English Grade 6 STB Bini Design

English for Ethiopia

Grade 6
Student’s Book

Authors: Dr. Abebe Damtew

Dr. Hailu Gutema
Content Editor: Abebe Tilahun
Curriculum Editor: Dr. Chanyalew Enyew
Language Editor: Dr. Animaw Anteneh
Illustrator and Designer: Binyam Bayou
MINISTRY OF EDUCATION
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
Addis Ababa, Ethiopia
2022 G.C/ 2014 E.C.
Table of Content
UNIT ONE: TRADITIONAL GAMES
Section I: Listening 2
Section II: Reading 3
Section III: Vocabulary 6
Section IV: Grammar 8
Section V: Speaking 14
Section VI: Writing 15
UNIT TWO: SEASONS AND
HUMAN ACTIVITIES
Unit Two: Dry Season
Section 1: Listening 34 Section II: Reading 28
Section 2: Reading 36 Section III: Speaking 34
Section 3: Vocabulary 41 Section IV: Vocabulary 41
Section 4: Grammar 44 Section V: Grammar 43
Section 5: Speaking 54 Section VI: Writing 54
UNIT THREE :TRAFFIC POLICE

OFFICERS
Unit Four: Minerals

UNIT FOUR: ANIMALS
Section 1: Listening 84
Section 2: Reading 87
Section 3: Vocabulary 91
Section III: Grammar 99
Section 4: Grammar 94
Section IV: Speaking 107
Section 5: Speaking 108
Section V: Writing 109
Section 6: Writing 110
UNIT FIVE: POULTRY

Table of Content
UNIT SIX: AIR POLLUTION

Section II: Speaking 137
Section III: Reading 140
Unit Seven: Good Citizens UNIT SEVEN: HARD WORK

Section IV: Vocabulary 172
Section V: Grammar 173
Unit Eight: Healthcare Facilities
UNIT EIGHT: FIRST AID

UNIT NINE: UNITY IS TRENGTH

Unit Nine: Living With Differences Section I: Listening 200
UNIT TEN: MOBILE PHONES

Appendix 241
UNIT
1
TRADITIONAL GAMES
Learning outcomes
At the end of this unit, learners will be able to:
• list out traditional games of their surroundings in English;
• describe their favourite games;
• guess the names of traditional games based on their description;
• give the meanings of new words from the listening texts;
• understand general ideas/specific details in reading texts;
• write their own sentences using unfamiliar words in the listening and
the reading texts;
• write a short paragraph on traditional games; and
• identify the form, meaning and use of the Simple Present and Present
Continuous Tense.
• talk about their likes and dislikes(preferences) and
• exchange greetings, introduce themselves and others.

Unit 1| TRADITIONAL GAMES
Section I: Listening
Lesson 1
Pre-listening Activity
A. Before you listen to the talk, look at the following

questions and discuss your answers in pairs.
1. Do you know any traditional games? Please tell your
colleagues about them.
2. Describe what the people are doing below, first individually and then in
pairs.
3. What types of equipment do you think are used in this game?
4. Why do you think people play this game?
B. The following words are used in the listening text. Guess their meanings.
decorate eucalyptus bench score tie match hit
While-listening Activity
Answer the following questions individually first and then in
groups of three while you are listening to the text.
1. Where has Genna been practised for centuries?
2. How many players does every team have?
2 Ethiopian Grade 6, English Student Book
TRADITIONAL GAMES | Unit 1
3. What is the tennis-size ball made of?
4. What is the length and width of the playing field for Genna?
5. When does the match always take place?
Lesson 2
Post-listening Activity
Work on the following questions, first individually and then in
groups of four.
1. How do your favourite traditional games differ from the games
described in the passage?
2. Write a summary of what you have listened to.
Section II: Reading

Lesson 3
Reading Comprehension
Pre-reading Activity
Before reading the text, answer the following questions.
1. Have you ever played any traditional games? If so, please tell your
partner about it in short.
2. What do you understand from this picture? Can you predict the content of the
reading?
Gebet’a
Gebet’a was once a popular game in Ethiopia, among both adults and children,
largely because it does not require any complicated equipment. Until recently, many
children were seen outdoors in public areas playing this type of game, although now
it is unfortunately phasing out and being replaced with electronic devices.
Ethiopian Grade 6, English Student Book 3
Equipment is typically a board made from a variety of materials,

such as wood, stone, or just simply digging holes in the earth.
Typically, the holes are set in rows of 2 or 4 with the large holes on the ends of the
board, as these are the places used for holding the pieces. Playing pieces used are
usually seeds, beans, stones, or any other small objects that are put in and moved
about the holes during play.
With a two-row board, the players control their sides of the board, with moves
made into the opponent’s side. With a four-row board, the players control an inner
row and an outer row, and a player’s seeds will remain in these closest two rows
unless the opponent captures them.
Although there might be some variance, the main objective is usually to capture
more seeds than the opponent. At times, one seeks to leave the opponent with no
legal move left or to have their side empty first in order to win.
In a process known as sowing, all the seeds from a hole are dropped one at a time
into successive holes, in a motion covering the board. Sowing is a suitable name
for this move, since not only are many games traditionally played with seeds, but
placing seeds one at a time in different holes reflects the physical act of sowing,
showing its link to its agricultural past.
At the beginning of a player’s turn, they choose a hole with seeds that will be sown
around the board. This selection is often limited to holes on the current player’s
side of the board, as well as holes with a certain minimum number of seeds.
While-reading Activity
A. Read the passage and answer the following questions
individually.
1. Who play Gebet’a in Ethiopia?
2. What are the materials to make Gebet’a?
3. What are the playing pieces used?
4. What happens during the process of sowing?
5. What is the main purpose of playing Gebet’a?
B. Read the passage once again and choose the correct answers.
1. At the beginning, players choose ___________.
A. playing pieces B. a hole with seeds C. only seeds D. only holes

2. According to the passage, many children were seen outdoors in public areas
playing _______.
A. football B. Genna C. Gebe’ta D. Volleyball
3. The main objective is usually to capture__________.
A. more seeds than the opponent B. more opponents than seeds
C. more stones D. more seeds
4. The holes are set in rows of _______with the large holes on the ends of the
board.
A. 2 or 3 B. 2 or 4 C. 3 to 4 D. 4 to 4
C. What do the words in bold type refer to in the text?
1. It is unfortunately … ( para. 1): ________________

2. these closet two rows … (para. 4 ): _____________
3. their side … (para. 5): _______________________
4. its link … (para. 6): _________________________
5. This selection … (para. 7): ____________________
Lesson 4
Vocabulary: Guessing meaning from context
1. Find words from the reading text which have the following
meanings and write your answers in the spaces provided.
a. famous (paragraph 1): _______________

b. tool (paragraph 1): __________________
c. check (paragraph 4): _________________
d. difference (paragraph 5): _____________
e. indicate (paragraph 6): ________________

Post-reading Activities
Complete the following text based on the reading text above and
what you already know.
Genna is a 1. _____ game popular in the Ethiopian highlands. It is a 2. ____ played in the
space between villages but with no defined boundaries. It is played among 3. ________
who attempt to throw a wooden 4. ____in the air and hit it with 5. ______, the goal being
used to prevent the opposing team to bring the ball to their village. The game is closely
associated with Genna, the January 7 celebration of 6. _____, from which it gets its name.
Section III: Vocabulary

Lesson 5
A. Find the odd one out in each group.
1. Gebet’a Genna Segno-Maksegno Easter
2. young adult strange old
3. Christmas Thursday Easter Epiphany
4. leather stick tree wood
5. guitar flute drum ball
B. Complete the sentences with the words in the box.
can’t especially fan good prefer
1. He is not a _______ of traditional games.

2. Kebede plays the guitar well, but Zema is not very _____ at it.
3. They would really play games, ______Gebet’a, when they were young.
4. She likes chatting on the Internet, but I _____ meeting friends.
5. Omuer lives in Saudi Arabia, but he ____ speak Arabic well.
C. Complete the names of the months.
Example: January
1. F____brua___ __
2. __a__ch

3. A__r__l
4. Ma___
5. J __ __ __
6. __u___y
7. Au___us___
8. _ _ ptemb_ _
9. Oc_ _ber
10. N_ _ emb__r
11. D__c__m_e_
D. Complete the following sentences and then compare your answers with a
partner’s.
1. Aster’s birthday is in ______________.
2. My brother’s birthday is in __________________.
3. I like the month of ________________.
4. My mother’s favourite day is _________.
5. ______________ and _______________ make the weekend.
E. Read the following paragraph and then match the
meanings of the words written in bold in Column A with the
words listed under Column B.
Ethiopian women enjoy impressive records. Derartu Tulu captured
the gold medal in the 10,000-metre event at both the 1992 Barcelona
Games and the 2000 Sydney Games, and Fatuma Roba won the marathon gold
medal at the 1996 Atlanta Games. Prominent female Ethiopian runners in the
2000s include Derartu’s cousin, Tirunesh Dib-aba, who won the gold medal in
the 5,000-metre and 10,000-metre events at the 2008 Beijing Games, and Meseret
Defar, who broke three world records in 2007.
Column A Column B
1. enjoy a. famous
2. captured b. gained

3. won c. excelled
4. prominent d. like
5. broke d. succeeded
Section IV: Grammar

Lesson 6
The Simple Present Tense (positive, negative)
1. We use the Present Simple to talk about facts.
Example: He comes from India. (= He is Indian.)
Read the passage below and write down the verbs in the Simple Present Tense.
Example: is, loves
Daniel and the Farm Animals
Daniel is eleven years old. He has 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.
1 5
2 6
3 7
4
2. The Simple Present expresses general truths and facts.
We use the Present Simple to talk about things that are generally true or to state
facts.
Examples:
• Smoking causes cancer.

• The sun rises in the east and sets in the west.
• Puppies are cute.
• The Nile River flows through Khartoum, Sudan.
• Five times five equals twenty-five.
• Babies eat, sleep and cry.
• Flowers need sunlight and water to grow.
3. The Simple Present mostly expresses permanent situations.
We use this tense to talk about situations that are mostly permanent, jobs
or hobbies and things that always happen.
Examples:
• We live in Ethiopia.
• My father works at an elementary school.
• I play Gebet’a and Genna.
• ce car drivers drive fast.
• Where do you work?
• I don’t ride the bus. I take the train to work.
4. The Simple Present is used to describe the frequency of actions.
We use the present simple to describe how often we do things, from never to
always and everything in between. Sometimes this describes a routine or habit (e.g.
on Saturdays, once a week, usually, every summer, always). We also use this to
describe something we don’t do regular ly (e.g. now and then, once in a while, rarely,
sometimes, when I’m tired).
Remember: Adverbs of frequency (e.g., never, rarely, sometimes, usually, always)

come before the verb.
Examples:
• On Saturday mornings, I sleep late.
• My father drives the bus to work once a week.

• Her friend never drinks alcohol.

• When I’m tired, I watch television.
• They rarely win any matches.
• I always call my mother on her birthday.
Practice
Complete the following sentences using a verb from the box.
Remember to add ‘-s’ or ‘-es’ if necessary.
fly study finish eat sell smoke drink live
Example: He eats toast for breakfast.
1. I…………coffee three times a day.

2. My father …….. a new language every year.
3. She…….to New York once a month.
4. He………ten cigarettes a day.
5. They……in Addis Ababa.
6. He…….work at six o’clock.
7. I ……….fruit in a shop.
Lesson 7
The Present Simple Tense
1. We use the Present Simple to talk about facts and routines or things happening
now.
2. We add ‘-s’ to the he/she/it forms in negative or affirmative sentences.
3. We use doesn’t /don’t/isn’t /aren’t to make negative sentences.
Check the meaning of the verbs below. Then study the spelling rules and put
the verbs in groups 1-3. Which don’t go in any group?
use go have write try eat sleep

come watch teach do mix finish know
buy make carry

Spelling Rules
1. Most verbs add ‘-s’ (e.g. use+-s = uses).
2. Verbs ending in o, x, ss, ch, sh, add ‘-es’ (e.g. go + -es = goes).
3. Verbs ending in consonant + -y drop the ‘y’ and add ‘ies’

(e.g. study – stud + ies = studies).
The Present Simple (Negatives):
Write these sentences using the negative form of the Present
Simple.
Example:
(He/not/live/ in Arba Minch).
He does not live in Arba Minch.
1. (She/not/work/in a bank)_____________________________
2. (I/not/play/the Piano_________________________________
3. (Kibrom/not/listen /to the radio_________________________
4. (We/not/speak /French) _______________________________
5. (You/not/listen/to me) ________________________________
6. (My Automobile/not/work)____________________________
7. (I/not/drink/tea) _____________________________________
8. (I/not/understand/you) ________________________________
Lesson 8
The Present Simple (Questions):

1. We use do/does/are/is with a main verb to make questions.
2. We don’t add ‘-s’ to the he/she /it form in questions.
3. We put the question words (where, what, who, etc.) at the beginning/
end of questions.

A.Match the questions 1-5 under Column A with the answers

a-e under Column B.
Column A Column B
1. Does Kebede teach at school? a. Yes, they do.
2. Do the children do some exercise every b. In a factory.
morning?
3. Does Sherif live with his parents? c. Yes, she does.
4. Do you play Gebe’ta in the field? d. No, I don’t.
5. Where does Sherif work? e. No, he doesn’t.
B.Put the verbs from the box (used in the interview) in the Present Simple.
Use each verb only once.
leave start arrive get watch work brush
eat have like drink go stop

Interviewer: How do you start the day, Nasir?
Nasir: Well, I get up at six o’clock. I get dressed, and I (1)________breakfast at
seven o’clock. After breakfast, I (2)…………my teeth. I (3) ________ to work
at eight.
Interviewer: When do you get to work?
Nasir: I usually (4) ________at my office at about half past eight. First, I (5)
________ a cup of coffee, and then I (6) ________to work at 8:45a.m.
Interviewer: Where do you work?
Nasir: I (7) ________in a bank. I am a computer operator. I (8) ________ my
job. It’s very interesting.
Interviewer: When do you have lunch?
Nasir: I (9) ________work and I have lunch at one o’clock. I (10) ________a
cup of tea at half past three.
Interviewer: When do you finish your work?

Nasir: I (11) ________the office at six o’clock. I have dinner when I get
home. Then, I (12) ________TV for an hour or two.
C. Answer the following questions in complete sentences using the Present
Simple. Then, write a paragraph using the same tense.
a. Where do your parents come from?
b. Where do they live?
c. What do they do for a living?
d. Do you have brothers and sisters?
e. Can they all speak English?
Note: A complete sentence has a subject, a verb and an object or complement.
Lesson 9
The Present Continuous Tense
A. Write sentences about what is happening now.
Example:
(I/think about the weekend).
I am not thinking about the weekend.

1. My parents/work
2. The teacher/write on the board
3. I/sit next to a girl.
4. We/work hard
5. I/wear jeans
6. The student by the door/listen
Form
a. We use the Present Continuous to talk about things happening now.
b. We use the verb do or be to form the Present Continuous.
c. We add -ing to the main verb in the Present Continuous.

B. Complete the sentences. Use the Present Simple or the

Present Continuous forms of the verbs.
Example:
He usually goes to school (go) by car, but today he is walking

(walk).
1. I _____ (play) traditional games at the moment. I ______ (prefer) to play
Gebeta.
2. They___________(not usually go) to the field to play Genna. .
They_____ (watch) the Gebe’ta games at the moment.
3. He _____ (always play) Gebe’ta after school, but he____ (play) Genna today.
4. She____ (have) dinner now. She __ (like) fish.
C. Finish the postcard using words in brackets () in the Present Continuous.

Use full forms (e.g. is sitting).
Mahlet and I are staying (stay) here for a week. The sun (1) …………………….
(shine) and it is very hot. We (2)…………… (sit) on the beach and I (3)…………….
(drink) orange juice. We (4)………… (not/swim) because we are both tired. We
(5)……….. (watch) the boats on the sea at the moment. They (6) ……………
(travel) fast, but I can see fifteen or sixteen. Mahlet (7)………. (read) her book, and
I (8)………….(write) all the postcards!
Section V: Speaking
Lesson 10
Meeting People
Taye: Hi, Liya. How are things?
Liya: Not bad. How are you, Taye?
Taye: I’m fine.
Liya: Oh, Taye, let me introduce you to a friend of mine. This is Kidist. She is
in my class this year.
Taye: Hello, Kidist! Good to meet you.
Kidist: Good to meet you, too. Hey, that is a cool T-shirt. Are you in
volleyball?
Taye: Yes, but I am not very good at it. What part of the country are you from?
Kidist: I am from Gondar.
Taye: That’s cool. See you later, then.
Kidist: Yeah. See you later.
Talking about Interests
Work in pairs. Talk about what housework you like and
dislike doing.
Martha: What do you like doing in the evenings?
Moges: I love_______. What about you?
Martha: I really enjoy______.
Moges: I don’t. I hate reading novels.
Martha: Do you enjoy_________?
Moges: No, I love playing traditional games.
Martha: What do you like doing at the weekend?
Moges: I really like________.
Martha: Oh, I don’t. I love playing football.
Section VI: Writing

Lesson 11
Writing a Composition
Sentence Writing
A. Re-arrange the following words and write questions and
answers.
Example:
(You/get up at 5:30)
Do you get up at 5:30?
No, I don’t.
1. Your parents/play Gebet’a

2. Your mother/speak English
3. You/watch traditional games every morning

4. This book/teach how to play traditional games
5. Your father/work in a factory
6. You and your friends/go to the field to play games on Saturdays
7. You and your family/live in Ethiopia
8. Kidist/come to your home after school
B. Write eight questions to find out about people’s daily lives.
Use the words below and your own ideas.
Example:
What do you do on your birthday?
How do you go to school?
What visit in the summer
Who go at the weekend
When have lunch
Where do in the evening
How watch TV programs
What time get up late
read on your birthday
like after school
Lesson 12
Writing a composition
Read the following paragraph and then write your own composition. Read it
to your friend.
Hi!
My name is Kelem. I am 13 years old and I am a student at Mennen High School in
Addis Ababa. I like school. There are about 50 students in my class. We work hard,
but we have fun, too. We do a lot of our classwork together and play traditional
games. Girls and boys play different games. I like Gebe’ta. My favourite traditional
games player is Kumlachew. Lots of people in my class play football, but I hate it.
What about you and your class? What’s your favourite team?

Please write and send a photo if you have got one.

Bye for now.
Betelihem
Follow the order of the questions as a guide. Write a letter to Kelem about
your interests. Think and plan your composition.
1. What is your name and how old are you?
2. Where are you from?
3. Where is your school?
4. How many pupils are in your class?
5. Do you play traditional games in your school?
6. What sports do you and the other pupils in your class like?
7. What other lessons do you enjoy? Why?
8. What questions have you got for Kelem?
Listening II
Lesson 13
1. Before you listen to the text, tell your neighbour about the picture
below.
2. Have you ever played this game? When and where?

A. Now, listen to the talk once and, as you listen, match the
items in Column A with those in Column B, and write your
answers in your exercise book.
Column A Column B
1 Segno-Maksegno a. first stone into the collection of “homes”
2 drawing lines on b. with chalk or just lines in the dirt
the ground
3 one person in a c. only that person can touch/jump
group throwing over it, and no one else can.
4 The game ends only … d. a traditional Ethiopian game
5 Owning a “home” means … e. when one of the players owns all the houses.
B. Look at the questions for a minute before you listen.

1. What is another name for Segno-Maksegno?
2. What does each box drawn represent?
3. Why does owning a “house” also entitle the person?
4. Where does one play the game?
Write a short summary of what you have listened to in the text in
groups of three and report to the whole class through the secretary
of the group.
Reading II
Lesson 14
Answer the following questions in groups of four before you read
the text.
1. Have you ever played Akukulu? If so, when and where?
2. When do you play this game?
Akukulu - Kukulu - Acoocoolu
This traditional Ethiopian game can be described as a variant of the well-known

“hide-and-seek” game, with about 6 to 15 people participating. The game begins
when one (the seeker) in a group stares at a wall (known as his/her house, home
base, or the Mariam), avoiding eye contact with others. The others in the meantime
have to find places to hide.
After a while, the seeker on the wall will begin to make the “coocoolu” sound,
imitating the sound cocks make in the morning. The others, attempting to hide, will
reply “Alnegam!” or ‘it is not morning yet’, implying that the cock (seeker) should
not leave his/her house.
The seeker will continue to make the sound till everyone in the group trying to hide
has hidden themselves and start to reply “Nega!” or ‘the sun has risen’. At this point,
the seeker will actively attempt to find those in the group that are now hidden.
If the seeker arrives before the hidden whose name was called out, then the hidden
will be “captured”, and remain waiting at the seeker’s wall. The winners are those
that make it safely to the wall.

In the meantime, the hidden have to make it stealthily to the seeker’s wall or “home”
and place their hand on it and kiss their hand. This makes them safe. The seeker
will have to find the hidden before they reach the wall, and call out their name and
go to his/her wall or “home” and touch the wall while kissing his/her hand.
A.Write ‘True’ if the statement is correct and ‘False’ if the
statement is incorrect according to the information in the passage.
1. ‘Hide and seek’ is one of the well-known traditional games in
Ethiopia.
2. The seeker will stop making the sound till everyone in the group has hidden
themselves.
3. The seeker on the wall will begin to make the “coocoolu” sound, and others who
are attempting to hide will reply “Alnegam!”.
4. The hidden call out their names and go to his/her wall or “home” and touch the
wall while kissing his/her hand.
B. Choose the most appropriate alternative based on the

information in the passage.
1. How many players participate in ‘hide-and-seek’?
A. The minimum number of players is 5.
B. The number of players is not mentioned.
C. The number of players is about 6 to 16.
D. It has about 6 to 15 participants.
2. The seeker will continue to make the sound till everyone in the group who is
trying to hide has hidden themselves and started to reply _____.
A. The sun has risen B. ‘Alnegam’ C. It is not morning D. ‘Nega’
3. The game begins when the seeker in a group stares at a wall by ______.
A. using eye contact with the others B. avoiding shaking hands with others
B. avoiding eye contact with others D. avoiding pulling others

C. Guess the meanings of the following words as they are used in

the reading passage.
1. traditional (Par. 1, line1) __________________________________

2. seeker (Para. 2, line 1)____________________________________
3. hidden (Para. 3, line 1) ________________________________________
4. captured (Para. 4, line2) ________________________________________
5. safe (Para. 5, line 2) ___________________________________________
Lesson 15
Post-reading Activity
A. Complete the following summary paragraph based on the

reading text.
With around 6 to 15 individuals participating, this traditional

Ethiopian 1……….. might be regarded as a version of the well-known 2…………….
game. When one of the players in a group 3…………….. at a wall, 4………………..
with the others, the game begins. Others who are attempting to conceal themselves
will respond with «Alnegam», which means 5……………….
B. Write short answers for the following questions.
1. How do you play ‘Accuculu’ with your friends?
2. When do you play this game?
Section V: Speaking
Complete the conversation. Use the verbs in brackets in
the Present Continuous Tense.
Example:
Tolosa: Hi, Zeberga! What are you doing?
Zeberga: I am going (I/go) to the bank. What are you doing?
Tolosa: (1) ………… (I/go) to market. (2)…………. (I/look for) a new tennis racquet.
(3) ………… (I/play) a lot of tennis at the moment, and I need a new racquet.

Zeberga: Where is Kiya? Do you know?

Tolosa: Yes. She is not in Addis at the moment. (4)……….…………… (She/
work) in Bahir Dar.
Zeberga: What (5)……….. (she/do) in Bahir Dar?
Tolosa: (6)………… (She/sing) in a night club.
Zeberga: Really? What about Bekele and Keneni? What (7)………… (they /
do)?
Tolosa: (8)…………. (They/study) for an exam. They are always in the library.
Zeberga: How is your sister? Is she all right?
Tolosa: Yes, she is fine, but she is tired. (9)………… (We/paint) the living room.
It’s hard work.
Zeberga: Can I help you?
Tolosa: No, it’s OK. My father (10)…………… (help).
Zeberga: Well, I hope you find a good racquet.
Lesson 16
Writing
A Descriptive Paragraph
This is intended to focus on paragraph organization.
Definition of a Descriptive Paragraph
A descriptive paragraph describes how something or someone

looks or feels. It gives an impression of something. If, for example,
you only wanted to explain to someone what Ethiopian coffee pot is, you could write
a definition paragraph because a definition paragraph does not include how the writer
feels. However, if you wanted to tell about the feelings you had when you drank
a cup of Ethiopian coffee that was made in a kettle, you would write a descriptive
paragraph.
Write a short descriptive paragraph about Genna/Gebe’ta individually.
__________________________________________________________________
__________________________________________________________________

Assessment
1. Speaking
Choose one of the Traditional Games described in the Unit and tell the class how to
play it. Exchange greetings and briefly introduce yourself before you speak.
2. Grammar and Speaking

Your teacher will ask you some questions on games. Give an affirmative and/or
negative response as found appropriate to you. You may also be asked to give reasons.
A. What games do you like to play?

B. Why do you like it?
C. Do you want to play hide-and-seek?
D. Do you like playing football/tennis?
E. Do you like playing cards?

UNIT
2
SEASONS AND HUMAN ACTIVITIES
Learning outcomes
• extract main ideas and details from the listening text.
• identify main ideas and details from the reading text.
• tell the meaning of a word as it is used in the reading/listening text.
• write their own sentences using the words from the listening and reading texts.
• write a short expository and descriptive paragraph on human activities in seasons.
• meaningfully use the simple past tense and past continuous tense to describe
actions/events and habits
• meaningfully use select compound adjectives in their sentences
• meaningfully use modal verbs of possibility and probability.
• express their likes and dislikes(preferences) fluently and with acceptable accuracy
and
• express themselves fluently and with acceptable accuracy in the context of talking
about seasons and related human activities

SEASONS AND HUMAN ACTIVITIES | Unit 2
Lesson 1
A. Vocabulary: Study the following words and their meanings.

There are many adjectives you can use for describing the weather in daily life. Can
you tell their meaning?
1. hot/warm 5. dry/humid
2. cold/cool 6. gusty/windy
3. sunny/rainy 7. thunder/lightning
4. clear/cloudy
B. Answer the following questions before you listen to the text on ‘Farming
through the Seasons’.
1. What do you call seasons in your mother tongue? Do they all exist in your
place of residence?
2. What is the weather like during the different seasons?
3. What do you think is the best time to grow crops/plants?
4. Who is a farmer? What does a farmer do?
5. How important are farmers? What is the importance of farmers? What would we
do without farmers?
Unit 2| SEASONS AND HUMAN ACTIVITIES
Listen to the story and answer the following questions.
Activity I. Fill it in!
Listen to the text and write the missing words (given below) in
the sentences.
spring summer autumn cooler
winter June July August
harvest short rains little
1. The four seasons are ________, ________, _________, and _________.
2. Spring is _______________ time.
3. Summer covers the months of _________, ________, and __________.
4. Autumn has ____________________.
5. Winter has a climate which is a ___________________
Activity II: Listen to the text again and write the letter of
your choice in your exercise book.
1. What is the story mainly about? Circle the letter of the best title for
it.
A. How plants grow B. How to harvest crops C. What farmers do through the
different seasons
2. What types of crops are harvested in the spring (Tsedey)?
A. peas B. wheat, barley, ‘teff’ and beans C. sprouts
3. This story tells us that:
A. farmers don’t work very hard. C. spring is a busy time for farmers.
B. during the winter farmers don’t work.
4. What do you think the title tells us about the story?
A. There is a pattern farmers follow when the seasons change.
B. The farmers plant no matter what the season is.
C. It doesn’t tell us anything about the story.
5. In what season do farmers think it is good to plant corn?
A. autumn B. summer C. spring
Lesson 2
A. Discuss the following questions in groups of four.
1. Do all locations in Ethiopia have the same kinds of seasons?

Why? Why not?
2. What season is it now where you live?
3. What is the most interesting fact about seasons?
4. What can you do in each season in your place of residence/living?
5. What’s your favourite season? Why? Tell us about it!
B. Following the example from the listening text, fill out the table below with
information on activities you do in summer (Kiremt) and in winter (Bega).
Me in summer and winter
Summer Winter
- -
- -
- -
Compare your answers with your partner’s; you will then form groups of four or
five to compare your responses and talk about your answers. Are your activities
in these seasons similar? Different?
Lesson 3
Listening II
1. Do you know any song about season/s in your mother tongue?

Sing it to the whole class.
2. What about a song about seasons in English? If you know any,
please sing it to the class.

While -listening Activity
A. Listen to the song and write the correct word in the blank
space provided.
snow rain favourite school
Summer winter brown wind
flowers spring swimming sun
yellow autumn
Seasons come, seasons go,
Some bring ____________ and some bring __________
Some bring wind and some bring ____________
Which is your______________ one?
In the _____________, there’s lots of rain.
All the ________________ come out again.
In the _______________, there’s no school.
We go swimming in the pool!
In ____________________, all the leaves fall down,
red and ________________, orange and ______________.
B. Identify the four seasons in the song.

C. Read out the complete song to your partner/s.
Section II: Reading

Lesson 4
1. Name the seasons in your language.

2. What words are used to describe the seasons in your mother
tongue? What is their English equivalent?
3. What kind of activities do you observe/do in each season?
Seasons in Ethiopia
1. The weather affects everyone, and everyone has something to say about the
weather. The climate of Ethiopia and its territories varies greatly. It is temperate on
the plateau and hot in the lowlands. The country lies wholly within the tropics, but
its nearness to the equator is counterbalanced by the elevation of the land.
2. Ethiopia, broadly speaking, has three distinct seasons, and the weather is
different in each of them. One of these is winter, locally known as Bega .The
Ethiopian winter covers the months of December, January and February; but
some sources identify four months, which run from October to January. These
months are the dry season with frost in the morning, especially in January.
The short rains season, autumn, known locally as Belg, runs from February to May.
September, October and November are the spring season, sometimes known as the
harvest season. This is then followed by the long rains season, known locally as
Kiremt, which is between June and mid-September. Safely speaking, June, July and
August are the summer season. There are heavy rain falls in these three months.
However, traditional sources make Ethiopian seasons four with the inclusion of
Tseday (spring). Winter is the season with the best weather. In general, it has clear,
sunny days with an average temperature of 250C (770 F). This period is considered the
dry season as rainfall is at its lowest. In the spring season, the countryside landscapes
are lushly pretty, after all the rain. Summer is the coldest season in Ethiopia, while
May is the hottest month. Most of the country is highland; the highland places enjoy
a considerably cooler climate all year round. Eastern Ethiopia is typically warm and
dry, while the Northern Highlands are cool and wet in summer. August is the coldest
month in Addis Ababa, the capital city of Ethiopia.

3. It is essential to state that differences in altitude tend to add a number of variations,

both in terms of temperatures and rainfall. Lowland areas usually see hotter
temperatures than the highland regions, which cover a great portion of Ethiopia.
Here, weather conditions are noticeably cooler, and there are also generally higher
levels of rainfall to be expected.
4. There are two rainy seasons in Ethiopia, spring and autumn, and consequently
there are two crop seasons. Spring is the main crop season. It encompasses crops
harvested between September and February. Crops harvested between March and
August are considered part of the autumn season crop. Many Ethiopian smallholder
farmers cultivate crops during the autumn season, as large farms concentrate their
production entirely on the more productive spring season. The area cultivated in the
spring season is very large and crop production is, therefore, high.
5. Ethiopian weather varies greatly according to elevation, rather than variations

of seasons. In Ethiopia, traveling from one area to another can mean shifting from
60 degrees Fahrenheit (15 degrees Celsius) to 95 degrees Fahrenheit (35 degrees
Celsius) in a matter of hours. Towards Ethiopia’s borders, elevations decrease and
temperatures rise accordingly. In the far south, far west and far East of the country,
average daily temperatures often exceed 85 degrees Fahrenheit (30 degrees Celsius).
6. Many people in Ethiopia have a concern about the recurrently warming climate
of the country. Many cool or warm places are turning into warmest and arid
areas throughout the year. Similarly, wet seasons in many places of Ethiopia are
turning into warm and dry seasons. As the weather is getting unusually hotter, it
gives the people something to talk about. Only few people talk about trips and
entertainment in relation to the weather, but many about drought and crop production.

A. Read the text and answer the questions according to the
information in the passage above.
1. How can the weather in Ethiopia be described?
A. hot B. temperate C. variable D. boring
2. What mainly affects the weather in Ethiopia?
A. temperatures B. nearness to the equator C. seasons D. differences in altitude
3. How far and quickly can the weather change?
A. from one area to another area C. from a highland to a lowland
B. from one hour to the next hours D. All
4. How many readily distinguishable seasons are there in Ethiopia?
A. Two B. Three C. Four D. Five
5. Which season has short rains?
A. summer B. autumn. C. winter D. spring
6. ______________ is also known as the harvest season.
A. the summer season C. the winter season
B. the autumn season D. the spring season
7. In which season is frost seen in mornings?
A. summer B. autumn. C. winter D. spring
8. Which is the most productive season?
A. autumn B. winter C. summer D. spring
9. One of the following does not explain why the winter season is the best:
A. It has the best weather.
B. Landscapes in the countryside are attractively luxuriant.
C. It has clear and sunny days.
D. It is a dry season with the lowest rainfall.
10. Most parts of Ethiopia have a cooler temperature and higher levels of rainfall.
A. True B. False C. Not Given

11. It can be concluded from the passage that many people are concerned with:
A. cold weather and climate as well as poor harvest in many parts of Ethiopia.
B. the lack of enjoyment in pleasant weather and climate due to drought.
C. arid areas and dry weather possibly resulting in shortage of food and drink.
D. B and C
B.Answer the following questions in complete sentences.

12. Ethiopian highlands are cooler and wetter in the summer season
while eastern Ethiopia is particularly warm and dry. What does this
indicate in relation to seasons in Ethiopia?
13. Why do many Ethiopians have a concern about the climate of the country?
Lesson 5
II. Vocabulary
A. Match the following words with their meanings. Write your answers in
your exercise book.
Column A Column B
1 vary A. giving a sense of happy satisfaction or enjoyment; likeable
2 temperate B. the vertical elevation of an object above a surface, such as
sea level or land
3 plateau C. make or become lower, weaker, or less
4 elevation D. the distance that something is above a surface

5 occasional E. to be different in different situations
6 pleasantly F. happening again many times
7 height G. the height of a place above the level of the sea
8 drop H. a large flat area of land that is higher than the land around it
9 altitude I. never extremely hot or extremely cold
10 recurrently/recurrent J. not happening often or regularly

B. Fill in the blanks with the words given in the box below.
vary temperate plateau
occasional pleasantly height
drop altitude recurrent
elevation
1. Rooms ______________in size but all have a television and a telephone.

2. Ethiopia is one of the _____________countries. Many of places found in the
country do not have extremely hot or cold weather.
3. The whole _____________ comprises one vast upland plain.
4. Addis Ababa’s ______________ above sea level is 2355 metres.
5. He made ________________ visits to Dire Dawa.
6. The holiday weekend passed _______________.
7. September to December is the _____________ of the tourist season.
8. Be sure to ______________ your speed in wet weather.
9. The Bale Mountain is lower in _____________ than the Ras Dashen Mountain.
10. A dentist may decide to extract the tooth to prevent ____________ trouble.
III. References
What do the words in bold refer to in the passage.
1. It … (paragraph 1) refers to ________________________.
2. These … (paragraph 2) refers to _____________________.
3. This … (paragraph 2) refers to ______________________
4. . … it (paragraph 3) refers to _______________________
5. It … (paragraph 6) refers to ________________________
… their (paragraph 6) refers to ______________________

Lesson 6
Answer the questions individually first. Then, discuss your
answers with a partner’s.
1. Do you have a concern about climate in Ethiopia? Why?
2. Do you agree with the views of the writer indicated in the last paragraph? Why?
Why not?
Section III: Speaking

Lesson 6
I. Discussion
A. Individual and small-group work
Study the tabular information and write down your own

answers. Next, in groups of three or four, talk about the seasons
and corresponding farming activities.
Answer the following questions in your group.
1. What are the basic steps of crop production in each season of a year?
2. Do the seasonal farming activities outlined in the table match the farming
activities in your village/area?
3. Is there anything different in terms of the months encompassing the seasons and/
or the activities?
4. Which cereals do not grow in your village? Why do you think so?
5. What are the principal crops grown in your area?
6. Which of the major cereals grow in your village? What is the rainy season in
your place of residence?

During the Ethiopian seasons of farming - spring (Tsedey - harvest season), winter (Bega),
autumn (Belg), and summer (Kiremt - Meher) - different tasks have to be done on farms:
Ethiopian Seasons Time/Months Farm Tasks and Related Activities
- make sure the crops are dry
Spring September, - harvest/harvesting crops: use hand-

held sickles to cut ripe grain
(Tsedey)- October,
- store crops
November
Harvest season - feasts
- cut hay and bale it for animal feed
Winter (Bega) December, - time for rest
January, - take the time to visit relatives and
friends
February
- tilling fields, planting crops (sowing)
in some places
Autumn (Belg) February, March, - cultivating soil; preparing land or
April, May fields for
planting (ploughing)/tilling
- planting crops (sowing )
- people wear lighter clothes
Summer (Kiremt) - June , July , - growing /planting/raising crops
the long-rains August
- weeding
season
and early
- checking the conditions of the
September
fields.
- people stay indoors more and use

firewood or locally-made fuel to
keep themselves warm
- heavy rain, flooding, and chilly

weather

Lesson 7
Expressing likes and dislikes
A. Study the language (key phrases when talking about likes

and dislikes) in the box below.
- I like… - I want to…
- I don’t like… - I would like to…
- I love… - I do not want to…
- I hate… - My favourite season is…
- I dislike… - My favourite season would be…
- I can’t stand… - My least favourite season is…

B. Pair work: Practice expressing likes and dislikes orally.
Talk about any season and say why you like or dislike it. Then,
write down an appropriate conversation.
Example:
Question: Do you like the Ethiopian summer?
Answer: I like the Ethiopian summer because it’s cold. Other seasons in my place
are very hot and unpleasant.
Lesson 8
Expressing preferences
A. Study the ways of asking about preferences and expressions

of preferences listed below.

Questions about preferences:

- Which do you prefer, autumn or spring?
- Which do you like better, August or October?
- Would you prefer to go for a visit of relatives in August?
- Would you rather harvest the crops using hand-held sickles to cut ripe grain?
Expressing preferences:
- I prefer spring to autumn.
- I like October better than August.
- I prefer staying at home. The weather is very hot.
- I prefer cold weather to hot weather.
- I would rather harvest the crops using hand-held sickles to cut ripe grain.
- I’d rather stay at home than go out. It’s going to rain.
B. Pair work: Practice expressing preferences orally. Speak in turns: Your partner
asks questions about your preferences. You tell him/her your preferences. The
questions and answers must depend on the information given above.
C. Mixed Activity: What is your favourite season? Why? (Mention activities

associated with the seasons.)
Example 1:
My Favourite Season
I’d say my favourite is summer. Because of the sun and the warm weather, you can
hang out with friends and do pretty much anything you want to do. I guess,…. I
don’t like winter so much, because I can’t handle the cold, and there’s really not that
much to do when it’s cold. Talk about your favourite season.
Example 2:
My Favourite Weather
There are many different kinds of weather every day, and different weathers bring
different moods. There are many weathers like sunny, rainy, cloudy, windy, and warm. I
like sunny days. Sunny days put me in a good mood. On sunny days, I can play outside.
...So I don’t like rainy days very much. On rainy days, I can’t do anything outside.

At least on sunny days, there is a big sun, many clouds and a beautiful
sky. In one word, my favourite weather is sunny. It always makes me happy. I can
have fun outside. I like sunny days very much.
Lesson 9
Describing Seasons and Activities
Answer the following questions in group of four.
1. What holidays does your family celebrate in a season? What

traditions go with those holidays?
2. What is traveling like during this season? Which time of the year is the most
preferred season for travelling in traditional/rural Ethiopia? Why?
3. Describe relationships between the seasons and your activities, clothing,
food, traditions, etc. Describe relationships between the seasons and plant
and animal life cycles.

Which season and part of Ethiopia do you think the pictures above describe or
refer to?
Lesson 10
A. Describing a process (natural phenomenon - the seasons)
Action verbs are used when describing processes with reference to natural
phenomenon. An action verb describes an action that a person, animal, object,
or process in nature can do. An action verb is a verb that describes an action
like till/plough, sow, weed, harvest, thresh. When using action verbs, the
sentence structure will be SUBJECT --->ACTION VERB ---> THE REST
OF THE SENTENCE (noun, verb, adjective, adverb, noun, complement).
Here are some examples of action verbs in sentences:

• Gebre is tilling the farm now. The action verb is tilling.
It describes what Gebre is doing.
• The wind blows constantly in Ogaden, Somali region of Ethiopia.
The action verb is blows. It describes what the wind does.

B. Activity: Seasons and Farming Activities

The pictures show popular/common seasonal activities in Ethiopia. Write
out the activities (expressed by action verbs) listed A, B, C, D, E, F and G
in the blank spaces provided along with various farming activities of rural/
agricultural Ethiopia.
Activity:
A. till/tilling
B. sow/sowing
C. grow/growing crops
D. thresh and winnow (threshing and winnowing)
E. reap, harvest (harvesting)
F. weed (weeding)
G. mow (cutting down or trimming)
5______
1.______
2.______ 6._____
3.____ 7. ____
4.____

Discussion
Read the text below. Then, discuss the questions in groups.
Ethiopia is one of the most beautiful countries in the world with its
most extraordinary landscapes anywhere in Africa. The country is the source of the
Nile with its gigantic waterfalls.
This being pleasantly true and enjoyable, seasons affect many parts of daily life. Climate,
weather and the change of the seasons affect much of what we do each day. Plants and
animals also change their ways with the seasons. Weather changes have effects on how
we live.
As is stated in the passage entitled “Seasons in Ethiopia”, many people in Ethiopia have
a concern about the recurrently warming climate of the country. Wet seasons in many
places of Ethiopia are turning into warm and dry months/seasons. Ethiopia is vulnerable
to many of the effects of climate change. Ethiopia’s economy is highly dependent on
climate-sensitive activities such as rain-fed agriculture. Any effect on agriculture will
significantly affect the Ethiopian economy. Changes in climate will lead to recurrent
droughts and heavy rainfall in different parts of Ethiopia. For example, coffee plants
are very sensitive to climate change. Frequent and extensive droughts in the
country have a considerable effect on Ethiopia’s livestock because a decrease in
rainfall shrinks available water resources.
Now, have a classroom discussion on the following issue:
How can we make Ethiopia a happy and pleasant place to live and visit for
generations to come?
Then, get into groups of five after the whole-class discussion. Produce a list of
do’s and don’ts on how to protect our environment, restore our forests/green areas,
avoid/minimize desertification, and prevent drought. Each group can make a poster
and act out a street play. The best play can be acted out at a special assembly/school
day on a certain occasion such as ‘Environment Day’/’Water Day’, etc.

Section IV: Vocabulary

Lesson 11
Forms of Action Verbs
Study the selected action verbs in their different forms (root verb, Verb 2
(Simple Past form), and Verb3 (Past Participle form) in the box below.
till tilled tilled

plough ploughed ploughed
sow sowed sown
grow grew grown
reap reaped reaped
mow mowed mown
trim trimmed trimmed
Words from the listening and reading texts

Match the following action words with their meanings. Write the answers in
your exercise book.
1. till A. (of a plant) germinate and develop; produce by cultivation
2. plough B. separate grain from the rest of a crop such as corn or wheat
using a tool or a machine or draught animals
3. trim C. remove (chaff) from grain; blow air through (grain) in order
to remove the chaff
4. sow D. cut or gather (a crop or harvest); harvest the crop from land
5. mow E. the activity of collecting a crop
6. grow F. to remove weeds from an area of ground
7. thresh G. cut off (irregular or unwanted parts); reduce the size, amount
or number of
8. winnow H. turn up the earth (an area of land) with a plough, especially
before sowing
9. reap I. cut down or trim (grass or a cereal crop) with a machine or
scythe
10. harvest J. plant (seed) by scattering it on or in the earth
11. weed K. to turn over the soil before putting seeds into it using a plough
L. to keep for use as needed

Fill in the blanks with the action words given in the box below.
till ploughed sow trimming
mows grow thresh weed

winnowed reap harvested
1. I _______________ the farm with a pair of oxen.

2. The fields were being ________________for winter wheat.
3. It is time to ______________ beans for an early crop.
4. He ________________ the lawn every now and then.
5. They _______________ all their own vegetables.
6. It usually takes a day and a quarter to __________ the wheat which it took a
day to cut.
7. By this simple process, corn may be cut down,______________, ground,
dried, and baked within half an hour.
8. As we sow, so shall we __________________.
9. Winter wheat is planted in autumn and __________________ in early
summer.
10. You should _______________ the garden before supper.
11. Someone is___________________ the grass outside with shears.
Section V: Grammar
Lesson 12
The Simple Past
Look at the following examples:
Statement: She ploughed her father’s farm in summer when she was younger.
Question: Did she plough her father’s farm in summer when she was younger?
Negative: She did not plough her father’s farm in summer when she was younger.

Regular verbs:
Form Form: verb + ed.
The Simple Past (also called Past Simple, Past Indefinite)
is a verb tense which is used to show that a completed
action took place at a specific time in the past. The
Simple Past is also frequently used to talk about past
habits and generalizations.
Activity 1: Past Simple Affirmative: Regular Verbs

Complete the sentences. Use the Past Simple form of the verb
in brackets.
1. You _________________(arrive) in England last week.
2. My mum ________________ (study) Russian at university.
3. I ____________________(phone) you yesterday, but you weren’t at home.
4. Last night, Merga and Alem _____________(plan) their holiday.
5. Ujulu _________________(invite) us to his sister’s wedding.
6. The children________________(carry) the books to the classroom.
7. We _______________ (finish) the exam at half past three.
8. I _______________ (chat) to Obang about films and fashion.
Activity 2: Past Simple Affirmative: Irregular Verbs

Complete the sentences. Use the Past Simple form of the verbs
in brackets.
1. My dog ______________ (sleep) on my bed last night.

2. Our English course ______________ (begin) three months ago.
3. The students ________________(take) an exam yesterday.
4. Markos ___________________(pay) for the meal in the restaurant.
5. You ________________ (break) my mobile phone.
6. We _________________ (go) to Benishangul-Gumuz region last year.
7. Mare _______________ (wear) her new dress at the party.
8. I__________________ (read) an interesting book last week.

Activity 3: used to
Complete the sentences with ‘used to’ + the right form of the
verbs in brackets.
1. I ______________ (swim) a lot when I was younger.
2. Meron _________________ (not eat) vegetables, but now she eats them.
3. _____________________ (they/have) a sports car?
4. That building __________________ (be) a cinema, but it’s closed down.
5. We ___________ (not like) maths lessons - our teacher was horrible!
6. Where ______________________ (you/go) to school?
7. You ____________________ (live) next door to me.
8. I _______________________ (not enjoy) studying, but I do now.
Activity 4: Stories of Seasons

Read the following story and complete the blanks with the
verbs in bracket in the Simple Past form.
Once upon a time, there 1. _____(be) a king named Sol.
Everyone knew him. Everyone treated him well.
Powerful, its rays are swords. Majestic, its rays are of gold and more than all gold
are worth. Generous, its rays are threads of life.
Powerful, majestic and generous 2. _____ (be) this king, but he 3. ____ (have)
great disgust - his four sons 4._____(get) along very badly with one another.
The four brothers 5.______(be) called, by order of age, starting with the youngest:
spring, summer, autumn, and winter. They 6. ____(be) constantly buzzing
because they all 7. ______(want) to rule the earth. Now this could not be.
So thinking, King Sol 8. ______(decide) that each of them should rule in turn for a
time. The orders of a father, for more, king, and, moreover, Sol, must be fulfilled.
Autumn 9. ___ (do/not) like this sharing. He 10. ____ (complain) that he was given
no time…. He 11. ___(be) still tidying up the house, painting everything purple,
in golden yellow tones and mid tones, and winter was already at his door. Then,
autumn 12. _____(have) a tantrum and 13. ____ (rip) the leaves off the trees, some
still unpainted.… Autumn 14. _____(come) with tears in the eyes and winter15.___
(come) in.

Lesson13
The Past Continuous Tense

The Past Continuous (also called Past Progressive) is used to describe actions
that began in the past and often continued for a short period of time after the
action started.
Examples:
Statement: You were tilling when she called.
Question: Were you tilling when she called?
Negative: You were not tilling when she called.

Form: Past tense of the verb ‘to be’ + the verb’s present participle
(- ing word) (was/were + - ing word)
In the Simple Past, a specific time is used to show when an action

began or finished. In the Past Continuous, a specific time only
interrupts the action.
Activity 5: Put the verbs into the correct form (Past
Progressive).
1. When I phoned my friends, they (play) _____________ monopoly.
2. Yesterday at six I (prepare)_______________ dinner.
3. The kids (play) ______________ in the garden when it suddenly began to rain.
4. I (practise) ___________________ the guitar when he came home.
5. We (not / cycle) _________________ all day.
6. While Aaron (work) ______ in his room, his friends (swim)______ in the pool.
7. I tried to tell them the truth but they (listen/not) __________________
8. What (you/do)_______________________ yesterday?
9. Most of the time, we (sit) _______________ in the park.

Review 1:
Form:
The Simple Past is formed in the following ways:
i. For regular verbs, add -ed to the root form of the verb (or just -d if the root
form already ends in an ‘e’:
Example: play - played; type - typed; listen - listened; push - pushed; love -
loved
ii. For irregular verbs, there are various ways:
A.The Simple Past tense of some irregular verbs looks exactly like the root
form: put - put; cut - cut; set - set;
cost - cost; hit – hit.
B. In other verbs, including the verb ‘to be’, the Simple Past forms follow
shifts/changes of differing nature: see - saw; build - built; go - went; do - did;
rise - rose; am/is/are - was/were.
Use:
Use 1: Completed Action in the Past
Use the Simple Past to express the idea that an action started and finished at a specific
time in the past. Sometimes, the speaker may not actually mention the specific time,
but they do have one specific time in mind.
Example:
Last year, my father produced rice.
We often use expressions with ago with the Past Simple:
I tilled the land a long time ago.

Use 2: A Series of Completed Actions
We use the Simple Past to list a series of completed actions in the past. These
actions happen 1st, 2nd, 3rd, 4th, and so on.
Example:
I finished work, walked to the plot, and found a nice tomato to taste.
Use 3: Duration in the Past
The Simple Past can be used with a duration which starts and stops in the past.
Review 2: Use
The Past Continuous describes actions or events in a time before now, which began
in the past and were still going on when another event occurred.
Use 1: Interrupted Action in the Past
Use the Past Continuous to indicate that a longer action in the past was interrupted
by a shorter action in the Simple Past.
Examples:
Alemu was mowing the wheat crop the other day when a snake appeared.
While we were having the picnic, it started to rain.
A: What were you doing when you broke your leg?
B: I was storing the cereals.
Use 2: Specific Time as an Interruption
In Use 1 described above, the Past Continuous is interrupted by a shorter action in

the Simple Past. However, you can also use a specific time as an interruption.
Examples:
At midnight, we were still driving through the desert.

Yesterday at this time, I was sitting at my desk at work.
I started earlier; and at 6 PM, I was in the process of eating dinner.

Use 3: Parallel Actions
When you use the Past Continuous with two actions in the same sentence, it expresses
the idea that both actions were happening at the same time. The actions are parallel.
Examples:
I was studying while he was making dinner.
They were eating dinner, discussing their plans, and having a good time.
Use 4: Repetition and Irritation with “ Always”
The Past Continuous with words such as “always” or “constantly” expresses the
idea that something irritating or shocking often happened in the past.
Examples:
She was always coming to class late.
He was constantly talking. He annoyed everyone.
Compound adjectives
A compound word in the English language is formed from two or more words.
Compound words can be closed (for example, ‘seafood’), open (for example, ‘water
ice’) or hyphenated (for example, ‘first-class’). A compound adjective is an adjective
that contains two or more words.
Here are some examples of the various combinations that we can make to come up
with compound adjectives:
Compound adjectives Examples

Number + Noun A break that takes ten minutes is a
1
ten-minute break
Adjective + Noun A bike ride over a long distance is a
2
long distance bike ride.
Adjective+Present Parti- A person who works hard is a
3
ciple hard-working person.

4 Noun + Present Participle An athlete who breaks records is a

record-breaking athlete.
5 Noun+ Adjective A room that is free from smoke is a
smoke-free room.
6 Noun+ Past Participle An engine cooled by water is a
water-cooled engine.
7 Adjective+Past Participle A man with a bad temper is a bad-
tempered man.
8 Adverb+ Past Participle A city that has a dense population is
a densely-populated city.
A. Describe the nouns using compound adjectives.

1. a walk that takes ten minutes - a ten-minute walk
2. a boy who is five years old - _______________
3. a report that is thirty pages long - _________________________
4. children who behave well - _________________________
5. a man who has short hair - __________________________
6. a lady with a kind heart _ ___________________________
7. a woman who has a strong will ____________________________
8. traffic that moves slowly ___________________________
9. a man who looks good - _________________________
10. a room that has bright lights - __________________________
B. Match the words together to form 12 compound adjectives.

1. part a. cold
2. well b. made
3. middle c. fashioned
4. English d. minute
5. ice e. speaking
6. old f. aged
7. last g. known
8. home h. time
C. Use the compound adjectives in Exercise B to complete the

sentences.
1. There is nothing better than drinking an ______________ beer on a hot
summer day.
2. There are some traditional farmers left who still make cheese the ______________ way.
3. Some _________________ politicians are proposing reforms to the educational system.
4. A __________________ person is between 45 and 65 years old.
5. I don’t like ________________ people who are intolerant of new ideas.
6. ________________ jam is usually better than the kinds you buy in the shops.
7. Many students get a ________________ job if they are not eligible for a loan.
8. A _____________________ goal by England put them through to the World Cup Final.
D. Now, work with a partner. Talk about the following things:

1. Describe yourself using compound adjectives. Does your partner
agree with you?
2. Use compound adjectives to describe someone in the class. Can
your partner guess who it is?
3. Discuss which compound adjectives you would use to describe a good friend
and a bad friend.
Lesson 14
Modal Verbs of Possibility and Probability

A. May, might, and could
Study the following examples:
In case you are sowing seeds without spacing, you may yield less.
Farmers could grow crops at times of no rain.
Do you think the farmers might produce more next year?
Form: may/might/ could + verb 1

They are used to show possibilities, such as producing less and more and
growing crops.

There is a small difference in the level of probability. may usually

expresses a 50% possibility, while an action with might normally means
a slightly lower possibility, e.g. 40%.
May, might and could convey the idea that a speaker is only 50% or
less certain that something will happen.
B. Can, will, should

Study the following examples:
• Be careful because it can be quite dangerous driving on the streets in the

rains.
• If the Almighty says it shall rain, then it shall rain with 100% certainty.
• If the weatherman says it will rain, it will rain with about 90% certainty.
(He’s only human.)
• The sun will rise tomorrow.
• If they take loans, they should buy fertilizers by the weekend.
Form: can/ will/ should + verb 1
Activity: It might rain tomorrow
A. Match the modal verbs of probability with the correct

day in the weather forecast (a----j), according to the
probability percentage. More than one option may be
possible.
1. will……. 2. shouldn’t…….3. will probably …. 4. probably won’t…..
5. may/might … 6. won’t… 7 should…..
T h i s a . b . c . d . e .
week Monday Tuesday Wednesday Thursday Friday
Weather
Probability 100% 0% 10% 50% 90%

N e x t f. Monday g . h . i . j. Friday
week Tuesday Wednesday Thursday
Weather
Probability 0% 30% 100% 50% 70%
B. Complete the sentences with the modal verbs of probability.
1. It________________(70%) be sunny next Friday.

2. It ________________ (100%) be sunny on Monday.
3. It ________________ (30%) be cloudy next Tuesday.
4. It _________________ (50%) be cloudy on Thursday.
5. It _________________ (90%) be sunny on Friday
6. It _________________ (0%) rain next Monday.
7. It __________________(10%) rain this Wednesday.
8. It __________________ (50%) snow next Thursday.
C. Create your own weather forcast for this week by drawing pictures and
writing the percentage probability for each type of weather. Then, write five
sentences about the forecast using modal verbs of probability.
This week 1. Monday 2. Tuesday 3. Wednesday 4. Thursday 5. Friday
Weather
Probability
1._________________________________________________________________
2._________________________________________________________________
3._________________________________________________________________
4._________________________________________________________________
5._________________________________________________________________
D. In pairs take it in turns to choose a day from your forecast and

read the weather type and percentage to your partner. Can they
make an identical sentence to yours?

Section VI: Writing

Lesson 14
Sentence writing: Simple sentences
Refer to your answers from the listening and vocabulary exercises. Read
also the information given in the table above on Seasonal Farming Activities
throughout the year in Ethiopia (the SPEAKING Activity). Then, do the
following:
Write simple sentences using the words you have learnt.
Examples:
In summer farmers grow crops.
In autumn farmers harvest crops.
Sentence Writing: Compound Sentences
Examples:
In summer farmers weed the crop fields and mow hay and bale it for animal
feed.
Simple sentence 1: In summer farmers weed the crop fields.
Simple sentence 2: In summer farmers mow hay and bale it for animal
feed.
In spring farmers wear lighter clothes, but in summer farmers stay indoors
more and use firewood to keep themselves warm.
Simple sentence 1: In spring farmers wear lighter clothes.

Simple sentence 2: In summer farmers stay indoors more and use
firewood to keep themselves warm.
When creating compound sentences, there are two punctuation rules to keep in mind:
1. Place a comma before the coordinating conjunction.
2. If you’re not using a coordinating conjunction, place a semicolon between

each simple sentence.

Joining simple sentences to form compound sentences with coordinating

conjunctions
Usually, simple sentences are joined with one of the seven coordinating
conjunctions: for, and, nor, but, or, yet, and so.
The most common of these coordinating conjunctions are: and, but, and or.
Lesson 16
Paragraph Writing
Write a short descriptive paragraph using one of the seasons

and human activities.
A. The paragraph must be developed based on the information given in

the table. You write on one of the seasons, namely, summer, spring or fall/autumn
along with their related activities/tasks.
B. Young family members help their parents in the various types of farming activities
in the seasons. Choose one of the seasons and write a descriptive paragraph on how
you help your parents in this regard with reference to the information given in the
table.
C. You may not personally know or experience seasonal farming activities in the
various places of Ethiopia. However, you do know what activities and tasks city
dwellers are engaged in during those seasons outlined and described in the table.
Write a descriptive paragraph based on the information in the table with reference
to all of the seasons. Your paragraph should clearly show what activities you are
engaged in during this Ethiopian season.
Assessment .
1. Speaking
Your teacher will show you a number of different pictures. Describe them as
accurately as possible using appropriate action verbs, nouns, and adjectives.
2. Reading
Your teacher will give out a passage to read about a farming activity in a certain
season. Read the passage and answer the questions below.

Answer the following questions based on the information given in the reading text.
1. Outline crops in order of their importance in Ethiopia’s agricultural economy.
2. Which is the main crop season in Ethiopia?
3. When does the autumn/spring (Belg) season receive rainfall?
4. When does the summer (Meher) season receive rainfall?
5. What season do the months February to June make up?
6. What season do the months June to October make up?
3. Writing
Write some sentences (simple and compound) about your favourite season.
Why is it your favourite season? What do you wear? What can you do? What
is the weather like?
Example sentences:
Trees are green. (simple sentence)
Grasses are green. (simple sentence)
Trees and grasses are green. (compound sentence)

UNIT
3
TRAFFIC POLICE OFFICERS
Learning outcomes:
• identify and extract the main ideas and details from the reading and listening
texts.
• tell the meaning of a word as it is used in the reading and listening texts.
• produce a written response based on the information in the reading and
listening texts.
• describe / explain phenomenon /events using specific textual information,
examples and facts.
• write their own sentences using new words learnt from the listening and the
reading texts.
• develop a descriptive and expository paragraph on the phenomenon of traffic
policing and rules / laws.
• use correct simple future, going to and present continuous forms to depict the
function of intention and plan.
• distinguish and use modal auxiliaries can/could; may/might, should/ ought to
in accurate ways and appropriate context..
• describe people’s appearance and clothes(uniform)
• give oral orders, instructions, advice and warning.
• use new vocabulary in sentences of their own.
• define words related to traffic policing and
• express themselves fluently and with acceptable accuracy.
Unit 3| TRAFFIC POLICE OFFICERS
Lesson 1
1. Basic vocabulary
A. What is the meaning of the words given below? You can use
an English-English dictionary:
• traffic (n.)
• monitor
B. Match the pictures with the words listed below:
1. uniform (n.) A.
2. vest (n.) B.
3. colleague (n.) C.
4. pedestrian/s D.
5.passenger/s (n.) E.

TRAFFIC POLICE OFFICERS | Unit 3
6.crowd F.
7.sleeve (n.) G.
H .
2. Brainstorming questions
1. Have you ever seen traffic officers/traffic police men/traffic police women? Where?
When?
2. What are the policemen/policewomen wearing in your area?
3. What is the police officer doing in the picture, above and below?
[Source: https://www.google.com/url?sa=i&url=https%3A%2F%2Faddisfortune.net%2Farticles%2Faddis-abeba-to-get-new-traffic-
lights%2F&psig ]

Listen to the text read by your teacher and answer the

questions.
Write in full sentences:
1. What’s her name? ___________________________________________

2. Where does she work?________________________________________
3. How old is the female traffic officer? ____________________________
4. What is her customary time of waking up from bed?
A. one o’clock B. twelve o’clock C. Not stated
5. Which of the following does not include the traffic police officers’ duties at
work?
A. patrolling C. monitoring road users
B. controlling thieves and alcohol addicts D. checking permits and documents
6. Does she have a gun?__________________________________
7. What time does she go home?___________________________
8. Who does she talk to at home?__________________________
9. Listen to the text again and write True or False in your exercise book.
A. The female traffic police lives alone.

B. The female traffic police prepares her own food and drink.
C. She uses service transport/bus by the government to and from her place of
work.
D. She usually has night time duties
E. Traffic officers do not usually direct pedestrian foot traffic, have the responsibility
of the crossing guard and control crowds during emergencies.

Lesson 2
VOCABULARY
A. The following words under Column ‘A’ are taken from the
listening text. Find their contextual meanings from Column ‘B’.
Column A Column B
1 negligent / negli- A. failure to take proper care over something
gence
2 a speed limit B. The maximum speed you should not exceed.
3 encounter C. unexpectedly meet or be faced with
4 reflector D. a piece of reflective material /an object that reflects
light and shines when light shines onto it
5 get up E. wake up
6 puts on F. wears
7 patrol G. keep watch over (an area) by regularly walking or
travelling around it.
8 vehicle H. a thing used for transporting people or goods on land,
e.g. a car, truck, or cart
B. Fill in the blank spaces provided with words given in the

box below.
vest sleeve encounter put on
speed limits negligent intoxicated emergency
crowds passengers pedestrians gets up
reflector patrol vehicle/s traffic
1. He never _________________ before eight.
2. I need to _________________some clothes.
3. He brushed away the tears with his _____________________.
4. We had a frighteningly close ____________________with a drunk driver.

5. Respect the __________________ not to be a cause for accident and punished.
6. The court found traffic police _____________________.
7. He was ____________________with too much alcohol.
8. It is illegal to use the fire alarm except in case of _________________.

9. ___________________ of people began making their way to the station.
10. Two other _________________ in the car suffered serious injuries.
11. There are so many _________________in Addis Ababa.
12. He removed the ________________and placed it neatly beside the jacket.
13. Frehiwot usually goes out to work with her lemon green _______________
vest on her dark blue jacket or her sky blue shirt.
14. Police officers _________________ the main streets in Addis Ababa.
15. Road __________________ include cars, buses, and trucks.
Get into groups of six and discuss the following questions.
1. Do you know a female traffic officer? / Have you ever seen a female traffic officer?
When? Where?
2. Do you know any female officer or professional from any sector, such as Health,
Engineering, Science, and Defence Force (military)?
3. Write briefly about her: her name, profession, education background, place of
birth. You shall talk to your group members. The teacher may also ask you to talk
to the Whole class.

Section II: Reading

Lesson 3
Answer the following questions in pairs.
1. What are the duties of traffic officers?

2. What do you expect to read about? Choose from the given
alternatives:
A. The lives of traffic officers in general
B. The life of individual traffic officers
C. The duties of traffic officers
Read the text below to check whether your guess was right.
Read the passage and answer the questions following.
The Role of a Traffic Officer

1. Traffic Officers, policemen and police women, are employed individuals who
conduct general operations on roads throughout cities and towns. The traffic police
is a very well-known figure in towns and cities. Traffic policemen/policewomen are
types of police officers who work on the roads, maintaining the traffic in order.
2. Traffic Police officers help keep people safe when travelling by any means, such
as walking, riding and driving. Some police officers patrol in cars or on motorcycles.
They also walk in pairs to monitor road users: pedestrians, motorists, cyclists
and drivers. They put on a special type of uniform. In many countries, they use
bicycles, especially in parks; others use boats; some even ride horses! They work
with instruments, tools or materials namely speed-measuring apparatus, alcohol
test apparatus, measuring tapes, mass-measuring apparatus, summons books,
infringement notices etc.
3. A traffic policeman/police woman is typically responsible for keeping an eye out

for speeding drivers, as well as ones who are disobeying traffic rules in general. A
traffic policeman / policewoman is also summoned in the event of an emergency
when a traffic light goes out and the traffic needs to be regulated manually.
Traffic Officer’s enforce the rules of the road and signs. They ensure that all
road users including pedestrians use our roads in an orderly and safe manner.
The main purpose of traffic officers is to ensure the safe and free flow of traffic to
prevent road crashes and deaths on our roads.
4. Traffic Officers play a vital role in keeping the roads safe. They serve by dealing
with general road and traffic tasks. Traffic officers perform a lot of duties on roads
in Ethiopia that would previously be carried out by police. These include closing
roads, stopping traffic, authorizing relaxations of highway regulations and managing
traffic. They perform an absolutely vital role in cities - the roads are a better place
with them. Traffic officers tend to patrol in pairs, and drive/ride high-visibility motor
bikes to make sure that the road is safer. They use a whistle to draw the attention of
the drivers and passers-by. If any driver goes against the rules, he/she blows his/her
whistle and stops him. He/She then challenges him accordingly. As soon as he/she
raises his/her hand across a road, all the vehicles passing along that road stop at once
and the passers-by are allowed to cross the road safely. Next, he/she extends his/
her hand in another direction and the traffic on that road comes to standstill and the
stopped traffic on the previous road starts moving on. This goes on for the whole day.
5. A good traffic policeman/policewoman must be well aware of all laws and

regulations related to vehicle traffic, and stay observant and alert for anyone breaking
the law. Additionally, traffic policemen usually need to be excellent drivers as well,
in order to be able to detain suspects in cases where they need to be chased in a
vehicle.
6. To conclude, traffic police officers perform vital roles in keeping roads and streets
safe through watching for troubles of various kinds, directing traffic, and finding out
how an accident happened. They make sure people obey traffic laws. The duty of the
traffic police officer is very hard because he/she has to stand under the scorching sun
or in heavy rain for hours.

A. Answer the following questions based on the respective

instructions.
1. Which of the paragraphs answer the following questions?
i. What are traffic officers? A. Paragraph 3 B. Paragraph 2 C. Paragraph 1
ii. What do traffic officers do? A. Paragraphs 2, 3, and 4 B. Paragraph 1
C. Paragraph 2
iii. What must traffic officers know?
A. Paragraph 6 B. Paragraph 5 C. Paragraph 4
2. Why do traffic officers use a whistle? _______________________
3. What do traffic officers mainly intend to do? _________________
4. These … (Paragraph 4) refers to: __________________________
5. This … (Paragraph 4) refers to: ___________________________
6. They … (Paragraph 2) refers to: __________________________
B. Decide whether the following statements are True or False

based on the information in the passage. Write the answers in
your exercise book.
1. Traffic officers put on ordinary clothes at work.
2. Traffic officers should be well aware of all laws and regulations related to
vehicle traffic.
3. Traffic officers must be excellent drivers.
4. Traffic officers are well known in rural areas.

Lesson 4
Answer the following questions in writing. Then, discuss your
answers in groups of four.
1. Do you remember personally committing any traffic offences as a pedestrian
to and
From school or any other place? Which traffic rule/law did you violate? Why did you
Violate it? (e.g. playing on roads or streets, crossing a street where it is not allowed
(zebra crossing). What did the traffic officer do then? Write your answers in your
exercise book. Then, discuss them in groups.
2. What is the benefit of student-traffic policing or voluntary traffic policing?
3. There are many things we can do to save lives and prevent property damage caused
by traffic accidents. Mention some of them.
Talk about the following things.
According to the Ethiopian road crash statistics, in April 2017, more than 235 people
lost their lives. According to a report by World Health Organization (WHO), Ethiopia
is considered one of the worst countries in the world where road traffic accident kills
and injures a large number of road users. Every year, nearly 2000 people die due to
road traffic accidents where 48% are pedestrians, 45% passengers and 7% drivers,
and over 400 to 500 million birr is lost yearly, as a result. Generally, road traffic
accidents are unintended, non-communicable and preventable and common risks.
They can happen to almost anyone at any time or place. This is the reason why traffic
police officers are necessary as they prevent loss of lives and property. You also play
a role. Do you feel safe when in walking in the streets? What are the main causes of
traffic accidents in your area? Can the things listed below improve safety?
• stricter traffic laws

• harsher fines for speeding and drunk driving
• speed bumps/breakers
• traffic cameras
What else can we do to limit the number of accidents? Discuss in small groups.


Lesson 5
Word/Vocabulary study
A. Study the vocabulary listed below and practise using them.
1. park (n.)
2. ride (v.)
3. traffic (n.)
4. manual/manually
(adj./adv.)
5. traffic signs (n.)
6. temporary signs
and cones

B. Work in pairs: A partner covers a word with his/her palm and

asks his/her
partner to tell him/her the definition of the word. Use the pictures
to assist you to recall the word or its meaning.
I. Match the definitions under Column B with the words/phrases under

Column A.
Column A Column B
_____1. keep an eye out A. laws which regulate vehicles and other traffic
for including pedestrians, animals, and other conveyances
_____2. goes out B. deliberately not obey a rule
_____3. traffic laws C. carry out (a command or instruction); behave in
accordance with laws, rules, regulations, etc.
_____4. disobey D. power cut; no electric power
_____5. obey E. to look for something/try to find it while you do
something else
_____6. call out F. quick to notice things
_____7. suspect (n.) G. intellectually active; quick to notice and respond
to potential danger or problem
_____8. detain H. fail to observe (a law, regulation or agreement)
_____9. break (the law) I. keep someone in official custody
_____10. alert J. a person suspected of a crime or offence
_____11. observant K. cry out to (someone) in order to summon them or
attract their attention; telephone
II. Use the words/phrases given in the box below to make the sentences (1-16) complete.
disobey traffic laws obey traffic signs
break… law observant manual traffic
rides park detained suspects
goes out keep an eye out for called out alert
1. If you continue to _________________ the rules, you will be punished.
2. He is pursued again by the police for violating __________________.
3. Traffic officers expect road users to__________________ them without question.

4. He has always been so _______________ and in control as a traffic officer.

5. I think when someone _____________the traffic ___________, he should be
punished.
6. Traffic officers should be __________________ to ensure that unusual driver
behaviours do not interfere with their professional lives.
7. __________________ labour has become unpopular with young people.
8. The police officer directed _________________ at the crash scene.
9. He _______________ his motor cycle to work every day.
10. The_______________ was filled with people who often picnic there.
11. People can be ________________ at police stations.
12. So far, the police do not have any _________________; nor do they have any
witnesses.
13. The _________________ on motorways are particularly clear and well lit at
night.
14. If the electricity ______________ in the city, traffic lights won’t work.
15. Police have asked residents to ___________________ anything suspicious.
16. I ___________________ in a loud voice but there was no reply.
Section IV: Grammar

Lesson 6
Simple Future: Will/Shall, Going to, the Present Continuous
Read the following notes and do the activities that follow.
We have more than one way of talking about the future in English. We can
use ‘will + base verb’, ‘be going to + base verb’, or ‘be + -ing verb’ (the Present
Progressive form).
A. Will/Shall
Examples:
The traffic police will train the students.
Car drivers will be responsible to ensure that pedestrians are safe.

Form: will/shall + base verb (verb-1)
Singular Plural
First person I shall We shall
Second person You will You will
Third person He/She/It will They will
B. Going to…
Examples:
I am going to join the traffic police force next month.

The traffic police is going to revise some of its rules.
This form is used when plans have already been made in advance.
Form: be going to + base Verb(verb-1)
C. The Present Continuous
The Present Progressive can also be used to indicate a future time.

Examples:
My classmate is going to Bahir Dar in November.
We’re planning to discuss these traffic rules in the next meeting.
My training in how to drive a car is starting tomorrow.
Form: Be + -ing Verb (Present Progressive)
The form of the ‘be’ verb (am, are, is) depends on the person and number of the
subject.
Activity
Pair work
A. Interview each other about your future goals and plans.
Make sure you use ‘be
going to + base verb’ and/or the ‘be + -ing verb’.

Example: i. What are you going to do this Saturday?
ii. I am going to study mathematics and science for the model exam.
i. Are you studying mathematics this Saturday?
ii. Yes, I am. You can join me if you like to study with me, Abel.

B. Work in groups of three or four.

Travel Plans
Assume that you are going to have a trip. Plan where to go, how
long to stay,
what you‘ll carry with you, what you will do, etc. When you are planning, use
‘will + base verb’.
Later, when you report your trip to the class, you can use ‘be going to + base
verb’ or ‘be + ing verb’ to describe the plans you’ve already made.
Example: I am going to visit Sof Umar cave in October.
Ujulu is buying a shoulder bag on Saturday.

Activity: ‘will’ or ‘shall’
Fill in the blanks with ‘will’ or ‘shall’.

1. ___________________the messenger wait for the reply?
2. __________________ I carry this bag for you?
3. He ___________________ be talking all the time without doing anything.
4. This machine __________________ work well without giving you any trouble.
5. ____________________ you give me your dictionary?
6. ____________________ you be kind enough to lend me your car?
7. On receipt of this letter, you _____________________ leave for Mumbai at once.
8. ____________________ you come with me?
9. Tell him that he _____________________ never repeat that mistake.
10. ______________________ I put the heating on?

Lesson 7
Modal Auxiliaries
Study the following note about modal auxiliaries and answer the questions
that follow.
A. Can /Could
What are the things police officers can and cannot do?
Form: Can/could + base Verb (verb-1)
Use
The modal auxiliary ‘can’ is used in English to describe or show being able to, being
able to do something, being allowed to do something (permission), or to express
possibility.
Can: To be able to
Can you drive? Yes, I can drive.
Can you read that traffic sign from this distance?
ii. Can: To be able to do something
Can you understand what the traffic officer is trying to say?
A police officer can punish you for not coming to a complete stop at a stop sign or
at a red light.
iii. Can: To be allowed to/Permission
Can I use your car, Mihretu?
You can use my car if you like.
You can park over there.
iv. Can: to express possibility
Traffic noise can be quite a problem when you’re working in the roads/streets.
You can do many car maintenance tasks on your own.
Tailgating is one of those traffic rules that can be easily forgotten when you’re in
a hurry.
It can be tempting to take a short cut through a parking lot to avoid a busy
intersection.
Prohibition
We use can’t and mustn’t to show that something is prohibited – it is not allowed.
can’t
We use can’t to talk about something that is against the rules, particularly when we
didn›t make the rules.
What does this sign say? Oh, we can’t park here.
You can’t stop here. They’re really strict about it.
You cannot leave your bike there.
Could
Use
The modal auxiliary could is used to show possibility/impossibility and ask
permission.
Possibility and impossibility
We use could to show that something is possible, but not certain:
They could come by car. (= Maybe they will come by car.)
They could be at home. (= Maybe they are at home.)
Permission
We also use could to ask for permission (but not to give it). could is more formal
and polite than can:
Could I ask a question, please?
Could I ask you something?
B. May and Might
‘may’ and ‘might’ are modal verbs that can have a similar meaning. They can be
used to describe two ideas:
a. Possibility in the Present
We can use both may and might to express a possibility or make a prediction.
For example:
If you drive without a license or permit, police may detain your vehicle.
Form: may/might + Base Verb
Police may also detain your vehicle if it is not registered.
There is a small difference in the level of probability. may usually expresses
a 50% possibility, while an action with might normally means a slightly
lower possibility, e.g. 40%.

Possibility in the Past

We can also use may and might to express possibility in the past. In this case we
use ‘have + past participle of the verb’. For example:
Where’s my wallet? – You might have left it in your jacket.

Halgeyo is late. He may have missed his bus.
Permission: To ask for permission in a formal way

May
may is the most formal way to ask for and give permission.
May I see your license, please?
To give permission in a formal way:
You may go now.
You may come at eleven if you wish.
To say that someone has permission in a formal way:
Students may travel for free.
These pages may be photocopied for classroom use.
Activity: can-can’t; could-couldn’t
Fill in the blanks below to complete the sentences.

1. I ______________ go to the school last night because I was
sick.
2. A: _____________Niana cook Indian food?
B: Yes, she _____________.
3. My sister _______________ drive a car last year, but now she ____________.
4. They _____________ go to school yesterday because there was security
problem.
5. A: ______________ you read when you were four years old?
B: Yes, I ____________.
6. Obang _______________ride a bicycle. He rides it to school every day.
7. I’m very tired, so I ______________ go out to the park to play.
8. A: ___________ you see the moon last night?
B: No, I ____________.
9. When ______________I talk to you about the traffic police officer’s report?
10. Most dinosaurs walked on land, but some _____________fly or even swim.
11. Excuse me, I ______________hear you right now. The music is too loud.
12. I ______________drive a truck when I was only sixteen years old.
13. Dawit hit the tree because he ______________ stop his car.
14. How many sandwiches ______________you eat at one time?
15. I ______________ read without my reading glasses. Where are they?
Lesson 8
Activity: May and Might
Fill in the blanks below to complete the sentences with may or

might.
1. ______________ I have a drink?
2. She asked if she _____________ have a drink.
3. He _________________ have arrived yesterday.
4. Can I play now, mum?
No, you _________________finish your work.
5. I was afraid that I ___________ be late.
6. You ______________ have gone with them.
7. You ______________ shout in class!
8. I love you, dad. You _____________ be the best father in the world.
C. Should /Ought to
should and ought to can be used interchangeably to express necessity.
To discuss things that are ideal:
The Government ought to make better traffic rules.
To express duty or rightness, in case of judging a person’s actions:
She ought to follow traffic rules.
We should follow the traffic rules.
To indicate prohibition:
We should avoid going out at this time. There is heavy traffic due to the rush
hour.

To express/give advice or opinion:

ought to or should is used to give advice or opinion and one can choose to
follow or ignore it, whereas ought to is used when the advice has to be followed.
While should and ought to are used interchangeably, ought to is a stronger word,
compared to should, and is more appropriate to use while talking about rules,
regulations, and laws.
Examples:
You ought to follow the traffic rules.
You ought to be at work on time.
Form: should/ought to + Base Verb (Verb-1)
D. must
The modal auxiliary ‘must’ is used:
1. To express obligation or duty
This also refers to laws and regulations.
I must memorize all of these rules about traffic.
You must wear a seatbelt at all times.
People must not park their vehicles anywhere on the roadside.
You must stop when the traffic lights turn red.
You must drive on the right side of the road in Ethiopia.
2. To emphasize the necessity of something or express compulsion
You must not drive if you are drunk; it’s dangerous.
We must have a special permit to camp in the National Park.
You must drive carefully.
We must slow down while driving in front of a school.
3. To indicate an absolutely necessary situation
must – is the strongest of all the modal auxiliaries (should, can, ought to, may)
and indicates the ‘need of the hour’.

Examples:
You must stop when the traffic lights turn red.

Form: must + Base Verb (verb-1)
You must follow the traffic rules carefully to cross the street.
Activity: should, ought to, shouldn’t
I. Choose the correct word.
1. You should/shouldn’t try and get enough.
2. You should/shouldn’t worry. It isn’t good for you.
3. You ought to/shouldn’t keep your friends waiting when you meet each other.
4. You ought to/shouldn’t concentrate on what you’re doing.
5. You should/shouldn’t drink plenty of water.
6. You ought to /shouldn’t talk to your mother respectfully. You should apologize.
II. Match the questions (a- f) below with the sentences (1-6) in I
a. I get very thirsty when I’m in the gym. What should I do?
b. I shouted at my mother today and now I’m sorry. What should I do?
c. I keep on making mistakes with my homework. What should I do?
d. I’m always tired and sometimes I fall asleep in school. What should I do?
e. My friends are angry because I’m often late. What should I do?
f. I’ve got an important exam but I feel very nervous. What should I do?
III. Complete the short dialogue with the words below. Use each word only
once.
ought to should shouldn’t
Ledamo: Hi, Dina! What’s wrong?
Dina: I’m being bullied at school. What (1) _____________ I do?
Ledamo: You (2) _____________ go and tell a teacher.
Dina: But what if the boy finds out?
Ledamo: You (3) _____________ worry about that. You need to say something or
he might not stop.

Lesson 9
Activity: The Realms of Possibility
I. Individual work: Read through the table and give your own answers to each
question.
Will May/might May/might Won’t
not
A. In the next twelve hours, do you
think you will:
go shopping?
help your parents?
do your homework?
B. In the next twelve days, do you
think you will:
go to a restaurant?
study for a test?
cook a meal for your family?
C. In the next twelve months, do
you think you will:
get a new teacher?
D. In the next twelve years, do you
think you will:
win the lottery?
appear on TV or in a newspaper?
II. Pair work: Compare your answer with a partner’s. Give reasons briefly. Is
your answer and reasoning the same as/ similar to your partner’s?
Activity: Mixed practice - Driving rules (modal verbs)
Activity: Modal auxiliaries and traffic signs
Choose the correct modal auxiliary.
1. If you drive a car, you ____ have a driving license.
a. should b. must c. can
2. You ____ drink a lot and drive.
a. shouldn’t b. mustn’t c. don’t have to

3. When you are in a car, you ____ wear a seatbelt.
a. should b. must c. may
4. When driving a car, you ____ listen to the radio.
5. You ____ to pay road tax if you own a car.
a. should b. must c. have
6. You ____ stop at a red traffic light.
7. When you ride a motorbike, you ____ wear a helmet.
8. You ____ smoke while you are driving.
9. If you own a car, you ____ have insurance.
10. You ____ exceed the speed limit.
a. shouldn’t b. mustn’t c. don’t have to

Lesson 10
Activity: Modal auxiliaries and traffic signs
Find the traffic signs (from the diagram) and write their number
to the descriptions. Complete the sentences with an appropriate
modal from the list in the box below.
should shouldn’t might mightn’t
may may not must mustn’t
can can’t have to don’t have to will won’t

1. Major road ahead. You _____________slow down.
2. You _______________ to be very careful; there is a school close by. There
______ be children on or near the road.
3. No entry. You ____________enter this road.
4. This road has a dead end; you ___________ go through it.
5. Compulsory left turn. You _____________ follow the arrow and turn left. You
mustn’t go straight.
6. There is a height limit. There ____________ be an overpass ahead. If you
have a vehicle with a height less than 3.5 m., you can go on. If not, you
_____________ use another way to continue your journey.
7. Cyclists ______________ use this road.
8. There is a gas station nearby. If you are running out of petrol, you
______________ fill the petrol tank of your car.
9. You ________________ go very fast as you are approaching a roundabout.

10.Do you need a telephone? You __________ find one here.

11.You ______________ be pretty sure that there ___________ be nobody
walking here, as pedestrians __________ be on this road.
12.No parking. You _____________ stop and leave your car here for not more
than five minutes.
13.You ______________ be careful. Pedestrians ___________ be crossing.
14.There is a speed limit .You __________ do more than 50 km/h.
15.You ____go ahead or you may turn to the right, but you _____ turn to the left.
Section V: Speaking
Lesson 11
Description: Describing people (appearance and clothing)
a. Appearance: Height, body build, age
When describing people, we use the verb ‘to be’ to describe height, body build, and
age.
Examples: I am tall and slim. He/She is tall and slim.
He/She is overweight.
The traffic officer with the motorbike is tall and fat. (see p.74)
The other traffic officer on duty is slim.
The female traffic officer on duty is tall and slim. (see p.74)
You are old and short. She is old and short.
They are young. She is young. You are young.
Activity A. Write short descriptions of the people (police
officers) in the pictures found in the brainstorming section
above (p. 74) using the verb ‘to be’ and the adjectives in the
box below.
tall, short, overweight, slim or skinny, fat, obese, old,

young, middle-aged, well-built, medium-height, plump, chubby,
lean, muscular, good-looking, strong
Then, work in pairs. Each one of you ought to orally describe the traffic police
officers.
Facial features
The verbs ‘have’ and ‘has’ are used to describe hair colour, hair length, and facial
features.
Facial features are eyes, eye brows, nose, mouth, lips, ears, chin, beard, moustache,
skin colour /tone/ (white, pale (bloodless), brown, dark, fair, black, light skin,
chocolate, light brown, dark brown, etc.).
Examples:
She has long brown hair. He has short hair. He has well-cut/trimmed hair.
She has wavy hair. She has straight hair.
She has big blue eyes.
She has a small nose.
She has a wide mouth and big red lips.
Lesson 12
Activity B: List names of items of clothing
In pairs, take turns and describe the people, the traffic police
officers, from the brainstorming section above.
Clothes
The verb ‘wear’ is used to talk about the clothes someone has on.
Present Simple Past Simple Present Continuous
‘wear’ ‘wore’ ‘am/is wearing’
Example: Example: Example:
She wears a uniform when I wore a T-shirt and He is wearing a shirt
going to school/work. jeans and tie.
yesterday.
List names of items of clothing you know. Write out all items of clothing
including names of school uniform/traffic police uniform items. Write your
answers in the spaces below. Examples are given below:
T-shirt dress sweater shirt __________ _______
______ _________ _________ _________ __________ _________
Work in pairs to improve your list of items of clothing. Be ready to share your
list with the whole class.

Activity C: Description of appearance and clothing

In pairs/threes, describe the traffic police officers from the brainstorming
Section above. Talk about what they look like and what they are wearing.
Lesson 13
Asking for and Giving Directions in the Street
Imperative form: You should use the imperative form when

providing directions. The imperative form comprises only the
verb without any subject, and it tells someone directly what to do
Practice Dialogue: Directions to the Ethiopian National Museum

(On the street)
Tourist: Excuse me, can you help me? I›m lost!
Person: Certainly, where would you like to go?
Tourist: I›d like to go to the Ethiopian National Museum, but I can’t find it. Is it
far?
Person: No, not really. It›s about a five-minute walk.
Tourist: Maybe I should call a taxi.
Person: No, it’s very easy. Really. (pointing) I can give you directions.
Tourist: Thank you. That’s very kind of you.
Person: Not at all. Now, go along this street to the traffic lights. There is St.
Mary’s church on the left. Do you see them?
Tourist: Yes, I can see them.
Person: Right, at the traffic lights, cross, go straight, and turn left into the
premises of the National Museum.
Tourist: The premises of the Museum.
Person: Right. Go straight. Take the first turn on your left, and enter the
Museum.
Tourist: Great. Thanks again for your help.
Person: Not at all.

Activity: Basic language study and practice
A. Study the language in the box below. Learn by heart - memorize!
Giving directions Asking for directions

Go straight ahead. “Excuse me. Can you help me? I’m lost!
Turn back./Go back. “Excuse me. How do I get to the National
Museum, please?”
Turn left/right… Take a right/Take a left on.. “Excuse me. Where’s the nearest
(post office), please?”
It’s on your left/right.
Go along … “Excuse me. I’m looking for the
number 6 bus stop.”
Don’t turn there.
Go down… How can I get to …?
Walk down…. Where is the …?
Cross … How far is the … from the …?
Take the first/second road on the left/right. Could you tell me how to get to …?
It’s on the left/right. How do I find …?
Go past… Could you direct me to …?
Follow… Excuse me, do you know where the … is?
The easiest way is to … How do I go/get to …..?
The best way is to … How can I get to…? Where is the --- ?
It’s on the corner/at the corner of …and….,
you turn right/left.
It’s in the middle of the block.
It’s the second building on the left/your right.
Continue in the same direction until (you get to) the stop sign.
At the intersection (traffic lights), turn right/left.

B. Pair work: Practice asking for and giving directions orally.

Then, write down an appropriate conversation.
Example:
Question: Excuse me. Are the cinema halls near here?
Answer: Yes, just turn right at the end of the block.
Lesson 14
Activity: Role-play: Asking for and Giving Directions (using a
map)
A. Review different ways of asking for and giving directions
(individual work).
B. Pair work: Use the map given below to practice asking for and giving
directions.
Role play with a partner and follow the two examples below.
In each example, Student 1 begins by stating where the directions will start
from.
Then, Student 1 asks how to get to a certain place. Student 2 responds by

giving
the directions orally.
Example 1:
Student 1: I am at the Post Office. How do I get to the gym?
Student 2: First, you go down…etc.
Example 2:
Student 1: What are the directions to the Bakery, please?
Student 2: You go down the main road from the junction (square). Then,
turn right after about 10 minutes’ walk.
Thank your partner for the directions.

Study the map below carefully. Think of the phrases and prepositions used to
give and ask for directions. Pay attention to locations of the various places in
the map.
Ask your partner for directions to:
1. the Bakery 4. the school
2. the Post Office 5. the gym
3. the library 6. the hotel
Your partner shall mark the location of each place on the map as you give the
directions.
Have you been able to make the locations correctly? Have you used the useful
language correctly and flexibly?
Giving Advice or Suggestion: should
Read the instructions to be followed by pedestrians and the basic traffic rules
in Tables B and C.
You see that the imperative form is used. The imperative form uses the infinitive
or root form of the verb (Verb-1) without ‘to’. Table A gives you an example of
infinitives:
Verb-1 Verb-2 Verb-3
follow followed followed
obey obeyed obeyed
Table A.
The imperative form tells someone directly what to do.
I. Study the instructions in B and the basic traffic rules in

C by heart. Then, work in pairs. Ask one another the
instructions and the basic ruB. Instructions to be followed
by pedestrians
Follow the rules of the road.
Obey signs and signals.
Walk on sidewalks whenever they are available. If there is no sidewalk,
walk facing traffic and as far from traffic as possible.
Whenever possible, cross streets at crosswalks or intersections, where
drivers expect pedestrians. Look for cars in all directions, including those
turning left or right.
If a crosswalk or intersection is not available, locate a well-lit area where
you have the best view of traffic. Wait for a gap in traffic that allows
enough time to cross safely; continue watching for traffic as you cross.
C. Basic Traffic Rules

• Never drink and drive.
• Always wear seatbelt.
• Keep a safe distance from the vehicle ahead.
• Always avoid distractions.
• Never break red signals.
• Always drive within speed limit.
• Avoid the drowsiness while driving.
• Watch out for drivers on the road.
II. Individual work: Read the following ways of asking for and giving advice
slowly. Learn by heart – memorize!
Study the language of asking for advice in the box below.
D. Asking for advice
What do you think I should do?
What should I do?
What do you suggest?
What do you advise me to do?
What ought I to do?
Do you think that I should…?

E. Ways of giving advice

You had better/ You’d better…..
You should…
You ought to…..
I suggest….
Giving orders and instructions; giving advice/warning
III. Small-group work
Work in small groups (3-4). Practice giving advice or suggestion orally. One
member tells the group a problem related to basic traffic rules or instructions
to be followed by pedestrians (hence asks for a suggestion or a piece of advice).
The others give advice.
Examples:
Mihretu: I am scared of traffic accidents. What should I do?

Yohanes: You should follow the rules of the road.
Section VI: Writing

Lesson 15
Activity: Sentence-level writing
I. Answer the following questions based on your answer to the
listening questions and readings of the text entitled “The Role of a
Traffic Police Officer”.
A complete sentence must have, at minimum, three things: a

subject, a verb, and an object or complement.
1. What is a traffic police officer responsible for?

2. How many duties do traffic police officers perform?
3. Where are traffic police officers popular?
4. What type of clothes do Ethiopian traffic police officers wear?
5. How do traffic police officers travel?
6. What is mandatory for a good traffic police officer?
7.What authorities/power do traffic police officer have?

Lesson 16
Paragraph writing
Join the simple sentences meaningfully together and develop a paragraph. Use
the following outline to guide your writing:
How to avoid or minimize traffic accidents
• obey traffic rules

• avoid drunk driving and drug use
• respect speed limits
• drivers should wear their safety belt
• regulations are essential
Assessment
1. Speaking and Listening
Listen to your teacher, who will make some statements on wrong or illegal pedestrian
and/or driver behaviour on roads/streets. Give some advice (mild and strong) to the
pedestrian and/or the driver.
2. Writing
Write a short informal letter to a friend about the dangers of illegal or wrong pedestrian
or driver behaviour in cities and towns.
3. Reading
Your teacher will give you some signs and ask you some questions about them. What
do these traffic signs tell us?

UNIT
4
Learning outcomes
ANIMALS
• take note for details in the listening text
• construct meaning from the listening text
• identify the main ideas of the reading text
• write their own sentences using the unfamiliar words in the listening and the
reading texts
• write a short descriptive paragraph about any animal they like
• use adjectives in comparisons of various kinds( simple, comparative and superlative
degrees)
• use the present perfect tense correctly
• use the simple past tense correctly
• identify and use irregular adjectives
• identify the form, meaning and use of the simple past and present perfect tense and
• orally describe animals.

Unit 4| ANIMALS
Lesson 1
Before you listen to the text, answer the following questions first
individually and then in groups of three.
1. What are farm animals?f

2. What is the use of farm animals?
3. Where do farm animals live?
4. What do the following words mean? (Your teacher will help you if you do not
know their meanings).
manure involvement weeding mobile
A. Answer the following questions based on the listening text.
1. What is mainly done by oxen, horses, donkeys or their combinations?
2. Which are sources of food, raw materials, investment, cash, etc?
3. When do farm animals serve to level the ploughed field?
4. Where is dung the major source of fuel?
5. What is animal manure used for?

ANIMALS | Unit 4
B. Listen to the listening text again and complete the following sentences
with the words in the box.
raw cash integral sources manure
1. Farm animals are………… part of the Ethiopian agricultural fabric.
2. Farm animals serve as insurance and a source of…… for rural farming
communities.
3. The primary products such as meat, milk, egg and honey are important ……….
of animal protein.
4. Animal ……….is used to fertilize backyards and crop fields.
5. Skins, hides and horns are used as……….. materials.
Lesson 2
Work in groups of three and answer the following questions and
report your answers to the whole class.
1. What animals are raised in Ethiopia?
2. Which animals help in farm work?
Section II: Reading

Lesson 3
A. Before you read the text, answer the following questions first individually
and then in groups of three.
1. What are the major livestock feeds in Ethiopia?
2. What are feed resources?
B. Look at the picture and describe what is going on.

Unit 4| ANIMALS
Livestock plays a significant role, directly or indirectly, in achieving food self-

sufficiency in the country. The livestock sub-sector is one of the input suppliers
to the manufacturing sector of the country. The contribution of livestock to the
total agricultural Gross Domestic Product (GDP) and national foreign currency
earnings is about 30% and 16%, respectively. Major export items from the sub-
sector comprise live animals, hides, skins, frozen meat, dairy products, honey and
beeswax.
Given the country’s diverse topographic and climatic conditions, a huge livestock
population, different breeds of animals have evolved over time and adapted to the
ecological conditions of their habitat. It has also been influenced by production
systems. Ethiopia could be considered as a centre of diversity of animal genetic
resources. Despite the uncompromising contributions the livestock sub-sector
plays in the livelihoods of the majority of Ethiopians and in the overall national
economic development, the attention given to develop the sub-sector has not
been that significant. This is despite their huge diversity and intrinsic capability
to adapt to adverse and ever-worsening environmental conditions and the future
implications of this potential.
Thus, the fate of production and productivity of the sub-sector is still left to depend
on the scarce and ever-declining marginal and commonly used lands. Provision of
health facilities and services is far below the required minimum. They have been left
to undergo untraceable levels of inbreeding and crossbreeding. And yet, depicted
as the “low performers”, they are expected to gradually give way to other “best
performing” genotypes.
Consequently, if indiscriminate distribution of the “best performing exotic
genotypes” to different parts of the country is to continue at the current pace,
the chicken would be lost in the near future before they are even fully described
and understood. Major farm animal species of the country are cattle, sheep, goats,
horses, mules, chicken and camels. Honeybees are often considered as farm animals.
Diversity and composition of species of livestock are variable from place to place.
This is mainly due to differences in agro climatic conditions. At lower altitudes,
the proportion of goats and camels rises. The majority of livestock are in the rural
areas, but limited numbers of some species are also kept in the urban areas.

ANIMALS | Unit 4
A.Write True or False based on the information from the reading

text.
1. Livestock play a significant role, directly or indirectly, in
achieving food self-sufficiency in the country.
2. The livestock sub-sector is the only supplier to the manufacturing sector
of the country.
3. Ethiopia could be considered as a center of diversity of animal genetic
resources.
4. The majority of livestock are in the urban areas.
5. Diversity and composition of species of livestock are the same in all areas.
B. Match the following words in Column A with the meanings listed under
Column B.
Column A Column B
1. hides (Para. 1) a. the force or principle believed to determine
events
2. diverse ( Para. 2) b. a sudden fright or feeling of fear
3. huge (Para. 2) c. a honey-producing bee
4. fate (Para. 3) d. the skin of large animals
5. scarce (Para. 3) e. making no careful distinctions or choices
6. inbreeding (Para. 3) f. putting together of things
7. crossbreeding (para. 3) g. to breed new strains of plants or animals
from genetically different individuals
8. indiscriminate (Para. 3) h. very different or distinct from one another
9. honeybees (Para. 4) i. the mating of closely related members of a
species, especially over many generations
10. composition (Para. 4) j. very big in size and amount
K. a great number of people and things
Lesson 4
C. What do the words in bold type refer to in the above text?
1…their (Para. 2, line 3 )
2 .This (Para.2 line 7)………………
3. They … (Para.3, line 4)…………………………………………
4. This (Para. 4 line 6)…………………………………………..

Unit 4| ANIMALS
Answer the following questions in groups of four.
1. What is the main ingredient in animal feed?
2. What are the advantages of livestock farming?
Listening II
Lesson 5
Before you listen to the text, describe what is going on in the following picture.
Work in groups of three.
1. What are the sources of milk in Ethiopia?
2. Describe what you see in the following pictures.
Choose the correct answer according to the information in the passage.
1. According to the text, the dairy sector is a huge market opportunity
for…………
A. milk and milk products B. meat and meat products C. exports
2. ____________are used as the most common milk animals in Ethiopia.
A. horses, camels, goats, and sheep B. cows C. cows, camels, goats and sheep
3. In rural areas, milk is mainly used for ………
A. household consumption B. local market C. international market

ANIMALS | Unit 4
4. The country produces about ………… of milk per year.

A. 4 billion litres B. 22 billion litres C. 18 billion litres
5. What does the Food and Agriculture Organization recommend? It recommends
that ……… billion litres of milk is required.
A.18 B. 4 C. 22
Lesson 6
Write a summary individually and discuss in groups of four, on
the status of Ethiopia’s dairy farming .Then, report your ideas
to the whole class.
Reading II
Lesson 7
Before you read the text, answer the following questions with a partner.
1. What are the challenges concerning dairy farming?
2. What are the challenges and opportunities of cattle production in Ethiopia?
What challenges does the sector face?

The first is that local breeds provide about 1.5 litres of milk per cow per
day. The local breeds used in Ethiopia also have a short lactation length
of about 150 days. Ideally for improved dairy breeds it is about 305 days.

Unit 4| ANIMALS
Although there is a National Artificial Insemination Centre, smallholder farmers

have limited access to improved dairy genetics. Improved dairy animals are very
few, estimated at about one million, and they’re often too expensive for smallholders
to buy.
There is also a critical shortage of feeds and water. Livestock mostly feed on grass
hay and crop-residues – like cereal and pulse straws. Most of it is poor quality,
highly affected by seasons and low in quantity. Supplementary feeds, like cereal
bran and oil cakes, are either too expensive or in short supply.
Dairy production also needs good quality water. Availability and unreliable supply
is a major constraint.
Another problem is that Ethiopia’s animal health services are weak. There are public
animal health posts in rural villages. But, in most cases, they are poorly equipped
and there is limited access to regular vaccinations. As a result, cows experience
infertility problems, high abortion rates and calf mortality.
There is neither a national herd registration and identification system nor a milk
recording scheme to provide information for genetic improvement and management
decisions.
There is also a lack of education. Most dairy farmers lack formal education and have
little or no training in dairy farming. There are no institutions which provide training
courses targeted to smallholder farmers, which means that farmers get most of their
information from each other.
Farmers also aren’t organized. A smallholder-based production system, and the
perishable nature of milk, means there’s a need for a strong collective system. But
there are few dairy cooperatives that collect milk from their members and supply
processing plants. Also, due to a lack of chilling plants in rural areas, the cooperatives
only collect morning milking.
And finally, there is a lack of institutional capacity. The Ministry of Agriculture
and Livestock Resources is responsible for the dairy sector but it has limited
implementation capacity.

ANIMALS | Unit 4
A. Write True or False according to the information in the

passage above.
1. Livestock mostly feed on grass hay and crop-residues like cereal
and pulse straws.
2. Supplementary feeds, like cereal bran and oil cakes, are either too
short in supply or expensive.
3. Most dairy farmers lack formal education.
4. Dairy production needs good quality water.
5. The Ministry of Agriculture and Livestock Resources is not responsible for

dairy farming.
B. Match the meanings of the words in Column A with the words in Column B,
which are taken from the passage above.
Column A Column B
1. access a. cut and dried grass
2. expensive b. not having enough of a particular thing
3. hay c. nutritious grain
4. cereal d. limiting factor
5. constraint e. put something into effect or action
6. lack f. costing a large amount of money
7. implement g. opportunity for use
h. very disadvantageous
Lesson 8
Answer the following questions in groups of three and then
write a short paragraph based on your answers.
1.What country is the world’s largest producer of dairy products?

2. What are the problems or constraints as well as interventions regarding dairy
production?

Unit 4| ANIMALS
Section III: Grammar

Lesson 9
Degrees of Comparison
Traditional Games versus Modern Games
Some people think that modern children’s games do not contribute to their
development as much as the traditional games do. Do you agree? Discuss.
Traditional games play an important role in children’s health and development
whereas modern games help just to pass your time while sitting at home and playing
computer games. They just make you lazy. I totally agree that traditional games are
far better than modern games.
In this world, where children are facing competition in schools, entertainment is
needed with studies.
These traditional games give them some relief from their studies and they also help in
increasing a winning attitude in children as well as helping to increase cooperation,
which plays an important role in communicating with other people in future. They
also make our mind fresh and ready to face any competition.
It has many benefits but some drawbacks, too. Traditional games are usually the
same. Children need changes today; playing the same games makes them dull.
In this changing world, where fashion changes every week, old games should bring
changes so children start playing these games again.
Modern games are unlimited and they help in learning new technologies. Children
learn about computers but these machines make children’s minds more notorious
and a little bit criminal.
In the following table some adjectives, which are used in the above passage,
are listed. Write their positive, comparative and superlative forms.
No. Positive Comparative Superlative
1. lazy
2. far
3. old
4. notorious
5. better
6. enjoyable
7. healthy

ANIMALS | Unit 4
Lesson 10
Comparative Adjectives
Study the following use of comparative adjectives.
We use comparative adjectives to show change or make comparisons:
This car is certainly better, but it’s much more expensive.

I am feeling happier now.
We need a bigger garden.
We use than when we want to compare one thing with another:
She is two years older than me.
Addis Ababa is much bigger than Dire Dawa.
He is a better player than Ronaldo.
Ethiopia is bigger than Kenya.
When we want to describe how something or someone changes, we can use

two comparatives with and:
The balloon got bigger and bigger.
Everything is getting more and more expensive.
Grandfather is looking older and older.
We often use ‘the’ with comparative adjectives to show that one thing depends
on another:
The faster you drive, the more dangerous it is.

(= When you drive faster, it is more dangerous.)
The higher they climbed, the colder it got.
(= When they climbed higher, it got colder.)
Superlative Adjectives
We use ‘the’ with superlative adjectives:
It was the happiest day of my life.

Everest is the highest mountain in the world.
Unit 4| ANIMALS
That’s the best film I have seen this year.

I have three sisters: Almaz is the oldest and Frehiwot is the youngest.
How to form comparative and superlative adjectives:
We usually add –er and –est to one-syllable words to make comparatives and
superlatives, respectively:
old older oldest

long longer longest
If an adjective ends in –e, we add –r or –st:
nice nicer nicest
large larger largest
If an adjective ends in a vowel and a consonant, we double the consonant:
big bigger biggest
fat fatter fattest
big bigger biggest
If an adjective ends in a consonant and –y,
we change –y to –i and add –er or -est:
happy happier happiest
silly sillier silliest
We use more and most to make comparatives and superlatives for most two
syllable adjectives and for all adjectives with three or more syllables:
careful more careful most careful
interesting more interesting most interesting
However, with these common two-syllable adjectives, you can either add –
er/–r and –est/–st or use more and most:
common narrow
cruel pleasant
gentle polite
handsome simple
likely stupid

ANIMALS | Unit 4
He is certainly handsomer than his brother.

His brother is handsome, but he is more handsome.
She is one of the politest people I have ever met.
She is the most polite person I have ever met.
The adjectives good, bad and far have irregular comparatives and superlatives:
good better best

bad worse worst
far farther farthest
Write the comparative and superlative forms of the following adjectives.

Positive Comparative Superlative
Example: cold colder coldest
1. big
2. careful
3. expensive
4. good
5. famous
6. modern
7. delicious
8. hungry
9. happy
10. difficult
11. beautiful
12. friendly
13. wonderful
14. bad
15. sad
Lesson 11
Irregular Adjectives
Irregular adjectives are adjectives that do not change form by adding -er/-est or
more/most. They do not obey the typical rules when their forms are changed and
they can confuse us. We will talk about irregular adjectives and check their examples
but in order to examine them, there are some issues that should be introduced.

Unit 4| ANIMALS
Some adjectives form their comparative and superlative forms in an irregular

way.
Positive Comparative Superlative
good better best
bad worse worst
little less least
much more most
many more most
late later/latter last/latest
Double comparatives and double superlative should be avoided
A small number of adjectives are irregular in the way they make comparative
and superlative forms.
The normal (regular) way to make comparative and superlative adjectives is to
add -er/est or use more/most, like this:
• big → bigger → biggest

• expensive → more expensive → most expensive
Irregular adjectives use completely different forms. Note, however, that some
adjectives can be both regular and irregular, sometimes with a slight change in
meaning. The most important irregular adjectives are listed in the table below.
Activity 1
Choose the correct irregular adjectives for the sentences below.
1. (Little, Less, Least) snow falls in the valley than in the
mountains.
2. That storm was the (baddest, worst) one in history.

3. There are (less, fewer) holidays in June than in November.
4. Last year, (less, fewer) smog polluted the air.
5. (Many, Much) of the birds have flown south.
6. I have (little, less, least) interest in skydiving than in scuba diving.
7. Hurricane Andrew was the (baddest, worst) hurricane I have ever
experienced.

ANIMALS | Unit 4
8. Teachers have (less, fewer) pupil-free days this year than last year.
9. In the past, (less, fewer) stores remained open on Sundays.
Activity 2
Choose the correct adjective for each sentence.
1. The pigs are (noisier, more noisier) than the horses.
2. The lion’s roar was the (fiercest, most fiercest) in the jungle.
3. She is (friendlier, more friendlier) than her sister.
4. That was the (bravest, most bravest) thing he ever did.
5. The Knave of Hearts was (hungrier, more hungrier) than the King of Hearts.
6. Stealing the tarts was the (worst, most worst) thing the Knave had ever done.
7. Lechame had the (most unique, unique) hairdo.
Lesson 12
The Present Perfect Tense
Use of the Present Perfect Tense.
A. Underline the Present Perfect Tense in the following short text
Recently, it has snowed in Addis Ababa. In the last week, it has snowed three
times. Sina has always loved the snow. She has played in the snow many times
before. Sina’s dog has never played in the snow. It has not felt the cold yet.
Sina has just received Ethiopia’s New Year. She puts on her warm clothes and boots.
The dog has run outside with Sina. The dog has followed Sina up the hill. It feels good!
Aster has finally reached the top. She rides the bicycle down the hill. The dog runs
beside the bicycle. They have finally reached the bottom. The dog has followed
Sina all the way down the hill. The dog has decided that he likes the snow too!

Unit 4| ANIMALS
B. Supply the Simple Present Perfect tense of the verbs in

brackets.
1. Up to now, I have visited twenty countries. (visit)
2. He _____________________six letters so far. (type)
3. _____________________couscous? (you ever eat)
4. They_____________________like this before. (never quarrel)
5. I_____________________to Marco since 1989. (not write)
6 .We_____________________there since we were young. (not be)
7. I saw her in May, but _____________________her since. (not see)
8. She_____________________the same car for fifteen years. (drive)
9. I _____________________them for many years. (know)
10. She _____________________in that shop for ages! (be)
11. They_____________________a new car. (buy)
12. He _____________________all over the world. (travel)
13. _____________________your promise? (you forget)
14. I _____________________ an elephant. (ride)
15. She _____________________in from Rome. (just fly)
16. She_____________________a director. (recently become)
17. They_____________________to me. (already speak)
18. I_____________________my tea yet. (not drink)
19 She still_____________________my letter. (not answer)
20. I_____________________ her several times. (met)
We use it to describe:
1. Actions beginning in the past and continuing up to the present moment:
with time references like before (now), ever, never ... before, up till now, so far:
I have received 20 cards so far. I have never tasted papaya (before).
With since/for: I’ve lived here since 1980. I’ve lived here for 20 years.
2. Actions which happened at an unspecified time in the past:
a. with no time reference at all:
Have you passed your driving test?
(Depending on context, this could mean ‘very recently’ or ‘at any time
up to now’.)
b. with references to recent time, like just, recently, already, still, yet
I’ve just eaten.
Local subsistence farmers have struggled to reach the standards required
ANIMALS | Unit 4
Lesson 13
C.The Simple Past and the Present perfect compared
I finished the job yesterday/an hour ago, etc. (Not: I have finished the job
yesterday.)
With the Present Perfect, we do not say ‘exactly when’ I have finished the job.
Even if we say I have just finished the job, we are still not saying ‘exactly when’
Supply the Simple Past or the Present Perfect in these pairs of sentences. The
two sentences are done as an example.
1a. She never read a book until she was 25. (never read)
1b. She is 80 and has never read a book in her life.(never read)
2a. I ______________________________lunch an hour ago. (have)
2b. I______________________________ lunch. (just have)
3a. _______________________________to the bank yet? (he go)
3b. _______________________________to the bank at lunch time? (he go)
Complete the sentences with affirmative and negative forms of the Present
Perfect
1. I ______ (read) all the articles on Unity and Strength.
2. Wubit _____ (write) some interesting books.
3. My favorite book _______(not come).
4. They_____(make) a video game of that story.
5. We______(not play) that new video game yet.
• Form: ‘have’ / ‘has’ + the past participle
• Make the past participle by adding ‘ed’ to regular verbs (for
example, ‹play› becomes ‹played›)
• There are a few verbs that change their spelling when you add
‘ed’. (For example, ‘study’ becomes ‘studied’.)
We also have some completely irregular verbs

Unit 4| ANIMALS
Section IV: Speaking

Lesson 14
Read the following descriptions of animal in pairs
A. Describing Animals: Dialogue: Make conversations in pairs
A: Hello, ______(Name). How are you?
B: Hello, _______(Name). I’m fine, thank you. How about you?
A: I’m ___________. So, tell me, what is your favourite animal?
B: My favourite animal is___________.
A: Oh, really? What does it look like?
B: It _________________. How about you? What is your favourite animal and

what does it look like?
A: I like __________________. It_________________________
B: Sounds great. Well, I will see you later.
A: Yes. Goodbye.

ANIMALS | Unit 4
Lesson 15
A. Read and complete the dialogue using the words in the box.
animals kangaroos faster crocodiles taller giraffes

Atnafu: Hi, Tigist. I love animals. I collect animal cards.
Tigist: What kind of animals do you like?
Atnafu: I really like______1____. They live in lakes and rivers. But I think my
favourite animals are ____2___. You know, they’re ___3______than all the other
animals.
Tigist: I prefer____4___. They live in Australia. They are very fast, but lions
are____5__ than kangaroos.
B. Practice the Dialogue

A: Do you like animals?
B:__________________________________________________
A: What are your favourite animals?
B:___________________________
A: What animals do you eat? Why do you eat those animals and not others?
B: _________________________________________
A: Do you ever go hunting?
B:_________________________________________
A: What animal do you think has the best life?
B:____________________________________
A: What can people learn from animals?
B:_________________________________________
A: What do you think are the most intelligent animals?
B: ____________________________________________
A: Do you think animals talk to each other?
B: ____________________________________________

Unit 4| ANIMALS
Section V: Writing
Lesson 16
Writing a Descriptive Paragraph
The purpose of descriptive writing is to make our readers see, feel, and hear what we
have seen, felt, and heard. Whether we›re describing a person, a place, or a thing, our
aim is to reveal a subject through vivid and carefully selected details.
An Example Paragraph on Cows
Cows are four-legged animals that are herbivorous. They feed on plants. They are
big animals that can reach a height of 3-4 feet. We get plenty of food products from
cows like milk, cheese, yogurt, fat, etc. They are mammals that give birth to young
ones. The babies of cows are known as calves.
Exercise
Write your own descriptive paragraph on one of the farm animals following the
example given above. Use the adjectives given in the diagram above.
______________________________________________________________
______________________________________________________________
_____________________________________________________________________
_________________________________________________________________________

ANIMALS | Unit 4
Assessment
1. Listening
Listen to your teacher, who will read you a text on one of the farm animals – a
Cow. The teacher will then ask you some questions. Write the answers in your
exercise book.
Answer the following questions based on the information given in the listening
text.
1. A cow’s stomach has five parts. A. True B. False
2. Cows eat corn, grass, and _____________
3. What is a baby cow called?
4. What are three dairy products cows provide?
5. What is a young female cow that has not had a calf called?
6. What is a mature male cattle which has never been castrated and is capable of
breeding called?
7. What is a castrated bull called?
8. Describe how a ruminant digests food.
2. Reading and Speaking
Your teacher will give out a passage about endangered wild animals in Ethiopia.
The teacher will give you some questions about the endangered wild animals. Write
your answers in your exercise book. Then the teacher will ask you to talk about one
of the wild animals given in your text book. Before speaking on the topic answer
the following questions in your exercise book based on your reading.
• Describe the wild animal - its appearance (size, structure, colour)
• Where, in Ethiopia, does the endangered animal live?
• What does the animal feed on?
• How endangered is the animal?

Unit 4| ANIMALS
• What is the cause of the endangerment? What factors lead to endangerment?
Grevy’s Zebra Mountain Nyala
Swayne’s Hartebeest
Walia Ibex
The Gelada baboon

The Ethiopian Wolf
The Black Rhinoceros Ethiopia’s Elephant

Endangered Wild Animals in Ethiopia

UNIT
5
Learning outcomes
POULTRY
• 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 a written response based on the information in the reading and listening texts.
• describe process using specific textual information, examples and facts.
• use appropriate vocabulary and grammar in descriptive speaking.
• express themselves fluently and with acceptable accuracy.
• use information from a listening and reading text to orally summarize and discuss
• write a short paragraph on breeds of poultry based on textual information (guided

writing).
• apply expository writing techniques such as classification, description and definition

to develop a paragraph.
• use and differentiate between the modal auxiliaries must, have to /has to and need to
in appropriate context.
• use transitive and intransitive verb forms, infinitive verb forms accurately and
• narrate and describe using common linking words which sign post stages/phases.
Unit 5| POULTRY
Lesson 1
I. Get into groups of three and discuss the following
questions.
1. What is poultry?
2. Do you have poultry?
3. What are types of poultry? Are they the same in terms of appearance,
body size and poultry production benefits?
II. Basic vocabulary:
Match the words related to poultry with the pictures provided (A, B, C, D, E, F).
1. cock
A.
2. cockerel
B.
3. hen
C.
4. egg
D.
5. brood
E.
6. chicks
F.

POULTRY |Unit 5
Listening 1
Listen to the text on parts of a chicken or chicken anatomy. Then, label the
parts o f a chicken on the diagram given below.
Work in pairs to check your answers.
Lesson 2
Listening 2
Before you listen to a text on Chicken Life Cycle, attempt the
following questions on your own.
1. What is the life cycle for a chicken?

2. What are the stages?
3. What do you know about chickens?
4. Where do chickens live?
5. How are baby chicks born?

Unit 5| POULTRY
Now, listen to the text on the Chicken Life Cycle. Then, answer the questions
that follow in complete sentences.
Chicken Life Cycle
.
1. How many different breeds of chicken are there?
2. Name two things that chickens eat.
3. Which part of their stomach has stones in it? What does it do?
4. What colour can eggs be?
5. Name 3 types of cooked eggs.
6. How does the hen incubate the egg?
7. What is the chick’s egg tooth for?
8. What are the chick’s feathers like? What are they for?
9. What do cockerels do to impress hens?
Lesson 3
Answer the following questions in groups of five.
1. What does the listening text/passage teach you about the life cycle of
chickens?
2. What lesson have you drawn about poultry if you are to raise chickens?

POULTRY |Unit 5
Section II: Reading

Lesson 4
Work in pairs/threes and answer the following questions.
1. What can you tell about chickens and eggs?
2. Decide which of these topics or ideas you think are found in
the following passage. Which ones do you personally find more interesting?
Why?
A. Different types of birds
B. Feathers of chickens
C. Wild birds
D. Why chickens are raised
E. Different breeds of poultry
3. Write down all of the different words you associate with the word ‘egg’.
4. Share your words with your partner(s) and talk about them. Together, put the
words into different categories.
Now, read the passage and answer the questions that follow.
Poultry
1. Poultry are domesticated birds kept by humans for their eggs, their meat, or
their feathers. The term also includes birds that are killed for their meat, such as the
young of pigeons (known as ‘squabs’) but does not include similar wild birds hunted
for sport or food and known as ‘game’.

Unit 5| POULTRY
2. The domestication of poultry took place around 5,400 years ago in Southeast
Asia. This may have originally been as a result of people hatching and rearing
young birds from eggs collected from the wild, but later involved keeping the birds
permanently in captivity. Domesticated chickens may have been used for cock
fighting at first and quail kept for their songs, but soon, it was realized how useful it
was having a captive-bred source of food. Selective breeding for fast growth, egg-
laying ability, conformation, plumage, and docility took place over the centuries,
and modern breeds often look very different from their wild ancestors. Although
some birds are still kept in small flocks in extensive systems, most birds available in
the market today are reared in intensive commercial enterprises.
3. Poultry is one of the two most widely eaten types of meat globally, with over
70% of the meat supply in 2012 between them; poultry provides nutritionally
beneficial food containing high-quality protein accompanied by a low proportion
of fat. In many countries, chicken are raised for their egg and meat to make terrific
economic gains besides satisfying domestic/family nutritional needs. Eggs are a rich
source of protein and carbohydrates, choline, cholesterol, and vitamins like A, B
and D and minerals like phosphorus, calcium, and iron. Poultry farming requires a
small investment and fetches good returns. In fact, it is a booming business, which
can provide employment opportunities to small Ethiopian farmers and give them
supplementary income along with nutritional support.
4. There are different breeds of poultry in the world which have been developed for
various purposes. For simplicity, they can be placed into three general categories:
laying, meat-producing, and dual-purpose breeds.
5. Laying Breeds: Chicken reared for their eggs are known as layers. These breeds
are known for their egg-laying capacity. A hen begins to lay eggs when it is six
months old and the egg-laying bird is called ‘broody hen’. The hen then hatches the
eggs by sitting on them. The process by which the hen provides warmth to the eggs
to help them hatch is called incubation. Popular laying breeds include the White
Leghorn, Red Sex Link and Black Sex Link breeds. A healthy hen will lay eggs for
several years. Hens begin to lay at approximately 16 to 20 weeks of age and will lay
between 20 and 23 dozen eggs the first year. At 14 months, laying hens usually begin
to moult, the process by which they drop their old feathers and grow new ones. No
eggs are laid during this period. After moulting, hens will lay larger but fewer eggs
per year (about 16 to18 dozen).

POULTRY |Unit 5
6. Meat Breeds: Meat-producing breeds are very efficient at converting feed to meat,
producing approximately one pound of body weight for every two pounds of feed
they eat. A popular meat-producing breed is the Cornish breed. The Cornish game
hen is a cross between the Cornish and the New Hampshire or Plymouth Rock
breeds. Meat-producing chickens are broad-breasted and larger than the laying
breeds. They grow and feather rapidly and will weigh five pounds or more at eight
weeks. Chicken reared for meat are called broilers. Broilers and fryers are butchered
at 3½ to 5 pounds, while a rooster is butchered at 6 to 8 pounds.
7. Dual-Purpose Breeds: The dual-purpose breed is the classic backyard chicken.
These breeds are hardy, self-reliant, and fairly large-bodied. Most lay large brown-
shelled eggs. Examples include Rhode Island Red and New Hampshire breeds.
Some laying and dual-purpose hens tend to get broody, which means they will want
to sit on and hatch eggs. Because broody hens don’t lay eggs, egg production will be
affected. Some writers indicate that high-yielding foreign breeds or exotic breeds are
classified into four classes, namely, American, Asiatic, English, and Mediterranean
based on the geographical area they have evolved in.
I. Write True or False based on the information given in the

passage.
1. Poultry has high proportion of fat.
2. Broody hens lay eggs.
3. Poultry includes birds hunted for sport or game.
4. Eggs are nutrition-rich.
5. After moulting, the laying capacity of a hen drops down.
6. Poultry farming requires a large amount of money.

Unit 5| POULTRY
II. Choose the best answer based on the information provided

in the passage.
1. When does a hen start laying eggs?

A. when 6 months old B. after several years C. at eight weeks
2. The modern breed of poultry are __________ their wild ancestors.
A. similar to B. different from C. same as
3. it is a booming business…. (Paragraph 3)….it refers to _______________
A. poultry farming B. investment C. business
4. Which breed of chicken is larger in body size?
A. meat breeds B. dual purpose breeds C. meat breeds
5. … they have evolved in. (Paragraph 7) … they refers to ____________________
A. some writers B. American, Asiatic, English and Mediterranean chicken
C. high-yielding foreign breeds
Lesson 5
III. Answer these questions.
1. Why are domesticated chickens in captivity?
2. What are the three general categories of breeds of poultry?
3. What are the two benefits of poultry farming?

IV. Vocabulary in context
Match the words under Column A with their definitions under Column B.
Column A Column B
____1. feed A. emerge from its egg; produce a
young animal
____2. gains B. breed and raise (animals)
____3. return C. a bird’s feathers collectively
____4. fetch D. submissive
____5. domesticated E. mate and then produce offspring
____6. boom F. wild animals kept in a park or zoo
than their natural environment

POULTRY |Unit 5
____7. lay G. shed old feathers, hair or skin, to

make way for a new growth
____8. terrific H. trained to live with or work for
humans
____9. rooster I. give food to
____10. moult/moulting J. push egg from body
____11. captivity K. a period of great prosperity
____12. breed L. of great size, amount or intensity
___ 13. docile M. achieve
____14. plumage N. yield or make (a profit)
_____15. rear O. obtains or secures
_____16. hatch P. a male domestic fowl; a male
chicken (cock)
B. Fill in the blanks with the words taken from the matching
exercise in A above.
gains returned fetch feeds
domesticated booming lay terrific
rooster moulting captivity breed
docile plumage rear hatched
1. My child ______________ the chickens at the garden.

2. The 25,000 birr she invested ________________ a handsome profit.
3. The painting is expected to ________________ up to 15,000 birr.
4. Is my loss your _________________, Tadesse?
5. A ___________________ is a domestic cock.
6. How many eggs does this hen _____________ each week?
7. _________________ means birds lose feathers before a new growth.
8. Some birds will not sing in _____________ because they are in a state of being
prisoners.
9. Birds _________________ in spring.
10. Business is __________________. Many businessmen and women have

Unit 5| POULTRY
become well known and successful.

11. I advise you to ______________ poultry. They have good returns.
12. ______________ chickens are easily controlled.
13. Tropical birds in their brightly-coloured ____________________ are
captivating. They have very attractive feathers.
14. There are some _______________ and stylish suits available on the market.
15. Over 15,000 years ago, humans ___________________ wild dogs and
turned them into daily companions.
16. By and by, the eggs ________________, and a boxful of young chicks grew up.
Lesson 6
First write your own answers in complete sentences. Then, work in pairs to
compare your answers.
1. What does the passage teach you about poultry?
2. What lesson have you drawn about poultry if you want to raise chicken?
3. What should you do if you want to raise chickens?

POULTRY |Unit 5
Reading 2
Lesson 7
Answer the following questions based on your reading of the facts presented
in the box below.
Did you Know?
Facts about chickens and Eggs!
 Alektorophobia is the fear of chickens.
 Wild Red Jungle Fowl are the ancestors of today’s chickens.

The breed has survived at large for about 8000 years - rare for
a wild ancestor of a domesticated animal.
 The waste produced by one chicken in its life time can supply
enough electricity to run a 100-watt bulb for five hours.
 A hen must eat about four pounds of feed to produce one

dozen eggs.
 A hen will lay bigger and stronger eggs if you change the
lighting in a way to make her think a day is 28 hours long.
 Researchers have found a way to turn chicken feathers

into string, plastic composites for products as varied as car
dashboards and boat exteriors.
 Feathers make good paper, even for filters or decorative wall

paper. They work best combined with wood pulp to increase
the number of times the fibre can be recycled.
 The chicken can travel up to nine miles an hour.
1. List down anything that surprised you from your reading of the
text above.
2. List down products of chicken feathers.

Unit 5| POULTRY
Write True or False based on information in the facts about

chicken listed above.
3. Chicken wastes are useless.

4. Light can have a role in the productivity of a hen.
5. Feathers of a chicken can be used as a raw material for products.
6. Chickens have a sense of fear.
References
7. The breed refers to __________________________
8. … its refers to ______________________________
9. … her refers to _____________________________

Lesson 8
Word study
I. Look at the pictures and write the most appropriate word to describe them
accurately.
A. ____________
B. ___________
C. ___________
D. ___________
E. ___________

POULTRY |Unit 5
II. Study the following picture with the words.
farmyard henhouse roost
to breed to brood or sit on eggs a clutch of chicks
Activity: Vocabulary
Fill out the blank spaces with most appropriate words you have learnt
from the sections above.
A chicken is a bird that has a 1_______ on the top of its head. It has two 2_____
underneath its chin. They help it to regulate its body temperature. To scratch the soil
it has four-toed feet with sharp 3________on each toe. Chickens cannot really fly
because they have a heavy body and short 4_______. They often sleep on 5______.
In cold weather their toes can stay warm. They live in 6______. Within each group
there is a 7______ . Hens lay eggs in a 8_______. A broody hen will 9______
the eggs until they 10 ______. The hard egg 11______protects the embryo while it
grows.12____ are fully grown into chickens within six months. In some countries,
cock fighting is allowed. Sometimes the birds are equipped with metal 13______
tied to the legs. A cock fight is a barbaric blood sport.

Unit 5| POULTRY
Section IV: Grammar

Lesson 9
Modal auxiliaries: ‘must’, ‘have’ / ‘has to’, ‘need to’
Read the following notes and answer the questions that follow.
‘must’
Examples:
• Poultry do not possess sweat glands and must cool themselves by
panting out water in their breath, which is evaporative cooling.
• Baby chicks should be kept warm and dry. The nest, which they
share at night with the mother hen, must be kept clean.
• Chickens must have access to grit in order to digest their food
properly.
‘Must’ is the basic and most direct way of saying something is compulsory.
It means you have no choice but to do (or not do) an action. The chickens
do not have choice to cool themselves unless by panting out….
‘have to’ / ‘has to’
Examples:
• She has to take two trains and a bus to get to work every day.
• You have to practice if you want to be fluent in English.
• Motorcyclists have to wear a helmet.
In the affirmative form, ‘have to’ has the same meaning as ‘must’ and is
used to express obligations. However, ‘have to’ is much more flexible than
‘must’ because we can use it in the past, the present, and the future.
‘need to’
Examples:
• If you are raising birds for meat, be sure to buy feed that is specifically created
for meat birds because it will provide them with the protein they need to
support their fast-growing bodies.
• We need to fill up with petrol. The tank is almost empty.
• They don’t need to come early. They can come whenever they’re
ready.
We use ‘need’ to describe a necessity as a modal verb.
Form: must/have to/need to + base (Verb-1)

POULTRY |Unit 5
Activity III: Fill in the blanks with affirmative or negative

forms of ‘must’ or ‘have to’ and ‘has to’. You may need to
use negative forms as well.
Top of Form
1. It’s raining outside. Ujulu must take his umbrella.
2. I can give you my car, so you _______________ buy a new one.
3. They _____________ be in a hurry because they have got more than enough
time.
4. You ______________ stop at the red light.
5. Tomorrow is Sunday. You _____________ get up very early.
6. Mrs Rosa can’t see very well. She _____________ wear glasses.
7. You _________________ return them. They are too small for you.
8. I am broke, I ______________ borrow some money to buy a car.
9. You _______________stop smoking. It is very harmful.
10. Mr Dingamo is travelling abroad this summer, so he ________ get his
passport soon.
11. All the students___________ obey the school rules.
12. It’s freezing outside, so we _____________ take a cab and not walk.
13. Students ______________ look at their notes during the test.
14. I have a terrible headache, so I ____________ leave early.
15. Snow has blocked the roads. We ___________stay here until it’s cleared.
Lesson 10
Activity 4: need/needn’t; must/mustn’t: Choose the right
answer.
1. You ______________ go to the store today. There is plenty of food
in the fridge.
A. must B. needn’t C. need
2. Your hair is going grey. I think it ______________dyeing.
A. must B. needn’t C. needs

Unit 5| POULTRY
3. You’ve had a few too many. You____________ drive your car.

A. mustn’t B. needn’t C. need
4. Your dress looks very expensive. It ________________ have cost a fortune!
5. You ___________ to do the ironing. I’ll do it later.
A. don’t need B. needn’t C. need
6. Don’t tell me what I can and can’t do. I don’t _________ any advice from you.
A. must B. need C. needn’t
7. It’s really important that you do it. You ___________ forget about it.
A. don’t need B. mustn’t C. must
8. The next bus is due to arrive in 15 minutes, so we don’t ___________ hurry.
A. must B. needn’t C. need to
9. It ____________ have snowed last night because the roof is white.
10. People and animals _______________ eat to live.
11. Mustefe ____have hurried to the bus stop. The bus was delayed by twenty minutes.

12. Wubit is a very rich person and she _____________ work.
13. Obang won first prize. He ____________ be very happy now.
14. - Do I have to clean my room? - No, you__________.
15. I’d better take some extra money, just in case I _________ it.
16. I can’t find my umbrella! I ____________ have left it in the bar.
17. It is very cold in this country. I think you’ll __________ a warmer coat.
18. You ____________ have a driving license to drive a car.
A. don’t need B. mustn’t C. must
19. Lilly _______________ worry about her exam. She’ll pass it.
A. needn’t B. must C. needs

20. You ___________ her. She will be here in an hour.
A. needn’t call B. needn’t calling C. don’t need call

POULTRY |Unit 5
Activity: ‘Find someone who …’ Activity
‘have to’: Whole-Class Activity
Go round the class and ask individual students the questions provided
in the first column of the table below. Use ‘has to’. Write the answers
answers in the table. Use the Wh-questions properly and flexibly.
Here is an example:
A. Do you have to get up early tomorrow morning?
B. Yes, I do!
A. Why do you have to get up early?
B. I have to get to class on time.
Find someone who….
Classmate’s Who? When?
Name What? Why?
Where? Additional
How? (Information)
has to get up early tomorrow
morning
has to do homework after class
has to buy something next week
has to cook every day
has to take a bus home after class
has to go to work tomorrow
has to feed a pet dog soon

Unit 5| POULTRY
Lesson 11
Grammar
Read the following notes on the infinitive and do the questions given below.
What is an ‘infinitive’?
An ‘infinitive’ is a verb that functions as a noun, adjective, or adverb in order to
express an opinion, purpose of an object, or action, or answer the questions who,
what, or why. An infinitive usually begins with the word “to” and is followed
by the base form of a verb.
Examples of infinitives include to read, to run, to jump, to play, to sing, to
laugh, to cry, to eat, and to go.
Verbs with to-infinitives
We use the ‘to-infinitive’ after certain verbs, particularly verbs

of thinking and feeling:
choose hate like prefer

decide hope love remember
expect intend mean want
forget learn plan would like/love
Examples:
They decided to start a business together.
Remember to turn the lights off.
Infinitive of purpose
The to-infinitive is also used to express purpose (to answer why?):
Examples:
• He bought some flowers to give to his wife.
• He locked the door to keep everyone out.
We can also express purpose with in order to and in order not to:
• We started our journey early in order to avoid the traffic.
• They spoke quietly in order not to wake the children.
Or so as to and so as not to:
• We started our journey early so as to avoid the traffic.
• They spoke quietly so as not to wake the children.

POULTRY |Unit 5
Activity: Use the most appropriate forms of the verbs in brackets individually.
Then, compare your answers with a partner.
1. I cannot collect Easter eggs without (eating/to eat) them.
2. ______ (To making/Making) movies is very expensive.
3. _________(To get/Getting) into a good school can be difficult and expensive.
4. My friend Charles doesn’t like eating meat; he thinks animals deserve
________ (living/to live).
5. Working the onion fields left him _________ (to stink/stinking) of onion
juice.
6. She thought about moving; however, she doesn’t like ____(to live/living) in
big cities.
7. Are we talking about _______ (to play/playing) basketball on Saturday?
8. Actors don’t like _________(wasting/to waste) time while they are on the
set.
9. I stopped ________(smoking/to smoke) cigarettes last year.
10. She managed ________ (to do/doing) it.
11. She wanted the children (to learn/learning) to play the ‘kirar.
12. I decided (to go/going) home as soon as possible.
13. She asked him (to send/sending) her a text message.
Section V: Speaking
Lesson 12
Activity: Using action words
Refer to your answers/notes from the listening exercise and describe how a
chicken comes into being. Use key action words from the listening and reading
activities (e.g lay, keep warm, hatch, peck) and right them down in the right box
given below.

Unit 5| POULTRY
Lesson 13
Activity: Oral Description
Sit in pairs and describe the life cycle of hen by making use of the appropriate
action verbs. Sequence must be well kept in your description: first, next, then
and last. Use the action verbs from the filled in tables and describe the life cycle
to your partner in complete sentences. Speak in turns.
Be ready to orally describe the hen life cycle to the whole class.
Lesson 14
Activity: Discussion
i. Read the following informative text.
Millions of Ethiopian families hit by crippling cost of living need a third more income
to make ends meet, tackle challenges of poverty, and high youth unemployment
rates due to lack of employment opportunities. Among the demands and challenges
of everyday life is the rising cost of life; the cost of consumable goods such as
essential goods have also risen relatively sharply in recent years.
Given such a situation, poultry rearing is one of the feasible income-generating

activities in a family as it does not require much space and investment. It is also
less risky. Poultry farming has proven already that it can be very lucrative. If you
have the appropriate space and the knowledge, starting a small poultry farm could be
of great value. Keeping poultry makes a substantial contribution to household food
security throughout Ethiopia.

POULTRY |Unit 5
ii. Now, work in a groups of five and answer the questions below:
• Do you know any person who has become successful in rearing chicken/
poultry in a small area?
• Do you like chickens? … as pets? … as pets and source of nutritious
food? Would you like to rear chickens?
• What is the prominent benefit of rearing chickens in rural households
as well as in cities/towns?
iii. Take ideas from your classmates about how to achieve the goal of rearing poultry
at home. If possible, talk to people from your area who have an exemplary habit of
rearing poultry at home? Interview them on how they started and the benefits they
enjoyed. Take notes. You may also need to interview related professionals such as
your agriculture teachers and district development agents. They can tell you how
to go about it and what help they can give you. You will later present your findings
to the class using posters or visuals.
Section VI: Writing

Lesson 15
Definition, Classification, and Description
Individual work
• Define poultry: What is poultry?

• Classification: Outline different breeds of poultry.
Your answers must be based on your readings of the passage
entitled “Poultry”.
Fill out the following table:

Different breeds of poultry
Dual-purpose breeds
lay eggs grow rapidly hardy
Sentence-level writing
Write a few complete sentences about the hen life cycle. A complete sentence
has a subject, a verb and a complement/an object.
Unit 5| POULTRY
Among the different types of sentences, you are expected to develop simple and
compound sentences from the listening and reading activity.
A simple sentence contains a subject and a verb, and it may also have an object
and modifiers. A compound sentence contains at least two simple sentences. The
simple sentences can be combined with a comma and a coordinating conjunction
or with a semicolon.
Examples:
• There are different breeds of poultry. (Simple Sentence)

• The meat-producing breeds grow rapidly. (Simple Sentence)
• The meat-producing breeds grow and feather rapidly. (Compound Sentence)
• The dual-purpose breeds are hardy, self-reliant, and large-bodied. (Compound
Sentence)
Write several simple and compound sentences.
Lesson 16
Paragraph writing
Use the sentences you have written so far, together with appropriate linking
words or cohesive devices, to develop a well-written paragraph.
Pair work
Exchange your exercise books and read through the sentences and the draft
paragraph of your partners. Help your partner improve his/her sentences and
the paragraph as well.

POULTRY |Unit 5
Assessment
1. Speaking
Your teacher will give out pictures that tell the life cycle of chicken, but they are in
the wrong order. Put them in the right order. Then, tell your partner the life cycle.
2. Reading
Your teacher will give out a short text. It is about Life Cycle of a Chicken. He/
She will also ask you some questions on the passage. Read the text and answer the
following questions in your exercise book.
1. How long does it take for the eggs to hatch?
2. What are baby chickens called?
3. What happens first in the life cycle of a chicken?
4. What is the difference between hens and roosters?
5. What makes newly-hatched chicks different from some animal babies?

6
UNIT
AIR POLLUTION
Learning outcomes
• take note for details in the listening text;
• make meaning from the listening text;
• identify the main ideas of the reading text;
• extract 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 the effects of Air Pollution;
• identify the form, meaning and use of Active and Passive Voice and
• use expressions for giving and receiving advice correctly and fluently.
AIR POLLUTION | Unit 6
Lesson 1
A. Before you listen to the text, answer the following questions
with a partner.
1. What is air pollution?

2. Is air pollution a new problem?
3. What causes air pollution?
B. Before you listen to the text, discuss the meanings of the following words in
groups of three.
biomass combustion undeniable inhaling
A. Look at the following pictures and guess what the places are.
1. Listen as your teacher reads a text about air pollution. Write short notes
as you listen, and be ready to discuss them in small groups.
2. Look at the table below and match Column A with Column B.
Column A Column B
1. Air pollution in Ethiopia is caused mainly A. dirty air.
by …
2. Controlling air pollution has always been a B. vehicles.
challenge …
3. Using fuels in the home affects … C. rapid increase in the num-
ber of vehicle
4. The growing problem of motor vehicle us- D. women and children.
age and industrialization adds to …
5. One of the key transport-related air quality E. in Ethiopia.
challenges is …

Unit 6| AIR POLLUTION
Lesson 2
A. Write your answers individually and discuss in groups of four; then report
them to the whole class.
1. What is the impact of air pollution on human health?
2. What effect does air pollution have on food, crops, and forests?
B. Ask your Biology/Environment Science teacher in groups of five about ways

of preventing air pollution and report to the class.
Section II: Speaking

Lesson 3
Expressions for Asking and Giving opinions
Asking for an opinion: Giving Opinions:
•What’s your idea? • I think that…

•What are your thoughts on all of this? • I believe…
•How do you feel about that? • In my opinion…
•Do you have anything to say about this? • From/In my point of view…
•What do you think? •My impression is that…
•Do you agree? •My perspective is that…
•Wouldn’t you say? •In my experience…
•It appears to me that…
A. Practise making a conversation

Act out the following conversion using the above expression.
A: What do you think about air pollution? I think it’s really bad.
B: Yes. I think so, too. My grandfather said it was really nice
back in the old days.
A: I wish we could breathe clean air. How can we reduce it?
B: Maybe by planting more trees?
A: Yes, that’s a good idea.

Lesson 4
B. Hanan and Kedija, two friends, are talking about air pollution. In their
conversation, they focused on the harmful effects of air pollution and how we
can save the air. Act out the dialogue between the two friends about air pollution.
Hanan: Hi, Nadia! How are you?

Kidija: I am great. What about you,Hanan?
Hanan: I am fine. I have read an article recently about air pollution and I am
very worried about the environment now.
Kedija: Why, what happened?
Hanan: I read that air pollution has been one of the main reasons behind so
many health problems. And air pollution is going out of control.
Kedija: Oh yeah. I have read something too on this topic. Do you know how
the air gets polluted?
Hanan: Most of the time, it gets polluted due to the presence of too many toxic
gases in the air. It happens when all the vehicles leave black smoke. The big
brick field mills are also responsible for that.
Kedija: Yes, you are right. And that’s why we experience most air pollution in
the big industrial areas.
Hanan: Yes, and this is one of the serious problems for the big cities.
Kedija: How can we come out of these problems?
Hanan: We need to plant more and more plants.
Kedija: Yes, that’s right. But people are cutting trees now.
Hanan: Yeah, deforestation is another threat for us and it’s a major reason
behind air pollution. We need to stop it as soon as possible to save our
environment.
Kedija: You are right. It was nice talking to you, Hanan.
Hanan: Same to you. See you later. Take care!

Lesson 5
A. Practise the following dialogue, including expressions of asking and giving
opinions, about air pollution. The dialogue is between two friends, Nahom and
Seyoum, on various effects of air pollution and the possible solutions to them.
They met in a park and started a conversation.
Nahom: Hello, Seyoum. How’re you?
Seyoum: Hey Nahom. I’m fine. What about you?
Nahom: I’m okay. It’s a beautiful afternoon, isn’t it?
Seyoum: Yes, it is. The air is so pure that you can breathe to your heart’s content.
Nahom: Yes, but things are happening; I doubt the air will remain so pure in
future.
Seyoum: What do you mean?
Nahom: I’m talking about air pollution. It’s becoming a major problem in
Ethiopia.
Seyoum: How does air pollution occur?
Nahom: Air pollution occurs from dangerous chemical materials which spread
in the air, for example carbon monoxide, CFC, carbon dioxide, hydro carbon,
sulphur dioxide, etc.
Seyoum: How are these substances produced?
Nahom: These substances are produced by human activities such as the use
of vehicles emitting smoke, use of firewood, burning of bio-fuels, etc. Factory
activities which use fuels also cause air pollution.
Seyoum: That’s terrible! How can we solve this problem, then?
Nahom: We can start by planting more plants like flowers or trees in our houses.
Trees absorb carbon dioxide from the air.
Seyoum: Yes, this is really important. Well, I should go now. Thanks a lot for
making me conscious of the problem.
Nahom: You’re most welcome. See you later, then.
Seyoum: Goodbye.
Section III: Reading

Lesson 6
Work individually and then discuss your answers in groups of three.
1. What can we do to improve air quality in Ethiopia?
2. Is clean air a human rights issue?
What can be done to improve air quality in Ethiopia?
According to the 2011 Welfare Monitoring Survey, biomass fuel is used in 95% of
Ethiopian households. 85 per cent of these homes use wood for cooking. A difference
was noted, however, between rural (90%) and urban (54%) areas which use wood as
the primary source of cooking. Charcoal is used in urban areas as the second most
(18%) common fuel for cooking compared to its almost negligible use in rural areas
(0.2%). The use of cleaner fuels such as kerosene, LPG, and electricity for cooking
is almost non-existent in rural areas. However, kerosene (5%) and gas/electricity
(7.7%) are used in smaller proportions for cooking. Kerosene is used for lighting by
a majority (88%) of the households in rural areas while only 64% used it in urban
settings. Many rural areas are not connected to the national electricity supply, so
they have no choice but to use kerosene.
In Addis Ababa, households use three times more clean energy for cooking when
compared to rural areas. The access to electricity (88%) among urban dwellers is
very high compared to their rural counterparts (4.9%).
A study conducted in Addis Ababa and Kebribeyah compared levels of fine
particulate matter (PM2.5) and carbon monoxide (CO) before and after
an intervention that substituted ethanol for kerosene as a fuel source. In
Addis Ababa, reductions in the levels of PM2.5 were seen to be 64 per cent.
It was a similar reduction in carbon monoxide, too, with levels dropping by 76
percent. In Kebribeyah, there was a noticeable reduction in average PM2.5 and
concentrations of carbon monoxide of 94 per cent and 72 per cent, respectively.
What are the pollutants in Ethiopia’s air?
4. Nitrogen dioxide (NO2) was the only pollutant tracked continuously over a 24-
hour period. Measurements were collated every three months for over two years on
a large sample of almost 3,300 rural households that have children under the age of 5
years. This is twice as high as the WHO recommended guidelines for average annual
24-hour concentration. This indicates that children and caretakers, mostly mothers
and grandmothers, are exposed to high concentrations of indoor air pollution in rural
Ethiopia.
Another study carried out in 54 Addis Ababa homes reported that the 8-hour average
carbon monoxide (CO) concentration was 16 ppm (parts per million). This exceeds
the USEPA’s 8-hr average CO level of 9 ppm in 48% of the households.
A. Write ‘True’ if the statement is correct and ‘False’ if the statement
is incorrect according to the information in the passage.
1. Charcoal is used in urban areas as the second most common fuel
for cooking.
2. The use of cleaner fuels such as kerosene and electricity for cooking is
almost non-existent in rural areas.
3. In Addis Ababa, households use three times cleaner energy for cooking when
compared to rural areas.
4. Children and caretakers, mostly mothers and grandmothers, are exposed to
high concentrations of indoor air pollution in urban Ethiopia.
5. The access to electricity among urban dwellers is much higher compared to
their rural counterparts.
Lesson 7
Reference Questions
B. What do the words in bold type refer to in the text?
1. ……. its (Para. 1, line 5): ______________________
2. ….. their (Para. 2, line 2): _________________
3. It … (Para. 3, line 4): ____________________
4. This … (Para. 4, line 3): __________________
5. This (Para. 5, line 2): _________________
C. Vocabulary
The following words are written in bold in the reading text. Write their
contextual meanings in your exercise book.
1. fuel __________________________
2. counterparts _________________________
3. reduction ________________________
4. pollutant _________________________
5. exceeds _________________________
Lesson 8
There are ways to reduce air pollution:
• Riding a bike or walking instead of driving
• Taking a bus
• Buying a car that has greater fuel efficiency
•Turning off lights and appliances when they are not in use
•Using energy efficient light bulbs and appliances
•Buying fewer things that are manufactured
Write a short paragraph individually on your contribution to clean the air
and report to the class.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Listening II
Lesson 9
A. Discuss the following questions in groups of three before you listen to the
listening text.
1. What are the causes of air pollution in Ethiopia?
2. Is air pollution a problem in Ethiopia?
B. What do the following words mean?
burden exposure allergic tuberculosis pneumonia seeking
C. Look into the following picture and guess what the listening text will be
about.
While-listening Activities
Listen to the text and choose the correct answers.
1. What is the second greatest cause of death?
A. asthma B. pneumonia C. common cold D. fllu
2. A further two per cent of admissions were due to____________,
which was said to be due to the poor air quality.
A. tuberculosis B. pneumonia C. asthma D. common cold
3. According to the reading text, diseases like tuberculosis, respiratory tract
infections, and asthma have a direct link with ____________.
A. lack of awareness B. poor economic background C. poor air quality D. short
memory
4. The number of people seeking hospital treatment as outpatients is ___________.
A. very low B. very high C. low D. high
5. The effects of living near busy highways is/are _________________.
A. respiratory symptoms and allergic sensitization B. hypertension
sensitization
C. pneumonia symptoms D. lung cancer sensitization
Lesson 10
Write a summary on the problem of air pollution in Ethiopia based on the
following outline:
•Living near a high way
•Cause of lower respiratory infection and pulmonary disease
•Tuberculosis due to poor air quality
• Respiratory tract infection due to air pollution
• Asthma due to air pollution
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Reading II
Lesson 11
Before you read to the text, work in pairs and share your answers to the
following questions:
1. What are the main contributors to air pollution in Ethiopia?
2. How do industries contribute to air pollution?
Does industry contribute to Ethiopia’s air pollution?
Most of Ethiopia’s industry is classed as being agro-based as it contributes to well

over 50 per cent of the country’s GDP. Due to its location, the industry experiences
favourable weather conditions which are ideal to support its agricultural businesses
- items such as beverages and livestock products which include eggs, milk and meat,
textiles and leather. It also produces apparel leather and processed meat products
both for the home and export markets. Ethiopia’s cash crop industry accounts for
approximately 60 per cent of employment for its workers. The products vary from
coffee to spices, beeswax to honey, fruit, flowers and vegetables, to name but a few.
Ethiopian coffee is well-known and traded throughout the world, and its production
provides employment for over 15 million workers. There are plans to increase
production to over US$ 2 billion by 2020.
Ethiopia has a growing construction industry which shows an 11.6 per cent annual
rate of growth. Both residential and non-residential constructions continue to grow,
thus creating more employment. The industry has been able to build low-cost homes
for the benefit of low-income households.
Complete the following table based on the information in the reading text.
Some of the industries contribute to Ethiopia’s air pollution.
Name of the products Name of the products
industry industry
Agro-based Cash crop in-

industry dustry

Lesson 12
• Do you know other industries which contribute to Ethiopia’s
air pollution? Mention their names and products.
• What should these industries do to reduce air pollution?
Ask an expert/refer from the library/online resources about the

problem of air pollution caused by small factories and industries
and their solutions, and then present what you find to the class.
Section IV: Grammar

Lesson 13
Active and Passive Voice
A. Change the following sentences in the active voice into the passive voice.
Example:
He helps us. (Active)
We are helped by him. (Passive)
1. Doctors treat patients.
2. Teachers teach students.
3. Parents bring up children.
4. We love our country.
5. Masons build houses.
6. Carpenters make furniture.
7. Mechanics repair cars.

Read the following text about how sentences in the Simple Present Active Voice
are changed into Passive Voice.
When the active verb is in the Simple Present Tense, we make passive verb
forms with is/am/are + the past participle form of the verb. Note that the
object of the active verb becomes the subject of the passive verb. The subject of
the active verb becomes the object of the passive verb. However, in most cases,
the object is not mentioned in the passive voice.
She writes a story. (Active) (Subject – She; verb – writes; object – a story)
We have already learned that the object of the active verb becomes the subject
of the passive verb. Therefore, when we change the above sentence into the
passive, ‘a story’ becomes the subject.
A story is written by her. (passive)

She adores kids. (Active) (Subject – she; verb – adores; object – kids)
Kids are adored by her. (Passive)
B. Rewrite the given sentences in passive voice.
1. Tesfaye watches films.
2. The people speak English.
3. We play volleyball.
4. They sing a song.
5. She takes photos.
6. Tirfie does the housework.
7. The policemen help the children.
8. Mom waters the flowers.
Lesson 14
The Present Continuous Active and Passive
Rewrite the sentences in the active into the passive.
Example:
Ali is drinking a cup of tea.
A cup of tea is being drunk by Ali.
1. Anteneh is washing the car.
2. My mother is milking the cows.
3. His sister is taking a picture of him.
4. I am writing a poem.
5. They are not playing football.
6. Kebede is not wearing a suit.
7. Is she preparing the party?
8. Are they talking about the meeting?
Active sentences in the Present Continuous Tense have the following structure:
Subject + is/are/am + -ing form of the verb + object.
Passive sentences in the Present Continuous Tense have the following structure:
Object of the active sentence + is/are/am + being + past participle form of
the verb + by + subject of the active sentence.
Examples are given below.
Active: I am reading a story.
Passive: A story is being read by me.
Active: The engine is driving the train.
Passive: The train is being driven by the engine.
Active: She is singing a song.
Passive: A song is being sung by her.
Active: The carpenter is making furniture.
Passive: Furniture is being made by the carpenter.

How do we change active sentences into passive when the verb is followed by a
preposition? Read the following sentence:
My mother is talking to a stranger.
Here the noun ‘a stranger’ is the object of the preposition ‘to’, and not the verb
‘talking’. But this sentence can be changed into the passive:
Passive: A stranger is being talked to by my mother.

Active: The children are laughing at the old beggar.
Passive: The old beggar is being laughed at by the children.
Active: I am waiting for him.
Passive: He is being waited for by me.

Fill in the spaces with words to complete the Passive form of each sentence in
the Present Continuous. The agent preposition ‘by’ is not required.
Example:
They are discussing the case right now. (Active)
The case is being discussed right now. (passive)
1. They are putting the books in the wrong place.

The books…………. in the wrong place.
2. They are closing a lot of night clubs in this area due to the noise.
A lot of night clubs………..in this area due to the noise.
3. The dentist is doing some work on my teeth.
Some work …………on my teeth.
4. The local council are pulling down the old flats around here.
The old flats…………around here.
5. Somebody is using the coffee machine just now.
The coffee machine…………….just now.
6. They are building a motorway across our land.
A motorway…………..across our land.
7. Are the police watching that person?
Is that person…………………………………?
8. Can you tell me if they are opening the pool now?
Can you tell me if the pool………….now?
9. Nobody is dealing with this problem.
This problem ……………………….. with.
10. They are not cutting down these trees in the end.
These trees ……………….. in the end.
Lesson 15
A. Learn how to change negative sentences into the passive.

When a negative sentence is changed into the passive, ‘not’ will come between
is/am/are and ‘being’.
Active: She is not writing a story.
Passive: A story is not being written by her.

B. Study how to change an interrogative sentence into the passive and do the
activities below.
The passive forms of these sentences will begin with the verb to be (is/am/are).
When the active sentence begins with a question word such as, when, whose,
why, which and how, the passive sentence will also begin with a question word.
When the active sentence begins with who or whose, the passive sentence will
begin with ‘by whom’ or ‘by whose’. When the active sentence begins with
whom, the passive sentence will begin ‘with who’.
Example:
Active: Are the masons building a house? (Active)
Passive: Is a house being built by the masons? (Passive)
1. Active: Who is waiting for you?
Passive: ………………………?
2. Active: Whom are you waiting for?
Passive: ………………………….?
3. Active: Why is he not learning his lessons?
Passive: ………………………?
4. Active: Whose father is helping you?
Passive: ………………………?

Section V: Writing
Lesson 16
Match causes of air pollution with their effects and then write a paragraph with
the complete sentences you have created.
Causes of air pollution Effects of air pollution

the burning of fossil fuels ... heart disease
industrial emissions ... lung cancer
indoor air pollution ... respiratory disease
wildfires ... damages to people’s nerves, kid-

neys, liver and other organs
microbial decaying process ...
transportation ...
open burning of garbage waste ...
Assessment
1. Reading
Your teacher will give out a short reading text on air pollution and ask you some
questions. Write your answers in your exercise book. Answer the following
questions based on your reading of the passage.
1. A university study suggests that up to 40% of the world’s premature deaths are
caused by __________________________________________.
2. _______________________ regions are often contaminated with air pollution.
3. What do open windows and fans that extract smoke provide?
4. The article implies that most of China’s air pollution is caused by __________
5. According to the article, where is cancer the leading cause of death?

2. Speaking
Your teacher will ask you to give your opinion about the causes and effects of
air pollution. The teacher will also ask you to support your answer with facts.
Use information from the Unit and the short text on air pollution given to you
by the teacher to answer the following questions:
• What are the causes of air pollution?

• What causes indoor air pollution?
• What are the effects of outdoor air pollution?
Write your answers in your exercise book and use them when you speak to the
class.

UNIT
7
HARD WORK
Learning outcomes
• identify the main ideas and important details from the listening text.
• identify the main ideas and supporting details of the reading text .
• identify and extract the main ideas and details from the reading and/or
listening 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
texts)
• define /tell new words related to hard work.
• use new vocabulary words correctly in a sentence and comprehend
their meaning in the texts.
• orally express opinions and attitudes; express agreement and
disagreement.
• write their own sentences using new words learnt from the texts .
• write a paragraph that express argument stating evidence, examples and
support.
• use and differentiate between direct and indirect speech and
• use the past perfect tense correctly and effectively
Unit 7| HARD WORK
Lesson 1
A. Answer the following questions in pairs.
1. Are you exclusively engaged in your studies?

2. What specific things do you do in your class?
3. What do you like most about your studies/your subjects?
4. What are the most interesting and most difficult parts of your student life?
5. Can you tell us some characteristics of hardworking people? Students?
Teachers?
B. Examine the following diagrams and decide which of the pictures represents
smart work and which hard work. Why? What does smart work constitute?
What does hard work constitute?
A. B.
C. D.
C. Vocabulary
Read the following words slowly. You may use an English-English dictionary
for more information.
hard work beneficial/benefit achieve/achievement
persist/persistent patience fortune

HARD WORK | Unit 7
Listening 1
Listen to a text on Hard Work and answer the questions that follow.
I. List down qualities of hardworking people in general according to the
information in the listening text.
• _______________________________
• _______________________________
• _______________________________
• _______________________________
II. Choose the best answer based on the information from the
listening text.
1. A hard working student is ___________________.

A. honest B. dedicated C. helpful D. lazy
2. ‘Hard work always pays off.’ This means____________
A. Hard work is tiresome. C. Hard work may not lead to success.
B. Hard work is rewarding. D. Hard work punishes lazy students/workers.
3. Optimal management of time and efforts:
A. relates to dividing your time between specific activities.
B. relates to the amount of work/the number of hours used to complete an
activity/a particular task
C. it is most desirable or satisfactory D. All
4. Does the speaker suggest the need to be only a harder worker? Yes ( ) No ( )
III. Fill in the blank spaces with appropriate words from

the text (No. 5) and give a complete response (Nos. 6 and 7).
5. Hard work needs ________________ and _______________.
6. What is the sign of being a hard worker?
7. What are the benefits of hard work?
IV. Write True or False based on the listening text. Write the
8. Hard work demands wanting fast results.
9. There is no short cut to success.

10. Hardworking people believe in the product.

Unit 7| HARD WORK
Lesson 2
VOCABULARY
A. The following words under Column ‘A’ are taken from the listening text.
Find their contextual meaning from Column ‘B’.
Column A Column B
1 absurd A. do/does not work; lazy
2 distressed B. to delay doing something until later
3 lazy C. a thing that diverts someone’s attention
4 height D. very unhappy, worried, or upset
5 optimal E. unreasonable, completely stupid, illogi-
cal, inappropriate or impossible to believe
6 pays off F. not willing to work or do any activity
that needs effort
7 idle G. high level of activity or success
8 procrastinate H. best or most favourable
9 distraction I. brings some benefit
B. Fill in the blank spaces with words given in the box below.
height lazy optima idle

pay off distressed distraction
1. Under __________________ conditions, these plants grow quite tall.

2. An example of __________________ is the top achievement of someone’s
career.
3. They were given ample time to study, but he was too _____________ to read.
4. The student was ______________ by his exam result, 45 out of 100, which
was the least from the rest of the class!
5. All those weeks of studying will __________________ when you take the
exam.
6. Many students were made _______________as the schools closed down due
to the Covid 19 pandemic.
7. We have work to do and it is essential that there are no _____________.
HARD WORK | Unit 7
Lesson 3
Listening 2
A. Listen to a text on Smart Work and answer the questions
that follow.
1. Fill out the table with information from the listening texts.
Hard work Smart work
- -
- -
- -
2. What is the difference between hard work and smart work?
3. Which is better - hard work or smart work?
B. Write True or False based on the listening text.
4. Achievement without hard work is impossible. ______
5. Hard work is more important than smart work. _____
6. Smart work is more important than hard work. _____
7. Do you agree to the following statement?
“Don’t only be a hard worker; be both a hard worker and a smart worker.”
VOCABULARY
A. The following words under Column ‘A’ are taken from the listening text
(2). Find their contextual meaning from Column ‘B’.
A B
1 exclusive A. succeed in doing or completing something
2 dual role B. something that you hope to achieve
3 deny/denying C. an attempt to do something; activity done
towards an aim
4 master D. strong and powerful emotion
5 fruit E. be unsuccessful; not do well enough

Unit 7| HARD WORK
6 ensure F. a state of being fully informed about or a

description or an indication of what something
is like
7 precious G. strongly wished for or wanted
8 desired I. rare or very necessary and not to be wasted
9 picture J. make certain that something happens or is
done
10 fail K. the result or reward of work or activity
11 passion L. to learn something thoroughly so that you
know it
12 effort M. refuse to admit the truth or existence of
something
13 goals N. consists of two roles, aspects, elements
14 accomplish O. limited to a particular person, thing, or group
and not shared with others
B. Fill in the blank spaces with words given in the box below.
picture precious exclusive accomplish

dual role deny master fruits
ensures desired fail passions

effort goal
1. My friends had a rather distorted __________________ of my life.

2. Human skills are the nation’s most ________________ resource.
3. The road is for the ________________ use of residents.
4. We didn’t __________________ much at work this week.
5. I had the _______________ of director and English teacher.
6. Officials continue to _________ that drug use is widespread in the sport sector.
7. She never managed to __________________ the Greek language.
8. She enjoyed the ________________ of her hard work.
9. Our new system __________________ that everyone gets paid.
10. Foreign donations abroad did not have the _____________ effect.
11. Most people who try to lose weight _____________ dismally.
HARD WORK | Unit 7
12. _________ run high when marriages break up and children are involved.
13. I have made an ______________ to drink less tea and coffee.
14. Our ________________ is to provide a good standard of education.

esson 4
Answer the following questions first individually and then in groups of four or
five.
1. What is your opinion on the topic of hard work in contrast to smart work?
2. What do you do when you have to choose between hard work and smart
work? You may be asked to share it with the rest of the class. Be prepared!
Put a tick (√) in the right column of the table: Hard Work (HW), Smart
Work (SW), or both?
Description of Work Type HW SW HW& SW
1 Haimanot works long hours to complete
her work without any short cuts. She gets
good results but she found the process
is long and stressful. She decided to get
the same results but with planning and
prioritization of tasks. In school, the trend
of examination questions for the grade six
national examinations is repetitive. The
questions asked in the last few years would
be asked again. She realized this after
her first semester and she has learnt this
from her elder brothers and sisters. Since
then, for the examinations, she would
only study the previous 5 years’ grade six
national exam questions. For the rest of
the semester, she said, she would focus
on studying everything else. Therefore,
she works to study all the textbooks for
her own knowledge to score well in the
examinations.

Unit 7| HARD WORK
2 Student Bala: I cannot concentrate on one

work/task for long periods of time. I’d rather
work to achieve more in short time spans.
I have developed my own process to work:
as soon as I am assigned a task/homework/
assignment, I spend 15 minutes researching
about the same. Then, I take 5-10 minutes
to note down any questions that I might
have. Over the next 20 minutes, I try to
break down my task into: 1) actionable
steps to be taken 2) the goal to be achieved.
If the teacher has a few minutes to spare,
then I try to get clarity on my questions. If
not, I focus on steps which I have the most
clarity on and start there. It allows me to
start homework/an assignment feeling
focused and positive. In order to be more
productive, I have short breaks in between
my work to stay engaged.
3 Student Ujullu works towards having im-
proved average scores in all of his grade
six subjects. He works on his assignments
and then studies three different subjects,
be it mathematics or science, through
memorization…. He reads his math notes
and explanations from the text books as
many times as possible until he under-
stands how to go about it…the way he
reads social studies. He does not go to bed
before midnight.
Answer the following questions in complete sentences, first

individually and then discuss in groups of three or four.
3. Which do you prefer over the other: hard work or smart
work? Why?
4. What do you think is more important: hard work or
smart work?
5. Would you consider yourself a hard worker or a smart worker?

HARD WORK | Unit 7

Lesson 5
Expressing opinion
Rehearse the notes below slowly with an intention of recalling as many of
them as possible. Then, you will have pair and small-group work.
Stating opinion Asking for opinion
*In my opinion ... *What’s your idea?
*The way I see it ... *What are your thoughts on all
of this?
*If you want my honest opinion ... *How do you feel about that?
*According to Bereket ... * Do you have anything to say
about this?
*As far as I’m concerned ... *What do you think?
*If you ask me ... *Do you agree?
Activity I: In pairs, recall as many phrases/expressions of stating an opinion

and asking for an opinion. Work in turns.
Lesson 6
Expressions of agreement: Expressing disagreement
*I agree with you 100 percent. * I don’t think so.
*That’s so true. * I’m afraid I disagree.
*That’s for sure. * (strong) I totally disagree.
*You’re absolutely right. * (strong) I›d say the exact

opposite.
*Absolutely. * That’s not always true.
*That’s exactly how I feel. * No, I’m not so sure about that.

Unit 7| HARD WORK
Activity II:Review/Revise useful phrases or vocabulary on agreement.

Read and reread (rehearse) the expressions listed above. Then, work in pairs. Your
partner covers the expressions with his/her palm and asks you to recall the phrases
or expressions listed. Tell him or her.
Activity III: Review/Revise useful phrases or vocabulary on disagreement.
Activity IV: Individual work: Agreeing and disagreeing with statements

You are given three situations. Write down your individual answers.
Identify the right phrases for agreement and disagreement.
1. Hard work is more important than luck.

2. Hard work is more important than smart work.
3. Money is more important than hard work.
Lesson 7
Activity 3: Pair work
Now talk to your partner using expressions of opinion,
agreement, and disagreement. Your partner shall respond
to you with appropriate expressions of agreement and
disagreement.
Activity 4: Small-group work
Work in a group of four or five. Use the statements given
to practise the target phrases and statements for asking
for opinions, stating opinions, expressing agreement, and
expressing disagreement.
Lesson 8
Activity 5: Whole-class discussion
Some people believe that success is about hard work and determination. Others think
that success has a connection with money and personal appearance. Discuss both
views. Give your opinion and some of your own experiences or observations. You
express your opinions using some of the phrases (phrases/expressions of expressing
agreement and disagreement) studied.

HARD WORK | Unit 7

Lesson 9
A. Answer the questions below before you read the passage.
1. What does a hardworking student mean? A hardworking businessperson?
A hardworking athlete?
2. Have you heard about Haile Gebresillasie? Is he an athlete or a businessman
now?
3. Do you know these words?
 athlete
 businessperson/businessman/businesswoman
 entrepreneur
B. The following are common words used to describe someone who works
hard. Which ones do you think would be used in the following passage? Put
a cross (X) next to the words. Read quickly through the text to check whether
your guesses were right.
• conscientious ( ) • tireless ( ) • patient ( )
• diligent ( ) • productive ( ) • hardworking ( )
• industrious ( ) • committed ( ) • disciplined ( )
A. Read the text below and answer the questions that follow.
Hard Work
1. Haile Gebrselassie is the most famous man in Ethiopia. He was born on April
18, 1973 in Asella, Arsi Province, Ethiopia. One of ten children, he watched his
father farm wheat and maize and tend to his cows and sheep. His parents had poor
backgrounds. He used to run barefoot 10km to school every day, carrying his school
books. While in high school, a 14-year-old Haile pleaded with his teachers to compete
in the local marathon. He was the youngest in the competition, but was at least 60
metres ahead of the rest when he eventually won. The prize was a dollar. Overnight,
he became a school hero.

Unit 7| HARD WORK
2. Haile moved to Addis Ababa as a 15-year-old and lived with his brother, Tekeye,
who was a marathon runner, borrowed his shoes, and entered a marathon - the Abebe
Bikila Marathon - finishing 99th in two hours and 48 minutes. Haile said his first race
was a 1,500m school race. Although he was younger than the other competitors, he
started off fast and held on to win. As a youngster, his big running hero was fellow
Ethiopian Abebe Bikila - who won Olympic gold in 1960. Haile is an Olympic and
world champion. He has won major titles at all distances from 1500 metres to the
marathon. During his career, he broke 27 world records and is widely considered
one of the greatest distance runners of all time. In 2000, Haile successfully defended
his 10,000 metre title and defeated Paul Tergat in the margin of 0.09 seconds - the
closest of all their titanic battles, according to reports of journalists.
On September 25, 2000, Haile narrowly beating the great Paul Tergat in Sydney, Australia
3. Asked about how he manages to retain the enthusiasm to keep training and racing
into his 40th year, Haile replied: “You know, there is no secret. I am just always very
careful when I’m training. All athletes need three things: commitment, discipline,
and hard work. Without that, it’s hard to keep running for a long time.” Haile’s
training philosophy is training hard at a steady pace. He likes to train at Entoto,
Addis Ababa, because at 3,000m altitude, it is perfect for long distance running.
4. Haile Gebreselassie announced his retirement from competitive running in May
2015 and focused more on his businesses in Ethiopia. Haile is now one of Ethiopia’s
most successful businesspeople and busy entrepreneurs. He employs over 3,000
people in several businesses; he is involved in real estate projects; and he owns
four hotels and a coffee plantation. Haile’s burgeoning businesses are so many and
so varied. He owns Marathon Motors, a vehicle business that also assembles and
distributes Hyundai cars, which recently rolled off the first electric car from its
assembly plant. The company assembles 36 cars per day.
HARD WORK | Unit 7
The Newest Haile Resort, Adama
5. Haile Hotels and Resorts is situated in various parts of Ethiopia. It was established
in 2010, by opening Haile Resort in Hawassa. Since then, the company has increased
its destinations to four, by opening Haile Hotel Shashemene, Ziway Resort, and Yaya
Africa Athletics Village. He gets an income of not less than 30 million Birr a month
only from the hotel and real estate business; it doesn’t include the car business. “My
business and what’s happening now is the result of 25 years,” he told the journalist
at an interview. Haile also has coffee plantations, a cinema hall, gymnasiums, and
schools. Coffee farming in 1,500 hectares of land has already proven to be a lucrative
business. The coffee plantation has created jobs for about 600 people.
6. Haile Gebreselassie tells the secret behind his business success: “In
business, you have to plan and wait. What I learnt is patience. A marathon is
like a two-hour-plus of running. The 10,000m is less than 30 minutes. The
same thing when I switch from running to business - I learnt more patience.”
He strongly believes that discipline is the most important part. “Without
discipline, you can’t achieve anything; talent alone is not enough,” said Haile.
1. One of the following words does not describe Haile’s engagement in

business. Which one is it?
A. diversified B. mixed C. fixed D. varied
2. How profitable do you think is Haile’s investment on coffee plantations?
3. How old is Haile Resort in Hawassa now?
4. When did Haile focus on marathons and road races in his career?

Unit 7| HARD WORK
5. Which of the following adjectives describe Haile based on your reading

of the passage?
patient negligent disciplined talented busy
inactive committed hardworking careless
B Meaning in context: Fill out the following table with words from the reading text.
Find a word:
Para. No. Meaning Word used in the text
1 popular or well-known
2 a competition between runners to see
which is the fastest in covering a set
distance
2 an occupation undertaken for a
significant period of a person’s life with
opportunities for progress
2 won
4 growing or developing quickly
5 bringing a lot of money
4 (of a product) issued from an assembly
line or machine
6 change; an act of changing to or
adopting one thing in place of another
C. Write True or False based on the passage.

7. Haile belonged to a well-to-do family.
8. Haile undermines talent.
9. Haile has a monthly income of about 30 million Birr from all of his
businesses.
D. Give short answers to the following questions.
10. Haile has a precondition for investment. What is it?
11. Who is Haile’s role model in athletics?

HARD WORK | Unit 7
E. References: What do the following words refer to?
1. He … (Para. 1) refers to __________________________
2. … his (Para. 2) refers to _________________________
3. … their (Para. 2) refers to _______________________

4…. that (Para. 3) refers to ___________________________
5.… it (Para. 3) refers to _________________________
6. The phrase “busy entrepreneurs’’ (Para. 4) refers to ____________
Lesson 10
A. Answer the questions below. Discuss your answers in groups of five.
1. Do you agree with Haile’s view of success in business in the last paragraph?
Why? Why not?
2. Do you know any person who escaped from the yolk of poverty and has
become richer or a very successful business person? What qualities of hard work
does the person have?
B. Read the instruction below and respond accordingly.
Conduct some inquiry by reading newspapers or magazines or asking

your teachers, parents, elder brother and sisters, or any person from your
neighbourhood and write a brief report. You will discuss in groups about your
findings later in class. Your teacher may also ask you to present it to the whole
class.

Unit 7| HARD WORK
Reading 2
Before reading the text on ‘The Successful Businesswoman’, describe and
interpret the diagram below.
A. Write ‘True’ if the statement is correct and ‘False’ if the
statement is incorrect based on the reading text below.
1. Bethlehem was born in rural Ethiopia.
2. Bethlehem had a well-to-do family background.
3. Sole Rebels products were environmentally friendly.
4. According to the passage, there is no other shoe company in the world
certified by the World Fair Trade Organization except for Sole Rebels.
The Successful Businesswoman
1. Bethlehem Tilahun was born in the Zenebework area of Addis Ababa. She spent
her childhood in this poor district. Despite coming from a humble background, she
attended public primary and secondary schools, and then went on to study accounting
at Unity University. She managed to earn a degree in accounting in 2004 at the age
of 24. Her parents worked at a local hospital.
2. As stated, she grew up in a disadvantaged neighbourhood and she had an ambition
to fight against unemployment in Addis Ababa. “I wanted to do something that would
give job opportunities to people around me. I immediately thought: I have to start a
small business,” she told her interviewer.

HARD WORK | Unit 7
Bethlehem Tilahun, an Ethiopian entrepreneur who founded Sole Rebels,a footwear company using recycled tires
3. Therefore, after working for a year as an accountant, she decided to quit her job,
with one idea in mind: becoming an entrepreneur. She launched a shoe company
using recycled tires, a cheap and available raw material. Sole Rebels was founded
in early 2005. It provided ecologically and economically sustainable jobs for her
community. The first two years of the company were not easy, given the challenge
to find the best design for its shoes. After two years, she finally managed to find the
best design which became successful. In 2012, the brand had stores in 20 countries.
Sole Rebels shoes are sold in London and New York. In 2016, the company sold
125,000 pairs of shoes and it had created 1,200 jobs. From its opening until 2018,
Sole Rebels had created 1,200 jobs in Ethiopia. At the end of 2015, its international
stores generated more than 600 jobs in the countries where they are located. With an
annual revenue of about $15 million, Sole Rebels is the first African consumer
brand to open retail stores around the globe, with locations in 55 countries.
According to the passage, it is the only footwear company on the planet to be
certified by the World Fair Trade Organization.
4. The young entrepreneur managed to make her business successful working in
partnerships with internationally known business enterprises. In addition to her shoe
brand, she also launched «The Republic of Leather », a collection of luxury items
made from leather. In 2016/2017, she also launched “Garden of Coffee”, in Addis
Ababa, which promotes Ethiopian coffees.
5. Bethlehem’s entrepreneurial success has earned her several distinctions. Among
the many, the following can be stated: In 2011, she was chosen by the World Economic
Forum as a Young Global Leader; in 2012, she was named as one of “Africa’s Top
5 Female Entrepreneurs” by Business Insider; in 2013, she was named as one of the
“25 Most Influential Women in Africa” by The Guardian; and in 2014, her company
was named the fastest growing African brand company.

Unit 7| HARD WORK
B. Answer the following questions based on the reading text.

1. When did Bethlehem become an entrepreneur?
2. At what age did Bethlehem become an entrepreneur?
3. How much does Sole Rebels earn in a year?
C. References
1… this poor district (Paragraph 1) refers to ______
2.… it (Paragraph 3) refers to _______________
3. … her (Paragraph 5) refers to _______________
D. Matching
Match the following words in Column ‘A’ with their meanings in Column
‘B’. Write your answer in your exercise book.
Column ‘A’ Column ‘B’
1. named A. a strong desire to do or achieve something
2. footwear B. a person who sets up (creates) a business or businesses
3. revenue C. to give up employment
4. annual D. start an enterprise
5. generate E. use again; convert into reusable material
6. chronic F. lasting for a long time; difficult to get rid of
7. recycle G. produce something or cause (something) to be produced
8. launch H. covering the period of a year; happening every year or
9. quit once a year
10 .entrepreneur I. the total income produced; the gross income returned by
an investment
J. an item of clothing that is worn on the foot;shoes, sandals,
etc.
K. nominated; chosen; selected; mentioned; identified
E. Use the words from the box below and complete the sentences.
quit revenue chronic entrepreneur generate
Example: She has been named Business Woman of the Year.
1. He was a successful ________________ and farmer.

HARD WORK | Unit 7
2. Alemu had lost his parents and had to ________ College to raise his little sister.
3. The country has a problem of ____________ unemployment and rampant crime.
4. This business should _____________ a lot of revenue.
5. The factory lost _____________ because of the strike by the workers.
F. Complete the following sentences (1-6) with words from the

box.
footwear ambition launch
annual chronic recycled
1. Niyana’s ___________ is to become a medical doctor. Her _______ made her

work hard.
2. Dingamo is planning to __________ his business.
3. The ____________ plastic is made from a range of waste plastics.
4. The organization has a large ___________ budget.
5. Be sure to put on the correct ___________ to prevent yourself from injuries.
6. ________________ poverty remains the greatest obstacle to fulfilling children’s
needs.
G. Which of the following adjectives describe Bethlehem? Put a tick (√) in
the parentheses.
A. lazy ( ) D. careless ( ) G. ambitious ( )
B. successful ( ) E. optimistic ( ) H. pessimistic ( )
C. creative ( ) F. flexible ( ) I. hardworking ( )
1. Complete the following summary of the reading text with

appropriate words from the passage.
Bethlehem Tilahun was born in the Zenebework area of Addis
Ababa. She __________ (1) her childhood in this poor district with
neighbors of disadvantaged background. She ___________ (2) public primary and
secondary schools. She _________ (3) to earn a degree in accounting in 2004 at

Unit 7| HARD WORK
Unity University. Bethlehem had an ___________ (4) to fight against ___________

(5) by creating job opportunities to people around her. Therefore, she ____________
(6) her job and became an _______________(7). She launched a shoe company,
known as __________ (8), using recycled tires, a cheap and available raw material.
The first two years of the company were _________________ (9) in finding best
designs for its shoes. After two years, however, she managed to find the best designs.
The new designs became ___________(10) and _______________(11) known. The
company had created 1200 ______ (12) in Ethiopia. In 2012, the brand had stores
in 20 countries. It had an annual __________(13) of about $15million. It won
certification and several recognitions.
2. Do you know any other successful woman or female? Consider business,

sport, science and technology, research or any other career. Write down your
answers in sentences. You will have a group discussion and presentation later.
Lesson 11
Work in small groups to answer questions and discuss the issue

of hard and smart work.
1. In which of the following ways do you think you can normally
achieve your goals?
A. Through being lucky I can achieve my goal. ( )
B. Through being smart I can achieve my goal. ( )
C. Through being wealthy I can achieve my goal. ( )
D. Through hard work I can achieve my goal. ( )
2. Which of the following describes hard work?

A. What we have to do to survive ( )
B. What you do on top of your regular work ( )
C. What you do after you’ve fulfilled your duties of every single day ( )
D. Your school attendance and doing your homework/assignments ( )
E. The favours you do to your friends/relatives, e.g helping (money, labour, etc.) ( )
F. What we do on a day-to-day basis ( )

HARD WORK | Unit 7
G. Your obligation to your family (helping your parents: shopping, looking
after your young brothers and sisters, cleaning the house, preparing food, fetching
water and fire wood, looking after cattle and pets ( )
H. What you do above and beyond your obligation to your family, school,
any other routine work ( )
You will use input from the Unit: the listening and reading texts, writing
exercises, and other activities. Conduct some research from various
sources: the press and media in general, and some books or reading
materials. Be ready for classroom presentations and discussions.
Section IV: Vocabulary

Lesson 12
I. Now, fill in the blanks as required with the words from the
box below.
inactive idle careless
lazy tiring indifferent
1. Physically ________________ people are at risk of developing heart disease.
2. Get upstairs and wake that _______________ brother of yours up!
3. Someone who is ___________ does nothing when they should be taking action.
4. He is a ______________________ student who sits in front of the TV all day.
5. The director found the teacher ___________________.
6. The work was ___________ and tedious.
II. Match the words in Column A with their similar meanings in column B.
A B
1 dedicated A. having a lot of things to do
2 tireless B. does a lot of different activities
3 industrious C. always working very hard
4 diligent D. working very hard without stopping
5 busy E. continues to do something with a lot of effort or
energy
6 active F. constant, devoted, faithful, loyal

Unit 7| HARD WORK
III. Fill in the blanks with the most appropriate words given
in the box below.
Do not use the same word twice.
hardworking active busy
diligent industrious tireless dedicated

1. The _____________________ teacher was rewarded with a 34-inch TV set.
2. She continues to be ________________ in business.
3. Parents of young children are always ___________________.
4. He read many books. He was a most _____________ scholar and writer.
5. The people are peaceful and _______________, and chiefly occupied with
agriculture.
6. I am very grateful for your ____________________ efforts.
7. He was very hardworking and _________________ to his business.
Section V: Grammar
Lesson 13
The Past Perfect Tense
Read the following note on the Past Perfect Tense and answer the following
questions.
Examples:
• She had met him before the party.
• The plane had left by the time I got to the airport.
To form the Past Perfect Tense you use the past tense of the verb “to have”,
which is “had”, and add it to the past participle of the main verb.
Subject + had + past participle = past perfect tense.
Form of the Past Perfect Simple:
Affirmative Negative Interrogative

I had worked. I had not worked. Had I worked?
You had worked. You had not worked. Had you worked?

HARD WORK | Unit 7
Using the Past Perfect Tense
There are several situations where the Past Perfect Tense can be used. It is
appropriate to use in the following ways.
To show that an action happened before something else in the past:

• Dinsamo stayed up all night because he had received bad news.
• They lost many of the games because they had not practiced enough.
To show that an action happened before a specific time in the past:

• Ahmed had learned English before he went to England.
• I had fallen asleep before eight o’clock.
The Past Perfect Tense makes it clear that one thing happened before
another in the past. The order of events does not matter since the tense
makes it clear which event happened first.
Activity I: Put the verbs into the correct tense (Simple Past or Past
Perfect).
Example:
1. When he (wake up) woke up, his mother (already/prepare) had already
prepared breakfast.
2. We (go) ______________ to Addis Ababa because the Prime Minister (invite)
___________ us for a dinner reception.
3. He (hear) ____________ the news, (go) ___________ to the telephone and

(call) __________ a friend.
4. When she (start) _______ to learn English, she (already / learn) ____ French.
5. Jamile (already/type) _______ ten pages when her computer (crash) _____.
6. By the time he (arrive) _________ at the pub, they (run) ______ out of beer.

Unit 7| HARD WORK
7. Before that day, we (never/think) _____________ of going to South Sudan.

8. I (know) ________ him for a long time before I (meet) __________ his family.
9. They (not/know) _________ where to meet because nobody (tell)
___________ them.
10. It (be) ___________cloudy for days before it finally (begin) ________ to rain.
Activity II: Using the Past Perfect Tense

1. Write down something you did in the past and its specific time in the
past in the table below.
Example: applied to a school = in June

Something done in the past Past times
-
-
-
2. You randomly take one of the past times kept in a small box or hat on
the classroom table by the teacher. State something you had already done
by that time using the Past Perfect Tense. You should include ‘already’ in
your answer.
Example: ‘I had already applied to the school in February.’
Lesson 14
Activity III: What things have you done recently?
• Have you looked after cattle?
• Have you visited some places?
• Have you watched certain movies?
• Have you done some farming?
1. As a class, brainstorm a list of activities you have done using the Simple
Past and time references. Your teacher writes it on the board.
• I studied history yesterday morning.

• I finished the book this morning.
• I washed my clothes yesterday afternoon.

HARD WORK | Unit 7
• I visited my grandmother last Monday.

• I helped my younger brother study last Tuesday.
2. Work in pairs.
Tell your partner something you completed before one of the events listed
on the board. You should use the Past Perfect for your own event and a
subordinate clause starting with ‘before’ for the event in the Simple Past.
Example: ‘I had seen the movie before you finished the book’.
3. Use the same events from the previous activity and restate your sentences
using a subordinate clause starting with ‘after’.
Example: ‘You finished the book after I had seen the movie.’
Section VI: Writing

Lesson 15
Activity A
Listen to your teacher reading a text on the merits of hard work and answer
the following questions.
1. What should students believe in to be successful?
2. What must a person do to achieve success?
3. Does hard work have a reward?
4. How much distance did Haile use to cover per week when he was in
school? How many hours per day did he use to spend training in Addis
Ababa?
5. Which basic principles are credited by Haile for his achievement?
Lesson 16
Now, join the complete sentences to produce a paragraph.
Paragraph writing
Work with a partner on your draft paragraph. Your teacher may randomly ask
you to read your piece to the rest of the class.
Unit 7| HARD WORK
Assessment
1. Listening
Your teacher will read a passage about a certain Ethiopian successful person
and ask you some questions.
Listen to the text and answer the following questions.
1. How long did it take Amsale to become captain?
2. It can be concluded from the text that there would be __________ number of
female pilots and captains in Ethiopia.
A. less B. more C. great D. little. E. B and C
3. Amsale was the first woman to become a pilot in Ethiopia. A. True
B. False
4. Amsale took the entrance exam to join the pilot training school at Ethiopian
Airlines twice.
A. True B. False
Answer the following questions in complete sentences.
5. How old was Amsale when she graduated from Ethiopian Airlines as a pilot?
6. How old is captain Amsale now?
7. Would you like to be a pilot?
2. Speaking
A. You will be asked to compare information about the people shown in these
two photographs. Find out what you can about Captain Amsale and Captain
Alemayehu.
Ethiopian Airlines’ first female captain The late Captain Alemayehu Abebe
Amsale Gualu waits to be cleared to board
before take off at Bole International airport in his early years

HARD WORK | Unit 7
B. Your teacher will also give you a passage about a certain Ethiopian successful person
(Captain Alemayehu Abebe) and ask you some questions. Read the text and answer the
questions.
1. When did Alemayehu Abebe join the Ethiopian Airlines?
2. When did he join secondary school in Addis Ababa?
3. There was no black African pilot and commander before Captain Alemayehu
Abebe.
True/False
4. The Captain had a well-to-do family background.
5. What personal qualities did the Captain have in his career?
6. The captain died of short ailment.
Now, compare information about the people shown in these two pictures. Find out what you
can about Captain Amsale and Captain Alemayehu and tell the class. Consider their place of
birth, school background, training and unique features.
3. Grammar
Listen to your teacher, who will make some statements in direct speech. Put these sentences
into reported speech.
4. Writing
Write a paragraph to a friend who wastes his time playing and idling around instead of
studying hard on his/her subjects. Give him/her a piece of advice.

8
UNIT
FIRST AID
Learning outcomes
• take notes from details of a listening text;
• identify the main ideas of a listening text;
• identify the main ideas of reading texts;
• extract details from a reading text;
the reading texts;
• write a short paragraph about the importance of First Aid;
• identify the form, meaning and use of Conditional Sentence Type I
• distinguish different types of nouns and
• use expressions for giving and receiving advice.

FIRST AID | Unit 8
Lesson 1
Answer the following questions before you read the text below.
Then, read the text to see if you were correct.
1. Do you know the meaning of the words “accident”, “injury”,
“encounter” and “consequence”?
2. Have you ever encountered an accident? Write brief notes that describe the
accidents you remember very well.
3. What do you understand from the following picture?
While-listening Activity:
A. Listen and answer the following questions.
1. Write five accidents that have been mentioned in the text.
a.__________________
b.__________________
c. __________________
d.__________________
e.___________________
2. What do some of the main emergency illnesses include?
__________________________________________________________________
__________________________________________________________________
3. Where is first-aid treatment often given?
__________________________________________________________________
4. Who should provide first-aid treatment?
______________________________________
5. What is the ultimate goal of first aid?
______________________________________________________________
Unit 8| FIRST AID
Lesson 2
B. Listen to the text again and fill in the gaps.
1. Accidents can happen __________________________________.
2. Unintentional accidents need ________________ life-saving care

before the affected person gets a major treatment.
3. The rural population encounters more___________________________.
4. The type of material needed for first-aid treatment is _______________.
5. The ultimate goal of first-aid is to ________________________ the possible

harm at a given time before the injured person reaches the appropriate health care
centre.
C. Match the words in the box with their meanings based on

the information in the listening text.
numerous encounter emergency
treatment bite consequence
1. to be faced with something difficult to deal with: ___________________
2. to puncture or tear the skin of a person or animal using fangs, teeth, mouthparts,
or a stinger: ____________________
3. an unexpected and sudden event that must be dealt with immediately: ________
4. something that follows as a result: _________________________
5. the application of medical care to cure diseases, heal injuries, or ease symptoms:
___________________________
6. Many in number: ______________________

FIRST AID | Unit 8
Lesson 3
Discuss the following questions in pairs and then report your

answers to the class.
1. Mention some of the accidents you know which were not in the
listening text.
2. Can you tell the whole class about the first aid treatment of the accidents that you
know?
Section II: Reading

Lesson 4
Answer the following questions in groups of four.
1. What do you know about first aid?
2. What are the general directions to be followed while giving first
aid?
3. Tell your neighbour what is going on in the picture below and where it is
happening.
4. Describe situations where first aid is given.
First Aid
First aid is the immediate care given to a person
who is injured or who suddenly becomes ill.
When there is an emergency, minutes are very
important, so first aid has a vital function.
Immediate action is necessary when there is a
lot of bleeding, when breathing has stopped for
any reason, when there is poisoning, or when
irritating chemicals come in contact with the
skin or get in the eyes.
People should be trained to care properly for injuries to themselves and others at
home, at work, or in the community. Even a small injury can be very serious and

Unit 8| FIRST AID
cause death, so everyone should know first aid techniques.
When first aiders face an emergency, they must be able to keep calm and organize
other people to do like them. He or she must know how to supply artificial respiration,
control bleeding, and protect injuries. Medical assistance has to be arranged.
Knowing how to carry the victim without causing more injuries is very important.
In short, effective first aid depends on prevention, recognition, and organization. In
Ethiopia, thousands of people die due to traffic accidents every year because most
people don’t have first aid information. If more people were trained in first aid, the
number of dead people would decrease. You may face an emergency anywhere. One
day, somebody from your family may be injured or suddenly become ill. In order not
to be helpless in such a situation, you have to know first aid techniques.
While-reading Activities
A. Write the correct answer for the following questions based on
the reading text.
1. What is first aid?
2. In what situations is first aid necessary?
3. Why do thousands of people die in Ethiopia every year?
B. Write True or False
1. Not everybody should know first aid techniques.
2. Time is very important where there is an emergency.
3. When first aiders face an emergency, they should be calm and organize other
people.
4. Traffic accidents cause a few deaths in Ethiopia every year.
Lesson 5
C. Choose the correct answer.
1. Immediate action is necessary where there is _______________.
A. sneezing B. coughing C. bleeding
2. A small injury can be very serious and ____________________.
A. cause death B. cause trouble C. easy to cure

FIRST AID | Unit 8
3. Effective first and depends on _____________________.
A. promotion B. avoidance C. prevention
4. If more people were trained in first aid, the number of dead people would
_____.
A. increase B. decrease C. remain the same
5. Knowing how to carry a victim without causing more injuries is ________.
A. very important B. unacceptable C. impossible
D. Guess the meanings of the following words and phrases as used

in the reading text. First, work individually, and then in groups of
three.
1. care (Para. 1, line 1): __________

2. vital (Para.1, line 2): _________________
3. community (Para. 2, line 2): ___________
4. calm (Para.3, line 1): _________________
5. respiration (Para. 3, line 2): ____________
6. protect (Para.3,line 3): ________________
7. assistance (Para.3, line3): ______________
8. prevention (Para.4, line 1): _____________
Lesson 6
Summarize the benefits and dangers of first aid individually and compare
your answers with your partner’s. ___________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
________________________________________________________________
_________.

Unit 8| FIRST AID

Lesson 7
Getting meaning from context
A. Read the following text and write the meanings of the words
listed below (1-7).
The majority of public school teachers were deficient in both training
and knowledge of emergency care. Most incidental injuries that
occurred in school demand first aid care. Despite the accidents that are common in
school children, the knowledge, attitudes, and practices of first aid are low. Studies
conducted on knowledge, attitude and practice of first aid among kindergarten
teachers are very limited. Therefore, since this study is focused on the knowledge,
attitudes, and practice of teachers at kindergartens with regard to first aid, the finding
can be used by various concerned bodies.
1. Public: __________
2. deficient: ________
3. emergency: ______
4. injury: __________
5. demand: ________
6. attitude: _________
7. focused: ________
B. Write seven sentences using the words above.

FIRST AID | Unit 8
Listening II
Lesson 8
A. Before you listen to the text, give answers to the following
questions individually first, and then discuss the answers in
pairs.
1. What is an electric shock?
2. Have you ever seen a person who came into contact with a live source of
electrical energy?
B. Guess what each of the following words or phrases mean.
hazardous cardiac arrest prone current
C. Describe the following picture.
Electric Shock
While-listening Activities
A. Write True or False based on the information from the listening
text.
1. An electric shock happens when a person comes into contact with a

live source of electrical energy.
2. The danger of an electric shock depends on how low the voltage is.
3. The physical effects of an electric shock may range from burns to severe
internal organ failure, cardiac arrest, and death, in severe cases.

Unit 8| FIRST AID
4. High voltage of electricity does not usually cause serious injuries to humans.
5. A current of below 1 milliampere causes some physical damage.
Lesson 9
Describe an accident you have seen or experienced individually and then discuss in
groups of three.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________
Reading II
Lesson 10
Write the answers to the following questions before reading the text first
individually and then in groups of three.
1. Do you know how to avoid an electric shock?
2. Write some of the ways to avoid an electric shock.
3. What do you understand from the following pictures?
The first step to avoid electric shock is to disconnect the power supply. Turn off the
electrical supply, unplug the machine, or switch off the fuse box, if within reach.
Don’t attempt to touch the victim until you’re certain the power supply is turned off.

FIRST AID | Unit 8
Be careful in areas that are wet such as bathrooms, pool areas, and wet grounds.
Water is an electrical conductor and you may get electrocuted. If you’re uncertain
about wet grounds, make sure the main electricity supply of the house or building is
turned off.
If turning off the power supply is not possible, use a material that does not conduct
electricity to separate the person from the electrical source. You can use a wooden
broom handle or any dry wooden objects.
As soon as the victim has been freed from the electrical source, call for an ambulance
or medical help if you are alone with the patient. While waiting for the ambulance,
apply first aid.
First, assess the person’s condition. Check whether the patient is conscious and
breathing. In severe cases, the patient may have a weak or no pulse. Breathing may
have stopped.
If the person is unconscious and has stopped breathing, begin cardiopulmonary
resuscitation. Position your hand in the central part of the chest, about a couple of
inches above the end of the breastbone. Lay one hand on top of the other. Push hard
and fast to about a third of the chest diameter. Give 30 compressions.
After each set of chest compressions, give two rescue breaths. Do this by tilting the
head back and lifting the chin. Pinch the nose shut and create a complete seal. Blow
into the patient’s mouth and see if the chest will rise.
Keep doing sets of chest compressions and rescue breaths until medical help arrives,
the person is oil breathing. Place the patient in a recovery position if he or she is
already breathing. You can prevent shock by laying the patient flat on the ground,
with the head slightly lower than the body.
If the person is conscious and breathing is normal, and if burns are present, cover
with ordinary cling wrap or other non-adhesive dressing, but no ointment or lotion.
If the person fell from a height, do not move. If bleeding is present, compression and
a tourniquet may be necessary.
An electric shock is a potentially fatal injury. Immediate medical attention is
important to prevent severe injury and death.

Unit 8| FIRST AID
A. Choose the correct answer according to the information in the reading
text.
1. To avoid an electric shock, _____________.
A. turn on the electrical supply
B. plug the machine
C. switch on the fuse box
D. turn off the electrical supply
2. If turning off the power supply is not possible, ______________________.
A. use a material that does not conduct electricity.
B. use a material that conducts electricity.
C. don’t use any dry wooden objects.
D. use any wet wooden objects.
3. If the person is conscious and breathing is normal, and if burns are present,____.
A. don’t cover the burn with ordinary cling wrap.
B. cover the burn with other non-adhesive dressing.
C. don’t cover the burn with other non-adhesive dressing.
D. use ointment or lotion.
4. Immediate medical attention is important to prevent_____________.
A. electrical currents through the body.
B. contact with a live source of electrical energy.
C. severe injury and death
D. high voltage of the electricity.
5. In severe cases, the patient may have _______________________.
A. a weak but stable pulse
B. a strong pulse
C. a weak or no pulse
D. heavy breathing

FIRST AID | Unit 8
B. The following words are found in the reading text (written in

bold). Match them with the same meanings (synonyms) listed
under column B.
A synonym is a word having the same or nearly the same meaning
as another word.
Examples: good: fine
easy: simple
Column A Column B
1. avoid A. awake
2. victim B. injury from high voltage
3. apply C.prevent
4. conscious D.use
5. shock E.injured
F. connect
Lesson 11
Discuss the causes and effect of electric shocks in groups of four and report to the whole
class.
_____________________________________________________________________________
______________________________________________________________________________
Section IV: Grammar

Lesson 12
Grammar focus: Conditional Sentence Type I (form, meaning, and use)
Look at the following sentence taken from the talk. Examine this sentence and,
working in pairs, say what kind of conditional sentence to it is.
If individuals or groups are inflicted by such accidents or emergency illnesses, it is
essential that the victims immediately receive first aid treatment by trained first aid
workers.
The verb in the ‘if clause’ is in the Present Simple Tense; the verb in the main clause
is in the Future Simple. It doesn’t matter which comes first.
If he runs, he will get there in time.

Unit 8| FIRST AID
The cat will scratch you if you pull her tail.
This type of sentence implies that the action in the if-clause is quite probable. Note
that the meaning here is present or future, but the verb in the ‘if-clause’ is in the
present, not the future tense.
FORM
If-clause Main clause
Simple Present Tense Simple Future Tense (will/shall)+infinitive
without ‘to’
If I study hard, I will pass the exams.
When the ‘if clause’ is used at the beginning of a sentence, it is separated by a

comma from the main clause. However, if the main clause comes first, you do not
need to use a comma.
Main clause If-clause
I will pass the exams if I study hard.
A. Complete the following sentences with ‘if + Present Simple +

will/won’t’, using the words in brackets.
If __________ (it/rain), _________ (we/not/go) out.

If it rains, we won’t go out.
1. If…………… (the weather/be) nice tomorrow, ……….. (we/drive) to the cost.
2. If ----------- (she/post) the letter now, ---------------- (they/receive) it tomorrow.
3. ……………… (Belete/be) angry if ………………….. (Fitsum/arrive) late again.
4………………… (I/go) to their party if …………….. (I/have) enough time.
5. If ………… (she/not/pass) this exam, ……… (she/not/get) the job that she wants.
6……………… (you/learn) a lot if …………. (you/take) this course.
7. If ………… (I/get) a ticket, ……………. (I/go) to the concert.
8. …………….. (I/buy) that camera if……………. (it/not/cost) too much.
9. If ……………. (you/run) very fast, ………….. (you/catch) the bus.
10. …………….. (I/go) to the doctor’s if………… (I/not/feel) better tomorrow.
11. If………….. (they/win) this game……………. (they/be) the champions.

FIRST AID | Unit 8
Lesson 13
B. Complete the following dialogue with the Present Simple or
‘will/won’t’ forms of the words in brackets.
Example:
A: We must be at the airport at two o’clock.
B: Well, if we take a taxi at one o’clock, we won’t be late.
1. A: I would like a newspaper.
B: Well, ……………… (I/buy) one for you if …………… (I/go) to the
shop later.
2. A: Has Alemu phoned yet?
B: No, and if ………….. (he/ not/phone) this afternoon.
3. A: Is Fatuma there, please?
B: No, but if ……………. (you/want) to leave a message, (I/give) it to
her.
C. Circle the correct verb in the ‘if-clause’ or ‘result clause’ to make a real
conditional in the present or future.
Playing at the Park
Every weekend, if the weather is nice, I ……1…. (will spend/spend) time outside
with my children. One of their favourite things to do is to go to a nearby park.
If we ride our bikes to the park, it…..2…. (takes/will take) about 10 minutes. If
there….3…. (is/will be) a lot of traffic, it takes a little longer. Once we get to the
park, the kids choose their favourite playground equipment to play on. Mathewos
likes the climbing walls, but if he ….4…. (climbs/will climb) too high, I start to get
nervous. I always have to remind him: “If you’re not careful, you….5…. (fall/will
fall) and hurt yourself.” His reaction is usually to roll his eyes at me. My daughter
Hiwot loves to play on the seesaw. On the way to the park, she almost always asks
me, “Mom, if there….6….. (Is/will be) no one for me to play with, .7… (do/will)
you go on the seesaw with me?” If she….8…. (finds/will find) someone to play
with at the park, she….9…. (will spend/should spend) the entire time on the seesaw.
Unit 8| FIRST AID
Sometimes, I talk to the other parents who are there. After an hour or so, the kids
and I ride our bikes back home. On the way, I tell them, “If the weather is nice next
weekend, we .........10.....(come/will come) back.
Lesson 14
Nouns
What is a noun?
A noun is a word that names something, such as a person, place, thing, or idea.
In a sentence, nouns can play the role of subject, direct object, indirect object,
subject complement, object complement, appositive, or adjective.
Exercise 1: Identifying nouns. Underline the two nouns in each sentence.

Example:
In the summer we go to the lake.
1. Last month was my birthday.

2. Many birds fly south in the winter.
3. My brother gave the best speech.
4. Her dog had four puppies.
5. At the park, there were many ducks.
6. A light was shining in the window.
7. The teacher entered the classroom.
8. A large cat slept in front of the fireplace.
9. The man was known for his honesty.

FIRST AID | Unit 8
Section V: Speaking
Lesson 15
Asking for, giving and declining to give advice
A. Read and practice on the following expressions.
Asking for Giving advice Declining to
advice give advice
 I’ve got a bad  If I were you, I  I don’t know
toothache. would go to the what to

What do you dentist. advise, I’m
suggest I do? afraid.
 Why don’t you go
 What do you to the dentist?  I wish I could
advise me to suggest
 You’d better brush
do? something,
your teeth regularly.
but I can’t.
 What should I
 You ought to/
do?  I wish I
should avoid eating
could help.
 What ought I sweets.
to do?  I’m afraid I
 If you take my
can’t really
 What’s your advice, you’ll go to
help you.
advice? the dentist.
 If you were  It might be a good

me, what idea to brush your
would you teeth on a regular
do? basis.
 I advise you to
brush your teeth on
a regular basis.
 Have you thought

about seeing a
dentist?

Unit 8| FIRST AID
B. Practice the dialogue between Kebede and Aster.

Kebede: Hey Aster, do you mind if I ask you for some advice?
Aster: Of course not. Please, go ahead.
Kebede: I’m thinking about buying a new car. What kind
of car should I buy?
Aster: Hmm…. What is your price range?
Kebede: I don’t know. Something reasonable and nothing too crazy.
Aster: Why do you want a new car?
Kebede: My car is very old, and it often breaks down.
Aster: I see. How often do you drive?
Kebede: Umm… I drive to work every day and I go shopping at the mall
at the weekend.
Aster: Is that all? Do you go anywhere else?
Kebede: I go to the gym three times a week.
Aster: I think you should buy a small, compact car.
Kebede: Really? What kind should I buy?
Aster: Have you seen the new car models?
Kebede: No, I have never heard of them.
Aster: They are very reasonable and reliable. Why don’t you test-drive
one?
Kebede: Great! I will. Thanks for your advice, Aster.
C. Complete the following dialogue using the appropriate verbs in brackets.
Practise the dialogue in pairs.
1. Ali: What’s wrong? You look really stressed out about something.
Hanan: It’s this project our English teacher gave us. I should finish it by
tomorrow, and I’m still working on it. If I don’t finish it tonight, I…1…
(get, will get, would get) a zero!
2. Ali: Well, I can help you if you…..2…. (need, will need, would need) it.
Hanan: Really? That would be great!
FIRST AID | Unit 8
Section VI: Writing

Lesson 16
Expository writing
Expository writing explains a subject or informs others about a particular topic
area. The goal is simply to teach the reader something.
Expository writing should aim to answer any questions a reader might have
about a subject and think about the classic who, what, why, when, how questions.
You want to lay everything out clearly, avoiding any jargon or overly technical
language that may confuse people. Try to approach expository writing from a
beginner’s mind-set to make your piece as useful as possible.
Most importantly, keep your emotions and opinions about a subject out of
it. Unlike persuasive writing, expository writing shouldn’t have an angle or
agenda - just the facts.
Example:
Ways to Treat Pain at Home
Pain from injury, accident, or illness can happen to anyone at any time. You can do a
number of things at home to feel better. One of the ways to treat pain at home is using
water. Use water to clean cuts and scrapes and to treat burns. If you’re dealing with a
burn, put the injured area in cool water or cover it with a cold compress as soon as you
can. If your skin blisters, leaks fluid, loses feeling, or turns black, brown, or white, get
medical help right away.
Based on the above sample paragraph, write a similar short expository
paragraph about ways of minimizing accidents.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________

Unit 8| FIRST AID
Assessment
I. Listening
Your teacher will read you a short text on World First Aid Day and ask you to
answer questions. Write your answers in your exercise book.
1. While listening, fill in the blank spaces (1-12) with words or phrases from
the listening text.
citizens trained raise part
occurs education numbers
save
World First Aid Day _________1____________ 2000. The International

Federation of Red Cross and Red Crescent Societies (IFRC) introduced it to raise
global awareness of __________2___________ save people’s lives in everyday
situations. It occurs on the second Saturday of September every year. It provides
an opportunity for citizens to understand they __________3___________ that
could save someone’s life. The International Federation says World First Aid Day
is to “celebrate the numbers _________4____________ first aid volunteers and
by laypersons __________5___________.” Many first-aiders recommend making
first aid education a part of taking a driving test. Others say children should learn
it in schools and it __________6___________ teachers’ training. First aid is the
__________7___________ care when someone is sick or injured. It is usually carried
out by a normal person until medical experts or an ambulance arrives. Sometimes,
the __________8___________ effective enough. Most first aid procedures are
simple techniques. They _________9____________ no equipment but have
saved millions of lives. There are key aims of first aid. The first is to preserve life.
__________10___________ everything he or she can to stop someone from dying.
The second aim is to prevent further harm. This could be to try and slow down
bleeding or __________11___________ bone from being moved. The final aim is to
promote recovery. This might include encouraging someone to breathe, or sticking
__________12___________.
2. Put the words into the gaps in the text based on the listening text.
World First Aid Day started in the year 2000. The International Federation of
Red Cross and Red Crescent Societies (IFRC) introduced it to ______1______
global awareness of how first aid can save people’s lives in everyday situations.

FIRST AID | Unit 8
It _____2_______ on the second Saturday of September every year. It provides an

opportunity for ______3______ to understand they can quickly learn skills that could
_____4_______ someone’s life. The International Federation says World First Aid
Day is to “celebrate the ______5______ of lives saved both by first aid volunteers
and by laypersons ______6______ in first aid.” Many first-aiders recommend making
first aid _____7_______ a part of taking a driving test. Others say children should
learn it in schools and it should be ______8______ of teachers’ training.
3. Put the words into the gaps in the text based on the listening text.
normal millions breathe dying
initial itself slow key

First aid is the provision of ______1______ care when someone is sick or injured.
It is usually carried out by a ______2______ person until medical experts or an
ambulance arrives. Sometimes, the first aid ______3______ can be effective
enough. Most first aid procedures are simple techniques. They require very little or
no equipment but have saved _____4_______ of lives. There are ______5______
aims of first aid. The first is to preserve life. The first-aider does everything he
or she can to stop someone from ______6______. The second aim is to prevent
further harm. This could be to try and _____7_______ down bleeding or to stop a
broken bone from being moved. The final aim is to promote recovery. This might
include encouraging someone to _____8_______, or sticking a plaster on a cut.
II. Speaking
Your teacher or one of your classmates will tell you his/her problem. Give your
advice.
• I have an injury on my right leg. What should I do?
• I’ve cut my index finger with a knife while chopping onion. What is your
advice?
• My dog has bitten my younger sister. What do you advise me to do?
• I’ve had a frequent cough. What do you suggest I do?
• I’m feeling tired. What should I do?
• My neighbors are too noisy. What should I do?
• I have a problem with math? What should I do?
• I can’t sleep at night. What do you advise me to do?

9
UNIT
UNITY IS STRENGTH
Learning outcomes
• identify the main ideas of the listening text;
• extract details of ideas from the listening text;
• identify the main ideas of the reading text;
• extract details from the reading text;
the reading texts;
• write a short paragraph on the importance of Unity;
• identify the form, meaning and use of conditional sentence type 2
• distinguish and use different kinds of Adverbs
• use degrees of adverbs correctly
• orally state and ask for an opinion
• orally express agreement and disagreement

UNITY IS STRENGTH | Unit 9
Lesson 1
Before you listen to the talk, look at the following questions

and discuss your answers in groups of three or four. One
student will report the results of your discussion to the whole
class.
1. How do you understand the saying “Unity is Strength”?
2. Can you give an example of the benefits of unity?
3. Before you listen to the text, give the meanings of the following words in
groups of three: prosperity, aloof, ruin, sacrifice, petty
4. What do you think is happening in this picture?
Write True or False based on the information in the listening text.

1. Members of the family should stand by one another, even if this
might require the sacrifice of some of their personal interests.
2. Peace and happiness and strength of each family depended on their
personal interest.
3. Several families formed small groups or tribes for their common good.
4. Peace and happiness do not bring prosperity and respect.
5. According to the text, unless we give up these petty quarrels and
unite with one another, the sad history of the past may be repeated.

Unit 9| UNITY IS STRENGTH
Lesson 2
Answer the following questions in groups of five.
1. How do your parents feel when you and your siblings fight with
each other?
2. How do parents teach their children about the importance of
unity?
Section II: Reading

Lesson 3
1. How do you understand the picture below? Discuss in groups of three.
2. What do the following sentences mean? Work in groups of four and report
to the whole class.
• When divided, individuals cannot achieve what they had hoped for.
• Togetherness makes things easy; sometimes we cannot do the things alone and we need the
support of others.
• We can fight terrorism by standing tall with unity.
• One cannot survive alone. Unity is essential. Togetherness makes things easier and smoother.
• With unity and cooperation, we can achieve anything.
1. We can overcome even the toughest problems if all of us unite and work
together. A king can conquer an enemy only if his army is united. Similarly, for
any task, a concerted effort from all concerned will help complete it successfully.

Instead of wasting our strength, effort, and time in doing a job individually, if a
group of people plan and work together, they can complete the task faster and better.
2. One day, all the parts of the body were arguing as to who was the most important
and greatest of them all. Each part of the body felt that it was indispensable and
made fun of the others. Hand felt that it did all the hard work and so it was very
important to man. Leg felt that man could only move because of it, and hence, it was
crucial for his existence. Teeth claimed that they chewed all the food and helped
man to live a healthy life.
3. Every part of the body thus went on and on claiming that each one was more
important than the other. This led to a big argument and all the parts decided to go
on strike.
“I won’t carry a thing,” said Hand.
“I won’t walk any further,” said Leg.
4. Teeth stopped chewing food and Mouth refused to take in food or water with the
result that the body became very weak in just a couple of days.
5. Since Stomach stopped receiving any food, it could not energize the other parts of
the body, and there was no proper blood flow in the body. The body was nearing a
state of collapse.
6. It was then that all the parts of the body realized how stupid they had been. They
understood that they were not really important as individual parts and had to function
cohesively to maintain a healthy body.
7. They decided that, henceforth, they would all work together as one healthy body
and stop fighting among themselves. They realized that each one was important in
their own way and unity always resulted is strength.
8. Thereafter, all the parts of the body did their respective work regularly. This
resulted in better coordination. Soon, the body recovered from its weakness and
became active as it was a few days back.
A. Give short answers.
1. How can we overcome the toughest problems?
2. What would happen if Stomach stopped receiving any food?
3. What did all the parts of the body finally realize?

4. What was parts of the body arguing about?

5. What helps a king conquer an enemy?
Lesson 4
B. What do the words in bold type refer to in the text?
1..…… his (Para. 1, line 2)
2…….. it (Para. 1, line 3)
3…….. it (Para. 2, line 2)
4……. they (Para. 6, line 1)
5……. their (Para.7, line 2)

Guessing meaning from context
1. Find words from the reading text which have the following
meanings and write your answers in the spaces provided.
a. overcome (Para. 1) ____________________
b. indispensable (Para. 2) _________________
c. crucial (Para. 2) ________________________
d. strike (Para. 3) __________________________
e.proper (Para. 5) _________________________
f. collapse (Para. 5) _______________________
g. coordination (Para. 8) ____________________
Lesson 5
Discuss and write the answers for the following questions in group of five and
report to the class.
1. Why is unity important?
2. How can we build unity?

Listening II
Lesson 6
Work in pairs to describe what the people in the picture are doing. Then, listen
to the text to check if you are right.
A. Match Column A with Column B working in groups of three based on the
information from the text.
No. Column A Column B
1. The Battle of Adwa a. sent shockwaves throughout
the world.
2. Ethiopia b. have never been colonized.
3. Italians being soundly c. was a clash between the Ethi-

defeated by Ethiopians opian and the Italian forces.
4. Ethiopia and Liberia d. the Battle of Adwa.
5. A useful factor as a e. is a unique nation with a
state-building tool to unique history.
the Ethiopian state was

Answer the following questions while you are listening to the text.
1. What have successful wars and revolutions often served?

2. What does the story-surrounding Adwa indicate?
3. What was a significant trading town in the northern province of Tigray?
4. What makes Ethiopia special?
5. When did the Battle of Adwa take place?
Lesson 7
Discuss the following questions in groups of six and
report to the class.
1. What enabled Ethiopians to win the Battle of Adwa?
2. What caused the Battle of Adwa?
Reading II
Lesson 8
1. How do you think unity is related to wild coffee farming?
2. Can you predict the effect of unity on coffee farming?
3. What do you understand from this picture?
Unity is strength when it comes to wild coffee farming in Ethiopia.

Despite this long history, making a living from farming coffee can be a struggle.
Many farmers harvesting the wild coffee which grows in Ethiopia’s forests make
less than $1 a day because they lack the tools, training, and bargaining power to
build profitable businesses. These hardworking people are living in poverty for
reasons that are preventable.
Today, green coffee is Ethiopia’s largest export, and coffee is the main source of
income in forest regions like in Ethiopia. Local beans end up as far afield as the US,
Europe, and Japan. But, while the volume of Ethiopia’s coffee exports is increasing,
prices are falling, putting more pressure on the already struggling 15 million people
working in the country’s coffee industry.
Ethiopia’s diverse varieties, flavours, and natural forest-friendly production methods
should provide wild coffee producers with an advantage in the international market.
Half of the country’s annual coffee production comes from wild coffee but, although
it is an organic, high-value product, most forest communities hardly benefit from its
sale.
For coffee producers to get a good price for their wild coffee, their beans need to
be branded and licensed to certify that they meet quality standards. However, local
survival farmers have struggled to reach the standards required because they lack
training in effective coffee production practices, business, and marketing skills. As a
result, they have no option but to sell their coffee locally for a much lower price than
they would fetch if their processes were upgraded.
Farm Africa is setting up farming cooperatives which provide wild coffee farmers
with training and assistance to access markets so they can secure better prices for
their improved wild coffee. The role of our cooperative is to train the community and
create awareness on how to maintain coffee quality through visits, training, and by
focusing on our resources.
One of the most effective ways to sustainably increase the incomes of wild coffee
farmers is to help them improve how they process their beans on their farms.
Traditionally, coffee is collected, dried, and stored in clean sacks before being
processed and sent to market. But currently, post-harvest practices amongst many
farmers are inadequate as they cannot afford to buy simple sacks to store their
coffee, and don’t have the capital and specialist knowledge needed to process the
beans.

After beans have been dried and processed, they need to be graded. A high-quality
grade means that coffee can be exported to countries like the UK and the USA,
whereas lower grades are only traded locally. For farming cooperatives to go directly
to the Ethiopia Commodity Exchange to get their beans graded for international
export.
Workers say, “We have come together and joined our hands to make a change to our
lives. As individuals, we can’t do this, but together we have a louder voice. Potential
markets are usually located far away. If we approach these at an individual level, we
cannot sell. If we do this in large sizes, we work together to transport the coffee and
have an influence. Unity is strength and we can do more as a group.”
Source: https://www.farmafrica.org/agriculture/coffee
A. Choose the Correct Answer based on the reading text.
1. Half of the country’s annual coffee production comes

from……………….
A. mining industry B. tourism C. wild coffee
2. What do workers from coffee farming say?
A. Working together and joining hands is impossible in Ethiopia.
B. Working together and joining hands will make a change to our lives.
C. Working individually can help us to be profitable.
3. A high-quality grade coffee can be exported to …………………..
A. Brazil B. the UK and the USA C. Kenya

4. Local subsistence farmers struggled to reach the standards required
because they:
A. lack training in effective coffee production practices.
B. cannot be trained in business and marketing skills.
C. lack interest to be trained.

Lesson 9
B. Give the meanings of the following words written in bold in the
reading text.
1. struggle
2. hardworking
3. afield
4. flavours
5. survival
6. access
7. inadequate
8. afford
1. What is the best way to bring unity amongst all humankind?
2. What is the example of unity in the reading text?


Lesson 10
Word Building
In groups of three, write synonyms and antonyms for the following words
listed in the table.
Synonyms Antonyms
unify
desire
independence
respect
freedom
liberation
restore
undivided
reaffirm
struggle
cooperation
responsibility
establish
promote
resolve
value
strengthen
combine

Section IV: Grammar

Lesson 11
Conditional Sentence Type II
Read the following notes about Conditional Sentence Type 2 and answer the
questions that follow.
The Second Conditional uses the modal verb “would” to indicate that it is unlikely
that a condition will be fulfilled. They reflect a bit of wishful thinking, but are not
impossible, and if they do happen, then the result will occur. These sentences often
use “were” instead of “was’’ in the past tense, just like subjunctive sentences.
However, the conditional nature of these sentences - condition and result using the
conjunction “if” - makes them ‘conditional’, not subjunctive.
Examples:
The “if” clause in a second conditional is in the Simple Past. The result part of the
sentence is then written in the “would + infinitive verb” form; this is called the
Present Conditional Tense.
I would answer if he called.
If the weather improved, our crops would flourish.
If you resolved to be diligent in your studies, you would succeed in college.
I would faint if I ever met Kebede.
You would understand the joke if you were there.
If I were rich, I would never work again.
Complete these sentences, working in pairs and using the words in brackets.
Example: If Mahlet lived in Gondar, she…………. (be) near her parents.
If Mahlet lived in Gondar, she would be near her parents.
1. If Senait didn’t have to work in the evenings… (she/go) to the cinema.
2. Almaz would’t go to work by car if ……. (she/live) near a train station.
3. Serkalem wouldn’t be overweight if….. (she/not/eat ) so much.

4. If Ismael didn’t live in a flat, …… (he/have) a dog.

5. If Bulcha wanted to be healthy… (he/not/smoke).
Lesson 12
Adverbs: kinds, degrees of adverbs
Read the notes and do the exercises that follow in groups of four.
Like adjectives, some adverbs can express the three degrees of comparison: positive,
comparative, and superlative. Below are examples of the positive, comparative, and
superlative forms of some adverbs:
POSITIVE COMPARATIVE SUPERLATIVE
soon sooner soonest
near nearer nearest
sweetly more sweetly most sweetly
early earlier earliest
slow slower slowest
late later latest
quick quicker quickest
fast faster fastest
bright brighter brightest
Positive
The positive form of comparative adverbs describes an action without comparing
it to anything.
• Kiflu came late.
• Kidist will arrive soon.

• Solomon died early.
Comparative
The comparative form compares the action of two people, places, or things.
• Kiflu came later than Amy.
• Kidist will arrive sooner than Jack.
• Solomon died earlier than Geremew.

Superlative
The superlative form of comparative adverbs compares the action of three or

more people, places, or things.
• Of the three, Kiflu came latest.
• Of the three, Kidist will arrive soonest.
• Of the three, Solomon died earliest.

Choose the correct comparative adverb form for each sentence.
1. Of the two boys, Kiya laughed (harder, hardest).

2. Of your many jokes, that one was (funnier, funniest).
3. Of all choir members, Estifanos sang (louder, loudest).
4. Of the two delegates, Solomon served (long, longer, longest).
5. Of all the Sudanese delegates, Abubeker fought (hard, harder, hardest)
for a stronger central government.
Lesson 13
Forming Comparison Adverbs
We form comparison adverbs the same way we form comparison adjectives. How
we create the comparative and superlative forms of an adverb depends on how the
adverb appears in its positive form. There are two main categories to remember.

One-Syllable Adverbs
We create the comparative form of most one-syllable adverbs by adding er to

the end of the word. The superlative form is created by adding est.
late later latest

soon sooner soonest
tall taller tallest
long longer longest
hard harder hardest
deep deeper deepest
close closer closest
high higher highest
Two-Syllable Adverbs
Most adverbs with two or more syllables don’t have comparative or superlative
forms. Instead, we put the word “more” (or “less”) in front of the adverb to form the
comparative, and the word “most” (or “least”) to form the superlative.
often more often most often

carefully less often least often
happily more carefully most carefully
slovenly less carefully least carefully
gracefully more happily most happily
elegantly less happily least happily
arrogantly more slovenly most slovenly
less slovenly least slovenly
more gracefully most gracefully
less gracefully least gracefully
more elegantly most elegantly
less elegantly least elegantly
more arrogantly most arrogantly
less arrogantly least arrogantly
Since most adverbs are formed by adding the suffix -ly to an adjective, the rule above
applies to most comparative adverbs.
Irregular Comparison Adverbs
Some adverbs have irregular comparative and superlative forms. We must learn
these if we haven’t already.
little less least

good, well better best
badly worse worst
much, some more most
We check the dictionary if we are unsure how to create the comparative or

superlative form of any adverb.
A. Fill in the blanks with the correct comparative form of the adverb (in
parentheses).
Example: He is singing more loudly than the other singers. (loudly)
1. He arrived ___________________ than expected. (early)

2. We walked ___________________ than the rest of the people. (slowly)
3. They called us ___________________ in the afternoon. (late)
4. My mother and my sister talked _______________ than the other guests. (loudly)
5. He hit his arm ___________________ than before. (hard)
6. The Spanish athlete ran ___________________ than the other runners. (fast)
7. Ali threw the ball ___________________ than Said. (far)
8. We answered all the questions ________________ than the other students. (well)
9. Our new teacher explains the exercises ___________ than our old teacher. (badly)
10. The new mechanic checked the car _________ than the old mechanic. (carefully)

B. Fill in the correct adverb form (comparative or superlative) of the adjectives

in brackets.
1. I speak English (fluent) ……… now than last year.

2. She greeted me (polite)…….. of all.
3. She smiled (happy) …….. than before.
4. This girl dances (graceful) ……… of all.
5. Could you write (clear) ………?
6. Planes can fly (high) ……. than birds.
7. He had an accidental last year. Now, he drives (careful)……… than before.
8. Minalu can run (fast) …….. than Kidist.
9. Our team played (bad) ……. of all.
10. He worked (hard) ……...
Section V: Speaking
Lesson 14
Expressions for Agreeing and Disagreeing
Practice the following common expressions on agreeing and disagreeing and
complete the dialogue below.
Stating an opinion
• In my opinion ...
• The way I see it ...
• If you want my honest opinion ...
• According to Lisa ...
• As far as I’m concerned ...
• If you ask me ...

Asking for an opinion

• What’s your idea?
• What are your thoughts on all of this?
• How do you feel about that?
• Do you have anything to say about this?
• What do you think?
• Do you agree?
• Wouldn’t you say?

Expressing agreement
• I agree with you 100 percent.
• I couldn’t agree with you more.
• That’s so true.
• That’s for sure.
• (slang) Tell me about it!
• You’re absolutely right.
• Absolutely.
• That’s exactly how I feel.
• Exactly.
• I’m afraid I agree with James.
• I have to side with Dad on this one.
• No doubt about it.
• (agree with negative statement) Me neither.
• (weak) I suppose so./I guess so.
• You have a point there.

• I was just going to say that.
Expressing disagreement
• I don’t think so.
• (strong) No way.
• I’m afraid I disagree.
• (strong) I totally disagree.
• I beg to differ.
• (strong) I›d say the exact opposite.
• Not necessarily.
• That’s not always true.
• That’s not always the case.
• No, I’m not so sure about that.

Interruptions
• Can I add something here?

• Is it okay if I jump in for a second?
• If I might add something ...
• Can I throw my two cents in?
• Sorry to interrupt, but ...
• (after accidentally interrupting someone) Sorry, go ahead. OR Sorry, you
were saying...?
• (after being interrupted) You didn›t let me finish.
Settling an argument
• Let’s just move on, shall we?

• Let’s drop it.
• I think we’re going to have to agree to disagree.
• (sarcastic) Whatever you say./If you say so

Complete the dialogue individually and practise it with your partner.
convinced definitely get me wrong got a point

I disagree not so sure right what you mean
A: Here’s my design for the new advertising campaign. What do you think?
B: I’m not (1)……………………………… that this is what the client wants.
A: But they asked for bright colours.
B: I think (2)…………………………… They said they wanted the design to
be fresh and fun.
A: But this design is fresh and fun.
B: I’m (3) ………………………………
A: Really?
B: Don’t (4) ………………………………, I like your design but it doesn’t
fit the brief.
A: I see (5)……………………………… I guess it’s a bit too flashy.
B: What about changing the red and the stars?
A: Maybe you’ve (6)……………………………… there. I think you’re
(7)………… Is that better?
Lesson 15

A. There are two columns below, the first one includes questions about opinions
and the second one is also about expressions of opinion. So, practise making
conversations in pairs or in groups of four.
Questions about opinions Expressions of opinion

(The word “So” often • I think people should ...
precedes a question about • I don’t think people should...
someone’s opinion.) • People shouldn’t ....
• So, what do you think about ...? • I don’t think ............. is a good idea.
• What’s your opinion about ...? • In my opinion, people should(n’t) ...
• What’s your feeling about...? • From my point of view … is (n’t) a

good idea.
• What’s your point of view about ...?
• I can see/understand …, but I can’t
• How do you feel about the issue
see/understand ….
of...?
• I don’t think people should be al-
• Do you have any opinions about ...?
lowed to ....
B. Give your opinion on the following questions using the

above expressions.
1. What is your opinion on the saying that ‘Unity is Strength’?

2. How do you feel about the Battle of Adwa?
3. How do you feel about the issue of ‘Unity’ when it comes to wild coffee
farming in Ethiopia?
4. Do you have any opinions about the farmer and his quarrelling sons?

Section VI: Writing

Lesson 16
This activity is intended to focus of paragraph organization.
Narrative Paragraphs
A narrative paragraph is a form of storytelling where you have to provide sensory

details of your personal experience. However, when writing a narrative paragraph,
you will have to follow a set pattern and the guidelines closely.
Read the following sample narrative paragraphs
Once upon a time, there was a flock of doves that flew in search of food led by their
king. One day, they had flown a long distance and were very tired. The dove king
encouraged them to fly a little further. The smallest dove picked up speed and found
some rice scattered beneath a banyan tree. So all the doves landed and began to eat.
Suddenly a net fell over them and they were all trapped. They saw a hunter approaching,
carrying a huge club. The doves desperately fluttered their wings trying to get out,
but to no avail. The king had an idea. He advised all the doves to fly up together,
carrying the net with them. He said that there was strength in unity….
Write a narrative paragraph individually and discuss it in groups of four. Then,

read it to the whole class.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________

Assessment
1. Reading
Your teacher will give out a short reading text entitled ‘Unity is Strength’.
Answer the following questions based on the information given in the reading
passage. Write your answers in your exercise book.
1. Outline the living beings /creatures in the story.
2. There is a serious problem or challenge stated in the story. What is it?
3. There is a big task needed to be accomplished in the story. What is it?
4. Why is unity needed in the story?
5. How is unity achieved in the story?
6. What is the moral of the story ‘Unity is Strength’?
2. Grammar
Go back to the story you’ve just read. Read it again and answer the following
questions.
1. What tense is used in the story? Why?
2. Underline all of the adverbs and adjectives.
• Write out their noun and/or adverb and adjective forms as found appropriate.
• Write out their comparative and superlative forms.

UNIT
10 MOBILE PHONES
Learning outcomes
• take notes from the listening texts.
• identify main ideas and important details from a listening text.
• distinguish the main ideas of the reading text.
• identify details from the reading text.
• write their own sentences using words and ideas from the listening and
the reading texts.
• write a short expository paragraph on mobile phones.
• construct simple and compound sentences.
• identify and use conditional sentences (type III)
• orally express their opinions.
• use expressions for giving and receiving advice.
• talk and ask about mobile phone types, and habits and
• develop their vocabulary and speaking skills specifically related to
mobile phones and related issues.
Unit 10| MOBILE PHONES
Lesson 1
Pre-Listening Activity
Answer the following questions and be ready to share your answers with the
whole class.
1. Why do we have these two phrases - mobile phone and cell phone - in English?
2. In today’s world, is a smart phone a necessity for people of all ages, or is it just
a luxury item? Why or why not?
Look into the following pictures and then listen to the text read by the teacher.
i. Landline Telephone, Old

ii. Old radio telephone Mobile radio
Telephone
telephone
iii. Different types of Tele-

iv. Analogue phone Digital phone
phones: Analog Telephone, Mo-
bile Phone and Smart phone
v. Corded telephone Cordless

phone vi. Basic phones

MOBILE PHONES |Unit 10
vii. Feature phone

viii. Smart phone
Listening 1
Listen to the text on historical developments and types of

telephones invented by scientists and answer the questions
below:
1. What are the two major types of telephones invented by the scientists/
engineers?
2. What is the difference between a basic phone and a smart phone?
3. What features can be found in modern mobile phones?

4. The listening text shows different __________ that can be found in modern
mobile phones.
A. nature B. features C. disadvantages
5. What are the three types of mobile phones?
Lesson 2
Discuss your answers in groups of three to five.
1. What type of mobile phone does your father/mother, sister or

brother have? What about you?
2. Many teachers have concerns about students’ use of cell phones at

school and in the classroom. Think of three reasons for and against this issue and
explain your ideas from your own experience.

Listening 2
Lesson 3
You have listened to the text on the invention and the various types of telephones
developed in the history of communication through telephoning.
Now, you will listen to a text on the harmful effects of mobile phones on students.
Answer the questions based on the textual information.
Answer the following questions in pairs. First, write out your own answers.
1. Have you ever noticed the harmful effects of mobile phones? What are they?
List them down!
2. Suggest a solution.
Answer the following questions based on your listening of the
text read by the teacher.
1. What are the negative impacts of mobile phones on students?
2. The _________ being used by mobile phones disturb the natural

sleep cycle.
3. Two strains to the eyes indicated in the text are __________and __________.
4. Which of the following does not relate to health problems from constant use
of mobile phones?
A. vision B. bending postures C. headache D. migraines E. radiation
5. Which one of the following does not contribute to the reason why students
have poor academic performance?
A. inability to focus and learn C. losing intelligence
B. failure to recall/inability to remember D. working for success

Lesson 4
Vocabulary
A. The following words under Column ‘A’ are taken from the
listening text you’ve just listened to. Find their contextual
meaning from Column ‘B’. Write the answers in your exercise
book.
A B
1 strain A. to give up something important or valuable so
that you or other people can do or have something
else
2 abandon B. prevent (someone) from giving their full
attention to something; divert (attention) from
something
3 hectic C. carry out, accomplish, or fulfil (an action, task,
or function)
4 precious D. unfriendly or threatening
5 sacrifice E. an obstacle or difficulty
6 distract F. having great value; very necessary and not to
be wasted
7 perform G. full of busy activity
8 forbidding H. give up practice completely
9 hurdle I. injure organ by over exertion
B. Fill in the blanks with the words you matched in A above. An example
is given.
strain abandon sacrifice
distract forbidding hurdle
perform/performing hectic precious
1. She sacrificed her career to bring up the children.
2. I ____________ my consistent use of mobile phones as my exam results fell

down. I don’t want to sacrifice my school performance to mobile phone use
addiction.

3. Reading in poor light can _________________your eyes.
4. This week has been really _____________. I had to study six subjects besides
looking after my father in the absence of my elder brother.
5. We are wasting ________________ time sitting around here!
6. They tried to ____________ our attention from listening to the teacher’s
explanation.
7. Mobile phones are capable of ______________ many tasks, such as playing
games, taking pictures, sending text messages and recording talks.
8. A university can seem a _______________ place to new students.
9. The sport of racing over _____________ is called hurdling, and a person or horse
that takes part is called a hurdler.
Lesson 5
Get into groups of four and discuss the following questions.
1. At what age is it appropriate for children or teenagers to have a
phone?
2. What do you think should be the role of parents and elder
brothers and sisters?

Lesson 6
Talking about Mobile Phones
I. Refer back to your answers to the listening exercise and your notes and
answer the following questions:
1. Do you have a mobile phone? If not, focus on your family members.
2. How often do you use your phone? If you don’t, how often does your elder
brother or sister/your parents use mobile phones?
3. Do people use their phones too much in your place of residence?
Now, discuss your answers in pairs or threes.
II. Individual Work:
• Outline reasons why kids should have a cell phone.

• Outline reasons why children should not have a mobile phone.
• Where should you not use mobile phones?
• Outline situations wherein you do not use your phone.
III. Small-group work
Work in a group of three to five to compare your answers. Ask your teacher
to give you an example/examples if necessary. When you finish, present your
discussion points to the whole class.
Lesson 7
Student mobile phone survey
Write five GOOD questions about mobile phones in the table, in pairs. Each
student must write the questions on his/her own exercise book. When you have
finished, interview other students.
Questions Student 1 Student 2 Student 3
1.
2.
3.
4.
5.
Now, make mini-presentations to other groups on your findings.

Lesson 8
Talking about the drawback of using mobile phones
Read the following text and answer the questions that follow.
We are often very fast to take new developments in technology positively or for
granted. We take them and practise using them without realizing that they may
have their own drawbacks. Remember what you have listened to on the harmful
effects of mobile phones on students’ life.
Students who are addicted to mobile phone use may be susceptible to some health
hazards and lack of concentration. Addiction in mobile phone means constantly
using mobile phones as if unable to abandon it or limit it. Cell phone addiction is a
behavioural addiction thought to be similar to that of gambling or game addiction.
Think about the following questions and give appropriate answers. Work
in groups of four or five.
1. There is often a debate on whether a smart phone is a need or just a want in
today’s society. What is your opinion on this?
2. Do you constantly use mobile phones?
3. Does your brother or sister, mother or father constantly use mobile phones?
4. If yes, what do you advise them?
Now, present the result of your discussion points to the whole class.

Lesson 9
1. When did you happen to see mobile phones first?

2. Do you know anything about the history of phones, and the
history, in particular, of mobile phones?

Mobile Phones
A mobile phone - often referred to as “cell phone” - is an electronic device that is
wireless and handheld. It is used for communications in many ways. We can make
calls to listen to the voice of near and dear ones who are far away from us. These are
portable versions of telephone devices which Alexander Graham Bell discovered.
The first mobile phones were not portable, and they were called telephones. Alexander
Graham Bell discovered the first telephone. Those telephones were only used for
making and receiving calls. But the telephones were wired and could not be carried
anywhere.
They were only used for making and receiving calls. Eric Tigerstedt created the
first pocket-sized mobile phone in 1917. However, the first mobile phone was not
actually produced until 1973. The first handheld mobile phone was invented by
Martin Cooper and was referred to as Original Gangster (OG) mobile phone. After
new inventions and modifications in technology, people came up with wireless
phones that can be carried anywhere and are pocket-friendly. Martin Cooper of the
Motorola Company invented the first mobile phone in 1973. But with evolutions
in technology, these mobile phones became thinner, smaller, light-weighted, and
wireless, making them handy and portable. They can be easily carried anywhere.
Everybody today owns at least a basic mobile phone. What makes it easy to use is
its user-friendly nature, small size, and its numerous attractive features. Mobiles
proved useful for every purpose. Nothing as comfortable as a mobile phone for
communicating over a distance. You cannot be present at the same time at more than
one place, but if required, you can just make use of your mobile phone and get your
work done.

Mobile phones have definitely become the most vital part of our lives. It is hard
to imagine life without mobiles. Indeed, mobile phones keep you connected round
the clock. They are now inexpensive, easy to use, comfortable, and equipped with
almost every latest feature you desire.
Answer the following questions based on the reading passage.
1. Read the passage quickly and briefly tell a partner what it is
about.
2. Who is credited with inventing the first phone?

3. What is a mobile phone?
4. Who invented the first mobile phone?
5. What are the different benefits of mobile phones?

6. The author explains why people need mobile phones nowadays. Find this
extract and read it aloud. The paragraph to read is number _________.
7. Why are mobile phones a vital part of our life?
8. Write True or False. Support your answer by quoting evidence from the text.
A. Alexander Graham Bell’s telephone device was as portable as Eric

Tigerstedt’s.
B. The first mobile phone was designed by Alexander Graham Bell.
Choose the best answer
9. The text is about the big role of ______________ in our life.
A. nature B. mobile phones C. technology
10. The author explains why…..
A. people want to store their precious moments.
B. people need mobile phones.
C. people want to communicate over a distance.
11. The article shows different _____ that can be found in modern mobile phones.
A. nature B. features C. disadvantages

12. What does ‘keep you connected round the clock’ mean/refer to?
A. 24 hours communication with others/anyone
B. unlimited moment of communication
C. limited moment of communication
D. makes you punctual
E. A and B
Lesson 10
Vocabulary
The following words under Column ‘A’ are taken from the reading passage.
Find their contextual meaning from Column ‘B’. Write the answers in your
exercise book.
A B
1 portable A. find unexpectedly or in the course of a search; be
the first to find or observe, e.g scientific phenomenon
2 handy B. absolutely necessary; essential
3 updated C. gradual development
4 discover D. creative ability; the action of inventing
5 invent E. able to be carried or moved
6 invention F. difficult
7 evolution G. make more modern; give the latest information to
8 vital H. convenient to handle or use; useful
9 hard I. create or design
Reading 2
Read the text below and answer the questions that follow.
In the old days, mobile phones were only used for receiving and making calls. But
nowadays mobile phones are so advanced with updates in technologies that they are
used for a lot more: texting, sending e-mails, online shopping, gaming, cameras, web
browsing, and even studying from it. A mobile phone is a handy device used for listening
to people who are far from us. The mobile phone has now become the most important
electronic device of the 21st century. They are very helpful to human beings nowadays.

Today’s mobile phones help people work smartly and are available with new features,
shapes, and sizes, so they are termed smart phones. These mobile phones come
with different features and technical specifications such as a high-quality camera,
additional controls, surf the internet, controlling other gadgets, etc.
It is an indisputable fact that the world has gone so far with the advancement of new
technologies such as mobile phones, the internet and so on, due to which people
are able to tour the cosmos virtually, sitting at one place using their smart devices
or other technological gadgets. Through mobile phones, internet access is ten times
hurried and short; it can still provide common internet features like alerts, weather
data, e-mails, search engines, instant messages and game and music downloading.
Due to the easy access of smart phones, communication has become very effective
and instant. People are able to convey their message all around the globe to their loved
ones without spending hefty sums of money. That is to say mobile phones allow us
to stay connected wherever we are and whenever we need to. Adults are always fond
of such gadgets and they always welcome and adopt such new technology readily.
Further, young people have been able to broaden their minds and improve their skill
by doing research on the Internet. For instance, they use smart phones to look up any
new word they come across. As we know, most universities have online teaching
provision, so smart phones assist the students to complete their assignments on time.
The mobile phone has been a lifesaver for a lot of people in case of an emergency.
Likewise, use of smart phones can be of vital importance in preventing crimes in the
society by providing information to the security forces in time.
Nonetheless, for the young, the use of mobile phones can be like an addiction, and
they can misuse it. Young people are also prone to getting involved in undesirable
activities on the Internet. This might have an adverse effect on their academic
performance. Therefore, young people should always be mentored and made aware
of its bad outcomes.
Also, a major contributor to its popularity is the availability of prepaid or pay-as-

you-go services from a phone shop or an online store. This allows subscribers to
load text or airtime credits to their handsets by the use of their credit cards, debit
cards, or by buying a prepaid card from the network they subscribe to.

Lesson 11
Answer the following questions based on the reading text above.
1. What feature can be found in modern mobile phones?
2. Why are new phones called intelligent phones?
3. How are smart phones helpful in communication?
4. What are the benefits of mobile phones for the young generation?
5. How can mobile phones be considered ‘lifesavers’?
6. Mention any two negatives of mobile phones.
7. How is a prepaid card useful to mobile phone users?
Choose the best answer based on your reading of the passage.
8. In Paragraph 1, a synonym of ‘innovation’ is ____________.
A. production B. sincerity C. invention D. prevention
9. Mobile internet can provide access to:
A. telegram B. e-mails C. schools D. university
10. Grown-ups should _________ the use of new technology by the young people.
A. reject B. criticize C. monitor D. accept
11. The meaning of the word ‘adverse’ in Paragraph 4 is _______________.
A. positive B. negative C. admirable D. unguided
12. According to the passage, one can opt for a _______ plan if prepaid plan
doesn’t suit him/her.
A. yearly B. weekly C. monthly D. daily

Lesson 12
Vocabulary
The following words under Column ‘A’ are taken from the reading passage,
written in bold. Find their contextual meaning from Column ‘B’. Write the
Column A Column B
1. look up A. not wanted or desirable because harmful
2. hefty B. occur; happen; take place
3. gadget C. use wrongly; treat badly or unfairly
4. device D. search for and find a piece of information in a
reference book
5. misuse E. a small mechanical device or tool
6. come across F. large in amount, size, force, etc.
7. undesirable G. a thing made or adapted for a particular purpose
Answer the following questions individually. Then, work in groups to discuss
the your answers.
1. The passage makes it clear that mobile phone can be abused. Yes or No?
2. At what age do you think children should be allowed to own a mobile phone?
3. What are the advantages and disadvantages of using cell phones? Why do you
think there are some people who are addicted to using cell phones?
4. Some parents take away their teenager’s phone as a punishment for poor
behaviour. Is that a good idea? What’s your opinion?
Use the expressions in the box below to express your opinion in pairs whether
parents should take away their teenager’s phone as a punishment.
In my opinion, parents should …
In my opinion, parents should not …
I think phones are important in our lives …
I think that bad behaviour must be punished …

Section IV: Grammar

Lesson 13
Conditional Sentence Type III
Remember that you studied Conditional Sentence Type II in Unit 9 Lesson 11.
Read the following note on Conditional Type III and answer the questions that
follow.
Examples:
If I had made enough money, I would have bought a new mobile phone.
(But I did not have enough money, so I didn’t buy a new mobile phone.)
If my mother had made a call, I would have answered the phone.
(But my mother didn’t make a call, so I didn’t answer the phone.)
It is possible to start conditional sentences with the main clause, of course:
I would have bought a new mobile phone if I had made enough money.
The perfect conditional of any verb is composed of two elements: would + the perfect
infinitive of the main verb (= have + the past participle of the verb).
Type III: Impossible Condition If-Clause Main-Clause

(to refer to the past and situations Past Perfect would have +
that did not happen; it is impossible Tense infinitive without ‘to’
because it relates to past events)
A conditional sentence is a sentence containing the word if. Conditional clauses

consist of two sentences. One is a clause that starts with ‘if’, which is called as ‘if-
clause’. The other is called the ‘Main Clause’. Conditional sentences are sentences
that express one thing contingent on something else, e.g. “If it rains, the picnic will be
cancelled.” They are so called because the impact of the main clause of the sentence
is conditional on the dependent clause.

Using Type III:
When is the third conditional sentence used? Conditionals describe the result of
a certain condition. The ‘if-clause’ tells you the condition (If I had made enough
money) and the ‘main clause’ tells you the result (I would have bought a new phone.)
The order of the clauses does not change the meaning.
Type III is often used to express criticism or regret.

Examples:
If she had saved enough money, she would have bought a new mobile phone.
(But she didn’t save enough money.)
If she had found his phone number, she might have called him for the meeting.
(But she didn’t find it.)
Note: The sentence can begin with the ‘if-clause’ or the ‘main clause’. If the sentence
begins with an ‘if-clause’, put a comma between the ‘if clause’ and the ‘main clause’.
Activity: Complete the Conditional Sentences (Type III) by

putting the verbs into the correct form.
1. If you had studied for the test, you ________________ (pass) it.
2. If you _____________(ask) me, I would have helped you.
3. If we ____________ (go) to the cinema, we would have seen my friend Mihret.
4. If you _____________(speak) English, she would have understood.
5. If they had listened to me, we ___________(be) home earlier.
6. I __________(write) you a postcard if I ____________(have) your address.
7. If I __________(not/break) my leg, I ____________( take part) in the contest.
8. If it ___________( not/start) to rain, we ____________(walk) to the museum.
9. We _______(swim) in the sea if there ________( not/be) so many sharks there.
10. If she ________(take) the bus, she ______________ (not/arrive) on time.

Section V: Writing
Lesson 14
Read the following paragraph about mobile phones and answer the questions
in complete sentences.
Nowadays, many people use cell phones/mobile phones in their life. However, some
people like to use a cell phone because it is an interesting thing. Others don’t like it
because it is harmful and has many dangers. Therefore, some people don’t use it ever.
There are many reasons why some people use cell phones. Firstly, people use cell
phones to communicate with other people all over the world. For example, mothers
can communicate with their children when they go to another country to study. Also,
when you are traveling without your family, you can communicate with them by cell
phone. Another example is people can communicate with their friends and ask them
about their news. Therefore, a cell phone can be a useful thing to communicate with
people. Another reason for using a cell phone is to use it for games. Today, almost all
the cell phones are being improved. However, some cell phones are still old. Almost
all the phones have games. So, both children and older people can use it to play.
Some games allow you to play with friends on other cell phones, like the games on
Facebook. Also, you can enjoy listening to music in cell phones. For example, when
you are doing exercise in the gym, you can listen to music. In conclusion, people
have the choice to use cell phones or not. People like to use it because it has many
advantages like communicating with other people. Also, they can enjoy listening to
music. In my opinion, a cell phone is helpful at all times and everyone should have
it.
1. How many people use mobile phones nowadays?
2. Why do some people like to use mobile phones?
3. Why do other people not like using mobile phones?
4. How many reasons have been mentioned why people use mobile phones?

Lesson 15
Paragraph writing
Now use the complete sentences you have written in the previous activity to
develop a short paragraph. Join the sentences together with appropriate
conjunctions. Then, compare your answers with your partner’s. Finally, present
it to the whole class.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________
Lesson 16
Giving advice
‘Do’s and ‘Don’ts: Refer back to your notes or answers from the listening
exercise, the reading passage, and the writing exercise and answer the following
questions. You can also use your insights.
There are things we are not allowed to do. We are also told to do certain things.
These things are called ‘do’s and ‘don’ts. Be ready for classroom presentation
and discussion about mobile phone use of school children. Then, write down
five do’s and five don’ts that you always remember based on the information
you get from the Unit. Fill in the table with appropriate sentences. The sentences
must be short. Follow the example given.
Dos Don’ts
1. Always be careful of 1. Don’t take your mobile phone to
your mobile use. school with you.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.

Assessment
1. Speaking
Your teacher will ask you to describe a mobile phone and its benefit. You will
also be asked to describe what mobile phone addiction is all about. State the
causes and dangers of mobile phone addiction to students like you.
2. Reading
Your teacher will give out a short text on mobile phones and ask you some
questions on it. Write your answers in your exercise book.
a. Complete the following statements appropriately:
i. A mobile phone is like a world in our pockets as ……………………………….
ii. Parents do not have to remain in tension if their sons and daughters are late
because……
iii. Some of the negative effects of a mobile phone are:
• ……………………………………
• …………………………………….
• …………………………………….
• ………………………………….
iv. Excessive use of mobile phones can be hazardous to one’s health
as…………………
v. A mobile phone is a threat to one’s privacy as
…………………………………………..
b. Find words from the passage which mean the same as:
1. having many uses (Paragraph 1): ____________________
2. that cannot be seen (Paragraph 4): ___________________

Appendix
Appendix
Vocabulary list
Unit One: Traditional Games
bench enjoy hit safe tie
broke eucalyptus indicate score tool
captured famous match seeker traditional
Decorate get control prominent team win/won
Difference hidden
Unit Two: Seasons and Human Activities

Autumn drop mow season trim
altitude elevation occasional sow vary
chilly favorite planting spring warm
Cold gusty plateau summer weather
Cool harvest pleasant sun/sunny weed
clear height plough temperate windy
cloudy hot rain/rainy Thresh winnow
cultivate humid reap Thunder winter
dry lightening recurrent Till
Unit Three: Traffic Police Officers

advice disobey monitor reflector
alert emergency negligent ride
break encounter obey sleeve
call out fines observant strict
colleague get up park suspect
cone go out passenger temporary
controlling instruction patrol traffic
crowd intoxicated pedestrian uniform
detain keep an eye police officer vehicle
direction manual put on vest
warn wear
Unit Four: Animals

abortion cross breeding feed inbreeding manure
access diverse hay indiscriminate mobile
cash dung hides integral raw
cereal expensive honeybee involvement scarce
composition farm animal huge lack weeding
constraint fate implement

Appendix
Unit Five: Poultry

beak cock feather Impress rear
boom cockerel feed incubate return
breed comb fetch Lay rooster
brood docile gain Molting terrific
captivity domesticate hardy plumage
chick egg hatch Poultry
chicken farmyard hen Raise
Unit Six: Air Pollution

allergic counterpart exposure Inhaling reduction
burden effect fuel pollution seeking
combustion exceed impact pollutant undeniable
biomass pneumonia tuberculosis
Unit Seven: Hard Work

absurd conscientious ensure humble pays off
accomplish dedicated entrepreneur idle persistence
achievement defeated exclusive inactive popular
ambition deny fail indifferent precious
annual desired footwear industrious procrastinate
benefit diligent fortune launch productive
burgeoning disciplined fruit lucrative quit
businessperson distraction generate master rewarding
Busy distressed goal negligent smart work
chronic dual hard work optimal success
committed effort height passion talented
honest patience tireless
Unit Eight: First Aid

accident calm demand injury risk
apply care emergency numerous shock
assistance community encounter prevention treatment
attitudes conscious first-aid protect victim
avoid consequence focused public vital
bite danger illnesses respiration warning
bleeding deficient

Appendix
Unit Nine: Unity Is Strength
afford crucial independence proper strength

aloof desire indispensable prosperity strike
benefit establish liberation resolve survival
collapse flavours overcome restore undivided
combine freedom pretty ruin unity
coordination inadequate promote sacrifice value
access afield hardworking struggle
Unit Ten: Mobile Phones
abandon desirable/undesirable gadget invent strain

addiction device handy look up telephone
adverse discover hard misuse/use update
advice distract harmful perform vital
benefit drawback hectic portable
cell/mobile phone feature hefty precious
come across forbid hurdle prevention
innovation sacrifice

Appendix

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English for Ethiopia

Authors: Dr. Abebe Damtew

UNIT THREE :TRAFFIC POLICE

Unit Four: Minerals

UNIT FIVE: POULTRY

Section I: Listening 136

Unit Seven: Good Citizens UNIT SEVEN: HARD WORK

Section I: Listening 180

UNIT NINE: UNITY IS TRENGTH

UNIT TEN: MOBILE PHONES

• describe their favourite games;

• guess the names of traditional games based on their description;

• give the meanings of new words from the listening texts;

• understand general ideas/specific details in reading texts;

• write a short paragraph on traditional games; and

• talk about their likes and dislikes(preferences) and

• exchange greetings, introduce themselves and others.

A. Before you listen to the talk, look at the following

3. What is the tennis-size ball made of?

5. When does the match always take place?

2. Write a summary of what you have listened to.

Section II: Reading

Equipment is typically a board made from a variety of materials,

A. playing pieces B. a hole with seeds C. only seeds D. only holes

C. What do the words in bold type refer to in the text?

1. It is unfortunately … ( para. 1): ________________

a. famous (paragraph 1): _______________

Ethiopian Grade 6, English Student Book 5

Section III: Vocabulary

1. He is not a _______ of traditional games.

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Ethiopian Grade 6, English Student Book 7

Section IV: Grammar

1. We use the Present Simple to talk about facts.

Example: He comes from India. (= He is Indian.)

2. The Simple Present expresses general truths and facts.

8 Ethiopian Grade 6, English Student Book

• The sun rises in the east and sets in the west.

• Puppies are cute.

• The Nile River flows through Khartoum, Sudan.

• Five times five equals twenty-five.

• Babies eat, sleep and cry.

• Flowers need sunlight and water to grow.

3. The Simple Present mostly expresses permanent situations.

Remember: Adverbs of frequency (e.g., never, rarely, sometimes, usually, always)

Ethiopian Grade 6, English Student Book 9

• Her friend never drinks alcohol.

fly study finish eat sell smoke drink live

Example: He eats toast for breakfast.

1. I…………coffee three times a day.

use go have write try eat sleep

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3. Verbs ending in consonant + -y drop the ‘y’ and add ‘ies’

He does not live in Arba Minch.

The Present Simple (Questions):

2. We don’t add ‘-s’ to the he/she /it form in questions.

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A.Match the questions 1-5 under Column A with the answers

4. Do you play Gebe’ta in the field? d. No, I don’t.