Englis English For Ethiopia

h fo Ethiopi Student' Book

r a s
Student' Book
s GRADE 2
Grade 2

Book
Student's

Federal Democratic Republic of Ethiopia Ministry of Education

 ederal Democratic Republic of

Ethiopia
English for
F
Ethiopia Ministry of Education

Price

2
Grade
 English for
Ethiopia Student's
Book Grade 2
DEVELOPERS

Writers Gemechis Teshome (PhD, Ass

Prof) Aberash Tibebu (PhD, Ass
Prof)

Language editor Guta Legesse (PhD, Ass

Prof) Content editor Ashenafi Belay (PhD,
Asso Prof) Curriculum editor Woynishet
Diriba (MA)

Illustrator Alemisa Endebu (Msc)

Designer Birhanu Simeneh (Bsc)

Federal Democratic Republic of Ethiopia
Ministry of Education
Contents

uni titl pag

t e e
Unit 1: Our Surroundings 1
Unit 2: Days of the Week
29 Unit 3: Traffic Lights
43 Unit 4: Forest
59 Unit 5: Food Crops
73 Unit 6: Foods
81 Unit 7: Polluted
Environment 95
Unit 8: Good Manners
107
UNIT 1
Our
Surroundings
Section 1: Oral
Language
Lesson 1: My School
Activity 1: Say name afte your teach an poin
to
thethe s r er d t
pictures.

chalk Pen Pencil duster Book

Activit2: Listen an repea th following song

y d t e
A greeting song “Hello”
Hello, hello, hello.
How are you?
I’m fine, thank you.
I’m fine, thank you.
How are you?

1
Our
surroundings

Lesson 2: abou Bontu’s famil

Listening
an t repea th following
y words.
Activit 1: Listend t e
y
Grandfather Father Uncle
Grandmother Brother Cousin
Mother Sister Aunt

Bontu

family tree

2
Activit 2: A listen, fill blank space.
y s yo in th
u e
1. Bontu is years old.
2. Bontu learns in grade .
3. Bontu’s father is a .
4. She goes to every morning.
Activity 3: As you listen,
tic th famil membe o
Bontu in the table. k e y rs f

Bontu lives with her

“”
1. brother
2. sister 
3. grandfather
4. grandmother
5. uncle
6. nephew
7. aunt
8. mother
9. father
10. cousin

3
Activit 4: Listth word o famil member
y e s f y s.
Example:
grandfather 1.
2.
3. cousin
4.
5.
6.
7.
8.
9.
10.

Activity 5: stor o you famil afte listenin

about
Tell y f r y r g
Bontu’s.

Bontu’s family Your family

Bontu is eight years old. She
learns in grade two. She lives with
ten family members. They are her
grandfather, grandmother,
mother, father, uncle, aunt,
cousin, sister and brother. Bontu’s
father is a farmer. Bontu loves and
respects all her family.

4
Lesson 3: abou the village
Song t an sing a songabou village
Activit 1: d t .
y Listen

Let’s take a walk

around the farm (3)
Let’s take a walk
around the farm (3)
What do you
see? a cow, a
cow
a dog
a
duck
a
horse
a pig
a sheep
That is what you see.

a cow a dog a duck a horse

a pig a sheep

5
Source: EFL Kids Video: https:// youtube.com/c/EFLKidsVideos

6
Activit 2: Listen an associat th names with
picture
y d e e
s.

a horse

a pig

a sheep

a dog

7
Activit3: Listen an sin th following song.
d g
yLet’s take a walk e
around the farm (3)
Let’s take a walk
around the farm (3)
What do you
hear? a cow, a
cow
a dog
a
duck
a
horse
a pig
a sheep
That is what you hear

A COW A DOG A DUCK A HORSE

A PIG A SHEEP

8
Source: EFL Kids Video: https:// youtube.com/c/EFLKidsVideos

9
Lesson 4:Shor an lon soun word
Activit 1:t d g d shors an long soun
words
y Listen
. an repea t d d
d t

Short sound Long sound

Doll Door

Live Leave

Got Goat

Activit 2: Listenan associat th word with th

picture
y d e e s e
s.Short Picture Long Picture
sound sound

Doll Door

Live Leave

1
0
Got Goat

1
1
Section 2: Word
study
Lesson 1: Saying
word
s
Activity Sa eac o th followin word afte you
teache
1: y h f e g s r r
r.
Sheep Ship

Activit 2: Listenan associat word with thei

picture
y d e s r
s.
Sheep

Ship

1
2
Activit 3: Point to each
pictur an sa th famil
words
y e d y e y
.

Grandfather Father uncl

Grandmother Brother e
Mother Sister Aunt

My Family

1
3
Lesson 2: pictur and object
Naming
thespicture by susing ‘This
an That’
Activit 1: Namee s d .
y

Teacher: What is this?

Students: This is a
blackboard.

Teacher: What is that?

Students: That is a village.

Teacher: What is this?

Students: This is a

Teacher: What is that?

Students: That is an

1
4
Teacher: What is that?
Students: That is

1
5
Activity 2: Name the real
object th classroo
s e m
in using ‘This and That’.

Examples of classroom objects: duster, pen,

pencil, door, window
1. This is
2. This is
3. That is
4. That is

Section 3:
Expressions/Dialogue
Lesson 1: Making a
dialogue
th followin dialogu with you
Activit 1: Read e g e r
partne
y
r.

Kedir: Hi, what’s your name?

Keti: My name is Keti. What is your name?
Kedir: My name is Kadir. Where are you
from? Keti: I am from Najjo.
Kedir: Thank you.
Keti: My pleasure.
Goodbye! Kedir: Ok.
1
6
Goodbye!

1
7
 2: Do you teache
Activit th sam dialogu with
r r.
y e e e

Teacher: Hi, what is your name?

Students:
Teacher: Where are you from?
Students:
Teacher: Thank you.
Students:
Teacher: Ok. Goodbye.

Lesson 2: Making a dialogue using ‘they’

Activit 1: Listenan sa afte you teache
y d y r r r.

Teacher: What are they?

Students: They are chairs.

Teacher: What are they?

Students: They are tables.

1
8
Teacher: What are they?
Students: They are beds.

Teacher: What are

they? Students: They
are clothes.

real in
Activity 2: Tell each th object
other classroom using e s
‘they’. th
e
Example: They are
chairs.

Lesson 3: Making a dialogue using ‘I have’

Activity 1: Read
th dialogu
Dawit: Do
an practis below
you partner. e e d have
you e a
r chair?

Dawit: Do you have a

ball? Musa: Yes, I have
a ball. Musa: Yes,
I have a
Dawit: Do you have a chair.
ruler? Musa: Yes, I have
a ruler.

1
9
with

2
0
Activity 2: Tell yo have at home. Follow
you
teacher’s
what u r
instruction.
Lesson 4: Expressing Likes and Dislikes
Activity 1: Read the following dialogue with your
partner.

Muna: Do you like banana?

Okello: Yes, I like banana.

Muna: Do you like orange?

Okello: Yes, I like orange.

Muna: Do you like lemon?

Okello: No, I dislike lemon.

Muna: Do you like papaya?

Okello: Yes, I like papaya.

Activit 2: Tell which

foo yo dislik
y d u e.
Example: I dislike an egg.
a)
b)
c)

2
1
Section 4:
Reading
Lesson 1: Readingword an sentences
s
Activity 1: Read each ofdthe word an
sentences
following after your s d
teacher.

Grandfather Father Uncle

Grandmother Brother Aunt
Mother Sister

2
2
 2: Read
Activit o th sentences below.
each
y f e
1. I have
grandfather.
2. I have brother.
3. I have sister.
4. I have uncle.

Activity 3: th word in th followin tabl afte

your
Read e s e g e r
teacher.
Book
Pen
Pencil
Eraser
Duster
Chalk

Activit 4: Point to eachobjec an rea its name.

y t d d
Book
Pen

Pencil

Eraser
Duster

Chalk

2
3
Lesson 2: Using “Thesean Those
d ” wor
Activity 1: Read each underlined th
d e
in sentences below.

1. These books belong to Shonkore. Those

exercise books belong to Hana.
2. These pens are expensive. Those pencils
are not expensive.
Activity 2: Name th
the ‘These and object in classroom using
e
Those’ s

Lesson 3:Contract an full form

ed d s
Activity 1: th followin contracte wor an
Study their full e g d d d
forms.

I’m He’s We’re

I He is We
am are
You’re She’s They’re
You are She is They
th contracte form
are
e d s

Activity 2: th full an
Read
correctly. e d

2
4
1. I am a student. I’m a student.

2
5
2. He is a teacher. He’s a teacher.

3. We are farmers. We’re farmers.

4. They are nurses. They’re nurses.

2
6
Activit 3: Look atth picture an sa as in th
exampl
y e s d y e
e.

A. They’re goats.

B. They’re hens.

C. They’re cows.

Lesson 4: Differentiating “Its and It’s” in

the sentences below.

Activit 1: th us o it an it’s.
Identify e e f s d
y

The dog It’s huge

eats its house.
food

The cat It’s

drinks its important
milk. to read.

2
7
Activit 2: Listen an repea wha you teache says.
d t t r r
y
Teacher: What’s the name of
this? Students: Its name is
blackboard.

Teacher: What’s the colour of

this? Students: Its colour is
black.

Teacher: What’s this?

Students: It’s a
blackboard.

Teacher: What’s this?

Students: It’s a book.

Teacher: What’s the name of

this? Students: Its name is a
book.

2
8
Activity 2: Look at the picture and use “its or
it’s” in the sentence.

1. It’s his chin.

2. Its colour is red.

3. Its door is open.

4. It’s a book.

5. It’s a tiger.

2
9
Lesson 5: Using ‘in, on, under, near and
inside’ in the sentence.

in on under near inside outside in front

of

Activity 1: Look at dialogu

th
with your partner. picture an make ae
e s d
Danbobe: Where is the
blackboard?
Aster: The blackboard is in front of the table.

Danbobe: Where is the

chalk? Aster: It is on the
table.

Danbobe: Where is the

duster? Aster: It is on the
table.

3
0
Activity 2: an wher
Look at the th picture belo d tell e
duster is. e s w

Hunde: The
Activit 3: Practiseth followin dialogu
y e g e duster is near
Baraga: Where’s the duster? the book.
Hunde: The duster is in the
box.

Baraga: Where’s the duster?

Hunde: The duster is under the
chair.

Baraga: Where is the duster?

Hunde: The duster is on the
table. .

Baraga: Where is the duster?

3
1
in pairs.

3
2
Lesson 6: Reading a story
abou Bontu’s family.
t

Read Story about Bontu’s family

Bontu is eight years old. She learns in grade

She goes to school every morning. She lives
two.
familyten
with members. The family members are
grandmother, mother, father, uncle, aunt, cousin,
grandfather,
and brother. Bontu’s father is a farmer. Her
sister
housewife.
mother is Bontu loves and respects all her
family.

Activit1: Fill th blan from

y e k space th reading
s e .
1. Bontu is years old.
2. Bontu learns in .
3. She lives with family members.
4. She all her family members.
3
3
Days of the Week

Activity Tal withyou partne abou th followin

questio
2: k r r t e g
n.
1. What is the job of your father and mother?
2. How large is your family members?

Section 5:
Writing
Lesson 1: Correcting scrambled sentences
Activit 1: Writ wha yo like or dislike.
y e t u
Examples:
A. an
orange/I/like I
like an orange.

B.Lemon/
dislike/I. I
dislike a
lemon.

1. like/ I/ a cat. .
2. a dog/ like/ I. .
3. I/ a cow/ dislike. .

26
 English I Grade
2

Activity 2: shor sentences abou wher th

objects
Write t t e e
are.

1.
2.
3.

Lesson 2: Writing sentences

Activity 1: Write three abou th fruit
sentences using like and t e s
dislike.

Example: I like banana.

1.
2.
3.

27
28
UNIT 2 Days of The
Week

Section 1: Oral
Language
Lesson 1: Listening and repeating

Activity 1: an say th followin number afte

your
Listen d e g s r
teacher.

Numbers in Numbers in Ordinal

word figure number
One 1 first
Two 2 second
Three 3 Third
Four 4 Fourth
Five 5 Fifth
Six 6 Sixth
Seven 7 Seventh

29
Days of the
Week

Activit 2: Listenan repea th letter an thei

sounds
y d t e s d r
.

Mm Tt Ww Ff Ss

Activity 3: an repea th pronunciatio o th

days
Listenof the d t e n f e
week.

Name of the days of week

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

30
Activit 4:
Song th following song
afte you teach
y
1: Sing e r r er

A week has seven

days (2) A week has
seven days (2)
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
and Sunday

*****************************************************

Lesson 2: Listening
an Associatin
d g
Activity 1: an associat th schoo day in
their
Listen d e e l s
order.

Monday First
Tuesday Second
Wednesday Third
Thursday Fourth
Friday Fifth

31
Activity 2: an matc th day o th wee with
the
Listen e k
numbers.
A B
1. Monday A.
Fourth
2. Tuesday B. First
3. Wednesday C.
Seventh
4. Thursday D.
Second
5. Friday E. Fifth
6. Saturday F. Third
7. Sunday G. Sixth

Section 2:
Dialogu
Lesson 1: Making a
dialogue
with you teache
Activit 1: Practiseth dialogu r r.
y e e

Teacher: What is the first day of the week?

Students: The first day of the week is
Monday. Teacher: What is the second day of
the week? Students: The second day of the
32
week is Tuesday. Teacher: What is the fifth
day of the week?
Students: The fifth day of the week is Friday.

33
Teacher: What is the sixth day of the
week? Students: The sixth day of the
week is Saturday. Teacher: What is the
seventh day of the week?
Students: The seventh day of the week is Sunday.

Activity 2: th followin
dialogu
with a
Practise e
classmate. e g

Sirri: What is today?

Hanna: Today is
Monday. Sirri: What is
tomorrow?
Hanna: Tomorrow is Tuesday.
Sirri: What is the day after Tuesday?
Hanna: The day after Tuesday is
Wednesday. Sirri: What is the day after
Wednesday?
Hanna: The day after Wednesday is Thursday.

Lesson 2: Using before, after

an in between
d
Activity 1: Practise using before, after, in
and in front of. Follow your teacher’s
between
34
instructions.
Activit 2: Use “before, after between” to
describ
y the order of the
and
e days.
Examples:
A. Monday comes before Tuesday.
B. Monday comes after Sunday.
C. Monday is in between Sunday and Tuesday.

1. Wednesday comes Tuesday.

2. Wednesday comes Thursday.
3. Tuesday comes in Monday
and Wednesday.
4. Friday comes in Thursday
and Saturday.
5. Sunday comes Monday.

Activity 2: Look at the pictures th blan

spaces
and fill with before, after or e k
between.
Debor Akka Kumal
a ti e

1. Kumale is standing Akkati.

2. Akkati is Kumale and Dibora.
3. Dibora is Kumale.

35
Section 3:
Reading
Lesson 1: abou th o the wee
Reading t e day f k
san th
Activity 1: th text
d
answer
e
Read
questions. e below

1. What do you do on Monday?

2. Tell your partner what you do on Wednesday.

36
Activity 2:As you read the text, th tabl
information from the
below withcomplete e e
text.

Days of Monday Tuesday Wednesday

the week
What does Tola
Tola do? reads an
English
book
Thursday Friday Saturday Sunday
He goes
to
swimmin
g

Every Monday, Tola reads an English book. On

Tuesday, he listens to stories from his father. On
Wednesday, he plays football. Every Thursday, he
helps his family. On Friday, he learns riddles from
his mother. On Saturday, he goes to swimming
with his brother and sister. On Sunday, he washes
his body with his sister.

37
Lesson 2: da o
Reading the abou wha you do in each
y f
week t t

Activity Afte yo rea th text d th followin

question
1:
s.
1. Tell your partner what you do every Monday.
2. Tell your friend what you do on Wednesday.

Activity 2: th
char wha yo d
in each
da o
Fill in the t t u o y f
week. e

Days of the week What you do

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday I go for shopping
Sunday

38
Section 4: Word
Study
Lesson 1: Filling the gaps.

Activit 1: Fill th gap with th correct day.

y in e s e

1. The first day of the school in a week is Monday.

2. The fifth day of the school in a week is .
3. The third day of the school in a week is .
4. The fourth day of the school in a week is .
Activity 2: Read the words aloud. you
Follow teacher’s instructions. r

Monday Tuesday Thursday Saturday

morning morning morning morning
Monday Tuesday Thursday Saturday
afternoo afternoon afternoon afternoon
n
Monday Tuesday Thursday Saturday
evening evening evening evening

Activity 3: Write three th blankspace

sentences in as in the
examples. e s
I study English on Monday
morning.
I visit my grandfather on Saturday
afternoon. I help my parents on Sunday
evening.

1. .
39
2. .
3. .

40
Lesson 2: Arranging scrambled
word
s
Activity 1: Write the scrambled o eac da o
words the week correctly as in f h y f
the example.

Scramble Unscrambled
d
edenysaW Wednesday
oManyd
uesTyda
truSadya
yidFar
hdusyTra
Snuady
tha
Activity 2: Write the t
name the following o th da begins with
letters. f e y

M T W T F S S
M
T
W
T
F
S

41
S

42
Activit3: Listen an repea th song on “Dayso th
Week
y d t e f e
”.
Today is Monday. Today is Monday.
The first day of the
week, The first day of
the week,
We are learning to read and
write. We are learning to read
and write.
Every day of the
week, Every day of
the week.
Today is Tuesday. Today is Tuesday.
The second day of the
week, The second day of
the week,
We are learning to read and
write. We are learning to read
and write.
Every day of the
week, Every day of
the week.
…
Source: English for Ethiopia, Student’s text book Grade 2, book 2 (2017, p. 104-105)

43
Section 5:
Writing
Lesson 1: The o the wee
orde o the
correct r f days f thei k
Activity 1: Match the days of the weekr
with correct order. Look at the example.

A B
1. Monday A. Fifth
2. Tuesday B. Second
3. Wednesday C. Seventh
4. Thursday D. First
5. Friday E. Third
6.Saturday F. Sixth
7. Sunday G. Fourth

Activity 2: Fill in the missing letters th day

to spell of the week correctly. e s
M-nda- -ue-day W-d-esd-
y Th-r-da- -rid-y S-tur-a- S-
nda-
th day o th wee thei
Activit 3: Writ e s f e k in r correct
oyrder e
.Incorrect
order:
1. Friday 2. Sunday 3. Monday 4. Thursday 5.
Wednesday 6. Tuesday 7.
Saturday. Correct order:
1. 2. 3. 4.
44
5. Friday 6. 7

45
Lesson 2: Writing sentences

Activit 1: Writ abou you birthday as inth

exampl e t r e
y
e.
Example: My birthday is on Monday.
Student:

Activit 2: th dialogu according toth

e
yxampl Complete
given e e e
e .

Solomon: What day comes before

Sunday? Jemal: Saturday comes
before Sunday.
Solomon: What day comes before Monday?
Jemal:
Solomon: What day comes before Tuesday?
Jemal:
Solomon: What day comes after Wednesday?
Jemal:

42
UNIT 3 Traffic Lights

Section 1: Oral language

Lesson 1:
an practisin th letter
Listening g eth s.letter
an dpractis saying
Activit 1: Listend e e s
below
y
.

Gg Rr Yy
Activity 2: Practise the dialogue below with your partner.

Student A: What colour is your shirt?

Student B: It is green.
Student A: What is the colour of your trousers?
Student B: It is yellow.
Student A: What is the colour of your
shoes? Student B: It is red.
43
Traffic
Lights

Activit 3: Sing th following song with

you teache
y e r r.
Red light, red light,
What do you say?
I say stop!
Yellow light, yellow
light, What do you
say?
I say wait!
Green light, green
light, What do you
say?
I say go and run
away.

Lesson 2: Listenan Practise Traffic light

colou
d r

Activit 1: an practis wha you teache says.

Listen d e t r r
y
Red: Stop. Stop.

44
English I Grade
2

45
Traffic
Lights

Yellow: Wait. Wait and prepare to go.

Green: go.

Activity 2: Listen and th vow an consonant

sounds
say after your e el d
teacher
A. Vowel

i e
B. Consonant

r y G
46
 English I Grade
2

Activity 3: an practis
pronouncin th
names
Listen of the g e
colours. d e

Words Colours
Red

Yellow

Green

Activity 4: th nameso colour an poin to

Listen to each
colour. e f s d t

1. Green 2. Red 3. Yellow

47
Traffic
Lights

Section 2:
Reading
Lesson 1: Reading abou the colour
t
Activity 1: Read and ths colou o th object
answer as in the example. e r f e s

What colour is It’s red

the book?

What colour is the It’s

banana?

What colour is It’s

the bag?

48
 English I Grade
2

Activity 2: Read the words below

an match them with
the colours.Se th example. d
e e
A B
1. Red box
a.
2. Green tree

b.
3. Yellow pen

c.
4. Red pepper

d.
5. Yellow
flower
e.
followin dialogu aloud.
Activit 3: th g e
y Read e

Student 1: What is the meaning of red traffic

light? Student 2: The meaning of red traffic light
is to stop.

Student 1: What is the meaning of yellow traffic light?

Student 2: The meaning of yellow traffic light is
to get ready to go.

49
Traffic
Lights
Student 1: What is the meaning of green traffic
light? Student 2: The meaning of green traffic
light is to go.

50
 English I Grade
2

Lesson 2: Traffi light

Reading c following questions.
Answe th
Activit 1: r e
y
A. Discuss what you know about the colours of
traffic lights with your friend?
B. Do you walk across a street?
C. Tell the meaning of each colour of traffic light.
Activity 2: Read the an th
following text question that answer
d e
follows.
Abdi’s Mother Advice on Traffic Lights
Abdi is grade two student. He goes to school
with his friends by crossing the main street. His
mother, Weddu, advises and teaches him to obey
the rule of traffic lights. She tells him to stop
whenever the pedestrians’ traffic light turns red.
Every pedestrian should stop when there is a sign
of a red traffic light.
Again, Abdi’s mother informs her son to
differentiate yellow and green traffic lights.
Whenever it turns to yellow light, it means wait
and prepare to go. When the pedestrians’ traffic
light turns a green colour, you can cross and run
away. Abdi’s mother strongly advises her son to
identify those three traffic lights before he walks
and crosses the road.
Finally, she warns him to be cautious, take care of
traffic light, and cross only on zebra crossing.

51
Traffic
Lights

Activity 3: As rea th shor text, fillth gap in

the
you table d e t e s
below.
Activity 4: Discuss the following questionsyou
with partner. Follow your teacher’s instruction.
r

Abdi’s mother advice Which

traffic light?

She tells him to stop Red

whenever he sees traffic
light.
Whenever the light turns to ,
it means wait and prepare to go.

Every pedestrian should stop when

there is a sign of a light.

A light shows to wait

and prepare to go.

A colour means you

can go.

A. What do you do when you see a red traffic light?

B. Can you go when you see a yellow traffic
light? Yes or No. Why?

52
 English I Grade
2

Section 3:
Writing
Lesson 1: Identifyingtraffi light
Activity 1: Match thec traffic
s light under A thei
with
meaning under B. Look the example. r

A B
1. Green A. Stop.
2. Red B. Go and run away.
3. Yellow C. Wait and prepare.

Activit 2: Fill in the blank space by word

from
y wor choosing bank. Look at the s
the d example.

Red
Yello
w
Gree
1. Students stop whenever they see a

traffic light.
2. Every pedestrian goes whenever there is a
traffic light.
3. You cross on zebra when you see only a
green traffic light.
4. We wait and prepare to go when we a
traffic light.
5. A traffic light shows stop or do not go.

53
Traffic
Lights

Activity 3: short answerfo th followin

questions
Write a as in example. r e g
the
1. What do you do when you see red traffic
light? I stop when I see red traffic
light.
2. What do you do when you see yellow traffic light?

3. What do you do when you see green traffic light?

Lesson 2: Writingabou traffic lights

t
Activity 1: Say th sentence is correct
an
true if false if it is
incorrect. e d

1. I stop when I see green traffic light.

2. I go when I see green traffic light.
3. I wait and prepare when I see yellow traffic light.
4. I never cross when I see the red traffic light.
5. I go when I see yellow traffic light.

Activity 2: Write the scrambled o traffi light

colours words correctly as in the
example. f c
Scrambled Unscrambled
eGenr
olYlew

54
 English I Grade
2
deR Red

55
Traffic
Lights

Activity 3: Write the o eachtraffi light

colours
meaningin their f c
order.

No Colours Meaning
1 Red
2 Yellow
3 Green

Section 4: Word
Study
Lesson 1: Making sentences

Activity 1: Say each of these words intabl an

the make your own sentences as in the
e d
example.
Yellow light Cross a street

red light Zebra

green light Wait
Walk Pedestrian
Caution stop sign

Example: I use zebra to cross a street.

1.
2.
3.
4.

56
 English I Grade
2

Activit 2: Identifyth followin word from th

pictur
y e g s e
eyellow light cross a street
red light Zebra
green light Wait
Walk Pedestrian
Caution Stop sign

57
Traffic
Lights

Lesson 2: Making sentences using ‘this,thes

that, and those’ e
Activity 1: Look at the pictures and make sentences
using ‘this and that’ .

A.
B.

Activity 2: Look at the an make sentences

using ‘these and
pictures d
those’.

A.
B.

58
 English I Grade
2

Activity See the below an writ wha the

3: spaces
pictures d e t y
are on given.
the

3
2

1. 2. 3. 4.

Section 5:
Expressions
Lesson 1: Practising dialogue of traffic lights
Activit1: Practise th following dialogue.
y e
Faaru: Hello, how are you?
Bilaal: Hello, I am fine.
Faaru: Do you know the meaning of traffic light
colours to cross a street?
Bilaal: Yes, I know the meaning of traffic light colours.
59
Traffic
Lights

Faaru: What do you do when the traffic light

turns red? Bilaal: When the traffic light turns red,
I stop.
Faaru: Is it possible to walk when the traffic light
turns yellow?
Bilaal: No, it is impossible to walk when traffic light
turns yellow.
Faaru: So, what can I do when there is yellow
traffic light?
Bilaal: You wait and prepare to go until the
traffic light turns green.
Faaru: Am I allowed to turn left or right at the
traffic lights?
Bilaal: No, you are not allowed to turn left or right at
the traffic lights.
Faaru: I thank you very
much. Bilaal: It is my
pleasure.

60
Activit 2: Listenan practis traffi rules.
y d e c

Teacher: Are you ready to listen about traffic light rule?

Students: Yes, teacher.
Teacher: You always need to remember the three
colours (Red, yellow and Green).
Students: What do they mean?
Teacher: Red means STOP! Yellow means WAIT
or get READY to go! Green means GO.
Students: Ok!
Teacher: Only cross on ZEBRA
crossing. Students: Thank you for the
advice!

Activity 3: Before concluding this unit, sing a

song about colours of Traffic Lights again.

Sing a song about colours of Traffic Lights

Red light, red light,

What do you say?
I say stop!
Yellow light, yellow light,
What do you say?
I say wait!
Green light, green light,
What do you say?
I say go and run away.

58