Course Title: Communicative English Skills

Course Code: EnLa 201

Credit Hours: 3
Unit One
Introduction
The t hem e of t hi s u ni t i s
finding about other people
. The uni t focuses o n r e a d i n g , l i s t e n i n g s p e a k i n g a n d w r i t i n g
W h e r e b y t h e t h e m e f o r a l l i s understanding about other people
. The unit consists of six major components.
The first section contains speaking activity where students practice and master phrases and structures that
can help them to introduce themselves and others.
In the second section you read apassage and learn different skills in answering questions
(understanding the text).
The t hi rd sect i on re qui res you t o l e arn and i dent i f y di ffe re nt t echni ques o f ide
ntifying meanings of words.
In the fourth section, they will learn the effect of grammar in facilitating and understanding meaning.
The fifth section focuses on descriptive writing.
The last section of the unit is a listening skill, taking notes, etc.
The brief summary of the unit is given below:
S p e a R e a d i V o c a b G r a m W r i t L i s t e n
k i n g n g u l a r y m a r i n g i n g

Introducing W h a t i s inv Learni Learning to use Personal Finding outabout

ones el f and o l v e d i n understanding a text? ng to grammar for description otherpeople1
others learn facilitating
vocabul meaning
ary
Objectives:
By the end of the unit, students will be able to:
Read and answer questions using different reading techniques
Workout meaning of words from context so as to learn vocabulary for communication
Analyse grammar in real texts in order to help them see how changing the grammar changes the meaning
Listen actively and take notes in a particular occasion
Use different language structures to introduce themselves and others
Write descriptive essay to describe themselves.
Section 1: Speaking
Introducing Oneself and Others
Activity 1:Brainstorming
1.As s um e t hat you a re si t t i ng i n a c afet e ri a al one. S om ebod y whom
yo u frequently see but do not know comes and sits by you. You want to be his/her friend
and need to introduce yourself to him/her. How could you dothis in your first language? Write
down all the possible expressions youcould use in introducing yourself in your mother tongue.2.If
you are assigned as a teacher in a high school, the first day you meetstudents, you have to
introduce yourself to the class. How can you do this inEnglish?3.While you are going to the lounge with
one of your friends, you come across another friend of yours. But the two do not know each other,
and hence, you want to introduce them. How can you introduce them in your first language?How about in
English? Write down some of the expressions you may use inintroducing other people in English.
I. Self Introduction

Activity 2:
Study the following dialogues carefully and then answer thequestions that follow.
Dialogue 1
Grima:
Hi! I’m Girma an artist and live in Harar.
Tesfaye:
Nice to meet you. I’m Tesfaye and live in Gondar.
Girma :
Nice to meet you, too. I think you are working somewhere.
Tesfaye:
Yes, I’m a teacher at Fasil School.
Girma:
Ok, a nice meeting. See you later.
Tesfaye:
Bye-bye, see you again
Dialogue 2

Abera:

May I introduce myself? I’m Abera Tesfaye.

Muse:
How are you? Myname is Musa Ahmed.
Abera:
I’m fine, thank you. What time does the class start?
Musa:
I really don’t know. Let’s ask other students if they know about it.
Abera:
That is a good idea.
Dialogue 3Lelise:
Hi! I’m Lelise studying English at Ambo University.
Birke:
Nice meeting you. I’m Birke a cooperative student.
Dialogue 4Teddy:
Hi, this is Teddy.
Kidus:
Pleased to meet you. This is Kidus.
Questions
Which one of the above self-introductions is:
a.Formal
b.What are your clues?_____________________
c.Informal?
d.What are your clues?________________________
Now, come into pairs and try to make your own dialogues for each (one formal,and another
informal).
Activity3: Complete each of the following dialogue appropriately
:1.A: Hello, my name is Derartu.B:A: It’s nice to meet you.B :2.A: Good morning. Let
me introduce myself. I’m Kasech.B: It’s a pleasure to meet you.A: It’s a pleasure to meet you, too.From
all the previous dialogues and activities, we can see that people can useeither formal or informal
expressions in introducing themselves to others.3

Formal self introduction

1.Let me introduce myself. My name is / I am2.May I introduce myself? My name is / I am3.I’d
like to introduce myself. My name is/I’m The following expressions are used by the two
individuals who are introducedformally.
•
I’m glad to meet you.
•
I’m pleased to meet you.
•
It’s nice to meet you.
•
It’s a pleasure to meet you.
•
How do you do?
•
I’m glad to meet you, too.
•
I’m pleased to meet you, too.
•
It’s nice to meet you, too.
•
I t ’ s a p l e a s u r e t o m e e t y o u , too.
•
How do you do?
Informal self introduction
•
Hi, I’m
•
Hi, my name is
•
Hello, my name is
•
Hi/hello, this
is The fol l owi ng ex pressi ons are us ed b y t wo i ndi vi dual s who are i nt roduc ed inf
ormally:
•
Pleased to meet/see you.
•
Nice meeting you.
•
Nice to meet you.
•
Pleased to meet/ see you, too.
•
Nice meeting you, too.
•
Nice to meet you, too.
•
Me, too.4

I.
Introducing OthersActivity 1: study the following dialogues carefully and then, do
thequestions that follow
1.A: Tolosa, I want you to meet Solomon, my old friend.B: Hi, glad to meet you, Sole.C: Hi, glad to
meet you, too.2.A: Ato Getachew, I’d like to introduce you to Ato Chala.He is the chairman of the
Board of Directors.B: How do you do, Ato Chala?C: How do you do, Ato Getachew?B: It’s a pleasure to
meet you. I’ve heard a lot about you.C: It‘s a pleasure to meet you, too.3.A: Betty, this is
Misrak, my roommate.B: Hi, Misrak, how are you doing?C: Fine, Betty.B: We’ll have to get together some
time.C: Good, meeting you, then.B: Same here. So long.4.A: Father, may I introduce you to
Ato worku? He is my English teacher.B: I’m very glad to meet you, Ato worku . I’ve heard so
many nice thingsabout you.C: Thank you. I’m glad to meet you, too.5.A: Gidey, this is my friend,
Mohamed. He is working for Air Sudan, here inAddis

B: Hi, Mohammed. How’s it going?C: Fine, but very busy.B: Tea or coffee, Mohammed?C: No, thanks. I’m in
a hurry.
Now students, try to answer the following questions first individually.Then, come into groups of
four or five and compare your answers.
1.Which of the above dialogues are:A . F o r m a l B . I n f o r m a l 2.What are
your clues to say:A . F o r m a l B . I n f o r m a l
Activity 2: Complete the following short dialogues.Dialogue 1:Ali:
Abebe, I’d like you to meet Elsa, my classmate.
Abebe:Elsa:Dialogue2:Ato Taye:
Ato Geleta, may I introduce you my boss, Ato Bulcha? He is the headof our department.
Ato Geleta:
, Ato Bulcha
Ato Bulcha:
It’s nice to meet you, too.
Activity 3: Using appropriate phrases, try to introduce the followingpeople based
on the status or conditions the introduced people are in.Study the situation in each case to help
you choose appropriate phrases.
1. Int rodu ce M art ha, a fri end of yo urs fro m
Hara r, t o Fi kadu. T e l l Mart ha something about Fikadu.2.Introduce your mother/father to one
of your instructors.6
3.Introduce one of your classmates to your father.
The following are some of the useful phrases used formally in introducingothers
:
•
I’d like you to meet + (title) + name
•
May I have the honour of introducing you to + (title) + name
•
I’d like to introduce you to + (title) + name
•
May I/let me introduce you to +(title) + name
The followings are some of the phrases used in introducing other peopleinformally
•
I’d like you to meet: a friend of mine.a classmate of mine.my friend, (name).
•
Do you know (name) before?Have you met (name) before?
•
Do you (two) know each other?
•
Have you (two) met before?
Section 2: Reading
Pre- Reading ActivityBefore reading the next descriptive story, try to answer the
followingquestions.
1.Look at the title. What do you think is the text about?2.Do you think that it is very important
for someone to be born beautiful? Howand /or why?3.What does beauty mean to
you?4 . I f y o u w e r e t o m a r r y s o m e o n e , w h a t w o u l d b e y o u r m o s t i m p o r t a
n t criterion? Report (tell) to your classmates.
Now read the story
7

Born Beautiful: Confession of a Naturally Gorgeous Girl

1.
M y bl i nd dat e i s
trudging
up the four flights to my New York apartment. I’m waiting in suspense. Will he be a little
like William Hurt? Have a touch of Tom Hanks? Winsomenesswhen there’s one flight to go, I
can’t wait any longer. I poke my head out the door and over the banister to check him out, not
bad except that he looks his best friend just died.
2.
Until he glances up and sees me in a second, his brow relaxes, his eyes brighten, a
wave of visible relief sweeps across his face. He
grins
and bounds up the last few steps. Why is thisman suddenly so
cheerful
? I already know the reason. It’s because I’m pretty, and does thisscene make me feel great?
Well, Yes. But I’m used to it.
3.
I’ve been pretty most of my life except for a few awkward phases. I know this because
peoplet el l m e bot h di rect l y and i n m ore s ubt l e wa y (l i ke t he wa y m y bl i nd
dat e’s fa ce di d). Sometimes when I look in the mirror, I can see what they mean,
other times as with everywoman who has her good and bad days -I can’t. But when I
can’t, there’s no denying theeffect of my good looks; it wraps around me like a cocoon, my
magic charm. Being beautifulcan keep pain at bay.
4.
It’s like this: I’ve made a stupid mistake at work and am feeling embarrassed and worthless
or my ego has been bruised by a particularly bad fight wi th my boy friend. So, I put on
something I think I look great in and head for the door. Out side, what happens usually cheers
meup: men turn and react appreciatively as I walk by. I don’t mean they catcall or
harass me(although no woman on earth can succes sfully escape that kind of attention).
And I’m nottalking about the chorus of whistles you get from construction workers or
truck drivers. Imean that nice- looking men, well dressed, carrying briefcases; men I might
want to go outwith check me out in a way I think is flattering. Women also look at me, but in a
different,more investigative way. They eye me, taking in everything as if they’re
gathering details,may be shopping for a new look for themselves.
5.
Sure, I’d probably feel even better if my boss told me how smart I was or if my
boyfriendshowed upo n m y doorst ep apol oget i c and hol di ng ro ses. But who
can count on t hat happening? what I can count on are the turned heads, the
appreciative glances, the” hey beautiful!” And that goes along way toward making me feel
good
6.
Shallow, you say is? Dating success shouldn’t depend on how pretty someone is; a setback
atwork shouldn’t be soothed by skin deep complements. May be not, but it’s also
undeniable
looks can’. If you were hoping to be that being beautiful isn’t all it’s cracked up to be, I’mgoing
to disappoint. It is what it’s cracked up to be and move.
7.
By now you’re probably wondering what I look like. Most of what I know about my
lookscomes form other people, who tell me I’m the earthy natural type. But I do know my
featuresare small and even, my brown eyes and hair are a good match, I’m tall and fit, and I can
look sexy and sophisticated when I want. I wasn’t the type of child adults cooed over; my
parentslet me know they were proud of my looks, partly because all parents do, but mainly to
instilconfidence. For the most part, though beauty was not a big deal in my family,
there wassome sibling
rivalry
between my younger sister and me that we now know stem med fromthe disparity in our
looks. She kept her baby fat well in to her teens and it didn’t. ...
8.
I suppose she was right to be jealous of my looks, because in school, beauty was definitely a big
deal. Being
cute
has a lot to do with the number of friends I had. My popularity certainlywasn’t due to my
outgoing
personality (I was and am very shy) or my academic record(unremarkable). Girls, I
could tell, admired my looks, but it was the boys who first let me know they thought I
was good-looking, usually by threatening to pummel my little brother after school if he didn’t
dish the latest dirt on me. (Unfortunately he always complied, whichaccounts for how the entire
fifth grade knew I got my first bra). As I got older, the boys got braver and started to say things,
not compliments exactly, but as close to them as adolescentsever get. Sometimes it was
flattering
, and I liked it. But other times, it was unseating.
9.
I’m at the beach. I’m thirteen and an “older” man (actually a boy of about eighteen) is talkingto
me while I wait in line for ice cream. He asks me how old I am. When I tell him, he stopscold,
steps back and stares at my skimpy bikini, and says one word: “Wow!” The way
heutters that word, slowly and
solemnly
is a revelation, both frightening and enlightening. Irealize then that beauty
bestows
powers.
10.
I was just starting to get wise to what my looks could mean to me when I headed to
highschool. That’s where I get an advanced degree in “pretty politics”. Once, in the rest room,
Ioverheard someone say about me, “She’s pretty and she knows it.” Translated that meant Iwas
vain, conceited, stuck-up. Nice girls, you see weren’t supposed to know they
were pretty. I got the message. I learned to deny what was as obvious as the nose, and every
other feature, on my face. The way to be liked and being liked is paramount to a teenager was to
9

be pretty and not know it. So, I tried hard to get voted Best Personality; I always
won BestLooking instead.11. In high school, there were no secrets. Our reputations as freshman
followed us to senior year.When I went to college, though, to a university, the size of a small
city, I faded in to the crowd.I no longer stood out because of the way I looked. In fact, there were
many girls in my dorm,not to mention on the whole campus, who were more than my equals in
the looks department.Instead of feeling inferior, I was less self conscious about my
appearance. The pressure wasoff, and that let me relax enough to start enjoying my looks. When
someone told me I wasattractive, I felt as though I’d earned the compliment. “Pretty” was no
longer just a label thatshowed my high school status.
12.
Once during the summer between my sophomore and junior years, I ran in to a guy I
knowfrom high school. He was surprised to hear I was studying biology at a
prestigious university.“You never seemed like the type,” he said. May be I should have been
offended, but instead I justlaughed: I was the type, and always has been. But college had freed
me from my looks.
While- Reading Activity
A.
Scanning: Answer each of the following questions briefly andquickly according to the
information in the reading passage.
1.How old is the man that asks the age of the girl at the beach?2.How many of the girl’s boy
friends are referred to in the story?3. Which paragraph tells you about the personality of the girl in the
story?B.
Skimming: Answer the following questions first individually andthen discuss with your group
members.
1.According to the information in paragraph 9, what is the feeling of the manthe girl is talking to at
the beach? _________________ Why?2.How did the girl describe herself?10

3.“In high school, there were no secrets” (paragrap11). What does this mean?4.“I can look
sexy and sophisticated” (paragraph 7).What do you think thewriter wants to say by
this?5.What is the central idea of the
following paragraphs?A) Paragraph 3:_____________________________________________________
B) Paragraph 6:______________________________________________________ C) Paragraph 12
:____________________________________________________C. Reference QuestionsThe following
pronouns or phrases are taken from the story you haveread above. Using the paragraph
numbers given for each, give correctanswer to what each refers to
.1. “----and does this little scene.....?” paragraph 2.’’ This little scene “refers to----------------
2 . “ I s u p p o s e s h e w a s r i g h t ” ( p a r a g r a p h 8 ) ‘ ’ s h e ’ ’ r e f e r s to-----
------------------------------
3 . “ I k n o w t h i s b e c a u s e t h i s “ ( p a r a g r a p h 3 ) ’ ’ t h i s ’ ’ r e f e r s t o ----------
--------------------4. “You never seemed like the type” (paragraph 12)’’ like the type’’ refers to-------
---------5 . “ I d o n ’ t m e a n t h e y c a t c a l l - - - - ) -
( p a r a g r a p h 4 ) ’ ’ t h e y ‘ ’ r e f e r s t o --------------------------------6 . “ - - -
and that let me relax----
“( paragraph 11)’’ that ‘’ refers to
Activity 1: What is Grammar
?Answer each of the following questions first individually. Then discuss them withyour group and
your instructor.1.What
is grammar for you?2.S t ud y t h e fol l owi n g sent ences car eful l y. W h y do you t hi n
k t he y are not acceptable? That is, what is the problem with each? How can you re -writethem in an
acceptable way?A. I bo rn i n Debre T abor. B.My name are Bedassa .C.The teacher said
me to bring my book.D.My father works a farmer.E.I learn a secondary school.3.Look at
the following sentences, which are all acceptable to mother tongue(L1) speakers. Are they
acceptable to you? Which grammar rules do theybreak? How can you rewrite them to make them
acceptable to you as asecond language (L2) speaker?A)Who’s going to start, you or me?B)If they
arrested him, they will arrest anyone.C)I wish we had less cars on the roads. Then there would be less
accidents.D)Can I have two coffees, please?4.Loo k at a gai n t he fol l o wi ng
s ent ences . W hi ch of t hem do you t hi nk are grammatical and which ones are ungrammatical?
Why?A.The cat drinks the milk.B.The table
eats the food.C.The dog reads the bookD.The boy eats the breadDo you wish to make any
change to your definition of Grammar?
Activity 2:

What can Grammar tell us?

16

We have seen that we often think the term grammar as rules to be learned. However, grammar
rulesare simply not hard and fast. So learning them can be misleading. But knowledge
of grammar isthought by many to be the central area of the language system becau se it
can tell us a lot of manythings about how language is used for communication.Bel ow are
t wo groups o f words , whi ch can
n o t b e com bi ned t o form com pl et el y gra m m at i cal sentences, but can be put into
an order so that the reader can interpret meaning from them. Arrangeeach group of
word in an order which gives an interpretable meaning as a statement. Then,
expandeach in to complete sentence.
A, lay crocodile eggs B, call boy girl
1.L ook a t th e f ol l ow i n g p ai rs of sen ten ces w h i ch are d if feren t i n meaning.
A. Mary likes John Vs John likes Mary.B. The cow is mad Vs The cows were mad. You can e asi l y t el l
t hat t he pai rs of sen t ences i n ‘A ’ and ‘ B ’ are com pl et el y different in meaning.
Which part of grammar guides (helps) you in the decisionsyou made for each
pair?2.S t ud y t he i n for m at i on gi ven b y t he underl i ned words or phrases
i n t hefollowing example sentences:A. When did she die?- I t i s a q u e s t i o n . -
I t i s c o n c e r n e d w i t h t i m e . - I t i s c o n c e r n e d w i t h p a s t t i m e . B .If Mary invites
you to tea, will you accept it?- I t i s a c o n d i t i o n a l s e n t e n c e . - I t i s c o n d i t i o n a l
s e n t e n c e t y p e - I - It i s about an act i on c oncerni n g ‘M ar y’. - I t i s a r e q u e s t f o r
i n f o r m a t i o n . Now, study the following sentences and write briefly the information
that thegrammar in each tells you. Then, compare your answers with the students in yourgroup.17

A) When you arrive, please call

me.B)Bedru has written the letter.C)Don’t write unless you are told to do soD)When did you buy this boo
k?
Activity
3:
Changing the Grammar Changes the Meaning
1.
Study the following groups (pairs) of sentences. All of them arecorrect. But can you identify the
differences in meaning?
Where do you live?A. Where are you living?Where have you been living?Where did you
live before you came here?Up to now, I have been living in Gondar.I used to live
in Bishoftu.B. I lived in Jima for many years.I live in Addis now.I am living in Nazareth
now.C. I expect to see him tomorrowI would expect to see him tomorrow.

D. Do you want me to do it now?

Did you want me to do it now?

Activity 4: Grammar in Discourse

Complete the following text by writing the correct forms of the verbs given in the
brackets. It is possible to have two versions of this text. How do they differ in meaning?
Activity 4: Grammar in Discourse
Complete the following text by writing the correct forms of the verbs given in the
brackets. It is possible to have two versions of this text. How do they differ in meaning?
(Fe el ) a bi t fed up wi t h l i fe i n Addi s Ababa, I (d eci de ) t o t ake a dri v e i n
t hedirection of Nazareth one day. I (setoff on a beautiful January morning, (drive)slowly along
the main Bishoftu road, (dodge) the heavy lorries and (breathe) inclouds of exhaust fumes. After a
while, I (think) that may be (travel) a long minorroad would be a more pleasant way of (see) the
country. I (leave) the main roadand my troubles really (start).
A.

Summary so far on Grammar

1.We have seen that grammar can tell us many things about how language isbeing used. It can tell
us about:
•
The relationship between participants in a situation.
•
The topic/focus of a message as a part of an ongoing discourse.
•
When an action took/takes place.
•
T h e a t t i t u d e o f t h e s p e a k e r / w r i t e r t o w a r d s h i s / h e r s u b j e c t (evidence) to a
person in the situation.2.So, a definition of grammar must include more than form. It must
include:- F o r m - M e a n i n g -Use in an on going discourse-
U s e i n a s i t u a t i o n 3.We have also seen that we enjoy learning and learn best when
the activitieswe have to do:- M a k e u s u s e o u r p o w e r o f r e a s o n i n g t o w o r k
o u t t h i n g s f o r ourselves (cognitive skills)-Are interesting and involves us as learners
(affective)-
Make us interact with other (communicative
)
Section 5: Writing: Personal Description

Description is a vivid and detailed representation in words of the image of an object or

subjective phenomenon such as a person, a scene, an object, place, etc.It generally employs words that appeal
to the five senses.In the real world, it is common to tell what a person is like in order to
enableothers to recognize the person being described. It is also customary to describe aperson’s or one’s own
characteristics or internal qualities so that the listener or thereader can get a clear image of the individual being
described.University students also need to equip themselves with the skill that enables themto clearly
describe others and themselves to others. The activity included in thissection will help the
students to practice describing their physical appearances,internal qualities, interests, hobbies, etc.
Activity 1: Brainstorming
Go back to the reading passage in Section One. List down the words and /or phrases that
the writer has used to describe herself. Then, categorize them underthe following headings if there is /are
any:1.Body build physical appearance:_______________ 2 . A g e : 3.Personality (internal
qualities):_______________________________ 4.Ot her qual i t i es/ fa ct s:
Acti vi ty 2: B el ow i s a d escri p ti ve stor y of a teach er. Rea d th e text carefully
focussing on the descriptive words or phrases the writer
hasused to describe him/her. Then, categorize them under the headingsgiven below
the text
.My name is Endalkachew. I was born in 1952 E.C in Addis. My father is a businessman; he owns a
supermarket. My mother is a housewife. I have two brothers and asister. I am the third child for my
parents. I am from a medium family; we aretotally seven.By now, I am a school teacher in
my late fifties. I am quite tall, very fat with bigstomach and rather over weight because I don’t do
enough physical exercise. Myhair was once dark but now it is turning to grey. I have brown eyes.
Since I am20
short sighted, I usually wear glasses. My sister says that they make me look intelligent.
My face is long and thin.I don’t have any expensive clothes, but when I go out, I always try to be
smartlydressed, especially when I am teaching. At home, I usually wear a pair of jeans anda T-shirt.I am a
fairly quiet person so I don’t like talking to other people very much. Like
allot her t each ers, I a m ver y h ard -
worki ng. In m y sp a re t i m e, I usual l y re ad magazines, fictions, and watch movies.Words or
phrase the writer has used to describe
him/herself:A.Body build:_____________________ B . A g e : C . F a c e : D . E y e
s : E . H a i r : F . C l o t h e s : G.Personal character
/behaviour:_____________________ H.Hobby/spare time activities
:________________________ I . O t h e r f a c t s
Activity 3
: Study the words or phrases in the lists below that can be used
todescribe people (oneself or others).First, identify and list down the words orphrases
that you think can help you to describe yourself. Then, using these wordsor phrases that you have
selected, write a descriptive text of yourself (describeyourself) and read it to the class.
1.Physical Appearance
H e i g h t B o d y F a c e E y e s
t a l l , s h o r t f r a i l , s t o c k y r o u n d , o v a l b i g , r o u n d medium height slim, t
hin square, smiling blue, larged w a r f , v e r y t a l l p l u m p , f a t
l o n g , t h i n s m a l l , b r i g h t v e r y s h o r t , a v e
r a g e s k i n n y , b o n n y w i t h s c a r s b r o w n h e i
g h t , e t c b r o a d s h o u l d e r w r i n
k l e s s m a l l e a r s
21
m u s c u l a r b i g j a w
Hair Clothes
bald, straight, curly casual, scruffys p i k y , w
a v y , k i n k y s h
a b b y , s m a r t Plaited hair, long t
o the shoulder/waist, tidy, etc.

2.B eh avi ou rs/ ch aracteri sti cs

careful, hard working, kind, shy, quiet, aggressive, tough, generous, self-confident, loyalcruel,
wild, trustworthy, cheerful, friendly
3.
Age
.t oddl er, t eenager, youngst er, m i ddl e -
aged, ol d m an (wo m an), yo un g, el derl y, i n l at e/ e arl y/ m i d twenties, thirties, etc
4.Other facts
artist, single, married/coupled, family head, housewife, a widow, widower, owns busin
ess, spinster, bachelor, etc
Section 6: Listening: Finding Out about Other People Yidnekachew Tesema
I.
Pre- Listening Activity

Before listening to the text on the topic “Yidnekachew Tesema”, try toanswer the
followingquestions first individually, and then in groups of three or four
.1.Think of a famous person you like most and admire. Think of the reasons whyyou like and
admire him/her, and then tell to your group. Describe this personto your
group.2.W i t h you r gro up, di scuss what yo u know about Yi dne dachew T esem a, a
n d report to the classII.
While- Listening Activity
:22

Now, you are going to listen to a story about Yidnekachew Tesema. You will listento it two times.
During the first listening, try to take notes that will help you complete the outline given
below. During the second listening, try to take notesthat you’ve missed during the first listening session
that can help you to completethe out line appropriately. First, copy the outline and study it.

Yidnekachew Tesema
1.His first and only club:------------------------------------------------
2.His age when he joined the club -------------------------3.His physical appearance:------------------
--4.His personality:------------------------------------------------------------------------------
5 . H i s c o n t r i b u t
i o n t o E t h i o p i a
n soccer:----------------------------------------------------------------------6.His favourite soccer:---------------
-----------------------------------------------7.Number of times he played for the national team:-------------------
---------8.Number of goals he scored for the national team: ---------------------------9.The year he died in: -----
---------------------10.The cause for his death:-------------------------------------------------------------------------------
-11.The cup that his team won:----------------12.The year his team won the cup:-----------------
13.Number(length) years he stayed in the club:----------------------------III.P ost - Li st eni ng A ct i vi t y:
Now com e i nt o grou ps of t hree or four a nd com pare you r answers. Using the
information (note) you have completed in the above outline,write a brief summary about
Yidnekachew Tesema and read it to the class.