Grade 4 Teachers Guide

English For Ethiopia
Teacher Guide
Grade 4 Book 1
International Consultant:
Mary W. Spor, PhD
National Consultants:
Fekadu Mulugeta, PhD
Jemal Mohammed, PhD
Authors:
Adhanom Meles
Ayana Alemayehu
Hamid Mustefa
Mebea Fetene, Asst. Prof.
Mulu Meressa
Editor:
Fisseha Motuma
Federal Democratic Republic of Ethiopia

Ministry of Education
Acknowledgment
The book was produced with financial and technical support of the American People through the
United States Agency for International Development (USAID) in collaboration with the Ministry
of Education, Regional States Education Bureaus and READ TA Project. The printing expense is
covered by the General Education Quality Improvement Program (GEQIP II).
The Ministry of Education wishes to thank the American people and individuals and groups who were
directly or indirectly involved in writing, reviewing and publishing this teacher’s guide.
Copyright 2017 © FDRE, MoE
ISBN: 978-99944-2-663-8
Foreword
Education and development are closely related endeavours. This is the main reason why it is said
that education is the key instrument in Ethiopia’s development. The fast and globalised world we
now live in requires new knowledge, skills, attitudes and values on the part of each individual. It is
with this objective that the curriculum, which is a reflection of a country’s education system, must be
responsive to changing conditions.
It is more than fifteen years since Ethiopia launched and implemented the Education and Training
Policy. Since then our country has made remarkable progress in terms of access, equity and relevance.
Vigorous efforts also have been made, and continue to be made, to improve the quality of education.
To continue this progress, the Ministry of Education has developed a framework for Curriculum
Development. The framework covers all pre-primary, primary, general secondary and preparatory
subjects and grades. It aims to reinforce the basic tenets and principles outlined in the Education and
Training Policy, and provides guidance on the preparation of all subsequent curriculum materials –
including this teacher guide and the student textbook that comes with it, to be based on active learning
methods and a competency – based approach.
Publication of a new framework and revised textbooks and teacher guides are not the sole solution to
improving the quality of education in any country. Continued improvement calls for the efforts of all
stakeholders. The teacher’s role must become more flexible ranging from lecturer to motivator, guide
and facilitator. To assist this, teachers have been given, and will continue to receive, training on the
strategies suggested in the framework and in this teacher guide.
Teachers are urged to read this guide carefully and to support their students by putting into action the
suggested strategies and activities. The guide includes possible answers for most of the exercises in
the student textbook and alternative ways of addressing some of the language items.
i
Introduction
1. Organisation
The newly revised Grade Four English textbook and teacher’s guide are organised around seven
sections, Listening, Speaking, Word Study, Reading Comprehension, Vocabulary, Reading Fluency,
Grammar and Writing. The listening section is further divided in to three subsections. Pre-listening
which is intended to activate the students’ prior knowledge; While-listening involves verification of
predictions and understanding; Post-listening provides students with opportunities to reflect on the
information and relate it to their personal experiences. Similarly, the reading comprehension section
has three sub sections: Pre-reading, While-reading and Post-reading.
The Speaking section presents a variety of activities that help students to practise speaking in English.
The Word Study section deals mainly with consonant digraphs, blends and word formation.
The Vocabulary section presents activities on thematic words and sight words to help students increase
their vocabulary.
The Reading Fluency section deals with reading with proper rate, accuracy and expression. The
reading texts from the Reading Comprehension section are used to practise reading fluency.
The Grammar section presents activities in context for the students to practise using appropriate
expressions and structures in an implicit manner. It is followed by a Grammar Spot section that
highlights and reinforces the grammar being taught.
The Writing section provides activities which gradually take students from phrase and sentence
writing to paragraph writing.
2. Methodology
As a teacher it is advisable for you to model how to do activities through meaningful examples.
Encourage students to practise because application of learning helps to build comprehension of
concepts taught. Transfer the responsibility to students by letting them work on their own to apply
what you have taught them (I do, We do, You do).
3. Assessment and Support

It is important to use continuous assessment techniques to assess students’ learning. Continuous
assessment provides information that is important for lesson planning. It provides knowledge of
whether additional support or reteaching may be needed for concepts to be mastered. Below are some
informal and formal continuous assessment techniques with which the students are familiar from
mother tongue instruction.
• Observation: A teacher circulates through the room and writes notes during a lesson to assess
learning as students work in groups. pairs or individually.
ii
• Exit Cards: Small paper cards that students hand to the teacher or place near the door as they
leave the classroom. Students write their names and respond to a question or summarise their
understanding.
• Rising Words: Students write answer(s) on a small slate and place it in front of them for the
teacher to see how they respond individually.
• Turn and Talk: Students turn and share their predictions, responses and reactions with one or
two students. The teacher moves around the class to monitor progress.
• Informal Monitoring: The teacher moves around the room to assess which children need
support.
• Graphic Organisers: Students organise information, make connections and note relationships
through the use of various graphic organisers.
• Presentation: Students have an opportunity to demonstrate their developing understanding to
the teachers and/or to the class.
• Summaries and Reflections: Students stop and reflect, make sense of what they have heard or
read, and derive personal meaning from their learning experience.
• Formal Continuous Assessment: Classwork, homework, quizzes, tests and examination
• Support: The primary purpose of continuous assessment is to gather information about students
learning so as to make interventions for students who need immediate support or acceleration.
It is always advisable for you to keep this in mind while assessing learners.
• Enrichment: Some students may perform beyond the expected level of performance. Once
identified, some additional challenging tasks should be provided.
4. Issues of Diversity
The classroom is very diverse. Therefore, students may have varying learning needs. Some students
are visual learners. Others are auditory learners, and still some are kinesthetic/tactile learners. There
are also students with multiple intelligences (linguistic, mathematical, logical, musical, spatial and
others). Some students may have mental or physical disabilities.
As a teacher, you need to consider these diverse situations in you classroom. For example, for
students with visual impairment, visual prompts are not suitable. Apart from getting support from a
braille expert, it is recommended to convert the activities into the ones that meet student abilities. For
instance pictures could be described orally. An able partner could read text aloud when students work
in groups or pairs. Similarly for students with a hearing impairment, in addition to the support you
may get from a sign language expert, audio prompts could be changed to visual prompts. For students
who perform beyond the expected level, refer to the suggestions given in the assessment section.
Regarding issues related to gender, avoid assigning roles that are traditionally believed to be the role
of only one sex (stereotyping).
iii
Table of Contents
Unit 1 School 1
My First Day at School 1
A Zebra Eats Grass 5
On the Playground 8
Unit 2 People 13
How Tall Are You? 13
I am Shorter than You 18
She Has Long Hair 22
Unit 3 Environment 28
What a Rainy Day! 28
There Are Some Clouds 32
It was Sunny Yesterday 36
Unit 4 Health and Safety 40

Let’s Keep Fit 40
Wash Your Hands Before You Eat 45
Visiting a Doctor 49
Unit 5 Objects 54
My House 54
She Stirs Tea with a Spoon 58
I Chop the Wood with an Axe 62
Syllabus 66
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UNIT 1 School
Unit Objectives
By the end of the unit, students will be able to:
• use appropriate listening strategies to listen to a text and identify details;
• use appropriate expressions to introduce themselves and others;
• read a text and scan for specific information;
• read words/phrases/sentences accurately with proper expression;
• blend initial consonant clusters with ending sounds;
• answer yes/no questions; and
• write sentences about their friends’ possessions.
My First Day at School
Week 1 Day 1 Answers:
Advice: ideas to be listened to and followed

Daily Contents Arrive: get to the place where you are going
• Listening
• Speaking While-listening (10 minutes)
Read the story titled “At the Flag Ceremony”
1. Listening (20 minutes) to the class. Tell students to write the names of
classroom objects from the text as you read.
Pre-listening (5 minutes) Ask the students to listen to the text again and
Ask students to guess the meanings of the answer comprehension questions orally.
words advice and arrive using clues from the
sentences. If they fail to guess the meanings of
the words, help them by giving more examples
in different contexts.
1
English I Grade 4 I Teacher Guide
Tell students to look at the picture in their

At the First Flag Ceremony of student book as you read the conversation in the
the School Year speech bubbles.
Hello, good morning students. My name is Organise the class into pairs and ask them
Tigist. I’m the director of the school. Today, to introduce themselves to each other as in
I am here to give you some advice. First, I the picture. Invite one student to come to the
want you to arrive at school before classes front of the class and ask him/her questions to
begin and remember to wear your uniforms. complete information that is requested when
Second, take care of your school properties. greeting someone: What is your name? My
Don’t break windows, desks and benches. name is _______.
Third, keep your books clean and bring them Ask students to copy and complete the chart by
to school every day. Fourth, listen to your asking and answering questions.
teachers’ advice and do your homework every
day. Your teachers are like your parents. Fifth Week 1 Day 2
work hard from your first day. It will help you
to pass to the next grade. If you follow this Daily Contents
advice, you will be happy and your parents
• Word Study
also will be happy.
• Reading
• Vocabulary
Answers:
1. Tigist, the director of the school
3. Word Study (5 minutes)
2. five
Give example words that begin with initial
3. arrive at school before the class begins.
consonant clusters br- and cl- (bring, clean).
4. work hard from your first day. Draw students attention to cl- i.e. the name of
the first letter is c but the actual sound it makes
Post-listening (5 minutes) is /k/. Say the sound of the letter c in the word
Ask students to think of advice to give students clean aloud and ask students to repeat after you.
so they can do well in school. Tell them to share Ask students to blend initial consonant clusters
their responses with a partner then share their br- and cl- with the ending sounds. Ask them
responses with the class while you write the to write the completed words in their exercise
responses on the board. book.
Tell students to write two more words that
2. Speaking (20 minutes)
begin with br- and cl-. Then use the words to
Greet and introduce yourself to the class: write sentences.
Hello, good morning. My name is _____. I’m
your English teacher. I’m from _____
2
4. Reading (25 minutes) 5. Vocabulary (10 minutes)

Ask students to complete the sentences in their
Pre-reading (5 minutes)
student books by filling in the gaps with words
Ask students to study the picture and predict from the boxes. Tell them to write their answers
what the text is about. Model predicting by in their exercise books.
creating an imaginary situation. Example:
Look! I see a picture of a cat and a dog. What Answers:
do you think the text will be about? It could be 1. door 3. board
about domestic animals. Ask students to share 2. windows 4. wall
their predictions with a partner.
While-reading (15 minutes) Week 1 Day 3

Ask students to read the passage silently and
Daily Contents
find out if their predictions are correct.
• Reading Fluency
Then ask students to read the text again and
answer the questions. Encourage students to • Grammar
provide complete answers for comprehension
questions. 6. Reading Fluency (15 minutes)
Answers: Read the passage titled “Halima’s First Day of
School” aloud with proper expression. Pause
1. Halima wears a school uniform. Halima when necessary (after a comma, full stop) .
wears a shirt, sweater, skirt and sandals.
Ask students to read the text “Halima’s First
2. Halima becomes happy because she Day of School” aloud with you as you read.
meets many friends at the gate.
3. Ato Robel greets Halima at the door. 7. Grammar (25 minutes)
4. Halima sees windows, a door, desks and Ask students to read a short paragraph and give
benches, etc... short responses to comprehension questions.
5. Answers will vary. The focus of this activity is for students to learn
to use do/ does/ don’t /doesn’t correctly. Model
how to give short responses to questions.
Post-reading (5 minutes)
Organise the class into small groups and ask I like bananas. If someone asks me, ‘Do you
them to discuss how they felt on their first day like bananas?’ My response will be, “Yes, I
of school. do.”
3
Example:
Answers:
I cannot touch the roof.
1. Yes, he does. 3. No, he doesn’t.
2. No, they don’t. 4. Yes, they do. 9. Speaking (25 minutes)
Ask students to correctly fill in the gaps with Organise the class into groups of three and tell
do/does. Do the first one as an example for the each group member to take turns introducing
students. each other. Model the activity by saying:
Hi Abebe, this is my friend. His name is
Answers:
_____. He is from _____. He is in grade four.
1. do 5. Do
Ask several pairs of students to model the
2. do 6. Does activity.
3. does 7. Do
4. do Week 1 Day 5
Ask students to look at the picture and complete
Daily Contents
sentences by filling the gaps with many, some,
much, any, both and all. Model how to answer • Reading Fluency
the questions. Answers can vary. Example: • Writing
There are many desks in the class.
1. one 5. both 10. Reading Fluency (10 minutes)
2. any 6. all Read the text about “Halima’s First Day of
3. much 7. some School” aloud with proper expression. Read
the text “Halima’s First Day of School” for a
4. some
second time aloud with proper expression. Ask
Week 1 Day 4 students to take turns reading the text aloud

with a partner. Move around the class and help
individual students when needed.
Daily Contents
• Vocabulary 11. Writing (30 minutes)
• Speaking Ask students to rewrite the sentences in their
student book using apostrophes (’s). Call a
8. Vocabulary (15 minutes) student with her/his pencil to the front of the
class and tell students the name of a student who
Ask students to write sentences with the words has a pencil. Say This is Kebede. Kebede has
listed in the student book. Ask students to share a book. Then write It is Kebede’s book. on
their sentences with a partner and ask for peer the board. Ask students to write the sentences
feedback. using apostrophes in their exercise book.
4
Ask students to complete the paragraph in their

My friends and I spend our free time looking
book by using their own words. They should
after the seedlings, vegetables and flowers. We
write their endings in their exercise book. Then
take turns watering them. We look after the
they will meet with a partner and share their
plants in order to make our school compound
work while asking for feedback. Move around
beautiful. The club plans to earn 500 Birr by
the class to asses student learning and observe
selling the seedlings of coffee and vegetable
whether students give feedback to each other.
plants, trees and flowers.
Week 2 Day 1
While-listening (10 minutes)
Daily Contents Ask students to read the questions before they
• Listening listen to the text. This will help students focus
• Speaking on important information While-reading. It also
provides them with a purpose for listening. Tell
students that they are going to listen to a text
A Zebra Eats Grass about Kebede’s school. Tell them that it will
be read to them three times. Ask students to
1. Listening (20 minutes) take notes as they listen about how their school
and the school described in the text are alike
Pre-listening (5 minutes) and different. Tell them to orally respond to
comprehension questions after they listen to the
Ask students to discuss some listening questions
text.
before they listen to the text. This will help them
to focus on important points before and While- Answers:
reading. Check if students are familiar with the
1. Bonga Primary School
meaning and concept of the word club. Give
an example of a club that exists in your school. 2. grow trees, vegetables and flowers
Then read “Kebede’s School” to students. 3. 500 Birr
4. to protect the plants
Kebede’s School
My name is Kebede. I am ten years old. I am Post-listening (5 minutes)
in grade four at Bonga Primary School. In my Put students into small groups and tell them to
school, there are many clubs. One of them is discuss the advantages of growing plants in a
the environmental club. I am a member of school compound. Move around the room and
this club. In this club, we meet and talk about encourage students to discuss the advantages.
how to grow trees, vegetables and flowers in
our school compound. We plan to put a fence 2. Speaking (20 minutes)
around the things we grow.
Ask students to look at the picture. Tell them that
you will describe the picture to them. When you
5
describe the picture, make mistakes purposely. 4. Reading (25 minutes)

Then ask students to identify the mistakes and
give the correct description. Demonstrate how Pre-reading (5 minutes)
to do this activity by giving examples from the
Ask students to read the title of the reading
student book.
passage and predict words that they may read in
Assessment: Listening and Speaking: the passage. Tell them to share their predictions
Students describe pictures. with a partner.
Assessment Technique: Turn and Talk

While-reading (15 minutes)
Week 2 Day 2 Ask students to read the passage silently and

determine if their predictions are correct.
Tell students to read the passage again. Ask them
Daily Contents
to answer to the comprehension questions. Tell
• Word Study students to look back at the reading passage if
• Reading necessary. Discuss the answers with the class.
• Vocabulary
Answers:
1. Ambo Primary School
2. There are seven buildings They are:
Explain to the student that a diphthong contains
director’s office laboratory
two vowel sounds joined in one syllable to form
one speech sound. It is also called a gliding staff room two toilets
vowel. library classroom
Read the words in the student book aloud. Ask 3. sports field
them to repeat after you. Teach the students’ the 4. next to the library
dipthongs.
5. Answers will vary.
/oi/ /oy/ /ou/ /ow/
Encourage them to identify words that contain
the vowel sounds /oi/ /oy/ /ou/ /ow/. Ask them Show students how to use a T-Chart to compare
to listen for the word that sounds different than Biritu’s school to their school. Ask them to
the others. copy and complete the chart. Then tell them to
discuss things that are alike and different with
Answers: a small group.
now, soil, aloud
6
5. Vocabulary (10 minutes) you may use repeated reading and other reading
strategies.
Ask students to match the descriptions to the
correct words/phrases. Tell them to write their 7. Grammar (25 minutes)
answers in their exercise book as described in
Tell students to look at the picture and answer
the student book and then they will compare
the questions. Model how to answer yes/no
their answers with a partner.
questions before students begin. Give students
Answers: an example of a question that is answered
with yes and an example of a question that is
1. h 3. a 5. g 7. d
answered with no.
2. c 4. e 6. b 8. f
Then tell students that they will use information
from the chart to write sentences about their
Assessment: Word Study: Students will write
own classroom. Model this for the students.
words that begin with the letters cl (class) and
When they are finished, tell them to compare
br (broom).
their sentences in a small group.
Assessment Technique: Rising Words
Assessment: Grammar: Students look at a
picture and answer questions.
Week 2 Day 3 Assessment Technique: Exit Cards
Daily Contents
Week 2 Day 4
• Reading Fluency
• Grammar Daily Contents
• Vocabulary
6. Reading Fluency (15 minutes) • Speaking
Ask students to listen as you read the passage
titled “Biritu’s School.” Read the passage with 8. Vocabulary (15 minutes)
the appropriate expression (pauses, intonation).
Ask students to write numbers 1-6 in their
Read the passage aloud together with the whole
exercise books and tell them to choose words
class.
from the boxes to fill the gaps in the personal
Assessing Fluency: letter. Tell them to record their answers next to
Ask students to read the passage aloud in pairs. the correct numbers and compare their answers
Move around the class and assess student’s in groups.
reading by calculating the number of words
read correctly per minute. If you identify
students who are struggling to read, use
different strategies to help them. For example
you may ask them to practise reading at home;
7
Answers: 11. Writing (30 minutes)

1. fence 4. staff room Discuss paragraph structure: Topic sentence
2. gate 5. class rooms and supporting details. Ask students to write a
short paragraph about their school. Model this
3. sports field 6. library
at the board. Tell them to use good paragraph
structure. They should use “Biritu’s School” as
Assessment: Speaking and Listening: an example. Walk around the room and provide
Students talk about their school compound. support as needed.
Assessment Technique: Turn and Talk Assessment: Writing: Students write
sentence’s about their school compound in
9. Speaking (25 minutes) paragraph form.
Ask partners to look at the picture in the student Assessment Technique: Homework
book. Tell them to ask for and tell directions
to and from the places in the picture. Give one Week 3 Day 1
example as a model. Then move around the
class and check students’ performance asking
Daily Contents
for and telling directions.
• Listening
Example:
• Speaking
Student A: Where is the bank?
Student B: It is in front of the school.
On the Playground
Week 2 Day 5
1. Listening (20 minutes)
Daily Contents
Pre-listening (5 minutes)
• Reading Fluency
Write the tittle of the listening text on the board
• Writing
and ask students to predict what the main idea
of the text is about. Ask individual students to
10. Reading Fluency (10 minutes) share their predictions with the class.
Fluently read the story “Biritu’s School” to the
class.
Ask students to read the story aloud to a partner
with proper rate, accuracy and expression. Tell
them to feedback to their partner. Circulate
around the room to assess if students read the
story aloud using proper rate, accuracy and
expression.
8
While-listening (10 minutes) Post-listening (5 minutes)

Ask students to work in small groups and
Students at Break Time discuss the questions. Move around the class to
support students who need assistance.
Students do many different activities at break
time. Many of them are running here and 2. Speaking (20 minutes)
there to meet their friends. Some are playing
football and others are skipping rope. A few Ask students to look at the picture in their student
of them are sitting under trees doing their book. Organise the class into pairs and tell them
homework and copying notes from friends. to ask and answer questions about what people
Some are watching what their schoolmates are are doing in the picture. Give examples.
doing. A group of students can be seen helping Student 1: What are the students doing?
each other. Others are running to water taps to
Student 2: They are playing football.
drink or wash their faces. Students are going
to and coming back from the tea room. Many Assessment: Listening and Speaking
are talking about their lessons, while some Students will look at a picture and talk about
are getting ready for the next class. Watching what people are doing.
what students are doing at break time shows
that students are involved in many different
activities.
Week 3 Day 2
Read the passage aloud three times. Vary your
speed and expression depending on the nature
Daily Contents
of phrases in the listening text. After the first
reading, ask students if their predictions are • Word Study
correct. • Reading
Ask students to answer comprehension • Vocabulary
questions based on the listening text and
encourage students to compare their answers.
Then discuss correct answers with the class.
Determine if the students understand what
Answers: digraphs are. Tell them that digraphs are two
1. running here and there, playing football, consonant letters represented by one sound.
skipping rope, etc. Write the word child on the board. Say it aloud
2. to drink or wash their faces and ask the students what sound they hear at
3. sitting under the trees the beginning of the word. Tell them that the
initial sound they hear is /ch/.Tell them that
the consonant digraph is /ch/. The word child
begins with two letters that represent one sound
/ch/. Check if the students understand that the
9
two letters ch are represented by one sound, question comes to mind. Then, I ask myself:
i.e. /ch/. Say several words that begin with the Why are many students running here and
sound /ch/ and ask students to repeat the words there happily? Is it because they want to take
and sounds after you: child /ch/. the front seats? Invite students to ask the same
Read the words from the student book aloud, question themselves and predict their own
and ask the students to identify the digraphs. answers.
Write a word with an initial (at the beginning of Ask students to read the passage silently. While-
the word) digraph on the board. e.g. ch- chair. reading individually, tell them to ask themselves
Ask the students to copy the words into their the question at the end of the first paragraph.
exercise book. Ask students to sound out the As they continue to read, they will focus on
word together aloud. Repeat this activity with the answer to this question. This methodology
the initial digraphs /th/ and /sh/ is similar to a Think Aloud strategy which is
Ask students with a partner to write in their a meta-cognitive strategy like inferring and
exercise books as many words as they can using questioning. This will help children monitor
the digraphs /ch/ /th/ and /sh/ and discuss the their learning and promote understanding.
words with a partner and then the class. Then Ask students to answer comprehension
tell them to write sentences using the words. questions based on the information in the
passage. Encourage them to refer back to the
4. Reading (25 minutes) text if they can’t remember some facts.
Pre-reading (5 minutes) Possible Answers:

Answers may vary.
Ask students to look at the picture and write
words that they think they will read in the 1. There is a football match.
passage titled “A Football Match.” 2. They are cleaning and decorating their
Demonstrate how to do this activity. Say: I will school.
look at the picture. I think I will read the word • They are putting up a large banner at the
holiday in the passage. gate of the school.
Ask several students to say a word aloud that • The school is new to them.
they think they will read in the passage.
4. Saja Primary School’s team scores goals.
Ask students to write words that they think they
5. They are singing, clapping and shouting
will read in the passage. They will share their
to encourage the players.
words with a partner.
While-reading (15 minutes) Post-reading (5 minutes)

Organise the class into pairs and tell students
Read the passage aloud to the class. Read again
to discuss how people feel when they win and
and stop at the end of the second sentence. Say:
lose games. Move around the class and support
I am reading the passage. At the end of the
students during their discussions. Encourage
second sentence I stop reading because a
them to come up with new ideas.
10
5. Vocabulary (10 minutes) Example:

Teacher: 100, 109, 118, 126
Ask students to match the words with their
opposites. Tell them to write their answers Students: Stop!
in their exercise books. Encourage them to Teacher: Why?
compare their answers with group members. Students: You added eight, not nine, to 118.
Then ask students to write sentences using the
Ask students to read the instructions in their
words in Column A. Example: I run on the
book for the Exercise. Review the examples
sports field.
with the class. Explain the instructions clearly
Answers: so that everyone understands. Form groups of
1. run - walk four and designate half of the group as Group A
2. win - lose and half as Group B. Ask Group A students to
3. sit - stand count up by fifteen starting at 150 and Group B
students count down by 25 starting at 500. Let
4. laugh - cry
students take turns counting.
5. play - rest
Assign different roles to each group member.
I run on the sports field. Student 1 counts up or down (depending on
whether he/she is in Group A or B). Student 2
Assessment: Word Study: Students write writes each number that is said. Student 3 is the
words with consonant diagraphs ch, sh, th. judge who says Stop! when an incorrect number
Assessment Technique: Rising Words. is called. Student 4 is the observer. Ask students
to take turns playing each role. The winners
Week 3 Day 3 are the students who count the most numbers
correctly. Model this several times with a group
of four. Move around the class and observe the
Daily Contents
game while providing assistance and feedback.
• Reading Fluency
• Grammar 7. Grammar (25 minute)
Review the table and ask students to write
6. Reading Fluency (15 minutes) sentences using the words and phrases. Write
one example sentence from the table. (I am
Tell students that they are going to play a count-
washing my face.)
ing up and counting down game by adding or
Then ask students to write sentences about what
subtracting a fixed number.
people are doing in picture. Model the activity
Say a series of numbers starting from 100 by
by giving examples.
adding nine. Tell students you will ask them to
identify each mistake by shouting Stop!. Then Example:
make mistakes to let students signal that you The students are playing football.
have made a mistake.
11
Encourage students with hearing impairment to

Week 3 Day 4 provide written responses to questions.
Daily Contents Week 3 Day 5

• Vocabulary
• Speaking Daily Contents
• Reading Fluency
8. Vocabulary (15 minutes) • Writing
Ask students to choose words from the boxes

to fill the gaps. Model the activity. Give an 10. Reading Fluency (10 minutes)
example and read the sentence aloud with the Ask students to listen to a text as you read “A
whole class. Ask students to do the activity Football Match” aloud. Read it aloud with
on their own. Then ask them to compare their proper rate, accuracy and expression.
answers with a partner.
Then ask students to read the text aloud with
Answers: you by repeating the sentences after you read
each one aloud. Remind students to read with
1. ball 4. tap
accuracy, appropriate rate and expression.
2. rope 5. chat
Organise the class into pairs and ask them to
3. watch take turns reading the text aloud to each other.
Choose several students and assess their reading
rate, accuracy and expression.
Organise the class into two groups, Group A and
Group B. Each group will be assigned different 11. Writing (30 minutes)
pictures. Ask the students to look at the picture. Model
Students in Group A and Group B will get in the activity. Write a sentence about the picture
pairs. They will ask each other questions about on the board. Ask the students to read the
the other’s set of pictures and will answer sentence aloud. Ask students to write sentences
questions about his/her own set of pictures. in their exercise books about what people are
Model this with a student using the example in doing in the pictures. Tell them to share their
the student book. Circulate through the room sentences with a partner.
to support students who don’t understand the
Assessment: Writing: Students will write
instruction.
sentences about what people are doing in the
Assessment: Vocabulary: Students fill in the pictures.
gaps with the correct words Assessment Technique: Classwork
Assessment Technique: Classwork
12
UNIT 2 People
Unit Objectives
• listen to a text and complete a table;
• read and retell a story;
• read words, phrases,sentences accurately with proper expression;
• match synonyms and antonyms;
• use appropriate expressions to describe people’s physical appearance, and
• identify and write main ideas of paragraphs.
How Tall Are You?
Example:
Week 4 Day 1 Teacher: How old are you?
Student: I am ten years old.
Daily Contents
Write the conversation on the board. Read the
• Listening
words aloud as you write them. Then repeat the
• Speaking sentences fluently.
Teacher: How tall are you?
1. Listening (20 minutes) Student: I am about one metre tall.
Teacher: What is your weight?
Pre-listening (5 minutes)
Student: My weight is 30 kilos.
Organise the class into small groups and ask
Practise the activity with the students. Ask
students to talk about their age, height and
students to repeat the conversations in their
weight. Model the activity by giving examples.
groups.
Invite a girl and a boy to the front of the class
and ask how old they are, how tall they are and
what their weight is.
13
While-listening (10 minutes) Post-listening (5 minutes)

Ask the students to draw pictures of Almaz,
My Friends Chot, Gadissie and Shami based on the data in
the table. Model how to complete the activity.
I have four best friends. Their names are
Allow the students time to draw the pictures of
Almaz, Chot, Gadisse and Shami. We all are
four students and then describe their drawings
in grade four. We do lots of things together.
to their partners.
We go to school every day. We study and do
our homework together. In our free time, we 2. Speaking (20 minutes)
read books in the library. We play different
games. Our height, weight and ages are Organise the class into pairs. Tell partners to
different. Almaz is 15 years old. She weighs interview each other using the questions given.
35 kilos. She is 70 centimeters tall. Chot Tell them to write the answers in their exercise
weighs 40 kilos. He is taller than Almaz. He book and then describe their partner to the class.
is 73 centimeters tall. Two of my friends, Model the activity: Ask a female student to
Chot and Gadisse, are the same age, 14 years come to the front of the class and ask her How
old. Gadisse’s height is about 80 centimeters. old are you? Write the answer on the board and
She weighs 37 kilos. Shami’s height is 68 tell the class, She is _____ years old.
centimeters. His weight is 31 kilos and he is Ask the whole class, How old is she? Encourage
13 years old. them to say, She is _____ years old.
Ask the students to copy the table into their Assessment: Students will talk about their
exercise book. Tell them that you are going to friend’s height, weight and ages.
read a text aloud three times. Ask them to listen
and complete a table as you read. Ask students
to repeat the informational sentences aloud
after you. Model the activity. Week 4 Day 2
Example:
Daily Contents
Almaz is 15 years old. Students will write 15 in
the table in the age box next to the name Almaz. • Word Study
• Reading
Name Age Height Weight
• Vocabulary
Almaz 15 70cms 35 kilos
Chot 14 73 cms 40 kilos
Gadissie 14 80 cms 37 kilos
Ask students to add -er to CVC pattern for one
Sahmi 13 68 cms 31 kilos
syllable adjectives. Model the activity.
14
Write the word big on the board and double

the final consonant and add -er to it. Draw the
Anito and His Dream
students’ attention to the final letter before -er. In the southern part of Ethiopia, there is a
Say each letter aloud as you write b-i-g-g-er on family that has three children. Anito is one of
the board next to the word big. the children. He is the youngest son. Anito is
unhappy because he wants to work without
Ask students to say each letter aloud after you.
help. He fetches water with his sister. His
Tell students to write each word in their exercise brother washes Anito’s body, but Anito wants
book. They will double the final consonant and to do everything by himself. His sister and
add -er to the words and then write sentences brother always tell him that he is too small to
using the new words. On the board, write the do these jobs on his own.
model sentence An elephant is bigger than a
One night Anito is sleeping. In his dream, he
lion.
sees pink sugar cane growing in a field. He is
4. Reading (25 minutes) eager to taste it. He cuts a piece and chews it.
While he is walking home, he feels that his
Pre-reading (5 minutes) body is getting taller and heavier!
Organise the class into groups and ask them talk When he returns home, his family thinks that
about any dream they have had while sleeping. a stranger is coming. Anito feels sad because
his family does not know him. He walks back
While-reading (15 minutes) to the field. He cuts a piece of pink sugar cane
and chews it. It makes him shorter and lighter
Ask students to read the text silently. Stop to
again. Then Anito wakes up. He understands
ask the following questions. Then ask students
it is only a dream. He is happy to be small.
to read the story silently. Tell them to put the
sentences in the story in the correct order. Ask Ask students to read the passage a second
them questions such as: time and answer comprehension questions in
1. What do you think the story is about after complete sentences in their exercise book. Do
reading the first paragraph? the first one as an example with the students.
2. What do you think the story is about after Answers:

reading the second and third paragraphs?
Anito feels unhappy.
• Give some hints. For example, after
reading the first paragraph, I am Write the answer on the board. Read the
thinking that the story could be about sentence fluently. Read the sentence together
Anito’s family. aloud with the students.
Answers:
3,1,2,5,4
15
Answers: Assessment: Vocabulary: Students replace

1. Anito feels unhappy. underlined words with words of similarly
meanings.
2. Anito fetches water with his sister.
Assessment Technique: Exit Cards
3. He looks taller and heavier.
4. He feels happy at the end of the story
because he understands that it is a dream. Week 4 Day 3
Post-reading (5 minutes) Daily Contents
Organise the class into groups and let them • Reading Fluency
discuss their opinions of the story. Encourage • Grammar
them to explain why they feel that way. Model
this. Walk around the classroom and encourage
6. Reading Fluency (15 minutes)
discussions.
Read the story titled “Anito and His Dream”
Possible Answers: aloud and ask the students to listen carefully to
Open-ended (Any reasonable answer is the way you read it. Read with the correct rate,
acceptable.) accuracy and expression.
Read parts of the story aloud and ask the

5. Vocabulary (10 minutes)
students to repeat after you together aloud.
Ask students to choose words from the boxes Make sure that students read fluently.
to replace the underlined words. Model the
activity by giving an example. 7. Grammar (25 minutes)
Example: Explain to students that the wh- question words
Anito’s body is getting heavier. Ask the include: what, when, where, how, who, why.
students to think of a word that could replace Ask them to fill in the gaps with correct wh-
the underlined word. Tell students that the question words. Tell them to write the answers
word bigger can be used instead of the word in their exercise book. Do the first question in
heavier. Ask them to repeat the new sentence the exercise as an example.
after you. Example:
Answers: How old is she? Write the example on the

board and read it aloud with the students.
1. sad 3. knows
When students are finished, ask them to read
2. brings 4. little the sentences aloud.
16
Encourage them to describe that student and

Answers:
have someone in the group go to another group
1. How 4. When to present the student’s description. Students
2. What 5. Where will guess who the student described is. Using
3. Which the example given in the student book, explain
clearly to students how to do the exercise.
Ask students to complete the interview with a Model this. Move around the class and support
partner using wh- words. group members who need additional help.
Week 4 Day 4 Week 4 Day 5

Daily Contents Daily Contents
• Vocabulary • Reading Fluency
• Speaking • Writing
8. Vocabulary (15 minutes) 10. Reading Fluency (10 minutes)

Ask students to read the text silently and tell Tell students to listen as you read aloud the story
them to fill the gaps with their own words to “Anito’s and his Dream.” Read the passage
complete the text. Use the example as a model. with fluency.
Tell students that some gaps can have more
Ask the students to read the story, “Anito and
than one answer.
His Dream” with a partner. Tell them to read in
Answers: turns. Move around the class and assess fluency.
1. Ethiopia
11. Writing (30 minutes)
2. one/a
Ask the students to study pictures in their
3. he
student book and order them.
4. unhappy/sad/tired
Tell students to write sentences in their exercise
5. sister book about the pictures in the correct order.
6. water/firewood/grass Possible Answers:
7. sheep/camels/cows/horses
3, 1, 2, 4, 7, 5, 6
8. clothes/body/face/hair/hands
9. clever/smart
Assessment: Writing: Students will rewrite a
story using picture prompts.
Assessment Technique: Homework
Organise the class into small groups. Tell
them to choose one student out of their group.
17

Week 5 Day 1
Girls’ Football Team
Daily Contents
My school has a girls’ football team. It has
• Listening
23 members including the coach. The team
• Speaking
members work very hard. They are nice too.
I am happy to be a member of this team. We
I am Shorter than You play fairly in all games. I want to tell you
about four of our team members. Their names
are Mergertu, Ajulu, Birtukan and Zebiba.
Megertu plays in the front line because she
Pre-listening (5 minutes) runs faster than I do. She is stronger than
most of us. Ajulu is thin and tall, but she is
Tell students that you are going to read aloud a not thinner than Birtukan. Ajulu plays as
text titled “Girls’ Football Team.” Ask them to a middle fielder. Birtukan plays in the back
work in a group to compare height and weight line. Birtukan can jump higher than Zebiba.
with each other. Model the activity. Compare Zebiba plays in the wing. Megertu is older
one student with another at the front of the than Zebiba and Birtukan. I think Ajulu is
room. younger than Zebiba. We feel very happy
Example: when we all play together.
Chala is shorter than Alemu.
Ask students to listen to the text as you read it
Write the example sentence on the board and aloud to them. While you read the story a second
ask students to read it aloud. Point out the time, tell them to write in their exercise books
comparative form of the word short (shorter) the comparative words they hear. Remind them
in the sentence. Write both words on the board. of the example of the words short and shorter.
First touch the word short and ask the students
Then read the text again and ask students to
to repeat after you. Then, touch the word
answer the comprehension questions. Model
shorter and ask the students to say it aloud
the first one as an example.
several times after you say it.
Example: How many team members are there
in the girls’ football team?
Answer: There are 23 team members in the
girls’ football team.
Write the answer on the board and ask the
students to read it aloud with you.
18
Answers:
Week 5 Day 2
2. Yes, the writer says she is happy to be a
member of the team.
Daily Contents
3. Megertu, Augulu, Birtukan, Zebiba
• Word Study
4. Megertu
• Reading
5. Birtukan
• Vocabulary
Post-listening (5 minutes)
Organise the class into groups and tell them to
discuss their favourite games and tell why they Ask students to add -er to each of the words in
are favourites. the chart and write them in their exercise books.
happy + er = happier
heavy + er = heavier
Organise the class into pairs and tell the
lazy + er = lazier
students to ask their partner who is taller,
noisy + er = noisier
shorter, younger and older in their families.
Ask students to study the example provided in silly + er = sillier
the student book as a guide. Move around the Remind students that when changing an adjective
class to support students. Encourage them to ending in the letter y into a comparative form, y
use different expressions. is changed to the letter i before adding –er.
Tell students to compare the pictures with a Use the following as examples. Write the word
partner. They should use comparative words to easy on the board. Cross out the y. Then add +
describe the people. Model this. er = easier. Write the word funny on the board.
Assessment: Listening and Speaking: Cross out the y. Add + er = funnier. Encourage
Students will compare themselves with students to do the activity based on the example
others. given in the student book. Ask them to compare
Assessment Technique: Turn and Talk their answers with a partner.
4. Reading (25 minutes)
Ask students to think of an English song that
they learned in lower grades. Encourage
students to sing the song with the class.
19

Assessment: Word Study: Students add -er
Ask the students to listen as you read the poem to form comparative words.
titled “Three of My Teachers” from the student Assessment Technique: Exit Cards
book aloud to them. Then ask them to read it
silently to themselves.
Ask the students to read the poem again and
Week 5 Day 3
answer the comprehension questions. Tell them
to write the answers in their exercise books. Daily Contents
Review the answers. • Reading Fluency
• Grammar
Answers:
1. Ato Aziz, Miss Almaz Mis Ariat

2. Miss Ariat
Ask students to listen as you read the poem
3. older
aloud with proper rate, accuracy and expression.
4. Almaz
Ask students to fluently read the poem aloud
5. thinner, younger with you. Tell them to use the correct rate,
accuracy and expression.
7. Grammar (25 minutes)
Ask students to work individually to draw two
of the teachers described in the poem. Ask them Ask students to study a table and complete
to show their drawings to a partner and guess sentences using information from the table. Tell
the teachers their partner drew. them to do the activity individually first and then
they will do the activity with the whole class.
5. Vocabulary (10 minutes) Model the activity by providing examples.
Ask students to work individually and match Example:
words with similar meanings and then compare
Mulu is taller than Zeberga, but he is shorter
their answers with a partner. Provide an example
than Kahssay.
at the board.
Write the sentence on the board and draw the
Answers: students’ attention to the comparative forms
1. b 4. 3 of the adjectives. Discuss the purpose of
comparative forms. Ask students to read the
2. a 5. f
sentences aloud with you.
3. c 6. d
20
Answers: 9. Speaking (25 minutes)

1. taller, shorter 4. shorter, taller Organise the students into small groups. Tell
2. older, younger 5. heavier, lighter them to read the sentences and form questions.
Use the example to teach the students how to do
3. heavier, lighter
this activity.
Organise the class into pairs. Assign students
Assessment: Grammar: Students write
as Student A and Student B. All those assigned
comparative sentences.
as Student A will read only Text A and Student
Assessment Technique: Classwork B will read only Text B. Students will ask
questions of each other to complete the missing
Week 5 Day 4 information from their text. Before they begin
this exercise, tell them to look at the example
Daily Contents given in their student book. Move around
the class to monitor their work and provide
• Vocabulary
assistance. For the answers of Text A and Text
• Speaking B, refer to the following text.
8. Vocabulary (15 minutes) Completed Text:

Fetene has two brothers and three sisters.
Ask students to choose words form the boxes to
Almaz lives with a larger family. She has four
fill the gaps individually. Then do the exercise
brothers and five sisters. Fetene is the third
as a whole class. Model the first gap sentence
son in his family. He is 16 years old. Almaz
as an example. While the students are doing the
is 18 years old. She is the fifth child in her
exercise individually, write the gap sentences
family. In Fetene’s family, Tolossa is 175
on the board. Then ask students to choose a
centimeters tall, but he is not taller than his
word to fill each gap. Then ask students to read
older brother Habtamu. He is 185 centimeters
each completed sentence aloud with you.
tall and he weighs 30 kilos. In Almaz’s family,
Example: Abeba is taller than Yonas. Yonas’s height is
He cannot reach the top shelf because he is 150 centimeters. Abeba is 160 centimeters
short. tall. Almaz’s height is in between. She is 155
centimeters tall. Alemnesh, one of Fetene’s
Answers: sisters, weighs more than Tolossa. Tolossa
1. short 4. old weighs 40 kilos. Alemnesh’s weight is 45
2. near 5. heavy kilos. Almaz is heavier than Abeba. Abeba
weighs 35 kilos. Almaz weighs 42 kilos.
3. young
21
Assessment: Listening and Speaking: Assessment: Writing: Students will write

Students compare people they have read sentences from substitution tables.
about.
Week 6 Day 1
Week 5 Day 5
Daily Contents
Daily Contents • Listening
• Reading Fluency
• Speaking
• Writing
She Has Long Hair

Ask the students to listen as you fluently read 1. Listening (20 minutes)
the poem in your student book aloud to them.
Put the students in pairs and let them take Pre-listening (5 minutes)
turns reading the poem with appropriate rate,
Ask students to tell their partner what they feel
accuracy and expression. Move around the
when they see themselves in a mirror.
class and help individual students as needed.
Ask students to write sentences from a Mirror
substitution table. Model the activity. Mirror, mirror above the sink,
Tell me what you truly think.
Example:
Am I fat or am I thin?
I am fatter than my brother.
Will I lose or will I win?
My legs are longer than my brother’s.
Am I short? Perhaps too tall?
Write the two sentences on the board and show
Are my ears a bit too small?
students the comparative forms of adjectives.
Is my nose exactly right?
Read the sentences aloud with the students.
Are my teeth very white?
Organise the class into a small group and tell
them to write at least four sentences comparing Am I weak or am I strong?
their age, height and weight to that of the Is my hair too short or long?
students in their group. Review the example Am I fun or rather shy?
from their student book as a model. Then ask What is the color of my eye?
students to share their sentences with a partner.
Mirror mirror above the sink
Tell me what you truly think.
22
Tell the class that you will read a poem aloud to ears, nose and body build. Tell them to describe
them. Encourage them to think about the author themselves using the example provided.
as they listen.
Example:
Review the questions in the student book. Then
My name is __________
read the poem aloud and ask students to answer
questions as they listen to the poem again. Vary I have short hair and my nose is straight. My
the speed of your reading to let students have feet are smaller than my brother’s but bigger
time to work on the questions. Then review the than my little sister’s. I am thin, but I want to
answers with the whole class. be fat.
Then model the activity. Describe yourself.
Answers:
1. above the sink Assessment: Listening and Speaking:
2. I refers to the writer (the person looking students describe pictures/ people.
at him/herself) in the mirror. Assessment Technique: Turn and Talk
3. short and long
4. You refers to the mirror. Week 6 Day 2
Post-listening (5 minutes) Daily Contents
Organise the class into pairs and ask them to • Word Study
discuss why people want to see their faces. • Reading
Walk around the classroom and monitor the
• Vocabulary
students’ discussion.
2. Speaking (20 minutes) 3. Word Study (5 minutes)

Organise the class into pairs and ask them to When a word has a vowel followed by the letter
take turns describing the pictures in the student -r, it is called an r- controlled vowel. Learning
book. this will help students learn to read and spell.
Model the activity by giving an example. Give examples by writing the letters -ir, -er, -ur.
on the board.
Example: Number 1:
Tell students when some vowels followed by
She is a girl. She has long hair. Her face is
the letter -r, a special sound is made.
round. She has small ears.
Example: bar
Write the description on the board and ask
students to read the description to their partner. car
Tell students to describe the rest of the pictures The r-sound becomes strong or bossy
to their partner.
Do the activity in the student book with the
Organise the class into different pairs and ask students. Ask them to repeat the words after
them to talk about their own face, hair, eyes, you several times.
23
4. Reading (25 minutes) Post-reading (5 minutes)

them to discuss who they look like in their
Review how to discuss physical features that family. They should say the name of the person
make people look alike or different. Organise the they look like and the describing features that
class into small groups and ask them to discuss are similar. Walk around the room and monitor
such features. This is a Pre-reading activity group discussions.
intended to activate their prior knowledge.
Walk around the room to monitor progress and 5. Vocabulary (10 minutes)
assist those who need help. Then invite students Ask students to match descriptive words with
to share their group discussion with the class. body parts. Demonstrate how to do the activity.
Example: People may have similar/different Tell students there can be multiple words to
shapes of their nose and different shapes of describe one body part. Tell them to check their
their faces, different sized eyes, etc. answers with a partner.
While-reading (15 minutes) Answers:
Ask students to read the dialog between Sitina 1. face/eye

and Nesru. Ask them to locate describing words 2. eyes/ear/face/nose/hair
in the dialogue. Organise the class into pairs 3. hair/nose/face
and ask them to take turns reading parts of the
4. eye
dialogue.
5. nose/hair
Ask students to copy the table from their student
book into their exercise book and complete it Tell students to write sentences comparing
with information from the dialogue. Model how themselves to family members. Model this at
to do this for the students. the board.
Example: Example:
Age Weight Height Face
Name My sister has long hair. My hair is shorter.
year kilos cms shape
Hawa 13 30 130 oval Assessment: Word Study: Students

Debebe 35 70 175 square unscramble letters to create spelling words.
Jemila 5 19 95 round Assessment Technique: Exit Cards
24

Week 6 Day 3
Ask students to work individually to choose the
correct form of the pronoun from the brackets
Daily Contents
to fill in the gaps.
• Reading Fluency
Model the activity.
• Grammar
Example:
I wash my face every morning. (I, me)
My brother invites me to read with him every
Ask the students to listen to you as you fluently
night. (I, me)
read the following phrases aloud to them.
1. look like, Sitina? Answers:
2. fatter and heavier 1. I 4. me
3. like mine 2. He 5. them
4. long hair 3. We
5. your brothers Ask students to replace the underlined words

6. my father with the correct form of the pronouns we, he,
she, they, them, her, him. Model the first one
7. Oh really?
as an example for the students:
8. your father, please
Example:
Organise the class into pairs and tell them to
fluently read the phrases aloud with a partner as My brother and I look like our mother.
you walk around the room to assess individual Tell them that you replace My brother and I
students’ reading. Encourage students to read in with We. We look like our grandmother.
phrases instead of word-by-word. For example,
when reading look like, make sure that students Answers:
do not have a long pause after saying look. Also, 1. He 4. They
remind students to pause at commas. Students 2. She 5. We
voices should go up when they say the word
3. her
before a question mark. Model this several
times. Walk around the room and select some Tell students to check their answers with a
students to test reading rate (Calculate words partner. Then write the correct sentences on the
correct per minute using the Sitina and Nesru board and ask students to read them aloud with
dialogue.). Keep a record for further analysis. you.
Ask the students to put the words from their
student book in their correct order to make
meaningful sentences. Model the first one as an
example for them.
25
Example: someone’s face or other objects. Ask students to

has/oval/ face/she/an tell you a word with a similar meaning to oval.
Give them a hint; tell them to think of a word
she has an oval face.
that begins with the letter r. If they say, round
Model for the students by pointing to each word write it on the board. Write sentences with the
as you put it in the correct order. Avoid giving two words: Her face is oval. My face is round.
grammatical explanations. The purpose of this Explain the meaning of the any other words that
exercise is to help students identify positions of may be unfamiliar to students.
words in sentences.
Face Shape
Answers:
1. She has an oval face. oval
2. She has short hair.

square
3. My ears are big.
4. They are shorter than me. wide
Assessment: Grammar: Ask students to Eye Size

unscramble words to make meaningful
sentences large
small
Week 6 Day 4 blue
Daily Contents brown
• Vocabulary
Appearance
• Speaking
Hair curly

long
Ask the students to copy the graphic organiser
from the student book into their exercise books 9. Speaking (25 minutes)
and tell them to put each descriptive word in
the correct box. Tell students there may be Ask five students to come to the front of the
more answers than boxes provided. Accept all class. Describe one of the students aloud to the
reasonable answers. The first one is completed class. Then ask the class to guess the student
as an example for students. you are describing.
Tell students that English speaking people In small groups, ask students to describe
use the word oval to describe the shape of someone standing at the front of the class and
26
have students in the class guess who is being 11. Writing (30 minutes)
described. Tell them to use the example in the
Ask students to look back at the picture
student book as a guide. Walk around the room
under the speaking section. Tell them to write
and help students with their descriptions if
sentences on the board.
needed.
Remind students that when you describe Example:
someone, avoid using words which may hurt I see the girl in the first picture. She has a long
their feelings. For example, if you say someone hair. Her face is round and her ears are small.
is skinny, you may upset them. Only use words Ask students to read the sentences aloud with
which have positive impact on the person being you and copy them into their exercise books.
described. Then ask them to write sentences describing
Example: the other people in the pictures. They will share
their sentences with a partner.
She is thin or slim. (more positive)
She is skinny. (negative in most parts of
them to think about anyone whom they want to
Ethiopia)
describe. Tell them to brainstorm and make a
Assessment: Listening and Speaking: list of ideas in their exercise book to use in their
Students describe themselves and others. description. Show students how to do this. Tell
Assessment Technique: Turn and Talk them to use the ideas they have brainstormed to
begin the writing process.
Week 6 Day 5 Tell them they will write a description about the
person they chose. Ask them to put the ideas
they brainstormed in the description.
Daily Contents
Then tell them to write the first draft. Make them
• Reading Fluency
aware that this will be followed by a revision.
• Writing Encourage them to rewrite the description, edit
it and rewrite the final version. Model this at
10. Reading Fluency (10 minutes) every stage of the writing process.
Ask the students to listen as you read parts of Assessment: Writing: Students write
a dialogue aloud to them. Use appropriate rate, descriptive sentences.
accuracy and expression. Assessment Technique: Homework
take turns reading parts of Sitina and Nesru’s
dioalogue aloud. Then ask two students (a girl
and a boy) act out the dialogue as Sitina and
Nesru in front of the class.
27
UNIT 3 Environment
Unit Objectives
At the end of the unit, students will be able to:
• listen to a story and answer comprehension questions;
• talk about the weather using appropriate expressions;
• form words by adding suffixes;
• read a story and identify main ideas;
• group words into categories;
• read a story with proper expression;
• ask about the weather using appropriate weather expressions, and
• summarise a story.
What a Rainy Day!
Example:
Week 7 Day 1 Trees keep the environment green.
Write the example sentence on the board and
Daily Contents ask the students to read the sentence aloud.
• Listening
• Speaking
The Travelers and the Large

Tree
Pre-listening (5 minutes) Two men are walking along one summer day.
Organise the class into small groups and tell They feel hungry and tired. Suddenly, the sky
them to discuss the uses of trees. Ask them to becomes dark. The rain starts falling. The rain
share their answers with the class. Model the is very heavy so they go no farther. They see
activity. Give an example. a large tree nearby. They run to the tree. They
stand under it to protect themselves from the
heavy rain.
28
practise acting out the dialogue assuming roles

Some minutes later, one of the men looks as Student A and Student B. Make sure that they
up into the branches. He says to his friend, change roles and continue to practise.
“What a useless tree this is! It does not have
Model the activity. Invite one female and one
fruit or nuts that we can eat and we cannot
male student to come to the front of the class
even use its wood for anything.”
with the student books. Ask them to role play
“Don’t be so ungrateful,” the tree says in the dialogue by reading their parts from the
reply. The tree continues to speak, “I am being book. Ask them to change roles. Ask all pairs of
extremely useful to you at this very moment. I students to do the same. Move around the class
am keeping you from the heavy rain, but you to monitor and encourage student participation.
call me useless!”
Tell students to discuss today’s weather with a
partner using the dialogue as an example.
Ask the students to listen and think about
what will happen to the two travelers and the
Assessment: Listening and Speaking:
large tree as you read aloud a story titled “The
Students will talk about the weather using
Travelers and Large Tree.”
appropriate weather expressions.
Ask them to listen to the story again and then
answer comprehension questions. .
Answers: Week 7 Day 2

1. The rain starts falling heavily.
2. The rain is heavy. The men get wet. Daily Contents
3. He is looking closely at the tree. He is • Word Study
thinking about the uses of the tree. • Reading
4. They stand under the tree. • Vocabulary
5. He says the tree is useless. It does not
have fruit or nuts and its wood is useless. 3. Word Study (5 minutes)
Ask students to add the letter y to nouns to form
adjectives. Remind students that if a word has
Organise the class into small groups and tell a CVC (Consonant-Vowel-Consonant) pattern,
them to discuss how people feel when they are the final consonant is doubled before the
hungry and tired. Move around the classroom addition of the letter y. Model this at the board.
and encourage students to brainstorm as many Encourage students to write sentences with the
ideas as possible. newly formed words.
Example
rain + y = rainy
Organise the class into pairs. Tell them to read
Today is rainy.
the dialogue individually. Then, ask them to
29
such a belief is not scientifically accepted. Also

Answers:
discuss how rain is formed.
1. rainy 4. cloudy
2. sunny 5. foggy 5. Vocabulary (10 minutes)
3. windy 6. stormy Ask the students to match words with the correct
descriptions. Tell them to write the answers in
4. Reading (25 minutes) their exercise book as described in the student
book.
Answers:
Ask students to read the title of the story and
1. f 4. c
predict what the text is about. Encourage them
to discuss their predictions with a partner as 2. b 5. d
you walk around and monitor the discussions. 3. a 6. e

Assessment: Vocabulary: Students match
Ask students to read the story silently. Tell words to descriptions
students to think about the main idea of the Assessment Technique: Exit Cards
story as they read it silently.
Discuss the main idea of the passage with the
students. Then ask students if there are people
Week 7 Day 3
who label themselves as rain makers in their
community.
Daily Contents
• Reading Fluency
Ask them to read the story again and put the
events listed in their student book in the correct • Grammar
order based on the story. If students have trouble
putting the sentences in the correct order, ask 6. Reading Fluency (15 minutes)
them to work with a partner and look back at
the story for help. Ask the students to listen as you read the story
titled “The Rain Maker” aloud. Read the story
Answers: with fluency.
8, 6, 5, 3, 7, 1, 2, 4 Organise the class into small groups and ask
them to read the story “The Rain Maker” aloud
Post-reading (5 minutes) with fluency. Move around the class and support
students who need assistance.
Tell students to work in small groups. Ask
them to discuss the lesson learned by the 7. Grammar (25 minutes)
villagers after meeting with Kinchiwot. Then
ask students to discuss their beliefs about rain Ask students to study the two tables in the
makers with the whole class. Tell students that student book. Tell them to write a question from
30
the first table and an answer to the question from

Answers:
the second table. Model this using the example
in the student book. Encourage students to 1. sunny 4. rainy
check their answers with a partner. 2. sun 5. cloudy
Example: 3. rain
Question: What is the weather outside?

Answer: It’s snowing outside.
Organise the class into pairs and have students
Ask students to complete the sentences by
take turns acting out the dialogue. Model this
filling the gaps with the correct verbs. Use the
with a student at the front of the room. Invite
example as a model.
two students (a boy and a girl) to come to the
Answers: front of the class to role play the dialogue.
1. is 4. falling Ask students to study the dialogue in the student

book. Tell them to work in groups and prepare
2. shining 5. is
a similar dialogue in which two people meet
3. are
in Asayita. Read through the instructions for
the exercise in the student book with students
Assessment: Students ask questions about before they begin. Ask them to act it out after it
the weather. is written. Move around the classroom. Assist
Assessment Technique: Informal Monitoring the groups that need support.
Assessment: Vocabulary: Students choose the

Week 7 Day 4 correct form of words in brackets to complete
sentences.
Daily Contents Assessment Technique: Oral Report
• Vocabulary
• Speaking Week 7 Day 5
8. Vocabulary (15 minutes) Daily Contents

• Reading Fluency
Ask students to choose the correct forms of the
words in brackets to fill the gaps. Tell them to • Writing
do the exercise individually, then compare their
answers with their partner. Review the answers 10. Reading Fluency (10 minutes)
together out loud.
Have the students listen as you fluently read
aloud the story titled “The Rain Maker.”
Organise the class into pairs and ask the
students to read the story aloud with proper
31
fluency. Then ask students to provide each

Answers:
other feedback related to their fluency. As you
circulate through the room provide feedback It is clouds.
and assistance.
Tell students to get into a small group and Which One is Stronger?
summarise the story “The Rainmaker.” Remind
The sun, the wind and the cloud ask each other
students to describe what happens in the
which one is strongest. The sun says, “I am
beginning, middle and end of the story. Then
strong.” The cloud answers, “I am stronger.”
tell students to write a short summary of no
The wind says, “I am even stronger than the
more than five sentences.
two of you.” They agree to test their strength.
Assessment: Writing First the sun shines stronger and stronger. The
people sit under trees to get shelter. Soon the
Students write a short summary about the
cloud comes and hides the sun. The sun tries
story (Assessment technique: Homework
hard, but it cannot pass the cloud and reach
the earth. The cloud says, “Can you see how
Week 8 Day 1 strong I am?” The people think that the rain is
coming. They run to look for a shelter. Soon
Daily Contents the wind blows hard. It pushes the cloud. It
rips roofs of the houses. The mountain blocks
• Listening
the wind from blowing to its other side.
• Speaking
Ask students to listen and take notes as you read

There Are Some Clouds the story “Which One is Stronger?”
Read the story aloud again. Tell students to
1. Listening (20 minutes) match the descriptions with the words provided
in their student book and write the answers
Pre-listening (5 minutes) in their exercise book. Review the answers
together.
students to solve the riddle. Write the riddle Answers:
on the board. Circulate through the room and 1. wind 2. cloud 3. sun
encourage students to add to the discussion.
Tell the groups to share their answers with the Post-listening (5 minutes)
whole class. Organise the class into small groups and tell
them to discuss the advantages of weather
forecasting for urban and rural people.
32
Move around the classroom and monitor the

discussions. Week 8 Day 2
2. Speaking (20 minutes) Daily Contents
Organise the class into pairs and ask students • Word Study
to look at the pictures and predict the weather
• Reading
for each.
• Vocabulary
Ask students to study the pictures and ask and
answer questions about the predicted weather
in each city/town. Encourage them to use will
be or is going to when asking and answering A syllable is one of the parts in a word that
questions about the weather in the future. Write divides the word when it is pronounced.
the following example on the board. Say your name aloud. Clap your hands
Example: when you say each syllable in your name.
What is the weather going to be in Addis Ababa? For example, if your name is Robele, you will
It is going to be cloudy in Addis Ababa. clap three times as the name Robele is made up
of three syllables, Ro-be-le.
What will the weather be in Addis Ababa?
This will help students identify syllables in
It will be cloudy in Addis Ababa.
words. Practise with the names of students in
Ask students to read the sentences aloud. the class together aloud.
Move through the room and listen to students’
Ask students to listen to you as you read the
questions and answers.
following words aloud. Clap the syllables
Assessment: Listening and Speaking: together.
Students will talk about what the weather is • rainy • windy
going be to or will be. • cloudy • sunny
Assessment Technique: Turn and Talk Ask students to copy the words from their
student book into their exercise book putting
a slash between the syllables in each word. In
order to show where the syllables are. Have
students say each word aloud and clap their
hands for each syllable in the word.
Example:
rainy = rain- (clap) y (clap) rain/y
Ask the students to clap each syllable of the
word rainy with you.
33
charts with a partner. Walk around the room and

Answers:
provide feedback and assistance.
• cloudy = cloud/y
• windy = wind/y Answers:
• sunny = sun/ny • Words that describe weather: wet, dry,
warm, cool, rainy, snow, sunny, cloudy,
4. Reading (25 minutes) forecast, foggy
• Words that do not describe weather: high,
big, happy, slim, brown, water, river,
Ask the students to copy the sentences into mountain
their exercise books and ask them to decide
whether they agree or disagree based on their
Assessment: Vocabulary: Students will
background knowledge. Tell them to write A
match words to descriptions.
for Agree or D for Disagree in their exercise
books next to each sentence. Assessment Technique: Exit Cards
While-reading (10 minutes) Week 8 Day 3

Ask students to read the passage silently and
check their predictions/answers with the Daily Contents
information in the passage. • Reading Fluency
Ask students to read the passage again and get • Grammar
with a small group of students to compare their
answers with the correct answers. Tell them to
support their answers with facts from the text.
Ask students to listen as you read the text titled
“Clouds.”
Organise the class into small groups and ask Ask the students to fluently read the text aloud
them to discuss what people might do on a individually. Tell them not to read too loud as to
cloudy day. disturb their classmates. Walk round the room
and monitor individual students reading.
Ask students to copy Table 2 into their book. 7. Grammar (25 minutes)
Tell them to identify words from Table 1 that Ask students to copy sentences into their
describe weather and the words that do not exercise books and tell them to rewrite them
describe weather. Model the activity. Tell as in the example provided. Model the activity.
students the word rainy describes weather. Write the examples on the board and underline
Tell students to fill in the chart in their exercise will be and is going to.
book. Then students will check their completed
34
Pair students and ask them to complete the

Answers:
dialogue with the words and phrases will, is
going to, and are going to. Then tell students 1. sunny 3. windy
to act out the dialogue. 2. cloudy 4. rainy
Answers: 9. Speaking (25 minutes)

1. will 4. is going to
Put students in to pairs and let them talk
2. is going to 5. will about what they are going to do in each of the
3. are going to following weather situations: rainy, windy,
sunny, cold. Encourage them to use will be or
Organise the class into pairs and tell them do
is going to interchangeably.
the exercise. Each student will take turns acting
as a weather forecaster while the other student Look at the following example.
replies. Encourage them to use will be/is going Student A: What will you do on a rainy day?
to/are going to. Student B: I will use my umbrella.
Student A: What will you do on a sunny day?
Students will use will be, is going to be, and Student B: I will sit under a tree.
are going to be to forecast weather. Organise the class into small groups. Tell
Assessment Technique: Turn and Talk students to put pictures in order and in a small
group tell why they used that order.
Week 8 Day 4 Assessment: Listening and Speaking:

Students will prepare a dialogue and role play
Daily Contents it with partner.
• Vocabulary Assessment Technique: Turn and Talk
• Speaking
Week 8 Day 5
Ask students to copy the sentences starting
Daily Contents
with the word It’s into their exercise book. Tell • Reading Fluency
them to complete each sentence with a weather • Writing
word from the chart. Ask them to compare their
completed sentences with a partner. Model this.
Review the answers together.
Ask students to listen as you fluently read
“Clouds” aloud.
Pair students and ask them to take turns
reading the text aloud. Encourage them to give
35
feedback to each other about rate, accuracy and and the day after today is tomorrow. Ask them
expression. Move around the class and assist to copy the table into their exercise book and
students. tell them to write the matching day next to each
number. Review the example in the student
11. Writing (30 minutes) book.
Ask students to look back at the pictures
Answers:
under the speaking section and write about
the weather in each city/town. Ask students to 1st-Monday, 3rd-Wednesday, 5th -Friday,
do the exercise individually, then share their 7th-Sunday, 6th-Saturday, 2nd-Tuesday,
work with a small group and give feedback to 4th-Thursday
each other. Model the activity. Write example
sentences on the board and ask the students to While-listening (5 minutes)
read them aloud.
Example: Weather Report

It is going to be windy next week in Mekele.
Good evening. My name is Yared Abebe,
People will wear warm clothes. or People are and I am going to tell you the weather as it
going to wear warm clothes. was recorded in the city of Addis Ababa for
Assessment: Writing: Students will write the week of January first. The week started
sentences about the weather. with sunny days Monday and Tuesday. On
Wednesday and Thursday, the sky was cloudy.
Rain started on Friday and continued through
Saturday. Sunday was sunny. That was the
Week 9 Day 1 weather in Addis Ababa last week.
You are going to read a weather report aloud

Daily Contents
to the students. Before you read explain to
• Listening students the meaning of the words: recorded,
• Speaking started. continued, last in the weather report.
Tell students the word last in this context
means that something has happened previously
It was Sunny Yesterday or before. Ask them to listen as you read the
weather report aloud. Tell students to copy the
1. Listening (20 minutes) chart into their exercise book. Read the weather
report again. Ask students to write the days of a
Pre-listening (5 minutes) week under the correct column as they listen to
Ask the students to write the name of the day you read a second time.
before and after today. If they do not understand,
tell them that the day before today is yesterday
36
Answers:
Week 9 Day 2
Sunny Days Cloudy Days Rainy Days
Monday Wednesday Friday Daily Contents

Tuesday Thursday Saturday
• Word Study
Sunday
• Reading
Post-listening (10 minutes) • Vocabulary
Put the students into small groups and ask them

to discuss the advantages of a weather report.
Circulate through the classroom and encourage Word family are words that share spelling and
discussions. Then tell students to share their sound patterns. Teaching students word patterns
answers with the whole class. help them with decoding words and spelling
them.
Read the words one column at a time and
Put students into pairs and tell them to study emphasize the word family sound. Ask students
the pictures in their student book. Tell them to to repeat after you several times.
ask and answer questions with a partner about Ask students with their partners to write one
what the weather was like on each day. Model sentence for each word family sound in their
the activity: exercise book.
Ask a student question number one. What was
Example:
the weather like on Monday? The student will
look at the picture and say It was windy. Write The cats sits on a mat.
the sentence It was windy. on the board and
ask students to read it aloud. Walk around the
room and encourage students to respond with
the correct answers to each question.
Ask the students to predict words that they may
Assessment: Listening and Speaking: read in the Assossa Weather Report and write
Students will talk about the weather in the them in their exercise book. They will share
past tense. them with a small group.
Assessment Technique: Turn and Talk.
Ask students to read the weather report silently.
Have them check if their predictions are correct.
Tell them to read the weather report again and
have them decide whether the sentences in
their student book are True or False based on
37
the information in the report. Walk around the

room to asses learning and to offer assistance. Week 9 Day 3
Answers:
Daily Contents
1. False 3. False
• Reading Fluency
2. True 4. True
• Grammar
Put students into small groups and tell them to
discuss what the weather was like in their area Ask the students to listen as you fluently read
during the last three days. Move around the the weather report aloud.
class and monitor the group discussion. Put the students into pairs and tell them to
take turns reading the weather report aloud
5. Vocabulary (10 minutes) and give each other feedback. Select some
Ask students to read the words in the vocabulary students to test their reading fluency (accuracy,
activity in their student book. Tell them to rate and expression) while the rest of the class
match the words in the left column with their does partner reading. Partners should provide
antonyms (opposites) in the right column. each other with feedback. Use a stop watch to
calculate words read correctly per minute.
Example:
Say Clear is the opposite of foggy. Write the 7. Grammar (25 minutes)
words on the board: clear = foggy Say the
Ask the students to study the pictures. Ask
words aloud as you write them.
students to answer the questions about the
Ask students to write sentences with the words weather in complete sentences. Tell them to
from the chart. Tell them to share their sentences write the sentences in their exercise book and
with the class. share them with the class. Model the activity,
Example Sentence: It was foggy yesterday. by writing an example on the board.
Example:
Answers:
What day was rainy?
1. e 4. a
Friday was rainy?
2. c 5. b
3. d Answers:
1. Three days were sunny.

Assessment: Vocabulary: Students will
2. It was sunny on Wednesday.
match words with their antonyms (opposites).
3. The weather was sunny on Monday.
4. It was cloudy on Saturday.
38
Ask students to work individually to write at Student A: Why?

least five questions and answers based on the Student B: It looked like it might rain.
pictures in the student book. Tell them to study
the examples given in their student book. Ask Assessment: Listening and Speaking:
them to use the questions in the section labeled Students will talk about what people possibly
Grammar Spot as a guide. Tell students to did on each day.
compare their questions and answers with a Assessment Technique: Turn and Talk
partner.
Assessment: Grammar: Students will use

Week 9 Day 5
Simple Past to ask questions.
Daily Contents
Assessment technique: Turn and Talk
• Reading Fluency
Week 9 Day 4 • Writing
Daily Contents 10. Reading Fluency (10 minutes)

• Vocabulary Ask students to listen as you fluently read a
weather report aloud.
• Speaking
take turns reading the weather report aloud. Tell
them to provide each other feedback relating to
Ask students to copy the Word Search into their fluency.
exercise book. Tell them to circle or shade the
hidden weather words listed in the Word Bank. 11. Writing (30 minutes)
Then they will compare their answers with Ask the students to read the words in the
a partner. Show students the example in the substitution table. Tell them to write sentences
student book. about the weather report using the substitution
table. Demonstrate this using the example in the
student book. Ask them to share their sentences
Put the students into pairs and tell them to look with a partner.
at the pictures from the Grammar section in
their student book. Tell them to ask and answer Assessment: Writing: Students write
questions about what people might have done sentences about a weather report from a
on each day. Model the activity. substitution table.
Assessment Technique: Homework
Example:
Student A: What did people carry on Saturday?
Student B: They carried their umbrellas on
Saturday.
39
UNIT 4 Health and Safety
Unit Objectives
• listen to a text and answer comprehension questions;
• label pictures;
• use wh- questions to ask for information;
• read a leaflet and answer comprehension questions;
• read words/phrases accurately and with proper expression; and
• write sentences about what they do with their body parts.
Let’s Keep Fit

Week 10 Day 1
Women First
Daily Contents
Running is a favourite sport in Ethiopia.
• Listening
Some people run to keep themselves strong
• Speaking and healthy. Others practise to get ready for
competition. Famous athletes advise runners
1. Listening (20 minutes) to train before the race takes place.
Every year in March, a five kilometer race
Pre-listening (5 minutes) takes place in Addis Ababa, the capital city of
Organise the class into small groups and tell Ethiopia. The date of the race is always near
students to list in their exercise books the names the date that International Women’s Day is
of famous Ethiopian athletes. Encourage them celebrated. The name of the race is “Women
to share their list with the whole class. First.”
40
Thousands of women of all ages participate
in the race. To keep fit for the race, women Organise the class into small groups and tell
practise for months. Some practise by them to discuss the questions, Do you want
themselves; others train with trainers. On race to be an athlete? Why or why not? Encourage
day the runners wait for the signal to start the students to explain their answers.
race. Many spectators stand along the race
course and cheer the runners on, but most of
the spectators are lined up at the finish line. Put the students into pairs and ask them to
They watch the winner as she lifts her arms, practise giving and receiving commands.
crosses the finish line and stops running. Model the activity: Invite a student to come to
the front to demonstrate the activity. Say Touch
Ask students to listen as you read a text titled
your head. The student will touch his/her head.
“Women First” aloud to them. Tell them to
Then the student will tell you to do the same
think about the possible advice athletes could
activity by repeating the sentence Touch your
give to people.
head. You will then touch your head. Model
Tell students to listen to the text again and ask this type of activity many times if necessary.
them to answer the comprehension questions. Then walk around the room and monitor the
Ask them to review the answers with a partner interaction between students.
and then with the class.
In a small group students will play Solomon
Answers: Says. Review the instructions from the student
book and then model the game before beginning.
1. People run to keep themselves strong and
healthy and to get ready for a race. Assessment: Speaking: Students will use
2. It is five kilometers appropriate expressions to give commands.
3. It is celebrated in March Assessment Technique: Turn and Talk
4. Women run in the race.
5. Runners train before the race. Week 10 Day 2
Ask students to work in pairs and put the
pictures in the order they appear in the story. Daily Contents
Tell them to order the numbers of the pictures in • Word Study
their exercise book. Then ask students to retell • Reading
the story to a partner based on the correct order
• Vocabulary
of the pictures.
Answers: 3. Word Study (5 minutes)

4,1,3,2 Ask students to listen as you say the word
thigh. Tell them to repeat at least three more
words with the same vowel sound as in the
41
word thigh. The focus of this activity is on the

Answers:
diphthong /ai/. A diphthong is a complex vowel
sound that begins with the sound of one vowel • The author gets up.
and ends with the sound of another vowel, in • Walking to school takes about 30 minutes.
the same syllable. • It starts at 8:00 am ends at 12:15 pm.
Ask students to find the words with different • The authors gets keeps his/her health and
vowel sounds in a group of words. Tell students strength by getting enough sleep, exercise,
to read the words in each group and ask them to food, and by keeping clean (showering).
say the odd one out aloud. Do the example in
the student book with them. Tell them to copy Ask students to copy the table into their
the words into their exercise book and underline exercise book and complete it with the correct
the words that have different vowel sounds.
information from the text. Tell them to compare
Answers: their work with a partner.
1. boy 4. seat Activity Time
2. day 5. main gets up, runs, skips rope 6:00 am to 6:30 am
3. rain attends class 8:00 am to 12:15 pm
has lunch 1:00 pm
goes back to the library 2:00 pm
Pre-reading (5 minutes) goes to bed 11:00 pm
Organise the class into pairs and tell them to talk
about what time they get up and what activities
they do at that time of day. Walk around the Organise the class into groups. Tell them to
room and monitor their discussion.
discuss whether they like to go to bed early
Reading (15 minutes) and get up early or go to bed late and get up
Ask the students to read the text silently. Tell late. Ask them why. Walk around the room and
them to think about the activities of the writer. encourage discussion.
Tell them to read the text again and answer the
comprehension questions. Ask them to write 5. Vocabulary (10 minutes)
their answers in complete sentences and look
Ask the students to get with a partner to study
back in the text if they need help. Review the
the diagram of human body parts in their student
answers together.
book. Tell them to write numbers 1-10 in their
book. Then tell them to write the name of the

body part that matches with each numbered
body part. Review the answers with the students.
42
Answers: Answers:
1. eye 4. stomach 7. nipple 1. What 4. Why
2. lip 5. navel 8. knee 2. How 5. Where
3. tongue 6. cheek 9. ankle 3. When
Explain negative imperative responses. Discuss

Assessment: Students will read a text about
and model how negative imperatives can be
a famous athlete and list main points to share
formed. Ask the students to match the situations
with the whole class.
with appropriate negative imperative responses.
Assessment Technique: Reading (Extensive Write the following on the board as an example.
Reading) Review the answers with the students. My hand
is getting hot.: Don’t touch the fire.
1. b 3. d 5. c
Daily Contents
2. a 4. e
• Reading Fluency
Ask the students to study the example. Organise
• Grammar
the class in to groups. Encourage them to give
advice by creating different responses using
6. Reading Fluency (15 minutes) positive or negative imperative forms.
Ask students to listen as you fluently read aloud Example:
a text titled “Keeping Fit.”
I am getting heavier and heavier.
Ask students read the text titled “Keeping
Do physical exercise every day.
Fit” aloud with you. Read the text with rate,
Don’t eat too much.
accuracy and with proper expression.
Answers:
1. Do leave earlier.
Ask students to complete the dialogues with the
correct wh- words (when, how, what, where, 2. Don’t go to bed late.
why). Tell them to read the second response 3. Do practise for the match.
(Student B’s) before they choose an answer. 4. Don’t be late.
Model the activity. Review the answers together.
5. Do walk slowly.
Example:
Student A: What do you do every morning?
Student B: I skip a rope every morning.
43
Pokey.” Sing the song with the students to

Week 10 Day 4 perform the actions as you model them. Review
the positions right and left and in and out. After
Daily Contents singing the first verse substitute the body parts
• Vocabulary words left foot, right hand/left hand, right
shoulder/left shoulder, right ear/left ear,
• Speaking
whole self.
Hokey Pokey
You put your right foot in,
Ask students to list body part words from the
You put your right foot out.
Word Bank in order from the top to the bottom
You put your right foot in,
of the body. Review the answers with the class.
And you shake it all about.
Answers:
You do the Hokey Pokey,
hair, face, chin, neck, shoulder, chest, nipple,
And you turn yourself around.
stomach, navel, knee, ankle, foot
That’s what it’s all about
Tell students to study the example dialogue then
exercise book. Tell them to unscramble the
get with a partner and write a similar dialogue
letters to write the names of body parts (1-8)
about what you do with your body parts. Review
and the movement words (9-16). Model the
the example dialogue in the student book. Walk
activity. Review answers with the class.
around the room and encourage students to use
Example: English.
1. ecnk = neck
Answers: Students will give commands and perform
1. neck 7. stomach 12. throw actions.
2. chin 8. lip 13. stop Assessment Technique: Turn and Talk
3. foot 9. walk 14. jump
4. nose 10. start 15. run
5. ankle 11. catch 16. swim
6. back

Ask the students to sing the song, “Hokey
Pokey” with you. Tell them to perform the
actions. Model this. Remind the students how
to sing and perform actions to the song, “Hokey
44

• Reading Fluency • Listening
• Writing • Speaking
10. Reading Fluency (10 minutes) Wash Your Hands Before

Ask students to listen as you read the text titled You Eat
“Keeping Fit” aloud. Read it accurately and
with proper expression. 1. Listening (20 minutes)
Put the students into pairs. Tell them to read
the text about keeping fit aloud with a partner. Pre-listening (5 minutes)
Remind them that when one student reads the
Ask students what they should always do before
text aloud, the other will check for accuracy and
eating. Accept all reasonable responses. Ask the
proper expression. Walk around the room and
students to study the words in the song about
provide support for those who need assistance
hand washing. Tell them to sing it with you.
to read.
Encourage them to think about the meaning of
11. Writing (30 minutes) the song while singing.
Ask the students to read the words in the Word Washing Hands
Bank. They will choose five of the body part
We’ll wash our hands all through the day,
words and write sentences for each in their
exercise book. Tell them to compare their Before we eat and after we play.
sentences with a partner. Model the activity: After touching pets, or when we cough and
Example: sneeze,
I use my legs to run. My leg is below my hip. And after using the bathroom, soap and water
please.
Assessment: Writing: Students will write
sentences about what they do with their body While-listening (10 minutes)
parts.
Ask students to listen as you read the text titled
Assessment technique: Classwork.
“Things We Do to Be Healthy” aloud to them
again. Tell them to listen for three ways of
keeping healthy. Have them turn to a partner
and share their answers.
45
Things We Do to Be Healthy
There are three actions that we should
students to discuss the importance of water to
remember to remain healthy. The first action
people. Walk around the room and monitor the
is washing our hands. Our hands touch dirty
students discussions.
things. We can catch diseases. This happens
when we touch our eyes and eat with dirty 2. Speaking (20 minutes)
hands. Washing our hands is an important
way of protecting ourselves from diseases. Ask the students to act out the dialogue and
study the use of should and should not.
The second action is washing objects we use
Explain the uses of these words. Ask students
for eating and drinking such as cups, glasses,
to work in groups to give advice to a friend who
plates and dishes. Flies can infect these
they are visiting that is suffering from a bad
objects. Germs can remain on them. Cleaning
common cold. Explain the meaning suffering.
these objects removes the germs that can
Encourage students to come up with different
cause diseases.
pieces of advice using the words should and
The third action is covering our mouth and should not. Ask students to present their advice
nose when coughing and sneezing. Coughing to the a partner and then to the whole class.
and sneezing are ways of spreading germs.
The germs can get into healthy person’s body Assessment: Listening and Speaking:
very easily. So, cover your mouth and nose Students give advice using appropriate
with your hands or a handkerchief. expressions.
Ask students to read the questions in their book
very carefully before they answer them in their
exercise book. Encourage them to share their
Week 11 Day 2
answers with a partner.
Daily Contents
Answers: • Word Study
1. washing hands, washing objects and
• Reading
covering your mouth and nose.
• Vocabulary
2. to protect ourselves from disease.
3. to remove the germs that can cause
diseases.
Ask the students to listen as you read the
4. cover our mouth and nose
following words aloud and have them repeat
5. germs cause diseases.
them after you. Tell them to focus on the sound
6. Keeping Healthy, How to Protect of oi, oy.
Ourselves from Diseases, The Three
1. boil
Ways of Keeping Healthy, etc.
2. boy
46
Ask students to study the following groups of the description based on the list of advice. Ask
words in their student book. Tell them to copy them to write numbers 1-8 in their exercise
the words into their exercise book. While you book. Tell them to write the letter of the
read the words aloud, students will underline corresponding picture next to the appropriate
one word in each group that has a different number. Review the answers together.
vowel sound.
Answers:
Answers: 1. b 3. g 5. f 7. h
1. cry 2. lie 3. my
2. d 4. c 6. a 8. e
4. Reading (25 minutes) Post-reading (5 minutes)

Pre-reading (5 minutes) Ask students to read the list of advice again
“Ways to Keep Fit and Healthy” to a partner.
Organise the class into small groups. Ask them
Organise the class into groups to talk about
to discuss when they need to wash their hands
the activities in the list of advice. Encourage
and why. Walk around the room and monitor
them to talk about the things they should do
their discussions. Ask some students to share
or should not do when discussing ways to be
their answers with the whole class.
healthy. Move around the class to monitor their
While-reading (15 minutes) discussions.
Ask the students to read the advice about 5. Vocabulary (10 minutes)
keeping fit and healthy silently. Remind them
Tell students to choose a word from the Word
to think about the activities help people to stay
Bank to fill the gap in each sentence. Ask them
healthy as they read the text.
to compare their answers with a partner. Move
Ask them to reread the advice. Then ask them around the room and provide help when needed.
to copy sentences from the student book into
their exercise book. Ask them to decide whether Answers:
each statement is True or False. Tell them to 1. wash 5. comb
write the answers in their exercise book. If
2. brush 6. latrines
the answer is false, students will change the
3. boil 7. sweep
sentence to make it true. Model this.
4. nails
Answers:
1. False 4. True Assessment: Vocabulary: Students will fill in
2. True 5. True the gaps with the correct words.
3. False Assessment Technique: Informal Monitoring
Ask students to work individually. Tell them to

study the pictures and match each picture with
47

1. should 5. should
Daily Contents 2. should not 6. should not
• Reading Fluency 3. should 7. should
• Grammar 4. should not
6. Reading Fluency (15 minutes) Week 11 Day 4

Ask students to listen as you read the list of
advice “Ways to Keep Fit and Healthy” aloud.
Daily Contents
Tell them to pay attention to how you read • Vocabulary
accurately and with proper reading rate and • Speaking
expression.
Ask students to practise reading the dialogue 8. Vocabulary (15 minutes)
aloud fluently to a partner as you move around
Ask students to match words on the left with
the room to rate individual students’ reading
words on the right. Then ask them to write in
rate. Keep a record of students to be rated
their exercise book meaningful sentences using
at different times. You may give priority to
the words. Model this using the example in the
students who struggle to read, as the purpose
book. Review correct answers with the class.
is to find ways of helping them improve their
reading ability. Answers:
7. Grammar (25 minutes) 1. f 4. d

2. b 5. e
Ask students to fill in the gaps with should or
should not. Tell them to write the answers in 3. a 6. c
their exercise book. Ask them to compare their
answers with a partner. Model the activity. Assessment: Grammar: Students will use
Write example sentences on the board and draw should or should not to give advice.
the students’ attention to should come and
shouldn’t come.
You should come to school on time 9. Speaking (25 minutes)

You should not come to school late. Put the students in pairs. Tell them they will
ask for and give advice. Ask them to use the
situations given in the student book. Tell
students to use the expressions in the box in their
student book to ask for and give advice. Model
the activity. Say I feel pain in my back. What
48
do you advise me to do? Use the example in

the student book as a model. Move around the Week 12 Day 1
room and monitor their interactions.
Daily Contents
Week 11 Day 5 • Listening
• Speaking
Daily Contents
• Reading Fluency
Visiting a Doctor
• Writing

Ask students to listen as you read the list of Pre-listening (5 minutes)
advice aloud to them. Tell them to pay attention Organise the class into small groups. Ask
to how you read with the right reading rate, them to discuss the question in their student
accuracy and expression. book. Walk around the room and monitor their
Put students into pairs. Tell them to fluently discussions.
read the parts of list of advice in “Ways to Keep Ask the students to listen as you read aloud a text
Fit and Healthy” with a partner. Tell students to titled “What Do Doctors Do?”. Ask students to
give each other feedback. Move around the room think about and predict the instruments a doctor
and rate individual student’s reading fluency. can use. Tell them to share their predictions
Tell them to continue to practise reading while with the class. Have them listen for the types of
student are being assessed for fluency. instruments named in the text.
11. Writing (30 minutes) While-listening (15 minutes)

Organise the class into small groups. Ask
them to study the topic sentence. Tell them to
What Do Doctors Do?
discuss ideas that they can use to develop the
topic sentence into a paragraph. Have them Doctors find out what makes people sick. If
organise their ideas. Move around the room and you have a sore throat or a bad cough, the
help students go through the process of writing doctor examines you with an instrument.
(drafting, revising, rewriting, editing). The instrument can help the doctor to listen
to your heartbeat and to the sound your lungs
Assessment: Writing: Students will develop a make when you breathe. There are also other
topic sentence into a paragraph. instruments that can help doctors examine the
Assessment Technique: Informal Assessment injured or infected parts of your body.
49
Doctors can look into your nose, ears and 2. Speaking (20 minutes)
throat and may order some laboratory tests. Ask the students to copy the chart into their
Then the doctor has more information to find exercise book. Tell them to complete the I
the reason for your problem. Sometimes, the column individually by putting either a √ or an
doctor may tell you that your body can heal X.
itself. Most of the time, the doctor orders
Put the students in pairs. Have them complete
medicines to help you. Doctors can treat
the My Partner column of the chart by asking
different kinds of diseases. They examine
questions about their partner’s abilities. Allow
and treat children, young and old people. In
them to share information from their chart with
general, a doctor can help you to keep your
each other. Review the example as a model for
body healthy.
the students.
Ask students to listen to the text again and
then tell them to answer the comprehension
Students talk about what they can and can’t
questions. Ask them to compare their answers
do.
with a partner.
Answers:
1. doctors Week 12 Day 2
2. instruments
Daily Contents
3. medicines
• Word Study
Ask students to listen to the text and say whether
• Reading
the statements are True or False.
• Vocabulary
Answers:
1. True 3. Word Study (5 minutes)
2. False Ask students to look at words as you read them
3. True aloud. Have them listen for the consonant
digraphs at the end of the words. Do the first
Post-listening (5 minutes) one as an example. Write the word sick on the
board. Point to the final letters c and k. Tell
Organise the class into small groups. Tell them to
the students that the two letters c and k are
discuss the questions in the student book. Walk
represented by one sound /k/. Then students
around the room and monitor their discussions.
will read each word to a partner and use it in a
Ask students to discuss their answers with the
sentence.
class.
Ask students to work in groups. Tell them to
read each group of words and copy the words
into their exercise book. Ask them to underline
50
the words that don’t end with consonant Post-reading (5 minutes)

digraphs than the others in the row. Then ask
them to say each word out loud.
them to discuss the questions in the student
Answers: book. Encourage students to use only English
in their discussion.
1. walk
2. chalk 5. Vocabulary (10 minutes)
3. talk Ask students to match the words on the left
to their meanings on the right and write the
4. Reading (25 minutes) answers in their exercise books.
Pre-reading (5 minutes) Answers:
Organise the class into small groups. Ask 1. d 3. e 5. a

them to discuss the question in their student 2. c 4. b
book. Walk around the room and monitor their Organise the class into pairs. Ask students
discussions. Provide assistance when needed. to study the words in the Word Bank. Tell
them to group the words into meaningful
categories. Ask them to share the reasons for
Ask students to read the dialogue silently. their groupings with the class. Encourage them
Have them think about a possible title for the to use a graphic organiser. Review completed
dialogue. This will help them identify the main graphic organisers.
idea.
Answers:
Ask them to read the dialogue silently and
answer the comprehension questions. Review Place Jobs
the answers with the class. clinic doctor
Answers: hospital dentist

pharmacy nurse
1. Kedaffo was injured.
health post dresser
2. He fell off the camel.
health centre
3. His right arm was injured.
Accept any meaningful groupings.
4. Omar gave Kedaffo advice.
5. Omar told him to see a doctor. Assessment: Word Study: Students write five
6. Accept any reasonable answers. words (nouns) and five words (verbs) with the
three ending sounds of (s).
51

• Reading Fluency • Vocabulary
• Grammar • Speaking
6. Reading Fluency (15 minutes) 8. Vocabulary (15 minutes)

Ask students to listen as you read the dialogue Ask students to choose words from the Word
aloud. Ask them to pay attention to how you Bank to complete sentences. Review the
read with the right rate, accuracy and proper answers together.
expression.
Answers:
Organise the class in to pairs. Ask them to
practise fluently reading the dialogue assuming 1. tablets 5. Shake
the roles of Omar and Kedaffo. Tell students 2. pain 6. medicine
to give each other feedback. Walk around the 3. check up 7. feel
room and assist individual students who need
4. examination 8. ache
special attention.
7. Grammar (25 minutes) Assessment: Vocabulary: Students will

complete sentences with the correct words.
Ask students to study the words in the
substitution table and write as many sentences Assessment Technique: Rising Words
as they can using the words in the table. Ask
students to share their sentences in a small 9. Speaking (25 minutes)
group.
Organise the class into pairs. Tell them to use
Ask students to fill in the gaps with can or the actions words to talk about things they can
cannot to complete the paragraph. Tell them and can’t do. Have them take turns asking and
to compare their answers with a partner. Model answering question.
this activity.
Assessment: Grammar: Students use can and
Answers: can’t to talk about what they can and can’t
1. can 4. cannot do.
2. cannot 5. cannot Assessment Technique: Informal Assessment
3. cannot 6. cannot
52

Week 12 Day 5
Ask the students to think about five things that
they can do and five things that they can’t do.
Daily Contents
Have them write sentences about what they
• Reading Fluency can and can’t do. Ask them to compare their
• Writing sentences with a partner.
10. Reading Fluency (10 minutes) Assessment: Writing: Students will write
sentences about what they can and can’t do.
Choose a student who reads fluently to read the
Assessment Technique: Informal Assessment
dialogue between Omar and Kedaffo with you.
Use correct rate, accuracy and expression.
Put the students into pairs. Ask them to fluently
read the dialogue together and then switch roles.
Tell them to give each other feedback.
53
UNIT 5 Objects
Unit Objectives
By the end of the unit the students will be able to:
• listen to a text about houses and identify rooms;
• talk about objects in rooms;
• read a text about someone’s house and answer comprehension questions;
• read words, phrases, sentences with accuracy, rate and proper expressions;
• form compound words;
• match household objects with types of rooms; and
• write a comparative paragraph about houses.
My House

Week 13 Day 1
Rooms in Houses
Daily Contents
Many houses have a bedroom, bathroom
• Listening
and a kitchen. A bedroom is a room in which
• Speaking people live, sleep and keep their clothes. In
houses of towns, both the bathroom and the
1. Listening (20 minutes) toilet are found in one room. A bathroom is a
room in which people wash their body. People
Pre-listening (5 minutes) can also go to the bathroom when they need
to use a toilet. A kitchen is a room in which
Ask the students to draw a picture of their own
people cook food. Some houses have a room
house. Put them in pairs and have them describe
in which they eat their meals. This is called a
their pictures to each other.
dining room. Houses can also have a living
room. This is a room in which people sit with
family and guests. They can also eat, read or
make coffee in the living room.
54
Ask the students to listen as you read the text

titled “Rooms in Houses.” Tell the students Week 13 Day 2
to take notes in their exercise book about the
rooms in the house as they listen. Daily Contents
Ask students to write numbers 1-5 in their • Word Study
exercise book. Ask them to look at the rooms • Reading
of the house in the picture. Have them label the
• Vocabulary
rooms by looking at the picture.
Answers: 3. Word Study (5 minutes)

1. kitchen 4. bedroom
Continue to teach word families. This time use
2. living room 5. dining room -op, -ot, -ow, -et, -in, -ill.
3. bathroom and toilet Read the words one column at a time and
emphasize the word family sound. Ask stu-
Post-listening (5 minutes) dents to repeat after you several times.
Organise the class into small groups. Ask Ask students to write one sentence for each
word family sound in their exercise book.
students to discuss the question in the student
book. Walk around the room and monitor their
discussions.
Organise the class into small groups. Ask them
Put the students in pairs. Ask them to talk
to discuss the question in the student book.
about their house and objects in their house.
Review the example with students While-reading (10 minutes)
as a model. Walk around the room and monitor
the discussions. Ask students to read the text silently. Then tell
them to use their exercise book to write the
Assessment: Listening and Speaking; answers for the questions. Review the answers
Students will talk about objects in rooms. together.
Assessment Technique: Turn and Talk Answers:
1. one
2. in the box
3. water jars, coffee pot and cups
4. fireplace, clay disk
5. Accept all reasonable answers.
55
Ask students to read the text titled “Wubit’s Ask the students to fluently read the text aloud
House” again. Have them match the activities with you.
on the left with the rooms on the right. Explain
that answers can be used more than once. 7. Grammar (25 minutes)
Ask the students to complete sentences with the
Answers:
correct wh- question words.
1. C 4. A
Answers:
2. B 5. B
1. How 4. Which
3. B
2. What 5. Why
Post-reading (10 minutes) 3. What 6. Where
Organise the class into small groups. Ask Ask students to complete the dialogue with can
students to discuss whether rural and urban or can’t.
people live in similar houses. Tell them to
discuss why they think they do or don’t. Go Answers:
around the room and monitor their discussions. 2. No, you can’t
5. Vocabulary (10 minutes) 3. Can I take your pen/book?

4. Yes, you can.
Ask students to copy the chart in to their
exercise book. Tell them to choose words from 5. No, you can’t
the word bank to put under the right headings
Assessment: Grammar: Students will
Assessment: Word Study: Students will form complete sentences with wh- question words
compound words.
Assessment Technique: Rising Cards
Week 13 Day 4
Week 13 Day 3
Daily Contents
Daily Contents
• Vocabulary
• Reading Fluency
• Speaking
• Grammar

Ask the students to match the words on the
Ask the students to listen as you read “Wubit’s left to their meanings on the right and write
House.” Tell them to pay attention to how you the answers in their exercise book. Review the
read with accuracy, rate and proper expression. answers.
56
Answers:
Week 13 Day 5
1. c 3. d 5. b
2. e 4. a
Daily Contents
Ask the students to choose words from the • Reading Fluency
Word Bank to complete sentences. Ask them
• Writing
to copy the completed sentences into their
exercise book.
Answers:
Ask the students to listen as you read the
1. kitchen 4. living room text titled “Wubit’s House.” Ask them to pay
2. salon 5. dining room attention to how you read with accuracy, rate
3. pantry and proper expression.
Organise the class into pairs. Ask them to read
9. Speaking (25 minutes) the text titled “Wubit’s House.” Have them take
turns reading the text aloud and provide each
Put the students into pairs. Have them talk
other with feedback about fluency.
about what people do in different rooms. Ask
them What do people do in the living room? 11. Writing (30 minutes)
Students should reply that they read, talk, relax,
watch tv, listen to the radio in the living room. Ask pairs to study the advertisements for
Accept all reasonable answers. Walk around the houses then complete the Venn Diagram with
room and monitor the students’ interactions. the information from the advertisements. Copy
the Venn Diagram on the board and fill it in
Assessment: Vocabulary: Students match with help from the students.
objects to rooms. Write the following topic sentence on the board,
Assessment Technique: Classwork The advertised houses have similarities and
differences. Explain the meaning of the topic
Organise the class in small groups. Tell students sentence. Ask students to write a paragraph
to imagine that they are going to celebrate New comparing the two houses pictured in their
Year’s Day. Encourage them to talk about what student book using the topic sentence.
activities and preparations they and their family
members will do for the celebration. Give them Assessment: Writing: Students will write a
some hints such as: washing dishes, cooking paragraph comparing two houses.
wat, cleaning rooms, etc. Move around the Assessment Technique: Homework
class and monitor their interactions.
57
Week 14 Day 1 Many people use spoons for different

purposes. They use spoons in food preparation
or cooking. Spoons are helpful to measure,
Daily Contents
mix and stir ingredients. For example, people
• Listening add two spoons of sugar in their tea or coffee.
• Speaking They add two spoons of oil when preparing
soup.
She Stirs Tea with a People also use spoons to eat some types of
foods. Spoons are used to stir liquid, semi-
Spoon. solid and powdery food items. Soup is a liquid
food. Porridge, rice and cereals are semi-solid
1. Listening (20 minutes) foods. People use spoons to eat these types of
foods, foods that cannot be easily lifted with
Pre-listening (5 minutes) a fork.
Organise the class into small groups. Have them
Ask the students to listen to the text as you
list as many household objects as they can as
read it aloud. Tell them to predict the uses of
quickly as possible. Tell them to shout BINGO
spoons before listening. Students should listen
as soon as they finish listing ten household
carefully for how a spoon is used in the text.
objects. Check the list of the first group to
shout BINGO. If the list of household items is Ask the students to listen to the text again and
correct, that group is the winner. If the list is answer the questions. Review the answers.
incorrect ask groups to continue the game. Ask
Answers:
the students to clap their hands for the winning
group. 1. metal, wood, plastic
2. a handle and a small shallow bowl
3. oval or round
4. to add, mix, stir, measure
Uses of Spoons
5. liquid, semi-liquid and a powdery food
A spoon is a common utensil in our house. types.
People make spoons from metal, wood or
plastic materials. It has two parts. The first Post-listening (5 minutes)
part is the handle. The second part is a small
shallow bowl. The bowl is oval or round.
them to discuss the questions in the student
book. Walk around the room and monitor their
discussion.
58
2. Speaking (20 minutes) Ask students to copy the words into their
exercise book. Have them write two words with
Ask students to look at the pictures. Tell
the same silent consonant letters on the line
them to get with a partner. Ask them to take
next to each number. Review the activity on the
turns talking about what people do with each
board when students are finished. If you feel
object in the picture. Each student will ask and
this is too difficult, have students use the words
answer questions. Review the example with
from the previous exercise instead of coming
students. Walk around the room and monitor
up with their own.
the discussions.
Answers:
1. know, knee, knock
Students will discuss what people do with
2. wrap, wreck
household objects.
3. climb, crumb, limb
4. gnu, gnarl, gnash
Week 14 Day 2 4. Reading (25 minutes)

Daily Contents Pre-reading (5 minutes)
• Word Study
Organise the class into small groups. In their
• Reading exercise book, ask them to list hot drink items.
• Vocabulary
3. Word Study (5 minutes) Ask them to read the poem titled “What Is It?”
silently as you read it aloud. Tell students to
Write the words on the board as they appear in
think about and predict the objects people will
the student book. Ask students to listen as you
use to make hot drinks before the poem is read.
read the words in the first row. Tell them that
Then as they read they should think about the
most of the words have silent consonant letters.
objects named in the poem.
Read the words again. Underline the word that
does not have a consonant silent letter. Have Ask students to read the poem again and choose
them say the name of the silent letter in each the best answer for each question. Review the
word. Finish the activity together at the board. answers.
Explain the meaning of any words the students
Answers:
may be unfamiliar with.
1. D 3. B
Answers: 2. A 4. D
1. kiss 3. grab
2. wait 4. goat
59
Week 14 Day 3
Put the students in small groups. Have them
discuss the questions in the student book. Walk
Daily Contents
around the room and monitor the discussions.
• Reading Fluency
5. Vocabulary (10 minutes) • Grammar
exercise book. Have them look at the pictures 6. Reading Fluency (15 minutes)
in the student book. Ask them to match the
Ask the students to listen as you read the poem
words to the correct pictures. Ask them to write
titled “What Is It?” aloud. Tell them to pay
the letter of the picture on the line next to each
attention to how you read with accuracy, rate
number in their exercise book.
and proper expression.
Answers: Ask the students to read the poem with you
1. H 3. D 5. B 7. E fluently, using accuracy, rate, and expression.
2. F 4. A 6. C 8. G
Assessment: Word Study: In their exercise Ask the students to choose words from the boxes
book, students will write words with consonant to complete questions by filling in the gaps.
digraphs; use the words in a sentence, and ask The focus of this exercise is on auxiliary verbs.
their partner to explain the meaning of the Explain that auxiliary verbs are helping verbs.
word in context. Remind them to notice that auxiliary verbs are
used to make questions in English. Walk around
kn _____ I knock on the door.
the room and assist individual students who
wh _____ need support. Review the answers.
-mb _____
Answers:
gn- _____
1. do 6. Is
2. does 7. Is
3. am 8. Are
4. does 9. Do
5. Is 10. is
Ask students to complete the dialogue with

do or does and compare their answers with a
partner.
60
Answers: and tea in a kettle. My mother serves injera

A: Do and wat on a large plate. We all sit on stools
B: does around the dining table. As we are eating our
lunch, the coffee is getting ready. After we
A: does
eat, my older sister puts some sugar in the
B: Do cups. She pours the coffee into the cups. My
A: does sister gives the cups to our mother and father
B: does with a spoon to stir the sugar in the coffee.
My sister also makes tea for the rest of us.
Week 14 Day 4
Daily Contents Organise the class into small groups. Have them
talk about their favourite household objects.
• Vocabulary
Review the example with students.
• Speaking
8. Vocabulary (15 minutes) Students will talk about their favourite
household objects.
Ask the students to write the numbers 1-10 in
their exercise book and choose words from the
Word Bank to complete the paragraph. Tell
them to write the answers next to the numbers Week 14 Day 5
then compare them with a partner.
Daily Contents
In Our Home • Reading Fluency
• Writing
Our mother gives us different activities. For
example, my older sister uses a bucket to
fetch water from a nearby river. It is made of 10. Reading Fluency (10 minutes)
clay. In towns, people use jars made of plastic Ask the students to listen as you fluently read
or metal to collect water from taps. I clean the the poem titled “What Is It?”
house with a broom. Then my mother allows
Put the students in pairs. Ask them to take turns
me to play with friends. When it is time to
reading the poem titled “What Is It?” aloud.
eat, our mother calls us to come home. We
Ask them to read with accuracy, rate and proper
understand that she needs our help. When expression.
my younger sister brings glasses on a tray, I
bring cups and water with a kettle. Later, my 11. Writing (30 minutes)
older sister makes coffee in a coffee pot
Ask students to write a paragraph about their
favourite household object using the sentence
61
starters in the student book. Walk around

We should use or handle these hand tools
the room and provide support to students on
properly. Improper use of hand tools may
individual basis.
cause an injury to different parts of our body.
Assessment: Writing: Students will write a When we chop wood with an axe, we may
paragraph about their favourite household hit and hurt our legs. We may cut our fingers
objects. when we cut trees with a saw. We may fall off
Assessment Technique: Classwork a ladder if the ladder slips or breaks down. So
we should be very careful when using hand
Week 15 Day 1 tools.
Ask the students to listen to the text titled “Hand

Daily Contents Tools” as you read it aloud. Have them check if
• Listening any of the items on their list is in the text.
• Speaking Ask the students to listen as you read the text

titled “Hand Tools” aloud a second time. Have
them answer the questions in the student book.
I Chop the Wood with an Review the answers.
Axe. Answers:
1. axe, ladder, saw, hammer, sickle, hoe,
1. Listening (20 minutes) shovel
Pre-listening (5 minutes) 2. ladder

3. improper use of hand tools
students to list as many hand tools as they can. 4. axe
Have them share their list with the whole class.
While-listening (10 minutes) Organise the class into small groups. Have
them discuss what people should do to protect
Hand Tools themselves from hand tool accidents. Walk
around the room and monitor the discussions.
Hand tools are very useful instruments in our
daily activities. Some of the most common 2. Speaking (20 minutes)
hand tools are the axe, ladder, saw, hammer,
sickle, hoe and shovel. For example, we can Organise the class into pairs. Ask them to look
climb up to or down from high roofs or long at the pictures. Tell them to discuss what people
trees with a ladder. We cut trees using a saw do with the hand tools pictured. Ask students
or an axe. to read the example as a model for discussions.
62
Assessment: Listening and Speaking: what the story is about. Have them share their
Students will talk about what people do with predictions with the class.
hand tools.
Ask students to silently read a passage titled
“The Wood Cutter.” Have them answer the
Week 15 Day 2 true or false sentences by writing True if the
sentence is correct and False if the sentence is
Daily Contents not correct.
• Word Study
Answers:
• Reading
1. False 4. False
• Vocabulary
2. False 5. True
3. True
Ask students to read the words and write the Post-reading (5 minutes)
plural forms in their exercise book. Review the
ways to change singular nouns to plural nouns.
them to discuss the lesson learned from the
When making some nouns plural, the letter s
story. Walk around the room and assess the
is added (book = books). When making other
discussions. Provide assistance if needed.
nouns (that end in ss, ch, sh, s, x, z) plural, the
letters es are added (tomato=tomatoes) For Message: Don’t be too busy to sharpen your
some nouns ending in a consonant (every letter axe.
but a, e, i, o, u) and then the letter y, the letter y
is changed to i and es is added (baby=babies).
Ask the students write numbers 1-10 in their
Answers:
exercise book. Have them match the words to
1. cameras 6. lorries the correct pictures. Walk around the room and
2. buses 7. keys provide support to students on an individual
3. glasses 8. days basis.
4. bushes 9. potatoes Answers:

5. watches 10. candies 1. A 3. C 5. E 7. G
2. D 4. B 6. F 8. H
9. I 10. J
Ask the students to look at the title of the
story “The Wood Cutter.” Ask them to predict
63
Ask students to fill in the gaps using a or an

Assessment: Vocabulary: Students will match
and tell them to compare their answers with a
words to the correct pictures.
partner.
Answers:
Week 15 Day 3 1. an 3. a 5. a
2. an 4. a
Daily Contents Tell students to replace the underlined words
• Reading Fluency with their plural forms. Have them write the
• Grammar completed sentences in their exercise books.
Review answers.
6. Reading Fluency (15 minutes) Answers:
Ask the students to listen as you read the story 1. She has two stamps.
titled “The Wood Cutter” aloud. Have them 2. The two men are cutting wood with a saw.
pay attention to how you read with proper rate, 3. The glasses are full of water.
accuracy and expression.
4. They clean the street with the branches of
Organise the class into small groups. Ask them trees.
to take turns reading the story aloud. Give
5. The man is standing near two lorries.
individual students feedback on their fluency
(reading with rate, accuracy and expression). 6. The children are drinking water from the
tap.
7. Grammar (25 minutes) 7. The keys are in the man’s pocket.
Ask the students to rewrite sentences by 8. The women work in the building.
choosing the correct articles a or an from the
brackets. Make sure students understand the Week 15 Day 4
use of a and an. Remind them that a is used
before a noun that begins with a consonant and Daily Contents
that an is used before a noun that begins with
• Vocabulary
a vowel.
• Speaking
Answers:
1. an axe, a sickle 4. an airplane
2. a ladder 5. an apple
Ask the students to match words with their
3. a saw
meanings. Ask them to write sentences with
the words in their exercise books and share the
sentences with the class. Review the example
64
sentence with the students. Walk around the 11. Writing (30 minutes)
room to assess learning and assist students.
Ask the students to write a paragraph about a
Answers: favourite hand tool. Ask them to use the topic
1. b 3. c 5. d sentence in the student book. Tell them to write
at least three sentences about why they, their
2. a 4. e
father or their mother like the hand tool best.
9. Speaking (25 minutes) Ask some students to read their paragraph to
the class.
Organise the class into pairs and ask students
take turns acting out the dialogue. Walk around Assessment: Writing: Students will write a
and monitor students. paragraph about a favourite hand tool.
Put the students in pairs. Ask them to take turns Assessment Technique: Classwork
giving the clues and solving the riddles in the
student book. Move around the room to assess
and monitor this activity.
Answers:
1. axe 3. saw
2. ladder 4. hammer
Week 15 Day 5
Daily Contents
• Reading Fluency
• Writing

Ask students to listen as you read the story
titled “The Wood Cutter” aloud. Have them pay
attention to how you read with fluency (rate,
accuracy and proper expression).
Organise the class into pairs. Ask them to take
turns reading the story aloud with fluency.
Encourage them to give feedback to each other.
65
Grade 4 English Language Syllabus
Theme MLCs of the following Language items and vocabulary Learning activities and resources Assessment Learning
skills social expressions outcomes
1. School Listen to a Self-introduction School  Students listen to a text and write classroom Turn and Talk: Listen to a
-My First text and Good morning/hello buildings, objects. Students describe
Listening answer text and
Day at I’m ___ /My name is parts of pictures to each
comprehensio ______, My father’s identify
School rooms:  Students listen to a text and orally respond to other.
n questions name is __. I’m from details
-School classrooms, comprehension questions
______ .
compound This is______ director’s  Students look at the title of a listening text
-On the His name is___ office, staff and predict what the text will be about.
play He is from_____ room,  Students listen to a text and answer
ground Asking Questions girls’/boys’ comprehension questions.
Yes/no questions toilet, wash
Greet each e.g. Does it have a rooms,  Students greet and introduce themselves to Informal
…? girls’ club, Introduce
other and the teacher and to each other monitoring: The
Speaking introduce Wh-questions pipe, tap, teacher moves themselves
 Students introduce their friends to other
themselves e.g. How many etc. students round the room and their
using classrooms does it  Teacher describes the school using the to watch or listen friends
Adjectives
appropriate have? to using
(big, small, picture but makes mistakes – students
social It has some large children as they appropriate
rooms tall, short, identify the mistakes e.g. It doesn’t have
expressions introduce social
It has many chairs thin, fat, four classrooms, it has five classrooms themselves and
This/that (school etc.) (word stress on five) expressions
Talk about their friends
their school building) has Nouns:  Students work in pairs and take turns talking
It is big/small etc. Door/windo about what people are doing in different
There is/are
w/floor/blac pictures
All the rooms have
tables and chairs k  Students interview each other and describe
their friends to other students
67
Quantifiers: ‘Some’, board/wall/r  Students blend initial consonant blends br-

Decode ‘any’, ‘much’, oof/ceiling and cl- with appropriate word endings. Visual
words with ‘many’, ‘all’, both ball, rope, ,  Students identify diphthongs in words/oi/, Representations: Read words
Word little effort /oy/, /ou/, /ow/ Students use both with
Prepositions: jump, run,
study  Students identify initial consonant diagraphs words and consonant
In front play, hide,
in words pictures
of/opposite seek, goal,, blends with
to demonstrate
this/that /at the minimal
Read words, win, , lose,  Students look at a picture and predict what understanding
back of/ next to/ effort
phrases , rest, throw, the text will be about. (Students read a
on/ in
sentences, and laugh,  Students look at the title of a text and predict text and answer
Readi short applaud, what the text will be about comprehension
ng paragraph  Students read parts of a text and ask questions). Read a text
fight, race,
with a relative themselves question about why or how and scan for
degree of sit, cry,
things happen in the manner they do. specific
fluency and shout, chat,
 Students read texts and answer information
accuracy study, draw,
comprehension questions
goal, win,  Students read a text with accuracy,
lose appropriate rate and expression
Sight words:
Vocabula Study, draw,  Students fill in the gaps with the names of
Use
ry add, objects in the picture
appropriate Use words
words to multiply,  Students match descriptions to the correct Students use correctly
complete Sports field, words/phrases appropriate words
sentences  Students match descriptions to the correct for oral and
field, goal,
words/phrases written
win, lose
 Students match the opposites and similarities communication
68
 Students listen to a letter read out loud by

the teacher and list the words from the word
bank to fill in the blank space
 Students choose words from the box to
complete gaps in sentences
Write simple  Students rewrite sentences using apostrophe- Class work

meaningful s Students write write simple
Writing  Students write a short paragraph sentences about sentences
sentences and
 Students write sentences about what people what people have. about their
short friends’
paragraphs are doing in the pictures.
 Students write short descriptive sentences possessions
not more than
about their classroom
three or four
sentences
2. People Listen to Height& Weight  Students listen to the text and complete a Turn and Talk: Listen to a
-How tall Listening instructions How tall are you/ Students listen to
table
are you? and react What is your height? a descriptive text text about
accordingly I am …tall. Height and
-I am about people’s descriptions
 and
Listen My height is ………  Students listen to a text and write
shorter weight physical of people
respond to  How heavy are comparative words
than you you? or appearance and
questions words,  Students listen to a poem and answer and answer
-Shehas a  What is your weight? turn and retell
about questions.
long hair  I am …K.g. their friends. questions
personal .
details
69
Ask for and My weight is …… adjectives:  Students interview each other and describe Turn and Talk
Talk about
give personal kilo. their partners to other students Students talk
young, old their heights
speaking details
 Saba’s weight is ….  Teacher asks students questions about their about their height, and weights
including  How old are you? height (Students ask each other in pairs) weight
Synonym/an
their family I am….comparison  Students say their own height and weight.
tonym:
and school and  Students describe pictures
long/tall
Use social conjunctions: big/large  Students in groups describe someone who is
expressions ‘and’, ‘but’ standing at the front of the classroom.
correctly  I am taller than Akalu Thin/fat  Students work in groups and ask questions
but I am shorter than long/short about imaginary sentences
Almaz. Big/small  In groups students describe one of their group
members
Sight words:
object pronouns Kilo, meter,
e.g. me, you, him, centimetre,
her, us, them far, near,
overweight,
underweight
, round,
Word Form and use oval, brown,  Students add the suffix-er to adjectives to Students sound
Decode
study comparative blue form comparative adjectives. out letters in
words
adjectives e.g. fat +er = fatter words correctly
correctly
correctly Numbers big +er= bigger
from 501 to  Students add the suffix-er to adjectives
1000 to form comparative adjectives.
e.g. heavy = heavier
happy= happier
 Students listen to the teacher read words
that end in r-controlled vowels(-ir, -er, Read a
Read short and –ur) comparison
stories/paragr text about
aphs and retell
4
70
Reading the main  Students read the story and put the Students count people and
details/put pictures in order. numbers from answer
pictures in  Students read a poem and answer 501 to 1000 questions
their correct comprehension questions
order/answer  Students read a dialogue and complete
question the table with the information from the
dialogue
 Students read sentences, phrases and
clauses with accuracy, proper rate and
expression
 Students give the synonym and antonym Students read

Vocabula Match of the words words, phrases Write
ry synonyms and and clauses with sentences
 Students replace underlined words with
antonyms accuracy, proper about their
words of similar meanings rate and heights and
 Students match words with their expressions weights
similarity
 Students fill in the blank spaces with the
correct words to complete sentences. Fluently
 Students match words that go together Students choose read words,
the right words phrases,
 Students complete a text by filling in the
for different clauses and
blank spaces with the missing words(Cloze) situations longer texts
 students fill in the blank spaces with the
correct words from the box
 Students put descriptive words in the right
box in a diagram
Writing Write short
sentences
about
5
71
personal  Students unscramble pictures and rewrite a Students write Write

details, story based on the unscrambled pictures short sentences meaningful
objects,  Students write sentences from a substitution about themselves sentences
places, etc. about them
table selves
 Students write sentences about their height
and weight
3.Environme Listen to Talking about the Weather Students listen to a story and answer questions Turn and Talk: Listen to a
nt: dialogues/ weather words: Teacher reads a
short  What is the warm, cold, text about
short dialogue
Listening
-What a passages and weather like cloudy, and students have the weather
rainy day! stories and today? rainy, to guess the
and answer
-There are answer  It’s hot/cloudy etc. sunny, weather and turn
some and share their questions
questions. foggy,
clouds guesses with their
 In January it is hot windy, wet,
-It was partners.
etc. dry etc.
sunny Ask and Students act out a dialogue with a partner Students work in
yesterday Past simple Use
speaking answer Students read a dialogue with a partner pairs and use
questions  What was the Months: appropriate social appropriate
about weather like January, expressions to expressions
everyday yesterday? February talk about the to talk about
scenes  It was cold/sunny etc. weather the weather
etc Days of the
week:
Monday,
72
 It’s cloudy today. / Tuesday,  Students add the letter ‘-y’ to nouns to Students make up
Extract
It was sunny Wednesday form adjectives weather adjective
Students add etc. words by adding information
yesterday. e.g. rain----rainy
Word the suffix-y Today, the suffix –y to from written
cloud---- cloudy
study to nouns to yesterday, nouns materials
wind-----windy
make
weather  Students listen to the teacher read words
Sight words: that end in common word family
adjective Hot, cold, Students read a
Reading sounds(-at, -an, -ap, -ad)
words; warm, blow, story and
 Students think about the main idea of
shower, go, the story; put events in the order they unscramble
run scrambled events
appear in the story
 Students read an imaginary weather
forecast accompanied by pictures
silently as the teacher reads it aloud;
Use different Use
then students point to the pictures
word  Students read a passage silently and appropriate
recognition check their answers with the facts in the reading
strategies to text
read  Students fill in gaps with weather words strategies to
 students identify words that go with Students use
words/phrase make
weather words correctly
s/sentences. meaning out
 students identify words that go with
Read a short
weather of written
paragraph
 Students work individually and identify
and answer materials
words which can go with weather
questions.
 Students choose the correct forms of the
words to complete sentences.
Match
Match words  students fill in the blank spaces with the
with correct weather words words with
descriptions  Students find words in a word search
and circle them
7
73
Vocabular the correct

y
pictures
Complete  Students write a short summary about the Students write Write
Writing sentences by story meaningful
sentences
filing in the  Students look at the pictures and write about sentences.
about the
missing what the weather will be like and what
words. people will/ are going to wear in that weather
Write months weather condition. using
and days of
the week appropriate
beginning weather
with capital
letters. words
 Listen to  What is this/that? . Students work in

Parts of the Listen to a
4.Health instructions This is my  Students listen to a text and answer pairs and talk
body: text answer
and safety: Listenin and react chin/cheek/ questions about what they
-Let’s keep g accordingly neck/lip. Head/hand/a . do to keep questions
fit  What is he/she rm/ themselves keep
-Wash your touching? heel/,ear/ fit.
hands  Ask for and He is touching  Students work in pairs and take turns to tell Physical
chin/ Give and
before you speaking listen to his/her chin/lip. a partner to do or not to do something Response:
cheek/navel/  respond to
eat pieces of Students act out a dialogue with a partner Students give
neck/nail simple
-Visiting a advice Song  Students ask and answer questions to have each other
advice
doctor Should/shouldn’t tongue complete information about their partner positive and
accordingly
.
74
. A: I am not Movement negative

feeling well verbs: commands and
B: You should go respond
Jump/jog/
to the doctor individually to the
A: Ok, thanks Run/ push - commands
Giving and up/ sit- up physically.
receiving rolling Answers
instructions. may be indicated
Movement verbs Doctor, by putting
Positive and negative sick, ill, up a number of
imperatives: touch patient, fingers,
and don’t touch clinic, open and closed
Ability: health fists, and/or
I can jump centre, other culturally
I can’t swim hospital, appropriate
Pronunciation: pharmacy gestures.
Word Say words Contractions e.g. I’m medicine,
syringe, Pronounce
study with vowel /  Students Listen as their teacher says the
diagraphs tablet, word “thigh” aloud to them and say words words
emergency, with the same vowel sounds after her/him correctly
examination
75
aloud you’re/he’s/she’s/we’ , feel, cold,  Students identify the vowel sounds they hear
correctly re/they’re touching headache, in the following words:
 Pronunciation: pain, etc boil
should not / toilet
shouldn’t
Sight  Students identify the diagraphs and the
Reading words. run, sounds they make at the end of the
jump, jog, following words: Students predict
 Predict what Wash, sick what a text will
a text will clean, boil, pick be about using
be about doctor, check visual clues
from the patient,  students think about and predict what Read a text
illustration( clinic, activities the writer does; answer about ways
s) or the health comprehension questions of keeping
title center  Students read a dialogue silently and check health and
if their instructions appear in the dialogue
fitness and
 Students read the dialogue and check if their Students point to answer
guesses are right each of their body
 Students read words, phrases and clauses questions
parts and say it
with accuracy, proper rate and expression aloud correctly
Vocabul
Identify the
ary Label pictures  Students label the missing parts in a name of each
human diagram by choosing words from body part of
the word bank a human
 students list the body part words from being in
the word bank in order from the top to English
the bottom of the body
 Students choose a word from the word
bank to complete the gap in sentences
 students match words on the left with
description on the right and write
sentences with the words.
10
76
 Students match words to their

meanings
 Write  Students choose five of the body part words Students work in
Write short
Writing meaningful and write a sentence for each. pairs and describe
sentences themselves. sentences
 Students write a paragraph using the same
about how structure of the reading text. about how
to keep  Students write sentences about what they they keep
oneself fit can and can’t do. their health
and healthy and fitness
5.Objects: present simple  Students listen to a passage about Rooms in Students talk Listen to a
Listenin Listen to Rooms of
-My house about what they text about
g descriptions  What do you do in house( part houses and label each part in the picture
-She stirs the kitchen? do with each houses and
about objects, of house):  Students listen to a text and answer
tea with a Have/has household object identify the
places and questions
spoon -Do you have…? Living parts of
answer
-I chop the Yes, I do/no… room, house and
questions/
wood with bedroom. objects
match picture Verb “to be”
an axe Plurals/regular/irregul Pantry,
ar) dining
made of/used for room, toilet,
a / an / the kitchen etc.
 possessive (‘s)
Whose (object) is
that? objects in
 Describe it’s mine/my rooms of  Students ask each other questions about their Turn and Talk:
speaking places and mother’s/hers/ house: houses e.g. what do you do in the kitchen? Describe
Students draw
Where is the bathroom? Do you have a houses and
their ideal houses
bathroom? Is it big?
11
77
household (Picks up wood) - utensils:  Students work with a partner and talk about and turn and household
objects Who uses it? what people do with each object describe them to objects
spoon, fork,
-The carpenter  Students work in pairs and take turns to ask their partners.
cup, glass
uses it and answer questions about what people do
etc.
or with each object in the picture.
Object pronouns food table .
-Give the paper to , chair,
him. cupboard,
-Give it to shelf, bench,
her/him/me. stool, etc.
Word Prepositions of Adjectives:  Students read words that end in common Students form Talk about
Form
study time/place: Size: word family sounds(-op, -ot, -ow, -et, -in, - compound nouns what people
compound
at, in the.., next to, small/big ill).. do with
nouns
opposite etc. Colour:  Students read a group of words and different
Where do you red/blue underline the word that does not have a objects
cook/wash? Shape: silent letter
round/flat/ci  students form plural nouns
Negative sentences rcle
with contracted
Reading
forms.
 No, it isn’t Axe, pick,
Read short  It doesn’t have a sickle, Students read a Point out the
paragraphs and television hammer, text and identify central idea
shovel, saw, details of texts
answer Recycle  Students read a text and answer questions
questions/put comparatives plough, rake  Students read a text and write True or False
pictures in Use  Punctuation Sight words: based on the information in the text
marks: Clean, sit, Match words with
 Students read words, phrases and clauses Use words in
Full stop eat, glass, pictures
Match with accuracy, proper rate and expression. their right
Vocabul Question mark chair, table, places
household  Students match household objects to rooms
ary etc. shelf,
objects to types  Students match words to their meanings
Plough,
of rooms  Students match words to pictures
pick, saw
12
78
 students choose suitable words to complete a

paragraph
Write short  Students complete a vein diagram using : Students write Write
Writing comparative the information in advertisements comparative descriptive
sentences  Students use sentence starters to write a sentences spotting sentences
about objects paragraph the difference about
 Students write a paragraph about their between houses/ houses/
favorite hand tools Household household
objects/learning objects
materials /learning
. materials
 Students listen to a text and answer IThe teacher

Parts of the Listen to
6. Time: Listen to questions moves round the
Recycle times (from day e.g., descriptions
-Telling Listenin  Students copy the table into their exercise room to
description of digital clock) and morning, book and complete it by listening to a text
time g understand which about daily
introduce new evening,
-What do events and list children routines and
language. noon, night,
you do understand complete
major events midday
every day?  What time is it? and which tables
-When do chronologicall  It is 2 Frequency children
you study o’clock/quarter words: need more
y
English? past/half Always support(Students
past/quarter to etc. listen to
 Present simple Usually
descriptions of
A: When does the Often
Someone’s day
first
Sometimes and identify the
Period start?
B: It starts at 3 Rarely time when it
o’clock/4:30 happens).
13
79
Talk about /half past 4 Never  Students work in pairs and practice asking Turn and Describe
speaking their daily  Adverbs of for and telling time Talk:Students
Study,
activities using frequency  Students make up a dialogue and act it out turn and work in their daily
program,
appropriate I often go to bed at pairs; one student
time table,  Students ask and answer questions about activities
time …… says a time and
every someone’s program
expressions. I usually get up at the other student using time
o’clock
…… says what they
Sight words: expression
I sometimes play do at that time
football on hour, about,
Word Identify silent Tuesday/ in the almost,  Students identify silent consonants Students identify Decode
study consonant morning Finish, silent letters
 Students work in pairs and underline words
letters in words /afternoon/ etc. watch,
correctly
I don’t understand every, at, the word that has a silent consonant
What does that Study,
mean? program, letter
Can you repeat write, read  students add the prefix ‘re-‘ to base
that please? /sorry? words
write rewrite
start restart Students scan for
read reread specific
information
Read and
arrange  Students read a text and answer
Reading sentences
questions Read a text
about everyday
activities in a about every
 Students read a text and scan for
logical order day
specific information activities
and list
them in the
order of
14
80
 Students read a text about someone’s their

study program and pick out time occurrence.
expressions
 Students read words, phrases and
clauses with accuracy, proper rate
and expression
 Students match words to pictures
 Students identify hidden word on the
grid in a word search
 Students fill in gaps using
appropriate words
Vocabul Match time
ary expressions to
15
81
pictures and  students make sentences with words Students identify Use
descriptions and use appropriate
 Students choose words from the appropriate time
Word-Bank to complete a text words to tell
expression
 Teacher recycles thematic words and time
asks students to make sentences with

the words
Writing Write  Students develop a topic sentence in to a Exit card: Write

sentences that paragraph. Students write simple
describe events  Students write sentences about themselves down times from sentences
in relation to picture clocks on about their
time using the information from the chart Small slips of
 Students write a paragraph about their study daily
paper cards that activities
program. students hand to using time
the teacher or expressions
leave near the
door as they leave
the classroom.
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82
7. Food: Listen to a text Like/don’t Turn and Talk: Listen to a

Food and  Students listen to a text and complete a
-I like about the like/prefer X to Y Students listen to text about
drink: table
vegetables Listenin descriptions of  too and either the descriptions people’s
-He drinks g Spaghetti  Students complete a paragraph with of food and choices of
food and e.g. A: What do you
words from the listening text
milk like to eat? , soup, drinks and turn food and
-Baking drinks and  Students listen to the story and say True and talk about drinks and
B: I like tomatoes
bread answer A: I like tomatoes Porridge, or False for the statements what they like identify who
questions too, Sandwich, and dislike. prefers what
speaking Use A: Do you like to  Students take turns being a waiter/waitress Turn and Talk: Students use
, cake,
appropriate drink coffee? and a customer to act out a dialogue Students work in appropriate
bread, meat,
social  Students work in pairs and do a role-play as pairs and act out social
milk, coffee,
expressions to B: I don’t like to a customer and a waiter/waitress the dialogue. expressions
yoghurt,
ask for food/ drink coffee  Students work with a partner and take turns to order
Soft drinks,
drinks and A: I don’t like to to act out the dialogue food in a
water, raw
respond drink coffee either restraint.
meat
accordingly
Restaurant dialogue
Word Students make plural nouns Students decode Decode
Like/would like
study Form words by restaurant Students identify the sounds the words with –ph words with
Some/any
adding suffixes words: and –gh diagraphs no or little
 Excuse me consonant blends ph- make at the
waiter at word final effort
 Please can I….? beginning of words positions
waitress  Students write words with -ph-and -
Specify quantity Menu, gh diagraphs at word final position
e.g. two cokes(coca
customer  Students read a text and write short answers
cola)
three cakes to questions
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83
Read a text Change, tip,  Students work in a group of five and discuss
Reading about list of the advantages of water to our body. Students read food Read menus
Reception items and identify
food items and  Students read the recipe and answer the of food and
dining, types of food that
drinks and questions drinks and
categorize Cashier, bill they are familiar order
with
them Sight words:
apple, students match words to pictures
orange, Teacher recycles thematic words and
salad, egg, asks students to put the food items into
the right category Students use words
Vocabul complete a text Drink, correctly Choose and
ary with the finish, relax,  Students to group words in the right use the right
correct words bake, grow, categories word for a
sow  Students fill in the blank spaces with the particular
correct words from the Word-bank to situation
complete the sentences
.  students match the words on the left
with their possible meanings on the
right
 Teacher recycles thematic words and
asks students to look at the word search
and find the hidden words. Using the
words in the Word-Bank as a guide
Write short  Students copy a dialogue and punctuate the Students write Write short
Writing sentences sentences in it short meaningful sentences
about their  Students write a paragraph about any sentences about their
favourite food beverage drink they like. favourite
and drinks  Students write a paragraph about how people food and
grow cereal crops drinks
8. Jobs  Listen to  Jobs: ‘ Wh’ Buildings  Students listen to the text and say the Summary and Listen to a
descriptions questions and places statements True or False reflections:
text about
18
84
-My aunt’s Listenin about What do you want to in town,  Students listen to the poem and say True or Students people’s job
job g people’s job be? village, city False for the statements stop and reflect, and locate
-A nurse and the I want to be a Market,  Students listen to the text and answer make sense of work
works in a place where __________ questions what
school, places/comp
clinic they work Why do you want to they have heard
-My uncle and answer be a ___________? north of, (Students listen to lete a map
goes to questions/m Because south of, the information
work on atch ___________ centre of, concerning
foot pictures. Do you want to be a Family, role someone family’s
________? household job and ask
Yes/no I don’t want care questions to
to be ____ them).
Who is ________?
What does he/she do? Job:
 Ask and tell  Students work with a partner and take turns Turn and Talk: Ask for, tell
speaking where He/she is a/an ….. farmer, Students turn and
to act out the dialogue and respond
people live  Where does he/she doctor, ask for and give
 Students work with a partner and take turns to directions
and what work? nurse, directions of
to ask and solve riddles
they do He/she works in carpenter, places.
….. dresser,
Where does she potter,
live? cobbler,
Present simple butcher,
e.g. I clean the barber,
rooms/fetch tailor, typist,
 Names of places: librarian,
In terms of store-
preposition keeper,
next to, opposite, merchant,
behind, in fisher-man,
teacher,
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85
Word Break down front of, at the, near guard,  Students pronounce verbs with /s/, /z/ Informal Read a text
study words into to waiter, and /iz/ sounds correctly monitoring:The
syllable waitress, teacher moves and identify
 What is this?  Students form nouns from verbs by
 This is a market sales man, adding the suffix –er round the room location of
 Directions shop keeper, farm + er = farmer to watch or listen places
Where is …., shepherd, teach + er = teacher to children as
please? engineer,  Students listen to verbs and group they
Go to …… pilot, according to pronunciation of –s; put read the verbs out Pronounce
Go straight soldier, verbs into columns loud verbs
Come out of… police man, /s/ /z/ /Iz/ correctly
Turn left/right. lawyer,
Excuse me… driver, cooks goes finishe
There is/are janitor s
. carpenter,
makes does washe
 Present clerk
s
continuous clinic,
e.g. I am cleaning the hospital,
rooms/fetching water health post, Students form compound nouns:
health house + keeper = housekeeper
center, sales + man = salesman
bank, post
office,
school,
hotel,  Students look at the picture and guess Predict what
restaurant, what the text will be about the text will
Predict what a garage,  Students read the text and answer questions be about
Reading airport,  Students read the text and write True or Students read a based on
text will be
library, False for the statements. text and visual clues
about from the store, shop, differentiate main
illustration(s)  Students write a paragraph about what they
drugstore, want to be when they grow up ideas from details
or the title pharmacy,  Students write a paragraph about their
laboratory, friends activities
kitchen
20
86
 Students read words, phrases and clauses

accurately with proper rate and expressions
barber shop,
 Students copy the paragraph into their
grocery exercise book and fill in the gaps
taxi, bajaj, choosing suitable words from the Word-
minibus, Bank
 Teacher recycles thematic words and Use words
bus, cart, for oral and
asks students to match the names of
complete a text train, professionals on the left with the type of Students use written
Vocabul using the bicycle, job/profession on the right words correctly communicat
ary correct words motor bike,  students match the jobs on the left with ion
horse, mule, the places on the right
cab, city
bus, foot,
public bus
Sight words:
Examine,
teach, farm
paint, bank,
laboratory,
pharmacy,
bus, horse,
Writing Write simple Informal Write
sentences mule monitoring:The simple
 Students use the substitution table to write
about location short paragraph about each of the two or teacher moves sentences
of objects, three family members round the room about
places, etc to watch or listen what/where
 Students write sentences about family to children as their family
members’ jobs under the family tree they members do
write about the
direction/ location
21
87
 A Student chooses one family member and of different

writes a short paragraph about his/her job things/ work
and work place. places
9. Animals  Listen to Wild  Students fill in the numbered blanks with the Exit Listen to a
-Listen! A descriptions  Present simple to correct words from the listening text cards:Students text about
animals:
lion is Listenin and answer describe an animal  Students listen to the story and complete a listen to a text wild
roaring g questions It lives … summary of the story by filling in the about animals and animals and
Antelope,
-A zebra It eats ….. numbered blank spaces with suitable words write names of identify key
eats grass lion, hyena, wild animals on features
It has …. legs etc.? from the listening text
-Abird flies crocodile, Small slips of
 Students listen to a text and answer
high.  Yes/no questions giraffe, questions paper cards that
Does it eat grass? elephant,  students hand to
Does it live in water? fox, the teacher or
Is it …..? monkey, leave near the
Negatives – door as they leave
hippo,
no, it doesn’t the classroom.
rhino, red
It hasn’t any…. Describe
Speakin fox, walya  Students work with a partner and takes turns Turn and Talk:
 Make wild
g comparatives (-er) ibex, to ask and solve riddles
simple animals
comparison (double consonant buffalo, cub,  Students take turns to circle three animals Students turn and
s between spelling rule) e.g. rabbit, tiger that are similar in some way and explain talk about the
different Bigger/fatter ,zebra what they have in common difference
 Students take turns to ask and answer between wild and
animals
Pronunciation: kill, see, questions about each picture domestic animals
 Describe revision of roar, yelp,
animals wild, forest,
Present simple 3rd
person
22
88
Grade
Grade4 English Language
4 English Syllabus
Language Syllabus
Word Identify singular ending /z/ cave, den,  Students unscramble letters to form Visual
study syllables in [ /s/ /z/ /Iz cry, hunt meaningful words that begin with gr- representations: Read a
words consonant blends Students use both short text
e.g. He goes , etc  Students listen as their teacher reads each words and about wild
She asks/s/ grass, straw, word out loud and pick out the silent letter. pictures animals and
He teaches/Iz/ meat, leaf, to make match them
hay, bone, connections to pictures
eat, gnaw, and demonstrate
 Students read a text and answer questions
Reading chew, their
swallow, understanding(
Read short
mix, Students read a
paragraphs
residue, salt, passage or text
and answer
molasses, about wild
questions
graze, fatten animals with a
eagle, relative degree of
scavenger, fluency and
bird, bat, accuracy and
pigeon, draw pictures)
duck,
Vocabul Match jobs ostrich,
with places  Students fill in the gaps to complete Use correct
ary flamingo,
peacock,  Teacher recycles thematic words and forms of
asks students to fill in the gaps using Students match
crow; words in ral
words from the word bank. words to the
students and written
 Students choose suitable words of correct
match them communicati
animal sounds from the word bank to descriptions on
to pictures
complete a paragraph
Sight words:  Teacher recycles thematic words and
See, wild, asks students to read each short
cry, meat, description carefully and choose their
grass, leaf, answer from the four options
mix,  Students find and circle all of the
birds that are found in the grid
23
89
residue, fly,  students choose suitable words from

eat, sing the word bank to complete a text
students match words with their
synonyms.
 students complete a text by filling in
the blank spaces with the correct
words(Cloze vocabulary activity)
students construct sentences with the
words
 Students match words with their
definitions Students match words
with their definitions
 Write short  Students put sentences in the correct order to Exit cards:
make a complete paragraph Students write Write short
sentences
sentences sentences
about  Students use paragraph as a guide to write a
Writing onSmall slips of about wild
animals, etc. paragraph about an animal they like paper cards that animals
 Students write a descriptive paragraph of students hand to
four or five sentences about any type of bird the teacher or
they know leave near the
door as they leave
the classroom.
24
90
10.Thepast  listen to a Recycle dates Places  Students Listen to the text again and Turn and Talk: Listen to a
-When story and (ordinal numbers 1- complete the sentences Students listen to
Time short
were you Listenin identify 30 and months)  Students listen and use their body parts to descriptions of
phrases: biography
born? g specific show each activity physically as their
Last week/ past events and
-What did details.  was/were (positive teacher tells them and indicate
you do turn and narrate
and question forms month/  Students look at the title of the story and key details
yesterday? only) them to their
predict what the story will be about
-  Where were you year friends.
-The lion born? Yesterday
 I was born in A year/
Jimma week/
 Which month were month
you born in?
 I was born in Ago
[month]  Students work with their partner and make a Informal Give and
speaking  ask and  Which month was dialogue and act it out. monitoring:The
Months of collect
answer he/she born in?  Teacher asks students questions about what teacher moves
the year: information
questions  He/she was born they did in the past and then students ask round the room to
about past
using in.... January, each other in pairs watch or listen to
events.
simple past.  Was she born in February  Students work with a partner and take turns children as they
____? to complete and act out a dialogue. practiceinterviewi
 Yes, she was/No, March ng each other and
she wasn’t April etc. filling in identity
cards for each
famous, other.
 Where were
popular,
you….? (last
Word Identify and artist,  Students listen and repeat after the teacher Guided Review.
night/week/month/ Read a short
study say vowel politician, Students respond
year; in the  Students read words that have silent
diagraphs scientist, to questions and biography
morning/afternoon letters(w, k, l, b)
correctly pilot, poet, share learning and answer
/evening)
composer, from questions
choreograph
25
91
 were you at er, runner,  Students read a story and answer previous lesson.
home/school run, sing, questions Teacher uses this
Adverbial phrases race, win,  Students read the text silently and information to
(place) championsh make notes about what the person determine the
Read stories  Somewhere near ip, record, did direction of the
Reading and identify the…. sing, boxer,  Students look at the picture and current
main Outside in the…. composer predict what the story will be about lesson(Read
characters. Pronunciation: Sight words;  Students read words, phrases and sentences about
asked/t/ clauses with accuracy, proper rate one’s life history
Sing, run, and expressions. and put the facts
race, win, in the correct
Wakeup, sequence)
 students choose suitable words from the
Vocabul getup, wash,
word bank to complete a text
ary wear, drink,
Sharp, teeth Students
students match words with their synonyms
use suitable complete a text
words to with suitable Use words
complete text words correctly
 write short  Students write a short paragraph about Exit cards: Write short
Writing themselves Students write sentences
sentences words correctly
 Students look at a model paragraph and about what
about write a similar paragraph about themselves (with initial
they did
capital letter) on sometime
personal Small slips of in the past
details paper cards that
students hand to
the teacher or
leave near the
door as they leave
the classroom.
26
92
Students
complete
sentences by
adding words and
write the answers
on Small slips of
paper cards that
students hand to
the teacher or
leave near the
door as they leave
the classroom.
27
93

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English For Ethiopia

Federal Democratic Republic of Ethiopia

Copyright 2017 © FDRE, MoE

3. Assessment and Support

Unit 4 Health and Safety 40

My First Day at School

Week 1 Day 1 Answers:

Advice: ideas to be listened to and followed

Tell students to look at the picture in their

4. Reading (25 minutes) 5. Vocabulary (10 minutes)

While-reading (15 minutes) Week 1 Day 3

Week 1 Day 4 students to take turns reading the text aloud

Ask students to complete the paragraph in their

describe the picture, make mistakes purposely. 4. Reading (25 minutes)

Assessment Technique: Turn and Talk

Week 2 Day 2 Ask students to read the passage silently and

Answers: 11. Writing (30 minutes)

While-listening (10 minutes) Post-listening (5 minutes)

Pre-reading (5 minutes) Possible Answers:

While-reading (15 minutes) Post-reading (5 minutes)

5. Vocabulary (10 minutes) Example:

Encourage students with hearing impairment to

Daily Contents Week 3 Day 5

8. Vocabulary (15 minutes) • Writing

Ask students to choose words from the boxes

How Tall Are You?

While-listening (10 minutes) Post-listening (5 minutes)

Write the word big on the board and double

2. What do you think the story is about after Answers:

Answers: Assessment: Vocabulary: Students replace

Read parts of the story aloud and ask the

Answers: How old is she? Write the example on the

Encourage them to describe that student and

Week 4 Day 4 Week 4 Day 5

8. Vocabulary (15 minutes) 10. Reading Fluency (10 minutes)

While-listening (10 minutes)

4. Reading (25 minutes)

While-reading (15 minutes)

1. Ato Aziz, Miss Almaz Mis Ariat

Answers: 9. Speaking (25 minutes)

8. Vocabulary (15 minutes) Completed Text:

Assessment: Listening and Speaking: Assessment: Writing: Students will write

She Has Long Hair

2. Speaking (20 minutes) 3. Word Study (5 minutes)

4. Reading (25 minutes) Post-reading (5 minutes)

While-reading (15 minutes) Answers:

Ask students to read the dialog between Sitina 1. face/eye

Hawa 13 30 130 oval Assessment: Word Study: Students

7. Grammar (25 minutes)

2. fatter and heavier 1. I 4. me

3. like mine 2. He 5. them

5. your brothers Ask students to replace the underlined words

Example: someone’s face or other objects. Ask students to

2. She has short hair.

Assessment: Grammar: Ask students to Eye Size

Week 6 Day 4 blue

Daily Contents brown

8. Vocabulary (15 minutes)

What a Rainy Day!

The Travelers and the Large

practise acting out the dialogue assuming roles

Answers: Week 7 Day 2

such a belief is not scientifically accepted. Also

While-reading (15 minutes)