Unit Five

Grammar

Talking about the future

 Be + going to
 Present continuous
 Will + infinitive

Tense

Present Progressive I am meeting Eliza at 4:00 tomorrow afternoon.

Arrangements Rick is not attending the meeting.

Is Julia coming to the event?
I am going to start eating healthier foods.

Intentions We are not going to miss a single episode this season!

Be going to Are you going to clean your room?
Predictions based on Be careful! You are going to spill your tea!
Current Circumstances
There are no clouds in the sky.
It is not going to rain.
The light is red. Is the car going to stop?
I will pay you back tomorrow.
Promises We will not forget Mom’s birthday.
Will you take the dog for a walk?
Instant decisions It is too cold. I will not go outside.
Simple Will you have juice or tea?
Future I think you will enjoy this book.
Predictions Caroline will not arrive on time.
Will people take vacations in space someday?

Wendy will be 30 next week.

Future facts The sun will not set before 7:00 tomorrow evening.

What time will the sun rise tomorrow?

All aboard! The train leaves in five minutes.
Simple Time tables and Academic activities do not begin until February.
Present schedules
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Does Theodore’s plane arrive soon?

5.2 .2 sentence types

Sentence are classified into four: based on their function and construction
Sentence genre on the basis of function

A: Declarative sentence: They are also called statement that gives facts.
Example: Cloud brings us rain
A Tiger doesn’t eat grass
B) Interrogative (Question): used to ask a question. It always ends with a question mark.
Example: Did the president visit the town?
Why doesn’t she ask you?
C) Imperative :( Command)
Example:

Bring me a glass of water.

Don’t ever touch my phone.
Give me a pen and a pencil.
Play with intensity and courage.

D) Exclamatory: to express emotion, anger, feeling

Example: Oh! How Tragic
How stupid of you to say that!

Sentence genre on the basis of construction

A) Simple sentence: It contains a subject and a verb, and expresses a complete thought.

Example: We won the football match.

B)Compound sentence: containing two independent clauses joined by a conjunction: for, and,
nor, but, or, yet, so. (Helpful hint: The first letter of each of the coordinators spells FANBOYS.)
Except for very short sentences, conjunctions are always preceded by a comma.

Examples: I went home and did my homework. Our team won the match, so we all were very
happy.

C. Complex sentence: It has an independent clause joined by one or more dependent clauses. A
complex sentence always has a subordinating conjunction.

D) Compound complex sentence:

For example: after, before, unless, although, if, until, as, since, when, because, than while.

Subordinating conjunctions usually come at the beginning of the subordinate clause.

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Examples: He watched television although he had not done his homework.

We will go home when the football match is finished.

A subordinate or dependent clause depends on a main or independent clause. It cannot exist

alone.

For example: Although I work hard does not make any sense. But a main or independent clause
can exist alone.

For example: I’m still hungry.

Join these sentences using the word or expression in brackets. Remember to change the
punctuation where necessary.

1.Liben wanted to be a doctor. He didn’t work hard enough at school. (Although)

2.Gifti wanted to be a pop star. She watched Ethiopian Idols on television. (Since)

3. You will not play in the final match. You must train hard to win a place in the team. (Unless)

4. Ayantu wanted to run in the Olympic Games. She sawDerartu Tulu win a gold medal.
(Because)

5)Girmay must pass his exams. He can train to be a doctor. (Before)

6) We must buy some bananas. The price is very low. (While)

7) The dog was sick. It had eaten some bad meat. (Because)

D) Compound complex: A compound-complex sentence is comprised of at least two

independent clauses and one or more dependent clauses.

Example: Though Mitchell prefers watching romantic films, he rented the latest spy thriller, and
he enjoyed it very much.

Verb Patterns
Verb followed by gerund and infinitive

Verb and verb patterns

When one verb is followed by another, the form of the second verb may be in the -ing form or
the -to form.

For example: Some children start working because their parents have become ill.

The money helps to keep them alive.

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The form of the second verb depends on the first verb. Some verbs must be followed by the -ing
form, for example: finish, enjoy, consider, and imagine:

Have you finished washing the clothes?

Do you enjoy playing cards?

Some verbs must be followed by the -to form, for example: decide, want, intend, and hope

I have decided to buy some new football boots.

Do you want to read that book?

Some verbs can be followed by either the -ing form or the -to form. These fall into two groups:
1 There is no change in meaning with the -ing or to form, for example: start, hate prefer

I prefer eating at night/I prefer to eat at night.

2 There is a change of meaning depending on which form you choose: I stopped to eat my
lunch / I stopped eating my lunch.

When one verb is followed by another, the form of the second verb may be in the ing form or to
form.

Which form is used depends on the first verb.

1 Some verbs are always followed by a gerund (-ing) form.

Have you finished using the computer?

2 Some verbs are always followed by an infinitive with to.

The infinitive is used to show purpose (why you are doing something).

Her husband wants to reach Harar before dusk.

3 With some verbs, both are possible, and sometimes it doesn’t make much difference which
you use:

The child started to drink the glass of milk.

The child started drinking the glass of milk.

4 Some verbs can be followed by an object and the -to form of another verb:

All of these products have helped farmers to grow more.

Exercise 1

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Complete the sentences with the correct form of the verb in brackets in the -ing form or
to form. Write them in your exercise book.

1. I want (visit) Debre Damo.

2. I like (eat) ice cream on very hot days.

3. I’m very sorry, sir, I forgot (do) my homework.

4 .Would you like (dance)?

5.Our teacher doesn’t allow us (shout) in class.\

6. I feel like (change) my hairstyle.

7. The bus avoided (hit) the child who ran into the road.

8. I am teaching my little brother (swim).

9. The speaker went on (talk) about his school days for half an hour! 10. Please remind me (buy)
some rice on the way home.

Exercise 2

Copy these sentences into your exercise book. Complete them with the correct form of the
verb: the -ing or to form.

1. Do you enjoy (dance)?

2. Where is Olana? He promised (come) early.
3. I hope (be) a doctor one day.
4. You must learn (swim); it may save your life.
5. Don’t forget (do) your homework!
6. I don’t mind (get up) early.
7. Have you finished (eat) your mango?
8. I want (go) home now.
9. Where have you decided (go) tonight?
10. Please don’t stop (sweep), the floor is still dirty.
11. On the way home we stopped (look) at the sunset.
12. I like (drink) water every morning.
13. I like (play) the guitar.
14. I don’t remember (see) that watch before.
15. Please remember (lock) the door when you leave.

Reading Comprehension: My Family – A childhood Memory

My family

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1 Read this description of happy family life in one part of Ethiopia. Identify aspects of the life
described that match your list of ‘ingredients’ in exercise 1.
My name is Aret and I live in the beautiful Semien Mountains area, where I have grown up. My
family live in a typical stone and mud house with a thatched roof. I have two brothers, Wakwoya
who is younger than me and also at school, and Berhe, our older brother who is already a primary
school teacher. My grandparents also live with us. People say I take after my father who is tall and
strong-minded! I hope I will be beautiful like my mother, too! I have to get up very early as I go to
school in the morning. After school, I have to help my brother look after the goats. I help my
mother prepare injera for our meal, too. Then I get on with my homework in the evenings. At
weekends we often go to the school field for sports. I usually play in a volleyball game or do some
training. Wakwoya plays football. When there’s a holiday, like Timket or Enkutatash, the whole
family goes to the village and we have to take part in special dances: one for the girls and one for
the boys. I always look forward to these occasions very much. Wakwoya and I are close in age and
when we were growing up we used to play together but we often fell out. Now we are older we get
on better, and help each other with our homework. I want to do well in Grade 12. My parents have
worked hard to let us stay on at school and I don’t want to let them down.
With a partner, talk about Aret’s life. In what ways is it like your own?

Increase your word power: Phrasal verbs

There are nine different phrasal verbs in the text above. Identify them and match them to
the meanings below. Note: One of them is used twice with a different meaning in each case.

1. To disappoint someone, especially by not doing what you promised.

2. To have a friendly relationship with someone.

1. To continue or to make progress with a job, work etc.

2. To get out of your bed after sleeping.
3. To continue to do a job or to study after the time when people can leave.
4. To take care of someone or something.
5. To look or behave like an older member of your family.
6. To be excited and happy about something that is going to happen.
7. To have a quarrel.
8. To gradually change from being a child to being an adult.

5.4 Speaking: Expressing opinion-agreeing and Disagreeing

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 We use the following phrases to express simple counter arguments for or against it, using the
following opinion expressions: I think … I suppose … I’m pretty sure that … It’s my opinion
that …Use the following phrases to express your opinions: In my opinion … I think … I
believe … I suggest … It would be a good idea to … We should / ought to …

Use the following expressions to give the counter arguments: Yes, but don’t forget … ● That
would be great, except … ● That’s a good idea, but … ● Even if that is so … ● That may be so,
but … ● Possibly, but I’m convinced that ● … I wonder if …

When everyone is ready, you can begin the class discussion. Make sure everyone has the chance
to speak. ● Listen carefully to what other people say and question or support what they have
said. ● Keep the discussion going – don’t wait in silence for other people to speak. ● Use some
of these expressions: ● In my opinion … I think … I’d like to say that … What do you think?
I’m sorry I don’t agree. I agree / disagree. I agree with you but … I don’t see it like that. You’re
absolutely right. That is / isn’t true. Yes, but don’t you think …? I’m sorry but you’re wrong.

5.5 Writing: Formal Letter

There are various ways in which formal letters can be set out. The block style, which is now the
fashion, makes letter writing easier and quicker for typists. You will see an example of a letter
written in this style below. Look at it and notice the following: The ● sender’s address (but not
his or her name) is set out in the top tight hand corner. The address is aligned vertically so that
each line starts immediately below the first one. The ● date goes below the address. The number
indicating the day does not have to be followed by st, nd, etc. The ● addressee’s name and
address are arranged at the top left, but lower than the sender’s address. The ● salutation (‘Dear
…’) begins just below the addressee’s address. The ● subject of the letter goes under the
salutation, and is underlined if the letter is handwritten. The ● text of the letter begins after a
line space. Paragraphs ● are separated from one another by a line space and the first line of each
is not indented (i.e. shifted right). The ● valediction – usually Yours faithfully in formal letters
is written after the text of the letter, and is separated from it by a line space. Immediately under
the signature, the name of the sender is clearly written. Punctuation. The normal rules of
punctuation apply. Formal letters are brief and to the point.

Revision Question

Now read the text and answer the questions below.

What do employers expect from a school-leaver? The answer to this question is not easy, but in
general employers seem to look for a number of qualities in job-applicants. In the first place,
employers like would-be employees to know their own minds. They like applicants to be
decisive - to have a clear idea of what they want to do in life, as well as realistic notions of what
is involved in achieving their goals. Thus applicants who are career conscious definitely stand a
better chance than those who are indecisive. Clearly, applicants can only show this quality if

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they have done some homework before the interview, to find out something about the
organization they are applying to join, and to understand the kinds of opportunity that might
open up. They should also find out if possible about the history, aims and problems of the
organization; its products, if any; its training programmes; and the long-term job prospects.
Showing evidence of your interest in the organization will impress the interviewer. However,
this does not mean that the applicant should try to appear a “know-all” at the interview. Far from
it! While employers expect certain minimum academic achievements in their would be
employees, they are far more interested in whether the applicant is ready, willing and able to
learn, often from fellow-workers who may, on paper, be far less well-qualified. This last point
is crucial. A new employee must have respect for those already employed in the organization,
even if the latter are less-qualified. There are plenty of older employees around who when young
did not have the same educational opportunities as the present generation. There can be no future
for those new employees who look down on any of their colleagues or senior officers on these
grounds. On the other hand, employers do like their young workers to be reasonably ambitious.
Organizations depend a great deal for their growth and prosperity on the willingness of their
younger employees to improve themselves, and a spirit of friendly competition is usually highly
desirable, provided it is carried on in a reasonable way. However, ambition is not the same
thing as greed. Many young people when they first get a job think that the world is at their feet.
In their desire to impress their friends and relatives, they often bite off more than they can chew
in terms of financial obligations. It is easier to apply for a car or motorcycle loan than to make
sure you have enough money left every month to pay off your debt. Employers lay great stress
on new employees having a realistic judgment of their income, so that they can budget properly
in their personal affairs. One last point is worth mentioning: it pays to dress conventionally and
smartly. It would be foolish to throw away your chance of a job, or of promotion once in the job,
merely because of your clothes.

Grade 11 English: Student Textbook

2. Choose the best option to complete the following sentences.

1 According to the text, employers like job applicants to …

A have a career. B have clear goals. C be able to make decisions. D know the employer’s mind.

2 At a job interview, applicants should …

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A try to impress the interviewer. B show interest in what the interviewer says. C know something
about the organization they are applying to. D talk about their training and long-term prospects
with the organization.

3 It is not a good idea to …

A. respect older employees. B be ready willing and able to learn new things. C have only
minimum academic achievements. D think qualifications are more important than experience.

4 Being ambitious is a good thing, as long as …

A. you are friendly. B you are prosperous. C you are not too competitive. D you are extremely
competitive.

5 When you first get a job, it is a mistake … A to borrow money. B not to borrow money C. to
have a car or motorcycle. D not to manage your money carefully.

Unit Six: United Nations

Acronyms

An initials consists of the first letters of a group of words, pronounced individually, not collectively.

Here are some examples:

FBI – Federal Bureau of Investigation

FAQ – frequently asked questions
USA – United States of America
BA – Bachelor of Arts

Acronyms
Abbreviations that are made of the initial letters of a phrase or a long word and also pronounced as
a word, are called acronyms. They do not include a full stop (period).

Here are a few examples:

NASA – National Aeronautical and Space Administration

NATO – North American Treaty Organization
OPEC – Organization of Petroleum Exporting Countries
PIN – personal identification number
laser – light amplification by stimulated emission of radiation
sonar – sound navigation and ranging

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Introducing acronyms
Introduce every acronym before using it in the text. The first time you use the term, put the acronym
in parentheses after the full term. Thereafter, you can stick to using the acronym.

Note that when introducing an acronym, the full term should only be capitalized if it is a proper
noun (e.g. the name of an organization).

The International Olympic Committee (IOC) is headquartered in Switzerland. The IOC President
is elected by secret ballot.

A business impact analysis (BIA) was conducted to evaluate the potential consequences, and
the BIA report was presented to the board.

Do not introduce an acronym unless you will use it a minimum of three or four times. If it only
appears once or twice, write out the full term. If you use a lot of acronyms in the document, you can
also introduce them in a list of abbreviations.

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Words to Describe Qualities of a Good Leader

Accountable Appreciative Calm Communicative

Active Listening Approachable Candid Competent

Adaptable Assertive Capable Creative

Advocate Bold Care For Others Curious Ethical

Decision Making Skill Delegation

Emotional Intelligence Enlightening Generous Humility

Empathy Fair Guider Innovative

Empowerment Fair Attitude Helpful Inquisitiveness

Energizing Fearless Honest

Exercise
1. Use a dictionary to check the meaning of any of these words you don't know.
2. Which of these characteristic do you think are necessary for a leader? Make a list. You can add
some of your own words, if you like.
3. With a partner, make sentences to explain six of these adjectives. Begin each sentences by saying
A leader is diplomatic when………………………….
To, ,for, in order to, so as to
To is the most common. It is used as part of the infinitive of a verb.
Examples
I'm going to Ireland to visit my family.
I went to the post office to buy some stamps.
He is looking for a part time job to save some pocket money.

So that can only be used before a clause containing a subject and a verb.
You can also express purpose with so that. In this case, you generally need to use a modal.

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Structure: So that + subject + verb (usually a modal)
Examples
1) He turned down the music so that he wouldn't disturb the neighbours.
2) He got a visa so that he can travel to the USA.
3) He decided to stay in England for a while so that he could practice his English.

"In order to" and "so as to" are used to express purpose and generally
interchangeable. Both are compound prepositions that have an infinitive as their object.
Examples

The central bank of the United States conducts monetary policy (so as to / in order to) promote
effectively the goals of stable prices and maximum employment.
He has to work two jobs in order to / so as to support his family.
The negative of "in order to" is "in order not to". Similarly, we can say "so as not to".
Examples

I labeled the items so as not to confuse them.

She went on tiptoe in order not to disturb her roommate.

*** "In order to" and "so as to" are often, but not always, followed by a stative verb. Stative
verbs, such as be, have, appear, know, understand, or seem, express a state or condition rather
than an action.

Both, "In order to" and "so as to", can be used at the beginning of a sentence. In such a
situation, add a comma after the introductory phrase starting with "in order to" or "so as
to".

In order to get a passport, you should fill out the form on the website.

So as to get a passport, you should fill out the form on the website.

Fill in the gaps with to, in order to, so as to, in order not to, so as not to, so that and for. In
some sentences, more than one answer is correct.

1. I'm studying very hard at the moment _____________ pass my exams next month. to

2. I bought a dictionary _________ help with my vocabulary. to

3. I went to bed early ___________ I wouldn't be tired in the morning. so that
4. I have to get up early. I set the alarm for five o'clock _________ oversleep. in order not to
5. I waited for an hour ____________ I could meet her. so that
6. Some people do not eat before exercises ___________ feel nauseated. in order not to
7. Do exercise regularly ___________ have excellent health and well-being. in order to

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8. My sister gave English lessons ___________ earn some pin money. in order to
9. Jenny is a very nice person. She is always prompt ___________ help her friends. to
10. They took the taxi ____________ waste time. so as not to
11. I'm going to Australia ____________ forget my English. so as not to
12. Make sure your bags are tagged _______________ you can identify them later. so that

Modals of Possibility and Certainty: MAY , MIGHT , COULD , MUST / CAN'T , etc.

In General
 The usual restrictions on the use of modals remain valid: They cannot be used with the
will-future, they have no infinitive, no to-infinitive, no -ing form, and no past
participle.
 There can only be one modal in a verb group. For the purposes of questions and
negations, the modal auxiliary is “the” auxiliary.
 We may use modals of possibility and certainty to talk about the future, and sometimes
may, might and could can be used indiscriminately: “It may / might /could rain later.”
 We may use a continuous form after all of these: “Jack may/might/could/must/can't be
playing squash right now.”
MAY , MIGHT , AND COULD
MIGHT tends to be a bit more tentative than MAY, but both indicate rather probability
than possibility: The speaker wishes to express that something is likely.
COULD often means that something is possible but unlikely.
Consider: Someone's knocked the door. It may / might be the postman.( = Perhaps it's the
postman.)
We may / might go out tomorrow night. ( = Perhaps we'll go out.)
It could be true, I suppose. ( = Possibly it's not a lie.)
You could win a million quid! ( = It is possible for you to win that money.)

MAY , MIGHT , and COULD in the Negative

MIGHT NOT and COULD NOT may be contracted, but this is never done with MAY NOT
-just try it, and you will see why.
MIGHT NOT and MAY NOT mean that it is possible that something is not the case, while
COULD NOT means that something is impossible.
Consider: Dave may not get the job. ( = It is possible that he won't get the job.)
We still might not lose the match. ( = It's unlikely but possible for us to win.)
Jane is afraid of heights – she couldn't climb the roof. ( = It's impossible for her...)
I'm totally unfit – I couldn't run a marathon. ( = It's impossible for me...)

MUST and CAN'T

MUST and CAN'T are opposites. Both indicate certainty, but while MUST means that we
are certain that something is true, CAN'T expresses our conviction that something is
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impossible.
Consider: She isn't answering the phone – she must be out. ( = I'm certain she is out.)
You've had a long journey – you must be tired. ( = I'm certain you're tired.)
Nick can't be in Scotland – I saw him this morning. ( = It's impossible for him to be there.)
Life can't be easy if you have to spend it in a wheelchair. ( = It's impossible for life to be easy...)

Exercises
Fill in the gaps with the correct modal of possibility and certainty, using the verb in brackets.
Sometimes, you may have to use the continuous, and some gaps permit more than one solution.
Example
1. A: Where's Natasha? I haven't seen her all day.
B: She might be (BE) in the music room. She may be practicing (PRACTISE) for the concert
tomorrow.
A: No, she can't be (BE) we'd hear her, wouldn't we?
B: Well, so she must be (BE) at the conservatory already.
A: Yeah, I guess.
2. I'm not sure, but it __________________ (RAIN) later on.
3. What are you saying? You __________________ (BE) serious about that!
4. It __________________ (BE) wonderful to be gliding down to earth on a parachute.
5. Dave __________________ (WORK) as a taxi driver – he can't drive.
6. Dan just __________________ (WIN) the match – he's really good at chess.
7. Jenny __________________ (BE) in the office – I can't reach her at home.
8. A: What are you doing tonight?
B: I'm not sure, but I __________________ (GO) to the cinema with Jim.
9. How can you work with that noise? If I were you, I _______________ (CONCENTRATE)
like this!
10. We'll have to get more glasses for the party – we __________________ (HAVE) enough.
11. We __________________ (GO) to Egypt in summer, but we're not sure yet.
12. Don't just drop by tomorrow, but call beforehand – I __________________ (BE) in.
13. What did you do that for? You __________________ (BE) out of your mind

Reading

Survey the text and then answer the questions below.

My name is Ayisha. I am 28 years old and I work as a legal assistant in a firm of advocates. A
typical day in my life starts at about 6:00am, when I have my morning devotions. After that I get
myself ready for work. I try to look chic and presentable yet comfortable and corporately
dressed. As lawyers, we can wear any color for work, as long as it does not scream at anybody.
Personally red is my color, but for work I wear grey, black, dark green or brown. Around 7:15am
I head for work.

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I have breakfast at around 9:00am at my place of work. The kind of breakfast I have depends on
my mood. I prefer taking water or yogurt and anything ranging from a hot samosa, chapatti to
katogo. Rarely do I take tea.

My day depends on what is to be done; I am supposed to be at work by 8:00am. The first thing I
do is update myself; I read the papers and then dive straight into my work. It involves drafting
court papers, writing letters, meeting clients etc. There is an assortment of things to do in the
legal profession. I deal with court cases, but I am not allowed to argue in court because I am not
yet enrolled.

I work through lunchtime especially when I am very busy. I like eating fruits at my desk for
lunch and only eat food when I’m very hungry. My day usually ends at 5:30pm, but when I have
a deadline to meet, I stay at work till late. I am a perfectionist. I keep cross-checking. It is just the
satisfaction that I have done something to the best of my ability. Sometimes I cannot avoid
taking work home if it is needed the following day.

My work is challenging and I love it. I am comfortable when a task is difficult because the sense
of accomplishment is so much greater. But if it is too easy, I feel cheated, as though I am just
sitting on all my potential. There is something new to learn everyday about the law. The fact that
I am gaining experience keeps me going. It is nice to be a lawyer – it is a decent and cool
profession. It involves helping people and I love it.

Out of work, I love reading novels, religious literature and anything that can give me a good
laugh, watching movies and surfing the Internet.

Choose the correct options.

1. What colors are the clothes she wears to work?

a. her favorite color b. any color she likes c. colors that are not bright d. red

Grade 12 English: Students’ Book

2. What does she have for breakfast?

a. always the same thing b. tea c. something hot d. different things

3. What does her work involve? A. a lot of court work b. going to court with clients c. doing
an assortment of things in court d. arguing cases in court

4. at lunchtimes ………..

a. she doesn’t eat anything b. she usually eats fruit c. she sometimes eats something d. she
is always hungry

5 She likes her work to be ………

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a. not easy b. not difficult c. cross-checked d. decent and cool

2 Answer these questions in complete sentences.

1 From the passage can we assume that Ayisha has much free time? Why? Why not?

2 Do you think Ayisha is ambitious? Why/why not?

3 Find a quotation which tells us that Ayisha likes to know the latest news.

4 Explain the meanings of these words and quotations as they are used in the passage:

a. I am not yet enrolled (line 15)

b. perfectionist (line 20)

c. potential (line 25)

d. cool (line 27

Stages in report writing

The following stages are involved in writing a report:

 planning your work

 collecting your information

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 organizing and structuring your information
 writing the first draft
 checking and re-draftin

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