.

Lesson 3
Activity 1
Accept as many ideas as possible and give general feedback to students.
Activity 3
Based on the information in the reading passage, say whether statements 1-3 are true or
false
1. Haile’s becoming as athlete occurred by chance. (True: He ran the local marathon
incidentally, won and became known. It was not a planned act)
2. Haile won more gold medals in the Olympic than in world champion. (false: it is in the
world champion that he won more gold medals)
3. Haile is considered a hero because he brought fame to his country by winning gold
medals. true
Fill in the blank spaces with appropriate information from the reading passage.
4. Haile broke 27 world records.
5. He retired in 2015.
6. He won Berlin Marathon in 2007.
7. During his school time, Haile was traveling 10 kilo metres on foot per day.
8. One of the following words does not describe Haile’s engagement in business. Which
one is it?
From the reading passage, find a word or phrase whose meaning is closer to the
following. The paragraph in which the word can be found has been indicated for you.
Which word or phrase is closed in meaning to:
1. without wearing anything on the feet ( paragraph 1) barefoot

2. asked (paragraph 1) pleaded
3. focus ( paragraph 1) concentrate
4. finally ( paragraph) eventually
5. delighted ( paragraph 2) excited
6. those who compete (paragraph2) competitors
7. began to move (paragraph 2) started off
8. capability ( paragraph 2) potential
9. maintain (paragraph 3) defend
10.declare paragraph 6) announce
11.stop to go to work (paragraph 6) retirement
12. extremely (paragraph 6) tremendously
13. accumulates (paragraph 6) banks over
14. showed ( paragraph 6) revealed
15. motivation ( paragraph 7) inspiration
Activity 5: Opinions Questions
Lesson 4
Accept students’ answers and provide feedback,
Lesson 5
Activity 1
Accept answers from student and give general feedback.
Activity 2
Check students written sentences for meaning and accuracy.
Activity 3
1. Will is used withal persons (I, we, you, he, she, they and it) singular and plural
numbers.
Shall is commonly used with first person (I and We) and with all number, plural and
singular. But in modern English, this category has received less attention. We see will
and shall being used alternatively. In function, the two (will and shall) vary. That is
where care should be taken.
2. Will and shall are followed by infinitive without to.
3. The negative marker not is added to will and shall.
4. The contraction of will not is won’t while shall not is shan’t. These contractions are
used in spoken English.
Stress these so that students recall and use them when the need arise.
Explain to the students that there are different ways of expressing suture tense. You can
raise the case of be going to and extend the lesson a little bit further by using additional
examples. It is only clue that is given in the student textbook.
Activity 4: How can you ask questions with will and shall?
Answer: Will/shall + subject + verb + object/ complements
Activity 5
Words in Context Meaning
B1 The train will arrive at 10 AM A Suggestion.
D2 I will give you tutorial on modal verbs. B Certainty (scheduled)
F3 Will you do me a favor C offer
E4 Will you stop cheating in an exam? D Promise (capacity)
A5 Shall we leave no? E Order
C6 Shall I make you coffee, please? F request
Activity 7: Answers
On the coming Sunday, my son will be 18 year old. We are going to celebrate his
birthday. The celebration is going to take place on this day in the afternoon. All relatives
will join and celebrate with us. My son’ mother is going to bake bread from organic
wheat flour. I hope my son will love it. His younger sister is going to make coffee. His
elder sister is going to buy him a birthday gift. I hope it will be a nice birthday.
Using the guide points given, let students prepared a 3 to 5 minutes talk and present to
class.
Use the speaking evaluation criteria in the previous units to evaluate the students’
speaking skill.
Let students get ready on the speaking activity at home and present to class as situations
require.
Using major points in the speaking activity, let students write a short paragraph about
Haile Gebreselassie. Inform them to use points raised both in the speaking and writing
sections in their paragraph writing. You may mark this activity for evaluating students’
writing skills. Use the criteria set for evaluating students’ writing activities.
UNIT EIGHT: FIRST AID (20 Periods)
Learning Outcomes At the end of this unit, learners will be able to:
 take notes for details in a listening text;
 identify the main ideas of reading texts;
 comprehend details of reading text;
 write their own sentences using the unfamiliar words in the listening and the
reading texts;
 write a short paragraph about the importance of First Aid;
 identify the form, meaning and use of Zero Conditional and Conditional Sentence
Type I.

Lesson 1
Activity 1
Accept as many opinions as possible and give feedback.
Activity 2: Answers
No Column A:Words in Context Column B:
Definition
A1 Frequent excessive drinking of alcohol can lead to A excessive loss of
serious health problems. blood
K2 Children need provisions like writing materials, cell B medication
phones, books, etc. from their parents.
J3 Initially, the Earth was considered flat. But late on, it was C contamination
proved to be round.
A4 Bleeding occurs when people are injured with accidents D return to
which can be caused by nature or humans. normal state
B 5a Sick people should to go to hospital for treatment. E appear
I 5b Staying at home without checkup can hasten the illness.
D6 Planting trees and making terraces on mountainous area F frightening
can help eroded land to recover.
H7 Firefighters are trained people who preserve humans’ G accidents
lives when a fire breaks out.
E8 Teachers are expected to have their own office H protect
hours in which students can show up for advice.
G9 Frequent emergencies are the results of human I speed up
activities like driving fast and fighting.
F 10 Going out at night alone is scary. There could be theft J at the beginning
and harassment by criminals.
C 11 A wound which is not treated on time can develop K supplies
infection.
L too much
First Aid and Its importance
In this talk, you are going to listen about definition of first aid, its objectives and
importance.
To begin with, first aid is the provision of initial care for an illness or injury. It is the
initial assistance or care of a suddenly sick or injured person. It is a prompt care done by
a trained person till the victim reaches a hospital and gets proper treatment. It is,
therefore, an aid which sometimes creates the difference between life and death, or
between a full or partial recovery.
One of the main objectives of first aid is not to cure. It is to ensure that the victim reaches
the place of specialised treatment safely and life is not lost in-between. It is preserving
someone’s life. In other words, it is stopping the victim from dying. If there’s someone
who knows first aid, he/she can save the victim’s life by providing aid.
The second objective is to prevent further harm. It is stopping the victim from being
injured even more. If possible, an injured person should not be moved. First aid can
include how to safely move injured people or move them anyway with less harm if there
is no choice. If there is bleeding, the injury can be minimized by bandaging up the
wounds to prevent excessive blood loss.
The last main objective of first aide is to promote recovery. It is hastening the recovery.
Not giving someone first aid can lead to death, but even if they live, they could deal with
a longer recovery time. As an example, if someone is bleeding from a wound and no one
can stop it before emergency services show up, the person will have more substantial
blood loss, lowered blood pressure, and the beginnings of organ failure. Knowing how to
stop the bleeding and dress the wound makes recovery easier and faster.
In addition to, first aid has some importance. It can prevent infection. When someone is
injured, the treatment given can increase or decrease the likelihood of infection. Without
proper training, it’s easy to make things worse. With the right training and supplies you
can promote healing and avoid infection.
First Aid creates better opportunities to communicate professionals about what happened.
If you know first aid and a person suffers an emergency, you can stay with him/her and
provide help right away. When the professionals arrive, you can explain what happened
easily. This communication helps the professionals make the right decisions for the
patient.
First aid also makes work places safer. Having more people who know first aid in the
workplace makes the work place itself safer. Medical emergencies can happen at any
time and if only one person knows first aid, what happens if he /she is the one to suffer
the emergency? Many workplaces also work with the public, so knowing first aid helps
businesses keep their customers safe, too.
First aid keeps children safe. Children are often victims of medical emergencies. They
run around a lot and like to experiment with the world around them. As a result, they can
hurt themselves. Knowing basic first aid helps parents deal with everything from minor
scrapes to more scary situations.
Accidents will always happen. Because of this, properly-trained individuals and the right
first aid equipment help ensure better safety for everyone. Without the proper first aid, a
simple injury could turn into something much more severe. Many fatalities result from
lack of immediate medical treatment. So, it is important that you be trained in First Aid
Adapted from:
1. iehp112.pdf (ncert.nic.in),
2. 10 Reasons Why First Aid Is Important - The Important Site
3. The Importance of First Aid - Seton Blog,
4. What Are the Objectives of First Aid? (reference.com)
5. Get To Know The Importance Why First Aid Is Important 2021?
(emergencyround.com)
Activity 3: Answers
As you listen, complete the following sentence with appropriate words from the listening.
The three main objectives of First Aid is to preserve life, prevent further injury and
promote recovery. In addition, First Aid is important to prevent infection,
communicate with professionals about the incident happened , make work pace safer
and keep children safe.
Activity 4: Answers
No Column A:Sentences Column B: Words

C1 First Aid giver ____________ the safe arrival of A trained
patients as at hospital or clinic.
G2 Bleeding can be minimized by ______________ the B first
wound.
H3 Treatment given by untrained person can increase C ensures
_______.
A4 To keep their customers safe, businesses should have D harmed
______ First Aide givers.
B5 First Aid is the initial assistance means E deaths
____________’
I6 First Aid is a prompt care means __________ F serious
D7 First Aid is stopping the victim from being injured G Bandaging up
more means __
E8 Many fatalities result from lack of immediate H infection
medical treatment.
J9 With the right training and supplies, you can I immediate
promote healing and avoid infection means
_____________
F 10 Without the proper first aid, a simple injury could J curing
turn into something much more severe.
Activity 5: Opinion Question

Accept students’ opinions and give feedback.

Lesson 3
Activity 1
Accept as many different opinions as possible and give feedback.
Activity 2: Answers
Now, answer the following questions.
1. Immediate action is important in first aid because the aid giver is dealing with a
person whose injury may be serious that leads to death.
2. It necessary for people to be trained in first aid because they can use the knowledge
and the skill they get from the training to safeguard themselves and others from injury.
3. People should remain stable and calm when giving first aid because giving first aid
requires care and focus.
4. It is prevention of loss of life.
5. People’s death with traffic accidents not decreasing, perhaps inured people die due to
not having access to first aid.
6. The write’ comment indicates how widespread the accident is. It is likely to knock
everybody’s door. But nobody knows when. The best thing is to be trained and rain
ready to fight the accidents.
7. “who” in paragraph refers to person.
8. “they” in paragraph 3 refers to first aiders.
Answers
From the reading passage, find a word or phrase whose meaning is closer to:
1. contaminating (paragraph 1) poisoning
2. important (paragraph 1) vital
3. get in touch (paragraph 1) come in contact
4. harm (paragraph 2) injury
5. group of people living in the same area (paragraph 2) community
6. accident (paragraph 3) emergency
7. assisted breathing (paragraph 3) artificial respiration
8. help (paragraph 3) assistance
9. safeguard against (paragraph 3) protect
10.powerless (paragraph 4) helpless
11.stopping something from happening (paragraph 4) prevention

Accept possible suggestions and give feedback
Zero Conditional and Conditional Type I
Activity 1: Answers
1. What happens if you mix oil with water? ( oil float)

Answer: If I mix oil with water, the oil floats.
Now, answer the following in the same way. Keep the same verb tense as shown in the
example sentence. Use the clue given in the parentheses.
1. What happens if you leave ice in the sun? ( ice melt)

Answer: If I leave ice in the Sun, the ice melts.
2. What happens if you heat water at 100 degrees Celsius? ( water boil)
Answer: If I heat water at 100 degrees Celsius, the water boils.
a. What meanings do conditional sentenced 1-3 communicate to you?
Answer: Conditional sentences 1-3 communicate scientific facts.
b. What tenses are used in the “if cause” and in the “result clause” (main clause)?
Answer: Simple present tense is used both in the if-clause and result clause.
Activity 2: Look at the following sentences and answer questions that follow:
1. If it rains, plants and trees grow.
2. If you make more money, you pay more income tax.
3. If students pay attention in class, they understand lessons better.
a. What meanings do the conditional sentences 1-3 reflect? How different are they from the
ones in activity 1 in terms of meaning?
Answer: Conditional sentences 1-3 reflect general truth. Those in activity 1 communicate
scientific fact.
b. What tense is used in the “if clause” and in the “main clause”?
Answer: A simple present tense is used both in the if-clause and the result clause.
Activity 3: Read the following conditional sentences and answer questions that follow.
1. If he goes to work, he rides his bicycle.
2. If I am tired, I go to bed early.
3. If father gets angry, I keep silent.
a. What meanings do the above three sentences express? In terms of meaning, how different
are they from the ones in activity 1 and 3?
Answer: The three sentences express habits. They are different from those in activity 1 and
2. While sentences in activity 1 express scientific facts, sentences in activity 2 talk
about general truth but sentences in activity 3 are about habits.
b. What tense is used in the “if clause and in the main clause?
Answer: A simple present tense is used both in the if-clause and the result or main clause.
Activity 4
Read the sentences below.
1. If you don’t understand conditional sentences, ask questions.

2. Take a break if you are tired.
3. If you get lost in a city, ask for direction.
a. What do sentences 1-3 inform you? In terms of meaning, how different are they from
those in activities 1-3 above.
Answer: They communicate instruction (imperative). This is what makes them different
from conditional sentences in activity 1, 2, and 3.
b. What tense is used in the “if clauses” and in the “main clauses”?
Answer: A simple present tense is used both in the if-clause and result clause or main clause.
Activity 5: Read sentences below and answer the questions.

1. Children can swim if an adult is with them.
2. You are allowed to enter if you have an ID.
3. You can use this library if you are a third year student.
a. What meanings do these sentences communicate?

Answer: They communicate rules in which something can be or is done. For children to
swim there must be an adult with them. Otherwise, they cannot swim because the
required rule has not been met.
b. In terms of their meanings, how different are they from the ones in activities 1-4.
The conditional sentences in activity 5 are about rule but the rest in activities 1-4 not.
c. What tense is used in the “if clause” and in the main clause?
Summary Question:
In groups of three, discuss questions below and report to your teacher.
1. What common feature do sentences in activities 1-5 have?

Answer: All have the same tense pattern: a simple present tense both in the if-clause and the
result clause or main cause.
2. In which activity do the conditional sentences express:
a. general truth = activity 2
b. scientific facts = Activity 1
c. rule = Activity 5
d. habit = Activity 3
e. instruction (imperative) = Activity 4
3. What are the conditional sentences in activities 1-5 collectively called?
Answer: They are called zero conditional clauses which are used to talk about habits,
scientific facts, general truths, instructions and rules.
Activity 6
Group 1
a. If you are hungry, you can eat an apple.

b. If my friend lend me enough money, I will buy a new car
c. If she doesn’t call, I will be annoyed.
Answer: These are examples of probable condition (condition that is likely to happen)
Group 2
a. If you schedule what you do, you will be able to cover what you want to study.
b. She will be very angry if you don’t apologize.
c. If you don’t lock your bicycle, someone will take it.
Answers: These ones are about future consequences. If the condition in the if-clause is not
met, it will result in consequence.
Group 3
a. I will call you if I arrive early.

b. If they are hungry, I will make some sandwiches.
c. I will deposit the money if the pay me on Monday.
Answer: These ones are about promises.
Group 4
a. If you take the test, you cannot use a calculator.

b. If you do not return my book today, I won’t lend you again.
c. We will not book the room for you unless you pay for it right now.
Answer: These are examples of warning.
What are the conditional sentences in groups 1-4 called? What tense is used in the “if
clause” and in the main clause?
Answer: They are called conditional clause type I. They have the following tense pattern:
Simple present tense in the if-clause and simple future tense (will/ modals
+infinitive without to) in the result or main clause.
Activity 7: Answers
1. If it is cold, I put on a coat.

2. If she takes the test, she cannot use a calculator.
3. He cleans the house if it is dirty.
4. I will work in the garden if it does not rain tomorrow.
5. If she arrives, please call me.
6. If you bring your phone to class, it needs to be on silent.
7. If the temperature goes below zero, the water freezes.
8. Butter melts if you leave it in the sun.
9. If you repair my bike, I will help you with the homework.
10.If you do not water the plants, they die.
11.He will have an accident if he keeps driving like this.
12.I will allow you to take my car if you drive slowly.
13.Correct me if I am wrong.
14.Unless you are careful, you will lose your job.
Let students get ready on the speaking activity about Road Safety at home and rehears it
before coming to class. You can use this activity to evaluate students, speaking skills.
The previously suggested criteria for evaluating speaking skill can be used here.

Using guide points in the student’s textbook, let students write a paragraph one Factors
Causing Car Accidents.
Inform students to exploit points and suggestions given in their textbook while they are
writing the paragraph.
You can use this activity to evaluate the students’ writing skills. Previously suggested
evaluation criteria can also be used here for evaluating the students’ paragraphs.
UNIT NINE: UNITY IS STRENGTH (20 periods)
 take notes of details in the listening text;

 identify details of the reading text;
 identify the form, meaning and use of conditional sentence type 2;
 understand the meaning and functions of adverbs;
 write their own sentences using unfamiliar words in the listening and the reading
texts, and
 write a short paragraph on “unity is strength”
Section I: Listening
Lesson 1
Before students listen to the talk, tell them to discuss the questions in Activity 1 in small
groups briefly. Keep the discussion as short as possible since this is a getting-ready
activity. Get representatives from some groups to report their answers to the whole
class. Don’t insist on getting students to produce correct answers. Encourage them to
speak out whatever idea they have in mind about the questions.
Activity 1: Possible Answers
1. ‘Unity’ is being together; living and working together cooperatively, etc.

2. “Unity is Strength” means that it is power for people who live or act together cooperatively.
We cannot do everything alone; we need help and support of other people in our
endeavors. If people are united, they have power and strength and can deal with any
worse situation
3. Encourage students to give examples. Help them to shape and improve their answers.
Activity 2
Inform students to use contextual clues to guess the meaning of the underlined. Ask them
what clues they have used to guess the meaning of the words.
Answers
1. bundle (noun): a collection of something tied or wrapped up together

2. quarrelling (present participle): (of two or more people) having a heated argument or
verbal disagreement
3. untied (past participle): unfastened something that is tied or fastened together
4. harm (noun): physical (or mental) damage
Activity 3
This is a while-listening activity. Inform students to read the questions before they listen
to the story. Also inform them that, when they listen, they need to relate the questions
with what they hear in the story so that they will be able to select relevant information for
their answers. Read the story twice or three times at normal speed.
The Farmer and His Sons
Once there lived an old farmer in a certain village. The old farmer had four sons. They
always used to quarrel among themselves. So, there was no peace in the farmer’s house.
So this made the old farmer extremely anxious. One day he said to his four sons, “Boys,
why do you always quarrel? That is no way to live.” The sons would not listen to their
father. Each wanted the best of everything. Each son thought the father did more for the
others than for him. The old farmer bore the quarreling as long as he could. One day he
called his all sons to him.
He had in his hand a bundle of four sticks. “I want to see which one of you can break this
bundle of sticks quickly,” he said. The eldest one tried first. The eldest son was the
strongest, but he could not break the bundle though he used all his strength. After that,
each of his sons tried hard to break the bundle. None of them could break it. At last, they
gave the bundle of sticks back to the old farmer, saying, “We cannot break the bundle at
all.”
So their father untied the bundle and gave each son one stick. “Now break the sticks,”
said the farmer. They all said, “That is very easily done,” and they held up the broken
sticks. ”Now tell us why you asked us to break these sticks,” said the sons. “Do you not
see,” replied the old man, “that if you all stand together, none can harm you; but if each
of you stands by himself, you may easily be ruined like sticks”.
Answers to Activity 3
1. False
2. False
3. False
4. True
5. False
6. True
Activity 4
This is another while-listening activity. Read the story once again. Inform students to pay
attention to the way the target words (below) are used in the listening text.
Answers
1. village 4. eldest
2. worried 5. strength
3. peace 6. untied
Activity 5
This is also a while-listening activity involving comprehension questions. Encourage

students to discuss the questions in pairs.
1. No, because they were selfish, divided, and always quarrelling among themselves. They
were not united.
2. No, they couldn’t because the bundle contained four sticks tied together. They were too
strong to be broken.
3. Yes, they could break the sticks one by one when they were separated from the bundle.
4. It is because he wanted to teach them that they can be strong if they stick together like the
bundle of sticks (if they are united). He also wanted them to realize that they can be weak
and easily broken or attacked if they are separated like those single sticks (if they are
divided).
5. Moral of the story: United we stand, divided we fall. (It can be stated in different ways).
Lesson 2
Activity 6
This is a post-listening activity. Students can answer the questions based on their personal
experience and opinion. It is a free discussion and responses can vary greatly. It is
important to get students engaged in group and whole class discussions. It can be given as
individual homework assignment so that students have enough time to gather and
organize their ideas.
Activity 7
This is a preparation activity for Activity 8. Here is the correct order of sentences.
1. Once upon a time, there was an old farmer who had four sons.
2. The farmer’s sons were always quarreling among themselves.
3. He advised them many times to stop quarreling with each other.
4. But they would not listen to his advice.
5. One day, the father asked his sons to break a bundle of sticks.
6. They tried and tried but could not break the bundle of sticks.
7. Then the farmer separated the sticks and asked the sons to break them one by one.
8. Each of the sons was now able to break the stick easily.
9. The father said to his sons, “If you are united, you will be strong like this bundle. No
one can harm you or break you.”
10.“But if you are divided among yourselves, you will be harmed or broken easily like
these sticks.”
Activity 8
This is an important post-listening activity. First make sure that students have rearranged
the sentences in Activity 7. Now they can put the sentences together into a summary
paragraph of the story using sentence linking words and phrases. As much as possible,
write a list of sentence linkers on the board so that students can choose the suitable ones
form the list. Try to select model paragraphs and invite the students to read them out to
the whole class.

Lesson 3
Activity 1
This is pre-reading activity. Encourage students to discuss the pictures in pairs. Tell them
that, as a whole, the pictures show the importance of unity. As an example, take one
picture and explain how it depicts the importance of unity or lack of unity.
Sample answers
Picture 1: The 1st picture shows that although the small fish are many in number, they
are not using their number as an advantage to protect themselves from their enemy. In
other words, they are not united and they are not standing together, so their enemy is
about to swallow them all. The 2nd picture shows that the fish are united and they are
strong enough to chase away or even attack their enemy.
Picture 2: It shows the hands of both white and black people encircling the map of the
world. It symbolizes the unity among humanity as a whole to protect and safeguard our
world for the mutual benefit of all human beings.
Picture 3: It shows lack of unity among groups of people. People are divided based on
their color and other differences. They grouped themselves in terms of their color and
other identities and stand apart from other groups who are not like them or who have a
different identity. Such divided groups are unlikely to unite in times of crisis. It is likely
that the division can even lead to inter group conflicts.
Picture 4: This picture indicates the strength of unity. Ants are small insects but they
carry a giant rock because they are united, stand together, and act together.
Picture 5: It shows lack of unity. These animals are many in number and each buffalo is
much bigger than the lion. Unfortunately, they are being attacked by a single lion due to
lack of unity among them.
Picture 6: This shows a united group of people. People stand together in unity and
solidarity regardless of their background or differences. Activity 2
This activity can be given as homework so that students get enough time to understand
the proverbs and sayings and be able to generate and organize their ideas. Encourage
them to discuss the proverbs and sayings about the importance of unity. Help them to
construct their ideas when they struggle. Give them clues and examples to help them
express their ideas.
1. Sample meanings of proverbs and sayings

A. This is an African proverb which can be interpreted in many ways. It can also be used to
show the importance of unity among people. If you go fast alone, you won’t wait for
anybody and you can reach your destination quickly. In contrast, if you want to go far, it
is not advisable to go alone; you should take other people along with you to reach your
destination safely and more successfully. It means that if you unite and work with people
as a team, you can achieve your long-term dream.
B. The story of the father and his four sons clearly indicates how sticks in a bundle are
unbreakable. In other words, it shows how a group of people are less likely to be attacked
if they are united and act together in harmony.
C. The story of the father and his four sons can also show the meaning of this saying. The
single sticks were weak and were easily broken by the sons. However, the weak sticks
were very strong and unbreakable when they were in a bundle because they are now
‘united’. Similarly, in the picture about the fish above (Activity 1), we can see that each
fish is small and weak compared to their predator. The enemy is going to swallow them
all. However, the weak fish became strong enough when they are united and together
they begin to attack their enemy.
D. It is clear that we all have different skills and abilities. If we get together and bring
together our knowledge, skills, and capabilities, we can do something that successfully
fulfills our mutual benefits.
E. Successful unity doesn’t come at once. It requires coming together, sticking together, and
acting together. This may require time, hard work, patience, and commitment.
2. Students may find out similar proverbs in English from sources or by asking people.
Invite them to present their proverbs or sayings, if any. You may also find out and add
one or two proverbs or sayings.
3. Encourage them to say some local proverbs about unity in their mother tongue. You may
give them a couple of examples, first such as the following:
 Jibriin walgargaartee arba hiiti. (Afan Oromo)
 ሀምሳ ሎሚ ለሀምሳ ሰው ጌጥ ነው፣ ለአንድ ሰው ሸክም ነው፡፡ (Amharic)
Tell students to ask their family members or other people and bring to the class as many
similar local proverbs as possible. Collect the proverbs and discuss some of them in terms
of their relevance to unity. Record and keep the relevant proverbs as a resource for future
use with your classes.
Lesson 4
Activity 3
Before students read the passage, inform them to read the ‘true or false’ questions in this
activity. Then get them to read the passage individually answer the questions.
1. False 6. False
2. True 7. True
3. False 8. False
4. False 9. False
5. False 10. True
Activity 4
This is a while-reading activity. Answers are based on the passage.
1. All parts
2. Every part of the body
3.
 The Hand felt that it did all the hard work and so it was very important to man.
 The Leg felt that man could only move because of it and hence it was very crucial
for his existence.
 The Teeth claimed that it chewed all the food and helped man to live a healthy life.
4.
 “I won’t carry a thing," said the Hand.
 “I won't walk any further, said the Leg.
 The Teeth stopped chewing food.
5. It may have felt that it is the most important to human being because the rest of the
body cannot see anything and they cannot do their work properly. It might have
refused to see anything. It might have said, “Since I am the one who looks out for all
of you and tell you where the danger lies, I am the most important body part.”
6. They finally realized that they were not really important as individual parts and that
they must function collectively. They understood that the importance of one part
depends on the importance of another part and that the safety of one part depends on
the safety of another part.
7. Unity is strength.
Activity 5
Reference questions: Inform students that they should not read the whole passage to find
the information they are looking for. Since this is reading for specific information, they
can simply scan (find quickly) the information around the reference words in the
suggested paragraphs.
1. … a king …
2. …task…
3. …other parts of the body
4. …man (human being)…
5. …stomach…
6. all the parts of the body ….
7. doing of all the parts of the body their respective works regularly …
Activity 6
Again, remind the students not to read the passage as a whole but specific paragraphs
as suggested for each question. Then, encourage them to use context clues to locate
the words which have similar meaning to the meaning given in each question.
1. …overcome …
2. …indispensable…
3. …strike
4. …proper…
5. …collapse
6. …realized…
7. …argument…
8. …energize…
Lesson 5
Activity 7
This is a post-reading activity involving opinion questions. It is a good activity to enable

students to relate the reading material to their personal experience and opinion. Answers
will vary. Just encourage them to participate in the discussion actively.
Section Three: Vocabulary

Lesson 6
Activity 1
Make sure students understand the words ‘synonyms’ and ‘antonyms’. Give them
examples if necessary. It is possible that students state several synonyms and antonyms
for each word. Some words are synonyms or antonyms while others can be near
synonyms or antonyms (but this is for your personal consumption only). Synonyms and
antonyms of a word can also vary depending on the context in which the word is used. In
this activity, synonyms and antonyms will be determined based on the way the target
words are used in this unit (in the listening and reading stories). Having this mind, please
check students understand what they are supposed to do.
Synonyms Antonyms
Word
Synonyms Near synonyms Antonyms Near antonyms
Unity Unification Oneness Union Division Disorganization
Harmony Uniformity etc. Disunity Disconnectedness
Coherence Disagreement Incompatibility
etc. Incoherence etc. Irregularity, etc.
Together Jointly Unitedly Apart
Conjointly Commonly Individually
Collectively Mutually Separately
Closely, etc. etc. etc.
Strength Energy Capability Impotence, Disability
Force Capacity Impotency, Inability
Might Competence, Powerlessness Incapability
Power, etc. etc. Weakness, etc. Incapacity
Argument Disagreement Contention Agreement
Dispute Clash Harmony
Quarrel Objection Consensus
Debate. etc. etc. etc.
Quarrel Disagreement Clash Agreement
Dispute Debate Peace
Argument, etc. Difference, etc. Calmness, etc.
Divided Disunited Apart United
Split Unattached Undivided
etc. Factious, etc. Unanimous, etc.
Realize Find out Figure out Misunderstand Overlook
Discover Apprehend Disbelieve Disregard
Learn Grasp Misconceive Ignore
Understand etc. etc. etc.
Recognize, etc.
Harm Damage Infliction Cure Advantage
Hurt Ruin Recovery Benefit
Injury, etc. etc. Healing, etc. Favor, etc.
Cooperation Unity Alliance Dissociation Disunion
Collaboration Harmony Disaffiliation Division
Partnership, etc. Synergy, etc. etc. Separation, etc.
Success Achievement Triumph Failure Unfulfillment
Accomplishment Victory Loss disappointment
Attainment, etc. Realization, etc. Defeat, etc. Frustration, etc.
Activity 2
Encourage students to write a three-word sentence about unity using one major word as
in the example. Give one or more additional example if necessary.
Sample answers
1. Unity is important.
2. Unity is necessary.
3. Unity means cooperation.
4. Unity is diversity.
5. Unity is good.
6. Unity is power.
7. Unity is freedom.
Activity 3
A word map is a visual or diagram that promotes vocabulary development. It encourages
students to think about the new word in several ways and bring together words or ideas
related to the key word. Most word maps engage students in developing a definition,
synonyms, antonyms, and a picture for a given vocabulary word. As much as possible,
please help students to draw the diagram and write the various aspects of the word ‘unity’
as per the example. Answers will vary to some extent. Various forms of ‘unity’ include
united, uniting, unification and union.

Lesson 7
Conditional Sentences Type 2

Activity 1
Introduce the topic using the given example and additional examples if necessary. Refer
students to Conditional Sentences Type 1. Show examples from the two types of
conditional sentences and help students to compare the form and meaning differences
between them. Avoid going into details about rules and explanations as this will distract
students from practicing the language point.
Answers
1. If I were you, I would see a doctor.

2. If he spoke a bit slower, we would understand him better.
3. If we were not friends, I would be angry with you.
4. If I won a lottery prize, I would buy a house.
5. If you spoke English well, you would get a good job.
6. If we lived in Jigjiga, we would speak Af Somali.
Activity 2
Help students to understand both the form and meaning of each conditional
sentence.
Answers
1. He wouldn’t be always late for school if he got up early.

(If he got up early, he wouldn’t be always late for school.)
He is so thin because he doesn’t eat well.
2. He wouldn’t be so thin if he ate well,
3. He wouldn’t be very fat if he exercised.
4. If she didn’t feel ill, she would be able to go to school.
5. If you practiced your English, you would be able to improve it.
Activity 3
Inform students that it is possible to begin a conditional sentence with an ‘if-clause’

or with a ‘main clause’. If we begin the sentence with an if-clause, we put the
comma (,) after it to separate it from the main clause. If we begin the sentence with
a main clause, we don’t use the comma at all. Show these explanations by referring
to the examples given.
1. If she studied more, she would pass the exam.
She would pass the exam if she studied more.
2. They would be rich if they didn’t spend their money extravagantly.
If they didn’t spend their money extravagantly, they would be rich.
3. We would buy a house if we decided to live in Finfinne.
If we decided to live in Finfinne, we would buy a house.
4. If we were more united, we would learn much better.
We would learn much better if we were more united.
5. He would lose weight if he ate less.
If he ate less, he would lose weight.
6. If he lived in the town, he would never be late for class again.
He would never be late for class again if he lived in the town.
Activity 4
A good example of an improbable condition is the possibility of winning a lottery prize.

When we buy a lottery ticket, we know the chance of winning the prize is rare and we
buy the ticket just to try that rare chance. The condition is unlikely or improbable to be
fulfilled but it is not impossible.
1. ...won…would be ….
2. ...became…would buy….
3. …would buy…were…. …would send….
4. …would buy...got….
5. ...would help...wanted….
6. ...would...were….
Activity 5
Encourage students to do the activity in pairs by roleplaying as Student A and

Student B. If they find it difficult to do the activity orally, allow them to write
down their answers and practice asking and answering questions using Conditional
Sentences Type 2. Answers will vary from students to students. Make sure they
construct correct and meaningful conditional sentences.
Lesson 8
Adverbs
Activity 1
Ask students to identify the word (phrase) that answers each wh-question. Explain how,
in the examples, the word underlined in B’s part answers the question asked by A.
Inform them that the word (phrase) that answers the wh-question in each case is called an
adverb. If it is a phrase (e.g. in the library), it is called adverbial phrase.
Activity 2
Inform students to identify:
 two adverbs in each sentence

 what the adverbs in each sentence tell them (which wh-question they answer), and
 which verbs or adjectives they modify.
Rotate in the classroom and support pairs with their difficulties.
Answers
NB: The two adverbs are underlined in each sentence. The wh-question word they answer
and the verbs and adjectives they modify are also underlined.
1. She finished the exam quickly but she did it badly.

(They tell us how she finished the exam and how she did it.)
2. He did the exam slowly but he answered the questions well.

(They tell us how he did the exam and how he answered the questions.)
3. I bought the air ticket today and I will fly tomorrow.
(They tell us when he bought the ticket and when he will fly.)
4. We can go now or we can go later.
(They tell us when we can go.)
5. You can study in your room or in the library.
(They tell us where to study)
6. Go to the bus station and I will join you there.
(They tell us where to go and where he/she will join us.)
7. Berhe is very clever and extremely decent.
(They tell us how much he is clever and how much he is decent.)
8. I was totally shocked by the news and almost fainted.
(They tell us how much he was shocked by the news.)
9. Hawani rarely walks to school and she usually takes a taxi.
(They tell us how often she walks to school and how often she takes a taxi.)
10.Some teachers often assign homework but they rarely collect it.
(They tell us how often they assign homework and how often they collect it.)
Activity 3: Answers.
1. I’m quite sure that I lost my phone in the taxi.

2. Is your sister still attending college or has she already graduated?
3. Do you come here always or sometimes?
4. It’s terribly hot inside and I want to sit under the tree.
5. The traffic is very busy, so cross the road carefully.
6. I hardly ate lunch, but afterwards I felt hungry.
7. She shouted at her husband angrily but later apologized for her anger.
8. You have studied well and I am sure you will answer the questions confidently.
Activity 4: Sample answers (answers will vary in some cases).
1. You will take the test tomorrow/next period/next week, etc.

2. We learn English two/three/four etc. times a week.
3. Let’s walk a little faster/more quickly, or we will be late.
4. I think you are not feeling well/good/better.
5. Aunt Fatuma rarely/often/sometimes etc. comes to see us.
6. It was very hot yesterday/last week/in the classroom, etc.
7. You have written your answers very well/clearly/neatly/badly, etc.
8. I have already/never/rarely etc. eaten my lunch.
9. I always get up early/late in the morning.
10.You should speak to your teachers politely/slowly/etc.

Lesson 9
Expressions for Agreement and Disagreement
Activity 1
Go through the expressions given in the table with students and explain each expression
briefly. Remind them that these are simply sample expressions that people use to express
their agreement or disagreement.
Activity 2
Inform students to refer to the expressions the table if they are not sure which option to
choose for their answer.
Answers (underlined)
1. You are _________________ (absolutely/vey) right.

2. That is _______________ (exactly/right) how I feel.
3. I _________________ (couldn’t/might not) agree more.
4. That is so _______________ (sure/true).
5. I agree with you ___________ (truly/totally).
6. I _____________ (am not/don’t) think so.
7. I _____________ (really/totally) disagree with you.
8. I’m not ___________ (clear/sure) about that.
9. That’s not always (truthful/true).
10. I’m ______________ (scared/afraid) I disagree with you.
Activity 3
Explain the instruction if students seem to have any difficulty on how to do the activity.
After they have completed the dialogues with suitable expressions, tell them to practice
the dialogues with their partners. Answers may vary slightly.
Model Answers
Dialogue 1
Rihana: I want to make a cake for my little brother as tomorrow is his birthday.
Yasmin: I don’t think it’s a good idea.
Rihana: Why? I want to make him happy on his birthday.
Yasmin: Remember the last time you baked a cake? It was a mess. You burned the cake!
Rihana: Yes, that’s right.
Yasmin: You can just buy the cake. You can also buy him a gift.
Rihana: Yeah. I absolutely agree/ I couldn’t agree more.
Dialogue 2
Abdi: I was thinking of spending our holiday at Bale Mountains.

Bini: I think so too.
Abdi: I was thinking it could take place sometime in December.
Bini: I’m not sure about that! It might be a little too cold for us in December.
Abdi: Really? Hmm I don’t have enough information about the weather there.
Bini: What about in the end of April? April has good weather, doesn’t it?
Abdi: Yes, absolutely. That would work out better.
Bini: Maybe it’s better if we start finding some information about the mountains.
Abdi: I couldn’t agree more. We’ll have to get right on it.
Bini: Fine! Well, let’s do it now!
Part Six: Writing

Lesson 10
Activity 1
This activity helps students to construct grammatical and meaningful sentences. It helps
students to understand that a sentence is a group of words arranged in a logical order.
Help students to see that, unless words are used in a logical order, they cannot make up a
meaningful sentence.
1. Unity means being together.
2. It means helping and supporting each other.
3. Being united is important to build strong society.
4. Many proverbs have been written to emphasize the importance of unity.
5. Unity promotes peace and harmony among different religious communities.
6. Human being can live in peace and harmony only if it is united.
Activity 2
Get students to read the story (The day my father gave me a whipping!) and identify the
main events in the story. Encourage them to retell the story in their own ways. Inform
them that they are going to write a similar story about themselves or about their brother
or sister.
Activity 3
Make sure students answer the questions based on their experience (a true story about
what happened to them or to one of their brothers or sisters). Help them to write down
their answers properly in complete sentences as they use their sentences to write a
paragraph in Activity 4 below.
Activity 4
Give this activity as an assignment after giving students the necessary instruction and
explanation. Make sure students understand what to do and are ready to write their own
paragraph taking the paragraph in Activity 2 as a model.
UNIT TEN MOBILE PHONES (20 periods)

Learning Outcomes:
 identify main ideas and important details from a listening text;
 take notes from the listening texts;
 distinguish the main ideas of the reading text from details;
 identify details from the reading text;
 understand and use conditional sentences (type 3);
 use relevant vocabulary items to talk and write about mobile phones;
 talk about mobile phones using suitable vocabulary items and phrases;
 use mobile phone vocabulary items;
 write their own sentences using words and ideas from the unit; and
 write a short paragraph on mobile phones.
Lesson 1
Activity 1
This is a getting-ready (pre-listening activity). Inform students that they are going to
listen to talks about mobile phones. Before they listen, encourage them to share ideas in
pairs on the questions. Keep the discussion short. Accept responses from some pairs.
Activity 2
Inform students to read the true or false questions before they listen to the short talk about
Rakik. Read the text twice at a normal speed and check students are doing the activity as
they listen. During the first listening, students should write their answers. During the
second listening, they will check their answers.
Listening Text 1
Listen to a short story about Rakik. She tells us some of her experiences of using mobile
phone.
My name is Rakik and I’m thirteen. In the morning, I’ll go on my phone and I’ll check
my Telegram, Instagram, Snapchat, TikTok and Facebook. I get more excited about it
than I should get. When I hear a buzz, I feel like I have friends. I guess it would be
addicting because you always have to be on it. My mother doesn’t really have and like
rules, I guess. I hope she thinks I have my phone under control, and I think I do.
1. False 4. True
2. True 5. False
3. False 6. True
Lesson 2
Activity 3
This is a pre-listening activity for the second listening. Inform students that they are now
going to listen to a longer talk about five people talking about online communication.
Before you listen, get them to work out (guess) the meaning of the underlined words and
phrases in the sentences. They may state the meaning in Afan Oromo or Amharic.
Possible answers
1. keep someone informed

2. be attentive; listen carefully and attentively
3. to move fast enough with someone
4. to maintain contact with another person.
5. to fail to use an advantage, an opportunity, etc.
Activity 4
This is a while-listening activity. Before you read the texts, inform students to read the
sentences in this activity and be familiar with what to focus on as they listen. When they
are ready, read the texts 2—3 times for this particular activity. Read them at a normal
speed each time. Check students are completing the sentences as they listen to the texts.
Listening text 2
Now, you are going to listen to a longer talk about five people talking to us about their
experience of online communication. The five people or speakers are: Speaker 1,
Speaker 2, Speaker 3, Speaker 4, and Speaker 5.
Speaker 1
I think that even until recently, we could never have imagined how the nature of our
communication would change with regards to using mobile phones. I know that I would
find it difficult to live without my mobile phone. I’m constantly looking at my phone to
see if I’ve got any new messages or updates. I wouldn’t say that I post my life online, but
I do like to keep up with what people are up to — friends, family and even other people I
know but maybe haven’t seen for years, like old school friends, and check out photos of
what they look like now, ha ha ha (laughing) …
Speaker 2
In a way, I think it’s quite funny that we’re always worrying about teenagers and young
people becoming preoccupied with online communication, but if you ask me we need to
worry just as much about adults! At the office where I work, even when we have a break,
nobody talks to each other. Everyone’s too busy checking their social networks and
sending messages! People spend their lunchtime being busy with their phones. Even
during meetings people can’t stop checking their phone. What really irritates me most is
when you are trying to talk to someone and they’re more interested in looking at their
phone than paying attention to what you’re saying!
Speaker 3
I was listening to this discussion on the radio the other day talking about online
communication. They were talking about fear of missing out, which apparently is a
psychological problem that affects people obsessed with online communication. They
were saying that the reason why people feel that they have to be always connected,
communicate and follow up everything is due to this fear of missing out. We’re worried
that everyone is having more fun than us or doing something more exciting or important
than us. They also said that because we’re spending more time communicating in the
online world, we’re losing the ability to enjoy the present.
Speaker 4
My generation is so different to my parents’. I mean, they’re always telling me that they

grew up normally in a world without mobiles and social networking. Hard to imagine
how they arranged to meet their friends without a phone! I had so many arguments with
them until they let me have my first smartphone. But they didn’t let me have Snapchat or
Instagram or anything like that! They just didn’t understand that’s the way people of my
age communicate with each other. They have no idea how much I missed out on at school
being the only one who didn’t have Snapchat. Also, at school we had lots of talks on how
to stay safe online and most of us knew that anything you post online was going to be
there forever.
Speaker 5
For me, one of the best things about online communication is that you can stay in touch
with everyone at the same time, all the time. You know exactly what’s going on, when
and where, so you never miss out on anything. You can update all your friends on what’s
going on in your life and they can respond immediately, so you feel like you’re together
with people even though you might be completely alone sitting on a bus or at home. I
share loads of photos, but I only post up my best edited photos. I hate it when people I
know post photos of me not looking my best.
Answers
1. Speaker 3 4. Speaker 2
2. Speaker 1 5. Speaker 5
3. Speaker 4
4. Activity 5
Read the story once again at a normal speed. Students should listen and decide whether
the statements are true or false.
Answers
1. True 4. True
2. False 5. False
3. False
Activity 5
This is a post-listening activity. Encourage students to discuss the questions in pairs.
Invite some pairs to explain their reasons why they agree and disagree most with one of
the speakers.

Lesson 3
Activity 1
Inform students that they have two reading passages (Reading I and Reading II) in this unit.
As a pre-reading activity for Reading I, get students to guess the meaning of the underlined
words in the sentences. Ask them to clues they have used to guess the meaning of each
word.
Possible answers
1. suitable; comfortable
2. devices; tools
3. to have something as a main interest
4. to perform; to do or accomplish something
5. illness; sickness
Activity 2
This is a while-reading activity. Inform students to read the true or false items before they
start reading the passage. Then they can read the passage while relating the items to the
passage at the same time.
Answers
1. False 5. True
2. False 6. True
3. True 7. False
4. False 8. True
Activity 3
Students should read specific parts of the passage not necessarily the entire passage.
1. We can use our mobile phone to communicate through

a) voice
b) messages
c) mails
2. In addition to communication, we can also use our mobile phones for
a) surfing the internet
b) taking photos
c) recording videos
3. Using our smartphones, we can
a) video-call people
b) manage our documents
c) use social media
d) play music through our phone.
4. Mobile phones have also many disadvantages because they can
a) create a distance between people.
b) waste a lot of our time.
c) cause many ailments to our body.
d) create a lack of privacy in our lives.
e) consume a lot of our money.
5. We can use mobile phones to our advantage by limiting our usage of them.
Lesson 4
Activity 4
This is a pre-reading activity for Reading II. Get students to discuss the questions with
their partners. Ask some pairs to report their predictions about the passage to the class.
Activity 5: Answers
1. queue up
2. multipurpose
3. advancement
4. misuse
5. convenience
6. invention
7. invisible
8. privacy
Activity 6
Check students read parts of the passage to find relevant information for their answers.
They should not answer the questions by simply guessing or using their general
knowledge about mobile phones.
Answers
1. …it serves as a calculator, timepiece, calendar, voice recorder, media player, camera,
gaming device, net browser, and others.
2. …they can contact their children on mobile phones.
3.
a) talking or texting while driving can cause accidents.
b) students misuse them and cause social pollution.
c) their radiations may be dangerous to health.
d) their use in certain places causes disturbances.
4. …it can cause a headache, earache and blurring vision.
5. …as it can be used as a hidden camera to take pictures
Activity 7
This activity is somewhat demanding and requires students to read the text beyond the
lines. However, it generates discussion between pairs, which is an opportunity to enhance
their comprehension of the passage and enable them to briefly explain the statements.
Possible explanations
1. This means that mobile phones can make us connected to the rest of the world easily.
2. For example, using their mobile phone they can call school principal or teachers and
check whether their child is attending classes regularly, doing well in his/her class
activities, or has any problem, etc.
3. Yes, mobile phones are essential (very important) during emergencies. They are the
quickest and most accessible ways to contact friends, family members, the police,
health institutions, etc. quickly during an accident or other emergency cases.
4. Yes, they may use their mobile phones for wrong purposes such as excessive and
violent game playing, over texting, excessive social networking, watching violent and
crime videos and pornography, etc.
5. If it is not controlled, the use of mobile phones can cause disturbance or noise
pollution in certain places such as classrooms, meeting halls, libraries, and in places
where privacy and silence is required.
Activity 8
This is a post-reading activity. Encourage students to express their ideas freely on the
questions. Inform them that there is no right or wrong answer and they can explain their
reasons or present their justifications freely. They may not necessarily reach agreement
within their group. Finally, invite some group members to explain their views to the
whole class.

Lesson 5
I) Conditional Sentence Type 3

Activity 1
Introduce the topic using the given examples and additional examples if necessary. Refer
students to Conditional Sentences Type 2. Show examples from the two types of
conditional sentences and help students to compare the form and meaning differences
between them. Avoid going into details about rules and explanations as this will distract
students from practicing the language point.
Answers
1. If I had stood first this term, my father would have bought me a mobile phone.
2. If you had asked me, I would have helped you to fix your phone.
3. If she had understood English, she would have used her phone properly.
4. I would have written you an email if I had known your address.
5. If a thief had not stolen my phone, I would have called you and congratulated you.
6. If you had taken a bus rather than a ‘Bajaj’, you would not have lost your phone.
Activity 2
Remind the students that it is possible to begin a conditional sentence with an ‘if-
clause’ or with a ‘main clause’. If we begin the sentence with an if-clause, we put
the comma (,) after it to separate it from the main clause. If we begin the sentence
with a main clause, we don’t use the comma at all. Show these explanations by
referring to the examples given.
Answers
1. If she had studied more, she would have passed the exam.
She would have passed the exam if she had studied more.
2. They would have been rich if they hadn’t spent their money extravagantly.
If they hadn’t spent their money extravagantly, they would have been rich.
3. We would have bought a house if we had decided to live in Finfinne.
If we had decided to live in Finfinne, we would have bought a house.
4. If we had been more united, we would have learnt much better.
We would have learnt much better if we had been more united.
5. He would have lost weight if he had eaten less.
If he had eaten less, he would have lost weight.
6. If I had had a smartphone, I would have had a photo album.
I would have had a photo album if I had had a smartphone.
Activity 3
This activity is a good example of an impossible condition. The football team has already
lost again and it is impossible to undo or restore or change that situation. The condition is
impossible to change. All the team can do is to look forward and win subsequent games.
Answers
1. If the midfielders had passed the ball more exactly, our team would have had more
chances to attack.
2. If the forwards had run faster, they would have scored more goals.
3. Their motivation would have improved if they had kicked a goal during the first half.
4. The fullbacks would have prevented one or the other goal if they had marked their
opponents.
5. If the goalie had jumped up, he would have caught the ball.
6. If the referee had seen the foul, he would have awarded a penalty kick to our team.
7. Our team would have been in better form if they had trained harder the weeks before.
8. The game would have become better if the coach had sent a substitute in during the
second half.
9. If it had been a home game, our team would have won the match.
10. If our team had won the match, they would have moved up in the league.
Section Four: Mobile Vocabulary
Lesson 6
Activity 1
The activity gets students to be familiar with and practice some vocabulary items and
phrases used in relation to mobile phones. Ask students if they already know the meaning
of some of these words and elicit some responses from them. Then get them to do the
activity as per the instruction.
Answers
1. handset
2. fare
3. app
4. smartphone
5. text message
6. voicemail
7. cut off
8. call…back
9. case
10. ringtone
11. charger
Activity 2: Answers
Read the text below and match the words in bold 1—10 with their meanings A—J.
I didn’t have an active mobile phone number in this country so I decided to go out and
get one this weekend. I went to the phone shop and the shopkeeper showed me a range
of handsets. Some of them were free when you signed up to certain service plans.
Others you needed to pay for.
I already have a handset and I’m not sure which service provider has
good coverage in my area so I chose a pre-paid service so I could see how well it
worked before I signed up. A monthly contract is a waste of money is there is
poor reception at my house.

I put the SIM card in my phone and turned it on. The assistant helped me add
some credit and I was able to call and send text messages right away. Later in the day,
I set up mobile Internet so I could check my e-mails and tweets.
I am quite happy with the service so far, so next month I might sign up for a monthly
contract. It’s very convenient to pay the bill by direct debit and I won’t need to keep
getting top-up vouchers.
Many service providers give away really good phones when you use their service so I
might get myself an iPhone. Asmartphone would be really useful for me and I could
even blog using it!

A. service provider

B. pre-paid

C. reception

D. smartphone

E. handsets

F. text messages

G. coverage

H. mobile Internet

I. SIM card

J. sign up
Lessons 7
Activity 3
Go through the vocabulary words and phrases in the table quickly with students and help
them understand the meaning. Use your own or someone else’s mobile phone to show the
class what some words or phrases refer to.
Activity 3: Study the meaning of some common mobile vocabulary

Android A mobile operating system that can be installed on phones and other mobile
devices, including smartphones with the Google operating system
Answering the phone Talk to the person on the line after picking up the phone
Answering machine A recorder that takes the messages you leave on a phone
Antenna A device for transmitting, receiving which carries waves for mobile phone
communication
Area code A series of digits referring to a country’s specific region, which must be dialled
before the phone number
Bluetooth A standard which allows two devices to easily connect to each other. They’re
accessories such as headphones connected bracelets often use Bluetooth
Busy (line) When the line you’re calling doesn’t answer because someone else is already
online
Call It’s the action of connecting a person with a phone to its contact
Charger A device for storing an electric current and injecting it into a phone so that this
latter can function
Country code A short sequence of digits at the beginning of a phone number, which are used
to identify the country of the user
Cut off A short or a long break in a telephone conversation due to a malfunction of the
device
Dial a number (to) To press the digits on a telephone keypad to select a phone number
Dial tone It’s a sound signal on a caller’s phone that puts him or her on hold until the call
taker picks up
Email An electronic message one can send from an application on one’s phone
Headset A device in contact with the ear that delivers sound directly into it
Hold the line (to) Not to hang up the phone. To wait to be talked back to
Key A number, letter or sign on a press button on the keypad
Keypad It’s a kind of keyboard on a phone used to dial numbers or signs
Mobile phone An electronic phone, normally portable, as opposed to a landing phone
Sim card Or a subscriber identity mobile, it’s an electronic chip card that enables
identification, provides access to a chosen network operator, carries data and
stores information
Smartphone A device that, in addition to its phoning use, also allows you to connect to all the
Internet’s functionalities.
SMS Short message service. A service that allows you to text and send one hundred
and sixty characters at most
Spam Automatic and repeated sending of unwanted electronic messages to a large

number of Internet users for advertising purposes
Text message An electronic message sent by a mobile phone application
Touchscreen A telephone monitor that reacts to the fingers’ touch
Voicemail A device in a voice messaging system for recording and storing vocal messages,
either received or to be transmitted, and which can be played back or forwarded
to one or more recipients
Wi-fi A local area network that uses radio waves to wirelessly link together multiple
computing devices to facilitate data transmission

Lesson 8
Talking about Mobile Phones
Activity 1
Let students answer the questions individually first. Then tell them to get into pairs or
small groups to share their opinions. Invite some pairs and conduct class discussion on the
questions. As the focus of this part is on speaking, allow students enough time and
encourage them to engage in speaking activities.
Activity 2
This activity also helps students to engage in speaking. As students have different
answers, encourage them to explain or justify their answers with reasons. Inform them
that there are no right or wrong answers. The most important thing is their engagement in
the activity and using the language to talk about their opinions.
Activity 3
This is an extension of Activity 2. Apply the suggestions given above.

Activity 4
Organize the class into small groups and get students to discuss the questions after they
have studied the pictures of different generations of mobile phones.
Sample answers
1. Mobile phones have changed their shapes from time to time. They are also
becoming more and more advanced and sophisticated.
2. ‘G’ stands for ‘Generation’. G1, G2, etc. simply refer to the level of
technological revolution and advancement in mobile phones.
3. Encourage students to predict what G5 mobile phones will look like.
4. 4 & 5 should be interesting and engaging to students. Rotate in the classroom
and monitor how they are doing. Help groups as necessary. Inform them that the
beauty of the drawing of their design doesn’t matter. Instead, it is the idea of the
design that is more important. So, students don’t have to worry about their
drawing skills.

Lesson 9
Activity 1
Arrange the class into small groups and engage the groups in discussions about problems
of mobile phones along with their solutions (advice). Inform them to list out the
problems and their proposed solution for each problem. You may give them an example
on the board on how they organize their list. Then help them to write their advice sheet
using short sentences in both the ‘Dos’ and ‘Don’ts’ columns as shown in the example in
Student Book. Selected groups can present their advice sheet to the whole class. You can
also collect the advice sheets and use them as part of continuous assessment plan.
Lesson 10
Activity 2
This is a class survey on mobile phones. Students may need your support here. For this
activity, students can work in a group of four. One student is an interviewer, and the
others are interviewees. The same students can interview each other without going to
other groups. You can first demonstrate the activity with three students.
Activity 3
Help students to summarize their finding for each question using short sentences. For
example, for the first question (Do you have a mobile phone?), if all of the three students
responded ‘No’, the finding can be summarized as: All students don not have a mobile
phone. If two students said ‘Yes’, and only one said ‘No’, this can be summarized as:
Two students have a mobile phone, but one student doesn’t have one.
Question 1: ________________________________________________________
Question 2: ________________________________________________________
Question 3: ________________________________________________________
Question 4: ________________________________________________________
Question 5: ________________________________________________________
Question 6: ________________________________________________________
Activity 4
Give this activity as an assignment after giving students the necessary instruction and
explanation. Make sure students understand what to do and are ready to write their own
paragraph on ‘Students’ opinions on Mobile Phone’. Suggest (write on the board) some
linking words and phrases they need to use in order to connect and sequence their
sentences in the paragraph. When students have written the paragraph, invite some
students to read their paragraphs to the class. Give general feedback such as whether they
have incorporated the findings for all the interview questions. Alternatively, you can
collect the paragraphs for marking and giving more detailed feedback.
English Syllabus for Grade 6
Unit One: Traditional Games (20 periods)

 list out traditional games of their surroundings in English;
 express their favorite game(s);
 guess the names of traditional games based on their description;
 make meaning from the listening texts;
 construct meaning from reading texts;
 identify the form, meaning and use of the Simple Present and Present Continuous Tense;
 write their own sentences using unfamiliar words in the listening and the reading texts;
 write a short paragraph on traditional games
Minimum learning Content/ Language items Learning strategies Assessment
competencies
 Use background Pre-listening  Teacher moves
knowledge Listening around and
 Students look at the title observes if
 Guess from Listening to the description of a listening text and learners discuss
contextual clues of a traditional game called tell the traditional games the listening
Genna/Qille in their surroundings. activities in pairs
 Students guess the or in groups.
meaning of key
 Predict what can be
vocabulary using  Gets students to
included in a
context read their
listening text using
topics as hint. While-listening summary of the
listening talk
 Listen and take note  Learners take notes
while they are listening
to the description of
 Reflect on the Genna/Qille (one of the
listening text traditional games)
 Evaluate the  They also answer
message of the text comprehension
and respond to it. questions
Post-listening
 Learners relate the
listening text to their
experience
 They complete the
summary of the text
Pre-reading  Teacher makes
 Predict what can be Reading the students read
included in a  Students use the text silently
reading text using Reading about background knowledge and answer the
topics as clues Gebeta/Saddeqa to facilitate their questions in
 Make meaning understanding of the writing.
from the reading text  Asks some
text based on prior  Students predict the students to read
knowledge. content of reading using their answers to
 Read and identify picture clues the class
competencies
the general idea of
a reading text While-reading
 Read and identify
specific information  Students read the text
 Work out the for general information
meaning of key  Students read the text
words based on the for specific information
passage  Learners work out word
meanings based on
context clues in the
passage
 Make meaning of Guessing meanings of  Teachers makes
Vocabulary unfamiliar words based on sure students
vocabulary words contexts work in pairs
from sentence and when necessary
textual clues Focus on vocabulary from
 Asks questions
the listening and the reading
 Use months of the and checks
texts
month answers
 Identify the form,  Teacher Checks
meaning and use of Grammar  Learners use previously that learners
the Simple Present acquired grammar understand what
and Present Simple Present and Present knowledge to to do in all
Continuous Tense Continuous Tenses understand the tenses. activities.
 Learners revise the  Teacher Checks
 Complete sentences form, meaning and use that students are
using Simple of the tenses doing activities
Present and Present properly.
Continuous Tenses  They Infer and analyze  Teachers asks
the rules of the tenses
from context questions and
 Construct checks students’
sentences using responses
 Use the rules in
Simple Present and meaningful and  Teachers invites
Present Continuous grammatical sentences students to report
Tenses and dialogues their answers
 Talk about Speaking  Learners use previously  Teacher rotates
traditional games in acquired knowledge and checks
the unit Talking about Genna/Qille about the games. learners’
and Saddeqa/Gebeta games
 Guess which game discussions
it is  Learners negotiate  Teacher gets
 Discuss the rules of meanings to reach groups to report
Qille/Genna and consensus their rules of
Saddeqa/Gebeta traditional games
games  Rehearse the material  Teacher gets
 Discuss your for reporting individual
favorite traditional students to talk
game (s) about their
 Report about favorite games
competencies
traditional games
 Construct wh-  Students draw on the  Teacher checks
questions about given examples and students are
daily activities tabular input to asking each
 Ask wh-questions Writing construct wh-questions other question.
about daily  Students take turns and  Teacher invites
activities  Constructing questions ask each other personal some students to
 Write a guided  Asking wh-questions information read their
paragraph about  Writing a composition  Learners use the sample paragraphs to the
themselves paragraph and questions whole class.
as guide to write a
paragraph about
themselves.
Unit Two: Seasons and Human Activities (20 periods)

Learning Outcomes:
 take notes of the main ideas and details from the listening text;
 construct meaning from the listening text;
 identify main ideas and details from the reading text;
 guess the meaning of new words as used in the reading/listening text;
 use the Simple Past tense and Past Continuous tense to describe actions/events and habits;
 talk about seasons and related human activities;
 write their own sentences using the words from the listening and reading texts, and
 write a short paragraph on human activities in seasons

competencies
 Use life experience Pre-listening  Teacher asks
to answer general Listening 1 &2 questions and
competencies
questions about  Students discuss the elicits learners’
weather.  Listening about farming meaning of some background
 Use previously and seasons weather vocabulary knowledge and
acquired knowledge  Listening to a song about items their opinion
to tell the meaning seasons  Students talk about about the
of key weather seasons and related weather, seasons,
vocabulary activities using their and activities
prior knowledge and  Teacher checks
 Guess from experience students are
contextual clues  Students guess the listening and
meaning of key taking notes
 Listen for general vocabulary using while he/she
and specific context reads the text.
information and  Teacher moves
take notes While-listening around and
 Learners listen and take observes if
 Relate the listening notes learners discuss
texts to their the listening
 They complete listening
personal life activities in pairs
activities
or in groups.
 Read out the song to
 Evaluate the  Gets students to
class
message of the text report the result
and respond to it. Post-listening of their group
discussion.
 Talk about seasons and
related activities in their
area
 Talk about their favorite
seasons and activities
 Report their discussion
 Make meaning Reading the students read
from the reading  Students use the text silently
text based on prior Reading about seasons and background knowledge and answer the
knowledge. human activities and do to facilitate their questions
 Read and identify comprehension understanding of the  Teacher checks
the general idea of activities passage students’
a reading text  Students exchange answers for
 Read and identify information about the various activities
specific information topic  Asks some
 Define key  Students predict the students to report
vocabulary items content of reading using their discussion
 Relate the reading picture clues to the class
text to their
experience While-reading
 React to the reading  Students read the text
material
competencies
for general information
 Students read the text
for specific information
 Learners match words
from the text with their
definitions
Post-reading
Students react to the

passage based on their
personal experience and
thinking
 Discuss what Ethiopian  To encourages
 Describe seasons Speaking farmers’ main activities and checks
 Identify what in each season. students are
people do in Describing Seasons and  Discuss seasons and practicing
various seasons Activities holidays in their area speaking in
 Match pictures with English
seasons  Teacher checks
 Match common seasonal students can
farming activities with describe the
the pictures of activities pictures
 Identify forms of  Study the forms of the
farm verbs Vocabulary farm verbs  Teacher asks
 Defining words  Match farm vocabulary questions and
Meanings of vocabulary checks answers
within context items with their
words in the context of the
 Use words in definitions
texts (listening
contexts  Use context clues to
and reading)
complete sentences with
blanks
 Identify the form,  Teacher Checks
meaning and use of Grammar  Learners use previously that learners
the Simple Past and acquired grammar understand what
Past Continuous Simple Past and Past knowledge to to do in all
Tenses (statement, Continuous tenses understand the tenses. activities
question, negative  Statements  Learners revise the  Teacher Checks
forms)  Negatives form, meaning and use that students are
 Questions of the tenses doing activities
 Transfer previously  Used to properly.
acquired grammar  They infer and analyze  Teachers asks
knowledge the rules of the tenses
from context questions and
 Use grammar in checks students’
context (complete  Use the rules in responses
sentences using meaningful and  Teachers invites
simple Past and grammatical sentences students to report
Past Continuous their answers as
competencies
Tenses and paragraph necessary
 Prepare for writing  Students discuss a  Teacher checks
(pre-writing Writing getting-ready pre- students are
activity) writing activity in pairs doing the
 Write sentences  Using picture clues to  Students use picture getting-ready
about pictures talk about places, clues to write sentences activity.
weather, and seasons about pictures that show  Teacher checks
different parts of students interpret
 Describing pictures in
Ethiopia with different pictures using
sentences weather and seasonal English
differences  Teacher gets
students to write
at least two
sentences about
each picture.
Unit Three: Traffic police officers (20 periods)
Learning Outcomes:
 take notes of the main ideas and details from the reading and the listening texts;
 tell the meaning of words as used in the reading and listening texts;
 respond to the information in the reading and listening texts;
 Identify the form, meaning and use of the present perfect tense;
 write sentences using new words learnt from the listening and the reading texts, and
 write a short paragraph about the responsibilities of traffic police officers

competencies
 Interpret pictures Pre-listening  Teacher asks
 Use life experience Listening questions and
to answer general  Students discuss and elicits learners’
questions about Listening about interpret pictures related background
traffic officers. responsibilities of police to traffic signals knowledge and
 Use previously officer and do activities  Work out meanings of their opinion
acquired knowledge key listening vocabulary about the topic
to tell the meaning from picture clues  Teacher checks
of key weather  Students discuss about students are
vocabulary traffic officers using listening and
their background taking notes
 Guess word knowledge while he/she
meanings using While-listening reads the text.
picture clues and  Teacher moves
the listening text  Learners listen for around and
clues; using words general and specific observes if
competencies
in in sentences information and take learners discuss
notes the listening
 Listen for general  They complete listening activities in pairs
and specific activities or in groups.
information and  Match words with their  Teacher
take notes definition’s based on the monitors within
listening text group debated
 Relate the listening  Use the words in  Teacher gets
texts to their contextualized sentences some group
personal life members to
Post-listening present their
opinion to the
 Talk about traffic
class.
officers and personally
respond to the story
 Interpret pictures Reading sure students
and predict reading  Students discuss and make intelligent
contents Reading about the duties of interpret the pictures of guessing using
 Make meaning traffic officers activities of traffic various clues
from the reading officers  Teacher asks
text based on prior  Students predict the students to cite
knowledge. content of reading using the clues they are
 Read and identify picture clues using
the general idea and  Students use  Teacher makes
specific information background knowledge the students read
of a reading text to facilitate their the text silently
 Scan the text and understanding of the and answer the
identify specific passage questions
information  Teacher checks
 Relate the reading While-reading
students’
text to their  Students skim the text answers for
experience for general information various activities
 React to the reading  Students scan the text  Visits various
material for specific information groups and
 Produce an advice monitors when
sheet on road safety Post-reading students prepare
advice sheet
 Students react to the  Asks some
passage based on their students to report
personal experience and their advice
thinking sheet to the
 Prepare an advice sheet class
in groups and explain it
to class
 Defining words  Match traffic vocabulary  Teacher asks
within context Vocabulary items with relevant questions and
competencies
 Use words in Traffic vocabulary in the pictures checks answers
contexts context of the texts (listening  Use context clues to
and reading) complete sentences with
blanks
 Identify the form,  Learners use previously  Teacher Checks
meaning and use of Grammar acquired grammar that learners
the Present Perfect knowledge to understand what
Tense (statement, The Present Perfect tense understand the tense. to do in all
question, negative (Active)  Learners revise the activities
 Statements form, meaning and use
forms) of the tense  Teacher Checks
 Transfer previously  Negatives  They infer and analyze that students are
acquired grammar  Yes/No questions the rules of the tense doing activities
knowledge from context properly.
 Use grammar in  Use the rules in  Teachers asks
context (complete meaningful and questions and
sentences using grammatical sentences, checks students’
Present Perfect dialogues, and responses
Tense)  Teachers invites
paragraphs
students to report
their answers as
necessary
 Complete telephone  To encourages
 Recognize Speaking conversations and checks
telephone  Role play telephone students are
vocabulary and Telephone Conversations conversations practicing
phrases  Use telephone conversations
 Complete telephone conversation phrases in properly
conversations various contexts  Makes sure
 Act telephone (dialogues, sentences, students
conversations in texts) understand the
role plays meanings of
 Use telephone useful phrases
conversation useful  Checks students
phrases are using phrases
 Match phrases with properly
their functions  Teacher gets
some pairs to
demonstrate their
telephone
conversations to
the class
 Prepare for writing  Students complete a  Teacher checks
(pre-writing Writing getting-ready activity: students are
activity) answering in complete doing the
 Write sentences  Writing about traffic sentences getting-ready
 Write shot guided officers  Use their sentences and activities
competencies
paragraphs  Writing about traffic write a short paragraph  Teacher accepts
lights and signs about traffic police answers from
officers some students
 Students complete and give general
another getting-ready feedback
activity by matching the  Teacher gets
meaning of traffic colors students to
and signs with their compare their
meanings paragraphs.
 Students use their  Teacher gets
answers and write a some students to
short paragraph for read their
school children about paragraphs to the
traffic lights and signs. class
Unit Four: Farm Animals (20 Periods)
Learning Outcomes:
 take notes for details in the listening texts;

 construct meanings from the listening texts;
 write their own sentences using unfamiliar words from the listening and the reading texts;
 write a short paragraph about farm animals;
 identify function and meanings of modals and use them in contexts.
Minimum Learning Content/Language Learning Strategies Assessment

Competencies Items
Listen and take note. Listening  Predicting what the What specific details
From the descriptions in the Listen to the text and listening text will be have you noted in
listening text, identify what complete exercise that about. the listening text?
honey bees are and how they follow.
are classified.  Listening for main and
specific ideas
Read and identify how the Reading  Predicting what have Answer all
animas described in the Read about how farm been included in the comprehension
reading passage are used for animals are natural reading passage questions.
income generation. resources and do  Skimming for general
exercises. ideas
 Scanning for specific
information
Guess meanings of new Vocabulary Guessing meanings of Complete sentences
words from the listening text Practice meanings of unfamiliar words with new word from
and reading passage. new words from the the listening text and
listening and reading. match meanings
from the reading.
Identify functions of selected Grammar Presentation of the modal  Match the modal
modal verbs. Will/would, may/ verbs through contexts by verbs with their
might, can/could, the teacher functions in
shall/should and must contexts.
 Complete
sentences with
appropriate modal
verbs.
 Tell the functions
of modals in
context.
Argue for or against the Speaking Divide students into Take a position and
treatment cows receive from Should special groups and make them argue whether or not
the society. treatment be given to argue for or against the cows should receive
cows? treatment of cows by the special treatment.
society.
Using guide points given, Writing Using overall contexts in Write a paragraph
write a paragraph of your Write a paragraph about the textbook, inform about farm animal
own about farm animal you a farm animal you students to write a you are familiar
best. know best. paragraph of their own with.
about farm animal they
know best.
Unit Five: Poultry (20 Periods)
Learning Outcomes:
 identify and extract the main ideas and details from the reading and the listening texts;
 tell the meaning of a word as it is used in the reading and listening texts;
 produce written responses based on the information in the reading and listening texts;
 use appropriate vocabulary and grammar in speaking;
 express themselves fluently and accurately;
 use information from the listening and reading texts to summarize;
 based on textual information, write a short paragraph about honey bees and chicken;
 identify the difference between the modal verb must and have to /has to and need to and use them
in appropriate context;
 participate in whole class and small group discussion in English.
Minimum Learning Content/Language Items Learning Strategies Assessment

Competencies
Listen and take note. Listening  Arouse students’ What details have
 Name external body parts of Listen to the listening text interest through you noted about the
a hen. and then do the listening brainstorming hen’s body parts
 Tell development stages of activities. and chicken’s stage
activities.
of development?
chicken. 
Identify how poultry is used Reading  Reading for general Write the three
for income generation. Reading about poultry and and specific types of breed of
doing comprehension information. poultry that
questions  Guessing meanings generate income.
from a context.
Guess meanings of words from Vocabulary Guessing meanings of Based on the
contexts. Practicing new words from new words context in the
the reading through reading passage, do
matching and completion the matching and
activities. completion
questions on
vocabulary.
Identify the uses of must, Grammar Based on the contexts Do the completions
have/has to, need to… Must, have/has to, need in the textbook, questions given in
to… encourage students to your textbook.
produce as many
sentences of their own
as they can using
must, have/has to,
need to…
Prepare a three minutes talk Speaking Based on the guide What is the
about the benefits of raising Talking about benefits of points in the textbook, importance of
chicken. raising chicken organize students to raising chicken in
talk about benefits of your area?
raising chicken.
Write a paragraph by Writing Arouse students’ Using the guide
comparing and contrasting Honey Bees and Chicken interest by drawing points in the
honey bees with chicken. their attention to the textbook, write a
differences between paragraph about
honey bees and honey bees and
chicken given in the chicken.
textbook and make
them write a
paragraph about this.
Unit Six: Water Pollution (20 Periods)

Learning Outcomes:
 take note for details in the listening text;

 make meaning from the listening text
 comprehend details of the reading text;
 write their own sentences using the unfamiliar words in the listening and the reading texts;
 write a short paragraph about Water Pollution;
 Identify the form, meaning and use of simple present passive voice.

Competencies
Listen and take note. Listening Let students complete Write the ways
Listening to the text about summary of the through which
water pollution listening text. water is polluted.
List causes of water pollution. Reading Encourage students to What is water
Reading for details and answer pollution caused
general ideas comprehension by? How harmful
questions given after is it?
the reading passage.
Tell meanings of unfamiliar Vocabulary Encourage students to  Match words or
words Matching and completion complete the matching phrases in column
questions and gap filling A with their
vocabulary activities. meanings in B.
 Complete
sentences by
inserting
appropriate words
given in the box.
Differentiate uses of passive Grammar Let students infer the Complete
voice in the simple present Passive Voice of Simple form and meanings of sentences by
tense Preset Tense simple present tense changing the verb
from contexts given in in the parentheses
the textbook. into their
appropriate simple
present active or
passive forms.
Present a short speech on water Speaking Encourage students to Talk about water
pollution. A 3-5 minutes talk on prepare 3-5 minutes pollution: Causes,
water pollution talk by using effects and
information in the controlling
listening text and mechanisms.
reading passage.
Write a paragraph on water Writing Guide students to Using information
pollution Water Pollution write about water from the listening
pollution. and reading, write a
paragraph about
water pollution.
Unit Seven: Hard Work (20 Periods)

Learning Outcomes:
 identify main ideas and important details from the listening text;
 identify the main ideas and supporting details of the reading text;
 produce a written response based on textual information (listening and reading texts);
 discriminate meanings of words as used in the texts( listening and reading);
 define /tell new words related to hard work.
 rrite their own sentences using the unfamiliar words in the listening and the reading texts;
 write a short paragraph about a famous person they know;
 use simple future tense correctly.

Competencies
 Take note as they listen. Listening Help students to Match statements in a
 Identify meanings of hard Hard Work and Smart differentiate hard box either with hard
Work work from smart work work or smart work.
work and smart work
Identify the gist of the passage. Reading Predicate what Fill in the blank
Hard Work motivates people to spaces with
work hard. appropriate
information from the
reading passage.
Guess meanings of new words. Vocabulary Encourage students to Find words or phrases
find words whose whose meanings are
meanings are closer to closer to the ones in
the ones in the list. the list.
Identify the use of will and Grammar Let students Match language form
shall and other ways of Will, shall and be going to understand the with their meanings
expressing simple future tense. function and meanings in context.
of will, shall and be
going to.
Present a brief talk about Speaking Let students deliver a Based on contents
famous people. Qualities of famous people brief talk about provided in the
famous people they textbook, prepare 3-5
knew best. minutes talk about a
known (famous
person).
Write a paragraph about Halie Writing Guide students to Using contents in
Gebreselassie Writing about a famous write a paragraph your speech, write a
person about paragraph about
Hailegebreselassie. Haile Gebreselassie.
Unit Eight: First Aid (20 Periods)

Learning Outcomes:
 take notes for details in a listening text;

 identify the main ideas of reading texts;
 comprehend details of reading text;
 write their own sentences using the unfamiliar words in the listening and the reading texts;
 write a short paragraph about the importance of First Aid;
 Identify the form, meaning and use of Zero Conditional and Conditional Sentence Type I.

Competencies
Listen and take note. Listening Predicting about what Complete
 Write the main objectives of Listen to a text and the listening text will sentences with
first aid. identify the need for first be about. appropriate words
 Complete sentences with aid. from the listening.
information from the listening.
Identify the importance of first Reading  Predicting what the Answer
aid. First Aid reading is about comprehension
 Skimming and questions.
scanning
Guessing meaning of new Vocabulary Matching words in a Find words or
words from the reading Vocabulary in context list with their closer phrases whose
passage. meanings in the meanings are closer
reading passage. to the ones in the
list.
Identify the uses of zero Grammar  Encourage students to Complete
conditional and Conditional Zero Conditional and identify the difference sentences below by
type I. Conditional type I between zero changing the verbs
conditional and in the parentheses
conditional type I. into zero
 Based on the contexts conditional or
given, let them conditional I form.
complete sentences
with zero conditional
or conditional type I.
Make 3-5 minutes speech on Speaking Let students prepare a Prepare 3-5
how to remain safe when Road Safety speech on how to minutes talk on
driving a car. drive safe. Road Safety.
Write a paragraph on “factors Writing Using their notes and Using information
causing car accidents”. Factors Causing Car information in their from your speaking
Accidents speech, let students activity and
write a paragraph on additional notes,
why car accidents write a paragraph
occur. about Factors
Causing Car
Accidents.
Unit 9: Unity is Strength (20 periods)

Learning Outcomes:
 take notes of details in the listening text;

 identify details of the reading text;
 identify the form, meaning and use of conditional sentence type 2;
 understand the meaning and functions of adverbs;
 write their own sentences using unfamiliar words in the listening and the reading texts, and
 write a short paragraph on “unity is strength

competencies
 Use previously Pre-listening  Teacher asks
acquired knowledge Listening questions and
to discuss unity  Students discuss and elicits learners’
 Guess word Listening to stories about report on the topic using background
meanings using ‘Unity is Strength’ their prior knowledge knowledge and
sentence clues and  Work out meanings of their opinion
the listening text key listening vocabulary about the topic
clues from sentence clues  Teacher gets
 Use words in While-listening group
sentences representatives
 Listen for the  Learners listen for to report their
general and specific general and specific answers
information and information and take  Teacher asks
take notes notes them what clues
 Recognize text  They complete listening they have used to
coherence activities guess the
 Write the summary  Use the words in meaning of the
of the listening text contextualized sentences words.
 Relate the listening  Teacher checks
Post-listening students are
texts to their
personal life listening and
 Students rearrange
taking notes
jumbled sentences based
while he/she
on the story
reads the text.
 Students write the  Teacher engages
summary of the story class in group
using the rearranged and whole class
sentences discussions
 Students valuate the  Teacher moves
message and personally around and
respond to it. observes if
learners discuss
the listening
activities in pairs
competencies
or in groups.
Pre-reading  Teacher checks
 Interpret pictures Reading  Students discuss what students interpret
about unity the pictures tell them pictures,
 Interpret proverbs Reading a story about parts about unity proverbs and
and popular sayings of the body  Students discuss popular sayings
about unity proverbs and popular about unity
 Make meaning sayings about unity  Teacher makes
from the reading  Students predict the the students read
text based on prior content of reading using the text silently
knowledge. picture clues and do the
 Read and identify  Students use activities
the general idea and background knowledge  Teacher checks
specific information to facilitate their students’
of a reading text understanding of the answers for
 Scan the text and passage various activities
identify specific  Teacher makes
information While-reading sure students
 Use context  Students skim the text participate in
for general information group
clues for the  Students scan the text discussions
meaning of for specific information
unfamiliar  Work out word
words meanings from context
 Relate the reading
Post-reading
text to their
 Students react to the
experience and
react to the reading
personal experience and
material
thinking
 Recognize word  Students complete the  Teacher ensures
similarity and Vocabulary table of synonyms and students
difference  Synonyms and antonyms antonyms understand
 Use vocabulary in  Vocabulary for  Students write three- ‘synonyms’ and
sentences describing unity word sentences about ‘antonyms’
 Complete a word  Word semantic mapping unity  Teachers asks
map  Students complete the students to read
word map with various their sentences
aspects of the word about unity
‘Unity’.  Teachers checks
students’ word
mapping and
asks them to
report
 Identify the form,  Learners use previously  Teacher checks
competencies
the Conditional knowledge to understand what
Sentences Type 2 1. Conditional Sentences understand this to do in all
and Adverbs Type 2 condition and adverbs activities
 Transfer previously  Unlikely (improbable)  Learners revise the  Teachers checks
acquired grammar conditions form, meaning and use students
of the condition and
knowledge  Imaginary conditions adverbs differentiate
 Write conditional  Use the grammar items between
type 2 sentences 2. Adverbs in meaningful and conditional
 Use grammar in grammatical sentences sentences type 1
context (complete  Write conditional type 2 and 2
sentences using sentences  Teacher checks
Conditional that students are
Sentences Type 2 doing activities
and Adverbs) properly.
 Teachers asks
questions and
checks students’
responses
 Teacher makes
sure students
construct correct
and meaningful
conditional
sentences.
 Teachers makes
 Recognize Speaking  Students use expressions sure students
expressions for for agreement and understand the
agreement and Expressions for Agreement disagreement in various meanings of
disagreement and Disagreement contexts (dialogues, useful
 Complete the sentences, texts) expressions
dialogues with  Students practice the  Teacher
suitable expressions dialogues encourages and
of agreement and checks students
disagreement are using
 Complete sentences expressions for
with suitable agreement and
expressions disagreement
properly
 Teacher gets
students to
practice the
dialogue
 Write six sentences  Students use the set of  Teacher checks
about the Writing words and phrases to students use the
importance of unity write six sentences set of words and
 Identify major  Writing about unity about the importance of phrases properly
events of a  Writing a narrative unity. and write six
competencies
narrative paragraph paragraph  Study a sample narrative sentences about
 Retell the story paragraph the importance
 Write a shot guided  Students retell the story of unity.
narrative paragraph in their own ways  Teacher checks
 Answer questions about students
oneself as preparation understand a
for writing a narrative sample narrative
paragraph paragraph
 Students use their  Teacher invites
answers and write a them to retell the
short narrative story in their
paragraph about own ways.
themselves  Teacher checks
students answer
questions about
themselves
 Teacher gets
some students to
read their
paragraph to the
class
Unit Ten: Mobile phones (20 points)
Learning Outcomes:
 identify main ideas and important details from a listening text;

 take notes from the listening texts;
 distinguish the main ideas of the reading text from details;
 identify details from the reading text;
 understand and use conditional sentences (type 3);
 use relevant vocabulary items to talk and write about mobile phones;
 talk about mobile phones using suitable vocabulary items and phrases;
 use mobile phone vocabulary items;
 write their own sentences using words and ideas from the unit; and
 write a short paragraph on mobile phones.
Minimum learning
Content/ Language items Learning strategies Assessment
competencies
 Use previously Pre-listening  Teacher asks
acquired knowledge Listening  Students discuss and questions and
to discuss mobile report on the topic using elicits learners’
phones Listening to stories about: their prior knowledge background
 Guess word  a mobile phone user  Work out meanings of knowledge and
meanings using  five people talking about key listening vocabulary their opinion
Minimum learning
competencies
sentence clues and online communication from sentence clues about the topic
the listening text  Teacher gets
clues While-listening group
 Listen for the  Learners listen for representatives
general and specific general and specific to report their
information and information and take answers
take notes notes  Teacher asks
 Distinguish  They complete listening them what clues
between facts and activities they have used to
inferences  Students identify facts guess the
 Relate the listening and inferences meaning of the
texts to their words.
personal life Post-listening  Teacher checks
students are
 Students discuss which taking notes
of the speakers they while he/she
agree or disagree with reads the text.
most?  Teacher engages
class in pair
discussions
 Teacher Invites
some pairs to
explain their
reasons
Pre-reading  Teacher checks
 Use context Reading  Students predict the students guess
content of reading using word meanings
clues for the  Reading about uses of the title of the text from contexts
meaning of mobile phones  Students guess the  Teachers ensures
unfamiliar  Reading about uses and meaning of words as students predict
words abuses of mobile phones they are used in the content of the
sentences. text
 Predict the  Students use  Teacher checks
content of the background knowledge students read the
text based on to facilitate their texts for various
understanding of the purposes
the title passage  Teacher checks
 Make meaning students’
from the reading While-reading answers for
text based on prior  Students skim the text various activities
knowledge. for general information  Teacher makes
 Read and identify  Students scan the text sure students
the general idea and for specific information participate in
specific information  Work out word group
of a reading text meanings from context discussions and
 Scan the text and report their
 Students interpret
Minimum learning
competencies
identify specific text meanings views to the
information class
based on their
 Use context
understanding of
clues for the the texts
meaning of
unfamiliar Post-reading
words  Students react to the
 Interpret text personal experience and
meanings thinking
 Relate the reading  Discuss statements with
text to their their partners and
experience and explain their ideas to the
react to the reading class.
material
 Identify the form,  Learners use previously  Teacher checks

knowledge to
the Conditional understand conditional understand what
Sentences Type 3 3. Conditional Sentences sentences type 3 to do in all
 Transfer previously Type 3 activities
acquired grammar  Learners revise the  Teachers checks
form, meaning and use
knowledge of the conditional students
 Write conditional sentences type 3 differentiate
type 3 sentences  Use the grammar items between
 Use grammar in in meaningful and conditional
context (complete grammatical sentences sentences type 1,
sentences using  Write conditional type 3 2, and 3
Conditional sentences  Teacher checks
Sentences Type 3) that students are
doing activities
properly.
 Teachers asks
questions and
checks students’
responses
 Teacher makes
sure students
construct correct
and meaningful
conditional 3
sentences.
 Acquire mobile  Students complete  Teacher asks
vocabulary items Vocabulary sentences with suitable students if they
 Apply the target words or phrases using already know the
Minimum learning
competencies
words Mobile vocabulary context clues meaning of some
 Use context clues  They match words with mobile words
their meanings using  Teachers uses a
context clues mobile phone
and asks the
class what some
words or phrases
refer to
 Teacher checks
students answers
 Students discuss mobile  Teacher invites
 Express opinions Speaking phones some pairs and
 Ranking mobile  Students rank common conducts class
phone functions Talking about Mobile functions of mobile discussion
 Design the next Phone phones and report their  Teacher checks
generation of ranking students identify
mobile phones (G5)  Students study the different
pictures of different generations of
generations of mobile mobile phones
phones  Teacher gets
 Students design G5 students to
mobile phones in group explain or justify
 Describe their design to their answers
the class with reasons.
 Teachers
monitors and
makes sure
students
understand
correctly the
mobile designing
 Identify advantages  Students discuss  Teacher checks
and disadvantages Writing benefits and harms of students discuss
of mobile phones mobile phones problems of
 Write an advice  Writing about problems  Groups write an advice mobile phones
sheet related to mobile phones sheet for their school and prepare an
 Conduct class  Conducting class survey children on how to use advice sheet with
survey  Reporting class survey (not use) mobile phones. ‘Do’ &‘Don’ts’.
 Summarize class results  Students conduct class  Teacher gets
survey results  Writing a guided survey (interview 3 selected groups
 Write a guided paragraph students each) to present their
paragraph  Summarize class survey advice sheet to
results in short sentences the whole class.
 Use their summary  Teacher guides
sentences and write a and monitors
short paragraph on class survey
Minimum learning
competencies
students’ opinion about interviews
mobile phone.  Teacher gets
some students to
demonstrate their
summary of
survey results
 Teachers makes
sure students
understand what
to do and are
ready to write
their own
paragraph on
Students‘
opinions on
Mobile Phone‘.
 Teacher gets
some students to
read out their
paragraphs

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ENGLISH FOR ETHIOPIA

Authors: Dr. Abebe Damtew

Dr. Hailu Gutema

Curriculum Editor: Dr. Chanyalew

Enyew Language Editor: Dr.

Animaw Anteneh Illustrator:

Designer: Dereje Tesfaye

Goals and objectives

Teaching English Language Skills

During assessment, it is important to be aware of considerations such as what the

The overall structure of this textbook is topic-based. In the topic-based structure, we

 list out traditional games of their surroundings in English;

Section One: Listening

1. match: a game or competition in which people or teams compete against

Question 2: Answers (Or refer to the text)

Section Two: Reading

1. Both adults and children

1. B. a hole with seeds

1. row 2. field 3. stone 4. Break 5. ball

1. player 2. good 3. especially 4. prefer 5. Can

1. January 2. February 3. March 4. April

5. May 6. June 7. July 8. August

9. September 10. October 11. November 12. December

1. like 2. gained 3. defeated; finished first

4. famous 5. exceeded; surpassed

Activity 1: Answers (underlined)

My name is Mame. I am 12 years old. I am Grade 6 student at Makko Billi School. I

1. drink 2. buys 3. flies 4. Smokes

Present continuous Tense

You: What is the boy in the first picture doing?

Student: He is eating a loaf of bread. (The boy is eating a loaf of bread.)

1. The boy is eating a loaf of bread.

1. I am reading in the library.

1. I am playing traditional games at the moment. I usually prefer to play

Section Five: Speaking

No What game is it? Your answer

UNIT TWO: SEASONS AND HUMAN ACTIVITIES (20 Periods)

At the end of this unit, learners will be able to:

Section One: Listening

1. hot / warm 4. dry/humid

Today, I would like to talk to you about Seasons in Ethiopia.

Seasons come, seasons go,

Some bring rain and some bring snow

Section Two: Reading

1. False 2. True 3. False 4. True 5. False

Ask students to re-read the text and do the reference questions.

1. Three distinct seasons

Section Three: Speaking

Describing Seasons and Activities

Section Four: Vocabulary

Section Five: Grammar

A. Simple past tense

II. The past continuous Tense

1. were playing 5. Were … shouting

1. We were watering … was mending ….

1. … was sitting … called

Section Six: Writing

Feedback (not exactly correct answers)

1. Picture 1: Winter in lowland area (possible in Borena or Afar area)